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(共31张PPT)
Unit 3
Language in use
Content
Learning objectives
01
Grammar
02
03
04
Assessment
05
Homework
06
Practice
Writing
Learning objectives
After learning this lesson, you can:
1.总结和巩固宾语从句的用法；
2.结合宾语从句描述个人的友谊经历；
3.完成一篇关于与朋友之间的故事以及对同伴的作文进行评价。
Lead-in
Enjoy the music
Grammar
Although loneliness had always
been a friend of mine,
I'm leaving my life in your hands,
People say I'm crazy that I'm blind,
Risking it all in a glance.
How you got me blind is still a mystery,
I can't get you out of my head.
Don't care what is written in your history,
As long as you're here with me.
I don't care _____ _____ _____,
_____ _____ _____ _____,
_____ _____ _____.
As long as you love me.
_____ _____ _____,
_____ _____ _____ _____,
Don't care _____ _____ _____,
As long as you love me.
Spot listening
who you are
where you are from
what you did
who you are
where you are from
what you did
Grammar
I don’t care what is written in your history.
I don’t care who you are.
I don’t care where you are from.
I don’t care what you did.
Spot listening
划线部分共同点：
1.结构：句子
2.成分：宾语
3.特殊疑问词开头
Find out the same structure sentences in Module 9
Grammar
Could you explain what happened then
Can you tell me how she’s different
Could I ask if you’ve mentioned this to her
Do you know why she treats you like that
I did not know who she was.
I asked her why she smiled at me that day.
Grammar
宾语从句三要素:_______、_____、______
连接词
语序
时态
引导词（连接词）
语 序
时 态
that
if / whether
特殊疑问词
陈述句语序，即主语+谓语+其他成分。
主句 从句
一般现在时 任何时态（根据需要）
一般过去时 过去的某种时态
（除客观真理,名言外）
Grammar
一般情况下, 当表示“是否”时，if =whether
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 在介词后：
It depends on whether it is going to rain.
③ 与or not连用：
They are talking about whether to go there or not.
【Have a try】
I don't know___________ he does any washing or not．
2. We're thinking about _________ we can finish the work on time．
3. He hasn't decided __________ to go by bus or by train
4. The students will go on a picnic________it is sunny.
whether
whether
whether
if
if：“如果”，
引导条件状语从句
Grammar
疑问词引导的宾语从句
The teacher asked the new students which class he was in.
I wonder where he got so much money.
She doesn't understand what you said just now.
Do you know who was the first man to invent the computer
Please tell me when you were born.
Let’s discuss how we can reach our destination within a short period of time.
圈出下列例句的连接词:
Grammar
(1) I have no idea _______ you didn't finish your homework yesterday.
(2) I try to find out _________ the train left.
(3) Do you know ________ I should give the letter to
(4) The teacher asked him to explain ________ he worked out this problem.
(5) Please tell me ______ we will set off (出发) at 7:00 tomorrow morning.
(6) I am not sure ___________ Tony will come or not.
Choose the correct link words.
who, why, how, which, when, if, whether
why
when
who
how
if
whether
Grammar
Match the two parts of the sentences.
There may be more than one possibility.
1 I asked her…
2 I do not remember…
3 I cannot find out …
4 I do not understand…
5 I could not decide…
a) …when I should call her.
b) …why he looks worried.
c) …if she would like to go
with me.
d) …how long he would be
away.
e) …where I met her for the
first time.
Grammar
Complete the conversation with if, what, when, whether, or why.
Jo: Hi, Anna. Did you get the invitation to the end-of-term concert
Anna: Yes, I did.
Jo: Could you tell me (1) ___________ you’re going to come
Anna: Yes, I’d love to.
Jo: That’s great. What about Tony Do you know (2) __________ he’s coming
Anna: Yes, he’s coming. Don’t forget, he’s in the school band.
Jo: So do you know (3) _____ the band will play at the concert
if/whether
if/whether
what
Grammar
Anna: Of course! But I don’t know (4) _____ they will play
Jo: I think they’ll play first.
Anna: Do you know (5) _________ Tony has written a new song for the concert
Jo: Yes, he told me that he had, but I think it’s a surprise.
Anna: I’ve heard that Arthur isn’t going to play the piano at the concert. Do you know (6) _____
Jo: Yes. He’s broken his arm.
Anna: Oh dear, that’s terrible!
when
if/whether
why
1. I do not remember who ____________________.
2. I do not understand why____________________.
3. I cannot decide where _____________________.
4. I want to know when ______________________.
5. I asked him whether ______________________.
Complete the sentences so that they are true for you.
Grammar
Grammar
What do you think good friends should be like
I think that...
I think that good friends should always help each ohter.
I think that good friends can tell you whether you do the right thing.
I think that good friends appreciate what you do.
I think that good friends can appear when you are sad.
宾语从句的语序是___________,
即: _______ + ______ + ______ + 其它成分
陈述句语序
连接词
主语
谓语
1. 和某人有矛盾
2. 分开
3. 拒绝做某事
4. 像那样对待你
5. 对某人自己满怀信心
6. 感到孤单
7. 后悔做过某事
8. 对某人有耐心
9. 向某人解释某事
10. 鼓励某人做某事
11. 保持联系
12. 向某人提醒某事
Practice
have a problem with sb.
get separated
refuse to do sth.
treat you like that
feel sure of oneself
feel lonely
regret doing sth.
be patient with sb.
explain (sth.) to sb.
encourage sb. to do sth.
stay in touch
mention sth. to sb.
与…交朋友
担心
沉默地，安静地
在那一刻
转身
被埋藏的宝藏
一天天地，渐渐地
朋友圈
像胶水一样粘在一起
把...粘贴到...上
朝某人微笑
Practice
make friends with
worry about
in silence
at that moment
turn back
hidden treasure
day by day
circle of friends
stick together like glue
stick...to...
smile at sb.
Listen and choose the problem the speaker describes.
a) My best friend has found a new best friend.
b) My long-lasting friendship with someone is
coming to an end.
c) I have moved to a new school and I’m lonely.
d) My best friend’s parents don’t like me.
√
Practice
Complete the conversation with the words in the box.
include lonely suggestion trust worried
A: Why are you so (1)________
B: I’m new here and the students in my class don’t (2) ______ me. I feel so (3)_______ . Can you help me
A: I see. It takes some time before they (4) _______ new students in their circle of friends. My (5)_________ is: keep trying to make friends.
B: OK. I’ll try.
worried
trust
lonely
include
suggestion
Practice
Choose the best piece of advice in your opinion for the problem in Activity 7.
a) Talk about your feelings.
b) Try to spend some time with your friend.
Do something that is special to both of you.
c) Forget about your friend. Nothing stays the
same all the time.
2
3
1
Now listen and number the pieces of advice in the order you hear them.
Practice
Complete the passages with the correct form of the words and expressions in the box.
circle of friends follow treasure stay in touch
When my grandmother died, I felt my heart break. Many dark days (1)_________, and I missed her so much. She was full of love for everyone in the family and every piece of advice she gave me was a (2)_________. She had a wide (3)______________and they often came to see her. She (4)_______________with them until her last days.
followed
treasure
circle of friends
stayed in touch
Practice
Many people make friends by writing letters. One way to find a pen friend is to join a club. International Pen Friends started in 1967 and has over 300,000 members in different countries. Their youngest member is eight years old, and their oldest member is over eighty. Some people write to find out about life in another country. Others want to practise their foreign languages or share their hobbies. Stamp collectors, for example, write to people in different countries so that they can collect the stamps on the letters they receive. Most people just enjoy making friends, and they invite their pen friends to visit them.
Pen friends
Writing
1. Describe your friend. How did your friendship start
2. What makes your friend so special
3. What do you do together to have fun
4. Do you think your friendship will stay the same in the future Why or why not
Writing
Para. 1: Introduce your friend and give a short introduction of him/her.
In our life, we have our friends. A good friend really means a lot to us. My good friend is called ________. He/She is ...... . Today, I want to share our story with you.
Writing
Writing
Para. 2: Write a story of you and your friend.
Requirements:
focus on the five wh-questions and one h-question when you write your story；
Try to use object clauses that you have learned.
Para. 3: to talk about what you have learnt from the experience and also to share your insight on friendship.
I am happy to have such a good friend. To me, friendship is _________________.
Writing
Assessment
Self-assessment
How well do you know about this lesson Tick the boxes.
① I can summarise and practise the use of the object clause. 口 口 口
② I can know the importance of friendship. 口 口 口
③ I can write a passage about my experience with my friends. 口 口 口
Homework
Level A:
Write down your answers to the questions and share with your friends.
Level B:
Write down a short passage according to your answers to the questions.
Level C:
make a mind map of object clause (that-, wh-, if/whether)
谢谢
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单 元 整 体 教 学 设 计
学科 英语 年级 八年级下册
使用教材 外研版 教材页数 P72-79
单元名称 Module 9 Friendship
单元主题及主要内容分析
主题范畴： 人与社会主题群：社会服务与人际沟通子主题：良好的人际关系与人际交往单元话题： 谈论友谊主题意义：探讨学生在友谊问题上的困惑及解决办法，让学生意识到友谊的重要性，并积极探寻与友人相处的正确方法。以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图：表一：单元教学内容语篇语篇类型语篇内容语篇主题意义一Could I ask if you’ve mentioned this to her 对话玲玲向帮助热线求助，帮助热线的专家引导玲玲描述自己的问题并给出建议。培养学生的逻辑理解和表达能力；让学生学会如何与朋友友好相处。二I believe that the world is what you think it is.记叙文甜美的微笑改变了作者的生活的感人故事。意识到友谊的重要性，学会朋友之间互相理解、互相帮助，并以乐观积极的态度面对生活。三Around the world说明文介绍笔友。拓宽学生视野。表二：单元大观念：
学情分析
（一）自然情况友谊是青少年生活的重要组成部分，尤其对于现阶段的学生而言，其同伴的地位和影响力逐渐超过家长和老师，因为Friendship这一话题将会引起学生的极大兴趣。而在日常生活中，学生在与同伴的接触过程中也不可避免地存在各种各样的问题。（二）已有基础在语法方面，本模块是学习宾语从句的第二个模块，因此学生在前期的语言输入过程中对此已经有一定的自己的理解，所以对于本模块的进一步深入学习并不会有太大的困难。（三）存在问题 虽然学生较为熟悉模块主题，但宾语从句一直都是学生英语学习的重难点。因此，教师需要引导学生对这一目标语法加以理解与归纳总结。（四）解决措施1、鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案2、教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。3、从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能归纳学过的语法规则；能辨识和分析常见句式的结构特征；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确。【单元学习目标】学习本单元后，能够：1.语言能力：掌握以下词汇：separate, explain, mention, refuse, treat, herself, whether, lonely, regret , patient, introduce, encourage, join in, silence, pass,bright, treasure, day by day, trust,include,circle,suggestion；掌握if, whether, who,what, how,why,where,when引导的宾语从句。2学习能力：能听懂有关友谊的对话，能理解对话中的逻辑顺序；能理解故事中的事件顺序和人物行为，能根据上下文猜测生词的含义；能提供个人信息、询问他人信息，并能提出建议；能向他人介绍自己的朋友，讲述对友谊的看法。3思维品质：在给定的情境中结合自身的经历，讲述自己有关朋友的故事。4文化意识：通过对友谊这个话题的探讨，学会宽容他人和理解他人；让学生意识到友谊的重要性,并积极探寻与朋友相处的正确方法。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时Unit 1 Could I ask if you’ve mentioned this to her 听 力口语课 了解和表达生活中具体的友谊问题；学会使用宾语从句询问他人信息，提出问题；使用建议句型提出解决友谊问题的建议。 通过 一段谈论友谊问题的对话，并提出相应建议。评价学生是否已经完成目标词汇和句型的学习。
第二课时Unit2 I believe that the world is what you think it is. 阅 读写作课 借助思维导图归纳语篇的写作要素（5w+1h），总结写一段个人友谊经历的方法。 通过学生的作文中对自己友谊经历的描写评价学生是否完成学习目标。
第三课时Unit3 Language in use 语法与综合实践 基于简述友谊问题的框架，总结概括宾语从句的用法。 通过复习回顾本模块旅行话题相关的知识，评价学生是否完成学习目标。
单元评价设计
1.通过搭档活动进行关于友谊的对话编写一段谈论友谊问题的对话，并提出相应建议。2.学生能够通过使用丰富的语言、使用多种不同选择的表达来完成作文。3.学生通过宾语从句的使用修改润色自己的文章。4.学生通过整个模块的学习，认识到友谊的重要性，绘制一张关于友谊的海报。
主题大观念
小观念1： 学会如何描述友谊问题及提出建议
小观念2: 感受一段对个人产生影响与改变的友谊经历
小观念3：探讨影响友谊的重要因素
单元大观念： 意识到友谊的重要性，并积极探寻与友人相处的正确方法。
输出： 探讨学生在友谊问题上的困惑及解决办法
输出： 一段谈论友谊问题的对话，并提出相应建议。
输出：按照时间顺序简述一段个人友谊经历。
输出：完成一张关于友谊的海报。
Listening&Speaking
语篇1 Unit 1：玲玲向帮助热线求助，专家引导玲玲描述自己的问题并给出建议。
Reading
语篇2 Unit 2：甜美的微笑改变了作者的生活的感人故事。
语篇3：介绍笔友。
Writing
语篇2 Unit 2：甜美的微笑改变了作者的生活的感人故事。
核心素养的综合表现： 意识到友谊的重要性，积极寻求与友人相处的正确方法，学会宽容他人。
语言大观念
小观念1： 友谊的重要性
小观念2： 简述关于友谊的一段经历
友谊中出现的问题/麻烦
描述方式
语篇结构
解决方案
Can you tell me.../ Could you explain.../
/Could I ask if.../Do you know+How long/Why/...
You’d better …/ Try to …/ It’s a good idea to …/ What about … / You should …/ Remember to …
过去时态
运用宾语从句
Beginning：友谊的重要性
Body：
What
When
Who
Where
Why
How
Ending
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Module 9 Friendship 课时教学设计
本单元第3课时 Unit 3 Language in use 课型 语法与综合实践课
语篇研读
What---语篇主题和主要内容第三单元Learning to learn 栏目介绍了阅读记叙文的学习策略。Why---语篇传递的主题意义Learning to learn 栏目介绍了阅读记叙文的学习策略，这对提高学生的阅读理解能力很有帮助，教师要予以关注并给予适当的指导。语篇生动细腻的描述很大程度上归功于丰富的词汇，教师要指导学生学会根据上下文猜测词义。How---文体结构、语言特点及功能第三单元的语言实践为学生呈现了许多与主题相关的语言，为模块任务的顺利实施作好了铺垫。在操作过程中，教师要在小组讨论时作好有序调控，确保小组合作学习的有效性。
学情分析
【已知】本单元语法重点是总结宾语从句，在上一模块学习了简单句的基础上进行，易理解和掌握。【未知】对于宾语从句系统性的整理学习，有一定的难度。【能知】宾语从句该语法项目对学生阅读和写作水平的提高都会有很好的帮助。
课时教学目标
通过本课学习，学生能够：总结和巩固宾语从句的用法；结合宾语从句描述个人的友谊经历；完成一篇关于与朋友之间的故事以及对同伴的作文进行评价。
教学重难点
教学重点：总结和巩固宾语从句的用法。教学难点：完成一篇关于与朋友之间的故事以及对同伴的作文进行评价。
教学方法
Task-based approach, PWP
教-学-评一体化教学过程
教学目标 学习活动 效果评价
通过观察例句和完成练习，总结和归纳宾语从句中语序和时态的用法（学习理解、应用实践） 任务一：听音乐，填歌词，引出宾语从句。引导学生在课文中找出含有宾语从句的句子，并归纳出共同部分。重点讲解宾语从句三要素，以及其中需要特别注释的部分。完成关于引导词、语序、时态的相关练习 根据题目的完成情况，确定学生的对于宾语从句的掌握。通过答案校对判断学生是否掌握宾语从句。
设计意图 学生能自行总结和巩固宾语从句概念、要素以及连接词的用法，培养学生的归纳总结能力。在此基础上，学生通过练习来巩固其所学内容，也帮助老师能够及时了解学生的掌握情况，实现教学评一体化，提高教学效率。（概括与整合、内化与运用）
教学目标 学习活动 效果评价
为完成一篇于与朋友之间的故事做好词汇、短语以及篇章结构的准备。 任务二：引导学生回顾在Unit 1 和Unit 2 所学到的关于友谊的表达。引入Charlie的友谊问题，引导学生去听听力，并勾选出她的问题（Her friendship comes to an end.)Charlie为了解决问题，教师引导学生去阅读Charlie与热线电话之间的对话并填空。引导学生完成听力。 观察学生能否快速回忆起在Unit 1 和Unit 2 所学到的关于友谊的表达以及描述友谊经历的框架。观察学生在听听力以及完成练习中能否顺利听到正确答案以及完成对话。
设计意图 回顾单词、短语以及写作要素，快速激活学生对于友谊已有知识储备。通过听听力以及完成对话，学生可以积累关于描述与朋友的故事的写作素材。
教学目标 学习活动 效果评价
完成一篇关于与朋友之间的故事以及对同伴的作文进行评价。（迁移创新） 任务三：教师引导学生分享自己与朋友的趣事，并结合给出的写作要求，指导学生逐段写下自己的故事。在写作过程中，老师会给出相应的写作框架，帮助学生更有针对性地完成作文。在完成写作以后，学生同伴之间分享，并给出建议。老师随后抽取部分小组进行分享，并对他们的作文以及建议提出针对性的修改意见。 观察学生能否结合给出的写作框架完成作文。聆听学生对于同伴作文的看法，判断学生是否能够结合内容和语法给出建议。
设计意图 学生根据老师给出来的框架进行写作，能够确保学生的写作思路以及语法的正确，并在老师的潜移默化下使用宾语从句来描写关于与朋友的故事。（想象与创造、分析与判断、批评与评价）
课时教学板书设计
Module 9 Unit 3 Language in use宾语从句的引导词1. 当从句为陈述句时, 用连词 that 引导;2. 当从句为一般疑问句时, 用 if / whether (但whether可以与or not连用, if不能);3. 当从句为特殊疑问句时, 用when, where, how, why, who, what 等疑问词引导。宾语从句的语序不管是一般疑问句还是特殊疑问句,宾语从句都要用陈述语序。
评价量表
课时作业设计
作业内容 设计意图
Level A: Write down your answers to the questions and share with your friends.Level B:Write down a short passage according to your answers to the questions.Level C:make a mind map of object clause (that-, wh-, if/whether) 分层作业给不同层次的学生提供不同难度的内容，因材施教，提高学生的学习效率，有利于促进学生语言技能的提高和英语思维，增强学生的自信心。
课后反思（实施后填写）
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