Unit7Teenagersshouldbeallowedtochoosetheirownclothes.（Section）花園學(xué)校陳秀英設(shè)計(jì)意圖教學(xué)目標(biāo)和學(xué)習(xí)策略知識與技能：通過聽、說以及角色扮演，運(yùn)用含情態(tài)動詞的被動語態(tài)談?wù)撉嗌倌暝谌粘Ｉ钪幸约霸诠矆龊系男袨橐?guī)范。學(xué)習(xí)策略：通過觀察圖片以及文字預(yù)測聽力以及對話內(nèi)容，并通過聽辨關(guān)鍵詞獲取所需信息。文化意識：理解在不同場合下的不同規(guī)則。情感態(tài)度：自覺養(yǎng)成規(guī)則意識。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：1.用should(not)beallowedtodo來表達(dá)青少年應(yīng)該以及不應(yīng)該做的事情。2.了解各自觀點(diǎn)，以及對彼此觀點(diǎn)認(rèn)同與否和其原因。3.含情態(tài)動詞的被動語態(tài)的正確使用。教學(xué)難點(diǎn)：1.用含情態(tài)動詞的被動語態(tài)正確表達(dá)生活中的規(guī)則。2.角色扮演藝術(shù)博物館的規(guī)章制度。教學(xué)過程教學(xué)過程Part1:Reviewandlead-inStep1:GreetingandReview---Whatisthemandoing?---Heissmoking.Step2:Lead-in(showthreepictures)Picture1:(smoke)---Idon’tthinkteenagersshouldbeallowedtosmoke.Doyouagree?Why?---Yes,Iagree.Becauseit’sbadforhealth./Yes,Ithinkso./That’strue./That’sright./Ican’tagreemore.Picture2:(workeverynight)---Ithinkteenagersshouldbeallowedtoworkeverynight.Doyouagree?Why?---Idisagreewithyou./No,Idon’tagree./Idon’tthinkso.Picture3:(wearearrings)---Doyouthinkteenagersshouldbeallowedtowearearrings?---Yes,becausetheylookcool./No,because...此環(huán)節(jié)既為復(fù)習(xí)又為引入也為鋪墊，復(fù)習(xí)前一課時(shí)的短語、句型，引入2a新詞匯earring，并為2a的聽力鋪墊agree和disagree的各種不同的表達(dá)方式。Part2:Listening(2a、2b)Step3:Predicting(2a)1、Lookandguess:(1)WheredoesLarrywork?(2)Whatdoeshelooklike?(3)WhatareKathyandMollytalkingabout?2、WhatdoesKathysay?(chartin2a)Readthestatementstogether.Whatarethestatementsabout?(work,appearance,personality)Step4:Listening(2a)---WhatdoesMollythinkofheropinions?Agree?Disagree?Don’tknow?ListenandcircleA/D/DK.Step5:Listening(2b)Predicting:---Theyhavetheirownideas,whydotheythinkso?Listenandnumberthereasons1-5.Beforelistening,readthefivereasonstogetherandtrytoguesstheorderaccordingto2a.Thenlistenandcheck.Atlast,teacherpointsoutthekeypoints(cuthishair,seemtodosth...).Step6:Role-playthelisteningmaterial.Boysandgirlsrole-playtheconversation.此環(huán)節(jié)通過觀察圖片和文字預(yù)測聽力內(nèi)容，并通過目標(biāo)語句歸類、抓關(guān)鍵詞降低聽力難度。結(jié)合2a的5個(gè)句子預(yù)測2b的答案，再通過聽錄音核對答案，降低聽力難度，增強(qiáng)學(xué)生學(xué)習(xí)自信心。把聽力材料設(shè)計(jì)為角色扮演，為2d部分做好場景鋪墊。Part3:Oralpractice(2c)Step7:Pairwork(2c)1、Makeyourlist.Therearemanyrulesinourdailylife.Whatdoyouthinkteenagersshouldbeallowedtodoandshouldnotbeallowedtodo.Makeyourlist.(Studentscouldmakethelistaccordingtotheirownideas,theycanalsousetheexamplesteachergives.).Smoke,stayoutlate,haveenoughsleep,hangoutwithfriendsonweekends,arriveclasslate,useaflashintheartmuseum.2、Makeconversations.---Doyouthinkteenagersshould/shouldnot......?---Yes,Ithinkso.Because.../No,Idon’tthinkso.Because...Asksomepairstosharetheirconversations.3、Askonestudenttofillinthechartonthescreen.Explaintherulesintheartmuseum:useaflashintheartmuseum激發(fā)學(xué)生思維，引發(fā)學(xué)生對現(xiàn)實(shí)生活中規(guī)則的思考，培養(yǎng)學(xué)生規(guī)則意識。引入2d藝術(shù)博物館的規(guī)則以及新詞匯flash。通過軟件的活動創(chuàng)建功能引導(dǎo)學(xué)生樹立正確的價(jià)值觀。Part4:ReadingandRole-play(2d)Step8:Predicting(2d)Lookatthepictureandguess:1、Wherearethey?Whataretheytalkingabout?2、Whatshouldtheynotbeallowedtodothere?Step9:First-reading(extensivereading)Readtheconversationandanswer4questions:1、Howdotheyfeelabouttheschooltrip?2、WhatisSandygoingtodo?3、Whataren’ttheyallowedtodothere?Why?4、WillSandybringhercameraatlast?Step10:Second-reading(intensivereading)Readafterthetape.Thenexplainthekeypoints.Role-playtheconversation.(Dividetheclassintotwogroups)Step11:Role-playPutthewordsinrightorderandroleplay.Ask2pairstoperform.Step12:Challengeyourselves.Role-playtheconversationaccordingtotheframe.Ask2pairstoperform.Atlast,allthestudentstrytorole-playittogether.Step13:DiscussionShouldSandybringhercameratotheartmuseum?Norules,nostandards.（不以規(guī)矩?zé)o以成方圓）通過觀察圖片、回答問題讓學(xué)生對場合和規(guī)則有初步了解。通過再回答問題（泛讀）、講解知識點(diǎn)（精讀）、分組角色扮演等活動對博物館規(guī)則進(jìn)行充分理解。將句子內(nèi)詞匯順序打亂，降低難度，讓所有學(xué)生能進(jìn)行角色扮演。層層遞進(jìn)，鼓勵(lì)學(xué)生脫稿表演，難度逐漸增加，讓學(xué)生更易接受，增強(qiáng)學(xué)生學(xué)習(xí)自信心。引導(dǎo)學(xué)生樹立規(guī)則意識。Part5:SummaryandHomeworkStep14:Summary（words、phrases、sentences）Summarizethepointsontheblackboard.Ste