Period 1
教学内容
Getting ready (p.49), Reading (pp.50-51), Vocabulary (p.52), Comprehension D1 (p.53)
教学目标
语言知识
认读和理解单词model, diet, awful, regret, ashamed, hate, suggest, mad, mess和短语(be) on a diet, feel ashamed of; 认识单词online, braces。
语言技能
能根据上下文猜测单词model, regret, hate, suggest, mad的含义。
能运用略读等阅读策略，初步了解主阅读篇章的内容。
学习策略
运用略读等阅读策略，初步了解主阅读篇章的内容。
教学重点
了解主阅读篇章的内容。
学习核心单词和短语。
教学难点
根据上下文猜测单词model, regret, hate, suggest, mad的含义。
教学过程
教学过程
Step 1 阅读Getting ready板块的图文，了解单元话题。
学生观察第49页的卡通图，阅读Hi和Lo的对话，回答下列问题。
● What are Hi and Lo talking about? (They are talking about Hi’s uncle’s problem.)
● What does Hi think of his uncle? Why? (Hi thinks that his uncle’s big body is a good thing because when he leaves his seat, two people can sit down.)
Step 2 完成读前活动，激活背景知识，引入主阅读篇章的话题。
1. 学生观察并描述What do you know about...? 部分练习中四幅图片所反映的问题，然后从选项框中选择相应的解决措施。
2. 学生分小组思考并讨论下列问题。
● Have you ever met a problem and had difficulty dealing with it by
yourself?
● If you do not know how to deal with a problem, who do you turn
to for help?
● Why do you turn to that person for help?
● Have you ever done something that you regret? If so, have you
thought of doing something to make up for it?
Step 3 运用略读策略，了解主阅读篇章的主要内容。
1. 学生阅读主阅读篇章的引言、标题以及四位求助者的署名，然后回答下列问题。学生认识单词online。
● Where can you find the passage? (On the Internet.)
● Who is Aunt Linda? (She writes for the advice page of an online
newspaper. / She is an editor of an online newspaper.)
● What are the names of the four teenagers? (Anna, Peter, Simon
and Julie.)
2. 学生阅读每封邮件的第一句话，然后完成Before you read 部分
的练习。学生认识单词braces。
3. 学生阅读主阅读篇章中的四封邮件，然后概括每封邮件反映的问题。如：
Anna: Her friend Jolin is getting too thin but she is still on a diet.
Peter: A woman was sick lying in the street. He wanted to help her
but was stopped by his friends.
Simon: He has started wearing braces and is laughed at by his
friends.
Julie: She has to share a room with her younger sister, but she has
difficulty getting along with her.
4. 学生完成Comprehension D1 的练习，并口头汇报答案。
Step 4 完成Vocabulary 的练习，学习核心词汇。
1. 学生根据上下文猜测词义，完成Vocabulary C1的练习。学生认读和理解单词model, regret, hate, suggest, mad。
2. 学生认读和理解单词awful, ashamed, mess, diet和短语feel ashamed of, (be) on a diet, 然后完成Vocabulary C2的练习。
回家作业
抄写单词和短语：online, model, diet, awful, regret, ashamed, braces, hate, suggest, mad, mess; (be) on a diet, feel ashamed of。
模仿录音的语音、语调，朗读课文。
完成 《练习册》第50页Vocabulary和第57页Reading A的练习。
Period 2
教学内容
Reading (p.51), Comprehension D2, D3 (p.53)
教学目标
语言知识
认读和理解单词though, situation, advantage, embarrassed, annoying和短语laugh at, drive sb. mad, make a mess。
语言技能
通过深入阅读，进一步理解四封邮件的内容。
能谈论自己对四封邮件所反映的问题的看法，并尝试给予建议。
教学重点
通过深入阅读，进一步理解四封邮件的内容。
教学难点
能谈论自己对四封邮件所反映的问题的看法，并尝试给予建议。
教学过程
教学过程
教学过程
Step 1 回顾主阅读篇章。
学生集体朗读主阅读篇章。
Step 2 分段阅读主阅读篇章，深入理解全文。
1. 学生阅读第一封邮件，然后回答下列问题。
● Who is Anna worried about? (Her friend Jolin.)
● What problem does Jolin have? (She is thin but she still thinks she
is fat. She is always on a diet.)
● Why is she always dieting? (Because she wants to be a model.)
● What does Anna think of her friend? (She thinks that Jolin is
getting too thin.)
● Does Jolin take Anna’s advice? (No, she doesn’t.)
2. 学生阅读第二封邮件，然后完成下表。学生认读和理解单词though, situation和短语laugh at。
The woman
Peter
Peter’s friends
Yesterday
was lying in the (1) street and looked very (2) sick.
wanted to (3) help her.
● (4) made jokes about her and (5) laughed.
● told Peter (6) not to help her.
Now
regrets (7) not saying anything and feels very (8) ashamed of himself.
3. 学生阅读第三封邮件，然后判断下列句子的正误并在文中找出相应的依据。学生认读和理解单词advantage, embarrassed。
● Simon gets along well with his friends. (False. “My friends all laugh at me and say bad things about me.”)
● Simon does not want to smile in front of his friends. (True. “I feel embarrassed when I smile or open my mouth.”)
● Simon blames his mother for making him wear braces. (True. “I feel it was a mistake for my mother to make me wear these ugly braces.”)
4. 学生阅读第四封邮件，然后根据下列关键词复述Julie求助的问题。学生认读和理解单词annoying和短语drive sb. mad, make a mess。
drive me mad play the piano take my things make a mess
Step 3 完成Comprehension D2, D3的练习，巩固对主阅读篇章内容
的理解。
1. 学生完成Comprehension D2的练习，回顾主阅读篇章的结构与基本内容。
2. 学生分小组讨论Comprehension D3中的问题。教师请部分小组派代表上台谈谈自己的看法。
Step 4 在理解主阅读篇章内容的基础上，尝试给予四位求助者建议。
1. 学生再次阅读四封邮件，然后分小组讨论专栏主笔Linda会分别给予什么建议。
2. 教师邀请部分小组派代表上台口述本组讨论的结果。
回家作业
模仿录音的语音、语调，朗读课文。
选择主阅读篇章中的一位求助者，根据课堂上讨论的结果，以专栏主笔Linda的口吻写一封回信。
完成《练习册》第58至59页Reading B, C的练习。
Period 3
教学内容
Grammar (pp.55-57)
教学目标
语言知识
掌握主语、谓语、宾语、补语和状语等句子成分。
语言技能
能通过区分句子的成分、分析句子的结构来理解句子的含义。
学习策略
主动探究，善于发现语言的规律并能运用规律举一反三。
教学重点
能辨别句子中各个成分，并写出语法正确、逻辑合理的句子。
教学难点
掌握直接宾语和间接宾语的概念，在句中的位置以及直接宾语放在
间接宾语前，中间由介词to或for连接等知识。
教学过程
教学过程
教学过程
Step 1 检查回家作业的落实情况。
教师邀请部分学生交流以专栏主笔Linda的口吻写的回信。
Step 2 学习主语、谓语、宾语、补语和状语等句子成分。
1. 教师呈现第55页和56页除第三条外的例句，引导学生指出句子
中的各个成分。然后，帮助学生归纳和总结每个成分的用途。
2. 教师将下列句子呈现给学生，要求学生说出带下划线的部分在句
中分别作什么成分。用S(主语)、V(动词)、O(宾语)、C(补语)
或A(状语)表示。
● We’re having a great time. (O)
● The weather is fine. (S)
● We really enjoy camping. (V)
● It’s great fun. (C)
● We saw many sheep on the farm. (A)
● We like this place. (O)
● Let’s make the world more beautiful. (C)
3. 学生阅读下列句子，并判断每个句子分属下面哪一种结构。
a S + V
b S + V + O
c S + V + O + C
d S + V + A
● That job drove me crazy. (c)
● I agree. (a)
● She will come at 10 p.m. (d)
● I had some meat. (b)
4. 学生阅读下列句子，并找出每个句子中的两个状语。
● Prince Charles opened a new sports centre in Stoke yesterday.
● He also spoke with several young people.
● The sports centre was first planned in 1994.
● Naturally, the local council could not finance the project without
help.
● Luckily, they managed to get money from the National Lottery.
Step 3 学习直接宾语和间接宾语的相关知识。
1. 学生阅读第55页第三条语法规则下的例句，了解直接宾语和间
接宾语的概念。
2. 学生通过下列两组句子体会“主语+及物动词+间接宾语+直接宾语”结构的句子可以改为“主语+及物动词+直接宾语+to / for+间接宾语”结构的句子。
The man bought the woman (IO) a ring (DO).
The man bought a ring for the woman.
The mother gave her daughter (IO) a birthday present (DO).
The mother gave a birthday present to her daughter.
3. 学生阅读第55页Things to remember 部分的内容。教师可以帮
助学生归纳以下内容。
● 下列动词后用to: bring, feed, give, hand, lend, offer, pass, pay,
post, sell, send, show, take, teach, tell, write。
● 下列动词后用for: book, buy, choose, cook, fetch, leave, make,
order, pick, reserve, save。
4. 学生用介词to或for完成下面的句子。
● Give these papers to my secretary.
● Could you make some coffee for me?
● Book a flight for me, will you?
● Can you post this cheque to the hotel?
● Don’t show these plans to anyone.
● Leave a message for my secretary.
● Fetch the file for me, will you?
● Write a memo to all the managers.
Step 4 进一步巩固所学句子成分的相关知识，完成Grammar板块
的相关练习。
回家作业
1. 用括号中的词完成下列回答。注意在适当的位置补充介词to。
● Mike: Why is everyone laughing? (a funny story / us)
Vicky: Daniel told us a funny story / a funny story to us.
● Alex: There’s some fish left over. (it / the cat)
Laura: I’ll feed it to the cat.
● Mark: What are you doing with those bottles? (them / the hotel)
Sarah: I’m taking them to the hotel.
● Jim: How are things with you, Daniel? (a job / me)
Daniel: Fine. Someone has offered me a job / a job to me.
● David: What did you do with those papers you found? (them / the
police)
Tom: Oh, I handed them to the police.
● Emma: Look! It’s pouring with rain. (my umbrella / you)
Rachel: It’s OK. I’ll lend you my umbrella / my umbrella to you.
2. 完成《练习册》第51至53页Grammar的练习。
Period 4
教学内容
Listening (p.54), Talk time (p.58), Study up (p.58)
教学目标
语言知识
掌握常见的征求建议的句式，如：I have a problem,...，My problem is that...，What should I do?等。
掌握常见的给予建议的句式，如：Why don’t you...?， Perhaps you should...，I think you should...， Why not...? 等。
认读和理解单词fail, careless和短语out of place。
语言技能
能在听的过程中获取和记录关键信息。
能根据情境，运用征求和给予建议的表达方法编制对话。
学习策略
积极与他人合作，共同讨论，为他人出谋划策。
教学重点
掌握征求和给予建议的常用表达方法。
教学难点
根据所给情境，运用征求和给予建议的表达方法编制对话。
教学过程
教学过程
Step 1 完成听力任务。
1. 学生阅读练习A中的五个句子，划出每个句子中的重点信息，
如时间、地点、人物、描述性的词语等，进行听前预测。
2. 教师播放录音，学生完成练习A。
3. 教师再次播放录音，学生核对答案并改正错误的句子。
4. 学生阅读练习B的笔记内容，预测每个空格中要填的内容。
5. 教师播放录音，学生完成练习B。
6. 教师再次播放录音，和学生一起核对答案。
Step 2 学习Talk time 部分的内容，掌握征求和给予建议的表达方
法。
1. 教师播放导图的录音，学生思考并回答下列问题。
● What is the boy’s problem? (His parents control every part of his
life.)
● What is the girl’s advice for him? (He should tell his parents how
he feels.)
2. 教师播放练习部分的录音，学生跟读对话，然后两人一组，朗读对话，体会征求和给予建议的常用句式。
3. 教师帮助学生归纳其他征求和给予建议的表达方法。如：
征求建议：
● My problem is that...
● What would you do in my situation?
● What can I do to make it right?
给予建议：
● I think / believe it is (not) important / proper / right / fair to...
● In my opinion, you must remember that...
● I think you should...
● Why not (do)...?
● How about (doing)...?
Step 3 完成Speak up部分的任务，根据所给情境，运用征求和给予
建议的表达方法编制对话。
1. 学生两人一组，仿照Talk time部分的对话，选择Speak up部分或下列情境中的一个，编制对话。学生认读和理解单词fail, careless和短语out of place。
● S1 saw a child fall off his bike in the park but did not know what
to do to help the child.
● S2’s friend forgot to pay for the things he / she took from the
local shop yesterday.
● S2 is worried that his / her friend spends too much time playing
computer games.
2. 教师邀请部分学生上台表演对话。
回家作业
模仿录音的语音、语调，朗读Talk time部分的对话。
两人一组，自创情境，运用征求和给予建议的表达方法编制对话，准备在下节课上表演。
完成《练习册》第54至55页Listening和第56页Speaking的练习。
Period 5
教学内容
Culture corner (p.63), Writing (pp.59-60)
教学目标
语言知识
认读和理解单词comment, polite, none, exam和短语none of one’s business, hear from；认识单词request。
语言技能
学习求助信的结构，并能就自己存在的问题和困惑给专栏主笔Linda写一封电子邮件，寻求帮助和建议。
文化意识
了解答读者问专栏的形式。
教学重点
学习求助信的结构和写作要求。
教学难点
就自己存在的问题和困惑给专栏主笔Linda 写一封电子邮件，寻求帮助和建议。
教学过程
教学过程
Step 1 检查回家作业的落实情况。
教师邀请部分学生表演编制的对话。
Step 2 学习Culture corner板块的内容，引入Writing板块写作任务
的话题。
1. 教师询问学生Who do you usually ask for help when you face problems or difficulties? Have you ever thought of writing to an agony aunt when you have troubles? 引出Culture corner 板块的话题。
2. 学生阅读Culture corner 板块的图文，然后回答下列问题。
● Who was the first agony aunt in history? (John Dutton.)
● How did he get the idea? (He had no one to ask for advice and he thought other people might be in a similar situation.)
● How was John’s newspaper with such a section? (It turned out to be very successful.)
● Why is the name “agony aunt” used? (Because most of the people giving advice in newspapers were women by 1740.)
Step 3 学习求助信的结构。
1. 学生阅读Writing板块的引言，了解写作任务的背景。然后阅读练习A中的电子邮件，回答下列问题。学生认读和理解单词polite, none和短语none of one’s business, hear from。
● Who is the letter from? (David.)
● Who is the letter to? (Aunt Linda.)
● What is the writer’s problem? (He saw his classmate shouting at his mum in the street.)
● What did the writer’s parents say? (They said it was none of David’s business.)
● What does the writer want? (He wants his classmate to stop shouting at his mum.)
● What advice does the writer want to get from Aunt Linda? (He wants to know what to tell his classmate.)
2. 学生完成练习A，了解求助信通常包含的内容，然后学习练习B中列出的表达。学生认读和理解单词comment, exam；认识单词request。
3. 教师帮助学生归纳总结求助信五个部分的写作要求。如：
● A friendly comment: 开篇向对方致以问候，如果对方是答读者问专栏的作者，可表达自己对专栏的喜爱之情；
● The subject of the letter: 用一至二句话说明自己来信的主题，让读信者了解写信的目的；
● The problem: 阐明自己的问题，说明时要注意逻辑，语言要简明扼要；
● A request for advice: 说明自己想获得怎样的帮助；
● A friendly ending: 表达自己的谢意并希望早日收到答复。
Step 4 完成Writing板块的任务，就自己存在的问题和困惑给专栏
主笔Linda写一封电子邮件，寻求帮助和建议。
学生仿照练习A中的电子邮件，从练习B所给的问题中选择一个
或根据自己遇到过的一个问题，给专栏主笔Linda 写一封电子邮
件，叙述这个问题，寻求帮助和建议。如果课堂时间允许，教师可
要求同桌之间交流修改邮件。
回家作业
抄写单词和短语：comment, request, polite, none, exam； none of one’s business, hear from。
修改完善自己的作文。
完成《练习册》第60页Writing的练习。
Period 6
教学内容
More practice (p.61), Project (pp.63-64)
教学目标
语言知识
运用巩固征求和给予建议的表达方法。
了解短语make up one’s mind。
语言技能
能归纳补充阅读篇章中专栏主笔Linda提出的建议。
能通过小组合作，思考并讨论青少年通常面临的困惑和问题，并寻找解决问题的途径。
情感态度
通过小组分工合作完成课题，培养团队合作的精神。
教学重点
运用巩固征求和给予建议的表达方法。
教学难点
整合资源，分工合作，完成课题板块的任务。
教学过程
教学过程
Step 1 学习More practice板块的内容。
1. 学生回顾主阅读篇章中四名青少年遇到的困惑和问题，思考专栏主笔Linda可能会给予的建议。
2. 学生阅读补充阅读篇章，找出专栏主笔Linda针对主阅读篇章中四名青少年的问题和困惑所给的建议，然后完成表格。学生了解短语make up one’s mind。
3. 教师告诉学生：The four students received and accepted Aunt Linda’s advice. Then they all wrote back to her. 要求学生四人一组，分别扮演这四名青少年，说说各自在回信中会写些什么。如：
Anna: Thank you, Aunt Linda. I’ve talked with Jolin and she
agreed to see a doctor and eat more sensibly.
Peter: Yes. I’ve learnt an important lesson now. It was cruel of my
friends to laugh at that woman. I’ve told them not to do that
again and they accepted my advice.
Simon: I agree with you. There are so many people wearing braces.
I’ve talked to my friends and they apologized to me. I feel
much better now. Thank you very much.
Julie: Yes, you’re right. I’ve talked with my younger sister. She just
wants more attention from me. We’re now living happily with
each other. You’re so helpful.
Step 2 完成Project板块中讨论并列出问题清单的任务。
1. 学生阅读Project 板块的引言，了解课题的任务和要求。
2. 学生分组思考并讨论青少年普遍遇到的问题，并仿照A部分的
示例将这些问题罗列出来。
3. 学生以小组为单位，从这些问题中选择一个，进一步讨论，然后
仿照B部分的示例列出这个问题涉及的具体内容。
4. 学生讨论所选问题的具体解决方法。教师提醒学生如遇到不能解
决的问题，可参考C部分的解决途径，在课后寻求帮助。
Step 3 完成Self-assessment板块关于本单元学习情况的自我评价。
回家作业
根据课堂上所列的问题，通过各种途径获得解决问题的方法，并作适当记录。然后，小组合作设计编写答读者问专栏。
选择性完成《练习册》第61至64页Integration的练习。
