新目标九年级U3-1st period教案
Unit 3 Teenagers should be allowed to choose their own clothes
Ⅰ. Analysis of the Teaching Material
1. Status and Function
The topic of this unit is rules. In this unit, students learn to talk about what they are allowed to do and learn to agree and disagree. Such topic gives students a chance to express their own opinions. So it’s helpful to raise learning interest of students and improve their listening, speaking, reading and writing skills.
(1) The first period provides students with listening and oral practice using the key vocabulary and the target language. Through the activities, students have a brief understanding of the usage of the structure should be allowed to do and how to express agreement and disagreement.
(2)All the activities in the second period are designed to give students more listening and oral practice using the target language.
(3) In the third period, students practice listening, speaking, reading and writing the target language by talking about rules at home. Students have different opinions on what they are or aren’t allowed to do at home. So it’s very helpful to practice expressing agreement and disagreement.
(4) In the fourth period, students review the usage of adverbs of frequency first. Then they practice talking about some school rules using the target language.
(5) In the fifth period, students are asked to read an article and then answer questions. This activity is helpful to improve students’ reading and writing skills using the target language.
(6)The Self check in the sixth period is designed to give 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.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, 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 Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
(3) Moral Objects
Students may think they should be allowed more freedom at home. In fact, they are Weak in telling the right from wrong. So accept parents’ advice.
Students should have the courage of their opinions.
3. Teaching Key Points
To learn the key vocabulary and the target language.
To learn the usage of the structure should be allowed to do.
To learn to agree and disagree.
4. Teaching Difficult Points
To learn to talk about what you are allowed to do using the structure should be allowed to do and learn to agree and disagree.
To train students’ listening, speaking, reading and writing skills.
5. Studying Way
Teach students how to express agreement and disagreement in daily life.
Ⅱ. Language Functions
1. Talk about what you are allowed to do.
2. Agree and disagree.
Ⅲ. Target Languages
1. I think sixteen-year-olds should be allowed to drive.
I disagree. I think sixteen is too young.
2. Do you think thirteen-year-olds should be allowed to have part-time jobs?
No, I don’t.
Ⅳ. Structure
Should + be allowed to
Ⅴ. Vocabulary
1. allow, pierce, silly, stay up, drive. driver’s license
2. Do you think…?
3. I agree.
4. I disagree.
5. I don’t agree.
Ⅵ Recycling
wild, serious, calm, young, old, weekend, choose, clothes, take a test, fail a test, pass a test.
Ⅶ. Learning Strategies
1. Reflecting
2. Transforming information
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
allow, drive, pierce, driver, license, silly
(2) Target Language
I think teenagers should be allowed to go out with their friends.
I agree. They…
(3)Structure
should be allowed to
2. Ability Objects
(1)Train students’ listening skill.
(2)Train students’ communicative competence.
3. Moral Object
Students should do what they are allowed to do and avoid doing what they aren’t allowed to do.
Ⅱ. Teaching Key Points
1. Target language
2. The structure：should be allowed to
Ⅲ. Teaching Difficult Point
The structure: should be allowed to
Ⅳ. Teaching Methods
1. Scene teaching method
2. Teaching by induction
3. Pairwork
Ⅴ. Teaching Aids
1. A tape recorder
2. A projector
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Show the following on the screen by a projector.
go out at night
collect stamps
be alone at home
ask the teacher questions
drink milk
read English magazines
eat eggs
write letters
Ask students to make sentences with the phrases above using the structure used to. Both statements and questions are acceptable.
Step Ⅱ 1a
This activity focuses on vocabulary words and the structure "should be allowed to."
Show the new words on page 18 on the screen by a projector.
allow v.允许，准许
drive v.驾驶；驾车
pierce v刺穿；刺破
license(＝licence) n．执照；许可证
silly adj．愚蠢的；傻的
Say the words and have students repeat over and over again until they are pronounced fluently and accurately.
Write the words "can do" and "can’t do" side by side on the blackboard. Then ask students questions about things that their parents say they can and can’t do.
T: Wei Ming, do your parents let you play soccer ball after school?
W: No. They say I must put my heart into studies.
T: I see. (Write play soccer ball under can’t do on the blackboard.)Liu Chang, do your parents let you surf the Internet?
L: Yes. It is helpful to my study.
T: I see. (Write surf the Internet under can do on the blackboard. )
…
Ask some more questions and add more examples to both columns.
Ensure that the blackboard ends up like this.
can do can’t do
surf the Internet play soccer ball
… …
Now write on the blackboard the headlines "is allowed to" and "isn’t allowed to" instead of "can do" and "can’t do".
The blackboard looks like this:
is allowed to isn’t allowed to
surf the Internet play soccer ball
… …
Say, Liu Chang can surf the Internet at home. She is allowed to surf the Internet.
(Write the sentence on the blackboard) Wei Ming can’t play soccer ball after school. He isn’t allowed to play soccer ball. (Write the sentence on the blackboard) Ask students to repeat each sentence.
Repeat this practice with all the items on the lists.
Read the instructions to the class. Say,
All the sentences in the box are things that students are or aren’t allowed to do.
Set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to the class instead.
Ask students to tell you what’s their attitude to each sentence. For example, for the first sentence, a student might say, I think it’s OK for us to go out every night. We need to relax our minds after a hard day at school. Another student might say, I think it is unnecessary for us to go out every night. We shouldn’t relax in our efforts. It’s a waste of time.
Say, Please circle A for agree or D for disagree for each sentence on your own.
When all the students are finished, ask students to raise their hands to show which things are or aren’t allowed to do.
Discuss the results with the class.
Answers to this activity will vary.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions to the class. Say,
You will hear a conversation between
Anna and her mother. They don’t 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 recording a second time. This time students listen and circle T or F.
Check the answers.
Answers
1. T 2, F 3. T
Tapescript
Woman: So, what are you doing this afternoon, Anna?
Girl: I’m going to the mall with John. He just got his driver’s license.
Woman: I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive.
They aren’t serious enough at that age.
Girl: But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.
Woman: I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.
Girl: I agree, but it’s fun to watch. 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. I’m not a child. I think teenagers should be allowed to choose their own clothes.
Woman: Well, I just want to be sure you get something nice.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the phrases in the left box. Invite a student to read them to the class.
Invite another student to read the statements in Activity 1a.
Focus attention on the conversation in the right box. Ask a pair to read it to the class, completing the last sentence.
SA :I think teenagers should be allowed to go out with their friends.
SB :I agree. They need to relax.
Write it on the blackboard. Then demonstrate a new conversation with another student.
T: I think sixteen-year-old students should be allowed to drive.
SC:I disagree. They are not old enough.
Say, Now work with a partner. Make conversations using the phrases in the box and the statements in Activity 1a.
As students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations.
Step Ⅴ Summary and Homework
In this class, we’ve learned a most useful structure be allowed to do and we’ve done much listening and oral practice using the target language. Ask students to think of as many things as they can that haven’t been introduced in class. Write them down using be(not) allowed to do.
Step Ⅵ Blackboard Design
Unit 2 Teenagers should be allowed to
choose their own clothes.
Section A
The First Period
1. The structure: be allowed to
is allowed to isn’t allowed to
surf the Internet play soccer ball
… …
She is allowed to surf the Internet. He isn’t allowed to play soccer ball.
2. Target language
A: I think teenagers should be allowed to go out with their friends.
B: I agree. They need to relax.
新目标九年级U3-2nd period教案
The Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
earring, instead of
(2) Target 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 allowed to drive.
I agree. They aren’t serious enough at that age.
Do you think sixteen-year-olds should be allowed to work at night?
No, I don’t.
2. Ability Objects
(1)Train students’ listening skill.
(2)Train students’ communicative competence.
3. Moral Object
You should have the courage of your opinions.
Ⅱ. Teaching Key Point
Target language
Ⅲ. Teaching Difficult Point
Agreement and disagreement
Ⅳ. Teaching Methods
1. A game
2. Listening to cassettes
3. Pairwork
4. Teaching by induction
Ⅴ. Teaching Aids
1. A tape recorder
2. Pieces of paper with sentence starters on them
3. A paper bag
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Play a game to review the structure be used to do.
Write sentence starters on separate pieces of paper as follows:
I’m allowed to……；My brother isn’t allowed to…；Students should not allowed to…；Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Set a time limit of five minutes. Each team writes as many sentences and reasons as they can. When time is up, collect their answers. Each team gets one point for each correct sentence and one point for each correct reason. The team which gets the most points wins the game.
Step Ⅱ 2a
This activity provides practice understanding the target language in spoken conversation.
Point to the picture and ask students what is happening. Elicit answers from students.
T: What’s the boy doing?
Ss: He is working part-time.
T: What are the girls doing?
Ss: They are talking.
Point to the statements in the chart.
Have students look them through. Answer any questions students raise to make sure they comprehend each sentence.
Point to the lists of responses. Say, You are to hear Kathy and Molly having a conversation. Kathy will make some statements. Listen and check what Kathy thinks and circle Agrees, Disagrees or Doesn’t know to show what Molly thinks. Point out the sample answers,
Play the recording for the first time.
Students only listen.
Play the recording again. This time students listen and check what Kathy thinks and circle if Molly Agrees, Disagrees or Doesn’t know.
Check the answers.
Answers
Kathy The following sentences should be checked:
1,2,3,4,5
Molly 1. Disagrees 2. Agrees
3. Doesn’t know 4. Disagrees
5. Doesn’t know
Tapescript
Molly: Larry is working late again tonight, Katty.
Katty: I know. Molly. I don’t 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 shouldn’t work every night.
Molly: Oh, I agree. He needs time to do homework.
Katty: You know, Molly…he should really cut his hair.
Molly: Oh, I don’t know. Do you think it’s too long?
Katty: Yes, I do. It doesn’t look clean, and I think he should stop wearing that silly earring.
Molly: Oh, I disagree. I like it. It looks cool.
Katty: You know what worries me—Larry doesn’t seem to have many friends.
Molly: Really? I didn’t know that.
Katty: Yes, Molly. He needs to spends time with friends.
Molly: Like you and me?
Katty: Maybe.
Step Ⅲ 2b
This activity provides practice in understanding the target language in spoken conversation.
Point to the list of reasons in the box. Invite a student to read them to the class.
Say, You are to hear the same conversation again. This time number their reasons in the correct order as you hear on the recording. Point out the sample answers.
Play the recording again. Students listen and number the reasons.
Check the answers.
Answers
The correct order should be：
4,1,5,2,3
Step Ⅳ 2c
This activity provides oral practice using the target language.
Read the instructions to the class. Ask students for suggestions that teenagers should and should not be allowed to do.
Remind them to look back at Activities 1a and 2a. For example, students might say,
Teenagers should be allowed to make their own decisions. Teenagers above seventeen should be allowed to join the army. Teenagers shouldn’t be allowed to stay up…
point to the sample conversation. Invite a pair of students to say it to the class,
completing the sentences.
SA: Do you think teenagers should be allowed to work part-time?
SB: Yes, I think they should learn to be independence.
Ask another pair to demonstrate a new conversation.
SA: Do you think teenagers should be allowed to drive?
SB: No, I don’t think they are old enough to drive.
Have students work in pairs. Move around the room listening in on various pairs and offering any help they may need.
Check the answers by asking different pairs to say their conversations to the class. Note: Answers will vary.
Step Ⅴ Grammar Focus
Ask different pairs of students to say the statements and questions. Write them on the blackboard. Check how well students understand each sentence by asking a student to repeat it in his/her own words. Point out I disagree, I agree and Do you think …? If necessary, give students more practice.
Grammar note
Don’t explain the structure “be allowed to” to students. It’s too complex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level.
Step Ⅵ Summary and Homework
Say, In this class, we’ve done a lot of listening and speaking practice using the target language. And we’ve also talk about agreement and disagreement. Review the grammar box to get a further understanding of the target language.
Step Ⅶ Blackboard Design
Unit 2 Teenagers should be allowed to
choose their own clothes.
Section A
The Second Period
Target language:
1. I think students should be allowed to do homework with friends.
I disagree. They talk instead of doing homework.
2. Sixteen-year-olds should not be allowed to drive.
I agree. They aren’t serious enough at that age.
3. Do you think sixteen-year-olds should be allowed to work at night?
No, I don’t.
新目标九年级U3-3rd period教案
The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
stay up
(2) Target Language
What rules do you have at home?
Well, I’m not allowed to go out on school nights. How about you?
I’m not allowed to go out on school nights either. But 1 can study at a friend’s house.
2. Ability Object
Train students’ integrating skills.
3. Moral Object
Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice.
Ⅱ.Teaching Key Points
1. Talk about what oneself is or isn’t allowed to do using the target language.
2. Ask for what someone is or isn’t allowed to do using the target language.
Ⅲ. Teaching Difficult Point
Train students’ integrating skills by task-based activities.
Ⅳ. Teaching Methods
1. Teaching by task-based activities
2. Pairwork
3. Groupwork
Ⅴ. Teaching Aid
The blackboard
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Play a game to review the structure be or be not allowed to.
Divide the class into groups. Each group is asked to make a list of school rules.
The group which writes down the most rules within five minutes wins the game.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Point to the picture and ask students to describe it.
Invite a pair of students to read the conversation to the class.
Call students’ attention to the chart. Say,
You are to read the conversation again and write Sun Fei’s and Wu Yu’s rules in the chart. Ask a student to read the sample answers to the class.
Get students to complete the chart individually. Remind them to use "Don’t" and
"You can".
As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.
Check the answers.
Answers
Sun Fei: You have to be home by 10:00 p.m.
Wu Yu: You have to stay at home on school nights.
You can go to the movies with friends on Friday nights.
You can go shopping with friends on Saturday afternoon.
You can choose your own clothes.
Don’t get your ears pierced.
Step Ⅲ 3b
This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.
SA: What rules do you have at home?
SB: Well, I’m not allowed to go out on school nights. How about you?
SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.
Write the conversation on the blackboard.
Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs.
Get students to complete the work in pairs. Move around the room checking progress and offering any help students need.
Ask several pairs to share their conversations with the class.
Step Ⅳ Part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class.
Call students’ attention to the chart. Set a time limit of one minute.
Students read the headlines at the top and at the sides.
Demonstrate how to fill in the chart with a student.
T: Do you have to go home after school, Wei Ming?
W: Yes,I do.
T: Are you allowed to stay up until 11 : 00 p.m.?
W: No, I’m not.
T: …
Tell students where to write Wei Ming in the chart.
Say, You are to ask different students in the class and find three people who have to follow each of the rules in the chart.
Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.
Ask several students to tell the class what they learned. For example, a student
might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth.
Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class.
Optional activity
Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.
Step Ⅴ Summary and Homework
Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do.
Finish off the exercises on pages 8 ～9 of the workbook.
Step Ⅵ Blackboard Design
Unit 3 Teenagers should be allowed to
choose their own clothes.
Section A
The Third Period
Target language:
A: What rules do you have at home?
B: Well, I’m not allowed to go out on school nights. How about you?
A: I’m not allowed to go out on school nights either. But I can study at a friend’s house.
新目标九年级U3-4th period教案
The Fourth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
be strict with, take a test, pass a test, fail a test
(2)Target Language
I think Peter should be allowed to take the test later.
I don’t agree.
I think the school has to have rules.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ ability to talk about agreement and disagreement.
3. Moral Object
It’s good manners to be on time.
Ⅱ. Teaching Key Points
1. Review some key vocabulary words and target language.
2. Talk about agreement and disagreement.
Ⅲ. Teaching Difficult Point
Talk about agreement and disagreement.
Ⅳ. Teaching Methods
1. Review
2. Listening
3. Groupwork
Ⅴ. Teaching Aid
A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1)Check the homework.
(2) Competition: Write "are allowed to" and "aren’t 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 aren’t allowed to do. See which group can think of the most items for each category.
Step Ⅱ 1a
This activity reviews 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 exact meanings of the adverbs of frequency.
Say, Please write A after things you always do, U after things you usually do, S
after 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 Ⅲ lb
This activity provides oral practice 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 offering help if necessary.
Ask several pairs to share their conversations with the class.
Step Ⅳ 2a
This 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 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.
Answers
Circled items: 1,4
Tapescript
Man: What’s the matter, Peter?
Boy: I think I’m going to fail a maths test, Dad.
Man: You are? Why?
Boy: Well, I missed the bus and I had to walk to school.
Man: So?
Boy: I’m not allowed to get to class late, and there was a big test today.
Man: And you weren’t allowed to take the test?
Boy: That’s right. But I know I could pass the test.
Man: Well, Peter, the school has to have rules, you know.
Boy: I know. But I should be allowed to take the test later. It’s not fair.
Man: I agree. Maybe you could talk to the teacher after school.
Boy: Yeah. Maybe if I explain what happened, she’ll understand.
Step Ⅴ 2b
This activity provides listening practice using the target language.
Point to both 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, I’ll 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.
Check the answers.
Answers
1. c 2. e 3. a 4. b 5. d
Step Ⅵ 2c
This 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 should be allowed to take the test later.
SB:I don’t 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 some groups to say a few lines of their conversations to the class.
Notes
Parents 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 Ⅶ Summary and Homework
Say, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?
Write a passage to describe what was happening that day.
Step Ⅷ Blackboard Design
Unit 3 Teenagers should be allowed to
choose their own clothes.
Section B
The Fourth Period
Target language:
A: I think Peter should be allowed to take the test later.
B: I don’t agree.
C: I think the school has to have rules.
新目标九年级U3-5th period教案
The Fifth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
the other day, concentrate, learn from, at present, volunteer, local
(2)Target Language
What school rules do you think should be changed?
Well, I think we should be allowed to wear our own clothes.
What’s the reason?
We would feel more comfortable and
that is good for studying.
Members should be allowed to use dictionaries.
Yes, but they should only use English-English dictionaries.
2. Ability Objects
(1) Improve students’ ability of reading comprehension.
(2) Improve students’ ability of writing.
3. Moral Object
Volunteering is good experience for future jobs. If conditions permit, encourage students to be a volunteer.
Ⅱ. Teaching Key Point
Practice reading and writing using the target language.
Ⅲ. Teaching Difficult Points:
1. Improve students’ ability of reading comprehension.
2. Improve students’ ability of writing.
Ⅳ. Teaching Methods
1. Practice method
2. Pairwork
Ⅴ. Teaching Aids
1. A sample version
2. A projector
Ⅵ. Teaching Procedure
Step Ⅰ Revision
Check homework. Ask different students to say their passages to the class. Show a sample version on the screen by a projector. Then collect their works and correct any errors before returning them.
I went to school by bike that .day. Unfortunately, it was broken on my way. I had to walk to school with my bike. When I got to school, classes had begun. I explained to my teacher, but she thought I was making an excuse. I was not allowed to get to class. It was unfair. I think teachers should believe students. Students should be allowed to have classes late.
Step Ⅱ 3a
This activity provides reading practice using the target language.
show the key vocabulary words on the screen by a projector.
the other day 几天以前；前几天
concentrate v．集中；聚集
at present目前；现在
volunteer v.& n．自愿；自愿服务；志愿者
local adj．地方的；当地的
be good for对……有益处
Say the words and have students repeat until they can pronounce them fluently and accurately.
Call students’ attention to the article.
Read it to the class.
Point to the five questions beneath the article. Elicit the first answer from the class(The students think the uniforms are ugly). Ask students to read the article again and answer the questions individually.
As students work, move around the room answering any questions they may have.
When students are finished, ask the questions orally and ask students to answer.
Write the correct answers on the board so that students can check the spelling
and other details of their answers.
Answers
1. The students think the uniforms are ugly.
2. They would like to wear their own clothes.
3. The students would like to study in groups.
4. They think vocations should be longer.
5. Volunteering is good experience for future jobs.
Step Ⅲ 3b
This activity provides oral practice using the target language.
Point to the sample conversation. Ask a pair of students to read it to the class.
Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations using the information in Activity 3a. Get students to complete the activity in pairs. As the pairs work together, walk around the room offering language and pronunciation support as needed.
Check answers by asking different pairs of students to say their conversations to the class.
Optional activity
Ask students to talk to several different people and find out about what they think
about their school uniforms. Write an article.
Step Ⅳ Part 4
This activity gives students an opportunity to practice listening, speaking, reading and writing using the target language.
Read the instructions to the class. Make a list of rules on the blackboard about what should and should not be allowed along with students.
1. Members are allowed to use English-English dictionaries.
2. Members aren’t allowed to speak Chinese but English.
3. Members aren’t allowed to be late.
4.…
Point to the sample conversation. Invite a pair of students to say it to the class.
SA: Members should be allowed to use dictionaries.
SB: Yes, but they should only use English-English dictionaries.
Ask students to make conversations using the information on the list of rules. Walk around the room offering help as needed.
Get different pairs to share their conversations with the class.
Vote on the best rules. Note: Answers will vary.
Step Ⅴ Summary and Homework
Say, In this class, we’ve mainly practiced reading and writing. Finish off the writing in optional activity. Get students to interview some more students to add more information to their articles.
Step Ⅵ Blackboard Design
Unit 3 Teenagers should be allowed to
choose their own clothes.
Section B
The Fifth Period
1. The answers to Activity 3a:
(1) The students think the uniforms are ugly.
(2) They would like to wear their own clothes.
(3) The students would like to study in groups.
(4) They think vacations should be longer.
(5) Volunteering is good experience for future jobs.
2. A list of rules:
(1) Members are allowed to use English-English dictionaries.
(2) Members aren’t allowed to speak Chinese but English.
(3) Members aren’t allowed to be late.
(4)…
新目标九年级U3-6th period教案
The Sixth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
finish, allow, choose, need, clear up, perform, primary
(2) Make sentences using vocabulary words.
(3) Write a letter using the target language.
2. Ability Object
Train students’ ability of writing.
3. Moral Object
Every thing has its advantages and disadvantages. So treat things critically.
Ⅱ. Teaching Key Points
1. Fill in blanks and make sentences using vocabulary words.
2. Write a letter using the target language.
Ⅲ. Teaching Difficult Points
1. Make sentences using vocabulary words.
2. Write a letter using the target language.
Ⅳ. Teaching Method
Teaching by demonstration
Ⅴ. Teaching Aids
1. A sample version
2. A projector
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Check homework. Get different students to read their articles to the class.
(2)Debate: Divide the class in half down the middle into two teams. Team A agrees that students should wear school uniforms while Team B disagrees. At the end of the debate, each team chooses a leader to summarize their ideas.
Team A: We think students should wear school uniforms. Firstly, school uniforms are neat and tidy. Secondly, they are a symbol for students. Thirdly, when we wear our school uniforms, we feel equal and no need to follow the fashion.
Team B: We don’t think students should wear school uniforms. For one thing, they are uncomfortable and the color is too dull. For another, they are very simple and they are outdated.
Step Ⅱ Part 1
This activity provides a comprehensive review of vocabulary presented in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
Say, You are 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 cheek their answers.
Answers
1. allowed 2. finish 3. clean up 4. choose 5. needs
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.
Sample answers
1.students should not be allowed to smoke.
2.Nave you finished reading the book?
3.we should clean up our classroom every day.
4.You may choose three from the books.
5.You needn’t come so early.
Step Ⅲ part 2
This activity provides reading and writing practice using the target language.
Read the instructions to the class.
Call attention to the article. Read it to the class. Explain the new vocabulary perform and primary.
Point to the letter beneath the article. Ask students to complete the work on their own on a separate piece of paper. Say,
You will address the points in the original letter rather than introducing new points.
Show the sample version on the screen by a projector. Students may use it as a model.
Dear Editor,
I would like to reply to the article "Helping and Learning" in your last newsletter. I agree with some ideas and disagree with others. The article said
that students should be allowed to volunteer more often. I think it’s a good
idea. Because volunteering is good for future jobs. However, I don’t agree to
the suggestion that students should visit primary schools and help teach young
students. I think we are just students.
We have no experience in teaching. We should do something we can.
Yours,
Wei Ming
Note: The letter will vary.
Step Ⅳ Just For fun!
This activity provides reading and speaking practice with the target language.
Ask all students to read the cartoon story. Ask students why it is funny. Help students to answer, The police officer doesn’t notice that it is an elephant, not a car, that is in the middle of the street.
Step V Summary and Homework
In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. Homework for today:
1. Read the article in 2 again.
2. Complete the workbook exercises on
pages 9～10 of the workbook.
Step Ⅵ Blackboard Design
Unit 3 Teenagers should be allowed to
choose their own clothes.
Self check
The Sixth Period
Sample answers to activity 1:
1. Students should not be allowed to smoke.
2. Have you finished reading the book?
3. We should clean up our classroom every day.
4. You may choose three from the books.
5. You needn’t come so early.
新目标九年级U3-7th period教案
The Seventh Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
Key Vocabulary
lifestyle, way cool, give some direction, material things and so forth.
Text: That’s Cool!
2. Ability Objects
Train students’ ability of reading for special information.
Train students’ ability of understanding words in context.
Train students’ reading, writing, listening and speaking skills.
3. Moral Object
People use the word "cool" to describe almost whatever they see or feel. However, to realize your dream through great effort is really being cool.
Ⅱ. Teaching Key Points
Key vocabulary
Read the text for special information.
Read the text to understand words in context.
Fill in the chart with the things you and your classmates think are cool.
Ⅲ. Teaching Difficult Point
Train students’ reading skill.
Ⅳ. Teaching Methods
Up-down reading method
Pairwork
Groupwork
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching procedures
material adj．物质的；实体的
chat v.聊天；闲聊
online adj．联线的；联机的
lifestyle n．生活方式
include v.包含；包括
stuff n．要素；素材
recent adj.最近的；近来的
equipment n．配备；装备
notebook computer 笔记本电脑
personal adj．个人的；私人的
digital adj．数字的；数字显示的
PDA(＝personal digital assistant)掌上电脑
topical adj．热带的；热带地方的
island n．岛，岛屿
develop v.发展；使发达
developed country发达国家
Matrix《黑客帝国》(电影名称)
net n．网；通信网；网状织物
flash n．Macromedia公司开发的动画编辑工具
animation n．动画片
technology n．技术；工艺
direction n．指导；指引natural adj．自然的；合乎常理的；正常的
effort n．努力；努力的尝试
youth n .年轻；青春；青年人
proud adj．感到自豪的；得意的
be proud of为……感到自豪；为……感到骄傲
value v.给……估价；评价
independence n．独立；自主；自立
freedom n．自由
advise v劝告；建议
normal adj．正常的；平常的
Have students repeat again and again until they can pronounce them fluently and accurately.
Step Ⅱ Part 1
This activity is designed to activate students’ background knowledge before
attempting the reading.
Read the title That’s Cool to the class.
Ask, What do you think the article is about?
Read the instructions to the class. Say, In your opinion, what does the word "cool"
mean? Give examples. But don’t look at the reading. Instead, use your background knowledge. Ask two students to give their examples.
S1: I think cool means that you can always wear the latest fashions.
S2: Whenever I take an exam, I will get the first. I think it’s cool
Say, Now ask your classmates what "cool" means to them. As they work, walk around the room checking progress and offering help as needed.
Step Ⅲ Part 2
This activity provides practice in scanning for specific information.
Read the instructions to the class.
Draw students’ attention to the names and the main ideas in the box. Point out the line between Zhang Tong and d. Your personality shows how cool you are.
Say, Zhang Tong thinks your personality shows how cool you are. Now you are to read the article silently. Match the people with their opinions. Remember to skim for the key ideas rather than read slowly.
Get students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English.
Check the answers.
Answers
Zhang Tong: d
Jia Ping: c
Huang Shaohua: b
Shi Kai: a
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context.
Ask students to read the article once.
Say, Pay attention to the bold words and expressions. And note any other words or sentences you don’t understand. Read in context, guessing their meanings from the
other words around them.
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers.
Let students look at words and expressions and their meanings in the box. Point out the sample answers. Then ask students to match the correct meanings with the correct words and expressions.
Allow them one or two minutes to do this.
Check the answers.
Answers
lifestyle d, way cool a, give some direction b, material things c.
Get student to make sentences with the words and expressions. Remind them to look at the article again for extra help.
Answers to this activity will vary. Ask a student to write his/her answers on the blackboard. Help correct any mistakes.
Sample answers
1. People have different lifestyle from one another.
2. To some students, it’s way cool to own a mobile phone.
3. As teachers, we should give students some direction on how to learn English well.
4. Cars are material things. Few people can afford them.
Step Ⅴ Part 4
This activity helps students read for specific information.
Say, You will read the article again and complete the sentences. Elicit the first answer from the class (For Jia Ping, being cool is a popular and successful lifestyle).
Get students to do the activity individually.
Check the answers. Answers will vary slightly.
Sample answers
1. a popular and successful lifestyle
2. you can chat with friends, watch movies and buy things
3. Want material things
4. youth today values
5. don’t follow what everyone else does
Step Ⅵ Part 5
This activity helps students think critically about what they have read, Read the instructions to the class. Draw students’ attention to the chart in the reading.
Demonstrate how to do the activity with the class.
T: I think going abroad is cool. For example America. What is a cool place for you, Wei Ming?
W: The Antarctica.
T: What about you, Liu Chang?
L: I like climbing most. I think Qomolangma Mountain is a cool place.
Draw a simple chart on the blackboard.
What is a Cool…?
You
Wei Ming
Liu Chang
Place
America
The Antarctica
(Qomolangma Mountain
kind of music
…
…
…
…
Get students to do the activity in groups of three.
Answers will vary. Vote on the coolest place and other things.
Culture note
Smoking was once a way some young men showed they were cool. However, as we learn about the dangers of smoking such as cancer, we see that it and other self-destructive behaviors such as drinking is not good way to be cool.
Step Ⅶ Summary
Say, This class provides us a lot of reading as well as writing practice. It trains students’ ability of scanning for specific information.
Step Ⅷ Homework
Quite a few advertisements use tricks to make things look cook Ask students to collect advertisements of cool things and see what they have in common.
Step Ⅸ Blackboard Design
Reading, That’s Cool!
The Seventh Period
Sample answers to Activity 3:
1. People have different lifestyle from one another.
2. To some students, it’s way cool to own a mobile phone.
3. As teachers, we should give students’ some direction on how to learn English well.
4. Cars are material things. Few people can afford them.
