陜西省漢中市佛坪縣初級(jí)中學(xué)九年級(jí)英語全冊(cè) Unit 3 Teenagers should be allowed to choose their own clothes教案 人教新目標(biāo)版

《陜西省漢中市佛坪縣初級(jí)中學(xué)九年級(jí)英語全冊(cè) Unit 3 Teenagers should be allowed to choose their own clothes教案 人教新目標(biāo)版》由會(huì)員分享，可在線閱讀，更多相關(guān)《陜西省漢中市佛坪縣初級(jí)中學(xué)九年級(jí)英語全冊(cè) Unit 3 Teenagers should be allowed to choose their own clothes教案 人教新目標(biāo)版（23頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、……………………………………………………………最新資料推薦………………………………………………… Unit 3 Teenagers should be allowed to choose their own clothes 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 3 Teenagers should be allowed to choose their own clothes. 1/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabulary al

2、low, drive, pierce, driver, license, silly 2. Target Language I think teenagers should be allowed to go out with their friends. I agree. They … 3. Structure should be allowed to 過程 方法 According to designing some tasks, train students' listening skill and students' communicative competence.

3、情感 態(tài)度 Students should do what they are allowed to do and avoid doing what they aren't allowed to do. 教學(xué)重點(diǎn) 1．Target language 2．The structure: should be allowed to 教學(xué)難點(diǎn) The structure: should be allowed to 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Show the following on the screen by a projector.

4、 go out at night collect stamps be alone at home ask the teacher questions drink milk read English magazines eat eggs write letters Step 2 Presentation I.1a This activity focuses on vocabulary words and the structure “should be allowed to. ” Show the new words on page 18 on the screen by

5、a projector. allow v. 允許，準(zhǔn)許 drive v. 駕駛；駕車 pierce v. 刺穿；刺破 license(=licence) n. 執(zhí)照；許可證 silly adj. 愚蠢的；傻的 Say the words and have students repeat over and over again until they are pronounced fluently and accurately. Write the words “can do” and “can't do” side by side on the blackboard. Then a

6、sk students questions about things that their parents say they can and can't do. Now write on the blackboard the headlines “ is allowed to” and “ isn't allowed to” instead of “can do” and “can't do”. The blackboard looks like this: is allowed to isn't allowed to surf the Internet play soccer b

7、all … … Give an sample sentence using the structure above. (Write the sentence on the blackboard) Read the instructions to the class. Set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to the class instead. Ask stude

8、nts to tell you what their attitude to each sentence is. When all the students are finished, ask students to raise their hands to show which things are or aren't allowed to do. Discuss the results with the class. II. 1b This activity gives students practice in understanding the target language

9、in spoken conversation. Read the instructions to the class. Get students to read the three sentences in the box silently. Play the recording for the first time. Play the recording a second time. Check the answers. Step3 Consolidation and extension 1c This activity provides oral practice

10、 using the target language. Read the instructions to the class. Call students' attention to the phrases in the left box. Invite a student to read them to the class. Invite another student to read the statements in Activity 1a. Focus attention on the conversation in the right box. Ask a pair to r

11、ead it to the class. Demonstrate a new conversation with another student using the phrases in the left box. As students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed. After students have had a chance to practice several exc

12、hanges, ask pairs to come to the front of the classroom and say their conversations. Read after teacher. Make sentences with the phrases above using the structure used to. Both statements and questions are acceptable. Read after teacher. Answer the q

13、uestions with “can do ” “can’t do ” . Repeat the sentence. Read the sentences in 1a. Have a discussion and circle A for agree or D for disagree for each sentence on their own. Read the sentences in 1b Listen to the tape only. Students liste

14、n and circle T or F Work as teacher says. Work with a partner. Make conversations using the phrases in the box and the statements in Activity 1a. 復(fù)習(xí)詞匯. 學(xué)習(xí)新的詞匯，為練習(xí)口語和做準(zhǔn)備。 用生活中的實(shí)際例子激起學(xué)生對(duì)知識(shí)的興趣。

15、 培養(yǎng)學(xué)生的合作和獨(dú)立思考能力。 把知識(shí)點(diǎn)口語化便于學(xué)生記憶。 此處體現(xiàn)學(xué)生的合作和創(chuàng)新能力。 板 書 設(shè) 計(jì) Unit 3 Teenagers should be allowed to choose their own clothes. Section A The First Period 1．The structure: be allowed

16、to is allowed to isn't allowed to surf the Internet play soccer ball … … She is allowed to surf the Internet. He isn't allowed to play soccer ball. 2．Target language A: I think teenagers should be allowed to go out with their friends. B: I agree. They need to rela

17、x. 教 學(xué) 反 思 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 3 Teenagers should be allowed to choose their own clothes. 2/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1. Key Vocabulary earring, instead of 2. Target Language I think students should be allowed to do homework with

18、friends. I disagree. They talk instead of doing homework. Sixteen-year olds should not be allowed to drive. I agree. They aren't serious enough at that age. Do you think sixteen-year-olds should be allowed to work at night? No, I don't. 過程 方法 According to designing some tasks, train students

19、' listening skill and students' communicative competence. 情感 態(tài)度 You should have the courage of your opinions. 教學(xué)重點(diǎn) Target language 教學(xué)難點(diǎn) Agreement and disagreement 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Play a game to review the structure be used to do. Write sentence starters on separate p

20、ieces of paper as follows: I'm allowed to …; My brother isn't allowed to …; Students should not allowed to …; Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Set a time limit of five minutes. Each team writes as many sentences and reasons as they can.

21、When time is up, collect their answers. Each team gets one point for each correct sentence and one point for each correct reason. The team which gets the most points wins the game. Step 2 Presentation I.2a This activity provides practice understanding the target language in spoken conversation.

22、 Point to the picture and ask students what is happening. Elicit answers from students. Point to the statements in the chart. Have students look them through. Answer any questions students raise to make sure they comprehend each sentence. Play the recording for the first time. Play the recor

23、ding again. Check the answers. II. 2b This activity provides practice in understanding the target language in spoken conversation. Point to the list of reasons in the box. Invite a student to read them to the class. Play the recording again. Check the answers. Step3 Consolidation

24、 and extension I.2c This activity provides oral practice using the target language. Read the instructions to the class, Ask students for suggestions that teenagers should and should not be allowed to do. Remind them to look back at Activities 1a and 2a. Point to the sample conversation. Invite

25、 a pair of students to say it to the class, completing the sentences. Have students work in pairs. Move around the room listening in on various pairs and offering any help they may need. Check the answers by asking different pairs to say their conversations to the class. Step II. Grammar Focus As

26、k different pairs of students to say the statements and questions. Write them on the blackboard. Check how well students understand each sentence by asking a student to repeat it in his/her own words. Point out I disagree, I agree and Do you think …? If necessary, give students more practice. Gramm

27、ar note Don't explain the structure “ be allowed to” to students. It's too complex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level. Step4 Summary Work as teacher says. Look at the

28、picture and think about what is happening. look the statements in the chart through. Only listen. This time students listen and check what Kathy thinks and circle if Molly Agrees, Disagrees or Doesn't know. Read the list of reasons in the box Listen and number the reasons.

29、 Review and work in pairs to make conversation. Work in pairs to read the statements and questions in Grammar Focus . Have a discussion. 通過游戲復(fù)習(xí)，讓學(xué)生在輕松的氛圍中對(duì)上節(jié)課所學(xué)知識(shí)進(jìn)行溫習(xí)。 培養(yǎng)學(xué)生從圖片中理解內(nèi)容的能力，為看圖作文打基

30、礎(chǔ)。 訓(xùn)練聽力。 對(duì)上節(jié)課所學(xué)知識(shí)進(jìn)行進(jìn)一步復(fù)習(xí)。 對(duì)知識(shí)點(diǎn)進(jìn)一步總結(jié)，便于學(xué)生記憶，實(shí)用。 板 書 設(shè) 計(jì) Unit 3 Teenagers should be allowed to choose their own clothes. Section A The Second Period Target l

31、anguage: 1．I think students should be allowed to do homework with friends. I disagree. They talk instead of doing homework. 2．Sixteen-year-olds should not be allowed to drive. I agree. They aren't serious enough at that age. 3．Do you think sixteen-year-olds should be allowed to work at night?

32、No, I don't. 教 學(xué) 反 思 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 3 Teenagers should be allowed to choose their own clothes. 3/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1、 Key Vocabulary stay up 2、 Target Language What rules do you have at home? Well, I'm

33、 not allowed to go out on school nights. How about you? I'm not allowed to go out on school nights either. But I can study at a friend's house. 過程 方法 According to designing some tasks, train students' integrating skills. 情感 態(tài)度 Students may think parents should allow them more freedom. In fact

34、, they are weak in telling the right from wrong. So accept parents' advice. 教學(xué)重點(diǎn) 1．Talk about what oneself is or isn't allowed to do using the target language. 2．Ask for what someone is or isn't allowed to do using the target language. 教學(xué)難點(diǎn) Train students' integrating skills by task-based activ

35、ities. 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Play a game to review the structure be or be not allowed to. Divide the class into groups. Each group is asked to make a list of school rules. The group which writes down the most rules within five minutes wins the game. Step 2 Presentation I.3a

36、This activity provides reading and writing practice using the target language. Point to the picture and ask students to describe it. Invite a pair of students to read the conversation to the class. Ask a student to read the sample answers to the class. Get students to complete the chart individu

37、ally. Remind them to use “Don't” and “You can”. As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed. II. 3b This activity provides listening and speaking practice using the target language. Focus att

38、ention on the conversation. Ask a pair of students to read it to the class, completing the last sentence. Ask students to cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs. Get students to complete the work in pairs. Move around the room

39、checking progress and offering any help students need. Ask several pairs to share their conversations with the class. Step3 Consolidation and extension Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class.

40、 Call students' attention to the chart. Set a time limit of one minute. Demonstrate how to fill in the chart with a student. Have students to ask different students in the class and find three people who have to follow each of the rules in the chart. Ask students to complete the chart. Allow the

41、m to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing. Ask several students to tell the class what they learned. Optional activity Ask students to create a chart similar to the one in Activity 4. Then make a different list

42、 of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart. Step4 Summary Play the game . Look at the picture in 3a and describe it. Read the conversation Read it again and write Sun Fei's and Wu Yu's rul

43、es in the chart Work in pairs to read the conversation in 3b and complete the last sentence. Work in pairs. Students read the headlines at the top and at the sides. Do an interview. Review the structure be or be n

44、ot allowed to. 此處訓(xùn)練學(xué)生獨(dú)立思考能力。 將所學(xué)知識(shí)用到實(shí)際生活中去。 通過此活動(dòng)，讓學(xué)生對(duì)本課內(nèi)容進(jìn)一步掌握并能熟練運(yùn)用。 板 書 設(shè) 計(jì) Unit 3 Teenagers should be allowed to choose their own clothes. Section A The Third Per

45、iod Target language: A: What rules do you have at home? B: Well, I'm not allowed to go out on school nights. How about you? A: I'm not allowed to go out on school nights either. But I can study at a friend's house. 教 學(xué) 反 思 學(xué)科 English 課型 fresh

46、 年級(jí) 9 課題 Unit 3 Teenagers should be allowed to choose their own clothes. 4/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1、 Key Vocabulary be strict with, take a test, pass a test, fail a test 2、 Target Language I think Peter should be allowed to take the test later. I don't

47、agree. I think the school has to have rules. 過程 方法 According to designing some tasks to train students' listening skill and students' ability to talk about agreement and disagreement. 情感 態(tài)度 It's good manners to be on time. 教學(xué)重點(diǎn) 1．Review some key vocabulary words and target language. 2．Tal

48、k about agreement and disagreement. 教學(xué)難點(diǎn) Talk about agreement and disagreement. 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Competition: Write “are allowed to” and “aren't allowed to” on the blackboard. Divide the class into groups. Each group is asked to write down as many things as they can think

49、of about what teenagers are or aren't allowed to do. See which group can think of the most items for each category. Step 2 Presentation I.1a This activity reviews the use of always, sometimes, usually and never. Point to the picture. Ask students to describe what is happening in the picture. H

50、elp students to say, The boy is late for class. Invite a student to read the four questions in the box to the class. Read the instructions and remind students of the exact meanings of the adverbs of frequency. Ask students to write A after things they always do, U after things they usually do, S

51、 after things they sometimes do and N for things they never do. II. 1b This activity provides oral practice using the target language. Point out the sample conversation. Ask a pair of students to say it to the class. As the pairs work together, walk around the room offering help if necessary. A

52、sk several pairs to share their conversations with the class. III.2a This activity provides practice in understanding the target language in spoken conversation. Play the recording for the first time. Play the recording a second time. Check the answers. IV.2b This activity provides listen

53、ing practice using the target language. Point to both the numbered and lettered lists of item in the box. Point out the sample answer. Read the sentence “Peter is going to fail a math test to the class. ” Play the recording again. Check the answers. Step3 Consolidation and extension 2c Th

54、is activity provides oral practice using the target language. Call students' attention to the statements in the box. Say them to the class. Ask three students to read the sample conversation to the class, completing the sentences. Divide the class into groups of four. As the groups work togethe

55、r, walk around the room offering help as needed. Ask some groups to say a few lines of their conversations to the class. Step4 Summary Work as the teacher says. Look at the pictures and say what is happening in each picture. Students finish the

56、 task on their own in 1a Pair work. Talk with his/her partner about his/her answers in Activity 1a. Students only listen. Students listen and circle the things that they hear. Match the sentence parts as they hear on the tape . Liste

57、n and look. Discuss the statements with their group. 激發(fā)學(xué)生興趣，對(duì)所學(xué)知識(shí)進(jìn)行復(fù)習(xí)，使記憶更加深刻。 對(duì)看圖作文能力進(jìn)行培養(yǎng)。 把知識(shí)點(diǎn)轉(zhuǎn)化為聽力，在實(shí)際情境中檢測(cè)學(xué)生對(duì)知識(shí)的理解程度。 培養(yǎng)學(xué)生合

58、作討論、分析能力。 板 書 設(shè) 計(jì) Unit 3 Teenagers should be allowed tochoose their own clothes. Section B The Fourth Period Target language: A: I think Peter should be allowed to take the test later. B: I don't agree. C: I think the school has to have rules. 教 學(xué) 反 思

59、 學(xué)科 English 課型 fresh 年級(jí) 9 課題 Unit 3 Teenagers should be allowed to choose their own clothes. 5/6 教學(xué)媒體 A tape recorder , CAI 教 學(xué) 目 標(biāo) 知識(shí) 技能 1 Key Vocabulary the other day, learn from, at present, local finish, clear up, 2 Make sentences using vocabulary words. 3 Writ

60、e a letter using the target language. 過程 方法 According to designing some tasks to improve students' ability of reading comprehension and writing. 情感 態(tài)度 Every thing has its advantages and disadvantages. So treat things critically. 教學(xué)重點(diǎn) 1. Practice reading and writing. 2. Fill in blanks and ma

61、ke sentences using vocabulary words. 3. Write a letter using the target language. 教學(xué)難點(diǎn) 1．Improve students' ability of reading comprehension. 2．Improve students' ability of writing. 教學(xué)內(nèi)容及教師活動(dòng) 學(xué)生活動(dòng) 設(shè)計(jì)意圖 Step 1 Revision Have a dictation about this class. Step 2 Presentation I.3a This activ

62、ity provides reading practice using the target language. Call students' attention to the article. Read it to the class. Point to the five questions beneath the article. Elicit the first answer from the class . Ask students to read the article again and answer the questions individually. As stu

63、dents work, move around the room answering any questions they may have. When students are finished, ask the questions orally and ask students to answer. Check the answers. II. 3b This activity provides oral practice using the target language. Point to the sample conversation. Ask a pair of stude

64、nts to read it to the class. Get students to complete the activity in pairs. As the pairs work together, walk around the room offering language and pronunciation support as needed. Ask some pairs to show their conversation. Step3 Consolidation and extension I.Part 4 This activity gives stud

65、ents an opportunity to practice listening, speaking, reading and writing using the target language. Write the rules on the blackboard. 1. Members are allowed to use English-English dictionaries. 2．Members aren't allowed to speak Chinese but English. 3．Members aren't allowed to be late. 4．… Poi

66、nt to the sample conversation. Invite a pair of students to say it to the class. Ask students to make conversations using the information on the list of rules. Walk around the room offering help as needed. Get different pairs to share their conversations with the class. II.self check Part 1 This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Ask students to fill in the blanks