Unit 2 Teenage problems 集体备课教学设计 2026-2027学年译林版英语九年级上册

该初中英语教学设计聚焦“青少年烦恼”主题，涵盖话题词汇、三类宾语从句及建议邮件写作，通过真实生活图片、自身经历导入，衔接已学that宾语从句，构建从旧知到新知的学习支架。 资料特色在于整合语言能力训练，如听力抓取建议信息、口语用提建议句型、写作按“共情-建议-帮助”框架写邮件，结合文化意识培养理性看待烦恼，思维品质通过小组讨论提建议锻炼分析能力。具体如阅读课scanning策略、语法课对比正误句，助力学生提升综合语言运用与心理素养，为教师提供分层教学及完整课时安排，提升教学效率。

2025-2026学年度XXX学校集体备课主备稿 备课组 九年级英语组 备课组教师 主备教师 集体讨论时间 2026. . 下午 星期 备课单元 Unit 2 Teenage problems 单元主题及主要内容分析 主题 人与自我；认识青少年的各类烦恼，学会理性看待青春期问题，掌握求助与给建议的表达方式，学会写建议邮件，塑造健康心理观念。 单元话题 谈论青少年常见烦恼；阅读两封求助信；学习三类宾语从句（that /if‑whether / 疑问词引导）；听力获取心理建议；写作回复求助邮件，给他人提建议。 单 元 教 学 内 容 语篇 1. Welcome to the unit：图片听力呈现各类青少年烦恼，模仿对话交流自身遇到的问题。 2. Reading：《What should I do?》两封读者求助信，一封讲述和父母矛盾，一封讲述学业爱好平衡、手机使用带来的压力；学习寻读 scanning 阅读策略。 3. Grammar：宾语从句三大板块：①if /whether 引导宾语从句（一般疑问句转换）；②疑问词引导宾语从句（特殊疑问句转换）；复习 that 引导宾语从句。重点掌握宾语从句陈述语序。 4. Integration：阅读身体变化、友谊困扰两大青少年普遍问题；听力获取心理老师的建议；口语练习提建议句型；学习建议邮件的文体框架。 5. Assessment：单元学习自评；Further study 了解 12355 青少年服务热线，拓展青少年求助渠道。 语言知识 1. 词汇：stress, stick to, decision, regret, cut back on, fall behind, patience, argue, allow, balance, choice, doubt 等青少年烦恼、压力、建议类词汇。 2. 短语：stick to one’s own ideas, cut back on, fall behind, under a lot of stress, achieve a balance, get low marks 等。 3. 语法：宾语从句；①that 引导；②if /whether 引导（表是否，陈述语序）；③wh‑疑问词引导宾语从句；全部从句内部使用陈述语序。 文化意识 1. 懂得青春期遇到烦恼、压力属于正常现象，不必独自压抑。 2. 学会理解父母，遇到矛盾主动沟通，懂得合理平衡爱好、学业，理性使用电子产品。 3. 学会关心身边有烦恼的同伴，掌握恰当提建议的方式，懂得遇到困境主动寻求帮助。 语言技能 1. 听：听懂关于青少年烦恼、心理辅导的对话听力，抓取人物烦恼、对应的解决建议信息，完成表格、勾选题目。 2. 说：能够描述自身、同学的青少年烦恼，熟练使用提建议句型，结对对话互相给出建议。 3. 读：读懂求助信件、科普短文，识别书信文体；运用 scanning 寻读策略提取人物问题细节。 4. 写：读懂邮件范例，掌握建议邮件四部分结构（共情安慰、点明问题、给出多条建议、提供陪伴帮助），写一封完整回复建议邮件。 学习策略 1. 词汇策略：按 “烦恼‑压力‑建议” 话题归类记忆单词，结合求助信件语境理解词义。 2. 阅读策略：掌握 scanning 寻读技巧，快速定位文本特定信息；识别求助信、建议邮件文体格式。 3. 语法策略：对比归纳三类宾语从句来源（陈述句、一般疑问句、特殊疑问句），牢记 “陈述语序” 核心规则。 4. 写作策略：参考范例框架，先共情安慰，再提多条分层建议，结尾主动提供帮助，使用委婉建议句型。 单元课标要求及总教学目标 单元课标要求 1.围绕 “青少年烦恼” 话题，运用话题词汇、三类宾语从句完成听、说、读、写综合输出。 2.掌握本单元核心语法：that /if‑whether / 疑问词引导宾语从句，牢记从句陈述语序，能在语境中区分使用。 3.读懂求助信、青少年心理科普短文，提取人物烦恼信息，完成信息梳理、推理判断类题目。 4.读懂范例邮件，能写一封格式完整、语言得体的建议回复邮件，给他人提供解决烦恼的建议。 5.正确看待青春期压力与烦恼，树立积极心态，懂得沟通与求助的意义。 核心素养目标 学习理解 1. 识记单元青少年烦恼相关词汇短语，做到会读、会认、会写。 2. 读懂两封阅读求助信，提取两位主人公的问题细节。 3. 识别三类宾语从句，读懂求助信、建议邮件的文体结构。 应用实践 1. 口语中描述青少年烦恼，使用提建议句型交流解决方案。 2. 完成语法改写、填空练习，熟练转换问句为宾语从句，严格使用陈述语序。 3. 梳理文本人物问题，仿写邮件段落，写出简单的安慰、建议语句。 迁移创新 1. 结合自身生活，辩证分析自己遇到的青春期烦恼，思考可行解决办法。 2. 独立完成建议邮件完整写作；能对身边同学的烦恼给出合理的多角度建议；能思考青少年获取帮助的多元渠道。 单元课时安排及分课时教学目标、重难点 课时 教材板块 课型 课时教学目标 重点 难点 第 1 课时 Welcome to the unit 听说课 1.（学习理解）识记各类青少年烦恼核心词汇短语；听懂课本听力，完成填空。 2.（应用实践）读懂范例对话，模仿对话，结对谈论自己的烦恼。 3.（迁移创新）简单思考自身烦恼，尝试初步说出自己的感受。 掌握青少年烦恼相关词汇；模仿对话谈论自身遇到的烦恼。 听懂听力材料抓取关键信息，口语连贯表达烦恼。 第 2‑3 课时 Reading 阅读课 1.（学习理解）识记 Reading 求助信重点词汇短语；读懂两封求助信，梳理人物问题，掌握 scanning 寻读阅读策略。 2.（应用实践）完成课本表格填空、判断正误题目，梳理信件信息。 3.（迁移创新）小组讨论，思考可以给两位主人公哪些建议。 提取两封求助信人物问题信息；掌握重点短语；学会 scanning 寻读。 理解信件背后人物的情绪；用英语概括人物的全部烦恼。 第 4 课时 Grammar A（if/whether 引导宾语从句） 语法课 1.（学习理解）理解 if /whether 引导宾语从句，由一般疑问句转化而来，从句必须用陈述语序；了解正式场合优先用 whether。 2.（应用实践）完成课本 A1、A2 练习，把一般疑问句改写为 if‑whether 宾语从句。 3.（迁移创新）口头造句，结合自身烦恼使用 if‑whether 从句。 if/whether 含义；宾语从句陈述语序；一般疑问句转宾语从句。 区分 if 表 “是否” 和 if 表 “如果”，改写句子不变语序。 第 5 课时 Grammar B（疑问词引导宾语从句） 语法课 1.（学习理解）理解疑问词引导宾语从句，由特殊疑问句转化，从句同样使用陈述语序。 2.（应用实践）完成 B1‑B4 练习，改写特殊疑问句为宾语从句；辨析不同疑问词含义。 3.（迁移创新）结合烦恼话题，混合使用三类宾语从句写小语段。 疑问词引导宾语从句；特殊疑问句变宾语从句，陈述语序。 去掉疑问倒装，正确调整句子语序。 第 6 课时 Integration 综合技能课 1.（学习理解）读懂阅读文本，了解身体变化、友谊困扰两类青少年普遍问题。 2.（应用实践）完成 B1‑B3 听力表格、填空；掌握提建议常用句型；结对练习对话给同伴提建议。 3.（迁移创新）结合自身，谈谈自己遇到的青春期烦恼与可行对策。 听力抓取烦恼和建议信息；掌握提建议句型。 听懂听力细节；恰当使用句型给出合理建议。 第 7 课时 Writing (D1‑D3 建议邮件) 写作课 1.（学习理解）读懂范例邮件，掌握建议邮件四部分结构：共情安慰、点明问题、多条建议、主动提供帮助。 2.（应用实践）分析范文，积累邮件常用表达；梳理表格内不同烦恼的对应建议。 3.（迁移创新）独立完成一封回复求助的建议邮件。 建议邮件的写作框架；共情安慰、委婉提建议的书面表达。 做到先共情再提建议，邮件内容完整，宾语从句正确使用。 第 8 课时 Assessment & 单元复习 复习讲评课 1.（学习理解）思维导图梳理单元全部单词短语、三类宾语从句；订正语法、阅读错题。 2.（应用实践）完成单元自评，查漏补缺宾语从句语序、引导词易错点。 3.（迁移创新）完善个人单元学习行动计划。 复习单元全部重点；整理宾语从句典型错题。 三类宾语从句综合辨析运用，改写句子不犯语序错误。 学情分析 1.九年级上学生在 Unit1 已经学习that 引导宾语从句，有一定基础；但是 if/whether、疑问词引导宾语从句是新知识，极易把疑问语序带入从句，语序错误是高频错题。 2.单元话题 “青少年烦恼” 贴近学生现实生活，学生有话可说；但是写建议邮件时，容易直接生硬给对策，缺少共情安慰的表达，语气容易生硬。 3.阅读求助信难度不高，但 scanning 寻读阅读策略需要强化训练。 4.语法易错：分不清 if 和 whether 的选用；特殊疑问词宾语从句，依旧保留疑问倒装语序；多个宾语从句混合使用容易混淆引导词。 单元评价策略 1.过程性评价：课堂提问、小组对话展示，评价学生话题词汇、宾语从句口头运用；检查课本练习，重点订正宾语从句语序典型错题。 2.技能评价：听力表格、阅读问答、角色扮演对话、建议邮件写作；从内容共情度、语法正确性、邮件格式、建议合理性多角度评价。 3.自评互评：完成课本单元自评表格；写作开展同伴互评，检查邮件格式、共情语句、宾语从句使用。 4.综合性评价：单元小测，覆盖词汇、三类宾语从句、阅读求助信、建议邮件片段写作。 培优策略 1.设置开放性讨论问题：“青少年压力的来源有哪些”“什么时候我们需要向外界求助”，训练思辨与口头表达。 2.拓展任务：搜集更多青少年心理话题英文阅读材料；区分 if 表 “是否” 和 if 表 “如果” 两种用法。 3.提升写作：鼓励培优学生在邮件中混合使用三类宾语从句，丰富句式；课堂开展简短英语演讲：My teenage worries。 4.拓展 Further study 内容，查阅 12355 青少年热线相关英文素材，课堂简单分享。 补弱措施 1.词汇语法：整理单元单词清单听写过关；专门整理宾语从句语序对比例句，多做基础句型改写，课后针对性辅导，纠正语序错误。 2.口语：提供对话模板，基础薄弱学生先模仿范例，再自主输出，课堂多鼓励。 3.写作：提供建议邮件完整模板，拆解写作四要素；先写单句，再拼接段落；作文面批，重点纠正缺少安慰、语气生硬问题。 4.互助小组：培优结对补弱，互相默写单词，互相核对宾语从句引导词与语序。 各课时简案（教学过程） 第一课时Welcome to the unit Step1：Warming‑up & Lead‑in (5 mins) 1.Show a set of real‑life pictures on the screen: students with much homework, upset after arguments with parents, and teenagers feeling stressed from exams. 2.Put forward two oral questions to engage the whole class. Invite several volunteers to share short answers. 3.Accept simple Chinese responses from less‑confident students and restate key English expressions for the whole class. 4.Transition naturally and present the unit topic “Teenage problems” on the whiteboard. Step2：Vocabulary Learning (10 mins) 1.Display new words and phrases about teenage problems on PPT with stress marks for pronunciation. 2.Read all items aloud as a whole‑class choral repetition twice. Call on individual students randomly to read each phrase to spot pronunciation mistakes. 3.Play the textbook recording once. Ask students to complete listening fill‑in exercise independently. 4.Play the audio a second time for students to double‑check their answers. Walk around the classroom while students work. Call students out one by one to give answers. 5.Re‑play difficult audio segments where most students got wrong answers. Step3：Dialogue study (15 mins) 1.Ask students to skim the sample dialogue between Millie and her mum silently for one minute. Put two guiding questions on screen and let students find relevant information within the dialogue. 2.Play the tape and require students to follow the audio. Do choral reading first, then divide the class into two large groups for role‑play: Group A acts as Millie and Group B acts as Mum. 3.Circulate around the room and listen to small groups reading. Stop and correct typical pronunciation and intonation problems when necessary. Highlight useful daily expressions for talking about worries on the board. Step4：Pair work (10 mins) Tell students to work with their deskmates. Remind them to use the model dialogue as a framework when talking about their own teenage problems. Move among different pairs during the activity. Offer word hints and sentence prompts for students with weak foundations. Observe students’ performance. Select two or three pairs voluntarily to perform their conversations in front of the whole class. Give positive feedback after each performance. Do not interrupt to correct mistakes during students’ presentation; point out common small errors after they finish speaking. Step5：Summary & Homework (5 mins) Quickly go over the key new words we have learned in this period. Invite 1‑2 students to make one short sentence using new vocabulary. Assign written homework clearly. Remind students to finish the thinking task and prepare for next class. Homework: Copy new words; Think about one of your own teenage problems. 第二课时Reading(1) Step1：Warming‑up & Lead‑in (5 mins) Raise the guiding oral question “Who will you turn to for help when you have problems?” Open floor for short student responses. Briefly introduce the background information about youth worker Mr Friend. Tell students we are going to read two real‑style letters written by troubled teenagers. Present the title “Two letters to youth worker Mr Friend” on screen. Step2：Vocabulary Preview (10 mins) Project new words and phrases: allow, stick to, under a lot of stress, achieve a balance, cut back on, fall behind. Read each item aloud for students. Organize whole‑class choral reading. Pick several individual students to read aloud to check pronunciation. Explain key collocations with simple English examples. Give students 2 minutes to read these phrases silently by themselves. Walk through rows to monitor students’ learning status. Step3：Skimming (10 mins) Tell students to skim the two letters within 3 minutes. Put two skimming tasks on screen: answer how many letters there are and figure out each writer’s main problems. Set a clear time limit. After time is up, collect students’ oral answers. Briefly introduce the reading skill scanning. Explain what scanning means and when we can use this reading strategy. Step4：Scanning (10 mins) Instruct students to scan the text carefully for detailed information about Kitty and Simon. Ask students to finish the chart exercise in their textbooks independently. Allow students to discuss answers briefly with their deskmates after finishing. Invite students to share answers with the whole class. Point out the exact lines in the original text where each answer comes from. Analyze 1‑2 difficult long sentences in the reading passage. Step5：Summary & Homework (5 mins) Make a short review of the two teenagers’ main troubles and the scanning reading skill. Give clear homework instructions. Homework: Read the two letters fluently; remember key words and phrases. 第三课时Reading(2) Step1：Revision & Lead‑in (5 mins) Conduct a quick dictation of key words and phrases from Reading 1. Students write down these phrases on their scratch paper. Walk along aisles to have a quick look at students’ dictation work. Call several volunteers to retell Kitty’s or Simon’s problems in 2‑3 simple sentences. Offer prompt words if students get stuck. Step2：Detailed reading (15 mins) Ask students to read the two letters carefully for detailed comprehension. Require students to finish Part B true / false exercises in textbooks. After students finish, check answers together. For every false statement, ask students to find supporting sentences in the text and rewrite correct statements. Guide students to dig out how Kitty and Simon feel inside and sort out what makes them feel troubled. Highlight important context clues in paragraphs. Step3：Group discussion (10 mins) Divide the whole class into groups of four. State the discussion task clearly: What advice can you give Kitty and Simon? Remind group members to take simple notes while discussing. Circulate among groups, listen to group conversations and give language support when students cannot find proper English expressions. Invite representatives from 2‑3 groups to share their ideas with the whole class. Encourage students to make use of newly‑learned words. Step4：Extended thinking (5 mins) Put forward the open‑ended question “Is it normal for teenagers to have so many problems?” Give students one minute to think individually. Call for volunteers to share personal ideas. Give appropriate guidance and lead students to realize teenage worries are common in growth. Step5：Homework Assignment (5 mins) Summarize key points of this reading lesson. State homework tasks explicitly. Homework: Retell one person’s problems; write three sentences about teenage worries. 第四课时GrammarA Object clauses introduced by if /whether Step1：Situational Lead‑in (5 mins) Pick out original example sentences from the reading text and show them on PPT. Mark the parts with if / whether in bold font. Guide students to observe sentence structure. Raise questions: Where do these sentences come from? Lead in the grammar topic: object clauses transformed from yes‑no questions. Step2：Rule Explanation (15 mins) Display and explain three core rules one by one on screen. Use simple sample sentences. Show pairs of correct and wrong sentences side‑by‑side to highlight the typical mistake of question word order. Explain that we prefer whether in formal written situations. Read examples aloud. Ask students to identify where the object clause is in each sample sentence. Give students short time to read these rules silently. Step3：Basic Practice (10 mins) Ask students to finish textbook A1 and A2 exercises independently. Walk around to observe students’ work and spot frequent mistakes. After finishing all exercises, check answers together. For each item, ask students to underline the object‑clause part. Point out typical word‑order mistakes that many students tend to make. Step4：Contextual Application (10 mins) Organize pair‑work activity. Require partners to make sentences about teenage worries using if / whether object clauses. Move around the classroom and offer help when students meet difficulties. Invite some pairs to read their self‑made sentences out loud to the whole class. Step5：Summary & Homework (5 mins) Review the core rules of if‑whether object clauses briefly. Emphasize the rule of statement word‑order again. Assign grammar homework tasks. Homework: Finish extra grammar exercises; write five sentences with if / whether object clauses. 第五课时GrammarB Object clauses introduced by question words Step1：Situational Lead‑in (5 mins) Project textbook example sentences on screen. Ask students to find out clauses with wh‑question words. Write down the original special‑question sentence and its transformed object‑clause version on the whiteboard. Introduce the grammar point: object clauses transformed from wh‑questions. Step2：Rule Explanation (15 mins) Stress the key rule: After question words, we still use statement word order, not question order. Show the contrast pair: Where should I go? → I wonder where I should go. Explain the different meanings of common question‑words including what, who, why, how, where. Remind students of what we have learned about that, if / whether object clauses in previous periods. Give several more model sentences for students to understand better. Step3：Basic Practice (10 mins) Students finish textbook B1‑B2 rewrite exercises on their own. When most students complete the tasks, check answers as a whole class. Require students to underline the changed word order in each rewritten sentence. Pick out several typical error examples for whole‑class analysis. Step4：Contextual Application (10 mins) Have students finish B3 conversation exercise first. Then ask students to create short passages mixing that, if/whether and wh‑question‑word object clauses on the topic of teenage problems. Walk around to monitor students’ writing. Select a few students to share their short passages in class. Step5：Summary & Homework (5 mins) Do a quick review of wh‑question‑word object clauses. Remind students to go over Grammar A content. Assign writing homework. Homework: Write 4 sentences with wh‑question‑word object clauses; review grammar A.. 第六课时Integration Step1：Revision & Lead‑in (5 mins) Carry out quick oral review of three kinds of object clauses. Call on several students to make one sentence for each type. Then raise the lead‑in question: What other teenage problems do we have besides study and parent conflicts? Transition to the reading material Two common teenage problems. Step2：Reading learning (10 mins) Tell students to read the passage silently within three minutes. Set reading tasks: find out body‑change problems and friendship troubles in the text. When reading finishes, ask students to answer text‑related questions. Walk through the text and explain a couple of complex sentences for the whole class. Step3：Listening Practice (15 mins) Inform students of listening tasks in advance. Play audio for B1 and B2 for the first time; students do initial note‑taking. Play the recording for the second time so students can complete and revise their answers. Check answers together. For parts with high error rates, replay difficult listening segments several times for students to catch details. Step4：Comprehensive Practice (10 mins) Students finish B3 fill‑in article individually. Check answers afterwards. Organize pair‑work conversation activity. Remind students to use suggestion sentences in their talk: Why not…? Maybe you could…. Walk among pairs and give timely language support. Invite 2 groups to present their dialogues. Step5：Summary & Homework (5 mins) Make a brief summary of reading content, listening information and suggestion expressions. Give clear homework directions. Homework: Finish Integration exercises; review all unit new words. 第七课时Writing D Advice letter /email Step1：Revision & Lead‑in (5 mins) Review vocabulary about teenage‑problem topics. Show the note chart listing different teenage problems on PPT. Lead students into the writing task: composing an advice email to offer suggestions for troubled teenagers. Step2：Model email analysis (15 mins) Ask students to read Millie’s reply email in the textbook silently. Guide students to find the four‑part structure of the email one part after another: Show care /feel sorry to hear…; Mention the problem; Give several pieces of advice; Offer help. Mark these four parts on screen. Highlight useful expressions printed in the textbook. Remind students to keep a polite tone in formal email writing. Analyze sample sentences which use object clauses. Step3：Writing guidance (10 mins) Guide students to pick one problem from D1 chart. Remind students to plan their ideas before writing: think about how to show comfort, list 2‑3 practical pieces of advice and plan the closing part. Move around the classroom. Give face‑to‑face guidance for students who have trouble organizing content. Step4：Writing & Peer evaluation (10 mins) Students finish their own advice email independently within limited time. Hand out simple peer‑check requirements. Students exchange drafts with their partners. Partners check the article structure, empathy sentences, advice logic and object‑clause mistakes. Walk around and supervise peer‑check activity. Step5：Summary & Homework (5 mins) Quickly review the four parts of advice email. State revision homework requirements. Homework: Revise your advice email according to peer suggestions. 第八课时Assessment & Unit Review Step1：Unit Revision (10 mins) Present mind‑map on screen. Go over Unit2 knowledge together as a class: key vocabulary & phrases; three kinds of object clauses. Put special stress on statement word‑order for all object clauses. Display typical grammar mistakes collected from students’ exercise books. Analyze error causes for the whole class. Step2：Self‑assessment (10 mins) Tell students to finish textbook assessment table by themselves. Ask students to think carefully about what parts they are good at and what parts they still need to improve. Encourage students to write practical personal learning action plan. Invite 2‑3 students to share their self‑assessment results briefly. Step3：Exercise consolidation (15 mins) Students finish comprehensive exercises covering vocabulary, grammar and reading passages about teenage problems. Walk around to offer help for students in need. After students finish exercises, explain difficult items question by question. Highlight test points for each exercise item. Step4：Further‑study introduction (5 mins) Make a short brief introduction about the 12355 teenage hotline. Lead students to think about different ways teenagers can get help when meeting troubles. Accept several short student comments. Step5：Summary & Homework (5 mins) Summarize the unit theme: It is normal to have teenage problems. Learn to ask for help and give advice. Give clear review‑and‑preparation homework. Homework: Review whole unit; get ready for unit test. 学科网（北京）股份有限公司 $