2022年人教版九年级上册英语同步教案Unit 7 Teenagers should be allowed to choose their own clothes 第三课时 Section B (1a-1e).docx

第三课时 Section B (la-le)目标导航类别课时要点重点短语worry about 担忧fail a math test数学考试不及格pass the test通过考试be strict with sb.对某人要求严格重点句型1 .Do you ever get to class late?你曾经上课迟到过吗？2 .Parents should not be too strict with teenagers.父母不应该对青少年太过严格。教学重点1 .进一步加强学生对含情态动词的被动语态的用法的掌握。2 .让学生学会分析和归纳含情态动词的被动语态的用法。3 .让学生通过听力训练结合实际生活情境理解和运用对话中的知识点。教学难点1 .让学生用频率副词来谈论学校生活。2 .让学生用目标语言谈论一些校规，表达同意或不同意的观点。教学过程预习指导一、方法指导1 .阅读la和1b的内容，找出重点短语和句子。2 .浏览Id中的句子，预测听力所涉及的话题和内容。3 .大声朗读le中的句子,并与伙伴交流观点和看法。二、预习检测根据句意及首字母提示补全单词1 .We all think he will fail the test because he never works hard.2 .Pm glad that I have passed the exam.3 .As a student,we must bestrict in our study.4 .Don't worry .There is a little time left.课堂教学Step 1 Leading in1 .Greet the class.2 .Ask some students to repeat the teacher's sentences.Make them change the active voice into the passive voice.Pay attention to the verbs and tenses.Step 2 Work on la.Talk with the class about different activities in school life.And get them to think of more words about school life.1 .Lead the students to look at the expressions in the frame.Ask them to add some more and write A,U,S or N.Step 3 Work on lb.Make the students work in pairs,and let them ask and answer about the activities in the list in la.1 .Ask several pairs to act out their dialogues.Step 4 Work on Ic-le.Play the recording for the first time and ask the students to circle the things in 1 a that Peter talks about.1 .Play the recording for a second time.Lead the students to read the sentence parts and make them pay attention to the meaning groups.2 .Get the students to match the parts to complete sentences in Id.3 .Play the recording once more.Make the students repeat and check the answers and learn the new items.4 .Make the students read the statements in le and ask them to discuss in groups.教学反思本课时通过1C和Id两个活动帮助学生了解听力材料的主要内容,并提醒学生关注细节，培 养学生从听力录音中获取有效信息的能力。本课时的对话练习帮助学生复现听力材料的内容，便于学生内化听力材料，给出的情境能够 帮助学生灵活掌握语言。老师要把任务型教学作为课堂教学的理念，利用整体语言教学法、情景教学法、交际教学 法等多方位、多层次地培养学生在英语听、说方面的综合能力。同时，在教学中帮助学生运用 所学句型谈论学习中的困惑。