【核心素养目标】Unit 7 Teenagers should be allowed to choose their own clothes. Section A (3a-3c) 表格式教案

课题 Unit 7 Teenagers should be allowed to choose their own clothes. Section A (3a-3c) 班级 备课教师
课型 阅读课 课时 2
核心素养与思政渗透 本课时围绕一首诗歌Mom Knows Best展开，在语篇创设的情境下继续引导学生学习正确使用含有情态动词的被动语态。通过阅读诗歌中所描绘的孩子成长过程中与母亲的互动交流，帮助学生进一步感知被动语态的用法，通过略读、寻读等技能的体验与运用提升英语读写能力，在语言学习中发展思维，在思维发展中推进语言学习。通过细节的刻画引发学生的思考，使其学会理解父母对子女的关爱和教导，增进亲子关系的发展。
课标分析 新课标要求九年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容，能根据读到的关键词对人物、地点、事件等进行推断；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在Mom’s love的主题情境中，正确使用所学词汇和含有情态动词的被动语态，以读、说、写等方式理解和表达孩子成长过程中与母亲的互动交流等信息；通过略读、寻读等技能的运用，理解诗歌语言，提高学生的阅读理解能力；
文化品格 能够学会理解父母对子女的关爱和教导，增进亲子关系的发展；
思维品质 能够在老师的引导下，通过自主、合作、探究学习，提取、整理、概括语篇中关于孩子与母亲在不同阶段互动交流的关键信息，并能推断语篇的深层含义，做出正确的价值判断，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关母亲的诗歌，保持英语学习兴趣；通过部分阅读策略的感悟、体验和学习，促进阅读理解能力的提升；能在学习活动中积极思考、主动探究，并与他人合作，共同完成学习任务。
教材内容分析 本课是一节阅读课，阅读篇章围绕一首诗歌Mom Knows Best展开。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，更重要的是，它通过描绘孩子成长过程中与母亲的互动交流，利用细节的刻画引发读者的思考，潜移默化地对青少年进行情感教育。
重点 情态动词后接被动语态的用法；
难点 对诗歌语言的理解；对阅读中一些词组的正确运用。
学情分析 本节课内容贴近学生生活，妈妈的爱是孩子们非常熟悉的情感，很容易引起共鸣，加之诗歌形式新颖，学生们会有较高的兴趣和较强的表达欲望和诉求，参与活动的积极性和学习的高效性也会相应提高。老师应较好地保持这一态势并适时引导，辅以灵活多样的教学设计和丰富的活动设计，鼓励学生加强语言实践，渗透学法指导并引导学生理解父母对子女的关爱和教育。
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Step 1. Lead in. With T’s help, try to understand what “MOTHER” means. Have a free talk about something about mom with T. Step 2. Reading. Predicting. Read the title and the picture and analyze the structure of the poem. Fast reading. Look through the poem and find out the periods and stanzas. Careful reading. Read Stanza 1 and list the key words according to the times. Read Stanza 2 and finish the mind map. Try to think more about the reason why the wirter talked back. Sa: Because he felt that he was growing up and he was not a baby anymore . Read Stanza 3 and find out mom’s and the writer’s words. Sb: He was seventeen and he should not be told what to do! Sc: Because his mom knew he had coughed badly, ice-cream would make him worse. Sd: He wanted to be independent. Se: He didn't want to be treated as a little child. Read Stanza 4 and list the results of the writer. Try to understand the writer’s feelings. Sf: Regretful. Step 3. Post-reading. Discussion. Based on the poem, talk about their opinions on how the writer feels about mom. Sa: He loves his mom and is thankful for what she has done for him. Appreciating & reading. Appreciate another poem and watch a video — Where was the time gone. Writing. Think about an unforgettable moment between them and their moms. Write down what they want to say to moms most on the heart paper. Step 4. Conclusion. Try to have a summary about what they have learned this lesson. Listen to the teacher to explain some language points. Explain the meaning of each letter in “MOTHER”. T: How much do you know about your mom T: Do you remember what your mother did for you T: Do you know your mother's birthday Do you know your mother's hobbies Do you know your mother's favorite fruit T: Mother knows best about you. Let’s enjoy a text about mom! Guide Ss to look through the title and the picture. Ask some questions. T: What kind of text are we going to read T: What do you think the poem is about Ask questions to guide Ss to analyze the structure. T: How many periods did the writer mention T: How many stanzas are divided in this poem Guide Ss to think deeply about the situation of the writer. T: What are the characteristics of the writer in this period T: Why do you think the writer talked back to his mom when he was seven and nine years old T: How did the writer feel when he was a teenager and his mom said “Please be back by ten” T: Why was the writer not allowed to eat ice-cream T: What did the writer do next T: Why do you think the writer talked back to his mom T: How does the writer feel Let Ss have a discussion in groups about the writer’s feelings about mom. Encourage Ss to share their opinions and reasons with others. Play the recording and encourage Ss to read aloud. Show some requirements on the screen. T: Remember that mom knows you best, mom loves you forever; No matter what happens, mom will always be there for you. T: Now let’s show our love to our moms. Let Ss to write down the words they want to say to moms on the heart paper. Then invite them to put the paper on their groups’ boards and share in class. 通过对于MOTHER中每个字母的英文诠释，导入本课话题，引导学生谈论自己的妈妈，唤起学生脑海中妈妈的形象，为诗歌学习做好铺垫，激发学生的学习积极性，产生阅读期待。 阅读语篇之前，让学生通过观察图片、读题目学习预测文本体裁，猜测文章大意，进一步形成阅读期待，为诗歌阅读做好铺垫。 通过快速阅读，训练学生利用诗节首句快速捕捉不同时间点的能力，潜移默化地学习并掌握skimming的阅读策略。 在精读训练中，通过问题链的设置、思维导图结构的架设等形式，分别就每个诗节帮助学生抓取细节细心、体会作者不同年龄段的心理特征，梳理文章内容要点的同时，更好地理解文章内容，培养学生从文本中获取信息的能力和策略。 通过小组讨论交流，体会作者对母亲的感情，潜移默化地对青少年进行情感教育。 诗歌教学，朗读非常重要。通过让学生进行多次不同形式的朗读，体会英文诗歌的节奏和韵律，从而体会其中的感情和意境，得到美的享受。 通过写的方式记录想对妈妈说的话，并以心形贴纸的形式呈现出来，给学生以爱的教育，并可作为班级文化布置。 再次进行情感教育，帮助学生学会理解父母对子女的关爱和教导，并对父母怀感恩之心。
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Ⅰ.根据句意及汉语提示完成句子。 The weather was 　　　　(很坏的), so we had to put off the sports meeting. Bob Dylan's 　 　(诗) are very popular in America, and he won the Nobel Prize for Literature(文学) in 2016. Alice's mother gave her a (拥抱) and told her to believe in herself. Look! There are three farmers working in the 　　 (田野). The insect was so (极小的) that I didn't notice it. Ⅱ.用所给单词的适当形式填空。 6. James was 　　　(bad) ill so he couldn't go to school. 7.The campaign is intended to educate the public (respect) the environment. 8.We'll never regret 　　 (work) as volunteers in the community. 9.The boy had a dream about 　 (hug) his mother last night. 10. Food safety is very important. Rules must 　　　　(make) to protect people from food pollution. Ⅲ.根据汉语意思完成句子。 11.他有时候很调皮,但是他从不顶撞他的老师。 Sometimes he is very naughty, but he never his teachers. 12.司机决定让这个老人搭他的车,因为他看起来很可怜。 The driver decided to 　 because the old man looked so wretched. 13.当你离开教室的时候,请确保关上灯。 Please 　 to turn off the lights when you leave the classroom. 14.天黑后不允许她待在户外。 She isn't allowed 　 after dark. 15.我相信你会为离开巴黎而后悔的。 I believe you will 　 Paris.
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板 书 设 计
Unit 7 Teenagers should be allowed to choose their own clothes. (Section A 3a-3c)
作 业 设 计
Level A Try to write a poem named “Dad knows best”. Share it next class.
Level B Think about a time you did something even though your mom or dad told you not to do it. Write down your story and share it with your partner.
教 学 反 思
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