人教九年级宾语从句总结复习教案

教课内容：宾语从句 课 型：复习课 教课时间： 40 分钟 教课目的：

1认知目标：复习并稳固宾语从句 2 能力发展目标

1）掌握宾语从句的基本用法：连词，时态，语序； 2）在写作中间熟练地运用宾语从句； 3）能够把所学运用到实质生活中间。

教课要点：宾语从句有关知识点。

教课难点：宾语从句如是疑问句应用回陈说句语序。 教课步骤：

一． Warm-up and presentation (5minutes)

以游戏的形式和学生进行一问一答，看谁的速度快。在游戏中间有意识地穿插宾语从句，让学生在不知不觉中间引出对宾语从句的一种感性认识。 I know ⋯

I am sorry that ⋯ I am surprised that⋯

经过这个环节既能够激发学生的兴趣，同时更是为下一环节埋伏 笔，起到承前启后的作用。

二． Teaching schedul（e 32minutes ）

1．从讨论学生熟习的人和物下手引出本节课要讲的主题。(5minutes)

Do you know something interesting about Mrs.Wang ? ng born?

2) When was Mrs.Wang married? 3) What is Mrs. Wang’s hobby?

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4) How long has Mrs.Wang been a teacher?

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5) Does Mrs.Wang love her husband? 6) Is Mrs.Wang a good teacher? 7) Is Mrs. Wang good at cooking?

学生在 warm-up环节兴趣已经被激倡始来了， 在这个环 节讨论的又是他们熟习的事物，学生的兴趣持续获得激发， 更能使师生之间的互动生动开朗起来。

经过这个环节让学生自我总结：宾语从句连词的三种不 同状况。老师在整个过程中起到的不过一种抛砖引玉的作 用，也不用担忧学生出错： 要让学生学会自我纠错， 学生的 自我纠错更能表现教课的有效性能否获得表现， 千万不要老 师整个的承办了。

2．设置此外一种情形：讨论一学生昨晚的各样活动。 (5minutes)

Do you know when⋯ ?

did ⋯ finish the homework last night? did⋯ take the bath last night? did ⋯ go to sleep last night? did⋯ have the dinner last night?

这个环节的实行目的是让学生总结出宾语从句主从句时态 的规则。在这环节学生的答案可能会八门五花， 老师必定要 注意 控制好整节课的节奏：不承办学生的活动但不等 于放纵学生的活动。

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本教课环节相同是经过学生的自我总结来表现教课的有效

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性。

3．经过几道改错题引出宾语从句的另一个教课要点和难点：宾

语从句如是疑问句要用回陈说句语序。 (5minutes)

1） We don’t know what time is it. 2） Mike asked when did the meeting start. 3）We haven’t decided where are we going to spend the weekend.

这是本节课的教课要点也是难点。老师必定要注意穿针引 线：既能有效地指引勤学生， 同时也不至于全权承办学生。 4．回归课本 夯实基础(5minutes)

对课本上的基础练习进行一个简单的练习和解说，稳固基 本知识点。

5．能力提高：让学生进行宾语从句的一个综合改错练习

(5minutes)

1）You said that you have my telephone number. 2）I am sorry that you missed the last bus. 3）He asked me I was at home that day. 4）Mike asked when the meeting started.

5）The teacher asked when will we have the PE test.

这个环节对学生提出了更高的能力上的要求， 也更能检 验出学生能否已掌握该知识点。为了提高其有效性和促 进学生的参加， 本环节采纳小组合作的形式： 自我纠错，

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自我评论，自我完美，自我提高！

．实质运用：假如说学生的认知是以螺旋式上涨的话，本环节应

该就是认知的最高点， 也最能表现有效性能否真实获得了贯彻。 (7minutes)

鼓舞学生把所学运用到实质生活中间去：学致使用。 让学生以篇章的形式对宾语从句进行灵巧的运用。 给出一篇范文，让学生在此基础长进行延长和合理的发挥。

Guess who he/she is?

He is a boy. We know that he is very cute and studies hard. Sometimes We are wondering that why he never

laughs when everyone laughs happily. So you can see he is so cool. We also know that his face often turns red when he answers the teachers’ questions. And in fact he is very humous .

Can you guess who he is?

本环节必定要注意对学生进行合时的评论。 7．总结 (2 minutes)

指引学生对本节课的重难点进行小结。 8．家庭作业 (1 minutes)

运用宾语从句进行写作练习： My family

让有效性从课内延长到课外，真实从质上表现素质教育。

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6教课反省

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一． 本教课方案假如面对的是层次稍逊的学生怎样表现其有效

性？怎样调换学生的踊跃性？

教课素来都是教课相长，因生制宜。教课对象变了，教课 手段和教课内容该怎样从难度，广度，深度 做合理的调整从 而达到最正确的教课成效，并表现最完全的有效性。 二．教课过程中的学生活动不过一种手段，怎样让这类活动更好地

为 “有效”这个最根本的教课目的服务？ 公然观摩课常常回走入一种误区：一节课

教课流程设计：

Aims: To build on students existing knowledge of monsters and myths.

To enlarge students’vocabulary on the given topic. To build on reading skills.

To provide opportunity to practice and develop different reading techniques. To get students to interpret the writer ’s intention. Materials: Treasure Plus Type of the lesson: Reading

Tim phase Specific aims Teacher activity Student Skills involved e activity

1. Warm-up Brainstorm

around the

To prepare the topic of students for what myths.

6min Pre-rea they are going to 2. To teach a few Guess the Recognizing and s ding read. words in the text. meaning of deducing the

the new meaning of the words. new words.

To train the 3. To get students to Try to Prediction; students to use the predict what will predict anticipation. title, the picture happen in the based on and their prior myths through the title and knowledge to classroom pictures of anticipate the discussion. the text. content of the text.

To train students 1. To get students to To scan the Scanning

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5min to scan over a text scan the text to find text and s quickly in order to out the when, where, find out the

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locate specific what, how of the text. relevant information. information.

6min While-r To train the 2. To introduce the Skimming.

s eading students to skim typical structure of a Identifying the

through a text and narrative story to the main point and help them to students. important

identify and think 3. To get students to To skim the information. about the key skim the text to text; words and ideas in identify the general the text. ideas of each part of

the tex. get students to locate the key words of the text. (battle, trap, escape)

5min While-r To help students ask students To answer Intensive reading. s eading to reach a detailed some questions about the

understanding of the details of the story. questions. the text.

To help the 6. To get students to To reorder Understanding students to reorder the sentences the relations between

5min understand the so as to get a coherent sentences in parts of the text. s chronological story. pairs.

sequence in the text.

get students to To do the Reformulate the play the role as role play. text content in Odysseus and different format. Cyclops.

5min To train the 1. To get students to To do some Interpretation of s students to judge express their own critical the text purpose.

the writer ’s feelings about the text thinking intention. and the main and express

characters in the text. their own

Post-re opinions.

6min ading To train the 2. To get students to To fill in the Extracting salient s students to summarize the story. blanks to points to

identify the main 3. To summarize the complete summarize the ideas of the text. structure of a typical the text.

narrative story. summary.

2min Assign- To train the To ask students to To extend Imagination,

ment students to extend the story in the story. creativity and

demonstrate their groups. writing.

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understanding of

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第 7 the text by extending the story.

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