八年级英语下册 Unit 4 Teenagers should be allowed to choose their own clothes教案5 鲁教版.doc

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Unit 4Teenagers should be allowed to choose their own clothes
Ⅰ. 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.
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.
Ⅱ. Language Functions
1. Talk about what you are allowed to do.
2. Agree and disagree.
Ⅲ. 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.
Ⅳ. Structure
Should + be allowed to
Ⅴ. 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.
Ⅵ Recycling
wild, serious, calm, young, old, weekend, choose, clothes, take a test, fail a test, pass a test.
Ⅶ. Learning Strategies
1. Reflecting 2. Transforming information
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ.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.
Ⅱ. Teaching Key Points
1. Target language 2. The structure：should be allowed to
Ⅲ. Teaching Difficult Point
The structure: should be allowed to
Ⅳ. Teaching Methods
1. Scene teaching method 2. Teaching by induction 3. Pairwork
Ⅴ. Teaching Aids
1. A tape recorder 2. A projector
Ⅵ. Teaching Procedures
Step Ⅰ 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
Ask students to make sentences with the phrases above using the structure used to. Both statements and questions are acceptable.
Step Ⅱ 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.
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.
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.
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 Ⅲ 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
Step Ⅳ 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.
SA :I think teenagers should be allowed to go out with their friends.
SB :I agree. They need to relax.
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.
SC:I disagree. They are not old enough.
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 Ⅴ 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 Ⅵ 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
… …
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.

The Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
earring, instead of
(2) Target Language
I think students should be allowed to do homework with friends.
I disagree. They talk instead of doing homework.
Sixteen-year-olds should not be allowed to drive.
I agree. They aren’t serious enough at that age.
Do you think sixteen-year-olds should be allowed to work at night?
No, I don’t.
2. Ability Objects
(1)Train students’ listening skill.
(2)Train students’ communicative competence.
3. Moral Object
You should have the courage of your opinions.
Ⅱ. Teaching Key Point
Target language
Ⅲ. Teaching Difficult Point
Agreement and disagreement
Ⅳ. Teaching Methods
1. A game
2. Listening to cassettes
3. Pairwork
4. Teaching by induction
Ⅴ. Teaching Aids
1. A tape recorder
2. Pieces of paper with sentence starters on them
3. A paper bag
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Play a game to review the structure be used to do.
Write sentence starters on separate pieces of paper as follows:
I’m allowed to……；My brother isn’t allowed to…；Students should not allowed to…；Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Set a time limit of five minutes. Each team writes as many sentences and reasons as they can. When time is up, collect their answers. Each team gets one point for each correct sentence and one point for each correct reason. The team which gets the most points wins the game.
Step Ⅱ 2a
This activity provides practice understanding the target language in spoken conversation.
Point to the picture and ask students what is happening. Elicit answers from students.
T: What’s the boy doing?
Ss: He is working part-time.
T: What are the girls doing?
Ss: They are talking.
Point to the statements in the chart.
Have students look them through. Answer any questions students raise to make sure they comprehend each sentence.
Point to the lists of responses. Say, You are to hear Kathy and Molly having a conversation. Kathy will make some statements. Listen and check what Kathy thinks and circle Agrees, Disagrees or Doesn’t know to show what Molly thinks. Point out the sample answers,
Play the recording for the first time.
Students only listen.
Play the recording again. This time students listen and check what Kathy thinks and circle if Molly Agrees, Disagrees 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,
completing the sentences.
SA: Do you think teenagers should be allowed to work part-time?
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 complex 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. Sixteen-year-olds should not be allowed to drive.
I agree. They aren’t serious enough at that age.
3. Do you think sixteen-year-olds 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 stu