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視頻標簽：Own Decision
所屬欄目：初中英語優(yōu)質課視頻
視頻課題：Unit 7 Should I Be Allowed to Make My Own Decisions (Grade 9 , Go for it)浙江省 - 紹興
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Unit 7 Should I Be Allowed to Make My Own Decisions (Grade 9 , Go for it)浙江省 - 紹興
課堂設計思路
一.選材：
這是一篇比較貼近學生的語篇材料，文章主人公Liu Yu的年齡和學生差不多，他所碰到與父母意見不合的問題可能我們的學生生活中也有類似的情況碰到。之所以選擇這篇材料，是為了讓學生與主人公Liu Yu可以產生一些共鳴，課堂上可以表達自己的一些真實想法。
二.課型定位：
本堂課應該是很明顯的一堂閱讀課，但是當我看了本課的Reading Strategy后，為了讓學生積極地使用新學語言，除了設計問題讓學生在不斷地回答以外，我還在最后設計了一個寫信的環(huán)節(jié)，目的是再讓學生以筆頭的形式再加以運用，所以最后的課型是以讀促寫的閱讀課。
三．課堂亮點：
著眼于關注閱讀策略的培養(yǎng)，課堂發(fā)展思路嚴謹，關注學生的思維發(fā)展，提升學生的思維品質，尊重學生的思想表達，課堂氛圍輕松和諧。具體表現在以下方面：
1.課堂發(fā)展：
通過詢問學生的年齡、愛好、父母是否同意等問題進入文章主題，緊接著掃讀出主人公的一些信息，找到父母與Liu Yu的意見分歧及原因，提煉出父母擔心他的未來這一要點，但Liu Yu仍不理解父母，他有他自己的想法，關于他們的意見分歧，問學生的想法，你們覺得Liu Yu該不該繼續(xù)堅持他的夢想，先討論后寫作。整堂課各環(huán)節(jié)的發(fā)展符合學生的邏輯思維，有利于提升學生的思維品質。
2.問題的提問引發(fā)學生不斷地思考：
如在尋找了Liu Yu的信息后，知道他的夢想是成為一名職業(yè)的跑步運動員，然而，他的父母并不支持他。我立即提問：Why don’t his parents support his dream? Is running a very bad habit? Just like smoking or drinking? Is running bad for his health, for his body? 學生都說No,那為什么父母不支持呢？帶著這個問題去文章里找出父母的理由。
再比如，在學生找到理由后，我與學生一起歸納出了父母想要Liu Yu怎么做，板書上呈現父母和Liu Yu的最終想法都是希望成功，但是是以兩種不同的方式，哪么哪一種方式更容易成功呢？這時學生齊刷刷地回答了parents’ way，然而我并不罷休，我緊跟著提問，為什么父母的方式更簡單？ 當學生思考了一會后，我提示世界上是不是有很多很多人成為了職業(yè)運動員，直到一個女生給出了一個很完美的答案。I think only a very small number of people can become a professional runner, so I think it’s difficult for Liu Yu to succeed, maybe parents’ way is easier. 最終得出父母的方式更加現實這一點。
3.尊重學生的真實想法，不強加老師的意愿
整堂課下來的問題答案都是學生自己真實想法的表達，絲毫沒有加入我的意愿，課堂開始對于文章題目問題的回答，28位學生認為要自己做決定，5位同學認為不需要自己做決定，對于這一結果，我并沒有去灌輸我的想法，我只說了一句，課堂結束我會再問這個問題；在Discussion這一環(huán)節(jié)，學生各抒己見，有支持有反對的，我也尊重他們的想法；在寫信的環(huán)節(jié)，我設計了兩個收信對象，Liu Yu 和Liu Yu’ parents,沒有控制一定要寫給誰，讓他們自己選擇；最后環(huán)節(jié)再次問Should I Be Allowed to Make My Own Decisions?這一問題時，我還是尊重學生，只是對數字的改變做了簡單的總結。
課堂的主體是學生，課堂的主人是學生，我在努力地做到把課堂還給學生，我只做一個引導者，提問者和幫助者，努力打造有利于提升學生思維品質的高效課堂。
課堂診治清單
1.原：第一個與學生交流的環(huán)節(jié)，除了問學生What’s your name? How old are you? What’s your hobby?外，還設計了這些問題：What’s your dream job? How can you become a…?等問題。
修改為：刪去后面兩個問題，因為進入文本前導入環(huán)節(jié)花費時間太長。加上Do you spend a lot of time on it? Does it get in the way of your study? Do your parents agree with you?等問題，可以呈現一些新的語言點，又不花太長時間。
2.原：2c中的4個問題是按教材順序在完成2b之后讓學生閱讀文章來完成的。
修改為：按學生的邏輯順序穿插于各個教學環(huán)節(jié)中，其中What is Liu Yu’s hobby? 和What does Liu Yu want to be when he grows up?安排在快讀環(huán)節(jié)中完成。第3個問題Why do Liu Yu’s parents not allow Liu Yu to practice his hobby at night?安排在仔細閱讀環(huán)節(jié)中完成。第4 個問題安排在Discussion環(huán)節(jié)中完成，所以看似2c部分未體現，其實都穿插于其中。
3.原：2d部分讓學生在完成文章閱讀后，進行造句。
修改為：在最后環(huán)節(jié)，通過所學內容給Liu Yu或其父母寫信，使用文中新學的語言點，這樣會使語言的使用更具真實性和合理性。
4.加入一個環(huán)節(jié)：找出更多表明Liu Yu 父母關心他的句子，以便讓學生更好地體會父母為什么不同意他練跑步，以便產生一些共鳴。
Teaching Plan
Unit 7 Should I Be Allowed to Make My Own Decisions? (Grade 9 , Go for it)
Chen Yuefang Shengzhou Aide Foreign Language School
Teaching objectives:
1. The students will be able to try to use the new language actively.
2. The students will understand why sometimes their parents don’t allow them to do something
they enjoy. Learning& teaching focus:
1. Understanding some useful expressions: get in the way of, be serious about, spend time on, care
about, succeed, achieve, realistic,
2. Learning to show their own idea with the help of the expressions above. 3. Understanding what their parents really worry about. Anticipated difficulties:
It may be difficult for students to understand the reading wholly, and express their opinions on this topic.. Solutions:
Draw a chart for the structure on the blackboard. Teaching aids: PPT, blackboard, chalk Learning& teaching arrangements: Teacher’s activities
Students’ activities
Purposes
Step 1 Greeting and leading-in.
Introduce myself and ask about the age of the students to get the key word: teenager To greet the teacher and introduce themselves. This step helps students know the new teacher better and get involved in the topic. Step 2 Talk about things students are allowed to do and their hobbies
1.Ask “What kinds of decisions are you allowed to make?”
2.Ask “Is it your hobby to…?” “Do you spend a lot of time
on it?”
“Does it get in the way of your
study?”
“Do your parents agree or
disagree?” Why or why not?”
(Put the information into the chart on the
blackboard.)
1.I’m allowed to …
2.Talk with the teacher according to their own situations.
This step helps students learn some useful expressions like get in the way of, spend more time on,
Step3 Before reading
Let’s read a passage, the character in the passage just has the similar problem to you.
1.Let the students read the title and answer yes or no.
2.Let the students read the picture.
Put up their hands to show their answers.
This step helps them to get ready for the reading.
Step4 While reading
1.Let the students read and find the information about Liu Yu quickly. How old is Liu Yu? What is his hobby?
What does he want to be when he grows up?
(Fill his information in the chart.)
2.Liu Yu wants to be a professional runner, why don’t his parents support his dream?
3.What’s the parents’ way for Liu Yu to succeed?(Fill the information in the chart)
4.Which way is easier for Liu Yu to succeed? Why?
5.So his parents really care about him. Can you find more examples to show they care about him? Fill in the chart. 6.Does Liu Yu understand his parents care about him? Is he very happy? What does he think?
1.He is fifteen years old. He likes running.
He wants to be a professional runner.
2.Read and find out the opinions of his parents’ and the reasons in Paragraph 2 or 4. 3.Underline the sentences in the passage.
4.Express their opinions and reasons.
5.Read and find out the reasons
6.Read Paragraph 3 and 5, find out Liu Yu’s opinions.
These tasks help students understand the passage better.
This activity helps to understand Liu’s parents really care about him This activity may help us understand what Liu Yu wants
Step5 After reading
1.Discuss the question: Do you think Liu should be allowed to practice running as much as he wants? Why or why not?
2.If you are Liu Yu’s classmate, what do you want to say to Liu Yu or his parents? Please write a letter and tell them what you think about their disagreements.
3.Let’s share your letters.
Discuss in group of four
Students begin to write the letter to Liu Yu or his parents
Some students read and share their letters.
This step gives students a chance to show their opinions.
This step help students to use what they have learned to express their opinions in writing.
4.Ask the question: “Should I Be Allowed to Make My Own Decisions?” again and see if there are some students have changed their opinions.
Students put up their hands to show their answers again.
This step is to check if students have learned something in this class. .
Step6:Homework
What’s your dream job? Do your parents support your dream? Why or why not? What do you want to say to them? Write a letter to your parents, use the expressions in the passage to support your opinion. You can also give a good example around you to support your idea.
It may help students to deal with their problems in real life and they can have better understanding with their parents
Blackboard design:
Should I Be Allowed to Make My Own Decisions?
hobbies
opinions reasons
watch TV
play computer games read books
hang out with friends …
Liu Yu (agree)
1.be good for
2.should be allowed to decide for himself 3.be serious about running
4.the only thing he’s ever wanted to do …
parents (disagree)
1.get in the way of 2.spend more time on
3.difficult to achieve/succeed
4.need to think about what will happen if… 5.worry about his success in the future
care about
parents Liu Yu
study hard running
get a good job a runner
succeed
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