9Aunit 3 教案.docx

1、9Aunit 3 教案Unit 3 Teenage problems Welcome to the unit Teaching aims: 1. Talk about problems and their causes.2. Think about ones problems and how to deal with them Teaching importances: Talk about problems and their causes. Teaching difficulties: Express problems and talk about solutions. Teaching

2、aids: computer and tape-recorderTeaching methods:task-teaching Teaching course: Step1 Warm-up1.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 t

3、o be ashamed of - everyone has worries from time to time.2.Doasurveyoftheproblemsthatthestudentsintheclass have.3.Discuss the problems questioned by the students.Step2. Comic strip1. Ask the students to listen to the tape with the books closed. And then answer a question “ What problem has Eddie got

4、? ”.2. Tell them that Eddie is getting fat. Here “get” means “become”. What other meanings does “get” have? 选用所给词组的适当形式填空：get a good mark, get some help from, get enough sleep,get excited, get a bus, get married1). My uncle _ last year.2). Did you hear Simon _ in the exam?3). You didnt _,did you?4).

5、 The audience _ when they saw Hello Kitty.5). My father _ to work every day.6). Shall we _ from an adviser?Step 3. Welcome to the unit.Part A1. Review“noisy”and“quarrel”. Explain the students the different meanings of the two words . (these words mean “full of noise” and “argue”).2.Askthemtoworkinpa

6、irstocompletePartAonpage39. 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.Make a survey of the problems. Write the following headings on the board:Not enough sleep Not enough time to do homework Too noi

7、sy to study LonelyArgue with cousin/classmate/parentParents are always busy2. Read 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 prob

8、lem the class has. Write the following on the board:“The biggest problem Class Grade . has is ”3.Explain that part B is different from the previous exercise, as students have to rank how big these problems are in their lives.4.Explain to students that number 5 means that this is a big problem for th

9、em while number 1 means it is a small problem.5.Tell students to complete Part B on their own. 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.For stronger c

10、lasses, 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.Step4 Homework1. Revise this period2. Pre-learn the next periodBlackboard words: Feel tired in class feel lonely make a lot of noise The TV is always on at

11、 my home. Work all day no communication with sb. Have no close friends to talk to Feeling after teaching: Its difficult for the students to Express problems and talk about solutions.Reading 1Teaching aims: To understand how to write about problems and to express feelingsTeaching importances: To unde

12、rstand how to write about problems and to express feelingsTeaching difficulties: To ask for advice To recognize and understand vocabulary about problems.Teaching aids: computer and tape-recorderTeaching methods:task-teaching Teaching course: Step 1.Revision Revise something learned in the last perio

13、d.Step 2.Reading Part A1.Ask students whether they have read advice columns, e.g. , newspapers, magazines and websites. Bring in some samples from newspapers 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

14、 text and see if there are words that they do not know. Explain these words briefly.4.Read 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 d

15、oesnt have enough time for hobbies and homework.)5.Ask one student at a time 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. As

16、k 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 time to read a paragraph, after each paragraph, ask students to say which parts of the t

17、ext they do not understand. Clarify any points if necessary.8.Some words and language points: achieve; advice; balance; colourful; give up; hand inStep4 Homework1. Revise this period2. Pre-learn the next periodBlackboard words: Deal with have no choice but to do it stay up late refuse to do so much

18、work Hand it in on time be worth working so hard offer me some suggestions be of value to sb hope to hear from Feeling after teaching: Its difficult for the students to understand how to write about problems and to express feelings Reading 2Teaching aims: To understand how to write about problems an

19、d to express feelingsTeaching importances: To understand how to write about problems and to express feelingsTeaching difficulties: To ask for advice To recognize and understand vocabulary about problems.Teaching aids: computer and tape-recorderTeaching methods:task-teaching Teaching course: Step 1.

20、Revision Revise something learned in the last period.Step 2. Reading (B/C/D)Part B1. 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 cont

21、ext 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 C1.Tell students that

22、 in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon Part C1.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

23、 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

24、 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 D1.Revise key vocabulary. Write the following words on the board:2.Explain that for each word in the c

25、olumn 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. 3.Ask volunteers to come to the front of the class and draw a line between two w

26、ords to link them. Go through the words in the two columns with students before asking them to match the words.4.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 sm

27、all groups.5.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.Step 3. PracticeStep4 Homework1. Revise this

28、period2. Pre-learn the next periodBlackboard words: Crazy about My dream is to be a/an plenty of stay out late forget when to stop Get into trouble allow me to play outside be strict with sb. in sth. Achieve a balance between Feeling after teaching: Its difficult for the students to understand how t

29、o write about problems and to express feelings VocabularyTeaching aims: To understand the different meanings of the verb “get”Teaching importances: To use the verb “to get” when talking about problemsTeaching difficulties: To recognize and understand vocabulary about problems.Teaching aids: computer

30、 and tape-recorderTeaching methods:task-teaching Teaching course: Step 1. Revision.Revise something learned in the last periodStep 2. VocabularyPart 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 ea

31、ch 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,