新目標九年級上Unit3-Period3同步教案（精選5篇）
新目標九年級上Unit3-Period3同步教案 篇1
課題 unit 3 teenagers should be allowed to choose their own clothes period 3
教學目標 1. knowledge objects
(1) key vocabulary：stay up
(2) target language
2. ability object
train students’ integrating skills.
3. moral object
students may think parents should allow them more freedom. in fact, they are weak in telling the right from wrong. so accept parents’ advice.
教材分析 1.teaching key points
talk about what oneself is or isn’t allowed to do using the target language.
ask for what someone is or isn’t allowed to do using the target language.
2. teaching difficult point
train students’ integrating skills by task-based activities.
實施教學過程設計 step ⅰ revision
play a game to review the structure be or be not allowed to.
divide the class into groups. each group is asked to make a list of school rules.
the group which writes down the most rules within five minutes wins the game.
step ⅱ 3a
this activity provides reading and writing practice using the target language.
point to the picture and ask students to describe it.
invite a pair of students to read the conversation to the class.
call students’ attention to the chart. say, you are to read the conversation again and write sun fei’s and wu yu’s rules in the chart. ask a student to read the sample answers to the class.
get students to complete the chart individually. remind them to use "don’t" and "you can".
as they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.
check the answers.
answers
sun fei: you have to be home by 10:00 p.m.
wu yu: you have to stay at home on school nights.
you can go to the movies with friends on friday nights.
you can go shopping with friends on saturday afternoon.
you can choose your own clothes.
don’t get your ears pierced.
step ⅲ 3b
this activity provides listening and speaking practice using the target language. focus attention on the conversation. ask a pair of students to read it to the class, completing the last sentence.
sa: what rules do you have at home?
sb: well, i’m not allowed to go out on school nights. how about you?
sa: i’m not allowed to go out on school nights, either. but i can study at a friend’s house.
write the conversation on the blackboard.
say, please cover the conversation in activity 3a. using the information in the chart, make new conversations in pairs.
get students to complete the work in pairs. move around the room checking progress and offering any help students need.
ask several pairs to share their conversations with the class.
step ⅳ part 4
this activity provides reading, writing, listening and speaking practice using the target language.
read the instructions to the class.
call students’ attention to the chart. set a time limit of one minute.
students read the headlines at the top and at the sides.
demonstrate how to fill in the chart with a student.
t: do you have to go home after school, wei ming?
w: yes,i do.
t: are you allowed to stay up until 11 : 00 p.m.?
w: no, i’m not.
t: …
tell students where to write wei ming in the chart.
say, you are to ask different students in the class and find three people who have to follow each of the rules in the chart.
ask students to complete the chart. allow them to stand up and move around the room. walk around the room checking progress and offering help with pronunciation and writing.
ask several students to tell the class what they learned. for example, a student might say, wei ming has to go home after school. liu chang is allowed to stay up until 11:00 p.m. and so forth.
review the task. ask, who has to go home after school? count the hands and let students keep a record. do the same approach with the other items. discuss the results with the class.
optional activity
ask students to create a chart similar to the one in activity 4. then make a different list of rules from the ones in the book. get them to complete the activity by going around the class and filling in the chart.
step ⅴ summary and homework
say, in this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do.
新目標九年級上Unit3-Period3同步教案 篇2
課題 unit 3 teenagers should be allowed to choose their own clothes period 2
教學目標 1. knowledge objects
(1) key vocabulary：earring, instead of
(2) target language
2. ability objects
(1)train students’ listening skill.
(2)train students’ communicative competence.
3. moral object
you should have the courage of your opinions.
教材分析 1. teaching key point
target language
2. teaching difficult point
agreement and disagreement
實施教學過程設計 step ⅰ revision
play a game to review the structure be used to do.
write sentence starters on separate pieces of paper as follows:
i’m allowed to……；my brother isn’t allowed to…；students should not allowed to…；put the papers in a paper bag. put students into teams. each team chooses a slip from the bag. set a time limit of five minutes. each team writes as many sentences and reasons as they can. when time is up, collect their answers. each team gets one point for each correct sentence and one point for each correct reason. the team which gets the most points wins the game.
step ⅱ 2a
this activity provides practice understanding the target language in spoken conversation.
point to the picture and ask students what is happening. elicit answers from students.
t: what’s the boy doing?
ss: he is working part-time.
t: what are the girls doing?
ss: they are talking.
point to the statements in the chart.
have students look them through. answer any questions students raise to make sure they comprehend each sentence.
point to the lists of responses. say, you are to hear kathy and molly having a conversation. kathy will make some statements. listen and check what kathy thinks and circle agrees, disagrees or doesn’t know to show what molly thinks. point out the sample answers,
play the recording for the first time. students only listen.
play the recording again. this time students listen and check what kathy thinks and circle if molly agrees, disagrees or doesn’t know.
check the answers.
answers
kathy the following sentences should be checked:
1,2,3,4,5
molly 1. disagrees 2. agrees
3. doesn’t know 4. disagrees
5. doesn’t know
step ⅲ 2b
this activity provides practice in understanding the target language in spoken conversation.
point to the list of reasons in the box. invite a student to read them to the class.
say, you are to hear the same conversation again. this time number their reasons in the correct order as you hear on the recording. point out the sample answers.
play the recording again. students listen and number the reasons.
check the answers.
answers
the correct order should be：
4,1,5,2,3
step ⅳ 2c
this activity provides oral practice using the target language.
read the instructions to the class. ask students for suggestions that teenagers should and should not be allowed to do.
remind them to look back at activities 1a and 2a. for example, students might say,
teenagers should be allowed to make their own decisions. teenagers above seventeen should be allowed to join the army. teenagers shouldn’t be allowed to stay up…
point to the sample conversation. invite a pair of students to say it to the class,
completing the sentences.
sa: do you think teenagers should be allowed to work part-time?
sb: yes, i think they should learn to be independence.
ask another pair to demonstrate a new conversation.
sa: do you think teenagers should be allowed to drive?
sb: no, i don’t think they are old enough to drive.
have students work in pairs. move around the room listening in on various pairs and offering any help they may need.
check the answers by asking different pairs to say their conversations to the class. note: answers will vary.
step ⅴ grammar focus
ask different pairs of students to say the statements and questions. write them on the blackboard. check how well students understand each sentence by asking a student to repeat it in his/her own words. point out i disagree, i agree and do you think …? if necessary, give students more practice.
grammar note
don’t explain the structure “be allowed to” to students. it’s too complex for students to understand at this point. so it can be studied almost as if it were a vocabulary item at this level.
step ⅵ summary and homework
say, in this class, we’ve done a lot of listening and speaking practice using the target language. and we’ve also talk about agreement and disagreement. review the grammar box to get a further understanding of the target language.
新目標九年級上Unit3-Period3同步教案 篇3
課題 unit 3 teenagers should be allowed to choose their own clothes period 6
教學目標
1. knowledge objects
(1) key vocabulary：finish, allow, choose, need, clear up, perform, primary
(2) make sentences using vocabulary words.
(3) write a letter using the target language.
2. ability object
train students’ ability of writing.
3. moral object
every thing has its advantages and disadvantages. so treat things critically.
教材分析
1. teaching key points
fill in blanks and make sentences using vocabulary words.
write a letter using the target language.
2. teaching difficult points
make sentences using vocabulary words.
write a letter using the target language.
實施教學過程設計
step ⅰ revision
(1) check homework. get different students to read their articles to the class.
(2)debate: divide the class in half down the middle into two teams. team a agrees that students should wear school uniforms while team b disagrees. at the end of the debate, each team chooses a leader to summarize their ideas.
team a: we think students should wear school uniforms. firstly, school uniforms are neat and tidy. secondly, they are a symbol for students. thirdly, when we wear our school uniforms, we feel equal and no need to follow the fashion.
team b: we don’t think students should wear school uniforms. for one thing, they are uncomfortable and the color is too dull. for another, they are very simple and they are outdated.
step ⅱ part 1
this activity provides a comprehensive review of vocabulary presented in the unit.
focus attention on the box. invite a student to read the vocabulary words at the top.
say, you are to fill in the blanks with the words. in some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.
ask students to fill in the blanks on their own.
check the answers. five students each read a sentence, filling in the blanks. the rest of the students cheek their answers.
answers
1. allowed 2. finish 3. clean up 4. choose 5. needs
ask students to make their own sentences with the words, preferably sentences that are meaningful. move around the room. collect a few students’ answers with mistakes on the blackboard. help correct the mistakes.
sample answers
1.students should not be allowed to smoke.
2.nave you finished reading the book?
3.we should clean up our classroom every day.
4.you may choose three from the books.
5.you needn’t come so early.
step ⅲ part 2
this activity provides reading and writing practice using the target language.
read the instructions to the class.
call attention to the article. read it to the class. explain the new vocabulary perform and primary.
point to the letter beneath the article. ask students to complete the work on their own on a separate piece of paper. say,
you will address the points in the original letter rather than introducing new points.
show the sample version on the screen by a projector. students may use it as a model.
dear editor,
i would like to reply to the article "helping and learning" in your last newsletter. i agree with some ideas and disagree with others. the article said
that students should be allowed to volunteer more often. i think it’s a good
idea. because volunteering is good for future jobs. however, i don’t agree to
the suggestion that students should visit primary schools and help teach young
students. i think we are just students.
we have no experience in teaching. we should do something we can.
yours,
wei ming
note: the letter will vary.
step ⅳ just for fun!
this activity provides reading and speaking practice with the target language.
ask all students to read the cartoon story. ask students why it is funny. help students to answer, the police officer doesn’t notice that it is an elephant, not a car, that is in the middle of the street.
step v summary and homework
in this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. homework for today:
1. read the article in 2 again.
新目標九年級上Unit3-Period3同步教案 篇4
課題 unit 3 teenagers should be allowed to choose their own clothes period 1
教學目標 1. knowledge objects
(1) key vocabulary: allow, drive, pierce, driver, license, silly
(2)structure: should be allowed to
2. ability objects
(1)train students’ listening skill and communicative competence.
3. moral object
students should do what they are allowed to do and avoid doing what they aren’t allowed to do.
教材分析 1. teaching key points
target language
the structure：should be allowed to
2. teaching difficult point
the structure: should be allowed to
實施教學過程設計 step ⅰ revision
show the following on the screen by a projector.
go out at night
collect stamps
be alone at home
ask the teacher questions
drink milk
read english magazines
eat eggs
write letters
ask students to make sentences with the phrases above using the structure used to. both statements and questions are acceptable.
step ⅱ 1a
this activity focuses on vocabulary words and the structure "should be allowed to."
show the new words on page 18 on the screen by a projector.
allow v.允許，準許
drive v.駕駛；駕車
pierce v刺穿；刺破
license(＝licence) n.執照；許可證
silly adj.愚蠢的；傻的
say the words and have students repeat over and over again until they are pronounced fluently and accurately.
write the words "can do" and "can’t do" side by side on the blackboard. then ask students questions about things that their parents say they can and can’t do.
t: wei ming, do your parents let you play soccer ball after school?
w: no. they say i must put my heart into studies.
t: i see. (write play soccer ball under can’t do on the blackboard.)liu chang, do your parents let you surf the internet?
l: yes. it is helpful to my study.
t: i see. (write surf the internet under can do on the blackboard. )
…
ask some more questions and add more examples to both columns.
ensure that the blackboard ends up like this.
can do can’t do
surf the internet play soccer ball
… …
now write on the blackboard the headlines "is allowed to" and "isn’t allowed to" instead of "can do" and "can’t do".
the blackboard looks like this:
is allowed to isn’t allowed to
surf the internet play soccer ball
… …
say, liu chang can surf the internet at home. she is allowed to surf the internet.
(write the sentence on the blackboard) wei ming can’t play soccer ball after school. he isn’t allowed to play soccer ball. (write the sentence on the blackboard) ask students to repeat each sentence.
repeat this practice with all the items on the lists.
read the instructions to the class. say,
all the sentences in the box are things that students are or aren’t allowed to do.
set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to the class instead.
ask students to tell you what’s their attitude to each sentence. for example, for the first sentence, a student might say, i think it’s ok for us to go out every night. we need to relax our minds after a hard day at school. another student might say, i think it is unnecessary for us to go out every night. we shouldn’t relax in our efforts. it’s a waste of time.
say, please circle a for agree or d for disagree for each sentence on your own.
when all the students are finished, ask students to raise their hands to show which things are or aren’t allowed to do.
discuss the results with the class.
answers to this activity will vary.
step ⅲ 1b
this activity gives students practice in understanding the target language in spoken conversation.
read the instructions to the class. say,
you will hear a conversation between
anna and her mother. they don’t agree with everything. get students to read the three sentences in the box silently.
play the reading for the first time.
students only listen.
play the recording a second time. this time students listen and circle t or f.
check the answers.
answers
1. t 2, f 3. t
step ⅳ 1c
this activity provides oral practice using the target language.
read the instructions to the class.
call students’ attention to the phrases in the left box. invite a student to read them to the class.
invite another student to read the statements in activity 1a.
focus attention on the conversation in the right box. ask a pair to read it to the class, completing the last sentence.
sa :i think teenagers should be allowed to go out with their friends.
sb :i agree. they need to relax.
write it on the blackboard. then demonstrate a new conversation with another student.
t: i think sixteen-year-old students should be allowed to drive.
sc:i disagree. they are not old enough.
say, now work with a partner. make conversations using the phrases in the box and the statements in activity 1a.
as students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed.
after students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations.
step ⅴ summary and homework
in this class, we’ve learned a most useful structure be allowed to do and we’ve done much listening and oral practice using the target language. ask students to think of as many things as they can that haven’t been introduced in class. write them down using be(not) allowed to do.
新目標九年級上Unit3-Period3同步教案 篇5
課題 unit 3 teenagers should be allowed to choose their own clothes period 4
教學目標 1. knowledge objects
(1) key vocabulary：be strict with, take a test, pass a test, fail a test
(2)target language
2. ability objects
(1) train students’ listening skill.
(2) train students’ ability to talk about agreement and disagreement.
3. moral object
it’s good manners to be on time.
教材分析 1. teaching key points
review some key vocabulary words and target language.
talk about agreement and disagreement.
2. teaching difficult point
talk about agreement and disagreement.
實施教學過程設計 step ⅰ revision
(1)check the homework.
(2) competition: write "are allowed to" and "aren’t allowed to" on the blackboard, divide the class into groups.
each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. see which group can think of the most items for each category.
step ⅱ 1a
this activity reviews the use of always, sometimes, usually and never.
point to the picture. ask students to describe what is happening in the picture.
help students to say, the boy is late for class. invite a student to read the four questions in the box to the class.
read the instructions and remind students of the exact meanings of the adverbs of frequency.
say, please write a after things you always do, u after things you usually do, s
after things you sometimes do and n for things you never do.
get students to finish the task on their own.
answers to this activity will vary.
step ⅲ lb
this activity provides oral practice using the target language.
point out the sample conversation. ask a pair of students to say it to the class.
sa: do you ever get to class late?
sb: yes, i sometimes get to class late.
say, talk with your partner about your answers in activity 1a.
as the pairs work together, walk around the room offering help if necessary.
ask several pairs to share their conversations with the class.
step ⅳ 2a
this activity provides practice in understanding the target language in spoken conversation.
point out the four items in activity 1a.
say, you will listen to a conversation and circle the things on the list that you hear.
play the recording for the first time. students only listen.
play the recording a second time. this time students listen and circle the things that they hear.
check the answers.
answers
circled items: 1,4
step ⅴ 2b
this activity provides listening practice using the target language.
point to both the numbered and lettered lists of item in the box.
point out the sample answer. read the sentence "peter is going to fail a math test to the class."
say, i’ll play the same recording again.
you are to match the sentence parts as you hear on the tape.
play the recording for students to do the activity.
check the answers.
answers
1. c 2. e 3. a 4. b 5. d
step ⅵ 2c
this activity provides oral practice using the target language.
call students’ attention to the statements in the box. say them to the class.
ask three students to read the sample conversation to the class, completing the sentences.
sa:i think peter should be allowed to take the test later.
sb:i don’t agree.
sc:i think the school has to have rules.
write the conversation on the blackboard.
divide the class into groups of four. say,
now discuss the statements with your group.
as the groups work together, walk around the room offering help as needed.
ask some groups to say a few lines of their conversations to the class.
notes
parents should not be too strict with teenagers. note the word be strict with.
generally speaking, we say be strict with sb. but be strict in sth. for example, our teachers are strict with us. he is strict in his work.
step ⅶ summary and homework
say, in this class, we’ve learned to talk about agreement and disagreement. and we’ve also reviewed adverbs of frequency. have you ever been late for school?
write a passage to describe what was happening that day.