英语人教版九年级全册Unit7 section A (3a-3c).doc

华师中山附中 陈燕余 教学设计课题摘要学科英语学段初中年级九年级单元Unit7教材版本人教版课程名称Teenagers should be allowed to choose their own clothes.（Section A 3a-3c)一、学习内容分析教材分析本节课是人教新目标九年级上册Unit7Teenagers should be allowed to choose their own clothes. SectionA 3a3c阅读课，阅读材料是一首诗歌。诗歌不仅呈现了新的词汇，再现了本单元要求学习和掌握的should be allowed to do sth.的句型，更重要是，它通过描绘孩子成长过程中与母亲互动交流，利用细节的刻画引发读者的思考，潜移默化对青少年进行情感教育，让学生学会理解父母对子女的关爱和教导。2.学情分析这个班的学生思想活跃，乐于表达自己的思想和看法。求知欲很强，喜欢积极参加任务型教学活动，有很强的竞争意识。在学习活动中能积极发言，主动质疑，不懂就问，有较强的自控能力，并具备了一定的英语基础知识和较好的语言表达能力、较强的探究知识的能力、合作技巧及自主学习的能力。但仍有一小部分学生学习水平较低，基础比较差，主要是学生的内在动力不够，缺乏吃苦精神和自信心，表现在充满乐趣的学习活动中仍然欠积极主动。因此，关注这部分学生至关重要，直接影响课堂教学效率，在教学中适当的鼓励、营造一种宽松、民主、和谐的教学氛围，关注性格内向和学习有困难的学生，尽可能多地为他们创造语言实践机会。3.教学目标（含重难点）1.知识目标 1). To understand and enjoy the poem Mom Knows Best 2) Key phrases stay by my side 陪伴在我身旁 run through the field 在场里奔跑 keep me from danger 让我远离危险 give me a hug 给我一个拥抱 liftup 把举起来 talk back顶嘴 think back to回想起 2.能力目标：通过跳读与细读来寻找信息培养学生的阅读能力，然后通过表演的形式输出语言来培养学生的语言综合能力及运用能力。3.情感目标：利用细节的刻画引发读者的思考，潜移默化对青少年进行情感教育，让学生学会理解父母对子女的关爱和教导。四、教学重点 本课时的词汇: 1. tiny adj. 极小的；微小的； 2. lift v. 举起，n. 电梯； 3. awful adj. 很坏的，讨厌的；4. regret v&n 感到遗憾，懊悔； 短语和重点句型1. When I was a tiny baby crying all night, my mom sang to me and stayed by my side. 2. When I was seven coughing badly, she said no ice cream for me.4. When I was a teen going out with friends, she said” please be back by ten.”6. I regret talking back, not listening to Mom 五、教学难点1.学生学会欣赏诗歌并有感情地朗诵。2. 学生学会用目标语言来表演。二、教学环境选择简易多媒体教室 交互式电子白板 网络教室 移动学习环境三、教学过程设计教学环节活动设计信息技术使用说明导入1.Listen to a song sung by Billy Gilman: The Woman In My Life 2. Say some sentences about mothers love. 通过音乐与图片的形式激发学生回顾他们母亲在他们小时候为他们所做的事情。从而达到导入新课的目的，同时也可以使学生积极阅读诗歌，理解母爱的内涵。阅读中1. Fast reading: Read the poem quickly and answer the questions. 2. Careful reading: Read paragraph1 and answer the questions:Read paragraph2&3 and fill in the blanks:Read paragraph4 and fill in the chart:3.Lets listen to the video and enjoy the poem.1. 要求学生快速默读诗歌，熟知大意，并完成课本3a的任务。2.学生寻找细节信息，理解课文的重点并提升阅读能力。3. 诗歌内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。阅读后Role play：Let students role play: when the writer was seven, nine and teen.锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。四、教学评价设计1.评价方式与工具 课堂提问 书面练习 制作作品 测验 其它 2.评价量表内容（测试题、作业描述、评价表等）Read paragraph1 and answer the questions:1) What did the mom do when the writer was a tiny baby crying all night?2) What did the mom do when the writer was two running through the field?Read paragraph2&3 and fill in the blanks:When I was seven coughing badly, she said no ice-cream for me.ButI loudly, “I should _some!Giveittomenow!”WhenIwasnine_movies,shesaiditdgiveme awful dreams.ButIshoutedback_, “Ishouldbe allowed to watch it!Imnotababy!”WhenIwasateengoingoutwithfriends,shesaid, “Pleasebeback ten!”ButItalkedbackagain, “I should not whattodo!Imseventeennow!” Read paragraph4 and fill in the chart:What three things did the writer do without following his mother? And what were the results?Things he did The resultsHe_ ice-cream though