【核心素养目标】Unit 7 Teenagers should be allowed to choose their own clothes. Section B (1a-1e) 表格式教案

课题 Unit 7 Teenagers should be allowed to choose their own clothes. Section B (1a-1e) 班级 备课教师
课型 听说课 课时 4
核心素养与思政渗透 本课时的话题围绕“规则(Rules)”展开，通过一段父子间有关校园学习、迟到、考试、校规等问题的对话，进一步引导学生巩固学习三个有关被动语态单元所学的语法知识，培养学生在真实的语境中灵活运用语言的能力。通过就语境中出现的问题发表不同意见和见解，培养学生的批判性思维，激发学生对英语的学习兴趣，同时使其增强自觉遵规守纪的意识。
课标分析 新课标要求九年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；积累常用的词语搭配；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；能多角度、辩证地看待事物和分析问题；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。
教学目标 语言能力 能够在谈论学校规则的情境中正确使用新词汇和被动语态，以听、看、说等方式理解校园生活中出现的问题和不同的意见见解，并表达自己的意见和见解；通过听前预测、听中细节获取、听后信息整合等途径促进听说技能的提升；
文化意识 能够通过谈论学校规则的话题，增强自觉遵规守纪的意识；
思维品质 能够在听说活动中准确获取并清晰表达有关规则、问题及不同见解等方面的信息，提高思维的逻辑性、深刻性和批判性；
学习能力 能够通过谈论规则话题，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教材内容分析 本课是一节听说课，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。1a-1b融入新的词汇，让学生能够使用更丰富的语言表达来描述校园生活，讲述他们每天生活中常见的事情，同时还复习了How often, always, usually, sometimes, never等表示时间频率的词汇和句式；1c-1d进一步巩固三个有关被动语态单元所学的语法知识，培养学生在真实情境中灵活运用语言的能力，强化被动语态的运用意识；1d体现了词块学习的特点；1e是一个全开放式口语实战演练，学生就三个小话题展开讨论，表达同意或不同意，并陈述自己的理由。
重点 听懂并完成本课时的听力任务，运用所学词汇和被动语态理解和发表他人和自己对于校园生活中出现问题的不同的意见和见解；
难点 培养学生在真实语境中灵活运用语言的能力。
学情分析 经过两个半单元的学习，学生对于被动语态的用法和结构已有了一定的掌握，大部分学生能够用被动语态进行表达，为本节课的听说活动奠定了基础。同时，学校规则的话题贴近学生生活，能够激发学生的学习兴趣。但本课语言运用难度有所提高，课堂任务应该注重语言学习的实践和应用能力的提升。
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Step 1. Lead-in. Enjoy a video and know about the topic of this lesson. Step 2. Pre-listening. Have a brainstorming of the rules in class/ school. Sa: We are allowed to speak English loudly. Sb: We are not allowed to sleep in class. Make judgments on the things. Sa: We are allowed to study with friends. Sb: We are not allowed to run in the hallways. Read the example and ask and answer questions about rules according to the pictures. Sa: Do you ever go on a picnic with friends or family Sb: Yes, I sometimes go on a picnic with my friends or parents. Step 3. While-listening. Listen to T and learn about Peter’s experience. Listen and circle the things in 1a that Peter talks about. Check the answers by making sentences. Sa: Peter got to class late and worried about failing a test. Listen again and match the sentence parts. Check the answers by making sentences. Sb: Peter is going to fail a math test. Step 4. Post-listening. Retelling. Try to complete the passage with some key words. Sa: Peter had a talk with his father about the math test. He told his father that he was going to fail the test because ... Free talk. Work in groups and share their ideas. Sa: I think Peter should be allowed... because... Sb: I don’t think Peter should be allowed... because... One student record the opinions in the chart and give a report then. Sc: In our group, Tom... A one-day headmaster. Sa: Hello, everyone! If I have a chance to be the headmaster, I think students should be allowed to... because... Step 5. Conclusion. Have a summary of what we have learned with the help of T. Listen to T to explain some language points and take notes. Play a video about “school rules”. Present some pictures and guide Ss to talk about the rules in class/school. Show more pictures to introduce the rules in school, class and family. T: Now let’s make a survey. Please tick the things we are allowed to do and draw cross in front of the things we are not allowed to do. Present the sample conversations with adverbs of frequency. T: Now let’s know something about Peter. He had a really bad day yesterday! Introduce the situation with the help of some pictures. Call Ss’s attention to the four things in the box in 1a. Play the recording and ask Ss to find out the things Peter did. While checking answers, encourage them to correct the wrong statements. For the second time, let Ss match the sentence parts. For the third time, let Ss choose the right answers. For the fourth time, let Ss fill in the blanks and complete the conversation. Provide the structure of a short passage and let Ss fill in the blanks. Then invite some Ss to read their passage to check the answers. T: Should Peter be allowed to take the test later Why or why not Ask Ss to work with their group members and have a discussion. Then invite some Ss to give a report in class. T: If you have a chance to be a one-day headmaster, what do you think the students or teachers should be allowed to do Play a flash about breaking rules. 通过有关校规班规的视频资料和图片的补充，导入本课涉及的规则话题，激发学生的学习兴趣。 利用头脑风暴、规则小调查、同伴交流等活动形式,引导学生利用已有知识谈论校规、班规、家规等内容，激活并增加学生关于本话题下的背景知识储备，为下面的活动做铺垫。 通过层层递进的听力活动，进行知识的理解巩固和听力策略的渗透。听前加入情境介绍，鼓励学生大胆预测，促使学生在听中有侧重点地关注内容。 听力第一遍要求学生初听掌握大意，获取简要信息；第二遍体现词块学习的特点，帮助学生获取细节信息，形成准确的表达；第三遍与第四遍以不同的形式帮助学生巩固语言基础知识，获取并关注更多细节信息，挑战自我。 通过短文支架的构建，引导学生将所获取的信息进行有效利用，巩固目标语言，提高口语表达能力，促进逻辑性思维的发展。 通过小组合作交流，培养小组成员间的合作意识。学生用学过的目标语言进行合作交流完成小组任务，使得所有的学生都能参与到课堂教学实践中，从而提高语言运用能力。 创设“竞选一日校长”的情境，为学生创设运用重点句型进行口语表达的机会，让学生基于听力信息，大胆发表自己对规则的意见和见解，在实践中内化语言知识。 总结提炼，情感渗透，帮助学生懂得“没有规矩，不成方圆”的道理，增强其自觉遵规守纪的意识。
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Ⅰ.根据句意完成句子。 1. We all think he will f______ a test because he never works hard. 2. I’m glad that I have p______the exam. 3. We call the persons between 13 and 19 years old t______. 4. As a student, we must be s______ in our study. 5. Don’t w_______, there is a little time left. Ⅱ.根据汉语完成句子。 6.皮特应该被允许以后参加考试。 Peter should be allowed to________________. 7.学生们需要严格的规则。 Students need___________________. 8.父母不应该对孩子们要求太严格。 Parents should not be_______________________. 9.如果他们甚至连机会都不给他是不公平的 It’s not fair if ________________________ 10.但是他解释发生了什么，老师会理解的. But if he explains_____________, the teacher______________ Ⅲ. 单项选择。 (　)11．Something is wrong with my MP4.I will get it ______. repair B. repairing C. to repair D. repaired (　)12.—Sixteen -year- olds should be allowed to drive. —______. Because they're not serious enough. A I agree B．I disagree C. I think so D. I don't think (　)13. The students __ play basketball after school every day. A．allow B．allow to C．are allowed to D．were allowed to
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Unit 7 Teenagers should be allowed to choose their own clothes. Section B (1a-1e)
作 业 设 计
Level A If you have a chance to be a one-day head teacher, what do you think the students should be allowed to do Write a passage to introduce your opinions.
Level B Write a short passage to describe Peter’s experience and opinions on rules.
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