Unit3Teenageproblems教案。
一般给学生们上课之前，老师就早早地准备好了教案课件，大家静下心来写教案课件了。必须要写好了教案课件计划，未来的工作就会做得更好！你们会写一段优秀的教案课件吗？考虑到您的需要，小编特地编辑了“Unit3Teenageproblems教案”，相信能对大家有所帮助。
Unit3Teenageproblems教案
一、重点短语及句型：
1．整天allday2、感到孤独feellonely
3、与某人争吵quarrelwithsb4、做足够的锻炼doenoughexercise
5、有亲密的朋友haveclosefriends6、开着、进行着beon
7、变胖getfat8、在….有问题haveproblemswith…….
9、在…..方面差beweakin10、在某方面给某人建议givesbadviceonsth
11、处理dealwith12、收到某人的来信hearfrom
13、制作清单makealistof14.停下来做另一件事stoptodosth
15．放弃做某事giveupdoingsth16、得低分getlowmarks
18、保持安静keepquiet19、使我不高兴makemeunhappy
21、对。。。。感觉不好feelbadabout22算出、解出workout
23获得平衡achieveabalance24、对…….很着迷becrazyabout
25、一则建议apieceofadvice
26、向某人提供某物offersbsth/offersth.tosb
主动愿意做某事offertodosth.
27、同意某人（的意见）agreewithsb
28、乘公交车去……takeabusto…29、对某人严格bestrictwithsb
30、感到有压力的feelstressed31、不时、有时fromtimetotime
32、某人在某事上花费（时间或金钱）spend时间或金钱…onsth
33、成功地做某事succeedindoingsth34、得到某人的支持havesb’ssupport
35、希望某人做某事wishsbtodosth希望做某事wishtodosth
37、生气、发怒getangry38、到达某地gettosparrivein/atsp
39、得到某人的帮助gethelpfromsb40、青少年辅导员youthworkers
41、一会儿forawhile42、在………（方面）表现出色dowellin
43.尖子生atopstudent44、嘲笑某人/某物laughatsb/sth
45、为……..而感到自豪beproudof46、不关注.paynoattentionto
47、遭受….之苦sufferfromsth48、不再not…….anymore
49.回答replyto…50..感谢某人做某事Thanksbfordoingsth
51.向某人征询意见asksbforadvice先某人求助asksbforhelp
52.让某人做某事letsbdosth使某人做某事makesbdosth
53.提前计划planahead54.对某人大喊shoutatsb
55.责备你的父母blameyourparents
56.为某事/某人而担忧beworriedaboutsth/sb
57.把那只猫命名为眯眯namethecatMimi58.实际上infact
59.产生压力的原因thecauseofstress60.变得更糟糕getworse
61.你为什么不做某事呢？Whydon’tyoudosth?
62.选择做某事choosetodosth
二、语法点：
句子种类：四种
A：陈述句（肯定或否定句）：通常用来提供信息。
如：It’sasunnyday.MrWuisn’tathometoday.
B：疑问句（一般疑问和特殊疑问：）用来咨询信息要求知道某件事情。
如：Arethechildrenplayinggames?Whereisthenearestpolicestation?
C：祈使句：用来提出命令或要求。
Don’tputtheglasshere.Pleaseputitoverthere
D：感叹句：用于表达一种强烈的感情。Whatalovelykite!
五种句子结构
（a）主语+谓语（S+V）→Milliesmiles.
（b）主语+谓语+宾语（S+V+DO）→Ieatabanana.
（c）主语+系动词+表语（S+V+P）→Shelookshappy.
（d）主语+谓语+宾语+宾语补足语（S+V+DO+OC）→Ifindhersmart.
（e）主语+谓语+间接宾语+直接宾语（S+V+IO+DO）
→Milliepassedmethesalt.
宾语补足语通常由名词（名词短语）、形容词（形容词短语）、介词短语、动词不定式、副词等构成，用于补充说明宾语的状态。
如：（a）Ibelievehimhonest.=Ibelievethatheishonest.
（b）Wethinkhimthebeststudentinourclass.=Wethinkthathe_____thebeststudentinourclass.
（c）Wefoundhermuchyoungerthanweexpected.
=Wefoundthatshe________________muchyoungerthanweexpected.
特殊疑问词who、what、which、how、when、where可以与不定式连用构成不定式短语，在句中作主语、宾语、表语等句子成份。
如：Whattodonextisnotdecidedyet.（作主语）
Ican’tdecidewhichonetobuy.（作宾语）
Thedifficultyishowtofinishmyhomeworkinonehour.
点击中考
1．YaoMingisoneof________________________(value)basketballplayers.
2．Hepreferred__________(swim)to_________(skate)
3．Thisnaughtyboyoftenmakesme________(laugh)
4.Youmaygotoplayfootballassoonasyourhomework____________(finish).
5._______goodtimewehadlastSunday！
A.WhatB.WhataC.HowD.Howa
6.Hecan’tdecide_______.A.tobuywhichoneB.whichonetobuy
C.whichonewillbuyD.whichonebuy
初三英语组复习资料（9AUnit3配套练习）
一根据汉语或首字母提示填写单词
1.Whoarethey______________(吵嘴)withoverthere?
2.Youcan’tgettothetopwithoutyourfriends’s__________.
3.PeopleinSouthChinaare_____________(受苦)fromtheflood.
4.Wegetreadyandfinishthework_____________(提前)oftime.
5.Canyouo____________(give,provide)mesomesuggestions?
二用所给词的适当形式填空
1.Hobbiesmakeourlivesmore____________(colour)andmeaningful.
2.I_________(hard)knowher.
3.Sheoffered__________________(lend)meherbike.
4.Whynot____________(play)basketballinsteadof__________(swim)
5.Iamverybusy,Iusuallycan’tfindenoughtime__________(play)basketballwithmyfriends.
6.Iamadvised_______________(bring)anumbrellawithme.itwillrain
7.“Couldyoutellmewhenthemeeting_____________________(begin)?”---Nextweek.
8.Wearenewhere.Wecan’tfindsomewhere______________(relax)
9.I’msorry_______________(hear)yourfriendisill.
10.Assoonashesawme,hestopped____________(have)atalkwithme.
11.Sueseemsmuch______________.(happy)
.三单项选择
()1.Thecolorsofhistrousersaredifferentfrom_____ofyours.
A.oneB.onesC.thatD.those
()2.Whentostart____________alsoabigproblem.A.beB.isC.amD.are
()3..Idon’tknow_____________withthisproblem.It’stoohard.
A.whichtodoB.whentodoC.whattodoD.howtodo
()4.Youlook_____.Whatdoyou_____?
A.worry,worryaboutB.worry;worriedabout
C.worried;worryaboutD.worried;worriedabout
()5.Wemust_______ourselvesand______ourwork.
A.strictin;withB.bestrictin;with
C.bestrictwith;inD.strictwith;in
()6.Shefeelsunhappy,_____?A.doesn’tsheB.doessheC.isn’tsheD.isshe
()7.Bobdoesn’tknow_____towriteabout.
A.howB.thatC.whatD.where
()8.Healwaysmakeshisclass_____.
A.livelyandinterestedB.livelyandinteresting
C.aliveandinterestedD.aliveandinteresting
()9.Ifyoudon’tgotothecinematonight,_____.
A.SowillIB.NeitherdoIC.NorshallID.SoIwill
()10.Willyouplease________somuchnoise?
A.notmakeB.don’tmakeC.nottomakeD.don’ttomake
()11.MrsJennygaveus______onhowtolearnEnglishwell.
A.someadvicesB.somesuggestion
C.apieceofadviceD.apieceofsuggestion
()12.---Alatestnewspaper!---Onlyonecopyleft.wouldyouliketohave___,?
A.itB.oneC.thisD.that
()13.weallagree______whatyousaid.A.onB.withC.toD.about
()14.Theworkersweremade_____thewholeday.
A.workB.toworkC.workedD.working
()15.“Thismademefeelangry.”Isakindof_____structure.(结构)
A.S+V+OB.S+V+DOC.S+V+IO+DOD.S+V+DO+OC
()16.Canyoupleasespend_____explainingit_____us?
A.sometimes;toB.sometime;toC.sometimes;forD.sometime;for
()17._____maynotseemvery_____.
A.WatchTV;usefulB.WatchTV;usefully
C.WatchingTV;usefullyD.WatchingTV;useful
()18.Wemustbestrict_____ourselvesandstrict_____ourwork.
A.in;withB.with;inC.in;inD.with;with
四句子改写
1.Sandyhaslonghair.(改为感叹句)____________________________________
2.Youdislikethisbook,_______________________?（反意疑问句）
3.Youmustn’tplaywithfire.(祈使句)____________________________________
4.Howcanwegettotheplane?Idon’tknow.（合并为一句）
Idon’tknow____________________________________gettotheplane.
5.Sandywanttoknowwhereshecanaskforadvice.(改为简单句)
Sandywanttoknow________________________________________
1.运动能帮助我们放松，让我们的生活丰富多彩。
Sportscanhelpus_____________andmakeourlives______________.
2.真不理解他们为何如此严格
Ireallydon’tunderstandwhy___________________so__________.
3.能给我提点建议吗？Canyou_________mesome____________?
4.路上交通总是很拥挤Thereisalways______________________ontheroad.
5.许多学生不能决定何时工作何时玩
Manystudentscan’tdecide__________________and____________________.
6.我也告诉她别去理睬那些嘲笑她们的人
Ialsotoldherto__________________tothestudentswho____________her.
7有几种解决压力的办法Therearesomewaysto_________________________.
扩展阅读
Unit3Teenageproblems单元知识复习归纳
每个老师为了上好课需要写教案课件，又到了写教案课件的时候了。只有规划好教案课件工作计划，才能更好地安排接下来的工作！你们会写多少教案课件范文呢？小编特地为大家精心收集和整理了“Unit3Teenageproblems单元知识复习归纳”，希望对您的工作和生活有所帮助。
9AUnit3Teenageproblems单元复习归纳
一、重点词汇
单词
teenageadj.青少年的markn.分数；标记
madadj.疯狂的；生气的
examn.(=examination)考试，测试
perhapsadv.或许，可能dealvi．处理
choicem选择butprep.除……外；只有
awakeadj.醒着的hardlyadv.几乎不
doubtvt.怀疑worthadj.值得，值……钱
imaginevt．＆vi．想象，设想suggestionn．建议
causen.原因strictadj.严格的，严厉的
valuableadj.宝贵的，很有用的；贵重的
listn.清单whompron.谁（宾格）
silencen．安静，寂静；沉默worryn.担心；令人担忧的事
dictionaryn.字典bookwormn．书虫，书呆子
schoolworkn．课业progressn．进展，进步
aloudadv.大声地；出声地pronouncevt，发音
correctlyadv．正确地pronunciationn．发音
mentionvt．提及；说起stressn.精神压力，紧张
unhappyadj.不快乐的，不满的
词组
1．toomuch太多2．inclass在课上
3．drivesbmad使某人疯狂4．feellonely感到孤独
5．allday整天6．feelsleepy瞌睡的
7．dealwith处置；处理
8．havenochoicebutto…没有选择只能……
9．stayup熬夜10.handin上交
11.feelbadaboutsth对……感到难过
12.beworthdoing值得做某事
13.dreamof/about梦想；想象
14.hearfrom收到某人的来信
15.becrazyabout对……感到疯狂
16.worryabout担心
17.getintotrouble陷入麻烦
18.bestrictwithsb对某人要求严格
19.stayout待在户外；（晚上）不回家
20.lookforwardto渴望21.makesure确保；确认
22.inonesmind在某人的想法中
23.makealistof列出24.workout算出；解决
25.accordingto根据26.agreewith同意
27.insteadof代替；而不
28.youthworker青少年辅导员
29.onshow上演30.endwith结束
31.laughat嘲笑32.goover复习；回顾
33.dontmentionit不客气
34.keepsthtooneself秘而不宣
35.beofsbsage与……同龄的
二、重要句型
1.Ihaveaproblem,butIwonderhowIshoulddealwithit．我有一个问题，但是我想要知道我应该怎样处理它。
(1)wonder
①wonder作及物动词，表示“想知道”、“对……感到怀疑”、“纳闷”，常见用法有：
1)后接who，what，when等引导的宾语从句。相当于wanttoknow如：
Iwonderwhoheis．
我想知道他是谁。
2)后接that引导的宾语从句，表示“感到惊奇”、“对……感到惊讶”，that常可省去。如：
Iwonder(that)Lunenglostthegame.
我对于鲁能队失掉比赛很惊讶。
3)后接if或whether引导的宾语从句，用于有礼貌的询问。如：
Shewonderedwhetherhermotherwasfreethatmorning.
她想知道那天早上她的妈妈是否有空。
4)后接“疑问词+不定式”构成的短语。如：
Imjustwonderinghowtodoit．我想要知道怎样做。
②wonder作名词，表示“奇事”、“奇迹”、“奇观”、“奇才”、“惊奇；惊讶”等。如：
ThepyramidsareoneoftheSevenWondersoftheWorld.
金字塔是世界七大奇迹之一。
(2)dealwith与dowith都意为“处置；处理”。
dowith常与连接代词what连用，而dealwith常与连接副词how连用，如：
Idontknowhowtheydealwiththeproblem.(=Idontknowwhattheydowiththeproblem.)
我不知道他们如何处理这个问题。
Heiseasytodealwith.(=Heiseasytodowith.这时“do”是不及物动词)他是容易相处的人。
这两个词组在使用时有细微的差别。
2.Ihavealotofhomeworkeveryday,andIhavenochoicebuttofinishallofit．我每天有很多作业，我没有选择只能完成所有的作业。
choice作名词，意为“选择”，其动词形式为choose。常见短语为havenochoicebuttodosth意为“没有别的选择只能做”。
Ihavenochoicebuttoaccepthisinvitation.
我除了接受他的邀请没有别的选择。
3．Ioftenhavetostayuplate．我常常不得不熬夜到很晚。
stayup意为“熬夜”，后常接副词late。
Doyouoftenstayuplate?你常常熬夜到很晚吗？
[归纳]常见的含有up的动词短语：
sendup发出，射出putup张贴／建造finishup吃完或喝完divideup使……分开comeupwith想出eatup吃光giveup放弃
4.However,Ihardlyhaveanysparetimeformyhobbies.然而，我几乎没有任何空余时间来享受自己的爱好。
hardly意为“几乎不”，易混词为hard，可为形容词或者副词。作形容词时，意为“困难的”；作副词时，意为“努力地；猛烈地”。
Asastudent.weshouldworkhard.
作为学生，我们应该努力学习。
5.Ioftendoubtwhetheritisworthspendingsomuchtimeonmyhomework．我常常怀疑把这么多时间花费在作业上是否值得。
(1)doubt意为“怀疑”。
后接宾语从句时，如主句为肯定句时用if或whether连接，如主句为否定句或疑问句时用that连接，表示“不信任，不相信，怀疑，疑惑”。如：
Idontdoubtthatshestellingthetruth.
我并不怀疑她讲的是真话。
(2)worth为形容词，意为“值得；值……钱”，常见短语为beworthdoing“值得做”。
TheLifeIKnow,byHanHanisworthreading.
韩寒写的《我所理解的生活》值得读。
6.Idontunderstandwhytheyweresostrictwithme．我不理解为什么他们对我如此的严格。
strict作形容词，意为“严格的；严厉的”。常见短语bestrictwithsb，意为“对某人严格要求”，以及bestrictin(doing)sth，意为“对（做）某事严格要求”。如：
MrSmithisverystrictwithhischildren.
史密斯先生对他的孩子们要求十分严格。
7．Ineedsomeonetosharemyworrieswith．我想要一个人来和我分担忧虑。
worry：
(1)worry作名词，意为“担心；令人担忧的事情”，其复数形式为worries。
Toomanyworriesarebadforyourhealth.
太多的忧虑对你的健康有害。
(2)worry可作及物动词，意为“使烦恼”，“使焦虑”，常接sb作宾语。如：
Whatworriedyousomuch?什么事使你这么着急？
(3)worry也可作不及物动词，意为“烦恼”、“担心”、“发愁”，常跟介词about或over。如：
Theyareworryingaboutthecomingexam.
他们正在为即将到来的考试而发愁。
(4)worry后接从句时，也表示“为……担心”，此时不用介词，worry可看作及物动词。如：
Dontworryhowmuchyouspend.别担心花多少钱。
8.HowaboutreadingEnglishaloudeverymorning?
每天早上大声读英语怎么样？
aloudadv.大声地；出声地。
[辨析]
9.Trytopronounceallthewordscorrectly．尽力拼读正确所有单词。
pronounce意为“发音”。其名词形式为pronunciation意为“发音；读音”。
Canyoupronounceallthenewwordscorrectly?
你能正确地发所有新单词的音了吗？
10.Youareunhappywithyourweight,butyoudonotknowhowtochangeit．你对于自己的体重不满意，但是你不知道怎样改变它。
unhappy为形容词，意为“不快乐的；不满的”。它是由happy加否定前缀un变化而来的。
Icouldnolongerignorethefactthathewasdeeplyunhappy.我再不能对他深感不快这个事实不闻不问了。
[归纳]加前缀un：un-前缀很灵活，它可以加在形容词、过去分词、现代分词前面构成具有否定意义的形容词：
curious（adj.好奇的）-uncurious（面不好奇的）
able（adj.能够……的）-unable（adj.不能够……的）
comfortable（adj.舒服的）-uncomfortable（adj.不舒服的）
acceptable（adj.可接受的）-unacceptable（adj.难以接受的）
doubted（adj.怀疑的）-undoubted（adj.无疑的）
三、核心语法
A疑问词引导的宾语从句
A．语序：
无论主句是陈述句还是疑问句，宾语从句都必须使用陈述语序，即“主句+连词+宾语从句(主语+谓语+……)”句式。根据连接词在从句中所担任的不同成分，可分为以下四种：
(1)连接词+谓语。连接词在从句中作主语。常见的连接词有：who，what，which等：如：
Thesmallchildrendontknowwhatisintheirstockings.
这些小孩子不知道袜子里有什么东西？
(2)连接词+名词+谓语。连接词在从句中作主语的定语。常见的连接词有：whose，what，which，howmany，howmuch等。如：
Heaskedwhosehandwritingwasthebestinourclass.
他问我们班上谁的书法最好。
(3)连接词+主语+谓语。连接词在从句中作宾语、状语或表语。常见的连接词有：who(m)，what，which，howmany,howmuch,when,why,how,where等。如：
HehasntdecidedwhenhellgoonatriptoWuxi.
他还没决定什么时候去无锡旅行。
(4)连接词+名词+主语+谓语。连接词在从句中作宾语或表语的定语。常见的连接词有：what，which，howmany，howmuch，how等。如：
Sheaskedmewhatcolourmypenwas.
她问我的钢笔是什么颜色。
在选择宾语从句时，首先应该注意从句的句式是否正确。
B．时态：
与第二单元涉及的宾语从句的时态，用法相同，省略讲
解。
B提建议的方法
初中常见的用英语提建议的句型归纳如下：
1.Whynot-和Whydontyou-
“Whynot+动词原形+其他？”这是个省略句，其完整句式为“Whydontyou(we)+动词原形+其他？”意为一“为什么不……呢？”常用于间接地向对方提出建议，往往带有肯定的意味，一般不必回答。
Whynothaveatry?=Whydontyouhaveatry?
为什么不试一试呢？
2．Whatabout和Howabout
What/Howabout+名词／代词／动词的-ing形式+其他？此句型意为“……怎么样？是提建议或征求对方意见的委婉说法。
Whataboutgoingto8movie?去看场电影怎么样？
3．Lets+动词原形+其他。此句型意为“（让）我们……吧”。其否定形式直接在let后加not。
Letsgotothewaterpark．让我们去水上公园吧。
4．Shallwe/l+动词原形+其他？此句型意为“我们／我做……好吗？”，常以商量的语气向对方提出建议。
Whatasunnyday!Shallwegohiking?
天气多好呀！我们去远足好吗？
5．Wouldyoumind+动词的-ing形式+其他？
这是英语中用来提建议或要求的常用句型，意为“请你做……好吗？”，语气委婉，客气，一般用在面对陌生人时或者比较正式的场合。例如：
Wouldyoumindclosingthewindow?
请你关上窗户好吗？
6．Couldyouplease+动词原形+其他？
此句型意为“请你……好吗？”其中could并不是can的过去式，而是表示更委婉的建议或请求。例如：
Couldyoupleasewashthedishes?
请你洗盘子好吗？
其否定形式，只需要在动词前加上not即可。例如：
Couldyoupleasenottalkinclass?
在课堂上你能不讲话吗？
当对方向你提出建议时，肯定回答可用OK!／Good./Goodidea!／Thatsoundsgood.／Sure.／Ofcourse.／Yes,please.／Yes,Ithinkso.／Yes,Idloveto.／Allright.／Noproblem./Iagreewithyou.等。否定回答可用No，thanks.／No,Idontthinkso.／No,Imbusy.／Idontagree.／Sorry,Imafraidnot.等。
2014牛津英语九上Unit3Teenageproblems教案
做好教案课件是老师上好课的前提，大家正在计划自己的教案课件了。只有写好教案课件计划，可以更好完成工作任务！你们知道多少范文适合教案课件？为此，小编从网络上为大家精心整理了《2014牛津英语九上Unit3Teenageproblems教案》，希望对您的工作和生活有所帮助。
课题Unit3Welcometotheunit
课时第一课时执教时间复备人
教学目标1.知识目标：
学习词汇：mark,mad,exam,perhaps,teenage
学习词组：getfat,exercisemore,getenoughsleep,drivememad,closefriends,getlowmarksinexams,feelsleepyinclass,manageyourtimebetter
学习句子：
What’swrongwith…?
Whynoteatlessandexercisemore?
Theydon’thavetimeforme.
Perhapsyoushouldmanageyourtimebetterandgotobedearly.
2.技能目标：
1)听懂并掌握与teenageproblems有关的词语。
2)能说出在学习和生活中遇到的问题和烦恼，并给出建议。
3)掌握提建议的句型。
4)能就青少年在学习、交友、家庭等方面所遇到的问题展开讨论。
3.情感目标：帮助学生正确认识在学习和生活中遇到的一些困惑和烦恼，培养学生解决问题的能力，掌握解决问题的方法。
教学重点知识目标+技能目标
教学难点表达个人问题及解决问题方法
教学媒体录影机，多媒体，实物等
教学过程Step1：预习指导与检测见导学案
Step2：展示目标见导学案
Step3：课堂导学与互动
任务一：校对预习检测答案（小组讨论、集体校对、识记并检查词组）。
任务二：学习漫画部分的对话。
1、Freetalk
What’sEddie’sproblem?Doyouknow?
CanyouguesswhyEddieisgettingfat?
2、听录音回答问题。
1.WhatisHobo’ssuggestion?
2.WhydoesHobotellEddienottoeattoomuch?
3、根据漫画部分内容填空。
EddiestellsHobothathe_____aproblem.Heis_________.HeasksHobotohavealookathisstomach.Hobotellshimthatheeatstoo______andheaskshimtoeat______andexercise______.ButEddiethinksthathecan______thefoodforHobo.
Watchandpayattentionyourpronunciation.
4、两人一组表演对话。
任务三：学习A部分内容。
1、提问：Whataretheirproblems?
2、引导同学们谈自己烦恼，并适时教授部分单词disturb,friends,homework,noise,parents,sleep等，并板书。
3、浏览35页A部分图，完成句子。
4、以问答的方式向学生展示答案。
5、学生齐读每个问题。
6、Say：Canyougivethemsomeadvice?
任务四：讨论。（对学生中普遍存在的问题进行调查）
1、分组互相讨论下列问题。
1)Arethereanydifficultiesorproblemsinyourlife?Whatarethey?
2)Whichoftheproblemsdoyouthinkisthesmallestone?
3).Whichoftheproblemsdoyouthinkisthebiggestone?
Ask:Doyouliketostayinhomewithyourparents?
Doyouoftenquarrelwithyourfriends?
Thenask:Ifwehavesomeproblems,whatshouldwedo?
(Talktoyourparents.Askteachersforhelp.Shareyourworrieswithyourfriends.Keepadiary.…)
2、完成43页B部分练习。
Millieistalkingwithhermumaboutteenageproblems.Listenandanswer:
1.WhatproblemdoesMilliehave?
2.WhydoesMillie’smumsayabouttheproblem?
学生齐读每个问题。
2、HelpSally.
Hi,I’mSally.I’malsoaGrade9student.Iamgoodatallthesubjects,andIalwaysgetahighmarkinthetests.ButIdon’thaveanyfriendsinclass.MyclassmatesthinkthatI’mshortandnotgood-looking.Theydonotwanttomakefriendswithme.Ihavenoclosefriendstotalkto,soIalwaysfeellonely.
WhatshouldIdo?Canyouhelpme?
任务四：Discussingroupsandtalkaboutyourproblems.
Whatproblemsdoteenagersoftenhave?
Whatadvicedoyouhavetohelpsolvetheseproblems?
任务五：Makeadialoguetotalkaboutyourproblemsingroups.
A:What’swrongwithyou?/What’sthematterwithyou?/Youlook…Whathappened?
B:Ifeel…thesedays./Idon’tgetenough…
A:Ithinkyoushould…It’sgood/badfor…
You’dbetter…
Whynot…
Reporttotheclass
任务六：MrFriend,afamousyouthworker,wantstogiveyousomeadvice.Let’strytorememberthem.
Lifeiscolorful.Whateverproblemsyoumeet,wheneveryoumeetthem,Don’tbeafraidofthem.Don’tcomplaintoomuch.Justtryhardtosolvethem.Believethatyoucandoanythingifyoutryyourbest.
Step5：当堂反馈见导学案
Step6：课后拓展见导学案
Step7：布置作业
1.Recitethenewwordsandphrases.
2.Recitecomicstripsandactitout.
3.Ssmakedialoguesaboutteenageproblems.
4.Searchmoreinformationaboutteenageproblems.
5.PreviewReading.
课题Unit3Reading（1）
课时第二课时执教时间复备人
教学目标1.知识目标：
学习词汇：deal,choice,but,awake,hardly,imagine,doubt,worth,suggestion,cause,strict,schoolwork,valuable,friendship,list,
学习词组：dealwith,stayuplate,stayawake,havesparetimeformyhobbies,beworthdoingsth,dreamofalongholiday,offermesomesuggestions,becomethecauseofmyproblem,worryaboutthetime,getintotrouble,playoutside,bestrictwithsb,developourhobbies,stayout,valuableadvice,makealistof,workout,accordingto
学习句子：
IdonotknowhowIshoulddealwithit.
Ihavenochoicebuttodoit.
Icannotimaginemylifewithouthobbies.
Ioftendoubtwhetheritisworthspendingsomuchtimeonhomework.
Ihopetohearfromyousoon.
Iamcrazyaboutfootball.
Idonotunderstandwhytheyaresostrictwithme.
IwonderhowIcanachieveabalancebetweenmyschoolworkandmyhobbies.
Thenworkouthowmuchtimeyouneedtofinishitall.
Whataboutchoosingyourhobbyaccordingtothetimeyoutime?
Ihopeyouthinkmyadviceisworthtaking.
2.技能目标：
1)通过图片、标题和上下文猜测课文大意；
2)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。
3.情感目标：学会表达自己的烦恼和情感并向别人寻求建议。
教学重点知识目标+技能目标
教学难点了解青少年常遇到的一些困惑和烦恼，思考如何正确面对这些问题
教学媒体录影机，多媒体，实物等
教学过程Step1：预习指导与检测见导学案
Step2：展示目标见导学案
Step3：课堂导学与互动
任务一：读前准备。
1、校对预习检测答案。
2、自由讨论。
1.Doyouhaveanyhobbies?
2.Doyouhavelotsofhomeworkeveryday?
3.Doyouhaveenoughtimeforyourhobbies?
Growingupmaybedifficult.Wemayhavemanyproblems.和Whatproblems?
Ifwehavesomeproblems,wherecangotoaskforsomeadvice?
任务二：阅读课文。
1、播放第一部分的录音，了解书信的大意。
MillieandSimonhavesomeproblems.TheywrotetoMrSigmund,afamousyouthworker,andaskforsomeadvice.Nowlet’slistentoherletter.
Task1listentothelettersandmatchthewordsontheleftwiththemeaningsontheright(PartB1).
2、再次播放录音内容.
MrFriendwantstokeeparecordofeachstudent.Lookatthecardsandhelphimcompletethem.Putatick(√)ifMillieandSimonhasthatproblemandacross(×)ifheorshedoesnothavethatproblem(PartB2).
3、Watchandanswerthefollowingquestions.
SomequestionsaboutMillie:
1.WhatproblemdoesMilliehave?
2.Whydoesshedoubt?
3.Whatdoesshedreamof?
SomequestionsaboutSimon:
1.IsSimoncrazyaboutfootball?
2.HowlongdoesSimonplayfootballeveryday?
3.WhatdoSimon’sparentsnotallowhimtodo?
4.DoSimon’sparentsunderstandhim?
5.WhatproblemdoesSimonhave?
4、Watchandpracticeafterthetape.
任务三：阅读提升。
根据Millie和Simon的来信内容，说说自己常遇到的一些困惑和烦恼。
Milliehasaproblemandshedoesntknowhowto______________it.Shehasalotofhomeworkbutshecan’t________________itbecausesheunderstandsthatitisimportanttodoherhomeworkontime.Sheoftenstaysuplateto_____________theexercises.However,shehasno_______________timeforherhobbies.She____________whetheritis____________.Sheis___________aholidaywithouthomeworkandshewantsSigmundFriendto_____________.
Simonisso____________footballthathelikes______________toplayfootballwithhisfriends.Hisparentsarevery____________withhimandtheydonot____________himtoplayoutsideafter6p.m.Simonfeelsstressedandangry_______________.Hethinkshobbiescanhelphim____________andmakehislife______________.Hewisheshecouldhavehisparents’___________.HewantsSigmundFriendtotellhimhowto____________betweenhisschoolworkandhishobbies.
Step4：总结提升
Step5：当堂反馈见导学案
Step6：课后拓展见导学案
Step7：布置作业
1.Readthetextfrequentlyafterclass.
2.Trytofindoutmoreaboutteenageproblems.
教学反思
课题Unit3Reading（2）
课时第三课时执教时间复备人
教学目标1.知识目标：
学习词汇：deal,choice,but,awake,hardly,imagine,doubt,worth,suggestion,cause,strict,schoolwork,valuable,friendship,list,
学习词组：dealwith,stayuplate,stayawake,havesparetimeformyhobbies,beworthdoingsth,dreamofalongholiday,offermesomesuggestions,becomethecauseofmyproblem,worryaboutthetime,getintotrouble,playoutside,bestrictwithsb,developourhobbies,stayout,valuableadvice,makealistof,workout,accordingto
学习句子：
IdonotknowhowIshoulddealwithit.
Ihavenochoicebuttodoit.
Icannotimaginemylifewithouthobbies.
Ioftendoubtwhetheritisworthspendingsomuchtimeonhomework.
Ihopetohearfromyousoon.
Iamcrazyaboutfootball.
Idonotunderstandwhytheyaresostrictwithme.
IwonderhowIcanachieveabalancebetweenmyschoolworkandmyhobbies.
Thenworkouthowmuchtimeyouneedtofinishitall.
Whataboutchoosingyourhobbyaccordingtothetimeyoutime?
Ihopeyouthinkmyadviceisworthtaking.
2.技能目标：
1)通过图片、标题和上下文猜测课文大意；
2)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。
3.情感目标：学会表达自己的烦恼和情感并向别人寻求建议。
教学重点能够掌握本课时的重点词组和句型。
教学难点熟练运用本课时所学知识来谈论自己遇到的困难和烦恼，并学会如何解决这些问题。
教学媒体录影机，多媒体，实物等
教学过程Step1：预习指导与检测见导学案
Step2：展示目标见导学案
Step3：课堂导学与互动
任务一：检查预习作业。
任务二：熟读Reading内容，回答下列问题。
⑴WhatproblemdoesMilliehave?
⑵WhydoesMillieaccepttodosomuchworkalthoughshedoesnotwantto?
⑶Whatdoyouthinkofherproblem?Canyouofferhersomeadvice?
⑷WhatproblemdoesSimonhave?
⑸WhatdoyouthinkofSimonsproblem?Canyouofferhimsomeadvice?
任务三：根据以下表格，谈论Million和Simon的苦恼并完成下列表格。
MillieSimon
problemsShefindsit_______tostayawakethenextday.Sheoften________whetheritisworthspendingsomuchtimeonhomework.Hisparentsare________withhim.Hefeels________sometimes.
CausesofproblemsSheoftenhastostayuplateto________herhomework.Hisparentsdonot______himtoplayoutsideafter6p.m.
wishesShe___________ofalongholidaysothatshecouldhavemoretimeforherhobbies.Hewondershowtoachieveabalancebetweenhisschoolworkand________.
任务四：朗读SigmundFriend两封回信。
1.浏览39B3、B4部分的内容，完成MrFriend的两封回信。
2.朗读MrFriend的两封回信并划出一些有用的短语。
1.WhatdoyouthinkofMillie’sproblem?Canyouofferhersomeadvice?
2.WhatdoyouthinkofSimonsproblem?Canyouofferhimsomeadvice?
任务五：讨论。
根据Millie和Simon的来信内容，就如何解决他们的困惑和烦恼问题，请同学们谈谈自己的观点。
Practicereadingthelettersandthenfillintheblanks.
Milliehasalotofhobbies1)__________volleyballandmusic.(2)___________,shehasalotofhomeworktodoeveryday,soshehardlyhasanysparetimeforherhobbies.Shedoesnotknowhowsheshould(3)_________it.Butshe(4)______________buttodoit.Shecannotimagineherlifewithouthobbies.
Sheoftendoubtswhetheritisworth(5)_____________________homework.
Simon(1)______________football.
Hedoesnotunderstandwhyhisparents(2)________________him.Hewondershowhecan(3)_______________betweenhisschoolworkandhishobbies.
MrFriendadvisesMillieto(4)_________________________sheneedstofinishallherhomeworkandchooseherhobby(5)______________
thetimeshehas.Healsohopeshisadviceisworthtaking.
Step4：总结提升
Step5：当堂反馈见导学案
Step6：课后拓展见导学案
Step7：布置作业
1.Recitethenewwords,phrasesandusefulexpressions.
2.Readthetextfrequentlyafterclass.
3.Tellyourfriendsomethingabouthowtocheeryourselfup.
4.Writeanarticleabouthowtocheeryourselfup.
5.PreviewGrammar.
课题Unit3Grammar
课时第四课时执教时间复备人
教学目标1、知识目标：
1）学习词汇：whom,silence,worry,method,solve,dictionary,reply,
2）学习词组：solvetheproblem,youthworker
3）学习句子：Danieldoesnotknowwhomheshouldtalkto.
Ineedsomeonetosharemyworrieswith.
Whydon’tyouletyourparentsknowyouneedthem?
What/Howaboutchoosingyourhobbyaccordingtothetimeyouhave?
Let’swritealettertoMrSigmundFriend.
Shallwehaveameetingaboutthis?
2、技能目标：
1）学会运用连接代词和连接副词引导的宾语从句。
2）能够正确地向别人提出建议。
3、情感目标：通过学习努力使自己成为快乐活泼的少年。
教学重点知识目标+技能目标
教学难点通过学习努力使自己成为快乐活泼的少年
教学媒体录影机，多媒体，实物等
教学过程Step1：预习指导与检测见导学案
Step2：展示目标见导学案
Step3：课堂导学与互动
任务一：什么是宾语从句
宾语从句就是由一个句子来构成主句的宾语，并有一个连接词引导。
有哪些句子可以做宾语？
一、连词（引导词）
1.当宾语从句是陈述句时（包括肯定句和否定句），连词由that引导，因为that在从句中不作任何成分，也没有任何具体意思，因此在口语或非正式文体中常省略
LinTaofeels(that)hisownteamisevenbetter.
Shesays(that)shewon’ttakepartinthesportsmeeting
nextSunday.
Jimthought(that)thetrainwaslikeabigmovingparty.
Hesaid(that)hewouldliketoseetheheadmaster.
在主句为动词be加某些形容词（如sorry,sure,afraid,glad等）作表语时，后面所跟的省略that的从句也可算是宾语从句
I’msorry(that)Idon’tknow.
We’resure(that)ourteamwillwin.
I’mafraid(that)hewon’tpasstheexam.
2.一般疑问句做宾语
宾语从句必须用________(陈述句结构叫陈述语序;疑问句结构叫疑问语序)
由if或whether引导的宾语从句。If和whether在句中的意思是“是否”。例如：
Iwanttoknowif(whether)helivesthere.
Heaskedmewhether(if)Icouldhelphim.
3.特殊疑问句做宾语
1.Where’syourpenpalfrom?
2.Wheredoeshelive?
3.Whatlanguagedoesshespeak?
4.Whydoyoulikepandas?
任务二：宾语从句中时态的变化
1.当主句是一般现在时，宾语从句的时态不作限制，我们可以根据句子的需要使用任何一种时态。
（需要性原则）
2.当主句是一般过去时的时候，宾语从句必须运用相应的过去的某一种时态，从而达到主句和从句的相互一致。（呼应性原则）
3.当宾语从句说明的是客观存在的事实或者是客观存在的真理时，就不用受到主句时态的限制，仍是用一般现在时态。（特殊性原则）
任务三：知识点梳理。
Step4：总结提升
一.结构
1.当陈述句作宾语从句时,结构:主句+that+主语+谓语部分
2.当一般疑问句作宾语从句时,结构:主句+if(whether)+主语+谓语部分
3.当特殊疑问句作宾语从句时,结构:主句+特殊疑问词+主语+谓语部分
二．主从时态关系
主句从句
１．一般现在时
２．一般过去时
3.(特殊):任何时态(客观、自然现象)
三.语序：陈述语序
Step5：当堂反馈见导学案
Step6：课后拓展见导学案
Step7：布置作业
1.Copynewwordsandphrases.
2.Recitethedialogue
教学反思
课题Unit3IntegratedSkills
课时第五课时执教时间复备人
教学目标1.知识目标：
学习词汇：chemistry,progress,worried,aloud,pronounce,correctly,pronunciation,mention,bookworm
学习词组：thetopstudents,gethighmarksinexams,laughat,shareyourproblemswithsb.,paynoattentionto,beproudof,makeherfeelbad，makelittleprogress,goover,readEnglishaloud,pronounceallthewordscorrectly,
学习句子：
I’vemadelittleprogressinmyEnglish.
Ittakestime.
Perhapsyoushouldgooverwhatyouhavelearntasoftenaspossible.
Trytopronounceallthewordscorrectly.
Don’tmentionit.
2.技能目标：
1)从一个学生的情况介绍中获得信息并作记录。
2)能听懂有关如何处理问题的对话，并从听力材料中获取需要的信息。
3)能用从听力中获取的信息完成一份谈话记录。
3.情感目标：学会谈论个人问题并提供建议。
教学重点知识目标+技能目标
教学难点听力能力的提高
教学媒体录影机，多媒体，实物等
教学过程Step1：预习指导与检测见导学案
Step2：展示目标见导学案
Step3：课堂导学与互动
任务一：检查预习作业。
Ask：Howcanweliveahappylife?Whatcanwedotoliveahappylife?
任务二：听力。
1、HowmuchdoyouknowaboutNora?
看课文中Nora的简介回答问题。
⑴.Whatsubjectsdoesshelike?
⑵.Whatisherproblem?
⑶Whatinformationshouldastudent’sprofileinclude?
2、朗读Nora的简介，完成43页A1部分有关Nora的表格。
Millie’sclassmateNoraalsohasproblems.ShewenttoaskMrFriendforhelp.ListentoNora’sinformationandputa(√)inthecorrectboxesinPartA1onpage43.
3、练习。
⑴.放录音，继续完成A2部分练习。
MrFriendistalkingtoNoraaboutherproblems.ListentotheirconversationandhelpMrFriendcompletehisnotesinPartA2onpage43.
⑵.小组对答案。
⑶根据43页的情况介绍及笔记完成44页A3部分练习并核对答案。
MrFriendiswritingareportonNora’svisit.HelphimcompletethereportinPartA3onpage44.Usetheinformationonpage43tohelpyou.
(4)根据A3部分回答下列问题。
1)IsSueatopstudentinherclass?
2)Whatareherfavouritesubjects?
3)Sheisgoodatsports，isn’tshe？
4)WhatisMr.Friend’sadviceonSue’sPElessons?
5)Weshouldpaynoattentiontothepeoplewholaughatus.Right?
任务三：Speak-up。
1、听44页对话回答下列问题。
DanielisveryworriedthesedaysbecausehisEnglishisn’tverygood.HeisaskingMillieforadvicenow.Listenandanswer:
1.WhatisDaniel’sproblem?
2.WhatadvicedoesMilliegiveDaniel?
3.WhydoesMillieaskDanieltopronounceallthewordscorrectly?
4.DoyouthinkDanielfeelsbetterafterdiscussinghisproblemwithMillie?
Readtheconversationafterthetapesentencebysentence.
2、讨论。Workingroupsandmakeanotherdialoguetotalkaboutyourproblemsandgivesuggestions.
1）、两人一组模仿B部分，谈论自己的问题并给对方提供建议。
2）、小组合作，并讨论：Howcanwegiveoursuggestions/advice?
任务四：知识点梳理。
Step4：总结提升
Step5：当堂反馈见导学案
Step6：课后拓展见导学案
Step7：布置作业
1.Recitethenewwordsandphrases.
2.Recitethedialoguesinspeakup.
3.Searchformoreaboutproblemsandadviceyoucantake.
Takenotesandmakeupanewdialogueaboutproblemsandadviceyoucantake.
教学反思
课题Unit3StudySkills
课时第六课时执教时间复备人
教学目标1.技能目标：
1）了解预测的概念；
2）学会使用预测的方法快速了解文章的概要；
2.情感目标：养成运用预测方法认真做作业的好习惯。
教学重点学会使用预测的方法快速了解文章的概要；
教学难点学会使用预测的方法快速了解文章的概要；
教学媒体录影机，多媒体，实物等
教学过程Step1：预习指导与检测见导学案
Step2：展示目标见导学案
Step3：课堂导学与互动
任务一：检查、复习。
1、检查预习作业。
2、复习上一节课所学内容。
任务二：呈现。
Checkingyourwork
Whenyouhavetofinishapieceofwriting,whatshouldwedotoguesswhatcomesnext?
Whatispredicting?
Topredictistoguesswhatcomesnext.Ithelpsusunderstandwhatkindsofbooksorarticleswearereading,andwherewemightfindinformation.
Whenwereadanarticle,wecanoftenpredictthecontentfromthetitle.Wecanalsousetheheadingsinanarticletopredictthemainideaofeachpart.Headingsarethetitlesofthedifferentparts.Often,theyareinbold.
任务三：练习。
1.Thereisanarticlecalled“Thetroublewithteenagers”.Predictthepointsthatwillbetalkedaboutinthearticleandtick(√)thecorrectboxes(PartAonpage45).
Checktheanswers.
Say：Togetageneralideaofabookoranarticle,weshouldasksomebasicquestions.Ifwepredicttheanswersthatthequestionsmighthave,itwillhelpusfindtheanswersmorequicklyandeasilywhenwereadindetail.XKb1.Com
2.MillieisreadinganarticleinTeenagemagazine.Matchherquestionswithyourpredictedanswers.Writethecorrectletterineachblank(PartBonpage45).
2、两人一组讨论。
Howcanweusepredicting?
Step4：总结提升
Step5：当堂反馈见导学案
Step6：课后拓展见导学案
Step7：布置作业
1.Rememberthenewwordsinthislesson.
2.Finishalltheworkbookexercises.
3.Readapassageandtrytousepredicting.
4.PreviewTask.
教学反思
课题Unit3Task
课时第七课时执教时间复备人
教学目标学习词汇：stress
学习词组：shoutat,forgetaboutyourhomework,keepittoyourself,beofsb’sage,caretoomuchaboutyourmarks
学习句子：
Manystudentsofouragehavethisproblem.
2.技能目标：
1）完成调查问卷中的问题。
2）学会向他人提出建议。
3）学会就青少年的烦恼写一封信。
3.情感目标：
1）能选择正确的方法解决生活、学习中遇到的问题。
2）要敢于面对自己在学习、生活中的困难，并积极的寻找方法解决这些困难。
教学重点知识目标+技能目标
教学难点写一封信，谈论自己遇到的问题以及解决的办法。
教学媒体录影机，多媒体，实物等
教学过程Step1：预习指导与检测见导学案
Step2：展示目标见导学案
Step3：课堂导学与互动
任务一：浏览A部分，完成下列活动。
TheClass1,Grade9studentsaredoingaquizinteenagersmagazines.Theywanttofindoutwhethertheyknowhowtodealwithproblems.Let’sgothroughthequizandcirclethebestanswers(PartAonpage46).
1、朗读46页A部分每一个问题以及解决问题的备选答案，选出自己认为的最佳答案。（为写作提供内容）
2、分别说出自己的最佳答案和理由,并教短语keep…tothemselves。
3、讨论解决问题的方法。
Ifyouhavesomeproblems,whowillyougototoaskforhelp?
(Talktoparentsorfriends.
Askteachersforhelp.
Keepadiary.
Writealetterorsendanemailtoclassmatesorfriends.)
任务二：浏览B部分，完成下列活动。
Millie’sfriendRaymondwrotetoherabouthisproblems.Millieiswritingareplytellinghimhowtodealwiththem.HelpMilliecompleteheremail(PartBonpage47).
1、讨论Howtowriteanarticle，让学生回忆写作有三个部分组成，它们是Introduction、Mainbody和Conclusion。
2、帮助Millie完成B部分练习。
3、朗读B部分Millie的信，并根据新的内容填充。
任务三：写作训练。
Supposeoneofyourfiendwrotetoyouabouthisorherproblems.Writeareplytellinghimorherhowtodealwiththeproblems.UseMillie’semailasamodel.
1、在同学中调查一下，你们共同的烦恼是什么？写出你的调查结果中排名在前
5条的烦恼。
2、针对大家的共同烦恼，写一篇你能消除这些烦恼的办法或建议的短文。
Workingroupsandcreateyourownpresentation.Youcanusethefollowingusefulexpressionstohelpyou.
3、短文评讲。
让学生先熟悉评分标准
第一档：13——15分
上下连贯，意思完整，语言通顺，表达清楚，很少有语法错误和拼写错误。
第二档：9——12分
上下基本连贯，语言基本通顺，表达较清楚，少有语法错误和拼写错误。
第三档：5——8分
上下不连贯，语言不通顺，表达不清楚，有较多语法错误和拼写错误。
第四档：0——4分
上下不连贯，语言不通顺，表达不清楚，有大量语法错误和拼写错误。
⑴完成后按照56页所学的改错方法自己先改。
⑵两人一组互改。
⑶小组交流。
Step4：总结提升
Let’senjoyareplyabouthowtodealwiththeproblems.
Dear…,
Thankyouverymuchforsharingyourproblemswithme.
Youstayuplateeveryday.ItisacommonproblemsforaGrade9student.Ithinkthebestwaytosolveitistomanageyourtimecarefully.Trytofinishsomehomeworkduringlunchtimeatschoolinsteadofplayingbasketball,andthenyoucangotobedearlieratnight.
Maybetoomuchnoiseathomeisanotherreasonthatmakesyoustayuplate,becauseyoucannotfocusonyourwork.YourgrandfatherkeepstheTVveryloudbecausehishearingisnotverygood.Howaboutclosingyourbedroomdoorwhenyoustudyinside?Orperhapsyoucantellhimaboutyourproblem.Iamsurehelovesyousomuchthathelistenstoyou.
Ihopeyouthinkmyadviceisworthtaking.
Bestwishes,
…
Step5：当堂反馈见导学案
Step6：课后拓展见导学案
Step7：布置作业
1.Remembertheexpressionsinthislesson.
2.Discussmoreteenageproblemsandthewaystosolvethemwithyourpartners.
3.FinishtheletteraboutyourproblemstoMrsSong.
9AUnit3Teenageproblems教案
每个老师上课需要准备的东西是教案课件，规划教案课件的时刻悄悄来临了。此时就可以对教案课件的工作做个简单的计划，才能规范的完成工作！有没有出色的范文是关于教案课件的？下面是由小编为大家整理的“9AUnit3Teenageproblems教案”，欢迎您阅读和收藏，并分享给身边的朋友！
总课题
9AUnit3Teenageproblems总课时
10
第1课时
课题
ComicstripWelcometotheunit课型
新授
教学目标
知识目标
1.Knowthespellingofsomewordsandusageofsomephrases2.Knowthedifferentmeaningsof‘get’能力目标
1.Talkaboutproblemsandtheircauses.2.Thinkaboutone’sproblemsandhowtodealwiththem情感目标
Expressproblemsandtalkaboutsolutions.教学重点
Talkaboutproblemsandtheircauses.教学难点
Expressproblemsandtalkaboutsolutions.课前预习
1.Previewthenewwordsandphrases2.Pre-learnPeriod1:ComicstripWelcometotheunit教学过程
教师活动
学生活动
备课札记
Step1Warm-up1.Explainthatmostteenagershaveproblems.Tellthemthatiftheyeverneedtotalkabouttheirproblems,theyshouldtalktotheirteachers,friendsorfamily.Tellthemthathavingaproblemisnothingtobeashamedof-----everyonehasworriesfromtimetotime.2.Doasurveyoftheproblemsthatthestudentsintheclasshave.3.Discusstheproblemsquestionedbythestudents.Step2.Comicstrip1.Askthestudentstolistentothetapewiththebooksclosed.Andthenansweraquestion“WhatproblemhasEddiegot?”.2.TellthemthatEddieisgettingfat.Here“get”means“become”.Whatothermeaningsdoes“get”have?Listenandthinkwhatproblemstheyhave.WorkinpairsDiscusssomeproblemsListenandprepareforthequestionThinkabouttheusagesof“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：getagoodmark,getsomehelpfrom,getenoughsleep,getexcited,getabus,getmarried
1).Myuncle______________lastyear.2).DidyouhearSimon__________________intheexam?3).Youdidn’t______________,didyou?4).Theaudience_____________whentheysawHelloKitty.5).Myfather_____________toworkeveryday.6).Shallwe________________fromanadviser?Step3.Welcometotheunit.PartA1.Review“noisy”and“quarrel”.Explainthestudentsthedifferentmeaningsofthetwowords.(thesewordsmean“fullofnoise”and“argue”).2.AskthemtoworkinpairstocompletePartAonpage39.Onceallstudentshavefinished,askonestudentatatimetoreadoutwhattheyhavewritten.Listenformistakesandmispronunciation.PartB1.Makeasurveyoftheproblems.Writethefollowingheadingsontheboard:Notenoughsleep
Notenoughtimetodohomework
Toonoisytostudy
Lonely
Arguewithcousin/classmate/parent
Parentsarealwaysbusy
2.Readouteachprobleminturn,andaskstudentstoraisetheirhandsiftheyhavethisproblem.Makeatallyoftheproblemsthatstudentshave.Thiswillreinforceagroupfeeling.Finally,makeanoteofthebiggestproblemtheclasshas.Writethefollowingontheboard:“ThebiggestproblemClass…Grade...hasis…”
3.ExplainthatpartBisdifferentfromthepreviousexercise,asstudentshavetorankhowbigtheseproblemsareintheirlives.DosomeexerciseswiththegivenexpressionsListenandanswerwhattheyarediscussinginthedialogueCompletePartAonpage39.ReadouteachprobleminturnTrytoanswerthequestion:“ThebiggestproblemClass…Grade...hasis…”Get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
4.Explaintostudentsthatnumber5meansthatthisisabigproblemforthemwhilenumber1meansitisasmallproblem.5.TellstudentstocompletePartBontheirown.Askvolunteerstogivetheiranswersbutdonotforcestudents.Iftherearenovolunteers,donotgoovertheanswerstothisexercisewiththeclass.Keepthestudents’answersconfidential.Forstrongerclasses,askstudentstoaddwhattheyconsidertobethebiggestproblemsteenagersfacetothelistifthesearedifferenttothoseonthelist.Step4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.NotesafterteachingCompletePartBontheirown.Dosomeexercisesafterclass教学反思
总课题
9AUnit3Teenageproblems总课时
10
第2课时
课题
Reading(A)
课型
新授
教学目标
知识目标
Tounderstandhowtowriteaboutproblemsandtoexpressfeelings能力目标
Toaskforadvice情感目标
Torecognizeandunderstandvocabularyaboutproblems.教学重点
Tounderstandhowtowriteaboutproblemsandtoexpressfeelings教学难点
ToaskforadviceTorecognizeandunderstandvocabularyaboutproblems.
课前预习
1.Previewthenewwordsandphrasesofthisperiod2.Pre-learnPeriod2:Reading(A)教学过程
教师活动
学生活动
备课札记
Step1.RevisionRevisesomethinglearnedinthelastperiod.Step2.ReadingPartA1.Askstudentswhethertheyhavereadadvicecolumns,e.g.,newspapers,magazinesandwebsites.Bringinsomesamplesfromnewspapersandmagazinestoshowstudents.2.Explainthecontext.MillieandSimonhavebothwrittenletterstoayouthworker.3.Askstudentstoscanthetextandseeiftherearewordsthattheydonotknow.Explainthesewordsbriefly.4.ReadMillie’sletteraloud.Askstudentstolistencarefullytoyouandfollowthetextonpage40.Askquestionstocheckunderstanding,e.g.WhatisMillie’sfavoritehobby?(painting)WhatisMillie’sproblem?(Shedoesn’thaveenoughtimeforhobbiesandhomework.)HavearevisionListentotheirteacherandtrytoanswersomequestionsScanthetextListenandtrytoanswersomequestions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
5.Askonestudentatatimetoreadaparagraph,askstudentstosaywhichpartsofthetexttheydonotunderstand.Clarifyanypointsifnecessary.6.ReadSimon’sletteraloud.Askstudentstolistencarefullytoyouandfollowthetextonpage41.Askquestionstocheckunderstanding,e.g.WhendoesSimonplayfootball?(Afterschooluntillate.)Howdohisparentsfeelaboutit?(Theydon’tlikethisandaskhimtogohomebefore6p.m.)
7.Askonestudentatatimetoreadaparagraph,aftereachparagraph,askstudentstosaywhichpartsofthetexttheydonotunderstand.Clarifyanypointsifnecessary.8.Somewordsandlanguagepoints:achieve;advice;balance;colourful;giveup;handinStep4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.NotesafterteachingReadtheparagraphsandtrytoanswersomequestionsLearnsomewordsandlanguagepoints:DosomeExxafterclass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
9AUnit3Teenageproblems
总课时
10
第3课时
课题
Reading(B.C.D)课型
新授
教学目标
知识目标
Tounderstandhowtowriteaboutproblemsandtoexpressfeelings能力目标
Toaskforadvice情感目标
Torecognizeandunderstandvocabularyaboutproblems.教学重点
Tounderstandhowtowriteaboutproblemsandtoexpressfeelings教学难点
ToaskforadviceTorecognizeandunderstandvocabularyaboutproblems.课前预习
1.Previewthenewwordsandphrasesofthisperiod2.Pre-learnPeriod3:Reading(BCD)教学过程
教师活动
学生活动
备课札记
Step1.RevisionRevisesomethinglearnedinthelastperiod.Step2.Reading(B/C/D)PartB1.RemindstudentsthatthevocabularythatthevocabularylistedinPartBappearsinMillieandSimon’slettersonpages40and41.Ifstudentsarenotsurewhatawordmeans,itmayhelpthemtoreadthewordincontextonthosepages.2.AskstudentstoworkinpairstocompletePartB.Whenstudentshavecompletealltheanswers,theyraisetheirhands.Thefirstpairtofinishtheexercisecorrectlyisthewinner.3.Whenstudentshavefinished,givethecorrectanswertoeachquestion.PartC
1.TellstudentsthatinPartC,theymustplaytheroleofSigmundFriend,andmust“diagnose”whatiswrongwithMillieandSimon.HavearevisionTrytoremindsomevocabulariesCompletePartB.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
PartC1.TellstudentsthatinPartC,theymustplaytheroleofSigmundFriend,andmust“diagnose”whatiswrongwithMillieandSimon.2.Remindstudentsthattheycanfindalltheanswersinthereadingpassageonpages40and41.Theyshouldcompletetheexercisebyputtingacrossoratickintheblanks.Formoreablestudents,askthemtocompletetheexercisewithoutreferringthebacktothereadingpassage.3.Aftercheckingtheanswerswiththeclass,askmoreablestudentstolookforphrasesorsentencesinMillieandSimon’sletterstosupporttheiranswers.4.Thisisastraightforwardexerciseandstudentsofalllevelsshouldbeabletocompleteitontheirown.PartD
1.Revisekeyvocabulary.Writethefollowingwordsontheboard:advisekeepearlierlaterfocushelpforgetaboutschoolworkgiveuprememberhobbyignorehomeworkgohomepaintingstudyspendhoursworkhardtimedrawingstayouthours2.Explainthatforeachwordinthecolumnontheleft,thereisarelatedwordinthecolumnontheright.Thewordsmaybeopposites,synonymsorrelatedwords.Pointtothefirstwordandasktheclasstofindthematchingwordintheright-handcolumn.3.Askvolunteerstocometothefrontoftheclassanddrawalinebetweentwowordstolinkthem.Gothroughthewordsinthetwocolumnswithstudentsbeforeaskingthemtomatchthewords.Completetheexercisebyputtingacrossoratickintheblanks.Revisekeyvocabulary.Drawalinebetweentwowordstolinkthem.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
4.Answersareasfollowings:advisekeep(opposite)earlierlater(opposite)focushelp(synonym)forgetaboutschoolwork(relatedword/opposite)giveupremember(opposite)hobbyignore(opposite)homeworkgohome(opposite)paintingstudy(relatedword)spendhoursworkhard(relatedword)timedrawing(relatedword/synonym)stayouthours(relatedword)5.Oncestudentsareclearaboutthevocabulary,askthemtocompletePartDonPage43.Moreablestudentscancompletetheexerciseontheirown.Lessablestudentscanworkinpairsorsmallgroups.6.OncestudentshavefinishedPartD,asktwostudentstoreadthelettersaloud.Praisestudentsforareaswheretheydowell.Trynottofocustoomuchontheirmistakesasthiswillcrushtheirconfidencewhenspeakinginfrontoftheclass.Step3.PracticeStep4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.NotesafterteachingFinishtheexercise,makesuretheyaremorefamiliarwiththewordsandcanusethemCompletePartDonPage43.DosomeExxafterclass.认识并理解与问题有关的词汇；学会表达情感。教学反思
总课题
9AUnit3Teenageproblems
总课时
10
第4课时
课题
Vocabulary
课型
新授
教学目标
知识目标
Tounderstandthedifferentmeaningsoftheverb“tobe”能力目标
Tousetheverb“toget”whentalkingaboutproblems情感目标
Torecognizeandunderstandvocabularyaboutproblems.教学重点
Tounderstandthedifferentmeaningsoftheverb“tobe”Tousetheverb“toget”whentalkingaboutproblems教学难点
Torecognizeandunderstandvocabularyaboutproblems.课前预习
1.Previewthenewwordsandphrasesofthisperiod2.Pre-learnPeriod4:Vocabulary教学过程
教师活动
学生活动
备课札记
Step1.Revision.RevisesomethinglearnedinthelastperiodStep2.VocabularyPartA1.ExplainthatthewordsintheboxatthetopofPage44aresynonymsoftheverb“toget”belowthepictures,andcanbeusedtoreplace“get”ineachpicture.2.AskstudentstoworkinpairstocompletePartA.3.Forweakerclasses,askstudentstoreadouttheanswerforeachpicture.Forstrongerclasses,afterstudentshavereadouttheanswers,askthemtomakesentencesusingthephrasesunderthepictures.PartB
1.ExplaintostudentsthattheycanusetheiranswersfromPartAtohelpthenwiththeexerciseinPartB.forweakerclasses,studentscanworkinpairstocompletePartB.Forstrongerclasses,studentscanworkontheirown.2.Forstrongerclasses,oncestudentshavefinished,asktwostudentstoreadoutthewholeletter.Complimentthemonpartsofthelettertheyreadparticularlywell.HavearevisionListen,think,andtrytodosomeexx.inPartA.WorkinpairstocompletePartB.复习巩固与问题有关的词汇；学会表达情感。
教学过程
教师活动
学生活动
备课札记
PartB1.ExplaintostudentsthattheycanusetheiranswersfromPartAtohelpthenwiththeexerciseinPartB.forweakerclasses,studentscanworkinpairstocompletePartB.Forstrongerclasses,studentscanworkontheirown.2.Forstrongerclasses,oncestudentshavefinished,asktwostudentstoreadoutthewholeletter.Complimentthemonpartsofthelettertheyreadparticularlywell.3.Forweakerclasses,askstudentsiftheyhavethesameproblemsasAmy.Askstudentstoraisetheirhandsiftheydo.Forstrongerclasses,askstudentswhattheiradvicewouldbeforAmy.Step3.PracticeStep4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.NotesafterteachingWorkinpairstocompletePartB.Practiseanddosomeexxafterclass.复习巩固与问题有关的词汇；学会表达情感。
教学反思
总课题
9AUnit3Teenageproblems
总课时
10
第5课时
课题
Grammer(A,B)课型
新授
教学目标
知识目标
1.Touse“wh-”words+“to”infinitivestotalkaboutproblems.2.Tolearnaboutsentencestypes3.Tostudyfivekindsofsentencesstructures能力目标
Graspthestructuresof“wh+todosth.”,fivekindsofsentences情感目标
Talkaboutproblemswith“wh+todosth.”教学重点
“wh+todosth.”structure,sentencestypes,fivekindsofsentencesstructures教学难点
Talkaboutproblemswith“wh+todosth.”课前预习
1.Previewthenewwordsandphrasesofthisperiod2.Pre-learnPeriod5:Grammar(AB)教学过程
教师活动
学生活动
备课札记
Step1.RevisionRevisesomethinglearnedinthelastperiod.Step2.Grammar(AB)PartA1.Remindstudentsthatwhenwetalkabout“wh-”words,wemeanquestionwords.i.e.,what,when,why,where,who,how2.Forstrongerclasses,introduce“whom”and“whose”.“Whom”istheobjectpronounformof“who”,e.g.Whomdidyouinvitetotheparty?However,itisrarelyusednowadaysexceptinformalcontexts.Normally,wesimplysay“who”.“Whose”isthepossessiveformof“who”,e.g.“Whosebookisthat?3.Explaintostudentsthattheyneedtousethe“wh-“words+todostructuretocompletetheexerciseonpage45.The“wh”-wordscanbeusedmorethanonce.4.ThisisafairlychallengingexerciseandallstudentswillHavearevisionRemind“wh-”wordsCompare“who”with“whom”,”whose”练习来巩固所学的内容
教学过程
教师活动
学生活动
备课札记
benefitfromguidance.Forstrongerclasses,askstudentstodoitbythemselvesandthenchecktheiranswers.Lessablestudentswillbenefitfromworkinginpairs.Moreablestudentscanworkontheirown,butencouragestudentstosharetheirdifficultieswiththeclass.Ifonestudentsfindssomethingdifficult,itislikelythattheothersdotoo.Beonhandtoofferhelpforthisexercise.Forweakerclasses,tellstudentsthatitmaybeeasieritmaybeeasieriftheyfindeitherthe“wh-“wordor“to”-infinitivefirstbeforeworkingoutthewholeanswer.5.Oncestudentshavefinished,chooseonestudenttoplaythepartofMillieandanotherstudenttoplaythepartofSigmund.Askthemtoreadtheconversationaloud.Checkforincorrectanswersandmispronunciation.Forweakerclasses,askseveralpairsofstudentstoreadoneexchangeeach.PartB1.Asawarm-upactivity,writethefollowingformontheboard:Statement(positive)Statement(negative)QuestionImperativeExclamation2.Askstudentstomakeupasentenceineachblankontherightaccordingtotherequirementontheleft.Studentsmakeuptheirownsentencesonapieceofpaper.Lessablestudentscanworkinpairs.Encouragemoreablestudentstoworkontheirown.3.Askastudenttocometothefrontoftheclassandwritethesentenceintherightcolumn.Iftheansweriscorrect,he/shecanchoosethenextstudentstothefronttocontinue.Ifnot,youchoosethenextstudent.4.Gothroughthetableatthetoponpage46.Askstudentsiftheyhaveanyquestions.Makesuretheyunderstandthefourtypesofsentences.Listen,andbefamiliarwiththetwostructures,thenpracticethemReadtheconversationaloudMakeupasentenceineachblank.
先和同学们熟练这两句型，然后操练
5.Tellstudentsthebasicuseofastatementistogiveinformation,e.g.,“MilliewrotetoSigmundFriendforadvice.”Thenegativeformofthisstatementis“MilliedidnotwritetoSigmundFriendforadvice.”Somestatementsdomorethangiveinformation.Theycanalsobeusedtoaskforinformation,expressapprovalorsympathy,thanksomeone,giveordersorprovideanoffer.6.Tellstudentsthebasicuseofaquestionistoaskforinformation,e.g.,“Whendoyouusuallygotoschool?”Wecanalsousequestionsinotherways,suchasmakingrequests,e.g.,“CanIhaveacupoftea,please?”makingsuggestions,e.g.,“Shallwebringmorewater?”,makingoffers,e.g.,“CanIhelp?”oraskingforpermission,e.g.,“MayIcomein?”7.Tellstudentsthattheimperativeformisthebaseformoftheverb.Theimperativeisusedtogiveordersortogetsomeonetodosomething.Whengivingorders,youexpectthepersonwillobey.Forexample,whenIsay“Stopmakingsomuchnoise!”,Imeanthat“Youshouldstopmakingnoise.”Animperativecanalsobeusedtogivesuggestions,warnings,instructions,invitationsorgoodwishes.8.Tellstudentsthatanexclamationisasentencespokenwithemphasis.Wecanuse“what”or“how”tostartanexclamation,e.g.,“Howluckywearetoday!”“Whataluckyday!”9.Explaintostudentsthatintheexerciseonpage46theymustidentifythedifferenttypesofthesentencesandwritethecorrectanswersintheblanks.Thisisafairlysimpleexercise.Studentscanworkouttheirown.10.Oncestudentshavefinished,asktheclasstochecktheanswerswithyou.Step4PracticeStep5.HomeworkStep6.NotesafterteachingStep5.ApplenMakesuretounderstandthefourtypesofsentences.Listen,andbefamiliarwiththetwostructures,thenpracticethemPractiseanddosomeexerciseafterclass.先和同学们熟练这些句型，然后操练
教学反思
总课题
9AUnit3Teenageproblems总课时
10
第6课时
课题
GrammarII
课型
新授
教学目标
知识目标
1.1.Tostudyfivekindsofsentencesstructures2.Tolearntouseobjectcomplements能力目标
Todeveloptheabilitiesofreadingandwriting情感目标
Tobeahappy,livelyteenagersafterlearningthislesson教学重点
Fivekindsofsentencesstructuresandobjectcomplements教学难点
Fivekindsofsentencesstructuresandobjectcomplements课前预习
Previewthenewwordsandphrases，revisedifferentpartsofasentence教学过程
教师活动
学生活动
备课札记
I．HavearevisionII.AskSstolookatthetableatthetopofPage47.TellSsthatanobjectcomplementisanadjective(oradjectivephrase)oranoun(ornounphrase)thatrelatestotheobject.EncourageSstoaskquestionsaboutobjectcomplement.III.TellSsthatnotallverbscanbefollowedbyanobjectcomplement.IV.Explainthecontext.SsshouldcircletheobjectcomplementfoundinMillie’shomework.AskmoreableSstoworkontheirownandlessableSstoworkinpairs.EncourageSstoreporttheirdifficultiestotheclass.Bereadytoofferhelpforthisexercise.V.ExplaintoSsthatdifferentcombinationsofthesentenceelementsformdifferentsentencestructures.VI.ExplaintheexerciseinPartD1onPage48.MoreableSsmayworkontheirownwhileweakerSsmayworkinpairs.Lookatthetablecircletheobjectcomplementreporttheirdifficultiestotheclass先复习句子成分让学生自己理解宾补的用法教学过程
教师活动
学生活动
备课札记
Notes:1.Ifindhimkind.我发现他很和蔼。及物动词+宾语+宾补宾补可以是名词（或短语）、形容词（或短语）、介词（或短语）、动词不定式、分词充当。名词（或短语）：WethinkLiPingthebeststudentinourclass.TheycallthegirlLucy.Ifindhimaverysmartboy.形容词（或短语）：IbelieveTom(tobe)honest.Thenewcoatkepttheboywarm.Thenewsmademehappy.介词（或短语）：Ifindherathomeinsteadofatwork.动词不定式I’dkikeyoutocomeandseeme.Theteacherwantsustohandinourhomeworktomorrowmorning.Hemadethehorserunallthetime.分词：Ifoundamanwalkingintoherroom.Canyouhearsomeonesingingonthenextroom?Isawhimgettingonthebus.在上述句子结构中，有些句子的宾语是宾语补足语的施动者，因此这些句子可以改为宾语从句。Ifoundhimintheshop.=Ifoundthathewasintheshop.Isawhimgettingonthebus.=Isawthathewasgettingonthebus.VII．SumupandexercisesVIII．Homework1.Revisethisperiod.2.Pre-learnthenextperiodworkinpairsTranslatesomesentences精讲精练辅以练习教学反思
总课题
9AUnit3Teenageproblems总课时
10
第7课时
课题
Integratedskills
课型
新授
教学目标
知识目标
1.Toextractinformationfromastudentprofile2.Towritenotesaboutastudentprofile3.Toextractinformationfromaconversation4.Towritearecordofavisit能力目标
Todevelopthestudents’abilitiesoflistening,speaking,readingandwriting.情感目标
Beahappy,livelyteenagersafterlearningthislesson教学重点
Tolistenandwritenotesaboutastudentprofileandextractinformationfromtheconversation教学难点
Tolistenandwritenotesaboutastudentprofile课前预习
TogetasmuchinformationaboutTeenageproblemsaspossible教学过程
教师活动
学生活动
备课札记
I.HavearevisionII.ReadthroughSue’sprofileonpage50withstudents.Askthemtothinkaboutwhattheirstudentprofilewouldsay.Writethefollowingontheboard.Name:Class:Grade:SubjectsIlike:SubjectsIdonotlike:III.Askthestudentstothinkaboutsomethingtheyareverygoodat.Itdoesnotneedtobeaschoolsubject.Itcouldalsobeahobby.Thiswillreinforcetheirconfidence.Pointouttostudentsthatnoonecanbegoodateverything.EveryoneTranslatesomesentencesanddosomeerercisesReadthroughSue’sprofileThinkanddiscuss适当的进行一些学生的心理辅导教学过程
教师活动
学生活动
备课札记
hasdifferentskillsandtalents.IV.AskastudenttoreadSue’sprofilealoud.ExplaintostudentsthatsomeoftheinformationinthestudentprofilewillhelpthemtocompletethenotesaboutSue.(tellstudentsthattheywillnotbeabletofindalltheanswersintheprofile.)Tellstudentstolookcarefullyatwhattheyhavewritten,andpayattentiontothegapstheyhavenotyetbeenabletofill.VI.Playtherecordingagain,stoppingsothatstudentscanwritetheiranswers,ifyoufeelthisisnecessary.Tellstudentstolookattheiranswers.Iftheystillhavesomeunfilledgaps,askthemtoreadtheprofileagainatthetopofthepageincasetheyhavemissedsomething.Thenplaytherecordingoncemorewithoutstopping.VII.Askstudentstoreadoneanswereach.Checkformistakesandmispronunciation.Playtherecordingagainoncestudentshavecompletedtheexercise.IX.Explaintostudentsthattheycanusetheprofileandthenotefrompage50tohelpthemcompletePartA3onpage51.Dividetheclassintopairs.Eachpairmustworktogethertocomeupwiththecorrectanswers.Thefirstpairtogetalloftheanswerscorrectwins.Askapersonfromeachpairtoreadonesentenceatatime.Encouragestudentstolistenformistakesandraisetheirhandswhentheyhaveaquestion.X.Review“worried”,“reply”,“e-card”and“advice”.Askstudentstovolunteersomedefinitions.XI.Askstudentstoworkinpairs.Tellthemtoreadtheconversationaloud,thenchangerolessnreadtheconversationagain.XII.Checkstudents’conversationofthepassage.Askthemthefollowingquestions:Whohasaproblem?(Millie)Whatisherproblem?(Herpenfriendhasn’trepliedtohere-mails.)readSue’sprofileListenandwiteReadandcheckcompletePartA3readandlistenReadAskandanswerconsolidateswhatstudentshavelearntandgivesthemasenseofachievement.教学过程
教师活动
学生活动
备课札记
DoesAmyagreethatMillie’spenfrienddoesn’twanttowritetoheranymore?(No.)WhydoesAmythinkMillie’spenfriendhasn’twritten?(She’)WhatadvicedoesAmygiveMillie?(Millieshouldsendane-cardtoherpenfriendandletherknowshemissesherverymuch.)DoyouthinkMilliefeelsbetterafterdiscussingherproblemwithAmy?(Yes.)Askstudentstoreplyusingfullsentences.XIII.Askthestudentstousetheconversationasamodeltotalkabouttheirownproblemsandgiveadvice.Askthemtopracticetheirnewconversations.Allowlessablestudentstowritedowntheirconversationsbeforepracticingwithapartner.Walkaroundtheclassandgivehelpwherenecessary.Askafewpairstoreadtheirconversationsaloudtothewholeclass.IVX.SumupandexercisesVX．Homework1.Revisethisperiod.2.Pre-learnthenextperiodVIX.NotesafterteachingMakethesimilarconversationandpracticereadtheconversations教学反思
总课题
9AUnit3Teenageproblems
总课时
10
第8课时
课题
Studyskills课型
新授
教学目标
知识目标
1.Toformthehabitofproofreadingandrevisingwork2.Torecognizecommonlanguagemistakes3.Tocorrectmistakesinwrittentext能力目标
Toformthehabitofproofreadingandrevisingworkanddeveloptheabilityofwriting情感目标
Tobeahappy,livelyteenagersafterlearningthislesson教学重点
Torecognizecommonlanguagemistakes教学难点
Toformthehabitofproofreadingandrevisingwork课前预习
Tofindoutasmanymistakesoftenmadeinthewritingsaspossible教学过程
教师活动
学生活动
备课札记
I.HavearevisionII.Askstudentswhetherthechecktheirworkornot.Askthosewhodotoraisetheirhands.Askthesestudentswhethertheyoftenfindmistakeswhentheycheckthroughtheirwork.Askstudentswhodonotcheckthroughtheirworktoraisetheirhands.Askthemwhytheydonotchecktheirwork.III.Explaintostudentsthatcheckingworkaftertheyhavefinisheditisaveryimportanthabittodevelop.Tellstudentsthattheyshouldchecktheirworkaftertheyhavefinishedit----bothhomeworkandclasswork.TranslatesomesentencesPuthandsandanswerwhyMakeasurvey解释作业后检查的重要性教学过程
教师活动
学生活动
备课札记
IV.Tellstudentsthatwhentheyaredoingexams,theyshouldalwaysallowthemselves5-10minutesattheendtocheckthroughtheirwork.Theymaybeabletocorrectcomecarelessmistakes.V.Askstudentstolookatthewordboxonpage52.Tellthemthesearethethingstheyshouldcheckfor.AskstudentstoreadMillie’sreportandunderlineallthemistakesandclassifythesemistakesaccordingtotheirtypes.Lessablestudentmightneedhelpwiththisexercise.Allowthemtoworkinpairs.Tellstudentswherethemistakesareandsimplyaskthemtowritethetypesofmistakesandmakecorrectionsifnecessary.V.Askfivestudentstoreadoutacorrectedparagrapheach.Asktherestoftheclasstocheckforcorrectanswers.VISumupandexercisesVII．Homework1.Revisethisperiod.2.Pre-learnthenextperiodreadMillie’sreportandunderlineallthemistakesandclassifythesemistakesreadoutthecorrectedparagraph教学反思总课题
9AUnit3Teenageproblems
总课时
10
第9课时
课题
Maintask课型
新授
教学目标
知识目标
1.Toansweraquizaboutcausesofstress2.Tomakeawritingplanforaletter3.Towritealetteraboutstressproblems能力目标
Todeveloptheabilityofwritingandtheabilityofdealingwithproblems情感目标
Tobeahappy,livelyteenagersafterlearningthislesson教学重点
1.Tomakeawritingplanforaletterandwritealetteraboutstressproblems2.Theabilityofdealingwithproblems教学难点
Tomakeawritingplanforaletterandwritealetteraboutstressproblems课前预习
Preparethequizandfindoutmoreproblemsandsolutions教学过程
教师活动
学生活动
备课札记
I.HavearevisionII.Arousestudent’sinterestbyaskingthemtothinkaboutstresssituationsandhowtheydealwiththem.III.Explainthecontext.Mr.WuhassetaquizfortheClass1,Grade9studentsaboutgoodandbadwaystodealwithproblems.TellstudentsthattheywilltakepartinthequizinPartAonpage53.Readoutonequestionsatatime,aswellasalltheanswerchoices.Studentsshouldworkontheirownandkeeptheiranswerssecret.(Tellstudentstheyarenotallowedtodiscusstheiranswerswiththeirclassmates.Onceyouhavegonethroughallthequestions,askstudentstoswaptheirbookwithanotherstudent.)Readoutthebestanswertoeachofthequestions.Eachstudentmustmarkthebookhe/shehasbeentogiven.PresentapassageandletthestudentscorrectitReadoutthequestionsandworkontheirownandkeeptheiranswerssecretmarkthebookPresentsomepictures教学过程
教师活动
学生活动
备课札记
Talkaboutwhyonewayofdealingwithproblemsmightbebetterthananother.Askstudentsiftheyhaveotherideasabouthowtodealwithstressfulsituations.IV.AskstudentstocompletePartBontheirown.（RemindstudentsthattheycanusetheinformationtohelpthemcompletethewritingplaninPartB.TheycanalsouseideasthatweregeneratedintheextensionactivityonpageT53.）AskastudenttoreadMillie’sletterinPartCaloud.V.StudentshaveonlytofillintwoblanksbasedontheinformationinMillie’snotes.TellstudentstocompletePartContheirown.VI.ForPartD,copythebeginningoftheMillie’sletterinPartCanddevelopalongerletter.Orencouragemoreablestudentstousesomealternativeconstructions,ratherthansimplycopyingMillie’sletterwordforword.Someusefulwordsandphrasesstudentscanuseinclude:Iamalwaysbusyandrarelyhaveenoughtimeto……Sometimes,itisdifficulttoachieveabalancebetween……Iworryalotabout……Sometimes,itisverynoisyso……
Iworryalotabout……Mybiggestproblemis……
Alotofstudentsworryabout…Itiscommonforstudentsto……
Thebestadviceafriendgavemewas……
VIISumupandexercisesVIII．Homework1.Revisethisperiod.2.Pre-learnthenextperioddiscusscompletePartBreaddevelopalongerletterThisdiscussionandthesentencesonpage53areusefulforthelaterpartsofthemaintasksection.Tellstudentsthatitisagoodideatomakeawritingplanforanypieceofwriting,whetheritisaletter,anessayorareport.ThisisimportantnotjustforEnglish,butforothersubjectsaswell.
教学反思
总课题
9AUnit3Teenageproblems
总课时
10
第10课时
课题
Checkout课型
新授
教学目标
知识目标
1.Toreviewkeyvocabularyandgrammaritemstaughtintheunit.2.Togivestudentstheopportunitytopracticethegrammarandvocabularyitems,andtogainconfidentindoingso3.Toallowstudentstochecktheirprogressandaskanyquestionstheymaystillhave能力目标
Todevelopthestudents’grammarandvocabularyitems情感目标
Tobeahappy,confident,livelyandhelpfulteenagersafterlearningthisunit教学重点
Topracticethegrammarandvocabularyitems,andtogainconfident教学难点
EnabletheSstograspthegrammarandvocabularyitems课前预习
Tocompletethebracketsinthebookandrevisethegrammarlearned教学过程
教师活动
学生活动
备课札记
I.HavearevisionII.RevisionthegrammarlearnedinthisunitbytranslatingsomesentencesAskstudentstoreviewthesentencetypes,theobjectcomplementandthefivebasicsentencestructures.Encouragestudentstoaskquestionsiftheyhaveany.III.PartA:Tellstudentsthatthisisrevision.Remindthemthattheyhavealreadylearnthesewordsandgrammaritemssothattheydonotfeeltooalarmed.1．Askstudentswhethertheyknowanyyouthworkers.E.g.,ReadthelettersTranslatesomesentencesintoEnglish呈现一些中文句子，通过翻译句子让学生解释归纳和总结本单元的语法，以掌握学生是否真正的懂了教学过程
教师活动
学生活动
备课札记
Whatisthenameoftheyouthworker?Ishe/sheagoodyouthworker?Why?Giveanexampleofagoodpieceofadvicehe/shehasgiven.2.TellstudentstocompletePartAontheirown.Whenstudentshavefinished,checktheanswerswiththewholeclass.Studentscorrecttheirownanswersandwritetheirmarksinthepaw.3.Askstudentstoreadouttheadvice,onestudentreadingoneparagraphatatime.4.AskstudentswhethertheythinkSigmundFriendgivesgoodorbadadvice.Askthemtoexplaintheiranswers.IV.PartB:ExplaintostudentsthatinPartB,Amyisthinkingthesewishes.Askstudentswhyshedoesnotsaythewordsaloud.Ifstudentscannottellyou,explainthatWesterncountries,peoplebelieveifyousayawishaloud,itwillnotcometrue.Askstudentstowritetheanswerstothisexerciseontheirown.Thenstudentschecktheiranswersinpairs.V.SumupandexercisesVI．Homework1.Revisethisperiod.2.Pre-learnthenextUnit.AnswercompletePartAreadouttheadviceaskandexplainwritetheanswerschecktheiranswersinpairs介绍西方文化和背景知识教学反思
