九年级Unit3教案

1、Unit 3 Teenagers should be allowed to choose their own clothes.Section A Part 1: Teaching design Structures :should be allowed to doTarget language : I think students should be allowed to do homework with friends. I disagree. They talk instead of doing homework. Sixteen-year-olds should not be allow

2、ed to drive. I agree. They arent serious enough at that age. Do you think sixteen-year-olds should be allowed to work at night? No, I dont.Vocabulary : 1 sixteen-year-olds 2,part-time job 3 their own clothes4 serious enough 5 get ones ears pierced 6 spend tinme with sb 7 so do we8 on school nights 9

3、 Im not allowed to go out on school nights 10 allow sb to do / allow doing sth Important sentences: 1.I think sixteen-year-olds should be allowed to drive.2.Do you think thirteen-year-olds should be allowed to have part-time jobs?Goals 1，To train students listening, speaking, reading and writing ski

4、lls.2，To train students communicative competence.ProceduresWarming up by learning “be allowed to do ”Hi, everyone. Today were going to study Unit 3. Its title is Teenagers should be allowed to choose their own clothes. In the title we find a phrase “be allowed to”. What does it mean? How is it used

5、in English?Presentation Step 1 Show the picture of power point to help students understand “agree” and “disagree”. to drive a carDo you agree or disagree teenagers to get their ears pierced to use mbile phones at school Step 2 Listen. 1bThis activity gives students practice in understanding the targ

6、et language in spoken conversation.Read the instructions to the class. Say,You will hear a conversation betweenAnna and her mother. They dont agree with everything. Get students to read the three sentences in the box silently.Play the reading for the first time.Students only listen.Play the recordin

7、g a second time. This time students listen and circle T or F.Check the answers.Answers1. T 2, F 3. TTapescriptWoman: So, what are you doing this afternoon, Anna?Girl: Im going to the mall with John. He just got his drivers license.Woman: Im sorry. You cant go with John. I dont think sixteen-year-old

8、s should be allowed to drive.They arent serious enough at that age.Girl: But I have to go to the mall. Gabys getting her ears pierced and I want to watch.Woman: I dont think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.Girl: I agree, but its fun to watch.

9、Is it OK if we take the bus?Woman: Well, I guess so.Girl :Great! I want to buy a new blouse at the mall, too.Woman: What kind are you going to buy?Maybe I should go with you.Girl: Aw, Mom. Im not a child. I think teenagers should be allowed to choose their own clothes.Woman: Well, I just want to be

10、sure you get something nice.Step 3 pairwork Look at the power point and practise in pairs.Step 4 ListeningListen to the tape and fill in the blanks with the words you hearMolly says that Larry is working late tonight,but kathy thinks Larry shouldnt be _ to work late.Molly _ with Kathy,She thinks tee

11、nagers never gets _.Then Kathy thinks Larry shouldnt work every night.This makes Molly agree.They think he needs time _ homework,Also they think Larrys hair should _ because it doesnt look _. Kathy thinks Larry shouldnt wear that _ earring,but Molly thinks she _ like it.Listen again and check the an

12、swerTapescriptMolly: Larry is working late again tonight, Katty.Katty: I know. Molly. I dont think sixteen-year-olds should be allowed to work at night. Young people need to sleep.Molly: I disagree with you. Teenager boys never get tired.Katty: Well, maybe. But Larry shouldnt work every night.Molly:

13、 Oh, I agree. He needs time to do homework.Katty: You know, Mollyhe should really cut his hair.Molly: Oh, I dont know. Do you think its too long?Katty: Yes, I do. It doesnt look clean, and I think he should stop wearing that silly earring.Molly: Oh, I disagree. I like it. It looks cool.Katty: You kn

14、ow what worries meLarry doesnt seem to have many friends.Molly: Really? I didnt know that.Katty: Yes, Molly. He needs to spends time with friends.Molly: Like you and me?Katty: Maybe.Step 5 Sum-up Grammer focus语法内容：一.被动语态1.“语态”表示主语和谓语动词之间的关系。英语中有“两态”的说法，即主动语态和被动语态，本单元中反复出现的shouldbeallowed就是一个含有情态动词（s

15、hould）的被动语态。先看几个基本概念主语是动作的发出者为主动语态主语是动作的接受者为被动语态只有及物动词才有被动语态。2.被动语态的构成一般现在时的被动语态为：主am/is/are（not）过去分词一般过去时的被动语态为：主was/were过去分词如：Butterismadefrommilk.Thishousewasbuilt100yearsago.以前我们学过的was/wereborn生于，就是一个被动语态born是个过去分词（bear）Whenwereyouborn?Iwasbornin1989.如果要特别强调动作或行为的执行者，句子后面需接by，译为“被（由）”如：Wewerewok

16、enupbyaloudnoise.从上面例子，我们可以看出现在完成时被动语态的构成为主语have/hasbeen过去分词如：Mykeyhasbeenstolen.含有情态动词的被动语态情态动词be过去分词Anotehadbetterbelefttohim.Teenagersshouldbeallowedtoweartheirownclothes这里我们列举了几个主要时态， 一般将来时主语willbe过去分词过去将来时主语would/should+be过去分词过去进行时主语was/were+being过去分词过去完成时主语had+been+过去分词被动语态的时态是由be的时态决定的，be是什么时

17、态，全句就是什么时态，be动词后面的过去分词不变。归纳：肯定句：主语be+过去分词（by）否定句：主语benot过去分词（by）一般疑问句：Be主语过去分词（by）?特殊疑问句：疑问词be主语过去分词（by）3.被动语态的用法：（1）不知道或没有必要说明动作的执行者是谁，不用by动作执行者短语Suchbooksarewrittenforchildren.这些书是为儿童写的。Ihaventbeentoldaboutit.没有人告诉我这件事（2）强调动作的承受者，这时应用by短语。ThecupwasbrokenbyDavid.（3）作客观说明时，常采用一种被动语态句型Its/wassaid/bel

18、ieved/reported/+thatItsreportedthataboutthreehundredpeoplewerekilledinthisearthquake.据报道，这次地震中大约有三百人死亡。Step 6 Homewok 叫学生写一篇短文，写出自己家规或校规（及在家里和学校允许作什么，不允许作什么）。Section BPart 1: Teaching design Structures : should be allowed to doTarget language : What rules do you have at home?Well, Im not allowed to

19、go out on school nights. How about you?Im not allowed to go out on school nights either. But 1 can study at a friends house.Vocabulary : 1.fail a test 2.be strict with sb. 3.the other day4.be a good way to do 5.keep sb happy 6.at present7.the same as8.be proud of 9.give directions 10.way cool= very

20、cool11.learn from sb 12.agree with 13.disagree with14.in fact15.take time to do sth 16.chat with Important sentences:1, Im not allowed to go out on school nights either. But 1 can study at a friends house 2, What rules do you have at home?Goals Train students integrating skills.1. Talk about what on

21、eself is or isnt allowed to do using the target language.2. Ask for what someone is or isnt allowed to do using the target language.Procedures1. Review some key vocabulary words and target language.2. Talk about agreement and disagreement.Presentation Step Revision (1)Check the homework. (2) Competi

22、tion: Write are allowed to and arent allowed to on the blackboard, Divide the class into groups.Each group is asked to write down as many things as they can think of about what teenagers are or arent allowed to do. See which group can think of the most items for each category.Step 1aThis activity re

23、views the use of always, sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the

24、exact meanings of the adverbs of frequency.Say, Please write A after things you always do, U after things you usually do, Safter things you sometimes do and N for things you never do.Get students to finish the task on their own.Answers to this activity will vary.Step lbThis activity provides oral pr

25、actice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.SA: Do you ever get to class late? SB: Yes, I sometimes get to class late.Say, Talk with your partner about your answers in Activity 1a.As the pairs work together, walk around the room o

26、ffering help if necessary.Ask several pairs to share their conversations with the class.Step 2aThis activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a.Say, You will listen to a conversation and circle the things on the list

27、 that you hear. Play the recording for the first time. Students only listen.Play the recording a second time. This time students listen and circle the things that they hear. Check the answers.AnswersCircled items: 1,4TapescriptMan: Whats the matter, Peter?Boy: I think Im going to fail a maths test,

28、Dad.Man: You are? Why?Boy: Well, I missed the bus and I had to walk to school.Man: So?Boy: Im not allowed to get to class late, and there was a big test today.Man: And you werent allowed to take the test?Boy: Thats right. But I know I could pass the test.Man: Well, Peter, the school has to have rule

29、s, you know.Boy: I know. But I should be allowed to take the test later. Its not fair.Man: I agree. Maybe you could talk to the teacher after school.Boy: Yeah. Maybe if I explain what happened, shell understand.Step 2bThis activity provides listening practice using the target language.Point to both

30、the numbered and lettered lists of item in the box.Point out the sample answer. Read the sentence Peter is going to fail a math test to the class.Say, Ill play the same recording again.You are to match the sentence parts as you hear on the tape.Play the recording for students to do the activity.Chec

31、k the answers.Answers1. c 2. e 3. a 4. b 5. dStep 2cThis activity provides oral practice using the target language.Call students attention to the statements in the box. Say them to the class.Ask three students to read the sample conversation to the class, completing the sentences.SA:I think Peter sh

32、ould be allowed to take the test later.SB:I dont agree.SC:I think the school has to have rules.Write the conversation on the blackboard.Divide the class into groups of four. Say,Now discuss the statements with your group.As the groups work together, walk around the room offering help as needed.Ask s

33、ome groups to say a few lines of their conversations to the class.NotesParents should not be too strict with teenagers. Note the word be strict with.Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.Step Summary

34、 and HomeworkSay, In this class, weve learned to talk about agreement and disagreement. And weve also reviewed adverbs of frequency. Have you ever been late for school? Write a passage to describe what was happening that day.Step homeworkSelfcheckThe Self check in the fifth period is designed to giv

35、e students more reinforced practice, especially writing practice. The activity, writing a letter to the editor agreeing or disagreeing, makes students better understand how to use the target language presented in this unit to their daily life. Teaching Aims and Demands(1) Knowledge ObjectsIn this un

36、it, students learn to talk about what they are allowed to do and learn to agree and disagree.To make students learn and grasp the structure should be allowed to do.(2) Ability ObjectsTo train students listening, speaking, reading and writing skills.To train students communicative competence.(3) Moral ObjectsStudents may think they should be allowed more freedom at home. In fact, they are Weak in telling the right from wrong. So accept