江苏省东台市唐洋镇中学九年级英语上册《Unit 3 Teenage problems Period 3 Grammar 1》教案 牛津版VIP免费

《Unit3TeenageproblemsPeriod3Grammar1》PeriodThree(Grammar)TeachingobjectivesATouse“wh-”words+“to”infinitivestotalkaboutproblems.ATolearnaboutsentencestypesBTostudyfivekindsofsentencesstructuresBTolearntouseobjectcomplementsLanguagefunctionandfocusSimondoesnotknowwhattodo.Paulknowswhototalktoforhelp.Webelieveitunnecessarytogivestudentstestseveryday.Wehaveprovedhimwrong.ConsiderDavidthebestchairpersonJaynamedhisdogBobby.TeachingmethodsDiscussing/writing/practisingTeachingproceduresPartA1.Remindstudentsthatwhenwetalkabout“wh-”words,wemeanquestionwords.i.e.,what,when,why,where,who,how2.Forstrongerclasses,introduce“whom”and“whose”.“Whom”istheobjectpronounformof“who”,e.g.Whomdidyouinvitetotheparty?However,itisrarelyusednowadaysexceptinformalcontexts.Normally,wesimplysay“who”.“Whose”isthepossessiveformof“who”,e.g.“Whosebookisthat?3.Explaintostudentsthattheyneedtousethe“wh-“words+todostructuretocompletetheexerciseonpage45.The“wh”-wordscanbeusedmorethanonce.4.Thisisafairlychallengingexerciseandallstudentswillbenefitfromguidance.Forstrongerclasses,askstudentstodoitbythemselvesandthenchecktheiranswers.Lessablestudentswillbenefitfromworkinginpairs.Moreablestudentscanworkontheirown,butencouragestudentstosharetheirdifficultieswiththeclass.Ifonestudentsfindssomethingdifficult,itislikelythattheothersdotoo.Beonhandtoofferhelpforthisexercise.\Forweakerclasses,tellstudentsthatitmaybeeasieritmaybeeasieriftheyfindeitherthe“wh-“wordor“to”-infinitivefirstbeforeworkingoutthewholeanswer.5.Oncestudentshavefinished,chooseonestudenttoplaythepartofMillieandanotherstudenttoplaythepartofSigmund.Askthemtoreadtheconversationaloud.Checkforincorrectanswersandmispronunciation.Forweakerclasses,askseveralpairsofstudentstoreadoneexchangeeach.PartB1.Asawarm-upactivity,writethefollowingformontheboard:Statement(positive)Statement(negative)QuestionImperativeExclamation2.Askstudentstomakeupasentenceineachblankontherightaccordingtotherequirementontheleft.Studentsmakeuptheirownsentencesonapieceofpaper.Lessablestudentscanworkinpairs.Encouragemoreablestudentstoworkontheirown.3.Askastudenttocometothefrontoftheclassandwritethesentenceintherightcolumn.Iftheansweriscorrect,he/shecanchoosethenextstudentstothefronttocontinue.Ifnot,youchoosethenextstudent.4.Gothroughthetableatthetoponpage46.Askstudentsiftheyhaveanyquestions.Makesuretheyunderstandthefourtypesofsentences.5.Tellstudentsthebasicuseofastatementistogiveinformation,e.g.,“MilliewrotetoSigmundFriendforadvice.”Thenegativeformofthisstatementis“MilliedidnotwritetoSigmundFriendforadvice.”Somestatementsdomorethangiveinformation.Theycanalsobeusedtoaskforinformation,expressapprovalorsympathy,thanksomeone,giveordersorprovideanoffer.Tellstudentsthebasicuseofaquestionistoaskforinformation,e.g.,“Whendoyouusuallygotoschool?”Wecanalsousequestionsinotherways,suchasmakingrequests,e.g.,“CanIhaveacupoftea,please?”makingsuggestions,e.g.,“Shallwebringmorewater?”,makingoffers,e.g.,“CanIhelp?”oraskingforpermission,e.g.,“MayIcomein?”Tellstudentsthattheimperativeformisthebaseformoftheverb.Theimperativeisusedtogiveordersortogetsomeonetodosomething.Whengivingorders,youexpectthepersonwillobey.Forexample,whenIsay“Stopmakingsomuchnoise!”,Imeanthat“Youshouldstopmakingnoise.”Animperativecanalsobeusedtogivesuggestions,warnings,instructions,i...