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Unit 7 Teenagers should be allowed to choose their own clothes
Section A 1a-1c 教学设计
教学内容 Unit 7 Teenagers should be allowed to choose their own clothes Section A 1a-1c
课时 Period 1 教学对象 九年级学生 设计者
一、教材内容分析
本课所在单元主题为rules，是对人与社会主题语境下“社会服务与人际沟通”这一主题群下“他律”与“自律”的探究。本课围绕 “What should (not) teenagers be allowed to do ”这一话题展开，不仅谈论了青少年应该遵守的规则，更重要的是通过谈论规则背后的原因能够让学生意识到不仅要遵守规则(follow the rules)还要做出正确的决定(make good decisions)。
二、教学目标
By the end of the class, students will be able to 1.Talk about what you should (not) be allowed to do. 2. Express views by using I (don’t) think; In my opinion; I agree/I disagree and give the reasons. 3. Understand that parents make rules to help us (follow the rules). 4. Know how to make good decisions（self-discipline）.
三、教学重点
1. To talk about what you should (not) be allowed to do. 2. To express views by using I (don’t) think; In my opinion; I agree/I disagree and give the reasons
四、教学难点
1.To understand that parents make rules to help us (follow the rules). 2.To know how to make good decisions (self-discipline）.
五、资源准备
多媒体课件及相关教学资源。
六、教学过程
Teaching Objectives Learning Activities Assessment
To understand that parents make rules to help us (follow the rules). Watch the video about mom’s words and think about one question: Who makes the rules （学习理解） Answer the questions: 1. Does your mom make so many rules 2. Do the rules help you (应用实践) 学生能够意识到规则的重要性，能够表达the rules can help us.
Purposes：1. 通过视频“妈妈的唠叨”导入，引起学生兴趣，与学生共情2. 通过追问Q1. Does your mom make so many rules Q2. Do the rules help you 引发学生对规则的思考：妈妈制定规则的目的是帮助我们变得更好,所以我们要遵守规则。
To talk about what you should (not) be allowed to do. To express views by using I (don’t) think; In my opinion; I agree/I disagree and give the reasons 1. Look at the picture and predict: Q1: Who is Anna talking with Q2: What may they talk about 2. Look at the picture and think: Do you think teenagers should be allowed to drive Why What may Anna decide to do （学习理解） 3. Look at the picture and think: Do you think teenagers should be allowed to get their ears pierced Why （学习理解） 4. Look at the picture and think: Do you think teenagers should be allowed to choose their own clothes Why （学习理解） 学生能够用语言框架表达自己的观点并给出原因：In my opinion, teenagers should not be allowed to get ears pierced, because we are too young.
Purposes：1. 通过观察图片，预测听力内容帮助学生熟悉话题。 2. 通过观察图片；教师追问（Is it safe for teenagers to drive ）和教师示范帮助学生梳理表达观点并给予支撑观点的原因的语言框架(I don’t think…because…)。此外,通过问题What may Anna decide to do 引导学生从遵守他人制定的规则转变权衡利弊后自己主动选择规则（由他律变为自律）,为后续的听后讨论进行铺垫（Does Anna make a good decision ） 3. 通过观察图片（mom can get ears pierced because she is an adult）引发学生思考Do you think teenagers should be allowed to get their ears pierced , 帮助学生梳理支撑观点的原因（too young to get ears pierced）并鼓励学生用语言框架表达观点和原因（I agree/disagree that… because…）。 4. 通过观察图片（Anna is choosing her own clothes and she gets a nice T-shirt that is suitable for students）引发学生思考Do you think teenagers should be allowed to choose their own clothes Why 并用语言框架进行输出（In my opinion, … because…）与此同时进一步引导学生树立正确的消费观念（If you are allowed to choose own clothes, remember to get something nice not very expensive）。
3. To know what is a good decision and how to make good decisions (self-discipline）. 1. Read the statements, and then listen and circle T for true or F for false.（学习理解） 2.Check the answer and think: Does Anna make good decisions What may Anna say to her friends （应用实践） 3. Listen to think: Can you make good decisions as Anna What is a good decision （应用实践） 学生能够判断Anna是否做出了好的决定并给出原因：Anna makes a good decision to take a bus not take the car, because it’s not safe for teenagers to drive.
Purposes：1. 听前读题（听力技巧指导） 2.通过问题Does Anna take the car to the shopping center 来检查学生听力情况，再通过追问Does Anna make a good decision 让学生对Anna的选择进行评价并给予原因支持，促进学生知识向能力的转化。 其次，通过问题Does Anna want to get her ears pierced 来检查学生第二题的听力情况，再通过追问Does Anna make a good decision 让学生对Anna的选择进行评价并给予原因支持。与此同时，通过问题Who wants to get ears pierced What may Anna say to her friends 让学生通过角色扮演来劝告Anna的朋友来进一步促进学生知识的迁移和运用，并促进学生对a good decision的理解。 最后，通过问题Does Anna want to choose her own clothes 来检查学生第二题的听力情况, 再通过问题What kind of clothes may Anna choose 引导学生对听力文本中“get something nice” 的理解并引导学生树立正确的消费观念。 3.通过Anna做出正确决定这个点，引导学生联系自己的生活实际并进一步帮助学生明晰什么是好的决定（Do something right at the right time），最后在通过板书帮助学生了解正确的决定对我们实际的生活指导意义（Life is like a peak, only those who make right decisions can get to the top step by step）。
4. To know what is a good decision and how to make good decisions (self-discipline）. 1. Please choose one topic to discuss in group of four and think what you should and should not be allowed to do and give your reasons. 2. Show opinions and give reasons. （迁移创新） 学生能够通过小组讨论就一个话题明晰正确的决定并给出支持观点的原因：In my opinion, teenagers should not be allowed to smoke. 1. Because it’s bad for our health even others’ health. 2. Because it influences our study. 3. Our parents will be worried about us.
Purposes：在学生学习理解和应用实践的基础上，通过小组讨论Bring your cellphone to school, go out with friends at night and come back home too late, smoke, dye hair, only learn the subjects you like对这五件事情的决定及做出决定的原因帮助学生对知识进行迁移创新并能够运用于生活，指导生活。
七、作业布置
Make a list of 5 things you should (not) be allowed to do and give the reasons to let your parents know that you can make right decisions.
Purposes：通过一个中学生向妈妈“控诉”自己不能做自己的决定的视频，让学生认识到：如果想要自己做更多的决定那就要让父母知道他们已经能够管理好自己的生活，做出正确的决定（用目标句型列出他们能够做的事情和不能做的事情），进一步升化好决定在学生生活实际中的作用，激发学生自律的自我效能感，完成从他律到自律的转变。
板书设计
教学反思 针对本节课，我有以下几点反思：1.本课能够根据课本主题图进行情景创设，从导入到听后活动，思路清晰，从目标句型的感知到运用和迁移，层层递进，给学生创造了“说”的机会，学生自然习得了目标语言。2. 本课的育人目标清晰并贯穿始终，引导学生拥有积极情感态度和价值观的良好,让学生从follow the rules（遵守规则，他律）提升至make your own decisions(自律），升华他们对rules的认识。3.板书设计立意精美且对学生生活有指导意义: Life is like a peak, only those who make right decisions can get to the top step by step。本节课的提升之处：1. 学生展示环节要及时给学生纠错2. 在课堂中要多留一些给学生思考的时间。

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