九年级英语上册Unit4Problemsandadvice教案4
a.S+V
b.S+V+O
c.S+V+IO+DO
d.S+V+DO+IO
e.S+V+0+C
f.S+V+O+A
④Aalyzethesentence elements:
What kind of sentence structure are they?
②Make 2 sentencesaccordingto each sentence structure.
5.①Ask students to takes notes.
Summarizethemain content of the grammar.
②Assignment.
5.Summarizeandcultivate their habits of taking notes.
5
课
堂
教
学
流
程
Warming up→Grammar learning →Self observation→Self development→Play a game→Grammar exercises→Summary and homework.
.
效
果
评
价
与
反
思
教学关键
The usage ofthe five basic simple sentences.
教法与学法指导
group work, self study
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
分配
第一环节 复习回顾平移的基本性质，引入课题
StepⅠ:Warming up
1.Do a reading comprehension whichincludesall kinds of sentences structures.
教
材
分
析
教学目标
1. Studentsmasterthesentence technical terms
Subjects, verbs, objects,complementsand adverbials.
2. Studentsmake a clear understand them and master the five
StepⅡ:
Grammar learning .
① Self observation.
② Self development.
2.Observe the passage.
①Find allthesentencestructurein the passage and underline them.
②Understand the technical terms.
4. MaketheclasslivelyandStrengthentheir grammar by games
.Cultivate their habit of takingnotes.
10
第四环节 课时小结
StepⅣ:Grammar exercises.
4.Finish the exercises.
10
10
第三环节 课堂练习
StepⅢ:Play a game.
3.Work in group, choose a lucky numberandanswer somequestionsto get points. (Some questions are what kinds of sentences structure they are. Some should be make a sentence according totheinstruction. Some should be easy enough to writethefive simple sentencestructure.)
Basic simple sentences.
3. Students master the usage of them.
教学重点
Master the five basic simple sentencesstructures.
教学难点
The usage ofthe five basic simple sentences.
1.Present a reading passage and ask students to do a reading comprehension.
1.Lead in to the language topic andimprovethereading ability.
5
第二环节 观察操作、探索归纳平移的作法
⑤Students answerthequestions to show if they have understood.
⑥Readthesentences on P55- 56 loudly
2. Ask students toanalyzethepassage
① find allthesentencestructurein the passage.
3.Introduce the rules of the game:
①The name of the game is Bome.
②Work in groups, choose one of the nineluckynumber, you may answer some questions to get some points, you may be bomed and lose all points ,you may belucky enough to get pointswithoutdoing anything.
4.Ask students to finishtheexercises on P57and in thelearning sheet.
4.Strengthentheir grammar by exercises.
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第五环节 课后作业
StepⅤ:
Summary and homework
5.①Listencarefullyand take notes.
② Write down the technical terms
S forSubjectscts,
(DO and IO)
C forcomplements
A forAdverbials
ontheblackboard and ask students to understand them.
③Ask students to summarizethefive basic simplesentencesstructure according to the passage.
④ ask the students toanalyzethesentence elements in the passage.
⑤ Ask them to givetheanswers and give some help if necessary.
⑥ Ask them to readthesentences on P55- 56 loudly.
2.Lead them to learn the grammar by themselves.
九年级英语上册Unit4《Problemsandadvice》教案3(新版)牛津深圳版
效
果
评
价
与
反
思
4.Develop their speaking ability to give and ask for advice.
15
第五环节 课后作业
Step 5
Summary and homework
Listen to the teacher carefully.
Finish the exercises.
2.Give them guide to listen,Make sure students understand the new words in the listening material.
2.Help students get familiar with the new words
5
第三环节 课堂练习
Step 3
While listening
3.①Listen to the recording carefully and finish the exercise on P54 A.
②Check the answers.
③listen again and finish the exercise on P54 B.
九年级英语上册Unit4《Problemsandadvice》教案3（新版）牛津深圳版
教
材
分
析
教学目标
1. Students can listen and understand the information when someone is making a telephone call to give and ask for advice.
Draw conclusion
英语九年级上册《Unit 4 Problems and advice Reading： Aunt Linda‘s advice page》_17
Unit4 Problems and adviceReading period1教学设计Part 1.Analysis of the teaching material:This period is from Unit 4 of 9A Oxford English. This topic is very important to students especially graduate, they want to talk about their problems and get suggestions very much. In the reading part, Students will learn four Internet posts about teenagers’problems. The reading Aunt Linda’s advice page shows us four teenagers about their problems. Anna is worried about her friends of being too thin. Peter is ashamed of being laughed at. Simon feels embossed about wearing braces. Julie is annoyed with her sister. It is easy to raise sympathy among the students. They will wonder what to do in such situations. Therefore, this unit is very important throughout Junior High school.Part2. Analysis of the students:As junior 3 students, problems and advice is a topic which can attract the students’ attention. It is hard to be a teenage, especially for students who are facing graduation. Thus it is not very difficult for them to get to this unit. Such topic will stimulate the students’ desire and raise their learning interest. The students will be active in the activities in this lesson.Part3. Teaching aims:1．Aims of the knowledge:(1)To know the spelling of some words and usage of some phrases.(2)To learn something about the four teenagers’ problems.(3)To grasp the main idea of Reading and use the information to talk to others about others’ problems .2．Aims of the ablilities:(1)To train the ability of getting information by reading.(2)To train the ability of retelling the story.3．Aims of the emotion:(1)To understand how to write about problems and express feelings.(2)To ask for advice to solve the problems.Part4. Teaching emphasis1．To get the ability of general reading and getting information by using various ways of expressing questions: ask and answer questions, tables, retelling and true or false questions.2．learn about the key words and expressions.Part 5. Teaching difficulties1．To recognize and understand vocabulary about problems.2．To ask for advicePart 6. Teaching methodsIn this topic, I will use five-step Teaching Method and Task-based language Teaching. I design some tasks to help the students learn. I think if I want to improve the students’ oral English, I should give them enough chances to practice and I will use pair work, group work to let the students take an active part in all kinds of activities. That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching. Thus, student-centered teaching method is well shown. Part 6. Teaching aidsProjector, computer and blackboardPart 7 Teaching procedurestep1. lead-inThe purpose is to arouse the students’ interest of study.Let’s have a free talk.T: Good morning, boys and girls. It has been almost two month since you became a Grade 9. Have you got used to the life as a graduate? Let’s have a test to see if you are doing well. Here is a picture and you can see many white and black dots in it. Are the black dots moving or not? If your answer is yes, put up your hands! Actually, the faster the black dots move, the greater pressure you have.Pressure comes from problems. Have you got problems? You look unhappy. What happened?S1：I didn’t go to bed until 12 o’clock. I am sleepy now.T：What have you done to solve this problem?S1: I don’t know.T：Do you have the same problem? Do you have any advice for him?S2: He should …T: Great! I think you all have great ideas. Here is my advice. First, plan your day carefully, so you can make full use of your time. Next, You should also manage to find time to rest. Because “all work and no play makes Jack a dull boy.”See? When we have problems, we should never keep them to ourselves. We can ask for advice. This is also what we are going to learn today “Problems and advice” Turn to page 50.Step2. Before readingThe purpose is to develop the skills of guessing and getting information from the introduction, the title and other obvious materials.T: Look at the introduction, the title and the names of the four teenagers on page 51. Then answer the questions.1)Where can you find the passage? ( On the Internet)2)What does Aunt Linda do?( She gives advice on an online newspaper.)3)What are the names of the four teenagers?(Anna, Peter, Simon and Julie)T: Skimming: Read the four posts and match the sentences with the four students.Step2. While reading1. Ask students to read the first post and answer the questions:The purpose is to develop the skills of skimming and how to gain the main ideaof the articles. It will help the students to grasp the main idea of this paragraph. Inthis way, the reading will be more effective. When the students answer the questions, it is also a progress of outputting the language based on the understanding of the text.1)Who is Anna worried about?She is worried about_____________________.2)Why is Anna worried about Jolin?Because she is _________________________.3)Why is she always dieting?Because she_______________________.4)What does Anna think of her friend?She thinks__________________________.2. Read the second post and fill the table.The purpose is to develop the skills of scanning and how to gain the details from the articles.3. Read the third post. Then decide whether the following statements are T (True) orF (False). Find the sentences in the post to support your answers.The purpose is to develop the skills of scanning and how to gain the details from the articles.( )My friends all laugh at me and say bad things about me.”( )I feel embarrassed when I smile or open my mouth.”( )I feel it was a mistake for my mother to make me wear these ugly braces4. Read the fourth post and answer the question below.The purpose is to develop the skills of retelling.1. What does Julie’s sister do to make Julie annoyed?( play the piano, take her things, make a mess)2.Read the fourth post carefully and finish the mind map.Step 4. Post-reading.Design idea: It is pretty necessary to make a conclusion of the whole passage. On one hand, it will help the students to get a better understanding of the passage about it’s purpose, main idea….On the other hand, it is a good chance for the students to review and realize all the reading strategies.Read the Internet posts again and complete the table on Page 53.Step5. GroupworkThe purpose is to train the ability of the students’ Oral English.Divide the students into group of 5. Make one of them to be the reporter. The reporter is going to interview the other four students(Anna, Peter, Simon, Jolin). Make a conversation.Reporter: Can I ask some question?Student1: Sure. Go head.Reporter : What’s your problem, Anna?Student 1: I am…Repo rter: why are you…?Student1: Because…Step 5. Homework1.Listen to the recording and correct the pronunciation.2.Write down the interview you make in class.3.Finish the corresponding exercises on your exercise book.教学反思本堂课教学思路清晰，教学过程流畅，学生兴趣浓厚，积极性高，课堂气氛好，较好地完成了预期目标，达到了《义务教育英语课程标准》的要求，基本体现了《义务教育英语课程标准》的理念。
九年级英语上册 Unit 4《Problems and advice》(第2课时)教案
通过自主学生培养学生的阅读理解能力
当
堂
检
测
(学习诊断 )
教师让学生通过这些阅读的自我阅读方式 ,从而将关键词复述Julie求助的问题 .
学生认读和理解单词annoying 和短语drive somebody mad, make a mess并对文章进行复述 .
培养学生的语言组织能力
课
堂
小
结
(梳理归纳 )
教师让学生齐读四封邮件内容 ,并大声的朗读 .
学生全班齐读文章内容 ,并将不会读的单词做记号 ,课后查字典 .
利用对文章的再次阅读从而复习邮件的内容
作业布置(检查反应 )
板书设计(突出重点 )
1.模仿录音的语音、语调 ,朗读课文 .
2.选择主阅读篇章中的一件的内容
教学难点
能谈论自己对四封邮件所反映的问题的看法 ,并尝试提出建议
教具准备
多媒体
教法运用
小组交流教学法 ,谈论法 ,讲授法
学法指导
自主学习、探究学习、合作学习
根本环节
教师授课过程 (教师活动 )
学生学习过程 (学生活动 )
教学意图
导入
新课
(检查预习 )
1.教师让学生翻开课文的文章 ,让学生朗读课文
2.让学生观察这些问题的意思 ,并在文章中寻找出正确的答句 .
学生阅读第|一封邮件 ,并且答复PPT中出现的问题 .如：
（1）Her friend Jo Lin.
（2）Because she wants to be a model.
分段阅读文章内容 ,深入理解全文
引
导
释
疑
英语九年级上册《Unit 4 Problems and advice Reading： Aunt Linda‘s advice page》_8
Unit 4 Problems and advice一、教材分析本单元围绕着“问题和建议”的话题来展开听、说、读、写的训练。
教材以四个不同青少年具有不同的困惑以及需要建议的网贴为载体，帮助学生如何就生活中存在的问题寻求相关的解决途径。
作为初三年级的学生，就如何解决存在的问题寻求正确的解决途径尤其重要。
语法方面是认识和正确运用句子成分，并培养学生完成一篇关文章寻求正确的解决途径或建议并尝试正确使用句子成分。
二、教学对象分析1.学生通过初一、初二的学习，对工具书和蛛网图的使用有一定的了解，通过对蛛网的介绍和用法，提高学习的自学能力和概括归纳能力，有利于开展本单元的听、说、读、写任务。
2.学生在初一、初二平时学习过程中就已经接触过了有关句子的成分以及本单元再通过系统地复习，在学习方式上引导学生学习归纳总结。
三、单元教学目标1.认知目标：2. 思想情感目标：通过谈论“问题与建议”的相关话题，帮助学生如何就自己存在的各种问题寻求正确的解决方法。
3. 能力发展目标：1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。
2）在学习中提高交流和传递信息的能力，在写作中正确运用连词使文章更连贯和流畅。
3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。
四、单元教学重点1. 学生熟练掌握重点词语，词组及句型。
2．指导学生利用所学句型正确表达思想、进行交际活动。
3．指导学生归纳、总结动词不定式的用法，并在实践运用中熟练运用。
五、单元教学难点1.句子成分的归纳整理及运用。
六、教学策略1. 引导学生积极主动的通过预习完成可以自己学会的部分，课堂学习完成学习的重难点，通过复习及归纳总结完善单元的学习。
2. 在教学中以旧带新，引导学生用正确的句子表达思想。
3. 适当补充与课文话题相关的内容，拓展学生的阅读视野。
七、学习策略1．初步接触略读（skimming）和找读（scanning）这两种阅读策略。
英语九上-Unit4教案(写作)
And we should express thanks to our hard-working teachers who teach us much knowledge. Besides, our friends always give us encouragement and help.
Yours, Li Lei
提示词：允许permission偿还pay 要求：
1. 80个词左右。开头和结尾已给出，不计入总词数内； 2. 必须包括以上全部要点，可以适当发挥； 3. 文中不得出现真实姓名和校名； 4. 条理清楚，语句通顺，意义连贯，书写规范。
Dear Li Lei,
I know your problem. _____Y_o_u_’_v_e_m__a_d_e_t_w_o_______ __m_i_s_ta_k_e_s_._F_i_r_s_t，___y_o_u_u_s_e_d__y_o_u_r_c_l_a_ss_m__a_t_e’_s_p_e_n______ __w_i_th_o_u__t _h_e_r_p_e_r_m__is_s_io_n_._S__ec_o_n_d__，__w_h__en__y_o_u__b_r_o_k_e___ __th_e__p_e_n_，__y_o_u__d_i_d_n_’_t _t_el_l_h_e_r_t_h_e__tr_u_t_h_._Y_e_s_，__y_o_u_____ __m_u_s_t_t_e_l_l _h_e_r_im__m__e_d_ia_t_e_ly_._I_f_y_o_u__t_el_l_h_e_r_t_h_e__tr_u_t_h_，___ __p_e_r_h_a_p_s_s_h_e_’_ll_b_e__a_n_g_r_y_w__it_h_y_o_u__，__b_u_t_a_t__le_a_s_t______ __y_o_u_’l_l_p_r_o_v_e_t_h_a_t_y_o_u__a_r_e_h_o_n_e_s_t_. __________________
初三英语Unit 4 Problems and advice Reading学案
初三英语Unit 4 Problems and advice Reading学案Unit 4 Problems and adviceReading ActivitiesIntroduction:In this unit, we will be focusing on different types of problems that people face in daily life and how to give advice to solve those problems. We will explore different situations and scenarios to understand the problems and learn various solutions. This will help us in developing problem-solving skills and effective communication in English.Learning Objectives:By the end of this unit, students will be able to:1. Understand different types of problems and their causes.2. Learn effective problem-solving techniques.3. Know how to give advice and suggestions.4. Enhance reading and comprehension skills.Pre-reading Activities:1. Brainstorming: In groups, discuss different types of problems people face in their daily lives. Write them on the board.2. Vocabulary Building: Match the vocabulary words related to problems with their meanings.- Anxiety: a feeling of worry or unease about something with an uncertain outcome.- Conflict: a serious disagreement or argument.- Solution: a means of solving a problem or dealing with a difficult situation.- Decision: a choice made after careful thought.- Peer pressure: influence from members of one's peer group.- Stress: mental or emotional strain or tension resulting from demanding circumstances.3. Prediction: Based on the title and the bolded words in the text, predict what the reading passage might be about. Discuss in pairs. While-reading Activities:1. Skimming: Read the passage quickly to get a general idea of the content. Mark any words or phrases that you don't understand.2. True/False Statements: Read the statements given below and decide if they are true or false according to the passage. Correct the false statements.- All problems have one and only one solution.- Problems can be categorized into different types.- Peer pressure is a positive influence on individuals.- Problem-solving techniques are not effective in real-life situations.- People always ask for advice when they face problems.3. Scanning: Read the passage again and answer the following questions:- According to the passage, what are some common types of problems that people face?- What is the importance of problem-solving techniques?- How can peer pressure impact individuals?- Why is it important to seek advice when faced with problems? - What are some effective ways to give advice to others?4. Vocabulary in Context: Find the words from the vocabulary list mentioned in the text and write down the sentences in which they are used. Discuss their meanings in pairs.5. Discussion: In groups, discuss a time when you faced a problem and successfully solved it. Share the experience with the class. Post-reading Activities:1. Role Play: Work in pairs and act out a conversation between two friends. One friend has a problem, and the other friend gives advice on how to solve it. Use the problem-solving techniques discussed in the passage.2. Advice Column: In groups, create an advice column where students can write their problems and seek advice from their peers. Discuss the problems mentioned and provide possible solutions.3. Reflection: Write a short paragraph reflecting on what you have learned from the reading passage. Discuss the importance of problem-solving skills and effective communication in solving real-life problems.Conclusion:Reading and understanding different types of problems and their solutions is an essential skill. It helps us in developing problem-solving techniques and effective communication skills. In this unit, we have explored various problems people face and learned how to give advice and suggestions. By using these skills, we can help ourselves and others find solutions to the problems they face in their daily lives.。
Unit4 Problems and advice Listening 教案2021-2022学
九年级上册 Unit 4 Listening 教学设计课题：九年级上册，Unit 4 Listening教学内容：What should I do ?课型:听说课教学时间：40分钟教学内容分析：本单元学习的是学生写求助信给校辅导员说明自己遇到的麻烦，以寻求辅导员的建议。
本节课的授课内容设置主要是：第一，让学生学会听录音辨别他人的问题是什么；第二，通过听力了解学校辅导员的工作是什么，主要做些什么；最后，通过运用这单元前面的课所积累的以及这节课新学的词汇和句型，通过对话的方式输出，来达到训练口语和锻炼学生解决问题的能力的目的。
帮助学生在解决问题中提升语言运用能力，鼓励大胆创新语言。
由于任务贴近学生生活和经验，该课型内容应该是能激发学生学习兴趣的。
学生学情分析：本班学生中，绝大部分的学生的都具备了一定的听力水平，但相对落后的个别学生依然存在，部分中下学生也有羞于开口的现象。
所以在教学过程中，始终重视夯实基础为前提，并在实施中关注差异。
本节课是以听力为主，口语输出为辅，而学生对求助方面的话题与词汇有一定量的储备，但是为了让学生更自信地进行听力和口语训练，也相应设置了一些辅助，如：增加听力题目和提供口语句式。
教学目标：1. 认知目标：1）通过听不同情境的陈述，让学生学会判断所描述的问题是什么。
2）培养学生听力前预测和听力过程中速记笔记的能力。
2．能力发展目标：1）通过听力技巧的点拨，培养学生形成正确有效的听力策略，如：听前预测，根据语境猜测听力材料，读图读题查找核心信息，细听搜寻细节信息等，从而提高他们的听力。
2）培养学生探究学习、合作学习、自主学习的能力。
3. 情感目标：让学生明白在日常生活中，我们也可以主动去关心帮助他人的道理。
教学重难点：1）让学生掌握听力过程中需掌握的相关技巧。
2）听懂材料，顺利完成相关的听力活动。
3）通过思考和练习，学会用英语表达对他人提出帮助。
二、教学流程设计。
九年级英语 U 4 Problems and advice教学设计
Because Anna needs advice on what
she can do to help Jolin.
Peter
1. What did Peter see in the street yesterday?
He saw a sick lady lying in the street.
2. What’s the attitude of Peter’s friends towards the sick lady?
Look at the introduction, the title and the names of the four teenagers on page 51. Then answer the questions.
People write to ask for help with their problems
Julie
1. What’s the habit of Julie’s sister?
She has a habit of playing the piano when
Julie is studying.
2. How does Julie feel when she lives with her sister? Her sister is driving her mad.
Simon EmbarrassebdelHoiws f.r(iePnd5s3_)a_l_l_la__u_g_h__a_t_h_i_m_
about an_d_s_a__y_b_a__d_t_h_i_n_g_s__a_b_o_u__t _h_i_m.
h__is__b__r_a_c_e_s
Julie
Annoyed with her sister
九年级英语上册 Unit 4《Problems and advice》教案6 (新版)牛津深圳版
效
果
评
价
与
反
思
4.Present different situations and ask students to choose one of them to write an email to ask for advice using the email on page59 andtheexpression given to help you.
3.Studentshave an active attitude to problems or difficult situations in daily life after learning this lesson .
教学重点
Students can write to ask for advice inemailfacing problems or difficult situations in daily life.
②Read the email loudly.
2.Finda passage which is related to theemailwriting about a school girl asking for advice . Then ask students to do a reading comprehension3.①Explain the way of writingan email and structure of an email. Then ask students to complete the in P59 A.
1Ask students to speak outsomeproblems they meet intheirschool or daily life.
英语九上《Unit 4 Problems and advice Writing： An email to Aunt Linda》_14
Talk about their problems and share their feeling
Arouse Ss’ interests and practice their oation
Step2: lead in
Do you like babies?
Topic 5. Problems and advice教学设计
topic
Problems and advice
Time
One period
type
Writing
Teaching aim
1. revise the topic of problems and advice
2. revise the vocabulary and sentences about problems and advice.
Equipment
Multimedia; PPT; Blackboard; Exercise paper
Procedures
Steps
Teaching’s activity
Students’ activity
Purposes
I.
Review
Step1: warm up
show some pictures of problems in life.
Help ss know how to write a full and correct sentence.
Step7: ask ss to write the article
Write the article
Practice writing an article
Step8. ask ss to evaluate their own article and then evaluate the article each other.