Unit 7 Teenagers should be allowed to choose their own clothes. Section A (1a-2c) 教案

Teaching Plan for Listening and Speaking Lesson (1a-2c, Section A)
Unit 7 Teenagers should be allowed to choose their own clothes, J3, PEP.
Learning objectives:
Words and expressions
Understand and use the new words to talk about what teenagers should/should not be allowed to do things: license, safety, smoke, part-time, piece, earring, flash.
Sentence patterns and the communicative functions
Understand the sentence patterns: should (not) be allowed to... and use them to talk about what teenagers should (not) be allowed to do sth. from parent’s or adult’s perspective.
Use “I don’t think...should.../I think...should.../I agree. /That’s true (right)./I disagree (with you)” to express personal opinions, agreement and disagreement.
Language skills and strategies
Predict about what Kathy and Molly may say about Larry who can’t join them.
Listen for the gist of the conversation (What about Larry do Kathy and Molly talk about) through ticking off the predictions.
Listen for the detailed information (Kathy’s and Molly’s opinions about Larry and the reasons) through filling the key words in the chart.
Air personal opinions about the things concerning teenagers and express agreement or disagreement appropriately.
Cultural understanding and learning strategies
Be aware that it’s reasonable that parents and children see things differently.
Learn to reflect on one’s own opinions on things.
Teaching procedure:
Stage 1: Talking about the things that parents may allow or may not allow children to do in life.
Step 1: T Introduces the new topic of the lesson with questions: “what do/do not your parents allow you to do in life?” (T summarizes and writes down what Ss contribute on Bb)
Step 2: T guides Ss to think and talk about whether they should/should not be allowed to do the things that their parents allow/do not allow them to do in life with questions “Do you think you should be allowed to do.../should not be allowed to do...?”.
Step 3: A survey: “What should teenagers be allowed to...?/what should not teenagers be allowed to...?” Ss tick off or cross the items according to their own opinions. T explains some of the new words if necessary.
(1) smoke
(2) drive if they have a driver’s license
(3) have part-time jobs
(4) get their ears pierced and wear earrings
(5) choose their own clothes
Step 4: T collects Ss’ opinions by asking them “Do you think teenagers/sixteen-year-olds should be allowed to...?” and guides Ss to say by following the sample below:
A: Do you think teenagers should be allowed to...?
B: I think.../I agree. ...
/I don’t think.../ No, I don’t agree with that,.../ I disagree. ...
Stage 2: The conversation between and Anna and her mother
Step 1: T introduces the context information of 1b conversation (Anna asks her mother’s permission for going shopping with her friends) and gets Ss to guess what Anna wants to do according to the pictures in 1a.
Step 2: Ss listen and confirm their prediction by circling T or F in 1b and correct the wrong information (Anna’s friend Gabby wants to get her ears pierced).
Step 3: Ss listen again and match Anna’s requests ((1) Can I go to the shopping center with John? (2) I want to watch Gabby’s getting her ears pierced at the shopping center. (3) I want to buy a new skirt.) and her mother’s responses (A. No way! I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough. B. Sixteen-year-olds shouldn’t be allowed to get their ears pierced. They’re too young. C. Maybe I should go with you. I just want to make sure you get something nice).
Step 4: Ss practice Anna’s requests and her mother’s responses in roles.

Stage 3: How friends see the things
Step 1: T introduces the context information of the talk between Kathy and Molly (two girls are talking about their friend Larry).
Step 2: Ss make prediction about what Kathy and Molly may say about Larry who can’t join them.
Step 3: Ss listen and tick off and sequence the choices according to the conversation (3, 5, 2):
(1) smoking
(2) having few friends
(3) working late
(4) driving cars
(5) wearing silly earrings
Step 4: T explains 2a and gets Ss familiar with Kathy’s opinions.
Step 5: Ss listen to the conversation and circle A for Agree, D for Disagree or DK for Doesn’t Know according to Molly’s opinion (2a).
Step 6: Ss listen again and number Kathy’s and Molly’s reasons in the correct order (2b).
Step 4: Ss listen and fill in the following table through listening to the conversation part by part. T may replay the part according to Ss’ need.
Topics
Kathy
Molly
working late
Opinion:
I ( ) sixteen-year-olds should be allowed to ( ).
Larry shouldn’t work ( ).
Reason: Young people ( ).
Opinion:
I ( ) with you.
Reason: Teenage boys never ( ). But he needs time to ( ).
having long hair and wearing silly earring
Opinion: Larry should really ( ).
I think he should stop wearing ( ).
Reason: It doesn’t ( ).
Opinion: I ( )
Reason: I kind of like it. It ( )!
having few friends
Opinion: Larry doesn’t seem to ( ).
Reason: He needs to ( ) with friends.
Opinion: I think he shouldn’t work on ( ).
Step 5: Ss listen to the recording one last time and check the information filled in the chart and summarize the features of the sentences used to express personal opinions, agreement or disagreement (“I don’t think...should.../I think...should.../I agree. /That’s true (right)./ I disagree (with you)”).
Step 6: Ss say after the tape recording and imitate the pronunciation and intonation.

Stage 4: Your opinions
Step 1: Ss fill in the table with personal opinions on the following things teenage may do and reasons.
Topics
I
My partner
smoking
Opinion:
I (don’t) think sixteen-year-olds should be allowed to...
Reason: ...
Opinion:

Reason:
having long hair and wearing earrings
Opinion:
Reason:
Opinion:
Reason:
driving cars
Opinion:
Reason:
Opinion:
Reasons:
Step 2: Ss discuss with partner in pairs by following the sample dialogue in 2c.
Step 3: Ss report the results and others assess according to the criteria: state personal and partner’s opinions and reasons clearly; say correctly.

Stage 5: Summary and language practice
Step 1: T guides Ss to summarize the new words learned and the functions and features of the key sentences practiced in the lesson: Do you think teenagers should be allowed to...? I think.../I don’t think... I agree. ... / No, I don’t agree with that,...//That’s true (right)./ I disagree (with you).
Step 2: Ss make reinforced practice if necessary.
Step 3: Write a short passage about the report as homework.