Unit 7 Teenagers should be allowed to choose their own clothes 说课稿

第1课时 说课稿

各位评委老师，上午好！

我是 号考生，我今天说课的题目是《Unit 7 Teenagers should be allowed to choose their own clothes》。我主要从教材分析、学情分析、教学方法与策略 、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。

一、教材分析

（一）教材的地位及作用 1、新目标英语教材概述

《新目标英语》教材的语言教育理念是：知识用于行动，强调语言应用，培养创新、实践能力，发展学习策略。它采用任务型语言教学（Task-based Language Teaching）模式。教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。每一单元由四个版块构成：Section A（基本的语言知识）、 Section B（知识的扩展和综合的运用）、Selfcheck（学生自我检测本单元所学的语言知识）、 Reading（为了加强学生的阅读能力的大量语篇输入）。

2、单元分析及教材处理

本单元以rules为中心话题，让学生学会谈论允许和不允许做的事情；应该被允许和不被允许做的事情；能够针对被允许和不被允许做的事情发表自己的观点，并且能叙述同意或不同意的理由。本课时的内容为Section A 1a-2c，及Grammar Focus。这一节可分为两个模块：第一模块围绕What should teenagers be allowed to do?这一话题展开思维（1a）、听力（1b）、 口语 (1c) 训练；第二模块围绕“agrees” and “disagrees”进行听力（2a-2b）、口语 (2c) 训练，并就所学语言结构进行总结（Grammar Focus）。这课时的重点任务是导入新的语言，即New function presenting。

（二）教学目标的确定

根据《英语课程标准》关于总目标的具体描述，结合第7单元的教材内容，我按语言目标、认知目标、情感目标三个方面将本课时的教学目标细化：

1、语言目标

（1）语言结构：含情态动词的被动语态 should be allowed to

（2）语言功能：谈论规章制度；表达同意或不同意。 （3）知识目标：

词汇：allow, drive, pierce, driver, license, silly, earring, instead of等。

句型：I think students should be allowed to go out with their friends. (P18) I agree. / I disagree. (P19)

Do you think sixteen-year-olds should be allowed to work at night? (P19) No, I don’t think so.

2、认知目标：掌握关键词汇和目标语言。

3、情感目标：学会谈论自己应该被允许做的事情和不应该被允许做的事情。学生勇于发表自己的观点和意见，表达同意和不同意；学生明白接受父母、老师的合理化建议，对他们成长的重要性。

（三）教学重点及难点的确定 重点：

1、如何运用 should be allowed to 结构表达自己对各种规章制度的看法。

2、表达同意和不同意。

难点：含情态动词的被动语态结构should be allowed to。 二、学情分析：

1、学生学情分析：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。

2、本单元学情剖析：

主题：谈论规章制度；表达同意或不同意。

学生让辩论一些学校规章制度，例如学生是否应该在学校使用手机、学生是否应该穿校服等。学生在使用所学目标语言进行辩论时，教师要不断鼓励学生，让学生勇于发表自己的真实观点和想法，增强学生开口讲英语的自信心。这样既能巩固所学知识，又能提高解决问题的能力以及综合运用语言的能力。

三、教法渗透： 1、教学设计思路：

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。因此本节课我将始终引导学生通过完成具体的任务活动来学

习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用（Learning by using, learning for using）。

2、教学方式和手段：

任务型教学法、多媒体辅助教学、情景交际教学法等。 3、学习方法指导：

本节课将在课堂活动中把学生分成两人或四人的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。

四、教学流程： 教学活动 Warming- up （热身） 教 学 内 容 1、Free talk.通过和学生的交谈，询问学生的衣服是谁买的。再问其余学生：谁可以自己做主买衣服？ 2、通过投影，展示以下活动名称:Go out at night , take mobile phones to school ，do homework with friends，have part-time jobs.学生四人一组活动，各自谈论在家能做哪些，不能做哪些。 1、Introduce the new structure -be allowed to .通过投影，呈现新结构“is allowed to ”和由熟悉的结构引入新的结构，有助于学生理解； 通过学生感兴趣的内容引入新知; 多媒体呈现的图片形象生动，能让学生保持学习新知识的兴趣。 设 计 思 路 这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。 Presentation “isn’t allowed to ”来替换“can do” 和“can’t （呈现） do”。 2、教学1a .进一步介绍带有主观态度的新结构。然后，让不同的学生发表意见——agree or disagree. Why? 这一节特别要注意帮助学生理解中1a的句子。 3、教学 1b、2a、2b听力训练。在听力练习之前，应先帮助学生明确要求，并且给出一定的指导。 让学生带着问题听录音能提高学生听的质量和信心。 Consolidation and Extensive （巩固和拓展） 1、教学1c、2c. 学生列出青少年应该被允许做的和不应该被允许做的事情，列表之后分两人或四人小组进行free talk。然后，叫几组学生展示他们的对话。 创设贴近学生实际情况的情境，能激发学生的参与意识，巩固本课的新知。 2、Grammar Focus .用多媒体课件展示本节内容。 叫几个学生先大声朗读，再看看学生在语句的理解上有什么疑问，尽量在课堂上解决。 学生参与活动后再让学生反思本节课的语法焦点，对学生在任务活动中的语言失误进行纠正，使学生保持学习信心。 Extra -work （课外延伸） 1、用结构be (not) allowed to do 列出课堂上没有介绍的一些事情。 2、准备明天的辩论：Should students be allowed to use mobile phone? 由于Section A的环节较多，一节课要全部完成不大可能，因此我将最后一个环节“辩论”作为作业，将课堂小组活动延伸的课外。

Teenagers should be allowed to choose their own clothes. Section A3a-4说课

一、设计背景

“国有国法、家有家规”，这是每位学生鄢熟的理念。但用英语怎样准确地表达是本课的任务所在。但教师不采用说教的方式强制学生了解，而是为学生设立一个平台， 让学生在课堂上通过对校规或家规的讨论，明确自己该做什么，不该做什么，培养学生正确的是非判断力，增强遵守规定的意识。并将这份责任持续到课外，利用合作探究的形式来制定新的班规。

二、设计理念

本课教授情态动词和含有情态动词的被动语态为导线，在课堂上教师把主动权交给学生，以听说训练为主线，通过竞赛、讨论、演练等一系列教学活动，旨在提高学生的综合语言运用能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，培养学生正确的是非判断力，增强遵守规定的意识。

三、设计特色

（一）“竞赛式”教学

所谓的“竞赛式”教学，即是利用初中学生人人都有的追求成功、展示自我的心理，构建一种使学生积极参与活动的课堂机制。在课堂教学中通过各种竞争手段，使学生激励进取，张扬个性，调动其内在的学习动机。从而使学生学得主动，学得愉快，学得扎实。通过比赛能刺激学生快速反应，积极用英语进行聆听、思考、判断和排除，自觉快速地运用语言知识，使事态往自己所希望的方向发展，去享受运用语言的乐趣和获胜后的成就感。通过比赛可以使班上形成一个良性的竞争环境，增强学生的集体荣誉感和团队合作精神。

（二）小组合作学习

合作学习就是以小组为基本组织形式，学生在其成员能力各异的小组中从事学习活动，小组成员互相帮助，共同达成学习目标的活动。通过互相合作，小组成员为共同达到学习的预期目标而互免、互助，进行足够的交流和良好的沟通。小组合作不仅给学生提供了大量的口头操练的机会，而且是一个相互交流和学习的过程，学生们通过互相配合，培养了团结协作精神，体会到了共同攻克难关，分享快乐的愉悦。

（三）探究式学习

在本课后，教师要求学生以探究的方式用英语制定本班的新班规，让学生通过自己的努力和亲身的体验，主动获取知识或信息，应用知识或信息去解决问题，完成交际任务，做到了“We can’t teach the students, but we can teach our students teach themselves”。

四、教学流程

（一）教学内容：Section A3a---4 （二）教学目标：

1、语言目标：通过谈论校规或家规， 巩固“allow somebody to do something”（ 允许做某事） 和“should be allowed to do something”（应该被允许做某事）的用法。

2、能力目标：能正确使用情态动词和含有情态动词的被动语态（should be allowed to do something ）结构表达自己对事情的看法和观点。

3、策略目标：培养学生在讨论中发展自己的创新能力和合作精神。

4、情感态度目标：通过对校规或家规的讨论，明确自己该做什么，不该做什么，培养学生正确的是非判断力，增强遵守规定的意识。

（三）教学重点和难点：

1、重点：A. know how to use “should be allowed” B. talk about what they are allowed to do

2、难点：talk about the rules by using the target language （四）教学方法：

任务型语言教学法、小组竞赛法、小组合作法。 （五）教学过程

任务一：小组竞赛，导入新课 1. 值日生报告。

2. 以小组竞赛的方式复习上一节课的内容。

T: From the last period, we know that in our daily life teenagers should or should not be allowed to do a lot of things. Now please make a list of things you should or shouldn’t be allowed to do. Let’s see which group can do the best.

S1: We should be allowed to do what we like.

S2: Teenagers shouldn’t be allowed to sleep in class. S3: I’m allowed to watch TV for an hour every day.

S5: Students should be allowed to surf the Internet if they need. ……

（根据初中生好强的性格特征，采用小组竞赛的方式复习，既可活跃课堂，又可以激活学生的思维，激发学生的求知欲和参与意识，调动学生的学习积极性，同时为下面的阅读做热身准备。）

3. 阅读并完成表格。

T: You really did a good job. It’s very interesting. Different houses may have different rules. Now let’s read a conversation between Sun Fei and Wu Yu. They’re talking about their house rules. First read after the teacher or the tape, then fill in the chart with your partners.

（有了前面的竞赛活动做铺垫，易于学生把握对话内容，而且集体跟读和分组阅读讨论，让学生有充分的阅读时间，通过相互合作和教师指导，使任务简单化，让学困生有了成就感。）

4. 结合学生所填的表格内容，帮助学生用第三人称的形式复述对话内容。

（口头复述可以为学生提供运用语言的机会，提高学生概括语言的能力，促使学生语言知识向语言技能的转化，有助于语言学习的巩固和深化。）

任务二：分组讨论，生生互助

教师用多媒体展示相关信息，引导学生分组讨论。每组有4个人，人人参与，各抒己见。小组长主持并作笔录，教师巡查指导。

T: Now I’d like you to talk in pairs about your own rules at home. You can use the information in the chart.

S1: I am allowed to play basketball after school. S2: I’m not allowed to stay up late on school nights. S3: I have to babysit my younger sister on Sundays. S4: My mother lets me go shopping on Sundays. ……

（让学生通过家里的实际情况互相沟通，使之在训练中熟练掌握基本的被动语态和带有情态动词的被动语态。并通过讨论培养了学生探究问题和自主解决问题的能力，同时培养了学生的团队精神。）

任务三：角色表演，巩固提高

T: Have you finished discussing your family rules? OK, I’ll ask some pairs to act out their dialogues.

Sample dialogue:

SA: What rules do you have at home?

SB: Well, I have lots of rules at home. I’m not allowed to play computer. SA: Neither am I. But I think we should be allowed to surf the Internet. SB: I can choose my own clothes. What about you?

SA: I’m not so lucky as you. My parents buy everything for me.

SB: I think we should be allowed to make our own decisions. Do you think so? SA: I agree with you. But sometimes we can’t.

（分角色扮演，激励学生运用所学知识联系实际进行谈论。通过思考、讨论、交流和合作等方式，学习和使用英语，完成学习任务。）

任务四：课外探究，任务提升

为了使学生能创造性地使用语言，让学生在说中学，灵活运用所掌握的句型拓展内容，我让学生在课后运用所学知识用英语制定出本班的新班规。

五、设计评析

1、依据课程的总体目标并结合教学内容，本节课我设计了贴近学生实际的教学活动，让学生始终以积极的情感态度，在轻松愉快的氛围中学习英语，在语言交际过程中学会使用语言。

2、教师通过“任务型”的学习活动，精心设计各种任务，以任务为载体，搭建意义交流舞台，创设各种情景途径，创建各种情感体验机会。通过教学，进一步发展学生基本语言运用能力，激活学生的英语思维，保持英语的学习热情,使精心设定的教学目标 的完成能水到渠成。例如，提高用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力；激发学生对事物深入了解的探究心理，逐步养成研究性学习意识。真正做到“为用而学，用中学，学了就用”。

3、在整个教学流程中，教师再也不是“一言堂”，而是处处鼓励学生运用 新的学习方式---自主学习、合作学习和探究学习。这是实施新课程最为核心和

最为关键的环节。在本课中，教师除了营造气氛、让学生体现自主和给予学生展示成功的平台，实现自主外，还组建学习小组，让学生学会多向交流、互相合作、取长补短，学会合作、理解、宽容、尊重别

人，塑造健全的人格。同时，对于奥运这一话题的挖掘，教师还用“课外”补充“课内”，让学生通过查找资料、制作新班规的方式，激发学生自主探究的兴趣。

4、教师在以促进学生发展为终极关怀的参照下，从不同的视角、不同的层面去看待每一个学生，注重培养和激发学生学习的积极性和自信心，对学生的学习成果进行及时的评价反馈和指导，让学生的综合能力得到了很好的训练。教师努力建立能激励学生学习兴趣和自主学习、合作学习、探究学习能力发展的评价体系。

Teenagers should be allowed to choose their own clothes. Section A说课

Hello, everyone! I’m PengHongjiao .I’m from Shaoha middle school of Yong Shun。.I’m glade to see you here, this is my teaching plan .

我说课的内容是〈〈新目标英语九年级上册〉〉Unit7 section A 的第一课时。根据《新目标英语》旨在培养和提高学生学习英语的兴趣，提高英语交际的能力，结合本单元内容，我设计了这堂课。

一、课程内容分析，教学目标确定

本课是Unit7的第一课时，其主要目标是用被动谈论发明的历史，掌握What, Who , When引导的一般过去时态被动语态的疑问句及其回答。

1、本课的目标语言是：When was it invented? It was invented in 1885.Who was it invented by?What are they used for? It was used for making a telephone call.

2、本课的知识内容是:名词，scoop, heel, slippers, microwave ,light bulb,形容词，adjustable, battery-operated, helpful, 短语，used for.

2、重要的单词和短语是：slippers, scoop, light bulb, microwave oven .be invented by, be used for

3、重点句型和语法是：When was it invented? It was invented in 1885.What was it used for? It was used for making a telephone call.

4、本课情感目标是:树立科学观念，培养积极探索，勇于创新的精神。 二、学情分析

本课话题是谈论发明的历史，在我们的生活中每天都使用一些生活用品，吃一些食物，他们都是前人的发明，那么他们是在什么情况下发明的呢？在我们的日常生活中，我们还要发明一些什么来改变我们的生活呢？这些都是我们感兴趣的话题。本课我们会用被动语态谈论这些问题。被动语态在本册书的Unit3 Teenagers should be allowed to choose their own clothes中学过，为本课作了很好的铺垫，我们将是复习和巩固被动语态。

三、教法分析

本节课采用听说结合的形式，活动设计首先是；谈论我们的书它是用纸做的，纸是谁发明的呢？学生们都学过历史，他们能一下子回答出这个问题，由这些问题导入听力练习，听力的主题：电脑----汽车----计算器---电话---电视这些常见的发明。再进入新鲜有趣的的发明：可调节后跟的鞋子，带电池的拖鞋，加热冰淇林的勺子，谈论他们被发明的时间和发明者。

在学习中培养学生积极探索，勇于创新意识，树立科学观念。 四、本课重点和难点

教学重点是学习和复习被动语态，掌握短语：be used for, be invented by. 教学难点是用被动语态描述发明的历史。 五、教学过程

1、1a拿出些小玩具，汽车，计算器，电话，电脑和电视的模型，自己在讲台上玩，学生就会站起来看，我就会问“What’s this? It’s a car. Who was it invented by? When was it invented? ”导出本课内容“I think the car was invented before the computer.”然后要学生猜测其他的几种物品被发明的时间先后顺序。

2、1b让学生听一段谈话找出他们被发明先后顺序，听出被发明的具体时间。

3、1c谈论他们被发明具体时间，学生们自由交谈，练习对话。抽查几组学生，检查练习的结果。 4、2a听谈话，按所听的顺序排列这几种物品。 5、2b再听一遍，把发明和他的用途以及发明连起来。

6、谈论他们的用途和发明者。然后自己在讲台上汇报他们谈论的结果。

7、让学生们拿出他们身边的发明，和他们所看到一些物品，谈论他们的用途和被发明的时间。让学生自己总结这节课的重点和难点。以及这节课的我们得到的启示。

8、课后作业；找出我们周围的五种发明，了解他们被发明的时间和发明者。用英文写一篇汇报短文。 以上是我说课的全部内容，望各位尊敬评委老师给予指点，各位同仁提出宝贵建议。谢谢！

Teenagers should be allowed to choose their own clothes. Section B 说课稿

我说课的内容是人教版《新目标英语》九年级上册九年级上册Unit 7 Teenagers should be allowed to choose their own clothes. Section B。下面我将从教材分析、学情分析、教学渗透及教学流程四个方面对本节课的教学设计进行说明。

一、说教材分析 （一）教材的地位及作用 1、新目标英语教材概述

《新目标英语》教材的语言教育理念是：知识用于行动，强调语言应用，培养创新、实践能力，发展学习策略。它采用任务型语言教学（Task-based Language Teaching）模式。教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。每一单元由四个版块构成：Section A（基本的语言知识）、 Section B（知识的扩展和综合的运用）、Selfcheck（学生自我检测本单元所学的语言知识）、 Reading（为了加强学生的阅读能力的大量语篇输入）。

2、单元分析及教材处理

本单元以rules为中心话题，让学生学会谈论允许和不允许做的事情；应该被允许和不被允许做的事情；能够针对被允许和不被允许做的事情发表自己的观点，并且能叙述同意或不同意的理由。本课时的内容为Section B 1a-3a,这一节可分为两个模块：第一模块围绕频率副词

alwaysoftenusuallysometimes等,以学生喜爱的电影演员成龙展开思维（1a）、口语 (1b) 训练；第二模块围绕“agrees” and “disagrees”进行听力（2a-2b）、口语 (2c) 分小组进行Groupwork活动，引导学生带着任务阅读3a,并让学生找出难点、疑点，然后完成任务，最后就所学语言结构进行总结。

（二）教学目标的确定

根据《英语课程标准》关于总目标的具体描述，结合第3单元的教材内容，我按语言目标、认知目标、情感目标三个方面将本课时的教学目标细化：

1、语言目标

（1）语言结构：含情态动词的被动语态 should be allowed to （2）语言功能：谈论规章制度；表达同意或不同意。

（3）知识目标：

词汇：study、present、experience、member、design、 opportunity、 volunteer、 local 、the other day、concentrate on、be good/bad for、keep happy、learn from、at present. 句型： the problem is that+句子、would you like to do sth. 、

It’s a good idea for sb. to do sth. 、have an opportunity to do sth. It would be a good experience for sb. 2、认知目标：掌握关键词汇和目标语言。

3、情感目标：学会谈论自己应该被允许做的事情和不应该被允许做的事情。学生勇于发表自己的观点和意见，表达同意和不同意；学生明白接受父母、老师的合理化建议，对他们成长的重要性。

（三）教学重点及难点的确定 重点：

1、如何运用 should be allowed to 结构表达自己对各种规章制度的看法。 2、表达同意和不同意。

难点：含情态动词的被动语态结构should be allowed to。 二、说学情分析

1、学生学情分析：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。

2、本单元学情剖析：

主题：谈论含情态动词的被动语态结构should be+及物动词的过去分词；表达同意或不同意。 让学生辩论一些学校规章制度，例如学生是否应该在学校使用手机、学生是否应该穿校服等及环境问题。学生在使用所学目标语言进行辩论时，教师要不断鼓励学生，让学生勇于发表自己的真实观点和想法，增强学生开口讲英语的自信心。这样既能巩固所学知识，又能提高解决问题的能力以及综合运用语言的能力。

三、说教法渗透 1、教学设计思路

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用（Learning by using, learning for using）。

2、教学方式和手段

任务型教学法、多媒体辅助教学、情景交际教学法等。 3、学习方法指导

本节课将在课堂活动中把学生分成两人或四人的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。

四、说教学流程 教学活动 Warming- up （热身） Presentation （呈现） 2、谈论电影演员成龙，复习频率副词alwaysoftenusuallysometimes等,学习1a,引导学生回忆自己所做的事。 通过学生感兴趣的内容引入新知; 多媒体呈现的图片形象生动，能让学生保持学习新知识的兴趣。 3.教学 1b，进一步巩固1a的内容， 两人一组free talk，然后，叫几组学生展示他们的对话。 4、教学2a、2b听力训练。在听力练习之前，应先帮助学生明确要求，并且给出一定的指导。 引导学生带着任务阅读3a,并让学生找出难点、疑点，然后完成任务。 Consolidation and Extensive 5、教学2c. 讨论Peter应该被允许做的和不应该被允许做的事情，分两人或四人小组进行free talk。然后，让不同的学生发表意见——agree or disagree. Why? 有针对性的训练，有助于学生理解； 让学生带着问题听录音能提高学生听的质量和信心。 有目的性的学习，能提高学生的阅读能力。 创设贴近学生实际情况的情境，能激发学生的参与意识，巩固本课的新知。 教 学 内 容 1、Free talk.通过和学生的交谈,询问学生的衣服是谁买的。再问其余学生：谁可以自己做主买衣服？ 设 计 思 路 这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。 （巩固和拓展） 6.讨论三个问题 1.What rules do you think should be changed in the school? Why? 2.Is our uniform beautiful? Is our uniform comfortable? Do you like to wear uniform? 3.What do you think of our environment? 学生参与活动，对学生在任务活动中的语言失误进行纠正，使学生保持学习信心。 Extra -work（课外延伸） 1、用结构should be+及物动词的过去分词列出课堂上没有介绍的一些事情。 课外延伸能开阔学生视野，提高学习兴趣。

Unit 7 Teenagers should be allowed to choose their own clothes. 说课教案

一、单元教材分析

本单元的话题有两个：Talk about what you are allowed to do和agree and disagree。这两个话题均围绕着社会生活中不同的“规矩或习惯”来展开话题，引导学生正确使用be allowed to do来表达“允许或不允许”。通过be allowed to来表达学生自己的观点，培养语言的运用能力；同时了解一些学校、周围环境等的制度和要求，以及对学生学习上的指导。本单元的主要语法项目是含情态动词的被动语态，结构为：情态动词+be +过去分词。

二、教学目标 知识技能

1. 结合生活中，尤其是自己身边的事例来“be (not) allowed to do sth.(允许做某事与不允许做某事)”的基本表达方式。

2. 在听、说基本过关的情况下，开展读、写等的训练，明确听说领先，读写跟上的原则。 3. 学会如何判断他人的观点，并表达自己对此观点的看法。会学表达agree和disagree。

4. 通过课前的资料收集、课堂提问和分析，掌握常见的一些家庭、学校和公共场所的一些行为习惯要求和制度，辨别日常生活中的是与非，了解中学生的行为习惯准则。

情感态度

1. 能积极参与pair work和group word的双向及多项英语实践活动，培养对英语的兴趣，提高学生的求知欲望。

2. 培养学生了解各种制度并认真准守德心态，培养学生克服困难的意志，树立正确的社会功德心态，建立和谐家庭和社会。

3. 通过教学活动，提高学生对学习、家庭、学校和周围社会生活的认识，树立良好的社会意识。 学习策略

1. 引导学生做好预习工作、指导学生如何做课堂笔记、及时有效地完成课后作业。

2. 引导学生如何做到上课专心听讲，勤于思考，培养学生分析、归纳语言材料的能力，树立其正确、积极的学习心态，拓展其学习思路。

文化意识

对比中国和西方国家中关于习俗的不同理解和要求，加强学生对西方文化习俗的了解和鉴别能力。 三、教学重点、难点

1. Words and phrases: license, silly, study, present, experience, member, sleepy, reply, achieve, race, taught, succeed, point, importance, etc.

instead of, stay up, concentrate on, at present, reply on, in the way, care about, etc.

Sentence Pattern:

I think students should be allowed to do homework with friends. Sixteen-year-olds should not be allowed to drive. They talk instead of doing homework.

Do you think sixteen-year-olds should be allowed to choose their own clothes?---Yes, I do./ No, I don’t.

2. 含有情态动词的被动语态的构成及基本用法。 四、课时安排（六课时） 1. 第一课时：Section A (1a～2c) 2. 第二课时：Section A (3a～4) 3. 第三课时：Section B (1a～2c) 4. 第四课时：Section B (3a～4) 5. 第五课时：Self check 及复习 6. 第六课时：Reading 五、教学方法与学习策略

教学方法

1. 教学中体现教师的主导和学生的主体意识，加强学生的参与意识，使学生在参与、合作与交流中学习；

2. 明确每一课时的具体任务，又重点地展开教学活动，促进学生的主动学习并提高其学习的进取心，锻炼学生在活动中团结协作的能力。

3. 在互动的教学中，真正体现任务型的教学模式，组织好每节课的pair work 和group work, 通过会话训练提高口语表达能力，通过词语的掌握，培养学生的写作能力。

学习策略

1. 充分利用好课堂的pair work和group work，让学生边学边用，学以致用，以学促用，从而使学生学习英语增加一定的主动性和自觉性。

2. 培养学生的课堂听课能力，掌握一定的学习技巧和能力；

3. 鼓励学生在学习中互帮互助，在相互的问与答中完善学习，提高学习效率。 （The First Period） 一、教学内容

1. Words and phrases: pierce, license, silly, earring, instead of, etc. 2. New patterns:

I think students should be allowed to do homework with friends. Sixteen-year-olds should not be allowed to drive. I agree. / I disagree. 二、教材分析

本课时以听说为主，在训练好听力的基础上，进行适当的口语训练，为后面的书面表达训练打下基础。本课时的主要任务就是通过日常生活中的某些规定或要求，来训练be allowed to do sth.的句型，因此在使用这一句型时，一定要结合生活实际，用学生身边的规章制度来训练be allowed to do sth.的句型。同时，学会表达自己的观点：I agree祸I disagree/ I don’t agree.

三、教学目的和要求

1. 掌握并能基本运用本课时的主要词汇、短语和句型的基本用法，学会be (not) allowed to do sth.(允许做某事和不允许做某事)的表达方式。

2. 学会判断使用I agree和I disagree / I don’t agree；

3. 了解中西文化的差异,尤其是家长在对中学生管理方面的不同。 四、教学重点和难点

1. 口头上正确掌握be (not)allowed to do sth. 的用法； 2. “get something + 过去分词”的用法。 五、教学过程

T—teacher S—studentSs—studentsBb—blackboard

Step 1 Warming-up

Make a list in Chinese on the Bb, and see how many regulations exist in their homes and another list about the ones in their class. Try to push all the Ss to think about them.

After that, make some sentences with “should, shouldn’t”, such as: We should do homework every day.

We should not play computer games too much. We should have some free time on school days. etc. Then, help the Ss to use: be allowed to …, such as: We should be allowed to study in groups. We should be allowed choose our own clothes.

Students shouldn’t be allowed to get their ears pierced, etc. Ask Ss to make more sentences according to the regulation lists. Step 2 Presentation

After the Ss have made enough sentences, ask them to turn to page 18. And read 1a.

Ask the Ss to read the five sentences first, and see which statement they agree and which they disagree. If possible, ask them for their ideas about what they disagree.

Present some pictures of flashcards, on which Ss can see some behaviors or regulations, such as: going shopping with friends, playing computer games in the computer rooms, copying others’ exercise, playing sports with friends, etc.

Try to make the Ss make more and more sentences with “should be allowed to…, should not be allowed to…”.

Step 4 Listening

Listen to 1b first to tell T or F.

Listen again and try to help the Ss retell each sentence before checking their answers. Listen to 2a, and check their answers.

After listening for the first time, check their answers. If their answers are disagree or doesn’t know, listen

again, and ask the Ss to tell what the original sentence is. In this way, T can know if the Ss can understand the conversation.

Listen to 2b. After listening, ask the Ss to repeat the five sentences together for three times, and see if they can recite them in such a short time. (T helps as much as possible).

After listening, ask the Ss to read the transcript for some time. Step 4 Making conversation

Ask the Ss to use the words and phrases in 1c and 2c. Follow the conversation in 2a and 2b, try a shorter conversation. “should be allowed and should not be allowed” must be used in their conversations.

Samples likes:

A: Do you think teenagers should ….? B: Yes, I agree….

A: Do you think teenagers should …? B: No, I disagree. …. Step 5 Summary Come to Grammar focus. Write on the Bb:

I think students should be allowed to do homework with friends. Sixteen-year-olds should not be allowed to drive. I agree. / I disagree. Step 6 General training Do the following exercises orally. 将所给汉语译成英语

1.应该允许学生和朋友一起外出。 2.不应该让学生穿耳洞。 3.16岁的孩子不应该允许开车。 4.应该让学生按小组一起学习吗？ 5.男学生不应该留长发。 Keys:

1. Students should be allowed to go out with their friends. 2. Students shouldn’t be allowed to get their ears pierced.

3. Sixteen-year-olds should not be allowed to drive. 4. Should students be allowed to study in groups?

5. Boy students shouldn’t be allowed to keep / have long hair. Step 8 Homework

After the Ss finish the exercises above orally, let them copy these exercise down in their work book. 六、教学反思

1. 本节课对日常生活习惯和生活准则，提醒并安排学生用英语思考问题，使学生能主动地在互动中学习英语，掌握基本技能。

2. 课堂内容始终围绕在“听”和“说”之间展开，有利于学生主动思维，但如何解决动中有静的问题却值得思考。

（The Second Period） 一、教学内容

1. Words and phrases: stay up, go to the movies, to be home, by 10:00pm., get my ears pierced, go out on school nights, etc.

2. New patterns: So do we.

I have to be home by 10:00 pm. I’m not allowed to get my ears pierced. I’m not allowed to go out on school nights either. 二、教材分析

本课时以阅读对话为中心内容，检测学生的对话阅读能力和会话能力。通过对对话内容的阅读，培养学生灵活运用语言的能力，并掌握其中的个别重点句子。通过听、读训练来表达如何运用英语表达家庭中的不同“规矩”。

三、教学目的和要求

1. 培养学生通过身边的事例来灵活运用语言的能力； 2. 掌握stay up的用法及相关句型和短语的用法。 3. 提高学生阅读对话的技巧和运用交际英语的能力。 四、教学重点和难点

1. 含有allow的被动语态用法（一般现在时）； 2. 如果通过听力训练来掌握对话的中心内容。

3. 重点词语和句型的用法：stay up, by, get my ears pierced I’m allowed to go to the movies with friends on Friday nights. I’m not allowed to go out on school nights either. …is allowed to stay up until 11:00 pm. 五、教学过程

T—teacher S—student Ss—students Bb—blackboard Step 1 Revision

Check the five translation sentences. And see if the Ss need help. Pick up “should be allowed to …”, and write it on the Bb.

Ask some students to make some more sentences with it, and write one or two on the Bb for later use. Step 2 Listening

Listen to the tape for the first time. Ask some easy questions like:

1. Do Sun Fei and Wu Yu have a lot of rules at their homes?

2. Are they allowed to go to the movies with friends on Friday nights? 3. When does Sun Fei have to get back home? 4. Is Wu Yu allowed to choose his own clothes?

Easy questions are of help for the Ss to focus their attention on the listening material.

Then listen again for the chart filling in 3a. After the Ss finish their work, ask one or two to read out their answer and check them.

Step 3 Read and Practice

Ask the Ss to read first in chorus, and then by themselves for some time until the Ss stop reading. Ask more questions like: What are they talking about?

What rules are the same in their homes?

Is Sun Fei allowed to go shopping with his friends on Saturday afternoons? What do Wu Yu’s parents think about getting his ears pierced?

Help the Ss to get the answers. If they can’t answer them all, get them to read once again until they get the right answers.

Then ask the Ss to make conversation in class.

When the Ss get ready, ask some pairs to act it out in the front. If time permits, ask some more. Step 4 Explain some sentences

(1)I’m allowed to go to the movies with friends on Friday nights. (2)I have to be home by 11:00 pm.

(3)I’m not allowed to go out on school nights either. (4)…is allowed to stay up until 11:00 pm. Step 5 General training

Get the Ss to fill the blanks according to 3a, 3b and 4. 1. I am not allowed ____________(熬夜) on school nights.

2. My sister and I are not allowed ______________(也不让外出)at night _____. 3. I am asked to ______________(收拾)my room every day. 4. I have to get home _____________(12点之前)on weekends. 5. What ________ you __________(允许做) on school nights?

Keys: 1. to stay up2. to go out, either3.clean up4.by 12 pm.5. are, allowed to do Step 6 Homework

Use the rules in 4 to make some sentences. 六、教学反思

本节课通过“听”来熟悉对话，通过“读”来了解对话内容，通过“练习”来掌握对话的精髓，在执行这个教学的过程中有一定的难度，因此要结合学生的实际情况进行取舍。

（The Third Period） 一、教学内容

1. Words and phrases: get to school late, finish a test, fail a test, pass the test, take the test, be strict with sb. 2. New Patters:

Do you ever get to class late? I sometimes get to class late.

Peter should be allowed to take the test later. ? Parents should not be too strict with teenagers. 二、教材分析

本课时主要是以听和说的方式来谈论一些家庭和学校的“规矩和制度”,知道那些时可以做的，那些是不可以做的，让学生先从口头上了解这些规矩和制度，为后面的学习做好准备。

三、教学的目的和要求

1. 掌握短语be strict with sb.的用法，并介绍be strict in sth.的用法； 2. 学生能够根据所学的知识，了解用什么方式/句型来制定规章制度。

3. 多听，提高学生的习愿望，敦促学生开口说英语，用本课所学的知识来表达自己的意见。 四、教学重点和难点

1. 如何正确使用be allowed to do…这一句型（在不同时态中的被动语态运用）。 2. 如何获得听力技巧及口语技能的提高。 五、教学过程

T—teacherS—studentSs—students Bb—blackboard Step 1 Warming up

Check their homework first, and see if the Ss can make sentences by using the rules in 4, Section A. If possible, try to give some help.

If they can do the homework well, pick a sentence like “has to get up early on weekends” to make some sentences.

Do you ever have to get up early on weekends? Help the Ss answer: Yes, I do. / No, I don’t.

If the Ss can do it well, try to make some more, such as: has to stay at home on school nights, be allowed to stay up until 11:00 pm. etc.

Step 2 Practice

1a. by writing on the Bb or showing on the screen, show: get to class late, study with friends, finish a test early, worry that you’ll fail a test, etc.

Try to push the Ss to do this short conversation (by giving a short answer) well. Then ask the Ss to make some more sentences as they can.

Step 3 Listening

2a. Then ask the Ss to get ready for the listening.

For the first time, ask the Ss to circle the things in 1a. Check the answers.

Then, listen again. Try to push the Ss to retell the main sentences, such as I think I’m going to fail a math test.

I’m not allowed to get to class late… 2c

After that, listen for the third time, and see if the Ss can finish 2b.

If they can, ask the Ss to retell some useful sentences in the listening, and listen for the last time to see if some / most of the students can recite some parts of the conversation.

Step 4 Reading and reciting

Ask the Ss to read the tapescript. First teach the Ss to read, then ask them to read together. At last, leave some time for the Ss to read freely so that they can grasp the main meaning and recite some of the conversation.

Check the Ss if they can recite. Since it is not easy for most students to recite, it’s a better way to recite this conversation similar to a chain recitation.

Ask one S to recite first two sentences, and another S to recite the next two sentences, and so on. If possible the last few Ss can be asked to recite only one sentence.(On the way, some students may peep at their books, just let them do it. We only want them to practice more and recite as much as they can.)

Step 5 Group work

After checking the recitation of the tapescript, divide the Ss into some groups of 4—5, let them make sentences similar to 2c.

After they finish their statements, check some if possible.

Explain a little about “be strict with sb.” and “be strict in sth.” My father is strict with me. My father is strict in his work. Step 5 General training

Orally translate some sentences in class: 1. 应该允许他早点考试。 2. 我准备参加英语考试。

3. 她想和朋友一起学习，但没有得到允许。 4. 我们都不允许上课迟到。 Keys:

1.He should be allowed to take the test early.2.I am going to take the English test.3.She wasn’t allowed to study with her friends.4. We are not allowed to get to class late.

Step 7 Homework

Ask the Ss to recite the tapescript of 2a and 2b. 六、教学反思

本文是一堂完整地听说课，需要教师做好充分的准备和事前设计，是学生能积极投入到学习中去，但

如何能使所有的学生都能听懂所听内容，则需要教师认真分析，掌控课堂。

（The Fourth Period） 一、 教学内容

1.Words and phrases: concentrate on, study, design, present, at present, opportunity, volunteer, local, experience, member, etc.

2.New patterns:

The other day, my friend and I talked about the rules that we have in school. The problem is that all my classmates think the uniforms are ugly.

It’s also probably a good idea for parents to allow teenagers to study in groups during the evening. What school rules do you think should be changed?

We would feel more comfortable and that is good for studying. 二、 教材分析

本课时是以阅读为中心内容，同时掌握一些比较难的复合句结构。对一些难句子要加以适当地分析，使学生能较好地了解定语从句、表语从句及状语从句。

三、 教学目的和要求

1. 掌握部分重点词语和短语及相关用法。 2. 了解并基本能使用部分复合句句型。

3. 学会分析处理材料，表达自己的观点(agree 或disagree)。 4. 提高一定的阅读技能。

四、 教学重点和难点

1. 部分重点地理解和运用，尤其是有词性变化的单词。 2. 上面所提到的重点句型。

3. 如果根据已学知识制定一些规章制度。

五、 教学过程。

T—teacherS—studentSs—students Bb—blackboard Step1 Check homework

Ask some students to recite the tapescript in 2a and 2b. If possible, get Ss to recite in pairs so that they can do it better and not waste class time.

Step 2 Listen

First listen to the tape. For the first time, ask some very easy questions such as: 1.What is it about in the first paragraph? 2.What is it about in the second paragraph?

Then, listen again. Ask the five questions in 3a. Try to help the Ss to answer them in oral.

Step 3 Reading Turn to 3a on page 22.

Ask the Ss to read the text for about five minutes. Then read in chorus. At last, ask the Ss to write out the answers to the five questions.

Ask the Ss to read again, and tell them to list some questions about the reading. And ask them to work in pairs by asking and answering the questions they have designed for themselves.

Step 4 Explaining

List some sentences and explain a little because these sentences may stop them understanding the reading better. 1.The other day, my friends and I talked about the rules that we have in school.

2.The problem is that all my classmates think the uniforms are ugly.

3.Our teachers believe that if we did that, we would concentrate more on our clothes than our studies. 4.It’s also a good idea for parents to allow teenagers to study in groups during the evening. 5. Longer vacati0on would give us time to do things like volunteering. Step 5 Practice Role play.

Leave some minutes for the Ss to work in pairs and get ready for their conversation making. Ask some pairs act in the front. Step 6 Writing

In order to 4, Section B well, the Ss can be asked to discuss first with their partners and make their list. When they finish their writing, list them all on the Bb., and check their answers.

Step 6 Homework

Write down the students’ rules in the workbook. 六、教学反思

阅读文章的上课容易使课堂气氛比较沉闷，如何使阅读的教学既能使学生学到知识和技能，也能活跃课堂气氛是我们需要考虑的问题。

5. 第五课时：Self check 及复习

6. 第六课时：Reading

（The Fifth Period） 一、教学内容

1. Words and phrases: mess, old people’s home, sleepy, reply, newsletter, at least, have …of, reply to, etc. 2. New patterns:

You have to be 18 years old before you are allowed to drive a car. I can’t choose which pair of jeans to buy. They both look good on me.

I want to be a teacher when I’m older. 二、教材分析

本课时既是一节复习课，也是一节新课。本节课不仅要掌握几个动词及短语的用法，还要学习关于helping and learning中表达agree和disagree的用法及写书信中如何运用agree和disagree。

三、教学目的和要求

1. 巩固be allowed to do…句型的学习； 2. 掌握重点动词在句中的用法；

3. 如何想报社编辑陈述自己的观点（agree或disagree）。 四、教学重点和难点

1. 动词及动词短语的用法，如：finish, allow, choose, need, clean up, etc 2. 培养阅读技巧，尤其是如何捕捉关键信息。 3．如果就所阅读的内容向报社编辑反应情况。 五、教学过程

T—teacher S—student Ss—students Bb—blackboard Step 1 Warming up

Check homework and see if “be allowed be” can be found using in their homework. Then pick it out. Write it on the Bb. And ask the Ss to make more sentences with it.

If the Ss can do it well, introduce “choose” with an examlpe. And tell the Ss that both “allow” and “choose” can be followed by an infinitive.

Step 2 Doing exercises Self check 1

Ask the Ss to fill in the blanks first, and then check the answers. While explaining the answers each, tell the main uses of each words, such as: finish doing sth.; allow sb. to do sth.; choose sth./ choose sb. to do sth.; need to do sth./ need do sth./ need doing sth., etc.

Step 2 Reading

Ask the Ss to read Self check 2 for a while. After that, ask some questions about it, such as: 1. What did they do last year?

2. What job does the writer want to take when he grows older? 3. What does Tian Ge want to do? And how often? 4. How are the students on Friday afternoons? 5. What’s the main idea of this reading? Check the answers.

Make a list of the verbs in this reading, and see if the students can understand their meanings and know how they can be used in sentences. Some words should be paid more attention to: perform, help teach, would like to do sth., help others, etc.

If possible, ask the Ss to make some sentences with the words given above. Step 3 Writing

After the Ss read “Helping and Learning” for some time, ask them to writer a letter to the editor saying whether they agree or disagree with what it is said in the article.

If time permits, ask one or two Ss to come to the Bb and write theirs on the Bb so that T can correct them as an example.

Step 4 Just for fun

Ask the Ss what fun it is, and see if the Ss can understand what the fun comes from. Then tell the short story which comes Lessons 65, New Concept English II. Maybe in this way the Ss can understand where the humor is.

六、教学反思

本节课以练习为主，在练中巩固和掌握所学的内容。练习课总是有部分学生不能及时跟上教学步子，个别学生可能会注意力不集中，所以教学时要及时掌控每个学生的课堂学习积极性，使每个学生都能认真地完成教学任务。

（The Sixth Period） 一、教学内容

1. Words and phrases: obey, in the way, achieve, race, realistic, taught, importance, care about, succeed, point, etc.

2. New patterns:

Teenagers often think they should be allowed to practice their hobbies as much as they want / would like to. Of course we want to see Liu Yu achieve his dreams.

Now that he is getting older, he needs to think about what will happen if he doesn't become a professional runner in the end.

Being a professional runner is the only thing I have ever wanted to do. Only then will I have a chance of achieving my dream. 二、教材分析

本课时是阅读课，重点在掌握一定的阅读技巧（主动地阅读）和了解文章的主题内容（家长和孩子对某一观点的看法）。

三、教学目的和要求

1. 通过阅读扩大知识面和词语的运用。 2．如何阅读中学习新句型。

3. 训练学生如何在阅读的过程中捕捉重要信息，从而使自己的阅读更上一个台阶。 四、教学重点和难点

1. 掌握get in the way of, (be) serious about, spend time on sth.等的用法。 2. 时态的用法和各种复合句的使用及其中的时态搭配。 3．阅读技巧的提高。 五、教学过程

T—teacher S—student Ss—students Bb—blackboard Step 1 Learning strategy

What is “activating your language learning”?

Explain it in simple languages so that the Ss can understand better. Step 2 Section 1 Before reading

Discuss and explain how old a teenager is, and explain how the word is formed.

Ask the Ss the concentrate on the title, and ask the Ss’ answers. Then go on directly to the next step. Step 2 Section 2 While reading

Should I be allowed to make my own decisions?

1. Ask the Ss to read the text themselves for a while. Underline some setences which may stop them from understanding the text completely. (5 mins)

2. Ask some easy questions:

1). Why are parents worried about their kids’ hobbies? 2). Who is Liu Yu?

3). What does Liu Yu want to be?

4). Does Liu Yu agree with his parents? Why or why not? Check the answers while the Ss give their answers. Ask the Ss to read in chorus to get ready for some exercises. Step 3 After reading

1. 3a

Ask the Ss to find the three phrases in the reading, and make similar sentences according to them.

Ask the Ss if they know the similar expressions of the three phrases. T should give them some help to grasp the use of them. 2. 3b

Fill in the chart as much as possible. If they can do this right away, ask the Ss to scan the reading and find more examples. 3. 3c

Find a partner and discuss “Should Liu Yu be allowed to practice running?” give their opinions.

Step 4 Section 4 Go for it

Plan a schedule to balance the time needed for your schoolwork and your bohhies.

Find a partner first and fill in the chart after discussing with each other, and try your best to finish your writing in class.

Step 5 Homework

The Ss may not have enough time to finish their writing, so it can be left as their homework. 六、教学反思

本节课以阅读为主，辅之于写作。阅读的关键的正确理解原文的意思，写作是利用阅读文章所进行的模仿写作，因此必须在阅读上下工夫，为写作做好准备。因为写作是学生的弱项，因此必须多加注意，尤其是教阅读时就要为后面的写作做准备了。