1、新目标九年级英语UNIT7分课时教案Unit 7Teenagers should be allowed to choose their own clothes.类别课程标准要求掌握的项目话题In this unit, students learn to talk about rules.重点单词Section A1license n证;证件2safety n安全;安全性3smoke v冒烟;吸烟n烟4tiny adj.极小的;微小的5cry v& n哭;叫喊6field n田野;场地7hug n& v拥抱;搂抱8lift v举起;抬高n电梯;搭便车9awful adj.很坏的;讨厌的10reg
2、ret v& n感到遗憾;懊悔Section B11poem n诗;韵文12community n社区;社团13chance n机会;可能性14educate v教育;教导15manage v完成;应付16society n社会17avoid v避免;回避18product n产品;制品19handbag n小手提包20mobile adj.可移动的;非固定的重点短语1.the drivers license 驾照2no way 休想3have parttime jobs 有兼职工作4get their ears pierced 穿耳洞5stay by my side 陪伴在我身边6lift
3、up 把举起来7talk back 顶嘴8think back to 回想起9make ones own decision 自己做决定10keep away from 避免接近,远离11manage their own lives 应对自己的生活12.take the test later 补考13be strict with 对严格要求14get in the way of 挡的路;妨碍15have nothing against running 没理由反对赛跑16enter university 进入大学17be serious about(doing) sth.对(做)某事认真18mak
4、e a choice做出一个选择19keep off the mobile phones 屏蔽手机20be put first 放在首位重点句型1.I dont think sixteenyearolds should be allowed to drive.我认为16岁的青少年不应被允许开车。I agree.They arent serious enough.我同意。他们不够严肃认真。2Teenagers should not be allowed to smoke.青少年不应被允许吸烟。3Students should not be allowed to have parttime job
5、s.学生们不应当被允许有兼职工作。4Teenagers should be allowed to choose their own clothes.青少年应当被允许选择自己的衣服。5I should not be told what to do!我不应当被告诉要做什么!6Do you think teenagers should be encouraged to make their own decisions?你认为青少年应该被鼓励自己做决定吗?No,I dont agree with this.Teenagers are too young to make their own decisi
6、ons.不,我不同意。青少年太年轻以至于不能自己做决定。单元语法should beallowed to 知识目标掌握课文中重点词汇及相关短语,并灵活运用。能力目标学会用should be过去分词谈论行为规则。情感目标让学生明白在生活学习中应该做什么、不应该做什么,并能说明自己的观点。【课时建议】本单元建议5课时Section A (1a2d)(一课时)Section A (3a3c)(一课时)Section A (Grammar Focus4c)(一课时)Section B (1a1e)(一课时)Section B (2a2e)(一课时)词汇短语:主要采用图片及多媒体展示助记法。基本句子:采用
7、多媒体展示及交际法(利用多媒体展示两人进行交际时的情景)。语法:就本单元话题“Rules”运用should be过去分词谈论行为规则,采用free talk加深印象。第一课时Section A (1a2d)主备内容Section A (1a2d)教学目标【知识目标】Important words:license,safety,smokeImportant phrases:the drivers license,no way,have parttime jobs,get their ears pierced,cut the hair,use a flash【能力目标】能够分析和归纳含情态动词的被
8、动语态的用法,并结合实际生活情景进行理解和运用。【情感目标】让学生明白在生活学习中应该做什么、不应该做什么,并能说明自己的观点。教学重难点重点:掌握含情态动词的被动语态的用法。难点:灵活运用含有情态动词的各种句型进行对话。教法学法情景教学法;听读法;小组合作学习Step 1自主学习【新词自查】根据句意及汉语提示完成句子。1The policeman asked the driver to show his drivers _license_(证件)2My mother doesnt like the girl who wears the _earrings_(耳环)3Most of the p
9、arents are worrying about their childrens _safety_(安全)4My father coughed badly,the doctor asked him to give up _smoking_(吸烟)5Nowadays _teenagers_(青少年) have many different thoughts.Step 2情景导入参考案例每个青少年在生活中都会碰到允许或者不允许做某事,例如在商场购物时,我们应该被允许选择自己的衣服,而作为父母却不允许我们选择自己的衣服,你们有这样的经历吗?你们是赞同还是不赞同呢?请大家说出自己的观点。(4分钟)T
10、:Could you tell me what students should be allowed to do or shouldnt be allowed to do?Ss:_Students should be allowed to have parttime jobs.Students shouldnt be allowed to get their ears pierced.设计意图:通过课前的一个师生问答互动,让学生对自己感兴趣的话题产生共鸣,能调动学生学习的积极性,同时be allowed to do的应用,为学习新课埋下了伏笔。Step 3完成教材1a1c的任务【操作案例】1要
11、求学生翻开课本P49,迅速阅读1a部分的内容。然后自己判断赞同还是不赞同1a的内容。(1分钟)2检查答案,先要求全班一起给出答案并检查讨论。然后要求小组就should be allowed to do sth.的用法进行讨论,并通过回答问题对青少年应该做什么或者不允许做什么进行反馈,与学生互动。(3分钟)3要求学生听第一遍录音,并完成课本上1b的听力任务。(1分钟)4要求学生听第二遍录音,并逐句进行跟读。(2分钟)5完成教材1c的任务,要求学生根据1a中的陈述,利用方框内的短语编写对话,进行练习,然后要求23位学生当堂进行演示。(3分钟)6听力内容巩固训练。要求学生根据所听到的内容完成听力材料
12、。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分)设计意图:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力,还巩固了学生对目标语言的学习、识记和运用。Step 4完成教材2a2d的任务【操作案例】1要求学生翻开课本P50,让学生听第一遍录音,完成2a,2b的听力任务。(1分钟)2要求学生听第二遍录音,并逐句进行跟读。(2分钟)3完成教材2c的任务,要求学生模仿听力内容,使用“should be allowed to”进行对话练习。并邀请23对同学当堂进行演示。(3分钟)4小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时
13、纠正。(2分钟)5播放2d的对话录音,让学生跟读,模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟)设计意图:通过学习2a2d,使学生对should be allowed to 结构有所了解;同时锻炼学生的听力及抓取关键信息的能力;锻炼学生的口头表达能力,巩固对含情态动词的被动语态的结构的认识。知识点拨safety safety为名词,意为“安全;安全性”。safety是由形容词safe加后缀ty演变而来的。safety belt的意思是“安全带”。allow allow为动词,意为“允许”。常用的句型:allow sb.to do sth.允许某人做某事be allowed t
14、o do sth.被允许去做某事allow(doing) sth.允许(做)某事sixteenyearolds相当于一个名词,等同于sixteenyearold children/teenagers。数词和一个相应的名词单数用“”连接起来,构成合成形容词。Step 5板书设计Section A (1a2d)A:I think teenagers should be allowed to go out with their friends.B:I agree.They need to relax.Step 6 见名师测控学生用书。本节课我通过小组讨论就should be allowed to d
15、o sth.的用法进行讨论,并通过提问问题对青少年应该被允许做什么或者不被允许做什么进行反馈,将听、说、读、写的任务结合起来不仅锻炼了学生的综合语言运用能力,还巩固了学生对目标语言的学习、识记和运用能力;通过学习1a2d,使学生对should be allowed to do sth.结构有所了解,巩固了对含情态动词的被动语态的结构的认识。 第二课时Section A (3a3c)主备内容Section A (3a3c)教学目标【知识目标】Important words:tiny,cry,field,hug,lift,awful,regret,poemImportant phrases:sta
16、y by my side,run through the field,keep me from danger,give me a hug,lift up,talk back,think back toImportant sentences:1When I was a tiny baby crying all night,my mom sang to me and stayed by my side.2When I was seven coughing badly,she said no icecream for me.3I should be allowed to eat some!Give
17、it to me now!4When I was a teen going out with friends,she said,“Please be back by ten!”5I should not be told what to do!6I regret talking back,not listening to Mom.【能力目标】能够在诗歌中找到运用情态动词被动语态的语句。【情感目标】能在朗读中体会英文诗歌的节奏和韵律,体会诗歌的感情和意境。教学重难点重点:学会区分主动语态和被动语态。难点:培养想象力及观察事物的能力。面对难题,用积极的态度去解决,发挥想象力,认识世界,改造世界。教法
18、学法快速阅读法;小组合作学习Step 1自主学习根据句意及汉语提示完成句子。1When the boy saw his mom,he gave her a warmly _hug_(拥抱)2I had an _awful_(很坏的) dream after I saw that scary film last night.3Jim is upset now because he _regrets_(后悔) fighting with his best friend.4My brother liked to read the _poems_(诗) written by Li Bai when h
19、e was young.5The little boy dreams of being a hero in the sports _field_(场地)Step 2情景导入参考案例本课时的主要内容是一篇称颂母爱的诗歌;在学习这首诗歌之前教师可准备几个与诗歌内容相关的问题,然后邀请几位同学就提出的问题给出自己的答案或见解。(4分钟)Questions:1Does your mother love you?How do you know?_2How does your mother care about you?_3What bad things did you do to be against
20、your mother?_设计意图:通过带着问题去学习诗歌,从而达到导入新课的目的,同时也可以使学生积极阅读诗歌,理解母爱的内涵。Step 3完成教材3a3c的任务【操作案例】1要求学生快速默读诗歌,熟知大意,并完成课本3a的任务,然后邀请几位同学给出自己的答案,全班一起学习讨论。(3分钟)2先邀请几位同学阅读诗歌(可一人一段),教师要注意学生的语音,给予必要的朗读指导。然后播放录音,全班同学一起跟读。(3分钟)3诗歌内容巩固练习。教师可给出一篇改写了的短文,将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟)4完成教材3b的任务,要求学生再次阅读
21、诗歌,回答3b中所提到的问题。(5分钟)5想一件你做的一件你父母不让你做的事,把你的故事和你的同伴分享。(3分钟)设计意图:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力,还巩固了学生对目标语言的学习、识记和运用。知识点拨keep (away) from sb./sth.意为“避免接近某人或某事;远离某人或某事”。该结构中介词from不可省略。【拓展】stop (from) doing 意为“阻止去做”,此处的from可以省略。Step 4板书设计Section A (3a3c)Words:tiny,cry,field,hug,lift,awful,regret,poemPhr
22、ases:stay by my side,run through the field,keep me from danger,give me a hug,lift up,talk back,think back toStep 5见名师测控学生用书。对于本节课的阅读,我让学生快速默读诗歌,熟知大意,并完成课本3a的任务,接着我将诗歌改写成短文,将一些重点表达方式空出,从而完成了第二次的理解,最后通过完成3b的任务,将听、说、读、写的任务结合起来,不仅锻炼了学生的语言综合运用能力,还巩固了学生对目标语言的学习、识记和运用。 第三课时Section A (Grammar Focus4c)主备内容Se
23、ction A (Grammar Focus4c)教学目标【知识目标】Important words:community,chance,educate,manage,societyImportant phrases:make ones own decision,do social work for the community,keep away from,give sb.a chance,move out,take care of oneself,manage their own livesImportant sentences:1.Do you think teenagers should
24、be encouraged to make their own decisions?No,I dont agree with this.Teenagers are too young to make their own decisions.2Should teenagers be asked to move out when they start working?3Their parents believe that they should be educated to take care of themselves from a young age.4Members should be al
25、lowed to use the dictionaries.Yes,but they should only use EnglishEnglish dictionaries.【能力目标】对情态动词的被动语态结构进行总结及熟练应用。【情感目标】能运用含情态动词的被动语态表达是否被允许。教学重难点重点:重点单词及短语:community,society,educate,keep away from难点:充分利用情态动词被动语态进行更多的语言实践。教法学法小组合作学习;分组讨论法Step 1自主学习【新词自查】根据句意及汉语提示完成句子。1Maria found a volunteer work f
26、or this _community_(社区) this summer.2The parents often _educate_(教导) the young kids to be polite to the old man.3As a teenager,we should work hard and do something useful for our _society_(社会)4The young man asked the headmaster to give him another _chance_(机会) to study here.5Jack began to _manage_(打
27、理) a store by himself when he was twelve years old.Step 2情景导入参考案例生活中规则无处不在,每个家庭都有自己的家规,你能说一些自己家的家规吗?(4分钟)Questions:1What rules do you have at home?_2What do you think rules at home?_设计意图:通过带着问题去学习,从而达到导入新课的目的。Step 3畅通Grammar Focus回顾语法重点【操作案例】要求学生分角色问答并翻译表格中的句子。说出be allowed to do的各种句式的变化形式。并能造出相仿的句子。
28、简要归纳被动语态的结构及用法。(5分钟)Step 4完成教材4a4c的任务【操作案例】1要求学生翻开课本P52,参照4a所提供的信息和例句,用被动语态改写句子,并请4位同学在黑板上改写,全班集体核对答案。(5分钟)2用所给单词的正确形式完成4b短文。请5位同学朗读课文,全班集体核对答案。(5分钟)3你和你的朋友将创办一个英语俱乐部,请参照4c的对话,列举一个什么可以做,什么不可以做的清单。(3分钟)4小结训练。要求学生在规定的时间内完成一个小练习,并请若干学生给出自己的答案,有错误的话及时纠正。(2分钟)设计意图:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力,还巩固了学生对目
29、标语言的学习、识记和运用。Step 5板书设计Section A (Grammar Focus4c)1I should be allowed to eat some!Give it to me now!我应当被允许吃什么!现在就给我!2I should not be told what to do!我不应当被告诉要做什么!3Do you think teenagers should be encouraged to make their own decisions?你认为青少年应该被鼓励自己做决定吗?No,I dont agree with this.Teenagers are too young to m
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