1、江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师 总 课 题 9A Unit 3 Teenage problems 总课时 10 第 1 课时课 题 Comic strip advice; balance; colourful; give up; hand inStep4 Homework1. Revise this period2. Pre-learn the next periodStep5.Notes after teachingRead the paragraphs and try to answer some questionsLearn so
2、me words and language points:Do some Exx after class遵循学生的思维规律,层层深入,同时注意阅读课的要旨是强调阅读,真正地达到提高学生的阅读能力.教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师 总 课 题 9A Unit 3 Teenage problems 总课时 10 第 3 课时课 题 Reading (B.C.D) 课 型 新 授教学目标 知识目标 To understand how to write about problems and to express feelings 能力目标
3、 To ask for advice情感目标 To recognize and understand vocabulary about problems.教学重点 To understand how to write about problems and to express feelings 教学难点 To ask for advice To recognize and understand vocabulary about problems.课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period
4、 3: Reading (BCD)教 学 过 程教 师 活 动 学 生 活 动 备课札记Step 1. RevisionRevise something learned in the last period.Step 2. Reading (B/C/D)Part B1. Remind students that the vocabulary that the vocabulary listed in Part B appears in Millie and Simons letters on pages 40 and 41. If students are not sure what a wo
5、rd means, it may help them to read the word in context on those pages.2.Ask students to work in pairs to complete Part B. When students have complete all the answers, they raise their hands. The first pair to finish the exercise correctly is the winner.3.When students have finished, give the correct
6、 answer to each question.Part C1.Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon.Have a revisionTry to remind some vocabularies Complete Part B.认识并理解与问题有关的词汇；学会表达情感。教 学 过 程教 师 活 动 学 生 活 动 备课札记Part C1.Tell students that
7、in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon.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 putting a cross or a tick in the blanks. For more able st
8、udents, ask them to complete the exercise without referring the back to the reading passage.3.After checking the answers with the class, ask more able students to look for phrases or sentences in Millie and Simons letters to support their answers.4.This is a straightforward exercise and students of
9、all levels should be able to complete it on their own. Part D1.Revise key vocabulary. Write the following words on the board:advise keepearlier later focus help forget about school work give up remember hobby ignorehomework go home painting study spend hours work hard time drawing stay out hours2.Ex
10、plain 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. 3.Ask volunteers to come to the front of the cl
11、ass and draw a line between two words to link them. Go through the words in the two columns with students before asking them to match the words.Complete the exercise by putting a cross or a tick in the blanks.Revise key vocabulary.Draw a line between two words to link them.认识并理解与问题有关的词汇；学会表达情感。教 学 过
12、 程教 师 活 动 学 生 活 动 备课札记4.Answers are as followings:advise keep (opposite)earlier later (opposite)focus help (synonym)forget about school work (related word/opposite)give up remember (opposite) hobby ignore (opposite)homework go home (opposite)painting study (related word)spend hours work hard (relate
13、d word)time drawing (related word/synonym)stay out hours (related word)5.Once students are clear about the vocabulary, ask them to complete Part D on Page 43. More able students can complete the exercise on their own. Less able students can work in pairs or small groups.6.Once students have finished
14、 Part D, ask two students to read the letters aloud. Praise students for areas where they do well. Try not to focus too much on their mistakes as this will crush their confidence when speaking in front of the class.Step 3. PracticeStep4 Homework1. Revise this period2. Pre-learn the next periodStep5.
15、Notes after teachingFinish the exercise, make sure they are more familiar with the words and can use themComplete Part D on Page 43.Do some Exx after class.认识并理解与问题有关的词汇；学会表达情感。教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师 总课题 9A Unit 3 Teenage problems 总课时 10 第 4 课时课题 Vocabulary 课型 新授教学目标 知识目标 T
16、o understand the different meanings of the verb “to be”能力目标 To use the verb “to get” when talking about problems情感目标 To recognize and understand vocabulary about problems.教学重点 To understand the different meanings of the verb “to be” To use the verb “to get” when talking about problems教学难点 To recogni
17、ze and understand vocabulary about problems.课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 4: Vocabulary教 学 过 程教 师 活 动 学 生 活 动 备课札记Step 1. Revision.Revise something learned in the last periodStep 2. VocabularyPart A1.Explain that the words in the box at the top of Page 4
18、4 are synonyms of the verb “to get” below the pictures, and can be used to replace “get” in each picture.2.Ask students to work in pairs to complete Part A.3.For weaker classes, ask students to read out the answer for each picture. For stronger classes, after students have read out the answers, ask
19、them to make sentences using the phrases under 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, students can work in pairs to complete Part B. For stronger classes, students can work on their own.2.For
20、stronger classes, once students have finished, ask two students to read out the whole letter. Compliment them on parts of the letter they read particularly well. Have a revisionListen,think ,and try to do some exx. in Part A. Work in pairs to complete Part B. 复习巩固与问题有关的词汇；学会表达情感。教 学 过 程教 师 活 动 学 生 活
21、 动 备课札记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, students can work in pairs to complete Part B. For stronger classes, students can work on their own.2.For stronger classes, once students have finished, ask tw
22、o students to read out the whole letter. Compliment them on parts of the letter they read particularly well. 3.For weaker classes, ask students if they have the same problems as Amy. Ask students to raise their hands if they do. For stronger classes, ask students what their advice would be for Amy.S
23、tep 3.PracticeStep 4 Homework1. Revise this period2. Pre-learn the next periodStep5.Notes after teachingWork in pairs to complete Part B.Practise and do some exx after class.复习巩固与问题有关的词汇；学会表达情感。教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师 总 课 题 9A Unit 3 Teenage problems 总课时 10 第 5 课时课 题 Grammer
24、 (A, B) 课 型 新 授知识目标1.To use “wh-” words + “to” infinitives to talk about problems.2.To learn about sentences types 3.To study five kinds of sentences structures 能力目标 Grasp the structures of “wh +to do sth.”, five kinds of sentences 教学目标情感目标 Talk about problems with “wh +to do sth.”教学重点“wh +to do sth
25、.”structure, sentences types, five kinds of sentences structures教学难点 Talk about problems with “wh +to do sth.”课前预习 1. Preview the new words and phrases of this period2. Pre-learn Period 5: Grammar ( A B)教 学 过 程教 师 活 动 学 生 活 动 备课札记Step 1. RevisionRevise something learned in the last period.Step 2. Gr
26、ammar ( A& B)Part A1.Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how2.For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party? However, it is rarely used n
27、owadays except in formal contexts. Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that?3.Explain to students that they need to use the “wh-“ words +to do structure to complete the exercise on page45. The “wh”- words can be used more than once.4.This is a f
28、airly challenging exercise and all students willHave a revision Remind “wh-” wordsCompare “who” with “whom”,”whose”练习来巩固所学的内容教 学 过 程教 师 活 动 学 生 活 动 备课札记benefit from guidance. For stronger classes, ask students todo it by themselves and the n check their answers. Less ablestudents will benefit from w
29、orking in pairs. More ablestudents can work on their own, but encourage students toshare their difficulties with the class. If one students findssomething difficult, it is likely that the others do too. Be onhand to offer help for this exercise. For weaker classes, tellstudents that it may be easier
30、 it may be easier if they findeither the “wh-“ word or “to”-infinitive first before workingout the whole answer.5.Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect a
31、nswers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.Part B2.Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can wo
32、rk in pairs. Encourage more able students to work on their own. 3. Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student.4.Go through th
33、e table at the top on page 46. Ask students ifthey have any questions. Make sure they understand the four types of sentences. 1.As a warm-up activity, write the following form on the board:Statement (positive)Statement (negative)Question Imperative Exclamation Listen ,and be familiar with the two st
34、ructures, then practice themRead the conversation aloud Make up a sentence in each blank.先和同学们熟练这两句型，然后操练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 Fri
35、end for advice.” Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer. 6.Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?”
36、 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?”7.Tell students that the imperative form is the base
37、form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnin
38、gs, instructions, invitations or good wishes.8.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!”9.Explain to students that in the exercise on page 46 they must identify the diff
39、erent types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own.10.Once students have finished, ask the class to check the answers with you.Step 4 PracticeStep 5.HomeworkStep 6. Notes after teachingStep5.ApplenMake sure to u
40、nderstand the four types of sentences. Listen ,and be familiar with the two structures, then practice themPractise and do some exercise after class.先和同学们熟练这些句型，然后操练教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师 总课题 9A Unit 3 Teenage problems 总课时 10 第 6 课时课题 Grammar II 课型 新授知识目标 1. 1.To study five
41、kinds of sentences structures2. To learn to use object complements能力目标 To develop the abilities of reading and writing教学目标情感目标 To be a happy , lively teenagers after learning this lesson教学重点Five kinds of sentences structures and object complements教学难点 Five kinds of sentences structures and object co
42、mplements课前预习 Preview the new words and phrases，revise different parts of a sentence教 学 过 程教 师 活 动 学 生 活 动 备课札记IHave a revisionII. Ask Ss to look at the table at the top of Page 47. Tell Ss that an object complement is an adjective (or adjective phrase) or a noun (or noun phrase) that relates to the
43、 object. Encourage Ss to ask questions about object complement.III. Tell Ss that not all verbs can be followed by an object complement.IV. Explain the context. Ss should circle the object complement found in Millies homework. Ask more able Ss to work on their own and less able Ss to work in pairs. E
44、ncourage Ss to report their difficulties to the class. Be ready to offer help for this exercise.V. Explain to Ss that different combinations of the sentence elements form different sentence structures.VI. Explain the exercise in Part D1 on Page 48. More able Ss may work on their own while weaker Ss
45、may work in pairs.Look at the table circle the object complementreport their difficulties to the class 先复习句子成分让学生自己理解宾补的用法教 学 过 程教 师 活 动 学 生 活 动 备课札记Notes:1. I find him kind. 我发现他很和蔼。及物动词+宾语+ 宾补 宾补可以是名词（或短语）、形容词（或短语）、介词（或短语）、动词不定式、分词充当。名词（或短语）：We think Li Ping the best student in our class.They call
46、 the girl Lucy.I find him a very smart boy.形容词（或短语）：I believe Tom (to be) honest.The new coat kept the boy warm.The news made me happy.介词（或短语）：I find her at home instead of at work.动词不定式 Id kike you to come and see me.The teacher wants us to hand in our homework tomorrow morning.He made the horse ru
47、n all the time.分词：I found a man walking into her room.Can you hear someone singing on the next room?I saw him getting on the bus.在上述句子结构中，有些句子的宾语是宾语补足语的施动者，因此这些句子可以改为宾语从句。I found him in the shop. = I found that he was in the shop.I saw him getting on the bus.=I saw that he was getting on the bus.VII
48、Sum up and exercisesVIIIHomework1. Revise this period.2. Pre-learn the next periodwork in pairsTranslate some sentences精讲精练辅以练习教学反思江苏省淮北中学英语学科教案初三年级教案活页纸 主备人：陈小军 审核人：初三英语组全体老师 总课题 9A Unit 3 Teenage problems 总课时 10 第 7 课时课题 Integrated skills 课型 新授知识目标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能力目标 To develop the students abilities of listening, speaking, r
