Unit 3 The environment Grammar 教学设计-2024-2025学年沪教版九年级英语下册

Unit 3 The environment Grammar 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master grammar structures: the same, different, like, the same as, different from. Students will learn to use the same … as with nouns/phrases. 2. Ability Objectives Improve grammar application by comparing pictures and completing sentences. Enhance communication by discussing similarities/differences in environmental contexts. 3. Affective Objectives Encourage attention to detail in language and environmental observations. Build confidence in using comparison structures to express ideas. II. Language Knowledge 1. Key Grammar Structures Same/Different: “These light bulbs look the same, but effects are different.” Like/The same as/Different from: “The atmosphere is like a greenhouse; Earth is different from the Moon.” The same … as: “Reuse things for the same purpose as before.” 2. Key and Challenging Points Key Points: Correctly using comparison structures in sentences. Challenging Points: Distinguishing like, the same as, different from and applying the same … as with nouns. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - grammar (8 Minutes) Activity: Activate comparison awareness. Show two environmental images (e.g., clean vs. polluted river) and ask: “How are they the same? Different? Similar?” Introduce the task: “Today, we’ll learn grammar for comparing—use them to talk about the environment!” Step 2 Same/Different (A) (12 Minutes) Structure Explanation: Teach the same (exact match) and different (not matching) with examples (e.g., “Dustbins look the same, dogs are different”). Exercise Practice (A): Pairs compare pictures A and B, asking about elements (e.g., “Are the trees the same? No, different—one has fruits”). Step 3 Like, The Same As, Different From (B) (12 Minutes) Structure Explanation: Teach like (similar), the same as (exact), different from (not similar) with examples (e.g., “Atmosphere is like a greenhouse; Earth is different from the Moon”). Exercise Practice (B): Students complete sentences with the structures (e.g., “Earth is different from the Moon in size”). Step 4 The Same … As with Nouns (C) (10 Minutes) Structure Explanation: Teach the same … as + noun (e.g., “Same purpose as before; same amount as neighbour”). Exercise Practice (C1 & C2): Pairs ask/answer about Mr Black/Brown (C1), then complete the paragraph (C2) using the same … as, different. Step 5 Summary & Homework (3 Minutes) Summary (1 Minute): Recap: same/different for matches; like/the same as/different from for similarities; the same … as + noun. Homework (2 Minutes): Write 3 sentences comparing environmental elements (e.g., “Solar panels are the same as wind turbines in purpose—energy!”). Find two environmental actions and compare them using the grammar. IV. Assessment of Teaching Effectiveness Check A, B for accurate same/different and like/the same as/different from use. Evaluate C for correct the same … as application with nouns. V. Design Purpose Grammar Mastery: Focus on comparison structures essential for describing environmental similarities/differences. Application Skills: Train students to use grammar in picture comparison and paragraph writing. Environmental Link: Connect grammar practice to unit themes, reinforcing relevance. VI. Blackboard Design Unit 3 Grammar—Comparing with Same/Different/Like Key Structures: Same: exact match (e.g., “Dustbins are the same”). Different: not matching (e.g., “Dogs are different”). Like: similar (e.g., “Atmosphere is like a greenhouse”). The same as: exact similar (e.g., “Same age as”). Different from: not similar (e.g., “Earth is different from Moon”). Homework: Write comparison sentences + environmental action comparisons! 学科网（北京）股份有限公司 $$