Unit4 Problems and adviceReading period1教学设计Part 1.Analysis of the teaching material:This period is from Unit 4 of 9A Oxford English. This topic is very important to students especially graduate, they want to talk about their problems and get suggestions very much. In the reading part, Students will learn four Internet posts about teenagers’problems. The reading Aunt Linda’s advice page shows us four teenagers about their problems. Anna is worried about her friends of being too thin. Peter is ashamed of being laughed at. Simon feels embossed about wearing braces. Julie is annoyed with her sister. It is easy to raise sympathy among the students. They will wonder what to do in such situations. Therefore, this unit is very important throughout Junior High school.Part2. Analysis of the students:As junior 3 students, problems and advice is a topic which can attract the students’ attention. It is hard to be a teenage, especially for students who are facing graduation. Thus it is not very difficult for them to get to this unit. Such topic will stimulate the students’ desire and raise their learning interest. The students will be active in the activities in this lesson.Part3. Teaching aims:1．Aims of the knowledge:(1)To know the spelling of some words and usage of some phrases.(2)To learn something about the four teenagers’ problems.(3)To grasp the main idea of Reading and use the information to talk to others about others’ problems .2．Aims of the ablilities:(1)To train the ability of getting information by reading.(2)To train the ability of retelling the story.3．Aims of the emotion:(1)To understand how to write about problems and express feelings.(2)To ask for advice to solve the problems.Part4. Teaching emphasis1．To get the ability of general reading and getting information by using various ways of expressing questions: ask and answer questions, tables, retelling and true or false questions.2．learn about the key words and expressions.Part 5. Teaching difficulties1．To recognize and understand vocabulary about problems.2．To ask for advicePart 6. Teaching methodsIn this topic, I will use five-step Teaching Method and Task-based language Teaching. I design some tasks to help the students learn. I think if I want to improve the students’ oral English, I should give them enough chances to practice and I will use pair work, group work to let the students take an active part in all kinds of activities. That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching. Thus, student-centered teaching method is well shown. Part 6. Teaching aidsProjector, computer and blackboardPart 7 Teaching procedurestep1. lead-inThe purpose is to arouse the students’ interest of study.Let’s have a free talk.T: Good morning, boys and girls. It has been almost two month since you became a Grade 9. Have you got used to the life as a graduate? Let’s have a test to see if you are doing well. Here is a picture and you can see many white and black dots in it. Are the black dots moving or not? If your answer is yes, put up your hands! Actually, the faster the black dots move, the greater pressure you have.Pressure comes from problems. Have you got problems? You look unhappy. What happened?S1：I didn’t go to bed until 12 o’clock. I am sleepy now.T：What have you done to solve this problem?S1: I don’t know.T：Do you have the same problem? Do you have any advice for him?S2: He should …T: Great! I think you all have great ideas. Here is my advice. First, plan your day carefully, so you can make full use of your time. Next, You should also manage to find time to rest. Because “all work and no play makes Jack a dull boy.”See? When we have problems, we should never keep them to ourselves. We can ask for advice. This is also what we are going to learn today “Problems and advice” Turn to page 50.Step2. Before readingThe purpose is to develop the skills of guessing and getting information from the introduction, the title and other obvious materials.T: Look at the introduction, the title and the names of the four teenagers on page 51. Then answer the questions.1)Where can you find the passage? ( On the Internet)2)What does Aunt Linda do?( She gives advice on an online newspaper.)3)What are the names of the four teenagers?(Anna, Peter, Simon and Julie)T: Skimming: Read the four posts and match the sentences with the four students.Step2. While reading1. Ask students to read the first post and answer the questions:The purpose is to develop the skills of skimming and how to gain the main ideaof the articles. It will help the students to grasp the main idea of this paragraph. Inthis way, the reading will be more effective. When the students answer the questions, it is also a progress of outputting the language based on the understanding of the text.1)Who is Anna worried about?She is worried about_____________________.2)Why is Anna worried about Jolin?Because she is _________________________.3)Why is she always dieting?Because she_______________________.4)What does Anna think of her friend?She thinks__________________________.2. Read the second post and fill the table.The purpose is to develop the skills of scanning and how to gain the details from the articles.3. Read the third post. Then decide whether the following statements are T (True) orF (False). Find the sentences in the post to support your answers.The purpose is to develop the skills of scanning and how to gain the details from the articles.( )My friends all laugh at me and say bad things about me.”( )I feel embarrassed when I smile or open my mouth.”( )I feel it was a mistake for my mother to make me wear these ugly braces4. Read the fourth post and answer the question below.The purpose is to develop the skills of retelling.1. What does Julie’s sister do to make Julie annoyed?( play the piano, take her things, make a mess)2.Read the fourth post carefully and finish the mind map.Step 4. Post-reading.Design idea: It is pretty necessary to make a conclusion of the whole passage. On one hand, it will help the students to get a better understanding of the passage about it’s purpose, main idea….On the other hand, it is a good chance for the students to review and realize all the reading strategies.Read the Internet posts again and complete the table on Page 53.Step5. GroupworkThe purpose is to train the ability of the students’ Oral English.Divide the students into group of 5. Make one of them to be the reporter. The reporter is going to interview the other four students(Anna, Peter, Simon, Jolin). Make a conversation.Reporter: Can I ask some question?Student1: Sure. Go head.Reporter : What’s your problem, Anna?Student 1: I am…Repo rter: why are you…?Student1: Because…Step 5. Homework1.Listen to the recording and correct the pronunciation.2.Write down the interview you make in class.3.Finish the corresponding exercises on your exercise book.教学反思本堂课教学思路清晰，教学过程流畅，学生兴趣浓厚，积极性高，课堂气氛好，较好地完成了预期目标，达到了《义务教育英语课程标准》的要求，基本体现了《义务教育英语课程标准》的理念。
9A Unit 4 Reading B How can we deal with bullying?教学设计课题：九年级上册Unit 4 How can we deal with bullying?教学内容： Reading B How can we deal with bullying?课型：阅读课教学时间：40分钟教材分析：本单元的主题是谈论“我应该怎么做”，是关于学生责任意识的培养和正确处理问题方式的引导。
本课是本单元的第二课时，阅读材料讲述一位优秀学生受到欺负后，学校辅导员给他关于处理方式的一些建议。
此类事件也会发生在学生实际生活中，他们有必要学会一些应急的措施和正确的处理方式。
教材主题贴近学生生活，是比较感兴趣的话题。
但是语篇比较长，生词比较多，对普通班的学生来说，单词朗读和段落理解以及英语语言的运用都是挑战。
学情分析：1.三（2）班的学生都比较内向，不太说话，英语学习热情一般，课堂不太活跃，学生不太乐于表现自己，能运用一定的英语进行对话。
但学生对英语的记忆和灵活运用能力需要进一步的提高,部分内容需要用中文辅助解释。
课文中出现的除必学以外还有许多生僻的词汇需要反复学习，较长的句子需要进一步的理解。
2.通过初中两年的学习，学生已具备一定的阅读理解能力，掌握了一些阅读理解的策略与技巧。
将借助本课的阅读理解活动进一步巩固、运用已学的策略与技巧，以提高学生的阅读理解能力和英语语言的运用能力。
教学目标：1.认知目标：1) 学生能够掌握教多的新词汇如gifted, upset, ashamed, lonely, alone, nervous, adult, trust, evidence, ignore ；2) 学生能够掌握课文词组：get\ be bullied, keep a diary, It’s not your fault. 3）能理解课文中的英文指导提示。
2. 能力发展目标：1）阅读能力：通过多种形式的阅读活动与任务，指导学生进一步巩固、运用已学的阅读理解策略与技巧，培养一些阅读微技能，如：猜测生词大意、搜寻细节信息等，从而提高学生的阅读理解能力；2）语言能力：学生能运用自己的语言表达建议。
Unit 4 Problems and advice一、教材分析本单元围绕着“问题和建议”的话题来展开听、说、读、写的训练。
教材以四个不同青少年具有不同的困惑以及需要建议的网贴为载体，帮助学生如何就生活中存在的问题寻求相关的解决途径。
作为初三年级的学生，就如何解决存在的问题寻求正确的解决途径尤其重要。
语法方面是认识和正确运用句子成分，并培养学生完成一篇关文章寻求正确的解决途径或建议并尝试正确使用句子成分。
二、教学对象分析1.学生通过初一、初二的学习，对工具书和蛛网图的使用有一定的了解，通过对蛛网的介绍和用法，提高学习的自学能力和概括归纳能力，有利于开展本单元的听、说、读、写任务。
2.学生在初一、初二平时学习过程中就已经接触过了有关句子的成分以及本单元再通过系统地复习，在学习方式上引导学生学习归纳总结。
三、单元教学目标1.认知目标：2. 思想情感目标：通过谈论“问题与建议”的相关话题，帮助学生如何就自己存在的各种问题寻求正确的解决方法。
3. 能力发展目标：1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。
2）在学习中提高交流和传递信息的能力，在写作中正确运用连词使文章更连贯和流畅。
3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。
四、单元教学重点1. 学生熟练掌握重点词语，词组及句型。
2．指导学生利用所学句型正确表达思想、进行交际活动。
3．指导学生归纳、总结动词不定式的用法，并在实践运用中熟练运用。
五、单元教学难点1.句子成分的归纳整理及运用。
六、教学策略1. 引导学生积极主动的通过预习完成可以自己学会的部分，课堂学习完成学习的重难点，通过复习及归纳总结完善单元的学习。
2. 在教学中以旧带新，引导学生用正确的句子表达思想。
3. 适当补充与课文话题相关的内容，拓展学生的阅读视野。
七、学习策略1．初步接触略读（skimming）和找读（scanning）这两种阅读策略。
