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9AU3Teenagersshouldbeallowedtochoosetheirownclothes.

By Sylvia Simmons,2014-05-23 09:30
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9AU3Teenagersshouldbeallowedtochoosetheirownclothes.

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    Unit 3 Teenagers should be allowed to choose

    their own clothes

    ?. Analysis of the Teaching Material

    1. Status and Function

    The topic of this unit is rules. In this unit, students learn to talk about what they are allowed to do and learn to agree and disagree. Such topic gives students a chance to express their own opinions. So it’s helpful to raise learning interest of students and improve their listening, speaking, reading and writing skills. (1) The first period provides students with listening and oral practice using the key vocabulary and the target language. Through the activities, students have a brief understanding of the usage of the structure should be allowed to do and how to express agreement and disagreement.

    (2)All the activities in the second period are designed to give students more listening and oral practice using the target language.

    (3) In the third period, students practice listening, speaking, reading and writing the target language by talking about rules at home. Students have different opinions on what they are or aren’t allowed to do at home. So it’s very helpful to practice expressing agreement and disagreement.

    (4) In the fourth period, students review the usage of adverbs of frequency first. Then they practice talking about some school rules using the target language. (5) In the fifth period, students are asked to read an article and then answer questions. This activity is helpful to improve students’ reading and writing skills using the target language.

    (6)The Self check in the sixth period is designed to give students more reinforced practice, especially writing practice. The activity, writing a letter to the editor agreeing or disagreeing, makes students better understand how to use the target language presented in this unit to their daily life.

    2. Teaching Aims and Demands

    (1) Knowledge Objects

    In this unit, students learn to talk about what they are allowed to do and learn to agree and disagree.

    To make students learn and grasp the structure should be allowed to do. (2) Ability Objects

    To train students’ listening, speaking, reading and writing skills.

    To train students’ communicative competence.

    (3) Moral Objects

    Students may think they should be allowed more freedom at home. In fact, they are Weak in telling the right from wrong. So accept parents’ advice.

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    Students should have the courage of their opinions. 3. Teaching Key Points

    To learn the key vocabulary and the target language. To learn the usage of the structure should be allowed to do. To learn to agree and disagree.

    4. Teaching Difficult Points

    To learn to talk about what you are allowed to do using the structure should be

    allowed to do and learn to agree and disagree. To train students’ listening, speaking, reading and writing skills.

    5. Studying Way

    Teach students how to express agreement and disagreement in daily life.

    ?. Language Functions

     1. Talk about what you are allowed to do.

     2. Agree and disagree.

    ?. Target Languages

     1. I think sixteen-year-olds should be allowed to drive.

     I disagree. I think sixteen is too young.

     2. Do you think thirteen-year-olds should be allowed to have part-time jobs?

     No, I don’t.

    ?. Structure

     Should + be allowed to

    ?. Vocabulary

     1. allow, pierce, silly, stay up, drive. driver’s license

     2. Do you think…?

     3. I agree.

     4. I disagree.

     5. I don’t agree.

    ? Recycling

     wild, serious, calm, young, old, weekend, choose, clothes, take a test, fail a

    test, pass a test.

    ?. Learning Strategies

     1. Reflecting

     2. Transforming information

    ?. Teaching Time

     Seven periods

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    The First Period

    ?.Teaching Aims and Demands

     1. Knowledge Objects

     (1) Key Vocabulary

     allow, drive, pierce, driver, license, silly

     (2) Target Language

     I think teenagers should be allowed to go out with their friends.

     I agree. They…

     (3)Structure

     should be allowed to

    2. Ability Objects

     (1)Train students’ listening skill.

     (2)Train students’ communicative competence.

    3. Moral Object

     Students should do what they are allowed to do and avoid doing what they

    aren’t allowed to do.

    ?. Teaching Key Points

    1. Target language

    2. The structureshould be allowed to ?. Teaching Difficult Point The structure: should be allowed to ?. Teaching Methods

    1. Scene teaching method 2. Teaching by induction 3. Pairwork

    ?. Teaching Aids

    1. A tape recorder

    2. A projector

    ?. Teaching Procedures

    Step ? Revision

    Show the following on the screen by a projector.

    go out at night

    collect stamps

    be alone at home

    ask the teacher questions

    drink milk

    read English magazines

    eat eggs

    write letters

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    Ask students to make sentences with the phrases above using the structure used to. Both statements and questions are acceptable.

Step ? 1a

    This activity focuses on vocabulary words and the structure "should be allowed to."

    Show the new words on page 18 on the screen by a projector.

    allow v.允许;准许

    drive v.驾驶;驾车

    pierce v刺穿;刺破

    license(~licence) n,执照;许可证

    silly adj,愚蠢的;傻的

    Say the words and have students repeat over and over again until they are pronounced fluently and accurately.

    Write the words "can do" and "can’t do" side by side on the blackboard. Then

    ask students questions about things that their parents say they can and can’t do.

    T: Wei Ming, do your parents let you play soccer ball after school? W: No. They say I must put my heart into studies.

    T: I see. (Write play soccer ball under can’t do on the blackboard.)Liu Chang, do your parents let you surf the Internet?

    L: Yes. It is helpful to my study.

    T: I see. (Write surf the Internet under can do on the blackboard. )

    Ask some more questions and add more examples to both columns. Ensure that the blackboard ends up like this.

    can do can’t do

    surf the Internet play soccer ball

     … …

    Now write on the blackboard the headlines "is allowed to" and "isn’t allowed to" instead of "can do" and "can’t do".

    The blackboard looks like this:

    is allowed to isn’t allowed to

    surf the Internet play soccer ball

     … …

    Say, Liu Chang can surf the Internet at home. She is allowed to surf the Internet.

    (Write the sentence on the blackboard) Wei Ming can’t play soccer ball after school. He isn’t allowed to play soccer ball. (Write the sentence on the blackboard) Ask students to repeat each sentence.

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    Repeat this practice with all the items on the lists.

    Read the instructions to the class. Say,

    All the sentences in the box are things that students are or aren’t allowed to do.

    Set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to the class instead. Ask students to tell you what’s their attitude to each sentence. For example, for the first sentence, a student might say, I think it’s OK for us to go out every night. We need to relax our minds after a hard day at school. Another student might say, I think it is unnecessary for us to go out every night. We shouldn’t relax in our efforts. It’s a waste of time.

    Say, Please circle A for agree or D for disagree for each sentence on your own. When all the students are finished, ask students to raise their hands to show which things are or aren’t allowed to do.

    Discuss the results with the class.

    Answers to this activity will vary.

Step ? 1b

    This activity gives students practice in understanding the target language in spoken conversation.

    Read the instructions to the class. Say,

    You will hear a conversation between

    Anna and her mother. They don’t agree with everything. Get students to read the three sentences in the box silently.

    Play the reading for the first time.

    Students only listen.

    Play the recording a second time. This time students listen and circle T or F. Check the answers.

    Answers

    1. T 2, F 3. T

    Tapescript

    Woman: So, what are you doing this afternoon, Anna?

    Girl: I’m going to the mall with John. He just got his driver’s license.

    Woman: I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should

    be allowed to drive.

    They aren’t serious enough at that age.

    Girl: But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.

    Woman: I don’t think sixteen-year-olds should be allowed to get their ears

    pierced. They might be sorry later.

    Girl: I agree, but it’s fun to watch. Is it OK if we take the bus?

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    Woman: Well, I guess so.

    Girl :Great! I want to buy a new blouse at the mall, too.

    Woman: What kind are you going to buy?

    Maybe I should go with you.

    Girl: Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.

    Woman: Well, I just want to be sure you get something nice.

    Step ? 1c

    This activity provides oral practice using the target language. Read the instructions to the class.

    Call students’ attention to the phrases in the left box. Invite a student to read them to the class.

    Invite another student to read the statements in Activity 1a. Focus attention on the conversation in the right box. Ask a pair to read it to the class, completing the last sentence.

    S :I think teenagers should be allowed to go out with their friends. A

    S :I agree. They need to relax. B

    Write it on the blackboard. Then demonstrate a new conversation with another student.

    T: I think sixteen-year-old students should be allowed to drive. S:I disagree. They are not old enough. C

    Say, Now work with a partner. Make conversations using the phrases in the box and the statements in Activity 1a.

    As students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed.

    After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations. Step ? Summary and Homework

    In this class, we’ve learned a most useful structure be allowed to do and we’ve done much listening and oral practice using the target language. Ask students to think of as many things as they can that haven’t been introduced in class. Write

    them down using be(not) allowed to do.

    Step ? Blackboard Design

    Unit 2 Teenagers should be allowed to

    choose their own clothes.

    Section A

    The First Period

    1. The structure: be allowed to

     is allowed to isn’t allowed to

     surf the Internet play soccer ball

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     … …

     She is allowed to surf the Internet. He isn’t allowed to play soccer ball.

    2. Target language

     A: I think teenagers should be allowed to go out with their friends.

     B: I agree. They need to relax.

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