文档内容
人教版英语九年级全册
教学设计
Topic Unit 7 Teenagers should be allowed to choose their own clothes.
Period VI Section B(3a～Self Check)
本课是一节写作巩固课。首先引导学生回忆本单元所学的主要内容，继而用所学
的主要单词短语以及目标语言写出自己的家规，并作出评价;最后是关于含情态动
词的被动语态的相关巩固性练习。本课第一部分3a-3b为写作板块，继续围绕家
Analysis of
规这个话题提供写作练习。3a内容贴近学生生活实际，先表达同意不同意观点，
the Teaching
如果不同意又如何改变。然后完成3b内容写一则日记。这种将写作任务层层分解
Material
的安排便于学生打开思路，这些活动联系符合学生心理特点，表达自己观点，并
尝试使用本单元所学重点单词、词组和句型来表达自己看法。第二部分Self
Check提供了两个活动，分使学生进一步巩固本单元所学的词汇和语法知识。
经过本单元前面几课时持续的练习，大部分同学已基本掌握被动语态的用法，并
能在生活中的实际情景学以致用。本单元已经基本结束，学生无论是对含情态动
词的被动语态还是相关的话题都有了一定的了解和掌握，并且能够初步运用。在
Analysis of 细节方面增加必要的练习，才能达到较好地效果。这是本单元最后一课，学生通
the Students 过练习自我梳理本单元知识结构。但在写作时，语言的规范性方面可能会存在一
定困难，需要进行针对性的指导。在完成学习任务的过程中，逐步将被动语态句
式结构内化为自然的表达，实现语言结构的输出和运用，准确的表达得益于反复
的训练，让学生充分理解目标语言结构并最终达到学以致用的目的。
Language 1.学生能掌握重点单词、短语以及目标语言。
ability 2.学生能熟练运用含情态动词的被动语态。
3.练习写一篇日记，解释你在家里不同意哪些规则,你认为应该怎样
改变。
Analysis of
Learning 通过头脑风暴，收集写作素材；能够利用思维导图，提纲挈领塑造
Teaching
ability 作文框架来进行英语写作，提升写作能力。
Objectives
Thinking 通过多角度，多层次的思维发散，提升写作的整体性，逻辑性和结
quality 构性。
Cultural 1.通过本课时的学习，使学生明白青少年应该被允许自己做决定。
awareness
2.使学生认识到自己能有主见，能表达同意或不同意。
Teaching key 重点:含情态动词的被动语态的用法。
Points 难点:写一篇日记，解释你在家里不同意哪些规则，你认为应该怎样改变。
Teaching Teacher’s Activities Students’ IntentionProcedures Activities
Step 1 1.Show the new words that they have leaned last class 积极回答问 让学生有意
Lead-in by asking them one by one; 题，根据思 识地用思维
2.Ask three students to retell the text. 维导图复述 导图复习上
文本。 一节课的文
章，清楚文
章结构，为
后面的写作
做铺垫。
Step 2 1.Ask the Ss if they have the rules at home and what it 大屏幕展示
Pre-writing is. 几张照片， 利图片和情
2.Finish 3a.With a partner, discuss at least one rule at 复习短语， 境问答，复
home that you do not agree with. Why do you not 并且复习一 习单词与短
agree with it? Make some notes in the chart. 下 本 节 语 语，并且引
A: I don’t think we should be allowed to play 法。 入新课,完成
computer games. 练习。
B: Sure, I agree with it. Because it is bad for us, we
should follow the rule.
A: How about watching TV?
B: Well, I don’t agree with it. I think the rule should be
changed. We can watch TV on the weekends.
A: Hum, do you think if we should be allowed to have
part-time jobs?
B: I agree. We can learn a lot from working.
Step 3 1.Read the words in the box.Ask the students to match 1.完成 3b,并 通过要求学
While- them and then make sentences. 且 核 对 答 生用完整句
writing 2.Fill in the blanks on their own.Then get the students 案。 型 回 答 问
to match more words with the verbs. 2.学生结合上 题，培养学
面的内容， 生的造句能
学习短语， 力，为之后
仿写文章。 的写作输出
回答问题。 打好基础。
老师检查答
案。
Step 4 Finish self check1. Match the words in the two 完 成 Self 结合自己的
Check 练 习 生活实际，Post- writing columns and choose five phrases to make sentences. 1,2,。 用目标语言
①get ears pierced 表达自己的
I would like to get my ears pierced when I am twenty- 思想。通过
one years old. 练习，在语
②take photos 境中复习并
This is a good place for tourists to take photos. 运用本单元
③do part-time work 所学重点词
It is common for university students to do part-time 汇、重要句
work to help pay for their studies. 型。
④achieve my dream
I hope to achieve my dream of becoming a doctor.
⑤make a choice
It is difficult for me to make a choice between these
two bags as I like both of them.
⑥go shopping
I go shopping with my parents every Saturday
afternoon.
2.Complete the sentences using the correct forms of
the words in brackets. Translate them into Chinese.
Step 5 被动语态 将 知 将本课
Language 主语 + be + 动词的.过去分词 识 点 语言点
Points 被动语态的构成： 主语 + be + 动词的.过去分词 做 好 汇总系
Explanation 常见的几种时态的被动语态的句型。 笔 统，帮
一般现在时主语 + be ( am / is / are ) +动词的 过去分词 + 其它. 记。 助学生
形成语
一般过去时：主语 + was / were + 动词的过去分词 + 其它.
言 体
一般将来时：主语 + will / shall + be +动词的 过去分词 + 其它.
系。
含情态动词时其构成：主语+情态动词 + be + 动词的.过去分词.
Step6 根据句意及汉语提示完成句子 完成 让学生
Exercises 1.I saw lots of farmers working in the _____(田野). 课 堂 在课上
2. The six-year-old American girl has learned hundreds of 练 练习消
Chinese _____(诗). 习。 化知识
3.I’ve never _____(后悔) the decision to work here. 点，及
时操练
4.The girl _____(哭) when she heard the bad news.
重点知
5. There was a _____(极小的) insect on the flower.6.This is my last _____( 机 会 ) to take part in the singing 识点和
competition. 目标语
7.The teenagers are not _____( 认真的)enough, so they can't 言，让
finish the work perfectly. 教师把
8.My mother often _____(鼓励) me to take an active part in 握 学
情。
outdoor activities.
9.The man is very helpful, so he often goes to the _____(社区)
and helps people in need.
10.I don't know exactly how we'll _____(应付)this terrible
situation.
Step 7 Key phrases： 跟 随 利用思
Summary 1. play the computer games玩电脑游戏 老 师 维导图
2. get the ears pierced穿耳洞 一 起 总结本
进 行 课所学
3. make a choice做出一个选择
内 容 内容。
4. solve the problems解决问题
总
5. keep off the mobile phones 屏蔽手机
结。
Key sentences：
1.How do you think the rules should be changed?
2. No matter how many difficulties we have, I believe all problems
can be solved in the end.
3. Mobile phones should be kept off during the meeting.
4. Teenagers under eighteen must not be allowed to smoke or drink.
5. Many parents think going to school must be put first, so teenagers
should not be encouraged to work part-time.
Step 8 1 ． Practice rules using “modal verb ＋ be ＋ done” to tell their 记 录 应用目
Homework partners their rules at home after class. 作业 语言。
2．Write the rules they have in the class and tell if they agree with
them and why.
3.Translate the following sentences into English.
Blackboard Unit 7 Teenagers should be allowed to choose their own clothes.
Design Period VI Section B(3a～Self Check)
Key phrases： Key sentences
1. play the computer games2. get ①.No matter how many difficulties we have，I
the ears pierced believe all problems can be solved in the end.
3. make a choice ②.Mobile phones should be kept off during themeeting.
③.Teenagers under eighteen must not be
4. solve the problems
allowed to smoke or drink.
5. keep off the mobile phones
④.Many parents think going to school must be
put first ， so teenagers should not be
encouraged to work part－time.
Teaching 亮 点 本节课的设计体现了任务型教学的设计理念。围绕本单元所学重难点开展
Reflection: 之处 写作,并辅以必要的巩固性练习，达到了夯实基础、提升能力的目的，在
此过程中还渗透灌输必要的方法技能指导。
有 待 写作不能现场批阅展现更多的共性错误，并及时给予纠正。
改进
