(共43张PPT)
Module 2 Ideas and viewpoints
Unit 4 Problems and advice
Period 2 Reading II & Listening
牛津深圳版九年级上册
教学目标
通过本课时的学习，学生能够：
1.语言能力：
(1)通过进一步阅读，深入理解主阅读篇章的内容。
(2)能谈论自己对四封邮件所反映问题的看法，并尝试给予建议。
2.学习能力：
(1)掌握根据题目猜测听力材料内容和获取关键信息等和速记的听力技能。
(2)掌握略读等阅读策略，提升阅读技巧。
3.思维品质：能依据语篇中的“问题和建议”进行独立思考，评价语篇的内容和作者的观点，说明理由。
4.文化意识:能够了解他国文化，激发学生的求知欲和内在驱动力。
教学目标
Revision
Four teenagers wrote to an online newspaper to ask for suggestions.
Anna is worried 1._______ her friend Jolin who is on a diet because she wants to be a model. When Anna talks to her about this, she gets angry. Anna is confused.
Peter went out with friends yesterday. When his friends saw a sick lady 2.______ (lie) in the street, they made jokes about her. Peter feels 3._________ (shame) of not helping the lady.
Simon hates wearing braces 4._______ his friends laugh at him and say bad things about him. He feels 5.___________ (embarrass). The braces hurt 6.___ (he) teeth and Simon finds it not 7.___________ (convenience) to eat with braces.
about
lying
ashamed
because
his
embarrassed
根据教材P51的课文内容, 补全下面短文, 每空一词。
convenient
Julie shares a room with her seven-year-old sister 8._____ is driving her mad. She has a habit of playing the piano when Julie is studying. She always takes Julie’s 9._________ (person) things without permission. What’s more, she always makes a mess in the room. 10.________________ Julie loves her sister, sometimes she is really annoying.
who
personal
Though / Although
Revision
Revision
The text mainly tells the story of four teenagers who have their own problems.They shared their difficulties with Aunt Linda, who answered readers' questions in online newspapers, and sought her help
Do you still remember the content of the agony column in the text that answers readers' questions
Who what why
Anna am,worried about wants to be, on a diet, is getting thin, gets angry
Peter feel ashamed of went out with, lying, sick, jokes,wanted, told, awful, regret
Simon braces,hate,feel embarrassed don't see any advantage in, laugh at, say...about, hurt my teeth,
It's difficult...
Julie share...with, is driving me mad has a habit of, takes, try to,make a mess, annoying
Lead in
How many help letters are there in the agony column Who is the sender of each email and what are their respective confusions
Pair work
1.两人结对，各选一位人物进行复述。
2.一人描述完，另一名对复述者的表现进行评价。
3.每大组派代表上台复述，表现最优的一个大组为获胜方。
全班根据之前表格中关键词对四名青少年的困惑进行复述。
My parents always blame me.
我的父母总是责备我。
Discussion
Advice:Communicate with parents and make an agreement to respect each other. It's not right to tell parents to beat and scold their children.
Look at the pictures and descriptions, discuss with each other, and provide your opinions on the questions of the following characters.
I failed my English exam and was
criticized by my mother.
我的英语考试不及格，被妈妈批
评了一顿。
Advice:Learn from failures and experiences, improve learning methods, identify and fill gaps, and strive hard.
Look at the pictures and descriptions, discuss with each other, and provide your opinions on the questions of the following characters.
Discussion
I thought they were laughing at me
because I was ugly.
我觉得他们嘲笑我是因为我长得丑。
Look at the pictures and descriptions, discuss with each other, and provide your opinions on the questions of the following characters.
Advice:Show resistance to classmates who mock you and promptly inform parents and teachers.
Discussion
1. Why doesn't Simon want to smile in front of his friends
2.How does losing weight make Jolin feel
3. What does Peter feel about his behavior
4.Why does Julie say her sister drives her crazy
一、Read the internet posts and answer the following questions.
Reading task
Her sister playing the piano when I’m studying, takes my things without telling
her, always makes a mess.
Because when he smiles or opens his mouth, he feels embarrassed.
Losing weight makes Jolin feel happy.
Peter feels very bad about the way he acted.
Reading task
1.Anna worried about when Jolin's getting too thin. ( )
2.Peter and his friends help the sick lady lying in the street. ( )
3.Simon blames his mother for making him wear braces.( )
4.Julie's sister always takes her things without telling her. ( )
二、要求学生根据主阅读篇章的内容判断下列句子的正误。
T
F
F
F
Anna (posted 26—11-18:25)
I'm worried about my friend Jolin. She wants to be a model and she's (A)______, but she thinks she's fat. She's always (B)_______ a diet. She's getting too thin, but (C) no matter when I talk to her about this, she gets angry. How can I help her ①
Peter (posted 28-11-19:00)
I went out with a group of friends yesterday. (D)We saw a lady lying in the street. She looked (E) very sick. My friends made jokes about her and laughed. Though I wanted to help her, my friends told me not to. It was awful of them to laugh at her, and I regret not saying anything. (F) 我对自己感到羞愧.②
Reading task
三、阅读填空题
Reading task
Simon (posted 28-11-21:03)
I've just started wearing braces, but I hate them. I don't see any advantage in wearing
them. My friends all laugh at me and say bad things about me. I feel embarrassed when 1
smile or open my mouth. The braces hurt my teeth, (G) and it's difficult for me to eat. I
feel it was a mistake for my mother to make me wear these ugly braces. What do you
suggest ③
1.在文中(A)和(B)的空白处分别填入适当的词语:______ _______
2.写出文中画线部分(C) 和(E)的同义词或近义词:_________ _________
3.将文中(D)处画线的句子改为同义句：
We saw a lady ________ ________ lying in the street.
将文中画线部分翻译成英语: ________________________
4.将文中画线部分(F) 改写为: __________________________
5.在文中①②③选出能够填入“What should 1 do in this situation " 的位置:______
thin
on
whenever
seriously
②
and eating isn't easy for me
I felt shamed of myself
who/that was
四、下列子原本出自主阅读篇章中四名青少年的求助邮件里，在将这些部件发布到专栏上时，Linda对原来的内容进行了修改和精简。判断下列句子分别出自谁的邮件。
1.I have to spend a long time cleaning my teeth after each meal.__________
2.She leaves her toys all over the floor and I sometimes fall over them.___________
3.You can see the bones in her arms and legs.__________
4.She had dropped her shopping bags and she looked as if she was dead.___________
5.They say that I look like a monster with bad teeth._________
6.She needs to eat more rice and meat.___________
7. Just because she is younger than me, it does not mean that she can do whatever she wants.________
8. She has photographs of thin models on her bedroom wall.__________
Simon
Julie
Anna
Peter
Simon
Anna
Julie
Anna
Reading task
1 She often plays the piano when her elder sister is studying. __________________
2 She made Simon wear braces. ________________
3 She has many photos of thin models.___________
六、D Comprehension
D1 Read the Internet posts on page 51. Which person does each sentence describe Write in the blanks.
Simon's mother
Julie's younger sister
Jolin
Reading task
五、Summarize the problems and reasons reported by each teenager and fill out the form.
The writer What the problems What the writer does/did How the writer feels /felt What the writer
wants to do
Anna ________________________________ ________________ ______________________________________________________ _______________ _______________ _______________ ______________
____________________________
Peter ________________________________ ________________ ______________________________________________________ ________________ ________________ ________________________________ ____________________________
______________ ______________
Her friend Join is
getting too thin but
she is still on a diet.
She is worried about Jolin.
She talked to Jolin about it,but she got angry.
She wants to help Jolin.
A woman was sick lying in the street.
He wanted to help her but was stopped by his friends.
He regretted saying nothing and felt very ashamed of himself.
He wants to know what to do in this situation.
Reading task
五、Summarize the problems and reasons reported by each teenager and fill out the form.
The writer What the problems What the writer does/did How the writer feels /felt What the writer
wants to do
Simon _______________ _______________ _______________ _______________ __________________________________________________________________ ______________________ ______________________ ______________
__________________________________________
Julie ________________________________ ________________ ________________ ________________ ____________________________________________________ ______________________ ______________________ ____________________________________________ ____________________________
______________ ______________
He has started wearing braces
and is laughed
at by his friends.
He felt embarrassed when he smiled opened his mouth.He also felt it was wrong of his mother to make him wear the braces.
She feels annoyed.
She has to stare a
room with her younger sister,but
has difficulty getting along with her.
She wants to know how to get along
with her sister.
She tries to make the room tidy.
He wants to know
whether he should wear braces.
Reading task
Reading task
Who What Why
Anna Worried about her friend Jolin Jolin is (1)____________________________.
Peter Ashamed of (2)_________ Her friends laughed at(3) _____________________.
He (4)__________________, but his friends told him not to.
always on a diet/getting too thin
himself
wanted to help her
a lady lying in the street
D2 Read the Internet posts again and complete the table below.
Simon Embarrassed about (5)______________ His friends(6) ____________________________________________.
Julie Annoyed with her sister Her sister is noisy.She takes her things(7) __________________
and she always (8)_____________.
wearing braces
all laugh at him and say bad things
about him
without telling her
makes a mess
D3 Discuss and answer the questions below with your classmates.
1 Why is Jolin always on a diet What do you think of her behaviour
2 Why did Peter not stop his friends Have you had a similar experience
3 Do you think Simon needs braces Why or why not
4 Do you like sharing a room with others Why or why not
Discussion
1.She wants to be a model and she is thin, but she thinks she is fat. I think she is stupid.
2.Because he wanted to help his my friends told him not to. No, I haven’t.
3.Yes. Its good for his teeth.
4.No, I don't. Because I like to be alone.
Class presentation
Please send representatives from each group to the stage to share their views on the confusion and problems of teenagers in the four emails.
Anna 1.What should she say to Jolin
2.Who else could Anna ask to help Jolin with her problem
Peter 1.What should he have done when he saw the woman lying in the street
2.Who might he have asked for help
Simon 1.How can he make himself feel better about his braces
2What should he do when his friends laugh at him
Julie 1.What should she say to her younger sister
2.What should she do if her younger sister does not listen to her
Assuming you are the suggested Aunt Linda, after reading the emails of four teenagers, you need to help them by giving advice to them. What advice does Aunt Linda give The following table content can help you.
Students group discussion:
Group discussion
Compare your suggestions with the suggestions provided by Aunt Linda to four teenagers in the more practice to see if your suggestions are reasonable.
Post reading
1.To Anna:
You should try to get Jolin to see a doctor. You should also tell her that she's not alone—we all worry about our looks sometimes.
2.To Peter:
You should make up your own mind in the same situation next time. You shouldn't listen to your friends.
3.To Simon: You should stop paying attention to your friends. You should think of the beautiful, straight teeth you'll have in a few months' time.
4.To Julie:
You should talk to your sister more. You should try spending some time with her every day.
Group discussion
1.Read again about the Four email and summarize what advice do you think Linda give to the four teenagers
2.Please send representatives from each group to report
your advice and select the most reasonable advice in the class.
Group discussion and oral presentation of results
Listening
内容提示：这是广播类听力材料，听力文本是一段电台求助节目的电话录音，主持人Alice在听一名听众述说自已遇到的困惑，并适时给子相关的建议。
听力技能提示
Tip:
在开展听力练习之前，作必要的预测有助于提高答题的正确率。可让学生在听前阅读这五个句子，划出每个句子中的重点信息，如时间、地点、人物、描述性的词语等，并注意在听录音时重点关注这些信息。
题目提示：听力分两部分，练习A是判断正误题，考查获取关键信息的听力技能。练习B要求完成关于这段求助电话的笔记。
在播放录音前，可以阅读笔记内容，然后预测每个空格中要填的内容听材料，捕捉关键信息的能力，注意听中捕捉关键信息的能力和运用记听力笔记的技能，把正确地词填在语段中空格处。
Listen to Ben calling a radio programme to ask for advice. Then decide whether the following sentences are T(True) or F(False).
Listening
1.The radio programme is on in the evening.
2.Ben felt really afraid when he called.
3.The three students looked very friendly.
4.The young boy was afraid of the three students.
5.Ben fought with the students on the train and took the young boy home.
( F )
( F )
( F )
Advice from Aunt Alice
( F )
( T )
1 The radio programme is on in the evening.
2 Ben felt really afraid when he called.
3 The three students looked very friendly.
4 Ben fought with the students on the train and to the young boy home.
afternoon
ashamed
didn't look very nice/looked unfriendly
got off the train and walked home
(At that moment, the train reached my station, so I got off and walked home)
Listening
(Good afternoon, and welcome to...)
(Well, I'm feeling ashamed.)
(They didn't look very nice to me)
There is an error in one of the four sentences in the exercise. Please correct the following errors and provide evidence.
B Aunt Alice's radio programme
Caller: Ben From:(1)_______City
Problem:
Ben was travelling home on the (2)____________yesterday
afternoon. He saw a young boy travelling(3)______. Three
older boy students got on the(4) ______train and sat down
next to the boy.They began to make jokes about him.The
boy got up and moved to (5)___________ he students just (6)________him.
Listening
Sunny
underground
alone
same
another seat
followed
Listening
At that moment, the train arrived at Ben's
station, so Ben(7) _______ and walked home.
Ben felt(8)_________of himself because he
didn't help the young boy.
Aunt Alice's advice:
When something like this happens next time, Ben should tell the
adults on the train what's happening. He should make sure he's
(9) _____ before he tries to help others.
got off
ashamed
safe
Reading task
Write the correct order of sentences in brackets.
( )Three older boy students got on the same train, sat down next to the boy.
( )Ben saw a young boy travel ling a lone.
( )Ben was travelling home on the underground yesterday afternoon.
( )The boy got up and moved to another seat he students just followed him.
( )They began to make jokes about him.
( )Ben felt ashamed of himself because he didn't help the young boy.
( )The train arrived at Ben's station, so Ben got off and walked home.
1
2
3
4
5
6
7
Alice:Good afternoon, and welcome to Aunt Alice's Answers. Today we have Ben calling from Sunny City.Hello, Ben. How can I help you
Ben:Well, I’m feeling ashamed. Yesterday afternoon,I was travelling home on the underground after school. Three older boy students from a local high school got on the same train. They didn't look very nice to me.
Alice: What happened then
Ben:There was a young boy on the train. He was travelling alone.The students sat beside the boy and started to make jokes about him. The boy got up and moved to another seat, but
they just followed him. The young boy looked really afraid.
Typescript
Alice: So what did you do
Ben:At that moment, the train reached my station, so I got off and walked home. Now I feel really ashamed of myself because I didn't help the boy. What should | do when
something like this happens next time
Alice: 1 think you should tell the adults on the train what happening and ask them for help. You should make sure you're safe before you try to help others.
Typescript
1.What would you do if you were Ben
2.Would you follow Aunt Alice’s advice if you were in a similar situation Why
Play the recording again, and students discuss the following questions in groups. Then, please ask representatives from each group to report on the results of the discussion.
Discussion
Language point
1.When something like this happens next time, Ben should tell the adults on the train what's happening. 下次发生这样的事情时,本应该告诉列车上的成年人正在发生什么事情。
happen 发生，碰巧
① sth.happens/happened+地点/时间/某地/某时发生某事
An accident happened in the street. 那条街上发生了一起事故。
② sb. happens/happened to do sth.某人碰巧做某事
I happened to meet her in the street . 我碰巧在街上遇到她。
完成句子
碰巧那天他们在家里。
They ______________ at home that day.
happened to be
Language point
2.Peter's neighbour is making a lot of noise at night.
彼得的邻居在晚上弄出许多噪音。
辨析: noise,sound与voice
三者都与“声音”有关，但含义不同。
1.noise 通常指噪音,既可作可数名词,也可作不可数名词。
What a terrible noise!多么令人讨厌的噪音啊！
Fewer cars will mean less_______and pollution in the town.
城镇上越少的汽车意味着越少的噪音和污染。
noise
Language point
2.sound 为可数名词, 意为听到的声音或响声, 泛指各种声音。
Sound travels better in water than in air.
声音在水中比在空气中传播得快。
3.voice指嗓音、说话声或歌唱声, 也指鸟叫声。
She answered me in a low voice.她低声回答了我。
完成句子
1.它们也用它们的手指来发出响声。
They also use fingers to _____________.
2.她低声回答了我。
She answered me in a ___________.
make sounds
low voice
Summary
1.though conj.虽然;尽管
2.situation n.情况;状况
3.embarrassed adj.窘迫的;尴尬的
4.annoying adj.使恼怒的;使生气的
5.advantage n.优势
keyword
关键词
Summary
laugh at 嘲笑;讥笑
feel ashamed of 对....感到惭愧
drive sb. mad 让某人受不了
make a mess 搞得一塌糊涂
Key phrases
关键短语
Homework
课后作业
homework
基础题：1.抄写关键词和短语并根据课文关键信息整理笔记内容。
1.听录音，根据录音的语音和语调跟读听力文稿。
提高题：完成课后练习。
拓展题：选择主阅读篇章中的一位求助信，根据课堂上的讨论结果，以专栏主笔Lina的口吻写一封回信。
Self-assessment
Items Great (5 pt.) Not bad(3 pt.) Try harder(2pt.)
I listen attentively,understand the teacher's instructions.(认真听讲、听懂指令)
I actively raise hand to speak and participate in classroom activities. (积极发言、参与发言)
I express myself accurately without any grammar errors.(语法、表达)
My pronunciation and intonation are accurate, and rhythm is appropriate. (语音、语调、节奏)
I speak loudly and fluently with my classmates. (流畅)
Points(pt.) ___________in total Assessment
Assessment
Items Great (5 pt.) Not bad(3 pt.) Try harder(2pt.)
I can use reading strategies to understand the main content of the text.(阅读策略)
I use facial expressions and body movements reasonably for communication. (表演)
I can understand the content of listening materials through prediction.(听力预测)
I am able to capture key details and take shorthand notes while listening.(听力技能)
I speak loudly and fluently with my classmates.(流畅)
I use clear and concise sentences to describe the problems and express reasonable opinions. (表达看法)
Points(pt.) ___________________________ ___________________ in total. Self-assessment
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单 元 整 体 教 学 设 计
学科 英语 年级 九年级上册
使用教材 沪教牛津版（深圳·广州·沈阳）
单元名称 Unit 4 Problems and advice
单元主题及主要内容分析
单元主题分析： 本单元的主题是“征求和给予建议”，对应课标中的“人与社会”的主题语境以及“社会服务与人际沟通”的主题群。 单元内容分析： 本单元涉及的话题是“问题和建议”，围绕着“问题和建议”的话题来展开听、说、读、写的训练。共选入四篇关于问题和建议的文章，分别为Aunt Linda’s advice page,Aunt Linda’s replies to the Internet posts,An email to Aunt Linda，Agony aunts,通过多模态形式的语篇，描写求助信中四位青少年的困惑和苦难；“知心阿姨”相关知识以及戴维给Linda阿姨写信谈自己的问题并征求她的建议，知心阿姨的起源和现状。 整个单元分为Reading、Listening、Grammar、Speaking、Writing、More practice、Culture corner、Project八个部分。单元的每部分教学活动的设计通过词汇，听、说、读、写等语言实践活动,关注语言的理解性技能和表达性技能的协调发展。本单元Reading板块阅读篇章中，学生阅读一份在线报纸答读者问专栏中的四封电子邮件，了解四名青少年的困惑和苦恼。Listening板块通过一篇求助类广播节目的听力材料巩固获取和记录关键信息的技能;Grammar板块介绍主语、动词、宾语、间接宾语和直接宾语、主语和宾语补语、状语等语法知识；Speaking的版块介绍了Sam和Ann直接关于问题和建议的对话，呈现征求和给予建议的表达方式；Writing板块介绍求助信的求助邮件包含的内容、框架结构、特点和写作方法等内容。More practice介绍了答读者问专栏主笔Linda针对四名青少年的问题或困惑给予的建议。Culture corner的内容介绍“知心阿姨”的起源和现状。 本单元包括的具体知识点有：1.学习征求和给予建议的表达方法。2.巩固预测能力、通过图表读取信息的技能、获取和速记关键信息的听力技能。3.主语、谓语、宾语、补语和状语等句子成分等知识。4.以自身存在的困惑和苦恼征求意见并根据个人经验给他人提出恰当的建议。5.根据所给情景，运用征求和给予建议的表达方法编写对话。6.分析求助信的结构，以四封求助信为写作范本，并就自己的困惑和苦恼给答读者问专栏的主笔Linda写一封电子邮件，寻求帮助和建议。7.学习答读者问专栏以及作者（agony aunt）的知识。8.以小组合作的形式进行对话，提出自身困惑并给予他人建议。9.编写校报设计答读者问专栏。
以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 Problems and advice单元教学内容语篇语篇类型（技能）语篇内容语篇主题一 Aunt Linda’s advice page 应用文（读）介绍了在线报纸答读者问专栏里的四封青少年的求助信。学习文中四个青少年征求和给予建议的方法。二 Asking for and giving advice 对话（读、写）保罗和乔就关于给琳达阿姨写信寻求帮助的对话。使用正确地单词完成对话，巩固本课中词汇的用法。三 Aunt Alice’s radio programme 记叙文（读、听）一段求助类的广播节目，介绍来自阳光市的本打电话给爱丽丝阿姨，讲述他看见一个小男孩被稍大的男孩子开玩笑，他没有帮助小男孩，感到很羞愧的经历。训练听前预测、根据语境猜测听力材料、根据图表信息和题目根据图表信息和题目获取关键信息、捕捉关键信息的能力、学生速记关键信息的能力。四 Aunt Linda’s replies to the Internet posts 应用文（读、写）琳达阿姨给51页上的网络帖子的回复。学习巩固更多的征求和给予建议的表达方法。五 An email to Aunt Linda 应用文（读、写）戴维给琳达阿姨写了一封电子邮件，征询琳达阿姨的建议。学习写一封求助信的方法并进行练习。六 Agony aunts 记叙文（读）“知心阿姨”的补充信息，包括专栏的起源和现状。学习他国文化，尊重文化差异，促进跨文化交流。
表二：单元大观念：
核心素养的综合表现： 学完本单元后，学生能够掌握征求和给予建议的表达方式；能够掌握主语、谓语、宾语、补足语和转喻等句子成分；能够写一封电子邮件表达困惑并寻求建议和帮助，提升写作能力；了解他国文化中答读者问专栏作者的相关知识，提升跨文化交际能力。能为校报设计编写答读者问专栏，提升学生的逻辑思维能力，分析和整合信息的能力。
学情分析 （一）自然情况 本单元围绕“问题与建议”这一话题，开展教学活动，学习征求和表达建议的表达方式，能够正确表达自身困惑和苦恼。符合Module 2 Ideas and Viewpoints这个话题的内容探究，以及九年级学生对知识的汲取需求。 （二）已有基础 本单元内容主要是关于困惑和意见，话题内容贴近学生生活，通俗易懂，容易吸引学生的兴趣。在小学、七年级和八年级教材中已经涉及过人与社会的主题群和根据自身问题提建议的话题。学生对于征求和给予建议的话题有一定的基础，学生对于求助类的语篇内容较为熟悉，话题能和学生产生共鸣。 （三）存在问题 初三年级的学生已有一定的英语学习基础，对话题内容比较熟悉，但是对于如何采用正确表达方式阐述自己的问题和提出建议不太了解，对于表达语言句式相对关注较少，口语表达能力有待提高。小学到初中的英语学习，学生已经学习过英语主语、谓语、宾语等语法知识，但是对于句子成分的整体知识了解不够，不太能够区分句子的成分，写出逻辑合理、语法正确的句子，这些问题都需要重视，找到欠缺的知识点，根据实际情况制定教学计划，确定教学重难点。 （四）解决措施 1.培养学生充分利用图书馆和网络资源收集课程相关的资料和信息用于学习的能力。2.以学生为主体设计学习活动，注重发展学生的思维、锻炼学生的能力。3.课堂创设学生合作交流的学习情境，把具体的学习内容寓于游戏等多种教学形式，调动学生主动参与学习活动的意识。4.给学生提供自学和探讨的机会，让学生主动参与其中，引导相互之间讨论话题，共同完成学习任务。5.在语法方面要更多地注重句子的成分的讲解。6.鼓励学生将所学内容在课外与家长进行分享，再现所学的知识，有利于学生消化所学的知识点，学生和家长交流后有助于家校沟通合作。7. 教学方式灵活多样，例如：情境教学法、音乐教学法、交际教学法、语言经验教学法、任务教学法、联想教学法、团体教学法，根据学生随堂掌握情况，及时做出调整和改进。8.从多角度多维度对学生进行多方位评价，比如:交流式评价,选择式评价,论述式评价等评价方法。
单元学习目标
通过本单元的学习，学生能够： 1.学生能表述自身遇到的问题并征询他人意见，给他人提出恰当的建议。 2.学生掌握根据语境猜测听力材料，图表信息和题目获取关键信息等和速记的听力技能。 3.学生掌握主语、谓语、宾语、补语和状语等句子成分。能辨别句子中各个成分，写出语法正确、逻辑合理的句子。
4.学生能够口头征求建议和给予建议。根据所给情景，运用征求和给予建议的表达方式，根据所给情境，编制两段对话。 5.学生能够根据所给的框架、提示、表述，就自身存在的问题和困惑给专栏主笔Linda写一封电子邮件，寻求帮助和建议。 6.能通过小组合作，思考并讨论青少年通常面临的困惑和问题，并寻求解决问题的途径。
单元课时安排
语篇 课型 第*课时 课时对应的单元教学目标
Reading (Reading A,B,C +fast reading +language point) 阅读课 第一课时 能够用目标语言了解课文内容，介绍四名青少年的困惑和苦恼，掌握应用文的逻辑思维和框架，以及征求和表达意见的表达方式，掌握根据上下文猜测词义的方法。
Reading & Listening 听力课 阅读课 第二课时 掌握通过图片、题目和提供的信息对篇章内容的整体推测，及学生掌握根据图表信息和题目获取关键信息等和速记的听力技能。
Grammar 语法课 第三课时 掌握主语、谓语、宾语、补语和状语等句子成分。能辨别句子中各个成分，写出语法正确、逻辑合理的句子。
Speaking & Writing 对话课 写作课 第四课时 通过学习了解求助信的结构，能够根据自身存在的问题和困惑给专栏主笔Linda写一封电子邮件，寻求帮助和建议。
More practice & Culture corner& Project 阅读拓展课 第五课时 通过学习了解答读者问专栏的形式，巩固征求和给予建议的方法。能够通过同时通过了解外国文化来了解中西文化的差异，增强文化意识。
持续性评价的手段与方式 通过略读回答问题链，精读主阅读篇章，通过读文章，定位、获取、整合四名青少年的困惑的信息，了解他们存在的问题，提出看法并完成表格内容填写，评价学生对语篇主题理解程度，语篇关键信息提取和整合能力完成对答读者问题专栏中四封求助信的信息提取任务，评价学生对于用目标语言介绍四名青少年电子邮件中描述的问题及对这些问题的看法，尝试给予意见；掌握电子邮件形式的应用文的逻辑思维和文章框架。 2.以游戏比赛的形式，评价学生对于主语、谓语、直接宾语、间接宾语、补语和状语成分掌握程度，根据列出的句子，评价学生是否能够区分句子的成分、分析句子的结构理解句子含义，写出语法正确、逻辑合理的句子的能力。 3.通过听一段求助类广播节目，评价学生巩固听前预测、根据语境猜测听力材料、根据图表信息和题目对篇章内容的整体推测并获取关键信息、捕捉关键信息的听力技能。 4.通过模仿Talk time部分的对话中向他人征求建议和给予他人意见的表达方式和句型，根据情境编制对话，评价学生灵活运用学习的语言知识口语表达的掌握。 5.通过小组合作，思考并讨论青少年通常面临的困惑和问题，进行口头输出，寻找解决问题的途径，评价掌握巩固征求和给予建议的表达方式，英语思维，语言表达能力，整合资源、分工合作、完成板块任务的能力。 6.通过学生根据自身存在的问题完成一封求助信，评价掌握理解求助信框架结构和求助信的写作方法，掌握正确地表达困惑和建议的表达方式，写出用词准确、语法正确、逻辑合理的文章的能力。完成设定话题写作任务的能力。 7.通过分享agony aunts起源和现状，激发对国外“知心阿姨”知识的兴趣和对于他国文化的求知欲；同时通过了解外国文化对比中国文化，了解西文化的差异，尊重他国文化，增强跨文化交际的意识。
教学反思（实施后填写）
本单元的教学设计，在单元主题的指导下，每节课的设计都体现了任务型教学的理念，任务的设计由浅入深，层层递进。每个任务又细化成几个小步骤完成，目标明确，可操作性强。在教学实施的过程中，也呈现出了一些问题。下面对存在的问题及改进措施进行反思。 一、师生互动 在课堂教学中，有的课时只讲授知识点缺乏用心有效的师生互动。应该采取能激发学生想象力、创造力和发散学生思维的方式进行教学。 二、阅读技巧 对教材的解读和处理不够细致，阅读语篇教学过程讲解不够详细，导致一小部分学生没有完全理解课文内容及延伸的意义。讲解的阅读技巧比较单一，导致一部分学生没有掌握阅读技巧，不能完整提取文章信息完成图表填空。在以后的教学中，阅读课文之前可以向学生讲解有效的阅读技巧和例子，使学生有效地预测课文内容、找读所需信息。 三、针对个体学生 课堂教学语法环节中，没有很好地针对个体学生，课堂教学没有针对每个学生进行语法知识难点的讲解，一部分学生没有掌握语法，写出的句子有明显的语法错误，缺乏逻辑性。所以，一定要注意语法讲解的方法，可以结合图表、思维导图等方式整合语法知识，使学生更容易理解教师教授的内容。在讲解语法规则以后，要注重和学生之间的互动，可以和学生进行语法练习并让学生回答，积极改正错误。 四、课堂活动时间 课堂留给学生合作交流时间比较有限，课程时间安排不太好，个别学生参与机会比较少，没有对所学知识进行练习的机会，没有练习口语的机会。在制定教学计划的时候，要合理规划课程，注意每一部分的内容都要均衡分布，不要忽略课堂活动，在安排学生口语训练的时候，可以采取自荐、点名、抽签、分组等办法，尽量让学生多参与课堂互动。 五、教学评价 课堂设计没有及时完成教学评价，不能及时获悉学生学习情况。课前设计、课堂反馈和课后反思三个环节没有得到最大程度上的统一。这样不利于教师自检，不能了解这节课的优势和不足，不能针对这节课不足的地方及时改正，对下节课的开展没有发挥总结提升的作用。在课程完成后，及时对本课时内容进行总结，分析这节课存在的问题，纠正不恰当的教学方法，这样才能从中找到自身不足及时改进，在下一节课教学中获得更好的效果。
单元整体评价 经过本单元的学习，大部分学生对如何正确地征求和提出建议的表达方法掌握得比较好，能够完成本单元对于听、说、读、写四个方面的教学目标。大部分学生能运用预读和略读等阅读策略来初步了解课文的主要内容，找出四封电子邮件青少年面临的困惑及原因并表达看法。个别学生在表达看法和建议的时候，英语口语表达能力有待提升。听力预测、查找核心信息的能力和速记的能力这部分，大部分学生掌握了查找和速记等能力，少数出现记漏、拼写错误等问题。语法教学板块，大部分学生能够写出语法正确、逻辑合理的句子，少数学生语法出错。在编制对话的环节，学生沟通顺畅，课堂活动较为有效地展开。学生在完成书面表达环节比较顺利，基本能达到陈述自己的问题并征询建议的目标。在谈及各国文化差异的时候，大部分学生能够说出教材中出现的文化差异的内容并能理解和尊重文化差异；个别学生能够针对一些文化差异提出自己的观点和态度，并对继续学习更多不同国家的文化产生兴趣。 在教学活动中鼓励学生积极参加课堂小组活动，增强合作意识，提高学习效率，促进学生学习能力的培养和提高，以达到增强学生合作交流意识和团队协作能力的目的。在实践过程中还使用可视化流程，例如：画图，思维导图，流程图，视觉笔记，图表等形式对课本内容进行对比学习，对关键信息进行分析和整合，使教材信息更加系统化结构化，有利于提升教师教学效率，使教学活动更加生动，有利于促进学生的思维发展，学生更容易理解和记忆，提高学生的课堂活动参与度，提升学生的学习效率。
作业设计 这份作业是在学生学完了Unit 4 Problems and advice布置完成的。在教学过程中，针对此话题对学生进行了听、说、读、看、写五个方面的技能训练，因此这份作业的主要目标是对本单元进行综合复习。通过三项任务，达成复习目标。
作业内容 作业目标 设计意图
基础题： 教材配套练习题 掌握本单元的关键单词，重要短语和常用句表达句式。 及时课后复习，查漏补缺达到巩固这节课关键词和语言点的效果。
提高题： 系统性整理本单元的学习笔记和五个课时的语言点，自主绘制思维导图，记忆重要知识点。 培养学生归纳整合能力，增强自主学习的能力。 能够通过整理发现自己掌握的语言点和稍有欠缺的知识点，把单一知识串联成系统性知识网络。
拓展题： 全班组织开展一场关于分享自身困惑并征求建议途径的演讲比赛的活动。 对单元本单元的主题观念和语言观念进行复习，在设定的情境中让学生进行口语训练活动，有利于本单元知识的消化和吸收。 迁移创新本单元的问题和建议的单元主题大观念和语言大观念。
21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
Unit 4 Problems and advice第二课时教学设计
本单元第二课时 Reading II & Listening
语篇研读
本节课是本单元的第二课时，是一节阅读复习课和听力课。重点是对第一课时的篇章内容进行复习巩固和拓展延伸，完成一张关于四名青少年反映的问题的表格，描述自己的经历或发表自己对这些问题的看法。同时听力板块编入了一段求助类的广播节目，学习更多提出建议的方式，培养听力素质。也是对单元主题“问题与建议”的拓展和延伸。 【what】本节课主要学习课本第51页和第52页Comprehension 和Listening两部分内容。Comprehension D1提供了三个句子，要求学生写出每个句子描写的对象分别对应的是主阅读篇章中的哪个人物。D2要求学生根据四封邮件内容，完成一张关于四名青少年反映的主要问题的表格。D3内容是让学生回答与四封邮件中青少年有关的问题。Listening板块介绍来自阳光市的本打电话给爱丽丝阿姨，讲述他看见一个小男孩被稍大的男孩子开玩笑，他没有帮助小男孩，感到很羞愧的经历，由此引出爱丽丝阿姨的回复。 【why】通过本节课的学习，学生能够掌握谈论自己对四封邮件所反映问题的看法，并尝试给予建议的口语技能；能够掌握常见的征求建议和给予建议的句式，通过听力练习，巩固获取和记录关键信息的听力技能。 【how】本节课的听力内容一段求助类的广播节目，介绍来自阳光市的本打电话给爱丽丝阿姨，讲述他看见一个小男孩被稍大的男孩子开玩笑，他没有帮助小男孩，感到很羞愧的经历。本节课听力教学方式是：训练听前预测、根据语境猜测听力材料、通过图表信息和题目和图表信息，让学生大致猜测听力内容；再整体听一遍，训练学生抓住关键信息的能力；最后再精听一遍，深入理解这篇广播节目要传达的信息和意义，和题目获取关键信息、捕捉关键信息的能力、学生速记关键信息的能力。
学情分析
听力板块要求学生听一段求助类的广播节目，主持人Alice在听一名听众论述自己遇到的困惑，并适时给予相关的建议。关于广播节目类的听力材料，在Unit 1Wise men in history，Unit 2 Great minds, 都有过训练，只是之前的听力材料的内容不同，但都是属于同一类型，听力内容相对比较浅显，以短小的段落为主，要求学生填入关键词。学生对于这类听力材料的形式和内容不陌生，感觉难度不太大。但是本节课的听力材料相比之前略有不同之处在于，听力材料是问答的形式。能容涉及两个人物，求助者描述了事情起因和经过，最后主持人针对求助者还给出了建议，稍比之前的听力材料稍有难度，这点需要注意。听力训练巩固学生在听力中对篇章内容预测能力、细节信息的捕捉和速记能力。这对于九年级学生来说，上升了一个新的台阶，要求学生听力技能要有所突破。
教学目标
单元教学目标 课时教学目标
初步了解主阅读篇章的内容。能够谈论自己对四封邮件所反映的问题和看法，并尝试给予建议。根据所给情景，运用征求和给予建议的表达方式，编制两段对话。能归纳课文中专栏主笔Linda提出的建议。能通过小组合作，思考并讨论青少年通常面临的困惑和问题，并寻求解决问题的途径。学生能够给专栏主笔Linda写一封电子邮件，寻求帮助和建议。学生掌握主语、谓语、宾语、补语和状语等句子成分，辨别句子中各个成分。学生掌握根据语境和题目猜测听力材料，获取关键信息等和速记的听力技能。运用略读等阅读策略，深入了解主阅读篇章的内容。 1.语言能力： (1)通过进一步阅读，深入理解主阅读篇章的内容。 (2)能谈论自己对四封邮件所反映的四名青少年问题的看法，并尝试给予建议。 (3)掌握根据题目猜测听力材料内容和获取关键信息等和速记的听力技能。 2.学习能力： 积极与他人合作，并针对他人的困惑和苦恼给予建议。 3.思维品质：能依据语篇中的“问题和建议”进行独立思考，评价语篇的内容和作者的观点，说明理由。 4.文化意识：能够了解他国文化，激发学生的求知欲和内在驱动力。
教学重难点
教学重点： 1.通过进一步阅读，深入理解主阅读篇章的内容。 2.学生掌握根据语境和题目猜测听力材料，获取关键信息等和速记的听力技能。 教学难点： 1.能够谈论自己对四封邮件所反映的问题的看法，并尝试给予建议。 2.能够掌握征求和给予建议的常用表达方式。
教学方法
英语教学活动观，情境式教学
教学工具
PPT课件，多功能白板，教案
教学流程图
教学过程
教学目标 教学活动及互动方式（时间） 设计意图 效果评价
通过写语篇填空题， 回顾主阅读语篇内容，能够巩固住阅读语篇的内容，唤醒学生旧知识。（巩固理解） 通过对主阅读篇章要点信息进行汇总和巩固，能够整合课文知识，加深记忆，便于理解和记忆。结对训练能够让学生练习清晰地复述课文内容。 通过看图片给出恰当的建议，复习给予建议的表达方法。通过阅读任务， 考察对文章关键信息和学生对来信者反映的主要问题的理解情况。通过讨论，让学生在实际情境中锻炼学生表达意见和意见，实现强化学习知识。 (应用实践) 通过分组讨论，训练学生总结要点，有针对性地提供建议。锻炼学生参与活动，与人交流，表达观点,选代表口述讨论结果，训练学生口语表达。（创新迁移） 通过学习听力技能并预测，有助于提高答题的正确率。 通过听力判断正误和填空题，达到训练学生听力技能的目的。 通过对听力练习B的内容表达看法和建议，训练在回答问题的时候，运用之前学习的表达和给予意见的表达方式完成活动。激发学生的求知欲和内在驱动力。（创新迁移） 任务一：Review 一、练习题回顾上节课知识 二、根据提示问题回顾主阅读篇章内容。 T: Hello, boys and girls. Last lesson, we learned the Aunt Linda’s advice page. Q:Do you still remember the content of the agony column in the text that answers readers' questions 任务二：Lead in 二、回答课文人物、事件等问题。 T:How many help letters are there in the agony column Who is the sender of each email and what are their respective confusions 三、结对训练 全班根据之前表格中关键词对四名青少年的困惑进行复述。 任务三：While reading 一、Discussion 1.看图片，讨论给出恰当的建议。 T:Look at the pictures and descriptions, discuss with each other, and provide your opinions on the questions of the following characters. 二、完成阅读任务，深入理解全文及表达看法。 (一)学生集体朗读主阅读篇章。 (二)阅读网上帖子并回答问题。 1. Why doesn't Simon want to smile in front of his friends 2.How does losing weight make Jolin feel 3. What does Peter feel about his behavior 4.Why does Julie say her sister drives her crazy (三)要求学生根据主阅读篇章的内容判断下列句子的正误。 1.Anna worried about when Jolin's getting too thin. (F) 2.Peter and his friends help the sick lady lying in the street. (F) 3.Simon blames his mother for making him wear braces.(F) 4.Julie's sister always takes her things without telling her. (F) (四)阅读填空题 (五)下列子原本出自主阅读篇章中四名青少年的求助邮件里，在将这些部件发布到专栏上时，对原来的内容进行了修改和精简。判断下列句子分别出自谁的邮件。 1.I have to spend a long time cleaning my teeth after each meal. Simon 2. She leaves her toys all over' the floor and I sometimes fall over' them. Julie 3. You can see the bones in her arms and legs. Anna 4.She had dropped her shopping bags and she looked as if she was dead. Peter 5.They say that I look like a monster with bad teeth. Simon 6.She needs to eat more rice and meat.Anna 7. Just because she is younger than me, it does not mean that she can do whatever' she wants. Julie 8.She has photographs of thin models on her bedroom wall. Anna (五)完成Comprehension D1的练习，并口头汇报答案。 (六)总结每个青少年报告的问题和原因，并填写表格。 (七)完成Comprehension D2，D3的练习，巩固主阅读篇章内容的理解。 1.完成Comprehension D2的练习，巩固对主阅篇章的结构与基本内容。 2.学生分组讨论Comprehension D3中的问题。 教师请部分小组派代表上台谈谈自己对四封邮件中青少年的困惑和苦恼的看法。 任务四：Post reading 在理解主阅读篇章内容的基础上，尝试给予四名求助者建议。 (一)再次阅读四封邮件，分小组讨论,假如专栏你是主笔Linda，在主要阅读章节中对四名青少年的问题提出什么建议。 (二)将你的建议与琳达阿姨在更多练习中向四名青少年提供的建议进行比较，看看你的建议是否合理。 (三)对比More practice中Linda阿姨的回复，看看自己的建议是否合理。 (四)每组派代表报告他们的建议，并上台口述本组讨论的结果。 任务五：Pre-Listening 介绍听力材料内容讲解听力技能 阅读练习A中的五个句子，画出每个句子重点信息，例如；找出时间、地点、人物、描述性的词语等，进行听前预测。 任务六：While-listening T: From the pictures and given details, we can predict the main idea of this listening material. Now, let’s listen to the radio, and finish the blank. 一、完成听力练习A和B。 教师播放录音，完成练习A。 教师再次播放录音，学生核对答案并改正错误的句子。 学生阅读练习B的笔记内容，预测每个空中要填写的内容。 教师播放录音，学生完成练习B。 教师再次播放录音，和学生一起核对答案。 根据练习B内容，给句子排序。 任务七：Post-listening 小组讨论 T:Play the recording again, and students discuss the following questions in groups. Then, please ask representatives from each group to report on the results of the discussion. Q:1.What would you do if you were Ben 2.Would you follow Aunt Alice’s advice if you were in a similar situation Why 任务一：通过对上节阅读课的复习巩固，检查学生对重点短语的掌握情况，加深课文主要内容的了解，起到承上启下的作用。 任务二：通过对课文要点的总结和口语表达的形式再现，承上启下，为后面的教学做铺垫。 任务三： 通过多种形式教学方法，巩固学生运用提取关键信息和概括总结的能力。锻炼学生表达观点和意见，参与讨论的能力。 任务四：通过阅读后活动，巩固学生提取关键信息和概括总结的能力，表达能力，参与讨论的能力。是课程的拓展部分。 任务五：通过对听力材料内容和听力能力的介绍，为学生接下来的听力训练做准备。 任务六：通过泛听和精听，训练学生抓住关键信息的能力，速记的能力。 任务七：通过给听力中人物提出看法和建议，提升学生口语表达和与人交流的技能。 观察学生互动表现，判断学生能否理解本节课的教学主题，鼓励学生积极参与本节课。 观察学生参与课堂的表现，判断学生能否真正的进入课堂，对课文细节内容掌握程度，表达征求和给予建议是否有难度，及时给予指导和反馈。 在教学过程中，观察学生对阅读技能掌握的熟练程度，是否能按任务完成练习， 在讨论和展示观点时是否能清晰、有逻辑性地表达等进行评估，检测学生学习情况，便于因材施教。 在活动中评价学生用语是否准确、表达观点是否合理、汇报结果的表现，评估学生对教学活动的要求掌握程度。 观察学生能否勾划句子重点信息等评估学生是否掌握听力预测技巧。 观察学生在听力的过程中能否抓住关键信息，语感和思路能够跟得上听力语速，能否听懂语音语调和重点内容。 观察学生在输出的过程中能否在情境中准确的运用目标语言，能否把握住听力材料的细节信息进行表达。
阅读复习课和听力课评价量表
Items Great (5 pt.) Not bad (3 pt.) Try harder (2pt.)
I keep quiet while others are speaking.
I listen carefully
I understand what they say.
I can make myself understood.
Points (pt.) ___________in total
Pronunciation & Intonation (语音语调)
Fluency (流畅)
Content (内容) Performance (表演)
Points (pt.) _________ in total
课时教学板书设计 关键词 1.though conj.虽然;尽管 2.situation n.情况;状况 3.embarrassed adj.窘迫的;尴尬的 4.annoying adj.使恼怒的;使生气的 5.advantage n.优势 二、关键短语 laugh at 嘲笑;讥笑 feel ashamed of 对....感到惭愧 drive sb. mad 让某人受不了 make a mess 搞得一塌糊涂
课时作业设计
作业内容 作业目标 设计意图
基础题： 1.复习Reading部分的笔记，根据课文关键信息整理笔记内容 听录音，根据录音的语音和语调跟读听力文稿。 对第二课时的所学内容掌握情况做复习总结，巩固本节课所学内容的听力效果。 查漏补缺，复习和巩固本节课所学内容。
提高题： 完成课后练习。 掌握课内知识的要点。 对课内知识进行巩固和提升。
拓展题： 选择主阅读篇章中的一位求助信，根据课堂上的讨论结果，以专栏主笔Lina的口吻写一封回信。 能够根据课文内容，完成给青少年回信。 训练学生知识整合和转化能力，合理表达看法和意见的能力。
课后反思（实施后填写）
本节课对第一课时的课文内容进行深入理解，复习巩固和拓展延伸课文内容和结构。听力内容进行内化的同时，训练学生了解求助类广播类型的听力材料，掌握预测听力内容、勾划句子，抓住重点信息、速记等听力技能。在教学过程中，阅读复习部分，要根据学生第一课时的掌握情况，进行适当的拓展延伸，找出答读者问题栏Linda阿姨建议的细节内容，思考并讨论专栏主笔Linda会分别给予什么建议，加强用目标语言对人物征求和建议表达方式表达看法和建议的用法训练。听力部分的内容，是对一篇来自阳光市本打电话求助的广播节目，比较贴近生活，也更加容易理解。但在听力练习时掌握提听力技能有一定难度的，会涉及一些语言点的听力障碍。
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