英语九年级全册Section A教案设计

这是一份英语九年级全册Section A教案设计，共6页。

Teaching Aims
1.语言能力：能够谈论是否被允许做某事。
2.文化意识：了解中西方教育观点和教育方法上的异同。
3.思维品质：判断句子之间的关系，学会运用情态动词的被动语态改写句子。
4.学习能力：能整理、归纳所学内容，正确运用含有情态动词的被动语态的句子。
Teaching Difficulties
情态动词的被动语态和主动语态之间的相互转换。
Teaching Aids
A tape recrder ,CAI r multimedia curseware
Teaching Prcedures
Tips
Step 1 Warm-up & Revisin
The T can make Ss t interview each ther in pairs t express their pinins abut what teenagers shuld r shuld nt be allwed t d s that Ss can practice using the target structure. The T can bserve and give feedback. Pay attentin t the fluency f Ss’ speaking and accuracy f the target structure, but dn’t ver crrect Ss’ small mistakes s that Ss can speak as much as pssible.The T can use the fllwing chart t prmpt:
Step 2 Grammar learning
Ask Ss t find sentences with passive vice with mdal verbs in Sectin A and the T may write them n the bard. Fr example:
I dn't think 16-year-lds shuld be allwed t drive.
D yu think teenagers shuld be encuraged t make their wn
decisins?
D yu think we may be allwed t take phts if we dn't use a flash?
...
Grammar Fcus
The T can ask Ss t read alud the sentences in the chart, bserve these sentences and trying t find the rules abut the target structure. Ss can have a discussin t check their findings in pairs.
At last the T can summarize the usage f the target grammar structure frm several aspects. The T can als explain hw t transfrm the tw vices .
Step 3 Presentatin & Practice
4a
Ask Ss t finish the task in 4a quickly. Ss wh finish can put up hands and the T can take dwn the time Ss spend and give psitive feedback t thse Ss wh spend less time. The T can invite Ss t read alud the sentences t check their answers as well as their prnunciatin and intnatin.
Answers:
Yur bedrm must be cleaned every day.
The husewrk will be dne in the afternn.
Children shuld be encuraged (by their parents) t d scial wrk
fr their cmmunity.
D yu think teenagers must be kept away frm the Internet?
Teenagers shuld be given chances t make their wn decisins.
4b
Ask Ss t lk thrugh the passage in 4b t grasp the main idea. The T can als intrduce the cultural backgrund infrmatin if necessary. Then Ss finish the task in 4b individually and talk with their partners t check answers. At last the T can present the crrect answer.
Answers:
be asked, are allwed, be educated, start, mve,take, cntinue.
4b
The T can als assess Ss’ understanding f the passage by asking sme questins:
What are teenagers allwed t d in western cuntries when they are eighteen? Why d they d this?
D teenagers mve ut in mst Asian scieties?
What d Chinese parents think abut it?
What is cmmn fr teenagers in China? Why?
4c
The activity is t reinfrce the target language fr talking abut what shuld r shuld nt be allwed. The T can first have Ss brainstrm: What d we always d in an English club? The T can prmpt Ss t use different phrases t list different activities such as attending English crner, acting ut English plays, singing English sngs, watching English mvies, reading English newspapers and s n.
4c Grup wrk
Then the T can divide Ss int different grups and each grup discuss ne activity listed befre and decide n the rules f ding these activities. Every grup leader take dwn the rules they have discussed. Then each grup share their grup results and Ss take sme ntes s that every student can list rules f the English club.
Step 4 Language Pints
chance n. 机会；可能性 常用搭配：
①by chance 偶然；意外
② have a chance t d sth.
=have a chance f ding sth.有机会做某事
③ have n chance t d sth.没有机会做某事
拓展：chance 作名词还可意为“可能性”，此时既可作可数名词，又可作不可数名词。后常接f ding sth. 或that 引导的同位语从句，表示“做某事的可能性”。
make ne’s wn decisin 自己做决定
make ne’s wn decisin t d sth.= make up ne’s mind t d sth.= decide t d sth. fr neself 意为“自己决定做某事”。其中的ne’s 要根据主语的不同换成适当的形容词性物主代词。
manage v. 完成( 困难的事)；应付 (困难局面) 其词形变化有：
manager n . 经理 management n . 经营
常用结构：
manage t d sth. 设法做成某事，多指目标明确、经过努力成功地做成某事。
Step 5 Summary & Hmewrk
Summary The T can encurage Ss t summarize the key pints f this class t help Ss cnslidate the knwledge.
Hmewrk:
Preview the new wrds and phrases in Sectin B(1a-1e).
D the exercises in students’ bk.
The hmewrk can vary with the specific cnditins.
Teaching Reflectin
The grup wrk activity in 4c can help achieve the fllwing purpses: 1) check the students' attentin in class and whether they listen t the students' reprt carefully. 2) Cultivate students' shrt-term attentin and shrthand skills, and train them t recrd key wrds while listening. 3) Check and cultivate students' awareness f lexical chunks and their ability t frm wrds int sentences. All in all, t enable students t master the grammatical structure, they shuld practice and use the grammatical structure repeatedly in different cntexts fr the purpse f cmmunicatin. We must effectively imprve students' participatin and frequency, carry ut varius activities and ensure students' real participatin.