9AUnit3集体备课教案(共10课时)

9A Unit 3 Teenage problems

第一课时Welcome to the unit

Part A

Teaching objectives:

1. To talk about problems and their causes

2. 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 a”nd “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 B

1. 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 study

Lonely Argue with cousin/classmate/parent Parents are always busy

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 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: 《与课堂同行》第一课时第二、三课时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.

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 'sletter 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'thave 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 'tlike 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 han ds. The first pair to finish the exercise correctly is the winner.

3. Whe n stude nts have fini shed, give the correct an swer to each questi on.

(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 Simo n.

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 putt ing a cross or a tick in the bla nks. For more able stude nts, ask them to complete the exercise without referri ng the back to the readi ng passage.

3. After check ing the an swers with the class, ask more able stude nts to look for phrases or senten ces in Millie and Simon 'letters to support their an swers.

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

pain ti ng study

spe nd hours work hard

time draw ing

stay out hours

2. Expl ain 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 stude nts before ask ing them to match the words.

An swers are as followi ngs:

advise earlier focus forget a give up hobby homew

pain ti ng spe nd hours

time stay out

3.0nce stude

nts are clear

about the vocabulary, ask them to complete Part D on Page 43. More able stude nts can complete the exercise on their own. Less able stude nts can work in pairs or small groups.

4.O nee stude nts have fini shed Part D, ask two stude nts to read the letters aloud. Praise stude nts for areas where they do well. Try not to focus too much on their mistakes as this will crush their con fide nee whe n speak ing in front of the class.

Homework:《与课堂同行》第二、三课时

第四课时 Vocabulary

Teaching objective:

1. To un dersta nd the differe nt meanings of the verb to be ”

2. To use the verb to get" when talking about problems

Teach ing procedures:

Part A

1. 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 stude nts to work in pairs to complete Part A.

3. For weaker classes, ask stude nts to read out the an swer for each picture. For stron ger classes, after stude nts

keep (opposite) later (opposite) help

(synonym) school work (related

word/opposite) remember (opposite)

ignore (opposite) go home (opposite)

study (related word) work hard

(related word) draw ing (related

word/s ynonym) hours (related word)

have read out the an swers, ask them to make sentences using the phrases un der the pictures.

Part B

1. Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, stude nts can work in pairs to complete Part B. For stron ger classes, stude nts can work on their own.

2. For stron ger classes, once stude nts have fini shed, ask two stude nts to read out the whole letter. Complime nt them on parts of the letter they read particularly well.

3. For weaker classes, ask stude nts if they have the same problems as Amy. Ask stude nts to raise their hands if they do. For stron ger classes, ask stude nts what their advice would be for Amy.

Homework:《与课堂同行》第四课时

第五、六课时Grammar

Teaching objectives:

1. To use wh- ” words + f b "infin itives to talk about problems.

2. To lear n about sentences types

3. To study five kinds of sentences structures

4. To lear n to use object compleme nts

Part A

1. Remind students that when we talk about wh- ” words, we mean question words. i.e., what, when, why, where, who, how

2. For stron ger classes, in troduce whom ” and whose". Whom "is the object pronoun form of who ”,e.g. Whom did you in vite to the party? However, it is rarely used no wadays except in formal con texts.

Normally, we simply say who". Whose "is the possessive form of who ”,e.g. Whose book is that?

3. Expla in to stude nts that they n eed to use the wh- words+to do structure to complete the exercise on page45. The wh "-words can be used more tha n once.

4. This is a fairly challe nging exercise and all stude nts will ben efit from guida nee. For stron ger classes, ask

stude nts to do it by themselves and the n check their an swers. Less able stude nts will ben efit from work ing in pairs. More able stude nts can work on their own, but en courage stude nts to share their difficulties with the class.

If one stude nts finds someth ing 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

fo"-i nfin itive first before work ing out the whole an swer.

5.0nce stude nts have fini shed, choose one stude nt to play the part of Millie and ano ther stude nt to play the part of

Sigm und. Ask them to read the con versati on aloud. Check for in correct an swers and mispr onun ciati on. For weaker classes, ask several pairs of stude nts to read one excha nge each.

Part B

1.

2.

nts make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able stude nts to work on their own.

3. Ask a stude nt to come to the front of the class and write the sentence in the right colu mn. If the an swer is correct, he / she can choose the n ext stude nts to the front to con ti nu e. If not, you choose the n ext stude nt.

4. Go through the table at the top on page 46. Ask stude nts if they have any questi ons. Make sure they un dersta nd the four types of senten ces.

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, tha nk some one, 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 stude nts that the imperative form is the base form of the verb. The imperative is used to give orders or to get some one to do someth ing. When givi ng orders, you expect the pers on will obey. For example, whe n I say Stop making so much noise! ",I mean that You should stop making noise. " An imperative can also be used to give suggestio ns, warnin gs, in struct ions, in vitati ons 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 C

1. 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 this pattern 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 Millie 's 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 D

1. 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 other 's 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: 《与课堂同行》第五、六课时

第七课时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 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'p s rofile 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.

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: 《与课堂同行》第七课时

第八课时Study skills

Objectives:

1. To form the habit of proofreading and revising work

2. To recognize common language mistakes

3. To correct mistakes in written text.

Teaching procedures:

1. Ask students whether the check their work or not. Ask those who do to raise their hands. Ask these students whether they often find mistakes when they check through their work.

2. Ask students who do not check through their work to raise their hands. Ask them why they do not check their work.

3. ------------------------------------------------------------------------------------------ Explain to students that checking work after they have finished it is a very important habit to develop. Tell students that they should check their work after they have finished it------------------------------------------------------------------------- both homework and class work.

4. Tell students that when they are doing exams, they should always allow themselves 5-10 minutes at the end to check through their work. They may be able to correct come careless mistakes.

5. Ask students to look at the word box on page 52. Tell them these are the things they should check for. Ask students to read Millie 's report and underline all the mistakes and classify these mistakes according to their types. Less able student might need help with this exercise. Allow them to work in pairs. For weaker classes, you might want

to tell students where the mistakes are and simply ask them to write the types of mistakes and make corrections.

6. Ask five students to read out a corrected paragraph each. Ask the rest of the class to check for correct answers. Homework: 《与课堂同行》第八课时

第九课时Main task

Objectives:

1. To answer a quiz about causes of stress

2. T o make a writing plan for a letter

3. To write a letter about stress problems

Teaching procedures:

1. Arouse student's interest by asking them to think about stress situations and how they deal with them.

2. Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and bad ways to deal with problems.

3. Tell students that they will take part in the quiz in Part A on page 53. Read out one questions at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. Tell students they are not allowed to discuss their answers with their classmates.

4.Once you have gone through all the questions, ask students to swap their book with another student.

5. Read out the best answer to each of the questions. Each student must mark the book he/she has been to given. Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations.

6. This discussion and the sentences on page 53 are useful for the later parts of the main task section.

7. Tell students that it is a good idea to make a writing plan for any piece of writing, whether it is a letter, an essay or

a report. This is important not just for English, but for other subjects as well. Remind students that they can use the information to help them complete the writing plan in Part B. They can also use ideas that were generated in the extension activity on page T53.

8. Ask students to complete Part B on their own. It is important for each student to be able to plan their work independently. If students find it difficult to think of ideas, tell them to discuss their writing plans with a classmate.

9. Ask a student to read Millie 's letter in Part C aloud. Ask students whether they have any questions about meaning or vocabulary.

10.Students have only to fill in two blanks based on the information in Millie 's notes. Tell students to complete Part C on their own.

11.For Part D, tell less able students to copy the beginning of the Millie 's letter in Part C and develop a longer letter. Tell more able students to plan their own letter. Tell them that they can use Millie 's letter as a guide for their piece of writing. However, encourage more able students to use some alternative constructions, rather than simply copying Millie 's letter word for word. Some useful words and phrases students can use include:

I am always busy and rarely have eno ugh time to .....

Sometimes, it is difficult to achieve a balanee between ........

I worry a lot about ...... Sometimes, it is very noisy so ...................................

I worry a lot about ...... My biggest problem is ...................................

A lot of stude nts worry about ................ It is com mon for stude nts to .....

The best advice a friend gave me was ........

Homework: 《与课堂同行》第九课时

第十课时Check out

Objectives:

1. To review key vocabulary and grammar items taught in the unit.

2. To give students the opportunity to practice the grammar and vocabulary items, and to gain confident in doing so

3. To allow students to check their progress and ask any questions they may still have

Teaching procedures:

Part A:

1. Tell students that this is revision. Remind them that they have already learn these words and grammar items so that they do not feel too alarmed.

2. Ask students whether they know any youth workers. E.g.,

What is the name of the youth worker?

Is he/she a good youth worker? Why?

Give an example of a good piece of advice he/she has given.

3. Ask students to review the sentence types, the object complement and the five basic sentence structures. Encourage students to ask questions if they have any.

4. Tell students to complete Part A on their own. When students have finished, check the answers with the whole class. Students correct their own answers and write their marks in the paw.

5. Ask students to read out the advice, one student reading one paragraph at a time