Module 3 Heroes 语法：原因、结果和目的状语从句 教学设计

外研版九年级上册
Module 3 原因、结果和目的状语从句 教学设计
一、教学目标
1. 学生能够准确识别并理解原因、结果和目的状语从句的引导词及结构。
2. 熟练运用原因、结果和目的状语从句进行口头和书面表达，提升语言的丰富性和逻辑性。
3. 通过实际语境中的运用，培养学生的语言感知和运用能力。
二、教学重难点
重点：1. 掌握原因状语从句（because, since, as）、结果状语从句（so...that, such...that）和目的状语从句（so that, in order that）的引导词和结构。
理解不同状语从句所表达的逻辑关系。
难点：1. 区分原因状语从句引导词的细微差别。
正确使用so...that和such...that的结构。
三、教学方法
情景教学法、归纳总结法、练习巩固法
四、教学过程
Step 1 Lead-in
1. Play a video about natural disasters. Then ask: "Why do these disasters happen " "What are the results of these disasters " "What do people do to prevent or reduce the damage "
2. Guide students to answer the questions with simple sentences, leading to the expressions of reason, result and purpose.
Step 2 Adverbial Clause of Reason
1. Present example sentences: "I was late because the traffic was bad." "Since you are here, let's start the meeting." "As it was raining, we stayed at home."
2. Explain the usages and differences of because, since and as:
（1）Because indicates the direct reason and has the strongest tone.
（2）Since implies a known or obvious reason and has a weaker tone than because.
（3）As shows a relatively obvious reason and has the weakest tone, and it is often placed at the beginning of the sentence.
3. Ask students to complete the sentences based on the given situations by using because, since or as.
Step 3 Adverbial Clause of Result
1. Show sentences: "He is so tired that he can't walk anymore." "It was such a nice day that we went for a picnic."
2. Explain the structures and usages of so...that and such...that:
（1）So + adjective/adverb + that...
（2）Such + (a/an) + adjective + noun + that...
3. Provide some adjectives and nouns and ask students to make sentences by using so...that and such...that respectively.
Step 4 Adverbial Clause of Purpose
1. Give examples: "I study hard so that I can get good grades." "He got up early in order that he could catch the first bus."
2. Elaborate the meanings and usages of so that and in order that, emphasizing that modal verbs are often used in the subordinate clauses.
3. Create some purpose situations, such as "in order to pass the exam" "in order to catch the train", and ask students to express by using adverbial clauses of purpose.
Step 5 Comprehensive Practice
1. Present a passage with blank spaces for adverbial clauses of reason, result and purpose, and ask students to choose the appropriate conjunctions to fill in.
2. Organize group activities. Each group is given a topic：A Travel Experience，An Adventure Activity. They are required to create a story by using the three types of adverbial clauses and then share it in the class.
Step 6 Summary
1. Review the conjunctions, structures and usages of the three types of adverbial clauses together with students.
2. Emphasize the precautions during the usage, such as the consistency of tenses and the rationality of logic.
Step 7 Homework
1. Write a short passage describing a challenging experience of your own, and you must use adverbial clauses of reason, result and purpose.
2. Complete the related exercises of adverbial clauses in the workbook.
五、板书设计
Module 3 状语从句
原因状语从句
1.because 2.since 3.as
结果状语从句
1.so...that 2.such...that
目的状语从句
1.so that 2.in order that
六、教学反思
在本次教学中，通过多种教学方法和丰富的练习，学生对原因、结果和目的状语从句有了一定的理解和掌握。
优点：
1.利用视频导入有效地吸引了学生的注意力，激发了他们的学习兴趣和参与度。
2.结合具体的例句和情境进行讲解，使抽象的语法知识更易于理解和接受。
3.小组活动和故事创作培养了学生的合作能力和创新思维，同时也加强了对所学知识的运用。
不足：
1.部分学生在so...that和such...that的结构运用上仍存在错误。
2.对于一些基础较弱的学生，在课堂上的关注和指导还不够，导致他们在理解和运用状语从句时有些困难。
3.教学节奏的把控还需进一步优化，在某些环节花费了过多时间，导致后面的小组展示环节略显仓促。
改进措施：
1.设计更多形式多样的练习题，帮助学生熟练掌握so...that和such...that的用法。
2.加强对基础薄弱学生的个别辅导，在课堂上给予他们更多的机会表达和练习。
3.更加合理地安排教学时间，确保每个教学环节都能充分开展，让学生有足够的时间展示和交流成果。