Unit 4 Life on Mars-Grammar 教学设计 2025-2026学年译林版（2012）英语九年级下册

科目

英语

年级

九年级下册

课时安排

1课时

核心素养目标

语言能力：掌握用at the age of、because of等介词短语将状语从句、宾语从句改写为简单句的规则，能准确运用相关短语和句型完成转换练习，提升句式灵活运用能力。思维品质：通过分析复合句与简单句的内在联系，培养逻辑分析、归纳总结能力，能结合火星生活话题灵活选择句式表达。文化意识：结合火星探索相关语境，了解太空知识，树立地球保护意识，培养对科学探索的兴趣。学习能力：通过小组合作、自主探究，掌握语法学习方法，提升自主学习和合作交流能力，养成主动归纳语法规则的习惯。

教学重难点

重点：掌握at the age of、because of、without等介词短语的用法，熟练运用其将时间、原因、条件状语从句改写为简单句；掌握remind sb. of、be sure about等含介词短语的用法，能将相关宾语从句转换为简单句。难点：准确区分状语从句与简单句的转换逻辑，避免介词误用、句式遗漏等错误；在具体语境中灵活选择句式，实现“形式-意义-使用”的统一，能结合火星生活话题连贯运用所学语法知识进行表达。

教学过程——主要思路

（一）热身导入：情境激趣，衔接旧知

1. 情境创设：展示火星地表、太空飞行、宇航员活动等相关图片，结合单元主题“Life on Mars”，用简单的英语提问引导学生思考：“Do you want to live on Mars? What do we need to live on Mars? Why can’t humans live on Mars easily?” 鼓励学生自由发言，无需追求语法完美，重点调动学生参与积极性，唤醒学生对单元话题的记忆。

2. 旧知回顾：结合学生发言，顺势呈现3个含状语从句的句子，投影展示在黑板或课件上：① When Neil Armstrong was 16, he received his student pilots license. ② People might float in space because the gravity is low. ③ Humans cannot survive if there is no food, water or oxygen. 请学生齐声朗读句子，然后提问：“These sentences are complex sentences. Can we make them simpler?” 引导学生尝试改写，教师不急于纠正答案，仅记录学生的改写思路，引发学生对“复合句变简单句”的思考。

设计意图：以单元主题情境为切入点，既能激发学生的学习兴趣，又能自然衔接单元核心话题，让语法学习脱离枯燥的规则讲解，贴合语境。旧知回顾环节聚焦状语从句，通过提问引导学生主动尝试改写，既检测了学生对状语从句的掌握情况，又为新课学习“用介词短语改写简单句”做好铺垫，体现“由旧引新、循序渐进”的教学原则，培养学生的主动思考能力。

（二）新课讲授一：用介词短语改写状语从句（Part A）

1. 探究学习：时间状语从句→简单句（at the age of）

呈现热身环节中的第一个句子：① When Neil Armstrong was 16, he received his student pilots license. 教师引导学生观察句子结构，提问：“What does ‘When Neil Armstrong was 16’ mean?” （当尼尔·阿姆斯特朗16岁时），再呈现改写后的简单句：Neil Armstrong received his student pilots license at the age of 16. 让学生对比两个句子，小组讨论：“What’s the difference between the two sentences? How do we change the adverbial clause of time into a simple sentence?”

小组讨论结束后，邀请2-3组代表发言，教师总结归纳：When sb. was + 年龄, ... 可以改写为 sb. + 动作 + at the age of + 年龄. 其中at the age of 是介词短语，意为“在……岁时”，用于替代时间状语从句。随后，教师补充2个例句，强化学生理解：① When I was 10, I learned to swim. → I learned to swim at the age of 10. ② When she was 27, Yuri Gagarjn became the first man to go into outer space. → Yuri Gagarjn became the first man to go into outer space at the age of 27.

请学生结合自身经历，用at the age of 改写句子，如：When I was 7, I went to primary school. → I went to primary school at the age of 7. 教师巡视指导，及时纠正学生的句式错误，确保学生掌握基本改写规则。

2. 探究学习：原因状语从句→简单句（because of）

承接热身环节的第二个句子：② People might float in space because the gravity is low. 教师提问：“Why might people float in space?” （Because the gravity is low.），再呈现改写后的简单句：People might float in space because of the low gravity. 引导学生对比分析，提问：“What’s the change here? Can we use ‘because’ and ‘because of’ in the same way?”

学生自主观察后，教师讲解核心区别：because 是连词，后面接完整的句子（原因状语从句）；because of 是介词短语，后面接名词、代词或名词短语，不能接句子。随后，通过对比例句强化区别：① He didn’t go to school because he was ill. （because + 句子）→ He didn’t go to school because of his illness. （because of + 名词短语）② The plane was late because the weather was bad. → The plane was late because of the bad weather.

设计小游戏“句子改写大比拼”：呈现3个含原因状语从句的句子，将学生分为4组，每组轮流派代表上台改写，改写正确得1分，错误则由其他小组补充，最后得分最高的小组获得小奖励。句子如下：① We stayed at home because it rained heavily. ② She cried because she was sad. ③ People might move to another planet because the population is increasing rapidly.

3. 探究学习：条件状语从句→简单句（without）

呈现热身环节的第三个句子：③ Humans cannot survive if there is no food, water or oxygen. 教师引导学生翻译句子，然后呈现改写后的简单句：Humans cannot survive without food, water or oxygen. 提问：“What does ‘without’ mean here? How does it replace the adverbial clause of condition?”

学生发言后，教师总结：if there is no + 名词... 可以改写为 without + 名词...，without 是介词，意为“没有”，后面接名词、代词或名词短语，用于替代否定意义的条件状语从句。补充例句：① If you don’t have special boots, you cannot walk on Mars. → You cannot walk on Mars without special boots. ② If there is no air, we can’t breathe. → We can’t breathe without air.

请学生独立完成2个改写练习，完成后同桌之间相互检查，教师随机抽查5-6名学生的答案，针对共性错误（如without后面接句子、遗漏名词等）进行集中讲解，确保学生掌握改写规则。

设计意图：本环节采用“观察—讨论—归纳—练习”的教学模式，让学生主动参与语法规则的探究过程，而非被动接受教师的讲解，培养学生的逻辑分析和归纳总结能力。结合单元主题中的太空、宇航员等元素设计例句和练习，让语法学习与单元话题深度融合，体现“语法服务于语境表达”的理念。小游戏和同桌互查的设计，既能调动学生的参与积极性，又能及时检测学生的学习效果，帮助学生快速巩固所学知识，同时培养学生的合作交流能力。

（三）新课讲授二：用介词短语改写宾语从句（Part B）

1. 探究学习：remind sb. that... → remind sb. of sth.

呈现教材例句：① The smell of the pills reminds them that food on the Earth is tasty. 教师引导学生翻译句子，然后呈现改写后的简单句：The smell of the pills reminds them of the tasty food on the Earth. 让学生对比两个句子，提问：“What’s the meaning of ‘remind’? How do we change the object clause into a simple sentence here?”

学生自主思考后，教师讲解：remind 是动词，意为“使想起”，remind sb. that... 后面接宾语从句，可改写为 remind sb. of sth.，其中of 是介词，后面接名词或名词短语，作宾语补足语，即“使某人想起某事/某物”。补充例句：① The photo reminds me that I lived in the countryside. → The photo reminds me of my life in the countryside. ② She reminds me that we have a meeting today. → She reminds me of our meeting today.

请学生结合生活场景，用remind sb. of sth. 造句，如：The song reminds me of my childhood. 教师邀请学生分享自己的句子，对表达流畅、语法正确的句子给予肯定和表扬，对存在错误的句子进行耐心纠正，鼓励学生大胆表达。

2. 探究学习：be sure that... → be sure about/of sth.

呈现教材例句：② Are they sure that space travel is fast? 改写为：Are they sure about the fast speed of space travel? 引导学生对比分析，提问：“What’s the difference between ‘be sure that...’ and ‘be sure about/of sth.’? What can we put after ‘about/of’?”

教师总结归纳：be sure that... 后面接宾语从句，意为“确信……”，可改写为 be sure about/of sth.，其中about/of 是介词，后面接名词、代词或名词短语，不能接句子。补充例句：① I am sure that he will come. → I am sure about his coming. ② She is sure that she can pass the exam. → She is sure of her ability to pass the exam.

针对本知识点设计“辨析纠错”练习：呈现4个错误句子，让学生找出错误并改正，如：① He is sure that his friend’s success. （错误：that后面接的是名词短语，应改为about/of）→ He is sure about his friend’s success. ② She reminds me of that we will have a test tomorrow. （错误：of后面接的是句子，应改为that从句或改写为名词短语）→ She reminds me that we will have a test tomorrow. / She reminds me of our test tomorrow.

3. 拓展延伸：其他含介词的短语改写宾语从句

结合教材习题和单元主题，补充2个常用短语：be aware that... → be aware of sth. （意识到……）、agree that... → agree on sth. （就……达成一致）。呈现例句：① We are aware that Mars is far from the Earth. → We are aware of the distance from Mars to the Earth. ② They agree that humans can live on Mars in the future. → They agree on the possibility for humans to live on Mars in the future.

请学生小组合作，完成3个改写练习，每组负责1个句子，完成后小组代表分享改写结果，教师进行点评和补充，帮助学生拓展语法知识，提升句式转换的灵活性。

设计意图：延续“探究式学习”的模式，让学生继续主动观察、分析语法规则，培养学生的自主学习能力。结合教材例句和单元主题设计练习，确保语法学习与教材内容紧密衔接，同时兼顾实用性和趣味性。拓展延伸