牛津译林版九年级英语上册Unit3TeenageproblemsGrammar课件
3. Let’s have a hamburger. (七年级上U6) 4. What about a music CD? (七年级上U7) 5. Shall we take them to the cinema?
(七年级下U3)
1. Dan wondered why he was wanted by the police, ... (新概念2 L34)
2. Since then, they have been trying to find out how the fire began. (新概念2 L53)
3. Jeremy asked her why this was so and she told him that she did not like to see so many people laughing at him! (新概念2 L63)
9. I wonder how I can achieve a balance between my schoolwork and my hobbies. (P37)
1. Dan wondered _w_h_y_ he was wanted by the police, ...
2. Since then, they have been trying to find out _h_o_w_ the fire began.
passing overhead and wondered _h_o_w_ she could send a signal.
5. We all know _w__h_a_t the poor man should have said, ...
6. I have a problem, and I do not know _h_o_w_ I should deal with it.
3. I am not sure _w__h_ic_h__m_e_t_h_o_d__I_s_h_o_u_l_d__ _u_se__to__s_o_lv_e__th_e__p_r_o_b_le_m__.
4. Can you tell me __w__h_e_re__w_e__c_a_n_b_u_y__a__ _g_o_o_d_d_i_c_ti_o_n_a_r_y__?
Teacher: You got it!
A. how B. when C. 习 对本课的语法内容有了一定的了解， 下面就让我们根据 之前练习的考察情 况进一步选择讲解 该语法项的重难点。
我们可用连接代词和连接副词引导宾语从 句，此时从句部分的语义相当于一个特殊 疑问句。
6. I have a problem, and I do not know how I should deal with it. (P36)
7. Sometimes we forget when we should stop. (P37)
8. I do not understand why they are so strict with me. (P37)
3. Jeremy asked her _w_h_y_ this was so and
Regaody? she told him that she did not like to see so
many people laughing at him! 4. Early next morning, she heard planes
➢ To learn to use object clauses introduced by question words ➢ To learn to give suggestions
Object clauses introduced by question words
Look at the following sentences.
7. I cannot imagine __w__h_a_t_li_f_e_w__o_u_ld__b_e___ _li_k_e_w__it_h_o_u_t_h_o_b_b__ie_s__.
Giving suggestions
Look at the following sentences.
1. Shall we go walking in the hills? (七年级上U4)
I don’t know who is singing next door. 我不知道谁在隔壁唱歌。
Do you know who/whom he is waiting for? 你知道他在等谁么？
whom在口语中很少使用。大多数情况 下，我们可以用who代替whom。
含有宾语从句的复合句的标点由主句决 定。
7. Sometimes we forget _w__h_e_n_ we should stop.
8. I do not understand _w__h_y_ they are so strict with me.
9. I wonder _h_o_w__ I can achieve a balance between my schoolwork and my hobbies.
1. I need silence when I’m studying. I don’t know _w_h_e_r_e_ I can find a quiet place.
2. I need someone to share my worries with. I wonder _w_h_o_/_w_h_o_m__ I should go to for help.
two, and then go home? (P39)
1. _S_h_a_ll_w__e_ go walking in the hills? 2. _H_o_w__a_b_o_u_t_ the Monkey King? 3. _L_e_t’_s_ have a hamburger.
Regaody? 4. _W__h_a_t _a_b_o_u_t_ a music CD?
宾语从句的语序必须是陈述语序。
When did he leave? I don’t know. → I don’t know when he left. He is wondering when he can finish this difficult job.
宾语从句中的连接代词who与whom都指 人，意思是“谁”。其中who为主格，在 从句中作主语；whom为宾格，在从句中 作宾语。
10. Why not eat less and exercise more? (P34)
11. What about choosing your hobby
according to the time you have? (P39)
12. Why not just play football for an hour or
A2 Rewrite Daniel’s questions by using object clauses introduced by question words. (P41)
1. Can you explain why I always feel tired in class?
2. I wonder __h_o_w__m__u_c_h__sl_e_e_p_w__e_n_e_e_d___ _ev_e_r_y__d_a_y__________.
6. What about the Pizza in your bowl? (八年级上U1)
7. What about this one? (新概念1 L107) 8. What about some sugar? (新概念1 L109)
9. Let’s buy a newspaper, Liz. (新概念1 L133)
5. I want to know _h_o_w__I__ca_n__i_m_p_r_o_v_e__m_y__ _E_n_g_l_is_h_q__u_ic_k_l_y______.
6. I do not know ___w_h__o_m__w_e__sh_o_u__ld__a_s_k__ _fo__r _h_e_lp________.
4. Early next morning, she heard planes passing overhead and wondered how she could send a signal. (新概念2 L75)
5. We all know what the poor man should have said, ... (新概念2 L89)
Words review
whom silence worry method
solve dictionary youth worker
reply
pron. 谁(宾格) n. 安静，寂静；沉默 n. 担心；令人担忧的事 n. 方法 vt. 解决；解答 n. 字典 n. 青少年辅导员 n. 答复，回答
Objectives
I don’t know if/whether he will come tomorrow. 我不知道他明天是否会来。
Do you know which film they are talking about? 你知道他们谈论的是哪部电影么？
A1 Fill in the blanks. (P40)
I want to know whom/who you are waiting for. Do you know when we will hold the sports meeting?
连接代词：what、who、whom、 whose、which
连接副词：when、where、 how、why
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。
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。
牛津译林版-英语-九上-3单元 Teenage problems Grammar
难点
1、重点：
To learn object clauses introduced by question words
To learn how to give suggestions
2、难点：
Talk about teenage problem with object clauses introduced by question words
We give suggestions politely using structures such as
Why not…?
Why don’t you…?
What/How about…?
Let’s….
Shall we…?
Perhapsyou should…
(询问建议的方式，通过让学生回忆归纳，教师需点明的是标点符号和动词形式)
Step1Read and find
1Ido not knowhowIshould deal with it.
2 Sometimes we forgetwhen we should stop.
3 I do not understandwhy they are so strict with me.
4IwonderhowIcan achieve a balance between my schoolwork and myhobbies.
Translation: 1请告诉我，你什么时候去北京。
2 Tom问我放学后我想玩什么。
3他不知道什么时候完成这么多的家庭作业。
4我不知道我弟弟住在哪里。
Homework:
1 finish exercises in period 4
2 preview integrated skills
最新牛津译林版九年级英语上册《Unit 3 Teenage problem》grammar精品课件
y Thanks for your valuable suggestions.
Why not tell your parents about the noise? How about asking your family to turn the TV off while you are studying? …
最新初中英语精品课件设计
Rewrite the sentences
1. I’d like to know … Where is your school? I’d like to know where your school is.
1. I wonder … How far is the park from here?
Why not … Why don’t you … What/How about…
Shall we …
Let’s …
最新初中英语精品课件设计
I need silence when I’m
studying. I don’t know where
Kitt
I can find a quiet place.
最新初中英语精品课件设计
5. I want to know _h_o_w_I__c_a_n_i_m_p_ro_v_e__m_y_ ___E_n_g_li_sh__q_u_ic_k_ly_________________.
6. I do not know _w_h_o_m__w_e_s_h_o_u_ld__a_sk____ ____f_o_r_h_e_l_p____________________.
最新初中英语精品课件设计
Attention
• Why not …?是Why don’t you …?的省略 形式，后跟动词原形。
牛津译林版英语九年级上册Unit 3 Teenage problems Grammar (共31张PPT)
8
Kitty
n. 安静，沉默
I need silence when I’m
studying. I don’t know _w_h_e_r_eI
can find a quiet place.
Peter
I need someone to share
my worries with. I wonder
_w_h_o_/_w__h_o_m_ I should go to
for help. n. 担心，令人担忧的事
9
Amy
I have tried my best, but I don’t
understand w__h_y_ I still get low
marks.
Sandy
My parents often come home very late. Sometimes I don’t know
w__h_e_n_ I will see them.
10
Sometimes I’m careless. I
wonder _h_o__wI can be more
3. I believe that I have made a wise decision, so I won’t change my mind. 4. — I hope that all my dreams can come true.
— If you try your best, they will surely be realized. 5. — May I askif/whether you will come to our party this weekend?
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 …?
Unit 3 Teenage problems-Grammar课件 译林牛津版九年级英语上册(36张
Unit 3 Teenage problems-Grammar课件译林牛津版九年级英语上册（36张PPT）(共36张PPT)GrammarUnit 3 Teenage problemsLearning Aims1. Master object clauses introduced by question words.2. The ways of giving suggestions.自学检测汉译英1.需要安静2.分享我的烦恼3.解决问题4.查找字典5.回复邮件need silenceshare my worriessolve the problemlook…up in a dictionaryreply to the emailRevision什么是宾语？宾语是动作、行为的对象，是动作的承受者。
宾语由名词、代词、不定式或相当于名词的词、短语来担任。
I like my teacher.（名词作宾语)I enjoy playing basketball.(动名词作宾语）I decide to study hard.（不定式作宾语）I know him .（代词作宾语）Translate the sentences.1. 我经常怀疑是否值得花如此多的时间在家庭作业上。
__________________________________________________________ 2. 我不能理解为什么他们对我如此严格。
___________________________________________________________ I often doubt whether it is worth spending so much time on homeworkI do not understand why they are so strict with me.Revision在复合句中用作宾语的从句叫做宾语从句。
Unit3TeenageproblemsGrammar课件牛津译林版英语九年级上册
Unit 3 Teenage Problems
Grammar
Simon’s problems
why they are so strict with him.
how he can achieve a balance between his schoolwork and his hobbies
when they should stop
C．how many bridges are there in Wuhan D．what will I study in Wuhan University
2.He told me (that) Summer
after Spring.
A. is
B. are
C. was
D. were
Pay attention
变，如以下句子：
Which woman is your mother? what is the matter with you? What is wrong with your machine? who broke the glass? What’s happening over there? What happened?
牛津译林版九年级上册Unit 3 Teenage problems Grammar A教案
课题Unit 3 Teenage problems Grammar A 课型New教学设计授课时间月日总第课时目标要求1. To use object clauses introduced by “wh-“words.2. To know that the word order in the object clause should be the same as that in a statement.学习重点To use object clauses introduced by “wh-“words.学习难点To know that the word order should be the same as that in a statement.教法教具Presentation practice/ Small blackboards.教学过程学习内容个人设计Step 1 Lead-inReview object clauses introduced by “if or whether” and “that”.Explain that these clauses relate to “yes/no” questions.Step2 PresentationTell students that when object clauses relate to “wh-“questions,we should use “wh-“words to introduce object clauses. Askstudents to read the grammar rules and the two examples at the top.Remind them that the clauses should be introduced by “wh-“wordsand the word order in the clause should be the same as in thestatements.e.g: The robot no longer knew.When should it cook breakfast.→The robot no long er knew when it should cook breakfast.Write the following sentences on the blackboard and encouragestudents to use the following structures:⑴I am not sure…⑵I’d like to know…⑶I can’t imagine…⑷Can you tell me…?①where is Zhongshan Park?②How did you go to school?③What will you do next Sunday?④When was the parcel delivered?⑤Who called in the morning?St Sep3 PracticeAsk students to do the exercise on page 29. Students will be ableto complete it on their own. Check the answers as a class.Step4 HomeworkFinish the exercises in the workbook.板书设计。
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。