九年级英语全册 Unit 3 Teenagers should be allowed to choose their own clothes The First Period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.
go out at night collect stamps be alone at home
ask the teacher questions drink milk read English magazines
eat eggs write letters
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.
allow v. 允许，准许 drive v. 驾驶；驾车pierce v. 刺穿；刺破license(=licence) n. 执照；许可证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 ask students questions about things that their parents say they can and can't do.
T: Wei Ming, do your parents let you play soccer ball after school?
W: No. They say I must put my heart into studies.
T: I see. (Write play soccer ball under can't do on the blackboard.) Liu Chang, do your parents let you surf the Internet?
L: Yes. It is helpful to my study.
T: I see. (Write surf the Internet under can do on the blackboard.)
Ask some more questions and add more examples to both columns.
Ensure that the blackboard ends up like this.
can do can't do
surf the Internet play soccer ball
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 ball
… …
Say, Liu Chang can surf the. Internet at home. She is allowed to surf the Internet. (Write the sentence on the blackboard)
Wei Ming can't play soccer bail after school. He isn't allowed to play soccer ball. (Write the sentence on the blackboard) Ask students to repeat each sentence.
Repeat this practice with all the items on the lists.
Read the instructions to the class. Say, A11 the sentences in the box are things that students are or aren't allowed to do. 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 students to tell you what's their attitude to each sentence. For example, for the first sentence, a student might say, I think it's OK for us to go out every night. We need to relax our minds after a hard day at school. Another student might say, I think it is unnecessary for us to go out every night. We shouldn't relax in our efforts. It's a waste of time.
Say, Please circle A for agree or D for disagree for each sentence on your own.
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 reading for the first time. Students only listen.
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.
SA: I think teenagers should be allowed to go out with their friends.
SB: I agree. They need to relax.
Write it on the blackboard. Then demonstrate a new conversation with another student.
T: I think sixteen-year-old students should be allowed to drive.
SC: I disagree. They are not old enough.
Say, Now work with a partner. Make conversations using the phrases in the box and the statements in Activity 1a.
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 2 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.