9A Unit 3 Welcome 集体备课课件
[译林版]9A Unit3 Welcome to the unit教学课件
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sleep
homework
noise
friends
marks
parents
Work in pairs
A: What problems does … have?
B: He/She …
Work in groups
A group report on our own problems.
Listen and answer
What problems do teenagers have?
He feels tired and _______. sleepy He didn’t get _______ enough ______. sleep
What problems do teenagers have?
doesn’t have She feels ________ lonely because she ___________ doesn’t have any close ________. friends
10: 00 p.m.
It’s 10:00 o’clock. My parents haven’t come back. They are busy with their work. They don’t have time for me. I have to look after myself.
What problems do they have?
What problems do teenagers have?
We get too many tests and exams. There is too much homework to do every day. We don’t have enough time.
2020年牛津译林版英语初三上册(9A)Unit3 Welcome课件
He _p_r_e_f_e_r_r_e_d __w__o_r_k_in_g_ __to______playing in the past. He _p_r_e_f_e_r_re_d____t_owork r_a_t_h_e_r__th_a_n__p_la__y___in the past.
Read and answer the questions. 1. What problem does Eddie have?
Eddie is getting fat. 2. What is unhealthy for Eddie?
Eating too much. 3. What is Hobo’s suggestion?
He should eat less and exercise more.
4. Why does Hobo tell Eddie not to eat too much? Because he wants to eat the food himself.
What should (not) you do if you want to solve your problems?
The teacher __a_d_v_i_s_e_s_ us __t_o_ _u_s_e_ a dictionary more.
II.完成句子。
1. I heard _t_h_a_t_ he _w_o_u_l_d__b_e_b_a_c_k__ an hour later. （ 我听说他一小时后回来。）
me to buy.
• 6. manage your time better • 作及物动词，意为“控制；对付；照管”。 • The girl is good at managing her money.
九年级英语上册 Unit3 Welcome to the unit课件 牛津译林
Daniel
I don’t have any close f_r_i_en__d_s_ to talk to. Sometimes, I feel lonely.
❖11、凡为教者必期于达到不须教。对人以诚信，人不欺我;对事以诚信，事无不成。 ❖12、首先是教师品格的陶冶，行为的教育，然后才是专门知识和技能的训练。 ❖13、在教师手里操着幼年人的命运，便操着民族和人类的命运。2022/1/172022/1/17January 17, 2022 ❖14、孩子在快乐的时候，他学习任何东西都比较容易。 ❖15、纪律是集体的面貌，集体的声音，集体的动作，集体的表情，集体的信念。 ❖16、一个人所受的教育超过了自己的智力，这样的人才有学问。 ❖17、好奇是儿童的原始本性，感知会使儿童心灵升华，为其为了探究事物藏下本源。2022年1月2022/1/172022/1/172022/1/171/17/2022 ❖18、人自身有一种力量，用许多方式按照本人意愿控制和影响这种力量，一旦他这样做，就会影响到对他的教育和对他发生作用的环境。 2022/1/172022/1/17
九年级牛津版9A
Unit 3 Teenage problems
Welcome top
Listen to the tape and answer the questions below:
1.What’s Eddie’s problem? He’s getting fat.
What should we do?
Talk to your parents Ask teachers for help Share with your friends your worries Keep a diary …
Present your advice.
牛津译林版英语九上9aunit3welcometotheunit课件
ቤተ መጻሕፍቲ ባይዱ
What have you remembered?
Eddies tells Hobo that he __h__a_s____ a problem. He is g__e_tt_i_n_g_ _f_a_t__ . Hobo has a look at his stomach and tells him that it’s unhealthy _f_o_r_ him __t_o__ __e_a_t_ too much. Hobo also tells thoim e_x_e__rc_ise _________ more.
Homework
1. Recite the dialogue. 2. Remember the words and useful expressions.
Sometimes I feel lonely. 5. Sometimes I get low _m_a__rk_s_ in exams. I feel sad. 6. My _p__a_re__n_ts____ work all day. They don’t have
time for me.
go to bed early and don't watch too much TV
I get low exams. sad.
My parents work all day. They don’t
have time for me.
1. I don’t get enough ___s_l_e_e_p_. I feel tired in class. 2. I don’t have enough time to do my _h_o__m_e_w__o_r_k. 3. The TV is always on at my home. The _n_o_i_s_e___ almost drives me mad. 4. I don’t have any close _f_ri_e_n_d_s____ to talk to.
9AUnit3集体备课教案(共10课时)
9A Unit 3 Teenage problems第一课时Welcome to the unitPart ATeaching objectives:1. To talk about problems and their causes2. 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 B1. 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 studyLonely Argue with cousin/classmate/parent Parents are always busyRead 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ReadingObjectives:1. To understand how to write about problems and to express feelings2. To ask for advice3. 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 thosepages.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 keepearlier laterfocus helpforget about school workgive up rememberhobby ignorehomework go homepain ti ng studyspe nd hours work hardtime draw ingstay out hours2. 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 homewpain ti ng spe nd hourstime stay out3.0nce students are clearabout 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 VocabularyTeaching 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 problemsTeach ing procedures:Part A1. 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 ntskeep (opposite) later (opposite) help(synonym) school work (relatedword/opposite) remember (opposite)ignore (opposite) go home (opposite)study (related word) work hard(related word) draw ing (relatedword/s ynonym) hours (related word)have read out the an swers, ask them to make sentences using the phrases un der the pictures.Part B1. 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GrammarTeaching objectives:1. To use wh- ” words + f b "infin itives to talk about problems.2. To lear n about sentences types3. To study five kinds of sentences structures4. To lear n to use object compleme ntsPart A1. Remind students that when we talk about wh- ” words, we mean question words. i.e., what, when, why, where, who, how2. 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, askstude 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 thisexercise.\For weaker classes, tell students that it may be easier it may be easier if they find either the wh- word orfo"-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 ofSigm 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 B1.2.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 C1. 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 D1. 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 skillsObjectives:1. To extract information from a student profile2. To write notes about a student profile3. To extract information from a conversation4. 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 skillsObjectives:1. To form the habit of proofreading and revising work2. To recognize common language mistakes3. 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 wantto 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 taskObjectives:1. To answer a quiz about causes of stress2. T o make a writing plan for a letter3. To write a letter about stress problemsTeaching 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 ora 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 outObjectives: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 so3. To allow students to check their progress and ask any questions they may still haveTeaching 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 time6. Ask students whether they think Sigmund Friend gives good or bad advice. For less able students, accept a “yes”/ ”no”answer. For more able students, ask them to explain their answers.Part B:1.Explain to students that in Part B, Amy is thinking these wishes. Ask students why she does not say the words aloud. If students cannot tell you, explain that Western countries, people believe if you say a wish aloud, it will not come true.2.Ask students to write the answers to this exercise on their own. Then students check their answers in pairs. Homework: 《与课堂同行》第十课时。
牛津译林英语 九年级上册Unit3Welcome (共28张PPT)
Listen carefully and answer the questions.
1. What’s Eddie’s problem? He’s getting fat.
2. Why is that? Because he always eats too much.
3. What should he do then? He should eat less and exercise more.
I don’t have enough time to do my _h_o_m__e_w_o_r_k__.
The TV is always on at home. The _n_o_is_e_ almost drives me mad.
I don’t have any close _fr_i_e_n_d_s__. Sometimes I feel lonely.
This student has a lot of homework to do.
The boy are not very good at running on the beach.
The boy is overweight / too fat.
The girl is being laughed at.
__st_o_m__a_c_h__. Hobo: You eat too __m__u_c_h__. Eddie: What should I do then? Hobo: Eat__le_s_s__ and exercise __m_o_r_e___. Eddie: Thank you __fo_r__ your advice, Hobo. Hobo: You are welcome.
The useful expressions
2018-2019学年牛津译林版9A英语Unit3 Welcome to the unit课件
Guess: What is Eddie’s trouble?
Listen and put the pictures in the right order.
a
b
c
d
b
d
a
c
1. What is Eddie’s trouble? He is getting fat. 2. What advice does Hobo give Eddie? He advises Eddie to eat less and exercise more. 3. How will Hobo help him? He will finish the food for Eddie. 4. Is Eddie happy with that? No.
Giving advice
Kitty Simon Daniel Amy
Sandy
I think … should …
Work in groups
A: I A: …, I have a problem. B: Mum B: What’s wrong with you? C: Dad A: … What should I do then? B: Perhaps you should … A: Can you give me some advice, …? A: I B: Friend 1 C: Why not/How about …? A: OK. I’ll try. Thank you very much. C: Friend 2
Who does Millie share her problems with?
Her muis Mum’s advice to Millie? Millie should manage her time better and go to bed earlier.
译林牛津版 9AUnit3 welcome to the unit公开课教学课件共32张PPT
Objectives To understand the comic strip To find out your own problems To think how to deal with your problems To learn the new words and expressions
I don’t get enough sleep I feel tired _____. in class.
I don’t have enough time homework to do my __________.
The TV is always on at noise my home. The _____ almost drives me mad.
I don’t have any close friends Sometimes, I _______. feel lonely.
Sometimes I get low marks in exams. I feel ______ sad.
parents work all My _______ day. They don’t have time for me.
Let’s see which group does the best.
1. Role play the conversation in groups; 2. Role play the conversation in front of the class.
Make up your own dialogue A: Do you have a problem? B: Yes, I do. I … A: Oh dear. B: What should I do ? A: You should… B: OK, I’ll try.
牛津译林英语 九年级上册Unit3Welcome (共19张PPT)
I am crazy about the computer games.
1. Why does she feel sleepy in class?
Because she doesn’t get enough sleep.
2. What does her mum advise to do? Her mum says that she should manage her time better and go to bed earlier.
Millie
She often feels tired and sleepy in class because she doesn’t get enough sleep.
My parents only care about my grades.
I am fat. Classmates laugh at me.
1. What’s wrong with Eddie? He is getting fat.
2. What is Hobo’s advice?
Hobo advises him to eat less and exercise more.
Hobo, I have a problem.
Good. I’ll finish the food for you then.
I’m getting fat. Look at my stomach. Maybe you are right. You eat too much. Why not eat less and exercise more?
What’s wrong, Eddie?
Recently Eddie _h_a_s_ a problem. His _s_to_m__a_c_h looks bigger than before. He’s _g_e_t_ti_n_g fat because ofe_a_t_in_g_ too much.
牛津译林版2019-2020学年(9A)英语Unit3Welcome课件
down. 6. _E_a_t_in_g_ (吃) too much makes you fat. 7. It’s _u_n_h_e_a_l_th_y_ (不健康) for you to eat
too much sugar. 8. She doesn’t have any _c_lo_s_e_ (亲密)
translation
• 1我没有足够时间做作业。 • I don’t _h_a_v_e_e_n_o_u_g_h_ti_m_e__ _to____ _d_o____
homework. • 2我没有足够的钱买这种手机。 • I don’t have _e_n_o_u_gh__m_o_n_e_y_t_o___ _b_u_y___
6. 考试中得低分
7. 亲密的朋友
8. 得到足够的睡眠
• 练一练：翻译下列句子 • 这个车站离我们家最近。
• This station is the closestone _t_o_____
our home. • 他是我的一位密友。
• He is a c_l_o_se____ friend of _m_i_n_e_____.
mad
发疯的 生气的adj
Getting low marks make her mother
angry and drive his father mad.
使……发疯
Activity 1—New words teenager 青少年n. teenage 青少年的adj. perhaps 或许，可能 adv. exam 考试，测试 n. =examination mad 发疯的,生气的 adj
II.翻译下列句子
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词汇（ 词汇（vocabulary)教学 教学
语言知识目标
词汇
功能 话题
了解get的各种意思，学习get a bus,get 的各种意思，学习 了解 的各种意思 angry, get low marks,get home late,a lot of traffic, 能够用所学的词汇描述烦恼 谈论个人的烦恼
根据所读、所听信息， 根据所读、所听信息，记下你所需要的内容 拼写、词形无错误。 ，拼写、词形无错误。
综合技能教学（ 综合技能教学（一）听的训练
重重点：听懂文中的听力材料，完成任务。 重重点：听懂文中的听力材料，完成任务。在听力训练 的过程中传授听的方法和步骤。 的过程中传授听的方法和步骤。 做法：将听的过程进行分解，明确每个阶段的任务。 做法：将听的过程进行分解，明确每个阶段的任务。 问问题:What 问问题:What should you do first if you go to a youth worker to ask for help? 阅阅读:阅读已知的材料 填写部分内容； 阅读已知的材料， 阅阅读 阅读已知的材料，填写部分内容；再读带着问题 听 写写：将所读所听的内容连起来，写出一篇简单的文章 将所读所听的内容连起来，
掌握1.at 掌握1.at the moment 2.hand in 3.on time 4.feel bad about 5.focus on 6.achieve a balance 7.hear from 8.be crazy about 9.stay out late 10.ask me to come 11.from time to time 12.make our lives colourful 结构及其用
生明白什么动词才能有这样的用法
语法教学（ 语法教学（二）
重点：区分宾语补足语，了解简单句的五种句式 重点：区分宾语补足语， 难点： 难点：如何区分句子成分 教法：复习旧知，翻译句子，讲解难点及重点， 复习旧知，翻译句子，讲解难点及重点，
反复练习
综合技能（ 综合技能（integrated skills)教学 教学
阅读(reading)教学（第二～四课时） 教学（第二～四课时） 阅读 教学
重点：分析语言知识结构， 重点：分析语言知识结构，学习语言知识 导入： 导入：提出问题复习课文 讲解：利用书本原有的语言材料，先挖空填词，后 讲解：利用书本原有的语言材料，先挖空填词， 进行适当的拓展 练习： 练习：针对语言点训练巩固
语法：句子： 语法：句子：1.Eating too much makes you healthy. 2.Running and swimming are good for you. 3.The TV is always on . 4.I always quarrel with my cousin.
语言技能目标： 语言技能目标： 的对话， 听：能听懂Eddie 与Hobbo 的对话， 能听懂Eddie 说：能够初步运用所学知识表达自己的烦恼，并给 能够初步运用所学知识表达自己的烦恼， 予他人简单的建议 读：读准本节课中出现的四会单词，流利地朗读对 读准本节课中出现的四会单词， 话。 写：能够正确而流利地写出四会单词，写出简单的 能够正确而流利地写出四会单词， 句子表达烦恼
重点： 重点：get 的各种含义
运用动词get来谈论烦恼 难点：运用动词 来谈论烦恼 运用动词
教学过程： 教学过程：
由复习翻译句子入手， 导入：由复习翻译句子入手，让学生了解英语中存在大量 由复习翻译句子入手 的一词多意现象
练习：学生展示自己的句子，熟悉get 的各种意思， 练习：学生展示自己的句子，熟悉 的各种意思， 拓展：学生运用所学的有关 get的意思，将图片的情节连成 拓展： 的意g)
介重点： 介重点：介绍与讲解阅读方法 指导学生自主学习， 指 指导学生自主学习，获取知识的方法 。
语言知识目标 熟读四会单词achieve, strict, support, offer, 熟读四会单词achieve, 语音 词汇
suggestion , valuable, succeed,skill,list 知道四会单词focus achieve，strict，support， focus， 知道四会单词focus，achieve，strict，support， offer，suggestion，valuable，succeed，skill的 offer，suggestion，valuable，succeed，skill的 读音，用正确的语音语调朗读课文。 读音，用正确的语音语调朗读课文。
交际 资源
引导学生有意识探讨当代青少年的问题寻求问题 解决的办法
阅读(reading)教学（第一课时） 教学（第一课时） 阅读 教学
重点：从整体上理解课文的内容，把握文章的整体结 重点：从整体上理解课文的内容， 构 难点： 难点：了解如何描写烦恼 表达自己的心情 教学过程： 教学过程：
阅读(reading)教学（第一课时） 教学（第一课时） 阅读 教学
学习策略目标 认知 调控
课前预习， 课前预习，了解青少年的烦恼 明确本节课的学习目的及主要内容， 明确本节课的学习目的及主要内容，即了解 Millie和 的问题， Millie和Simon 的问题，以及探讨如何寻求帮助 及建议；掌握文章的写作结构， 及建议；掌握文章的写作结构，掌握文中出现的 语言点和知识点。 语言点和知识点。积极参预到学习过程中的各项 活动中来。 活动中来。 角色扮演采访两位同学
教学过程： 教学过程： 讨论:Do you have any problems? 讨论 If you do ,what should you do? 阅读： 阅读：找出文章的整体结构 再读：完成表格， 再读：完成表格，Find out their problems 展示：角色扮演 展示：角色扮演Interview 讨论： 讨论：How to solve these two students’ problems
学习策略目标 认知 调控 交际 资源 能够课前预习，熟读四会单词， 能够课前预习，熟读四会单词，发现问题 分组讨论， 分组讨论，合作学习 小组讨论talking about their problems 小组讨论 giving advice 针对学生提出的问题， 针对学生提出的问题，上课共同探讨解决 的办法， 的办法，课后查找资料
Unit 3 Teenage problem
Unit 3 简析
地位： 地位：本单元处于第一板块的最后一个单 话题与学生的生活十分接近； 元，话题与学生的生活十分接近； 话题：谈论青少年问题 话题： 中心任务：1.学会表达忧虑及烦恼以及烦 中心任务：1.学会表达忧虑及烦恼以及烦 恼的原因; 恼的原因; 2.学习如何给予朋友以支持 2.学习如何给予朋友以支持 及建议
兴趣， 兴趣，并让学生带着问题听对话材料 Step 2:分析与他人分担问题，提出建议的句式 分析与他人分担问题， Step 3:在熟读对话的基础上让学生模仿编对话，进行 在熟读对话的基础上让学生模仿编对话， 拓展训练
中心任务(main task)教学 中心任务 教学
语言知识目标： 语言知识目标：
第一课时
重点： 重点：谈论烦恼及原因 难点： 难点：要求学生能够讲述个人的烦恼及如何处理 这些问题 导入：由讨论Eddie 的问题入手 导入：由讨论
What is Eddie’s problem? What advice did his friend Hobbo give him? 展示： 展示：Class 1,Grade 9学生的问题并进行归纳 学生的问题并进行归纳 (study,getting with others etc.) 图片展示一些学生的问题， 图片展示一些学生的问题，学生讨论给出问题的 建议
握句型的种类；了解五种简单句的结构， 握句型的种类；了解五种简单句的结构， 学会使用 宾语补足语
话题： 话题：谈论烦恼及对策
语法教学（ 语法教学（一）
重点： 重点：wh+动词不定式 ，句子的种类 动词不定式 教法：观察法， 教法：观察法，词形填空 复习导入:复习 导入新课， 复习导入 复习Wh- 导入新课， 练习巩固：创设不同人的烦恼情境句子练习巩固， 练习巩固：创设不同人的烦恼情境句子练习巩固，并使学
语法
法
功能 话题
能够复述课文 Millie与 Millie与Simon 的烦恼
语言技能目标 听 说 读 写
听课文录音， 能在正常的语速下， 随课 听课文录音 ， 能在正常的语速下 ， 文的录音看完全文。 文的录音看完全文。 能够复述Mille 与Simon 的问题与烦恼 能够复述
读准本节课中出现的四会单词， 读准本节课中出现的四会单词，流利地朗 读课文，正确断句。 读课文，正确断句。 正确而流利地写出四会单词。能用课文中的重要 正确而流利地写出四会单词。 短语造句，完成评价手册中的相关练习。 短语造句，完成评价手册中的相关练习。
语音：知道四会单词 语音：知道四会单词stomach,quarrel的读音 的读音
词汇：单词 词汇：单词:teenage, quarrel, 短语:get fat, get enough food, get enough sleep 短语 be on ,feel tired ,feel lonely, quarrel with, have enough time to do my homework
一篇讲述Millie 的故事 一篇讲述
语法（ 语法（grammar)教学 教学
语言知识目标 词汇：掌握四会单词while, coffee,black,prove, 词汇：掌握四会单词
interested, rather,name, mark , article, diet
功能：学习“ 动词不定式结构及其用法， 功能：学习“Wh”+动词不定式结构及其用法，掌 动词不定式结构及其用法