人教新目標版九上英語Unit7SectionA（2a-2d）【教案】

Unit7Teenagersshouldbeallowedtochoosetheirownclothes.SectionA（2a-2d）TeachingAims1.語言能力：從聽力材料中了解Molly是否同意Kathy的觀點，并從語篇中了解文化博物館的一些規(guī)則。2.文化意識：了解中外不同的規(guī)則文化，懂得遵守規(guī)則的意義。3.思維品質：學習多角度地表達青少年允許做某事和不允許做某事。4.學習能力：有意識地運用知識遷移策略來表達自己的觀點是否被允許做某事。TeachingDifficulties在聽力和對話中練習情態(tài)動詞的被動語態(tài)TeachingAidsAtaperecorder;CAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcanpresentsomeinterestingpicturesaboutsuperheroesdoingpart-timejobsandaskSstoexpresstheiropinionstowardspart-timejobs.TheTcanusethefollowingprompts:Haveyoueverhadapart-timejob?Doyouthinkteenagersshouldbeallowedtodopart-timejobs?Whydoyouthinkso?ThentheTcanguideSstohaveadebateinEnglishtomakeSsmoreinvolvedinclassandpracticethetargetlanguage.ProSide:Teenagersshouldbeallowedtodopart-timejobs.ConSide:Teenagersshouldnotbeallowedtodopart-timejobs.Step2Presentation&Practice2aBeforelistening,theTcanaskSstolookatthepicturein2aandreadthestatementsinthechart.ThenSstrymakingpredictions.TheTcanusethefollowingprompts:Whatistheboyinthepicturedoing?Wheredoyouthinkwecanseeitinourdailylife?2aTheactivityistogiveSspracticeinlisteningtodifferentopinions.Atthebeginning,theTplaytherecordingforthefirsttimeandmakeSstofinishthetaskin2a.ThentheTmayplaytherecordingforthesecondtimeandstopatthekeypointtomakeSstochecktheirownanswers.AtlasttheTcanpresentthecorrectanswers.Answers:D2.A3.DK4.D5.AAfterSshavecompletedtheactivity2a,theTmayhighlightthedifferentwaysofgivingopinionsusedbythespeakers.should/Ithink/Idon’tthink/Iagree/Idisagree/Idon’tknow...2bTheactivityistogiveSspracticeinlisteningforspecificreasonsgiventosupportopinionsexpressed.AskSstoreadthereasonsandreorderthemfrommemory.ThentheTcanplaytherecordingandmakeSstochecktheiranswers.ThentheTcaninvitesomeSstoreadthereasonsintherightorder.Answers:4,1,5,2,32bPlaytherecordingagainandaskSstofocusattentiontomoredetailsintheconversation.TheTcanprovidemoreexercisestocheckSs’understandinglikeTrueorFalse:1.Mollyisworkinglatetonight.(F)2.BothKathyandMollythinkteenageboysnevergettired.(F)3.KathyandMollydon’tthinkLarryshouldworkeverynight.(T)4.Larry’shairistoolonganddoesn’tlookclean.(T)5.Larrydoesn’thavemanyfriendsbecausehedoesn’tliketomakefriends.(F)Afterlistening,theTcanpresentthelisteningmaterialtothestudentsinneedtohelpthemgetthespecificinformationabouttheconversation.2cTogiveSsopportunitytotalkaboutwhatteenagersshouldorshouldnotbeallowedtodo,theTmayconducttheactivitybyhavingSsworkinpairsfirsttomakealistofthingsthatteenagersshouldorshouldnotbeallowedtodo.OnceSshavedonethat,askeachpairtojoinanotherpair.Thetwopairscantaketurnstoaskandanswerquestionsusingthemodelgiveninthebluebox.RemindSstogivereasonstosupporttheiropinions.ShouldShould

notStep3Presentation&Reading2dBeforereading,theTcanusethesepromptstoencourageSstohaveadiscussionsothatSs’interestcanbearoused:Howwillyoufeelifyouknowyouaregoingtovisitanartmuseum?Whatwillyoudothere?Doyouthinkyouwillbeallowedtotakephotosinamuseum?Why?ThentheTcanplayavideotoexplainwhytakingphotosinmuseumsisnotallowedandelicitmoremuseumrulesfromSs.2dTheTcanaskSstoreadtheconversationcarefully.TheTcanchecktheirunderstandingbyaskingthemquestions:1.What’stherelationshipbetweenSandyandWuLan?2.Wherearetheygoingfortheschooltripthisyear?3.HowdoesSandyfeelaboutthetrip?Why?4.WhatdidMr.Smithsayabouttherulesinthemuseum?5.WhatdoesSandythinktheyshouldbeallowedtodointhemuseum?2dTheTcanfocusSs’attentiononthestructureofpassivevoiceappearedintheconversationandotherkeywordgroups.Sscanbeaskedtomakesentencesusingthekeystructureandphrases.ThentheTcanmakeSsreadtheconversationinchorustochecktheirpronunciationandintonation.AtlasttheTcaninvitesomeSstorole-playtheconversationasopenpairs.Step4Summary&HomeworkThehomeworkcanvarywiththespecificconditions.SummaryTheTcanencourageSstosummarizethekeypointsofthisclasstohelpSsconsolidatetheknowledge.Homework:Previewthepassagein3a.Dotheexercisesinstudents’book.TeachingReflectionWecandiscusstheschoolrulesinthepassivevoice.Weteachthestudentstouse“shouldbeallowedtodo/shouldnotbeallowedtodo”inthisunit.Theycanl