九年级上册Unit 3 Teenage problems第3课时教学设计

牛津译林版九年级英语上9AUnit3 teenage problems

Period Three  (Grammar )

        Teaching objectives

1. To use “wh-” words + “to” infinitives to talk about problems.
2. To learn about sentences types
3. To study five kinds of sentences structures
4. To learn to use object complements

        Language function and focus

Simon does not know what to do.

Paul knows who to talk to for help.

We believe it unnecessary to give students tests every day.

We have proved him wrong.    Consider David the best chairperson

Jay named his dog Bobby.

        Teaching methods

Discussing/writing/practising

        Teaching procedures

Part A

1. Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how
2. For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party? However, it is rarely used nowadays except in formal contexts.

Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that?

3. Explain to students that they need to use the “wh-“ words+to do structure to complete the exercise on page45. The “wh”- words can be used more than once.

4. This is a fairly challenging exercise and all students will benefit from guidance. For stronger classes, ask students to do it by themselves and the n check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one students finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise.\

  For weaker classes, tell students that it may be easier it may be easier if they find either the “wh-“ word or “to”-infinitive first before working out the whole answer.

5. Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.

 Part B

1. As a warm-up activity, write the following form on the board:

2. Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own.
3. Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student.
4. Go through the table at the top on page 46. Ask students if they have any questions. Make sure they understand the four types of sentences.
5. Tell students the basic use of a statement is to give information, e.g., “Millie wrote to Sigmund Friend for advice.” The negative form of this statement is “Millie did not write to Sigmund Friend for advice.”  Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer. 

Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?” We can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please?” making suggestions, e.g., “Shall we bring more water?”, making offers, e.g., “Can I help?” or asking for permission, e.g., “May I come in?”

Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes.

Tell students that an exclamation is a sentence spoken with emphasis. We can use “what” or “how” to start an exclamation, e.g.,

“How lucky we are today!”

“What a lucky day!”

6. Explain to students that in the exercise on page 46 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own.
7. Once students have finished, ask the class to check the answers with you.

Part C

1. Write these two sentences on the board,

Millie was tired.

Playing basketball made Millie tired.

Ask students to compare the two sentences. In the first sentence, “tired” is the predicative of the sentence whereas in the second sentence, “tired” is the object complement that describes the object of the sentence (Millie).

2. Ask students to look at the table at the top of page 47. Tell students that an object complement is an adjective (or adjective phrase) or noun (or noun phrase) that relates to the object. Encourage students to ask questions about object complements.

3. For stronger classes, tell students that if we add the verb “to be” between the object and the object complement and then use the object as a subject to start a new sentence, the original object complement becomes a predicative of the new sentence, e.g.,

They painted the box red.

The box is red.

4. Tell students that not all verbs can be followed by an object complement. Some words that can be used in this pattern are:

Appoint  elect  like   prove     believe   find    make    think   call    get   name   vote    consider    keep    paint   want    declare   leave   prefer 

5. Explain the context. Students should circle the object complements found in Millie’s homework. Ask more able students to report their difficulties to the class. Be ready to offer help for this exercise.
6. Ask twelve students to each read one answer to the class. Check the answers as a class.

Part D

1. Review the definitions and the main uses of the sentence elements, such as the subject, the predicative, the direct object, the indirect object and the object complement. Ask students to refer to pages 11 and 47 for more details.
2. Explain to students that different combinations of the sentence elements form different sentence structures. Go through the five basic sentence structures at the top of page 48 ans explain the structures to students, e.g.,

Eddie is eating.

Eddie is having his dinner.

Eddie is hungry.

Hobo gives Eddie another cake.

Hobo calls Eddie Big Stomach.

3. Ask students to work in pairs and make up a sentence for each of the five sentences structures. Ask them to write their sentences for the first structure. Praise them if the sentence is correct. If not, ask other students to help correct the sentence. Students can benefit from correcting each other’s mistakes in gaining a better understanding of the structure.
4. Explain the exercise in Part D1 on page 48. More able students may work on their own while weaker students may work in pairs. Once students have finished, ask seven students to read their sentences aloud and check the answer s as a class. Praise them for any parts that they have done correct. Try not to focus on their mistakes.
5. For stronger classes, you can write more sentences on the board and ask students to identify the sentence structures.
6. Explain on the context. Sigmund is writing some notes on teenagers’ problems. However, the words in the sentences are all mixed up because of computer problems. Students need to rearrange the words to form correct sentences using their knowledge of sentence structures. Then ask students to name the type of sentences.
7. For stronger classes, ask students to work alone. For weaker classes, ask them to work in pairs.
8. Once students have completed the exercise, ask seven students to each read one sentence and the sentence type to the class. Check the answers as a class. If students have different opinions, ask them to give their reasons.
9. Try not to focus on the mistakes. Praise students if they have done well in any parts.

Homework：<<补充习题>>   P 19(A2), P20(B1), P21(C1)

Design on Bb

          prefer the drink hot

           prove him right                   宾补

           made me happy                  形容词或名词词组

           call my dog Chatty

           find the picture beautiful

后记: 语法内容较多，本课我用了两个课时，学生对于主语，谓语，宾语，没有一点概念，做练习时，都是做一个翻一下书，习惯非常不好。

      ‘Wh-’words + to infinitives 学生在前面学过，有一定的基础，最难的是句型的种类。我觉得最关键的是要使学生了解什么是主谓宾。