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视频标签：Healthy eati,Application
所属栏目：高中英语优质课视频
视频课题：人教版高中英语必修三Book3 Unit2 Healthy eating The Application of Objective Clause建设兵团
教学设计、课堂实录及教案：人教版高中英语必修三Book3 Unit2 Healthy eating The Application of Objective Clause建设兵团
The Application of Objective Clause
教学内容分析：
本课为人教版高中英语必修三第三单元的语法宾语从句，结合学生现有知识背景和生活实际，设置环环相扣的情境，即通过一名学生的期中考试和月考成绩对比，呈现问题——表达教师的担忧引导学生观察该生在校表现从而发现问题所在；分析原因——通过和家长微信交流，了解学生在家表现；解决问题——通过学生在学校和家里的表现，鼓励学生联系实际提出可行性建议，引导学生面对问题积极解决；呈现结果——该生听取建议后的变化，呈现事件的良好结果。要求学生借助情境学会运用宾语从句，在真实场景中训练语法结构的运用，不仅能使学生的印象更加深刻，而且将所学的语法知识内化并运用到日常交际中去。各个环节的语言知识和技能训练针对前一阶段学生学习宾语从句时暴露出来的问题精心设计，环环相扣，既兼顾初高中知识衔接夯实基础的现实需求，又体现了较强的针对性、综合性和挑战性。
学情分析：
本课授课对象为高一普通班学生，学生英语基础参差不齐，且基础薄弱者居多。对于高一年级学生来说，宾语从句已经不是一个陌生的语法知识，但是许多学生未能熟练掌握该知识，写作中也未能很好地运用宾语从句。所以对初中所学的宾语从句进行一次系统的总结与复习时很有必要的。
教学目标：
1. 学生能总结出宾语从句的构成和使用规则（连接词、语序、时态）； 2. 能够在真实情境中正确使用宾语从句。
教学重点：
学生能在特定情境中恰当地使用宾语从句的连接词、语序和时态。
教学难点：
学生能够在具体语境中运用宾语从句给出建议。
知识链接：
1. 宾语从句的概念：在复合句中，充当宾语的从句叫宾语从句。 I know him. （简单句） 主语 谓语 宾语
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I know who he is. （复合句） 主语 谓语
Who 为引导词 主句 宾语从句
从属连词：that, if, whether
2. 宾语从句的引导词： 连接代词：what, who, which, whose,whom... 连接副词：when,where, why,how
教学过程：
Step 1. Leading -in and observation 听音乐并判断划横线部分属于什么从句
Don't care what is written in your history. As long as you're here with me. I don't care who you are. Where you're from. What you did. As long as you love me. Who you are. Where you're from. Don't care what you did. As long as you love me.
观
察
总
结
：
宾
语
从
句
的
引
导
词
：
_______,_________,_________,________,_________,_______...
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设计意图：播放歌曲让学生在歌声中进入课堂，并让学生通过观察发现宾语从句。激活学生已有的宾
语从句的知识。
Step 2. Underline the objective clauses. 1.I know that he was ill last week.
2. I am eager to know how you will spend your holiday. 3. His mother is satisfied with what he has done. 4.He asked who would take part in the sports meeting. 5.The teacher wanted to know why he was late. 6.The teacher told us that the sun rises in the east.
小结：（1）主句为一般现在时，从句可用__________；主句为一般过去时，从句根据需要选择使用______________时态；（口诀：主现从任意，主过从过去）
（2）从句为客观真理或者谚语时，不受主句时态影响，仍然使用_____________时态。
Step 3. Basic Practice I. True or False
1.I don’t know what I can do for you. （ ） 2.I don’t know what can I do for you. （ ） 3.Can you tell me why are you late again? （ ） 4.Can you tell me why you are late again? （ ） 小结（3）：宾语从句使用_______语序。
设计意图：通过观察总结归纳宾语从句时态和语序的用法规则，以便更好的进行语言输出。
II.Fill in the blanks with conjunctions (that,whether,when) 引导词用法提示：1. 句意完整，选连词that,在口语中常省略；
2. 句意缺乏“是否…”的含义，选连词if或whether；
3. wh-特殊疑问词who,whom,whose, what, which,when, where, why, how 等连接宾语从句，表连词本身的意义。
1) Xue Zhiqian often says _______his dream is world peace. 2) Wu Yifan wonders ____________you have freestyle. 3) Jasper asked his father ________ he could stop being angry. 4) En Heng wants to know_______ his father will come back.
设计意图：以趣味例句结合图片吸引学生注意力，同时达到检测学生对宾语从句引导词掌握情况的目的。
Step4. Practice in a real context
Wang Hao is my student. Recently, he is not as good as before.As a result,his grades are going down. Let’s try to find out the reasons from his behaviors at school and home,and help him.
Activity 1. Behaviors at school
I found/ noticed/saw (that) … I guess…
设计意图:以图片对比的形式呈现班上一名学生最近学习情况令人担忧的现象，创设贴近学生生活的校园环境，激发学生进一步了解该现象产生的背景及原因。鼓励更多的学生运用句式表达自己的看法和感受，潜移默化中强化that引导的宾语从句。
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Activity 2. Behaviors at home
His mother’s WeChat message
Dear Miss Gong,
I’m quite worried about my son. (1)He always sits in front of the computer as soon as he comes back home.(2)What is he doing there? (3)Has he made new friends? (4)Why has he
changed so much? (5)How should I solve this problem? (6)When will I talk to you face to face? I need some advice.
Use objective clauses to tell me what his mother said.
(1)His mother said_________________________________________________. (2)She wondered___________________________________________________. (3)She wanted to know______________________________________________. (4)She doubted____________________________________________________. (5)She asked you___________________________________________________. (6)She also wanted to know__________________________________________.
设计意图：通过老师、学生观察学生在校表现以及家长反馈学生在家里的表现，引导学生在真实情境下正确使用宾语从句。
Activity 3. Give some advice
I consider/think that _______________________________. I wonder whether/wh-________________________________. I hope/expect that _________________________________________.
设计意图：训练学生遇到问题要想办法解决，培养学生的逻辑思维能力，训练学生在实际语境中，综合运用宾语从句的能力。为了兼顾不同层次的学生，提高学生的课堂效率，适当地在多媒体屏幕上提供相关句式。
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【当堂检测】Grammatical Filling
I'm glad that you gave me these useful advice.I remember that once my teacher and mother 1._____(be) worried about my study. After you pointed out my bad behaviors, I have realized 2.______it is important to get into good study habits.
With the help of my teacher and classmates, I have formed some good study habits. For example, I can concentrate on studying and ignore 3.______ is going on around me. In addition, I am able to finish 4.______I should do today by myself instead of 5.________(leave) it till tomorrow, which has made a 6._________(different) to my study.
My teacher told me that failure 7.______(be) the mother of success. Although I’m not sure 8._______I will succeed, I will try my best. I do believe that everyone can make great progress in study.
设计意图：呈现事件的良好结果，引导学生积极面对问题。提升学生在语篇中综合运用宾语从句的能力。
Step6. Summary
In this class, I have learned_________________________________________ ___________________________________________________________________.
Step 7. Homework
Maybe you have a friend like the boy in my class.
Using objective clauses, write a short passage to give him/her some advice.
设计意图：从每个学生的生活实际出发，用宾语从句对同学学习生活中出现的问题进行描述并给予相应的 建议，让学生进一步强化宾语从句的用法，从而达到连句成篇的目的。
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