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九年级英语上册 Unit 3 Teenage problems grammar 2教案 (新版)牛津版

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牛津译林版英语九上Unit 3《Teenage problems》(Grammar)教学设计

牛津译林版英语九上Unit 3《Teenage problems》(Grammar)教学设计

牛津译林版英语九上Unit 3《Teenage problems》（Grammar）教学设计一. 教材分析《牛津译林版英语九上Unit 3 Teenage problems》主要讨论青少年时期可能遇到的各种问题，如学习压力、与父母沟通、健康饮食等。

本单元通过不同的话题帮助学生了解青少年阶段可能面临的挑战，并学会用英语表达这些问题。

单元中包含了大量的词汇和表达方式，以及一些复杂的语法结构，如现在分词作状语等。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语表达方式和语法结构。

然而，对于一些复杂的语法结构和词汇，他们可能还需要进一步的引导和帮助。

此外，由于青少年阶段本身就是充满挑战和变化的，学生应该能将自己的人生经验和所学内容联系起来，提高他们的学习兴趣和参与度。

三. 教学目标1.学生能够掌握本单元中的重点词汇和表达方式，如“pressure”,“communicate”, “healthy eating”等。

2.学生能够正确运用现在分词作状语等语法结构。

3.学生能够用英语讨论青少年时期可能遇到的问题，并给出相应的建议。

四. 教学重难点1.重点：本单元的重点词汇和表达方式，以及现在分词作状语的语法结构。

2.难点：如何正确运用现在分词作状语，以及如何在讨论中运用所学词汇和表达方式。

五. 教学方法1.任务型教学法：通过不同的任务和活动，让学生在实际的语言环境中学习和运用英语。

2.合作学习：鼓励学生之间的合作和交流，提高他们的语言表达能力和团队合作能力。

3.引导式教学法：教师引导学生通过观察、思考和讨论，发现和理解语言规律。

六. 教学准备1.教材：牛津译林版英语九上Unit 3 Teenage problems。

2.多媒体教学设备：用于展示PPT和视频材料。

3.教学素材：与本单元主题相关的图片、视频等。

七. 教学过程1.导入（5分钟）通过提问方式引导学生谈论他们所知道的青少年时期的问题，激发学生的兴趣和参与度。

牛津英语9A Unit3 Grammar 教案及练习(含答案)

牛津英语9A Unit3 Grammar 教案及练习(含答案)

9A Unit3 T eenage problemsPeriod Five (Grammar A/B)教学目标1、总结归纳动词不定式的用法。

2、用特殊疑问词＋to不定式来谈论问题。

教学重点难点make me laugh to tell you the truthspare some time for me care aboutLinda came back home to find he house on fire.Paul knows who to talk to her help.Simon knows who to talk to for help.Simon does not know what to do.You should decide which to do first.Simon just forget s when to meet his friends.Sandy wants to know where to ask for advice.Millie does not know how to solve her problems.预习作业动词不定式在句中的成份教学步骤Step1预习检测检查预习作业让学生在Reading部分划出所有不定式，并说出不定式所作成分。

Step2探索研究1.教师解读49页A部分的说明文字，学生掌握to do 在句中的成份。

2.可省略to的动词不定式如:make, let, have, see, hear, notice 等，但这些动词被用在被动语态中时t o不能省略。

(1)The boss made his workers work for 12 hours.The workers were made to work for 12 hours by the boss.（2）We often hear that girl sing in her room.That girl is often heard to sing in her room.3．完成50页A1部分的练习，朗读对话。

牛津译林版九年级英语上册Unit 3 Grammar 示范课教案

牛津译林版九年级英语上册Unit 3 Grammar 示范课教案
1. Students think and answer the questions.
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对阅读部分内容的理解和掌握程度。
环节设计意图：复习本单元阅读部分的内容，激活已知，为后续活动提供语料。
环节二：创设语境，掌握连接代词和连接副词引导的宾语从句的用法。(12 mins)
作业与拓展
1. Write down your classmates’ problems and the suggestions.
2. PreviewIntegrated skills.
环节设计意图：培养学生的分析和总结能力，并加深对知识的理解。
环节四：巩固新知，完成练习。(10 mins)
教师引导学生完成练习，巩固对本节课所学知识的理解和掌握。
教学活动
10.Studentsrewritequestionsbyusing object clauses introduced by question words.
11. Studentscomplete the email using the correct question words.
12. Students complete the conversation using correct structures of giving suggestions.
三、教学目标
通过本课时的学习，学生能够：
1.正确使用连接代词和连接副词引导宾语从句。
2.运用宾语从句来表达自己和他人的问题。
3.总结礼貌地给建议的句型结构，并针对他人的问题给予合适的建议。
4.积极看待生活中遇到的问题，及时求助他人。
四、教学重难点

九年级英语上册Unit3TeenageproblemsGrammar(C

九年级英语上册Unit3TeenageproblemsGrammar(C

教学过程【预习指导和检测】复备栏一、预习导航Pre-task预习并完成课本上P53的练习二、预习成果说出下列句子类型。

1.What a beautiful day today! （）2.We have a new English teacher this term. （）3.How interesting his lessons are! （）4.I played football after school this afternoon. （）5.I did not play for a long time. （）6.I will have no time to prepare for tomorrow's English.（）7.Do you enjoy your school life? （）8.Will you send me some photos of your school next time? （）三、预习质疑【课堂导学和互助】While-task任务一：复习。

1、复习上一节课所学的重要词组及句型。

2、复习动词不定式的用法。

3、复习“疑问词+ 不定式”的用法。

4、小组讨论：用动词不定式来表达自己的苦恼并请求同学给予建议。

任务二：学习句子四种类型。

1、呈现1)讲解课本52页C部分的句子分类表。

2) 掌握句子种类：四种A：陈述句（肯定或否定句）：通常用来提供信息。

B：疑问句（一般疑问和特殊疑问：）用来咨询信息要求知道某件事情。

C：祈使句：用来提出命令或要求。

D：感叹句：用于表达一种强烈的感情。

2、练习1）完成53页的练习并核对答案2）说出下列句子的类型。

① He is six years old; ②How clever the boy is!.③Don’t talk in class ④How old is he?⑤ Is he six or seven years old? ⑥Mary can swi m, can’t she?【当堂反馈】Post-task一、用所给动词的正确形式填空。

Unit3TeenageproblemsGrammar课件牛津译林版英语九年级上册

Unit3TeenageproblemsGrammar课件牛津译林版英语九年级上册
3.—Miss Liu, can you tell me ______?—We get together to enjoy the moon and eat moon cakes. A．why do you like the Chinese New Year best B．how do you celebrate the Mid-Autumn Festival C．how Chinese people celebrate the Chinese New Year D．what Chinese people do on the Mid-Autumn Festival
Unit 3 Teenage Problems
Grammar
Simon’s problems
why they are so strict with him.
how he can achieve a balance between his schoolwork and his hobbies
when they should stop
C．how many bridges are there in Wuhan D．what will I study in Wuhan University
2.He told me (that) Summer
after Spring.
A. is
B. are
C. was
D. were
Pay attention
变，如以下句子：
Which woman is your mother? what is the matter with you? What is wrong with your machine? who broke the glass? What’s happening over there? What happened?

九年级英语上册 9A Unit 3 Teenage problems Grammar课件 牛津版

九年级英语上册 9A Unit 3 Teenage problems Grammar课件 牛津版
and ask me how to solve their problems. I always give them my advice and tell them what to do.
M: What problems do most students have? F: Many can’t decide when to work and
F: You’re welcome.
Solve the problems
pair work
One of the youth workers is here to do something to help with the teenage problems.
‘to’-infinitives ‘wh-’ words+ ‘to’-infinitives
Attributive (定语)
Practice
It is important for us to spend some time on
hobbies.
subject
I have a lot of homework to do every day! I want to refuse to do so mauttcrhibwutoivrke . My dream is to beoabjgercetat football player. We like to stayproeudticlaatteivteo play football.
when to play. They just need to learn how to achieve a balance between study and play.
An interview
M: Millie F: Mr. Friend M: I agree. Sometimes, I just get too much

2023九年级上册Unit 3《Teenage problems》(Grammar)


找出下列复合句中的宾语从句，并分析其构成：Millie knows that it’s important to finish homework on lie often doubts whether/if it is worth spending so much time on homework.3. Millie doesn’t know how she should deal with her problem.4. Simon doesn’t understand why his parents are so strict with him.5. I wonder how I can achieve a balance between my schoolwork and my hobbies.
Unit 3 Teenage problems
Grammar (1)
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Moreover, our store provides various types of classic sample essays, such as contract agreements, documentary evidence, planning plans, summary reports, party and youth organization materials, reading notes, post reading reflections, essay encyclopedias, lesson plan materials, other sample essays, etc. If you want to learn about different formats and writing methods of sample essays, please stay tuned!

牛津译林版九年级上册Unit 3《Teenage problems》(Grammar)教学设计

牛津译林版九年级上册Unit 3《Teenage problems》（Grammar）教学设计一. 教材分析《牛津译林版九年级上册Unit 3 Teenage problems》主要讨论了青少年时期可能遇到的各种问题，如家庭、学校、朋友以及自我认知等方面。

通过本节课的学习，学生能够掌握一般现在时态的被动语态，以及如何运用一般现在时态进行问题描述。

教材内容贴近学生生活，有利于激发学生的学习兴趣和积极性。

二. 学情分析九年级的学生已经具备一定的英语基础，能够运用一般现在时态进行简单描述。

但部分学生在语法方面仍存在一定的困难，如对一般现在时态的被动语态掌握不扎实。

此外，学生对青少年时期的问题有一定的了解，但可能缺乏对这些问题深度思考和讨论的机会。

三. 教学目标1.知识目标：–能熟练运用一般现在时态的被动语态进行描述。

–掌握与青少年问题相关的词汇和短语。

2.能力目标：–能用英语描述和讨论青少年时期的问题。

–提高学生的团队合作和沟通能力。

3.情感目标：–培养学生对青少年问题的关注和理解。

–引导学生正确面对和处理青少年时期的问题。

四. 教学重难点•一般现在时态的被动语态。

•与青少年问题相关的词汇和短语。

•一般现在时态的被动语态在实际语境中的运用。

•如何在讨论中正确表达自己的观点和情感。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中运用所学知识。

2.任务型教学法：通过完成各种任务，提高学生的实际运用能力。

3.合作学习法：鼓励学生分组讨论，培养团队合作精神。

六. 教学准备1.教学PPT：包括教材内容、语法点讲解、练习题等。

2.教学素材：与青少年问题相关的图片、视频等。

3.分组名单：便于学生进行合作学习。

七. 教学过程1.导入（5分钟）–利用与青少年问题相关的图片或视频，激发学生的兴趣。

–引导学生用英语自由谈论青少年时期遇到的问题。

2.呈现（10分钟）–介绍一般现在时态的被动语态的用法。

–通过例句和练习，让学生掌握一般现在时态的被动语态。

九年级英语上册Unit3TeenageproblemsGrammar(A

教学过程
【预习指导和检测】复备栏
一、预习导航Pre-task
（一）动词不定式是初中英语的语法重点之一，也是每年中考英语
试题的考点之一。

它是动词的一种非谓语形式，没有人称和数的变化，不能单独作句子的谓语。

其构成形式为"to+动词原形"，to为动词不定式的符号，本身无意义。

动词不定式具有两大特点：
1.具有动词的特点，因此，后面可以跟表语、宾语或状语，构成动词
不定式短语。

2.具有名词、形容词或副词的特点，可以在句子中用作主语、宾
语、宾语补足语、状语、定语、表语及同位语等。

下面以近几
年全国部分省市的中考英语试题为例，对不定式的难点以及它在中
考英语中的考查点，作一简要的总结和分析，供同学们学习时参考。

（二）看书上语法A 部分，完成P.50 Part A1.和Part A2
（三）看语法B 部分，完成P.51 Part B.
二、预习成果
（一）说出下列划线部分在句中充当什么成分
1.It’s good to hand in homework on time. （）
2.My purpose isto help you solve the problem.( )
3.He promisesto help me pass the test. ( )
1、复习
2、解读49
(1)
常用it (2)
动词+带to hope，want (3)
1）动词+ want，
2）动词+
watch，。

九年级英语上册《Unit 3 Teenage problems GRAMMAR A》课件 (新版)牛

2. To do some exercise is important for us. It’s important for us to do some exercise.
Teenage problems
Simon has no time to play football. His dream is to be a great football player.
Teenage problems
She has lots of homework to do. It is important to do her homework.
形式主语 It is + adj. ( for sb.) to do sth. It is important to do her homework.
Subject
It is necessary_t_o_p__la_n_t_ (plant) trees every year.
= To plant trees every year is necessary.
考题链接 Can you change the sentences?
1.To work hard every day is necessary for us. It is necessary for us to work hard every day.
2. Daniel has no close friends _______. A. talking B. to talk C. talk D. to talk to
系动词
Predicative
Simon’s dream is to be a great football player.
Predicative
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Tell students that ‘in order to’ can be used at the beginning or in the middle of a sentence. Remind them when we use ‘in order to’ at the beginning a sentence, we use a comma to separate the two parts.
2 Help them to answer like: ‘I’m hungry. I need to eat.’
3 More practice:
I’m thirsty. I need somethingபைடு நூலகம்to drink.
I’m tired. I need to get some sleep.
I’m cold. I need to wear more clothes.
学生学习本课语法部分难度很大，部分学生不会运用。
练习安排
1 review the rules of“in order to”,“as a result”,“need to”
2 finish the Exx on the paper
板书设计
Words phrases sentences
备课组长审核签名：年级主任复核签名：
3我们难以想象他为什么买了这个机器人？
4你能告诉我去火车站怎么走？
5我想问你我接下来该做什么Step2 leading in
1 . Lead students to answer
‘If you want to have more free time, what will you do?’
Help Ss to answer with ‘In order to have more free time, we should…’
Remind Ss that we use ‘as a result’ to introduce the result of something.
Step3 Doing Exx
1 Ask Ss to do the exercises on page 30 which requires Ss to decide whether a sentence is talking about the purpose of result of something and add ‘in order to’ or ‘as a result’ to make a complete sentence.
unit3 grammar2
教学
目标
1. To use“in order to”to introduce the purpose of an action.
2. To use“as a result”to introduce the result of something.
3. To use“need to”to talk about something we have to do.
e.g.In order to have more free time, we should make good plans.
We should make good plans in order to have more free time.
2. Explain to students that ‘in order to’ means ‘with the purpose of’ and that we can use ‘in order to’ to introduce the purpose of an action.
重点难点分析
The same as above
教学流程安排
集体智慧
（以知识体系为主）
个性设计
（二次备课）
教学后记
Step 1 revision
Have students write out the following sentences in English.
1你还记得我昨天说的吗？
2他想知道你将怎样完成这个工作？
2 Have 5students shair their answers with the class.correct the mistakes if having.
Step 4 Using ‘need to’
1 Ask Ss ‘If you are hungry, what do you want to do?’
3. Have student recall the simmilar sentences in the reading part.
4.Go to ‘as a result’ by reviewing the sentence ‘The victim was attacked with a knife and bled to death as a result.’
Ask Ss to read the example sentences on the top of page31. Then ask them to work on their own to complete the exercise using ‘need to’ and the phrases in the box.
Students translate.
汉译英对于学生有点难度，指导学生如何解题
Listen , think and compare
Encourage them to speak aloud.
指导学生完成练习
Students finish the Exx by themselves
Students think and answer
3 Explain to Ss that ‘need to’ is a strong verb. We use it when we want to talk about something we should do. Tell them that the meaning is similar to, yet weaker than ‘must’.