Unit 4 Problems and advice-ReadingAunt Linda's advice page-教案、教学设计-市级公开课-牛津深圳版九上(配套课件编号：b0473).doc

1、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 tostudents especially graduate, they want to talk about their problems and getsuggestions very much. In the reading part, Students will

2、learn four Internet postsabout teenagers problems. The reading Aunt Lindas advice page shows us fourteenagers 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

3、 is easy to raise sympathy among the students. Theywill wonder what to do in such situations. Therefore, this unit is very importantthroughout Junior High school.Part2. Analysis of the students:As junior 3 students, problems and advice is a topic which can attract thestudents attention. It is hard t

4、o be a teenage, especially for students who are facinggraduation. Thus it is not very difficult for them to get to this unit. Such topic willstimulate the students desire and raise their learning interest. The students will beactive in the activities in this lesson.Part3. Teaching aims:1Aims of the

5、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 aboutothers problems .2Aims of the ablilities:(1)To train the ability of getting informatio

6、n by reading.(2)To train the ability of retelling the story.3Aims 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 variousways o

7、f expressing questions: ask and answer questions, tables, retelling and trueor false questions.2 learn about the key words and expressions.Part 5. Teaching difficulties1To recognize and understand vocabulary about problems.2To ask for advicePart 6.Teaching methodsIn this topic, I will use five-step

8、Teaching Method and Task-based languageTeaching. I design some tasks to help the students learn. I think if I want to improvethe students oral English, I should give them enough chances to practice and I willuse pair work, group work to let the students take an active part in all kinds ofactivities.

9、 That is “Learning by doing, learning by using”. Let the students be themasters of the class teaching. Thus, student-centered teaching method is wellshown.Part 6. Teaching aidsProjector, computer and blackboardPart 7 Teaching procedurestep1. lead-inThe purpose is to arouse the students interest of s

10、tudy.Lets have a free talk.T: Good morning, boys and girls. It has been almost two month since you becamea Grade 9. Have you got used to the life as a graduate? Lets have a test to see if youare doing well. Here is a picture and you can see many white and black dots in it. Arethe black dots moving o

11、r not? If your answer is yes, put up your hands! Actually, thefaster the black dots move, the greater pressure you have.Pressure comes from problems. Have you got problems? You look unhappy. Whathappened?S1：I didnt go to bed until 12 oclock. I am sleepy now.T：What have you done to solve this problem

12、?S1:I dont 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 daycarefully, so you can make full use of your time. Next, You should also manage to findtime to rest. Because “all work and no

13、 play makes Jack a dull boy.”See? When we have problems, we should never keep them to ourselves. Wecan ask for advice. This is also what we are going to learn today “ Problems andadvice” Turn to page 50.Step2. Before readingThe purpose is to develop the skills of guessing and getting information fro

14、m theintroduction, the title and other obvious materials.T: Look at the introduction, the title and the names of the four teenagers on page51. 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

15、are the names of the four teenagers?(Anna, Peter, Simon and Julie)T: Skimming: Read the four posts andmatch thesentenceswith the fourstudents.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

16、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 thetext.1)Who is Anna worried about?She is wo

17、rried 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 thearticles.The woman

18、PeterPeters friendsYesterdaywas lying in the(1)_and lookedvery(2) _.wanted to(3) _her.(4)_her and(5)_.toldNowregrets (7)_andfeels very(8)_.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

19、 is to develop the skills of scanning and how to gain the details from thearticles.()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

20、 the question below.The purpose is to develop the skills of retelling.1. What does Julies 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 conclus

21、ion of the whole passage.On one hand, it will help the students to get a better understanding of the passageabout its purpose, main idea.On the other hand, it is a good chance for thestudents to review and realize all the reading strategies.Read the Internet posts again and complete the table on Pag

22、e 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. Thereporter is going to interview the other four students(Anna, Peter, Simon, Jolin).Make a conversation.Reporter: Can I ask some question?S

23、tudent1: Sure. Go head.Reporter : Whats your problem, Anna?Student 1: I amReporter: why are you?Student1: BecauseStep 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

24、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。精心设计的活动让学生通过完成具体的任务学习和巩固语言，积累学习经验，享受成功的喜悦。虽然这些活动不是完全自然的交际性活动，但与机械的语言操练相比，更贴近生活，真实自然。在这种交际性的活动中学习英语，学生更容易理解语言的意义，掌握语言技能。本课堂的每一个任务都是围绕学生“学”的角度设计的，学生的每一个活动都具有明确的目地指向和具体的操作要求，实现了英语在真实情景中应用，我试图以多媒体为手段，突出交际性，重视阅读的实用性，通过段落分析，让学生由表及里，由浅入深地理解文章内涵，在培养学生阅读能力的同时，渗透了阅读策略。