课 题
9A Unit3
Comic strip & Welcome to the unit 课型 New
教课目的
1. To revise vocabulary and expressions to describe teenage problems.
2. To guess meaning from the context.
3. To master different ways of talking about teenage problems.
教课重点 教课难点
1. To revise vocabulary and expressions to describe teenage problems.
2. To guess meaning from the context.
To master different ways of talking about teenage problems.
教课过程
集体备课
备课札记
Step 1 Free talk
1. Do you have any problems in your daily life? 2. What are the problems? Step 2 Presentation
1. Show some pictures to express teenage problems. 2. Finish the sentences in Part A.
3. Read the sentences one by one and check the answers. Step 3 Talk about how to deal with these problem s
1. manage your time better and go to bed earlier 2. plan your time carefully and try to finish your homework quickly
3. ask parents to turn down or turn off the TV
4. try to be friendly to others and chat with them after class 5. study harder and ask for teacher's help 6. ask parents to come home early Step 4 Make a dialogue
1. Read the conversation in Part B and answer the questions:
(1) What is Millie ’s problem? (2) What should she do then?
2. Make a new conversation and act it out.
Step 5 Listen to the tape and answer the following
questions
1. What problem does Eddie have? What i s Hobo ’ s advice? 2. Why does Hobo tell Eddie not to eat too much? Step 6 Read and act it out
Step 7 Fill in the blanks
Eddie has got a
. He is getting
too much because it
. Hobo
tells him not to
is
. He also tells Eddie to try more
the food for Eddie.
. If
Eddie does so, he will Step 8 Discussion
What should (not) you do when you have some problems?
Step 9 Homework
1. Read the text book and learn the new words and phrases by heart.
2. Recite the dialogue in Part B on page 35. 3. Preview Reading.
板书设计
教课反省
课
题 9A Unit 3 Reading (1) 课型 New
教课目的
1. To guess general meanings from keywords and context. 2. To skim text for overall meanings and scan for details. 3. To identify specific information about Teenage problems. 4. To use words to describe the Teenage problems.
教课重点
1. To guess general meanings from keywords and context. 2. To skim text for overall meanings and scan for details. 1. To identify specific information about Teenage problems. 2. To use words to describe the Teenage problems.
教课过程
集体备课
备课札记
教课难点
Step 1 Free talk
1. What do you like to do during your free time?
2. Do you like your school life in Grade 9? How do you feel? Why?
3. What do you often do with your problems? Step 2 Skimming T:
We can also write to newspapers and TV stations. Or
sometimes we can write to youth workers like Sigmund Friend.
Millie and Simon wrote two letters to him. Skim their letters and answer the two questions. 1. What are Millie s problems?’ 2. What problems does Simon have? Finish the exercise in Part B2.
Step 3 Learn some new words
Here are some sentences in the two letters. And there are some new words in them. Can you read the new words? Read them again and try to understand the new words.
Do the exercise in Part B1. Step 4 Read Millie
’ s letter and try to tell true or false
T: From the records we can see, Millie and Simon are feeling
bad because of their problems. Do you want to help them to solve their problems? Let ’ s help Millie first. Listen to Millie letter and tell true or false. （见课件）
’ s
Step 5 Read Millie
Name Grade
Hobbies Problems
’ s letter and fill in the blanket
Millie
_____________
and hardly
_______________________
Feeling Wish
often doubt whether _________
__________________ so that she
can ______________________
Step 6 Have a debate
T: Millie knows it ’ s important to do her homework. However, she hardly has any time for her hobbies. What should she focus on? Choose one and have a debate.
From your debate, we can see Millie should achieve a balance between her homework and her hobbies.
Step 7 Read Simon’ sletter and find the sentences for the
following
T: Now Read Simon ’ sletter loudly. Find the sentences to describe the following.
Name Simon Grade Hobbies Problems Feeling
Football, _______ football
and ___________ football.
Often _______________. However, his parents____________________________ Feels ___________ from time to time, because he _______
Step 8 Give Simon and Millie some suggestions Finish the exercise in Part B3.
Mr. Friend is rep lying to Millie ’ s and Simon ’ s letters. Help him complete the sentences with the words in the box. Step 9 Group work
Simon and Millie must be happy because you give them so many suggestions. We will be happy too if we talk with others
about our problem. 1. What is your problem? 2. How do feel? 3. What are your friends your problems. Step 10 Homework 1. Read aloud the article.
2. Remember the new words in this lesson.
you
suggestions?’ Work in groups
and talk. Then I will ask you to come to the front to talk about
板书设计
教课反省
课
题 9A Unit 3
Reading 2 课型 New
教课目的
1. To review the details in the article.
2. To learn the key phrases and drills in the article.
3. To understand how to write about problems and to express feelings.
教课重点
To learn how to talk about problems and express feelings.
教课难点
To learn the key phrases and drills in the article.
教课过程
集体备课
备课札记
Step 1 Make a revision
1. Ask students to read the two letters together.
2. Answer some questions to remind them of the two letters: ① What is Millie ’s problem? ② What does she want Sigmund Friend to do? ③ What is Simon ’s problem? ④ What does he think of his parents?
Step 2 Practice
Show two pictures of Millie and Simon, with words beside them. Ask students to retell the two letters according to them. Mille: lots of hobbies, a lot of homework, feel bad, focus on/ give up, achieve a balance
Simon: be crazy about, stay out late, parents stressed/ angry, spend some time on hobbies
Step 3 Language points
1.I don ’ t knowhow to deal with it. 我不知道如何办理它。注意区 别 deal with 和 do with
1） 你如何办理这个问题？
_________ will you deal _______ the ___________? 2） 我们不知道如何去应付这些困难。
We don ’ t know ________ to do with the ____________. 练一练：选择正确答案
1) We should try our best to learn ________ problems we meet. A. what to deal with B. how to deal with C. how to do with
D. what to do
D. to do with
2) What’ s the best way ______ this problem? A. to deal with B. dealing with C. doing with
2. I have no choice but to do it. 我别无选择，只能去做。
词性： _____；词义： _____；其动词形式为： __________ 。选择做某事 ___________________
Going to the seaside for the holiday will be a good _____. She ___________ to study physics.她选修物理。 have no choice but to do sth. ___________________ 1) 这个女孩没有其余方法只能去找妈妈帮忙。
The little girl had ____ ______ _____ _____ ________ for her mother ’ s _______.
2) 当时，他们别无选择，只能走开他们的家乡。
They _______ ______ ______ _______ ______ _________ their hometown _______ that time.
3）他只有步行去那边，别无选择。 He
3 I often doubt whether it is worth spending so much time on homework.
worth 用形容词，意为 “值得 ”，能够作表语或后置定语； be (well) worth doing 表示 “ (很 )值得做 ”，这里 doing 为主动形式，被动含义。如：
1）我的汽车值 3000 美元。 My car _____ ___________ ＄ 3000. 2）这本书很值得一看。 This book is ____ _____ ________. 练一练：翻译句子
1）这个博物馆值得观光。 2）这部电影值得再看一次。 你能给我供应一些建议吗？ Suggestion 可数名词 Advice
不行数名词
The museum is
The film is
4. Can you offer me some suggestions?
suggest 动词 advise 动词
▲词汇辨析： offer sb. sth.=offer sth.to sb.
重申换作的 “主动意向 ”；
provide sth. for sb. =provide sb. with sth. 重申客观的 “供应；供应 ”
练一练：同义句改写
1) The area provides food and shelter for wildlife.
2) The government offered much money to the poor children.
5.I really do not understand why they are so strict. 我真地不理解他们为何这样严格。
词汇辨析： be strict with sb. 对某“人要求严格 ”； be strict in sth. “对某事要求严格 ”
如： 1）我们的英语老师对我们要求严格。 Our English teacher _____ ________ ________ us.
2）她对她的工作要求严格。 She was _______ ________ her work. 练一练：翻译句子
1) 我们应当对自己要求严格。
We should ______ _______ ________ ______________.
2) 他的父亲对他要求严格， 特别对他的学习。 His father ______ ________ ______ him, especially ______ his study. 2 I look forward to your valuable advice.
Valuable 词性 ________ 词义 _________ 名词 ________ Be valuable to sb = be of great value to sb 对某人很有价值 你的建议对我很有价值。
Your advice _______ ______ _______ me.
You advice _______ ______ _______ value to me Step 4 Homework
1. Recite the phrases and sentences. 2. Preview Grammar. 板书设计
教课反省
课
题 9A Unit 3 Grammar
1. To know what is object clause. 3.To learn how to give suggestions
To learn object clauses introduced by question words.
课型 教课目的
2. To learn object clauses introduced by question words.
教课重点 教课难点
To know the words which can be put before the object clause.
教课过程
集体备课
New
备课札记
Step 1 Read and find
1. I do not know how I should deal with it. 2. Sometimes we forget when we should stop. 3. I do not understand why they are so strict with me. Step 2 Practice
Students are talking about their problems. Help them complete each object clause below with a correct question word.
1. Finish the exercise in Part A1. 2. Read the object clauses. Step 3 Work out the rule (1)恪守主句和从句的时态响应 (2)从句中要用陈说语序而不用疑问语序 即指引词+ 主语+谓语+ 其余 E.g. how old is Tom? I want to know. I want to know how old Tom is.
(3)含有助动词 do, does, did 的疑问句变成宾语 从句时要将帮助组成疑问句的助动词 do does, did去掉，从句中的谓语动词要依据主句的
时态做出相应的变化
E.g.When did the train leave? I want to know.
--I want to know when the train left.
What time did she get up? The young man asked. --The young man asked what time she got up.
(4) 假如宾语从句中的指引词恰幸亏从句中充任主语或主语的定语，则句子保持原有构造
What’ s the matter with her? Can you tell me? --Can you tell me what ’ s the matter with her? What has happened to him? We don
’ t know.
--We don ’ t knowwhat has happened to him. Work out the rule!
The word order in an object clause introduces by a question word should be ___different from___ that in a wh-question
Step 4 Exercises
1. Finish the exercise in Part A2.
(pay attention to the correct word order)
Millie wants to introduce Mr. Friend to her classmates. Help Millie complete her email with the correct question words.
Finish the exercise in Part A3. Step 5 Presentation
Millie doesn t have’ enough time for homework and hobbies. Can you give her some suggestions?
We give suggestions politely using structures such as Why not Let ’ s
? Why don ’ t you . Shall we
? What/How about
?
? Perhaps you should
(咨询建议的方式， 经过让学生回想概括， 教师需点明的是标点 符号和动词形式 ) Read some sentences
Why not eat less and exercise more?
Why don ’ t youlet your parents know you need them ? What/How about choosing your hobby according to the time you have?
Let ’swrite a letter to Mr. Sigmund Friend . Shall we have a meeting about this?
Perhaps you should manage your time better. Step 6 Practice
Millie feels tired these days. Amy and Sandy are trying to help her. Use the correct structures to help the girls give suggestions.
Step 7 Work out the rules
A suggestion using __________, ____________, _____________, ____________or ___________ ends with a question mark. A suggestion using ___________ ends with a full stop. Step 8 Homework
1. Review what we have learnt today.
2. Preview Integrated skills.
板书设计
教课反省
课
题
9A Unit 3
Integrated skills
课型 New
1.To extract information from a student profile
教课目的
2.To write notes about a student profile 3.To extract information from a conversation
教课重点
To listen and write notes about a student profile and extract information from the conversation
教课难点
To listen and write notes about a student profile
教课过程
集体备课
备课札记
Step 1 Revision
Revise something learned in the last period. Step 2 Free talk
1. Do you have any problems with your studies? 2. What are your problems? How do you deal with them? Step 3 While-listening
Nara also has problems. She went to ask Mr. Friend for help. Listen to Nara ’ s information and put a tick in the correct boxes
below.
1. Listen to the tape and answer. 2. Try to introduce Nora A1.
3. Read Part A2, try to fill in the blankets as many as you can. 4. Listen to the tape and fill in the rest of the blankets Step 4 After-listening
1. Finish the exercises in Part A3. 2. Read and check the answers. 3. Language points: (1) laugh at sb.
e.g. 嘲讽他人是不礼貌的。 It ’ s impolite to laugh at others. (2) call her a bookworm
’ s problem with the information in Part
call sb. sth.
(3) pay attention to sth./doing pay no attention to sth./doing
pay more attention to sth./doing 请注意这个标记。
Please pay attention to this sign. 你要多加注意拼写。
You should pay more attention to spelling, Step 5 Listen and answer
1. Who has a problem? What is her problem?
2. What advice does Millie give to him?
Step 6 Find the expression about giving suggestions Perhaps you should That ’ s a good idea to How about
(Brainstorm) Try to say more expressions about giving suggestions.
Step 7 Language points
1. make little progress in my English make progress in sth./ doing
e.g.在数学上获得巨大进步 make great progress in math
我们的政府已经在减少空气污染上获得进展。
Our government has made progress in reducing air pollution. 2. go over
考试前你应当把整本书再复习一遍。
You should go over the whole book again before the exam. 3. pronounce all the words correctly correct pronunciation
4. Don ’ t mention it. = You ’ re welcome.
Step 8 Make a conversation after the model to share the problems and give advice
Step 9 Homework
1. Revise this period and do some exercises. 2. Preview Study skills.
板书设计
教课反省
课 题 9A Unit 3 Study skills
1.To learn to share problems and give suggestions. 2.To learn how to predict and the use of it. To ask some basic questions to get a general idea. To use the method to guess what comes next.
教课过程
集体备课
课型
New
教课目的
教课重点 教课难点
备课札记
Step 1 Revision
1. 作为一个尖子生， 不要在乎那些嘲讽你的人。 (pay attention) As a top student, don ’ t ayp any attention the persons who laugh
at you
2. 他刚才回答了我的问题。(reply) He has just replied to my questions.
3. 老师没有告诉我在数学课上做什么。
(what to do)
The teacher didn
’ t tell me what to do in Maths lessons.
4. 你应当为你的学习感觉骄傲。 （ be proud of ) You should be proud of your study.
Step 2 Presentation
To predict is to guess what comes next. It helps us understand
what kinds of books or articles we are reading, and where we
might find information. When we read an article, we can often predict the content from the title. We can also use the headings in an article to predict the main idea of each part. There is an article
called “ The trouble with teenagers
” .
Step 3 Practice
Predict the points that will be talked about in the article and tick ( √ ) theorrect boxes.
□ 1 making friends
□ 7 study, study, study □ 8 love or friendship □ 4 schoolwork and hobbies □ 5 how our body changes □ 6 worrying about tests □ 2 life in Australia □ 3 feeling lonely
Look at these names of the books. Which ones do you think may help you find the useful information about health?
Step 4 Tips
If a question begins with when, then the answer will be a time or date.
If a question begins with why, then the answer will give a reason, often beginning with because. Step 5 Homework
1. Finish Kekelian.
2. Revise this period and do some exercises. 3. Preview Task.
板书设计
教课反省
课
题
9A Unit 3
Task 课型 New
教课目的
1. To answer a quiz about causes of stress.
2. To make a writing plan for a letter.
3. To write a letter about stress problems.
教课重点
1.To make a writing plan for a letter and write a letter about stress problems
2.The ability of dealing with problems
To make a writing plan for a letter and write a letter about stress problems
教课难点
教课过程
集体备课
备课札记
Step 1 Free talk
1. What problems do you have?
2. How do you usually deal with your problems? Step 2 Finish Part A on Page 46
Step 3 Make a dialogue
Model: — What’ s your problem?
— Someone laughs at me. What should I do?
— You should pay no attention to him or her.
Step 4 Finish Part B on Page 47
Step 5 Read Milli e’ s letter
Read Milli e’ s letter quickly and answer the following questions.
1. How many main parts should this letter include? 2. What is each main part about? Step 6 Discuss in groups
How to begin the letter (introduction)
★ Useful words and sentences:
Thank you for telling your problems.
You are unhappy with
.
Many students of our age have this problem.
Talk about some problems and the solutions to them. (Main body)
Cause of stress and solution
A lot of homework
→ Plan my time carefully
Useful words and sentences:
Sometimes, it is difficult to achieve a balance between
I am always busy and rarely have enough time to
I worry a lot about
.
Sometimes, it is very noisy so
My biggest problem is
⋯
⋯ ⋯
A lot of students worry about
It is common for students to
What/how about
Why don ’ t you/ not
⋯?
How to end the letter (conclusion) ★ Useful words and sentences:
I hope you think my advice/suggestions is/are worth taking.
I hope you think my answer is valuable to you.
Step 7 Writing
Write a letter to your friend to tell him or her about the problems you have and how you deal with them. Step 8 Homework
1. Recite the passage on page 47.
2. Write their articles on the exercise books. 3. Review the whole unit.
板
教课反省
课
题
9A Unit 3 Revision
课型
： New
1.Knowledge objects
教课目的
复习本单元单词，词组和含疑问词的宾语从句 2.Ability objects ：
能用本单元所学词汇句型讨论青少年问题和解决问题的方法复习本单元单词，词组和含疑问词的宾语从句
教课重点
教课难点 用所学词汇讨论中学生碰到的问题并思虑解决问题的方法
教课过程
集体备课
备课札记
Step 1. Key words Step 2. Key Phrases Welcome to the unit 1.青少年的问题 2.有一个问题 3.看我的肚子 4.吃太多
5.试试更多的锻炼 6.获取充分的睡眠 7.使某人发狂 8.感觉孤单 /疲惫 9.得低分 10.成天工作
11.更好地安排某人的时间
Reading 1.如何办理某事 2.别无选择只能做某事 3.熬夜 4.保持清醒 5.次日 6.准时，准时 7.值得做 8.梦想一个长假 9.给我供应一些建议 10.收到某人的来信 11.沉迷于（做）某事 12.......的原由 13.堕入窘境 14.同意某人做某事 15.对某人严格
16.使我们的生活更出色 17.呆在外面很晚
18.在 A 和 B 之间获取一个均衡 19.期望着做某事 20.依据
21.在某人的脑筋里形成一幅画面
22.采用某人的建议 23.列一个 ......的清单 24.落伍
25.对某人来说很可贵 26.算出，解决 Grammar
1.和某人分享我的烦忧 2.向某人求援 3.迅速提升我的英语 4.青少年指导员 5.解决问题 6.获取答复 Integrated Skills 1.称号她书虫 2.别在乎 /不关注 ...... 3.那些嘲讽你的学生 4.以你的学业为傲 5.正确地拼写英语单词 6.把句中重要的单词标明出来 7.把它们抄录下来 8.高声地读出这些单词 9.感觉处于压力下 10.对某人大喊大喊 11.和我同龄的很多学生
12.让你的父亲母亲看到你的进步 Step 3. Grammar Step 4. Writing
板书设计
教课反省
六、词语点将（据意写词）。
1．探望；接见。 （ ） 2．相互商议解决相互间有关的问题。 3．全力保持隆重。 （ ） 4．沐浴，沐浴，比喻受滋润。 5．弯曲折曲地延长的样子。
（ ） （ ） （ ） 七、对号入坐（选词填空）。
沉着 沉寂 清静 安静 寂静
１．蒙娜丽莎脸上表露出（
）的浅笑。
2．贝多芬在一条（ ）的小道上漫步。 3．同学们（ ）地坐在教室里。 4．周围一片（ ），听不到一点声响。 5．越是在紧张时辰，越要保持脑筋的（
）。
八、句子工厂。
1．世界上有多少人能亲睹她的风范呢？（陈说句）
___________________________________________________________________________
2．达·芬奇的“蒙娜丽莎”是全人类文化宝库中一颗绚丽的明珠。（缩写句 子）
___________________________________________________________________________
3．我在她眼前只逗留了短短的几分钟。她已经成了我灵魂的一部分。（用 关系词连成一句话）
___________________________________________________________________________
_____________________________________________________________________________ 4．她的光芒照射着每一个有幸看到她的人。
“把”字句：
_________________________________________________________________
“被”字句：
_________________________________________________________________
九、重点梳理（课文回放）。
作者用细腻的笔触、传神的语言介绍了《蒙娜丽莎》画像，详细介绍了
，
，特别详尽描绘了蒙娜丽莎的
、
和
和 ，以
及她
；最后用精华而饱含激情的语言告诉大
家，蒙娜丽莎给人带来了心灵的震惊，留下了永不磨灭的印象。
综合能力日日新
十、理解感悟。
（一）
蒙娜丽莎那微抿的双唇，微挑（
）的嘴角，仿佛有话要跟你说。在那极富
个性的嘴角和眼神里，悄悄表露出安静、淡雅的浅笑。那浅笑，有时让人感觉舒
畅温柔，有时让人感觉略含悲伤， 有时让人感觉十分和蔼， 有时又让人感觉有几
分矜（ ）持。蒙娜丽莎那“神奇的浅笑”是那样回味无穷，难以捉摸。达·芬奇
凭着他的天才想象为和他那奇特的画笔， 使蒙娜丽莎片刻即逝的面部表情， 成了
永久的美的象征。
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