Unit 4 Natural disasters 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

该初中英语教学设计聚焦“it作形式主语”核心语法点，涵盖指代时间、天气、日期等及与不定式、It seems/appears that…结构的用法。通过提问“时间/天气如何表达”激活学生已有认知，搭建从已知it用法到系统学习的支架，梳理语法脉络。 此资料特色在于语法与单元“自然灾害”主题紧密结合，如用“It was rainy, so there was a flood”描述灾害场景，提升语言能力中的语境应用。通过分层练习（填空、排序、情景写作）培养思维品质，作业要求写不同结构句子及灾害描述，促进学习能力提升。帮助学生精准运用语法，教师可通过练习评估掌握情况，高效落实教学目标。

Unit 4 Natural disasters Grammar 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master using it as the empty subject to refer to time, weather, date, season, distance, and with to - infinitives or It seems/appears that …. Students will accurately apply it in various sentence structures. 2. Ability Objectives Improve grammar application by forming sentences with it as the empty subject. Enhance communication by using it to describe time, weather, and other abstract concepts. 3. Affective Objectives Build confidence in using complex grammar structures for precise expression. Encourage attention to grammatical details in describing natural disaster - related contexts. II. Language Knowledge 1. Key Grammar Structures Empty subject it: Refer to time (It is one o’clock), weather (It is windy), date (It is October 1st), season (It is summer), distance (It is five kilometers). With to - infinitives: It is important to stay calm during a fire. It seems/appears that …: It seems that a typhoon is coming. 2. Key and Challenging Points Key Points: Correctly using it as the empty subject in different contexts. Challenging Points: Distinguishing it references and applying to - infinitives/ It seems/appears that … structures. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Pre - grammar (8 Minutes) Activity: Activate it usage awareness. Ask: “How do we talk about time/weather? E.g., ‘____ is 3 PM; ____ is rainy’” (answer: It). Introduce the task: “Today, we’ll learn to use it as the empty subject—describe time, weather, and more!” Step 2 Empty Subject it (A & B) (12 Minutes) Structure Explanation: Teach it for time, weather, date, season, distance with examples (e.g., “It is 9 AM; It is winter; It is 2 km to school”). Exercise Practice (A & B): Students answer questions (A) using it (e.g., “It is sunny today”) and reorder sentences (B) (e.g., “It is time for supper now”). Step 3 It with To - Infinitives (C) (12 Minutes) Structure Explanation: Teach it + to - infinitive (e.g., “It is important to stay calm during a fire”). Exercise Practice (C): Students write sentences for pictures using it and to - infinitives (e.g., “It is dangerous to start a fire in the forest”). Step 4 It Seems/Appears That … (D) (10 Minutes) Structure Explanation: Teach It seems/appears that … (e.g., “It seems that a typhoon is coming”). Exercise Practice (D): Students reorder conversations with It seems/appears that … (e.g., “It seems that a typhoon is coming”). Step 5 Summary & Homework (3 Minutes) Summary (1 Minute): Recap: it as empty subject for time/weather/date/season/distance; with to - infinitives; It seems/appears that …. Homework (2 Minutes): Write 3 sentences for each it structure (time, to - infinitive, It seems …). Describe a natural disaster scenario using it (e.g., “It was rainy, so there was a flood”). IV. Assessment of Teaching Effectiveness Check A, B for accurate it usage in basic contexts. Evaluate C, D for correct to - infinitive and It seems/appears that … application. V. Design Purpose Grammar Mastery: Focus on it as empty subject—essential for clear time/weather descriptions. Application Skills: Train students to use it in diverse structures for natural disaster - related communication. Context Link: Connect to unit themes by applying grammar in disaster scenarios. VI. Blackboard Design Unit 4 Grammar—Using it as the Empty Subject Key Structures: Time/Weather: It is 9 AM; It is windy. To - infinitive: It is important to stay calm. It seems/appears that …: It seems a typhoon is coming. Homework: Sentences for each structure + disaster scenario with it! 学科网（北京）股份有限公司 $$