2020-2021学年Unit 3 Teenage problems教案设计

这是一份2020-2021学年Unit 3 Teenage problems教案设计，共3页。


I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. 进一步了解米莉和西蒙的问题；
2. 了解生词、短语和句子的用法。
II. Teaching cntents
1.生词新词: deal, chice, but, awake, hardly, imagine, dubt, wrth, suggestin, cause, strict, schlwrk, valuable, friendship, list, deal with, stay up late, stay awake, have spare time fr my hbbies, be wrth ding sth., ffer me sme suggestins, becme the cause f my prblem, wrry abut the time, get int truble, play utside, be strict with sb., develp ur hbbies, stay ut, valuable advice, make a list f, wrk ut
2. 新结构: I d nt knw hw I shuld deal with it.
I have n chice but t d it.
I ften dubt whether it is wrth spending s much time n hmewrk.
I d nt understand why they are s strict with me.
Then wrk ut hw much time yu need t finish it all.
What abut chsing yur hbby accrding t the time yu have?
III. Fcus f the lessn and predicted area f difficulty
1.学习语言点；
2. 学会解决问题。
IV. Teaching prcedures
Step 1 Lead-in
畅谈
T：你每天的作业太多了吗？
你有时间做爱好吗？
你还有哪些青少年问题？
【设计意图：由Free talk导入，让学生回顾课文内容，引入本课语言点的学习。】
Step 2 Presentatin
1. Millie’s prblems
(1) Retell Millie’s prblems accrding t the table.
(2) Language pints
① I have n chice but t d it.
have n chice but t d sth. have n chice but t d sth.
e.g. May has n chice but t ask thers fr help.
May had n chice but t ask thers fr help.
② Then I smetimes find it hard t stay awake the next day.
find it… t d sth. find it… t d sth.
It is the frmal bject, and the real bject is t d sth.
Equivalent t find + it is… t d sth..
③ I hardly have any spare time fr my hbbies like vlleyball and music.
Hardly adv. Hardly (negative wrd) It is ften used in cnjunctin with can, culd, etc., in the sentence after the verb be, mdal verb r auxiliary verb, and befre the actin verb.
Discriminatin: Hard is an adjective when it is said "difficult"; it is an adverb when it is said "diligently; vilently".
Hardly is an adverb, which means "almst nt" and has a negative meaning. It is nt an adverb frm f hard.
④ I ften dubt whether it is wrth spending s much time n hmewrk.
·Dubt vt. (be nt sure)
In the affirmative sentence, the bject clause guided by if/whether is generally fllwed, and the bject clause guided by that is used in the negative sentence.
e.g. We dubt if/whether he tld us the truth.
We dubt whether he tld us the truth.
We dn’t dubt that he is hnest.
We dn't dubt his hnesty.
·Be wrth (ding) sth
Fllwed by a nun r V-ing frm.
e.g. The sng ____________________..
This sng is wrth listening t.
2. 西蒙的问题
(1)根据关键词复述西蒙的问题
踢几个小时的足球，从不担心……
成为……的原因
严格…
不允许……下午 6:00 以后在外面玩
(2) 语言点
① 我对足球的热爱成了我问题的根源。
例如他们正试图找出火灾的原因。
他们正认为是因缘起因。
②我不明白他们为什么对我这么严格。
用“bestrict with ... in ...”造句
③米莉和西蒙有很多问题，他们不知道应该如何处理这些问题。
他们不知道应该如何处理这些问题。
= 他们不知道他们应该如何处理这些问题。
= 他们不知道如何处理这些问题。
= 他们不知道如何处理这些问题。
3. 两人一组
(1) 你在日常生活中有什么问题吗？我们可以请朋友先生帮忙。
(2) 和朋友先生谈谈你的问题。
A：我经常熬夜完成作业。我好累。
乙：别担心。我想你可以列出你所有的作业，然后计算出如何
你需要很多时间来完成这一切。
答：谢谢您的宝贵意见。
乙：不客气。
【设计意图：通过与米莉和西蒙相关的细节问题的描述，将点转移，通过语境让观众看到或分析词句或翻译的用法，并进行相关操作练习。】
步骤 3 生产
1. 听并完成一封信
艾米也有一些问题。她正在向朋友先生寻求帮助。听并完成她的信。
2. 讨论
你能给她什么建议？
3. 尝试解决问题
假设你是朋友先生。请给艾米写一封信。【设计意图：通过完成Amy的信，巩固本课内容，教导运用所学知识来解决实际问题。】
V. Hmewrk
1. Try t retell the tw letters.
2. Write an article abut yur prblems and the ways t deal with them.have a lt f hmewrk
stay up late
can’t stay awake the next day
hardly have any spare time fr …