九年级英语全册 Unit 3 Teenagers should be allowed to choose their own clothes单元整理教案 人教新目标版.doc

Unit 3 Teenagers should be allowed to choose their own clothes.
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary：allow, 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
2．Ability Objects
(1) Train students' listening skill.
(2) Train students' communicative competence.
3．Moral Object
Students should do what they are allowed to do and avoid doing what they aren't allowed to do.
Ⅱ．Teaching Key Points
1．Target language
2．The structure: should be allowed to
Ⅲ．Teaching Difficult Point：The structure: should be allowed to
Ⅳ．Teaching Methods
1．Scene teaching method 2．Teaching by induction 3．Pairwork
Ⅴ．Teaching Aids：1．A tape recorder 2．A projector
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Show the following on the screen by a projector.
Ask students to make sentences with the phrases above using the structure used to. Both statements and questions are acceptable.
Step Ⅱ 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 a projector.
Write the words “can do” and “can't do” side by side on the blackboard. Then ask students questions about things that their parents say they can and can't do.
Ask some more questions and add more examples to both columns.
Now write on the blackboard the headlines “ is allowed to” and “ isn't allowed to” instead of “can do” and “can't do”.
Repeat this practice with all the items on the lists.
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. Answers to this activity will vary.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions to the class. Say, You will hear a conversation between Anna and her mother. They don't agree with everything. Get students to read the three sentences in the box silently.
Play the recording a second time. This time students listen and circle T or F. Check the answers：1．T 2．F 3．T
Step Ⅳ 1c
This activity provides oral practice 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 read it to the class, completing the last sentence.
Write it on the blackboard. Then demonstrate a new conversation with another student.
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 exchanges, ask pairs to come to the front of the classroom and say their conversations.
Step Ⅴ Summary and Homework
In this class, we've learned a most useful structure be allowed to do and we've done much listening and oral practice using the target language. Ask students to think of as many things as they can that haven't been introduced in class. Write them down using be (not) allowed to do.
Step Ⅵ Blackboard Design
Unit 3 Teenagers should be allowed to
choose their own clothes.
Section A
The First Period
1．The structure: be allowed 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 relax.
Unit 3 Teenagers should be allowed to choose their own clothes.
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary：earring, instead of
(2) Target Language
I think students should be allowed to do homework with 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.
2．Ability Objects
(1) Train students' listening skill.
(2) Train students' communicative competence.
3．Moral Object：You should have the courage of your opinions.
Ⅱ．Teaching Key Point：Target language
Ⅲ．Teaching Difficult Point：Agreement and disagreement
Ⅳ．Teaching Methods
1．A game 2．Listening to cassettes
3．Pair work 4．Teaching by induction .
Ⅴ．Teaching Aids
1．A tape recorder
2．Pieces of paper with sentence starters on them
3．A paper bag
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Play a game to review the structure be used to do.
Write sentence starters on separate pieces of paper.
Step Ⅱ 2a
This activity provides practice understanding the target language in spoken conversation.
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.
Point to the lists of responses. Say, You are to hear Kathy and Molly having a conversation. Kathy will make some statements. Listen and check what Kathy thinks and circle Agrees, Disagrees or Doesn't know to show what Molly thinks. Point out the sample answers.
Play the recording for the first time. Students only listen.
Play the recording again. This time students listen and check what Kathy thinks and circle if Molly Agrees, Disagrees or Doesn't know.
Check the answers.
Kathy The following sentences should be checked：1, 2, 3, 4, 5
Molly 1．D 2．A 3．D K 4．D 5．D K
Step Ⅲ 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. Say, You are to hear the same conversation again. This time number their reasons in the correct order as you hear on the recording. Point out the sample answer .
Play the recording again. Students listen and number the reasons.
Check the answers：4, 1, 5, 2, 3
Step Ⅳ 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. For example, students might say, Teenagers should be allowed to make their own decisions. Teenagers above seventeen should be allowed to join the army. Teenagers shouldn't be allowed to stay up …
Point to the sample conversation. Invite 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. Note: Answers will vary.
Step Ⅴ Grammar Focus
Ask 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.
Step Ⅵ Summary and Homework
Say, In this class, we've done a lot of listening and speaking practice using the target language. And we've also talk about agreement and disagreement. Review the grammar box to get a further understanding of the target language.
Step Ⅶ Blackboard Design
Unit 2 Teenagers should be allowed to choose their own clothes.
Section A
The Second Period
Target language:
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?
No, I don't.
教学反思：（九）年 月 日
任务型的教学途径，培养学生综合能力，避免单纯传授语言知识的教学方法，而且把教学延伸到课堂之外的学习和生活中，利用现实中的真人真事为例，鼓励学生当一名自愿者。学生的发表意见面不够广，导致有人忙有人无事可做，在以后的教学中要尽可能的面向全体，既要有个人发表，还要有集体的，使整堂课紧凑丰满。在老师讲解语法的时候，讲得过快，导致有的基础较差的学生不明白，直接影响了教学的整体效果，在今后的课堂教学中要讲解清楚并兼顾基础较差的学生。
Unit 3 Teenagers should be allowed to choose their own clothes.
The Third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary：stay up
(2) Target Language
What rules do you have at home?
Well, I'm 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.
2．Ability Object：Train students' integrating skills.
3．Moral Object
Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents' advice.
Ⅱ．Teaching Key Points
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.
Ⅲ．Teaching Difficult Point
Train students' integrating skills by task-based activities.
Ⅳ．Teaching Methods
1．Teaching by task-based activities
2．Pair work 3．Group work
Ⅴ．Teaching Aid：The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ 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 Ⅱ 3a
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.
Get students to complete the chart individually. 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.
Check the answers.
Step Ⅲ 3b
This activity provides listening and speaking practice using the target language.
Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.
Write the conversation on the blackboard.
Ask several pairs to share their conversations with the class.
Step Ⅳ Part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class.
Call students' attention to the chart. Set a time limit of one minute.
Students read the headlines at the top and at the sides.
Demonstrate how to fill in the chart with a student.
Tell students where to write Wei Ming in the chart.
Ask students to complete the chart. Allow them 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. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p. m. and so forth.
Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.
Step Ⅴ Summary and Homework
Say, In this class, we've learned to talk about oneself is or isn't allowed to do and ask for someone is or isn't allowed to do. Finish off the exercises on pages 8～9 of the workbook.
Step Ⅵ Blackboard Design
Unit 3 Teenagers should be allowed to choose their own clothes.
Section A
The Third Period
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.
教学反思：（十）年 月 日
学生在自己原有的水平上都有进步，形成适合自己的学习策略；开发个性潜能，使每个学生在英语学习中都能发现自己个性才能发挥的领域和成功点。我们倡导建构式的学习，努力运用学生主动参与、感知体验、探究发现、交流合作的学习方式，让学生在语言实际运用中感受成功的喜悦，调整学习英语的情感和策略，熟练语言技能，发展语言能力，使课堂真正形成“乐说”“会说”“能交际”的氛围。
Unit 3 Teenagers should be allowed to choose their own clothes.
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(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 agree.
I think the school has to have rules.
2．Ability Objects
(1) Train students' listening skill.
(2) Train students' ability to talk about agreement and disagreement.
3．Moral Object：It's good manners to be on time.
Ⅱ．Teaching Key Points
1．Review some key vocabulary words and target language.
2．Talk about agreement and disagreement.
Ⅲ．Teaching Difficult Point：Talk about agreement and disagreement.
Ⅳ．Teaching Methods：1．Review 2．Listening 3．Group work
Ⅴ．Teaching Aid：A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
(1) Check the homework.
(2) 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 of about what teenagers are or aren't allowed to do. See which group can think of the most items for each category.
Step Ⅱ 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.
Help 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.

Get students to finish the task on their own.
Step Ⅲ 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.
Ask several pairs to share their conversations with the class.
Step Ⅳ 2a
This activity provides practice in understanding the target language in spoken conversation.
Point out the four items in Activity 1a. Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen.
Play the recording a second time. This time students listen and circle the things that they hear.
Check the answers：1, 4
Step Ⅴ 2b
This activity provides listening 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 for students to do the activity.
Check the answers：1．c 2．e 3．a 4．b 5．d
Step Ⅵ 2c
This 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.
Write the conversation on the blackboard.
Divide the class into groups of four. Say, Now discuss the statements