小學語文微課教案
發(fā)表時間：2021-05-02Unit 3 Teenagers should be allowed to choose their own clothes。
Unit3Teenagersshouldbeallowedtochoosetheirownclothes
一.本周教學內(nèi)容：
[話題](Topic):Rules
[重點詞組](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,
[交際用語]
1.Ithinksixteen-year-oldsshouldbeallowedtodrive
我認為應(yīng)該允許16歲的孩子開車。
2.Idisagree.Ithinksixteenistooyoung.
我不同意，我認為16歲這個年紀太年輕了。
3.Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejobs?
你認為應(yīng)該允許13歲的孩子們做兼職工作嗎？
4.No,Idon’t.不，我認為不應(yīng)該。
5.Annaisallowedtowearherownclothes.
安娜可以選擇自己的衣服。
6.Theyarenotseriousenoughatthatage.
那個年齡的他們不夠穩(wěn)重。
7.－Whatrulesdoyouhaveathome?
你家有什么規(guī)定嗎？
－Well,I’mnotallowedtogooutonschoolnights.
噢，我在周一至周五不能外出。
[重點難點釋義](LanguagePoints)
1.theotherday
我們還可以說theotherday,morning,week,month.
不久前的一天，一個上午、一個星期、一個月等
IsawhiminLondontheotherday.
我最近有一天在倫敦見過他。
2.getto著手做某事
…andIgottotalkingabouttherules…
Hegottodoingthehomeworkaftersupper.
3.concentrateonsth.專注于某事（做某件事而不做其他事）
HedecidedtoconcentrateonEnglishbecausehejustfailedtheexam.
他決心專攻英語因為他剛剛考試不及格。
ThiscompanyconcentrateontheChinesemarket.
這家公司把重點集中在中國市場。
4.begoodfor對…有好處有益于（…thatisgoodforstudying…）
Thiskindoffoodisgoodforme.
這種食物對我身體有益
Sunshineisgoodforplants.
陽光對植物有益。
5.It’sagoodideaforsbtodosth.做…對…來說是個好主意（It’salsoprobablyagood
ideaforparentstoallow…）
It’sagoodideaforustotraveltothesouth.
6.getnoisy變得嘈雜（Iknowwegotnoisysometimes,…）
noise－noisy
7.learnfrom向…學習，從…中學習
…butwelearnalotfromeachother.
Weshouldlearnfromourmistakes.
我們應(yīng)從錯誤中學習。
8.atpresent.（Atpresentthey’retooshort.）
atpresent此刻、現(xiàn)在＝atthistime,now
Ican’thelpyouatpresent－－I’mtoobusy
我現(xiàn)在幫不了你－－實在太忙了。
9.…h(huán)aveanopportunitytodosth
有做…的機會
havenoopportunitytodo沒機會做…
Ihopeto……h(huán)aveanopportunitytogototheStates.
Ihavenoopportunitytohaveatalkwithher
I
注意：文中在談?wù)搶頃r，用了一些動詞過去式和would+動原的形式
這是虛擬語氣。表示對將來的一種假設(shè)。
本單元其他句型結(jié)構(gòu)：
1.sixteen-year-olds十六歲的青少年
它相當于一個名詞相當于sixteen-year-oldkids.
“一個16歲青少年的表達方式”
akidsixteenyearsold
akidofsixteen
akidofsixteenyearsold.
asixteen-year-oldkid
2.stopdoing
Heshouldstopwearingthatsillyearrings.
（SectionA2a）
停止做某事
Wetwostoppedtalking.（好工具范文網(wǎng) FanWeN.HaO86.cOM）
我們倆個停止了談話。
3.主＋seemtodosth.好像
Histemperatureseemstobeallright.
他的體溫好像完全正常。
seem其他用法
（1）seem+形容詞
Thequestionseemsquiteeasy.
那個問題好像很容易。
（2）seem+名詞
Thatseemsagoodidea.
那好像是個好主意。
（3）Itseems+that從句
Itseemedthatnobodyknewanythingaboutthematter.
看來沒有人知道這件事。
4.Sodowe（SectionA3a）
Sodowe為倒裝句，其結(jié)構(gòu)是So+be動詞/助動詞/情態(tài)動詞＋主語，在時態(tài)上應(yīng)和上一句保持一
致。應(yīng)翻譯為“我們也是這樣”用英文解釋是：
Wehavealotofrulesatmyhouse,too.
5.onschoolnights,onFridaynights,onSaturdayafternoons.
我們在說某個具體的，特定的早晨、下午、晚上時應(yīng)用on.
6.bestrictwith對…要求非常嚴格
She’sverystrictwithherchildren.
她待子女很嚴。
7.oldpeople’shome敬老院
以前我們曾學過oldfolk’shome
8.taketimetodothings花費時間做事情。
take在這里為“花費”的意思。
類似的詞組有：
Ittakessbsometimetodosth.
it為形式主語
花…時間做某事
Ittookme2hourstofinishthehomework.
9.beagreatexperienceforsb.
對…來說是一次很棒的經(jīng)歷。
10.volunteer
（1）n.志愿者
volunteergroups志愿小組
volunteerstorunChristmasshow.
自愿操辦、圣誕節(jié)表演的人。
（2）v.自愿或無償?shù)亟o予或提供（幫助、建議）
Tim’sbusybutI’llcome,hevolunteered.
蒂姆很忙，我來吧，他主動說道。
11.sleepy想睡的（a.）
Areyousleepy?你睏嗎？
asleep睡著的、熟睡的
Hewaitsuntilthechildrenareasleep.
他一直等到孩子們睡著了。
詞組fallasleep入睡
Hewasjustfallingasleepwhentherewasaloudknockatthedoor.
他剛要入睡，就有人大聲敲門。
語法知識一.被動語態(tài)
1.“語態(tài)”表示主語和謂語動詞之間的關(guān)系。英語中有“兩態(tài)”的說法，即主動語態(tài)和被動語態(tài)，本單
元中反復出現(xiàn)的shouldbeallowed就是一個含有情態(tài)動詞（should）的被動語態(tài)。
先看幾個基本概念
主語是動作的發(fā)出者為主動語態(tài)
主語是動作的接受者為被動語態(tài)
只有及物動詞才有被動語態(tài)。
2.被動語態(tài)的構(gòu)成
（1）
Theofficeiscleanedeveryday.
Theofficewascleanedyesterday.
Compareactiveandpassive：
動作的接受者theoffice成了句子的主語，就應(yīng)該用被動語態(tài)。從上面的例句我們可以總結(jié)：
一般現(xiàn)在時的被動語態(tài)為：主＋am/is/are（not）＋過去分詞
一般過去時的被動語態(tài)為：主＋was/were＋過去分詞
如：Butterismadefrommilk.
Thishousewasbuilt100yearsago.
以前我們學過的was/wereborn生于，就是一個被動語態(tài)
born是個過去分詞（bear）
－Whenwereyouborn?－Iwasbornin1989.
如果要特別強調(diào)動作或行為的執(zhí)行者，句子后面需接by~，譯為“被（由）…”
如：Wewerewokenupbyaloudnoise.
我們被嘈雜的聲音吵醒。
（2）
現(xiàn)在進行時被動語態(tài)的構(gòu)成為
主語＋is/am/are+being＋過去分詞
再如：
Mycarisbeingrepairednow.
Somenewhousesarebeingbuiltnearthepark.
公園附近在建一些房子。
（3）
現(xiàn)在完成時被動語態(tài)的構(gòu)成為
主語＋have/has＋been＋過去分詞
如：
Mykeyhasbeenstolen.
Mykeyshavebeenstolen.
Iamnotgoingtotheparty,Ihaven’tbeeninvited.
含有情態(tài)動詞的被動語態(tài)
情態(tài)動詞＋be＋過去分詞
Anotehadbetterbelefttohim.
Teenagersshouldbeallowedtoweartheirownclothes
這里我們列舉了幾個主要時態(tài)，那么其它時態(tài)呢？
一般將來時主語＋will＋be＋過去分詞
過去將來時主語＋would/should+be＋過去分詞
過去進行時主語＋was/were+being＋過去分詞
過去完成時主語＋had+been+過去分詞
被動語態(tài)的時態(tài)是由be的時態(tài)決定的，be是什么時態(tài)，全句就是什么時態(tài)，be動詞后面的過去分詞不
變。
歸納：
肯定句：主語＋be+過去分詞＋（by~）
否定句：主語＋benot＋過去分詞＋（by~）
一般疑問句：Be＋主語＋過去分詞＋（by~）?
特殊疑問句：疑問詞＋be＋主語＋過去分詞＋（by~）
3.被動語態(tài)的用法：
（1）不知道或沒有必要說明動作的執(zhí)行者是誰，不用by＋動作執(zhí)行者短語
Suchbooksarewrittenforchildren.
這些書是為兒童寫的。
Ihaven’tbeentoldaboutit.
沒有人告訴我這件事
（2）強調(diào)動作的承受者，這時應(yīng)用by短語。
ThecupwasbrokenbyDavid.
（3）作客觀說明時，常采用一種被動語態(tài)句型
It’s/wassaid/believed/reported/+that…
It’sreportedthataboutthreehundredpeoplewerekilledinthis
earthquake.
據(jù)報道，這次地震中大約有三百人死亡。
4.主動語態(tài)變?yōu)楸粍诱Z態(tài)
把主動語態(tài)的句子變?yōu)楸粍诱Z態(tài)的方法是：
（1）把原句中的賓語變?yōu)橹髡Z
（2）動詞改為被動形式，即be+過去分詞
（3）原來的主語，如果需要的話，放在by后面，如果沒必要，可省略。
注意事項：
主動語態(tài)變成被動語態(tài)應(yīng)注意事項
從主動語態(tài)到被動語態(tài)的過程中主語、謂語動詞、賓語都發(fā)生變化。
注意主格與賓格的變化形式。
注意主語的人稱及數(shù)的變化對be動詞帶來的影響。
注意be動詞的時態(tài)形式取決于原主動語態(tài)的動詞時態(tài)形式。
5.被動語態(tài)的幾種類型
（1）有兩個賓語的句子的被動語態(tài)（直接賓語，間接賓語）
常見的接雙賓語的動詞有
通常這種句子可以改為以“人”當主語；和以“物”當作主語的兩種被動語態(tài)。
如：Hegavemeabook.
－Iwasgivenabookbyhim.（以I做主語）
－AbookwasgiventomebyTom.（以物book作主語）
HeteachesusEnglish.
－WearetaughtEnglishbyhim.（以人當主語）
－Englishistaughtusbyhim.（以物作主語）
（2）含有賓語補足語的句子的被動語態(tài)
keep,make三類的動詞常常有賓語補足語，在被動語態(tài)中，賓語補足語位置不變。
Wekeepfoodfreshinthefridge.
主謂賓賓補
－Foodiskeptfreshinthefridge.
Isawhimgointotheofficebuilding.
－Hewasseentogointotheofficebuilding.
英語中有“十大動詞”的說法，即feel,hear,listen,have,make,let,look,watch,
see,notice，這些詞在主動句中，其后的動詞不定式不加to，但變被動句時必須加to.
（3）含有短語的主動語態(tài)變被動語態(tài)
不及物動詞沒有賓語，因此沒有被動語態(tài)。但有的不及物動詞后面加上介詞及其他一些詞類構(gòu)成短語動
詞之后，其作用相當于及物動詞，可以接賓語，因而也可以變?yōu)楸粍诱Z態(tài)。在變成被動語態(tài)時，不能去掉構(gòu)
成短語動詞的介詞或副詞
Theytakegoodcareofmychild.
－Mychildistakengoodcareof
他們把我的孩子照顧得很好。
Iturnedofftheradio.
－Theradiowasturnedoff（byme）
附：動詞短語的被動語態(tài)
takecareof－betakencareof
cutdown－becutdown
laughat－belaughedat
lookafter－belookedafter
下列這些短語本身即是被動語態(tài)的形式，不需再加－by
becoveredwith…用…覆蓋著
beinterestedin…對…感興趣
besurprisedat…對…感到驚奇
bemadeof（from）用…制造的
（4）由情態(tài)動詞形成的被動語態(tài)
含有情態(tài)動詞的句子在變?yōu)楸粍诱Z態(tài)時，在情態(tài)動詞后面加上be動詞即可，其句型如下：
肯定句：主語＋情態(tài)動詞（can,may,must）+be+過去分詞…
否定句：主語＋情態(tài)動詞＋not+be+過去分詞…
疑問句：情態(tài)動詞（Can,May,Must）＋主語＋be＋過去分詞＋….
如：WeshouldallowteenagerstosurftheInternet.
－TeenagersshouldbeallowedtosurftheInternet.
Canyouuseit?你會使用它嗎？
－Canitbeused?
6.不能用于被動語態(tài)的幾種情況
（1）當主動結(jié)構(gòu)中的賓語是反身代詞和相互代詞時，不能改為被動語態(tài)。
他在鏡中看見了自己的模樣。
Weoftenhelpeachother.
我們常常互相幫助。
（2）當謂語是表狀態(tài)的及物動詞時（如have,like,takeplace,belongto…）
如：
Iliketheseflowers.我喜歡這些花。
Iwillhaveameeting.
不說Ameetingwillbehad.應(yīng)說Ameetingwillbeheld.
相關(guān)知識
Unit 3 Teenagers should be allowed to choose their own clothes教案
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.I.Learningobjectives教學目標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?詞匯1.重點詞匯license,silly,study,present,member,sleepy,reply,possibly,drop,final,count,owner,sky,catch,interview,noise,wind,neighbor,director,smell,finger,lift,stone2.認讀詞匯pierce,earring,concentrate,design,opportunity,volunteer,local,mess,newsletter,obey,achieve,realistic,taught,Kathy3.詞組getintheway,careabout,insteadof,stayup,concentrateon,atpresent,oldpeople’shomestayup,bestrictwith,theotherday,learnfrom,atpresent,begoodfor,English-EnglishDictionary語法should+beallowedtodo…StrategyFocus1.Reflecting2.transforminginformationCultureFocusWhatrulesdotheyhaveatschool/home?Whatschoolorotherrulesdoyouthinkshouldbefollowed/changed?II.Teachingmaterialsanalyzingandrearranging教材分析和重組1.教材分析本單元以Teenagersshouldbeallowedtochoosetheirownclothes為話題，共設(shè)計了四個部分的內(nèi)容:SectionA該部分有4個模塊：第一模塊圍繞Whatshouldteenagersbeallowedtodo?這一話題展開思維（!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--1a）、聽力（1b）、口語(1c)訓練；第二模塊圍繞“agrees”and“disagrees”進行聽力（2a-2b）、口語(2c)訓練，并就所學語言結(jié)構(gòu)進行總結(jié)（GrammarFocus）；第三模塊就“aboutfollowingtherules”這一話題展開閱讀訓練（3a）和角色表演訓練(3b);第四模塊繼續(xù)就上一話題以小組活動形式展開討論。SectionB該部分有4個模塊：第一模塊是詞匯的學習（1a）與運用（1b）；第二模塊圍繞“Oneoftheschoolrules”進行聽力（2a—2b）、口語訓練(2c)；第三模塊繼續(xù)圍繞Therulesinschool這一話題展開閱讀（3a）和角色表演訓練(3b)；第四模塊就如何Makealistofrules以寫作形式展開訓練。SelfCheck該部分有2個模塊：第一模塊以填空形式對所學詞匯進行訓練；第二模塊就一封信圍繞“agreeordisagree”進行閱讀和寫作的訓練。Reading該部分共設(shè)置了5項任務(wù)：第一項任務(wù)以小組問題討論的方式激活學生相關(guān)背景知識；第二項任務(wù)讓學生通過閱讀獲取信息；第三項任務(wù)利用造句、尋找信息、討論等練習形式加深學生對閱讀內(nèi)容的理解；第四項任務(wù)要求學生能運用所學知識解決實際問題；第五項任務(wù)要求學生完成介紹名人童年生活及成功之路的任務(wù)。2.教材重組和課時分配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,SelfCheck1,2thefifthone“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.StepVIIIPracticeUnit 3 Teenagers should be allowed to choose their own clothes教案
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
I.Learningobjectives教學目標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?詞匯1.重點詞匯license,silly,study,present,member,sleepy,reply,possibly,drop,final,count,owner,sky,catch,interview,noise,wind,neighbor,director,smell,finger,lift,stone2.認讀詞匯pierce,earring,concentrate,design,opportunity,volunteer,local,mess,newsletter,obey,achieve,realistic,taught,Kathy3.詞組getintheway,careabout,insteadof,stayup,concentrateon,atpresent,oldpeople’shomestayup,bestrictwith,theotherday,learnfrom,atpresent,begoodfor,English-EnglishDictionary語法should+beallowedtodo…StrategyFocus1.Reflecting2.transforminginformationCultureFocusWhatrulesdotheyhaveatschool/home?Whatschoolorotherrulesdoyouthinkshouldbefollowed/changed?II.Teachingmaterialsanalyzingandrearranging教材分析和重組1.教材分析本單元以Teenagersshouldbeallowedtochoosetheirownclothes為話題，共設(shè)計了四個部分的內(nèi)容:SectionA該部分有4個模塊：第一模塊圍繞Whatshouldteenagersbeallowedtodo?這一話題展開思維（1a）、聽力（1b）、口語(1c)訓練；第二模塊圍繞“agrees”and“disagrees”進行聽力（2a-2b）、口語(2c)訓練，并就所學語言結(jié)構(gòu)進行總結(jié)（GrammarFocus）；第三模塊就“aboutfollowingtherules”這一話題展開閱讀訓練（3a）和角色表演訓練(3b);第四模塊繼續(xù)就上一話題以小組活動形式展開討論。SectionB該部分有4個模塊：第一模塊是詞匯的學習（1a）與運用（1b）；第二模塊圍繞“Oneoftheschoolrules”進行聽力（2a—2b）、口語訓練(2c)；第三模塊繼續(xù)圍繞Therulesinschool這一話題展開閱讀（3a）和角色表演訓練(3b)；第四模塊就如何Makealistofrules以寫作形式展開訓練。SelfCheck該部分有2個模塊：第一模塊以填空形式對所學詞匯進行訓練；第二模塊就一封信圍繞“agreeordisagree”進行閱讀和寫作的訓練。Reading該部分共設(shè)置了5項任務(wù)：第一項任務(wù)以小組問題討論的方式激活學生相關(guān)背景知識；第二項任務(wù)讓學生通過閱讀獲取信息；第三項任務(wù)利用造句、尋找信息、討論等練習形式加深學生對閱讀內(nèi)容的理解；第四項任務(wù)要求學生能運用所學知識解決實際問題；第五項任務(wù)要求學生完成介紹名人童年生活及成功之路的任務(wù)。2.教材重組和課時分配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教學過程和方式 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”Unit 3 Teenagers should be allowed to choose their own clothes導學案
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
教學內(nèi)容分析：
本單元以學生是否應(yīng)該挑選自己的衣服為話題，以談?wù)搶W生在生活中應(yīng)當遵守的規(guī)矩和學生自己的意見為主線，向?qū)W生展示了的用于表達被或不被允許做某事和同意不同意的目標語言。
教學目標：
1．詞匯：allow,pierce,silly,stayup,drivers’licenseearring,strict,concentrate,volunteer,
目標語言：Ithinksixteen-year-oldsshouldbeallowedtodrive.
Idisagree.Ithinksixteenistooyoung.
Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejobs?
No,Idon’t.
2．通過目標語言的學習，學生學會談?wù)撟约浩綍r需要遵守的規(guī)則，并能發(fā)表自己的看法或獨特見解。
3．教育學生要在培養(yǎng)自己的獨立思想的同時注意遵守規(guī)章制度。
教學重點及難點：
1．本單元重點在于新單詞及目標語言，并再次出現(xiàn)了被動語態(tài)。
2．難點在于學生運用目標語言進行自由表達及對被動語態(tài)的掌握。
課時分配（5課時）：
第一課時：SectionA1a---2cGrammarFocus
第二課時：SectionA3a---4
第三課時：SectionB1a---2c
第四課時：SectionB3a---4SelfCheck2
第五課時：Reading:That’scool
教學指導思想：
以素質(zhì)教育為指導思想，促進學生個性發(fā)展，注意對學生進行思想引導，培養(yǎng)學生正
確認識個性及美丑。
教學方法：聽說讀寫相結(jié)合，循序漸進；設(shè)計合理并具有挑戰(zhàn)性任務(wù)，讓學生在完成任務(wù)時練習使用目標語言，體驗成功之快樂
教學過程設(shè)計：
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”.
