《Unit1 Know yourself》教学设计
课 题
9A Unit3 Welcome to the unit
主备人
课 型
New
课 时
1
授课时间
教学目标
1.To talk about problems and their causes
2. To think about personal problems and how to deal with them
教学
要点
教学重点
To think about personal problems and how to deal with them
教学难点
To think about how to deal with them
教学法指导
Task based method
教具准备
CAI
集体智慧
个性设计
教学后记
一、自主定向
翻译下面词组
1有个问题__________ 2变胖__________
3吃的太多__________ 4试着更多的锻炼_____
5看看你的肚子__________ 6使你不健康______
7对……有好处__________ 8不时__________
9处理__________ 10有充分的睡眠__________
二、合作交流
Step 1 Greeting
Step 2 Learn
Show some pictures to the students, let them to learn some new words of this unit.
teenage
Step 3 Discuss
A few students in Class 1, Grade 9 have some problems. What problems do they have?
I don’t get enough __________. I feel tired in class.
I don’t have enough time to do my ___________.
The TV is always on at home. The _____ almost drives me mad.
I don’t have any close ________ to talk to. Sometimes, I feel lonely.
My cousin always makes a lot of noise and __________me when I’m studying.
My ___________ work all day. They don’t have time for me.
Step 4 Make a survey
A survey about students’ problems:
What other problems do you have?
What is the most common problem?
(the smallest problem, the biggest problem)
Step 5 Listen to the tape.
Let the students to listen to the tape carefully. Pay attention to the words.
Step 6 Ask and answer.
After listening to the tape, let the students ask and answer in pairs.
What’s Eddie’s problem?
Why is that?
What should he do then?
What does Hobo say then?
Step 7 Read the text.
Let the students read the text after the tape sentence by sentence. Try to remember them in class.
Step 8 Some language points.
1.teenage problems
2. have got a problem 有问题/麻烦
3. I’m getting fat.
4. It’s unhealthy for you to eat too much.
=Eating too much makes you unhealthy.
5.ask his students to write to their penfriends about their problems
6.deal with the problems of stress
7.get enough sleep
8.feel tired in class
9. I don’t have enough time to do my homework.
10. The TV is always on at my home.
11. I don’t have any close friends to talk to.
12.feel lonely
三、当堂评估
用所给词的适当形式填空；
1.Running and swimming_________(be)good for you.
2.Eating too much makes you ________(health).
3.The doctor asked him to give up_________(smoke).
4.Yesterday he offered__________(help) me with my English.
5.He suggests his students__________(write) to their penfriends about their problems.
Ask students to try to finish the exercises before class.
Ask the students to do the survey according to their own minds.
Talk with your partners and give the answers to the questions.
大部分学生还停留在听并跟读的阶段，如果不看文字，他们是啥也听不懂。
但是学生通过阅读提取有用信息能力还好。
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1. teenage problems
2. have got a problem
3.I’m getting fat.
4. It’s unhealthy for you to eat too much.
=Eating too much makes you unhealthy.
5.ask his students to write to sb about their problems
6.deal with the problems of stress
7.get enough sleep
8.feel tired in class
9. I don’t have enough time to do my homework.
10. The TV is always on at my home.
11. I don’t have any close friends to talk to.
12. feel lonely
《Unit3 Teenage problems 》教学设计
课 题
Reading 1
主备人
课 型
New
课 时
2
授课时间
教学目标
1.To understand how to write about problems and to express feelings
2.To ask for advice
3.To recognize and understand vocabulary about problems.
教学
要点
教学重点
To learn the new words and sentence structures.
教学难点
To read two letters about teenager problems and ask a youth worker for advice.
教学法指导
Task based method
教具准备
CAI
集体智慧
个性设计
教学后记
一、自主定向
翻译词组
1如何解决问题________ 2 别无选择，只能____________
3熬夜到很晚__________ 4拒绝做某事__________
5准时完成_________ 6目前__________
7 第二天__________ 8 值得做某事__________
9期望做某事__________ 10提供我一些建议__________
11具有很大的价值________ 12收到某人的来信________
二、合作交流
Step 1 Greeting
Step 2 Ask and answer.
What’s your problem?
?not having enough time to do our homework
? not getting enough sleep
No communication with family members.
Getting too many tests and exams
Who would you like to tell about your problems ?
You can also ask a youth worker for help.
Step 3 Free talk
What’s your hobbies?
Playing computer games. Listening to music. Playing football.
Step 4 Skim
Let the student skim the text and answer the questions.
Tell if the following sentences are true or false. If it is false, please correct it.
1. Millie often stays up late to do her homework.
2 Millie has some spare time for her hobbies and she feels happy.
3 It’s important for Millie to hand in her homework on time.
4 Millie can hardly find any time to play Ping-Pong.
Step 5 Listen and answer
Let the students listen to the tape then answer the questions.
1.How does Millie deal with her homework?
(She has no choice but to do it. Because she should complete the exercises.)
2.Is she sure of the importance of working hard?
(No, she often doubts whether it is worth working so hard.)
3.What can the youth worker offer her? What does she think of the suggestions?
(The youth worker can offer her some suggestions. They will be great value to her.)
Step 6 Language
Show some important phrases to the students.
1 how to deal with sth.
2 have no choice but to do sth.
3 stay up late
4 complete the exercises
5 refuse sth / refuse to do sth.
6 hand in sth. on time
7 have spare time for ---
8 feel bad about sth .
9 doubt whether it is worth working so hard
10 look forward to a holiday without homework
三、当堂评估根据首字母提示完成单词
1. I am c_________ about football.
2. I a_________ my father to give up smoking last year.
3. You had better write to the famous youth worker about how to d_______ with your problem.
4. The parents o________ their children nice clothes and food.
5. The book is w________ reading.
Have a dialogue between the teacher and the students to talk about their problems.
Listen and answer the questions.
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Reading 1
1. how to deal with sth. 2 .have no choice but to do sth.
3. stay up late 4 .complete the exercises
5. refuse sth / refuse to do sth. 6. finish sth. on time
7. have spare time for --- 8. feel bad about sth .
9. doubt whether it is worth working so hard
10. look forward to a holiday without homework
《Unit3 Teenage problems》教学设计
课 题
Reading 2
主备人
课 型
New
课 时
3
授课时间
教学目标
1.To understand how to write about problems and to express feelings
2.To ask for advice
3.To recognize and understand vocabulary about problems.
教学
要点
教学重点
Key words and phrases
教学难点
Key phrases and sentences
教学法指导
Task based method
教具准备
CAI
集体智慧
个性设计
教学后记
一、自主定向
翻译词组
1 对……着迷_________ 2 大量的_________
3待在外面很晚_________4 陷入困境_________
5允许某人做某事_________ 6对某人要求严格_________
7在某方面要求严格_____8使我们的生活更有趣_________
9取得平衡_________10 在……和……之间_________
11建议某人做某事_________12我对足球热爱_________
二、合作交流
Step 1 Have a dictation
1 how to deal with sth. 2 have no choice but to do sth.
3 stay up 4 complete the exercises
5 refuse sth / refuse to do sth. 6 hand in sth. on time
7 have spare time for --- 8 feel bad about sth .
Step 2 Read and learn
Tell if the following sentences are true or false. If it is false, please correct it.
1.Simon isn’t crazy about football.
2 Simon ’s dream is to be a famous singer.
3 Simon’s parents allows him to play outside after 6 p.m
4 Simon’s parents are strict with him.
5 Simon thinks that playing football can make our lives more interesting.
6 Simon wants to know how to achieve a balance between his schoolwork and his hobbies.
Step 3 Listen and answer
Let the students listen another passage and answer the questions.
1.What is Simon’s favorite hobby?
(Football is his favourite hobby.)
2.What does Simon think of playing football?
(It can help us relax and make our lives colourful.)
3.What’s his parents idea?
(They don’t like this and don’t allow him to play outside after 6 p.m .)
Step 4 Read and complete
After read the text let the students to complete the text.
Read the reading carefully and complete the following.
Simon would like some a _______on his love of football. He is so c _______about football that he s _______out late at night to play it. His parents are very s ____with him and they want him to come home earlier. Simon feels s_______and angry from time to time. He wishes he could have his parents’ support.
Step5 Language points
Ask the studetns to underline some useful phrases on their text books.
1 be crazy about sth doing sth.
2 My love of football has become a big problem.
3 We like staying out late to play football.
4 forget when to stop
5 do not understand why they are so strict
6 feel stressed
7 from time to time
8 They can help us relax and make our lives more interesting.
9 I wish I could have my parents’ support
10 advise me how to achieve a balance between… and…
三、当堂评估
翻译：
1.我知道如何能达到学与玩之间的平衡。
I want to know_____ ______ ______ ______ ______ ______study and play.
2.这个小女孩别无选择只有去请求妈妈的帮助。
The little girl had_____ ______ ______ ______ask for her mother’s help.
3.没有人可以教我如何能使自己不再感到焦虑。
_______ can teach me ______ _______ ______ ______ not _______.
4.我只是无法决定什么时候该花时间在我的兴趣爱好上。
I just cannot decide______ ______ _______ _______ _______my hobbies.
5.我有些重要的事要告诉你，你能给我一点时间吗？
I have _______ ________ _______ _______you, can you _______ _______
________ ________ me？
Ask students to try to finish the exercises before class.
T
Ask the students to think over the questions and answer them.
从练习效果看，学生对文中出现的重要句子掌握还不错。
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Reading 2
1 be crazy about sth doing sth.
2 My love of football has become a big problem.
3 stay out late to play football.
4 forget when to stop
5 do not understand why they are so strict
6They can help us relax and make our lives more interesting.
7 achieve a balance between… and…
《 Unit3 Teenage problems 》教学设计
课 题
Grammar A
主备人
课 型
New
课 时
5
授课时间
教学目标
1. Learn to make rules about the usages of object clauses
2. To cultivate students’ team sprite by studying in groups
教学
要点
教学重点
Object clauses introduced by question words
教学难点
Object clauses introduced by question words
教学法指导
Task based method
教具准备
CAI
集体智慧
个性设计
教学后记
一、自主定向
Revision
Translate the sentences
1. 我经常怀疑是否值得花如此多的时间在家庭作业上。
________________________________
________________________________
2. 我不能理解为什么他们对我如此严格。
________________________________
________________________________
二、合作交流
Step1 Lead-in
Teacher help students revise the part of reading by asking the following questions
1) What problem does Millie have?
2)Does she have time for her hobbies?
3)How does she feel about it?
4)What is the cause of Simons problem？
5）Does he always play football after school?
6) Why does he think his parents are strict with him?
Step2 presentation
Teacher ask students if they want know the answers to the questions.
I want to know__________
I wonder_______________
Teacher explains how to use a question word to introduce an object clause that expresses a wh question.
Step 2 Practice
1. Ss finish the exerciseA1 on their own.
2. Ss work out the rule.
3. Ss try to rewrite the questions by using object clauses introduced by question words.
4. Ss help Millie complete her email with the correct question words.
三、当堂评估．把下列句子改成简单句或复合句：
1.Simon does not know what he should do.
Simon does not know ______ ______ ______.
2.Sandy wants to know where she can ask for advice.
Sandy wants to know _______ _______ _______ for advice.
3.Millie does not know how she can solve her problem.
Millie does not know _______ ________ ________ her problem.
4.Tom just forgot when he would meet his friends.
Tom just forgot ________ ________ ________ his friends.
5. You should decide which to do first.
You should decide _________ ________ ________ ________ first.
6.Paul knows who to talk to for help.
Paul knows ________ ________ ________ ________ to for help.
四、课后延展
Recite the usage of these examples of the object clauses learned in this period.
Finish off the paper .
Teacher writes the questions on the blackboard and then fill in the blanks.
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Grammar A
Solve the problem
Daniel does not know whom he should talk to.
I need sb to share my worries with
I wonder what I should do.
《 Unit3 Teenage problems 》教学设计
课 题
Grammar B
主备人
课 型
New
课 时
5
授课时间
教学目标
1 Consolidate the mastery of the usages of object clauses
2 To give suggestions properly
教学
要点
教学重点
Object clauses introduced by question words
教学难点
Giving suggestions
教学法指导
Task based method
教具准备
CAI
集体智慧
个性设计
教学后记
一、自主定向
Translate the sentences
1.为什么不少吃多练呢？
2.为什么不让你的父母知道你需要他们呢？
3.根据你有的时间选择爱好如何呢？
4.让我们写封信给Mr Sigmund Friend吧。
5.我就这（问题）开个会好吗？
二、合作交流
Step1 Lead-in
Teach Ss how to give suggestions properly and politely by checking the above translations.
Step2 presentation
Teacher says that Mr Friend is a youth worker and he has helped many students. He gives them a lot of useful advice to the Ss.
Ss go over the B3 on P39 and find out these sentences about suggestions ,such as, 1）What about choosing your hobby according to the time you have? 2) Why not just play football for an hour or two, and then go home?
Ss read out these examples on the Page42 together.
Step3 Practice
Ss finish the exercise on the P42. Three Ss read it for us to check the answers and then all of the Ss read it together.
Ss work in pair. Ss make their own dialogues according to the part of A1 on the page42.
三、当堂评估
1.Complete the passage.
My friends and I were discussing
_____ we would do next Sunday. Alex suggested ____ we should play table tennis. But Linda said she __________ (play) ping-pong with her brother last weekend. Sarah advised us to have a picnic.
I was interested in both of them, so I was not sure _____ was better. At last, we decided to have a picnic. I’m longing for good weather, for the picnic will depend on _______ the weather will be fine.
四、课后延展
Recite the usage of these examples of the object clauses learned in this period.
Finish off the paper .
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Grammar B
Why not let your parents know you need them?
What about/How about choosing your hobby according to the time you have?
Let us write a letter to Mr……
Shall we have a meeting about this?
《Unit3 Teenage problems》教学设计
课 题
Integrated skills
主备人
课 型
New
课 时
6
授课时间
教学目标
1. To listen and get useful information from the tape,
2.To extract information from a student profile
3.To write notes about a student profile
4.To extract information from a conversation
教学
要点
教学重点
To know the key words and phrases
教学难点
To know the key words and phrases
教学法指导
Task- based method
教具准备
CAI
集体智慧
个性设计
教学后记
一、自主定向
Preview and try to answer the questions
1. Is Sue the top student in her class?
2. What are her favourite subjects?
3.She is good at sport, isn’t she?
二、合作交流
Part A
Read through Nora’s profile on page 43 with students. Ask them to think about what their student profile would say. Write the following on the board.
Name: Class: Grade: Subjects I like:
Subjects I do not like:
2. Point out to students that no one can be good at everything. Everyone has different skills and talents.
Ask a student to read Nora’s profile aloud. Explain to students that some of the information in the student profile will help them to complete the notes about Sue.
However, tell students that they will not be able to find all the answers in the profile.
Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill.
Play the recording again, stopping so that students can write their answers, if you feel this is necessary.
Tell students to look at their answers. If they still have some unfilled gaps, ask them to read the profile again at the top of the page in case they have missed something. Then play the recording once more without stopping.
Ask students to read one answer each. Check for mistakes and mispronunciation.
Explain to students that they can use the profile and the note from page 43 to help them complete Part A3 on page 44. However, they should pay no attention to the syntax and make appropriate change of forms where necessary.
Divide the class into pairs. Each pair must work together to come up with the correct answers. The first pair to get all of the answers correct wins.
Ask a person from each pair to read one sentence at a time. Encourage students to listen for mistakes and raise their hands when they have a question.
Part B
Review “worried”, “reply”, “e-card” and “advice”. For stronger classes, ask students to volunteer some definitions. For weaker classes, you can give the explanations to students.
Ask students to work in pairs. Tell them to read the conversation aloud, then change roles and read the conversation again.
Check students’ conversation of the passage. Ask them the following questions:
Who has a problem?
What is his problem?
What advice does Millie give Daniel?
Ask the students to use the conversation as a model to talk about their own problems and give advice. Ask them to practice their new conversations. Allow less able students to write down their conversations before practicing with a partner. Walk around the class and give help where necessary.
Ask a few pairs to read their conversations aloud to the whole class.
For weaker classes, it is useful to play the recording again once students have completed the exercise. This consolidates what students have learnt and gives them a sense of achievement.
学生的听力水平确实较差，但是通过Pre-listening这一环节的准备，只有四个空格需要从听力材料中获取，在老师的鼓励下，大部分学生还是愿意试一试的，并且在重要的信息点作停顿，学生完成任务的效果还不错。
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Integrated skills
Problems : homework watch TV hobby play computer games……
I’ve got a problem. = I have a problem. Why don’t you do sth.
Good idea. Thanks for doing sth My pleasure.
《Unit3 Teenage problems》教学设计
课 题
study skills
主备人
课 型
New
课 时
7
授课时间
教学目标
1.To get to know about the sense of prediction
2.To learn the new words and expressions
3.To learn to grasp the main idea of an article fast by predicting
教学
要点
教学重点
To learn the new words and expressions
教学难点
To know the reading skill predicting
教学法指导
Task based method
教具准备
A newspaper a magazine a test paper
集体智慧
个性设计
教学后记
一、自主定向
Translation:
1. 作为一个尖子生，不要在意那些嘲笑
你的人。 (pay attention)
2. 他刚刚回答了我的问题。 (reply)
3. 老师没有告诉我在数学课上做什么。
(what to do)
4. 你应当为你的学习感到骄傲。
（be proud of )
二、合作交流
Step 1 Presentation
Teacher opens a magazine to its catalogue and ask one student to come and choose some articles which he is interested in or not. Let other Ss guess what the above articles are mainly about.
Step2 Practice
Ask Ss to finish the Part A on the page45 and then the
class check the answers together. Pick some able Ss to ask them for the reasons.
Tell Ss that they had better raise some questions based on basic information in hope that they can predict the main ideas of passages.
Guide Ss to read the English introduction above the Part B and ask Ss to finish the exercise.
三、当堂评估
Fill in the blanks with what, when,
where, why, who to complete the
sentences.
The children don’t know ______ is in
their stockings.
I wonder ______ she will pay me back.
The father asked ______ his son
was going.
He forgot _______ gave this gift
to him.
The teacher wants to know
_______ Mary was late for school.
四、课后延展
1.Copy the language points several times.
2. Preview Task.
Teacher can introduce the new word : predicting and explain what it is for.
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Study skills
If a question begins with when,
then the answer will be a time or date.
If a question begins with why,
then the answer will give a reason,
often beginning with because.
《Unit3 Teenage problems》教学设计
课 题
Task
主备人
课 型
New
课 时
8
授课时间
教学目标
1.To answer a quiz about causes of stress
2.To make a writing plan for a letter
3.To write a letter about stress problems
教学
要点
教学重点
To make a writing plan for a letter
2.To write a letter about stress problems
教学难点
To write a letter about stress problems
教学法指导
Task-- based method
教具准备
CAI
集体智慧
个性设计
教学后记
一、自主定向
1. Have a dictation
1嘲笑 2 书呆子 3 担心的 4 复习
5 大声地 6 发音 7 正确地 8不客气
二、合作交流
Step1 Presentation
1 Ask Ss to recall the teenage problems we have talked in this unit and pick some of them to write the problems on the Bb. Let Ss go over the solutions of these problems and list them on the Bb.
2 Let Ss read the Part A and finish the quiz with the help of Teacher. Teacher can ask the following questions:
1) What should you do if you are often ill?
2）What should you do if you hear your best friend say bad words about you behind your back?
3)What should you do if you are not interested in English?
Why do you think so?
Step 2 Practice
Ask the students if they can share their stress solutions with their friends and classmates by writing letters or emails. Ask Ss to read Part B on the page47 and complete the email.
Encourage two or three Ss to share their own stress solutions and let the class vote for the best solutions. At last, Ss read out the email together.
Step 3 Write
Remind students that they can use the information to help them complete the writing plan in Part B.
Ask students to complete Part B on their own. Ask a student to read Millie’s letter in Part B aloud. Ask students whether they have any questions about meaning or vocabulary.
Students have only to fill in two blanks based on the information in Millie’s notes. Tell students to complete Part C on their own.
For Part C, tell less able students to copy the beginning of the Millie’s letter in Part B and develop a longer letter. Tell more able students to plan their own letter. Tell them that they can use Millie’s letter as a guide for their piece of writing. Some useful words and phrases students can use include:
Thank you for telling me about your problems….
You are unhappy with….
Many students of our age have this problem
What/How about…..
I hope you think my advice /suggestions is/ are worth taking.
三、当堂评估
一、根据句意，用所给单词的正确形式填空。
1. You should talk with your parents instead of_____________ (blame) them.
2. In the terrible accident he was_____________ (bad) hurt.
3. We are often told _____________ (not stay) out too late.
4.I have already had my computer_____________ (repair).
5. She makes her son_____________ (play) the piano for two days every day .
6. He seems to be much_____________ (health) than before after a good rest.
7. Keeping your worries to_____________ (your) can make you feel more stressed.
8. One way_____________ (solve) this problem is to plan your time carefully.
9. You can talk to your best friend or your family members when________ (feel) stressed.
10. Excellent students always know when________ (study) and when_______ (play).
Teacher explains as following: some problems come from stress. Anyway, the most important thing is that we should find out the ways to deal with these problems.
大部分学生能读懂A部分的流程图，并完成B 部分的推荐信。
但学生自己独立完成一封推荐信就问题百出，部分学生写的几乎和范文一模一样，创意较少。
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Task
Thank you for telling me about your problems.
You are unhappy with…
Many students of our age have this problem.
What/How about…?
You also worry about…
You always feel sad/angry/stressed about …?
Why don’t you /not…?
I hope you think my advice/suggestions is /are worth taking.
