牛津译林版九年级上册Unit 3 Teenage problems 第7课时教案
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| 名称 | 牛津译林版九年级上册Unit 3 Teenage problems 第7课时教案 |  | |
| 格式 | docx | ||
| 文件大小 | 28.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-10-23 08:43:18 | ||
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Unit 3 Teenage problems
Task
教学目标
掌握本课重点短语：shout at, forget about one’s homework, keep it to yourself, be of one’s age, care too much about one’s marks
掌握本课重点句型：
Many students of our age have this problem.
能够针对别人的问题，给出合理建议。
4. 能够完成一封帮助解决青少年的问题的书信。
二、教学重点及难点
重点：
指导学生针对别人的问题，给出合理建议。
难点：完成一封帮助解决青少年的问题的书信。
三、教学过程
Step 1 Warming-up
Guide Ss to talk about the problems among the students.
【设计意图】通过看图讨论，引出青少年面对的问题，引入新课。
Step 2 Pre-writing
Guide Ss to answer the questions.
How are you feeling in Grade 9
What makes you stressed
Do you have any problems in your study
Can you get along well with your parents
Do you have problems about friendship
【设计意图】通过回答问题，引导学生关注青少年所面临的问题，为在语境中学习写作策略和语言做准备。
2. Guide Ss to choose the best answer.
【设计意图】通过练习，引导学生了解处理青少年面临的问题的合适途径。
3. Guide Ss to give some advice to Raymond.
4. Guide Ss to complete the letter.
【设计意图】通过具体情境，帮助学生提供合适的建议，初步了解建议信。
5. Guide Ss to analyze the structure of the letter.
【设计意图】引导学生了解建议信的篇章结构和写作要点，为后续的写作做准备。
6. Show the useful expressions to Ss.
【设计意图】向学生提供建议信的常见句型。
Step 3 While-writing
Guide Ss to complete the letter and write a letter.
【设计意图】根据要求，引导学生完成信件，并回复信件，帮助学生独立完成初稿，实现写作任务的整体输出。
Step 4 Post- writing
1. Guide Ss to appreciate the sample writing.
2. Assess their letters according to the assessment table.
【设计意图】通过范文赏析，点评，引导学生归纳总结写作的好词好句。通过量化评价表，让学生在多层评价中进一步发现问题，为提高学生的写作能力起到积极的推动作用。
Step 5 Summary
Summarize what they’ve learnt in this class.
Step 6 Homework
1. Perfect your article.
2. Summarize what you've learned in Unit 3 in your notebook.
【设计意图】通过课后润色修改作文，帮助学生形成良好的写作习惯，总结本单元所学，引导学生关注对单元内容的梳理和提升。
四、板书设计
Unit 3 Teenage problems
Task
Structure:
1. Introduction
2. Main body
Causes of stress
How to deal with them
3. Conclusion
Useful expressions:
Thank you for telling me about your problems.
You are unhappy with ...
Many students of our age have this problem.
You also worry about ...
You always feel sad/angry/stressed about ...
Why don’t you/not ...
What/How about
I hope you think my advice is worth taking.
Task
教学目标
掌握本课重点短语：shout at, forget about one’s homework, keep it to yourself, be of one’s age, care too much about one’s marks
掌握本课重点句型：
Many students of our age have this problem.
能够针对别人的问题，给出合理建议。
4. 能够完成一封帮助解决青少年的问题的书信。
二、教学重点及难点
重点：
指导学生针对别人的问题，给出合理建议。
难点：完成一封帮助解决青少年的问题的书信。
三、教学过程
Step 1 Warming-up
Guide Ss to talk about the problems among the students.
【设计意图】通过看图讨论，引出青少年面对的问题，引入新课。
Step 2 Pre-writing
Guide Ss to answer the questions.
How are you feeling in Grade 9
What makes you stressed
Do you have any problems in your study
Can you get along well with your parents
Do you have problems about friendship
【设计意图】通过回答问题，引导学生关注青少年所面临的问题，为在语境中学习写作策略和语言做准备。
2. Guide Ss to choose the best answer.
【设计意图】通过练习，引导学生了解处理青少年面临的问题的合适途径。
3. Guide Ss to give some advice to Raymond.
4. Guide Ss to complete the letter.
【设计意图】通过具体情境，帮助学生提供合适的建议，初步了解建议信。
5. Guide Ss to analyze the structure of the letter.
【设计意图】引导学生了解建议信的篇章结构和写作要点，为后续的写作做准备。
6. Show the useful expressions to Ss.
【设计意图】向学生提供建议信的常见句型。
Step 3 While-writing
Guide Ss to complete the letter and write a letter.
【设计意图】根据要求，引导学生完成信件，并回复信件，帮助学生独立完成初稿，实现写作任务的整体输出。
Step 4 Post- writing
1. Guide Ss to appreciate the sample writing.
2. Assess their letters according to the assessment table.
【设计意图】通过范文赏析，点评，引导学生归纳总结写作的好词好句。通过量化评价表，让学生在多层评价中进一步发现问题，为提高学生的写作能力起到积极的推动作用。
Step 5 Summary
Summarize what they’ve learnt in this class.
Step 6 Homework
1. Perfect your article.
2. Summarize what you've learned in Unit 3 in your notebook.
【设计意图】通过课后润色修改作文，帮助学生形成良好的写作习惯，总结本单元所学，引导学生关注对单元内容的梳理和提升。
四、板书设计
Unit 3 Teenage problems
Task
Structure:
1. Introduction
2. Main body
Causes of stress
How to deal with them
3. Conclusion
Useful expressions:
Thank you for telling me about your problems.
You are unhappy with ...
Many students of our age have this problem.
You also worry about ...
You always feel sad/angry/stressed about ...
Why don’t you/not ...
What/How about
I hope you think my advice is worth taking.