4.You must focus 　　　your studies.

　 A. in　 B. on　 C. at　 D. with

3. 　　　　your English teacher　 　　　you ?

　　　 A. Do ,strict in　 B. Does ,strict with　 C. is , strict with　 D. is strict in

2. I can^﹐t decide　 　　　

　　　　 A. what to do it　 B.　 how shall I do It　 C. how to do it　 D. what shall I do it

1．You are not good at English ,but you can^﹐t 　　　

　　　　 A. give it in　 B. give in it　 C. give it up　 D. give up it

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.　
6. 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?”
7. 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.
8. 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!”
9. 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.
10. Once students have finished, ask the class to check the answers with you.
Step 4 Practice
Step 5. Sum up
1．We can say the different parts of a sentences.
2．We can use‘make/let…sb. do sth.’
3．We can use‘wh-words+‘to-infinitives’’
Step 6.　 Exercises & Homework
1．《作》P79-81
2．《补充习题》P20-21
教后反思：
　
Make sure to understand the four types of sentences.
　
　
　
　
　
　
　
　
　
　
　
　
　
　
Listen ,and be familiar with the two structures, then practice them
　
　
　
　
　
　
　
Practise and do some exs after class.
先和同学们熟练这些句型，然后操练

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.

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.

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

　 Background information

　 This section consolidates and reinforces the

　 grammar and vocabulary items covered in the

　 unit. St~Jdents can check their own progress

　 and develop independent learning strategies.

　Part A

1 Tell students that this is revision. Remind them that they have already learnt these words and grammar items so that they do not feel too alarmed.

2 Ask students whether they know any youth workers. If so, ask some questions about the youth worker, 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.

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

Homework

1 Finish off the workbook exercises.

2 Revise this unit.

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