初中牛津译林版Unit 3 Teenage problems第2课时教学设计

牛津译林版九年级英语上9AUnit3 teenage problems

Period Two  (Reading )

        Objectives:

1. to understand how to write about problems and to express feelings
2. to ask for advice
3. to recognize and understand vocabulary about problems.

        Language function and focus

I want to know how( to solve it.)

The problem is that……..

I spend so much time doing homework that I cannot find any time for my bobbies.

When (to do my homework) and when (to spend on my hobbies)

Can you please teach me how to achieve a balance between the two.

Can you offer me some suggestions? = Can you give me some advice?

I wish I could have my parents support.

        Teaching methods

Reading/practicing/listening/working in groups

        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’s 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 Millie’s favorite hobby? (painting)

What is Millie’s problem? (She doesn’t 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 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’t 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 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 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 Simon’s 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                         keep

earlier                         later

focus                          help

forget about                     school work

give up                         remember  

hobby                          ignore

homework                      go home

painting                        study

spend hours                     work hard

time                           drawing  

stay out                         hours

2. 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:  完成课时卷 （reading）

Design on Bb

           Millie

1. What Grade is she in?    9
2. What are Millie’s hobbies?    Read/write poems/walk/shop
3. What’s her favourite hobby?   painting
4. Does she have a lot of homework every day?   yes
5. What does she think important?     Work hard/hand in homework on time
6. What’s the problem?

When to do homework and when to spend on hobbies

后记：课文掌握情况良好，学生通过互相提问对文章进一步了解，而且可以促进同学之间的感情。在课堂上，同学们把问题串联起来复述课文或用自己的话描述，效果很不错！