译林版英语九年级上册_Unit4_Grammar名师教案
1 Unit4 Grammar名师教案
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn the structure of time clauses;
2. use the conjunctions before, after, when, while, since, till, until, whenever, as soon
as correctly;
II. Teaching contents
1. New words and phrases: against, career, feel tired out, become serious about
basketball, take part in the Olympics
2. New structure: Until his dream came true, Spud never gave up.
III. Focus of the lesson and predicted area of difficulty
Use the conjunctions to make sentences or conversations.
Ⅳ. Preview（课前预习）
活动一：
爱观察：本单元我们主要学习before, after, when, while, since, till, until, as soon as,和when引导时间状语从句，教材中Reading部分已学过的关于语法的句子有哪些？尝试在课本中画出来，观察它们有什么特点？试着找找规律吧！
活动二：
爱思考：仔细阅读教材Grammar部分，注意它们之间的的区别，观看视频讲解，尝试总结，我学到了什么？试着画出思维导图，拍照上传，与大家分享吧！
活动三：
爱创作：用学到的语法结构，再结合着本单元已学到的知识，尝试编一段对话或者故事，并将自己的成果上传分享！
【备注：学生登录“优教·同步学习网”完成本课时预习任务，教师可通过备课端查看预习结果反馈，针对性进行课堂教学】
Ⅴ.Teaching procedures
A Using before, after, when and while
Step 1 Warming-up
T: Spud Webb is an excellent basketball player from the US. In China, there is also a
great basketball star. Who is he? 2 S: …
T: Yes. David’s favourite basketball player! How much do you know about him?
S: …
Step 2 Presentation
1. before, after
T: His parents are both basketball players. One is 2.08 m tall and the other is 1.88 m
tall.
Before Yao Ming was born, many people believed that he would be a basketball
star.
Did he become a basketball star later?
S: …
T: After he took some basketball training, he showed his talent in the game.
2. When, while
T: When did he begin to take training?
S: When he was 9, he began to take basketball training.
T: Yes, he started training at 9.
While/When he was attending junior high, he joined the Shanghai Youth Team.
【设计意图：以讨论David最喜欢的篮球明星姚明为线，导入新知识的学习。学生对谈论对象的熟悉感能适当降低所学新知识带来的紧张度。】
3. Analysis
T: Now, boys and girls, please look at the four sentences.
What are the words “before”, “after”, “when” and “while” used as, conjunctions
or preparations?
S: …
T: Yes. They join two sentences together. We call these sentences time clauses.
T: What are the meanings of these conjunctions? When do we use them? Can you
work out the rule?
S: …
T: Good. “Before” means earlier than a certain time. “After” means later than a
certain time. “When” means at or during a certain time. “While” means during a 3 certain time.
【设计意图：通过free talk 呈现相关语句，并通过对语句的表层分析让学生感知连词before、after、when和while的用法。】
Step 3 Practice
1. Combine sentences using before, after, when or while
T: David likes basketball very much. He is writing in his diary about one of his days.
Now please help him combine the sentences using before, after, when or while on
page 54.
S: …
T: Now check your answers.
Read the sentences please.
We use “before”, “after”, “when” and “while” here as conjunctions to introduce
time clauses.
2. Tips
T: Sometimes they can be used in another way. Can you finish this sentence?
Good!
What about this one?
Great!
So “before, after” here are used as …?
S: …
T: Preparations! Well done!
What about the following sentences? What if we leave out “I was”? Do they
have the same meaning?
S: …
T: They are the same! Remember the rule please!
【提示：此处课堂上教师可让学生使用优教同步学习卡进行抢答，根据结果反馈，进行精准教学。】
【设计意图：借助课本习题检测学生对新知的掌握，并举一反三，找出相关知识 4 点进行辨析比对，让学生灵活运用所学知识。】
3. Talk about one of your days
T: David talked about one of his days. What about yours? Please work in groups
and share one of your days with others. Be sure to use “before, after, when and
while”. Not less than four sentences.
S: …
T: Show time please!
S: …
T: You really have a funny/successful/hard-working day!
I am sure you will be as excellent as Yao Ming if you keep going on.
【提示：此处课堂上教师可让学生使用优教同步学习卡进行抢答，根据结果反馈，进行精准教学。】
【设计意图： 鼓励学生将所学语言运用到日常会话中，检测学生的实际应用能力，同时抓住学生反馈中的亮点，适时进行激励教育。】
B Using since, till and until
Step 1 Presentation
1. since
T: Yao Ming joined the Shanghai Youth Team while he was attending junior high.
But when did he become a member of the national basketball team?
S: (When Yao Ming was 18 years old, he joined the national basketball team.)
T: A very early age! Did he do well in the team?
S: (Yes. Since he joined it, he has won many competitions.)
T: He is really great!
“Since” here is also used as a conjunction. What does it mean?
S: …
T: Yes. (From a certain time)
What about the use of verbs? Can you work out the rule?
S: …
人教版英语九年级上册Unit4Grammar说课稿教案与反思
九年级Unit4Iusedtobeafraidoftmarfocus(4a-4c)说课稿
人非圣贤，孰能无过？过而能改，善莫大焉。《左传》
原创不容易，【关注】，不迷路！
一、 教材分析
本节课是本单元的一节语法课。处于单元的中间位置，对整个单元起承上启下的作用。
二、学情分析
针对“usedto”这个结构的学习，初二就接触过一些，应该不太陌生。但是初三学生比较老气。怎样最大限度地调动学生的积极性，是我本堂课的挑战。
三、教学目标：
1.知识目标：
教会学生掌握词汇European，African，British，speech，public，inpublic。
2. 能力目标
教会学生正确使用“usedto”结构谈论自己及他人在外貌、性格、兴趣爱好及生活等方面的变化。
3. 情感目标：
指导学生能通过学习，培养自己遇到困难不放弃的心态
四、教学重难点
1.教学重点：学会使用“usedto”结构谈论过去与现在的对比变化。
2.教学难点：掌握“usedto”结构的用法。
五、学法指导
自学---讨论-----语法规律探究----巩固
六、教学过程
Teacher’sactivity
（教师活动） Students’activity
（学生活动） Thepurposedesign
一、 创设情境，视频导入（启发探究3分钟）
Step1leadin 1. Answerthequestions.
Watchthevi通过创设“同学聚会”的情景，让学生观看视频，T:Haveyoueverhadaclassmateparty
before?
...
Watce
Step3语法探究
任务三：Pairwork2
同桌分角色问答并翻译语法表格中的句子。注意usedto的各种句式的变化形式。
任务四：考考你的记忆力
教师抽查GrammarFocus里的句子的含义掌握和对句型usedto结构的掌握情况。
Step4小组合作：语法规律探究—“usedto”
牛津译林版九年级上册英语(新)教案Unit4
9A Unit 4 Growing up (Reading1)
PPT1
PPT2 (Lead in)
Boys and girls, let’s enjoy a poem first. Listen to it carefully, and try to complete it.
Please read the poem together.
What is the poem about?
Do you have dreams?
Do you believe that your dreams can come true some day?
OK, we can find an answerin today’s lesson.PPT3-4 (Fast reading)
This is the title of today’s reading.
Open your books and find out who the shortest player is.
Yes, this is Spud Webb. He is the shortest player in the NBA.
When did he become the shortest player in the NBA ? (1985)
What happened to him next year? (1986)
How old was he when he won the Slam Dunk Contest? (23)
How did you get the answer?
Yes, in paragraph 1 we know he was born in Texas, the USA, in 1963.
Boys and girls, do you want to know what happened to Spud these years?
新译林版九年级下册英语 Unit 4 课时4 教案(教学设计)
精品文档 精心整理
Unit 4 Life on Mars
Grammar
Using adverbial clauses or simple sentences
Using object or simple sentences
Using defining relative clauses or simple sentences.
Helping the students to identify and list the differences lives between earth and Mars.
Master conversion between simple sentence and complex sentence.
To use and transform the clauses into simple sentences correctly
Step 1 Lead in (导入新课)
1.Presentation
Show some sentences on the blackboard and get students to recognize the types of these sentences.
（教学目的：激活学生的旧知，以旧带新，降低难度）
1. If there is no fresh food, meals will not be as tasty as they are today.
2. It would be funny to play football on Mars because of the low gravity.
3. Scientists are in agreement that living on Mars would be possible for humans in the future.
4. Mars is a planet which has no air.
九年级英语译林版上册Unit2_Grammar教学设计
牛津译林版英语九年级上册第4课时教学设计
课题 Colours 单元 Unit 2 学科 英语 年级 九年级
学习
目标 1.To learn about the object clause introduced by that, if and whether.
2.To know how to use the object clause introduced by that, if and whether
3.To develop the Ss’ interest in learning English.
重点 To learn about the object clause introduced by that, if and whether.
难点 To know how to use the object clause introduced by that, if and whether
教学过程
教学环节 教师活动 学生活动 设计意图
导入新课 Lead in
Let the Ss enjoy a poem about the object clause and
learn about the enjoy a poem about the object clause. Enjoy a poem
about the
object clause
and learn
about the
enjoy a poem
about the
object clause. 以诗歌方式导入新课，吸引学生注意力。
Let’s review
Let the Ss change the sentences into English.
Change the
sentences into
English. 复习上节课所学重点单词短语，巩固所学知识。
讲授新课 New words
Let the Ss learn new words through pictures. Learn new
译林版高中英语选必三Unit4 Grammar and usage 教案
1 《英语》（选择性必修·第三册）
Unit 4 Protecting our heritage sites
Grammar and usage
I. Learning objectives
By the end of the lesson, students will be able to:
1. master the form of appositive causes;
2. understand the rules of appositive clauses;
3. use appositive clauses to finish related tasks.
II. Key competence focus
1. Understand the rules of appositive clauses.
2. Talk about heritage protection using appositive causes.
III. Predicted area of difficulty
Use appositive clauses to finish related tasks.
IV. Teaching procedures
Step 1 Revising the core words and phrases learnt last period
T asks Ss to fill in the blanks with the proper forms of the (given) words.
1. They ________ (awe) into silence by the seriousness of her voice.
2. The girls in a class tend to have a ________ (civilize) influence on the boys.
译林版高中英语必修三Unit4 Grammar and usage 教案
1 《英语》（必修·第三册）
Unit 4 Scientists who changed the world
Grammar and usage
I. Learning objectives
By the end of the lesson, students will be able to:
1. understand the meaning of verb-ed forms as attributives, adverbials and object complements;
2. learn how to use verb-ed forms as attributives, adverbials and object complements in different
situations;
3. write a passage using verb-ed forms, verb-ing forms and to-infinitives.
II. Key competence focus
Learn how to use verb-ed forms as attributives, adverbials and object complements in different
situations.
III. Predicted area of difficulty
1. Use verb-ed forms as attributives, adverbials and object complements in new situations.
2. Write a passage using verb-ed forms, verb-ing forms and to-infinitives.
IV. Teaching procedures
Step 1 Lead-in
T asks students to find to-infinitives, verb-ing forms and verb-ed forms in the reading passage and
初中英语九年级上册(牛津译林版)Unit2Grammar教学设计
初中英语九年级上册（牛津译林版）Unit2Grammar教学设计
一、教学目标
（一）知识与技能
1. 知识方面：通过本章节的学习，使学生掌握并能够正确运用牛津译林版初中英语九年级上册Unit2中的语法知识点，包括一般现在时、一般过去时、一般将来时以及现在进行时四种时态，并能够在实际语境中进行准确运用。此外，学生需要掌握本章节所涉及的词汇和短语，如：arrive, leave, go, come, start, finish, stop, do, have等。
2. 技能方面：培养学生通过观察、分析、归纳等思维方式，掌握语法知识，提高语言运用能力。通过小组讨论、角色扮演等课堂活动，使学生能够熟练运用所学语法知识进行口头表达和书面表达。
（二）过程与方法
1. 过程方面：采用任务型教学法，引导学生通过观察、发现、总结等过程，自主探究语法知识。课堂上，教师通过设置真实语境，让学生在交流互动中感知、体验和运用目标语法。
2. 方法方面：采用小组合作、同伴互助等学习方式，鼓励学生积极参与课堂活动，提高课堂互动性。同时，教师应关注学生的个体差异，进行分层教学，使每个学生都能在原有基础上得到提高。
（三）情感态度与价值观
1. 情感态度：通过本章节的学习，激发学生对英语学习的兴趣，培养他们积极、主动的学习态度。同时，教师应关注学生的情感需求，营造轻松、愉快的课堂氛围，让学生在愉悦的情感状态下学习英语。
2. 价值观：通过学习英语语法，使学生认识到语言学习的重要性，培养他们的跨文化交际意识。同时，教师应引导学生学会尊重和理解不同的文化背景，树立正确的人生观和价值观。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们在之前的学习中已经接触过各种时态，并能够运用到实际情境中。然而，对于一些语法规则的掌握程度仍然参差不齐。在本章节的学习中，多数学生能够理解并运用一般现在时、一般过去时、一般将来时以及现在进行时等四种时态，但在具体语境中，部分学生可能会出现混淆或错误使用的情况。
译林版高中英语扩展创新学程一Unit4 Grammar and usage 教案
1 《英语》（选修·第一册）
Unit 4 Fun with science
Grammar and usage
I. Learning objectives
By the end of the lesson, students will be able to:
1. identify the use of other cases of the subjunctive mood;
2. work out the rules of other cases of the subjunctive mood;
3. use the subjunctive mood to finish the task of correcting mistake and completing an article;
4. make a conversation about snowflakes using the subjunctive mood;
5. use the vocabulary: alike,*melt, *miracle,*vapour, *accumulate, *humidity.
II. Key competence focus
1. Develop the techniques of flexible use of language.
2. Improve the power of cognition and comprehension.
3. Apply learning strategies to practice.
III. Predicted area of difficulty
1. Applying the tips of subjunctive mood: other cases.
2. Guessing the words in new context.
IV. Teaching procedures
Unit 4 Growing Up--Grammar同步练习(含答案)牛津译林版九年级英语上册
1
2021-2022牛津译林版初三9A Unit 4 Growing Up--Grammar
一、单项选择
1. He never gives up, ______ he has made ______ progress in his study.
A. although; much B. although; little C. though; few D. but; a little
2. ―Have you finished reading The Wonderful Wizard of Oz?
―No. It will be two days I finish it completely.
A. until B. since C. before D. when
3. — How long do you think it’ll be __________ I can go back to work?
— Well, I think you will feel much better next weekend.
A. when B. before C. since D. after
4. I’m _________building a new zoo as I think zoos are terrible places for animals to live.
A. against B. on C. in D. for
5. You'd better_________ that bad tooth __________ out.
A. have; pulled B. to have; pull C. have; pulling D. to have; to be pulled
译林版高中英语选必四Unit4 Grammar and usage 教案
1 《英语》（选择性必修·第四册）
Unit 4 Never too old to learn
Grammar and usage
I. Learning objectives
By the end of the lesson, students will be able to:
1. analyse complicated sentences;
2. understand the basic rules of simple, compound sentence, complex and compound-complex
sentence;
3. practice application of complicated sentences.
II. Key competence focus
Analysis and practice of complicated sentences
III. Predicted area of difficulty
Analysis of complicated sentences.
IV. Teaching procedures
T greets the class.
T: Class begins, boys and girls! Good morning/afternoon!
Step 1 Revising the core words and phrases learnt last period.
Fill in the blanks with proper forms of the (given) words.
1. Our class ________ (compose) of 20 boys and 15 girls, most of whom are excellent at writing.
1. is composed
2. An ________ (educate) guess is a guess which is based on a certain amount of knowledge and