中小学教育资源及组卷应用平台
Unit 1 Great explorations课时教学设计
本单元第3课时 Grammar 课型 语法课
语篇研读
What---语篇主题和主要内容 语法板块介绍了结果状语从句以及表示结果的两种结构——too...to 和 enough to 的用法。 Why---语篇传递的主题意义 通过本课的学习，让学生更好地了解情态动词的语法知识，同时学生能运用should 讨论义务和职责及提出建议，用had better表示竭力劝告。 How---文体结构、语言特点及功能 本节课先呈现情景以及例句，引导学生自主总结归纳should 和had better的含义和用法。通过选词填空、造句、对话等的方式来进行操练，再在情境中进行灵活运用，最后总结提供建议的表达方式。
学情分析
【已知】本课的话题“伟大的探险”是学生比较熟悉的话题，学生在历史等学科的课堂上也对相关知识有所了解。同时，学生在七年级时曾学过 enough 的基本用法，结果状语从句和 too...to 结构也在日常使用中有所接触，故九年级的学生能基本掌握这三种语法结构。 【未知】九年级的学生虽然基本掌握这三种语法结构，但使用时常出现错漏和混淆。 【能知】这节课在已知语法的基础上进一步对以上语法结构进行归纳与提升，并重点提醒学生留意在使用过程中常见的错误及结构转换时的注意事项: 1. so 和 such 的用法容易混淆;
2. too...to 和 enough to 后没有正确使用动词原型; 3. 相互转换时出现句子成分的冗余或残缺。
课时教学目标
通过本课学习，学生能够： 1.学习理解：通过创设情景，引出现本单元的状语从句以及表示结果的两种结构too...to 和 enough to 的用法，呈现例句并归纳和总结用法，学生能够掌握现本单元目标语法。 2.应用实践：通过选词填空，完成句子等小组活动，学生能够在情境中正确运用状语从句以及表示结果的两种结构too...to 和 enough to，同时发展学生的主动探究、发现语言规律并运用规律举一反三的学习能力。 3.迁移创新：通过情景实操练习，学生能够运用三种结构描述探索者珍贵的意志品质，同时内化三种结构之间的转换，能够理解英语语言的特征。
教学重难点
教学重点： 掌握结果状语从句的结构、含义和用法；能正确运用too...to 和 enough to结构。 教学难点： 能够在具体语境中正确使用结果状语从句； so…that/such…that和too...to/ enough to互相转换
教学方法
英语教学活动观，情境式教学
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解：通过创设情景，引出现本单元的状语从句以及表示结果的两种结构too...to 和 enough to 的用法，呈现例句并归纳和总结用法，学生能够掌握现本单元目标语法。 创设情景：历史课学完郑和七下西洋，同学们在讨论郑和七下西洋的重要性，引出本单元的目标语法状语从句。 任务一: 学生在主篇章中找出两个含有so…that 和such…that的句子描述郑和七下西洋的重要性，同时初步分析句子结构。 任务二: so…that/such…that 1. 教师呈现更多的例句，学生观察这些例句，进而归纳so…that 和such…that的结构及区别： so+ 形容词/副词 +that从句 such + (a/an) 形容词 + 名词 +that从句 2. 教师展示更多句子描述郑和七下西洋的史实， 并让学生用so 或such填空。 3. 教师引导学生重点关注练习中的两个例句，并分析讲解so…that的特别用法：so + many/much/few/little + 名词 +that从句 任务一: 邀请学生进行小组讨论，要求声音洪亮，无发音错误。小组代表进行回答。 任务二: 分析整合信息，学会灵活运用。以小组形式进行讨论，小组代表回答。
设计意图 通过导入的内容，引出这节课的学习内容，为后面的教学做铺垫，同时让学生能够对本堂课的教学感兴趣。
教学目标 学习活动 效果评价
应用实践：通过选词填空，完成句子等小组活动，学生能够在情境中正确运用状语从句以及表示结果的两种结构too...to 和 enough to，同时发展学生的主动探究、发现语言规律并运用规律举一反三的学习能力。 创设情景：学生继续讨论郑和下西洋可能遇到的困难，引出too…to结构。 任务三: too…to 1. 教师展示郑和下西洋可能遇到的三个困难，让学生用so/such…that来表述这三个困难。 Time was so short that they wouldn't build enough ships. The languages there were so difficult that they couldn’t understand them. Some special goods were so expensive that they wouldn't trade them with a proper price. 2. 学生观察这三个句子，进而归纳that后的否定从句，教师引导学生回顾too…to的含义，即：too…to结构表示否定含义。 3. 教师指导学生用too…to改写以上三个例句。并总结too…to的结构和用法： too + 形容词/副词 + for 名词/代词 + to do 4. 教师再次呈现两组例句，学生观察后总结使用too…to结构时的注意事项：当句子的主语也是to do不定式的宾语时，通常不定式后可将宾语省略。 5. 学生完成根据提示完成句子的练习，并核对答案。 创设情景：学生继续讨论郑和的品质，引出enough to结构。 任务四: enough…to 1. 教师展示郑和下西洋可能遇到的三个困难，让学生用so/such…that来表述这三个困难。 A. Zheng He was so calm that he solved many difficulties. B. Zheng He was so brave that he took on those adventures. C. Zheng He was so persistent that he went on seven trips. 2. 学生观察这三个句子，教师引导学生思考在主从句的主语一致时，可以用enough to来改写句子。 3. 教师指导学生用enough to改写以上三个例句。并总结enough to的结构和用法： 形容词/副词 + enough + to do 4. 教师再次呈现两组例句，学生观察后总结使用enough to结构时的注意事项：使用enough to时，不在形容词或副词前添加so/very/too/quite等修饰词 5. 学生完成根据提示完成句子的练习，并核对答案。 任务三: 分析整合信息，学会灵活运用。以小组形式进行讨论，小组代表回答。 任务四: 分析整合信息，学会灵活运用。以小组形式进行讨论，小组代表回答。
设计意图 通过情景创设出一系列的教学活动，训练学生从知识到语言，再到运用，对表示结果的两种结构too...to 和 enough to 用法的掌握，让学生能够顺其自然地学习教授的内容。
教学目标 学习活动 效果评价
迁移创新：通过情景实操练习，学生能够运用三种结构描述探索者珍贵的意志品质，同时内化三种结构之间的转换，能够理解英语语言的特征。 任务五: 三种结构的互换 1. 完成三种结构之间的转换练习：用不同的方式来谈论结果。 并核对答案。并通过练习讲解三种结构互换的易错点。 2. 学生与教师再次归纳总结三种结构的结构、含义和用法。3. 教师再次呈现例句，拓展so…that 和so that的辨析，并通过点对点练习，检测掌握情况。 任务五: 观察、分析与归纳，学会灵活运用语法知识点。以个人抢答形式进行检测。
设计意图 通过实操练习，体会在实际表达上三种表达结果的结构的含义用法，同时结合本单元话题，培养学生的中英思维。
课时教学板书设计
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： 整理本堂课语法知识的思维导图 对所学内容掌握情况做到心中有数 查漏补缺，复习本课时所学内容
提高题： 完成《英语九年级下册B》第3至5页Grammar的练习 复习和消化本节课所学内容 巩固本节课所学内容
拓展题： 请根据以下提示，用so…that/such…that, enough to 以及too…to结构描写张骞(至少6个句子)。 Some facts about Zhang Qian and the Silk Road What difficulties did he meet What made him succeed 巩固本节课教学目标结果状语从句和表示结果的两种结构too...to 和 enough to 解决实际生活中的问题 培养学生在生活的真实场景中，对英语的运用能力和创造力。
课后反思（实施后填写）
本节课作为本单元的语法课时，旨在引导学生通过观察例句中所存在的语法现象，积极探索结果状语从句和表示结果的两种结构too...to 和 enough to含义和用法，从而提升他们对结果状语从句和表示结果的两种结构too...to 和 enough to实质性掌握程度。体验式语法教学有利于学生在各种体验式学习活动中掌握知识，生成能力，从而完成知识的迁移和内化。本节课沿用这一理念，通过体验式的语法教学过程，依托话题背景串起语法点，将语言的形式与其意义和语言运用有机结合起来，让学生在运用中内化语言规则，在运用上回归语篇，以实现帮助学生准确运用所学的语言知识，培养英语学科核心素养的目的。最后的输出活动需要通过正确使用结果状语从句和表示结果的两种结构too...to 和 enough to来描写张骞的经历。这与本单元的单元主题“伟大的探险”相符，在复习听力材料篇章的同时，也将本节课所学的语法知识贯穿其中，对学生在情境中灵活运用目标语言的能力要求比较高。
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
学科 英语 年级 九年级下册
使用教材 沪教牛津版（深圳·广州·沈阳）
单元名称 Unit 1 Great explorations
单元主题及主要内容分析
单元主题分析： 本单元的话题是“伟大的探险”，对应课标中的“人与社会”这一主题语境，涉及“历史、社会与文化”主题群，以及“对世界、国家、人民和社会进步有突出贡献的人物”子主题。 单元内容分析： 本单元以“伟大的探险”为话题，以介绍伟大的探险家及其探险经历为主线，涉及七个语篇，包括连续性文本：人物传记和非连续性文本：黄页。 整个单元分为Getting ready, Reading，Listening， Grammar， Speaking， Writing， More practice，Study skills及 Culture corner九个部分，兼顾学生“听、说、读、看、写”等技能的内容编排，关注语言的理解性技能和表达性技能的协调发展。教材的语言材料涉及的具体语言知识有：（1）介绍明朝著名航海家郑和的生平的人物传记；（2）介绍张骞和丝绸之路的讲座；（3）结果状语从句以及表示结果的两种结构—too…to 和enough to；（4）简单口头介绍一位伟大的探险家的生平; （5）写一篇短文介绍一位虚构的著名旅行作家的生平；（6）介绍马可˙波罗生平的人物传记；（7）介绍费迪南德˙麦哲伦生平的人物传记。通过单元话题的学习，学生掌握阅读人物传记类文章的方法；了解历史上各国伟大的探险家对人类社会发展的贡献；培养探索精神，乐于探索未知的领域。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型（技能）语篇内容语篇主题一 The voyages of Zheng He人物传记(读)介绍了明朝著名航海家郑和的生平及其伟大的探险之旅。了解古代中国人探索世界的故事二 Zhang Qian and the Silk Road 讲座（听）介绍张骞的生平、出使西域的背景、经过及其历史意义，以及“丝绸之路”的相关信息能听懂介绍人物的语段内容，并能在听的过程中获取和记录关键信息三 The famous explorer 人物小传（说）介绍一位伟大的探险家锻炼学生用英语与他人交流并参与讨论的能力四 A famous travel人物小传（写）介绍一位虚构的著名旅行作家James Turner的个人信息、经历以及作品。学习人物小传类文章的写作方法五 Marco Polo人物传记（读）介绍意大利著名旅行家、探险家马可˙波罗的生平以及作品。学习马可˙波罗的探险精神六 A directory应用文（读）介绍使用电话号码簿的方法。学习从电话号码簿中查询所需信息七 Ferdinand Magellan人物传记（读）介绍葡萄牙探险家费迪南德˙麦哲伦的生平以及历史功绩。了解伟大的探险家对人类社会发展的贡献。
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“伟大的探险”这一话题，开展教学活动，了解古今中外探险家的探险经历以及其成就。符合Module 1 Explorations and exchanges这个话题的内容探究，以及九年级学生对知识的汲取需求。 （二）已有基础 学生通过历史课的学习，已对郑和下西洋的故事、张骞出使西域和开辟丝绸之路、马可波罗游记、麦哲伦航海的遭遇等都有所了解与听闻，这样大大降低了阅读理解的难度。同时，学生在七年级时曾学过 enough的基本用法，结果状语从句和 too...to 结构也在日常使用中有所接触，故九年级的学生能基本掌握这三种语法结构。在八年级以及九年级，学生也阅读了一些关于名人的文章，因此对于人物传记的文章结构有一定的了解。 存在问题 本单元的话题词汇中有一部分单词比较简单，易学好懂，但仍有部分长难单词需要学生在篇章中进一步阅读才能深刻领会其意思。本课的话题“伟大的探险”是学生比较熟悉的话题，学生在历史等学科的课堂上也对相关知识有所了解，但本单元要学习如何用英语进行有效表达及沟通。因此，学生需要储备足够的本单元话题词汇，并不断学习及积累。 同时，虽然学生基本掌握本单元的语法结构，但使用时时常出现错漏和混淆。 解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。2. 培养学生利用现代科学技术检索信息，查阅资料的能力。3. 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。4. 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。5. 从多角度多维度对学生进行多方位评价。
单元学习目标
通过本单元的学习，学生能够： 了解郑和七次下西洋的背景、经过及其重要意义，掌握人物传记类文章的写作特点。 掌握请求他人重复已说过的话的表达方法以及能简单介绍一位伟大探险家的生平。 掌握结果状语从句的结构、含义和用法以及too…to enough to结构。 巩固根据所听语段获取和记录关键信息的听力技能。 根据所给素材和框架结构提示，撰写一则短文，介绍一位名人的生平和影响。 了解马可·波罗、麦哲伦等其他国家伟大的探险家的生平以及对人类社会发展的贡献。
单元课时安排
语篇 课型 第*课时 课时对应的单元教学目标
Reading 阅读课 第一课时 1. 运用略读和预测的策略，初步了解主阅读篇章的大意；2. 通过分析，了解人物传记类文章结构；3. 能根据上下文猜测核心单词和短语的含义；4. 深入理解郑和的生平及其七次下西洋的具体内容。
Listening and Speaking 听力 口语课 第二课时 1. 能根据语境礼貌地请求他人重复已说过的话；2. 能听懂语段内容，并能在听的过程中获取和记录关键信息；3. 能在小组活动中用英语与小组成员交流，并与小组成员积极合作，共同完成对某位著名探险家的介绍。
Grammar 语法课 第三课时 1. 能够在具体语境中正确使用结果状语从句以及too…to 和enough to结构； 2.掌握将结果状语从句转换成too…to 或enough to结构的方法；
Writing & Culture corner 写作课 第四课时 1. 能通过阅读了解麦哲伦的生平和环球旅行的经历；2. 掌握人物小传的写作方法；3. 根据文章框架结构，合理安排素材，完成写作任务；4. 通过讨论的方式，修改作文。
More practice & Study skill 阅读拓展课 第五课时 1. 通过阅读了解马可·波罗的生平和探险经历；2. 掌握查阅电话号码簿的方法。
持续性评价的手段与方式
通过略读回答问题链，补全信息卡等，评价学生能否理解郑和七下西洋的背景、经过及其重要意义；通过填空练习、对子活动，评价学生是否掌握本课目标词汇；通过“头脑风暴”、复述阅读篇章，评价学生能否掌握人物传记类文章的写作特点。 通过预测、补全笔记以及选择正确答案，评价学生能否掌握记录关键信息的听力技能。 通过编制对话，评价学生能否掌握请求他人重复的表达方法；通过小组交流，评价学生是否能用于英语参与讨论探险家生平以及历史功绩；通过小组代表介绍口头简单一位探险家，评价学生是否掌握介绍人物的基本方法。 通过写句子，评价学生能否掌握结果状语从句的结构、含义和用法；通过补全对话、情境对话练习，通过too…to 和enough to结构的用法。 通过讨论，互问互答，评价学生是否掌握写作所需要的素材；通过问题分类，评价学生是否能归纳要点并进行分段写作；通过互评互改，评价学生是否掌握人物小传类文章的写作结构以及常用表达。 通过回答问题，搜集信息，小组讨论，评价学生是否理解马可·波罗的人生经历以及其影响。
教学反思（实施后填写）
本单元的教学设计，在单元主题的指导下，基于话题对教材内容进行整合，将本单元的教学设计成五课时。由于本单元的主题是“伟大的探险”，单元内容是以介绍古今中外探险家的探险经历及其成就为主线，因此每节课的设计都体现了任务型教学的理念，任务的设计由浅入深，旨在通过循序渐进的方式让学生完成由简到繁的任务，帮助学生掌握人物传记类文章的写作方法以及帮助学生了解古今中外伟大的探险家。学生从中激发了对本单元学习的热情和兴趣;另一方面，学生在话题词汇语义场的情景、语境中习得相关同义词汇、反义词汇以及与话题关联的词汇，从而不断拓宽话题词汇的广度与深度。主阅读篇章中出现了结果状语从句及too…to 和enough to结构，在教学中要让学生在单元话题内，在更为真实的语境中学习语法知识，可以用阅读板块的故事为主线，通过对郑和下西洋的重要性，其面临的困难及其意志品质进行探讨，从而让学生在思考探索故事的过程中学习本单元语法板块的主语内容。基本上每一个课时学生都能接触描述名人生平的文本，但学生在实际写作中依然存在的主要困难:对语篇总体结构的把握不准、对时态没有正确运用、没有恰当选择语言形式等等。 因此教师一定要通过分析范文结构，归纳总结相应的词汇和句型等给学生提供指引，特别是程度较弱的学生，应该分步指导让每位学生都能更自信地用英语表达自己的想法。
单元整体评价
经过本单元的学习，大部分学生能够熟练运用目标语言来介绍一位名人以及其成就。主阅读篇章中出现了结果状语从句及too…to 和enough to结构，让学生在特定情境中正确运用结果从句，并利用单元话题相关联的语境帮助学生巩固结果状语从句和 too...to 和 enough to 结构的用法及其相互转换时的注意事项。听说读写各版块之间相互联系，围绕一个中心——“伟大的探险”。最后学生通过本单元的学习，既了解历史上各国伟大的探险家及其对人类社会发展的贡献，又学习了结果从句的相关语法知识。整单元目标明确，让学生掌握人物传记类文章的写作特点，基本每一课时，学生都能接触到相关的文本内容，并鼓励学生利用书籍或网络检索资料，了解更多探险家的资讯，激发学生的兴趣，从而达到输出目的撰写一位名人的生平、成就及其评价。
21世纪教育网(www.21cnjy.com)(共34张PPT)
牛津深圳·广州版 九年级下
Unit 1 Great explorations
Grammar
Content
目录
01
03
05
Learning objectives
02
Lead -in
Presentation
Practice
02
02
Summary
Homework
Learning objects
1. 掌握结果状语从句的结构、含义和用法。
2.掌握用too…to 和enough to 结构表示结果的用法。
3.能够在具体语境中正确使用以上结构。
After the history classes, students are discussing the importance of Zheng He’s voyages.
His travels were so important that they are still studied today.
His voyages were such a huge achievement that people still remember him.
Lead in
2. They are still studied today.
1. Zheng He’s travels were very important.
Zheng He’s travels were so important that they are still studied today.
(result)
Zheng He’s important voyages
so…that 强调主语的状态;
体现句①的影响
Lead in
2. People still remember him today.
1. His voyages were a very huge achievement.
His voyages were such a huge achievement that people still remember him today.
(result)
Zheng He’s important voyages
such…that 强调主语的状态;
体现句①的影响
Lead in
Zheng He’s travels were so important that they are still studied today.
Zheng He worked so hard that in a few years he built a great fleet of ships.
A. Adverbial clauses of result
Presentation
We can use so/such … that to talk about the result of an action or situation. These clauses are called adverbial clauses of result.
so+ 形容词/副词 +that从句
Zheng He was such a trusted official that Yongle Emperor ordered him to explore the lands outside China.
His voyages were such a huge achievement that they are still studied today.
A. Adverbial clauses of result
Presentation
We can use so/such … that to talk about the result of an action or situation. These clauses are called adverbial clauses of result.
such + (a/an) 形容词 + 名词 +that从句
The giraffe was a special animal that they traded it with many goods.
Zheng He worked hard that he went on seven trips to the Western Seas.
It was a great fleet of ships that they spent a few years to built them.
His ships were big that it could carry 25,000 people.
They had many goods that they could use them to trade.
There were few trade routes that Zheng He had to set up more in the voyages.
such
such
so
so
so
so
请用so或such填空：
More facts about the great voyages
Practice
They had so many goods that they could use them to trade.
There were so few trade routes that Zheng He had to set up more in the voyages.
Pay attention!
(so many/few + 可数名词复数)
(so much/little + 不可数名词)
Presentation
so + many/much/few/little + 名词 +that从句
Students go on discussing the difficulties behind Zheng He’s success.
Time was short.
The languages there were difficult.
Presentation
Some special goods were expensive.
Time was short.
They wouldn’t build enough ships.
The languages there were difficult.
They wouldn’t understand them.
Some uncommon goods were expensive.
They wouldn’t trade them with a proper price.
Can you talk about these possible results with so/such… that
Presentation
Difficulties behind success
3. Some special goods were so expensive that they wouldn't trade
them with a proper price.
2. The languages there were so difficult that they couldn’t understand them.
1. Time was so short that they wouldn't build enough ships.
Presentation
3. Some uncommon goods were they wouldn't trade
them with a proper price.
2. The languages there were they couldn’t understand them.
1. Time was they wouldn't build enough ships.
to
.
to
so short that
too
for
so difficult that
too
to
so expensive that
too
them
for
them
for
them
Presentation
B. too…to
We can use too ... to to talk about a negative results. We sometimes add for + noun/pronoun before to-infinitives.
too + 形容词/副词 + for 名词/代词 + to do
(宾格)
(原型)
The languages there were too difficult for them to understand them.
The languages there were too difficult for them to understand.
Some special goods were too expensive for them to trade them.
Some uncommon goods were too expensive for them to trade.
Presentation
Pay attention!
当句子的主语也是to do不定式的宾语时，通常不定式后可将宾语省略。
The ships were ___________for him_____________ well. (many/organize)
Sometimes the weather was______________for them________. (dangerous/sail)
Some countries were ________________________in time. (far/arrive) Then they would be out of supplies.
too many to organize
too far for them to arrive
too dangerous to sail
请用too…to和括号内提示填空
Practice
Any more difficulties
Presentation
Where there’s a will, there’s a way.
Students think it seemed that nowhere was too far for Zheng He to visit.
went on seven trips
South-East Asia
the Middle East
the east coast of Africa
Zheng He
Presentation
What made him succeed
Can you talk about these possible results with so/such… that
solved many difficulties
calm
took on those adventures
brave
persistent
went on seven voyages
Presentation
A. Zheng He was so calm that he solved many difficulties.
B. Zheng He was so brave that he took on those adventures.
C. Zheng He was so persistent that he went on seven trips.
solved many difficulties
calm
took on those adventures
brave
persistent
went on seven voyages
Zheng He was so calm that
he solved many difficulties.
to solve
enough
Presentation
Zheng He was so brave that
he took on those adventures.
to take
enough
C. enough to
We can also use enough to to talk about results.
Zheng He was so persistent that
he went on seven trips.
to go
enough
形容词/副词 + enough
+ to do
A.
B.
C.
Zheng He was so brave enough to take on those adventures.
Zheng He was brave enough to take on those adventures.
Zheng He was very calm enough to solve many difficulties.
Zheng He was calm enough to solve many difficulties.
Presentation
Pay attention!
使用enough to时，不在形容词或副词前添加so/very/too/quite等修饰词
The ships were 25,000 people as well as very large quantities of goods. (big, carry)
The fleet travelled even the east coast of Africa.
(far, reach)
The emperor supported him him to do the seven voyages. (well, allow)
well enough to allow
far enough to reach
big enough to carry
Practice
More reasons for success
请用enough to和括号内提示填空
The giraffe was so huge that this small ship couldn’t carry it.
The giraffe was too huge for this small ship to carry.
The giraffe was huge. This small ship couldn’t carry it.
This ship was not big enough to carry the giraffe.
请用不同的方式来谈论以下结果：
Practice
Their goods were so valuable that they could trade uncommon things with them.
Their goods were too valuable for them to trade uncommon things with.
Their goods were valuable. They could trade uncommon things with them.
Their goods were valuable enough for them to trade uncommon things with.
(too…to只用于谈论否定结果)
(×)
请用不同的方式来谈论以下结果：
Practice
结构
结果状语从句
1. so+ 形容词/副词 +that从句
2. such+(a/an)+形容词+名词+that从句
其他结构 3. too + 形容词/副词 + (for 名词/代词) + to do不定式
4. 形容词/副词 + enough + to do不定式
结果状语从句/too…to/enough to的基本用法
Summary
so
that
such
that
adj. / adv.
many / few + 可数名词复数
much / little + 不可数名词
adj+a/an+可数名词单数
a/an + adj. + 可数名词单数
adj. + 可数名词复数
adj. + 不可数名词
Summary
so … that / such … that用法小结
Mandy got up so early today that she wasn’t late for school.
Mandy gets up early these days so that she can go to school
on time. But today, she was late because of the traffic accident.
( result )
(purpose)
(result)
Summary
易错考点一: “so…that” or “so that”
so…that 用于谈论结果
so that 用于解释目的
有时结果不能如愿达到目的
请用“so…that”或“so that”填空。
In the last few months, he has taken exercise every day _________ he can have a healthier body. But he is _______ fat _______he still suffers from heart problems
2. The little girl was _______ calm _______she did a
great job on the stage.
3. They usually finish their homework at school
_________ they can relax themselves at home.
so that
so
so
so that
that
that
Practice
The match was so excited that we held our breath.
The match was so excited that to hold our breath.
( √ )
(×)
This was such an easy task that all of us could work it out.
This was such an easy task that could work it out.
( √ )
(×)
They trained so hard that they won the match easily.
They trained so hard that they win the match easily.
( √ )
(×)
Summary
易错考点二: 跟在that 后的句子是否正确
使用结果状语从句时，需留意that从句是否句意完整、时态正确。
他非常努力最终成功赢得这次比赛。
2. 她是一位很友善的老师，因此很受学生欢迎。
3. 他昨晚太晚休息了，以至于今早无法准时上学。
请使用结果状语从句翻译以下句子。
He worked so hard that he won the game at last.
She is such a friendly teacher that she is very popular among students.
He slept so late that he didn’t go to school on time this morning.
Practice
Self-assessment
How well do you know about this lesson Tick the boxes.
① I can use adverbial clauses of result correctly. 口 口 口
② I can use too…to correctly. 口 口 口
③ I can use enough to correctly. 口 口 口
Assessment
Homework
1. 完成《英语九年级下册B》第3至5页Grammar的练习。
2. 用思维导图归纳整理结果状语从句以及enough to和too…to结构的含义和用法
3. 请根据以下提示，用so…that/such…that, enough to 以及too…to结构描写张骞(至少6个句子)。
Some facts about Zhang Qian and the Silk Road
What difficulties did he meet
What made him succeed
谢谢
21世纪教育网（www.21cnjy.com)
中小学教育资源网站
兼职招聘：
https://www.21cnjy.com/recruitment/home/admin
