学情分析：
本课的话题是“母爱”，比较贴近学生生活，学生也有话可说。通过上节课的听说学习，学生已经积累了很多与话题相关的词和句，再通过本课3a的学习和诗歌的分析和梳理，以“When I was …” 和 “I should be allowed to …”为主体结构，让学生感知这种表述方法，通过短语句子的输入 ，最后落在笔头上，遵循了学生的认知规律，学生写出Dad Knows Best不困难。
效果分析
Before reading
利用Free talk中Who do you think is the most beautiful woman in the world? Why do you think so? How does she help you?有效导入本课情景，并从She helps me in my life, in my study, ... When I was in trouble … 等几个方面帮助学生打开思维，并为写作活动做铺垫。
While reading
阅读活动1： 快速浏览全文，匹配段落大意，让学生对全文有整体感知。
阅读活动2： 指导学生进行分段细读，完成不同的阅读任务。
Questions
Training
Para 1
What did mom give the writer when he was a small child?
Why didn’t the writer talk back to his mom?
Do you have the same feelings as the writer?
Para 2
What did the mom say?
What did the kid say?
Talk in pairs like the mom and the kid.
Para 3
What did the writer think now?
After reading
引导学生深入思考母爱的伟大。
指导学生学习英语诗歌的两个特点。
在优美的伴奏中欣赏并朗读诗歌。
Writing
学生根据3a语言知识的输入并根据诗歌的写作特点进行写作： Dad Knows Best
最后的这个活动是检查学生当堂学习效果的综合性活动，要求学生运用：I should be allowed to …, When I was… 功能句写出一首诗歌来体现对父亲的爱。
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：
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，才发现自己的课堂语言不够精炼，不够准确 ，在今后的日常教学中，我一定要严格要求自己，多锤炼自己的课堂用语。另外，尽管在最后的写作活动中，我忽略了让学生进行自评，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 (3a–3c)
济宁市第十五中学 靳青
Teaching Aims
1. Knowledge objects:
(1) The students will be able to use the patterns should be allowed to do sth. in the given situations.
(2) The students will be able to use the following words: tiny, cry, hug, lift, regret.
2. Ability objects:
(1)The students will be able to get the information needed in reading.
(2) The students will be able to the features of a poem and write a poem using target language.
3. Emotion & attitude
Enable the students to.
Important and difficult points:
The students will be able to use should be allowed to do structure correctly in speaking and writing practice.
The students will be able to adopt correct reading and writing strategies.
Teaching approach and means:
Task-based Teaching Approaches. multimedia
Teaching procedures
Before reading
Step 1 Lead-in
Enjoy a song: You Raise me Up
Step 2 Free talk: Who do you think is the most beautiful woman in the world? Why do you think so? How does she help you?
While reading
Step 1 Fast reading
T: Today we’re going to read a passage, the title is : Mom Knows Best. Do you know the meaning of it?
Ask students to read the passage quickly and find the main meaning of each paragraph.
Step 2 Careful reading
1.Ask students to read Para 1 and answer:
What did the mom give when the writer was a baby and a small child?
Why didn’t the boy talk back to his mom before seven?
Thinking : Do you have the same feelings as the writer? Please share your feelings!
2.T: The kid has grown up, he began to talk back to his mom. Please read Para 2 and find:
What did the mom say? What did the kid say?
Thinking: Please talk in pairs like the mom and kid.
3.T: Now the writer is an adult, please read Para 3 and find: What does he think now?
After reading
Step 1 After reading the whole poem, how do you think the writer feels about his mom?
Step 2 Teach students two features of the poem:
Using the same sentence pattern;
It has a rhyme.
Step 3 Ask students to read the poem.
Some tips for reading a poem:
Read with full of feelings;
Pay attention to the same sentence patterns;
Pay attention to the rhyme.
Writing
Step 1 T: You love your mom very much. Do you love your father? Please write another poem : Dad Knows Best
Do remember:
Use the same sentence patterns;
Pay attention to the rhyme;
Step 2 Have students share their poems.
Homework:
1.Read the poem again with full of feelings.(必做)
2.Write another poem :
… Knows Best (选做)
课件18张PPT。Unit 2 Teenagers should be allowed to choose their own clothes.Section A 3a-3cFree TalkWho do you think is the most beautiful woman in the world?MomWhy do you think so?Free Talklife, study, sports, trouble, …She helps me a lot.Mom is the one
who gives you food and hugs.
who lifts you up.
who always stays by your side.
…Mom3a What does the title mean?Mom Knows BestA. 妈妈知道最好。
B. 妈妈无所不知。
C. 妈妈知道什么是最好的。What kind of text are we going to read?A PoemPara 1Para 2Para 3A. Kid’s understandingB. Kid’s misunderstandingC. Mom’s loveScanningCareful ReadingPara 11.What did the mom give when the writer was a baby and a small child?
2. Why didn’t the boy talk back to his mom before seven?Food, warm arms and a hug.Because he was very young.Love.ThinkingShare your feelings:
When I was sick, my mom …
When I was sad, my mom …
When I first learned to walk, …
When I first called “Mom”, …Careful ReadingPara 2talk backNo ice-cream!
It’d give you awful dreams!
Please be back ten!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!The Mom said,”…”The kid said,”…”Talk in pairs like the mom and the kid.talk backNo ice-cream!
It’d give you awful dreams!
Please be back ten!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!The Mom said,”…”The kid said,”…”Careful ReadingPara 3ThinkingHow does the writer think now?He regrettedtalking back to mom.not listening to mom.Further Thinking After reading the whole poem, how do you think the writer feels about his mom?When I was a tiny baby crying all night…
When I was tired and hungry, …
When I was two running through the field, …
When I fell and hurt myself, …
When I was seven coughing badly, …
But I talked back loudly, “I should be allowed to eat some! Give it to me now!” When I was nine watching scary movies, …
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, …
But I talked back again — “I should not be told what to do! I’m seventeen now!”Mom Knows BestA feature of the poem (诗歌特点之一):
Using the same sentence pattern (模式)……
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!Mom Knows BesttimesMomfilmcreamtenAnother feature of the poem (诗歌特点之二):
It has a rhyme (押韵).Now let’s enjoy reading the poem.Some tips for reading a poem:
Read with full of feelings;
Pay attention to the same sentence patterns(模式);
Pay attention to the rhyme(押韵) ;Show TimeMom Knows BestChoose your favorite part to read.Write a similar poem.Dad Knows Best
When I was …, my dad …
When I was …, my dad …
When I …
But …
Now I …Do remember:
1. Use the same sentence patterns(模式);
2. Pay attention to the rhyme(押韵);
life, study, sports, trouble, …Home Fun1.Read the poem again with full of feelings.(必做)
2.Write another poem :
… Knows Best (选做)教材分析：
本课课型是读说课，围绕着一首诗歌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，潜移默化的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。
“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、5班
人数
48
科目
英语
执教人
靳青
课题
Teenagers should be allowed to choose their own clothes
课型
读说
观察人
茹征
时间
2016年4月21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
∨
?
?
?
导入环节中的歌曲欣赏 ，激发学生情感，导入母爱这一话题。
3
课文理解是否指向教学目标
?
∨
?
?
?
在阅读环节中，教师通过让学生完成不同的阅读任务，达成教学目标，通过对诗歌写作特点的分析和目标语言的提炼、练习，为下步的写作做出了铺垫和积累。
4
词汇教学是否指向教学目标
?
∨
?
?
?
本课有三个课标词汇tiny, hug, lift，是在问题设置中通过已学的单词self-improvement猜测出词义的，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。
5
?
写作任务是否指向教学目标?
∨
?
?
?
通过让学生根据诗歌写作特点的分析，以及同学们对母爱的深刻体会，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When I was…,I should be allowed to… 等句型表达自己母亲的爱 ，学为所用，学以致用。
7
是否达成情感目标
∨
在每一段的阅读后都引导学生进行，自然渗透情感教育，开阔学生的视野，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，靳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，也关注学生阅读技能及写作技巧的形成，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，在书面表达后，没有进行小组互评，在这一环节的处理上，还可以再稍作调整。
测评练习：
读前测评练习
Before reading
就目标语言进行free talk
读中测评练习
[While reading]
Step 1 Fast reading
Ask students to read the passage quickly and find the main meaning of each paragraph.
Step 2 Careful reading
1.Ask students to read Para 1 and answer:
What did the mom give when the writer was a baby and a small child?
Why didn’t the boy talk back to his mom before seven?
Thinking : Do you have the same feelings as the writer? Please share your feelings!
2. Please read Para 2 and find:
What did the mom say? What did the kid say?
Thinking: Please talk in pairs like the mom and kid.
3. Read Para 3 and find: What does he think now?
[After reading]
Further thinking: After reading the whole poem, how do you think the writer feels about his mom?
读后测评练习
[Writing ]
Writer another poem: Dad Knows Best
[Homework]
1.Read the poem again with full of feelings.(必做)
2.Write another poem :
… Knows Best (选做)
课标分析
本课课型是读说课，围绕“Mother’s love”为话题，是一个过程性读说版块，在前面听、说、读的基础上，要求学生能尝试英语诗歌初步写作。3a是诗歌的整体呈现，3b阅读问题的设计帮助学生理解诗歌，3c思考问题引发学生的深入性思考，让学生更深刻的体会到母爱的伟大。从整体呈现到文章理解再到深入思考，由易到难，循序渐进，符合认知规律。
本课教材的教学在《英语课程标准》中对应五级要求。通过本课的教学，学生能快速的找出文章的主题，能读懂相应水平的诗歌，能根据不同的阅读目的运用简单的阅读策略获取不同的信息。能就简单的话题提供信息，表达简单的观点和意见，参与讨论，在口语活动中做到语音、语调自然，语气恰当。
