(共49张PPT)
Unit 4
Module 2 Ideas and viewpoints
Problems and advice
Period 1 Reading
牛津深圳版九年级上册
教学目标
1.学生掌握关键词:model, diet, ashamed, hate, suggest, mad, mess, etc,短语 (be) on a diet, laugh at, feel ashamed of, drive sb. mad, make a mess.认识单词brace, online。
2.学生能够通过文章前言、标题、图片等内容预测文章内容。
3.能根据上下文猜测单词model, regret, hate, suggest,mad等单词的含义。
4.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。
5.找出四封电子邮件青少年面临的困惑和苦恼并表达看法。
6.了解征求和给予建议的表达方式。
教学目标
Lead in
Which of the following problems do you have
Problems
Humans
relations
Family
relations
Sudden
difficulties
Appearance
anxiety
In life
In
learning
Lead in
Which of the following problems do you have
Family relations
Parents scold
Sisters contradiction
what else
Humans relations
Classmates don't like me
My friends dislike me
what else
Lead in
Which of the following problems do you have
In life
Forgetful
anxiety
what else
In learning
Fail in
the exam
Unable to understand
what else
Lead in
Which of the following problems do you have
Appearance anxiety
get ugly
get fat
what else
Sudden difficulties
be injured
lost wallet
what else
S1: What happened / What’s the matter
S2:The back window of the car is broken.
S1:What should we do
S2:Call the police.
You can refer to the dialogue example in picture
1 for dialogue.
What would you do in the following situations Look at the picture and complete the dialogue according to the example sentence below.
Group dialogue
For example:
Pre-reading
A What do you know about ...
Pre-reading
What would you do in the following situations Discuss the pictures with your classmates. Then write the correct piece of advice under each picture.
Call the police.
Take him to the hospital.
Give it to the police.
Offer to help carry her bags.
1.Have you ever met a problem and had difficulty dealing with it by yourself
2.If you do not know how to deal with a problems,who do you turn to for help
3.Why do you turn to that person for help
4.Have you ever done something that you regret If so, have you thought of doing something to make up for it
Tell friends
Tell parents
Tell sister/brother
Discussion
Students divide into groups to discuss the following questions, and then ask each group to send a group representative to express their opinions.
1. Help him cross the road.
Which of the advice given in each of the following pictures is the most correct Tick the correct option to indicate the reason.
2. Don't help him, cross the street
on your own.
2.Call the police.
1.Treat your wallet as your own.
Practice
Which of the advice given in each of the following pictures is the most correct Tick the correct option to indicate the reason.
1.Give up your seat to the elderly.
2.Don't give up your seat to the elderly.
1.Pick up his car.
2.Take him to the hospital.
Practice
advice column （报刊上的）答读者问专栏，答疑解惑专栏
In a newspaper or magazine, the advice column contains letters from readers about their personal problems, and advice on what to do about them.
Have you ever read a magazine or online advice column page Do you know what its main content is
Mind storm
An agony aunt知心阿姨; 报纸或杂志上回答读者来信并为他们的个人问题提出建议的撰稿人;答读者问专栏女作家，读者来信专栏女性主笔
Agony aunt is a person who writes a column in a newspaper or magazine in which they reply to readers who have written to them for advice on their personal problems.
Mind storm
Do you know what the Agony aunt is
1.Anna is worried about_______.
a her cousins b her sister c her friend
2.Peter was with his_____yesterday.
a classmates b friends c relatives
Before, you read Look at the introduction, the title and the names of the four teenagers on page 51. Then answer the questions.
B Before you read
Anna: I’m worried about my friend Jolin.
Peter: I went out with a group of friends yesterday.
Pre-reading
mad
[m d]
adj.疯狂的;很生气
driving sb. mad
把某人逼疯了
13.Simon has probably got some problems with his ______.
a teeth b feet c heart
4.Julie probably feels______.
a nervous b excited c unhappy
Before, you read Look at the introduction, the title and the names of the four teenagers on page 51. Then answer the questions.
B Before you read
Simon: I’ve just started wearing braces, but I hate them.
Julie: I have to share a room with my seven-year-old sister, and she’s driving me mad!
Pre-reading
Pre-reading
Please look at the introduction, the title and the names of the four teenagers on page 51. Then answer the following questions.
1.Where can you find the passage
2.What is the topic of the article
3.What is this page for
4.How many teenagers write letters Who are they
5.What is Linda's job
6.Who is Aunt Linda
1.Where did you find this page
2.What is the topic of the article
Pre-reading
Please look at the introduction, the title and the names of the four teenagers on page 51. Then answer the following questions.
On the Internet.
online [ n la n]
adj.在线的;联网的
Giving advice.
3.What is this page for
4.How many teenagers write letters Who are they
Pre-reading
Please look at the introduction, the title and the names of the four teenagers on page 51. Then answer the following questions.
People write to ask for help with their problems.
Four. Anna, Peter, Simon and Julie.
Pre-reading
Please look at the introduction, the title and the names of the four teenagers on page 51. Then answer the following questions.
5.What is Linda's job
6.Who do you think Aunt Linda is
She writes for the advice page of an online
newspaper. / She is an editor of an online
newspaper.
She is an agony aunt.
The cultural corner on page 62 of the textbook contains content about "Agony aunts". You can learn about the relevant content.
Agony aunts
In 1691, John Dutton in England had a problem, but he had no one to ask for advice. He thought that other people might be in a similar situation, so he began his own newspaper to give people advice. The newspaper proved to be quite successful, and soon many people started similar newspapers. Other newspapers also started to have advice columns.By 1740, however, most of the people giving advice were women. Today we call a person giving advice to readers in a newspaper or magazine an agony“aunt.
Extension
Agony aunts
“知心阿姨”
model
[ m dl]
n.模特儿
Many newspapers and magazines have an advice page. People write to ask for help with their problems. The following internet posts were written by four teenagers to an online newspaper.
Aunt Linda's advice
Anna
posted 2-11-18:25
Anna: I'm worried about my friend Jolin. She wants to be a model and she's thin, but she thinks she's fat. She's always on diet. She's getting too thin, but whenever I talk to her about this, she gets angry. How can I help her
Listen to the recording and read four posts.
diet
[ da t]
n.日常饮食;规定饮食
on a diet节食;减肥
While-reading
Listen to the recording and read four posts.
Peter
posted 28-11-19:00
I went out with a group of friends yesterday. We saw a lady lying in the street. She looked 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.
I feel ashamed of myself. What should I do in this situation
awful
[ fl]
adj.很坏的;极讨厌的
[反义词]good/nice
though
[ ]
conj.虽然;尽管
[习语]as though
似乎;好像
regret
[r ɡret]
v.遗憾;后悔
[词语搭配]
express regret
表达歉意
While-reading
situation
[ s t u e n]
n.情况;状况
Listen to the recording and read four posts.
Peter
posted 28-11-19:00
I went out with a group of friends yesterday. We saw a lady lying in the street. She looked 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.
I feel ashamed of myself. What should I do in this situation
ashamed
[ e md]
adj.羞愧;惭愧
feel ashamed of
感到羞愧
While-reading
brace
[bre s]
n.(儿童)牙箍
Listen to the recording and read four posts.
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 smile or open my mouth. The braces hurt my teeth, 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
advantage
[ d vɑ nt d ]
n.优势;有利条件
the advantage of
有......的优点
While-reading
Listen to the recording and read four posts.
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 smile or open my mouth. The braces hurt my teeth, 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
embarrassed
[ m b r st]
adj.尴尬;窘迫的
embarrassed about sth.
窘迫的;尴尬的
suggest
[s d est]
v.建议;提议
suggest sb for sth.
建议;提议
While-reading
mess
[mes]
n.杂乱;不整洁
makes a mess
弄得一团糟
Listen to the recording and read four posts.
Reading
Julie
posted 28-11-22:02
I have to share a room with my seven-year-old sister, and she's driving me mad! She has a habit of playing the piano when I'm studying, and she always takes my things without telling me. I try to keep the room tidy, but she always makes a mess. I love my sister, but sometimes she's so annoying!What should I do
annoying
[ n ]
adj.使生气的;使恼怒的
Anna: Her friend Jolin is getting too thin but she is still on a diet.
Peter: A woman was sick and lying in the street. He wanted to help her but was stopped by his friends.
Simon: He has started wearing braces and is laughed at by his friends.
Julie: She has to shore a room with her younger sister, but she has difficulty getting along with her.
Read the four emails in the main text and describe the problems reflected in each email with your desk mate.
Class Activities
1.Who is Anna worried about
2.Which problem is Anna worried about jolin
3.Why is Jolin always dieting
Reading task
Please read the first post, then answer the following questions.
Her friend Jolin.
Jolin is thin but she still thinks she is fat. She's always on a diet.
Because she wants to be a model.
4.What does Anna think of her friend
5.Does Jolin take Anna's advice
Reading task
Please read the first post, then answer the following questions.
She think her friend is getting too thin.
No, she doesn't.
Reading task
Please read the second post,complete the table.
Peter's Worries When
___________________________
Where it happened
___________________________
What did Peter's friend do 1.His friends ________________ the lady and________.
2.Peter’s friends told Peter ______________.
Did Peter help that lady 3.Peter _____________ that lady,but __________ his friends, he _______.
What did Peter think after the incident He regret __________________. He feel ________________________.
Yesterday
In the street
made jokes about
laughed
not to help her
wanted to help
stopped by
gave up
not saying anything
ashamed of myself
Read the third post and answer the following questions.
1. Do Simon think there are any advantages to wearing braces
He doesn't see any advantage in wearing them.
2. What did Simon's friend do
His friends all laugh at he and say bad things about he.
3.What did Simon feel
He feel embarrassed when he smile or open my mouth.
Reading task
( )1.Julie and her sister share a room and get along very well.
( )2.When Julie is studying, her sister won't disturb her.
( )3.Her sister always takes her things without telling her.
( )4.Her sister doesn't make the room very mess.
Read the fourth article and determine whether the following
statement is correct (T) or incorrect (F).
F
F
T
T
Reading task
1.Jolin is not happy when Anna tries to talk about her weight with her. ( )
2.Losing weight makes Jolin feel happy. ( )
3.Peter went over to help the sick lady lying in the street. ( )
4.Peter feels very bad about the way he acted. ( )
5.Simon's friends all say nice things about his braces.( )
6.Julie's sister often borrows her things. ( )
Reading task
T
T
F
T
F
F
根据文章的内容判断下列句子的正误。
Retell the questions asked by four teenagers in their letters based on the following keywords.
Julie’s problems
drive me mad play the piano take my things make a mess
Anna’s problems
to be a model on diet getting too thin gets angry
Retell
Peter’s problems
made jokes awful of laugh at ashamed of
Simon’s problems
laugh at say bad things feel embarrassed hurt teeth
Mind map
Post-reading
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
3.Yes. Its good for his teeth.
4.No, I don't. Because I like to be alone.
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.
Practice
1.Anna is worried about her___________.Her friend Jolin wants to be a _______and she’s _____________ but she is always_________.
2.Peter: A lady _________in the street. Though he wanted to help her, his friends told me_______.
3.Simon: He has started _____________and his friends__________ him and say _____ _______about him.
Julie:She have to____________with her younger sister , but her sister always makes a mess. Her sister ______________!
friend Jolin
getting too thin
on a diet
was lying
not to
wearing braces
laughed at
things
model
What problem does each teenagers have Read the following Internet posts and write the correct answers in the blanks.
share a room
driving her mad
bad
C1 The words in italics explain the meanings of some words on page 51. Find these words to complete the sentences. Change their forms if necessary.
1 Jill likes wearing new clothes. She wants to be a_______when she grows up. (a person with a job to wear and show new clothes)(line 1)
2 Cindy had a fight with her mum, and she ________it soon after.(feel sorry about doing something)(line 9)
3 Bob_______coffee. He never drinks it. (really do not like)(line 11)
4 We talked about the problem and Tim_________doing some research first. (put forward an idea or a plan)（line 16)
5 Peter's neighbour is making a lot of noise at night. He is driving Peter's family _____. (very angry)(line 18)
C Vocabulary
model
regretted
hates
suggested
mad
Practice
C2 Complete the conversation below with the words from the box. Change their forms if
necessary.
Practice
Paul: Hey Joe, why do people write to Aunt Linda
Joe: Because many people have (1)_______problems. However, sometimes they (2) ______ ____________talking to friends or parents, so they write to Aunt Linda. She (3)________ ways to help them. People are usually happy to get her advice.
Paul: Well,I have a problem too. Maybe I should write to Aunt Linda.
Joe: What's your problem Maybe I can help you.
Paul: It's about my elder sister. She wants to lose weight.Now she's (4)_________. She doesn't eat much all day. She used to be full of energy, but now she's always tired, and her room is a(5)______I'm worried about her.
awful mess suggest feel ashamed of on a diet
on a diet
ashamed of
awful
mess
suggest
feel
Discussion
Group discussion.Discuss and answer the following questions with
your classmates.
Step one
Step two
If you have difficulties in life and study, would you seek help from programs like Aunt Linda
Assuming you have some difficulties in life and want to seek help from Aunt Linda, what are the problems you want to seek help from
一、根据句意及括号中的英文释义用所学单词或词组填注意用其适当形式。
1.Lucy wants to be a ______ when she grows up. (a person with a job to wear and snow new clothes)
2.Mike had a fight with his friend, and he_________ it soon after. (feed sorry about doing thing)
3.We ________ a visit to the museum the next day. (advise)
4.Nowadays, many robots have been used to work in dangerous__________.(position or condition at a certain time)
5.I've lost six and a half pounds since I started my ______ . (the food that you eat and drink regularly)
model
regretted
suggested
situations
diet
Exercise
根据句意及括号中的英文释义用所学单词或词组填注意用其适当形式。
6.You should ____________ what you said. (feeling shame or embarrassment about sb/sth or because of sth you have done.)
7.She was so _____ at her boss that she just walked off the job. (very angry)
8.Her questions about my private life ___________ me. (shy, awkward or ashamed, especially in a social situation)
9.Her most _________ habit was eating with her mouth open. (making sb feel slightly angry)
10.The firm was in a hell of a ______ when he took over. (a situation that is full of problems)
be ashamed of
mad
embarrassed
annoying
mess
Exercise
Summary
*online adj.在线的 model n.模特儿
diet n.规定饮食 though conj.虽然;尽管
regret v.懊悔 situation n.情况;状况
hate v.厌恶;憎恶 ashamed adj.惭愧;羞愧
embarrassed adj.窘迫的;尴尬的 mad adj.很生气;气愤
annoying adj.使恼怒的;使生气的 awful adj.很坏的;极讨厌的
*braces n. [pl.](儿童)牙箍 advantage n.优势
suggest v.建议;提议 mess n.杂乱;不整洁
keyword
关键词
Summary
(be) on a diet 节食
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
基础题：1.模仿录音的语音、语调，朗读课文。
2.抄写本课时的关键词和重点短语。
提高题：完成课后练习。
拓展题：和同学对话，互相说出自己的困惑和苦恼并提出看法和建议。
Assessment
Items Great (5 pt.) Not bad(3 pt.) Try harder(2pt.)
I listen attentively,understand the teacher'sinstructions.(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 can master key words, sentencestructures, and grammar knowledge.(关键词、句型、语法)
I listen attentively,understand the teacher's instructions.(认真听讲、听懂指令)
I speak loudly and fluently with myclassmates.(流畅)
The content and key points Iexpressed are complete. (内容)
I use facial expressions and bodymovements reasonably forcommunication. (表演)
I can predict the content of the article through its introduction, title, images, etc.(预测)
I can use reading strategies to understand the main content of the text.(阅读策略)
I use clear and concise sentences to describe the problems and express reasonable opinions. (表达看法)
Points(pt.) ___________________________ ___________________ in total. Self-assessment
Assessment
Group____________ Great (5 pt.) Not bad(3 pt.) Try harder(2 pt.)
Reasonable division of labor in the group and active communication.(分工、交流)
Each member actively in group activities. （积极参与）
Can provide unique insights and handle problems flexibly.（见解、处理问题）
The group's achievements are rich in content, innovative, and effective.(内容)
The presenter has fluent language, accurate pronunciation and intonation.(语音、语调)
The presenter has facial expressions and body language, with fluent language and accurate expression.(表情、肢体语言、表达)
The setting of the scene and topic is reasonable and impressive.(情景、主题)
In total(总分)
Assessment
谢谢
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Unit 4 Problems and advice第一课时教学设计
本单元第一课时 Reading I
语篇研读
本节课是本单元的第一课时，是阅读课，主篇阅读材料的内容是一份在线报纸答读者问专栏中的四封邮件。重点是学生通过阅读了解四名青少年的困惑和苦恼，初步接触征求建议的表达方式。 【What】本节课学习课本50页第一篇阅读文章。本节课的语篇涉及了一篇应用文。Reading板块利用答读者问专栏的插图引入本单元的话题“问题和建议”。阅读前的背景知识为了帮助学生了解主篇阅读材料的主要内容、核心词汇等内容。主阅读文章介绍了在线报纸答读者问专栏寻求建议的网帖的四封青少年的求助信，以及四名青少年遇到的不同困难和困惑。 【Why】通过主篇阅读材料，让学生阅读了解四名青少年的困惑和苦恼，初步接触并能够正确使用征求建议的表达方式。 【How】本节课的语篇形式多样，围绕“问题和建议”这个核心主题来展开。Ready板块的图文，要求学生观察51页Aunt Linda’s advice page的插图、标题、四名青少年的姓名，预测这篇课文的主要内容、文章主题、Linda阿姨的工作等内容引入本单元的话题，推测课文内容，激活背景知识。学生通过阅读语篇的引言、标题和每封邮件的第一句话，完成Before you read的习题，巩固运用于都策略，初步了解主阅读篇章的主要内容。通过找读主阅读篇章，用单词的正确形式将“Vocabulary”C1中所缺的信息补充完整，学生巩固读篇章核心词汇含义。通过完成C2的练习，学生能够正确运用核心词汇。
学情分析
本节课属于应用文，介绍四名青少年遇到的四种不同的困惑，主阅读篇章的内容涉及与朋友、同学、家人的人际相处等方面。在实际的生活中，不少学生可能遇到过类似的问题，能够激发学生的兴趣，引起共鸣。只是对于表达困惑并征求建议的正确表达方式这一点对学生来说，学生不太了解，有一定难度。
教学目标
单元教学目标 能够运用略读、找读等阅读策略了解主阅读篇章的主要内容和四名青少年的困惑和苦恼，初步了解征求建议的表达方式；能够进一步理解四封邮件的内容并尝试针对问题提出建议；能够掌握主语、谓语、宾语、补足语和转喻等句子成分；通过听一段求助节目的电话录音，学生了解并掌握提供帮助和建议的方法;在练习和语境中灵活运用。学生了解答读者问专栏作者的相关知识;学生学习求助信的结构，并就自己存在的问题和困惑给答读者问专栏主笔Linda写一封电子邮件，表达自身困惑并寻求建议和帮助；学生通过小组合作，提出自身困惑和苦恼，针对他人的困惑和苦恼给予建议。能为校报设计编写答读者问专栏。 课时教学目标 语言知识： 学生掌握关键词:model, diet, ashamed, hate, suggest, mad, mess, etc,短语: (be) on a diet, laugh at, feel ashamed of, drive sb. mad, make a mess.认识单词brace, online。 2.语言技能: （1）学生能够通过文章前言、标题、图片等内容预测文章内容。 （2）能根据上下文猜测单词model, regret, hate, suggest,mad等单词的含义。 （3）找出四封电子邮件青少年面临的困惑和苦恼并表达看法。 3.学习策略： ①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。 ②了解征求和给予建议的表达方式。 4.思维品质：能够掌握以“问题和建议”的应用文，理清文章框架结构，梳理篇章脉络，获取细节信息的阅读理解能力；能够掌握征求和给予建议的表达方式。 5.文化意识：增加对Agony aunts相关知识的了解，了解他国文化，提升学生跨文化交际能力。 6.情感意识：学生充分同情他人的处境，激励学生对自己生活中的困惑和苦恼培养积极的态度。
教学重难点
教学重点： 1.学生掌握关键词:model, diet, ashamed, hate, suggest, mad, mess, etc,短语 (be) on a diet, laugh at, feel ashamed of, drive sb. mad, make a mess.认识单词brace, online。 2.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。 教学难点： 能根据上下文猜测单词model, regret, hate, suggest,mad等单词的含义。
教学方法
情境教学法、音乐教学法、语言经验教学法、任务教学法、团体教学法。
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
通过观看与篇章话题相关的图片和问题链，能够结合自身的情况说出自己在生活中那个存在的困惑和苦恼。通过思考和讨论问题，拓展思维能力和表达能力。（学习理解） 通过预测文章内容、展开讨论、做练习、思考问题等活动完成读前活动，激活背景知识，导入本单元“问题和建议”的话题。通过学习，学生能够提升观察并客观判断事物的能力、口语表达能力、逻辑思维能力。 （应用实践） 任务一：Lead in 1.T：Hello, boys and girls.Please read the pictures and mind maps below, think and answer the following questions. Q:Which of the following problems do you have 任务二：Pre-reading 1 在以下情况下，你会怎么做？看图片，根据下面的例句完成对话。 T:You can refer to the dialogue example in picture 1 for dialogue. S1: What happened /What’s the matter S2:The back window of the car is broken. S1:What should we do S2:Call the police. 2.学生观察描述What do you know about... 的四幅图片，对照并找出相应的解决措施填在每幅图下面横线上。 T:What would you do in the following situations Look at the picture and complete the dialogue according to the example sentence below.Then write the correct piece of advice under each picture. 3.学生分组，思考并讨论下列问题。 Q:1.Have you ever met a problem and had difficulty dealing with it by yourself 2.If you do not know how to deal with a problems,who do you turn to for help 3.Why do you turn to that person for help 4.Have you ever done something that you regret If so, have you thought of doing something to make up for it 4完成练习，选出正确的答案。 5头脑风暴 用问题引出advice column page T:Have you ever read a magazine or online advice column page Do you know what its main content is Agony aunt知识 T:Do you know what the Agony aunt is 6学生阅读每封邮件的第一句，完成51页Before you read的练习。 7学生阅读主篇章引言、标题、每封邮件第一句话猜测课文内容。 T:Please look at the introduction, the title and the names of the four teenagers on page 51. Then answer the following questions. Q: (1)Where can you find the passage (2)What is the topic of the article (3)What is this page for (4)How many teenagers write letters Who are they (5)What is Linda's job (6)Who is Aunt Linda 8结合文化角板块进行讲解 Please take a look at the cultural corner reading section on page 62 to understand the origin and current situation of agony aunt. 任务一：通过让学生看图片和思维导图，提出与问题相关的引出这节课的话题。为后面的篇章阅读做铺垫，起到承上启下的作用。 任务二: 要求学生根据四幅图片不同的语境，展开对话，尝试描述图片内容，说出解决方法。在之后进行分组讨论，根据标题、图片等信息预测文章内容、主题、人物等问题。问题链培养预测能力、思维能力和信息整合能力，口语表达能力。 观察学生在参与教学活动的时候能否顺利地完成课前讨论，判断学生能否清晰理解本节课的教学主题，可以先采用分组讨论的方式，然后随机选取几名同学回答问题，评价学生理解程度。 观察学生参与课堂的活动的表现，判断学生能否能够准确地开展对话和思考问题，根据学生完成情况及时给予指导和反馈，对学生的表现进行客观的评价和引导，发现问题及时调整教学方法。
通过运用略读、找读等阅读策略，了解主阅读篇章的话题。学生通过阅读任务，能够掌握文章内容，找出四名青少年的困惑和苦恼描述自己的经历或者发表自己对这些问题的看法。初步了解征求和给予建议的表达方式。 通过复述课文中四位青少年的困惑和苦恼，掌握文章深刻含义，巩固词汇和句型。通过思维导图系统化文章的内容和结构。通过课堂讨论，根据主篇章内容和启发性的问题进行讨论，能够表达对四名青少年困惑和苦恼的看法和建议；结合自身经历谈论自己在生活中遇到的困惑和苦恼，把学习到的表达方式运用到实际生活情境中。复述课文，巩固学生原有知识，提升思维能力和表达能力。（创新迁移） 通过完成作业，巩固所学关键词和课文重点，巩固表达困惑并征求和给予建议的表达方法。 任务三：While-reading 一、学习主阅读篇章。 一边听录音一边跟读《Aunt Linda’s advice page》,学习本课时关键词和短语。 二、阅读课文中的四封邮件，和同桌讨论每封邮件反映的困惑和苦恼。 Anna: Her friend Jolin is getting too thin but she is still on a diet. Peter: A woman was sick and lying in the street. He wanted to help her but was stopped by his friends. Simon: He has started wearing braces and is laughed at by his friends. Julie: She has to shore a room with her younger sister, but she has difficulty getting along with her. 三、分段阅读课文，深入理解文章内容。 1.要求学生阅读第一封邮件，然后回答下列问题。 (1)Who is Anna worried about (2)Which problem is Anna worried about Jolin (3)Why is Jolin always dieting (4)What does Anna think of her friend (5)Does Jolin take Anna's advice 2.要求学生阅读第二封邮件，然后完成表格。 3.学生阅读第三封邮件，回答下列问题。 (1)Do Simon think there are any advantages to wearing braces (2)What did Simon's friend do (3)What did Simon feel 4.要求学生阅读第四封信，然后判断下列句子的正误。 (F)1.Julie and her sister share a r0om and get along very well. (T)2.When Julie is studying, her sister won't disturb her. (T)3.Her sister' always takes her things without telling her. (F)4.Her sister doesn't make the room very mess. 5.根据文章的内容判断下列句子的正误，巩固对四名青少年的困惑和苦恼细节信息的理解 1.Jolin is not happy when Anna tries to talk about her weight with her: ( T ) 2.Losing weight makes Jolin feel happy. ( T ) 3.Peter went over to help the sick lady lying in the street. ( F ) 4.Peter feels very bad about the way he acted.( T ) 5.Simon's friends all say nice things about his braces.( F) 6.Julie's sister often borrows her things. ( F ) 任务四：Post-reading 一、根据以下关键词复述四名青少年在信中提出的问题。 1.Anna's problems to be a model,on a diet,getting too thin gets angry 2.Simon's problems laugh at, say bad things, feel embarrassed, hurt teeth 3.Peter's problems made jokes,awful of,laugh at,ashamed of 4.Julie's problems drive me mad,play the piano,take my things,make a mess 二、归纳总结思维导图 三、小组讨论 Discuss and answer the questions below with your classmates. T:(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 任务五:完成Vocabulary的练习，学习核心词汇。 1.模仿录音的语音、语调，朗读课文。 2.抄写单词: online, model, diet, though, situation, annoying, awful, regret, ashamed, braces,hate,embarrassed, advantage, suggest, mad, mess; 和短语 (be) on a diet, feel ashamed of, laugh at,drive sb mad, make a mess。 3.和同学对话，互相说出自己的困惑和苦恼并提出看法和建议。 4.完成课后练习、《练习册》第50页Vocabulary和第57页Reading A的练习。 任务三： 通过阅读课文回答问题，学生了解 第一和三封信的细节内容，了解Anna和Simon的困恼。通过判断正误题训练学生的找读、扫读等技能和对细节信息的捕捉能力，阅读第二封邮件完成表格，训练学生找读等阅读技能。完成第四封信，学生掌握找读、 定位并比对关键信息、整合信息的能力。阅读整封邮件，学生巩固课文主要细节信息，把握文章主要内容，提升阅读能力。 任务四：运用思维导图直观并有效地呈现中心主题和关键信息，提升信息整合能力及自身逻辑思维能力。讨论对于四名青少年困惑和苦恼，语言表达能力、与他人合作交流等能力。该部分是启发性讨论，目的在于启发学生进行阅读后拓展训练，激发对单元主题的求知欲和兴趣。 任务五：能够巩固和加深学生对所学的英语基础知识、基本技能的掌握。深化课堂教学内容、检测所学知识的掌握情况、学生对自己的学习活动进行有效反馈和及时调整，使教学更有目的性和针对性，又做到因材施教。 观察学生在输出的过程中能否掌握阅读策略，是否把握细节信息，归纳并描述四名青少年的困惑和困难及原因，能否了解了征求和给予建议的方法，在找读信息时是否准确。对学生完成练习的情况客观评价，发现问题及时地讲解阅读方法并纠正错误，调整教学策略。 观察学生在讨论的过程中能否正确并且灵活使用征求和给予建议的方法进行口语表达。在表达中用词和语法是否恰当。对学生在对话中的表现情况客观评价，可以通过随机抽取几名学生回答问题来测评知识点掌握程度。 从学生作业完成情况测评学生对本课时的词汇、短语和表达困惑征求和给予建议的表达方式等内容的掌握情况，了解这节课的效果，教师根据作业情况及时纠正同学出错的知识点，根据情况，调整下节课的教学计划。
阅读课评价量表
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 can master key words, sentence structures, and grammar knowledge.(关键词、句型、语法)
I listen attentively,understand the teacher's instructions.(认真听讲、听懂指令)
I speak loudly and fluently with my classmates.(流畅)
The content and key points I expressed are complete. (内容)
I use facial expressions and body movements reasonably for communication. (表演)
I can predict the content of the article through its introduction, title, images, etc.(预测)
I can use reading strategies to understand the main content of the text.(阅读策略)
I use clear and concise sentences to describe the problems and express reasonable opinions. (表达看法)
Points(pt.)___________________________ _________________________________in total.
课时教学板书设计
一、关键词 1.*online adj.在线的 3.diet n.规定饮食 5.regret v.懊悔 7.hate v.厌恶;憎恶 9.embarrassed adj.窘迫的;尴尬的 11.annoying adj.使恼怒的;使生气的 13.*braces n.[pl.](儿童)牙箍 15.suggest v.建议;提议 二、关键短语 1.(be) on a diet节食 3.feel ashamed of对....感到惭愧 5.make a mess 搞得一塌糊涂 2.model n.模特儿 4.though conj.虽然;尽管 6.situation n.情况;状况 8.ashamed adj.惭愧;羞愧 10.mad adj.很生气;气愤 12.awful adj.很坏的;极讨厌的 14.advantage n.优势 16.mess n.杂乱;不整洁 2.laugh at嘲笑;讥笑 4.drive sb. mad 让某人受不了
课时作业设计
作业内容 作业目标 设计意图
基础题： 1.模仿录音的语音、语调，朗读课文。 2.抄写本课时的关键词和重点短语。 巩固词汇和短语，培养学生自主学习。 复习和巩固本节课所学内容提升学生听力和语音语调技能。
提高题： 完成课后练习。 学生自查知识掌握情况，及时查漏补缺。 深化课堂教学内容、检测所学知识的掌握情况。
拓展题： 和同学对话，互相说出自己的困惑和苦恼并提出看法和建议。 学习口语表达能力，开动脑筋，在实际情境中运用学习的表达方式说出自身的困惑并给他人提出建议。 提升学生逻辑思维能力，口语表达能力，与他人合作的能力。
课后反思（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。
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21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
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。
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