Unit 7 Teenagers should be allowed to choose their own clothes
课题
Unit 7 Teenagers should be allowed to
choose their own clothes.
Section A(1a－2d)
课型
新授
教学目标
1.学生能熟练运用“should (not) be allowed to do”谈论应该被允许和不应该被允许做某事；
学生能熟练运用“be (not) allowed to do”谈论被允许和不被允许做某事；
学生能熟练运用“I agree./I disagree.”或“I don’tagree.”表达自己的观点。
2.在听的过程中能够体验感知目标语言的内容，并学会提取所需要的关键信息。
重点
：1.重点语法：被动语态。
2.重点词汇：smoke，pierce，license，safety，earring，cry。
3.重点句型：—I don’t think sixteen-year-olds should be allowed to drive.
—I agree.They aren’t serious enough.
—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.
难点
由情态动词should构成的被动语态结构“should(not) be allowed to”。
教学用具
准备好录音机、制作多媒体课件及学案。
教学环节
说 明
二次备课
课 程 讲 授
一、创设情境，切入主题
Step 1：Leading-in
Present the sentence：You are allowed to watch TV.
Teach“allow sb to do sth.”；“be(not) allowed to do sth.”“should(not) be allowed to do sth.”
Practice more sentences：
As a teenager，you have a lot of rules at school，Can you write down some of them?
设计意图：通过让学生谈论学校规则，引入被动语态结构“should(not)be done”，为下一步的教学活动作好铺垫。
二、展开过程，探究新知
Step 2：Presentation
Deal with 1a.Read the statements below.Circle A for agree or D for disagree.
Check the answers.
设计意图：1a的内容贴近生活实际，让学生有表达的欲望，有话可说，使学生快乐高效地学习英语。
Step 3：Work on 1a
1.Teach the new words in this period.
2.What’s the relationship between the two speakers? Why do you think so？Read the conversation in 1a.
3.Focus on the five statements and ask students to express their opinions about them.
设计意图：让学生讨论五个问题，这些问题可以提高学生的参与意识和积极性，激活学生脑海中已有的相关语言知识并在交流中加以运用。
Step 4：Work on 1b&1c
1.Listen to the conversation and find out the relationship between the two speakers.Make students understand the conversation.
2.Play the recording again and ask some questions.
3.Ask the students to read after the tape and imitate the pronunciation and intonation.Practice reading the conversation.
设计意图：指导学生在日常生活中恰当地利用目标语言进行交流。教师可以鼓励学生自由发挥。
Step 5：Work on 2a&2b
Step 6：Work on 2c
1.Focus on the conversation in 2c.
2.Make students scan the conversation first.
3.Students role-play the conversation to the class.
设计意图：引导学生运用合作学习的方法或者更为灵活的方法巩固所学的功能句型；鼓励学生大胆模仿，培养学生较好的语言表达习惯和运用目标语言进行交际的能力。
Step 7：Work on 2d
1.Have a talk with the students.
How would you feel if you are going to visit an art museum?
What will you do there？Are you going to take photos?
Why are you not allowed to take photos in the museum?
2.Read the conversation and find out：
Who is Picasso？Why isn’t flash photography allowed in museums?
3.Help students find the answers.
4.Role-play the conversation in 2d and find some important language points.
设计意图：问题引领，通过问题检查学生对文本的理解。角色扮演让学生体会语音语调的表情达意功能。语言知识点的学习帮助学生加深对语言知识点的印象。
【板书设计】
Unit 7 Teenagers should be allowed to choose their own clothes.
Section A(1a－2d)
1.Key phrases：get their ears pierced；be excited about...
2. Target Language：
A：I don’t think sixteen-year-olds should be allowed to drive.
B：I agree.They aren’t serious enough.
让学生讨论把字句和被字句
引出should be allowed to
讨论what teenagers should be allowed to do
畅所欲言 做该做的事 允许做的事
小结
作业布置
1.Practice the conversation on Page 50,2d.
2.Do the exercises in students’book.
课后反思
Unit 7 Teenagers should be allowed to choose their own clothes
课题
Unit 7 Teenagers should be allowed to
choose their own clothes.Section A(3a－4c)
课型
教学目标
【教学目标】
1.学生能掌握重点单词、短语、目标语言及Grammar Focus中的句型。
2.学生能用be(not)allowed to结构谈论家规与校规。
3.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。
重点
【教学重难点】
重点：1.重点单词及短语：tiny，cry，field，badly，awful，regret，community，talk back，make one’s own decision...
2.重点句型：Grammar Focus中的句型。
难点
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。
教学用具
【课前准备】
1.收集妈妈照顾孩子的图片及故事。
2.准备好录音机、制作多媒体课件及学案。
教学环节
说 明
二次备课
课 程 讲 授
┃
一、创设情境，切入主题
Step 1：Lead-in
Play a game复习结构 be or be not allowed to do。
把学生分成若干小组，看哪一组能在规定的时间内列出最多的校规。学生必须用所学结构be or be not allowed to do。
设计意图：通过这种小游戏，既达到了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，为下面的新课作好铺垫。
二、展开过程，探究新知
Step 2：Warming-up
Let students talk about their moms，and then write down the title on the blackboard and ask：
What does the title mean？Do you agree with it?
设计意图：通过谈论自己的妈妈，唤起学生脑海中与妈妈在一起的甜美时光，为诗歌学习作好铺垫。
Step 3：Work on 3a－3b
1.Analyze the structure of the poem and ask students to predict the main content.
2.Read the poem and think about the following questions：
Who do you think wrote the poem？Why did he write the poem?
3.Read the poem again and answer the questions of 3b.
设计意图：让学生再次阅读诗歌，从诗歌中获取细节信息，回答3b中的问题，培养学生从文本中获取信息的能力和策略。
Step 4：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 with your partner.
设计意图：学生根据教师所给的问题提示，尝试写一个自己的故事，然后与大家分享，使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流能力。
┃
【板书设计】
Unit 7 Teenagers should be allowed to choose their own clothes.
Section A(3a－4c)
1.Key words and phrases：tiny，cry，field，badly，awful，regret，community，talk back，make one’s own decision...
2.Mom Knows Best
小结
作业布置
三、布置作业
1.Recite sentences in Grammar Focus.
2.Recite the poem.
课后反思
Unit 7 Teenagers should be allowed to choose their own clothes
课题
Unit 7 Teenagers should be allowed to
choose their own clothes.
Section B(1a－1e)
课型
教学目标
1.学生能掌握频率副词的用法。
2.学生能完成听力训练，培养良好的听力习惯。
3.学生能用目标语言谈论一些校规，表达同意和不同意。
重点
重点：1.重点短语：study with friends，worry about failing a test...
2.目标语言：—Do you ever get to class late?
—Yes，I sometimes get to class late.
—I think Peter should...
—I don’t agree.
难点
难点：培养学生在真实语境中灵活运用语言的能力
教学用具
【课前准备】
1.让学生课前预习本节课内容，写出下列词组：
上课迟到 和朋友一起学习 提前完成考试
担心考试不及格 严厉的制度 对某人太严
参加考试 考试及格 数学考试不及格
2.准备好录音机、制作多媒体课件及学案。
教学环节
说 明
二次备课
课 程 讲 授
一、创设情境，切入主题
Step 1：Lead-in
板书：be allowed to be not allowed to
把学生分成若干小组。看哪一组同学能在规定的时间内尽可能多地列出teenagers被允许做的和不被允许做的事情。
设计意图：通过这种小竞赛，增强学生的竞争意识和合作精神，同时又为新课作好铺垫。
二、展开过程，探究新知
Step 2：Presentation
板书：always，usually，sometimes，never
Have a free talk with the whole class.
Can you think of a time when you were late for class？When？How often are you late for class?
Have you ever studied with friends？How often?
Step 3：Work on 1a&1b
让一位学生朗读1a中的四个句子，教师可略作解释。
帮助学生明确要求，使学生明白这些副词所表示的频率。
According to the facts and finish 1a.
学生单独完成任务之后可以和同桌互相谈论。(Section B 1b)
设计意图：通过本节课频率副词的学习，使学生在语言交际过程中正确使用语言，为下面的语言活动提供语言支撑。
Step 4：Work on 1c&1d
Step 5：Work on 1e
Read the statements.And then discuss them with your group.
1.Peter should be allowed to take the test later.
2.Students need strict rules.
3.Parents should not be too strict with teenagers.
设计意图：设置小组活动的目的是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。
【板书设计】
Unit 7 Teenagers should be allowed to choose their own clothes.
Section B(1a－1e)
Words and phrases：
be allowed to
be not allowed to
always—ususlly—sometimes—never
小结
作业布置
1.Review these sentences：I think...I don’t agree...
2.Write a short passage about Peter’s problem.
课后反思
Unit 7 Teenagers should be allowed to choose their own clothes
课题
Unit 7 Teenagers should be allowed to
choose their own clothes.
Section B(2a－2e)
课型
教学目标
1.学生能掌握重点单词、短语以及目标语言。
2.能够通过阅读提取必要信息。
3.通过对短文的阅读和复述，能够了解如何融洽地与父母交流自己的梦想。
重点
重点：1.重点单词和短语：support，enter，choice，get in the way of，care about...
2.目标语言：Should I be allowed to make my own decisions?
难点
难点：正确使用含情态动词的被动语态表达自己的思想。
教学用具
【课前准备】
1.了解学生的爱好。
2.制作多媒体课件及学案。
教学环节
说 明
二次备课
课 程 讲 授
一、创设情境，切入主题
Step 1：Lead-in
Greetings.
Discuss the questions in your group.
Are you allowed to make your own decisions at home？What kinds of decisions?
设计意图：围绕阅读主题提问，可以激活学生的背景知识，激发学生的学习兴趣。在交谈中教师可以解释一下会造成理解障碍的生词，也可以复习以前学过的词组和句型，补充输入更多的语料。
二、展开过程，探究新知
Step 2：Presentation
Think about the following two questions：
1.What’s your hobby?
2.Do you think hobby can get in the way of schoolwork?
Today，let’s read a passage and find more information about it.
Step 3：Work on 2b
First，look at the title of the passage.Answer “yes” or“no”.Find out how many students in your group agree with you.And then read the passage.Does your answer change?
Step 4：Work on 2c
Read the passage again and answer the questions of 2c.
Read the passage again and fill in the chart.
Parents’points Liu Yu’s points
They worry about his ________. He wants to be a ________.
They think he should spend more time on ________. He just wants to do what he ________.
They think he needs to be ________ He is serious about ________.
They think it’s a difficult dream to ________. He ________ himself.
设计意图：通过对文本的整体阅读处理，对学生进行阅读技能及阅读策略的训练，使学生通过阅读获取信息，并提高阅读能力。
Step 5：Work on 2d
Step 6：Work on 2e
Discuss the questions with a partner.Use the information in the passage to support your opinion.
What is your dream job？Do your parents support your dream？
设计意图：让学生谈论自己梦想的职业，了解学生家长对学生的支持程度。
三、布置作业
Read the passage and write a passage to say something about your dream job.
┃教学小结┃
【板书设计】
Unit 7 Teenagers should be allowed to choose their own clothes.
Section B(2a－2e)
Key words and phrases：support，enter，choice，get in the way of，care about...
Sentence：Should I be allowed to make my own decisions？
小结
作业布置
Read the passage and write a passage to say something about your dream job.
课后反思
Unit 7 Teenagers should be allowed to choose their own clothes
课题
Unit 7 Teenagers should be allowed to
choose their own clothes.
Section B(3a－Self Check)
课型
教学目标
1.学生能掌握重点单词、短语以及目标语言。
2.学生能熟练运用含有情态动词的被动语态。
3.练习写一篇日记，解释你在家里不同意哪些规则，你认为应该怎样改变。
重点
重点：含有情态动词的被动语态的用法。
难点
难点：写一篇如何改变家中不合理规则的日记。
教学用具
【课前准备】
1.引导学生回忆本单元学过的主要单词、短语以及主要目标语言。
2.制作多媒体课件及学案。
教学环节
说 明
二次备课
课 程 讲 授
一、创设情境，切入主题
Step 1：Lead-in
1.Greetings.
2.T：We have different rules at home.Let’s share and find which rules are better and which ones you don’t agree with.
设计意图：语料收集。教师提出问题，让学生开展头脑风暴，收集汇总，为下面的活动作铺垫。
二、展开过程，探究新知
Step 2：Presentation
With a partner，discuss some rules at home that you agree or disagree with.
Step 3：Work on 3a
Step 4：Work on 3b
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.
设计意图：写作指导：本部分为写日记，因此应用所学内容表达学生生活中熟悉的家规。结合3a中所回答的问题的情况，将这些句子按恰当的逻辑顺序排列在一起，形成条理清晰的一段文字，从而达到训练学生语言运用能力的目的。
Step 5；Work on Self Check
1.Match the words in the two columns and choose five phrases to make sentences.
2.Complete the sentences using the correct forms of the words in brackets.Translate them into Chinese.
┃教学小结┃
【板书设计】
Unit 7 Teenagers should be allowed to choose their own clothes.
Section B(3a－Self Check)
1.Key phrases：get ears pierced，achieve my dream...
2.Sentences：
...can be solved.
...should be kept...
...should not be encouraged...
小结
作业布置
三、布置作业
1.Review Section B.
2.阅读Self Check 2的句子，并强化记忆所列举出的动词的过去分词形式。
课后反思
