9A Unit 3 集體備課教案(共10課時).doc

精品文檔9A Unit 3 Teenage problems第一課時 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” and “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:與課堂同行第一課時hHjhj 第二、三課時ReadingObjectives:1.To understand how to write about problems and to express feelings 2.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 Millies letter aloud. Ask students to listen carefully to you and follow the text on page 40. Ask questions to check understanding, e.g.What is Millies favorite hobby? (painting)What is Millies problem? (She doesnt have enough time for hobbies and homework.)5.Ask one student at a tome to read a paragraph, ask students to say which parts of the text they do not understand. Clarify any points if necessary.6.Read Simons letter aloud. Ask students to listen carefully to you and follow the text on page 41. Ask questions to check understanding, e.g.When does Simon play football? (After school until late.)How do his parents feel about it? (They dont like this and ask 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 Simons letters on pages 40 and 41. If students are not sure what a word means, it may help them to read the word in context on those pages.2.Ask students to work in pairs to complete Part B. When students have complete all the answers, they raise their hands. The first pair to finish the exercise correctly is the winner.3.When students have finished, give the correct answer to each question. (Part C)1.Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon.2.Remind students that they can find all the answers in the reading passage on pages 40 and 41. They should complete the exercise by putting a cross or a tick in the blanks. For more able students, ask them to complete the exercise without referring the back to the reading passage.3.After checking the answers with the class, ask more able students to look for phrases or sentences in Millie and Simons letters to support their answers.4.This is a straightforward exercise and students of all levels should be able to complete it on their own. (Part C)1.Revise key vocabulary. Write the following words on the board:advise keepearlier later focus help forget about school work give up remember hobby ignorehomework go home painting study spend hours work hard time drawing stay out hours2.Explain that for each word in the column on the left, there is a related word in the column on the right. The words may be opposites, synonyms or related words. 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 students before asking them to match the words.Answers are as followings:advise keep (opposite)earlier later (opposite)focus help (synonym)forget about school work (related word/opposite)give up remember (opposite) hobby ignore (opposite)homework go home (opposite)painting study (related word)spend hours work hard (related word)time drawing (related word/synonym) stay out hours (related word)3.Once students are clear about the vocabulary, ask them to complete Part D on Page 43. More able students can complete the exercise on their own. Less able students can work in pairs or small groups.4.Once students have finished Part D, ask two students to read the letters aloud. Praise students for areas where they do well. Try not to focus too much on their mistakes as this will crush their confidence when speaking in front of the class.Homework:與課堂同行第二、三課時第四課時 VocabularyTeaching objective:1.To understand the different meanings of the verb “to be”2.To use the verb “to get” when talking about problemsTeaching 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 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 exercise in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.2.For stronger classes, once students have finished, ask two students to read out the whole 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 raise their hands if they do. For stronger classes, ask students what their advice would be for Amy.Homework:與課堂同行第四課時第五、六課時 GrammarTeaching objectives:1.To use “wh-” words + “to” infinitives to talk about problems.2.To learn about sentences types 3.To study five kinds of sentences structures4.To learn to use object complementsPart A1.Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how2.For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party? However, it is rarely used nowadays except in formal contexts.Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that?3.Explain to students that they need to use the “wh-“ words+to do structure to complete the exercise on page45. The “wh”- words can be used more than once.4.This is a fairly challenging exercise and all students will benefit from guidance. For stronger classes, ask students to do it by themselves and the n check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one students finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise. For weaker classes, tell students that it may be easier it may be easier if they find either the “wh-“ word or “to”-infinitive first before working out the whole answer.5.Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each. Part B1.As a warm-up activity, write the following form on the board:Statement (positive)Statement (negative)Question Imperative Exclamation 2.Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own. 3.Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student. 4.Go through the table at the top on page 46. Ask students if they have any questions. Make sure they understand the four types of sentences. 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, thank someone, 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 students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations 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 thispattern 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 Millies 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 others 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:與課堂同行第五、六課時第七課時 Integrated skillsObjectives:1.To extract information from a student profile2.To write notes about a student profile3.To extract information from a conversation 4.To write a record of a visit Teaching procedures (part A)1.Read through Sues 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 Sues profile 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 Sues 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