Unit 7 Teenagers should be allowed to choose their own clothes Section A 第三课时教案（含核心素养教学目标）人教版九年级全一册

Unit 7 Teenagers should be allowed to choose their own clothes
Section A教学设计
科目：英语 课题：Section A 课时：3课时
教学目标与核心素养：
语言能力：能够运用目标句型进行交际，清楚哪些事情是允许青少年做的，哪些事情是不允许做的。
文化意识：学生能够理解父母对子女的关爱和教导，接受到情感教育。
思维品质：能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断。
学习能力：通过听、说来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。
教学重难点
教学重点：在语境中体会情态动词后接被动语态的用法。
教学难点：学生能学以致用，从课本的诗中汲取精华，借用诗歌的句型和结构，写出一首表达父母对自己的爱和情的现代诗。
课前准备：多媒体，黑板，粉笔
教学过程：
Leading-in
T asks Ss：What can you do at school
What can’t you do at school
Do you agree or disagree Students should not be allowed to take mobile phones to school.
二、Practice
教学1a
1.Let students independently complete activity 1a and then exchange ideas with peers.
2.Ss,according to the teacher's requirements, complete activity 1a.
3.Let Ss read the sentences in 1a aloud, briefly state whether you agree or not, and explain the reasons.
4.According to the teacher's request, read out the sentences in 1a and briefly explain your reasons.
三、Listening
教学lb
1.Have students read the three statement sentences in activity 1b together, and the teacher will receive feedback, correct the pronunciation and intonation, and confirm that students understand the meaning of the sentences. Ask students to pay attention to the requirements of 1b.
2.Students should read the three statement sentences of activity 1b together, and then clarify the requirements of activity 1b according to the requirements.
3.Have students listen to the first recording and complete activity 1b as required.
4.Listen to the first recording and complete activity 1b. Then check the answer to 1b.
5.Have students listen to the recording again and answer the questions based on the listening content. Then the whole class checks the answers together.
6.Students listen to the recording for the second time, write the answers to the questions while listening, and then check the answers.
7.The teacher played the recording for the third time, asking students to listen while following the listening materials, imitating the pronunciation and intonation in the conversation, experiencing the emotions of both parties in the conversation, and imitating the pronunciation and intonation while listening.
教学1c
1.The teacher collaborated with a student to read the oral examples in 1c and demonstrate their pronunciation and intonation.
2.Students listen carefully to the teacher's oral examples.
3.The teacher divided the students into groups and had them practice the dialogue in 1c in pairs.
4.Students work in pairs to practice the dialogue in 1c.
教学2a-2d
1.The teacher asked the students to read the instructions for 2a and clarify the requirements for 2a.
2.Students carefully read the requirements of question 2a and engage in purposeful listening exercises with questions.
3.Teacher plays the recording of 2a, allowing students to listen to the dialogue and perceive the overall listening content.
4.Play the recording again and remind students to circle the correct answers while listening.
5.Students listen to the first recording of 2a and perceive the overall listening content; 6.Listen to the second recording and complete the class
7.The teacher checks the answers in 2a and asks the students to provide the basis for their judgment.
8.According to the teacher's instructions, students should check the answer to 2a and provide the basis for their judgment.
9.Have students first browse through the activity requirements and listed sentences in 2b, and then try to sort them based on their previous memory. Then, the teacher plays the third recording and the students correct their sorting situation.
10.Students should first try sorting the activity requirements for reading 2b. Then listen to the recording and correct the order of the sentences while listening.
11.Teachers and students should check the answers and read each sentence in order.
12. Students complete two task activities related to 2d and check the answers.
13. Students work in pairs to read and practice dialogues in pairs.
四、Reading
教学3a-3b
1.The teacher asked students to quickly read 3a and match each paragraph with its main idea.
2.Students quickly read the article and complete information matching to understand the main idea of each paragraph.
3.The teacher checks the answers to enable students to correctly state the basis for their judgment.
4.Have students listen to the recording and follow the poem, then read it in unison or in groups in the class.
5.The teacher ask a few students to read poetry aloud, and the teacher will receive feedback to provide guidance and assistance in pronunciation, intonation, and meaning group pauses.
6.Students should read poetry aloud and pay attention to the intonation of the language.
7.After reading the poem aloud, the teacher asked the students to answer the questions.
Students complete the 3a reading task.
8.The teacher checks the answers and then asks students to find the basis for the answers in the text, with the aim of training students' understanding of the details of the text.
9.Students check the answers and identify the source of the answers in the text.
10.The teacher guides the students to read the poem again, obtain detailed information from the poem, and answer the questions in 3b.
11.Read the poem again and answer the questions in 3b.
教学3c
The teacher allows students to browse through the requirements of the 3c activity and gives them some time to think. The teacher selects a student and uses questions to inspire and guide them to tell a story, such as:
How old were you at that time
2. What did you want to do
3. What did your mom/dad say
4. Did you talk back to them
5. Why did you say that at that time
What did you do in the end
7. How do you feel about it now
Teachers can ask other students to record the key words in their answers and try to retell the story.
五、Language Points
含有情态动词的被动语态
语态有主动语态和被动语态两种。主动语态表示主语是动作的执行着;被动语态表示主语是动作的承受者。为了表达主语与谓语动词存在的这种被动关系，谓语动词要变为过去分词形式
1含有情态动词的被动语态结构
情态动词(should/can/must/may/ could 等)+be+及物动词的过去分词+(其他)
例:Many trees should be planted on the mountains.应该在山上种许多树
2含有情态动词的被动语态的基本句式
(1)肯定句
主语+情态动词 (can，may，must 等) +be+及物动词的过去分词 (+其他)
(2)否定句:
主语+情态动词(can，may，must等) +not+be+及物动词的过去分词 (+其他)
(3) 问句:
情态动词(Can，May，Must等) +主语+be+及物动词的过去分词 (+其他)
例: We should allow teenagers to surf the Internet. 我们应该允许青少年上网
Teenagers should be allowed to surf the Internet. (被动语态肯定)
Teenagers should not be allowed to surf the Internet. (被动语态否定句)
Should teenagers be allowed to surf the Internet (被动语态疑问句)
3含有情态动词的主动句与被动句之间的转换
含有情态动词的主动句变为被动句时，要把主动句中的宾语变为被动句中的主语，主动句中的谓语变为“情态动词+be+及物动词的过去分词”，主动句中的主语作介词 by的宾语(如果不强调动作的执行者，by短语可省略)
主动句: She must clean her room every day.主语谓语宾语
被动句:Her room must be cleaned (by her) every day.每天她必须打扫她的房间。
六、Practice
教学4a-4c
1. Ask Ss to read the sentences first and make sure they know the meaning. Then make them rewrite the sentences according to the example.
2. Check answers. Read the sentences.
3. Let Ss read the passage first, then fill in the blanks with the correct forms of the words in brackets. Check answers.
3. Read the passage in 4b.
4. Ask Ss to read the instruction in 4c.
5. Make Ss read the Sample Dialogue and pay attention to the underlined parts.
A: Members should be allowed to use dictionaries.
B: Yes, but they should only use English-English dictionaries.
6. Work in pairs and talk about the rules.
7. Call some pairs to present in class.
七、Homework
1. 熟练掌握和运用单词。
2. 练习对话，记忆所学的语言。
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