教學設(shè)計本堂課是九第七單元SectionA3a-4c閱讀范讀課內(nèi)容。就教學內(nèi)容而言，本堂課依托一首感人的詩歌，以詩歌的體裁出現(xiàn)，內(nèi)容是從作者與媽媽從小到大所發(fā)生的事情娓娓道來，感恩母親。通過對本部分教材的分析，首先將教學設(shè)計的著眼點放在兩方面，一是泛讀課范疇，了解大意，抓住細節(jié)，了解詩歌所反映的情感以及反映出的思想特點，其次是詩歌的感染性，從詩歌體裁的語言特點，到詩歌所蘊含的德育目標等特點在一步步閱讀活動中得以滲透，使學生不僅在獲取語言知識和信息，提高閱讀技巧和能力的同時，得到文學藝術(shù)的熏陶。二．就學生而言，本堂課內(nèi)容跨度較大，對學生有一定難度，學生對體裁基本沒有接觸，對語法內(nèi)容不太熟悉，這就使得教學設(shè)計必須關(guān)注到學生的接受能力。但同時，詩歌的體裁很新穎，學生對此很感興趣，教學設(shè)計中可以充分利用這一優(yōu)勢，發(fā)揮14歲孩子的優(yōu)勢，能在較大程度上調(diào)動積極性，但考慮到到學生生源，自身學習水平的局限性，在設(shè)計各項活動時，給予更多的引導，提示和鼓勵，降低一定的難度，讓學生能更多的參與到教學活動中來。基于以上兩點的總體考慮，我進行了以下教學活動的設(shè)計，通過閱讀旨在讓學生了解《MomKnowsBest》詩歌的內(nèi)容，感知了解詩歌體裁的特點，最后能夠簡單回顧詩歌，簡單復述詩歌內(nèi)容，能學會感恩母親。Teachingmaterialanalysis:Thetopicinthisunitistolearnrules.Itisreallyinterestingandmoving.Anditcaneasilyarousestudents’interestsandmovethem.ThecontentinthisclassisthereadingpartinsectionB.Itisapoem.2)Studentshaveneverseenthiskindofpassage—poem,especiallythewesternpoem.Sotheyhavenoideaofthisliteratureform.Atthesametime,mostofthemdon’tknowthepoemwell.Therefore,itisalittledifficultforthemtounderstandthepoem.Inordertomakethisclassinterestingandeffective,Imakethefollowingteachingaims:Knowledgeaims:1.Beabletoknowthenewwordsandphrases:tiny,cry,field,hug,lift,badly,talkback,awful,teen,regret,poem,community,keep...awayfrom,chance,makeone’sowndecision,educate,manage,society2.Beabletoknowthepoem--MumKnowsBestAbilityaims:beabletousenewwordsandphrasestoexpressmeaningsorretellthepoem.beabletousethereadingstrategytohelpgetinformationtheyneed:1)Beforereading,studentscouldfindoutthetexttype---apoem.2)Duringreading,studentscouldskimthetexttogetthemainideabyfindingthekeywordsinthecontextorguessing.3)Duringreading,studentscouldscanthetexttofindsomedetailsaboutthepoem.Emotionalaims:beabletolearntocooperatewithgroupmemberstofinishataskandlearnfromeachotherbeabletolearntothanktheirmums,trytothanktheirteachers.Keypoints:beabletounderstandthepoem--MumKnowsBestandtheperformingformofpoem.Difficultpoints:UnderstandsomedifficultsentencesinthepoemUsetheinformationtheylearnttoretellthepoeminacreativeandproperway.Teachingmethods:CommunicativeApproach,Groupwork,Task-basedTeachingMethodTeachingaid:Multi-mediaTeachingprocedures:BeforeClass：Previewthenewwordsinthisclass.學單詞，寫出下列單詞的漢語：tiny_________cry_________field________hug_______lift_______badly________talkback_________awful________teen__________regret________makeone’sowndecisions_______________________keep…(away)from…__________________chance_________________society_________________manage___________________________Aims:todrawstudents’attentionandlearnthewordsaboutthepoem,andhelpthemtofeelthepoem.InClassStepOne:BeforereadingWarmup:Playagamewiththestudents.Theteacheraskssomequestions,iftheSssayyes,theyputtheirhandsuptotheirheads,iftheysayno,theyputtheminfrontoftheirbodies.Aims:Totalkabouttheirlovesandinterests,andgetstudentsknowsomethingabouttheirmums,thentheycangetreadyforreadingthestory.Atthesametime,drawstudents’attentiontothepoemandletthemtakeaninterestinreadingitonthebook.Then,askstudentstoguessthetexttypeafterlookingthroughit.Thentellthemsomethingaboutthepoem.Aims:Beforereading,havestudentsobservethepoemandfindthedifferencebetweenitandformertext,helpthemtofindoutthetexttypeanditcanhelpthemtounderstandthetextbetter.Then,itcomestosomebriefintroductionoftheperformingformofthepoem.StepTwo:ReadingandEnjoyingTask1:SaythepoemwiththehelpofthepicturesteachingthenewwordsAims:Askstudentstolistentotheteachingtellingthepoemandunderstandthemeaningofthepoem.Andatthesametime,Sscanlearnthenewwordsofthispoem.Withthehelpofthepictures,Sscangetenoughinformationaboutthepoem.Itcanalsohelpthemtoknowthemeaningofthepoem.Task2:Askstudentstofindtheanswerstothequestions:Whathappenedtothewriterafterheatetheice-cream?Whathappenedafterwatchingthescarymovie?Whathappenedthenextdayafterhewentbackafter10pm?Aims:Tohavestudentspayattentiontothesecondpartofthepoem.Fromthispart,studentscanunderstandwhytheyshouldlistentotheteacher.Thetwotasksaretohelpstudentsunderstandthepoembetter.Task3:Listentothetapeandenjoythepoem(Theycanreaditafterthetapeinalowvoice).Aims:TogettheSstoenjoythepoemwiththehelpofthetaperecorder.Task4:AskstudentstolookatthepicturesonthescreenandfindtherightphrasesAims:togettheSstorememberallthebasiclanguageknowledgeandgettheideasofthispoemquickly.Task5Readthepoemagainandanswerthequestions.1.Whatdidthemumdowhenthewriterwasababyandasmallchild?Whydoyouthinkthewritertalkedbacktohismumwhenhewas7and9years?3.Howdidthewriterfeelwhenhewasateenagerandhismomsaid“Pleasebebackbyten”?4.Afterreadingthewholepoem,howdoyouthinkthewriterfeelsabouthismom?Aims:Toscanthepoemtogetthedetailsofthepoemandgettoknowhowtheyshouldtreattheirmothers.StepThree:SharingstoriesAskstudentstosharetheirstorieswitheachother.1.WhenIwas7havingafever,Mumsaidnocoldwaterforme,butItalkedbackloudly,“Ishould_____________todrinkit.Giveittome.”2.WhenIwas9playingcomputergames,Mumsaidit’dbebadformyeyes,Ishoutedbackangrily,“I______________toplay.I’mnotababy.”3.WhenIwasateensayingbadwords,shesaid,“Pleasebepolite.”ButItalkedbackagain,“Ishouldnot__________________.I’mseventeen.”Aims:tohavestudentstrytofocusonthewordsandgrammerinthisunitandtrytolearnthemwell.StepFour:Practice.UnderlinethepartsofPassiveVoice.1.Idon’tthinksixteen-year-oldsshouldbeallowedtodrive.2.Doyouthinkteenagersshouldbeencouragedtomaketheirowndecisions.3.Teenagersshouldnotbeallowedtohavepart-timejobs.4.Doyouthinkwemaybeallowedtotakephotosifwedon’tuseaflash.Aims:tohavestudentsfindoutwhatgammertheylearnedfromthepoemandtrytograspit.StepFive:DiscussionandExercise:Shouldteenagersbeallowedtomoveoutwhentheystartworking?Theycanbeginlikethis:InWesterncountries,teenagersshould___________________whentheystartworking.However,inmostAsiansocieties,itisnotcommonforteenagersto__________.Differentcountrieshavedifferentcultures.Afterthediscussion,fillintheblankswiththecorrectformsofthewordsinbrackets.Aims:tohavestudentsdiscussdifferentculturesindifferentcountries.TrytousethePassiveVoice.StepSix:Harvesttime:GettheSstosumupwhattheylearntodayandthentakenotesafterclass.Aims:tohavestudentstrytorememberallthethingstheylearnedtodayandlearnedtolistentotheteacherbetter.StepSeven:MoralitemComebacktothepoem,andleadtolovingourmotherland.Aims:togetstudentstohavethelovewiththeirmotherlandStepEight:Homework1.Say“thankyou,mom.”toyourmomtonight.2.FinishExVI\VIIonlearningpaper學情分析本單元的學習，就學生而言，內(nèi)容有一定難度，學生對體裁基本沒有接觸，對語法不太熟悉。但同時，詩歌的體裁很新穎，學生對此很感興趣，是非常吸引學生的部分，而含有情態(tài)動詞的語法形式也比較清楚，教學中可以充分利用這一優(yōu)勢，發(fā)揮14歲孩子的優(yōu)勢，最大程度的調(diào)動他們的積極性，但考慮到學生自身學習水平的局限性，在設(shè)計各項活動時，應(yīng)給予更多的引導，提示和鼓勵，降低一定的難度，讓學生能更多的參與到教學活動中來。效果分析85%學生能夠?qū)W會通過學習掌握新單詞，理解詩歌的大意，能力較強的45%的學生可以在課堂上老師的引導下,順利掌握語法現(xiàn)象--含有情態(tài)動詞的被動語態(tài)。2.80%的學生可以根據(jù)上下文猜測詞組或單詞的含義：如talkback,Regret,makeone’sowndecisions,keep…(away)from…等。3.100%的學生可以通過詩歌的欣賞，感恩母親。4.每個小組都能通過合作，運用關(guān)鍵信息完成最后的評測練習。教材分析本節(jié)課教材是新目標九年級第七單元SectionA3a-4c中詩歌和含有情態(tài)動詞語法的內(nèi)容。本堂課是詩歌MumKnowsBest閱讀欣賞及語法訓練課。重點是了解并欣賞詩歌并感恩母親，從詩歌體裁到語言的特點，及情感的輸出與語言的欣賞，一步步在閱讀課中熟悉這語法，使學生在獲取語言知識和信息的同時，提高閱讀能力和技巧，并得到語言藝術(shù)的熏陶。本節(jié)課內(nèi)容對學生來說有一定的難度，學生對于題材的不熟悉，對語法內(nèi)容掌握的不夠熟練，基于以上兩點，在教學設(shè)計上就要關(guān)注到學生的理解和領(lǐng)悟能力。但同時，學生對于這種新的體裁--詩歌，擁有極大的興趣，對于身邊的媽媽也非常的熟悉，教學設(shè)計中應(yīng)充分利用這些優(yōu)勢，發(fā)揮一個14歲孩子的認知點和興趣點，在上課過程中，老師給予極大的關(guān)注，引導，提示和鼓勵，降低一定的難度，讓學生極大的參與到課堂活動上來。評測練習I.寫出下列單詞的漢語：tiny_________cry_________field________hug_______lift_______badly________talkback_________awful________teen__________regret________makeone’sowndecisions_______________________keep…(away)from…__________________chance_________________society_________________manage___________________________II.將下列短語連線：staybymyside避免接觸，遠離危險coughbadly跑過田野haveawfuldreams做噩夢givemeahug一個幼兒大哭fallandhurtmyself待在我的身邊atinybabycrying給我一個擁抱keepmefromdanger摔倒傷了自己runthroughthefield咳嗽的利害III.將下列故事補充完整：1.WhenIwas7havingafever,Mumsaidnocoldwaterforme,butItalkedbackloudly,“Ishould_____________todrinkit.Giveittome.”2.WhenIwas9playingcomputergames,Mumsaidit’dbebadformyeyes,Ishoutedbackangrily,“I______________toplay.I’mnotababy.”3.WhenIwasateensayingbadwords,shesaid,“Pleasebepolite.”ButItalkedbackagain,“Ishouldnot__________________.I’mseventeen.”IV.根據(jù)例子，將句子改為被動語態(tài)：1.Youmustcleanyourbedroomeveryday.Yourbedroommustbecleanedeveryday.2.Parentsshouldencourageteenagerstodosocialworkfortheircommunity.Teenagers__________________________________________________.3.CanLucydoherhomeworktomorrowinstead?Can_______________________________________________________?4.DoyouthinkwemustkeepteenagersawayfromtheInternet?Doyouthinkteenagers_______________________________________?5.Parentsshouldgiveteenagerschancestomaketheirowndecisions.Teenagers__________________________________________________.教學反思本教學內(nèi)容是來自人教版新目標英語九年級unit7SectionA3a-4c，以下為本節(jié)課的教學反思：1.針對閱讀課的設(shè)計，遵循了先整體再部分再到整體的閱讀過程，符合學生閱讀習慣和規(guī)律，設(shè)計了不同類型的閱讀要求進行有目的的閱讀，如回答問題，詞匯圖片匹配，找到故事的結(jié)局等有效的指導了學生的閱讀，也訓練了學生的閱讀技巧的使用，判斷閱讀材料的類型，略讀，尋讀，根據(jù)上下文猜測等。2.針對本部分閱讀材料的特點--詩歌，在教學中逐步滲透這一新的閱讀體裁的文學知識，讓學生感知它的結(jié)構(gòu)，形式和內(nèi)容，進行一定文學熏陶，從而對此產(chǎn)生學習和閱讀的興趣和渴望；同時，也鼓勵和引導學生閱讀其他題材的文學作品，對學生拓展閱讀有很好的作用。3.課堂上我利用學生的競爭意識和集體榮譽感強的特點，鼓勵學生為小組爭光，增強學生參與意識和集體意識，更好的調(diào)動了學生的學習積極性。4.教學環(huán)節(jié)中，有一個詩歌欣賞環(huán)節(jié),可以極大地調(diào)動學生的情感,使他們能夠感知媽媽在自己生活中重要的位置。在實際上課中，有幾點希望在今后能夠努力改進：個別環(huán)節(jié)難度稍大，學生有些困難，比如，在對文本內(nèi)容的進行整體概括回答時,在體裁形式陌生的情況下，快速作答有一定的困難。在討論環(huán)節(jié)，學生討論的氛圍還需要再調(diào)動一些。課標分析英語課程標準（2011年版），語言技能標準中，指出關(guān)于閱讀技能的標準：學生能夠理解并解釋圖表提供的信息；學生能夠找出文章主題，理解故事情節(jié)，預(yù)測故事情節(jié)的發(fā)展和可能的結(jié)局；學生能夠根據(jù)上下文和構(gòu)詞法推斷、理解生詞的含義；能根據(jù)不同的閱讀目地運用簡單的閱讀策略獲取信息。分級目標五級目標中也指出，進一步增強文化差異的理解與認識。這節(jié)課屬于閱讀課，閱讀策略是通過尋找關(guān)鍵詞總結(jié)段落大意，通過抓住細節(jié)了解劇本情節(jié)故事。同時通過閱讀讓學生了解《MumKnowsBest》這首詩歌，感知詩歌的特點，了解詩歌體裁的特點，通過讓學生匹配圖片與詞匯、回答問題，找出故事情節(jié)的結(jié)尾等理解詩歌所表達的含義，最后能夠利用詩歌中出現(xiàn)的語法現(xiàn)象，掌握并熟練運用被動語態(tài)。所以基于課程標準和教材內(nèi)容及學生實際確定了教學目標如下：Knowledgeaims:1.Bea