牛津英語九年級(jí)上冊(cè)u(píng)int3教案.docVIP

高郵市卸甲鎮(zhèn)八橋初級(jí)中學(xué) 九 年級(jí) 英語 學(xué)科教案 主備人：朱曉燕總 課 題 9A Unit 3 Teenage problems總課時(shí)10第 1 課時(shí)課 題Comic strip & Welcome to the unit 課 型新授教學(xué)目標(biāo)知識(shí)目標(biāo)1. Know the spelling of some words and usage of some phrases 2. Know the different meanings of get能力目標(biāo)1. Talk about problems and their causes.2. Think about ones problems and how to deal with them情感目標(biāo) Express problems and talk about solutions.教學(xué)重點(diǎn)與難點(diǎn)Talk about problems and their causes.Express problems and talk about solutions.課前預(yù)習(xí)1. Preview the new words and phrases2. Pre-learn Period 1: Comic strip & Welcome to the unit教 學(xué) 過 程教 師 活 動(dòng)學(xué) 生 活 動(dòng)備課札記【自主預(yù)學(xué)】Step1Pre-checking & Warm-up1.Exercises:(Complete the sentences) 1).The radio is too n_. Please turn it down. 2)._(吃 )too much makes you fat. 3).Our teacher is very_(嚴(yán)格的 )with us. 4).-What are they_(爭(zhēng)吵 ) about? -Sorry, I dont know. 5).Im hungry. Can you o_ me something to eat【點(diǎn)撥導(dǎo)學(xué)】.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.Do exercises.Listen and think what problems they have. 從學(xué)生身邊的話題談起，引發(fā)學(xué)生思考并討論。引申get的不同含義，開展拓展性學(xué)習(xí)。2. Doasurveyoftheproblemsthatthe studentsintheclass have.3. Discuss the problems questioned by the students.Step2. Comic strip1. 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?選用所給詞組的適當(dāng)形式填空：get a good mark, get some help from, get enough sleep,get excited, get a bus, get married1). My uncle _ last year.2). Did you hear Simon _ in the exam?3). You didnt _,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 A1. 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 B1. 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 busyWork in pairsDiscuss some problemsListen and prepare for the questionThink about the usages of “get”Do some exercises with the given expressionsListen and answer what they are discussing in the dialogueCompletePartAonpage39.Get的不同含義 “noisy”and“quarrel”的用法區(qū)別.青少年學(xué)生常見的問題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.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.【合作互學(xué)】Step4 Sum up1. We talk about the teenage problems.2. Learn some important phrases and sentences.【檢測(cè)練學(xué)】Step5 Finish the exercise on their exercise paper Read out each problem in turnTry to answer the question: “The biggest problem Class Grade . has is ”Complete Part B on their own.Do some exercises after class Step6 Homework1課課練unit 3 Period 12以短文行式敘述青少年的煩惱。3. Revise this period4. Pre-learn the next period教后反思總課題 9A Unit 3 Teenage problems總課時(shí)10第2課時(shí)課題Reading (A)課型新授教學(xué)目標(biāo)知識(shí)目標(biāo)To understand how to write about problems and to express feelings 能力目標(biāo)To ask for advice情感目標(biāo)To recognize and understand vocabulary about problems.教學(xué)重點(diǎn)與難點(diǎn)To understand how to write about problems and to express feelingsTo ask for advice To recognize and understand vocabulary about problems.課前預(yù)習(xí)1. Preview the new words and phrases of this period2. Pre-learn Period 2: Reading (A)教 學(xué) 過 程教 師 活 動(dòng)學(xué) 生 活 動(dòng)備課札記【自主預(yù)學(xué)】Step 1.Pre-checking & Revision1） 譯出詞組： 熬夜-及時(shí)交作業(yè)-收到某人來信對(duì)瘋狂-允許某人做某事-不時(shí)獲得平衡處理問題2)Answer the questions:What problems do Millie & Simon have? Revise something learned in the last period.【點(diǎn)撥導(dǎo)學(xué)】Step 2.Reading Part A1. 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 Do some exercisesHave a revisionListen to their teacher and try to answer some questionsScan the text和同學(xué)們一起討論屬于他們自己的青少年問題they do not know. Explain these words briefly.4. Read Millies 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 Millies favorite hobby? (painting)What is Millies problem? (She doesnt have enough time for hobbies and homework.)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 Simons 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 dont 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【合作互學(xué)】Step4 Sum up1. After learning the two passages, We know about Simons & Millies problems.2. We learn some important phrases & sentences.3. We should help them to deal with the problems。Listen and try to answer some questionsRead the paragraphs and try to answer some questionsLearn some words and language points:Do some Exs after class遵循學(xué)生的思維規(guī)律,層層深入,同時(shí)注意閱讀課的要旨是強(qiáng)調(diào)閱讀,真正地達(dá)到提高學(xué)生的閱讀能力.【檢測(cè)練學(xué)】Step5. Exercises Finish the exercise on their exercise paper Step6.Homework1.課課練unit 3 Period 22. Revise this period3. Pre-learn the next period 教后反思：課 題 9A Unit 3 Teenage problems總課時(shí)10第3課時(shí)課 題 Reading (B.C.D)課 型新 授教學(xué)目標(biāo)知識(shí)目標(biāo)To understand how to write about problems and to express feelings 能力目標(biāo)To ask for advice情感目標(biāo)To recognize and understand vocabulary about problems.教學(xué)與重點(diǎn)難點(diǎn)To understand how to write about problems and to express feelings To ask for advice To recognize and understand vocabulary about problems.課前預(yù)習(xí)1. Preview the new words and phrases of this period2. Pre-learn Period 3: Reading (BCD)教 學(xué) 過 程教 師 活 動(dòng)學(xué) 生 活 動(dòng)備課札記【自主預(yù)學(xué)】Step 1. Pre-checking & Revision . 預(yù)習(xí)檢測(cè)題以“My problem ”為題，口頭敘述一篇80字左右的短文。我是一名初三學(xué)生，業(yè)余愛好是畫畫，但是我總是很忙，沒有足夠的時(shí)間來做我喜歡的事。事實(shí)上，許多同齡人也感到壓力很大，主要原因是作業(yè)太多。我們經(jīng)常不知道什么時(shí)候該玩。我只有放棄我的愛好。不知你是否遇到相同的問題？.Revise something learned in the last period?！军c(diǎn)撥導(dǎo)學(xué)】Step 2. Reading (B/C/D)Part B1. Remind students that the vocabulary that the vocabulary listed in Part B appears in Millie and Simons 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. Do exercises orally.Have a revision Try to remind some vocabularies 認(rèn)識(shí)并理解與問題有關(guān)的詞匯；學(xué)會(huì)表達(dá)情感。 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 C1. 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 Simons 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 D1. Revise key vocabulary. Write the following words on the board:advise keepearlier later focus help forget about school work give up remember hobby ignorehomework go home painting study spend hours work hard time drawing stay out hours2. 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. Complete the exercise by putting a cross or a tick in the blanks.Revise key vocabulary.認(rèn)識(shí)并理解與問題有關(guān)的詞匯；學(xué)會(huì)表達(dá)情感。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.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【合作互學(xué)】Step 4. Sum up1. After reading Simons & Millies letters, we can reply to their letters.2. Tell each other about our problems Draw a line between two words to link them.Finish the exercise, make sure they are more familiar with the words and can use themComplete Part D on Page 43.Do some Exs after class. 認(rèn)識(shí)并理解與問題有關(guān)的詞匯；學(xué)會(huì)表達(dá)情感?！緳z測(cè)練學(xué)】Step5Exercises Finish the exercise on their exercise paper HomeworkStep6.Homework1課課練unit 3 Period 32寫一封信給你的筆友，告訴你的煩惱及解決辦法。3. Revise this period4. Pre-learn the next period教后反思：總課題 9A Unit 3 Teenage problems總課時(shí)10第4 課時(shí)課題Vocabulary課型新授教學(xué)目標(biāo)知識(shí)目標(biāo)To understand the different meanings of the verb “to be”能力目標(biāo)To use the verb “to get” when talking about problems情感目標(biāo)To recognize and understand vocabulary about problems.教學(xué)與重點(diǎn)難點(diǎn)To understand the different meanings of the verb “to be” To use the verb “to get” when talking about problemsTo recognize and understand vocabulary about problems.教學(xué)資源Pictures, a small blackboard, a recorder課前預(yù)習(xí)1. Preview the new words and phrases of this period2. Pre-learn Period 4: Vocabulary教 學(xué) 過 程教 師 活 動(dòng)學(xué) 生 活 動(dòng)備課札記【自主預(yù)學(xué)】Step 1. Pre-checking & Revision. . 預(yù)習(xí)檢測(cè)題：譯詞組 乘車 變得很生氣 獲得高分 有家作要做 收到來信 變得很開心/傷心 收到電子郵件 到家.Revise something learned in the last period【點(diǎn)撥導(dǎo)學(xué)】Step 2. VocabularyPart A1. 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. Translate some phrasesHave a revisionListen, think ,and try to do some exs. in Part A. Work in pairs to complete Part B. 復(fù)習(xí)鞏固與問題有關(guān)的詞匯；學(xué)會(huì)表達(dá)情感。教 學(xué) 過 程教 師 活 動(dòng)學(xué) 生 活 動(dòng)備課札記 Part B1. 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【合作互學(xué)】Step 4. Sum up1. We learn the usage of the word get2. We can use it.Work in pairs to complete Part B.Practise and do some exs after class.復(fù)習(xí)鞏固與問題有關(guān)的詞匯；學(xué)會(huì)表達(dá)情感?！緳z測(cè)練學(xué)】Step5.ExercisesFinish the exercise on their exercise paper Step6 .Homework1課課練unit 3 Period 42.Revise this period3. Pre-learn the next period教后反思：總 課 題 9A Unit 3 Teenage problems總課時(shí)10第5課時(shí)課 題 Grammar (A, B)課 型新 授教學(xué)目標(biāo)知識(shí)目標(biāo)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 能力目標(biāo)Grasp the structures of “wh +to do sth.”, five kinds of sentences 情感目標(biāo)Talk about problems with “wh +to do sth.”教學(xué)重點(diǎn)與難點(diǎn)“wh +to do sth.” structure, sentences types, five kinds of sentences structuresTalk about problems with “wh +to do sth.”課前預(yù)習(xí)1. Learn the different parts of a sentences(To-infinitives)2. Learn the structuremake/let/havesb. do sth.3.Finish P50-51教 學(xué) 過 程教 師 活 動(dòng)學(xué) 生 活 動(dòng)備課札記【自主預(yù)學(xué)】Step 1. Pre-checking & Revision.預(yù)習(xí)檢測(cè)題：用所給動(dòng)詞的適當(dāng)形式填空 1I really dont know how_(begin)our meeting. 2. My father often makes me_(do)my homework all day.Revise something learned in the last period.【點(diǎn)撥導(dǎo)學(xué)】Step 2. Grammar ( A& B) Part A1. Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how2. 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. Do exercises.3.The boy was made_(do)his lessons all the afternoon.4.The bike needs_(repair) now.5.The teacher told us_(not play) Computer games. Have a revision Remind “wh-” wordsCompare “who” with “whom”,” whose”練習(xí)來鞏固所學(xué)的內(nèi)容4.This is a fairly challenging exercise and all students will 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 workingout the whole answer.5. Once students have finished, choose one student to play the p art 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 B1.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 acco