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1、《Unit3TeenageproblemsPeriod3Grammar1》PeriodThree(Grammar)lTeachingobjectivesATouse“wh-”words+“to”infinitivestotalkaboutproblems.ATolearnaboutsentencestypesBTostudyfivekindsofsentencesstructuresBTolearntouseobjectcomplementslLanguagefunctionandfocusSimond
2、oesnotknowwhattodo.Paulknowswhototalktoforhelp.Webelieveitunnecessarytogivestudentstestseveryday.Wehaveprovedhimwrong.ConsiderDavidthebestchairpersonJaynamedhisdogBobby.lTeachingmethodsDiscussing/writing/practisinglTeachingproceduresPartA1.Remindstudents
3、thatwhenwetalkabout“wh-”words,wemeanquestionwords.i.e.,what,when,why,where,who,how2.Forstrongerclasses,introduce“whom”and“whose”.“Whom”istheobjectpronounformof“who”,e.g.Whomdidyouinvitetotheparty?However,itisrarelyusednowadaysexceptinformalcontexts.Norma
4、lly,wesimplysay“who”.“Whose”isthepossessiveformof“who”,e.g.“Whosebookisthat?3.Explaintostudentsthattheyneedtousethe“wh-“words+todostructuretocompletetheexerciseonpage45.The“wh”-wordscanbeusedmorethanonce.4.Thisisafairlychallengingexerciseandallstudentswi
5、llbenefitfromguidance.Forstrongerclasses,askstudentstodoitbythemselvesandthenchecktheiranswers.Lessablestudentswillbenefitfromworkinginpairs.Moreablestudentscanworkontheirown,butencouragestudentstosharetheirdifficultieswiththeclass.Ifonestudentsfindssome
6、thingdifficult,itislikelythattheothersdotoo.Beonhandtoofferhelpforthisexercise.Forweakerclasses,tellstudentsthatitmaybeeasieritmaybeeasieriftheyfindeitherthe“wh-“wordor“to”-infinitivefirstbeforeworkingoutthewholeanswer.5.Oncestudentshavefinished,chooseo
7、nestudenttoplaythepartofMillieandanotherstudenttoplaythepartofSigmund.Askthemtoreadtheconversationaloud.Checkforincorrectanswersandmispronunciation.Forweakerclasses,askseveralpairsofstudentstoreadoneexchangeeach.PartB1.Asawarm-upactivity,writethefollowin
8、gformontheboard:Statement(positive)Statement(negative)QuestionImperativeExclamation1.Askstudentstomakeupasentenceineachblankontherightaccordingtotherequirementontheleft.Studentsmakeuptheirownsentencesonapieceofpaper.Lessab
