牛津譯林版九年級英語上冊 Unit 3 Teenage problems Grammar 教案

第第頁牛津譯林版九年級英語上冊Unit3TeenageproblemsGrammar教案PeriodThree(Grammar)

Teachingobjectives

Touse“wh-”words+“to”infinitivestotalkaboutproblems.

Tolearnaboutsentencestypes

Tostudyfivekindsofsentencesstructures

Tolearntouseobjectcomplements

Languagefunctionandfocus

Simondoesnotknowwhattodo.

Paulknowswhototalktoforhelp.

Webelieveitunnecessarytogivestudentstestseveryday.

Wehaveprovedhimwrong.ConsiderDavidthebestchairperson

JaynamedhisdogBobby.

Teachingmethods

Discussing/writing/practising

Teachingprocedures

PartA

Remindstudentsthatwhenwetalkabout“wh-”words,wemeanquestionwords.i.e.,what,when,why,where,who,how

Forstrongerclasses,introduce“whom”and“whose”.“Whom”istheobjectpronounformof“who”,e.g.WhomdidyouinvitetothepartyHowever,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.

PartB

Asawarm-upactivity,writethefollowingformontheboard:

Statement(positive)

Statement(negative)

Question

Imperative

Exclamation

Askstudentstomakeupasentenceineachblankontherightaccordingtotherequirementontheleft.Studentsmakeuptheirownsentencesonapieceofpaper.Lessablestudentscanworkinpairs.Encouragemoreablestudentstoworkontheirown.

Askastudenttocometothefrontoftheclassandwritethesentenceintherightcolumn.Iftheansweriscorrect,he/shecanchoosethenextstudentstothefronttocontinue.Ifnot,youchoosethenextstudent.

Gothroughthetableatthetoponpage46.Askstudentsiftheyhaveanyquestions.Makesuretheyunderstandthefourtypesofsentences.

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,invitationsorgoodwishes.

Tellstudentsthatanexclamationisasentencespokenwithemphasis.Wecanuse“what”or“how”tostartanexclamation,e.g.,

“Howluckywearetoday!”

“Whataluckyday!”

Explaintostudentsthatintheexerciseonpage46theymustidentifythedifferenttypesofthesentencesandwritethecorrectanswersintheblanks.Thisisafairlysimpleexercise.Studentscanworkouttheirown.

Oncestudentshavefinished,asktheclasstochecktheanswerswithyou.

PartC

1.Writethesetwosentencesontheboard,

Milliewastired.

PlayingbasketballmadeMillietired.

Askstudentstocomparethetwosentences.Inthefirstsentence,“tired”isthepredicativeofthesentencewhereasinthesecondsentence,“tired”istheobjectcomplementthatdescribestheobjectofthesentence(Millie).

2.Askstudentstolookatthetableatthetopofpage47.Tellstudentsthatanobjectcomplementisanadjective(oradjectivephrase)ornoun(ornounphrase)thatrelatestotheobject.Encouragestudentstoaskquestionsaboutobjectcomplements.

3.Forstrongerclasses,tellstudentsthatifweaddtheverb“tobe”betweentheobjectandtheobjectcomplementandthenusetheobjectasasubjecttostartanewsentence,theoriginalobjectcomplementbecomesapredicativeofthenewsentence,e.g.,

Theypaintedtheboxred.

Theboxisred.

4.Tellstudentsthatnotallverbscanbefollowedbyanobjectcomplement.Somewordsthatcanbeusedinthispatternare:

Appointelectlikeprovebelievefindmakethinkcallgetnamevoteconsiderkeeppaintwantdeclareleaveprefer

Explainthecontext.StudentsshouldcircletheobjectcomplementsfoundinMillie’shomework.Askmoreablestudentstoreporttheirdifficultiestotheclass.Bereadytoofferhelpforthisexercise.

Asktwelvestudentstoeachreadoneanswertotheclass.Checktheanswersasaclass.

PartD

Reviewthedefinitionsandthemainusesofthesentenceelements,suchasthesubject,thepredicative,thedirectobject,theindirectobjectandtheobjectcomplement.Askstudentstorefertopages11and47formoredetails.

Explaintostudentsthatdifferentcombinationsofthesentenceelementsformdifferentsentencestructures.Gothroughthefivebasicsentencestructuresatthetopofpage48ansexplainthestructurestostudents,e.g.,

Eddieiseating.

Eddieishavinghisdinner.

Eddieishungry.

HobogivesEddieanothercake.

HobocallsEddieBigStomach.

Askstudentstoworkinpairsandmakeupasentenceforeachofthefivesentencesstructures.Askthemtowritetheirsentencesforthefirststructure.Praisethemifthesentenceiscorrect.Ifnot,askotherstudentstohelpcorrectthesentence.Studentscanbenefitfromcorrectingeachother’smistakesingainingabetterunderstandingofthestructure.

ExplaintheexerciseinPartD1onpage48.Moreablestudentsmayworkontheirownwhileweakerstudentsmayworkinpairs.Oncestudentshavefinished,asksevenstudentstoreadtheirsentencesaloudandchecktheanswersasaclass.Praisethemforanypartsthattheyhavedonecorrect.Trynottofocusontheirmistakes.

Forstrongerclasses,youcanwritemoresentencesontheboardandaskstudentstoidentifythesentencestructures.

Explainonthecontext.Sigmundiswritingsomenotesonteenagers’problems.However,thewordsinthesentencesareallmixedupbecauseofcomputerproblems.Studentsneedtorearrangethewordstoformc