unit7 (2).doc

新目标英语 九年级（上册）Unit 7 Teenagers should be allowed to choose their own clothes.The First Period(Section A 1a2d)Teaching AimsKnowledge Objects1. Master the key words: license, safety, smoke, part-time, pierce, earring, flash.2. Master the sentences: I dont think sixteen-year-olds should be allowed to drive. I agree. They arent serious enough. Do you think teenagers should? Yes, I /No, I 3. Be able to talk about agreement and disagreement using the target language.4. Train students listening skill and communicative competence.Moral Objects1. Students should do what they are allowed to do and avoid doing what they arent allowed to do.2. Encourage students to express their opinions.Processes and Methods1. Learn the new words through word cards and conversations.2. Learn the structure “should/shouldnt be allowed to do sth.” through listening and speaking practice.3. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and target language.2. Master the structure “should/shouldnt be allowed to do sth.”3. Improve students listening and speaking skills.Teaching Difficult PointsTo master the structure “should/shouldnt be allowed to do sth.”Teaching AidsA tape recorder, a project, some pictures and handouts.Teaching ProceduresStep 1 Warm-up T: What do you usually do after school? Can you watch TV at home? Students may answer: go out at night, surf the Internet, play basketball, drive a car have part-time jobs, watch TV. Let students know what they can do and what they cant do.Step 2 Presentation1. Teach activity 1a. This part is designed to introduce the new words and the structure “should be allowed to”. Write the new words on the blackboard, ask students to pronounce them. Point out some pronunciation mistakes if any. Get students to read the statements below the picture and finish the task according to the instructions. Call students attention to the dialogue in the pictures. And invite a pair of students to read them to the class.2. Teach activities 1b & 1c. These two parts are designed to provide students with listening and oral practice using the target language. Get students to look at the three statements in the box and then read the instructions. Play the tape. Students listen carefully and circle T or F. Call students attention to the sample conversation in the box in 1c. Have students read the sample conversation and work in pairs to make new conversations. After students finish this activity, invite one or two pairs of students to act their conversations to the class. Explain some language points.Step 3 Practice1. Teach activities 2a & 2b. These two parts are designed to provide students with listening practice using the target language. Read the instructions to the class. Call attention to the pictures and ask students to describe it. Get students to read the statements in the chart. Then play the tape. The first time, students only listen, the second time, students listen and check what Molly thinks and Kathys opinions. Read the instruction in 2b together with the class. Call students attention to the sentences in the box and read them out. Then play the same tape, ask students to number the order as required. Have students listen to the tape again, and explain some language points.2. Teach activity 2c. This part is designed to train students speaking skill. Call students attention to the sample question and answer in the box and then read the instruction to the class. Get students to complete the sample conversation and act them out to the class using the information learned before.Step 4 ConsolidationTeach activity 2d.This activity aims to help students consolidate the target language through a conversation and teach them how to talk about what we are allowed to do.First, ask students to read the conversation silently to get the main idea.Then lead students to read it sentence by sentence, explain some language points at the same time.After that, ask students to practice role-playing the conversation in pairs.Give them enough time to do it. Encourage them to make new conversations to talk about agreement and disagreement like this.Finally invite several pairs to perform for the whole class.Step 5 SummaryIn this period, weve mainly learned a new structure “should/shouldnt be allowed to do sth.” through some listening and speaking practice. And we also developed our listening and speaking skills.Step 6 Homework1. Practice reading the conversation in activity 2d.2. Finish the exercises in the workbook.3. Preview the next period.Blackboard DesignUnit 7 Teenagers should be allowed to choose their own clothes.The First Period(Section A 1a2d)Words: license, safety, smoke, part-time, pierce, earring, flashSentences: I dont think sixteen-year-olds should be allowed to drive. I agree. They arent serious enough. Do you think teenagers should? Yes, I /No, I Exercise根据首字母提示完成单词。1. Tom is not a to go out on school nights.2. If you want to drive a car, you should get the drivers l first.3. Sixteen-year-olds shouldnt be allowed to get their ears p .4. She looks s wearing that old sweater.5. Look at the lady, she is wearing a pair of e .教学反思：Unit 7 Teenagers should be allowed to choose their own clothes.The Second Period(Section A 3a3c)Teaching AimsKnowledge Objects1. Master the key words and phrase: tiny, cry, field, hug, lift, talk back, awful, teen, regret, poem.2. Be able to talk about what things we should/shouldnt be allowed to do through a reading material.3. Improve students reading and comprehensive skills.Moral ObjectsStudents are weak in telling right from wrong. So they need some advice from their parents and teachers.Processes and Methods1. Learn the target language by reading a passage2. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and phrase.2. To master the structure “should/shouldnt allowed to do sth.”Teaching Difficult PointsLearn to use the target language in daily life.Teaching AidsA projector and handouts.Teaching ProceduresStep 1 Warm-up1. Greet the class as usual and check the homework. 2. Revision. Let students work on a game to review the learned structure “should/shouldnt be allowed to do sth.” Have students work in two groups. Each group writes down a list of rules at school and home. At last, the group which gives the most rules at school and home in three minutes wins the game.Step 2 PresentationTeach activity 3a. This part is designed to provide reading practice using the target language to improve students reading and comprehensive skills. First, ask students to read the poem loudly to get them main idea. Underline some difficult words and sentences, and find out what the title means. Give students several minutes to read the poem individually. Call attention to the rhythm of the poem. Then, have a student read the poem to the class. If necessary, correct the pronunciation and intonation mistakes. Lead students to read the poem sentence by sentence. Later, list some difficult words and phrases on the blackboard and analysis them. Ask students to practice reading the conversation in pairs. Pay attention to the pronunciation and intonation. Finally, invite some pairs to role-play it.Step 3 Practice Teach activity 3b. First, lead students to read the instruction to know what to do in this activity. Have students read the poem again to find out the answers to the questions. Ask them to do this work individually. Later invite four students to check the answers. T: What did the mom do when the writer was a baby and a small child? S1: She always sang to the writer and stayed by the writers side, she also gave the writer food and warm arms to sleep in. T: Why do you think the writer talked back to his mom when he was seven and nine years old? S2: The writer thought he knew everything best. T: How did the writer feel when he was a teenager and his mom said “Please be back by ten”? S3: He felt angry. T: After reading the whole poem, how do you think the writer feels about his mom? S4: The writer felt regret and sorry about his mom.Step 4 Consolidation Teach activity 3c. First, lead students to read the instruction to know what to do in this activity. Give students several minutes to think about this topic and take some notes on the paper. They can share their story with deskmate. Later, invite several students to present their story. Call attention to the tense.Step 5 SummaryIn this period, weve mainly learned how to talk about what we are/arent allowed to do using the structure “should/shouldnt be allowed to do sth.” Meanwhile, we also learned some key words and phrases.Step 6 Homework1. Finish the exercises in the workbook.2. Preview the next period.Blackboard DesignUnit 7 Teenagers should be allowed to choose their own clothes.The Second Period(Section A 3a3c)tiny, cry, field, hug, lift, talk back, awful, teen, regret, poemExercise根据句意及提示完成下列句子。1. Am I (允许) to drive the car?2. Whats the result? My mother will make the (决定).3. Im (担心) that Ill fail the exam.4. Peter allowed to have part-time jobs, because he is a middle school student.5. Some students should be allowed to have Friday afternoons off to volunteer and help .教学反思：Unit 7 Teenagers should be allowed to choose their own clothes.The Third Period(Section A 4a4c)Teaching AimsKnowledge Objects1. Master the key words: community, keepaway from, chance, make ones own decision, educate, manage, society.2. Master the use of structure “should/shouldnt be allowed to do sth.”3. Improve students integrated skill.Moral ObjectsTeenagers should okay rules both at school and at home.Processes and Methods1. Explain the grammar in details.2. Autonomous and cooperative approach.Teaching Key Points1. Master the key words and phrases.2. Be able to talk about things we are/arent allowed to do.3. Improve students speaking and writing skills.Teaching Difficult PointsMaster the use of structure “should/shouldnt be allowed to do sth.”Teaching AidsA projector and handouts.Teaching ProceduresStep 1 Warm-up1. Greetings. T: Good morning, class. Ss: Good morning, teacher. T: Nice to meet you. Ss: Nice to meet you, too. T: Welcome back.2. Revision. Check the homework. Ask students to read the poem in 3a together, point out pronunciation and rhythm mistakes if any.Step 2 Presentation Grammar Focus. This part is designed to explain the grammar learned in this unit in details. First, ask students to go through the questions and answers in the box. Then have students work in pairs to demonstrate them out in the form of conversations. After that, explain the grammar in details. Ask students to make conversations using structure “should/shouldnt be allowed to do sth.” to talk about the rules at school and home. Give students several minutes to practice. As they work, move around the room checking the progress and offering language assistance as needed.Step 3 Practice1. Teach activity 4a. This activity aims to help students to consolidate the grammar. First, lead students to read the sample sentences to know how to do in this activity. Then, give students three minutes to rewrite the questions. Ask them to do it individually. Later, invite a student to present his or her sentences. Ask them to do it individually. Later, invite a student to present his or her sentences to check the answers. Correct mistakes if any.2. Teach activity 4b. First, lead students to have a quick look at the short passage to get the main idea and know how to do this activity. Give students several minutes to complete the passage with the correct form of each given word. Call attention to the use of active voice and passive voice. As they work, move around the room checking the progress. Finally, invite a student to read his or her complete passage to check the answers. Correct mistakes if any.Step 4 ConsolidationTeach activity 4c. This part is designed to help students consolidate the target language through speaking practice. First, lead students to read the instruction and the sample conversation in the box to know what to do in this activity. Then, divide students into groups to do this work. Encourage them to speak as much as possible. Later, invite each group leader to present their rules about English club.Step 5 SummaryIn this period, weve mainly learned the use of structure “should/shouldnt be allowed to do sth.” in details. Through the practice, we not only consolidated the target language and grammar but also developed our speaking and writing skills.Step 6 Homework1. Finish the exercises in the workbook.2. Preview the next period.Blackboard DesignUnit 7 Teenagers should be allowed to choose their own clothes.The Third Period(Section A 4a4c)community, keepaway from, chance, make ones own decision, educate, manage, society.Exercise根据句意及首字母提示补全单词。1. I think t should be allowed to go out with their friends every night.2. I dont think twelve-year-olds should be allowed to get their ears p .3. They talk i of doing their homework.4. We have a lot of r at my house.5. She has to c up her room every morning.6. Parents should not be too s with teenagers.教学反思：Unit 7 Teenagers should be allowed to choose their own clothes.The Fourth Period(Section B 1a1e)Teaching AimsKnowledge Objects1. Consolidate the target language through some listening and speaking practice.2. Improve students listening and communicative skills.Moral ObjectsStudents should obey the rules at school.Processes and Methods1. Learn to talk about what students should/shouldnt be allowed to do.2. Do some listening and speaking practice.Teaching Key Points1. Master the use of “should/shouldnt be allowed to do sth.”2. Develop students listening and speaking skills.Teaching Difficult PointsMaster the use of “should/shouldnt be allowed to do sth.”Teaching AidsA tape recorder and some word cards with the name of places.Teaching ProceduresStep 1 Warm-up1. Greet the class as usual.2. Revision. Let students work on a game to review the learned structure “should/shouldnt be allowed to do sth.” First, have students work in two groups. Then each group writes down a list of rules in the library. At last, invite one student to count the rules. The group gives the most in three minutes wins the game.Step 2 PresentationTeach activities 1a & 1b. These two parts are designed to introduce the use of always, usually, sometimes and never, and also provide listening practice using the target language. Ask students to describe what is happening in the picture. T: Where does it happen? When does it happen? What happens? Who are they? Invite a student to read the four questions in the box to the class. And remind students of the exact meanings of the adverbs of frequency. Get students to finish the task on their own in 1a. Talk with partner about their own answers.Step 3 PracticeTeach activities 1c & 1d. These two parts are designed to train students listening skill. Play the tape. Students listen and circle the things they hear in 1a. Call students attention to the box and point out the sample sentences. Invite a student to read it to the class. Play the tape, students match the sentence parts in 1d they hear.Step 4 Consolidation Teach activity 1e. This part is designed to provide students with listening and oral practice. Ask students to read the statements in the box and look at the conversation pattern above the box. Explain the language point to the class, and ask students to complete the conversation using the statements in the box.Step 5 Summary In this class, weve learned how to talk about agreement and disagreement. And weve also reviewed adverbs of frequency.Step 5 Homework1. Finish the exercises in the workbook.2. Preview the next period.Blackboard DesignUnit 7 Teenagers should be allowed to choose their own clothes.The Fourth Period(Section B 1a1e)Do you ever get to class late?Yes. I sometimes get t class late.I think Peter should I dont agree.I thinkExercise根据句意及首字母提示填空。1. Peter f the math test yesterday.2. In my opinion, a good teacher should be s with the students.3. We have a lot of r at home.4. Im glad that I have p the exam.5. Peter s gets to class late.教学反思：Unit 7 Teenagers should be allowed to choose their own clothes.The Fifth Period(Section B 2aSelf Check)Teaching AimsKnowledge Objects1. Master the key words: get in the way of, support, enter, choice.2. Learn how to ask for information.3. Improve students ability to read and write using the words and target language.4. Be able to make a list of rules about what should be allowed to do and what should not be allowed to do.5. Consolidate the target language through writing practice and self check.Moral Objects1. One can not only have fun but also increase knowledge when t