教案 9A Unit 3 Teenage problems

总课题9a unit 3 teenage problems总课时10第 1 课时课题课型新授教学目标知识目标能力目标情感目标express problems and talk about solutions. 教学重点教学难点express problems and talk about solutions. 课前预习教学过程教师活动学生活动备课札记listen and prepare for the questionthink about the usages of “get”从学生身边的话题谈起，引发学生思考并讨论。

引申get的不同含义，开展拓展性学习。

教学过程教师活动学生活动备课札记选用所给词组的适当形式填空： get a good mark, get some help from, get enough sleep, too noisy to studylonelyget的不同含义“noisy”and“quarrel”的用法区别.青少年学生常见的问题教学过程教师活动学生活动备课札记教学反思总课题9a unit 3 teenage problems 总课时10第2课时课题reading (a) 课型新授教学目标知识目标能力目标情感目标教学重点教学难点课前预习教学过程教师活动学生活动备课札记have a revision和同学们一起讨论属于他们自己的青少年问题教学过程教师活动学生活动备课札记遵循学生的思维规律,层层深入,同时注意阅读课的要旨是强调阅读,真正地达到提高学生的阅读能力.教学反思总课题9a unit 3 teenage problems 总课时10第3课时课题课型新授教学目标知识目标能力目标情感目标教学重点教学难点课前预习教学过程教师活动学生活动备课札记have a revision认识并理解与问题有关的词汇；学会表达情感。

教学过程教师活动学生活动备课札记认识并理解与问题有关的词汇；学会表达情感。

牛津译林版九年级上册Unit 3《Teenage problems》（Study skills）教学设计一. 教材分析牛津译林版九年级上册Unit 3《Teenage problems》（Study skills）围绕着青少年的学习方法展开，旨在让学生通过阅读、听力、口语和写作等环节，了解并掌握各种学习方法，以及如何有效地解决学习中遇到的问题。

本节课的主要内容包括：不同学生有不同的学习风格和策略，如何选择适合自己的学习方法，以及如何养成良好的学习习惯等。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。

但部分学生在面对较复杂的文章时，可能会存在阅读困难，理解能力有限。

此外，学生对学习方法和策略的认识相对较弱，需要老师在教学中进行引导和启发。

三. 教学目标1.知识目标：让学生掌握与学习方法相关的词汇和表达，如effective,strategy, improve等。

2.能力目标：培养学生通过阅读、听力、口语和写作等多种方式，理解和运用本节课所学内容。

3.情感目标：引导学生认识到学习方法的重要性，激发学生探索适合自己的学习方法，养成良好的学习习惯。

四. 教学重难点1.重点：让学生理解和运用本节课所学词汇和表达。

2.难点：引导学生如何选择适合自己的学习方法，以及如何养成良好的学习习惯。

五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实践中学习和运用英语。

2.合作学习法：鼓励学生分组讨论，培养学生的团队协作能力。

3.情感教学法：关注学生的情感需求，激发学生的学习兴趣。

六. 教学准备1.教材：牛津译林版九年级上册Unit 3《Teenage problems》（Studyskills）2.多媒体设备：电脑、投影仪、音响等3.教学素材：相关学习方法的文章、视频等4.课件：制作与本节课相关的内容，包括词汇、图片、视频等七. 教学过程1.导入（5分钟）利用课件展示一些关于学习方法的名言，如“活到老，学到老”、“适合自己的才是最好的”等，引导学生思考如何选择适合自己的学习方法。

Unit3 Teenage problemsVocabulary鲁河中学陈寿红Teaching objective:1.To understand the different meanings of the verb “to be”2.To use the verb “to get” when talking about problemsTeaching procedures:Part 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. Forstronger 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 withthe exercise in 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 thewhole 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. Askstudents to raise their hands if they do. For stronger classes, ask students what their advice would be for Amy.Exercise:动词填空1．Eating healthily and _________(do) sports are useful.2．Watching films ________(help) me forget my problems.3. I don’t know when and where ___________ (go) tomorrow?4. It is impossible for you ______(get) to school late.5. 请告诉我何时开班会.Please tell me ____________________________.单项选择：1．You are not good at English ,but you can﹐tA. give it inB. give in itC. give it upD. give up it2. I can﹐t decideA. what to do itB. how shall I do ItC. how to do itD. what shall I do it3. your English teacher you ?A. Do ,strict inB. Does ,strict withC. is , strict withD. is strict in4.You must focus your studies.A. inB. onC. atD. with5.You can﹐t too much time TV.A. take ; toB. pay; forC. spend ;to watch.D. spend ; watching6.He has to stay at home because he has close friends.A. a fewB. fewC. littleD. a little .7. it﹐s cold outside .You﹐d better your coat .A put on B. to put on C. wear D. to wear8.How could you make him crying?A. stopB. to stopC. stoppingD. to wear9.The students wet out of the classroomA. noiseB. to stopC. stoppingD. stopped10.He can﹐t find his lovely dog .How she looks!A. sadB. sadlyC.happyD. happilyHomework:课后笔记：。

Teaching Plan for Reading of Unit 3, 9ABy Song Jun, Nengren Middle School, Haimen City Teaching MaterialReading, Unit 3 Teenage Problems, 9AMain PrinciplesTeams (Interactive learning)Positive InterdependenceIndividual AccountabilityExplicit Training in Interpersonal SkillsReflectionTeaching Aimsnguage Focus1)The students will be able to understand and use the words about problems:support, offer, suggestion, strict, value, achieve, refuse, accept, worth, doubt, allow2)The students will be able to understand the following sentences:I doubt whether it is worth working so hard.Then I got into trouble at home because my parents do not allow me to play outside after6 p.m.nguage SkillsThe students will be able to talk about problems and express feeling. And they will be able to learn how to ask for advice.3.Emotional GoalThe students will be encouraged to talk about their problems and try to deal with them.4.Learning StrategiesThe students will be able to guess and reason the presumption by the information collected from the reading of the letters.5.AffectionThe students will be able to focus their attention on the classroom instruction and activities. Teaching AidsBlackboard, Chalk, Computer, Overhead ProjectorTeaching Procedures & ActivitiesPart I. Task-introduction & Revision. (5′)I will show you a picture of ―Growing pains ‖. Growing up can be difficult. You may have many problems. Don ’tbe afraid of telling your problems to people around you. In this period, let ’s try to find out:some teenagers’problemsyour suggestions on how to deal with their problemsyour own problems and ways to solve themProblems can always make teenagers feel unhappy. We learned some about teenage problems last period. Can you remember some? Look at the pictures and talk about their problems. (show the pictures)1.The TV is always on at Kitty ’s home. The noise almost drives her mad.2.Daniel doesn’thave any close friends to talk to. Sometimes, he feels lonely.3.Amy ’s cousin always makes a lot of noise and disturbs her when she ’s studying.4.Sandy’s parents work all day. They don ’thave time for her.lie doesn ’tget enough sleep. She feels tired in class.6.Simon doesn’t have enough time to do his homework.Part II. Pre-reading. (4’)Task One: To Brainstorm and learn the new words.T: Why doesn’tMillie get enough sleep? ⋯Ss: ⋯T: Yes, perhaps she has too much homework. And Simon also doesn ’thave enough time to do his homework. What about your homework?T:Do you often say yes when your teachers give you the homework?Ss: Yes.T:That means you accept it. Why do you accept the homework?Ss:⋯T: Yeah! Because it is important to do the homework. It is of great value. It is worth doing it.Homework accept value be worth doingT:Now, boys and girls. If your teachers give you too much homework, will you accept it?Ss: No.T:I understand. You don ’twant too much homework. You want to say no to it. That means you want to refuse to do it. But most of the time you will have to complete it in the end. Why?Ss: Because our teachers will be angry if we don ’thand in our homework on time.T:Your teachers are very strict with you. Most of the students hate too much homework because they feel tired. At the same time, they have no spare time for their hobbies.Too much homework want to refuse have to complete no spare time for hobbiesToday most students have too much homework to do and they have no time for their hobbies. This is a problem. How to achieve a balance between homework and hobbies? Here are two letters from two teenagers to a youth worker named Sigmund Friend. After you learn the letters, perhaps you will know how to deal with the problem.Read the new words.Part III. While-reading. (20’)Task One: Listen and fill in the forms. (5’)Name Millie_______________have a lot of Problem homework and haveno time for hobbiesSimon__________________stay out to play football, but his parents do not allow him to play outside after 6 p.m.Task Two: Fast-reading. (4’)Read the letters quickly and underline the following sentences, paying more attention to the stressed words. Then finish the Skill B on Page 46.1.I have a problem, and I do not know how to deal with it.2.I want to refuse to do so much work, but usually I just accept it.3.I understand that it is important to do my homework and hand it in on time.4.I am crazy about football.5.I have plenty of friends, and we always play football together at school or in the park.6. Then I get into trouble at home because my parents do not allow me to play outside after6 p.m.7.Can you please advise me how to achieve a balance between my schoolwork and myhobbies?Keys: g— e— b— d—h— f — c— aTask Three: Detail-reading. Answer the following questions about the Reading.(6’)A. TF-questions about Millie. If it is false, complete the statement.lie often stays up late to complete the exercises, but she doesn't feel tired next day.2.Sometimes Millie refuses to do so much homework.lie understands that it is important to do her homework and hand it in on time.lie thinks it is worth working so hard.Keys: FFTFB. Wh-questions about Simon.1.What’s Simon’s favourite hobby?2.What does Simon often do with his friends?3.Why does Simon think his parents are strict?4.What does Simon think of his hobbies?Keys: 1. Playing football. 2. They always play football together at school or in the park after school. 3. Because they do not allow him to play outside after 6 p.m. 4. He thinks hishobbies can help him relax and make his life more interesting.Task Four: Further questions.(5’)Read the text carefully and try to ask questions about the two letters, write down as manyquestions as you can. Then ask and answer the questions. (Girls ask questions aboutMillie and boys answer them. Boys ask questions about Simon and girls answer them.)Part IV . Post-reading. (15’)Task One: Retelling. (4’)Millie ’s letter.Millie has a problem and she doesn't know how to _______________ it. She has a lot ofhomework but she can ’t________________ it because she understand that it is important to do her homework and _______________ on time. She usually just ______________ it and often stays up late to _____________ the exercises. However, she has no ________________ time for her hobbies. She ____________ whether it is ___________________________. She is _________________ a holiday without homework and she wants Sigmund Friend to _________________.Keys: deal with; refuse (to do); hand it in; accepts; complete; spare/ free; doubts; worth working so hard; looking forward to; offer/give her some suggestions/adviceSimon’s letter.Simon is so _____________ football that he likes _________________to play football withhis friends. His parents are very ______________ with him and they do not _______________ him to play outside after 6 p.m. Simon feels stressed and angry _____________________. He thinks hobbies can help him ______________ and make his life __________________. He wishes he could have his parents’______________. He wants Sigmund Friend to tell him how to ___________________________ between his school work and his hobbies.Keys: crazy about; staying out late; strict; allow; from time to time; relax; more interesting; support; achieve a balanceTask Two: Complete the two letters on Page 47. (4’)Keys:To Millie: offer; choice; complete; hobbies; volleyball; worthTo Simon: advice; playing; stay out; balance; strict; valueTask Three: Discussion. (4’)A.Talk about your own problems in pairs. Write down the problems on your paper.B.Exchange some problems in the whole class with the help of the teacher. Show some ofthe problems before the whole class. Try to give some suggestions on how to solve theproblems.Task Four: Written work: Translate the phrases into English.(3’)1.处理这个问题2.准时上交作业3.拒绝接受家作4.值得努力工作5.提供给我一些建议6.对某人严格7.允许我在外面玩8.建议我少花一些时间在足球上1.deal with the problem2.hand in homework on time3.refuse to accept the homework4.be worth working hard5.offer me some suggestions6.be strict with sb7.allow me to play outside8.advise me to spend less time on footballPart V . Homework.(1 ’)A.Remember the new words and phrases in heart.B.Read and retell the two letters.C.Additional exercises.一、根据中英文提示填写。