Unit 3 Teenagers should be allowed to choose their own clothes
Period 1 教 学 目 标 一、预习引导 1. Knowledge Objects (1) Key Vocabulary: allow, drive, pierce, driver, license, silly (2)Structure: should be allowed to 2. Ability Objects (1)Train students’ listening skill and communicative competence. 3. Moral Object Students should do what they are allowed to do and avoid doing what they aren’t allowed to do. 实 施 教 学 过 程 设 计 二、自主学习 Step Ⅰ Revision Show the following on the screen by a projector. go out at night collect stamps be alone at home ask the teacher questions drink milk read English magazines eat eggs write letters Ask students to make sentences with the phrases above using the structure used to. Both statements and questions are acceptable 三、合作探究 Step Ⅱ 1a This activity focuses on vocabulary words and the structure \allowed to.\Show the new words on page 18 on the screen by a projector. allow v.允许，准许 drive v.驾驶；驾车 pierce v刺穿；刺破 license(＝licence) n．执照；许可证 silly adj．愚蠢的；傻的 Say the words and have students repeat over and over again until they are pronounced fluently and accurately. Write the words \do\and \’t do\side by side on the blackboard. Then ask students questions about things that their parents say they can and can’t do. T: Wei Ming, do your parents let you play soccer ball after school? W: No. They say I must put my heart into studies. T: I see. (Write play soccer ball under can’t do on the blackboard.)Liu Chang, do your parents let you surf the Internet? L: Yes. It is helpful to my study. T: I see. (Write surf the Internet under can do on the blackboard. ) ? Ask some more questions and add more examples to both columns. Ensure that the blackboard ends up like this. can do can’t do surf the Internet play soccer ball ? ? Now write on the blackboard the headlines \’t allowed to\’t do\The blackboard looks like this: is allowed to isn’t allowed to surf the Internet play soccer ball ? ? Say, Liu Chang can surf the Internet at home. She is allowed to surf the Internet. (Write the sentence on the blackboard) Wei Ming can’t play soccer ball after school. He isn’t allowed to play soccer ball. (Write the sentence on the blackboard) Ask students to repeat each sentence. Repeat this practice with all the items on the lists. Read the instructions to the class. Say, All the sentences in the box are things that students are or aren’t allowed to do. Set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to the class instead. Ask students to tell you what’s their attitude to each sentence. For example, for the first sentence, a student might say, I think it’s OK for us to go out every night. We need to relax our minds after a hard day at school. Another student might say, I think it is unnecessary for us to go out every night. We shouldn’t relax in our efforts. It’s a waste of time. Say, Please circle A for agree or D for disagree for each sentence on your own. When all the students are finished, ask students to raise their hands to show which things are or aren’t allowed to do. Discuss the results with the class. Answers to this activity will vary. 四、训练巩固 Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation. Read the instructions to the class. Say, You will hear a conversation between Anna and her mother. They don’t agree with everything. Get students to read the three sentences in the box silently. Play the reading for the first time. Students only listen. Play the recording a second time. This time students listen and circle T or F. Check the answers. Answers 1. T 2, F 3. T Step Ⅳ 1c This activity provides oral practice using the target language. Read the instructions to the class. Call students’ attention to the phrases in the left box. Invite a student to read them to the class. Invite another student to read the statements in Activity 1a. Focus attention on the conversation in the right box. Ask a pair to read it to the class, completing the last sentence. SA :I think teenagers should be allowed to go out with their friends. SB :I agree. They need to relax. Write it on the blackboard. Then demonstrate a new conversation with another student. T: I think sixteen-year-old students should be allowed to drive. SC:I disagree. They are not old enough. Say, Now work with a partner. 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. 五、归纳小结 Step Ⅴ Summary and In this class, we’ve learned a most useful structure be allowed to do and we’ve done much listening and oral practice using the target language. 六、拓展延伸 Homework Ask students to think of as many things as they can that haven’t been introduced in class. Write them down using be(not) allowed to do. 教学反思 课题 Unit 3 Teenagers should be allowed to choose their own clothes Period 2 教 学 目 标 一、预习引导 1. Knowledge Objects (1) Key Vocabulary：earring, instead of (2) Target Language 2. Ability Objects (1)Train students’ listening skill. (2)Train students’ communicative competence. 3. Moral Object You should have the courage of your opinions. 实 施 教 学 过 程 二、自主学习 Step Ⅰ Revision Play a game to review the structure be used to do. Write sentence starters on separate pieces of paper as follows: I’m allowed to??；My brother isn’t allowed to?；Students should not allowed to?；Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Set a time limit of five minutes. Each team writes as many sentences and reasons as they can. When time is up, collect their answers. Each team gets one point for each correct sentence and one point for each correct reason. The team which gets the most points wins the game. Step Ⅱ 2a This activity provides practice understanding the target language in spoken conversation. 设 计 Point to the picture and ask students what is happening. Elicit answers from students. T: What’s the boy doing? Ss: He is working part-time. T: What are the girls doing? Ss: They are talking. Point to the statements in the chart. Have students look them through. Answer any questions students raise to make sure they comprehend each sentence. Point to the lists of responses. Say, You are to hear Kathy and Molly having a conversation. Kathy will make some statements. Listen and check what Kathy thinks and circle Agrees, Disagrees or Doesn’t know to show what Molly thinks. Point out the sample answers, Play the recording for the first time. Students only listen. Play the recording again. This time students listen and check what Kathy thinks and circle if Molly Agrees, Disagrees or Doesn’t know. Check the answers. Answers Kathy The following sentences should be checked: 1,2,3,4,5 Molly 1. Disagrees 2. Agrees 3. Doesn’t know 4. Disagrees 5. Doesn’t know 三、合作探究 Step Ⅲ 2b This activity provides practice in understanding the target language in spoken conversation. Point to the list of reasons in the box. Invite a student to read them to the class. Say, You are to hear the same conversation again. This time number their reasons in the correct order as you hear on the recording. Point out the sample