Unit1Howdoyoustudyforatest?

Page2,la,lb,1c

課時(shí)：Period1

教學(xué)目的:Talkabouthowtostudy.

Learntheuseof“bydoingsomething”

重點(diǎn)難點(diǎn)：Usefulexpressions-Howdoyoustudy...?Istudybydoing...

教學(xué)工具：courseware

教學(xué)步驟：

Step1.Self-introduction

Thenewtermhascome.Askthestudentstointroducethemselvestotheothersandt

heteacher.Thenaskwhattheydidinthesummerholiday.Ifpossible,askhowtheydid

that.

Helpthestudentsusetheconstruction"I...bydoing...9,.Explain"by”.

Step2.Discussion

HavethestudentssaywhattheythinkofEnglish.

ThentelleachotherhowtheystudyforanEnglishtest.Seethephrasesshownintheco

urseware,whichissimilartola.Remindthemtouse“bydoing...”

Step3.la.Checkingthewaysyoustudy

Askstudentstofinishthetask.Theycanaddsomethingelse.

Step4.Ib.Listening

Listentothelisteningstuffoflb,whichisrecordedinthecourseware(convenientto

berepeated).Finishthetask.

Thentheteacherasks,“HowdidMei/Pierre/Antoniostudy?^^Havesomestudentsgi

vetheanswers,i.e.repeatthesentencesbyusing"bydoing^^

Step5.1c.Makingdialogues

Workinpairsorgroups.Discussfirst.Thenmakeashortdialogue.

Havethestudentssharetheirwork.

Step6.Writing.

Seethecourseware.Fillintheblanks.Writedowntheanswersonapieceofpaper.

Askstudentstoreadtheirwork.

課時(shí)：Period2

教學(xué)內(nèi)容：Page3,2a,2b,2candthegrammarfocus.

教學(xué)目的：TalkabouthowtolearnEnglish.

Consolidatetheuseof“bydoingsomething”

重點(diǎn)難點(diǎn)：Usefulexpressions-Doyoustudy...bydoing...?Yes/No...(reason).

教學(xué)工具：courseware

教學(xué)步驟：

Step1.Revision

Makeadialoguebetweentheteacherandsomestudents.AskwhethertheylikeEnglis

h,thentellthereason.AskhowtheylearnEnglish.

Step2.2a.Listening

Seethecourseware.Explainanydifficultpoints.Listentothestuff,andchecktheans

wers.

Havestudentsrepeatsomemainsentences,readytopracticedialogues.

Step3.2b.Listening

Finishthetask.

Step4.2c.Doingapairwork

Givestudentssometimetotalkaboutthecontentsoflaandlb.

Seethecourseware.Somepatternswillhelp,suchas“Doyou.../Whatabout.../Have

youever.../Howdoyou...?”andthepossibleanswers.

Sharetheirdialogues.

Step5.Makeaconversation.

AskstudentstotelltheotherstheirownexperienceaboutstudyingEnglishbyworking

inpairsorgroups.Thenmakeaconversationrespectively.

Theycanalsouseindirectspeech,suchas”…saysshelearns...by…"etc.

Step6.Summary

Pointoutthemaincontentslearntthesetwodays.

英語(yǔ)(九年級(jí))教學(xué)設(shè)計(jì)(3)

課時(shí)：Period3

教學(xué)內(nèi)容：Page4,3a,3b,

教學(xué)目的：Practicereading.

Learnusefulexpressions.

Practicewriting.

重點(diǎn)難點(diǎn)：v+ingphraseusedasasubject

find/think+O+OC

教學(xué)工具：courseware

教學(xué)步驟：

Step1.Makeastatement.

Firstlytheteacherasksastudentaquestionandthestudentanswers.Askseveral.

Thenhavemanymorestudentsmakeastatementonebyonetointroducehowhe/s

helearnsEnglish.

Step2.3a.Reading

Firstly,readtothetapealoud.Payattentiontothepronunciationandtheintonation.

Readagain,underlinetheusefulexpressions.

Readoncemore.Fillinthechart.Checktheanswers.

Step3.Learntheusefulexpressions.

1.Askstudentstosaytheusefulexpressionstheyhaveunderlined.

2.Addifthestudentsmisssome.

3.Learnsomegrammar:

Askastudenttotellushowmanysentences,whichincludev-ingphraseasasubject,ar

einthetext.Pointouttheconstructions.Explainwhytheyareused.

Teachthestructure"find/think+O+OC*andothergrammar.

Step4.3b.Pairwork

Givethestudentsalittletimetopreparearoleplay.

Asksometosharetheirworkwiththewholeclass.

Step5.Consolidation

InChinese,teachersayssomeimportantphrasesfromthetext.Havethestudentstellus

heEnglishonesasquicklyaspossible.

Unit2Iusedtobeafraidofthedark.

TheFirstPeriod

TeachingContents:SectionAla,lb,1c,2a,2b,2c

StepIOrganizationofclass

1.Greeting

2.Warmingup

StepIIPresentation

1.WordsCompetition

Showtheclassmanywordsofappearanceandpersonality.Getthemtoputthewordsinthe

rightplace.

2.Guess:Whoistheboy?

ShowtheclasssomeinformationaboutHarryPotter:

Heisaboy.Heisnottall.Hehascurlyhair.Heiseasygoing.Heisverysmart.Hecansee

strangethingsandsoon.

3.Showtwophotosoftheteacher-fiveyearsago/now.Askthestudentssomequestions:

WhatdidIlooklikefiveyearsago?WhatdoIlooklikenow?

4.1ntroducethenewconversationsinUnit2.

Iusedtobefat.Iamthinnow.

Iusedtohavelonghair.Ihaveshorthairnow.

Iusedtoplaybasketball.Iplayping-pongnow.

Step111TeachingTasks

1.TaskOne(Pairwork):Listeningtothetape

(1)Showthestudentstwopicturesandsaysomethingaboutthepeopleinthepicture.

(2)Listentothetape.Thenfillintheblanksinlb,2a,2b.

2.TaskTwo(Groupwork):Describingdifferentpersons

(1)Showthestudentsasetofpictures,suchasamoviestar,asportsman,ateacher.

(2)Getthestudentstodiscussingroupsandtakenotes,suchas:JackyChanusedtohave

bigeyes,butnowhehassmalleyes.

(3)Asktwoorthreegroupstopresenttheiranswers.

(4)Whichgroupdoesbest?

3.TaskThree(Teamwork):Survey

(1)Askthestudentstobringtwophotosofthemselvestoclass.

(2)Getthestudentstotalkaboutthechangesoftheirclassmatesandwritedownthekey

wordsintheform.

(3)Lettheteamleaderpresenttheirsurveyresults.

(4)Whohaschangedmostinyourteam?

(5)Whichisthebestteam?

StepIVSummary

StepVAssignhomework

Writeacompositionaboutyourclassmatebeforeandnow.

TheSecondPeriod

TeachingContents：SectionA3a,3b,4

StepIOrganizationofclass

1.Greetings

2.SinginganEnglishsong

StepIIRevision

1.Revisetheconversationsthatthestudentslearnedinthefirstperiod.Askthemtotalk

aboutsomepictures.

2.Checkthehomework.Talkaboutwhatonepersonusedtobelikeandshe/heislikenow.

StepIIIPresentation

l.Showtheclassapictureofabigdog,thenintroducethenewconversationsin3a：

Iusedtobeafraidofbigdogs./I'mstillafraidofbigdogs.

2.Askthestudentssomequestionslikethis：

Whatdidyouusetobeafraidof?/Areyoustillafraidof...?

StepIVTeachingTasks

l.TaskOne(Pairwork)：Matchthepictureswiththephrases.

(1)Showthestudentssixpicturesaboutthephrasesin3a.

(2)Askthestudentstotalkaboutthepicturesinpairsandmatchthem.

2.TaskTwo：Putchecksinthefirsttwocolumns.

(1)Showthestudentsthefirsttwocolumnsabout"I"，thengetthemtoputchecks.

(2)Askagroupofstudentstoreadouttheiranswerslikethis:

Iusedtoheafraidof.../I'mstillafraidof...

3.TaskThree(Pairwork)：Putchecksinthelasttwocolumns.

(1)Showthestudentsthelasttwocolumnsabout"MyPartner”.

(2)Getthestudentstopracticethedialogsin3b.

(3)Putchecksinthecolumns.

(4)Askseveralpairstopresenttheiranswers.

(5)Choosethebestpair.

4.TaskFour(Groupwork):Asurvey

(1)Showthestudentsaformabouttheactivities.

(2)GetthestudentstofillintheblanksaboutT.

(3)Getthestudentstoasktheirclassmatesandfillintheblanksabout“Myclassmate^^.

(4)Askthestudentstoaskquestionslikethis:

Whatdidyouusetoeat?/Whatdoyoueatnow?

(5)Lettwoorthreegroupspresenttheirresults.

(6)Whichisthebestgroup?

5.TaskFive(Teamwork):HowhasZhongshan(中山)changed?

(1)ShowtheclassseveralpicturesofZhongshancity—PastandNow.

(2)Getthestudentstotalkaboutthepicturesandwritedownthekeywordsonthepaper.

(3)Asktwoorthreeteamleaderstopresenttheiropinions.

StepVSummary

StepVlAssignhomework

Getthestudentstowriteacompositionabouti(Zhongshanhaschangedalot!”

TheThirdPeriod

TeachingContents:SectionBla,lb,2a,2b,2c,3a

StepIOrganizationofclass

Warmingup

StepIICheckingupthehomework

l.Asktwostudentstoreadouttheircompositions(Zhongshanhaschangedalot!).

2.Getstudentstodiscussthecompositions.

StepIIIPresentation

l.Showtheclassfourpicturesinla.

2.Askstudentstodescribewhatishappeningineachpicture:

Agirlisexercisingingymclass.

Agirlispaintingapicture.

Aboyissinging.

Aboyislookingatsomeinsects.

3.Askstudentstocheckthethingstheylikedtodowhentheywereveryyoung.

StepIVTeachingTasks

1.TaskOne(Pairwork):Iusedtoliketo...

(1)Pointoutthelinesunderthepictureinlb.

(2)Askstudentstowritedowndifferentthingsthattheyusedtoliketodo.

(3)Getstudentstodiscusstheanswersinpairs,thenasksomestudentstoreadouttheir

sentences.

2.TaskTwo:Listeningpractice(2a,2b)

(1)Askstudentstolistentoadialogbetweenaboyandagirl.

(2)Askstudentstocheckthesentencesonthelistthattheyhearontherecording.

(3)Checktheanswersin2a.

(4)Playtherecordingagain.Askstudentstofillintheblankswiththewordstheyhear.

(5)Correcttheanswersin2b.

3.TaskThree(Pairwork):Makingupdialogs

(1)Teachstudentstheconversationin2c.

(2)SaysomesentencesusingDidyou...?andtheanswersYes,Idid./No,1didn7.

(3)Askstudentstomakesimilardialogsinpairs.

(4)Callondifferentpairstoreadouttheirconversationstotheclass.

4.TaskFour(Groupwork):Adebate

(1)Showstudentsasurveythattheteacherdidbeforetheclass.

(2)Gelthemtodiscusstheirhairstylesinthepastandnowlikethis:

Iusedtohave...hair,hutnowIhave...hair.

(3)Adebate--Shouldstudentschoosetheirownhairstyle?Whyorwhynot?

5.TaskFive:ReadingPractice

(1)Getstudentstoreadthestoryin3a.

(2)AskstudentstocompletethechartaboutRoseTangthenandnow.

(3)Checktheanswers.

StepVSummary

StepVIAssignhomework

l.AskstudentstoCompletetheletterin3b(HowI'vechanged!).

2.Getstudentstotalktotheirparentsandfillinthechartin4a.

TheFourthPeriod

TeachingContents:SectionB3b,3c,4a,4b,SelfCheck.

TeachingProcedures:

StepIOrganizationofclass

StepIICheckingupthehomework

l.Asksomestudentstoreadouttheletter(HowI'vechanged!).

2.Getstudentstodiscusstheiranswersandchoosethebestone.

StepIIITeachingTasks

l.TaskOne(Pairwork.)

Askstudentstofinish4abeforetheclass-Talktotheirparentsandfillinthechartin4a.

2.TaskTwo(Groupwork)

(1)Askstudentstotalkaboutthecontentsin4awiththeirclassmates.

(2)Choosetwogroupstopresenttheiranswers.

3.TaskThree(Teamwork):HowhasYuMeichanged!

(1)GetstudentstotalkaboutthepicturesinSelfCheck2.

(2)AskstudentstousethedrillsinUnit2todescribethepictures.

(3)AskstudentstowritedownacompositionaboutYuMeionthepaper.

(4)Asktwoorthreeofthemtoreadouttheircompositionsinclass.

(5)Choosethebestone.

4.TaskFour(Teamwork):AsurveyHowhasourlifechanged?

(1)ShowstudentssomeinformationinUnit2.

(2)Askstudentstotalkabouthowtheirlifehaschangedsinceprimaryschoolandfillinthe

blanksinthesurveyform.

(3)Asktheteamleaderstopresenttheirsurveyresults.

(4)Choosethebestteam.

5.TaskFive:Acompositionaboutthechangesinourlife

(1)Getstudentstowriteacompositiononthepaper.

(2)Askstudentstoexchangetheircompositionsandcorrectthem.

(3)Showtheclassoneortwogoodcompositions.

StepIVSummary

StepVAssignhomework

FinishPartOneofSelfCheck.

TheFifthPeriod

Reading—E-mailEnglish

StepIOrganizationofclass

l.Askthewholeclasssomequestions:

Whatsubjectsdoyoustudyatschool?

Whatsubjectdoyoulikebest?Why?

2.TalkabouttheusageandimportanceofEnglish.

StepIIIntroducingE-mailEnglish

Whatdoese-mailEnglishmean?Whatisitusedfor?

StepIIITeachingTasks

l.TaskOne(Pairwork)

(1)AskstudentstotalkaboutthewordsinPart1.

(2)Askstudentstofillinthechartwiththeirpartnersandtrytothinkofsomemore.

(3)Checktheiranswers.

2.TaskTwo:Matching

(1)Getthestudentstoreadthewholearticleasquicklyastheycan.

(2)TrytofinishtheexerciseinPart2——Matcheachparagraphwithitsmainidea.

(3)Checktheanswers.

3.TaskThree:DeepComprehension

(1)Tellthestudentstoreadthearticlemorecarefullyagain.

(2)TrytofinishtheexerciseinPart3—Matchthewordsandexpressionswiththeir

meanings.

(3)TrytofinishtheexerciseinPart4—Findwordsorphrasesfor1-5.

(4)Checktheiranswers.

4.TaskFour(Pairwork)

(1)AskthestudentstofinishPart5inpairs.

(2)Writeamessagetotheirpartnerusingthee-mailEnglishinthisreadingorothere-mail

words.

(3)Letsomestudentsreadouttheire-mails.

(4)Choosethebestone.

StepIVSummary

StepVAssignhomework

Writeareplytoyourpartner,usingthee-mailEnglishasmuchaspossible

Unit3Teenagersshouldbeallowedtochoosetheirownclothes.

I.Learningobjectives教學(xué)目標(biāo)

Skill

FocusTalkaboutwhatyouareallowedtodo.

Learntotalkabout“agree”and“disagree”.

Talkabouttherulesaroundthestudents.

Learntomakerulesorchangerulesreasonably.

Language

Focus

功能句式Talkaboutwhatyouareallowedtodo(P18)

Ithinkteenagersshouldbeallowedtodrive.

Studentsshouldnotbeallowedtohavepart-timejob.

Talkabout“agree”and“disagree"(P19)

Ithinkstudentsshouldbe...

Idisagree.Theytalk...

Iagree.

Doyouthink...?

No,1don't.

Talkabouttherules(P20-22)

Wehavealotofrules...

Sodowe.

MyfriendsandIgoytotalkabouttherules...

Whatschoolrulesdoyouthinkshouldbechanged?

詞匯1.重點(diǎn)詞匯

license,silly,study,present,member,sleepy,reply,possibly,drop,final,count,owner,sky,catch,

interview,noise,wind,neighbor,director,smell,finger,lift,stone

2,認(rèn)讀詞匯

pierce,earring,concentrate,design,opportunity,volunteer,local,mess,newsletter,obey,

achieve,realistic,taught,Kathy

3.詞組

getintheway,careabout,insteadstayup,concentrateon,atpresent,oldpeople'shomestayup,

bestrictwith,theotherday,learnfrom,atpresent,begoodfor,English-EnglishDictionary

語(yǔ)法should+beallowedtodo...

Strategy

Focus1.Reflecting

2.transforminginformation

Culture

FocusWhatrulesdotheyhaveatschool/home?

Whatschoolorotherrulesdoyouthinkshouldbefollowed/changed?

II.Teachingmaterialsanalyzingandrearranging教材分析和重組

1.教材分析

本單元以Teenagersshouldbeallowedtochoosetheirownclothes為話題，共設(shè)計(jì)了四

個(gè)部分的內(nèi)容：

SectionA

該部分有4個(gè)模塊：第一模塊圍繞Whatshouldteenagersbeallowedtodo?這一話題展開(kāi)思

維(la)、聽(tīng)力(lb)、口語(yǔ)(1c)訓(xùn)練;第二模塊圍繞“agrees"and"disagrees”進(jìn)行聽(tīng)力(2a-2b)、

口語(yǔ)(2c)訓(xùn)練，并就所學(xué)語(yǔ)言結(jié)構(gòu)進(jìn)行總結(jié)(GrammarFocus)；第三模塊就“aboutfollowing

therules”這一話題展開(kāi)閱讀訓(xùn)練（3a）和角色表演訓(xùn)練（3b）;第四模塊繼續(xù)就上一話題以小

組活動(dòng)形式展開(kāi)討論。

SectionB

該部分有4個(gè)模塊:第一模塊是詞匯的學(xué)習(xí)（la）與運(yùn)用（1b）；第二模塊圍繞“Oneoftheschool

rules”進(jìn)行聽(tīng)力（2a―2b）、口語(yǔ)訓(xùn)練（2c）；第三模塊繼續(xù)圍繞Therulesinschool這一話題

展開(kāi)閱讀（3a）和角色表演訓(xùn)練（3b）；第四模塊就如何Makealistofrules以寫(xiě)作形式展開(kāi)

訓(xùn)練。

SelfCheck

該部分有2個(gè)模塊:第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行訓(xùn)練;第二模塊就一封信圍繞“agree

ordisagree"進(jìn)行閱讀和寫(xiě)作的訓(xùn)練。

Reading

該部分共設(shè)置了5項(xiàng)任務(wù)：第一項(xiàng)任務(wù)以小組問(wèn)題討論的方式激活學(xué)生相關(guān)背景知識(shí)；第二

項(xiàng)任務(wù)讓學(xué)生通過(guò)閱讀獲取信息；第三項(xiàng)任務(wù)利用造句、尋找信息、討論等練習(xí)形式加深學(xué)

生對(duì)閱讀內(nèi)容的理解；第四項(xiàng)任務(wù)要求學(xué)生能運(yùn)用所學(xué)知識(shí)解決實(shí)際問(wèn)題；第五項(xiàng)任務(wù)要求

學(xué)生完成介紹名人童年生活及成功之路的任務(wù)。

2.教材重組和課時(shí)分配

PeriodI(SectionA:la,lb,Ic,2a,2b,2c)Newfunctionpresenting

PeriodII(SectionA:3a,3b,4)Practice

PeriodIII(SectionB:la,lb,2a,2b,2c)Integratingskills

PeriodIV(SectionB:3a,3b,4,SelfCheck1,2&Workbook)Reading

PeriodV(Reading:Section1—Section4)ExtensiveReading

III.Teachingproceduresandways教學(xué)過(guò)程與方式

PeriodINewfunctionpresenting

Languagegoals語(yǔ)言目標(biāo)

1.Words&expressions生詞和短語(yǔ)

allow,drive,pierce,driver,license,silly,earring,insteadof

2.Keysentences重點(diǎn)句子

Ithinkstudentsshouldbeallowedtogooutwiththeirfriends.(PI8)

Iagree./1disagree.(Pl9)

Doyouthinksixteen-year-oldsshouldbeallowedtoworkatnight?(P19)

Abilitygoals能力目標(biāo)

Enablethestudentstotalkaboutthingstheyareallowedtodoandshow“agreeordisagree.^^

Emotion&attitudegoals情感和態(tài)度目標(biāo)

Enablethestudentstounderstandsomestrictrulestheyhavetofollow.

Strategygoals策略目標(biāo)

Reflecting..

Cultureawarenessgoals文化意識(shí)目標(biāo)

Followtherulesreasonably.

Teachingimportant教學(xué)重點(diǎn)

Talkaboutwhattheyareallowedtodo;agreeanddisagree.

Teachingproceduresandways教學(xué)過(guò)程和方式

Step1RevisionandLead-in

Askoneormorestudentstoshowtheirwork.

T:(Greetasusual)Inthelastunit,welearnedhowtowriteane-mailtofriends.Canyoutellme

whatyouoftenwriteinyoure-mails?

S:Weoftenwriteaboutourproblems,ourpuzzles,sometimesourhappinessandachievementsto

eachother.

T:HowoftendoyousurftheInternet?

S:Onceaweek.

T:Ifyourparentsdon'tallowyoutosurftheInternetandyoucan'twritee-mailstoyourfriends,

whatwillyoudo?

S:Iwon'tbehappy.PerhapsIwillgetannoyedwiththem.

T:Well.Thatmeansyouhaveyourrulesinyourfamilythoughyouareunhappy.

S:Thatiright.

T:Weneedtocommunicatewithourfriendsandparents.Ifyouhavedifferentopinionswithyour

parents,howcanyoucommunicatewiththem?Wealsohavetoobeyourparents.Thisclass

we'Htalkaboutwhatteenagersshoulddoinourdailylife.

T:Nowrdlikeyoutoseeapicture.

Showthepicture.

T:ThestudentsinthepicturearefromChongqing.They'rehavingadebating

onthetopict4Whatshouldteenagersbeallowedtodo?”Becausetheythink

thetopicismeaningfulamongteenagers.Youareoldenoughtomakeclear

whattodoandwhatnottodo.Onlyafteryouunderstandandfollowthe

rulescanyoubecomeusefulpeoplewithalotofabilitiestooursociety.Mostofmiddle-school

studentsthink

theyshouldbeallowedtodoallthethingstheylike,fbrexample,theythink:

Theyshouldbeallowedto-choosetheirownclothes

—gooutwiththeirfriends

—havepart-timejobs

-gettheirearspierced

-watchNBAmatches

一dovolunteerwork

—drive

WritetheaboveexpressionsontheBlackboard.

T:Butactuallyteenagershavetoobeysomerulestheydon'tlike.Whatshouldyouallowedtodo

andnottodoisabigproblem.Todaywe'regoingtolearntotalkaboutit.Asateenager,doyou

thinkyoushouldbeallowedtodrive?

SI:/thinkso.

T:Canyoutellusyouropinion?

SI:/thinkweareoldenough.Weshouldlearntodrive.

T:Thankyou.Andwhataboutyou,Lily?

S2:Idon'tthinkweshouldbeallowedtodrive,becausemostofusarebusywithourstudy.

Besides,wedon'thaveenoughtimetopractice.Andit'llbevetydangerous.

Askformoreexamplesfromotherstudentsandwrite"A"vfbragree>or"D”<fbrdisagree>on

theblackboard.

StepIIBrainstorming

T:Wonderful.(Thenturntoanotherstudent).Youlooksmarttoday,whoboughtyoutheT-shirt?

S:Mymother.

T:Didshechooseitforyou?

S:No,Iwasallowedtochooseitmyself.

T:Thankyoufortellingus.Doyouoftenchooseclothesforyourself?

S:No,Icouldn'tchooselastyear.Butthisyearmymotherallowsmetochooseclothesformyself.

T:Doyouthinkteenagersshouldbeallowedtochooseclothes?

S:Ofcourse,Ido.

T:Great.Boysandgirls,herearesomemoreexamplesaboutwhatteenagersshouldbeallowedto

doorshouldn'tbeallowedtodo.LefslookatthepicturesonPage18,modulela.Readthe

statementstogether.Thenthinkitoverandcircle"A"or"D"for“agree"or"disagree.”

Afewminuteslater.

T:Well,LiYu,wouldyouliketoshareyourideaswithus?

S:Ofcourse.Icircled1,3,4withltA”,and2,5with"D”.

T:Canyoutelluswhyyoudisagreewiththestatements2and5?

S:OK.Thesecondonesays4<sixteen-year-oldsshouldbeallowedtodrive”,Idon'tthinkitcan

cometrueinour

country;thefifthone"twelveyearsoldshouldbeallowedtochoosetheirownclothes”,Idon't

thinktheyhavecorrectcommentsonthematerialsorprice.

T:Terrific!Thankyouverymuchfortellingus.Ithinkeveryonemayhavehisanswer.Any

answeriscorrectifyoucangiveoutconvictivereasons.

StepIIIListening

T:Nowpleaselookatthepicture.Fromthethreesmallpictures,whatcanyouguessthegirlwants

todo?

S:ShesaysshesgoingtothemallwithJohn.BecauseJohnjustgothislicense.Perhapsshe

wantstobuyaniceT-shirt.ButIcan'tunderstandPicture3clearly.Icanonlybesureits

somethingaboutpiercingearsorearrings.

T:Excellent.Fromthepictureswecanjustguessthemainideas.Afterlisteningtotherecording,

wecancatchtheirmeaningsindetail.Solistentothetapecarefully.

Playtherecordingforthefirsttime.

T:Allright.Mostofyouhavecircled"T"oruFintheblanks.NowI'Hplayitasecondtime,

youmaycheckyouranswers.

StepIVOralPractice

T:Pleaselookatthestatementsinactivitylaandmakeconversationsinpairs.Thephrasesinthe

boxbelowcanhelpyou.Firstpracticetheminpairs.

Movearoundtheclassandchecktheirwork.Offerlanguagehelpifneeded.

T:(afewminuteslater)Nowwho'dliketoshareyourideaswithothers?Gentlemenfirst,please?

Sample1:

SI:Ithinkteenagersshouldbeallowedtogooutwiththeirfriends.

S2:1agree.Theyareoldenough.Theycanlookafterthemselveswell.

T:Great.Thankyou.You'vetoldusyoucanlookafteryourselves.Anotherpair,canyoutellus

somethingelse?

Sample2:

S3:Idon'tthinktwelve-year-oldsshouldbeallowedtogettheirearspierced.

S4:1agree.Ifstoosillytowearearringsintheschool.

T:Wonderful.Thanksalot.Notallgirlswearearringsnow,butinsomepartsofthecountry,girls

stilldoso.Andwhocangiveusmoreexamples?

Sample3:

S5:1thinkstudentsshouldbeallowedtodohomeworkwithfriends.

S6:Idisagree.Theytalkinsteadofdoinghomework.

T:Verygood!Thankyouverymuch.Doyourparentsallowyoutostudywithyourfriends?

Encouragethemtotalkmoreaboutthereasonsandtheirownopinions.

StepVListeningPractice

AskthestudentstolookatthepictureonPage19.

T:Wecanseethreepersonsinthepicture.Aretheytalkingtooneanother?

S:No,twogirlsaretalking,andtheboyisworking.,

T:Well,whataretheirconversationsabout?DoesMollyagree,disagreeornotknowwhatKathy

thinks?Lefslistentothetapeforthefirsttime.Pleasecircle“Agrees","Disagrees"or"doesn't

know“toshowwhatMollythinks.

Playtherecordingforthefirsttime.Thenchecktheanswers.

T:You'llhearthesameconversationagain,ThistimepleasenumberKathy'sandMolly'sanswers

inthecorrectorder.

Playtherecordingagain,thenchecktheanswers.

StepVIPairwork

T:Fromthelistening,weknowthatinourdailylifeteenagersshouldandshouldnotbeallowedto

doalotofthings.Indifferentcountriespeoplehavedifferentopinionsonit.Nowpleasemakea

listoffourthingsyoushouldorshouldn'tbeallowedtodo.Discussyourlistwithyourpartner:

Whatshouldorshouldn'tyoubeallowedtodo?

Gelseveralgroupsofstudentstoreadtheirlists.

Sample1:

SI:Doyouthinkteenagersshouldbeallowedtohavemobilephones?

S2:Yes.It'sconvenientforstudentsandtheirparentstocommunicateeachother.

Sample2:

S3:Doyouthinkteenagersshouldbeallowedtohavemobilephones?

S4:No,Idon't.Perhapsstudentspaymoreattentiontoshortmessagesthanstudy.

Sample3:

S5:Doyouthinkteenagersshouldbeallowedtogoonatripbythemselves?

S6:Yes,Ido.Theymayask46TravelAgency"tohelpthem.

StepVIIGrammarFocus

AskthestudentstoreadtheexamplesentencesintheGrammarFocusboxonPage19together.

T:(Afterthat)Inthisclass,wehavelearned"shouldbeallowedtodo"and"shouldnotbeallowed

todo”.(PointingtotheBb)Whocantelluswhentousethem?Whatdotheymean?Fromthe

sentenceswehavepracticed,whatcanyouconclude?

SI:Itsapassivevoice.Inactivevoice,ifwesay,“shouldallowsomeonetodosth”,wecansay,

“someoneshouldbeallowedtodosth."inpassivevoicesentence.

T:Thankyou.Anyoneelsecanadditup?

S2:Ifshouldnftsomeonetodosth.Wecanuse^someoneshouldnibeallowedtodosth

T:Ofcourse.Andifyouthinkso,youcansay.(Getstudentstofillintheblank)

S3:Icansay,“Iagree.”

T:Quiteright.Ifyoudon'tthinkso,youcananswer.(Getthemtofillinitagain)

S4:Icananswer,UIdisagree.”

T:Yeah.Besides,youcanaddyouropinionsafterit.

StepVIIIPractice

T:Herearesomeexercises.Pleaselookatthescreenanddoitquickly.

Showthefollowing.

Ex1Drawlinestomakesentences.

1.Littlechildrenshouldn'tbeallowedtoa.playafterclass.

2.Studentsshouldbeallowedtob.gointotheclassroom.

3.Girlsshouldn'tbeallowed