外研版九年级上册 Module 4 Home alone 让步状语从句和结果状语从句 教案

外研版九年级上册
Module 4 Home alone让步状语从句和结果状语从句（教学设计）
一、教学目标
1. 学生能够准确识别让步状语从句和结果状语从句。
2. 理解让步状语从句和结果状语从句的语法结构和语义功能。
3. 能够正确运用让步状语从句和结果状语从句进行书面和口头表达。
二、教学重难点
重点：1. 让步状语从句和结果状语从句的常见引导词及结构。
理解两种从句所表达的逻辑关系。
难点：1. 区分让步状语从句和结果状语从句的用法。
2. 在实际语境中准确、自然地运用这两种从句。
三、教学方法
讲授法、练习法、情境教学法、小组讨论法
四、教学过程
（一）Lead-in
1. Show a series of vivid pictures and short videos related to the theme of Module 4 Home alone on the multimedia screen. Pause at key moments during the display and ask students to carefully observe and think about the following questions: "What specific details can you notice in these pictures or videos " "How do the sentences presented relate to the situations depicted " "Can you try to summarize the main ideas expressed by these sentences "
2. Initiate a brief class discussion to encourage students to actively share their initial observations and thoughts. Prompt them to describe the feelings and actions of the characters in the pictures or videos, and how the presented sentences contribute to understanding the overall context.
（二）Grammar Explanation
1. Concessive Adverbial Clauses
Thoroughly introduce the common leading words: although, though, even though, while, as, no matter + wh-words.
2. Illustrate their usage through a variety of example sentences from different contexts and themes. For instance: "Although he is very young, he knows a lot about history." "Though she failed many times, she never gave up."
3. In-depth analysis of the structure and grammar rules of concessive adverbial clauses:
（1）Explain that concessive adverbial clauses typically consist of a concessive subordinating conjunction followed by a subordinate clause, and then a main clause.
（2）Highlight that the subordinate clause expresses a situation that contrasts with or is unexpected given the content of the main clause.
4. Emphasize the semantic function and logical relationship expressed by concessive adverbial clauses:
（1）Illustrate how concessive adverbial clauses convey the idea of "despite the fact that... yet..."，"even though... still..." through numerous practical examples and comparisons.
（2）Result Adverbial Clauses
Comprehensive introduction of the common leading words: so...that..., such...that.... For each leading word pair.
5. Detailed analysis of the structure and formation rules of result adverbial clauses:
（1）Explain that result adverbial clauses consist of a cause expressed in the main clause and a result indicated in the subordinate clause.
（2）Illustrate how the degree or nature of the cause leads to the specific result described in the subordinate clause.
（3）Stress the semantic function and logical relationship expressed by result adverbial clauses:
Explain how result adverbial clauses convey the meaning of "because of the extent or nature of something, a particular outcome occurs" through concrete examples and logical deductions.
（三）Comparative Analysis
1. Present a set of carefully selected sentences that simultaneously contain concessive adverbial clauses and result adverbial clauses. These sentences should cover various topics and language structures to ensure comprehensive comparison and analysis.
2. Organize students into small groups of four or five. Provide each group with sufficient time to carefully analyze and discuss the differences and similarities in structure, meaning, and usage between the concessive and result adverbial clauses presented in the given sentences. Encourage them to share their individual understandings and insights within the group, and to jointly summarize and formulate their group's conclusions.
3. Invite representatives from each group to present their group's discussions and conclusions to the entire class. Facilitate an open and interactive Q&A session after each presentation, allowing other groups to ask questions, offer additional perspectives, or seek clarifications.
4. Summarize and consolidate the key points and common misunderstandings identified during the group discussions. Provide additional explanations and examples to further enhance students' understanding and discrimination ability of the two types of adverbial clauses.
（四）Practice Consolidation
1. Fill in the Blanks: Design a series of fill-in-the-blank exercises that specifically target the leading words and structures of concessive and result adverbial clauses. These exercises should present sentences in various contexts and require students to choose the appropriate leading words or fill in the missing parts to form correct adverbial clauses.
2. Sentence Transformation: Prepare a set of sentence transformation tasks that require students to convert simple sentences. This exercise aims to enhance students' understanding of the structure and usage of these clauses and their ability to apply the transformation rules accurately. For instance: "The problem was very difficult. He couldn't solve it." → "Although the problem was very difficult, he couldn't solve it." "She is very beautiful." → "She is so beautiful that everyone admires her."
3. Situational Sentence Making: Create several realistic and engaging situations related to the theme of Home alone. Ask students to construct sentences using concessive and result adverbial clauses based on these situations. Encourage them to be creative and apply the learned grammar knowledge flexibly. （五）Extended Application
1. Distribute a reading passage related to a Home alone experience that incorporates multiple concessive and result adverbial clauses. Before reading, pose a series of comprehension questions that require students to analyze and understand the usage and functions of the adverbial clauses within the text.
2. Assign students the task of writing a composition based on the topic "My Unforgettable Home Alone Experience". Instruct them to incorporate at least three concessive adverbial clauses and three result adverbial clauses in their writing. Provide clear guidelines and requirements regarding the content, structure, and language use of the composition.
3. Circulate around the classroom during students' writing process to offer individual guidance and support.
4. After students complete their writings, collect and review them. Select several representative works for class presentation and collective evaluation. Encourage students to analyze and comment on each other's writings based on the grammar usage, content coherence, and language fluency.
（六）Class Summary
1. Review and summarize the key points covered throughout the lesson, including the definitions, structures, leading words, and usage rules of concessive and result adverbial clauses.
2. Reinforce the differences and similarities between the two types of adverbial clauses through comparison and analysis. Provide additional examples and explanations to clarify any remaining doubts.
3. Acknowledge and praise students' active participation and efforts during the class. Encourage them to continue practicing and applying the learned grammar knowledge in their future language learning.
（七）Homework Assignment
1. Request students to complete a set of comprehensive grammar exercises related to concessive and result adverbial clauses from the workbook or online resources. These exercises should cover various types of questions.
2. Ask students to rewrite a previously written composition by adding more concessive and result adverbial clauses to enhance the quality and complexity of the language expression.
五、板书设计
Module 4 Home alone - Adverbial Clauses
Concessive Adverbial Clauses
Common Leading Words: although, though, even though, while, as, no matter + wh-
Structure: Concessive Subordinating Conjunction + Subordinate Clause, Main Clause
Semantic Function: Despite the fact that..., yet...
Examples: "Although it was late, he still went on working."
Result Adverbial Clauses
Common Leading Words: so...that..., such...that...
Structure: Main Clause (Cause), Subordinate Clause (Result)
Semantic Function: Because of the extent or nature of something, a particular outcome occurs
Examples: "He is so busy that he has no time to rest."
Differences and Usage
六、教学反思
在本次关于让步状语从句和结果状语从句的教学中，通过引入与 Module 4 Home alone 主题相关的内容，一定程度上激发了学生的学习兴趣。语法讲解部分，对两种从句的引导词和结构的解释较为清晰，学生能够初步理解。对比分析环节，学生通过小组讨论，对两种从句的差异有了一定的认识，但在实际区分和运用时仍存在一些混淆。练习巩固环节，大部分学生能够参与，但对于一些较复杂的题目，部分学生还需要更多的指导和练习。拓展应用部分，阅读短文的理解效果尚可，但在写作中，学生运用从句的准确性和多样性还有待提高。今后的教学中，应增加更多的实例和练习，加强对学生易混淆点的辨析训练，同时提供更多的写作指导和反馈，以帮助学生更好地掌握这两种从句的用法。