Unit3教学设计。
教案课件是每个老师工作中上课需要准备的东西，大家在认真准备自己的教案课件了吧。我们制定教案课件工作计划，可以更好完成工作任务！你们清楚教案课件的范文有哪些呢？小编特地为您收集整理“Unit3教学设计”，欢迎您阅读和收藏，并分享给身边的朋友！
第一课时
1．秋游。
2．国庆节计划。
3．旅游咨询。
本课的学习任务是谈论未来计划，为了使学生能够顺利地完成这个任务，需要教师引导学生总结回顾上学期所学的有关假期活动的词汇，之后教师再利用这些材料以旧引新，达到熟练之后再进行交流。
1．语言目标：掌握单词：babysitting，plan，athome；句型：Whatareyoudoingforvacation?Whenareyougoing?
2．语言技能目标：能运用英语自如地谈论未来计划或行动。
3．情感态度目标：通过合作学习，培养学生的集体意识；通过假期旅游，培养学生对本土文化的热爱。
1．导入的设计。
教师可以将事先准备好的挂历向学生展示，用手指向下周六，用bedoingsth．句型向学生介绍学校要组织的秋游活动，将问题WhatareyoudoingonSaturday?呈现给学生，并且引导和帮助学生做出回答。
2．讨论未来计划的设计。
学生在教师的带领下已初步掌握谈论未来的句型，此时可以利用多媒体，引导学生认知和熟悉有关外出或旅行的词语，之后再让学生做自己的节日计划，说出自己要去的地方和要做的事情。
利用多媒体在真实的语言环境中，让学生了解词汇、短语和句型。挂历的应用使学生能够更直观地了解过去、现在与将来的区别。
TeachingProcedures
Task1:Schooltrip
Purpose：Letthestudentspracticethetargetlanguageinspokenconversation.
Steps
TeachersActivity
StudentsActivity
Step1
Showthestudentsacalendarandasksomequestions.Lookandanswertheteachersquestions.Step2
Askseveralpairstoaskandanswerinpairs.Workinpairsandtalkabouttheschooltrip.Step3
Tellthestudentstogivetheiradviceandsuggestions.Sharetheiropinionswiththeirclassmates.Task2:PlansofNationalDay
Purpose：Letthestudentslearntotalkabouttheirfutureplans.
Steps
TeachersActivity
StudentsActivity
Step1
Playavideo.Introducethekeywords.Makealistandaddsomemore.
Workinpairs.
Step2
AskthestudentstomaketheirownplansofNationalDay.Talkabouttheirownplans.Step3
Asksomegroupstogivereports.Theleadersshowthesurveys.Task3:Travelservices
Purpose：Letthestudentspracticethetargetlanguage.
Steps
TeachersActivity
StudentsActivity
Step1
Haveonestudentpresenttheproblems.Otherstudentsgivesomeadvice.Step2
Letthestudentshavearoleplay.Workingroups,andtalkabouttravelservices.Step3
TeachthemanEnglishsong.SingtheEnglishsongtogether.Assignment：Makeaschedulefortheweekend.
相关推荐
Unit3:Whydoyoulikekoalas?
Unit3:Whydoyoulikekoalas?
Languagegoals
Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,
Newlanguage
Whydoyoulikekoalabears?.Becausetheyrecute,Theyreprettyinteresting,Theyrekindofshy,Theyreverybig.
namesofanimalssuchastiger,elephant,koalabear,dolphin
descriptionwordssuchassmart,cute,intelligent
namesofcountries:Australia,SouthAfrica,
Recycledlanguage
between,acrossfrom
Hes/Shesfrom...Hes/Shesfiveyearsold.
nameofcountries;China,Japan,Brazil
SectionA
Additionalmaterialstobringtoclass:
coinsorothermarkersfortheBingogamein4.
AskstudentstonameasmanyanimalsastheycaninEnglish.Writethelistontheboard,
Askstudentstodescribeeachanimalinsomeway.Theymaytellitscolorortellifitisbigorsmall.
Say,Todaywearegoingtolearnthenamesofsomemoreanimals.Wellalsoleamhowtosaywhichoneswelikeandtellwhywelikethem.
laThisactivityintroducesthekeyvocabulary.
Focusattentiononthemapofthezooshowingpicturesofanimals.Askstudentstopointtoandnameanyanimalstheycan.
Pointtotheanimalsonebyoneandsaythenameofeach.Askstudentstorepeal.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachanimalintheblankbythatanimalsname.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheanimalsin1a-Askstudentstopointtoandnametheanimals.
Say,Imgoingtoplayrecordingsofthreeconversations.Listencarefullyasyoulookatthewordsinla.Putacheckmarkinfrontofthenameofeachanimalyouhear.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentscheckeachanimalnametheyhear.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleconversationinthepicture.Asktwostudentstoreadittotheclass.Answeranyquestionstheymayhave.
Pointoutthefourdescriptionwords.Askastudenttoreadthemaloud.Reviewthemeaningofeachword.
Say,Nowyoucanmakeconversationsaboutanimals.Yourconversationscanbeliketheexample.Usethesedescriptionwords.
Askstudentstoworkinpairs.Havethemtaketurnssayingbothparts.
Ifstudentsneedhelpgettingstarted,demonstrateanotherconversationwithastudent.Forexample:
Teacher:letsseetheelephant.
Student:Whydoyouwanttoseetheelephant?
Teacher:Becauseitsverysmart.
Asksomestudentstopresenttheirconversationstotheclass.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentiontothetwoblanklinesontheleft.Say,Youwillheararecordingofaconversation.Listencarefully.Thenwritethenamesofthetwoanimalsyouhearontheselines.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimestudentswriteinthenamesoftheanimals.
Checktheanswers.
Pointouttheadjectiveslistedontheright.Askastudenttosaythewords.
Say,NowIwillplaytherecordingagain.Thistimedrawalinebetweeneachanimalandtheadjectiveyouhear.
Playtherecordingandhavestudentsmatcheachanimalwithanadjective.
Correcttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
CallattentiontotheconversationandtheblanklinesinitSay,Youwillheartherecordingagain.Thistimepleasewriteawordfromtheboxoneachblankline.Somewordscanbeusedmorethanonetime.
Askastudenttoreadthewordsinthebox.
Playtherecording.Checktoseethatstudentsarewritingawordfromtheboxoneachlineoftheconversation.
Goovertheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheconversationinthepicture.Asktwostudentstoreadittotheclass.
Say,Nowyoucanhaveconversationslikethisone.UsethewordsinBox1,Box2,andBox3inyourconversations.
Demonstrateaconversationwithastudent.Forexample:
Student:Doyoulikepenguins?Teacher:Yes,Ido.Student:Why?
Teacher:Becausetheyreverycute.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtoandsaythenamesofthethreecountriesonthemapsandaskstudentstorepeat
Pointtothethreeanimalsandaskastudenttonamethem.
Say,Nowdrawalinebetweeneachanimalandthecountryitcomesfrom.
Correcttheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheconversationinthepicture.Askapairofstudentstoreadittotheclass.
Askstudentstoworkinpairs.Say,Nowyoucantalkaboutwhereanimalscomefrom.Pointtothemapandanimalsstudentsmatchedupin3a-
Say,Workwithapartner.Taketurnsaskingandansweringquestionsaboutthecountriesandanimalsin3a.
Afterafewminutes,askseveralpairstosaytheconversationfortheclass.
SectionB
Additionalmaterialstobringtoclass:
PicturesofhouseholdpetsandzooanimalscutoutofmagazinesforFollow-upactivity1.
1Thisactivityintroducesmorekeyvocabulary,
Callattentiontotheanimalsinthepictureandaskastudenttosaythenameofeachone.
Pointoutthelistofeightnumberedadjectivesatthetop.
Say,Nowpleasematchtheadjectivesatthetopwiththeanimalsinthepicture.Writetheletteroftheanimalonthelineaftertheadjective.Pointoutthesampleanswer.
Asstudentswork,movearoundtheroomofferingtoanswerquestionsasneeded.
Correcttheanswers-
2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.
Callattentiontothethreeheadings.Animal,MariasWordsandTonysWords,andthewrite-onlinesundereach.
Say,NowIwillplaytherecordingagain.Thistimepleasewritethenameoftheanimalseachpersontalksaboutandthewordstheysay.
Playthefirstfourlinesofrecordingandstopthetape.Ask,Whatanimalaretheytalkingabout?(theelephant)WhatwordsdoesMariausetodescribetheelephant?(interesting,intelligent)
Pointoutthewrite-onlineswherestudentscanwritethesewords.
Playthewholerecordingandhavestudentswritethewordstheyhearonthechart.
Checktheanswers.
3Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontothedialoguenexttothepicture.Asktwostudentstoreadittotheclass.
Say,Workinpairs.Usesentenceslikethesetosaywhatyouthinkaboutdifferentanimals.
Demonstratetheactivitywithoneortwostudents.Forexample,say,Ilikedolphins.Theyreintelligent.
Askstudentstoworkinpairs.Astheywork,movearoundtheroomcheckingonprogress.
Asksomepairstopresenttheirconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointoutthethreedescriptionsofanimals.Askstudentstotaketurnsreadingonealoud.
Thendrawattentiontothepicturesofanimalsbelow.Say,Writetheletteroftheanimalintheblanklinesaboveitsdescription.Thereisoneanimalthatisnotdescribed.
Checktheanswers.
3bThisactivityintroducessomenewvocabularywordsandprovidesreadingandwritingpracticeusingthetargetvocabulary.
Callattentiontothepicturesofanimalsin3a,anddrawattentiontothegrass,leaves,andmeat.Askastudenttoexplaineachwordoruseitinasentencetoshowheorsheunderstandswhatitmeans.Teachtheexpressionsleeps.
Pointoutthedescriptionin3bwithblanklineswheresomewordsaremissing.Readittotheclasssayingblankeachtimeyoucometoablankline.
Pointoutthesixwordsinthebox.Say,Youcanwritethesewordsintheblanks.Useeachwordonlyonce.
Asstudentswork,movearoundtheroomcheckingprogressandofferinglanguagesupportasneeded.
Checktheanswers.
3cThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage,
Say,Nowyoucanwriteadescriptionliketheonein3b.Youcanusesomeofthesamewords.Writeaboutanyanimalyoulike.
Youmaywishtodoasampledescriptionwiththeclass.Chooseananimalsnameandwriteitontheboard.Thenaskstudentstomakestatementsabouttheanimal.Repeateachstatementandthenwriteontheboard.Youcanaskleadingquestionssuchas.Isitbig?Isitlazy?Doesiteatgrass?
Askstudentstowritetheirowndescriptions.Youmaywishtohavelessfluentstudentsworkwithamorefluentpartner,
Askstudentstosharetheirwritingwithothersintheclass.
Afteryouhavereviewedthestudentswork,youmaywishtohavesomestudentsrecopytheirworksothatyoucanpostitontheclassroombulletinhoard.
Unit3 SectionBandselfcheck
Unit3 SectionBandselfcheck
教学课题：Unit3Teenagersshouldbeallowedtochoosetheirownclothes.（SectionBandselfcheck）
教学目标
1.知识目标：掌握agreeanddisagree的用法。学会使用Ithink...，Iagree...和Idontthink...，Idontagree...来表达自己的意见。
2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。
3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。
教学分析
1.教材分析：SectionB主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践的。
2.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。
3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。
4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。
教学准备
1.多媒体：多媒体，幻灯片，英语影音资料。
2.其他参考资料。
教学过程
Unit3:Teenagersshouldbeallowedtochoosetheirownclothes.(SectionBandselfcheck)
StepOne:Freetalkanddiscussion.
StepTwo:
1.learnfromsb2.agreewith
3.disagreewith4.infact
5.taketimetodosth6.chatwith
StepThree:
Finish1a.
StepFour:
Practicetheconversationinactivity1b.
StepFive:
Makeanewconversationingroupsaccordingtotheonein2c.Thenactitout.?
StepSix:
Discusswhatyouareallowedtodoandwhatyouarentallowedtododuringyourstayatschool/home/libraryandsoon.
StepSeven:
Readthetextthensuggestthequestionsaccordingtothetext.
StepEight:
Discusswhatiscoolinyourmind.
StepNine:
Homework:
Writesomesentencesabout“cool”.?
教学反思
1.如何在英语课堂教学中有效的进行中外文化的渗透？
2.如何培养学生的跨文化意识？
3.教师如何布置个性化的作业？
4.如何面对本套教材大词汇量教学及反馈的问
新目标九年级Unit3教学设计
一般给学生们上课之前，老师就早早地准备好了教案课件，到写教案课件的时候了。我们制定教案课件工作计划，才能更好地安排接下来的工作！你们清楚教案课件的范文有哪些呢？下面是小编精心为您整理的“新目标九年级Unit3教学设计”，仅供参考，欢迎大家阅读。
新目标九年级Unit3教学设计
Unit3Teenagersshouldbeallowedtochoosetheirownclothes.
Part1:Teachingdesign(第一部分：教学设计)
Structures:should﹢beallowedto
Targetlanguage:
Ithinksixteen-year-oldsshouldbeallowedtodrive.
Idisagree.Ithinksixteenistooyoung.
Doyouthinkthirteen-year-oldsshouldbeallowedtohavepart-timejobs?
No,Idon’t.
Vocabulary:allow,pierce,silly,stayup,drive,driver’slicense,
Doyouthink…?Iagree.Idisagree.
Idon’tagree.
Learningstrategies:ReflectingTransforminginformation
SectionA
Goals
●Tolearntouseshould﹢beallowedto
●Tolistenandspeakaboutschoollife
Procedures
Warmingupbylearningnewwords
Tostartwith,let’sfirstgotopage147togooverthevocabularyforthisunit.Readtothetapeandtrytolearnoffthembyheart.
Warmingupbylearningabout“should﹢beallowedto”
Weshallfirstlearntousethestructures:“should﹢beallowedto”.ItisactuallypartofthepassiveusesofEnglish.
TenseSubjectAuxiliaryPast
Participle
SingularPlural
PresentThecar/carsisaredesigned.
PresentperfectThecar/carshasbeenhavebeendesigned.
PastThecar/carswasweredesigned.
PastperfectThecar/carshadbeenhadbeendesigned.
FutureThecar/carswillbewillbedesigned.
FutureperfectThecar/carswillhavebeenwillhavebeendesigned.
PresentprogressiveThecar/carsisbeingarebeingdesigned.
PastprogressiveThecar/carswasbeingwerebeingdesigned.
“should﹢beallowedto”canbeusedlikethis:Heshouldbeallowedtocome.Animalsshouldbeallowedtoliveintheforest.ChildrenshouldbeallowedtowatchTVatweekends.
1aReadingandcircling
Forpracticeofthe“should﹢beallowedto”readthestatementsintheboxonpage18andcircleAforagreeorDdisagree.
1bListeningandcircling
Listenandcircle“T”fortrueor“F”forfalsebesidethestatementsintheboxonpage
18.
Tapescript
Woman:So,whatareyoudoingthisafternoon,Anna?
Girl:I’mgoingtothemallwithJohn.Hejustgothisdriver’slicense.
Woman:I’msorry.Youcan’tgowithJohn.Idon’tthinksixteen-year-oldsshouldbeallowedtodrive.Theyaren’tseriousenoughatthatage.
Girl:ButIhavetogotothemall.Gaby’sgettingherearspiercedandIwanttowatch.
Woman:Idon’tthinksixteen-year-oldsshouldbeallowedtogettheirearspierced.Theymightbesorrylater.
Girl:Iagree,butit’sfuntowatch.IsitOKifwetakethebus?
Woman:Well,Iguessso.
Girl:Great!Iwanttobuyanewblouseatthemall,too.
Woman:Whatkindareyougoingtobuy?MaybeIshouldgowithyou.
Girl:Aw,Mom.I’mnotachild.Ithinkteenagersshouldbeallowedtochoosetheirownclothes.
Woman:Well,Ijustwanttobesureyougetsomethingnice.
Nowtrytocopytheexpressionsfromthelisteningtapescriptontheblackboardintoyournotebook.
gotothemallwith…,getone’sdriver’slicense,gowith…,allow…todrive,benotseriousenough,atthatage,getone’searspierced,beallowedtogetone’searspierced,besorrylater,it’sfuntowatch,itisOKif…,takethebus,guessso,buyanewblouseatthemall,gowith…,shouldbeallowedtochooseone’sownclothes,getsomethingnice
1cDoingpairwork
Inpairslookatthestatementsinactivity1aandmake
conversation.Youmayusethephrasesintheboxonpage18
A:Ithinkteenagersshouldbeallowedtogooutwiththeirfriends.
B:Iagree.Theyareoldenough.
A:Ithinkteenagersshouldbeallowedtogotothemallwiththeirclassmates.
A:Ithinkteenagersshouldbeallowedtogettheirdriver’slicense.
A:Ithinkteenagersshouldbeallowedtodrive.
A:Ithinkteenagersshouldbeallowedtogettheirearspierced.
A:IthinkteenagersshouldbeallowedtowatchTVatweekends.
A:Ithinkteenagersshouldbeallowedtotaketheschoolbus.
A:Ithinkteenagersshouldbeallowedtobuyanewblouseatthemall
A:Ithinkteenagersshouldbeallowedtochoosetheirownclothes.
B:Iagree.Theyareold/clever/strong/bright/serious/kind/careful/lucky/enough.
2aListeningandchecking
Nextwearegoingtolistenandcheckonpage19whatKathythinks.Youmaycircle“Agree”,“Disagree”,or“Doesn’tknow”toshowwhatMollythinks.
Tapescript
Molly:Larryisworkinglateagaintonight,Kathy.
Kathy:Iknow,Molly.Idon’tthinksixteen-year-oldsshouldbeallowedtoworkatnight.Youngpeopleneedtosleep.
Molly:Idisagreewithyou.Teenageboysnevergettired.
Kathy:Well,maybe.ButLarryshouldn’tworkeverynight.
Molly:Oh,Iagree.Heneedstimetodohomework.
Kathy:Youknow,Molly…heshouldreallycuthishair.
Molly:Oh,Idisagree.Ikindoflikeit.Itlookscool!
Kathy:Youknowwhatworriesme—Larrydoesn’tseemto
havemanyfriends.
Molly:Yeah,Iknow.Ithinkheshouldn’tworkonweekends.
Kathy:OhIagree,Molly.Heneedstospendtimewithfriends.
Molly:Likeyouandme?
Kathy:Maybe.
2bListeningandnumbering
Youaregoingtolistenagaintotherecordingjustnowto
numberKathy’sandMolly’sreasonsinthecorrectorderon
page19.
Nowyoushallcopyalltheimportantexpressionsfromthelisteningscript.
worklate,sixteen-year-olds,beallowedtoworkatnight,
disagreewith…,gettired,workeverynight,dohomework,cutone’shair,kindoflike…,lookscool,havemanyfriends,workonweekends,spendtimewith…
2cDoingpairwork
Nextyouaregoingtomakeinpairsalistofthingsteenagers
shouldandshouldnotbeallowedtodo.Discussyourlist
withyourpartner.
A:Doyouthinkteenagersshouldbeallowedtodrive?
B:Yes,Ithinkso.
A:Doyouthinkteenagersshouldbeallowedtoworklateatnight?
B:No,Idon’tthinkso.Idon’tthinktheyshouldbeallowedtoworklateatnight.Theyneedtogetenoughsleep.
A:Doyouthinkteenagersshouldbeallowedtodisagreewiththeirteachers?
B:Yes,Ithinkso.
A:Doyouthinkteenagersshouldbeallowedtogettireddoingtheirhomework?
B:No,Idon’tthinkso.
A:Doyouthinkteenagersshouldbeallowedtoworkeverynight?
B:Yes,Ithinkso.
A:Doyouthinkteenagersshouldbeallowedtocutone’shair?
B:Yes,Ithinkso.Ikindoflikemyownstyle.Itlookscool.
A:Doyouthinkteenagersshouldbeallowedtohavemanyfriends?
B:No,Idon’tthinkso.Theymaymeetbadpeopleiftheyhavetoomanyfriends.
A:Doyouthinkteenagersshouldbeallowedtoworkonweekends?
B:Itdependsonwhattheydo.Theymayspendtimewithparentsonweekends.
3aReadingandwriting
YouaretoreadadialoguebetweenSunFeiandWuYuonpage20.AfterreadingyoushallwriteinthechartSunFei’sandWuYu’srules.Use“Don’t…”and“Youcan”toexpressyourideas.
Jotdownalltheusefulphrasesformtheirdialogue.
havealotofrules,atone’shouse,forexample,stayathome,onschoolnights,studyatafriend’shouse,gotothemovies,onFridaynights,tobehomeby10:00pm,onSaturdayafternoons,goshoppingwith…,chooseone’sown…,getone’searspierced
3bDoingpairwork
Inpairsroleplaytheconversationin3ausingtheinformationinthechartonpage20.
A:Whatrulesdoyouhaveathome?
B:Well,I’mnotallowedtogooutonschoolnights.Howaboutyou?
A:I’mnotallowedtogooutonschoolnightseither.ButIcanwatchTVwithmysister.
A:Whatrulesdoyouhaveatschool?
B:Well,We’renotallowedtogoouttomoviesonschoolnights.Howaboutyou?
A:We’renotallowedtogoouttomoviesonschoolnightseither.ButWecanwatchVCDwithourteachersontheschoolplayground.
4Doinggroupwork
Turntopage20andfindsomeoneinyourgroupwhohastogohomeafterschool,whoisallowedtostayupuntil11:00pm,whohastostayathomeonschoolnights,whoisallowedtowatchTVeverynight,whohadtocleanuphisroomeverymorning.
Writetheirnamesinthechartonpage20
Closingdownbyrecitingakidpoem
Anotherkidspoem
Thereisnothingunderthebed
Oronyourclosetfloor,
Themonsterisinsideyourhead
Dontworryanymore.
Itllbethereeverynight
Inyourdreamstogiveyoufright
Everytimeyouturnoffthelight
Aslongasyoubelieveit.
Thereisnomonsteronthestairs
Noranywheredownthehall
Thisoldhousejustsettlesatnight
Youhearthecreaks,thatsall
Youthinkyouseeadragonpeek
Throughthewindowwithafang-edbeak
Andthatswhyyoucantgotosleep
Aslongasyoubelieveit.
Mamalovesyou,daddy,too
Andyouwillgrowuptall
Nothingsgoingtohappentoyou
Welltakecareofitall.
Youwillbeafineyoungman
Abravelittleboywhoneverran
Whateveryouwanttodo,youcan
Aslongasyoubelieveit.
Solistentomenow,youpooh
Itsofftosleeprightnowwithyou.
Daddyknowswhatyoucando
Aslongasyoubelieveit.
SECTIONB
Goals
●Toreadaboutrulesofschool
●Totalkaboutrulesofschool
Procedures
Warmingupbytalkingaboutrules
Hello,class.Arethereanyrulesforusinthisclass?Whatarethey?Howweretheymade?
Nowlistsomeofthemandtalkabouttheminpairs.
1aReadingandchecking
Readthequestionsonpage21andwriteeither“A”foralways,“U”forusually,“S”forsometimesor“N”fornever.
Doyouever…
1.gettoclasslate?
2.studywithfriends?
3.finishatestearly?
4.worrythatyou’llfailatest?
5.gohomeafterschool?
6.stayupuntil11:00pm?
7.stayathomeonschoolnights?
8.watchTVeverynight?
9.cleanuphisroomeverymorning?
1bDoingpairwork
Inpairsyouaretotalkaboutyouranswersinactivity1a.
Doyoueverhaveyourearspierced?Yes,Isometimeshavemyearspierced.
Doyoueverstayupatweekends’night?Yes,Isometimesstayupatweekends’night.
Doyoueverdrivealone?Yes,Isometimesdrivealone.
Doyoueverloseyourdriver’slicense?Yes,Isometimeslosemydriver’slicense.
2aListeningandcircling
Iamgoingtoplayadialoguetoyou.ItisbetweenamanandaboycalledPeter.Theyaretalkingaboutamathtest.Youaretolistenandcirclethethingsinactivity1ayouhear.Whilelisteningtrytonotetheexpressionsused.
Tapescript
Man:What’sthematter,Peter?
Boy:IthinkI’mgoingtofailamathtest,Dad.
Man:Youare?Why?
Boy:Well,ImissedthebusandIhadtowalktoschool.
Man:So?
Boy:I’mnotallowedtogettoclasslate,andtherewasabigtesttoday.
Man:Andyouweren’tallowedtotakethetest?
Boy:That’sright.ButIknowIcouldpassthattest.
Man:Well,Peter,theschoolhastohaverules,youknow.
Boy:Iknow.ButIshouldbeallowedtotakethetestlater.It’snotfair.
Man:Iagree.Maybeyoucouldtalktotheteacherafterschool.
Boy:Yeah.MaybeifIexplainwhathappened,she’llunderstand.
2bListeningandmatching
Listenagaintothedialogueandmatchthesentencepartsintheboxonpage21.
Nowcopydowntheexpressionsfromthedialogueintoyournotebook.Theyareshownontheblackboard.
2cDoinggroupwork
Readthestatementsanddiscussthemwithyourgroupmembers.
1.Petershouldbeallowedtotakethetestlater.
A:IthinkPetershouldnotbeallowedtotakethetestlater.
B:Idon’tagree.
C:IthinkhecouldtakeitwithClass2tomorrow.
2.Studentsneedstrictrules.
…
3.Parentsshouldnotbetoostrictwithteenagers.
…
4.Maryshouldnotfailamathtest.
…
5.Wewillmissthebus.
…
6.Ihavetowalktoschool.
…
7.Wecantalktotheteacherafterschool.
…
3aReadingandanswering
Nextit’sreadingtime.Let’sreadthearticleonpage22andanswerthequestionsfollowingit.Trytoputthesentencesintopartsandunderlinetheexpressions.
Theotherday,myfriendsandI/talkedabouttherules/thatwehave/inschool.Atourschool,wehavetowearuniforms/everyday.Theproblemisthat/allmyclassmates/think/theuniformsareugly.Wethink/youngpeopleshouldlooksmart/andso/wewouldliketowearourownclothes.Ourteachersbelievethat/ifwedidthat,wewouldconcentratemoreonourclothes/thanourstudies.Wedisagree.Wewouldfeelmorecomfortable/andthatisgood/forstudying.Ifwecantdothat,weshouldbeallowed/todesignourownuniforms.Thatwouldbeagoodway/tokeepbothteachersandstudents/happy.It’salsoprobablyagoodidea/forparents/toallowteenagers/tostudy/ingroups/duringevening.Iknow/wegetnoisysometimes,but/welearnalot/fromeachother.Wealsothinkthat/vacationsshouldbelonger.Atpresent/theyretooshort.Longervacations/wouldgiveustime/todothings/likevolunteering.Lastsummer/Ihadanopportunity/tovolunteer/atthelocalhospital,but/Icouldn’t/because/Ihadtogobacktoschools.Itwouldbeagoodexperience/forme/becauseIwanttobeadoctor/whenImolder.
3bDoingpairwork
Roleplayaconversationusinginformationfrom3a.
A:Ithinkourschoolrulesofalwayswearingschooluniformsatschoolshouldbechanged.
B:Well,MaryandItalkedabouttherulestheotherday.
A:Atourschool,wehavetowearuniformseveryday.Thatisbadforus.
B:Yes,Iagree.Theproblemisthatallofusthinktheuniformsareugly.
A:Ithinkyoungpeopleshouldlooksmartandsoweshouldbeallowedtowearourownclothes.
B:Butourteachersbelievethatifwedidthat,wewouldconcentratemoreonourclothesthanourstudies.
A:Idisagreewiththem.Wewouldfeelmorecomfortableandthatisgoodforstudying.Ifwecantdothat,weshouldbeallowedtodesignourownuniforms.Thatwouldbeagoodwaytokeepbothteachersandushappy.
B:It’salsoprobablyagoodideaforparentstoallowustostudyingroupsduringevening.
A:Ithinkso.Iknowwegetnoisysometimes,butwelearnalotfromeachother.
B:Ialsothinkthatvacationsshouldbelonger.
A:Iagreewithyouonthat.Atpresenttheyretooshort.Longervacationswouldgiveustimetodothingslikevolunteering.
B:LastsummerIhadanopportunitytovolunteeratthelocalhospital,butIcouldn’tbecauseIhadtogobacktoschools.ItwouldbeagoodexperienceformebecauseIwanttobeadoctorwhenImolder.
A:Let’sgototalktoourteachersabouttheschoolrulesafterschool.
B:OK!Iagreewithyou!
4Makingalistofrules
SupposeyouandyourfriendarestartinganEnglishclub.Makealistofrulesaboutwhatshouldandshouldnotbeallowed.
1.Membersareallowedtoworkwithagroup.
2.MembersareallowedlistentoEnglish.
3.Membersareallowedplaygameswiththeirclassmates.
4.Membersarealloweddoactionssuchascoloring,matching.
5.MembersareallowedsingEnglishsongs.
6.Membersareallowedtowritelettersandemails.
7.Membersareallowedactoutsimpledialogues.
8.Membersareallowedlistentoandunderstandstories.
9.Membersareallowedtowritesimplesentences.
10.Membersareallowedtoimitatefromtherecording.
ClosingdownbylearninganEnglishpoem
GetUp!GetUp!
"Getup!Getup!Getoutofbed
youlazybum,yousleepyhead."
Yes,thatiswhatmymothersaid
ateight-oh-fivetoday.
Sheleftthehouseanddrovetowork.
Shellsoonbefeelinglikeajerk
whenshefindsout--Ihavetosmirk--
TodayisSaturday.
--KennNesbitt
SELFCHECK
1Fillinginblanks
Totestyourstudythisweekyouaretofillineachblankonpage23withacorrectwordgiven.Changetheformifitisnecessary.
2Readingandwriting
Youaregoingtoreadthearticleonpage23firstandthenwritealettertotheeditoragreeingordisagreeing.Explainyourreasons.
Whileyouarereadingcutthesentencesintothoughtgroupsandunderlinetheexpressions.
3.Helpingandlearning
Atourschool,wesometimeshaveaspecialday/tohelpothers.Lastyear/wewenttoanoldpeople’shome/andsangsongs/andperformedaplay/forthem.Theoldpeoplewereveryhappy.Weshouldbeallowed/totaketime/todothings/likethat/moreoften.Forexample,weshouldvisitprimaryschools/andhelpteachyoungstudents.Iwanttobeateacher/whenImolder/soitwouldbeagreatexperience/forme.Otherstudentswouldliketodootherjobs.Forexample,myfriendTianGewants/towriteforanewspaper.Sheshouldbeallowed/tovolunteer/atthenewspaperoffice/onceaweek.OnFridayafternoons,manystudentsaresleepy/afteralongweekofclasses.Somestudentsshouldbeallowed/tohaveFridayafternoonsoff/tovolunteerandhelpothers.
DearEditor,
Iwouldliketoreplytothearticle“HelpingandLearning”inyourlastnewspaper.Iagreewithsomeideasanddisagreewithothers.
Thearticlesaidthatstudentsshouldbeallowedtogotoanoldpeople’shomeandsingsongsandperformaplayforthem.Thatisverygoodforus.Weshouldbeallowedtotaketimetodothingslikethatmoreoften.Weshouldbeallowedtovisitprimaryschoolsandhelpteachyoungstudents.
Yourarticlesaidthathelpingteachyoungstudentswouldbeagreatexperienceforus.Idisagreewithyouonthat.Someofuswouldliketodootherjobsthanteachinginthefuture.Sohelpingteachyoungstudentsatprimaryschoolswouldbeawasteoftimeforthem.Forexample,myfriendTianGewantsforanewspaper.Peoplelikehershouldbeallowedtovolunteeratthenewspaperofficemoreoften.YousaidalsothatstudentsshouldbeallowedtohavesleepyFridayafternoonsofftovolunteerandhelpothers.Idonotagreewithyouonthat.Wehaveworkedthewholeworkingdays.OnFridayafternoonswehavetotakearestfirst.Weneedtimetorelaxourselvesfirstandthenwecandosomevolunteeringworkhelpingothers.
Sincerelyyours,
JohnF.Ken
Justforfun
ToendthisbusyperiodweshalltaketimetolearnandreadaloudanEnglishpoemforkids.
MyFeet
Myfeet,myfeet,
Ilovemyfeet.
Ithinktheyregreat,
Ithinktheyreneat.
Theyrepretty,pink,
andpicturesque.
Theylooksoperfect
onmydesk.
Unfortunately,
sadtotell,
theyalsohave
afunnysmell.
SothoughImfast,
andthoughImfleet,
andthoughatsports
Icantbebeat,
noteamwillpick
metocompete,
becausetheyalways
smelldefeat.
--KennNesbitt
Reading:ShouldIbeallowedtomakemyowndecisions?
Beforeyouread,gooverthenewwordsforthisparton148.
Whileyouread,listentotherecordingandunderlinealltheexpressions.
Manyteenagershavehobbies.Butsometimesthesehobbiescangetinthewayofschoolwork,andparentsmightworryabouttheirchildssuccessatschool.Teenagersoftenthinktheyshouldbeallowedtopracticetheirhobbiesasmuchastheywant.Doyouagree?
LiuYu,afifteen-year-oldfromShandong,isarunningstar.Heisinhisschoolrunningteam,andhasalwayswantedtobeaprofessionalathlete.However,hisparentswontallowhimtotrainasmuchashewouldliketo."OfcoursewewanttoseeLiuYuachievehisdreams,”saysMrLiu,“andweknowhowmuchhelovesrunning.Thatsgreat,andmywifeandIwatchedhimineveryoneofhisraces.Wehavenothingagainstrunning!Butwedothinkthatoursonneedstoberealistic.Nowheisgettingolder,heneedstothinkaboutwhatwillhappenifhedoesntbecomeaprofessionalrunnerintheend.”
LiuYudoesntreallyagree.“Well,IthinkIshouldbeallowedtomakedecisionsformyself,”hesays.“MyparentshavealwaystaughtmetheimportanceofworkinghardandnotjusttodowhatIenjoy.Iunderstandthis.ButImseriousaboutrunning.BeingaprofessionalrunneristheonlythingIhaveeverwantedtodo.”
MrandMrsLiubelievethatLiuYushouldstudyhardintheevenings,andsotheydontallowhimtopracticerunningonschoolnights.“Iknowthismightseemstrict,”saysMrsLiu,“butwethinkweredoingtherightthing.Hehastounderstandthatveryfewpeoplecanbecomeprofessionalathletes.Itsaverydifficultdreamtoachieve.Wedontallowhimtopracticeeverydaybecausewethinkheneedstospendtimeonhishomework.”
ButLiuYustilldoesntagree.“Iknowmyparentscareaboutme,”hesays.“ButtheyarealwaystalkingaboutwhatwillhappenifIdontsucceed.ButIwillsucceed!IthinkIshouldbeallowedtomakethisdecisionmyself.OnlythenwillIhaveachanceofachievingmydream.”
Afteryouread,readaloudthetextagain,toyourself,ortothetapeandcopydownalltheexpressions,too.
Part2:TeachingResources(第二部分:教学资源)
TheTroublewithTeenagers
Peoplenowcaremoreaboutwhatteenagersarethinkingaboutandfeelingbecausetheyknowtherearehardmomentsinthelifeofteenagers.
Varietiesoftroublesareseriouslypuzzlingteenagers,suchashardstudy,thegapbetweenparentsandkids,relationshipbetweenthemselvesandtheirclassmates,teachersandfriends.
Amongthem,theproblemof"thegenerationgap"hasbecomemoreandmoreobvious.Theargumentonthisiswidelyspread.Differentpeopleholddifferentviews.Butwecannotfailtoadmitthefactthattherearenoheartsasdelicateasthoseofteenagers,aseverythingishappeningtothemforthefirsttime.Teenagersarecertainlydifferentfromadultsinmanyways.Theydontknowtherightwayinwhichtheycanmakeeveryonehappyandsatisfied.Theyarecertainlylackofexperience.Thatswhyparentsarealwayscomplainingabouttheirbeingmisunderstood.Theysay,theylovetheirkidssomuchastodoeverythingforthem.Isthatthetruelovetheirchildrenwant?No,teenagerssay,thetruelovewhichtheylongforshouldcontaincourage,correctguideandsupportinsteadofendlesscomplaintsaboutmarks,marks,marksandstrongpressure.Sotheteenagersarenowevensaidtohavebeenleadingaharderlife.
Thetroublewithteenagersisthattheyhaventlearnedhowtobecontrolled.Livingliferightdownthemiddle,withallitsattendantlandmines,isalltheyknow.Ithasntoccurredtothemtoruninazigzagpattern.
Theyaremoreemotionalthanpeoplethink.Ifsomethingserioushappenstothem,theywillbedeeplyhurt.Youcanalwayshearthevoicefromateenagerthattheyhaventlearnedenoughhowtoappeartobefine.
Theadultshaverecognizedthattheyshouldshowmorecarefortheteenagers,especiallytheirschoollife.Teenagershavetheirownspecialwayofthinking.
Ihavealsogotmyowntroubles.MygrandpapassedawayinSeptemberlastyear,whichhasgreatlychangedmylife.HewasevenoneofmybestfriendseversinceIwasborn.Helivedwithmyfamilyforthepast18years,thehappiesttimeinhiseyes.Ihaveneveradmittedhisdeathasafacttillnow.
Thingswhichhappenedbetweenushavecometomymind.Alloveragain,Ifeltthosepowerfullossescrisscrossingmyownheart,andIknowthatwhenyousaygoodbyetoabelovedgrandparent,yousaygoodbyetosomethinghappy,somethingyounginyourself.Andthatsomethingneverreallyreturnsandthepainneverreallygoesaway.
Nomatterhowhardalifetheteenagersareleading,theywillforeverstandstillandmarchforwardstraightandbravely.
