人教新目标版九上英语Unit7SectionA（2a-2d）（教案）.docx

1、Unit 7 Teenagers should be allowed to choose their own clothes.Section A（2a-2d）Teaching Aims1.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 AidsA tape re

2、corder ; CAI or multimedia coursewareTeaching ProceduresTipsStep 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 thi

3、nk 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 p

4、art-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

5、 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.

6、 At last the T can present the correct answers.Answers: 1. 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 dont think/I agree/ I disagree/ I dont know. 2b The activity is to give Ss practice

7、 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

8、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 dont think La

9、rry should work every night. ( T )4. Larrys hair is too long and doesnt look clean. ( T )5. Larry doesnt have many friends because he doesnt 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 t

10、he 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

11、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.Should Shouldnot Step 3 Presentation & Reading 2d Before reading, the T can use these prompts to encourage Ss to have a discussion so that

12、 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

13、 Ss. 2d The T can ask Ss to read the conversation carefully. The T can check their understanding by asking them questions :1. Whats 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 abo

14、ut 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 c

15、an 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 & HomeworkThe homework can vary with the specific conditions. Summary The T can encourage Ss to summarize the key points

16、 of this class to help Ss consolidate the knowledge. Homework: Preview the passage in 3a.Do the exercises in students book. Teaching ReflectionWe 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.5