9AU3Checkout第一课时教学设计.doc

三 英9A U3 Checkout 第一课时 教学设计镇江市京口中学 钱亮 212008教材简解 Simple solutions of teaching material：牛津英语教材9A第三单元Teenage problems主要和学生们共同探讨了当前的中国学生因为学习、朋友以及家庭关系而产生的巨大压力。通过本单元语篇的学习，让学生了解到随着青少年生理的变化，每个人都或多或少的面临着一系列的问题。通过学习，教师指导学生如何合理的利用身边的资源去找到倾述的对象，帮助学生找到合适的途径去解决问题。通过本课时的学习，更好的帮助学生了解青少年问题及找到最佳的解决办法，同时更好的掌握和运用本单元语法知识，即动词不定式的运用和句子的四种结构。目标预设 Knowledge objective: 1.To review key vocabulary and grammar items taught in the unit.2.To give students the opportunity to practice the grammar and vocabulary items, and to gain confident in doing so .3.To allow students to check their progress and ask any questions they may still have.Emotion aims:To develop the students grammar and vocabulary items。Capability goal:To be a happy, confident, lively and helpful teenagers after learning this unit. 重点、难点 Teaching emphasis on the difficulties:To practice the grammar and vocabulary items, and to gain confident.Enable the Ss to grasp the grammar and vocabulary items.设计理念The design concept: 以学生的发展为根本，运用任务型教学方式引导学生积极参与教学活动，在整个过程中实现师生，生生互动，以丰富多彩的活动内容组织课堂教学。接近学生生活，在互动，交流，合作，探究中实施教学。组织、参与、引导、帮助学生，关注学生学习策略，学习方法，学习态度，成为名副其实的以学为本的教学设计，以课题为背景，体现任务型教学理念和思路。 设计思路 Design ideas 新课程的核心理念是全面实施素质教育,强调促进每个学生充分、全面、多元的终身发展和最优发展。在新课程背景下，根据学生的生理、心理特点、兴趣爱好，结合他们实际生活经验，围绕教学目标，对教学内容进行优化组合、有效拓展，为学生提供丰富多彩的教学素材，使学生在经历知识获得的过程中，合作交流能力、独立思考能力、搜集处理、运用信息等能力都能得到相应发展，从而形成积极主动的学习态度。本着“创境、拓展、合作、自主”的原则，我做了如下设计。第一，合理处理教材。通过回答问题、判断正误等方式对课文语篇进行复习，让学生在讨论的基础上进行课文内容进行复述，巩固本单元阅读课学习成果。结合本课时A部分的内容，及时复习语法知识，巩固本单元语法课的学习成果。第二，通过创设“我是青少年志愿者”这一情境，结合本单元所学知识，采用任务型的教学途径，通过多样化的操练活动，让学生就青少年问题的解决给出合理化的建议和意见的同时，正确的审视自己所面临的问题，树立正确的人生观和价值观。 教学过程 Teaching proceduresStep 1 Revision1. Revise the important words learned in this unit .Give some exercises on the screen and ask students to complete the sentences. I do not have close friends. Sometimes, I feel l_. It is important to work hard and h_in my homework on time. Should I f _ on my homework and give up my hobbies? I hope I can o_you some useful suggestions. Although problems can make you worry, there are some simple ways to d_ with stress You will feel better if you s_your problems with your friends. Students may ask their teachers to give them a_. Can you please advise me how to a_ a balance between my studies and my hobbies.2. Revise the reading material learned in this unit by asking some questions and retelling the article. Can Millie choose not to do her homework? Why does Millie feel tired the next day? What does she often doubt? What does Millie want Sigmund to offer? Whats Simons dream? Does Simon get into trouble at home? Why? What does Simon wish? What does Simon want Sigmund to advise him?3. Revise the grammar learned in this unit .Ask students to review To-infinitives and four sentences types and encourage them to ask questions if necessary. Complete the following sentences. I really dont know _下面做什么？ The students want to know _ _(如何算出这道数学题)？ She cant decide_该买哪一件？ Can you tell me _跟谁说话 ? Please tell him _（该去哪里)?Tell what sentence types they are. Go along this road and take the turning at the second crossing. She will write a letter on her problems to the youth worker. How beautiful the flowers are! Can you offer me some suggestions?Step 2 Discussion Ask students to discuss the Worldwide teenage problems and try to finish the following form.Topic Worldwide Teenage ProblemsDifferent problemsStudy problemMany students are _ in studies because they feel tired about homeworkHealth problemThe number of unhealthy students is becoming _ than before because of less exercise and unhealthy food.In _ ofloveMany teenagers need friends to talk toLoving video gamesSome are not _ in the real world so they put themselves into the unreal computer worldconclusionTo solve the problems, we have to choose suitable ways. We can get more information on the _.Step 3 Practice 1.Tell students to complete Part A on their own. When students have finished, check the answers with the whole class. 2.Ask students to read out the advice. One student reads one paragraph at a time.3.Ask students whether they think Sigmund Friend gives good or bad advice. Ask them to explain their answers.Step 4 PracticeExplain to students that in Part B, Amy is thinking these wishes. Ask students why she does not say the words aloud. If students cannot tell you, explain that Western countries, people believe if you say a wish aloud, it will not come true.Ask students to write the answers to this exercise on their own. Then students check their answers in pairs. Step 5 Extension1.Read the following article and complete the words according to the first letter.Hi, everybody. Do you worry about not a_ a high mark in tests? Is there anything that always d_ you when youre studying and almost drives you mad? Sometimes, maybe youll q_ with your parents because both of you are busy and you have no c_ with each other. And I know sometimes you have no c_ to share your worries with your friends. Maybe youre afraid of being laugh at. So you really feel stressed from time to time. If this is the truth, welcome you to Heart Whisper. Our teachers here will offer you the most v_ suggestions! I