Unit 3 Teenagers should be allowed
to choose their own clothes.
Section A
Part 1: Teaching design
Structures :should be allowed to doTarget language :
I think students should be allowed to do homework with friends.
I disagree. They talk instead of doing homework.
Sixteen-year-olds should not be allowed to drive.
I agree. They aren’t serious enough at that age.
Do you think sixteen-year-olds should be allowed to work at night?
No, I don’t.
Vocabulary : 1 sixteen-year-olds 2,part-time job 3 their own clothes
4 serious enough 5 get one’s ears pierced 6 spend tinme with sb 7 so do we
8 on school nights 9 I’m not allowed to go out on school nights
10 allow sb to do / allow doing sth
Important sentences: 1.I think sixteen-year-olds should be allowed to drive.
2.Do you think thirteen-year-olds should be allowed to have part-time jobs?
Goals
1，To train students’ listening, speaking, reading and writing skills.
2，To train students’ communicative competence.
Procedures
Warming up by learning “be allowed to do ”
Hi, everyone. Today we’re going to study Unit 3. Its title is
Teenagers should be allowed to choose their own clothes.
In the title we find a phrase “be allowed to”. What does it mean? How is it used in English?
Presentation
Step 1 Show the picture of power point to help students understand “agree” and “disagree”.
to drive a car
Do you agree or disagree teenagers to get their ears pierced
to use mbile phones at school
…
Step 2 Listen. 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
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.
Step 3 pairwork Look at the power point and practise in pairs.
Step 4 Listening
Listen to the tape and fill in the blanks with the words you hear
Molly says that Larry is working late tonight,but kathy thinks Larry shouldn’t be ____ to work late.Molly ____ with Kathy,She thinks teenagers never gets ___.Then Kathy thinks Larry shouldn’t work every night.This makes Molly agree.They think he needs time ____ homework,Also they think Larry’s hair should ____ because it doesn’t look ____. Kathy thinks Larry shouldn’t wear that ___ earring,but Molly thinks she ______like it.
Listen again and check the answer
Tapescript
Molly: Larry is working late again tonight, Katty.
Katty: 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. Teenager boys never get tired.
Katty: Well, maybe. But Larry shouldn’t work every night.
Molly: Oh, I agree. He needs time to do homework.
Katty: You know, Molly…he should really cut his hair.
Molly: Oh, I don’t know. Do you think it’s too long?
Katty: Yes, I do. It doesn’t look clean, and I think he should stop wearing that silly earring.
Molly: Oh, I disagree. I like it. It looks cool.
Katty: You know what worries me—Larry doesn’t seem to have many friends.
Molly: Really? I didn’t know that.
Katty: Yes, Molly. He needs to spends time with friends.
Molly: Like you and me?
Katty: Maybe.
Step 5 Sum-up
Grammer focus
语法内容：
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
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.
从上面例子，我们可以看出现在完成时被动语态的构成为
主语＋have/has＋been＋过去分词
如：
Mykeyhasbeenstolen.
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，
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’sreportedthataboutthreehundredpeoplewerekilledinthisearthquake.
据报道，这次地震中大约有三百人死亡。
Step 6 Homewok
叫学生写一篇短文，写出自己家规或校规（及在家里和学校允许作什么，不允许作什么）。
Section B
Part 1: Teaching design
Structures : should be allowed to doTarget language :
What rules do you have at home?
Well, I’m not allowed to go out on school nights. How about you?
I’m not allowed to go out on school nights either. But 1 can study at a friend’s house.
Vocabulary : 1.fail a test 2.be strict with sb.
3.the other day4.be a good way to do
5.keep sb happy 6.at present
7.the same as8.be proud of
9.give directions 10.way cool= very cool
11.learn from sb 12.agree with
13.disagree with14.in fact
15.take time to do sth 16.chat with
Important sentences:
1, I’m not allowed to go out on school nights either. But 1 can study at a friend’s house
2, What rules do you have at home?
Goals
Train students’ integrating skills.
1. Talk about what oneself is or isn’t allowed to do using the target language.
2. Ask for what someone is or isn’t allowed to do using the target language.
Procedures
1. Review some key vocabulary words and target language.
2. Talk about agreement and disagreement.
Presentation
Step Ⅰ Revision
(1)Check the homework.
(2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.
Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category.
Step Ⅱ 1a
This activity reviews the use of always, sometimes, usually and never.
Point to the picture. Ask students to describe what is happening in the picture.
Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.
Read the instructions and remind students of the exact meanings of the adverbs of frequency.
Say, Please write A after things you always do, U after things you usually do, S
after things you sometimes do and N for things you never do.
Get students to finish the task on their own.
Answers to this activity will vary.
Step Ⅲ lb
This activity provides oral practice using the target language.
Point out the sample conversation. Ask a pair of students to say it to the class.
SA: Do you ever get to class late?
SB: Yes, I sometimes get to class late.
Say, Talk with your partner about your answers in Activity 1a.
As the pairs work together, walk around the room offering help if necessary.
Ask several pairs to share their conversations with the class.
Step Ⅳ 2a
This activity provides practice in understanding the target language in spoken conversation.
Point out the four items in Activity 1a.
Say, You will listen to a conversation and circle the things on the list that you hear.
Play the recording for the first time.
Students only listen.
Play the recording a second time. This time students listen and circle the things that they hear.
Check the answers.
Answers
Circled items: 1,4
Tapescript
Man: What’s the matter, Peter?
Boy: I think I’m going to fail a maths 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 the 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.
Step Ⅴ 2b
This activity provides listening practice using the target language.
Point to both the numbered and lettered lists of item in the box.
Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."
Say, I’ll play the same recording again.
You are to match the sentence parts as you hear on the tape.
Play the recording for students to do the activity.
Check the answers.
Answers
1. c 2. e 3. a 4. b 5. d
Step Ⅵ 2c
This activity provides oral practice using the target language.
Call students’ attention to the statements in the box. Say them to the class.
Ask three students to read the sample conversation to the class, completing the sentences.
SA:I think Peter should be allowed to take the test later.
SB:I don’t agree.
SC:I think the school has to have rules.
Write the conversation on the blackboard.
Divide the class into groups of four. Say,
Now discuss the statements with your group.
As the groups work together, walk around the room offering help as needed.
Ask some groups to say a few lines of their conversations to the class.
Notes
Parents should not be too strict with teenagers. Note the word be strict with.
Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.
Step Ⅶ Summary and Homework
Say, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?
Write a passage to describe what was happening that day.
Step Ⅷ homework
Selfcheck
ⅠThe Self check in the fifth period is designed to give students more reinforced practice, especially writing practice. The activity, writing a letter to the editor agreeing or disagreeing, makes students better understand how to use the target language presented in this unit to their daily life.
Ⅱ. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to talk about what they are allowed to do and learn to agree and disagree.
To make students learn and grasp the structure should be allowed to do.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
(3) Moral Objects
Students may think they should be allowed more freedom at home. In fact, they are Weak in telling the right from wrong. So accept parents’ advice.
Students should have the courage of their opinions.
3. 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.
4. Teaching Difficult Points
To learn to talk about what you are allowed to do using the structure should be allowed to do and learn to agree and disagree.
To train students’ listening, speaking, reading and writing skills.
5. Studying Way
Teach students how to express agreement and disagreement in daily life.
Ⅲ. Language Functions
1. Talk about what you are allowed to do.
2. Agree and disagree.
Ⅳ. Target Languages
1. I think sixteen-year-olds should be allowed to drive.
I disagree. I think sixteen is too young.
2. Do you think thirteen-year-olds should be allowed to have part-time jobs?
No, I don’t.
Ⅴ . Structure
Should + be allowed to
Ⅵ. Vocabulary
1. allow, pierce, silly, stay up, drive. driver’s license
2. Do you think…?
3. I agree.
4. I disagree.
5. I don’t agree.
ⅦRecycling
wild, serious, calm, young, old, weekend, choose, clothes, take a test, fail a test, pass a test.
.Ⅷ Learning Strategies
1. Reflecting
2. Transforming information
Ⅸ homework
Finish reading part and the work in section 3
【本课小结】
通过国培中学到的知识，我自己设计了这节阅读课。以下是我的小结：
1.本节课，我主要运用了小组内合作学习法，通过讨论培养了学生探究问题和自主解决问题的能力，同时培养了学生的团队精神。
2.我根据本节课的语言目标（情态动词+be+v.pp），从学生熟悉的事物入手，创建一个与学生生活密切相关的问题情景（制定班规），适当运用Body language 来启发学生带着问题思考，从而寻找解决问题的办法。
3.通过“任务型”的学习活动，给学生提供产生“成就感”的机会，非凡是对于一部分英语基础差的学生，使他们感受一下成功的喜悦。从而促进学生实践能力和创新思维的发展，引导学生运用观察、发现、归纳和实践等方法，学习语言知识，感悟语言功能，从而达到交际的目的。
新的课程标准以学生 “能做某事”的描述方式设定各级目标要求。 本节课本人依据课程的总体目标并结合教学内容，设计了贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。课后学生反映较好，基本达到了本节课的预期目标。
在设计任务型教学活动时，我主要注重到了以下几点：（ 1）活动的目的性和可操作性；（2）活动中以学生的真实生活和爱好为焦点话题，内容形象生动，学生易理解把握；（3）通过活动让学生习得英语语言知识、更重要的是发展学生的语言技能；（4）分组活动时尽量创造机会，促使学生主动获取、处理和使用信息，尝试用英语与他人交流，提高用英语解决实际问题的能力。
【教学反思】
1.农村中学的学生英语基础差，用英语交际的难度大。所以在每一次分组与讨论的过程中，如何更有效地促进不同层次的学生进行合作学习，互相帮助，缩小差距，是值得我们经常探讨的话题。
2.用实际问题组织课堂教学时，一定要给学生提供足够的思维想象空间和回答问题的时间，这样有时不能完成大纲规定的教学任务。如何解决这一矛盾？
3.班大人多（一个班60人左右），在分组讨论过程中，在短短的45分钟内教师很难及时地对每个组进行指导。
4.如何在课堂活动中兼顾语法教学？
5.农村中学学生课堂纪律松懈，如何治理英语课堂，做到放而不乱，活而有序？如何在英语教学活动中引导个别学困生？如何利用有效的方法，使那些对英语不感爱好、成绩差、注重力不集中的学生也自始至终参与课堂活动？
这些问题恐怕还需要我在今后的教学过程中进一步进行探究和思考。