资源描述
Unit 3 Teenagers should be allowed to choose their own clothes.
说课教案
一、单元教材分析
本单元的话题有两个：Talk about what you are allowed to do和agree and disagree。这两个话题均围绕着社会生活中不同的“规矩或习惯”来展开话题，引导学生正确使用be allowed to do来表达“允许或不允许”。通过be allowed to来表达学生自己的观点，培养语言的运用能力；同时了解一些学校、周围环境等的制度和要求，以及对学生学习上的指导。本单元的主要语法项目是含情态动词的被动语态，结构为：情态动词+be +过去分词。
二、教学目标
知识技能
1. 结合生活中，尤其是自己身边的事例来“be (not) allowed to do sth.(允许做某事与不允许做某事)”的基本表达方式。
2. 在听、说基本过关的情况下，开展读、写等的训练，明确听说领先，读写跟上的原则。
3. 学会如何判断他人的观点，并表达自己对此观点的看法。会学表达agree和disagree。
4. 通过课前的资料收集、课堂提问和分析，掌握常见的一些家庭、学校和公共场所的一些行为习惯要求和制度，辨别日常生活中的是与非，了解中学生的行为习惯准则。
情感态度
1. 能积极参与pair work和group word的双向及多项英语实践活动，培养对英语的兴趣，提高学生的求知欲望。
2. 培养学生了解各种制度并认真准守德心态，培养学生克服困难的意志，树立正确的社会功德心态，建立和谐家庭和社会。
3. 通过教学活动，提高学生对学习、家庭、学校和周围社会生活的认识，树立良好的社会意识。
学习策略
1. 引导学生做好预习工作、指导学生如何做课堂笔记、及时有效地完成课后作业。
2. 引导学生如何做到上课专心听讲，勤于思考，培养学生分析、归纳语言材料的能力，树立其正确、积极的学习心态，拓展其学习思路。
文化意识
对比中国和西方国家中关于习俗的不同理解和要求，加强学生对西方文化习俗的了解和鉴别能力。
三、教学重点、难点
1. Words and phrases: license, silly, study, present, experience, member, sleepy, reply, achieve, race, taught, succeed, point, importance, etc.
instead of, stay up, concentrate on, at present, reply on, in the way, care about, etc.
Sentence Pattern:
I think students should be allowed to do homework with friends.
Sixteen-year-olds should not be allowed to drive.
They talk instead of doing homework.
Do you think sixteen-year-olds should be allowed to choose their own clothes? ---Yes, I do./ No, I don’t.
2. 含有情态动词的被动语态的构成及基本用法。
四、课时安排（六课时）
1. 第一课时：Section A (1a～2c)
2. 第二课时：Section A (3a～4)
3. 第三课时：Section B (1a～2c)
4. 第四课时：Section B (3a～4)
5. 第五课时：Self check 及复习
6. 第六课时：Reading
五、教学方法与学习策略
教学方法
1. 教学中体现教师的主导和学生的主体意识，加强学生的参与意识，使学生在参与、合作与交流中学习；
2. 明确每一课时的具体任务，又重点地展开教学活动，促进学生的主动学习并提高其学习的进取心，锻炼学生在活动中团结协作的能力。
3. 在互动的教学中，真正体现任务型的教学模式，组织好每节课的pair work 和group work, 通过会话训练提高口语表达能力，通过词语的掌握，培养学生的写作能力。
学习策略
1. 充分利用好课堂的pair work和group work，让学生边学边用，学以致用，以学促用，从而使学生学习英语增加一定的主动性和自觉性。
2. 培养学生的课堂听课能力，掌握一定的学习技巧和能力；
3. 鼓励学生在学习中互帮互助，在相互的问与答中完善学习，提高学习效率。
（The First Period）
一、教学内容
1. Words and phrases: pierce, license, silly, earring, instead of, etc.
2. New patterns:
I think students should be allowed to do homework with friends.
Sixteen-year-olds should not be allowed to drive.
I agree. / I disagree.
二、教材分析
本课时以听说为主，在训练好听力的基础上，进行适当的口语训练，为后面的书面表达训练打下基础。本课时的主要任务就是通过日常生活中的某些规定或要求，来训练be allowed to do sth.的句型，因此在使用这一句型时，一定要结合生活实际，用学生身边的规章制度来训练be allowed to do sth.的句型。同时，学会表达自己的观点：I agree祸I disagree/ I don’t agree.
三、教学目的和要求
1. 掌握并能基本运用本课时的主要词汇、短语和句型的基本用法，学会be (not) allowed to do sth.(允许做某事和不允许做某事)的表达方式。
2. 学会判断使用I agree和I disagree / I don’t agree；
3. 了解中西文化的差异,尤其是家长在对中学生管理方面的不同。
四、教学重点和难点
1. 口头上正确掌握be (not)allowed to do sth. 的用法；
2. “get something + 过去分词”的用法。
五、教学过程
T—teacher S—student Ss—students Bb—blackboard
Step 1 Warming-up
Make a list in Chinese on the Bb, and see how many regulations exist in their homes and another list about the ones in their class. Try to push all the Ss to think about them.
After that, make some sentences with “should, shouldn’t”, such as:
We should do homework every day.
We should not play computer games too much.
We should have some free time on school days. etc.
Then, help the Ss to use: be allowed to …, such as:
We should be allowed to study in groups.
We should be allowed choose our own clothes.
Students shouldn’t be allowed to get their ears pierced, etc.
Ask Ss to make more sentences according to the regulation lists.
Step 2 Presentation
After the Ss have made enough sentences, ask them to turn to page 18. And read 1a.
Ask the Ss to read the five sentences first, and see which statement they agree and which they disagree. If possible, ask them for their ideas about what they disagree.
Present some pictures of flashcards, on which Ss can see some behaviors or regulations, such as: going shopping with friends, playing computer games in the computer rooms, copying others’ exercise, playing sports with friends, etc.
Try to make the Ss make more and more sentences with “should be allowed to…, should not be allowed to…”.
Step 4 Listening
Listen to 1b first to tell T or F.
Listen again and try to help the Ss retell each sentence before checking their answers.
Listen to 2a, and check their answers.
After listening for the first time, check their answers. If their answers are disagree or doesn’t know, listen again, and ask the Ss to tell what the original sentence is. In this way, T can know if the Ss can understand the conversation.
Listen to 2b. After listening, ask the Ss to repeat the five sentences together for three times, and see if they can recite them in such a short time. (T helps as much as possible).
After listening, ask the Ss to read the transcript for some time.
Step 4 Making conversation
Ask the Ss to use the words and phrases in 1c and 2c. Follow the conversation in 2a and 2b, try a shorter conversation. “should be allowed and should not be allowed” must be used in their conversations.
Samples likes:
A: Do you think teenagers should ….?
B: Yes, I agree….
A: Do you think teenagers should …?
B: No, I disagree. ….
Step 5 Summary
Come to Grammar focus.
Write on the Bb:
I think students should be allowed to do homework with friends.
Sixteen-year-olds should not be allowed to drive.
I agree. / I disagree.
Step 6 General training
Do the following exercises orally.
将所给汉语译成英语
1.应该允许学生和朋友一起外出。
2.不应该让学生穿耳洞。
3.16岁的孩子不应该允许开车。
4.应该让学生按小组一起学习吗？
5.男学生不应该留长发。
Keys:
1. Students should be allowed to go out with their friends.
2. Students shouldn’t be allowed to get their ears pierced.
3. Sixteen-year-olds should not be allowed to drive.
4. Should students be allowed to study in groups?
5. Boy students shouldn’t be allowed to keep / have long hair.
Step 8 Homework
After the Ss finish the exercises above orally, let them copy these exercise down in their work book.
六、教学反思
1. 本节课对日常生活习惯和生活准则，提醒并安排学生用英语思考问题，使学生能主动地在互动中学习英语，掌握基本技能。
2. 课堂内容始终围绕在“听”和“说”之间展开，有利于学生主动思维，但如何解决动中有静的问题却值得思考。
（The Second Period）
一、教学内容
1. Words and phrases: stay up, go to the movies, to be home, by 10:00pm., get my ears pierced, go out on school nights, etc.
2. New patterns:
So do we.
I have to be home by 10:00 pm.
I’m not allowed to get my ears pierced.
I’m not allowed to go out on school nights either.
二、教材分析
本课时以阅读对话为中心内容，检测学生的对话阅读能力和会话能力。通过对对话内容的阅读，培养学生灵活运用语言的能力，并掌握其中的个别重点句子。通过听、读训练来表达如何运用英语表达家庭中的不同“规矩”。
三、教学目的和要求
1. 培养学生通过身边的事例来灵活运用语言的能力；
2. 掌握stay up的用法及相关句型和短语的用法。
3. 提高学生阅读对话的技巧和运用交际英语的能力。
四、教学重点和难点
1. 含有allow的被动语态用法（一般现在时）；
2. 如果通过听力训练来掌握对话的中心内容。
3. 重点词语和句型的用法：stay up, by, get my ears pierced
I’m allowed to go to the movies with friends on Friday nights.
I’m not allowed to go out on school nights either.
…is allowed to stay up until 11:00 pm.
五、教学过程
T—teacher S—student Ss—students Bb—blackboard
Step 1 Revision
Check the five translation sentences. And see if the Ss need help.
Pick up “should be allowed to …”, and write it on the Bb.
Ask some students to make some more sentences with it, and write one or two on the Bb for later use.
Step 2 Listening
Listen to the tape for the first time. Ask some easy questions like:
1. Do Sun Fei and Wu Yu have a lot of rules at their homes?
2. Are they allowed to go to the movies with friends on Friday nights?
3. When does Sun Fei have to get back home?
4. Is Wu Yu allowed to choose his own clothes?
Easy questions are of help for the Ss to focus their attention on the listening material.
Then listen again for the chart filling in 3a. After the Ss finish their work, ask one or two to read out their answer and check them.
Step 3 Read and Practice
Ask the Ss to read first in chorus, and then by themselves for some time until the Ss stop reading. Ask more questions like:
What are they talking about?
What rules are the same in their homes?
Is Sun Fei allowed to go shopping with his friends on Saturday afternoons?
What do Wu Yu’s parents think about getting his ears pierced?
Help the Ss to get the answers. If they can’t answer them all, get them to read once again until they get the right answers.
Then ask the Ss to make conversation in class.
When the Ss get ready, ask some pairs to act it out in the front. If time permits, ask some more.
Step 4 Explain some sentences
(1)I’m allowed to go to the movies with friends on Friday nights.
(2)I have to be home by 11:00 pm.
(3)I’m not allowed to go out on school nights either.
(4)…is allowed to stay up until 11:00 pm.
Step 5 General training
Get the Ss to fill the blanks according to 3a, 3b and 4.
1. I am not allowed ____________(熬夜) on school nights.
2. My sister and I are not allowed ______________(也不让外出)at night _____.
3. I am asked to ______________(收拾)my room every day.
4. I have to get home _____________(12点之前)on weekends.
5. What ________ you __________(允许做) on school nights?
Keys: 1. to stay up 2. to go out, either 3.clean up 4.by 12 pm. 5. are, allowed to do
Step 6 Homework
Use the rules in 4 to make some sentences.
六、教学反思
本节课通过“听”来熟悉对话，通过“读”来了解对话内容，通过“练习”来掌握对话的精髓，在执行这个教学的过程中有一定的难度，因此要结合学生的实际情况进行取舍。
（The Third Period）
一、教学内容
1. Words and phrases: get to school late, finish a test, fail a test, pass the test, take the test, be strict with sb.
2. New Patters:
Do you ever get to class late?
I sometimes get to class late.
Peter should be allowed to take the test later. ?
Parents should not be too strict with teenagers.
二、教材分析
本课时主要是以听和说的方式来谈论一些家庭和学校的“规矩和制度”,知道那些时可以做的，那些是不可以做的，让学生先从口头上了解这些规矩和制度，为后面的学习做好准备。
三、教学的目的和要求
1. 掌握短语be strict with sb.的用法，并介绍be strict in sth.的用法；
2. 学生能够根据所学的知识，了解用什么方式/句型来制定规章制度。
3. 多听，提高学生的习愿望，敦促学生开口说英语，用本课所学的知识来表达自己的意见。
四、教学重点和难点
1. 如何正确使用be allowed to do…这一句型（在不同时态中的被动语态运用）。
2. 如何获得听力技巧及口语技能的提高。
五、教学过程
T—teacher S—student Ss—students Bb—blackboard
Step 1 Warming up
Check their homework first, and see if the Ss can make sentences by using the rules in 4, Section A.
If possible, try to give some help.
If they can do the homework well, pick a sentence like “has to get up early on weekends” to make some sentences.
Do you ever have to get up early on weekends?
Help the Ss answer: Yes, I do. / No, I don’t.
If the Ss can do it well, try to make some more, such as: has to stay at home on school nights, be allowed to stay up until 11:00 pm. etc.
Step 2 Practice
1a. by writing on the Bb or showing on the screen, show: get to class late, study with friends, finish a test early, worry that you’ll fail a test, etc.
Try to push the Ss to do this short conversation (by giving a short answer) well. Then ask the Ss to make some more sentences as they can.
Step 3 Listening
2a. Then ask the Ss to get ready for the listening.
For the first time, ask the Ss to circle the things in 1a. Check the answers.
Then, listen again. Try to push the Ss to retell the main sentences, such as I think I’m going to fail a math test.
I’m not allowed to get to class late…
2c
After that, listen for the third time, and see if the Ss can finish 2b.
If they can, ask the Ss to retell some useful sentences in the listening, and listen for the last time to see if some / most of the students can recite some parts of the conversation.
Step 4 Reading and reciting
Ask the Ss to read the tapescript. First teach the Ss to read, then ask them to read together. At last, leave some time for the Ss to read freely so that they can grasp the main meaning and recite some of the conversation.
Check the Ss if they can recite. Since it is not easy for most students to recite, it’s a better way to recite this conversation similar to a chain recitation.
Ask one S to recite first two sentences, and another S to recite the next two sentences, and so on. If possible the last few Ss can be asked to recite only one sentence.(On the way, some students may peep at their books, just let them do it. We only want them to practice more and recite as much as they can.)
Step 5 Group work
After checking the recitation of the tapescript, divide the Ss into some groups of 4—5, let them make sentences similar to 2c.
After they finish their statements, check some if possible.
Explain a little about “be strict with sb.” and “be strict in sth.”
My father is strict with me.
My father is strict in his work.
Step 5 General training
Orally translate some sentences in class:
1. 应该允许他早点考试。
2. 我准备参加英语考试。
3. 她想和朋友一起学习，但没有得到允许。
4. 我们都不允许上课迟到。
Keys:
1.He should be allowed to take the test early. 2.I am going to take the English test. 3.She wasn’t allowed to study with her friends. 4. We are not allowed to get to class late.
Step 7 Homework
Ask the Ss to recite the tapescript of 2a and 2b.
六、教学反思
本文是一堂完整地听说课，需要教师做好充分的准备和事前设计，是学生能积极投入到学习中去，但如何能使所有的学生都能听懂所听内容，则需要教师认真分析，掌控课堂。
（The Fourth Period）
一、 教学内容
1.Words and phrases: concentrate on, study, design, present, at present, opportunity, volunteer, local, experience, member, etc.
2.New patterns:
The other day, my friend and I talked about the rules that we have in school.
The problem is that all my classmates think the uniforms are ugly.
It’s also probably a good idea for parents to allow teenagers to study in groups during the evening.
What school rules do you think should be changed?
We would feel more comfortable and that is good for studying.
二、 教材分析
本课时是以阅读为中心内容，同时掌握一些比较难的复合句结构。对一些难句子要加以适当地分析，使学生能较好地了解定语从句、表语从句及状语从句。
三、 教学目的和要求
1. 掌握部分重点词语和短语及相关用法。
2. 了解并基本能使用部分复合句句型。
3. 学会分析处理材料，表达自己的观点(agree 或disagree)。
4. 提高一定的阅读技能。
四、 教学重点和难点
1. 部分重点地理解和运用，尤其是有词性变化的单词。
2. 上面所提到的重点句型。
3. 如果根据已学知识制定一些规章制度。
五、 教学过程。
T—teacher S—student Ss—students Bb—blackboard
Step1 Check homework
Ask some students to recite the tapescript in 2a and 2b. If possible, get Ss to recite in pairs so that they can do it better and not waste class time.
Step 2 Listen
First listen to the tape. For the first time, ask some very easy questions such as:
1.What is it about in the first paragraph?
2.What is it about in the second paragraph?
Then, listen again. Ask the five questions in 3a. Try to help the Ss to answer them in oral.
Step 3 Reading
Turn to 3a on page 22.
Ask the Ss to read the text for about five minutes. Then read in chorus. At last, ask the Ss to write out the answers to the five questions.
Ask the Ss to read again, and tell them to list some questions about the reading. And ask them to work in pairs by asking and answering the questions they have designed for themselves.
Step 4 Explaining
List some sentences and explain a little because these sentences may stop them understanding the reading better.
1.The other day, my friends and I talked about the rules that we have in school.
2.The problem is that all my classmates think the uniforms are ugly.
3.Our teachers believe that if we did that, we would concentrate more on our clothes than our studies.
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