Unit 3 Teenage problems(Period 1 Welcome to the unit and Vocabulary)教案(牛津译林版九年级上册)

九年级英语Unit3 teenage problemsPeriod One(Welcome to the unit/ vocabulary )●objectives1.to talk about problems and their causes2.to think about personal problems and how to deal with them.3.To understand the different meanings of the verb “to be”4.To use the verb “to get” when talking about problems●Language function and focusI’ve got a problem.=I have a problem.Eating too much makes you unhealthy. Get too many tests and examsQuarrel with sb. Family membersGet a bus=take a bus get angry=become angryI don’t have much time to revise for tests.●Teaching methodsListening/ writing/ speaking/discussing●Teaching proceduresPart A1.Explain that most teenagers have problems. Tell students that if they ever need to talk about theirproblems, they should talk to their teachers, friends or family. Tell students that having a problem is nothing to be ashamed if ----everyone has worries from time to time.2.Ask students work in groups. Discuss their problems and write on the paper. The teacher callsome groups to speak out the problems and help them how to solve them.3.Show the students pictures about problems. Ask individuals to speak out which problem it is. Ifone has spoken out, he or she can ask his or her best friend to speak out next problem.4.Ask students to work in pairs to complete Part A on Page 39. 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.tell students you want to do a survey of the problems that students in the class have. Write thefollowing headings on the board:Not enough sleepNot enough time to do homeworkToo noisy to studyLonelyArgue with cousin/classmate/parentParents are always busyRead 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 …”2.Explain that part B is different from the previous exercise, as students have to rank how bigthese problems are in their lives.Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.3.Tell students to complete Part B on their own. You may want to give the exercise as homework,as students may feel comfortable writing about their problems in private. You could 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.4.For stronger classes, ask students to add what they consider to be the biggest problems teenagersface to the list if these are different to those on the list.V ocabularyPart A1.Explain that the words in the box at the top of Page 44 are synonyms of the verb “to get” belowthe 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 inPart 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 raisetheir hands if they do. For stronger classes, ask students what their advice would be for Amy. Comic strip1.Play the tape for the students to find out the problem. If they can’t get the answer, the teachercan play the second time.2.Explain some language points for the whole class. Then ask them to try to perform this shortplay.Homework:1.If you have any ___________ (问题)，you can ask your teacher for help.2.Eating too much is bad for our ____________. It makes us __________ （健康）3.____________ (游泳) is one of my favourite sports.4.John got up too late to have breakfast, so he felt ___________ at school.5.The meeting has bee ___________ (结束) for two hours.6.Thank you for ___________ (邀请) me to your party.7.You must look after y_________ and keep healthy, Mum and Dad.8.We have our first class at a _____________ (一分钟)to eight.Design on Bbproblemstoo noisy after classDon’don’后记：通过这堂课使我了解到学生中的各个问题和他们的想法。

牛津译林版九年级上册Unit 3《Teenage problems》（Reading 1）说课稿一. 教材分析《牛津译林版九年级上册Unit 3 Teenage problems（Reading 1）》是一篇关于青少年问题的阅读文章。

文章主要讲述了一个青少年在成长过程中遇到的各种问题，如学习压力、与父母沟通、朋友之间的关系等。

通过这篇文章，学生可以了解到青少年成长过程中可能遇到的问题，并学会如何面对和解决这些问题。

二. 学情分析九年级的学生正处于青春期，他们面临着与文章中相似的问题。

因此，他们对这篇文章的主题会有共鸣，学习兴趣会比较浓厚。

然而，由于他们的英语水平不同，有的学生可能对文章中的一些词汇和语法结构理解起来有一定的困难。

三. 说教学目标1.知识目标：学生能理解文章的主要内容，掌握文章中的一些重要词汇和短语，如“pressure”、“communicate”、“relationship”等。

2.能力目标：学生能用英语简单描述青少年面临的问题，并学会如何解决这些问题。

3.情感目标：学生能认识到青少年时期的重要性，学会珍惜时光，积极面对生活中的困难。

四. 说教学重难点1.重点：学生能理解文章的主要内容，掌握文章中的一些重要词汇和短语。

2.难点：学生能用英语描述青少年面临的问题，并学会如何解决这些问题。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，提高英语听说读写的能力。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣。

六. 说教学过程1.Pre-reading：教师通过提问引导学生思考青少年时期可能遇到的问题，激发学生的学习兴趣。

2.While-reading：学生速读文章，回答相关问题；教师引导学生详细阅读文章，讨论文章中的细节。

3.Post-reading：学生分组讨论，用英语描述青少年面临的问题及解决方法；教师学生进行汇报，给予评价。

牛津译林版英语九上Unit 3《Teenage problems》（Welcome to the unit）说课稿一. 教材分析《牛津译林版英语九上Unit 3 Teenage problems》主要讨论了青少年面临的一些普遍问题，如学习压力、与父母沟通、健康饮食等。

本单元旨在帮助学生了解并关注这些问题，提高他们的英语语言运用能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语表达。

但同时，他们面临着中考的压力，对于如何正确处理学习、生活和家庭中的问题还有一定的困扰。

因此，在教学过程中，需要关注学生的实际需求，帮助他们解决实际问题。

三. 说教学目标1.知识目标：学生能够掌握本单元的重点词汇和句型，如“teenager”、“problem”、“communicate with parents”等，并能够运用所学知识进行简单的交流。

2.能力目标：学生能够通过听力、阅读和写作等环节，提高自己的英语语言运用能力。

3.情感目标：学生能够认识到青少年面临的问题，学会正确处理这些问题，形成积极健康的人生态度。

四. 说教学重难点1.重点：本单元的重点是让学生掌握相关的词汇和句型，并能运用到实际情境中。

2.难点：如何引导学生正确处理青少年面临的问题，提高他们的心理素质和抗压能力。

五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，自然而然地学习和掌握英语知识。

2.利用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高他们的学习积极性。

3.开展小组讨论活动，鼓励学生发表自己的观点，培养他们的合作意识和团队精神。

六. 说教学过程1.导入：通过展示一些青少年常见的问题，如学习压力、与父母沟通等，引导学生进入本课的主题。

2.呈现：教师通过图片、视频等手段，展示本课的重点词汇和句型，让学生初步感知和理解。

3.实践：学生通过听力、阅读和写作等环节，运用所学知识进行实际操作，巩固所学内容。

9A Unit 3 Teenage problems第一课时Welcome to the unit1. Sometimes I get low marks in exams.① mark cn.分数get high/low/ full marks in the exam★ point cn.分数(可数名词)Eg. get sixty points/ get many points/ get the fewest points★ score cn.分数the final score/ test scorescore vt.&vi.得分score twenty pointsEg. Jim often gets high marks in English exams, but this time he only got eighty points / scored eighty points②mark n.污点,斑点Eg. Mother is cleaning up the marks on the floor③ mark vt.表明,标志Eg. mark the beginning of the war2. The noise almost drives me mad① drive me mad使人受不了( drive-drove- driven)v. +宾语+ adj. (宾补) 这类动词有: make/keep/find/get等Eg. make them sad/ keep us awake/ find it interesting/ get your homework done( hate one' s hands full忙得不可开交)drive sb. to sp.开车载某人去某地。

drive sb./sth. away驱赶② mad adj.发疯的,生气的(mad- madder- maddest)Eg. I will go mad if I have to wait much longer.3. I don' t have any close friends. Sometimes I feel lonely.① close adj.亲密的, 严密的( close- closer-closest) Eg. his closest friend② close adj.靠近的Eg. Our new house is close to the school③ close vt.&vi.关,关闭closed adj. 反义词open v. open adj.Eg. The supermarket opens at 9 a. m. and closes at 10 p.m.The supermarket has been open for 13 hoursopen的延续性短语为be open; close的延续性短语为be closed④ close adv. 接近;靠近;紧挨着;不远地(强调空间距离远近)Eg. stand close to the window⑤ closely adv.密切地work closely with sb.Perhaps you should manage your time bettermanage v.设法完成,管理manager n.经理① manage sth. Eg. manage a big company管理一家大公司② manage to do sth. Eg. manage to get there before5o'lok设法5点前到了那里★ manage to do sth.= do sth. successfully有成功做某事的意思(强调结果)★ try to do sth.努力做(强调过程)第二课时Reading I1. I have a lot of homework every day, and I have no choice but to do it.① choice cn.选择have two choices/ make a wise choicechoose vt.&vi. 选择,挑选( choose-chose-chosen)choose to do sth./ choose sb. to be/as…Eg. I don't know which book to chooseThere are so many books for me to choose from.② have no choice but to do sth. 除了做某事别无选择;别无选择,只能这一结构中, choice为不可数名词。

Unit 3 Teenage problemsLesson 1【学习目标】1．谈论中学生在学习、交友、与家人的关系等方面所遇到的问题。

2．思考个人问题及解决问题的方法。

【学习重难点】谈论中学生在学习、交友、与家人的关系等方面所遇到的问题。

【学习过程】Step 1 Warm-up1．Do you know what we call a group of people whose ages are from 6 to 12?2．Explain that most teenagers have problems. If you ever need to talk about your problems, who should you talk to? 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.Step 2 Work in pairs (welcome to the unit)1．Have a free talk with your partners. Have a talk about your problems with your partner. Use the following conversation as a model.2．What problems do you have? Discuss and write your problems and the ways to solve them on the paper. Then speak them out. _____________________________________3．To work in pairs to complete Part A.Once all students have finished, ask one student at a time to read out what they have written. A: Have you got a problem?B: Yes.A: What is it?B: Eating too much makes me unhealthyA: What about you?B: … 1．Getting too many tests and exams 2．Not doing enough exercise 3．Being too noisy at home 4．Quarreling with friends or family members 5．Having no close friends 6．Having enough time to do my homeworkListen for mistakes and mispronunciation.4．Complete Part B on your own.Make a note of the biggest problem the class has. Write the following on the board and ask students to report: “The biggest problem Class…Grade... has is…”“The biggest problem of our group is…”Step 3 Listen, read and learn (Comic strip)1．Listen “Comic strip”, try to find out: What problem does Eddie have?2．Check the answers.3．Read the dialogue, then the teacher explain some key points.4．complete the summary(补全短文)Please look at Eddie’s s____________. We can find Eddie has g_______ a h______ problem indeed. Eddie is asking Hobo for suggestions. Hobo tells him it u________ to eat too much. And he a_________ Eddie to eat less and try to do m_________ exercise. In fact, he wants to eat the food h________________.Practice the dialogue with the partner, act it out.要点点击1．Teenage problems. 青少年的问题。