Unit 3 Family life——连系动词2-优质公开课-上教9上精品
牛津九年级英语上册 Unit 3《Family life》(第5课时)教案
Family life
教学目标知识
与能
力
掌握表示提供帮助，接受帮助，拒绝帮助的语句
过程
与方
法
能根据语境，运用提供帮助，接受帮助和拒绝帮助的表达方法
情感
态度
与价
值观
树立遵守公共场所规章制度的公德意识
教学重点掌握提供帮助以及接受帮助的常用表达方法
教学难点通过小组谈论，用适当的句式为不同场合制定相应的规章制度
教具准备多媒体
教法运用情景教学法和引导
学法指导自主合作学习
基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图导
入
新
课
（检查预习）Step1.教师播放导图的录音，要求学生辨别对话中哪句表
示提供帮助，哪句表示接受帮助和拒绝帮助。
Step1.学生自立思考并口
头表达出来
学习Talk
Time部分的
内容
初学
新
课
（初步探究）Step2.教师播放练习A1的录音，，并要求学生跟读对话，
并体会这些常用的语句。
Step3教师在学生回答了这些语句后则要求学生要讲这些
常用的语句记录在课文上并要求学生最好能够背记在脑海
中，作为以后的口语常用表达语句使用。
Step2。
学生跟读对话，然
后两人一组，朗读对话，并
体会提供帮助以及接受帮
助与拒绝帮助的常用语句。
掌握提供帮
助以及接受
帮助与拒绝
帮助的表达
方法
基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图。
秋牛津深圳版英语九年级上册unit 3《family life》优秀教案4(重点资料).doc
②Choose the best group.
2.help students know the meaning of the new words in the listening for according to the pictures, also arouse their interests.
before listening
Step3Listening.
While listening
Step4Listening.
After listening
2. Listening practice.
①look at the pictures carefully ,have a discussion in groups.
教学关键
Listen and take notes.
教法与学法指导
Task-based learning self- study cooperation.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
分配
第一环节 复习回顾平移的基本性质，引入课题
Step1.
Lead in-
1. Answer the questions in groups and individually.
Act to be a reporter to report the Eiffel Tower.
2.①Ask students to look at the picture and try to describe them, then ask students to match the words with the pictures.
九年级英语上册 Unit 3《Family life》教案6
Family life教材分析教学目标The students can learn to write a short article about their familylife.教学重点How to write a short article about family life.教学难点Using the proper words and structures to describe a family life.教学关键Using the proper words and structures to describe a family life. 教法与学法指导Self-study, Cooperation, pair work.教学环节主要教学步骤或内容学生主体活动教师活动设计意图时间分配第一环节复习回顾平移的基本性质，引入课题StepⅠ:Lead inReading comprehension.1. Read the articlewhich is related tothe writing topicand answer thequestions.1. Find anarticle which isrelated to thewriting topicand ask studentsto do thereadingcomprehension.1. To improvethe readingability and Tolead in to thetopic. 5第二环节观察操作、探索归纳平移的作法StepⅡ:RevisionStepⅢ:Revision1. Before writing: Brain storm 2 Fill in the tableaccording to thetext.3.①Write some wordsand expressions2.Make a tableto compareEmily’s familylife andJerry’s familylife and askstudent tocompare them byfilling thetable.3.①Show somepictures and askstudents to2.Revise thetext and makestudents knowhow to write thearticlebetter..3.To practicetheir ability of5to collect some useful word s and expressions.2.While writing: Imitating.3.After writing: Check with each other. according to thepictures which arerelated to thewriting② Write your ownideas about thefamily life.③ Check the answers.④ Study thestructure of the textand the readingcompression andsummarize thestructure of thewriting.⑤.Write the articleimitating the textand readingcomprehension.⑥and exchange thewriting in pairs togive remarks to eachother .describe.② Give thefollowing ideasfor students towrite:a. the people inyour familyb.possessionsc.house workd. what yourfamily dotogethere.rulesf. what you liketo do and do notlike to do inyour family.④Ask studentsto study thestructure of thetext and thereadingcompression andsummarize thestructure of thewriting⑤.Lead them towrite about thearticle usingtheLanguage andstructurelearned justnow.⑥. Teach themhow to evaluatea writing.languageorganizationand thestructure of thewriting.4.To train thestudents’cooperation25ability.第三环节课堂练习StepⅣ:SHOW TIMEEncourage the students to recommend the better work to let the students to share and improve it together.5第四环节课时小结Step Ⅴ. development Improve your own workand rewrite them.Help them todevelop theirwork in words,sentence andstructure.Let them improvethe writing.5第五环节课后作业Write a passage about your best friend’s family life.课堂教学流程Lead in→Revision→Before writing→While writing→After writing →SHOW TIME→development→homework.效果评价与反思。
Unit 3 Family life (九年级英语精品课件)
Jerry
There are _f_iv_e__ people in my family. I don’t have many _p_o_s_s_e_s_s_i_o_n_s_. My grandma says that new fashions soon go ___o_u_t_o_f_d__a_te___.I ___h_e_lp__w_i_t_h____ the housework because we need to learn to __lo_o__k_a_f_te_r_ ourselves. We like doing things _t_o_g_e_t_h_e_r__. My parents _s_e_t_ some rules for me. I love all my __fa_m__il_y_ very much. We have a close _r_e_l_a_ti_o_n_s_h_i_p_ with each other.
Housework
Family activities
Rules
Likes most about the
family
(Your name)
(Your classmate’s name)
2. What is it about?
family activities
Read the fifth part of the two interview. 1.DWohyaotumr ipgahrtebnetsthseetqruuelesstiofonr?you? 2. What is it about?
Listen to Emily’s interview and answer. 1. How many people are there in her family?
Unit 3 Family life 教案-公开课-优质课(上教版九上精品)
Module 2 Ideas and viewpointsUnit 3 Family life 教案Period 1I. Teaching Aims:1. Learn and master new words, phrases and sentence patterns.2. Enable the students to know something about family life.3. Develop the students’ reading and l istening ability.II. Teaching Main Points:1. Improve the students’ reading, listening ability.2. Master some phrases and sentence patterns.III. Teaching Difficult Points:1. To read and listen effectively.2. Phrases and sentence patterns.IV. Teaching Methods:1. Fast reading to find out the general information about the passage “Family life in cities”.2. Question-and-answer activities to help the students to go through the whole passage.3. Individual, pair and group work to make every student work in class.V. Teaching Aids:The blackboard, computer, projector, audiotape, flashcards, picturesVI. Teaching Procedures:Step 1 GreetingStep 2 Revision and lead-inAsk some questions:1. Who does most of the housework in your home?2. Who makes most of the decisions in your family?3. What are the rules about watching TV or playing computer games in your home?4. What do you like most about your family?Step 3 Presentation for readingAsk a question:Do you spend enough time with your family? What do you usually do with your family? Step 4 Fast reading1. Give 2 minutes to read passage quickly.2. Answer questions.3. Repeat the right answer and write them on the blackboard.Step 5 Careful reading1. Explain some main phrases and sentence patterns.2. Give 4 minutes to read passage carefully and do the exercises in pairs.3. Check the answer: Ask a team of students to do it one by one.Step 6 Practice1. Summarize the main ideas of the passage.2. Divide students to groups to discuss the passage.Step 7 Consolidation and summary1. Emphasize the phrases and sentence patterns.2. Retell some information about the passage.Step 8Homework: Exercise book, review.Period 2I. Teaching Aims:1. Learn and master how to use linking verbs.2. Learn to offer, accept, and refuse help.3. Learn to write a short article about your family life.II. Teaching Main Points:1. Improve the students’ spe aking, writing ability.2. Master some phrases, sentence patterns and grammar.III. Teaching Difficult Points:Phrases, sentence patterns and grammarIV. Teaching Methods:1. Question-and-answer activities to help the students to learn better. 3. Individual, pair and group work to make every student work in class. V. Teaching Aids:The blackboard, computer, projector, audiotape, flashcards, pictures VI. Teaching Procedures:Step 1 GreetingStep 2 Revision and lead-in1. Free talk.2. Review the grammar they have learnt.3. Lead in the grammar we need to learn in this unit.Step 3 PresentationTell the students some usage of linking verbs.Step 6 Practice1. Summarize the main usage of the grammar.2. Divide students into groups to practice the grammar.Step 7 Consolidation and summary1. Emphasize the grammar.2. Ask some students to retell the usage of the grammar.Step 8Homework: Exercise book, review.。
2021-2022年收藏的精品资料九年级上册Unit3Familylife教案
龙文教育一对一个性化辅导教案学生学校年级次数第次科目英语教师日期时段课题 Unit 3 Family life教学重点1.熟记Unit3重要单词、短语及句型并会准确运用；2.掌握重要语法知识点--- 常见的连系动词3．写一篇结构完整的介绍自己家庭生活意义的短文教学难点中低频词组的掌握语法的实际运用与相关中考真题分析访谈类阅读体裁文章的训练教学目标能够听清所给听力材料，理清家庭成员关系能够会运用所学的单词和短语能运用本单元的常用语向别人提供帮助教学步骤及教学内容一、课前热身：Small-test ：等二、内容讲解：步骤一：课文基础知识巩固复习1.单词与短语：读、听默，检查学生对本单元的词汇掌握情况expect sb. to do sth.期待某人做某事。
e.g. I can’t expect her to be on time if I’m late myself.2. 单词与短语的巩固练习（单词拼写、完成句子）1.I have many books so that I can s some with you.3. 课文内容及重点句型、短语表达及用法巩固复习步骤二：课文同步语法知识点讲解及中考链接练习持续系动词：主要有：keep（保持、处于）, rest(休息、静止、停止),步骤三：综合巩固练习（找出学生未掌握的知识点）三、课堂小结：四四、作业布置：管理人员签字：日期：年月日作业布置1、学生上次作业评价：○好○较好○一般○差备注：2、本次课后作业：课堂小结家长签字：日期：年月日Unit3 Family life教学讲义Name: Date:Step 1: Check about the homework and explain about the mistakes; a five minute check about last class.Step 2: Lead in to this Unit:Step 3: Explain the language points in the reading part and the more practice part.Step 4: Explain the grammarStep 5: Do some exercises related to this unitStep 6: summarize what we learnt in the classReading一、词汇讲解1.No, I’m not expected to do the housework.不，我不需要做家务。
牛津深圳版英语九年级上册：Unit 3 《Family life》 教学设计2
牛津深圳版英语九年级上册：Unit 3 《Family life》教学设计2一. 教材分析《牛津深圳版英语九年级上册：Unit 3 Family life》主要介绍了家庭成员的生活和工作。
本单元包括家庭成员的介绍、职业、爱好、节日活动等内容。
通过本单元的学习，学生能够掌握相关词汇和句型，运用英语简单介绍家庭成员的生活和工作。
二. 学情分析九年级的学生已经具备一定的英语基础，能够听、说、读、写简单的英语句子。
但部分学生对英语学习兴趣不高，口语表达能力较弱。
因此，在教学过程中，教师需要关注学生的学习兴趣，激发他们的学习积极性，并注重培养他们的口语表达能力。
三. 教学目标1.知识目标：学生能够掌握与家庭成员生活和工作相关的词汇和句型，如家庭成员的称呼、职业、爱好等。
2.能力目标：学生能够运用所学的词汇和句型，用英语简单介绍家庭成员的生活和工作。
3.情感目标：学生能够尊重和理解不同家庭成员的生活和工作，培养良好的家庭观念。
四. 教学重难点1.重点：家庭成员的称呼、职业、爱好等词汇的掌握和运用。
2.难点：如何用英语描述家庭成员的生活和工作。
五. 教学方法1.任务型教学法：通过设定各种真实的家庭场景，让学生在完成任务的过程中运用所学知识。
2.情境教学法：创设各种家庭情境，激发学生的学习兴趣和积极性。
3.小组合作学习：学生分组讨论、分享，提高他们的合作能力和口语表达能力。
六. 教学准备1.教学课件：制作与本节课相关的内容，如家庭成员的图片、词汇卡片等。
2.教学素材：准备一些关于家庭成员生活的视频或图片，用于导入和展示。
3.作业布置：提前为学生布置相关预习任务，如查找家庭成员的词汇等。
七. 教学过程1.导入（5分钟）利用多媒体展示一些关于家庭成员的图片，引导学生进行观察和思考。
提问学生：“Can you name all the family members in the pictures? What dothey do?”，让学生用中文回答，激活他们的已有知识。
沪教牛津版九上unit3family-life
练习:1.Neither she nor I ____ a doctor.
A. am notB. amC. areD. is
2.I ____ a worker next year.
A. amB. will beC. beD. will
3.There ___ an apple and three oranges on the desk.
4.I feel ________to have a friend like him. He always helps me out when I am in trouble.
A. luckily;B. happy;C. sorry
5.转变或结果连系动词:有一些连系动词表示主语的性质或状态的变化.常用的有become,get,grow,go,turn等.“变得”
一.定义:指连接主语和描述主语的形容词或名词,表示主语身份/性质/状态的动词.连系动词有一定的词义,但不完整,不能单独作谓语,必须和后面的表语一起构成系表结构.
二.归类:常见的连系动词分为以下几类:
1.状态连系动词:用来表示主语的状态/性质/身份等,常用的有be.
She is a good swimmer.
( )11. It often rains and the crops ____ fast.
A. getB. turnC. growD. become
( )12. A: How are you ____ now?
B: Much better, thank you.
A. gettingB. feelingC. makingD. turning
（）10.Her mothershared the story with her.
Unit 3 Family life 课件-优质公开课-上教9上精品
• turn表示“变得”,指变为与原先不同的情况,通 常指颜色和天气等变化。 • The weather suddenly turned much colder. • Her face turned blue with fear. • She turned teacher after graduation. • get “变成,变得„起来”,后可接形容词,分词, 介词短语;接不定式时表示“由不„变得”。 • The days are getting longer and longer. • He got excited about it. • My watch gets out of order.
感官系动词
• 感官系动词主要有feel，smell，sound, taste，look。例如：
• • • •
This kind of cloth feels very soft. This flower smells very sweet. The music sounds nice. The fish tastes good.
• (2)表示“需要设法才能保持某种状态”时， 可用keep和stay。后常接的形容词有calm， clean，awake，young，warm，fine等。 例如：
• She knew she must keep/ s many difficulties, they keep happy. • Paul managed to keep/ stay awake by drinking lots of strong black coffee.
• • • • •
go blind/ mad/ hungry/ bad… come true/ right/ clear/ dear/ unstuck/ untied… His dream to be a pilot has come true. My shoelaces have come undone. She went blind at the age of 8.
牛津深圳版英语九年级上册：Unit 3 《Family life》 教案4
Unit 3 Family life Period Four教学目标知识与能力掌握be动词或其他动词作为系动词后接形容词的用法。
过程与方法能够在语境中正确运用系动词后接名词或形容词。
情感态度与价值观主动探究，善于发现语言的规律并能运用规律举一反三。
教学重点掌握其他动词作系动词的“系表结构”。
教学难点掌握be动词以外的系动词后接形容词，名词或名词短语的用法。
教学准备多媒体教学过程教师授课过程学生学习过程教学意图导入新课1．检查学生回家作业的落实情况，教师并邀请几位学生口述自己与同伴的家庭生活并比较他们的异同。
1．学生利用昨天老师所布置的作业，从而在课堂中起来口头回答。
1．让学生复习上节课所学的课文内容。
初学新课2．教师板书例句：（1）Our family lives are different.（2）You look tired.（3）He becomes a doctor.并要求学生注意黑板上粗体的单词，然后帮学生总结：例句中的be动词are,look和become起到了联系句子主语和表语的作用，因此被称为系动词。
系动词后跟形容词，名词或名词短语构成“系表结构”的作用是说明主题的状态，性质，特2．让学生将黑板上这三个例句抄写在课文上，然后结合自己以前所学过的知识总结出粗体的单词是属于什么词性。
2．了解系动词和“系表结构”，复习巩固be动词作系动词后接形容词的用法。
征等情况。
深入探究3．教师板书“主系表”结构。
如：Our family lives are different.I am a good daughter.He is busy with his work.They were happy to see each other.然后帮助学生总结：be动词是最重要的系动词，它会随着句子主语的人称及时态发生变化。
4．教师要求学生阅读B部分的例句，并提醒学生注意黑体部分的内容，然后帮助学生归纳：例句中黑体所示动词和be动词一样，后面也可以接形容词作表语，起到修饰主语的作用，因此它们也是系动词。
新牛津深圳版初中英语九年级上册Unit 3 Family life 优质课公开课教案2
6.Give students some questions to think about :Between Emily and Jerry, whose family life is reasonable and whose parents have a better idea of education?
2.Reading activity teaching
①Scan to answer simple questions.
②Listen to skim to get the required information.
③Ask the students to read then given table and know about what information they should look for.
The way of skim and scan
教法与学法指导
Group competition.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
分配
第一环节 复习回顾平移的基本性质，引入课题
Step 1.
Warming up .Some quiz about a family life after a short video.
4.①Listen to Emily and Jerry’s story separately, pay attention to the new words.
牛津深圳版英语九年级上册：Unit3《Familylife》说课稿5
牛津深圳版英语九年级上册：Unit 3 《Family life》说课稿5一. 教材分析《牛津深圳版英语九年级上册》Unit 3《Family life》主要讨论了家庭成员的生活，包括他们的日常活动、兴趣爱好以及相互之间的关系。
本节课的主要目的是让学生能够运用英语描述家庭成员的生活，提高他们的语言运用能力。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。
但是，对于描述家庭成员的生活这一主题，部分学生可能存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，针对不同学生的学习需求进行有针对性的教学。
三. 说教学目标1.知识目标：学生能够掌握描述家庭成员生活的相关词汇和表达方式，如housework, interest, family gathering等。
2.能力目标：学生能够用英语描述家庭成员的生活，提高他们的语言运用能力。
3.情感目标：通过学习，学生能够更加关注和理解家庭成员的生活，增进家庭和睦。
四. 说教学重难点1.教学重点：学生能够掌握描述家庭成员生活的相关词汇和表达方式。
2.教学难点：学生能够运用英语流畅地描述家庭成员的生活，并在实际情境中进行运用。
五. 说教学方法与手段本节课采用任务型教学法，通过设置各种任务，让学生在完成任务的过程中学习英语。
同时，运用多媒体教学手段，如图片、视频等，激发学生的学习兴趣，提高他们的学习积极性。
六. 说教学过程1.导入：教师展示一张家庭成员的图片，引导学生谈论家庭成员及其日常生活，激发学生的学习兴趣。
2.新课呈现：教师通过展示一段关于家庭成员生活的视频，引导学生学习相关词汇和表达方式。
3.任务实践：教师设置各种任务，让学生在完成任务的过程中运用所学知识。
4.巩固提高：教师学生进行小组讨论，分享彼此的家庭生活，进一步巩固所学知识。
5.课堂小结：教师引导学生总结本节课所学内容，加深他们对家庭生活的理解。
九年级上英语Unit3 Family life语法 系动词用法
Unit3 Family life重点语法——系动词用法连接主语和表语，表示主语身份、性质、状态的动词，称为连系动词，简称为系动词（linking verbs 或link verbs）。
系动词有一定的词义，但是不完整，必须和表语连用，构成系表结构。
系动词没有被动语态。
一、系动词的种类：1. 状态系动词用来表示主语状态、性质、身份等，常用的有be。
I was furious when he crashed my car. 当他撞了我的车时，我很生气。
2. 持续系动词用来表示主语继续或保持一种状况或态度，主要有keep (保持), remain (依然), stay (保持), lie (保持), stand (矗立着), sit (坐), continue (继续)。
He always kept silent at the meeting. 他开会时总保持沉默。
Whatever happens, we should keep/ stay calm. 不管发生什么事，我们都要保持镇静。
The weather continued hot after the rain. 雨后，天气依然很热。
The house stood empty for years. 这房子多年空着。
3. 表象系动词用来表示“看起来、似乎、显得”这一概念，常用的有seem, appear, look。
He appeared tired and sleepy. 他显得很疲倦，好像要睡着了。
He seems (to be) very sad. 他看起来很伤心。
4. 感官系动词用来表示人的感觉的一类动词，常用的有look (看起来)，feel (摸起来、感觉), smell (闻起来), sound (听起来), taste (尝起来)。
This kind of cloth feels very soft.这种布手感很软。
Medicine tastes bitter but it cures diseases. 良药苦口利于病。
九年级英语上册 Unit 3《Family life》教案1 .doc
教
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2. Students can masterthemain usage of the key words.
3. Students can use the new words to talk about family life.
4.Self-study theusageof the key words:share、 expect、abroad、personal、onbusiness、have no interest in
5.Discuss in Groups to check the learning sheet.
2.Play the CD for them and tellthem the ways of reading.
anzie a game“magic eyes”.
4.Lead them to learn the key points on the learning sheet (list the usage of the key words and present some related exercises
8
20
第三环节 课堂练习
Step 4Competition.
Using the new words to make different sentences .
6. Work in groups to make sentences using the new words.
Try to make as many as possible.
牛津深圳版英语九上Unit 3《Family life》教学设计4
牛津深圳版英语九上Unit 3《Family life》教学设计4一. 教材分析本课是牛津深圳版英语九年级上册Unit 3《Family life》的教学设计。
本单元主题是家庭生活，主要讨论家庭成员的生活习惯、兴趣爱好等。
通过本单元的学习，学生能够掌握描述家庭成员的词汇和句型，并能在实际情境中运用。
教材内容包括一个关于家庭成员生活习惯的对话和一个关于家庭成员兴趣爱好的短文。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并参与日常英语对话。
但部分学生在口语表达和听力方面仍有待提高。
此外，学生对于描述家庭成员和生活习惯的词汇和句型可能较为陌生，需要教师进行适当的引导和讲解。
三. 教学目标1.能够听懂、会说、会读本单元关键词汇，如“family member”，“hobby”，“lifestyle”等。
2.能够运用本单元句型描述家庭成员的生活习惯和兴趣爱好。
3.能够理解并在实际情境中运用本单元所学内容。
四. 教学重难点1.重点：本单元的关键词汇和句型。
2.难点：如何运用所学内容进行实际交流和表达。
五. 教学方法1.任务型教学法：通过设置各种实际任务，让学生在完成任务的过程中学习和运用英语。
2.情境教学法：创设各种生活情境，让学生在真实的环境中学习和运用英语。
3.互动式教学法：鼓励学生积极参与课堂活动，进行师生互动和生生互动。
六. 教学准备1.教学课件：制作与本单元主题相关的课件，帮助学生更好地理解和掌握内容。
2.教学素材：准备一些关于家庭成员和生活习惯的图片、视频等素材，用于课堂展示和练习。
3.练习题：设计一些针对本单元内容的练习题，用于巩固所学知识。
七. 教学过程1.导入（5分钟）利用一些关于家庭的图片或视频，引导学生谈论家庭，激发学生对家庭生活的兴趣。
2.呈现（10分钟）展示本课关键词汇和句型，如“family member”，“hobby”，“lifestyle”等，并用例句展示如何运用这些词汇和句型描述家庭成员的生活习惯和兴趣爱好。
Unit3FamilylifeG...
Unit3FamilylifeG...★思维导图★语法：系动词一、定义:指连接主语和描述主语的形容词或名词,表示主语身份/性质/状态的动词.连系动词有一定的词义,但不完整,不能单独作谓语,必须和后面的表语一起构成系表结构.二、归类:常见的连系动词分为以下几类:1. 状态系动词:用来表示主语的状态/性质/身份等,常用有be.（am/is/are/was/were）.练习:1. Neither she nor I ______ a doctor.A. am notB. amC. areD. is2. I ______ a worker next year.A. amB. will beC. beD. will3. There _____ an a pple and three oranges on the desk.4. _____ a meeting here tomorrow.A. There areB. There will beC. There beD. There is going to2. 感官系动词感官系动词是与五种感觉器官相关的动词. 常见的有: look(看起来)，feel(摸上去)，smell(闻起来) , taste(尝起来)，sound(听起来)等。
后面接形容词作表语，说明主语所处的状态。
这类动词多为一般现在时，无进行时，也没有被动语态。
The dress feels very soft. 这件裙子摸上去很软。
This flower smells very sweet. 这朵花闻起来很香。
The music sounds sweet. 这首歌听起来真悦耳。
The apples taste very good. 这些苹果很好吃。
She looks well today. 她今天看上去很好。
注意：有些词既是系动词又是实义动词。
He looks sad. 他看起来很忧伤。
The food tastes good.这些食物很好吃。
九上公开课Unit3_Family_life_in_cities
Unit3 Family life--Family life in cities Preparing time: 9.7 Teaching time:I. Teaching aims.1.Students can summarize the difference of Emily’s and Jerry’s family life.2.Students can have a good knowledge of interviews.3.Students can complete the interview with questions.4.Students can introduce their own family life.II. Teaching key pointHow to summarize the difference of Emily’s and Jerry’s family life by comparison.III. Teaching difficult pointHow to summarize the difference of Emily’s and Jerry’s family life by comparison.IV. Teaching methodTBLT; Comparison; role-play method.V. Teaching proceduresStep1. Brainstorm1.Look at the picture and understand the words: interview, interviewer, interviewee.Step2. Review1.Make a outline of the passage.(each question’s answer)2.Check students’ homework on P37.Step3. Comprehension1.Look through the notes on P37and find the difference between Emily’s and Jerry’s family life.2.Group-work: read the interviews on page 35 and try to work out the questions.Step4. Practice1.Read the passage again and role-play the interview with partners.Step5. Summary and Homework1.Read the passage and think: Why does Emily look unhappy?Why does Jerry look unhappy?What can we learn from the two family?(Family is our greatest possession)2.Pair-work: Make an interview to introduce about own family life.V. Blackboard designUnit3 Family lifeInterviewer IntervieweePaula Emily (more possessions, but less time with family )Jerry (fewer possession, but more time with family)Family is our greatest possession.VI. Teaching reflection。
九年级英语上册 Unit 3《Family life》教案2
1.Find a video about a family life and show to the students
1.Lead the students come to know about the topic of this unit.
5.Give out learning sheet with a word quiz on them and ask students to get ready for the competition, give students some guide if necessary.
6.Give students some questions to think about :Between Emily and Jerry, whose family life is reasonable and whose parents have a better idea of education?
Family life
教
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教学目标
1. Students can get the main idea of the text.
2. StudenБайду номын сангаасs skim and scan.
3. Master some related vocabulary and phrases.
教学重点
Get the main idea of the text.
Learn about the different family life in two teenager’s family, judge which is a better family life.
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表像系动词
• 用来表示“看起来像”这一概念，主要有 seem, aห้องสมุดไป่ตู้pear, look, 例如：
• He looks tired. • He seems (to be) very sad. • She appears 18. But in fact, she is already 28.
持续系动词
• 注意：(1)表示“仍然处于原来的状态”时， remain和stay可以互换，例如：
• Three of them remained/ stayed single. • Shops should remain/ stay open till later in the evening. • The door stayed/ remained closed. • But the police themselves prefer to stay/ remain unarmed.
• (2)表示“需要设法才能保持某种状态”时， 可用keep和stay。后常接的形容词有 calm, clean, awake, young, warm, fine 等。例如：
• She knew she must keep/ stay calm. • Although they have many difficulties, they keep happy. • Paul managed to keep/ stay awake by drinking lots of strong black coffee.
• run后接 short, dry, low, deep等形容词,主语为 流动性的或能消耗掉的东西。 • Their money was running short. • The well has run dry. • 但表语为wild时,主语是人; run wild(放荡不羁） • Don’t let the children run wild. • grow常指逐渐的变化,表示身高、岁数的增长。 • My little brother has grown much taller in the past year. • She grew thinner and thinner. • Soon the sky grew light.
• turn表示“变得”,指变为与原先不同的情况,通 常指颜色和天气等变化。 • The weather suddenly turned much colder. • Her face turned blue with fear. • She turned teacher after graduation. • get “变成,变得…起来”,后可接形容词,分词,介 词短语;接不定式时表示“由不…变得”。 • The days are getting longer and longer. • He got excited about it. • My watch gets out of order.
Module 2 Ideas and viewpoints Unit 3 Family life
Grammar: 连系动词
定义
• 系动词，亦称连系动词（Link Verb）。作 为系动词，它本身有词义，但不能单独用 作谓语，后边必须跟表语，亦称补语（形 容词），构成系表结构说明主语的状况、 性质、特征等情况。 • 分类: 状态系动词; 持续系动词; 表像系动词； 感官系动词; 变化系动词; 终止系动词
• 用来表示主语继续或保持一种状况或态度， 主要有keep, remain, stay, lie, stand, continue, 例如： • He always kept silent at meeting. • This matter remains a mystery. • It continued/ remained rainy for days. • He stood quite still, except his lips moved slightly. • The snow lay thick on the ground.
变化系动词
• 这些系动词表示主语变成什么样，变化系动词主要有 become, grow, turn, fall, get, go, come, run. • go和come 是一对相反的词. go+ adj.表示令人不愉快的 事; come+ adj.表示好的事情,还可以接前缀un-的过去分 词作表语，表示变化的情况。
感官系动词
• 感官系动词主要有feel, smell, sound, taste, look. 例如：
• • • •
This kind of cloth feels very soft. This flower smells very sweet. The music sounds nice. The fish tastes good.
• fall接asleep, silent, quiet等静态形容词和 表示疾病的形容词，但不能接形容词的比 较级。
• While I was doing my homework, my little sister fell asleep. • She fell ill from cold. • The naughty boy fell silent suddenly. • fall apart(散开) fall flat (没效果)
• • • • •
go blind/ mad/ hungry/ bad… come true/ right/ clear/ dear/ unstuck/ untied… His dream to be a pilot has come true. My shoelaces have come undone. She went blind at the age of 8.
状态系动词 be
• • • • 用来表示主语性质或状态，只有be一词 He is a teacher. He is ill. (表示主语的状态) 连系动词 be 后根据情况可自由地接不定式作 表语： • My dream is to be a scientist. • All you have to do is to listen.