设计Unit4Problemsandadvice

1、Unit 4 Problems and advice Period 1 Reading 教学设计 单元题目 Unit4 Problems and advice备课教师王 婷课题 Aunt Lindas advice page课型Period 1 Reading教学目标语言知识1.Key words : model, diet, awful, regret, ashamed, hate, suggest, mad, online, braces2. Key phrases: be on a diet, feel ashamed of, drive . mad, make a mess, laug

2、h at .3. Expressions: How can I help? What should I do? What do you suggest?语言能力1. Be able to guess the words and phrases according to the context. model, diet, awful, regret, ashamed, hate, suggest, mad, mess,online, braces.2. Master the sentences. How can I help? What should I do? What do you sugg

3、est?3. Be able to understand the content of the reading by using reading strategies.4. Master the reading prediction, scanning, infer, and other readingstrategies.情感Let students learn to ask for help effectively when they are in trouble.一、教材分析This unit focuses on Problems and advice, and the ways to

4、 solicit and give advice is the main line. This class uses a piece of music and the cartoon picture to introduce the topic of this unit. To activate the students' background knowledge, to help students understand the main content of readingpassage , and to learn the vocabulary in reading chapter

5、s as the main goal.二、学情分析Grade nine students already have some reading skills. However, according to the context to guess the meaning of the word, there is a lack of ability. And problems in daily life is the topic that they are interested in. And very familiar with this topic. Learning the content

6、of this passage can let them to talk about their own problems in daily life and ask for help effectively when they are in trouble.三、教法分析This class mainly uses the task-based teaching method, the situation teaching method and the multimedia computer teaching. Give full play to the leading role of tea

7、chers and the role of students, use modern technology and optimize the teaching process to attract students to take part in the activities, stimulate their desire to learn, and strive to cultivate students' self-l-earning ability. To teach them the scientific way of thinking.四、教学重难点Importances ：

8、1. Key Vocabulary. 2. Target language. 3. Expressions.Difficulty： Be able to understand the content of the reading by using reading strategies.五、教学方法：The task-based teaching method； The Situational Teaching Method ；The Cooperative Learning Method.六、教学环境与资源准备A multimedia.七、教学过程教学过程设计意图Step I . Warmin

9、g up & Lead-inShow a piece of music and some photos, then ask students to talk about the problems in their life.Teacher leads students to think about more problems reflected in the picture. Such as, having a fight with best friend, your sister often makes a mess in my bedroom, feeling embarrasse

10、d to smile because of wearing braces and so on. And to understand the " make a mess,embarrassed, on a diet " Step II. Presentation1. The teacher asks students to discuss Task A. What happened in the following situations? Have you ever met these problems? What would you do in the following

11、situations?2. Then write the correct piece of advice under each picture. 3. Discussion. Have you ever met a problem and had difficulty dealing with it by yourself? If you do not know how to deal with a problem, who do you turn to for help? Why do you turn to that person for help?Step. III Reading（1）

12、Pre-reading1. Look at the introduction, the title and the names of the four teenagers on page 51. Then answer the questions in Task B.2. Introduce the origin of "Agony aunts" and the Aunt Lindas advice page. Let students to know the background of this passage. (2) Skimming1. Ask Students t

13、o scan the first sentence of each Internet post on page 51. Then circle the correct answers.2. Play the record, ask students to listen and skimthe four posts and say what problem each student has.(3)Careful reading1. Ask the students to read four posts while listening, then finish each task behind p

14、assage. Ask some questions. Complete the table. Mark True or False.2. Post-reading. Play the recording of passage, and ask students to read after the recording. Let the students pay attention to the voice tone. Complete Task D2 (P53) after class. Step IV : ConsolidationUse the proper words to fill i

15、n the blanks according to the text. Step V. SummarySum up the language point and the strategies ofreading, prediction, scanning, infer and other strategies.Step VI. Homework1. Write the key words and phrases.2. Finish Vcabulary C1, C2 and Comprehension D2.Step VII. Blackboard-writingUnit 4 Problems

16、and advice Period 1 Aunt Lindas advice page1. Key words and phrases：model, diet, awful, regret, ashamed, suggest, be on a diet, feel ashamed of ,drive sb. mad2Reading Anna How can I help her? Peter What should I do?Simon What do you suggest?Julie What should I do?播放音乐的同时展示动态图片，极大地调动了学生学习兴趣和求知欲，联系生活实

17、际展开教学，通过让学生谈论自己生活中遇到的问题，拉近他们与课堂距离，有了阅读的动机，他们的思维更活跃，阅读效率将会大大提高。引导学生结合自己的生活体验，开展小组讨论活动，不仅要求学生把本节学习的语言有效融入到生活场景中，进行语言复习和深加工，并可以相互启发思维，集思广益，让学生在学习后加以反思，而且让其动脑思考应该如何应对处理生活中遇到的问题。从而实现教学和德育相结合。让学生运用略读、预测、推断的阅读策略，了解阅读的主要内容。目标性任务可以引导学生快速浏览课文，培养学生阅读能力。运用略读的阅读策略，让学生了解阅读篇章的体裁和各部分的大意。并且让学生学会概括文章大意并且提高他们口语能力.目标型任务设计用不同方式考察文章信息点，进