初中英语牛津译林版九年级上册Unit 3 Teenage problemsTeenage problems 教学设计
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| 名称 | 初中英语牛津译林版九年级上册Unit 3 Teenage problemsTeenage problems 教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 2.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-03 16:15:03 | ||
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文档简介
9AU3 Teenage problems教学设计
语篇研读
本单元Reading板块是两篇求助信，属于“人与自我”范畴中生活与学习的主题群，Julie和Samuel以书信的形式向青少年辅导员Mr.Sigmund 诉说自己的烦恼，并向Mr.Friend寻求帮助。通过本课时学习，学生学会如何向别人表达自己的烦恼与情绪，以及如何向别人寻求建议。本课时主题内容与学生生活紧密相连，具有现实和教育意义。
学情分析
九年级学生已具备较为扎实的英语基础，能够综合运用听、说、读、写技能完成复杂任务，但对描述人的心理变化、内心挣扎、寻求帮助的词汇、句型及相关语言技能需要进一步学习。最终实现语言能力与核心素养的协同发展。本语篇承载了表达主题的语言知识和文化知识，因此，通过分析语篇结构和研读文字，培养学生的高阶思维能力，实现学生语言能力、文化意识、思维品质和学习能力的协同发展。
教学目标
通过本节课学习，学生能够： 1. 运用略读和预测阅读策略，获取Julie和Samuel的烦恼、情绪等信息； 2. 学会分析语篇，分析和理解Julie和Samuel焦虑和担忧的原因； 3. 结合Mr.Sigmund的回信，了解寻求帮助的不同方法，并学会运用不同的句型进行表达； 4. 正确看待成长中的烦恼及意义，树立积极乐观的成长观。
教学过程
Lead in
Enjoy a video about teenage problems;
Talk about the problems in the video and learn some new words.
【设计意图】通过视频素材，激发学生兴趣，引入本课主题。再设置任务，学习词汇。
2.Activity 1: Find out others’ problems Skim and predict.
Q1:What type of letters are they
Q2:What are their problems
【设计意图】 合理运用书信格式、标题等信息引导学生略读文本；运用图片帮助学生预测Julie和Samuel的烦恼，使后续阅读有方向。
Activity 2: Look into others’ problems
Julie’s problems
Step 1 Express your ideas on homework. Then find out some sentences that can describe Julie’s ideas on homework.
Step 2 Find out some sentences that can show Julie’s strong feelings. Read these sentences again and try to understand Julie’s strong feelings.
【设计意图】让学生自由表达自己对于作业的看法，并找出Julie对作业看法的句型。将学生对作业的表达与Julie对作业表达进行对比, 引导学生找出体现人物强烈感受的词汇、句型，并声情并茂进行朗读，体会Julie的情绪。
Samuel’s problems
Step 1 Read paragraph 1 together and answer the questions. Q1: What does Samuel say about football in the first paragraph Q2: Why does “football” appear so many times in a short passage
Step 2 Read paragraph 2 and find the key sentences that shows Samuel’s love for football. Q1: How crazy is he about football Q2: What else can you see from these sentences
Step 3 Find out what makes Samuel angry and what’s Samuel’s opinion about his hobby. List the sentences. Q：Who do you agree with, Samuel or his parents Why
Step 4 Go over their problems again and work out the causes and effects.
【设计意图】引导学生找出第一段中体现Samuel对足球热爱的描述句型，思考五次出现football的原因；引导学生注意句中频度副词，体会它们在增强文字清晰度和生动性方面的作用，并通过频度副词及相关句型引发学生思考，学会换位思考， 找出表达Samuel生气原因及他对爱好的观点的句子；引导学生思考：同意Samuel的观点还是父母亲的观点，培养学生思辨能力；概括Julie和Samuel烦恼、原因及影响，帮助学生建构思维导图，体会上下文间的逻辑关联。
Activity 3: Work out others’ problems
Step 1 Read the last paragraph of each letter and point out the problem that Julie and Samuel both have.
Step 2 Discussion: Suppose you were Mr. Friend，what suggestions would you give them
Step 3 Watch the video about Mr.Friend’s reply and finish the listening exercises.
Step 4 Make a summary of Mr.Friend’s advice: How to give advice politely
【设计意图】总结出Julie和Samuel的共同烦恼，以此启发学生思考给他们提出建议，然后引出Mr.Friend的建议视频，完成听力练习。总结听力文本中关于给别人建议的句型，学会给别人提建议。
Activity 4: Work out our problems
Step 1 According to the advice , guess the teacher’s problem.
Step 2 Solve teenage problems in each group. Choose a problem, work out the cause and effect , then give advice.
【设计意图】让学生根据老师给自己的建议，猜测老师的烦恼。以此为模版，在小组内合作讨论并解决小组成员的烦恼。遵循problem-cause-effect-advice的过程。该环节练习了提建议的一些句型，在真实语境中训练句型，也体现了单元整体教学的设计。
Conclusion
Enjoy a song: Trouble is a friend.Problems are part of our growth and life.
【设计意图】引导学生以积极乐观的心态迎接烦恼，使用恰当的方式倾诉烦恼、解决烦恼。实现语言学习和课程育人的统一。
Homework For all:Review the two letters and talk about your problems with your parents. For some:Write letters to give your suggestions to Julie and Samuel.
语篇研读
本单元Reading板块是两篇求助信，属于“人与自我”范畴中生活与学习的主题群，Julie和Samuel以书信的形式向青少年辅导员Mr.Sigmund 诉说自己的烦恼，并向Mr.Friend寻求帮助。通过本课时学习，学生学会如何向别人表达自己的烦恼与情绪，以及如何向别人寻求建议。本课时主题内容与学生生活紧密相连，具有现实和教育意义。
学情分析
九年级学生已具备较为扎实的英语基础，能够综合运用听、说、读、写技能完成复杂任务，但对描述人的心理变化、内心挣扎、寻求帮助的词汇、句型及相关语言技能需要进一步学习。最终实现语言能力与核心素养的协同发展。本语篇承载了表达主题的语言知识和文化知识，因此，通过分析语篇结构和研读文字，培养学生的高阶思维能力，实现学生语言能力、文化意识、思维品质和学习能力的协同发展。
教学目标
通过本节课学习，学生能够： 1. 运用略读和预测阅读策略，获取Julie和Samuel的烦恼、情绪等信息； 2. 学会分析语篇，分析和理解Julie和Samuel焦虑和担忧的原因； 3. 结合Mr.Sigmund的回信，了解寻求帮助的不同方法，并学会运用不同的句型进行表达； 4. 正确看待成长中的烦恼及意义，树立积极乐观的成长观。
教学过程
Lead in
Enjoy a video about teenage problems;
Talk about the problems in the video and learn some new words.
【设计意图】通过视频素材，激发学生兴趣，引入本课主题。再设置任务，学习词汇。
2.Activity 1: Find out others’ problems Skim and predict.
Q1:What type of letters are they
Q2:What are their problems
【设计意图】 合理运用书信格式、标题等信息引导学生略读文本；运用图片帮助学生预测Julie和Samuel的烦恼，使后续阅读有方向。
Activity 2: Look into others’ problems
Julie’s problems
Step 1 Express your ideas on homework. Then find out some sentences that can describe Julie’s ideas on homework.
Step 2 Find out some sentences that can show Julie’s strong feelings. Read these sentences again and try to understand Julie’s strong feelings.
【设计意图】让学生自由表达自己对于作业的看法，并找出Julie对作业看法的句型。将学生对作业的表达与Julie对作业表达进行对比, 引导学生找出体现人物强烈感受的词汇、句型，并声情并茂进行朗读，体会Julie的情绪。
Samuel’s problems
Step 1 Read paragraph 1 together and answer the questions. Q1: What does Samuel say about football in the first paragraph Q2: Why does “football” appear so many times in a short passage
Step 2 Read paragraph 2 and find the key sentences that shows Samuel’s love for football. Q1: How crazy is he about football Q2: What else can you see from these sentences
Step 3 Find out what makes Samuel angry and what’s Samuel’s opinion about his hobby. List the sentences. Q：Who do you agree with, Samuel or his parents Why
Step 4 Go over their problems again and work out the causes and effects.
【设计意图】引导学生找出第一段中体现Samuel对足球热爱的描述句型，思考五次出现football的原因；引导学生注意句中频度副词，体会它们在增强文字清晰度和生动性方面的作用，并通过频度副词及相关句型引发学生思考，学会换位思考， 找出表达Samuel生气原因及他对爱好的观点的句子；引导学生思考：同意Samuel的观点还是父母亲的观点，培养学生思辨能力；概括Julie和Samuel烦恼、原因及影响，帮助学生建构思维导图，体会上下文间的逻辑关联。
Activity 3: Work out others’ problems
Step 1 Read the last paragraph of each letter and point out the problem that Julie and Samuel both have.
Step 2 Discussion: Suppose you were Mr. Friend，what suggestions would you give them
Step 3 Watch the video about Mr.Friend’s reply and finish the listening exercises.
Step 4 Make a summary of Mr.Friend’s advice: How to give advice politely
【设计意图】总结出Julie和Samuel的共同烦恼，以此启发学生思考给他们提出建议，然后引出Mr.Friend的建议视频，完成听力练习。总结听力文本中关于给别人建议的句型，学会给别人提建议。
Activity 4: Work out our problems
Step 1 According to the advice , guess the teacher’s problem.
Step 2 Solve teenage problems in each group. Choose a problem, work out the cause and effect , then give advice.
【设计意图】让学生根据老师给自己的建议，猜测老师的烦恼。以此为模版，在小组内合作讨论并解决小组成员的烦恼。遵循problem-cause-effect-advice的过程。该环节练习了提建议的一些句型，在真实语境中训练句型，也体现了单元整体教学的设计。
Conclusion
Enjoy a song: Trouble is a friend.Problems are part of our growth and life.
【设计意图】引导学生以积极乐观的心态迎接烦恼，使用恰当的方式倾诉烦恼、解决烦恼。实现语言学习和课程育人的统一。
Homework For all:Review the two letters and talk about your problems with your parents. For some:Write letters to give your suggestions to Julie and Samuel.