九年级英语上册Unit3教案

9AUnit3 teenage problems

Period One(Welcome to the unit/ vocabulary )

●objectives

1.to talk about problems and their causes

2.to think about personal problems and how to deal with them.

3.To understand the different meanings of the verb “to be”

4.To use the verb “to get” when talking about problems

●Language function and focus

I’ve got a problem.=I have a problem.

Eating too much makes you unhealthy. Get too many tests and exams

Quarrel with sb. Family members

Get a bus=take a bus get angry=become angry

I don’t have much time to revise for tests.

●Teaching methods

Listening/ writing/ speaking/discussing

●Teaching procedures

Part A

1.Explain that most teenagers have problems. Tell students that if they ever need to talk about

their problems, they should talk to their teachers, friends or family. Tell students that having a problem is nothing to be ashamed if ----everyone has worries from time to time.

2.Ask students work in groups. Discuss their problems and write on the paper. The teacher call

some groups to speak out the problems and help them how to solve them.

3.Show the students pictures about problems. Ask individuals to speak out which problem it is.

If one has spoken out, he or she can ask his or her best friend to speak out next problem.

4.Ask students to work in pairs to complete Part A on Page 39. Once all students have finished,

ask one student at a time to read out what they have written. Listen for mistakes and mispronunciation.

Part B

1.tell students you want to do a survey of the problems that students in the class have. Write the

following headings on the board:

Not enough sleep

Not enough time to do homework

Too noisy to study

Lonely

Argue with cousin/classmate/parent

Parents are always busy

Read out each problem in turn, and ask students to raise their hands if they have this problem. Make a tally of the problems that students have. This will reinforce a group feeling. Finally, make

a note of the biggest problem the class has. Write the following on the board:

“The biggest problem Class …Grade ... has is …”

2.Explain that part B is different from the previous exercise, as students have to rank how big

these problems are in their lives.

Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.

3.Tell students to complete Part B on their own. You may want to give the exercise as

homework, as students may feel comfortable writing about their problems in private. You could ask volunteers to give their answers but do not force students. If there are no volunteers, do not go over the answers to this exercise with the class. Keep the students’answers confidential.

4.For stronger classes, ask students to add what they consider to be the biggest problems

teenagers face to the list if these are different to those on the list.

V ocabulary

Part A

1.Explain that the words in the box at the top of Page 44 are synonyms of the verb “to get”

below the pictures, and can be used to replace “get” in each picture.

2.Ask students to work in pairs to complete Part A.

3.For weaker classes, ask students to read out the answer for each picture. For stronger classes,

after students have read out the answers, ask them to make sentences using the phrases under the pictures.

Part B

1.Explain to students that they can use their answers from Part A to help then with the exercise

in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.

2.For stronger classes, once students have finished, ask two students to read out the whole letter.

Compliment them on parts of the letter they read particularly well.

3.For weaker classes, ask students if they have the same problems as Amy. Ask students to raise

their hands if they do. For stronger classes, ask students what their advice would be for Amy. Comic strip

1.Play the tape for the students to find out the problem. If they can’t get the answer, the teacher

can play the second time.

2.Explain some language points for the whole class. Then ask them to try to perform this short

play.

Homework:

1.If you have any ___________ (问题)，you can ask your teacher for help.

2.Eating too much is bad for our ____________. It makes us __________ （健康）

3.____________ (游泳) is one of my favourite sports.

4.John got up too late to have breakfast, so he felt ___________ at school.

5.The meeting has bee ___________ (结束) for two hours.

6.Thank you for ___________ (邀请) me to your party.

7.You must look after y_________ and keep healthy, Mum and Dad.

8.We have our first class at a _____________ (一分钟)to eight.

Design on Bb

problems

too noisy after class

Don’don’

后记：通过这堂课使我了解到学生中的各个问题和他们的想法。在内容上需要学生掌握以

下词组（quarrel with/get enough sleep/be on/feel lonely/revise for tests/receive low marks/I’ve got a problem）

Period Two (Reading )

●Objectives:

1.to understand how to write about problems and to express feelings

2.to ask for advice

3.to recognize and understand vocabulary about problems.

●Language function and focus

I want to know how( to solve it.)

The problem is that……..

I spend so much time doing homework that I cannot find any time for my bobbies. When (to do my homework) and when (to spend on my hobbies)

Can you please teach me how to achieve a balance between the two.

Can you offer me some suggestions? = Can you give me some advice?

I wish I could have my parents support.

●Teaching methods

Reading/practicing/listening/working in groups

●Teaching procedures

(part A)

1.Ask students whether they read advice columns, e.g. , newspapers, magazines and websites.

Bring in some samples from newspapers and and magazines to show students.

2.Explain the context. Millie and Simon have both written letters to a youth worker.

3.Ask students to scan the text and see if there are words that they do not know. Explain these

words briefly.

4.reads Millie’s letter aloud. Ask students to listen carefully to you and follow the text on page

40. Ask questions to check understanding, e.g.

What is Millie’s favorite hobby? (painting)

What is Millie’s problem? (She doesn’t have enough time for hobbies and homework.)

5.Ask one student at a tome to read a paragraph, ask students to say which parts of the text they

do not understand. Clarify any points if necessary.

6.Read Simon’s letter aloud. Ask students to listen carefully to you and follow the text on page

41. Ask questions to check understanding, e.g.

When does Simon play football? (After school until late.)

How do his parents feel about it? (They don’t like this and ask him to go home before 6 p.m.)

7.Ask one student at a tome to read a paragraph, after each paragraph, ask students to say which

parts of the text they do not understand. Clarify any points if necessary.

(part B)

1.Remind students that the vocabulary that the vocabulary listed in Part B appears in Millie and

Simon’s letters on pages 40 and 41. If students are not sure what a word means, it may help them to read the word in context on those pages.

2.Ask students to work in pairs to complete Part B. When students have complete all the

answers, they raise their hands. The first pair to finish the exercise correctly is the winner.

3.When students have finished, give the correct answer to each question.

(part C)

1.Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose”

what is wrong with Millie and Simon.

2.Remind students that they can find all the answers in the reading passage on pages 40 and 41.

They should complete the exercise by putting a cross or a tick in the blanks. For more able students, ask them to complete the exercise without referring the back to the reading passage.

3.After checking the answers with the class, ask more able students to look for phrases or

sentences in Millie and Simon’s letters to support their answers.

4.This is a straightforward exercise and students of all levels should be able to complete it on

their own.

(part C)

1.Revise key vocabulary. Write the following words on the board:

advise keep

earlier later

focus help

forget about school work

give up remember

hobby ignore

homework go home

painting study

spend hours work hard

time drawing

stay out hours

2.Explain that for each word in the column on the left, there is a related word in the column on

the right. The words may be opposites, synonyms or related words. Point to the first word and ask the class to find the matching word in the right-hand column. Ask volunteers to come to the front of the class and draw a line between two words to link them. weaker classes might find this task difficult. Go through the words in the two columns with students before asking them to match the words.

Answers are as followings:

advise keep (opposite)

earlier later (opposite)

focus help (synonym)

forget about school work (related word/opposite)

give up remember (opposite)

hobby ignore (opposite)

homework go home (opposite)

painting study (related word)

spend hours work hard (related word)

time drawing (related word/synonym)

stay out hours (related word)

3.Once students are clear about the vocabulary, ask them to complete Part D on Page 43. More

able students can complete the exercise on their own. Less able students can work in pairs or small groups.

4.Once students have finished Part D, ask two students to read the letters aloud. Praise students

for areas where they do well. Try not to focus too much on their mistakes as this will crush their confidence when speaking in front of the class.

Homework: 完成课时卷（reading）

Design on Bb

Millie

1.What Grade is she in? 9

2.What are Millie’s hobbies? Read/write poems/walk/shop

3.What’s her favourite hobby? painting

4.Does she have a lot of homework every day? yes

5.What does she think important? Work hard/hand in homework on time

6.What’s the problem?

When to do homework and when to spend on hobbies

后记：课文掌握情况良好，学生通过互相提问对文章进一步了解，而且可以促进同学之间的感情。在课堂上，同学们把问题串联起来复述课文或用自己的话描述，效果很不

错！

Period Three (Grammar )

●Teaching objectives

1.To use “wh-” words + “to” infinitives to talk about problems.

2.To learn about sentences types

3.To study five kinds of sentences structures

4.To learn to use object complements

●Language function and focus

Simon does not know what to do.

Paul knows who to talk to for help.

We believe it unnecessary to give students tests every day.

We have proved him wrong. Consider David the best chairperson

Jay named his dog Bobby.

●Teaching methods

Discussing/writing/practising

●Teaching procedures

Part A

1.Remind students that when we talk about “wh-” words, we mean question words. i.e., what,

when, why, where, who, how

2.For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of

“who”,e.g. Whom did you invite to the party? However, it is rarely used nowadays except in formal contexts.

Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that?

3. Explain to students that they need to use the “wh-“words+to do structure to complete the exercise on page45. The “wh”- words can be used more than once.

4. This is a fairly challenging exercise and all students will benefit from guidance. For stronger

classes, ask students to do it by themselves and the n check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one students finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise.\

For weaker classes, tell students that it may be easier it may be easier if they find either the “wh-“ word or “to”-infinitive first before working out the whole answer.

5. Once students have finished, choose one student to play the part of Millie and another student to

play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.

Part B

Statement (positive)

Statement (negative)

Question

Imperative

Exclamation

2.Ask students to make up a sentence in each blank on the right according to the requirement on

the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own.

3.Ask a student to come to the front of the class and write the sentence in the right column. If

the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student.

4.Go through the table at the top on page 46. Ask students if they have any questions. Make sure

they understand the four types of sentences.

5.Tell students the basic use of a statement is to give information, e.g., “Millie wrote to

Sigmund Friend for advice.” The negative form of this statement is “Millie did not write to Sigmund Friend for advice.”Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer.

Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?” We can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please?” making suggestions, e.g., “Shall we bring more water?”, making offers, e.g., “Can I help?” or asking for permission, e.g., “May I come in?”

Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.”An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes.

Tell students that an exclamation is a sentence spoken with emphasis. We can use “what” or “how” to start an exclamation, e.g.,

“How lucky we are today!”

“What a lucky day!”

6.Explain to students that in the exercise on page 46 they must identify the different types of the

sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own.

7.Once students have finished, ask the class to check the answers with you.

Part C

1. Write these two sentences on the board,

Millie was tired.

Playing basketball made Millie tired.

Ask students to compare the two sentences. In the first sentence, “tired” is the predicative of the sentence whereas in the second sentence, “tired”is the object complement that describes the object of the sentence (Millie).

2. Ask students to look at the table at the top of page 47. Tell students that an object complement is an adjective (or adjective phrase) or noun (or noun phrase) that relates to the object. Encourage students to ask questions about object complements.

3. For stronger classes, tell students that if we add the verb “to be” between the object and the

object complement and then use the object as a subject to start a new sentence, the original object complement becomes a predicative of the new sentence, e.g.,

They painted the box red.

The box is red.

4. Tell students that not all verbs can be followed by an object complement. Some words that can

be used in this pattern are:

Appoint elect like prove believe find make think call get name vote consider keep paint want declare leave prefer

5.Explain the context. Students should circle the object complements found in Millie’s

homework. Ask more able students to report their difficulties to the class. Be ready to offer help for this exercise.

6.Ask twelve students to each read one answer to the class. Check the answers as a class.

Part D

1.Review the definitions and the main uses of the sentence elements, such as the subject, the

predicative, the direct object, the indirect object and the object complement. Ask students to refer to pages 11 and 47 for more details.

2.Explain to students that different combinations of the sentence elements form different

sentence structures. Go through the five basic sentence structures at the top of page 48 ans explain the structures to students, e.g.,

Eddie is eating.

Eddie is having his dinner.

Eddie is hungry.

Hobo gives Eddie another cake.

Hobo calls Eddie Big Stomach.

3.Ask students to work in pairs and make up a sentence for each of the five sentences

structures. Ask them to write their sentences for the first structure. Praise them if the sentence is correct. If not, ask other students to help correct the sentence. Students can benefit from correcting each other’s mistakes in gaining a better understanding of the structure.

4.Explain the exercise in Part D1 on page 48. More able students may work on their own

while weaker students may work in pairs. Once students have finished, ask seven students to read their sentences aloud and check the answer s as a class. Praise them for any parts that they have done correct. Try not to focus on their mistakes.

5.For stronger classes, you can write more sentences on the board and ask students to identify

the sentence structures.

6.Explain on the context. Sigmund is writing some notes on teenagers’problems. However,

the words in the sentences are all mixed up because of computer problems. Students need to rearrange the words to form correct sentences using their knowledge of sentence structures.

Then ask students to name the type of sentences.

7.For stronger classes, ask students to work alone. For weaker classes, ask them to work in

pairs.

8.Once students have completed the exercise, ask seven students to each read one sentence and

the sentence type to the class. Check the answers as a class. If students have different opinions, ask them to give their reasons.

9.Try not to focus on the mistakes. Praise students if they have done well in any parts. Homework：<<补充习题>> P 19(A2), P20(B1), P21(C1)

Design on Bb

prefer the drink hot

prove him right 宾补

made me happy 形容词或名词词组

call my dog Chatty

find the picture beautiful

后记: 语法内容较多，本课我用了两个课时，学生对于主语，谓语，宾语，没有一点概念，

做练习时，都是做一个翻一下书，习惯非常不好。

‘Wh-’words + to infinitives 学生在前面学过，有一定的基础，最难的是句型的种类。我觉得最关键的是要使学生了解什么是主谓宾。

Period Four(Integrated skills)

●Objectives

1.To extract information from a student profile

2.To write notes about a student profile

3.To extract information from a conversation

4.To write a record of a visit

●Language function and focus

I always do well in exams. (be good at )

pay no attention to sb./ sth. share problems with my friends

be proud of reply to my last three e-mails

Thanks for listening to my problem and giving me your advice

That’s what friends are for.

●Teaching methods

Listening / practice / reading / discussing

●Teaching procedures

Part A

1.Read through Sue’s profile on page 50 with students. Ask them to think about what their

student profile would say. Write the following on the board.

Name:

Class:

Grade:

Subjects I like:

Subjects I do not like:

2. Ask the students to think about something they are very good at. It does not need to be a school subject. It could also be a hobby. This will reinforce their confidence. Point out to students that no one can be good at everything. Everyone has different skills and talents.

3.Ask a student to read Sue’s profile aloud. Explain to students that some of the information in

the student profile will help them to complete the notes about Sue.

However, tell students that they will not be able to find all the answers in the profile.

For weaker classes, do the first one together so that students understand what they have to do.

If students are really weak, tell them in advance that only answers 1-4 come from Sue’s profile.

4.Tell students to look carefully at what they have written, and pay attention to the gaps they

have not yet been able to fill.

5.Play the recording again, stopping so that students can write their answers, if you feel this is

necessary.

6.Tell students to look at their answers. If they still have some unfilled gaps, ask them to read

the profile again at the top of the page in case they have missed something. Then play the recording once more without stopping.

7.Ask students to read one answer each. Check for mistakes and mispronunciation.

8.For weaker classes, it is useful to play the recording again once students have completed the

exercise. This consolidates what students have learnt and gives them a sense of achievement.

9.Explain to students that they can use the profile and the note from page 50 to help them

complete Part A3 on page 51. However, they should pay no attention to the syntax and make appropriate change of forms where necessary.

10.Divide the class into pairs. Each pair must work together to come up with the correct answers.

The first pair to get all of the answers correct wins.

11.Ask a person from each pair to read one sentence at a time. Encourage students to listen for

mistakes and raise their hands when they have a question.

Part B

1.Review “worried”, “reply”, “e-card”and “advice”. For stronger classes, ask students to

volunteer some definitions. For weaker classes, you can give the explanations to students.

2.Ask students to work in pairs. Tell them to read the conversation aloud, then change roles sn

read the conversation again.

3.Check students’ conversation of the passage. Ask them the following questions:

Who has a problem? (Millie)

What is her problem? (Her pen friend hasn’t replied to her e-mails.)

Does Amy agree that Millie’s pen friend doesn’t want to write to her any more? (No.)

Why does Amy think Millie’s pen friend hasn’t written? (She’)

What advice does Amy give Millie? (Millie should send an e-card to her pen friend and let her know she misses her very much.)

Do you think Millie feels better after discussing her problem with Amy? (Yes.)

For weaker classes, students can give on-word answers. For stronger classes, ask students to reply using full sentences.

4.Ask the students to use the conversation as a model to talk about their own problems and give

advice. Ask them to practice their new conversations. Allow less able students to write down their conversations before practicing with a partner. Walk around the class and give help where necessary.

5.Ask a few pairs to read their conversations aloud to the whole class.

Homework: ( on exercise books)

完成下列句子。

1.Amy does well in sports. (否定句)

Amy ____________________________.

2.Her classmates often laugh at her. （被动句）

She ___________________________.

3.Although Sue is a top student. She has some problems. (同意句)

Sue is a pop student, _________________________.

4.I don’t know how I can solve the problem.

I don’t know how _____________________________.

5. They felt tired after the hiking.

________________ they ____________ after the hiking?

6 The teacher said to me “ Don’t use a dictionary when you meet new words.”

The teacher told me ________ to use a dictionary when I ___________ new words.

Design on Bb

Problems : homework

watch TV

hobby

play computer games……..

I’ve got a problem. = I have a problem.

Why don’t you do sth.

Good idea. Thanks for doing sth.

My pleasure.

后记：本课主要掌握一个对话，出现问题，提出解决建议。学生们在课上讨论积极，与教

师配合得很好。重点句型：Why don’t you do sth. = why not do sth. Thanks for doing sth. pay no attention to

Period Five (Study skills / main task )

●Objectives

1.To form the habit of proofreading and revising work

2.To recognize common language mistakes

3.To correct mistakes in written text.

4.to answer a quiz about causes of stress

5.to make a writing plan for a letter

6.To write a letter about stress problems

●Language function and focus

Pay no attention to sb. Solutions to stress

Missing words eat a healthy diet

Getting enough sleep and doing exercises are very important.

Watch more TV programmes to relax shout at your friends

●Teaching methods

Practicing / discussing / reading / working in groups

●Teaching procedures

Study skills

1.Ask students whether the check their work or not. Ask those who do to raise their hands. Ask

these students whether they often find mistakes when they check through their work.

2.Ask students who do not check through their work to raise their hands. Ask them why they do

not check their work.

3.Explain to students that checking work after they have finished it is a very important habit to

develop. Tell students that they should check their work after they have finished it----both homework and class work.

4.Tell students that when they are doing exams, they should always allow themselves 5-10

minutes at the end to check through their work. They may be able to correct come careless mistakes.

5.Ask students to look at the word box on page 52. Tell them these are the things they should

check for. Ask students to read Millie’s report and underline all the mistakes and classify these mistakes according to their types. Less able student might need help with this exercise. Allow them to work in pairs. For weaker classes, you might want to tell students where the mistakes are and simply ask them to write the types of mistakes and make corrections.

6.Ask five students to read out a corrected paragraph each. Ask the rest of the class to check for

correct answers.

Main task

Teaching procedures:

1.Arouse student’s interest by asking them to think about stress situations and how they deal

with them.

2.Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and

bad ways to deal with problems.

3.Tell students that they will take part in the quiz in Part A on page 53. Read out one questions

at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. Tell students they are not allowed to discuss their answers with their classmates.

4.Once you have gone through all the questions, ask students to swap their book with another

student.

5.Read out the best answer to each of the questions. Each student must mark the book he/she

has been to given. Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations.

6.This discussion and the sentences on page 53 are useful for the later parts of the main task

section.

7.Tell students that it is a good idea to make a writing plan for any piece of writing, whether it is

a letter, an essay or a report. This is important not just for English, but for other subjects as

well. Remind students that they can use the information to help them complete the writing plan in Part B. They can also use ideas that were generated in the extension activity on page T53.

8.Ask students to complete Part B on their own. It is important for each student to be able to

plan their work independently. If students find it difficult to think of ideas, tell them to discuss their writing plans with a classmate.

9.Ask a student to read Millie’s letter in Part C aloud. Ask students whether they have any

questions about meaning or vocabulary.

10.Students have only to fill in two blanks based on the information in Millie’s notes. Tell

students to complete Part C on their own.

11.For Part D, tell less able students to copy the beginning of the Millie’s letter in Part C and

develop a longer letter. Tell more able students to plan their own letter. Tell them that they can use Millie’s letter as a guide for their piece of writing. However, encourage more able students to use some alternative constructions, rather than simply copying Millie’s letter word for word.

Some useful words and phrases students can use include:

I am always busy and rarely have enough time to……

Sometimes, it is difficult to achieve a balance between ……

I worry a lot about……

Sometimes, it is very noisy so……

I worry a lot about……

My biggest problem is ……

A lot of students worry about ……

It is common for students to ……

The best advice a friend gave me was……

Homework: <<课时卷>> P49-50

Design on Bb

1.have enough time to do sth

2.share my problems with my friends

3.how to deal with the problem

4.give up

5.pay no attention to

6.the problem of stress

https://www.360docs.net/doc/b415532139.html,ugh at

后记：充分复习前面学过的词组，让学生自己用词组造句，教学效果良好！

Period Six ( check out )

●Objectives

1.To review key vocabulary and grammar items taught in the unit.

2.To give students the opportunity to practice the grammar and vocabulary items, and to gain confident in doing so

3.To allow students to check their progress and ask any questions they may still have

●Language function and focus

be/feel stressed be worried about your English

Why not watch some English TV programmes?

deep your worries to yourself give me useful advice

receive high marks have enough time for my hobbies

achieve a balance between school work and hobbies

●Teaching methods

Writing / practicing / discussing / listening

●Teaching procedures

1. Revise the useful expressions and have a dictation.

quarrel quarrel with

focus focus on my homework

fchieve achieve a balance between….. and…..

strict be strict with sb.

offer offer sb. some suggestions / give sb. some advice

valuable

succeed succeed in doing sth

consider consider sb. a great monitor

prove prove sb.wrong prove that + 从句

reply reply to my last three letters

deal what to do with how to deal with

Thank you for listening to my problem and giving me your advice.

Part A:

1.Tell students that this is revision. Remind them that they have already learn these words and

grammar items so that they do not feel too alarmed.

2.Ask students whether they know any youth workers. E.g.,

What is the name of the youth worker?

Is he/she a good youth worker? Why?

Give an example of a good piece of advice he/she has given.

3.Ask students to review the sentence types, the object complement and the five basic sentence

structures. Encourage students to ask questions if they have any.

4.Tell students to complete Part A on their own. When students have finished, check the answers

with the whole class. Students correct their own answers and write their marks in the paw.

5.Ask students to read out the advice, one student reading one paragraph at a time

6.Ask students whether they think Sigmund Friend gives good or bad advice. For less able

students, accept a “yes”/”no”answer. For more able students, ask them to explain their answers.

Part B:

1.Explain to students that in Part B, Amy is thinking these wishes. Ask students why she does

not say the words aloud. If students cannot tell you, explain that Western countries, people believe if you say a wish aloud, it will not come true.

2.Ask students to write the answers to this exercise on their own. Then students check their

answers in pairs.

Listening text

听句子选择正确答案

1. A. Thank you B. With pleasure C. Very well

2. A. I’ll do that B. Yes, please C. That same to you

3. A. Yes, you are nice B. I’m glad you like it. C. Never mind

4. A. Sorry, I don’t know B. Certainly. Good idea C. Sure. No problem

5. A. That’s right B. You are welcome C. I’m afraid I can’t

根据所听到的短文，填入所缺单词

On ___1_____ evening, we went to the Town Hall. It was the _____2____ day of the year and there were a great_______3____ of people under the Town Hall clock. It would _____4____ twelve in twenty minutes’, time. Fifteen minutes ____5_____ and then, at five to twelve, the clock stopped. The big minute hand did not _____6______. We waited and waited, but ____7_____happened. Suddenly someone _____8____. It’s two minutes past twelve! The clock has stopped ! I looked at my watch. It was true. The big clock _____9_____ to welcome the New Year. At that moment ______10___ began to sing and dance.

Homework

1. 我希望这条建议将对你有用.

2 总是把烦恼放在心里会让事情更糟糕.

3.Daniel 没有亲密的朋友, 他不知道跟谁玩.

4.我没有足够的时间来做家务.

5.对青少年来说花些时间在爱好上是重要的

Design on Bb

S + V

S + V + DO

S + V + P

S + V + IO + DO

S + V + DO + OC

后记: 默写情况良好, 在课上我们复习了语法和一些有用的词组,为默写作好准备, 本课情况良好!