(共29张PPT)
xxx课题名称
xx版x年级上册
Unit 7
Teenagers should be allowed to choose their own clothes.
Section A 3a-3c
1. I should be allowed to eat some.
I should not be told what to do!
I regret talking back, not listening to Mom .
2. To understand the poem Mom Knows Best
To talk about what you are allowed to do.
3. 通过学习本课，体会诗歌所表达的深层含义，
感悟母爱的无私和伟大，感恩父母对自己的付出和爱护。
Let's guess
Who is the person
The person
makes meals for me every day
offers me everything that I need
teaches me to say the first word
helps me out when I am in trouble
encourages me when I am sad
regards me as the most valuable treasure
mother
hug
lift sb. up
run through the field
talk back
Pre-reading
1. What kind of text is it
A. A story.
B. A piece of news.
C. A poem.
D. An advertisement.
2.What is the poem about
A. Mom’s advice
B. My regret
C. Mom’s love for me
123
456
789
10
11
12
13
14
15
16
While reading
How many parts can the poem be divided into
three
part 1(line 1-4)
part 2(line5-10)
part3(line11-16)
Match each part with the main idea.
Understand mom’s love
Enjoy mom’s love
Misunderstand mom’s love
The poem is written in the order of time.
a tiny
baby
seven
nine
a teen
two
an
adult
The first part of the poem
When I was a tiny baby crying all night, my mom sang to me and stayed by my side.
When I was tired and hungry, she gave me food and warm arms to sleep in.
When I was two running through the field, she made sure I was safe and kept me from danger.
When I fell and hurt myself, she gave me a hug and lifted me up.
Fill in the form below according to Part One.
When I … My mom…
baby crying all night sang to me and stayed by my side
tired and hungry food and warm arms to sleep in
two running through the field made sure that I was safe and kept me from danger
fell and hurt myself gave me a hug and lifted me up
His mom is great.
Because she took good care of him and protected him.
The second part of the poem
When I was seven coughing badly, she said no ice-cream for me.
But I talked back loudly, “I should be allowed to eat some! Give it to me now!”
When I was nine watching scary movies, she said it’d give me awful dreams.
But I shouted back angrily, “I should be allowed to watch it! I’m not a baby!”
When I was a teen going out with friends, she said, “Please be back by ten!”
But I talked back again — “I should not be told what to do! I’m seventeen now!”
Act it out
Situation 1
When I was seven coughing badly, she said no ice-cream for me.
But I talked back loudly, “I should be allowed to eat some! Give it to me now!”
Situation 2
When I was nine watching scary movies, she said it’d give me awful dreams.
But I shouted back angrily, “I should be allowed to watch it! I’m not a baby!”
Situation 3
When I was a teen going out with friends, she said, “Please be back by ten!”
But I talked back again — “I should not be told what to do! I’m seventeen now!”
His mom is wordy(唠叨).
But his mom truly cares about him.
The third part of the poem
Now I’m an adult, thinking back to those times.
I coughed for days after eating that ice-cream
And had scary dreams after watching that film.
I was late for school from staying out past ten.
I regret talking back, not listening to Mom.
Mom knows best, and for me she wanted only the best!
At last , how did the writer feel
regretful
why
After eating ice cream,
the writer_________________
After watching the scary movie,
the writer _________________
After staying out past ten,
the writer_________________
coughed for days
had scary dreams
was late for school
Post reading
What does the title “Mom Knows Best” mean？
A. Mom knows I'm the best.
B. Mom knows she's the best.
C. Mom knows what's the best for me.
After reading the whole poem, how do you think the writer feels about his mom
He loves his mom and is thankful for what she has done for him.
How great mom is!
She loves you and stays by your side forever!
Post reading
Now let’s read the poem full of feelings.
What else did Mom do for you
Mom
I don’t think sixteen-year-olds should be allowed to drive. I don’t think sixteen-year-olds should be allowed to drive.
Do you think teenagers should be encouraged to make their own decisions No, I don’t agree with this. Teenagers are too young to make their own decisions.
Teenagers should not be allowed to have part-time jobs. Teenagers should not be allowed to have part-time jobs.
Teenagers should not be allowed to have part-time jobs. If you don’t use a flash, then it may be OK.
Can you find the passive voice from this form
What else can you find
含有情态动词的被动语态
情态动词+ be + 动词过去分词
must
may/might
will/would
shall/should
can/could
1.情态动词无时态和人称的变化；
2.情态动词后动词变回原形。
Rewrite the sentences according to the example.
4a
3. Parents will encourage their children to do social work for their
community.
Children ________________________________________________.
4. Do you think we must keep teenagers away from the Internet
Do you think teenagers _________________________________
5. Parents should give teenagers chances to make their own decisions.
Teenagers________________________________________________.
must be kept away from the Internet
will be encouraged to do social work for their community
should be given chances to make their own decisions
做社会活动
keep away from
远离
give /have a chance to do sth给某人一个做某事的机会
4b
Fill in the blanks with the correct forms of the words in brackets.
Should teenagers ________ (ask) to move out when they start working In many Western countries, teenagers ____________ (allow) to move out at eighteen. Their parents believe that they should be educated to take care of themselves from a young age. This way, when they ______ (start) working they can
manage their own lives. However, in most Asian societies,
it is not common for teenagers to _____ (move) out. Chinese parents believe that it is better for children to live with parents who can _____ (take) care of them. But the young should then look after their parents as they get older. That is why many Chinese adults _________ (continue) to live with their parents.
be asked
are allowed
start
move
take
continue
What‘s the passage mainly about
Tenagers should move out or not when they start working,there are different opinions between Western countries and Asian countries.
Let's do some chores for our mothers to show our love .
Thank you for listening!
谢谢
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Unit 7 Teenagers should be allowed to choose their own clothes .单元整体教学设计
单元主题意义 本单元的主题属于“人与社会、人与自我”范畴。涉及四个话题，层层递进。主要关于家规，校规，图书馆规则，交通规则，并理解妈妈的爱，表达自己的观点！
单元教学目标 通过本单元的学习，学生能够： 目标a：To talk about what you are allowed to do , using the target language in everyday conversations . 目标b：To give students practice in listening for specific reasons given to support opinions expressed . 目标c：To give students practice in reading a poem and encourage the students communicate with their parents , and let the students know that parents are always caring about them although they have some disagreement. 目标d：To encourage the students talk about their dream job and encourage them make their decisions correctly . 与核心素养的关系： 本单元旨在通过使用目标语言讨论家规，校规，遵守交规和社会公德。这一过程提升了同学们的语言能力和文化素养文化品质，通过欣赏一首关于母亲的爱的诗引导学生明白父母的爱尊重它们的建议以达到尊重师长；和同学们分析讨论未来人生的方向，提升他们合作学习能力的同时鼓励独立思考，最后达到思维能力的提升，这个单元除了鼓励学习目标语言还在教学过程中让同学们勇敢面对问题与选择，学会分析问题，通过独立思考合作学习解决问题。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一!第七单元的内容，本单元的核心话题是“规则” 。通过图片和听力活动导入单元话题，那些事情是允许青少年做的，哪些是不允许做的。本单元出现的被动语态主要是由情态动词should+be+动词的过去分词构成的。 通过学习本单元，结合生活实际，巩固句型I agree /I disagree . 既表达同意或不同意的方式。 2.纵向知识关联： 功能： 由情态动词should +be+动词的过去分词构成的。 话题： 核心话题“规则”。 语言知识： 熟练运用should (not)be allowed to do 谈论应该被允许和不应该被允许做某事。 熟练运用be (not) allowed to do 谈论被允许和不被允许做某事。 熟练运用I agree/disagree 或I don’t agree 表达自己的观点。 3.横向知识关联： （1 ）复习七年级下册关于规则的相关词汇； （2 ）本单元出现被动语态句型，巩固已学。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 使用目标语言讨论家规，校规，遵守交规和社会功德。 通过Pair-work的形式对学习方法谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点学习方法短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-4c 读写课 第二课时 通过欣赏一首关于母亲的爱的诗引导学生理解父母的爱。 通过读课文找出描述过去的句子，评价学生对目标句型的认知；通过提取描述关于学习障碍的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1e 听说课 第三课时 完成听说活动，让学生进一步巩固本单元所学的被动语态的语法知识，培养学生的批判性思维，鼓励学生发表不同意见。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2f 阅读课 第四课时 语法中渗透独立思考，学会照顾自己，通过语篇阅读鼓励发展个性的同时尊重父母的建议。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 鼓励同学们勇敢面对问题与选择，通过独立思考，合作学习解决问题。 通过书面表达的形式，评价学生写作的能力。
第2课时 教学设计
课题 Unit 7 Teenagers should be allowed to choose their own cloths . Section A 3a-4c 阅读课
课型 听说课口 语法课口 阅读课√ 写作课口 其它课__________
教材（语篇）分析： 【what】 本课时围绕者一首诗歌Mom Knows Best展开，诗歌呈现了新的词汇，而且再现了本单元要求学习和掌握的should(not) be allowed to do sth 句型。 【why】 主要描绘了孩子成长过程中与母亲的交流及母亲的重要性。 【how】 这首诗歌利用细节的刻画引发读者的思考，对青少年进行情感教育，让学生理解父母对子女的关爱和教育。在教学过程中让学生感受诗歌的优美的韵律，同时加强对学生的朗读指导。
学情分析： 自然情况 本节课内容比较贴近学生的生活，妈妈的爱是学生们非常熟悉的情感，很容易引起学生的共鸣。 （二）已有基础 学生们对本节课的学习会有较高的兴趣，加之学习内容难度不大，学生有较强的表达欲望和诉求，参与活动的积极性和学习的高效性也相应的提高了。 （三）存在问题
被动语态的运用灵活性个别同学还是混淆。 （四）解决措施 作为老师，应较好地保持这一态势并适时引导，辅以灵活多样的教学设计和丰富的活动设计，鼓励学生加强语言实践，渗透学生指导并引导学生理解父母对子女的关爱和教育。
教学目标： 通过本课学习，学生能够： 学生能掌握重点词汇及目标语言及Grammar Focus 中的句型。 （学习理解） 学生能够用be(not)allowed to结构谈论家规与校规。 （应用实践） 学生能在说的过程中体验感知目标语言的内容，并学会运用所学内容进行简单的写作。 （迁移创新）
教学重难点 重点：掌握本部分出现的词汇，并能熟悉运用。 重点句型“Grammar Focus 中的句型。 难点：通过阅读诗歌让学生了解诗歌的韵律，理解母亲的重要性 。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Play a game (guess who it is ) 学生活动1 discuss 活动意图说明： 通过这种小游戏，既达活跃课堂气氛的效果，又能让学生在轻松愉快的氛围中巩固知识，为下面的新课做铺垫。 环节二：Activity 2 教师活动2 Warming -up Let students talk about activities about their moms , then learn some new words . 学生活动2 Discuss the questions 活动意图说明： 通过谈论自己的妈妈，唤起学生脑海中与妈妈在一起的时光，为诗歌学习作好铺垫。 环节三：Activity 3 教的活动3 Work on 3a Analyze the structure of the poem and ask students to predict the main content . Ask the following questions : What kind of text are we going to read What do you think the poem is about 学的活动3 Discuss and answer the questions . 活动意图说明： 教师可以让学生充分表达自己的想法和意见，同时导入新词汇。 环节四：Activity 4 教的活动4 Read the poem carefully and think about the following questions : 1.How many parts can the poem be divided into 2.Match each part with the main idea. 学的活动4 Ask and answer Discuss 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 让学生再次阅读诗歌，从阅读中获得细节信息，培养学生从文中获取信息的能力和策略。 环节五：Activity 5 教的活动5 Work on 3b Read the poem carefully and fill in the forms and recite the poem . Then read the second part of the poem and understand the writer and answer the questions 学的活动 Read the poem and discuss . 活动意图说明： 进一步让学生理解文本内容，同时训练学生的语言输出能力。 环节六：Activity 6 教的活动6 Work on 3c Think about a time you did something even though your mom or dad told you not to do it . Share your story and think about what else you can do for you mom 学的活动6 Read aloud and think about yourself 活动意图说明： 学生根据教师所给的问题提示，尝试复述文章并理解作者的含义，然后分析自己，与大家分享，是学生在实际运用中提高自己的阅读能力，分析能力，综合运用能力及合作交际能力。 环节七：Activity 7 教的活动7 Grammar Focus Sum up the rules Show some picture and practice 学的活动7 Ask and answer Check the answers 活动意图说明： 为学生提供笔头上运用被动语态的练习。
板书设计 Unit 7 Teenagers should be allowed to choose their own clothes . Period 2 Section A 3a-4c Key words and phrases :tiny , cry , field , badly , awful , regret , community , talk back , make one’s own decision .. Mom Knows well .
分层作业设计 基础巩固： Listen and recite the passage 3a 设计意图：熟记本课重点单词和短语。 能力提升： Recite sentences in Grammar Focus . 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 新课程标准强调学生在课堂中的主体地位，在各个活动中给不同程度的学生不同的任务。本节课的设计以读写为主，体现任务型教学的设计理念，最大限度地使每位学生都参与进来，合理保证了语言的交际功能。本节课中也存在以下几个有待改进的地方： 学生接受新知的敏感度有差异，情感体验也存在差异。有的学生读完诗歌后，热泪盈眶，有的孩子却无动于衷。因此在课堂教学中进行情感教育是很有必要的。
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