九年级英语|Unit 3 Teenagers should be allowed to choose their own clothes|单元教案

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新目标英语九年级上册
Unit 3
Teenagers should be allowed to choose their own clothes
教 学 案 例
兴宁市兴民中学 罗 文 彦
设计教师: 罗文彦
教学班级: 初三 ( 1 ) 班
课题名称: Teenagers should be allowed to choose their own clothes ( Unit 3 )
教材版本：人教版新目标 （九年级）
（1） 学情分析：
1、学生学情分析：
通过初一、初二两年的英语学习，这个学期的九年级的学生大部分能认识到英语学习的重要性和英语学习的特点，已经掌握了一定的英语基础知识和听、说、读、写的能力，他们也能够比较自觉地学习英语，并能够通过使用英语来表达他们对某些事情的看法和观点。结合学生的年龄特点及知识能力，本单元联系学生生活实际，引导学生结合自己在家及在校的日常行为规范，以小组对话、讨论等方式，运用所学的语言基础知识自我学习，互相学习，鼓励他们主动参与教学活动，因此在教学活动中应尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。但有少部分学生学生基础比较差，接受能力稍弱。因此在设计任务时我尽量做到由易到难，难易适中，在活动中多与他们交流和沟通，多给予他们帮助和鼓励，使各层次的学生都有收获，真正成为学习的主体。
2、本单元学情分析：
主题：谈论规章制度；表达同意或不同意。
让学生辩论一些学校规章制度，例如学生是否应该在学校使用手机、学生是否应该穿校服等。学生在使用所学目标语言进行辩论时，教师要不断鼓励学生，让学生勇于发表自己的真实观点和想法，增强学生开口讲英语的自信心。这样既能巩固所学知识，又能提高解决问题的能力以及综合运用语言的能力。
（二）教材分析
1、新目标英语教材概述
《新目标英语》教材的语言教育理念是：知识用于行动，强调语言应用，培养创新、实践能力，发展学习策略。它采用任务型语言教学（Task-based Language Teaching）模式。教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。每一单元由四个版块构成：Section A（基本的语言知识）、 Section B（知识的扩展和综合的运用）、Selfcheck（学生自我检测本单元所学的语言知识）、 Reading（为了加强学生的阅读能力的大量语篇输入）。
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2、单元分析及教材处理
本单元以rules为中心话题，让学生学会谈论允许和不允许做的事情；应该被允许和不被允许做的事情；能够针对被允许和不被允许做的事情发表自己的观点，并且能叙述同意或不同意的理由。根据教学要求本单元课时分配为5课时：（每课时的教学时长为40分钟）
第一课时：Section A 　1a　---　2c Grammar Focus
第二课时：Section A 　3a　---4
第三课时：Section B 　1a　---　2c　
第四课时：Section B 　3a　---4 Self Check 2
第五课时：Reading
（三）教学目标：
根据《英语课程标准》关于总目标的具体描述，结合第3单元的教材内容，我按语言目标、能力目标、策略目标、情感态度目标和文化意识目标五个方面将本单元的教学目标细化：
1、语言目标
（1）语言结构：含情态动词的被动语态 should be allowed to
（2）语言功能：谈论规章制度；表达同意或不同意。
（3）知识目标：
重点词汇：allow, pierce, stay up, drive’s license, Do you think… I agree, I disagree, strict, concentrate, perform, silly, at present, be good for .
重点句型：I think sixteen-year-olds should be allowed to drive.
I disagree. I think sixteen is too young.
Do you think thirteen-year-olds should be allowed to have part-time jobs
No, I don’t.
2、能力目标：能正确使用情态动词和含有情态动词的被动语态（should be allowed to do something ）结构表达自己对事情的看法和观点。
3、策略目标：培养学生在讨论中发展自己的创新能力和合作精神。
4、情感态度目标：通过对校规或家规的讨论，明确自己该做什么，不该做什么，培养学生正确的是非判断力，增强遵守规定的意识。
5、文化意识目标：了解和反思自己的日常行为是否符合中学生日常行为规范
（四）教学重点和难点
重点：1、如何运用 should be allowed to 结构表达自己对各种规章制度的看法。
难点：talk about the rules by using the target language
（五）教学方式和手段
任务型教学法、小组竞赛法、小组合作法、多媒体辅助教学等。
（六）教学过程
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Period One : Section A 1a--2c
Teaching aims
1. Knowledge aims:
1）Ss can use the following words and expressions:
pierce, license, silly, earring, instead of, stay up
2）Ss can use the following sentence patterns:
Teenagers should be allowed to do homework with friends.
Sixteen-year-olds should not be allowed to drive.
Do you think sixteen-year-olds should be allowed to choose their own clothes
Yes, I do./ No, I don’t.
2. Ability aims:
Enable the Ss to use the sentence patterns to show their own opinions about rules and give reasons
3. Emotional aims:
Let the Ss think about if their deeds are right or wrong as teenagers and students, let them know some necessary rules.
Important and difficult points：Use “should (not) be allowed to…”to talk about rules.
Teaching aids ： CAI and a tape
Teaching steps
Step 1 warm up
1. Show a sentence on the screen and get students to guess the meaning of it.
Rules get things done. 没有规矩不成方圆。
2.Divide the students into 4 groups, and make competitions during the whole class.
( 设计说明: 利用一句谚语来引出课题，告诉学生学习内容是关于规则。分组进行竞赛激发学生的学习热情。)
Step 2 lead-in 1
Read the title of this unit, and get students understand it.
Let students know how to use the new phrase be allowed to and be not allowed to.
( 设计说明: 目的是告知学生被动语态的用法及其否定形式。)
Step 3 practice
Show some pictures about rules,and call students to make sentences by using be
allowed to and be not allowed to.This activity introduces the key phrase.
1. Make an example sentence.
2. Ask students to make the other sentences.
3. Give marks to each groups.
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( 设计说明: 练习被动语态的用法，让学生尽快熟悉关键短语，便于随后的教学。)
Step 4 lead-in 2
Add should before the phrase be allowed to, and tell students how to use should be
allowed to and shouldn’t be allowed to.
( 设计说明: 加入情态动词should，告诉学生情态动词与被动语态连用的方法。)
Step 5 practice
Show some pictures about school rules, and call students to make sentences.
Then do a match to make complete sentences.
This activity aims to let students grasp the key sentences.
1. Make an example sentence.
2. Ask students to make the other sentences.
3. Give marks to each groups.
( 设计说明: 图片所展示的都是学生熟悉的校园规则，贴近生活方便组织语言。)
Step 6 pairwork
Show two short conversations on the screen, and ask students to imitate to make their own conversations.
1. A: I think students should be allowed to drink beer, do you agree with me
B: No, I disagree. That is bad for their health.
2. A: I think teenagers shouldn’t be allowed to get ears pierced, what about your opinion
B: Yes, I agree. That’s too silly.
1. Call students to read the example conversations.
2. Ask students to make theirs.
3. Give marks to each groups.
( 设计说明: 双人练习扩大活动范围，让多数学生都紧张起来，主动学习目标语言。)
Step 7 write rules
Show four different places on the screen, and let students work in four, choose one place from the pictures, and make rules for it.( like hospital rules, cinema rules, meeting
room rules and library rules)
1. Call some students to show their works.
2. Give marks to each groups.
( 设计说明: 由说到写，提高学生的语言综合运用能力。)
Step 8 homework
I am the owner in my world! 我的地盘我做主。Students are the owner of school, ask
them to make new school rules for themselves.
( 设计说明: 巩固综合本节课的内容，让学生学有所获。)
The Bb design
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Period Two: Section A 3a—4
Teaching aims:
1. Knowledge aims:
1) Review what you are allowed to do as a teenager.
2) Review how to talk about “agree” and “disagree”.
3) Talk about the rules around the students.
2. Ability aims:
1) Learn to talk about the rules they have to obey.
2) Learn to make rules or change rules reasonably.
3. Emotion aims: Enable the students to understand some strict rules they have to follow.
Key points: Learn to talk about the rules they have to obey using “Don’t…” and “You can…”
Difficult points: Make rules or change rules reasonably.
Teaching tools: CAI, a tape recorder.
Teaching steps:
Step1. Revision
1. T: Are you happy today
What did you do last night
Did you go out with your friends
What do your parents let you do at home
S1: My parents let me go shopping on Sundays.
T: What is he/she allowed to do
S2: He /She is allowed to go shopping on Sundays. {Ask more Ss}
T: What do your parents let you do at home / What do your teachers let you do at school
S1: My parents / teachers let me …
T: What is he /she allowed to do
S2: He / She is allowed to…
( 设计说明: 由平常的问候自然引入到本单元的话题，进而进行上节课句型以及新词的复习。)
2. T: We have different rules in different places. Do you agree with all these rules Why
What’re the rules in the classroom
S: We can’t run in the classroom.
T: Do you agree
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S: Yes, I agree. I think classroom is a place to study and it is not safe to run in the classroom.
(Ask more Ss about the rules at school and then ask their opinions of them.)
A: We can / can’t …at school.
B: I agree. / I disagree. …( Give the reasons)
( 设计说明:第二部分重点复习“agree”与“disagree”句型。让学生就教室、学校等地方的规则发表自己的看法，并同时提供理由，培养自觉遵守规章制度的习惯。)
Step2: Reading
1. T: Some rules are reasonable, some rules are unreasonable. Now, please read the dialogue between Sun Fei and Wu Yu. They are talking about the rules at their home. After reading the dialogue, answer me some questions:
1) Can Sun Fei go out on school nights
2) Can Sun Fei study at a friend’s house
3) Who is allowed to go to the movies with friends on Friday
4) Does Sun Fei have to be at home by 10:00 p.m.
5) What isn’t Wu Yu allowed to do
2. Write their rules in the chart using “Don’t” and “You can”. (3a)
Sun Fei Wu Yu
Don’t go out on school nights. Don’t go out on school nights.
You can study at a friend’s house.
( 设计说明: 先提供几个问题，再朗读对话，让学生带着问题去朗读，从而使朗读更有目的性。)
Step 3. Practice
Role play(3b)
Cover the conversation in 3a and practice. Use the information in the chart.
A: What rules do you have at home
B: Well, I’m not allowed to go out on school nights. How about you
A: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.
Step4. Discussion
Do you agree with the rules at their home Why Discuss in groups and then make a report.
Report: At Sun Fei’s / Wu Yu’s home, she can / can’t… I agree / disagree. I think…
( 设计说明: 就对话中所提到的家庭规则进行讨论，利用所学的句型发表自己的看法，从而再次操练与巩固了句型。)
Step5. Group work
1. Do you like the rules at your home What rules do you have at your home (Ask some Ss to talk about their rules at home)
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The rules in the chart below are my friend’s rules at home.
Talk to other students in the class and find three people who have to follow these rules in the chart.
Find someone who… Name Name Name
has to stay at home on school nights
is allowed to stay up until 11:00 pm
has to get up early on weekends
is allowed to watch TV every night
has to clean up his or her room every morning
2.Do you like the rules in the chart Do you want to make the rules by yourself Work in groups and make rules that you like. You should give your reasons when you make the rules.
You can Don’t
After discussing, let some of them show their rules. Ask the reasons.
( 设计说明: 给学生一次做主人的特权，让他们自己制订一次家规，发挥小组效应，制定既符合现代学生的需求又不违反常理的家规。)
Step5. Homework
1. If you are the headmaster of the school or the chairman of the students union, make the rules.
2. Write a report of your rules. In my school, / In my union, students can… Because I think…
The Bb design
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Period Three: Section B 1a—2c
Teaching Aims and Demands
1. Knowledge objects:
(1) Key vocabulary
be strict with, take a rest, pass a test, fail a test
(2) Target Language
I think Peter should be allowed to take the test later.
I don’t agree.
I think the school has to have rules.
2. Ability objects
(1) Train students’ listening skill
(2) Train students’ ability to talk about agreement and disagreement
3. Moral object
It’s a good manner to be on time
Teaching key points and difficult points
Talk about agreement and disagreement
Teaching Aids: A tape recorder and CAI
Teaching steps:
Step1 Revision: This step is to revise the target language.
Competition: Write“are allowed to”and“aren’t allowed to”on the blackboard. Divide the class into 2 groups. One group give the sentences with“are allowed to”，the other group give the sentences with “aren’t allowed to”. See which group can think of the most items for the category. T: writes down the phrases Ss gave on the blackboard.
( 设计说明: 用学生感兴趣的方式复习，也为下文辅垫。)
Step2 Presentation 1a
According to the sentences the students gave in the competition.
T: Do you ever get to class late
How often do you get to class late
Help Ss to use the adverbs of frequency: always, usually, never, sometimes
( 设计说明: 利用生成资源, 过渡一气呵成. )
Step 3 Practice 1b
Ss ask and answer in pairs with the phrases written on the black board Step 1
A: Do you ever get to class late B: Yes. I sometimes get to class late.
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Step4 Listening 2a 2b
2a Point out the four items in Activity 1a.
T: What does peter ever do You’ll 1isten to a conversation and circle the things on the list that you hear.
Play the recorder for the first time students only listen.
Play the recorder a second time. This time students listen and circle the things that they hear.
Check the answers.
( 设计说明: 在情景中理解目标语言并使用。)
2b T: I’ll play the same recorder again. You are to match the sentence parts as you hear on the tape.
Play the recorder for students to do the activity.
Check the answer.
Step 5 Task
This step is to provide oral practice using the target language.
T: What’s wrong with peter What do you think of the school rules Do you agree
Discuss the matter. Lead Ss to give the 3 statements.
1. Peter should be allowed to take the test later
2. Students need strict rules
3. parents should not be too strict with teenagers
Divide the class into groups of four. Say, Now discuss the statements with your group. Then report your opinions.
Step6 exercise
Step7 Homework
Copy the news and do the exercise.
Blackboard Design
Unit 3 Teenagers should be allowed to choose their own clothes.A: I think peter should be allowed to take the test later.B: I don’t agree.C: I think the school has to have rules.
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Period Four: Section B 3a—4
Teaching Aims and Demands
1. Knowledge objects
(1) Key vocabulary：
The other day, concentrate, learn from, at present, volunteer.
(2) Target language
What school rules do you think should be changed
Well, I think we should be allowed to wear our own clothes.
Members are allowed to use English-English dictionaries.
2. Ability objects
(1) Improve students’ ability of reading comprehension
(2) Improve students’ ability of writing
Teaching key points and difficult points
Practice reading and writing using the target language
Teaching Aids: A recorder and CAI
Teaching steps
Step1 Pre-reading
T: Tom, please don’t talk. You have to listen to me carefully. Because we are having a class now.
We have rules in our school, don’t we
What rules do we have in our school
What should be allowed to do
What should not be allowed to do
( 设计说明: 既复习单元标语, 又引入本课话题 )
Step2 Reading
(1) Let them read the passage quickly and answer:
How many things are mentioned in the passage
(2) Let them read the passage carefully and answer the question below then check the answers together
(3) Language focus of the passage
( 设计说明: 符合阅读规律 )
Step3 Task1
T: Do you like all the school rules Why
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Why not give the new headmaster some advice on the rules
What school rules do you think should be changed
What’s the reason
Use the information in3a to role play a conversation.
Then report the opinions of your group and give the reasons.
Step4 Task 2
T: You know there is an English corner in our school. Do you like going there Why / Why not
You also can make a list of rules about what should and should not be allowed. Then give the rules to the foreign teachers.
A: Members should be allowed to use dictionaries.
B: Yes, but they should only use English-English dictionaries.
Have them to discuss it, then make a list.
( 设计说明: 在真实情景学以致用，是英语学习的最高目标。)
Step5 language focus
Do some exercise.
1. Students ______ to use Email English in
everyday writing.
A. may not B. can’t C. shouldn’t D. shouldn’t be allowed
2. _____middle school students allowed to
use mobile phone at school
A. Do B. Did C. Are D. Can
3. Sixteen-year olds shouldn’t ________ to an Internet bar.
A. be allowed B. be allow C. allow D. are allowed
4. I _______ to have a part-time job.
A. am not allow B. not allow C. don’t allow D. am not allowed
5. I don’t think teenagers should be allowed to drive , because they are _______.
A. not enough serious B. not serious enough
C. too serious D. to serious
6. I have to stay at home _______ school nights.
A. in B. at C. on D. for
7. Many students will be _______ if the class is boring.
A. sleep B. sleepy C. sleeping D. slept
Step6 Homework
Copy the new words and do exercise.
Blackboard Design
Unit 3 Teenagers should be allowed to choose their own clothes.A list of rules:(1) Members are allowed to use English-English dictionaries.(2) Members aren’t allowed to speak Chinese but English.(3) Members aren’t allowed to be late.
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Period Five: Section B 3a—4
Teaching aims
1. Knowledge aims:
Master the words and expressions: Sleepy, reply, old people’s home, mess, newsletter, obey,
in the way, achieve, race, taught, importance, care about, succeed, point, realistic.
2. Ability aims:
Train students’ ability of reading and writing
3. Moral aims:
Everything has its advantages and disadvantages. so treat things critically.
Important and difficult points
Write a letter using the target language
Teaching aids: CAI
Teaching steps
Step 1 Revision
(1) Free talk
(2) Debate: Divide the class into two halves. Team A agrees that Ss should wear school uniforms while Team B disagrees.
(3) Check the answers in Part 1 in self check
( 设计说明: 通过复习，检测学生对所学知识的掌握，同时练习口语。)
Step 2 Reading and writing
Get Ss to read the article in Self check 2: helping and learning. Ask them to underline the statement that the writer agrees:
1. We should be allowed to take time to do things like that more often.
2. We should visit primary schools and help teach young students.
3. We should be allowed to volunteer at newspaper office once a week.
4. Some students should be allowed to have Friday afternoons off to volunteer and help others .
Ask: Which do you agree Which do you disagree Work in groups, then report your ideas and reasons to class.
After discussion, ask some groups to give their reports. Then write a letter agreeing or disagreeing. Explain reasons. Explain the news vocabulary perform and primary.
( 设计说明: 为阅读准备, 培养学生阅读能力是本节课的重点。)
Step 3 Reading
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1. Before reading
Ask the Ss, how old is a teenager Tell them A teenager is someone who is between 13 and 19 years old. Then ask
What are some of the rules that a teenager should obey
Let the Ss work in groups to discuss the question.
2. While reading
Ask the Ss questions,
(1) What’s LiuYu’s hobby
(2) Do his parents allow him to practice his hobby as much as he wants
Tell the Ss to read the text as quickly as possible to get a general idea and find out the answers to the questions.
Ask Ss to read carefully to finish the chart.
Parents’ points Liu Yu’s points
Check the answers.
Explain the usage of the phrases.
( 设计说明: 主要检查学生短语掌握情况。)
3. After reading
Work on 3a. Encourage Ss to put them into sentences of their own. Sample answers:
The boy’s laziness got in the way of his making great progress.
Children in that mountain village are serious about going to school.
He always spends too much time on basketball.
( 设计说明: 正方与反方开展竞赛，活跃课堂气氛，培养学生的发散思维。)
Step 4 Work on 3b and 3c
For 3b, first, ask a student to read the two sentences in the chart. Tell them the sentence in the left column show Yu’s parents care about him and the sentence in the right column shows Yu is unhappy with his parents. Ask the Ss to scan the reading to find more examples for each column.
Ask them to exchange their opinions with each other.
For 3c, place the students into two groups. One thinks Yu should be allowed to practice running. The other doesn’t think so. Encourage the Ss to debate upon this topic, using information in the reading to support their opinions.
Step 5 Section 4
Ask a student. How much time do you spend on your school work and on hobbies separately Are you satisfied with such a schedule What do you want your parents to allow you to do
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Please plan a schedule to balance the time needed for your schoolwork and your hobbies to show your parents that you can make responsible decisions.
Let the Ss fill in the chart.
Step 6 Homework
1. Finish the exercises in the books.
2. Revise the whole unit.
Bb design
Unit 3 Teenagers should be allowed to choose their own clothes.old people’s home The boy’s laziness got in the way of mess his making great progress.obey He always spends too much time on TV.in the way Children in that mountain village are sleepy serious about going to school.
整单元教学设计思路:
在设计教学活动时，我主要注意了以下几点：（1）活动的目的性和可操作性；（2）活动中以学生的真实生活和兴趣为焦点话题，内容形象生动，学生易理解掌握；（3）通过活动让学生获得英语语言知识，更重要的是发展学生的语言技能；（4）分组活动时尽量创造机会，促使学生主动获取、处理和使用信息，尝试用英语与他人交流，提高用英语解决实际问题的能力。
针对本单元的知识点，我灵活设计教学活动，让学生通过探究性学习，合作学习，培养运用语言的能力和创新精神。通过本单元的教学，目的让学生充分运用被动语态，并且能根据实际情况进行交流，在运用中感受自己的成就感，体会学英语的快乐，激发他们学习英语的热情。因此,在今后的授课中,我会尽量挖掘与授课内容相匹配且学生感兴趣的话题与材料,根据实际调整授课方式,不断变换课堂活动方式,使学生在轻松自然的语境中得到知识和能力的提高.
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Unit 3 Teenagers should be allowed to choose their own clothes.
be allowed to…
I am (not) allowed to choose my own clothes.
We are (not) allowed to wear earrings/get our ears pierced.
Teenagers/sixteen-year-olds should (not) be allowed to…
too wild/ young /silly
not old/ serious/ calm enough
Unit3 Teenagers should be allowed to choose their own clothes
He / She is allowed to…
I think…
I agree / disagree. …
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