2026秋新教材译林版九年级上册英语Unit2 Teenage problems集体备课教案

第第页2026秋新教材译林版九年级上册英语Unit2Teenageproblems集体备课教案备课组九年级英语组备课组教师主备教师集体讨论时间.下午星期备课单元Unit2Teenageproblems单元主题及主要内容分析主题人与自我；认识青少年的各类烦恼，学会理性看待青春期问题，掌握求助与给建议的表达方式，学会写建议邮件，塑造健康心理观念。单元话题谈论青少年常见烦恼；阅读两封求助信；学习三类宾语从句（that/if‑whether/疑问词引导）；听力获取心理建议；写作回复求助邮件，给他人提建议。单元教学内容语篇1.Welcometotheunit：图片听力呈现各类青少年烦恼，模仿对话交流自身遇到的问题。2.Reading：《WhatshouldIdo?》两封读者求助信，一封讲述和父母矛盾，一封讲述学业爱好平衡、手机使用带来的压力；学习寻读scanning阅读策略。3.Grammar：宾语从句三大板块：①if/whether引导宾语从句（一般疑问句转换）；②疑问词引导宾语从句（特殊疑问句转换）；复习that引导宾语从句。重点掌握宾语从句陈述语序。4.Integration：阅读身体变化、友谊困扰两大青少年普遍问题；听力获取心理老师的建议；口语练习提建议句型；学习建议邮件的文体框架。5.Assessment：单元学习自评；Furtherstudy了解12355青少年服务热线，拓展青少年求助渠道。语言知识1.词汇：stress,stickto,decision,regret,cutbackon,fallbehind,patience,argue,allow,balance,choice,doubt等青少年烦恼、压力、建议类词汇。2.短语：sticktoone’sownideas,cutbackon,fallbehind,underalotofstress,achieveabalance,getlowmarks等。3.语法：宾语从句；①that引导；②if/whether引导（表是否，陈述语序）；③wh‑疑问词引导宾语从句；全部从句内部使用陈述语序。文化意识1.懂得青春期遇到烦恼、压力属于正常现象，不必独自压抑。2.学会理解父母，遇到矛盾主动沟通，懂得合理平衡爱好、学业，理性使用电子产品。3.学会关心身边有烦恼的同伴，掌握恰当提建议的方式，懂得遇到困境主动寻求帮助。语言技能1.听：听懂关于青少年烦恼、心理辅导的对话听力，抓取人物烦恼、对应的解决建议信息，完成表格、勾选题目。2.说：能够描述自身、同学的青少年烦恼，熟练使用提建议句型，结对对话互相给出建议。3.读：读懂求助信件、科普短文，识别书信文体；运用scanning寻读策略提取人物问题细节。4.写：读懂邮件范例，掌握建议邮件四部分结构（共情安慰、点明问题、给出多条建议、提供陪伴帮助），写一封完整回复建议邮件。学习策略1.词汇策略：按“烦恼‑压力‑建议”话题归类记忆单词，结合求助信件语境理解词义。2.阅读策略：掌握scanning寻读技巧，快速定位文本特定信息；识别求助信、建议邮件文体格式。3.语法策略：对比归纳三类宾语从句来源（陈述句、一般疑问句、特殊疑问句），牢记“陈述语序”核心规则。4.写作策略：参考范例框架，先共情安慰，再提多条分层建议，结尾主动提供帮助，使用委婉建议句型。单元课标要求及总教学目标单元课标要求1.围绕“青少年烦恼”话题，运用话题词汇、三类宾语从句完成听、说、读、写综合输出。2.掌握本单元核心语法：that/if‑whether/疑问词引导宾语从句，牢记从句陈述语序，能在语境中区分使用。3.读懂求助信、青少年心理科普短文，提取人物烦恼信息，完成信息梳理、推理判断类题目。4.读懂范例邮件，能写一封格式完整、语言得体的建议回复邮件，给他人提供解决烦恼的建议。5.正确看待青春期压力与烦恼，树立积极心态，懂得沟通与求助的意义。核心素养目标学习理解1.识记单元青少年烦恼相关词汇短语，做到会读、会认、会写。2.读懂两封阅读求助信，提取两位主人公的问题细节。3.识别三类宾语从句，读懂求助信、建议邮件的文体结构。应用实践1.口语中描述青少年烦恼，使用提建议句型交流解决方案。2.完成语法改写、填空练习，熟练转换问句为宾语从句，严格使用陈述语序。3.梳理文本人物问题，仿写邮件段落，写出简单的安慰、建议语句。迁移创新1.结合自身生活，辩证分析自己遇到的青春期烦恼，思考可行解决办法。2.独立完成建议邮件完整写作；能对身边同学的烦恼给出合理的多角度建议；能思考青少年获取帮助的多元渠道。单元课时安排及分课时教学目标、重难点课时教材板块课型课时教学目标重点难点第1课时Welcometotheunit听说课1.（学习理解）识记各类青少年烦恼核心词汇短语；听懂课本听力，完成填空。2.（应用实践）读懂范例对话，模仿对话，结对谈论自己的烦恼。3.（迁移创新）简单思考自身烦恼，尝试初步说出自己的感受。掌握青少年烦恼相关词汇；模仿对话谈论自身遇到的烦恼。听懂听力材料抓取关键信息，口语连贯表达烦恼。第2‑3课时Reading阅读课1.（学习理解）识记Reading求助信重点词汇短语；读懂两封求助信，梳理人物问题，掌握scanning寻读阅读策略。2.（应用实践）完成课本表格填空、判断正误题目，梳理信件信息。3.（迁移创新）小组讨论，思考可以给两位主人公哪些建议。提取两封求助信人物问题信息；掌握重点短语；学会scanning寻读。理解信件背后人物的情绪；用英语概括人物的全部烦恼。第4课时GrammarA（if/whether引导宾语从句）语法课1.（学习理解）理解if/whether引导宾语从句，由一般疑问句转化而来，从句必须用陈述语序；了解正式场合优先用whether。2.（应用实践）完成课本A1、A2练习，把一般疑问句改写为if‑whether宾语从句。3.（迁移创新）口头造句，结合自身烦恼使用if‑whether从句。if/whether含义；宾语从句陈述语序；一般疑问句转宾语从句。区分if表“是否”和if表“如果”，改写句子不变语序。第5课时GrammarB（疑问词引导宾语从句）语法课1.（学习理解）理解疑问词引导宾语从句，由特殊疑问句转化，从句同样使用陈述语序。2.（应用实践）完成B1‑B4练习，改写特殊疑问句为宾语从句；辨析不同疑问词含义。3.（迁移创新）结合烦恼话题，混合使用三类宾语从句写小语段。疑问词引导宾语从句；特殊疑问句变宾语从句，陈述语序。去掉疑问倒装，正确调整句子语序。第6课时Integration综合技能课1.（学习理解）读懂阅读文本，了解身体变化、友谊困扰两类青少年普遍问题。2.（应用实践）完成B1‑B3听力表格、填空；掌握提建议常用句型；结对练习对话给同伴提建议。3.（迁移创新）结合自身，谈谈自己遇到的青春期烦恼与可行对策。听力抓取烦恼和建议信息；掌握提建议句型。听懂听力细节；恰当使用句型给出合理建议。第7课时Writing(D1‑D3建议邮件)写作课1.（学习理解）读懂范例邮件，掌握建议邮件四部分结构：共情安慰、点明问题、多条建议、主动提供帮助。2.（应用实践）分析范文，积累邮件常用表达；梳理表格内不同烦恼的对应建议。3.（迁移创新）独立完成一封回复求助的建议邮件。建议邮件的写作框架；共情安慰、委婉提建议的书面表达。做到先共情再提建议，邮件内容完整，宾语从句正确使用。第8课时Assessment&单元复习复习讲评课1.（学习理解）思维导图梳理单元全部单词短语、三类宾语从句；订正语法、阅读错题。2.（应用实践）完成单元自评，查漏补缺宾语从句语序、引导词易错点。3.（迁移创新）完善个人单元学习行动计划。复习单元全部重点；整理宾语从句典型错题。三类宾语从句综合辨析运用，改写句子不犯语序错误。学情分析1.九年级上学生在Unit1已经学习that引导宾语从句，有一定基础；但是if/whether、疑问词引导宾语从句是新知识，极易把疑问语序带入从句，语序错误是高频错题。2.单元话题“青少年烦恼”贴近学生现实生活，学生有话可说；但是写建议邮件时，容易直接生硬给对策，缺少共情安慰的表达，语气容易生硬。3.阅读求助信难度不高，但scanning寻读阅读策略需要强化训练。4.语法易错：分不清if和whether的选用；特殊疑问词宾语从句，依旧保留疑问倒装语序；多个宾语从句混合使用容易混淆引导词。单元评价策略1.过程性评价：课堂提问、小组对话展示，评价学生话题词汇、宾语从句口头运用；检查课本练习，重点订正宾语从句语序典型错题。2.技能评价：听力表格、阅读问答、角色扮演对话、建议邮件写作；从内容共情度、语法正确性、邮件格式、建议合理性多角度评价。3.自评互评：完成课本单元自评表格；写作开展同伴互评，检查邮件格式、共情语句、宾语从句使用。4.综合性评价：单元小测，覆盖词汇、三类宾语从句、阅读求助信、建议邮件片段写作。培优策略1.设置开放性讨论问题：“青少年压力的来源有哪些”“什么时候我们需要向外界求助”，训练思辨与口头表达。2.拓展任务：搜集更多青少年心理话题英文阅读材料；区分if表“是否”和if表“如果”两种用法。3.提升写作：鼓励培优学生在邮件中混合使用三类宾语从句，丰富句式；课堂开展简短英语演讲：Myteenageworries。4.拓展Furtherstudy内容，查阅12355青少年热线相关英文素材，课堂简单分享。补弱措施1.词汇语法：整理单元单词清单听写过关；专门整理宾语从句语序对比例句，多做基础句型改写，课后针对性辅导，纠正语序错误。2.口语：提供对话模板，基础薄弱学生先模仿范例，再自主输出，课堂多鼓励。3.写作：提供建议邮件完整模板，拆解写作四要素；先写单句，再拼接段落；作文面批，重点纠正缺少安慰、语气生硬问题。4.互助小组：培优结对补弱，互相默写单词，互相核对宾语从句引导词与语序。各课时简案（教学过程）第一课时WelcometotheunitStep1：Warming‑up&Lead‑in(5mins)1.Showasetofreal‑lifepicturesonthescreen:studentswithmuchhomework,upsetafterargumentswithparents,andteenagersfeelingstressedfromexams.2.Putforwardtwooralquestionstoengagethewholeclass.Inviteseveralvolunteerstoshareshortanswers.3.AcceptsimpleChineseresponsesfromless‑confidentstudentsandrestatekeyEnglishexpressionsforthewholeclass.4.Transitionnaturallyandpresenttheunittopic“Teenageproblems”onthewhiteboard.Step2：VocabularyLearning(10mins)1.DisplaynewwordsandphrasesaboutteenageproblemsonPPTwithstressmarksforpronunciation.2.Readallitemsaloudasawhole‑classchoralrepetitiontwice.Callonindividualstudentsrandomlytoreadeachphrasetospotpronunciationmistakes.3.Playthetextbookrecordingonce.Askstudentstocompletelisteningfill‑inexerciseindependently.4.Playtheaudioasecondtimeforstudentstodouble‑checktheiranswers.Walkaroundtheclassroomwhilestudentswork.Callstudentsoutonebyonetogiveanswers.5.Re‑playdifficultaudiosegmentswheremoststudentsgotwronganswers.Step3：Dialoguestudy(15mins)1.AskstudentstoskimthesampledialoguebetweenMillieandhermumsilentlyforoneminute.Puttwoguidingquestionsonscreenandletstudentsfindrelevantinformationwithinthedialogue.2.Playthetapeandrequirestudentstofollowtheaudio.Dochoralreadingfirst,thendividetheclassintotwolargegroupsforrole‑play:GroupAactsasMillieandGroupBactsasMum.3.Circulatearoundtheroomandlistentosmallgroupsreading.Stopandcorrecttypicalpronunciationandintonationproblemswhennecessary.Highlightusefuldailyexpressionsfortalkingaboutworriesontheboard.Step4：Pairwork(10mins)Tellstudentstoworkwiththeirdeskmates.Remindthemtousethemodeldialogueasaframeworkwhentalkingabouttheirownteenageproblems.Moveamongdifferentpairsduringtheactivity.Offerwordhintsandsentencepromptsforstudentswithweakfoundations.Observestudents’performance.Selecttwoorthreepairsvoluntarilytoperformtheirconversationsinfrontofthewholeclass.Givepositivefeedbackaftereachperformance.Donotinterrupttocorrectmistakesduringstudents’presentation;pointoutcommonsmallerrorsaftertheyfinishspeaking.Step5：Summary&Homework(5mins)Quicklygooverthekeynewwordswehavelearnedinthisperiod.Invite1‑2studentstomakeoneshortsentenceusingnewvocabulary.Assignwrittenhomeworkclearly.Remindstudentstofinishthethinkingtaskandpreparefornextclass.Homework:Copynewwords;Thinkaboutoneofyourownteenageproblems.第二课时Reading(1)Step1：Warming‑up&Lead‑in(5mins)Raisetheguidingoralquestion“Whowillyouturntoforhelpwhenyouhaveproblems?”Openfloorforshortstudentresponses.BrieflyintroducethebackgroundinformationaboutyouthworkerMrFriend.Tellstudentswearegoingtoreadtworeal‑styleletterswrittenbytroubledteenagers.Presentthetitle“TwoletterstoyouthworkerMrFriend”onscreen.Step2：VocabularyPreview(10mins)Projectnewwordsandphrases:allow,stickto,underalotofstress,achieveabalance,cutbackon,fallbehind.Readeachitemaloudforstudents.Organizewhole‑classchoralreading.Pickseveralindividualstudentstoreadaloudtocheckpronunciation.ExplainkeycollocationswithsimpleEnglishexamples.Givestudents2minutestoreadthesephrasessilentlybythemselves.Walkthroughrowstomonitorstudents’learningstatus.Step3：Skimming(10mins)Tellstudentstoskimthetwoletterswithin3minutes.Puttwoskimmingtasksonscreen:answerhowmanylettersthereareandfigureouteachwriter’smainproblems.Setacleartimelimit.Aftertimeisup,collectstudents’oralanswers.Brieflyintroducethereadingskillscanning.Explainwhatscanningmeansandwhenwecanusethisreadingstrategy.Step4：Scanning(10mins)InstructstudentstoscanthetextcarefullyfordetailedinformationaboutKittyandSimon.Askstudentstofinishthechartexerciseintheirtextbooksindependently.Allowstudentstodiscussanswersbrieflywiththeirdeskmatesafterfinishing.Invitestudentstoshareanswerswiththewholeclass.Pointouttheexactlinesintheoriginaltextwhereeachanswercomesfrom.Analyze1‑2difficultlongsentencesinthereadingpassage.Step5：Summary&Homework(5mins)Makeashortreviewofthetwoteenagers’maintroublesandthescanningreadingskill.Giveclearhomeworkinstructions.Homework:Readthetwolettersfluently;rememberkeywordsandphrases.第三课时Reading(2)Step1：Revision&Lead‑in(5mins)ConductaquickdictationofkeywordsandphrasesfromReading1.Studentswritedownthesephrasesontheirscratchpaper.Walkalongaislestohaveaquicklookatstudents’dictationwork.CallseveralvolunteerstoretellKitty’sorSimon’sproblemsin2‑3simplesentences.Offerpromptwordsifstudentsgetstuck.Step2：Detailedreading(15mins)Askstudentstoreadthetwoletterscarefullyfordetailedcomprehension.RequirestudentstofinishPartBtrue/falseexercisesintextbooks.Afterstudentsfinish,checkanswerstogether.Foreveryfalsestatement,askstudentstofindsupportingsentencesinthetextandrewritecorrectstatements.GuidestudentstodigouthowKittyandSimonfeelinsideandsortoutwhatmakesthemfeeltroubled.Highlightimportantcontextcluesinparagraphs.Step3：Groupdiscussion(10mins)Dividethewholeclassintogroupsoffour.Statethediscussiontaskclearly:WhatadvicecanyougiveKittyandSimon?Remindgroupmemberstotakesimplenoteswhilediscussing.Circulateamonggroups,listentogroupconversationsandgivelanguagesupportwhenstudentscannotfindproperEnglishexpressions.Inviterepresentativesfrom2‑3groupstosharetheirideaswiththewholeclass.Encouragestudentstomakeuseofnewly‑learnedwords.Step4：Extendedthinking(5mins)Putforwardtheopen‑endedquestion“Isitnormalforteenagerstohavesomanyproblems?”Givestudentsoneminutetothinkindividually.Callforvolunteerstosharepersonalideas.Giveappropriateguidanceandleadstudentstorealizeteenageworriesarecommoningrowth.Step5：HomeworkAssignment(5mins)Summarizekeypointsofthisreadinglesson.Statehomeworktasksexplicitly.Homework:Retelloneperson’sproblems;writethreesentencesaboutteenageworries.第四课时GrammarAObjectclausesintroducedbyif/whetherStep1：SituationalLead‑in(5mins)PickoutoriginalexamplesentencesfromthereadingtextandshowthemonPPT.Markthepartswithif/whetherinboldfont.Guidestudentstoobservesentencestructure.Raisequestions:Wheredothesesentencescomefrom?Leadinthegrammartopic:objectclausestransformedfromyes‑noquestions.Step2：RuleExplanation(15mins)Displayandexplainthreecorerulesonebyoneonscreen.Usesimplesamplesentences.Showpairsofcorrectandwrongsentencesside‑by‑sidetohighlightthetypicalmistakeofquestionwordorder.Explainthatwepreferwhetherinformalwrittensituations.Readexamplesaloud.Askstudentstoidentifywheretheobjectclauseisineachsamplesentence.Givestudentsshorttimetoreadtheserulessilently.Step3：BasicPractice(10mins)AskstudentstofinishtextbookA1andA2exercisesindependently.Walkaroundtoobservestudents’workandspotfrequentmistakes.Afterfinishingallexercises,checkanswerstogether.Foreachitem,askstudentstounderlinetheobject‑clausepart.Pointouttypicalword‑ordermistakesthatmanystudentstendtomake.Step4：ContextualApplication(10mins)Organizepair‑workactivity.Requirepartnerstomakesentencesaboutteenageworriesusingif/whetherobjectclauses.Movearoundtheclassroomandofferhelpwhenstudentsmeetdifficulties.Invitesomepairstoreadtheirself‑madesentencesoutloudtothewholeclass.Step5：Summary&Homework(5mins)Reviewthecorerulesofif‑whetherobjectclausesbriefly.Emphasizetheruleofstatementword‑orderagain.Assigngrammarhomeworktasks.Homework:Finishextragrammarexercises;writefivesentenceswithif/whetherobjectclauses.第五课时GrammarBObjectclausesintroducedbyquestionwordsStep1：SituationalLead‑in(5mins)Projecttextbookexamplesentencesonscreen.Askstudentstofindoutclauseswithwh‑questionwords.Writedowntheoriginalspecial‑questionsentenceanditstransformedobject‑clauseversiononthewhiteboard.Introducethegrammarpoint:objectclausestransformedfromwh‑questions.Step2：RuleExplanation(15mins)Stressthekeyrule:Afterquestionwords,westillusestatementwordorder,notquestionorder.Showthecontrastpair:WhereshouldIgo?→IwonderwhereIshouldgo.Explainthedifferentmeaningsofcommonquestion‑wordsincludingwhat,who,why,how,where.Remindstudentsofwhatwehavelearnedaboutthat,if/whetherobjectclausesinpreviousperiods.Giveseveralmoremodelsentencesforstudentstounderstandbetter.Step3：BasicPractice(10mins)StudentsfinishtextbookB1‑B2rewriteexercisesontheirown.Whenmoststudentscompletethetasks,checkanswersasawholeclass.Requirestudentstounderlinethechangedwordorderineachrewrittensentence.Pickoutseveraltypicalerrorexamplesforwhole‑classanalysis.Step4：ContextualApplication(10mins)HavestudentsfinishB3conversationexercisefirst.Thenaskstudentstocreateshortpassagesmixingthat,if/whetherandwh‑question‑wordobjectclausesonthetopicofteenageproblems.Walkaroundtomonitorstudents’writing.Selectafewstudentstosharetheirshortpassagesinclass.Step5：Summary&Homework(5mins)Doaquickreviewofwh‑question‑wordobjectclauses.RemindstudentstogooverGrammarAcontent.Assignwritinghomework.Homework:Write4sentenceswithwh‑question‑wordobjectclauses;reviewgrammarA..第六课时IntegrationStep1：Revision&Lead‑in(5mins)Carryoutquickoralreviewofthreekindsofobjectclauses.Callonseveralstudentstomakeonesentenceforeachtype.Thenraisethelead‑inquestion:Whatotherteenageproblemsdowehavebesidesstudyandparentconflicts?TransitiontothereadingmaterialTwocommonteenageproblems.Step2：Readinglearning(10mins)Tellstudentstoreadthepassagesilentlywithinthreeminutes.Setreadingtasks:findoutbody‑changeproblemsandfriendshiptroublesinthetext.Whenreadingfinishes,askstudentstoanswertext‑relatedquestions.Walkthroughthetextandexplainacoupleofcomplexsentencesforthewholeclass.Step3：ListeningPractice(15mins)Informstudentsoflisteningtasksinadvance.PlayaudioforB1andB2forthefirsttime;studentsdoinitialnote‑taking.Playtherecordingforthesecondtimesostudentscancompleteandrevisetheiranswers.Checkanswerstogether.Forpartswithhigherrorrates,replaydifficultlisteningsegmentsseveraltimesforstudentstocatchdetails.Step4：ComprehensivePractice(10mins)StudentsfinishB3fill‑inarticleindividually.Checkanswersafterwards.Organizepair‑workconversationactivity.Remindstudentstousesuggestionsentencesintheirtalk:Whynot…?Maybeyoucould….Walkamongpairsandgivetimelylanguagesupport.Invite2groupstopresenttheirdialogues.Step5：Summary&Homework(5mins)Makeabriefsummaryofreadingcontent,listeninginformationandsuggestionexpressions.Giveclearhomeworkdirections.Homework:FinishIntegrationexercises;reviewallunitnewwords.第七课时WritingDAdviceletter/emailStep1：Revision&Lead‑in(5mins)Reviewvocabularyaboutteenage‑problemtopics.ShowthenotechartlistingdifferentteenageproblemsonPPT.Leadstudentsintothewritingtask:composinganadviceemailtooffersuggestionsfortroubledteenagers.Step2：Modelemailanalysis(15mins)AskstudentstoreadMillie’sreplyemailinthetextbooksilently.Guidestudentstofindthefour‑partstructureoftheemailonepartafteranother:Showcare/feelsorrytohear…;Mentiontheproblem;Giveseveralpiecesofadvice;Offerhelp.Markthesefourpartsonscreen.Highlightusefulexpressionsprintedinthetextbook.Remindstudentstokeepapolitetoneinformalemailwriting.Analyzesamplesentenceswhichuseobjectclauses.Step3：Writingguidance(10mins)GuidestudentstopickoneproblemfromD1chart.Remindstudentstoplantheirideasbeforewriting:thinkabouthowtoshowcomfort,list2‑3practicalpiecesofadviceandplantheclosingpart.Movearoundtheclassroom.Giveface‑to‑faceguidanceforstudentswhohavetroubleorganizingcontent.Step4：Writing&Peerevaluation(10mins)Studentsfinishtheirownadviceemailindependentlywithinlimitedtime.Handou