1、9A Unit 3 Comic strip & Welcome to the unitTeaching analysisAnalysis of teaching materialThe topic of this unit is teenage problems. It is related to Grade Nine students daily lives. The content of this lesson includes comic strip and the welcome part. The dialogue between Eddie and Hobo can arouse
2、the students interest and inspire students to think about how to give suggestions if someone has problems. The welcome part helps students get some basic knowledge about different problems and encourages students to think of different ways to solve the problems. Analysis of studentsStudents in Grade
3、 9 have learnt some words and expressions about teenage problems in their daily lives, and its not difficult for them to talk about their problems. However, they know little about how to give valuable suggestions.Teaching objectivesBy the end of the lesson, students should be able to: master the fol
4、lowing words and expressions: mark, mad, exam, perhaps, get fat, get enough sleep, get low marks in exams, Why not eat less and exercise more? They dont have time for me. and etc; talk about teenage problems in their daily lives; think of different ways to solve the problems; help each other to solv
5、e teenage problems in their daily lives.Important points Students learn to use proper expressions to describe teenage problems. Students learn to master the following words and expressions: mark, mad, exam, perhaps, get fat, get enough sleep, get low marks in exams, Why not eat less and exercise mor
6、e? They dont have time for me, etc.Difficult pointsStudents learn to talk about teenage problems and think of different ways to solve the problems.Teaching methodsTask-based language teachingLearning strategiesautonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching
7、 proceduresStepsTeachers activitiesStudents activitiesPurpose1. Warm-up & Lead-inShow students some pictures to present some problems and encourage students to describe the reasons why people in the pictures look very sad.Have a discussion about the pictures and tell the reasons why people in the pi
8、ctures look so sad.1.To review what students have learnt about problems.2.To get the students to prepare for the topic and to practise speaking.2. PresentationT: Everybody has problems. My problem is that I sometimes feel very tired because I have to work until midnight. Whats your problem? (Present
9、 new words: teenage, mark, exam )Students talk about their own problems and try to make a dialogue with each other.A:Do you have any problems?B:Yes,I do.Sometimes I.A:Maybe you can.B:OK, Ill try.From words to sentences then to conversations, from easy to hard, help students grasp the main points ste
10、p by step.2.Comic strip1.T: What problem does Eddie have? Listen to the tape and answer the question.(without opening their books)2.Watch the video again and answer the following questions: a.What is unhealthy for Eddie?b.What is Hobos suggestion?c.Why does Hobo tell Eddie not to eat too much?3. Lea
11、d the students to read the dialogue fluently and affectionately.4. Encourage the students to ask some questions about the dialogue.5. Encourage the students to continue this dialogue and act the dialogue out.6. Ask students to fill in the blanks.Eddie has got a .He is getting . Hobo tells him not to
12、 too much because it is . He also tells Eddie to try more . If Eddie does so, he will the food for Eddie.1.Listen and answer the question. 2.Watch, listen and answer the questions.3.Read the dialogue fluently and affectionately.4.Ask some questions about the dialogue.5. Work in pairs and continue th
13、e dialogue, then act the dialogue out.6. Fill in the blanks.1.To help students get the main idea of this dialogue.2.To help students get some specific information of this dialogue.3.To practise the students pronunciation and intonation.4.To help students master the important points in this dialogue.
14、5.To cultivate the students imagination and arouse the students enthusiasm in class.6.To consolidate the dialogue.3. Welcome to the unit1.T: Some students in Class1, Grade9 have problems too. Lets look at the pictures on Page35 and complete the sentences. Try to figure out what problems they have. 2
15、. Encourage the students to ask some questions about these sentences.3. T: Who do you prefer to talk about your problems with? S1:.S2:.S3:.Millie is talking with her mum about teenage problems. Listen to their dialogue then answer the questions: a. What problem does Millie have?b.What are her mums s
16、uggestions?4.Encourage the students to ask some questions about the dialogue5. Read the conversation after the tape.6. Use the conversation as a model and encourage students to talk with their partners about their own problems.7. Sum up:Ask students to sum up what they have learned in this lesson(Te
17、acher offers help if needed)1.Fill in the blanks in Part A1.2.Ask some questions about these sentences.3.Listen to the dialogue in Part A2 and answer the questions.4.Students ask some questions.5.Read and make a new dialogue and present the dialogue to other students.6. Talk with their partners abou
18、t their own problems.7.Sum up what they have learned in this class.1.To lead the students to the welcome part of this lesson. Give them time to think and write.2.To help students master the important points in these sentences.3.To help students get the main idea of this dialogue.4.To help students u
19、nderstand difficult points in this dialogue5.To practice students speaking and consolidate what students have learnt in this lesson.6.To arouse students interest and give them a chance to express themselves freely as well as to practise their team spirit.7.To get ready for next period .4.Class exerc
20、ises一、词汇。（每空一词）1. She watched TV just now because the TV is still _ (开着). 2. Is Sandy your _ (亲密的) friend?3. Why not _(安排)your time better?4.I often felt _(瞌睡的) in class because of too much homework.5. The background music sounds _ (noise). Please turn it down.6.The old man lived in the country all
21、by himself. But he never felt (alone). 7. My mother was even_ (发疯) when father went out angrily. 8. Youd better eat (little) and exercise more.二、翻译句子。1.电视机总是开着，家里太吵了。The TV .Its at home. 2.在考试中得低分使我感到非常伤心。 in exams made me very sad.3.“玛丽，你看起来不高兴，怎么了？”“我昨天考试不及格”-You look unhappy, Mary. ? - I failed t
22、he exam yesterday.4. 她没有什么亲密的朋友，所以她有时感觉很孤独。She has no _, so she sometimes_ .5.或许你应该更好地管理你的时间。Perhaps you should .5. Homework1.初中英语读本Chapter5 导读、诵读; 2.Remember the important words, phrases and sentences;3.Finish the exercises in Exercise Book;4.Preview the reading part of this unit.Finish the exercis
23、es after class.1.To help students get more knowledge about teenage problems.2.To help students review what they have learnt in this lesson.3.To get the students prepared for the reading part.Teaching Reflection9A Unit 3 Reading I & Study skillsTeaching analysisAnalysis of teaching materialThe readin
24、g part of this unit is about the problems that Millie and Simon have. Students can also learn about the different problems they have after reading the article. The content is related to the students life. This article also has a clear structure. While teaching, the teacher can focus on the structure
25、 and cultivate the students structure consciousness. Besides, the reading part lays a foundation for the output in Task. Analysis of studentsNowadays, students suffer from a lot of stress and have realized that everyone has problems, especially those in Grade Nine. So students have made a lot of pre
26、parations about teenage problems. On the other hand, students must master some methods about how to deal with all these problems wisely. Students always neglect some detailed information in the article, so the teacher can teach the students to use some reading skills while reading. Teaching objectiv
27、esBy the end of the lesson, students should be able to: know what problems Millie and Simon have and how to deal with problems; master the following words and expressions: deal, deal with, choice, stay up, awake, hardly, imagine, doubt, worth, suggestion, cause, strict, stay out, schoolwork, valuabl
28、e and etc; use the predicting skill to predict the main idea of the article and the scanning skill to find out some specific information in the article; learn how to write about problems and to express feelings.Important pointsStudents can understand the main idea of the article: the different kinds
29、 of problems they have and to identify specific information about teenage problems.Difficult pointsStudents can use the scanning skill to find out some specific information in the article and the predicting skill to predict the content of the article.Teaching methodsTask-based language teachingLearn
30、ing strategiesautonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStepsTeachers activitiesStudents activitiesPurpose1.Warm-up & lead-in1.Show some pictures about different problems the students may have and ask: a. How do you feel when you see these pi
31、ctures? b. Do you have any problems?c. Do you have enough time for your hobbies?2.T: Who can you ask for advice if you have problems?The teacher tells them that Millie and Simon write to Mr Sigmund Friend for advice. 1. Talk about their feelings when they see the pictures and answer the questions.2.
32、Answer the questions and think about who else they can ask for advice.1.To lead to the reading material.2.To enhance their interest.2.To present Mr Sigmund Friend, a youth worker.2. Pre-reading1.Encourage the students topredict the content according to the title.2.Ask students to listen to the recor
33、d and underline the words and phrases they dont understand.3.Encourage students to explain the new words in English and phrases according to the article. The teacher can offer help if necessary.4.Ask students to finish Part B1.1. Predict the content.2.Listen, read and underline difficult words and p
34、hrases.3. Students explain the new words in English according to the article or with the help of the teacher. 4. Finish Part B1.1.To cultivate the students thinking ability and make students eagerer to read the article.2.To help students find out the new words.3.To help students learn how to preview
35、 words by themselves.4.To help students understand the new words better.3. While-reading1.Ask students to read the article quickly and answer: a.What is this article about? b.What problem does Millie have?c.What problem does Simon have?2.Ask students to read Millies letter and do the True or False e
36、xercises. 3. Ask students to fill in the table.4.Ask students to read Simons letter and complete the blanks.5.Ask students to finish exercises in Part B2.1.Skim and answer questions. 2.Do the True or False exercises and correct the mistakes. 3. Fill in the table.4.Fill in the blanks.5.Finish Exercis
37、e B2.1.To teach the students to use the skimming skill to get the main idea of the article.2.To help students get information about Millie.3. To help students get more information about Millie.4. To help students get more information about Simon.5.To help students understand this article as a whole
38、part and prepare for the retelling step.4. Post-reading1.Encourage the students to retell the article according to the structure.2.Ask students to discuss in groups and then ask some groups to do a report.Retell the article and do a report.To practise the students speaking and writing ability and he
39、lp students consolidate what they have learnt in this lesson.5. ExtensionAsk students to talk with their group members about suggestions we can offer to them.Give different suggestions to teenagers with different teenage problems.To encourage the students to learn how to help others to deal with pro
40、blems in their daily lives. 6. Homework1.Read the article aloud after class and recite the new words；2.Finish exercises (use skimming skill while reading the article)；3.初中英语读本Chapter5阅读1.Finish homework after class.1.To help students revise what they have learnt today.2.To practise the students skim
41、ming skill.3.To get more knowledge about teenage problems and how to deal with them.Teaching Reflection9A Unit 3 Reading IITeaching analysisAnalysis of teaching materialThis reading material can be a good writing example, so the teacher can encourage the students to imitate the structure or use some
42、 phrases or sentences in their writing. Some sentences in the reading material are difficult to understand, so the teacher should help students to paraphrase the long sentences. Besides, this article is written to help students to learn about teenage problems and suggestions on how to deal with them
43、 so that the students can realize their problems and help themselves or others to solve them in their daily lives.Analysis of studentsStudents have got the main idea and some detailed information about this article, but they may find it difficult to understand some phrases and long sentences. Beside
44、s, students always try their best to remember the sentences and phrases in the reading material, but they dont know how to use what they have learnt. It is necessary for the teacher to create some situations and encourage students to use them in their writing.Teaching objectivesBy the end of the les
45、son, students should be able to: use the following expressions correctly: deal with, have no choice but to , stay up, stay out , dream of , offer me some suggestions ,be worth doing and etc.get more knowledge about teenage problems.use different methods to deal with problems in their daily lives.Imp
46、ortant/Difficult pointsStudents can use the key phrases and drills in the article and learn how to talk about problems and express feelings.Teaching methodsTask-based language teachingLearning strategiesautonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching proced
47、ureStepsTeachers activitiesStudents activitiesPurpose1. Revision1.Ask students some questions: What problems does Millie/Simon have? 2. Ask students to write down the key words of Millies and Simons problems on the blackboard while answering the question.3. Ask two students to play the roles of Mill
48、ie and Simon to talk about his/her problems. 4. T: If you are Sigmund Friend, How can you reply to their letters? Ask students to discuss in groups and show their answers to class.5. Ask students to finish Part B3, check the answers and ask them to read it together.1. Answer the questions.2. Student
49、s write down the key words on the blackboard.3. Students play the roles of Millie and Simon to talk about his/her problem.4. Discuss in groups and present their answer orally. 5.Finish Part B3,check answers and read it together.To help students review the article and make the students have a better
50、understanding of this article.2. Further reading1.T: We have learnt from the two letters that Millie and Simon have some problems, and they feel worried. Therefore, they have asked Mr Friend for help. Sometimes, people around you can help you think about your problem in a different way. It may help
51、you solve your problem.Ask them to do a survey with their deskmate to talk about the problems they have prepared and try to think about methods to solve the problems.a.I am worried about exams a lot. What can I do?b.I have some problems with my new school and new classmates. Can you help me?c.My cla
52、ssmates often laugh at me and call me a lazy bone. I dont know how to deal with it?2.T:Is it common to have problems in our daily lives?If you keep your problems to yourselves, what will happen?1.Students talk with their group members about the problems and try to think of methods to solve problems.
53、 Present their ideas orally.2.Think about the question and give their answers.1.To help students have a better understanding of the article and encourage them to link what they have learnt in this article with their daily lives.2. To encourage them to talk about their problems with others, and it ma
54、y help them feel better.3.Useful expressionsAsk students to list some useful expressions they have learnt in this article, then the teacher make some explanation and add some important points if necessary.List some useful expressions by themselves.To encourage students to find out some useful expres
55、sions by themselves. 4.Class exercises一、翻译句子。1.警察们别无选择只能立刻搜查每一座房子。The policemen had every house at once .他昨晚熬夜到很晚。我想象不出他在干什么。He very late last night. I can not imagine .我对足球的喜爱已经成为问题的原因。My _has become _ my problem.如果你不接受我的建议，你会陷入困境的。If you _,you will _.5.我想知道我怎样在我的作业与我的爱好之间达到平衡。I wonder how _between
56、 my schoolwork and hobbies.二、任务型阅读。 Stress is what you feel when are worried about something. This worry in your mind can make your body feel bad. You may feel angry, sad, scared or afraid-all of these can give you a stomach ache or headache. However, there are different kinds of stress. Some kinds
57、of stress are good and others are bad. Good stress might happen when youre called to answer questions in class or when you have to give a speech. This kind of stress can help you to get things better done. For example, you may do a better job on your test if the stress pushes you to prepare better b
58、efore the test. On the other hand, bad stress can happen if the stress lasts too long. You may not feel well if your parents are fighting, if a family member is sick, if youre having problems at school or if anything else makes you unhappy every day. The best way to fight the stress is to have a bal
59、anced life. Make sure you keep these in mind: sleep, exercise, leisure(休闲) and food. If you get enough sleep and eat properly, and if you exercise and leave time for fun, youll probably feel less stressed.根据短文内容，完成表格（每空一词）Face the stressMeaning of stressStress is a _1_when you are worried about some
60、thing.Possible effectYou may feel uncomfortable in your _2_ and body.Different kindsGood stressIt might happen when you have to _3_ in public.It will be more _4_for you to do the job successfully.It makes you _5_ better before doing the job.Bad stressIt might happen if your stress _6_ too long.You m
61、ay not feel well with the _7_ of a family member, problems at school or anything else that worries you every day.It might stop you from getting your work well done.How to keep stress _8_Have a balanced life.Have enough sleep and have _9_food.Take exercise and have time to _10_ yourself.4.ExtensionAs
62、k students to read the following article and share it with classmates.新理念初中三年级第1册 布鲁诺的茶(可作课后阅读作业)Ask students to answer questions:a.What is Brunos problem?b.How does he deal with it?1.Talk with the partners and answer the questions.2.Guess the meanings of the new words and phrases. To help students
63、get more knowledge about teenage problems and make them more interested in this topic.5. Homework1.Recite the useful expressions.2.Share your problems with your friends and say something about how to help your friend to solve his/her problems;3.初中英语读本Chapter5阅读2;4.Preview Grammar.Finish homework aft
64、er class.1. To help students revise what they have learnt.2. To get more knowledge about teenage problems.Teaching Reflection9A Unit 3 GrammarTeaching analysisAnalysis of teaching materialThe grammar part in this unit mainly focus on the object clauses introduced by question words and how to give su
65、ggestions. Students have learnt some sentences with object clauses and sentences that give suggestions in the welcome and reading part. So the teacher can use these sentences as examples while teaching. The topic of this grammar part is still about teenage problems. The students are expected to use
66、object clauses with correct question words to talk about teenage problems and learn how to give suggestions politely.Analysis of studentsStudents have learned about object clauses introduced by that and if/whether in last unit. So it is easy for them to learn the object clauses introduced by questio
67、n words. However, they should pay more attention to the word order in the clause. Besides, students have learnt some sentences that give suggestions before, so it is also easy for them to learn how to give suggestions politely in this lesson.Teaching objectivesBy the end of the lesson, students shou
68、ld be able to: learn object clauses introduced by question words. e.g.what, whom, when, why, how and etc. master the following words and expressions: whom, silence, worry, method, solve, dictionary, reply, solve the problem, Daniel does not know whom he should talk to. Why dont you let your parents
69、know you need them? etc. use object clauses introduced by question words to talk about teenage problems. learn to give suggestions politely by using structures such as Why not ., Why dont you ., What/How about ., Lets . and Shall we .express feelings and learn to help others by giving suggestions po
70、litely.Important/Difficult points Students can use the object clauses correctly. Students can give suggestions politely by using structures such as Why not ., Why dont you ., What/How about ., Lets . and Shall we .Teaching methodsTask-based language teaching, the deductive methodLearning strategiesa
71、utonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStepsTeachers activitiesStudents activitiesPurpose1. Warm-up & lead-inShow pictures of Millie and Simon, and ask: a. Whats the matter with Millie? b. Whats the matter with Simon? Look at the pictures a
72、nd answer the questions:a. She doesnt know how she should deal with her problem.b. He doesnt know why his parents are so strict with him.To revise reading part and lead students to this lesson.2. Presentation1.Present the following sentences: a.I dont know how I should deal with it.b.I dont know why
73、 my parents are so strict with me.强调question words2.Ask students to find out more object clauses introduced by question words in the reading part of this unit. a.Sometimes we forget when we should stop.b.I wonder how I can achieve a balance between my schoolwork and my hobbies.1. Read these sentence
74、s and find out the similarities,especially the word order.2.Find out more object clauses introduced by question words in the reading part of this unit.To make students have some ideas of object clauses introduced by question words.3.Practice1.T: Students in Class 1, Grade 9 are talking about their p
75、roblems. Help them complete each object clause below with a correct question word.2.Ask students to read the object clauses.3.Ask students to find and explain the important language points.1.Finish the exercises in Part A1.2.Read the object clauses.3.Find and explain the important language points.To
76、 help students learn the object clauses introduced by question words. 4. Explanation通过观察举例的宾语从句，学生自主总结规律1.遵守主句和从句的时态呼应;2.从句中要用陈述语序而不用疑问语序，即 引导词+ 主语+谓语+ 其他;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的疑问句变为宾语从句时要将帮助构成疑问句的助动词do does, did 去掉，从句中的谓语动词要根据主句的时态做出相
77、应的变化;e.g. a.When did the train leave? I want to know.-I want to know when the train left.b.What time did she get up? The young man asked.-The young man asked what time she got up.4.如果宾语从句中的引导词恰好在从句中充当主语或主语的定语，则句子保持原有结构:a.Whats the matter with her? Can you tell me?-Can you tell me whats the matter wi
78、th her?b.What has happened to him? We dont know.-We dont know what has happened to him.1.Write down the grammar points and ask questions when they cant understand the grammar points.2.Students work out the rule.The word order in an object clause introduces by a question word should be different from
79、 that in a wh-question.1.To help students learn about object clauses and know how to change the word order.2.To help students work out the rules by themselves.5. Practice1.T:Daniel has some questions. Please rewrite his questions by using object clauses introduced by question words. Students finish
80、the exercises in PartA2. 2.T: We have just learnt from Part A1 that some Class1, Grade9 students have problems. Can you tell me whom they can ask for help?( Mr Friend.)But they dont know Mr Friend well. Lets introduce Mr Friend to them first.Ask students to finish exercises in Part A3.1.One student
81、read Daniels question loudly. Then students finish the exercises in PartA2.2.Students finish the exercises in PartA3 and read the passage.1.To help students learn about object clauses and ask them to pay more attention to the word order.2. To know more about Mr Friend and his work, try to get a bett
82、er understanding of the passage.6.Presentation1.T: Mr Friend is a youth worker and he has helped many students. He gives them a lot of useful advice. Lets see how he gives his advice to the students. Read Mr Friends letter on page 39 Part B3 again and find out his suggestions.2. T: What other struct
83、ures can we use to give suggestions?3.Ask students to pay more attention to the forms of the verbs and punctuations.1. Students read and find out Mr Friends advice.a. What about choosing your hobby according to the time you have?b. Why not just play football for an hour or two, and then go home?2.St
84、udents have a discussion about other structures such as Why dont you .?Lets . and Shall we .? 3.Remember the structures and pay attention to the forms of the verbs and punctuations.1. To revise Mr Friends advice to lead students to this part.2. To help students know other structures that they have l
85、earnt to give suggestions.3.To help them pay more attention to the forms of the verbs and punctuations in the structures. 7. Practice1.T:Millie feels tired these days. Amy and Sandy are trying to help her. Use the correct structures to help them give suggestions to Millie.2.According to Part A1,make
86、 up a dialogue to practice how to give suggestions by using the structures.1.Students finish the exercises on Page 42. Read the dialogue loudly.2.Students make up dialogues and show them to class.To help students learn to give suggestions politely.8. Classexercises一、词汇。（每空一词）1. Have you _(回复) to his
87、 letter?2. I will look up the new words in my _ (字典) if I am not sure about them.3. Which _ (方法) should we use to solve the teenage problems?4. The boat of _(友谊) will be overturned at once.5.Which is _(value),money or health?6. What a good _ (suggest)youve given me! Thanks a lot. My pleasure.7. I do
88、nt know to _(who) I will talk 8. The baby has been _ (wake) for ten minutes. He is waiting for his mother.二、翻译句子。1. Kitty 不能想象没有爱好的生活将会是什么样Kitty _without hobbies2. 你能告诉我在哪里能买一本好的词典吗？Can you tell me _.3. 她不能确定应该用哪一种方法来解决这个问题She isnt certain _the problem.4. 去新博物馆怎么样？ How/ What about the new museum? 5.
89、 关于这个我们开个会好吗？ about this? 9. Homework1.Recite the grammar points and new words and expressions;2.Finish exercises in Exercise Book;3.Preview Integrated skills.Finish the exercises after class.To help student review the object clauses and the structures that give suggestions.Teaching Reflection9A Uni
90、t 3 Integrated skillsTeaching analysisAnalysis of teaching materialThe integrated skills part can be divided into two parts: the listening part and the speaking part. This listening part is about dealing with problems. Students are expected to get some information from a students introduction and a
91、conversation. The topic can easily attract the students attention since it is related to their daily lives .In the speaking part, Daniel talks to Millie about his problem and asks Millie for help. The teacher can also encourage students to give some suggestions to Daniel.Analysis of studentsStudents
92、 have learnt something about teenage problems and how to give suggestions politely, so they have got some background knowledge. However, students still find it difficult to get all the information after listening, so some skills should be taught to help students do better in listening part. Teaching
93、 objectivesBy the end of the lesson, students should be able to: master some important words and expressions: chemistry, progress, worried, aloud, pronounce, correctly, pronunciation, mention, laugh at, be proud of, go over, Dont mention it. etc. use listening skills to get and record information fr
94、om an introduction and a conversation. use the predicting skill to help them get the information while listening. share their problems and give suggestions.Important/Difficult pointsStudents can use listening skills and predicting skill to help them get all the information while listening. Students
95、can share their problems and give suggestions.Teaching methodsTask-based language teaching, audio-lingual approachLearning strategiesautonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStepsTeachers activitiesStudents activitiesPurpose1.Warm-up and lea
96、d-inShow a picture of the teacher herself and tell them her problems, ask the students: Do you have any suggestions? Look at the picture and try to use the structures to give suggestions. To help students revise how to give suggestions and lead them to this lesson.2.Pre -listeningShow a picture of N
97、ora and the information in Part A1.T: This is Millies classmate Nora. Im going to introduce her to you. First, please go through the information in Part A1 and choose the facts you think might be about Nora.Students look at the picture and go through Part A1,and guess the facts they think might be a
98、bout Nora.To help students learn about the introduction and prepare for listening.3. While-listening1.Play the record and ask students to check how much right information they have got.2.Ask one student to read the facts one by one.3.Play the record again and encourage students to retell the listeni
99、ng material.4.T: According to the information in Part A1, what problems do you think Nora may have? Help students answer: Nora isnt good at sports. She doesnt have many close friends.5.T: Nora is talking to Mr Friend about her problems.Please go through Part A2 first, fill in the blanks, according t
100、o Part A1and try to predict the answers they havent known yet.6.Play the record twice if necessary, and give students some time to write down the answers , and then check answers.(The teacher should help the students understand the listening material, not just focus on the missing information.)7.Ask
101、 students to sum up listening skills while doing listening exercises.1. Listen and finish Part A1.2. Read the right facts.3.Listen and retell the listening material.4.Think and answer the questions:Nora isnt good at sports. She doesnt have many close friends.5.Go through Part A2 first and fill in th
102、e blanks according to Part A1.Students try to predict the answers they havent known yet.6.Listen and finish Part A2 and check answers together.7.Sum up listening skills.1.To help students get the information from listening material.2.To help students understand Noras information better and prepare f
103、or next listening part.3.To practice listening.4.To prepare for Part A2.5.To develop students predicting skills before listening. 6. To make students get more information about the conversation and practice students listening.7.To make students sum up listening skills by themselves.4.Post-listening1
104、.T: Mr Friend is writing a report about Noras visit. Help him complete the report. Use the information on page43 to help you.2. Ask four students to read each paragraph and check answers.3. Ask students to read the report together.4. Encourage the students to ask some questions about the dialogue.1.
105、Students finish Part A3. 2. Students read and check answers.3. Students read the report together.4. Students ask some questions.1. To help students understand the report better.2.To help students focus on the report.3.To help students practise reading.4.To help students understand difficult points i
106、n this dialogue3. Presentation 1.T: Daniel is very worried these days because his English isnt very good. He is asking Millie for advice now. Ask students to listen to Daniel and Millies conversation and answer the questions:a.What is Daniels problem?a. What advice does Millie give Daniel?b. Why doe
107、s Millie ask Daniel to pronounce all the words correctly?c. Do you think Daniel feels better after discussing his problem with Millie?Ill go to my friends party, what should I wear? Can you give me some suggestions?2. Ask students to read and act out the dialogue between Daniel and Millie.3.Ask stud
108、ents to make up a new dialogue by using Millie and Daniels conversation as a model.(The teacher gives some useful expressions to help students if necessary. )1.Students listen and answer the questions: a. He has made little progress in his English.b. Daniel should go over what he has learnt as often
109、 as possible. He should read English aloud every morning and try to pronounce all the words correctly.c. Because learning the correct pronunciation will help him remember words.d. Yes. 2.Read and act out the dialogue.3.Make up a new dialogue.1.To lead the students to the dialogue and make students u
110、nderstand the dialogue better.2.To practise sudents speaking.3.To encourage students use what they have learnt in the conversation.4.Class exercises一 、根据所给句意或中文提示完成单词。（每空一词）1. We have made great _(进步)in English.2. Our _(化学) teacher is very strict with us.3.Much _(注意) should be paid to the teenager p
111、roblems.4. He who _(大笑)last laughs best5.We have difficulty _ (发音)this word.二、根据句意，用括号里所给单词的正确形式填空。（每空一词）1. The arm chair seems much (comfort).2. -Who can answer all the questions (correct)? -Im afraid nobody can.3.You will spend as much time as you can _(go)over your lessons.4.Learning some foreign
112、ers correct (pronounce)is helpful for you.5. Do you know how to read English (loud)?To help students consolidate what they have learnt from this lesson.4. Homework1.初中英语读本Chapter5阅读3;2.Recite the words and expressions;3.Preview the task part of this unit.Finish the exercise after class.To help stude
113、nts learn more about teenage problems and get ready for writing in the next lesson.Teaching Reflection9A Unit 3 Task & Self-assessmentTeaching analysisAnalysis of teaching materialThis task part is about a quiz in Teenagers magazine and students are expected to go through the quiz and circle the bes
114、t answers, and then finish Part B. Though students can use answers in Part A to finish Part B, it doesnt mean students can finish the e-mail easily. So the teacher should encourage the students to cooperate with others and get some ideas for their writing.Analysis of studentsStudents have learnt a l
115、ot about teenage problems and how to solve problems from the previous parts of this unit. They can use what they learnt about problems and the advice that help them solve the problems. But students may dont know how to write the article better. So the teacher should give some suggestions on the stru
116、cture of their writing.Teaching objectivesBy the end of the lesson, students should be able to: master some important words and expressions: stress, shout at, keep it to yourself, be of sbs age and etc; write a letter about teenage problems; know how to face their problems in daily life.Important/Di
117、fficult pointsStudents can write a letter about teenage problems.Teaching methodsTask-based language teachingLearning strategiesautonomic learning strategy, cooperative learning strategyTeaching aidsmulti-mediaTeaching procedureStepsTeachers activitiesStudents activitiesPurpose1.Lead-in1. Ask studen
118、ts to go over what problems they have talked about in this unit, and ask some students to write the problems on the blackboard.2. Ask students to go over how to solve the problems, and also ask some students to write the methods beside the problems on the blackboard.T: Some problems come from stress
119、. Anyway, the most important thing to us is that we should find out the ways to deal with these problems.Think about the problems and methods, and then write them on the blackboard.To help students review what they learnt and lead them to the topic today.2. Presentation&Practice1.T: The Class 1, Gra
120、de 9 students want to find out whether they know how to deal with problems. They are doing a quiz about good or bad ways to deal with problems.Ask students to read Part A first, and then choose the best answers.2. Ask six students to show their answers to the six questions. The teacher show the best
121、 answers to students, and encourage them to think about better ways to solve the six problems.3. Teacher shows more problems to let students to think about best ways:a. What should you do if you are often ill?b. What should you do if you hear your best friend say a bad word about you behind you?c. W
122、hat should you do if you are not interested in English?4. T:Millies friend Raymond wrote to her about his problems. Millie is writing a reply telling him how to deal with them.Help Millie complete her email.5. Ask two or three students to share their methods, and then encourage them to choose best w
123、ays together.6.Ask students to read Millies email and find out the main idea of each paragraph.7.Encourage students to make an outline of the letter.1.Read and do Part A.2. Check the answers with the teacher, and think about better ways to solve the problems.3. Try to find out best ways to solve mor
124、e problems.4.Finish Milliese-mail.5.Share their ways and choose the best ways together.6. Read the email and tell the main idea of each paragraph.7.Make an outline. Introduction Main body ConclusionTo help students learn about the content and the structure of a report.3. Writing 1.T:Suppose one of y
125、our friends has some problems. He or she wrote to you and asked you for help. How would you reply to him or her? You can use Millies email as an example.(Remind students to think about what two problems to talk about in the letter and write the outline first, try to use more difficult sentences.)2.
126、Ask students to write their letters.1. Think about the two problems they will talk about in the letter, write the outline first.2. Write a letter.1.To help students prepare for the writing.2.To practise students writing. 4. Evaluation1.Ask students to share their writing with their classmates and tr
127、y to make some improvements. 2.Present some students works.3.Give some advice on their writing from the aspects of content, language and structure.1.Share their letters with partners and get some advice from others.2.Read their letters to others.3.Make some improvements.To encourage students to get
128、advice from other students and teachers and make their report better.5. Homework1.Improve your writing；2.Finish Test for Unit 3 in Exercise Book；3.新理念阅读初中三年级第1册 那里是一片丛林。Finish the exercise after class.To help students review the knowledge in this unit and make their writing better.Teaching Reflection
