人教版九年级英语Unit 2 I think that mooncakes are delicious！ Section A Grammar Focus - 4c (1 Period)教学设计

人教版九年级英语Unit 2 I think that mooncakes are delicious.Section A Grammar Focus - 4c (1 Period)教学设计
Ⅰ. Core Literacy Objectives
1. Language Ability
- To accurately grasp the usage of objective clauses introduced by that, if, and whether.
- To proficiently distinguish and construct exclamatory sentences starting with "what" and "how".
2. Cultural Awareness
- To deepen understanding of traditional Chinese festivals (e.g., the Mid - Autumn Festival) and nurture a sense of pride in Chinese culture.
3. Thinking Quality
- To develop the ability to summarize grammatical rules by analyzing sentence structures and language patterns.
4. Learning Ability
- To foster critical thinking and independent learning skills when tackling complex grammatical concepts.
Ⅱ. Teaching Key and Difficult Points
1. Key Point: Mastering the formation and usage of objective clauses with that, if, and whether.
2. Difficult Point: Distinguishing and correctly employing exclamatory sentences with "what" and "how".
Ⅲ. Teaching Methods
- Task - based Language Teaching (TBLT)
- Situational Teaching Method
- Communicative Language Teaching (CLT)
Ⅳ. Teaching Aids
- PPT slides
- Textbook
- Blackboard
- Multimedia computer
Ⅴ. Teaching Procedures
Step 1: Warming - up (10 minutes)
1. Free Talk about Festivals
- The teacher starts a conversation: "Hello, class! Festivals are vital parts of culture. Let's have a free talk. What do you think of the Mid - Autumn Festival Try using sentences like 'I think...' or 'I believe...'."
- Students take turns sharing their thoughts on the Mid - Autumn Festival.
2. Vocabulary and Phrase Review
- The teacher displays key words and phrases from Section A (e.g., celebrate, traditional, mooncake) on the PPT, asks students to read them aloud, and encourages them to make simple sentences.
Design Intent: The free talk activates students’ prior knowledge about festivals and familiarizes them with structures similar to objective clauses (e.g., "I think..."), laying groundwork for new grammar. Reviewing vocabulary strengthens their language foundation for subsequent activities.
Step 2: Presentation (15 minutes)
1. Introducing Objective Clauses
- The teacher writes three Chinese sentences on the blackboard: "我相信他会来。", "我相信你是对的。", "我相信你能做到。" Then, asks students to translate them into English. After students respond, the teacher writes: "I believe he will come.", "I believe you are right.", "I believe you can do it."
- The teacher points out the structure "I believe + clause" and explains: "Clauses after verbs like 'believe' are called objective clauses. Today, we’ll learn to use objective clauses with that, if, and whether."
2. Analyzing Grammar Focus Sentences
- Students open textbooks to the Grammar Focus section and read the sentences aloud together.
- The teacher guides students to notice conjunctions that, if, and whether (e.g., "I think that mooncakes are delicious.", "I wonder if/whether they'll have zongzi again next year.").
3. Discovering Common Features
- Students work in pairs to discuss and identify common features of objective clauses (e.g., word order, the role of conjunctions). After a few minutes, some pairs share their findings.
4. Explaining Differences between "if" and "whether"
- The teacher presents two groups of sentences:
- Group 1: "I don't know if he will come." "I don't know whether he will come or not."
- Group 2: "He asked me if I liked English." "Whether he comes or not doesn't matter."
- The teacher explains when "if" and "whether" are interchangeable and when "whether" is preferred (e.g., before "or not", in subject clauses).
5. Summarizing Objective Clause Order
- The teacher shows two sentences on the PPT: "She says that she will go to the park." "Do you know if he is a teacher "
- Students compare the word order in objective clauses with declarative sentences, and the teacher helps them summarize: the word order in objective clauses is always declarative.
Design Intent: Introducing objective clauses via Chinese - English translation connects familiar content with new grammar. Analyzing Grammar Focus sentences and letting students discover rules independently cultivates their thinking and autonomous learning skills. Explaining "if"/"whether" differences and summarizing word order clarifies key/difficult points for clear understanding.
Step 3: Practice (12 minutes)
1. Sentence Completion (4a)
- Students turn to exercise 4a and complete sentences using given words. The teacher walks around to offer help. Afterward, some students share answers, and the class checks them together.
2. Underlining Objective Clauses (4b)
- Students read the passage in 4b silently, then underline all objective clauses. The teacher randomly selects students to share their findings and explains mistakes.
3. Writing about Festivals
- Students write sentences about Mother's Day and Father's Day using objective clauses (e.g., "I think that Mother's Day is a special day to show love to mothers." "I wonder if people all over the world celebrate Father's Day."). The teacher collects some writings to display and comment on.
Design Intent: Controlled practice (completing sentences, underlining clauses) consolidates objective clause usage. Writing about familiar festivals combines grammar practice with cultural content, making learning meaningful and enhancing language output.
Step 4: Production (8 minutes)
1. Group Discussion about Favorite Festivals
- The teacher divides students into groups of 4–5. Each group discusses: "What's your favorite festival Why do you like it Use objective clauses when you talk."
- Students discuss lively, and the teacher moves around to listen and guide.
2. Class Report
- One or two students from each group report to the class (e.g., "In our group, Lily thinks that the Spring Festival is her favorite because she can get red envelopes. Tom wonders if we can have a festival for students.").
Design Intent: Group discussion and class reports let students use grammar in real - like communication, developing speaking and cooperative learning skills while deepening understanding of festivals.
Step 5: Summary (3 minutes)
1. Review of Objective Clauses
- The teacher asks: "What have we learned about objective clauses today " Students recall and summarize the usage of that, if, and whether.
2. Review of Exclamatory Sentences
- The teacher then asks: "How do we use 'what' and 'how' to make exclamatory sentences " Students share patterns (e.g., "What + (a/an) + adj. + n. + subject + predicate!"; "How + adj./adv. + subject + predicate!").
Design Intent: Letting students summarize key points reinforces memory and understanding, and develops their ability to generalize knowledge.
Step 6: Homework (2 minutes)
- Recite the sentences in the Grammar Focus section.
- Write a short paragraph about your favorite festival, using at least three objective clauses and two exclamatory sentences.
Design Intent: Reciting consolidates learned sentences. Writing a paragraph integrates grammar with writing skills for comprehensive language application.
Teaching Reflection
In today's grammar class, the main content was objective clauses and exclamatory sentences. When teaching objective clauses, I realized that avoiding unnecessary complexity and focusing directly on exam - relevant key points was more efficient. Students grasped basic usage more quickly this way.
For exclamatory sentences, some students initially struggled to identify the subject. It proved helpful to first guide them to restore sentences to declarative order before practicing. Also, a few students had trouble recognizing key conjunctions (that, whether, if) in objective clauses. In future classes, I should remind them of these conjunctions more promptly during practice.
Overall, most students mastered the basic structures, but additional practice is needed to improve their fluency and accuracy in using these grammar points in diverse contexts.