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”教学反思：1．模拟训练，综合提高查缺补漏后，学生的基础知识已比较全面、系统、完整。但是对于重点内容还要以专题的形式进行训练，以便于进一步突出重点。同时要强化易错点，为达到这一目的，教师要选取高质量的模拟训练题进行训练，然后进行讲评。那么，如何讲评呢？好的讲评应该在讲评之前认真地分析，找出学生的错点，并在课堂上讲评时抓住这些错点，帮助学生弄清出错的原因，使学生及时纠正错误。同时，讲评不能就题论题，而是应该抓住试题中的典型题目，讲清原理，归纳方法，总结规律，并对典型题目进行引申、推广。要做好这一点，需要注意以下两方面：2.课本为主，资料为辅那种迷信资料而放弃课本的做法是本末倒置的，同时，那种排斥资料中所提供的先进信息的做法是固步自封的。无庸质疑，课本是基础，而好的资料则是加深课本、提高能力的重要手段。任何资料都不能代替课本，但资料可以突出课本的重要内容，可以提供课本中所不具有的先进理念和与时俱进的信息。因此，无论是开始复习的夯实基础阶段，还是构建知识网络、归纳基本方法及技巧阶段，都要在立足于课本的基础上进行。但同时，也要精选有典型性和针对性的资料，这样有利于学生掌握解题方法和解题规律。
