牛津译林版9A Unit3 Teenage problems Grammar课件(共43张PPT)
连接代词和连接副词 引导的宾语从句
学好宾语从句共有三关： 连接词——ห้องสมุดไป่ตู้序——时态 Are you ready?
We use a question word to introduce an object clause that expresses a wh- question. The word order in the clause should be the same as that in a statement. Tip: pron. 谁(宾格) Whom is an object pronoun. We can use who instead of whom.
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。 ________________________________ I often doubt whether it is worth ________________________________ spending so much time on homework 2. 我不能理解为什么他们对我如此严格。 I do not understand why they are so ________________________________ strict with me. ________________________________
1. They haven’t decided who will go there. 2. I want to know whom/who you are waiting for? 3. Tell me what book you like to read. 4. Tell me which book you like to read best of the three. 5. Have the police discovered whose the special shoes are?
宾语从句三要素： 连接词 that（陈述句）
if/whether（一般疑问句） who; whom; whose; which; what when; where; why; how(特殊疑问句)
1. I wonder what I should do. 2. Daniel does not know whom he should talk to. 3. Sometimes we forget when we should stop. 4. I do not understand why they are so strict with me. 5. I do not know how I should deal with the problem.
连接代词和连接副词引导宾语从句是由特 殊疑问句变化而来，用陈述句语序。放在 see, say, tell, ask, answer, know, decide, find out, imagine, suggest, wonder, discover, understand, inform, advise等之 后。
6. I asked him why he smiled. 7. Can you tell me where you are？ 8. Do you know when we will hold the sports meeting? 9. I can’t imagine how the thief entered my room.
What a nice paper fish! Can you show us ____ you make it? （2013陕西） A. whether B. how C. why D. what 【解析】whether “是否”；how “怎样”； why “为什么”；what “什么”。前一句 “多么好看的纸鱼啊”可知，后一句为 “你能给我们演示一下你是怎样制作它的 吗？”。
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
主句是过去的某种时态， 从句一定要用过去的某种时态。 主句时态 一般现在时 一般过去时 现在进行时 一般将来时 现在完成时 过去进行时 从句时态 一般过去时 过去完成时 过去进行时 过去将来时 过去完成时 过去进行时
e.g. We didn’t know why she had missed the flight. He told me that he was watching a cartoon film at 10 o’clock this morning. 注意：宾语从句表述的是客观真理、自 然现象等时，从句都要用一般现在时。 e.g. He said that light travels much faster than sound.
if或whether连接宾语从句，由一般疑问句 转化而来，常放在ask, see, know, wonder, find out等动词/组后。口语中多用if。
1. The old woman asked me if I knew the way to the hospital. 2. — Is Peter there? — Hold on, please. I’ll see if I can find him for you. 3. Nobody knows whether/if it will rain tomorrow. 4. He wondered if/whether he had given correct answers. 5. I’d like to find out whether I am blacklisted.
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。
牛津译林版9A Unit3 Teenage problems grammar课件(共41张PPT)
Let’s do…
Shall we do…? Perhaps you should do… It’s a good idea to do…
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. Answers: 1. Why not/ Why don’t you
2. Where did she park her car? Do you know?
she parked Do you know where _______ _______ ______ her car?
3. What does he often talk about? The girl wonders.
Step 3: Cooperative inquiry
Grammar A:
当宾语从句是特殊疑问句时， 用 ？连接
Read the sentences in Part A on Page 40 and try to reach the conclusion. 自己总结：
当宾语从句是特殊疑问句时，我们用
特殊疑问词 ________来连接从句，注意要将从句改为 陈述 ________ 语序。
特殊疑问句：
They asked him "When do you harvest the wheat ?"
you harvest the wheat
They asked him when you harvest the wheat.
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
牛津译林版九年级英语上册Unit 3 Grammar 示范课教案
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对阅读部分内容的理解和掌握程度。
环节设计意图：复习本单元阅读部分的内容，激活已知，为后续活动提供语料。
环节二：创设语境，掌握连接代词和连接副词引导的宾语从句的用法。(12 mins)
作业与拓展
1. Write down your classmates’ problems and the suggestions.
2. PreviewIntegrated skills.
环节设计意图：培养学生的分析和总结能力，并加深对知识的理解。
环节四：巩固新知，完成练习。(10 mins)
教师引导学生完成练习，巩固对本节课所学知识的理解和掌握。
教学活动
10.Studentsrewritequestionsbyusing object clauses introduced by question words.
11. Studentscomplete the email using the correct question words.
12. Students complete the conversation using correct structures of giving suggestions.
三、教学目标
通过本课时的学习，学生能够：
1.正确使用连接代词和连接副词引导宾语从句。
2.运用宾语从句来表达自己和他人的问题。
3.总结礼貌地给建议的句型结构，并针对他人的问题给予合适的建议。
4.积极看待生活中遇到的问题，及时求助他人。
四、教学重难点
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
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)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。