Module2Unit4ProblemsandadvicePeriod1Reading教学设计

Module 2 Unit 4 Problems and advice
Period 1 Reading教学设计
课 题 Problems and advice 单元 Unit 4 学科 英语 年级 九年级 九年级上
教材 分析 本课时是Unit 4的第一课时,在本单元，将学习一些关于青少年遇到的问题。 Reading的A部分内容是遇到图片上这些情况，你将怎样做？要求同学之间讨论这些图片。这部分主要目的是训练学生的思维能力语言表达能力、同学间合作能力。然后在每幅图画下面写出正确的建议。 B部分是阅读课文前的一个练习题，要求学生阅读51页上的介绍、题目以及每个帖子的第一句，然后圈出正确的答案。这部分主要目的是培养学生在对课文进行预读和略读，迅速有效地掌握文章的主旨大意和结构框架。有针对性地寻找关键信息。为之后更加深入地细读及迅速准确地完成阅读问题起到了良好的铺垫。课文内容讲述的是四位青少年写给一家网络报纸琳达阿姨的建议专栏的信件，信件内容是自己遇到问题寻求大家帮助。 C部分是词汇练习，C 1要求学生找到51页上的一些单词的意思，用这些单词的正确形式完成句子。C 2要求学生用方框里的词语的正确形式完成对话。这部分考查的是学生如何用新学习的单词、词组、句型运用到具体文章中。考查学生语法、句型、单词，提升学生对基础知识的运用能力。 D部分是阅读理解，D 1要求学生读51页上的帖子，按照句子描述写出对应的是哪个人？D 2要求学生再读一篇帖子，完成表格。D 3要求学生与同班同学讨论并回答问题。这部分主要目的是通过寻读、精读使学生能够深刻理解文章的含义、领略作者写作意图、抓住文章中心思想、找到关键信息。锻炼学生的逻辑思维能力和语言表达能力、训练学生的英语口语，全面提升学生的英语阅读能力。
学习目标与核心素养 1. Students can master key words:model、diet、regret、though、ashamed、hate、suggest、mad、mess, etc., and know the new words online and branches. 2. Students can master key phrases: (be) on a diet,laugh at,feel ashamed of,drive sb. Mad,make a mess. 3. Students can use reading strategies such as pre -reading and skimming to understand the main content of the text. 4. Students can find out the corresponding key information of the text through the chart.
重 点 1.Students can understand the main content of the text. 2.Students can master key words and key phrases.
难 点 Guess the meaning of the word from the context.
教学过程
教学 环节 教师活动 学生活动 设计意图
第一环节:引入课题 Step 1:Lead in Can you tell me what some problems you have met？ 1.School life problems I'm late for school. I failed the examination. 2.problems with school life No one likes me Too many homework 3.Family problems Parents quarrel Parents beat and scold 4.Work in pairs and tell your partner about the problem you have met I've been working hard to lose weight, but I didn't succeed. When I sleep, I am afraid of the dark and can't sleep. 1.Look at the pictures and talk with your classmates about the problems you have met in life. 1.Free talk can fully mobilize students' enthusiasm and initiative and exercise students' oral communication ability. Practice students' language output ability.Prepare for the new course.
第二环节:学习新知识 Step 2:Presentation Listen to the tape and read the new words and phrases. Pay attention to pronunciation and pronunciation intonation. Key words 1.diet n. [ da t] (be) on a diet a balanced diet 2.though conj.[ ] even if/though 3.awful adj.[ fl] 近义词terrible 4.regret v.[r ɡret]regret doing sth. regret to do sth. 5.ashamed adj.[he t]feel ashamed of 6.situation n.[ s t u e n]in a situation 7.hate v.[he t] 8.advantage n. [ d vɑ nt d ] 9.embarrassed adj.adj.[ m b r st] 10.suggest v.[s d est] 11.mad adj. [m d] 12.mess n. [mes]get into mess make a mess 13.annoying adj.[ n ] annoyed be annoying about ( doing)sth. Key phrases (be) on a diet laugh at feel ashamed of drive sb. mad make a mess 2.Students read new phrases by imitating the pronunciation and intonation. learn the usage of key phrases. 2.Let the students master the standard pronunciation and usage of key phrases. Use the key sentences in the text to help students understand the meaning of phrases.Students can master the standard pronunciation by imitating the pronunciation and intonation.Students listen to the tape and read the text, which is helpful to improve students ' pronunciation and intonation.
Step 3:Play games The students are divided into two groups. When the words appear, please raise your hand to express the meaning quickly. If you answer a question correctly,win one point. which group will win the competition 3.Say Chinese meaning quickly when the word appears. 3.Games can stimulate students' interest and enthusiasm to participate in the classroom.
Step 4:Pre - reading Look at the picture and answer the following questions. 1.What are Hi and Lo talking about Li and Luo are talking about the problem of It's uncle. 2.Does Li agree with lo Why No, he doesn't think uncle's big is a problem. He thinks that his uncle 's big body is a good thing because when he stands up, two people can sit down. 4. Students answer the questions according to the pictures. 4.Through the interpretation of the illustration content, it can play a good role in introducing the situation and preparing for explaining the new content.Help students understand the text content and key information.
Step 5: Classroom exercises A What do you know about ... What would you do in the following situations Discuss the pictures with your classmates.Then write the correct piece of advice under each picture. 1.Call the police. 2.Offer to help carry her bags. 3.Give it to the police. 4.Take him to the hospital. 5.Discuss the pictures with classmates.Then write the correct piece of advice under each picture. 5.Introduce topic, exercise students' logical thinking ability, and master the methods of obtaining useful information from pictures.
Step 6:Pre - reading Read the title and the names of the four teenagers on page 51. Then answer the questions. 1.Where can you find the passage On the Internet. 2.What is this page for People write to ask for help with their problems. 3.Who do you think aunt Linda is She writes for the advice page of an online newspaper./She is an editor of an online newspaper. 4.Who published this internet post in an online newspaper Anna, Peter, Simon and Julie. 6.Read the text quickly and answer the questions. 6.Find the key information and understand the writing background of the text.
Step 7:Reading task B Before you read Before you read, look at the introduction, the title and the names of the four teenagers on page 51. Then answer the questions. 1.Anna is worried about____. a her cousins b her sister c her friend 2.Peter was with his____yesterday. a classmates b friends c relatives 3.Simon has probably got some problems with his______. a teeth b feet c heart 4.Julie probably feels___. a nervous b excited c unhappy 7. Read the text quickly and finish the reading task. 7.The main purpose of this part is to train students to quickly and effectively master the main idea and structural framework of the text after pre - reading and skimming the text. Targeted search for key information. It has laid a good foundation for further reading and completing the reading problems quickly and accurately.
Step 8:Reading Students listen to the tape, read the text, pay attention to pronunciation and intonation. 8.Listen the tape and imitate pronunciation and intonation. 8.Students can master the standard pronunciation by imitating the pronunciation and intonation.Students listen to the tape and read the text, which is helpful to improve students ' pronunciation and intonation.
Step 9: Reading task 一、Write true or false beside each sentence the sentences.( T or F ) 1.Anna is on a diet because she wants to be a model. ( F ) 2.Peter felt ashamed of himself because he laughed at the sick woman with his friends. ( F) 3.Simon feels embarrassed because of his braces. ( T ) 4.Julie's sister is so annoying, so she doesn't love her. ( F) 二、What problem do each teenager have Read the following Internet posts and write the correct answers in the blanks. 1.Anna is worried about her friend Jolin .Her friend Jolin wants to be a model and she's thin but she is always on a diet. 2.Peter: A lady was lying in the street. Though he wanted to help her, his friends told me not to. 3.Simon: He has started wearing braces and his friends laughed at him and say bad things a bout him. Julie:She has to share a room with her younger sister,but her sister always makes a mess. Her sister driving her mad ! 9.Read the story, then answer the questions. 9. The reading task enables students to have a certain understanding the content of the story.
Step 10: Mind Map Aunt Linda's advice page Anna: what: I am worried about Anna why: Jolin wants to be a model, on a diet, getting too thin, talk to her,she gets angry what: feel ashamed of Peter why: went out with friends, lady lying, sick, jokes about her, wanted to help her, my friends stopped, awful,regret,feel ashamed Simon: what: wearing braces,hate,feel,embarrassed why: don't see any advantage in, friends laugh at me, say bad things about, hurt my teeth, it's difficult to eat. what:share a room with, is driving me mad Julie: why:has a habit of, takes, without, try to, makes a mess,annoying 10.Students read the text. 10.Mind maps s contributed greatly to improving students' efficient words acquisition and at the same time they can explore the potential of word association and deep processing of vocabulary
Step 11:Group discussion In pairs, tell your partner what you've done that you regret Have you ever thought about how to make up for it I failed my last English an examination. I regret not studying hard. Have you ever thought about how to make up for it 11.Discuss and answer the following questions with your classmates. 11.Classroom discussion can enable students to inspire each other from different angles and sides, learn from each other's strengths and make up for their weaknesses, so as to consolidate and strengthen their knowledge, improve their ability to analyze and solve problems, and improve their Language expression ability. The main purpose of English classroom discussion is to activate the classroom atmosphere, increase students' opportunities to speak English, and enhance students' self - confidence in speaking English, so as to improve their accuracy and fluency in communicating in English.
Step 12: Vocabulary exercises C 1 The words in italics explain the meanings of some words on page 51. Find these words to complete the sentences. Change their forms if necessary. 1 Jill likes wearing new clothes. She wants to be a model when she grows up. (a person with a job to wear and show new clothes )(line 1) 2 Cindy had a fight with her mum, and she regretted it soon after.(feel sorry about doing something)(line 9) 3 Bob hates coffee. He never drinks it. (really do not like)(line 11) 4 We talked about the problem and Tim suggested doing some research first. (put forward an idea or a plan) ( line 16) 5 Peter's neighbour is making a lot of noise at night. He is driving Peter's family mad (very angry)(line 18) C 2 Complete the conversation below with the words from the box. Change their forms if necessary. awful mess suggest feel ashamed of on a diet Paul: Hey Joe, why do people write to Aunt Linda Joe: Because many people have (1)awful problems. However, sometimes they (2)feel ashamed of talking to friends or parents, so they write to Aunt Linda. She (3) suggests ways to help them. People are usually happy to get her advice. Paul: Well,I have a problem too. Maybe I should write to Aunt Linda. Joe: What's your problem Maybe I can help you. Paul: It's about my elder sister. She wants to lose weight.Now she's (4)on a diet.She doesn't eat much all day. She used to be full of energy, but now she's always tired, and her room is a(5)mess I'm worried about her. 12.Find these words to complete the sentences. 12.Apply vocabulary exercises to specific articles to enable students to master new words, phrases and sentence patterns. Improve students' ability to use basic knowledge.
Step 13: Language point 一、diet n.规定饮食 搭配(be) on a diet节食 a balanced diet均衡的饮食 She always seems to be on a diet.她似乎总是在节食。 二、awful adj.很坏的;极讨厌的 近义词terrible adj.非常讨厌的;令人极不快的;反义词nice 美好的;令人愉快的 What awful weather!多么讨厌的天气! 三、Though I wanted to help her, my friends told me not to. 尽管我想帮助她，我的朋友告诉我不要帮。 though conj. 虽然;尽管引导让步状语从句，与although同义，一般可以换用。只是though常用于非正式的口语或书面语中，而although则较为正式。 Though I wanted to help her; my friends told me not to. 尽管我想帮她，我的朋友告诉我不要帮。 Though it was raining, we went there. 虽然下着雨，但我们还是去了那儿。 [注意] although或though不能与but同时在一个句子中。 Although he was tired, he kept on working.虽然他很疲劳,但他继续工作。 四、 regret意为“懊悔”，后接动名词或不定式意义不同。 They are not following their teacher's advice. 他们后悔没有听从他们老师的劝告。 [辨析] regret doing sth.与regret to do sth. regret doing sth.:后悔曾做过某事，对已经发生的事情感到遗憾，对已做过的事情感到后悔,“做某事”在先，“后悔"在后。 regret to do sth.:遗憾要做某事对将要做的事情感到遗憾或抱歉,后面常跟"说”、“告知”等意思的动词。 I regret going there.我后悔到那里去了。 I regret to tell you such a thing.我很遗憾地要告诉你这样一件事情。 五、hate及物动词，意为“厌恶;憎恶" ，后跟名词、代词、不定式或动名词。 I've just started wearing braces, but I hate them. 我刚刚开始戴牙箍，但我讨厌它们。 You hate her, don't you 你恨她，不是吗 I hate walking in the rain.我讨厌在雨中走。 [注意] 在hate,like,love,begin,start等动词后而用不定式或动名词作宾语时,意义差别不大，常可以互换。 I hate singing and dancing. = I hate to sing and dance.我讨厌唱歌和跳舞。 六、suggest及物动词，意为“建议;提议”其后接名词、代词、动名词作宾语，也可接从句。suggest还可接双宾语。 What do you suggest 你建议做什么 She suggested a new teaching method. 她建议采用一种新的教学方法。 I suggested going for a walk. 我建议去散步。 I suggested that he (should) join in the club activities. 我建议他参加该俱乐部的活动。 七、laugh at意为“嘲笑”。 辨析:laugh at“嘲笑;讥笑”，一般指笑话别人。smile at“对......微笑”,一般指友善的笑。 Don't laugh at him.别嘲笑他。 If we smile at life, life will smile on us in return. 我们微笑面对生活，生活也会回报我们以微笑。 八、situation n.情况;状况; 搭配in a situation ......情况下 In this situation time is of the essence. 在这种情况下，时间是至关重要的。 九、 advantage n.优势 搭配:take advantage of ...利用......;占..........的便宜; 反义词: disadvantage n. 缺点;弊端;不利条件 His height gives him a clear advantage. 他的身高使他具有明显的优势。 十、mad adj.很生气;气愤;搭配:drive sb. mad让人受不了; go mad发疯 He's been driving me mad!他真让我受不了! 十一、embarrassed adj.窘迫的;尴尬的 辨析:embarrassed常用于描述人，意为“窘迫的;尴尬的”。 embarrassing常用于描述物，意为“使人害羞的(难堪的或惭愧的)”。 He wore an embarrassed expression.他显出窘迫的神情。 That was an embarrassing situation for me.那种情形让我难堪。 十二、mess n.杂 乱;不整洁 get into mess陷入困境; make a mess搞得一塌糊涂。 You make a mess of it every time.你每次都这样弄到这样乱七八糟。 十三、 It was awful of them to laugh at her; and I regret not saying anything. 他们嘲笑她是非常讨厌的，我懊悔没有说任何话。 此句结构是“It is/was +形容词+ of sb. + to do sth.",意为.......。动词不定式(短语)作主语时，常用it作形式主语，而将真正的主语动词不定式(短语)放在谓语或表语之后。此时表语是kind, nice, right,wrong, clever; foolish, polite等描述行为人的性格、品质的形容词,表示主观感情或态度。 It is kind of you to lend me so much money.你心肠真好，借给我那么多钱。 十四、feel ashamed (of)意为......感到惭愧”。 I feel ashamed of myself.我对自己感到惭愧。 Don't you feel ashamed in front of your children 难道在你的孩子面前你就不觉得惭愧吗 You should feel ashamed of yourself.你应该对自己感到惭愧。 中考.链接(广东深圳中考): ——I had a quarrel with my friend Jim yesterday, and now I A it. ——Why not go and say sorry to him at once It's never too late to mend. . A. feel ashamed of B. am proud of C. am interested in 十五、I have to share a room with my seven-year-old sister,and she's driving me mad! 我不得不与我7岁的妹妹合用一个房间她让我受不了! drive sb. mad意为“让某人受不了”。she's driving me mad是“主语+谓语动词+宾语+宾语补足语”的句型结构，其中mad作为补语，用以说明宾语me所处的状态。 中考真题: The noise outside is driving me mad.外面的噪音让我受不了。 十六、I love my sister, but sometimes she's so annoying! 我爱我的妹妹，但有时她如此使人生气! 辨析: annoying与annoyed 二者均用作形容词，但用法不同。 annoying使恼怒的;使生气的;作表语或定语,不与介词搭配。可用于描述人或事物。 annoyed感到恼怒的;作表语用于描述人的状态。 be annoyed with sb.意为“生某人的气”;be annoying about ( doing)sth.意为“对(做)某事恼火”。 It's annoying that there is no food. 没食物，真伤脑筋。 She is annoyed at/about waiting so long for him.她对等他这么长时间而感到恼火。 13.Learn the language points. 13.Learn the language points and master the key knowledge of the text.
第三环节：课时小结 Step 14:Summarize Key words 1.diet n. [ da t] (be) on a diet a balanced diet 2.though conj.[ ] even if/though 3.awful adj.[ fl] 近义词terrible 4.regret v.[r ɡret]regret doing sth. regret to do sth. 5.ashamed adj.[he t]feel ashamed of 6.situation n.[ s t u e n]in a situation 7.hate v.[he t] 8.advantage n. [ d vɑ nt d ] 9.embarrassed adj.adj.[ m b r st] 10.suggest v.[s d est] 11.mad adj. [m d] 12.mess n. [mes]get into mess make a mess 13.annoying adj.[ n ] annoyed be annoying about ( doing)sth. Key phrases (be) on a diet laugh at feel ashamed of drive sb. mad make a mess 14.Summarize the key points of this lesson. 14.Show the key words and phrases and language points of this unit.
第四环节：课后总结 Step 15:summarizing after class The topic of this class is some teenagers' problems. The text is about four teenagers writing to an online newspaper to tell about their problems and ask for help. Textbooks comprehensively improve students' logical thinking ability, oral expression ability and reading skills from the aspects of pre - class preview, vocabulary training, reading comprehension and classroom discussion. Through searching and intensive reading, students can deeply understand the meaning of the article, appreciate the author's writing intention and grasp the central idea of the article. 15.Class summary is helpful to improve teachers' professional level and accumulate teaching experience. Review the classroom teaching to provide a reference for the adjustment of teaching in the next class. It is helpful to summarize classroom teaching experience, find out deficiencies and correct them.
第四环节:板书 Step 16:Key words 1.diet n. [ da t] (be) on a diet a balanced diet 2.though conj.[ ] even if/though 3.awful adj.[ fl] 近义词terrible 4.regret v.[r ɡret]regret doing sth. regret to do sth. 5.ashamed adj.[he t]feel ashamed of 6.situation n.[ s t u e n]in a situation 7.hate v.[he t] 8.advantage n. [ d vɑ nt d ] 9.embarrassed adj.adj.[ m b r st] 10.suggest v.[s d est] 11.mad adj. [m d] 12.mess n. [mes]get into mess make a mess 13.annoying adj.[ n ] annoyed be annoying about ( doing)sth. Key phrases (be) on a diet laugh at feel ashamed of drive sb. mad make a mess 16.Show the key phrases and language points of this unit.