Unit 3 Teenagers should be allowed to choose their own clothes（通用4篇）

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Unit 3 Teenagers should be allowed to choose their own clothes 篇1

　　unit 3 teenagers should be allowed to choose their own clothes.

　　period 1 (section a 1a-2c)教学设计

　　课题

　　teenagers should be allowed to choose their own clothes.

　　period 1 (section a 1a-2c)

　　教

　　材分析

　　作为中学生，我们应该如何正确看待家规、校规等规章制度呢？本单元通过谈论人们认为中学生可以做或不可以做的事情，让学生学会表达对有关规定的态度和看法。能运用已掌握的语言知识简单的阐明理由，学会被动语态的基本用法should+be +动词的过去分词，巩固句型i agree/i disagree,即表示同意或不同意的方式。

　　学生分析

　　本班学生已掌握了一些相关的英语知识

　　学生基础较差，思维不是很灵活，缺乏兴趣

　　教

　　学

　　目

　　标

　　语言目标

　　1、掌握语言结构should(not) be allowed to do

　　2、学会表达agree和disagree

　　能力目标

　　1、学会谈论允许和不允许做的事情，并发表自己的观点、见解

　　2、培养听说读写能力

　　情

　　感

　　目标

　　1、学会谈论自己应该被允许做的事情和不应该被允许做的事情。学生勇于发表自己的观点和意见，表达同意和不同意。

　　2、德育教育：了解和反思自己的日常行为是否符合中学生日常行为规范

　　教

　　学

　　重

　　点

　　知

　　识

　　重点

　　1.should(not) be allowed to do

　　2.instead of +doing(名词、代词)

　　3.get the ears pierced

　　能力重点

　　听、说

　　教法

　　任务型教学法，反馈教学为辅

　　教具

　　多媒体

　　学法

　　自主探究，合作交流

　　教学过程

　　复习

　　1.some words 2.used to …but now

　　设计意图

　　创引

　　设入

　　情新

　　境课

　　t: what can you do after school?

　　can you go out with friends at night?

　　can you have part-time jobs?

　　can you get the ears pierced ?......

　　创设情境，通过学生感兴趣的内容，引入新知

　　自

　　主

　　学

　　习

　　合

　　作

　　探

　　究

　　1a:

　　1.introduce the new structure：should be allowed to

　　should not be allowed to

　　teenagers should be allowed to choose own clothes.

　　teenagers should not be allowed to drive….

　　i agree./i disagree./i don’t agree.

　　2.pairwork:

　　practise conversation in pairs

　　1c 2c

　　1.presentation:

　　i think /i don’t think teenagers should be allowed to ….

　　i agree.

　　i disagree./i don't agree.

　　do you think teenagers should be allowed to….

　　why?

　　2.pairwork:make conversation ,using 1c and 2c

　　2a 2b

　　1.let the students read the sentences in 2a

　　2.listen and check what kathy thinks. and cirle.

　　3.let the students read 2b

　　4.listen again and number reasons in the correct order.

　　呈现任务，让学生在任务的驱动下，学习语言知识和技能训练，培养自主学习习惯，加强合作意识。

　　在两人讨论应该被允许和不被允许做的事情的同时，表达同意和不同意，并发表自己的见解，培养合作交流意识，达到了对本课语言目标的学习，突出了语言的交际性

　　听力训练，把听的任务与说读结合起来，培养学生综合运用语言的能力，提高听的技能

　　总提

　　结高

　　深升

　　化华

　　should be allowed to

　　should not be allowed to

　　。。。。

　　make a list of things middle school students should and should not be allowed to do

　　通过任务的完成，在巩固本节课所学的同时，进一步升华、深化。四人结组训练，做到知识的延伸拓展，突出语言的交际运用功能，规范中学生日常行为

　　自

　　我

　　检

　　测

　　1.teenagers should not be allowed to get the ears

　　a.pierce b.to pierce c.pierced

　　2.they talk instead of homework.

　　a.do b.doing c.does

　　3.middle school students should not drive.

　　a.be allowed to b.be allow to c.allowed to

　　4.he should stop wearing that (愚蠢的)earing.

　　5.can i see your (执照)?

　　6.teenagers aren’t .

　　a.enough serious b.serious enough

　　7.i ate bread (代替)cakes.

　　及时巩固所学，让学生体会成功的喜悦，反馈所学效果，检验本节掌握情况

　　板

　　书

　　设

　　计

　　unit 3 teenagers should be allowed to choose their own clothes

　　teenagers should (not) be allowed to

　　go out with friends.

　　drive.

　　get their ears pierced.

　　choose their own clothes.

　　i agree./idisagree./i don’t agree.

　　do you think teenagers should be allowed to …..?

　　why?

　　they talk instead of doing homework.

　　作业

　　1.复习grammars fcous

　　2将表格写成若干句子，使用.shouls (not)be allowed to结构，谈论中学生日常行为规范。

　　培养写作，锻炼书写

　　教学

　　后记

　　1、引导学生自主探究，合作交流，充分发挥学生的主体地位，更多的学生都可以参与到课堂活动中来。

　　2、解决问题时应鼓励学生采用多种方法，发散学生思维

　　3、本节课，与学生生活联系密切，积极性高，因此，激发学生兴趣是提高课堂效率的重要因素。

Unit 3 Teenagers should be allowed to choose their own clothes 篇2

　　unit 3 teenagers should be allowed to choose their own clothes.i. learning objectives 教学目标skillfocustalk about what you are allowed to do.learn to talk about “agree” and “disagree”.talk about the rules around the students.learn to make rules or change rules reasonably.

　　language

　　focus功能句式talk about what you are allowed to do (p18) i think teenagers should be allowed to drive. students should not be allowed to have part-time job.talk about “agree” and “disagree” (p19) i think students should be … i disagree. they talk … i agree. do you think …? no, i don’t.talk about the rules (p20-22) we have a lot of rules … so do we. my friends and i goy to talk about the rules … what school rules do you think should be changed? 词汇1. 重点词汇license, silly, study, present, member, sleepy, reply, possibly, drop, final, count, owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift, stone 2. 认读词汇 pierce, earring, concentrate, design, opportunity, volunteer, local, mess, newsletter, obey, achieve, realistic, taught, kathy3. 词组get in the way, care about, instead of, stay up, concentrate on, at present, old people’s homestay up, be strict with, the other day, learn from, at present, be good for, english-english dictionary 语法should + be allowed to do …strategyfocus1. reflecting 2. transforming information culturefocuswhat rules do they have at school/home?what school or other rules do you think should be followed /changed?ii. teaching materials analyzing and rearranging教材分析和重组1. 教材分析本单元以teenagers should be allowed to choose their own clothes 为话题，共设计了四个部分的内容: section a 该部分有4个模块：第一模块围绕what should teenagers be allowed to do? 这一话题展开思维（1a）、听力（1b）、口语 (1c) 训练；第二模块围绕“agrees” and “disagrees”进行听力（2a-2b）、口语 (2c) 训练，并就所学语言结构进行总结（grammar focus）；第三模块就“about following the rules”这一话题展开阅读训练（3a）和角色表演训练 (3b) ; 第四模块继续就上一话题以小组活动形式展开讨论。section b该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕“one of the school rules”进行听力（2a―2b）、口语训练 (2c) ；第三模块继续围绕the rules in school 这一话题展开阅读（3a）和角色表演训练 (3b) ；第四模块就如何make a list of rules以写作形式展开训练。self check该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封信围绕“agree or disagree” 进行阅读和写作的训练。 reading该部分共设置了5项任务：第一项任务以小组问题讨论的方式激活学生相关背景知识；第二项任务让学生通过阅读获取信息；第三项任务利用造句、寻找信息、讨论等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生完成介绍名人童年生活及成功之路的任务。2. 教材重组和课时分配period i (section a: 1a, 1b, 1c, 2a, 2b, 2c) new function presenting period ii (section a: 3a, 3b, 4) practiceperiod iii (section b: 1a, 1b, 2a, 2b, 2c) integrating skills period iv (section b: 3a, 3b, 4, self check 1, 2 & workbook) reading period v (reading: section 1―section 4) extensive reading iii. teaching procedures and ways 教学过程与方式step 1 revision and lead-inask one or more students to show their work.t: (greet as usual) in the last unit, we learned how to write an e-mail to friends. can you tell me what you often write in your e-mails? s: we often write about our problems, our puzzles, sometimes our happiness and achievements to each other. t: how often do you surf the internet?s: once a week. t: if your parents don’t allow you to surf the internet and you can’t write e-mails to your friends, what will you do?s: i won’t be happy. perhaps i will get annoyed with them.t: well. that means you have your rules in your family though you are unhappy. s: that ’s right.t: we need to communicate with our friends and parents. if you have different opinions with your parents, how can you communicate with them? we also have to obey our parents. this class we’ll talk about what teenagers should do in our daily life. t: now i’d like you to see a picture.show the picture. t: the students in the picture are from chongqing. they’re having a debate on the topic “what should teenagers be allowed to do?” because they think the topic is meaningful among teenagers. you are old enough to make clear what to do and what not to do. only after you understand and follow the rules can you become useful people with a lot of abilities to our society. most of middle-school students think they should be allowed to do all the things they like, for example, they think: they should be allowed to ― choose their own clothes ― go out with their friends ― have part-time jobs― get their ears pierced― watch nba matches ― do volunteer work― drivewrite the above expressions on the blackboard.t: but actually teenagers have to obey some rules they don’t like. what should you allowed to do and not to do is a big problem. today we’re going to learn to talk about it. as a teenager, do you think you should be allowed to drive?s1: i think so. t: can you tell us your opinion? s1: i think we are old enough. we should learn to drive. t: thank you. and what about you, lily?s2: i don’t think we should be allowed to drive, because most of us are busy with our study. besides, we don’t have enough time to practice. and it’ll be very dangerous. ask for more examples from other students and write “a”<for agree> or “d” <for disagree> on the blackboard.step ii brainstormingt: wonderful. (then turn to another student). you look smart today, who bought you the t-shirt?s: my mother.t: did she choose it for you?s: no, i was allowed to choose it myself.t: thank you for telling us. do you often choose clothes for yourself?s: no, i couldn’t choose last year. but this year my mother allows me to choose clothes for myself. t: do you think teenagers should be allowed to choose clothes?s: of course, i do.t: great. boys and girls, here are some more examples about what teenagers should be allowed to do or shouldn’t be allowed to do. let’s look at the pictures on page 18, module 1a. read the statements together. then think it over and circle “a” or “d” for “agree” or “disagree.”a few minutes later.t: well, li yu, would you like to share your ideas with us?s: of course. i circled 1,3, 4 with “a”, and 2, 5 with “d”.t: can you tell us why you disagree with the statements 2 and 5?s: ok. the second one says “sixteen-year-olds should be allowed to drive ”, i don’t think it can come true in our country; the fifth one “twelve years old should be allowed to choose their own clothes ”, i don’t think they have correct comments on the materials or price.t: terrific! thank you very much for telling us. i think everyone may have his answer. any answer is correct if you can give out convictive reasons.step iii listening t: now please look at the picture. from the three small pictures, what can you guess the girl wants to do? s: she says she’s going to the mall with john. because john just got his license. perhaps she wants to buy a nice t-shirt. but i can’t understand picture 3 clearly. i can only be sure it’s something about piercing ears or earrings. t: excellent. from the pictures we can just guess the main ideas. after listening to the recording, we can catch their meanings in detail. so listen to the tape carefully. play the recording for the first time. t: all right. most of you have circled “ t ” or “ f ” in the blanks. now i’ll play it a second time, you may check your answers. step iv oral practice t: please look at the statements in activity 1a and make conversations in pairs. the phrases in the box below can help you. first practice them in pairs.move around the class and check their work. offer language help if needed.t: (a few minutes later) now who’d like to share your ideas with others? gentlemen first, please? sample 1:s1: i think teenagers should be allowed to go out with their friends.s2: i agree. they are old enough. they can look after themselves well.t: great. thank you. you’ve told us you can look after yourselves. another pair, can you tell us something else?sample 2:s3: i don’t think twelve-year-olds should be allowed to get their ears pierced.s4: i agree. it’s too silly to wear earrings in the school.t: wonderful. thanks a lot. not all girls wear earrings now, but in some parts of the country, girls still do so. and who can give us more examples?sample 3:s5: i think students should be allowed to do homework with friends.s6: i disagree. they talk instead of doing homework.t: very good! thank you very much. do your parents allow you to study with your friends? encourage them to talk more about the reasons and their own opinions.step v listening practiceask the students to look at the picture on page 19.t: we can see three persons in the picture. are they talking to one another?s: no, two girls are talking, and the boy is working..t: well, what are their conversations about? does molly agree, disagree or not know what kathy thinks? let’s listen to the tape for the first time. please circle “agrees”, “disagrees” or “doesn’t know” to show what molly thinks.play the recording for the first time. then check the answers.t: you’ll hear the same conversation again, this time please number kathy’s and molly’s answers in the correct order.play the recording again, then check the answers.step vi pairworkt: from the listening, we know that in our daily life teenagers should and should not be allowed to do a lot of things. in different countries people have different opinions on it. now please make a list of four things you should or shouldn’t be allowed to do. discuss your list with your partner: what should or shouldn’t you be allowed to do? get several groups of students to read their lists.sample 1: s1: do you think teenagers should be allowed to have mobile phones?s2: yes. it’s convenient for students and their parents to communicate each other. sample 2:s3: do you think teenagers should be allowed to have mobile phones?s4: no, i don’t. perhaps students pay more attention to short messages than study.sample 3:s5: do you think teenagers should be allowed to go on a trip by themselves?s6: yes, i do. they may ask “ travel agency ”to help them.step vii grammar focusask the students to read the example sentences in the grammar focus box on page 19 together.t: (after that) in this class, we have learned “should be allowed to do” and “should not be allowed to do”. (pointing to the bb) who can tell us when to use them? what do they mean? from the sentences we have practiced, what can you conclude?s1: it’s a passive voice. in active voice, if we say, “should allow someone to do sth “, we can say, “someone should be allowed to do sth.” in passive voice sentence.t: thank you. anyone else can add it up?s2: if “shouldn’t someone to do sth.” we can use “someone shouldn’t be allowed to do sth”.t: of course. and if you think so, you can say____. (get students to fill in the blank)s3: i can say, “i agree.”t: quite right. if you don’t think so, you can answer_____. (get them to fill in it again)s4: i can answer, “i disagree.”t: yeah. besides, you can add your opinions after it.step viii practice

Unit 3 Teenagers should be allowed to choose their own clothes 篇3

　　language

　　period i new function presentinglanguage goals 语言目标1. words & expressions 生词和短语allow, drive, pierce, driver, license, silly, earring, instead of2. key sentences重点句子i think students should be allowed to go out with their friends. (p18)i agree. / i disagree. (p19)do you think sixteen-year-olds should be allowed to work at night? (p19)ability goals 能力目标enable the students to talk about things they are allowed to do and show “agree or disagree.”emotion & attitude goals 情感和态度目标enable the students to understand some strict rules they have to follow.strategy goals策略目标reflecting. .culture awareness goals文化意识目标follow the rules reasonably.teaching important 教学重点 talk about what they are allowed to do; agree and disagree.teaching procedures and ways教学过程和方式step 1 revision and lead-inask one or more students to show their work.t: (greet as usual) in the last unit, we learned how to write an e-mail to friends. can you tell me what you often write in your e-mails? s: we often write about our problems, our puzzles, sometimes our happiness and achievements to each other. t: how often do you surf the internet?s: once a week. t: if your parents don’t allow you to surf the internet and you can’t write e-mails to your friends, what will you do?s: i won’t be happy. perhaps i will get annoyed with them.t: well. that means you have your rules in your family though you are unhappy. s: that ’s right.t: we need to communicate with our friends and parents. if you have different opinions with your parents, how can you communicate with them? we also have to obey our parents. this class we’ll talk about what teenagers should do in our daily life. t: now i’d like you to see a picture.show the picture. t: the students in the picture are from chongqing. they’re having a debating on the topic “what should teenagers be allowed to do?” because they think the topic is meaningful among teenagers. you are old enough to make clear what to do and what not to do. only after you understand and follow the rules can you become useful people with a lot of abilities to our society. most of middle-school students think they should be allowed to do all the things they like, for example, they think:they should be allowed to ― choose their own clothes ― go out with their friends ― have part-time jobs― get their ears pierced― watch nba matches ― do volunteer work― drivewrite the above expressions on the blackboard.t: but actually teenagers have to obey some rules they don’t like. what should you allowed to do and not to do is a big problem. today we’re going to learn to talk about it. as a teenager, do you think you should be allowed to drive?s1: i think so. t: can you tell us your opinion? s1: i think we are old enough. we should learn to drive. t: thank you. and what about you, lily?s2: i don’t think we should be allowed to drive, because most of us are busy with our study. besides, we don’t have enough time to practice. and it’ll be very dangerous. ask for more examples from other students and write “a”<for agree> or “d” <for disagree> on the blackboard.step ii brainstormingt: wonderful. (then turn to another student). you look smart today, who bought you the t-shirt?s: my mother.t: did she choose it for you?s: no, i was allowed to choose it myself.t: thank you for telling us. do you often choose clothes for yourself?s: no, i couldn’t choose last year. but this year my mother allows me to choose clothes for myself. t: do you think teenagers should be allowed to choose clothes?s: of course, i do.t: great. boys and girls, here are some more examples about what teenagers should be allowed to do or shouldn’t be allowed to do. let’s look at the pictures on page 18, module 1a. read the statements together. then think it over and circle “a” or “d” for “agree” or “disagree.”a few minutes later.t: well, li yu, would you like to share your ideas with us?s: of course. i circled 1,3, 4 with “a”, and 2, 5 with “d”.t: can you tell us why you disagree with the statements 2 and 5?s: ok. the second one says “sixteen-year-olds should be allowed to drive ”, i don’t think it can come true in our country; the fifth one “twelve years old should be allowed to choose their own clothes ”, i don’t think they have correct comments on the materials or price.t: terrific! thank you very much for telling us. i think everyone may have his answer. any answer is correct if you can give out convictive reasons.step iii listening t: now please look at the picture. from the three small pictures, what can you guess the girl wants to do? s: she says she’s going to the mall with john. because john just got his license. perhaps she wants to buy a nice t-shirt. but i can’t understand picture 3 clearly. i can only be sure it’s something about piercing ears or earrings. t: excellent. from the pictures we can just guess the main ideas. after listening to the recording, we can catch their meanings in detail. so listen to the tape carefully. play the recording for the first time. t: all right. most of you have circled “ t ” or “ f ” in the blanks. now i’ll play it a second time, you may check your answers. step iv oral practice t: please look at the statements in activity 1a and make conversations in pairs. the phrases in the box below can help you. first practice them in pairs.move around the class and check their work. offer language help if needed.t: (a few minutes later) now who’d like to share your ideas with others? gentlemen first, please? sample 1:s1: i think teenagers should be allowed to go out with their friends.s2: i agree. they are old enough. they can look after themselves well.t: great. thank you. you’ve told us you can look after yourselves. another pair, can you tell us something else?sample 2:s3: i don’t think twelve-year-olds should be allowed to get their ears pierced.s4: i agree. it’s too silly to wear earrings in the school.t: wonderful. thanks a lot. not all girls wear earrings now, but in some parts of the country, girls still do so. and who can give us more examples?sample 3:s5: i think students should be allowed to do homework with friends.s6: i disagree. they talk instead of doing homework.t: very good! thank you very much. do your parents allow you to study with your friends? encourage them to talk more about the reasons and their own opinions.step v listening practiceask the students to look at the picture on page 19.t: we can see three persons in the picture. are they talking to one another?s: no, two girls are talking, and the boy is working..t: well, what are their conversations about? does molly agree, disagree or not know what kathy thinks? let’s listen to the tape for the first time. please circle “agrees”, “disagrees” or “doesn’t know” to show what molly thinks.play the recording for the first time. then check the answers.t: you’ll hear the same conversation again, this time please number kathy’s and molly’s answers in the correct order.play the recording again, then check the answers.step vi pairworkt: from the listening, we know that in our daily life teenagers should and should not be allowed to do a lot of things. in different countries people have different opinions on it. now please make a list of four things you should or shouldn’t be allowed to do. discuss your list with your partner: what should or shouldn’t you be allowed to do? get several groups of students to read their lists.sample 1: s1: do you think teenagers should be allowed to have mobile phones?s2: yes. it’s convenient for students and their parents to communicate each other. sample 2:s3: do you think teenagers should be allowed to have mobile phones?s4: no, i don’t. perhaps students pay more attention to short messages than study.sample 3:s5: do you think teenagers should be allowed to go on a trip by themselves?s6: yes, i do. they may ask “ travel agency ”to help them.step vii grammar focusask the students to read the example sentences in the grammar focus box on page 19 together.t: (after that) in this class, we have learned “should be allowed to do” and “should not be allowed to do”. (pointing to the bb) who can tell us when to use them? what do they mean? from the sentences we have practiced, what can you conclude?s1: it’s a passive voice. in active voice, if we say, “should allow someone to do sth “, we can say, “someone should be allowed to do sth.” in passive voice sentence.t: thank you. anyone else can add it up?s2: if “shouldn’t someone to do sth.” we can use “someone shouldn’t be allowed to do sth”.t: of course. and if you think so, you can say____. (get students to fill in the blank)s3: i can say, “i agree.”t: quite right. if you don’t think so, you can answer_____. (get them to fill in it again)s4: i can answer, “i disagree.”t: yeah. besides, you can add your opinions after it.step viii practicet: here are some exercises. please look at the screen and do it quickly.show the following. ex 1 draw lines to make sentences. 1. little children shouldn’t be allowed to a. play after class.2. students should be allowed to b. go into the classroom. 3. girls shouldn’t be allowed to c. watch tv too long. 4. if you are late, you should be allowed to d. smoke.5. students should be allowed to e. wear skirts in p.e classex 2 write about two things you are allowed to do and not allowed to do. sample answers :1. i’m allowed to have some change with me. 2. i’m not allowed to have a fight with others. 3. i’m allowed to ask for a leave if i’m sick in p.e lesson. 4. i’m not allowed to copy others’ homework.step ix homework t: two tasks for you:1. listen to the conversation repeatedly. 2. try to remember the dialogue in the recording. practice more with your partners.

Unit 3 Teenagers should be allowed to choose their own clothes 篇4

　　unit 3 teenagers should be allowed to choose their own clothes.

　　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。

　　教学目标：

　　1.词汇：allow, pierce, silly, stay up, drivers’ license earring, strict, concentrate, volunteer,

　　目标语言：i think sixteen-year-olds should be allowed to drive.

　　i disagree. i think sixteen is too young.

　　do you think thirteen-year-olds should be allowed to have part-time jobs?

　　no, i don’t.

　　2.通过目标语言的学习，学生学会谈论自己平时需要遵守的规则，并能发表自己的看法或独特见解。

　　3.教育学生要在培养自己的独立思想的同时注意遵守规章制度。

　　教学重点及难点：

　　1. 本单元重点在于新单词及目标语言，并再次出现了被动语态。

　　2. 难点在于学生运用目标语言进行自由表达及对被动语态的掌握。

　　课时分配（5课时）：

　　第一课时：section a 1a---2c grammar focus

　　第二课时：section a 3a---4

　　第三课时：section b 1a---2c

　　第四课时：section b 3a---4 self check 2

　　第五课时：reading: that’s cool

　　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

　　教学过程设计：

　　period one

　　step 1 greeting and a small talk

　　the s on duty gives a small talk on her unpleasant shopping(her mother didn’t let her choose her own clothes) to lead in the topic of unit 3 “teenagers should be allowed to choose their own clothes” then, ss show their own opinion by saying “agree” and “disagree”

　　step 2 do you agree or disagree

　　1a read the statements in the textbook. circle a or d

　　step 3 pairwork 1c

　　get students to tell out their “agrees” and “disagrees” ,as well as their reasons, to their partners. t moves around to give help if necessary.

　　step 4 listening practice

　　1b get ss to look at the picture and tell them they are going to hear a conversation between anna and her mother. listen and circle t of f (for the first time, ss only listen.) then check the answers: f, f, t

　　2a-2b do the same with them as 1b

　　step 5 pairwork 2c

　　first get ss to list out teenagers should and should not be allowed to do. then discuss their lists with their partners using the short conversation in the right box.

　　step 6 task1:

　　get ss to list out what they are and are not allowed to do and make comments about them. (to get ss practice talking about their real experience and feelings with the target language)

　　step 7 grammar focus

　　get ss first to read out the statements and then give out their own opinions to replace the statements in the right column.

　　step 8 summary and homework:

　　what rules do you have at home? make a list of them.

　　period two

　　step 1 greeting

　　greet the class and check the homework

　　step 2 a duty report

　　the s on duty gives a report on the rules in his home and lead in 3a “sun fei’s and wu yu’s rules”

　　step 3 reading

　　ss read the conversation and write the two girls’ rules in the chart.

　　check the answers.

　　get ss to read after the tape and then read aloud by themselves.

　　then, t explains the language points.

　　step 4 pairwork 3b

　　role play. use the information in chart to practice with the conversation in 3a covered. they can look at the sample conversation in the right box.

　　step 5 task 2 “who’s the best reporter?”

　　make a survey by asking any 5 students the questions in the chart in activity 4. then give out a report about it. see who is the best reporter? and the best reporter will get a nice ball-pen.

　　step 6 summary and homework:

　　write out the report in your exercise-books.

　　period three

　　step 1 greeting and a duty report

　　the s gives a duty report talking about his experience of being late for school. lead in the question “do you ever get to school late? how often do you get to school late? always, usually, sometimes, or never?

　　step 2 1a get ss to finish writing.

　　step 3 pairwork 1b

　　get ss to talk about their answers with their partners using the sample conversation in the box on the right.

　　step 4 listening practice

　　2a lead-in: what will happen if you get to school late? what about peter? let’s listen to a conversation between peter and his father. get ss to finish 2a (as usual, for the first time, ss only listen.) check the answers.

　　2b listen again, match these sentences parts. check the answers.

　　step 5 groupwork 2c

　　ss discuss the statements with their group members to practice oral english.

　　step 6 task 3:a debate

　　choose one statement (no.3 parents should not be too strict with teenagers.) as the topic for them to debate. those who agree sit on one side, those who disagree sit on the other side. before starting, each group have 2 minutes to get prepared. see which group is the winner.while debating, ss should write down the opinions they hear for their homework.

　　step 7 summary and homework

　　write an article about your own opinions to the topic debated in class.

　　period four

　　step 1 greeting

　　greet the class as usual and check the homework. get two students to read out their articles to the class.

　　step 2 reading

　　leading-in: everyone of you has your own thought. let’s read an article written by a teenagers like you. while reading, please try to find out the answers to the questions below.

　　check the answers.

　　t plays the tape for ss to listen and repeat. then get them to read it out loudly.

　　t explains some language points.

　　step 3 pairwork 3b

　　role play. use the information in 3a to have a conversation like the sample conversation in the box.

　　step 4 task 4 the best opinion

　　“what school rules do you think should be changed in our school?” get ss to discuss with their partners and then write down what both of them think should be changed on the paper given by t. later, discuss those statements on the paper with the whole class and tell them to give the best one to the headmaster as good advice.

　　step 5 task 5 4

　　suppose: you and your partner are starting a new saturday english club. discuss with him. make a list of rules about what should and should not be allowed.

　　step 6 writing practice

　　self check ex.2 get ss to read the article and then practice writing a letter using the target language.

　　step 7 summary and homework

　　finish ex.1 in self check.

　　period five

　　reading---that’s cool.

　　step 1 warming-up

　　ask: what does the word “cool” mean to you? give some examples. ss talk about their own opinions freely.

　　step 2 while-reading

　　go through the reading and match the people with their opinions in 2 on page 24 and complete the sentences in 4 on page 25.

　　step 3 deep comprehension

　　ss read the article more carefully. try to guess the meanings of the new words. and match the words and expressions with their meanings in 3 on page 25. then get ss to make sentences with them.

　　step 4 groupwork 5

　　get ss to finish the groupwork in 5 on page 25 by asking their group members.

　　step 5 summary and homework

　　write a report about what your classmates think about “cool”.