英语九年级上册《Unit 4 Problems and advice Reading： Aunt Linda‘s advice page》_17

Unit4 Problems and advice
Reading period1教学设计
Part 1.Analysis of the teaching material:
This period is from Unit 4 of 9A Oxford English. This topic is very important to students especially graduate, they want to talk about their problems and get suggestions very much. In the reading part, Students will learn four Internet posts about teenagers’problems. The reading Aunt Linda’s advice page shows us four teenagers about their problems. Anna is worried about her friends of being too thin. Peter is ashamed of being laughed at. Simon feels embossed about wearing braces. Julie is annoyed with her sister. It is easy to raise sympathy among the students. They will wonder what to do in such situations. Therefore, this unit is very important throughout Junior High school.
Part2. Analysis of the students:
As junior 3 students, problems and advice is a topic which can attract the students’ attention. It is hard to be a teenage, especially for students who are facing graduation. Thus it is not very difficult for them to get to this unit. Such topic will stimulate the students’ desire and raise their learning interest. The students will be active in the activities in this lesson.
Part3. Teaching aims:
1．Aims of the knowledge:
(1)To know the spelling of some words and usage of some phrases.
(2)To learn something about the four teenagers’ problems.
(3)To grasp the main idea of Reading and use the information to talk to others about others’ problems .
2．Aims of the ablilities:
(1)To train the ability of getting information by reading.
(2)To train the ability of retelling the story.
3．Aims of the emotion:
(1)To understand how to write about problems and express feelings.
(2)To ask for advice to solve the problems.
Part4. Teaching emphasis
1．To get the ability of general reading and getting information by using various ways of expressing questions: ask and answer questions, tables, retelling and true or false questions.
2．learn about the key words and expressions.
Part 5. Teaching difficulties
1．To recognize and understand vocabulary about problems.
2．To ask for advice
Part 6. Teaching methods
In this topic, I will use five-step Teaching Method and Task-based language Teaching. I design some tasks to help the students learn. I think if I want to improve the students’ oral English, I should give them enough chances to practice and I will use pair work, group work to let the students take an active part in all kinds of activities. That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching. Thus, student-centered teaching method is well shown. Part 6. Teaching aids
Projector, computer and blackboard
Part 7 Teaching procedure
step1. lead-in
The purpose is to arouse the students’ interest of study.
Let’s have a free talk.
T: Good morning, boys and girls. It has been almost two month since you became a Grade 9. Have you got used to the life as a graduate? Let’s have a test to see if you are doing well. Here is a picture and you can see many white and black dots in it. Are the black dots moving or not? If your answer is yes, put up your hands! Actually, the faster the black dots move, the greater pressure you have.
Pressure comes from problems. Have you got problems? You look unhappy. What happened?
S1：I didn’t go to bed until 12 o’clock. I am sleepy now.
T：What have you done to solve this problem?
S1: I don’t know.
T：Do you have the same problem? Do you have any advice for him?
S2: He should …
T: Great! I think you all have great ideas. Here is my advice. First, plan your day carefully, so you can make full use of your time. Next, You should also manage to find time to rest. Because “all work and no play makes Jack a dull boy.”
See? When we have problems, we should never keep them to ourselves. We can ask for advice. This is also what we are going to learn today “Problems and advice” Turn to page 50.
Step2. Before reading
The purpose is to develop the skills of guessing and getting information from the introduction, the title and other obvious materials.
T: Look at the introduction, the title and the names of the four teenagers on page 51. Then answer the questions.
1)Where can you find the passage? ( On the Internet)
2)What does Aunt Linda do?( She gives advice on an online newspaper.)
3)What are the names of the four teenagers?(Anna, Peter, Simon and Julie)
T: Skimming: Read the four posts and match the sentences with the four students.
Step2. While reading
1. Ask students to read the first post and answer the questions:
The purpose is to develop the skills of skimming and how to gain the main idea
of the articles. It will help the students to grasp the main idea of this paragraph. In
this way, the reading will be more effective. When the students answer the questions, it is also a progress of outputting the language based on the understanding of the text.
1)Who is Anna worried about?
She is worried about_____________________.
2)Why is Anna worried about Jolin?
Because she is _________________________.
3)Why is she always dieting?
Because she_______________________.
4)What does Anna think of her friend?
She thinks__________________________.
2. Read the second post and fill the table.
The purpose is to develop the skills of scanning and how to gain the details from the articles.
3. Read the third post. Then decide whether the following statements are T (True) or
F (False). Find the sentences in the post to support your answers.
The purpose is to develop the skills of scanning and how to gain the details from the articles.
( )My friends all laugh at me and say bad things about me.”
( )I feel embarrassed when I smile or open my mouth.”
( )I feel it was a mistake for my mother to make me wear these ugly braces
4. Read the fourth post and answer the question below.
The purpose is to develop the skills of retelling.
1. What does Julie’s sister do to make Julie annoyed?
( play the piano, take her things, make a mess)
2.Read the fourth post carefully and finish the mind map.
Step 4. Post-reading.
Design idea: It is pretty necessary to make a conclusion of the whole passage. On one hand, it will help the students to get a better understanding of the passage about it’s purpose, main idea….On the other hand, it is a good chance for the students to review and realize all the reading strategies.
Read the Internet posts again and complete the table on Page 53.
Step5. Groupwork
The purpose is to train the ability of the students’ Oral English.
Divide the students into group of 5. Make one of them to be the reporter. The reporter is going to interview the other four students(Anna, Peter, Simon, Jolin). Make a conversation.
Reporter: Can I ask some question?
Student1: Sure. Go head.
Reporter : What’s your problem, Anna?
Student 1: I am…
Repo rter: why are you…?
Student1: Because…
Step 5. Homework
1.Listen to the recording and correct the pronunciation.
2.Write down the interview you make in class.
3.Finish the corresponding exercises on your exercise book.
教学反思
本堂课教学思路清晰，教学过程流畅，学生兴趣浓厚，积极性高，课堂气氛好，较好地完成了预期目标，达到了《义务教育英语课程标准》的要求，基本体现了《义务教育英语课程标准》的理念。

精心设计的活动让学生通过完成具体的任务学习和巩固语言，积累学习经验，享受成功的喜悦。

虽然这些活动不是完全自然的交际性活动，但与机械的语言操练相比，更贴近生活，真实自然。

在这种交际性的活动中学习英语，学生更容易理解语言的意义，掌握语言技能。

本课堂的每一个任务都是围绕学生“学”的角度设计的，学生的每一个活动都具有明确的目地指向和具体的操作要求，实现了英语在真实情景中应用，我试图以多媒体为手段，突出交际性，重视阅读的实用性，通过段落分析，让学生由表及里，由浅入深地理解文章内涵，在培养学生阅读能力的同时，渗透了阅读策略。