人教版九年级：Unit 7 Teenagers should be allowed to choose their own clothes. Section A（3a-3c）
学情分析： What they know What they wonder What they will learn
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。通过前面单元的学习，学生对被动语态已经有了基本的了解，对本单元的目标语言感知能力较高。 九年级的学生需要综合运用之间所学的一些基础英语语言知识，将其运用在课堂以及课后的一些语言活动中。同时对于青春期的学生需要适当引导其正确的认识规则以及积极解决因为观点不同造成的矛盾和冲突。 在本堂课的学习之后，学生能学生能掌握 read line by line 来寻找情感线索的诗歌阅读技巧，能理解婴儿、儿童、青少年、成人这四个时期作者对母亲感受的变化。学生期待能够在本课时后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。
教学目标： (1)Language competence：Comprehend and master new vocabulary including tiny, cry, field, etc. in context and grasp the passive voice of modal verbs “should be allowed to do sth.” through poems. (2)Thinking quality: Organize key information through learning and find deeper meanings of texts. (2) (3) (4) (5) (6) (7)
(3)Cultural awareness：Understand stanzas, rhymes and emotions in English poems and recognize parental love and guidance shown in poems. (4) Learning ability: Improve reading skills like predicting, skimming and scanning through poem - related study. Students can appreciate rhythm and mood of English poems .
教学重难点： Key Points: Learn and accumulate key phrases and sentence patterns related to the theme. Gain an understanding of the genre of English poetry and appreciate the linguistic beauty of poems. Difficult Points: Analyze and appreciate poems by integrating the learned knowledge and reading skills. Sense the mother's love at different stages and describe it in students' own words.
教学过程： Step 1: Preparation 【活动概述】Play a game. 【活动流程】Guessing Game: - 教师提问：Who makes meals for you every day Who helps you when you are in trouble - 学生通过线索猜测答案“mother”，引出主题。 【设计意图】To activate students’ background knowledge and lead into the topic. Step 2: Presentation 【活动概述】Show the teaching aims 【设计意图】To show Ss what they will learn. Step 3: Practice 【活动概述1】Pre- reading (7 mins) 【活动流程1】 (1) Poetry Features Introduction: - 展示PPT页7，讲解诗歌特征（斜体、诗节、押韵、情感）。 - 提问：What makes a poem different from a story (2)Predicting------展示标题 Mom Knows Best，引导学生预测诗歌内容。 【设计意图1】帮助学生建立诗歌体裁认知，培养预测能力。 【活动概述2】While-reading（20分钟） 【活动流程2】 Activity1：Fast Reading（5分钟） - 任务：快速阅读诗歌，完成选择题（PPT页9）并回答： - What is the text type （答案：D. poem） - How many stanzas are there （答案：4） Activity2：Detailed Reading（15分钟） 1. Timeline Analysis: - 学生标注诗歌中提及的年龄（tiny baby, two, seven, nine, seventeen, adult），总结时间顺序（PPT页11）。 2. 情感变化图表（PPT页23）： - 完成表格，分析“我”在不同阶段对母亲态度的变化（happy → angry → grateful）。 3. 结构匹配（PPT页13）： - 将诗歌分为三部分，匹配主旨： - Part 1（Line 1-4）: Enjoy mother’s love - Part 2（Line 5-10）: Refuse mother’s love - Part 3（Line 11-16）: Understand mother’s love 【设计意图2】培养寻读能力，深化对诗歌结构和情感的理解。 Step 4: Production 【活动概述】Post-Reading (10 mins) 【活动流程】 Activity1：Group Discussion（5分钟） - 问题：Why did the writer regret not listening to Mom Do you agree “Mom knows best” - 结合单元主题，延伸讨论：When should teenagers be allowed to choose freely Activity2：Creative Writing（5分钟） - 模仿诗歌结构，小组合作创作 Dad Knows Best（PPT页29），使用句式： When I was..., Dad... But I... Now I... 【设计意图】培养批判性思维，联系实际生活，提升语言输出能力。 Step 5: Progress 【活动概述】Summary & Homework（3分钟） 【活动流程】 Summary - 回顾诗歌主题、结构及情感，强调“理解父母之爱”的重要性。 - 齐读金句：Mom knows best, and for me she wanted only the best! Homework: 1. 必做：背诵诗歌最后6行；完成练习册习题（PPT页31）。 2. 选做：查找一首关于母亲的英文诗歌，分析其押韵与情感。 【设计意图】To make students have a better understanding of this class.
板书设计:
教学反思: （1）要对诗歌的构成和韵律的赏析进行指导。通过对于新体裁的学习，丰富学生对于英语语言文化的认识。同时可以引导学生思考英语语言文学与汉语语言文学之间的异同。 （2）要提升学生的阅读技能，通过不同的活动进行详细的呈现。掌握阅读技能更有益于学生精准的把握文本主题，并且能引导学生用于课后阅读，提升阅读综合能力。 （3）结合文本内容对学生认识亲子关系进行指导，引导学生形成正确的价值观。(共32张PPT)
Unit 7
Section A 3a-3c
makes meals for you every day.
offers you everything that you need.
teaches you to say the first word.
helps you out when you are in trouble.
encourages you when you are down.
regards you as her treasure.
Who is the person
Language
Competence
Cultural
Awareness
Thinking
Quality
Learning
Ability
Comprehend and master new vocabulary including tiny, cry, field, etc. in context and grasp the passive voice of modal verbs “should be allowed to do sth.” through poems.
Understand stanzas, rhymes and emotions in English poems .
Recognize parental love and guidance shown in poems.
Organize key information through learning and find deeper meanings of texts
Improve reading skills like predicting, skimming and scanning through poem - related study.
Appreciate rhythm and mood of English poems .
Let’s think : how much do you know？
When is your Mom’s birthday
What food does your Mom love to eat
Have you ever sent your Mom flowers
Try to know
your Mom
better!
From the threads a mother's hand weaves,
A gown for parting son is made.
Sown stitch by stitch before he leaves,
For fear his return be delayed.
Such kindness as young grass receives
From the warm sun can’t be repaid.
Song of the Parting Son
Do you know the name of the poem
Time to
read
A poem is written in italic type（斜体）.
It’s often consists of stanzas（诗节）.
Each stanzas is divided into lines （行）.
A poem has its own rhyme （押韵） and emotion.
A poem
How to enjoy the poem by ourselves
Enjoy the poem and answer the questions.
Fast reading
1. This is a .
A. story B. novel
C. report D. poem
2. How many stanzas (节)
in the poem
Four.
原声
伴奏
D
Line 1-4
Stanza 1
Line 5-8
Stanza 2
Line 9-10
Stanza 3
Line 11-16
Stanza 4
Enjoy the poem and answer the questions.
Fast reading
Line 1-4
Stanza 1
Line 5-8
Stanza 2
Line 9-10
Stanza 3
Line 11-16
Stanza 4
1. What period of growth are mentioned
2. The writer wrote the poem during ______________
“baby” time
“kid ” time
“teen” time
“adult” time
“adult” time
Enjoy the poem and try to find the timeline
The poem is written in the order of .
a tiny baby
two
seven
nine
seventeen
An
adult
time/age
Read the poem again and summary the feathers of the poem.
1. It has the same sentence patterns.
2. It has the rhyme（押韵）.
3. Use parallelism（排比）.
4. Use repetition（重复）.
5. It has stanzas（节）and lines（行）.
Match each part with the main idea.
Refuse
mother’s love
Part1
Understand
mother’s love
Part2
Enjoy
mother’s love
Part3
Let's go back to that day
Time tunnel
A tiny baby
Part 1
When I was a tiny baby crying all night, my mom sang to me and stayed by my side.
When I was tired and hungry, she gave me food and warm arms to sleep in.
When I was two running through the field, she made sure I was safe and kept me from danger.
When I fell and hurt myself, she gave me a hug and lifted me up.
sang to me
stayed by my side
gave me food
warm arms
made sure I was safe
kept me
from danger
gave me a hug
lifted me up
Mom used to
know best.
Mom knows best ____________________________________
Read Part 1 (Line 1-4) and finish the chart.
What I did What mom did
cried all night
stayed by my side
was tired and hungry
gave me food and warm arms to sleep in
ran through the field
made sure I was safe and kept me from danger
fell and hurt myself
gave me a hug and lifted me up
what I need and how to look after me.
Let's go back to that day
Time tunnel
A kid or teen
When I was seven coughing badly, she said no ice-cream for me.
But I talked back loudly, “I should be allowed to eat some! Give it to me now!”
When I was nine watching scary movies, she said it'd give me awful dreams.
But I shouted back angrily, “I should be allowed to watch it! I'm not a baby!”
When I was a teen going out with friends, she said, “Please be back by ten!”
But I talked back again — “I should not be told what to do! I'm seventeen now!”
Part 2
badly
“I should be allowed to eat some! Give it to me now!”
“I should be allowed to watch it! I'm not a baby!”
“I should not be told what to do! I'm seventeen now!”
Mom didn’t
know best.
Read Part 2 (Line 5~10) and finish the chart.
Time What happened What did mom say My response The
result
Seven Coughed _______ No ice-cream Talked back loudly Coughed _________
Nine Watched scary movies It would give me ____________ ______________________ angrily Had scary dreams
A Teen _________ with friends Be back by ten Talked back again Was _______
for school
badly
for days
awful dreams
Shouted
back
Went out
late
Read part 2 again and try to retell it.
Seven
Nine
A teen
When the writer was...
Mom said...
watching
scary movies
going out
with friends
Coughing
no ice-cream
awful dreams
be back by ten
Now I’m an adult, thinking back to those times.
I coughed for days after eating that ice-cream
And had scary dreams after watching that film .
I was late for school from staying out past ten .
I regret talking back, not listening to Mom .
Mom knows best, and for me she wanted only the best!
Part 3
Time What did I do What happened
Adult ______ ice-cream though he was coughing badly. _________ for days
Watched that scary ______ Had _______________
______________ past ten Was ______ for school
Ate
Coughed
film
scary dreams
Stayed out
late
Mom does
know best.
tiny baby
seven
nine
teen
adult
two
happy
sweet
terrible
angry
grateful
unhappy
The poem is written in the order of _________ to describe the change of my _____________.
Does Mom
know best
time
attitudes
Mom ______ best.
knew
Mom ____________ best.
didn’t know
Mom __________ best.
does know
Why did “I”write the poem
Think deeply
Because“ I ”am thankful for what my mom has done for me.
“ I ”want to express my strong love for mom.
Let’s talk
Think about a time you did something even though your mom or dad told you not to do it.
Can you share your story with your partner ？
The love from father and mother just like the mountain and sea.
母爱似水
父爱如山
After reading the poem，
what do you think of your mother？
Work in groups and write your own poems after class.
Dad Knows Best
When I was _____________________
When I was _____________________
When I was _____________________
When I was _____________________
But......
When I was _____________________
But......
Now I’m _____________________
Father
Funny dad makes me laugh,
Always shares his warm hug.
Takes me to the park often,
Helps with homework, not a bug.
Eats pizza with me on weekends,
Remembers my favorite mug.
Who is the person
Read the poem and recite the last six lines by heart.
Finish the exercises in workbooks.
Search for another poem about mom.
Must
do
Try
to do
Homework
生活没给我们说明书，但是给了我们一个好妈妈。(共23张PPT)
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
英语新课标（ 2022 ）
学科核心素养 英语学习活动观 教学评一体化设计
Unit 7
教学阐释
目录
Contents
目录-单元整体说课案例
01
单元整体说课所选教材
02
指导思想与理论依据
03
主题意义单元整体设计
04
单元整体说课实例展示
05
完结-单元整体说课案例
06
整体设计
理论依据
课例展示
目录
说课选材
完结
教一学一评 一体化的单元整体教学
“ ”
教材本文选自人教版Go for it！ 九 年级 unit7
整体设计
理论依据
课例展示
目录
说课选材
完结
义务教育英语课程内容结构图
英语学科核心素养结构图
Theoretical Basis
整体设计
理论依据
课例展示
目录
说课选材
完结
单元整体教学设计
明确单元主题
学情分析
语篇分析
主题整合
创设主题语境
确定单元子主题
确定核心素养发展要求
整合单元大观念
制定单元整体教学目标
设计课时教学和评价活动
整体设计
理论依据
课例展示
目录
说课选材
完结
主题意义
01
02
03
教材文本
CONTENT
CONTENT
CONTENT
CONTENT
CONTENT
单元话题
子主题
规则意识:良好的人际关系与人际交往；个人喜好的表达；孩子成长与母亲交流的重要性。
主题群
社会服务与人际沟通
做人与做事
主题范畴
人与社会
人与自我
整体设计
理论依据
课例展示
目录
说课选材
完结
Section A 2d
Rules in public:
To be civilized citizen
语篇分析
整体设计
理论依据
课例展示
目录
说课选材
完结
Section A 1a-2c
Rules in general:
To know about rules
Section A3a-3c
Rules at home:
To know mom’s love
Section A grammar
Rules of grammar : To review and use
( Big idea 大观念 )
语篇分析
整体设计
理论依据
课例展示
目录
说课选材
完结
SectionB 1a-1e
Rules at school:
To be on time for the test
Section B 2a-2e
Rules at home:
To be a responsible
decison maker
Section B 2a-2e
Rules at home:
To be a responsible
decison maker
Section B 3a-3b
Rules at home :
To follow or change the rules
( Big idea 大观念 )
单元大观念
单元子主题
单元整体
教学目标
课时安排
主题语境
多元评价
口头评价、肢体语言评价、物化奖励评价、课堂表现量化评价、
知识或能力检测评价、个人发展记录评价、问卷调查评价等。
整体设计框架
整体设计
理论依据
课例展示
目录
说课选材
完结
低阶思维
中阶思维
高阶思维
元认知
大观念
知识层面
基本理解与
表达层面
综合技能与
问题解决
情感态度
核心素养
综合表现
整体评价体系
思维发展及能力发展评价层级
评价内容及形式
课堂口笔头练习评价
课堂展示活动评价
单元检测、学习效果评价
过程性评价
形成性评价
自我评价、同伴评价、教师评价、家长评价
（部分参见徐玲玲、刘徽、曹琦，2022年）
整体设计
理论依据
课例展示
目录
说课选材
完结
课时语篇分析
CONTENT
CONTENT
CONTENT
CONTENT
CONTENT
Text Book
语篇体裁
主题内容
主题意义
Section A 3a poem
本课时的是一首现代英文诗，其主要内容是作者婴儿、儿童、青春期三个时期与妈妈相处的片段，以及成人以后对儿时叛逆的行为感到后悔，懊悔没有听妈妈的话，突出母亲对自己无私、包容、深沉的爱。
学生学会思考母爱的深层含义，以及与父母的有效沟通方式。
整体设计
理论依据
课例展示
目录
说课选材
完结
学情分析
What they wonder
Analysis of Students
What they know
整体设计
理论依据
课例展示
目录
说课选材
完结
What they will learn
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。通过前面单元的学习，学生对被动语态已经有了基本的了解，对本单元的目标语言感知能力较高。
九年级的学生需要综合运用之间所学的一些基础英语语言知识，将其运用在课堂以及课后的一些语言活动中。同时对于青春期的学生需要适当引导其正确的认识规则以及积极解决因为观点不同造成的矛盾和冲突。
在本堂课的学习之后，学生能学生能掌握 read line by line 来寻找情感线索的诗歌阅读技巧，能理解婴儿、儿童、青少年、成人这四个时期作者对母亲感受的变化。学生期待能够在本课时后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。
学习理解
应用实践
迁移创新
整体设计
理论依据
课例展示
目录
说课选材
完结
课时教学目标
学生学会思考母爱的深层含义，以及与父母的有效沟通方式。
整体设计
理论依据
课例展示
目录
说课选材
完结
构思过程
① Lead-in
② Pre-reading
③ While-reading
Post-reading ④
⑤ Summary
⑥ Homework
学习理解
应用实践
迁移创新
教学过程
整体设计
理论依据
课例展示
目录
说课选材
完结
教学过程
Pre-reading
While-reading
Post-reading
Summary
Homework
教学活动：
1. guessing game
2. share a poem ----song of the parting son
设计意图
1.创设情境,唤醒认知
2.激发学生阅读兴趣。
效果评价
1.教师观察学生是否参与互动，主动回答；
2.根据学生自由的发言准备好话题和激发情绪。
整体设计
理论依据
课例展示
目录
说课选材
完结
Lead-in
教学过程
Lead-in
Pre-reading
While-reading
Post-reading
Summary
Homework
Teach students how to find the structure of
the poem and get the main idea.
教学活动：
设计意图
1.导入SLAM策略
2.帮助学生快速熟悉诗歌
效果评价
1.教师观察学生能否理解诗歌的基本结构；
2.通过循序渐进的问题引导学生逐步了解诗歌的结构、内容和主旨大意。同时能让学生更清晰地了解作者的观点。
整体设计
理论依据
课例展示
目录
说课选材
完结
教学过程
Lead-in
Pre-reading
While-reading
Post-reading
Summary
Homework
教学活动：
1, Analyzes the language of the poem
2,Use the mind map to understand each part better
设计意图
通过循序渐进的问题引导学生逐步了解诗歌的结构、内容和主旨大意。同时能让学生更清晰地了解作者的观点。引导学生能在后续的环节里对观点进行评价和讨论。
效果评价
主要目的是为了让学生结合问题以及诗中所呈现的内容，以课堂展示的形式去培养其锻炼解说能力。通过同伴合作的形式对文章的内容进行再次整理和输出，使得学生能更好地运用所学语言知识。
整体设计
理论依据
课例展示
目录
说课选材
完结
教学过程
Lead-in
Pre-reading
While-reading
Post-reading
Summary
Homework
整体设计
理论依据
课例展示
目录
说课选材
完结
教学活动：
Analyzes the affection of the poem and think deeply
why I write the poem？
设计意图
注意培养学生的逻辑能力以及思辨能力。
教师根据学生回答问题的情况及时予以帮助或鼓励。
效果评价
1.教师观察学生能否借助目标词汇和句型，表达正确的文化价值取向，及时进行引导和反馈；
2.学生能否积极参与小组合作，给予必要的鼓励和评价。
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
教学过程
Lead-in
Pre-reading
While-reading
Post-reading
Summary
Homework
整体设计
理论依据
课例展示
目录
说课选材
完结
教学活动：
Teach students how to express their love to their parents.
设计意图
教师通过以学生为主导的知识总结和练习活动来巩固本堂课所学。。
效果评价
1.教师观察学生是否已理解文本内容和主题；
2.此过程意指培养学生培养学生的知识迁移能力、想象和创造能力，运用新知识再创造的能力。
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
教学过程
Lead-in
Pre-reading
While-reading
Post-reading
Summary
Homework
整体设计
理论依据
课例展示
目录
说课选材
完结
教学活动：
Summary and exercises
设计意图
教师通过分层作业设计帮助学生进行有针对性的练习。
效果评价
1.教师观察学生是否已理解文本内容和主题；
2.此过程意指培养学生培养学生的知识迁移能力、想象和创造能力，运用新知识再创造的能力。
学生学会思考母爱的深层含义，以及与父母的有效沟通方式。
整体设计
理论依据
课例展示
目录
说课选材
完结
教学反思
在本课时的阅读课设计中需要兼顾以下几方面内容：
（一）要对诗歌的构成和韵律的赏析进行指导。通过对于新体裁的学习，丰富学生对于英语语言文化的认识。同时可以引导学生思考英语语言文学与汉语语言文学之间的异同。
（二）要提升学生的阅读技能，通过不同的活动进行详细的呈现。掌握阅读技能更有益于学生精准的把握文本主题，并且能引导学生用于课后阅读，提升阅读综合能力。
（三）要结合文本的内容对学生认识亲子关系进行指导，引导学生形成正确的价值观。
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
【 原创者著作权隐藏标识】联系人：张涛 电话：15982207289 QQ824560647
原创声明：本原创PPT模板著作权归张涛老师所有，未经许可，不得以洗稿、抄袭、搬运等方式进行转载分享售卖，违者必究！
整体设计
理论依据
课例展示
目录
说课选材
完结
单元整体教学，我们在路上！
Thanks !
