2023秋九上英语Unit 7 Teenagers should be allowed to choose their own clothes.教案共5课时【2023秋高效实用备课】

中小学教育资源及组卷应用平台
2023秋九上英语Unit7教案共5课时
【2023秋高效实用备课】
Unit 7 Teenagers should be allowed to choose their own clothes.
本单元主题属于“人与社会”范畴，涉及“规则意识”。讲述哪些事情是允许青少年做的，哪些事情是不允许做的，对学生的成长有重要意义。
Section A通过对话及讨论青少年驾车、自己选衣服、穿耳洞戴耳环等介绍重点词汇和语言结构——含有情态动词的被动语态，紧接着出现训练同意和不同意的句子并在各种情景里训练本单元话题、语法和句型，让学生在语境中体会情态动词后接被动语态的用法，学习并掌握should be allowed to do sth.。同时，在情感上，让学生感到父母对子女的关爱和教导。这部分的重点是情态动词后接被动语态的用法，难点是理解诗歌中的语言和一些短语。
Section B不仅进一步巩固了本单元的话题内容——青少年该做什么，不该做什么，再现了重点语法和词汇，还回顾了前面单元的一般现在时和一般过去时的被动语态，设置更多的真实语境再现其用法，巩固和拓展词汇，强化被动语态的运用意识。这部分的重点是加强学生对被动语态的理解和认识，合理运用三种被动语态的句式，让学生通过阅读语篇了解父母与孩子对待未来梦想的不同态度；难点是让学生学会正确运用阅读中所学的词汇和句式。
1．理解、掌握和运用与是否允许、同意与不同意相关的生词和短语；理解、掌握和运用情态动词被动语态的结构。
2．能够准确运用情态动词的被动语态表达是否允许。
3．通过学习是否允许和同意与不同意，提高学生的是非观念：Students should do what they are allowed to do and avoid doing what they aren't allowed to do.。
4．通过了解中国和英语语言国家文化中是非观的差异，吸取英语语言国家是非观中的精华。
5．通过积极使用新积累的语言，提高语言学习的有效性。
1．重点：含有情态动词的被动语态。
2．难点：运用含有情态动词的被动语态表达自己的意见。
Unit 7 Teenagers should be allowed to choose their own clothes.
导入一　图片导入
使用PPT课件展示学校不同地方的规章制度，比如阅览室、多媒体教室、餐厅、会议室等，列出允许做和不允许做的事情，然后导入新课。
Look at the pictures of the students.They will show us what they are allowed to do and not allowed to do on school days.
T：Look at the pictures.
S1：He is allowed to…
S2：She is not allowed to…
S3：…
T：Now let's see what rules there are…
导入二　情境导入
T：Do you have any family rules What are they
Ss：Yes，I do.Get home on time./Be polite to parents./Do homework first./Eat up food…
T：Do you agree or disagree with these rules
Ss：…
T：Let's see some more rules in 1a.
1．听说课
(1)Section A 2b　Listening
①让学生先浏览2b的活动要求以及所列的各句，再根据先前的记忆尝试排序。
②播放录音，学生纠正自己的排序情况。
③核对答案，要求学生不能只读填写的序号，而是按照顺序朗读每个句子。
(2)Section A 2d　Role－play
①让学生阅读对话，通过问题检测学生对对话的理解情况。
◆What's the relationship between Sandy and Wu Lan
◆Where are they going for the school trip this year
◆How does Sandy feel about the trip Why
◆What did Mr.Smith say about the rules in the museum
◆What does Sandy think they should be allowed to do in the museum
②要求学生从对话中找出一些常用的固定表达，教师可以通过提问、让学生造句或翻译等训练形式帮助学生加深对语言点的印象，如：be excited about，take photos，the famous paintings by Picasso等。
③让学生齐声朗读对话，教师及时进行反馈，点出学生在语音方面存
在的不足之处。
④学生分角色朗读并练习对话，让几组学生在班内进行表演。
2．阅读课
(1)任务教学(带着问题阅读，目的明确，解决部分问题)
①What did the mom do when the writer was a baby and a small child
②Why do you think the writer talked back to his mom when he was seven and nine years old
③How did the writer feel when he was a teenager and his mom said “Please be back by ten”？
④After reading the whole poem，how do you think the writer feels about his mom
(2)辅助教学
利用思维导图帮助学生用自己的话复述课文。
Unit 7 Teenagers should be allowed to choose their own clothes.
Period Ⅰ　Section A(1a～2d)
1．学习学校的规则。
2．学习情态动词被动语态的肯定句与否定句。
1．能够用情态动词的被动语态描述是否允许。
2．能够分析和归纳情态动词被动语态的用法，并结合实际生活情境理解和运用。
3．培养学生的听、说、演等能力及合作学习的意识。
1．重点：
(1)学习本课时的重点短语和句型。
(2)学习含有情态动词的被动语态。
2．难点：学习含有情态动词的被动语态。
Step 1　Lead-in
T：We need to communicate with our friends and parents if we have different opinions with them.But how can we communicate with them Sometimes we have to obey our parents，but sometimes we don't.This class we'll talk about what teenagers should do in their daily lives.
【设计意图】开门见山地提出本节课的学习任务。
Step 2　Work on 1a～1c
1a：
(1)Show the new words on the PPT.
Say the new words and have students repeat over and over again until they are pronounced fluently and accurately.
(2)Present the new sentence patterns.
Write the words “can do” and “can't do” side by side on the blackboard and ask students questions about things that they can or can't do.
Then write 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 too much
…
Give an sample sentence using the structure above and write the sentence on the blackboard.
(3)Read the instructions to the class.Set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read aloud to the class instead.
Ask students to tell teacher what their attitude toward each sentence is.
When all the students have finished，ask students to raise their hands to show which things are or aren't allowed to do.Make students understand the meaning of questions in 1a，and finish it quickly.
1b：
(1)Read the instructions to the class.Get the students to read the three sentences in the box silently.
(2)Play the recording for the first time.Then students listen to the tape only.
(3)Play the recording a second time.Students listen and circle T for true or F for false.Check the answers together.
1c：
(1)Ask the students the following question：
What do you think the students should/should not be allowed to do in the library
(2)Read the instructions of 1c to the class.Invite another student to read the statements in Activity 1a.
(3)Focus attention on the conversation in the right box.Ask a pair to read it to the class.
(4)Demonstrate a new conversation with another student using the phrases in the right box.Then students work in pairs.
(5)As students work in pairs，move around the classroom，giving help as needed.
(6)After students have had a chance to practice several exchanges，ask some pairs to present to the class.
【设计意图】让学生围绕中心话题进行一定的语言学习与积累，并做进一步的语言实践活动，从而对所学目标语言有一定的理解，并在老师和同伴的帮助下学习运用目标语言进行初步交流。
Step 3　Listening(2a～2b)
2a：
(1)Present the new word：earring
(2)Point to the picture of 2a and ask students what is happening.Elicit answers from students.
(3)Point to the statements in the chart.Have students look them through.Answer any questions students raise to make sure they comprehend each sentence.
(4)Play the recording for the first time.The students only listen.
(5)Play the recording again.This time students listen and check what Molly thinks of Kathy's statements and circle Agrees，Disagrees or Doesn't know.
(6)Check the answers.
2b：
(1)Point to the list of reasons in the box.Ask a student to read them to the class.
(2)Play the recording again.The students listen and number the reasons.
(3)Check the answers.
【设计意图】通过让学生提取和处理相关信息，完成相应的听力任务，达到提高学生听力技能、技巧的目的。
Step 4　Work on 2c
1.Read the instructions to the class.Ask the students for suggestions that teenagers should and should not be allowed to do.Remind them to look back at Activity 1a and 2a.
2.Point to the sample conversation.Ask a pair of students to read it to the class，completing the sentences.
3.Have students work in pairs.Move around the classroom offering any help as needed.
4.Check the answers by asking different pairs to act out their conversations to the class.
【设计意图】进行初步的语言实践，鼓励学生大胆开口，巩固所学的功能句型。
Step 5　Role－play the conversation in 2d
1．Show the background of the conversation：Sandy and Wu Lan are going to the art museum for their school trip.If you are their friend，please tell them what are/are not allowed to do in the art museum.
2．Have students work in pairs.Read and act out the conversation.
【设计意图】引导学生运用所学的功能句型，在尽量真实的语境中进行语言实践，培养学生运用目标语言进行交际的能力。
Step 6　Homework
1．Remember the words and phrases in this lesson.
2．Use the sentences in 1a to make up dialogue and give at least two reasons for each sentence.
3．Read and practice the conversation in 2d.
Unit 7　Teenagers should be allowed to choose their own clothes. Period Ⅰ　Section A(1a～2d) is allowed to，isn't allowed to surf the Internet，play soccer too much … —I think teenagers should be allowed to go out with their friends. —I agree.They need to relax.
Unit 7 Teenagers should be allowed to choose their own clothes.
Period Ⅱ　Section A(3a～4c)
1．复习已学过的描述学校生活的词汇。
2．学习表达同意与不同意。
3．总结情态动词的被动语态的用法。
1．能够阅读并理解一首小诗。
2．能够在小诗中找到运用情态动词的被动语态的语句。
3．对情态动词的被动语态结构进行总结和应用。
4．通过了解和反思自己的言行举止是否符合中学生日常行为准则，使学生规范自己的言行，养成自觉遵守规则的良好习惯和优良品德。
1．重点：含有情态动词的被动语态。
2．难点：掌握含有情态动词的被动语态的正确用法。
Step 1　Lead－in
T：Our parents love us very much.They do many things to show how they love us.But we sometimes talk back to them impolitely.Can you share one thing you regret with your partners
【设计意图】让学生谈论自己在生活中做得不对的事情，让他们体会到父母对自己的爱，使学生更容易理解将要学习的诗歌。
Step 2　Reading
●Before reading
Ask students to predict what they will read in this poem with the help of the title and the picture.Make sure not to read the words in the poem.Show some questions to let the students answer.
●While reading
1．Let students scan the poem and check their predictions.
2．Ask a student to read the poem to the class.
3．Get the students to underline the sentences using the passive voice of modal verbs individually.As they are doing this，move around the classroom answering any questions students raise about the poem and offering language support as needed.
4．Have the students read the poem again and remind them to find the languages and try to understand them with the help of the other students or the dictionary.Then the whole class have a summary.
5．Discuss what the title means with your partner.
A mother always knows what is best for a child，even though the child may disagree with the mother.
6．Have the students read and try to answer the questions in 3b.
●After reading
1．Ask students to think about a time that he/she did something even though his/her mom or dad told him/her not to do it.Try to list as many topics as they can.
2．Ask each of the students to get one of their favorite topics.
3．Get students to answer the questions in 3c individually and to form the answers into a story.Then share their stories with their partners.
4．Invite some students to share stories with the classmates.
5．Retell the poem according to the following table.
Retell the first five lines：
When I… my mom…
baby crying sang and stayed
tired and hungry food，arms
two running safe，keep
fell and hurt hug，lifted
Retell the middle parts：
When I … she said… I
seven coughing no ice－cream talked back
nine watching scary movies awful dreams shouted back
teen going out back by ten talked back again
Retell the last six lines：
【设计意图】学生在老师的帮助下完成对文本的学习，逐步养成良好的阅读习惯，并提升其独立思考和分析、解决问题的能力。
Step 3　Grammar Focus
1．Ask two students to read aloud the sentences in the grammar box.
2．Get the students to look back at the sentences which are in the passive voice.Find out and summarize the structure “should/may＋be＋done…”．
3．Ask students to make some sentences with “should/may＋be＋done…”．
【设计意图】与学生一起系统、全面地学习、总结本单元语法内容，明确其用法。
Step 4　Work on 4a，4b & 4c
4a：
(1)Learn new words and phrases：community，keep away from，give chance to do sth.，make decisions.
(2)Make students understand the meaning of questions in 4a.Then finish it.
4b：
(1)A debate between boys and girls with the topic：Should teenagers be asked to move out when they start working
(2)Create a situation to learn new words：educate，manage，society.
(3)Finish 4b.
4c：Finish 4c after reading the sample dialogue in the box.
【设计意图】学生在完成4a、4b、4c所要求的训练任务的过程中，实践运用本单元语言知识及语法知识，切实巩固所学语言知识。
Step 5　Homework
1．Remember the words and phrases in this lesson.
2．Write a story about “a time you did something even though your parent told you not to do it”．
Unit 7　Teenagers should be allowed to choose their own clothes. Period Ⅱ　Section A(3a～4c) I regret talking back，not listening to Mom. It's better for sb.to do sth. That's why…
Unit 7 Teenagers should be allowed to choose their own clothes.
Period Ⅲ　Section B(1a～1e)
1．复习已学过的关于学习生活的表达方法。
2．学会用情态动词的被动语态描述规则。
1．能够通过听、说学习与生活有关的词汇，并会表达对某种学习习惯是否同意。
2．通过频度副词和学校生活相关表达的学习，使学生认识到自己的行为要符合中学生日常行为准则，养成良好的学习习惯。
1．重点：
(1)掌握频度副词的用法。
(2)用情态动词的被动语态描述规则。
2．难点：用情态动词的被动语态描述规则。
Step 1　Lead－in
1．Write “be allowed to” and “be not allowed to” on the blackboard.Divide the class into groups.
2．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.You can use different kinds of places to describe the rules.
3．Invite five students to read their school rules.Then the whole class make school rules together.
【设计意图】通过复习，使学生能够熟练地掌握所学的语言和话题，并能灵活运用。
Step 2　Presentation(1a)
1.Point to the picture.Ask students to describe what is happening in the picture.Help students describe it：The boy is late for class.
Ask a student to read the four questions in the box to the class.
2.Read the instructions and remind students of the exact meanings of the adverbs of frequency.
3.Ask students to write “A” after things they always do，“U” after things they usually do，“S” after things they sometimes do and “N” for things they never do.
【设计意图】通过活动进一步巩固复习频度副词的用法。
Step 3　Practice(1b)
1．Point out the sample conversation.Ask a pair of students to act it out in the class.As the pairs work together，walk around the classroom offering help if necessary.
2．Ask several pairs to share their conversations with the class.
【设计意图】引导学生谈论自己的学校生活，能提高学生的口语交际能力。
Step 4　Listening(1c)
1．Play the recording for the first time.Students only listen.
2．Play the recording a second time.Students listen and circle the things that they hear.
3．Check the answers.
Step 5　Listening(1d)
1.Point to both the numbered and the lettered lists of item in the box.
2.Point out the sample answer.Read the sentence “Peter is going to fail a math test.”
3.Play the recording again.Students match the sentence parts as they hear on the tape.
4.Check the answers.
【设计意图】尽可能帮助学生运用恰当的听力策略、技巧完成1c和1d的听力任务，在真实的语言情景中进一步体验语言，同时也提高了学生听的语言技能。
Step 6　Role－play(1e)
1．Call students' attention to the statements in the box.Introduce them to the class.
2．Ask three students to read the sample conversation to the class，completing the sentences.
3．Divide the class into groups of three.Students discuss the statements in their group.
4．As the groups work together，walk around the classroom offering help as needed.Ask some groups to act out a few lines of their conversations to the class.
【设计意图】帮助学生进一步理解目标语言，并让他们有机会提升运用目标语言进行口头表达的能力。
Step 7　Homework
1．Remember the words and phrases in this lesson.
2．What do you think of the rules for Peter Write a few statements about him.
Unit 7　Teenagers should be allowed to choose their own clothes. Period Ⅲ　Section B(1a～1e) be allowed to… be not allowed to… should/can/may/must＋be＋done worry about，be worried about… take a test，take an examination be strict with sb.，be strict in sth.
Unit 7 Teenagers should be allowed to choose their own clothes.
Period Ⅳ　Section B(2a～2e)
1．要求学生用适当的阅读策略，完成相应的阅读任务。
2．掌握并运用阅读短文中的重点词汇和语言结构。
3．通过阅读学会用情态动词的被动语态描述规则。
1．学生能学会重点词汇和语言结构。
2.通过本课时的学习，使学生明白青少年应该被允许自己做决定。
1．重点：
(1)重点短语和句型。
(2)能根据所提供的阅读策略进行阅读，并完成相应的练习。
2．难点：正确使用阅读短文里的句型表达自己的想法。
Step 1　Lead－in
T：We all have hobbies.But sometimes these hobbies can get in the way of schoolwork，and parents might worry about our success at school.
We often think we should be allowed to practice our hobbies as much as we want.Do you agree Now please share your ideas with your partners.
【设计意图】本环节以学生中存在的且比较敏感的问题为话题，激起他们的表达欲望。
Step 2　Discussion(2a)
1.Play a game to learn the structure：Are your allowed to make your own decision at home
One of the boys make an action and one of the girls ask a question using the new structure above.If the girl's question is correct，the girl's team gets a mark.Then change the role.
2.Finish 2a.
【设计意图】通过此活动提高学生的学习兴趣，同时为下面阅读材料的学习作铺垫。
Step 3　Reading(2b)
1.Look at the title of the passage.Ask students to answer yes or no individually.
2.Make groups of four.See how many of them choose yes and how many of them choose no.Finish 2b.
3.Read the passage individually and see if students would like to change their answers above.
4.Then ask the students to read the article again，find some key words and sentences.Then discuss the language points in pairs or in groups.
5．Read the passage again and try to underline the sentences with the grammar we have learned in this unit.
【设计意图】让学生初次阅读文本，按照2b要求完成活动；再次阅读文本，找出文中的重点单词、短语和句子并讨论，以加强学生对目标语言的巩固。
Step 4　Answer the questions(2c)
1.Point to the four questions in 2c.Elicit the first answer from the class.
2.Ask students to read the article again and answer the questions individually.
3.As students work，move around the classroom answering any questions they may have.When students have finished，ask the questions orally and ask students to answer.
4.Check the answers.
【设计意图】再次阅读文章以加深对文章内容的理解，同时通过运用目标语言增强学生的口头表达能力。
Step 5　Exercise(2d)
1.Make students read the sentences in 2d and make sentences with the words in bold.Make sure the students understand the meanings of the words totally.
2.Ask students to read the passage and find the words in bold.
3.Check the answers together.
【设计意图】通过此活动，训练学生对重点单词、短语和句型的运用能力。
Step 6　Pair work(2e)
1．A debate between boys and girls with the topic：Should teenagers be allowed to have their own dream
2．Get students to complete the activity of 2e in pairs.As the pairs work together，walk around the classroom offering support as needed.
3．Ask some pairs to show their conversations.
【设计意图】读后进行语言学习能力训练，不仅让学生掌握了目标语言，也锻炼了学生的口头表达能力。
Step 7　Review and retell the story.
1．Read the text again and then finish the following mind map.
1．professional____runner　2.possible____jobs　3.his____homework　4.running
5．make____this____choice
2．Retell the story using his/her own words according to the mind map.
【设计意图】通过思维导图复习回顾课文内容；通过复述训练学生的表达能力。
Step 8　Homework
1．Remember the words and phrases in this lesson.
2．Finish the reading part in the workbook.
Unit 7　Teenagers should be allowed to choose their own clothes. Period Ⅳ　Section B(2a～2e) make one's own decision get in the way of achieve dreams be serious about… spend time on… What will happen if… My parents worry about…
Unit 7 Teenagers should be allowed to choose their own clothes.
Period Ⅴ　Section B(3a～Self Check)
1．根据所给提示及前期的语言积累，完成3a和3b写作训练。
2．教学生如何运用本单元所学完成写作。
3．完成Self Check部分的练习，熟练运用本单元重点词汇及句型。
1．能够用书面语言写日记表达自己的意愿。
2．使学生认识到自己能有主见，能表达同意或不同意。
1．重点：用书面语言写日记表达自己的意愿。
2．难点：用书面语言写日记表达自己的意愿。
Step 1　Lead－in
T：What rules do you have at home Do you agree with them
【设计意图】通过设问的形式，引导学生运用目标语言表达自己的意见。
Step 2　Work on 3a
1.Ask students to go through the chart in 3a.Then get students to write some rules at home.And make some notes in the chart.
【设计意图】3a是写前铺垫，通过填表进行写作思路及内容上的准备，旨在激发学生的兴趣，并提供写作素材。
2.Get students to exchange their chart with partners，and then do the proofreading.Have a discussion about what they don't understand or what is not correct.
【设计意图】学生完成表格后与同伴交换，双方展开校对式阅读，就对方所写内容中自己看不明白或对语言正确性有疑问的地方展开商讨交流，达到共同完善、提高的目的。
Step 3　Guidance on writing methods
【典型例题】
每个家庭都有自己的家规，好的家规有利于孩子的成长和家庭的和睦。你不同意你的家规中的哪一条？为什么不同意？你认为这条家规应该如何修改？请你就这三个问题，写一篇日记倾吐自己的心声。
◆◆思路点拨
◆◆连句成篇
Monday，September 17th
One of the rules in my family is that I can't watch TV.My parents think that watching TV influences__my__schoolwork．But I don't agree__with them.
First，not all TV programs are__bad__for me.Some of them can help me with my study.Second，I don't think it's a good idea to spend__all__the__time__studying．I need time to relax.All__work__and__no__play__makes__Jack__a__dull__boy.For__these__reasons，I think I should__be__allowed to watch TV on weekends.I would like to watch some programs about education，music，sports and science.I__can__do__even__better__in__my__study__If__I'm__allowed__to__do__this．I hope my parents will understand me.
【设计意图】通过一篇典型例题的讲解，用思维导图的形式，让学生了解如何谋篇布局来完成一篇写作。
Step 4　Writing
1．Let students read the expressions in 3b by themselves.
2．Ask the students to write a diary entry explaining which rule(s) you do not agree with at home and how you think the rule(s) should be changed.Use their notes in 3a and the useful expressions in 3b.
【设计意图】引导学生整理信息，帮助学生独立完成写作任务，达到训练、提升语言书写能力的目的。
3．Choose some students' diary entries，let the whole class read them together and correct the mistakes.
【设计意图】在学生的谋篇布局写作中发现存在的问题，并及时给予针对性的指导。
Step 5　Self Check
Work on 1
1．Focus on the box.Invite a student to read the vocabulary words on the left.
2．Ask the students to fill in the blanks on their own.
3．Check the answers.Five students each read a sentence，the rest of the students listen and see if these sentences are right or wrong.
【设计意图】通过书面练习的形式巩固本单元所学词汇知识。
Work on 2
1．Focus on verbs in the brackets.Change the verbs into as many forms as they can.
2．Ask students to fill in the blanks on their own.Then translate the sentences into Chinese in pairs.
3．Check the answers.
【设计意图】通过书面练习的形式巩固本单元所学语法知识。
Step 6　Homework
1．Practice rules using “modal verb＋be＋done” to tell their partners their rules at home after class.
2．Write the rules they have in the class and tell if they agree with them and why.
Unit 7　Teenagers should be allowed to choose their own clothes. Period Ⅴ　Section B(3a～Self Check) I do not agree with… I think I should be allowed to… No matter what/where/when/who/how many…
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