Unit 1 课时4 D Writing & Discovery & E Project（教学课件）英语新教材沪教版五四学制九年级上册

该初中英语课件围绕“青少年生活”主题，聚焦成长故事写作与同伴咨询能力培养。通过阅读成长瞬间范文导入，引导学生提取时间表达并分类练习，结合写作规划、撰写、检查及互评步骤，以时间表达表格、写作checklist和范文为支架，帮助学生掌握叙事逻辑与语言表达。 其亮点在于融合语言能力与思维品质培养，通过时间表达运用提升叙事连贯性，结合青少年大脑发展科学知识分析行为特点，引导学生制作同伴咨询建议卡，在合作中提升问题解决能力。学生通过自评互评和项目实践增强综合语言运用能力，教师可借助结构化活动提升教学效率。

沪教版（五四）英语 新教材 九年级 第一学期 Unit 1 Teenage life D Writing & Discovery E Project Objectives 教学目标： 通过本节课的学习，学生 1.能够掌握基础的单词和词组，例如：rehearse, sweat, judgement, risky, skip等等；掌握表示时间的词汇，例如： long time ago, meanwhile, last month, as soon as, 等等；理解青少年时期大脑的发展特点。（学习理解） 2.能够正确地运用表达时间的词汇，来书写关于自己成长瞬间的故事，并根据checklist进行自评和互评。（应用实践） 3.能够讨论并记录青少年时期的各类不同的问题，并动脑筋给出一些解决的建议，成为同伴中彼此心灵的依靠和解决简单问题的帮手。（迁移创新） D. Teenagers’ stories You are attending a teen counselling group session. Students are sharing stories about a meaningful “growing-up moment” in their lives. Think Read the story. How did the writer change in the end? The writer became more confident. Think In the 8th grade, our English teacher required everyone to practise public speaking in front of the class. Each time, I would practise on the way to school the day before, and rehearse before my turn came. The first few times, my voice was shaking, my hands were sweating, and I even forgot parts of my speech. Read the story. How did the writer change in the end? /rɪˈhɜːs/ v. 排练、重复、背诵 /swet/ v. 出汗 Think As time went on, I became less nervous and gained more confidence as a speaker, especially when I saw my classmates become interested in my talk. Now, I feel confident about speaking to a crowd, even in English. I always prepare my speeches well, and I don’t get as nervous as I used to. Read the story. How did the writer change in the end? Prepare Put the time expressions used in the story in the table below and add more if you can. Time expressions in the 8th grade, now long time ago each time before as time went on when in the future When writing a story, you may use time expressions to describe events in the order they happened. We use time expressions in stories to put events in order, such as: TEEN skill Using time expressions yesterday, later, meanwhile, ... last week, in the meantime, as soon as, by the end of October, ... the next time I saw him, until one day, as daylight broke, ... 1. What was your growing-up moment? 2. What happened to you? And how did you feel at that time? 3. What have you learned from your experience? Plan Plan your story by making notes about the following questions. Write Write your story. Check Check your writing. Pay attention to your use of time expressions. Checklist Tick(s) 1 write your growing-up story in past tense 2 share your feelings at that moment 3 tell the lessons you learned from it 4 use different kinds of time expressions 5 ... Last term, on a rainy Monday morning, my mother asked me to go to the math tutoring centre by myself for the first time. She gave me the bus route and said, “Just get off at the fifth stop.” At first, I felt proud and excited because I had always wanted to travel alone. Sample I got on the bus confidently. However, a few minutes later, I suddenly realised that the buildings outside looked unfamiliar. Meanwhile, the bus turned into a street I had never seen before. My heart started beating fast. I checked the route map, and to my horror, I found I had taken the opposite direction! Sample For a moment, I panicked. But then I took a deep breath and decided to act. As soon as the bus stopped at the next station, I got off and walked to the other side of the road. Later, I waited for the right bus. In the meantime, I called my mum to tell her I would be late. She stayed calm and guided me over the phone. Sample Eventually, I arrived at the centre—twenty minutes late, but safe. By the end of that day, I no longer felt scared about taking public transport alone. The next time I went out, I double‑checked the route before boarding. Sample From this experience, I learned that getting lost is not the end of the world. As long as I stay calm and think clearly, I can always find a way out. That rainy morning truly marked my growing‑up moment. Sample Update my to-do list Work in pairs. Exchange your story with your partner. Find the time expressions to show sequence in your partner’s writing. Discovery New discoveries about the teenage brain! Read and think New discoveries about the teenage brain! Scientists have discovered that our brains go through great changes during our teenage years. One of their findings is that the brains of teenagers are only about 80% developed. Read and think New discoveries about the teenage brain! Some parts of the brain develop first, while some develop later. The last part to be fully developed is the frontal lobe. It controls higher thinking, judgement, attention, behaviour and feelings. This is why teenagers are more sensitive to risky behaviour and peer pressure and have less self-control. /ˌfrʌntl ˈləʊb/ n. 额叶 （与行为、学习和个性有关） /ˈdʒʌdʒmənt/ n. 判断、裁决、评价 /ˈsensətɪv/ adj. 敏感的、过敏的 /ˈrɪski/ adj. 冒险的 Read and think New discoveries about the teenage brain! When the brain is not fully developed, making smart decisions is also much more difficult. For example, in certain situations, you may find yourselves thinking about things like: “I’m doing well enough in Chinese and I really want to see a movie tonight. One night of skipping studying won’t matter.” /ˈskɪp/ v. 不做（应做的事等）；跳过（正常的步骤等）； 快速转移（话题）；跳绳 Read and think New discoveries about the teenage brain! When you grow up, you might think: “While I do love movies, I need to study for my finals first.” So, don’t worry! It does take you a while to become a good decision-maker. Making smart decisions is not easy for teenagers because their brains are only about 80% developed. Read and think Why making smart decisions is not easy for teenagers? The last part to fully develop is the frontal lobe, which controls higher thinking, judgement, attention, behaviour and feelings. As a result, teenagers are more sensitive to risky behaviour and peer pressure, and they have less self‑control. This makes it much harder for them to weigh long‑term consequences and choose wisely in certain situations. E. Teenagers’ ideas Making peer counselling advice cards In the training course, you will work in groups as peer counsellors and give advice to some students on their problems. Making peer counselling advice cards I can’t seem to get organised, and it’s affecting my schoolwork and social life. I wish I could remember what to do, but I keep messing up. What should I do? Problem Organisation is an important life skill, but it is not a gift. You can learn to be a well-organised person. It’s a good idea to turn off your phone to stay focused. From Amy Tips Perhaps you’re trying to do too many things at the same time. Why not try to deal with tasks one by one and also set alarms to remind you about important events? I hope you will feel better soon. From Alice Step 1: Choose Collect the different problems that teenagers face and choose one to give tips. Step 2: Collect ideas Discuss the problem and brainstorm tips. Step 3: Write Write down the problem and your tips on a card as shown above. Step 4: Share Describe the problem to the class and share the advice Update my to-do list Pin your cards on the display board in the classroom. Teenage life can be tough, but everything gets easier when we stand by each other. Share your worries with classmates, and warm support will light up your teenage days. Kind words and helpful hands make our teenage journey less difficult. You are not alone. Homework 1. 基础作业：完成教材配套的练习册内容。 把关于“自己成长故事的瞬间”的作文，写在练习本上。 2. 进阶作业：阅读一位同学的作文，并根据checklist中的内容，提出中肯的改进建议。 上网搜集一些其他的关于“青少年的大脑”的科学事实，并用英语记录下来。 3. 拓展作业：根据project，以小组为单位，绘制一份（青少年问题的）同伴咨询的建议卡片。 $