人教版九年级英语Unit-7-教案

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人教版九年级全册课时教案 Unit 7

Unit 7 Teenagers should be allowed to choose their ownclothes.类别课程标准要求掌握的项目单元话题Rules重点单词1.license(n.)2.safety(n.)3.smoke(n.)(v.)4.cry(n.)(v.)5.field(n.)6.hug(n.)(v.)7.lift(n.)(v.)8.regret(n.)(v.)9.poem(n.)munity(n.)11.chance(n.)12.society(n.)13.support(n.)(v.)14.choice(n.)cate(v.)16.manage(v.)17.enter(v.)18.tiny(adj.)19.awful(adj.)20.badly(adv.)重点词组1.driver’slicense2.take photos3.make sure4.talk back5.think back6.stay out8.make one’sdecision9.get to class late10.fail a test11.take the testlater12.strict rules15.grow up16.achieve one’sdream17.have nothingagainst18.end up19.be serious about7.keep …away from 13.get in the way of 14.worry about 20.care about 21.make one ’s choice 22.keep off 重点句式 1.Sixteen-year-olds should be allowed to drive. 2.Anna wants to get her ears pierced. 3.He should stop wearing that silly earring. 4.I ’m really eous paintings by Picasso. 5.I think they just want to protect the paintings. 6.She made sure I was safe and kept me from danger. 7.She said it ’d give me awful dreams. 8.Please be back by ten! 9.I should not be told what to do!10.I was late for school from staying out past ten.11.I regret talking back,not listening to Mom.12.Parents should not be too strict with teenagers.13.But sometimes these can get in the way of theirschoolwork.14.Teenagers often think they should be allowed to practice their hobbies as much as they want.15.However,his parents won’t allow him to train so much.16.We know how much he loves running.17.But we think our son needs to think about other possiblejobs.18.I think I should be allowed to decide for myself.19.I understand this,but I’m serious about running.20.Maybe he thinks it’s too strict or unfair.21.He needs to spend more time on his homework because itis difficult to become a professional sports star.22.They always talk about what will happen if I don’tsucceed.23.I think I should be allowed to make this choice myself. 单元语法含有情态动词should的被动语态的用法第一课时Section A(1a~2d)重点单词license (n.)证;证件safety (n.)安全;安全性smoke (v.)吸烟;冒烟 (n.) 烟重点词组driver ’s license 驾照take photos 拍照重点句式 Sixteen-year-olds should be allowedto drive.十六岁的孩子应当被允许开车。

人教版九年级全册英语Unit7SectionA3a3c教学设计

（3）注重阅读策略的指导，如快速浏览、寻读、精读等，帮助学生提高阅读速度和理解能力。
（4）针对不同层次的学生，实施差异化教学，关注每个学生的学习需求，提高他们的自信心。
3.教学评价：
（1）采用多元化的评价方式，如课堂表现、小组合作、课后作业等，全面评估学生的学习效果。
（2）关注学生的情感态度，通过课堂观察、交流谈话，了解学生的学习需求和情感变化，及时调整教学策略。
注意事项：
1.作业难度要适中，确保学生能够在课后独立完成。
2.作业量要适宜，避免给学生造成过重的负担。
3.鼓励学生在完成作业时，尽量运用所学知识，发挥自己的想象力。
4.教师在批改作业时，要给予积极的评价和鼓励，关注学生的进步，提高他们的学习积极性。
3.教师针对学生的练习情况，给予及时反馈和指导，帮助学生纠正错误，提高语言运用能力。
（五）总结归纳
1.教师引导学生回顾本节课所学的核心词汇、短语、句型和一般过去时态的用法。
2.学生分享学习收获和感悟，总结成功人士的品质和经历对自己的启示。
3.教师强调团队合作的重要性，鼓励学生在今后的学习生活中，积极面对困难，勇往直前。
（3）鼓励学生自我评价和互相评价，培养他们的自主学习能力和批判性思维。
四、教学内容与过程
（一）导入新课
1.教师通过向学生展示一些著名人物的图片，如马云、乔布斯等，引导学生思考这些人物的成功秘诀和经历。
2.邀请学生分享自己崇拜的人物及其原因，激发学生对本章节话题的兴趣。
3.教师提出问题：“What qualities do you think a successful person should have?”，让学生进行头脑风暴，列出成功人士所需的品质。
2.口语作业：学生分组，每组选择一个成功人士，进行角色扮演，模拟真实场景，用英语进行对话。要求对话内容涵盖该人物的经历、成就和品质。

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Unit 7 Teenagers should be allowed to choose their own clothes. 全单元教案

Unit 7Teenagers should be allowed to choose their own clothes.Language Goals 【语言目标】Talk about what you are allowed to do；Agree anddisagreeKnowledge Goals 【知识目标】Key Words license，safety，smoke，tiny，cry，field，hug，lift，badly，awful，regret，poem，community，chance，educate，manage，society，support，enter，choiceKey Phrases talk back，keep…away from，make one's own decision，get in the way ofKey Sentences 1.Teenagers should be allowed to choose their own clothes. 2．I don't think sixteen－year－olds should be allowed todrive.3．Teenagers should not be allowed to have part－timejobs.4．I agree.5．I disagree.6．I don't think so.7．I don't agree with you.Key Grammar Learn to use “should＋be allowed to” to express thepassive voice.Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skills by practicing the target languages—passive voice with amodel verb.2．Learn to talk about rules and what we are allowed to do.Learn to express agreement or disagreement.Moral Goals 【情感目标】1.With the help of this unit's study，students can learnsome rules and how to be a good student in everydayactivities.2．Get to know the differences about rules between Chinaand Western countries.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d)Period 2Section A(3a－4c)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元围绕“规则”这个核心话题，讲述哪些事情是允许青少年做的，哪些事情是不允许做的，对学生的成长有重要意义。

人教版九年级英语全册Unit7SectionA(3a3b)教学设计

3.撰写一篇关于自己上周末活动的作文，使用一般过去时进行叙述。要求作文结构清晰，内容丰富，不少于80词。
4.预习下一课的内容，提前了解相关的词汇和语法知识，为课堂学习做好准备。
5.观看一部英语电影或动画片，注意影片中一般过去时的使用，并尝试记录下来。在下一节课上与同学分享观影心得，提高听力理解能力。
1.采用情境教学法，创设贴近学生生活的语境，让学生在实际情境中学习和运用英语。
2.采用任务型教学法，引导学生通过小组合作、讨论等方式完成任务，培养学生的合作精神和解决问题的能力。
3.利用多媒体教学资源，如视频、图片等，激发学生的学习兴趣，提高教学效果。
4.引导学生进行自主学习和探究学习，培养学生的自主学习能力和批判性思维。
1.知识水平：学生已经掌握了基本的语法、词汇和句型，能够进行简单的英语交流。然而，对于一般过去时的运用，部分学生仍存在困难，需要通过本节课的学习加以巩固。
2.能力水平：学生的听力、口语、阅读和写作能力有了较大提升，但仍有部分学生在口语表达和写作方面存在障碍，需要教师在教学过程中给予关注和指导。
3.情感态度：九年级学生正处于青春期，他们的情绪波动较大，容易受到外界因素的影响。在本章节的学习中，教师应关注学生的情感需求，引导他们正确面对青春期的烦恼，培养积极向上的心态。
3.能够理解并运用3a和3b部分的对话，学会在特定情境下进行角色扮演和口语表达。
4.提高学生的听力理解能力，能够听懂并获取关键信息，以便完成相应的练习。
5.培养学生的阅读理解能力，通过阅读3a和3b部分的对话，能够抓住文章的主旨大意，理解人物关系和情感变化。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法：
3.教师设计一篇关于过去经历的短文，让学生用一般过去时完成短文填空，提高学生的阅读理解和语言运用能力。

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Unit 7教案

Unit 7Teenagers should be allowed to choose their own clothes.类别课程标准要求掌握的项目单元话题In this unit, students learn to talk aboutrules.单元语法should ＋be allowed to教学目标 1.理解并正确运用本单元的重点词汇。

2.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；熟练运用“I agree / disagree.”或“ I don'tagree.”表达自己的观点。

3.通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德；正确看待“家规”“班规”“校规”等，并能认真遵守、明白父母、教师的合理建议对自己成长的重要性，树立理解他人的交际能力素养。

4.了解中外审美观的差异，形成自己的审美观，展示个性；了解中西方关于青少年的不同文明准则。

学情分析经过两年多的英语学习，学生有了一定的英语基础和语言学习的能力，也有学生在英语学习上出现了分压现象，本单元以“规则”为话题，引导学生用目标语言谈论学生该做和不该做的事，为了让学生积极参与到课堂讨论中，应当让学生进行必要的交流互动，鼓励他们对某一件事阐述各自的观点。

第一课时Section A(1a～2d)教学设计知识目标类别课时要点重点单词1.safety n. 安全 2.smokev. 吸烟3.earring n. 耳环；耳朵重点词组 1.the driver's license 驾照2.no way 休想3.have part-time jobs 有兼职工作课堂环节§自主学习案翻译下列词组。

1．穿耳孔get__one's__ears__pierced2．驾驶证the__driver's__license3．足够严肃、谨慎serious__enough4．担心他们的安全be__worried__about__their__safety5．做兼职工作have__part-time__jobs6．停止做某事stop__doing__sth.7．理发cut__one's__hair8．使用闪光灯use__a__flash9．保护这些画作protect__the__paintings§课堂导学案Step 1 准备与热身(Preparation)每个青少年在生活中都会碰到允许或者不允许做的事，例如在商场购物时，我们应该允许选择自己的衣服，而作为父母却不允许我们选择自己的衣服，你们有这样的经历吗？你们是赞同还是不赞同呢，请大家说出自己的观点。

人教版九年级英语Unit7SectionA3a4c教学设计

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?

人教版英语九年级全册Unit7SectionAGrammarFocus4c优秀教学案例

四、教学内容与过程
（一）导入新课
1.开场白：以一段生动有趣的对话或故事引起学生对过去进行时态的兴趣，激发他们的学习欲望。
2.回顾：复习之前学过的时态，如现在进行时态，引导学生发现现在进行时态与过去进行时态的异同。
3.创设情境：通过提问，了解学生对过去进行时态的认知程度，为新课的学习做好铺垫。
（二）讲授新知
2.设计小组讨论、小组展示等环节，让小组成员在合作中学习、在交流中进步。
3.关注小组合作的过程，及时给予指导和鼓励，培养学生的团队协作能力和自主学习能力。
（四）反思与评价
1.引导学生对自己和小组成员的学习过程进行反思，帮助他们发现自己的优点和不足，提高他们的自我认知能力。
2.设计评价量表，让学生对自己的学习成果进行评价，培养他们的评价能力和自我反思能力。
为了提高学生的学习兴趣和积极性，我设计了一堂以小组合作探究为主的教学活动。首先，我让学生通过观看一段动画片，感知过去进行时态的用法。然后，我将学生分成若干小组，让他们运用过去进行时态描述小组成员在过去某个时间正在进行的动作或状态。最后，各小组进行展示，其他小组成员进行评价，教师进行总结。
在教学过程中，我注重引导学生通过合作、交流、探究来掌握过去进行时态的用法，培养他们的自主学习能力。同时，我还关注学生的个体差异，给予不同程度的学生个性化的指导和关爱，使他们在课堂上充分展示自己，提高他们的自信心。
五、案例亮点
环节，激发了学生的学习兴趣，使他们以积极主动的态度投入到课堂学习中。情境教学法的运用，让学生在真实的语言环境中感知、体验和运用过去进行时态，提高了他们的语言运用能力。
2.问题导向与小组合作：教师引导学生通过提问发现和解决问题，培养他们的思维能力和独立解决问题的能力。小组合作学习使学生充分参与到课堂讨论中，激发了他们的学习积极性，提高了他们的团队协作能力和自主学习能力。

人教版英语九年级全册Unit7单元教学设计

人教版英语九年级全册Unit7单元教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.掌握本单元的词汇和重点短语，如：cope with, stress, pressure, perform, communicate, confident, achieve等，并能熟练运用这些词汇进行表达。
2.阅读理解：阅读一篇关于应对压力的英文文章，并完成相关的阅读理解题目。旨在提高学生的阅读速度和理解能力，同时拓宽他们的知识视野。
3.写作练习：根据本节课学习的主题，结合自己的准确性。
4.小组活动：分组讨论生活中遇到的压力及应对方法，每组整理出一份应对压力的建议清单，并在下节课上进行分享。
2.对于阅读理解，通过预读、精读、讨论等环节，逐步提高学生的阅读技巧和理解能力。同时，结合课文内容，引入相关文化背景的介绍，拓宽学生的知识视野。
3.在写作教学中，采用过程写作法，指导学生从构思、草稿、修改到定稿的全过程。注重培养学生的批判性思维，鼓励他们相互评价、提出建议，提高写作质量。
4.教学过程中，关注学生的情感需求，及时给予鼓励和支持，帮助他们建立自信，克服学习中的困难。
2.小组分享：每个小组选代表进行分享，其他小组成员可补充发言。教师对每个小组的讨论进行点评，给予鼓励和建议。
3.角色扮演：让学生根据小组讨论的结果，编写一个关于应对压力的情景剧，并进行表演。其他学生观看后，给出评价和建议。
（四）课堂练习
1.词汇练习：设计填空、选择、匹配等练习题，让学生巩固新学的词汇和句型。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于词汇和句型的掌握，以及在实际语境中的运用。特别是如何运用所学表达个人在压力下的情感和应对策略。

人教版九年级英语Unit-7-教案

Unit 7 Teenagers should be allowed tochoose their own clothes.教学目标：1语言目标：理解并正确运用本单元的重点词汇2 技能目标：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事;、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。

3 情感目标：通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德；正确看待“家规”“班规”“校规”等，并能认真遵守；明白父母、教师的合理建议对自己成长的重要性【4文化意识目标:了解中外审美观的差异，形成自己的审美观，展示个性；了解中西方关于青少年的不同文明准则。

教学重点：重点语法：被动语态*重点词汇：smoke, pierce, license, safety, earring, cry, field, hug, lift, awful, teen, regret, poem, bedroom , community, chance, manage, society, unit, educate, professional, enter, supporttalk about, keep away from, make one’s own decision, get in the way of重点句型：I don’t think sixteen-year-olds should be allowed to drive.I agree./ I disagree. I think sixteen is too young.（Do you think teenagers should be allowed to work at nightYes, I do. / No, I don’t.教学难点：含情态动词 should的被动语态结构“should be allowed to”课时划分：Period One: Section A 1 (1a-2d)~Period Two: Section A 2 (3a-3c)Period Three: Section A 3 (Grammar Focus-4c)Period Four: Section B 1 (1a-2e)Period Five: Section B 2 (3a-Self Check)；^{I. DiscussionMake a list of things teenagers should and should not be allowed to do. Discuss your list in groups.A: Do you think teenagers should be allowed to…B: Yes, I do. I think …/No, I don’t. I think …)II. ReadingWarming upMom knows bestLook at the title of reading then answer the questions.What does the title mean：Do you agree with itPre readingWhat do you think the poem is aboutDo you remember what your mother did when you were a baby and you criedDo you listen to your mother and behave well/How do you feel about your mother now do you argue with your mother or talk back to herDo you regret anything you did to your parents1. 3a. Read the poem aloud.3b. Read the poem again and answer the questions.1. What did the mom do when the writer was a baby and a small child,2. Why do you think the writer talked back to his mom whenhe was seven and nine years old3. How did the writer feel when he was a teenager and hismom said “Please be back by ten”4. After reading the whole poem, how do you think thewriter feels about his momKeys: 1. She always made sure the writer was safe, happy and comfortable and kept him from danger.2. Because the writer thinks he should be allowed tochoose what he wants to do.》3. He felt angry because he thought he should not betold what to do.4. He feels his mom knows him best. He thinks his mom,。

人教版九年级英语全Unit7(SectionB2b2e)教学设计

-引导学生学会尊重他人，树立正确的价值观。
-增强学生的团队合作意识，提高他们的人际Байду номын сангаас往能力。
四、教学内容与过程
（一）导入新课
1.教师通过展示一组人物图片，让学生观察并描述这些人物的特点，如诚实、礼貌、耐心等。引导学生运用已学的形容词进行描述，为新课学习打下基础。
2.教师提出问题：“How can we describe a person’s character?”，引导学生思考如何用英语描述人物性格特点，为新课学习做好铺垫。
五、作业布置
为了巩固本章节所学知识，提高学生的英语综合运用能力，特布置以下作业：
1.词汇练习：请学生完成课后练习册中与SectionB 2b-2e相关的词汇练习，包括填空、选择、匹配等题型，以加深对形容词和动词短语的记忆和理解。
2.语法练习：完成一般现在时被动语态的练习题，如填空、改错、翻译等，让学生在实际操作中熟练掌握语法知识。
-组织课堂讨论，让学生分享阅读心得，互相学习，共同提高。
4.口语教学：
-创设真实的语言环境，如角色扮演、小组讨论等，激发学生的口语表达兴趣。
-鼓励学生大胆开口，积极参与，提高口语表达能力。
-教师及时给予反馈，指导学生改进发音、语调，提高口语水平。
5.情感态度与价值观培养：
-通过课堂讨论、小组合作等活动，培养学生诚实、礼貌、耐心等品质。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于掌握描述人物特点的形容词和一般现在时的被动语态，以及运用这些词汇和语法进行口语表达。
难点：如何让学生在实际情境中灵活运用所学形容词和被动语态，以及如何在口语交流中自然地运用这些语言知识。
2.重点：提高学生的阅读理解能力，使他们能够准确把握文章主旨和细节信息。

人教版英语九年级全册Unit7SectionA1a2d教学设计

b.设计各种口语练习活动，如小组讨论、角色扮演等，让学生在实际场景中运用所学知识，提高口语表达能力。
c.通过讲解、示例、练习等多种方式，帮助学生掌握一般现在时态和现在进行时态的用法，以及词汇和短语的运用。
2.创设互动、轻松的课堂氛围，鼓励学生积极参与课堂活动，提高学生的学习兴趣。
a.教师应以鼓励为主，关注学生的进步，及时给予正面反馈。
3.观看一部英语家庭题材的电影或电视剧片段，记录下至少5个场景中出现的家庭成员行为和习惯，并运用一般现在时态和现在进行时态进行描述。
a.鼓励学生关注日常生活中的英语表达，提高学生的听力水平。
b.教师可推荐一些适合的影片或电视剧，帮助学生更好地完成作业。
4.家庭作业：与家人进行一次关于家庭和谐、相互尊重的交流，并以日记形式记录下交流过程和感受。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于掌握一般现在时态和现在进行时态的用法，以及能够运用所学词汇和短语进行家庭成员行为和习惯的描述。
难点：学生在实际对话中灵活运用这两种时态，以及正确使用新学的词汇和短语。
2.重点：提高学生的听力理解能力和口语表达能力，特别是在家庭场景中的实际应用。
人教版英语九年级全册Unit7SectionA1a2d教学设计
一、教学目标
（一）知识与技能
1.能够准确理解和运用本节课所学的生词和短语，如"teenager"、"argue"、"ignore"、"permission"等，并能运用到日常对话中。
2.能够理解和运用一般现在时态和现在进行时态描述家庭成员的行为和习惯。
（三）学生小组讨论
1.教师将学生分成若干小组，每组讨论以下问题：“How do you use the simple present tense and the present continuous tense to describe your family members' behavior and habits? Can you give some examples?”

人教版英语九年级全册Unit7单元优秀教学案例

4.学生能够在面对生活选择时，勇敢地做出决定，并为之负责。
三、教学策略
（一）情景创设
1.生活情境模拟：教师可以模拟不同的生活场景，如求职面试、大学专业选择等，让学生在角色扮演中运用所学词汇和句型进行交流。
2.真实案例分析：分享一些真实的职业发展故事，让学生了解不同选择背后的意义和影响。
3.个人经历分享：鼓励学生分享自己在生活选择中的经历和感悟，增进学生之间的情感交流。
四、教学内容与过程
（一）导入新课
1.教师通过展示一张自己的人生经历图片，引发学生对生活选择的思考，为新课的导入做好铺垫。
2.教师提出问题：“你们对未来有什么规划？在面对选择时，你们会怎样决策？”引导学生分享自己的看法。
3.播放一段与生活选择相关的视频，让学生从中获取灵感，激发他们对新课的兴趣。
（二）讲授新知
1.教师通过PPT展示Unit7的核心词汇和目标句型，为学生提供直观的学习材料。
2.教师运用生动的语言和实例，讲解词汇和句型的用法，帮助学生理解和掌握。
3.教师设计一些练习题，让学生在课堂上进行实时练习，巩固所学知识。
（三）学生小组讨论
1.教师将学生分成小组，让他们就某个生活选择进行讨论，如“如果你成绩很好，你会选择在国内上大学还是出国留学？”
人教版英语九年级全册Unit7单元优秀教学案例
一、案例背景
本案例背景基于人教版英语九年级全册Unit7，该单元主题为“Life Choices”，主要内容涵盖了青少高自己的英语语言能力，拓展视野，增强生活规划意识。
针对九年级学生的学情，本节课旨在引导学生运用所学知识进行实际交流，提升他们的英语应用能力。在教学过程中，教师以教材为依托，充分运用任务型教学法、情境教学法等方法，激发学生的学习兴趣，培养学生独立思考、合作探究的能力。

九年级英语教案 Unit 7 Teenagers should be allowed

Unit 7 Teenagers should be allowed to choose their own clothes（第1课时）一、教材分析：本节课着重谈论青少年是否被允许做某事及对该事物的评价。

即围绕“Teenagers should(not) be allowed to ------.”这个话题进行讨论的。

其难点是被动语态的运用。

提倡课前预习是我们的一贯做法。

本课把直观式教学注入到任务型教学之中，让学生真正体验到“学中有乐，乐在学中”。

二、三维目标：1.知识和技能目标：1）谈论青少年应该或不应该被允许做什么。

Teenagers should(not) be allowed to ------.2) 了解家规、班规、校规。

2.过程与方法目标：1）能运用所学知识练习被动语态的句式。

2）能用所学句型进行交际练习。

3）提倡课前预习是我们的一贯做法。

本课把直观式教学注入到任务型教学之中，让学生真正体验到“学中有乐，乐在学中”。

3.情感、态度和价值观目标：培养学生的听说演等能力及合作学习的意识。

三、教学重点：围绕“Sb should(not) be allowed to do sth”这个话题，运用所学短语进行讨论。

四、教学难点：被动语态的运用及构成。

五、教学策略：通过谈论家规、班规和校规，充分掌握被动语态的用法.六、教学准备: 多媒体课件教科书卡片录音机课前预习学案。

七、教学环节：Step1 Phrases learningShow these cards in Chinese：go out with friends every night get their ears pierced have part-time jobs drive choose their own clothes work at night do homework with friendsRead after the teacher the phrases .Then read together.Ask the students read the cards one by one.(出示卡片，学习短语; 运用卡片检验学习效果。

九年级英语全一册Unit7单元整体教学设计

1.书面作业：
-完成课本Unit7的相关练习题，包括词汇填空、语法填空、句型转换等，以加深对知识点的理解和运用。
-撰写一篇关于个人梦想和目标的短文，运用本节课所学的时态和情态动词，要求内容充实，表达清晰。
2.口语作业：
-与家人或朋友进行英语对话，询问他们的梦想和目标，并分享自己的梦想及实现计划。
-录制一段关于描述梦想和目标的视频，要求语言流畅，表情自然。
3.教学过程：
a.学生独立完成练习题，教师巡回指导。
b.教师挑选部分学生的答案进行展示，共同分析、纠正错误。
c.针对共性问题，教师进行讲解和辅导。
（五）总结归纳
1.教学活动设计：教师引导学生回顾本节课所学内容，总结一般现在时和一般过去时的用法，以及情态动词的用法。
2.教学目的：巩固所学知识，提高学生的概括总结能力。
九年级英语全一册Unit7单元整体教学设计
一、教学目标
（一）知识与技能
1.掌握本单元的词汇和重点句型，如：describe, achieve, goal, dream, effort, success等，并能熟练运用它们进行日常交流。
2.能够运用一般现在时和一般过去时描述个人目标和成功经历，以及实现目标的过程。
2.学习兴趣：九年级学生对自己的人生目标和未来充满好奇，本单元的话题贴近他们的生活实际，容易引起学生的共鸣，激发他们的学习兴趣。
3.学习方法：学生在学习过程中逐渐形成了自己的学习方法，但仍需教师在教学中引导和培养良好的学习策略，提高学习效率。
4.情感态度：面对即将到来的中考，学生对未来充满期待，同时也可能产生焦虑和压力。教学中需关注学生的情感态度，引导他们正确对待学习和生活，树立积极向上的人生观。
-布置与单元主题相关的课后作业，如采访家人和朋友，了解他们的梦想和目标，并撰写报告，增强学生的实践能力。

人教版英语九年级全册Unit7SectionAGrammar4c教学设计

c.练习与互动：设计多样化的练习，包括个人、小组和全班活动，让学生在实践中掌握语法知识。同时，鼓励学生互相交流、讨论，提高课堂互动性。
d.作业布置：布置有针对性的作业，巩固所学知识。包括书面作业和口头作业，如写一篇关于过去某个时刻正在进行的动作的短文，或者与同学进行对话练习。
e.课堂反馈：及时了解学生的学习情况，针对学生的疑问和困难，进行个别辅导和解答。
c.通过对比分析，引导学生发现过去进行时态与其它时态的区别，帮助学生构建语法知识体系。
d.创设丰富的词汇教学情境，引导学生积累和运用与过去进行时态相关的词汇和短语。
2.教学过程设想：
a.导入：通过一个有趣的情景故事，引导学生关注故事中正在进行的动作，自然而然地引入过去进行时态的学习。
b.讲解与示范：结合课本内容，详细讲解过去进行时态的构成和用法，并进行示范，让学生直观地感受语法知识。
本教学设计旨在通过丰富的教学内容和多样的教学活动，帮助学生掌握过去进行时态的知识与技能，提高学生的英语运用能力。同时，注重培养学生的情感态度和价值观，使学生在学习英语的过程中，形成良好的学习习惯和人际关系，为学生的全面发展奠定基础。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有较高的兴趣和热情。在本章节的学习中，学生对过去进行时态的掌握程度参差不齐，部分学生可能对这一时态的用法和构成存在困惑。因此，在教学过程中，需要关注以下几点：
3.导入语：通过故事导入，教师总结：“Today, we are going to learn about the past continuous tense, which is used to describe actions that were happening at a specific time in the past.”

人教版九年级英语全册教案：Unit7Teenagersshouldbeallowedto

⼈教版九年级英语全册教案：Unit7Teenagersshouldbeallowedto年级九年级科⽬English 任课教师刘⼦艳[来源:学优⾼考⽹gkstk]授课时间2015.11.课题Unit 7 Section A Grammar 授课类型New⼀.教材分析本单元Grammar Focus列出了should，may ⽤语被动语态的例句以及表⽰同意或不同意的表达⽤语。

4a是⼀个模仿写句⼦的练习，主要让学⽣观察并熟悉情态动词与被动语态连⽤的结构，学会将主动语态转换为被动语态，其中过去分词的构成仍然是学⽣容易出错的地⽅。

4b是⼀篇短⽂填空练习。

短⽂介绍了中西⽅在教育下⼀代的问题上不同的观念和不同的做法，由于要求填写的动词有被动也有主动，学⽣应根据语境和短⽂内容来判断需填写的动词的语态和时态，具有⼀定难度。

4c是语⾔运⽤活动，要求学⽣为运⽤俱乐部制定规则，这是⼀个开放性的活动，是对本单元⽬标语⾔最好的运⽤。

⼆.学情分析1.两级分化严重，基础知识极差。

听说读写基本技能很差。

2.缺乏学习兴趣、热情、信⼼。

学习中缺乏主动、积极性。

部分学⽣贪玩，懒散。

缺乏刻苦钻研，勤学上进的精神。

3学⽣对各种时态掌握较差，为学习被动语态带来很⼤困难。

编号47三.教学⽬标语⾔知识⽬标：1.学习掌握下列词汇和短语：community,keep…away from, changce, make one’sown decision, educate, manage, society2. 掌握下列句型：You must clean your bedroom every day.Members should be allowed to use dictioanries.3. 能在具体的语境中正确使⽤被动语态。

4. 进⾏⼀步复习巩固学习Section A 部分所学的⽣词和词组。

5．熟练掌握被动语态的⽤法。

过程与⽅法1.通过呈现语料，学⽣⾃主探究找出Section A 部分包含被动语态的句⼦。