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人教版高三英語語法與詞匯賓語從句-拉薩北京實驗中學
Book3 UNIT 3 The Million Pound Bank Note
Grammar: Object Clause
科目：英語 任教年級：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指導(dǎo)理論
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.（新課標下高中階段的語法教學，應(yīng)從語言運用的角度出發(fā)，把語言的形式、意義和用法有機地結(jié)合起來。要引導(dǎo)學生在語境中了解和掌握語法的表意功能。）
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學情分析
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教學核心素養(yǎng)目標
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教學重點:
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解決措施：
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教學難點:
To grasp the essence of the object clause: tense correspondence；
Solution measure解決措施：
The learning in the scene activities reduce the difficulty of grammar learning, and stimulate the students to study English initiative.
Teaching Approaches教學方法
Teaching methods教法
Through situational teaching, the teacher lets students observe, find, cooperate, discuss and summarize the grammar knowledge. Learning methods學法
Students acquire grammar knowledge through observation, search, cooperation, discussion and summarization.
Teaching Aids 教學輔助 PPT Blackboard Handout
Teaching Procedures教 學 過 程
StepⅠ.Lead-in導(dǎo)入
StepⅡ.The structure of the object clause賓語從句的結(jié)構(gòu) StepⅢ. Conjunctions and sentence order 連接詞和語序 StepⅣ.Tense賓語從句的時態(tài) StepⅤ.Task任務(wù)
StepⅥ.Summary復(fù)習鞏固 StepⅦ Homework 課后作業(yè)
Teaching Procedures教 學 過 程
StepⅠ. Lead-in導(dǎo)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設(shè)計意圖
Let the students make simple object clauses under the guidance of the teacher. StepⅡ. The structure of the object clause賓語從句的結(jié)構(gòu)
To show the structure of Chinese family structure and let students think of the structure of the object clause by using pictures. Design intent設(shè)計意圖
Let the students learn the structure of the object clause in the scene. StepⅢ.Conjunction and Word Order 連接詞和語序
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設(shè)計意圖
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賓語從句的時態(tài)
Activity 1. Individual observes and summarizes the two examples given by the teacher to get the rule“主 現(xiàn) 從 任”.
Activity 2. The discussion between desk mates to summarize the two examples given by the teacher to get the rule“主 過 從 過”.
Activity 3. The groups observe, discuss, and summarize the example given by the teacher to get the rule“主 理 從 現(xiàn)”. Design intent設(shè)計意圖
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任務(wù)
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. (參考詞匯：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設(shè)計意圖
Let the students make some object clauses in the given situation and master the ideographic function of object clauses in the context.
StepⅥ. Summary復(fù)習鞏固
Let students review and summarize the knowledge we have learnt today.
StepⅦ. Homework課后作業(yè)
A. 兩句并一句
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. 完成句子翻譯。
1.I heard _______. (他參軍了)
2.He asks ________. (誰的英語是班上最好的)
3.We should be grateful for ______. (我們所擁有的) C.翻譯句子：
1.你說過你想上大學。 2.我希望你能很快好起來。 3.我們都知道金錢不是萬能的。 Design intent設(shè)計意圖：
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(思維導(dǎo)圖)
Blackboard Design板書設(shè)計
主+系+表主+謂
+ 連接詞
+ 主+謂+賓
That
whether\ifwh-1.主現(xiàn)從任2.主過從過
3.主理從現(xiàn)
tense結(jié)構(gòu)
連接詞陳述語序
語序Object Clause
or
Teaching Reflection課后反思
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