九年级英语上册Unit3教案.docx

1、九年级英语上册Unit3教案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 ab

2、out problems Language function and focusIve 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 dont have much time to revise for tests. Teaching methodsListening/ writing/ speak

3、ing/discussing Teaching proceduresPart A1. Explain that most teenagers have problems. Tell students that if they ever need to talk about their 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 t

4、ime to time.2. Ask students work in groups. Discuss their problems and write on the paper. The teacher call some 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

5、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

6、do a survey of the problems that students in the class have. Write the following headings on the board:Not enough sleepNot enough time to do homework Too noisy to studyLonelyArgue with cousin/classmate/parentParents are always busyRead out each problem in turn, and ask students to raise their hands

7、if they have this problem. Make a tally of the problems that students have. This will reinforce a group feeling. Finally, make a 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 previou

8、s exercise, as students have to rank how big these 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 as homework, as st

9、udents 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 s

10、tudents to add what they consider to be the biggest problems teenagers face to the list if these are different to those on the list.VocabularyPart 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 eac

11、h 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

12、 they can use their answers from Part A to help then with the 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 the whole lette

13、r. 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 raise their hands if they do. For stronger classes, ask students what their advice would be for Amy.Comic strip1. Play the tape for the st

14、udents to find out the problem. If they cant get the answer, the teacher can play the second time.2. Explain some language points for the whole class. Then ask them to try to perform this short play.Homework: 1. If you have any _ (问题)，you can ask your teacher for help.2. Eating too much is bad for o

15、ur _. 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

16、 a _ (一分钟)to eight.Design on Bb Students problemsHave too much homework feel lonelyHave no time to watch TV too noisy after classDont have close friends dont know who to talk toQuarrel with friends parents are always busyHave no time to spend on hobbies 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。在内容上需要学生掌握以下词组（qua

17、rrel with/get enough sleep/be on/feel lonely/revise for tests/receive low marks/Ive got a problem）Period Two (Reading ) Objectives:1. to understand how to write about problems and to express feelings 2. to ask for advice3. to recognize and understand vocabulary about problems. Language function and

18、focusI want to know how( to solve it.)The problem is that.I spend so much time doing homework that I cannot find any time for my bobbies.When (to do my homework) and when (to spend on my hobbies)Can you please teach me how to achieve a balance between the two.Can you offer me some suggestions? = Can

19、 you give me some advice?I wish I could have my parents support. Teaching methodsReading/practicing/listening/working in groups Teaching procedures(part A)1. Ask students whether they read advice columns, e.g. , newspapers, magazines and websites. Bring in some samples from newspapers and and magazi

20、nes 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. reads Millies letter aloud. Ask students to listen carefully to you and follow

21、the text on page 40. 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 tome to read a paragraph, ask students to say which parts of the text they do not understan

22、d. Clarify any points if necessary.6. Read Simons letter aloud. Ask students to listen carefully to you and follow the text on page 41. 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 hi

23、m to go home before 6 p.m.)7. Ask one student at a tome 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.(part B)1. Remind students that the vocabulary that the vocabulary listed in Part B appears in Millie

24、 and Simons letters on pages 40 and 41. If students are not sure what a word means, it may help them to read the word in context on those pages.2. Ask students to work in pairs to complete Part B. When students have complete all the answers, they raise their hands. The first pair to finish the exerc

25、ise correctly is the winner.3. When students have finished, give the correct answer to each question. (part C)1. Tell students that in Part C, 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 t

26、he reading passage on pages 40 and 41. They should complete the exercise by putting a cross or a tick in the blanks. For more able students, 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 loo

27、k for phrases or sentences in Millie and Simons letters to support their answers.4. This is a straightforward exercise and students of all levels should be able to complete it on their own. (part C)1. Revise key vocabulary. Write the following words on the board:advise keepearlier later focus help f

28、orget about school work give up remember hobby ignorehomework go home painting study spend hours work hard time drawing stay out hours2. Explain that for each word in the column on the left, there is a related word in the column on the right. The words may be opposites, synonyms or related words. Po

29、int to the first word and ask the class to find the matching word in the right-hand column. Ask volunteers to come to the front of the class and draw a line between two words to link them. weaker classes might find this task difficult. Go through the words in the two columns with students before ask

30、ing them to match the words.Answers are as followings:advise keep (opposite)earlier later (opposite)focus help (synonym)forget about school work (related word/opposite)give up remember (opposite) hobby ignore (opposite)homework go home (opposite)painting study (related word)spend hours work hard (re

31、lated word)time drawing (related word/synonym) stay out hours (related word)3. Once students are clear about the vocabulary, ask them to complete Part D on Page 43. More able students can complete the exercise on their own. Less able students can work in pairs or small groups.4. Once students have finished Part D, ask two students to read the letters aloud. Praise students for areas where they do well. Try not to focus too much on their mistakes as this will crush their confidence when speaking in front of the class.Homework: 完成课时卷 （reading）Design on Bb Millie1. What Grade is sh