英语人教版九年级全册U 7 section A Grammar focus.doc

Unit 7 Teenagers should be allowed to choose their own clothes.Section A(Grammar Focus-4c)一、单元分析本单元以“rules”为话题，贯穿“Talk about what you are (not)allowed to do. Agree or disagree”这一主线。学生通过本单元的学习之后，学会使用“should (not) be allowed to do”来谈论在学习、生活中应该被允许和不被允许做某事，并能发表观点，陈述同意和不同意的理由。同时学会关注日常生活和学习中的各种规章制度，对周围世界进行比较客观的认识和评价，养成自觉遵守规则的良好习惯。二、学情分析本节课是针对九年级学生，谈论的话题是学校规规章制度。而学生在七年级下第四单元“Dont eat in class.”中已对规章制度进行过讨论。在八年级下册第二单元“Whats the matter?”中已学过情态动词should的用法。在九年级第五单元“What are the shirts made of?”和第六单元“When was it invented?”已学过了被动语态及其结构。因此掌握含有情态动词被动语态这一结构难度不是很大。三、教学目标1. 学生能熟练运用句型：Do you think should be allowed/encouraged to / I (dont) think should be allowed/encouraged to （because） 谈论应该被允许和不应该被允许做某事，并能运用“I agree./I disagree./I dont agree.” 表达自己的观点。2. 学生能概括出含有情态动词被动语态的结构“should/may/can/must+ be + done”; 并能熟练运用这一语言结构把主动语态结构的句子转化为被动语态结构的句子。3.文化意识培养：了解中西方在培养青少年方面的不同准则。四、教学重点 1句型：-I (dont) think should be allowed/encouraged to - -Do you think should be allowed/encouraged to -2. 对含有情态动词的被动语态进行结构分析总结及学习如何将主动语态正确转化为被动语态。五、教学难点如何根据语境和上下文正确运用主动语态和被动语态。六、教学过程教学步骤教学活动活动设计理念教师活动学生活动一Lead in and new words presentation1. Greetings and lead in the topic2. Present the new words according to teachers own experiences1. Show their opinions of the school rules.2.Learn new words and phrases according to teachers experiences: society, community, chance, educate, manage, keep away from, make ones own decision.Read the new words and phrases after teacher通过简单的谈论，让学生知晓本课堂的教学话题，对身边事物的谈论让学生产生共鸣。教师通过对自己学习经历的描述，让学生对一般过去式的被动结构进行复习，并从语境中去学习新生词汇。二PresentationPresent rules for teachers in school.Ss show their opinions about the rules for teachers by using the target language.选取学生感兴趣和关注的真实生活素材，创设语境，促进学生进一步理解语法焦点。三. PairworkPresent the rules for SsSs work in pair to discuss the rules for Ss by using the sentences patterns: A：Do you think should be allowed/encouraged to_?B：_结合学生真实的生活实际创设语境和话题，促使学生进一步感知语法焦点。四Grammar FoucusPresent grammar focusRead the grammar focus and find out the grammar培养学生探究，合作，分析和归纳是新课标的理念之一。通过一系列句型，让学生找出本单元的语法知识，并让学生从例子中寻找，目的是为了培养学生的学习自主性。五Practice 1. Ask students to do some exercises.2. 练习做前和做后进行学业指导。3. Ask Ss to read the passage again and find out the topic sentence.4. Ask Ss to find out the different opinions about the topic.5. T: Do you think teenagers should be allowed/ encouraged to1. Rewrite the sentences after the modals.2. Fill in the blanks with correct forms of the words in the brackets.3. Read the passage again and find out the topic sentence.4. Find out the different opinions about the topic.5. Show their opinions about the topic.通过练习让学生对本课时的语法知识有更熟练的掌握和运用，并通过对文章的再处理，让学生体会中西方文化的差异，并以此为话题对目标语再次进行操练。从词到句，从句到篇章，层层递进，学生能力有序培养。六Groupwork 为学生创设一个语境。T：In December, Ss of Grade 8 will go to Zhuji Industrial Vocational School for a week-long social practice. There must be a lot of new rules there. And I know you have been there before. So please help Ss of Grade 8 to make a list of rules for them.1. Try to write down the rules for Ss of Grade 8 by using the structure: students should/ may/be done2. Try to give a report: In our group, we think students结合教学以听说，有序读写的能力培养。运用真实的语境，检测学生对含有情态动词被动语态的掌握程度，尤其是语用功能， 从口头和笔头进行循序输出。七Homework Ask Ss to write a notice for Ss of Grade 8.NoticeIn December, you will go to Zhuji Industrial Vocational School for a week-long social practice. All of you are asked to obey some rules. Here are some rules for you._Hopefully you can enjoy the time there!语法作业的设计，和上课内容相关。教学活动由浅入深，环环相扣。既真实，又具有操作性，体现学为中心的教学思想。在课堂讨论的基础上进行写作，这样学生就不会感到困难。七、教学反思本堂课以school rule 为话题依托，对含有情态动词的被动语态这一语法进行情景式教学，同时以school rule为主线贯穿整个课堂教学活动。从一句学生耳熟能详的谚语引出本话题，到教师通过分享自己的学生时期经历学习新生词汇，再到讨论浣东初中教师和学生的规章制度进行目标语言的训练，到最后为八年级学生写一份诸暨工业职校的规章制度，每个情景的设定本着以学生为中心的原则，或是学生感兴趣的，或是学生亲身经历过的，都能较好的激发学生学习的兴趣。通过课堂的表现，我发现学生对老师的个人信息比较有兴趣了解，这有助于学生对新词汇的学习；对老师在学校需要遵循的规章制度各抒己见，在表达观点的同时充分运用了本单元的关键句型“I(dont) think .should be allowed to .”，在轻松的对话中复习了目标语。在本课时语法知识的学习方式上，我让学生通过阅读一组句子，自己从句子中去发现语法点，主要是培养学生的学习自主性，培养学生探究，合作，分析和归纳也是新课标的理念之一。在语法呈现之后，通过相应的练习对这一语法进行练习应用，并通过一篇文章中对双方观点的讨论让学生体会中西方文化的差异。同时我也发现了教学过程中存在的存在的一些问题，例如，在学习新生词make ones own decision后的组句中，由于教师给出的图片意义不明确，给学生造成了很多误解，或许也是教师给出的图片在一定程度上限制了学生的思维，所以导致这一环节没有达到教师预设的效果。课后我觉得应该把图片换成一些意义相