冀教版英语九年级Unit 9 Lesson 51 What Could Be Wrong

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九年级英语下册 Unit 9 Communication Lesson 51 What Could Be Wrong教案 (新版)冀教版

三、布置作业
Write a letter to Sue and tell her what’s the relationship between you and your friends.If there is something wrong，ask for her advise.
设计意图：培养学生们的写作能力。
2.Did you really hurt your friend?
3.Even if you’re not friends anymore，you should still be friendly.
语法：Attributive clauses
二、展开过程，探究新知
Step 2：Presentation
1.Teacher shows the word cards and each card with a picture stands for the word we are going to learn：figure，directly, misunderstanding.Ask the students come to the front to touch the right card when you read a word and then explain the meanings and the usages of these words.Make sentences with the words and explain the meanings.
2.Give the studentsfive minutes to remember the words. And then the teacher pick out one of them.Let students spell and read them one by one.

冀教九年级英语Unit 9 Lesson 51 What Could Be Wrong

Learning aims:
1.Master: figure 2.Focus structures: I considered all the things that could be wrong, but I still can’t figure out what the problem is. If neither of these things works, just leave your friend alone. She may need some time to cool down
. 2 Many people have had the same experience as you.
the same + n.+ as 表示“与……相同”。 the same as…意为“和……一样”，反义词组为 different from…“与……不同”。 3.Try writing to your friend or you can … write to …给……写信。其反义短语: hear from 4.If neither of these things works, just leave your friend alone. neither of 后加名词复数或人称代词宾格作主语时，谓语动词用单数。 eg: Neither of the answers is right.
Unit 9 Lesson 51 What Could Be Wrong
REVIEW
Check the points of Lesson 50.
• THINK ABOUT IT
1.Have you had any problems your friends? 2.When you have a problems with a friend, what do you usually?

九年级英语下册 Unit 9 Lesson 51 What Could Be Wrong教学设计 (新版)冀教版

Lesson 51: What Could Be Wrong? Title Lesson 51: What Could Be Wrong?Knowledge 1.To learn words and expressions about giving suggestions.Ability 1. To learn about how to solve the problems between friends. Teaching aimsEmotion To realize the importance of friendship and the ways of solving the problems between friends..Project Content AimsStep1: Lead-in and warm upBrainstorming:1. Do you have any problems between you and your friends?2. If you have a problem with a friend, what do you usually do?Motivate the Ss and learn about some new words and expressions.Teaching procedures Step2: Reading1.Fast--reading(1). What has happened to the Lost Girl?(2). What are Sue’s suggestions if a friend wants to end the friendship?2.Read the lesson again and tick the advice Sue gave to the Lost Girl.(1)Say sorry if you hurt your friend.(2)Give your friend some time to cool down.(3)Clearly express how you feel.(4)Write to your friend and ask what’s wrong.(5)Talk to your friend directly as soon as possible.(6)You can still be friendly even if you are not friends.(7) Be aware of your body language.Get to knowmore about thecontent and keyinformationabout thelesson.Students canunderstandbetter throughreading.Step3: Practice1. Discussion.If you were Sue, what are your suggestions to the lost girl?2. Team work.(1)Say sorry if you hurt your friend.(2)Give your friend some time to cool down.(3)Write to your friend and ask what’s wrong.(4)Talk to your friend directly as soon as possible.(5)You can still be friendly even if you are not friends.…3. Guess.After receiving Sue’s e-mail, what would the lost girl do?4. Listen to the reply from the Lost Girl and fill in the blanks.Dear Sue,Thanks for your advice. I have ________ all those things. I wrote her a letter and told her I wouldn’t want to lose her as a friend. I asked her what was wrong. She wrote back to me after she ________. There was a ________. She was hurt because I didn’t go back home with her on Wednesday as we had planned. She ________ me, but I didn’t answer her.I had forgotten that! After I ________ it was all my fault, I went to her and said sorry. We are now friends again. I’m very happy.Encourage the students to show their own ideas.Summarizethe expressions about how to give suggestions.Practice talking about how to solve the problems between friends.Listening will make the students know the lostgirl’s solutions to the problem.Step4:ProgressDOCTOR SUE SAYS!Work in groups. Write about a problem between two friends on a piece of paper.• Collect all the papers in the class.• Shuffle the papers.• Each group draws a piece of paper.Read the problem in your group and write some advice to that person.Emotion promotion.Make students learn to help others solve the problem between friends.Home-work 1）Write an e-mail to the person who has something wrong with his/her friend to give him/her some good suggestions.2）Write a story about how you make up with your friend.（Choose one between the two.）Board Design Lesson 51: What Could Be Wrong?Solutions to solve the problems between friends:(1)Say sorry if you hurt your friend.(2)Give your friend some time to cool down.(3)Write to your friend and ask what’s wrong.…。

冀教版九年级英语下册Unit9Lesson51WhatCouldBeWrong教学设计

• Each group draws a piece of paper.
Read the problem in your group and write some advice to that person.
Emotion promotion.
Make students learn to help others solve the problem between friends.
(2)Give your friend some time to cool down.
(3)Write to your friend and ask what’s wrong.
(4)Talk to your friend directly as soon as possible.
(5)You can still be friendly even if you are not friends.
Summarize
the expressions about how to give suggestions.
Practice talking about how solve the problems between friends.
Listening will make the students know the lost girl’s solutions to the problem.
2.Read the lesson again and tick the advice Sue gave to the Lost Girl.
(1)Say sorry if you hurt your friend.
(2)Give your friend some time to cool down.

九年级英语下册 Unit 9 Lesson 51 What Could Be Wron

DOCTOR SUE SAYS!
• Work in groups. Write about a problem between two friends on a piece of paper.
• Collect all the papers in the class.
• Shuffle the papers. • Each group draws a
冀教版九年级
Lesson51 What Could Be Wrong?
Teaching aims:
1.To learn the words and expressions about giving suggestions.
2. To learn about how to solve the problems between friends.
• (2)Give your friend some time to cool down.
• (3)Clearly express how you feel. • (4)Write to your friend and ask what’s wrong.
• (5)Talk to your friend directly as soon as possible.
piece of paper.
The problems:
• （1） My friend was teased by others,so he asked me to beat him up. I didn't want to do that , but my friend was angry with me.
the corner • You have my place to

冀教版英语九年级全一册Unit9Lesson51WhatCouldBeWrong？教学设计

（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结词汇、句型和语法知识点。
2.学生分享学习心得，讨论在小组讨论和课堂练习中的收获和困惑。
3.教师针对学生的反馈，进行有针对性的讲解和解答，确保学生对所学知识的掌握。
4.强调保持身体健康的重要性，引导学生树立正确的健康观念，养成良好的生活习惯。
五、作业布置
-选择文章中的一个观点，谈谈自己的看法。
此作业有助于拓展学生的知识面，提高阅读理解能力。
5.家庭任务：与家人分享本节课所学内容，向他们介绍一般现在时和现在进行时的用法，并尝试用英语讨论家庭中的健康问题。此作业旨在将所学知识应用于实际生活，提高学生的语言运用能力。
作业要求：
1.作业须在规定时间内完成，确保作业质量；
2.通过示例和练习，让学生掌握词汇和句型的实际应用，加深对课文内容的理解。
3.分析课文中描述身体不适的句子，引导学生学习如何用英语表达健康问题。
（三）学生小组讨论
1.教师将学生分成小组，让他们讨论以下问题：
- What are the common health problems that students may have?
-教授听力策略，如预览问题、预测内容和记笔记等，帮助学生有效提升听力理解能力。
3.口语表达：
-创设轻松愉快的学习氛围，鼓励学生大胆开口，减少他们的焦虑感。
-设计角色扮演活动，让学生在实际情境中练习口语表达，提高语言流利度和准确性。
4.情感态度与价值观的培养：
-通过讨论健康生活方式的重要性，引导学生树立正确的健康观念。
2.学生能够掌握一般现在时和现在进行时的用法，用以描述经常发生的事情和正在发生的事情。
3.学生能够在听力活动中，理解并获取关键信息，如病因、症状、解决办法等。

冀教版英语九年级全一册 Unit 9：Lesson 51 What Could Be Wrong？.

课题：Lesson51:What Could Be Wrong? Array学习目标: 1、掌握单词：figure、experience、situation、directly、misunderstanding2. 学习运用短语:figure out 、leave somebody alone、cool down、ever since、write to sb 、neither of 、even if 、not …anymore 、think about3. 句子：（1）.I still can’t figure out what the problem is .（2）Did you really hurt your friend?（3）Even if you’re not friends anymore, you should still be friendly.学习重点: 学习本课单词，理解课文，掌握重点词汇并完成练习。

学习难点: 掌握重点词汇并完成练习，复习定语从句。

学习方法: 小组合作探究学习过程:一．【温故知新，提出目标】1.Greet each other before the class.2.Show the learning aims.3．Go over the words.二．【预习检测，感知课文】1.Read the text ,then finish “Let’s Do it”Part1 and Part3三．【自主探究，解决问题】1. We used to study and play together all the time, but ever since last Friday. 我们过去曾经一起学习过、玩过，但从上个星期五就不一样了。

used to do sth“过去经常做…”，区别be used to doing sth“习惯于做…”。

否定句式有两种变化形式：used not to +动词原形didn’t use to +动词原形2. Say hi to her when you pass her in the hallway(走廊) at school. 当你在学校的走廊里从她面前走过时，要和她打声招呼。

冀教版九年级英语全册Lesson51WhatCouldBeWrong说课稿

2.生生互动：
-小组讨论：学生分组讨论问题，共同完成任务，培养合作意识和团队精神。
-角色扮演：学生进行角色扮演，模拟真实场景，提高口语表达能力。
-互评互鉴：学生相互评价对方的表现，提出建议，共同提高。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
1.生活实例引入：以学生日常生活中可能遇到的身体健康问题为话题，提出问题：“Have you ever felt sick? What are the symptoms when you are sick?”让学生分享自己的经历，从而自然引出本节课的主题。
-通过课堂讲解、互动提问等方式，帮助学生掌握所学知识点。
3.情感态度与价值观：
-培养学生关爱他人，关注健康的意识；
-增强学生的心理素质，学会面对困难和压力；
-培养学生积极向上的生活态度，养成良好的生活习惯。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
1.教学重点：
-掌握词汇和语法知识点，如身体不适的词汇、情态动词"could"的用法等；
3.课堂互动中，部分学生可能参与度不高。
应对措施：
1.通过对比教学和实物演示，帮助学生区分和记忆相似词汇；
2.通过大量例句和实际应用，强化情态动词"could"的用法；
3.鼓励学生参与，设置不同难度的任务，提高课堂参与度。
课后，我将通过以下方式评估教学效果：
1.学生作业完成情况；
2.课堂观察，记录学生参与度和掌握程度；
4.教学卡片：使用词汇卡片、情景卡片等，帮助学生进行词汇学习和情境模拟。
（三）互动方式

九年级英语下册 Unit 9 Lesson51 What Could Be Wrong教学设计 (新版)冀教版版

Lesson 51: What Could Be Wrong? Title Lesson 51: What Could Be Wrong?Teaching aims Knowledge 1.To learn words and expressions about giving suggestions.Ability 1. To learn about how to solve the problems between friends.EmotionTo realize the importance of friendship and the ways of solving the problemsbetween friends..Project Content AimsTeaching procedures Step1: Lead-in and warm upBrainstorming:1. Do you have any problems between you and your friends?2. If you have a problem with a friend, what do you usually do?Motivate the Ssand learn aboutsome new wordsandexpressions. Step2: Reading1.Fast--reading(1). What has happened to the Lost Girl?(2). What are Sue’s suggestions if a friend wants to end the friendship?2.Read the lesson again and tick the advice Sue gave to the Lost Girl.(1)Say sorry if you hurt your friend.(2)Give your friend some time to cool down.(3)Clearly express how you feel.(4)Write to your friend and ask what’s wrong.(5)Talk to your friend directly as soon as possible.(6)You can still be friendly even if you are not friends.(7) Be aware of your body language.Get to knowmore about thecontent and keyinformationabout thelesson.Students canunderstandbetter throughreading.Step3: Practice1. Discussion.If you were Sue, what are your suggestions to the lost girl?Encourage thestudents toshow their ownideas.2. Team work.(1)Say sorry if you hurt your friend.(2)Give your friend some time to cool down.(3)W rite to your friend and ask what’s wrong.(4)Talk to your friend directly as soon as possible.(5)You can still be friendly even if you are not friends.…3. Guess.After receiving Sue’s e-mail, what would the lost girl do?4. Listen to the reply from the Lost Girl and fill in the blanks. Dear Sue,Thanks for your advice. I have ________ all those things. I wrote her a letter and told her I wouldn’t want to lose her as a friend. I asked her what was wrong. She wrote back to me after she ________. There was a ________. She was hurt because I didn’t go back home with her o n Wednesday as we had planned. She ________ me, but I didn’t answer her.I had forgotten that! After I ________ it was all my fault, I went to her and said sorry. We are now friends again. I’m very happy.Summarizethe expressions about how to give suggestions.Practice talking about how to solve the problems between friends.Listening will make the students know the lostgirl’s solutions to the problem.Step4:ProgressDOCTOR SUE SAYS!Work in groups. Write about a problem between two friends on a piece of paper.• Collect all the papers in the class.• Shuffle the papers.• Each group draws a piece of paper.Read the problem in your group and write some advice to that person. Emotion promotion.Make students learn to help others solve the problem between friends.Home- work 1）Write an e-mail to the person who has something wrong with his/her friend to give him/her some good suggestions.2）Write a story about how you make up with your friend.（Choose one between the two.）Board Design Lesson 51: What Could Be Wrong?Solutions to solve the problems between friends:(1)Say sorry if you hurt your friend.(2)Give your friend some time to cool down.(3)Write to your friend and ask what’s wrong.…。

冀教版英语九下Unit 9《Lesson 51 What Could Be Wrong》教学设计

冀教版英语九下Unit 9《Lesson 51 What Could Be Wrong》教学设计一. 教材分析冀教版英语九下Unit 9《Lesson 51 What Could Be Wrong》主要讨论了在某些情景下可能出现的问题，并通过对话形式引导学生学会用英语表达这些问题。

本课主要涉及到日常生活中的常见问题，如健康、交通、安全等。

通过本课的学习，学生能够提高英语听说能力，增强在日常生活中运用英语的意识。

二. 学情分析学生在学习本课之前，已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但部分学生在实际运用英语进行交流时，仍存在一定的困难，特别是在描述问题和解决问题方面。

因此，在教学过程中，需要关注学生的个体差异，引导学生主动参与课堂活动，提高他们的英语实际应用能力。

三. 教学目标1.知识目标：学生能够掌握日常生活中可能出现的问题的表达方式，并学会用英语进行简单的交流。

2.能力目标：学生能够在实际情景中运用所学的英语知识，提高口语表达能力。

3.情感目标：培养学生关心他人，善于发现和解决问题的意识。

四. 教学重难点1.重点：学生能够用英语描述日常生活中可能出现的问题。

2.难点：学生能够在实际情景中运用所学的英语知识进行交流。

五. 教学方法1.情境教学法：通过设定日常生活情景，让学生在实际语境中学习英语。

2.交际教学法：引导学生参与课堂对话，提高他们的英语口语表达能力。

3.任务型教学法：通过完成各种任务，让学生在实践中学会运用英语。

六. 教学准备1.教学材料：冀教版英语九下教材、多媒体教学设备。

2.教学辅助工具：图片、卡片、录音机等。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾已学过的日常生活相关知识，为新课的学习做好铺垫。

例如：“Can you remember the problems we talked about in our last class? What are they?”2.呈现（10分钟）教师利用图片、卡片等辅助工具，展示本课要学习的情景，引导学生关注并思考。

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on the left in England.(2015孝感)
Unit 9
Communication
ever since的用法 1.Ever since 2000,my hometown a lot.
A.is changed
C.had changed Ever
B.was changed
D.has changed have worked here.
Unit 9
Communication
三、单项选择 ( C )11.The teacher asked the students to consider . another word instead of this one .(2015上海虹口区一模) e B.to use ing ed ( D )12.—Can you remember this park?We here. —Sure.But now I in that swimming pool.(2015阜康) A.are used to take a walk;am used to swim B.are used to taking a walk;am used to swimming ed to take a walk;used to swim ed to take a walk;am used to swimming ( A )13.—What do you think of these two books? — of them are interesting.And I’ve read them several times. A.Both B.Neither C.None D.Either
to me.(2014黄冈)
A.all;both C.either;neither
2.I made a call to my parents yesterday,but answered it.(2014泰安) A.either C.neither B.none D.nobody
Unit 9
Comቤተ መጻሕፍቲ ባይዱunication
2.自从毕业以来,我一直在这儿工作。 since I left school,I
Unit 9
Communication
figure out的用法 1.我们摸不透她。 We couldn’t hour. A.long for B.drop out figure her out .
2.I can’t imagine how she could
5.I’ll help you, even
(即使) I am very busy.
Unit 9
Communication
二、用方框中所给短语的正确形式填空 ever since,speak to,think about,even if,not...anymore 6.I wouldn’t lose courage even if I should fail ten
Unit 9
( B )14.Be sure to
Communication
and read every sentence carefully!
A.be worried B.cool down
C.be nervous D.put down
( C )15. — What do you think of the documentary A Bite of China? — .It has attracted lots of TV audiences.
times.
7.He’s had a car ever since he was 18. 8. Think about what you have done. 9.Don’t speak to 10.My father does harm to health. the old like that.It’s not polite. not smoke anymore .He realizes the
一、根据汉语提示写出短语 1.Could you help me figure 2.We’d better down leave her
out
(弄清楚) this problem? alone
(把她单独留下). 3.For hours after that accident,she still couldn’t cool . (冷静). 4.Is your idea the same if as (和„„一样)mine?
Unit 9
Communication
Lesson 51:What Could Be Wrong?
辨析:used to和be used to 1.李明过去常常在这条小河里游泳。 Li Ming used 2.Li Ming used used A.to drive;to drive C.to driving;to drive to swim in this small river. on the right in China,but he soon got B.driving;driving D.to drive;to driving
all the problems in an
C.depend on D.figure out
Unit 9
Communication
辨析either of,neither of和both of 1.—Which of the two magazines will you take? —I’ll take though I find B.either;either D.neither;both of them of them are very useful
A.Enjoy yourself
C.Pretty good
B.Many thanks
D.It’s hard to say
Unit 9
四、连词成句
Communication
16.realize,mistake,he,his,didn’t (.) He didn’t realize his mistake.