[学习资料]九年级英语上册 Unit 4 Growing up Grammar教案 (新版)牛津版
牛津译林版九年级上册Unit 4《Growing up》(Grammar)教学设计
牛津译林版九年级上册Unit 4《Growing up》（Grammar）教学设计一. 教材分析《Growing up》是人教版牛津译林英语九年级上册第四单元的教学内容，本节课主要讨论青春期的变化以及如何处理这些变化所带来的问题。
通过本节课的学习，学生能够掌握一般过去时态的运用，以及如何运用比较级和最高级描述事物的变化。
教材内容贴近学生的生活，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正处于青春期，对于本节课的主题有较强的共鸣。
然而，学生在英语学习中存在一定的困难，如语法知识的掌握不够扎实，口语表达能力和听力水平有待提高。
因此，在教学过程中，需要关注学生的个体差异，创设真实语境，激发学生的学习兴趣，提高学生的参与度。
三. 教学目标1.知识目标：–学生能够掌握一般过去时态的运用。
–学生能够运用比较级和最高级描述事物的变化。
–学生能够理解并运用本节课的核心词汇和短语。
2.能力目标：–学生能够在真实情境中运用所学知识进行口语交流。
–学生能够通过听力、阅读和写作等方式，运用所学知识进行综合语言运用。
3.情感目标：–学生能够正确面对青春期的变化，学会处理青春期所带来的问题。
–学生能够培养自信、勇敢面对困难的精神品质。
四. 教学重难点1.教学重点：–学生能够掌握一般过去时态的运用。
–学生能够运用比较级和最高级描述事物的变化。
–学生能够熟练运用本节课的核心词汇和短语。
2.教学难点：–学生能够正确运用一般过去时态描述过去的事情。
–学生能够灵活运用比较级和最高级描述事物的变化。
五. 教学方法1.情境教学法：通过创设真实情境，让学生在实践中学习和运用语言。
2.任务型教学法：通过完成各种任务，提高学生的综合语言运用能力。
3.交际法：通过小组讨论、角色扮演等方式，增加学生之间的互动，提高口语表达能力。
六. 教学准备1.教学课件：制作课件，展示本节课的教学内容。
2.教学素材：准备相关听力、阅读和写作素材，帮助学生巩固所学知识。
牛津译林版英语九上Unit 4《Growing Up》(Grammar1)教学设计
牛津译林版英语九上Unit 4《Growing Up》（Grammar1）教学设计一. 教材分析牛津译林版英语九上Unit 4《Growing Up》主要讨论成长过程中的变化和经历。
本单元的Grammar 1部分主要引导学生理解并运用现在完成时态，通过照片和故事来描述自己成长过程中的变化和经历。
教材内容丰富，插图生动，有利于激发学生的学习兴趣和参与度。
二. 学情分析九年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。
他们对成长过程有自己的理解和体验，因此对于本节课的主题会感到熟悉和兴趣。
但部分学生对于现在完成时态的运用还不够熟练，需要老师在教学中给予指导和练习。
三. 教学目标1.让学生掌握现在完成时态的构成和用法。
2.培养学生用现在完成时态描述自己的成长经历和变化。
3.提高学生的听说读写能力，增强他们的英语综合运用能力。
四. 教学重难点1.现在完成时态的构成和用法。
2.如何运用现在完成时态描述自己的成长经历和变化。
五. 教学方法采用任务型教学法，让学生在实践中学习并掌握现在完成时态。
同时运用情境教学法，创设生动有趣的情境，让学生在真实的环境中运用英语。
六. 教学准备1.准备与成长过程相关的图片和故事。
2.设计相关的练习题和活动。
3.准备教学PPT。
七. 教学过程1.导入（5分钟）利用一张婴儿照片，引导学生谈论成长过程中的变化。
例如：“Look at this baby photo, can you guess who it is? Now let’s talk about the changes you’ve experienced since you wer e a baby.”2.呈现（10分钟）通过展示一张学生的成长照片，引出现在完成时态的概念和用法。
例如：“Look at this photo of XXX, we can see that XXX has grown a lot. Now let’s talk about XXX’s changes using the present perfect tense.”3.操练（10分钟）学生两人一组，互相描述对方的成长经历和变化。
九年级英语上册Unit4GrowingupGrammarB
Growing up一教学目标知识目标 1.学会使用时间状语从句的连接词‘since ,till ,until as soon as , whenever.能力目标 1.能运用恰当的时间连词谈论生活；二教学重难点如何用恰当的时间连词谈论生活三学习与交流A.since,till和until常用来引导时间状语从句。
Eg: Mr Brown in Beijing since you left..(1)since表达“自从--以来”。
一般情况下，从句谓语动词用一般过去时，而主句的谓语动词用现在完成时。
如：They friends since they were in primary school.他们从小学起就一直是好朋友。
【拓展】since的其他用法：1.since后可接具体的过去的时间点，或者一段时间+ago.句子使用现在完成时态。
如： eg: The man ’t go to bed until I finished my as和whenever引导的时间状语从句(1)我们常用as soon as和whenever引导时间状语从句。
如：As soon as I arrive in Canada, I will ring you up. 我一到加拿大，就给你打电话。
(2)as soon as表达“一-----就”。
如：We began to work as soon as we got there. 我们一到那儿就开始工作。
(3)whenever表达“每当，任何时候”。
如：He likes listening to music whenever England________the summer as( )2.---Jimmy, it’s time to go to bed. ---Oh, I won’t do that_________I finish my( )3.Ten years 2002.A．when B.while C.before D.since ( )4.—When will you finish the work? ---I won’t finish it until I___________ten more minutes.A.giveB.will giveC.am givenD.willbe given( ) 5.—Hurry up! The bus is coming.---Wait a minute. Don’t cross the street______the traffic lights are green.A. afterB. untilC.while D. since( )6._________you enjoyed_____________(they)at the English party last night.2.He returhed to China whenever ’t go to bed until I finish_____________(watch)my favourite TV programme.4.Daniel is crazy about___________(play)computer games.5.It is my first time___________(visit)the Great Wall.6.Lily spends lots of time practicing_____________(speak)English every morning.7.We should try our best___________(learn)English well.8.After my brother went to the USA, as that school since ’ t believe I could do it__________I got to the top.A.untilB.whileC.afterD.since( )2.—Will you tell as she_______back.Ae B.will come C.came Des( )3. She _______ until ’t wait C. went out D. left.( )4.My sister repeat them over and over again_______you are comfortable with them.A.unlessB.ifC.untilD.while( )6.—When shall we go and play basketball? ---Not until my the new flat? ----_____________2010.A.InB.AfterC.SinceD.Before( )9.---Will you please give the dictionary to Jane? ---Sure,I’ll give it to as( )10.I knew nothing about the matter_________ as ___________________________.六教学反馈。
Unit4Growingup(Grammar)教材详解训练-牛津译林版九年级英语上册
Unit4 Growing upGrammar1.I felt tired out.我感觉筋疲力尽。
(1)tired out 筋疲力尽的常用于连系动词后作表语be tired out.他们又冷又饿,疲惫不堪。
They were cold,hungry and tired.【拓展】be tired of...厌倦/厌烦...·Are you tired of sitting too long你厌倦久坐了吗?2.It is the first time we have played basketball since Monday.这是自周一以来我们第一次打篮球(1)It is + the + 序数词+time + that 从句.表示这是...第...次...",其中从句通常用现在完成时，且that 在口语中常省略。
It is the first time that I have met her.这是我第一次遇见她。
【拓展】类似的句式还有:This/That is + the +序数词+time + that 从句这/那是...第...次...This is the second time that Mr Smith has visited China.这是史密斯先生第二次到中国旅游。
3.... but he did not bee serious about basketball till/until he was 12....但是直到12岁他才认真对待篮球。
(1)serious adj.严肃的;认真的seriously[副词]严肃地;认真地be/bee serious about sb./( doing) sth.认真对待某人/(做)某事Be serious for a moment; that is important.严肃点儿,这件事很重要。
Are you serious?你是认真的吗?He was very serious about studying.他学习很认真。
牛津译林版九年级英语上册Unit 4 Grammar 示范课教案
4. Students compare the sentences and learn.
6. Students read and complete the sentences.
7. Students read and circle the conjunctions.
环节三：巩固新知，完成练习，在此基础进行迁移创新。(16 mins)
教师引导学生完成练习，巩固对时间状语从句相关知识的用法，并联系实际，进行想象和创造活动。
教学活动
13. Students read and complete the sentences.
14. Students read the article written by David about Yaoming and complete the article with the correct conjunctions.
二、学情分析
通过前几课时的学习，学生已经掌握了如何描述个人经历，但对如何用时间状语从句来描述事件的发生存在一定的困难。学生在前几册的教材中接触过时间状语从句，对其中使用的连词并不陌生，但如何有意识地运用这些连词还需要一定的指导。
三、教学目标
通过本课时的学习，学生能够：
1.感知并总结时间状语从句的构成规则。
2.在语境中识别时间状语从句的意义与功能，并总结、归纳其句型结构。
3.运用时间状语从句来描述个人经历。
四、教学重难点
【重点】
1.感知并总结时间状语从句的构成规则。
2.在语境中识别时间状语从句的意义与功能，并总结、归纳其句型结构。
【难点】
运用时间状语从句来描述个人经历。
九年级英语上册 Unit 4 Growing up Grammar教案
Step2:presentation
Choose some students to read the sentences in the book and tell them the difference.
1自从他搬了这里以了。
3直到你学了 物理，你才知道它有多有用。
4请你一到办公室就给经理打电话。
5 无论我什么 时候经过他们的房间，他们总是吵吵闹闹的 。
Teaching notes
4We must turn off our mobile phones before we enter the school.
5We cannot talk to each other in class un til the teacher ask s us to.
Step4:Homework
Translations:
Let the students finish the exercises at page 55 and help the students understand the meanings of ‘as soon as’and’whenev er’.
Step3:activi ties
Group the students into a team of four and discuss the topic:school rules .And ask the students to use the conjunctions in thi s le sson.
Difficult points
新版牛津9A英语 Unit4 Growing up Grammar
Spud tried out for the school team.(P50) 5. Sometimes we forget __w_h_e_n__ we should
4. While (he was) attending junior high, Spud tried out for the school team.(P50)
5. Sometimes we forget when we should stop. (P37) 6. It can cheer you up when you are feeling sad. (P23) 7. Outside, people were running in all directions while pieces of glass and bricks were falling down.(牛津八年级上U8) 8. Timmy was trapped in a dark place after the earthquake stopped.(牛津八年级上U8) 9. He stayed with the boy and played with him for two hours before the boy’s parents came.(牛津七年级下U7)
A. When
B. Before
C. Since
D. Although
以上我们已经通过归纳总结和练习 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。
牛津译林版英语九上Unit4《GrowingUp》(Grammar1)说课稿
牛津译林版英语九上Unit 4《Growing Up》（Grammar1）说课稿一. 教材分析《Growing Up》是牛津译林版英语九年级上册Unit 4的一篇文章，主要讲述了一个名叫Jack的小男孩在成长过程中，从小学到中学，再到大学，最后成为一名作家的故事。
文章通过描述Jack在不同阶段的生活经历，让学生了解成长过程中的变化和挑战，并学会如何面对。
本节课的主要语法知识点是现在完成时态，通过学习Jack的成长经历，让学生掌握现在完成时态的构成、用法和辨析。
同时，文章中还涉及一些词汇和短语，如：primary school, secondary school, university等，为学生提供了丰富的语言材料。
二. 学情分析九年级的学生已经具备了一定的英语基础，对过去时态有了初步了解。
但是，对于现在完成时态的掌握还不够扎实，需要通过本节课的学习来进一步巩固。
同时，学生对于成长过程中的变化和挑战可能还缺乏深刻的认识，通过本文的学习，可以让学生有所启发和感悟。
三. 说教学目标1.知识目标：–掌握现在完成时态的构成、用法和辨析；–学会运用现在完成时态描述个人的成长经历。
2.能力目标：–提高学生的阅读理解能力，能读懂并理解文章内容；–培养学生的口语表达能力，能用英语谈论自己的成长过程。
3.情感目标：–让学生认识到成长过程中的变化和挑战，学会面对和克服困难；–培养学生的团队合作精神，学会与人分享和交流。
四. 说教学重难点•现在完成时态的构成、用法和辨析；•文章内容的理解和掌握。
•现在完成时态的运用，尤其是体现在日常交流中的运用；•对文章深层含义的理解，以及如何将文章内容与个人经历相结合。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，自然地学习和掌握现在完成时态；2.运用情境教学法，创设各种情境，让学生在实际情境中运用英语；3.利用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高课堂效果。
九年级英语上册《Unit 4 Growing up Grammar》教案 (新版)牛津版
Unit4 Growing upGrammarTeaching goals:1. 能够掌握语法：由before、after、w hen、while、since、till、until、as soon as和whenever 引导的时间状语从句。
2. 能恰当运用时间状语从句进行口头和书面表达。
Important and difficult poin ts:1.学习新词汇：medal, career, against等。
2.掌握新句型：It’s the first time we hav e played bas ketball since this Monday.The best moment in his career was in 2004—he scored 41 points in a game against the Atlantic Haw ks.3. 能熟练运用时间状语从句进行表达。
Teaching procedures:Step 1 Revision and lead-in1. Observe the following sentences carefully.(1) He remained there for about a year before the NBA took notice of him.(P51)(2) After he graduated, he was forced to play in another basketball league.(P51)(3)When he finally g ot the chance, he scored 20 points in his first game.(P50)(4) While (he was) attending junior high, Spud tried out fo r the school team.(P50)2. T: The sentences above are all time clauses and today we’ll learn time clauses introduced by different conjunctions.Step 2 Pre sentation1. Show the following time clauses introduced by before, after, when while and etc..(1)When the weather is good, my grandpa likes going fishing.(2) The sun came out after th e storm stopped.(3) Close the windows before you leave the room, please.(4) While my sister was sweeping the floor, I was washing the dishes(5) You’ve been happy since I first met you.(6) Spud remained in another basketball league for about a year till/until the NBA took notice of him.(7) Until his dream came true, Spud never gave up.(8) As soon as you click the mouse, there’s a grea t deal of information.(9) He likes listening to music whenever he has time.2. Ask the students to read and translate them into Chinese, pay attention to the conjunctions.3. The teacher helps then to understand the uses and differences by explaining in Chinese.Step 3 Practice1. Finish the exercises on P54-56.2. Check the answers.Step 4 Homework1. 根据汉语提示完成英语句子。
九年级英语上册Unit4growingup第4课时Grammar教学课件新版牛津版
2. ___________ the boys were playing football, it
rainWedh.en/while
正在此时,突然……
3. I was about to leave _______ the phone rang. 4. Jack is strong ______ his brwohtheenr is weak. 表对比 4. ___________ (she wish)iilne trouble, she always
注意：while引导的从句的谓语动词必须是 延续性的。
while还可以表示“在……期间”,表示 主句动作发生在从句动作进行的过程中 。如:
While the boys were playing football, it rained. 当男孩子们踢足球时,下雨了。
注意： 在when和while引导的从句中,当主 句和从句的主语一致,并且从句中有be动词 时,可以省略主语和be动词,构成 when/while+ -ing结构。如：
2. I practised playing basketball for hours. I felt tired out. A__ft_e_r_I_p_r_a_c_t_is_e_d_p_l_a_y_in__g_b_a_s_k_e_tb_a_l_l _f_o_r _____ h__o_u_rs_,_I__fe_l_t _ti_r_ed__o_u_t_. _______________
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 4一. Teaching objectives:1. To grasp the meaning of the key words , phrases and sentencesWord: againstPhrases: feel tired out become serious about basketballtake part in the Olympics…Sentences: Until his dream came true, Spud never gave up….2. To learn and master the structure of time clauses introduced by ‘before,after, when, while’,‘since,till, until’and ‘as soon as, whenever’.3. To learn how to use the conjunctions, such as ‘before,after, when, while…’4.To be able to describe one’s growth with the conjunctions.二. Teaching difficulty and importance:1. To learn and grasp the structure of time clauses introduced by ‘before, after, when, while’…2. To be able to describe one’s growth with the conjunctions.三.Teaching methodTask –based Approach四.Teaching aidsInteractive electronic whiteboard.五.Teaching proceduresStep One: Lead in.Present the following sentences and ask the students to find out the common point.1. He remained there for about a year before the NBA took notice of him.(P51)2. After he graduated, he was forced to play in another basketball league.(P51)3. When he finally got the chance, he scored 20 points in his first game.(P50)4. While (he was) attending junior high, Spud tried out for the school team.(P50)5. Sometimes we forget when we should stop. (P37)6. It can cheer you up when you are feeling sad. (P23)7. Outside, people were running in all directions while pieces of glass and bricks were falling down.(牛津八年级上U8)8. Timmy was trapped in a dark place after the earthquake stopped.(牛津八年级上U8)设计意图：对于所学新知，由旧带新，帮助学生回忆，直切主题。
白板操作：直接呈现Step Two：Presentation1.Translate the sentences:(1). 在你离开房间前，请关上窗。
(2). 我吃完早饭去上学。
(3)．春天到来时，白天变长了。
(4)．我姐姐扫地时，我在洗碗。
(5). 当男孩儿们踢足球时，下雨了。
2. Read the sentences and ask students to work out the rules of time clausesintroduced by ‘before, after, when and while’.设计意图：运用演绎法，让学生在使用中了解语法结构，通过观察分析学习语法应用的情况，然后呈现语法概念，帮助学生更好地了解语法规则。
操作方法：屏幕拖动与淡入。
3．Finish Daniel’s diary on P.54.设计意图：利用课本上机械式操练的形式，内化语言结构，培养语法意识。
操作方法：捕获配套教学软件中resource,p054 该题的图片到新页，淡入每题的答案。
Step Three： Presentation1. Present the following sentences and ask the students to find out the common point.(1) You’ve been happy since I first met you. (P48)(2) Spud remained in another basketball league for about a year till/until the NBAtook notice of him. (P51)(3) Until his dream came true, Spud never gave up. (P55)(4) Do not wake me up until you finish your work. (P48)(5) It moved up over my stomach and neck until it was standing near my face.(牛津八年级下U4)(6) I’ve lived here since I was born. (牛津八年级下U1)(7) They’ll say “excuse me” and be polite enough to wait till you move.(牛津八年级下U5)设计意图：观察以往课本中出现过的句子，让学生先自主总结语法结构。
白板操作：直接呈现。
2.Translate the sentences:(1) 他们从小学起就一直是好朋友。
(2) 自从你离开，布朗先生就一直待在北京。
(3) 我一直工作到他回来为止。
(4) 一直走到你看到一座白房子为止。
(5) 直到做完作业我才上床睡觉。
3. Read the English sentences and ask students to work out the rules of time clausesintroduced by ‘since, till, until’.4. Make students say some difference between ‘till’and ‘not…until’and then theteacher give a summary.设计意图：学生自主学习代替教师一味灌输。
白板操作：淡入，屏幕拖动。
5. Finish Daniel’s diary entry on p.55.Step Four： Presentation1. Present the following sentences and ask the students to find out the common point.(1) As soon as you click the mouse, there’s a great deal of information.(P49)(2) …and I can read them whenever I want to. (P49)设计意图：旧知带新知，尽量减少学生对语法的恐惧。
白板操作：屏幕呈现。
2.Translate the sentences:(1) 我们一到那里就开始工作。
(2) 他一到那里就会去拜访你。
(3) 每当他有时间的时候，他喜欢听音乐。
3. Make students say something they should pay attention to when they use the time clauses introduced by ‘as soon as, whenever’.设计意图：通过操练，自主发现语法结构。
白板操作：屏幕呈现，淡入，屏幕拖动。
3.FinishPart C1 on p.56.设计意图：培养学生学以致用的能力。
白板操作：捕获，淡入。
Step Five: PracticeFinish Part C2 on p.56.设计意图：综合运用，巩固所学。
白板操作：捕获，淡入。
Step Six: ActivityTalk about our school rules (using when while before after until till since as soon as)设计意图：情境活动是英语语法学习的保证。
白板设计：淡入，屏幕拖动。
Step Seven: Have a summary.Step Eight: Have a class test.根据汉语提示完成英语句子。
1. Be quiet __________________________ (当我正在做作业时).2. She’ll return the books to you ____________________________________ (她一看完).3. ________________________ (当我七岁时), I could ride a bike.4. I didn’t go to bed ________________________ (直到我父亲回来) last night.5. Kate went to bed __________________________ (在她完成作业后).6. I went to say goodbye to my friends ___________(在我去美国之前).用所给动词的适当形式填空。
1. You must tell her to go back home when she _________ (get) here.2. I’ll have to wait there until John _______ (c ome) back.3. While they __________ (play) computer games at home, there was a knock on the door.4. Please tell him about it as soon as you ________ (see) him.设计意图：课堂测试评价学生的语法学习情况，对本堂课进行教学目标达成情况的诊断。