9A Unit 2 Teenage problems Reading I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译林版九年级上册Unit 2 Teenage problems的Reading I书信语篇，通过学生分享自身成长困扰激活已有知识，结合读前预测衔接Welcome to the unit话题认知，搭建“自我介绍—问题描述—寻求建议”的语篇结构支架。 此资料亮点在于融合语言能力与思维品质培养，通过略读梳理书信结构、精读完成图表整合Kitty和Simon的具体问题，小组讨论分析父母决策原因、时间管理问题等深层成因，发展批判性思维。学科特色如阅读策略指导、人物问题卡制作提升信息提取与表达能力，助力学生理性认识青少年问题，为教师提供清晰可操作的分层教学路径。

译林版《英语》九年级上册 Unit 2 Teenage problems Reading I教学设计 一、教材分析 本单元的话题是“常见青少年问题”，属于“人与自我”主题范畴下的“生活与学习”主题群中的“身心健康，抗挫能力”子主题和“自我管理，自我提升”子主题。涉及的语篇类型有音频、图片、对话、信件、书面指令、日记、介绍类短文、表格、电子邮件等。本单元的教学旨在引导学生识别常见青少年问题，理性分析成因，掌握有效的应对策略并积极实践，在解决问题的过程中形成良好习惯，提升情绪调节能力，培养心理韧性，树立积极向上的成长观。本单元的主题句为“It takes courage to grow up.”，旨在引导学生深刻认识到成长是一个需要勇气的过程，鼓励学生勇于面对成长过程中的各种挑战，分析问题根源，寻求应对策略，增强自信与韧性，实现提升与进步。 本课是Unit 2 Reading板块第一课时，阅读语篇What should I do?选取了Kitty（Zhang Ke）和Simon（Luo Yang）写给青少年工作者Mr Friend的两封求助信。语篇类型为书信，两封信均按照“自我介绍—问题描述（问题表现＋困扰或诉求）—寻求建议”的清晰结构行文。第一封信中，Kitty倾诉了父母包办一切决定的困扰：他们替她挑选衣服、禁止她吃不健康的食物、外出就餐时不征求她的意见就代为点单，每当她试图沟通，父母或失去耐心，或固执己见，令她不禁发出“I wonder if we understand each other at all!”的感慨；第二封信中，Simon诉说了学业压力与时间管理的两难：他热爱足球，常与朋友踢球数小时，又常因沉迷手机而拖延作业，只得熬夜完成，导致次日疲惫不堪，他既不想放弃足球与手机，又不愿学业落后，渴望找到出路。文章使用了大量与青少年问题相关的表达，如have some problems with my parents、under a lot of stress、achieve a balance、stay up late、cut back on phone time、fall behind等，并多次出现宾语从句（如“I wonder if ...”），为Grammar板块的学习提供了真实语料支撑。文章旨在让学生意识到成长中的烦恼是普遍存在的，进而学会理性分析问题、主动沟通并寻求解决之道。 二、学情分析 从语言知识与技能层面来看，经过Welcome to the unit板块的学习，学生已初步了解常见青少年问题的类别，能运用简单句式描述困扰，但对本课出现的核心短语，如make all the decisions, stick to one’s own ideas, under a lot of stress, achieve a balance, stay up late, waste time on, cut back on, fall behind等的理解与运用仍需语境支持。学生已具备略读、寻读等基本阅读策略，能提取显性信息，但对书信这一语篇类型的结构特征把握不足，且对人物言外之意（如“I wonder if we understand each other at all!”所传递的失落与无奈）的体悟仍需教师引导。 从认知与情感层面来看，九年级学生与Kitty、Simon年龄相仿，对亲子矛盾、学业压力、时间管理等话题有切身体会，容易产生情感共鸣，课堂上愿意表达自己的看法。学生已具备初步的分析与评价能力，能对人物的做法进行简单评判，但容易停留在“父母不对”或“Simon不该玩手机”等表层判断，缺乏从双方立场出发进行换位思考的意识，也较少追问问题的深层成因。此外，部分学生可能因话题触及个人经历而情绪波动，教师应注意引导其理性表达、尊重差异。 三、教学目标 通过本课的学习，学生能够： 1. 通过自由交谈和读前思考，激活关于青少年问题的已有知识与生活体验，明确语篇主题，建立阅读期待； 2. 通过略读，获取两封求助信的作者、收信人与主要内容，梳理求助信的语篇结构； 3. 通过精读，提取并整合Kitty和Simon所面临的具体问题与身心感受等关键信息，完成教材A部分图表； 4. 通过判断正误与细节追问，深入理解两位青少年的处境与情绪，分析问题的深层成因； 5. 通过比较与归纳，客观评价Kitty和Simon的情绪反应与应对方式，初步形成对青少年常见问题的理性认识。 四、教学过程 教学目标 学习活动 效果评价 1. 通过自由交谈和读前思考，激活关于青少年问题的已有知识与生活体验，明确语篇主题，建立阅读期待。 Step 1：Lead in 学生围绕自身的成长困扰自由交谈，激活已有知识与生活体验。 Q: Do you have any teenage problems? If so, what are they? Possible answer: Yes, I do. I can’t get high marks in Maths exams though I have tried my best and practised a lot. Besides, I don’t know how to deal with various conflicts with my friends. Step 2：Prediction 学生阅读第22页读前思考题，观察标题与插图，预测语篇内容。 Q1: When you have problems, who do you usually ask for advice? Why? Possible answer: When I have problems, I usually ask my best friend/my teachers/my parents for help because he/she/they always give(s) me help/support/useful advice. Q2: Have you ever given a friend advice about a problem? What was the problem? What advice did you give? Possible answer: Yes. Once, my best friend felt nervous before she gave an English speech in a competition. I advised her to practise speaking in front of a mirror every day. She then gave a successful speech in the competition. Q3: What does the title “What should I do?” tell us? 根据学生对自己困扰的描述，评估学生能否运用已有词汇表达问题与感受；根据学生对求助对象的选择及理由，评估学生的问题应对意识；根据学生的预测，评估学生能否通过标题与插图准确把握语篇主题，建立合理的阅读期待。 设计意图：以学生自身的成长困扰切入，激活已有词汇与生活经验，拉近学生与文本的距离；通过两个读前思考题，引导学生回顾自己的求助与助人经历，自然过渡到“向青少年工作者写信求助”的语篇情境；通过解读标题，帮助学生明确阅读任务，为阅读活动做好铺垫。 2. 通过略读，获取两封求助信的作者、收信人与主要内容，梳理求助信的语篇结构。 Step 3：Skimming 学生快速通读两封信，回答问题。 Q1: Who wrote the letters? Who did they write to? Answer: Kitty (Zhang Ke) and Simon (Luo Yang) wrote the letters. They wrote to Mr Friend, a famous youth worker. Q2: How is each letter organized? Structure: 自我介绍 — 问题描述（问题表现＋困扰或诉求）— 寻求建议 教师提示阅读策略。 TIP: Scanning means moving our eyes quickly over the text to look for specific information that will answer our questions. 根据学生对写信人与收信人的判断，评估学生运用寻读策略快速定位关键信息的能力；根据学生对书信结构的梳理，评估学生能否把握求助信“自我介绍—问题描述—寻求建议”的行文脉络，为后续的仿写积累语篇知识。 设计意图：通过略读与寻读，帮助学生快速把握两封信的基本信息与整体结构，培养阅读策略的运用能力；通过梳理求助信的语篇结构，为学生理解“如何有条理地描述问题、表达诉求”建立清晰的框架，既服务于本课的深入理解，也为Integration D的回复电邮写作奠定语篇基础。 3. 通过精读，提取并整合Kitty和Simon所面临的具体问题与身心感受等关键信息，完成教材A部分图表。 Step 4：Careful reading 学生细读两封信，完成教材A部分图表。 Kitty Problem: Her parents (1) ________ for her. They (2) ________ for her. They do not allow her to eat (3) ________. They (4) ________ when they eat out. She cannot talk to her parents about the problem. Simon Problem: He cannot (5) ________ between homework and hobbies. He (6) ________ for hours after school. He stays up late to (7) ________. He wastes time on (8) ________. Answer (1) make all the decisions (2) choose clothes (3) unhealthy food (4) order for her (5) achieve a balance (6) plays football (7) finish his homework (8) his mobile phone 学生根据图表，运用完整句式复述两人的问题。 Kitty’s parents make all the decisions for her. They choose clothes for her and order for her when they eat out. 根据学生图表填写的完整性与准确性，评估学生能否通过精读准确提取两人问题的具体表现；根据学生的完整句式复述，评估学生对信息的整合与口头表达能力；根据学生对细节的把握，评估学生提取隐性信息的能力。 设计意图：通过图表填写，帮助学生把两封信中零散的问题表现系统化、结构化，形成清晰的人物认知框架；通过完整句式复述，促使学生把被动理解转化为主动表达，内化语篇语言，为后续的成因分析与观点表达奠定信息与语言基础。 4. 通过判断正误与细节追问，深入理解两位青少年的处境与情绪，分析问题的深层成因。 Step 5：Further reading 学生再次阅读两封信，完成教材B部分判断正误并改正错误。 Answer 1 F When they eat out, Kitty’s parents order for her without asking what she wants. 2 T 3 F Kitty has tried to talk to her parents about the problem, but they either lose patience or stick to their own ideas. 4 T 5 F Simon hates to fall behind. 6 F Kitty has problems with her parents, but Simon’s problems are mainly about schoolwork and time management, not about his parents. 学生细读关键句，体会人物情绪。 “I wonder if we understand each other at all!” — 失落与无奈 “I know my parents love me, but they are too strict.” — 理解与委屈并存 “I always regret it later, but I just don’t know how to cut back on phone time.” — 自责与无力 “I don’t want to give up football or my mobile phone, but I also hate to fall behind.” — 进退两难 学生小组讨论，分析问题的深层成因。 Q1: Why do you think Kitty’s parents insist on making decisions for her? Are they always right to do so? Possible answer: I think Kitty’s parents act in this way just because they always treat her as a little child. Maybe they just want to protect their daughter from any danger, but I think it is improper to do so. After all, growing up is something she has to experience herself. Q2: Simon loves football, but it also causes him trouble. Is football the real problem? What is the root cause? Possible answer: Simon’s love for football has brought him some trouble. However, I think the real problem lies not in his love for football but in his poor time management. 根据学生判断正误的准确率与改正的合理性，评估学生对文本细节的理解；根据学生对关键句所传达情绪的体悟，评估学生的语感与共情能力；根据学生对深层成因的分析，评估学生能否透过现象看本质，发展批判性思维。 设计意图：判断正误活动促使学生回到文本、细读求证，纠正粗读带来的误解；关键句赏析引导学生关注语言形式与情感表达的关系，培养语感与同理心；成因分析是本环节的思维爬坡点，引导学生从“谁对谁错”的表层评判走向对问题根源的理性追问，学会换位思考，发展批判性思维与共情能力。 5. 通过比较与归纳，客观评价Kitty和Simon的情绪反应与应对方式，初步形成对青少年常见问题的理性认识。 Step 6：Summary and reflection 学生小组讨论，比较两人的问题与情绪反应。 Q1: Whose problem do you think is more difficult to solve, Kitty’s or Simon’s? Give your reasons. Possible answer Version 1: I think Kitty’s problem is more difficult. It involves her parents, so she can’t solve it alone. Changing the way her parents think will take a long time. Version 2: I think Simon’s problem is more difficult. It’s about breaking bad habits like wasting time on his phone. Habits are hard to change, especially under stress. Q2: What do Kitty and Simon have in common? Possible answer: They both have problems they can’t solve alone, they both want to be understood, and they both ask Mr Friend for advice. 学生选择一位写信人，制作“人物问题卡”。 Name / Problem / Feelings / What he or she wants Sharing 学生分享自己更理解哪一位写信人并说明理由。 根据学生比较分析的理据是否充分，评估学生的逻辑推理与批判性思维能力；根据学生对两人共同点的归纳，评估学生的抽象概括能力；根据人物问题卡的制作与分享，评估学生的信息整合、价值判断与口头表达能力。 设计意图：通过比较与归纳，引导学生从具体信息走向抽象概括，认识到不同问题背后共同的诉求——被理解、被尊重；通过开放性比较，鼓励学生多角度思考、有理有据地表达，发展批判性思维；通过人物问题卡与分享，引导学生由“理解他人”反观“认识自我”，初步形成对青少年常见问题的理性认识，为第二课时的语言内化与迁移创新蓄势。 Homework For All: Make a problem card for Kitty and Simon, and share it in your groups. For some: Search the internet and find out more about how youth workers help teenagers with their problems, and share your findings next class. Unit 2 Teenage problems Reading I What should I do? Kitty (Zhang Ke) — parents make all the decisions choose clothes / unhealthy food / order for her → I wonder if we understand each other at all! Simon (Luo Yang) — cannot achieve a balance plays football / stays up late / wastes time on his phone → I don’t want to give up ..., but I also hate to fall behind. A letter of asking for advice: Self-introduction → Problem → Asking for advice It takes courage to grow up. 学科网（北京）股份有限公司 $