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视频标签：语法与词汇,宾语从句
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视频课题：人教版高三英语语法与词汇宾语从句-拉萨
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人教版高三英语语法与词汇宾语从句-拉萨北京实验中学
Book3 UNIT 3 The Million Pound Bank Note
Grammar: Object Clause
科目：英语 任教年级：高三
Honorable Judges:
Good afternoon! I’m contestant No.11 from Beijing Experimental Middle School. It’s my great pleasure to be here sharing my lesson with you. The content of the lesson is Senior English for China Student’s Book 3 Unit 3 The Million Pound Bank Note. I’ll begin the lesson from the
following five parts, the teaching materials, the teaching aims, the teaching methods, the learning methods, and the teaching procedures.
Guiding Theory指导理论
The grammar teaching in senior high school under the new curriculum standard should combine the form, the meaning and the usage of language organically from the perspective of language use in order to guide the students to understand and master the ideographic function of grammar in the context.（新课标下高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。）
Analysis of Teaching Materials教材分析
The topic of this unit is “The Million Pound Bank Note”, and my teaching content is grammar “The Object Clause”. Therefore, this lesson doesn’t seem play an important part in this grammar. But we can find some object clauses which are very long in this lesson. It is difficult for our students to understand. So I choose some short object clauses to let the students learn at first. Then let the students learn more object clauses which are very long in the text.
Analysis of students学情分析
In my class, there are big gaps in students’ English level. Most students are eager to learn English, but some are not interested in learning English, especially those who are with poor basis. In order to motivate them to love English, I design my lesson to be as easy as possible to enable them to learn.
The goal of teaching core accomplishment教学核心素养目标
1. Students can perceive and comprehend the meaning and usage of object clause in the observation and exploration.
2. Students can understand and integrate the conjunction, word order and tense of the object clause in the analysis and comparison.
3. Students can pay attention to cultural comparison, understand the attitude of money in the east and west.
Key Points教学重点:
1. To understand the meaning of the object clause.
2. To grasp the essence of the object clause: conjunctions, sentence order and tense correspondence.
Solution measure解决措施：
Using teacher-students' performance activities and adding the scene of the design simulation to grammar teaching makes the grammar teaching more intuitive, vivid and interesting.
Difficult Points教学难点:
To grasp the essence of the object clause: tense correspondence；
Solution measure解决措施：
The learning in the scene activities reduce the difficulty of grammar learning, and stimulate the students to study English initiative.
Teaching Approaches教学方法
Teaching methods教法
Through situational teaching, the teacher lets students observe, find, cooperate, discuss and summarize the grammar knowledge. Learning methods学法
Students acquire grammar knowledge through observation, search, cooperation, discussion and summarization.
Teaching Aids 教学辅助 PPT Blackboard Handout
Teaching Procedures教 学 过 程
StepⅠ.Lead-in导入
StepⅡ.The structure of the object clause宾语从句的结构 StepⅢ. Conjunctions and sentence order 连接词和语序 StepⅣ.Tense宾语从句的时态 StepⅤ.Task任务
StepⅥ.Summary复习巩固 StepⅦ Homework 课后作业
Teaching Procedures教 学 过 程
StepⅠ. Lead-in导入
Use a 100 Yuan bill and a million pound check picture as the entry point to ask questions to make some object clauses.
Design intent设计意图
Let the students make simple object clauses under the guidance of the teacher. StepⅡ. The structure of the object clause宾语从句的结构
To show the structure of Chinese family structure and let students think of the structure of the object clause by using pictures. Design intent设计意图
Let the students learn the structure of the object clause in the scene. StepⅢ.Conjunction and Word Order 连接词和语序
a. The teacher introduces herself first then invites one boy to stand up and introduce himself “I am a student.” Other students will follow “He is a student.” to get the declarative sentence: “He is a student.”
b. The teacher invites another boy to stand up, the teacher asks other students “Is he a student?” to get the general question “Is he a student?”
c. The teacher invites a third boy to stand up and asks other students “Who is he?” to get the special question “Who is he?” Design intent设计意图
Through the teacher student performances between the teacher and students to let students observe, discuss and summarize the conjunctions and sentence order of object clauses. StepⅣ.Tense宾语从句的时态
Activity 1. Individual observes and summarizes the two examples given by the teacher to get the rule“主 现 从 任”.
Activity 2. The discussion between desk mates to summarize the two examples given by the teacher to get the rule“主 过 从 过”.
Activity 3. The groups observe, discuss, and summarize the example given by the teacher to get the rule“主 理 从 现”. Design intent设计意图
Let the students observe, discuss and summarize the examples given by the teacher, and find the tense relationship between the main sentence and the clause from the example sentences to develop students’ ability of observing and exploring.
StepⅤ.Task任务
Suppose someone gives you a million pounds, what would you do? Try to write it as a short passage which includes at least two object clauses. (参考词汇：help, buy, donate捐款…)
If someone gives me a million poundsI didn’t believe that I could have _____I don’t know what I want to_____.I think (that) I want to _______.I hope (that) I will ________.……
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Design intent设计意图
Let the students make some object clauses in the given situation and master the ideographic function of object clauses in the context.
StepⅥ. Summary复习巩固
Let students review and summarize the knowledge we have learnt today.
StepⅦ. Homework课后作业
A. 两句并一句
1. He asked me. Have you seen the doctor? 2. The teacher told us. Money isn't everything. 3. He knows. Where do they live? B. 完成句子翻译。
1.I heard _______. (他参军了)
2.He asks ________. (谁的英语是班上最好的)
3.We should be grateful for ______. (我们所拥有的) C.翻译句子：
1.你说过你想上大学。 2.我希望你能很快好起来。 3.我们都知道金钱不是万能的。 Design intent设计意图：
1. Let students know the three major elements of the object clause. 2. Examine if students really know about the object clause.
3. Hierarchical job lets the students at different levels practice efficiently.
Blackboard Design(思维导图)
Blackboard Design板书设计
主+系+表主+谓
+ 连接词
+ 主+谓+宾
That
whether\ifwh-1.主现从任2.主过从过
3.主理从现
tense结构
连接词陈述语序
语序Object Clause
or
Teaching Reflection课后反思
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