Unit 7 Section A 3a～3c 教案-2024-2025学年人教版（2012）英语九年级全一册

教学设计 课题 Unit 7 Teenagers should be allowed to choose their own clothes.-Section A-3a-3c 课时 1 教学目标 Language Competence: Grasp complex sentences with "be allowed to" structure, practice reading comprehension of argumentative texts, and use conjunctions like "however" to connect ideas. Cultural Awareness: Explore societal views on teenage autonomy in different contexts, analyzing how cultural values influence parent-teen relationships. Thinking Ability: Distinguish between main ideas and supporting details in debates about teen rights, fostering logical reasoning. Learning Ability: Apply skimming and scanning skills to extract key arguments, and summarize opinions through writing practice. 重难点 Reading Skills: Identify persuasive techniques (e.g., examples, statistics) in texts about teenage independence. Grammar: Passive voice with modal verbs (e.g., "Teens should be allowed to...") and clauses expressing permission/objection. Writing: Construct balanced arguments with clear topic sentences and supporting details, addressing counterarguments. 教学环节 学习活动 新课教学 Teacher: Good morning, class! We had an interesting discussion last time about what teenagers should or should not be allowed to do. Now, let's recall some of the points. Who can tell me one thing that you think teenagers should be allowed to do? Student 1? Student 1: Teenagers should be allowed to choose their own hobbies. Teacher: That's a great idea. Hobbies can help us develop our interests. And what about something teenagers shouldn't be allowed to do? Student 2? Student 2: Teenagers shouldn't be allowed to drive without a license. Teacher: Absolutely right. Safety first! Today, we are going to continue our exploration in this unit. We are going to look at a passage in 3a. But before we start, let's learn some new words and phrases that might appear in the passage. (Write the words on the blackboard: community, keep... away from, chance, volunteer, local) Teacher: Look at the word “community”. It means a group of people living in the same area or having a particular characteristic in common. For example, we live in a friendly community. Repeat after me, “community”. (Students repeat) Teacher: Next, “keep... away from”. This phrase means to prevent someone or something from coming close to a particular place or person. For instance, we should keep children away from dangerous places. Can you make a sentence using “keep... away from”? Student 3? Student 3: We should keep wild animals away from our living areas. Teacher: Well done! Now, “chance”. It means an opportunity to do something. I have a chance to visit the Great Wall this summer. Read the word together, “chance”. (Students read) Teacher: “Volunteer”. When we volunteer, we offer to do something without being paid. Many students volunteer to help the old in the nursing home. Say “volunteer” aloud. (Students say) Teacher: And the last one, “local”. It means relating to the area where you live. We often go to the local park on weekends. Read “local” with me. (Students read) Teacher: Now that we know these new words, let's move on to 3a. Look at the title of the passage, “Should I be allowed to make my own decisions?” What do you think the passage will be about? Discuss in pairs and share your ideas in a minute. (Students discuss) Teacher: Okay, time's up. Who would like to share their predictions? Student 4? Student 4: I think it will be about a teenager who wants to make his own decisions, but maybe his parents have different opinions. Teacher: That's a very reasonable prediction. Now, let's read the passage quickly and see if your predictions are right. Try to get the main idea of each paragraph. (Students read the passage quickly) Teacher: Alright, let's start with the first paragraph. What's the main idea of the first paragraph? Student 5? Student 5: It talks about a boy named Liu Yu, who is a running star and has a strong wish to achieve his dream. Teacher: Exactly. And what's his dream? Student 5: His dream is to be a professional runner. Teacher: Right. Now, let's look at the second paragraph. Student 6, what's the main idea here? Student 6: Liu Yu's parents don't support his dream of being a professional runner. They worry about his future if he doesn't succeed. Teacher: Good. His parents have their concerns. How about the third paragraph? Student 7? Student 7: Liu Yu doesn't agree with his parents. He thinks he should be allowed to make this choice by himself. Teacher: Very good. Now, let's read the passage again carefully. This time, pay attention to the details and answer the questions in 3b. (Students read the passage carefully and answer the questions) Teacher: Let's check the answers to the questions in 3b. For the first question, “What is Liu Yu's hobby?” Student 8? Student 8: His hobby is running. Teacher: Correct. Second question, “What do his parents worry about?” Student 9? Student 9: His parents worry that if he doesn't succeed as a runner, he won't have anything else to fall back on. Teacher: Right. Third question, “What does Liu Yu think?” Student 10? Student 10: Liu Yu thinks he should be allowed to make his own decisions and that running is the only thing he has ever wanted to do. Teacher: Good job, everyone. Now, let's have a deeper discussion. Do you think Liu Yu should be allowed to make his own decisions about his future? Let's have a debate. Divide into two groups. One group will support Liu Yu's idea, and the other group will support his parents' idea. Each group choose a few representatives to present your arguments. (Students divide into groups and start the debate) Teacher: Okay, time's up. Let's start with the group that supports Liu Yu. Representative 1, please present your arguments. Group 1 Representative 1: We think Liu Yu should be allowed to make his own decisions. He has a clear dream, and if he is not allowed to pursue it, he may always regret it in the future. Everyone has the right to chase their dreams, and Liu Yu is no exception. Also, he is old enough to understand the consequences. Teacher: Thank you. Now, the group that supports the parents. Representative 1? Group 2 Representative 1: We believe Liu Yu's parents are right. Being a professional runner is very difficult, and the chance of success is slim. His parents are just worried about his future. If he fails, he may not have a good life. It's better to focus on his studies and have a more stable future. Teacher: Both sides make very good points. This is a common dilemma that many teenagers and their parents face. Now, let's move on to 3c. In 3c, we are going to learn about the grammar in this unit - the passive voice with “should”. Look at the sentences from the passage: “I should be allowed to make this choice myself.” “Teenagers should not be allowed to smoke.” Can you find the structure of the passive voice with “should”? Discuss in pairs. (Students discuss) Teacher: Who can tell me the structure? Student 11? Student 11: The structure is “should + be + past participle”. Teacher: Exactly! Well done. Now, let's practice this grammar. I will give you some sentences, and you need to change them into the passive voice with “should”. For example, “We should clean the classroom every day.” How do we change it? Student 12? Student 12: The classroom should be cleaned every day. Teacher: Correct. Now, here is the next sentence: “People should plant more trees.” Student 13? Student 13: More trees should be planted. Teacher: Good. Another one: “We should protect the environment.” Student 14? Student 14: The environment should be protected. Teacher: Very good. Now, let's do some more exercises on the screen. (Show some exercises on the screen and let students do them) Teacher: Let's check the answers. (Check the answers one by one) Teacher: Today, we learned a lot from the passage about a teenager's struggle for making his own decisions, and we also learned the grammar of the passive voice with “should”. Remember to review these knowledge points after class. Next time, we will continue to explore more in this unit. See you! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$