Unit 7 Section A 第1课时 1a～2d-【初中学霸创新题】2025-2026学年九年级全册英语同步教案(人教版)

课时

第1课时 Section A （1a~2d）

课型

新授课

教学目标

【知识与技能】

1. 能掌握下列词汇：

  license, safety, smoke, part-time, pierce, no way,earring, flash, Picasso, anyway, cut one’s hair

2.能掌握以下句型：

(1)—I don’t think sixteen-year-olds should be allowed to drive.

  —I agree. They aren’t serious enough.

(2)Teenagers should not be allowed to smoke.

(3)Sixteen-year-olds should be allowed to get their ears pierced.  

【情感、态度与价值观】 

使学生了解他们必须遵守的一些严格规则。

教学重点

1.学会用“should + be allowed to”的结构谈论他们被允许做的事情。

2.学会谈论学生周围的规则，并表示“同意”或“不同意”。

教学难点

使学生在口语会话中听懂目的语，培养学生的听力能力和交际能力。

教学准备

多媒体课件或其他教学所需的工具

教  学 

过  程

Step 1: Leading in

    The T can play a video about rules for Ss. After watching the video, Ss can express their opinions. The T may use these prompts:

    Do you think rules are important in our daily life?

Why do we need rules?

Do you think sometimes we can break some rules for certain reasons?

The T can guide Ss to review what they have learned about rules in Grade7.Then teach Ss to talk about rules in their daily life with the target structure.  

The teacher can use these prompts:

What things are you allowed to do or not as a teenager?

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

Then the T can present some pictures of related words or phrases in this part and pre-teach the vocabulary to prepare for the following activities.

Step 2:Presentation

 Pre-listening

T: Do you have any family rules? What are they?

Ss: Yes, I do. Get home on time./Be polite to parents./Do homework first./Eat up food...

T: Do you agree or disagree with these rules?

Ss: …

T: Let's see some more rules in 1a.

  The T should make sure that Ss understand the requirement of the task and the meaning of these sentences in 1b.

While listening, the T can play the recording without stop for the first time and Ss finish the task in 1b. This step aims to develop Ss’s kills of grasping the target information. Then the T can play a second time to check Ss’ answers. This time, the T can stop at the key point and check Ss’ answers by asking them to say the full sentences.

Answers: 1.T   2. F   3. T

While-listening

The T may play the recording a third time and ask Ss to repeat the key sentences. The T may also ask some questions to consolidate Ss’ understanding of the dialog:

How does Anna go to the shopping center?

What does Anna want to buy?

Who is getting her ears pierced at the shopping center?

Post-listening

  The T can invite Ss to role-play the conversation in 1c. Then the Ss can work in pairs to make conversations using the target structure. During this step, the T should pay attention to the fluency of Ss’ speaking instead of the accuracy. Just offer help to the Ss in need and don’t over correct their small mistakes so that  Ss can speak as much as possible.

Step 3:Work on 2a,2b,2c & 2d

Pre-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?

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:

1.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... While-listening

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

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.

  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.

Pre-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.

While-reading

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?