人教版英语九年级全册Unit 7 Teenagers should be allowed to choose their own clothes.Section A 3a-3c教学设计（表格式，1课时

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学科 英语 课 题 Unit 7 Teenagers Should Be Allowed to Choose Their Own Clothes.Section A 3a-3c
班级 初三 开课时间 课型 阅读课
教材分析 单元主题内容框架图：
学情分析 初三年级的学生处于青春期和叛逆期，面对繁忙的学习生活和中考升学压力，内心充满焦虑，与家长的沟通也或多或少存在一些问题，无法理解父母的苦心。学生们在繁忙的学习生活中习惯了妈妈的照顾和付出，忽略了妈妈的辛苦，也忘记了感谢妈妈。 初三年级学生对于规则的认识及其表述已经有了一定的基础，并且在前一课时初步掌握了涉及情态动词的被动语态用法，大部分同学能够完成本节课的阅读任务（讲述一个与母亲的故事），部分同学能达到B层要求。
教学目标 语言能力 学生能够学习诗歌的主要特征，理解诗歌内涵，能够讲述一个与妈妈之间的故事。
学习能力 通过欣赏与阅读诗歌，能提取关键信息并结合实际分享自己的观点。
文化意识 理解规则背后的关爱，感恩母亲，用语言和行动主动表达母爱。
思维品质 能够联系自身成长对自身进行反思并通过描述故事对亲子关系有更加深刻的理解。
教学重点 掌握诗歌的特点；感悟英文诗歌之美；感受自身成长过程中亲子关系的变化并进行表达
教学难点 如何搭建阶梯让学生在输入后最后进行故事输出是一个难点。
教具准备
教学 设计 简介 本课时为诗歌阅读课。本诗歌以作者不同时期对母亲的理解和态度的转变为线索，使学生对家规有更加深刻的理解，感悟规则背后母亲的关爱。本诗歌采用第一人称，涉及含有情态动词的被动语态，包含一般现在时和一般过去时。
教学 环节 教学活动设计 师生活动 设计意图
Pre-reading Lead in Watch a video called The Mom Song. Show some words in the video and ask: Do you have the same feeling as this boy Give Ss a question: Are rules just rules 观看视频并回答问题 T: Do you have the same feeling as this boy T: Are rules just rules 设置问题，学生带着问题对本节课的主题进行一步步地深入探索与挖掘，与最后的主题升华首尾呼应。
While-reading Fast reading Read the text quickly and find the style and the structure. The teacher presents the characteristics of a poem. Analyze the structure of the poem and get the main idea of each part. Careful reading Part 1 Appreciate the poem together by listening to it and then finish task 2. Summarize the first part When I was a baby and a small child, I always depended on mom and enjoyed mom's love. Part 2 Appreciate the second part by listening to it. Then answer two questions. Each time the writer heard his mom's rules, what did he do How did the writer feel when his mom said "Please be back by ten" 2. Answer the question by finishing the chart. 3. Act time! Who is the best actor/actress 1.四人一小组选择一个场景，台词可适当发挥！无剧本表演！ 2. 台词贡献少的同学请贡献演技！3. 准备时间2分钟，彩排时间1分钟！ 4. Further thinking 1. From a tiny baby to a teen, it seemed something had changed. What's the change 2. Why did the writer have such a change 3. Do you have similar changes How about the writer Part 3 Appreciate the third part by listening to it. Then answer the question. How did the writer feel finally Ss read the text quickly and finish task 1. The teacher presents the characteristics of a poem. 学生完成第二个任务，并理解成长最初阶段母亲的关爱。 学生在准备之后演绎与母亲相处的情景。 快速阅读文章获得大意并初步感受诗歌的语言特点。 引导学生对作者成长中与母亲关系的变化的认识，并能结合自身实际进行更深刻的思考与表达。 通过表演的形式，使学生身临其境，感悟自己与母亲的相处过程，激发学生的反思与进步。
Post-reading Hey! Everybody! November is the month of mental health(心理健康月). One activity is to show your love to your mom. Did you misunderstand(误解) your parents' love Did you argue(吵架) with them And how about now Please share your story about you and your parents. Wait for you at the radio station! Right now! Speak out your love! Voice of Heshan Middle School 禾中之声 Event(事件): Change (misunderstand→understand) Tense(时态): past tense+present tense(过去+现在时态) Structure（结构）：(just for reference仅供参考可改编) When I was____________, I _____________________. My mom______________________________________. But I thought I should be allowed to_______________. Now I am a teen and when I think back, I _____________________________________________. In the future, I will ______________________ （可自行增加教学环节） 教师提供真实的语境，学生基于本节课所学内容进行输出。 设立真实情境，使学生做到真正使用语言，使用真正的语言。同时，深化学生对规则的认知，激发学生对母爱的认知。
板书 设计 （需要一直留在黑板上的主板书）
作业 布置 1. Thank your mom by doing some chores, making some food or other things. 2. Translate this poem into Chinese. 3. Finish the story and share it at the radio station.
个人教学总结反思 课程活动设置可依据不同体裁的语篇进行调整，例如本节课的阅读语篇为诗歌体裁，那么教师对本节课的重点设置为感受诗歌的语言特点，活动设计则可以设置为朗诵诗歌，仿写诗歌等。 另外，本节课在fast reading的部分可以进行适当调整，改善考察方式，使其更加适应学情。