Unit 3 Teenagers should be allowed to choose their own clothes（通用4篇）
Unit 3 Teenagers should be allowed to choose their own clothes 篇1
unit 3 teenagers should be allowed to choose their own clothes.
period 1 (section a 1a-2c)教學設計
課題
teenagers should be allowed to choose their own clothes.
period 1 (section a 1a-2c)
教
材分析
作為中學生，我們應該如何正確看待家規、校規等規章制度呢？本單元通過談論人們認為中學生可以做或不可以做的事情，讓學生學會表達對有關規定的態度和看法。能運用已掌握的語言知識簡單的闡明理由，學會被動語態的基本用法should+be +動詞的過去分詞，鞏固句型i agree\i disagree,即表示同意或不同意的方式。
學生分析
本班學生已掌握了一些相關的英語知識
學生基礎較差，思維不是很靈活，缺乏興趣
教
學
目
標
語言目標
1、掌握語言結構should(not) be allowed to do
2、學會表達agree和disagree
能力目標
1、學會談論允許和不允許做的事情，并發表自己的觀點、見解
2、培養聽說讀寫能力
情
感
目標
1、學會談論自己應該被允許做的事情和不應該被允許做的事情。學生勇于發表自己的觀點和意見，表達同意和不同意。
2、德育教育：了解和反思自己的日常行為是否符合中學生日常行為規范
教
學
重
點
知
識
重點
1.should(not) be allowed to do
2.instead of +doing(名詞、代詞)
3.get the ears pierced
能力重點
聽、說
教法
任務型教學法，反饋教學為輔
教具
多媒體
學法
自主探究，合作交流
教 學 過 程
復習
1.some words 2.used to …but now
設計意圖
創引
設入
情新
境課
t: what can you do after school?
can you go out with friends at night?
can you have part-time jobs?
can you get the ears pierced ?......
創設情境，通過學生感興趣的內容，引入新知
自
主
學
習
合
作
探
究
1a:
1.introduce the new structure：should be allowed to
should not be allowed to
teenagers should be allowed to choose own clothes.
teenagers should not be allowed to drive….
i agree.\i disagree.\i don’t agree.
2.pairwork:
practise conversation in pairs
1c 2c
1.presentation:
i think \i don’t think teenagers should be allowed to ….
i agree.
i disagree.\i don't agree.
do you think teenagers should be allowed to….
why?
2.pairwork:make conversation ,using 1c and 2c
2a 2b
1.let the students read the sentences in 2a
2.listen and check what kathy thinks. and cirle.
3.let the students read 2b
4.listen again and number reasons in the correct order.
呈現任務，讓學生在任務的驅動下，學習語言知識和技能訓練，培養自主學習習慣，加強合作意識。
在兩人討論應該被允許和不被允許做的事情的同時，表達同意和不同意，并發表自己的見解，培養合作交流意識，達到了對本課語言目標的學習，突出了語言的交際性
聽力訓練，把聽的任務與說讀結合起來，培養學生綜合運用語言的能力，提高聽的技能
總提
結高
深升
化華
should be allowed to
should not be allowed to
。。。。
。。。。
make a list of things middle school students should and should not be allowed to do
通過任務的完成，在鞏固本節課所學的同時，進一步升華、深化。四人結組訓練，做到知識的延伸拓展，突出語言的交際運用功能，規范中學生日常行為
自
我
檢
測
1.teenagers should not be allowed to get the ears
a.pierce b.to pierce c.pierced
2.they talk instead of homework.
a.do b.doing c.does
3.middle school students should not drive.
a.be allowed to b.be allow to c.allowed to
4.he should stop wearing that (愚蠢的)earing.
5.can i see your (執照)?
6.teenagers aren’t .
a.enough serious b.serious enough
7.i ate bread (代替)cakes.
及時鞏固所學，讓學生體會成功的喜悅，反饋所學效果，檢驗本節掌握情況
板
書
設
計
unit 3 teenagers should be allowed to choose their own clothes
teenagers should (not) be allowed to
go out with friends.
drive.
get their ears pierced.
choose their own clothes.
i agree.\idisagree.\i don’t agree.
do you think teenagers should be allowed to …..?
why?
they talk instead of doing homework.
作業
1.復習grammars fcous
2將表格寫成若干句子，使用.shouls (not)be allowed to結構，談論中學生日常行為規范。
培養寫作，鍛煉書寫
教學
后記
1、引導學生自主探究，合作交流，充分發揮學生的主體地位，更多的學生都可以參與到課堂活動中來。
2、解決問題時應鼓勵學生采用多種方法，發散學生思維
3、本節課，與學生生活聯系密切，積極性高，因此，激發學生興趣是提高課堂效率的重要因素。
Unit 3 Teenagers should be allowed to choose their own clothes 篇2
unit 3 teenagers should be allowed to choose their own clothes.i. learning objectives 教學目標skillfocustalk about what you are allowed to do.learn to talk about “agree” and “disagree”.talk about the rules around the students.learn to make rules or change rules reasonably.
language
focus功能句式talk about what you are allowed to do (p18) i think teenagers should be allowed to drive. students should not be allowed to have part-time job.talk about “agree” and “disagree” (p19) i think students should be … i disagree. they talk … i agree. do you think …? no, i don’t.talk about the rules (p20-22) we have a lot of rules … so do we. my friends and i goy to talk about the rules … what school rules do you think should be changed? 詞匯1. 重點詞匯license, silly, study, present, member, sleepy, reply, possibly, drop, final, count, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone 2. 認讀詞匯 pierce, earring, concentrate, design, opportunity, volunteer, local, mess, newsletter, obey, achieve, realistic, taught, kathy3. 詞組get in the way, care about, instead of, stay up, concentrate on, at present, old people’s homestay up, be strict with, the other day, learn from, at present, be good for, english-english dictionary 語法should + be allowed to do …strategyfocus1. reflecting 2. transforming information culturefocuswhat rules do they have at school/home?what school or other rules do you think should be followed /changed?ii. teaching materials analyzing and rearranging教材分析和重組1. 教材分析 本單元以teenagers should be allowed to choose their own clothes 為話題， 共設計了四個部分的內容: section a 該部分有4個模塊：第一模塊圍繞what should teenagers be allowed to do? 這一話題展開思維（1a）、聽力（1b）、 口語 (1c) 訓練；第二模塊圍繞“agrees” and “disagrees”進行聽力（2a-2b）、口語 (2c) 訓練，并就所學語言結構進行總結（grammar focus）；第三模塊就“about following the rules”這一話題展開閱讀訓練（3a）和角色表演訓練 (3b) ; 第四模塊繼續就上一話題以小組活動形式展開討論。section b該部分有4個模塊：第一模塊是詞匯的學習（1a）與運用（1b）；第二模塊圍繞“one of the school rules”進行聽力（2a—2b）、口語訓練 (2c) ；第三模塊繼續圍繞the rules in school 這一話題展開閱讀（3a）和角色表演訓練 (3b) ；第四模塊就如何make a list of rules以寫作形式展開訓練。self check該部分有2個模塊：第一模塊以填空形式對所學詞匯進行訓練；第二模塊就一封信圍繞“agree or disagree” 進行閱讀和寫作的訓練。 reading該部分共設置了5項任務： 第一項任務以小組問題討論的方式激活學生相關背景知識；第二項任務讓學生通過閱讀獲取信息；第三項任務利用造句、尋找信息、討論等練習形式加深學生對閱讀內容的理解；第四項任務要求學生能運用所學知識解決實際問題；第五項任務要求學生完成介紹名人童年生活及成功之路的任務。2. 教材重組和課時分配period i (section a: 1a, 1b, 1c, 2a, 2b, 2c) new function presenting period ii (section a: 3a, 3b, 4) practiceperiod iii (section b: 1a, 1b, 2a, 2b, 2c) integrating skills period iv (section b: 3a, 3b, 4, self check 1, 2 & workbook) reading period v (reading: section 1—section 4) extensive reading iii. teaching procedures and ways 教學過程與方式step 1 revision and lead-inask one or more students to show their work.t: (greet as usual) in the last unit, we learned how to write an e-mail to friends. can you tell me what you often write in your e-mails? s: we often write about our problems, our puzzles, sometimes our happiness and achievements to each other. t: how often do you surf the internet?s: once a week. t: if your parents don’t allow you to surf the internet and you can’t write e-mails to your friends, what will you do?s: i won’t be happy. perhaps i will get annoyed with them.t: well. that means you have your rules in your family though you are unhappy. s: that ’s right.t: we need to communicate with our friends and parents. if you have different opinions with your parents, how can you communicate with them? we also have to obey our parents. this class we’ll talk about what teenagers should do in our daily life. t: now i’d like you to see a picture.show the picture. t: the students in the picture are from chongqing. they’re having a debate on the topic “what should teenagers be allowed to do?” because they think the topic is meaningful among teenagers. you are old enough to make clear what to do and what not to do. only after you understand and follow the rules can you become useful people with a lot of abilities to our society. most of middle-school students think they should be allowed to do all the things they like, for example, they think: they should be allowed to — choose their own clothes — go out with their friends — have part-time jobs— get their ears pierced— watch nba matches — do volunteer work— drivewrite the above expressions on the blackboard.t: but actually teenagers have to obey some rules they don’t like. what should you allowed to do and not to do is a big problem. today we’re going to learn to talk about it. as a teenager, do you think you should be allowed to drive?s1: i think so. t: can you tell us your opinion? s1: i think we are old enough. we should learn to drive. t: thank you. and what about you, lily?s2: i don’t think we should be allowed to drive, because most of us are busy with our study. besides, we don’t have enough time to practice. and it’ll be very dangerous. ask for more examples from other students and write “a”<for agree> or “d” <for disagree> on the blackboard.step ii brainstormingt: wonderful. (then turn to another student). you look smart today, who bought you the t-shirt?s: my mother.t: did she choose it for you?s: no, i was allowed to choose it myself.t: thank you for telling us. do you often choose clothes for yourself?s: no, i couldn’t choose last year. but this year my mother allows me to choose clothes for myself. t: do you think teenagers should be allowed to choose clothes?s: of course, i do.t: great. boys and girls, here are some more examples about what teenagers should be allowed to do or shouldn’t be allowed to do. let’s look at the pictures on page 18, module 1a. read the statements together. then think it over and circle “a” or “d” for “agree” or “disagree.”a few minutes later.t: well, li yu, would you like to share your ideas with us?s: of course. i circled 1,3, 4 with “a”, and 2, 5 with “d”.t: can you tell us why you disagree with the statements 2 and 5?s: ok. the second one says “sixteen-year-olds should be allowed to drive ”, i don’t think it can come true in our country; the fifth one “twelve years old should be allowed to choose their own clothes ”, i don’t think they have correct comments on the materials or price.t: terrific! thank you very much for telling us. i think everyone may have his answer. any answer is correct if you can give out convictive reasons.step iii listening t: now please look at the picture. from the three small pictures, what can you guess the girl wants to do? s: she says she’s going to the mall with john. because john just got his license. perhaps she wants to buy a nice t-shirt. but i can’t understand picture 3 clearly. i can only be sure it’s something about piercing ears or earrings. t: excellent. from the pictures we can just guess the main ideas. after listening to the recording, we can catch their meanings in detail. so listen to the tape carefully. play the recording for the first time. t: all right. most of you have circled “ t ” or “ f ” in the blanks. now i’ll play it a second time, you may check your answers. step iv oral practice t: please look at the statements in activity 1a and make conversations in pairs. the phrases in the box below can help you. first practice them in pairs.move around the class and check their work. offer language help if needed.t: (a few minutes later) now who’d like to share your ideas with others? gentlemen first, please? sample 1:s1: i think teenagers should be allowed to go out with their friends.s2: i agree. they are old enough. they can look after themselves well.t: great. thank you. you’ve told us you can look after yourselves. another pair, can you tell us something else?sample 2:s3: i don’t think twelve-year-olds should be allowed to get their ears pierced.s4: i agree. it’s too silly to wear earrings in the school.t: wonderful. thanks a lot. not all girls wear earrings now, but in some parts of the country, girls still do so. and who can give us more examples?sample 3:s5: i think students should be allowed to do homework with friends.s6: i disagree. they talk instead of doing homework.t: very good! thank you very much. do your parents allow you to study with your friends? encourage them to talk more about the reasons and their own opinions.step v listening practiceask the students to look at the picture on page 19.t: we can see three persons in the picture. are they talking to one another?s: no, two girls are talking, and the boy is working..t: well, what are their conversations about? does molly agree, disagree or not know what kathy thinks? let’s listen to the tape for the first time. please circle “agrees”, “disagrees” or “doesn’t know” to show what molly thinks.play the recording for the first time. then check the answers.t: you’ll hear the same conversation again, this time please number kathy’s and molly’s answers in the correct order.play the recording again, then check the answers.step vi pairworkt: from the listening, we know that in our daily life teenagers should and should not be allowed to do a lot of things. in different countries people have different opinions on it. now please make a list of four things you should or shouldn’t be allowed to do. discuss your list with your partner: what should or shouldn’t you be allowed to do? get several groups of students to read their lists.sample 1: s1: do you think teenagers should be allowed to have mobile phones?s2: yes. it’s convenient for students and their parents to communicate each other. sample 2:s3: do you think teenagers should be allowed to have mobile phones?s4: no, i don’t. perhaps students pay more attention to short messages than study.sample 3:s5: do you think teenagers should be allowed to go on a trip by themselves?s6: yes, i do. they may ask “ travel agency ”to help them.step vii grammar focusask the students to read the example sentences in the grammar focus box on page 19 together.t: (after that) in this class, we have learned “should be allowed to do” and “should not be allowed to do”. (pointing to the bb) who can tell us when to use them? what do they mean? from the sentences we have practiced, what can you conclude?s1: it’s a passive voice. in active voice, if we say, “should allow someone to do sth “, we can say, “someone should be allowed to do sth.” in passive voice sentence.t: thank you. anyone else can add it up?s2: if “shouldn’t someone to do sth.” we can use “someone shouldn’t be allowed to do sth”.t: of course. and if you think so, you can say____. (get students to fill in the blank)s3: i can say, “i agree.”t: quite right. if you don’t think so, you can answer_____. (get them to fill in it again)s4: i can answer, “i disagree.”t: yeah. besides, you can add your opinions after it.step viii practice
Unit 3 Teenagers should be allowed to choose their own clothes 篇3
unit 3 teenagers should be allowed to choose their own clothes.i. learning objectives 教學目標skillfocustalk about what you are allowed to do.learn to talk about “agree” and “disagree”.talk about the rules around the students.learn to make rules or change rules reasonably.
language
focus功能句式talk about what you are allowed to do (p18) i think teenagers should be allowed to drive. students should not be allowed to have part-time job.talk about “agree” and “disagree” (p19) i think students should be … i disagree. they talk … i agree. do you think …? no, i don’t.talk about the rules (p20-22) we have a lot of rules … so do we. my friends and i goy to talk about the rules … what school rules do you think should be changed? 詞匯1. 重點詞匯license, silly, study, present, member, sleepy, reply, possibly, drop, final, count, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone 2. 認讀詞匯 pierce, earring, concentrate, design, opportunity, volunteer, local, mess, newsletter, obey, achieve, realistic, taught, kathy3. 詞組get in the way, care about, instead of, stay up, concentrate on, at present, old people’s homestay up, be strict with, the other day, learn from, at present, be good for, english-english dictionary 語法should + be allowed to do …strategyfocus1. reflecting 2. transforming information culturefocuswhat rules do they have at school/home?what school or other rules do you think should be followed /changed?ii. teaching materials analyzing and rearranging教材分析和重組1. 教材分析 本單元以teenagers should be allowed to choose their own clothes 為話題， 共設計了四個部分的內容: section a 該部分有4個模塊：第一模塊圍繞what should teenagers be allowed to do? 這一話題展開思維（1a）、聽力（1b）、 口語 (1c) 訓練；第二模塊圍繞“agrees” and “disagrees”進行聽力（2a-2b）、口語 (2c) 訓練，并就所學語言結構進行總結（grammar focus）；第三模塊就“about following the rules”這一話題展開閱讀訓練（3a）和角色表演訓練 (3b) ; 第四模塊繼續就上一話題以小組活動形式展開討論。section b該部分有4個模塊：第一模塊是詞匯的學習（1a）與運用（1b）；第二模塊圍繞“one of the school rules”進行聽力（2a—2b）、口語訓練 (2c) ；第三模塊繼續圍繞the rules in school 這一話題展開閱讀（3a）和角色表演訓練 (3b) ；第四模塊就如何make a list of rules以寫作形式展開訓練。self check該部分有2個模塊：第一模塊以填空形式對所學詞匯進行訓練；第二模塊就一封信圍繞“agree or disagree” 進行閱讀和寫作的訓練。 reading該部分共設置了5項任務： 第一項任務以小組問題討論的方式激活學生相關背景知識；第二項任務讓學生通過閱讀獲取信息；第三項任務利用造句、尋找信息、討論等練習形式加深學生對閱讀內容的理解；第四項任務要求學生能運用所學知識解決實際問題；第五項任務要求學生完成介紹名人童年生活及成功之路的任務。2. 教材重組和課時分配period i (section a: 1a, 1b, 1c, 2a, 2b, 2c) new function presenting period ii (section a: 3a, 3b, 4) practiceperiod iii (section b: 1a, 1b, 2a, 2b, 2c) integrating skills period iv (section b: 3a, 3b, 4, self check 1, 2 & workbook) reading period v (reading: section 1—section 4) extensive reading iii. teaching procedures and ways 教學過程與方式
period i new function presentinglanguage goals 語言目標1. words & expressions 生詞和短語allow, drive, pierce, driver, license, silly, earring, instead of2. key sentences重點句子i think students should be allowed to go out with their friends. (p18)i agree. / i disagree. (p19)do you think sixteen-year-olds should be allowed to work at night? (p19)ability goals 能力目標enable the students to talk about things they are allowed to do and show “agree or disagree.”emotion & attitude goals 情感和態度目標enable the students to understand some strict rules they have to follow.strategy goals策略目標reflecting. .culture awareness goals文化意識目標follow the rules reasonably.teaching important 教學重點 talk about what they are allowed to do; agree and disagree.teaching procedures and ways教學過程和方式step 1 revision and lead-inask one or more students to show their work.t: (greet as usual) in the last unit, we learned how to write an e-mail to friends. can you tell me what you often write in your e-mails? s: we often write about our problems, our puzzles, sometimes our happiness and achievements to each other. t: how often do you surf the internet?s: once a week. t: if your parents don’t allow you to surf the internet and you can’t write e-mails to your friends, what will you do?s: i won’t be happy. perhaps i will get annoyed with them.t: well. that means you have your rules in your family though you are unhappy. s: that ’s right.t: we need to communicate with our friends and parents. if you have different opinions with your parents, how can you communicate with them? we also have to obey our parents. this class we’ll talk about what teenagers should do in our daily life. t: now i’d like you to see a picture.show the picture. t: the students in the picture are from chongqing. they’re having a debating on the topic “what should teenagers be allowed to do?” because they think the topic is meaningful among teenagers. you are old enough to make clear what to do and what not to do. only after you understand and follow the rules can you become useful people with a lot of abilities to our society. most of middle-school students think they should be allowed to do all the things they like, for example, they think:they should be allowed to — choose their own clothes — go out with their friends — have part-time jobs— get their ears pierced— watch nba matches — do volunteer work— drivewrite the above expressions on the blackboard.t: but actually teenagers have to obey some rules they don’t like. what should you allowed to do and not to do is a big problem. today we’re going to learn to talk about it. as a teenager, do you think you should be allowed to drive?s1: i think so. t: can you tell us your opinion? s1: i think we are old enough. we should learn to drive. t: thank you. and what about you, lily?s2: i don’t think we should be allowed to drive, because most of us are busy with our study. besides, we don’t have enough time to practice. and it’ll be very dangerous. ask for more examples from other students and write “a”<for agree> or “d” <for disagree> on the blackboard.step ii brainstormingt: wonderful. (then turn to another student). you look smart today, who bought you the t-shirt?s: my mother.t: did she choose it for you?s: no, i was allowed to choose it myself.t: thank you for telling us. do you often choose clothes for yourself?s: no, i couldn’t choose last year. but this year my mother allows me to choose clothes for myself. t: do you think teenagers should be allowed to choose clothes?s: of course, i do.t: great. boys and girls, here are some more examples about what teenagers should be allowed to do or shouldn’t be allowed to do. let’s look at the pictures on page 18, module 1a. read the statements together. then think it over and circle “a” or “d” for “agree” or “disagree.”a few minutes later.t: well, li yu, would you like to share your ideas with us?s: of course. i circled 1,3, 4 with “a”, and 2, 5 with “d”.t: can you tell us why you disagree with the statements 2 and 5?s: ok. the second one says “sixteen-year-olds should be allowed to drive ”, i don’t think it can come true in our country; the fifth one “twelve years old should be allowed to choose their own clothes ”, i don’t think they have correct comments on the materials or price.t: terrific! thank you very much for telling us. i think everyone may have his answer. any answer is correct if you can give out convictive reasons.step iii listening t: now please look at the picture. from the three small pictures, what can you guess the girl wants to do? s: she says she’s going to the mall with john. because john just got his license. perhaps she wants to buy a nice t-shirt. but i can’t understand picture 3 clearly. i can only be sure it’s something about piercing ears or earrings. t: excellent. from the pictures we can just guess the main ideas. after listening to the recording, we can catch their meanings in detail. so listen to the tape carefully. play the recording for the first time. t: all right. most of you have circled “ t ” or “ f ” in the blanks. now i’ll play it a second time, you may check your answers. step iv oral practice t: please look at the statements in activity 1a and make conversations in pairs. the phrases in the box below can help you. first practice them in pairs.move around the class and check their work. offer language help if needed.t: (a few minutes later) now who’d like to share your ideas with others? gentlemen first, please? sample 1:s1: i think teenagers should be allowed to go out with their friends.s2: i agree. they are old enough. they can look after themselves well.t: great. thank you. you’ve told us you can look after yourselves. another pair, can you tell us something else?sample 2:s3: i don’t think twelve-year-olds should be allowed to get their ears pierced.s4: i agree. it’s too silly to wear earrings in the school.t: wonderful. thanks a lot. not all girls wear earrings now, but in some parts of the country, girls still do so. and who can give us more examples?sample 3:s5: i think students should be allowed to do homework with friends.s6: i disagree. they talk instead of doing homework.t: very good! thank you very much. do your parents allow you to study with your friends? encourage them to talk more about the reasons and their own opinions.step v listening practiceask the students to look at the picture on page 19.t: we can see three persons in the picture. are they talking to one another?s: no, two girls are talking, and the boy is working..t: well, what are their conversations about? does molly agree, disagree or not know what kathy thinks? let’s listen to the tape for the first time. please circle “agrees”, “disagrees” or “doesn’t know” to show what molly thinks.play the recording for the first time. then check the answers.t: you’ll hear the same conversation again, this time please number kathy’s and molly’s answers in the correct order.play the recording again, then check the answers.step vi pairworkt: from the listening, we know that in our daily life teenagers should and should not be allowed to do a lot of things. in different countries people have different opinions on it. now please make a list of four things you should or shouldn’t be allowed to do. discuss your list with your partner: what should or shouldn’t you be allowed to do? get several groups of students to read their lists.sample 1: s1: do you think teenagers should be allowed to have mobile phones?s2: yes. it’s convenient for students and their parents to communicate each other. sample 2:s3: do you think teenagers should be allowed to have mobile phones?s4: no, i don’t. perhaps students pay more attention to short messages than study.sample 3:s5: do you think teenagers should be allowed to go on a trip by themselves?s6: yes, i do. they may ask “ travel agency ”to help them.step vii grammar focusask the students to read the example sentences in the grammar focus box on page 19 together.t: (after that) in this class, we have learned “should be allowed to do” and “should not be allowed to do”. (pointing to the bb) who can tell us when to use them? what do they mean? from the sentences we have practiced, what can you conclude?s1: it’s a passive voice. in active voice, if we say, “should allow someone to do sth “, we can say, “someone should be allowed to do sth.” in passive voice sentence.t: thank you. anyone else can add it up?s2: if “shouldn’t someone to do sth.” we can use “someone shouldn’t be allowed to do sth”.t: of course. and if you think so, you can say____. (get students to fill in the blank)s3: i can say, “i agree.”t: quite right. if you don’t think so, you can answer_____. (get them to fill in it again)s4: i can answer, “i disagree.”t: yeah. besides, you can add your opinions after it.step viii practicet: here are some exercises. please look at the screen and do it quickly.show the following. ex 1 draw lines to make sentences. 1. little children shouldn’t be allowed to a. play after class.2. students should be allowed to b. go into the classroom. 3. girls shouldn’t be allowed to c. watch tv too long. 4. if you are late, you should be allowed to d. smoke.5. students should be allowed to e. wear skirts in p.e classex 2 write about two things you are allowed to do and not allowed to do. sample answers :1. i’m allowed to have some change with me. 2. i’m not allowed to have a fight with others. 3. i’m allowed to ask for a leave if i’m sick in p.e lesson. 4. i’m not allowed to copy others’ homework.step ix homework t: two tasks for you:1. listen to the conversation repeatedly. 2. try to remember the dialogue in the recording. practice more with your partners.
Unit 3 Teenagers should be allowed to choose their own clothes 篇4
unit 3 teenagers should be allowed to choose their own clothes.
教學內容分析：
本單元以學生是否應該挑選自己的衣服為話題，以談論學生在生活中應當遵守的規矩和學生自己的意見為主線，向學生展示了的用于表達被或不被允許做某事和同意不同意的目標語言。
教學目標：
1.詞匯：allow, pierce, silly, stay up, drivers’ license earring, strict, concentrate, volunteer,
目標語言：i think sixteen-year-olds should be allowed to drive.
i disagree. i think sixteen is too young.
do you think thirteen-year-olds should be allowed to have part-time jobs?
no, i don’t.
2.通過目標語言的學習，學生學會談論自己平時需要遵守的規則，并能發表自己的看法或獨特見解。
3.教育學生要在培養自己的獨立思想的同時注意遵守規章制度。
教學重點及難點：
1. 本單元重點在于新單詞及目標語言，并再次出現了被動語態。
2. 難點在于學生運用目標語言進行自由表達及對被動語態的掌握。
課時分配（5課時）：
第一課時：section a 1a---2c grammar focus
第二課時：section a 3a---4
第三課時：section b 1a---2c
第四課時：section b 3a---4 self check 2
第五課時：reading: that’s cool
教學指導思想：
以素質教育為指導思想，促進學生個性發展，注意對學生進行思想引導，培養學生正
確認識個性及美丑。
教學方法：聽說讀寫相結合，循序漸進；設計合理并具有挑戰性任務，讓學生在完成任務時練習使用目標語言，體驗成功之快樂
教學過程設計：
period one
step 1 greeting and a small talk
the s on duty gives a small talk on her unpleasant shopping(her mother didn’t let her choose her own clothes) to lead in the topic of unit 3 “teenagers should be allowed to choose their own clothes” then, ss show their own opinion by saying “agree” and “disagree”
step 2 do you agree or disagree
1a read the statements in the textbook. circle a or d
step 3 pairwork 1c
get students to tell out their “agrees” and “disagrees” ,as well as their reasons, to their partners. t moves around to give help if necessary.
step 4 listening practice
1b get ss to look at the picture and tell them they are going to hear a conversation between anna and her mother. listen and circle t of f (for the first time, ss only listen.) then check the answers: f, f, t
2a-2b do the same with them as 1b
step 5 pairwork 2c
first get ss to list out teenagers should and should not be allowed to do. then discuss their lists with their partners using the short conversation in the right box.
step 6 task1:
get ss to list out what they are and are not allowed to do and make comments about them. (to get ss practice talking about their real experience and feelings with the target language)
step 7 grammar focus
get ss first to read out the statements and then give out their own opinions to replace the statements in the right column.
step 8 summary and homework:
what rules do you have at home? make a list of them.
period two
step 1 greeting
greet the class and check the homework
step 2 a duty report
the s on duty gives a report on the rules in his home and lead in 3a “sun fei’s and wu yu’s rules”
step 3 reading
ss read the conversation and write the two girls’ rules in the chart.
check the answers.
get ss to read after the tape and then read aloud by themselves.
then, t explains the language points.
step 4 pairwork 3b
role play. use the information in chart to practice with the conversation in 3a covered. they can look at the sample conversation in the right box.
step 5 task 2 “who’s the best reporter?”
make a survey by asking any 5 students the questions in the chart in activity 4. then give out a report about it. see who is the best reporter? and the best reporter will get a nice ball-pen.
step 6 summary and homework:
write out the report in your exercise-books.
period three
step 1 greeting and a duty report
the s gives a duty report talking about his experience of being late for school. lead in the question “do you ever get to school late? how often do you get to school late? always, usually, sometimes, or never?
step 2 1a get ss to finish writing.
step 3 pairwork 1b
get ss to talk about their answers with their partners using the sample conversation in the box on the right.
step 4 listening practice
2a lead-in: what will happen if you get to school late? what about peter? let’s listen to a conversation between peter and his father. get ss to finish 2a (as usual, for the first time, ss only listen.) check the answers.
2b listen again, match these sentences parts. check the answers.
step 5 groupwork 2c
ss discuss the statements with their group members to practice oral english.
step 6 task 3:a debate
choose one statement (no.3 parents should not be too strict with teenagers.) as the topic for them to debate. those who agree sit on one side, those who disagree sit on the other side. before starting, each group have 2 minutes to get prepared. see which group is the winner.while debating, ss should write down the opinions they hear for their homework.
step 7 summary and homework
write an article about your own opinions to the topic debated in class.
period four
step 1 greeting
greet the class as usual and check the homework. get two students to read out their articles to the class.
step 2 reading
leading-in: everyone of you has your own thought. let’s read an article written by a teenagers like you. while reading, please try to find out the answers to the questions below.
check the answers.
t plays the tape for ss to listen and repeat. then get them to read it out loudly.
t explains some language points.
step 3 pairwork 3b
role play. use the information in 3a to have a conversation like the sample conversation in the box.
step 4 task 4 the best opinion
“what school rules do you think should be changed in our school?” get ss to discuss with their partners and then write down what both of them think should be changed on the paper given by t. later, discuss those statements on the paper with the whole class and tell them to give the best one to the headmaster as good advice.
step 5 task 5 4
suppose: you and your partner are starting a new saturday english club. discuss with him. make a list of rules about what should and should not be allowed.
step 6 writing practice
self check ex.2 get ss to read the article and then practice writing a letter using the target language.
step 7 summary and homework
finish ex.1 in self check.
period five
reading---that’s cool.
step 1 warming-up
ask: what does the word “cool” mean to you? give some examples. ss talk about their own opinions freely.
step 2 while-reading
go through the reading and match the people with their opinions in 2 on page 24 and complete the sentences in 4 on page 25.
step 3 deep comprehension
ss read the article more carefully. try to guess the meanings of the new words. and match the words and expressions with their meanings in 3 on page 25. then get ss to make sentences with them.
step 4 groupwork 5
get ss to finish the groupwork in 5 on page 25 by asking their group members.
step 5 summary and homework
write a report about what your classmates think about “cool”.