Teenage problems1(英语教案)

《Unit 3 Teenage problems》教案I. Teaching objectives 教学目标II. Teaching materials analyzing and rearranging教材分析和重组1．教材分析本单元以谈论学生面临的现实问题为主题，以一些学生常见的问题为引言,并对此展开调查，以获取学生如何看待各种问题轻重大小的相关信息。

在此基础上，本单元特安排了两封学生来信，信中集中介绍了目前学生较为普遍的问题，并向“Sigmund Friend”寻求帮助。

这使得后面“Sigmund Friend”回信提建议这一写作内容顺利成章。

本单元围绕着“谈问题——提建议”这一形式，设计了一系列的口头和笔头练习.这大量的练习中，包含了一些行之有效的处理问题的方法。

所以，学生在学到了相应知识的同时，提高了处理实际问题的能力。

而本单元的语法项目则是 1. ‘to’- infinitive (不定式) 2. ‘wh-‘ words+ ‘to’-infinitives (疑问词+动词不定式样) 3. Sentence types (句子类型,包括陈述句,疑问句,祈使句和感叹句)Welcome to the unit中的A部分以图片形式列举了学生生活中常见的问题。

(如没有充足的睡眠时间，没有足够的时间做作业,缺少好朋友等)。

同时呈现了一些新词汇，让学生进行图文匹配。

B部分是一项调查，要求学生把常见的问题根据个人实际情况按其大小进行排列。

Reading中的A部分是两篇学生的来信。

来信向我们展示了两位学生所遇到的困难并请求Sigmund Friend的帮助。

而B是对阅读文章中重点词汇的理解及运用。

C以记录表的形式，考查学生对两封书信总体意思的理解和把握。

而D则是对来信所作的回复。

该环节的设计，不仅再一次巩固了A的内容，也是对学生的一次写作训练。

Vocabulary向学生介绍单词get的一词多义性。

其中A要求学生用其他所提供的单词来替换get，使学生初步了解get的多层含义。

江苏省丹阳市八中九年级英语《Unit3 Teenage problems》教案六人教新目标版总课题9A Unit 3 Teenage problems 总课时8 第6 课时课题Grammar 2 课型新授教学目标知识目标1. 1.To study five kinds of sentences structures2. To learn to use object complements能力目标To develop the abilities of reading and writing情感目标To be a happy , lively teenagers after l earnin g thislesson教学重点与难点Five kinds of sentences structures and object complements Five kinds of sentences structures and object complements教学资源 A recorder, pictures, small blackboards.课前预习1.Learn from types of sentences o n Page52-532.Say & use the four types.教学过程教师活动学生活动备课札记I．Pre-checking & Revision⑴. 预习检测题：⑵.Have a revisionII. Ask Ss to look at the table at the top of Page49. Tell Ss that an object complement is an adjective (or adjective phrase) or a noun (or noun phrase) that relates to th e object. Encourage Ss to ask questions about object complement.III. Tell Ss that not all verbs can be followed by an object complement.IV. Explain the context. Ss should circle the object complement found in Millie’s homework. Ask more able Ss to work on their own and less able Ss to work in pairs. Encourage Ss to report their difficulties to th e class. Be ready to offer help for this exercise. V. Explain to Ss that different combinations of the sentence elements form different sente nce structures.VII．Sum up：1.We learn four types o f sentences.2.We can say & us e them.We learn some important phrases &what we should pay attention to.VIII．Exercises & Homework：Revise this period.& Pre-learn the next period IX. 教后反思Do exercisesLook at thetablecircle theobjectcomplementreport theirdifficultiesto the classwork in pairsTranslatesome sentence先复习句子成分让学生自己理解宾补的用法。

英语9上Unit3Teenage problems第1课时Welcome to the unit 学讲预案一、自主先学A.听录音，正确朗读并背默以下单词、词组1. 青少年的2. 分数3. 发疯的；生气的4. 使人受不了5. 考试，测试6. 或许，可能B. 听录音，熟读并背诵P34对话C. P35A，填空二、合作助学D. 两人一组，表演P34对话E. 小组讨论当今青少年遇到哪些烦恼，想出解决的方案F. 小组讨论自己遇到的烦恼，想出解决的办法。

三、拓展导学What should (not) you do if you want to solve your problems?四.检测促学I 根据句意及括号内所给汉语提示写出单词。

1.His behaviour drove the teacher even ________ (生气的).2.P________ we will be late for work.3.If you work hard , I’m sure you will get full m_________ .4.The students are preparing for the ___________ (测试) .5.We should pay more attention to some _______ (青少年的)problems.6.I have no friends here. I often feel _________(孤独).7.There is too much n________ in the hall. I can’t hear you.8.The heavy work almost drives me_________ (发疯的).II 用括号内所给单词的适当形式填空1.Why not __________ (fly) kites with your cousin ,Amy?2.He always makes a lot of________ (noise) when his sister is studying .3.You’d better eat________ (little) and exercise more .4.Mr. David doesn’t have enough time________ (play) with his son .lie doesn’t have any close friends____________ (talk) to.III单项选择1. —Have you finished _________the story book?—Yes, I have.A. to readB. readC. readingD. reads2. Don’t worry, sir. I’m sure I can run _________to catch up with them.A. fast enoughB. enough fast C .slowly enough D. enough slowly3. At the foot of the hill you could hear nothing but the _______of the running water.A. shoutB. noiseC. voiceD. sound4. To our disappointment（失望）, the pool was_______for the whole time during our stay.A. closedB. openC. cleanD. gone5. The old man lives in a ____town. He lives _____, but he doesn’t feel______.A. alone, alone, alone B alone, alone, lonelyC. lonely, alone, lonelyD. lonely, lonely, alone6.The ________ is that I can’t answer the ________.A. problem; questionB. problem; problemC. question; questionD. question; problem7.You should take more________ .Don’t always be at the desk busy doing your________ .A.exercise ; exerciseB.exercises ;exercisesC. exercises ;exerciseD. exercise ;exercisesIV. 根据汉语完成句子1.Amy is asking for___________________________________(怎样解决他的问题的建议)。

江苏省丹阳市八中九年级英语《Unit3 Teenage problems》教案五人教新目标版总课题9A Unit 3 Teenage problems总课时8 第5课时课题Grammar (1)课型新授教学目标知识目标1. To use “wh-” words + “to” infinitives totalk about problems.2.To learn about sentences types3.To study five kinds of sentences structures 能力目标Grasp the structures of “wh +to do sth.”, fivekinds of sentences情感目标Talk about problems with “wh +to do sth.”教学重点与难点“wh +to do sth.”structure, sentences types, five kinds of sentences structuresTalk about problems with “wh +to do sth.”教学资源Small blackboards, pictures, a recorder.课前预习1. Learn the different parts of a sentences(To-infinitives)2. Learn the structure‘make/let/have…sb. do sth.’3.Finish P50-51教学过程教师活动学生活动备课札记Step 1. Pre-checking & RevisionⅠ.预习检测题Ⅱ.Revise something learned in the last period. Step 2. Gr ammar ( A& B) Part A1. Remind students that when we talk about “wh-”words, we mean question words. i.e., what, when, why, where, who, how2. Explain to students that they need to use the “wh-“words +to do structure to complete the exercise on page51. The “wh”- words can be used more than once.3This is a fairly challenging e xercise and all students willbenefit from guidance. If one students findssomething difficult, it is likely that the others do too.4.Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. Have a revisionRemind “wh-”wordsCompare “who”with“whom”,”whose”Listen ,and befamiliar withthe two structures,then practicethem练习来巩固所学的内容5 Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?” W e can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please?”making suggestions, e.g., “Shall we bring more water?”, making offers, e.g., “Can I help?”6Tell students that the imperative form is the base form of the verb. The imperative is used to give orde rs or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes.7 Tell students that an exclamation is a sentence spoken with emphasis. We can use “what”or “how”to start an exclamation, e.g.,“How lucky we are today!”“What a lucky day!”8 Explain to students that in the exercise on page 46 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own.9 Once students have finished, ask the class to check the answers with you.Step 3PracticeStep 4 Sum up1．We can say the different parts of a sentences. 2．We can use‘make/let…sb. do sth.’3．We can use‘wh-words+‘to-infinitives’’Step 6. Exercises & Homework Make sure to understandthe four typesof sentenc es.Listen ,and befamiliar withthe two structures,then practicethemPractise anddo some exsafter class.先和同学们熟练这些句型，然后操练教后反思：。

牛津译林版英语九上Unit 3《Teenage problems》（Task）说课稿一. 教材分析《牛津译林版英语九上Unit 3 Teenage problems》是一篇关于青少年问题的文章，通过讲述青少年在日常生活中所面临的问题，引导学生关注自身成长过程中所遇到的困难，并学会如何应对。

本节课的主要内容包括：1. 学习青少年常见的心理问题，如焦虑、压力等；2. 学会表达自己观点的技巧，如agree with, disagree with 等；3. 学会寻求帮助和给予建议的方法。

二. 学情分析九年级的学生已经具备一定的英语基础，能够理解和表达日常生活中的一些现象和观点。

但同时，他们面临着中考的压力，可能在心理上有一定的焦虑。

因此，在教学过程中，教师需要关注学生的心理状况，帮助他们学会正确面对和处理问题。

三. 说教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解文章内容，了解青少年常见的问题及解决方法。

2.能力目标：学生能够运用所学知识，表达自己的观点，学会与他人交流和讨论。

3.情感目标：学生能够认识到成长过程中的困难是正常的，学会积极面对和解决问题。

四. 说教学重难点1.重点：学生能够理解文章内容，运用所学知识表达自己的观点。

2.难点：学生能够学会寻求帮助和给予建议的方法，以及如何在讨论中表达自己的观点。

五. 说教学方法与手段1.任务型教学法：通过完成各种任务，引导学生积极参与课堂活动，提高学生的实践能力。

2.合作学习：学生分组讨论，培养学生的团队协作能力和沟通能力。

3.情感教学：关注学生的心理状况，引导学生正确面对成长过程中的困难。

六. 说教学过程1.导入：教师通过提问方式引导学生谈论成长过程中的问题，激发学生兴趣。

2.阅读理解：学生自主阅读文章，回答相关问题，了解青少年常见问题及解决方法。

3.讨论：学生分组讨论，分享自己的观点和经历，学会与他人交流和讨论。

4.表达观点：学生运用所学知识，表达自己的观点，学会不同意和给予建议的方法。