Teenageproblems

1 英语基地课时教案设计 九年级九年级教案活页纸 主备人 DavidDavid DaiDai 审核人 EdwinEdwin ChenChen 总 课 题 9A9A UnitUnit 3 3 TeenageTeenage problemsproblems 总课时 1 51 5 第 1 1 课时 课 题 ComicComic stripstrip achieve advice advice balance balance colourful colourful givegive up up handhand inin Step4 Homework 1 Revise this period 2 Pre learn the next period Step5 Notes after teaching Read the paragraph s and try to answer some questions Learn some words and language points Do some Exx after class 遵循学生 的思维规 律 层层深 入 同时注 意阅读课 的要旨是 强调阅读 真正地达 到提高学 生的阅读 能力 7 英语基地课时教案设计 九年级九年级教案活页纸 主备人 DavidDavid DaiDai 审核人 EdwinEdwin ChenChen 总 课 题 9A9A UnitUnit 3 3 TeenageTeenage problemsproblems 总课时 1010第3 3课时 课 题 ReadingReading B C D B C D 课 型新 授 知识目标 To understand how to write about problems and to express feelings 能力目标 To ask for advice 教学目标 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 period 2 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 PartPart B B 1 Remind students that the vocabulary that the vocabulary listed in Part B appears in Millie and Simon s 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 PartPart C C 1 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 认识并理 解与问题 有关的词 汇 学会 表达情感 教 学 过 程 教 师 活 动学 生 活 动备课札记 8 PartPart C C 1 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 Simon s 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 PartPart D D 1 Revise key vocabulary Write the following words on the board advise keep earlier later focus help forget about school work give up remember hobby ignore homework go home painting study spend hours work hard time drawing stay out hours 2 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 认识并理 解与问题 有关的词 汇 学会 表达情感 教 学 过 程 9 教 师 活 动学 生 活 动备课札记 10 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 Practice Step4 Homework 1 Revise this period 2 Pre learn the next period Step5 Notes after teaching Finish the exercise make sure they are more familiar with the words and can use them Complete Part D on Page 43 Do some Exx after class 认识并理 解与问题 有关的词 汇 学会 表达情感 11 英语基地课时教案设计 九年级九年级教案活页纸 主备人 DavidDavid DaiDai 审核人 EdwinEdwin ChenChen 总课题 9A9A UnitUnit 3 3 TeenageTeenage problemsproblems 总课时 1010第4 4 课时 课题 VocabularyVocabulary 课型新授 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 教学目标 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 period 2 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 period Step 2 Vocabulary PartPart A A 1 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 PartPart B B 1 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 revision Listen think and try to do some exx in Part A Work in pairs to complete Part B 复习巩固与 问题有关的 词汇 学会 表达情感 12 教 学 过 程 教 师 活 动学 生 活 动备课札记 PartPart B B 1 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 Practice Step 4 Homework 1 Revise this period 2 Pre learn the next period Step5 Notes after teaching Work in pairs to complete Part B Practise and do some exx after class 复习巩固 与问题有 关的词汇 学会表达 情感 英语基地课时教案设计 九年级九年级教案活页纸 主备人 DavidDavid DaiDai 审核人 EdwinEdwin ChenChen 13 总 课 题 9A9A UnitUnit 3 3 TeenageTeenage problemsproblems 总课时 1010 第 5 5 课时 课 题 GrammerGrammer A A B B 课 型新 授 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 教学目标 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 period 2 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 PartPart A A 1 Remind students that when we talk about wh wh words words we mean question words i e what when why where who how 2 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 words Compare who with whom whos e 练习来巩 固所学的 内容 教 学 过 程 14 教 师 活 动学 生 活 动备课札记 15 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 working out 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 PartPart B B 1 As a warm up activity write the following form on the board 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 Statement positive Statement negative Question Imperative Exclamation Listen and be familiar with the two structures then practice them Read the conversation alou Make up a sentence in each blank 先和同学 们熟练这 两句型 然后操练 16 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 tea please making suggestions e g Shall we bring m