32（九年级）Unit 7 Section A（2a-2d）（教案1）

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Unit 7  Teenagers should be allowed to choose their own clothes.
Section A（2a-2d）

Teaching Aims	Language goals     Learn the target structure in listening and speaking. Key words and phrases     earring, flash, Picasso, anyway, cut one’s hair. Key sentences     1. I’m really excited about seeing the famous paintings by Picasso.     2. Do you think we may be allowed to take photos if we don’t use a       flash?       3. Sixteen-year-olds should not be allowed to work at night.
Teaching Difficulties	Learn and practice the passive voice with modal verbs in listening and speaking.
Teaching Aids	A tape recorder ; CAI or multimedia courseware

Teaching Procedures	Tips
Step 1 Lead in
The T can present some interesting pictures about superheroes doing part-time jobs and ask Ss to express their opinions towards part-time jobs. The T can use the following prompts: Have you ever had a part-time job? Do you think teenagers should be allowed to do part-time jobs? Why do you think so? Then the T can guide Ss to have a debate in English to make Ss more involved in class and practice the target language.    Pro Side:Teenagers should be allowed to do part-time jobs.    Con Side:Teenagers should not be allowed to do part-time jobs.
Step 2 Presentation & Practice
2a   Before listening , the T can ask Ss to look at the picture in 2a and read the statements in the chart.Then Ss try making predictions. The T can use the following prompts: What is the boy in the picture doing? Where do you think we can see it in our daily life? 2a   The activity is to give Ss practice in listening to different opinions. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a. Then the T may play the recording for the second time and stop at the key point to make Ss to check their own answers. At last the T can present the correct answers. Answers: D  2.A   3.DK  4.D   5.A       After Ss have completed the activity 2a, the T may highlight the different ways of giving opinions used by the speakers.     should/I think/ I don’t think/I agree/ I disagree/ I don’t know... 2b     The activity is to give Ss practice in listening for specific reasons given to support opinions expressed. Ask Ss to read the reasons and reorder them from memory. Then the T can play the recording and make Ss to check their answers. Then the T can invite some Ss to read the reasons in the right order.      Answers: 4, 1, 5, 2, 3     2b Play the recording again and ask Ss to focus attention to more details in the conversation. The T can provide more exercises to check Ss’ understanding like True or False: 1.Molly is working late tonight.    (   F   ) 2. Both Kathy and Molly think teenage boys never get tired. (   F   ) 3. Kathy and Molly don’t think Larry should work every night. (  T    ) 4. Larry’s hair is too long and doesn’t look clean. ( T     ) 5. Larry doesn’t have many friends because he doesn’t like to       make friends. (  F    ) After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. 2c   To give Ss opportunity to talk about what teenagers should or should not be allowed to do, the T may conduct the activity by having Ss work in pairs first to make a list of things that teenagers should or should not be allowed to do. Once Ss have done that, ask each pair to join another pair. The two pairs can take turns to ask and answer questions using the model given in the blue box. Remind Ss to give reasons to support their opinions. Should Should not
Step 3 Presentation & Reading
2d   Before reading, the T can use these prompts to encourage Ss to have a discussion so that Ss’ interest can be aroused: How will you feel if you know you are going to visit an art museum? What will you do there? Do you think you will be allowed to take photos in a museum? Why? Then the T can play a video to explain why taking photos in museums is not allowed and elicit more museum rules from Ss. 2d   The T can ask Ss to read the conversation carefully. The T can check their understanding by asking them questions : 1. What’s the relationship between Sandy and Wu Lan? 2. Where are they going for the school trip this year? 3. How does Sandy feel about the trip? Why? 4. What did Mr. Smith say about the rules in the museum? 5. What does Sandy think they should be allowed to do in the museum? 2d   The T can focus Ss’ attention on the structure of passive voice appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.
Step 4  Summary & Homework	The homework can vary with the specific conditions.
Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework:     Preview the passage in 3a. Do the exercises in students’ book.
Teaching Reflection	We can discuss the school rules in the passive voice.We teach the students to use “should be allowed to do/should not be allowed to do” in this unit.They can learn by listening and speaking about the rules they are familiar with.They have a lot to say and this can help them learn fast.In this period，we can use reflecting and transforming strategy to lead the students to talk about rules and practice oral ability.