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1、Unit 7 Teenagers should be allowed tochoose their own clothes.Section A 1 (la-2d)单元Unit7课时第1课时教学 目标语言知识：1 . 能掌握以下单词 license ,safety,smoke,part-time ,pierce,earring, flash2 .能掌握以下句型：I dont think sixteen-year-old should be allowed to drive.I agree./1 disagree. I think sixteen is too young.Do you think
2、 teenagers should be allowed to work at night?Yes, I do. / No, I dont.3,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；学习能力：1 .通过互动、小组合作、游戏等方式完成课堂学习任务。2 .通过预测和抓关键词，能够对对话主要内容进行推断并理解文章细 节，进行对话的编创。文化意识：1 .了解中外审美观的差异，形成自己的审美观，展示个性；2 .了解中西方关于青少年的不同文明准则。思维品质：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
3、觉遵守规则的良好习惯和优良品德。教学 重难点1 .被动语态2 .含情态动词should的被动语态结构should be allowed to教学 工具I WB, PPT教学 方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图利用动画和情境问 答，学习新单词，并 且引入新课。了解 allow to do sth.Step 1Lead-in1 .show the pictures to learn the new words:license ,safety,smoke,part-time , pierce,earring, flash.Ask the questions: Wha
4、t you can or cant do as a teenager?Teach allow sb to do sth “be (not) allowed to do sth” “should (not)be allowed to do sth” Present more sentence.Can you smoke?No, I cantYou are not allowed to smoke.Can you drive?No, I can.You are not allowed to drive.Can you choose your own clothes?Yes, I can.You s
5、hould be allowed to choose your own clothes.Can you get your ear pierced?No, I cantYou should not be allowed to get your ear pierced.大屏幕展不新单 词的几张照片， 引导学生们来学 习新单词。情景问答：做为 青少年你可以做 以下事吧？ 出示情景图片， 学会 allow to do sthoStep 2Pre-listeningObey the school rules!As a teenager, you have a lot of rules at school
6、. Can you write down some of them?Students should be allowed to观察表格，利用 表格中的与同伴 讨论规则，应该 做什么，不允许 做什么。请几个同学回通过已学内容的图 片，引导学生进行回 答通过读前观察图片， 获取信息，回答问Step 3speak English loudly.答，并且让其他题，培养学生的对话Students shouldnt be allowed to sleep in class.Students shouldnt be allowed to make noises.Students shouldnt be al
7、lowed to throw the rubbish in the classroom.Students shouldnt be allowed to的学生做补充。观察书本上的两 张图片并听新单 词，并根据图片 信息回答问题。技能，掌握对话主旨 方向。get to class late.Ask students to finish the1.听Ann对妈通过圈对错的活动following questions.妈对话，学习重培养学生的听力，用lb Listen and circle T for true or F for false. Then listen again and check th
8、e answers.1c Look at the statements in la and make conversations.A: Idon*tthinksixteen-year-olds shouldbeallowed to drive.B: I agree. They arent serious enough.点句式。于查找特定的信息。通过要求学生用完 整句型回答问题，培 养学生的造句能力， 以及操练学生如何 介绍应该做什么，不 允许做什么的事，为 之后的写作输出打Invite some pairs to act out their conversations.Step 5.Liste
9、ning2a What does Molly think of2.学生结合上面 的图片，做听力。好基础。Kathys statements? Listen and根据听力提示，脱离文本，将图片内circle A for Agree,回答问题。老师 检查答案。容进行问答，帮助学 生熟悉文本内容，为While-listeningD for Disagree or DK for Dont Know.2b Listen again. What are Kathys and Mollys reasons? Number their reasons in the correct order.之后的复述打好
10、基础。Step 4Post-listening1. Look at the picture in la and make conversations in pairs.2. Ss work in pairs to ask and answer the appearance about Mario, Amy and Tina.3. Let some pairs ask and answer in pairs.2b Listen again. What are Kathys and Mollys reasons? Number their reasons in the correct order.
11、It looks cool.Young people need to sleep. He needs to spend time with friends. He needs time to do homework.It doesnt look clean.分组问答，练习 对话。学生听2a,并掌 握新单词的用法 和意思.通过练习编写对话， 帮助学生更好的消 化记忆文本。复述文本活动有利 于学生对知识点和 目标语言的应用。Step 5 LanguagePointsExplanationT explains knowledge points.将知识点做好笔 记。将本节课重点汇总 系统的进行讲解和
12、分析，帮助学生形成 语言体系。Step6 ExercisesT assigns the test.完成课堂练习。让学生在课上练习 消化知识点，及时操练重点知识点和目 标语言，让教师把握 学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进 行内容总结。总结本课所学内容， 巩固加深印象。利用将思维导图给 学生进行有序的梳 理。Step 8Homework1. Read and recite the passage in 2b.2. Do the exercises in students9 book.将家庭作业做好 记录
13、。检查学习效果，加深 对知识的理解和记 忆。板书设计：New wordsSentenceslicense ,safety,smoke,part-time ,pierce,ear ring, flashsb. + should / should not + be allowed to do .教学反思：In the process of English teaching, teachers should try their best to encourage students to participate in the discussion and do not overemphasize the correct answers. This can not only broaden students1 thinking space, help the development of creative thinking ability, but also help students master the language in use.