牛津译林版九年级上册 Unit 3Teenage problems全单元教案（表格式）
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| 名称 | 牛津译林版九年级上册 Unit 3Teenage problems全单元教案（表格式） |  | |
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| 资源类型 | 教案 | ||
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| 科目 | 英语 | ||
| 更新时间 | 2023-07-19 14:35:27 | ||
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总 课 题 9A Unit 3 Teenage problems 总课时 6 第 1 课时
课 题 Comic strip & Welcome to the unit 课 型 新授
教学目标 知识目标 1. Know the spelling of some words and usage of some phrases 2. Know the different meanings of ‘get’
能力目标 1. Talk about problems and their causes.2. Think about one’s problems and how to deal with them
情感目标 Express problems and talk about solutions.
教学重点 Talk about problems and their causes.
教学难点 Express problems and talk about solutions.
课前预习 1. Preview the new words and phrases2. Pre-learn Period 1: Comic strip & Welcome to the unit
教 学 过 程
Step1. Warm-up1.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.2.Do a survey of the problems that the students in the class 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”. Then ask ,“What other meanings does ‘get’have” 3.Do some exercises.Step3 Welcome to the unitPart A1.Review “noisy” and “quarrel”. Explain the students the different meanings of the two words. (These words mean “full of noise” and “argue”).2.Ask them to work in pairs to complete Part A on page 35. Once all students have finished, ask one student at a time to read out what they have written. Other students listen carefully for mistakes and mispronunciation. 二次备课
Part B1.Read the dialogue and then make their own dialogue in pairs.Step4 HomeworkRevise this period.Do the exercises in the exercise books.
教后记
总课题 9A Unit 3 Teenage problems 总课时 6 第2课时
课题 Reading (A) 课型 新授
教学目标 知识目标 To understand how to write about problems and to express feelings
能力目标 To ask for advice
情感目标 To recognize and understand vocabulary about problems.
教学重点 To understand how to write about problems and to express feelings
教学难点 To ask for advice To recognize and understand vocabulary about problems.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 2: Reading (A)
教 学 过 程
Step 1. Revision Revise something learned in the last period.Step 2. ReadingPart 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 they do not know. Explain these words briefly.4.Read Millie’s letter aloud. Ask students to listen carefully to you and follow the text on page 36. Ask questions to check understanding, e.g.What is Millie’s favorite hobby (painting)What is Millie’s problem (She doesn’t 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 Simon’s letter aloud. Ask students to listen carefully to you and follow the text on page 37. Ask questions to check understanding, e.g.When does Simon play football (After school until late.)How do his parents feel about it (They don’t 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; value; give up; hand in; refuse to do sth.; Plenty of; stay out late; allow sb. to do sth.; achieve a balance 二次备课
Step4 Homework1. Revise this period2. Pre-learn the next period
教后记
总 课 题 9A Unit 3 Teenage problems 总课时 6 第3课时
课 题 Reading (B) 课 型 新 授
教学目标 知识目标 To understand how to write about problems and to express feelings
能力目标 To ask for advice
情感目标 To recognize and understand vocabulary about problems.
教学重点 To understand how to write about problems and to express feelings
教学难点 To ask for advice To recognize and understand vocabulary about problems.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 3: Reading (B)
教 学 过 程
Step 1. Revision Revise something learned in the last period.Step 2. Reading (B)Part B11. Remind students that the vocabulary listed in Part B1 appears in Millie and Simon’s letters on pages 36 and 37. If students are not sure what a word means, it may help them to read the word in context on those pages.2.Ask students to work in pairs to complete Part B1. When students have completed 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 B21.Tell students that in PartB2, 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 36 and 37. 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 Simon’s 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 B31.Do Part B3, and then check the answers.2.Read the two letters by themselves.3.Pay attention to some language points. 二次备课
Step3 Homework1. Revise this period2. Pre-learn the next period
教后记
总课题 9A Unit 3 Teenage problems 总课时 6 第4课时
课题 Grammar 课型 新授
教学目标 To use object clauses introduced by “wh-“wordsTo use “Why not…”, ”Why don’t you …”, ”What/How about…”, ”Let’s…”,”Shall we …” to give suggestions.
教学过程 二次备课
Step 1: Review object clauses introduced by “if or whether” and “that”.
Explain that these clauses relate to “yes/no” questions.
Structures: 主语+谓语+宾语从句①that +主语+谓语+其他
②if/whether+主语+谓语+其他
Step 2: Tell students that when object clauses relate to “wh-“questions,
we should use “wh-“words to introduce object clauses. Ask students to read the grammar rules and the two examples at the top.
Step 3: Remind them that the clauses should be introduced by “wh-“words and the word order in the clause should be the same as in the statements.
e.g: The robot no longer knew.
When should it cook breakfast.
→The robot no longer knew when it should cook breakfast.
Step 4: Write the following sentences on the blackboard and encourage
students to use the following structures:
⑴I am not sure…
⑵I’d like to know…
⑶I can’t imagine…
⑷Can you tell me…
① where is Zhongshan Park
② How did you go to school
③ What will you do next Sunday
④ When was the parcel delivered
⑤ Who called in the morning
Step 5: Asks students to do the exercise on page 25. Students will be able to complete it on their own. Check the answers as a class.
Step 6: Part BRevise the ways we have learnt to give suggestions.Finish this part and then check the answers.Read it in pairs.Step 7 Homework:
1. Review the rules of object clauses introduced by “wh-/that/if/whether”.
2. Preview next period.
教后记
总课题 9A Unit 3 Teenage problems 总课时 6 第5课时
课题 Integrated skills 课型 新授
教学目标 知识目标 1.To extract information from a student profile2.To write notes about a student profile3.To extract information from a conversation4.To write a record of a visit
能力目标 To develop the students’ abilities of listening, speaking, reading and writing.
情感目标 Be a happy , lively teenagers after learning this lesson
教学重点 To listen and write notes about a student profile and extract information from the conversation
教学难点 To listen and write notes about a student profile
课前预习 To get as much information about Teenage problems as possible
教 学 过 程
Step 1. RevisionHave a revision in class.Step 2. Presentation Part A1.Listen to Part A1 and put a tick in the correct boxes.2.Check the answers.3. Play the recording. Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill.4.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.5.Ask students to read one answer each. Check for mistakes and mispronunciation. Play the recording again once students have completed the exercise. 6.Explain to students that they can use the information from page 43 to help them complete Part A3 on page 44. Part B1.Ask students to work in pairs. Tell them to read the conversation aloud, then change roles and read the conversation again.Ask them the following questions:Who has a problem (Millie)What is her problem (Her pen friend hasn’t replied to her e-mails.) 二次备课
3.Explain some key points.e.g. reply to; write to; maybe I shouldn’t worry too much;4.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.5.Ask a few pairs to read their conversations aloud to the whole class. Step 3. Homework1.Revise this period.2.Pre-learn the next period
教后记
总课题 9A Unit 3 Teenage problems 总课时 6 第6课时
课题 Task 课型 新授
教学目标 知识目标 To answer a quiz about causes of stressTo make a writing plan for a letter3. To write a letter about stress problems
能力目标 To develop the ability of writing and the ability of dealing with problems
情感目标 To be a happy , lively teenagers after learning this lesson
教学重点 1.To make a writing plan for a letter and write a letter about stress problems2.The ability of dealing with problems
教学难点 To make a writing plan for a letter and write a letter about stress problems
课前预习 Prepare the quiz and find out more problems and solutions
教 学 过 程
Step 1. Warm-upHave a revisionStep 2. Look and do1.Arouse student’s interest by asking them to think about stress situations and how they deal with them.2.Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and bad ways to deal with problems. Tell students that they will take part in the quiz in Part A on page 46. Read out one questions at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. 3.Read out the best answer to each of the questions. Each student must mark the book he/she has been to given.4.Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations.Step 3. Practice1.Ask students to complete Part B on their own.2.Ask some students to tell their answers in class. The teacher can give some help if necessary.3.Ask a student to read Millie’s letter in Part B aloud. 4.Students have only to fill in two blanks on their own.5.For Part C , copy the beginning of the Millie’s letter in Part B and develop a longer letter. Or encourage more able students to use some alternative constructions, rather than simply copying Millie’s letter word for word. Some useful words and phrases students can use including: 二次备课
I am always busy and rarely have enough time to……Sometimes, it is difficult to achieve a balance between ……I worry a lot about…… Sometimes, it is very noisy so…… I worry a lot about…… My biggest problem is ……A lot of students worry about … The best advice a friend gave me was……Step 4. Sum upPay attention to the useful expressions on Page 46Step 5. Homework1.Revise this period.2.Pre-learn the next period.
教后记
课 题 Comic strip & Welcome to the unit 课 型 新授
教学目标 知识目标 1. Know the spelling of some words and usage of some phrases 2. Know the different meanings of ‘get’
能力目标 1. Talk about problems and their causes.2. Think about one’s problems and how to deal with them
情感目标 Express problems and talk about solutions.
教学重点 Talk about problems and their causes.
教学难点 Express problems and talk about solutions.
课前预习 1. Preview the new words and phrases2. Pre-learn Period 1: Comic strip & Welcome to the unit
教 学 过 程
Step1. Warm-up1.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.2.Do a survey of the problems that the students in the class 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”. Then ask ,“What other meanings does ‘get’have” 3.Do some exercises.Step3 Welcome to the unitPart A1.Review “noisy” and “quarrel”. Explain the students the different meanings of the two words. (These words mean “full of noise” and “argue”).2.Ask them to work in pairs to complete Part A on page 35. Once all students have finished, ask one student at a time to read out what they have written. Other students listen carefully for mistakes and mispronunciation. 二次备课
Part B1.Read the dialogue and then make their own dialogue in pairs.Step4 HomeworkRevise this period.Do the exercises in the exercise books.
教后记
总课题 9A Unit 3 Teenage problems 总课时 6 第2课时
课题 Reading (A) 课型 新授
教学目标 知识目标 To understand how to write about problems and to express feelings
能力目标 To ask for advice
情感目标 To recognize and understand vocabulary about problems.
教学重点 To understand how to write about problems and to express feelings
教学难点 To ask for advice To recognize and understand vocabulary about problems.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 2: Reading (A)
教 学 过 程
Step 1. Revision Revise something learned in the last period.Step 2. ReadingPart 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 they do not know. Explain these words briefly.4.Read Millie’s letter aloud. Ask students to listen carefully to you and follow the text on page 36. Ask questions to check understanding, e.g.What is Millie’s favorite hobby (painting)What is Millie’s problem (She doesn’t 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 Simon’s letter aloud. Ask students to listen carefully to you and follow the text on page 37. Ask questions to check understanding, e.g.When does Simon play football (After school until late.)How do his parents feel about it (They don’t 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; value; give up; hand in; refuse to do sth.; Plenty of; stay out late; allow sb. to do sth.; achieve a balance 二次备课
Step4 Homework1. Revise this period2. Pre-learn the next period
教后记
总 课 题 9A Unit 3 Teenage problems 总课时 6 第3课时
课 题 Reading (B) 课 型 新 授
教学目标 知识目标 To understand how to write about problems and to express feelings
能力目标 To ask for advice
情感目标 To recognize and understand vocabulary about problems.
教学重点 To understand how to write about problems and to express feelings
教学难点 To ask for advice To recognize and understand vocabulary about problems.
课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 3: Reading (B)
教 学 过 程
Step 1. Revision Revise something learned in the last period.Step 2. Reading (B)Part B11. Remind students that the vocabulary listed in Part B1 appears in Millie and Simon’s letters on pages 36 and 37. If students are not sure what a word means, it may help them to read the word in context on those pages.2.Ask students to work in pairs to complete Part B1. When students have completed 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 B21.Tell students that in PartB2, 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 36 and 37. 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 Simon’s 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 B31.Do Part B3, and then check the answers.2.Read the two letters by themselves.3.Pay attention to some language points. 二次备课
Step3 Homework1. Revise this period2. Pre-learn the next period
教后记
总课题 9A Unit 3 Teenage problems 总课时 6 第4课时
课题 Grammar 课型 新授
教学目标 To use object clauses introduced by “wh-“wordsTo use “Why not…”, ”Why don’t you …”, ”What/How about…”, ”Let’s…”,”Shall we …” to give suggestions.
教学过程 二次备课
Step 1: Review object clauses introduced by “if or whether” and “that”.
Explain that these clauses relate to “yes/no” questions.
Structures: 主语+谓语+宾语从句①that +主语+谓语+其他
②if/whether+主语+谓语+其他
Step 2: Tell students that when object clauses relate to “wh-“questions,
we should use “wh-“words to introduce object clauses. Ask students to read the grammar rules and the two examples at the top.
Step 3: Remind them that the clauses should be introduced by “wh-“words and the word order in the clause should be the same as in the statements.
e.g: The robot no longer knew.
When should it cook breakfast.
→The robot no longer knew when it should cook breakfast.
Step 4: Write the following sentences on the blackboard and encourage
students to use the following structures:
⑴I am not sure…
⑵I’d like to know…
⑶I can’t imagine…
⑷Can you tell me…
① where is Zhongshan Park
② How did you go to school
③ What will you do next Sunday
④ When was the parcel delivered
⑤ Who called in the morning
Step 5: Asks students to do the exercise on page 25. Students will be able to complete it on their own. Check the answers as a class.
Step 6: Part BRevise the ways we have learnt to give suggestions.Finish this part and then check the answers.Read it in pairs.Step 7 Homework:
1. Review the rules of object clauses introduced by “wh-/that/if/whether”.
2. Preview next period.
教后记
总课题 9A Unit 3 Teenage problems 总课时 6 第5课时
课题 Integrated skills 课型 新授
教学目标 知识目标 1.To extract information from a student profile2.To write notes about a student profile3.To extract information from a conversation4.To write a record of a visit
能力目标 To develop the students’ abilities of listening, speaking, reading and writing.
情感目标 Be a happy , lively teenagers after learning this lesson
教学重点 To listen and write notes about a student profile and extract information from the conversation
教学难点 To listen and write notes about a student profile
课前预习 To get as much information about Teenage problems as possible
教 学 过 程
Step 1. RevisionHave a revision in class.Step 2. Presentation Part A1.Listen to Part A1 and put a tick in the correct boxes.2.Check the answers.3. Play the recording. Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill.4.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.5.Ask students to read one answer each. Check for mistakes and mispronunciation. Play the recording again once students have completed the exercise. 6.Explain to students that they can use the information from page 43 to help them complete Part A3 on page 44. Part B1.Ask students to work in pairs. Tell them to read the conversation aloud, then change roles and read the conversation again.Ask them the following questions:Who has a problem (Millie)What is her problem (Her pen friend hasn’t replied to her e-mails.) 二次备课
3.Explain some key points.e.g. reply to; write to; maybe I shouldn’t worry too much;4.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.5.Ask a few pairs to read their conversations aloud to the whole class. Step 3. Homework1.Revise this period.2.Pre-learn the next period
教后记
总课题 9A Unit 3 Teenage problems 总课时 6 第6课时
课题 Task 课型 新授
教学目标 知识目标 To answer a quiz about causes of stressTo make a writing plan for a letter3. To write a letter about stress problems
能力目标 To develop the ability of writing and the ability of dealing with problems
情感目标 To be a happy , lively teenagers after learning this lesson
教学重点 1.To make a writing plan for a letter and write a letter about stress problems2.The ability of dealing with problems
教学难点 To make a writing plan for a letter and write a letter about stress problems
课前预习 Prepare the quiz and find out more problems and solutions
教 学 过 程
Step 1. Warm-upHave a revisionStep 2. Look and do1.Arouse student’s interest by asking them to think about stress situations and how they deal with them.2.Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and bad ways to deal with problems. Tell students that they will take part in the quiz in Part A on page 46. Read out one questions at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. 3.Read out the best answer to each of the questions. Each student must mark the book he/she has been to given.4.Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations.Step 3. Practice1.Ask students to complete Part B on their own.2.Ask some students to tell their answers in class. The teacher can give some help if necessary.3.Ask a student to read Millie’s letter in Part B aloud. 4.Students have only to fill in two blanks on their own.5.For Part C , copy the beginning of the Millie’s letter in Part B and develop a longer letter. Or encourage more able students to use some alternative constructions, rather than simply copying Millie’s letter word for word. Some useful words and phrases students can use including: 二次备课
I am always busy and rarely have enough time to……Sometimes, it is difficult to achieve a balance between ……I worry a lot about…… Sometimes, it is very noisy so…… I worry a lot about…… My biggest problem is ……A lot of students worry about … The best advice a friend gave me was……Step 4. Sum upPay attention to the useful expressions on Page 46Step 5. Homework1.Revise this period.2.Pre-learn the next period.
教后记