Unit 7 Teenagers should be allowed to choose their own clothes. Section A 教案（4课时）2024-2025学年人教版英语九年级

Unit 7 Teenagers should be allowed to choose their own clothes.
Section A（1a-1c）
Teaching Aims 1.语言能力：能够谈论是否允许做某事。 2.文化意识：了解中外不同的规则文化，懂得遵守规则的意义。 3.思维品质：学习多角度地表达生活中的规则。 4.学习能力：有意识地运用知识迁移策略来表达自己的观点是否被允许做某事。
Teaching Difficulties 1.Perceive the structure of the passive voice with modal verbs in listening and speaking. 2.Develop Ss’ ability to express their own opinions.
Teaching Aids A tape recorder ; CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can play a video about rules for Ss. After watching the video, Ss can express their opinions. The T may use these prompts: Do you think rules are important in our daily life Why do we need rules Do you think sometimes we can break some rules for certain reasons The T can guide Ss to review what they have learned about rules in Grade7.Then teach Ss to talk about rules in their daily life with the target structure. The teacher can use these prompts: What things are you allowed to do or not as a teenager Do you think teenagers should be allowed to... Then the T can present some pictures of related words or phrases in this part and pre-teach the vocabulary to prepare for the following activities.
Step 2 Presentation & Practice
1a The T can make Ss talk about the picture in 1a and make some predictions. The T may use these prompts: What’s in the boy’s hand Where is he What is he doing What’s the girl doing What’s in her hand What’s the relationship between the two speakers ... 1a The T can make Ss read the sentences in 1a and make sure they get the meanings . During the process, focus Ss’ attention to the target structure passive voice with modal verbs. Then Ss finish the task in 1a . The T can invite some Ss to express their opinions and explain why they agree or disagree. 1a The T may want to extend the activity by asking Ss to make conversations in pairs to exchange their opinions using the target structure. At first, the T can make a sample conversation with a chosen student. T:Do you think the teenagers should be allowed to smoke S:No, I don’t think the teenagers should be allowed to smoke. Because... 1b Before listening, the T should make sure that Ss understand the requirement of the task and the meaning of these sentences in 1b. While listening, the T can play the recording without stop for the first time and Ss finish the task in 1b. This step aims to develop Ss’ skills of grasping the target information. Then the T can play a second time to check Ss’ answers. This time, the T can stop at the key point and check Ss’ answers by asking them to say the full sentences. Answers: T 2. F 3. T 1b While listening, the T may play the recording a third time and ask Ss to repeat the key sentences. The T may also ask some questions to consolidate Ss’ understanding of the dialog: How does Anna go to the shopping center What does Anna want to buy Who is getting her ears pierced at the shopping center 1c The T can invite Ss to role-play the conversation in 1c. Then the Ss can work in pairs to make conversations using the target structure. During this step, the T should pay attention to the fluency of Ss’ speaking instead of the accuracy. Just offer help to the Ss in need and don’t over correct their small mistakes so that Ss can speak as much as possible.
Step 3 Language points learning
license（美式英语） = licence （英式英语），意为“证；证件”，通常作可数名词。 no way 不可能；不行；没门儿 no way是英语口语中一个直接拒绝对方的表达用语，强调不赞同别人的观点，或根本没有可能按其要求去做某事。 还表示惊奇或怀疑时，意思是“不可能；不会吧”。 否定前移 当主句主语是I 或we, 谓语动词是think， believe， suppose， expect等时，其后的宾语从句若是否定句，否定词要前移到主句上，即I/We don’t think/believe/suppose/expect… 注意： 变成反意疑问句时，附加疑问句要和从句保持一致，但要注意陈述部分的否定前移现象。 allow v. 允许；准许 基本用法： ① allow doing sth. 允许做某事 ② allow sb. to do sth. 允许某人做某事 ③ be allowed to do sth. 被允许做某事 get sth. done 让某事被做 get sth. done=have sth. done 表示“让某事被做”，其中 done为动词的过去分词，作宾语补足语，在逻辑上宾语和do 之间是被动关系。 The language points are for reference only.
Step 4 Summary & Homework The homework can vary with the specific conditions.
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the conversation in 2d. Do the exercises in students’ book.
Teaching Reflection This is the first period of the unit.During this period, teachers interact with students through high-density questions according to the topic picture in 1a, which is helpful for students to learn new vocabulary, and also help students review the language content they have learned. Teachers' questions can play a good demonstration role for students in pronunciation, intonation, expression and sentence making. At the same time, they can quickly activate the relevant schemata in students' brain and enter the state of language learning. Therefore, teachers should make effective use of the topic picture and improve their questioning skills.
Unit 7 Teenagers should be allowed to choose their own clothes.
Section A（2a-2d）
Teaching Aims 1.语言能力：从听力材料中了解Molly是否同意Kathy的观点，并从语篇中了解文化博物馆的一些规则。 2.文化意识：了解中外不同的规则文化，懂得遵守规则的意义。 3.思维品质：学习多角度地表达青少年允许做某事和不允许做某事。 4.学习能力：有意识地运用知识迁移策略来表达自己的观点是否被允许做某事。
Teaching Difficulties 在听力和对话中练习情态动词的被动语态
Teaching Aids A tape recorder ; CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can present some interesting pictures about superheroes doing part-time jobs and ask Ss to express their opinions towards part-time jobs. The T can use the following prompts: Have you ever had a part-time job Do you think teenagers should be allowed to do part-time jobs Why do you think so Then the T can guide Ss to have a debate in English to make Ss more involved in class and practice the target language. Pro Side:Teenagers should be allowed to do part-time jobs. Con Side:Teenagers should not be allowed to do part-time jobs.
Step 2 Presentation & Practice
2a Before listening , the T can ask Ss to look at the picture in 2a and read the statements in the chart.Then Ss try making predictions. The T can use the following prompts: What is the boy in the picture doing Where do you think we can see it in our daily life 2a The activity is to give Ss practice in listening to different opinions. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a. Then the T may play the recording for the second time and stop at the key point to make Ss to check their own answers. At last the T can present the correct answers. Answers: D 2.A 3.DK 4.D 5.A After Ss have completed the activity 2a, the T may highlight the different ways of giving opinions used by the speakers. should/I think/ I don’t think/I agree/ I disagree/ I don’t know... 2b The activity is to give Ss practice in listening for specific reasons given to support opinions expressed. Ask Ss to read the reasons and reorder them from memory. Then the T can play the recording and make Ss to check their answers. Then the T can invite some Ss to read the reasons in the right order. Answers: 4, 1, 5, 2, 3 2b Play the recording again and ask Ss to focus attention to more details in the conversation. The T can provide more exercises to check Ss’ understanding like True or False: 1.Molly is working late tonight. ( F ) 2. Both Kathy and Molly think teenage boys never get tired. ( F ) 3. Kathy and Molly don’t think Larry should work every night. ( T ) 4. Larry’s hair is too long and doesn’t look clean. ( T ) 5. Larry doesn’t have many friends because he doesn’t like to make friends. ( F ) After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. 2c To give Ss opportunity to talk about what teenagers should or should not be allowed to do, the T may conduct the activity by having Ss work in pairs first to make a list of things that teenagers should or should not be allowed to do. Once Ss have done that, ask each pair to join another pair. The two pairs can take turns to ask and answer questions using the model given in the blue box. Remind Ss to give reasons to support their opinions.
Step 3 Presentation & Reading
2d Before reading, the T can use these prompts to encourage Ss to have a discussion so that Ss’ interest can be aroused: How will you feel if you know you are going to visit an art museum What will you do there Do you think you will be allowed to take photos in a museum Why Then the T can play a video to explain why taking photos in museums is not allowed and elicit more museum rules from Ss. 2d The T can ask Ss to read the conversation carefully. The T can check their understanding by asking them questions : 1. What’s the relationship between Sandy and Wu Lan 2. Where are they going for the school trip this year 3. How does Sandy feel about the trip Why 4. What did Mr. Smith say about the rules in the museum 5. What does Sandy think they should be allowed to do in the museum 2d The T can focus Ss’ attention on the structure of passive voice appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.
Step 4 Summary & Homework The homework can vary with the specific conditions.
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the passage in 3a. Do the exercises in students’ book.
Teaching Reflection We can discuss the school rules in the passive voice.We teach the students to use “should be allowed to do/should not be allowed to do” in this unit.They can learn by listening and speaking about the rules they are familiar with.They have a lot to say and this can help them learn fast.In this period，we can use reflecting and transforming strategy to lead the students to talk about rules and practice oral ability.
Unit 7 Teenagers should be allowed to choose their own clothes.
Section A（3a-3c）
Teaching Aims 1.语言能力：从诗歌中感受孩子成长过程中与母亲的互动交流。 2.文化意识：能够理解父母对子女的关爱和教导。 3.思维品质：学习多元化地表达生活中的规则。 4.学习能力：有意识地运用知识迁移策略讲述你想做某事但是你的父母不同意你做的事情。
Teaching Difficulties 对诗歌语言的理解及阅读中一些词组的运用。
Teaching Aids A tape recorder ,CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
The T can encourage Ss to talk about their family rules using the target structure.The T can use these prompts: What do you think of these family rules Agree or disagree Necessary or unnecessary Who makes these rules for you Your father or your mother Why do you think they made these rules The T can play a video about the relationship of mother and kid. After watching the video, the Ss can exchange their feelings. The T can use the following questions to elicit Ss’ response. Have you ever had the same experiences as the girl in the video Have you ever quarreled with your mom Do you think you and your mother understand each other
Step 2 Presentation & Reading
Before-reading The T can ask Ss to talk about the title and the structure of 3a and have a discussion. The T can use these prompts: What kind of text are we going to read What do you think the poem is about Do you remember what your mother do when you cried as a baby Do you listen to your mother and behave well Do you argue with your mother or talk back to her Do you regret anything you have done to your parents Then the T can introduce some features of the poem and teach Ss how to appreciate a poem. 3a While-reading The T make Ss read the passage quickly. Then think about and answer the following questions: Who do you think wrote the poem How old was the writer in the poem What did he write about Why did he write the poem Then ask Ss to finish the task in 3a in pairs and invite some Ss to share their answers. Answers: The title means that a mother always knows what is best for her child, even though the child may disagree with the mother. 3b While-reading The activity is to encourage Ss to understand and respond to the poem they have read. The T can ask Ss to read the questions first. Then Ss read the passage again carefully and finish the task in 3b. Then the T can invite some Ss to share answers with the class. Answers: When the writer was a baby and a small child, the mom did these: sang to him and stayed by his side when he cried gave him food and warm arms to sleep in when he was tired and hungry kept him safe when he was running through the field hugged him and lifted him up when he fell He felt that he was growing up and he did not want to be treated like a small child anymore. He was upset because he felt that he was old enough to be independent and should not be told what to do. He loves his mom and is thankful for what she has done for him. 3b The T can make Ss read the poem again and perceive the rhythm. And consolidate Ss’ understanding of the poem by providing more questions for them. Why did the mother sing to the crying baby How do you think a baby feels when he sleeps in his mother's warm arms What might happen when a two-year-old child runs through a field Why did the mom give the child a hug when he fell How did the boy feel when he was not allowed to eat ice-cream Why did the boy say“I am not a baby” What did the writer regret when he grew up 3c The T can point out to Ss that the aim of this activity is to give Ss practice in using the target language in everyday conversations. The T may conduct the activity as a group activity and have Ss share their stories in groups of four or five. The T can use the following prompts to lead Ss. How old were you at that time What did you want to do What did your mom / dad say Did you talk back to them Why did you say that at that time What did you do at last How do you feel about it now
Step 3 Language points learning
field作名词，此处意为“田野；场地”，还可意为“领域”。常用短语：in the field of 在......方面，在......领域。 make sure确保；核实 hug作名词，give sb. a hug意为“给某人一个拥抱”。 hug还可作动词，意为“拥抱；搂抱”。其过去式和过去分词都是hugged；现在分词为hugging。 badly作副词，在此处意为“严重地”。 badly还可意为“差”，反义词为well“好”。 do badly in... 在......方面做得差。 regret作动词，意为“感到遗憾；懊悔”。其后通常接名词、代词、从句、动词-ing形式或动词不定式作宾语。 regret还可作名词，意为“懊悔；后悔”。 regret doing sth. 表示“后悔做了某事”（已做）。 regret to do sth. 表示“很遗憾去做某事”（未做）。 The language points are for reference only.
Step 4 Summary & Homework The homework can vary with the specific conditions.
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Read and recite the passage in 3a. Do the exercises in students’ book.
Teaching Reflection In the process of English teaching, teachers should try their best to encourage students to participate in the discussion and do not overemphasize the correct answers. This can not only broaden students' thinking space, help the development of creative thinking ability, but also help students master the language in use. Reading aloud is very important in poetry teaching. Teachers should let students experience the rhythm of poetry while reading aloud, so as to experience the feelings and artistic conception and enjoy the beauty of the poem.
Unit 7 Teenagers should be allowed to allowed to choose their own clothes.
Section A（Grammar Focus-4c）
Teaching Aims 1.语言能力：能够谈论是否被允许做某事。 2.文化意识：了解中西方教育观点和教育方法上的异同。 3.思维品质：判断句子之间的关系，学会运用情态动词的被动语态改写句子。 4.学习能力：能整理、归纳所学内容，正确运用含有情态动词的被动语态的句子。
Teaching Difficulties 情态动词的被动语态和主动语态之间的相互转换。
Teaching Aids A tape recorder ,CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Warm-up & Revision
The T can make Ss to interview each other in pairs to express their opinions about what teenagers should or should not be allowed to do so that Ss can practice using the target structure. The T can observe and give feedback. Pay attention to the fluency of Ss’ speaking and accuracy of the target structure, but don’t over correct Ss’ small mistakes so that Ss can speak as much as possible.The T can use the following chart to prompt:
Step 2 Grammar learning
Ask Ss to find sentences with passive voice with modal verbs in Section A and the T may write them on the board. For example: I don't think 16-year-olds should be allowed to drive. Do you think teenagers should be encouraged to make their own decisions Do you think we may be allowed to take photos if we don't use a flash ... Grammar Focus The T can ask Ss to read aloud the sentences in the chart, observe these sentences and trying to find the rules about the target structure. Ss can have a discussion to check their findings in pairs. At last the T can summarize the usage of the target grammar structure from several aspects. The T can also explain how to transform the two voices .
Step 3 Presentation & Practice
4a Ask Ss to finish the task in 4a quickly. Ss who finish can put up hands and the T can take down the time Ss spend and give positive feedback to those Ss who spend less time. The T can invite Ss to read aloud the sentences to check their answers as well as their pronunciation and intonation. Answers: Your bedroom must be cleaned every day. The housework will be done in the afternoon. Children should be encouraged (by their parents) to do social work for their community. Do you think teenagers must be kept away from the Internet Teenagers should be given chances to make their own decisions. 4b Ask Ss to look through the passage in 4b to grasp the main idea. The T can also introduce the cultural background information if necessary. Then Ss finish the task in 4b individually and talk with their partners to check answers. At last the T can present the correct answer. Answers: be asked, are allowed, be educated, start, move,take, continue. 4b The T can also assess Ss’ understanding of the passage by asking some questions: What are teenagers allowed to do in western countries when they are eighteen Why do they do this Do teenagers move out in most Asian societies What do Chinese parents think about it What is common for teenagers in China Why 4c The activity is to reinforce the target language for talking about what should or should not be allowed. The T can first have Ss brainstorm: What do we always do in an English club The T can prompt Ss to use different phrases to list different activities such as attending English corner, acting out English plays, singing English songs, watching English movies, reading English newspapers and so on. 4c Group work Then the T can divide Ss into different groups and each group discuss one activity listed before and decide on the rules of doing these activities. Every group leader take down the rules they have discussed. Then each group share their group results and Ss take some notes so that every student can list rules of the English club.
Step 4 Language Points
chance n. 机会；可能性 常用搭配： ①by chance 偶然；意外 ② have a chance to do sth. =have a chance of doing sth.有机会做某事 ③ have no chance to do sth.没有机会做某事 拓展：chance 作名词还可意为“可能性”，此时既可作可数名词，又可作不可数名词。后常接of doing sth. 或that 引导的同位语从句，表示“做某事的可能性”。 make one’s own decision 自己做决定 make one’s own decision to do sth.= make up one’s mind to do sth.= decide to do sth. for oneself 意为“自己决定做某事”。其中的one’s 要根据主语的不同换成适当的形容词性物主代词。 manage v. 完成( 困难的事)；应付 (困难局面) 其词形变化有： manager n . 经理 management n . 经营 常用结构： manage to do sth. 设法做成某事，多指目标明确、经过努力成功地做成某事。
Step 5 Summary & Homework
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the new words and phrases in Section B(1a-1e). Do the exercises in students’ book. The homework can vary with the specific conditions.
Teaching Reflection The group work activity in 4c can help achieve the following purposes: 1) check the students' attention in class and whether they listen to the students' report carefully. 2) Cultivate students' short-term attention and shorthand skills, and train them to record key words while listening. 3) Check and cultivate students' awareness of lexical chunks and their ability to form words into sentences. All in all, to enable students to master the grammatical structure, they should practice and use the grammatical structure repeatedly in different contexts for the purpose of communication. We must effectively improve students' participation and frequency, carry out various activities and ensure students' real participation.