【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】Unit 7 Teenagers should be allowed to choose their own clothes. sectio

中小学教育资源及组卷应用平台
【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】
Unit 7 Section A
Unit 7　Teenagers should be allowed to choose their own clothes.
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
Section A
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.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 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。
活动 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 does 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。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
活动 2a-2b　(有一定难度,增设听力训练题)
听录音,判断正(T)误(F)。(听力原文:Section A 2a, 2b)
(　F　)1. Molly is working late tonight.
(　T　)2. Molly thinks teenage boys never get tired.
(　T　)3. Kathy and Molly don't think Larry should work every night.
(　T　)4. Kathy thinks Larry's hair is too long and doesn't look clean.
(　F　)5. Larry doesn't have many friends because he doesn't like to make friends.
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　任务教学(带着问题阅读,目的明确,解决部分问题)
1. What did the mom do when the writer was a baby and a small child
2. How did the writer feel when he was a teenager and his mom said “Please be back by ten” Why
◎Key:
1. 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
made sure he was safe and kept him from danger when he was running through the field
hugged him and lifted him up when he fell and hurt himself
2. He was angry because he felt that he was old enough to be independent and should not be told what to do.
突破二　辅助教学(根据提示信息复述课文,提高语言表达能力)
Retell the first five lines:
When I… my mom…
baby crying sang and stayed
tired and hungry food, arms
two running safe, kept
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 be back by ten talked back again
Retell the last six lines:
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　Step 1　观察及探究
含有情态动词的被动语态
【观察】
Teenagers should be allowed to choose their own clothes.
Sixteen-year-olds should not be allowed to drive.
Your bedroom must be cleaned every day.
May we be allowed to take photos if we don't use a flash
【探究】
含有情态动词的被动语态的结构为“情态动词+助动词be+及物动词的过去分词”。
含有情态动词的被动语态变为否定句时,应在情态动词后面加not;变为一般疑问句时,应将情态动词移到句首。
含有情态动词的主动语态变为被动语态时,要把主动语态中的宾语变为被动语态中的主语;主动语态中的谓语动词变为“情态动词+助动词be+动词的过去分词”;主动语态中的主语变为介词by的宾语,放在句尾(如果不强调动作的执行者,by短语常可省略)。
Step 2　练习巩固 (教材P52课文4a, 4b, 4c)
Section A
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This lesson is a three-part conversation about rules. The first one talks about what teenagers are allowed to do and what they are not allowed to do from the conversation between Anna and her mother, the second one expresses Kathy's and Molly's opinions about some rules through their conversation, and the third one introduces the rules of an art museum while presenting the target language structure.
Why:
1a-1c introduce the unit topic through illustrations as well as listening activities that present what is allowed and what is not allowed for teens to do. 2a-2d further deepen and expand the unit topic, grammar, and sentence patterns through listening and reading dialogues.
How:
Three dialogues with the passive voice structure “should be allowed to” contain the modal verb “should” throughout. Through understanding and reflecting on whether their words and actions are in line with the codes of conduct for secondary school students, standardize their words and actions, and develop good habits and good morals of consciously following the rules.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.Understand and talk about what teenagers are or are not allowed to do and express their opinions and reasons.
2.Use the passive voice containing modal verbs correctly when talking about everyday life situations with rules.
3.Accurately access key information and express their views and opinions through listening and speaking activities.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
Master the use of modal verbs in the passive voice and interrogative forms.
Teaching Difficulty:
Flexibly use various sentence patterns containing modal verbs in conversation.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
1.First, greet the class.
2.Present the pictures and sentences.
T: As a teenager, you have a lot of rules. Do you agree or disagree with these rules
Are students allowed to smoke/drive/get ears pierced/take mobile phones to school
Students are not allowed to smoke/drive/get ears pierced/take mobile phones to school.
Purpose The rules are presented through pictures and students judge whether they agree or disagree to enter the topic of the lesson.
Step 2　Pre-listening (1a)
1.Let students predict the answer, “What's the relationship between the two speakers ”
◎Key: Mother and daughter.
2.Let students finish 1a. Read the statements below. Circle A for agree or D for disagree.(详见课件资源)
3.Look and describe.
Step 3　While-listening (1b-2b)
1.Let students finish 1b. Listen and circle T for true or F for false.
2.Listen again and fill in the blanks.
Mom: No way! I don't think sixteen-year-olds should be allowed to drive. They aren't 　serious　 enough. I'm 　worried　 about your 　safety　.
Mom: Sixteen-year-olds shouldn't be allowed to get their ears pierced either. They're too 　young　.　
Mom: Well, I just want to　make sure　 you get something 　nice　.
3.1c. Look at the statements in 1a and make conversations.
A: I don't think sixteen-year-olds should be allowed to drive.
B: I agree. They aren't serious enough.
4.Let students look at the picture in 2a and make a prediction.Let students read and understand the information of 2a. What unusual things have you found
Who A teenager or an adult
Where At a restaurant or in a kitchen
What Working or playing
◎Key: A teenager.; At a restaurant.; Working.
5.Let students finish 2a. What does Molly think of Kathy's statements Listen and circle A for Agree, D for Disagree or DK for Don't Know.(详见课件资源)
6.Listen again. What are Kathy's and Molly's reasons Number their reasons in the correct order.
Purpose Predict the listening content according to the picture before listening to understand the listening topic. Grasp the key information during listening to develop students' listening skills.
Step 4　Post-listening
2c.Make a list of things teenagers should and should not be allowed to do. Discuss your list with your partner.
A: Do you think teenagers should…
B: Yes, I…/No, I…
Teenagers should be allowed to Teenagers should not be allowed to
1.keep quiet in class 1.run in the hallway
2.wear the school uniform 2.hang out late at night
3.go to school on time 3.wear strange clothes
… …
Purpose To further deepen students' understanding through peer discussion while practicing the target sentence patterns.
Step 5　Role-play
1.Present some famous pictures painted by Picasso. Then let students read 2d and answer the questions.(详见课件资源)
2.Listen and role-play the conversation.
3.Then, ask students to read the conversation in 2d and make a summary about the language points in 2d.
Purpose To understand the important elements of the dialogue by answering the questions. And practice two-by-two dialogues, acting in roles.
Step 6　Language points
don't think, get their ears pierced
Step 7　Summary(详见课件资源)
Step 8　Homework
1.Required:
(1)Read and recite the new words and the conversation in 2d.
(2)Make sentences with the useful expressions.
2.Optional:
Write down the rules at home and your opinion like this:
I can't go out at night. I think I should be allowed to go out by nine o'clock at night…
第二课时(3a-3c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This lesson is a reading lesson centered on the poem Mom Knows Best, presenting new vocabularies while reproducing the target sentence pattern of this unit “should be allowed to do sth.”.
Why:
3a. Presenting a mother's love in the form of a poem is a novel form that can easily resonate with students.
3b. The four questions go deeper and deeper, which is conducive to students' digging into deeper details of the text.
3c. Emotions are sublimated into reality, connecting with real emotions and stimulating their own desires for the expression of a mother's love.
How:
By depicting the interaction and communication between children and their mothers in the process of growing up, the use of detailed portrayal triggers the reader's thinking, and subconsciously educates young people about their emotions. It enables them to learn to understand the care and teaching of parents to their children, and enhances the development of parent-child relationship.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To study poems that express a mother's love and to use the passive voice with modal verbs correctly.
2.To improve English literacy through the experience and use of skimming and searching for reading skills.
3.To be able to appreciate the rhythm of English poems by reading aloud, and to appreciate the feelings and mood of the poems.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
Learn to describe emotions in the passive voice with modal verbs.
Teaching Difficulty:
To appreciate the rhythm of English poems, and to appreciate the feelings and mood of the poems.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Lead-in
Guessing game: Who is the person
makes meals for you every day
offers you everything that you need
teaches you to say the first word
helps you out when you are in trouble
encourages you when you are down
regards you as the most valuable treasure
◎Key: Mother.
Purpose Through the riddle game to introduce the theme of this lesson. To stimulate students' interest in learning.
Step 2　Prediction
Look at the picture, the structure of the text and predict:
What kind of text are we going to read
What do you think the text is about
Do you remember what your mother did when you cried as a baby
Do you listen to your mother and behave well
How do you feel about your mother now
Do you argue with your mother or talk back(回嘴; 顶嘴) to her
Do you regret anything you have done to your parents
Step 3　Pre-reading
1.3a.Read the poem aloud and discuss what the title means with your partner.
The title means that a mother always knows what is best for her child, even though the child may disagree with the mother.
2.Let students predict the answer, “What's the passage mainly about ” according to the title and picture.
(1)What's the passage mainly about 　B　
A. Mother always helps a child whatever happens.
B. Mother always knows what is best for a child.
C. Mother is always with a child in study.
(2)This is a　B　.
A. story　　　　　　B. poem　　　　　　C. report
How do you know that
It has the same sentence pattern.It has rhymes.
Purpose To predict the main idea of the text according to the picture and title, understand the theme of the poem, catch the key information, and develop students' ability to predict before reading.
Step 4　While-reading
1.Let students read the passage quickly, and find the right answer.
(1)How old was the writer when he wrote this poem 　C　
A. Seven. B. A teenager. C. An adult.
(2)How many stanzas are there in the poem 　Four　.
(3)The poem is written in the order of　time/age　.
(4)What's the main idea of each stanza
Stanza 1　　　　 When he was a baby, he enjoyed Mom's love.
Stanzas 2-3 When he was seven, nine and a teen, he refused Mom's love.
Stanza 4 When he is an adult, he understands Mom's love.
Purpose Setting up exercises to match the main idea of each part deepens understanding of the reading text as well as further develops students' ability to grasp the key information.
2.Let students read the first stanza carefully and then finish the chart.
What I did What Mom did
When I was a tiny baby cried all night sang to me and stayed by my side
was tired and hungry gave me food and warm arms to sleep in
When I was two ran through the field made sure I was safe and kept me from danger
fell and hurt myself gave me a hug and lifted me up
3.Let students read the second and third stanzas carefully and answer the questions.
(1)Why do you think the writer talked back to his mom when he was seven and nine years old
(2)How did the writer feel when he was a teenager and his mom said “Please be back by ten”
(3)What did the writer regret when he grew up
(4)After reading the whole poem, how do you think the writer feels about his mom
◎Key:
(1)Because he felt that he was growing up and he did not want to be treated like a small child anymore.
(2)He felt angry because he felt that he was old enough to be independent and should not be told what to do.
(3)He regretted talking back, not listening to Mom.
(4)He loves his mom and is thankful for what she has done for him.
4.Let students read the fourth stanza carefully and then finish the chart.
What I regret What I got
eating ice-cream coughed for days
watching scary movies had scary dreams
staying out late was late for school
Purpose To deepen students' understanding of the text and clarify the text through the timeline.
Step 5　Post-reading
1.Read the poem with emotion.
2.3c.Think about a time you did something even though your mom or dad told you not to do it. Share your story with your partner.(详见课件资源)
　　　　　　　　　　　　　Mom Knows Best
When I was a tiny baby 　　　　　　　　　　　
When I was 　　　　　　　　　　　
When I was 　　　　　　　　　　　
When I was 　　　　　　　　　　　
But 　　　　　　　　　　　
When I was 　　　　　　　　　　　
But 　　　　　　　　　　　
Now I'm an adult, thinking back to those times. 　　　　　　　　　　　
I regret talking back, not listening to Mom.
Mom knows best, and for me she wanted only the best!
Step 6　Language points
tiny, crying all night, stayed by one's side, field, hug, lift
Step 7　Exercise(详见课件资源)
Step 8　Homework
1.Required: Read the poem and write it down.
2.Optional: Make a card for your mother and write down what you want to say to her.
第三课时 (Grammar Focus-4c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
The Grammar Focus section lists example sentences of should and may used in the passive voice and expressions of agreement or disagreement.Activity 4a is a sentence imitation exercise, which mainly allows students to observe and familiarize themselves with the structure of modal verbs used in conjunction with the passive voice; Activity 4b is a short-text fill-in-the-blank exercise; Activity 4c is an open-ended language use activity that requires students to make rules for an English club.
Why:
In this lesson, the activities of observation, generalization and investigation are designed to help students master the use of the passive voice with modal verbs to talk about things they are allowed to do or not allowed to do and express their agreement or disagreement, and stimulate them to explore the rules of the English language actively.
How:
Through the study of Units 5 and 6, students have perceived and used the passive voice in the general present tense and the general past tense as well as structures containing modal verbs, and have a certain learning foundation. Grammar Focus is a summary, training and consolidation of the key language structures of the unit. Activity 4a mainly allows students to learn how to convert the active voice into the passive voice; Activity 4b introduces the different concepts in China and the West on the education of the next generation; Activity 4c improves students' ability to use language.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to summarize the structure of sentences containing modal verbs in the passive voice by observing the sentences in Grammar Focus.
2.Learn how to use should and may in the passive voice and how to use the expressions of agreement and disagreement.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
Learn to summarize the sentence structure of modal verbs in the passive voice.
Teaching Difficulty:
Learn how to use should and may in the passive voice and how to use the expressions of agreement and disagreement.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Lead-in
1.Revision
2.Free-talk
Let students discuss two questions.
A: What rules do you have at school
B: …
A: What rules do you have at home
B: …
◎Key:
I'm not allowed to run in the hallways.　I'm not allowed to eat in the classroom.
I'm not allowed to watch TV at home.　 I'm not allowed to go out with my friends at night.
Don't wear long hair.(boys) Boys are not allowed to wear long hair.
Don't sleep in class. Students are not allowed to sleep in class.
Don't fight in the classroom. Students are not allowed to fight in the classroom.
Step 2　Grammar
1.Let students look at Grammar Focus, and find the passive voice. Let them find the common features.
情态动词+be+及物动词的过去分词(should/may+be+done);含有情态动词的被动语态
Purpose To further reinforce the basic structure of the passive voice and recognize the passive voice containing modal verbs.
2.Present the modal verbs and review them.
3.Present the sentence patterns of the passive voice with modal verbs by showing the examples.
4.Show the two wrong points of the grammar by letting students do the exercises.
5.Make a conclusion about the passive voice with modal verbs.
6.Show the ways how to change the active voice into the passive voice.
Purpose To develop students' ability to observe and summarize and enhance logical thinking.
Step 3　Practice
1.Let students finish 4a—Rewrite the sentences according to the example.(详见课件资源)
Purpose To consolidate the basic structure of the passive voice containing modal verbs and the inter-conversion between the passive and the active.
2.Let students finish 4b—Fill in the blanks with the correct forms of the words in brackets.
3.Let students finish 4c—You and your friend are starting an English club. Make a list of rules about what should and should not be allowed.
A: Members should be allowed to use dictionaries.
B: Yes, but they should only use English-English dictionaries.
Purpose To reinforce the target language for talking about what should or should not be allowed.
Step 4　Exercise(详见课件资源)
Step 5　Homework
1.Required: Grammar exercises.
2.Optional: What family rules do you like most and least Why
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)