鲁教版英语八下unit4teenagersshouldbeallowedtochoosetheirownclothes5

鲁教版英语八下unit4teenagersshouldbeallowedtochoosetheirownclothes5内容摘要：

grees or Doesn’t know. Check the answers. Answers Kathy The following sentences should be checked: 1,2,3,4,5 Molly 1. Disagrees 2. Agrees 3. Doesn’t know 4. Disagrees 5. Doesn’t know Step Ⅲ 2b This activity provides practice in understanding the target language in spoken conversation. Point to the list of reasons in the box. Invite a student to read them to the class. Say, You are to hear the same conversation again. This time number their reasons in the correct order as you hear on the recording. Point out the sample answers. Play the recording again. Students listen and number the reasons. Check the answers. Answers The correct order should be： 4,1,5,2,3 Step Ⅳ 2c This activity provides oral practice using the target language. Read the instructions to the class. Ask students for suggestions that teenagers should and should not be allowed to do. Remind them to look back at Activities 1a and 2a. For example, students might say, Teenagers should be allowed to make their own decisions. Teenagers above seventeen should be allowed to join the army. Teenagers shouldn’t be allowed to stay up„ point to the sample conversation. Invite a pair of students to say it to the class, pleting the sentences. SA: Do you think teenagers should be allowed to work parttime? SB: Yes, I think they should learn to be independence. Ask another pair to demonstrate a new conversation. SA: Do you think teenagers should be allowed to drive? SB: No, I don’t think they are old enough to drive. Have students work in pairs. Move around the room listening in on various pairs and offering any help they may need. Check the answers by asking different pairs to say their conversations to the class. Note: Answers will vary. Step Ⅴ Grammar Focus Ask different pairs of students to say the statements and questions. Write them on the blackboard. Check how well students understand each sentence by asking a student to repeat it in his/her own words. Point out I disagree, I agree and Do you think „ ? If necessary, give students more practice. Grammar note Don’t explain the structure “ be allowed to” to students. It’s too plex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level. Step Ⅵ Summary and Homework Say, In this class, we’ve done a lot of listening and speaking practice using the target language. And we’ve also talk about agreement and disagreement. Review the grammar box to get a further understanding of the target language. Step Ⅶ Blackboard Design Unit 2 Teenagers should be allowed to choose their own clothes. Section A The Second Period Target language: 1. I think students should be allowed to do homework with friends. I disagree. They talk instead of doing homework. 2. Sixteenyearolds should not be allowed to drive. I agree. They aren’t serious enough at that age. 3. Do you think sixteenyearolds should be allowed to work at night? No, I don’t. The Third Period Ⅰ . Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary stay up (2) Target Language What rules do you have at home? Well, I’m not allowed to go out on school nights. How about you? I’m not allowed to go out on school nights either. But 1 can study at a friend’s house. 2. Ability Object Train students’ integrating skills. 3. Moral Object Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice. Ⅱ .Teaching Key Points 1. Talk about what oneself is or isn’t allowed to do using the target language. 2. Ask for what someone is or isn’t allowed to do using the target language. Ⅲ . Teaching Difficult Point Train students’ integrating skills by taskbased activities. Ⅳ . Teaching Methods 1. Teaching by taskbased activities 2. Pairwork 3. Groupwork Ⅴ . Teaching Aid The blackboard Ⅵ . Teaching Procedures Step Ⅰ Revision Play a game to review the structure be or be not allowed to. Divide the class into groups. Each group is asked to make a list of school rules. The group which writes down the most rules within five minutes wins the game. Step Ⅱ 3a This activity provides reading and writing practice using the target language. Point to the picture and ask students to describe it. Invite a pair of students to read the conversation to the class. Call students’ attention to the chart. Say, You are to read the conversation again and write Sun Fei’s and Wu Yu’s rules in the chart. Ask a student to read the sample answers to the class. Get students to plete the chart individually. Remind them to use Don’t and You can. As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed. Check the answers. Step Ⅲ 3b This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, pleting the last sentence. SA: What rules do you have at home? SB: Well, I’m not allowed to go out on school nights. How about you? SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house. Write the conversation on the blackboard. Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs. Get students to plete the work in pairs. Move around the room checking progress and offering any help students need. Ask several pairs to share their conversations with the class. Step Ⅳ Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Call students’ attention to the chart. Set a time limit of one minute. Stude。