课 题
Unit
7 Teenagers
should
be
allowed
to
choose
their
own
clothes.
课时
第二课时Section
A
(3a-4c)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇和短语:
tiny,
cry,
field,
badly,
awful,
regret,
community,
talk
back,
make
one’s
own
decision
2.
掌握以下句型:
Grammar
Focus中的句型
能力目标
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
情感目标
通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行,
养成自觉遵守规则的良好习惯和优良品德;
正确看待“家规”“班规”“校规”等,
并能认真遵守;
明白父母、教师的合理建议对自己成长的重要性
教学重点
1.
学习并掌握一些词汇及短语
2.
能正确地运用“
So+情态动词/助动词/系动词+主语”及“
So+主语+情态动词/助动词/系动词”
教学难点
用
be
(not)allowed
to
do
sth.
描述自己在家能做或不能做的事情。
课前预习
Preview
the
new
words
教学方法
Individual
work;
Team
work;
Cooperative
work
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Lead-in
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?
Students
talk
about
their
moms,
and
then
write
down
the
title
on
the
blackboard.
通过提问方式导入从而自然引入新课。
Step
2
Reading
and
answer
(3a)
1.
Let
students
read
the
poem
aloud
and
discuss
what
the
title
means
with
the
partner.
2.
Analyze
the
structure
of
the
poem
and
ask
students
to
predict
the
main
content.
1.
Students
read
the
poem
and
discuss
what
the
title
means
with
the
partner.
2.
Check
the
answer.
通过快速阅读获取信息能更好地提高阅读技能。
Step
3
Practice
(3b,
3c)
Let
students
read
the
poem
again
and
finish
the
task
in
3b
and
3c.
Read
the
article
again
and
finish
the
task
in
3b
and
3c.
通过阅读文章回答问题,
加深了学生对于文章的理解以及对于本单元重要词汇和句子的掌握。
Step
4
Grammar
Focus-4a
1.
Guide
students
to
read
Grammar
Focus
by
themselves.
2.
Let
students
translate
the
sentences.
3.
Explain
the
Grammer.
4.
Let
students
read
the
sentences
together.
1.
Read
Grammar
Focus.
2.
Translate
the
sentences.
3.
Read
the
sentences
together.
通过读句子以及翻译句子,
在语境中体会被动语态的用法。
Step
5
Practice
(4b,
4c)
Guide
the
students
to
finish
the
task
in
4b
and
4c.
Rewrite
the
questions
in
4b
and
4c
通过练习加强学生对于被动语态的理解以及应用。
Step
6
Consolidation
教师设置巩固检测练习:
根据句意及首字母或汉语提示完成句子。
1.
There
is
a
tiny
baby
crying
in
the
room.
2.
Do
you
like
the
poems
written
by
Li
Bai?
3.
Parents
should
give
teenagers
chances
to
make
their
own
decisions.
4.
Everyone
is
equal
in
society.
5.
There
are
many
trees
and
flowers
in
the
community
(社区).
6.
Although
the
project
was
very
difficult,
they
managed
(完成)
to
finish
it.
独立完成检测练习,
进行自我评价。
通过检测练习,
便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step
7
Homework
Write
a
passage
about
the
rules
you
have
at
home.
板书设计
Section
A
(3a-4c)
1.
New
words
and
phrases:
tiny,
cry,
field,
badly,
awful,
regret,
community,
talk
back,
make
one’s
own
decision.
2.
Structures:
Grammar
Focus中的句型
教学反思
在本节课的教学活动设计中,
能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程。
资料链接
英文诗歌欣赏
Mother
Machree(
《慈母颂》)
There’s
a
spot
in
my
heart
在我的心中有那么一隅
which
no
colleen
may
own;
任何少女也不能占据;
There’s
a
depth
in
my
soul
它埋在我灵魂的深处
never
sounded
or
known;
我从不声张,
从不表露;
There’s
a
place
in
my
memory
在我的记忆之中
my
life
that
you
fill;
我的生命充满你的身影
No
other
can
take
it
谁也不能取代
no
one
ever
will;
永远无人有此真情;
Every
sorrow
or
care
珍贵时光悠悠逝去
in
the
dear
days
gone
by;
辛劳烦扰却永不消停
Was
made
bright
by
the
light
你眼中的微笑,
其光彩
of
the
smile
in
your
eye;
使烦劳转为光明;
Like
a
candle
that’s
set
宛如点燃的烛光
in
a
window
at
night;
深夜透窗棂
Your
fond
love
has
cheered
me
你深情的爱激励我
and
guided
me
right;
引领我一直前进;
Sure
I
love
the
dear
silver
是的,
我爱你如银的发丝
that
shines
in
your
hair;
闪烁着深情的光芒
And
the
brow
that’s
all
furrowed
我爱你额上道道皱纹
and
wrinkled
with
care;
岁月刻满沧桑
I
kiss
the
dear
fingers
我吻你勤劳的手指
so
toil
warm
for
me;
双手柔情温暖我心房;
Oh!
God
bless
you
and
啊,
慈母在我心
keep
you,
mother
machree!
苍天保佑,
福寿永绵长!
Mother
(《母亲》)
“M”
is
for
the
million
things
she
gave
me,
“O”
means
only
that
she’s
growing
old,
“T”
is
for
the
tears
she
shed
to
save
me,
“H”
is
for
her
heart
of
purest
gold,
“E”
is
for
her
eyes,
with
the
love-light
shining,
“R”
means
right,
and
right
she’ll
always
be,
Put
them
all
together,
they
spell
“MOTHER”,
A
word
that
means
the
world
to
me.
“M”代表她所给予我的无数的爱,
“O”的意思是她在日渐老去,
“T”是她为抚育我洒下的泪,
“H”指她有像金子一样纯净的心,
“E”就是她的眼睛,
里面洋溢着爱的光芒,
“R”就意味着她永远都是对的。
将以上字母串在一起就是“母亲”,
这个词是我整个的世界。
A
Family
is
this.
.
.
家庭是这样的……
To
be
a
part
of
a
family
like
mine作为像我一样的一个家庭的一部分
is
so
divine
是如此神圣
where
love
is
shown
在爱出现的地方
hurt
is
shared
伤害是分担的
our
love
for
each
other
is
never
impaired
我们对彼此的爱从未损伤
we
talk
我们说
we
laugh
我们笑
we
cry
我们哭泣
but
we
are
a
family
但我们是一家人
and
we
do
it
all
together
我们一起做这一切
for
as
a
family
为了一个共同的家
we
do
it
all
as
one
我们做这一切就像一个人
you
hurt
one
你伤害了一个
you
hurt
all
你就伤害了所有
and
as
a
family
unit
作为一个家庭
we
will
all
stand
tall
我们都会站得高高的
for
we
are
family
因为我们是一家人
a
family
full
of
strength
一个充满力量的家庭
a
family
full
of
love
一个充满爱的家庭
a
family
no
one
can
touch
一个没有人可以触碰的家庭
that’s
why
I
love
my
family
so
much.
这就是我如此爱我家的原因。课 题
Unit
7 Teenagers
should
be
allowed
to
choose
their
own
clothes.
课时
第四课时Section
B
(2a-Self
Check)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
get
in
the
way
of,
support,
enter,
choice
2.
掌握以下句型:
①We
have
nothing
against
running!
②He
needs
to
spend
more
time
on
his
homework
because
it
is
difficult
to
become
a
professional
sports
star.
③I
think
I
should
be
allowed
to.
.
.
能力目标
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。
情感目标
了解世界上一些对人类有着重大意义的发明的相关信息,
开阔学生的眼界,
培养学生的创造精神。
教学重点
含有情态动词的被动语态的用法。
教学难点
正确使用含情态动词的被动语态表达自己的思想。
课前预习
Preview
the
new
words
教学方法
Situational
approach;
Listening
and
speaking
approach;
Communicative
approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Warm
up
and
work
on
2a
Show
some
pictures
on
the
big
screen.
Let
them
discuss
with
partner
about
these
questions
in
2a
and
share
your
ideas
with
the
class.
Discuss
with
partner
about
these
questions
in
2a
and
share
your
ideas
with
the
class.
读前活动旨在为阅读铺垫,
激活学生对阅读话题或者内容的相关知识,
并引出本课时话题。
Step
2
Reading
(2b,
2c)
1.
Tell
students
to
read
the
article
quickly
and
try
to
answer
the
questions
in
2c.
2.
Check
the
answers
with
the
class.
1.
Students
read
the
article
quickly
and
try
to
answer
the
questions
in
2c.
2.
Check
the
answers.
整体理解文本意义,
掌握文章的结构,
加深思维层次,
由信息吸收转为输出,
为写作打下基础。
Step
3
Practice
(2d)
Let
students
complete
the
sentences
in
2d
using
the
words.
Students
complete
the
sentences
in
2d
using
the
words.
通过练习加强对于文章及词汇的掌握及理解
Step
4
Practice
(2e)
Students
work
in
groups.
Discuss
them
with
their
partners
using
the
information
in
the
passage
to
support
their
opinion.
Students
discuss
these
questions
in
group.
Step
5
Practice
(3a)
1.
Ask
students
to
discuss
about
some
rules
at
home
and
try
to
make
their
own
notes.
2.
Let
some
students
read
their
notes
to
the
class.
1.
Students
discuss
the
problems
and
try
to
make
their
own
notes.
2.
Some
students
read
their
notes
to
the
class.
Step
6
Writing
(3b)
1.
Tell
students
to
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.
2.
Walk
around
the
class
to
give
any
help
students
may
need.
3.
Let
some
students
read
their
articles
to
the
class.
Students
try
to
write
a
short
article.
有目的地布置写作任务,
并逐步做好写作准备,
然后在学生的谋篇布局中发现存在的问题,
并及时给予针对性的指导。
Step
7
Consolidation
Ask
students
to
finish
Self
Check.
Finish
Self
Check
通过检测练习,
便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step
8
Homework
Read
the
passage
and
write
a
passage
to
say
something
about
your
dream
job.
板书设计
Section
B
(2a-Self
Check)
1.
New
words:
get
in
the
way
of,
support,
enter,
choice
2.
Structures:
①We
have
nothing
against
running!
②He
needs
to
spend
more
time
on
his
homework
because
it
is
difficult
to
become
a
professional
sports
star.
③I
think
I
should
be
allowed
to.
.
.
教学反思
在本节课的教学活动设计,
能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程。Unit
7 Teenagers
should
be
allowed
to
choose
their
own
clothes.
课 题
Unit
7 Teenagers
should
be
allowed
to
choose
their
own
clothes.
课时
第一课时Section
A
(1a-2d)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
smoke,
license,
safety,
pierce,
earring
2.
掌握以下句型:
①A:
I
don’t
think
sixteen-year-olds
should
be
allowed
to
drive.
B:
I
agree.
They
aren’t
serious
enough.
②A:
Do
you
think
teenagers
should
be
allowed
to
choose
their
own
clothes?
B:
Yes,
I
do.
/No,
I
don’t.
③Sixteen-year-olds
should
be
allowed
to
get
their
ears
pierced.
④He
should
stop
wearing
that
silly
earring.
⑤Students
should
not
be
allowed
to
have
part-time
jobs.
能力目标
能用should/should
not
be
allowed
to
do谈论应该被允许和不应该被允许做的事情
情感目标
通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行,
养成自觉遵守规则的良好习惯和优良品德;
正确看待“家规”“班规”“校规”等,
并能认真遵守;
明白父母、教师的合理建议对自己成长的重要性
教学重点
1.
掌握本课时中出现的生词
2.
能够使用重点句子
教学难点
运用be
(not)
allowed
to
do
课前预习
Preview
the
new
words
教学方法
Situational
approach;
Listening,
reading
and
speaking
approach;
Individual
work;
Team
work;
Cooperative
work
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Warm
up
and
work
on
1a
1.
Ask
students
some
questions
and
let
them
talk
about
it.
Do
you
have
any
rules
at
home?
Do
you
have
any
rules
at
school?
Do
your
parents
allow
you
to
do
the
following
things?
2.
Show
some
pictures
and
sentences
to
students
in
1a
and
finish
the
task
in
1a.
3.
Let
some
students
read
each
sentence
in
1a
and
say
their
opinion
and
the
reason.
1.
Students
talk
about
those
questions.
2.
Students
finish
the
task
in
1a
3.
Read
each
sentence
in
1a
and
say
the
opinion
and
the
reason.
通过展示图片以及讨论,
引导学生进行思考,
引入本单元话题,
为听作词汇上的铺垫。
Step
2
Listening
(1b)
1.
Let
students
read
the
sentences
in
1b.
2.
Play
the
recording
for
the
students
to
listen.
Students
listen
to
the
conversation
and
try
to
circle
true
and
false.
3.
Check
the
answers.
1.
Students
read
the
sentences
in
1b.
2.
Students
listen
to
the
conversation
and
try
to
circle
true
and
false
3.
Check
the
answers.
听力训练
进一步感知、体验学习目标语言
Step
3
Practice
(1c)
1.
Let
students
read
the
statements
in
1a.
2.
Let
students
make
conversations.
3.
Let
some
pairs
ask
and
answer
in
pairs.
1.
Students
read
the
statements
in
1a.
2.
Students
make
conversations.
3.
Ask
and
answer
in
pairs.
通过两人小组对话,
让学生从读对话到模仿对话,
练习句型的运用。
Step
4
Listening
(2a&2b)
1.
Let
students
read
the
sentences
in
2a.
2.
Play
the
recording
for
the
students
to
circle
the
A,
D
or
DK.
3.
Play
the
recording
again
to
check
the
answers.
4.
Play
the
recording
for
the
students
to
number
the
reason.
5.
Play
the
recording
again
to
check
the
answers.
1.
Look
at
the
pictures,
then
learn
the
new
words.
2.
Students
listen
and
circle
the
A,
D
or
DK.
3.
Check
the
answers.
4.
Students
fill
in
the
blanks.
5.
Check
the
answers.
教会学生通过浏览信息,
为获取准确的听力信息做好准备;
同时学会预测,
形成信息期待。同时通过预测为学生提供更多口头陈述的机会,
培养学生连贯表达的能力。
Step
5
Oral
Practice
(2c)
Let
students
discuss
some
things
teenagers
should
and
should
not
be
allowed
to
do.
Discuss
some
things
teenagers
should
and
should
not
be
allowed
to
do.
通过进行口语结对活动,
在交流信息过程中,
进行真实的交际问答活动。在听力练习和小对话口语练习的基础上,
进行角色对话表演
,
开展有实际意义的交际运用活动。
Step
6
Role-Play
(2d)
1.
Read
the
conversation
and
let
students
read
after
the
teacher.
2.
Read
the
conversation
again
and
answer
these
questions
on
the
screen.
3.
Explain
some
new
words
and
main
points
in
the
conversation.
4.
Ask
students
to
role-play
the
conversation
in
groups.
1.
Read
the
conversation
and
Let
students
read
after
the
teacher.
2.
Read
the
conversation
again
and
answer
these
questions
on
the
screen.
3.
Role-play
the
conversation
in
groups.
在听力练习和小对话口语练习的基础上,
进行角色对话表演
,
开展有实际意义的交际运用活动。
Step
7
Language
points
Explain
the
key
words
and
phrases
in
2d.
Learn
the
key
words
and
phrases
in
2d.
在真实语境中学习运用目标语言。
Step
8
Consolidation
教师设置巩固检测练习:
根据句意及首字母提示补全单词
1.
She
likes
wearing
gold
e_______,
because
she
thinks
it
looks
cool.
?
2.
The
policeman
wants
me
to
show
him
my
driver’s
l_______.
?
3.
Students
must
not
be
allowed
to
s_______.
?
4.
We
call
people
between
the
age
of
13
and
19
t_______.
?
独立完成检测练习,
进行自我评价。
通过检测练习,
便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step
9
Homework
Remember
these
phrases
and
sentences.
板书设计
Section
A
(1a-2d)
1.
New
words:
smoke,
license,
safety,
pierce,
earring
2.
Structures:
①A:
I
don’t
think
sixteen-year-olds
should
be
allowed
to
drive.
B:
I
agree.
They
aren’t
serious
enough.
②A:
Do
you
think
teenagers
should
be
allowed
to
choose
their
own
clothes?
B:
Yes,
I
do.
/
No,
I
don’t.
③Sixteen-year-olds
should
be
allowed
to
get
their
ears
pierced.
④He
should
stop
wearing
that
silly
earring.
⑤Students
should
not
be
allowed
to
have
part-time
jobs.
教学反思
本节课的教学活动设计,
能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程。
资料链接
美国中小学生守则
(中英文对照)
1.
Always
refer
to
a
teacher
by
title
and
last
name.
总是冠以头衔和姓氏称呼老师,
如“X(姓)老师/主任/校长”。
2.
Get
to
class
on
time
or
a
little
earlier.
准时或稍提前进入课堂。
3.
Raise
your
hand
when
you
want
to
ask
a
question.
先举手,
后提问。
4.
You
may
speak
to
the
teacher
from
your
desk
while
you
are
seated.
在课堂上,
学生可以坐着与老师交流,
不一定要起立。
5.
When
you
are
absent,
you
must
make
up
the
work
you
have
missed.
Ask
either
the
teacher
or
a
classmate
for
the
work.
缺课期间,
一定要请老师或同学把落下的学习内容、笔记补上。
6.
If
you
expect
to
be
away
from
school
because
of
an
emergency,
tell
your
teacher
in
advance
and
ask
for
the
work
you
will
miss.
遇紧急情况需要离开学校时,
应提前告知老师并问清楚在离校期间应学习的内容和应完成的作业。
7.
All
assignments
you
hand
in
must
be
your
own
work.
所交的作业都必须是自己独立完成的。
8.
Never
cheat
on
a
test.
考试时,
决不作弊。
9.
If
you
are
having
difficulty
with
a
class,
schedule
an
appointment
to
see
the
teacher
for
help.
The
teacher
will
be
glad
to
help
you.
每当在学习中遇到困难时,
你应当主动约见任课老师寻求帮助。老师将乐意向你提供学习上的帮助。
10.
Students
must
bring
a
note
for
a
parent
explaining
any
absence
or
tardiness.
凡不到校上课或迟到的学生都必须带着由家长解释的便条说明原因。
11.
The
only
acceptable
excuse
for
absence
is
personal
illness,
a
death
in
the
family,
or
a
religious
holiday.
It
is
illegal
to
stay
home
from
school
for
any
other.
属下列缺勤情形的,
学校将不予追究当事学生的责任:
本人生病、家人去世或宗教节日。除上述以外的任何其他原因,
学生待在家中而不到校上课的皆属违法行为。
12.
When
a
teacher
asks
a
question
and
does
not
name
a
particular
student
to
answer
it,
anyone
who
knows
the
answer
should
raise
one
hand.
当老师提问,
没有明确指定某同学回答时,
凡知道答案的同学都应当举手回答。课 题
Unit
7 Teenagers
should
be
allowed
to
choose
their
own
clothes.
课时
第三课时Section
B
(1a-1e)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
study
with
friends,
worry
about,
failing
a
test.
.
.
2.
掌握以下句型:
—Do
you
ever
get
to
class
late?
—Yes,
I
sometimes
get
to
class
late.
—I
think
Peter
should.
.
.
—I
don’t
agree.
能力目标
1.
能掌握频率副词的用法。
2.
能完成听力训练,
培养良好的听力习惯。
3.
能用目标语言谈论一些校规,
表达同意和不同意。
情感目标
了解世界上一些对人类有着重大意义的发明的相关信息,
开拓学生眼界,
培养学生的创新精神
教学重点
1.
掌握本课时出现的生词及用法。
2.
进行听力训练,
提高综合听说能力。
教学难点
培养学生在真实语境中灵活运用语言的能力
课前预习
Preview
the
new
words
教学方法
Situational
approach;
Listening
and
speaking
approach;
Communicative
approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Warm
up
and
work
on
1a
1.
Let
students
read
the
questions.
2.
Students
work
with
their
partners
and
try
to
write
some
proper
words
under
the
pictures.
3.
Let
students
talk
about
other
things
with
a
partner.
1.
Let
students
read
the
questions.
2.
Students
work
with
their
partners
and
try
to
write
some
proper
words
under
the
pictures.
3.
Let
students
talk
about
other
things
with
a
partner.
情景导入,
激活语言知识。为听做词汇上的铺垫。
Step
2
Listening
(1c)
Let
students
read
the
sentences
in
1a
and
play
the
recording
to
students
and
let
them
circle
the
things
in
1a.
Students
read
the
sentences
in
1a
and
listen
to
the
conversation
and
circle
the
things
in
1a.
通过听力练习,
在语境中体会其语言的表达。
Step
3
Listening
(1d)
1.
Let
students
read
the
sentences
in
1d.
2.
Play
the
recording
for
the
students
and
try
to
match
these
sentence
parts.
3.
Play
the
recording
again.
Check
the
answers.
1.
Read
the
sentences
in
1d
and
try
to
understand
the
meaning
of
them.
2.
Listen
again
and
check
the
answers.
通过听力练习,
在语境中体会其语言的表达。
Step
5
Practice
(1e)
1.
Let
students
read
the
statements
in
1e.
2.
Let
students
discuss
them
with
group.
1.
Let
students
read
the
statement
in
1e.
2.
Discuss
them
with
group.
通过进行口语结对活动,
在交流信息过程中,
进行真实的交际问答活动。在听力练习和小对话口语练习的基础上,
进行角色对话表演
,
开展有实际意义的交际运用活动。
Step
6
Homework
Remember
the
words
and
phrases
in
this
lesson.
板书设计
Section
B
(1a-1e)
1.
New
words:
study
with
friends,
worry
about,
failing
a
test.
.
.
2.
Structures:
—Do
you
ever
get
to
class
late?
—Yes,
I
sometimes
get
to
class
late.
—I
think
Peter
should.
.
.
—I
don’t
agree.
教学反思
本节课的教学活动设计,
能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程。
