Unit 7 Teenagers should be allowed to choose their own clothes.-Section B 3a-selfcheck 教案2024-2025学年人教版英语九年级全册

教学设计 课题 Unit 7 Teenagers should be allowed to choose their own clothes.-Section B-3a-Self Check 课时 1 教学目标 Language Competence: Consolidate modal verb passive structures (e.g., "should be allowed to") and apply them in writing to express opinions on teenage choices. Cultural Awareness: Reflect on societal norms affecting teenagers’ decision-making rights, comparing different cultural perspectives on independence. Thinking Quality: Synthesize ideas to form balanced arguments (e.g., weighing freedom and responsibility) and justify opinions with logical reasoning. Learning Ability: Self-assess grammar mastery through exercises, identify knowledge gaps, and enhance autonomous learning via peer review. 重难点 Grammar Integration: Correctly use "modal verb + be + past participle" in writing, avoiding tense or structure errors. Argument Construction: Organize persuasive paragraphs with clear claims, supporting reasons (e.g., safety, maturity), and real-life examples. Self-evaluation: Identify and correct mistakes in sentence structures (e.g., passive-voice misuse) through Self Check exercises, reinforcing accuracy. 教学环节 学习活动 新课教学 开场 Teacher: Good morning, class! Before we start today's lesson, let's have a quick review of what we learned in the previous classes of Unit 7. Who can tell me some of the key phrases we've studied? Student: Be strict with sb. Teacher: Very good! Student: Get in the way of. Teacher: Excellent! Now, can you use one of these phrases to make a sentence? Student: My parents are very strict with me about my study. Teacher: Great job! That's exactly right. These phrases are very important as they will help us better understand and express ideas in today's lesson. Now, let's move on to the new part of Unit 7, Section B 3a - Self Check. Section B 3a Teacher: First, look at the task in 3a on page 55. Here, we are going to talk about the rules at home. Everyone has some rules at home, right? I want you to think about two rules in your family that you don't agree with. Then, write them down in the first column of the table. While you're thinking, I'll give you an example. In my family, there is a rule that I have to go to bed before 10 p.m. every day. Sometimes, I have a lot of work to do, and I think this rule is a bit too strict. Now, it's your turn. Take a few minutes to write down your family rules. (Students write down their family rules.) Teacher: Okay, time's up. Let's share some of the rules. Who would like to start? Student: In my family, I'm not allowed to play computer games on weekdays. I think it's too strict because I can finish my homework quickly and then have some free time to relax. Teacher: Good. Write that down in the table. The rule is "Not allowed to play computer games on weekdays", and the reason you don't agree is "Can finish homework quickly and need some free time to relax". Now, for the third column, we need to think about how we can change this rule. Any ideas? Student: Maybe I can be allowed to play for an hour on weekdays after I finish my homework. Teacher: That sounds reasonable. Write it down. Now, let's hear another rule from someone else. Student: My parents don't let me go out with my friends at night. I don't agree because I'm old enough to take care of myself, and it's a good way to socialize. Teacher: Great sharing. So, the rule is "Not allowed to go out with friends at night", the reason is "Old enough to take care of myself and need to socialize". And for the change, what do you think? Student: I could go out with friends on weekends at night, but come back home before 9 p.m. Teacher: Perfect. Now, after filling in the table, we are going to write a diary entry. Look at the tips below the table. When writing a diary entry, we can start with a sentence like "Dear Diary". Then, introduce the rules you don't like. For example, "There are some rules in my family that I really don't agree with. One of them is...". Use the information in the table to write the reasons and the suggestions for change. Also, try to use some of the phrases and grammar we've learned in this unit, like "be allowed to", "should". Now, start writing your diary entries. You can use about 10 - 15 minutes to complete it. (Students start writing their diary entries.) Teacher: While you're writing, I'll walk around and help if you have any questions. Remember to organize your ideas clearly and use correct grammar and spelling. (Teacher walks around the classroom, providing individual help.) Teacher: Okay, most of you have finished. Let's share some of your diary entries. Who wants to read theirs aloud? Student: (Reads the diary entry) Dear Diary, There are two rules in my family that I don't like. The first one is that I'm not allowed to stay up late. I understand that getting enough sleep is important, but sometimes I want to read some interesting books or watch a movie. I think I should be allowed to stay up until 11 p.m. on weekends. The second rule is that I have to clean my room every day. It takes a lot of time, and I'm busy with my studies. I suggest that I clean my room twice a week. Teacher: Wonderful! You've clearly stated the rules, your reasons, and the suggestions. You also used the correct grammar and expressions. Let's give a round of applause. Now, let's hear from another student. Student: (Reads the diary entry) Dear Diary, I really don't like the rule in my family that I can't choose my own clothes. My mom always buys clothes for me, and I don't like some of them. I'm old enough to have my own taste in fashion. I think I should be allowed to choose my clothes when we go shopping. Another rule I don't agree with is that I can't have a pet. I love animals, and I think having a pet can teach me responsibility. I suggest that we can get a small pet like a hamster. Teacher: Excellent! Your writing is very creative and full of personal feelings. After sharing, you can exchange your diary entries with your partners. Read each other's entries and give some suggestions. Check if there are any grammar mistakes, if the ideas are clear, and if the language is vivid. You have about 5 minutes for this peer - review. (Students exchange and review each other's diary entries.) Teacher: Time's up. Let's come back together. Did you find anything interesting or any mistakes in your partner's writing? Student: In my partner's diary, he wrote "I should allowed to...", but it should be "I should be allowed to...". Teacher: Good catch! That's a common mistake. Remember, when using "should" in the passive voice, we need to use "should be + past participle". Now, based on the suggestions from your partners, you can make some final changes to your diary entries if necessary. Make them as perfect as possible. Self Check Teacher: Now, let's move on to the Self Check part. In Self Check 1, we are going to review some of the key words and phrases in this unit. Look at the left - hand side of the page. You can see some definitions. Match them with the correct words or phrases on the right - hand side. For example, the first definition is "to be successful at something". What word or phrase does it match with? Student: Achieve. Teacher: Exactly. Write "achieve" next to the first definition. Now, work on the rest of them by yourself. You have 3 - 5 minutes. (Students do the matching exercise.) Teacher: Time's up. Let's check the answers. The second definition is "not to allow something". What's the answer? Student: Prevent. Teacher: Right. And for "a person who is trained in a sport and can earn money from it"? Student: Professional. Teacher: Correct. Let's continue in this way and check all the answers. (Teacher and students check all the answers together.) Teacher: In Self Check 2, we are going to practice using the grammar of this unit. Look at the sentences. Complete them with the correct forms of the verbs in the brackets. For example, the first sentence is "Teenagers should ______ (allow) to choose their own clothes." What form should we use here? Student: Be allowed. Teacher: That's right. Because this is a passive voice sentence, and the structure for "should" in the passive voice is "should be + past participle". Now, do the rest of the sentences on your own. (Students complete the sentences.) Teacher: Let's check the answers. For the second sentence "He needs ______ (spend) more time on his homework." What's the answer? Student: To spend. Teacher: Correct. Because "need" here is a main verb, and the structure is "need to do sth." Now, let's check the third sentence... (Teacher and students check all the sentences together, explaining the grammar points for each one.) Teacher: Finally, in Self Check 3, we are going to write a short passage. The topic is "Should teenagers be allowed to make their own decisions?" First, think about your opinion. Do you think teenagers should be allowed to make their own decisions? Why or why not? Then, write a short passage with at least 80 words. You can use some of the ideas and expressions we've learned in this unit. Start writing now, and you have about 10 - 15 minutes. (Students start writing their passages.) Teacher: Just like in the 3a writing, while you're writing, I'll come around to help. Make sure your passage has a clear structure, with an introduction, body, and conclusion. Also, use correct grammar and vivid language. (Teacher walks around, providing help.) Teacher: Okay, let's stop here. Who would like to share their passage? Student: (Reads the passage) I think teenagers should be allowed to make their own decisions. As we grow older, we need to learn to be independent. Making our own decisions can help us develop this ability. For example, we should be allowed to choose our own hobbies. This way, we can do what we really like and put more effort into it. However, we are still young and may make wrong decisions sometimes. So, parents should guide us. In conclusion, teenagers should be given the chance to make decisions, but with the help of parents. Teacher: Very good! Your passage is well - organized. You clearly stated your opinion, gave reasons, and also considered the possible problems. Let's hear from another student. Student: (Reads the passage) I don't think teenagers should be allowed to make all their own decisions. We are not mature enough and may not think carefully. For example, if we are allowed to choose our own friends without any guidance, we might make bad friends who will have a negative influence on us. Also, when it comes to important things like choosing a school or a career, parents have more experience. They can help us make better decisions. But this doesn't mean we should never make any decisions. We can start with small things and gradually learn. Teacher: Excellent! You presented a different view, and your argument is very logical. After sharing, you can again exchange your passages with your partners. Read each other's work and give feedback. Pay attention to the content, grammar, and organization. (Students exchange and review passages.) Teacher: Time's up. I hope you've learned a lot from this peer - review. Based on the feedback, you can make some improvements to your passages at home. 课堂总结 Teacher: Class, today we've completed Section B 3a and Self Check of Unit 7. In 3a, we learned how to talk about family rules we don't agree with, give reasons, and suggest changes. We also practiced writing a diary entry. In Self Check, we reviewed key words, phrases, and grammar, and we wrote a short passage on the topic of teenagers making their own decisions. Remember to keep practicing what we've learned today. You can write more about your opinions on different topics, using the grammar and vocabulary from this unit. Next class, we will have a small quiz to check your understanding. That's all for today. Class is over. Goodbye! 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 $$