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视频标签：Own Decision
所属栏目：初中英语优质课视频
视频课题：Unit 7 Should I Be Allowed to Make My Own Decisions (Grade 9 , Go for it)浙江省 - 绍兴
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Unit 7 Should I Be Allowed to Make My Own Decisions (Grade 9 , Go for it)浙江省 - 绍兴
课堂设计思路
一.选材：
这是一篇比较贴近学生的语篇材料，文章主人公Liu Yu的年龄和学生差不多，他所碰到与父母意见不合的问题可能我们的学生生活中也有类似的情况碰到。之所以选择这篇材料，是为了让学生与主人公Liu Yu可以产生一些共鸣，课堂上可以表达自己的一些真实想法。
二.课型定位：
本堂课应该是很明显的一堂阅读课，但是当我看了本课的Reading Strategy后，为了让学生积极地使用新学语言，除了设计问题让学生在不断地回答以外，我还在最后设计了一个写信的环节，目的是再让学生以笔头的形式再加以运用，所以最后的课型是以读促写的阅读课。
三．课堂亮点：
着眼于关注阅读策略的培养，课堂发展思路严谨，关注学生的思维发展，提升学生的思维品质，尊重学生的思想表达，课堂氛围轻松和谐。具体表现在以下方面：
1.课堂发展：
通过询问学生的年龄、爱好、父母是否同意等问题进入文章主题，紧接着扫读出主人公的一些信息，找到父母与Liu Yu的意见分歧及原因，提炼出父母担心他的未来这一要点，但Liu Yu仍不理解父母，他有他自己的想法，关于他们的意见分歧，问学生的想法，你们觉得Liu Yu该不该继续坚持他的梦想，先讨论后写作。整堂课各环节的发展符合学生的逻辑思维，有利于提升学生的思维品质。
2.问题的提问引发学生不断地思考：
如在寻找了Liu Yu的信息后，知道他的梦想是成为一名职业的跑步运动员，然而，他的父母并不支持他。我立即提问：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? 学生都说No,那为什么父母不支持呢？带着这个问题去文章里找出父母的理由。
再比如，在学生找到理由后，我与学生一起归纳出了父母想要Liu Yu怎么做，板书上呈现父母和Liu Yu的最终想法都是希望成功，但是是以两种不同的方式，哪么哪一种方式更容易成功呢？这时学生齐刷刷地回答了parents’ way，然而我并不罢休，我紧跟着提问，为什么父母的方式更简单？ 当学生思考了一会后，我提示世界上是不是有很多很多人成为了职业运动员，直到一个女生给出了一个很完美的答案。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. 最终得出父母的方式更加现实这一点。
3.尊重学生的真实想法，不强加老师的意愿
整堂课下来的问题答案都是学生自己真实想法的表达，丝毫没有加入我的意愿，课堂开始对于文章题目问题的回答，28位学生认为要自己做决定，5位同学认为不需要自己做决定，对于这一结果，我并没有去灌输我的想法，我只说了一句，课堂结束我会再问这个问题；在Discussion这一环节，学生各抒己见，有支持有反对的，我也尊重他们的想法；在写信的环节，我设计了两个收信对象，Liu Yu 和Liu Yu’ parents,没有控制一定要写给谁，让他们自己选择；最后环节再次问Should I Be Allowed to Make My Own Decisions?这一问题时，我还是尊重学生，只是对数字的改变做了简单的总结。
课堂的主体是学生，课堂的主人是学生，我在努力地做到把课堂还给学生，我只做一个引导者，提问者和帮助者，努力打造有利于提升学生思维品质的高效课堂。
课堂诊治清单
1.原：第一个与学生交流的环节，除了问学生What’s your name? How old are you? What’s your hobby?外，还设计了这些问题：What’s your dream job? How can you become a…?等问题。
修改为：删去后面两个问题，因为进入文本前导入环节花费时间太长。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?等问题，可以呈现一些新的语言点，又不花太长时间。
2.原：2c中的4个问题是按教材顺序在完成2b之后让学生阅读文章来完成的。
修改为：按学生的逻辑顺序穿插于各个教学环节中，其中What is Liu Yu’s hobby? 和What does Liu Yu want to be when he grows up?安排在快读环节中完成。第3个问题Why do Liu Yu’s parents not allow Liu Yu to practice his hobby at night?安排在仔细阅读环节中完成。第4 个问题安排在Discussion环节中完成，所以看似2c部分未体现，其实都穿插于其中。
3.原：2d部分让学生在完成文章阅读后，进行造句。
修改为：在最后环节，通过所学内容给Liu Yu或其父母写信，使用文中新学的语言点，这样会使语言的使用更具真实性和合理性。
4.加入一个环节：找出更多表明Liu Yu 父母关心他的句子，以便让学生更好地体会父母为什么不同意他练跑步，以便产生一些共鸣。
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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