【正文】 nts read the headlines at the top and at the sides. Demonstrate how to fill in the chart with a student. T: Do you have to go home after school, Wei Ming? W: Yes,I do. T: Are you allowed to stay up until 11 : 00 .? W: No, I’m not. T: ? Tell students where to write Wei Ming in the chart. Say, You are to ask different students in the class and find three people who have to follow each of the rules in the chart. Ask students to plete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing. Ask several students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 . and so forth. Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class. Optional activity Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to plete the activity by going around the class and filling in the chart. Step Ⅴ Summary and Homework Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do. Finish off the exercises on pages 8 ～ 9 of the workbook. Step Ⅵ Blackboard Design Unit 3 Teenagers should be allowed to choose their own clothes. Section A The Third Period Target language: A: What rules do you have at home? B: Well, I’m not allowed to go out on school nights. How about you? A: I’m not allowed to go out on school nights either. But I can study at a friend’s house. The Fourth Period Ⅰ . Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary be strict with, take a test, pass a test, fail a test (2)Target Language I think Peter should be allowed to take the test later. I don’t agree. I think the school has to have rules. 2. Ability Objects (1) Train students’ listening skill. (2) Train students’ ability to talk about agreement and disagreement. 3. Moral Object It’s good manners to be on time. Ⅱ . Teaching Key Points 1. Review some key vocabulary words and target language. 2. Talk about agreement and disagreement. Ⅲ . Teaching Difficult Point Talk about agreement and disagreement. Ⅳ . Teaching Methods 1. Review 2. Listening 3. Groupwork Ⅴ . Teaching Aid A tape recorder Ⅵ . Teaching Procedures Step Ⅰ Revision (1)Check the homework. (2) Competition: Write are allowed to and aren’t allowed to on the blackboard, Divide the class into groups. Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category. Step Ⅱ 1a This activity reviews the use of always, sometimes, usually and never. Point to the picture. Ask students to describe what is happening in the picture. Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class. Read the instructions and remind students of the exact meanings of the adverbs of frequency] Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do. Get students to finish the task on their own. Answers to this activity will vary. Step Ⅲ lb This activity provides oral practice using the target language Point out the sample conversation. Ask a pair of students to say it to the class. SA: Do you ever get to class late? SB: Yes, I sometimes get to class late. Say, Talk with your partner about your answers in Activity 1a. As the pairs work together, walk around the room offering help if necessary. Ask several pairs to share their conversations with the class. Step Ⅳ 2a This activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a. Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen. Play the recording a second time. This time students listen and circle the things that they hear. Check the answers. Answers Circled items: 1,4 Step Ⅴ 2b This activity provides listening practice using the target language. Point to both the numbered and lettered lists o f item in the box. Point out the sample answer. Read the sentence Peter is going to fail a math test to the class. Say, I’ll play the same recording again. You are to match the sentence parts as you hear on the tape. Play the recording for students to do the activity. Check the answers. Step Ⅵ 2c This activity provides oral practice using the target language. Call students’ attention to the statements in the box. Say them to the class. Ask three students to read the sample conversation to the class, pleting the sentences. SA:I think Peter should be allowed to take the test later. SB:I don’t agree. SC:I think the school has to have rules. Write the conversation on the blackboard. Divide the class into groups of four. Say, Now discuss the statements with your group. As the groups work together, walk around the room offering help as needed. Ask some groups to say a few lines of their conversations to the class. Notes Parents should not be too strict with teenagers. Note the word be strict with. Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work. Step Ⅶ Summary and Homework Say, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequen