2.Perhaps she hangs out with them a little too much.

　 too much与much too

　 too much修饰不可数名词，表示“太多的东西”

　　 much too修饰形容词或副词，强调程度进一步加深，表示“太。。。”

　如：too much salt　 much too salty

1.　　　 It’s important for teenagers to talk [roblem over with someone.

这句话是不定式作主语，用形式主语it来代替，不定式放在谓语后，这种用法可以有如下两种结构:

a.　　　 It’s(not)+adj.+(for sb.) to do sth.

b.　　　 It’s(not)+adj.+(of sb)+(not)to do sth

用于b结构中的形容词常有kind, good, wise, clever, polite, impolite, right, wrong, foolish, stupid, careful, careless.

3.　　　 The gift-giver is too lazy to go out and find the right gift.

too… to…太。。。而不能。。。

　too后跟形容词或副词原形，to引导不定式。

例：She is too young to marry.

　 它可以装化成so…that…

　 She is so young that she can’t marry.

Unit 9 The world’s highest mountain is 8844 meters high

.

　　 Soldiers worked hard to save people,and tried to9 prevent the water from rising-by using bags filled with sad.

　　　 prevent…from doing sth.

　　　 prevent/stop… from doing something.

Unit 10 It’s important to have a healthy lifestyle.

2.　　　 They spend more time eating their meals.

Spend… doing sth.

关于“花费”的归纳

Sb. spend time doing/on sth.

Sb. pay some money for sth.

Sth cost sb. some money.

Sth. cost some money.

1.　　　 Rainy days make me sad.

注意：make sb.do sth.

　　　 Sb. be made to do sth.

　　　 Make sb. + adj.

2．It’s very important to be on time.

　　 不定式短语to be on time在此做主语；on time是个短语，表示“准时，按时”于指定时。

　 3 … things are really different from the way they’re at home.

　　 be different from　 与。。。不同

　　 例：This book is different from that one.

Unit 8　 Loud music makes me tense.

Unit7 You’re supposed to shake hands

1.　　　 be supposed to do sth.

What are you supposed to do when you meet someone?

You’re supposed to kiss.

You’re not supposed to shake hands.

You should have asked what you were supposed to wear.

　should have+过去分词，表示过去本该做某事，但实际上却没做。

2. Finish off the exercises on pages 42-45 of the workbook.

Step Ⅶ Blackboard Design

Step Ⅰ Revision

Ask different pairs of students to say the conversations in activities 3,4 and 5 with books closed. Encourage students to make up their own conversation.

Step Ⅱ Part 6

This activity lets students work in groups to practice listening, speaking, reading and writing skills.

Read the instructions to the class.

Call students’ attention to the chart. Point out the sample answer. My favourite singer is Faya Wong.

Invite two students to read the sample conversation in the box to the class.

S_A: Who’s your favourite singer?

S_B: I really like Celine Dions

S_A: Really? I prefer Faya Wong.

Write the conversation on the blackboard. First please write your answers to the five questions in the first column in the chart. Then work in groups of there.

Take turns asking for and sharing information in a circle. At the same time, fill in the second and the third columns in the chart.

Get students to do the task individually first, then in groups of three.

As students are doing this, walk around the room offering any help they may need.

Ask different students to report his or her survey results.

Answers will vary. At the end of the activity, vote on the class favourite singer, type of music, song, band and instrument.

Step Ⅲ Part 7

This activity provides writing and speaking practice using the target language.

Point to the numbered list of blank lines.

Say the sample answer climb Qomolangma Mountain to the class. Say. Please write some things you would like to do on the blank lines. Get students to complete the task individually.

Point out the sample conversation in the box. Invite a pair of students to say it to the class.

S_A: What would you like to do?

S_B: I’d like to climb Qomolangma Mountain.

S_A: Do you think you could do it?

S_B: Yes.

Write the conversation on the blackboard.

Please work with a partner. Make conversations to talk about what you would like to do.

As the pairs work together, walk around the room listening in on various pairs and offering help as needed.

Ask several pairs of students to say their conversations to the class. Answers will vary.

Step Ⅳ Part 8

This activity lets students work in pairs to make sentences using phrasal verbs.

Read the instructions to the class.

Point to the phrasal verbs in the box. Invite a student to read them to the class.

come up with　　　　　 put off　　　　　 write down

put up　　　　　　　　 hand out　　　　　 call up

cheer up　　　　　　　 clean up　　　　　 set up

Invite different students to say the meaning of each phrasal verb in their own words. Demonstrate how to play the game with the whole class.

Put students in half down the middle into two teams. Each team chooses a square from the book. The first person on Team A makes a sentence using the phrasal verb in their chosen square. If the sentence is correct, he or she puts an "X" in the square. Then a person from Team B makes a sentence using the phrasal verb in their chosen square. If the sentence is correct, he or she puts an "O" in the square. The first team to make a row wins.

Ask students to play the game in pairs.

Remind students to be careful to make sure the sentences are correct. Move around the class offering help as needed.

Ask winning students for their sentences.

Step Ⅴ Summary

In this class, we’ve mainly reviewed expressing preferences, talking about what you would like to do and making sentences using phrasal verbs.

Step Ⅵ Homework

1. Make sentences using five of the phrasal verbs in activity 8.

The blackboard