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1、《Unit3TeenageproblemsPeriod3Grammar1》PeriodThree(Grammar)lTeachingobjectivesATouse“wh-”words+“to”infinitivestotalkaboutproblems.ATolearnaboutsentencestypesBTostudyfivekindsofsentencesstructuresBTolearntouseobjectcomplementslLanguagefunctionandfocusSimondoesnotknowwhattodo.
2、Paulknowswhototalktoforhelp.Webelieveitunnecessarytogivestudentstestseveryday.Wehaveprovedhimwrong.ConsiderDavidthebestchairpersonJaynamedhisdogBobby.lTeachingmethodsDiscussing/writing/practisinglTeachingproceduresPartA1.Remindstudentsthatwhenwetalkabout“wh-”words,wemeanqu
3、estionwords.i.e.,what,when,why,where,who,how2.Forstrongerclasses,introduce“whom”and“whose”.“Whom”istheobjectpronounformof“who”,e.g.Whomdidyouinvitetotheparty?However,itisrarelyusednowadaysexceptinformalcontexts.Normally,wesimplysay“who”.“Whose”isthepossessiveformof“who”,e.
4、g.“Whosebookisthat?3.Explaintostudentsthattheyneedtousethe“wh-“words+todostructuretocompletetheexerciseonpage45.The“wh”-wordscanbeusedmorethanonce.4.Thisisafairlychallengingexerciseandallstudentswillbenefitfromguidance.Forstrongerclasses,askstudentstodoitbythemselvesandthe
5、nchecktheiranswers.Lessablestudentswillbenefitfromworkinginpairs.Moreablestudentscanworkontheirown,butencouragestudentstosharetheirdifficultieswiththeclass.Ifonestudentsfindssomethingdifficult,itislikelythattheothersdotoo.Beonhandtoofferhelpforthisexercise.Forweakerclasse
6、s,tellstudentsthatitmaybeeasieritmaybeeasieriftheyfindeitherthe“wh-“wordor“to”-infinitivefirstbeforeworkingoutthewholeanswer.5.Oncestudentshavefinished,chooseonestudenttoplaythepartofMillieandanotherstudenttoplaythepartofSigmund.Askthemtoreadtheconversationaloud.Checkforin
7、correctanswersandmispronunciation.Forweakerclasses,askseveralpairsofstudentstoreadoneexchangeeach.PartB1.Asawarm-upactivity,writethefollowingformontheboard:Statement(positive)Statement(negative)QuestionImperativeExclamation1.Askstudentstomakeupasentenceineachblankontherigh
8、taccordingtotherequirementontheleft.Studentsmakeuptheirownsentencesonapieceofpaper.Lessab
