Unit 1 Know yourself Grammar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连接词（both...and..., not only...but also...等）和that引导的宾语从句，通过回顾Reading板块主人公性格与职业，用已学连接词造句激活旧知，搭建从已知到新知的学习支架，梳理语法知识脉络。 特色在于采用“观察—归纳—运用”探究式教学，引导学生在语篇中自主发现语法规则，如A部分归纳连接词逻辑关系，B部分总结宾语从句位置规律。结合“谈论同学职业”“撰写理想职业短文”等任务培养思维品质与语言能力，同伴互评提升学习能力。助力学生语法“学用结合”，为教师提供清晰教学流程与评价工具。

译林版《英语》九年级上册 Unit 1 Know yourself Grammar教学设计 一、教材分析 本单元的话题是“个人性格与职业选择”，属于“人与自我”主题范畴下的“做人与做事”主题群中的“自我认识，自我管理，自我提升”和“职业启蒙，职业精神”子主题。涉及的语篇类型有图片、对话、人物介绍、表格、事理阐释、日记、思维导图、推荐信等。本单元的教学旨在引导学生深入认识性格的多样性，帮助学生理解性格与职业选择、职业发展、个人生活之间的关联，逐步形成清晰的自我认知，树立正确的职业观与成长观，在自我发展与职业规划中实现自我价值。本单元的主题句为“Knowing yourself is the beginning of all wisdom.”，旨在启发学生思考自我认知的重要性，引导学生学会建立清晰的自我认知，从而更好地发展自我、实现自我。 本课是Unit 1 Grammar板块，计划2课时。本板块围绕单元话题，以“梦想与职业”为情境，引导学生在语境中学习两个语法知识点：A部分为起连接作用的词，B部分为that引导的宾语从句。每个语法知识点教学均包含三个部分：第一部分引导学生在语篇中观察目标语法的形式特征，理解其表意功能，并自主归纳总结核心语法规则；第二部分组织学生通过各类形式的练习，准确运用目标语法，内化新知；第三部分通过开放性活动，引导学生围绕单元话题，在真实、有意义的语境中运用目标语法，完成表达输出任务，最终实现“形式—意义—使用”的统一。A部分呈现三则短小语篇，依次引出not only ... but (also) ..., both ... and ..., either ... or ..., as well as, except, neither ... nor ...六个连接词，并通过Grammar check说明并列主语后的谓语动词形式：both ... and ...后谓语用复数，not only ... but (also) ..., either ... or ...与neither ... nor ...后谓语与邻近主语保持一致；配套练习为A1单句填空、A2对话填空与A3口语输出。B部分呈现Millie关于教师职业理想的语篇，含六个that从句，区分宾语从句位于hope, think, believe, know, mean等动词之后与lucky, glad, sure, certain等形容词之后两种情况，并说明that在非正式英语中常省略；配套练习为B1选句补全短文与B2写作输出。 二、学情分析 从语言知识与技能层面来看，学生在八年级已接触过both ... and ..., not only ... but also ..., either ... or ..., neither ... nor ...等连接词，能在单句中识别其含义，但对as well as与except的用法，以及并列主语时的主谓一致规则掌握不牢固，易出现Both Kitty and Simon is ...、Neither he nor I are ...等错误。that引导的宾语从句学生在八年级已有接触（如I think (that) ...），能初步运用，但仍常出现that后语序倒装、that多余或漏用、在形容词后接从句时感到陌生等问题。此外，学生对正式语体与非正式语体中that省略的语用差异缺乏意识。 从认知与情感层面来看，九年级学生具备一定的观察、比较与归纳推理能力，能够通过观察例句自主发现语法规则，但把语法知识迁移到真实的口头与书面表达中仍存在困难，容易出现“学用分离”。本板块话题紧贴学生的职业理想，有利于激发表达动机；但语法学习本身相对枯燥，需要教师创设真实、有意义的语境，引导学生在“用中学”，并给予充分的练习与反馈。 三、教学目标 通过本课的学习，学生能够： 1. 在三则语篇中观察、辨识起连接作用的词（both ... and ..., not only ... but (also) ..., either ... or ..., neither ... nor ..., as well as, except），理解其所表达的并列、选择、否定、递进与排除等逻辑关系； 2. 归纳并掌握起连接作用的词的核心用法规则，特别是并列主语时的主谓一致，完成A1、A2练习； 3. 观察并归纳that引导的宾语从句的结构特征与表意功能，明确其可位于动词或形容词之后，掌握that在非正式语体中的省略规则，完成B1练习； 4. 运用所学连接词，与同伴讨论同学未来可能从事的职业（A3），做到逻辑清晰、表达准确； 5. 综合运用所学语法，撰写一篇关于自己理想职业的短文（B2），运用至少两个不同的连接词和两个that引导的宾语从句，表达对未来的规划与期待。 四、教学过程 教学目标 学习活动 效果评价 1. 在语篇中观察、辨识起连接作用的词，理解其所表达的并列、选择、否定、递进与排除等逻辑关系。 Step 1：Lead in 学生回顾Reading板块四位主人公的性格与职业，用已学连接词造句，激活已有知识。 Q1: What are the personalities of the four people in Reading? Q2: Can you use one sentence to describe two of them? Possible answer Wu Wei is quiet and creative. Liu Hao is modest and easy to work with. 教师呈现本课学习目标。 In this lesson, we will learn connecting words and object clauses introduced by that, and use them to talk about personalities and dream jobs. Step 2：Presentation (A) 学生阅读A部分三则短小语篇，关注黑体部分的词和短语，回答问题。 Q1: Look at the first text. The sentence says, “Many business managers are not only organized, but also creative.” What two qualities are connected? Do the managers have one quality or both? Answer: The two qualities are being organized and being creative. The managers have both qualities. Q2: Look at the second text. The sentence says, “you could be either a painter or a fashion designer.” Does the speaker mean the person can do both jobs at the same time, or just one of them? Answer: The speaker means the person can do just one of them. Q3: Look at the third text. The sentence says, “neither their parents nor teachers know about their goals.” Do the parents know? Do the teachers know? Answer: No, the parents do not know. The teachers do not know either. Q4: In the second and third texts, what word or phrase is used to show that something is added? What word or phrase is used to show that something is not included? Answer: As well as (in the second text) is used to add something. Except (in the third text) is used to show that something is not included. 根据学生的造句，评估学生对已学连接词的掌握程度；根据学生对四个探究性问题的回答，评估学生能否在语篇中准确辨识目标连接词并理解其所表达的逻辑关系；根据学生的推理过程，评估学生的观察与归纳能力。 设计意图：以Reading板块的熟悉内容导入，激活学生已有知识，降低语法学习的焦虑感；引导学生带着问题自主阅读语篇、观察黑体词语，在真实的语境中感知目标语法的形式与意义，体现“形式—意义—使用”三位一体的语法教学理念，为自主归纳规则做好铺垫。 2. 归纳并掌握起连接作用的词的核心用法规则，特别是并列主语时的主谓一致，完成A1、A2练习。 Step 3：Grammar check & Work out the rule (A) 学生阅读第12页方框中的例句，观察并列主语后的谓语动词形式，归纳主谓一致规则。 Both Kitty and Simon are energetic. Not only the students but (also) their teacher has done the personality survey. Either Simon or David is ready to do new tasks. Neither Millie nor her friends know much about personality types. Rules: both ... and ... 连接两个主语时，谓语动词用复数； not only ... but (also) ..., either ... or ..., neither ... nor ... 连接两个主语时，谓语动词与邻近的主语保持一致（就近原则）。 学生完成“Work out the rule!”。 Answer: as well as; either ... or ...; neither ... nor ...; except 学生自主阅读教材第165—166页 Grammar check，教师就疑难处点拨。 Step 4：Practice (A1 & A2) 学生完成A1，用恰当的连接词或短语补全Amy的句子。 Answer 1 Both ... and ... 2 either ... or ... 3 not only ... but (also) ... 4 except 5 as well as 6 Neither ... nor ... 学生完成A2，用恰当的连接词或短语补全Amy与Suzy的对话。 Answer (1) both ... and ... / not only ... but (also) ... (2) either ... or ... (3) as well as (4) Neither ... nor ... (5) either ... or ... (6) except 教师点拨易错点。 neither ... nor ... 本身已含否定意义，句中不可再加 not； as well as 连接主语时，谓语动词与前一个主语保持一致。 根据学生对主谓一致规则的归纳，评估学生的观察与概括能力；根据学生A1、A2填空的准确率，评估学生对六个连接词意义与用法的掌握程度；根据学生对易错点的辨析，评估学生能否准确区分易混表达。 设计意图：引导学生从例句出发自主发现并归纳语法规则，把被动接受转化为主动建构，加深理解、强化记忆；通过A1单句、A2对话两个层次的练习，实现由单句到语篇、由形式到意义的递进内化；通过易错点点拨，帮助学生突破主谓一致与双重否定等难点。 4. 运用所学连接词，与同伴讨论同学未来可能从事的职业（A3），做到逻辑清晰、表达准确。 Step 5：Production (A3) 学生两人一组，运用所学连接词谈论同学未来可能从事的职业。 Model A: Let’s talk about our classmates. What jobs do you think they can do in the future? B: Well, I think Zhang Hua can be a good engineer. He is both clever and hard-working. A: I agree. And Li Na is not only creative but also good at drawing. Maybe she can be a designer. B: That’s true. Sun Yang is strong and loves sports. He can be either a PE teacher or a basketball coach. A: What about Wang Lei? He doesn’t like talking to people. B: Hmm, he likes neither group work nor giving speeches. Perhaps a job that lets him work alone suits him. 学生展示对话，师生共同就“连接词运用准确”“逻辑关系清晰”“内容贴合单元主题”进行点评。 根据学生对话中连接词使用的准确性与丰富度，评估学生对目标语法的运用能力；根据学生推断同学职业的理由是否合理，评估学生的逻辑思维与语言组织能力；根据学生展示时的流利度与自信心，评估其口语交际能力与合作学习效果。 设计意图：A3是本部分语法学习的输出环节，把语法知识置于“谈论同学未来职业”这一真实且贴近学生生活的交际任务中，引导学生在“用中学、学中用”，实现从形式操练到意义表达的跃升，同时深化对单元主题的理解，增强同学间的相互了解。 3. 观察并归纳that引导的宾语从句的结构特征与表意功能，掌握that的省略规则，完成B1练习。 Step 6：Presentation (B) 学生阅读B部分的语篇，关注that的用法，回答问题。 Q: What type of clauses are used in the sentences with bolded words? Answer: Object clauses. 学生观察六个例句，归纳宾语从句的位置规律。 Millie feels lucky that ... / She is glad that ... / She is sure that ... — 形容词之后 She hopes that ... / Millie thinks that ... / (she) believes that ... — 动词之后 Rules: 宾语从句可位于 hope, think, believe, know, mean 等动词之后； 宾语从句也可位于 lucky, glad, sure, certain 等形容词之后； 宾语从句在句中充当宾语成分。 Step 7：Work out the rule & Practice (B1) 学生完成“Work out the rule!”。 Answer: statement （We use that to introduce an object clause that is a statement.） 学生阅读教材提示，明确that在非正式英语中常省略。 Daniel: Do you think (that) you’re creative? Millie: I hope (that) I am! 学生完成B1，用方框中恰当的宾语从句补全Sandy的短文，必要时添加that。 Answer (1) (that) this won’t be easy (2) (that) fashion designers need to work hard (3) (that) I’ll be a successful designer (4) (that) she supports me (5) (that) I won’t let her down 学生自主阅读教材第166页 Grammar check，教师答疑。 根据学生对宾语从句的识别，评估学生对从句结构特征的把握；根据学生对从句位置规律的归纳，评估学生的分类与概括能力；根据学生B1补全的准确性，评估学生能否根据语境选用恰当的从句并正确处理that的省略。 设计意图：延续“观察—发现—归纳—运用”的探究路径，引导学生在语篇中自主建构that引导的宾语从句的形式与意义；通过动词后、形容词后两类位置的归纳，帮助学生形成清晰的知识结构；通过that省略规则的语用说明，培养学生的语体意识，为真实表达中的准确、得体运用奠定基础。 5. 综合运用所学语法，撰写一篇关于自己理想职业的短文（B2），运用至少两个不同的连接词和两个that引导的宾语从句。 Step 8：Production (B2) 学生运用至少两个不同的连接词和两个that引导的宾语从句，写一篇关于自己理想职业的短文。 Model I believe that becoming a writer is my true dream. I’m not only fond of reading but also good at expressing myself. I know that this career may be unstable, and I am aware that it requires both talent and perseverance. However, I am sure that I will keep writing because I hope that my stories will inspire others. Possible answer (B2) I want to be a teacher when I grow up because I believe that education can change lives. I’m sure that being a teacher will be challenging, but I’m glad that my family supports me. I think that helping students grow is the most rewarding thing in the world. Sharing 学生在小组内朗读短文，同伴依据“连接词运用准确”“宾语从句结构正确”“内容与单元主题相关”三项标准互评，教师点评并总结。 根据学生短文中连接词使用的数量与准确性，评估学生对A部分语法的运用能力；根据学生宾语从句的结构是否正确、that的处理是否恰当，评估学生对B部分语法的掌握程度；根据短文内容与单元主题的契合度及表达的连贯性，评估学生的综合写作能力与思维品质。 设计意图：B2是本板块的综合性输出任务，要求学生同时调用两个语法项目与单元话题词汇，在“我的理想职业”这一真实语境中完成有意义的书面表达，实现“形式感知—意义理解—真实运用”的完整进阶；通过同伴互评与教师点评，强化评价促学，提升语言运用的准确性与得体性。 Homework For All: Rewrite your short text about your dream job, using at least two different connecting words or phrases and two object clauses introduced by that. For some: Write a short passage to introduce your best friend’s personality and the job that might suit him or her, using as many connecting words and object clauses as possible. Unit 1 Know yourself Grammar A Connecting ideas both ... and ... 两者都（谓语用复数） not only ... but (also) ... 不但…而且…（就近原则） either ... or ... 或者…或者…（就近原则） neither ... nor ... 既不…也不…（就近原则） as well as 和，也 except 除…之外（不包括） B Object clauses introduced by that 动词后：hope / think / believe / know / mean + that 从句 形容词后：lucky / glad / sure / certain + that 从句 that 引导陈述句宾语从句，非正式语体中常省略 学科网（北京）股份有限公司 $