9Aunit3（7）教案.doc

總課題9A Unit 3 Teenage problems總課時(shí)10 第7課時(shí)課題Integrated skills課型新授教學(xué)目標(biāo)知識(shí)目標(biāo)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能力目標(biāo)To develop the students abilities of listening, speaking, reading and writing. 情感目標(biāo)Be a happy , lively teenagers after learning this lesson 教學(xué)重點(diǎn)To listen and write notes about a student profile and extract information from the conversation 教學(xué)難點(diǎn)To listen and write notes about a student profile課前預(yù)習(xí)To get as much information about Teenage problems as possible教 學(xué) 過 程教 師 活 動(dòng)學(xué) 生 活 動(dòng)備課札記I.Have a revision II.Read through Sues 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 Sues profile Think and discuss 適當(dāng)?shù)倪M(jìn)行一些學(xué)生的心理輔導(dǎo)教 學(xué) 過 程教 師 活 動(dòng)學(xué) 生 活 動(dòng)備課札記has different skills and talents. IV.Ask a student to read Sues 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 hasnt replied to her e-mails.) read Sues 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 學(xué) 過 程教 師 活 動(dòng)學(xué) 生 活 動(dòng)備課札記Does Amy agree that Millies pen friend doesnt want to write to her any more? (No.) Why does Amy think Millies pen friend hasnt 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