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科普版九年级英语上册《eview of Unit 3》优质课教案_2

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被动语态复习教学设计教学目标：1.掌握各种时态的被动语态的结构2.能够正确的把主动语态变为被动语态3.掌握被动语态的各种特殊用法学情分析：本课是关于被动语态的复习，历来语法的讲解都是相当的枯燥和难以理解，再加上我班学生的英语学习情况两级分化严重。

所以本堂课主要以利用图片、做练习等内容来活跃课堂气氛，增加学习语法的趣味性，让大多数同学对英语学习感兴趣。

在这个阶段的学生对被动语态在感官输入上和语法体系上都不是很熟悉，而且主动语态的知识体系已经在学生的已有知识中比较完善。

所以本课的出发点要从主动态开始，并且要引导学生对两种语态进行必要的分析和对比，从而起到对被动语态知识进行巩固。

重点难点：被动语态的几种特殊用法学习方法：讲练结合，讲问结合教学过程：活动一：课前预习案活动二：课内探究案I 探究一：各种时态的被动语态的结构一般现在时 _________________________________________一般过去时 _________________________________________一般将来时 _________________________________________现在完成时 __________________________________________含有情态动词 __________________________________________II. 探究二：单项选择( )1.—Do you often clean your classroom?—Yes. Our classroom ___ every day.A. cleanB. cleansC. is cleanedD. is cleaning( )2. His new book___ next month.A. will be publishedB. is publishingC. is being publishedD. has been published ( )3.—Did you go to Jack’s birthday party?—No, I____.A. am not invitedB. wasn’t invitedC.haven’t invitedD.didn’t invite( )4.—Mum, can I go to the zoo with Jack?—When your homework___, you can.A. is doneB. was doneC. doesD. did( )5. Seeing him rush into the room with tears in his eyes, I asked him what___.A. would happenB. had happenedC. happenedD. was happened. ( )6.The book <Business @the Speed of Thought >___in 1999.A. writesB. is writtenC. wroteD. was written.( )7. The earth is our home. It ___ well.A. must be protectedB. should protectC. need protectD. should protected. ( )8. In recent years, many children are made ___ what they are not___.A. to do; interested inB. to do; interestedC. do; interestedD. do; interested. ( )9. An accident___ on this road last week.A. has been happenedB. was happenedC. is happenedD. happened. ()10.I wasn’t at home yesterday. I ____ to help clean up our classroom.A. askedB. was askedC. was askingD. am asked★III. 探究三：特殊情况的被动语态：1.带双宾语的被动语态：动词+ sb(间宾) +sth(直宾)口诀：如遇双宾语，一般变间宾，若把直宾变，to /for 间宾连。

1).give/pass /show 与介词to 搭配。

give sb sth —— sb +be given sth 或sth +be given +to sb .2).buy/make/cook 与介词for 搭配。

buy sb sth —— sb +be bought + sth 或sth +be bought +for sbHe gave me a book →I ______ ______ a book by him.→ A book ____ ____ _____ me by him .My mother made me a cake . →I ____ _____ a cake by my mother→A cake ____ ____ ____ me by my mother .2.带省to 的不定式作宾补的被动语态：动词+ sb + do sth .口诀：感使动词真叫怪，to来to去记心怀，主动语态to离去，被动语态to回来。

动词：make / let /have /see /hear /feel /watchmake sb do sth ----sb + be +made +to do sthThe boss made the workers work all day→The workers ____ ____ ____ work all day by the boss.3.在see /hear /notice /keep +sb +doing sth 句型中变被动语态时，doing 不变。

I heard Tom singing just now →Tom _____ _____ _____ by me just now .4.以动词短语作谓语的主动语态变被动语态时，不可丢掉后面的介词或副词。

We should take care of the old . →The old should ______ _____ _____ _____ .Ⅳ探究四：有关被动语态的几种句型1. need/want/require + doing = need/want/require + to be done2. It is said that…据说It is reported that …据报道It is thought that …大家认为It is believed that…有人相信3. 复合句变被动，主从句都要变If a computer is bought for me , the work will be finished more quickly★V探究五：不用被动语态的情况：1. 不及物动词（vi.) 动词短语无被动语态：如appear, die ,disappear, end (vi. 结束), fail, happen, last, lie, remain, sit, spread, stand, break out, come true, fall asleep, keep silence, lose heart, take place.≡≡比较：rise, sit是不及物动词；raise, seat是及物动词。

≡≡2. 连系动词（Link.v.) 如: appear, be become, fall, feel, get, grow, keep, look, remain, seem, smell, sound, stay, taste, turn3.有些及物动词或动词短语不能用于被动语态：last ,have ,own .belong to ,suit… ,4.有些词组没有被动语态：sell well , write well ,ride well ,drive wellThis kind of skirt sells well.5.need表示需要时，后面常接doing 形式表示被动意义，相当于to be done .All the computers need repairing .=All the computers need _____ _____ _____ .6.在too…to…及enough to …结构中有时表示被动意义。

The problem is too difficult to solve.活动三：课后作业：()1.Stamps______by people for sending letters.A. useB. usingC. usedD. are used.()2.Miss Lin said something _____into her bag.A. was putB. will putC. is putD. put()3.All trees must_____ when they are dry.A. be waterB. wateringC. be wateredD. watered()4. The clothes need _____.A. be washedB. washingC. is washedD. wash()5.The old man and the children _____ in our country.A. shouldn’t laugh atB. shouldn’t be laugh atC. shouldn’t be laughedD. shouldn’t be laughed at()6.The NBA stars were seen ____basketball.A. to playB. playC. playedD. plays()7.Many old houses around our school ____next year and large green area will appear.A. pull downB. will be pulled downC. will pull downD. are pulled down。

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科普版九年级英语上册《eview of Units 1-2》优质课教案_6

科普版九年级英语上册《eview of Units 1-2》优质课教案_6

Unit2 Saving the Earth book3Topic2 All these problems are very serious[设计理念]根据新课标精神及素质教学的要求，以教师为主导、学生为主体，从学生的实际出发，借助多媒体，激发学生的学习兴趣；围绕本话题目标语言，由浅入深、由易到难设计教学环节，紧扣要点、考点使学生从听、说、读、写方面掌握目标语言，同时培养学生自主、合作、探究的精神，从而突出综合语言运用的能力。

英语课程改革要求英语教学要面向全体学生，为每一个中学生奠定终身发展的共同基础。

课标指出“课堂教学不再仅仅是传授知识，而是着眼于学生的发展，学生英语能力的发展，学习能力的发展，交流能力的发展以及身心情感的发展，特别注重培养学生用英语获取信息，处理信息和传达信息的能力，分析问题和解决问题的能力以及用英语进行思维和表达的能力”。

本课教学正是从这一点着手，鼓励学生掌握核心词汇，运用重点句型，关注环境问题，同时进行深入思考，并通过环保公益广告感染教育学生，最后运用课文中所学，将所思所感通过富有创造力的形式表达出来，从而帮助学生通过运用所学的英语表达完成对三围目标的实现，体现“learning by doing（在做中学）”这一理念。

英语课教学应以学生为主体，以训练为主线，以能力的培养为宗旨。

学生是学习活动的主人，教师是学习活动的组织者和引导者。

教师要努力创设多种多样的方式和机会让学生通过自主、合作、探究等学习方式进行学习，注重教与学的互动和生生互动。

[教学对象分析]九上 Unit2 Saving the EarthTopic2 All these problems are very serious罗山东铺一中余胜慧[设计理念]根据新课标精神及素质教学的要求，以教师为主导、学生为主体，从学生的实际出发，借助多媒体，激发学生的学习兴趣；围绕本话题目标语言，由浅入深、由易到难设计教学环节，紧扣要点、考点使学生从听、说、读、写方面掌握目标语言，同时培养学生自主、合作、探究的精神，从而突出综合语言运用的能力。

科普版九年级英语上册《eview of Units 3-4》优质课教案_4

科普版九年级英语上册《eview of Units 3-4》优质课教案_4

仁爱版九年级英语语法专练定语从句初见面Ⅰ. Teaching Aims:1. Knowledge ObjectsTo help the students review the relative pronouns ,including which, who ,that, have a clear idea of the concept of the grammar item. 2. Ability Objects.To help the students practice the skills at describing the people and further develop the ability in communication especially when the attributive clause is used.3. Moral Objects.To help the students form the habit of independent learning and become willing to cooperate with the members in the groupactivity.Ⅱ.The key points and difficult points: Distinguish the relative pronouns “who, that, which.”I V.Teaching method：导学反馈III. Teaching Procedures：Step 1 Lead-in1.Warm up . Through the activity to make students know what isthe Attribute. The Attribute can be not only a word、a phrase but also a sentence. When a sentence is used as an Attribute, it’ scalled an Attributive clause.2.Show some pairs of sentences . e.g. Lily is a kind teacher. Lilyteaches us English. Lead students to find out that it’s easier to use one sentence to express the meaning. Then the teacher helpsstudents to combine them . Ask students to pay attention to therules of how to combine the two sentences.Step 2 Relative pronoun1. After practice, ask students to do more exercise. Show:The man is a farmer.The man is speaking at the meeting.Encourage students to say: The man who is speaking at the meeting is a farmer. Mary is a girlThe girl has long hair.Encourage students to say: Mary is a girl who has long hair.2. Lead the students to find out that the structure of the Attributive Clause:Antecedent + the relative pronouns or adverbs + the Attributive Clause.Tell students that : We only learn the Attributive Clauses with the relative pronouns.3. Sum up the usage of the Attributive Clauses.A. When antecedent is an object, we use which/that.B. When antecedent is a person, we use who/that.Step 3 PracticeShow some exercise , ask students to finish them carefully.Check the answers in groups. And then if they have any difficulties ,ask the student who has no mistakes to explain . Encourage them to be brave.(附）：Ⅰ.Teaching background and summary:The Attributive Clause is a very important grammar in the junior high school , but many students can’t understand i t very well . In order to solve this problem, I began the class with Attribute and how to combine two sentences. Encourage students to discover the rules of how to use the Attributive Clause. After that they did a lot of exercise . Most of the students can master the Attributive Clause better.Ⅱ. Practice:1.—Which invention do you like best?（2016.郴州）—QQ. it is an invention ____can help us communicate with others online freely.A. whatB. thatC. who2. —which song do you like better, Lucy?（2016.临沂）— I prefer the song Little Apple____ can attract many people.A. whichB. whoC. whomD. where3. I like the friends ____like to do the same things as me so that we can communicate better with each other.A. whoB. when C . which D . what。

科普2011版九年级英语上册《Review of Unit 3》说课稿

科普2011版九年级英语上册《Review of Unit 3》说课稿

科普2011版九年级英语上册《Review of Unit 3》说课稿一、教材分析《Review of Unit 3》是2011版九年级英语上册的一部分，是该教材中的第三个单元。

本单元主要涵盖了词汇、语法、听力、口语和阅读等方面内容，是巩固和复习学生所学英语知识的重要环节。

1. 教材内容本单元主要包括以下几个方面的内容： - 词汇：单词复习和扩展，包括有关学校生活、运动、兴趣爱好等方面的词汇。

- 语法：复习与目标语法相关的基本语法知识，如动词的时态、被动语态等。

- 听力：通过听力训练，提高学生的听力理解能力。

- 口语：通过对话和情景对话的练习，提高学生的口语表达能力。

- 阅读：通过阅读材料，提高学生的阅读理解能力。

2. 教学目标本节课主要的教学目标包括： - 掌握本单元的主要词汇，通过词汇练习来提高学生的词汇量。

- 复习目标语法知识，巩固学生对英语基本语法的掌握。

- 提高学生的听力理解能力，通过听力训练来提高学生对英语听力的理解和应对能力。

- 提高学生的口语表达能力，通过对话和情景对话的练习来培养学生的口语交流能力。

- 提高学生的阅读理解能力，通过阅读材料来提高学生对英语阅读的理解和分析能力。

3. 教学重点和难点•教学重点：词汇的掌握、目标语法的复习和听力训练。

•教学难点：口语表达能力的提高和阅读理解能力的加强。

二、教学准备为了保证教学的顺利进行，我将做好以下准备工作： - 准备教材《Review of Unit 3》，确保教案和课堂教学的一致性。

- 备齐相关的词汇、语法和听力练习的教具和资料。

- 准备活动和任务，以促进学生的参与和主动学习。

- 清晰地规划教学步骤，并预先准备好课堂讲解和练习的内容。

三、教学过程1. 导入部分在本节课的导入部分，我将通过提问和简单的游戏来激发学生的学习兴趣和思考，引导他们进入主题。

2. 词汇复习与扩展为了帮助学生巩固和扩展词汇量，我将进行一些词汇复习和扩展的活动。

科普版九年级英语上册《eview of Unit 3》优质课课件_0

科普版九年级英语上册《eview of Unit 3》优质课课件_0

1、学着用开门见山的方法写作文开头。 2、试着在中间部分用上连接词和好词佳句。 3、学着用首尾呼应或表祝愿的方法结束作文。 4、养成认真书写，保持卷面整洁的好习惯。
李华沉迷于电脑游戏中，影响了学习。作为他的好朋友，你打算怎么帮他呢?请用下面所 给的提示词写一篇不少于80字的短文。字迹工整，语言流畅。 提示词：give up, concentrate on（集中精力） ,be (become)interested
Li Hua spent too much time playing computer games and he fell
behind others. As a good friend of his, I must do something to help him.
First, I want to let him know it’s very important for him to learn lessons well. He should spend most of his time on his study instead of computer games. Second, I must tell him that playing computer games too much is bad for his health, especial for his eyes. So he must give it up. Third, I can play more sports with him after school. Maybe he will become more interested in sports than computer games. And then I'll ask him to concentrate more on his study. Of course, I will try my best to help him with all his subjects. I think I can do it in many fun ways and let him find much fun in studying. At the same time, I'll ask both his parents and our teachers to help him, too.