江苏省连云港市岗埠中学九年级英语上册 Unit 3教案 牛津版.doc

unit 3教案总 课 题总课时10第 1 课时课 题comic strip & welcome to the unit 课 型新授教学目标知识目标1. know the spelling of some words and usage of some phrases 2. know the different meanings of get能力目标1. talk about problems and their causes.2. think about ones problems and how to deal with them情感目标 express problems and talk about solutions.教学重点talk about problems and their causes.教学难点express problems and talk about solutions.课前预习1. preview the new words and phrases2. pre-learn period 1: comic strip & welcome to the unit教 学 过 程教 师 活 动学 生 活 动备课札记step1 warm-up1.explain that most teenagers have problems. tell them that if they ever need to talk about their problems, they should talk to their teachers, friends or family. tell them that having a problem is nothing to be ashamed of - everyone has worries from time to time.2.doasurveyoftheproblemsthatthestudentsintheclass have.3.discuss the problems questioned by the students.step2. comic strip1. ask the students to listen to the tape with the books closed. and then answer a question “ what problem has eddie got? ”.2. tell them that eddie is getting fat. here “get” means “become”. what other meanings does “get” have? listen and think what problems they have. work in pairsdiscuss someproblemslisten and prepare for the questionthink about the usages of “get”教 学 过 程教 师 活 动学 生 活 动备课札记选用所给词组的适当形式填空：get a good mark, get some help from, get enough sleep,get excited, get a bus, get married1). my uncle _ last year.2). did you hear simon _ in the exam?3). you didnt _,did you?4). the audience _ when they saw hello kitty.5). my father _ to work every day.6). shall we _ from an adviser?step 3. welcome to the unit.part a1. review“noisy”and“quarrel”. explain the students the different meanings of the two words . (these words mean “full of noise” and “argue”).2.askthemtoworkinpairstocompletepartaonpage39. once all students have finished, ask one student at a time to read out what they have written. listen for mistakes and mispronunciation.part b1.make a survey of the problems. write the following headings on the board:not enough sleepnot enough time to do homework too noisy to studylonelyargue with cousin/classmate/parentparents are always busy2. read out each problem in turn, and ask students to raise their hands if they have this problem. make a tally of the problems that students have. this will reinforce a group feeling. finally, make a note of the biggest problem the class has. write the following on the board:“the biggest problem class grade . has is ”3.explain that part b is different from the previous exercise, as students have to rank how big these problems are in their lives.do some exercises with the given expressionslisten and answer what they are discussing in the dialoguecompletepartaonpage39.read out each problem in turntry to answer the question: “the biggest problem class grade . has is ”教 学 过 程教 师 活 动学 生 活 动备课札记4.explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.5.tell students to complete part b on their own. ask volunteers to give their answers but do not force students. if there are no volunteers, do not go over the answers to this exercise with the class. keep the students answers confidential.for stronger classes, ask students to add what they consider to be the biggest problems teenagers face to the list if these are different to those on the list.step4 homework1. revise this period2. pre-learn the next periodstep5.notes after teaching complete part b on their own.do some exercises after class 英语教案设计九年级教案活页纸 主备人： 审核人：总课题总课时10第2课时课题reading (a)课型新授教学目标知识目标to understand how to write about problems and to express feelings 能力目标to ask for advice情感目标to recognize and understand vocabulary about problems.教学重点to understand how to write about problems and to express feelings教学难点to ask for advice to recognize and understand vocabulary about problems.课前预习1. preview the new words and phrases of this period2. pre-learn period 2: reading (a)教 学 过 程教 师 活 动学 生 活 动备课札记step 1.revision revise something learned in the last period.step 2.reading part a1.ask students whether they have read advice columns, e.g. , newspapers, magazines and websites. bring in some samples from newspapers and magazines to show students.2.explain the context. millie and simon have both written letters to a youth worker. 3.ask students to scan the text and see if there are words that they do not know. explain these words briefly.4.read millies letter aloud. ask students to listen carefully to you and follow the text on page 40. ask questions to check understanding, e.g.what is millies favorite hobby? (painting)what is millies problem? (she doesnt have enough time for hobbies and homework.)have a revisionlisten to their teacher and try to answer some questionsscan the textlisten and try to answer some questions教 学 过 程教 师 活 动学 生 活 动备课札记5.ask one student at a time to read a paragraph, ask students to say which parts of the text they do not understand. clarify any points if necessary.6.read simons letter aloud. ask students to listen carefully to you and follow the text on page 41. ask questions to check understanding, e.g.when does simon play football? (after school until late.)how do his parents feel about it? (they dont like this and ask him to go home before 6 p.m.)7.ask one student at a time to read a paragraph, after each paragraph, ask students to say which parts of the text they do not understand. clarify any points if necessary.8.some words and language points: achieve; advice; balance; colourful; give up; hand instep4 homework1. revise this period2. pre-learn the next periodstep5.notes after teachingread the paragraphs and try to answer some questionslearn some words and language points:do some exx after class英语教案设计九年级教案活页纸 主备人： 审核人： 总 课 题 9a unit 3 teenage problems总课时10第3课时课 题 reading (b.c.d)课 型新 授教学目标知识目标to understand how to write about problems and to express feelings 能力目标to ask for advice情感目标to recognize and understand vocabulary about problems.教学重点to understand how to write about problems and to express feelings 教学难点to ask for advice to recognize and understand vocabulary about problems.课前预习1. preview the new words and phrases of this period2. pre-learn period 3: reading (bcd)教 学 过 程教 师 活 动学 生 活 动备课札记step 1. revision revise something learned in the last period.step 2. reading (b/c/d)part b1. remind students that the vocabulary that the vocabulary listed in part b appears in millie and simons letters on pages 40 and 41. if students are not sure what a word means, it may help them to read the word in context on those pages.2.ask students to work in pairs to complete part b. when students have complete all the answers, they raise their hands. the first pair to finish the exercise correctly is the winner.3.when students have finished, give the correct answer to each question.part c1.tell students that in part c, they must play the role of sigmund friend, and must “diagnose” what is wrong with millie and simon.have a revision try to remind some vocabularies complete part b. 。教 学 过 程教 师 活 动学 生 活 动备课札记 part c1.tell students that in part c, they must play the role of sigmund friend, and must “diagnose” what is wrong with millie and simon.2.remind students that they can find all the answers in the reading passage on pages 40 and 41. they should complete the exercise by putting a cross or a tick in the blanks. for more able students, ask them to complete the exercise without referring the back to the reading passage.3.after checking the answers with the class, ask more able students to look for phrases or sentences in millie and simons letters to support their answers.4.this is a straightforward exercise and students of all levels should be able to complete it on their own. part d1.revise key vocabulary. write the following words on the board:advise keepearlier later focus help forget about school work give up remember hobby ignorehomework go home painting study spend hours work hard time drawing stay out hours2.explain that for each word in the column on the left, there is a related word in the column on the right. the words may be opposites, synonyms or related words. point to the first word and ask the class to find the matching word in the right-hand column. 3.ask volunteers to come to the front of the class and draw a line between two words to link them. go through the words in the two columns with students before asking them to match the words. complete the exercise by putting a cross or a tick in the blanks.revise key vocabulary.draw a line between two words to link them.教 学 过 程教 师 活 动学 生 活 动备课札记4.answers are as followings:advise keep (opposite)earlier later (opposite)focus help (synonym)forget about school work (related word/opposite)give up remember (opposite) hobby ignore (opposite)homework go home (opposite)painting study (related word)spend hours work hard (related word)time drawing (related word/synonym) stay out hours (related word)5.once students are clear about the vocabulary, ask them to complete part d on page 43. more able students can complete the exercise on their own. less able students can work in pairs or small groups.6.once students have finished part d, ask two students to read the letters aloud. praise students for areas where they do well. try not to focus too much on their mistakes as this will crush their confidence when speaking in front of the class.step 3. practicestep4 homework1. revise this period2. pre-learn the next periodstep5.notes after teachingfinish the exercise, make sure they are more familiar with the words and can use themcomplete part d on page 43.do some exx after class. 英语教案设计九年级教案活页纸 主备人： 审核人：总课题 9a unit 3 teenage problems总课时10第4 课时课题vocabulary课型新授教学目标知识目标to understand the different meanings of the verb “to be”能力目标to use the verb “to get” when talking about problems情感目标to recognize and understand vocabulary about problems.教学重点to understand the different meanings of the verb “to be” to use the verb “to get” when talking about problems教学难点to recognize and understand vocabulary about problems.课前预习 1. preview the new words and phrases of this period2. pre-learn period 4: vocabulary教 学 过 程教 师 活 动学 生 活 动备课札记step 1. revision. revise something learned in the last periodstep 2. vocabularypart a1.explain that the words in the box at the top of page 44 are synonyms of the verb “to get” below the pictures, and can be used to replace “get” in each picture.2.ask students to work in pairs to complete part a.3.for weaker classes, ask students to read out the answer for each picture. for stronger classes, after students have read out the answers, ask them to make sentences using the phrases under the pictures.part b1.explain to students that they can use their answers from part a to help then with the exercise in part b. for weaker classes, students can work in pairs to complete part b. for stronger classes, students can work on their own.2.for stronger classes, once students have finished, ask two students to read out the whole letter. compliment them on parts of the letter they read particularly well. have a revisionlisten,think ,and try to do some exx. in part a. work in pairs to complete part b. 教 学 过 程教 师 活 动学 生 活 动备课札记 part b1.explain to students that they can use their answers from part a to help then with the exercise in part b. for weaker classes, students can work in pairs to complete part b. for stronger classes, students can work on their own.2.for stronger classes, once students have finished, ask two students to read out the whole letter. compliment them on parts of the letter they read particularly well. 3.for weaker classes, ask students if they have the same problems as amy. ask students to raise their hands if they do. for stronger classes, ask students what their advice would be for amy.step 3.practicestep 4 homework1. revise this period2. pre-learn the next periodstep5.notes after teachingwork in pairs to complete part b.practise and do some exx after class.英语教案设计九年级教案活页纸 主备人： 审核人：总 课 题 9a unit 3 teenage problems总课时10第5课时课 题 grammer (a, b)课 型新 授教学目标知识目标1.to use “wh-” words + “to” infinitives to talk about problems.2.to learn about sentences types 3.to study five kinds of sentences structures 能力目标grasp the structures of “wh +to do sth.”, five kinds of sentences 情感目标talk about problems with “wh +to do sth.”教学重点“wh +to do sth.”structure, sentences types, five kinds of sentences structures教学难点talk about problems with “wh +to do sth.”课前预习1. preview the new words and phrases of this period2. pre-learn period 5: grammar ( a b)教 学 过 程教 师 活 动学 生 活 动备课札记step 1. revision revise something learned in the last period.step 2. grammar ( a& b)part a1.remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how2.for stronger classes, introduce “whom” and “whose”. “whom” is the object pronoun form of “who”,e.g. whom did you invite to the party? however, it is rarely used nowadays except in formal contexts. normally, we simply say “who”. “whose” is the possessive form of “who”,e.g. “whose book is that?3.explain to students that they need to use the “wh-“ words +to do structure to complete the exercise on page45. the “wh”- words can be used more than once.have a revision remind “wh-” wordscompare “who” with “whom”,”whose”教 学 过 程教 师 活 动学 生 活 动备课札记4.this is a fairly challenging exercise and all students will benefit from guidance. for stronger classes, ask students to do it by themselves and the n check their answers. less able students will benefit from working in pairs. more able students can work on their own, but encourage students to share their difficulties with the class. if one students finds something difficult, it is likely that the others do too. be on hand to offer help for this exercise. for weaker classes, tell students that it may be easier it may be easier if they find either the “wh-“ word or “to”-infinitive first before workingout the whole answer.5.once students have finished, choose one student to play the part of millie and another student to play the part of sigmund. ask them to read the conversation aloud. check for incorrect answers and mispronunciation. for weaker classes, ask several pairs of students to read one exchange each.part b1.as a warm-up activity, write the following form on the board:statement (positive)statement (negative)question imperative exclamation 2.ask students to make up a sentence in each blank on the right according to the requirement on the left. students make up their own sentences on a piece of paper. less able students can work in pairs. encourage more able students to work on their own. 3. ask a student to come to the front of the class and write the sentence in the right column. if the answer is correct, he / listen ,and be familiar with the two structures, then practice themread the conversation alou make up a sentence in each blank .she can choose the next students to the front to continue. if not, you choose the next student.4.go through the table at the top on page 46. ask students if they have any questions. make sure they understand the four types of sentences. 5.tell students the basic use of a statement is to give information, e.g., “millie wrote to sigmund friend for advice.” the negative form of this statement is “millie did not write to sigmund friend for advice.” some statements do more than give information. they can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer. 6.tell students the basic use of a question is to ask for information, e.g., “when do you usually go to school?” we can also use questions in other ways, such as making requests, e.g., “can i have a cup of