9Aunit3（5）教案.doc

总 课 题9A Unit 3 Teenage problems总课时10 第5课时课 题 Grammer (A, B)课 型新 授教学目标知识目标1.To use “wh-” words + “to” infinitives to talk about problems. 2.To learn about sentences types 3.To study five kinds of sentences structures 能力目标Grasp the structures of “wh +to do sth.”, five kinds of sentences 情感目标Talk about problems with “wh +to do sth.” 教学重点“wh +to do sth.”structure, sentences types, five kinds of sentences structures 教学难点Talk about problems with “wh +to do sth.”课前预习1. Preview the new words and phrases of this period 2. Pre-learn Period 5: Grammar ( A B)教 学 过 程教 师 活 动学 生 活 动备课札记Step 1. Revision Revise something learned in the last period. Step 2. Grammar ( A& B) Part A 1.Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how 2.For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party? However, it is rarely used nowadays except in formal contexts. Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that? 3.Explain to students that they need to use the “wh-“ words +to do structure to complete the exercise on page45. The “wh”- words can be used more than once. 4.This is a fairly challenging exercise and all students willHave a revision Remind “wh-” words Compare “who” with “whom”,”whose”练习来巩固所学的内容教 学 过 程教 师 活 动学 生 活 动备课札记benefit from guidance. For stronger classes, ask students to do it by themselves and the n check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one students finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise. For weaker classes, tell students that it may be easier it may be easier if they find either the “wh-“ word or “to”-infinitive first before working out the whole answer. 5.Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each. Part B 1.As a warm-up activity, write the following form on the board:Statement (positive)Statement (negative)Question Imperative Exclamation 2.Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own. 3. Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student. 4.Go through the table at the top on page 46. Ask students if they have any questions. Make sure they understand the four types of sentences. Listen ,and be familiar with the two structures, then practice them Read the conversation aloud Make up a sentence in each blank.先和同学们熟练这两句型，然后操练5.Tell students the basic use of a statement is to give information, e.g., “Millie wrote to Sigmund Friend for advice.” The negative form of this statement is “Millie did not write to Sigmund Friend for advice.” Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer. 6.Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?” We can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please?” making suggestions, e.g., “Shall we bring more water?”, making offers, e.g., “Can I help?” or asking for permission, e.g., “May I come in?” 7.Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes. 8.Tell students that an exclamation is a sentence spoken with emphasis. We can use “what” or “how” to start an exclamation, e.g., “How lucky we are today!” “What a lucky day!” 9.Explain to students that in the exercise on page 46 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own. 10.Once students have finished, ask the class to check the answers with you. Step