9AUnit3Teenageproblems教案

九年级英语教案

e to the unit

课型

新授

教学目标

知识目标

1. Know the spelling of some words and usage of some phrases 2. Know the different meanings of ‘get’

能力目标

1. Talk about problems and their causes. 2. Think about one’s problems and how to deal with them

情感目标

Express problems and talk about solutions.

教学重点

Talk about problems and their causes.
教学难点
Express problems and talk about solutions.
课前预习
1. Preview the new words and phrases 2. Pre-learn Period 1: Comic strip & Welcome to the unit
教学过程
教师活动
学生活动
备课札记
Step1 Warm-up 1.Explain that most teenagers have problems. Tell them that if they ever need to talk about their problems, they should talk to their teachers, friends or family. Tell them that having a problem is nothing to be ashamed of ----- everyone has worries from time to time. 2.Doasurveyoftheproblemsthatthestudentsintheclass have. 3.Discuss the problems questioned by the students.
Step2. Comic strip 1. Ask the students to listen to the tape with the books closed. And then answer a question “ What problem has Eddie got? ”. 2. Tell them that Eddie is getting fat. Here “get” means “become”. What other meanings does “get” have?
Listen and think what problems they have.
Work in pairs
Discuss someproblems
Listen and prepare for the question
Think about the usages of “get”
从学生身边的话题谈起，引发学生思考并讨论。
引申get的不同含义，开展拓展性学习。
教学过程
教师活动
学生活动
备课札记
选用所给词组的适当形式填空： get a good mark, get some help from, get enough sleep,
get excited, get a bus, get married
1). My uncle ____ last year. 2). Did you hear Simon in the exam? 3). You didn’t ,did you? 4). The audience _ when they saw Hello Kitty. 5). My father _ to work every day. 6). Shall we __________ from an adviser?
Step 3. Welcome to the unit. Part A 1. Review“noisy”and“quarrel”. Explain the students the different meanings of the two words . (these words mean “full of noise” and “argue”). 2.AskthemtoworkinpairstocompletePartAonpage39. 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.Make a survey of the problems. 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
2. Read out each problem in turn, and ask students 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 …”
3.Explain that part B is different from the previous exercise, as students have to rank how big these problems are in their lives.
Do some exercises with the given expressions
Listen and answer what they are discussing in the dialogue CompletePartAonpage39.
Read out each problem in turn
Try to answer the question: “The biggest problem Class …Grade ... has is …”
Get的不同含义

“noisy”and“quarrel”的用法区别.
青少年学生常见的问题
教学过程
教师活动
学生活动
备课札记
4.Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem. 5.Tell students to complete Part B on their own. Ask volunteers to give their answers but do not force students. If there are no volunteers, do not go over the answers to this exercise with the class. Keep the students’ answers confidential.For stronger classes, ask students to add what they consider to be the biggest problems teenagers face to the list if these are different to those on the list.
Step4 Homework 1. Revise this period 2. Pre-learn the next period
Step5.Notes after teaching
Complete Part B on their own.
Do some exercises after class

教学反思
总课题
9A Unit 3 Teenage problems
总课时
10
第2课时
课题
Reading (A)
课型
新授
教学目标
知识目标
To understand how to write about problems and to express feelings
能力目标
To ask for advice
情感目标
To recognize and understand vocabulary about problems.
教学重点
To understand how to write about problems and to express feelings
教学难点
To ask for advice
To recognize and understand vocabulary about problems.
课前预习
1. Preview the new words and phrases of this period 2. Pre-learn Period 2: Reading (A)
教学过程
教师活动
学生活动
备课札记
Step 1.Revision Revise something learned in the last period. Step 2.Reading Part A 1.Ask students whether they have read advice columns, e.g. , newspapers, magazines and websites. Bring in some samples from newspapers and magazines to show students. 2.Explain the context. Millie and Simon have both written letters to a youth worker. 3.Ask students to scan the text and see if there are words that they do not know. Explain these words briefly. 4.Read Millie’s letter aloud. Ask students to listen carefully to you and follow the text on page 40. Ask questions to check understanding, e.g. What is Millie’s favorite hobby? (painting)
What is Millie’s problem? (She doesn’t have enough time for hobbies and homework.)
Have a revision
Listen to their teacher and try to answer some questions
Scan the text
Listen and try to answer some questions
和同学们一起讨论属于他们自己的青少年问题
教学过程
教师活动
学生活动
备课札记
5.Ask one student at a time to read a paragraph, ask students to say which parts of the text they do not understand. Clarify any points if necessary. 6.Read Simon’s letter aloud. Ask students to listen carefully to you and follow the text on page 41. Ask questions to check understanding, e.g. When does Simon play football? (After school until late.)
How do his parents feel about it? (They don’t like this and ask him to go home before 6 p.m.)
7.Ask one student at a time to read a paragraph, after each paragraph, ask students to say which parts of the text they do not understand. Clarify any points if necessary. 8.Some words and language points: achieve; advice; balance; colourful; give up; hand in
Step4 Homework 1. Revise this period 2. Pre-learn the next period
Step5.Notes after teaching
Read the paragraphs and try to answer some questions
Learn some words and language points:
Do some Exx after class遵循学生的思维规律,层层深入,同时注意阅读课的要旨是强调阅读,真正地达到提高学生的阅读能力.
教学反思
总课题
9A Unit 3 Teenage problems
总课时
10
第3课时
课题
Reading (B.C.D)
课型
新授
教学目标
知识目标
To understand how to write about problems and to express feelings
能力目标
To ask for advice
情感目标
To recognize and understand vocabulary about problems.
教学重点
To understand how to write about problems and to express feelings
教学难点
To ask for advice To recognize and understand vocabulary about problems.
课前预习
1. Preview the new words and phrases of this period 2. Pre-learn Period 3: Reading (BCD)
教学过程
教师活动
学生活动
备课札记
Step 1. Revision Revise something learned in the last period. Step 2. Reading (B/C/D) Part B
1. Remind students that the vocabulary that the vocabulary listed in Part B appears in Millie and Simon’s letters on pages 40 and 41. If students are not sure what a word means, it may help them to read the word in context on those pages. 2.Ask students to work in pairs to complete Part B. When students have complete all the answers, they raise their hands. The first pair to finish the exercise correctly is the winner. 3.When students have finished, give the correct answer to each question. Part C
1.Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon.
Have a revision
Try to remind some vocabularies
Complete Part B. 认识并理解与问题有关的词汇；学会表达情感。
教学过程
教师活动
学生活动
备课札记
Part C
1.Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon. 2.Remind students that they can find all the answers in the reading passage on pages 40 and 41. They should complete the exercise by putting a cross or a tick in the blanks. For more able students, ask them to complete the exercise without referring the back to the reading passage. 3.After checking the answers with the class, ask more able students to look for phrases or sentences in Millie and Simon’s letters to support their answers. 4.This is a straightforward exercise and students of all levels should be able to complete it on their own. Part D
1.Revise key vocabulary. Write the following words on the board: advise keep earlier later focus help forget about school work give up remember hobby ignore homework go home painting study spend hours work hard time drawing stay out hours 2.Explain that for each word in the column on the left, there is a related word in the column on the right. The words may be opposites, synonyms or related words. Point to the first word and ask the class to find the matching word in the right-hand column. 3.Ask volunteers to come to the front of the class and draw a line between two words to link them. Go through the words in the two columns with students before asking them to match the words.
Complete the exercise by putting a cross or a tick in the blanks.
Revise key vocabulary.
Draw a line between two words to link them.认识并理解与问题有关的词汇；学会表达情感。
教学过程
教师活动
学生活动
备课札记
4.Answers are as followings: advise keep (opposite) earlier later (opposite) focus help (synonym) forget about school work (related word/opposite) give up remember (opposite) hobby ignore (opposite) homework go home (opposite) painting study (related word) spend hours work hard (related word) time drawing (related word/synonym) stay out hours (related word) 5.Once students are clear about the vocabulary, ask them to complete Part D on Page 43. More able students can complete the exercise on their own. Less able students can work in pairs or small groups. 6.Once students have finished Part D, ask two students to read the letters aloud. Praise students for areas where they do well. Try not to focus too much on their mistakes as this will crush their confidence when speaking in front of the class. Step 3. Practice
Step4 Homework 1. Revise this period 2. Pre-learn the next period
Step5.Notes after teaching Finish the exercise, make sure they are more familiar with the words and can use them
Complete Part D on Page 43.
Do some Exx after class.
认识并理解与问题有关的词汇；学会表达情感。
教学反思
总课题
9A Unit 3 Teenage problems
总课时
10
第4 课时
课题
Vocabulary
课型
新授
教学目标
知识目标
To understand the different meanings of the verb “to be”
能力目标
To use the verb “to get” when talking about problems
情感目标
To recognize and understand vocabulary about problems.
教学重点
To understand the different meanings of the verb “to be” To use the verb “to get” when talking about problems
教学难点
To recognize and understand vocabulary about problems.
课前预习
1. Preview the new words and phrases of this period 2. Pre-learn Period 4: Vocabulary
教学过程
教师活动
学生活动
备课札记
Step 1. Revision. Revise something learned in the last period Step 2. Vocabulary Part A
1.Explain that the words in the box at the top of Page 44 are synonyms of the verb “to get” below the pictures, and can be used to replace “get” in each picture. 2.Ask students to work in pairs to complete Part A. 3.For weaker classes, ask students to read out the answer for each picture. For stronger classes, after students have read out the answers, ask them to make sentences using the phrases under the pictures. Part B
1.Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own. 2.For stronger classes, once students have finished, ask two students to read out the whole letter. Compliment them on parts of the letter they read particularly well. Have a revision
Listen,think ,and try to do some exx. in Part A.
Work in pairs to complete Part B. 复习巩固与问题有关的词汇；学会表达情感。
教学过程
教师活动
学生活动
备课札记
Part B
1.Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own. 2.For stronger classes, once students have finished, ask two students to read out the whole letter. Compliment them on parts of the letter they read particularly well. 3.For weaker classes, ask students if they have the same problems as Amy. Ask students to raise their hands if they do. For stronger classes, ask students what their advice would be for Amy.
Step 3.Practice
Step 4 Homework 1. Revise this period 2. Pre-learn the next period
Step5.Notes after teaching
Work in pairs to complete Part B.
Practise and do some exx after class.
复习巩固与问题有关的词汇；学会表达情感。
教学反思
总课题
9A Unit 3 Teenage problems
总课时
10
第5课时
课题
Grammer (A, B)
课型
新授
教学目标
知识目标
1.To use “wh-” words + “to” infinitives to talk about problems. 2.To learn about sentences types 3.To study five kinds of sentences structures
能力目标
Grasp the structures of “wh +to do sth.”, five kinds of sentences
情感目标
Talk about problems with “wh +to do sth.”
教学重点
“wh +to do sth.”structure, sentences types, five kinds of sentences structures
教学难点
Talk about problems with “wh +to do sth.”
课前预习
1. Preview the new words and phrases of this period 2. Pre-learn Period 5: Grammar ( A B)
教学过程
教师活动
学生活动
备课札记
Step 1. Revision Revise something learned in the last period. Step 2. Grammar ( A& B) Part A
1.Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how 2.For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party? However, it is rarely used nowadays except in formal contexts. Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that? 3.Explain to students that they need to use the “wh-“ words +to do structure to complete the exercise on page45. The “wh”- words can be used more than once. 4.This is a fairly challenging exercise and all students will
Have a revision
Remind “wh-” words
Compare “who” with “whom”,”whose”练习来巩固所学的内容
教学过程
教师活动
学生活动
备课札记
benefit from guidance. For stronger classes, ask students to do it by themselves and the n check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one students finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise. For weaker classes, tell students that it may be easier it may be easier if they find either the “wh-“ word or “to”-infinitive first before working out the whole answer. 5.Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each. Part B
1.As a warm-up activity, write the following form on the board:Statement (positive)
Statement (negative)
Question
Imperative
Exclamation
2.Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own. 3. Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student. 4.Go through the table at the top on page 46. Ask students if they have any questions. Make sure they understand the four types of sentences.
Listen ,and be familiar with the two structures, then practice them
Read the conversation aloud
Make up a sentence in each blank.
先和同学们熟练这两句型，然后操练
5.Tell students the basic use of a statement is to give information, e.g., “Millie wrote to Sigmund Friend for advice.” The negative form of this statement is “Millie did not write to Sigmund Friend for advice.” Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer. 6.Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?” We can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please?” making suggestions, e.g., “Shall we bring more water?”, making offers, e.g., “Can I help?” or asking for permission, e.g., “May I come in?” 7.Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes. 8.Tell students that an exclamation is a sentence spoken with emphasis. We can use “what” or “how” to start an exclamation, e.g., “How lucky we are today!” “What a lucky day!” 9.Explain to students that in the exercise on page 46 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own. 10.Once students have finished, ask the class to check the answers with you. Step 4 Practice Step 5.Homework Step 6. Notes after teaching Step5.ApplenMake sure to understand the four types of sentences.
Listen ,and be familiar with the two structures, then practice them
Practise and do some exercise after class.
先和同学们熟练这些句型，然后操练
教学反思
总课题
9A Unit 3 Teenage problems
总课时
10
第6 课时
课题
Grammar II
课型
新授
教学目标
知识目标
1. 1.To study five kinds of sentences structures 2. To learn to use object complements
能力目标
To develop the abilities of reading and writing
情感目标
To be a happy , lively teenagers after learning this lesson
教学重点
Five kinds of sentences structures and object complements
教学难点
Five kinds of sentences structures and object complements
课前预习
Preview the new words and phrases，revise different parts of a sentence
教学过程
教师活动
学生活动
备课札记
I．Have a revision II. Ask Ss to look at the table at the top of Page 47. Tell Ss that an object complement is an adjective (or adjective phrase) or a noun (or noun phrase) that relates to the object. Encourage Ss to ask questions about object complement. III. Tell Ss that not all verbs can be followed by an object complement. IV. Explain the context. Ss should circle the object complement found in Millie’s homework. Ask more able Ss to work on their own and less able Ss to work in pairs. Encourage Ss to report their difficulties to the class. Be ready to offer help for this exercise. V. Explain to Ss that different combinations of the sentence elements form different sentence structures. VI. Explain the exercise in Part D1 on Page 48. More able Ss may work on their own while weaker Ss may work in pairs.Look at the table
circle the object complement report their difficulties to the class 先复习句子成分
让学生自己理解宾补的用法
教学过程
教师活动
学生活动
备课札记
Notes: 1. I find him kind. 我发现他很和蔼。及物动词+宾语+宾补宾补可以是名词（或短语）、形容词（或短语）、介词（或短语）、动词不定式、分词充当。名词（或短语）： We think Li Ping the best student in our class. They call the girl Lucy. I find him a very smart boy. 形容词（或短语）：I believe Tom (to be) honest. The new coat kept the boy warm. The news made me happy. 介词（或短语）：I find her at home instead of at work. 动词不定式I’d kike you to come and see me. The teacher wants us to hand in our homework tomorrow morning. He made the horse run all the time. 分词：I found a man walking into her room. Can you hear someone singing on the next room? I saw him getting on the bus. 在上述句子结构中，有些句子的宾语是宾语补足语的施动者，因此这些句子可以改为宾语从句。 I found him in the shop. = I found that he was in the shop. I saw him getting on the bus.=I saw that he was getting on the bus. VII．Sum up and exercises VIII．Homework 1. Revise this period. 2. Pre-learn the next period
work in pairs
Translate some sentences
精讲精练辅以练习
教学反思
总课题
9A Unit 3 Teenage problems
总课时
10
第7课时
课题
Integrated skills
课型
新授
教学目标
知识目标
1.To extract information from a student profile 2.To write notes about a student profile 3.To extract information from a conversation 4.To write a record of a visit
能力目标
To develop the students’ abilities of listening, speaking, reading and writing.
情感目标
Be a happy , lively teenagers after learning this lesson
教学重点
To listen and write notes about a student profile and extract information from the conversation
教学难点
To listen and write notes about a student profile
课前预习
To get as much information about Teenage problems as possible
教学过程
教师活动
学生活动
备课札记
I.Have a revision II.Read through Sue’s profile on page 50 with students. Ask them to think about what their student profile would say. Write the following on the board. Name: Class: Grade: Subjects I like: Subjects I do not like: III.Ask the students to think about something they are very good at. It does not need to be a school subject. It could also be a hobby. This will reinforce their confidence. Point out to students that no one can be good at everything. Everyone
Translate some sentences and do some erercises Read through Sue’s profile
Think and discuss
适当的进行一些学生的心理辅导
教学过程
教师活动
学生活动
备课札记
has different skills and talents. IV.Ask a student to read Sue’s profile aloud. Explain to students that some of the information in the student profile will help them to complete the notes about Sue.(tell students that they will not be able to find all the answers in the profile.)Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill. VI.Play the recording again, stopping so that students can write their answers, if you feel this is necessary. Tell students to look at their answers. If they still have some unfilled gaps, ask them to read the profile again at the top of the page in case they have missed something. Then play the recording once more without stopping. VII.Ask students to read one answer each. Check for mistakes and mispronunciation. Play the recording again once students have completed the exercise. IX.Explain to students that they can use the profile and the note from page 50 to help them complete Part A3 on page 51. Divide the class into pairs. Each pair must work together to come up with the correct answers. The first pair to get all of the answers correct wins. Ask a person from each pair to read one sentence at a time. Encourage students to listen for mistakes and raise their hands when they have a question. X. Review “worried”, “reply”, “e-card” and “advice”. Ask students to volunteer some definitions. XI. Ask students to work in pairs. Tell them to read the conversation aloud, then change roles sn read the conversation again. XII. Check students’ conversation of the passage. Ask them the following questions: Who has a problem? (Millie) What is her problem? (Her pen friend hasn’t replied to her e-mails.)
read Sue’s profile
Listen and wite
Read and check
complete Part A3
read and listen
Read
Ask and answer
consolidates what students have learnt and gives them a sense of achievement.
教学过程
教师活动
学生活动
备课札记
Does Amy agree that Millie’s pen friend doesn’t want to write to her any more? (No.) Why does Amy think Millie’s pen friend hasn’t written? (She’) What advice does Amy give Millie? (Millie should send an e-card to her pen friend and let her know she misses her very much.) Do you think Millie feels better after discussing her problem with Amy? (Yes.) Ask students to reply using full sentences. XIII.Ask the students to use the conversation as a model to talk about their own problems and give advice. Ask them to practice their new conversations. Allow less able students to write down their conversations before practicing with a partner. Walk around the class and give help where necessary. Ask a few pairs to read their conversations aloud to the whole class. IVX. Sum up and exercises VX．Homework 1.Revise this period. 2.Pre-learn the next period
VIX. Notes after teaching Make the similar conversation and practice
read the conversations
教学反思
总课题
9A Unit 3 Teenage problems
总课时
10
第8课时
课题
Study skills
课型
新授
教学目标
知识目标
1. To form the habit of proofreading and revising work 2. To recognize common language mistakes 3. To correct mistakes in written text
能力目标
To form the habit of proofreading and revising work and develop the ability of writing
情感目标
To be a happy , lively teenagers after learning this lesson
教学重点
To recognize common language mistakes
教学难点
To form the habit of proofreading and revising work
课前预习
To find out as many mistakes often made in the writings as possible
教学过程
教师活动
学生活动
备课札记
I. Have a revision
II. Ask students whether the check their work or not. Ask those who do to raise their hands. Ask these students whether they often find mistakes when they check through their work. Ask students who do not check through their work to raise their hands. Ask them why they do not check their work. III. Explain to students that checking work after they have finished it is a very important habit to develop. Tell students that they should check their work after they have finished it----both homework and class work.
Translate some sentences
Put hands and answer why
Make a survey
解释作业后检查的重要性
教学过程
教师活动
学生活动
备课札记
IV. Tell students that when they are doing exams, they should always allow themselves 5-10 minutes at the end to check through their work. They may be able to correct come careless mistakes. V. Ask students to look at the word box on page 52. Tell them these are the things they should check for. Ask students to read Millie’s report and underline all the mistakes and classify these mistakes according to their types. Less able student might need help with this exercise. Allow them to work in pairs. Tell students where the mistakes are and simply ask them to write the types of mistakes and make corrections if necessary. V. Ask five students to read out a corrected paragraph each. Ask the rest of the class to check for correct answers.
VI Sum up and exercises
VII．Homework 1.Revise this period. 2.Pre-learn the next period
read Millie’s report and underline all the mistakes and classify these mistakes
read out the corrected paragraph
教学反思
总课题
9A Unit 3 Teenage problems
总课时
10
第9 课时
课题
Main task
课型
新授
教学目标
知识目标
1. To answer a quiz about causes of stress 2. To make a writing plan for a letter 3. To write a letter about stress problems
能力目标
To develop the ability of writing and the ability of dealing with problems
情感目标
To be a happy , lively teenagers after learning this lesson
教学重点
1.To make a writing plan for a letter and write a letter about stress problems 2.The ability of dealing with problems
教学难点
To make a writing plan for a letter and write a letter about stress problems
课前预习
Prepare the quiz and find out more problems and solutions
教学过程
教师活动
学生活动
备课札记
I. Have a revision II.Arouse student’s interest by asking them to think about stress situations and how they deal with them. III.Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and bad ways to deal with problems.Tell students that they will take part in the quiz in Part A on page 53. Read out one questions at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. (Tell students they are not allowed to discuss their answers with their classmates.Once you have gone through all the questions, ask students to swap their book with another student.) Read out the best answer to each of the questions. Each student must mark the book he/she has been to given.
Present a passage and let the students correct it
Read out the questions and work on their own and keep their answers secret mark the bookPresent some pictures
教学过程
教师活动
学生活动
备课札记
Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations. IV. Ask students to complete Part B on their own.（Remind students that they can use the information to help them complete the writing plan in Part B. They can also use ideas that were generated in the extension activity on page T53.） Ask a student to read Millie’s letter in Part C aloud. V.Students have only to fill in two blanks based on the information in Millie’s notes. Tell students to complete Part C on their own. VI.For Part D, copy the beginning of the Millie’s letter in Part C and develop a longer letter. Or encourage more able students to use some alternative constructions, rather than simply copying Millie’s letter word for word. Some useful words and phrases students can use include:I am always busy and rarely have enough time to…… Sometimes, it is difficult to achieve a balance between ……
I worry a lot about…… Sometimes, it is very noisy so……
I worry a lot about…… My biggest problem is ……
A lot of students worry about … It is common for students to ……
The best advice a friend gave me was……
VIISum up and exercises
VIII．Homework 1.Revise this period. 2.Pre-learn the next period
discuss
complete Part B
read
develop a longer letter
This discussion and the sentences on page 53 are useful for the later parts of the main task section. Tell students that it is a good idea to make a writing plan for any piece of writing, whether it is a letter, an essay or a report. This is important not just for English, but for other subjects as well.
教学反思
总课题
9A Unit 3 Teenage problems
总课时
10
第10课时
课题
Checkout
课型
新授
教学目标
知识目标
1.To review key vocabulary and grammar items taught in the unit. 2.To give students the opportunity to practice the grammar and vocabulary items, and to gain confident in doing so 3.To allow students to check their progress and ask any questions they may still have
能力目标
To develop the students’ grammar and vocabulary items
情感目标
To be a happy, confident, lively and helpful teenagers after learning this unit
教学重点
To practice the grammar and vocabulary items, and to gain confident
教学难点
Enable the Ss to grasp the grammar and vocabulary items
课前预习
To complete the brackets in the book and revise the grammar learned
教学过程
教师活动
学生活动
备课札记
I. Have a revision
II.Revision the grammar learned in this unit by translating some sentences Ask students to review the sentence types, the object complement and the five basic sentence structures. Encourage students to ask questions if they have any. III.Part A:Tell students that this is revision. Remind them that they have already learn these words and grammar items so that they do not feel too alarmed. 1．Ask students whether they know any youth workers. E.g., Read the letters
Translate some sentences into English
呈现一些中文句子，通过翻译句子让学生解释归纳和总结本单元的语法，以掌握学生是否真正的懂了
教学过程
教师活动
学生活动
备课札记
What is the name of the youth worker? Is he/she a good youth worker? Why? Give an example of a good piece of advice he/she has given. 2.Tell students to complete Part A on their own. When students have finished, check the answers with the whole class. Students correct their own answers and write their marks in the paw. 3.Ask students to read out the advice, one student reading one paragraph at a time. 4.Ask students whether they think Sigmund Friend gives good or bad advice. Ask them to explain their answers. IV.Part B:Explain to students that in Part B, Amy is thinking these wishes. Ask students why she does not say the words aloud. If students cannot tell you, explain that Western countries, people believe if you say a wish aloud, it will not come true. Ask students to write the answers to this exercise on their own. Then students check their answers in pairs.
V.Sum up and exercises
VI．Homework 1.Revise this period. 2.Pre-learn the next Unit.
Answer
complete Part A
read out the advice
ask and explain
write the answers check their answers in pairs
介绍西方文化和背景知识
教学反思