新课改单元整体教学设计人教版九年级Unit 7 Teenagers should be allowed to choose their own clothes.表格式（5课时）

中小学教育资源及组卷应用平台
单元设计
单元名称 Unit 7 Teenagers should be allowed to choose their own clothes.
1.单元教学设计说明 本单元所涉及的内容是含有情态动词的被动语态，被动语态是本书当中比较重要的一部分，它把学生由以前所能够进行的主动语态的表达延伸到被动语态的学习和运用。一方面使学生的语法更趋系统化和完整化，另一方面，它使学生的语言表达更为灵活，更能发展学生的综合语言运用能力。另外本课所涉及的情感教育，于现实十分的有用，它讲述了青少年学生的心理状态，教师可因势利导，更好的接近青少年，解决彼此之间的隔阂和代沟。激发的培养学生学习英语的兴趣，形成积极的学习态度，促进语言实际运用能力的提高。
2.学情分析 初三学生经过了三年多的学习英语的经历，有了一定的英语基础知识和听、说、读写的能力：思维能力和语言运用能力进一步提高，同时也有了自己的英语学习技能和策略，学会了把语言学习和现实生活联系起来，但是由于两极分化比较严重，所以教师在教学过程中，有的放矢的设计了一些难易相间的任务，让不同层次的学生都能品尝到学习收获的喜悦。每个小组学相近，激起他们的竞争意识。同时，学生们对英语学习有着较浓厚的兴趣，并有了初步的自主、合作、探究的能力。文中所谈论的问题实际上也是大多数学生正面临的问题，因此他们对这一类文章一定会非常有兴趣，会主动学习，学有所得。
3.单元目标与重点难点 语言能力： Understand and correctly use the key words in this unit. 思维品质： Understand the various rules and regulations in the family, school and society, know what to do and what not to do, and thus reflect on whether their behavior conforms to the daily code of conduct; and should have a correct judgment on some social phenomena. 学习能力： Skillfully use "should (not) be allowed to do" to talk about what should be and should not be allowed to do something; skillfully use "be (not) allowed to do" to talk about being allowed and not allowed to do something; skillfully use "Iagree / disagree." or "I don't agree" to express your views. 文化意识： Understand the differences between Chinese and foreign aesthetics, form their own aesthetic, show personality; understand the different civilization of Chinese and Western youth. 教学重难点 教学重点： 被动语态。 教学难点： 含情态动词 should 的被动语态结构“should be allowed to”.
4.单元整体教学思路 本主题单元是初中英语教材中与英语学习相关的一重要话题，也是新课标文化意识的一个重要组成部分。本模块以 Teenagers should be allowed to choose their own clothes 为主题，要求学生通过本模块学习能够学会用 should引导的表示该做某事的句型，学会英文中含有情态动词的被动语态的结构和用法，能够谈论中学生经常遇到的一些要去和规定，能运用己有的语言知识阐明自己的态度看法和理由，并提出改进意见。学会正确看待家规、班规、校规等，并能认真遵守。本主题单元根据内容一致性可整合为四个专题： 专题-Listening and Speaking ：这节课的教与学设计思路主要是依据语言学习的规律：感知-认知-感悟的过程，学生通过语言操练，通过个体感知，小组合作与探究，学习和使用日标语言最终习得目标语言。 专题二，Revision and Reading ( Cooperation in groups.)：这节课的教与学设计思路主要 是依据语言学习的规律：感知-认知-感悟的过程，学生通过语言操练通过个体感知，小组合作与探究，学习和使用目标语言最终习得目标语言。 专题三，Rcading and Writing ( Cooperation in groups)：在设计主体活动时,要多层面考虑不同程度学生参与课堂教学的可能性，无论学习内容上、还是参与形式上，让不同层面的学生都有一个机会可锻炼、可自我展示。对于学困生，我们不可批评指责、挖苦讽刺，更不能放弃。因为每位学生都有权利顺着自己的天性发展，英语困难生或许是数理化优生，或许是将来的运动明星、歌星、画家等。因此要考虑个体差异，多尊重、少强求，不要伤害他们的天性与尊严。 课时安排： Period 1 Section A (1a-2d) Period 2 Section A (3a-4c) Period 3 Section B ( la - le ) Period 4 Section B(2a－2e) Period 5 Section B(3a－3b) & Self Check
课时教学设计
课题 Unit 7 Teenagers should be allowed to choose their own clothes.Section A(1a－2d)
授课时间： 课型：听说课 课时：1
1.教学目标 ①语言能力 重点单词 license, safety, smoke 重点短语 be worried about, stop doing, be excited about ,take photos 重点句型 1. I don’t think sixteen-year-olds should be allowed to drive. 2. Sixteen-year-olds should be allowed to get their ears pierced. ②文化意识 了解中外审美的差异，形成自己的审美观，展示个性，了解中西方关于青少年的不同文明准则。 ③思维品质 通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德。 ④学习能力: 运用目标语言表达自己，进行听和说。
2.教学重点难点 教学重点： 听懂关于家规与校规的有关信息，含有情态动词的被动语态。 教学难点： 学习和练习用情态态动词在听和说话时的被动语态。
3.教学准备 PPT，多媒体
4.学习活动设计
环节一：新课导入
教师活动 The T can play a video about rules for Ss. After watching the video, Ss can express their opinions. The T may use these prompts: Do you think rules are important in our daily life Why do we need rules Do you think sometimes we can break some rules for certain reasons The T can guide Ss to review what they have learned about rules in Grade7.Then teach Ss to talk about rules in their daily life with the target structure. The teacher can use these prompts: What things are you allowed to do or not as a teenager Do you think teenagers should be allowed to... Then the T can present some pictures of related words or phrases in this part and pre-teach the vocabulary to prepare for the following activities. 学生活动： （看图片思考） S1: It is important. S2: I think...... .....
活动意图：通过课前师生互动，让学生感兴趣，调动他们的积极性，同时“be allowed to do sth.”的应用，为学习新课埋下了伏笔。
环节二：完成教材1a~2c教学任务
教师活动 1a The T can make Ss talk about the picture in 1a and make some predictions. The T may use these prompts: What’s in the boy’s hand Where is he What is he doing What’s the girl doing What’s in her hand What’s the relationship between the two speakers ... 1a The T can make Ss read the sentences in 1a and make sure they get the meanings . During the process, focus Ss’ attention to the target structure passive voice with modal verbs. Then Ss finish the task in 1a . The T can invite some Ss to express their opinions and explain why they agree or disagree. 1a The T may want to extend the activity by asking Ss to make conversations in pairs to exchange their opinions using the target structure. At first, the T can make a sample conversation with a chosen student. 1b Before listening, the T should make sure that Ss understand the requirement of the task and the meaning of these sentences in 1b. While listening, the T can play the recording without stop for the first time and Ss finish the task in 1b. This step aims to develop Ss’ skills of grasping the target information. Then the T can play a second time to check Ss’ answers. This time, the T can stop at the key point and check Ss’ answers by asking them to say the full sentences. Answers: 1.T 2. F 3. T 1b While listening, the T may play the recording a third time and ask Ss to repeat the key sentences. The T may also ask some questions to consolidate Ss’ understanding of the dialog: How does Anna go to the shopping center What does Anna want to buy Who is getting her ears pierced at the shopping center 1c The T can invite Ss to role-play the conversation in 1c. Then the Ss can work in pairs to make conversations using the target structure. During this step, the T should pay attention to the fluency of Ss’ speaking instead of the accuracy. Just offer help to the Ss in need and don’t over correct their small mistakes so that Ss can speak as much as possible. 2a Before listening , the T can ask Ss to look at the picture in 2a and read the statements in the chart.Then Ss try making predictions. The T can use the following prompts: What is the boy in the picture doing Where do you think we can see it in our daily life 2a The activity is to give Ss practice in listening to different opinions. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a. Then the T may play the recording for the second time and stop at the key point to make Ss to check their own answers. At last the T can present the correct answers. Answers: 1.D 2.A 3.DK 4.D 5.A After Ss have completed the activity 2a, the T may highlight the different ways of giving opinions used by the speakers. should/I think/ I don’t think/I agree/ I disagree/ I don’t know... 2b The activity is to give Ss practice in listening for specific reasons given to support opinions expressed. Ask Ss to read the reasons and reorder them from memory. Then the T can play the recording and make Ss to check their answers. Then the T can invite some Ss to read the reasons in the right order. Answers: 4, 1, 5, 2, 3 2b Play the recording again and ask Ss to focus attention to more details in the conversation. The T can provide more exercises to check Ss’ understanding like True or False: After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. 2c To give Ss opportunity to talk about what teenagers should or should not be allowed to do, the T may conduct the activity by having Ss work in pairs first to make a list of things that teenagers should or should not be allowed to do. Once Ss have done that, ask each pair to join another pair. The two pairs can take turns to ask and answer questions using the model given in the blue box. Remind Ss to give reasons to support their opinions.
学生活动 1.学生阅读1a部分的内容后自己判断。? 2.分享答案。 3.学生听第一遍录音，完成1b的听力任务。? 4.学生听第二遍录音，并逐句进行跟读。? 5.完成教材1c的任务，学生根据1a中的陈述，编写对话，进行练习。? 6.听力内容巩固训练。学生根据所听到的内容完成问题。 7.?听第一遍录音，完成2a、2b的听力任务。? 8.完成教材2c的任务，学生使用“should(not) be allowed to”进行对话练习。? Ss:No, I don’t think the teenagers should be allowed to smoke. Because...
活动意图：将听、说、读、写的任务结合起来，不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
环节三：完成教材2d教学任务
教师活动 2d Before reading, the T can use these prompts to encourage Ss to have a discussion so that Ss’ interest can be aroused: How will you feel if you know you are going to visit an art museum What will you do there Do you think you will be allowed to take photos in a museum Why Then the T can play a video to explain why taking photos in museums is not allowed and elicit more museum rules from Ss. 2d The T can ask Ss to read the conversation carefully. The T can check their understanding by asking them questions : 2d The T can focus Ss’ attention on the structure of passive voice appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs. 学生活动 （快速获取信息，自己默读勾画） Ss1:Exciting... Ss2:I think I Will very happy.... Ss3:No.I think it be not allowed to take photos.Because ...
活动意图：通过学习，使学生对“should(not) be allowed to”的语言有所了解；同时锻炼学生的听力及抓取关键信息的能力,锻炼学生的口头表达能力，巩固对含情态动词的被动语态的结构的认识。
环节四：小结训练
1.青少年应该允许选择他们自己的衣服。 Teenagers _______________________________choose their own clothes. 2.他想花费些时间与朋友在一起。 He wants to ___________some ____________________ his friends. 答案：1.should be allowed to 2.spend,time with? （ ）1. I think ___________is the first. A. safe B. safely C. safety ( ) 2. He wants to get his hair _________________. A. cuts B. cut C. cutting D.to cut 答案：1.C 2.B? 思考进行小题练习，朗读题目并阐述原因
活动意图：巩固练习，活学活用，加深理解记忆。
5.作业设计 1)抄写unit7单词一英一汉，完成本课时对应练习 2)复习总结本课时笔记知识点，预习下课时内容，熟读2d对话
6. 板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section A（1a-2d） 1.含情态动词的被动语态 含情态动词的被动语态结构：情态动词（should ,must ,may ,can ,could等）+be+及物动词的过去分词。 2.复合形容词 Sixteen-year-olds在此句中用作名词，意为“16岁的青少年”。“基数词-量词（单数）-形容词”构成的词通常作形容词，作前置定语，而且这一整体是一个词，后加s表示一类人或事物。
7.教学反思与改进
课时教学设计
课题 Unit 7 Teenagers should be allowed to choose their own clothes.Section A(3a－4c)
授课时间： 课型：语法阅读课 课时：2
教学目标 ①语言能力 重点单词 tiny,cry,field,hug,lift,badly,awful,regret,poem,community,chance,educate,manage,society 重点短语 talk back ,keep…away from ,make one’s own decision ,lift…up ,be late for 重点句式 1. I regret talking back ,not listening to Mom. 2. Parents should give teenagers chances to make their own decisions. 3. Do you think we must keep teenagers away from the Internet . ②文化意识 通过阅读增强自己遵规守纪的意识。学习诗歌中的语言项目或表达方式，学会欣赏一首诗。 ③思维品质 通过学习能够在主动语态和被动语态与情态动词的相互转换，使学生明白在家里被允许做什么，不允许做什么，遵规守纪。 ④学习能力 学习情态动词中的被动语态在阅读中的使用方法，并对这一知识进行系统练习，能够掌握其用法，进行灵活运用。
2.教学重点难点 教学重点： 通过阅读，使学生明白在家里被允许做什么，不允许做什么，增强自己遵规守纪的意识。 教学难点： 学会用英语谈论在家里应遵守哪些规则。
3.教学准备 PPT，多媒体
4.学习活动设计
环节一：情景导入
教师活动 The T can encourage Ss to talk about their family rules using the target structure.The T can use these prompts: What do you think of these family rules Agree or disagree Necessary or unnecessary Who makes these rules for you Your father or your mother Why do you think they made these rules The T can play a video about the relationship of mother and kid. After watching the video, the Ss can exchange their feelings. The T can use the following questions to elicit Ss’ response. Have you ever had the same experiences as the girl in the video Have you ever quarreled with your mom Do you think you and your mother understand each other 学生活动 Ss:I think it is important for us to follow the rules,because … ....
活动意图：老师把学生的情感引入到教学上，使学生对本单元的一段诗更易理解。
环节二：完成教材3a~3c教学任务
教师活动 Before-reading The T can ask Ss to talk about the title and the structure of 3a and have a discussion. The T can use these prompts: What kind of text are we going to read What do you think the poem is about Do you remember what your mother do when you cried as a baby Do you listen to your mother and behave well Do you argue with your mother or talk back to her Do you regret anything you have done to your parents Then the T can introduce some features of the poem and teach Ss how to appreciate a poem. 3a While-reading The T make Ss read the passage quickly. Then think about and answer the following questions: Who do you think wrote the poem How old was the writer in the poem What did he write about Why did he write the poem Then ask Ss to finish the task in 3a in pairs and invite some Ss to share their answers. Answers: The title means that a mother always knows what is best for her child, even though the child may disagree with the mother. 3b While-reading The activity is to encourage Ss to understand and respond to the poem they have read. The T can ask Ss to read the questions first. Then Ss read the passage again carefully and finish the task in 3b. Then the T can invite some Ss to share answers with the class. Answers: 1.When the writer was a baby and a small child, the mom did these:sang to him and stayed by his side when he cried gave him food and warm arms to sleep in when he was tired and hungry kept him safe when he was running through the field hugged him and lifted him up when he fell 2.He felt that he was growing up and he did not want to be treated like a small child anymore. 3.He was upset because he felt that he was old enough to be independent and should not be told what to do. 4.He loves his mom and is thankful for what she has done for him. 3b The T can make Ss read the poem again and perceive the rhythm. And consolidate Ss’ understanding of the poem by providing more questions for them. Why did the mother sing to the crying baby How do you think a baby feels when he sleeps in his mother's warm arms What might happen when a two-year-old child runs through a field Why did the mom give the child a hug when he fell How did the boy feel when he was not allowed to eat ice-cream Why did the boy say“I am not a baby” What did the writer regret when he grew up 3c The T can point out to Ss that the aim of this activity is to give Ss practice in using the target language in everyday conversations. The T may conduct the activity as a group activity and have Ss share their stories in groups of four or five. The T can use the following prompts to lead Ss. 学生活动 根据老师引导思考回答，快速看3a内容，理解阅读大意，并进行简单勾画、笔记，完成相应的练习。 大声朗读，并勾画答案，进行举手回答 仔细查看3b问题，快速勾画关键词，举手回答。完成3c.
活动意图：将说、读、写的任务结合起来，不仅锻炼了学生的语言综合运用的能力，还巩固了学生对目标语言的学习。同时使学生从小诗中领略到真爱。
环节三：完成教材Grammar~4c教学任务
教师活动 Ask Ss to find sentences with passive voice with modal verbs in Section A and the T may write them on the board. For example: I don't think 16-year-olds should be allowed to drive. Do you think teenagers should be encouraged to make their own decisions Do you think we may be allowed to take photos if we don't use a flash ... Grammar Focus The T can ask Ss to read aloud the sentences in the chart, observe these sentences and trying to find the rules about the target structure. Ss can have a discussion to check their findings in pairs. At last the T can summarize the usage of the target grammar structure from several aspects. The T can also explain how to transform the two voices . 4a Ask Ss to finish the task in 4a quickly. Ss who finish can put up hands and the T can take down the time Ss spend and give positive feedback to those Ss who spend less time. The T can invite Ss to read aloud the sentences to check their answers as well as their pronunciation and intonation. 4b Ask Ss to look through the passage in 4b to grasp the main idea. The T can also introduce the cultural background information if necessary. Then Ss finish the task in 4b individually and talk with their partners to check answers. At last the T can present the correct answer. Answers: be asked, are allowed, be educated, start, move,take, continue. 4b The T can also assess Ss’ understanding of the passage by asking some questions: What are teenagers allowed to do in western countries when they are eighteen Why do they do this Do teenagers move out in most Asian societies What do Chinese parents think about it What is common for teenagers in China Why 4c The activity is to reinforce the target language for talking about what should or should not be allowed. The T can first have Ss brainstorm: What do we always do in an English club The T can prompt Ss to use different phrases to list different activities such as attending English corner, acting out English plays, singing English songs, watching English movies, reading English newspapers and so on. 4c Group work Then the T can divide Ss into different groups and each group discuss one activity listed before and decide on the rules of doing these activities. Every group leader take down the rules they have discussed. Then each group share their group results and Ss take some notes so that every student can list rules of the English club. 学生活动 1.学生记笔记，并理解记忆，学生归纳语法结构及用途。 2.大声朗读Grammar Focus句子并完成4a、4b、4c。学生独立完成作业4a、4b。? 3.学生编对话。（使用should/shouldn’t be allowed… Answers: 1.Your bedroom must be cleaned every day. 2.The housework will be done in the afternoon. 3.Children should be encouraged (by their parents) to do social work for their community. 4.Do you think teenagers must be kept away from the Internet 5.Teenagers should be given chances to make their own decisions.
活动意图：锻炼了学生的实际运用能力，巩固了所学知识，锻炼了学生的语言综合运用能力。环节四：小结训练( )1. Make ____the door is closed. A. sure B. sure of C. sure to D. sure that ( )2.My hand ______ yesterday, so my hand _________now. A. hurt; hurts B. hurted; hurts C. was hurt; hurts D. hurt; is hurt ( )3.Then I was seven years old, I regret _______ to my parents. A. to listen B. not listen C. not to listen D. not listening ( )4.When I was ten ____ a bike to school, my parents always worried about whether I would fall down. A. riding B.to ride C. ride 答案： 1.D 2.C 3.D 4.A?思考进行小题练习，朗读题目并阐述原因，进行总结。 活动意图：巩固练习，活学活用，加深理解记忆。
5.作业设计 1)抄写unit7单词一英一汉，完成本课时对应同步练习。 2)复习总结本课时笔记知识点，熟读重点句子，预习下课时内容。
6. 板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section A(3a－4c) 1.regret 作动词，意为“后悔；悔恨”。 regret to do sth. 对要做的事遗憾。(未做) regret doing sth. 对做过的事遗憾、后悔。(已做) 。 2.make one’s own decisions make one’s own decisions 意为“某人自己做决定”，相当于make decisions for oneself。其中decision 是动词decide的名词形式，意为“决定；决心”。
7.教学反思与改进
课时教学设计课题Unit 7 Teenagers should be allowed to choose their own clothes.Section B(1a－1e)授课时间：课型：听说课 课时：3教学目标 ①语言能力 重点单词 worry about ,get to ,be strict with 重点短语 fail a test, pass the test, take the test, be strict with. 重点句式 1. I’m not allowed to get to class late,and there was a big test today. 2. And you weren’t allowed to take the test 3. Parents should not be too strict with teenagers. ②文化意识 了解规章制度，认识规则的不同。 . ③思维品质 学会善于表达意见，讨论学习中的困难，并养成遵守规则的意识，但不居于规则的人，要灵活运用规则，不刻板。 ④学习能力: Talk about school rules and express agreement and disagreement. practice.2.教学重点难点 教学重点： 关于学生应遵守的规则的表述。 教学难点： 练习运用所学句型，谈论学习中的困惑。3.教学准备 PPT，多媒体4.学习活动设计环节一：情景导入教师活动 The T can have Ss talk about their special experiences at school by presenting some pictures. The T may use these prompts: Have you ever … How often do you do that ... Then the T can encourage Ss to express their opinions using the target language. The T can use these prompts: Do you have any school rules What do you think of these rules What do you think teenagers should be allowed to do at school 学生活动 Ss1:Yes... Ss2:I think the school rules have helped us, both in study and in school life... Ss3:But I think some rules of the school are unreasonable, such as ....活动意图：课前的师生问答互动不仅让学生回顾了上节课内容，而且很自然地导入本课的内容。环节二：完成教材1a~1e的教学任务教师活动 1a This activity is to prompt Ss to think about how often they do certain things associated with school. The T may lead in to the activity by drawing Ss’ attention to the picture in 1a. Encourage Ss to discuss the picture by using these prompts: What do you think is happening in this picture How do you think the people in the picture might be feeling (The teacher loos annoyed. The boy who is late might be embarrassed or upset. The other students might feel sorry for him, or they might be disapproving.). 1a Ss read the sentences in 1a and the T can ask some questions and make Ss answer using the full sentences. For example: Can you think of a time when you were late for class When was that How often do you get to class late Have you ever studied with friends How many times have you studied with friends Where do you usually study Have you ever finished a test early Why do you finish it early Do you often worry about failing a test What do you do if you worry about it 1b At first the T may remind Ss to pay attention to the position of the adverbs of frequency in a sentence. Then the T make Ss talk about their answers in pairs and invite some pairs to role-play their conversations in class. The T can make some assessments. 1c The T can play the recording and Ss finish the task in 1c. Then the T can invite some Ss to share answers to check. Answers: 1,4 1d This activity is to give Ss practice in listening for specific information. The T can ask Ss to look through the sentences in 1d and make predictions before playing the recording .Ss finish the task in 1d and the T can nominate Ss to share their answers by reading aloud the complete sentences. Then T may want to highlight the difference in tenses between sentences 2 and 3 and the significance of this difference. Answers: 1.c 2.e 3.a 4.b 5.d Then the T can play the recording again and stop at the key point to draw Ss’ attention to some key sentences so that Ss can have a better understanding of the listening material. The T can even invite some high level Ss to repeat the sentences after listening to practice their oral ability. 1e The activity is to provide Ss with speaking practice using the target language. Before asking Ss to to start on the activity, the T may want to review phrases used to express opinions and to agree and disagree. E.g. I think/ I don’t think/ I agree/ I disagree/I don’t know about that/ I’m not sure but... Then the T can divide Ss into groups of four or five to discuss the questions in 1e. The T can use the following prompts to help Ss to discuss: 1. Peter should be allowed to take the test later. Do you think Peter should be allowed to take the test later Why do you think he should Why do you think he should not Is it fair or unfair for the other students if he takes the test later Will more students come to class late if he gets to take the test later 2. Students need strict rules. Why do students need strict rules Do you think a school has to have rules What will happen if there are no rules at school Does a rule tell you what is right and what is wrong 3.Parents should not be too strict with teenagers. Are your parents too strict with you Is it good or bad for you Do you like the rules Why Why not 学生活动 完成1a 完成1b,并朗读 完成1c,并朗读 完成1d,并朗读 进行订正，总结 进行对话练习。 Ss:I think the school rules are…because…In fact, we need/don\'t need strict rules because…Teachers should/should not be too strict with students…活动意图：将听、说、读、写的任务结合起来，不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。环节四：小结训练1. They failed _____(get) to the top of the mountain at last. 2. You needn’t ______(worried) about your son. 3. After you finish _____(do) your homework, we’ll go to the park. 4. Parents should not be to strict with _____(teenager). 5. He should _____(allow) to take the test later.? 答案： 1. to get 2.worry 3.doing 4.teenagers 5.be allowed思考进行小题练习，朗读题目并阐述原因，进行总结。 活动意图：巩固练习，活学活用，趁热打铁，加深理解记忆。5.作业设计 1)抄写unit7单词一英一汉，完成本课时对应同步练习。 2)复习总结本课时笔记知识点，熟读预习下课时内容。6. 板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section B （1a-1e） strict作形容词，意为“严厉的，严格的”；be strict with sb.意为“对某人要求严格”，be strict in sth.表示“对某事要求严格”。
7.教学反思与改进
课时教学设计
课题 Unit 7 Teenagers should be allowed to choose their own clothes.Section B(2a－2e)
授课时间： 课型：阅读课 课时：4
1.教学目标 ①语言能力 重点单词 support, enter, choice 重点短语 worry about ,get in the way of ,end up, be serious about ,at night, practice doing, care about, talk about ,make the choice 重点句式 1. But sometimes these can get in the way of their schoolwork , and parents might worry about their success at school. 2. “Of course we want to see him achieve his dreams,” says Mr. Liu . ②文化意识 正确看待各种规则，认识到规则的重要性，并能认真遵守。 ③思维品质 培养辩证看待问题的意识，明白父母、教师的合理建议对自己成长的重要性。 ④学习能力: 学生们可以谈论一项规则的作用，学会获取文章大意，快速理解阅读内容，提高读写能力。
2.教学重点难点 教学重点 Can read the general idea of the short essay, and can complete the corresponding problem. 教学难点 Learn to express different opinions about the same question.
3.教学准备 PPT，多媒体
4.学习活动设计
环节一：情景导入
教师活动 The T can activate Ss’ prior knowledge by asking them what their dream jobs are and eliciting some responses from Ss. The T can use these prompts: How do you like your dream Is it easy or difficult to come true Is it idealistic or realistic Will you stick to your dream What will you do to achieve your dream The T can present some related pictures and elicit what decisions Ss want to make.The T can use the following prompts: Are you allowed to make your own decisions at home ... 学生活动： Ss:It is difficult for me to come true my dream ,because....,I know it...
活动意图：把学生引入学习最佳状态。
环节二：完成教材2a~2e的教学任务
教师活动 2a The activity is to engage Ss in a speaking activity to prepare them for the subsequent reading activity. Ask Ss to discuss in groups and observe their performance and give proper feedback. Try to get all Ss involved in the activity. Pay attention if they use the target structure. The T may want to add on to the activity by having Ss express their opinions on these additional questions: Why should you be allowed to make your own decisions at home When do you think someone is old enough to make his/her own decisions Before reading, the T can ask Ss to look at the pictures and the title and prompt Ss to predict by asking questions: What do you think the passage is mainly about, according to the title What’s the boy in the picture doing What decision does he want to make Task 1 Skimming The T can ask Ss to read the passage quickly and try to get the main idea of the passage. Task 2 &Task 3 Scanning The T can ask Ss to read each paragraph carefully and fill in the blanks. Then the T can invite some Ss to share their answers. These tasks can help Ss get the specific details and have a better understanding of the passage. 2b The activity is to provide Ss with reading practice using the target language. The T can make Ss read the title first and answer it. The T can invite some Ss to explain their reasons. Then Ss can read the passage again and decide if they want to change their answers. The T can invite the students who change answers to explain their Reasons so that the T can check Ss’ understanding of the passage. 2c The activity is to provide Ss with practice in reading for details and encourage Ss to respond to what they have learned. Ss can read the questions first and then read the passage again to get more details. Ss finish the task individually and then check their answers in pairs. Besides the questions in the textbook , the T can provide more questions to help Ss get familiar with the passage and develop Ss' logical thinking skills. The following questions are offered for reference:... 2d The activity is to encourage the active learning of new expressions by having Ss use these expressions in sentences of their own. Before Ss start working on the activity, the T may want to highlight the importance of using the sentences in the passage as models to guide Ss’ writing. The T can make Ss find out these phrases in the passage and read the sentences where these phrases appear. Ss can be asked to say the meaning in Chinese. In addition, the T may point out that several of the expressions end up with a preposition, which means that what follows should be a noun, a noun phrase or a gerund. Then the T can invite some Ss to read aloud the sentences to check their answers. 学生活动 Ss1：Because... Ss2：I think it is ... Ss1:His hobby is running. Ss2:He wants to be a professional runner. Ss3:Because Liu Yu’s parents believe that he should study hard in the evenings. Ss4:Yes, he has the potential to be a running star./ No, his parents know best. His dream may not be realistic and he may regret it in the future if he does not study hard now.
活动意图：带着问题阅读短文锻炼了学生思考、解决问题的能力，让学生在完成练习的过程中加深话题理解。
环节三：完成教材2e教学任务
2e The activity is to encourage Ss to express their opinions on a given subject. The T may have Ss discuss the questions in groups, and then have a class discussion and encourage some volunteers to express their opinions. The T can also use these prompts to help Ss: What do you want to be Is it your dream Are you serious about it Do your parents have anything against your dream What do they worry about How much time do you spend working towards your dream What will happen if you fail in achieving your dream 学生活动 学生分组合作，讨论记录
活动意图：完成练习，能促使学生在阅读过程中注意力更集中，也练习了所学知识点。
环节四：小结训练
1.He made a ____________(自我决定). 2. He can ____________(实现他的梦想). 3. I have _________(在学……上成功)English. 答案： 1.decision himself 2.achieve his dream 3.succeeded in learning 思考进行小题练习，朗读题目并阐述原因，进行总结
活动意图：巩固练习，活学活用，趁热打铁，加深理解记忆。
5.作业设计 1)抄写unit7单词一英一汉，完成本课时对应同步练习。 2)复习总结本课时笔记知识点，熟读课文，预习下课时内容。
6. 板书设计 Unit 7 Teenagers should be allowed to choose their own clothes.Section B（2a-2e） 1.get in the way是固定短语，意为“挡……的道；妨碍”，常与介词of连用。拓展：way的常见搭配：all the way一直；lose one’s way迷路；on the (one’s) way (to)在通往……的路上；by the way顺便说一下。 2.care about意为“关心”，其后接名词、代词或动名词形式。 care的相关短语： （1）care for意为“照顾；喜欢”。如： （2）take care意为“小心，当心”。常用结构：take care (not) to do sth.意为“当心（别）做某事”。 （3）take care of意为“照顾，照料”。 3. be serious about…意为“对……是认真的”，其后接名词、代词或动名词形式。
7.教学反思与改进
课时教学设计
课题 Unit 7 Teenagers should be allowed to choose their own clothes.Section B （3a-Self check）
授课时间： 课型：写作课 课时：5
1.教学目标 ①语言能力 重点单词 nearly 重点短语 come up with, lead to 重点句式 Some people doubted whether the inventor came up with the idea himself or herself. ②文化意识 正确看待各种规则，认识到规则的重要性，并能认真遵守。。 ③思维品质 培养辩证看待问题的意识，明白父母、教师的合理建议对自己成长的重要性。 ④学习能力: 学会写一段文章来表达对家庭规则的看法。
2.教学重点难点 教学重点 Write about the special words and structures of our own city or town. 教学难点 Use the words and structures to write about rules and tell if you agree or disagree.
3.教学准备 PPT，多媒体
4.学习活动设计
环节一：头脑风暴
教师活动 The T can ask Ss to brainstorm kinds of family rules they have to follow at home and talk about these rules with partners. The T may use these prompts: What rules do you have at home Do you have any rules about eating, sleeping, housework, homework, or making friends For weak Ss, the T can present some related pictures about family rules and the target sentence patterns to guide them to speak as much as they can. Then elicit their opinions on these rules: Do you agree with these rules Why or why not Which of these rules do you think should be changed Why 学生活动： 小组合作，畅所欲言，记笔记，进行对话。
活动意图：激发学生学习兴趣，引发学生思考主题，练习表达能力。
环节二：完成教材3a~3b的教学任务
教师活动 3a This activity is to prompt Ss to think about rules that they do not agree with, so as to prepare them for the subsequent writing activity. The T nay have Ss work individually to complete the chart first before asking Ss to discuss what they have written with a partner. Encourage Ss to offer suggestions to improve each other’s notes. Suggested Answers: 3b The T make Ss read the expressions in 3b at first and then finish the writing task. Then the T can invite some Ss to share their writings and make the assessments. 学生活动 Ss to share their writings and make the assessments.
活动意图：完成对本单元的语言综合运用，让学生善于表达自己，调动学生积极性。
环节三：完成self check 的教学任务
教师活动 The part of Self Check is to provide a comprehensive review of key vocabulary and functions presented in the unit. Before asking Ss to do activity 2, the T may want to focus on modal verbs in the passive voice. Note: ·Active voice — Modal verb + bare infinitive e.g.Parents should allow their teenagers to make some decisions on their own. ·Passive voice — Modal verb + be + past participle e.g. Teenagers should be allowed to make some decisions. 1 Ss can be asked to finish the task on their own and check their answers in pairs. Suggested answers: do part-time work It is common for university students to do part-time work to help pay for their studies get ears pierced I would like to get my ears pierced when I am twenty-one years old. achieve my dream I hope to achieve my dream of becoming a doctor. go shopping I go shopping with my parents every Saturday afternoon. After Ss finish the task, the T can ask them to brainstorm more common collocations with the six verbs (take /do /get /achieve /make /go). For example： achieve success/wealth/popularity go shopping/dancing/swimming/camping make a choice/a decision/a mistake do housework/chores/some cleaning/homework take photos/take a seat/ take care of get good grades/get things done... 2 The T can ask Ss to look through the sentences in activity 2 to grasp the main idea. And then Ss finish the task individually and check their answers in pairs. The T can invite a few Ss to read aloud these sentences and translate into Chinese. Answers: 1.be solved 2.be kept 3.not be allowed 4.be put, not be encouraged 学生活动 根据老师引导，完成self check 1-3，举手做答记笔记，进行总结归纳。 Ss1:take photos This is a good place for tourists to take photos. .....
活动意图：通过Self Check对本单元进行小结，并通过练习加以巩固，再次巩固本单元语言的综合运用。
环节四：小结训练
1. Having (have) some rules is better than none. 2. The owner of the bag was found (find)at last. (B)1. No matter ______ you do, do it best. A. how B. what C. where (B)2.—For us students, _____is necessary. —I agree. to do our homework careful B. doing our homework carefully C.do our homework carefully 思考进行小题练习，朗读题目并阐述原因，进行总结
活动意图：巩固练习，活学活用，趁热打铁，加深理解记忆。
5.作业设计 1)抄写unit7单词一英一汉，完成同步练习。 2)复习总结本单元笔记知识点，熟读课文，用3b方框中所给的句型、短语提示写出一个作文。
6. 板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section B （3a-Self check） 1.no matter+疑问词由 no matter+疑问词引导状语从句的主从复合句。类似表达法还有：no matter who无论谁； no matter how无论怎么样； no matter what无论什么；no matter where无论哪儿。 动名词作主语，动词改成动名词、动词不定式,可以作主语、宾语、表语,起名词的作用。
7.教学反思与改进
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)