人教版（2024）九年级全册Section A教学设计

这是一份人教版（2024）九年级全册Section A教学设计，共5页。

Teaching Aims
1.语言能力：能够谈论是否允许做某事。
2.文化意识：了解中外不同的规则文化，懂得遵守规则的意义。
3.思维品质：学习多角度地表达生活中的规则。
4.学习能力：有意识地运用知识迁移策略来表达自己的观点是否被允许做某事。
Teaching Difficulties
1.Perceive the structure f the passive vice with mdal verbs in listening and speaking.
2.Develp Ss’ ability t express their wn pinins.
Teaching Aids
A tape recrder ; CAI r multimedia curseware
Teaching Prcedures
Tips
Step 1 Lead in
The T can play a vide abut rules fr Ss. After watching the vide, Ss can express their pinins. The T may use these prmpts:
D yu think rules are imprtant in ur daily life?
Why d we need rules?
D yu think smetimes we can break sme rules fr certain reasns?
The T can guide Ss t review what they have learned abut rules in Grade7.Then teach Ss t talk abut rules in their daily life with the target structure. The teacher can use these prmpts:
What things are yu allwed t d r nt as a teenager?
D yu think teenagers shuld be allwed t... ?
Then the T can present sme pictures f related wrds r phrases in this part and pre-teach the vcabulary t prepare fr the fllwing activities.
Step 2 Presentatin & Practice

1a
The T can make Ss talk abut the picture in 1a and make sme predictins. The T may use these prmpts:
What’s in the by’s hand?
Where is he?
What is he ding?
What’s the girl ding?
What’s in her hand?
What’s the relatinship between the tw speakers?
...
1a
The T can make Ss read the sentences in 1a and make sure they get the meanings . During the prcess, fcus Ss’ attentin t the target structure passive vice with mdal verbs. Then Ss finish the task in 1a . The T can invite sme Ss t express their pinins and explain why they agree r disagree.
1a
The T may want t extend the activity by asking Ss t make
cnversatins in pairs t exchange their pinins using the target
structure. At first, the T can make a sample cnversatin with a chsen student.
T:D yu think the teenagers shuld be allwed t smke?
S:N, I dn’t think the teenagers shuld be allwed t smke. Because...
1b
Befre listening, the T shuld make sure that Ss understand the requirement f the task and the meaning f these sentences in 1b.
While listening, the T can play the recrding withut stp fr the first time and Ss finish the task in 1b. This step aims t develp Ss’ skills f grasping the target infrmatin. Then the T can play a secnd time t check Ss’ answers. This time, the T can stp at the key pint and check Ss’ answers by asking them t say the full sentences.
Answers:
T 2. F 3. T

1b
While listening, the T may play the recrding a third time and ask Ss t repeat the key sentences. The T may als ask sme questins t cnslidate Ss’ understanding f the dialg:
Hw des Anna g t the shpping center?
What des Anna want t buy?
Wh is getting her ears pierced at the shpping center?

1c
The T can invite Ss t rle-play the cnversatin in 1c. Then the Ss
can wrk in pairs t make cnversatins using the target structure. During this step, the T shuld pay attentin t the fluency f Ss’ speaking instead f the accuracy. Just ffer help t the Ss in need and dn’t ver crrect their small mistakes s that Ss can speak as much as pssible.
Step 3 Language pints learning
license（美式英语） = licence （英式英语），意为“证；证件”，通常作可数名词。
n way 不可能；不行；没门儿
n way是英语口语中一个直接拒绝对方的表达用语，强调不赞同别人的观点，或根本没有可能按其要求去做某事。
还表示惊奇或怀疑时，意思是“不可能；不会吧”。
否定前移
当主句主语是I 或we, 谓语动词是think， believe， suppse， expect等时，其后的宾语从句若是否定句，否定词要前移到主句上，即I/We dn’t think/believe/suppse/expect…
注意：
变成反意疑问句时，附加疑问句要和从句保持一致，但要注意陈述部分的否定前移现象。
allw v. 允许；准许
基本用法：
① allw ding sth. 允许做某事
② allw sb. t d sth. 允许某人做某事
③ be allwed t d sth. 被允许做某事
get sth. dne 让某事被做
get sth. dne=have sth. dne 表示“让某事被做”，其中 dne为动词的过去分词，作宾语补足语，在逻辑上宾语和d 之间是被动关系。
The language pints are fr reference nly.
Step 4 Summary & Hmewrk
The hmewrk can vary with the specific cnditins.
Summary The T can encurage Ss t summarize the key pints f this class t help Ss cnslidate the knwledge.
Hmewrk:
Preview the cnversatin in 2d.
D the exercises in students’ bk.
Teaching Reflectin
This is the first perid f the unit.During this perid, teachers interact with students thrugh high-density questins accrding t the tpic picture in 1a, which is helpful fr students t learn new vcabulary, and als help students review the language cntent they have learned. Teachers' questins can play a gd demnstratin rle fr students in prnunciatin, intnatin, expressin and sentence making. At the same time, they can quickly activate the relevant schemata in students' brain and enter the state f language learning. Therefre, teachers shuld make effective use f the tpic picture and imprve their questining skills.