Comics and welcome to the unit Teaching objectives
1. To arouse students’ interest in the topic of the unit ,Teenage problems 2. To talk about the problems of teenagers and their causes 3. To learn to give advice
4. To make students aware of the main task of this unit Language focus
Words :stomach , quarrel Phrases: 1.get fat 2.get enough food 3.get enough sleep 4.have enough time to do 5.be on 6.feel tired my homework 7.feel lonely 8.quarrel Sentences: 1. Eating too much makes you healthy.
2. Running and swimming are good for you. 3. I don’t get enough sleep
4. I don’t have enough time to do my homework. 5. I don’t have close friends . 6. They don’t have time for me. 7. I feel tired in class. 8. I feel lonely.
9. The TV is always on
10. I always quarrel with my cousin. Teaching procedures: Comic strips
Pre-task Discussion
Talking about what kind of people have problems
During-task activities: Reading (Eddie’s problem) 1. Play the tape for students to listen Questions: 1)What is the Eddie’s problem? 2) What makes Eddie unhealthy?
3) What advice did Hobbo give Eddie? 2. Practise reading the dialogue 3. Language focus
1) I’ve got a problem= I have a problem. 2) I’m getting fat.=I’m becoming fat. 3) Eating too much makes you unhealthy. 4) Running and swimming are good for you.
Post-task
Act the dialogue out Welcome to the unit
1. Discuss the students’ own problems about study and relationship with
others(getting on with others).(Using some comic strips) 2. Talk about the Class 1,Grade 9 students’ problems in Part A
3. Make a survey about the most common problems among students.(Part B) 4.Language focus
1)I don’t get enough sleep .
2)I don’t have enough time to do my homework . 3)They don’t have time for me . 4)I always quarrel with my cousin. Reading
Teaching objectives:
1. To enable students to learn how to write about their problems 2. To make students aware how to solve their problems 3. To present students some reading techniques
Language focus: Words: focus achieve Strict support offer suggestion valuable Succeed Skill Phrases: 1.at the moment 2.hand in 3.on time 4.feel bad about 5.focus on 6.achieve a balance 7.hear from 8.be crazy about 9.stay out late 10.ask me to come 11.from time to 12.make our lives time colourful 13.have my 14.offer me some parents’ support suggestions Sentences: 1.I know it is very important to work hard and hand in my homework on time ,but the problem is that I spend so much time doing my homework that I cannot find any time for hobbies
2. I really feel bad about that. 3.I just cannot decide when to do my homework and when to spend time on my hobbies .
4.Can you teach me how to achieve a balance between the two? 5.we just forget when to stop. 6.I really don’t know what to do .
7Should I focus on my homework and give up my hobbies? 8.I hope to hear from you soon 9.I’m crazy about football. 10.We like staying out late to play football. 11.My parents don’t like this and ask me to come home before 6p.m 12.I believe it is important for us to spend some time on our hobbies. 13.I wish I could have my parents’ support. 14.Can you offer me some suggestions?
Period I
Teaching objectives:
1.To learn about the main idea of the two articles
2. To do some comprehensive exercises to practise some reading techniques Teaching procedures: Pre-task Revision
1. To check prevision homework
2. To talk about their own problems and where they can get help While-task Reading
1. To know about what Millie’s and Simon’s problems are( Scan for general idea) 2. To achieve full comprehension and compare the two persons Wang Mei Simon Grade 9 9 Hobbies Reading, writing poems, Football walking, shopping and painting Favourite Painting football Homework A lot of homework / Time for sports No time Three hours Parents / Strict 3. Ask students to find out their problems carefully (Part C and IV in evaluation handbooks)
Post-task Consolidation
1.To make a interview with two students about their problems 3. Learn to give some advice to them
1) Should Millie focus on her homework and give up her hobbies 2)Is it bad to stay out late to play football? 3)(Part D)
Period II
Teaching objectives:
1.To make an intensive reading about Millie’s problem 2.To deal with language focus
Teaching procedures: Task 1. Revision
Ask some questions to review the context of the first article
1)What are Millie’s hobbies?
2) Which is her favourite hobby? 3) What is important in study?
4) What is the problem of spending so much time doing homework?
5) How does Millie feel about that? 6) What can’t Millie decide ? Task 2
1.Present the language focus appearing in the answers 2.Ask students to find out what they can’t understand Task 3 Practice
Do some exercises about the text.
1. Write out the words with the initial letters
1) My daughter always draw some pictures t home .P________ is one of her
favourite h_______.
2) Xv Zhimo is a famous poet .He has written many beautiful p_________.
3) People have killed many animals for food. Sometimes they killed so much
that the b_____________ of nature has been destroyed.
4) Now many people are watching the Korean called ‘Da Changjin’. All the
people f_________ on the girl’s fate.
5) After working hard at maths , the Class 7 students a____________ good
marks at last.
2． ill in the blanks with right forms of the given words
6) Millie has a problem and she doesn’t know how __________(solve) it. 7) _____________(write) poems in my spare time is my favourite hobby. 8) Every day Millie spends much time ____________(finish) her homework. 9) Can you decide when and where ___________(hold) the party? 10) Please give up _____________(smoke) .It is bad for your health. 3．hoose right phrases to fill in the blanks
at the moment , hand in , focus on , on time , achieve a balance , feel bad about … spend …on ,
1).I have no time to play basketball every day because of too much homework .So I _________________ that.
2)Every day Millie _________less time _______ her hobbies because she has so much homework to do.
3)All the students should ____________ the teacher so that they can get good marks. 4)It is very important for each student ______________ their homework. 5)If you can’t reach the station _____________,the train will leave. 6)____________________, I have a lot to say but I can’t help crying
7) We should think about how ___________________ between nature and human beings.
4．ranslate some sentences
a) 问题是我花很多的时间做作业结果就找不到任何时间来进行我的兴趣爱
好。
b) 经常Millie不能决定何时做作业，何时花时间来搞她的兴趣爱好。 c) 每天努力学习按时交作业对于学生来说是非常重要的 Period III
Teaching objectives:
1. To revise Simon’s problem
2. To do with the language points in the passage Teaching procedures: Pre-task Revision
Questions about Simon’s problems: 1) What is Simon crazy about? 2) How is he crazy about it?
3) Whom does he always play football with? 4) How long do they play football? 5) Does his parents like this ? Why?
6) How does Simon feel and become?Why ? 7) What is Simon’s wish?
During –task Language learning Post-task Consolidation
1. Write out the words according to Chinese in brackets
1) When I meet trouble , I’ll ask my teacher for _____________(建议)。She
always gives me some _____________(有价值的)advice.
2) My headteacher is very __________(严厉)with us .He treats us very strictly ,
but he is kind to us.
3) Excuse me ,can you_____________(提供) some help to solve this problem? 2. Multiple choice
1) Simon is crazy_________ football. He loves playing football ______his
friends
a. of b. about c. with d. in
2) Do you spend a lot of time _____ your hobbies?
a. in b. with c. on d. for
3) Hobbies can help us __________and make our life _________.
a.relaxed…colour b. relaxed…colourful c.relax…colour d.relax…colouful
4) Simon always stays out so late _________ football that he always forgets
when ___________.
a. to play…to stop b. to play …stopping c. plays…stopping d playing…to stop
5）his is ______________advice I’ve received recently.
a. more valuable b. the most valuable c. valuabler d. the valuablest
3． ill in the blanks with right phrases ，be strict with , stay out late, from time
to time,
feel stressed , make our life colourful
1) ________________,I feel very nervous when I am asked to speak in front of the classmates.
2) We should try our best___________________________.
3) My parents ____________________ my brother. So he often feels bad about that. 4) If you ____________________, you should call your family to tell them about that.
5) Tomorrow we’ll have an English exam ;all of us ____________ because we are
poor at it . Homework
ExI, II, III in evaluation book
Vocabulary
Teaching objectives
1. To get students to learn about different meanings of the verb “get” 2. To use the verb “get” to talk about problems
Language focus: Vocabulary Revise
Phrases: 1.get a bus 2.get angry 3.get low marks 4.get a lot of homework 5.get home late 6.get sad 7.too much 8.have time for my 9.a lot of traffic hobbies 10.have much time to 11. tell me about them revise for tests Teaching procedures: Pre –task Translation
1.Ask students to translate some sentences and write out the different meanings 1) Eddie is afraid of getting fat.
2) Millie doesn’t get enough sleep. She feels tired in class. 3) Yesterday I got very low marks in physics. 4) Every day I get home after 7 o’clock.
5) Most of the students usually get a bus to school.
6) Yesterday my mother got ill ,so I have to stay at home to look after her. 2.Present the different meanings of verb ‘get’
During-task Practice
1. Get students to finish Part A
2. Ask them to make up a story about Amy’s problems in groups with the phrases 3. Share the problem story with others
Post-task Consolidation
Ask students to learn the different meanings of other words
Grammar
Teaching objectives:
1. To use ‘wh-’words + ‘to’-infinitives to talk about problems 2. To learn about sentence types
3. To study five kinds of sentence structures 4. To learn to use object complement
Language focus: Vocabulary Youth worker while Consider coffee black Prove interested rather Name mark article Diet Phrases: 1.a balance between work 2.get too much homework 3.get help from youth and play worker 4.from time to time 5.thanks for your valuable 6.have a rest for a while advice 7.give me some advice 8.prove sb. wrong 9.consider sb. sth. 10.call sb. sth. 11.name sb. sth. 12.mark the tests 13.the article on star signs 14.an unhealthy diet Structures: 1. Thanks for your valuable advice 2. What a busy day!
3. We believe it unnecessary to give students tests every week.
Period I
‘Wh-’words + ‘to’-infinitives Pre-task Revision
1.Revise the wh- words with students
2.Fill in the blanks with the right forms of verbs
1) Miliie has a problem . She doesn’t know how____________(solve) it. She can’t decide when_______(do) her homework and when _________(spend) time on her hobbies. She wants to know how _______________(achieve ) the balance between her hobbies and her study.
2) Simon also has a problem. He doesn’t know who_________(talk ) to about it because his parents are strict with him. He likes to stay out late to play football, and he often forgets when_________(stop).This makes his parents very unhappy .They ask him to come back before 6. He really doesn’t what________(do)
3) I have a problem .National Day is coming ,but I can’t decide where ___________(go).
4) My mother has a lot of housework to do,for example ,doing some washing, cooking , going shopping and so on. But she can’t decide which________(do) first.
During-task Pracitce
1. Make some explanations about “Wh-“+to +v 2. Do Part A
Post –task Consolidation
Learn to use ‘wh-’+to +v to talk about their own problems in pairs B Sentences types Pre- task Introduction
Help students revise the sentences types using the table in the book, especially the exclamation sentences During-task Practice 1. Do Part B
2. Ask students to use different sentence types to talk about their own problems Post-task
Ex IV in handbooks C Object complement Pre-task Translation
Ask students to translate some sentences and compare the sentences 1) They painted the walls violet.(The walls are violet.)
2) The problem made Millie very unhappy.(Millie was unhappy.)
3) We all consider David the most suitable chairperson.(David is the most suitable chairperson.)
4) We must keep our classroom quiet.(The classroom is quiet.)
During –task
1. Explain what the object complements are, what words can be object complements and what words have object complements
2. Practise identifying the object complement Part C in the books
Post-task consolidation Ex V in handbooks
D. Five kinds of sentence structures Pre-task Revision
1.Revise the different sentence elements 2.Translate some sentences:
1) Millie is eating.
2) Millie is eating her dinner. 3) Millie is hungry.
4) Millie tells Sigmund Friend her problem.
5) Millie thinks Sigmund Friend helpful.
During-task Practice
1.Introduce the five different sentence structures on the top of the page 48. 2.Do Part D1&D2 in books
Integrated skills Period I
Teaching objectives:
1. To extract information from reading the student profile and the conversation 2. To write notes about a student profile through reading and listening 3. Learn to do with some problems Language focus: Structures:
1.I told her what to do in PE lesson 2.Sue seems much happier 3.I’m sorry to hear that.
4.My friend in the USA hasn’t replied to my last three e-mails. 5.That’s what friends are for.
6.Thanks for listening to my problem and giving me your advice.
Teaching procedures: Pre-task Discussion
1. What will you do if you have some problems?
2. Would you like to talk to the youth worker like Millie?
3. What should you do first when you come to the youth worker’s since he doesn’t know you? During-task Reading
1. Read the profile of Even Sue 2. Complete the notes from No.1-4 Listening
1.Play the tape for students to listen to 2.Collect students answers 3. Read the profile carefully Writing
1.Ask students to fill in the visit to the youth worker 2.Read it out
Post –task Consolidation Ex IV&V in handbooks Period II
Teaching objectives
1. To learn how to share problems with others 2. To learn to give advice
Teaching procedures: Pre-task Discussion
Discuss the questions with students :
1) Would you like to share problems with others? 2) Would you like to give advice to others? During-task Listening and reading
1. Play the tape for students to listen with some questions 2. Elicit answers from students
3. Get students to read the dialogue in roles 4. Do with language focus Post-task Consolidation
Ask students to make up their own dialogues to talk about their problems and give advice Main Task
Teaching objectives
1. To prepare as much information as possible for students to write 2. To make a writing plan for students
3. To write a letter about the problems and solutions Teaching procedures: Pre-task Discussion
1. To get students to talk about their problems in groups and try to find out the solutions
2. To collect their ideas During-task A quiz
1. Go through the quiz with students to make sure they know what to write 2. Discuss in groups 3. Collect their solutions Writing
1. Make students know the structure of the letter (Part B) 2. Fill in some information
3. Read the model letter and present some useful expressions(in teacher’s book) at the same time Post –task Writing
Get them to write a letter like the model letter.
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