文档文本内容
Unit 7 Teenagers should be allowed to choose their
own clothes.
Section B（3a-Self Check）
1.语言能力：能够表达自己对于家庭规则的观点。
2.文化意识：增强规则意识。
Teaching
3.思维品质：在语言运用的过程中学习和掌握语言知识。
Aims
4.学习能力：能运用知识迁移策略写一写哪些家庭规则你不同意，以及这些规
则应该怎样改变。
Teaching 用情态动词的被动语态介绍自己是否同意家庭里的相关规则并陈述理由
Difficulties
Teaching
Aids A tape recorder ,CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Free Talk
The T can ask Ss to brainstorm kinds of family rules they have
to follow at home and talk about these rules with partners. The
T may use these prompts:
What rules do you have at home?
Do you have any rules about eating, sleeping, housework,
homework, or making friends?
For weak Ss, the T can present some related pictures about
family rules and the target sentence patterns to guide them to
speak as much as they can. Then elicit their opinions on these
rules:
Do you agree with these rules? Why or why not?
Which of these rules do you think should be changed? Why?
Step 2 Presentation
3a
This activity is to prompt Ss to think about rules that they do
1not agree with, so as to prepare them for the subsequent
writing activity.
The T nay have Ss work individually to complete the chart
first before asking Ss to discuss what they have written with a
partner. Encourage Ss to offer suggestions to improve each
other’s notes.
Suggested Answers:
Step 3 Writing
3b
The T make Ss read the expressions in 3b at first and then
finish the writing task. Then the T can invite some Ss to
share their writings and make the assessments.
Suggested Answer:
Dear Diary,
I do not agree with the rule that I must be home for dinner every day. This
is because the rule affects my social life. It takes away opportunities for
me to spend time with my friends. As a result, my life is quite boring
sometimes. I think I should be allowed to have dinner with my friends once
in a while.
For example, I would like to hang out with my classmates after dinner on
some Fridays. I hope my parents will allow me to do this if I promise not
to stay out too late and if there is no important family activity on those
days.
Step 4 Self Check
The part of Self Check is to provide a comprehensive review of
key vocabulary and functions presented in the unit. Before
asking Ss to do activity 2, the T may want to focus on modal
verbs in the passive voice.
2Note:
·Active voice — Modal verb + bare infinitive
e.g.Parents should allow their teenagers to make some decisions
on
their own.
·Passive voice — Modal verb + be + past participle
e.g. Teenagers should be allowed to make some decisions.
1
Ss can be asked to finish the task on their own and check
their answers in pairs.
Suggested answers:
take photos
This is a good place for tourists to take photos.
do part-time work
It is common for university students to do part-time work to
help pay for their studies
get ears pierced
I would like to get my ears pierced when I am twenty-one
years old.
achieve my dream
I hope to achieve my dream of becoming a doctor.
go shopping
I go shopping with my parents every Saturday afternoon.
After Ss finish the task, the T can ask them to brainstorm
more common collocations with the six verbs (take /do /get
/achieve /make /go). For example：
achieve success/wealth/popularity
go shopping/dancing/swimming/camping
make a choice/a decision/a mistake
do housework/chores/some cleaning/homework
take photos/take a seat/ take care of
get good grades/get things done...
2
The T can ask Ss to look through the sentences in activity 2
to grasp the main idea. And then Ss finish the task
individually and check their answers in pairs. The T can invite
a few Ss to read aloud these sentences and translate into
Chinese.
Answers:
1.be solved 2.be kept
3.not be allowed 4.be put, not be encouraged
译文：
31.无论我们会遇到多少困难，我相信所有问题最终都会得到解决。
2.会议期间禁止使用手机。
3.必须禁止18岁以下的青少年吸烟或饮酒。
4.许多父母认为必须把上学的事情放在首要位置，因而不应鼓励青少
年做兼职工作。
Step 5 Summary & Homework
Summary The T can encourage Ss to summarize the key points The
of this class to help Ss consolidate the knowledge. homework
Homework: can vary
Preview Unit 8 Section A (1A-1C). with the
Do the exercises in students’ book. specific
conditions.
Before students start writing, teachers should lead students to collect
corpus, review and sort out vocabulary and sentence patterns related to
Teaching
writing topics, which is conducive to activating students' thinking and links
Reflection
of relevant knowledge, and prompting students to review and sort out the
relevant materials read or discussed earlier in their mind for use in writing.
4
