Unit 4 Problems and advice
课题 Unit4 Problems and advice 课型 Reading 备课时间 1 period
教 材 分 析 教学目标 1. To comprehend the whole passage through some exercises and retell these four teenagers’ problems. 2. By cooperating with group members, students can give suggestions for some certain problems. 3. To guide students to learn how to give suggestions.4. To encourage students to solve problems independently in the future.
教学重点 Students can understand the whole passage very well.
教学难点 Learn to speak out problems and give suggestions on their own.
教学关键 Retell the main idea of the text.
教法与学法指导 PPT, cooperation, self-study.
教学环节 主要教学步骤或内容 学生主体活动 教师活动 设计意图 时间分配
第一环节 引入课题 Step one: Lead-in 1. Listen to the song: Trouble is a friend. 2. Free talk: When you are in trouble, how do you solve the problems? Who do you usually turn to for help? Why? Raise some questions and guide students to speak out some problems in daily lives. To make students speak out their problems bravely and put forward the topic of “teenagers’ problems”. 5’
第二环节 读前活动 Step two: Pre-reading 1. Listen to the passage with two questions:What problem does each student have? How does each student feel?2. Fill in the blanks. 1. Tell students how to listen and take notes. Key words: verbs, nouns, adjectives. 2. Fill in the blanks together with students. To make students know the main idea of the whole passage. 5’
第三环节 文章理解 Step three: Read and think. 1. Read each letter together loudly.2. Finish the various exercises.① Answer the questions. ② Decide whether the sentences are true or false, then correct the mistakes if necessary. ③ Summarize the reason why Simon hates wearing braces and think about whether it is good to wear braces in pairs.④ Retell Julie’s problem. 1. Help them check whether their answers are right or wrong.2. Encourage students to give their own opinions. 1. To let students know the details of the passage.2. Develop their ability of summarizing something.3. Develop their critical thinking ability. 17’
Step four: Post-reading. 1. Give suggestions to these four teenagers in groups.2. Think of how to give suggestions. 1. Summarize students’ different suggestions with a mind map. 2. Summarize some sentence patterns we often use to give suggestions. 1. Train students’ ability of giving suggestions.2. Develop students’ creative thinking ability. 6’
第四环节 读后活动 Step five: Activities Discuss and work out a report in pairs.Student A: -Imagine he is a teenager, a teacher, mom or dad who is in trouble and asks for advice. Student B: -Make sure he is a qualified counselor and tries his best to give advice. -Report the problem and advice. 1. Help students who are in need during their discussion.2. Praise them if they can speak out their own problem bravely and give some effective suggestions. 1. Enhance what they have learnt. 2. Train the students’ speaking ability. 10’
第五环节 总结 Step six: Sum up. Learn the problem solving loop. Encourage students to face their problems and solve them successfully. Train students’ problem solving ability and make them be confident and smile at troubles. 2’
课堂教学流程 Lead-in----Pre-reading----Read and think ----Post-reading----Activities----Sum up
效果评价与反思 Most of the students can focus on the lesson and take notes carefully. Also, they are willing to follow teachers’ directions. However, when they give suggestions, it shows that there is a lack of vocabulary and they can’t express themselves fluently. According to their performance, they are not confident enough, either. As a result, I need to help enrich students’ vocabulary to make sure they can express their ideas freely. If I can speak more slowly, maybe students can understand me better and the class can be more active.
(共19张PPT)
Unit 4 Problems and advice
Free talk
When you are in trouble…
How do you solve the problems?
Who do you usually turn to for help?
Why?
Step 1: Listen----Main idea
What problem does each student have?
How does each student feel?
Anna: Her friend Jolin is ______________ but she is still _________.
Peter: A woman was __________in the street. He wanted to help her but was ___________ his friends.
Simon: He has started ______________ and is _________ by his friends.
Julie: She has to ________________ her younger sister, but she has difficulty ________________ her.
What problem does each student have?
getting too thin
on a diet
sick lying
stopped by
wearing braces
getting along with
laughed at
share a room with
Anna feels ________ _______ her friend Jolin.
Peter is really _______ ___ himself.
Simon seems __________ _________ his braces.
Julie feels ________ _______ her sister.
How does each student feel?
worried about
annoyed with
ashamed of
embarrassed about
Step 2: Read and think. (page 51)
1. What problem does Jolin have?
She is thin but she still thinks she is fat. She’s always on a diet.
2. Why is Jolin always dieting?
Because she wants to be a model.
3. What does Anna think of her friend?
She thinks that Jolin is getting too thin.
4. Does Jolin take Anna’s advice?
No, she doesn’t.
Answer the questions.
1. Peter went out with his family yesterday.
Peter went out with a group of friends yesterday.
2. Peter’s friends offered to help the lady lying in the street.
Peter’s friends made jokes about her and laughed.
3. Peter regretted not saying anything.
4. Peter helped the lady at last.
Peter wanted to help at first, but his friends told him not to. He feels ashamed of himself.
True or False?
His friends all laugh at him and say bad things about him.
He feels embarrassed when he smiles or opens his mouth.
The braces hurt his teeth and it’s difficult for him to eat.
Why does Simon hate the braces?
Show the world your beautiful and confident smile.
Smile to the trouble and look on the bright side.
Your opinion: Wearing braces or not?
Key words:
drive me mad
play the piano
take my things
make a mess
Retell Julie’s problem.
For every problem, there is a solution.
Advice for these four teenagers.
solutions
Anna
Peter
Simon
Julie
Get her to see a doctor.
Tell her she’s not alone.
Make up you own mind.
Don’t listen to your friends.
Talk to your sister more.
Spend some time with her.
Stop paying attention to your friends.
Think of the beautiful straight teeth.
How do you express your suggestions?
…should/shouldn’t do…
…be supposed to do…
If I were…, I would…
If …do sth, …will do…
…had better do…
Doing…may be helpful.
Doing…is also a good idea.
As for…, I think it is good for…to do…
In this situation, you can try doing…
Why not…?
Step 3: Problem-solving (pair work)
Student A:
-Imagine you are a teenager, a teacher, mom or dad who is in trouble and asks for advice.
Student B:
-Make sure you are a qualified counselor and you try your best to give advice.
-Report your partner’s problem and your advice.
An example of a report:
My partner is Mike. Megan asks us to read more English articles in our spare time. He does this work very carefully every day. But there are still some students with better grades who can do this work better than him. He is worried that he can’t do it as well as them.
I think Mike should learn to adjust his attitude. He is supposed to change his thinking and not always compare with others. If he can focus on improving his own performance, he will make progress day by day. In the following days, he had better follow teachers’ advice and never give up even when he meets some difficulties.
Solve your problem independently.
You are not the only one who gets into trouble. Problems accompany everyone.
When you’re in trouble, try to be positive and look on the bright side.
Never hesitate to ask for help and advice.
Be a good listener and be a good company.
Offer your timely help and good advice.
Get out of the trouble and get more and more courageous, confident and mature.
Trouble is our friend.
Summary
Thank you!
Quiz for unit 4
Complete the sentence with a proper word. The first letter is given.
1. Jill likes wearing new clothes. She wants to be a m_____ when she grows up.
2. Cindy had a fight with her mum, and she r________ it soon after.
3. Bob h_____ coffee. He never drinks it.
4. We talked about the problem and Tim s_______ doing some research first.
5. Peter’s neighbor is making a lot of noise at night. He is driving Peter’s family m____.
Rewrite the whole passage.
Anna is ____________ her friend Jolin. She’s thin but is always ________. That’s because she wants to be a model. Now she’s ______ too thin.
Peter _______ with a group of friends yesterday. They saw a sick lady _____ in the street. His friends _______________ her and laughed. Peter thought it was ______ to ________ her but he didn’t ___________. He feels __________ himself.
Simon _____ his braces. His friends all laugh at him and _____________ about him. He feels ___________ when he smiles and opens his mouth. The braces hurt his teeth and it’s _______ for him to eat. He thinks it was a _______ to wear the ugly braces.
Julie has to ___________ with her little sister. But her sister is always playing the piano _____ Julie is studying and she always takes Julie’s things _______ telling her. And she always makes the room ______. She is so _________.
What should you do in the following situations? Write down your answers and suggestions.
1. Your best friend has not finished his homework and asks to copy yours.
_________________________________________________________________
2. You are standing for a long time on a crowded bus. When you finally get a seat and sit down, an old lady gets on the bus. However, she does not stand near you.
_________________________________________________________________
3. You see a thief steal a wallet from the man beside you on the bus. You want to shout out, but you notice that the thief has a knife and he is staring at you.
_________________________________________________________________
A worksheet for Reading learning
Unit 4 Problems and advice, 9A
执教者：彭进 翠园中学东晓校区
Teaching aims:
1. To comprehend the whole passage through some exercises and retell these four teenagers’ problems.
2. By cooperating with group members, students can give suggestions for some certain problems.
3. To guide students to learn how to give suggestions.
4. To encourage students to solve problems independently in the future.
Teaching procedures:
Step I: Lead-in
1. Free talk:
When you are in trouble, how do you solve the problems?
Who do you usually turn to for help?
Why?
Step II: Pre-reading: Listen and learn the main idea of the passage.
1. What problem does each student have?
Anna: Her friend Jolin is ______________ but she is still _________.
Peter: A woman was __________in the street. He wanted to help her but was ___________ his friends.
Simon: He has started ______________ and is _________ by his friends.
Julie: She has to ________________ her younger sister, but she has difficulty ________________ her.
2. How does each student feel?
Anna feels ________ _______ her friend Jolin.
Peter is really _______ ___ himself.
Simon seems __________ _________ his braces.
Julie feels ________ _______ her sister.
Step III: Read and think.
Anna’s letter:
Answer the question:
1. What problem does Jolin have?
2. Why is Jolin always dieting?
3. What does Anna think of her friend?
4. Does Jolin take Anna’s advice?
Peter’s letter:
True or False and correct the wrong parts.
1. Peter went out with his family yesterday.
2. Peter’s friends offered to help the lady lying in the street.
3. Peter regretted not saying anything.
4. Peter helped the lady at last.
Simon’s letter:
1. Summarize why Simon hates the braces.
2. Share your opinions about whether it is good to wear braces.
Julie’s letter:
Retell Julie’s problem with key words.
Key words: drive me mad, play the piano, take my things, make a mess
Step IV: Advice for these four teenagers.
1. Discuss advice for these four teenagers in groups.
2. How can we give suggestions?
Step V: Post-reading: Activities.
Problem-solving (pair work)
Student A:
-Imagine you are a teenager, a teacher, mom or dad who is in trouble and asks for advice.
Student B:
-Make sure you are a qualified counselor and you try your best to give advice.
-Report your partner’s problem and your advice.
An example of a report:
My partner is Mike. Megan asks us to read more English articles in our spare time. He does this work very carefully every day. But there are still some students with better grades who can do this work better than him. He is worried that he can’t do it as well as them.
I think Mike should learn to adjust his attitude. He is supposed to change his thinking and not always compare with others. If he can focus on improving his own performance, he will make progress day by day. In the following days, he had better follow teachers’ advice and never give up even when he meets some difficulties.
Step VI: The problem solving loop.
StepⅦ: Summary.
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