Unit 3 Teenage problems
课题名称
Unit 3 Teenage problems Comic strip and welcome to the unit
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary: mark, mad, exam
Phrases: get fat, get enough sleep, drive me mad, close friends, get low marks in exams, manage your time better
Sentences:
Why not eat less and exercise more?
They don’t have time for me.
Teaching procedures:
Step 1 Free talk
Say some problems these students have in the following pictures.
Step 2 Presentation
We should pay more attention to teenage problems.
Complete Part A on page35. Check answers together.
Listen to Part B and answer some questions.
What is Millie’s problem?
What should she do then?
Make up your own dialogue
A: I’ve got a problem, and I feel angry / sad / worried / stressed …
B: I’m sorry to hear that. Why?
A: …
B: I think… / Why don’t you … / How about …
A: OK, I’ll try. Thanks for listening to my problem and giving me advice.
B: My pleasure.
Can you give some advice to the students in Part A?
Step 3 Presentation (Comic strip)
Listen and answer the questions.
(1). What problem does Eddie have?
(2). What is unhealthy for Eddie?
(3). What is Hobo’s suggestion?
(4). Why does Hobo tell Eddie not to eat too much?
2. Fill in the blanks
Eddie seems a little worried. He tells Hobo that he has a _______. What is it? Eddie asks Hobo to look at his _______ and says he is ______ _______. Hobo thinks that he eats too ______. So Hobo advises him to eat _______ and do more _______. Eddie ______ with Hobo. Then Hobo takes up Eddie’s bowl and says, “Let me ______ the food ______ you.” With these words, Hobo begins to enjoy the food while Eddie feels so angry.
Step 4 Language points
1. You eat too much.
too much 太多，修饰不可数名词
too many 太多，修饰可数名词
much too 太……，修饰形容词
2. get enough sleep enough+ noun. adj.+ enough
3. get low marks in exams get high marks
4. The TV is always on at my home.
5. I don’t have any close friends to talk to. 我没有亲密的朋友好交谈。
close 此处的意思是“亲密的”；还可表示距离，意为“靠近的；接近的”，常与to 连用。
6. manage your time better
作及物动词，意为“控制；对付；照管”。
The girl is good at managing her money. 这个女孩善于理财
manager to do sth. 设法完成某事
7. The noise almost drives me mad. 这个噪音几乎使我发疯。
mad adj. 发疯的，生气的
drive sb mad 使某人发疯
8. Sometimes I feel lonely.
feel + adj. 系表结构
lonely adj. 孤独的，寂寞的
alone adj. 独自，单独
Step 5 Prcacice
Step 6 Homework
《课课练》
《自主学习与探究》
Blackboard design:
Unit 3 Teenage problems
Period 1 comic strip and welcome to the unit
get fat, get enough sleep, drive me mad, close friends, get low marks in exams, manage your time better
Why not eat less and exercise more?
They don’t have time for me.
教后反思（红字）
Unit 3 Teenage problems
课题名称
Unit 3 Teenage problems Grammar
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary: whom, silence, worry method, solve, dictionary, reply
Phrases: solve the problem
Sentences:
Daniel does not know whom he should talk to.
I need someone to share my worries with.
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?
Teaching procedures:
Step 1 Revision
Translate the sentences.
1. 我经常怀疑是否值得花如此多的时间在家庭作业上。
2. 我不能理解为什么他们对我如此严格。
Step 2 Lead in
宾语从句的概念
宾语从句即句子作宾语，而不再是一个词或短语作宾语。
I like my teacher.
I know him .
I know Mr Li teaches English.
包含宾语从句的句子结构：
主句+连接词（引导词）+宾语从句
（1）由连词that引导的宾语从句
注：当宾语从句是陈述句时，用that 连接从句。that 在句中无词汇意义，在从句中不能充当成分，在口语当中往往省略。
（2）由连词whether, if 引导的宾语从句
注：当宾语从句是一般疑问句时，用if/whether连接从句，意思是是否，注意要将一般疑问句改为陈述语序。
当句末为or not时，引导词只能用whether而不能用if.
（3）当宾语从句是特殊疑问句时，用 ？连接
自己总结：
当宾语从句是特殊疑问句时，我们用________来连接从句，注意要将从句改 为________语序。
Step 3 Presentation
Explain: We use a question word to introduce an object clause that expresses a wh- question. The word order in the clause should be the same as that in a statement.
连接代词和连接副词引导宾语从句是由特殊疑问句变化而来，用陈述句语序。放在see, say, tell, ask, answer, know, decide, find out, imagine, suggest, wonder, discover, understand, inform, advise等之后。
Summary
Step 4 Practice
Complete Part A1, A2 and A3.
Check answers together.
Do some more exercises.
Step 5 Presentation
提建议的句型
We give suggestions politely using structures such as Why not…, Why don’t you,…, What/ How about…, Let’s… and Shall we…
Tip: We also use perhaps to give suggestions.
Perhaps you should manage your time better.
1. 句型Why not…?是Why don’t you …?的缩略形式，“为什么不……？” “你为什么不……?”，后面跟动词原形。
e.g. Why not donate your pocket money to charity?
你为什么不把零用钱捐给慈善组织？
=Why don’t you donate your pocket money to charity?
2. What/How about …? “……怎么样？” “……如何？”，后面跟名词，代词或者动名词。
e.g. What/ How about having a cup of coffee? 喝杯咖啡怎么样？
3. let’s … “让我们……吧”，后接动词原形。
e.g. Let’s listen to the teacher. 让我们听老师讲吧。
Shall we …? “我们……好吗？”后面跟动词原形。
e.g. Shall we go swimming tomorrow? 我们明天游泳好吗？
Step 6 Practice
Complete the exercise on page42.
Do more exercises.
Step 7 Homework
《课课练》
《自主学习与探究》
Blackboard design:
Unit 3 Teenage problems
Period 4 Grammar
Daniel does not know whom he should talk to.
I need someone to share my worries with.
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?
教后反思（红字）
Unit 3 Teenage problems
课题名称
Unit 3 Teenage problems Integrated skills
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary:
chemistry progress worried aloud pronounce correctly
pronunciation mention bookworm
Phrases:
the top student get high marks in exams
laugh at share your problems with her
pay no attention to be proud of go over
read English aloud call her a bookworm
Sentences:
1. I’ve made little progress in my English.
2. It takes time.
3. Perhaps you should go over what you’ve learnt as often as possible.
4. Try to pronounce all the words correctly.
5. Don’t mention it.
Teaching procedures:
Step 1 : Lead-in
Show Ss some pictures and teach some new words. Try to make some sentences by using the new words.
e.g. chemistry laugh at ……
step 2 : Listening
(1) T: Millie’s classmate Nora also has problems. She went to ask Mr Friend for help. Listen to Nora’s information and put a tick (√) in the correct boxes below.
Complete Part A1 on page 43. Check the answers with the whole class. Then ask: According to the information in Part A1, what problems do you think Nora may have?
(2) T: Mr Friend is talking to Nora about her problems. Listen to their conversation and help Mr Friend complete his notes.
Complete Part A2 on page 43. Check the answers. Draw a flow chart, make a conclusion.
(3) T: Mr Friend is writing a report on Nora’s visit. Help him complete the report. Use the information on page 43 to help you.
Complete Part A3 on page 44. Check the answers with the whole class.
Step 3 : Speak up
(1) 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. Let’s listen to their conversation, answer some questions.
① What is Daniel’s problem?
② What advice does Millie give Daniel?
③ Why does Millie ask Daniel to pronounce all the words correctly?
④ Do you think Daniel feels better after discussing his problem with Mille?
(2) Read and act the conversation.
(3) Present some situations, ask Ss to give suggestions.
① stay out late to play football
② get low marks in exams
③ few close friends and feel lonely
④too much homework and have to stay up late
Step 4 : Notes
(1) I’m very worried. 我非常担心。
worried adj. 担心的, 烦恼的 (可用于系表结构, 主语一般是人)
be worried about sth. /sb
worrying adj. 令人担忧的, 令人担心的 (主语一般为事物)
worry v. 担心
worry (about) sth./ sb.
(2) Perhaps you should go over what you’ve learnt as often as possible.
go over 复习; 回顾
(3) aloud/loud/loudly
(4) Try to pronounce all the words correctly.
correctly adv. 正确地 correct adj. 正确的; 恰当的 v. 改正; 纠正
(5) Don’t mention it. mention vt. 提及; 说起
step 5 Homework
(1) Complete the exercises in the Wb.
(2) Recite the conversation on page 44.
Blackboard design:
Unit 3 Teenage problems
Integrated skills
(1) worried adj. 担心的, 烦恼的 (可用于系表结构, 主语一般是人)
be worried about sth. /sb
worrying adj. 令人担忧的, 令人担心的 (主语一般为事物)
worry v. 担心 worry (about) sth./ sb.
(2) go over 复习; 回顾
(3) aloud/loud/loudly
(4) correctly adv. 正确地 correct adj. 正确的; 恰当的 v. 改正; 纠正
(5) mention vt. 提及; 说起
教后反思（红字）
Unit 3 Teenage problems
课题名称
Unit 3 Teenage problems Reading 1
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary: deal, choice, but, awake, hardly, imagine, doubt, worth, suggestion, cause, strict, schoolwork, valuable, friendship, list
Phrases: deal with, stay up late, stay awake, have spare time for my hobbies, be worth doing sth. , dream of a long holiday, 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, according to
Sentences:
I do not know how I should deal with it.
I have no choice but to do it.
I cannot imagine my life without hobbies.
I often doubt whether it is worth spending so much time on homework.
I hope to hear from you soon.
I am crazy about football.
I do not understand why they are so strict with me.
I wonder how I can achieve a balance between my schoolwork and my hobbies.
Then work out how much time you need to finish it all.
What about choosing your hobby according to the time you have?
I hope you think my advice is worth taking.
Teaching procedures:
Step 1 Lead in
Learn some new words.
Finish Part B1 on page 38. Check answers together.
Step 2 Presentation
Skimming
1.How do they ask for help?
2.Who do they ask for help?
3. What does Simon ask Sigmund Friend for?
Scanning
Task 1 T or F questions (main idea)
1. Millie and Simon are both Grade 9 students.
2. Millie has lots of housework to do every day.
3. Millie hopes to have a holiday without homework to relax herself.
Task 2 Careful-reading
Does Millie have too many exercises to complete?
How does she feel the next day?
What is she looking forward to?
Finish the record of Millie in Part B2. Check answers together.
Summary
Task 3 True or False
Simon is crazy about football and likes playing football very much.
Simon doesn’t like to stay out late to play football with his friends.
He will get into trouble if he gets home after 8 p.m.
Simon doesn’t understand why his parents are so strict with him.
He feels stressed and angry all the time.
Simon thinks hobbies are very important because they help him relax.
Task 4 Read and answer
1.How long do they often play football?
2.What does he think of his parents ?
3.What does he think of hobbies?
4.What does he want to know from Sigmund Friend?
Finish the record of Simon in Part B2. Check answers together.
Summary
Fill in the blanks:
Millie has lots of h . But she finds that she spends so much time d her homework, and she can’t find any time f _ her hobbies. She can’t d how to solve the problem. She asks the teacher to teach her how to a a balance between the two.
Simon would like some a on his love of football. He is so
c about football that he s out late at night to play it. His parents are very s with him and they want him to come home earlier. Simon feels s and angry from time to time. He wishes to a a balance between school and hobbies.
Step 3. Play a game
Which is a better way to solve problems?
Step 4. Practice
Step 5 Homework
《课课练》
《自主学习与探究》
Blackboard design:
Unit 3 Teenage problems
Period 2 Reading 1
deal, choice, but, awake, hardly, imagine, doubt, worth, suggestion, cause, strict, schoolwork, valuable, friendship, list
教后反思（红字）
Unit 3 Teenage problems
课题名称
Unit 3 Teenage problems Reading 2
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching procedures:
Step 1 Find out the key phrases 自主先学
Step 2 Discussion
Finish the letters in Part B3 on page 39.
Discuss with you partner:
What advice does Mr. Friend give Millie and Simon?
Step 3 Language points
I do not know how I should deal with it. =I don’t know how to deal with it.
我不知道我该如何处理它。
deal (dealt 过去式）vi. 对付，处理
deal with sth. 处理某事物
how to deal with 意为“如何处理”，
what to do with意思相近
2. I have no choice but to do it.我别无选择，只能去做。
词性：________；词义：________；其动词形式为：__________。
选择做某事 ___________________
3. I often have to stay up late. 我经常不得不熬夜到很迟。
stay up 熬夜
stay up late 熬夜到很迟
4. Then I sometimes find it hard to stay awake the next day.
然后我有时发现第二天保持清醒很困难。
awake adj. 醒着的，通常用在系动词be的后面作表语。
wake是动词，意为“叫醒”，
wake up 叫醒
5. I hardly have any spare time for my hobbies like volleyball and music.
hardly adv. 几乎不表示否定意义。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。
6. I cannot imagine my life without hobbies.
imagine vt. vi. 想象；设想
imagine sth. 表示“想象某事”。
imagine doing sth. 表示“想象做某事”。
7. I often doubt whether it is worth spending so much time on homework.
doubt vt. 怀疑(在肯定句中一般接if/whether引导的从句；在否定句中接that引导的从句)。
I doubt if he will come tonight.
I don’t doubt that he will win.
worth用形容词，意为 “值得”，可以作表语或后置定语；be (well) worth doing 表示“……(很)值得做”，这里doing为主动形式，被动含义。
8. I dream of a long holiday so that I could have more time for my hobbies.
我梦想有个长假好让我有更多的时间从事我的爱好。
短语dream of/about (doing) something意思是“梦想，想象”
9. Can you offer me some suggestions? 你能给我提供一些建议吗？
suggestion 可数名词 suggest 动词
advice 不可数名词 advise 动词
一条建议”需用 a piece of advice
10. offer sb. sth.=offer sth.to sb.强调动作的“主动意愿”；
provide sth. for sb.=provide sb. with sth. 强调客观的“供应；供给”
11. …my love of football has become the cause of my problem.
我爱的足球变成了我问题的起因。
cause n. 原因
cause? v. 引起；造成，可直接跟名词作宾语，也可用于cause sb. / sth. to do sth.结构中。
12. I really do not understand why they are so strict.
我真地不理解他们为什么如此严格。
词汇辨析：be strict with sb. “对某人要求格”；
be strict in sth. “对某事要求严格”
13 .I look forward to your valuable advice.
valuable 词性____ 词义_________ 名词______
be valuable to sb = be of great value to sb
对某人很有价值
Step 4. Practice
Step 5 Homework
《课课练》
《自主学习与探究》
Blackboard design:
Unit 3 Teenage problems
Period3 Reading 2
deal with, stay up late, stay awake, have spare time for my hobbies, be worth doing sth. , dream of a long holiday, 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, according to
教后反思（红字）
Unit 3 Teenage problems
课题名称
Unit 3 Teenage problems
Study skills
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching procedures:
Step 1 Revision
Translate the following phrases:
在考试中获得高分
嘲笑
称呼某人“书呆子”
当感到悲伤时
对 …… 不予理睬
以 …… 为自豪
使他感觉难过
似乎比以前快乐多了
Step 2 Presentation
(1) T: To predict is to guess what comes next. It helps us understand what kinds of books or articles we are reading, and where we might find information.
T: We can often predict the content from the title. We can also use the headings in an article to predict the main idea of each part.
(2) Ask Ss to complete Part A on page 45. Then talk ahout the reasons.
(3) T: To get a general idea of a book or an article, we should ask some basic questions. If we perdict the answers that the questions might have, it will help us find the answers more quickly and easily when we read in details.
(4) Ask Ss to complete Part B on page 45. Check the answers with the whole class.
Step 3 Practise
Complete the exercises in “课课练”.
Step 4 Homework
(1) Complete the exercises in the Wb.
(2) Preview “Task”.
教后反思（红字）
Unit 3 Teenage problems
课题名称
Unit 3 Teenage problems
Task
复备人
具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）
二次备课
Teaching contents:
Vocabulary:
stress
Phrases:
shout at forget about your homework
keep it to yourself be of one’s age
care too much about your marks
Sentences:
1. Many students of our age have this problem.
Teaching procedures:
Step 1 Warm up
(1) Show Ss some pictures and talk about them like this:
e.g. What is his problem?
Can you give him some suggestions?
(2) T: Some problems come from stress. Anyway, the most important thing to us is that we should find out the ways to deal with these problems.
Step 2 Pre-writing
(1) T: The Class 1, Grade 9 students want to find out whether they know how to deal with problems. They’re doing a quiz about good or bad ways to deal with problems.
Ask Ss to finish the quiz and circle the best answers.
(2) Discuss how to write a reply.
① T: Before writing, it’s necessary to organize our ideas first. When writing a reply about dealing with problems, we need to tell others two points: problems and suggestions
② Present the structure of the reply
Part 1: Introduction (thanks)
Part 2: Main body( problems and suggestions)
Part 3: Conclusion(your hope )
③ Present more useful expressions.
Step 3 While-writing
(1) Help Millie complete her email to Raymond.
(2) Write a reply telling your penpal Andy how to deal with his problems.
基本情况
Andy, 九年级学生
喜好
踢足球和弹钢琴
烦恼
父母工作忙，回家太晚；
作业太多，经常熬夜，几乎无闲暇；
被称为书呆子，常受到嘲笑
需求
希望得到有价值的建议
Step 4 Post-writing
T: Now more and more teenagers have problems, in either body or in mind. Work in groups, list some of the problems and discuss the ways to solve them. Then write a report according to the information you get.
Problems
Ways to solve them
Step 5 Exercises
Step 6 Homework
(1) Complete the exercises in the Wb.
(2) Write a reply telling your partner how to deal with the problems.
Blackboard design:
Unit 3 Teenage problems
Period 7 Task
shout at
forget about your homework
keep it to yourself
be of one’s age
care too much about your marks
教后反思（红字）
