Unit 1 Asia Grammar 教学设计-2024-2025学年译林版九年级英语下册

该初中英语教学设计聚焦“it”的三种核心用法：代词（指代动物、事物等）、非人称代词（指代时间、天气等）及替代主/宾语。课堂导入通过展示动物、天气等图片提问，自然引入“it”用法，结合旧知复习搭建学习支架，逐步展开新知。 资料特色在于分模块拆解“it”用法，依托教材练习（如A1阅读找指代、B改写句子）夯实基础，结合亚洲城市主题写作实践，提升语言能力与思维品质。应用导向设计让学生在真实语境中准确运用“it”，既落实考试要求，又助力教师高效教学，培养学生综合语言运用能力。

Unit 1 Asia Grammar 教学设计 I. Teaching Objectives Enable students to master the multiple uses of “it” as a pronoun (for animals, lifeless things, unknown persons, actions/situations/ideas), an impersonal pronoun (for time, date, weather, distance), and as a replacement for the real subject or object. Improve students’ grammatical accuracy in using “it” in different contexts through practice, preparing for exam grammar application requirements. Enhance students’ ability to analyze sentence structures with “it” and apply the grammar in writing and speaking about Asian - related topics (e.g., cities, travel). II. Language Knowledge 1. Key Grammar Points “it” as a pronoun: For animals, lifeless things: “Look at the panda. It is so small.” For unknown gender of a baby/unknown person: “My aunt will have a baby soon. She hopes it will be a girl.”; “—Who was calling you? —It was my cousin.” For actions, situations, ideas: “Riding around the countryside is popular in Guilin, isn’t it?” “it” as an impersonal pronoun: For time, date, weather, distance: “It is 6:30 p.m. It is raining heavily outside. It is two kilometres from my school to my home.” “it” replacing the real subject/object: Structures: “It is + adjective + (of/for...) + to...”; “It takes... some time to...”; “... think(s)/find(s) it + adjective + to...”. Examples: “It is very tiring to climb the steps. Many people find it pleasant to travel around.” 2. Key and Challenging Points Accurate Use: Correctly applying “it” in various contexts (pronoun types, impersonal use, subject/object replacement) without confusion. Sentence Structure Analysis: Understanding inverted structures and complex sentences with “it” (e.g., “It is amazing that there are so many rocks in unusual shapes in the cave.”). Exam Connection: Mastering “it” usage to handle grammar - related questions in exams, such as sentence transformation, error correction, and completion. III. Teaching Procedures Step 1: Lead - in & Review (5 minutes) Show pictures of animals, objects, and weather scenes. Ask questions: “What’s this? How’s the weather today?” to naturally introduce “it” usage (e.g., “It is a panda. It is sunny today.”). Quick review: Write simple sentences on the board and ask students to identify how “it” is used (e.g., “It is a cute cat.” — for a lifeless thing; “It is 9 o’clock.” — impersonal for time). Step 2: Presentation of “it” as a Pronoun (10 minutes) Categorized Explanation: Use the textbook content (Section A) to explain “it” for animals, lifeless things, unknown baby/person, and actions/situations/ideas one by one. Give more examples: Animals/lifeless things: “The Great Wall is famous. It runs across northern China.” Unknown baby: “Look at that baby. Is it a boy or a girl?” Unknown person: “—Who is knocking? —It must be the postman.” Actions/situations: “Travelling in Guilin is fun, isn’t it?” Let students find similar examples in the textbook articles and share. Exercise A1 Practice: Do “A visit to the Summer Palace” exercise. Students read the passage and figure out what each “it” refers to. Discuss answers in pairs, then check as a class, focusing on how “it” represents different references. Step 3: Presentation of “it” as an Impersonal Pronoun (8 minutes) Context - Based Learning: Introduce Section B content. Explain that “it” can refer to time, date, weather, distance. Use examples from the textbook: “It is 1 January today. It is cold in Beijing.” Add real - life examples: “It is 25℃ today. It is 5 kilometres from my home to the park.” Exercise B Practice: Do “Leaving for Shanghai” exercise. Students rewrite sentences with “it”. Walk around to help with preposition use (e.g., “It is... from... to...”) and time/date expressions. Check answers and explain common mistakes. Step 4: Presentation of “it” Replacing Real Subject/Object (12 minutes) Structure Analysis: Use Section C to explain structures like “It is + adjective + to...”, “find it + adjective + to...”. Write formulaic structures on the board: “It is + adj. + (for/of sb.) + to do sth.” “sb. find(s) it + adj. + to do sth.” Give examples: “It is important for us to learn grammar. I find it easy to ride a bike.” Exercise C Practice: Do “About Shanghai” exercise. Students complete the notes with “it” following the structures. Guide them to choose proper adjectives and structures. Discuss answers, analyzing why each “it” structure is used (e.g., “It is easy for people to get around” — “it” replaces the real subject “to get around”). Step 5: Comprehensive Practice & Exam Link (7 minutes) Mixed - Use Practice: Create sentences with mixed “it” uses. For example: “___ is a nice day. Let’s visit the park. ___ is not far from here. ___ is fun to ride bikes there. (Answers: It; It; It)” Ask students to make their own sentences using different “it” uses, related to Asian cities (e.g., “It is beautiful in Guilin. It is 500 kilometres from Guilin to Nanning. It is pleasant to travel in Guilin.”). Exam - Style Questions: Show simple exam - like grammar questions (e.g., sentence transformation: “To learn grammar well is important. → ___ is important ___ learn grammar well.” Answer: It; to). Let students practice and explain the transformation rules. Step 6: Summary & Homework (3 minutes) Summary (1 minute): Recap the three main uses of “it” (pronoun, impersonal, subject/object replacement) and key structures. Emphasize the importance of “it” in accurate communication and exam grammar. Homework (2 minutes): Ask students to write a short paragraph (at least 5 sentences) about an Asian city they like, using “it” in different correct ways. Review the grammar points and prepare for a small quiz next class. IV. Assessment of Teaching Effectiveness Formative Assessment: Observe students’ participation in exercise practices (A1, B, C), checking for understanding of “it” uses. Evaluate students’ sentence - making in comprehensive practice for accuracy. Summative Assessment (for later): Check homework paragraphs for correct “it” usage in various contexts. Use quiz results to assess mastery of grammar structures and exam - related application. V. Design Purpose Gradual Learning: Breaks down “it” uses into categories, making complex grammar manageable. Textbook - Centered: Fully uses textbook exercises to ensure students grasp content while connecting to real - life and exam scenarios. Application - Oriented: Practices “it” usage in writing about Asian cities, enhancing practical language skills for exams and communication. VI. Blackboard Design Unit 1 Asia Grammar — Uses of “it” 1. “it” as a Pronoun: Animals/lifeless things: “The panda. It...”; “The Great Wall. It...” Unknown baby/person: “baby. It...”; “caller. It...” Actions/situations/ideas: “Riding... It...”; “Travelling... It...” 2. “it” as Impersonal Pronoun: Time/date: “It is 6:30 p.m./22 February...” Weather: “It is rainy/cold...” Distance: “It is 2 kilometres...” 3. “it” Replacing Subject/Object: Structures: “It is + adj. + (for/of sb.) + to do sth.” “sb. find(s) it + adj. + to do sth.” Examples: “It is tiring to climb...”; “I find it fun to ride...” Checklist: Correct “it” reference ✔️; Structure accuracy ✔️; Exam - style practice ✔️ 学科网（北京）股份有限公司 $$