9A 第三单元教案

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9A Unit3单元教学设计

7第二天__________ 8值得做某事__________
9期望做某事__________ 10提供我一些建议__________
2.单元ቤተ መጻሕፍቲ ባይዱ或主题）学习目标与重点难点
教学重点：
1.掌握表达青少年问题的词汇和句型。
2.了解两位学生存在的问题和困惑。
3.多角度训练学生的阅读技能。
教学难点：
1.使学生体会如何表达自己的烦恼以获得帮助。
2.探讨学生产生心理问题的原因。
3.单元（或主题）整体教学思路（教学结构图）
Period1Comic strip&Welcome to the unit
Part B
1. Make a survey of the problems. Write the following headings on the board:
Not enough sleep
Not enough time to do homework
Too noisy to study
Lonely
Argue with cousin/classmate/parent
Parents are always busy
2. 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:
4. Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.

(骨干教师竞赛作品)九年级英语上册《9A Unit 3 Teeenage problem》设计方案牛津版

（骨干教师竞赛作品）九年级英语上册《9A Unit 3 Teeenage problem》设计方案牛津版中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。

一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。

书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。

早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。

1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。

2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。

（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。

3、教具准备：粉笔，钢笔，书写纸等。

4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。

（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。

（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。

三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。

（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。

牛津英语9Aunit3教学设计

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 about problems●Language function and focusI’ve 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 don’t have much time to revise for tests.●Teaching methodsListening/ writing/ speaking/discussing●Teaching proceduresPart A1.Explain that most teenagers have problems. Tell students that if they ever need to talk abouttheir 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 time to time.2.Ask students work in groups. Discuss their problems and write on the paper. The teacher callsome 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 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 do a survey of the problems that students in the class have. Write thefollowing headings on the board:Not enough sleepNot enough time to do homeworkToo noisy to studyLonelyArgue with cousin/classmate/parentParents are always busyRead out each problem in turn, and ask students to raise their hands if they have this problem. Make a tally of the problems that students have. This will reinforce a group feeling. Finally, makea 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 previous exercise, as students have to rank how bigthese 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 ashomework, as students 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 students to add what they consider to be the biggest problemsteenagers face to the list if these are different to those on the list.V ocabularyPart 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. 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 they can use their answers from Part A to help then with the exercisein 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 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. Ask students to raisetheir hands if they do. For stronger classes, ask students what their advice would be for Amy. Comic strip1.Play the tape for the students to find out the problem. If they can’t get the answer, the teachercan play the second time.2.Explain some language points for the whole class. Then ask them to try to perform this shortplay.Homework:1.If you have any ___________ (问题)，you can ask your teacher for help.2.Eating too much is bad for our ____________. 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 a _____________ (一分钟)to eight.Design on Bbtoo noisy after classdon’t know wh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。

牛津译林版英语9AUnit3Grammar教学设计

2.学生分享自己在课堂上的学习心得和收获。
3.教师对学生的表现给予肯定，强调重点知识，提醒学生注意易错点。
4.教师布置作业，要求学生运用现在完成时态完成相关练习，巩固所学知识。
五、作业布置
为了巩固学生对现在完成时态的理解和应用，以及提高他们的语言实践能力，特布置以下作业：
1.请学生结合自己的生活经历，运用现在完成时态写一篇小短文，描述自己在过去某个时间段内的活动，如“我的暑假生活”或“这个学期的收获”。要求至少使用5个现在完成时的句子，字数不少于100字。
2.现在完成时态与一般过去时的区别是另一个难点。学生需要能够区分两种时态的用法，并在适当的情境中选用。
-教学设想：设计对比练习，让学生比较两个时态在句子中的不同，如“我昨天去了图书馆。”（一般过去时）与“我已经去了图书馆。”（现在完成时），通过对比分析，帮助学生把握两种时态的微妙差异。
3.学生的语言输出能力也是教学的重点。在写作和口语表达中，学生需要能够流畅地使用现在完成时态。
3.教师在批改作业时，应关注学生的语言表达和语法运用，及时给予反馈和指导。
4.针对不同学生的作业表现，教师可以给予个性化的评价和鼓励，提高学生的学习积极性。
5.鼓励学生关注生活中的英语，寻找并记录下至少5个现在完成时态的实例，如广告、影视台词、书籍等。学生需要在作业中解释这些实例如何体现现在完成时态的用法。
作业布置注意事项：
1.作业难度应适中，既要保证学生对知识点的巩固，又要避免过于复杂，增加学生的负担。
2.鼓励学生发挥创意，将所学知识运用到实际情境中，提高语言运用能力。
三、教学重难点和教学设想
（一）教学重难点
1.现在完成时态的构成和用法是本节课的重点和难点。学生需要掌握have/has +过去分词的结构，并能正确运用在句子中，表达过去发生的动作对现在造成的影响。

9A Unit3单元教学设计

Last, Encourage some of them to show their conversation to the class.
学生很喜欢模仿埃迪和霍波的声音，让他们齐读，再分角色表演就容易得多了！
此刻，学生已经有很强的欲望，想向别人倾诉他们的烦恼，也有了一定的知识储备，能够表达自己的烦恼和针对别人的问题给出建议。所以最后的自编对话的任务，应该也很容易完成。）
T: Boys and girls , Do you remember them , yes ,they are our friends—Eddie and Hobo !What happened to them ? Do you want to know what they are talking about ? OK ,Let’s listen and answer the first question：（1）What is Eddie’s problem?
T: Who is she? Yes, she is Millie. she has?
(板书sleepy)
T：What about Picture 2? Good！Simon doesn't have enough time to do his homework.
学科
英语
电子邮箱
年级
九
教科书版本及章节
牛津
单元（或主题）教学设计
单元（或主题）名称
1.单元（或主题）教学设计说明
U3从属于第一部板块，单元围绕青少年问题这一话题展开。通过知识的学习和整合，以期培养学生自由的运用语言，更好适应社会的能力。通过牛津之前的学习，学生已掌握了一定的词汇量和语言表达能力。应在保证掌握四会单词的基础上上，尽量让学生掌握其他单词。此外，对具有不同学习基础和潜力的学生提出不同的要求。

9A第三单元复习教案

Unit 3 Teenage problems 复习学案（一）复习目标：掌握本单元单词，知识点。

复习重点及难点：本单元的语言点。

复习步骤：一.单词默写二.知识点讲练1．I hope I cam offer you some useful suggestions.offer动词，意为“提供” offer sb. sth或offer sth. for sboffer to do sth.的意思是“主动提出做某事。

”如：她主动提出要帮她母亲拿箱子。

________________________2．Suggestion 和suggest的用法。

Suggestion是名词，“建议，提议”Suggestion 与advice都可作“建议”解释，suggestion为可数名词常用make a suggestion. Advice 它是不可数名词，只能用a piece of , a bit of ,some 等修饰①Can you give me ____ ____ _____ _____?你能给我一条建议吗？②Can you give me_______ _______?3．It seems that you spend a lot of time playing football.看起来你踢足球花了不少时间。

seem用作动词，意为“似乎”“好像”，后可接不定式。

如：He____ ____ ______ ______ _____with his neighbours.他似乎跟邻居相处得很融洽。

seem与引导代词it 连用，构成it seems that…_____ ____that he____ _____ ____with his neighbours. 他似乎跟邻居相处得很融洽。

4．I usually get a lot of homework from my teachers. 通常老师布置很多作业。

9AUnit3集体备课教案(共10课时)

9A Unit 3 Teenage problems第一课时Welcome to the unitPart ATeaching objectives:1. To talk about problems and their causes2. To think about personal problems and how to deal with them.Teaching procedures:1. 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 time to time.2. Revise “ noisy a”nd “quarrel”. For stronger classes, ask the students to explain what these two words mean. For weaker classes, explain that these words mean “full of noise ”and “argue”.3. 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 do a survey of the problems that students in the class have. Write the following headings on the board:Not enough sleep Not enough time to do homework Too noisy to studyLonely Argue with cousin/classmate/parent Parents are always busyRead out each problem in turn, and ask students to raise their hands 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 …”1. Explain that part B is different from the previous 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.2. Tell students to complete Part B on their own. You may want to give the exercise as homework, as students 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.3. For stronger classes, ask students to add what they consider to be the biggest problems teenagers face to the list if these are different to those on the list.Homework: 《与课堂同行》第一课时第二、三课时ReadingObjectives:1. To understand how to write about problems and to express feelings2. To ask for advice3. To recognize and understand vocabulary about problems.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 magazines 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 Millie 'sletter aloud. Ask students to listen carefully to you and follow the text on page 40. Ask questions to check understanding, e.g.What is Millie 's favorite hobby? (painting)What is Millie 's problem? (She doesn'thave 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 understand. Clarify any points if necessary.6. Read Simon's 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 don 'tlike this and ask him 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 and Simon s'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 thosepages.2. Ask students to work in pairs to complete Part B. When students have complete all the answers, they raise their han ds. The first pair to finish the exercise correctly is the winner.3. Whe n stude nts have fini shed, give the correct an swer to each questi on.(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 Simo n.2. Remind students that they can find all the answers in the reading passage on pages 40 and 41. They should complete the exercise by putt ing a cross or a tick in the bla nks. For more able stude nts, ask them to complete the exercise without referri ng the back to the readi ng passage.3. After check ing the an swers with the class, ask more able stude nts to look for phrases or senten ces in Millie and Simon 'letters to support their an swers.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 laterfocus helpforget about school workgive up rememberhobby ignorehomework go homepain ti ng studyspe nd hours work hardtime draw ingstay out hours2. Expl ain 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. Point 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 stude nts before ask ing them to match the words.An swers are as followi ngs:advise earlier focus forget a give up hobby homewpain ti ng spe nd hourstime stay out3.0nce students are clearabout the vocabulary, ask them to complete Part D on Page 43. More able stude nts can complete the exercise on their own. Less able stude nts can work in pairs or small groups.4.O nee stude nts have fini shed Part D, ask two stude nts to read the letters aloud. Praise stude nts for areas where they do well. Try not to focus too much on their mistakes as this will crush their con fide nee whe n speak ing in front of the class.Homework:《与课堂同行》第二、三课时第四课时 VocabularyTeaching objective:1. To un dersta nd the differe nt meanings of the verb to be ”2. To use the verb to get" when talking about problemsTeach ing 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 stude nts to work in pairs to complete Part A.3. For weaker classes, ask stude nts to read out the an swer for each picture. For stron ger classes, after stude ntskeep (opposite) later (opposite) help(synonym) school work (relatedword/opposite) remember (opposite)ignore (opposite) go home (opposite)study (related word) work hard(related word) draw ing (relatedword/s ynonym) hours (related word)have read out the an swers, ask them to make sentences using the phrases un der the pictures.Part B1. Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, stude nts can work in pairs to complete Part B. For stron ger classes, stude nts can work on their own.2. For stron ger classes, once stude nts have fini shed, ask two stude nts to read out the whole letter. Complime nt them on parts of the letter they read particularly well.3. For weaker classes, ask stude nts if they have the same problems as Amy. Ask stude nts to raise their hands if they do. For stron ger classes, ask stude nts what their advice would be for Amy.Homework:《与课堂同行》第四课时第五、六课时GrammarTeaching objectives:1. To use wh- ” words + f b "infin itives to talk about problems.2. To lear n about sentences types3. To study five kinds of sentences structures4. To lear n to use object compleme ntsPart A1. Remind students that when we talk about wh- ” words, we mean question words. i.e., what, when, why, where, who, how2. For stron ger classes, in troduce whom ” and whose". Whom "is the object pronoun form of who ”,e.g. Whom did you in vite to the party? However, it is rarely used no wadays except in formal con texts.Normally, we simply say who". Whose "is the possessive form of who ”,e.g. Whose book is that?3. Expla in to stude nts that they n eed to use the wh- words+to do structure to complete the exercise on page45. The wh "-words can be used more tha n once.4. This is a fairly challe nging exercise and all stude nts will ben efit from guida nee. For stron ger classes, askstude nts to do it by themselves and the n check their an swers. Less able stude nts will ben efit from work ing in pairs. More able stude nts can work on their own, but en courage stude nts to share their difficulties with the class.If one stude nts finds someth ing difficult, it is likely that the others do too. Be on hand to offer help for thisexercise.\For weaker classes, tell students that it may be easier it may be easier if they find either the wh- word orfo"-i nfin itive first before work ing out the whole an swer.5.0nce stude nts have fini shed, choose one stude nt to play the part of Millie and ano ther stude nt to play the part ofSigm und. Ask them to read the con versati on aloud. Check for in correct an swers and mispr onun ciati on. For weaker classes, ask several pairs of stude nts to read one excha nge each.Part B1.2.nts make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able stude nts to work on their own.3. Ask a stude nt to come to the front of the class and write the sentence in the right colu mn. If the an swer is correct, he / she can choose the n ext stude nts to the front to con ti nu e. If not, you choose the n ext stude nt.4. Go through the table at the top on page 46. Ask stude nts if they have any questi ons. Make sure they un dersta nd the four types of senten ces.5. Tell students the basic use of a statement is to give information, e.g., Millie wrote to Sigmund Friend for advice." The negative form of this statement is Millie did not write to Sigmund Friend for advice." Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, tha nk some one, give orders or provide an offer.Tell students the basic use of a question is to ask for information, e.g., When do you usually go to school? " We 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?" or asking for permission, e.g.,May I come in?"Tell stude nts that the imperative form is the base form of the verb. The imperative is used to give orders or to get some one to do someth ing. When givi ng orders, you expect the pers on will obey. For example, whe n I say Stop making so much noise! ",I mean that You should stop making noise. " An imperative can also be used to give suggestio ns, warnin gs, in struct ions, in vitati ons or good wishes.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! ”6. 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.7.Once students have finished, ask the class to check the answers with you.Part C1. Write these two sentences on the board,Millie was tired. Playing basketball made Millie tired.Ask students to compare the two sentences. In the first sentence, “tired ”is the predicative of the sentence whereas in the second sentence,“tired ”is the object complement that describes the object of the sentence (Millie).2. Ask students to look at the table at the top of page 47. Tell students that an object complement is an adjective (or adjective phrase) or noun (or noun phrase) that relates to the object. Encourage students to ask questions about object complements.3. For stronger classes, tell students that if we add the verb “to be”between the object and the object complement and then use the object as a subject to start a new sentence, the original object complement becomes a predicative of the new sentence, e.g.,They painted the box red. The box is red.4. Tell students that not all verbs can be followed by an object complement. Some words that can be used in this pattern are:Appoint elect like prove believe find make think call get name vote consider keep paint want declare leave prefer 5. Explain the context. Students should circle the object complements found in Millie 's homework. Ask more able students to report their difficulties to the class. Be ready to offer help for this exercise.6. Ask twelve students to each read one answer to the class. Check the answers as a class. Part D1. Review the definitions and the main uses of the sentence elements, such as the subject, the predicative, the direct object, the indirect object and the object complement. Ask students to refer to pages 11 and 47 for more details.2. Explain to students that different combinations of the sentence elements form different sentence structures. Go through the five basic sentence structures at the top of page 48 ans explain the structures to students, e.g., Eddie is eating. Eddie is having his dinner. Eddie is hungry. Hobo gives Eddie another cake.Hobo calls Eddie Big Stomach.3. Ask students to work in pairs and make up a sentence for each of the five sentences structures. Ask them to write their sentences for the first structure. Praise them if the sentence is correct. If not, ask other students to help correct the sentence. Students can benefit from correcting each other 's mistakes in gaining a better understanding of the structure.4. Explain the exercise in Part D1 on page 48. More able students may work on their own while weaker students may work in pairs. Once students have finished, ask seven students to read their sentences aloud and check the answer s as a class. Praise them for any parts that they have done correct. Try not to focus on their mistakes.5. For stronger classes, you can write more sentences on the board and ask students to identify the sentence structures.6. Explain on the context. Sigmund is writing some notes on teenagers'problems. However, the words in the sentences are all mixed up because of computer problems. Students need to rearrange the words to form correct sentences using their knowledge of sentence structures. Then ask students to name the type of sentences.7. For stronger classes, ask students to work alone. For weaker classes, ask them to work in pairs. 8.Once students have completed the exercise, ask seven students to each read one sentence and the sentence type to the class. Check the answers as a class. If students have different opinions, ask them to give their reasons.9.Try not to focus on the mistakes. Praise students if they have done well in any parts.Homework: 《与课堂同行》第五、六课时第七课时Integrated skillsObjectives: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 Teaching procedures (part A)1. Read through Sue 's profile on page 50 with students. Ask them to think about what their student profile would say. Write the following on the board.Name:Class:Grade:Subjects I like:Subjects I do not like:2. Ask the students to think about something they are very good at. It does not need to be a school subject. It could also be a hobby. This will reinforce their confidence. Point out to students that no one can be good at everything. Everyone has different skills and talents.1. Ask a student to read Sue'p s rofile aloud. Explain to students that some of the information in the student profile will help them to complete the notes about Sue.However, tell students that they will not be able to find all the answers in the profile.For weaker classes, do the first one together so that students understand what they have to do. If students are really weak, tell them in advance that only answers 1-4 come from Sue 's profile.2. Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill.3. Play the recording again, stopping so that students can write their answers, if you feel this is necessary.4. 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 stopping.5. Ask students to read one answer each. Check for mistakes and mispronunciation.6. For weaker classes, it is useful to play the recording again once students have completed the exercise. This consolidates what students have learnt and gives them a sense of achievement.7. Explain to students that they can use the profile and the note from page 50 to help them complete Part A3 on page 51. However, they should pay no attention to the syntax and make appropriate change of forms where necessary. 8. Divide the class into pairs. Each pair must work together to come up with the correct answers. The first pair to get all of the answers correct wins.9. Ask a person from each pair to read one sentence at a time. Encourage students to listen for mistakes and raise their hands when they have a question.1. Review “worried ”, “reply ”, “e-card”and “advice”. For stronger classes, ask students to volunteer some definitions. For weaker classes, you can give the explanations to students.2. Ask students to work in pairs. Tell them to read the conversation aloud, then change roles sn read the conversation again.3. Check students'conversation of the passage. Ask them the following questions:Who has a problem? (Millie)What is her problem? (Her pen friend hasn 't replied to her e-mails.)Does Amy agree that Millie 's pen friend doesn't want to write to her any more? (No.)Why does Amy think Millie 's pen friend hasn't written? (She ')What advice does Amy give Millie? (Millie should send an e-card to her pen friend and let her know she misses her very much.)Do you think Millie feels better after discussing her problem with Amy? (Yes.)For weaker classes, students can give on-word answers. For stronger classes, ask students to reply using full sentences.4. Ask the students to use the conversation as a model to talk about their own problems and give advice. Ask them to practice their new conversations. Allow less able students to write down their conversations before practicing with a partner. Walk around the class and give help where necessary.5. Ask a few pairs to read their conversations aloud to the whole class. Homework: 《与课堂同行》第七课时第八课时Study skillsObjectives:1. To form the habit of proofreading and revising work2. To recognize common language mistakes3. To correct mistakes in written text.Teaching procedures:1. Ask students whether the check their work or not. Ask those who do to raise their hands. Ask these students whether they often find mistakes when they check through their work.2. Ask students who do not check through their work to raise their hands. Ask them why they do not check their work.3. ------------------------------------------------------------------------------------------ Explain to students that checking work after they have finished it is a very important habit to develop. Tell students that they should check their work after they have finished it------------------------------------------------------------------------- both homework and class work.4. Tell students that when they are doing exams, they should always allow themselves 5-10 minutes at the end to check through their work. They may be able to correct come careless mistakes.5. Ask students to look at the word box on page 52. Tell them these are the things they should check for. Ask students to read Millie 's report and underline all the mistakes and classify these mistakes according to their types. Less able student might need help with this exercise. Allow them to work in pairs. For weaker classes, you might wantto tell students where the mistakes are and simply ask them to write the types of mistakes and make corrections.6. Ask five students to read out a corrected paragraph each. Ask the rest of the class to check for correct answers. Homework: 《与课堂同行》第八课时第九课时Main taskObjectives:1. To answer a quiz about causes of stress2. T o make a writing plan for a letter3. To write a letter about stress problemsTeaching procedures:1. Arouse student's interest by asking them to think about stress situations and how they deal with them.2. Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and bad ways to deal with problems.3. Tell students that they will take part in the quiz in Part A on page 53. Read out one questions at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. Tell students they are not allowed to discuss their answers with their classmates.4.Once you have gone through all the questions, ask students to swap their book with another student.5. Read out the best answer to each of the questions. Each student must mark the book he/she has been to given. Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations.6. This discussion and the sentences on page 53 are useful for the later parts of the main task section.7. Tell students that it is a good idea to make a writing plan for any piece of writing, whether it is a letter, an essay ora report. This is important not just for English, but for other subjects as well. Remind students that they can use the information to help them complete the writing plan in Part B. They can also use ideas that were generated in the extension activity on page T53.8. Ask students to complete Part B on their own. It is important for each student to be able to plan their work independently. If students find it difficult to think of ideas, tell them to discuss their writing plans with a classmate.9. Ask a student to read Millie 's letter in Part C aloud. Ask students whether they have any questions about meaning or vocabulary.10.Students have only to fill in two blanks based on the information in Millie 's notes. Tell students to complete Part C on their own.11.For Part D, tell less able students to copy the beginning of the Millie 's letter in Part C and develop a longer letter. Tell more able students to plan their own letter. Tell them that they can use Millie 's letter as a guide for their piece of writing. However, encourage more able students to use some alternative constructions, rather than simply copying Millie 's letter word for word. Some useful words and phrases students can use include:I am always busy and rarely have eno ugh time to .....Sometimes, it is difficult to achieve a balanee between ........I worry a lot about ...... Sometimes, it is very noisy so ...................................I worry a lot about ...... My biggest problem is ...................................A lot of stude nts worry about ................ It is com mon for stude nts to .....The best advice a friend gave me was ........Homework: 《与课堂同行》第九课时第十课时Check outObjectives:1. To review key vocabulary and grammar items taught in the unit.2. To give students the opportunity to practice the grammar and vocabulary items, and to gain confident in doing so3. To allow students to check their progress and ask any questions they may still haveTeaching procedures:Part A:1. Tell students that this is revision. Remind them that they have already learn these words and grammar items so that they do not feel too alarmed.2. Ask students whether they know any youth workers. E.g.,What is the name of the youth worker?Is he/she a good youth worker? Why?Give an example of a good piece of advice he/she has given.3. Ask students to review the sentence types, the object complement and the five basic sentence structures. Encourage students to ask questions if they have any.4. Tell students to complete Part A on their own. When students have finished, check the answers with the whole class. Students correct their own answers and write their marks in the paw.5. Ask students to read out the advice, one student reading one paragraph at a time6. Ask students whether they think Sigmund Friend gives good or bad advice. For less able students, accept a “yes”/ ”no”answer. For more able students, ask them to explain their answers.Part B:1.Explain to students that in Part B, Amy is thinking these wishes. Ask students why she does not say the words aloud. If students cannot tell you, explain that Western countries, people believe if you say a wish aloud, it will not come true.2.Ask students to write the answers to this exercise on their own. Then students check their answers in pairs. Homework: 《与课堂同行》第十课时。

9A Unit3 教学设计

Topic 2 Millie’s problem
Step 5
Listening
& Reading
1. Get ss to listen to Part B Speak up on Page 55 and tell the following sentences T or F.
()①Amy has got a problem and she is worried.
4.Ask ss what other problems they have.
1.Guess and fill in the blanks with the suitable words.
2. Ss will have time to think about the solutions to those teenage problems.
Step 2
Pre-listening
1. Introduce a new friend Sue Wang to ss.
2. Get ss to read the short passage quickly in PartA1
on Page54 and answer:
Q1: What are Sue’s favorite subjects?
Topic 3 Your problems
Step 6
Game
1.Make a list of teenage problems. Let ss guess what problems they are and fill in the blanks with the suitable words.
(The relevant exercises are to be omitted)

仁爱版英语九年级上册9A_Unit3_Topic3_SectionA_教学设计

Unit3 Topic3 SectionA 教学设计Ⅰ. Material analysis本课是九年级第三单元第三话题的第一课时。

主活动是1a和2。

1a通过王俊峰与孩子们交流在美国所碰到的困难引出话题：英语学习的困境。

除了引出话题，还引出了语法：how/what+ to do。

1b是个听力任务，以此来训练“边听边排序”的能力，这也是课程标准要求学生掌握的技能。

1c 初步呈现构词法，2重点学习一些常见的构词法。

3a与1a 相似，只是把王俊峰换成了李明，除了要听问题，还要听解决方法，学生在无形中也可以学到一些学习技巧。

3b是一个完全开放式的口语任务，主要是模仿3a来口头描述问题，然后给出合理的建议。

这个任务要综合1a 和3a 的内容，要经过准备、演练、展示三个环节，故作为课后练习，并要求学生在下一次课进行展示。

通过学习本课，可以培养学生相互沟通、相互帮助的美德，也让学生知道前缀和后缀是英语词汇的重要构词方式。

Ⅱ. Teaching aims1. Knowledge aims：掌握本课的重点词汇和短语，初步学习“how/what to do sth.”。

2. Skill aims:能通过学习构词法，来猜测新词的含义，读出新词的发音。

能够通过听前的阅读，猜测部分听力答案。

如：3a 的听力任务。

能够综合所学知识，进行替换性会话。

如：3b 的对话。

3. Emotional aims: (optional)培养学生相互沟通、相互帮助的美德。

4. Culture awareness: (optional)Ⅲ. The key points and difficult points1. Key points:Words and phrases: sleepy, real, granddaughter, pronounce, dialog, copy, notebook,diary, tape, dare, keep a diary, feel like doing, give up, be afraidof, work hard at, make oneself understoodSentences: Could you make yourself understood?I don’t know what to do.I dare not speak English in public.1At times, I feel like giving up.Grammar: how/what + to do2. Difficult points：能正确地运用dare。

9A Unit3单元教学设计

教学难点
Express problems and talk about solutions.
课前预习
1. Preview the new words and phrases 2. Pre-learn Period 1: Comic strip & Welcome to the unit
教
学
过
程
Step1. Warm-up 1.Explain that most teenagers have problems. Tell 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.Do a survey of the problems that the students in the class have. 3.Discuss the problems questioned by the students.
4
总课题课题
教学目标
教学重点教学难点课前预习
9A Unit 3 Teenage problems
总课时
6
第 3 课时
Reading (B)
课型
新授
知识目标 To understand how to write about problems and to express feelings

《9AUnit3》教学设计-优秀教案

teenage problems/ girls/ boysin one’s early/ late teenshave problems/ trouble/ difficulty doing sthsolve/ deal with the problemget fatget much too fatdo/ take more exercisedo morning/ eye/ maths exercisesget/ have sth donehave/ let/ make sb doget sb to do sthhave enough/ no time to do my homeworkhave time for sb/ sthbe on/ off (adv.)I must be off soon. 我得赶紧走了。

Is Tom in/ out?drive/ make me maddrive sb to do sth迫使，驱使…Hunger drove her to steal.be driven by (interests)get low/ high/ full marksmark标志着，意味着(某事发生)1) The book marked a change in direction for Scottish literature. 这本书标志着苏格兰文学方向的改变。

2) mark the start/ end of sth 标志着…的开始/结束mark the end of slavery 标志着奴隶制的结束3) mark exam papers 评分，打分manage合理安排，有效使用(时间，金钱)You need to learn to manage your time more efficiently.manage to do How did you manage to persuade him?。

仁爱版英语九年级上册9A_Unit3_Topic2_SectionD_教学设计

Unit3 Topic2 SectionD 教学设计Ⅰ.Material analysis本课是九年级第三单元第二话题的第四课时，要完成Section C 的3和SectionD。

主活动是1a 和Project。

1 a 是个任务型阅读，需要学生通过联系上下文，填入所缺的句子。

学生在完成这个任务的同时也了解了英式英语和美式英语的差异。

1b 是个辅助步骤，意在检测学生的理解能力。

Grammar 和Functions 是要求学生总结本话题的语法和重点句子。

最后设置的Project 其实是个综合型任务。

学生要解决Wang Junfeng 的困难，必须要对整个话题的内容进行整合，即：英式美式英语的差异，肢体语言的差异。

通过学习本课，学生会了解到英语在不同的英语国家也是有差异的，英语也会随着时间、地域的变化而变化，从而为英语学习可能面临的困难做好心理准备。

因为有了这个心理准备，所以在学习英语的过程中，如果遇到困难就不会轻易放弃。

Ⅱ.Teaching aims1. Knowledge aims：掌握本课的重点词汇和短语，了解英式英语和美式英语的差异。

2. Skill aims:能正确理解英式英语和美式英语的差异。

在学习英语的过程中，如果遇到这种差异，也不会造成理解上的困难。

3. Emotional aims: (optional)知道学习英语不会一帆风顺，为战胜困难做好心理准备。

4. Culture awareness: (optional)知道英式英语和美式英语在哪些方面存在差异。

Ⅲ.The key points and difficult points1. Key points:Words and phrases: British, pronunciation, cent, expression, spelling, totally,borrow...from..., all the time, be different from, havedifficultyin doing sth.Sentences: How are you doing?Best wishes to you and your family.I can’t follow them.1Grammar: Showing the future by present continuous2. Difficult points：The English language is changing all the time.English-speaking / spoken EnglishⅣ.Learning strategies能通过完成1a ,学习利用上下文来找到缺失的句子。

9A unit3优质教学设计-精品教案

3. 单元（或主题）整体教学思路（教学结构图）本单元先呈现学生的各种问题，由表及里，探索问题形成的原因，然后再讨论如何解决问题。本单元分七课时进行教学，可以在学生中问卷调查，把学生的问题分类，分别提出有效的解决方法。
课题
第 1 课时教学设计（其他课时同） 9 上 unit3 welcome to the unit
9. 特色学习资源分析、技术手段应用说明 Video(problems of students)
ways to solve ... ...
...
10. 教学反思与改进教学流程自然、顺畅，学生积极配合，参与面广。学生发言不够自信，声音不响亮。
2. New structures: Why not eat less and exercise more? Perhaps you should manage your time better and go to bed earlier.
Focus of the lesson and predicted area of difficulty 1. To talk about teenage problems in English; 2. To talk about ways to solve teenage problems in English.
学生活动 3 Learn to change the dialogue into a short passage
将对话转换成小短文进行巩固练习，检测学生对课本对话内容的掌握情况，以及信息转换能力。
6. 板书设计
unit3 Teenage problems
Problems
influence
Not get enough sleep

仁爱版英语九年级上册9A_Unit3_Topic1_SectionA_教学设计

Unit3 Topic1 SectionA 教学设计Ⅰ. Material analysis本课是第三单元第一话题的第一课时。

主活动是1a和2a。

通过谈论去参观迪尼斯乐园来引入English is widely spoken throughout the world并初步学习一般现在时态的被动语态。

1a与1b以听和读的方式去感知一般现在时态的被动语态，1c则以书面形式来呈现它，2a让学生观察并归纳一般现在时被动语态的构成方法并在2b中以口头形式再次操练。

3通过听故事，了解Mickey Mouse 的来历。

学生在学习本课之后，会了解英语的重要作用，从而树立学好英语的远大目标并通过英语这种语言工具，去探索丰富多彩的异域文化。

Ⅱ. Teaching aims1.Knowledge aims：掌握本课的重点词汇和短语，初步学习一般现在时态的被动语态。

2.Skill aims:能通过观察尝试总结出一般现在时态的被动语态的构成方法。

能运用一般现在时态的被动语态来进行听、说、读、写活动。

3.Emotional aims: (optional)让学生知道英语的重要性并以此来增强他们学习英语的动力。

4.Culture awareness: (optional)让学生知道英语作为一种国际语言，在世界文化领域占有重要地位。

通过了解卡通人物，让学生明白动漫电影是世界文化的重要组成部分。

Ⅲ. The key points and difficult points1. Key points:Words and phrases: cartoon, character, widely, foreigner, from now on Sentences: I can’t wait to fly th ere!Try your best and work much harder from now on.Grammar: Simple present passive voice2. Difficult points：能正确地以口头和书面形式把一般现在时态的主动语态变成一般现在时态的被动语态。

9A Unit3教学设计-优秀教案

按照教材的设计安排，采用任务教学法、听说教学法、交际教学法等来完成对话、短文阅读、整合能力、学习技能、任务等教学活动，训练、提高学生的英语能力。
2.单元（或主题）学习目标与重点难点
知识与能力目标：
1.学习、理解和掌握本单元的单词、短语和重点句型（结构），并能准确使用。
2.能正确使用本单元的核心语法：疑问词引导的宾语从句和提建议的五种句型。
2.请一位同学来说一说第一小题的答案,然后教师与其他同学一起来评判这个同学的答案是否正确,并根据图画和句意来说一说理由。
像这样,继续校对其他题目的答案。
3.学生就A部分中自己不懂的知识点向老师提问,老师给予详细解答。如:
(1)Idon'tgetenoughsleep.我睡眠不足。
get在句中意为“获得,得到”的意思。例如:
教师播放B部分的录音,学生带着问题认真听对话录音。
教师请同学回答“Millie的烦恼是什么?”,了解学生的听力情况。
2.学生纷纷发言猜测have your own ideas. Next, let's listen to the tape, and find who has got the correct ideas.
播放Comic strip的对话录音,然后请同学回答: What's Eddie's problem?
第1课时教学设计
课题
9A Unit3 Comic strip and Welcome to the unit
课型
新授课☑章/单元复习课□专题复习课□
习题/试卷讲评课□ 学科实践活动课□ 其他□
1.教学内容分析
Comic strip和Welcome to the unit是本单元的基础。Comic strip通过Hobo与Eddie之间的对话导入到本单元的主题“烦恼与问题”及对应的解决办法；Welcome to the unit分为A、B两部分：A部分通过图画来引导学生认识身边存在的各种“烦恼和问题”，B部分是口语练习，学生通过两人对话谈论自己的的烦恼与问题，向他人寻求解决方法。

仁爱版英语九年级上册9A_Unit3_Topic1_SectionD_教学设计

Unit3 Topic1 SectionD 教学设计Ⅰ. Material analysis本课是九年级第三单元第一话题的第四课时，要完成Section C 的3b 和Section D。

主活动是1a 和Project。

学生通过Grammar 来巩固总结一般现在时态的被动语态。

通过阅读1a，让学生了解英语演变成国际语言的历程。

1a 的表格可谓一举两得。

一方面让学生通过填表来巩固课文内容，另一方面则又可以让学生在1b 中利用它来复述课文。

Project 部分则为了培养学生用英语辩论的能力，让学生通过口头形式来表达自己的观点，让学生更深入地去理解语言。

通过辩论，有的学生肯定会认识到语言与国力的相辅相成。

这样在无形中可以树立学生的祖国意识和国际视野。

Ⅱ.Teaching aims1.Knowledge aims：掌握本课的重点词汇和短语，总结一般现在时态的被动语态。

2.Skill aims:能根据关键词复述课文。

能运用一般现在时态的被动语态，以口头和书面的形式来表达自己的观点，进行英语辩论。

3.Emotional aims: (optional)通过了解英语的传播历程，认识到语言与国家的强盛有很大关系，从而激发学生努力学习，建设强大的祖国，让汉语也像英语一样成为一门国际语言。

4.Culture awareness: (optional)英语是汲取西方文化和传播东方文化的桥梁，英语的优势地位在未来相当长的时间内不会减弱。

Ⅲ. The key points and difficult points1. Key points:Words and phrases: Britain, powerful, leading, position, take the leading position, as aresult, encourage sb.to do sth., be popular with sb., makegreatprogress in doing sth., be required to do sth., be regarded as.1Sentences: The American computer and Internet industry have taken the leading position in the world.Many of them have done well in English and have made great progress in speaking it.Grammar: the simple present passive voice.2. Difficult points：理解英国的不同称呼:UK, the United Kingdom, Great Britain。

仁爱版英语九年级上册9A_Unit3_Topic2_SectionA_教学设计

Unit3 Topic2 SectionA 教学设计Ⅰ. Material analysis本课是九年级第三单元第二话题的第一课时。

主活动是1a 和3。

通过孩子们在去机场的路上之所见及所谈引出本话题的主要内容Body Language 和语法知识：用现在进行时表示将要发生的事情。

1a 部分通过对话呈现肢体语言和语法知识。

1b 和1c 对1a 的内容进行巩固。

2 通过听短文让学生更多地感知新语法。

3 和4则是对新语法知识进行归纳、巩固。

通过本课，既可以让学生初步掌握新语法知识，体验肢体语言的作用，还可以培养学生乐于助人的情操。

Ⅱ. Teaching aims1. Knowledge aims：掌握本课的重点词汇和短语，初步学习“用现在进行时表示将要发生的事情”。

2. Skill aims：能通过观察，尝试总结如何运用现在进行时表示将要发生的事情。

能运用新语法知识来进行听、说活动。

3. Emotional aims: (optional)培养学生乐于助人的良好品质。

4. Culture awareness: (optional)让学生知道肢体语言是沟通交流的重要手段之一。

Ⅲ. The key points and difficult points1. Key points:Words and phrases: stranger, whenever, board, flight, see sb off, put out, ask sb for aride, give sb a ride, get onSentences: I can’t believe that I’m flying to Disneyland.I’m so excited.No need to worry.Whenever you need help, send me an e-mail or call me.Grammar: Expressing the future by present continuous.2. Difficult points：能理解用现在进行时态来表示将要发生的事情。

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