浙江省湖州市环渚学校九年级英语 Unit 3Teenagers should be allowe.docx
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浙江省湖州市环渚学校九年级英语 Unit 3Teenagers should be allowe.docx
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浙江省湖州市环渚学校九年级英语Unit3Teenagersshouldbeallowe
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
Period1SectionA(1a-2c)
Teachingaims:
1、Getthestudentstomasterthenewvocabulary:
pierce,license,silly,earring,
2、Getthestudentstomasterthephrases:
getone’searspierced,insteadof,driver’slicense,sixteen-year-old,
3、Getthestudentstounderstandthestructure:
be(not)allowedtodo,should(not)beallowedtodo,
I(don’t)think---shouldbea
llowedto---/adj+enough
4、GetthestudentstoachieveanideaaboutthePassiveVoice.
5、Listentotwoconversa
tions.the1stoneisabout“I(don’t)think---”whilethe2ndisaboutagreement(disagreement).
Keypoints:
Talkaboutrulesbyusing“Teenagers/Sixteen-year-oldsshould(not)beallowedtodo---”
Difficultpoints:
1、Makeconversationsaboutone.’sopinionandwhy.(1c)
2、Discussaboutwhatteenagersshouldandshouldn’tbeallowedtodo.(2c)
Teachingtools:
arecorder
Teachingprocedures
Step1Lead-in
1.TalkabouttheschoolrulesinGardenHighSchool.
InGardenHighSchool,theyhavesomestrangerules.Studentsareallowedtocopyhomework.Boysareallowedtoplaycardsatschool,girlsareallowedtogettheirearspierced.Theyareallowedtogettoschoollate.Teachersareallowedtosmokeintheclassroom.
2.T:
Doyouthinkit
isagoodschool?
Whynot?
EncouragetheSstosay:
Theyshouldn’tbeallowedtocopyhomework,ect.Writethe5keysentencesontheBb.Focuson“shouldnotbeallowedto”.Readthe5sentences.
“Theyshouldnotbeallowedtocopyhomework/playcardsatschool/gettheirearspierced/gettoschoollate/smokeintheclassroom.”
(设计意图:
设计一个学校,该学校有一些奇怪的校规以引起学生的兴趣。
同时,先让学生掌握beallowedto的用法,不易与后面的shouldbeallowedto产生混淆。
)
Step2Readandcircle
1.Readthroughthe5sentencesinthebox.MakesuretheSsunderstandthem.CircleTorF.
2.Focuson“sixte
en-year-olds”.
3.Readthesentencesaloudtogether.
(设计意图:
这些句子都是本单元的主题句,在理解句意的基础上朗读一遍以加深印象。
)
Step3Listenandcircle
1.T:
Anna&hermotheraretalking.Theydon’tagreewithsomethings.ReadthroughthesentencesandtellTorF.
Listenandcircle.Checktheanswers.
2.Listen&trytorepeat.
3.Explainanydifficultpoints.Focuson“driver’slicence”.
4.T:
CanAnnagotothe
mallwithJohn?
Whynot?
CanshegotowatchGabygettingherearspiercedbybus?
Canshegoshoppingalone?
5.Readitaloudtogether.
(设计意图:
完成听力任务并解释难点后,设计几个提问,以检查学生对对话的理解与掌握程度。
)
Step4Practice
1.Readthroughthemodelinthebox.AsktheSstomakenewconversations.
2.Askseveralpairstoactout.
(设计意图:
按照所给模板编对话。
要求学生不看书本说出语句,操练口语能力。
)
Step5Listen
1.T:
KathyandMollyaretalkingaboutaboyLarry.whatdoesKathythink?
.WhatdoesMollythink?
Listenandcircle“agree”“disagree”or“doesn’tknow”.Checktheanswers.
2.Listenagain.Numberthereasonsinthecorrectorder.
3.Listen&trytorepeat.Explainanydifficultpoints.
4.Readitaloudtogether.
Step6.Consolidation
1.Brainstorming.Ssshould(not)beallowedtodo---(hangoutwithfriendsatnight/playcomputergames/---)
2.Concentrateonthegrammarfocus.
(设计意图:
鼓励学生运用刚学的语法规则来造句,促使学生当堂学习、当堂巩固、当堂掌握。
同时,学生所产出的语言为本单元以后课时的教学也奠定了一定的基础。
)
Bbwriting
SomekeywordsfortherulesIntheGardenHighSchool
5key
sentences
Someexamples
ForStep6
Homework:
1.Copythenewvocabulary
2.
Read
theconversations.
3.Write6sentencesusing“should(not)beallowedtodo”.
课后整体反思:
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
Period2SectionA(3a-4)
Teachingaims:
1.Masterthephrases:
stayupuntil11:
00,behomeby10:
00pm,gooutonschoolnights,studyatafriend’shouse,cleanup
2.Masterthesentencesfortalkingaboutrules.
Wehavealotofrulesatmyhouse./Whatrulesdoyouhaveathome?
/I’m(not)allowedtodo---Ihaveto---/Youcan---
3.ImprovetheSs’speakingskillsbytalkingaboutrulesathome.
4.GettheSstoknowobeyingrulesisanimportantpartinone’slife.
Keypoints:
1.Readtheconversationin3a.2.Talkaboutrulesatone’shouse.
Difficultpoints:
Talkaboutrulesatone’shouse.
Teachingtools:
arecorder
Teachingprocedures:
Step1Review
Readthetwoconversationswelearnedlastperiod.SeeiftheSsstillrememberthephrases&expressionsintheconversations.
(设计意图:
帮助并促使学生在复习对话内容的基础上,牢固掌握词组与短语。
)
Step2Brainstorming
EncouragetheSstosay:
I(don’t)thinkteenagers/students/16-year-oldsshouldbeallowedto---CollectsentencesfromtheSs.
(设计意图:
安排三、四分钟做一个头脑风暴的活动,活跃气氛。
即巩固了上一课时的重点,同时也为下面几个环节作好铺垫。
)
Step3Discussion
1.T:
Whatrulesdowehaveatourschool?
(GettheSstodescribetherulesatourschoolbylookingatthewordsgiven)
Wearourownclothes/gotoschoolbyE-bike/bringfoodtoschool/sleepinclass/
/studyingroups/getpart-timejobs
Ss:
Weare(not)allowedto---
2.T:
Whatdoyouthinkoftherules?
Ss:
I(don’t)thinkweshouldbeallowedto---
(设计意图:
给学生提供固定的语言,让学生利用语法功能作限制性语言产出,既节约了时间,有提高了所产出语言的质量。
)
Step4Leadin
T:
Wehavealotofrulesformydaughteratourhouse.Forexample,sheisallowedtotakeawalkafterdinner,callherfriendsonthephone,eatalittlejunkfoodandwatchTVtwiceaweek.Butontheotherhand,sheisnotallowedtoplaycomputergames,stayupuntiltoolate,sleeplateorarguewithparents.
GettheSstorecalltherulesatourhouse.
(设计意图:
设计一个情景,我女儿在家的家规,以帮助实现由学校规则向家庭规则的递进。
)
Step5Read
1.T:
SunFei&WuYuaretalkingaboutrulesathome.Readtheconversationandtrytowritetheirrulesinthechartbyusing“Don’t---/Youcan---”.Checkanswers.
SunFei
WuYu
Don’tgooutonschoolnights.
Don’tgooutonschoolnights.
Youcanstayatafriend’shouse.
2.Repeattheconversationbyfollowingtherecording.
3.Explainanydifficultpointsifthere’sany.
4.Readtheconversationaloudtogether.
(设计意图:
详细分析两人的家庭规则,让学生明白怎样运用“Don’t---”或“Youcan---”。
Step6Practice
Roleplay.Readthroughthemodeldialogueinthebox.Usetheinformationinthecharttotalkabouttherules
(设计意图:
提高学生的交际能力,实现对对话的二次利用与处理,实现了对教材的高效处理。
)
Step7Practice
Part4.FindseveralSsintheclasswho---.WritethenamesontheBb.GettheSstosay:
---has(have)tostayathomeonschoolnights.---is(are)allowedtostayupuntil---.
(设计意图:
全班一起说出句子,既可提醒学生作必要的动词改变,又为学生家规的写作增加了语言的输入。
)
Step8Consolidation
T:
Whatrulesdoyouhaveatyourhouse?
Collectasmanyhouserulesaspossible.Theycanadoptthestructures:
I’m(not)allowedto---/Ihaveto---/Ican---/Ican’t---
(设计意图:
集思广益,为编写家规的对话作出了语言的准备。
)
Bbwriting
Thestructuresfor
step2
Theexpressionsfor
Step3
Thechartfor3a
Thestructuresfor
Step7
Homework:
1.Readtheconversationin3a.
2.Makeupaconversationaboutyourhouserules.
3.FinishofftheexercisesinE
xerciseBookA/B.
课后整体反思:
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
Period3SectionB(1a-2c)&self-check
Teachingaims:
1.Masterthephraseswith“tests”:
pass/fail/take/finishatestearly/worryabouttests&“mess,oldpeople’shome,sleepy,replyto,newsletter”
2.Learnsomerulesabouttakingtests.
3.ListentoaconversationaboutrulestoimprovetheSs’listeningskills.
4.Trytowriteareplytotheeditorabout“Helping&Learning”.
Keypoints:
Learnsomeschoolrules,espoftakingatest.
Writealettertotheeditoragreeingordisagreeing.
Difficultpoints:
Writealettertotheeditoragreeingordisagreeing.
Teachingtools:
arecorder
Teachingprocedures:
Step1Review
1.ReviewSunFei’sandWuYu’shouserules.
“AtSunFei’shouse,sheis(not)allowedtodo---.Shecan(not)do---”
Readtheconversationin3a.
2.Talkaboutrulesatone’shouse.
“Atmy
house,I’m(not)allowedto---Ican(can’t)---.Ihaveto---.”
3.SeeiftheSsstillreme
mberthephrasesandkeysentencesforthelastperiod.
Step2Leadin
1.T:
Whichistheworstbehavioratschool,doyouthink?
(PerformsomeactionsfortheSstoguess.Seewhichofthe4teamscangetthemostright.)
fight,talkinclass,sleepinclass,copyothers’homework,eatfoodinclass,talkonthemobilephoneatschool,cheatintheexam
Readthephrasesaloud.
2.Ask&answer
always
usually
often
sometimes
hardlyever
never
fight
talkinclass
sleepinclass
eatfoodinclass
copyothers’homework
talkonthemobilephoneatschool,
getearspierced
cheatintheexam
T:
HowoftendoesXfight/---.?
Say:
Socomeon!
Pleasedoyourbesttostopdoinglikethat.
3.1a.T:
Doyouevergettoclasslate?
/---
Writethefrequencyadverbialsontheline.GetSstosay:
Ialways---Iusually---.
(设计意图:
老师表演动作,借助姿体语言帮助学生定位语言后,通过“howoften”
问题的设计,使学生会运用频率词表达某人的违规情况。
)
Step3Listen
1.2a.Saysthaboutthepicture.T:
TheteacherisgivingtheSsatest.DidPetergettoclasslate?
Listen&circlethethingsyouhearin1a.Checktheanswers.
2.2b.Listenagain.Matchthesesentenceparts.Checktheanswers.
3.PlaytherecordingfortheSstofollow.
4.Explaindifficultpointsifthere’sany.
5.Focusonthephrasesrelatedwith“test”.pass/fail/takeatest(later)/finishatestearly.
6.Ssreaditaloud.
(设计意图:
通过“一词开花”的方式,帮助学生及时整理易混淆词汇。
)
Step4Vocabulary
1.Self-check1.Fillineachblankwiththecorrectformsofthewordsgiven.
2.Makenewsentenceswitheachword.
(设计意图:
提高词汇掌握的效率。
)
Step5Read&discuss
1.Self-check2.GettheSstoreadthearticleandtrytofindoutthefourstatementsthatthewriteragrees.(s
hould---)Checkthesentences.
1.Weshouldbeallowedtotaketimetodothingslikethatmoreoften.
2.WeshouldvisitprimaryschoolsandhelpteachyoungSs.
3.Weshouldbeallowedtovolu
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