牛津新9AUnit3教案.docx

1、牛津新9AUnit3教案总 课 题 9A Unit 3 Teenage problems总课时6第 1 课时课 题Comic strip & Welcome to the unit 课 型新授教学目标知识目标1. Know the spelling of some words and usage of some phrases 2. Know the different meanings of get能力目标1. Talk about problems and their causes.2. Think about ones problems and how to deal with them

2、情感目标 Express problems and talk about solutions.教学重点Talk about problems and their causes.教学难点Express problems and talk about solutions.课前预习1. Preview the new words and phrases2. Pre-learn Period 1: Comic strip & Welcome to the unit教 学 过 程Step1. Warm-up1.Explain that most teenagers have problems. Tell

3、 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.2.Doasurveyoftheproblemsthatthe studentsintheclass have.3.Discuss the problems questi

4、oned by the students.Step2. Comic strip1. Ask the students to listen to the tape with the books closed. And then answer a question: “ What problem has Eddie got? ”.2. Tell them that Eddie is getting fat. Here “get” means “become”. Then ask ,“What other meanings does gethave”? 3.Do some exercises.Ste

5、p3 Welcome to the unitPart A1.Review“noisy”and“quarrel”. Explain the students the different meanings of the two words. (These words mean “full of noise” and “argue”).2.AskthemtoworkinpairstocompletePartAonpage35. Once all students have finished, ask one student at a time to read out what they have w

6、ritten. Other students listen carefully for mistakes and mispronunciation.二次备课Part B1.Read the dialogue and then make their own dialogue in pairs.Step4 Homework1. Revise this period.2. Do the exercises in the exercise books.教后记 总课题 9A Unit 3 Teenage problems总课时6第2课时课题Reading (A)课型新授教学目标知识目标To unders

7、tand how to write about problems and to express feelings 能力目标To ask for advice情感目标To recognize and understand vocabulary about problems.教学重点To understand how to write about problems and to express feelings教学难点To ask for advice To recognize and understand vocabulary about problems.课前预习1. Preview the

8、new words and phrases of this period2. Pre-learn Period 2: Reading (A)教 学 过 程Step 1. Revision Revise something learned in the last period.Step 2. ReadingPart A1.Ask students whether they have read advice columns, e.g. , newspapers, magazines and websites. Bring in some samples from newspapers and ma

9、gazines to show students.2.Explain the context. Millie and Simon have both written letters to a youth worker. 3.Ask students to scan the text and see if there are words that they do not know. Explain these words briefly.4.Read Millies letter aloud. Ask students to listen carefully to you and follow

10、the text on page 36. Ask questions to check understanding, e.g.What is Millies favorite hobby? (painting)What is Millies problem? (She doesnt have enough time for hobbies and homework.)5.Ask one student at a time to read a paragraph, ask students to say which parts of the text they do not understand

11、. Clarify any points if necessary.6.Read Simons letter aloud. Ask students to listen carefully to you and follow the text on page 37. Ask questions to check understanding, e.g.When does Simon play football? (After school until late.)How do his parents feel about it? (They dont like this and ask him

12、to go home before 6 p.m.)7.Ask one student at a time to read a paragraph, after each paragraph, ask students to say which parts of the text they do not understand. Clarify any points if necessary.8.Some words and language points: achieve; advice; balance; colourful; value; give up; hand in; refuse t

13、o do sth.; Plenty of; stay out late; allow sb. to do sth.; achieve a balance二次备课Step4 Homework1. Revise this period2. Pre-learn the next period教后记 总 课 题 9A Unit 3 Teenage problems总课时6第3课时课 题 Reading (B)课 型新 授教学目标知识目标To understand how to write about problems and to express feelings 能力目标To ask for adv

14、ice情感目标To recognize and understand vocabulary about problems.教学重点To understand how to write about problems and to express feelings 教学难点To ask for advice To recognize and understand vocabulary about problems.课前预习1. Preview the new words and phrases of this period2. Pre-learn Period 3: Reading (B)教 学

15、过 程Step 1. Revision Revise something learned in the last period.Step 2. Reading (B)Part B11. Remind students that the vocabulary listed in Part B1 appears in Millie and Simons letters on pages 36 and 37. If students are not sure what a word means, it may help them to read the word in context on thos

16、e pages.2.Ask students to work in pairs to complete Part B1. When students have completed all the answers, they raise their hands. The first pair to finish the exercise correctly is the winner.3.When students have finished, give the correct answer to each question.Part B21.Tell students that in Part

17、B2, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon.2.Remind students that they can find all the answers in the reading passage on pages 36 and 37. They should complete the exercise by putting a cross or a tick in the blanks. For more able students,

18、 ask them to complete the exercise without referring the back to the reading passage.3.After checking the answers with the class, ask more able students to look for phrases or sentences in Millie and Simons letters to support their answers.4.This is a straightforward exercise and students of all lev

19、els should be able to complete it on their own. Part B31.Do Part B3, and then check the answers.2.Read the two letters by themselves.3.Pay attention to some language points.二次备课 Step3 Homework1. Revise this period2. Pre-learn the next period教后记总课题9A Unit 3 Teenage problems总课时6第4课时课题Grammar课型新授教学目标To

20、 use object clauses introduced by “wh-“wordsTo use “Why not”, ”Why dont you ”, ”What/How about”, ”Lets”,”Shall we ” to give suggestions.教学过程二次备课Step 1: Review object clauses introduced by “if or whether” and “that”. Explain that these clauses relate to “yes/no” questions. Structures: 主语+谓语+宾语从句that

21、+主语+谓语+其他 if/whether+主语+谓语+其他Step 2: Tell students that when object clauses relate to “wh-“questions, we should use “wh-“words to introduce object clauses. Ask students to readthe grammar rules and the two examples at the top. Step 3: Remind them that the clauses should be introduced by “wh-“words a

22、nd the word order in the clause should be the same as in the statements. e.g: The robot no longer knew. When should it cook breakfast. The robot no longer knew when it should cook breakfast.Step 4: Write the following sentences on the blackboard and encourage students to use the following structures

23、: I am not sure Id like to know I cant imagine Can you tell me? where is Zhongshan Park? How did you go to school? What will you do next Sunday? When was the parcel delivered? Who called in the morning?Step 5: Asks students to do the exercise on page 25. Students will be able to complete it on their

24、 own. Check the answers as a class.Step 6: Part B1. Revise the ways we have learnt to give suggestions.2. Finish this part and then check the answers.3. Read it in pairs.Step 7Homework: 1. Review the rules of object clauses introduced by “wh-/that/if/whether”. 2. Preview next period.教后记 总课题9A Unit 3

25、 Teenage problems总课时6第5课时课题Integrated skills课型新授教学目标知识目标1.To extract information from a student profile2.To write notes about a student profile3.To extract information from a conversation4.To write a record of a visit能力目标To develop the students abilities of listening, speaking, reading and writing.情

26、感目标Be a happy , lively teenagers after learning this lesson教学重点To listen and write notes about a student profile and extract information from the conversation教学难点To listen and write notes about a student profile课前预习To get as much information about Teenage problems as possible教 学 过 程Step 1. RevisionH

27、ave a revision in class.Step 2. Presentation Part A1.Listen to Part A1 and put a tick in the correct boxes.2.Check the answers.3. Play the recording. Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill.4.Play the recording agai

28、n, stopping so that students can write their answers, if you feel this is necessary. Tell students to look at their answers. If they still have some unfilled gaps, ask them to read the profile again at the top of the page in case they have missed something. Then play the recording once more without

29、stopping.5.Ask students to read one answer each. Check for mistakes and mispronunciation. Play the recording again once students have completed the exercise. 6.Explain to students that they can use the information from page 43 to help them complete Part A3 on page 44. Part B1.Ask students to work in

30、 pairs. Tell them to read the conversation aloud, then change roles and read the conversation again.Ask them the following questions:Who has a problem? (Millie)What is her problem? (Her pen friend hasnt replied to her e-mails.)二次备课3.Explain some key points.e.g. reply to; write to; maybe I shouldnt worry too much;4.Ask