牛津译林版九年级英语上册Unit 3 Reading (I) 示范课教案
牛津译林版九年级英语上册Unit 3 Grammar 示范课教案
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对阅读部分内容的理解和掌握程度。
环节设计意图：复习本单元阅读部分的内容，激活已知，为后续活动提供语料。
环节二：创设语境，掌握连接代词和连接副词引导的宾语从句的用法。(12 mins)
作业与拓展
1. Write down your classmates’ problems and the suggestions.
2. PreviewIntegrated skills.
环节设计意图：培养学生的分析和总结能力，并加深对知识的理解。
环节四：巩固新知，完成练习。(10 mins)
教师引导学生完成练习，巩固对本节课所学知识的理解和掌握。
教学活动
10.Studentsrewritequestionsbyusing object clauses introduced by question words.
11. Studentscomplete the email using the correct question words.
12. Students complete the conversation using correct structures of giving suggestions.
三、教学目标
通过本课时的学习，学生能够：
1.正确使用连接代词和连接副词引导宾语从句。
2.运用宾语从句来表达自己和他人的问题。
3.总结礼貌地给建议的句型结构，并针对他人的问题给予合适的建议。
4.积极看待生活中遇到的问题，及时求助他人。
四、教学重难点
最新译林牛津版初中英语九年级上册Unit 3 Teenage problems Reading1公开课教学设计
二次备课
For Class 8, ask the students to give some advice to Millie and Simon, then make a dialogue to talk about their own problems and offer some suggestions.
2. Read the letters more carefully then check the answers with the whole class.
3. Read the letter again and get the general idea of each part.
Step6.Consolidation
e.g. Do you have a problem?
What’s your problem?
What’s your biggest problem?
How can you deal with it?
2. Ask the students the following questions abou t Reading
Step3.Listening practice
1. Play the tape for the students and find out the answer:
What’s Millie’s problem? (She has a lot of homework everyday.)
2. Listen again and check the answer with the whole class.
Complete the exercise on page 40.
初中英语九年级上册(牛津译林版)Unit3Reading教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过阅读牛津译林版初中英语九年级上册Unit 3的Reading部分，掌握以下知识与技能：
1.掌握本节课的核心词汇和短语，如“goal, dream, achieve, effort, give up, encourage, confident”等，并能熟练运用这些词汇进行口语表达和书面写作。
3.阅读理解方面：学生在阅读过程中，能够捕捉到文章的基本信息，但分析文章结构和理解作者观点的能力有待提高。
4.情感态度方面：九年级的学生正处于青春期，他们对未来充满憧憬，但面对挫折和困难时，部分学生可能表现出信心不足、容易放弃。
5.合作意识方面：学生在小组活动中，合作意识和团队精神逐渐增强，但在具体实践中，部分学生仍需提高沟通能力和协作能力。
五、作业布置
为了巩固本节课所学知识，培养学生的语言运用能力，特布置以下作业：
1.词汇练习：根据本节课所学的核心词汇和短语，完成课后练习册中的词汇填空和翻译练习，要求学生准确无误地掌握词汇用法。
2.阅读理解：阅读一篇关于追求梦想的短文，并回答相关问题，旨在提高学生的阅读理解能力，同时让学生从他人的故事中汲取力量。
九年级的学生已具备一定的英语基础，对词汇、语法、阅读等方面有了一定的掌握。在此基础上，他们对文章的理解能力和语言表达能力有待提高。在本章节的学习中，学生可能面临以下情况：
1.词汇方面：学生对部分核心词汇和短语的理解程度不同，部分学生可能对某些词汇的用法掌握不够熟练。
2.语法方面：学生对时态的运用较为熟悉，但在具体情境中，部分学生可能对时态的选择和运用仍存在困难。
3.写作任务：以“我的梦想”为主题，写一篇不少于80词的短文，要求运用本节课所学的时态和词汇，表达自己的梦想和为实现梦想所付出的努力。
新译林牛津英语九年级上册Unit 3 全单元教案
课题9A Unit3 Comic strip & Welcome to the unit 课型New教学目标1. To revise vocabulary and expressions to describe teenage problems.2. To guess meaning from the context.3. To master different ways of talking about teenage problems.教学重点1. To revise vocabulary and expressions to describe teenage problems.2. To guess meaning from the context.教学难点To master different ways of talking about teenage problems.教学过程集体备课备课札记Step 1 Free talk1. Do you have any problems in your daily life?2. What are the problems?Step 2 Presentation1. Show some pictures to express teenage problems.2. Finish the sentences in Part A.3. Read the sentences one by one and check the answers.Step 3Talk about how to deal with these problem s1. manage your time better and go to bed earlier2. plan your time carefully and try to finish your homeworkquickly3. ask parents to turn down or turn off the TV4. try to be friendly to others and chat with them after class5. study harder and ask for teacher's help6. ask parents to come home earlyStep 4 Make a dialogue1. Read the conversation in Part B and answer thequestions:(1) What is Millie’s problem?(2) What should she do then?2. Make a new conversation and act it out.Step 5 Listen to the tape and answer the followingquestions1. What problem does Eddie have? What i s Hobo’s advice?2. Why does Hobo tell Eddie not to eat too much?Step 6 Read and act it outStep 7 Fill in the blanksEddie has got a . He is getting . Hobo tells him not to too much because itis . He also tells Eddie to try more . If Eddie does so, he will the food for Eddie.Step 8 DiscussionWhat should (not) you do when you have some problems? Step 9 Homework1. Read the text book and learn the new words and phrases by heart.2. Recite the dialogue in Part B on page 35.3. Preview Reading.板书设计教学反思课题9A Unit 3 Reading (1) 课型New教学目标1. To guess general meanings from keywords and context.2. To skim text for overall meanings and scan for details.3. To identify specific information about Teenage problems.4. To use words to describe the Teenage problems.教学重点1. To guess general meanings from keywords and context.2. To skim text for overall meanings and scan for details.教学难点1. To identify specific information about Teenage problems.2. To use words to describe the Teenage problems.教学过程集体备课备课札记Step 1 Free talk1. What do you like to do during your free time?2. Do you like your school life in Grade 9? How do you feel? Why?3. What do you often do with your problems?Step 2 SkimmingT: … We can a lso write to newspapers and TV stations. Or sometimes we can write to youth workers like Sigmund Friend. Millie and Simon wrote two letters to him.Skim their letters and answer the two questions.1. What are Millie’s problems?2. What problems does Simon have?Finish the exercise in Part B2.Step 3 Learn some new wordsHere are some sentences in the two letters. And there are some new words in them. Can you read the new words? Read them again and try to understand the new words.Do the exercise in Part B1.Step 4 Read Millie’s letter and try to tell true or falseT: From the records we can see, Millie and Simon are feeling bad because of their problems. Do you want to help them to solve their problems? Let’s help Millie first. Listen to Millie’s letter and tell true or false. （见课件）Step 5 Read Millie’s letter and fill in the blanketName MillieGradeHobbiesProblems _____________ and hardly_______________________Feeling often doubt whether _________Wish __________________ so that shecan ______________________Step 6 Have a debateT: Millie knows it’s important to do her homework. However, she hardly has any time for her hobbies. What should she focus on? Choose one and have a debate.From your debate, we can see Millie should achieve a balance between her homework and her hobbies.Step 7 Read Simon’s letter and find the sentences for the followingT: Now Read Simon’s letter loudly. Find the sentences to describe the following.Name SimonGradeHobbies Football, _______ footballand ___________ football.Problems Often _______________. However, hisparents____________________________ Feeling Feels ___________ from time to time,because he _______Step 8 Give Simon and Millie some suggestionsFinish the exercise in Part B3.Mr. Friend is rep lying to Millie’s and Simon’s letters. Help him complete the sentences with the words in the box.Step 9 Group workSimon and Millie must be happy because you give them so many suggestions. We will be happy too if we talk with others about our problem. 1. What is your problem? 2. How do you feel? 3. What are your friends’ suggestions? Work in groups and talk. Then I will ask you to come to the front to talk about your problems.Step 10 Homework1. Read aloud the article.2. Remember the new words in this lesson.板书设计教学反思课题9A Unit 3 Reading 2 课型New教学目标1. To review the details in the article.2. To learn the key phrases and drills in the article.3. To understand how to write about problems and to express feelings.教学重点To learn how to talk about problems and express feelings.教学难点To learn the key phrases and drills in the article.教学过程集体备课备课札记Step 1 Make a revision1. Ask students to read the two letters together.2. Answer some questions to remind them of the two letters:① What is Millie’s problem?② What does she want Sigmund Friend to do?③ What is Simon’s probl em?④ What does he think of his parents?Step 2 PracticeShow two pictures of Millie and Simon, with words beside them.Ask students to retell the two letters according to them.Mille: lots of hobbies, a lot of homework, feel bad, focus on/ giveup, achieve a balanceSimon: be crazy about, stay out late, parents stressed/ angry, spendsome time on hobbiesStep 3 Language points1.I don’t know how to deal with it.我不知道怎样处理它。
牛津译林版九年级英语上册Unit3reading教学设计
2.利用多媒体教学资源，创设真实语境，引导学生积极参与课堂活动，提高学生的英语实践能力。
3.采用任务型教学法，设计各种形式的听说读写活动，帮助学生巩固所学知识，提高语言运用能力。
4.注重学生思维品质的培养，鼓励学生发表独立见解，开展合作学习，提高学生的团队协作能力。
4.学生在情感态度方面，正处于青春期，对新鲜事物充满好奇，有利于激发他们对本章节话题的兴趣。同时，他们对我国风景名胜和传统文化有一定了解，为本章节的教学提供了良好的情感基础。
5.学生在团队合作方面，具有一定的团队协作能力，但在分工、沟通、协调等方面仍需进一步培养。
三、教学重难点和教学设想
（一）教学重难点
牛津译林版九年级英语上册Unit3reading教学设计
一、教学目标
（一）知识与技能
1.掌握牛津译林版九年级英语上册Unit 3 Reading部分的核心词汇和重点短语，如：souvenir, decrease, wrap, authentic, be located, take pride in等，并能熟练运用这些词汇和短语进行表达和交流。
2.教学过程设计：
（1）导入：通过展示与旅游景点相关的图片和视频，激发学生的兴趣，引导学生预测本节课的话题。
（2）阅读：指导学生运用阅读策略，如预测、扫读、精读等，获取文章主旨大意和细节信息。
（3）语法：结合文章中的例句，讲解一般现在时和现在进行时的用法，并设计相关练习，巩固所学语法知识。
（4）听说：设计小组讨论、角色扮演等活动，让学生在实际情景中运用所学知识进行表达和交流。
2.教学活动设计：
（1）教师引导学生回顾所学内容，总结学习收获。
牛津译林版九年级英语上册Unit3《Reading1》教学案
Unit3 Reading1 教学案教学班级：授课人：教学日期：项目具体内容【教学目标】1. The students will be able to understand and use the words about problems:support, offer, suggestion, strict, value, achieve, refuse, accept, worth, doubt, allow2. The students will be able to understand the following sentences:I doubt whether it is worth working so hard.Then I got into trouble at home because my parents do not allow me to play outside after 6 p.m.【教学重点】The students will be able to talk about problems and express feeling. And they will be able tolearn how to ask for advice.【教学难点】The students will be able to talk about problems and express feeling. And they will be able tolearn how to ask for advice.【教学准备】PPT【板书设计】教学过程环节具体内容自主、合作、展示、点评、检测、评价二次备课【自主学习】要养成阅读、思考的好习惯哦！ABC通过预习课文翻译下列短语或句子，并在书本上画线标注汉语意思1.处理，处置2.除了去做别无选择3.熬夜晚4.第二天发现很难醒来5.几乎没有空闲时间为我的爱好6.按时7.想象没有爱好的生活8.我我经常怀疑是否值得花费这么多时间做作业9.值得做某事10.梦想；想象11.以便12.给我提供一些建议13.提供给某人某物14.希望尽快收到你的来信15.痴迷于16.我对足球的爱17.成为我问题的原因18.担心19.陷入困境20.允许我在外面玩21.允许某人（不）做某事22.对某人严格要求23.对某事严格要求24.培养我们的爱好25.帮我们放松26.使我们的生活更有趣27.呆在外面很晚踢球28.获得我父母的支持29.在学业和爱好间获得平衡30.期待你宝贵的建议31.确保；确认（p38）32.在某人想法中33.列出（p39）34.算出；解决35.根据你有的时间36.同意37.花费几个小时踢足球是不明智的38.对…宝贵的【课中交流】爱动脑筋让你变得更聪明！1、朗读课文36页内容，判断下面句子的正误（T/F）1. Millie often stays up late to complete the exercises, but she doesn't feel tired next day.___________2. Sometimes Millie refuses to do so much homework. ___________3. Millie understands that it is important to do her homework and hand it in on time. ___________4. Millie thinks it is worth working so hard. ___________2、朗读课文37页内容，回答下面四个问题1. What’s Simon’s favourite hobby?___________________________________________2. What does Simon often do with his friends? _______________________________________3. Why does Simon think his parents are strict? ___________________________________________4. What does Simon think of his hobbies?___________________________________________3、尝试完成新单词的理解和记忆。
最新牛津译林版中学九年级英语上册 Unit 3 Teenage problems reading 1教案 (1)
unit3 reading1教学目标To identify the bad points of owning a robot重点难点分析To identify true or false statements about life with a robot.教学流程安排集体智慧（以知识体系为主）个性设计（二次备课）教学后记Step1 RevisionRevise the new words and expressions by ha ving a dictation.Remember the new words and expressions that welearnt yest erday by having a dictation.Step 2: Background informationStep3: Reading1. Review the things that a robot can do in “welcome to the unit”.2.Ask students whether they believe people will use robots to do their chores for th em in the future.3, Ask students to listen to the passage4. List the good points.5. Ask students to read each paragraph and put forward questions if they have.Step 4: language points1.the first one to do sth2.in order to:引导目的状语，后接动词原形，可以放在句首，或句末，否定形式in order not to do sth.：3.as a result: “因为，由于，由于。
Unit3Reading学案牛津译林版英语九年级上册
Unit 3 Reading【学习目标】1.能背诵并正确运用本课时重点单词及短语。
2.能利用思维导图及略读,紧扣“problem”主线,理清文本结构。
3.能利用扫读,紧扣四会单词与细节描写,整体感知文本。
4.能形成批判性的阅读能力。
【预习导学】一、词汇记忆1.vi.处理2.n.选择→vt.选择3.conj.&prep.除……外;只有4.adj.醒着的→vt.&vi.醒来;叫醒5.adv.几乎不6.vt.&vi.想象,设想→n.想象7.vt.怀疑→n.怀疑8.adj.值得;值……钱9.n.建议→vt.建议;提议10.n.原因→vt.引起,导致11.adj.严格的,严厉的12.n.课业13.adj.宝贵的;贵重的→n.(商品)价值14.n.友谊15.n.清单→vt.(按某次序)把……列表,列清单,拟订清单二、短语速记1.处理2.别无选择只能做某事3.熬夜4.保持清醒5.无法想象没有业余爱好的生活6.值得做某事7.提供一些有用的/有价值的建议给某人8.……的原因9.对某人要求严格10.在外面待到很晚11.列出……的清单12.算出;解决13.根据【答案】一、词汇记忆1.deal2.choice choose3.but4.awakewake 5.hardly 6.imagine imagination7.doubt doubt8.worth9.suggestion suggest10.cause cause11.strict 12.schoolwork13.valuable value14.friendship15.list list二、短语速记1.deal with2.have no choice but to do sth.3.stay up4.stay awake5.cannot imagine the life without hobbies6.be worth doing sth.7.offer sb. some useful/valuable advice8.the cause of...9.be strict with sb.10.stay out late11.make a list of...12.work out13.according to【合作探究】任务驱动一略读课文仔细观察下面的思维导图,补全相关信息。
牛津译林版英语九年级上册Unit3 ReadingⅠ精品教案
Unit3 ReadingⅠ精品教案Teaching aims:Learn how to write your troubles and how to express feelings.Learn how to ask for advice.Teaching stepsStep 1 ReviewLook at some pictures and say something about them.e.g. She doesn’t get enough sleep .She feels tired in class.He doesn’t have close friends . Sometimes, he feels lonely.He / She…Step 2 Finish some exercise.1. I’m too busy these days. I don’t get enough_________(睡眠).2. Daniel has no friends here, so he feels __________(寂寞)3 .__________(跑步)is good for your health.4. They are all t_______ (between the ages of 13 and 19) children.5. Eddie has _________(烦恼)sometimes.6. It’s very n_________ at home. The TV is alwa ys on.7. Lisa didn’t get enough sleep last night. She felt t_____ in class.Keys: sleep lonely Running teenage problems noisy tired Step 3 Free talkDo you have any problems?Do you have enough time for your hobbies?Step 4 Warming upWatch a video and answer a question in the video.What problems do these students have ?too much homeworkstay up latehave no spare time for their bobbiestheir parents are strict with them…Step 5 WordsMr Friend wants to help Millie and Simon. He has made a list of keywords in their letters. March the words on the left with the meanings on the right. Write the correct letters in the blanks.1. choice ___ a. reason2. stay up ____ b. be not sure if something is true3. imagine ____ c. making sure that rules are obeyed4. doubt ____ d. very useful or important5. cause ____ e. the right to decide which thing you want6. strict ____ f. start to have a skill, ability, etc.7. develop ____ g. go to bed later than usual8. valuable ____ h. form a picture in your mind of someone or something Step 6 ReadingTask 1 What should I doToday, we’ll have two Grade 9 students, Millie and Simon, to talk with us about their study and life.1. Listen to Millie’s letter and answer the question.What problem does Millie have?Key: She has a lot of homework every day and often stays up late. She hardly has any。
初中英语牛津译林版九年级上册Unit3《Reading1What should I do》优质课公开课教案教师资格证面试试讲教案
初中英语牛津译林版九年级上册Unit3《Reading1:What should I do?》优质课公开课教案教师资格证面试试讲教案1教学目标知识目标1.To recognize and understand vocabulary about problems.2.To understand how to write about problems and to express feelings能力目标1.To get the main meaning of the text by pictures and the title.2.Talk about their problems that they have now.情感目标1.To express their problems and feeling.2.To ask for advice2学情分析基于学生有了一定的会话能力,鼓励学生分组合作,去讨论青少年面临的问题,并尝试选择合适的处理方法,培养学生正确人生观,处理问题的能力。
3重点难点To understand how to write about problems and to express feelingsTo recognize and understand vocabulary about problems.4教学过程4.1第一学时教学活动1【导入】Step1任务一：读前准备1.Check out the preparation.2.Discuss in pairs freely.Step 1.RevisionRevise something learned in the last period.2【活动】Step2任务二：ReadingTask1. Listen to the letters and learn about the main ideas of the letters.Millie and Simon have some problems. They wrote to Mr Sigmund, a famous youth worker, a nd ask for some advice. Now let’s listen to her letter.Task2. Listen to the letters and match the words on the left with the meanings on the r ight (Part B1).2.Listen to the letters again and finish PartB2.3.Find out the answers to the following questions according to the letters.。
2024-2025学年初中英语九年级上册(译林牛津版)教案Unit3Task
Unit 3 Teenage problemsTask设计说明教学反思首先通过复习Reading中Millie和Simon的问题导入本节课，然后通过图片提示，谈论更多的青少年问题，呈现学生的压力问题，接下来展开问卷小调查，谈论如何解决问题。
在此基础上完成书上的短文填空，然后讨论如何写一封帮助别人解决问题的信，再根据要求写自己的文章。
最后讲解几个知识点，完成巩固练习。
教学目标通过本课时的教学，让学生达成以下目标：1.知识目标掌握单词和短语：stress, be of sb.’s age。
2.能力目标（1）通过学习，掌握关于学生问题方面书信的写法；（2）通过训练，让学生逐步掌握写作技巧，提升写作能力。
3.情感目标通过学习，让学生了解青少年问题，并学会积极解决问题，培养良好的个人品质，健康成长。
重点难点重点：掌握关于青少年问题的单词和短语，并能灵活使用。
会写信来帮助他人解决问题。
难点：写信帮助他人解决问题。
教学准备PPT 课件；相关图片。
授课时数1课时教学过程Step 1 Lead-inTalk about students’ problems.·What is Millie’s problem?·What advice does Mr Friend give her?·What is Simon’s problem?·What advice does Mr Friend give him?Step 2 Presentation1. Show a list of pictures and ask them the questions:What is his problem? Can you give him some suggestions? Ask students to talk about their teenage problems.2. Present the new words by saying the sentence:Many of us have the problem of stress. How to deal with stress?Step 3 Task1. Do A.(1) Do a quiz and ask students to choose their answers and say the reason.(2) Check the answers.Answers: 1 c 2 c 3 a 4 c 5 c 6 a2. Do B.(1) Help Millie complete her email to Raymond.(2) Check the answers.Answers: (1) I think you should eat less and exercise more(2) Why not talk with your parents（答案不唯一）3. Talk about the structure of the letter.4. Show students the useful expressions and talk about how to use them.Step 4 Writing1. Write a reply telling your pen pal Andy how to deal with his problems.基本情况Andy,九年级学生喜好踢足球和弹钢琴烦恼父母工作忙,回家太晚；作业太多,经常熬夜,几乎无闲暇；被同学称为书呆子,常受到嘲笑。
牛津译林版九年级英语上册Unit 3 Task 示范课教案
2. Students look at two pictures and answer the question to evaluate their degrees of stress.
3. Students have a free talk.
活动层次
学习理解之感知与注意
效果评价
观察和倾听学生的答案，了解学生的压力情况。
五、教学活动设计
环节一:在情境中回顾和总结本单元提及的青少年问题和建议，激活已知。（5mins）
教师引导学生回顾不同板块提及的青少年问题和给出的建议。
教学活动
1.Studentsrecall and conclude the teenagers’ problems and suggestions.
活动层次
Unit 3 Teenage problems
Period7Task
一、教学内容分析
该板块的活动主题是“青少年的压力”。以Millie回信帮助他的朋友解决问题为背景，呈现了邮件的内容构成要素。
二、学情分析
学生学习本课时已经完成了本单元前面几个板块的学习，不但对描述青少年问题、寻求建议和提建议的词汇、句型以及语法有了一定的储备，也了解了青少年问题的普遍性和如何解决青少年常见问题的简单方法。但对使用邮件回信帮助他人解决问题存在一定的困难。
环节设计意图：通过心理测试激发学生兴趣，让学生认识到自己的压力问题，为本节课学习做好铺垫。
环节三：完成测验，思考更多解决问题的方法。（5mins）
教师创设情境，引导学生完成小测验并核对答案。引导学生思考更多的解决办法。
教学活动
4. Studentsfinish the quiz.
5. Students think about the questions and give their opinions.
牛津译林版九年级英语上册教案设计：Unit3 Reading1
第三单元第 2 课时教学设计课题Unit 3 Teenage problems Re ading 1复备人名称具体内容（包括教学内容、教学过程、板书设计、课堂练习设计等）二次备课Teaching cont ents:Vocabulary: deal, choice, but, awake, hardly, imagine, doubt, worth, suggestion,cause, strict, schoolwork, valuable, friendship, listPhrases: deal with, stay up late, stay awake, have spare time for my hobbies,be worth doing sth. , dream of a long holiday, worry about the time, get intotrouble, play outside, be strict with sb. , develop our hobbies, stay out, valuableadvice, make a list of, work out, according toSentences:I do not know how I should deal with it.I have no choice but to do it.I cannot imagine my life without hobbies.I often doubt whether it is worth spend ing so much time on homework.I hope to hear from you soon.I am crazy about football.I do not understand why they are so strict with me.I wonder h ow I can achieve a balance between my schoolwork and myhobbies.Then work out how much time you need to fi nish it all.What about choosing your hobby according to the time you have?I hope you think my advice is worth taking.Teaching procedures:Step 1 Lead in1.Learn some new words.2.Finish Part B1 on page 38. Check answers together.Step 2 PresentationSkimming1.How do they ask for help?2.Who do they ask for help?3. What does Simon ask Sigmund Friend for?ScanningTask 1 T or F questions (main idea)1. Millie and Simon are both Grade 9 students.2. Millie has lots of housework to do every day.3. Millie hopes to have a holiday without homework to relax herself.Task 2 Careful-reading1.Does Millie have too many exercises to complete?2.How does she feel the next day?3.What is she looking forward to?Finish the record of Millie in Part B2. Check answers together.SummaryTask 3 True or False1.Simon is crazy about football and likes playing football very much.2.Simon doesn’t like to stay out late to play football with his friends.3.He will get into trouble if he gets home after 8 p.m.4.Simon doesn’t understand why his parents are so strict with him.5.He feels stressed and angry all the time.6.Simon thinks hobbies are very important be cause they help him relax. Task 4 Read and answer1.How long do they often play football?2.What does he think of his parents ?3.What does he think of hobbies?4.What does he want to know from Sigmund Friend?Finish the record of Simon in Part B2. Check answers together.SummaryFill in the blanks:Millie has lots of h . But she finds that she spends so much time d her homewo rk, and she can’t find any time f _ her hobbies. She can’t d how to solve the problem. She asks the teacher to teach her how to a a balance between the two.Simon w ould like some a on his love of football. He is soc about football that he s out late at night to play it. His parents are very s with him and they w ant him to come home earlier. Simon feels s and angry from time to time. He wishes to a a balance between school and hobbies.Step 3. Play a gameWhich is a better way to solve problems?Step 4. PracticeStep 5 Homework(1)《课课练》(2)《自主学习与探究》Blackboard design:Unit 3 Teenage problemsPeriod 2 Reading 1deal, choice, but, awake, hardly, imagine, doubt, worth, suggestion, cause, strict, schoolwork, valuable, friendship, list。
英语九上牛津译林Unit3优秀教案(第2课时)(reading)
英语九上牛津译林Unit 3：优秀教案（第2课时）（reading）ReadingThe type of the lesson:ReadingTeaching Objectives:1.to understand how to write about problems and to express feelings2.to ask for advice3.to recognize and understand vocabulary about problems.Teaching Emphasis:1 how to deal with sth.2 have no choice but to do sth.3 stay up4 complete the exercises5 refuse sth / refuse to do sth.6 hand in sth. on time7 have spare time for ---8 feel bad about sth .9 doubt whether it is worth working so hard10 look forward to a holiday without homework11 be crazy about sth\ doing sth.12 My love of football has become a big problem.13 We like staying out late to play football.14 forget when to stop15 do not understand why they are so strict16 feel stressed17 from time to time18 They can help us relax and make our lives more interesting.19 I wish I could have my parents’ support20 advice me how to achieve a balance between… and…Teaching steps:Step 1 GreetingStep 2 Ask and answer.What’s your problem?•not h aving enough time to do our homework• not getting enough sleepNo communication with familymembersGetting too many tests and examsWho would you like to tell about your problems ?You can also ask a youth worker for help.Step 3 Free talkWhat’s your hobbies?Playing computer games. Listening to music. Playing football.Step 4 SkimLet the studetn skim the text and answer the questions.Tell if the following sentences are true or false. If it is false, please correct it.1. Millie often stays up late to do her homework.2 Millie has some spare time for her hobbies and she feels happy.3 It’s important for Millie to hand in her homework on time.4 Millie can hardly find any time to play Ping-Pong.Step 5 Listen and answerLet the students listen to the tape then answer the questions.How does Millie deal with her homework?She has no choice but to do it. Because she should complete the exercises.⏹Is she sure of the importance of working hard?No, she often doubts whether it is worth working so hard.⏹What can the youth worker offer her? What does she think of thesuggestions?The youth worker can offer her some suggestions. They will be great value to her. Step 6 LanguageShow some important phrases to the studetns.1 how to deal with sth.2 have no choice but to do sth.3 stay up4 complete the exercises5 refuse sth / refuse to do sth.6 hand in sth. on time7 have spare time for ---8 feel bad about sth .9 doubt whether it is worth working so hard10 look forward to a holiday without homeworkStep 7 Read and learnTell if the following sentences are true or false. If it is false, please correct it.1.Simon isn’t crazy about football.2 Simon ‘s dream is to be a famous singer.3 Simon’s parents allows him to play outside after 6 p.m4 Simon’s p arents are strict with him.5 Simon thinks that playing football can make our lives more interesting.6 Simon wants to know how to achieve a balance between his schoolwork and his hobbies.Step 8 Listen and answerLet the studetns listen another passage and answer the questions.⏹What is Simon’s favorite hobby?Football is his favourite hobby.⏹What does Simon think of playing football?It can help us relax and make our lives colourful.⏹What’s his parents idea?They don’t like this and don’t allow him to pla y outside after 6 p.m .Step 9 Read and completeAfter read the text let the students to complete the text.Read the reading carefully and complete the following.Simon would like some a _______on his love of football. He is so c _______about football that he s _______out late at night to play it. His parents are very s ____with him and they want him to come home earlier. Simon feels s_______and angry from time to time. He wishes he could have his parents’support.Step 10 Language pointsAsk the studetns to underline some useful phrases on their text books.11 be crazy about sth\ doing sth.12 My love of football has become a big problem.13 We like staying out late to play football.14 forget when to stop15 do not understand why they are so strict16 feel stressed17 from time to time18 They can help us relax and make our lives more interesting.19 I wish I could have my parents’ support20 advice me how to achieve a balance between… and…Step 11 CompareAsk students to fill in the form to compare Millie and Simon. Then give some suggestions to Millie and Simon.Step 12 Check the answer from Sigmund to Millie.Step 13 PracticeAsk the studetns to translate the Chinese into English.1.我想知道如何处理像这样的问题。
译林版英语九年级上册第三单元Reading 教案
1.words
lie’s and Simon’s problems.
3.How to deal with their problems.
◆师生交流，切入主题
◆检查学生的单词预习情况。老师帮助纠正发音，并带读。学生最后齐读单词。确保每个学生能正确发音。
2.背出今天教的单词，完成《学评》上的相关练习。
3.找出本节课的重要词组和句型，或自己不懂的地方。
2.
Do you have any problem ? What is it?
2.预习展示：
Read the following words:
choice
stayup
awake
hardly
imagine
doubt
worth
beworth doing
suggestion
cause
strict
stayout vaБайду номын сангаасuable
◆完成书后练习，看看Sigmund Friend是怎样回信的，他是怎样帮助他们解决问题的。
◆巩固本节课所学的词汇，Millie’s and Simon’s teenage problems以及Sigmund Friend是如何帮助他们解决问题的。
作
业
设
计
1.读熟两篇文章，有能力的学生背出第一篇短文。
6.Simon’s parents are strict with him.
PartThreePost-reading
1.If you are Sigmund Friend , can you give Millie or Simon some advice ?
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应用实践之分析与判断
观察学生回答问题的表现，了解学生根据已给信息进行分析的能力。
13.Students figure outthesentences that showhowSimon asks for advice.
17. Students work in groups to give some advice to Millie and Simon from different perspectives (e.g., youth workers, parents, teachers ...).Then share their opinions.
环节五：基于语篇，创设情境，探究主题意义。（10 mins）
通过创设语境，引导学生深入思考问题，探究“合理科学地安排学习与娱乐时间”的重要性，基于本课学到的内容，创造性地进行口语表达。
教学活动
15. Students listen to the recording and read after it.
Unit 3Teenage problems
Period 2 Reading (I)
一、教学内容分析
本课时为阅读课的第一课时，阅读文本是两篇以“我该怎么办”为话题的求助信。学生在本单元的第一课中，已经掌握了一些描述“青少年问题”的相关表达，并能简单向他人寻求建议、提供建议。通过对文本的阅读、分析，学生能够进一步了解当遇到问题时，在求助对象上有多种选择。在阅读过程中学生能够结合自身的经历，从多角度、多层面看待问题，创造性地表达自己的观点，并尝试提出合理、可行的建议。
环节设计意图：
帮助学生进一步了解青少年辅导员的职责。通过预测活动，进一步帮助学生了解话题，培养学生读前预测的意识和习惯，有效降低阅读难度。
环节三：阅读第一篇文章，完成阅读任务。（12 mins）
引导学生阅读Millie的求助信，提取和梳理不同任务的关键信息。
5.Studentsread Millie’s letter andanalyze its structure.助信的基本信息和结构，获取有关寻求建议的表达方式；
2.描述文章中有关Millie和Simon的基本信息；
3.分析Millie和Simon遇到的问题，表达自己的观点，进一步给出建议；
4.针对他人的问题提出相应建议，能从不同角度思考问题。
五、教学重难点
【重点】
16.Students summarize Millie’s and Simon’s problems, and discuss the questions.
活动层次
迁移创新之批判与评价
效果评价
根据学生回答问题的表现，判断学生能否辩证地看待Millie和Simon的问题,能否理性表达自己的观点，树立正确的人生观。
活动层次
学习理解之感知与注意
效果评价
观察学生对图片的描述及回答情况，了解学生对青少年辅导员的职责的了解情况。
4.Students predict what the passages talk about according to the title and two pictures.
观察学生回答问题的表现，了解学生根据已给信息进行读前预测的情况。
【Why】
每个学生在学习、交友、家庭关系等方面都避免不了会遇到一些困扰。因此，本节课旨在引导学生在分析问题和解决问题的过程中，能从多角度、多层面看待问题，创造性地表达自己的观点，并尝试提出合理、可行的建议，学会积极地看待自己生活中遇到的各类问题，
树立乐观向上的人生态度。
【How】
本节课的两个语篇为典型的求助信，结构清晰。从文体结构上看，每封求助信都包括四部分：自我介绍、写信目的、求助内容、希望对方给予帮助。从语言修辞上看，本文有着非常明显的时态特征、词汇特征和句式特征。首先，文章使用的是一般现在时，这强调了Millie和Simon的问题的真实性；其次，Millie和Simon在叙述问题时，用了一系列形容词来表达自己的情绪，如hard,crazy, angry, relax, interesting...;在描述问题的细节时，用了以下句式：I have to..., I have no choice but to..., I find it hard to..., I doubt whether..., I believe..., I do not understand...;Simon还用了一系列频率副词来说明自己对踢足球的狂热：always, often, sometimes, never。在向Sigmund Friend求助时，运用了以下表述：Whatshould I do? Can you offer me some suggestions? I look forward to your valuable advice.
1.获取和梳理求助信的基本信息和结构，获取有关寻求建议的表达方式；
2.描述文章中有关Millie和Simon的基本信息；
【难点】
分析Millie和Simon遇到的问题，表达自己的观点，进一步给出建议。
六、教学活动设计
环节一：温故知新，导入话题。（5mins）
组织学生展示和汇报上节课的课后调查作业，同时引出本课的话题。
二、语篇分析
【What】
本节课的话题是“我该怎么办”，属于“人与自我”主题下的主题群“生活与学习”，子话题为“生活与学习中的困难、问题和解决方式”。阅读文本包含了两篇文章，分别是Millie和Simon写给青少年工作者的求助信，信中介绍了他们各自遇到的问题。Millie遇到的问题是由于学业负担过重、无法发展自己的兴趣爱好，Simon遇到的问题是父母的建议和个人爱好之间存在冲突。面对这些困扰，他们都给Sigmund Friend写了求助信，期望得到建议。
8. Students read Millie’s letter and fillinthe blanks.
根据学生获取信息的全面性和准确程度，了解他们获取关键信息的能力，并适当给予指导和提示。
9. Students figure outthesentences that show how Millie asks for advice.
活动层次
学习理解之获取与梳理
效果评价
通过提问，了解学生对语篇的梳理情况。
6.Students read Millie’s letter and finish the matching task.
7.Students read Millie’s letter and answer the questions.
三、学情分析
通过前一课时的学习，学生已经初步掌握了一些描述“青少年问题”的相关表达，并能简单向他人寻求建议、提供建议。本课的语篇内容仍是青少年问题，贴近学生生活，学生学习兴趣较为浓厚。但对于如何得体地向他人发出求助、如何从多角度、多层面看待问题，批判性地、创造性地表达自己的观点，仍存在一定的困难。
四、教学目标
教学活动
1.Studentsreportthe survey results.
活动层次
实践应用之描述与阐释
效果评价
观察学生的汇报情况，了解学生对作业的完成情况，以及对上节课内容内化的情况。
2.Students think about the question.
观察学生回答问题的表现，了解学生对“求助对象”相关知识和经验的掌握情况。
应用实践之获取与梳理
观察学生对表示寻求建议的句子的查找和分析情况，判断他们获取和分析关键信息的能力。
14. Students role-play.
应用实践之描述与阐释
聆听学生描述的信息是否全面、具体，使用的语言是否准确，把握学生对重点语言表达的学习和内化情况。
环节设计意图:
学生通过填图表，形成结构化知识，这有利于提高他们课堂学习的自主性，促进逻辑思维和学习能力的发展。通过追问，引导学生深入思考，学会在分析问题中发展批判性思维。通过角色扮演的方式，有助于学生充分内化语篇内容。
10.Students readSimon’s letter and finish the matching task.
11.Students read Simon’s letter and fill in the blanks.
活动层次
学习理解之获取与梳理
效果评价
根据学生完成任务的准确程度，了解学生对语篇中语言知识和关键信息的理解程度。
学习理解之获取与梳理
观察学生对表示寻求建议的句子的查找情况，判断他们获取关键信息的能力。
环节设计意图:
通过不同的阅读活动，培养学生梳理文章结构、获取文章大意及关键信息的能力。
环节四：阅读第二篇文章，完成阅读任务。（13 mins）
继续引导学生阅读Simon的求助信，提取和梳理不同任务的关键信息。
教学活动
环节设计意图：
回顾上节课所学内容，使学生在汇报过程中充分内化语言，活跃课堂气氛，激发学生的学习积极性，引入本课主题，并帮助学生拓宽求助渠道。
环节二：拓宽背景知识，进行读前预测。（5 mins）
通过2个活动，引导学生进一步了解青少年辅导员的职责，并预测阅读语篇的大意。
教学活动
3. Students look at the pictures andtalk aboutwhat youth workers’ responsibilities are.
迁移创新之想象与创造
观察小组讨论和小组展示中学生表达观点的情况，以此判断学生能否结合生活实际和所学内容发散思维。
环节设计意图:
结合文本的主题意义让学生运用所学的文本知识，在解决问题的过程中多角度、多层面地表达自己的观点，提升思维的创造性。在联系实际的过程中，学生能更理性地看待和思考自己面临的问题，树立正确的人生观。