英語九年級人教版全冊教案-英語九年級人教版全冊教案

Unit1Howdoyoustudyfbratest?Page2,la,lb,1c課時(shí):Period1教學(xué)目的:Talkabouthowtostudy.Learntheuseof“bydoingsomething”重點(diǎn)難點(diǎn):Usefulexpressions-Howdoyoustudy??,?Istudybydoing…教學(xué)工具:courseware教學(xué)步驟:Step1.Self-introductionThenewtennhascome.Askthestudentstointroducethemselvestotheothersandtheteacher.Thenaskwhattheydidinthesummerholiday.Ifpossible,askhowtheydidthat.Helpthestudentsusetheconstruction"I...bydoing...”.Explain“by”.Step2.DiscussionHavethestudentssaywhattheythinkofEnglish.ThentelleachotherhowtheystudyfbranEnglishtest.Seethephrasesshowninthecourseware,whichissimilartola.Remindthemtouse"bydoing...”Step3.la.CheckingthewaysyoustudyAskstudentstofinishthetask."『heycanaddsomethingelse.Step4.Ib.ListeningListentothelisteningstuffoflb,whichisrecordedinthecourseware(convenienttoberepeated).Finishthetask.Thentheteacherasks,"HowdidMei/Pierre/Antoniostudy?"Havesomestudentsgivetheanswers,i.e.repeatthesentencesbyusing"bydoing"Step5.1c.MakingdialoguesWorkinpairsorgroups.Discussfirst.Thenmakeashortdialogue.Havethestudentssharetheirwork.Step6.Writing.Seethecourseware.Fillintheblanks.Writedowntheanswersonapieceofpaper.Askstudentstoreadtheirwork.課時(shí):Period2教學(xué)內(nèi)容:Page3,2a,2b,2candthegrammarfbcus.教學(xué)目的:TalkabouthowtolearnEnglish.Consolidatetheuseof"bydoingsomething"帀:點(diǎn)難點(diǎn):Usefulexpressions-Doyoustudy??,bydoing…?Yes/No...(reason).教學(xué)工具:courseware教學(xué)步驟：Step1.RevisionMakeadialoguebetweentheteacherandsomestudents.AskwhethertheylikeEnglish,thentellthereason.AskhowtheylearnEnglish.Step2.2a.ListeningSeethecourseware.Explainanydifficultpoints.Listentothestuff,andchecktheanswers.Havestudentsrepeatsomemainsentences,readytopracticedialogues.Step3.2b.ListeningFinishthetask.Step4.2c.DoingapairworkGivestudentssometimetotalkaboutthecontentsoflaandlb.Seethecourseware.Somepatternswillhelp,suchas“Doyou.../Whatabout.../Haveyouever.../Howdoyou...?,,andthepossibleanswers.Sharetheirdialogues.Step5.Makeaconversation.AskstudentstotelltheotherstheirownexperienceaboutstudyingEnglishbyworkinginpairsorgroups.Thenmakeaconversationrespectively.Theycanalsouseindirectspeech,suchas"...saysshelearns...by...“etc.Step6.SummaryPointoutthemaincontentslearntthesetwodays.英語(九年級)教學(xué)設(shè)計(jì)(3)課 時(shí):Period3教學(xué)內(nèi)容:Page4,3a,3b,教學(xué)目的:Practicereading.Learnusefulexpressions.Practicewriting.重點(diǎn)難點(diǎn): v+ingphraseusedasasubjectfind/think+O+OC教學(xué)工具:courseware教學(xué)步驟:Step1.Makeastatement.Firstlytheteacherasksastudentaquestionandthestudentanswers.Askseveral.Thenhavemanymorestudentsmakeastatementonebyonetointroducehowhe/shelearnsEnglish.Step2.3a.ReadingFirstly,readtothetapealoud.Payattentiontothepronunciationandtheintonation.Readagain,underlinetheusefulexpressions.Readoncemore.Fillinthechart.Checktheanswers.Step3.Learntheusefulexpressions.Askstudentstosaytheusefulexpressionstheyhaveunderlined.Addifthestudentsmisssome.Learnsomegrammar:Askastudenttotellushowmanysentences,whichincludev-ingphraseasasubject,areinthetext.Pointouttheconstructions.Explainwhytheyareused.Teachthestructure“find/think+O+OC"andothergrammar.Step4.3b.PairworkGivethestudentsalittletimetopreparearoleplay.Asksometosharetheirworkwiththewholeclass.Step5.ConsolidationInChinese,teachersayssomeimportantphrasesfromthetext.HavethestudentstellustheEnglishonesasquicklyaspossible.Unit2Iusedtobeafraidofthedark.TheFirstPeriodTeachingContents:SectionAla?lb,1c,2a,2b,2cStepIOrganizationofclassI.Greeting2.WarmingupStepIIPresentation.WordsCompetitionShowtheclassmanywordsofappearanceandpersonality.Getthemtoputthewordsintherightplace..Guess:Whoistheboy?ShowtheclasssomeinfbnnationaboutHarryPotter:Heisaboy.Heisnottall.Hehascurlyhair.Heiseasygoing.Heisverysmart.Hecanseestrangethingsandsoon.3.Showtwophotosoftheteacher—fiveyearsago/now.Askthestudentssomequestions:WhatdidIlooklikefiveyearsago?WhatdoIlooklikenow?ntroducethenewconversationsinUnit2.Iusedtobefat. Iamthinnow.Iusedtohavelonghair.Ihaveshorthairnow.Iusedtoplaybasketball.Iplayping-pongnow.Step111TeachingTasksl.TaskOne(Pairwork):ListeningtothetapeShowthestudentstwopicturesandsaysomethingaboutthepeopleinthepicture.Listentothetape.Thenfillintheblanksinlb,2a,2b..TaskTwo(Groupwork):DescribingdifferentpersonsShowthestudentsasetofpictures,suchasamoviestar,asportsman,ateacher.Getthestudentstodiscussingroupsandtakenotes,suchas:JackyChanusedtohavebigeyes,butnowhehassmalleyes.Asktwoorthreegroupstopresenttheiranswers.Whichgroupdoesbest?.TaskThree(Teamwork):SurveyAskthestudentstobringtwophotosofthemselvestoclass.Getthestudentstotalkaboutthechangesoftheirclassmatesandwritedownthekeywordsintheform.Lettheteamleaderpresenttheirsurveyresults.Whohaschangedmostinyourteam?Whichisthebestteam?StepIVSummaryStepVAssignhomeworkWriteacompositionaboutyourclassmatebeforeandnow.TheSecondPeriodTeachingContents：SectionA3a,3b,4StepIOrganizationofclass1.Greetings2.SinginganEnglishsongStepIIRevision.Revisetheconversationsthatthestudentslearnedinthefirstperiod.Askthemtotalkaboutsomepictures..Checkthehomework.Talkaboutwhatonepersonusedtobelikeandshe/heislikenow.StepIIIPresentationl.Showtheclassapictureofabigdog,thenintroducethenewconversationsin3a：Iusedtobeafraidofbigdogs./Vmstillafraidofbigdogs.2.Askthestudentssomequestionslikethis：Whatdidyouusetobeafraidof?/Areyoustillafraidof...?StepIVTeachingTasksl.TaskOne(Pairwork)：Matchthepictureswiththephrases.Showthestudentssixpicturesaboutthephrasesin3a.Askthestudentstotalkaboutthepicturesinpairsandmatchthem.2.TaskTwo：Putchecksinthefirsttwocolumns.Showthestudentsthefirsttwocolumnsaboutヵ"，thengetthemtoputchecks.Askagroupofstudentstoreadouttheiranswerslikethis:Iusedtobeafraidof.../I'mstillafraidof..askThrcc(Pairwork)：Putchecksinthelasttwocolumns.ShowthestudentsthelasttwocolumnsaboutuMyPartner".Getthestudentstopracticethedialogsin3b.Putchecksinthecolumns.Askseveralpairstopresenttheiranswers.Choosethebestpair..TaskFour(Groupwork):AsurveyShowthestudentsaformabouttheactivities.Getthestudentstofillintheblanksabout"I".GetthestudentstoasktheirclassmatesandfillintheblanksaboutfctMyclassmate".Askthestudentstoaskquestionslikethis:Whatdidyouusetoeat?/Whatdoyoueatnow?Lettwoorthreegroupspresenttheirresults.Whichisthebestgroup?.TaskFive(Teamwork):HowhasZhongshan(中山)changed?ShowtheclassseveralpicturesofZhongshancity—PastandNow.Getthestudentstotalkaboutthepicturesandwritedownthekeywordsonthepaper.Asktwoorthreeteamleaderstopresenttheiropinions.StepV SummaryStepV lAssignhomeworkGetthestudentstowriteacompositionabout“Zhongshanhaschangedalot!"TheThirdPeriodTeachingContents:SectionBla,lb,2a,2b,2c,3aStepIOrganizationofclassWarmingupStepIICheckingupthehomework.Asktwostudentstoreadouttheircompositions(Zhongshanhaschangedalot!)..Getstudentstodiscussthecompositions.StepIIIPresentationl.Showtheclassfourpicturesinla..Askstudentstodescribewhatishappeningineachpicture:Agirlisexercisingingymclass.Agirlispaintingapicture.Aboyissinging.Aboyislookingatsomeinsects..Askstudentstocheckthethingstheylikedtodowhentheywereveryyoung.StepIVTeachingTasksl.TaskOne(Pairwork):Iusedtoliketo...Pointoutthelinesunderthepictureinlb.Askstudentstowritedowndifferentthingsthattheyusedtoliketodo.Getstudentstodiscusstheanswersinpairs,thenasksomestudentstoreadouttheirsentences..TaskTwo:Listeningpractice(2a,2b)Askstudentstolistentoadialogbetweenaboyandagirl.Askstudentstocheckthesentencesonthelistthattheyhearontherecording.Checktheanswersin2a.Playtherecordingagain.Askstudentstofillintheblankswiththewordstheyhear.Correcttheanswersin2b..TaskThree(Pairwork):MakingupdialogsTeachstudentstheconversationin2c.SaysomesentencesusingDidyou...?andtheanswersYes,Idid./No,Ididn't.Askstudentstomakesimilardialogsinpairs.Callondifferentpairstoreadouttheirconversationstotheclass..TaskFour(Groupwork):AdebateShowstudentsasurveythattheteacherdidbeforetheclass.Getthemtodiscusstheirhairstylesinthepastandnowlikethis:Iusedtohave...hair,butnowIhave...hair.Adebate Shouldstudentschoosetheirownhairstyle?Whyorwhynot?.TaskFive:ReadingPracticeGetstudentstoreadthestoryin3a.AskstudentstocompletethechartaboutRoseTangthenandnow.Checktheanswers.StepVSummaryStepVIAssignhomework.AskstudentstoCompletetheletterin3b(HowI'vechanged!)..Getstudentstotalktotheirparentsandfillinthechartin4a.TheFourthPeriodTeachingContents:SectionB3b,3c,4a,4b,SelfCheck.TeachingProcedures:StepIOrganizationofclassStepIICheckingupthehomework.Asksomestudentstoreadouttheletter(HowFvechanged!)..Getstudentstodiscusstheiranswersandchoosethebestone.StepHITeachingTasks.TaskOne(Pairwork)Askstudentstofinish4abeforetheclass-Talktotheirparentsandfillinthechartin4a..TaskTwo(Groupwork)Askstudentstotalkaboutthecontentsin4awiththeirclassmates.Choosetwogroupstopresenttheiranswers.askThree(Teamwork):HowhasYuMeichanged!GetstudentstotalkaboutthepicturesinSelfCheck2.AskstudentstousethedrillsinUnit2todescribethepictures.AskstudentstowritedownacompositionaboutYuMeionthepaper.Asktwoorthreeofthemtoreadouttheircompositionsinclass.Choosethebestone.4.TaskFour(Teamwork):Asurvey Howhasourlifechanged?ShowstudentssomeinformationinUnit2.Askstudentstotalkabouthowtheirlifehaschangedsinceprimaryschoolandfillintheblanksinthesurveyform.Asktheteamleaderstopresenttheirsurveyresults.Choosethebestteam.askFive:AcompositionaboutthechangesinourlifeGetstudentstowriteacompositiononthepaper.Askstudentstoexchangetheircompositionsandcorrectthem.Showtheclassoneortwogoodcompositions.StepIVSummaryStepVAssignhomeworkFinishPartOneofSelfCheck.TheFifthPeriodReading一E-mailEnglishStepIOrganizationofclass.Askthewholeclasssomequestions:Whatsubjectsdoyoustudyatschool?Whatsubjectdoyoulikebest?Why?.TalkabouttheusageandimportanceofEnglish.Step11IntroducingE-mailEnglishWhatdoese-mailEnglishmean?Whatisitusedfor?StepIIITeachingTasksl.TaskOne(Pairwork)AskstudentstotalkaboutthewordsinPart1.Askstudentstofillinthechartwiththeirpartnersandtrytothinkofsomemore.Checktheiranswers..TaskTwo:MatchingGetthestudentstoreadthewholearticleasquicklyastheycan.TrytofinishtheexerciseinPart2——Matcheachparagraphwithitsmainidea.Checktheanswers..TaskThree:DeepComprehensionTellthestudentstoreadthearticlemorecarefullyagain.TrytofinishtheexerciseinPart3——Matchthewordsandexpressionswiththeirmeanings.TrytofinishtheexerciseinPart4—Findwordsorphrasesfor1-5.Checktheiranswers..TaskFour(Pairwork)AskthestudentstofinishPart5inpairs.Writeamessagetotheirpartnerusingthee-mailEnglishinthisreadingorothere-mailwords.Letsomestudentsreadouttheire-mails.Choosethebestone.StepIVSummaryStepVAssignhomeworkWriteareplytoyourpartner,usingthee-mailEnglishasmuchaspossibleUnit3Teenagersshouldbeallowedtochoosetheirownclothes.Learningobjectives教學(xué)目標(biāo)SkillFocusTalkaboutwhatyouareallowedtodo.Learntotalkabout"agree”and"disagree”Talkabouttherulesaroundthestudents.Learntomakerulesorchangerulesreasonably.LanguageFocus功能句式 Talkaboutwhatyouareallowedtodo(Pl8)Ithinkteenagersshouldbeallowedtodrive.Studentsshouldnotbeallowedtohavepart-timejob.Talkabout"agree”and"disagree”(Pl9)Ithinkstudentsshouldbe...Idisagree.Theytalk...Iagree.Doyouthink...?No,Idon't.Talkabouttherules(P20-22)Wehavealotofrules...Sodowe.MyfriendsandIgoytotalkabouttherules...Whatschoolrulesdoyouthinkshouldbechanged?詞匯1.重點(diǎn)詞匯license,silly,study,present,member,sleepy,reply,possibly,drop,final,count,owner,sky,catch,interview,noise,wind,neighbor,director,smell,finger,lift,stone2.認(rèn)讀詞匯pierce,earring,concentrate,design,opportunity,volunteer,local,mess,newsletter,obey,achieve,realistic,taught,Kathy3.詞組getintheway,careabout,insteado￡stayup,concentrateon,atpresent,oldpeople'shomestayup,bestrictwith,theotherday,learnfrom,atpresent,begoodfor,English-EnglishDictionary語法should+beallowedtodoStrategyFocus1.ReflectingtransforminginformationCultureFocusWhatrulesdotheyhaveatschool/home?Whatschoolorotherrulesdoyouthinkshouldbefollowed/changed?II.Teachingmaterialsanalyzingandrearranging教材分析和重組.教材分析本單元以Teenagersshouldbeallowedtochoosetheirownclothes為話題,共設(shè)計(jì)了四個(gè)部分的內(nèi)容:SectionA該部分有4個(gè)模塊:第一模塊圍繞Whatshouldteenagersbeallowedtodo?這ー話題展開思維(la)、聽カ(1b)、ロ語(1c)訓(xùn)練;第二模塊圍繞"agrees”and"disagrees**進(jìn)行聽カ(2a?2b)、ロ語(2c)訓(xùn)練,并就所學(xué)語言結(jié)構(gòu)進(jìn)行總結(jié)(GrammarFocus):第三模塊就"aboutfollowingtherules”這ー話題展開閱讀訓(xùn)練(3a)和角色表演訓(xùn)練(3b);第四模塊繼續(xù)就上ー話題以小組活動(dòng)形式展開討論。SectionB該部分有4個(gè)模塊:第一模塊是詞匯的學(xué)習(xí)(la)與運(yùn)用(1b):第二模塊圍繞“Oneoftheschoolrules”進(jìn)行聽カ(2a—2b)、ロ語訓(xùn)練(2c);第三模塊繼續(xù)圍繞Therulesinschool這ー話題展開閱讀(3a)和角色表演訓(xùn)練(3b);第四模塊就如何Makealistofrules以寫作形式展開訓(xùn)練。SelfCheck該部分有2個(gè)模塊:第一模塊以填空形式對所學(xué)詞匯進(jìn)行訓(xùn)練;第二模塊就一封信圍繞“agreeordisagree”進(jìn)行閱讀和寫作的訓(xùn)練。Reading該部分共設(shè)置了5項(xiàng)任務(wù):第一項(xiàng)任務(wù)以小組問題討論的方式激活學(xué)生相關(guān)背景知識;第二項(xiàng)任務(wù)讓學(xué)生通過閱讀獲取信息;第三項(xiàng)任務(wù)利用造句、尋找信息、討論等練習(xí)形式加深學(xué)生對閱讀內(nèi)容的理解;第四項(xiàng)任務(wù)要求學(xué)生能運(yùn)用所學(xué)知識解決實(shí)際問題;第五項(xiàng)任務(wù)要求學(xué)生完成介紹名人童年生活及成功之路的任務(wù)。.教材重組和課時(shí)分配

PeriodIPeriodIIPeriodIIIPeriodIVPeriodV(SectionA:la,lb,1c,2a,2b,2c)PeriodIPeriodIIPeriodIIIPeriodIVPeriodV(SectionA:la,lb,1c,2a,2b,2c)(SectionA:3a,3b,4)(SectionB:la,lb,2a,2b,2c)(SectionB:3a,3b,4,SelfCheck1,2&Workbook)(Reading:Section1—Section4)NewfunctionpresentingPracticeIntegratingskillsReadingExtensiveReadingIII.Teachingproceduresandways教學(xué)過程與方式Period1NewfunctionpresentingLanguagegoals語言目標(biāo)Words&expressions生詞和短語allow,drive,pierce,driver,license,silly,earring,insteadofKeysentences市點(diǎn)句ナIthinkstudentsshouldbeallowedtogooutwiththeirfriends.(Pl8)Iagree./1disagree.(Pl9)Doyouthinksixteen-year-oldsshouldbeallowedtoworkatnight?(Pl9)Abilitygoals能力目標(biāo)Enablethestudentstotalkaboutthingstheyareallowedtodoandshow“agreeordisagree.^^Emotion&attitudegoals情感和態(tài)度目標(biāo)Enablethestudentstounderstandsomestrictrulestheyhavetofollow.Strategygoals策略目標(biāo)Reflecting..Cultureawarenessgoals文化意識f!標(biāo)Followtherulesreasonably.Teachingimportant教學(xué)重點(diǎn)Talkaboutwhattheyarcallowedtodo;agreeanddisagree.Teachingproceduresandways教學(xué)過程和方式Step1RevisionandLead-inAskoneormorestudentstoshowtheirwork.T:(Greetasusual)Inthelastunit,welearnedhowtowriteane-mailtofriends.Canyoutellmewhatyouoftenwriteinyoure-mails?Weoftenwriteaboutourproblems,ourpuzzles,sometimesourhappinessandachievementstoeachother.HowoftendoyousurftheInternet?S:Onceaweek.T:Ifyourparentsdon'tallowyoutosurftheInternetandyoucan'twritee-mailstoyourfriends,whatwillyoudo?Iwon'tbehappy.PerhapsIwillgetannoyedwiththem.Well.Thatmeansyouhaveyourrulesinyourfamilythoughyouarcunhappy.That'sright.Wcneedtocommunicatewithourfriendsandparents.Ifyouhavedifferentopinionswithyourparents,howcanyoucommunicatewiththem?Wealsohavetoobeyourparents.Thisclasswe'lltalkaboutwhatteenagersshoulddoinourdailylife.T:Nowrdlikeyoutoseeapicture.Showthepicture.T:ThestudentsinthepicturearefromChongqing.They'rehavingadebatingonthetopic“Whatshouldteenagersbeallowedtodo?^^Becausetheythinkthetopicismeaningfulamongteenagers.Youareoldenoughtomakeclearwhattodoandwhatnottodo.Onlyafteryouunderstandandfollowtherulescanyoubecomeusefulpeoplewithalotofabilitiestooursociety.Mostofmiddle-schoolstudentsthinktheyshouldbeallowedtodoallthethingstheylike,forexample,theythink:Theyshouldbeallowedto-choosetheirownclothes—gooutwiththeirfriends—havepart-timejobs—gettheirearspierced-watchNBAmatches—dovolunteerwork—driveWritetheaboveexpressionsontheBlackboard.T:Butactuallyteenagershavetoobeysomerulestheydon'tlike.Whatshouldyouallowedtodoandnottodoisabigproblem.Todaywe'regoingtolearntotalkaboutit.Asateenager,doyouthinkyoushouldbeallowedtodrive?SI:Ithinkso.T:Canyoutellusyouropinion?1thinkweareoldenough.Weshouldlearntodrive.T:Thankyou.Andwhataboutyou,Lily?Idon'tthinkweshouldbeallowedtodrive,becausemostofusarebusywithourstudy.Besides,wedon'thaveenoughtimetopractice.Andit'llbeverydangerous.Askformoreexamplesfromotherstudentsandwrite"A''<foragree>or"D”<fordisagree>ontheblackboard.StepIIBrainstormingT:Wonderful.(Thenturntoanotherstudent).Youlooksmarttoday,whoboughtyoutheT-shirt?S:Mymother.T:Didshechooseitforyou?No,Iwasallowedtochooseitmyself.rhankyoufortellingus.Doyouoftenchooseclothesforyourself?No,Icouldn'tchooselastyear.Butthisyearmymotherallowsmetochooseclothesformyself.Doyouthinkteenagersshouldbeallowedtochooseclothes?Ofcourse,Ido.T:Great.Boysandgirls,herearesomemoreexamplesaboutwhatteenagersshouldbeallowedtodoorshouldn'tbeallowedtodo.Let'slookatthepicturesonPage18,modulela.Readthestatementstogether.Thenthinkitoverandcircle"A''or"D''for"agree''or"disagree.''Afewminuteslater.Well,LiYu,wouldyouliketoshareyourideaswithus?Ofcourse.Icircled1,3,4with"A9',and2,5with"D';Canyoutelluswhyyoudisagreewiththestatements2and5?OK.Thesecondonesaystusixteen-year-oldsshouldbeallowedtodrive”,1don'tthinkitcancometrueinourcountry;thefifthone“twelveyearsoldshouldbeallowedtochoosetheirownclothes”,Idon'tthinktheyhavecorrectcommentsonthematerialsorprice.Terrific!Thankyouverymuchfbrtellingus.Ithinkeveryonemayhavehisanswer.Anyansweriscorrectifyoucangiveoutconvictivereasons.StepIIIListeningT:Nowpleaselookatthepicture.Fromthethreesmallpictures,whatcanyouguessthegirlwantstodo?Shesaysshe'sgoingtothemallwithJohn.BecauseJohnjustgothislicense.PerhapsshewantstobuyaniceT-shirt.ButIcan'tunderstandPicture3clearly.Icanonlybesureit'ssomethingaboutpiercingearsorearrings.Excellent.Fromthepictureswecanjustguessthemainideas.Afterlisteningtotherecording,wecancatchtheirmeaningsindetail.Solistentothetapecarefully.Playtherecordingfbrthefirsttime.T:Allright.Mostofyouhavecircled"T"or"F"intheblanks.NowI'llplayitasecondtime,youmaycheckyouranswers.StepIVOralPracticeT:Pleaselookatthestatementsinactivitylaandmakeconversationsinpairs.Thephrasesintheboxbelowcanhelpyou.Firstpracticetheminpairs.Movearoundtheclassandchecktheirwork.Offerlanguagehelpifneeded.T:(afewminuteslater)Nowwho'dliketoshareyourideaswithothers?Gentlemenfirst,please?Sample1:Ithinkteenagersshouldbeallowedtogooutwiththeirfriends.Iagree.Theyareoldenough.Theycanlookafterthemselveswell.T:Great.Thankyou.You'vetoldusyoucanlookafteryourselves.Anotherpair,canyoutellussomethingelse?Sample2:1don'tthinktwelve-year-oldsshouldbeallowedtogettheirearspierced.Iagree.It*stoosillytowearearringsintheschool.T:Wonderful.Thanksalot.Notallgirlswearearringsnow,butinsomepartsofthecountry,girlsstilldoso.Andwhocangiveusmoreexamples?Sample3:Ithinkstudentsshouldbeallowedtodohomeworkwithfriends.Idisagree.Theytalkinsteadofdoinghomework.T:Verygood!Thankyouverymuch.Doyourparentsallowyoutostudywithyourfriends?Encouragethemtotalkmoreaboutthereasonsandtheirownopinions.StepVListeningPracticeAskthestudentstolookatthepictureonPage19.T:Wecanseethreepersonsinthepicture.Aretheytalkingtooneanother?No,twogirlsaretalking,andtheboyisworking..Well,whataretheirconversationsabout?DoesMollyagree,disagreeornotknowwhatKathythinks?Let'slistentothetapeforthefirsttime.Pleasecircle“Agrees","Disagrees"or"doesn'tknow"toshowwhatMollythinks.Playtherecordingforthefirsttime.Thenchecktheanswers.T:You'llhearthesameconversationagain,ThistimepleasenumberKathy'sandMolly'sanswersinthecorrectorder.Playtherecordingagain,thenchecktheanswers.StepVIPairworkT:Fromthelistening,weknowthatinourdailylifeteenagersshouldandshouldnotbeallowedtodoalotofthings.Indifferentcountriespeoplehavedifferentopinionsonit.Nowpleasemakealistoffourthingsyoushouldorshouldn'tbeallowedtodo.Discussyourlistwithyourpartner:Whatshouldorshouldn'tyoubeallowedtodo?Getseveralgroupsofstudentstoreadtheirlists.Sample1:Doyouthinkteenagersshouldbeallowedtohavemobilephones?Yes.It'sconvenientforstudentsandtheirparentstocommunicateeachother.Sample2:Doyouthinkteenagersshouldbeallowedtohavemobilephones?No,Idon't.Perhapsstudentspaymoreattentiontoshortmessagesthanstudy.Sample3:Doyouthinkteenagersshouldbeallowedtogoonatripbythemselves?Yes,Ido.Theymayask"TravelAgency"tohelpthem.StepVIIGrammarFocusAskthestudentstoreadtheexamplesentencesintheGrammarFocusboxonPage19together.T:(Afterthat)Inthisclass,wehavelearned"shouldbeallowedtodo"and"shouldnotbeallowedtodo".(PointingtotheBb)Whocantelluswhentousethem?Whatdotheymean?Fromthesentenceswehavepracticed,whatcanyouconclude?It'sapassivevoice.Inactivevoice,ifwesay,"shouldallowsomeonetodosth",wecansay,"someoneshouldbeallowedtodosth."inpassivevoicesentence.T:Thankyou.Anyoneelsecanadditup?If"shouldn'tsomeonetodosth."Wecanuse"someoneshouldn'tbeallowedtodosth".T:Ofcourse.Andifyouthinkso,youcansay.(Getstudentstofillintheblank)Icansay,"Iagree."T:Quiteright.Ifyoudon'tthinkso,youcananswer.(Getthemtofillinitagain)Icananswer,"Idisagree."T:Yeah.Besides,youcanaddyouropinionsafterit.StepVIIIPracticeT:Herearesomeexercises.Pleaselookatthescreenanddoitquickly.Showthefollowing.Ex1Drawlinestomakesentences.

playafterclass.gointotheclassroom.watchTVtoolong.playafterclass.gointotheclassroom.watchTVtoolong.smoke.wearskirtsinP.EclassStudentsshouldbeallowedtoGirlsshouldn'tbeallowedtoIfyouarelate,youshouldbeallowedtoStudentsshouldbeallowedtoEx2Writeabouttwothingsyouareallowedtodoandnotallowedtodo.Sampleanswers:Tmallowedtohavesomechangewithme.Fmnotallowedtohaveafightwithothers.I'mallowedtoaskforaleaveifI'msickinP.Elesson.I'mnotallowedtocopyothers'homework.StepIXHomeworkT:Iwotasksforyou:Listentotheconversationrepeatedly.Trytorememberthedialogueintherecording.Practicemorewithyourpartners.Unit4Whatwouldyoudo?Languagegoal:Talkaboutimaginarysituations.Structure:Whatwouldyoudoif...?IfIwereyou,I'd...Importantpoint:Talkaboutimaginarysituations.Difficultpoint:Howtouse"Wouldyoudosth.if ?TheSubjunctiveMoodSectionA: TheFirstPeriod(la,lb,1c)Goals?TolearntouseSecondconditionalandShouldforadvice?TolistenandtalkaboutimaginedlifeTeachingpoint:TheSubjunctiveMoodDifficultpoint:TheSubjunctiveMoodTeachingMethods:Sceneteachingmethod/Teachingbyinduction/pairworkTeachingAids:Ataperecorder/ComputerpowerpointTeachingProcedures:Step1RevisionandLead-inLeadinbyaskingstudentsthesequestions:Whatwillyoudoifyouarefreetomorrow?Whatwillyoudoifitdoesn'traintomorrow?Step2ListeningandSpeaking1.AskstudentstoreadthepictureonPage26.T:Whenwetalkaboutthingsthathaven'thappened,wecanusethewordsIwouldorFd.NowlookatthepictureonPage26.Whatcanyouseeinthepicture?Wecanseesomepeople,aschool,azoo,aresearchlab,abank.Whatarethepeopleinthelowerpartofthepicturedoing?Maybetheyarethinkingabouttheanswerstothequestionshowninthepicture.Thewomanisreadinganewspaperandtheyareallthinkingoftheanswerstothequestion.T:Pretendyouarethepeopleinthepicture,whatwouldyoudoifyouhadamilliondollars?Tdbuyabeautifulcar.Writebuyabeautifulcarontheblackboard.Tdbuildaresearchlab.rdgiveittotheHopeProject.rdtravelaroundtheworld.rdgiveittomedicalresearch....Askfbrmoreideasfromthestudents.Writetheirideasontheblackboard.Showthefollowingtothestudentsandthenaskthemtopracticeinpairs.-Whatwouldyoudoifyouhaveamilliondollars?-Iwould(rd).Studentsworkinpairsandmakedialogues.Step3ListeningAskthestudentstolistentotherecordingandcomparetheiranswerswiththoseintherecording.T:Nextwe'llhearaconversationabouthowtospendamilliondollars.Therecordingwillbeplayedtwice.Forthefirsttime,listentogettheorderyouhear.Playthetapeforthefirsttime.T:Forthesecondtime,pleasenumberthepictureintheorderyouhearthem.Playthetapeforthesecondtime.Thenchecktheanswers.Step4 1CDoingpairworkLet'spretendthatwearethepeopleinthepictureonpage26.Talkwithyourpartneraboutwhatyouwoulddoifyouhadamilliondollars?Getthestudentstoreadtheconversation.Havethestudentstoworkinpairs.Asksomepairstoactouttheirdialogues.Step5Languagepointsexplanation: