Unit 7 Teenagers should be allowed to choose their own clothes（大单元教学设计）（共4课时）2023-2024学年人教版英语九年级全册
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| 名称 | Unit 7 Teenagers should be allowed to choose their own clothes（大单元教学设计）（共4课时）2023-2024学年人教版英语九年级全册 |  | |
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| 更新时间 | 2024-05-22 16:00:38 | ||
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人教版九年级英语（全）册
《 Unit 7 Teenagers should be allowed to choose
their own clothes. 》
（大单元教学设计）
一、备课素材
备 课 人 XXX 备课学科 九年级英语
备课年级 九年级 备课时间 2024年X月
辅助备课 新课标、教材、PPT课件、练习题
备课分类 新教师 后优教师 优秀或老教师
Section A
课程导入设计 导入一 图片导入： 使用PPT课件展示学校不同地方的规章制度，比如阅览室、多媒体教室、餐厅、会议室等，列出允许做和不允许做的事情，然后导入新课。 Look at the pictures of the students. They will show us what they are allowed to do and not allowed to do on school days. T: Look at the pictures. S1: He is allowed to… S2: She is not allowed to… S3: … T: Now let's see what rules there are… 导入二 情境导入： T: Do you have any family rules What are they Ss: Yes, I do. Get home on time./Be polite to parents./Do homework first./Eat up food… T: Do you agree or disagree with these rules Ss: … T: Let's see some more rules in 1a.
课堂活动设计 （一）听说训练 【活动 1】2a－2b(有一定难度，增设听力训练题) 听录音，判断正(T)误(F)。(听力原文：Section A 2a, 2b ) ( )1. Molly is working late tonight. ( )2. Molly thinks teenage boys never get tired. ( )3. Kathy and Molly don’t think Larry should work every night. ( )4. Kathy thinks Larry's hair is too long and doesn’t look clean. ( )5. Larry doesn't have many friends because he doesn’t like to make friends. [答案] 1－5 FTTTF 【活动 2】2b Listening 1. 让学生先浏览2b的活动要求以及所列的各句，再根据先前的记忆尝试排序。 2. 播放录音，学生纠正自己的排序情况。 3. 核对答案，要求学生不能只读填写的序号，而是按照顺序朗读每个句子。 【活动 3】 2d Role play 1. 让学生阅读对话，通过问题检测学生对对话的理解情况。 (1)What's the relationship between Sandy and Wu Lan (2)Where are they going for the school trip this year (3)How does Sandy feel about the trip Why (4)What did Mr. Smith say about the rules in the museum (5)What does Sandy think they should be allowed to do in the museum 2. 要求学生从对话中找出一些常用的固定表达，教师可以通过提问、让学生造句或翻译等训练形式帮助学生加深对语言点的印象等。 3. 让学生齐声朗读对话，教师及时进行反馈，点出学生在语音方面存在的不足之处。 4. 学生分角色朗读并练习对话，让几组学生在班内进行表演。 （二）语法突破设计 突破 含有情态动词的被动语态 【观察】 Teenagers should be allowed to choose their own clothes. Sixteen year olds should not be allowed to drive. Your bedroom must be cleaned every day. May we be allowed to take photos if we don't use a flash 【探究】 含有情态动词的被动语态的结构为“情态动词＋助动词be＋及物动词的过去分词”。变为否定句时，应在情态动词后面加not；变为一般疑问句时，应将情态动词移到句首。 含有情态动词的主动语态变为被动语态时，要把主动语态中的宾语变为被动语态中的主语；主动语态中的谓语动词变为“情态动词＋助动词be＋动词的过去分词”；主动语态中的主语变为介词by的宾语，放在句尾(如果不强调动作的执行者，by短语常可省略)。 （三）阅读突破设计 突破一 任务教学(带着问题阅读，目的明确，解决部分问题) 1.What did the mom do when the writer was a baby and a small child 2.Why do you think the writer talked back to his mom when he was seven and nine years old 3.How did the writer feel when he was a teenager and his mom said“Please be back by ten”？ 4.After reading the whole poem, how do you think the writer feels about his mom [答案] 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 made sure he was safe and kept him from danger when he was running through the field hugged him and lifted him up when he fell and hurt himself 2.Because he felt that he was growing up and he did not want to be treated like a baby 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. 突破二 辅助教学 让学生根据用自己的话复述课文。
Section B
课程导入设计 导入一 图片导入： 使用PPT课件展示学生上课迟到的图片，同时询问“Do you ever get to class late？”，让学生结合自身的实际情况进行回答，然后导入新课。 导入二 情境导入： Ask some students “How often do you…？” Guide them to answer the questions using always/usually/often/sometimes/never.Get the students to make conversations using “Do you ever…？” with their partners.
课堂活动设计 （一）听说训练 【活动 1】1c－1d(有一定难度，增设听力训练题) 听录音，完成下列表格。(听力原文：Section B 1c, 1d) Peter is going to fail a 1. _______ test.He isn't 2. _______ to get to class late.Peter wasn't allowed to take the 3. _______.He thinks he could 4. _______ the test.He thinks he should be allowed to take the test 5. _______.
[答案] 1. math 2. allowed 3. test 4. pass 5. later 【活动 2】1e Discussion 1. 将学生分成若干个小组，每个小组选择1e中的一个话题进行自由讨论，教师进行巡视指导。 2. 如果学生的表达能力有限，需要教师给予帮助和引导，教师可以提供一些问题供学生讨论时使用，以便降低难度。可以参考下列问题： 话题一 Do you think Peter should be allowed to take the test later Why do you think he should be allowed to take the test later Why do you think he should not be allowed to take the best later Is it fair or unfair for the other students if he takes the test later Will more students get to class late if he can take the test later 话题二 Do you think a school has to have rules Why do the students need strict rules What will happen if there are no rules at school Does a rule tell you what is right and what is wrong 话题三 Are your parents too strict with you Is it good or bad for you Do you like the rules Why Why not 教师也可以提供表达个人观点的功能句型： I agree/disagree. I think/hope… I am afraid… In my opinion… I (don't) think so. （二）阅读突破设计 突破一 任务教学 1. What is Liu Yu's hobby 2. What does Liu Yu want to be when he grows up 3. Why do Liu Yu's parents not allow Liu Yu to practice his hobby at night [答案] 1. His hobby is running. 2. He wants to be a professional runner. 3. Because they believe that he should study hard in the evenings. 突破二 辅助教学 学生用自己的话复述课文。
二、单元导航
主要内容 本单元的核心话题是“规则”。单元主题图展现了一对母女对话的场面以及她们讨论的内容：青少年开车，挑选自己喜欢的衣服，穿耳洞戴耳环，女儿询问母亲能否坐朋友的车去购物。 Section A围绕单元话题“规则”，讲述了哪些事情是允许青少年做的，哪些事情是不允许做的。呈现了本单元重点语言结构：与情态动词连用的被动语态。活从语言功能上看，这部分重点训练同意和不同意的表达。Section A部分的教学重点是情态动词后接被动语态的用法，教学难点是对诗歌语言的理解及阅读中一些词组的运用； Section B部分不仅进一步巩固和扩展了本单元的话题内容青少年应该做什么，不应该做什么，再现了本单元的重点语法结构和词汇，还把前面两个单元所学的般现在时和一般过去时的被动语态也进行了回顾，设置了真实的语境再现其用法。
教学目标 通过对本单元的学习，学生应做到： 1. 知识目标： （1）掌握与描述与规则相关的词汇。 （2）掌握谈论允许或者不允许、同意或者不同意的基本句型。 （3）能正确使用含有情态动词的被动语态： Sixteen-year-olds should be allowed to drive. Teenagers should not be allowed to have part-time jobs. Do you think we may be allowed to take photos if we don’t use a flash 2. 能力目标：通过对与规则相关词汇和句型的学习，感知新语言内容的结构特征，体会其用法。 3. 德育目标：使学生了解他们必须遵守的一些严格规则。帮助学生勇敢地表达自己的观点，表达同意或不同意。教育他们了解在成长过程中接受父母和老师建议的重要性。
教学重、难点 重点： 1.学会用“should + be allowed to”的结构谈论他们被允许做的事情。 2.学会谈论学生周围的规则，并表示“同意”或“不同意”。 3.使学生正确理解文章大意，并讨论应该允许做什么。 4.学会对同一个问题表达不同的观点。 难点： 1.使学生在口语会话中听懂目的语，培养学生的听力能力和交际能力。 2.情态动词中主动语态和被动语态的相互转换。
词汇和常用表达 1.能够正确使用下列词汇 smoke, cry, lift, regret, educate, manage, support, enter, license, safety,field, hug, poem, community, chance, society, choice, tiny, awful,badly 2.能正确使用下列常用表达 talk back, keep ... away from, make one's own decision, get in the way of 3.能认读下列词汇 part-time, pierce, earring, flash, teen
学习策略 1.能通过浏览文章标题、插图、每段的首末句来获取文章的主旨大意或中心思想 2.在语言运用的过程中学习和掌握语言知识
文化知识 1.中西方教育观点和教育方法上的异同 2.中西方行为准则上的异同
三、个人备课
课时内容 第1课时 Section A （1a~2d）
教学目标 【知识与技能】 能掌握下列词汇： license, safety, smoke, part-time, pierce, no way,earring, flash, Picasso, anyway, cut one’s hair 2.能掌握以下句型： (1)—I don’t think sixteen-year-olds should be allowed to drive. —I agree. They aren’t serious enough. (2)Teenagers should not be allowed to smoke. (3)Sixteen-year-olds should be allowed to get their ears pierced. 【情感、态度与价值观】 使学生了解他们必须遵守的一些严格规则。
教学重点 1.学会用“should + be allowed to”的结构谈论他们被允许做的事情。 2.学会谈论学生周围的规则，并表示“同意”或“不同意”。
教学难点 使学生在口语会话中听懂目的语，培养学生的听力能力和交际能力。
教学准备 多媒体课件或其他教学所需的工具
教学过程
教学过程 Step 1: Leading in 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. Step 2:Presentation Pre-listening T: Do you have any family rules What are they Ss: Yes, I do. Get home on time./Be polite to parents./Do homework first./Eat up food... T: Do you agree or disagree with these rules Ss: … T: Let's see some more rules in 1a. 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’s kills 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 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 Post-listening 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. Step 3:Work on 2a,2b,2c & 2d Pre-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 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... While-listening 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 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: 1.Molly is working late tonight. ( F ) 2. Both Kathy and Molly think teenage boys never get tired. ( F ) 3. Kathy and Molly don’t think Larry should work every night. ( T ) 4. Larry’s hair is too long and doesn’t look clean. ( T ) 5. Larry doesn’t have many friends because he doesn’t like to make friends. ( F ) After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. 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. Pre-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. While-reading The T can ask Ss to read the conversation carefully. The T can check their understanding by asking them questions : 1. What’s the relationship between Sandy and Wu Lan 2. Where are they going for the school trip this year 3. How does Sandy feel about the trip Why 4. What did Mr. Smith say about the rules in the museum 5. What does Sandy think they should be allowed to do in the museum Post-reading 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. Play the video for Ss. Ask them to role-play the conversation. Step 4: Language points 【知识讲解】 1.allow的用法 allow的基本用法： (1) allow doing sth. 允许做某事 (2) allow sb. to do sth. 允许某人做某事 (3)be allowed to do sth. 被允许做某事 Teenagers should be allowed to choose their own clothes. Teenagers should not be allowed to smoke. It is not allowed in the museum. Do you think we may be allowed to take photos if we don't use a flash 以上四句都含有重要的句型be allowed to do sth.，其中第三句是此句型的一般现在时，一二四句是情态动词与此句型的混合使用。含有情态动词的被动语态的结构是情态动词should（应该）、might（可能）、must（必须）、can（能够）等后面+被动语态的基本构成“be+动词的过去分词”。否定形式在情态动词后面+not。 Teenagers should be allowed to make their own decisions. 青少年应该被允许自己做出选择。 Students must be allowed to play sports one hour a day. 学生必须被允许每天运动一小时。 Teenagers should not be allowed to smoke. 青少年不应该被允许抽烟。 2.sixteen-year-olds sixteen-year-olds十六岁的青少年它相当于一个名词同sixteen-year-old kids “一个16岁青少年”的表达方式: a kid of sixteen a kid of sixteen years old a sixteen-year-old kid 3.主＋seem to do sth. 主＋seem to do sth. 好像 His temperature seems to be all right. 他的体温好像完全正常。 seem的其他用法: (1) seem+形容词 The question seems quite easy. 那个问题好像很容易。 (2) seem+名词 That seems a good idea. 那好像是个好主意。 (3) It seems + that 从句 It seemed that nobody knew anything about the matter. 看来没有人知道这件事。 4.no way 不可能；不行；没门儿 no way 不可能；不行；没门儿，是英语口语中一个直接拒绝对方的表达用语，强调不赞同别人的观点，或根本没有可能按其要求去做某事。 还表示惊奇或怀疑时，意思是“不可能；不会吧”。 5.否定前移 当主句主语是I 或we, 谓语动词是think,believe, suppose,expect等时，其后的宾语从句若是否定句，否定词要前移到主句上，即I/We don’t think/believe/suppose/expect... 注意： 变成反意疑问句时，附加疑问句要和从句保持一致，但要注意陈述部分的否定前移现象。 6.get sth. done get sth. done=have sth. done 表示“让某事被做”，其中 done为动词的过去分词，作宾语补足语，在逻辑上宾语和do 之间是被动关系。 7.if的用法 if意为“如果”, 引导条件状语从句，用一般现在时（don’t use）表示一般将来时。if还可解释为“是否”，引导宾语从句，从句中该用什么时态就用什么时态。If作“是否”解释 和whether相当，但是whether可以和or not相连用，而if不可以。 If you don’t get up early, you will be late for school. 如果你不早点起床，你上学就会迟到。（条件状语从句） I want to know if he lives there. 我想知道他是否住在那儿。（宾语从句） Step 5: Summary 建议：让学生自己总结本节课主要学习了什么，还有哪些疑惑？教师可作补充。
课堂作业 1.Review the conversation in 2d. 2.Preview the passage in 3a. 3.Do the exercises in students’ book. 4.Talk about what should be allowed to do or should not be allowed to do in school or your family.
板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section A（1a～2d） (1)—I don’t think sixteen-year-olds should be allowed to drive. —I agree. They aren’t serious enough. (2)Teenagers should not be allowed to smoke. (3)Sixteen-year-olds should be allowed to get their ears pierced.
教学反思 1.这是单元的第一个课时。在此期间，教师根据1a的主题图，通过高密度的问题与学生互动，既有助于学生学习新词汇，也有助于学生复习所学的语言内容。教师的提问可以在语音、语调、表情、造句等方面对学生起到很好的示范作用。同时，可以快速激活学生大脑中的相关图式，进入语言学习状态。因此，教师应有效利用主题图，提高提问技巧。 2.我们可以用被动语态讨论校规。在本单元中，我们教学生使用“应该被允许做/不应该被允许做”。他们可以通过听和说他们熟悉的规则来学习。他们有很多话要说，这可以帮助他们快速学习。在这一阶段，我们可以运用反思和转化策略引导学生谈论规则，锻炼口语能力。
个人备课
课时内容 第2课时 Section A （3a~4c）
教学目标 【知识与技能】 1.能掌握下列词汇： tiny, cry, field, hug, lift, badly, talk back, awful, teen, regret, poem, community, keep...away from, chance, make one’s own decision, educate, manage, society 2.能掌握以下句型： (1)I should not to be told what to do! (2)I regret talking back, not listening to mum. (3)Mom knows best, and for me she wanted only the best. (4)Should teenagers be asked to move out when they start working (5)Their parents believe that they should be educated to take care of themselves from a young age. (6)That is why many Chinese adults continue to live with their parents. 【情感、态度与价值观】 使学生了解他们必须遵守的一些严格规则。学生们可能认为父母应该给他们更多的自由。事实上，他们辨别是非的能力很弱。所以他们应该接受父母的建议。并且服从和尊重他们的父母。
教学重点 1.掌握本部分出现的词汇，理解并运用所学的词汇进行表达。 2.使用“should + be allowed to”的结构，你被允许做什么。
教学难点 情态动词中主动语态和被动语态的相互转换。
教学准备 音频和课件。
教学过程
教学过程 Step 1:Leading in 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 T: Do you know who knows you best Who cares for you best Who’d like to be your angel with no reason Do you want to know the answer Step 2:Finish the task in 3a Pre-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. 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. Step 3:Finish the task in 3b 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. 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 Step 4:Finish the task in 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. How old were you at that time What did you want to do What did your mom / dad say Did you talk back to them Why did you say that at that time What did you do at last How do you feel about it now Step 5 Finish 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 . Step 6:Finish the task in 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. 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. Step 7:Finish the task in 4b(finish it after class as homework) 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. 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 Step 8:Finish the task in 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. 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. Step 9:Language points 知识讲解: 一、含有情态动词的被动语态 情态动词的被动语态的结构为：情态动词+be+及物动词的过去分词。 含有情态动词的主动语态变为被动语态时，要把主动语态的宾语变成被动语态的主语。 变为否定句时只需要在情态动词后加not。 变为一般疑问句时只需把疑问词提到句首。 Many trees should be planted in the mountains. 应该在山上种许多树。 This problem can’t be worked out very easily. 这道题轻易算不出来。 Must the work be done at once 这项工作必须立即完成吗？ You can take this book home. →This book can be taken home (by you). 二、现在分词短语 When I was a tiny baby crying all night, my mum sang to me and stayed by my side. 句中crying all night现在分词短语作后置定语， When I was two running through the field, she made sure I was safe and kept me from danger. 当我两岁时，我在地上跑，她一定确保我的安全，让我远离危险。 Do you know the young man waiting outside the school gate 你认识在校门外等待的年轻人吗？ 三、times times指“时光，岁月，时代”。有时也会用days表达类似含义。 People started to play football in ancient times. 古代人们就开始踢足球了。 In those days, people used to write a lot more letters. 那时候人们更习惯写信。 四、regret 1.regret作动词，意为“感到遗憾；懊悔”。其后通常接名词、代词、从句、动词-ing形式或动词不定式作宾语。 （1） regret doing sth. 后悔做了某事（表示对已经发生的事情感到后悔）。 （2）regret + n. / pron. （3）regret + that / wh-clause （4）regret to say / tell / inform ... 遗憾地说（告诉等） I regret taking his advice at that time.我后悔当初接受了他的建议。 I regret to say you failed in the exam. 我遗憾地说你考试不及格。 She immediately regretted her decision. 她立即后悔了她的决定。 We regret that you are allowed to go out. 我们很遗憾你们不能外出。 I deeply regret what I said. 我非常后悔说了这些话。 2.regret还可作名词，意为“懊悔；后悔”。 拓展: remember to do sth.记得要去做某事 remember doing sth.记得做过某事 forget to do sth. 忘记要去做某事 forget doing sth. 忘记做过某事 五、keep away from... keep away from意为“远离，避免接近”，它强调的是“主动远离某事物”，“避免接近某事物”。而be far away from 意为“远离”，却强调“远离某个具体的地点”，指客观上距离某地很远。 My home is not far from my school. 我家离学校不远。 We should keep away from junk food.我们应该远离垃圾食品。 六、chance chance n. 机会；可能性，常用搭配： by chance 偶然；意外 have a chance to do sth. =have a chance of doing sth.有机会做某事 have no chance to do sth.没有机会做某事 拓展：chance 作名词还可意为“可能性”，此时既可作可数名词，又可作不可数名词。后常接of doing sth. 或that 引导的同位语从句，表示“做某事的可能性”。 七、make one’s own decision make one’s own decision to do sth.= make up one’s mind to do sth.= decide to do sth. for oneself 意为“自己决定做某事”。其中的one’s 要根据主语的不同换成适当的形容词性物主代词。 八、manage manage v. 完成( 困难的事)；应付 (困难局面) 其词形变化有： manager n. 经理 management n . 经营 常用结构： manage to do sth.设法做成某事，多指目标明确、经过努力成功地做成某事。 The group of dancers wore national dress. 那群跳舞演员穿着民族服装。 九、定冠词the +形容词 定冠词the +形容词表示“一类人”，如the old (老年人)，the young 意为“年轻人”。the rich (富人)，the poor (穷人)。该结构做主语时，谓语动词要用复数形式。 The old are interested in Taiji. 老年人对太极拳有兴趣。 The rich don’t always live a happy life.富人并不是总过着快乐的生活。 Step 10: Summary 鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Read and recite the passage in 3a. 2.Do the exercises in students’ book.
板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section A（3a～4c） Key sentences： (1)I should not to be told what to do! (2)I regret talking back, not listening to mum. (3)Should teenagers be asked to move out when they start working (4)Their parents believe that they should be educated to take care of themselves from a young age. Grammar： 1.含有情态动词为被动语态 2.主动语态与被动语态的转化
教学反思 在英语教学过程中，教师应尽量鼓励学生参与讨论，不要过分强调正确答案。这样既可以拓宽学生的思维空间，有助于培养创造性思维能力，又可以帮助学生在运用中掌握语言。朗读在诗歌教学中占有十分重要的地位。教师应该让学生在朗读的同时感受诗歌的韵律，从而体会诗歌的情怀和意境，享受诗歌的美。 4c中的小组活动可以达到以下目的: (1)检查学生在课堂上的注意力，是否认真听学生的报告。 (2)培养学生的短时注意力和速记能力，训练学生边听边记录关键词。 (3)检查和培养学生对词汇块的认识和造句能力。 总之，为了使学生掌握语法结构，他们应该在不同的语境中反复练习和使用语法结构，以达到交际的目的。我们必须有效提高学生的参与度和频率，开展各种各样的活动，保证学生的真正参与。
个人备课
课时内容 第3课时 Section B （1a~2e）
教学目标 【知识与技能】 能掌握下列词汇： fail a test, pass the test, take the test, be strict with,get in the way of, support, enter, choice 2. 能掌握以下句型： (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. (4)Are you allowed to make your own decisions at home (5)Teenagers often think they should be allowed to practice their hobbies as much as they want. (6)He’s getting older now, so he needs to think about what will happen if he doesn’t end up as a professional runner. 【情感、态度与价值观】 使学生了解他们必须遵守的一些严格规则。帮助学生勇敢地表达自己的观点，表达同意或不同意。教育他们了解在成长过程中接受父母和老师建议的重要性。
教学重点 1.掌握本课时出现的生词及用法。 2.让学生学会谈论同意和不同意，培养学生的听说能力。 3.使学生正确理解文章大意，并讨论应该允许做什么。
教学难点 学会对同一个问题表达不同的观点。
教学准备 多媒体课件。
教学过程
教学过程 Step 1: Warming up T: You know I always get to class on time. How about you Ss: Sometimes./Always. T: Being on time is a good habit. By the way, how often do you worry about failing a test Ss: Always./Sometimes./Usually./Seldom./Never. T: If you study hard every day, there is nothing to worry about. Don't you think so Step 2:Presentation (1a) Get the students to read the questions in 1a. How often do you do these things Write A for always, U for usually, S for sometimes and N for never. Then talk with a partner about other things you do. (提示:让学生与同伴分享答案。) Step 3:Practice (1b) Have the students talk about their answers in 1a. A: Do you ever…？ B: Yes, I sometimes… Answers can be varied. Step 4:Listening (1c－1d) 1. Listen for the general idea of 1c. The general idea of the conversation is about _______． A. a school B. family rules C. a test Answer:C 2. Listen for the specific ideas of 1c. Get the students to listen and circle the things in 1a that Peter talks about. Answer:1, 4 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. Step 5:Pair work (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 Step 6:Leading in T: Do you ever argue with your parents about your future job Are you allowed to make your own decisions at home What kinds of decisions The students discuss the questions in their groups. T: Do you want to know what most parents think of their kids' future jobs Step 7:Skip the passage and find out the answer(略读，了解大意) The general idea of the passage is about _______． A. Liu Yu's decision B. Liu Yu's parents' opinion C. disagreement between Liu Yu and his parents Answer: C Step 8:Careful reading (细读课文，掌握关键信息，回答问题) Get the students to read the passage again and find out the answers to the following questions. 1. What is Liu Yu's hobby 2. What does Liu Yu want to be when he grows up 3. Why do Liu Yu's parents not allow Liu Yu to practice his hobby at night Answers:1. His hobby is running. 2. He wants to be a professional runner. 3. Because they believe that he should study hard in the evenings. Step 9:Retell the story 让学生根据提示用自己的话复述课文。 Step 10:Practice 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. Answers: 1.His hobby is running. 2.He wants to be a professional runner. 3.Because Liu Yu’s parents believe that he should study hard in the evenings. 4.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. Have the students look in the passage for the words in bold in 2d. Then use them to complete sentences of their own. Answers: 1.My parents worry about my school results 2.My parents have always taught me how important it is to be honest in all situations. 3.I am serious about my part-time jobs. 4.I think it is unfair that I’m not allowed to hang out with friends. 5. I have always wanted to be a pilot. 6.My parents have nothing against makeup. 7. I need to think about what will happen if I don’t get a place in the university of my choice. 8.I need to spend more time on practicing the piano 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.(2e) 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 ... Step 11: Language points 一、late Peter should be allowed to take the test later. 句中 take the test later 意为“参加补考”，later此处是表示时间的副词，意为“后来”。它形同late的比较级later（更迟的，更迟），late兼具形容词和副词两种词性。另lastest意为“最近的，最新的”。 学生不允许上学迟到。 Students should not be allowed to be late for school.（形容词） Students should not be allowed to arrive late for school.（副词） 二、be too strict with be strict with sb. 意为“对某人严格/严厉”，如果表达“对某事物很严格”，应用be strict in sth. I’m strict with myself.我对自己要求很严格。 The manager is strict in his work. 经理对待工作很严格。 三、have nothing against have nothing against意为“不反对做某事，没有理由反对做某事”。against除了作“倚、靠”解释外，还可以作“反对”解释，相关短语有be against(反对)，反义词be for(赞成，支持)。against是介词，后面要+名词、代词或动名词。 I have nothing against foreigners. 我对外国人并无芥蒂。 I have nothing against singing aloud. 我不反对大声唱歌。 四、长难句分析 My parents have always taught me how important it is to work hard at school and enter university. how important it is to work hard at school and enter university在句中充当宾语，是宾语从句。该宾语从句是个感叹句how important it is，其中it作形式主语，真正的主语是后面的动词不定式to work hard at school and enter university。分析长句的句子结构有助于更好地理解句子的意义。 I know how happy it is to live with my family. 我知道跟家人住在一起是多么地快乐。 Can you imagine how exciting it is to see Jay Chou sing live 你能想象在现场听周杰伦唱歌是多么令人激动的事吗 五、Only引导的主谓倒装句 当only位于句首，后接副词、介词短语或状语从句时，句子要用部分倒装结构。即：Only + 副词/介词短语/ 状语从句 +助动词/ be 动词/ 情态动词+ 主语 + 其他. only引导的主谓倒装句需要符合两个条件：一是only必须位于句首，二是only必须修饰句子的状语（从句）。如果only后跟的是主语，就不用倒装语序了。 （1）Only in this way can we learn English well. 只有用这种方法，我们才能学好英语。（only修饰状语in this way） （2）Only then did he realized the importance of English. 只有那时他才意识到英语的重要性。（only修饰状语then） Only five men were hurt in the accident. 只有五个人在这次事故中受伤。（only修饰主语five men，不用倒装） 六、get in the way of get in the way of 挡……的路；妨碍，为固定短语，后接名词、代词或动词-ing。可用be in one’s way或be in the way of...替换。 Computer games will get in the way of his study. 电脑游戏会影响他的学习。 七、support support v .& n. 支持，support sb. /sth. (in... )意为“ （在......方面）支持某人/某事”。作动词，还可意为“养活，赡养；资助，赞助”。support还可作不可数名词，意为“支持”。 I hope you will support me in my efforts to discover the truth. 在我努力寻求揭发真相时，希望你能帮助我。 Your support has meant a lot to me during this difficult time. 在这困难时期，你的支持给了我很大的帮助。 八、enter enter作动词，在本单元意为“考上（大学或学校）”。此外，enter 还意为“进来；进去”，相当于go/ come into, 所以不再与介词into 连用。enter作动词还有“报名参加”的意思。enter的名词形式为entrance，意为“入口”Please do not enter before knocking on the door. 进来前请先敲门。 He has no choice but enter that college. 他不得不进入那所大学读书。 Step 12: Summary 老师鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1. Read the passage again after school. 2. Remember the words and expressions.
板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section B（1a～2e） (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. (4)Are you allowed to make your own decisions at home (5)Teenagers often think they should be allowed to practice their hobbies as much as they want. (6)He’s getting older now, so he needs to think about what will happen if he doesn’t end up as a professional runner.
教学反思 听力前的活动设计(活动1a和1b)是非常重要的。目的是激活学生大脑中的记忆，回忆学过的单词、短语和句型，为听力活动做准备。同时，学生的反应过程也是在应用中学习和巩固语言知识的过程。教师在这一环节中的作用也非常重要。他们应该善于提供话题，掌握讨论的节奏和难度，调整讨论气氛。我们不仅要鼓励优秀的学生积极表达，也要关注基础一般或薄弱的学生，给他们表达的机会，即使只是让他们重复其他学生的陈述，或者表达自己是否同意别人的观点。对于1c-1d中可能出现的不熟悉词汇，教师也应该有目的地进行预教。 以单元主题为中心提出问题，可以激活学生的背景知识，激发学生的兴趣。在对话过程中，教师也可以借此机会处理一些会造成理解困难的新词，如enter、professional、support、get in the way。他们还可以复习以前学过的短语和句型，并进行更多的输入。
个人备课
课时内容 第4课时 Section B （3a~Self Check）
教学目标 【语言知识目标】 1.能掌握下列词汇： in the end, keep off 2.能掌握以下句型： (1)No matter how many difficulties we have, I believe all problems can be solved in the end. (2)Mobile phones should be kept off during the meeting. (3)Teenagers under eighteen must not be allowed to smoke or drink. 【情感态度价值观目标】 使学生了解他们必须遵守的一些严格规则。帮助学生勇敢地表达自己的观点，表达同意或不同意。教育他们了解在成长过程中接受父母和老师建议的重要性。
教学重点 1.学习和掌握一些重要的短语和句子。学会将阅读材料中的这些短语造句。 2.使学生正确理解文章大意，并讨论应该允许做什么。
教学难点 1.学会谈论他们应该被允许做什么和不应该被允许做什么。 2.培养学生运用所学知识造句的能力。
教学准备 设计并制作课文中所涉及的图片、教学幻灯片。
教学过程
教学过程 Step 1:Warming up Review the important words and expressions in Section A and Section B. Step 2:Work on 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. Discussion With a partner, discuss at least one rule at home that you do not agree with. Why do you not agree with it Make some notes in the chart. A: I don’t think we should be allowed to play computer games. B: Sure, I agree with it. Because it is bad for us, we should follow the rule. A: How about watch TV B: Well, I don’t agree with it. I think the rule should be changed. We can watch TV on the weekends. A: Hum, do you think if we should be allowed to have part-time jobs B: I agree. We can learn a lot from working. RuleWhy you agree or disagree with itHow you think the rule should be changedcan’t play computer gamesAgree—sitting in front of the computer for hours playing games isn’t good no need to be changed can’t watch TV disagree—not all TV programs are bad for students; need to relax sometimes, rather than spend all the time studyingshould be allowed to watch TV programs that have educational value (such as documentaries); should be allowed to watch TV programs on weekends.must be home for dinner every daydisagree—takes away opportunities to spend time with friends; makes life uninterestingshould be allowed to have dinner with friends as long as I don’t stay out too late and it does not clash with any important family activity
Step 3:Work on 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. Step 4:Writing Write a diary entry explaining which rule(s) you do not agree with at home and how you think the rule(s) should be changed. T: What rules do you have at home Do you have any rules about eating, sleeping, housework or making friends Get the students to answer the questions. And write the key words on the blackboard. The following sentence structure may help you. (1) I think...should be allowed to... 我认为……应该被允许…… (2)...shouldn't be allowed to...……不应该被允许…… (3)...should stop... ……应该停止…… (4) ...should not be too strict with... ……不应该对……太严格。 (5)...don't allow ...to... ……不允许……。 ...is not allowed in public. ……在公共场合是不允许的。 Step 5:Exercises Self Check 1 Match the words in the two columns and choose five phrases to make sentences. Ss can be asked to finish the task on their own and check their answers in pairs. Answers: take photos:This is a good place for tourists to take photos. 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... Self Check 2 Complete the sentences using the correct forms of the words in brackets. Translate them into Chinese. Answers: 1.be solved 2.be kept 3.not be allowed 4.be put, not be encouraged 译文： 1.无论我们会遇到多少困难，我相信所有问题最终都会得到解决。 2.会议期间禁止使用手机。 3.必须禁止18岁以下的青少年吸烟或饮酒。 4.许多父母认为必须把上学的事情放在首要位置，因而不应鼓励青少年做兼职工作。 Step 6:Summary 可以鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Review 1a-1c in Unit 7. 2.Do the exercises in students’ book. 3.Write a a diary entry explaining which rule(s) you do not agree with at home and how you think the rule(s) should be changed.
板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section B （3a~Self Check） Key sentences： (1)No matter how many difficulties we have, I believe all problems can be solved in the end. (2)Mobile phones should be kept off during the meeting. (3)Teenagers under eighteen must not be allowed to smoke or drink.
教学反思 在学生开始写作之前，教师应该引导学生收集语料库，复习和整理与写作主题相关的词汇和句型，这有利于激活学生的思维和相关知识的链接，促使学生在脑海中复习和整理之前读过或讨论过的相关材料，以便在写作中使用。
《 Unit 7 Teenagers should be allowed to choose
their own clothes. 》
（大单元教学设计）
一、备课素材
备 课 人 XXX 备课学科 九年级英语
备课年级 九年级 备课时间 2024年X月
辅助备课 新课标、教材、PPT课件、练习题
备课分类 新教师 后优教师 优秀或老教师
Section A
课程导入设计 导入一 图片导入： 使用PPT课件展示学校不同地方的规章制度，比如阅览室、多媒体教室、餐厅、会议室等，列出允许做和不允许做的事情，然后导入新课。 Look at the pictures of the students. They will show us what they are allowed to do and not allowed to do on school days. T: Look at the pictures. S1: He is allowed to… S2: She is not allowed to… S3: … T: Now let's see what rules there are… 导入二 情境导入： T: Do you have any family rules What are they Ss: Yes, I do. Get home on time./Be polite to parents./Do homework first./Eat up food… T: Do you agree or disagree with these rules Ss: … T: Let's see some more rules in 1a.
课堂活动设计 （一）听说训练 【活动 1】2a－2b(有一定难度，增设听力训练题) 听录音，判断正(T)误(F)。(听力原文：Section A 2a, 2b ) ( )1. Molly is working late tonight. ( )2. Molly thinks teenage boys never get tired. ( )3. Kathy and Molly don’t think Larry should work every night. ( )4. Kathy thinks Larry's hair is too long and doesn’t look clean. ( )5. Larry doesn't have many friends because he doesn’t like to make friends. [答案] 1－5 FTTTF 【活动 2】2b Listening 1. 让学生先浏览2b的活动要求以及所列的各句，再根据先前的记忆尝试排序。 2. 播放录音，学生纠正自己的排序情况。 3. 核对答案，要求学生不能只读填写的序号，而是按照顺序朗读每个句子。 【活动 3】 2d Role play 1. 让学生阅读对话，通过问题检测学生对对话的理解情况。 (1)What's the relationship between Sandy and Wu Lan (2)Where are they going for the school trip this year (3)How does Sandy feel about the trip Why (4)What did Mr. Smith say about the rules in the museum (5)What does Sandy think they should be allowed to do in the museum 2. 要求学生从对话中找出一些常用的固定表达，教师可以通过提问、让学生造句或翻译等训练形式帮助学生加深对语言点的印象等。 3. 让学生齐声朗读对话，教师及时进行反馈，点出学生在语音方面存在的不足之处。 4. 学生分角色朗读并练习对话，让几组学生在班内进行表演。 （二）语法突破设计 突破 含有情态动词的被动语态 【观察】 Teenagers should be allowed to choose their own clothes. Sixteen year olds should not be allowed to drive. Your bedroom must be cleaned every day. May we be allowed to take photos if we don't use a flash 【探究】 含有情态动词的被动语态的结构为“情态动词＋助动词be＋及物动词的过去分词”。变为否定句时，应在情态动词后面加not；变为一般疑问句时，应将情态动词移到句首。 含有情态动词的主动语态变为被动语态时，要把主动语态中的宾语变为被动语态中的主语；主动语态中的谓语动词变为“情态动词＋助动词be＋动词的过去分词”；主动语态中的主语变为介词by的宾语，放在句尾(如果不强调动作的执行者，by短语常可省略)。 （三）阅读突破设计 突破一 任务教学(带着问题阅读，目的明确，解决部分问题) 1.What did the mom do when the writer was a baby and a small child 2.Why do you think the writer talked back to his mom when he was seven and nine years old 3.How did the writer feel when he was a teenager and his mom said“Please be back by ten”？ 4.After reading the whole poem, how do you think the writer feels about his mom [答案] 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 made sure he was safe and kept him from danger when he was running through the field hugged him and lifted him up when he fell and hurt himself 2.Because he felt that he was growing up and he did not want to be treated like a baby 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. 突破二 辅助教学 让学生根据用自己的话复述课文。
Section B
课程导入设计 导入一 图片导入： 使用PPT课件展示学生上课迟到的图片，同时询问“Do you ever get to class late？”，让学生结合自身的实际情况进行回答，然后导入新课。 导入二 情境导入： Ask some students “How often do you…？” Guide them to answer the questions using always/usually/often/sometimes/never.Get the students to make conversations using “Do you ever…？” with their partners.
课堂活动设计 （一）听说训练 【活动 1】1c－1d(有一定难度，增设听力训练题) 听录音，完成下列表格。(听力原文：Section B 1c, 1d) Peter is going to fail a 1. _______ test.He isn't 2. _______ to get to class late.Peter wasn't allowed to take the 3. _______.He thinks he could 4. _______ the test.He thinks he should be allowed to take the test 5. _______.
[答案] 1. math 2. allowed 3. test 4. pass 5. later 【活动 2】1e Discussion 1. 将学生分成若干个小组，每个小组选择1e中的一个话题进行自由讨论，教师进行巡视指导。 2. 如果学生的表达能力有限，需要教师给予帮助和引导，教师可以提供一些问题供学生讨论时使用，以便降低难度。可以参考下列问题： 话题一 Do you think Peter should be allowed to take the test later Why do you think he should be allowed to take the test later Why do you think he should not be allowed to take the best later Is it fair or unfair for the other students if he takes the test later Will more students get to class late if he can take the test later 话题二 Do you think a school has to have rules Why do the students need strict rules What will happen if there are no rules at school Does a rule tell you what is right and what is wrong 话题三 Are your parents too strict with you Is it good or bad for you Do you like the rules Why Why not 教师也可以提供表达个人观点的功能句型： I agree/disagree. I think/hope… I am afraid… In my opinion… I (don't) think so. （二）阅读突破设计 突破一 任务教学 1. What is Liu Yu's hobby 2. What does Liu Yu want to be when he grows up 3. Why do Liu Yu's parents not allow Liu Yu to practice his hobby at night [答案] 1. His hobby is running. 2. He wants to be a professional runner. 3. Because they believe that he should study hard in the evenings. 突破二 辅助教学 学生用自己的话复述课文。
二、单元导航
主要内容 本单元的核心话题是“规则”。单元主题图展现了一对母女对话的场面以及她们讨论的内容：青少年开车，挑选自己喜欢的衣服，穿耳洞戴耳环，女儿询问母亲能否坐朋友的车去购物。 Section A围绕单元话题“规则”，讲述了哪些事情是允许青少年做的，哪些事情是不允许做的。呈现了本单元重点语言结构：与情态动词连用的被动语态。活从语言功能上看，这部分重点训练同意和不同意的表达。Section A部分的教学重点是情态动词后接被动语态的用法，教学难点是对诗歌语言的理解及阅读中一些词组的运用； Section B部分不仅进一步巩固和扩展了本单元的话题内容青少年应该做什么，不应该做什么，再现了本单元的重点语法结构和词汇，还把前面两个单元所学的般现在时和一般过去时的被动语态也进行了回顾，设置了真实的语境再现其用法。
教学目标 通过对本单元的学习，学生应做到： 1. 知识目标： （1）掌握与描述与规则相关的词汇。 （2）掌握谈论允许或者不允许、同意或者不同意的基本句型。 （3）能正确使用含有情态动词的被动语态： Sixteen-year-olds should be allowed to drive. Teenagers should not be allowed to have part-time jobs. Do you think we may be allowed to take photos if we don’t use a flash 2. 能力目标：通过对与规则相关词汇和句型的学习，感知新语言内容的结构特征，体会其用法。 3. 德育目标：使学生了解他们必须遵守的一些严格规则。帮助学生勇敢地表达自己的观点，表达同意或不同意。教育他们了解在成长过程中接受父母和老师建议的重要性。
教学重、难点 重点： 1.学会用“should + be allowed to”的结构谈论他们被允许做的事情。 2.学会谈论学生周围的规则，并表示“同意”或“不同意”。 3.使学生正确理解文章大意，并讨论应该允许做什么。 4.学会对同一个问题表达不同的观点。 难点： 1.使学生在口语会话中听懂目的语，培养学生的听力能力和交际能力。 2.情态动词中主动语态和被动语态的相互转换。
词汇和常用表达 1.能够正确使用下列词汇 smoke, cry, lift, regret, educate, manage, support, enter, license, safety,field, hug, poem, community, chance, society, choice, tiny, awful,badly 2.能正确使用下列常用表达 talk back, keep ... away from, make one's own decision, get in the way of 3.能认读下列词汇 part-time, pierce, earring, flash, teen
学习策略 1.能通过浏览文章标题、插图、每段的首末句来获取文章的主旨大意或中心思想 2.在语言运用的过程中学习和掌握语言知识
文化知识 1.中西方教育观点和教育方法上的异同 2.中西方行为准则上的异同
三、个人备课
课时内容 第1课时 Section A （1a~2d）
教学目标 【知识与技能】 能掌握下列词汇： license, safety, smoke, part-time, pierce, no way,earring, flash, Picasso, anyway, cut one’s hair 2.能掌握以下句型： (1)—I don’t think sixteen-year-olds should be allowed to drive. —I agree. They aren’t serious enough. (2)Teenagers should not be allowed to smoke. (3)Sixteen-year-olds should be allowed to get their ears pierced. 【情感、态度与价值观】 使学生了解他们必须遵守的一些严格规则。
教学重点 1.学会用“should + be allowed to”的结构谈论他们被允许做的事情。 2.学会谈论学生周围的规则，并表示“同意”或“不同意”。
教学难点 使学生在口语会话中听懂目的语，培养学生的听力能力和交际能力。
教学准备 多媒体课件或其他教学所需的工具
教学过程
教学过程 Step 1: Leading in 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. Step 2:Presentation Pre-listening T: Do you have any family rules What are they Ss: Yes, I do. Get home on time./Be polite to parents./Do homework first./Eat up food... T: Do you agree or disagree with these rules Ss: … T: Let's see some more rules in 1a. 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’s kills 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 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 Post-listening 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. Step 3:Work on 2a,2b,2c & 2d Pre-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 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... While-listening 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 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: 1.Molly is working late tonight. ( F ) 2. Both Kathy and Molly think teenage boys never get tired. ( F ) 3. Kathy and Molly don’t think Larry should work every night. ( T ) 4. Larry’s hair is too long and doesn’t look clean. ( T ) 5. Larry doesn’t have many friends because he doesn’t like to make friends. ( F ) After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. 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. Pre-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. While-reading The T can ask Ss to read the conversation carefully. The T can check their understanding by asking them questions : 1. What’s the relationship between Sandy and Wu Lan 2. Where are they going for the school trip this year 3. How does Sandy feel about the trip Why 4. What did Mr. Smith say about the rules in the museum 5. What does Sandy think they should be allowed to do in the museum Post-reading 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. Play the video for Ss. Ask them to role-play the conversation. Step 4: Language points 【知识讲解】 1.allow的用法 allow的基本用法： (1) allow doing sth. 允许做某事 (2) allow sb. to do sth. 允许某人做某事 (3)be allowed to do sth. 被允许做某事 Teenagers should be allowed to choose their own clothes. Teenagers should not be allowed to smoke. It is not allowed in the museum. Do you think we may be allowed to take photos if we don't use a flash 以上四句都含有重要的句型be allowed to do sth.，其中第三句是此句型的一般现在时，一二四句是情态动词与此句型的混合使用。含有情态动词的被动语态的结构是情态动词should（应该）、might（可能）、must（必须）、can（能够）等后面+被动语态的基本构成“be+动词的过去分词”。否定形式在情态动词后面+not。 Teenagers should be allowed to make their own decisions. 青少年应该被允许自己做出选择。 Students must be allowed to play sports one hour a day. 学生必须被允许每天运动一小时。 Teenagers should not be allowed to smoke. 青少年不应该被允许抽烟。 2.sixteen-year-olds sixteen-year-olds十六岁的青少年它相当于一个名词同sixteen-year-old kids “一个16岁青少年”的表达方式: a kid of sixteen a kid of sixteen years old a sixteen-year-old kid 3.主＋seem to do sth. 主＋seem to do sth. 好像 His temperature seems to be all right. 他的体温好像完全正常。 seem的其他用法: (1) seem+形容词 The question seems quite easy. 那个问题好像很容易。 (2) seem+名词 That seems a good idea. 那好像是个好主意。 (3) It seems + that 从句 It seemed that nobody knew anything about the matter. 看来没有人知道这件事。 4.no way 不可能；不行；没门儿 no way 不可能；不行；没门儿，是英语口语中一个直接拒绝对方的表达用语，强调不赞同别人的观点，或根本没有可能按其要求去做某事。 还表示惊奇或怀疑时，意思是“不可能；不会吧”。 5.否定前移 当主句主语是I 或we, 谓语动词是think,believe, suppose,expect等时，其后的宾语从句若是否定句，否定词要前移到主句上，即I/We don’t think/believe/suppose/expect... 注意： 变成反意疑问句时，附加疑问句要和从句保持一致，但要注意陈述部分的否定前移现象。 6.get sth. done get sth. done=have sth. done 表示“让某事被做”，其中 done为动词的过去分词，作宾语补足语，在逻辑上宾语和do 之间是被动关系。 7.if的用法 if意为“如果”, 引导条件状语从句，用一般现在时（don’t use）表示一般将来时。if还可解释为“是否”，引导宾语从句，从句中该用什么时态就用什么时态。If作“是否”解释 和whether相当，但是whether可以和or not相连用，而if不可以。 If you don’t get up early, you will be late for school. 如果你不早点起床，你上学就会迟到。（条件状语从句） I want to know if he lives there. 我想知道他是否住在那儿。（宾语从句） Step 5: Summary 建议：让学生自己总结本节课主要学习了什么，还有哪些疑惑？教师可作补充。
课堂作业 1.Review the conversation in 2d. 2.Preview the passage in 3a. 3.Do the exercises in students’ book. 4.Talk about what should be allowed to do or should not be allowed to do in school or your family.
板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section A（1a～2d） (1)—I don’t think sixteen-year-olds should be allowed to drive. —I agree. They aren’t serious enough. (2)Teenagers should not be allowed to smoke. (3)Sixteen-year-olds should be allowed to get their ears pierced.
教学反思 1.这是单元的第一个课时。在此期间，教师根据1a的主题图，通过高密度的问题与学生互动，既有助于学生学习新词汇，也有助于学生复习所学的语言内容。教师的提问可以在语音、语调、表情、造句等方面对学生起到很好的示范作用。同时，可以快速激活学生大脑中的相关图式，进入语言学习状态。因此，教师应有效利用主题图，提高提问技巧。 2.我们可以用被动语态讨论校规。在本单元中，我们教学生使用“应该被允许做/不应该被允许做”。他们可以通过听和说他们熟悉的规则来学习。他们有很多话要说，这可以帮助他们快速学习。在这一阶段，我们可以运用反思和转化策略引导学生谈论规则，锻炼口语能力。
个人备课
课时内容 第2课时 Section A （3a~4c）
教学目标 【知识与技能】 1.能掌握下列词汇： tiny, cry, field, hug, lift, badly, talk back, awful, teen, regret, poem, community, keep...away from, chance, make one’s own decision, educate, manage, society 2.能掌握以下句型： (1)I should not to be told what to do! (2)I regret talking back, not listening to mum. (3)Mom knows best, and for me she wanted only the best. (4)Should teenagers be asked to move out when they start working (5)Their parents believe that they should be educated to take care of themselves from a young age. (6)That is why many Chinese adults continue to live with their parents. 【情感、态度与价值观】 使学生了解他们必须遵守的一些严格规则。学生们可能认为父母应该给他们更多的自由。事实上，他们辨别是非的能力很弱。所以他们应该接受父母的建议。并且服从和尊重他们的父母。
教学重点 1.掌握本部分出现的词汇，理解并运用所学的词汇进行表达。 2.使用“should + be allowed to”的结构，你被允许做什么。
教学难点 情态动词中主动语态和被动语态的相互转换。
教学准备 音频和课件。
教学过程
教学过程 Step 1:Leading in 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 T: Do you know who knows you best Who cares for you best Who’d like to be your angel with no reason Do you want to know the answer Step 2:Finish the task in 3a Pre-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. 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. Step 3:Finish the task in 3b 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. 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 Step 4:Finish the task in 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. How old were you at that time What did you want to do What did your mom / dad say Did you talk back to them Why did you say that at that time What did you do at last How do you feel about it now Step 5 Finish 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 . Step 6:Finish the task in 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. 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. Step 7:Finish the task in 4b(finish it after class as homework) 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. 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 Step 8:Finish the task in 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. 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. Step 9:Language points 知识讲解: 一、含有情态动词的被动语态 情态动词的被动语态的结构为：情态动词+be+及物动词的过去分词。 含有情态动词的主动语态变为被动语态时，要把主动语态的宾语变成被动语态的主语。 变为否定句时只需要在情态动词后加not。 变为一般疑问句时只需把疑问词提到句首。 Many trees should be planted in the mountains. 应该在山上种许多树。 This problem can’t be worked out very easily. 这道题轻易算不出来。 Must the work be done at once 这项工作必须立即完成吗？ You can take this book home. →This book can be taken home (by you). 二、现在分词短语 When I was a tiny baby crying all night, my mum sang to me and stayed by my side. 句中crying all night现在分词短语作后置定语， When I was two running through the field, she made sure I was safe and kept me from danger. 当我两岁时，我在地上跑，她一定确保我的安全，让我远离危险。 Do you know the young man waiting outside the school gate 你认识在校门外等待的年轻人吗？ 三、times times指“时光，岁月，时代”。有时也会用days表达类似含义。 People started to play football in ancient times. 古代人们就开始踢足球了。 In those days, people used to write a lot more letters. 那时候人们更习惯写信。 四、regret 1.regret作动词，意为“感到遗憾；懊悔”。其后通常接名词、代词、从句、动词-ing形式或动词不定式作宾语。 （1） regret doing sth. 后悔做了某事（表示对已经发生的事情感到后悔）。 （2）regret + n. / pron. （3）regret + that / wh-clause （4）regret to say / tell / inform ... 遗憾地说（告诉等） I regret taking his advice at that time.我后悔当初接受了他的建议。 I regret to say you failed in the exam. 我遗憾地说你考试不及格。 She immediately regretted her decision. 她立即后悔了她的决定。 We regret that you are allowed to go out. 我们很遗憾你们不能外出。 I deeply regret what I said. 我非常后悔说了这些话。 2.regret还可作名词，意为“懊悔；后悔”。 拓展: remember to do sth.记得要去做某事 remember doing sth.记得做过某事 forget to do sth. 忘记要去做某事 forget doing sth. 忘记做过某事 五、keep away from... keep away from意为“远离，避免接近”，它强调的是“主动远离某事物”，“避免接近某事物”。而be far away from 意为“远离”，却强调“远离某个具体的地点”，指客观上距离某地很远。 My home is not far from my school. 我家离学校不远。 We should keep away from junk food.我们应该远离垃圾食品。 六、chance chance n. 机会；可能性，常用搭配： by chance 偶然；意外 have a chance to do sth. =have a chance of doing sth.有机会做某事 have no chance to do sth.没有机会做某事 拓展：chance 作名词还可意为“可能性”，此时既可作可数名词，又可作不可数名词。后常接of doing sth. 或that 引导的同位语从句，表示“做某事的可能性”。 七、make one’s own decision make one’s own decision to do sth.= make up one’s mind to do sth.= decide to do sth. for oneself 意为“自己决定做某事”。其中的one’s 要根据主语的不同换成适当的形容词性物主代词。 八、manage manage v. 完成( 困难的事)；应付 (困难局面) 其词形变化有： manager n. 经理 management n . 经营 常用结构： manage to do sth.设法做成某事，多指目标明确、经过努力成功地做成某事。 The group of dancers wore national dress. 那群跳舞演员穿着民族服装。 九、定冠词the +形容词 定冠词the +形容词表示“一类人”，如the old (老年人)，the young 意为“年轻人”。the rich (富人)，the poor (穷人)。该结构做主语时，谓语动词要用复数形式。 The old are interested in Taiji. 老年人对太极拳有兴趣。 The rich don’t always live a happy life.富人并不是总过着快乐的生活。 Step 10: Summary 鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Read and recite the passage in 3a. 2.Do the exercises in students’ book.
板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section A（3a～4c） Key sentences： (1)I should not to be told what to do! (2)I regret talking back, not listening to mum. (3)Should teenagers be asked to move out when they start working (4)Their parents believe that they should be educated to take care of themselves from a young age. Grammar： 1.含有情态动词为被动语态 2.主动语态与被动语态的转化
教学反思 在英语教学过程中，教师应尽量鼓励学生参与讨论，不要过分强调正确答案。这样既可以拓宽学生的思维空间，有助于培养创造性思维能力，又可以帮助学生在运用中掌握语言。朗读在诗歌教学中占有十分重要的地位。教师应该让学生在朗读的同时感受诗歌的韵律，从而体会诗歌的情怀和意境，享受诗歌的美。 4c中的小组活动可以达到以下目的: (1)检查学生在课堂上的注意力，是否认真听学生的报告。 (2)培养学生的短时注意力和速记能力，训练学生边听边记录关键词。 (3)检查和培养学生对词汇块的认识和造句能力。 总之，为了使学生掌握语法结构，他们应该在不同的语境中反复练习和使用语法结构，以达到交际的目的。我们必须有效提高学生的参与度和频率，开展各种各样的活动，保证学生的真正参与。
个人备课
课时内容 第3课时 Section B （1a~2e）
教学目标 【知识与技能】 能掌握下列词汇： fail a test, pass the test, take the test, be strict with,get in the way of, support, enter, choice 2. 能掌握以下句型： (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. (4)Are you allowed to make your own decisions at home (5)Teenagers often think they should be allowed to practice their hobbies as much as they want. (6)He’s getting older now, so he needs to think about what will happen if he doesn’t end up as a professional runner. 【情感、态度与价值观】 使学生了解他们必须遵守的一些严格规则。帮助学生勇敢地表达自己的观点，表达同意或不同意。教育他们了解在成长过程中接受父母和老师建议的重要性。
教学重点 1.掌握本课时出现的生词及用法。 2.让学生学会谈论同意和不同意，培养学生的听说能力。 3.使学生正确理解文章大意，并讨论应该允许做什么。
教学难点 学会对同一个问题表达不同的观点。
教学准备 多媒体课件。
教学过程
教学过程 Step 1: Warming up T: You know I always get to class on time. How about you Ss: Sometimes./Always. T: Being on time is a good habit. By the way, how often do you worry about failing a test Ss: Always./Sometimes./Usually./Seldom./Never. T: If you study hard every day, there is nothing to worry about. Don't you think so Step 2:Presentation (1a) Get the students to read the questions in 1a. How often do you do these things Write A for always, U for usually, S for sometimes and N for never. Then talk with a partner about other things you do. (提示:让学生与同伴分享答案。) Step 3:Practice (1b) Have the students talk about their answers in 1a. A: Do you ever…？ B: Yes, I sometimes… Answers can be varied. Step 4:Listening (1c－1d) 1. Listen for the general idea of 1c. The general idea of the conversation is about _______． A. a school B. family rules C. a test Answer:C 2. Listen for the specific ideas of 1c. Get the students to listen and circle the things in 1a that Peter talks about. Answer:1, 4 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. Step 5:Pair work (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 Step 6:Leading in T: Do you ever argue with your parents about your future job Are you allowed to make your own decisions at home What kinds of decisions The students discuss the questions in their groups. T: Do you want to know what most parents think of their kids' future jobs Step 7:Skip the passage and find out the answer(略读，了解大意) The general idea of the passage is about _______． A. Liu Yu's decision B. Liu Yu's parents' opinion C. disagreement between Liu Yu and his parents Answer: C Step 8:Careful reading (细读课文，掌握关键信息，回答问题) Get the students to read the passage again and find out the answers to the following questions. 1. What is Liu Yu's hobby 2. What does Liu Yu want to be when he grows up 3. Why do Liu Yu's parents not allow Liu Yu to practice his hobby at night Answers:1. His hobby is running. 2. He wants to be a professional runner. 3. Because they believe that he should study hard in the evenings. Step 9:Retell the story 让学生根据提示用自己的话复述课文。 Step 10:Practice 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. Answers: 1.His hobby is running. 2.He wants to be a professional runner. 3.Because Liu Yu’s parents believe that he should study hard in the evenings. 4.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. Have the students look in the passage for the words in bold in 2d. Then use them to complete sentences of their own. Answers: 1.My parents worry about my school results 2.My parents have always taught me how important it is to be honest in all situations. 3.I am serious about my part-time jobs. 4.I think it is unfair that I’m not allowed to hang out with friends. 5. I have always wanted to be a pilot. 6.My parents have nothing against makeup. 7. I need to think about what will happen if I don’t get a place in the university of my choice. 8.I need to spend more time on practicing the piano 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.(2e) 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 ... Step 11: Language points 一、late Peter should be allowed to take the test later. 句中 take the test later 意为“参加补考”，later此处是表示时间的副词，意为“后来”。它形同late的比较级later（更迟的，更迟），late兼具形容词和副词两种词性。另lastest意为“最近的，最新的”。 学生不允许上学迟到。 Students should not be allowed to be late for school.（形容词） Students should not be allowed to arrive late for school.（副词） 二、be too strict with be strict with sb. 意为“对某人严格/严厉”，如果表达“对某事物很严格”，应用be strict in sth. I’m strict with myself.我对自己要求很严格。 The manager is strict in his work. 经理对待工作很严格。 三、have nothing against have nothing against意为“不反对做某事，没有理由反对做某事”。against除了作“倚、靠”解释外，还可以作“反对”解释，相关短语有be against(反对)，反义词be for(赞成，支持)。against是介词，后面要+名词、代词或动名词。 I have nothing against foreigners. 我对外国人并无芥蒂。 I have nothing against singing aloud. 我不反对大声唱歌。 四、长难句分析 My parents have always taught me how important it is to work hard at school and enter university. how important it is to work hard at school and enter university在句中充当宾语，是宾语从句。该宾语从句是个感叹句how important it is，其中it作形式主语，真正的主语是后面的动词不定式to work hard at school and enter university。分析长句的句子结构有助于更好地理解句子的意义。 I know how happy it is to live with my family. 我知道跟家人住在一起是多么地快乐。 Can you imagine how exciting it is to see Jay Chou sing live 你能想象在现场听周杰伦唱歌是多么令人激动的事吗 五、Only引导的主谓倒装句 当only位于句首，后接副词、介词短语或状语从句时，句子要用部分倒装结构。即：Only + 副词/介词短语/ 状语从句 +助动词/ be 动词/ 情态动词+ 主语 + 其他. only引导的主谓倒装句需要符合两个条件：一是only必须位于句首，二是only必须修饰句子的状语（从句）。如果only后跟的是主语，就不用倒装语序了。 （1）Only in this way can we learn English well. 只有用这种方法，我们才能学好英语。（only修饰状语in this way） （2）Only then did he realized the importance of English. 只有那时他才意识到英语的重要性。（only修饰状语then） Only five men were hurt in the accident. 只有五个人在这次事故中受伤。（only修饰主语five men，不用倒装） 六、get in the way of get in the way of 挡……的路；妨碍，为固定短语，后接名词、代词或动词-ing。可用be in one’s way或be in the way of...替换。 Computer games will get in the way of his study. 电脑游戏会影响他的学习。 七、support support v .& n. 支持，support sb. /sth. (in... )意为“ （在......方面）支持某人/某事”。作动词，还可意为“养活，赡养；资助，赞助”。support还可作不可数名词，意为“支持”。 I hope you will support me in my efforts to discover the truth. 在我努力寻求揭发真相时，希望你能帮助我。 Your support has meant a lot to me during this difficult time. 在这困难时期，你的支持给了我很大的帮助。 八、enter enter作动词，在本单元意为“考上（大学或学校）”。此外，enter 还意为“进来；进去”，相当于go/ come into, 所以不再与介词into 连用。enter作动词还有“报名参加”的意思。enter的名词形式为entrance，意为“入口”Please do not enter before knocking on the door. 进来前请先敲门。 He has no choice but enter that college. 他不得不进入那所大学读书。 Step 12: Summary 老师鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1. Read the passage again after school. 2. Remember the words and expressions.
板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section B（1a～2e） (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. (4)Are you allowed to make your own decisions at home (5)Teenagers often think they should be allowed to practice their hobbies as much as they want. (6)He’s getting older now, so he needs to think about what will happen if he doesn’t end up as a professional runner.
教学反思 听力前的活动设计(活动1a和1b)是非常重要的。目的是激活学生大脑中的记忆，回忆学过的单词、短语和句型，为听力活动做准备。同时，学生的反应过程也是在应用中学习和巩固语言知识的过程。教师在这一环节中的作用也非常重要。他们应该善于提供话题，掌握讨论的节奏和难度，调整讨论气氛。我们不仅要鼓励优秀的学生积极表达，也要关注基础一般或薄弱的学生，给他们表达的机会，即使只是让他们重复其他学生的陈述，或者表达自己是否同意别人的观点。对于1c-1d中可能出现的不熟悉词汇，教师也应该有目的地进行预教。 以单元主题为中心提出问题，可以激活学生的背景知识，激发学生的兴趣。在对话过程中，教师也可以借此机会处理一些会造成理解困难的新词，如enter、professional、support、get in the way。他们还可以复习以前学过的短语和句型，并进行更多的输入。
个人备课
课时内容 第4课时 Section B （3a~Self Check）
教学目标 【语言知识目标】 1.能掌握下列词汇： in the end, keep off 2.能掌握以下句型： (1)No matter how many difficulties we have, I believe all problems can be solved in the end. (2)Mobile phones should be kept off during the meeting. (3)Teenagers under eighteen must not be allowed to smoke or drink. 【情感态度价值观目标】 使学生了解他们必须遵守的一些严格规则。帮助学生勇敢地表达自己的观点，表达同意或不同意。教育他们了解在成长过程中接受父母和老师建议的重要性。
教学重点 1.学习和掌握一些重要的短语和句子。学会将阅读材料中的这些短语造句。 2.使学生正确理解文章大意，并讨论应该允许做什么。
教学难点 1.学会谈论他们应该被允许做什么和不应该被允许做什么。 2.培养学生运用所学知识造句的能力。
教学准备 设计并制作课文中所涉及的图片、教学幻灯片。
教学过程
教学过程 Step 1:Warming up Review the important words and expressions in Section A and Section B. Step 2:Work on 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. Discussion With a partner, discuss at least one rule at home that you do not agree with. Why do you not agree with it Make some notes in the chart. A: I don’t think we should be allowed to play computer games. B: Sure, I agree with it. Because it is bad for us, we should follow the rule. A: How about watch TV B: Well, I don’t agree with it. I think the rule should be changed. We can watch TV on the weekends. A: Hum, do you think if we should be allowed to have part-time jobs B: I agree. We can learn a lot from working. RuleWhy you agree or disagree with itHow you think the rule should be changedcan’t play computer gamesAgree—sitting in front of the computer for hours playing games isn’t good no need to be changed can’t watch TV disagree—not all TV programs are bad for students; need to relax sometimes, rather than spend all the time studyingshould be allowed to watch TV programs that have educational value (such as documentaries); should be allowed to watch TV programs on weekends.must be home for dinner every daydisagree—takes away opportunities to spend time with friends; makes life uninterestingshould be allowed to have dinner with friends as long as I don’t stay out too late and it does not clash with any important family activity
Step 3:Work on 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. Step 4:Writing Write a diary entry explaining which rule(s) you do not agree with at home and how you think the rule(s) should be changed. T: What rules do you have at home Do you have any rules about eating, sleeping, housework or making friends Get the students to answer the questions. And write the key words on the blackboard. The following sentence structure may help you. (1) I think...should be allowed to... 我认为……应该被允许…… (2)...shouldn't be allowed to...……不应该被允许…… (3)...should stop... ……应该停止…… (4) ...should not be too strict with... ……不应该对……太严格。 (5)...don't allow ...to... ……不允许……。 ...is not allowed in public. ……在公共场合是不允许的。 Step 5:Exercises Self Check 1 Match the words in the two columns and choose five phrases to make sentences. Ss can be asked to finish the task on their own and check their answers in pairs. Answers: take photos:This is a good place for tourists to take photos. 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... Self Check 2 Complete the sentences using the correct forms of the words in brackets. Translate them into Chinese. Answers: 1.be solved 2.be kept 3.not be allowed 4.be put, not be encouraged 译文： 1.无论我们会遇到多少困难，我相信所有问题最终都会得到解决。 2.会议期间禁止使用手机。 3.必须禁止18岁以下的青少年吸烟或饮酒。 4.许多父母认为必须把上学的事情放在首要位置，因而不应鼓励青少年做兼职工作。 Step 6:Summary 可以鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Review 1a-1c in Unit 7. 2.Do the exercises in students’ book. 3.Write a a diary entry explaining which rule(s) you do not agree with at home and how you think the rule(s) should be changed.
板书设计 Unit 7 Teenagers should be allowed to choose their own clothes. Section B （3a~Self Check） Key sentences： (1)No matter how many difficulties we have, I believe all problems can be solved in the end. (2)Mobile phones should be kept off during the meeting. (3)Teenagers under eighteen must not be allowed to smoke or drink.
教学反思 在学生开始写作之前，教师应该引导学生收集语料库，复习和整理与写作主题相关的词汇和句型，这有利于激活学生的思维和相关知识的链接，促使学生在脑海中复习和整理之前读过或讨论过的相关材料，以便在写作中使用。
同课章节目录
- Unit 1 How can we become good learners.
- Section A
- Section B
- Unit 2 I think that mooncakes are delicious!
- Section A
- Section B
- Unit 3 Could you please tell me where the restroom
- Section A
- Section B
- Unit 4 I used to be afraid of the dark.
- Section A
- Section B
- Unit 5 What are the shirts made of?
- Section A
- Section B
- Review of Units 1-5
- Unit 6 When was it invented?
- Section A
- Section B
- Unit 7 Teenagers should be allowed to choose their
- Section A
- Section B
- Unit 8 It must belong to Carla.
- Section A
- Section B
- Unit 9 I like music that I can dance to.
- Section A
- Section B
- Unit 10 You're supposed to shake hands.
- Section A
- Section B
- Review of Units 6-10
- Unit 11 Sad movies make me cry.
- Section A
- Section B
- Unit 12 Life is full of the unexpected
- Section A
- Section B
- Unit 13 We're trying to save the earth!
- Section A
- Section B
- Unit 14 I remember meeting all of you in Grade 7.
- Section A
- Section B
- Review of Units 11-14