Unit 2 Teenagers should be allowed to choose their own clothes.
Section B 2c-3b教材分析
单元分析及教材处理
本单元以rules为中心话题，让学生学会用be allowed to do谈论允许和不允许做的事情；用should (not) be allowed to do谈论应该被允许和不被允许做的事情；能够针对被允许和不被允许做的事情发表自己的观点，并且能叙述同意或不同意的理由。
本课时的内容为Section B 2c- 3b，为本单元的第四课时，这是一节读写课，主要谈论的是有的父母担心孩子的业余爱好可能会影响其学习，因此禁止孩子发展自己的业余爱好，而孩子们是否应该被父母允许在这些方面自己作决定。本课课文主人公是一位青少年，他的问题在学生的家庭生活中普遍存在，因此学生比较容易理解文章。在上本堂课之前，将文中所要涉及的新词汇在上一堂课中已经教给了学生，而且在上一堂课也已经略读了一遍这篇课文，学生对课文内容有大体了解。这节课通过对课文的细读，通过思维导图让学生进一步理解文章，在读、说、写方面进行有意训练，使学生综合能力得到提升，并鼓励学生敢于发表自己的观点，正确对待父母制定的规定，合理安排时间，让父母放心。
Unit 2 Teenagers should be allowed to choose their own clothes.
Section B 2c-3b课后反思
这是一节读写课的教学，所以我采取了阅读型教学和任务型教学相结合的教学方法，以学生为中心，以问题为出发点，每一个教学过程学生都在完成任务，使语言的内容得到重视，语言的形式呈现多样化。
在本节课开始，由一张刘宇的图片直接导入本课，因为上节课学生已经略读了文章，了解了文章的主要内容。本节课直接用一张思维导图，让学生回忆刘宇的理想是什么，他的麻烦是什么。扫读中的任务是找出刘宇和他父母亲的观点，然后回答问题，并简要说明自己的观点。在精读中让学生找出2e的短语，并运用。我对2e的短语进行了重新整理，让学生运用。对刘宇父母的观点和刘宇的决心进行细读，激活学生的思维，使学生进一步理解文章的主旨。让学生带着问题阅读，使阅读的目的性更强，获取的信息更具体，而且，通过师生的交流，使书面文字变成鲜活的语言，既培养了学生的阅读能力，又提高了学生表达能力，并注重阅读策略的渗透。读后任务让学生参与到话题中来，发表自己的观点，谈论自己梦想的工作，以及在这个过程中父母是否支持，并怎样解决问题。进而谈论home rules并进行调查任务，在完成调查任务的过程中，为下一步的写作进行语料收集，复习和整理与写作话题相关的词汇句式，有利于激活学生的思维和相关的知识链接。最后，给母亲写一封信，达到让学生综合运用语言的目的。
这节课的不足就是，因为是首次进行录播，开始上课时，有些不适应，随着教学环节的推进和我的调动和协调，师生逐渐进入状态。再就是，本节课任务多，每一个环节相对比较紧凑，学生在表达自己的观点，阐明理由的时候，由于词汇量不够，表达中语法错误比较多，话题面不够宽，反复重复几次就显得机械了，而且显得课堂时间有些紧张。以后的教学中要鼓励学生增加词汇量，拓宽知识面。对于学生们课堂上对于话题的阐述，要给与及时的评价和补充。
Should I Be Allowed to Make My Own Decisions?导学案
Unit Two Section B 2c—3b
一．Scan (扫读)Para.2--5,find out whose opinion it is.
1.He needs to be realistic.
2.He is serious about running.
3.He needs to spend more time on his homework.
4.He should be allowed to
make this choice himself.
二．Scan(扫读) the passage and try to answer the questions.
1.Why do Liu Yu’s parents not allow Liu Yu to practice his hobby at night?
2.Does Liu Yu believe himself?
3.Do you think Liu Yu should be allowed to practice his hobby as much as he wants? Why or why not?
三．Read carefully. Find the following phrases in the text as quickly as possible, and try to fill in the blanks with them.
be serious about 2.unfair 3.have nothing against
4.get in the way of 5.worry about 6.spend more time on ……
1.My parents my success at school .
2.Playing computer games can our schoolwork.
3.I am playing basketball.
4.I think it is not to allow me to make the choice
for myself.
5.My parents playing basketball.
6.They think I need to my study.
Only then will I have a chance to achieve my dream.
1.只有通过努力， 你才会有成功的机会。
Only by working hard a chance of success.
2.到会议结束时，我才认识到我错了。
Only at the end of the meeting that I was wrong.
四．Read paragraph 2-4 and complete the mind-map.
Their parents care about them—
They want to see him ____ ____ ____.
They know ____ ____ he loves running.
They don’t allow Liu Yu to train as much as he wants.
They have ____ every one of his race.
He needs to ____ other possible jobs.
He should ____ _________ ____ his homework.
They think it's difficult to become ____ _____ _____ ____.
五．Read the last paragraph and tell T or F.
1.Liu Yu knows his parents care about him.
2.Liu Yu wants his parents to make decisions for himself.
3.Liu Yu doubts if he will succeed.
4.Liu Yu thinks he will achieve his dream
if he is given a chance.
六．Make a survey: Do you agree with these rules? Give the reasons.
Then give a report.
Rule
Why do you agree or disagree with it
How do you think the rule should be changed
can’t play computer games
?agree—It’s bad
for our eyes…
?no need to be
changed
can’t watch TV
?disagree –
not all TV programs are
bad for students;
need to relax sometimes,
?should be allowed to watch TV
programs on weekends, and
watch TV programs that have
educational value.
can’t go out with friends
can’t get our ears pierced
can’t surf the internet
…
?
?
七．3b Write a letter to your mother, explaining which rule(s) you do not agree with at home and how you think the rule(s) should be changed.
Use the following expressions to help you:
? I do not agree with…
? I think I should be allowed to…
? I would like to…
? I could… if I …
Unit 2 Teenagers should be allowed to choose their own clothes.
Section B 2c-3b 教学设计
教学目标
知识目标：
Learn some phrases and use them correctly..
Try to understand the text, using some effective reading strategies.
Do some reading and writing practice.
能力目标：
1.能在阅读中借助上下文语境，猜测词汇的含义。能运用scanning，mind-map 等阅读技巧，深入了解全文。
2.能针对本课话题进行写作。
情感目标：
勇于发表自己的观点和意见，表达同意和不同意，并给出理由；要明白，作为青少年，接受父母、老师的合理化建议，对他们成长的重要性。
教学重难点
掌握本节课的重点词汇掌握扫读寻读技巧，寻找关键信息，完成思维导图和阅读任务。并能表达观点，并且进行写作。
教学策略
任务型教学法、多媒体辅助教学、情景交际教学法，小组合作探究等。
课时安排
本单元共五课时，本课时是第四课时。
教学环节
教师组织活动
学生主体活动
设计意图及资源准备
Warming up and leading in.
Play a song named “big big world” and lead in to the text—Should I be allowed to make my own decisions? Then show the pictures of Liu Yu.
Tell the students the rules of group competition.
Listen to the song and look at the pictures of Liu Yu. Try to remember some information about Liu Yu.
本课课文上节课已经略读，本节课由刘宇的一张照片，直接导入本课课文，同时，让学生明白本节课的学习任务，介绍小组竞争规则，激发竞争意识，让他们更好地参与到课堂活动中。
Step 1
Brain storm.
Show the mind-map about Liu Yu and ask the students to remember some information about him according to the mind-map.
Look at the mind-map and try to remember the information about Liu Yu and tell others as quickly as possible.
让学生根据思维导图，回顾刘宇的一些简单信息，激发他们的求知欲。
Step 2：Scan the text and finish two tasks.
一．Scan (扫读)Para.2--5,find out whose opinion it is and finish the chart.
二．Scan for the second time, and answer the questions.
1.Why do Liu Yu’s parents not allow Liu Yu to practice his hobby at night?
2.Does Liu Yu believe himself?
3.Do you think Liu Yu should be allowed to practice his hobby as much as he wants? Why or why not?
学生通过扫读课文，了解刘宇和他父母亲的不同观点。进一步了解文章内容。
再次扫读课文，回答2c的问题。
学生扫读课文，借助问题框架，进行小组合作探究，找出每段是谁的观点，总结每段的大意，让学生进一步理解文章的结构和语言支架。
2c中的有的问题在Brain storm环境中已经回顾过。
让学生回答这三个问题，深入了解父母和刘宇的理由，并发表学生自己的观点。
Step 3：
Careful reading.
一. Ask the students to read carefully and find out the new words and phrases in 2e, and try to use them.
be serious about unfair
have nothing against
get in the way of worry about spend more time on
1.My parents ____________ my success at school .
2.Playing computer games can ____________ our schoolwork.
3.I am ____________ playing basketball.
4.I think it is ____________ not to allow me to make the choice
for myself.
5.My parents ____________ playing basketball.
6.They think I need to ____________ my study.
观看一个关于倒装句的微视频。
三. Ask them to read paragraph 2-4 carefully, and fill in the blanks in the mind-map，try to understand his parents’ worries.
四.Read the last paragraph and tell T or F.
1.Liu Yu knows his parents care about him.
2.Liu Yu wants his parents to make decisions for himself.
3.Liu Yu doubts if he will succeed.
4.Liu Yu thinks he will achieve his dream
if he is given a chance.
The students read the text carefully, find the words and expressions and use them in the sentences.
Watch a small video.
The students work in groups and try to finish the mind-map.
Then read the last paragraph, and tell T or F.
通过细读，设置了三个任务，让学生根据上下文猜测词汇和短语的意思，并进行运用.
并向学生介绍阅读策略。
并通过微视频，让学生了解倒装句，并练习巩固。
（提前制作关于倒装句的微课）
通过自主和合作探究方法，细读每段课文，通过完成思维导图，让学生了解家长的心思，更好地父母。
并指导学生运用思维导图这一阅读策略。
通过阅读最后一段，了解刘宇的决心。
Step 4：
Post reading.
1. Encourage the students to give Liu Yu some advice.
2.Give the students the topic-Your dream job and ask them to make a conversation.
3.Play a song--I believe I can fly.
The students give Liu Yu some advice.
Talk about their own dream jobs and their parents’ opinions.
Listen to the song.
学生进行了扫读，细读之后，鼓励他们针对刘宇的问题，勇敢地发表观点，给出适当的建议，并谈谈自己梦想的工作，以及父母的观点, 用一首与梦想有关的歌曲激发学生们的兴趣，并过渡到下一环节。
Step 5：
Writing
1. Ask the students about their home rules. And ask them to work in groups and make a survey about their home rules, then ask someone to give a report.
2.Ask the students to write a letter to their mother to show their opinions about the home rules they don’t agree with.
The students work in groups and talk about their opinions about home rules, try to give a report.
Write a composition to show their opinions.
引导学生对小组成员对家庭规则的观点进行调查，并进行总结报告，培养学生综合运用语言的能力, 并为下一个写作环节进行语料收集，以备写作时运用。
让学生根据本节课课文内容和自身生活体验，给母亲写封信，勇敢地表达自己的观点，并跟父母很好的沟通。
有了前面的层层铺垫，学生写起作文会轻松很多。
课堂小结（板书设计）：
谈收获，收获的知识、方法、情感态度价值观；同时选出优胜小组。
Homework
根据读写课的特点，针对不同层次的学生，布置作业这部分不再拘泥于固定的模式，而是把作业设计成两个部分，让作业的层次更加分明，任务更加具体，更适合于不同层次学生的需要，让不同程度的学生都有能力完成作业，提高作业完成的质量，并且有效的实现了情感教育的目标。
