人教新目標(biāo)版九上英語(yǔ)Unit7SectionB（1a-1e）【教案】

Unit7Teenagersshouldbeallowedtochoosetheirownclothes.SectionB（1a-1e）TeachingAims1.語(yǔ)言能力：能夠圍繞Peter考試遲到這一主題，討論P(yáng)eter是否應(yīng)該做某事。2.文化意識(shí)：懂得遵守規(guī)則的意義。3.思維品質(zhì)：能依據(jù)不同信息進(jìn)行獨(dú)立思考，評(píng)價(jià)內(nèi)容，并說(shuō)明理由。4.學(xué)習(xí)能力：能在學(xué)習(xí)活動(dòng)中積極與他人合作，共同完成學(xué)習(xí)任務(wù)。TeachingDifficultiesHowtopersonalizethetargetlanguagetomakethelanguagemoremeaningfulandkeepstudentsmotivated.TeachingAidsAtaperecorder;CAIormultimediacoursewareTeachingProceduresTipsStep1Warm-upTheTcanhaveSstalkabouttheirspecialexperiencesatschoolbypresentingsomepictures.TheTmayusetheseprompts:Haveyouever…?Howoftendoyoudothat?...ThentheTcanencourageSstoexpresstheiropinionsusingthetargetlanguage.TheTcanusetheseprompts:Doyouhaveanyschoolrules?Whatdoyouthinkoftheserules?Whatdoyouthinkteenagersshouldbeallowedtodoatschool?Step2Presentation&Practice1aThisactivityistopromptSstothinkabouthowoftentheydocertainthingsassociatedwithschool.TheTmayleadintotheactivitybydrawingSs’attentiontothepicturein1a.EncourageSstodiscussthepicturebyusingtheseprompts:Whatdoyouthinkishappeninginthispicture?Howdoyouthinkthepeopleinthepicturemightbefeeling?(Theteacherloosannoyed.Theboywhoislatemightbeembarrassedorupset.Theotherstudentsmightfeelsorryforhim,ortheymightbedisapproving.).1aSsreadthesentencesin1aandtheTcanasksomequestionsandmakeSsanswerusingthefullsentences.Forexample:Canyouthinkofatimewhenyouwerelateforclass?Whenwasthat?Howoftendoyougettoclasslate?Haveyoueverstudiedwithfriends?Howmanytimeshaveyoustudiedwithfriends?Wheredoyouusuallystudy?Haveyoueverfinishedatestearly?Whydoyoufinishitearly?Doyouoftenworryaboutfailingatest?Whatdoyoudoifyouworryaboutit?1bAtfirsttheTmayremindSstopayattentiontothepositionoftheadverbsoffrequencyinasentence.ThentheTmakeSstalkabouttheiranswersinpairsandinvitesomepairstorole-playtheirconversationsinclass.TheTcanmakesomeassessments.1cTheTcanplaytherecordingandSsfinishthetaskin1c.ThentheTcaninvitesomeSstoshareanswerstocheck.Answers:1,41dThisactivityistogiveSspracticeinlisteningforspecificinformation.TheTcanaskSstolookthroughthesentencesin1dandmakepredictionsbeforeplayingtherecording.Ssfinishthetaskin1dandtheTcannominateSstosharetheiranswersbyreadingaloudthecompletesentences.ThenTmaywanttohighlightthedifferenceintensesbetweensentences2and3andthesignificanceofthisdifference.Answers:c2.e3.a4.b5.dThentheTcanplaytherecordingagainandstopatthekeypointtodrawSs’attentiontosomekeysentencessothatSscanhaveabetterunderstandingofthelisteningmaterial.TheTcaneveninvitesomehighlevelSstorepeatthesentencesafterlisteningtopracticetheiroralability.1eTheactivityistoprovideSswithspeakingpracticeusingthetargetlanguage.BeforeaskingSstotostartontheactivity,theTmaywanttoreviewphrasesusedtoexpressopinionsandtoagreeanddisagree.E.g.Ithink/Idon’tthink/Iagree/Idisagree/Idon’tknowaboutthat/I’mnotsurebut...ThentheTcandivideSsintogroupsoffourorfivetodiscussthequestionsin1e.TheTcanusethefollowingpromptstohelpSstodiscuss:1.Petershouldbeallowedtotakethetestlater.DoyouthinkPetershouldbeallowedtotakethetestlater?Whydoyouthinkheshould?Whydoyouthinkheshouldnot?Isitfairorunfairfortheotherstudentsifhetakesthetestlater?Willmorestudentscometoclasslateifhegetstotakethetestlater?2.Studentsneedstrictrules.Whydostudentsneedstrictrules?Doyouthinkaschoolhastohaverules?Whatwillhappeniftherearenorulesatschool?Doesaruletellyouwhatisrightandwhatiswrong?3.Parentsshouldnotbetoostrictwithteenagers.Areyourparentstoostrictwithyou?Isitgoodorbadforyou?Doyouliketherules?Why?Whynot?Step3Summary&HomeworkThehomeworkcanvarywiththespecificconditions.SummaryTheTcanencourageSstosummarizethekeypointsofthisclasstohelpSsconsolidatetheknowledge.Homework:PreviewthepassageinSectionB2b.Dotheexercisesinstudents’book.TeachingReflectionThedesignofactivitiesbeforelistening(Activities1aand1b)isveryimportant.Thepurposeistoactivatethememoryinstudents'brain,recallthelearnedwords,phrasesandsentencepatterns,andpavethewayforlisteningactivities.Atthesametime,students'responseprocessisalsotolearnandconsolidatelanguageknowledgeinapplication.Theroleofteachersinthislinkisalsoveryimportant.Theyshouldbegoodatprovidingtopicsandmasteringtherhythmanddifficultylevelsofthediscussionandadjustingthediscussionatmosphere.Weshouldnotonlyencourageexcellentstudentstoexpressactively,butalsopayattentiontothestudentswithaverageorweakfoundationandgivethemtheopportunitytoexpress,eveniftheyarejustaskedtorepeatthestatementsofotherstudentsorexpresswhethertheyagreewithothers.Teach