Unit 10 If you go to the party, youll have a great time! The Fourth Period Section B (2a2c)Teaching aims（教学目标）1. 熟练掌握if+will(主将出现)的句式。2. 能够正确面对挫折和困难，寻求积极的解决方法和态度。3. 培养学生提高阅读能力与提升阅读策略应用。Language points（语言点）1要求掌握以下词汇： 1) 名词 n. teenager, wallet, mile, step, experience 2) 动词 v. advise,solve, trust, 3) 形容词 adj. normal, angry,understanding,careless 4) 副词 adv. certainly,halfway,else 5）连词 conj. unless6）词组 in half, lose ones wallet, be afraid to, keep thinking, in the end, make careless mistakes, ask.to be more careful, remember to, share with, in the future （本节课的生词和词组相对较多，重点单词的拼写对于学生而言有一定难度，鉴于本课时的重点在阅读上，所以教师通过与阅读内容相关的一定的练习帮助学生尽量掌握。）2. 要求掌握以下句式:Some people the worst thing is to do nothing. I think talking to people helps a lot. Unless we talk to someone, well certainly feel worse. She just kept thinking. It is best not to run away from our problems. This person doesnt need to be an expert like himself. Sharing a problem is like cutting it in half. So youre halfway to solving a problem just by talking to someone about it.Difficulties（难点）：应用if+will(主将出现)的句式，并顺利就阅读材料内容表达 自己的观点。Teaching steps（教学步骤）1. Before reading(1) Free talk T: What kinds of things do you worry about? S: I worry about my T: What can you do if you have some problems?S: T: Face the problems in a positive way. Try to solve them.（作为半开放式的问题，教师要注意引导学生的回到进入到后面的教学步骤的需要中去，所以，必要的建议和总结是很重要的.）(2) Guessing activity.T: If I am worried about something, what will I do? Guess!S: I think you willT: Ill talk with my friends online.（通过简单的问答，引导学生关注到和后面阅读内容相关的主题，并点出面对困扰的积极态度是面对和沟通，而猜测形式，符合学生的兴趣特点，同时又自然导入后面内容）2. While reading(1) Work on 2b T: Look at the statements and then read the passage quickly. Which statement expresses the main idea of the passage?（教师先呈现statements请学生朗读熟悉内容，再给学生时间快速应用skim策略找出正确的statement, 然后再请学生整体阅读，为后面的fast reading做铺垫。）(2) Fast readingT: Read the main ideas of each paragraph and tell me the facts supporting these ideas.S: Para 1 “ But I think talking to someone helps a lot. Unless we talk to someone, well certainly feel worse.” Para 2 “I will always remember to share my problems in the future. ” Laura says. Para 3 In English, we say that sharing a problem is like cutting it in half. So youre halfway to solving a problem just by talking to someone about it!T: Match the paragraphs (段落) with their main ideas.S:（进一步培养学生skim和scan的能力，抓住关键句子，作为对前面statement的支撑。同时马上进行文章大意配对的练习，帮助学生提高信息提炼和总结能力。）(3) Work on 2cT: Read the passage again and answer the questions. Discuss your answers with a partnerWhat is the worst thing to do if you have a problem?Why didnt Laura want to tell her parents about her lost wallet?What is the first thing you should do when you want to solve a problem?Why can our parents give us good advice about our problems?S:(问题的回答可以帮助学生进一步掌握文本信息。)(4) Careful readingT: Read Para 1 and fill the blanks.S: Students these days often have a lot of _. Sometimes they _ their schoolwork, and sometimes _ their friends. What can they do _ this? Some people believe _. Laura Mills, a teenager from London, agrees. “Problems and worries are _ in life,” says Laura. “But I think _ to people _ a lot. _ we talk to someone, well certainly feel _ .T: Try to retell Lauras experience with the help of these phrases.丢钱包不敢不断思考最后犯粗心的错要求某人更加仔细记得要.和.分享在将来lose ones walletbe afraid tokeep thinkingin the end make careless mistakesask.to be more carefulremember to share within the futureS:T: Discuss problems with your classmates.S: A:What will do if you lose your wallet? B: I will tell my parents, because.A: I dont agree / I agree. T: Read Paragraph 3 and correct the mistakes.Robert Hunt advises students about special problems.He doesnt feel the same way as Laura.It is worst not to run away from our problems. We should always try to solve them.He thinks the first step is to find someone you trust to talk to.The person needs to be an expert like himself.Students often remember that their parents have more experience, and are always there to help them.In English, we say that sharing a problem is like cutting it in half.So youre on the way to solving a problem just by talking to someone about it!（教师给学生充分时间分段细读三段文章，并以填词，翻译词组，改错的形式帮助学生进一步了解阅读文本的内容，并自然呈现教学中的难点，把难点在语境中进行渗透。同时，来采用了整体阅读，故事复述，专题讨论的形式，引导学生应用阅读文本中的信息和内容。注意考虑了学生的兴趣。）3. Post readingT: Tell your own story.S: A: Do you agree with the expert?B: I agree/disagree with him. Here is my story. .