英语Unit 3 Teenage problems第4课时教学设计

牛津译林版九年级英语上9AUnit3 teenage problems

Period Four  (Integrated skills)

       Objectives

1. To extract information from a student profile
2. To write notes about a student profile
3. To extract information from a conversation
4. To write a record of a visit

       Language function and focus

I always do well in exams.   (be good at )

pay no attention to sb./ sth.         share problems with my friends

be proud of             reply to my last three e-mails

Thanks for listening to my problem and giving me your advice

That’s what friends are for.

       Teaching methods

Listening / practice / reading / discussing

       Teaching procedures

Part A

1. Read through Sue’s 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 Sue’s 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 Sue’s 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 students have completed the exercise. This consolidates what students have learnt and gives them a sense of achievement.
7. Explain to students that they can use the profile and the note from page 50 to help them complete Part A3 on page 51. However, they should pay no attention to the syntax and make appropriate change of forms where necessary.
8. Divide the class into pairs. Each pair must work together to come up with the correct answers. The first pair to get all of the answers correct wins.
9.  Ask a person from each pair to read one sentence at a time. Encourage students to listen for mistakes and raise their hands when they have a question.

Part B

1. Review “worried”, “reply”, “e-card” and “advice”. For stronger classes, ask students to volunteer some definitions. For weaker classes, you can give the explanations to students.
2. Ask students to work in pairs. Tell them to read the conversation aloud, then change roles sn read the conversation again.
3. Check students’ conversation of the passage. Ask them the following questions:

Who has a problem? (Millie)

What is her problem? (Her pen friend hasn’t replied to her e-mails.)

Does Amy agree that Millie’s pen friend doesn’t want to write to her any more? (No.)

Why does Amy think Millie’s pen friend hasn’t written? (She’)

What advice does Amy give Millie? (Millie should send an e-card to her pen friend and let her know she misses her very much.)

Do you think Millie feels better after discussing her problem with Amy? (Yes.)

For weaker classes, students can give on-word answers. For stronger classes, ask students to reply using full sentences.

4. Ask the students to use the conversation as a model to talk about their own problems and give advice. Ask them to practice their new conversations. Allow less able students to write down their conversations before practicing with a partner. Walk around the class and give help where necessary.
5. Ask a few pairs to read their conversations aloud to the whole class.

Homework:   ( on exercise books)

完成下列句子。

1. Amy does well in sports.     (否定句)

Amy ____________________________.

2. Her classmates often laugh at her.          （被动句）

She ___________________________.

3. Although Sue is a top student. She has some problems.   (同意句)

Sue is a pop student, _________________________.

4. I don’t know how I can solve the problem.

I don’t know how _____________________________.

5. They felt tired after the hiking.

  ________________ they ____________ after the hiking?

6  The teacher said to me “ Don’t use a dictionary when you meet new words.”

   The teacher told me ________ to use a dictionary when I ___________ new words.

Design on Bb

       Problems :    homework

                     watch TV

                     hobby

                     play computer games……..

         I’ve got a problem. = I have a problem.

         Why don’t you do sth.

         Good idea. Thanks for doing sth.

         My pleasure.

后记：本课主要掌握一个对话，出现问题，提出解决建议。学生们在课上讨论积极，与教师配合得很好。重点句型： Why don’t you do sth. = why not do sth.  Thanks for doing sth.   pay no attention to