Unit 3 Teenage problems Integrated skills 教案

9A Unit3 Teenage Problems
★Teaching Content: Period 7 Integrated Skills
★Teaching aims:
1. Knowledge Aims:
a. To extract information from a student profile
b. To extract information from a conversation
c. To write a record of a visit
d. To learn to discuss personal matter and provide suggestions
2. Ability Aims:
Students can develop the abilities of listening, speaking, reading and writing.
3. Emotion Aims:
Be a happy , lively teenager after learning this lesson.
★Teaching Important Points:
To listen and write notes and extract information from the conversation
To practice the speaking and listening ability.
★Teaching Difficult points:
To listen and write notes about a student profile
★Teaching Aids and methods:
Multi-media; Audi ( http: / / www.21cnjy.com )o-visual method; Communicative method; Cooperative method
★Teaching steps:
Step One: Lead-in
1. Show some pictures of different kinds of teenage problems, then talk with them about problems.
2. Ask Ss how they should deal with their problems. Introduce Sigmund Friend - a youth worker. 　
Step Two: Presentation
Activity 1:　　
T: How does Sigmund Friend work 　　
Students may give different answers, the teacher organizes their ideas and presents them on the screen:　　
How does Sigmund Friend work
Find people’s problems
↓
Take notes
↓
Give advice
↓
Write reports
（设计意图：介绍青少年问题专家Sigmund Friend的大致工作流程，使学生对他的工作方式有一个整体的了解和初步的认识。）
Activity 2:　　
T: Millie’s classmate Nora went to ask Mr Friend for help.　　
What problems did she have Listen to Nora’s information and complete Part A 1.　　
T: What information can you get from the profile 　　
S(s): She is a Grade 9 student. 　　
She loves English, Maths and Chemistry. 　　
She studies hard and always gets high marks in exams. 　　
She is one of the top students in her class. 　　
She isn’t very good at sport. 　　
(Praise students who can find more information between lines.)　　
Eg: Sue is a good student but she is weak in sports.　　
Good students also have their own problems.　　
She is smart that she goes to Sigmund when she has problems.…　　
（设计意图：以Nora寻求Sigmund帮助的案例，引导学生具体深入了解Sigmund的工作。以开放性问题的方式提问，让学生自己去发现关于Nora的信息，培养学生主动思维，观察的能力。）
Activity 3:
T: How does Mr Friend help Nora We have got the record of Nora and Sigmund’s conversation. Let’s listen to their conversation and find more information
Show them some listening tips:
Tip 1: Before listening, we can predict the missing information according to the information we have known and the context.
Tip2: When we listen to long conversations or passages, we can try to make shorthand notes , such as writing down the key information or the first letter of a word.
Ss listen and complete Part A2. Check the answers.
Step 3: Writing
①Give students 2 minutes to finish Part A3.　　
②Check the answers.　　
③Ask students to read the report together.　　
Step 4: Speaking up: sharing problems and giving advice　　
Activity1:
Listen to Millie and Daniel’s conversation and then answer some questions:
Activity2:
① Read the conversation together.　　
② Work in pairs and share their problems , then try to give advice, use Millie and Daniel’s conversation as a model.
③ Act out the conversations.　　
④ Give comments about their acting.　　
（设计意图：通过听对话，了解他们是如何在生活中遇到问题找人倾诉和给人建议的，仿照他们的对话，根据自己的实际自编对话。这个环节是让学生通过本课的学习，运用学到的知识来解决自己实际生活中的问题，把对知识的操练上升到对知识的运用的高度。）
Step5: Summary
Step6: Have fun talking and singing
If time permits, do this activity. Talk and sing with rap music.
(设计意图：伴随着rap的伴奏，进行一个简短的说唱活动，让学生做一个活泼、开心的青少年，更好地完成本课时的情感目标。)