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初三英语宾语从句专项复习教案教学目标：1、掌握宾语从句的语序。
2、掌握引导宾语从句的各种连词。
3、掌握宾语从句中，主句与从句在时态上的相互呼应。
复习重点、难点：宾语从句的语序。
引导宾语从句的各种连词。
宾语从句中，主句与从句在时态上的相互呼应。
教学过程：一、宾语从句的定义：宾语从句顾名思义就是作（及物动词、介词或某些形容词）宾语的部分是由句子来充当。
因此把这样的句子（含有从句）叫做复句。
引导宾语从句的引导词分为三类即: 表示陈述语气用that , 表示一般疑问语气,含有“是否,能否”的意思whether 和if 引导．表示特殊疑问语气由特殊疑问词导．宾语从句可做动词宾语,介词宾语,及某些形容词的宾语. 例如：1、He wrote me a letter, saying that he would pay a visit to China next week. (动宾)2、I wonder if you could spare me a few minutes? （动宾）3、The teacher is quite satisfied with what you have done.（介宾）4、Mother was very pleased that her daughter had passed the exams.(形宾)二、过好“三关”学习宾语从句：（一）、过引导词关1、连词that(在口语中that常可省略)，if, whether,如：We know that we should learn from each other.连接代词who, whom, which等，如：Do you know who (whom) they are waiting for?连接副词when, where, how, why等，如：Could you tell me how we can get to the station?2、由that引导的宾语从句，如：I don’t know(that )Tom was late againI am afraid (that) it would rain soon注意1:引导宾语从句的that 常可以省略,但下列情况下不能省略。
解析初中阶段的宾语从句解析初中阶段的宾语从句案例名称科目英语教学对象九年级学生提供者课时1课时一、教材内容分析1)掌握宾语从句的三大要素。
2)利用三大要素的知识能够顺利解题并自己写出简单的宾语从句。
二、教学目标（知识，技能，情感态度、价值观）1．掌握宾语从句三大要素是什么。
2．熟练运用三大要素的相关知识解题。
3．熟练编写简单的宾语从句。
在语法探究活动中利用具体的例子来解析宾语从句三要素如何运用，帮助学生更好的掌握英语语法的构成，促进他们更为熟练地使用宾语从句。
三、学生特征分析1、学生进入到初三已经能够理解什么是陈述语序，什么是疑问语序。
2、学生对时态的学习已经结束，能够理解不同情境之下使用不同的时态。
3、学生不能系统的把之前所学的知识串起来，需要系统的构建结构思维树形图。
通过学习1.理解什么是宾语从句2、学会使用宾语从句的三大要素来解题3、学会简单的自己编写宾语从句四、教学策略选择与设计通过例句讲解，带领学生通过观察、比对例句找出规律，总结规律，形成自己对宾语从句理解的口诀，从而激发引导学生卷入学习过程，让学生能够建立立体化知识体系，提升自我观察能力的同时，完善他们的对宾语从句的认知。
五、教学环境及资源准备1.教学环境：多媒体网络教学教室。
2.资源准备：教学所用的PPT课件，课本，图片等。
六、教学过程1Step7:consolidation总结归纳宾语从句三个要素的具体内容，帮助学生建立整体思维体系。
七、板书设计八、教学反思本节课能够系统的告诉学生宾语从句的三大要素是什么，并且通过简单的问题进行知识的利用和巩固，在面对选择题的时候能够起到很好的效果，但是微课时间有限，缺乏编写句子环节，不能很好的让学生掌握如何写宾语从句，这个需要后期在课堂上巩固加深。
3。
人教版九年级英语全一册宾语从句教学设计Adverbial clauses are an essential component of English grammar and play a crucial role in enhancing the complexity and sophistication of language. As students progress through their English language education, the introduction and mastery of adverbial clauses become increasingly important. In the compulsory English textbook for grade 9 in China, the teaching of adverbial clauses is a significant focus, providing students with the necessary skills to effectively use these grammatical structures in their written and spoken communication.The teaching design for adverbial clauses in the grade 9 English textbook should be comprehensive and systematic, addressing the various types of adverbial clauses and their specific functions. The lesson plan should start by introducing the concept of adverbial clauses, highlighting their role in sentence structure and the ways in which they can modify the meaning of the main clause.One of the key aspects of the teaching design should be the classification of adverbial clauses. Students should be made aware ofthe different types of adverbial clauses, such as clauses of time, place, manner, reason, purpose, and condition. By understanding the unique characteristics and functions of each type, students will be better equipped to identify and use them appropriately in their own writing and speaking.The teaching design should also emphasize the importance of conjunctions in adverbial clauses. Students should be taught the common conjunctions used to introduce adverbial clauses, such as when, while, as, since, because, if, unless, and so on. This knowledge will help students recognize and differentiate between the various types of adverbial clauses based on the conjunctions used.In addition to the conceptual understanding of adverbial clauses, the teaching design should also focus on the practical application of these grammatical structures. Students should be provided with ample opportunities to practice identifying adverbial clauses in reading passages, as well as incorporating them into their own written compositions. This hands-on approach will reinforce the students' understanding and enable them to develop fluency in using adverbial clauses effectively.The teaching design should also incorporate various instructional strategies to cater to different learning styles and preferences. This may include the use of visual aids, such as diagrams or charts, toillustrate the different types of adverbial clauses and their functions. Additionally, interactive activities, such as group discussions, sentence-building exercises, and error-correction tasks, can help students actively engage with the content and solidify their understanding.Furthermore, the teaching design should emphasize the importance of context in the use of adverbial clauses. Students should be encouraged to analyze the specific context in which adverbial clauses are used, as this will help them understand the nuances of meaning and appropriately apply these grammatical structures in their own communication.Throughout the teaching process, it is crucial to provide students with ample feedback and opportunities for self-reflection. This will allow them to identify their strengths and weaknesses, and to continuously improve their mastery of adverbial clauses.In conclusion, the teaching design for adverbial clauses in the grade 9 English textbook should be comprehensive, systematic, and tailored to the specific needs and learning styles of the students. By focusing on the classification, conjunctions, practical application, and contextual understanding of adverbial clauses, the teaching design can equip students with the necessary skills to effectively utilizethese grammatical structures in their language learning and communication.。
初中语法宾语从句教案一、教学目标1. 让学生掌握宾语从句的定义和基本结构。
2. 使学生能够正确运用宾语从句进行口语表达和写作。
3. 培养学生对英语语法的兴趣和自信心。
二、教学内容1. 宾语从句的定义和作用。
2. 宾语从句的基本结构：主语 + 谓语 + 从句。
3. 宾语从句的连接词：that, if/whether, 特殊疑问词。
4. 宾语从句的时态和语序。
三、教学过程1. 导入：通过一个谜语引出宾语从句的概念。
例如：What do you think I have? (你认为我有什么？)2. 新课讲解：（1）讲解宾语从句的定义和作用。
（2）介绍宾语从句的基本结构和连接词。
（3）讲解宾语从句的时态和语序。
3. 实例分析：分析一些宾语从句的例子，让学生明白宾语从句的使用场景。
4. 口语练习：让学生进行小组讨论，用宾语从句进行口语表达。
例如：What did you do yesterday?（你昨天做什么了？）5. 写作练习：布置一个关于宾语从句的写作任务，让学生运用所学知识进行写作。
例如：请写一段话，描述你最喜欢的季节，并说明为什么。
6. 课堂小结：对本节课的内容进行总结，强调宾语从句的重要性和运用。
四、课后作业1. 复习宾语从句的基本结构和连接词。
2. 完成一个关于宾语从句的练习题。
3. 准备一个关于宾语从句的口头报告。
五、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况和提问回答。
2. 口语表达：评估学生在口语练习中的表现，是否能正确使用宾语从句。
3. 写作能力：评价学生在写作练习中的表现，是否能正确运用宾语从句。
通过以上教学设计，希望能帮助学生更好地理解和掌握宾语从句，提高他们的英语语法水平。
宾语从句教案设计教学目标：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+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。
教学重点难点重点：语序和时态呼应难点：语序和时态呼应教学过程一、宾语从句的连接词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。
eg. He knew (that) he should work hard.2.连词if 、whether，它们起连接作用，在从句中不作句子成分，作“是否”解，在口语中多用if。
eg. Tom doesn't know if/whether his grandpa liked the present.He asked me whether or not I was coming.一般情况下，if 和whether可以互换，但以下3种情况只能用whether：①在不定式前：Whether to go there or not hasn't been decided.②在介词前：It depends on(依靠) whether it is going to rain.③与or not连用：They are talking about whether to go there or not.3.连接代词who, whom, whose, what, which，连接副词when, where, why, how，它们起连接作用，作句子成分，各有自己的意义。
eg. The teacher asked the new students which class he was in.I wonder where he got so much money..二、宾语从句的语序宾语从句的语序是陈述语序，即“连接词+主语+谓语+其它成分”。
特别强调：它的主语和谓语的语序是陈述语序，而不是疑问句的倒装结构。
九年级英语公开课教学设计唐广辉宾语从句教学设计一、课型：语法复习课二、教材分析：宾语从句是初中重要语法项目之一，在历年中考中，比较集中的从宾语从句的引导词、语序及时态等角度进行考查。
考点常分布在单项选择、完型填空、综合填空及书面表达中。
三、学生学习特征分析：初三学生有一定的词汇量及知识体系，他们处于由少年向青年过渡时期，虽然有一定的英语学习心理优势，但羞于开口，其思维活动还需要具体的、直观的感性经验的直接支持。
因此，教师通过创设情景，激发学生的学习情绪和学习兴趣，使学习学生通过眼看、耳听、动口、动手，参与学习过程，并形成完整清晰的形容词知识脉络体系。
四、设计思路：听录音重复所听句子引出要复习的语法项目---宾语从句，通过讨论，小组合作等形式引导学生观察、发现并自己得出宾语从句的三个重要因素，教师直观演示，吸引学生有意注意力，创设情境，启发式操练，将竞赛引入课堂，鼓励学生参与，以一则小笑话话突破难点if 的两种用法。
五、三维教学目标：1.知识与能力：1）知道宾语从句的定义2）掌握宾语从句的三要素：引导词：（that;if/whether;/w 问词）语序：主语+谓语+…时态：主句过去，从过去；真理事实一般时。
2过程与方法：以学生为主体，以任务为主线，采用多媒体，运用直观教学法，竞赛法，讨论法，交际法语言教学3情感、态度、价值观：培养学生关爱他人、合作探究能力及礼貌的向他人询问消息的能力。
六、教学重难点：1.使学生掌握宾语从句的三要素。
2.使学生掌握Could you tell me…..及if的两种用法3使学生.掌握一定的答题技巧4.培养学生输入和输出信息能力。
七、教学过程：1．准备阶段：课前播放英文歌，活跃气氛，激发学生学习热情，提前进入授课主题。
2．听力导入：每组被抽号的学生听录音重复所听到的句子，教师依次点击鼠标，大屏幕上呈现原句，答对者为本组加1分。
教师要求学生齐读大屏幕上的8句话，（1.I think we’ll have a bright future. 2.We know that they were in Beijing last night. .3.Can you tell me when the film will start? 4.She said that Tom was reading a book at9 yesterday evening. 5.He told me that the earth goes around the sun. 6.Do youknow where he was just now? 7.He asked if he could find the shop. 8.Could you tell me how I can learn English well? 9.Mary wanted to know if she could fly to Beijing.）为下面的宾语从句学习做好铺垫。
教案：初中宾语从句专讲教学目标：1. 学生能够理解宾语从句的定义和作用。
2. 学生能够掌握引导宾语从句的连词和连接代词。
3. 学生能够掌握宾语从句的语序和时态呼应。
4. 学生能够运用宾语从句进行实际的语言运用。
教学内容：1. 宾语从句的定义和作用。
2. 引导宾语从句的连词和连接代词。
3. 宾语从句的语序和时态呼应。
4. 宾语从句的实际语言运用。
教学步骤：一、导入（5分钟）1. 向学生介绍宾语从句的概念。
2. 通过示例句子让学生理解宾语从句的作用。
二、讲解宾语从句的定义和作用（10分钟）1. 解释宾语从句是在复合句中充当宾语的从句。
2. 强调宾语从句的作用是作为动词、介词或形容词的宾语。
三、讲解引导宾语从句的连词和连接代词（10分钟）1. 介绍连词that（可省略）、whether/if、连接代词who、what、which、whom、whose以及连接副词when、where、why、how等。
2. 通过示例句子展示不同连词和连接代词的用法。
四、讲解宾语从句的语序和时态呼应（10分钟）1. 强调宾语从句的语序必须是陈述语序，即主语+谓语+宾语。
2. 解释主句与宾语从句在时态上的呼应关系，如主句为一般现在时，宾语从句通常也为一般现在时。
五、宾语从句的实际语言运用（10分钟）1. 提供一些练习句子，让学生运用宾语从句进行填空练习。
2. 让学生进行小组讨论，用宾语从句完成对话。
六、总结和复习（5分钟）1. 对本节课的内容进行总结，强调宾语从句的定义、引导词的用法、语序和时态呼应。
2. 提醒学生宾语从句在实际语言运用中的重要性。
教学评估：1. 通过课堂练习和小组讨论，观察学生对宾语从句的理解和运用情况。
2. 在课后作业中加入宾语从句的练习，以巩固所学知识。
教学延伸：1. 进一步讲解宾语从句的复杂句型，如宾语从句中嵌套宾语从句。
2. 结合其他语法点，如情态动词、被动语态等，进行综合语言运用。
以上是针对初中宾语从句专讲的教学教案，通过讲解宾语从句的定义、引导词的用法、语序和时态呼应，以及实际语言运用，帮助学生全面掌握宾语从句的知识。
宾语从句(Object Clauses)-教案
【典型例题】
1. 连接词：判断句意
(D ) In the bookshop, a reader asked the shop keeper _____ Who Moved My Cheese was an interesting book.
A. that
B. how
C. what
D. if
(D ) 2. I hope ________ it will snow this winter.
A. when
B. if
C. whether
D./
(A ) 3. —I don’t know ________ Mr. Green will come to see us. —He will help us with our English.
A. why
B. when
C. how
D. where
2. 语序：排除语序错误项 判断句意
(C ) 1. —Do you know ________ the MP3 player last week? —Sorry，I have no idea.
A. how much did she pay for
B. how much will she pay for
C. how much she paid for
D. how much she will pay for
( B ) 2. Tomorrow is Father’s Day. I don’t know________.
A. What can I do for my father.
B. what I will get for my father.
C. where I went with my father.
D. where will I go with my father
( D ) 3. Mr. Green felt surprised and wondered _________.
A. when did she come back home
B. why they finish the work so early
C. how could I get to the post office
D. who did the dishes this morning
3. 时态：根据主从句不同情况判断
1. Please tell us where we will go (go) fishing tomorrow.
2. He asked me who was (be) his English teacher.
3. The teacher said that the earth moves (move) around the sun.
*只用whether 的情况： 1. 与or not 连用时 I’m not sure whether or not he will come on time. 2. 接带to 的动词不定式 She doesn’t know whether to go to the zoo. 3. 介词之后作介词的宾语 It depends on whether it will rain.
4. 宾语从句位于句首表强调 Whether Millie will come I don’t know.
5. 用if 会引起歧义时 Let me know whether you know the answer to the question. *引导词that 不可省略的情况： 1. 宾语从句的主语是that He says that that is a useful book. 2. 宾语从句中含有主从复合句 I’m afraid that if you don’t study hard, you’ll fail in the exam. 3. that 前面有插入语 He didn't know, I'm sure, that his mother was ill. 4.and/but 连接两个并列的宾语从句 I know (that) you are very kind and that you can help me.
II. 语序
1. 无论主句是陈述句还是疑问句，宾语从句的语序都必须使用陈述句语序 结构：连接词+主语+谓语+其他成分。
How can I get to the bus stop? → I don’t know how I can get to the bus stop.
How many colours are there in a rainbow? → Do you know how many colours there are in a rainbow? 2. 从句语序不变的特殊情况
(1) What’s wrong?/What’s the matter?/What’s your trouble?/What’s happening?/What happened?
He asked what was wrong with you. (2) Which is the way to...? I don’t know which is the way to the nearest station. (3) who/what/which/whose 等引导的特殊疑问句，who/what/which/whose 做主语
Can you tell me who is over there? I wonder whose shoes are red. III.
时态
IV.宾语从句的简化
V.宾语从句的否定转移
主句的主语为第一人称，谓语动词是think, believe, guess, suppose等
(×) I think that Alice is not an American.
(√) I don’t think that Alice is an American.
VI.宾语从句的复合结构
在think/find/make等接有复合宾语的动词之后，为避免句子头重脚轻或关系模糊，常用it作形式宾语，而将真正作宾语的宾语从句放在宾语补足语之后，即用“及物动词+it+宾语补足语+宾语从句/不定式”结构。
I think that it is important for us to learn English well. (宾语从句)
I think it is important for us to learn English well. (宾语从句)
I think it important to learn English well. (简单句)
VII.人称的变化（从句的主语）
从句主语第一人称→从句主语与主句的主语一致
从句主语第二人称→从句主语与主句的宾语一致
从句主语第三人称→从句主语不用变化
一随主：She asked me, “May I use your knife?” → She asked me if she might use my knife.
二随宾：She asked me, “Do you know his name?” → She asked me if I know his name.
三不变：She asked me, “Can he come on time?”→ She asked me if he can come on time.
VIII.标点的使用
宾语从句的标点均由主句决定。
主句是陈述句，用句号；主句是疑问句，用问号。
I don’t know who will give us a talk.
Do you know where he lives?。
