资源简介

课题 Unit 2 Teenage problems Welcome to the unit 授课 时间 课时
主题 范畴 本课属于“人与自我”范畴，涉及“身心健康，抗挫能力，自我管理，自我提升” 子主题。培养心理韧性，树立积极向上的成长观。
教学 目标 ①Grasp the key words and phrases to describe teenage problems.
②Be able to use them to express problems and offer advice.
③Be able to understand the importance of dealing with problems wisely.
核心 知识 【Words】 teenage / drive / mad / lately 【Sentences】 - You’ve been ... Is everything OK, ... - I feel ... I wonder ... - ... can lead to ... You should ... - I’ll try that. Thanks, ...
【Phrases】 - drive sb mad - be in low spirits 【Grammar】 - have enough time to do sth. - spend some time doing sth. - It’s+adj. (+for/of sb.)+to do sth.
教学过程 个案
Step 1: Lead-in (5 mins)
Activity: “Free Talk” 1.Show a set of real life pictures on the screen: students with much homework, upset after arguments with parents, and teenagers feeling stressed from exams. 2.Put forward two oral questions to engage the whole class. Invite several volunteers to share short answers. (1) What can you see in the picture (2) What problems do you have in your daily life
Step 2: Presentation (12 mins)
Have students look at the picture on page 20 and answer the following question. -What do you think the picture tells us about this unit Have students read the unit overview on page 20 and answer the following question. -What will we do in this unit Have students finish Part A on page 21.
Step 3: Practice(10 mins)
Have students listen to Millie and her mum’s conversation in Part B on page 21 and complete the table below. Millie’s problemReasonAdvice from MumShe feels (1)_______ lately.She (2)__________ because of spending a lot of time (3)__________.She should start (4)_________. She should try to (5)_______ better.
教学过程 个案
Step 4: Production (10 mins)
Have students work in pairs and talk about their own problems using the conversation in Part B as a model. Have students finish Part C on page 21
Step 5: Assessment & Differentiated Homework
课堂检测
We all experience different problems during our _________(teenager) years. That night, bad weather ___________(drive) us to stay indoors. You must try your best and keep your _________(spirit) up.
作业 1 Read the dialogue three times.
2 Recite key phrases.
3 Make a new dialogue (4–6 sentences) about teenage problems.
板书 设计
教学 反思
课题 Unit 2 Teenage problems Reading（1） 授课 时间 课时
主题 范畴 本课属于“人与自我”范畴，涉及“身心健康，抗挫能力，自我管理，自我提升” 子主题。培养心理韧性，树立积极向上的成长观。
教学 目标 ①Be able to master the key vocabulary in these articles.
②Be able to grasp Kitty’s and Simon’s problems and their feelings.
③Be able to understand the structure of letters.
语篇 研读 主题和内容：本板块话题为“What should I do ”，选取了 Kitty和 Simon写给青少年工作者Mr Friend的两封求助信作为语篇材料。通过阐述具体烦恼和内心感受，两位青少年表达了渴望被理解、被看见的心情。 意义和价值：本文通过介绍两位青少年在成长过程中面临的常见问题，让学生意识到成长中的烦恼是普遍存在的，进而引导学生学会理性分析问题、主动沟通并寻求解决之道，最终帮助学生减轻孤独感与焦虑感，培养解决问题的能力和积极乐观的生活态度。 方式和方法：本文语篇类型是书信，文章按照“自我介绍—问题描述—寻求建议”的清晰结构行文。使用大量与青少年问题相关的表达增强了语言表达的真实性与情境感，同时通过多次出现的宾语从句为后续语法学习提供了真实语料支撑，使语言学习与情感体验自然融合。
教学过程 个案
学习理解
Have students answer the following questions. -Do you have any teenage problems Is so, what are they Have students answer two questions on page 22 before reading the letter. -When you have problems, who do you usually ask for advice Why -Have you ever given a friend advice about a problem What was the problem What advice did you give Have students read Kitty’s and Simon’s letters and complete the charts in Part A on page 24 and understand the structure of letters. Have students read Kitty’s and Simon’s letters again and finish Part B on page 24.
应用实践
Have students discuss the following questions in groups. -Why do you think Kitty’s parents insist on making decisions for her Are they always right to do so -Simon loves football, but it also causes him trouble. Is football the real problem What is the root cause
迁移创新
Have students answer the following question. -What can you do to feel less worried about exams and low marks -What can you do to balance your schoolwork and hobbies
课堂检测
翻译句子 他们不允许我吃不健康的食物。 They do not _______________________________________________. 当我们在外面吃饭时，他们不问问我想要什么就替我点餐了。 When we ________________, they order for me__________________. 我想知道我们到底是否互相理解！ I wonder _________________________________________________! 我总会在事后后悔，但我就是不知道如何减少使用手机的时间。 I always ___________________, but I just don’t know______________. 我不想放弃足球或是我的手机，但我也不愿落后。 I don’t want to __________________, but I also ___________________.
作业 1. Copy the new words and key phrases.
2. Read the dialogue three times.
3. Make a new dialogue (4–6 sentences) about teenage problems.
板书 设计
教学 反思
课题 Unit 1 Teenage problems Reading（2） 授课 时间 课时
主题 范畴 本课属于“人与自我”范畴，涉及“身心健康，抗挫能力，自我管理，自我提升” 子主题。培养心理韧性，树立积极向上的成长观。
教学 目标 ①Master key phrases and sentence patterns.
②Be able to retell Kitty’s and Simon’s letters about their problems and feelings.
③Be able to analyze different teenage problems and offer valuable advice.
核心 知识 【Words】 1.decision 2.waste 3.regret 4.hate 5.focused 【Sentences】 1.When I want to wear something different, they say they know best. 2.I always regret it later, but I just don’t know how to cut back on phone time.
【Phrases】 1.stick to 2.under stress 3.cut back on sth. 【Grammar】 1.allow sb. to do sth.→Sb. be allowed to do sth. 2.regret to do sth./doing sth. 3.find it+adj.+to do sth.
教学过程 个案
学习理解
1. Review Quick revision: Ask students to recall the two students and their problems. Ask students to finish the table orally: problems and feelings of each student. 2. Detailed reading Read the passage paragraph by paragraph. Pick out key phrases and sentences. Key phrases: make all decisions, lose patience, stick to one’s own ideas, be too strict, be under a lot of stress, waste time on sth. Explain difficult sentences, focus on key grammar points. 3. Read the text aloud together. Students read in groups.
应用实践
1. Retelling practice Give students key words and hints. Ask them to retell one of the four people’s stories in pairs. Example for Kitty: -I have some problems with my parents... -My parents make all the decisions for me... -I know I am young, but I think I should have the right to choose... 2. Group discussion: (1)Do you have the same problems as Kitty and Simon (2)If so, what will you do to solve the problems 3. Make short dialogues: Talk about one person in the text, describe his/her problems, feelings and your advice.
迁移创新
1. Discussion: (1)Whose problem do you think is more difficult to solve, Kitty’s or Simon’s Give your reasons. (2)What advice would you give to Kitty and Simon (3)What do you think is the most important thing when dealing with teenage problems 2. Think and share: Share your problems in class and others try to give advice.
课堂检测
单项选择 I think we should think twice before making a(n) __________. condition B. situation C. decision D. attention Lily does well in English this term because she’s very __________ when she in class. relaxed B. focused C. pleased D. scared
作业 1 Copy the new words and key phrases:
2 Retell Zhang Ke’s problem in 6 8 sentences.
3 Write 3 pieces of advice for Zhang Ke and 3 pieces for Luo Yang
板书 设计
教学 反思
课题 Unit 2 Teenage problems Grammar (1) 授课 时间 课时
主题 范畴 本课属于“人与自我”范畴，涉及“身心健康，抗挫能力，自我管理，自我提升” 子主题。培养心理韧性，树立积极向上的成长观。
教学 目标 ①Be able to identify and summarize object clauses introduced by if or whether.
②Be able to understand and distinguish the meanings and rules of different connectives.
③Be able to use object clauses correctly in communication.
核心 知识 【Words】 argue / silly / normal / stressed / bottom 【Sentences】 -Amy often argues with her best friend about silly small things. -She wonders if this is normal.
【Phrases】 - argue with sb. - try one’s best (to do sth.) -make me more stressed -the bottom of my heart 【Grammar】 if/whether引导的宾语从句
教学过程 个案
Step 1: Revision (5 mins)
1. Have students finish some exercises about Reading part. 2. Have students find out all sentences including if or whether in Reading.
Step 2: Presentation (12 mins)
1. Have students compare the two groups of sentences and answer the following questions. -What do the sentences in Group 1 and Group 2 have in common？ -What is the difference between the words introducing the clauses Group 1 I believe that he will win the game. He says that he wants to be a doctor.Group 2 I wonder if we understand each other at all. I wonder whether I should cut back on football.
2. Have students read the text about Amy’s problem on page 26 and pay attention to the words in bold. 3. Have students analyze the example sentences with words in bold and finish the table below. Original yes-no questions (Amy’s internal question)Object clauses in the sentences“Is this normal ”Amy wonders (1)________________.“Does she have any advice ”Amy asks her mum (2)____________.“Will talking about it help ”...but she isn’t sure (3)____________.
4. In pairs, have students observe the sentences and answer the following questions. 5 In pairs, have students observe the sentences and answer the following questions. (1) What words do we use to introduce the clause when the original idea is a yes-no question (2) Compare the word order inside the clause with the original question. What important change do you notice (3) What kind of verbs or phrases come before these clauses
Step 3: Practice(10 mins)
1. Have students correct the word order in the following sentences. (1) She asks me if can I help her. (×) (2) We don’t know whether is he at home. (×) (3) I’m not sure if did I pass the test. (×) 2. Have students finish Part A1 on page 26.
Step 4: Production (10 mins)
Have students finish Part A2 on page 26.
课堂检测
Fill in each blank with that, if or whether. 1. I think ________ it is important to solve teenage problems. 2. He wonders ________ he can get good marks. 3. She is not sure ________ her parents will allow her to play football. 4. I hope ________ I can achieve a balance between study and hobbies. 5. Could you tell me ________ Mr Friend will give us some advice
作业 1 Read the grammar rules on Page 24 aloud.
2 Finish Exercises in the exercise book.
板书 设计
教学 反思
课题 Unit 2 Teenage problems Grammar（2） 授课 时间 课时
主题 范畴 本课属于“人与自我”范畴，涉及“身心健康，抗挫能力，自我管理，自我提升” 子主题。培养心理韧性，树立积极向上的成长观。
教学 目标 Grasp the structure of object clauses introduced by question words (what / why / how / who / where).
Master the key rule：statement word order in the object clause. Be able to change direct questions into object clauses correctly.
③ Be able to talk about teenage worries and write sentences with whobject clauses.
核心 知识 【Words】 dialogue / communicate / stick to / express /dictionary / youth worker 【Sentences】 - I don’t know how I can communicate with them. - I wonder who I should go to for help. - I am not sure why I still get low marks. - I want to know where I can find useful articles.
【Phrases】 - share worries with sb - ask for advice - get low marks - have difficulty in doing sth 【Grammar】 - Object clauses introduced by whwords (what / why / how / who / where) - 陈述语序（主语在前，谓语在后）；区分特殊疑问句语序与宾语从句语序
教学过程 个案
Step 1: Lead-in (5 mins)
Activity: "Teenage Question Wall" Show some teenage puzzles on PPT： How can I get on well with my parents Who can help me 2. Ask students to read these direct questions aloud. 3. Teacher starts a free talk: Teenagers often have some problems with parents or study. When we feel puzzled, what will we say 4. Show two sentences for comparison: How can I talk with my parents I don’t know how I can talk with my parents. 5. Guide students to find the difference in word order and Lead in today’s grammar.
Step 2: Presentation (15 mins)
Activity: "Rule Hunter" 1. Ask students to read the short passage on Page27, underline all the whobject clauses. 2. Compare two groups of sentences on the board: Why do parents make many rules (question order) I don’t know why they make many rules. (statement order) Students work out the rule together. List common question words: what / why / how / who / where. 5. Quick oral game: Teacher says a direct question, students turn it into an object clause immediately.
Step 3: Practice(10 mins)
Activity: "Worry Task Chain" Finish B1: Fill in the blanks with proper question words, check answers together. 2. Finish B2: Rewrite direct questions into object clauses. Check in pairs. 3. Finish B3: Complete the dialogue with that / if / whether / whwords. Teacher walks around, collects typical mistakes and explains them to the whole class.
Step 4: Production (10 mins)
Activity: "Write to Mr Friend" 1. Group work (4 students): Share one of your teenage worries in each group. 2. Try to make sentences with “I wonder… / I don’t know…” 3. Finish Task B4: Write a short letter to Mr Friend. Use at least three whobject clauses. 4. Invite some groups to read their letters aloud and give simple comments.
课堂检测
1.Who is the young man Do you know 2.Where does Wu Wei work I want to know . 3.Why did Su Ming change her job He didn’t tell me . 4.How can we improve our personalities Could you tell me 5.Which book is Millie’s I don’t know .
作业 ①Copy 5 examples of whobject clauses twice, underline the subject and predicate in each clause.
②Polish your short letter to Mr Friend (Task B4), use at least three object clauses introduced by question words.
③Creative task: Make your own “Worry Card”. Write four sentences about your puzzles.
板书 设计
教学 反思
课题 Unit 2 Teenage problems Integration（1） 授课 时间 课时
主题 范畴 本课属于“人与自我”范畴，涉及“身心健康，抗挫能力，自我管理，自我提升” 子主题。培养心理韧性，树立积极向上的成长观。
教学 目标 ①Get the main ideas of the magazine article about teenage problems；master key words and expressions.
②Be able to catch key information from listening materials；complete tables and gapfill exercises correctly.
③ Learn useful sentence patterns for giving advice；practice pairwork dialogue to share worries and offer suggestions.
核心 知识 【Words】 stage / rapid / ugly / probably / risk / stranger / unkind 【Sentences】 Why not try … It would be good to … Maybe you could / can …
【Phrases】 experience rapid changes go through risk losing friendship keep a diary put on weight stand up for yourself get butterflies in one’s stomach breathing exercises 【Grammar】 Expressions: asking for help and giving suggestions
教学过程 个案
Step 1: Lead-in
Activity: “Worry Box Warmup” 1 Hand out small slips of paper. Students write down one secret teenage worry anonymously and put them into a paper “Worry Box”. 2 Pick several pieces at random and read them briefly. Lead students to think: Almost every teenager has troubles. 3 Present the title “Help is on the way”. Tell students today we will read, listen and learn how to help ourselves and friends.
Step 2: Presentation & Reading (Part A)
Activity: “Problem Explorer” 1 Skimming task：Students read the passage “Two common teenage problems” quickly and find the two main problems（body changes & friendship troubles），finish Question 1 on the textbook. 2 Scanning task：Students underline key phrases while reading carefully. Teacher highlight new words with PPT. 4 Group discussion for Question 2：Have you met these troubles How did you solve them Students share ideas in groups of 34. Invite volunteers to share their own ways to stay healthy physically and mentally.
Step3:Listening Practice (10 mins)
1 Prelistening：Look at the table in B1 and the checkboxes in B2, predict what problems Daniel and Nora may have. 2 First listening：Catch the general information and finish the table & tick the correct boxes. 3 Second listening：Check answers and catch the detailed advice from Ms Wang. Play the audio again for students who miss the key points. 4 Postlistening：Finish the article filling in B3 individually. Check answers together and explain difficult sentences.
Step 4: Speaking Practice
Activity: “Advice Hotline” 1. Present the sample dialogue between Daniel and Millie, mark the suggestion sentences（Why not try… / Maybe you could…）on the blackboard as a sentence bank. 2. Pair work: Student A acts as a caller with a worry from the Worry Box; Student B works as the hotline helper to give useful advice. Walk around to offer help. Invite several pairs to perform their short dialogues in front of the class. Give positive feedback.
课堂检测
1 a stage of change and growth ________________________ 2 experience rapid changes ________________________ 3 risk losing the friendship ________________________ 4 经历，经受 ________________________ 5 处理这些变化 ________________________
作业 Copy the key phrases and the three suggestion sentences twice.
②Creative task：Write a short dialogue between you and your friend about a teenage problem and your advice（810 sentences）.
板书 设计
教学 反思
课题 Unit 2 Teenage problems Integration（2） 授课 时间 课时
主题 范畴 本课属于“人与自我”范畴，涉及“身心健康，抗挫能力，自我管理，自我提升” 子主题。培养心理韧性，树立积极向上的成长观。
教学 目标 ①Master key phrases and sentence patterns.
②Be able to read an advice email, analyze its structure and write a reply to offer advice.
核心 知识 【Words】 bully screen pain shame adult 【Sentences】 I’m sorry to hear that… Why not try… Maybe you could… It would be good to… I hope things get better soon. Please reach out to me. I’m always here for you.
【Phrases】 1 stand up for yourself 2 put up with sb/sth 3 get sb down 【Writing structure】 ①Address your friend & show care（问候共情）②Give your advice（给出建议） ③Offer to help（主动提供帮助） ④Ending（结尾祝福）
教学过程 个案
Step 1: Lead-in (5 mins)
Activity: Worry Clouds Show cloud cards with teenage problems from D1: Exam worries, Weight problems, School bullying, Poor sleep, Feeling lonely. Ask:What teenage problems do you know How will you feel if you have these problems What can you do if your friend is in trouble 3. We can give useful advice and write an email to comfort our friend. Today we will learn how to write advice emails.
Step 2: Pre-writing (20 mins)
Activity: Worry Brainstorm Ask students to read the existing solutions individually (D1). Group work: Add one more practical piece of advice to each problem and fill in the table. For example: Exam worries: Take deep breaths before exams (Remind students that advice should be sincere and practical. ) Collect ideas from the whole class and write suggestion patterns on the board: Why not… Maybe you could… It would be good to… Activity: Email Detective Students read Millie’s email to Raymond silently and act as email detectives to finish tasks: Find out Raymond’s problem. Find the four parts of the advice email. Underline useful expressions. Check answers together and break down the four parts of the email: Address your friend; Show you care ; Give your advice; Offer to help Explain key phrases: put up with, get you down, stand up for yourself. 4. Read the useful expressions box in groups.
Step 3: While-writing (15 mins)
Write a reply of about 80 words to a friend with one problem from D1. Different supports for different levels: Basic version: Fill-in-the-blank email template. Advanced version: Free writing with sentence bank. Requirements: Include empathy, at least two pieces of advice and an offer of help.
Step 4: Post-writing (5 mins)
1 Review and Polish Students check and polish their own writings according to the checklist on the PPT. Pay attention to grammar accuracy, sentence flow and paragraph coherence. 2 Share and Comment Invite 1–2 students to share their emails in class. The whole class gives comments together and learns from excellent works. 3 Summary & Thematic Sublimation The teacher summarizes the key points of this lesson. Growing up means facing different troubles. It is brave to ask others for help when we are stuck, and it is kindness to give a hand to people in need. Finally, put forward the emotional slogan: Grow with courage, Share with love.
作业 1.Copy the useful expressions 3 times and read Millie’s email in D2 fluently.
2.Polish your email finished in class.
板书 设计
教学 反思
课题 Unit 2 Teenage problems Assessment & Further study 授课 时间 课时
主题 范畴 本课属于“人与自我”范畴，涉及“身心健康，抗挫能力，自我管理，自我提升” 子主题。培养心理韧性，树立积极向上的成长观。
教学 目标 ①Revise the important language points and grammar of Unit2.
②Use these language points to complete exercises.
③Be able to find out other ways for teenagers to get help besides the 12355 hotline.
核心 知识 【Words】 Teenage / focused / communicate / experience / bully 【Sentences】 The hotline offers all kinds of help to young people.
【Phrases】 Be in low spirits, stick to, under stress, cut back on sth, go through, stand up for sb/sth 【Learning material】 Learn about the 12355 hotline and be able to get advice on their problems.
教学过程 个案
Revision
Activity: Knowledge Warm-up Relay 1.Vocabulary relay game:Students take turns to output words and phrases related to teenage problems, activating basic unit knowledge. 2. Have students to recall grammar they have learned in Unit2. ① Grammar1：object clauses introduced by if or whether ② Grammar2：object clauses introduced by question words (连接代词what/ who/ whom/ whose/ which; 连接副词when/ where/ how/ why) 3. Quick oral check: recite key phrases and sentences.
Assessment
Task1 Self assessment Students read four items in What I can do. 1. Students tick the column Me. Choose level: Weak / Good / Wonderful. 2. Fill in the blanks individually; Task2 Peer assessment Work in pairs. Discuss your learning situation and fill in the Partner column. Share your problems with your partner. Workbook Finish exercises on Pages 126 127 to check words and grammar. David: Today was a bad day. I fell asleep in class because I watched a basketball match last night. David: OK. Thanks for the advice. How was your day Nora: Oh no! I know you’re crazy about basketball, but it’s important to get enough sleep. You should set a bedtime and (1) ____________ it. And try to avoid (2) ____________ before bed. Nora: I had a bad day too. I (3) ____________ with my mum this morning. David: About what Nora: She’s so strict with me about everything! I’ve been under a lot of (4) ____________. This morning, I finally (5) ____________ with her. David: You should talk to your mum about your feelings. It’s important to (6) ____________ well with our parents. Or you may be filled with (7) ____________ about this for a while. Nora: You’re right, David. I already (8) ____________ that. I’ll talk to her.
Further study
1. Students read the passage about the 12355 hotline to learn about ways to get help. 2. Teacher explains key phrases: get advice;offer...to...;all kinds of;help sb with... 3. Group discussion： 1 Besides calling the 12355 hotline, who can teenagers turn to when they have problems 2 What other ways can teenagers get help with their teenage problems 3 Which way do you think is the most helpful for teenagers to deal with stress or problems Why
课堂检测
Task 1 Grammar consolidation Millie: Mr Wu, I’m having a problem, but I’m not sure (1) ____________ I can ask for help. Mr Wu: I can try to help you. Can you tell me (2) ____________ your problem is Millie: Sure. I’m really stressed about my exams. I don’t know how to relax! Mr Wu: I wonder (3) ____________ you’re worrying about your exams. You always do well. Maybe you just need to do something fun for a change. That could help you relax.
作业 ①Review the whole unit.
②Follow your action plan to review weak points of Unit2.
板书 设计
教学 反思

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