Unit3Teenagersshouldbeallowedtochoosetheirownclothes.I.ProgramsfortheUnit1.TeachingGoals(1)Inthisunit,studentslearntotalkaboutwhattheyareallowedtodo.(2)Inthisunit,studentslearntoagreeanddisagree.(3)Inthisunit,studentslearnthepassivevoice.2.ImportantwordsandexpressionsAllow,pierce,silly,stayup,drive,driver’slicense,Doyouthink…?Iagree.Idisagree.Idon’tagree.3.TargetLanguageIthinksixteen-year-oldsshouldbeallowedtodrive.Idisagree.Ithinksixteenistooyoung.Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejob?No,Idon’t.4.TeachingDifficultyThePassiveVoiceSodoI.II.TeachingTimeFourperiodsPeriod1TeachingAimsandDemands1.KnowledgeandAbilityObjects(1).Keyvocabulary:pierce,license,silly,earring,insteadof(2).Keystructures:Ithinkstudentsshouldbeallowedtodohomeworkwithfriends.Idisagree.Theytalkinsteadofdoinghomework.Sixteen-year-oldsshouldnotbeallowedtodrive.Iagree.Theyaren’tseriousenoughatthatage.Doyouthinksixteen-year-oldsshouldbeallowedtoworkatnight?No,Idon’t.2.TeachingDifficultyTomasterthestructure:should+beallowedtodosth3.TeachingAidsAtaperecorderSomepicturesTeachingProceduresStepI.GreetingsandLead-in1.Showapicturewithaboysmokingonit.Say,Look,thisboyissmoking.Doyouthinkit’srightforteenagerstosmoke?Yes.Studentsshouldnotbeallowedtosmoke.2.Writethesentenceontheblackboard.3.T:DoyoulikewatchingTV?DoyourpatentsallowyoutowatchTV?Ss:Yes,theydo.MyparentsallowmetowatchTV.T:Yes.Youarebusyonweekdays.ParentsshouldallowyoutowatchTV.Writethesentenceontheblackboard.ParentsshouldallowyoutowatchTV.→YoushouldbeallowedtowatchTVbypatents.Thenaskstudentstosaythedifferencesbetweenthesentences.Andtellthem“shouldbeallowedtodosth”isakindofthepassivevoice.StepII.LanguageStudy1.Askstudentstomakeshortconversationswith“should/shouldn’tbeallowedtodosth”.2.Asksomepairstopresenttheirconversations.StepIII.1a1.T:Ithinktherearemanythingsforyoutobeallowedtodo.Ofcourse,thereissomethingyoushouldn’tbeallowedtodo.Pleaselookatstatementsin1a.Circle“A”or“B”andgivethereasons.2.Studentscircle.3.Asksomestudentstogivetheiropinions.StepIV.1b1.Describethepictures.Readtheconversationandguesstheothertwoconversations.2.Studentslistenandcircle“T”or“F”.3.Checktheanswerswiththestudents.Givethereasons.StepV.1cPairwork1.Readtheinstructionsandtheconversationtotheclass,thenaskstudentstomakesimilarconversations.2.Asksomepairstopresenttheirconversations.StepVI.2a1.Describethepicture.2.T:We’regoingtolistentoaconversation.Inthisconversation,KathyistalkingwithMollyabouttheirfriend-Larry.3.Readtheinstructionstotheclass.Thenlistenandcheck.4.Listenagainandchecktheanswerswiththestudents.StepVII.2b1.T:Let’slistentotheconversationagainandnumbertheirreasonsinthecorrectorder.2.Listenandnumber.3.Listenagainandchecktheanswerswiththestudents.StepVIII.2cPairwork1.Readtheinstructionstotheclass.Andgiveanexamplewithastudent.2.Askstudentstoworkinpairs.3.Askseveralpairstopresenttheirconversations.StepIX.SummaryAskoneortwostudentstotellwhattheylearnedinthisclass.StepX.HomeworkMakefivesentencesusing“should/shouldn’tbeallowedtodosth”Period2TeachingAimsandDemands1.KnowledgeandAbilityObjects(1).Keyvocabulary:stayup(2).Keystructures:Sodowe.2.TeachingAidsAtaperecorderTeachingProceduresStepI.GreetingsandRevision1.Greettheclassandcheckthehomework.StepII.3a1.Listentotheconversationwiththebooksclosed.Thenanswerteacher’squestionabouttheconv...
