Unit 3 Teenagers should be allowed to choose their own clothes

2021-05-02 小学语文微课教案小学立定跳远教案

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Unit3Teenagersshouldbeallowedtochoosetheirownclothes

一.本周教学内容：

[话题](Topic):Rules

[重点词组](KeyPhrases)

1.beallowedtodo,2.gooutwithone’sfriends,3.part-timejob,4.getsth.done,5.needtodosth.,

6.insteadof,instead,7.bestrictwith,8.concentrateon,9.getnoisy,10.begoodfor,

11.cleanup,12.atleast,13.performaplay,14.taketimetodosth.,15.haveFridayafternoonsoff,

15.replyto,16.agreewithsth.(sb.),17.materialthings,18.thelatestjeans,19.chatonline,20.makeone’slifeeasier,

21.sendtextmessages,22.givesb.direction,23.buildone’slifeonhardwork,24.beproudof,25.BeijingYouthDaily,

[交际用语]

1.Ithinksixteen-year-oldsshouldbeallowedtodrive

我认为应该允许16岁的孩子开车。

2.Idisagree.Ithinksixteenistooyoung.

我不同意，我认为16岁这个年纪太年轻了。

3.Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejobs?

你认为应该允许13岁的孩子们做兼职工作吗？

4.No,Idon’t.不，我认为不应该。

5.Annaisallowedtowearherownclothes.

安娜可以选择自己的衣服。

6.Theyarenotseriousenoughatthatage.

那个年龄的他们不够稳重。

7.－Whatrulesdoyouhaveathome?

你家有什么规定吗？

－Well,I’mnotallowedtogooutonschoolnights.

噢，我在周一至周五不能外出。

[重点难点释义](LanguagePoints)

1.theotherday

我们还可以说theotherday,morning,week,month.

不久前的一天，一个上午、一个星期、一个月等

IsawhiminLondontheotherday.

我最近有一天在伦敦见过他。

2.getto着手做某事

…andIgottotalkingabouttherules…

Hegottodoingthehomeworkaftersupper.

3.concentrateonsth.专注于某事（做某件事而不做其他事）

HedecidedtoconcentrateonEnglishbecausehejustfailedtheexam.

他决心专攻英语因为他刚刚考试不及格。

ThiscompanyconcentrateontheChinesemarket.

这家公司把重点集中在中国市场。

4.begoodfor对…有好处有益于（…thatisgoodforstudying…）

Thiskindoffoodisgoodforme.

这种食物对我身体有益

Sunshineisgoodforplants.

阳光对植物有益。

5.It’sagoodideaforsbtodosth.做…对…来说是个好主意（It’salsoprobablyagood

ideaforparentstoallow…）

It’sagoodideaforustotraveltothesouth.

6.getnoisy变得嘈杂（Iknowwegotnoisysometimes,…）

noise－noisy

7.learnfrom向…学习，从…中学习

…butwelearnalotfromeachother.

Weshouldlearnfromourmistakes.

我们应从错误中学习。

8.atpresent.（Atpresentthey’retooshort.）

atpresent此刻、现在＝atthistime,now

Ican’thelpyouatpresent－－I’mtoobusy

我现在帮不了你－－实在太忙了。

9.…haveanopportunitytodosth

有做…的机会

havenoopportunitytodo没机会做…

Ihopeto……haveanopportunitytogototheStates.

Ihavenoopportunitytohaveatalkwithher

注意：文中在谈论将来时，用了一些动词过去式和would+动原的形式

这是虚拟语气。表示对将来的一种假设。

本单元其他句型结构：

1.sixteen-year-olds十六岁的青少年

它相当于一个名词相当于sixteen-year-oldkids.

“一个16岁青少年的表达方式”

akidsixteenyearsold

akidofsixteen

akidofsixteenyearsold.

asixteen-year-oldkid

2.stopdoing

Heshouldstopwearingthatsillyearrings.

（SectionA2a）

停止做某事

Wetwostoppedtalking.

我们俩个停止了谈话。

3.主＋seemtodosth.好像

Histemperatureseemstobeallright.

他的体温好像完全正常。

seem其他用法

（1）seem+形容词

Thequestionseemsquiteeasy.

那个问题好像很容易。

（2）seem+名词

Thatseemsagoodidea.

那好像是个好主意。

（3）Itseems+that从句

Itseemedthatnobodyknewanythingaboutthematter.

看来没有人知道这件事。

4.Sodowe（SectionA3a）

Sodowe为倒装句，其结构是So+be动词/助动词/情态动词＋主语，在时态上应和上一句保持一

致。应翻译为“我们也是这样”用英文解释是：

Wehavealotofrulesatmyhouse,too.

5.onschoolnights,onFridaynights,onSaturdayafternoons.

我们在说某个具体的，特定的早晨、下午、晚上时应用on.

6.bestrictwith对…要求非常严格

She’sverystrictwithherchildren.

她待子女很严。

7.oldpeople’shome敬老院

以前我们曾学过oldfolk’shome

8.taketimetodothings花费时间做事情。

take在这里为“花费”的意思。

类似的词组有：

Ittakessbsometimetodosth.

it为形式主语

花…时间做某事

Ittookme2hourstofinishthehomework.

9.beagreatexperienceforsb.

对…来说是一次很棒的经历。

10.volunteer

（1）n.志愿者

volunteergroups志愿小组

volunteerstorunChristmasshow.

自愿操办、圣诞节表演的人。

（2）v.自愿或无偿地给予或提供（帮助、建议）

Tim’sbusybutI’llcome,hevolunteered.

蒂姆很忙，我来吧，他主动说道。

11.sleepy想睡的（a.）

Areyousleepy?你睏吗？

asleep睡着的、熟睡的

Hewaitsuntilthechildrenareasleep.

他一直等到孩子们睡着了。

词组fallasleep入睡

Hewasjustfallingasleepwhentherewasaloudknockatthedoor.

他刚要入睡，就有人大声敲门。

语法知识一.被动语态

1.“语态”表示主语和谓语动词之间的关系。英语中有“两态”的说法，即主动语态和被动语态，本单

元中反复出现的shouldbeallowed就是一个含有情态动词（should）的被动语态。

先看几个基本概念

主语是动作的发出者为主动语态

主语是动作的接受者为被动语态

只有及物动词才有被动语态。

2.被动语态的构成

（1）

Theofficeiscleanedeveryday.

Theofficewascleanedyesterday.

Compareactiveandpassive：

动作的接受者theoffice成了句子的主语，就应该用被动语态。从上面的例句我们可以总结：

一般现在时的被动语态为：主＋am/is/are（not）＋过去分词

一般过去时的被动语态为：主＋was/were＋过去分词

如：Butterismadefrommilk.

Thishousewasbuilt100yearsago.

以前我们学过的was/wereborn生于，就是一个被动语态

born是个过去分词（bear）

－Whenwereyouborn?－Iwasbornin1989.

如果要特别强调动作或行为的执行者，句子后面需接by~，译为“被（由）…”

如：Wewerewokenupbyaloudnoise.

我们被嘈杂的声音吵醒。

（2）

现在进行时被动语态的构成为

主语＋is/am/are+being＋过去分词

再如：

Mycarisbeingrepairednow.

Somenewhousesarebeingbuiltnearthepark.

公园附近在建一些房子。

（3）

现在完成时被动语态的构成为

主语＋have/has＋been＋过去分词

如：

Mykeyhasbeenstolen.

Mykeyshavebeenstolen.

Iamnotgoingtotheparty,Ihaven’tbeeninvited.

含有情态动词的被动语态

情态动词＋be＋过去分词

Anotehadbetterbelefttohim.

Teenagersshouldbeallowedtoweartheirownclothes

这里我们列举了几个主要时态，那么其它时态呢？

一般将来时主语＋will＋be＋过去分词

过去将来时主语＋would/should+be＋过去分词

过去进行时主语＋was/were+being＋过去分词

过去完成时主语＋had+been+过去分词

被动语态的时态是由be的时态决定的，be是什么时态，全句就是什么时态，be动词后面的过去分词不

变。

归纳：

肯定句：主语＋be+过去分词＋（by~）

否定句：主语＋benot＋过去分词＋（by~）

一般疑问句：Be＋主语＋过去分词＋（by~）?

特殊疑问句：疑问词＋be＋主语＋过去分词＋（by~）

3.被动语态的用法：

（1）不知道或没有必要说明动作的执行者是谁，不用by＋动作执行者短语

Suchbooksarewrittenforchildren.

这些书是为儿童写的。

Ihaven’tbeentoldaboutit.

没有人告诉我这件事

（2）强调动作的承受者，这时应用by短语。

ThecupwasbrokenbyDavid.

（3）作客观说明时，常采用一种被动语态句型

It’s/wassaid/believed/reported/+that…

It’sreportedthataboutthreehundredpeoplewerekilledinthis

earthquake.

据报道，这次地震中大约有三百人死亡。

4.主动语态变为被动语态

把主动语态的句子变为被动语态的方法是：

（1）把原句中的宾语变为主语

（2）动词改为被动形式，即be+过去分词

（3）原来的主语，如果需要的话，放在by后面，如果没必要，可省略。

注意事项：

主动语态变成被动语态应注意事项

从主动语态到被动语态的过程中主语、谓语动词、宾语都发生变化。

注意主格与宾格的变化形式。

注意主语的人称及数的变化对be动词带来的影响。

注意be动词的时态形式取决于原主动语态的动词时态形式。

5.被动语态的几种类型

（1）有两个宾语的句子的被动语态（直接宾语，间接宾语）

常见的接双宾语的动词有

通常这种句子可以改为以“人”当主语；和以“物”当作主语的两种被动语态。

如：Hegavemeabook.

－Iwasgivenabookbyhim.（以I做主语）

－AbookwasgiventomebyTom.（以物book作主语）

HeteachesusEnglish.

－WearetaughtEnglishbyhim.（以人当主语）

－Englishistaughtusbyhim.（以物作主语）

（2）含有宾语补足语的句子的被动语态

keep,make三类的动词常常有宾语补足语，在被动语态中，宾语补足语位置不变。

Wekeepfoodfreshinthefridge.

主谓宾宾补

－Foodiskeptfreshinthefridge.

Isawhimgointotheofficebuilding.

－Hewasseentogointotheofficebuilding.

英语中有“十大动词”的说法，即feel,hear,listen,have,make,let,look,watch,

see,notice，这些词在主动句中，其后的动词不定式不加to，但变被动句时必须加to.

（3）含有短语的主动语态变被动语态

不及物动词没有宾语，因此没有被动语态。但有的不及物动词后面加上介词及其他一些词类构成短语动

词之后，其作用相当于及物动词，可以接宾语，因而也可以变为被动语态。在变成被动语态时，不能去掉构

成短语动词的介词或副词

Theytakegoodcareofmychild.

－Mychildistakengoodcareof

他们把我的孩子照顾得很好。

Iturnedofftheradio.

－Theradiowasturnedoff（byme）

附：动词短语的被动语态

takecareof－betakencareof

cutdown－becutdown

laughat－belaughedat

lookafter－belookedafter

下列这些短语本身即是被动语态的形式，不需再加－by

becoveredwith…用…覆盖着

beinterestedin…对…感兴趣

besurprisedat…对…感到惊奇

bemadeof（from）用…制造的

（4）由情态动词形成的被动语态

含有情态动词的句子在变为被动语态时，在情态动词后面加上be动词即可，其句型如下：

肯定句：主语＋情态动词（can,may,must）+be+过去分词…

否定句：主语＋情态动词＋not+be+过去分词…

疑问句：情态动词（Can,May,Must）＋主语＋be＋过去分词＋….

如：WeshouldallowteenagerstosurftheInternet.

－TeenagersshouldbeallowedtosurftheInternet.

Canyouuseit?你会使用它吗？

－Canitbeused?

6.不能用于被动语态的几种情况

（1）当主动结构中的宾语是反身代词和相互代词时，不能改为被动语态。

他在镜中看见了自己的模样。

Weoftenhelpeachother.

我们常常互相帮助。

（2）当谓语是表状态的及物动词时（如have,like,takeplace,belongto…）

如：

Iliketheseflowers.我喜欢这些花。

Iwillhaveameeting.

不说Ameetingwillbehad.应说Ameetingwillbeheld.

相关知识

Unit 3 Teenagers should be allowed to choose their own clothes教案

Unit3Teenagersshouldbeallowedtochoosetheirownclothes.I.Learningobjectives教学目标SkillFocusTalkaboutwhatyouareallowedtodo.Learntotalkabout“agree”and“disagree”.Talkabouttherulesaroundthestudents.Learntomakerulesorchangerulesreasonably.

Language

Focus

Unit 3 Teenagers should be allowed to choose their own clothes教案

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,SelfCheck1,2agreeanddisagree.Teachingproceduresandways教学过程和方式 Step1RevisionandLead-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.!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--!--?xml:namespaceprefix=wns="urn:schemas-microsoft-com:office:word"/--T:NowI’dlikeyoutoseeapicture.Showthepicture.T:ThestudentsinthepicturearefromChongqing.They’rehavingadebatingonthetopic“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”or“D”ontheblackboard.StepIIBrainstormingT: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.StepIIIListeningT: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.StepIVOralPracticeT: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.StepVListeningPracticeAskthestudentstolookatthepictureonPage19.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.StepVIPairworkT: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.StepVIIGrammarFocusAskthestudentstoreadtheexamplesentencesintheGrammarFocusboxonPage19together.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.StepVIIIPracticeT:Herearesomeexercises.Pleaselookatthescreenanddoitquickly.Showthefollowing.Ex1Drawlinestomakesentences.1.Littlechildrenshouldn’tbeallowedtoa.playafterclass.2.Studentsshouldbeallowedtob.gointotheclassroom.3.Girlsshouldn’tbeallowedtoc.watchTVtoolong.4.Ifyouarelate,youshouldbeallowedtod.smoke.5.Studentsshouldbeallowedtoe.wearskirtsinP.EclassEx2Writeabouttwothingsyouareallowedtodoandnotallowedtodo.Sampleanswers:1.I’mallowedtohavesomechangewithme.2.I’mnotallowedtohaveafightwithothers.3.I’mallowedtoaskforaleaveifI’msickinP.Elesson.4.I’mnotallowedtocopyothers’homework.StepIXHomeworkT:Twotasksforyou:1.Listentotheconversationrepeatedly.2.Trytorememberthedialogueintherecording.Practicemorewithyourpartners.

Unit 3 Teenagers should be allowed to choose their own clothes导学案

Unit3Teenagersshouldbeallowedtochoosetheirownclothes.

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---4SelfCheck2

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

1aReadthestatementsinthetextbook.CircleAorD

Step3Pairwork1c

Getstudentstotellouttheir“agrees”and“disagrees”,aswellastheirreasons,totheirpartners.Tmovesaroundtogivehelpifnecessary.

Step4Listeningpractice

1bGetSstolookatthepictureandtellthemtheyaregoingtohearaconversationbetweenAnnaandhermother.ListenandcircleTofF(forthefirsttime,Ssonlylisten.)Thenchecktheanswers:F,F,T

2a-2bDothesamewiththemas1b

Step5Pairwork2c

FirstgetSstolistoutteenagersshouldandshouldnotbeallowedtodo.Thendiscusstheirlistswiththeirpartnersusingtheshortconversationintherightbox.

Step6Task1:

GetSstolistoutwhattheyareandarenotallowedtodoandmakecommentsaboutthem.(togetSspracticetalkingabouttheirrealexperienceandfeelingswiththetargetlanguage)

Step7Grammarfocus

GetSsfirsttoreadoutthestatementsandthengiveouttheirownopinionstoreplacethestatementsintherightcolumn.

Step8Summaryandhomework:

Whatrulesdoyouhaveathome?Makealistofthem.

PeriodTwo

Step1Greeting

Greettheclassandcheckthehomework

Step2Adutyreport

TheSondutygivesareportontherulesinhishomeandleadin3a“SunFei’sandWuYu’srules”

Step3Reading

Ssreadtheconversationandwritethetwogirls’rulesinthechart.

Checktheanswers.

GetSstoreadafterthetapeandthenreadaloudbythemselves.

Then,Texplainsthelanguagepoints.

Step4Pairwork3b

Roleplay.Usetheinformationincharttopracticewiththeconversationin3acovered.Theycanlookatthesampleconversationintherightbox.

Step5Task2“Who’sthebestreporter?”

Makeasurveybyaskingany5studentsthequestionsinthechartinactivity4.Thengiveoutareportaboutit.Seewhoisthebestreporter?Andthebestreporterwillgetaniceball-pen.

Step6Summaryandhomework:

Writeoutthereportinyourexercise-books.

PeriodThree

Step1Greetingandadutyreport

TheSgivesadutyreporttalkingabouthisexperienceofbeinglateforschool.Leadinthequestion“Doyouevergettoschoollate?Howoftendoyougettoschoollate?Always,usually,sometimes,ornever?

Step21aGetSstofinishwriting.

Step3Pairwork1b

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.

Step3Pairwork3b

Roleplay.Usetheinformationin3atohaveaconversationlikethesampleconversationinthebox.

Step4Task4Thebestopinion

“Whatschoolrulesdoyouthinkshouldbechangedinourschool?”GetSstodiscusswiththeirpartnersandthenwritedownwhatbothofthemthinkshouldbechangedonthepapergivenbyT.Later,discussthosestatementsonthepaperwiththewholeclassandtellthemtogivethebestonetotheheadmasterasgoodadvice.

Step5Task54

Suppose:youandyourpartnerarestartinganewSaturdayEnglishclub.Discusswithhim.Makealistofrulesaboutwhatshouldandshouldnotbeallowed.

Step6Writingpractice

SelfCheckEx.2getSstoreadthearticleandthenpracticewritingaletterusingthetargetlanguage.

Step7Summaryandhomework

FinishEx.1inSelfCheck.

PeriodFive

Reading---That’scool.

Step1Warming-up

Ask:Whatdoestheword“cool”meantoyou?Givesomeexamples.Sstalkabouttheirownopinionsfreely.

Step2While-reading

Gothroughthereadingandmatchthepeoplewiththeiropinionsin2onpage24andcompletethesentencesin4onpage25.

Step3Deepcomprehension

Ssreadthearticlemorecarefully.Trytoguessthemeaningsofthenewwords.Andmatchthewordsandexpressionswiththeirmeaningsin3onpage25.ThengetSstomakesentenceswiththem.

Step4Groupwork5

GetSstofinishthegroupworkin5onpage25byaskingtheirgroupmembers.

Step5Summaryandhomework

Writeareportaboutwhatyourclassmatesthinkabout“cool”.

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