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視頻標簽：Healthy eati,Application
所屬欄目：高中英語優質課視頻
視頻課題：人教版高中英語必修三Book3 Unit2 Healthy eating The Application of Objective Clause建設兵團
教學設計、課堂實錄及教案：人教版高中英語必修三Book3 Unit2 Healthy eating The Application of Objective Clause建設兵團
The Application of Objective Clause
教學內容分析：
本課為人教版高中英語必修三第三單元的語法賓語從句，結合學生現有知識背景和生活實際，設置環環相扣的情境，即通過一名學生的期中考試和月考成績對比，呈現問題——表達教師的擔憂引導學生觀察該生在校表現從而發現問題所在；分析原因——通過和家長微信交流，了解學生在家表現；解決問題——通過學生在學校和家里的表現，鼓勵學生聯系實際提出可行性建議，引導學生面對問題積極解決；呈現結果——該生聽取建議后的變化，呈現事件的良好結果。要求學生借助情境學會運用賓語從句，在真實場景中訓練語法結構的運用，不僅能使學生的印象更加深刻，而且將所學的語法知識內化并運用到日常交際中去。各個環節的語言知識和技能訓練針對前一階段學生學習賓語從句時暴露出來的問題精心設計，環環相扣，既兼顧初高中知識銜接夯實基礎的現實需求，又體現了較強的針對性、綜合性和挑戰性。
學情分析：
本課授課對象為高一普通班學生，學生英語基礎參差不齊，且基礎薄弱者居多。對于高一年級學生來說，賓語從句已經不是一個陌生的語法知識，但是許多學生未能熟練掌握該知識，寫作中也未能很好地運用賓語從句。所以對初中所學的賓語從句進行一次系統的總結與復習時很有必要的。
教學目標：
1. 學生能總結出賓語從句的構成和使用規則（連接詞、語序、時態）； 2. 能夠在真實情境中正確使用賓語從句。
教學重點：
學生能在特定情境中恰當地使用賓語從句的連接詞、語序和時態。
教學難點：
學生能夠在具體語境中運用賓語從句給出建議。
知識鏈接：
1. 賓語從句的概念：在復合句中，充當賓語的從句叫賓語從句。 I know him. （簡單句） 主語 謂語 賓語
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I know who he is. （復合句） 主語 謂語
Who 為引導詞 主句 賓語從句
從屬連詞：that, if, whether
2. 賓語從句的引導詞： 連接代詞：what, who, which, whose,whom... 連接副詞：when,where, why,how
教學過程：
Step 1. Leading -in and observation 聽音樂并判斷劃橫線部分屬于什么從句
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.
觀
察
總
結
：
賓
語
從
句
的
引
導
詞
：
_______,_________,_________,________,_________,_______...
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設計意圖：播放歌曲讓學生在歌聲中進入課堂，并讓學生通過觀察發現賓語從句。激活學生已有的賓
語從句的知識。
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.
小結：（1）主句為一般現在時，從句可用__________；主句為一般過去時，從句根據需要選擇使用______________時態；（口訣：主現從任意，主過從過去）
（2）從句為客觀真理或者諺語時，不受主句時態影響，仍然使用_____________時態。
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? （ ） 小結（3）：賓語從句使用_______語序。
設計意圖：通過觀察總結歸納賓語從句時態和語序的用法規則，以便更好的進行語言輸出。
II.Fill in the blanks with conjunctions (that,whether,when) 引導詞用法提示：1. 句意完整，選連詞that,在口語中常省略；
2. 句意缺乏“是否…”的含義，選連詞if或whether；
3. wh-特殊疑問詞who,whom,whose, what, which,when, where, why, how 等連接賓語從句，表連詞本身的意義。
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.
設計意圖：以趣味例句結合圖片吸引學生注意力，同時達到檢測學生對賓語從句引導詞掌握情況的目的。
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…
設計意圖:以圖片對比的形式呈現班上一名學生最近學習情況令人擔憂的現象，創設貼近學生生活的校園環境，激發學生進一步了解該現象產生的背景及原因。鼓勵更多的學生運用句式表達自己的看法和感受，潛移默化中強化that引導的賓語從句。
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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__________________________________________.
設計意圖：通過老師、學生觀察學生在校表現以及家長反饋學生在家里的表現，引導學生在真實情境下正確使用賓語從句。
Activity 3. Give some advice
I consider/think that _______________________________. I wonder whether/wh-________________________________. I hope/expect that _________________________________________.
設計意圖：訓練學生遇到問題要想辦法解決，培養學生的邏輯思維能力，訓練學生在實際語境中，綜合運用賓語從句的能力。為了兼顧不同層次的學生，提高學生的課堂效率，適當地在多媒體屏幕上提供相關句式。
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【當堂檢測】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.
設計意圖：呈現事件的良好結果，引導學生積極面對問題。提升學生在語篇中綜合運用賓語從句的能力。
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.
設計意圖：從每個學生的生活實際出發，用賓語從句對同學學習生活中出現的問題進行描述并給予相應的 建議，讓學生進一步強化賓語從句的用法，從而達到連句成篇的目的。
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