学情分析
本课时谈论的是与学生非常熟悉又和生活紧密相关的话题，能引起学生的共鸣，激发学习的兴趣，因此，掌握be (not) allowed to do 和should (not) be allowed to do难度不大。最后让学生谈论的话题，贴近学生生活，他们能根据自身的实际发表自己的观点，体现了“为用而学，在用中学，学了就用“的新课程理念。另外，九年级的学生具备了初步用英语交际的能力，他们具有较强的求知欲和好奇心。在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特征有利于师生在课堂上进行交流。
效果分析
一、课前准备练习分析
在上课之前让学生翻译下列短语，大部分学生都完成的不错。这些短语中没有生词，让学生在课前完成，理解其意思，为听力任务能顺利展开。不过对于短语“对某人严格”“对某事严格”有部分学生不会，混淆两者的用法。
翻译短语
上课迟到_____________ 同朋友一起学习______________
参加考试_____________ 考试及格_____________
错过考试_____________ 考试不及格_____________
对某人严格_____________ 对某事严格_____________
二、课中巩固练习分析
1. 用频度副词谈论自己的情况。
学生会恰当地运用sometimes, often, always等频度副词谈论自己的实际情况。
2. 完成1c, 1d 听力任务及role play.
这两项任务均较简单，学生完成较好。
3. 就“迟到的学生可否参加考试”进行辩论。
学生会使用目标语言阐述自己的观点，但有的内容因没学过不太会表达。
4. 就“如何避免大型考试迟到”提出建议。
大多数学生会想到定闹钟、让家长叫自己起床的方式，老师适当补充了一些方法，比如不要熬夜、考试前一天晚上准备好考试所需等，这些对学生来说是很有帮助的。
5. 就“中学生应不应该穿校服”各抒己见。
因话题比较贴近学生，学生很乐意参与讨论并运用目标语言发表自己的观点。
课后反思
我教授的这一课是一节听说课。课后回顾自己的这节课，结合本组老师对这节课提出的建议，我从以下几个方面进行了思考。
一、 对教学目标的反思。
就知识目标来说，大部分学生都掌握了频率副词的用法，并能自如地运用它们谈论日常生活。从课堂巩固练习来看，大部分学生掌握了be (not) allowed to do 和should (not) be allowed to do的用法，但由于表达能力有限，对于论点的支撑还不是很充分。
二、 对教学内容的反思。
整个教学过程由浅入深，有示范，有练习，有展示，符合学生的认知规律。从老师自身的日常生活入手，引入频率副词的用法，大部分学生都对“我”的日常生活感兴趣。听力材料处理的比较细致，特别是给予了学生充分的时间去读、去练习、去记忆功能句。然后结合听力内容，联系社会热点话题：“高考迟到，该不该进入考场？”让学生进行了一场关于“规则”与“人情”的辩论，大大调动了学生参与的积极性。针对“怎样避免大型考试的迟到”，要求学生提出合理的建议，也比较实用。最后选取了“学生应不应该穿校服”这一话题让学生各抒己见，A、B层的学生会完整地表达自己的想法，但C层的学生除了本节课所学的功能句，便不太会使用其它的论据来支撑自己的观点了。
三、对教学方法的反思
这节课以任务型教学法展开。尽管这是一节听说课，但在整节课中对学生的听、说、读、写都进行了训练。为了达到三个知识目标，分别采用了不同方式让学生理解、运用并巩固。特别是最后的group work以采访的形式呈现，极大地调动了学生的积极性。不管怎样，各种方式符合教学规律和原则，符合学生的实际水平和可接受水平。
四、对自身素质的反思
自己对于课的设计还有待提高。
Lesson Plan
Teenagers should be allowed to choose their own clothes.
Section B 1a-1e
●Language objectives: At the end of the period, students are expected to
1. To master the usage of frequency adverbs: always, usually, sometimes and never
2. To master the usage of “be (not) allowed to do” and “should (not) be allowed to do”.
3. To master the phrases: take the test, fail a test, get to class late, be strict with sb..
●Ability objectives: Students are able to
1. Talk about daily life using frequency adverbs.
2. Express agreements and disagreements while using target language to talk about rules.
●Moral objective: Students are guided to reflect on their daily behavior and try to be good students and children.
●Key and difficult point: Students may have some trouble expressing their ideas about the statements.
●Approach: Task-based approach
●Aids: Multimedia, recorder
课前准备： 翻译词组
上课迟到_____________ 同朋友一起学习______________
参加考试_____________ 考试及格_____________
错过考试_____________ 考试不及格_____________
对某人严格_____________ 对某事严格_____________
●Teaching procedures
Stage
Teacher’s guide
Learners’ activity
Purpose
Before
listening
1. Talk about daily life.
2. encourage students to talk about their own daily life.
4. 1b. Guide students to talk about their daily life in pairs.
5. Show a picture and guide students to guess: What happened to Peter?
1. Listen and know T’s daily life.
2. Talk about daily life.
4. Practice in pairs.
5. Give their guessing.
1. To spark the students’ interest and focus on the usage of frequency adverbs.
2. To help students practice the frequency adverbs.
4. To help students learn about their partner’s daily life.
5. To help students learn to guess and spark their interest.
While
listening
1. 1c. Ask students to listen and circle the things in 1a that Peter talks about, and check their guessing.
2. 1d. Ask students to listen again and match the sentence parts.
3. Show the five complete sentences and ask students to read them and pay attention to the words in red.
4. Ask students to translate the sentences.
5. Ask students to read after the tape and pay attention to the pronunciation of words and the intonation of sentences.
6. Ask students to read by themselves and find out the sentences they don’t understand.
7. Ask students to practice the conversation in pairs.
8. Ask students to role play the conversation.
1. Listen and circle.
2. Listen and match.
3. Read and try to understand the words in red.
4. Translate the
sentences.
5. Follow and practice.
6. Read and find out
the difficulties.
7. Practice in pairs.
8. Role play the conversation
1. To help students get information about the listening material.
2. To help students have a good understanding of the listening material.
3. To help students understand the usage in context:
be (not) allowed to do
should (not) be
allowed to do
4. To help students master the usage by practicing:
be (not) allowed to do
should (not) be
allowed to do
5. To help students realize the ways of expressing the feelings by using different tones.
6. To help students develop the habit of thinking over questions and raising questions.
7. To give chances to practice the conversation.
8. To give chances to present the conversation.
After
listening
1. Have a debate:
Peter should be allowed to take the test later.
2.Give advice on “How can we avoid being late for big tests”.
3. Ask students to discuss the statement in groups:
Should students be allowed to wear their own clothes at school?
1. Express their ideas about the statement.
2. Express their ideas about the statement.
3. Discuss in groups.
1. To help students learn to express agreements and disagreements using I agree, I don’t agree, I think..., I don’t think...
3. To practice the ways of expressing agreements and disagreements in specific context.
Assignment
必做：Should the students be allowed to take the tests later?
Write down your opinions.
选做：Surf the Internet to get the information about western students’ school and family rules .
To consolidate what the students have learned today and extend their meaning output.
课件16张PPT。Unit 2
Teenagers should be allowed to choose their own clothes.Section B 1a-1ePeterListen and circle the things in 1a that Peter talks about.get to class late?
study with friends?
3. finish a test early?
4. worry about failing a test? 1. Peter is going to… ___
2. He isn’t allowed to… ___
3. Peter wasn’t allowed to… ___
4. He could… ___
5. He should be allowed to …___cea bda. take the test.
b. pass the test.
c. fail a math test.
d. take the test later.
e. get to class late.1.Peter is going to fail a math test.
2.He isn’t allowed to get to class late.
3.Peter wasn’t allowed to take the test.
4.He could pass the test.
5.He should be allowed to take the test later.
Man: What’s the matter, Peter?
Boy: I think I’m going to fail a math test, Dad.
Man: You are? Why?
Boy: Well, I missed the bus and I had to walk to school.
Man: So? Boy: I’m not allowed to get to class late, and there was
a big test today.
Man: And you weren’t allowed to take the test?
Boy: That’s right. But I know I could pass that test.
Man: Well, Peter, the school has to have rules, you know.
Boy: I know. But they should let me take the test later. It’s not fair if they don’t even give me a chance!
Man: Well, you might still be allowed. Maybe you could talk to the teacher after school.
Boy: Yeah. Maybe if I explain what happened, she’ll understand.June 8th, 2012, ShanghaiDo you think the students should be allowed to take the test later? Rules Humanity
(人情)How can we avoid being late for
big tests?I don't like our school
uniform, but I am not
allowed to wear my own
clothes...Should we be allowed to wear our own clothes at school? Report like this:
In my group, A/B/C/D thinks we students should (not) be allowed to...Because…
But A/B/C/D has different opinions. He/She thinks…Because…
Nothing can be accomplished without norms.
无规矩不成方圆Home fun
必做：Should the students be allowed to take the tests later?
Write down your opinions.
选做：Surf the Internet to get the information about western students’ school and family rules .
Thank you! 教材分析
本单元是九年级第二单元的内容，中心话题是“rules”。本节课是section B 1a-1e第三课时的内容，是一节听说课。这一课时没有生词，主要让学生掌握频率副词和be (not) allowed to do, should (not) be allowed to do的用法，以及表达同意和不同意的表达方式。在七年级下册第十二单元“Don’t eat in class”中学过关于规章制度的讨论，在八年级下册第二单元 “What should I do?”中学过情态动词should 的用法。这些内容与这一课时有密切的联系，为本单元的学习做了很好的铺垫。
观评记录
周景梅：整节课符合听说课的模式，整个教学过程流畅。
郭艳：教师用自己的日常生活引入频率副词的用法，很好，主要是学生都感兴趣。
高星：另外，谈论的话题也与学生生活相关，比如大型考试迟到该不该继续参加考试，学生应不应该穿校服等，学生都积极参与讨论，能让学生在一定的情境中运用目标语言。
颜清：通过这节课，学生真正做到了学以致用，敢于用功能句表达自己的观点，很好。
刘金玲：每一个环节，教师都注意到了她们之间的过渡，大部分都衔接自然。
陈素：教师的指导到位，每次练习和展示之前都有示范，让学生知道怎么做。
曹露露： pair work 和group work都进行的不错。学生在role play 听力材料时，语音语调很到位，喜爱表演，喜欢展示自己，积极活跃。
课前准备练习
翻译词组
上课迟到_____________ 同朋友一起学习______________
参加考试_____________ 考试及格_____________
错过考试_____________ 考试不及格_____________
对某人严格_____________ 对某事严格_____________
课中巩固练习
1. 用频度副词谈论自己的情况。
always
usually
often
sometimes
hardly ever
never
Study with friends
Get to class late
Bring the phone to school
Finish a test early
Worry about failing a test
Fight with your classmate
e.g. I always study with my friends, and I never bring my phone to school.
2. 完成1c, 1d 听力任务及role play.
3. 就“迟到的学生可否参加考试”进行辩论。
4. 就“如何避免大型考试迟到”提出建议。
5. 就“中学生应不应该穿校服”各抒己见。
课标分析
本节课是一节听说课，英语课程标准五级对九年级学生的听说方面有具体的描述。根据本课时的内容和学生的实际，学生能达到课标所要求的以下内容。听力方面，学生能根据语调和重音理解说话者的意图；能听懂有关熟悉话题的谈话，并能从中提取信息和观点。说的方面，学生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；能与他人沟通信息合作完成任务；能在口头表达中进行适当的自我修正；能在以上口语活动中做到语音、语调自然，语气恰当。
