牛津译林版九上作业设计
第 1 页 共 10 页九年级上册 Unit3Teenageproblems
Unit3 Teenage problems
单元作业目标
作业目标 目标分类
1.感知“青少年问题”主题内容：通过听、说、读、看、写等活动，学生能
识别、理解、
够运用本单元重点单词和特殊疑问词引导的宾语从句描述“青少年问题”并表达自
运用
己的看法，进而学会提出合理的建议。
2.构建“青少年问题”深层认识：通过听、说、读、看、写等活动，挖掘文
本深层含义，形成正确价值判断：通过不同语篇关于“青少年问题”的思考， 理解、分析、评
学生能够正确地认识自我并学会处理和改善人际关系，辩证地看待青少年问 价
题和烦恼。
3.形成“青少年问题”价值判断：通过听、说、读、看、写等活动，提升思
维品质，形成对本单元主题的知识构建：通过情景剧和写作任务，巩固学生对 应用、迁移、
于本单元文本特征、内容结构和语言特点的学习；引导学生积极思考，在真 评价
实情境中运用语言。
单元主题作业内容框架图及大观念
第 2 页 共 10页九年级上册 Unit3Teenageproblems
单元作业设计
Scan the code to watch the video and write down their problems, then list your
own problems. (At least three problems )扫码观看 DalanTwins 青少年的烦恼短片, 列出视
频中的青少年问题和困惑，并写出自己的烦恼。（不少于三个)
Theirproblems My problems
Talk with the classmates to learn about theirproblems afterwatching the video, and
complete thesentences with thewords inthebox. 在观看视频后，和同学们交流各自的问题，
并完成以下内容。
friends noise marks sleep weight parents
1.Heis unhappy with 4.Their ______are
his______. too strict.
2.He doesn’t have 5. He sometimes gets
any close______,so
low______in exams.
he feels lonely .
6. She doesn't have
3.The______almost
enough ______,so she
drives him mad.
feels sleepy inclass.
第 3 页 共 10页九年级上册 Unit3Teenageproblems
BothJulieandSamuelarestudentsinGrade9.Theyalsohavesomeproblems.They
wrotetoMrSigmund,afamousyouthworker,andaskedforsomeadvice.Completethecharts
accordingtotherelatedcontentofthebook.
Thecontentincludes:
1 JulieandSamuel’sproblems,causesandfeelings.
2 SentencestructuresofgivingadviceaccordingtoMrSigmund'sreplies.
Julie和Samuel是两位九年级的学生，他们也有自己的问题。因此他们写信给MrSigmund
来寻求帮助。MrSigmund 是一位著名的青少年辅导员。根据书本内容以及课后习题，完成下
列图表。
内容包括：
① 关于Julie和Samuel的问题、原因以及感受。
② 通过MrSigmund的回信，找出提出建议的句型。
第 4 页 共 10页九年级上册 Unit3Teenageproblems
总结提出建议的句型 :
(Optional)
Read andfill inthe blanks.
阅读下列短文，在空白处填入1个适当的单词或括号内单词的正确形式。
When you grow up, you have more responsibilities and also more freedom to spend time
with other people. Though you may feel ready to make your own 1 (decide) about where
and when to go, your parents will put limits on you. So you may find you are arguing with your
parents morethan you used to.The reason 2 your parents dothisis that they loveyou and
want to protect you from danger.
Here 3 (be) sometips forhow toavoid and solvearguments withyour parents:
● Discuss the rules ahead of time and not at the last minute. This way you will be able to tell
whether they will say yes or no before 4 (make) plans. Your parents can also explain to
you why each rule is in place. Ask them 5 (give) you the chance to explain how the rules
make you feel and suggest what you think are right rules. Your parents may be 6 (will) to
listento your ideas and use them when making rules that you bothagree on.
● 7 (try) to remain calm when your parents say no to something. You will show your
parents thatyou have grown upbytalkinginstead 8 shouting.
● Spend time with your family 9 (happy). Some teens argue with their parents over
the amount of time they spend with their friends. Chat with each other and make some special
family time so that you can all enjoy the time you spend at home. 10 you can also enjoy
togethersuch as going onahike,taking abike ride, or going to thebeach.
第 5 页 共 10页九年级上册 Unit3Teenageproblems
Cloze 完型填空
Ding-Dong!
“Jason, honey? Can you answer thedoor?”
“I am 1 , mom!” Jason shouted back at his mother. He had spent three hours so far working
to this pointinthegame. Hecould not 2 now.
Ding-Dong! Mom’s footsteps approached the front door.
“Jason, itis your 3 ,Todd.”Mom called from thedoor-way.
Todd, his best friend, stepped into the room. “Jason! I need a partner for playing basketball.” He
sounded 4 .
Jason shouted,“No way,Todd.I'm playing agamehere.”
Jason gave his friend a dirty look, and his character in the game almost got killed while he looked
away,“I almostdiedbecause ofyou!”
Todd looked at Jason’s mother. Jason’s mother looked back at him. They 5 looked at Jason.
“Whydon’t you play basketball with your friend?”Jason’s mother 6 .
“Tomorrow, maybe...”There were more levels to 7 tomorrow,though. Maybe he had played
tomorrow. He had to see what 8 he was in. He thought he heard footsteps walking away, but he
was toobusy beating thenext level tocare.
An hour later, Jason’s father came home. It was dinner time 9 his father washed up and sat
down. Jason didn’t even hear his name being called to the table. He didn’t hear his father walk at
behind himand ask him to 10 thegameoff, either.
When the screen 11 went black and his father’s angry face loomed in front of him, Jason
finally heard. “No more game for a month.”Jason’s father 12 at him. “You don’t play basketball,
you don’t come to dinner, and you don’t do your chores. We’ll make 13 else gets done before
you play any more.”
Jason nodded his 14 slowly.He knew betterthan to argue with his father,and when he
thought about it, hehad been playing quitea bit.It was fun, 15 he was letting down his friends,
his family,and himselfbypaying too much.
Finally,hemadea decision tochange himself.Winning might befun,but it’s thelove and support
ofthepeople wecare about that truly matters.
( )1.A. free B. busy C. old D. young
( )2.A. risk B. continue C. begin D. stop
( )3.A. friend B. relative C. teacher D. neighbour
( )4.A.anxious B. worried C. excited D. stressed
( )5.A. all B. neither C. none D. both
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( )6.A. promised B. suggested C. refused D. replied
( )7.A. beat B. bite C. blow D. break
( )8.A. stress B. trouble C. health D. mood
( )9.A. after B. before C. since D. while
( )10.A. set B. put C. turn D. get
( )11.A. suddenly B. hardly C. slowly D. heavily
( )12.A. smiled B. shouted C. cried D. laughed
( )13.A. everything B. nothing C. anything D. something
( )14.A. face B.head C. leg D. arm
( )15.A. and B.but C. or D. so
Please classify the teenage problems in the book to “Learnt”. Then, list more
teenageproblems,andclassifythemto“Not learnt”.
请把书中的“青少年的问题”按照(Learnt)归类,再列举更多的“青少年的问题”，按照
（Not learnt）归类。
第 7 页 共 10页九年级上册 Unit3Teenageproblems
(Optional)
Ask “Treehole”forhelp.
请把你的问题以匿名的方式告诉“树洞”。在心理健康课上,老师将随机抽取这些问题，然
后同学们针对这些问题进行讨论并给予更多合理性的建议。
根据具体的问题提出合理性的建议：
第 8 页 共 10页九年级上册 Unit3Teenageproblems
Speaking andacting:Role-play
活动：情景剧
要求：
①小组合作，3 人一组，分配角色：A扮演一位学校心理辅导员，B扮演Kid，C扮演Mother
或者Father；
②所有小组成员使用本单元的目标语言改编对话内容；
③老师可根据不同角色所要表达的内容，给予必要的提示和帮助；
④学生课后排练完成后，下一节课请几个小组为全班表演，评选出最优秀的表演小组。
Scene One:An argument
Kid:Mom/Dad, Can________________________?
Mom/Dad: Sorry,darling, you can’t.Youhave to
_________________________________________.
Kid:What?_________________________________.
Mom/Dad: But ____________________________.
Kid:Oh, no!______________________________.
SceneTwo: Suggestions
Kid:I argued with my parents. _______________
________________________________________.
Youth worker: ____________________________.
SceneThree:Ahappyending
Kid:____________________________________.
Mom/Dad: _______________________________.
________________________________________.
第 9 页 共 10页九年级上册 Unit3Teenageproblems
Writing:An activity inEnglishcorner
我们在本单元的学习过程中，了解到青少年的问题大部分都是与他们的学业、父母以及朋友
们之间的相处有关。本周的英语角交流主题：What’smybiggestproblem? 请同学们积极参与、
广泛交流,在校园论坛发帖。同时，对他们的问题提出合理性的建议。
(Optional)
Recitingand creating:Poems aboutyouth
尽管青少年现在面对各种各样的问题，但是这些都是每个青少年成长的必经之路。因
为这就是青春。青春意味着奋发与成长，意味着无限的可能。扫码模仿朗诵英文诗歌 Youth,
并自行创作更多关于青春的诗句或者诗词。正如梁启超先生在《少年中国说》中，提出少
年强则国强……美哉我少年中国，与天不老！壮哉我中国少年，与国无疆！……
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