【正文】 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, pleting 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 sixteenyearold 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 e 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 Inter play soccer ball ? ? She is allowed to surf the Inter. 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] Sixteenyearolds should not be allowed to drive. I agree. They aren’t serious enough at that age. Do you think sixteenyearolds should be allowed to work at night? No, I don’t. 2. Ability Objects (1)Train students’ listening skill. (2)Train students’ municative petence. 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 parttime. 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 prehend 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, Disa