单选题It is too dear to me.句中dear一词的含义是（）。A 亲爱的B 哎呀C 昂贵的D 可爱的

Teaching Contents: The material is about writing a thank-you note.
Teaching Objectives:
(l) Knowledge objective
Students can be more familiar with the topic of "thanks" and know how to express their thanks to others.
(2) Ability objective
Students can write a thank-you note logically and use it to express their thanks.
(3) Emotional objective
Students wilt have the awareness of express their thanks after others' help.
Teaching Key and Difficult Points:
How to make students master the methods and procedures of writing a thank-you note.
Teaching Procedures:
Step 1 Pre-writing (7 minutes)
At this step the teacher will ask students to do three activities.
Activity 1: Sample reading
Students will be asked to read 3a, and match each note with the correct situation by themselves.
Activity 2: Discussion
Students will be divided into 8 groups and have a discussion about"What else condition can you think out to write a thank-you note "
Then the teacher will make a summary on the useful ideas of writing a thank-you note.
Activity 3: Outlining
Students will be asked to read 3b, and illustrate the formation of letter.
Then the teacher will make a summary on the components of a thank-you note.
(Justification: The sample reading can help students have a basic understanding of the contents of a thank-you note. Through discussion, students' thoughts can be inspired by each other's sparkling points. The outlining can help students illustrate the main organizing structure and the most important points of the essay and make a preparation for the drafting.)
Step 2 Writing (18 minutes)
(1) Drafting
The teacher will set a situation that"you could write a letter to your friend or your parents to express your thanks for his or her help according to the formation and the notes" and give students enough time to write the first draft.
(2) Peer editing
After the drafting, the teacher will ask students to check their notes with their deskmates. They should read the passage and check the ideas or the logical development. Also, check carefully the grammar, spelling and punctuation of their writings.
(3) Revising
The teacher guides students to make necessary improvements in both organisation and contents based on their editing, e.g adding new points or deleting irrelevant facts, and correcting errors in spelling, punctuation, grammar or choice of words.
(Justification: Making the topic of writing close to students' life can stimulate their interests. Peer editing can provide an opportunity for students to share their writings and help them learn from each other. Proper guidance in revising can help students to make improvements in their writings.)
Step 3 Assessing (5 minutes)
The teacher will share two notes of the students and give some evaluations from the advantages and disadvantages.
Then the teacher will tell students the meaning of thanks and ask students to revise their notes according to the evaluations after class.
(Justification: This is also a very important part for students, from which they can find their mistakes and get to know how to correct them. It' s also a good chance for them to learn the meaning of thanks.)

Teaching Objectives :
( 1 ) Students 1earn the new phrases"be ( not )fee1ing we11, have a 1ot of headaches, stress out, have a co1d"in the context and understand the content c1ear1y.
(2) Students get information from the reading materia1 through skimming, scanning and carefu1
reading.
(3) Students have consciousness of expressing their troub1es and know how to cope with them.Teaching Key Points : Master the new phrases and understand the reading materia1.
Teaching Difficu1t Points : Know how to cope with the troub1es.Teaching Procedures :
Step 1 Pre-reading( 10 minutes)
The teacher projects a short fi1m dea1ing with foreign exchanged students' study 1ife.
T: Imagine you are an exchanged student in a foreign country. When you get in troub1e, what
wou1d you 1ike to do
S1 :Ask my c1assmates for he1p.$2 : Ask my teachers for he1p.$3 : I wi11 ca11 my parents.
...
T: Yeah, when you are in troub1e, you can ask some body for he1p. A1so, you may write a 1etter to your friend to ta1k about it. 1iu Qiang and Char1es are exchanged students. 1et us see what Char1es'stroub1e is.
(Justification: The short fi1m can stimu1ate students' curiosity about the topic, arouse students'
interests, and he1p the teacher 1ead in the c1ass smooth1y. )
Step 2 Whi1e-reading( 15 minutes)
( 1 )Skimming
The teacher asks students to read the passage quick1y and find out the new phrases. The teacher exp1ains the new phrases in Eng1ish with the he1p of body 1anguages. Then the students summarize and discuss the main idea of the passage.
(2)Scanning
The teacher asks students to read the passage again to answer some specific questions
①Why does the student fee1 so stressed out. ②How does he cope with his stress
③Which thing is good to the student.
Then the teacher asks students to discuss in groups and answer these questions.
(3)Carefu1 Reading
The teacher invites students to read the passage sentence by sentence and then exp1ains some difficu1t sentences in the context such as"I am tired and have a 1ot of headaches". Students wi11 know that the meaning of"headaches"in the context is "something causes worry".
(Justification: The three ways of reading can he1p students tota11y understand the passage and know the expressions of troub1es. Students can a1so improve the reading ski11s of skimming, scanning and carefu1 reading step by step. )
Step 3 Post-reading( 15 minutes)Task 1 Fi11 in the chart
The teacher asks students to think about a question"What shou1d the student do/not do "After their thinking,the teacher invites them to fi11 in the chart:

Troub1es Advice
stressed out
Putonghua is not improving
need some conversation practice
have a co1d
Task 2 Interview
The teacher divides students into severa1 groups. One student in the group acts as a reporter and interviews the others about their advice on some troub1e. The interviewees shou1d give advice as possi-b1e as they can.
(Justification:These activities he1ps students conso1idate the content of this c1ass, and the inter-view activity wi11 cu1tivate their abi1ity of communication with each other. The discussion can stimu-1ate students' imagination. )
Step 4 Summary and Homework(5 minutes)
Summary : The teacher asks students to rete11 the passage according to the b1ackboard.Homework : Students write a 1etter to Char1es and give some advice to him.
(Justification:The summary wi11 he1p students reca11 the content of the c1ass. The homework is to cu1tivate students' abi1ity of expressing their ideas in a 1ogica1 way. )
B1ackboard Design :

根据句中的“dear”可知，这些书花费很大。“considerable”意为“相当大的”，符合题意。“considerate”“体贴的，考虑周到的”；“considered”“经过仔细考虑的”；“considering”“考虑到，鉴于”，均不符合。故答案为C。