2. Talk about the family rules.

Teaching courses:

Step 1 Revision and lead-in

T: In the last period, we learned something about teenagers should be allowed to do or shouldn’t be allowed to do. As a member of the society, we should follow some rules. There must be some fules at your houses. Who’d like to tell us the rules at your house?

S:…

T: Thank you. It’s very interesting. Each house has its rules. Next we’ll hear a conversation between Sun Fei and Wu Yu. They are talking about their rules.

Step 2 Reading(3a)

T: From the conversation, we can know that they have some rules at their houses. Now I have some questions for you about their rules.

1. So do we.

3. Learn to talk about the family rules.

Difficulties:

2. Sentences patterns:

(1)-We have a lot of rules at my house.

　　 -So do we.

(2)-What rules do you have at home?

　 　-I’m not allowed to …But I can…

1. Phrases: stay up, be strict with sb.

1.Introduce the nes structure-be allowed to do & be not allowed to do by using can do & can’t do.

T: What can you do at home? What can’t you do at home?

Ask several students to answer.

T: But actually teenagers have to lbey some rules they don’t like. What should you be sllored to do and not to do is a big problem. As a teenager, dou you think you should be allowed to drive a car?

S: I…

T: Can you tell us your opinion?

S:…

T: Great. Boys and girls, here are some examples about what teenagers should be allowed to do or shouldn’t be allowed to do. Let’s look at the pictures in 1a. Read the statements together. Then think them over and circle“A”for “agree”or“D”for “disagree”.

A few minutes later, get several students to tell their decision and the reason.

Step 3 Listening(1b)

T: Now please look at the pictures. From the three pictures, can you guess what the girl wants to do?

S:…

Play the recording.Ask the students to do 1b. Then check the answers.

Step 4 Oral practice(1c)

T: Please look at the statements in 1a and make conversations in pairs.

Sample dialogue:

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

B: I agree. They are old enough. They can look after themselves well.

T: Good. Thank you. I hope all of you can look after yourselves well.

Get another pair to demonstrate their dialogue.

Step 5 Listening practice(2a,2b)

Ask the students to look at the picture in 2a.

T: We can see three persons in the picture. What are they doing?

S:…

T: Well, what are their conversations about? Listen to the tape and finish 2a.

Play the recording for the first time, the check the answers.

T: You’ll hear the same conversation again. Finish 2b.

Play the recording again, and then check the answers.

Step 6 Pairwork(2c)

T: Look at 2c. Make a list of thing teenagers should and shouldn’t be allowed to do. Discuss your list with your partner.

Sample dialogue:

A: Do you think teenagers should be allowed to have mobile phones?

B: Yes. It’s convenient for students and their parents to communicate with each other.

Get several pairs to act out their dialogues.

Step 7 Grammar Focus

Guide the students to read all the sentences together.

Step 8 Homework translate the following sentences into English

不应该允许青少年玩电脑游戏。

应该允许学生与朋友一起学习。

不应该允许中学生做兼职工作。

教学反思：

Period 2 Section A 3a-4

Teaching aims:

2. Sentence patterns:

(1)-I don’t think sixteen-year-olds should be allowed to drive.

　　 -I agree. They aren’t serious enough./I disagree. They…

(2)-Do you think teenagers should…?

　　 -Yes, I do./No,I don’t.

Difficulties:

“Should be allowed to do”

Teaching couses:

Step 1 Lead-in

T: We need to communicate with our friends and parents if we have different opinions with therm. But houw can we communicate with them? Sometimes we have to obey our parents, sometimes we don’t. this class we’ll talk about what teenagers should do in daily life. Most of the middle-school students think they should be allowed to all the things they like, for example: (by powerpiont)

-choose their own clothes

-go out with their friends

-have part-time job

-get their ears pierced

-watch NBA matches

-do volunteer work

-drive a car

-surf the Internet

Ask: What do you usually do after school? Can you sruf the Internet at home after school?

Divide the class in groups of four and talk about what they should be allowed to do at home. Present“can do”&“can’t do”by ppt.

Step 2 Pre-task(1a)

1. Words and phrases: pierce, license, silly, earring, instead of, sixteen-year-olds, part-time job, get sth. done, need to, spend time with

Have students repeat again and again until they can pronounce them fluently and accurately.

Step Ⅱ Part 1

This activity is designed to activate students’ background knowledge before

attempting the reading.

Read the title That’s Cool to the class.

Ask, What do you think the article is about?

Read the instructions to the class. Say, In your opinion, what does the word "cool"

mean? Give examples. But don’t look at the reading. Instead, use your background knowledge. Ask two students to give their examples.

S₁: I think cool means that you can always wear the latest fashions.

S₂: Whenever I take an exam, I will get the first. I think it’s cool

Say, Now ask your classmates what "cool" means to them. As they work, walk around the room checking progress and offering help as needed.

Step Ⅲ Part 2

This activity provides practice in scanning for specific information.

Read the instructions to the class.

Draw students’ attention to the names and the main ideas in the box. Point out the line between Zhang Tong and d. Your personality shows how cool you are.

Say, Zhang Tong thinks your personality shows how cool you are. Now you are to read the article silently. Match the people with their opinions. Remember to skim for the key ideas rather than read slowly.

Get students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English. Check the answers.

Step Ⅳ Part 3

This activity encourages students to use the strategy of reading in context.

Ask students to read the article once.

Say, Pay attention to the bold words and expressions. And note any other words or sentences you don’t understand. Read in context, guessing their meanings from the

other words around them.

A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers.

Let students look at words and expressions and their meanings in the box. Point out the sample answers. Then ask students to match the correct meanings with the correct words and expressions.

Allow them one or two minutes to do this.

Get student to make sentences with the words and expressions. Remind them to look at the article again for extra help.

Answers to this activity will vary. Ask a student to write his/her answers on the blackboard. Help correct any mistakes.

　Step Ⅴ Part 4

This activity helps students read for specific information.

Say, You will read the article again and complete the sentences. Elicit the first answer from the class (For Jia Ping, being cool is a popular and successful lifestyle).

Get students to do the activity individually.

Check the answers. Answers will vary slightly.

　Step Ⅵ Part 5

This activity helps students think critically about what they have read, Read the instructions to the class. Draw students’ attention to the chart in the reading.

Demonstrate how to do the activity with the class.

T: I think going abroad is cool. For example America. What is a cool place for you, Wei Ming?

W: The Antarctica.

T: What about you, Liu Chang?

L: I like climbing most. I think Qomolangma Mountain is a cool place.

Draw a simple chart on the blackboard.

Get students to do the activity in groups of three.

Answers will vary. Vote on the coolest place and other things.

Culture note

Smoking was once a way some young men showed they were cool. However, as we learn about the dangers of smoking such as cancer, we see that it and other self-destructive behaviors such as drinking is not good way to be cool.

Step Ⅶ　Summary

Say, This class provides us a lot of reading as well as writing practice. It trains students’ ability of scanning for specific information.

Step Ⅷ Homework

Quite a few advertisements use tricks to make things look cook Ask students to collect advertisements of cool things and see what they have in common.

Step Ⅸ Blackboard Design

Reading, That’s Cool!

A projector