牛津译林版9A Unit3 teenage problems Grammar课件(共31张PPT) - 副本
how I can improve my 5. I want to know __________________ English quickly ______________________________.
6. I do not know ___________________ whom should we ask for help ______________________________.
where
who
why
when
how
what
Work out the rule
different from
Daniel has some questions. Rewrite his questions by using object clauses introduced by question words.
把下列句子合并成一个句子
1. When did the train leave? I want to know. I want to know when the train left. 2. What time did she get up? The young man asked. The young man asked what time she got up. 3. What’s the matter with her? Can you tell me?
Can you tell me what’s the matter with her? 4. What has happened to him? We don’t know. We don’t know what has happened to him.
More problems and questions
Rules
(4)如果宾语从句中的引导词恰好在从句中
充当主语或主语的定语，则句子保持原有结 构 What’s the matter with her? Can you tell me? Can you tell me what’s the matter with her? What has happened to him? We don’t know. We don’t know what has happened to him.
what life would be 7. I cannot imagine ________________ like without hobbies _____________________________.
Help Millie complete her email with the correct question words. whom what what
(1)遵守主句和从句的时态呼应
(2)从句中要用陈述语序而不用疑问语序
即
引导词+ 主语+谓语+ 其他
How old is Tom? I want to know. I want to know how old Tom is.
Rules
(3)含有助动词do,
does, did的疑问句变为 宾语从句时要将帮助构成疑问句的助动词 do does, did 去掉，从句中的谓语动词要 根据主句的时态做出相应的变化 When did the train leave? I want to know. I want to know when the train left. What time did she get up? The young man asked. The young man asked what time she got up.
Rules
Object
clauses introduced by question words Wh-引导词 +主+谓+其他 e.g. I wonder what I should do. Daniel does not know whom he much sleep we need every day 2. I wonder how _________________________. which method I should 3. I am not sure _____________________ use to solve the problem ________________________________. where we can buy a 4. Can you tell me ____________________ good dictionary _________________________?
Revision
1我不知道我该怎样处理它。
2
有时我们忘记我们应该什么时候停止。 3 我不能理解为什么他们对我如此严格。 4 我想知道怎样我能实现学习和爱好之间 的平衡。
Revision
1
I do not know how I should deal with it. 2 Sometimes we forget when we should stop. 3 I do not understand why they are so strict with me. 4 I wonder how I can achieve a balance between my schoolwork and my hobbies.
how
what
Attention： 引导词 从句中用陈述句语序 时态一致 人称变化 注意标点
1. We don’t know ___ we will go there tomorrow. A. where B. why C. when D. whether 2. Do you know ____? A. what time will the plane take off B. what time would the plane take off C. what time the plane will take off D. the plane will take off at what time
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。
牛津译林版9A Unit3 Teenage problems Grammar课件(共43张PPT)
连接词
从句来源 陈述句 一般疑问句 连接词 that if / whether 在句中担任主、 宾、定或表语。 备注 口语或非正式 文体中常省略
特殊疑问句 连接代词：who; whom; whose; which; what 等
连接副词：when; where; 在句中担任状 why; how等 语
Daniel has some questions. Rewrite his questions by using object clauses introduced by question words. 1. Why do I always feel tired in class? Can you explain why I always feel tired in class? 2. How much sleep do we need every day? how much sleep we need I wonder ________________________ every day __________.
Millie wants to introduce Mr Friend to her classmates. Help Millie complete her email with the correct question words. Dear classmates, Have you ever had any problems? Are you wondering who/ _________ whom you can ask for advice? If so, you can write to Mr Sigmund Friend. You may wonder ____ who he is. He is a youth worker. n. 青少年辅导员
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。
新牛津译林版九年级上册unit 3《teenage problems》grammar优秀教案(重点资料).doc
Unit3 Teenage problemsGrammarTeaching goals:1、知识目标：1）学习词汇：whom, silence, worry, method, solve, dictionary, reply, 2）学习词组：solve the problem, youth worker3）学习句子：Daniel does not know whom he should talk to.I need someone to share my worries with.Why don’t you let your parents know you need them?What/ How about choosing your hobby according to the time you have? Let’s write a letter to Mr Sigmund Friend.Shall we have a meeting about this?2、技能目标：1）学会运用连接代词和连接副词引导的宾语从句。
2）能够正确地向别人提出建议。
3、情感目标：通过学习努力使自己成为快乐活泼的少年。
Important and difficult points:1.通过学习努力使自己成为快乐活泼的少年2.知识目标+ 技能目标Teaching procedures:Step1：预习指导与检测见导学案Step2：展示目标见导学案Step3：课堂导学与互动任务一：什么是宾语从句宾语从句就是由一个句子来构成主句的宾语，并有一个连接词引导。
有哪些句子可以做宾语？一、连词（引导词）1. 当宾语从句是陈述句时（包括肯定句和否定句），连词由that引导，因为that 在从句中不作任何成分，也没有任何具体意思，因此在口语或非正式文体中常省略Lin Tao feels (that) his own team is even better.She says (that) she won’t take part in the sports meetingnext Sunday.Jim thought (that) the train was like a big moving party.He said (that) he would like to see the headmaster.在主句为动词be加某些形容词（如sorry, sure, afraid, glad等）作表语时，后面所跟的省略that的从句也可算是宾语从句I’m s orry (that)I don’t know .We’re sure (that) our team will win .I’m afraid (that) he won’t pass the exam .2. 一般疑问句做宾语宾语从句必须用________(陈述句结构叫陈述语序; 疑问句结构叫疑问语序)由if或whether引导的宾语从句。
最新牛津译林版九年级英语上册《Unit 3 Teenage problems GRAMMAR A》精品课件
To do some exercise is important for us. ’s important for us to do some exercise.
I hopproem_to（_i_sh尽e_e_(a快n_ro_收f_tr)到_ot_mo你__dy的_oo_来u__信sow_）o_an_n._t_动to词d+oto do
MaSsikmialldsoibevn.ias(edpnvrosoibts)m.ettdio建 mos_edde议_soot__我no_（_o_r放_t不_e_tl轻__oa会__x松b__再._ei_tn_上_eOclva__loilt学_tb_emse__bj迟_f_se.opb_到tcrl.o_test_）dcom_hoБайду номын сангаасdoe_oon_l_ta_g_a_i_n.
2.Adverbial to express result(结果状语)
Find out adverbial to express purpose and adverbial to express result
The baby has grown up to be a smart boy.
Adverbial to express result(结果状语)
outside.
Object Object complement
allow sb. to do ObOjebctjeccotmplement complement
最新初中英语精品课件设计
Unit 3 Teenage problems Grammar2024-2025学年牛津译林版九上
2. I wonder _h_o_w_m__u_ch__sl_ee_p_w_e__ne_e_d_e_v_er_y_d_a_y_____________.
2.I wonder _h_ow__m__uc_h__s_le_e_p_w_e__n_e_e_d_e_v_e_r_y_d_a_y__. 3.I am not sure _w_h_ic_h_m__e_th_o_d__I_s_h_o_u_ld__u_se__t_o__
_so_l_ve__t_h_e_p_r_o_b_le_m___. 4.Can you tell me _w_h_e_r_e_w_e__c_an__b_u_y_a__g_o_od_____
We haven’t found out … What’s wrong with Ann? _W__e_h_a_v_e_n_’_t_f_o_u_n_d_o__u_t _w_h_a_t_’s__w_r_o_n_g__w_i_th__Ann.
Can you give me some advice?
Why not do …?
Idsoh. ould
2.Daniel does not know whom
3.Sometimes we forget when
talk tho.e should
stop.
4.I do not understand why 5.I do not know how
so strict with me.
we should
Why don’t you do …? What/how about doing …? Perhaps you should do … Let’s do … Shall we do …?
牛津译林版英语九年级上册Unit 3 Teenage problems Grammar (共31张PPT)
Can you tell me where we can buy a
good dictionary?
4.How can I improve my English quickly?
I want to know how I can improve my English
quickly. 5.Whom should we ask for help?
（他该选哪一个） 4.He is sure (that)___h_e_c_a_n__p_a_s_s_t_h_e_e_x_a_m__._____.(他能通过考试)
总结时态：主句为一般现在时，从句的时态…
再来俩题呗！·
e.g. 1. I knew (that) __t_h_e_y_w_e_r_e__st_u_d_y_i_n_g_E__n_g_li_s_h.(他们正在学习英语) 2. He said (that) __h_e_m__i_ss_e_d__u_s_v_e_r_y_m__u_c_h_. （他非常想念我们）
Daniel wants to know how he can improve his English quickly? Why not do…?
Why don’t you do…? What/how about doing…? Let’s do… . Shall we do…? Perhaps you should do… .
WoriknHtoorwoudt tutocheeudsrebuyloebqjueecstticolnauwsoersds
How can I improve my English quickly?
( He wants to know )
ATTENTION
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。
牛津译林版9A Unit3 Teenage problemsGrammar透析(有答案)
牛津译林版9A Unit3 Teenage problems Grammar透析（有答案）【语法一连接代词和连接副词引导的宾语从句】(1)连接代词what, who, whom, whose, which和连接副词when, where, how, why 等引导的宾语从句中，连接代词与连接副词有具体词义，并且在宾语从句中充当句子成分。
在从句中，连接代词多作宾语、主语和定语，连接副词多作状语。
【例句】1.Do you know who is singing?你知道谁在唱歌吗? ( who作主语)2.I don't know whom he is working with.我不知道他在和谁一起工作。
(whom 作宾语)注意：who与whom都指人，意思是“谁“”，其中who为主格，多在宾语从句中作主语; whom 为宾格，在从句中作宾语。
在口语中可用who代替whom作宾语。
3.We do not know whose bike this is.我们不知道这辆自行车是谁的。
(whose作定语)4.I wonder where he lives.我想知道他住在哪儿。
( where作地点状语)(2)宾语从句的语序必须是陈述语序。
【例句】She wants to know when the rain will arrive.她想知道火车什么时候会到。
(3)含有宾语从句的复合句的标点由主句决定。
【例句】No one knows what he is doing. 没人知道他在做什么。
Could you tell me how I get to the hospital? 你能告诉我怎么到达医院吗?(4)宾语从句有自己的时态。
主句时态为一般现在时，宾语从句用自己所需要的任意时态。
主句时态为一般过去时,从句也要用相应的过去时;从句讲述的是客观事实或真理，从句时态用一般现在时。
【例句】I know when he will come tomorrow.我知道明天他将什么时候来。
Unit 3 Teenage problems Grammar 牛津译林版英语九年级上册
Kitty
Thanks for your valuable suggestions.
You’re welcome.
Give more suggestions
Look at Part A1 on Page 40. Help Mr Friend give suitable advice. Make up dialogues like that in pairs.
Why don’t you … Shall we …
Let’s …
Why not … What/How about…
Kitty
I need silence when I’m studying. I don’t know where I can find a quiet place.
Why not tell your parents about the noise? How about asking your family to turn the TV off while you are studying? …
My dad tells me that it’s big and modern. I know where it is, but I’m not sure when it closes. Sandy: (4)_W__h_y_n_o_t go and see? It’s still early. Millie: OK. But we may get home late. (5)_Le_t_’_s _tell our parents first.
A plan to relax
Millie feels tired these days. Amy and Sandy are trying to help her. Use the correct structures to help the girls give suggestions.