9AUnit3teenageproblems.doc

9A Unit3 teenage problemsWelcome to the unit如东县实验中学 周适Teaching objectives:1. to talk about problems and their causes2. to think about personal problems and how to deal with them.Teaching procedures: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. revise “noisy” and “quarrel”. For stronger classes, ask the students to explain what these two words mean. For weaker classes, explain that these words mean “full of noise” and “argue”.3. 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 B1. 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 sleepNot enough time to do homework Too noisy to studyLonelyArgue with cousin/classmate/parentParents are always busyRead 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.9A Unit3 teenage problems如东县实验中学 周适ReadingObjectives:1. to understand how to write about problems and to express feelings 2. to ask for advice3. to recognize and understand vocabulary about problems.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 Millies 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 Millies favorite hobby? (painting)What is Millies problem? (She doesnt 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 Simons 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 dont 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 Simons 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 Simons 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 keepearlier later focus help forget about school work give up remember hobby ignorehomework go home painting study spend hours work hard time drawing stay out hours2. 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 remem