初中英语_中考语法专项练习宾语从句教学设计学情分析教材分析课后反思

［教学目标］

1．掌握引导宾语从句的各种连词

2．掌握宾语从句的语序──主句+引导词+主语+谓语

3．掌握宾语从句，主句与从句在时态上的呼应。

［教学重点及难点］

重点：语序和时态呼应

难点：语序和时态呼应；与疑问词+不定式的转化

［教学策略］

分组学习→提问讨论→分析总结→中考点拨→达标练习→归纳总结

Step 1：Warming-up (5mins):

Teacher has a daily talk with the Ss. Teacher leads the Ss to repo rt the words.

设计理念：本环节让学生复习如何转述别人说的话，引出本节课的复习内容宾语从句，为下一步的教学作好铺垫。

Step 2 ：Discussion (5 mins):

Teacher asks the Ss to go over the Object Clause in SWE 5A, then Ss discuss and summary some usages of the Object Clause orally.

设计理念：本环节通过学生小组的讨论，复习原有的宾语从句的知识，并作口头归纳，通过生生互动的形式，有助于在愉快的氛围下巩固所学知识。

Step 3：Finish the tasks of the Object Clause and discuss （10 mins）Teacher asks the Ss to finish the tasks on the paper first, then d iscuss their problems in groups

设计理念：本环节设置了5个任务让学生完成，并在小组进行讨论。学生通过体验式的学习，逐渐学会对归纳宾语从句。通过小组间的竞争游戏，促进小组组员的相互合作。

Step 4：check answers (5mins)

Teacher asks the Ss to check the answer.

设计理念：通过小组之间的竞争，创设良好的学习课堂.选取学生代表来讲解答案，让学生成为学习的主人。

Step 5：Analysis typical exercise (8mins)

Teacher shows some typical exercise on the screen, ask the Ss to an swer.

设计理念：通过中考试题的点拨，以及宾语从句特殊用法的练习，加深试题难度，提高学生能力。

Step 6：Summary (1mins)

1. Evaluate the Ss’group work, choose a winner

2. the usages of the Object Clause

设计理念：及时评价学生本节课的表现，有助于小组合作的更好发展，同时加强宾语从句的再次归纳.

Step 7 Test (5mins)

设计理念：通过本节课的学习和归纳，学生对宾语从句的认识更加深刻，因此，有必要对学生进行及时的小测，以达到巩固所学知识的目的。

Step 8 Homework (1min)

1、Remember what we have learned today

2、Finish a paper exercise of the Object Clause

［学情分析］

本课的知识点已经讲授过，重复讲解，学生会原有的方式去思考。如果一一带着学生从联系中，通过讲解的方式来学习，效果不会很好。教师要让学生在练习和总结中，自己去体验。

我把这节课设计成小组合作活动课，目的是让学生在练习和总结中，自己去体验。我认为教会他学习的能力比教授知识更重要，在复习的条件下，同伴帮助比老师教更重要。使复习课课堂不再沉闷，焕发出生命的力量，让学生成为课堂的主人。

学生在本节课还是通过几个任务体验了宾语从句的复习过程，尤其是生生的相互学习，相互教授，比教师主讲这个知识点，取得的效果更为明显。让每个学生都积极在课堂思考，讨论，应该能很好地促进学习。在教学过程的调控上，应注意教学的有效性，设计得再好的，在实施过程中一定要考虑学生的实际情况，多了解学生掌握宾语从句的现状，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。

［教材分析］

宾语从句是初中阶段英语教学的重点之一，也是学生学习的难点之一。无论是在平时测试，还是在各种竞赛或中考中，牵涉到宾语从句用法的试题很多，所占的分值也比较大。所以，我认为它是复习课中的一个重点，它会出现在完型填空等题型，所以必须引起高度重视。

1.The young man asked _____ it's summer or winter.

A. either

B. that

C. weather

D. whether

2. We don't know ______ they did it .

A. how

B. who

C. what

D. which

3. The teacher asks us ____ Jim can come back on time .

A. that

B. if

C. when

D. what time

4. Does anybody know ______ we will have a sports meeting this weekend or not .

A. if

B. where

C. whether

D. that

5. I wonder _______ he is crying now .

A. that

B. why

C. how

D. when

6. Have you found out ______ we can do on Hainan Island ?

A. what

B. how

C. if

D. whether

7. Lily said _______ she had finished her composition .

A. if

B. that

C. when

D. where

8. I don’t know ______ he still lives here .

A. where

B. what

C. when

D. whether

9.. Could you show me ________ ?

A. how can I get to the station

B. where is the station

C. how I could get to the station

D. how I can reach the station

10. Please tell me _______.

A. what does he like

B. what he does like

C. what he likes

D. what he like

11. My sister told him ________ .

A. what day was it

B. when the train arrived

C. who she was waiting

D. where did you live

12. Could you tell me where we _______ next week .

A. would go

B. to go

C. had to go

D. will go

13. Could you tell me how much ________to fly to Hainan ?

A.do it cost

B.does it cost

C.it cost

D.it costs

14. The small children don't know ______.

A.what is their stockings in

B.what is in their stockings

C.where is their stockings in

D.what in their stockings

宾语从句一直是学生比较难理解的一个知识点。通过观察上午第一节课的课堂，我发现大部分学生没有理解。第三节课，我及时调整了教学思路，效果比第一节课要好很多。

本节课主要复习宾语从句的的三种形式：①that引导的宾语从句②whether/i

f 引导的宾语从句③疑问词引导的宾语从句。大部分学生对特殊疑问词what、where、whe n的用法很熟练，但是却忘记了who、whose、how、whose 的用法。

Step 1 因此在学习宾语从句之前，先让学生学习特殊疑问词的用法。让学生通过做题，尽快掌握特殊疑问词的用法。

I don't know who he is.

I know whose bok it is.

I ask how we can get to the station.

Step 2 然后，由he buys a book，是由单词（或短语）作宾语。但是如果表达“我知道他买了一本书”时，却无法在know之后用一个单词或词组表达。因为这个句子中包含行为的发出者和承受者和行为，是一个完整的句子，只能用句子报答。→→向学生介绍放在动词后面做宾语的句子称为宾语从句。

Step 3 让学生观察以上三个句子，提出问题。学生能指出特殊疑问词之后加的从句用的是陈述句。用相同方法介绍that和if/whether 的用法。

Step 4 学以致用。通过做练习题让学生掌握用法。

Step 5 小组合作讲解。让学生通过自己的理解去掌握知识，加深印象。

通过一系列的教学我发现，学生对特殊疑问词引导的宾语从句掌握得最不扎实，尤其是在遇到助动词do，does，did时不知道省略助动词，改变动词形式。

本节课的最大失误是，不应该以做练习题的形式检查学生对知识的掌握程度。英语学习要贴近学生的实际生活，让学生在用中学，能学以致用。本模块以友谊为话题，让学生学会询问信息和介绍自己的信息。我可以设计一个场景，让学生用这节课来重新认识和了解朋友的信息，用can you tell me who/where/when...; I wonder if/whether y ou ...询问朋友的信息，再用I know that he/she...介绍朋友的信息。这样的形式贴近学生的实际生活，贴近自然，容易调动学生的积极性，让学生在不断的一问一答当中学会宾语从句的用法。

本节课的优点在于以小组合作的形式，让学生合作讲题，以他们的思路理解讲解语法知识。并且告诉学生小组合作的重要性，通过讲题，可以加深自己的记忆，也可以学习其他同学理解的方法，集思广益。

新制定的《英语课程标准》把“激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯……”放在首位，再一次说明了：学习需要兴趣，学英语更需要兴趣，兴趣是最好的老师。教师要善于根据学生的生理和心理发展的特点认真研究教学方法，排除学生在学习上的心理障碍，以调动他们的主动性和积极性。中学生朝气蓬勃，爱说爱动;注意力容易分散;自我约束和自我控制能力不强。针对这一年龄特点，本节课我通过小组之间的竞争，创设良好的学习课堂.选取学生代表来讲解答案，让学生成为学习的主人。营造轻松愉悦的课堂学习气氛，满足学生的“成功欲”。

语言总是和情景联系在一起的。有了情景，学生印象才深刻，声、形、意才能有机结合，学生学得才有趣，掌握才准确。教师就像是导演。要精讲巧问，善于设疑。要想方设法实现师

生互动，让学生有大量的时间参与。这样学习才有乐趣，学生才会感兴趣。一堂课就是一个完整的艺术品，不仅要有一个好的开始和发展，也要有一个好的结尾。根据不同的情况，下课前可给学生设置一个新的“悬念”，留一个耐人寻味的问题，让学生小结一下课堂主要内容。总之，一堂课，始终要让学生学得轻松愉快、兴趣盎然此外，注意在互动实践中满足学生的“成功欲”。不同水平，不同层次的问题和语言材料，要由不同水平，不同层次的学生实践。这样，每个学生都可品尝成功的喜悦和成就感。从而情趣大振，热情倍增。一旦学生出了差错，不要埋怨、训斥和责怪，要坚持多表扬、多鼓励的做法，注意纠正错误的技巧，保护学生的积极性。及时评价学生本节课的表现，有助于小组合作的更好发展，同时加强宾语从句的再次归纳.(例如在初学、巩固和复习的不同阶段)，探索与之相应的好的教学方法。心理活动的规律告诉我们：新的刺激容易引起主体的兴趣，并被作为重点的对象去感知。多媒体就擅长于发挥这种新异的刺激作用，对学生产生较强的吸引力，能有效的激起学生的学习兴趣。在英语教学中，我能抓住学生这一心理特点，紧扣教学内容，精心设计教学软件，激发学生的学习兴趣。

依据课程的总体目标并结合教学内容，尽量设计贴近学生实际的教学活动，要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。促使学生获取、处理和使用信息，用英语与他人交流，发展用英语解决实际问题的能力，同时，积极鼓励学生把活动延伸到课堂之外的学习和生活之中。使学生养成良好的学习习惯和形成有效的学习策略是英语课程的重要任务之一、我有意识地加强对学生学习策略的指导，让他们在学习和运用英语的过程中逐步学会如何学习。1、积极创造条件，让学生参与制订阶段性学习目标以及实现目标的方法;2、引导学生结合语境，采用推测、查阅或询问等方法进行学习;3、设计探究式的学习活动，促进学生实践能力和创新思维的发展;4、引导学生运用观察、发现、归纳和实践等方法，学习语言知识，感悟语言功能;5、引导学生在学习过程中进行自我评价并根据需要调整自己的学习目标和学习策略。

初中英语语法——三大从句汇总(重点笔记)知识讲解

初中英语语法——三大从句汇总在英语中，主要有三大从句，即名词性从句（包括主语从句，宾语从句，表语从句，同位语从句）、形容词性从句（即定语从句）、副词性从句（即状语从句,包括时间、条件、结果、目的、原因、让步、地点、方式等）。以下是一些基本的从句的语法知识点 A、定语从句专项讲解与训练一、定语从句概念定语从句（attributive clause），顾名思义，就是一个句子作定语从属于主句。定语一般是由形容词充当，所以定语从句又称作形容词从句。另外，定语从句是由关系代词或关系副词引导的，故又称作关系从句。定语从句一般放在它所修饰的名词或代词之后，这种名词或代词被称作先行词。请看示例： The woman who lives next door is a teacher. 先行词定语从句在所有的从句中，算定语从句最难掌握，因为汉语里没有定语从句，汉语里只有定语，而且总是放在名词之前来修饰名词。二、关系代词引导的定语从句关系代词代替前面的先行词，并且在定语从句中充当句子成分，可以作主语、宾语、定语等。常见的关系代词有：who, that, which。它们的主格、宾格和所有格如下表所示：先行词主格宾格所有格人 who whom whose 物 which which whose of which 人、物 that that — （一）关系代词who, whom和 whose的用法 who代替人，是主格，在定语从句中作主语。例如： An architect is a person who designs buildings. 建筑师是设计房屋的人。

I will never forget the teacher who taught us chemistry in the first year of my senior middle school.我将永远不会忘记在高一时教我们化学的那位老师。 Anyone who wants to apply for this job must send us the resume by email first. 想应聘这个职位的任何人都必须先通过电子邮件向我们发送简历。whom代替人，是宾格，在定语从句作宾语，在非正式英语常可省略。例如：Do you know the gentleman whom we met in the school library yesterday? 昨天我们在学校图书馆里遇到的那位先生你认识吗？ This is the student whom my father taught ten years ago.这是我爸爸十年前教的学生。 The girl who I saw is called Mary. 我见到的那个女孩名叫玛丽。（在非正式英语中，主格who代替了宾格whom，亦可省略） whose一般代替人，有时亦可代替物，是所有格，在定语从句作定语。例如：The girl student whose father is a senior engineer used to study abroad. 其父是一位高级工程师的那个女学生过去在国外留学。 Do you know the name of the hotel whose window we can see here? 我们这儿能看到窗户的那个宾馆叫什么名字，你知道吗？（关系代词whose指代先行词hotel，正式用法应该用of which。whose window=the window of which，意思是：the window of the hotel。）（二）关系代词which的用法 which代替物，在定语从句作主语或宾语，作宾语时还可省略。例如： I do not like stories which have unhappy endings. 我不喜欢有不幸结局的小说。（which可以换成that） Tom works for a factory which makes watches. 汤姆在一个制表厂工作。（which可以换成that）（三）关系代词that的用法 that既可指人又可指物，在当代英语中大多指物，在定语从句作主语或宾语，作宾语时还可省略。例如： Is she the girl that sells newspapers? 她是卖报纸的那个女孩吗？（that可以换成who） Where is the ice-cream that was in the fridge?

初中英语语法宾语从句讲解_专项练习及答案

初中英语语法宾语从句讲解，专项练习及答案注意！宾语从句小口诀：宾语从句三注意，时态语序引导词；主句一般现在时，从句不需受限制；主句一般过去时，从句须用相应时；陈述句转化that引，一般疑问句用if/whether, 特殊问句疑问词，引导词后陈述式。一、基本讲解 1 概念:在句中担当宾语的从句叫宾语从句，宾语从句可作谓语动词的宾语，也可做介词的宾语。eg, He said he was good at drawing. (动词宾语) He asks him how long Mike has been down . (动词宾语) Miss Zhang is angry at what you said. (介词宾语) 2.连接词 (1) .陈述句转化成宾语从句时，引导词用that,口语中常常省略。 e.g, She told me (that) she would like to go with us. (2)以whether 或if 引导的宾语从句, 主要用来引导一般疑问句意思或选择疑问句意思的宾语从句，从句同样是陈述语序 eg, I wonder if /whether u have told the new to Li Lei . 注意：一般情况下，whether 和if 可以互用，但有些情况例外。 a. 当从句做介词的宾于是只用whether 不用if eg, We are talking about whether we'll go on the pinic. b. 引导词与动词不定式或not 连用时，只用whether. eg, Please let me know what to do next. Could you tell me whether u go or not? c. if当如果讲时，引导的是条件状语从句，这时不能用whether. (3).特殊疑问句转化成宾语从句时，引导词用特殊疑问词；引导词后要用陈述句语序。 E.g. Could you tell me what's the matter\wrong with you? 特殊情况：：当do you think后接特殊疑问句转化成宾语从句时，句式结构应为引导词＋do you think＋陈述句语序。 3.宾语从句时态

初中英语语法宾语从句讲解-专项练习及答案

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初中英语语法：宾语从句

初中英语语法：宾语从句考察的三个要点：语序，时态，关联词。 1.定义：用作宾语的从句叫宾语从句。 2.构成：关联词+简单句。 3宾语从句的语序一定是陈述句语序。（who 作主语的从句本身就是陈述句语序） 4宾语从句在复合句中作主句的宾语，连接宾语从句的连词有 that（that在口语中常省略）。 whether，if，和连接代词what，which， who， whom及连接副词when， where， how， why。 He knew（that） he should study hard. 他知道他应该努力学习。 Can you tell me which class you are in？您能告诉我，您在哪一班吗？ He asked me if he could come in，他问我他是否能进来。 5.引导宾语从句的关联词有三类：（1）从属连词that.如：一般那情况下能够省略。 He told us that he felt ill. I know he has returned. 注： that在引导宾语从句时也并不是任何情况下都能够省略。在以下情况下，that不能省略。

1.Everybody could see what happened and that Tom was frightened. （and连接两个宾语从句，that宾语从句放在and的后面时，that不能省略。） 2.I know nothing about him except that he is from the south. （that引导的宾语从句作介词宾语时，that不能省略。） 3.That he ever said such a thing I simply don’t believe.（that从句位于句首时，that不可省略。）我简直不相信他曾说过这样的话。（2）从属连词if/whether.如： I doubt whether he will succeed. I don’t know if you can help me. （3）连接代词who，whom，whose，what，which，whoever，whatever， whichever 连接副词 where，when，how，why. Who or what he was，Martin never learned. I wonder what he’s writing to me about. I’ll tell you why I asked you to come.

2015中考英语语法专题宾语从句(教师版)

2015中考英语语法专题宾语从句(教师版) ★★★★★宾语从句的引导词【2015福建龙岩】37. — Could you tell me _______ it’s polite to eat nosily in Japan, Kumiko?—Sure, it’s polite to do that. It means you like the food very much. A. if B. where C. how 【2015山东青岛】19．I wonder ________. A. how will you celebrate Thanksgiving B. that the Water Festival is really fun. C. what do people eat on the Mid-Autumn Festival D. whether you will make resolution on New Year’s Day 【2015四川资阳】29. —Excuse me, madam. Could you please tell me _________ the bus arrives? —Sure. At 9:00. A. where B. when C. why D. how 【2015江苏苏州】12. — Excuse me, could you tell me ? — In five minutes. A. how soon will the film begin B. how soon the film will begin C. how long the film has been on D. how long has the film been on 【2015天津】37.--- Do you know ______? --- For a month. A. how long will she be away B. how long she will be away C. how often will she go there D. how often she will go there 【2015广西崇左】38. –Can you tell me ________ from here? --About five miles. A. how far is it B. how far it is C. how much it is D. how much is it 【2015江苏南通】14．—Could you please tell me ？ —By taking an online tour． A. in which way can I improve my writing skills B. how I can travel around the world in eight hours C. what places of interest we can visit at a time D. how should I get some more useful information 【2015浙江温州】9.---Ms. Petty, can you tell me _______? ----Africa. A. what the baby giraffe likes eating B. why the baby giraffe looks unhappy C. when the baby giraffe was born D. where the baby giraffe came from 【2015河北】40. －Could you tell me ______? －Talking about festivals. A. how they are playing B. what they are doing C. where they are going D. why they are practicing 【2014四川成都】40. —Excuse me, do you know______? —About five minutes’ walk. A. where the hospital is

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