小學(xué)五年級教案
發(fā)表時間：2021-05-01九年級Unit 3 Teenagers should be allowed to choose their own clothes教案。
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Unit3Teenagersshouldbeallowedtochoosetheirownclothes.I.Learningobjectives教學(xué)目標(biāo)
Skill
FocusTalkaboutwhatyouareallowedtodo.
Learntotalkabout“agree”and“disagree”.
Talkabouttherulesaroundthestudents.
Learntomakerulesorchangerulesreasonably.
Language
Focus功能句式Talkaboutwhatyouareallowedtodo(P18)
Ithinkteenagersshouldbeallowedtodrive.
Studentsshouldnotbeallowedtohavepart-timejob.
Talkabout“agree”and“disagree”(P19)
Ithinkstudentsshouldbe…
Idisagree.Theytalk…
Iagree.
Doyouthink…?
No,Idon’t.
Talkabouttherules(P20-22)
Wehavealotofrules…
Sodowe.
MyfriendsandIgoytotalkabouttherules…
Whatschoolrulesdoyouthinkshouldbechanged?
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(rèn)讀詞匯
pierce,earring,concentrate,design,opportunity,volunteer,local,mess,newsletter,obey,achieve,realistic,taught,Kathy
3.詞組
getintheway,careabout,insteadof,stayup,concentrateon,atpresent,oldpeople’shomestayup,bestrictwith,theotherday,learnfrom,atpresent,begoodfor,English-EnglishDictionary
語法should+beallowedtodo…
Strategy
Focus1.Reflecting
2.transforminginformation
Culture
FocusWhatrulesdotheyhaveatschool/home?
Whatschoolorotherrulesdoyouthinkshouldbefollowed/changed?
II.Teachingmaterialsanalyzingandrearranging教材分析和重組
1.教材分析
本單元以Teenagersshouldbeallowedtochoosetheirownclothes為話題，共設(shè)計了四個部分的內(nèi)容:
SectionA
該部分有4個模塊：第一模塊圍繞Whatshouldteenagersbeallowedtodo?這一話題展開思維（1a）、聽力（1b）、口語(1c)訓(xùn)練；第二模塊圍繞“agrees”and“disagrees”進(jìn)行聽力（2a-2b）、口語(2c)訓(xùn)練，并就所學(xué)語言結(jié)構(gòu)進(jìn)行總結(jié)（GrammarFocus）；第三模塊就“aboutfollowingtherules”這一話題展開閱讀訓(xùn)練（3a）和角色表演訓(xùn)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。
SectionB
該部分有4個模塊：第一模塊是詞匯的學(xué)習(xí)（1a）與運用（1b）；第二模塊圍繞“Oneoftheschoolrules”進(jìn)行聽力（2a—2b）、口語訓(xùn)練(2c)；第三模塊繼續(xù)圍繞Therulesinschool這一話題展開閱讀（3a）和角色表演訓(xùn)練(3b)；第四模塊就如何Makealistofrules以寫作形式展開訓(xùn)練。
SelfCheck
該部分有2個模塊：第一模塊以填空形式對所學(xué)詞匯進(jìn)行訓(xùn)練；第二模塊就一封信圍繞“agreeordisagree”進(jìn)行閱讀和寫作的訓(xùn)練。
Reading
該部分共設(shè)置了5項任務(wù)：第一項任務(wù)以小組問題討論的方式激活學(xué)生相關(guān)背景知識；第二項任務(wù)讓學(xué)生通過閱讀獲取信息；第三項任務(wù)利用造句、尋找信息、討論等練習(xí)形式加深學(xué)生對閱讀內(nèi)容的理解；第四項任務(wù)要求學(xué)生能運用所學(xué)知識解決實際問題；第五項任務(wù)要求學(xué)生完成介紹名人童年生活及成功之路的任務(wù)。
2.教材重組和課時分配
PeriodI(SectionA:1a,1b,1c,2a,2b,2c)Newfunctionpresenting
PeriodII(SectionA:3a,3b,4)Practice
PeriodIII(SectionB:1a,1b,2a,2b,2c)Integratingskills
PeriodIV(SectionB:3a,3b,4,SelfCheck1,2thefifthone“twelveyearsoldshouldbeallowedtochoosetheirownclothes”,Idon’tthinktheyhavecorrectcommentsonthematerialsorprice.
T:Terrific!Thankyouverymuchfortellingus.Ithinkeveryonemayhavehisanswer.Anyansweriscorrectifyoucangiveoutconvictivereasons.StepIIIListening
T:Nowpleaselookatthepicture.Fromthethreesmallpictures,whatcanyouguessthegirlwantstodo?
S:Shesaysshe’sgoingtothemallwithJohn.BecauseJohnjustgothislicense.PerhapsshewantstobuyaniceT-shirt.ButIcan’tunderstandPicture3clearly.Icanonlybesureit’ssomethingaboutpiercingearsorearrings.
T:Excellent.Fromthepictureswecanjustguessthemainideas.Afterlisteningtotherecording,wecancatchtheirmeaningsindetail.Solistentothetapecarefully.
Playtherecordingforthefirsttime.
T:Allright.Mostofyouhavecircled“T”or“F”intheblanks.NowI’llplayitasecondtime,youmaycheckyouranswers.StepIVOralPractice
T:Pleaselookatthestatementsinactivity1aandmakeconversationsinpairs.Thephrasesintheboxbelowcanhelpyou.Firstpracticetheminpairs.
Movearoundtheclassandchecktheirwork.Offerlanguagehelpifneeded.
T:(afewminuteslater)Nowwho’dliketoshareyourideaswithothers?Gentlemenfirst,please?
Sample1:
S1:Ithinkteenagersshouldbeallowedtogooutwiththeirfriends.
S2:Iagree.Theyareoldenough.Theycanlookafterthemselveswell.
T:Great.Thankyou.You’vetoldusyoucanlookafteryourselves.Anotherpair,canyoutellussomethingelse?
Sample2:
S3:Idon’tthinktwelve-year-oldsshouldbeallowedtogettheirearspierced.
S4:Iagree.It’stoosillytowearearringsintheschool.
T:Wonderful.Thanksalot.Notallgirlswearearringsnow,butinsomepartsofthecountry,girlsstilldoso.Andwhocangiveusmoreexamples?
Sample3:
S5:Ithinkstudentsshouldbeallowedtodohomeworkwithfriends.
S6:Idisagree.Theytalkinsteadofdoinghomework.
T:Verygood!Thankyouverymuch.Doyourparentsallowyoutostudywithyourfriends?
Encouragethemtotalkmoreaboutthereasonsandtheirownopinions.StepVListeningPractice
AskthestudentstolookatthepictureonPage19.
T:Wecanseethreepersonsinthepicture.Aretheytalkingtooneanother?
S:No,twogirlsaretalking,andtheboyisworking..
T:Well,whataretheirconversationsabout?DoesMollyagree,disagreeornotknowwhatKathythinks?Let’slistentothetapeforthefirsttime.Pleasecircle“Agrees”,“Disagrees”or“doesn’tknow”toshowwhatMollythinks.
Playtherecordingforthefirsttime.Thenchecktheanswers.
T:You’llhearthesameconversationagain,ThistimepleasenumberKathy’sandMolly’sanswersinthecorrectorder.
Playtherecordingagain,thenchecktheanswers.StepVIPairwork
T:Fromthelistening,weknowthatinourdailylifeteenagersshouldandshouldnotbeallowedtodoalotofthings.Indifferentcountriespeoplehavedifferentopinionsonit.Nowpleasemakealistoffourthingsyoushouldorshouldn’tbeallowedtodo.Discussyourlistwithyourpartner:Whatshouldorshouldn’tyoubeallowedtodo?
Getseveralgroupsofstudentstoreadtheirlists.
Sample1:
S1:Doyouthinkteenagersshouldbeallowedtohavemobilephones?
S2:Yes.It’sconvenientforstudentsandtheirparentstocommunicateeachother.
Sample2:
S3:Doyouthinkteenagersshouldbeallowedtohavemobilephones?
S4:No,Idon’t.Perhapsstudentspaymoreattentiontoshortmessagesthanstudy.
Sample3:
S5:Doyouthinkteenagersshouldbeallowedtogoonatripbythemselves?
S6:Yes,Ido.Theymayask“TravelAgency”tohelpthem.StepVIIGrammarFocus
AskthestudentstoreadtheexamplesentencesintheGrammarFocusboxonPage19together.
T:(Afterthat)Inthisclass,wehavelearned“shouldbeallowedtodo”and“shouldnotbeallowedtodo”.(PointingtotheBb)Whocantelluswhentousethem?Whatdotheymean?Fromthesentenceswehavepracticed,whatcanyouconclude?
S1:It’sapassivevoice.Inactivevoice,ifwesay,“shouldallowsomeonetodosth“,wecansay,“someoneshouldbeallowedtodosth.”inpassivevoicesentence.
T:Thankyou.Anyoneelsecanadditup?
S2:If“shouldn’tsomeonetodosth.”Wecanuse“someoneshouldn’tbeallowedtodosth”.
T:Ofcourse.Andifyouthinkso,youcansay____.(Getstudentstofillintheblank)
S3:Icansay,“Iagree.”
T:Quiteright.Ifyoudon’tthinkso,youcananswer_____.(Getthemtofillinitagain)
S4:Icananswer,“Idisagree.”
T:Yeah.Besides,youcanaddyouropinionsafterit.StepVIIIPractice
精選閱讀
Unit 3 Teenagers should be allowed to choose their own clothes
Unit3Teenagersshouldbeallowedtochoosetheirownclothes
一.本周教學(xué)內(nèi)容：
[話題](Topic):Rules
[重點詞組](KeyPhrases)
1.beallowedtodo,2.gooutwithone’sfriends,3.part-timejob,4.getsth.done,5.needtodosth.,
6.insteadof,instead,7.bestrictwith,8.concentrateon,9.getnoisy,10.begoodfor,
11.cleanup,12.atleast,13.performaplay,14.taketimetodosth.,15.haveFridayafternoonsoff,
15.replyto,16.agreewithsth.(sb.),17.materialthings,18.thelatestjeans,19.chatonline,20.makeone’slifeeasier,
21.sendtextmessages,22.givesb.direction,23.buildone’slifeonhardwork,24.beproudof,25.BeijingYouthDaily,
[交際用語]
1.Ithinksixteen-year-oldsshouldbeallowedtodrive
我認(rèn)為應(yīng)該允許16歲的孩子開車。
2.Idisagree.Ithinksixteenistooyoung.
我不同意，我認(rèn)為16歲這個年紀(jì)太年輕了。
3.Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejobs?
你認(rèn)為應(yīng)該允許13歲的孩子們做兼職工作嗎？
4.No,Idon’t.不，我認(rèn)為不應(yīng)該。
5.Annaisallowedtowearherownclothes.
安娜可以選擇自己的衣服。
6.Theyarenotseriousenoughatthatage.
那個年齡的他們不夠穩(wěn)重。
7.－Whatrulesdoyouhaveathome?
你家有什么規(guī)定嗎？
－Well,I’mnotallowedtogooutonschoolnights.
噢，我在周一至周五不能外出。
[重點難點釋義](LanguagePoints)
1.theotherday
我們還可以說theotherday,morning,week,month.
不久前的一天，一個上午、一個星期、一個月等
IsawhiminLondontheotherday.
我最近有一天在倫敦見過他。
2.getto著手做某事
…andIgottotalkingabouttherules…
Hegottodoingthehomeworkaftersupper.
3.concentrateonsth.專注于某事（做某件事而不做其他事）
HedecidedtoconcentrateonEnglishbecausehejustfailedtheexam.
他決心專攻英語因為他剛剛考試不及格。
ThiscompanyconcentrateontheChinesemarket.
這家公司把重點集中在中國市場。
4.begoodfor對…有好處有益于（…thatisgoodforstudying…）
Thiskindoffoodisgoodforme.
這種食物對我身體有益
Sunshineisgoodforplants.
陽光對植物有益。
5.It’sagoodideaforsbtodosth.做…對…來說是個好主意（It’salsoprobablyagood
ideaforparentstoallow…）
It’sagoodideaforustotraveltothesouth.
6.getnoisy變得嘈雜（Iknowwegotnoisysometimes,…）
noise－noisy
7.learnfrom向…學(xué)習(xí)，從…中學(xué)習(xí)
…butwelearnalotfromeachother.
Weshouldlearnfromourmistakes.
我們應(yīng)從錯誤中學(xué)習(xí)。
8.atpresent.（Atpresentthey’retooshort.）
atpresent此刻、現(xiàn)在＝atthistime,now
Ican’thelpyouatpresent－－I’mtoobusy
我現(xiàn)在幫不了你－－實在太忙了。
9.…h(huán)aveanopportunitytodosth
有做…的機(jī)會
havenoopportunitytodo沒機(jī)會做…
Ihopeto……h(huán)aveanopportunitytogototheStates.
Ihavenoopportunitytohaveatalkwithher
I
注意：文中在談?wù)搶頃r，用了一些動詞過去式和would+動原的形式
這是虛擬語氣。表示對將來的一種假設(shè)。
本單元其他句型結(jié)構(gòu)：
1.sixteen-year-olds十六歲的青少年
它相當(dāng)于一個名詞相當(dāng)于sixteen-year-oldkids.
“一個16歲青少年的表達(dá)方式”
akidsixteenyearsold
akidofsixteen
akidofsixteenyearsold.
asixteen-year-oldkid
2.stopdoing
Heshouldstopwearingthatsillyearrings.
（SectionA2a）
停止做某事
Wetwostoppedtalking.
我們倆個停止了談話。
3.主＋seemtodosth.好像
Histemperatureseemstobeallright.
他的體溫好像完全正常。
seem其他用法
（1）seem+形容詞
Thequestionseemsquiteeasy.
那個問題好像很容易。
（2）seem+名詞
Thatseemsagoodidea.
那好像是個好主意。
（3）Itseems+that從句
Itseemedthatnobodyknewanythingaboutthematter.
看來沒有人知道這件事。
4.Sodowe（SectionA3a）
Sodowe為倒裝句，其結(jié)構(gòu)是So+be動詞/助動詞/情態(tài)動詞＋主語，在時態(tài)上應(yīng)和上一句保持一
致。應(yīng)翻譯為“我們也是這樣”用英文解釋是：
Wehavealotofrulesatmyhouse,too.
5.onschoolnights,onFridaynights,onSaturdayafternoons.
我們在說某個具體的，特定的早晨、下午、晚上時應(yīng)用on.
6.bestrictwith對…要求非常嚴(yán)格
She’sverystrictwithherchildren.
她待子女很嚴(yán)。
7.oldpeople’shome敬老院
以前我們曾學(xué)過oldfolk’shome
8.taketimetodothings花費時間做事情。
take在這里為“花費”的意思。
類似的詞組有：
Ittakessbsometimetodosth.
it為形式主語
花…時間做某事
Ittookme2hourstofinishthehomework.
9.beagreatexperienceforsb.
對…來說是一次很棒的經(jīng)歷。
10.volunteer
（1）n.志愿者
volunteergroups志愿小組
volunteerstorunChristmasshow.
自愿操辦、圣誕節(jié)表演的人。
（2）v.自愿或無償?shù)亟o予或提供（幫助、建議）
Tim’sbusybutI’llcome,hevolunteered.
蒂姆很忙，我來吧，他主動說道。
11.sleepy想睡的（a.）
Areyousleepy?你睏嗎？
asleep睡著的、熟睡的
Hewaitsuntilthechildrenareasleep.
他一直等到孩子們睡著了。
詞組fallasleep入睡
Hewasjustfallingasleepwhentherewasaloudknockatthedoor.
他剛要入睡，就有人大聲敲門。
語法知識一.被動語態(tài)
1.“語態(tài)”表示主語和謂語動詞之間的關(guān)系。英語中有“兩態(tài)”的說法，即主動語態(tài)和被動語態(tài)，本單
元中反復(fù)出現(xiàn)的shouldbeallowed就是一個含有情態(tài)動詞（should）的被動語態(tài)。
先看幾個基本概念
主語是動作的發(fā)出者為主動語態(tài)
主語是動作的接受者為被動語態(tài)
只有及物動詞才有被動語態(tài)。
2.被動語態(tài)的構(gòu)成
（1）
Theofficeiscleanedeveryday.
Theofficewascleanedyesterday.
Compareactiveandpassive：
動作的接受者theoffice成了句子的主語，就應(yīng)該用被動語態(tài)。從上面的例句我們可以總結(jié)：
一般現(xiàn)在時的被動語態(tài)為：主＋am/is/are（not）＋過去分詞
一般過去時的被動語態(tài)為：主＋was/were＋過去分詞
如：Butterismadefrommilk.
Thishousewasbuilt100yearsago.
以前我們學(xué)過的was/wereborn生于，就是一個被動語態(tài)
born是個過去分詞（bear）
－Whenwereyouborn?－Iwasbornin1989.
如果要特別強(qiáng)調(diào)動作或行為的執(zhí)行者，句子后面需接by~，譯為“被（由）…”
如：Wewerewokenupbyaloudnoise.
我們被嘈雜的聲音吵醒。
（2）
現(xiàn)在進(jìn)行時被動語態(tài)的構(gòu)成為
主語＋is/am/are+being＋過去分詞
再如：
Mycarisbeingrepairednow.
Somenewhousesarebeingbuiltnearthepark.
公園附近在建一些房子。
（3）
現(xiàn)在完成時被動語態(tài)的構(gòu)成為
主語＋have/has＋been＋過去分詞
如：
Mykeyhasbeenstolen.
Mykeyshavebeenstolen.
Iamnotgoingtotheparty,Ihaven’tbeeninvited.
含有情態(tài)動詞的被動語態(tài)
情態(tài)動詞＋be＋過去分詞
Anotehadbetterbelefttohim.
Teenagersshouldbeallowedtoweartheirownclothes
這里我們列舉了幾個主要時態(tài)，那么其它時態(tài)呢？
一般將來時主語＋will＋be＋過去分詞
過去將來時主語＋would/should+be＋過去分詞
過去進(jìn)行時主語＋was/were+being＋過去分詞
過去完成時主語＋had+been+過去分詞
被動語態(tài)的時態(tài)是由be的時態(tài)決定的，be是什么時態(tài)，全句就是什么時態(tài)，be動詞后面的過去分詞不
變。
歸納：
肯定句：主語＋be+過去分詞＋（by~）
否定句：主語＋benot＋過去分詞＋（by~）
一般疑問句：Be＋主語＋過去分詞＋（by~）?
特殊疑問句：疑問詞＋be＋主語＋過去分詞＋（by~）
3.被動語態(tài)的用法：
（1）不知道或沒有必要說明動作的執(zhí)行者是誰，不用by＋動作執(zhí)行者短語
Suchbooksarewrittenforchildren.
這些書是為兒童寫的。
Ihaven’tbeentoldaboutit.
沒有人告訴我這件事
（2）強(qiáng)調(diào)動作的承受者，這時應(yīng)用by短語。
ThecupwasbrokenbyDavid.
（3）作客觀說明時，常采用一種被動語態(tài)句型
It’s/wassaid/believed/reported/+that…
It’sreportedthataboutthreehundredpeoplewerekilledinthis
earthquake.
據(jù)報道，這次地震中大約有三百人死亡。
4.主動語態(tài)變?yōu)楸粍诱Z態(tài)
把主動語態(tài)的句子變?yōu)楸粍诱Z態(tài)的方法是：
（1）把原句中的賓語變?yōu)橹髡Z
（2）動詞改為被動形式，即be+過去分詞
（3）原來的主語，如果需要的話，放在by后面，如果沒必要，可省略。
注意事項：
主動語態(tài)變成被動語態(tài)應(yīng)注意事項
從主動語態(tài)到被動語態(tài)的過程中主語、謂語動詞、賓語都發(fā)生變化。
注意主格與賓格的變化形式。
注意主語的人稱及數(shù)的變化對be動詞帶來的影響。
注意be動詞的時態(tài)形式取決于原主動語態(tài)的動詞時態(tài)形式。
5.被動語態(tài)的幾種類型
（1）有兩個賓語的句子的被動語態(tài)（直接賓語，間接賓語）
常見的接雙賓語的動詞有
通常這種句子可以改為以“人”當(dāng)主語；和以“物”當(dāng)作主語的兩種被動語態(tài)。
如：Hegavemeabook.
－Iwasgivenabookbyhim.（以I做主語）
－AbookwasgiventomebyTom.（以物book作主語）
HeteachesusEnglish.
－WearetaughtEnglishbyhim.（以人當(dāng)主語）
－Englishistaughtusbyhim.（以物作主語）
（2）含有賓語補(bǔ)足語的句子的被動語態(tài)
keep,make三類的動詞常常有賓語補(bǔ)足語，在被動語態(tài)中，賓語補(bǔ)足語位置不變。
Wekeepfoodfreshinthefridge.
主謂賓賓補(bǔ)
－Foodiskeptfreshinthefridge.
Isawhimgointotheofficebuilding.
－Hewasseentogointotheofficebuilding.
英語中有“十大動詞”的說法，即feel,hear,listen,have,make,let,look,watch,
see,notice，這些詞在主動句中，其后的動詞不定式不加to，但變被動句時必須加to.
（3）含有短語的主動語態(tài)變被動語態(tài)
不及物動詞沒有賓語，因此沒有被動語態(tài)。但有的不及物動詞后面加上介詞及其他一些詞類構(gòu)成短語動
詞之后，其作用相當(dāng)于及物動詞，可以接賓語，因而也可以變?yōu)楸粍诱Z態(tài)。在變成被動語態(tài)時，不能去掉構(gòu)
成短語動詞的介詞或副詞
Theytakegoodcareofmychild.
－Mychildistakengoodcareof
他們把我的孩子照顧得很好。
Iturnedofftheradio.
－Theradiowasturnedoff（byme）
附：動詞短語的被動語態(tài)
takecareof－betakencareof
cutdown－becutdown
laughat－belaughedat
lookafter－belookedafter
下列這些短語本身即是被動語態(tài)的形式，不需再加－by
becoveredwith…用…覆蓋著
beinterestedin…對…感興趣
besurprisedat…對…感到驚奇
bemadeof（from）用…制造的
（4）由情態(tài)動詞形成的被動語態(tài)
含有情態(tài)動詞的句子在變?yōu)楸粍诱Z態(tài)時，在情態(tài)動詞后面加上be動詞即可，其句型如下：
肯定句：主語＋情態(tài)動詞（can,may,must）+be+過去分詞…
否定句：主語＋情態(tài)動詞＋not+be+過去分詞…
疑問句：情態(tài)動詞（Can,May,Must）＋主語＋be＋過去分詞＋….
如：WeshouldallowteenagerstosurftheInternet.
－TeenagersshouldbeallowedtosurftheInternet.
Canyouuseit?你會使用它嗎？
－Canitbeused?
6.不能用于被動語態(tài)的幾種情況
（1）當(dāng)主動結(jié)構(gòu)中的賓語是反身代詞和相互代詞時，不能改為被動語態(tài)。
他在鏡中看見了自己的模樣。
Weoftenhelpeachother.
我們常?；ハ鄮椭?/p>
（2）當(dāng)謂語是表狀態(tài)的及物動詞時（如have,like,takeplace,belongto…）
如：
Iliketheseflowers.我喜歡這些花。
Iwillhaveameeting.
不說Ameetingwillbehad.應(yīng)說Ameetingwillbeheld.
Unit 7 Teenagers should be allowed to choose their own clothes
教案課件是老師工作中的一部分，大家應(yīng)該開始寫教案課件了。將教案課件的工作計劃制定好，才能使接下來的工作更加有序！那么到底適合教案課件的范文有哪些？急您所急，小編為朋友們了收集和編輯了“Unit 7 Teenagers should be allowed to choose their own clothes”，歡迎大家閱讀，希望對大家有所幫助。
九年級英語教案6學(xué)科
English
課型
fresh
年級
9課題
Unit7Teenagersshouldbeallowedtochoosetheirownclothes.1/6教學(xué)媒體
Ataperecorder,CAI
教
學(xué)
目
標(biāo)
知識
技能
1.KeyVocabularyallow,drive,pierce,driver,license,silly2.TargetLanguageIthinkteenagersshouldbeallowedtogooutwiththeirfriends.Iagree.They…3.Structureshouldbeallowedto過程方法
Accordingtodesigningsometasks,trainstudentslisteningskillandstudentscommunicativecompetence.情感態(tài)度
Studentsshoulddowhattheyareallowedtodoandavoiddoingwhattheyarentallowedtodo.教學(xué)重點
1．Targetlanguage2．Thestructure:shouldbeallowedto教學(xué)難點
Thestructure:shouldbeallowedto教學(xué)內(nèi)容及教師活動
學(xué)生活動
設(shè)計意圖
Step1RevisionShowthefollowingonthescreenbyaprojector.gooutatnightcollectstampsbealoneathomeasktheteacherquestionsdrinkmilkreadEnglishmagazineseateggswritelettersStep2PresentationI!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--.1aThisactivityfocusesonvocabularywordsandthestructure“shouldbeallowedto.”Showthenewwordsonpage18onthescreenbyaprojector.allowv.允許，準(zhǔn)許drivev.駕駛；駕車piercev.刺穿；刺破license(=licence)n.執(zhí)照；許可證sillyadj.愚蠢的；傻的Saythewordsandhavestudentsrepeatoverandoveragainuntiltheyarepronouncedfluentlyandaccurately.Writethewords“cando”and“cantdo”sidebysideontheblackboard.Thenaskstudentsquestionsaboutthingsthattheirparentssaytheycanandcantdo.Nowwriteontheblackboardtheheadlines“isallowedto”and“isntallowedto”insteadof“cando”and“cantdo”.Theblackboardlookslikethis:isallowedtoisntallowedtosurftheInternetplaysoccerball……Giveansamplesentenceusingthestructureabove.(Writethesentenceontheblackboard)Readtheinstructionstotheclass.Setatimelimitofoneortwominutesforstudentstoreadthesentencesorinviteamoreadvancedstudenttoreadthemaloudtotheclassinstead.Askstudentstotellyouwhattheirattitudetoeachsentenceis.Whenallthestudentsarefinished,askstudentstoraisetheirhandstoshowwhichthingsareorarentallowedtodo.Discusstheresultswiththeclass.II.1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Readtheinstructionstotheclass.Getstudentstoreadthethreesentencesintheboxsilently.Playtherecordingforthefirsttime.Playtherecordingasecondtime.Checktheanswers.Step3Consolidationandextension1cThisactivityprovidesoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callstudentsattentiontothephrasesintheleftbox.Inviteastudenttoreadthemtotheclass.InviteanotherstudenttoreadthestatementsinActivity1a.Focusattentionontheconversationintherightbox.Askapairtoreadittotheclass.Demonstrateanewconversationwithanotherstudentusingthephrasesintheleftbox.Asstudentsworkinpairs,movearoundtheroomlisteninginonvariouspairsandgivingpronunciationandlanguagehelpasneeded.Afterstudentshavehadachancetopracticeseveralexchanges,askpairstocometothefrontoftheclassroomandsaytheirconversations.Readafterteacher.
Makesentenceswiththephrasesaboveusingthestructureusedto.Bothstatementsandquestionsareacceptable.
Readafterteacher.
Answerthequestionswith“cando”“can’tdo”.
Repeatthesentence.
Readthesentencesin1a.
HaveadiscussionandcircleAforagreeorDfordisagreeforeachsentenceontheirown.
Readthesentencesin1b
Listentothetapeonly.
StudentslistenandcircleTorFWorkasteachersays.Workwithapartner.MakeconversationsusingthephrasesintheboxandthestatementsinActivity1a.復(fù)習(xí)詞匯.
學(xué)習(xí)新的詞匯，為練習(xí)口語和做準(zhǔn)備。用生活中的實際例子激起學(xué)生對知識的興趣。培養(yǎng)學(xué)生的合作和獨立思考能力。把知識點口語化便于學(xué)生記憶。此處體現(xiàn)學(xué)生的合作和創(chuàng)新能力。板
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設(shè)
計
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
SectionA
TheFirstPeriod1．Thestructure:beallowedtoisallowedtoisntallowedtosurftheInternetplaysoccerball……SheisallowedtosurftheInternet.Heisntallowedtoplaysoccerball.2．TargetlanguageA:Ithinkteenagersshouldbeallowedtogooutwiththeirfriends.B:Iagree.Theyneedtorelax.
九年級英語教案7備課時間：第（）周星期（）教出時間：第（）周星期（）總第（）課時
學(xué)科
English
課型
fresh
年級
9課題
Unit7Teenagersshouldbeallowedtochoosetheirownclothes.2/6教學(xué)媒體
Ataperecorder,CAI
教
學(xué)
目
標(biāo)
知識
技能
1.KeyVocabularyearring,insteadof2.TargetLanguageIthinkstudentsshouldbeallowedtodohomeworkwithfriends.Idisagree.Theytalkinsteadofdoinghomework.Sixteen-yearoldsshouldnotbeallowedtodrive.Iagree.Theyarentseriousenoughatthatage.Doyouthinksixteen-year-oldsshouldbeallowedtoworkatnight?No,Idont.過程方法
Accordingtodesigningsometasks,trainstudentslisteningskillandstudentscommunicativecompetence.情感態(tài)度
Youshouldhavethecourageofyouropinions.教學(xué)重點
Targetlanguage教學(xué)難點
Agreementanddisagreement教學(xué)內(nèi)容及教師活動
學(xué)生活動
設(shè)計意圖
Step1RevisionPlayagametoreviewthestructurebeusedtodo.Writesentencestartersonseparatepiecesofpaperasfollows:Imallowedto…;Mybrotherisntallowedto…;Studentsshouldnotallowedto…;Putthepapersinapaperbag.Putstudentsintoteams.Eachteamchoosesaslipfromthebag.Setatimelimitoffiveminutes.Eachteamwritesasmanysentencesandreasonsastheycan.Whentimeisup,collecttheiranswers.Eachteamgetsonepointforeachcorrectsentenceandonepointforeachcorrectreason.Theteamwhichgetsthemostpointswinsthegame.Step2PresentationI.2aThisactivityprovidespracticeunderstandingthetargetlanguageinspokenconversation.Pointtothepictureandaskstudentswhatishappening.Elicitanswersfromstudents.Pointtothestatementsinthechart.Havestudentslookthemthrough.Answeranyquestionsstudentsraisetomakesuretheycomprehendeachsentence.Playtherecordingforthefirsttime.Playtherecordingagain.Checktheanswers.II.2bThisactivityprovidespracticeinunderstandingthetargetlanguageinspokenconversation.Pointtothelistofreasonsinthebox.Inviteastudenttoreadthemtotheclass.Playtherecordingagain.Checktheanswers.Step3ConsolidationandextensionI.2cThisactivityprovidesoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass,Askstudentsforsuggestionsthatteenagersshouldandshouldnotbeallowedtodo.RemindthemtolookbackatActivities1aand2a.Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass,completingthesentences.Havestudentsworkinpairs.Movearoundtheroomlisteninginonvariouspairsandofferinganyhelptheymayneed.Checktheanswersbyaskingdifferentpairstosaytheirconversationstotheclass.StepII.GrammarFocusAskdifferentpairsofstudentstosaythestatementsandquestions.Writethemontheblackboard.Checkhowwellstudentsunderstandeachsentencebyaskingastudenttorepeatitinhis/herownwords.PointoutIdisagree,IagreeandDoyouthink…?Ifnecessary,givestudentsmorepractice.GrammarnoteDontexplainthestructure“beallowedto”tostudents.Itstoocomplexforstudentstounderstandatthispoint.Soitcanbestudiedalmostasifitwereavocabularyitematthislevel.Step4SummaryWorkasteachersays.
Lookatthepictureandthinkaboutwhatishappening.
lookthestatementsinthechartthrough.
Onlylisten.
ThistimestudentslistenandcheckwhatKathythinksandcircleifMollyAgrees,DisagreesorDoesntknow.
Readthelistofreasonsinthebox
Listenandnumberthereasons.
Reviewandworkinpairstomakeconversation.
WorkinpairstoreadthestatementsandquestionsinGrammarFocus.
Haveadiscussion.
通過游戲復(fù)習(xí)，讓學(xué)生在輕松的氛圍中對上節(jié)課所學(xué)知識進(jìn)行溫習(xí)。
培養(yǎng)學(xué)生從圖片中理解內(nèi)容的能力，為看圖作文打基礎(chǔ)。
訓(xùn)練聽力。
對上節(jié)課所學(xué)知識進(jìn)行進(jìn)一步復(fù)習(xí)。對知識點進(jìn)一步總結(jié)，便于學(xué)生記憶，實用。板
書
設(shè)
計
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
SectionA
TheSecondPeriodTargetlanguage:1．Ithinkstudentsshouldbeallowedtodohomeworkwithfriends.Idisagree.Theytalkinsteadofdoinghomework.2．Sixteen-year-oldsshouldnotbeallowedtodrive.Iagree.Theyarentseriousenoughatthatage.3．Doyouthinksixteen-year-oldsshouldbeallowedtoworkatnight?No,Idont.
九年級英語教案8
備課時間：第（）周星期（）教出時間：第（）周星期（）總第（）課時
學(xué)科
English
課型
fresh
年級
9課題
Unit7Teenagersshouldbeallowedtochoosetheirownclothes.3/6
教學(xué)媒體
Ataperecorder,CAI
教
學(xué)
目
標(biāo)
知識
技能
1、KeyVocabularystayup2、TargetLanguageWhatrulesdoyouhaveathome?Well,Imnotallowedtogooutonschoolnights.Howaboutyou?Imnotallowedtogooutonschoolnightseither.ButIcanstudyatafriendshouse.過程方法
Accordingtodesigningsometasks,trainstudentsintegratingskills.情感態(tài)度
Studentsmaythinkparentsshouldallowthemmorefreedom.Infact,theyareweakintellingtherightfromwrong.Soacceptparentsadvice.教學(xué)重點
1．Talkaboutwhatoneselfisorisntallowedtodousingthetargetlanguage.2．Askforwhatsomeoneisorisntallowedtodousingthetargetlanguage.教學(xué)難點
Trainstudentsintegratingskillsbytask-basedactivities.教學(xué)內(nèi)容及教師活動
學(xué)生活動
設(shè)計意圖
Step1RevisionPlayagametoreviewthestructurebeorbenotallowedto.Dividetheclassintogroups.Eachgroupisaskedtomakealistofschoolrules.Thegroupwhichwritesdownthemostruleswithinfiveminuteswinsthegame.Step2PresentationI.3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Pointtothepictureandaskstudentstodescribeit.Inviteapairofstudentstoreadtheconversationtotheclass.Askastudenttoreadthesampleanswerstotheclass.Getstudentstocompletethechartindividually.Remindthemtouse“Dont”and“Youcan”.Astheyareworkingthis,movearoundtheroomansweringanyquestionsstudentsraiseabouttheconversationandofferinglanguagesupportasneeded.II.3bThisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.Focusattentionontheconversation.Askapairofstudentstoreadittotheclass,completingthelastsentence.AskstudentstocovertheconversationinActivity3a.Usingtheinformationinthechart,makenewconversationsinpairs.Getstudentstocompletetheworkinpairs.Movearoundtheroomcheckingprogressandofferinganyhelpstudentsneed.Askseveralpairstosharetheirconversationswiththeclass.Step3ConsolidationandextensionPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callstudentsattentiontothechart.Setatimelimitofoneminute.Demonstratehowtofillinthechartwithastudent.Havestudentstoaskdifferentstudentsintheclassandfindthreepeoplewhohavetofolloweachoftherulesinthechart.Askstudentstocompletethechart.Allowthemtostandupandmovearoundtheroom.Walkaroundtheroomcheckingprogressandofferinghelpwithpronunciationandwriting.Askseveralstudentstotelltheclasswhattheylearned.OptionalactivityAskstudentstocreateachartsimilartotheoneinActivity4.Thenmakeadifferentlistofrulesfromtheonesinthebook.Getthemtocompletetheactivitybygoingaroundtheclassandfillinginthechart.Step4SummaryPlaythegame.
Lookatthepicturein3aanddescribeit.
Readtheconversation
Readitagainand
writeSunFeisandWuYusrulesinthechart
Workinpairstoreadtheconversationin3bandcompletethelastsentence.
Workinpairs.Studentsreadtheheadlinesatthetopandatthesides.
Doaninterview.
Reviewthestructurebeorbenotallowedto.
此處訓(xùn)練學(xué)生獨立思考能力。
將所學(xué)知識用到實際生活中去。
通過此活動，讓學(xué)生對本課內(nèi)容進(jìn)一步掌握并能熟練運用。板
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計
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
SectionA
TheThirdPeriodTargetlanguage:A:Whatrulesdoyouhaveathome?B:Well,Imnotallowedtogooutonschoolnights.Howaboutyou?A:Imnotallowedtogooutonschoolnightseither.ButIcanstudyatafriendshouse.
備課時間：第（）周星期（）教出時間：第（）周星期（）總第（）課時
學(xué)科
English
課型
fresh
年級
9課題
Unit7Teenagersshouldbeallowedtochoosetheirownclothes.4/6教學(xué)媒體
Ataperecorder,CAI
教
學(xué)
目
標(biāo)
知識
技能
1、KeyVocabularybestrictwith,takeatest,passatest,failatest2、TargetLanguageIthinkPetershouldbeallowedtotakethetestlater.Idontagree.Ithinktheschoolhastohaverules.過程方法
Accordingtodesigningsometaskstotrainstudentslisteningskillandstudentsabilitytotalkaboutagreementanddisagreement.情感態(tài)度
Itsgoodmannerstobeontime.教學(xué)重點
1．Reviewsomekeyvocabularywordsandtargetlanguage.2．Talkaboutagreementanddisagreement.教學(xué)難點
Talkaboutagreementanddisagreement.教學(xué)內(nèi)容及教師活動
學(xué)生活動
設(shè)計意圖
Step1RevisionCompetition:Write“areallowedto”and“arentallowedto”ontheblackboard.Dividetheclassintogroups.Eachgroupisaskedtowritedownasmanythingsastheycanthinkofaboutwhatteenagersareorarentallowedtodo.Seewhichgroupcanthinkofthemostitemsforeachcategory.Step2PresentationI.1aThisactivityreviewstheuseofalways,sometimes,usuallyandnever.Pointtothepicture.Askstudentstodescribewhatishappeninginthepicture.Helpstudentstosay,Theboyislateforclass.Inviteastudenttoreadthefourquestionsintheboxtotheclass.Readtheinstructionsandremindstudentsoftheexactmeaningsoftheadverbsoffrequency.!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--AskstudentstowriteAafterthingstheyalwaysdo,Uafterthingstheyusuallydo,SafterthingstheysometimesdoandNforthingstheyneverdo.II.1bThisactivityprovidesoralpracticeusingthetargetlanguage.Pointoutthesampleconversation.Askapairofstudentstosayittotheclass.Asthepairsworktogether,walkaroundtheroomofferinghelpifnecessary.Askseveralpairstosharetheirconversationswiththeclass.III.2aThisactivityprovidespracticeinunderstandingthetargetlanguageinspokenconversation.Playtherecordingforthefirsttime.Playtherecordingasecondtime.Checktheanswers.IV.2bThisactivityprovideslisteningpracticeusingthetargetlanguage.Pointtoboththenumberedandletteredlistsofiteminthebox.Pointoutthesampleanswer.Readthesentence“Peterisgoingtofailamathtesttotheclass.”Playtherecordingagain.Checktheanswers.
Step3Consolidationandextension2cThisactivityprovidesoralpracticeusingthetargetlanguage.Callstudentsattentiontothestatementsinthebox.Saythemtotheclass.Askthreestudentstoreadthesampleconversationtotheclass,completingthesentences.Dividetheclassintogroupsoffour.Asthegroupsworktogether,walkaroundtheroomofferinghelpasneeded.Asksomegroupstosayafewlinesoftheirconversationstotheclass.Step4SummaryWorkastheteachersays.
Lookatthepicturesandsaywhatishappeningineachpicture.
Studentsfinishthetaskontheirownin
1a
Pairwork.Talkwithhis/herpartnerabouthis/heranswersinActivity1a.
Studentsonlylisten.
Studentslistenandcirclethethingsthattheyhear.
Matchthesentencepartsastheyhearonthetape
.
Listenandlook.
Discussthestatementswiththeirgroup.
激發(fā)學(xué)生興趣，對所學(xué)知識進(jìn)行復(fù)習(xí)，使記憶更加深刻。
對看圖作文能力進(jìn)行培養(yǎng)。把知識點轉(zhuǎn)化為聽力，在實際情境中檢測學(xué)生對知識的理解程度。培養(yǎng)學(xué)生合作討論、分析能力。板
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計
Unit7Teenagersshouldbeallowedtochoosetheirownclothes.SectionB
TheFourthPeriodTargetlanguage:A:IthinkPetershouldbeallowedtotakethetestlater.B:Idontagree.C:Ithinktheschoolhastohaverules.
九年級英語教案10
備課時間：第（）周星期（）教出時間：第（）周星期（）總第（）課時
學(xué)科
English
課型
fresh
年級
9課題
Unit7Teenagersshouldbeallowedtochoosetheirownclothes.5/6
教學(xué)媒體
Ataperecorder,CAI
教
學(xué)
目
標(biāo)
知識
技能
1KeyVocabularytheotherday,learnfrom,atpresent,localfinish,clearup,2Makesentencesusingvocabularywords.3Writealetterusingthetargetlanguage.過程方法
Accordingtodesigningsometaskstoimprovestudentsabilityofreadingcomprehensionandwriting.情感態(tài)度
Everythinghasitsadvantagesanddisadvantages.Sotreatthingscritically.教學(xué)重點
1.Practicereadingandwriting.2.Fillinblanksandmakesentencesusingvocabularywords.3.Writealetterusingthetargetlanguage.教學(xué)難點
1．Improvestudentsabilityofreadingcomprehension.2．Improvestudentsabilityofwriting.教學(xué)內(nèi)容及教師活動
學(xué)生活動
設(shè)計意圖
Step1RevisionHaveadictationaboutthisclass.Step2PresentationI.3aThisactivityprovidesreadingpracticeusingthetargetlanguage.Callstudentsattentiontothearticle.Readittotheclass.Pointtothefivequestionsbeneaththearticle.Elicitthefirstanswerfromtheclass.Askstudentstoreadthearticleagainandanswerthequestionsindividually.Asstudentswork,movearoundtheroomansweringanyquestionstheymayhave.Whenstudentsarefinished,askthequestionsorallyandaskstudentstoanswer.Checktheanswers.II.3bThisactivityprovidesoralpracticeusingthetargetlanguage.Pointtothesampleconversation.Askapairofstudentstoreadittotheclass.Getstudentstocompletetheactivityinpairs.Asthepairsworktogether,walkaroundtheroomofferinglanguageandpronunciationsupportasneeded.Asksomepairstoshowtheirconversation.Step3ConsolidationandextensionI.Part4Thisactivitygivesstudentsanopportunitytopracticelistening,speaking,readingandwritingusingthetargetlanguage.Writetherulesontheblackboard.1.MembersareallowedtouseEnglish-Englishdictionaries.2．MembersarentallowedtospeakChinesebutEnglish.3．Membersarentallowedtobelate.4．…Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.Askstudentstomakeconversationsusingtheinformationonthelistofrules.Walkaroundtheroomofferinghelpasneeded.Getdifferentpairstosharetheirconversationswiththeclass.II.selfcheckPart1Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit.Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.Askstudentstofillintheblanksontheirown.Checktheanswers.Fivestudentseachreadasentence,therestofthestudentschecktheiranswers.III.Part2Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callattentiontothearticle.Readittotheclass.Explainthenewvocabularyperformandprimary.Pointtotheletterbeneaththearticle.Askstudentstocompletetheworkontheirownonaseparatepieceofpaper.Showthesampleversiononthescreenbyaprojector.Studentsmayuseitasamodel.DearEditor,Iwouldliketoreplytothearticle“HelpingandLearning”inyourlastnewsletter.Iagreewithsomeideasanddisagreewithothers.Thearticlesaidthatstudentsshouldbeallowedtovolunteermoreoften.Ithinkitsagoodidea.Becausevolunteeringisgoodforfuturejobs.However,Idontagreetothesuggestionthatstudentsshouldvisitprimaryschoolsandhelpteachyoungstudents.Ithinkwearejuststudents.Wehavenoexperienceinteaching.Weshoulddosomethingwecan.Yours,
WeiMingHandintheirwork.Step4Summary
Writefollowtheteacher.
Answerthefirstquestiontogether.
Readandanswerthequestionsindividually.
Read.
workwithapartner.StartbyreadingthesampleconversationThenmakenewconversationsusingtheinformationinActivity3a.
Makealistofrulesaboutwhatshouldandshouldnotbeallowedalongwithstudents.
Makeconversationsusingtheinformationonthelistofrules.
Fillintheblankswiththewords.
Readandwrite.
檢查學(xué)生課下復(fù)習(xí)情況，為本節(jié)課做好準(zhǔn)備。
培養(yǎng)學(xué)生獨立思考能力。
培養(yǎng)學(xué)生合作精神，練習(xí)口語。
鼓勵學(xué)生大膽想象，勇于提出自己觀點。對本單元的詞匯知識進(jìn)行復(fù)習(xí)。由閱讀向?qū)懽鬟^渡，逐步訓(xùn)練學(xué)生寫作能力。板
書
設(shè)
計
Unit7Teenagersshouldbeallowedtochoosetheirownclothes.
TheFifthPeriodAlistofrules:1MembersareallowedtouseEnglish-Englishdictionaries.2MembersarentallowedtospeakChinesebutEnglish.3Membersarentallowedtobelate.4…
