资源简介

Unit 4 Our Memory 第3课时 Grammar Focus（语法课）
基本信息 课题：Unit 4 Our Memory — Grammar Focus 课型：语法课｜课时：1课时（45分钟）｜授课年级：九年级上册
核心素养目标 语言能力 观察并归纳宾语从句的语序、引导词 that / if / whether 和时态一致规则，能把两个简单句合并成宾语从句；掌握 opera、pardon、recall、grown-up 等本课词汇。 学习能力 按“观察例句—归纳规则—操练运用”的路径学语法，通过例句对比发现语序差异，在填空和讲故事中运用规则。 思维品质 对比疑问句语序与宾语从句陈述语序的不同，辨析连接词的用法，形成规范使用从句的意识。 文化意识 读懂狐狸妈妈与小狐狸的小故事，体会母爱的伟大，在语篇中感受语法的表意功能。
教学重难点 教学重点 ①宾语从句用陈述语序（连接词 + 主语 + 谓语）；②that / if / whether 引导宾语从句的区别；③时态一致的基本规则。 教学难点 ①把疑问句改成陈述语序并入宾语从句；②主从句时态呼应的判断；③在语篇中正确使用宾语从句。
语言点
Language Points 1. 宾语从句语序：连接词 + 主语 + 谓语 + 其他（陈述语序，不用疑问语序）。例：I don’t understand what she’s going through. 2. that 引导宾语从句：无词义，不充当句子成分，常可省略。例：I know (that) she likes apples. 3. if/whether 引导宾语从句：意为“是否”，不充当成分，不可省略；whether 可与 or not 连用。例：I’m not sure if/whether she will come. 4. 时态一致：主现从不限；主过从必过；从句为客观真理/自然现象时永远用一般现在时。例：The teacher said that the earth goes around the sun. 5. pardon v. 原谅 interj. 请再说一遍；抱歉。例：Pardon me, where can I get a bus to the airport 6. recall v. 回忆起；回想起。例：He felt sad when he recalled what had happened. 7. remind sb of sth 使某人想起某事。例：It reminded him of his mother. 8. grown-up adj. 成年的 n. 成年人。例：The grown-up fox returned home.
教学环节 师生活动 活动观层次 评价要点
Step 1
Review & Lead-in ①话题导入：围绕“记忆”看图或回顾上一课对话，激活旧知。 ②师生互动：教师提问 Did Billy remember the lecture What did Fu Xing advise him 引导学生口头回答，自然引入宾语从句。 学习理解
感知与注意 话题导入与旧知激活
设计意图 复习旧知，从已学句子里引出本课语法。
Step 2
Topic Vocabulary:
Present & Practice ①词汇呈现（音形义结合）：opera n. 歌剧；歌剧团；picnic n. 野餐；pardon v. 原谅 interj. 请再说一遍；抱歉；gunshot n. 枪声；（射出的）炮弹；grown-up adj. 成年的 n. 成年人；recall v. 回忆起；回想起；grapevine n. 葡萄藤；葡萄树 ②跟读与感知：教师领读、板书音标，学生在例句中体会词义与搭配。 ③检测：同桌互考认读与拼写，教师用闪卡或听写快速检查。 学习理解
感知与注意 新词认读与拼写
设计意图 为语法例句和狐狸故事扫清词汇障碍。
Step 3
Work on 4a:
Grammar Focus ①任务：Read the sentences. Circle the connecting words and notice the word order in the object clauses. ②材料：I don’t understand what she’s going through. / I can’t remember what things you asked me to buy. / Study how they are different from each other. / Could you tell me why it is easy to forget a word ③学生：圈出连接词，观察从句里“主语在谓语前”的陈述语序，和同学说说自己的发现。 应用实践
观察与发现 语法观察与操练
设计意图 让学生先从例句中自己发现宾语从句的语序规律。
Step 4
Work on 4b:
Grammar Practice ①任务：Combine two sentences into one using object clauses. ②材料：1. She cannot remember. Where did she put the opera ticket → She cannot remember where she put the opera ticket. 2. Bob does not know. Who took his wallet → Bob does not know who took his wallet. 3. When is the next test Can you tell me → Can you tell me when the next test is 4. I do not understand. Why didn’t you invite him to the picnic → I do not understand why you didn’t invite him to the picnic. 5. Pardon me, where can I get a bus to the airport Could you please show me → Could you please show me where I can get a bus to the airport ③学生：独立合并句子，同桌互查，教师重点核对语序和连接词。 应用实践
观察与发现 语法观察与操练
设计意图 在合并句子中操练陈述语序，巩固规则。
Step 5
Work on 4c:
Text Application ①任务：Complete the story with the words in the box.（where / what / why / that）Some may be used more than once. ②材料：One morning, Mother Fox told Baby Fox that she was going to pick some grapes for him... Many years later, the grown-up fox returned home. He felt sad when he recalled what happened. Then he saw a grapevine nearby... He realized where the grapevine came from.（答案：that；what；what；why；where；why） ③学生：先通读故事，再填入连接词，回答 Why did Fox cry after tasting a grape 体会宾语从句在叙事中的作用。 应用实践
观察与发现 语法观察与操练
设计意图 在完整故事里运用连接词，把语法和意义结合起来。
Step 6
Consolidation:
Diagnose & Fill Gaps ①独立完成：一、单项选择：1. The reporter asked us ____. A. how did we protect the environment B. how we protect the environment C. how do we protect the environment D. how we protected the environment（答案：D） 2. Could you tell me ____ A. what the photo reminds you of B. what does the photo remind you of C. what remind you of the photo D. what the photo reminded you of（答案：A） 3. —Could you tell me ____ —At 8:30 tomorrow morning. A. when the meeting will start B. when will the meeting start C. where the meeting will be held D. where will the meeting be held（答案：A）。二、用 that/what/why/where/when/who/how 填空：1. I wonder ____ you will go for a trip, Beijing or Shanghai. 2. Could you tell me ____ I can improve my English quickly 3. He didn’t know ____ cleaned the classroom after school yesterday. 4. My mother asked ____ I missed the school bus this morning. 5. Do you know ____ the concert will begin tonight （答案：1. where 2. how 3. who 4. why 5. when） ②互查订正：同桌互查、红笔订正，记录疑点。 ③精讲：教师统计易错点当堂精讲，学生立即订正。 应用实践
内化与运用 练习正确率
设计意图 通过选择和填空，及时发现并弥补语序、连接词上的漏洞。
作业设计（分层） 基础 背诵本课词汇与短语（opera、pardon、recall、grown-up 等），熟读 4a、4b 的例句，牢记宾语从句陈述语序。 拓展 用宾语从句写一段不少于 80 词的短文，介绍一个自己记得很清楚的小故事或一次难忘的经历。 探究 从课文狐狸故事里再找出一两个宾语从句，抄在积累本上，下节课交流。
板书设计 Unit 4 Our Memory — Grammar Focus 主题：用宾语从句把话说清楚 语序：连接词 + 主语 + 谓语 + 其他（陈述语序） 连接词：that（可省略）；if / whether（是否）；what / why / where / when / who（特殊疑问词） 时态：主现从不限；主过从必过；客观真理永远用一般现在时 故事线：Mother Fox 护崽受困 → 多年后 Fox 尝葡萄落泪，明白葡萄藤的来历
教学评价与反思 1. 评价方式（教-学-评一体化）： 语言能力——合并句子、选择和填空是否准确，语序对不对 学习能力——能否自己从例句中归纳出语序规则 思维品质——能否对比疑问句和从句语序的不同 文化意识——能否体会狐狸故事里的母爱 2. 课后反思：①是否先让学生观察归纳、再讲规则；②陈述语序和连接词是否在板书强化；③4c 故事是否读懂；④作业是否分层、便于检查。
第 1 页

展开更多......

收起↑