初中英语复习课教学设计-(宾语从句)

初中英语复习课教学设计---(宾语从句)--集体备课 24团中学黄云珊 教材分析: 本节课是语法复习课,主要复习宾语从句的用法。宾语从句是初中英语中重要的语法知识点。它内容完整,句型结构较为复杂,主句和从句时态搭配要求严格,在中考试题中频频出现。而且学好宾语从句,也为高中的语法知识学习打下了良好的基础。 学生分析: 从平时练习和 试卷 云南省高中会考试卷哪里下载南京英语小升初试卷下载电路下试卷下载上海试卷下载口算试卷下载 分析看,学生对宾语从句的应用还欠灵活,学生参差不齐的状况明显。优等生基础扎实,但仍缺乏综合运用能力;中等生知识掌握存在“夹生饭”问题,有待进一步消化;学困生虽然学习态度较之前端正,但基础甚差,急需补救。所以他们都需要加强基础知识的训练。 一、教学目标 1.掌握宾语从句的构成和用法. 2.正确运用宾语从句:重点掌握注意宾语从句的三类引导词,从句的语序及主从句的时态呼应 关系,不能忽视宾语从句的一些特殊情况. 二、教学重点 1.掌握宾语从句的构成和用法. 2.正确运用宾语从句:重点掌握注意宾语从句的三类引导词,从句的语序及主从句的时态呼应 关系,不能忽视宾语从句的一些特殊情况. 三、教学难点 正确运用宾语从句:重点掌握注意宾语从句的三类引导词,从句的语序及主从句的时态呼应关系,不能忽视宾语从句的一些特殊情况. 四、教学过程 Step 1 Warming up Listening part Look at the picture, listen to the two conversations and fill in the blanks. Then let students find what kind of the sentence the two sentences are. Because this listening part is a little difficult, the teacher can play the tape twice. The first time, ask the students to listen to the whole conversation, to understand the general meaning. The second time, ask them to fill in the blanks. 1.Could you tell me where I can buy some stamps? 2.Excuse me, do you know how I can get a dictionary? Then let students pay attention to the two sentences, ask them two questions: 1.What kind of the sentences are they? 2.How many kinds of the Object Clause? 设计意图:通过这类训练,既能达到培养学生听力能力的效果,也能很好地引出该课主要话题----- 宾语从句,起到了承上启下的作用。 Step 2 Recision Revision 1 Ask students to think about the Object Clause, then find out the three kinds of the Object Clause. For this part, the teacher doesn’t need to give them the answers indirectly, let them discuss together to find the kinds. E.g. 1.由that 引导的宾语从句 2.由if, whether引导的宾语从句 3.又连接代词和连接副词wh--, how引导的宾语从句 设计意图:宾语从句的三种用法是至关重要的,that, if, whether, wh--, how等更是重中之重,让学生们先有一个整体的概念,能够区别它们,从而为以下的练习做个铺垫。 Revision 2 Give students some sentences, ask them to put them together to make it become the Object Clause, then let them find out something important, for example, what’s the rule about these sentences? 1.that引导陈述句变来的宾语从句 2. if(whether)引导一般疑问句变来的宾语从句 3.特殊疑问词wh--, how等引导特殊疑问句变来的宾语从句 E.g. 1. He says that Tom is a good student. 2. Do you know if/whether they went to the park? 3. He asked where they lived. if(whether)引导一般疑问句变来的宾语从句, if并不完全等于whether,This one is very important. At first, the teacher gives the students some sentences, read all the sentences together, find the rules about them. Then do some exercises to make sure that the students can control these rules. 只能使用whether的4种情况: ※I don’t know whether he will come or not. 1. 宾语从句中有or not 时不用if 引导,只用whether ※Everything depends on whether we have enough money. 2. 在介词后面的宾语从句中不用if 引导,只用whether ※I don’t know whether to stay here for dinner. 3.和不定式连用做宾语时不用if 引导,只用whether ※Whether they will join us in the picnic, I don’t care. 4. Whether放句首时不能用if代替 设计意图:进一步复习that,if,whether,wh--,how等引导的宾语从句,合并句子的练习可以让学生们掌握其细微之处,尤其是只能使用whether的4种情况。这是一节复习课,如果过于简单会使学生失去兴趣,因此增加了只能使用whether的4种情况,拓展了知识范畴,并能使课堂具有一定的挑战性。 Revision 3 Give students five sentences. Ask them to find out what the teacher wants to talk about. Then let them to give out the rules about the Object Clause, especially the tense. E.g. I know that he i s a good man. I knew that he was a good man. He will ask where the girl lives. He asked where the girl lived. He wanted to know if the earth __is__(be) round. The rules: 1)当主句的谓语动词是现在(或将来)时态时,从句的谓语动词可用任何需要的时态。 2)当主句的谓语动词是过去时态时,从句的谓语动词只能用过去时态的某一种形式。 3)从句表示普遍真理时,即使主句的谓语动词是过去时,从句的谓语动词也须用一般现在时。 After that, ask the students to discuss the three important things about the Object Clause. 宾语从句三要素:一连词, 二语序, 三时态。 At last , do some exercises. 1.He said that the earth________ (go) round the sun. 2.I hear he ___________(return) to his hometown two months ago. 3. He told me that he____________(visit) the Great wall the next day. 设计意图:宾语从句中,除了要掌握不同的引导词,更重要的是时态的用法。因此通过自我发现其规律,加深学生们对时态的用法,再通过练习达到学以致用的目的。 Expending part: 拓展一: Give students a passage, let them to find out how many sentences are the Object Clause. 设计意图:培养学生们快速阅读的能力,与此同时,检验他们是否真正掌握了宾语从句。 拓展二: Writing Give students some important things about this article, let them finish this article by using at least five sentences about the Object Clause. Then the teacher can know if the students can really control the Object Clause. E.g. 你的朋友Lin Tao在学习英语上有些困惑,英语成绩不是太好,写信给你,希望你能给些建议,以帮助他提高英语成绩,请你根据下面的提示,回一封信。 要点:1. 每天练习 2. 不怕出错 3. 相信自己 4. 至少写出5个含宾语从句的句子 注意:1. 必须包括上述全部要点。2. 80词左右,信的框架已给出。 Dear Lin Tao, I was happy to read your letter. You ____________________________________.And you _______________________. You ___________________________________.OK!Let me tell you. At first, I ___ you it’s _____________________________________________. The more you practice, the more ______ you will improve your _______. Second , be brave. Perhaps you will ___ me ____ we needn ’t be _____ ____ making _____. That’s because you can try to learn ___ your mistakes. If you do like that, you will not make the ______ mistakes again and _________. English might be difficult. But I _____ you must ________ ____ __________ ! These are my secrets of learning English, I ____ they will help you. Please don’t give up! You are sure to succeed! Yours Mike 设计意图:通过写作练习,进一步复习宾语从句。这才是这节课的亮点所在。 教学反思: 本节课是宾语从句的复习课。宾语从句是中考的重要考点。本课的知识点已经讲授过,重复讲解,学生会感觉比较乏味。所以在这节课开始,我设计一些有针对性的练习,让学生通过热身,回忆所学的知识,并小组讨论,来尽可能多的 总结 初级经济法重点总结下载党员个人总结TXt高中句型全总结.doc高中句型全总结.doc理论力学知识点总结pdf 宾语从句的连接词,语序,时态的用法。让学生在练习和总结中,自己去体验。我认为教会他们学习的能力比教授知识更重要。之后,通过设计一些任务,来系统归纳宾语从句的用法,通过生生互动来促进学生的掌握程度。生生的相互学习,相互教授,比教师主讲这个知识点,取得的效果更为明显。让绝大部分学生都积极在课堂上思考,讨论,能很好地促进学习,提高学习效率。使复习课课堂不再沉闷,焕发出新的力量,让学生成为课堂的主人。 总之,通过本节课的学习,大部分学生能基本完成宾语从句的复习内容,但是还有少部分学生还处于一知半解的状态,对宾语从句的连接词,语序,时态的用法还不能完全了解。须继续巩固,不断反复。我认为,在今后的英语教学中,要更多的在学生独立思考的基础上提倡合作学习,共同进步,注重学生的自主性和创造性的发挥。同时,在授课过程中一定要多考虑学生的实际情况,适当调整教学内容,多给与学生更明确的学习指导,那学生对这个知识点就会掌握得较好。使每一位学生在愉快的学习中获得知识,发展个性。