宾语从句复习教案
目标：
掌握宾语从句的用法
过程
一定义：由一个句子来充当动词的宾语，这样的复合句叫宾语从句。
例如：He can speak English （这是简单句，不是宾语从句）
(动词)（名词宾语）
He says (that) he can speak English （宾语从句）
(动词) （句子宾语）
He says(that) he can speak English
(主句) （从句）
二宾语从句连接词：宾语从句通常由连接词来连接。
（一）由that连接（that在句中不作成分，无意义，可省略）注：所跟从句为陈述句时，用that连接
例如：He says. He is a student. (合并为一句)
He says ( _______ ) he is a student.
（二）由If或whether连接（If/whether当“是否”讲.在句中不作成分，但有意义，不可省略）注：所跟从句为一般疑问句时，用If/whether连接
例如：He asks. Is he a student? (合并为一句)
He asks________he is a student.
注：if和whether引导宾语从句的区别
if和whether引导宾语从句通常可互换，但在下列情况下只可用whether。
①介词后的宾语从句②直接与or not连用③在带to的不定式前
I’m thinking about_______(whether/if)we should go fishing.
I don’t know_________(whether/if)or not he passed the exam.
She hasn’t decided_________(whether/if)to go or not.
（三）由特殊疑问词who. Whose. Whom. Which. When. Where. How. How many. How long. How soon. How often 等连接。（这些词在句中作成分，有意义，不可省略）注：所跟从句为特殊疑问句时，用特殊疑问词连接。
例如：He wants to know. When will he come back? (合并为一句)
He wants to know__________she will come back.
二宾语从句语序：从句用陈述语序
例如： 1. He asks if he is a student.
(陈述语序)
2. He asks if is he a student. （ⅹ）
(疑问语序)
三宾语从句时态：
○1. 当主句谓语动词为现在时态（并非只指一般现在时，也可以是一般将来时，现在进行时等现在时态）时，从句谓语动词用它所需要的任何一种时态。
例如：
he ___________( study ) English every day
he ___________( study ) English now
he ___________( study ) English tomorrow
He says (that)
he ___________( study ) English for five years
he ___________( study ) English from 8 to 9 yesterday evening
he ___________( study ) English five days ago
○2. 当主句谓语动词为过去时态（并非只指一般过去时，只要是过去的时态形式即可）时，从句谓语动词必须用它所相对应的过去时形式。
例如：
he ___________( study ) English every day
he ___________( study ) English now
he ___________( study ) English tomorrow
He said (that)
he ___________( study ) English for five years
he ___________( study ) English from 8 to 9 yesterday evening
he ___________( study ) English five days ago
○3. 当从句描述的是事实、真理或格言、谚语时，从句谓语动词的时态不受主句时态的限制，都用一般现在时。
例如：He says ( said ) that the earth __________ ( go ) around the sun.
He says ( said ) that it _______ ( be ) better to give than to revieve.
注意以下这种结构：
Could you tell me when I can leave ?
“could”这里表委婉语气，不是指过去时, 所以从句用“can”而不能用“could”。四宾语从句与简单句的转化：
在特殊疑问词及whether引导的宾语从句中，当主句的主语和从句的主语、主句的宾语和从句的主语指同一个人时，从句可以转化成“特殊疑问词+ 动词不定式”或“whether + 动词不定式”的形式，从而使宾语从句成为一个简单句。
例如：I want to know when I will go to Beijing (同义句)
I want to know when to go to Beijing
She asked me whether I could finish my homework （同义句）
She asked me whether to finish my homework
. 祈使句变为引导的宾语从句
（将祈使句变为宾语从句时，用ask/tell/order sb (not) to do sth等转述。）
e.g. 1. Mr Green said to his son, “Open the door.”
Mr Green told his son to open the door.
2. The police shouted to him, “Hands up.”
The police ordered him to put up his hands.
4、当主句为Could you (please) tell us-----?时，只表示语气，而不表示过去时态。
（注：宾语从句，主要从三个方面考查（三要素） 1. 连接词 2. 语序 3. 时态
宾语从句练习题（一）：
（一）宾语从句通常由以下连词所引导：
（1）由_________引导时，它无实义，常省略。例如：
She says ________ she will leave a message. 她说她将留言。
（2）由____或________ 引导。其意义是_______ 例如：
He asked me if/whether I could speak English. 他问我是否会说英语。
I wonder if/whether he is a teacher. 我想知道他是否是一名教师。
（3）由连接代词（what, which, who, whom, whose）或连接副词（how, where, when, why）引导
的宾语从句。例如：
I can't understand _________ you said. 我不能理解你说的话。
He wanted to know ______the building would be set up. 他想知道这座楼房何时建成。
(二) 注意宾语从句的语序,
无论从句是什么句式，宾语从句必须是_________语序。
Did you hear what I had said?
I want to know if the train leaves at six p.m..
I don’t know when he arrived.
（三）主句与宾语从句的时态关系
主句与宾语从句的时态关系有以下三种情况：
（1）若主句用了现在时，则宾语从句可用其所需要的任何时态。例如：
I think he often _________ books. ( read ) 我认为他经常读书。
I think he ____________ here tomorrow. ( come) 我认为明天他会来这儿。
He says that they ___________in Tokyo yesterday. (arrive )他说他们昨天到达了东京。
I'm sure that Linda ____________ there before. ( be ) 我确信琳达以前去过那儿。
（2）若主句用了过去时，则宾语从句需用过去时态（一般过去时、过去进行时、过去将来时、
过去完成时）的某种形式。例如：
He said he ______ right. ( be ) 他说他是正确的。
He said he ___________ TV at that time. ( watch) 他说在那时他正在看电视。
Tom told me that he ______ to Mount Tai. ( travel ) 汤姆告诉我他将去泰山旅游。
（3）若宾语从句陈述的是客观真理、客观事实、科学原理、格言、谚语等，则不受主句时态
的限制，通常用一般现在时。例如：
The teacher told us that the earth ____round the sun. ( move)老师告诉我们地球绕着太阳转。
He said one and one _______ two. ( be) 他说一加一等于二。
(四) if和whether引导宾语从句的区别
if和whether引导宾语从句通常可互换，但在下列情况下只可用whether。
①介词后的宾语从句
②直接与or not连用
③在带to的不定式前
I’m thinking about_______(whether/if)we should go fishing.
I don’t know_________(whether/if)or not he pas sed the exam.
She hasn’t decided_________(whether/if)to go or not.
(五) 宾语从句与简单句的转换
由特殊疑问句引导的宾语从句，当从句主语与主句主语一致时，宾语从句常简化为____________
的形式。
I don’t know what I should do.=I don’t know________ ________ ________.
John didn’t decide which book he would buy.
=Joh n didn’t decide________ _______ _______ _________.
Could you tell me how I can get to the station?
=Could you tell me _____ ______ get to the station?
Could you tell me where we show our tickets?
=Could you tell me______ ______show our tickets?
Could you tell me how to get to the nearest underground station?
=Could you tell me_______ ________ _______get to the nearest underground station?
（注意：做宾语从句的练习时，只要把这三个方面结合起来考虑，一般不会出错。）
达标测试题
一、连接词
1. -- Will you please show me how to do the role-play exercise?
-- Sure. Now let me tell you _______ first.
A. which to do
B. how to do
C. when to do
D. what to do
2. —Have you decided _________to do next?
—Not yet.
A. what
B. how
C. where
D. when
3. I need your help because I don't know_________.
A. how to do it
B. how to do
C. what to do it
D. what should I do
4. Will the 29th Olympic Games be held in Beijing? Could you tell me?（合并成含有宾语从句的
复合句）
Could you tell me ________ the 29th Olympic Games ________ be held in Beijing?
5. While flying, a bat makes a sound which hits things and comes back to its ears. In this way it’s
able to know ______ the things are and avoid bumping into them.
A. how
B. where
C. what
D. which
6. I wonder ______ you would like to come to my birthday party.
A. that
B. whether
C. that if
D. that whether
7. _____ pretty your dress is! Where did you get it?
A. How
B. How a
C. What
D. What a
8. ---Millie, could you give me some advice? I don’t know _________.
---Why don’t you wear this red shirt?
A. when to wear
B. what to wear
C. how to wear
D. where to wear
9. — How are you feeling here?
—It's quite hot. I don't know ______ to go or stay.
A. how
B. when
C. whether
D. where
10. --Do you remember______ he came here?
--Of course I do. His father drove him here.
A. whether
B. when
C. how
D. why
二、语序、时态
1. Do you know ________ over there?
A. what happens
B. what was happened
C. what is happening
D. what did happen
2. I didn’t understand ________________, so I raised my hand to ask.
A. what my teacher says
B. what does my teacher say
C. what my teacher said
D. what did my teacher say
3. --Can you see ____?
---No. Let’s go and have a look. Maybe we can help them.
A. what was going on there
B. what are they doing there
C. what were they doing there
D. what is going on there
4. --Could you tell me ____ for the meeting yesterday?
--Because the traffic was bad.
A. why did you come late
B. why you came late
C. why do you come late
D. why you come late
5. Tom said he______back in a week.
A. will come
B. would come
C. come
6. —Excuse me. Where does Mr. Wang live? —I'm sorry. I don't know______
A. where he lives
B. where he live
C. where does he live
7. —Could you tell me ______, please?
—Yes. Walk along Zhongshan Road for about 300 metres. It’s on your left.
A. how can I get to Hualian Supermarket
B. how I can get to Hualian Supermarket
C. how did I get to Hualian Supermarket
D. how I got to Hualian Supermarket
8. Please tell me______. I have some good news for him.
A. where Robert lives
B. where does Robert live
C. where Robert lived
D. where did Robert live
9. --Excuse me, could you tell me __________?
---Sorry, sir. I wasn’t there at that time.
A. how did the accident happen
B. how the accident happened
C. how does the accident happen
D. how the accident happens
10. Excuse me, sir. Could you tell me ?
A. where is the bank nearest
B. where is the nearest bank
C. where the nearest bank is
D. the nearest bank is where
11. I don’t know________ the charity show tomorrow. Can you tell me?
A. when we start
B. when did we start
C. when we will start
D. when will we start
12. No one can be sure______ in a million years.
A.what man looks like
B. what will man look like
C. what man looked like
D. what man will look like
三、结合运用
（一）单项选择
1. —Excuse me. Could you tell me ________?
—Yes. There is a video shop on River Road.
A. where can I buy some CDs
B. where I can buy some CDs
C. when can I buy some CDs
D. when I can buy some CDs
2. Mrs Brown couldn’t find her purse. She didn’t remember ______.
A. whose it was
B. where it was
C. what it was
D. when it was
3. --Could you tell me _______ tomorrow morning?
--Well, it will start at 9 clock.
A. when the film will start
B. where will the film starts
C. when will the film start
D. where the film will start
4. 一Paul，I hear you have just bought a very expensive MP4．1 want to know ．
—Oh，in Japan．
A．how much it COSTS B．where you bought it C．which country is it made in 5. —Can you guess the MP4 player yesterday ?
—Sorry , I’ve no idea about it .
A.how much did he pay for
B.how can he get
C.how much he paid for
D.how he has got
6. —What time will Mr Brown be back to China?
—Sorry. I don’t know______.
A. when did he go abroad
B. why he is going abroad
C. how soon will he be back
D. how long he will stay abroad
7. —The light in his room is still on. Do you know??____________?
—In order to prepare for the coming exam.
A. if he works hard
B. why he stays up so late
C. why is he so busy
D. when he will stop working
8. —Do we have to hold our English party in the classroom?
—Well, I don’t know ___________ if not here.
A. when can we do it
B. when we can do it
C. where can we do it
D. where we can do it
9. —Can you tell me ______?
—By doing more speaking.
A. how I will improve my English
B. which way can I choose
C. how do I deal with my English
D. what’s wrong with my English
（二）把下列两个简单句合并为一句。
1. “These flowers are from Guangdong.” Tom said.
Tom said _______ these flowers _______ from Guangdong.
2. “Light travels faster than sound.” My teacher told Mark.
My teacher told Mark _____ light _______ faster than sound.
3. “There will be a meeting in five days.” Jack didn’t know.
Jack didn’t know _____ there _____ ____ a meeti ng in five days.
4. “Can they speak French?” I want to know.
I want to know ______ _______ _______ _______ French.
5. “Are the children playing games?” Tell me.
Tell me ______ the children ______ ______ games.
6. “Have you finished your homework yet?” Mr. Guo asked Sun Jia. Mr. Guo asked Sun Jia ____ _____ ____ ____ ___ homework yet.
7. How many people can you see in the picture? Who knows?
Who knows ______ _____ _____ ____ _____ ______ in the picture?
8. Where did she park her car? Do you know?
Do you know _____ _____ ____ her car?
9. “What does he often talk about?” Nancy wondered.
Nancy wondered _____ _____ often ________ about.
10. Who knocked at the door so loudly? I don’t know.
I don’ t know ____ _______ at the door so loudly.
11. “Do you want to try it?” Tom's mother asked him.（同义句）
→ Tom's mother asked him _______ _______ ______ to try it.
22. I think this is a good idea.（改为否定句）
I _______ ________ this ________ a good idea.
13. Lucy hasn't decided which trousers to buy.（改为复合句）
→ Lucy hasn't decided ________ _________ ________ _______ buy.
14. I don't know how I can get to the hospital.（改为简单句）
→ I don't know ________ ________ ________ to the hospital.
15 He lives in Shiyan. Mr Zhang says.
Mr Zhang says _______ he ______ in Shiyan.
16 When did you come here? Please tell me.
Please tell me _______ you______ here.
17 Does her father work in the factory?
Could you tell me _____her father _____ in the factory?
18 Will he come here tonight or not? I’m not sure.
I’m not sure______ he ______ come here tonight or not.
19 I asked her. What have you done with the milk?
I asked her _____ _____ _____ done with the milk.
20 Did you know? Will he go to America?
Did you know ______ he _____ _____ to America?
21 He told us. He will be an actor. He told us that he _____ ______ an actor.
22 The teacher said, “ Light travels much faster than sound.”
The teacher told us ______ light ______ much faster than sound.
23 The little girl wanted to know. When could her father take her to Paris?
The little girl wanted to know______ ______ ______be taken to Paris.
24 I don’t know. Where can I go now?
I don’t know _______ ______ _______now.
定语从句教学设计 赵红 教学目标：1. 学生能掌握关系代词的正确使用。 2.学生能正确掌握理解整个句子的意思。 教学重点：定语从句中关系代词who ,that, which 的正确使用。 教学难点：学生能正确掌握并运用定语从句 学情分析：学生以前学过的宾语从句和状语从句，在此基础上学习定语从句能容易些。 教学过程： Step1.Lead—in 定语：形容词修饰名词，限定名词的范围，做定语 ↓I have a cute boy. 从句：1.整个句子充当每个句子的成分 ↓I think you are right. 2.公式：连+主+谓 定语从句是本质：整个句子去充当另一个句子的成分，相当于一个形容词，去修饰主句中的名词，作定语 I have a son who loves me very much. Step 2 1.定语从句：在复合句中，修饰某一名词或代词的从句叫定语从句 Mary is a beautiful girl. Mary is a girl who has long hair. 2.Mary is a girl who has long hair. ↓↓↓ 先行词关系词定语从句 ↓↓ 关系代词关系副词 Who,whom,that,which where,when,why 关系词的作用：1.连接主从句 2.指代先行词 3.在从句中作成分 关系代词的实质：Join the two sentences: A plane is a machine. The machine can fly. A plane is a machine. The machine can fly. ↓that \which A plane is a machine that\which can fly. 3.关系代词的用法： （1）who 指人，作主语或宾语（做宾语可省略） The man (who) I talked with is our teacher. (2)whom 指人，作宾语（可省略） The man(whom) I nodded to is Mr Li. (3)which 指物，作主语或宾语（作主语可省略） There are trees which were planted last year. (4)that 指人，物作主语或宾语（作宾语课省略）
九年级英语专题复习教案之宾语从句 【复习内容】宾语从句考点归纳 【复习目标】 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+连接词+主语+谓语 3．掌握宾语从句，主句与从句在时态上的呼应。 【重点】语序和时态呼应 【难点】语序和时态呼应 【学生练习】 试一试，你能将下列句子改为宾语从句吗？ １. She is a careful girl. The teacher said a careful girl. ２. Will they win? I wonder . ３. Does the plane stop on the way? Could you tell me the plane on the way or not? ４. What does he want? Mother asked me . ５. He has bought the dictionary. He said that he the dictionary. ６. What is his name? The teacher asked me . ７. What is wrong with your computer? Mr. Wang knew with your computer. ８. I asked, “Are you doing your homework, Meimei?” I asked Meimei doing homework. ９. The baby asked Mother, “Why does the sun rise from the east?” The baby asked Mother why from the east. １０. “Excuse me, how can I get to the post office?” the driver said to the policeman. The driver asked the policeman get to the post office. Key: 1. she, was 2. if, they, will, win 3. whether, stops 4. what, he, wanted 5. had, bought 6. what, his, name, was 7. what, was, wrong 8. if she, was, her 9. why, the, sun, rises 10. how, he (she), could 【教师指导】 一,所谓宾语从句就是句子的宾语一般由名词、代词、动名词或动词不定式充当，当一个句子充当宾语时,我们把这个句子叫做宾语从句。 宾语从句的三要点：1、引导词2、从句语序3、从句的时态 二、宾语从句的连接词或引导词 1．连词that，只起连接作用，在从句中不作句子成分，也无词汇意义，在口语中常被省略。
课题：The Revise of the Object Clause Teaching plan Teacher : Teaching time: March 13th, 2015 Teaching place：Chihe Middle School Class1, Grade9 Teaching contents: Object clause Teaching type: Grammar I. Teaching Aims A. Aims of Knowledge By the end of the lesson, Ss will have a better understanding of the object clause. Then Ss will grasp the usage of 3 introductory words: that、if、whether，the tense and word order, etc. B. Aims of Ability Enable students to identify what is the object clause and learn to use different kinds of introductory words C. Aims of Emotion Develop students’ interest of learning grammar. II. Teaching important points Explain the three important aspects of the objective clause: the introductory words, tense and sentence order. Besides, explain the usage of 3 introductory words：that, if, whether.. III.Teaching difficult points How to choose the introductory words correctly and appropriately in the objective clause IV. Teaching methods Combine the inductive method with the deductive method. V. Teaching aids textbook, multimedia and chalks VI. Teaching procedures Step 1 Warm up
初中英语语法宾语从句讲解 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；陈述转化that引，一般疑问用if/whether, 特殊问句疑问词，引导词后陈述式。 一．基本讲解来源：直接引语变间接引语 概念:在句中担当宾语的从句叫宾语从句。 Eg: He said,“I am good at drawing”. He said he was good at drawing. (动词宾语) 1.引导词 (1) that引导宾语从句时，通常用陈述句充当, that可省略。 Eg: She said,“I want to go there ”She said (that) she wanted to go there. (2) whether 或if 引导的宾语从句,由一般疑问句/选择疑问句充当，陈述语序。 Eg: “Are you interested in geography?” she said. She asked if/whether I was interested in geography. I wonder if /whether she has told the new to Li Lei . I’m not sure whether he will come or not. 注意：一般情况下，whether 和if 可以互用，但有些情况例外 a. 介词短语后只用whether 不用if eg: We are talking about whether we'll go on the panic. b. 引导词与动词不定式或or not 连用时，只用whether. eg:I can’t say whether or not he will come on time c. if当如果讲时,引导的是条件状语从句，表示‘如果’，不能用whether. Eg: If you want to be a good teacher, it will take times. Whether you can succeed depends on how much effort you pay. (3).特殊疑问词引导宾语从句时，不可省略，陈述句语序。 特殊疑问词为：how , when, where, why ,which whose. E.g. ‘What do you want?’ He asked. He asked me what I wanted. I have no idea where he is now. I don’t know how to deal with it. He asked whose handwriting is the best in the class. 2.宾语从句时态 a.主句为一般现在时，从句不受主句的限制 eg: Do you know if/whether he has seen the film? I’m sorry to hear that your father is ill. She says she is going to go to Beijing next week. He tells me that his sister came back yesterday. b.当主句是一般过去时，从句用过去的相应某种时态 She didn’t know why the boy was late again. (过去一般) I didn't know if/whether he had seen the film.（过去完成） I wondered when she was going to America.（过去将来） 注意：当主句是一般过去时，而从句表示的是客观真理，自然现象，科学原理，格言等，从句仍然要用一般现在时。例如： Eg: He said （that the earth moves round the sun. / that light travels much faster than sound.）The teacher told us （seeing is believing.）
定语从句优秀教案设计 所谓定语从句,就是在复合句中起定语作用以修饰主句中的名词或代词的从句。分享了定语从句的教案设计给大家参考！ 1．初步掌握及运用定语从句，如让学生用定语从句来完成对人物喜欢的人物进行描述，如I like music that I can dance to. She is the only one who’s studying French.等。 2．本课的学习任务就是能初步掌握及运用定语从句，为了使学生顺利地完成教学任务，教师以学生为主体，为学生设计了几个以他们的认知水平出发的符合生活实际的他们感兴趣的一环扣一环的子任务，每个子任务紧紧围绕总任务展开，再深入，在一个一个完成任务的活动中培养学生的能力。 语言目标：能用定语从句较自如地描述及谈论人和物。在活动中训练学生的听力，口头表达能力，培养学生的观察，想象和创造力。 情感目标：促进同学间积极合作交流，发展同学间的友谊。 2．教学方法：多媒体的运用能创设真实的语言情景，学生也很感兴趣，极大地鼓动了学生学习英语的积极性，而且呈现在课堂上能使教学更生活化，也更直观和具体。
以学生为主体，用多媒体辅助教学，通过帮助学生理解、归纳、总结、讨论等方式学习定语从句，由于本节课是学生第一次系统学习定语从句，要达到让学生初步掌握定语从句这一目的。 优点：本节课教学目标明确，条理清楚，板书设计合理，教学内容紧扣学生生活实际，学生在教师的引导下自主学习、合作学习，较好地归纳了定语从句的特殊用法，并能用定语从句写文章，完成了学习任务。 不足： 1、在引入部分没有充分引导学生把他们描述图片的简单句用关系词合并为定语从句。 2、最后一个环节用定语从句翻译文章时间安排不足，应多用二至三分钟的时间对学生的翻译进行进一步分析总结，让学生提出更多的修改意见。教学机智：本节课学生在归纳特殊用法时，提出了设计内容之外的规律，教师能给予肯定，并提出在下一教学环节进一步讨论。能够放手让学生发表不同的意见，并适时进行点播。 再教设计：第一环节讨论图片，把学生说出的简单句写在黑板上让学生改为复合句，使引入部分目标更明确。最后翻译文章留出十分钟时间让更多学生展示范文，师生共同提出修改意见。
宾语从句教案 一．教学目标 1.掌握宾语从句的三大考点：语序，时态，连接词 2.能组织并表达含有宾语从句的复合句，能在一定的语言环境中运用宾语从句 3.培养学生发现问题，解决问题，自主学习的能 二．教学重点 能够正确运用语序，时态和连接词 三．教学难点 能在一定的语言环境中运用宾语从句。 四．教学步骤 （一）引入部分 复习简单句，并列句，复合句，简单总结三类句子的区别，展示5个句子，要求学生找出每个句子的宾语。 1.I like pop music. 2.The boy bought a new dictionary yesterday. 3.The students are playing basketball on the playground. 4.Can you tell me a story? 5.I wonder where you will meet tomorrow. 最后一个句子中作宾语的是一个句子，由此引出新课宾语从句。 （二）宾语从句的本质 整个从句相当于一个名词,充当主句的宾语。 I know that she loves me. （三）、宾语从句的判断标准： 主句必缺宾语（三种情况） (1)主-谓-宾 I know that you love me. (2)主-谓-宾-宾 I tell her that I love her. (3)介词-宾语 I look at what you are looking at. （四）、宾从解题技巧 （1）语序 （2）时态三大考点，逐一推进 （3）连接词 1.宾从语序考点 规则语序（1个） 考点法则（1+2） 例外语序（2个） 宾从规则语序（1个） 陈述语序：连+主+谓 1 2 3 从句由三部分构成
英语学科中考专项复习 宾语从句和定语从句教学设计 一：教学内容： 宾语从句的定义和结构、引导词、语序和时态 定语从句的关系代词 that, which, who ,whom,whose 二：学情分析： 九年级学生的英语水平参差不齐，成绩好的学生能够很好的掌握各个知识点，成绩中等的学生对于有些知识点可能是模糊不清，成绩不好的学生对英语可能完全是一窍不通。此次宾语从句和定语从句的专项复习，很多学生对两种从句认识不清，对他们应遵守的语法规则认识模糊，直接影响学生的理解句子的能力，尽管宾语从句和定语从句的考核只有两分，但它们涉及的面是广泛的。因此，我对这两种从句进行了详细的分析并通过历年各市的中考题来加深学生的印象。 三、教学目标 知识与技能：复习宾语从句的定义和结构、引导词、语序，掌握时态的变化以及定语从句的定义、结构和关系代词。 过程与方法：通过课堂活动，熟悉话题进行简单的交流，从历年中考题目中找出有关的信息，理解题意，并能简单归纳知识点。 情感态度价值观：通过课堂探究培养学生积极思考，踊跃发言的能力，增强他们解决问题的决心，提高学习英语的兴趣。 四、教学重点、难点： 重点：宾语从句的语序；定语从句的关系代词：that，which，who，whom，whose的使用。
难点：宾语从句中，主句与从句在时态上的相互呼应；定语从句中关系代词的使用 五、教具： PPT课件、资料 六、教学过程： Step1、进行中考考情考点分析 分析：岳阳中考题型 2016,2018年考的特殊疑问词引导的宾语从句，2017，2019年考的是定语从句.2019年湖南省有5个市考了定语从句，6个市考了宾语从句，而且都是由特殊疑问词引导的宾语从句。所考题型都以单项选择题为主。 Step2、板书一些宾语从句和定语从句，让学生分析它们的相同之处以及不同之处，然后老师进行总结。 I heard (that ) he got into a good high school last year. I like music that sounds good. This is the most interesting book (that) I have ever read. Could you tell me who he talked to just now? Tom prefers the singers who write their own songs. Do you know which city he has been to?
Teaching Plan Grammar ：Attributive Clauses ⅠTeaching goals: 1. Students are able to choose proper relative pronouns or adverbs for attributive clauses. 2. Students are able to apply attributive clauses to describing and writing. ⅡTeaching important and difficult points: Enable students to learn how to use attributive clauses and relatives ⅢTeaching methods: Student-centered method ⅣTeaching procedures and ways Step 1 Leading in 1.Show students a song “Seasons in the Sun” including an attributive clause 2.Translate the following three sentences into Chinese. 翻译下边三个句子 ①Hewho does not reach the Great Wall is not a true man. ②He who does not visit Hainan is not a wise man. ③不努力学习的学生并非一个好学生。 Step 2 Find out antecedents. 找出先行词 1. April Fool’s Day is the day wh en people play jokes on friends. ________ 2. It is now a children’s festival, when they can dress up and ask for sweets. ________ 3. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. ________ 4. India has a national festival to honor Mohandas Gandhi, the leader who helped gain India’sindependence. Step 3 Grammar 1.Fill in the blanks with the proper relatives.用适当的关系词填空 (1)①This is the Array supermarket is near our school. ②This is the supermarketwe often do some shopping. (2) ①We can’t accept the reasonhe gave yesterday. ②We can’t accept the reasonhe was late again. (3) ①April Fool’s Day is the daypeople celebrate on April 1st . ②April Fool’s Day is the day people play jokes on friends.
课题：Grammar:Objective clause I. Teaching aims: A.Knowledge aims By the end of the lesson, Ss will have a better understanding of the objective Ss will grasp the usage of introductory words: that、if、whether，what etc, the tense and word order, etc. B. Ability aims Enable students to identify what is the objective clause and learn to use different kinds of introductory words C. Affection aims Develop students’ interest of learning grammar. ] II. Teaching important points Explain the three important aspects of the objective clause: the introductory words, tense and sentence order. Besides, explain the usage of 3 introductory words：that, if, whether.,what,etc difficult points How to choose the introductory words correctly and appropriately in the objective clause IV. Teaching methods teaching and learing , practicing，discussing Teaching tools: 、 The multimedia and other normal teaching tools V. Teaching procedures
宾语从句教学设计 一、导入 1.复习什么是宾语。动词/介词后面的名词就是宾语。 I play basketball. We are talking about our homework.. 2.宾语从句就是在宾语的位置上放一个完整的句子。 3.I love that I can earn some coupons. $ 板书：He knows me. He knows what’s wrong with his wife. 说出2个句子的宾语。 说出2个句子的宾语是词（词组）还是句子。 第一个句子的宾语是一个词构成的，第二个句子的宾语是一个句子，我们称这种做宾语的句子叫宾语从句。在句子中充当宾语的从句叫宾语从句。其中he knows 叫主句，what’s wrong with him是从句。 说出下面4个句子的主句和从句。 A．He said that he had a very good journey home. ^ B．He asked if /whether they had come. C．He told me that the earth goes around the sun. D．He asked me how he could get to the nearest post office. 总结：。。是主句，剩下的是由that，if，how引导的宾语从句。 初步认识了宾语从句，下面我们开始了解宾语从句的三要素 引导词（连接词） 语序 [ 时态 1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略 比如上面四句话中的A,C就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改） A．He said that he had a very good journey home. C．He told me that the earth goes around the sun. 2）由从属连词whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的B就是由if引导的宾语从句， B．He asked if /whether they had come. 3）由连接代词who,whom,whose,which,what, whoever, whichever, whatever 和连接副词where, how, why,when引导的宾语从句
T e a c h i n g D e s i g n Grammar — The Attributive Clause (I) (who, whom, which, that, whose) 淅川二高贾丽君 I. Teaching aims: 1. Help students understand what the Attributive Clause is and its function. 2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly. 3. Encourage students to express their love to fathers using the Attributive Clause. II. Teaching important and difficult points: Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses. III. Teaching methods: Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion IV. Teaching steps: Step I：Lead in 1. Guess a riddle. This is a man who loves us very much. This is a man whose love is as great as a mother’s.
英语宾语从句练习题20篇及解析 一、初中英语宾语从句 1．— Mike, can you explain ______? —I’m sorry, Mum. I was listening to music and didn’t hear it. A．why everything in the house was in a mess B．why nobody answered the phone when I called you C．how you could finish the homework in such a short time D．how you can make the robot work since there is no power 【答案】B 【解析】 句意：——迈克，你能解释一下我打电话给你时，为什么没有人接电话吗？——对不起，妈妈，我在听音乐，没听到。根据can you explain ______？可知本题考查宾语从句。宾语从句要用陈述句的语序，结合选项，可知语序都正确。根据下文I was listening to music and didn’t hear it.可知选项B“当我打电话的时候，为什么没有人接电话”符合题意，故答案选B。 2．一Why does Jane seem worried? 一She is uncertain about she can get a good job even though she's an excellent student. A．if B．that C．whether D．不填 【答案】C 【解析】 句意：——为什么简似乎很担心？——她不确定她是否能得到一份好工作，尽管她是一名优秀的学生。be uncertain about表示不确定，后面接的宾语从句，用疑问句，位于介词about后，故用whether引导，故选C。 3．---Judy, do you know_______? ---Sure, two days. A．when did the sports meeting begin B．where the sports meeting was held C．how often the sports meeting is held D．how long the sports meeting will last 【答案】D 【解析】 试题分析：句意：朱迪，你知道运动会将持续多长时间吗？当然，两天。在宾语从句中只能使用陈述句语序，不能使用疑问句语序，结合答语中Sure, two days.可知该选D。 考点：考查宾语从句的用法 4．一Could you please tell me ? 一In two hours.
宾语从句 学生分析 本课的教学对象是九年级学生，学生英语基础较好，学习积极性较高，具有一定的自主学习能力，而且在课前能进行自主学习，完成预习任务，上课都能认真听讲，积极配合。本课采用课堂小组合作学习以及分组竞争的形式进行，意在充分调动学生的积极性和培养合作探究的精神，既能照顾到不同层次的学生，又能循序渐进、尊重个别差异，尽量让他们各有所学，各有所得。 教材分析 宾语从句是中学阶段一个很重要的语法点，是每年中考的必考点。中考考点主要是考宾语从句的引导词、语序和时态。 教学目标1.知识目标：复习宾语从句，理解、掌握宾语从句的结构，进一步熟练运用宾语从句。 2.能力目标：准确把握各种引导词的用法，尤其是以后能够在写作和其他练习中能熟练运用该结构。 3.情感目标：在任务及活动的过程中，培养学生的观察、归纳能力和合作意识，提高他们学习英语的兴趣。 教 学 宾语从句的引导词、语序和时态的复习
重 点 教 学 难 点 教学难点能在真实的情境中正确运用宾语从句 教学策略自学策略：通过自主学习，理解掌握宾语从句的相关知识 合作学习策略：学会与他人分享，培养小组互助合作的学习策略.注意学习策略的共享。 教学准备1．布置预习作业（请学生在课前预习有关宾语从句的知识，查找相关资料，找出宾语从句需注意的几个问题） 2．根据教师自身特点、教学内容、教材分析、学情分析，优化教学设计，进行课件制作，评价材料等。 教学过程 教学教学 步骤 教师活动学生活动设计意 图 Step1 Warmin g 1.FreetalktotheSs. 2.AsktheSstolisten tothesong takemetoy 1.TalktotheT. 2.Listentotheson gandguess 1、 Freetalk 是让学生 们放松心
宾语从句 一、考点、热点回顾 【词汇辨析】 1.look, see, watch看 1). look: 看 look at sth. 看某物，look at the blackboard看黑板 I am looking at the picture. 我正在看图。 2). s ee: 看见，看的结果 see a film看电影，see a doctor看医生 I looked but saw nothing. 我看了看，但没看到什么。 3). watch: 注意看的对象 watch TV看电视，watch a movie看电影，watch a football game看球赛 I am watching the boy. 我注视着这孩子的行动。 4). 其他看的表达 看书: read a book，看杂志: read a magazine 2. look for, find, find out 1). look for寻找：I am looking for my glasses. 我在找我的眼镜。 2). find找到：My English book is lost. I have look ed for it everywhere, but I still can’t find it. 3). find out查明：The police found out the thief at last. 警察最终查出了小偷。 【固定搭配】加-ing enjoy / like doing sth. 喜欢做……eg: I do enjoy playing with you. try doing 试着做……eg: He tries doing the math problems in many ways. finish doing sth. 完成做……eg: You must finish doing your homework first. spend…(in) doing sth.在做……花费……eg: How long do you spend doing your homework? 【宾语从句】 （一）宾语从句的种类 宾语从句是一种名词性从句，在句中作及物动词的宾语，或介词的宾语，或形容词的宾语。 根据引导宾语从句的不同连词，宾语从句可分为三类。 1. 由that引导的宾语从句。that只有语法作用，没有实在的意义，在口语 和非正式文体中可以省略。例如： He said (that) he wanted to stay at home. She doesn’t know (that) she is seriously ill. I am sure (that) he will succeed. 2.由连接代词who, whom, whose, what, which和连接副词when, where, why, how引导的宾语从句。 这些连接代词和连接副词在宾语从句中充当某个成分。例如： He asked whose handwriting was the best. Can you tell me where the No.3 bus stop is? I don’t know why the train is late. 3. 由if或whether引导的宾语从句。if和whether在句中的意思是“是否”。例如：
云南德宏州芒市第一中学高中英语定语从句教学设计新人教版必修1 A. Teaching content and analysis Content:1.To review Get the students to master the Attributive Clause introduced by the Relative Adverb 2.Enable the students learn how to choose relative adverbs Analysis: By reviewing relative pronoun, Ss are expected choose relative pronoun properly. B. Teaching goals and analysis Goals： 1. Enable the Ss to grasp the definition, kinds and use of Attributive Clause through revision. 2. Enable the Ss to know how to choose correct relative for Attributive Clauses in grammatical filling. 3. Enable the Ss to know how to use Attributive Clauses in writing. Analysis：Ss are expected to apply what they have learnt to practice by fulfilling some written tasks. C. Teaching important points and difficult points 1. To know about function of each relative. 2. Enable the students to know how to choose proper relative adverbs for attributive clauses. D. Predicting problems and analysis 1. The teacher should make a good preparation for the pre-class to help our students understand the concept and category better. Because of their poor basis, they may not be familiar with some words, phrases, sentences. 2. The teacher should introduce some skills properly so that it enables students work out many questions of this grammar learning. 3. The teacher must pay more attention to students’ feedback in the class and timely adjust.. E. Teaching Methods 1. Review, explanation, and consolidation. 2. Make every student work in class. F. Teaching Aids The multimedia; The blackboard; The courseware G. Teaching procedures Pre-class -----lead-in -----exercise -----presentation -----Summary -----consolidation -----homework Step1. Pre-class Ask Ss write down four sentences which we left yesterday. Ask some volunteers to read out some sentenced in the text which learnt last class related to the attributive clause when, where and why. These sentences are, for example “The school where I studied for only two year was three kilometers away.”“The time when I first met Mandela was a very difficult time of my life.”…. Designing purpose：It’ s easy and useful for the Ss to understand the grammar points by the
宾语从句的教学设计 巨鹿镇中学薄运锁 教学内容： 为了达成本课的教学目标，本课结合学生现有知识背景和生活实际，以“格林一家人的旅游”这一话题为主线，通过设置情景，以听力的形式呈现话题（旅游前）并引出本课的语法内容，引导学生复习由that引导的宾语从句；围绕话题（旅游中），将宾语从句复习与“问路”的功能意念项目相结合，引导学生复习由特殊疑问词和if/whether引导的宾语从句；在语言运用环节，我围绕话题（旅游结束）创设贴近实际生活的语言情景，引导学生运用所学语言，达到学以致用的目的。 各个环节的语言知识和技能训练针对前一阶段学生学习宾语从句时暴露出来的问题精心设计，环环相扣，既兼顾初三复习阶段夯实基础的现实需求，又体现了较强的针对性、综合性和挑战性。 教学方式：个体学习；集体讨论；教师讲解；小组合作 教学手段：多媒体课件、磁带、学案。 教学目标： 1．知识目标：在完成活动的过程中总结出宾语从句的构成和使用规则（连接词、语序、时态）；说出宾语从句这一语言形式的表意功能。 2．能力目标： 1）能够正确转述打电话人的话。 2）能够在问路的交际情景中正确使用宾语从句。 3）在询问航班信息时能够恰当地使用宾语从句。 3．情感态度目标：能与他人沟通、交流和合作。 4．学习策略培养目标：能自我归纳总结，学以致用。 教学重点： 1. 学生能总结出宾语从句的构成和使用规则（连接词、语序、时态）；说出 宾语从句这一语言形式的表意功能。 2.学生能在特定情境中恰当地使用宾语从句。 教学难点：学生能在询问航班信息时能够恰当地使用宾语从句。
学习效果评价设计 学生在课程进行中，能跟着老师的引导，积极参与课堂活动，认真思考。学生通过转述打电话人的话、问路和询问航班信息的活动，完成对宾语从句语法知识的归纳总结。在本节课学习结束时，学生能在不同的情景下恰当、正确地使用宾语从句，达到了课前预设的教学目标。 附件1：Handouts for the students Activity1. Circle the sentences that Mr Green said. A.I want to speak to the headmaster about Jim Green. B.I’m sorry he isn’t here right now. C.We are going to Mount Emei on Friday. D.I hope to see him as soon as possible. E.I’m free every day except today. F.That would be fine. G. I’ll leave a message on his desk. Activity 2. Choose some of the sentences on the screen to complete the dialog. A: Excuse me, can you tell me ? B: Certainly. It’s near the post office. A: How can I get there? B: You can take a bus to go there. A: Do you know ? B: Yes. It’s over there. A: And can you tell me ? B: The No. 27 bus can take you there. A: Do you know ? B: About 10 minutes. A: Thank you very much. B: You’re welcome. Homework： Suppose you are the reporter of Teens. You want to know something about the students’ English study. Interview your classmates by asking questions like this: Could you tell me…?/ Do you think…? Write down your dialog. 附件2：Group work (每组的信息员有此表)