Unit 3 Teenagers should be allowed to choose their own clothes全单元教案Word格式文档下载.docx

Unit 3 Teenagers should be allowed to choose their own clothes全单元教案Word格式文档下载.docx

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shouldbeallowedtodoandlearntoagreeanddisagree.

2.ThepassiveVoice

.TeachingMethod

Task-basedteachingmethod

.Teachingaids

Acomputerataperecorder

VI.Teachingprocedures

Procedures

Steps

Teacher’sActivity

Students’Activity

Step1

Lead-in

1.Greetings.

2.Lead-in:

Watchavideo，thenaskSswhattheyshouldn’tallowedtodo.

3.Haveafreetalk.

1.Watchavideo.

2．Haveafreetalk.

Step2

Presentation

1Showsomepicturesbycomputertoteachkeywords.

2Askstudentsthefollowingquestions:

Whatcanyoudoandyoucan’tdoathome?

2.Listthethingstheycandoandtheycan’tdo,thenwritetheheadlines“isallowedto”and“isn’tallowedtodo”insteadof“cando“and“can’tdo”.

1.Lookatthepicturesandrepeatthewords.

2.Answerthequestions.

3.Readthelists.

Step3

（1a）

1.Askstudentsquestionsaboutthingsthattheirparentssaytheycanandcan’tdo.

2.Writeontheblackboardtheheadlines“isallowedto”and“isallowedto”.

3.AskstudentstocircleAforagreeorDfordisagreeforeachsentenceontheirown.

1.Discussthequestions.

2.CircleAorDforeachsentence.

3.Invitesomestudentstosaytheiranswers.

Step4

Listening

（1b）

1.Readtheinstruction.

2.Playtherecorderthefirsttime.Justaskstudentstolisten.

3.Playtherecorderasecondtime.GetstudentstolistenandcircleTorF.

4.Checktheanswerswiththeclass.

1.Readthethreesentencesintheboxaloud.

2.ListenandcircleTorF.

3.Checktheanswers.

Step5

Pairwork

（1c）

1.Makealistofthingsteenagersshouldandshouldnotbeallowedtodo.

2.Havethemworkinpairs,makingnewconversationsusingthephrasesintheboxandthestatementsin1a.

3.Invitesomepairsofstudentstoactouttheirconversations.

1.Workinpairs.

2.Acttheirconversationsout.

Step6

（2a,2b）

1.Pointtothepictureandaskstudentswhatishappening,Elicitanswersfromstudents.

2.Pointtothestatementsinthechart.Havestudentslookthemthrough.

3.Pointtothelistsofresponses.Playtherecordingforthefirsttime.AskstudentstolistenandcheckwhatKathythinksandcircleifMollyAgrees,DisagreesorDoesn’tknow.

4.Pointtothelistofreasonsinthebox.Inviteastudenttoreadthemtotheclass.Thenplaythesameconversationagain.AskSstonumbertheirreasonsinthecorrectorder.

5.Checktheanswers.

1.Readthestatements.

2.ListenandcircleifMollyAgrees,disagreesorDoesn‘tknow.

3.Listenagainandnumbertheirreasons.

4.Checktheanswers.

Step7

Groupwork

1.Dividetheclassintogroups.

2.Getthemtomakeclassrulesusingbeallowedtodo.

3.Invitesomegroupstoreporttheirresults.

1.Workingroups.

2.Maketheclassrules.

3.Giveareport.

Step8

Summary

1.Gooverthekeywords.

2.Letstudentsreviewthegrammarfocustogetafurtherunderstandingofthetargetlanguage.

1.Revisethenewwordsandthetargetlanguage.

2.Readthesentencestoreviewthegrammarfocus.

Step9

Homework

Finishoffthereportsafterclass..

Dothehomeworkcarefully.

BlackboardDesign

Unit6Teenagersshouldbeallowedtochoosetheirownclothes.

-TheFirstPeriod

A:

Ithinkstudentsshouldbeallowedtodohomeworkwithfriends.

B:

Idisagree.Theytalkinsteadofdoinghomework.

Sixteen-year-oldsshouldnotbeallowedtodrive.

Iagree.Theyaren’tseriousenoughatthatage.

Reflections:

TheSecondPeriod

SectionA（3a–4）

Ⅰ.TeachingaimsandDemands

.wordsandphrases:

stayuponschoolnights,cleanupone’sroom,goshopping

Conversation:

（1）I’mallowedtogotothemovieswithfriendsonFridaynights

（2）Me,too,butIhavetobehomeby10:

00pm

（3）–-Whatrulesdoyouhaveathome?

----Well,I’mnotallowedto…

Totrainstudents’scanningskill.

Totrainstudentabilityofcommunication.

Toenablestudentstoaskforhelpwhenhavingdifficultiesinleaning.

.MainPoints

1.Keywordsandstructures.

2.Understandthepassagebetter.

.Difficultpoints

Trainstudents’integratingskills.

Ataperecording,Acomputer

VI.TeachingProcedures

Warming-upandRevision

1.Greettheclass.

2.Playagametoreviewthestructure:

shouldbeorbenotallowedtodo.

1.playthegame.

2.Reviewthetargetlanguage.

（3a）

1.Gothroughtheinstructionwiththeclass.

2.Pointtothepictureandaskstudentstodescribeit.

3.Callthestudents’attentiontothechart.Askastudentstoreadthesampleanswerstotheclass.

4.Getstudentstocompletethechartindividually.Remindthemtouse“Don’t”and“Youcan”.

5.Checktheanswers.

1.Listentotheteacher.

2.Lookatthechart,thenreadtheconversation.

3.Fillinthechart.

4.Checktheanswers.

Practice

（3b）

1.Readtheinstructionsin3btotheclass. 

2.Writetheconversationonthescreen.AskSstocovertheconversationinActivity3a.Usingtheinformationinthechart,makenewconversationsinpairs.

3.Getstudentstocompletetheworkinpairs.

4.Askseveralpairstosharetheirconversationswiththeclass

1.Prepareforthesampleconversationcarefully.

2.Makeupconversationsinpairs.

3.Actouttheconversations.

Part4

1.Readtheinstructionstotheclass.Callstudents’attentiontothechart.

2.Studentsreadtheheadlinesatthetopandatthesides.

3.Demonstratehowtofillinthechartwithastudent.

4.TellstudentswheretowriteWeiMinginthechart,askdifferentstudentsandfindthreepeoplewhohavetofolloweachoftherulesinthechart.

5.Askstudentstocompletethechartingroups.

6.Askseveralstudentstotelltheclasswhattheylearned.

1.Understandhowtheyshouldfillinthechart.

2.Workingroups.

3.Reporttheirresults.

1.Goovertheconversation.

2.Revisethemainsentences.

Revisetheimportantpoints.

1.Copynewwords

2.Writeatleastfiverulesatyourhouse.

Finishoffthehomework

carefully.

BlackboardDesign

TheSecondPeriod

Whatrulesdoyouhaveathome?

Well,I’mnotallowedtogooutonschoolnights.Howaboutyou?

I’mnotallowedtogooutonschoolnightseither.ButIcanstudyatafriend’shouse.

TheThirdPeriod

SectionB（1a–2c）

（1）Words:

gettoclass,pass/failatest,takethetest,bestrictwith

（2）Keystructures:

--Petershouldbeallowedtotakethetestlater

--Parentsshouldnotbetoostrictwithteenagers

--Doyouevergettoclasslate?

--Yes,Isometimesgettoclasslate.:

Totrainstudents’listeningabilityandabilityofcomprehension.

It’sagoodmannertobeontime..

1.Talkaboutagreementanddisagreement.

2.Listeningpractice.

Howtousepass/failthetest,takethetest

.TeachingMethod

AcomputerAtaperecording.

Warmingup

1.Greetings.

2.Askstudentstowritedownasmanythingsastheycanthinkofaboutwhatteenagersareoraren'

tallowedtodo.

Haveacompetition.

（1a）

1.Pointtothepicture.Askstudentstodescribewhatishappeninginthepicture.

2.Readtheinstructionsandremindstudentsoftheexactmeaningsoftheadverbsoffrequency.

3.GetSstowrite“A”afterthingsyoualwaysdo,“U”afterthingsyouusuallydo,“S”afterthingsyousometimesdoand“N”forthingsyouneverdo.

4.Letstudentsfinishthetaskontheirown.

1.Reviewtheusagesofadverbsoffrequency.

2.Write“A”afterthingsyoualwaysdo,“U”afterthingsyouusuallydo,“S”afterthingsyousometimesdoand“N”forthingsyouneverdo.

3.Reporttheirresults.

（1b）

1.Introducethematerialof1btotheclass.Inviteastudenttoreadittotheclass.

3.Askthestudentstodotheactivityinpairs.

4.Askafewpairsofstudentstosharetheirconversationstotheclass.

1.Readthesampleconversation.

2.Workinpairs.

3.Performtheconversations.

（2a,2b）

1.PointoutthefouritemsinActivity1a.

2.Playtherecordingforthefirsttime.JustaskSstolisten.

3.Playtherecordingasecondtime.Letstudentslistenandcirclethethingstheyhearin2a.

4.Pointoutthesampleanswer.Readthesentence“Peterisgoingtofailamathtesttotheclass”,thenplaythesamere