Unit 3 Teenagers should be allowed to choose their own clothes（通用4篇）

Unit3Teenagersshouldbeallowedtochoosetheirownclothes篇1

unit3teenagersshouldbeallowedtochoosetheirownclothes.

period1(sectiona1a-2c)教学设计

课题

teenagersshouldbeallowedtochoosetheirownclothes.

period1(sectiona1a-2c)

教

材分析

作为中学生，我们应该如何正确看待家规、校规等规章制度呢？本单元通过谈论人们认为中学生可以做或不可以做的事情，让学生学会表达对有关规定的态度和看法。能运用已掌握的语言知识简单的阐明理由，学会被动语态的基本用法should+be+动词的过去分词，巩固句型iagree\idisagree,即表示同意或不同意的方式。

学生分析

本班学生已掌握了一些相关的英语知识

学生基础较差，思维不是很灵活，缺乏兴趣

教

学

目

标

语言目标

1、掌握语言结构should(not)beallowedtodo

2、学会表达agree和disagree

能力目标

1、学会谈论允许和不允许做的事情，并发表自己的观点、见解

2、培养听说读写能力

情

感

目标

1、学会谈论自己应该被允许做的事情和不应该被允许做的事情。学生勇于发表自己的观点和意见，表达同意和不同意。

2、德育教育：了解和反思自己的日常行为是否符合中学生日常行为规范

教

学

重

点

知

识

重点

1.should(not)beallowedtodo

2.insteadof+doing(名词、代词)

3.gettheearspierced

能力重点

听、说

教法

任务型教学法，反馈教学为辅

教具

多媒体

学法

自主探究，合作交流

教        学        过        程

复习

1.somewords 2.usedto…butnow

设计意图

创引

设入

情新

境课

t:whatcanyoudoafterschool?

canyougooutwithfriendsatnight?

canyouhavepart-timejobs?

canyougettheearspierced?......

创设情境，通过学生感兴趣的内容，引入新知

自

主

学

习

合

作

探

究

1a:

1.introducethenewstructure：shouldbeallowedto

shouldnotbeallowedto

teenagersshouldbeallowedtochooseownclothes.

teenagersshouldnotbeallowedtodrive….

iagree.\idisagree.\idon’tagree.

2.pairwork:

practiseconversationinpairs

1c2c

1.presentation:

ithink\idon’tthinkteenagersshouldbeallowedto….

iagree.

idisagree.\idon't agree.

doyouthinkteenagersshouldbeallowedto….

why?

2.pairwork:makeconversation,using1cand2c

2a2b

1.letthestudentsreadthesentencesin2a

2.listenandcheckwhatkathythinks.andcirle.

3.letthestudentsread2b

4.listenagainandnumberreasonsinthecorrectorder.

呈现任务，让学生在任务的驱动下，学习语言知识和技能训练，培养自主学习习惯，加强合作意识。

在两人讨论应该被允许和不被允许做的事情的同时，表达同意和不同意，并发表自己的见解，培养合作交流意识，达到了对本课语言目标的学习，突出了语言的交际性                

听力训练，把听的任务与说读结合起来，培养学生综合运用语言的能力，提高听的技能

总提

结高

深升

化华

shouldbeallowedto

shouldnotbeallowedto

。。。。

。。。。

makealistofthingsmiddleschoolstudentsshouldandshouldnotbeallowedtodo

通过任务的完成，在巩固本节课所学的同时，进一步升华、深化。四人结组训练，做到知识的延伸拓展，突出语言的交际运用功能，规范中学生日常行为

自

我

检

测

1.teenagersshouldnotbeallowedtogettheears    

a.pierce  b.topierce c.pierced

2.theytalkinsteadof    homework.

a.do     b.doing   c.does

3.middleschoolstudentsshouldnot       drive.

a.beallowedtob.beallowto c.allowedto

4.heshouldstopwearingthat     (愚蠢的)earing.

5.caniseeyour        (执照)?

6.teenagersaren’t        .

a.enoughserious b.seriousenough

7.iatebread      (代替)cakes.

及时巩固所学，让学生体会成功的喜悦，反馈所学效果，检验本节掌握情况

板

书

设

计

unit3teenagersshouldbeallowedtochoose theirownclothes

teenagersshould(not)beallowedto

gooutwithfriends.

drive.

gettheirearspierced.

choosetheirownclothes.

iagree.\idisagree.\idon’tagree.

doyouthinkteenagersshouldbeallowedto…..?

why?

theytalkinsteadofdoinghomework.

作业

1.复习grammarsfcous

2将表格写成若干句子，使用.shouls(not)beallowedto结构，谈论中学生日常行为规范。

培养写作，锻炼书写

教学

后记

1、引导学生自主探究，合作交流，充分发挥学生的主体地位，更多的学生都可以参与到课堂活动中来。

2、解决问题时应鼓励学生采用多种方法，发散学生思维

3、本节课，与学生生活联系密切，积极性高，因此，激发学生兴趣是提高课堂效率的重要因素。

Unit3Teenagersshouldbeallowedtochoosetheirownclothes篇2

unit3teenagersshouldbeallowedtochoosetheirownclothes.i.learningobjectives教学目标skillfocustalkaboutwhatyouareallowedtodo.learntotalkabout“agree”and“disagree”.talkabouttherulesaroundthestudents.learntomakerulesorchangerulesreasonably.

language

focus功能句式talkaboutwhatyouareallowedtodo(p18) ithinkteenagersshouldbeallowedtodrive. studentsshouldnotbeallowedtohavepart-timejob.talkabout“agree”and“disagree”(p19) ithinkstudentsshouldbe… idisagree.theytalk… iagree. doyouthink…? no,idon’t.talkabouttherules (p20-22) wehavealotofrules… sodowe. myfriendsandigoytotalkabouttherules… whatschoolrulesdoyouthinkshouldbechanged?词汇1.重点词汇license,silly,study,present,member,sleepy,reply,possibly,drop,final,count,owner,sky,catch,interview,noise,wind,neighbor,director,smell,finger,lift,stone2.认读词汇  pierce,earring,concentrate,design,opportunity,volunteer,local,mess,newsletter,obey,achieve,realistic,taught,kathy3.词组getintheway,careabout,insteadof,stayup,concentrateon,atpresent,oldpeople’shomestayup,bestrictwith,theotherday,learnfrom,atpresent,begoodfor,english-englishdictionary语法should+beallowedtodo…strategyfocus1.      reflecting2.      transforminginformationculturefocuswhatrulesdotheyhaveatschool/home?whatschoolorotherrulesdoyouthinkshouldbefollowed/changed?ii.teachingmaterialsanalyzingandrearranging教材分析和重组1.      教材分析 本单元以teenagersshouldbeallowedtochoosetheirownclothes为话题，共设计了四个部分的内容:sectiona该部分有4个模块：第一模块围绕whatshouldteenagersbeallowedtodo?这一话题展开思维（1a）、听力（1b）、口语(1c)训练；第二模块围绕“agrees”and“disagrees”进行听力（2a-2b）、口语(2c)训练，并就所学语言结构进行总结（grammarfocus）；第三模块就“aboutfollowingtherules”这一话题展开阅读训练（3a）和角色表演训练(3b);第四模块继续就上一话题以小组活动形式展开讨论。sectionb该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕“oneoftheschoolrules”进行听力（2a—2b）、口语训练(2c)；第三模块继续围绕therulesinschool这一话题展开阅读（3a）和角色表演训练(3b)；第四模块就如何makealistofrules以写作形式展开训练。selfcheck该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封信围绕“agreeordisagree”进行阅读和写作的训练。reading该部分共设置了5项任务：第一项任务以小组问题讨论的方式激活学生相关背景知识；第二项任务让学生通过阅读获取信息；第三项任务利用造句、寻找信息、讨论等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生完成介绍名人童年生活及成功之路的任务。2.教材重组和课时分配periodi  (sectiona:1a,1b,1c,2a,2b,2c)                     newfunctionpresentingperiodii  (sectiona:3a,3b,4)                         practiceperiodiii (sectionb:1a,1b,2a,2b,2c)                  integratingskillsperiodiv (sectionb:3a,3b,4,selfcheck1,2&workbook)  reading  periodv  (reading:section1—section4)                 extensivereading       iii.teachingproceduresandways教学过程与方式step1 revisionandlead-inaskoneormorestudentstoshowtheirwork.t:(greetasusual)inthelastunit,welearnedhowtowriteane-mailtofriends.canyoutellmewhatyouoftenwriteinyoure-mails?s:weoftenwriteaboutourproblems,ourpuzzles,sometimesourhappinessandachievementstoeachother.t:howoftendoyousurftheinternet?s:onceaweek.t:ifyourparentsdon’tallowyoutosurftheinternetandyoucan’twritee-mailstoyourfriends,whatwillyoudo?s:iwon’tbehappy.perhapsiwillgetannoyedwiththem.t:well.thatmeansyouhaveyourrulesinyourfamilythoughyouareunhappy.s:that’sright.t:weneedtocommunicatewithourfriendsandparents.ifyouhavedifferentopinionswithyourparents,howcanyoucommunicatewiththem?wealsohavetoobeyourparents.thisclasswe’lltalkaboutwhatteenagersshoulddoinourdailylife.t:nowi’dlikeyoutoseeapicture.showthepicture.t:thestudentsinthepicturearefromchongqing.they’rehavingadebateonthetopic“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?s1:ithinkso.t:canyoutellusyouropinion?s1:ithinkweareoldenough.weshouldlearntodrive.t:thankyou.andwhataboutyou,lily?s2:idon’tthinkweshouldbeallowedtodrive,becausemostofusarebusywithourstudy.besides,wedon’thaveenoughtimetopractice.andit’llbeverydangerous.askformoreexamplesfromotherstudentsandwrite“a”<foragree>or“d”<fordisagree>ontheblackboard.stepii brainstormingt:wonderful.(thenturntoanotherstudent).youlooksmarttoday,whoboughtyouthet-shirt?s:mymother.t:didshechooseitforyou?s:no,iwasallowedtochooseitmyself.t:thankyoufortellingus.doyouoftenchooseclothesforyourself?s:no,icouldn’tchooselastyear.butthisyearmymotherallowsmetochooseclothesformyself.t:doyouthinkteenagersshouldbeallowedtochooseclothes?s:ofcourse,ido.t:great.boysandgirls,herearesomemoreexamplesaboutwhatteenagersshouldbeallowedtodoorshouldn’tbeallowedtodo.let’slookatthepicturesonpage18,module1a.readthestatementstogether.thenthinkitoverandcircle“a”or“d”for“agree”or“disagree.”afewminuteslater.t:well,liyu,wouldyouliketoshareyourideaswithus?s:ofcourse.icircled1,3,4with“a”,and2,5with“d”.t:canyoutelluswhyyoudisagreewiththestatements2and5?s:ok.thesecondonesays“sixteen-year-oldsshouldbeallowedtodrive”,idon’tthinkitcancometrueinourcountry;thefifthone“twelveyearsoldshouldbeallowedtochoosetheirownclothes”,idon’tthinktheyhavecorrectcommentsonthematerialsorprice.t:terrific!thankyouverymuchfortellingus.ithinkeveryonemayhavehisanswer.anyansweriscorrectifyoucangiveoutconvictivereasons.stepiii listeningt:nowpleaselookatthepicture.fromthethreesmallpictures,whatcanyouguessthegirlwantstodo?s:shesaysshe’sgoingtothemallwithjohn.becausejohnjustgothislicense.perhapsshewantstobuyanicet-shirt.butican’tunderstandpicture3clearly.icanonlybesureit’ssomethingaboutpiercingearsorearrings.  t:excellent.fromthepictureswecanjustguessthemainideas.afterlisteningtotherecording,wecancatchtheirmeaningsindetail.solistentothetapecarefully.playtherecordingforthefirsttime.t:allright.mostofyouhavecircled“t”or“f”intheblanks.nowi’llplayitasecondtime,youmaycheckyouranswers.stepiv oralpracticet:pleaselookatthestatementsinactivity1aandmakeconversationsinpairs.thephrasesintheboxbelowcanhelpyou.firstpracticetheminpairs.movearoundtheclassandchecktheirwork.offerlanguagehelpifneeded.t:(afewminuteslater)nowwho’dliketoshareyourideaswithothers?gentlemenfirst,please?sample1:s1:ithinkteenagersshouldbeallowedtogooutwiththeirfriends.s2:iagree.theyareoldenough.theycanlookafterthemselveswell.t:great.thankyou.you’vetoldusyoucanlookafteryourselves.anotherpair,canyoutellussomethingelse?sample2:s3:idon’tthinktwelve-year-oldsshouldbeallowedtogettheirearspierced.s4:iagree.it’stoosillytowearearringsintheschool.t:wonderful.thanksalot.notallgirlswearearringsnow,butinsomepartsofthecountry,girlsstilldoso. andwhocangiveusmoreexamples?sample3:s5:ithinkstudentsshouldbeallowedtodohomeworkwithfriends.s6:idisagree.theytalkinsteadofdoinghomework.t:verygood!thankyouverymuch.doyourparentsallowyoutostudywithyourfriends?encouragethemtotalkmoreaboutthereasonsandtheirownopinions.stepv listeningpracticeaskthestudentstolookatthepictureonpage19.t:wecanseethreepersonsinthepicture.aretheytalkingtooneanother?s:no,twogirlsaretalking,andtheboyisworking..t:well,whataretheirconversationsabout?doesmollyagree,disagreeornotknowwhatkathythinks?let’slistentothetapeforthefirsttime.pleasecircle“agrees”,“disagrees”or“doesn’tknow”toshowwhatmollythinks.playtherecordingforthefirsttime.thenchecktheanswers.t:you’llhearthesameconversationagain,thistimepleasenumberkathy’sandmolly’sanswersinthecorrectorder.playtherecordingagain,thenchecktheanswers.stepvi pairworkt:fromthelistening,weknowthatinourdailylifeteenagersshouldandshouldnotbeallowedtodoalotofthings.indifferentcountriespeoplehavedifferentopinionsonit.nowpleasemakealistoffourthingsyoushouldorshouldn’tbeallowedtodo.discussyourlistwithyourpartner:whatshouldorshouldn’tyoubeallowedtodo?getseveralgroupsofstudentstoreadtheirlists.sample1:s1:doyouthinkteenagersshouldbeallowedtohavemobilephones?s2:yes.it’sconvenientforstudentsandtheirparentstocommunicateeachother.sample2:s3:doyouthinkteenagersshouldbeallowedtohavemobilephones?s4:no,idon’t.perhapsstudentspaymoreattentiontoshortmessagesthanstudy.sample3:s5:doyouthinkteenagersshouldbeallowedtogoonatripbythemselves?s6:yes,ido.theymayask“travelagency”tohelpthem.stepvii grammarfocusaskthestudentstoreadtheexamplesentencesinthegrammarfocusboxonpage19together.t:(afterthat)inthisclass,wehavelearned“shouldbeallowedtodo”and“shouldnotbeallowedtodo”.(pointingtothebb)whocantelluswhentousethem?whatdotheymean?fromthesentenceswehavepracticed,whatcanyouconclude?s1:it’sapassivevoice.inactivevoice,ifwesay,“shouldallowsomeonetodosth“,wecansay,“someoneshouldbeallowedtodosth.”inpassivevoicesentence.t:thankyou.anyoneelsecanadditup?s2:if“shouldn’tsomeonetodosth.”wecanuse“someoneshouldn’tbeallowedtodosth”.t:ofcourse.andifyouthinkso,youcansay____.(getstudentstofillintheblank)s3:icansay,“iagree.”t:quiteright.ifyoudon’tthinkso,youcananswer_____.(getthemtofillinitagain)s4:icananswer,“idisagree.”t:yeah.besides,youcanaddyouropinionsafterit.stepviii practice

Unit3Teenagersshouldbeallowedtochoosetheirownclothes篇3

unit3 teenagersshouldbeallowedtochoosetheirownclothes.i.learningobjectives教学目标skillfocustalkaboutwhatyouareallowedtodo.learntotalkabout“agree”and“disagree”.talkabouttherulesaroundthestudents.learntomakerulesorchangerulesreasonably.

language

focus功能句式talkaboutwhatyouareallowedtodo(p18) ithinkteenagersshouldbeallowedtodrive. studentsshouldnotbeallowedtohavepart-timejob.talkabout“agree”and“disagree”(p19) ithinkstudentsshouldbe… idisagree.theytalk… iagree. doyouthink…? no,idon’t.talkabouttherules (p20-22) wehavealotofrules… sodowe. myfriendsandigoytotalkabouttherules… whatschoolrulesdoyouthinkshouldbechanged?词汇1.重点词汇license,silly,study,present,member,sleepy,reply,possibly,drop,final,count,owner,sky,catch,interview,noise,wind,neighbor,director,smell,finger,lift,stone2.认读词汇  pierce,earring,concentrate,design,opportunity,volunteer,local,mess,newsletter,obey,achieve,realistic,taught,kathy3.词组getintheway,careabout,insteadof,stayup,concentrateon,atpresent,oldpeople’shomestayup,bestrictwith,theotherday,learnfrom,atpresent,begoodfor,english-englishdictionary语法should+beallowedtodo…strategyfocus1.      reflecting2.      transforminginformationculturefocuswhatrulesdotheyhaveatschool/home?whatschoolorotherrulesdoyouthinkshouldbefollowed/changed?ii.teachingmaterialsanalyzingandrearranging教材分析和重组1.      教材分析 本单元以teenagersshouldbeallowedtochoosetheirownclothes为话题，共设计了四个部分的内容:sectiona该部分有4个模块：第一模块围绕whatshouldteenagersbeallowedtodo?这一话题展开思维（1a）、听力（1b）、口语(1c)训练；第二模块围绕“agrees”and“disagrees”进行听力（2a-2b）、口语(2c)训练，并就所学语言结构进行总结（grammarfocus）；第三模块就“aboutfollowingtherules”这一话题展开阅读训练（3a）和角色表演训练(3b);第四模块继续就上一话题以小组活动形式展开讨论。sectionb该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕“oneoftheschoolrules”进行听力（2a—2b）、口语训练(2c)；第三模块继续围绕therulesinschool这一话题展开阅读（3a）和角色表演训练(3b)；第四模块就如何makealistofrules以写作形式展开训练。selfcheck该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封信围绕“agreeordisagree”进行阅读和写作的训练。reading该部分共设置了5项任务：第一项任务以小组问题讨论的方式激活学生相关背景知识；第二项任务让学生通过阅读获取信息；第三项任务利用造句、寻找信息、讨论等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生完成介绍名人童年生活及成功之路的任务。2.教材重组和课时分配periodi  (sectiona:1a,1b,1c,2a,2b,2c)                     newfunctionpresentingperiodii  (sectiona:3a,3b,4)                         practiceperiodiii (sectionb:1a,1b,2a,2b,2c)                  integratingskillsperiodiv (sectionb:3a,3b,4,selfcheck1,2&workbook)  reading  periodv  (reading:section1—section4)                 extensivereading       iii.teachingproceduresandways教学过程与方式

periodi newfunctionpresentinglanguagegoals语言目标1.words&expressions生词和短语allow,drive,pierce,driver,license,silly,earring,insteadof2.keysentences重点句子ithinkstudentsshouldbeallowedtogooutwiththeirfriends.(p18)iagree./idisagree.(p19)doyouthinksixteen-year-oldsshouldbeallowedtoworkatnight?(p19)abilitygoals能力目标enablethestudentstotalkaboutthingstheyareallowedtodoandshow“agreeordisagree.”emotion&attitudegoals情感和态度目标enablethestudentstounderstandsomestrictrulestheyhavetofollow.strategygoals策略目标reflecting..cultureawarenessgoals文化意识目标followtherulesreasonably.teachingimportant教学重点talkaboutwhattheyareallowedtodo;agreeanddisagree.teachingproceduresandways教学过程和方式step1 revisionandlead-inaskoneormorestudentstoshowtheirwork.t:(greetasusual)inthelastunit,welearnedhowtowriteane-mailtofriends.canyoutellmewhatyouoftenwriteinyoure-mails?s:weoftenwriteaboutourproblems,ourpuzzles,sometimesourhappinessandachievementstoeachother.t:howoftendoyousurftheinternet?s:onceaweek.t:ifyourparentsdon’tallowyoutosurftheinternetandyoucan’twritee-mailstoyourfriends,whatwillyoudo?s:iwon’tbehappy.perhapsiwillgetannoyedwiththem.t:well.thatmeansyouhaveyourrulesinyourfamilythoughyouareunhappy.s:that’sright.t:weneedtocommunicatewithourfriendsandparents.ifyouhavedifferentopinionswithyourparents,howcanyoucommunicatewiththem?wealsohavetoobeyourparents.thisclasswe’lltalkaboutwhatteenagersshoulddoinourdailylife.t:nowi’dlikeyoutoseeapicture.showthepicture.t:thestudentsinthepicturearefromchongqing.they’rehavingadebating onthetopic“whatshouldteenagersbeallowedtodo?”becausetheythink thetopicismeaningfulamongteenagers.youareoldenoughtomakeclear whattodoandwhatnottodo.onlyafteryouunderstandandfollowtherulescanyoubecomeusefulpeoplewithalotofabilitiestooursociety.mostofmiddle-schoolstudentsthinktheyshouldbeallowedtodoallthethingstheylike,forexample,theythink:theyshouldbeallowedto—choosetheirownclothes—    gooutwiththeirfriends—    havepart-timejobs—    gettheirearspierced—    watchnbamatches—    dovolunteerwork—    drivewritetheaboveexpressionsontheblackboard.t:butactuallyteenagershavetoobeysomerulestheydon’tlike.whatshouldyouallowedtodoandnottodoisabigproblem.todaywe’regoingtolearntotalkaboutit.asateenager,doyouthinkyoushouldbeallowedtodrive?s1:ithinkso.t:canyoutellusyouropinion?s1:ithinkweareoldenough.weshouldlearntodrive.t:thankyou.andwhataboutyou,lily?s2:idon’tthinkweshouldbeallowedtodrive,becausemostofusarebusywithourstudy.besides,wedon’thaveenoughtimetopractice.andit’llbeverydangerous.askformoreexamplesfromotherstudentsandwrite“a”<foragree>or“d”<fordisagree>ontheblackboard.stepii brainstormingt:wonderful.(thenturntoanotherstudent).youlooksmarttoday,whoboughtyouthet-shirt?s:mymother.t:didshechooseitforyou?s:no,iwasallowedtochooseitmyself.t:thankyoufortellingus.doyouoftenchooseclothesforyourself?s:no,icouldn’tchooselastyear.butthisyearmymotherallowsmetochooseclothesformyself.t:doyouthinkteenagersshouldbeallowedtochooseclothes?s:ofcourse,ido.t:great.boysandgirls,herearesomemoreexamplesaboutwhatteenagersshouldbeallowedtodoorshouldn’tbeallowedtodo.let’slookatthepicturesonpage18,module1a.readthestatementstogether.thenthinkitoverandcircle“a”or“d”for“agree”or“disagree.”afewminuteslater.t:well,liyu,wouldyouliketoshareyourideaswithus?s:ofcourse.icircled1,3,4with“a”,and2,5with“d”.t:canyoutelluswhyyoudisagreewiththestatements2and5?s:ok.thesecondonesays“sixteen-year-oldsshouldbeallowedtodrive”,idon’tthinkitcancometrueinourcountry;thefifthone“twelveyearsoldshouldbeallowedtochoosetheirownclothes”,idon’tthinktheyhavecorrectcommentsonthematerialsorprice.t:terrific!thankyouverymuchfortellingus.ithinkeveryonemayhavehisanswer.anyansweriscorrectifyoucangiveoutconvictivereasons.stepiii listeningt:nowpleaselookatthepicture.fromthethreesmallpictures,whatcanyouguessthegirlwantstodo?s:shesaysshe’sgoingtothemallwithjohn.becausejohnjustgothislicense.perhapsshewantstobuyanicet-shirt.butican’tunderstandpicture3clearly.icanonlybesureit’ssomethingaboutpiercingearsorearrings.  t:excellent.fromthepictureswecanjustguessthemainideas.afterlisteningtotherecording,wecancatchtheirmeaningsindetail.solistentothetapecarefully.playtherecordingforthefirsttime.t:allright.mostofyouhavecircled“t”or“f”intheblanks.nowi’llplayitasecondtime,youmaycheckyouranswers.stepiv oralpracticet:pleaselookatthestatementsinactivity1aandmakeconversationsinpairs.thephrasesintheboxbelowcanhelpyou.firstpracticetheminpairs.movearoundtheclassandchecktheirwork.offerlanguagehelpifneeded.t:(afewminuteslater)nowwho’dliketoshareyourideaswithothers?gentlemenfirst,please?sample1:s1:ithinkteenagersshouldbeallowedtogooutwiththeirfriends.s2:iagree.theyareoldenough.theycanlookafterthemselveswell.t:great.thankyou.you’vetoldusyoucanlookafteryourselves.anotherpair,canyoutellussomethingelse?sample2:s3:idon’tthinktwelve-year-oldsshouldbeallowedtogettheirearspierced.s4:iagree.it’stoosillytowearearringsintheschool.t:wonderful.thanksalot.notallgirlswearearringsnow,butinsomepartsofthecountry,girlsstilldoso. andwhocangiveusmoreexamples?sample3:s5:ithinkstudentsshouldbeallowedtodohomeworkwithfriends.s6:idisagree.theytalkinsteadofdoinghomework.t:verygood!thankyouverymuch.doyourparentsallowyoutostudywithyourfriends?encouragethemtotalkmoreaboutthereasonsandtheirownopinions.stepv listeningpracticeaskthestudentstolookatthepictureonpage19.t:wecanseethreepersonsinthepicture.aretheytalkingtooneanother?s:no,twogirlsaretalking,andtheboyisworking..t:well,whataretheirconversationsabout?doesmollyagree,disagreeornotknowwhatkathythinks?let’slistentothetapeforthefirsttime.pleasecircle“agrees”,“disagrees”or“doesn’tknow”toshowwhatmollythinks.playtherecordingforthefirsttime.thenchecktheanswers.t:you’llhearthesameconversationagain,thistimepleasenumberkathy’sandmolly’sanswersinthecorrectorder.playtherecordingagain,thenchecktheanswers.stepvi pairworkt:fromthelistening,weknowthatinourdailylifeteenagersshouldandshouldnotbeallowedtodoalotofthings.indifferentcountriespeoplehavedifferentopinionsonit.nowpleasemakealistoffourthingsyoushouldorshouldn’tbeallowedtodo.discussyourlistwithyourpartner:whatshouldorshouldn’tyoubeallowedtodo?getseveralgroupsofstudentstoreadtheirlists.sample1:s1:doyouthinkteenagersshouldbeallowedtohavemobilephones?s2:yes.it’sconvenientforstudentsandtheirparentstocommunicateeachother.sample2:s3:doyouthinkteenagersshouldbeallowedtohavemobilephones?s4:no,idon’t.perhapsstudentspaymoreattentiontoshortmessagesthanstudy.sample3:s5:doyouthinkteenagersshouldbeallowedtogoonatripbythemselves?s6:yes,ido.theymayask“travelagency”tohelpthem.stepvii grammarfocusaskthestudentstoreadtheexamplesentencesinthegrammarfocusboxonpage19together.t:(afterthat)inthisclass,wehavelearned“shouldbeallowedtodo”and“shouldnotbeallowedtodo”.(pointingtothebb)whocantelluswhentousethem?whatdotheymean?fromthesentenceswehavepracticed,whatcanyouconclude?s1:it’sapassivevoice.inactivevoice,ifwesay,“shouldallowsomeonetodosth“,wecansay,“someoneshouldbeallowedtodosth.”inpassivevoicesentence.t:thankyou.anyoneelsecanadditup?s2:if“shouldn’tsomeonetodosth.”wecanuse“someoneshouldn’tbeallowedtodosth”.t:ofcourse.andifyouthinkso,youcansay____.(getstudentstofillintheblank)s3:icansay,“iagree.”t:quiteright.ifyoudon’tthinkso,youcananswer_____.(getthemtofillinitagain)s4:icananswer,“idisagree.”t:yeah.besides,youcanaddyouropinionsafterit.stepviii practicet:herearesomeexercises.pleaselookatthescreenanddoitquickly.showthefollowing.ex1 drawlinestomakesentences.                   1.      littlechildrenshouldn’tbeallowedto             a.playafterclass.2.      studentsshouldbeallowedto                    b.gointotheclassroom. 3.      girlsshouldn’tbeallowedto                     c.watchtvtoolong.4.      ifyouarelate,youshouldbeallowedto            d.smoke.5. studentsshouldbeallowedto                    e.wearskirtsinp.eclassex2  writeabouttwothingsyouareallowedtodoandnotallowedtodo.sampleanswers:1.i’mallowedtohavesomechangewithme.   2.i’mnotallowedtohaveafightwithothers.   3.i’mallowedtoaskforaleaveifi’msickinp.elesson.   4.i’mnotallowedtocopyothers’homework.stepix homeworkt:twotasksforyou:1.listentotheconversationrepeatedly.2.trytorememberthedialogueintherecording.practicemorewithyourpartners.

Unit3Teenagersshouldbeallowedtochoosetheirownclothes篇4

unit3 teenagersshouldbeallowedtochoosetheirownclothes.

教学内容分析：

本单元以学生是否应该挑选自己的衣服为话题，以谈论学生在生活中应当遵守的规矩和学生自己的意见为主线，向学生展示了的用于表达被或不被允许做某事和同意不同意的目标语言。

教学目标：

1.词汇：allow,pierce,silly,stayup,drivers’licenseearring,strict,concentrate,volunteer,  

目标语言：ithinksixteen-year-oldsshouldbeallowedtodrive.

idisagree.ithinksixteenistooyoung.

doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejobs?

no,idon’t.

2.通过目标语言的学习，学生学会谈论自己平时需要遵守的规则，并能发表自己的看法或独特见解。

3.教育学生要在培养自己的独立思想的同时注意遵守规章制度。

教学重点及难点：

1. 本单元重点在于新单词及目标语言，并再次出现了被动语态。

2. 难点在于学生运用目标语言进行自由表达及对被动语态的掌握。

课时分配（5课时）：

第一课时：sectiona1a---2cgrammarfocus

第二课时：sectiona3a---4

第三课时：sectionb1a---2c

第四课时：sectionb3a---4 selfcheck2

第五课时：reading:that’scool

教学指导思想：

以素质教育为指导思想，促进学生个性发展，注意对学生进行思想引导，培养学生正

确认识个性及美丑。

教学方法：听说读写相结合，循序渐进；设计合理并具有挑战性任务，让学生在完成任务时练习使用目标语言，体验成功之快乐

教学过程设计：

periodone

step1greetingandasmalltalk

thesondutygivesasmalltalkonherunpleasantshopping(hermotherdidn’tletherchooseherownclothes)toleadinthetopicofunit3“teenagersshouldbeallowedtochoosetheirownclothes” then,ssshowtheirownopinionbysaying“agree”and“disagree”

step2doyouagreeordisagree

1a readthestatementsinthetextbook.circleaord

step3pairwork 1c

getstudentstotellouttheir“agrees”and“disagrees”,aswellastheirreasons,totheirpartners. tmovesaroundtogivehelpifnecessary.

step4listeningpractice

1bgetsstolookatthepictureandtellthemtheyaregoingtohearaconversationbetweenannaandhermother.listenandcircletoff(forthefirsttime,ssonlylisten.)thenchecktheanswers:f,f,t

2a-2b dothesamewiththemas1b

step5pairwork 2c

firstgetsstolistoutteenagersshouldandshouldnotbeallowedtodo.thendiscusstheirlistswiththeirpartnersusingtheshortconversationintherightbox.

step6task1:

getsstolistoutwhattheyareandarenotallowedtodoandmakecommentsaboutthem.(togetsspracticetalkingabouttheirrealexperienceandfeelingswiththetargetlanguage)

step7grammarfocus

getssfirsttoreadoutthestatementsandthengiveouttheirownopinionstoreplacethestatementsintherightcolumn.

step8summaryandhomework:

whatrulesdoyouhaveathome?makealistofthem.

periodtwo

step1greeting

greettheclassandcheckthehomework

step2adutyreport

thesondutygivesareportontherulesinhishomeandleadin3a“sunfei’sandwuyu’s rules”

step3reading

ssreadtheconversationandwritethetwogirls’rulesinthechart.

checktheanswers.

getsstoreadafterthetapeandthenreadaloudbythemselves.

then,texplainsthelanguagepoints.

step4pairwork 3b

roleplay.usetheinformationincharttopracticewiththeconversationin3acovered.theycanlookatthesampleconversationintherightbox.

step5task2 “who’sthebestreporter?”

makeasurveybyaskingany5studentsthequestionsinthechartinactivity4.thengiveoutareportaboutit.seewhoisthebestreporter?andthebestreporterwillgetaniceball-pen.

step6summaryandhomework:

writeoutthereportinyourexercise-books.

periodthree

step1greetingandadutyreport

thesgivesadutyreporttalkingabouthisexperienceofbeinglateforschool.leadinthequestion“doyouevergettoschoollate?howoftendoyougettoschoollate?always,usually,sometimes,ornever?

step21a getsstofinishwriting.

step3pairwork 1b

getsstotalkabouttheiranswerswiththeirpartnersusingthesampleconversationintheboxontheright.

step4listeningpractice

2alead-in:whatwillhappenifyougettoschoollate?whataboutpeter?let’slistentoaconversationbetweenpeterandhisfather.getsstofinish2a(asusual,forthefirsttime,ssonlylisten.)checktheanswers.

2blistenagain,matchthesesentencesparts.checktheanswers.

step5groupwork2c

ssdiscussthestatementswiththeirgroupmemberstopracticeoralenglish.

step6task3:adebate

chooseonestatement(no.3parentsshouldnotbetoostrictwithteenagers.)asthetopicforthemtodebate.thosewhoagreesitononeside,thosewhodisagreesitontheotherside.beforestarting,eachgrouphave2minutestogetprepared.seewhichgroupisthewinner.whiledebating,ssshouldwritedowntheopinionstheyhearfortheirhomework.

step7summaryandhomework

writeanarticleaboutyourownopinionstothetopicdebatedinclass.

periodfour

step1greeting

greettheclassasusualandcheckthehomework.gettwostudentstoreadouttheirarticlestotheclass.

step2reading

leading-in:everyoneofyouhasyourownthought.let’sreadanarticlewrittenbyateenagerslikeyou.whilereading,pleasetrytofindouttheanswerstothequestionsbelow.

checktheanswers.

tplaysthetapeforsstolistenandrepeat.thengetthemtoreaditoutloudly.

texplainssomelanguagepoints.

step3pairwork 3b

roleplay.usetheinformationin3atohaveaconversationlikethesampleconversationinthebox.

step4task4thebestopinion

“whatschoolrulesdoyouthinkshouldbechangedinourschool?”getsstodiscusswiththeirpartnersandthenwritedownwhatbothofthemthinkshouldbechangedonthepapergivenbyt.later,discussthosestatementsonthepaperwiththewholeclassandtellthemtogivethebestonetotheheadmasterasgoodadvice.

step5task5 4

suppose:youandyourpartnerarestartinganewsaturdayenglishclub.discusswithhim.makealistofrulesaboutwhatshouldandshouldnotbeallowed.

step6writingpractice 

selfcheck ex.2getsstoreadthearticleandthenpracticewritingaletterusingthetargetlanguage.

step7summaryandhomework

finishex.1inselfcheck.

periodfive 

reading---that’scool.

step1warming-up

ask:whatdoestheword“cool”meantoyou?givesomeexamples.sstalkabouttheirownopinionsfreely.

step2while-reading

gothroughthereadingandmatchthepeoplewiththeiropinionsin2onpage24andcompletethesentencesin4onpage25.

step3deepcomprehension 

ssreadthearticlemorecarefully.trytoguessthemeaningsofthenewwords.andmatchthewordsandexpressionswiththeirmeaningsin3onpage25.thengetsstomakesentenceswiththem.

step4groupwork 5

getsstofinishthegroupworkin5onpage25byaskingtheirgroupmembers.

step5summaryandhomework

writeareportaboutwhatyourclassmatesthinkabout“cool”.