35（九年级）Unit 7 Section B（1a-1e） （教案1）

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Unit 7 Teenagers should be allowed to choose their own clothes.
Section B（1a-1e）

Teaching Aims	Language goals   Talk about school rules and express agreement and disagreement. practice. Key words and phrases fail a test, pass the test, take the test, be strict with. Key sentences     1. I’m not allowed to get to class late,and there was a big test today.     2. And you weren’t allowed to take the test?     3. Parents should not be too strict with teenagers.
Teaching Difficulties	How to personalize the target language to make the language more meaningful and keep students motivated.
Teaching Aids	A tape recorder; CAI or multimedia courseware

Teaching Procedures	Tips
Step 1 Warm-up
The T can have Ss talk about their special experiences at school by presenting some pictures. The T may use these prompts: Have you ever …?   How often do you do that?     ... Then the T can encourage Ss to express their opinions using the target language. The T can use these prompts: Do you have any school rules? What do you think of these rules? What do you think teenagers should be allowed to do at school?
Step 2Presentation & Practice
1a This activity is to prompt Ss to think about how often they do certain things associated with school. The T may lead in to the activity by drawing Ss’ attention to the picture in 1a. Encourage Ss to discuss the picture by using these prompts: What do you think is happening in this picture? How do you think the people in the picture might be feeling? (The teacher loos annoyed. The boy who is late might be embarrassed or upset. The other students might feel sorry for him, or they might be disapproving.). 1a     Ss read the sentences in 1a and the T can ask some questions and make Ss answer using the full sentences. For example:     Can you think of a time when you were late for class? When was that? How often do you get to class late?     Have you ever studied with friends?How many times have you studied with friends? Where do you usually study?     Have you ever finished a test early? Why do you finish it early? Do you often worry about failing a test? What do you do if you worry about it? 1b     At first the T may remind Ss to pay attention to the position of the adverbs of frequency in a sentence. Then the T make Ss talk about their answers in pairs and invite some pairs to role-play their conversations in class. The T can make some assessments. 1c The T can play the recording and Ss finish the task in 1c. Then the T can invite some Ss to share answers to check. Answers:  1,4 1d     This activity is to give Ss practice in listening for specific information. The T can ask Ss to look through the sentences in 1d and make predictions before playing the recording .Ss finish the task in 1d and the T can nominate Ss to share their answers by reading aloud the complete sentences. Then T may want to highlight the difference in tenses between sentences 2 and 3 and the significance of this difference. Answers: c 2.e  3.a  4.b   5.d Then the T can play the recording again and stop at the key point to draw Ss’ attention to some key sentences so that Ss can have a better understanding of the listening material. The T can even invite some high level Ss to repeat the sentences after listening to practice their oral ability.                                                             1e   The activity is to provide Ss with speaking practice using the target language. Before asking Ss to to start on the activity, the T may want to review phrases used to express opinions and to agree and disagree. E.g. I think/ I don’t think/ I agree/ I disagree/I don’t know about that/ I’m not sure but... Then the T can divide Ss into groups of four or five to discuss the questions in 1e. The T can use the following prompts to help Ss to discuss: 1. Peter should be allowed to take the test later. Do you think Peter should be allowed to take the test later? Why do you think he should? Why do you think he should not? Is it fair or unfair for the other students if he takes the test later? Will more students come to class late if he gets to take the test later? 2. Students need strict rules. Why do students need strict rules? Do you think a school has to have rules? What will happen if there are no rules at school? Does a rule tell you what is right and what is wrong? 3.Parents should not be too strict with teenagers. Are your parents too strict with you? Is it good or bad for you? Do you like the rules? Why? Why not?
Step 3  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 Section B 2b. Do the exercises in students’ book.
Teaching Reflection	The design of activities before listening(Activities1a and 1b) is very important. The purpose is to activate the memory in students' brain, recall the learned words, phrases and sentence patterns, and pave the way for listening activities. At the same time, students' response process is also to learn and consolidate language knowledge in application. The role of teachers in this link is also very important. They should be good at providing topics and mastering the rhythm and difficulty levels of the discussion and adjusting the discussion atmosphere. We should not only encourage excellent students to express actively, but also pay attention to the students with average or weak foundation and give them the opportunity to express, even if they are just asked to repeat the statements of other students or express whether they agree with others. Teachers should also purposefully pre-teach the unfamiliar words possibly appearing in 1c-1d. In addition, the demonstration of teachers' language is extremely important. The wording should be concise, clear and easy to understand, which is also an important language information input.