(共24张PPT)
Module 6 Problems
Unit 2 If you tell him the truth now,
you will show that you are honest.
外研版 九年级上
Module 6 Problems
The person that you turn to
Who
friends
parents
classmates
teachers
police
relatives
If you have problems,
who will you ask for help
If I have problems, I will…
talk to parents
ask teachers for help
call friends
send e-mails to pen friends
write to pen friends
Have you ever heard of “知心姐姐”
There is a similar expression in English
— Agony Aunt.
They write the replies to readers’ letters
in an advice column.
Advice columns
Advice columns have been used since
the eighteenth century. In the past, advice
columns could mainly be found in magazines
or newspapers. Readers could send letters to
the columnist to get expert advice. Nowadays,
websites and blogs online are much more
popular. People can post their questions or
problems online and get answers quickly.
Anyone can start an advice blog about any
topic, like travel, lifestyle, money, health,
relationships or parenting. Most of the time,
people will not reveal their names, and will
use special email addresses. This makes
advice blogs very popular, as the persons
seeking advice can ask embarrassing or
difficult questions without revealing their
identity.
Letter 1: It’s from ________ to ________ about _________.
Letter 2: It’s from ________ to ________ about _________.
It’s from ____________________.
a) A report b) A magazine
c) A story d) A play
Steve
Diana
his problem
Diana
Steve
her advice
New Standard Magazine
Scan and find.
Last week his friend _________________________________ on his dad’s computer.
Then they __________ to the computer, and _____________________ after playing it.
However, when __________________
_____________________________ some of Dad’s documents were missing, so he was really angry.
asked to play the new computer game
copied it
took it off the computer
he started the computer again to check if everything was OK,
Scan and fill.
Magazine杂志
Column 栏目
Salutation 称呼
Cause 故事 of story起因
Matter 故事 process经过
Confusion
困惑
Signature 署名
Get to know about the structure.
How to write about an experience
Tense: simple past tense
Content: 5W1H
Remember to talk about your feelings.
Ask for advice politely.
bad enough
_______ mistakes
Two
He used his dad’s computer to play games when Dad told him not to.
He did not tell Dad about it.
even worse
Read and analyze.
Read the reply again and complete the blanks.
Advice Result
Tell Dad the truth.
You should ______________. You should also_______________
_____________
Your father will realize that you are very sorry.
apologize to your father.
pay the bill to repair the computer.
Offer to give up your pocket money.
Next time, play football with David and not computer games!
Dad will be angry with you, but at least you will show that you are honest.
Be honest.
Apoligise.
Take action
Make a promise
Analysis of the Problems
分析问题
Advice / Solution
建议 / 解决方案
Salutation 称呼
Signature 署名
Get to know about the structure.
How to write about an experience
Analyze the experience.
Find out what the problem is.
Give advice according to their problems.
(If you......, you will......)
According to the passsage, complete the mind map.
Steve's problems
Diana's suggestions
He used his father's computer to 1.________
wihout peimission.允许
2.__________________ were missing, but he didn't tell his angry father the truth
Apologise to his father and
3. to repair the computer.
4.______________ with David and not computer games.
His dad's documents
play games
pay the bill
Remember to play football
Review
Unit task: Can you help her
Dear Diana,
My grades are not very good, and my parents is angry with me. I told them that I worked hard at school. The problem is, I am just not good at schoolwork. But they think I spend too much time playing basketball when I should be studying. But I can relax from schoolwork by playing basketball. What should I do
How to write about an experience
Analyze the experience.
Find out what the problem is.
Give advice according to their problems.
(If you......, you will......)
Unit task: Can you help her
I think your problem is that you ......
I think the problem is that you don’t share your opinion with your munication is very imporant.
I think the problem is that you didn’t manage the time well.
Try to come up with much adive.
I think the problem is that you don’t share your opinion with your munication is very imporant.
I think the problem is that you didn’t manage the time well.
If you......
you will......
Make a short speech.
I think the problem is that you don’t share your opinion with your munication is very imporant.
If you......, you will......
Besides, if......, ......
Another problem is that you didn’t manage the time well.
If you......, you will......
Besides, if......, ......
I really hope you find the advice helpful.
Must do:
Complement and polish the group work and write a short report individually.
Choose to do:
Write down your own problems in daily life. Try to analyze it by yourself.
谢谢
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课题（Topic） 基于大观念建构的初中英语单元整体教学探究 以外研版九年级上册 Module 6 Problems 为例
教材分析(Analysis of the teaching materials) 单元整体分析（Unit integral analysis） 单元主题：Problems 单元教学围绕 Problems 这一主题展开，关注单元内容内各语篇之间的练习，在主题引领下设计层层递进的学习活动，使学生在知识的构建中形成对 problems 的深层认知、态度和行为取向，推动核心素养落地课堂。 Problems 这一模块属于《义务教育英语课程标准（2022 版）》人与社会范畴，社会服务与人际沟通主题群，涉及“良好的人际关系与人际交往”、“和谐家庭和社区生活”、“交流与合作，团队精神”等子主题内容。 模块内容分析： 语篇一：Unit I If I start after dinner, I’ll finish it before I go to bed. 【What】本语篇选自九年级上册第六模块第一单元，讲述了发生在 Tony家庭的问题。Tony 和他的爸爸就什么时候写作业以及去图书馆做志愿者的频率等问题，因为观点不同，从而产生了矛盾。 【Why】亲子矛盾是中学生此阶段最常发生的问题。文章通过亲子间对各自想法的自由表达，让学生明白到，问题发生后，不应该逃避，而是应该正视问题，分析问题，并且有恰当的方式表达个人观点，达到有效沟通。 【How】语篇的听力文本一是 Tony 父母发现孩子在弹吉他而不是写作业，引发对孩子学习的担忧。文本通过 problem-opinion-solution 方式呈现。听力文本二则是对文本一的延续，Tony 和父亲运用本模块的目标语言，含 if的条件状语从句，表达了各自对问题的看法。语篇通过丰富的语言，让学生理解到一个合理的看法和一个良好的态度对沟通的重要性。 语篇二: If you tell him the truth now, you will show that you are honest. 【What】该语篇是一篇应用文，来自杂志专栏的来信往来，通过描述问题，分析问题，给出建议，让学生了解遇到问题后，要学会表达问题，并积极寻求建议；在给建议的时候，要学会分析问题，提取关键，给出切实可行的建议。 【Why】该语篇继续就 problem 这一主题深入，通过 Steve 的信件，让学生了解如何描述自己遇到的问题；通过 Diana 的信件，让学生学会分析经历，提取问题，并就问题提出有合理的建议。本语篇鼓励学生学会分析问题，提出建议，建构 problem-advice 的结构化知识。 【How】Unit 2 语篇含两封 Steve 和 Diana 之间的往来信件。信一中描述了Steve 违反和爸爸的承诺，导致重要的文件丢失，且向爸爸撒谎的经历，向Diana 寻求建议；信二是 Diana 分析 Steve 的经历，提出他犯的两个错误，并且就这两方面给出自己的建议； 语篇三：Unit 3 Language in use 【What】语篇三是提取综合课本 Unit 3 Language in use 的三个活动。旨在学生能够根据 unit 2 提取的结构化知识，通过活动 6 训练学生分析经历，找出问题，给出建议；通过活动 2，让学生学会正视问题，表达问题，寻求建议或给出建议。 【Why】学会就具体经历提取问题是一种很重要的归纳能力，学生在 unit2 Diana 的回信中已经初步了解，unit3 让学生经过两个活动，学会描述问题，学会提取经历中的具体问题，并根据具体问题给出建议。从而运用 unit2的结构化知识，解决生活中的具体问题。 【How】活动 6 是三个同学分享的不同方面遇到问题的经历，要求学生根据经历，归纳问题，提出建议。活动二要求学生学会描述自己学习遇到的问题，并且通过同伴合作，互相给建议，从而解决自己学习上遇到的问题。 语篇四：Unit 4 Promotion and assessment 语篇四是学生在语篇三活动中的两个产出： ①我在学习上遇到的问题； ②我给别人学习提的建议。 学生通过班级展示活动，通过分享自身学习的经历，就如何描述经历进行思维碰撞和结构化知识的产出，并就标准进行同伴评价。 而就如何提建议，学生根据评判标准：是否针对问题提建议；建议是否用可以方式表达进行同伴评价，学生再根据学生的表现进行知识上的强调和情感上的升华，让学生了解到正视问题比隐藏问题更有用；有针对性的建议和可接受的方式会令建议更容易被采纳。 本单元的四个语篇从不同视觉不同体裁谈论单元主题problems。根据基于大观念建构的单元整体教学设计（王蔷，2022）；英语学科大观念可以分为主题大观念和语言大观念。通过深入研读四个语篇，提取各个语篇的主题小观念、语言小观念，构建单元主题大观念和语言大观念，从而建构单元的主题大观念，落实核心素养。 根据语篇内容和主题意义，逐层提炼主题大观念和语言大观念，从而构建单元大观念，即：运用所学语言和目标语言，阐述问题，表达个人观点；分析问题，给出建议；通过正视成长中的问题，积极参与交流，加强沟通，从而学会解决问题,促进自我成长。 下图是“Module 6 Problems”单元的育人蓝图。
学情分析(Analysis of the students) 知识储备 1. 学生在八年级已经学会如何描述学习上的问题，所以问题这一话题对 他们并不陌生；此外在七八年级，学生已经就 friendship 等话题方面有 一定的知识储备，所以学生对于此话题有一定的熟悉感和兴趣； 2. If 引导的条件状语从句，经过 M5 的学习，学生能够就该语法的语言情 景比较熟悉，所以就目标语言点的时态问题，经过老师的点拨，也能 够融入情景中，运用目标语言； 3. 经过几年的英语学习，学生的听力和阅读策略已经经过培训，此外对 高阶思维的培养，也因为在九年级教师进一步落实《义务教育英语磕 碜高标准》秉持落实英语学习活动观，经过几个模块的训练，逐渐培 养高阶思维，尤其是批判、评价、创造等； 可能面对的问题 1. 引导学生运用目标语言表达观点和给建议； 2. 学生可能不太愿意表达自己在学习上或生活上遇到的问题； 3. 学生之间互相给建议的活动中，如何引导学生学会分析问题，并且要 根据问题提出有针对性的、合理的建议； 解决方案 1. 引导学生代入语篇的情景，理解、内化结构化知识，并运用该结构化 知识表达观点，解决实际问题； 2. 引导学生内化目标语言知识，理解目标语言运用的具体情景。
教学目标(Teaching aims) 根据基于大观念建构的初中英语单元整体教学（王蔷等，20220），单元教学目标，即单元大观念，要力求反应学生学习完单元内容后的预期核心素 养综合体现。要体现“学生能在什么情况下、运用哪些语言知识和文化知 识、做什么事”，即真实情境中的任务。因此，基于对各语篇主题意义、单元小观念的综合分析，本单元的大观念是： 运用有关 problem 的词汇和 if 引导的条件状语从句，阐述个人遇到的 学习上或生活上问题，表达个人观点；分析问题，给出建议；通过正视成 长中的问题，积极参与交流，加强沟通，从而学会解决问题，促进自我成长。
教学重、难点(Key points and difficulties) 1. 引导学生就问题，运用目标语言，发表可以合理的观点； 2. 引导学生学会归纳、总结问题； 3. 鼓励学生分享个人学习或生活上遇到的问题； 4. 评价学生就他人描述的经历和提出的的建议是否合理、可行；
第一单元(Unit 1) 听说实践 (Listening & speaking practice) 课题 (Topic) If I start after dinner, I’ll finish it before I go to bed. 教学目标(Teaching aims) 【学习与理解】 1.学生能在设定情景中激活与话题相关的语言知识； 2.学生能通过获取和梳理有关 Tony 问题的关键信息； 【应用与实践】 1.学生能根据思维导图，内化语篇大意和结构化知识； 2.学生能分析和判断良好沟通的关键； 【迁移与创新】 学生能够在新的情景中，通过讨论、判断、联想等行为，表达对情景问 题的个人观点。 教学重、难点(Key points and difficulties) 引导学生通过听力技能，获取有关问题的相关信息；学生能够根据语篇中的结构化知识迁移到实际情景中，并解决问题。
第二单元(Unit 2) 阅读思考 (Reading & thinking) 课题 (Topic) If you tell him the truth now, you will show that you are honest. 教学目标(Teaching aims) 【学习与理解】 1.学生能在具体情景中激活与话题相关的语言知识； 2.学生能通过预测、获取等活动，理解话题语篇，训练阅读技能； 【应用与实践】 1.学生能根据思维导图，内化语篇大意和结构化知识； 2.学生能通过小组合作，利用结构化知识内化课文； 【迁移与创新】 1.学生进入实际情境，利用结构化知识，共同分析分析问题、解决问题； 2.学生在老师的带领下，再次对结构化知识进行内化； 教学重、难点(Key points and difficulties) 引导学生通过阅读技能，获取有关知识的相关信息 学生能够语篇中的结构化知识，解决实际情境的问题。
第三单元(Unit 3) 语言运用 (Language in use) 课题 (Topic) Unit 3 Language in use. 教学目标(Teaching aims) 【学习与理解】 1.学生能够根据具体小语篇，学会如何用主题语言知识表达问题； 2.学生能够用单元目标语言，给出建议； 【应用与实践】 1.学生利用结构化知识，提取三个不同经历中的问题所在； 2.学生学会根据问题，提出切实可行的建议； 【迁移与创新】 学生利用结构化知识，在具体情境---其他同学遇到的学习方面的经历，归纳问题，提出建议。 教学重、难点(Key points and difficulties) 描述自身学习上遇到问题的经历； 就别人学习、生活上的经历，运用目标语言提出切实可行的建议。
第四单元(Unit 4) 提升评价 (Promotion & assessment) 课题 (Topic) Unit 4 Promotion and assessment. 教学目标(Teaching aims) 1. 学生能看懂其他同学表达遇到问题经历的文章和给与的建议； 2. 学生能够根据老师给的评价量表，对其他同学的作品进行评价； 3. 内化本模块的知识，让学生理解，遇到问题是正常的，要学会正视问题，表达问题，寻求建议或给予建议。 教学重、难点(Key points and difficulties) 1. 能正确使用 if 引导的条件状语从句给予建议； 2. 能正确运用相关的语言知识描述各自在学习上遇到的问题； 3. 能利用评价量表，正确准确评价别人的作品。
教学过程：(Teaching procedures) (第二单元 Unit 2)阅读思考(Reading & thinking)
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 1 Warm-up Students can understand who they can turn to or what they can do when they have problem. 1.Raise a question: if you have problem, who will you ask for help. 2.Encourage students to ask for help when they have problems. Encourage students to share who they first think of and tell them it is OK to ask for help when they have problems.
设计意图（Purpose）：To arouse students’ learning interest.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 2 Pre-reading Student understand the task of this unit by introducing the Agony Aunt. 1.Introduce Agony Aunt to students and encourage them to offer help by giving advice. 2.Get to know the task of this unit. Observe if they have already known about Agony Aunt. Motivate them to get involved in the unit task.
设计意图（Purpose）： To lead in the topic of problem and give necessary background knowledge before reading.
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 3 While-reading 1.Understand the main idea and details about the passage on problem and train students’ skimming and scanning through a series of activities. 2.Associate Steve’s story with students’ own life to think deeply about how to give proper advice. 1.Read for gist: read quickly and get the main idea of the two letters. 2.Read for details: Read letter I and get to know what happened. 3.Read for structure: read letter II and get to know how to give proper advice; 4.Review the main idea with the help of the mind map. 1.Observe student if they can understand the passage by filling the banks correctly. 2.Guide and check if they know the structure of Diana’s letter. 3.Encourage and observe if they can use the mind map to review the passage together. 4.Encourage students to share their opinion about how to give advice.
设计意图（Purpose）： To help students better understand the passage on problems and develop their reading skills. To guide students to extract the structure of the passage and know how to give proper advice.
Step 5 Post reading 1.Get to know a student’s problem and analyze it. 2.Give advice with the target structure. 3.Present a report according to the context given in the task. 1.Discuss in group and try to define the problem of the student; 2.Try to brainstorm possible advice in the target structure. 3.Give a report of the problem. 1.Observe if students can define the problem correctly. Offer help if possible. 2.Focus on the content and language when student give reports. 3.Assessment their performance in class.
设计意图（Purpose）： To help student understand how to give advice. To improve teaching and learning by doing peer assessment.
Homework Must do: Complement and polish their group work and write a short report individually. Choose to do: Write down your own problem in daily life using past tense. Try to define your own problem.
Board Plan: M6U2 If you tell him the truth now, you will show that you are honest. Problem Advice (one’s experience) 1.Analyze the problem 5W1H 2. Proper advice: Apology-Advice-Promise (If you ……, you will……) Group performance (A table to mark)
