2014年九年级英语上册Unit7教案(新版人教版)

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英语人教版九年级全册unit7SectionA教案

Unit 7 Teenagers should be allowed tochoose their own clothes.Section A (1a-2d)Yindu Yucai Middle School Li MinUnit 7 Teenagers should be allowed to choose their own clothes.Section A (1a-2d)Ⅰ.The knowledge objective:Master the key words and sentences.(1) Key words:license, smoke, pierce, safety, earring, part-time, flash(2) Sentences:I don’t think sixteen-year-olds should be allowed to drive.I agree. They aren’t serous enough.Do yo u think teenagers should …?Yes, I …/ No, I …Ⅱ.The ability objective:1. Be able to talk about agreement and disagreement using the target language.2. Train student’s listening skill and communicative competence.Ⅲ.The emotional objective:1. Students should do what they are allowed to do and avoid doing what they aren’t allowed to do.2. Encourage students to express their opinions.Ⅳ.Important points：1. Master the key words and target language.2. Master the structure “should/shouldn’t be allowed to do”3. Improve students’ listening and speaking skills.Ⅴ.Difficult points:To master the structure “should/shouldn’t be allowed to do”Ⅵ.Teaching procedure:Step I. Warm upAsk the students: Do you have any rules at home?Let them give their answers. Let students know what they can do and what they can’t do.Step II. Presentation1.Teach activity 1a.This part is design to introduce the new words and the structure “should be allowed to”.(1) Look at the pictures on the screen, and ask the students to read the statements(2) Get students to read the statements below the picture and try to find the sentence pattern “Somebody +should/should not be allowed to do”(3) Let the students finish the task according to the instructions.2.Teach activity 1b&1cThese two parts are designed to provide students with listening and oral practice using the target language(1)Get students to look at the three statements in the box and then read theinstructions.(2)Play the tape. Students listen carefully and circle T or F. Then listen againand answer the two questions.(3)Call students’attention to the sample conversation in the box in1c. Havestudents read the sample conversation and work in pairs to make new conversations.(4)After students finish this activity, invite one or two pairs of students to actout their conversation to the class.Step III. Practice1.Teach activity 2a&2b.These two parts are designed to provide students with listening practice using the target language.(1)Read the instructions to the class, Call attention to the pictures and askstudents to describe it.(2)Get students to read the statements in the chart. Then play the tape, studentslisten and check what Molly thinks and Kathy’s opinions.(3)Read the instructions in 2b together with the class. Call students’ attention tothe sentences in the box and read them out. Then play the same tape, ask students to number the order as required.Step IV. ConsolidationTeach activity 2d.This activity aims to help students consolidate the target language through a conversation and teach them how to talk about what we are allowed to do. First, ask students to read the conversation silently, and answer the two questions.Then let the students read follow the tape, pay attention to the pronunciation andintonation.Next, let students read the conversation again and fill in the blanks, the n try to retell the conversation.Step V. ReportThis part is designed to train students’ speaking skill. Call students’ attention to the sample question and answer in the box and then report to the class.Step VI. SummaryIn this period, we’ve mainly learned a new structure “should/shouldn’t be allowed to do”, and also learn some language points. Then do some exercises to check if the students have mastered them.Step VII. HomeworkWrite about what should be allowed to do or should not be allowed to do in school or your family.Step Ⅷ. EmotionLet the students remember: Obey the rules, you’ll get safety and happiness. Break the rules; you’ll lose happiness and life. So, no one should be allowed to break the rules!Blackboard DesignUnit 7 Teenagers should be allowed to choose their own clothes.Section A (1a-2d)主语+ should /should not be allowed to do。

人教版九年级全一册Unit7SectionA1a2d教学设计

3.充分利用课后时间，合理安排学习计划，确保作业质量。
-设计意图：巩固课堂所学，提高学生对英语知识的掌握程度。
2.口语练习：学生选取一个过去的事件，用一般过去时和过去进行时进行描述，并录制音频或视频，下节课分享。
-设计意图：提高学生的英语口语表达能力，培养学生的自信心。
3.写作任务：请学生以"My Past Event"为题，写一篇关于自己过去经历的短文，要求使用一般过去时和过去进行时，并尽量运用本节课所学的词汇和短语。
2.新课呈现：采用任务型教学法，结合课本中的对话和听力材料，引导学生学习和运用一般过去时和过去进行时。
-设计意图：使学生在实践中掌握英语知识，提高语言运用能力。
3.互动交流：组织学生进行小组讨论、角色扮演等活动，让学生在实际语境中运用所学知识，提高口语表达能力。
-设计意图：培养学生的合作精神和交流能力，提高英语口语水平。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有着较高的兴趣和热情。在此基础上，他们对过去时态的掌握程度较好，但在实际运用过程中，仍存在一些困难。例如，部分学生对一般过去时和过去进行时的运用容易混淆，对一些时间状语的使用不够熟练。此外，学生在进行英语口语表达和写作时，词汇和短语的运用尚需加强。
设计意图：通过图片和问题导入，激发学生的兴趣和好奇心，为新课的学习做好铺垫。
（二）讲授新知
1.教师播放课本中的听力材料，引导学生关注动词的过去时态，并让学生回答以下问题：“What did the child do an hour ago? What was he doing when his mother called him?”
4.教师组织学生进行角色扮演活动，让学生在实际语境中运用所学知识，提高口语表达能力。

人教版九年级英语全册Unit7SectionA1a1c教学设计

人教版九年级英语全册Unit7SectionA1a1c教学设计
一、教学目标
（一）知识与技能
本节课为“人教版九年级英语全册Unit 7 Section A 1a-1c”，通过本节课的学习，学生应掌握以下知识与技能：
1.能够听懂并准确说出与职业相关的单词和短语，如：editor, engineer, pilot, mechanic, doctor, lawyer等。
-教授听力技巧，如：预测、关键词标记等，帮助学生提高听力效率。
4.互动交流，巩固语法知识：
-设计小组讨论活动，让学生相互询问和描述他人的职业，巩固一般现在时的运用。
-鼓励学生进行口头汇报，提高他们的口语表达能力。
5.课后作业，拓展学习：
-布置与职业相关的课后作业，如：调查家庭成员和朋友的职业，用英语介绍并完成表格。
2.设计意图：
-通过图片和话题讨论，调动学生的学习积极性，为新课内容做预热。
-借助生活实际，让学生感知英语学习的实用性，提高他们的学习兴趣。
（二）讲授新知
1.教学活动：
-呈现本节课的主要职业词汇，引导学生跟读、模仿，并注意纠正发音。
-通过例句，讲解一般现在时描述职业的用法，让学生理解并模仿造句。
-播放听力材料，让学生听懂并获取关键信息，完成表格填写。
1.增强对各种职业的认识，尊重每个人的职业选择，培养平等、尊重的价值观。
2.通过学习英语，拓展国际视野，了解不同国家的工作文化和职业特点。
3.培养合作意识，学会在小组中倾听他人意见，共同完成任务。
4.树立正确的人生观和价值观，认识到学习英语的重要性，激发学习兴趣和自信心。
二、学情分析
九年级学生在经过前两年的英语学习后，已具备一定的英语基础。他们对英语学习有着较高的兴趣和热情，但在语言运用方面仍存在一定的困难。在本章节的学习中，学生将面临以下挑战：

2014最新人教版九年级英语unit-7-教案

教学内容及教师活动
二次修改
Section A3 (Grammar Focus-4c)
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。
I don’t think sixteen-year-olds ______ __ _______ to drive.
课型
新授
教
学
目
标
知识
技能
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’t agree.”表达自己的观点。
过程
方法
Task-based language teaching method,the cooperative lC.变为否定句时只需要在情态动词后加________。
D.变为一般疑问句时只需把________提到句首。
III. Practice
Work on 4a.
Rewrite the sentences according to the example.
1. You must clean your bedroom every day.
III.Speaking
3c.Think about a time you did something even though your mom or dad told you notto do it. Share your story with your partner.
How old were you?
6.不，我不同意。他们可以从工作当中学到很多。
I disagree. They can ______ a lot _______ working.

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:。

《Unit 7 Section B 2a-2e》教案人教版英语九年级上册

2. Make Ss read the passage carefully and complete the following tasks.
Read the passage and circle T or F.
Read paragraph 1 and answer the questions.
Read paragraph 2 and fill in the blanks.
What will happen if you want to make your own decisions?
What is your dream job?
Do your parents support your dream?
If they don’t, what shouldyou do?
2.Work on 2a. AskSsto discuss the questions in groups.
1. learn the words and expressions.
2. read and understad the passage about Liu Yu.
3.If you like, you can have a debate with your friends.
教学重点：
1.Keyvocabulary:
2. Practice the phrases and the grammar.
通过做练习复习上节课所学的内容。
Step 2
Pre-reading
(PPT 6-9)
1.Ask Ss to have a free talk like the following:
Could you do what you want at home?

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。

人教版九年级英语上册 unit 7 第一课时(教案)

自主学习方案1.学生自学生词，并记住单词拼写和拼读。

2.预习课本，找出重点短语和句式。

（见学案中预习检测的内容）3.读记后完成预习检测作业。

Step 1 复习检查上一课时课后提升作业。

Step 2 情景导入Teacher: Could you tell me what students should be allowed to do or shouldn’t be allowed to do?Students:1.Students should be allowed to have part time jobs.2.Students shouldn’t be allowed to get their ears pierced…环节说明：通过课前师生互动，让学生感兴趣，调动他们的积极性，同时“be allowed to do sth.”的应用，为学习新课埋下了伏笔。

Step 3 完成教材1a~1c教学任务1.要求学生阅读1a部分的内容后自己判断。

2.检查答案。

参考案例：Teacher: I don’t think students should be allowed to go to Net Bar. Students: I agree.3.要求学生听第一遍录音，完成1b的听力任务。

4.要求学生听第二遍录音，并逐句进行跟读。

5.完成教材1c的任务，要求学生根据1a中的陈述，编写对话，进行练习。

6.听力内容巩固训练。

要求学生根据所听到的内容完成下列问题。

（1）根据所听到的内容回答问题。

What is the relationship of the two speakers?（2）再听，完成填空。

The woman doesn’t think sixteen year olds should be allowed to because they aren’t enough. Anna thinks teenagers should be allowed to because she is not a child.答案：（1）Mother and daughter.（2）drive, serious, choose their own clothes环节说明：将听、说、读、写的任务结合起来，不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。

人教版九年级英语全Unit7SectionB2a2e)教学设计

6.视频观看：请学生观看一个关于个人爱好改变生活的视频，并思考以下问题：视频中的爱好给主人带来了哪些变化？你从视频中得到了哪些启发？下节课与同学分享。
7.拓展阅读：推荐学生阅读一本关于培养兴趣爱好、提升生活品质的英文书籍或文章，让学生在阅读中感受英语的魅力，同时丰富自己的生活。
作业布置要求：
1.学生认真完成作业，注意书写规范，保持作业整洁。
5.设计形式多样的课后作业，巩固所学知识，提高学生的自主学习能力。
6.关注学生的情感需求，创设轻松愉快的课堂氛围，激发学生的学习兴趣。
7.针对教学重难点，采取以下措施：
（1）词汇教学：通过实物、图片、例句等形式，帮助学生理解和记忆词汇，同时注重词汇的拓展和运用。
（2）语法教学：结合语境，设计丰富多样的语法练习，让学生在实际语境中感受和运用一般现在时态。
（3）阅读教学：引导学生运用阅读策略，提高阅读效率，同时关注文章结构和主旨，培养学生良好的阅读习惯。
四、教学内容与过程
（一）导入新课（字）
1.教师通过向学生展示一组关于不同爱好的图片，如硬币收藏、集邮、绘画等，引导学生讨论各自的兴趣爱好。
2.学生在小组内分享自己的爱好，并尝试用英语进行简单描述。
2.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和记忆词汇。
3.设计各种听说活动，如角色扮演、小组讨论等，让学生在实际语境中运用所学知识，提高听说能力。
4.引导学生通过阅读课文，分析文章结构，培养阅读策略，提高阅读理解能力。
5.鼓励学生进行自主学习和合作学习，培养学生的自主学习能力和团队协作精神。
3.教师邀请几名学生上台展示并介绍自己的爱好，激发学生的学习兴趣。
4.教师根据学生的展示，引入本节课的主题：“谈论个人喜好”，从而导入新课。

Unit7SectionA教案人教版英语九年级全册

Unit 7 Teenagers should be allowed to choose their ownclothesSection A教学设计科目：英语课题：Section A 课时：3课时教学目标与核心素养：语言能力：能够运用目标句型进行交际，清楚哪些事情是允许青少年做的，哪些事情是不允许做的。

文化意识：学生能够理解父母对子女的关爱和教导，接受到情感教育。

思维品质：能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断。

学习能力：通过听、说来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。

教学重难点教学重点：在语境中体会情态动词后接被动语态的用法。

教学难点：学生能学以致用，从课本的诗中汲取精华，借用诗歌的句型和结构，写出一首表达父母对自己的爱和情的现代诗。

课前准备：多媒体，黑板，粉笔教学过程：一、LeadinginT asks Ss：What can you do at school?What can’t you do at school?Do you agree or disagree? Students should not be allowed to take mobile phones to school.二、Practice教学1astudents independently plete activity 1a and then exchange ideas with peers.,according to the teacher's requirements, plete activity 1a.3.Let Ss read the sentences in 1a aloud, briefly state whether you agree or not, and explain the reasons.4.According to the teacher's request, read out the sentences in 1a and briefly explain your reasons.三、Listening教学lb1.Have students read the three statement sentences in activity 1b together, and the teacher will receive feedback, correct the pronunciation and intonation, and confirm that students understand the meaning of the sentences. Ask students to pay attention to the requirements of 1b.2.Students should read the three statement sentences of activity 1b together, and then clarify the requirements of activity 1b according to the requirements.3.Have students listen to the first recording and plete activity 1b as required.4.Listen to the first recording and plete activity 1b. Then check the answer to 1b.5.Have students listen to the recording again and answer the questions based on the listening content. Then the whole class checks the answers together.6.Students listen to the recording for the second time, write the answers to the questions while listening, and then check the answers.7.The teacher played the recording for the third time, asking students to listen while following the listening materials, imitating the pronunciation and intonation in the conversation, experiencing the emotions of both parties in the conversation, and imitating the pronunciation and intonation while listening.教学1c1.The teacher collaborated with a student to read the oral examples in 1c and demonstrate their pronunciation and intonation.2.Students listen carefully to the teacher's oral examples.3.The teacher divided the students into groups and had them practice the dialogue in 1c in pairs.4.Students work in pairs to practice the dialogue in 1c.教学2a2d1.The teacher asked the students to read the instructions for 2a and clarify the requirements for 2a.2.Students carefully read the requirements of question 2a and engage in purposeful listening exercises with questions.3.Teacher plays the recording of 2a, allowing students to listen to the dialogue andperceive the overall listening content.4.Play the recording again and remind students to circle the correct answers while listening.5.Students listen to the first recording of 2a and perceive the overall listening content;6.Listen to the second recording and plete the class7.The teacher checks the answers in 2a and asks the students to provide the basis for their judgment.8.According to the teacher's instructions, students should check the answer to 2a and provide the basis for their judgment.9.Have students first browse through the activity requirements and listed sentences in 2b, and then try to sort them based on their previous memory. Then, the teacher plays the third recording and the students correct their sorting situation.10.Students should first try sorting the activity requirements for reading 2b. Then listen to the recording and correct the order of the sentences while listening.11.Teachers and students should check the answers and read each sentence in order.12. Students plete two task activities related to 2d and check the answers.13. Students work in pairs to read and practice dialogues in pairs.四、Reading教学3a3b1.The teacher asked students to quickly read 3a and match each paragraph with its main idea.2.Students quickly read the article and plete information matching to understand the main idea of each paragraph.3.The teacher checks the answers to enable students to correctly state the basis for their judgment.4.Have students listen to the recording and follow the poem, then read it in unison or in groups in the class.5.The teacher ask a few students to read poetry aloud, and the teacher will receive feedback to provide guidance and assistance in pronunciation, intonation, and meaning group pauses.6.Students should read poetry aloud and pay attention to the intonation of the language.7.After reading the poem aloud, the teacher asked the students to answer the questions. Students plete the 3a reading task.8.The teacher checks the answers and then asks students to find the basis for the answers in the text, with the aim of training students' understanding of the details of the text.9.Students check the answers and identify the source of the answers in the text.10.The teacher guides the students to read the poem again, obtain detailed information from the poem, and answer the questions in 3b.11.Read the poem again and answer the questions in 3b.教学3cThe teacher allows students to browse through the requirements of the 3c activity and gives them some time to think. The teacher selects a student and uses questions to inspire and guide them to tell a story, such as:How old were you at that time?2. What did you want to do?3. What did your mom/dad say?4. Did you talk back to them?5. Why did you say that at that time?What did you do in the end?7. How do you feel about it now?Teachers can ask other students to record the key words in their answers and try to retell the story.五、Language Points含有情态动词的被动语态语态有主动语态和被动语态两种。

九年级英语上册Unit7教案新版人教版

2014年九年级英语上册Unit7教案（新版人教版）Unit 7 Teenagers should be allowedwn cl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某事;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：lafety, earringld, hug, lift, awfulgbeduance, managunit, educaalualk abouawaake one’s own dgwa重点句型：I don’xteen-year-olds should be allowed to drivI agree./ I disagree. Ixung.Do youagers should be allowed to work at night?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:A 1 (1a-2d)Period Two:A 2 (3a-3c)Period Three:A 3 (Grammar Focus-4c)Period Four:B 1 (1a-2e)Period Five:B 2 (3a-Self Check)A 1 (1a-2d)I. PresentaAsk students: Do your parents allow you to watch TV?do.P: You are allowed to watch TV.Teach “allow sb to do sth ““be (not) allowed to do sth”“should (not)be allowed to do sth”PDo your parents allow you to exercise?du are allowed to exDo your parents allow you?Ndon’u are not allowedDo your parents allow you to drive?Ndon’u are not allowed to drivDo your parents allow youur own clothes?Ndon’u should be al lowedur own clDo your parents allow you to get your ead?Ndon’u should not be allowed to get your ead. II. Warming upObl rules!As a teenager, you have a lot of rules at school. Can you write dow?Studuld be allowed to speak Englishlo udluduldn’t be allowed to sllauduldn’t be allowed to mauduldn’t be allowedw the rubblauduldn’t be allowed to get to class laxplain: allow sb to d允许某人做某事be allowed to d被允许做某事uld be allowed to d 应该被允许做某事1a. Read the stabelow. Circle A for agree or D for disagTeenagers should not be allowedA D2. Sixteen-year-olds should be allowed to drive. ADuduld not be allowed to have part-time jobs. ADxteen-year-olds should be allowed to gad. ADTeenagers should be allowedwn clothes. ADIII. Listening1b Listen and circle T for true or F for falAnna can ggby bus. T F2. Anna wants to gad. T FAnna wawn clothes. T F IV. PraLook aala and make conversaA: Idon'xteen-year-olds should be allowed to drive. B: I agree. They aren't serious enough.Vabe allowed to do 被允许去做2g购物中心driver’s license 驾驶执照xteen-year-olds 16岁的孩子be worried about your safety 担心你们的安全art-time jobs 兼职工作gad 穿他们的耳朵wn clothes 他们自己的衣服us enough 足够严肃VI. Listening2a What does Mollathy’s statements? Listen and circl e A for AgD for Disagree or DK for Doesn’t Know. Kathy Mollxteen-year-olds should not beallowed to work at nig2. Larry shouldn't workevery nigHe should cut his haHe should stop wearing that sillyearringHe doesn'ave mads.A D DKA D DKA D DKA D DKA D DK2b Listen again. What are Kathy’s and Molly’s reasons? Numbad_____ It ll._____ Young people need to sl_____ He needd time wds._____ He needdo homew_____ It doesn't look clean. VII. Pra2c Make a lgs teenagers should and should not be allowed to do. Discuss your list with your paA: Do youagers should...?B: Yes, I .../No, I2. 2d Readversation and answer the qu) Where do they gl trip?2) Dallow studa?3) How to ta?Role-plaversaVIII. SummaLanguagallow的用法1) Teenagers should be allowedwn cl2) Teenagers should not be allowed) Ialloweduseu) Do you think wemay be allowed to tawe 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。

人教版九年级英语全册Unit7SectionA(1a2d)教学设计

a. What is the speaker's goal?
b. What challenges did the speaker face and how did they overcome them?
c. What lessons can we learn from the speaker's experience?
2.重点：通过本节课的学习，使学生能够结合所学词汇和句型，自信地表达自己的目标和成就。
难点：学生在口头和书面表达过程中，如何恰当地运用所学词汇和句型，以及如何组织语言表达清晰、连贯。
（二）教学设想
1.创设情境：在教学过程中，我将通过展示与目标、成就相关的图片、故事和实例，激发学生的学习兴趣，使他们更快地融入课堂氛围。
1.通过小组讨论、同伴互助等形式，培养学生合作学习的能力。
2.通过听力、阅读等教学活动，培养学生获取、处理和运用信息的能力。
3.通过口语表达和写作练习，提高学生的语言表达和思维能力。
4.运用问题解决、目标设定等策略，引导学生学会自主学习，培养其终身学习的习惯。
（三）情感态度与价值观
1.培养学生树立远大的理想，激发他们为实现目标而努力奋斗的积极性。
c.阅读练习：让学生阅读相关文章，运用阅读策略获取信息，提高阅读理解能力。
d.写作练习：让学生仿写或创作一篇关于自己目标与成就的文章，培养写作技巧。
（五）总结归纳
1.教学活动：教师引导学生回顾本节课所学内容，总结一般过去时和现在完成时的用法，以及如何运用所学词汇和句型表达目标与成就。
2.设计意图：通过总结归纳，巩固学生的知识体系，提高他们的认知水平。
2.任务型教学：设计一系列富有挑战性的任务，如小组讨论、角色扮演等，引导学生运用所学知识进行实际操作，提高他们的语言运用能力。

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一册教案：Unit7 SectionA(3a-3c)-精选教学文档

这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?【本课时教学设计】
“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。《说文解字》中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于《史记》，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。【课时】Section A 3a-3c（第2课时）
教材分析
【本单元话题】
谈论规则
【本单元重点掌握目标】
含有情态动词的被动语态。
【教材内容拆分分析】
3a-3c围绕一首诗歌展开。诗歌不仅呈现单元要求过描绘孩子成长过程中与母亲的互动交流，利用细节的刻画引发读者的思考，潜移默化地对青少年进行情感教育，让学生学会理解父母对子女的关爱和教导。
唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。【单元名称】Unit 7 Teenagers should be allowed to choose their own clothes?

人教版九年级上册英语教案：unit7 Section A 3a-3c

3b.Get students 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 when he was seven and nine years old?
Discussand make a list:
NO1. Teenagers should be allowed to…
NO2....
NO3....
Free talking. Think and answer questions(1-7).
5.Do you listen to your mother and behave well?
6.How do you feel about your mother now?Do you argue with your mother or talk back to her?
7.Do you regret anything you did to your parents?
Read the poem aloud.
单元
Unit 7
教学内容
Section A 3a-3c
课时
2nd
教
学
目
标
1.知识与技能：学生能够识记、理解并正确运用本课时单词、词组及句型;能够阅读理解文章大意并能进行简单的余篇分析。
2.过程与方法：学生通过reading and comprehension,exercising and discussing 等展开学习活动。

新人教版九年级英语上册Unit 7 Section A-1 教案设计【创新教案】

B: I agree. They aren’t serious enough.
Step 6
Activity 2a.
Listen and check what Kathy thinks.
Step 7
Listen again and to circle Agrees, Disagrees, or Doesn’t know to show what Molly thinks.
—Yes, I … / No, I …
4.That’s too bad / …
Difficulties
How to talk about the things teenagers should and should not do by reading and listening.
Vocabulary
Step 11
Activity 2d.
Read the passage and answer the questions.
Step 12
Pair works.
Ask Ss to have a role-play conversation by reading after the tape.
Step 13
2.What can’ பைடு நூலகம்ou do at school?
Step 1
Discussion.
Show Ss some pictures about the behaviors and to discuss if they agree with those.
Step 2
Activity 1a.
Ask Ss to read some statements in the blank and then to circle A or D.

人教版九年级上Unit7SectionA1a–2c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.3. 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）1. 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A: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.5. 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 pierced• 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.Anna: 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。