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。
21世纪教育网(www.21cnjy.com)(共46张PPT)
Unit 4 Problems and Advice
牛津深圳版九年级上册
Period 4 Speaking & Writing
Learning objectives
1. 语言能力：认读和掌握fail,careless,comment,polite,none,exam,和短语out of place,none of one’s business,hear from,认识单词request。能够掌握常见的征求建议的句式，例如:I have a problems..., My problems is that...,What should I do 等。掌握常见的给予建议的句式，例如:Why don’t you... , Perhaps you should,I think you should...,Why not... 等。
2.学习能力：能够以小组合作的形式，结合自身的经验和体会，积极与他人合作。根据情境编制对话，表达自己的困惑并寻求他人的建议。能够就自己存在的问题和困惑专栏主笔Linda写一封电子邮件，寻求建议和帮助。
3.思维品质：能够依据语篇中的“问题与建议”进行独立思考，根据情景编制对话。能够就自己存在的问题和困惑给答读者问专栏写一封电子邮件，寻求帮助和建议。
4.文化意识：根据学习写作部分，了解答读者问专栏的形式；用恰当的方式表达请求，并对别人的请求做出恰当的反应。
Lead in
Anna:She’s getting too thin, but whenever I talk to her about this, she gets angry.
How can I help her
Peter:I feel ashamed of myself. What should I do in this situation
Simon:I feel it was a mistake for my mother to make me wear these ugly braces.What do you suggest
Julie:I love my sister,but sometimes she’s
so annoying!What should I do
How did four teenagers ask for advice in the help email they wrote to Aunt Linda
Dear Peter,
I believe you've learnt an important lesson— you'll regret it if you don't do the right thing at the right moment. Next time in the same situation, you should make up your own mind. You shouldn't listen to your friends. It was awful of them to laugh at a sick lady.
Dear Julie,
You should talk to your sister more. Let her borrow
your things only if she asks you first.Try spending
some time with her every day and you'll both learn
how to live happily with each other.
Dear Anna.
You're right to be worried about your friend Jolin. She shouldn't stay on a diet if she's already very thin. You should try to get her to see a doctor. You should also tell her that she's not alone —we all worry about our looks sometimes.
Dear Simon,
Lots of people wear braces these days. so you're not alone. If you stop paying attention to your friends, they'll stop laughing at you. So don't worry! I understand that it hurts sometimes, but think of the beautiful,straight teeth you'll have in a few months' time!
Please outline the expressions of my advice to four teenagers
in the letter
Brainstorming
Dear Anna.
You're right to be worried about your friend Jolin. She shouldn't stay on a diet if she's already very thin. You should try to get her to see a doctor. You should also tell her that she's not alone —we all worry about our looks sometimes.
How I respond to letters to solve teenagers' problems
1.Firstly, comfort the person who wrote the letter: _____________________________________________________________________________
2.Then, propose effective suggestions:
_____________________________________________________________________________
You're right to be worried about your friend Jolin.
She shouldn't stay on a diet if she's already very thin. You should try to get her to see a doctor.
3.Finally, I would like to express encouragement to the recipient:
_____________________________________________________________________________
You should also tell her that she's not alone —we all worry about our looks sometimes.
Let's take the reply letter to Anna as an example and explain my method of writing a letter.
Brainstorming
Talk time
1.What is the boy’s problem
2.What is the girl’s advice for him
Listen to the conversation. Then answer the questions.
Classroom activities
His parents control every part of his life.
He should tell his parents how he feels.
Speaking
我们在八年级下第二单元Body language Talk time 学习过提出建议(suggestion) 表达方式。
How to accept suggestions
(1)That's a good idea. (2) I'd love to.
(3)That's wonderful / terrific / great.
How to make suggestions
(1)Why don't you do sth
(2)Why not do sth
(3)What/ How about doing sth
(4)Let's do sth.
(5)You'd better do sth.
(6)Would you like sth. /to do sth.
How to reject suggestions
(1)I don't feel like it. (2)I'm afraid...
(3)I don't think so... (4)I'd love to, but...
八年级下学习内容涉及提出建议、接受和拒绝建议,这类“建议”主要指提议,更侧重于忠告,告诉他们在特定情况下该做人什么。
本单元Speaking学习内容主要是遇到困惑向他人征求意见和根据自身经历经验和看法等给出建议。
Play the dialogue recording, follow the dialogue, read it in pairs and have a conversation. Experience the common sentence patterns of seeking and giving advice from practice.
Pair up for oral training
Pair work
Discussion
Discuss in groups,summarize the expressions of ask for and give advice, then provide more expressions.
Expressions of ask for advice in reading:
1.How can I help you
2.What should I do in this situation
3.What do you suggest
4.What should I do
...
Expressions of give advice in more practice:
1.You should/shouldn’t...
2.You also should...
3.I believe...,
4.If you..., ...will..., don’t worry！
...
Speaking
Read the conversation below and practise it in pairs. Pay attention to the words in blue.
Ann: You look unhappy, Sam. Do you have a problem
Sam: Yes. My mum says I need braces to keep my teeth straight, but I don't want to wear them because my friends will laugh at me. What should I do
Ann: Your mum just cares about you. Why don't you tell her how you feel I'm sure she'll understand.
Sam: You're right, Ann. Thank you for your advice.
Talk time
Discussion
添加标题
单击此处输入你的正文，文字是您思想的提炼，为了最终演示发布的良好效果，请尽量言简意赅的阐述观点；
添加标题
02
添加标题
03
单击此处输入你的正文，文字是您思想的提炼，为了最终演示发布的良好效果，请尽量言简意赅的阐述观点；
单击此处输入你的正文，文字是您思想的提炼，为了最终演示发布的良好效果，请尽量言简意赅的阐述观点；
Discuss in groups,summarize the expressions of ask for and give advice, then provide more expressions.
More expressions of ask for advice:
1.My problems is that...
2.What would you do in my situation
3.What can I do to make it right
...
More expressions of give advice:
1.I think/believe it is (not) important/proper/right
/fair to...
2.In my opinion,you must remember that...
3.I think you should...
4.Why not (do)..
5.How about (doing)...
...
Role-play
1.The whole class is divided into four large groups, each of which
is paired with two people to play roles within the designated time.
2.After the pair work, a large group selects two people to perform the dialogue on stage.
3.The entire class selects the best representatives from the large group based on pronunciation, intonation, grammar, body expressions, and other content.
Classroom activity: role-playing
B Speak up
In pairs, make conversations according to the situations below. You may use your own situations.
1 S1 failed his/her Maths test because of some careless mistakes. He/She is afraid to tell his/her parents.
2 S2 is taller than all his/her classmates. He/She feels so out of place!
fail [fe l] v.失败;未能(做到);不及格
careless[ ke l s] adj.粗心造成的;粗心的;疏忽引起的
out of place 格格不入;不适当;不相称;不在合适的位置上
S1 saw a child fall off his bike in the park but did not know what to do to help the child.
S2 is worried that his/her friend spends too much time playing computer games.
1. In pairs, imitate the conversation in the talk time section, choose one of the scenarios, and make the conversation.
2. Invite several groups of students to perform on stage.
Jim: You look sad, S1. Do you have a problem
S1: Yes. saw a child fall off his bike in the park but did not know what to do to help the child. What should I do
Jim: Your father just cares about you. Why don't you tell him how you feel I'm sure he'll understand.
S1: You're right, Jim. Thank you for your advice.
Situation Dialogue
Situation Dialogue
You look sad, Tom. Do you have a problem
Yes. saw a child fall off his bike in the park but did not know what to do to help the child. What should I do
Your father just cares about you. Why don't you tell him how you feel I'm sure he'll understand.
You're right, Jim. Thank you for your advice.
Sample Dialogue
sending text, images, documents and other information
through electronic communication.
3.Flexibility:
E-mail is very flexible. It can send text, pictures, audio, video and other types of files.
What is email What are the characteristics
1.Fast delivery
It only takes a few seconds to send mail to each other's inbox, people can communicate and communicate more efficiently.
2. low price
Compared with the traditional mail method, the cost of e-mail is very low, even free.
characteristics
E-mail
Pre-writing
An email to Aunt Linda
We often face problems or difficult situations in daily life. We can ask our friends, parents or teachers for help or write to the advice page of newspapers or magazines.
Pre-writing
Classmates, please read the writing introduction section on page 59 of the writing section and explain what the writing background for this lesson is What is the writing task for this lesson based on the introduction
Pre-writing
Heading
The Body
Salutation
Signature
What are the components of e-mail
Pre-writing
Read the email in Exercise A and answer the following questions.
1.Who is the letter from
2.Who is the letter to
3.What is the writer's problem
4.What did the writer's parents say
5.What does the writer want
6.What advice does the writer want to get from Aunt Alice
David.
Aunt Linda.
He saw his classmate shouting at his mum in the street.
They said it was none of David's business.
He wants his classmate to stop shouting at his mum.
He wants to know what to tell his classmate.
a A friendly comment b A friendly ending c A request for advice
d The subject of the letter e The problem
(2)______
(1)______
a
d
A David has written an email to Aunt Linda to ask for advice. What does his email include Read the email and fill in the blanks with the letters of the correct labels from the box.
(3)______
e
(4)______
c
(5)______
b
comment[ k ment] n.评论
request [r kwest] n.要求;请求
polite [p la t] adj.有礼貌的
none[n n] pron.没有一个
none of one’s business与某人无关
hear from收到某人的信件(或电子邮件和电话等)
Pre-writing
While-Writing
a You fought with a friend.
b You are worried about a difficult exam. You do not want to fail it.
c Your friend keeps borrowing books from you but never gives them back.
I'm really worried about ... Should I ... or should I ..
Can you give me some advice What would you do in my situation
exam [ ɡ z m] n.(笔头、口头或操作)考试
Look at the expressions listed in Exercise B on page 60 and accumulate sentence patterns related to describing one's own difficulties.
I hope to hear from you soon.
Li Hua
I read your advice page every week.
I fought with a friend. I'm really worried about friendship.Should l apology first
What would you do in my situation Can you give me some advice.
While-Writing
B Write an email to Aunt Linda to ask for advice on one of the following
problems or a problem of your own. Use the email on page 59 and the
expressions below to help you.
A friendly comment
Greet the other person at the beginning of the article. If the other person is the author of the column answer the reader's questions, they can express their love for the column.
The subject of the letter
Use one to two sentences to explain the topic of your letter and let the reader understand the purpose of the letter.
The problem
Clarify your own problem, pay attention to logic when explaining, and use concise and concise language.
Request for advice
Explain what kind of help you want.
A friendly ending
Express your gratitude
and hope to receive a
reply soon.
What are the parts of a help letter How to write a good help letter
Writing skills
给自己的老师写一封求助信，阐述自己目前遇到的问题或困惑，希望得到老师的建议或帮助。
Enhancement exercise
Think about the writing requirements and methods in Exercise A and Exercise B before starting writing!
1.正确把握时态
写英文求助信是目前存在困难,描述得到帮助后的进步时应用一般将来时。
2.运用常用句型
首先自我介绍, 用My name is ... I’m writing
to you for some help. 或 I’m writing a letter to
you to get some help.句型。
3.简要交待所面临的困难
①可用I have met much difficulty in ....句型。②请求对方做某事时用Would you like to ...
so that ...In the meanwhile / At the same time, I beg you to ...so that .... Also,I would like you to ....等句型。
4.展望自己的进步
用I’m sure with your help I can make great progress.句型,语气委婉,态度谦恭。
Writing skills
What are the steps and techniques for writing this letter
Writing skills
5.使用过渡性词汇
列举困难用first,besides,what’s more 等词汇。请求提供帮助用in the meanwhile, at the same time, in addition, also词汇。
6.使用高级表达方式
①现在分词做状语句型Facing so much difficulty, I have to ask you for some help.
②过去分词做状语句型Faced with so much difficulty,I have to ask for your help.
③so that或in order that引导的目的状语从句。
What are the steps and techniques for writing this letter
Writing sample
Dear teacher,
My name is Zhou Ming.I’m writing a letter to you to ask for some help.I have met much difficulty in learning English.First,I find our texts full of new words that are very difficult for me to remember.Besides,the texts are too long for me to recite.What’s more,grammar is also very difficult to learn.
Faced with so much difficulty,I have to ask you for some help.Would you like to introduce to us some good ways to learn new words so that we can remember them more easily In the meanwhile,I beg you to teach the text more slowly so that the average students can easily follow you.Also,I would like you to introduce some rules and good ways to learn grammar.
I’m sure that I can make great progress in my English study with your help.
Post-writing
1. Please complete the composition within the specified time.
2. Classmates revise each other's essays.
3. Invite students to give a speech on their own essay.
4. The whole class evaluates based on pronunciation, intonation,
grammar, etc.
Complete the composition and give a speech on stage.
Language points
(1)fail[动词]
①不及格
I passed Maths but failed English.
我数学及格了，但英语没及格。
1. S1 filed his/her Maths test because of careless mistakes.
因为粗心造成的一些错误，学生1数学考试不及格。
②失败;未能(做到)
Her plan failed.她的计划失败了。
★failing (doing)sth.在(做)某事上失败
He failed in communicating with his parents.他与父母沟通失败了。
★fail to do sth.没能做某事
I failed to work out the problem.我没能解出这道题。
完成句子
人们普遍认为，改革已经失败。
The reforms were generally adjudged to ________________.
have failed
(2)辨析: because of与because
完成句子
1.他的妻子在场，我便没提及这事。
___________his wife being there, I said nothing about it.
①because of 为短语介词,意为"因为;由于",后接名词、代词或动词-ing 形式,相当于 "because+句子"。
②because 为连词,后接句子,可用于引导 原因状语从句而且常用来回答以 why 开头的问句。
例如: __________the bad weather,we couldn't see anything below. =We couldn't see anything below __________ the weather was bad.
because of
because
Because of
2.那时生活比较艰苦，因为我俩都没有工作。
Life was harder then __________ neither of us had a job.
because
Language points
(3) careless 粗心 [形容词]粗心造成的;粗心的;疏忽的，反义词为careful (细心的)。
例句:My brother is a careful boy, and he seldom makes careless mistakes.
我弟弟是个细心的男孩，他几乎不犯粗心的错误。
例句:It's your own fault for being careless.
你粗心大意是你自己的过失。
Language points
根据中文含义填空
1.It only takes one _________ (粗心大意的) driver to cause an accident.
2.A __________ (粗心的) driver is a danger to us all.
careless
careless
2. He/She feels so out of place!
他、她感到非常格格不入！
out of place
①格格不入;不适当;不相称
I felt out of place in my suit and tie.
我穿着西服，打着领带，感觉很别扭。
②不在适当的位置上
The kitchen was very clean, with nothing out of place.
厨房非常干净，井井有条。
Language points
完成句子
他的制服让他看起来有些格格不入。
His uniform made him look a trifle ____________.
out of place
辨析: shout at sb.与shout to sb.
(1)shout at sb.对某人大喊大嚷，多指因为生气、愤怒等而非善意地对某人吼叫，是一种不礼貌的行为。
(2)shout to sb. 对某人大声喊，多指因距离远而不得不声喊( 否则对方无叫法听见)，不带有生气等感情因素。
Don't shout at the old.
不要对老年人大声吼叫。
He shouted to me and warned me of the
danger.他大声向我喊叫，警告我注意危险。
3.He was shouting at his mum.他正在对他的妈妈大喊大叫。
Language points
1.罗伯茨不停地跳起来冲裁判嚷嚷。
Roberts kept springing to his feet to __________ the referees.
2.他们想要对孩子们喊叫，但却说不出话来。
They tried to _________ their children, but they could not say anything.
shout at
shout to
polite
[形容词]有礼貌的 [反义词]impolite adj.不礼貌的
例句:It's not polite to laugh at others.
嘲笑别人是不礼貌的。
例句:It is impolite to speak loudly in public places.
在公共场合大声说话是不礼貌的。
4.He’s a polite student at school, but he wasn't polite to his mum at all!他在学校是个有礼貌的学生，但他对他的妈妈一点儿也不礼貌!
Language points
根据中文含义填空
1.In my opinion, it's always a good idea to be kind and_________ (礼貌的).
2.It is_______ (礼貌的) to shake hands with the people you meet for the first time.
polite
polite
Language points
of one's business与某人无关
That is none of your business.那与你无关。
none [不定代词]没有一个;毫无既可指人又可指物，表示“(三者或三者以上)一个也没有” ,可与of构成none of.结构。
例句:None of us have/has been to Beijing.
我们中没有一个去过北京。
例句:None of the money 1s mine.
这些钱没有一分是我的。
5. I told my parents about his hut they said it was none of business.我告诉了我的父母他的行力,他们说那与我无关。
完成句子
1.她否认对她丈夫的事知情。
She disclaims any knowledge ________________________.
2.他意识到没有一个同学会挺身为他辩护。
He realized _________ his schoolmates would come to his defense.
of her husband's business
none of
6.I hope to hear from you soon.我希望很快收到您的电子邮件。
hear from sb. 收到某人的电子邮件(或来信、电话等)
from后常跟表示人的名词或代词。与receive/get a letter from sb.同义。
We have not heard from him since he went abroad.自他出国以后我们就没有收到过他的来信。
Language points
完成句子
斯密思先生离开家有很久了。他一直期望收到妻子的来信。
Mr. Smith has been away from home for a long time. He is looking forward to ___________ his wife.
hearing from
充实的暑假已经结束了，Tony在与父母相处的日子里总是忍不住和他们吵架，这让他倍感苦恼。请根据他的求助信，以Dr. Know的身份给他写一封回信。
Dear Dr. Know,
I feel worried and annoyed these days because during the summer vacation, I always argued with my parents. They didn’t allow（允许）me to play on mobile phones. They always gave me too much pressure in study. So I just couldn’t help arguing with them. I know it’s not a good way to shout at them, but I feel embarrassed（尴尬的）to say sorry. What can I do to get along well with them, Dr. Know
Tony Chen
注意：
1. 80词左右；
2. 可适当增加细节，以使行文连贯；
3. 文中不能出现真实的人名和校名。
Composition Exercise
例文
Dear Tony Chen,
I understand your troubles. Nowadays, many students can’t get on well with their parents. And this is really a common problem. I want to share my opinions about it with you.
First of all, it must be wrong for you to quarrel with your parents. Because everything your parents do is good for you. So you must say sorry to your parents. What’s more, I think you should find a proper chance to communicate with your parents, so that they can understand your feelings. After all, proper communication can make it easier for you to understand each other.
I hope my advice can help you a lot.
Yours,
Dr. Know
Composition Exercise
[总体分析]
①题材：本文是一篇书信作文；
②时态：时态为“一般现在时”；
③提示：根据文章提出的问题进行写作，可适当发挥，以使行文连贯。
[写作步骤]
第一步，安慰对方，告诉对方与父母不能友好相处是一个普遍现象；
第二步，提出建议；
第三步，书写结语，希望建议对对方有用。
[亮点词汇]
①get on well with与……相处融洽 ②share sth with sb和某人分享某物
③quarrel with和某人争吵 ④after all毕竟
[高分句型]
①Because everything your parents do is good for you.（定语从句）
②I think you should find a proper chance to communicate with your parents, so that they can understand your feelings.（think后跟宾语从句，so that引导目的状语从句）
Composition Exercise
Assessment
Group ________
Great (5分)
Just OK (4分)
Try harder (3分)
Content: closely related
to the topic (紧扣话题)
Speaking: pronunciation
& intonation (语音语调)
Confidence (自信)
In total (总分)
Assessment
Checklist
Stars
Structure
Content:
Language:
three paragraphs (beginning, body, ending)
why (experiences)
how (advice)
topic sentences
although, but, so…that…
Summary
1.fail v.不及格 2.careless adj.粗心造成的
3.out of place格格不入 4.comment n.评论
5.★request n.要求;请求 6.polite adj.有礼貌的
7.none pron.没有一个 8.none of one’s business与某人无关
9.hear form收到某人的信件 10.exam n.(笔头、口头或操作)考试
New words and expressions
A friendly comment
Greet the other person at the beginning of the article.
The subject of the letter
Use one to two sentences to explain the topic of your letter.
The problem
Clarify your own problem.
Request for advice
Explain what kind of help you want.
A friendly ending
Express your gratitude and hope to receive a reply soon.
Five parts of a help letter
and writing requirements
Summary
Homework
基础题:1.模仿录音的语音、语调，朗读Talk time的对话。
2.抄写单词和短语:fail;careless;out of place;comment;request;polite;none;none of one’s business;hear form。
提高题：完成提升练习的写作任务，给自己的老师写一封求助信，阐述自己目前遇到的问题或困惑，希望得到老师的建议或帮助。
拓展题：两人一组，自创情境，运用征求和给予建议的表达方式编制对话，准备下节课
上表演。
Homework
谢谢
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Unit 4 Problems and Advice第四课时教学设计
本单元第四课时 Speaking & Writing
语篇研读
本节课是本单元的第四课时，是口语课和写作课。本节课的重点是训练学生能在语篇对话中用征求意见和给予意见的表达方式进行对话、能够根据所给情境，运用征求和给予建议的表达方式编制对话以及根据自己的存在问题和困惑给专栏主笔Linda写一封电子邮件，寻求建议和帮助。 【what】本节课的Speaking涉及了Talk time功能意念部分和会话部分。Talk time是功能意念部分，话题是征求和给予建议，文章通过Ann和Sam的对话，对话内容是Ann发现Sam看起来不高兴，询问他有什么问题？Sam说明自己的问题后，Ann给出自己的建议。Speak up是会话部分，这部分是功能意念部分的延续，该部分要求学生在特定情境中学习常用征求和给予建议的表达方式，根据所给的情景编制对话。Writing部分要求学生给答读者问专栏主笔Linda写一封邮件，谈谈自己遇到的问题，并征求她的意见。练习A要求学生阅读一封示例邮件，将选项框里的每一个部分内容的字母填到相应的横线上。这部分帮助学生了解求助邮件的框架以及包含的内容，为完成作文做好准备。练习B要求学生从所给的问题中选择一个或者根据自己曾经遇到过的一个问题，给答读者问专栏主笔Linda写一封邮件，叙述问题并征求建议。 【why】Speaking部分有多种口语训练板块，学生能够根据学习Ann和Sam之间的对话，掌握征求和给予意见的表达方式。教师可以补充归纳总结其他相关的表达方式，拓展知识点，让学生了解更多的征求和给予建议的表达方式。学生能够运用功能意念部分学习的征求和给予意见的表达方式，根据情境编制对话，巩固运用和征求意见的表达方式。Writing写作板块是为了让学生了解电子邮件的组成部分，框架写电子邮件的方法，根据练习A仿练，学生掌握写好求助类电子邮件的方法，为之后写作打好基础。 【how】Talk time部分引导学生学习并归纳总结在对话中出现的征求和给予建议的表达方式。在教学过程中，教师可以把该部分的内容与八年级下册第二单元的功能意念部分进行比较，找出相同点和不相同点，以便学生巩固旧的知识，掌握新知识。在学生理解了表达征求和给予意见的表达方式后，可以让学生勾划出对话中出现的表达方式，教师及时帮助学生归纳并补充其他相关的表达方式。Speak up部分要求学生在特定的情境中根据例子编制对话。Writing部分的练习A，可以先让学生了解求助类电子邮件包含的内容，了解求助信框架。然后，教师引导学生总结归纳写好求助类电子邮件开篇致以问候，用一到两句话说你给来信主题，表明写作目的。接着，阐明自己的问题，说明自己想获得的帮助。最后表达自己的谢意并希望早日答复。练习B的学习中，可根据已给出的段落和练习A的框架安排和撰写该部分内容。
学情分析
九年级阶段的Speaking部分，主要是学习在生活和学习中常用的一些征求和给予建议、表示同意和反对建议的表达方式。八年级下册第二单元Body language Talk time 学习过提出建议(suggestion) 表达方式。 当时的学习内容涉及提出建议、接受和拒绝建议。这类“建议”主要指提议,更侧重于忠告,告诉他们在特定情况下该做什么。而在本单元Speaking学习内容主要是:在遇到困惑向他人征求意见和根据自身经历经验和看法等给出建议。本课介绍的表达方式都为本单元Speaking部分和Writing部分征求和给予建议的运用做了目标语言上的铺垫。Speaking学生根据情境编制对话以及Writing部分写一封求助类电子邮件的学习任务是有一定难度的。常用表达方式、句型和求助信写作方法的内容需要多讲解。编制情景对话、用征求和给予建议的表达方式，写求助信需要学生有较强的语言能力和逻辑思维能力。
教学目标
单元教学目标 课时教学目标
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。 1.语言能力：认读和掌握fail,careless,comment,polite,none,exam,和短语out of place,none of one’s business,hear from,认识单词request。能够掌握常见的征求建议的句式，例如:I have a problems..., My problems is that...,What should I do 等。掌握常见的给予建议的句式，例如:Why don’t you... , Perhaps you should,I think you should...,Why not... 等。 2.学习能力：能够以小组合作的形式，结合自身的经验和体会，积极与他人合作。根据情境编制对话，表达自己的困惑并寻求他人的建议。能够就自己存在的问题和困惑专栏主笔Linda写一封电子邮件，寻求建议和帮助。 3.思维品质：能够依据语篇中的“问题与建议”进行独立思考，根据情景编制对话。能够就自己存在的问题和困惑给答读者问专栏写一封电子邮件，寻求帮助和建议。 4.文化意识：根据学习写作部分，了解答读者问专栏的形式；用恰当的方式表达请求，并对别人的请求做出恰当的反应。
教学重难点
教学重点： 掌握征求和给予建议的常用表达。学习求助信的结构和写作要求。 教学难点： 根据所给的情境，运用征求和给予建议的表达方式编制对话。就自己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。
教学方法
情境式教学法，分组讨论法，任务式教学法，角色扮演教学法
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
通过回顾四名青少年给Linda阿姨写的求助信，帮助学生能够从求助信中找出征求和给予建议的表达方式，巩固旧的 任务一:Lead in 1.回顾四名青少年给Linda阿姨的求职信，导入征求和给予建议的表达方式。 T:Hello classmates, we learned about the problems of four teenagers from the text earlier. T:How did four teenagers ask for advice in the 任务一:引出这堂课的Talk time话题，为后面的教学做铺垫，起到承上启下的作用。 邀请学生进行小组讨论，要求声音洪亮，无发音错误。小组派代表进行回答。
知识，激发求知欲和探索欲。（学习理解） 听录音并跟读，思考并回答问题，了解对话人物关系和内容。通过学习对话，了解特定情境中征求和建议的表达方式，学习并模仿对话任务的表达方式进行对话。能够掌握征求和给予建议的方法并在实际情境中进行口语对话和角色扮演，训练表达能力和与人交流的能力。（应用实践） 通过完成Speak up的任务，学生学会了在所给出的情境中运用征求和给予建议的表达方式编制对话，训练了整合信息和语言表达能力。 help email they wrote to Aunt Linda 2.以Linda阿姨的口吻询问学生，让学生回顾给予建议的表达方式。 (1)引导阅读所给出的Anna求助信，归纳总结给予建议的方法。 T:How I respond to letters to solve teenagers' problems ①Firstly, comfort the person who wrote the letter. ②Then, propose effective suggestions. ③Finally, I would like to express encouragement to the recipient. (2)勾画中四封求助信里表达征求和给予建议的句子。 T:Please outline the expressions of my advice to four teenagers in the letter 任务二：学习Talk time部分的内容，掌握征求和建议的表达方法 一、老师播放课文Talk time 部分的录音，学生观察导图并尝试回答以下的问题。 1.What is the boy's problem His parents control every part of his life. 2.What is the girl's advice for him He should tell his parents how he feels. 二、对比八年级下册第二单元Body language Talk time Body language Talk time 学习过提出建议(suggestion) 表达方式,找出相同点和不同点。 八年级下册提出建议的表达方式: 1.How to make suggestions (1)Why don't you do sth (2)Why not do sth (3)What/ How about doing sth (4)Let's do sth. (5)You'd better do sth. (6)Would you like sth. /to do sth. 2.How to accept suggestions (1)That's a good idea. (2)I'd love to. (3)That's wonderful / terrific / great. 3.How to reject suggestions (1)I don't feel like it. (2)I'm afraid... (3)I don't think so... (4)I'd love to, but... 八年级下册学习内容涉及提出建议、接受和拒绝建议,这类“建议”主要指提议,更侧重于忠告,告诉他们在特定情况下该做什么。 本单元Speaking学习内容主要是遇到困惑向他人征求意见和根据自身经历经验和看法等给出建议。 三、Pair work 播放对话录音，跟读对话，两人一组朗读并进行对话，从实践中体会寻求和给予建议的常用句式。 四、Discussion 分组讨论，总结提问和建议的表达方式，然后提供更多的表达方式。 (一)Expressions of ask for advice in reading: 1.How can I help you 2.What should I do in this situation 3.What do you suggest 4.What should I do ... (二)Expressions of give advice in more practice: 1.You should/shouldn’t... 2.You also should... 3.I believe..., 4.If you..., ...will..., don’t worry！ ... (三)分组讨论，总结提问和建议的表达方式，然后总结归纳更多的表达方式。 1.More expressions of ask for advice: (1)My problems is that... (2)What would you do in my situation (3)What can I do to make it right ... 2.More expressions of give advice: (1)I think/believe it is (not) important/ proper/ right /fair to... (2)In my opinion,you must remember that... (3)I think you should... (4)Why not (do).. (5)How about (doing)... ... 五、Role-play The teacher plays the dialogue recording, and the students follow the dialogue. In pairs, read aloud and have a conversation. Experience common sentence structures for soliciting and giving advice from practice. 任务三：Speak up 一、完成Speak up部分的任务，根据题目所给出的情境，运用征求和给予建议的表达方式编制对话。 1 S1 failed his/her Maths test because of some careless mistakes. He/She is afraid to tell his/her parents. 2 S2 is taller than all his/her classmates. He/She feels so out of place! 二、拓展对话 1.学生在该板块内学习并学习相关重点单词。 两个人结对成一组，仿照Talk time部分的对话，选择Speak up部分或下列情境中的一个，编制对话,然后上台表演。 S1 saw a child fall off his bike in the park but did not know what to do to help the child. S2 is worried that his/her friend spends too much time playing computer games. 任务二：Talk time中的一系列活动，由浅到深体会情境中征求和给予建议的句型，了解句子想要传递的信息的重点，总结归纳其他表示征求和给予建议的表达方式，拓展学生知识。 任务三：Speak up中的几个步骤，让学生对表达征求和给予建议的句型有更多的了解。通过两人一组朗读并进行对话练习，加深对表示征求和给予建议的表达方式的理解。角色扮演的课堂活动，训练学生在实际情境中运用所学目标语言谈论自身问题或根据自身情况给对方提出建议的能力。 小组进行讨论之后，邀请每组学进行Pair-work朗读对话和角色扮演活动，要求声音洪亮，无发音错误。注意语音语调，语言流畅度，是否掌握了征求和给予建议的表达方式。 小组进行讨论之后，邀请每组学生进行Pair-work展示，要求声音洪亮，无发音错误，站在不同的角度尊重个体差异。
通过写作前活动，了解电子邮件的结构、特点和写作的背景，预测本次写作任务，了解写好求助信的要求和方法。 通过完成Writing写作任务，掌握写求助电子邮件的方法。通过提升练习，进一步巩固已有知识，实现拓展。(创新迁移) 任务四：Pre-writing 一、Free talk 导入电子邮件的概念和特点 T: What is email What are the characteristics 二、了解电子邮件的组成部分 1.What are the components of e-mail (1)Heading (2)Salutation (3)The Body (4)Signature 2.阅读Writing板块的引言，了解这次写作任务的写作背景，预测本节课写作任务。 3.学生学习和理解Writing板块的重点单词和短语。 4.阅读练习A中的电子邮件，回答下列的问题。 (1)Who is the letter from David. (2)Who is the letter to Aunt Linda. (3)What is the writer's problem He saw his classmate shouting at his mum in the street. (4)What did the writer's parents say They said it was none of David's business. (5)What does the writer want He wants his classmate to stop shouting at his mum. (6)What advice does the writer want to get from Aunt Alice He wants to know what to tell his classmate. 5.完成练习A，了解求助信包含的内容。 6.学习练习B中课文列出的求助类电子邮件的一些表达。 7.求助信的写作要求和技巧 T:What are the parts of a help letter How to write a good help letter 任务五：While-Writing 一、完成Writing板块的任务，就自己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。 1.仿照练习A中电子邮件，在练习B中选择一个文艺或者选择自己在生活中遇到的困难，给专栏主笔Linda写一封电子邮件，描述你遇到的困难，寻求帮助和建议。 2.同学之间互相修改作文并完成最后稿件。 3.上台演讲所写的稿件。 二、提升训练 给自己的老师写一封求助信，阐述自己目前遇到的问题或困惑，希望得到老师的建议或帮助。 1.写作方法和步骤。 2.呈现范例。 任务四：Writing中的一系列活动，向学生展示求助类电子邮件的结构，写作任务和技巧等知识，为展开写作任务做好准备。 通过完成任务，训练学生写作能力。让学生在实际运用中巩固所学知识。提升训练是写作训练的延伸，提升学生写作能力。 从学生在课堂中和教师互动表现，观察学生是否能跟上老师讲的知识点，根据情况及时调整教学方法。通过完成练习，评估学生是否掌握求助信结构，写作技巧等内容。 根据学生完成写作任务的情况，评估学生写作能力和课程效果。可以从学生作文的结构、语法、常用征求和表达意见的方式等要点进行评估。
口语课评价量表
Group ________ Great (5分) Just OK (4分) Try harder (3分）
Content: closely related to the topic (紧扣话题)
Speaking: pronunciation & intonation (语音语调）
Confidence (自信）
In total (总分）
写作课评价量表 写作课评价量表
Checklist Stars Checklist
Structure three paragraphs (beginning, body, ending)
Content: why (experiences)
how (advice)
topic sentences
Language: although, but, so…that…
Content: why (experiences)
how (advice)
topic sentences
Language: although, but, so…that…
PS:（作文通用修改符号：优美句子~，漏词∧ ，错词O，去掉/）
课时教学板书设计
1.fail v.不及格 2.careless adj.粗心造成的 3.out of place格格不入 4.comment n.评论 5.★request n.要求;请求 6.polite adj.有礼貌的
7.none pron.没有一个 8.none of one’s business与某人无关 9.hear form收到某人的信件 10.exam n.(笔头、口头或操作)考试
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Talk time的对话。 2.抄写单词和短语:fail;careless;out of place;comment; request; polite; none;none of one’s business;hear form。 巩固本节课的基础知识。 培养英语的语感，语音语调，以及表达的口语能力，复习基础知识。
提高题： 完成提升练习的写作任务，给自己的老师写一封求助信，阐述自己目前遇到的问题或困惑，希望得到老师的建议和帮助。 学生仿照之前的课堂写作任务完成一封求助信。 训练学生写作能力，提升写作能力。
拓展题： 两人一组，自创情境，运用征求和给予建议的表达方式编制对话，准备下节课上表演。 能够在实际情境中灵活运用征求和给予意见的表达方式。 培养学生的口语能力和与人合作的能力。
课后反思（实施后填写）
这节课属于口语课和写作课，在课堂教学中需要大量的输出训练。对于九年级新生来说，教学活动的设计内容有一定程度的难度。口语部分Talk time对话训练，主要是让学生在对话中学习并运用表达征求和给予意见的表达方式，训练学生口语能力。在Speak up中，要求学生编制对话。学生对于在特定情境下编制对话有一定的难度，在语言表达、语法等问题上，有一小部分学生存在一些问题，需要教师发现并重点讲解。口语表达能力这需要学生在平时的阅读和学习生活中长时间循序渐进的积累，才能在口语交际中有很好的话题输出。写作部分要求学生运用征求和给予建议的表达方式给Linda阿姨写一封求助信，表达自己的困难并希望获得帮助和建议。对学生来说掌握电子邮件结构，求助信的组成部分和写作要求还是有一定难度的。除了想象力和创造力，还需要平时的知识积累，所以除了课堂上的输出，课后也要加强输出，并且让学生有意识地进行课外阅读的大量积累。
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