Unit 1 Starting out & Understanding ideas 第三课时 Grammar-【木牍中考·名师教案】2026-2027学年九年级上册英语（外研版·新教材）

该初中英语教学设计聚焦if和because引导的状语从句的结构与用法，通过复习Zhan Haojing的故事导入，板书关键句子作为学习支架，衔接旧知与新知，引导学生初步感知语法规则。 资料亮点在于活动设计层层递进，从总结规则到句子连接、语篇填空再到故事输出，Activity 8鼓励学生结合生活经历运用目标语言，培养语言能力。教学反思提出情境化练习与小组合作，助力学生区分从句逻辑，提升思维品质与学习能力，既帮助学生夯实语法基础，也为教师提供实用教学策略。

Starting out & Understanding ideas 第三课时　Grammar ◇目标导航◇ 类别 课时要点 重点单词 programme n.计划,方案 volunteer n.志愿者,义务工作者 group n.组,群;团体 重点短语 get to know开始了解;认识 folk arts民间艺术 take action采取行动 教学重点 让学生掌握由if和because引导的状语从句的结构和用法。 教学难点 让学生理解if和because引导的状语从句的功能,并正确使用。 ◇教学过程◇ Step 1 Leading in 1.Greet the class and review Zhan Haojing’s story briefly. 2.Write two key sentences on the blackboard: (1)If I move my fingers,it will come to life! (2)I felt less close to the art because people thought puppets were old⁃fashioned. Step 2 Work on Activity 5 1.Ask students to read the sentences and summarise the grammar rules of adverbial clauses with “if” and “because”. 2.Ask students to find more similar sentences in the passage. Step 3 Work on Activity 6 1.Ask students to connect the sentences with “if” or “because” by themselves. 2.Check the answers and explain common mistakes. Step 4 Work on Activity 7 1.Ask students to read the notice carefully and then complete the notice with “if” or “because”. 2.Check the answers with the class. Step 5 Work on Activity 8 1.Ask students to introduce their own story about taking responsibility.Use the words and expressions from the reading passage and the Useful expressions to help them. 2.Invite some students to share their stories in class. ◇教学反思◇ 学生基本掌握if和because引导的状语从句的结构和用法,能完成基础练习。但在实际运用中,少数学生易混淆从句逻辑,需增加情境化练习强化理解。在后续教学中,可设计更多贴近学生生活实际的情境任务,引导学生在真实语境中区分if引导的条件状语从句和because引导的原因状语从句的逻辑差异。同时,在课堂练习环节,可以组织小组合作活动,让学生互相出题、纠错,通过同伴互助加深对两种从句用法的理解,避免机械记忆语法规则而导致的混淆问题。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $