2021-2022学年牛津深圳版九年级英语下册Module 2 Environmental problemsLesson 4 Grammar (1) 教学设计
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| 名称 | 2021-2022学年牛津深圳版九年级英语下册Module 2 Environmental problemsLesson 4 Grammar (1) 教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 41.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津深圳版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-06-04 17:16:45 | ||
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Unit 4 Grammar Lesson plan
Level: Junior 3
Lesson type: Grammar
Lesson length: 23 minutes
Text analysis: 本单元以“自然灾害”为话题，以自然灾害的发生及其防御为主线。本课的教学内容是 it 作形式主语的用法，该语法内容在本单元的阅读、听说、拓展阅读中均有涉及，因此，教学内容要利用好这个单元的语篇，建立其相关语法知识的联系。本课通过回顾主阅读篇章的故事情节，呈现 it 作为形式主语的句型，创设贴近学生生活的语境，指导学生通过观察该语法项目的使用场景、表达形式、基本意义和语用功能。学生通过学习 it 作为形式主语表时间、季节、距离、温度、天气；it 作为形式主语代替 to do；it 作为形式主语的句式 It seems/appears
that 的表达方式，不断加强准确、恰当、得体地使用 it 作为形式主语的意识，在实践活动中围绕“形式--意义--使用”中练习该语法项目，并提高在自然灾害中的安全意识，推动学生对主题的深度学习，树立正确的人生观、生命观和世界观。
Students analysis :由于教学对象为初三的学生，学生已经在九年级上册第二单元动词不定式中了解过 It’s 句型，但是对于 it 作为形式主语的作用和结构还没有系统的学习。因此本课重在帮助学生温故知新，区分 it 作为指代和 it 作为形式主语，梳理和运用 it 作为形式主语的三种用法和了解其原因。
Learning goals:
Through the learning of this lesson, the students will be able to:
1.理解 it 作为形式主语的三种用法；
2.适当运用 it 作为形式主语作一个天气报告；
3.树立安全意识，增强防风避险能力。
Teaching methods:
FMU (Form-Meaning-Use), situational teaching, inductive teaching
Use of Media:
PPT、Mind map、MP3
Procedures:
（北京）股份有限公司
（北京）股份有限公司
（北京）股份有限公司
Stage Stage aim Activities Time
1. To activate 1. Students have found 7 sentences with
students’ “it” on the reading passage as pre-lesson
prior homework. Teacher shows the meanings
knowledge of of each “it”. Students have divided the
target language. above sentences into 2 groups as
pre-lesson homework. Teacher shows the
mind map to help students understand
Stage 1 better. 5
Warming-up 2. To let 2. Teacher illustrates the learning mints
students learn objectives on the PPT.
the lesson with
clear
objectives.
3. To stimulate 3. Teacher sets up a typhoon context and
students’ build up connections with students by
interest. showing figures.
1. To introduce 1. Teacher shows the questions and plays
the target the MP3. Students listen to the
language. conversation and answer the questions.
2. To work out 2. Students work out the rule by reading
the first usage the sentences.
of using it as
Stage 2 the empty
Learn subject.
the form and meaning of 3. To introduce the second usage. 3. Teacher shows pictures to set context and the sample sentences of using “it seems / appears that...” 15 mints
the 4. To introduce 4. Teacher explain the rational of the
grammar and form and sentence pattern.
usage of the
second usage.
5. To use the 5. Students practise the above two usages
language in in the context.
context.
6. To promote 6. Teacher asks students how to stay safe
students’ under certain circumstances.
divergent
thinking.
7. To work out 7. Teacher shows the sample sentences of
the rule by “it” as the empty subject of a sentence to
comparison. replace a to-infinitive and compare the
sentences using to-infinitive.
8. To practice 8. Students practice the language by
the third usage. giving suggestions.
9. To notice 9. Teacher shows two groups of sentences
the types of and guide students to find out the
adjectives and difference. Then introduce the connection
prepositions. between adjectives and prepositions.
1. Set a context 1. Teacher sets a role play for students to
for students to give a weather report and suggestions on
practice. how to stay safe during a typhoon.
Stage 3 Use the grammar 2. To raise safety awareness. 2. Teacher shows picture and the motto about life, call on students to act properly during a typhoon. 3 mints
3. To sum up. 3. Teacher makes conclusion.
4. To 4. Teacher assigns homework.
consolidate.
Level: Junior 3
Lesson type: Grammar
Lesson length: 23 minutes
Text analysis: 本单元以“自然灾害”为话题，以自然灾害的发生及其防御为主线。本课的教学内容是 it 作形式主语的用法，该语法内容在本单元的阅读、听说、拓展阅读中均有涉及，因此，教学内容要利用好这个单元的语篇，建立其相关语法知识的联系。本课通过回顾主阅读篇章的故事情节，呈现 it 作为形式主语的句型，创设贴近学生生活的语境，指导学生通过观察该语法项目的使用场景、表达形式、基本意义和语用功能。学生通过学习 it 作为形式主语表时间、季节、距离、温度、天气；it 作为形式主语代替 to do；it 作为形式主语的句式 It seems/appears
that 的表达方式，不断加强准确、恰当、得体地使用 it 作为形式主语的意识，在实践活动中围绕“形式--意义--使用”中练习该语法项目，并提高在自然灾害中的安全意识，推动学生对主题的深度学习，树立正确的人生观、生命观和世界观。
Students analysis :由于教学对象为初三的学生，学生已经在九年级上册第二单元动词不定式中了解过 It’s 句型，但是对于 it 作为形式主语的作用和结构还没有系统的学习。因此本课重在帮助学生温故知新，区分 it 作为指代和 it 作为形式主语，梳理和运用 it 作为形式主语的三种用法和了解其原因。
Learning goals:
Through the learning of this lesson, the students will be able to:
1.理解 it 作为形式主语的三种用法；
2.适当运用 it 作为形式主语作一个天气报告；
3.树立安全意识，增强防风避险能力。
Teaching methods:
FMU (Form-Meaning-Use), situational teaching, inductive teaching
Use of Media:
PPT、Mind map、MP3
Procedures:
（北京）股份有限公司
（北京）股份有限公司
（北京）股份有限公司
Stage Stage aim Activities Time
1. To activate 1. Students have found 7 sentences with
students’ “it” on the reading passage as pre-lesson
prior homework. Teacher shows the meanings
knowledge of of each “it”. Students have divided the
target language. above sentences into 2 groups as
pre-lesson homework. Teacher shows the
mind map to help students understand
Stage 1 better. 5
Warming-up 2. To let 2. Teacher illustrates the learning mints
students learn objectives on the PPT.
the lesson with
clear
objectives.
3. To stimulate 3. Teacher sets up a typhoon context and
students’ build up connections with students by
interest. showing figures.
1. To introduce 1. Teacher shows the questions and plays
the target the MP3. Students listen to the
language. conversation and answer the questions.
2. To work out 2. Students work out the rule by reading
the first usage the sentences.
of using it as
Stage 2 the empty
Learn subject.
the form and meaning of 3. To introduce the second usage. 3. Teacher shows pictures to set context and the sample sentences of using “it seems / appears that...” 15 mints
the 4. To introduce 4. Teacher explain the rational of the
grammar and form and sentence pattern.
usage of the
second usage.
5. To use the 5. Students practise the above two usages
language in in the context.
context.
6. To promote 6. Teacher asks students how to stay safe
students’ under certain circumstances.
divergent
thinking.
7. To work out 7. Teacher shows the sample sentences of
the rule by “it” as the empty subject of a sentence to
comparison. replace a to-infinitive and compare the
sentences using to-infinitive.
8. To practice 8. Students practice the language by
the third usage. giving suggestions.
9. To notice 9. Teacher shows two groups of sentences
the types of and guide students to find out the
adjectives and difference. Then introduce the connection
prepositions. between adjectives and prepositions.
1. Set a context 1. Teacher sets a role play for students to
for students to give a weather report and suggestions on
practice. how to stay safe during a typhoon.
Stage 3 Use the grammar 2. To raise safety awareness. 2. Teacher shows picture and the motto about life, call on students to act properly during a typhoon. 3 mints
3. To sum up. 3. Teacher makes conclusion.
4. To 4. Teacher assigns homework.
consolidate.