Unit 4 Growing up-Grammar 教学设计 2025-2026学年译林版（2012）英语九年级上册

《Unit 4 Growing up-Grammar》教学设计 科目 英语 年级 九年级上册 课时安排 1课时 核心素养目标 语言能力:掌握before、after、when等连词引导的时间状语从句,能准确运用相关时态,完成听说读写语境下的句式转换与表达。文化意识:结合“成长”主题,了解中西方成长叙事中时间表达的语言差异,培养跨文化交际意识。思维品质:通过观察、分析、归纳从句规则,提升逻辑推理与语言建构能力,能清晰梳理成长事件的时间脉络。学习能力:培养自主探究、合作交流的学习习惯,学会归纳语法规律,能主动运用所学解决实际语言问题,为后续复杂从句学习奠定基础。 教学重难点 重点:掌握before、after、when、while、since、until、as soon as、whenever引导的时间状语从句的基本结构;理解各连词的语义差异,能结合语境正确选择连词;掌握从句与主句的时态呼应规则(如since从句用一般过去时、主句用现在完成时)。难点:区分when与while的用法差异(延续性vs非延续性动词、时态搭配);正确运用not...until结构表达“直到……才”;在真实语境中灵活运用时间状语从句描述成长经历,避免时态误用与连词混淆。 教学过程——主要思路 Step 1: Lead-in(导入新课,激活旧知) 1. 主题衔接,唤醒兴趣:教师结合本单元“Growing up”核心主题,提问学生:“What important things have you experienced since you were in Grade 7? When did you learn to ride a bike? After you entered junior high, what changed most about you?” 引导学生用简单的英语句子回答,教师在黑板上板书学生回答中涉及时间的表达,如:“I learned to ride a bike when I was 8 years old.” “After I entered Grade 9, I studied harder.” 2. 句式观察,引出语法:教师引导学生观察板书的句子,提问:“These sentences all talk about time. What words connect the two parts of each sentence?” 引导学生发现“when、after”等连词,随后明确:“Today we will learn about Adverbial Clauses of Time(时间状语从句), which are used to tell us when something happens. We will master how to use these conjunctions and match the correct tenses.” 设计意图:以本单元“成长”主题为切入点,结合学生自身经历提问,既能激发学生的表达欲望,又能自然衔接语法知识,让学生在真实的语境中感知时间状语从句的用法,避免语法学习的枯燥性。同时,通过观察旧知引出新知,符合九年级学生“由已知到未知”的认知规律,为后续语法探究奠定基础。 Step 2: Presentation(新知呈现,突破基础) 本环节分三组呈现时间状语从句的核心连词,结合教材语境、例句解析和即时练习,逐步突破重点,每一组均遵循“呈现—解析—练习”的节奏,确保学生扎实掌握。 Group 1: before & after(“在……之前”“在……之后”) 1. 语境呈现:教师展示教材Grammar A中的核心例句,结合Spud Webb的成长经历(呼应本单元Reading内容),呈现两个句子:① Before he graduated, he was forced to play in another basketball league. ② After he finished his homework, he went to practice basketball. 2. 用法解析:教师引导学生分组讨论两个句子,思考以下问题:① What does “before”/“after” mean? ② Which part is the main clause(主句)? Which part is the adverbial clause(从句)? ③ What tenses are used in the main clause and the adverbial clause? 讨论结束后,教师总结:① before表示“在……之前”,after表示“在……之后”,均引导时间状语从句,说明主句动作发生的时间;② 主句是表达核心意思的句子,从句是修饰主句、说明时间的句子,从句可位于主句前或主句后(位于主句前时,用逗号隔开);③ 当主句和从句描述的是过去发生的动作时,主句和从句均用一般过去时;若描述经常性、习惯性的动作,均用一般现在时。 3. 即时练习:教师给出两个简单句,让学生用before或after连接成复合句,如:① He had breakfast. He went to school. ② She finished reading the book. She wrote a review. 学生完成后,邀请2-3名学生上台展示,教师点评纠错,重点关注连词选择和时态一致性。 Group 2: when & while(“当……时”) 1. 语境呈现:结合学生的日常活动和教材例句,呈现四个句子:① When he finally got the chance, he scored 20 points in his first game. ② While my mother was cooking, I was doing my homework. ③ When I arrived at school, the bell was ringing. ④ While he was attending junior high, Spud tried out for the school team. 2. 用法解析:教师引导学生对比四个句子,分组探究when和while的差异,重点解决两个问题:① 从句中的动词有什么不同?② 主句和从句的时态有什么特点? 教师结合学生的探究结果,总结核心差异:① when既可以引导延续性动词(如cook、study),也可以引导非延续性动词(如arrive、get);while只能引导延续性动词(或进行时态,表示动作正在进行)。② 当主句和从句的动作同时发生时,while引导的从句常用进行时态,主句也常用进行时态;when引导的从句可根据动作发生的先后,用一般时态或进行时态。③ 补充:当主句和从句的主语一致,且从句中含有be动词时,从句可省略主语和be动词,如:While (he was) attending junior high, Spud tried out for the school team. 3. 即时练习:给出动词和连词,让学生完成句子,如:① When I _ (see) her, she _ (talk) with her friend. ② While they _ (play) football, it _ (rain). ③ My father was reading a newspaper while my mother _ (watch) TV. 练习后,教师带领学生集体订正,重点强调while后的动词特点和时态搭配,突破when与while的用法混淆点。 Group 3: since, until & as soon as, whenever(“自从……以来”“直到……为止”“一……就……”“无论何时”) 1. 语境呈现:结合本单元主题和学生生活,呈现例句:① You’ve been happy since I first met you. ② Spud remained in another basketball league for about a year until the NBA took notice of him. ③ Don’t wake me up until you finish building it. ④ As soon as he heard the news, he jumped with joy. ⑤ Whenever he has some money left, he gives it to someone in need. 2. 用法解析:逐一解析每个连词的用法,结合例句突出重点: ① since:表示“自从……以来”,从句常用一般过去时,主句常用现在完成时(强调动作从过去持续到现在),如例句①中,“met”是一般过去时,“have been happy”是现在完成时,强调“从第一次见面到现在一直很开心”。补充:since还可表示“因为”,但本课时重点关注其时间用法,避免混淆。 ② until/till:表示“直到……为止”,两者基本可互换,但until可用于句首,till不可。重点强调“not...until”结构,表示“直到……才”,即主句动作在从句动作完成后才发生,如例句③,“不要叫醒我”这个动作,要等到“你完成搭建”之后才停止,主句用否定形式,从句用一般现在时表将来。 ③ as soon as:表示“一……就……”,强调主句动作紧接着从句动作发生,时态遵循“主将从现”(主句用一般将来时,从句用一般现在时)、“主过从过”(主句和从句均用一般过去时),如例句④,“heard”是一般过去时,“jumped”也是一般过去时,体现动作的连贯性。 ④ whenever:表示“无论何时”,引导的从句常用一般现在时,主句可根据语境用一般现在时、一般将来时或情态动词,如例句⑤,从句“has”是一般现在时,主句“gives”也是一般现在时,描述经常性的动作。 3. 即时练习:针对每个连词设计专项练习,强化记忆: ① 用since填空:We _ (know) each other since we _ (be) in primary school. ② 用until/not...until填空:He _ (leave) the office until he finished his work. / She _ (go) to bed until her son came back. ③ 用as soon as填空:I _ (call) you as soon as I _ (arrive) in Beijing. ④ 用whenever填空:_ he _ (have) time, he helps his mother do housework. 学生完成后,分组核对答案,教师针对易错点(如since的时态搭配、not...until的否定用法)进行重点讲解。 设计意图:将核心连词分三组呈现,符合九年级学生“循序渐进”的认知规律,避免知识点过于集中导致混淆。每一组均结合教材语境和学生生活,让语法知识贴近学生实际,降低理解难度;通过“讨论—总结—练习”的流程,充分发挥学生的主体作用,培养学生的自主探究能力,同时即时练习能及时巩固新知,突破语法重点。 Step 3: Practice(巩固练习,深化理解) 本环节设计分层练习,从基础到提升,从机械练习到语境应用,逐步深化学生对时间状语从句的掌握,同时结合本单元“成长”主题,让语法学习与主题表达深度融合,避免孤立练习。 Exercise 1: Choose the correct conjunctions(基础题) 给出10道选择题,涵盖本节课所有核心连词,重点考查连词的语义辨析和基本用法,如: 1. He will call me _ he gets home. A. before B. as soon as C. while D. since 2. _ I was walking to school, I saw a cute dog. A. When B. After C. Until D. As soon as 3. She didn’t go out _ she finished her homework. A. since B. until C. when D. while 4. We have lived in this city _ 2020. A. after B. before C. since D. until 5. _ you need help, you can call me. A. Whenever B. After C. Before D. As soon as 学生独立完成后,集体订正答案,教师针对易错题目进行讲解,重点强调连词的语义差异(如when与while、until与since),确保所有学生掌握基础用法。 Exercise 2: Complete the sentences with the correct forms of the verbs(提升题) 给出句子,要求学生用括号内动词的正确形式填空,重点考查主句与从句的时态呼应规则,结合核心连词,如: 1. Before I _ (go) to bed, I _ (read) a book every night. 2. While my father _ (work) in the garden, my mother _ (cook) dinner. 3. Since he _ (come) to our school, he _ (make) many friends. 4. As soon as the teacher _ (come) in, the students _ (stop) talking. 5. Until he _ (tell) me the truth, I _ (not know) what happened. 6. Whenever I _ (feel) tired, I _ (listen) to music to relax. 练习要求:学生先判断连词,再根据连词的用法和句子语境,确定主句和从句的时态,独立完成后,小组内互相核对,讨论易错点。教师巡视各小组,针对共性问题(如since的时态搭配、not...until的动词形式)进行集中讲解,重点强调“主将从现”“主过从过”“现完+一般过去”等时态规则。 Exercise 3: Rewrite the sentences(应用题) 给出两个简单句,要求学生用本节课所学的连词连接成时间状语从句,同时调整时态,培养学生的句式转换能力,如: 1. He finished his work. He went home. (用after连接) 2. I get up. I drink a glass of water. (用as soon as连接) 3. The rain stopped. We went out to play. (用until连接) 4. She was doing her homework. Her father came back. (用when连接) 5. I was a child. I lived in the countryside. (用while连接) 学生完成后,邀请部分学生展示自己的句子,教师点评,重点关注连词选择、时态一致性和句子连贯性,对表达正确、流畅的句子给予表扬,对存在错误的句子进行纠正,引导学生总结句式转换的技巧。 Exercise 4: Talk about your growth experience(拓展题) 结合本单元“Growing up”主题,设计小组讨论活动,要求学生用本节课所学的时间状语从句,讲述自己成长中的一件难忘的事,至少用到3个本节课所学的连词(如when、after、since、as soon as等)。讨论话题:“Talk about an unforgettable growth experience. Tell your group members when it happened, what you did, and how you felt.” 活动流程:1. 小组内每人准备1-2分钟的发言,梳理自己的成长经历,尝试运用时间状语从句组织语言;2. 小组内轮流发言,其他成员认真倾听,补充建议(如纠正语法错误、优化表达);3. 每个小组推选1名代表,在全班展示发言,分享自己的成长经历。 教师引导:在学生准备和发言过程中,教师巡视指导,提醒学生正确运用连词和时态,帮助基础薄弱的学生组织语言,同时引导学生结合成长经历,传递积极向上的情感(如坚持、勇敢、感恩),呼应本单元的情感目标。 设计意图:分层练习的设计,兼顾了不同层次学生的需求,基础题巩固连词辨析和时态搭配,提升题强化句式转换能力,拓展题将语法知识与主题表达、口语交际结合起来,实现“学用结合”。小组讨论活动既能培养学生的合作交流能力,又能让学生在真实的口语表达中灵活运用时间状语从句,突破语法应用的难点,同时结合成长主题,让语法学习更具意义,渗透情感教育。 Step 4: Consolidation & Error Analysis(巩固提升,纠错反思) 1. 易错点总结:教师结合本节课的练习情况,梳理学生的常见易错点,进行集中讲解和强调,帮助学生规避错误,深化理解: ① 连词混淆:when与while的用法差异(while后接延续性动词或进行时态,when可接任意动词);until与not...until的区别(until表示“直到……为止”,主句用肯定形式;not...until表示“直到……才”,主句用否定形式)。 ② 时态误用:since从句用一般过去时,主句用现在完成时;as soon as引导的从句遵循“主将从现”“主过从过”;while引导的从句与主句同时发生时,常用进行时态。 ③ 句式错误:从句位于主句前时,忘记用逗号隔开;while引导的从句省略主语和be动词时,格式错误(如误写为While he attending junior high...)。 针对每个易错点,教师给出错误例句和正确例句,让学生对比观察,总结错误原因,如:错误例句:While I finished my homework, my mother cooked dinner. 正确例句:While I was finishing my homework, my mother was cooking dinner. 引导学生分析错误原因:while后接延续性动词,此处应用进行时态,体现动作同时发生。 2. 综合练习:给出一篇短文填空,短文围绕“成长中的第一次尝试”主题,涵盖本节课所有核心连词和时态考点,让学生综合运用所学知识完成填空,巩固提升,如: My first time to give a speech in public was unforgettable. _ (When/While) I was in Grade 8, my teacher asked me to give a speech in front of the whole class. I was very nervous _ (before/after) the speech. I practiced hard every day _ (until/since) I felt confident. _ (As soon as/Whenever) I stood on the stage, my heart beat fast. But _ (while/when) I saw my teacher’s encouraging eyes, I calmed down. I finished my speech successfully. _ (Since/After) that day, I have become more confident. I know that _ (whenever/until) I face challenges, I should never give up. 学生独立完成后,集体订正答案,教师讲解短文的语境和每个空的选择依据,让学生在语篇中综合运用连词和时态,提升语篇理解和语言运用能力。 3. 学生反思:引导学生结合本节课的学习和练习,反思自己的收获和不足,提问:“What have you learned today? What difficulties do you still have? How can you improve your use of Adverbial Clauses of Time?” 让学生自主总结,明确自己的薄弱点,为后续复习奠定基础。 设计意图:易错点总结和纠错反思,能帮助学生及时发现自己的问题,规避错误,深化对语法知识的理解;综合短文填空练习,将语法知识融入语篇,让学生学会在完整的语境中运用所学,提升语篇层面的语言运用能力;学生自主反思,能培养学生的自我总结和自我提升能力,符合九年级学生的学习特点。 Step 5: Summary & Homework(总结回顾,拓展延伸) 1. Summary(总结回顾) 教师引导学生共同总结本节课的核心内容,梳理知识框架: ① 本节课学习了8个引导时间状语从句的核心连词:before、after、when、while、since、until、as soon as、whenever,掌握了每个连词的语义和基本用法。 ② 重点掌握了主句与从句的时态呼应规则:现完+一般过去(since)、主将从现/主过从过(as soon as)、进行时态搭配(while)、一般过去时搭配(before、after、when)。 ③ 难点突破:区分when与while的用法,正确运用not...until结构,能在语境中灵活运用时间状语从句描述成长经历。 同时,教师强调:“Adverbial Clauses of Time are very useful in our daily communication. They can help us describe events clearly and connect our ideas smoothly. We should practice more to use them correctly.” 2. Homework(分层作业) 结合学生的层次差异,设计分层作业,让每个学生都能在自己的能力范围内得到提升,同时结合本单元“成长”主题,实现语法知识的拓展延伸: 基础层(必做):1. 完成教材Grammar部分的所有练习题,巩固本节课所学的连词和时态用法;2. 用本节课所学的8个连词,每个连词造1个句子,确保时态正确、表达流畅。 提升层(选做):1. 用5-8句话,写一段关于自己成长经历的短文,至少用到4个本节课所学的连词,要求时态正确、逻辑清晰、情感真挚;2. 整理本节课的易错点,制作错题笔记,标注错误原因和正确用法。 拓展层(选做):阅读一篇关于“名人成长经历”的短文(教师提供简易版短文,如Spud Webb、Anne Frank的相关短文),找出短文中的时间状语从句,分析连词的用法和时态搭配,写下100字左右的阅读笔记。 设计意图:分层作业的设计,兼顾了不同层次学生的需求,基础层巩固基础知识,提升层强化语言运用能力,拓展层结合本单元阅读内容,实现语法与阅读的融合,培养学生的语篇分析能力。同时,作业结合“成长”主题,让语法学习与主题表达持续衔接,实现“学用结合、学以致用”,同时培养学生的自主学习能力和整理归纳能力。 Step 6: Blackboard Design(板书设计) (板书设计简洁明了,突出核心知识点,便于学生回顾和记忆) Unit 4 Growing up — Grammar: Adverbial Clauses of Time 一、核心连词及用法 1. before(在……之前)/ after(在……之后) 主过从过、主现从现 例句:Before he graduated, he played in another league. 2. when(当……时) 延续/非延续动词;时态灵活 while(当……时) 延续动词/进行时态;可省略主+be 例句:While he was studying, his mother came in. 3. since(自从……以来) 主句现完,从句一般过去 例句:We have known each other since we were kids. 4. until(直到……为止) not...until(直到……才) 例句:She didn’t go to bed until she finished her work. 5. as soon as(一……就……) 主将从现、主过从过 whenever(无论何时) 主现从现、主情从现 二、易错点 1. when vs while 2. not...until 3. 时态呼应 4. 逗号用法 1 / 2 学科网(北京)股份有限公司 学科网(北京)股份有限公司 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $