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视频标签：Teenagers
所属栏目：初中英语优质课视频
视频课题：人教版初中英语九年级Unit 7 Teenagers should be allowed to choose their own clothes. Section A 3a-3c青海省优课
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Go For It Book 9
Unit 7 Teenagers should be allowed to choose their own clothes.
Section A 3a-3c
一、整体设计思路说明
本次教学内容选自人教社新目标九年级Unit7 Section A的阅读材料。该单元话题是
“rules”,功能是”Talk about what you are allowed to do”. Section A 3a-3c 阅读版块的教学，其内容是关于“作者与母亲”的一首诗。课型定位为诗歌赏析。本课教学设计的目的在于引导学生学会欣赏诗歌，通过分段解读诗歌来体会作者情感变化，并能够有感情地朗读诗歌，最后能联系自己的实际生活，仿写一首诗歌来表达自己对亲人等的爱。其设计的逻辑思维导图如下：
Learning objectives:
By the end of the class, Ss will be able to: 1. know what the poem is about by reading.
2. know how to enjoy the beauty of a poem by reading it. 3. learn to be thankful to your Mom and people around you and write a short poem to express your love.
Pre-reading While-reading Post-reading
Warming up ( Watch & talk) Reading for details
Making predictions (title)
Read dramatically Have a first taste Listening to the recording and enjoy Find the details Analyze the change of feelings Write a similar poem
Analyze the structure of the poem Read for structure
二、教学过程设计（方法、手段、意图）
步骤
教学活动
设计意图
时间
Stage 1 Greeting and pre-reading
Step 1
Watch a short video and have a free talk about “Mom” and “rules”. 做好话题、语言（部分生词）、情感准备，为最后的任务埋下伏笔。
2’
Step 2 Ss predict the main idea from the title.
预览标题预测诗歌内容。 Stage 2 While-reading
Step 1 1st reading: Ss listen to the recording and have the first taste of the poem. Talk about how they like it. 整体感知诗歌，让学生从不同的角度来感知诗歌的美。 5’
Step 2 2nd reading: Ss read for the structure of the poem. In what order is the poem written? Divide the poem into parts.
Draw a time line. 再读全诗，理清诗篇结构，为后面情感分析作铺垫。 3’
Step 3 3rd reading: Read Part 1 and put the pictures in order. And then fill in the blanks. Summarize the writer’s feelings. Listen to the recording and mark the stressed words and stops. 分段细读，学生能够寻找诗歌细节信息并完成任务。然后根据寻找到的事实细节，总结推断作者情感态度。听录音，体会朗读者情感表达方式（停顿，重读）。 15’ Read Part 2 and complete the table. Summarize the writer’s feelings.
Listen to the recording and mark the stressed words and stops.
Read Part 3 and answer the questions.
Analyze the writer’s attitude.
Mark the stressed words and stops.
Stage 3 Post-reading.
Step 1 Reading: Ss read the poem dramatically in groups and then give a reading show. 基于读中的情感分析，学生能够体会作者在不同时期的情感变化，因此能
够有感情地朗读全诗。 15’
Step 2
Writing:
Ss write a short poem to show their love to their mom, dad, or teacher… Show their poems to the class.
学习并朗读完全诗，引导学生情感升华，将所学联系自己生活实际，学会感恩身边的父母长辈，并模仿课本内容仿写短诗。
三、教学评价
1. 评价内容：
1） 学生能够梳理出语篇结构。
2） 学生能够找到关键信息完成阅读任务。
3） 学生能够读出作者的态度，并有感情地朗读。 4） 学生能够联系自己的生活，仿写一首短诗。
2. 评价方法：
教师评价：反馈和评价：课堂检查抽问学生回答问题。 学生自评或互评：小组合作朗读诗歌，学生打分评价。 课后评价：学生上交录音作业。
四、板书设计
baby-2 7-teen adult
I
Mom
looked after/protected
warm/safe
worried about
angry/annoyed
wanted the best
regretful
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