人教版九年级英语上册 Unit 7 教案设计

Unit 7 Grammar Focus

Class Type Grammar

Objectives 1. To learn the expression of “should + be allowed to”.

2. To well express and use the sentence structure “should +

be allowed to” to make sentences.

Key 1. I don’t think sixteen-year-olds should be allowed to structure drive.

—I agree. They aren’t serious enough.

2. Teenagers should not be allowed to have part-time jobs.

—I disagree. They can learn a lot from working.

3. Do you think teenagers should be encouraged to make

their own decisions?

—No, I don’t agree with this. They are too young to make their own decisions.

4. Do you think we may be allowed to take photos if we

don’t use a flash?

Difficulties How to well describe and use the structure “should + be allowed to” to make sentences in practice.

Period 1

Procedure

Lead-in Show Ss some sentences with “should (not) be”.

Step 1 Explanation about the passive voice of modal verbs.

Step 2 The rules of changing active voice sentences into passive voice sentences.

Earlybird

Step 3 The changes of sentence structures.

Step 4 The sentence structures of passive voice sentences with examples.

Step 5 Exercises.

1. Choose the best answer.

2. Complete the sentences with the right words.

3. Exchange sentences.

Step 6 Activity 4a.

Rewrite the sentences according to the example.

Step 7 Activity 4b.

Fill in the blanks with the correct forms of the words in

brackets.

Step 8 More exercises.

1. Translate the Chinese sentences into English.

2. Complete sentences with the requests.

Step 9 Free talk.

What rules should an English club have? And then make a

list of rules for it.

E.g.:

A: Members should be allowed to use dictionaries.

B: Yes, but they should only use English-English

dictionaries.

Unit 7 Section A-1

Class Type Listening, reading and speaking

Objectives 5. To find out the sentences that are agreed or disagreed by

reading the statements.

6. To learn to express the sentences by listening.

7. To practice talking about the things teenagers should

(not) be allowed to do.

Earlybird

Key 1. I go to the shopping center with John? He just got his structure driver’s license.

—No way. I don’t think sixteen-year-olds should be allowed to drive. I’m worried about your safety.

—I agree. They aren’t serious enough.

2. Do you think teenagers should …

—Yes, I … / No, I …

8. That’s too bad / …

Difficulties How to talk about the things teenagers should and should not do by reading and listening.

License, safety, smoke, part-time, flash

Vocabulary

be allowed to, no way

Period 1

Procedure

Lead-in Free talk.

Let Ss talk about the questions:

1. What can you do at school?

2. What can’ you 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.

Step 3 Activity 1b.

Let Ss to listen and circle T or F.

Step 4 Ask Ss to listen again and answer the questions.

Earlybird

Step 5 Pair works.

Ask Ss to look at some statements in 1a and make

conversations by using the phrases in the box below.

too old, too young, too silly,

not serious enough, not old enough, not calm enough.

E.g.:

A: I don’t think the sixteen-year-olds should be allowed to

drive.

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.

Step 8 Ask Ss to find out the reasons of Kathy and Molly and number them in the correct orders by listening again. Step 9 Pair works.

Let Ss make conversations in by using the sentences

below.

E.g. :

A: Do you think teenagers should be allowed to ... ?

B: Yes, I …/ No, I …

Step 10 Free talk.

Have you ever visited an art museum?

Can you make a list of rules about what should and should

not be allowed to do there?

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 Free talk.

Show Ss some pictures and then ask Ss to answer the

questions:

1. Do you like reading in a library?

Earlybird

2. Can you make a list of rules about what should and

should not be allowed to do there?

Step 14 Brainstorm.

List Ss some library rules.

Step 15 Pair works.

Make a list of the things teenagers should and should not

be allowed to do. Discuss your list with your partner.

E.g.:

A: Do you think teenagers should …?

B: Yes, I …

Step 16 Language points: explain the key words and phrases in section A-1.

Step 17 Let Ss do some exercises about the language points.

Unit 7 Section A-2

Class Type Reading

Objectives 1. To know and understand the poem about “mom knows

best”.

2. To discuss the meaning of the title after reading.

Key 1. When I was a tiny baby crying all night/ tired and structure hungry/ … , my mom sang to me and stayed by my side/ give me food and warm arms to sleep in/ … .

2. But I talked back loudly/ shouted back angrily... ,

“I should be allowed to be eat some/ watch it…”.

9. Mom knows best, and for me she wanted only the best.

Earlybird

Difficulties How to better understand the meaning of the poem about mom.

Vocabulary Tiny, cry, field, hug, lift, badly, awful, regret, poem, community, chance, educate, manage, society

talk back, keep … away from, make one’s own decision Period 1

Procedure

Lead-in Revision.

Ask Ss to translate some phrases into Chinese.

Step 1 Enjoy a song: You Raise Me Up.

Step 2 Free talk.

Ask Ss to talk about the question: “When you have

different opinions with your parents, how do you deal with

that?”

Step 3 Activity 3a.

Let Ss read and discuss what the title of the poem means. Step 4 Activity 3b.

Read again and answer the questions.

Step 5 Free talk.

1. How do you get along with your parents?

2. Talk about one thing you disagree with them and how

you dealt with it.

Step 6 Brainstorm.

Introduce Ss about the meaning of the word “mother” and

a poem for mother.

Step 7 Watch a video.

Step 8 Brainstorm.

Introduce to Ss some sentences and famous sayings for

our parents.

Earlybird

Step 9 Language points: explain the key words and phrases in section A-2.

Step 10 More exercises about the language points.

Unit 7 Section B-1

Class Type Listening and speaking.

Objectives 1. To talk about the things you often do or not

2. To know the things that Peter talks about by listening.

3. To practice discussing the things if Peter should do or

not.

Key structure 1. Do you ever get to class late?

—Yes, I sometimes get to class late.

2. I think Peter should be allowed to / encouraged to/ …—I do not agree.

—I think …

Difficulties How to practice talking about the things Peter do are allowed or not by making conversations with your partner. Vocabulary Tiny, cry, field, hug, lift, badly, awful, regret, poem, community, chance, educate, manage, society

Keep … away from, make one’s own decision Periods 1

Procedure

Lead-in Revision.

Ask Ss to translate the phrases into Chinese.

Step 1 Exercises.

Let Ss translate the Chinese into English.

Step 2 Free Talk.

Show Ss and ask Ss to talk about the questions:

Earlybird

1. What can you do at school?

2. What can’t you do at school?

Step 3 Activity 1a-1.

Let Ss read the questions and to talk about “how often do

you do these things”.

Step 4 Activity 1b.

Talk about your answers in 1a.

Step 5 Pair works.

Ask Ss to make conversations with the sentences below.

E.g.: Do you ever …

get to class late? study

with friends? finish a test

early?

worry that you’ll fail a test?

Step 6 Activity 1b-2.

Ask Ss to listen and circle the things in 1a that Peter talks

about.

Step 7 Activity 1d.

Listen again and ask Ss to match the sentence parts.

Step 8 Free talk.

Read the following statements. Then discuss them with

your group.

Step 9 Pair works.

Ask Ss to have a conversation with the partner, like about

Test, Parents, etc.

E.g.: about the test

Do you ever be late for a test?

Do you have a chance to take the test later?

Do you think the chance to take a test should be given or

not?

Step 10 Free talk.

Show Ss some pictures and ask Ss to answer the questions:

1. Should students be allowed to study with friends?

2. Should students be allowed to surf the Internet?

Earlybird

3. Should students be allowed to have part-time jobs? Step 11 Language points: explain the key words and phrases in section B-1.

Step 12 Examples and exercises about the language points.

Step 13 Writing.

Write an article with the topic “Rules of My School”.

Unit 7 Section B-2

Class Type Reading and writing

Objectives 1. To understand the passage about the teenager Liu Yu.

2. To better understand the things parents want us to do

and what we should do.

3. To write a diary about the rules at home that you think

should be changed.

Key structure 1. Are you allowed to make your own decisions at home?

2. Should I be allowed to make my decisions?

3. I think I should be allowed to …

4. I do not agree with …

Difficulties How to understand the things teenagers should do or should not be allowed to do.

Hobby, support, race, enter, choice

Vocabulary G et in the way of, achieve one’s dream, make a/one’s choice

Periods 1

Procedure

Lead-in Enjoy a flash to have fun.

Step 1 Revision.

Ask Ss to complete sentences with words in right order. Step 2 Free Talk.

Show Ss some pictures and then ask them to talk about:

1. Could you do what you want at home?

Earlybird

2. What will happen if you want to make your own

decisions?

Step 3 Discussion.

1. What do you like doing?

2. Do your parents allow you to do it?

3. What do you think of it?

Step 4 Free talk.

Show Ss some pictures and ask Ss to talk about the

question: “what rules do you have at home”.

Step 5 Activity 2b.

Read the passage quickly and answer the questions.

Step 6 Read again.

Ask Ss think about the passage and to circle T or F.

Step 7 Find examples in the passage to place under each heading.

E.g.:

A: Points show Yu’s parents care about him.

B: Points show that Yu is unhappy with his parents.

Step 8 Free talk.

1. Ask Ss to discuss the time they spend on schoolwork

and on hobbies with a partner.

2. Let Ss supposed to show parents that they can make

responsible decisions by planning a schedule to balance

the time needed for schoolwork and hobbies.

Step 9 Writing.

Ask Ss to write a letter to your parents to tell them what

decisions you want to make for yourself and give your

reasons.

Step 10 Brainstorm.

Introduce Ss about the saying about dreams.

Step 11 Enjoy a song: Be What You Wanna Be.

Step 12 Language points: explain the key words and phrases in section B-2.

Step 13 More exercises about the language points.

Earlybird

Earlybird

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