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

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: