学情分析：
本课的话题是青少年哪些事情允许做或不允许做，比较贴近学生生活，学生也有话可说。学生已经积累了很多与话题相关的词和句，再通过图文和free talk?的学习，学生新学了license，safety，和smoke等词语，拓展了认知，为听力任务扫除了单词障碍，也为语言的输出积累了词汇；让学生由说的少，说的简单到说的多，理由更充分，遵循了学生的认知规律，发挥了学生主动性和积极性，真正的体现了快乐学习的宗旨。
效果分析：
Before listening :
利用free talk 和看图说话的设计，有效地激发了学生的已知，并进一步导入对本节课目标语言的学习。
While listening ：
1.学生能根据听力材料1b完成circle，此环节进行了听力指导—听前读句子，抓关键词，让学生有重点的听。
2. 1b听后进行跟读练习，既学习语音语调，又能帮助学生找到之前听力任务重的疑难（既关注整体，有关注了个体）
3.2a听力前进行朗读Kathy’s statements,做到心中有数，为下一步的听力选择做好铺垫；针对Kathy和Molly的观点，继续听两人持有的原因；听后完成图表，细节考查（含有重点语句和疑难短语，可巩固听力材料的理解，为下文的输出补充更多的内容）。
After listening ：
先进行控制性的听力输出（完成书本听力任务），Pairwork 中再进行半控制性输出，给出框架完成对话，最后达成开放式的语言Groupwork,人人有话，人人都可以自由表达观点，有效体现了小组合作学习。
综上所述，本节课所设计的课堂活动都是为了达成教学目标目标服务，活动目的性强，学生的参与度广，从活动效果来看，基本达成了教学目标。
课后反思：
一、本节课的课型是听说课。通过图文及听力活动导入单元话题：哪些事情是允许青少年做的，哪些事情是不允许青少年做的。1b的对话结合主题图的场景，将本单元话题，语法和句型真实的呈现出来，训练学生在听的过程中捕捉细节信息的能力；2a-2c听说活动在于巩固和拓展单元话题，语法和句型。我尽可能的激发学生的认知，让学生讨论并列举日常生活中能做和不能做的事情。
二、重视对学生学习策略的指导。在教学过程中，我重视对学生学习策略的指导，比如，在听前进行听力任务文字材料的朗读，听中注意抓关键词等。学生掌握了这些学习策略后，将会有利于他们今后的自主学习。
三、自然渗透情感教育。青少年应该敢于发表自己的观点和看法，但更重要的是知道哪些应该是允许做的，哪些是不允许做的。情感教育的语言运用了本单元教材中的句子： Make sure what you should /shouldn’t be allowed to do.
反思本节课的教学效果，还有很多不尽人意之处：
回看这节课的录像时，发现自己的课堂语言不够精炼，不够准确 ，课堂之初稍显拘束，不够自然。另外，尽管在最后的调查活动中，我也用了量表的形式让学生进行自评，在综观本节课，评价方式以及评价主体还是比较单一，还是以教师的口头评价为主，这也是下一步我要思考和努力的方向。
Unit 2 Teenagers should be allowed to choose their own clothes.
Section A (1a – 2C)
济宁市第十五中学 姬云飞
Teaching Aims
1. Knowledge objects:
(1) The students will be able to use the patterns should/shouldn’t be allowed to do… in the given situations or daily life.
(2) The students will be able to use the following words: smoke, license, safety,
2. Ability objects:
(1)The students will be able to get the information needed in listening.
(2) The students will be able to talk about things and give opinions using target language.
3. Emotion & attitude
Enable the students to show their own opinions bravely with agreement or disagreement.
Important and difficult points:
The students will be able to use should/shouldn’t be allowed to do structure correctly in listening and speaking practice.
The students will be able to express different kinds of reasons.
Teaching approach and means:
Task-based Teaching Approaches. multimedia
Teaching procedures
Before listening
Step 1 Lead-in
( Free talk)
T: Class, you’re teenagers, aren’t you?
And teenagers like to show their opinions bravely.
I’m glad to hear that. So please tell me what you know. Can you listen to music on music class? Can you copy other’s homework as a student?
Step 2 Show your opinions
Show 3 pictures about Ss’behavior ,let Ss read them aloud and ask for their own opinions. Then more statements in 1a are shown to them to express their opinions .
Step 3 Picture watching
T: What can you get from the picture ?Do you have any new words?(teacher gives explanation or translation)What’s the relationship between the girl and the woman?
While listening
Step 1
1.T: Here are some sentences in 1b.Let’s read them loud first ,then listen and circle( Here are some tips for the students)
（Then check the answers ）
Let students listen again and finish the chart.
Things
Should be allowed to
Should not be allowed to
Reasons
Drive
Get ears pieced
Choose own clothes
Listen for the third time .Let Ss read after the tape. Pay attention to the pronunciation and intonation and underline the key phrases or sentences
Step 2 Pair work (Practice the structure in 1c)
Step 3 Picture watching
T: What does the boy look like ? What’s on one of his ear ? Does he have long or short hair? The two girls maybe are talking about him.
Step 4
Name
Ideas
Kathy
1.I don’t think sixteen-year-olds should be ________to work at night.
2.Lary should _________ wearing that silly earring.
Molly
Teenage boys never get _________.
I think he ___________work on weekends.
T: First ,let’s look at the chart together. How many parts ?what are they? Then let’s read Kathy’s statements Listen and circle.
Step 5
Listen again and number the reasons. Before listening, ask Ss to read the reasons loud together.
Step 6 Deep listening
T: Can you listen again and fill in the chart to write down the ideas?
After listening
Step 1
T : This resolution is good . What other resolution can we make ? ( Get the students to say other resolutions )
( Show the others on ppt – improving my physical health / improving my relationships with my family and friends / doing better at school )
Step 2 Groupwork
T: All your resolutions are about these . So how to improve them ? Discuss them in groups
( Each group choose one topic , discuss it and write down the advice in 3b )
( Share the ideas one group and one group)
New Year’s resolution
What
how
Why
1. my own personal improvement
learn to sing
a great activity
make my family happy
improving my physical health
improving my relationships with my family and friends
doing better at school
Step 3 Pairwork( Tell your resolutions to your partners )
Talk : My … resolution is about … I’m going to … Because …/ I think …
Step 4 Writing :
T: It’s time to write down our resolutions . Write down the three resolutions . In your articles , you should have “what ” “how ” and “why ”.
( Then ask one student to write on the blackboard and correct his article together with students.)
(Say the sentences together : Try to keep the resolutions ! Make sure you try your best
And you can be anything you want ! )
Step 5 Group work
T: We made many resolutions to improve ourselves . And we should also do something for our city . So how to make our city cleaner and greener ? (Part 4)
(Let students work in groups to cooperate and help each other. )
Homework:
必做：Write down your interview;
选做：Talk with your parents about the things your should/shouldn’t be allowed to
do at home .
课件19张PPT。学习目标知识目标：
熟练掌握词汇：smoke, license, safety;及含有should/shouldn’t be allowed to do…的句型；
技能目标：
能用 should/shouldn’t be allowed to do谈论应该被允许和不应该被允许做的事情。
情感目标：
勇于发表自己的观点和意见，表达同意和不同。Unit 2Teenagers should be allowed to choose their own clothes.
Section A (1a — 2c) What can you do as a student?
What can’t you do as a student?Free TalkStudents should be allowed to smoke.Do you agree or disagree? Students should be allowed to drink beer.Do you agree or disagree? Students should be allowed to get their ears pierced. Do you agree or disagree? ?[p??st] v. 扎；刺破；穿透1a Read the statements below. Circle A for agree or D for disagree.1. Teenagers should not be allowed to smoke.
2. Sixteen-year-olds should be allowed to drive.
3. Students should not be allowed to have part-time jobs.
4. Sixteen-year-olds should be allowed to get their ears pierced.
5. Teenagers should be allowed to choose their own
clothes.A D A D A D A D A D Listen and circle T for true or F for false.1bAnna can go to the shopping center by
bus.
2. Anna wants to get her ears pierced.
3. Anna wants to choose her own clothes.TFTFTFListen again , check (√ ) and find the reasons.√√√not serious enough too youngold enoughListen and repeat.Pay attention to the pronunciation and intonation(语音及语调）;
Underline the key phrases or sentences
（重点短语和句子）PAIRWORKA: I don’t think ...should be allowed to…
What about you ?
B: I agree/disagree... too young old enough serious enough
be bad for be good for
…earringListen and circle A for agree, D for disagree or DK for Doesn’t know.2a1. Sixteen-year-olds should not be allowed to work at night.KathyMolly A D DK A D DK A D DK A D DK A D DK It looks cool.
Young people need to sleep.
He needs to spend time with friends.
He needs time to do homework.
It doesn’t look clean.41325Listen again. What are Kathy’s and Molly’s reasons? Number their reasons in the
correct order.Listen and fill in the chart.allowedstoptired shouldn’tA: Do you think … should be allowed to …?
B: Yes, I … / No, I … Pair WorkChoose the thing your group are most interested in ,then have an interview. 选取最感兴趣的现象进行一次采访Interviewer: Do you think …should be
allowed to …?
A: Yes, I…/ No, I…
Interviewer: What about you?
B: …
C: …
D: …Homework必做：Write down your interview;
选做：Talk with your parents about the things your should/shouldn’t be allowed to do at home .
教材分析：
本课课型是听说课，围绕是否允许做某事为话题，是一个过程性听力板块，在大量听、说的基础上，要求学生能进行尝试性语言输出，就热点问题发表个人观点。1a的单元主题图展现了一对母女对话的场面以及她们讨论的内容，还呈现了本单元重点语言结构：与情态动词连用的被动语态。活动1b的对话则结合主题图的场景，将本单元话题，语法和句型真实的呈现出来，训练学生在听的过程中捕捉细节信息的能力。1c要求学生针对本单元语法和句型进行控制性口头操练，完成最基本的语言输出。2a-2d听说活动的主要目的在于巩固和拓展本单元语法和句型。2a的对话呈现了两个女孩讨论她们的朋友Larry的场景，要求学生通过听了解她们各自的观点，以及对彼此的观点是否认同。2b要求学生关注她们所陈述的理由并对内容进行排序。2c主要让学生讨论并列出日常生活中我们能做和不能做的事情。
重点和难点：
1. 理解并掌握课标词汇license，smoke，safety；及含有should/shouldn’t be allowed to do…的句型；
2. 能听懂含有should/shouldn’t be allowed to do…的句子；并能用 should/shouldn’t be allowed to do谈论应该被允许和不应该被允许做的事情，大胆发表自己的见解。
“教学目标达成度”观课记录
?学校
济宁市第十五中学
班级
初四、11班
人数
48
科目
英语
执教人
姬云飞
课题
Teenagers should be allowed to choose their own clothes .
课型
听说
观察人
朱红
时间
2016年4月28日
观察点
教学活动是否能达成教学目标
编号
观察项目
效果
分析与建议
A
B
C
D
1
?本课教学目标是否合理
∨
?
?
?
本课能够从知识、技能、情感三个维度进行目标设置,目标符合英语新课程标准和九年级学生特点，比较合理。
2
导入活动是否指向教学目标
∨
?
?
?
导入环节中的free talk ，激活了学生的已知，通过练习，感知目标语言should/shouldn’t be allowed to do .
3
词汇教学是否指向教学目标
?
∨
?
?
?
本课有三个课标词汇license, safety, smoke,在听前环节中，教师通过让学生看图猜词，出示有难度的词的音标，词意及词性，并进行跟读,并在练习中反复出现这些词,达成教学目标.另外几个需要了解的词汇在语境中呈现，让学生感知理解，达成了词汇教学的目标。
4
听力教学是否指向教学目标
?
∨
?
?
?
1b中理解can 可以和should be allowed to进行互换，之后的第二遍听力任务让学生选择should be allowed to的肯定与否定活动并进行简单的原因描述,之后的听力跟读再次熟悉目标语言的使用；2a/2b中进一步巩固就别人的观点如何表达自己的advice。
5
?
写作任务是否指向教学目标?
∨
?
?
?
通过让学生根据刚才分析的3a篇章结构和语言特点，以及同学们其他三个计划的充分讨论，大量的语言输入让他们有话可说，框架结构的清晰呈现让学生的写作更是水到渠成。
6
运用任务是否指向教学目标
∨
?
?
?
为学生的输出活动提供了一个相对真实的语境，学生通过should/shouldn’t be allowed to的句型表达自己对周围的热点事件或活动的看法，学为所用，学以致用。
7
是否达成情感目标
∨
听前对teenager有鼓励性的描述，敢于发表自己的观点，激励学生勇于表达；听中的任务也让学生看到了材料中teenager的自由表达；听后，联系现实，抒发自己的情感，发表自己的opinions.引导学生形成健康向上的生活态度，达成了预设的情感目标。
设计意图及说明：本图表是观察者对“教学目标达成度”进行观察所使用的量表。其中在效果一栏中，A表示效果很好；B表示效果一般；C 表示效果有难度；D表示效果不好。
结论、分析与建议：我是从7个方面对这一观察点进行观察的。根据我的观察记录，姬老师在课堂上都是围绕教学目标设计的教学活动，每项教学活动都指向教学目标，环环相扣，层层递进。在教学过程中，既关注学生的语言知识的学习，也关注学生听力技巧的养成及语言知识的运用，还关注对学生的情感教育，是一节高效的课例。
另外，我也有一些建议，最后的Groupwork中，可对学生的表现和所谈内容进行及时点评，并积极引导，达成向上的态度和情感。
测评练习：
听前测评练习
Before listening
就目标语言进行free talk ；说出自己对下列表述的观点或看法：
1. Teenagers should not be allowed to smoke.
2. Sixteen-year-olds should be allowed to drive.
3. Students should not be allowed to have part-time jobs.
4. Sixteen-year-olds should be allowed to get their ears pierced.
5. Teenagers should be allowed to choose their own
clothes.
听中测评练习
[While listening]
听材料进行true or false 的判断：
1. Anna can go to the shopping center by bus.
2. Anna wants to get her ears pierced.
3. Anna wants to choose her own clothes.
2.再听完成表格:
Things
Should be allowed to do
Should not be allowed to do
Reasons
Drive
?
?
?
Get ears pierced
?
?
?
Choose own clothes
?
?
?
再听一遍，进行跟读正音模仿练习。
3. 听2a完成以下图表：
Kathy
Molly
1. Sixteen-year-olds should not be allowed to work at night.
A D DK
2. Larry shouldn’t work every night.
3. He should cut his hair.
A D DK
A D DK
4. He should stop wearing that silly earring.
A D DK
5. He doesn’t seem to have many friends.
A D DK
4.再听2b进行理由排序
It looks cool.
Young people need to sleep.
He needs to spend time with friends.
He needs time to do homework.
It doesn’t look clean.
5.听后完成细节和重难点的处理
name
ideas
Kathy
1.I don’t think sixteen-year-olds should
be ________ to work at night.
2.Larry should ______ wearing that
silly earring.
Molly
1.Teenage boys never get ______.
2.I think he _________ work on
weekends.
听后测评练习
[After listening]
Pair work 简单的同伴练习，并给出简单的理由（教师给予帮助性的短语）(控制性活动）
Pair work 就听力材料的内容进行问答练习，发表观点，提出自己的见解。（半控制性活动）
Pair work 小组内讨论身边的热点，并发表自己的观点，看同伴们给予何种建议，并对自己的不当观点进行改正。(开放性活动）
[拓展]
Group work 就某一热点进行深入探讨，以采访的形式在课上展示 (开放性活动）
Interviewer: Do you think …should be
allowed to …?
A: Yes, I…/ No, I…
Interviewer: What about you?
B: …
C: …
D: …
[Homework]
必做：Write down your interview;
选做：Talk with your parents about the things your should/shouldn’t be allowed to do at home .
课标分析：
本课课型是听说课，围绕哪些是学生允许做的，哪些是学生不允许做的这一单元话题，能听懂含有目标语言的句子，并能利用所学知识框架进行语言输出。
本课教材的教学在《英语课程标准》中对应四级的要求。通过本课教材的教学，学生能：
熟练掌握黑体词汇：smoke, license, safety;及含有should/shouldn’t be allowed to do…的句型；听懂难度相当的用should/shouldn’t be allowed to do 结构表达观点的材料，获取主要信息，并据此完成任务；用目标语言向别人发表自己的意见；并能给出合理的理由；通过谈论青少年是否应该允许做某事，引导学生敢于表达内心感受，并说出自己的理由。有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展。
