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2019-2020年九年級英語Unit3 Teenagers should be allowed to choose their own clothes教案 I. Learning objectives 教學目標 Skill Focus Talk about what you are allowed to do. Learn to talk about “agree” and “disagree”. Talk about the rules around the students. Learn to make rules or change rules reasonably. Language Focus 功能句式 Talk about what you are allowed to do (P18) I think teenagers should be allowed to drive. Students should not be allowed to have part-time job. Talk about “agree” and “disagree” (P19) I think students should be … I disagree. They talk … I agree. Do you think …? No, I don’t. Talk about the rules (P20-22) We have a lot of rules … So do we. My friends and I goy to talk about the rules … What school rules do you think should be changed? 詞匯 1. 重點詞匯 license, silly, study, present, member, sleepy, reply, possibly, drop, final, count, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone 2. 認讀詞匯 pierce, earring, concentrate, design, opportunity, volunteer, local, mess, newsletter, obey, achieve, realistic, taught, Kathy 3. 詞組 get in the way, care about, instead of, stay up, concentrate on, at present, old people’s homestay up, be strict with, the other day, learn from, at present, be good for, English-English Dictionary 語法 should + be allowed to do … Strategy Focus 1. Reflecting 2. transforming information Culture Focus What rules do they have at school/home? What school or other rules do you think should be followed /changed? II. Teaching materials analyzing and rearranging教材分析和重組 1. 教材分析 本單元以Teenagers should be allowed to choose their own clothes 為話題， 共設計了四個部分的內容: Section A 該部分有4個模塊：第一模塊圍繞What should teenagers be allowed to do? 這一話題展開思維（1a）、聽力（1b）、 口語 (1c) 訓練；第二模塊圍繞“agrees” and “disagrees”進行聽力（2a-2b）、口語 (2c) 訓練，并就所學語言結構進行總結（Grammar Focus）；第三模塊就“about following the rules”這一話題展開閱讀訓練（3a）和角色表演訓練 (3b) ; 第四模塊繼續(xù)就上一話題以小組活動形式展開討論。 Section B 該部分有4個模塊：第一模塊是詞匯的學習（1a）與運用（1b）；第二模塊圍繞“One of the school rules”進行聽力（2a—2b）、口語訓練 (2c) ；第三模塊繼續(xù)圍繞The rules in school 這一話題展開閱讀（3a）和角色表演訓練 (3b) ；第四模塊就如何Make a list of rules以寫作形式展開訓練。 Self Check 該部分有2個模塊：第一模塊以填空形式對所學詞匯進行訓練；第二模塊就一封信圍繞“agree or disagree” 進行閱讀和寫作的訓練。 Reading 該部分共設置了5項任務： 第一項任務以小組問題討論的方式激活學生相關背景知識；第二項任務讓學生通過閱讀獲取信息；第三項任務利用造句、尋找信息、討論等練習形式加深學生對閱讀內容的理解；第四項任務要求學生能運用所學知識解決實際問題；第五項任務要求學生完成介紹名人童年生活及成功之路的任務。 2. 教材重組和課時分配 Period I (Section A: 1a, 1b, 1c, 2a, 2b, 2c) New function presenting Period II (Section A: 3a, 3b, 4) Practice Period III (Section B: 1a, 1b, 2a, 2b, 2c) Integrating skills Period IV (Section B: 3a, 3b, 4, Self Check 1, 2 & Workbook) Reading Period V (Reading: Section 1—Section 4) Extensive Reading III. Teaching procedures and ways 教學過程與方式 Period I New function presenting Language goals 語言目標 1. Words & expressions 生詞和短語 allow, drive, pierce, driver, license, silly, earring, instead of 2. Key sentences重點句子 I think students should be allowed to go out with their friends. (P18) I agree. / I disagree. (P19) Do you think sixteen-year-olds should be allowed to work at night? (P19) Ability goals 能力目標 Enable the students to talk about things they are allowed to do and show “agree or disagree.” Emotion & attitude goals 情感和態(tài)度目標 Enable the students to understand some strict rules they have to follow. Strategy goals策略目標 Reflecting. . Culture awareness goals文化意識目標 Follow the rules reasonably. Teaching important 教學重點 Talk about what they are allowed to do; agree and disagree. Teaching procedures and ways教學過程和方式 Step 1 Revision and Lead-in Ask one or more students to show their work. T: (Greet as usual) In the last unit, we learned how to write an e-mail to friends. Can you tell me what you often write in your e-mails? S: We often write about our problems, our puzzles, sometimes our happiness and achievements to each other. T: How often do you surf the Internet? S: Once a week. T: If your parents don’t allow you to surf the Internet and you can’t write e-mails to your friends, what will you do? S: I won’t be happy. Perhaps I will get annoyed with them. T: Well. That means you have your rules in your family though you are unhappy. S: That ’s right. T: We need to municate with our friends and parents. If you have different opinions with your parents, how can you municate with them? We also have to obey our parents. This class we’ll talk about what teenagers should do in our daily life. T: Now I’d like you to see a picture. Show the picture. T: The students in the picture are from Chongqing. They’re having a debating on the topic “What should teenagers be allowed to do?” Because they think the topic is meaningful among teenagers. You are old enough to make clear what to do and what not to do. Only after you understand and follow the rules can you bee useful people with a lot of abilities to our society. Most of middle-school students think they should be allowed to do all the things they like, for example, they think: They should be allowed to — choose their own clothes — go out with their friends — have part-time jobs — get their ears pierced — watch NBA matches — do volunteer work — drive Write the above expressions on the Blackboard. T: But actually teenagers have to obey some rules they don’t like. What should you allowed to do and not to do is a big problem. Today we’re going to learn to talk about it. As a teenager, do you think you should be allowed to drive? S1: I think so. T: Can you tell us your opinion? S1: I think we are old enough. We should learn to drive. T: Thank you. And what about you, Lily? S2: I don’t think we should be allowed to drive, because most of us are busy with our study. Besides, we don’t have enough time to practice. And it’ll be very dangerous. Ask for more examples from other students and write “A” or “D” on the blackboard. Step II Brainstorming T: Wonderful. (Then turn to another student). You look smart today, who bought you the T-shirt? S: My mother. T: Did she choose it for you? S: No, I was allowed to choose it myself. T: Thank you for telling us. Do you often choose clothes for yourself? S: No, I couldn’t choose last year. But this year my mother allows me to choose clothes for myself. T: Do you think teenagers should be allowed to choose clothes? S: Of course, I do. T: Great. Boys and girls, here are some more examples about what teenagers should be allowed to do or shouldn’t be allowed to do. Let’s look at the pictures on Page 18, module 1a. Read the statements together. Then think it over and circle “A” or “D” for “agree” or “disagree.” A few minutes later. T: Well, Li Yu, would you like to share your ideas with us? S: Of course. I circled 1,3, 4 with “A”, and 2, 5 with “D”. T: Can you tell us why you disagree with the statements 2 and 5? S: OK. The second one says “sixteen-year-olds should be allowed to drive ”, I don’t think it can e true in our country; the fifth one “twelve years old should be allowed to choose their own clothes ”, I don’t think they have correct ments on the materials or price. T: Terrific! Thank you very much for telling us. I think everyone may have his answer. Any answer is correct if you can give out convictive reasons. Step III Listening T: Now please look at the picture. From the three small pictures, what can you guess the girl wants to do? S: She says she’s going to the mall with John. Because John just got his license. Perhaps she wants to buy a nice T-shirt. But I can’t understand Picture 3 clearly. I can only be sure it’s something about piercing ears or earrings. T: Excellent. From the pictures we can just guess the main ideas. After listening to the recording, we can catch their meanings in detail. So listen to the tape carefully. Play the recording for the first time. T: All right. Most of you have circled “ T ” or “ F ” in the blanks. Now I’ll play it a second time, you may check your answers. Step IV Oral Practice T: Please look at the statements in activity 1a and make conversations in pairs. The phrases in the box below can help you. First practice them in pairs. Move around the class and check their work. Offer language help if needed. T: (a few minutes later) Now who’d like to share your ideas with others? Gentlemen first, please? Sample 1: S1: I think teenagers should be allowed to go out with their friends. S2: I agree. They are old enough. They can look after themselves well. T: Great. Thank you. You’ve told us you can look after yourselves. Another pair, can you tell us something else? Sample 2: S3: I don’t think twelve-year-olds should be allowed to get their ears pierced. S4: I agree. It’s too silly to wear earrings in the school. T: Wonderful. Thanks a lot. Not all girls wear earrings now, but in some parts of the country, girls still do so. And who can give us more examples? Sample 3: S5: I think students should be allowed to do homework with friends. S6: I disagree. They talk instead of doing homework. T: Very good! Thank you very much. Do your parents allow you to study with your friends? Encourage them to talk more about the reasons and their own opinions. Step V Listening Practice Ask the students to look at the picture on Page 19. T: We can see three persons in the picture. Are they talking to one another? S: No, two girls are talking, and the boy is working.. T: Well, what are their conversations about? Does Molly agree, disagree or not know what Kathy thinks? Let’s listen to the tape for the first time. Please circle “Agrees”, “Disagrees” or “doesn’t know” to show what Molly thinks. Play the recording for the first time. Then check the answers. T: You’ll hear the same conversation again, This time please number Kathy’s and Molly’s answers in the correct order. Play the recording again, then check the answers. Step VI Pairwork T: From the listening, we know that in our daily life teenagers should and should not be allowed to do a lot of things. In different countries people have different opinions on it. Now please make a list of four things you should or shouldn’t be allowed to do. Discuss your list with your partner: What should or shouldn’t you be allowed to do? Get several groups of students to read their lists. Sample 1: S1: Do you think teenagers should be allowed to have mobile phones? S2: Yes. It’s convenient for students and their parents to municate each other. Sample 2: S3: Do you think teenagers should be allowed to have mobile phones? S4: No, I don’t. Perhaps students pay more attention to short messages than study. Sample 3: S5: Do you think teenagers should be allowed to go on a trip by themselves? S6: Yes, I do. They may ask “ Travel Agency ”to help them. Step VII Grammar Focus Ask the students to read the example sentences in the Grammar Focus box on Page 19 together. T: (After that) In this class, we have learned “should be allowed to do” and “should not be allowed to do”. (Pointing to the Bb) Who can tell us when to use them? What do they mean? From the sentences we have practiced, what can you conclude? S1: It’s a passive voice. In active voice, if we say, “should allow someone to do sth “, we can say, “someone should be allowed to do sth.” in passive voice sentence. T: Thank you. Anyone else can add it up? S2: If “shouldn’t someone to do sth.” We can use “someone shouldn’t be allowed to do sth”. T: Of course. And if you think so, you can say____. (Get students to fill in the blank) S3: I can say, “I agree.” T: Quite right. If you don’t think so, you can answer_____. (Get them to fill in it again) S4: I can answer, “I disagree.” T: Yeah. Besides, you can add your opinions after it. Step VIII Practice T: Here are some exercises. Please look at the screen and do it quickly. Show the following. Ex 1 Draw lines to make sentences. 1. Little children shouldn’t be allowed to a. play after class. 2. Students should be allowed to b. go into the classroom. 3. Girls shouldn’t be allowed to c. watch TV too long. 4. If you are late, you should be allowed to d. smoke. 5. Students should be allowed to e. wear skirts in P.E class Ex 2 Write about two things you are allowed to do and not allowed to do. Sample answers : 1. I’m allowed to have some change with me. 2. I’m not allowed to have a fight with others. 3. I’m allowed to ask for a leave if I’m sick in P.E lesson. 4. I’m not allowed to copy others’ homework. Step IX Homework T: Two tasks for you: 1. Listen to the conversation repeatedly. 2. Try to remember the dialogue in the recording. Practice more with your partners.