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9AUnit3 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 abouttheir problems, 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.If one 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, makea 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 ashomework, 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 problemsteenagers face 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”below the 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 exercisein Part 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 Bbtoo noisy after classdon’t know wh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。
Teaching PlanUnit 3 (9A)I.Teaching Aims:Knowledge and ability aims:1.By reading the story to improve the reading ability.2.By completing notes and matching pictures to improve the listening ability.nguage: the use of adverbs4.By making notes and writing a paragraph to improve the writing skill.Emotional aims:1. Learn to get interest in animalsPeriod 1Learning Objectives:·Language focus1.To expand vocabulary: faithful/faithfully; respect; mess.2.To express opinions clearly with the right structure: first, second, what’s more; finally.·Ability focus1.To develop reading skills: reading for gist &. reading for detailed information.2.To improve ability of expressing different opinions and showing agreement and disagreementappropriately and politely in a discussion or a debate.3.To develop critical thinking.·Character-building1.To learn to be persuasive and eloquent in a discussion.2.To know the importance of appreciating different opinions in a discussion or a debate. Teaching Aid: Multi-mediaTeaching Focus: To help students understand the reading material and experience a mock debate to express their opinions after reading.教后感：利用课件进行教学效果不错，使我们的教学生动与有趣,不再让学生感觉英语是很抽象的知识，训练比较到位。
【9A】period 1，Unit 3 Teenage problems使用日期：200 年月日学生姓名：班级：学习内容：Comic strip & welcome to the unit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PartA的问题以及解决问题的办法。
学习重点：理解、会读、会默写下列单词或词组。
teenage,mad, disturb,survey,communication,get fat,try more exercise,feel tired,drive me mad,feel lonely,close friends.句型：It’s unhealthy for you to eat too much.一、仔细阅读Comic strip部分，回答下列问题：1.What is unhealthy for Eddie?2.What is Hobo’s suggestion?3.Why does Hobo tell Eddie not to eat too much?二、完成P43习题。
三、探究下列问题。
1.unhealthy的意思是，词。
它的反义词，名词2.发胖，看我的肚子 ,使某人发疯3.区别：question 和problem。
4.我睡眠不足，课堂上发困。
I .I in class.5.我没有足够的时间做家庭作业。
I don’t have enough time my homework.【拓展】没时间做某事 have no time to do sth.6.总结close的用法：7.The TV is always on at my home.电视总是开着的。
On adv.开着，进行中。
常指电灯、电视等开着，其反义词为Off。
例：等亮着，他不可能外出了。
The light .He can’t be out.8.区别:Lonely指主观感受，alone指无人陪伴的客观事实。
Unit 3 Head to headPeriod 1 Vocabulary and backgroundPeriod OneTeaching aims1.Learn the new words and phrases.2.Knowing the background of the text3.Getting familiar with the text.4.Improving students`abilities to learn new words and phrasesBy asking and answering the questions.Teaching materials1Multi-media2Exercise sheetsTeaching ProcedureStep 1Introduce some backgrounda)What do you know about animals and pets? (Let Ss know some knowledge of pets.)Notes:1.Most dogs live between 8 and 14 years, depending on the breed, their health andTreatment by owners.2. It is easy to overfeed fish, and this may kill them.3. Lizards are mostly harmless. They should not be confused with snakes. Lizards havelegs; snakes do not.4. Birds sing for various reasons, as far as we know. Some bird-songs are mating, forWarning, for marking territory and so no. We should be aware that we may be attachinghuman emotions and reasons to animals and birds incorrectly. We do often sing whenwe are happy, but that does not necessarily mean that birds are happy when they sing.5. It is widely believed that dogs wag their tails from side to side when they are friendly orpleased with something . Cats, on the other hand, do seem to wag their tails when theyare angry or upset.6. The size of a dog does not mean that it is more or less friendly. However, many peopleare more afraid of larger animals. Some very small dogs be aggressive; some large dogsare very gentle. The breed of the dog and the kind of treatment it has had in its life ismore important than its actual size.b) Tell the sentences about dogs “T” or “F”1. Most dogs can only live for about three years.2. You must not give pet fish lots of food.3. All lizards are poisonous and can kill you.4. In nature, birds only sing when they are happy.5. When a dog moves its tails from side to side , it is happy6. Big dogs are more dangerous than little dogsStep 2Teach some new wordsa)Talk about dogs according to the given questions.(Let Ss say some their ownopinions and they can do pair work for them)1.Can we teach dogs to do things fro people?2.Are all the dogs in the same size?3.Are dogs allowed to live in large open spaces?4.If dogs live in small spaces, how will they feel?5.Do dogs like to be often washed?6.Why do we say dogs are our best friends?b)Get familiar with the new words and phrases (Read together, and remember them)Cute extremely train faithfully responsibilityCare for grow up regularly choice in one`s opinionc) Teach some other words through pictures and paraphrases.cute – beautiful, lovelyExtremely – veryTrain – teachGrow up – developRegularly – oftenIn my opinion – I thinkd)Fill in the blanks to master the new wordsa)Dogs are really ____________.b)This may make the dogs feel _____________ unhappy.c)We can learn about _________ from keeping pet dogs.d)Pet dogs create a lot of mess and they need to be washed regularly.e)We have to feed them, ________them and play with them.f)In my _________, it is never a good idea to keep a pet dog.g) A dog will love you _______ for many years.h)According to my mum, this helps us become more _________ people.i)Young people can learn how to _______ ______ others.j)It`s wonderful to see them ______ ________ quickly.Step 3Ask students to do some exercises to consolidate what they have learnt todaya)Listen to the sentences and fill in the blanksb)Get familiar with the text by dividing the sentences into two groups1.Keeping pet dogs is a good idea.2.It`s not a good idea to keep pet dogs.c)Get the meaning of the expression”Head to head” and know the background of the text.Is it a good idea to keep pet dogs?Emma says that keeping pet dogs is a good idea. Pet dogs are c_______, and it`swonderful to see them g________ up. We can learn about r______ from keeping pet dogs because we have to feel them, t______ them and play with them. We can also learn how to c_______ for others by keeping pet dogs. Pet dogs create mess both inside and outside.We should wash them r_______. Not all dogs are f__________. Some dogs bark at people they do not know. In modern cities most people live in flats. They have no c_______ but to keep their dogs in small spaces. This may make the dogs feel e______ unhappy. And paying for dog food can be expensive.Homework1. Students`book 9A Page 20 Exercise A,B2. Copy new words and expressions3. Read the text and give your opinion about“Is it a good idea to keep pet dogs?”Unit 3 Head to headPeriod 2 ReadingPeriod TwoTeaching aims5.To understand different views of raising pets.6.To develop their skills with the focus on prediction and summarizing.7.To express their opinions with proper supporting details.8.To write an essay based on the outlineTeaching materials3Multi-media4Exercise sheetsTeaching ProceduresStep 1Brainstorm (adjectives on describing pets)Ask questions on students’ different views or habits of keeping pets. Step 2 Understand the titleShow the title of the article and ask the students if they understand it. Step 3 Reading1. Read the first part and get the main idea2. Ask the students to read through what Emma says about keeping petdogs.3. Read the first part again and complete the chart.4. Predict Matt’s views. Ask the students to guess Matt’s views aboutkeeping pet dogs.5. Read the second part and get the main idea. Ask the students to readthrough what Matt says about keeping pet dogs.6. Read the second part again and judge the statements. Ask thestudents to further read what Matt says.7. Complete a report to summarize the article. Have the studentscomplete a report.8. Make an outline. Outline the structure of the article and then ask thestudents to find out the useful words.Step 4 Have a debateConduct a debate on the topic’ Electronic/Real dogs are better.’HomeworkOral work: Read and recite the article.Written work:1. Answer the questions according to the article.2. Write an essay on the topic ‘I’d like to keep an electronic dog/a real dog asa pet ’.教后记：课文中两个人物对养宠物狗提出了不同的观点，通过本课的学习后，同学们也各持己见进行了热烈的讨论。
牛津译林版九年级英语上册Unit1Period3 Unit1 WritingUnit1Step1Tell the students how to write a formal recommendation letter. Pay attention to the following:1.It’s a formal letter. So we must use a formal language. Please turn to page 16and review Formal and informal language. We should not use informalgreetings such as Hi.We should not use informal endings such as Cheers. …..2. A formal recommendation letter includes the following :Address①Heading--Date②greetingsA recommendation letter Purpose③Main body--- ReasonsConclusion④Closing⑤SignatureLook at page 18.Step2 Tell the students to make a flow chart to organize their ideas.Main body is the most important part in a letter, “reasons” is the most important part in main body. Look at the flow chart.Five strongest characteristics:1. confidentA thinks he can do anything if he tries his best.B. not afraid of making a speech in assembly.2. hard-workingA. always do extra workB. never forgets to do the things he needs to do3. cleverA. always gets good marks in testsB. got full marks once in an English test.4. helpfulA. help othersB. shows the Grade 7 students how to use the library.5. organizedA. finished all his summer homework in the first weekB. learning to use the computer to help himself get more organizedStep 3 Give an example of a recommendation letterDear ...,I would like to recommend ….as the new chairperson……1. ___________ is confident_______________ ____2. I think ________________________________ __________3. ______________________________________________________________4. ______________________________________________________________5. I think ________________________________________________________.Yours sincerely____________Step 4 Give some useful sentences for the writing and ask Ss to remember them.1.I would like to recommend …as the new chairperson of the Students’ Union.2.We think that …has all the qualities to be a good chairperson.3.We think he is good enough to become a great chairperson.4.We think …will be an excellent chairperson because he has many good personalqualities.5.I think he is the best choice./ he is the most suitable person.6.He should be confident enough to take this job.Step 5Choose No. 1 or No.2 to write a short passage.。
9A Unit 3 Teenage problemsWelcome to the unitTeacher: Amanda ZhangClass: Class 7, Grade 9Time: Sept. 18th, 2006Teaching aims: 1. To talk about the problems students have and the causes of the problems2. To think about personal problems and how to deal with themDifficulties and focus:1.How to describe the problems they have2.Think about the causes of the problems3.The ways to solve the problemsTeaching methods: Task-based teaching methodAids: BB, multi-mediaTeaching procedure:Pre-stage:Step 1 Lead in 5’In Unit 2, we learnt about colours and moods. We know different colours represent different moods. Now tell me, what colour do you like best? /What is your favourite colour? What does it represent? Why do you like it?1.Do you feel stressed sometimes? (white)2.Do you always feel tired? (green, red)3.Do you feel sad? Why? (blue)Now, you are Grade 9 students, and you are teenagers. Some students may have some problems sometimes. So today we will learn about teenage problems.Step 2 Now, open your books, turn to page 39. Look at the pictures, there are 6 pictures and 6 teenagers. Now guess what problems they have. And complete the sentences. 2’1. I don’t get enough ________. I feel tired in class.2. I don’t have enough time to do my __________.3. It’s very ________ at home. The TV is always on.4. I don’t have close __________. Sometimes, I feel lonely.5. I always __________ with my cousin.6. My _________ work all day. They don’t have time for me.While-stage:Step 3 Do you have the same problems? Think about the questions below and discuss in groups of 4, what problems do you have? 5’Q 1 Do you always want to sleep?Q 2 Do you have much homework to do? How long should you use to finish your homework?Q 3 Do you have time to watch TV every day? How about your feelings?Q 4 Do you have close friends? If not, how would you feel?Q 5 Can you get on well with your classmates and your family members? Do you quarrel with them?Q 6 Do you want to talk with your parents sometimes? How many hours do you chat with each other every day?Q 7 Do you have enough time to do some sports?Step 4 Ask some groups to tell their problems, then write some on the blackboard. 2’Step 5 Ok, these are your problems. What about Eddie? What’s Eddie’s problem? Now, listen carefully, and think about these three questions.Step 6 Answer the questions. 2’What’s Eddie’s problem?Why does Eddie have the problem?What does Hobo suggest?Step 7 Now open your books, and turn to page 38. Let’s read the dialogue together. Who can translate the dialogue into Chinese? 5’Let’s learn some useful expressions.have a problem.”ve got a problem.” means “ＩPicture 1: “I’Picture 2: I’m getting fat. “get fat” means “become fat”.Picture 3: “Eating too much makes you unhealthy.” Pay attention to the –ing form as the subject. You should use the singular form of the verb after it. So make here should be added “s”. “Running and swimming are good for you.” You should write double “n” and “m” and then the –ing form after the two words.Step 8 Read the dialogue again. Who can read like an e-dog? Who wants to be Eddie? A reading game. 2’Step 9 Use the information of the dialogue to complete another dialogue. 3’Eddie: Hello, Hobo. I have a problem.Hobo: What is it, Eddie?Eddie: I’m getting _________. Look at my _________.Hobo: Oh, I see. You always eat too _________ food. _________ too much makes you get fat.Eddie: What can I do then?Hobo: Eat________ and take __________ exercise.Eddie: What _________ can I do?Hobo: Running __________ good for you. And you can also _________ in the river.Eddie: Thank you __________ your advice, Hobo.Hobo: You are welcome.Step 10 A survey about Ss’ problems 8’Getting too many tests and examsNot doing enough exerciseToo noisy at homeQuarrelling with friends or family membersHaving no close friendsAsk Ss to write 1-5 on the lines. 1 means the smallest problem you have and 5 means the biggest problem you have. Then ask one student to be the host. Ask questions and count the numbers.Q: Which problem do you think is the biggest/smallest problem? If you think ……is the biggest/smallest one, hands up.Count the numbers and write down on the blackboard.Problems the biggest problemgetting too many tests and examsnot doing enough exercisetoo noisy at homequarrelling with friends or familymembershaving no close friendsSo in our class, the biggest problem is______________.What should we do to solve this problem?Step 11 How do you solve the problems? Talk with your partners. Make up a dialogue in pairs. Give Sssome useful expressions. 5’Useful expressions:A: What’s wrong with you? / What’s the matter with you?B: I feel ……these days. / I don’t get enough……A: I think you should ……It’s good/bad for……Step 12 Act out their dialogues. 2’Step 13 Give students some advice. 1’Post-stage:Step 11 Homework 1’Recite the dialogue. Complete the assessment book. Copy the new words. Preview the reading text on P40-41.Blackboard design:Problems Solutions1. 1.2. 2.3. 3.…………。
