英语Section B教案

课题名称

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

Section B (1a-1e)

课型

New

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, 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 one’s opinion, give some advice，and try to think critically.

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 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

教学难点

Describe the rules and express one’s opinion, give reasons about Agree or Disagree.

Some students have difficulties in expressing themselves.

教学环节

教学内容

教师活动

学生活动

设计意图

情境导入

Lead-in

Show the video, let students think:

What did the police officer do?

Why did she do this?

Watch the video and think about  the questions.

通过<疯狂动物城>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:

Don’t get to school late;

Don’t eat in class/

Don’t smoke;

Don’t wear earrings;

→We are not allowed to ……

2.Topics:

◆Talk about the rules in different places.

◆Do you ever break the rules?

◆If you break the rules, what's the result?

1. ①According to the pictures, let students say the school rules and lead students have a brain storm to think about other school rules, by using the key sentence: be not allowed to do sth.

  ②Talk about the rules in different places.

2. Do you ever break the rules?

  Guide the students to have a pair work.

3. If you break the rules, what's the result?

Organize a group work.

1. ①Say the school rules and think about other school rules in a group work.

②Talk about the rules in different places.

2. Talk about whether they ever break the

rules in pair work.

3. Talk about the result if they break the  rules in different 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，直观掌握目标语言；

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 are not allowed 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. 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

① Listen and match.

②Listen 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-listening: Check the 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 Peter 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 one’s opinion and give the reasons.

A:   I think Peter should…

B:   I don't agree. I …

C： I think…

D： In my opinion, …

2. Have a free talk: Students give their opinions and show their reasons.

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。

生活拓展

Some people are against the rules.

Choose one scene to make a short movie. Please show your opinion, and give the advice.

1. Lead in the background and show the different scenes.

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”。

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.Organize the debate competition.

2. Give students some guides while they are debating.

1. Group work to show one’s opinion and give the reasons.

2. Have a debate 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.

◆A nation 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 thing 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。