初中英语牛津译林版九年级上册Unit 3 Teenage problems教案设计

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这是一份初中英语牛津译林版九年级上册Unit 3 Teenage problems教案设计，共3页。

牛津译林版九年级英语上9AUnit3 teenage problems

Period Five (Study skills task )

 Objectives

To form the habit of proofreading and revising work
To recognize common language mistakes
To correct mistakes in written text.
to answer a quiz about causes of stress
to make a writing plan for a letter
To write a letter about stress problems

 Language function and focus

Pay no attention to sb. Solutions to stress

Missing words eat a healthy diet

Getting enough sleep and doing exercises are very important.

Watch more TV programmes to relax shout at your friends

 Teaching methods

Practicing / discussing / reading / working in groups

 Teaching procedures

Study skills

Ask students whether the check their work or not. Ask those who do to raise their hands. Ask these students whether they often find mistakes when they check through their work.
Ask students who do not check through their work to raise their hands. Ask them why they do not check their work.
Explain to students that checking work after they have finished it is a very important habit to develop. Tell students that they should check their work after they have finished it----both homework and class work.
Tell students that when they are doing exams, they should always allow themselves 5-10 minutes at the end to check through their work. They may be able to correct come careless mistakes.
Ask students to look at the word box on page 52. Tell them these are the things they should check for. Ask students to read Millie’s report and underline all the mistakes and classify these mistakes according to their types. Less able student might need help with this exercise. Allow them to work in pairs. For weaker classes, you might want to tell students where the mistakes are and simply ask them to write the types of mistakes and make corrections.
Ask five students to read out a corrected paragraph each. Ask the rest of the class to check for correct answers.

Main task

Teaching procedures:

Arouse student’s interest by asking them to think about stress situations and how they deal with them.
Explain the context. Mr. Wu has set a quiz for the Class 1, Grade 9 students about good and bad ways to deal with problems.
Tell students that they will take part in the quiz in Part A on page 53. Read out one questions at a time, as well as all the answer choices. Students should work on their own and keep their answers secret. Tell students they are not allowed to discuss their answers with their classmates.
Once you have gone through all the questions, ask students to swap their book with another student.
Read out the best answer to each of the questions. Each student must mark the book he/she has been to given. Talk about why one way of dealing with problems might be better than another. Ask students if they have other ideas about how to deal with stressful situations.
This discussion and the sentences on page 53 are useful for the later parts of the main task section.
Tell students that it is a good idea to make a writing plan for any piece of writing, whether it is a letter, an essay or a report. This is important not just for English, but for other subjects as well. Remind students that they can use the information to help them complete the writing plan in Part B. They can also use ideas that were generated in the extension activity on page T53.
Ask students to complete Part B on their own. It is important for each student to be able to plan their work independently. If students find it difficult to think of ideas, tell them to discuss their writing plans with a classmate.
Ask a student to read Millie’s letter in Part C aloud. Ask students whether they have any questions about meaning or vocabulary.
Students have only to fill in two blanks based on the information in Millie’s notes. Tell students to complete Part C on their own.
For Part D, tell less able students to copy the beginning of the Millie’s letter in Part C and develop a longer letter. Tell more able students to plan their own letter. Tell them that they can use Millie’s letter as a guide for their piece of writing. However, encourage more able students to use some alternative constructions, rather than simply copying Millie’s letter word for word. Some useful words and phrases students can use include: