1、UnitUnit 7 7 TeenagersTeenagers shouldshould bebe allowedallowed toto choosechoose theirtheir ownown clothes.clothes. SectionASectionA（GrammarGrammar Focus-4cFocus-4c） 一、教学目标一、教学目标 语言知识目标：语言知识目标： 1.熟练使用以下词汇、短语和句型： 单词：community, chance, educate, manage, society 短语： keep away from, make ones own decis
2、ion, 句型：I dont think sixteen-year-olds should be allowed to drive. Do you think we may be allowed to take photos if we dont use a flash? 能力目标：能力目标： 1含有情态动词的被动语态。 2.学会合作探究学习，学习解决难题 情感态度价值观目标情感态度价值观目标： 通过了解和反思自己的言行举止、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； 二、学情分析：二、学情分析： 本班的学生经过两年多的英语学习，有了一定的英语基础知识和听、说、读 写的能 力；同
3、时，学生们对英语学习有着较浓厚的兴趣。经过两年的新课程理念的熏陶及实践， 有了初步的自主、合作、探究的能力。 三、教学重难点三、教学重难点 教学重点：教学重点： 1.掌握所有重点单词，短语和句型。 2.熟练运用含有情态动词的被动语态。 教学难点：教学难点： 运用含有情态动词的被动语态。 四、教学流程：四、教学流程： Step1Step1、Warm-upWarm-up Talk about our school rules. 1. Playavideoaboutarrivinglateforschoolandrunning,thenpresentsome sentences. 2. Show s
4、ome pictures on the screen .Ask students to talk about the rules that somebody maybreak by using the following sentences. arrivearrive latelate forfor school.school. Students are not allowed to arrive late for school. Students should not be allowed to arrive late for school. I dont think students sh
5、ould be allowed to arrive late for school. I agree. 设计意图：设计意图：通过用目标句型谈论规则， 训练学生口语能力，巩固目标句型。为后面讲解 语法知识做铺垫。并能让学生反思自己平时的行为, 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。 Step2Step2、TaskTask 1 1 GrammarGrammar FocusFocus MatchMatch andand completecomplete thethe followingfollowing sentences.sentences. 1: Ask students to
6、 complete the sentences and work in pairs. (1)A:我认为不应该允许十六岁的孩子开车。 I dont think sixteen-year- olds_ _ _ to drive. 我同意。他们还不够严谨。 B:I agree. They _ _ enough. A: 你认为应该鼓励青少年去自己做决定吗？ Do you think teenagers _ _ _ to make their own decisions? 不，我不认同这个。青少年还太小不能自己做决定。 B: No, I dont agree with this. Teenagers a
7、re _ _ _ make their own decisions. (2)A: 不应该允许青少年去做兼职。 Teenagers _ _ _ _ to have part-time jobs. 不，我不同意。他们可以从工作当中学到很多。 B: I disagree. They can _ a lot _ working. A: 你认为如果不用闪光灯的话可以允许我们拍照吗？ Do you think we _ _ _ to take photos if we dont use a flash. B:如果不用闪光灯的话，那么拍照是可以的。 If you dont use a flash, then
8、 it may be OK. 设计意图：设计意图：通过对 GrammarFocus 进行改编设计，增加学生的学习趣味，并让学生感知语法重 点，总结，操练语法重点，达到掌握语法的目的。 Step3Step3、GrammarGrammar： TheThe passivepassive voicevoice ofof a a modalmodal verbverb 1.Show some sentences to review“passive voice” 1）Shewatersthe flowers every day. The flowers are watered by her every d
9、ay. 2）Shewateredthe flowers yesterday. The flowers were watered by her yesterday. 3）Sheshouldwater the flowers every day. The flowers should be watered by her every day. 2.Ask students to answer these questions. 1). 含有情态动词的被动语态的结构为：情态动词+_+及物动词的_。 2). 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_变成被动语 态的主语。 3). 变为否定句时
10、只需要在情态动词后加_。 4). 变为一般疑问句时只需把_提到句首。 3. Ask students to do the following exercise. 1). I can finish the work. 被动语态：The work_ by me. 一般疑问句：the workby you? 2). We should plant many more trees. 被动语态：Many more treesby us. 一般疑问句：many more treesby us? 3). Sixteen-year-olds should be allowed to drive. (改为否定句
11、) Sixteen-year-oldsto drive. 4). I think the work should be done at once. (改为否定句) Ithink the workat once 设计意图：设计意图：通过练习题训练含有情态动词的被动语态，培养学生小组合作能力与答题能力。 Step4Step4、TaskTask 2 2 4a4a RewriteRewrite thethe sentences.sentences. I design the 5 sentences into challenges and ask students to choose. 1. You m
12、ust clean your bedroom every day. Your bedroom _. 2. Parents should encourage teenagers to do social work for their community. Teenagers _. 3. Can Lucy do her homework tomorrow instead? Can _? 4. Do you think we must keep teenagers away from the Internet? Do you think teenagers _? 5. Parents should
13、give teenagers chances to make their own decisions. Teenagers_. 设计意图：设计意图：将五个题设计成挑战题的形式，吸引学生的兴趣。 Step5Step5、TaskTask 3 3FillFill inin thethe blanksblanksandandansweranswer somesome questions.questions. 1） Fill in the blanks with thecorrect forms of the words in brackets. Should teenagers _ (ask) to
14、move out ，when they start_ (work)? In many Western countries, teenagers _ (allow) to move out at eighteen . Theirparentsbelievethattheyshould_(educate) to take care of themselves from a young age. This way, when they _ (start) working they can manage their own lives. However, in most Asian _（society
15、）, it is not common for teenagers to _ (move) out. Chinese parents believe that it is _ (good)for children to live with parents _ (whom,)can _ care of them. But the young should then look after their parents as they get older. That is why many Chinese adults _ (continue)live with their parents. 2）Tr
16、y to answer some questions. 1.What are teenagers allowed to do in Western countries when they are eighteen? 2.Do teenagers move out in most Asian societies? 3.What do Chinese parents think about it? 4.Why do many Chinese parents continue to live with their parents? 设计意图：设计意图：将内容加深了难度，培养学生的能力，使学生能更好的
17、掌握本节课的知识 Step6Step6、YouYou andand youryour friendfriend areare startingstarting anan EnglishEnglish club.club. MakeMake a a listlist ofof rulesrules aboutabout whatwhat shouldshould andand shouldshould notnot bebe allowed.allowed. Make a list of rules for an English club. Should be allowedShouldnt b
18、e allowed 设计意图：设计意图：通过设计规则训练学生口语能力，培养学生小组合作能力。 Step7Step7、SummarySummary 1. make ones own decision 意为“自己做决定” 。 2.Keep away from 意为“避免接近，远离” 3. chance 可数名词，意为“机会；机遇” ，其后可接 to do sth.或 of sth.。 4.manage to do sth “设法做成某事” ，强调结果。暗含“做成了某事”之意。 设计意图：设计意图：强调重点知识，使学生能牢记知识，并能运用。 Step8Step8、ExerciseExercise 1
19、. Children shouldnt be allowed_ (swim) in the river. 2. Math must _ (study) well. 3. How many magazines _ (can borrow) in your library every week? 4. I think your idea isnt good. I _ (agree) with you. 5. Teenagers should not _ (allow) to drive. 6. Maria found a volunteer work this summer for this _
20、(社区). 7. Lin Tao thinks he is old enough to make his own _ (decide). 8. The young man asked the headmaster to give him another _ ( 机会)to study here. 设计意图：设计意图：巩固所学的知识，检测学生的学习情况。 Step9Step9、HomeworkHomework 1. Master what you have learned in this lesson. Learn to make sentences with “情态动 词+be+及物动词的过去分词”. 2. Preview the new words we will use in the next lesson. 设计意图：设计意图： 检测学生在课后是否能基本运用本堂课的目标语言，体现对学生的可持续性评价。
