Unit3Teenagersshouldbeallowedtochoosetheirownclothes.教学内容分析：本单元以学生是否应该挑选自己的衣服为话题，以谈论学生在生活中应当遵守的规矩和学生自己的意见为主线，向学生展示了的用于表达被或不被允许做某事和同意不同意的目标语言。Learningaims1．Vocabulary：allow,pierce,silly,stayup,drivers’licenseearring,strict,concentrate,volunteer,Targetlanguage：Ithinksixteen-year-oldsshouldbeallowedtodrive.Idisagree.Ithinksixteenistooyoung.Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejobs?No,Idon’t.2．Talkaboutwhatyouareallowedtodo3．AskstudentstoobeytherulesofschoolImportanceanddifficulties1．Maternewwordsandphrases,masterthepassivevoice。2．Usetargetlanguagetoexpresswhatyouareallowedtodo教学指导思想：以素质教育为指导思想，促进学生个性发展，注意对学生进行思想引导，培养学生正确认识个性及美丑。教学方法：听说读写相结合，循序渐进；设计合理并具有挑战性任务，让学生在完成任务时练习使用目标语言，体验成功之快乐PeriodOneStep1GreetingandasmalltalkTheSondutygivesasmalltalkonherunpleasantshopping(hermotherdidn’tletherchooseherownclothes)toleadinthetopicofUnit3“Teenagersshouldbeallowedtochoosetheirownclothes”Then,Ssshowtheirownopinionbysaying“agree”and“disagree”Step2Doyouagreeordisagree1aReadthestatementsinthetextbook.CircleAorDStep3Pairwork1cGetstudentstotellouttheir“agrees”and“disagrees”,aswellastheirreasons,totheirpartners.Tmovesaroundtogivehelpifnecessary.Step4Listeningpractice1bGetSstolookatthepictureandtellthemtheyaregoingtohearaconversationbetweenAnnaandhermother.ListenandcircleTofF(forthefirsttime,Ssonlylisten.)Thenchecktheanswers:F,F,T2a-2bDothesamewiththemas1bStep5Pairwork2cFirstgetSstolistoutteenagersshouldandshouldnotbeallowedtodo.Thendiscusstheirlistswiththeirpartnersusingtheshortconversationintherightbox.Step6Task1:GetSstolistoutwhattheyareandarenotallowedtodoandmakecommentsaboutthem.(togetSspracticetalkingabouttheirrealexperienceandfeelingswiththetargetlanguage)Step7GrammarfocusGetSsfirsttoreadoutthestatementsandthengiveouttheirownopinionstoreplacethestatementsintherightcolumn.Step8Summaryandhomework:Whatrulesdoyouhaveathome?Makealistofthem.PeriodTwoStep1GreetingGreettheclassandcheckthehomeworkStep2AdutyreportTheSondutygivesareportontherulesinhishomeandleadin3a“SunFei’sandWuYu’srules”Step3ReadingSsreadtheconversationandwritethetwogirls’rulesinthechart.Checktheanswers.GetSstoreadafterthetapeandthenreadaloudbythemselves.Then,Texplainsthelanguagepoints.Step4Pairwork3bRoleplay.Usetheinformationincharttopracticewiththeconversationin3acovered.Theycanlookatthesampleconversationintherightbox.Step5Task2“Who’sthebestreporter?”Makeasurveybyaskingany5studentsthequestionsinthechartinactivity4.Thengiveoutareportaboutit.Seewhoisthebestreporter?Andthebestreporterwillgetaniceball-pen.Step6Summaryandhomework:Writeoutthereportinyourexercise-books.PeriodThreeStep1GreetingandadutyreportTheSgivesadutyreporttalkingabouthisexperienceofbeinglateforschool.Leadinthequestion“Doyouevergettoschoollate?Howoftendoyougettoschoollate?Always,usually,sometimes,ornever?Step21aGetSstofinishwriting.Step3Pairwork1bGetSstotalkabouttheiranswerswiththeirpartnersusingthesampleconversationintheboxontheright.Step4Listeningpractice2aLead-in:Whatwillhappenifyougettoschoollate?WhataboutPeter?Let’slistentoaconversationbetweenPeterandhisfather.GetSstofinish2a(Asusual,forthefirsttime,Ssonlylisten....
