《Go for it》九年级Unit 7 Section A 3a-3c 教学设计15

《》九年级教学设计Go forit Unit7Section A3a-3c

一、教材分析本堂课教学内容是一首诗歌是学生第一次接触诗歌这一体裁Mom KnowsBest,这是本单元的第二课时，学生在第一课时中已经初步感知和模仿本单元的重要结构在这一堂课中要求学生能够再次在诗歌中感知、理解该结构，should beallowed to do sth,并能运用此结构仿写诗歌

二、教学目标

（一）语言目标词汇学生能理解并使用下列词汇tiny,cry,field,hug,lift,badly,awful,poem;学生能正确运用下列表达talk backto sb.,regret doingsth.语法学生能理解现在分词短语作后置定语的含义；学生能正确运用含有情态动词的被动语态

（二）should beallowed todo sth.能力目标学生能了解诗歌这一体裁，并理解诗歌语言

（三）情感目标学生能学会理解父母对子女的关爱和教导

三、教学重难点重点通过诗歌阅读，理解诗歌含义并掌握should beallowed todo sth.难点对诗歌语言的理解，并能思考自己的行为，理解父母的关爱

四、教法学法情景教学法学生能通过自主学习和小组合作讨论理解诗歌的含义

五、教学过程教学活动教学步骤活动设计理念教师活动学生活动

1.Play thetape Mom Knows

1.Enjoy thepoem.

1、播放诗歌录音，让学Best”.生初步感知诗歌、通过对话引入话题

2.Ss introducewho buys2

一、Lead in

2.Free talk:Are youallowed to“妈妈”clothes for them intheirchoose yourown clothesWhofamilies.buys theclothes foryou

1.Show somepictures about

1.Learn theexpressions.通过图片呈现本课目标

二、what Tsmom didwhen shewas词汇及表达，并帮助学Presentation a child,and presentnew words生理解现在分词短语在and structures.句子中作后置定Words:tiny,cry,field,hug,lift,语的含义badly.Structure:When I was ninefallingill,...

2.Show Tsresponses tohermom,and presentnewexpressions:.Expressions:talk back,regretdoing sth.

3.Read thenew wordsand

2.Read thenew wordsandexpressions.expressions.

1.Let Sslook atthe textand

1.Look atthe textand通过关注文章体裁和标ask:What kind of textare wethink whatkindoftext itis.题，让学生了解诗歌这going toread一体裁特点并预测诗歌Word:poem主题

三、

2.Read the title andthinkPre-reading

2.Let Ssread the title andask:what itmeans.What doesthetitle“Mom KnowsBestmean

1.Let Ssread thepoem for the

1.Read thepoem aloudand通过两次阅读，让学生明first timeand discuss the meaningdiscuss whatthetitlemeans确诗歌标题的含义，并of thetitle:with partners.理清诗歌中的时间线索，MomKnowsBest meansA从整体上把握诗歌mom alwaysknows whatis bestforachild.

2.Let Ssread thepoem forthe

2.Find the timeline forthesecond timeand findthetimelinepoem.forthepoem.

四、While-reading

1.Read andunderline the根据时间线索分三部分

1.Read thepart when I wasathings the mom did forthe阅读，让学生通过独立tiny babyand whenIwastwo”,writer.阅读，关注诗歌中细节then underlinethe thingsthe mom的刻画，使学生能对诗didforthe writer.歌有浅层次的理解

2.Read thepart“whenIwas

2.Read and answer theseven,nine anda teenager”,thenquestions.answer the questions lWhatdidthe writerdowhen themom toldhim what todo Whatdid hesayStructure:should beallowed todo sth.2How didhe feelat thattimeHow do youknow itWord:awfid

3.Read andanswer the，

3.Read thepart Tman adultquestions.andanswerthequestions:lWhat doesthe writerfind whenhethinks backto theold times2How doeshe feelabout theoldtimes now

1.Read thepoem again and

1.Read thepoem againand

1、让学生阅读全诗，通discuss thequestions withdiscussthequestions with过小组讨论，理解诗歌partners:partners.深层次的含义].Why didhe talk back

2.Why didthemomstill tellhimwhattodo evenhe talkedbackagainandagain

3.What canwe learnfrom thispoem

2.Read thepoem:Listen tothe

2.Read thepoem.

2、让学生通过听、读，更poem,and thenread afterthe好地品味诗歌的韵味tape,finally readthe poemfeelingly.

五、

1.Let Ssthink backto theirold

1.Ss sharetheir stories.

1、让学生将读诗之后的Post-reading times:Did youdo anythingeven感悟与自己的经历结合though yourmom or dad toldyou起来，运用目标语言仿not todo it写一首小诗，以巩固语lHow oldwere you言知识，并通过反思自2Did youtalkbacktv yourmom己的行为来理解父母的ordad关爱3What happened4Howdoyou feelabout itnow

2.Write a short poemabout

2.Ss writeashortpoemyour storyusing thestructure:about theirstories.should beallowedtodosth.

3.Enjoy avideo:Family

3.Enjoy avideo.、通过视频加深学生对3父母的理解，并懂得体谅父母

六、

1.Read thepoem feelingly.Homework

2.Revise thepoem andread itto yourmom/dad.。