Unit 2 Culture shock Grammar 教学设计 2024-2025学年沪教牛津版（广州深圳沈阳通用）九年级英语下册

Unit 2 Culture shock Grammar 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master adverbial clauses of purpose (so that) and review other adverbial clauses (condition, time, etc.). Students will accurately use these clauses in sentences to express purpose, condition, time, and more. 2. Ability Objectives Improve grammar application skills by completing sentences and joining clauses with correct conjunctions. Enhance sentence - building skills by using diverse adverbial clauses in context. 3. Affective Objectives Build confidence in using complex grammar structures to express precise meanings. Encourage attention to grammatical details for clear communication. II. Language Knowledge 1. Key Grammar Structures Adverbial clauses of purpose: so that (e.g., “They organized activities so that I wouldn’t feel lonely.”). Reviewed adverbial clauses: condition (if, unless), time (before, after), reason (because, as), etc. 2. Key and Challenging Points Key Points: Understanding and using so that for purpose and distinguishing it from other adverbial clause types. Challenging Points: Correctly choosing conjunctions (e.g., if/unless, before/since) for different clause types. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in & Warm - up (8 Minutes) Activity: Connect grammar to purpose. Show a sentence: “She studies hard. She wants to pass the exam.” Ask: “How can we link these with a grammar structure?” (so that). Introduce the task: “Today, we’ll learn adverbial clauses of purpose and review other clauses—practice using them in sentences!” Step 2 Adverbial Clauses of Purpose (A) (12 Minutes) Structure Explanation: Teach so that with examples (e.g., “Mary lent me a book so that I could read about Chinese history”). Explain using can/could, will/would for present/past purpose. Exercise Practice (A): Students practice in pairs, asking and answering about pictures (e.g., “Why is he taking a taxi? He’s taking a taxi so that he can get to the airport on time”). Step 3 Review of Adverbial Clauses (B) (12 Minutes) Structure Recap: Review clause types (condition, time, reason) with the table (B). Give examples for each (e.g., “condition: if it rains, we’ll stay home”). Exercise Practice (B1): Students complete sentences with correct conjunctions (e.g., “You will not pass the test unless you work hard”). Discuss answers, clarifying conjunction choices. Step 4 Join Sentences with Clauses (B2) (10 Minutes) Activity: Sentence Joining. Students join A and B sentences with conjunctions (e.g., “I have lived in London since I was three years old”). Walk around to help with conjunction selection. Step 5 Summary & Homework (3 Minutes) Summary (1 Minute): Recap: so that for purpose; review of condition, time, reason clauses. Homework (2 Minutes): Write 3 sentences using so that and 2 sentences for each reviewed clause type. Create a short dialogue (2 - 3 exchanges) using at least 3 adverbial clauses. IV. Assessment of Teaching Effectiveness Check A, B1 for accurate so that use and conjunction selection. Evaluate B2 for correct sentence joining with diverse clauses. V. Design Purpose Grammar Mastery: Focus on purpose clauses and review of key adverbial structures—essential for precise communication. Application Skills: Train students to apply grammar in sentence - building and dialogues. Progression: Build from explanation to practice, ensuring understanding of complex clauses. VI. Blackboard Design Unit 2 Grammar—Adverbial Clauses: Purpose & Review Adverbial Clauses of Purpose (so that): “They organized activities so that I wouldn’t feel lonely.” “He exercises so that he can keep fit.” Reviewed Clauses (Examples): Condition: if it’s sunny, we’ll picnic Time: after school, we’ll play Reason: because it’s late, we’ll leave Homework: Write sentences + create a dialogue! 学科网（北京）股份有限公司 $$