【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

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【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】
Unit 7 Section B
导入一　图片导入:
使用PPT课件展示学生上课迟到的图片,同时询问“Do you ever get to class late ”,让学生结合自身的实际情况进行回答,然后导入新课。
导入二　情境导入:
Ask some students “How often do you… ” Guide them to answer the questions using always/usually/often/sometimes/never. Get the students to make conversations using “Do you ever… ” with their partners.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 1e　小组讨论
1. 将学生分成若干个小组,每个小组选择1e中的一个话题进行自由讨论,教师进行巡视指导。
2. 如果学生的表达能力有限,需要教师给予帮助和引导,教师可以提供一些问题供学生讨论时使用,以便降低难度。可以参考下列问题:
话题一
Do you think Peter should be allowed to take the test later
Why do you think he should be allowed to take the test later
Why do you think he should not be allowed to take the test later
Is it fair or unfair for the other students if he takes the test later
Will more students get to class late if he can take the test later
话题二
Do you think a school has to have rules
Why do the students need strict rules
What will happen if there are no rules at school
Does a rule tell you what is right and what is wrong
话题三
Are your parents too strict with you
Is it good or bad for you
Do you like the rules Why Why not
教师也可以提供表达个人观点的功能句型:
I agree/disagree…
I think/hope…　　　　　　　　　　　
I am afraid…
In my opinion…
I (don't) think so.
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
活动 1c-1d　(有一定难度,增设听力训练题)
听录音,完成下列表格。(听力原文:Section B　1c, 1d)
Peter is going to fail a 1. 　math　 test.
He isn't 2. 　allowed　 to get to class late.
Peter wasn't allowed to take the 3. 　test　.
He thinks he could 4. 　pass　 the test.
He thinks he should be allowed to take the test 5. 　later　.
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　任务教学
1. What is Liu Yu's hobby
2. What does Liu Yu want to be when he grows up
3. Why do Liu Yu's parents not allow Liu Yu to practice his hobby at night
◎Key: 1. His hobby is running.
2. He wants to be a professional runner.
3. Because they believe that he should study hard in the evenings.
突破二　辅助教学
利用思维导图帮助学生用自己的话复述课文。
Section B
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This is a listening lesson. The topic centers on “Rules”, through a father-son dialogue about school study, tardiness, exams, school rules, etc., to further guide the students to consolidate their grammatical knowledge learned in the three units on the passive voice.
Why:
1a-1b incorporate new vocabularies so that students can use richer expressions to describe campus life and tell common things in their daily life, and also review frequency adverbs such as how often, always, usually, sometimes, never, etc.; 1c-1d further consolidate the grammar knowledge learnt in the three units on the passive voice. 1e is a full open oral practice.
How:
1c-1d further consolidate the grammar knowledge learned in the three units on the passive voice through a conversation between father and son about campus study, tardiness, exams, school rules, etc., cultivate students' ability to flexibly use the language in authentic contexts, and strengthen their awareness of using the passive voice.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.Further strengthen the mastery of the passive voice with modal verbs around the situation of talking about school rules.
2.To accurately obtain the key information through listening and speaking activities and to express their different opinions in relation to reality. To be able to talk about school rules and to strengthen the sense of discipline.
3.To understand and use the language points in the dialogues through listening training combined with real-life situations.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
Complete listening exercises and conversational exercises using the passive voice containing modal verbs.
Teaching Difficulty:
Improve the ability to extract valid information in listening training.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Revision
1.Review the structure of “should (not) be allowed to do”.
T: What should/shouldn't you be allowed to do as teenagers at school
A: We should be allowed to choose our own clothes./…
B: We shouldn't be allowed to get the ears pierced./…
2.Review the frequency adverbs.
always>usually>often>sometimes>hardly ever>never
Step 2　Pre-listening
1.Let students finish 1a—Read the questions. How often do you do these things Write A for always, U for usually, S for sometimes and N for never. Then talk with a partner about other things you do.
2.Let students predict the answers, “(1)What happened to the boy at the door in the picture ”
“(2)How do you think the people in the picture might be feeling ”
◎Key:
(1)He was late for class.　(2)The teacher looks annoyed.
The boy who is late might be embarrassed or afraid.
The other students might feel sorry for him.
Purpose To predict the listening content according to the picture before listening, understand the listening topic, grasp the key information, and reduce the difficulty of listening.
Step 3　While-listening
1.1c. Let students finish 1c—Listen and circle the things in 1a that Peter talks about.
2.1d. Let students listen again and match these sentence parts.
3.Let students listen again. Answer the following questions.
(1)Is Peter worried about his math test
(2)Is he allowed to be late for class
(3)Was he allowed to take the test after he got to class late
(4)What did Peter think about the rule
(5)How did he feel about his test
◎Key:
(1)Yes, he is.　(2)No, he isn't.　(3)No, he wasn't.
(4)He thought it was not fair.　(5)He thought he could pass that test.
4.Read the listening materials and fill in the blanks.
Purpose To supplement the answering question's category, deepen understanding of the details of the listening text as well as further develop students' ability to grasp the key information.
Step 4　Post-listening
Let students finish 1e—Read the statements. Then discuss them with your group.
1.Peter should be allowed to take the test later.
2.Students need strict rules.
3.Parents should not be too strict with teenagers.
Purpose To provide students with speaking practice using the target language.
Step 5　Language points
be strict with sb. in sth.
Step 6　Homework
1.Required: Write rules for your English class.
2.Optional: Preview the passage “Should I Be Allowed to Make My Own Decisions ” on page 54.
第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This is a reading lesson about a boy named Liu Yu who hopes to realize his dream of becoming a professional athlete through diligent practice, but his parents are worried—It will affect his studies and future employment, but Liu Yu has a different opinion with his parents.
Why:
It is hoped that through text study, students can be inspired by Liu Yu's case. Students will learn to understand their parents better and learn to communicate with them. In addition, through Liu Yu's story, students will also understand that there may be risks in pursuing their dreams, and learn to deal with the relationship between their studies and their dreams.
How:
2a, 2b introduce the topic; 2c asks students to read and answer questions based on the text;2d learns by using and consolidates the key phrases and sentence patterns of the text, and 2e devises an oral training activity with a high degree of expressive freedom to talk about one's own dreams and parental support for one's own dreams, so that the students can check their mastery of the language in the reading material.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.Students can understand the story and get the main idea of Liu Yu's story.
2.Students can understand they should talk more with their parents when they have different ideas with them.
3.Students can talk about the problems they have with their parents. Talk about the reasons and think about the solutions.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
Further enhance comprehension of short reading texts and the use of key vocabularies and language structures in them.
Teaching Difficulty:
Students can understand the story and understand their different opinions about hobbies.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Lead-in
Lead students to think about these questions:
1.What's your hobby
2.What is your dream job
3.Do you think hobbies can get in the way of schoolwork
Purpose To express your opinion and stimulate curiosity to read the article.
Step 2　Pre-reading
1.2a.Discuss the questions in your groups.
Are you allowed to make your own decisions at home What kinds of decisions
2.Look at the title and picture, and predict what we'll read about. Look at the picture, and answer the questions.
(1)What's the boy in the picture doing
(2)What's the boy's hobby
(3)What decisions may he want to be allowed to make
◎Key:
(1)He is running on the school playground.
(2)Running.
(3)He may want to be allowed to make his own decisions on running/to be a professional runner.
Purpose To predict the main idea of the article according to the picture and title, understand the main information of the article, grasp the key content, develop students' ability to predict before reading, and stimulate students' interest in learning.
3.What's the main idea of the article 　C　
A. Teenagers' points(观点) about hobbies.
B. Parents' points about hobbies.
C. Teenagers' and parents' different points about hobbies.
Purpose Read the key sentences of the article to get the main idea of the article quickly.
4.What kind of passage is it 　B　
A. Narration(记叙文).　　　
B. Argumentation(议论文).　　　
C. Exposition(说明文).
Step 3　While-reading
1.Read Para. 1 and answer the questions.
(1)Are teenagers' hobbies always good for their schoolwork
(2)What might parents worry about
(3)What do teenagers think about hobbies
◎Key:
(1)No. Sometimes hobbies can get in the way of their schoolwork.
(2)Parents might worry about their children's success at school.
(3)Teenagers think they should be allowed to practice their hobbies as much as they want.
2.Read Para. 2 and fill in the chart.
Name: 　Liu Yu　
Age: 　15　
From: 　Shandong　
Hobby: 　Running　
Dream job: 　A professional runner　
His attitude(态度) to his hobby: 　He loves running.　
Problem: 　His parents won't allow him to train so much…　
What do Liu Yu's parents think of his dream
(1)They want to see him　achieve　 his dreams.
(2)They know how much he 　loves　 running.
(3)They have　supported　 every one of his races.
(4)They have nothing 　against　 running.
3.Read Para. 3 and answer the questions.
(1)What do his parents think is important
(2)What does Liu Yu think he should be allowed to do Why
(3)What is Liu Yu's opinion about his dream
He thinks he should be allowed to 　　　　　　　　.
He 　　　　　　　　running.
Running is 　　　　　　　　he has ever wanted to do.
◎Key: (1)They think it is important to work hard at school and enter university.
(2)He thinks he should be allowed to decide for himself.Because he is serious about running.
(3)decide for himself; is serious about; the only thing
4.Read Para. 4 and answer the questions.
(1)Why don't Liu's parents allow Liu Yu to practice running at night
(2)Why do Liu's parents think he needs to spend more time on his homework
(3)What are his parents' points
◎Key:
(1)Because his parents believe that Liu Yu should study hard in the evenings.
(2)Because they think it is difficult to become a professional sports star.
(3)Liu Yu should study hard in the evenings. He needs to spend more time on his homework because it's difficult to become a professional sports star.
5.Read Para. 5 and answer the questions.
(1)Does Liu Yu agree with his parents' ideas Why
(2)Why does he think he should be allowed to make his own decisions
(3)What are Liu Yu's points
◎Key:
(1)No, he doesn't. Because he knows his parents care about him, but he thinks he should be allowed to make this choice himself.
(2)Because he thinks only then will he have a chance to achieve his dream.
(3)He will succeed. He thinks he should be allowed to make this choice himself. Only then will he have a chance to achieve his dream.
Purpose To deepen the understanding of the text, clear the vein of the article, and pave the way for the later retelling of the article.
6.Read the passage again and fill in the blanks.
Parents' opinion Liu Yu's opinion
They think their son needs to 　think about other possible jobs　. He wants to be a 　professional runner　.
They think he needs to 　work hard and enter university　. He is serious about 　running　.
They think he should spend more time on 　homework　. It's too 　strict　 and 　unfair　.
They think it's difficult to 　become a professional sports star　. He should be allowed to 　make this choice　 himself.
Purpose A brief summary of the arguments on both sides helps to understand the arguments.
7.Retell the story according to the mind map.
Should I Be Allowed to Make My Own Decisions
Step 4　Post-reading
1.2c.Read the passage again and answer the questions.(详见课件资源)
2.2d.Look in the passage for the words in bold. Then use them to complete sentences of your own.(详见课件资源)
3.2e. Discuss the questions with a partner. Use the information in the passage to support your opinion.
What is your dream job
Do your parents support your dream
Purpose To encourage students to express their opinions on a given subject.
Step 5　Language points
get in the way of, have nothing against, be serious about
Step 6　Exercise(详见课件资源)
Step 7　Summary(详见课件资源)
Step 8　Homework
1.Required:
Retell the different ideas of Liu Yu and his parents and write them down.
2. Optional:
(1)Write a letter to Liu Yu.
(2)Find some information of a famous person and write an article about how he/she became successful.
第三课时(Writing)
Step 1　Presentation
1.话题解读:
“没有规矩不成方圆”,每所学校、每个家庭都有自己的行为规范准则,即该做什么,不该做什么。本单元的话题是“规章制度”。通过学习,使学生能够针对规章制度表达自己的观点,并在日常生活中遵守规则,同时培养自己辨别是非的能力。学会运用“should/shouldn't be allowed to do sth.”句型,掌握表示赞同或反对的表达方式。
2.常用句型:
I think…should be allowed to…　…shouldn't be allowed to
…should stop…　…should not be too strict with…
…don't allow…to…　…is not allowed in public.
Step 2　Brainstorm(引导学生复习学过的规章制度,并尽可能多地提供不同的规章制度)
T: What rules do you have at home Do you have any rules about eating, sleeping, housework or making friends
Get the students to answer the questions. And write the key words on the blackboard.
Step 3　Take notes
T: Do you agree with these rules Why or why not Which one do you think should be changed Why
The teacher can give them an example. Then ask the students to discuss the questions and make some notes in the chart in 3a in pairs.
Step 4　Guidance on writing methods
Step 5　Writing
Get the students to write a diary entry explaining which rule(s) they do not agree with at home and how they think the rule(s) should be changed according to the notes in 3a and the expressions in 3b.
Step 6　After-writing
After finishing the writing, get the students to check their works in groups.
And then ask several students to present their works to the class.
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