Unit
3
Teenage
problems
Integrated
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
Extract
information
from
the
listening
material
and
take
notes;
2.
Talk
about
their
own
problems
and
try
to
deal
with
the
problems;
3.
Develop
the
abilities
of
listening,
speaking,
reading
and
writing.
II.
Teaching
contents
New
words
and
phrases:
chemistry,
progress,
worried,
aloud,
pronounce,
correctly,
pronunciation,
laugh
at,
pay
no
attention
to,
go
over
2.
New
structures:
Perhaps
you
should
go
over
what
you’ve
learnt
as
often
as
possible.
Try
to
pronounce
all
the
words
correctly.
Don’t
mention
it.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Talk
about
the
students’
own
problems
and
try
to
deal
with
the
problems.
IV.
Teaching
procedures
Step
1
Have
a
free
talk
T:
Do
you
have
any
problems
in
your
life
What
are
your
problems
How
do
you
usually
deal
with
them
S:
I
often
…
T:
In
fact,
if
we
can’t
solve
our
problems,
we
may
ask
Mr.
Friend,
a
youth
worker,
for
suggestions.
Now
the
Youth
Worker
Club
needs
volunteers.
If
you
succeed
in
doing
all
the
tasks
in
this
class,
you
can
join
the
Youth
Worker
Club.
【设计意图：由谈论生活中的问题及处理方法导入新课，用任务型教学模式激发学生的学习兴趣与动力。】
Step
2
Task
1
Learn
about
problems
1.
Talk
about
Guan
Gu’s
problems
T:
You
may
have
seen
the
popular
series
iPartment
4.
Do
you
remember
this
young
man
S:
…
T:
Yes.
He
is
called
Guan
Gu.
Do
you
know
anything
interesting
about
him
S:
…
T:
Guan
Gu
can
speak
Chinese,
but
he
can’t
pronounce
all
the
words
correctly.
He
is
sometimes
laughed
at
by
others.
He
wants
to
improve
his
pronunciation,
but
he
makes
little
progress.
T:
Now,
please
answer
the
question:
What’s
Guan
Gu’s
problem
S:
…
【设计意图：由谈论学生熟悉的电视剧《爱情公寓》入手，处理生词pronounce、pronunciation和progress。】
2.
Learn
about
Nora’s
problems
T:
Guan
Gu
has
some
problems,
so
does
Nora.
Please
read
and
guess:
What
problems
may
Nora
have
S:
…
T:
In
your
opinion,
Nora
may
have
these
problems.
Next,
please
listen
to
Nora’s
information
and
put
a
tick
in
the
correct
boxes
below.
But
before
listening,
you
should
underline
the
key
words.
For
example,
…
…
T:
While
listening,
pay
attention
to
the
key
words.
…
T:
What
is
true
about
Nora
S:
…
T:
According
to
Nora’s
information,
what
problems
do
you
think
Nora
may
have
S:
She
isn’t
good
at
sports.
She
doesn’t
have
many
close
friends.
T:
Maybe
she
has
such
problems.
Please
listen
to
the
conversation
between
Mr.
Friend
and
Nora.
And
help
Mr.
Friend
complete
his
notes.
Here
are
some
tips
for
you.
First,
get
familiar
with
the
material,
and
write
down
the
answers
you
have
known
before
listening.
…
T:
What
answers
have
you
got
S:
We
have
answers
to
No
1,
No
4
and
No
6.
They
are
sport,
friends
and
no.
T:
Good.
Next,
we’ll
listen
and
write
down
the
other
answers.
While
listening,
write
the
first
letter
of
each
word
in
order
to
save
time.
T:
Please
check
answers.
T:
Now
we’ve
got
more
information
about
Nora.
Can
you
help
Mr.
Friend
complete
the
report
You
can
use
the
information
on
page
43
to
help
you.
…
T:
Wonderful.
You
have
successfully
done
Task
1.
Let’s
come
to
Task
Two.
【设计意图：听力教学应注重听力策略的培养。听前的适当预测是促进听力能力的有效途径。首先通过阅读Nora的相关信息，猜测Nora可能存在的问题，进行适当预测，并进行听力技巧的指导。这样处理可减轻学生听力的心理负担，有效提高听力效果。】
Step
3
Task
2
Talk
about
problems
1.
Talk
about
Nora’s
problems
T:
You
have
learned
about
Nora’s
problems.
Can
you
work
in
pairs
to
talk
about
her
problems
(Ss
do
pair
work.)
2.
Talk
about
Daniel’s
problems
T:
Everybody
has
problems
that
worry
them.
Daniel
is
very
worried
these
days
because
his
English
isn’t
very
good.
He’s
asking
Millie
for
advice
now.
Please
listen
and
fill
in
the
form.
Daniel’s
problem
Millie’s
advice
T:
What
is
Daniel’s
problem
S:
He’s
made
little
progress
in
his
English.
T:
What
is
Millie’s
advice
S:
He
should
go
over
what
he
has
learnt
as
often
as
possible.
He
should
read
English
aloud
every
morning.
He
should
try
to
pronounce
all
the
words
correctly.
T:
Please
read
in
pairs.
Pay
attention
to
your
pronunciation.
…
T:
Now
would
you
please
help
Millie
give
a
report
on
Daniel’s
problems
…
T:
How
does
Daniel
feel
now
S:
He
feels
much
happier
than
before.
T:
So
now
you
know
how
to
talk
about
problems.
You
have
successfully
done
Task
Two.
You
can
enter
Task
Three.
【设计意图：围绕Nora的问题进行小组活动，自然过渡到Speak
up部分Daniel的问题。以表格的形式设计听后问题，清晰明了。回答问题后，设计分角色朗读，让学生熟悉对话，为report这一环节做好铺垫。】
Step
4
Task
3
Try
to
deal
with
problems
1.
Make
a
survey
about
the
students’
own
problems.
T:
Everybody
has
problems.
Discuss
in
groups
and
tell
what
problems
you
have.
(Ss
do
group
work.)
T:
Here
are
some
of
your
problems.
Like
Not
having
enough
sleep,
Getting
too
many
tests
and
exams,
Getting
low
marks
in
exams,
Having
no
close
friends,
Being
laughed
at
by
the
classmates
and
so
on.
2.
Deal
with
the
problems
T:
Since
you
have
some
problems,
why
not
work
in
pairs
to
deal
with
your
problem
(Ss
do
pair
work.)
3.
Poem
appreciation
T:
Problems
are
always
around
us.
We
can’t
avoid
them.
What
should
we
do
We’d
better
face
the
problems,
and
enjoy
teenage
life.
4.
Present
the
certificate
T:
So
all
of
you
have
done
a
good
job.
You
have
succeeded
in
doing
the
tasks.
You
can
join
the
Youth
Worker
Club!
Please
come
and
get
your
certificates.
【设计意图：学习解决自己的现实问题，学以致用，并提升主题。】
V.
Homework
1.
Oral
work:
Talk
about
your
problems.
2.
Written
work:
Write
a
report
on
your
problems
and
find
ways
to
solve
them.
PAGE
3Unit
3
Teenage
problems
Reading
(II)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
have
a
further
understanding
of
Millie’s
and
Simon’s
problems;
2.
know
the
usage
of
new
words,
phrases
and
sentences.
II.
Teaching
contents
1.
New
words
and
phrases:
deal,
choice,
but,
awake,
hardly,
imagine,
doubt,
worth,
suggestion,
cause,
strict,
schoolwork,
valuable,
friendship,
list,
deal
with,
stay
up
late,
stay
awake,
have
spare
time
for
my
hobbies,
be
worth
doing
sth.,
offer
me
some
suggestions,
become
the
cause
of
my
problem,
worry
about
the
time,
get
into
trouble,
play
outside,
be
strict
with
sb.,
develop
our
hobbies,
stay
out,
valuable
advice,
make
a
list
of,
work
out
2.
New
structures:
I
do
not
know
how
I
should
deal
with
it.
I
have
no
choice
but
to
do
it.
I
often
doubt
whether
it
is
worth
spending
so
much
time
on
homework.
I
do
not
understand
why
they
are
so
strict
with
me.
Then
work
out
how
much
time
you
need
to
finish
it
all.
What
about
choosing
your
hobby
according
to
the
time
you
have
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Learn
language
points;
2.
Learn
to
solve
problems.
IV.
Teaching
procedures
Step
1
Lead-in
Free
talk
T:
Do
you
have
too
much
homework
every
day
Do
you
have
time
for
hobbies
What
other
teenage
problems
do
you
have
【设计意图：由Free
talk导入，让学生回顾课文内容，引入本课语言点的学习。】
Step
2
Presentation
1.
Millie’s
problems
(1)
Retell
Millie’s
problems
according
to
the
table.
have
a
lot
of
homework
stay
up
late
can’t
stay
awake
the
next
day
hardly
have
any
spare
time
for
…
(2)
Language
points
①
I
have
no
choice
but
to
do
it.
have
no
choice
but
to
do
sth.
别无选择只能……
e.g.
May别无选择只能向别人求助。
May
had
no
choice
but
to
ask
others
for
help.
②
Then
I
sometimes
find
it
hard
to
stay
awake
the
next
day.
find
it
…
to
do
sth.
发现做某事……
it为形式宾语，真正的宾语是to
do
sth.。
相当于find
+
it
is
…
to
do
sth.。
③
I
hardly
have
any
spare
time
for
my
hobbies
like
volleyball
and
music.
hardly
adv.
几乎不（否定词）它常和can、could等连用，在句中位于动词be、情态动词或助动词之后、行为动词之前。
辨析：hard作“困难的”讲时，是形容词；作“努力地；猛烈地”讲时，是副词。
hardly是副词，意为“几乎不”，含有否定意义，它并不是hard的副词形式。
④
I
often
doubt
whether
it
is
worth
spending
so
much
time
on
homework.
·doubt
vt.
怀疑
(
be
not
sure)
在肯定句中一般接if/whether引导的宾语从句，在否定句中接that引导的宾语从句。
e.g.
We
doubt
if/whether
he
told
us
the
truth.
我们怀疑他是否告诉了我们事情的真相。
We
don’t
doubt
that
he
is
honest.
我们不怀疑他的诚实。
·be
worth
(doing)
sth
值得……
后面接名词或V-ing形式。
e.g.
The
song
____________________.
.
这首歌值得一听。
2.
Simon’s
problems
(1)
Retell
Simon’s
problems
according
to
the
key
words
play
football
for
hours
and
never
worry
about
…
become
the
cause
of
…
be
strict
with
…
not
allow
…
to
play
outside
after
6:00
pm
(2)
Language
points
①
My
love
of
football
has
become
the
cause
of
my
problem.
e.g.
They
are
trying
to
find
out
the
cause
of
the
fire.
他们正试图找到火灾的起因。
②
I
do
not
understand
why
they
are
so
strict
with
me.
Make
sentences
with
“be
strict
with
…
in
…”
③
Millie
and
Simon
have
many
problems,
and
they
don’t
know
how
they
should
deal
with
these
problems.
They
don’t
know
how
they
should
deal
with
these
problems.
=
They
don’t
know
what
they
should
do
with
these
problems.
=
They
don’t
know
how
to
deal
with
these
problems.
=
They
don’t
know
what
to
do
with
these
problems.
3.
Work
in
pairs
(1)
Do
you
have
any
problems
in
your
everyday
life
We
can
ask
Mr.
Friend
for
help.
(2)
Talk
with
Mr.
Friend
about
your
problems.
A:
I
often
stay
up
late
to
finish
my
homework.
I’m
so
tired.
B:
Don’t
worry.
I
think
you
can
make
a
list
of
all
the
homework
you
have
and
then
work
out
how
much
time
you
need
to
finish
it
all.
A:
Thanks
for
your
valuable
advice.
B:
You’re
welcome.
【设计意图：通过与Millie和Simon相关的细节问题的呈现，将知识点融入其中，通过语境让学生感知或辨析词或短语的用法，并进行相关操练。】
Step
3
Production
1.
Listen
and
complete
a
letter
Amy
also
has
some
problems.
She
is
asking
Mr.
Friend
for
help.
Listen
and
complete
her
letter.
2.
Discussion
What
suggestions
can
you
offer
her
3.
Try
to
solve
problems
Suppose
you
are
Mr
Friend.
Please
write
a
letter
to
Amy.
【设计意图：通过完成Amy的信，巩固本课内容，教导运用所学知识来解决实际问题。】
V.
Homework
1.
Try
to
retell
the
two
letters.
2.
Write
an
article
about
your
problems
and
the
ways
to
deal
with
them.
PAGE
1Unit
3
Teenage
problems
Reading
(I)
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
have
a
better
understanding
of
Millie’s
and
Simon’s
problems;
2.
learn
to
share
problems
and
give
advice
in
their
everyday
lives;
3.
share
their
findings,
thoughts
and
feelings
in
reading.
II.
Teaching
contents
1.
New
words
and
phrases:
hardly,
doubt,
worth,
friendship,
stay
awake,
be
worth
doing
sth,
offer
me
some
suggestions,
become
the
cause
of
my
problem,
be
strict
with
sb,
valuable
advice
2.
New
structures:
I
do
not
know
how
I
should
deal
with
it.
I
have
no
choice
but
to
do
it.
What
about
choosing
your
hobby
according
to
the
time
you
have
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Describe
Millie’s
and
Simon’s
problems;
2.
Share
problems
and
give
advice.
IV.
Teaching
procedures
Step
1
Pre-reading
1.
Enjoy
a
song
Trouble
is
a
Friend
2.
Have
a
free
talk
(1)
Do
you
have
any
problems
(2)
What’s
your
problem
⑶
How
do
you
solve
your
problem
3.
Predict
what
problems
Millie
and
Simon
probably
have
according
to
the
picture
【设计意图：让学生初步了解本课内容，使其能进入良好的学习状态,为新的学习做好准备。】
Step
2
While-reading
1.
Skim
and
answer
the
following
questions
(1)
What
problems
does
Millie
have
(2)
What
is
Simon’s
problem
【设计意图：让学生通过听课文，使其了解文章大意。】
2.
Scan
Millie’s
letter
and
do
“T”
or
“F”
questions
(Scanning:
read
the
letter
quickly
and
silently
to
get
specific
information
you
need)
(
)
(1)
Millie
may
feel
tired
and
sleepy
the
next
day
because
of
staying
up
late
to
play
computer
games.
(
)
(2)
Millie
has
spare
time
for
her
hobbies.
(
)
(3)
Millie
wants
a
long
holiday
in
order
to
have
time
for
her
hobbies.
(
)
(4)
Millie
is
sure
that
it
is
worth
spending
much
time
on
homework.
(
)
(5)
Millie
thinks
it
important
to
have
hobbies
in
her
life.
【设计意图：让学生使用查读法来获取letter
1的相关信息。】
3.
Read
Millie’s
letter
again
(1)
Try
to
finish
the
flow
chart
(2)
Offer
some
advice
to
Millie
(3)
Help
Mr.
Friend
complete
his
letter
for
Millie
and
sum
up
the
advice
【设计意图：让学生再读letter
1找出Millie问题的原因，同时给Millie提出建议。】
4.
Read
Simon’s
letter
to
answer
the
following
questions
(Scan:
read
the
letter
quickly
and
silently
to
get
specific
information
you
need)
What
does
Simon
love
doing
in
his
spare
time
(2)
Why
does
Simon
get
into
trouble
when
he
gets
home
(3)
What
does
Simon
think
of
his
parents
(4)
Why
does
Simon
think
it
important
to
develop
hobbies
【设计意图：让学生通过细读letter
2获取主要信息。】
5.
Read
Simon’s
letter
aloud
(1)
Try
to
complete
the
article
below
and
have
a
reading
competition
then
Simon
is
so
_______
about
football
that
he
always
plays
football
for
hours
after
school.
He
never
worries
about
the
time
and
sometimes
he
even
when
to
stop.
Simon
believes
it
to
develop
hobbies,
as
they
can
help
him
and
make
his
life
more
.
However,
his
parents
about
him
a
lot.
They
don’t
him
to
play
outside
after
6
p.m.
Simon
doesn’t
understand
why
they
are
so
.
Sometimes,
he
feels
.
(2)
Offer
some
advice
to
Simon
(3)
Help
Mr.
Friend
complete
his
letter
for
Simon
and
sum
up
the
advice
【设计意图：使学生再读letter
2，找出Simon问题的原因，同时学会如何给Simon提建议。】
Step
3
Post-reading
1.
Make
a
dialogue
to
share
your
problems
with
your
partner
A:
I
have
a
problem
…
I’m
very
worried.
/I
don’t
know
how
to
deal
with
it.
Can
you
…
B:
I’m
sorry
to
hear
that.
Perhaps
you
should
…
A:
That’s
a
good
idea.
I’ll
try.
B:
…
A:
Thank
you
for
your
advice./….
B:
….
【设计意图：创设语言情境，让学生运用本课所学表达方法来表达思想、提出建议。】
2.
Make
a
conclusion
Trouble
is
a
part
of
our
life.
What
we
can
do
is
to
face
it
and
try
to
deal
with
it.
No
matter
what
happens,
never
lose
your
heart!
You’ll
surely
achieve
a
better
future!
【设计意图：渗透情感教育，让学生学会勇敢面对困难，拥有战胜困难的勇气。】
V.
Homework
1.
Try
to
retell
the
two
letters.
2.
Write
an
article
about
your
problems
and
the
ways
to
deal
with
them.
a
lot
of
homework
stay
awake
stays
up
late
often
doubts
a
long
holiday
has
little
time
for
has
①
__________
Millie’
problems
can’t
③
_________the
next
day
②________
④__________
her
hobbies
wishes:⑥_______________
Feelings:⑤___________
whether
it
is…
worth…
PAGE
1Unit
3
Teenage
problems
Study
skills
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
the
meaning
of
predicting;
2.
use
the
new
skill
to
guess
what
comes
next
in
articles;
3.
catch
the
main
idea
of
a
passage
according
to
the
title
and
headings.
II.
Teaching
contents
1.
What
is
predicting;
2.
Getting
a
general
idea
by
asking
some
basic
questions.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Use
the
method
to
guess
what
comes
next
in
articles；
2.
Catch
the
main
idea
of
a
passage
according
to
the
title
and
headings.
IV.
Teaching
procedures
Step
1
Let’s
do
some
reading
1.
Which
will
you
choose
to
read
T:
What
do
you
usually
do
in
your
spare
time
S1:
…
S2:
…
S3:
…
T:
Do
you
like
reading
S4:
…
T:
Today
I’ve
brought
you
some
English
newspapers.
Choose
one
you’d
like
to
read.
Ss:
…
2.
How
do
you
choose
T:
Which
one
have
you
chosen
(What’s
it
about )
S:
…
T:
How
did
you
choose
S:
…
T:
So
you
choose
what
you
want
to
read
according
to
the
title,
right
Ss:
…
3.
Predicting
T:
When
we
read
an
article,
we
can
often
predict
the
content
from
the
title.
We
can
also
use
headings
in
an
article
to
predict
the
main
idea
of
each
part.
Headings
are
the
titles
of
the
different
parts.
Often,
they
are
in
bold.
【设计意图：通过让学生在许多报纸文章中选择自己想要阅读的文章导入新课，引出预测这一概念，学生可通过自身体验得出结论：我们可以通过文章的标题来预测文章的内容。】
Step
2
To
predict
the
content
from
the
title
1.
Read
the
titles
of
the
books
and
predict
what
these
books
are
about
T:
Here
are
some
books.
Can
you
predict
what
they
are
about
S:
…
2.
Practice:
Choose
the
one
that
may
help
you
T:
I
want
to
go
on
a
tour
to
Europe,
but
I
don’t
know
what
attractions
I
shall
visit.
Which
book
may
help
me
S:
…
T:
If
I
have
some
problems
with
my
English
grammar.
Which
book
may
help
me
S:
…
T:
If
I
want
to
buy
a
new
dress
and
a
new
bag,
but
I
don’t
know
what
colour
is
popular
this
year.
Which
book
may
help
me
S:
…
T:
Which
ones
do
you
think
may
help
you
find
the
useful
information
about
health
S:
…
【设计意图：让学生初步猜测每本书可能的内容，再通过具体的实例让学生感知如何用最快的速度获得自己想要的信息，将理论初步运用于实践。】
Step
3
To
predict
what
each
Para.
is
about
according
to
the
headings
1.
Finish
the
exercise
T:
There
is
an
article
called
“The
trouble
with
teenagers”.
Predict
the
points
that
will
be
talked
about
in
the
article
and
tick
(√)
the
correct
boxes.
2.
Check
the
answers
T:
Let’s
see
what
you
have
chosen.
3.
Group
work
T:
Now
I
will
divide
you
into
7
groups.
Each
group
choose
a
topic
to
predict
what
will
be
written
in
this
part.
Discuss
with
your
group
members
and
write
your
sentences
down.
…
T:
Now,
let’s
share
what
you’ve
written
with
each
other.
S:
…
T:
Look!
What
an
excellent
article
it
will
be
if
we
put
them
together!
【设计意图：本环节首先要求学生根据大标题预测文章有可能谈到的内容，将选出的内容定为headings，再通过小组活动预测每部分会谈到的内容，最后将各小组的成果综合构成一篇完整的文章。此种做法给学生带来极大的成就感，同时也实现了信息共享。】
Step
4
Tip
T:
To
get
a
general
idea
of
a
book
or
an
article,
we
should
ask
some
basic
questions.
If
we
predict
the
answers
that
the
questions
might
have,
it
will
help
us
find
the
answers
more
quickly
and
easily
when
we
read
in
detail.
For
example,
if
a
question
begins
with
when,
then
the
answer
will
be
a
time
or
date.
If
a
question
begins
with
why,
then
the
answer
will
give
a
reason,
often
beginning
with
because.
T:
Millie
is
reading
an
article
in
Teenagers
magazine.
Match
her
questions
with
your
predicted
answers.
Write
the
correct
letter
in
each
blank.
T:
Check
the
answers.
T:
Now
can
you
tell
me
the
general
idea
of
this
article
S:
…
T:
It’s
about
Zoe’s
problem.
T:
In
fact,
there
are
always
problems
in
our
lives.
Stop
being
angry,
and
try
our
best
to
solve
them.
If
we
can
learn
from
problems,
we
will
have
success
in
the
future.
【设计意图：设计问题并就问题进行预测，这是快速掌握文章主要内容的阅读策略之一。本环节设计了一些问题并要求学生选择可能的答案，最后根据所选答案说出（写出）文章的主要内容（Zoe’s
problem），最后回归单元主题问题。】
V.
Homework
1.
Read
the
titles
in
the
newspaper
and
try
to
predict
what
comes
next.
2.
Preview
Task.
PAGE
1Unit
3
Teenage
problems
Comic
strip
and
Welcome
to
the
unit
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
more
about
teenage
problems
and
learn
to
talk
about
it;
2.
give
advice
to
others
on
their
problems.
II.
Teaching
contents
1.
New
words
and
phrases:
mark,
mad,
exam,
perhaps,
get
fat,
get/
have
enough
sleep,
have
enough
time
to
do
one’s
homework,
be
on,
drive
sb.
mad,
get
low/high/full
marks,
feel
tired/sad/lonely/
sleepy
2.
New
structures:
Why
not
eat
less
and
exercise
more
Perhaps
you
should
manage
your
time
better
and
go
to
bed
earlier.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Talk
about
teenage
problems
in
English;
2.
Talk
about
ways
to
solve
teenage
problems
in
English.
IV.
Teaching
procedures
Comic
strip
Step
1
Warming
up
Sing
a
song:
Trouble
is
a
friend
【设计意图：课前热身，通过播放有关英文歌曲，调动学生头脑中已储存的与单元话题相关的背景知识，激发学生轻松愉快地参与课堂活动。】
Step
2
Learn
about
Eddie’s
problem
1.
Look
and
guess:
What
is
Eddie’s
trouble/problem
T:
Just
now,
we
listened
to
a
song
about
trouble.
Who
can
tell
me
what
trouble
is
T:
Trouble
is
a
friend.
Everybody
has
trouble.
Everybody
has
problems.
So
does
Eddie.
Please
look
at
the
picture
and
guess
what
Eddie’s
problem
is.
【设计意图：根据图片，猜测Eddie的问题，激发学生对本课的学习兴趣，同时培养他们预测的策略。】
2.
Listen
and
put
the
pictures
in
the
right
order
T:
Let’s
listen
to
the
Comic
strip
and
put
the
pictures
in
the
right
order.
3.
Read
and
answer
T:
The
right
order
of
the
pictures
should
be:
b,
d,
a,
c.
Please
read
the
dialogue
on
page
34
and
answer
the
following
questions
(1)
What
is
Eddie’s
trouble
(2)
What
advice
does
Hobo
give
Eddie
(3)
How
will
Hobo
help
him
(4)
Is
Eddie
happy
with
that
【设计意图：让学生通过朗读进一步熟悉对话，了解对话的大意，并得出问题“What
is
Eddie’s
trouble ”的答案。】
4.
Read
and
act
out
5.
Tell
the
story
of
Eddie
and
Hobo
Recently
Eddie
has
a
problem.
His
_______
looks
bigger
than
before.
He’s
_______
fat
because
of
_______
too
much.
Hobo
advises
him
to
eat
_______
and
_______
more.
Eddie
agrees
with
Hobo.
Then
Hobo
plans
to
help
him.
He
will
_______
the
food
for
Eddie.
In
fact,
he
just
wants
to
have
the
dog
_______.
Of
course,
this
makes
Eddie
very
_______.
【设计意图：将对话转换成小短文进行巩固练习，检测学生对课本对话内容的掌握情况，以及信息转换能力。】
Welcome
to
the
unit
Step
1
Talk
about
teenage
problems
T:
Eddie
has
a
problem.
Everybody
has
problems.
Then
what
problems
do
teenagers
have
1.
Look/Listen
and
say:
What
problems
does
he/she
have
(1)
He
feels
tired
and
_______.
He
didn’t
get
_______
_______.
(2)
She
feels
_______
because
she
_______
_______
any
close
_______.
(3)
He
gets
a
low
mark
in
_______.
He
feels
very
_______.
(4)
The
_______
is
on
while
she
is
doing
her
homework.
The
_______
almost
drives
her
mad.
(5)
Listen
to
a
girl:
We
get
two
many
tests
and
exams.
There
is
too
much
homework
to
do
every
day.
We
don’t
have
enough
time.
(6)
Listen
to
a
boy:
My
parents
haven’t
come
back.
They
are
busy
with
their
work.
They
don’t
have
time
for
me.
I
have
to
look
after
myself.
【设计意图：通过看图填空或者听后复述的方式呈现生词，避免了词汇教学的枯燥，也达到词汇教学的语境化。】
2.
Finish
Part
A
on
page
35
3.
Work
in
pairs
A:
What
problems
does
…
have
B:
She/He
…
【设计意图：将句子转换成简短的对话，通过pair
work检查学生对A部分的掌握情况。】
4.
Work
in
groups
to
talk
about
our
own
problems
and
give
a
group
report
T:
Now
we
have
known
what
problems
students
in
Class
1,
Grade
9
have.
Do
you
have
any
problems
Please
work
in
groups
to
talk
about
your
own
problems
and
give
a
group
report.
【设计意图：在谈论了课本上Class
1,
Grade
9一些学生的问题之后，以小组报告的方式谈论学生自己的问题，这是input后的一个output。】
Step
2
Learn
to
solve
problems
1.
Listen
and
answer
the
question:
Who
does
Millie
share
her
problems
with
T：When
we
have
problems,
what
should
we
do
Should
we
share
them
with
others
or
keep
them
to
ourselves
T:
We
should
share
them
with
others.
Now
let’s
listen
to
a
conversation
and
find
out:
Who
does
Millie
share
her
problems
with
2.
Read
and
answer
What
is
Mum’s
advice
to
Millie
3.
Give
advice
to
different
students
T：If
Simon/Kitty/Daniel/Amy/Sandy
shares
his/her
problem
with
you,
what
advice
can
you
give
him/her
I
think
…
should
…
【设计意图：仿照课本对话中Mum给Millie的建议，针对A部分其他同学的问题，给出合适的建议，学会解决问题。】
4.
Work
in
groups
to
share
your
own
problems
and
ask
for
advice
T：I
think
the
students
in
Class
1,
Grade
9
will
feel
better
with
your
help.
Now
let’s
talk
about
our
own
problems
in
groups.
Try
to
give
your
advice
to
your
partners.
A:
…,
I
have
a
problem.
B:
What’s
wrong
with
you
A:
…
What
should
I
do
then
B:
Perhaps
you
should
…
A:
Can
you
give
me
some
advice,
…
C:
Why
not/How
about
…
A:
OK.
I’ll
try.
Thank
you
very
much.
Step
3
Have
a
discussion:
What
can
you
do
to
solve
teenage
problems
T:
Problems
are
always
around
us.
What
can
we
do
to
solve
teenage
problems
T:
I
think
we
should
listen
to
others’
problems.
…
be
open
to
others
…
volunteer
to
help
solve
their
problems
…
encourage
them
to
learn
from
problems
In
a
word,
don’t
be
afraid
of
your
problems
and
learn
from
problems.
Because
rainbow
always
comes
after
a
storm.
Where
there
is
a
problem,
there
are
ways
to
solve
it.
【设计意图：围绕“怎样解决teenage
problems”的话题进行讨论，让学生各抒己见，为他们综合运用英语搭建平台，最后引出love一词升华主题。】
V.
Homework
1.
Read
and
recite
the
dialogue.
2.
Think
about
more
teenage
problems
and
try
to
find
ways
to
solve
them.
【设计意图：为本单元后续各课时的学习做铺垫】
d
c
b
a
PAGE
1Unit
3
Teenage
problems
Task
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
learn
how
to
give
advice
to
others;
2.
write
a
letter
about
how
to
deal
with
teenager
problems.
II.
Teaching
contents
1.
New
words
and
phrases:
stress,
shout
at,
forget
about
your
homework,
keep
it
to
yourself,
care
too
much
about
your
marks,
be
of
sb’s
age
2.
New
structure:
Many
students
of
our
age
have
this
problem.
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
Write
a
letter
to
help
others
solve
problems.
IV.
Teaching
procedures
Step1
Lead
in
1.
Have
a
test
about
stress
2.
Free
talk
(1)
How
are
you
feeling
in
Grade
9
(2)
What
makes
you
stressed
(study,
parents,
friends)
【设计意图：通过一个心理测试来引入本课内容，让学生认识自己的问题，初步了解压力来源，为本课学习做好铺垫。】
Step
2
Causes
of
stress
1.
Study
T:
What
makes
you
stressed
T:
Do
you
have
any
problems
in
your
study
T:
How
can
you
get
on
well
with
study
(1)
plan
your
time
more
carefully
(2)
talk
about
problems
with
teachers
(3)
listen
to
the
teacher
carefully
in
class
…
2.
Parents
T:
Can
you
get
along
well
with
your
parents
causes
of
stress
how
to
solve
parents
have
no
time
for
you
care
only
about
marks
too
noisy
at
home
3.
Friends
What
will
you
do
If
someone
laughs
at
you
pay
no
attention
to
these
students
If
you
have
no
close
friends
be
friendly
to
others
If
you
quarrel
with
best
friend
forgive
them
for
their
mistakes
【设计意图：通过三个步骤分析压力的三大来源，学习如何表达问题及解决问题的相关短语及句子。】
Step
3
How
to
solve
the
problems
1.
Finish
a
quiz
2.
Discuss
in
groups
When
you
feel
stressed,
what
should
you
do
3.
Help
Millie
give
Raymond
some
advice
Causes
of
stress
How
to
deal
with
them
weight
…
exams
…
4.
Help
Millie
complete
her
letter
【设计意图：利用课本上的小测试与小组讨论，引导学生思考应该如何处理遇到的问题，同时学习相关的表达方法。在完成书本练习的同时，为接下来的写作作进一步做准备。】
Step
4
Writing
1.
Make
a
writing
plan
2.
Learn
some
useful
phrases
3.
Complete
a
new
letter
T:
Lily
has
some
problems.
She
asks
John
for
advice.
Listen
to
her
letter
and
help
John
write
a
letter
to
her.
(1)
Discuss
in
groups.
(2)
Give
a
sample
writing.
4.
Draw
a
conclusion
T:
Try
your
best
in
your
study,
get
on
well
with
your
parents
and
friends,
and
then
you
will
feel
happy,
confident
and
powerful.
【设计意图：借助Lily这个人物，通过完成信件为学生提供解决实际问题的机会。引导学生在写作前列大纲，帮助他们分析文本结构，梳理写作框架，让他们借助课本上的useful
expressions，完成写作。】
Ⅴ.
Homework
Write
a
letter
about
your
own
problems
and
how
you
deal
with
them.
PAGE
1Unit
3
Teenage
problems
Grammar
I.
Teaching
aims
and
learning
objectives
By
the
end
of
the
lesson,
students
should
be
able
to:
1.
know
how
to
use
object
clauses
introduced
by
question
words;
2.
know
how
to
give
suggestions
in
English
correctly.
II.
Teaching
contents
1.
New
words
and
phrases:
whom,
silence,
worry,
method,
solve,
dictionary,
reply,
need
someone
to
share
my
worries
with,
solve
the
problem
2.
New
structures:
Daniel
does
not
know
whom
he
should
talk
to.
Why
not
eat
less
and
exercise
more
Why
don’t
you
let
your
parents
know
you
need
them
What/How
about
choosing
your
hobby
according
to
the
time
you
have
Let’s
write
a
letter
to
Mr.
Sigmund
Friend.
Shall
we
have
a
meeting
about
this
III.
Focus
of
the
lesson
and
predicted
area
of
difficulty
1.
Use
object
clauses
introduced
by
question
words
correctly;
2.
Give
suggestions
in
English
correctly.
IV.
Teaching
procedures
Object
clauses
introduced
by
question
words
Step
1
Have
a
free
talk
1.
Talk
about
ways
to
reduce
stress
T:
We
all
have
our
own
problems
and
sometimes
feel
stressed.
What
do
you
usually
do
when
you
feel
stressed
S:
I
often
…
T:
I
believe
that
music
can
make
people
relaxed.
Let’s
enjoy
a
piece
of
music.
…
T:
What
do
you
think
of
the
music
S:
…
T:
Yes.
It
sounds
soft
and
gentle.
It
makes
me
relaxed.
2.
Talk
about
the
program
The
Voice
of
China
T:
Have
you
ever
heard
of
a
program
called
The
Voice
of
China
It
is
very
popular
in
China.
Millie
has
become
interested
in
it.
Why
is
the
program
so
popular
Millie
wonders.
In
other
words,
Millie
wonders
why
the
program
is
so
popular.
T:
How
often
is
it
shown
on
TV
Millie
wonders.
In
other
words,
…
When
can
I
watch
the
program
Millie
wonders.
In
other
words,
…
Who
will
be
the
winners
Millie
wonders.
In
other
words,
…
【设计意图：由单元主题teenage
problems引发如何缓解压力的讨论，由热播节目“中国好声音”导入新课，引出特殊疑问词引导的宾语从句。】
Step
2
Presentation
1.
Read
and
find
out
the
structure
T:
Read
the
sentences
and
try
to
find
out
the
structure
of
these
sentences.
T:
Yes.
In
these
sentences,
there
are
object
clauses
introduced
by
question
words.
2.
Read
and
work
out
the
rule
T:
Read
the
sentences
and
tell
us
what
word
we
use
to
introduce
an
object
clause
that
expresses
a
wh-question
S:
A
question
word.
T:
Read
the
sentences
again
and
tell
us
whether
the
word
order
in
an
object
clause
introduced
by
a
question
word
are
the
same
as
that
in
a
wh-question.
S:…
3.
Practice.
T:
The
word
order
in
an
object
clause
introduced
by
a
question
word
should
be
different
from
that
in
a
wh-question.
Now
the
Class
1,
Grade
9
students
have
some
problems.
I
hope
you
can
help
them
complete
each
object
clause
with
a
question
word
quickly
and
correctly.
Finish
Part
A1
on
page
40.
T:
Daniel
has
some
questions
too.
I’m
sure
you
can
help
rewrite
his
questions.
Finish
Part
A2
on
page
41.
T:
Millie’s
classmates
have
so
many
problems.
She
thinks
that
Mr.
Friend,
a
youth
worker,
can
help
them
solve
their
problems.
She
wants
to
introduce
Mr.
Friend
to
her
classmates.
Help
Millie
complete
her
email
with
the
correct
question
words.
Finish
Part
A3
on
page
41.
【设计意图：先呈现与wh-word从句相关的语言材料，让学生感知语法，然后进行思维加工，从中归纳出规则。】
Giving
suggestions
Step
1
Presentation
1.
Help
solve
my
problem
T:
Suppose
I
like
The
Voice
of
China
a
lot.
I
want
to
take
part
in
it.
I
spend
so
much
time
practising
singing
that
I
hardly
have
time
for
my
schoolwork.
I
don’t
know
how
I
can
achieve
a
balance
between
singing
and
my
schoolwork.
Can
you
give
me
some
advice
Discuss
in
groups.
S1:
Why
not
spend
less
time
singing
In
my
opinion,
schoolwork
is
more
important
than
singing.
S2:
Why
don’t
you
practise
singing
in
your
free
time
S3:
What
/How
about
planning
your
time
carefully
Perhaps
you
should
finish
your
homework
first.
Then
practise
singing
for
an
hour
every
day.
…
T:
So
we
often
give
suggestions
using
structures
such
as
…
T:
Do
you
know
what
suggestions
end
with
a
question
mark
And
what
suggestions
end
with
a
full
stop
2.
Help
solve
Millie’s
problem
T:
Millie
feels
tired
these
days.
Amy
and
Sandy
are
trying
to
help
her.
Can
you
help
Amy
and
Sandy
give
suggestions
to
her
3.
Help
solve
more
problems
T:
We
know
Kitty
needs
silence
when
she’s
studying.
She
doesn’t
know
where
she
can
find
a
quiet
place.
She
is
asking
Mr.
Friend
for
advice.
Listen
to
their
talk.
T:
I
think
Kitty
knows
what
she
can
do
now.
Some
other
students
in
Class
1,
Grade
9
have
problems,
too.
Look
at
Part
A1
on
Page
40.
Help
Mr.
Friend
give
suitable
advice.
Make
up
dialogues
in
pairs.
【设计意图：由“我”的烦恼，引导学生思考如何用英语提建议，进而让他们用所学句式解决Millie和其他同学的问题，这种方式能够满足学生的需求，符合语法学习的基本规律。】
Step
2
Practice
1.
Write
to
Na
Ying
T:
My
favourite
singer
Na
Ying
is
one
of
the
four
coaches
in
the
program.
I’d
like
to
ask
her
what
I
should
do
to
take
part
in
the
program.
Help
me
write
a
letter
to
her.
Dear
Miss
Na,I
feel
proud
that
I
can
write
to
you.
I
am
a
Grade
9student
and
I
like
singing
very
much.
I’m
not
sure
______________________________.I
wonder
_________________________________.I
hope
___________________________________.Yours
sincerely,__________
2.
Enjoy
an
English
poem
T:
Life
is
not
easy.
All
of
us
have
met,
are
meeting
and
will
meet
different
problems.
But
no
matter
what
happens,
always
believe
ourselves.
Let’s
read
an
English
poem
together.
【设计意图：通过给那英写信寻求建议的设置，让学生真实使用、巩固所学的语法知识。最后用一首诗歌对学生进行情感教育，升华主题。】
V.
Homework
1.
Use
object
clauses
introduced
by
question
words
to
talk
about
your
problems.
2.
Use
what
we’ve
learnt
in
this
period
to
give
suggestions.
PAGE
1
