文档内容
Unit 7 Teenagers should be allowed to
choose their own clothes.
Section A 1 (1a-2d)
单元 Unit7 课时 第1课时
语言知识：
1. 能掌握以下单词:license ,safety,smoke,part-time ,pierce,earring, flash
2.能掌握以下句型：
I don’t think sixteen-year-old should be allowed to drive.
I agree./ I disagree. I think sixteen is too young.
Do you think teenagers should be allowed to work at night?
Yes, I do. / No, I don’t.
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;
教学
学习能力：
目标
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，养成自觉遵守规则的良好习惯和优良品德。
1. 被动语态
教学
重难点 2. 含情态动词 should的被动语态结构“should be allowed to
教学 IWB, PPT
工具
教学 任务型教学法、情景交际法
方法
教学过程
教学步骤 课堂活动 学生活动 设计意图
1.show the pictures to learn the 大屏幕展示新单
Step 1
new words: license 词的几张照片，
Lead-in 利用动画和情境问
,safety,smoke,part-time 引导学生们来学
答，学习新单词，
,pierce,earring, flash. 习新单词。
并且引入新课。了
Ask the questions: What you 情景问答：做为
解allow to do sth.
can or can't do as a teenager? 青少年你可以做
以下事吧？Teach “allow sb to do sth “ 出示情景图片，
“be (not) allowed to do sth” 学 会 allow to
“should (not)be allowed to do sth” do sth。
Present more sentence.
Can you smoke?
No, I can’t
You 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 should be allowed to choose
your own clothes.
Can you get your ear pierced?
No, I can’t.
You should not be allowed to get
your ear pierced.
Obey the school rules!
Step 2 观察表格，利用 通过已学内容的图
As a teenager, you have a lot of
Pre-listening 表格中的与同伴 片，引导学生进行
rules at school. Can you write
讨论规则，应该 回答
down some of them?
做什么，不允许
Students should be allowed to
做什么。 通过读前观察图
speak English loudly.
请几个同学回 片，获取信息，回
Students shouldn’t be allowed to
sleep in class. 答，并且让其他 答问题，培养学生
Students shouldn’t be allowed to 的学生做补充。 的对话技能，掌握
make noises. 对话主旨方向。
Students shouldn’t be allowed to
观察书本上的两
throw the rubbish in the
张图片并听新单
classroom.
词，并根据图片
Students shouldn’t be allowed to
信息回答问题。
get to class late.
Ask students to finish the
Step 3 1.听 Ann 对妈 通过圈对错的活动
following questions.
While-listening 妈对话，学习重 培养学生的听力，
1b Listen and circle T for trueor F for false. Then listen again
点句式。 用于查找特定的信
and check the answers.
息。
1c Look at the statements in la
and make conversations.
A: I don't think sixteen-year-
olds should be allowed to drive.
B: I agree. They aren't serious
enough. 通过要求学生用完
Invite some pairs to act out their 整句型回答问题，
conversations. 培养学生的造句能
Step 5.Listening
力，以及操练学生
2a What does Molly think of
如何介绍应该做什
Kathy’s statements? Listen and
么，不允许做什么
circle A for Agree,
2.学生结合上面 的事，为之后的写
D for Disagree or DK for Don’t
的图片，做听 作输出打好基础。
Know.
力。
2b Listen again. What are Kathy’s
and Molly’s reasons? Number
their reasons in the correct order.
根据听力提示， 脱离文本，将图片
回答问题。老师 内容进行问答，帮
检查答案。 助学生熟悉文本内
容，为之后的复述
打好基础。
1. Look at the picture in 1a and
Step 4 分组问答，练习 通过练习编写对
make conversations in pairs.
Post-listening 对话。 话，帮助学生更好
2. Ss work in pairs to ask and
的消化记忆文本。
answer the appearance about
复述文本活动有利
Mario, Amy and Tina.
于学生对知识点和
3. Let some pairs ask and answer
目标语言的应用。
in pairs.
2b Listen again. What are Kathy’s
and Molly’s reasons? Number
their reasons in
the correct order.
_____ It looks cool.
_____ Young people need to sleep._____ He needs to spend time
with friends.
_____ He needs time to do
homework.
_____ It doesn't look clean.
学生听 2a,并掌
握新单词的用法
和意思.
Step 5 T explains knowledge points. 将知识点做好笔 将本节课重点汇总
Language 记。 系统的进行讲解和
Points 分析，帮助学生形
Explanation 成语言体系。
Step6 T assigns the test. 完成课堂练习。 让学生在课上练习
Exercises 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 7 Summarize the key content in 跟随老师一起进 总结本课所学内
Summary this lesson. 行内容总结。 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 8 1. Read and recite the 将家庭作业做好 检查学习效果，加
Homework passage in 2b. 记录。 深对知识的理解和
2. Do the exercises in 记忆。
students’ book.
板书设计：
New words Sentences
license ,safety,smoke,part-time sb. + should / should not + be allowed to
,pierce,earring, flash 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 students' thinking space, help the development of creative thinking ability, but also helpstudents master the language in use.
