【正文】 fully and answer my questions 1. What’ s Millie’ s problem? 2. What suggestions does Amy offer? 5. 老師說 : Now can you find the sentences about sharing problems or giving advice. Sharing problems I am sorry to hear that. What’ s the problem. I’ m sure that’ s not sure. Maybe?? . Giving suggestions Why don‘t‘ you… ? 學生跟讀對話，然后同座互讀，找出問題的答案。 教學內(nèi)容 四會內(nèi)容 詞匯： reply pleasure 詞組： the top student laugh at share our problems with pay no attention to be proud of reply to 句型 : I‘m afraid she doesn‘t want to write to me an more. I‘m sure that‘s not true. Why don‘t you send an ecard to her and let her know you miss her very much? My pleasure. That‘s what friends are for. 教學準備 1. 投影儀； PPT 2. 錄音機 教學內(nèi)容 step 1 導入 老師說： Can Sigmund help teenagers a lot? S1: yes Good, how great he is. He is very kind , isn‘t he? S2: yes Then do you think talking with him is helpful or unhelpful. S3: helpful . I agree with you .Now Sue Wang is talking with him. This time you‘ll help Sigmund taking notes. （這里復(fù)習了三種問題形式同時導入聽力話題。 Integrated skills 教學目標 1. 完成綜合技能的訓練。） Step2 呈現(xiàn) 1. 老師說 ： Please read Sue Wang‘s Profile and find as much information as you can to fill in some blanks. 2. 學生完成后，老師準備帶領(lǐng)同學們完成下一部分說 :We will listen to Sun and plete the notes for Sigmund. When you are listening and taking notes. Please make sure that: 1. Always pay attention to key words. 2. You don’ t need to understand everything. 3. Use useful symbols like ―amp。然后讓學生說出更多這類的結(jié)構(gòu)，為做對話做準備。 對于書后 練習 B 中有 的單詞進行彌散式導入，也就是在遇到該單詞的時候就讓學生去猜，翻到 46 頁去選一下。 Millie 文章中生詞多，如果采用 問題 方式來完成細節(jié)回答，在單詞沒有完全處理的情況下，學生困難很大； 在對錯選擇中，如果是生詞造成的錯選，就放著一會再解決 4. 老師說： We have known the problem of Millie. Let‘s meet another poor boy. Please read Simon‘s letter and plete the following questions. 1. What Simon‘s problem is? 2. What he wants Sigmund to do? 5. 老師說： I want to know more details about Simon. Please read his letter again and help me give the answer. 1. What does he want to be? 2. How long does he often play football? 3. Why does he get into trouble? 4. What does he think about his hobby? 5. He doesn‘t know what _____ ______ and how ____ ________a balance between study and hobbies. 6. He wishes Sigmund ____ ____ him some suggestions. 這些答句和問句要充分考慮不定式式的比重。 7. 學生跟老師讀黑板上的單詞并跟錄音朗讀課文。 家庭作業(yè) 1. Read the text 2. Remember the new words 3. Finish two reading passages Reading 2 教學目標 3. 利用精讀，教習重點短語和句子。同時問： Do you still remember their problems? 在此過程中復(fù)習和強調(diào)學過的短語和一些句型。例如： ① I don\39。 how to deal with what to do with 有什么不一樣呢？ DO WITH 和 DEAL WITH都表示應(yīng)付，處理。 3. spare adj. 多余的 , 剩下的 , 備用的 I don’ t have spare time, v. 節(jié)約 , 節(jié)省 , 提供給某人 Can you spare some time for me? 4. worth： be worth + n. 當名詞為金錢時，表示 ―…… 值得 ……‖ be worth doing sth. “??某事值得被做 ‖ (此處在形式上不用被動語態(tài) ) The question is not worth discussing again and again. 5. offer作動詞的用法 : offer 有 (主動 )拿給 ,給予 的意思 ,相當于 give, 后可接名詞或代詞作賓語 ,也可接雙賓語 ,即offer sb sth =offer sth to sb, 如 : The young man offered the old man his own seat on the bus. 那個年輕人在公共汽車上將自己的座位讓給了那個老人。 of 的同樣用法 She and I am of the same age. 7. allow: allowedallowingallows Eg. Smoking is not allowed here. 此處不準吸煙。 I wish you well and happy. ②祝你們成功。 I wish I could see him now. Step3 練習 老師說 : Now we have known everything Simon and Millie want to tell Sigmund. Luckily, they got the reply from Sigmund very soon. Now let‘s read them. When you‘re reading, try to fill in the blanks. 老師讓同學把書翻到 47 頁。 家庭作業(yè) Finish the exercise on the Exercise Book. Study skills 教學目標 1. 用比較良好的分析讓學生感知這個技巧的基本內(nèi)容。 這 5個句子包括了 5 種錯誤類型。 Step 3 活動 老師引導： Let’ s go back to see the four suggestions of Millie. Which do you think is the best, why. Please discuss in pairs, each of you must give at least one reason. When two student is answer the question, others listen carefully to find their mistakes. （這個活動中既有對本單元主題內(nèi)容的學習，以往知識的復(fù)習，又有改錯知識的應(yīng)用。然后讓學生根據(jù)每個短語和相應(yīng)的圖畫來造句。 Step6 呈現(xiàn) 1. 多媒體呈現(xiàn) Eddie 和 Hobo的對話表達 get 不是永遠都可以改變的，然后問同學們：Do you have the same question with Eddie‘s? 接著呈現(xiàn)一組這樣 的詞組 get up get on get off get out get through get together get on 2. 再呈現(xiàn)一組 Eddie 和 Hobo的對話，表達不知是 get 可以變成其他詞。在這一步里完成對學習策略的良好指導。為了凸顯需要講的三句，這一次不挨著做，老師 按照 主語、表語、賓語，賓語補足語的順序問，那么剩下三句是什么句子成分呢？ 通過多媒體講解不定式做定語和狀語。 （擴展學習） Step5 練習 1. 老師說： Let‘s stop here. Because Daniel tell me that many of his classmates have problems . Let‘s go and see what they are. At the same time , I want you to fill in the blanks. 做 50 頁上的練習，在校對答案的時候教授新詞： courage truth 2. 老師說： We‘ve got some suggestions to these problems. Let’ s read the advice and identify the sentence elements 核對答案對優(yōu)秀的同學進行表揚。） Step2 呈現(xiàn) 1. 老師說： Daniel’ s classmates also wants to tell Sigmund more of their problems. But time is very short. Can they make their sentences shorter? 1. We want know who we can ask for help. 2. We can’ t decide what we should do in the evening. 3. We don’ t know where we can find information about teenage problems 4. We often fet when we should go back home. 5. Can you tell me how we can achieve a balance between study and hobbies? 帶領(lǐng)同學們做完題目，在剛開始的時候，有目的引導和教授，學生憑語感和已有知識再加上老師的引導是很容易做出來的。 2. 老師對 Simon 進行評價 How crazy Simon is about football! What an energetic boy he is! （引入感嘆句概念） 3. 老師說： What do you want to say to Simon? S: Simon, plan your time more carefully! （這里無論學生怎么回答都可以引入祈使句概念。同時把同學們的煩惱寫在黑板上。 step3 練習 老師說： We have some sentences under each picture on Page 43 Can you finish them now? 1. I don‘t get enough ________. I feel tired in class. 2. I don‘t have enough time t