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

1. Many teenagers suffer from stress. 很多青少年都承受着压力。 ▲suffer意思是“遭受；经受”，可做及物动词也可做不及物动词。当做不及物动词时，后面常接from, 表示“受……的苦”。 e.g. suffer pain They suffered a great deal during the flood. Suffer from cold and hunger. 2. Students should pay no attention to people who laugh at them. Instead, they should think about the things they are good at. 学生们不应该在意那些嘲笑他们的人，相反，他们应该多想想自己擅长做的事情。 instead, “作为替代”，可放在句首、句尾，常与of连用。表示“而不是”。 e.g. They are busy, let us go instead. I’ll have fish instead of meat today.

Homework

Finish the workbook.

　 　◇ 第 30 课时

Checkout

Objectives

2. Use Millie and Amy’s conversation as a model to make a new dialogue.

◇ 第 28 课时

Study skills

Objectives

To form the habit of proofreading and revising work

To recognize common language mistakes

To correct mistakes in written text

Teaching procedures

1 Ask students whether they 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 some 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．Less able students 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．

　Extension activity

　 Review key vocabulary with students．Write the following words on the board：

　　 laugh at　 　　fit and seldom ill

　　 diet　 　　　worry, lots of problems

　　 advice　 　　what you eat

　　 healthy　 　　　organize

　　 plan ahead　　 make 10kes about

　　 stress　 　　　make suggestions

Ask a student to come to the front of the class and join a word in the left．hand column with a word in the right．hand column．Explain that there is a synonym for each word in the left．hand column in the right．hand column． If the student connects the words correctly, he／she chooses the next person to come to the front of the room．

Homework

Finish off the workbook.

　◇ 第 29 课时

Main task

Objectives

To answer a quiz about causes of stress

To make a writing plan for a letter

To write a letter about stress problems

Teaching procedures

1 Arouse students’ interest by asking them to think about stressful 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 question 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 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 pars 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 on page 53 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 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 often argue with ...

　　　 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

Knowledge points

1. Finish off the workbook.

1. My pen friend in the USA hasn’t replied to my last three e-mails. 我最近给美国的笔友写了三封信，可他至今未给我回信。 ▲reply意思是“回答；答复”，既可作及物动词，也可作不及物动词。作为不及物动词时，还有“回击；回报”之意，常与to连用。e.g. I don’t know what to reply. 我不知道如何回答是好。 He gave me no chance to reply to his question. 他没有给我回答他问题的机会。 We replied to the enemy’s attack by bombing their navy. 我们以轰炸其海军来反击敌人的进攻。 2. Maybe she’s just too busy these days. 也许她只是最近太忙了。 ▲本句中隐含的意思是：太忙了以至于没能回信。所以用了too，如果用very或quite就会显得不恰当。 3. That’s what friends are for. 那就是交朋友的目的。 a) what是代词，指代“所……的人或事物” e.g. Show us what you have written. 把你所写的给我们看看。 She is not what she was a few years ago. 她可不是几年前的她了。 What she said is true. 她说的是真话。 b) what for意思是“为何目的；为何理由”。 e.g. What is this tool for? 这个工具是干什么用的？

Homework

4. cry/Some/of/of

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： ·Gfade： ·Subjects I like：·Subjects I do not like：

　　 Ask students to write answers to these questions．Then ask students to write a short profile about themselves using the answers．Ask 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．

2 Ask a student to read Sue’s profile aloud. Explain to students that some of the information in the student profile will help them 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．

3 Tell students to look carefully at what they have written，and pay attention to the gaps they have not yet been able to fill．

4 Play the recording once for students， without stopping．

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 may can use the profile and the notes from page 50 to help them complete Part A3 on page 51．However, they should pay 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 and read the conversation again．

3 Check students’ comprehension of the passage．

4 Ask students to use the conversation as a model to talk about their own problems and gwe advice．Ask them to practise their new conVersatiOns．Allow less able students to write down their conversatiOns before practising 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．

Knowledge points

3. write/letter/Many/me/teenagers.

2. tired/They/are

1. hobbies/Teenagers/many/have

1.　　　　 Five kinds of sentence structures 五种句子结构 在英语中，句子通常可归纳为以下五种基本结构： (1)主语+谓语 (S + V ) She laughed. (2)主语+谓语+宾语 ( S + V+ DO ) He bought a T-shirt. (3)主语+系动词+表语 (S + V + P ) It sounds great. (4)主语+谓语+宾语+宾语补足语 ( S + V + DO + OC ) I find her smart. (5)主语+谓语+间接宾语+直接宾语 (S + V + IO + DO) Millie gives her dog a new kind of food.

遇到长一点的句子，我们可以把各部分的修饰成分放到一边，试试把它简化成这5种基本句型。e.g. People who live in cold climates prefer warm colours. (主语+谓语+宾语)

The warm colours can give their homes a warm and comfortable feel. 2. The teacher is marking the tests. (P48) 老师在给试卷评分。 　 mark 在本句中是“给……打分；给……评等级”的意思，它还有“做记号于；标明；表明；标志；记下”等意。

She marked her son’s clothes with a red thread.

她用红线在儿子的衣服上做了记号。

The teacher marked our examination papers and returned them to us.

老师给我们的考卷打分，然后发给我们。 The invention of the computer marked the beginning of a new era.

计算机的发明标志着一个新时代的开始。 3. They consider John the best actor. (P48) 他们认为约翰是最好的演员。 consider意思是“考虑；尊重”，但是它也常作“以为；认为”，后面可以接that引导的从句，也可以接as, to be，在本句中，to be被省略了。用法如下： e.g. He considered that he had not been well treated by us.他认为我们待他不好。 You surely can’t consider him to be a selfish man.你绝不能认为他是一个自私的人。

Homework

Page 22: ⅦⅧⅩ

◇ 第 27 课时

Integrated skills

Objectives

·To extract information from a student profile

·To write notes about a student profile

·To extract information from a conversation

·To write a record of a visit

Revision

连词成句