初三年級教案活頁紙 主備人：陳小軍 審核人：初三英語組全體老師

總課題 9A Unit 3 Teenage problems 總課時 10 第6 課時

課題 Grammar II 課型 新授

教學(xué)目標(biāo) 知識目標(biāo) 1. 1.To study five kinds of sentences structures

2. To learn to use object complements

能力目標(biāo) To develop the abilities of reading and writing

情感目標(biāo) To be a happy , lively teenagers after learning this lesson

教學(xué)重點 Five kinds of sentences structures and object complements

教學(xué)難點 Five kinds of sentences structures and object complements

課前預(yù)習(xí) Preview the new words and phrases，revise different parts of a sentence

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

I．Have a revision

II. 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 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 Millie’s homework. Ask more able Ss to work on their own and less able Ss to work in pairs. Encourage 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 may work in pairs. Look at the table

circle the object complement

report their difficulties to the class 先復(fù)習(xí)句子成分

讓學(xué)生自己理解賓補的用法

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

Notes:

1. I find him kind. 我發(fā)現(xiàn)他很和藹。

及物動詞+賓語+賓補 賓補可以是名詞（或短語）、形容詞（或短語）、介詞（或短語）、動詞不定式、分詞充當(dāng)。

名詞（或短語）：

We think Li Ping the best student in our class.

They call the girl Lucy.

I find him a very smart boy.

形容詞（或短語）：I believe Tom (to be) honest.

The new coat kept the boy warm.

The news made me happy.

介詞（或短語）：I find her at home instead of at work.

動詞不定式I’d kike you to come and see me.

The teacher wants us to hand in our homework tomorrow morning.

He made the horse run all the time.

分詞：I found a man walking into her room.

Can you hear someone singing on the next room?

I saw him getting on the bus.

在上述句子結(jié)構(gòu)中，有些句子的賓語是賓語補足語的施動者，因此這些句子可以改為賓語從句。

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．Sum up and exercises

VIII．Homework

1. Revise this period.

2. Pre-learn the next period work in pairs

Translate some sentences

精講精練

輔以練習(xí)

教學(xué)反思

江蘇省淮北中學(xué)英語學(xué)科教案

初三年級教案活頁紙 主備人：陳小軍 審核人：初三英語組全體老師

總課題 9A Unit 3 Teenage problems 總課時 10 第7課時

課題 Integrated skills 課型 新授

教學(xué)目標(biāo) 知識目標(biāo) 1.To extract information from a student profile

2.To write notes about a student profile

3.To extract information from a conversation

4.To write a record of a visit

能力目標(biāo) To develop the students’ abilities of listening, speaking, reading and writing.

情感目標(biāo) Be a happy , lively teenagers after learning this lesson

教學(xué)重點 To listen and write notes about a student profile and extract information from the conversation

教學(xué)難點 To listen and write notes about a student profile

課前預(yù)習(xí) To get as much information about Teenage problems as possible

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

I.Have a revision

II.Read through Sue’s profile on page 50 with students. Ask them to think about what their student profile would say. Write the following on the board.

Name:

Class:

Grade:

Subjects I like:

Subjects I do not like:

III.Ask the students to think about something they are very good at. It does not need to be a school subject. It could also be a hobby. This will reinforce their confidence. Point out to students that no one can be good at everything. Everyone

Translate some sentences and do some erercises

Read through Sue’s profile

Think and discuss

適當(dāng)?shù)倪M(jìn)行一些學(xué)生的心理輔導(dǎo)

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

has different skills and talents.

IV.Ask a student to read Sue’s profile aloud. Explain to students that some of the information in the student profile will help them to complete the notes about Sue.(tell students that they will not be able to find all the answers in the profile.)Tell students to look carefully at what they have written, and pay attention to the gaps they have not yet been able to fill.

VI.Play the recording again, stopping so that students can write their answers, if you feel this is necessary. Tell students to look at their answers. If they still have some unfilled gaps, ask them to read the profile again at the top of the page in case they have missed something. Then play the recording once more without stopping.

VII.Ask students to read one answer each. Check for mistakes and mispronunciation. Play the recording again once students have completed the exercise.

IX.Explain to students that they can use the profile and the note from page 50 to help them complete Part A3 on page 51. Divide the class into pairs. Each pair must work together to come up with the correct answers. The first pair to get all of the answers correct wins. Ask a person from each pair to read one sentence at a time. Encourage students to listen for mistakes and raise their hands when they have a question.

X. Review “worried”, “reply”, “e-card” and “advice”. Ask students to volunteer some definitions.

XI. Ask students to work in pairs. Tell them to read the conversation aloud, then change roles sn read the conversation again.

XII. Check students’ conversation of the passage. Ask them the following questions:

Who has a problem? (Millie)

What is her problem? (Her pen friend hasn’t replied to her e-mails.)

read Sue’s profile

Listen and wite

Read and check

complete Part A3

read and listen

Read

Ask and answer

consolidates what students have learnt and gives them a sense of achievement.

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

Does Amy agree that Millie’s pen friend doesn’t want to write to her any more? (No.)

Why does Amy think Millie’s pen friend hasn’t written? (She’)

What advice does Amy give Millie? (Millie should send an e-card to her pen friend and let her know she misses her very much.)

Do you think Millie feels better after discussing her problem with Amy? (Yes.)

Ask students to reply using full sentences.

XIII.Ask the students to use the conversation as a model to talk about their own problems and give advice. Ask them to practice their new conversations. Allow less able students to write down their conversations before practicing with a partner. Walk around the class and give help where necessary.

Ask a few pairs to read their conversations aloud to the whole class.

IVX. Sum up and exercises

VX．Homework

1.Revise this period.

2.Pre-learn the next period

VIX. Notes after teaching

Make the similar conversation

and practice

read the conversations

教學(xué)反思

江蘇省淮北中學(xué)英語學(xué)科教案

初三年級教案活頁紙 主備人：陳小軍 審核人：初三英語組全體老師

總課題 9A Unit 3 Teenage problems 總課時 10 第8課時

課題 Study skills 課型 新授

教學(xué)目標(biāo) 知識目標(biāo) 1. To form the habit of proofreading and revising work

2. To recognize common language mistakes

3. To correct mistakes in written text

能力目標(biāo) To form the habit of proofreading and revising work and develop the ability of writing

情感目標(biāo) To be a happy , lively teenagers after learning this lesson

教學(xué)重點 To recognize common language mistakes

教學(xué)難點 To form the habit of proofreading and revising work

課前預(yù)習(xí) To find out as many mistakes often made in the writings as possible

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

I. Have a revision

II. 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.

III. 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.

Translate some sentences

Put hands and answer why

Make a survey

解釋作業(yè)后檢查的重要性

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

IV. 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.

V. 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. Tell students where the mistakes are and simply ask them to write the types of mistakes and make corrections if necessary.

V. Ask five students to read out a corrected paragraph each. Ask the rest of the class to check for correct answers.

VI Sum up and exercises

VII．Homework

1.Revise this period.

2.Pre-learn the next period

read Millie’s report and underline all the mistakes and classify these mistakes

read out the corrected paragraph

教學(xué)反思

江蘇省淮北中學(xué)英語學(xué)科教案

初三年級教案活頁紙 主備人：陳小軍 審核人：初三英語組全體老師

總課題 9A Unit 3 Teenage problems 總課時 10 第9 課時

課題 Main task 課型 新授

教學(xué)目標(biāo) 知識目標(biāo) 1. To answer a quiz about causes of stress

2. To make a writing plan for a letter

3. To write a letter about stress problems

能力目標(biāo) To develop the ability of writing and the ability of dealing with problems

情感目標(biāo) To be a happy , lively teenagers after learning this lesson

教學(xué)重點 1.To make a writing plan for a letter and write a letter about stress problems

2.The ability of dealing with problems

教學(xué)難點 To make a writing plan for a letter and write a letter about stress problems

課前預(yù)習(xí) Prepare the quiz and find out more problems and solutions

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

I. Have a revision

II.Arouse student’s interest by asking them to think about stress situations and how they deal with them.

III.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.

Present a passage and let the students correct it

Read out the questions and work on their own and keep their answers secret

mark the book Present some pictures

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

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.

IV. Ask students to complete Part B on their own.（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 a student to read Millie’s letter in Part C aloud.

V.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.

VI.For Part D, copy the beginning of the Millie’s letter in Part C and develop a longer letter. Or 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:I am always busy and rarely have enough time to……

Sometimes, it is difficult to achieve a balance between ……

I worry a lot about…… Sometimes, it is very noisy so……

I worry a lot about…… My biggest problem is ……

A lot of students worry about … It is common for students to ……

The best advice a friend gave me was……

VIISum up and exercises

VIII．Homework

1.Revise this period.

2.Pre-learn the next period

discuss

complete Part B

read

develop a longer letter

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.

教學(xué)反思

江蘇省淮北中學(xué)英語學(xué)科教案

初三年級教案活頁紙 主備人：陳小軍 審核人：初三英語組全體老師

總課題 9A Unit 3 Teenage problems 總課時 10 第10課時

課題 Checkout 課型 新授

教學(xué)目標(biāo) 知識目標(biāo) 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

能力目標(biāo) To develop the students’ grammar and vocabulary items

情感目標(biāo) To be a happy, confident, lively and helpful teenagers after learning this unit

教學(xué)重點 To practice the grammar and vocabulary items, and to gain confident

教學(xué)難點 Enable the Ss to grasp the grammar and vocabulary items

課前預(yù)習(xí) To complete the brackets in the book and revise the grammar learned

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

I. Have a revision

II.Revision the grammar learned in this unit by translating some sentences

Ask students to review the sentence types, the object complement and the five basic sentence structures. Encourage students to ask questions if they have any.

III.Part A:Tell students that this is revision. Remind them that they have already learn these words and grammar items so that they do not feel too alarmed.

1．Ask students whether they know any youth workers. E.g., Read the letters

Translate some sentences into English

呈現(xiàn)一些中文句子，通過翻譯句子讓學(xué)生解釋歸納和總結(jié)本單元的語法，以掌握學(xué)生是否真正的懂了

教 學(xué) 過 程

教 師 活 動 學(xué) 生 活 動 備課札記

What is the name of the youth worker?

Is he/she a good youth worker? Why?

Give an example of a good piece of advice he/she has given.

2.Tell students to complete Part A on their own. When students have finished, check the answers with the whole class. Students correct their own answers and write their marks in the paw.

3.Ask students to read out the advice, one student reading one paragraph at a time.

4.Ask students whether they think Sigmund Friend gives good or bad advice. Ask them to explain their answers.

IV.Part B:Explain 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.

V.Sum up and exercises

VI．Homework

1.Revise this period.

2.Pre-learn the next Unit.

Answer

complete Part A

read out the advice

ask and explain

write the answers

check their answers in pairs

介紹西方文化和背景知識

教學(xué)反思

（小周）