人教版九年级英语第七单元教案
人教版九年级英语全册Unit7SectionA(3a～3c)教学设计
（一）教学重难点
1.重点：本节课的重点在于让学生掌握一般将来时态的用法，以及相关的词汇和句型，如：“Are you going to...?”, “I'm going to...”, “We are scheduled to...”等。
2.难点：
（1）学生在实际交流中，对一般将来时态的运用可能不够熟练，容易混淆时态。
2.分层教学，关注个体差异：
针对学生在语法和词汇方面的掌握程度，设计不同难度的练习，使学生在课堂上得到针对性的训练。同时，关注学生的个体差异，给予每个学生足够的关注和指导，帮助他们克服困难，提高英语水平。
3.阅读策略指导，提高阅读能力：
在教学过程中，引导学生通过略读、寻读等阅读策略，抓住文章关键信息，提高阅读理解能力。同时，教授学生如何分析文章结构，培养他们的逻辑思维能力。
2.各小组用一般将来时态汇报他们的旅行计划，如：“We are scheduled to visit Beijing. We are going to stay there for 5 days. We plan to visit the Great Wall, the Forbidden City and the Summer Palace.”
此外，九年级的学生正处于青春期，个性鲜明，思维活跃。他们对于新鲜事物充满好奇，但同时也可能存在注意力分散、学习自觉性不强等问题。因此，教师应结合学生的心理特点，运用生动有趣的教学方法，激发学生的学习兴趣，引导他们积极参与课堂活动，提高课堂学习效果。同时，注重培养学生的团队协作能力和自主学习能力，为他们的终身学习打下坚实基础。
2.教师选取一篇关于旅行的文章，让学生阅读并回答问题：“Wharticle? Can you find out some information about the schedule and destination?”。通过这个环节，引导学生关注文章中的关键信息，为后续学习打下基础。
人教版九年级英语全Unit7(SectionB2b2e)说课稿
3.课后写作任务：要求学生运用所学词汇和语法，写一篇关于青春期影响的小短文；
4.互评互改：学生相互批改作文，并提出修改意见，以提高写作水平。
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.引导学生自我评价：让学生回顾本节课的学习过程，反思自己的学习方法和效果；
2.互动讨论：组织学生进行小组讨论，让他们在互动中学习，提高学习积极性；
3.激励评价：对学生的每一次进步给予肯定和鼓励，增强他们的自信心；
4.任务驱动：设计有趣的任务和活动，让学生在实践中运用所学知识，提高实际运用能力；
5.拓展延伸：引导学生关注青春期话题的社会现象，提高他们的社会责任感。
三、教学方法与手段
（一）教学策略
我将采用以下主要教学方法：任务型教学法、情境教学法和合作学习法。
1.任务型教学法：通过设计真实有趣的任务，让学生在完成过程中自然地运用目标语言，提高他们的语言实际运用能力。这种方法的理论依据是交际语言教学法，强调语言学习应注重实际交流。
2.情境教学法：通过创设与青春期相关的情境，让学生在情境中感知、体验和运用目标知识。这种方法的理论依据是认知心理学，认为情境有助于知识的意义建构。
（2）一般现在时和一般过去时的被动语态的运用；
（3）阅读理解能力的提高。
2.教学难点：
（1）新词汇和短语的理解和运用；
（2）被动语态的掌握，尤其是与主动语态的区别；
（3）阅读理解中，对文章细节的把握和推理能力的培养。
二、学情分析导
（一）学生特点
本节课面向的是九年级学生，他们正处于青春期，具有较强的好奇心和求知欲。在认知水平上，他们已经具备了一定的英语基础，能够进行简单的阅读理解和语言表达。此外，学生对与自身生活相关的话题有较高的学习兴趣，喜欢通过互动和讨论的方式进行学习。
人教版英语九年级全册Unit7SectionA(3a3b)优秀教学案例
1.学生能够理解并尊重不同国家和文化的传统节日，培养跨文化交际的意识。
2.学生能够通过学习感恩节的来历和习俗，培养对家庭、朋友和生活的感恩之情。
3.学生能够在交流和讨论中，学会尊重他人，培养团队合作的意识。
4.学生能够通过学习英语，增强自信心，提高自主学习的能力，为未来的学习和生活打下坚实的基础。
四、教学内容与过程
（一）导入新课
1.课堂开始时，我会用多媒体展示一些与感恩节相关的图片，如火鸡、南瓜派、家庭成员团聚等，引起学生的兴趣和好奇心。
2.接着，我会提问学生：“你们对感恩节有什么了解？”鼓励学生分享自己的知识和经验，从而引出本节课的主题。
（二）讲授新知
1.在学生对感恩节有一定了解的基础上，我会开始讲授新知。我会用PPT展示感恩节的来历和传统习俗，并用简单的英语进行解释。
2.问题导向：通过设计一系列有针对性的问题，本案例引导学生进行深入思考和探究，培养了他们的批判性思维能力和问题解决能力。
3.小组合作：通过小组讨论和合作完成任务的活动，本案例有效地促进了学生之间的互动和合作，培养了他们的团队协作能力和沟通能力。
4.反思与评价：通过自我反思和同伴评价的过程，本案例帮助学生了解自己的学习成果和不足之处，提高了他们的自我认知和评价能力。
三、教学策略
（一）情景创设
1.为了激发学生的学习兴趣，我将以多媒体课件展示美国的感恩节场景，如超市里的节日装饰、家庭聚餐的照片等，让学生直观地感受到节日的氛围。
2.我将设计一个角色扮演的活动，让学生扮演不同角色，如厨师、家庭主妇、游客等，用英语讨论感恩节的习俗和计划，让学生在真实的情境中运用所学知识。
2.在讲授过程中，我会适时引入本节课的重点词汇和句型，如“celebrate,” “tradition,” “family reunion,” “give thanks,”等，并让学生跟读和模仿。
人教版九年级英语unit7SectionA2(3a3c)教学设计
1.通过小组合作学习，培养学生的团队协作能力和沟通能力。
2.运用任务型教学法，引导学生参与课堂活动，提高学生的英语实际运用能力。
3.采用情境教学法，让学生在真实的语境中学习英语，提高学习兴趣。
4.利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，帮助学生更好地理解课文内容。
（三）情感态度与价值观
作业要求：
1.学生要认真完成作业，确保作业质量。
2.家长要关注学生的学习进度，给予鼓励和支持。
3.教师要及时批改作业，了解学生的学习情况，为下一节课的教学做好准备。
2.学会使用一般过去时态描述过去发生的事情，如：She had an operation two months ago.（她两个月前做了手术。）
3.能够理解并运用目标句型：“How did sb. do…?”和“How was sb. doing…?”来询问某人过去做某事的情况。
4.提高阅读理解能力，通过阅读课文，了解并掌握关于癌症患者的治疗和康复过程。
教学目的：激发学生的同情心，为学习新课做情感铺垫。
2.课堂讨论：观看视频后，教师提出问题，如：“What do you know about cancer? Can you share some stories about cancer survivors?”引导学生分享所了解的癌症知识和抗癌故事。
解决策略：采用问题链、思维导图等方法，引导学生深入理解课文，提高阅读效果。
（二）教学设想
1.导入：通过播放关于癌症患者的视频，引导学生关注癌症患者的治疗和康复过程，激发学生的同情心和兴趣。
2.课文学习：采用任务型教学法，将学生分为小组，完成相应的阅读任务。在任务完成过程中，引导学生关注重点词汇和语法点。
人教版九年级英语全册Unit7SectionB2a2e教学设计
3.听说能力：学生的听力理解能力相对较强，但在口语表达方面存在一定的困难，需要教师通过课堂活动，提高学生的口语水平。
4.阅读理解：学生在阅读过程中能够捕捉关键信息，但在整合信息、概括文章大意方面仍有待提高，教师应引导学生运用阅读策略，提高阅读理解能力。
2.讲解一般过去时和现在完成时的区别与联系，通过实例演示，让学生在实际语境中学会运用这两个时态描述过去发生的事情。
3.引导学生学习目标句型，如：“How did you become…?”, “What helped you achieve…?”等，并结合成功人士的经历进行讲解。
4.播放与成功人士相关的听力材料，让学生练习听力，提高听力理解能力。
2.学会使用一般过去时和现在完成时描述过去发生的事情，以及它们之间的区别。
3.能够理解并运用目标句型，如：“How did you become…?”, “What helped you achieve…?”等，进行相关话题的讨论。
4.提高学生的听力理解能力，能够从听力材料中捕捉关键信息，进行信息整合。
2.情境教学法：创设丰富的语言环境，让学生在实际语境中运用所学知识，提高学生的语言表达能力。
3.交际教学法：鼓励学生积极参与课堂讨论，用英语进行交流，提高学生的英语口语水平。
4.自主学习法：引导学生利用网络资源、课外读物等，拓展学习内容，培养学生的自主学习能力。
5.反思与评价法：鼓励学生进行自我反思和同伴评价，发现自身优点和不足，促进学生的个性化发展。
3.对学生在课堂上的表现进行评价，强调优点，指出不足，并提出改进建议。
人教版九年级英语unit7教案
Unit 7 Where would you like to visit?I. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about places they would like to visit. This is a topic that students will be very interested in. That will be very helpful to practice using the target language. All the students can make great progress in expressing the places which they would like to visit.2. Teaching Aims and Demands(1) Knowledge ObjectIn this unit, students learn to talk about places they would like to visit.(2) Ability ObjectsTo train the students’ listening, speaking and writing skills using the target language.(3) Moral ObjectWherever you travel in the world, you are able to use English.3. Teaching Key PointTo help students learn and grasp the key vocabulary words and the target language.4. Teaching Difficult Points(1) To train students’ listening, speaking, reading and writing skills.(2) To train students’ communicative competence.II. Learning Strategies1. Classifying2. Role playingThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1) Key V ocabularyTiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site (2) Target LanguageWhere would you like to go on vacation?I’d like to trek through the jungle, because I like exciting vacations.2. Ability Objects(1)Train students to talk about places they would like to visit with the target language.(2)Train students to describe vacations with different adjectives. (3)Train students’ listening skill.3. Moral Object, It′s more interesting to go on vacating somewhere instead of staying at home.Ⅱ. Teaching Key Points1. Key VocabularyTiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site 2. Target Language Talk about different places with the target language.Ⅲ. Teaching Difficult Points1. Describe vacations with different adjectives.2. Talk about different places with the target language. IV. Teaching ProceduresStep Ⅰ Revision Revise the language points in Unit 6.Step Ⅱ 1a1. Introduce the key vocabulary.2. Show the new vocabulary words on the blackboard:tiring ad．引起疲劳的；累人的educational ad．教育的；有教育意义的fascinating ad．迷人的；有极大吸引力的thrilling ad．令人激动的；令人震颤的peaceful ad．平静的；宁静的；和平的exotic ad．外(国)来的；外国产的trek v．(缓慢或艰难地)旅行；长途跋涉jungle n．热带丛林；密林take it easy 从容；轻松；不紧张explore v.探险；考察historic ad．历史上著名的；历史上有重大意义的site n.地方；场所3. Point to the words and teach students to read them several times till they can pronounce the words fluently and correctly.4. Read the instructions to the students. Be sure that everyone knows what to do.5. Tell students to look at the posters in the picture and compare them.6. Ask students to say what place they would like to visit and why they want to go there.Step III SummaryIn this class, we’vet learned so me adjectives that are used to describe vacations and some other words. We have also learned the target language—Where would you like to go on vacation? I’d like to trek through the jungle because I like exciting vacations.Step IV Homework1. Try to remember the new key vocabulary.2. Finish the exercise of period 1.Step V Blackboard DesignUnit 7 Where would you like to visit?Section APossible answers to Activity 1a:Vacation 1: relaxing, peaceful, boringVacation 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun,thrilling, exoticVacation 3: exciting, educational, peaceful, interestingThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabulary Fall, Niagara Falls(2) Target Language Where would you like to visit? I’d like/hope to visit/see…I’d like/love places where…2. Ability Objects(1)Train students’ listening skill.(2) Train students’ communicative competence.3. Moral Object It can make you know more about the world to travel much.Ⅱ. Teaching Key Points1. New words fall, Niagara Falls2. Listening practice with target language3. Make communications with target languageⅢ. Teaching Difficult Points1. Train students’ l istening practice with target language.2. Help students to make communications with target language.Ⅳ. Teaching Methods1. Listening2. Pair works3. ExplanationⅤ. Teaching Aids1. A tape recorder2. Some pictures of Hawaii, Mexico and Niagara FallsⅥ. Teaching ProceduresStep Ⅰ RevisionRevise the target language by askingStep Ⅱ Grammar FocusPresent ate the conversation below by saying to the students and writing it on the blackboard:Where would you like to visit?I’d like to go somewhere relaxing.Draw a line under the word relaxing.Then ask the children the same questions and tell them to answer in their own words. For example,I’d like to go somewhere interesting.After asking several students to give answers with different adjectives, get them to practice in pairs. Each pair makes two conversations.Next ask several pairs to share their conversations with the class.Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip. But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns. For example:I’d like to go somewhere fascinating.I’d love to eat something delicious.Step III SummaryIn this class, we’vet done some listening practice with target language. We have also practiced our oral English in pairs. And we’vet discussed something on grammar.Step IV HomeworkMemorize the new words of unit 7 and finish some exercise.Step V Blackboard DesignUnit 7 Where would you like to visit?Section AGrammar Focus:1. Where would you like to visit? I’d like to go somewhere relaxing.2. Where would you like to visit? I hope to go to France some day.The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyTouristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, pack, light(2)Target LanguageWhere would you like to go, Kathy? I’d like to vis it Kunming.2. Ability Objects(1) Train students’ reading skill.(2) Train students’ skill of communication.3. Moral ObjectShare your experience on traveling in a city with your classmates and tell them what they should bring if they decide to visit it.Ⅱ. Teaching Key Points1. Guide students to read the passage in Activity 3a.2. The new vocabularyⅢ. Teaching Difficult PointHelp students to talk to their partners about the cities they know.Ⅳ. Teaching Methods1. Teaching by illumination.2. Teaching by asking questions.Ⅴ. Teaching Aids1. A projector2. A video tape on Singapore or some photos, some photos of DalianⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the target language they learned last class by asking where would you like to go on vacation? Get several children to answer I’d like to…because…2. Check the homework by asking some children to read the conversations they wrote to the class.Step Ⅱ 3aThis activity provides reading practice using the target language.Introduce the key vocabulary words. Show the key vocabulary words on the screen by a projector.touristy ad．游客很多的；游客常去的；适合游览的spotlight n．公共注意中心get around 观光；到处走动pack v.把……打包；把……装箱light ad．轻的Teach students to read the vocabulary several times until they can read them out easily and correctly. Read the passage quickly and try to answer the questions on the blackboard.Write these questions on the blackboard:1. What does Paris have?2. How do you think of Paris?A few minutes later (maybe two or three minutes), ask different students to answer the questions.Next, analyze and translate the text for students, including some language points..Step Ⅲ 3bThis activity provides reading, listening and speaking practice using the target language.Read the instructions to students. Make sure that they know what to do.Step Ⅳ SummaryIn this class, we’vet learned something about Paris, and we’vet talked about some other places all over the world.We’vet done a lot of listening, speaking, reading and writing practi ce using the target language.Step V Homework1.Write a short passage on the city you talked about in class.2. Try to remember the new words on page 54.Step VI Blackboard DesignUnit 7 Where would you like to visit?Section AQuestions to Activity 3a:1. What does Paris have?2. How do you think of Paris?The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key V ocabulary Customer, save money, pool, culture, dream vacation, travel agency(2)Target Language Where would you like to go? I’d like to go somewhere warm.2. Ability Objects(1)Train students’ listening ability.(2) Train students to use the target language in oral English properly.3. Moral ObjectTo role play t he conversations you’vet heard is a very good way to improve your oral English.Ⅱ. Teaching Key PointTrain students’ listening skill by listening to the conversations with the target language.Ⅲ. Teaching Difficult PointHelp students to role play the conversations.Ⅳ. Teaching Methods1. Brainstorm2. Listening method3. Pair worksⅤ. Teaching Aid A tape recorderⅥ. Teaching ProceduresStep Ⅰ RevisionStep Ⅲ 3aThis activity provides reading practice using the target language.At first, introduce the key vocabulary words. Show the key vocabulary words on the screen by a projector. provide v．提供；供给firm n．公司offer v．提供；给予spot n．地点;场所Confucius 孔子(公元前551～前479年，春秋末期思想家，教育家) stele n．(pl．steal)石碑;石柱forest n，森林；森林地带The forest of steles 碑林(位于陕西西安)Teach students to read the words and expressions several times. Then ask several to read to the class. Make sure that they can read the words fluently and correctly.Read the instructions to students. Do some explanation. Make sure that each student knows what they will have to do.Go over the statements about the e-mail message with the whole class. Make sure that they can understand all the six sentences in the box. And tell them to put the six statements in their minds while they scan the e-mail below.Ask students to scan the e-mail in Activity 3a now. Try to get the main idea of the letter and find out the answers to the statements. Ask them to scan the letter individually, and write T, F or DK before each statement.After they have all finished scanning, check the answers with the whole class. Elicit why the false sentences are false at the same time.After checking the answers, tell the children to read the passage more carefully and prepare to answer the questions on the blackboard.Write the questions below on the blackboard:1. Where do S.T. Zhang and the family want to take a trip? (Somewhere in the east of China.)2. What kind of place do they want to go to? (An exciting place where they can do lots of exercise.)3. What exercise do they especially love doing? (They especially love hiking and swimming.)4. What does S. T. Zhang say about the hotel they want to live in?(They need to stay in an inexpensive hotel. And they wish their hotel had rooms with kitchens so that they could save money by cooking their own meals. The room needs to be big enough for three people. And they’d like to stay at a place with a big pool or somewhere near the ocean.)5. What does S. T. Zhang want the travel agency to do?(Give them some suggestions for vacati on sports and let them know if it’s best to travel by plane, train or bus.)6. How long would they like to be away? (About three weeks.)After they have all finished reading, get some students to answer these questions.Encourage them to ask questions on what they don’t understand about the e-mail.Ask one student to read the letter to the class. Help him or her with the pronunciation. Then let all the students read the passage several times.Answers1. F (the family wants an inexpensive hotel and wants to save money by cooking)2. F (the: family enjoys hiking and swimming)3. DK4. DK5. T6. F (the person wants to go to the east of China)Step Ⅳ Homework: memorize the new words of unit 7 and finish the exerciseStep Ⅴ Blackboard DesignUnit 7 Where would you like to visit?Section BQuestions on the e-mail in Activity 3a:1. Where do S.T. Zhang and the family want to take a trip?2. What kind of place do they want to go to?3. What exercise do they especially love doing?4. What does S.T. Zhang say about the hotel they want to live in?5. What does S. T. Zhang want the travel agency to do?6. How long would they like to be away?The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabulary Provide, firm, offer, spot, Confucius, stele, forest, The Forest of Steles(2) Reading practice using the target language (3) Writing practice using the target language2. Ability Objects(1)Train students’ reading skill.(2) Train students’ writing skill.(3) Train students’ listening a nd speaking skills.3. Moral ObjectAre you planning to take a trip this summer?Write an e-mail to a travel agency in English to get some information on vacations.Ⅱ. Teaching Key Points1. The new vocabulary.2. Read an e-mail.3. Write an e-mail.Ⅲ. Teaching Difficult Point Write an e-mail.Ⅳ. Teaching Methods1. Scanning the e-mail to find out the answers2. Writing3. Group workⅤ. Teaching Aids1. Some pictures of Queue, the Great Wall and the Forest of Steles in Xi’anⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this, T: Where would you like to go? S s: I’d like to go somewhere relaxing.T: What else can you tell me? S: I don’t want to go to b ig noisy cities.After that, ask them to practice in pairs.Step Ⅱ PartThis activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their work.Collect a few students’ answers with mistakes on the blackboard. Along with the students help correct the mistakes.Step ⅢThis activity provides reading and writing practice using the target language.Read the instructions to the class. Get them to look at the pictures. Say, Can you say out the English names of the four famous places in the pictures?Ask some students who know that to tell the names. Write the four names on the blackboard: the Golden Gate Bridge in San Francisco, the Sydney Opera House, Big Ben in London, and the Eiffel Tower in Paris. Then teach them to read the names several times till they can read them fluently and correctly.After practicing the names, ask, which these places would you like to visit most? Why? Ask two or three students to tell their answers to the class. They may say like this,I’d like to visit Paris most. Because I cam see the famous tower, the Eiffel Tower. There. And I have ever heard the people there are very romanti c. I’m interested in that.Then say, please say something on the place where you would like to visit most to your partner now. Get them to work in pairs. Move around the room as they work, offering words and sentences as needed.After they’vet all finished, tell them to write an article about where they would like to visit most and why. Ask students to complete the work on their own. Move around the classroom and help them.After they’vet finished writing, ask a few students to read their articles to the cl ass. Encourage the rest of the class to tell the mistakes they may have made in their passages.Work in pairs. Each one reads their own passage to the partner. Help correct any mistakes in the passage. Step Ⅳ SummaryIn this class, we’vet practiced using some words. We’vet done some exercises on writing, too.Step Ⅴ Homework1.Rewrite the e-mail which you wrote in class.2. Try to remember the new words and expressions on page 56.Step Ⅷ Blackboard DesignUnit 7 Where would you like to visit?Self checkAnswers to Activity 1:1. Provide2. Cook3. Saving4. Pack5. hopeThe Sixth PeriodRevision1. Review all the language points in this unit.2. Finish off the exercises of the workbook.3.Rewrite the passage in Activity 2. Try to make sure each sentence is correct. Blackboard DesignUnit 7 Where would you like to visit?ExerciseTeaching reflection:。
人教版九年级英语第七单元教案
Unit 7 Teenagers should be allowed to choose their own clothes.The First Period Section A 1a–2cTeaching aims（教学目标）口、笔头掌握句型1. A: I don’t think sixteen-year-olds should be allowed to drive.B: I agree. They aren’t serious enough at that age.2. A: Do you think teenagers should be allowed to choose their own clothes?B: Yes, I do. / No, I don’t.13. Sixteen-year-olds should be allowed to get their ears pierced.4. He should stop wearing that silly earring.5. Students must not be allowed to have part-time jobs.熟练掌握词汇：smoke, license, safety. 了解下列词汇：pierce, earring技能目标：能用should/should not be allowed to do谈论应该被允许和不应该被允许做的事情。
情感态度：勇于发表自己的观点和意见，表达同意或不同意。
Difficulties（难点）：be (not) allowed to doTeaching steps（教学步骤）21. Warm-up and revision（课堂热身）Show pictures of “Where are dads going?”Kid: Can I drive my friends to the mall?Dad: No, you are not allowed to drive.教学设计说明: 通过情景对话复习情态动词can并且引进新知be( not) allowed to2. Presentation（呈现新知识）呈现王磊和多多的对话练习句型结构3A:Teenagers should not be allowed to smokeB: I agree.教学设计说明：操练句型结构3. Work on 1a.T: Read the statements below. Circle A for agree or D for disagree.1. Teenagers should not be allowed to smoke.2. Sixteen-year-olds should be allowed to drive.3. Students should not be allowed to have part-time jobs.4. Sixteen-year-olds should be allowed to get their ears pierced.45. Teenagers should be allowed to choose their own clothes.4. Work on 1b.T: Listen and circle T for true or F for false.•Anna can go to the shopping center by bus.•Anna wants to get her ears pierced.•Anna wants to choose her own clothes.T：Listen again and complete the conversation.• A. be allowed to choose their own clothes• B. shouldn’t be allowed to get their ears pierced5• C. should be allowed to driveAnna: Mom, can I go to the shopping center with John? He just got his driver’s license. Mom: No way! I don’t think sixteen-year-olds ___________. I’m worried about your safety. Anna: But Gaby’s getting her ears pierced at the shopping center and I want to watch. Mom: Sixteen-year-olds __________________ either. They’re too young.Anna: I agree, but it’s fun to watch. Can I take the bus then?Mom: Well, OK.Anna: Great! I want to buy a new skirt, too.Mom: What kind of skirt? Maybe I should go with you.6Anna: Aww, Mom. I’m not a child. I think teenagers ____________________.Mom: Well, I just want to make sure you get something nice.观察与思考：请观察听力原文中的填写句子。
人教版九年级英语Unit7SectionA3a4c教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和短语，如：suffer, illness, recover, examine, prescribe, treatment, pill, fever, cold等，并能熟练运用这些词汇进行情景对话。
此外，学生在阅读和写作方面存在一定的困难，部分学生对文章的理解不够深入，写作能力有待提高。因此，在本章节的教学中，教师应关注学生的阅读理解能力和写作技巧的培养，引导学生通过阅读课文，提高概括和提炼信息的能力，同时，鼓励学生进行写作练习，提高其英语表达能力。
在情感态度方面，九年级学生正处于青春期，他们对身边的事物充满好奇，对健康问题有一定的关注。因此，本章节内容能够激发学生的兴趣，使他们在学习英语的同时，增强对健康问题的关注，培养良好的生活习惯。教师应充分利用这一特点，引导学生正确认识健康问题，提升他们的综合素质。
2.完成本节课的课堂练习，包括填空、选择、改写句子等，进一步巩固一般过去时态的用法。
3.阅读一篇关于健康生活的英文文章，提取关键信息，并总结文章的主旨大意。
4.根据本节课所学的重点句型，编写一个关于自己或他人生病经历的短文，要求使用一般过去时态。
5.观看一部与医疗健康相关的英文视频，记录下视频中出现的生词和短语，并尝试用这些词汇进行口语练习。
（三）学生小组讨论（500字）
1.教师将学生分成小组，让他们讨论以下问题：
a. What illnesses did you have in the past?
b. How did you recover from the illness?
c. What did your doctor prescribe for you?
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/No, I don’t. I think …
List
NO1. Teenagers should be allowed to…
NO2.
NO3.
II.Reading
1.3a.Read the poem aloud and discuss what the title means with your partner.Pay attention to the new words.
教学重点
重点语法：被动语态
教学难点
含情态动词 should的被动语态结构“should be allowed to”
预习要求
熟记本单元词汇
学法指导
小组合作
教学方法
讲练结合
教具准备
PPT 录音机
教学课时
五课时
第 一 课 时
课 题
Section A1 (1a-2d)
教பைடு நூலகம்
学
目
标
熟练运用 “should (not) be allowed to do”谈论应该被允许和不应该被允许做某事;
Write down these expressions and remember them.
作 业
What did your mother do when you were a small child Write a short passage.
板书设计
Section A2(3a-3c)
（1）?regret?doing?sth.?后悔做了某事（表示对已经发生的事情感到后悔）。
（2）regret?+?n.?/?pron.??
（3）regret?+?that?/?wh-clause?
（4）regret?to?say?/?tell?/?inform?...?遗憾地说（告诉等）
forget?to?do?sth.?忘记要去做某事
forget?doing?sth.?忘记做过某事
课后反思
B: Yes, I .../No, I...
2. 2dRead the conversation and answer the questions.
1)Where do they go for school trip
2)Does Mr. Smith allow students to take photos
Students shouldn’t be allowed to sleep in class.
Students shouldn’t be allowed to make noises.
Students shouldn’t be allowed to throw the rubbish in the classroom.
Unit 7 Teenagers should be allowed to
choose their own clothes.
Section A1 (1a-2d)
1. be allowed to do被允许去做
2. the shopping center购物中心
3. driver’s license驾驶执照
3)How to take photos
3.Role-play the conversation.
作 业
Talk about what should be allowed to do or should not be allowed to do in school or your family.
板书设计
remember?doing?sth.记得做过某事
forget?to?do?sth.?忘记要去做某事
forget?doing?sth.?忘记做过某事
III.Phrases and language points
（do the jod by themselves）
Make some smiliar conversations by students
4. sixteen-year-olds16岁的孩子
5. be worried about your safety担心你们的安全
6. part-time jobs兼职工作
课后反思
第二课 时
课 题
Section A2(3a-3c)
教
学
目
标
Make a list of things teenagers should and should not be allowed to do. Discuss your list in groups.
Obey the school rules!
As a teenager, you have a lot of rules at school. Can you write down some of them
Students should be allowed to speak English loudly.
Students shouldn’t be allowed to get to class late.
VI.Listening
2a What does Molly think of Kathy’s statements Listen and circleAfor Agree,
Dfor Disagree orDKfor Doesn’t Know.
熟练运用 “be (not) allowed to do”谈论被允许和不被允许做某事;
熟练运用 “I agree / disagree.”或“ I don’t agree.”表达自己的观点。
教学重点
重点句型：
I don’t think sixteen-year-olds should be allowed to drive.
4)Do you think we may be allowed to take photos if we don't use a flash
以上四句都含有重要的句型be allowed to do sth.，其中第三句是此句型的一般现在时，一二四句是情态动词与此句型的混合使用。
II. Warming up
I agree./ I disagree. I think sixteen is too young.
教学难点
含情态动词 should的被动语态结构“should be allowed to”
教 学 过 程
教师活动
学生活动
I.Presentation
Ask students: Do your parents allow you to watch TV Yes, they do.
How old were you
Did you talk back to your mom or dad
What happened
How do you feel about it now
Summary
3. I regret talking back, not listening to Mom.
regret?vt.?遗憾，后悔
VII.Practice
1.2c Make a list of things teenagers should and should not be allowed to do. Discuss your list with your partner.
A: Do you think teenagers should...
IV.Practice
1cLookatthestatementsinlaandmake conversations.
A: I don't think sixteen-year-oldsshould be allowed to drive.
B: I agree. They aren't serious enough.
（1）?regret?doing?sth.?后悔做了某事（表示对已经发生的事情感到后悔）。
（2）regret?+?n.?/?pron.??
（3）regret?+?that?/?wh-clause?
（4）regret?to?say?/?tell?/?inform?...?遗憾地说（告诉等）
扩展:
?remember?to?do?sth.记得要去做某事
第 三课 时
课 题
Section A3 (Grammar Focus-4c)
教
学
目
标
进一步掌握情态动词的被动语态，以及具体运用
教学重点
运用情态动词的被动语态
教学难点
运用情态动词的被动语态
教 学 过 程
教师活动
学生活动
I. Grammar Focus
根据课本内容，完成下列句子。
1.我认为不应该允许十六岁的孩子开车。
Do your parents allow you to get your ear pierced
No, they don’t.
You should not be allowed to get your ear pierced.
III.Listening
1b Listen and circleTfor true orFfor false.
Do your parents allow you to exercise
Yes, they do.
You are allowed to exercise.
Do your parents allow you to smoke
No, they don’t.
You are not allowed tosmoke.
Do your parents allow you to drive