约6210字。

　　9AUnit3 Teenage problems
　　Period One (Welcome to the unit/ vocabulary )
　　objectives
　　1.To talt problems and their causes
　　2.To thint personal problems and how to deal with them.
　　3.To understand the different meanings of the verb “to be”
　　4.To use the verb “to get” when talking about problems
　　Language function and focus
　　I’ve got a problem.=I have a problem.        
　　Eating too much ma unhealthy.       Get too many tests and exams
　　Quarrel with sb.           Family members
　　Get a bus=tas      get angry=become angry
　　I don’t have much time to revise for tests.
　　Teaching methods
　　Listening/ writing/ speaking/discussing
　　Teaching procedures
　　Part A
　　1.Explain that most teenagers have problems. Tell students that if they ever need to talt their problems, they should talk to their teachers, friends or family. Tell students that having a problem is nothing to be ashamed if ----everyone has worries from time to time.
　　2.Asdents work in groups. Discuss their problems and write on the paper. The teacher call some groups to speat the problems and help them how to solve them.
　　3.Show the students pictures about problems. Ask individuals to speat which problem it is. If one has spot, he or she can ask his or her best friend to speat next problem.
　　4.Asdents to work in pairs to complete Part A on Page 39. Once all students have finished, ask one student at a time to read out what they have written. Listen for mistakes and mispronunciation.
　　Part B
　　1.tell students you want to do a survey of the problems that students in the class have. Write the following headings on the board:
　　Not enough sleep
　　Not enough time to do homework
　　Too noisy to study
　　Lonely
　　Argue with cousin/classmate/parent
　　Parents are always busy
　　Read out each problem in turn, and asdents to raise their hands if they have this problem. Make a tally of the problems that students have. This will reinforce a group feeling. Finally, make a note of the biggest problem the class has. Write the following on the board:
　　“The biggest problem Class …Grade  ... has is …”
　　2.Explain that part B is different from the previous exercise, as students have to rank how big these problems are in their lives.
　　Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.