《Unit 3 Teenagers should be allowed to choose their own clothes》教案（2）.doc

Unit 3 Teenagers should be allowed to choose their own clothes
单元设计意图和依据：
本单元出现的被动主态主要是情态动词should+be+动词的过去分词构成的。例如：Students should be allowed to wear their clothes on weekends.通过学习本单元。结合生活实际，复习、巩固句型I agree/I disagree.即表示同意或不同意的方式。在教学中，要充分利用多媒体等教学设备，创设与本课话题相关的情景，如谈论青少年日常行为规范，学校校规，家规等。围绕着本单元的教学目标，设计一些贴近学生实际的教学任务，让学生辩论一些学校规章制度，例如学生是否应该在学校使用手机这种焦点话题。学生在使用所学目标语言进行辩论时，教师要不断鼓励学生，让学生勇于发表自己的真实观点和想法，增强学生开口讲英语的自信心。
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, stay up, drivers’ license earring, strict, concentrate, volunteer,
目标语言：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（4课时）：
第一课时：Section A 1a---2c Grammar Focus
第二课时：Section A 3a---4
第三课时：Section B 1a---2c
第四课时：Section B 3a---4 Self Check 2
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：

Period one
Teaching aims: should ﹢ be allowed to
Teaching key points:
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.
Teaching difficult points: Reflecting Transforming information
Teaching Steps:
Step 1: Greeting and a small talk
The S on duty gives a small talk on her unpleasant shopping(her mother didn’tlet 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”.
Step2:Lead-in by talking about the school rule and family rules. Let ss make a survey of the family rules:
Write down what you are allowed to do and what you aren’t allowed to do at home.
  be allowed to do

  be not allowed to do

Step3: Discuss and learn
A:What should teenagers (not) be allowed to do?
B:I think teenagers should be allowed to go out with their friends.
A:I agree. They need to relax./ I disagree. They are not old enough.
Step4: Practice in pairs:
Look at a model and read together:
S1 :I think teenagers should be allowed to go out with their friends.
S2 :I agree. They need to relax./ I disagree. They are not old enough.
Make conversations using the phrases in the box and the statements in Activity 1a.As students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations.
Step5: Listening:
1, 1b :Play the recording for the first time, students only listen.
Play the recording a second time. This time students listen and choose.
Listen and circle “T” for true or “F” for false beside the statements in the box on page18.
Tapescript
Woman:So, what are you doing this afternoon, Anna?
Girl:I’m going to the mall with John. He just got his driver’s license.
Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age.
Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.
Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.
Girl:I agree, but it’s fun to watch. Is it OK if we take the bus?
Woman:Well, I guess so.
Girl:Great! I want to buy a new blouse at the mall, too.
Woman:What kind are you going to buy? Maybe I should go with you.
Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.
Woman:Well, I just want to be sure you get something nice.
Check the answers.
1b: 1, T 2, F 3. T
2.2a Listening and checking
Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks.
Tapescript
Molly: Larry is working late again tonight, Kathy.
Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.
Molly: I disagree with you. Teenage boys never get tired.
Kathy: Well, maybe. But Larry shouldn’t work every night.
Molly: Oh, I agree. He needs time to do homework.
Kathy: You know, Molly… he should really cut his hair.
Molly: Oh, I disagree. I kind of like it. It looks cool!
Kathy: You know what worries me—Larry doesn’t seem to have many friends.
Molly: Yeah, I know. I think he shouldn’t work on weekends.
Kathy: Oh I agree, Molly. He needs to spend time with friends.
Molly: Like you and me?
Kathy: Maybe.
3.2b Listening and numbering
You are going to listen again to the recording just now to
number Kathy’s and Molly’s reasons in the correct order on page 19.
Now you shall copy all the important expressions from the listening script.
work late, sixteen-year-olds, be allowed to work at night,
disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with …
Step6:Make a survey and report:
What should …. (not) be allowed to do? Do you agree? Why?
hang out with friends

Your friend’s name

Your name

because…

because…

have part-time jobs

choose their own clothes

Report:
My friend …thinks/doesn’t think
sixteen-year-olds/ teenagers/students should be allowed to… because ….
I agree /disagree …because…
Step7:Grammar Focus
Ask different pairs of students to read the statements and questions.Write them on the blackboard. Point out I disagree, I agree and Do you think …? If necessary, give students more practice.
Step 8:Summary and Homework
Say, In this class, we’ve done a lot of listening and speaking practice using the target language. And we’ve also talk about agreement and disagreement.Review the grammar box to get afurther understanding of the target language.
1.Write a letter to your parents or teachers to tell them what you should be allowed to do/ not be allowed to do? Why?
2.Read and try to recite the listening material (Unit 3 Section A 2a )on Page 129

板书设计：
can do can’t do
surf the Internet play soccer ball
watch TV … go shopping…
is allowed to isn’t allowed to
surf the Internet play soccer ball
watch TV … go shopping…
S1 :I think teenagers should be allowed to------.
S2 :I agree.------./ I disagree. -------

Period Two
1. Teaching Aims and Demands
(1) To make students learn and grasp the structure should be allowed to do.
2. Teaching Key Points
To learn the key vocabulary and the target language.
To learn the usage of the structure should be allowed to do.
To learn to agree and disagree.
3. Teaching Difficult Points
To learn what you should be allowed to do and learn to agree and disagree.
4. Teaching steps:
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 Warming up by guessing games.
Step 4: Revision by pair work
A: What should teenagers (not) be allowed to do?
B:I think teenagers should be allowed to go out with their friends.
A:I agree. They need to relax./ I disagree. They are not old enough.
Step5: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 6 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 7 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 6 Summary grammar “ should ﹢ be allowed to “
Step 8 homework:
Write a letter to your headmaster(校长) to tell him your ideas about the school rules .

板书设计：
A:What should teenagers (not) be allowed to do?
B:I think teenagers should be allowed to go out with their friends.
A:I agree. They need to relax./ I disagree. They are not old enough.

Period Three
1. Teaching Aims and Demands
(1) To make students learn and grasp the structure should be allowed to do.
2. Teaching Key Points
To learn the key vocabulary and the target language.
To learn the usage of the structure should be allowed to do.
To learn to agree and disagree.
3. Teaching Difficult Points
To learn what you should be allowed to do and learn to agree and disagree.
4. Teaching steps:
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 Reading and checking
Read the questions on page 21 and write either “A” for always, “U” for usually, “S” for sometimes or “N” for never.
Do you ever…
1.get to class late?
2.study with friends?
3.finish a test early?
4.worry that you’ll fail a test?

Step 3 Pairwork 1b
Get Ss to talk about their answers with their partners using the sample conversation in the box on the right..
Do you ever have your ears pierced?
Yes, I sometimes have my ears pierced.
Do you ever stay up at weekends’ night?
Yes, I sometimes stay up at weekends’ night.
Do you ever drive alone?
Yes, I sometimes drive alone.
Do you ever lose your driver’s license?
Yes, I sometimes lose my driver’s license.

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.
Tapescript
Man: What’s the matter, Peter?
Boy: I think I’m going to fail a math test, Dad.
Man: You are? Why?
Boy: Well, I missed the bus and I had to walk to school.
Man: So?
Boy: I’m not allowed to get to class late, and there was a big test today.
Man: And you weren’t allowed to take the test?
Boy: That’s right. But I know I could pass that test.
Man: Well, Peter, the school has to have rules, you know.
Boy: I know. But I should be allowed to take the test later. It’s not fair.
Man: I agree. Maybe you could talk to the teacher after school.
Boy: Yeah. Maybe if I explain what happened, she’ll understand.
Check the answers.
1. c 2. e 3. a 4. b 5. d
Explain some important points:
1,be late for -- ---迟到 2, pass the test通过考试（过关）
3, fail the test 考试不及格 4, be strict with—对---要求严格
5,learn from 向—学习 6, at least/ most至少/至多
7, have a day off 放假/休息一天 8, 8 hours’ sleep8小时的睡眠

Step 5 Groupwork 2c
Ss discuss the statements with their group members to practice oral English.

Step 6 A debate about the school uniforms and discuss: What rules do you think should be changed in the school?Why?

Step7 homework:
Write a letter to your teacher to tell them your ideas about the school uniforms.
板书设计：
the other day 几天以前；前几天
concentrate v．集中；聚集
at present目前；现在
volunteer v.& n．自愿；自愿服务；志愿者
local adj．地方的；当地的
be good for对……有益处

Period Four
(reading and writing)
1. Teaching Aims and Demands
(1) To make students learn and grasp the family or school rules.
(2) Lead students to to talk about the rules and write their own opinions.
2. Teaching Key Points
To learn the usage of the structure should be allowed to do.
To learn to agree / disagree and show their reasons.
3. Teaching Difficult Points
To discuss what you should /shouldn’t be allowed to do, using the structure to write a composition
4. Teaching steps
Step 1, Revision
S and Ss have free talk:
A: Do you think students should be allowed to ---?
B: Yes,I do.I think students should be allowed to---
B: No,I don’t think students should be allowed to---
A: What should/shouldn’t students be allowed to do?
B: We should / shouldn’t be allowed to---

Step 2, 3a on Page22
1.Before reading and discuss:
Is our uniform beautiful?
Is our uniform comfortable?
Do you like to wear the uniform?
2.Fast reading:
Listen to the tape .Read the article and answer:
(1).How many rules do they talk about
(2).What rules did they talk about?
3. Read the article again and fill in the blank
Students’ idea
like (why)
Dislike (why)
Wear uniforms

Study in groups during the evening

Have long vacations

4:After reading: point to the five questions under the article. Ask students to read the article and answer the questions.
As students work, move around the room answering any questions they may have.
When students are finished, ask the questions orally and ask students to answer.
Write the correct answers on the blackboard so that students can check the spelling
1). The students think the uniforms are ugly.
2). They would like to wear their own clothes.
3). The students would like to study in groups.
4). They think vocations should be longer.
5). Volunteering is good experience for future jobs.
5: Read the article after the tape

Step 3, 3b---- Discuss the school rules.
1, Ask a pair of students to read the dialogue to the class.
2, Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations using the information in Activity 3a. Get students to complete the activity in pairs. As the pairs work together, walk around the room offering language and pronunciation support as needed.
Check answers by asking different pairs of students to say their conversations to the class.
Optional activity
3, Ask students to talk about their school rules. Write down their opinions on the blackboard .
Discuss all of them with students: agree or disagree.
4, Write an article. My School Rules
5, Ask some students to read their writing and check some mistakes.

Step 4, Summary and Homework
1） Say, In this class, we’ve mainly practiced reading and writing. Finish the writing.
2） Revise all the Unit 3 and get ready for the exam tomor