英语九年级上册《Unit 4 Problems and advice Reading： Aunt Linda‘s advice page》_19
Unit4 Problems and advice—Reading& more practice
the 1st period
一、教学内容分析
阅读一份在线报纸大读者问专栏中的4封邮件，了解4名青少年的困惑和苦恼，初步接触征求建议的表达方法。
二、学情分析
1）所教班级综合英语水平率高于同类班级。
学生基础较好，所以文章阅读难度不大，但班级学生水平差距大，所以让学生独立发表建议还是有困难。
常用解决办法：小组合作学习，确定中心发言人，其他组员再补充。
学生也喜欢和习惯这种学习方式。
2）在学生生活中也常遇到文章所提及的类似问题，而且他们中相当一部分学生在遇到类似困难时如何解决、如何求助存在一定的困难。
三、教学目标：
1.语言能力：1）运用阅读策略猜测词义、获取细节信息，理解主旨大意，判断作者的情感态度；
2）表达观点和建议，参与讨论。
2. 学习能力：1）利用题目、插图等信息理解主题；
2）通过互相讨论，培养“学他人之取长，补己之短”的学习策略和交际策略；
3) 遇到困难能有效的寻求帮助。
3. 思维品质：通过对人物情感态度的理解，培养分析和判断能力
通过给建议提供帮助，培养逻辑思维能力和理性思维能力。
4. 文化品格
培养学会理解他人、尊重他人的品质和乐于助人的精神品质
四、重难点：
1)能根据上下文猜测单词：model, regret, awful, ashamed, embarrassed, annoying;
2)理解文章的内容并发表自己的建议。
五、教学方法：情境教学法、任务型教学法、交际教学法
六、教学设计：
Step 1 : Lead-in
Present some pictures to remind the students of their problems they face in their daily lives.
1.What problems do you often face in your daily lives?
2.How do you deal with the problems?
3.Whom will you ask for advice? Why?
Step 2 Before-reading
1.Where can you read the passage?
2.Who is Linda?
Step3 While-reading
1.Skim the passage, find out the main ideas of each paragraph, then match the pictures.
2.Fast-reading
How do the four teenagers feel about their problems?
3.Detail questions: read post by post.
Step 4 Group work: One group solve one problem.\
Ask what they wanted to do, then give advice for their problems.
Step 5 Report and compare their advice with that in More practice.
Whose advice is the best?
反思：备课时，总想把所有的教给学生，这样往往就会导致任务有了，但就没办法落实。
上公开课前期多设置了一个内容，大概需要12分钟，最后还有一个环节，描述自己生活学习中的问题，并当场向同学求助。
但最后考虑时间不够，把这个环节安排在第二各课时。
这样正式上课时的内容少了些，各个环节的任务落实时间就充裕很多。
整体效果还不错。
在课堂第4个环节，what they wanted to do 学生一开始抓不住要点，后来改成要学生回答核心词语，给出句式框架，学生就容易理解和回答了。
为此节约一些时间。
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。
沪教版英语九年级上 Unit4 Problems and advice Reading I 教学课件
wearing braces
___s_a_y__b_a_d_t_h_i_n_g_s____ about him. It was
feel embarrassed about
因某事而感到尴尬
___a_m__i_st_a_k_e__ for his mother to make him wear braces.
1 What do you think of these four students? They are active to get the problems solved. 2 Why ? Because though they had negative feelings, they still wrote down their problems and asked Aunt Linda for help. 3 What do you think of their ways of solving problems? They are safe, effective and reasonable.
Pre-reading
Read the first sentence of each Internet post and circle the correct answers.
1. Anna is worried about _________
A. her cousin
B. her sister C. her friend
While-reading
Read and help Aunt Linda summarize the problems of the four teenagers.
Who
What
Julie _A_n_n_o_y_e_d__w_i_th_ her sister
2022—2022新牛津版九年级英语上册unit4ProblemsandAdvice语法知识点解析
2022—2022新牛津版九年级英语上册unit4ProblemsandAdvice语法知识点解析unit4ProblemandAdvice语法部分考点解析】英语中的句子成分一般包括主语、谓语、宾语、定语、补语、状语和表语等七类。
A.主语指的是句子要表达，描述的人或事（物）。
其是句子叙述的主体。
请看下面句子的划线部分：B.谓语是说明主语做了什么事或处于什么状态。
谓语由动词来充当，一般放在主语的后面。
助动词必须跟实义动词连用，整个部分作谓语。
请看下面句子的划线部分：4.Samtochoolonfoot.C.宾语是动作的对象或承受者，一般位于及物动词或介词后面。
英语中的宾语包括直接宾语和间接宾语。
请看下面句子的划线部分：D.定语可描述名词、代词、短语或从句的性质、特征范围等。
定语可由名词、形容词、动名词和形容词作用的词、短语充当。
如果定语是单个词，定语一般放在被修饰词的前面，称为前置定语。
如果是词组，定语放在被修饰词的后面，称为后置定语。
请看下面句子的划线部分：4.Idon’tknowtheboyE.状语用来说明事物发生的时间、地点、原因、目的、结果方式、条件或伴随情况、程度等。
状语可由副词、短语以及从句来充当。
请看下面句子的划线部分：Iwon’tgothere.F.补语用来补充说明结果、程度、趋向、可能、状态、数量等。
可回答“怎么样”、“多少次”、“何地”、“何时”、“什么结果”等问题。
补语通常放在中心语的后面。
补语多用形容词、数量词、介宾结构来充当。
请看下面句子的划线部分：G.表语用来说明主语的身份、性质、品性、特征和状态。
表语常由名词、形容词、副词、介词短语、不定式、动词的-ing、从句来充当。
表语常位于系动词，appear，eem，look，ound，feel，get，mell...)之后。
如果句子的表语也是由一个句子充当的，那么这个充当表语的句子就叫做表语从句。
请看下面句子的划线部分：巩固练习】请判断下面划线部分的句子成分：5.Amy’jobi。
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。
牛津深圳版英语九年级上册Unit4基础知识讲解+练习题(含答案)
牛津深圳版英语九年级上册Unit 4 : Problems and advice I. Words and phrases:II. Key points of vocabulary:1.online adj. 在线的反义词 off-line You can chat to other people who are online. diet n. 规定饮食（be) on a diet 节食2.regret v. 懊悔同义词 be sorry forregret doing sth regret (that)I now regret leaving school so young.He was beginning to regret that he'd come alone.3.though conj. 虽然, 尽管同义词 although though 可放在句首或句中，不能与but 连用Though she's almost 40, she still plans to compete.Tom kept himself in though he was very angry.4.ashamed adj. 惭愧；羞愧feel ashamed of/at be ashamed to do sth ashamed thatI felt ashamed of the things I'd said to him.I'm ashamed to admit it.I'm ashamed that I haven't replied to your letter yet.5.mad adj. 很生气；气愤 especially angrydrive sb. mad 让某人受不了 mad at sb mad about sth go/get mad We get mad at each other sometimes.There's no need to get mad about it!Look at this mess! Mum will go mad!Her behaviour drives me mad.6.mess n. 杂乱；不整洁messy adj. 杂乱的；不整洁的make a mess 搞得一塌糊涂The house was a _______________ The house was _______________ When I got home, the house was a complete _______________7.annoying adj. 使恼怒的；使生气的annoyed adj. 恼怒的, 气恼的annoy v. 使生气, 惹恼类似构词：interest -interesting-interested surprise-surprising-surprisedfrighten-frightening-frightened excite-exciting-excited8.out of place 格格不入I felt out of place at the birthday party.hear from 收到某人的信件同义词 get/receive a letter from9.none pron. 没有一个；毫无She waited for a reply, but none came.Even an old car is better than none.None of my friends phone me any more.none/no one区别：none:一般用来回答how many +n, how much +n 及含any+n引起的疑问句no one:回答who,及含anyone,anybody引起的疑问句 none of one's business 与某人无关10.careless adj. 粗心造成的反义词 careful11.fail v. 不及格;失败反义词 succeed failure n. 失败 success fail to do sth12.request n. 要求；请求v. 要求；请求13.hate v. 厌恶；憎恶同义词 dislike 反义词love14.polite adj. 有礼貌的反义词 impolite/rude politely adv. politeness n.15.exam n. 考试同义词 examination / test pass/fail an examugh at 嘲笑；讥笑同义词 make fun of17.advantage n. 优势反义词 disadvantageIII. key points of Reading:1. We saw a lady lying in the streetsee sb. doing sth. 看到某人正在做某事see sb. do sth 看到某人做过（经常做）某事 I saw the little girl crying in the park. _______________________________________The old man saw the man play with the cat. _____________________________________________ lie (撒谎) lied lied lying(躺) lay lain lying拓展：hear/notice/watch和see有相同的用法2. It was awful of them to laugh at her,and I regret not saying anything.It is +adj+of sb + to do sth.=sb. is adj. to do sth.They were awful to laugh at her.regret doing sth. 后悔/内疚做过某事 regret to do sth 遗憾地去做某事I regret to tell you that you can't pass the examination ___________________________________3.... it was a mistake for my mother to make me wear these ugly braces.It is +adj+for sb + to do sth.=To do sth is adj for sb.To make me wear these ugly braces was a mistake for my mother. __________________________________ make sb do sth . 使某人做某事wear 穿(戴)着[表状态]；put on 穿上[表动作] dress 打扮[后接人]4. She has a habit of playing the piano ... studying,and she always takes my things without telling me. have a habit of doing sth 有做某事的习惯The Smiths have a habit of going out for a walk after dinner. ______________________________________ take one's thing without telling sth 未经允许就拿走某人的东西Little Tom took his classmate's ruler without telling him. _________________________________________5.I try to keep the room tidy,but....try to do sth 尽力做某事try doing sth 尝试做某事You must try to be more careful. _________________________________I tried gardening but didn't succeed. ____________________________________keep sth adj 保持某物某种状态keep sb doing 使某人持续做某事Please keep the window open/closed. ___________________________He kept the little girl laughing. ____________________________Unit 4 : Problems and advice 课后练习一、英汉互译。
沪教版牛津英语【初三上册】Unit 4 Problems and advice知识讲解
Unit 4 Problems and advice词句精讲精练责编：王晓丽词汇精讲1. regretregret 动词, 意为“后悔，遗憾，感到抱歉”等。
常见用法如下：（1）regret接名词或者代词，意为“对……懊悔、遗憾”。
例如：If you don’t do it now, you’ll only regret it. 如果现在不做，你以后就只能后悔。
（2）regret后跟从句，意为“后悔、遗憾……”。
例如：I regret that I am unable to accept your kind invitation.很遗憾我不能接受你的友好邀请。
（3）regret to do sth. 意为“很遗憾去做某事”，regret doing sth. 意为“后悔做某事”。
例如：We regret to inform you that your application has not been successful.我们很遗憾的通知你，你的申请未通过。
I regretted saying that. 我很后悔说那些。
2. suggestsuggest作动词，意为“建议，提议，启示”。
例如:（1）suggest doing sth. 意为“建议做某事”。
例如：He suggested taking the children to the zoo.他提议带孩子们去动物园。
（2）suggest sth. to sb.意为“向某人建议……。
例如：What did you suggest to the manager? 你向经理提了什么建议？（3）suggest后还可跟从句。
从句谓语常为“should + do”，其中should可省。
例如：I suggested to Mike that we go out for a meal with his colleagues.我向迈克提议，我们和他的同事们一起出去吃饭。
Unit4Writing(problemsandadvice)问题与建议写作课件牛津深圳版英语九年级
___B___With a little hard work, I believe you will deal with the homework problem
and feel relaxed in your study. Yours, A. In this way, you can improve your learning efficiency(学习效率). Linda B. To sum up, you should stay positive and try different ways to solve the problems.
The sentence patterns to give suggestions: had better (not) do.../ I advise to... Doing...is( a good choice)./ If you..., you will... It’s a good way to... You’re supposed/expected to... I suggest that you (should)...
Act. 3- Read the email again and find out some sentence patterns to give suggestions.
Dear Eric, I learn that you have trouble finishing your homework everyday and you suffer from a
沪教版英语九年级上册知识点总结UNIT 4 Problem and advice(附答案)
(be) on a diet
节食
2
laugh at
嘲笑
3
be/feel ashamed of
对……感到惭愧
4
drive sb. Mad
让某人受不了
5
make a mess
搞得一塌糊涂
6
out of place
格格不入
7
none of one's business
与某人无关
8
hear from
收到某人的信件
[ˈkɒment]
n.评论
19
request
[rɪˈkwest]
n.要求，请求
20
polite
[pəˈlaɪt]
adj.有礼貌的
21
none
[nʌn]
pron.没有一个，毫无
22
exam
[ɪg'zæm]
n.考试
23
（be）on a diet
节食
24
laugh at
['lɑːfət]
嘲笑，讥笑
25
feel ashamed of
UNIT4 Problem and advice
一、词汇短语学习
(一)课内单词
序号
单词
音标
中文意思
1
online
[ˌɒnˈlaɪn]
adj.在线的
2
model
[ˈmɒdl]
n.模特儿
3
diet
[daɪ]
n.规定饮食（为健康或减肥等目的）
4
though
[ðəʊ]
conj.虽然，尽管
5
awful
[ˈɔːfʊl]
Unit4Problemsandadvice知识点讲解精选精练牛津深圳版英语九年级上册
17．A．peopleB．people’sC．peoplesD．peoples’
18．A．a dayB．one dayC．one weekD．a week
19．A．atB．ofC．forD．to
fail to dosth未能做到某事
failuren.失败
24.carev/n照顾
carefuladj.小心的，仔细的
Hale Waihona Puke carelessadj.粗心的25.be sure todo sth一定去做某事
be sure of/aboutsth对...有把握
26.politeadj.有礼貌的
impoliteadj.不礼貌的
Don’t take your exams too seriously. Some students may think that the rest of their life13them. That’s not true. Instead, just regard the exams as another difficulty14you will overe. You have overe all kinds of difficulties in your life so far. You are15to overe the difficulty of the exams!
diseasen.疾病
15.keep v.保持keephealthy/fit保持健康
keepdoing sth坚持做某事
keepsb from doing sth阻止某人做某事
v.饲养keep cows on the farm在农场里养牛
最新广州深圳版九年级初三英语上册unit4Problemsandadvice课文原文
最新广州深圳版九年级初三英语上册unit4Problemsandadvice课文原文Unit4 Problems and adviceAunt Linda’s advice pageAnna (posted 26-11-18:25)I’m worried about my friend Jolin. She wants to be a model and she’s thin, but she thinks she’s fat. She’s always on a diet. She’s getting too thin, but whenever I talk to her about this, she gets angry. How can I help her?Peter (posted 28-11-19:00)I went out with a group of friends yesterday. We saw a lady lying in the street. She looked very sick. My friends made jokes about her and laughed. Though I wanted to help her, my friends told me not to. It was awful of them to laugh at her, and I regret not saying anything.I feel ashamed of myself should I do in this situation?Simon (posted 28-11-21:03)I’ve just started wearing braces, but I hate them. I don’t see any advantage in wearing them. My friends all laugh at me and say had things about me. I feel embarrassed when I smile or open my mouth. The braces hurt my te eth, and it’s difficult for me to eat. I feel it was a mistake for my mother to make me wear these ugly braces. What do you suggest?Julie (posted 28-11-22:02)I have to share a room with my seven-year-old sister, and she’s driving me mad! She has a habit of playing the piano when I’m studying, and she always takes my things with out telling me. I try to keep the room tidy, but she always makes a mess. I love my sister, but sometimes she’s so annoying! What should Ido?More practiceDear Anna,You’re right to be worried about your friend Jolin. She shouldn’t stay on a diet if she’s already very thin. You should try to get her to see a doctor. You should also tell her that she’s not alone – we all worry about our looks sometimes.Dear Peter,I believe you’ve learnt an important lesson—you’ll regret it if you don’t do the right thing at the right moment. Next time in the same situation, you should make up your own mind. You shouldn’t listen to your friends. It was awful of them to laugh at a sick lady.Dear Simon,Lots of people wear braces these days, so you’re not alone. If you stop paying attention to your friends, they’ll stop laughing at you. So don’t worry! I understand that it hurts sometimes, but think of thebeautiful, straight teeth you’ll have in a few months’ time!Dear Julie,You should talk to your sister more. Ask her to play the piano only when you’re not studying. Let her borrow your things only if she asks you first. Perhaps she just wants more attention from you. Try spending some time with h er every day and you’ll learn how to live happily with each other.。