Unit 1 Know yourself Grammar B教学设计2026-2027学年译林版英语九年级上册

该初中英语教学设计聚焦that引导的宾语从句，通过“Dream guessing game”展示职业图片，结合Millie课文中的句子（如“She hopes that she can be a teacher”），引导学生观察动词/形容词后的部分，搭建从旧知到新知的学习支架，梳理其结构及用法。 此资料亮点在于融合核心素养，语言能力上让学生掌握宾语从句跟动词、形容词的用法及that省略规则，思维品质通过观察比较总结语法，学习能力借助Pair work、Group competition等活动提升合作与应用。具体如句子合并竞赛，促进主动学习，助学生夯实语法并提升写作，也为教师提供清晰教学流程与互动设计。

课 题 Unit1 Know yourself Grammar (2) 上课时间 第　　课时 主题范畴：人与自我（Man and self） 主 备 栏 复 备 栏 I. Teaching aims and learning objectives 1. Language Competence ● Students can master the structure and usage of object clauses introduced by that. ● Know that‑clauses can follow verbs (hope, think, believe, know…) and adjectives (lucky, glad, sure, certain…); that can be omitted in informal English. 2. Cultural Awareness ● Learn to talk about personal dreams and future plans. ● Realize the importance of working hard for dreams and feel the encouragement from family members. 3. Thinking Ability ● Develop logical thinking by observing, comparing and summarizing grammar rules from example sentences. 4. Learning Ability ● Improve the ability of cooperative discussion and writing. ● Finish tasks through individual work, pair work and group activities. II. Teaching main points 1. Grasp two usage situations of that‑object‑clauses: after verbs and after adjectives. 2. Understand that that has no real meaning and can be omitted in informal English. 3. Complete the passage in B1 and finish writing task B2 correctly. III. Focus of the lesson and predicted area of difficulty 1. Distinguish main clauses and object clauses in long sentences. 2. Use that‑object‑clauses freely in students’ own writing. IV. Teaching procedures Step1 Lead‑in & Presentation Activity: Dream guessing game 1. Show pictures of different jobs: fashion designer, teacher, doctor, scientist. 2. Teacher shows sentences from Millie’s text on PPT. Millie feels lucky that she has good teachers. She hopes that she can be a teacher. Millie thinks that great teachers should be hard‑working. 3. Ask students to observe: What is the function of the part after verbs / adjectives? 4. Lead‑in the grammar item: Object clauses introduced by that. Step2 Observe & Sum up rules Activity 1 Pair work: Work out the rule 1. Students read the textbook passage, work in pairs to finish Work out the rule!. Answer: statement 2. Teacher guides students to find two usage cases from the textbook. ✅ Case 1: After verbs: hope, think, believe, know, mean e.g. She hopes (that) she can be a teacher. ✅ Case 2: After adjectives: lucky, glad, sure, certain e.g. She is glad (that) she has these qualities. 3. Highlight key grammar rules: Students complete sentences orally. 1. I think (that) ______________________________ (梦想非常重要). 2. I am glad (that) ____________________________ (我的家人支持我). Step3 Step 3 Consolidation & Practice Activity 1 Individual work — Textbook B1 Complete Sandy’s passage with phrases from the box, add that when necessary. Activity2 Group competition: Combine sentences Divide students into 4 groups. Combine two simple sentences into one with that‑object‑clause. Each correct answer gains one point. Example: My dream will come true. I believe. → I believe (that) my dream will come true. 1. He needs to keep practising. He thinks. 2. She can get much support. She feels lucky. Step4 Summary & Homework Summary: 1. After verbs: hope / think / know / believe…   S + verb + (that) + statement 2. After adjectives: glad / sure / certain / lucky…   S + be + adj. + (that) + statement ⭐ Rules: ① that has no meaning ② can omit that (informal English) ③ clause: statement order (Subject + Verb) Homework 1. Revise B2 passage. Write 2 more sentences with that‑object‑clauses. 2. Collect 5 that‑object‑clauses from your reading books or articles. 教学札记： 板书设计： 8 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 $