1、教材分析本单元的核心话题是“规则”，主要是围绕青少年允许做某事、不允许做某事进行讨论，引导学生表 达自己的观点。 B1（1a-1e）为听说课，在 A 部分的基础上，讨论学生的日常规则以及对一些违规现象的看法并陈述 理由，话题很贴近学生。 Unit7 的语法是情态动词和被动语态的搭配使用（should be allowed to do），安排在被动语态 Unit 5/6 单元后面讲授，学生很容易理解。 学情分析学生对于校园规则话题大都非常感兴趣，也有很多的讨论素材；有了被动语态学习的基础，学生在情 态动词和被动语态的搭配使用上不存在太大障碍。 教学目标1. 知识与技能 By learning,
2、students can use the words and the target language to communicate with others. By listening, students can get the key information while listening to the conversations. By speaking, students can use the target languages to describe the rules, express ones opinion, give some advice，and try to think cr
3、itically. 2. 过程与方法 Students cooperate in groups, do some role playing and group works. Try to speak more. 3. 情感态度与价值观 Students learn to share the opinions with group members and express their own ideas. Students can give suggestions to others who broke the rules. Students learn about the importance
4、of keeping rules. 教学重点Key words and expressions: Do you ever get to school late? Yes, I always/ usually/ sometimes/ never get to school late. We are not allowed to get to school late. Peter should (not) be allowed to take the test later. Grammar: modal verb + passive voice: should be allowed to do 教
5、学难点 Describe the rules and express ones opinion, give reasons aboutAgree or Disagree. Some students have difficulties in expressing themselves. 教学环节教学内容教学内容教师活动教师活动学生活动学生活动设计意图设计意图 情境导入Lead-inShow the video, let students think: What did the police officer do? Why did she do this? Watch the video and
6、 think aboutthe questions. 通过的 视频片段，导入本节 课中心话题：规则， 学生较感兴趣，课堂 气氛活跃， 。 引出“规则无处不在” 这一话题，贴近学生 生活，易于营造出浓 郁的英语学习氛围。 感悟新知 Learn the new words and the new sentences. 1.Sentences: Dont get to school late; Dont eat in class/ Dont smoke; 1. According to the pictures, let students say the school rules and lead
7、students have a brain storm to think about other school rules, by using the key sentence: be not allowed to do sth. 1. Say the school rules and think about other school rules in a group work. Talk about the rulesindifferent places. 这一环节是对语言知 识的操练，帮助学生 直观、准确的感知理 解语言项目。 1. 引导学生根据图片 说 出 对 应 的 校 园 规 则，直
8、观掌握目标语 Dont wear earrings; We are not allowed to 2.Topics: Talk about the rules in different places. Do you ever break the rules? Ifyoubreakthe rules, whats the result? Talk about the rules in different places. 2. Do you ever break the rules? Guide the students to have a pair work. 3. Ifyoubreakther
9、ules, whats the result? Organize a group work. 2. Talk about whether they ever break the rules in pair work. 3. Talkaboutthe result if they break the rulesindifferent places. 言； 引导学生小组讨论 其他的规则(校园规则 不同场所的规则)， 开拓学生思维，更好 的运用目标句型：We arenotallowed to 2. 引导学生联系自身 实际，讨论自己是否 曾经违法过规则。靠 近学生生活，体现语 言交际的真实性。 3.
10、引入小组活动：违 反规则的后果。提高 学生的课堂参与度， 帮助学生树立基本的 情感价值观。同时， 为听力和对话输出做 铺垫。 听说体验Section B 1d Listen and match. Listen again and fill in the blanks. 1.Pre- listening：Lead in and show the background of the listening material. 2.While- listening: Give the task and guide students get more listening skills. 3.Post-li
11、stening:Checkthe answers. 1.Listen and match, check the answer. 2.Listen and fill in the blanks, check the answer. Try to get more listening skills. 本环节，首先依据教 材，对听力材料进行 整合分析。 1. 听力的第一项任 务，目的是通过句子 搭配，使学生对听力 材料有基本感知。 2.听力的第二项任务 是填空，在第一个任 务的基础上，使学生 了解听力情境和对话 内容，发展学生在听 力中捕捉信息的能 力，由口头转到笔头。 话题讨论Should Pet
12、er be allowed to take the test later? 1. Show the key sentences and organize the group work. 2. Organize a free talk: count the reasons of each sides. 1. Group work to show ones opinion and give the reasons. A:I think Peter should B:I dont agree. I C： I think 本环节，依据听力材 料进行话题讨论。 各抒己见：引导学生 依据听力，陈述观点 并
13、给出理由。让本节 课的话题联系成一个 综合话题，更加实际 和生活化。 D： In my opinion, 2. Have a free talk: Students give their opinions and show their reasons. 生活拓展Some people are against the rules. Choose one scene to makeashortmovie. Pleaseshowyour opinion, and give the advice. 1. Lead in the background and show the different sce
14、nes. 2.Guide the students to make a conversation. 3. While group work, give students some directions. 1. Understand and choose one scene to make a conversation in group, they can also make a scene by themselves. 2. While others are showing, listen carefully and help to correct the mistakes. “用中学，学中悟
15、” 。 本环节假设学生是导 演，引导学生根据模 拟场景（学校、工作 单位、 家庭、 图书馆） ， 也可自定义场景，以 微电影的形式组编对 话， 表达自己对不同 规则的观点，并给主 人公提出合理建议。 走出教材，引导学生 在真实的语境中运用 语言，增强语言的表 达能力。 不同的场景，不同的 难度，不同的小组加 分，使学生在学习的 过程中，体验快乐， 收获兴趣。展示环节， 引导学生乐于倾听， 乐于分享，这也是培 养学生情感价值观的 体现。 观点辩论If someone has reasons, should he be allowed to break the rules? 1.Organizet
16、hedebate competition. 2. Give students some guides while they are debating. 1.Groupworkto showonesopinion and give the reasons. 2.Haveadebate competition: Students give their views and show their reasons. 本环节在小组分场景 表演对话的基础上， 通过辩论赛的形式， 使学生集思广益，充 分思考规则的意义， 提高语言运用能力, 培 养 学 生 的 辩 证 思 维。同时，激励学生 自觉维护规则，达到
17、 本节课情感教育的目 的。 激励学生 Motivational Language If there are no rules in the world, what will happen? Our world will be in a mess. Anation has its rule and a family also has one! 国有国法，家有家规 No rules, no games. 没有规矩不成方圆 Keep the rules, and nothing can go wrong. 按规矩办事情就不会出差子 作业布置Talk about one unforgettable t
18、hing about rules, then write it down. 板书设计Unit 7 Teenagers should be allowed to choose their own clothes.Section B (1a-1e) 1. Rules: We are not allowed to 2. Event: Do you ever break the rules? 3. Result: I will/ may 4. Advice: You can/ could 课后反思本节课预设达到的目标为通过“不同场所的规则”这一话题来理解情态动词+被动语态，并能根据课 堂内容和要求表达自己的观点， 最终举一反三能够延伸话题运用到实际生活中去。 学生整体表现不错， 基本达到了预设目标。但学生对于表达自我观点的语言储备不足，需要通过课堂听说和日常积累进行 更好的锻炼和延伸。
