Unit 3 Teenage problems Reading 教学设计 2025-2026学年译林版九年级（2012）九年级英语上册

该初中英语教学设计聚焦青少年问题相关词汇及书信阅读，通过展示压力、矛盾表情符号连接学生现实困扰，引出两封青少年求助信，搭建从生活问题到文本学习的支架，引导学生深入理解信件内容。 特色在于融合核心素养，语言能力方面，通过词汇预习、略读扫读训练提升阅读技能，读后回信任务强化词汇应用；思维品质上，分析复杂情感（如“doubt whether...”）、小组讨论解决方案培养问题解决能力；流程清晰，对学生提升综合语言运用与思维，对教师提供可操作教学路径。

Unit 3 Teenage problems Reading 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master vocabulary related to teenage problems (e.g., homework, hobbies, strict, valuable, doubt) and letter - writing context. Students will understand the content of Julie and Samuel’s letters, identifying their problems and feelings. 2. Ability Objectives Improve reading skills by skimming to grasp letter main ideas and scanning to extract specific details. Enhance writing skills by assisting Mr Friend in replying to the letters, using target vocabulary. 3. Affective Objectives Foster empathy by understanding peers’ academic and hobby - related struggles. Encourage problem - solving thinking by discussing solutions to Julie and Samuel’s issues. II. Language Knowledge 1. Key Words & Phrases Problem - related: homework, hobbies, strict, valuable, doubt, cause, develop Letter - context: reply, suggestion, valuable advice, look forward to 2. Key Sentences “I have a lot of homework every day, and I have no choice but to do it.” (Julie’s problem) “I am crazy about football... However, my love of football has become the cause of my problem.” (Samuel’s problem) 3. Key and Challenging Points Key Points: Understanding Julie and Samuel’s problems through skimming/scanning; using target vocabulary to reply to letters. Challenging Points: Interpreting complex feelings (e.g., doubt whether it is worth...); crafting appropriate advice for their issues. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in (6 Minutes) Show two emoticons (stressed, conflicted) and ask: “What problems do you think can make teenagers feel this way? (e.g., schoolwork vs. hobbies)” Introduce: “Today, we’ll read two letters from teenagers with problems—let’s help them find solutions!” Step 2 Pre - reading: Vocabulary Preview (10 Minutes) Key Vocabulary (7 Minutes) Present words (e.g., doubt, strict, valuable, develop) with definitions and examples: doubt: not sure (e.g., “I doubt if I can finish homework on time.”) strict: firm rules (e.g., “My parents are strict about bedtime.”) Practice pronunciation and quick meanings. Prediction (3 Minutes) Look at letter headings and images. Ask: “What problems might Julie and Samuel have? (Homework? Hobbies? Family?)” Step 3 While - reading: Skim & Scan (15 Minutes) Skimming (7 Minutes) Students skim both letters to find: Julie’s main problem: Too much homework, no time for hobbies. Samuel’s main problem: Football hobby causes conflict with parents. Check answers, discussing how skimming the first/last sentences of paragraphs helps. Scanning (8 Minutes) Part B1 & B2 (5 Minutes) Students scan to complete B1 (vocabulary matching) and B2 (problem checklists). Guide: Use key words (e.g., homework in Julie’s letter, football in Samuel’s). Discussion (3 Minutes) Share B2 answers. Discuss: “Why does Julie doubt homework’s worth? How does Samuel’s hobby cause problems?” Step 4 Post - reading: Reply to Letters (10 Minutes) Part B3: Mr Friend’s Replies (7 Minutes) Students help Mr Friend reply to Julie and Samuel, using B3’s word box. Focus on linking problems to solutions (e.g., “Julie, plan your day to balance homework and hobbies.”) Solution Sharing (3 Minutes) Read replies aloud. Discuss: “Are these solutions helpful? What other advice would you give?” Step 5 Extension: Problem - Solving Discussion (4 Minutes) Group Task (3 Minutes) In groups, create 1 more solution for Julie or Samuel (e.g., “Samuel, talk to parents about football time limits.”) Class Share (1 Minute) Groups share creative solutions. Vote on the best advice. Step 6 Summary & Homework (4 Minutes) Summary (2 Minutes): Recap Julie and Samuel’s problems, key vocabulary, and solution ideas. Homework (2 Minutes): Write a short reply to one letter, adding your own advice (using target vocabulary). IV. Assessment of Teaching Effectiveness Check B1, B2 for accurate vocabulary understanding and problem identification. Evaluate B3 replies for correct vocabulary use and relevant solutions. Assess homework for personal advice and language accuracy. V. Design Purpose Lead - in: Connect to real - life teenage conflicts (school vs. hobbies) to engage empathy. Pre - reading: Build vocabulary to support comprehension. While - reading: Develop skimming/scanning to extract key info. Post - reading: Apply knowledge to write advice, reinforcing problem - solving. VI. Blackboard Design Unit 3 Reading — Teenage Problems Letters Julie’s Problem: Too much homework → no hobby time Samuel’s Problem: Football hobby → parent conflict Key Vocabulary: doubt, strict, valuable, develop Homework: Write your advice to Julie/Samuel! VII. Teaching Reflection Strengths: Letter - based context makes problems relatable; task progression (skim→scan→reply) builds skills. Weaknesses: Some students may struggle to craft original advice. Improvements: Add a “Problem - Solution Match” game: Give problems/solutions, have students pair them. 学科网（北京）股份有限公司 $$