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九年级英语Unit3 teenagers should be allowed to choose their own clothes第一课时教案

发布时间:2014-01-01 09:40:16  

Unit 3

Teenagers should be allowed to choose their own clothes.

Section A

【Teaching goals】

1.Language goals:

A. Key words and phrases:

allow, pierce, license, silly, earring, instead of, drive, driver’s license,

B. Target language:

——I think students should be allowed to do homework with friends. ——I disagree. They talk instead of doing homework.

——Do you think sixteen-year-olds should be allowed to choose their own clothes?

——Yes, I do./No, I don’t.

2. Ability goals:

Students can learn to talk about what they are allowed to do. They also learn to agree and disagree.

【Teaching important and difficult points】

——I think sixteen-year-olds should be allowed to drive.

——I disagree. I think sixteen is too young.

【Teaching methods】

Read, listen, make conversations, discussion in groups and teach.

【Teaching aids】

A tape recorder,

【Teaching procedures】

Warm-up:

1、show some activities,

go out at night surf the Internet play basketball drive a car have part-time jobs...

Ask:

What do you usually do after school?

Can you surf the Internet at home after school?

2、Let students talk about what he can do or what he can’t do at home and show can do /can’t do.

can do can’t do

play basketball surf the Internet

… …

Ask questions and add more examples to both lists.

Presentation:

1、Introduce the new structure:

be allowed to

Cross out the headings and write these headings in their place: is allowed to and

isn’t allowed to. Say each sentence first with can do or can’t do, then with allowed to or isn’t allowed to, and ask students to repeat each one.

is allowed to isn’t allowed to

play basketball surf the Internet

… …

S: Mike can play basketball at home, that means he is allowed to play

basketball at home.

Mike can’t surf the Internet at home that means he isn’t allowed to surf the Internet.

(Let the students read after their teacher, Repeat this practice with all items on the lists. )

2、1a

Read the instructions to the class.

Say: all the sentences in this activity are things students are or are not allowed to do.

Then read each item to the class. Ask students to explain what each sentence means in their own words:

When students have explained all the items, ask students to circle A for agree or D for disagree for each item.

Raise your hand if you circled A. Write the total of As and Ds for each item and discuss the results with the class.

3、1b

Read the instructions to the class.

Say: you will hear a conversation between Anna and her mother. They don’t agree about everything.

Play the recording two times, and then check the answers:

4、1c

Use the statements in 1a to make conversations like this:

A: I don’t think sixteen-year-olds should be allowed to drive.

B: I agree, they aren’t serious enough.

5、2a

Point to the picture and ask students to say something about it.

What is the boy doing?

What are the girls doing?

Read the instructions and point to the sentences in the chart. Ask a student to do it.

Then point to the list of responses: Agree, Disagrees, and Doesn’t know.

You’ll hear two girls having a conversation. Kathy will make some statements. Listen to what Kathy says and see if Molly agrees, disagrees, or doesn’t know what she thinks.

Play the recording and then check the answers.

6、2b

Read the instructions and point to the list of reasons from the conversation. Ask different students to read the sentences to the class.

Say: you will hear the same recording again. This time please number these reasons in the order you hear them on the recording.

Point the sample answer.

Say: Young people need to sleep is the first reason you will hear on the recording.

Play the recording and then check the answers.

7、2c

Read the instructions to the class.

Point to the sample conversation in the box. Ask two students to read it to the class.

For example:

A: Do you think teenagers should be allowed to get their ears pierced? B: Yes, I do. / No, I don’t.

Consolidation and Extension:

Say: you can look back at activities 1a and 2a to get ideas for your list.

Ask students for suggestions for their lists and write some of their statements on the board.

For example:

go out at night have part-time jobs smoke surf the Internet play basketball get their ears pierced drive watch TV Next give students five minutes to make their own lists.

Then ask students to work in pairs and discuss their lists.

Ask one or two pairs to present their conversations to the class.

For example:

A: Teenagers shouldn’t be allowed to work on school nights.

B: I agree. They should work hard. Do you think sixteen-year-olds should be allowed to drive?

A: No, I don’t. they aren’t serious enough.

Homework:

1、Review grammar focus.

2、List some other things about what they can do or can’t do using the structure be allowed to

Blackboard Design:

be ( not ) allowed to do

should ( not ) be allowed to do

get something done / have something done

not calm enough

instead of

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