江苏省句容市九年级英语上册《Teaching Plan for Unit 3》教案（2） 人教新目标版.doc

江苏省句容市九年级英语上册《Teaching Plan for Unit 3》教案（2） 人教新目标版
Teaching Material
Reading, Unit 3 Teenage Problems, 9A
Main Principles
Teams (Interactive learning)
Positive Interdependence
Individual Accountability
Explicit Training in Interpersonal Skills
Reflection
Teaching Aims
1. Language Focus
1) The students will be able to understand and use the words about problems:
support, offer, suggestion, strict, value, achieve, refuse, accept, worth, doubt, allow
2) The students will be able to understand the following sentences:
I doubt whether it is worth working so hard.
Then I got into trouble at home because my parents do not allow me to play outside after 6 p.m.
2. Language Skills
The students will be able to talk about problems and express feeling. And they will be able to learn how to ask for advice.
3. Emotional Goal
The students will be encouraged to talk about their problems and try to deal with them.
4. Learning Strategies
The students will be able to guess and reason the presumption by the information collected from the reading of the letters.
5. Affection
The students will be able to focus their attention on the classroom instruction and activities.
Teaching Aids
Blackboard, Chalk, Computer, Overhead Projector

Teaching Procedures & Activities
Part I. Task-introduction & Revision. (5′)
I will show you a picture of “Growing pains”. Growing up can be difficult. You may have many problems. Don’t be afraid of telling your problems to people around you. In this period, let’s try to find out:
some teenagers’ problems
your suggestions on how to deal with their problems
your own problems and ways to solve them
Problems can always make teenagers feel unhappy. We learned some about teenage problems last period. Can you remember some? Look at the pictures and talk about their problems. (show the pictures)
1. The TV is always on at Kitty’s home. The noise almost drives her mad.
2. Daniel doesn’t have any close friends to talk to. Sometimes, he feels lonely.
3. Amy’s cousin always makes a lot of noise and disturbs her when she’s studying.
4. Sandy’s parents work all day. They don’t have time for her.
5. Millie doesn’t get enough sleep. She feels tired in class.
6. Simon doesn’t have enough time to do his homework.
Part II. Pre-reading. (4’)
Task One: To Brainstorm and learn the new words.
T: Why doesn’t Millie get enough sleep? …
Ss: …
T: Yes, perhaps she has too much homework. And Simon also doesn’t have enough time to do his homework. What about your homework?
T: Do you often say yes when your teachers give you the homework?
Ss: Yes.
T: That means you accept it. Why do you accept the homework?
Ss:…
T: Yeah! Because it is important to do the homework. It is of great value. It is worth doing it.

HomeworkÞÞacceptÞÞvalueÞÞbe worth doing

T: Now, boys and girls. If your teachers give you too much homework, will you accept it?
Ss: No.
T: I understand. You don’t want too much homework. You want to say no to it. That means you want to refuse to do it. But most of the time you will have to complete it in the end. Why?
Ss: Because our teachers will be angry if we don’t hand in our homework on time.
T: Your teachers are very strict with you. Most of the students hate too much homework because they feel tired. At the same time, they have no spare time for their hobbies.

Too much homeworkÞÞwant to refuseÞÞhave to completeÞÞno spare time for hobbies

Today most students have too much homework to do and they have no time for their hobbies. This is a problem. How to achieve a balance between homework and hobbies? Here are two letters from two teenagers to a youth worker named Sigmund Friend. After you learn the letters, perhaps you will know how to deal with the problem.
Read the new words.

Part III. While-reading. (20’)
Task One: Listen and fill in the forms. (5’)
Name
Millie
_______________
Simon
__________________
Problem
have a lot of homework and have no time for hobbies
stay out to play football, but his parents do not allow him to play outside after 6 p.m.

Task Two: Fast-reading. (4’)
Read the letters quickly and underline the following sentences, paying more attention to the stressed words. Then finish the Skill B on Page 46.
1. I have a problem, and I do not know how to deal with it.
2. I want to refuse to do so much work, but usually I just accept it.
3. I understand that it is important to do my homework and hand it in on time.
4. I am crazy about football.
5. I have plenty of friends, and we always play football together at school or in the park.
6. Then I get into trouble at home because my parents do not allow me to play outside after 6 p.m.
7. Can you please advise me how to achieve a balance between my schoolwork and my hobbies?
Keys: g—e—b—d—h—f—c—a
Task Three: Detail-reading. Answer the following questions about the Reading.(6’)
A. TF-questions about Millie. If it is false, complete the statement.
1. Millie often stays up late to complete the exercises, but she doesn't feel tired next day.
2. Sometimes Millie refuses to do so much homework.
3. Millie understands that it is important to do her homework and hand it in on time.
4. Millie thinks it is worth working so hard.
Keys: FFTF
B. Wh-questions about Simon.
1. What’s Simon’s favourite hobby?
2. What does Simon often do with his friends?
3. Why does Simon think his parents are strict?
4. What does Simon think of his hobbies?
Keys: 1. Playing football. 2. They always play football together at school or in the park after school. 3. Because they do not allow him to play outside after 6 p.m. 4. He thinks his hobbies can help him relax and make his life more interesting.
Task Four: Further questions.(5’)
Read the text carefully and try to ask questions about the two letters, write down as many questions as you can. Then ask and answer the questions. (Girls ask questions about Millie and boys answer them. Boys ask questions about Simon and girls answer them.)
Part IV. Post-reading. (15’)
Task One: Retelling. (4’)
Millie’s letter.
Millie has a problem and she doesn't know how to _______________ it. She has a lot of homework but she can’t ________________ it because she understand that it is important to do her homework and _______________ on time. She usually just ______________ it and often stays up late to _____________ the exercises. However, she has no ________________ time for her hobbies. She ____________ whether it is ___________________________. She is _________________ a holiday without homework and she wants Sigmund Friend to _________________.
Keys: deal with; refuse (to do); hand it in; accepts; complete; spare/ free; doubts; worth working so hard; looking forward to; offer/give her some suggestions/advice
Simon’s letter.
Simon is so _____________ football that he likes _________________to play football with his friends. His parents are very ______________ with him and they do not _______________ him to play outside after 6 p.m. Simon feels stressed and angry _____________________. He thinks hobbies can help him ______________ and make his life __________________. He wishes he could have his parents’ ______________. He wants Sigmund Friend to tell him how to ___________________________ between his school work and his hobbies.
Keys: crazy about; staying out late; strict; allow; from time to time; relax; more interesting; support; achieve a balance
Task Two: Complete the two letters on Page 47. (4’)
Keys:
To Millie: offer; choice; complete; hobbies; volleyball; worth
To Simon: advice; playing; stay out; balance; strict; value
Task Three: Discussion. (4’)
A. Talk about your own problems in pairs. Write down the problems on your paper.
B. Exchange some problems in the whole class with the help of the teacher. Show some of the problems before the whole class. Try to give some suggestions on how to solve the problems.
Task Four: Written work: Translate the phrases into English.(3’)
1. 处理这个问题
2. 准时上交作业
3. 拒绝接受家作
4. 值得努力工作
5. 提供给我一些建议
6. 对某人严格
7. 允许我在外面玩
8. 建议我少花一些时间在足球上
Keys:
1. deal with the problem
2. hand in homework on time
3. refuse to accept the homework
4. be worth working hard
5. offer me some suggestions
6. be strict with sb
7. allow me to play outside
8. advise me to spend less time on football
Part V. Homework.(1’)
A. Remember the new words and phrases in heart.
B. Read and retell the two letters.
C. Additional exercises.
一、 根据中英文提示填写单词。
1. I wish I could have my parents’ _______________(支持).
2. My father bought me a _____________(珍贵的) gift for my birthday.
3. I don’t understand why they are so _________________(严厉的).
4. Can you offer me some ______________(advice) on how to learn English well?
5. She has just _______________(to finish doing or making sth) her degree(学位) in Law.
6. There seems no reason to _____________(to feel that something is not true) his story.
二、 选择词组并用适当的形式填空。
offer me some suggestions; feel relaxed; be strict with; hear from; achieve a balance between…; deal with
1. I have a lot of work for me to ________________.
2. My parents always _______________ when I get into trouble.
3. It is better for you to ________________ before you take exams.
4. Who can teach me how _______________ work and play?
5. --How often do you _______________ your sister?
–Once a month.
6. He treats us as his friends and he __________________us at the same time.
三、阅读理解。
Japanese students work very hard but many are unhappy. They feel heavy pressures (压力) from their parents to do well in school. Most students are always being told by their parents to study harder so that they can have a wonderful life. Though this may be good ideas for those very bright students, it can have terrible results for many students because they are not gifted (有天赋的) enough.
As it is reported, a number of students killed themselves. Others try to get the feelings of taking drugs (毒品). Some join the groups of trouble-makers and turn to crime (犯罪). Many of them have tried very hard at school but have failed in the exams and have their parents lose hopes. Such students feel that they are hated by everyone else they meet and they don’t want to go to school any longer. They become dropouts.
It is surprising that though most Japanese parents are worried about their children, they do not help them in any way. Many parents feel that they are not able to help their children and that it is the teachers’ work to help their children. To make matters worse, a lot of parents send their children to those schools opening in the evenings and on weekends--they only help students to pass exams and never teach students any real sense (判断) of the world. It is a great surprise that almost three-quarters of middle school students have been to such kind of schools.
Many Japanese schools usually have rules (规章) about everything from the students’ hair to their clothes and the things in their school bags. Child psychologists (心理学家) now think that such strict rules are harmful (有伤害的) to the feelings of the students. Almost 40% of the students said that no one had taught them how to get on with others, how to tell right from wrong, how to show love for others, even for their parents.
( )1. Dropouts_______.
A. make troubles in and out of schools
B. go about or stay home instead of being at school
C. try hard but always fail in the exams
D. lose hopes and drop some of their subjects
( )2. Which of the following is wrong?
A. Few students feel like heavy pressures.
B. Heavy pressures may not be harmful to every child.
C. Nothing is more important than school rules in Japan.
D. Most parents only think about their children’s wonderful life.
( )3. What’s the best title (标题) of the passage?
A. The Trouble in Japanese Schools
B. The Problems of Japanese Students
C. Education (教育) in Japan
D. The Pressures of Being a Student in Japan

Keys:
一 1. support; 2. valuable; 3. strict; 4. suggestions; 5. completed; 6. doubt
二 1. deal with; 2. offer me some suggestions; 3. get relaxed; 4. to achieve a balance between; 5. hear from; 6. is strict with
三 BCD

BB:

Projector Screen

Five to six problems from the students

说明：（1）本教案为9A Unit 3的Reading第一课时，时间为45分钟。
（2）本教案以假设学生英语学习实际水平为优秀的基础上进行教材分析的。
（3）本教案鼓励学生通过阅读的体验和实践和合作讨论等方式来达成教学目标。
（4）本教案设计包含了What （“三维”目标）、Why （理论依据）和 How（实施策略），所以它是有效的。
（5）本教案在实施过程中，教师还应该根据本课阅读内容适当地介绍一些阅读技巧，让学生针对不同的阅读任务来采用相应的阅读技巧。