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Unit 3 Smart Learning 第3课时 语法课教学设计
教材分析
【What】本课时语篇围绕宾语从句（that / if / whether引导）语法展开,包含Grammar Focus例句、配套填空练习和以数学家华罗庚为载体的阅读语篇。语篇讲述华罗庚年少辍学，但热爱数学、坚持自学，还向学习者分享阅读学习方法的故事；语法例句展示that引导陈述含义的宾语从句，if/whether引导表“是否”含义的宾语从句，将语法知识与人物励志故事融合。 【Why】语法旨在帮助学生理解宾语从句可以用来表达观点、想法、疑问，学会用宾语从句转述想法、提出疑问；通过华罗庚不畏困境、坚持自学、积极探索的故事，传递终身学习、迎难而上、脚踏实地的精神；引导学生面对学习困难保持积极心态，掌握科学的学习方法。 【How】本课时语篇板块为说明性句式；阅读短文是人物记叙文。短文按照时间顺序叙事：年少辍学→坚持自学→分享学习方法→感悟学习的道理，逻辑清晰。语篇大量使用宾语从（that/whether引导），是本课时核心语法载体；句式有简单句也有复合句，词汇包含 suggest, wonder, summarize 等课标重点词汇。语篇旨在让学生表达观点、转述想法、询问信息，能用宾语从句表达自己的思考与疑问。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已经掌握简单陈述句、一般疑问句；了解基础句子成分，接触过简单名词性从句；认识文中大部分基础词汇，对华罗庚有简单的背景认知。 不清楚宾语从句的结构特点；分不清that / if / whether的用法区别；不知道宾语从句语序规则；难以在真实语境中自主运用宾语从句转述信息、表达想法。 在教师引导下，能识别宾语从句，读懂华罗庚的人物故事；通过练习，区分that与if/whether的使用场景；可以仿写简单的宾语从句。
核心素养教学目标
通过本课学习，学生能够： 语言能力：掌握宾语从句的基本结构；区分that（陈述事实）、if/whether（是否）引导宾语从句的用法；能读懂含有宾语从句的人物短文，会用宾语从句表达观点、疑问，完成句子填空与短文补全； 学习能力：学会观察例句归纳语法规则，形成自主归纳语法的学习方法；借助例句归纳宾语从句的规则；通过阅读人物故事获取信息；在小组讨论中交流学习方法，自主总结语法规律； 3.思维品质：通过对比辨析that / if / whether的使用场景，提升归纳、对比的逻辑思维；研读华罗庚的故事，辩证思考遇到学习困难该如何坚持，理性思考学习的意义； 4.文化意识:了解数学家华罗庚的事迹，感受不畏艰难、坚持自学、循序渐进的治学精神；树立积极的学习观，懂得选择适合自己的学习方法。 完成课时目标所需的核心语言如下： 【核心词汇】 be important for, the best way, connect...with..., outside class, take part in, research project, be strict about, suggest, support one’s family, continue learning, teach oneself, a learning and teaching method, summarize the key points, active learner, stay positive, fail exams, step by step 【核心句型】 I believe (that) reading is important for learning. I think (that) the best way is to do maths problems. Peter finds (that) he can connect physics with something in real life. I wonder if/whether you could help me. I want to know if/whether you read English books outside class. A book starts heavy and thick but becomes thinner as you understand it better.
教学重难点
教学重点：识别that / if / whether引导的宾语从句；掌握三者基本用法；读懂华罗庚的语篇，完成语法填空与短文补全；能用宾语从句简单表达想法。 教学难点：辨析that与if/whether的选用场景（陈述事实用that，表“是否”用if/whether）；在真实语境中正确运用宾语从句，做到语序正确；把语法知识迁移到口头表达与写作中。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Greet the students. 2.Let the students watch a video in which the introduction is related to the learning methods. Then show the learning reflection cards and let the students read the sentences together to get to know the features of these sentences. T:What are the features(特点) of these sentences 1.Say hello to the teacher. 2.Get known the objects in this period through the stimulated situation. Read the sentences from the video together to get known the object clauses. 创设与学习方法相关的真实课堂情境，快速激活课堂氛围，调动学生已有关于学习方法的认知。通过齐读句子、观察句子特征的活动，让学生初步感知含有宾语从句的句式，为本课语法学习做好铺垫；自然引出本节课核心语法对象 —— 宾语从句。
Presentation 学习理解 Ask the students to read the sentences and circle the connecting words and underline the object clauses. Introduce the definition of the object clause to the students. Guide the students to sum up all kinds of object clauses with different connecting words. 4.Show the students the differences between whether and if. Then provide some exercises for them to practice the two words’ usage. Ask several students to check the answers. 5.Work on 4b to let the students practice the usage of the connecting words. Ask several of them to check the answers. Read the sentences in the Grammar Focus and circle the connecting words and underline the object clauses. Learn the definition of the object clause to the students. 3.With the help of the teacher, try to sum up the object clauses with different connecting words. 4.Listen to the teacher’s explanation of the differences between whether and if. Then finish the exercises to consolidate the usage. 6.Read the sentences in the Grammar Focus and try to understand the bold words. 5.Work on 4b to practice the connecting words. 本环节聚焦宾语从句基础核心知识，落实本课教学重点。首先让学生阅读例句，圈画引导词、划出宾语从句，引导学生自主观察、感知宾语从句外在形式，培养观察归纳的学习能力。 接着讲解宾语从句定义，拆解 that、if/whether 不同引导词的功能与用法，对比辨析 if 与 whether 的使用差异，搭配选择、填空练习及时巩固，帮助学生理清不同引导词的选用规则。由例句感知到概念讲解再到即时练习，遵循 “感知 — 归纳 — 操练” 的语法教学路径，帮助学生建构宾语从句的基础知识框架；在练习中及时纠错反馈，突破 “区分 that /if/whether 用法” 这一知识点，训练学生识别宾语从句的能力，发展学生对比、归纳的逻辑思维。
Practice and Production 探究应用及 迁移创新 Guide the students to learn the tenses of the object clauses. Provide some exercises for the students to let the students practice the usage of the different tenses in object clauses. Ask several of them to check the answers. Guide the students to learn the word order in object clauses and show some examples to let them have a better understanding. Provide some exercises for the students to let the students practice the usage of the word order in object clauses. Ask several of them to check the answers. T:Everyone has his own ideas and ways of learning. Today I’d like to introduce a good learner to you. Do you know who he is Play a video about Hua Luogeng. Work on 4c:Ask the students to complete the passage with the correct sentence parts.Then ask several of them to check the answers. Ask the students to think about the questions and have a talk to express their ideas. T:What does the sentence "A book starts heavy and thick, but becomes thinner as you understand it better." mean Hua Luogeng stayed positive no matter what difficulties he met. What learning attitude can we learn from him Ask the students to Think and write their learning reflection on the "Learning Voice Board".Let them work in groups to discuss whether they’d like to try the suggested learning method. Provide some useful expressions for them to help them. 1.learn the tenses of the object clauses. 2.Judge the sentences. T for true and F for false. And correct it if it’s false. Learn the word order in object clauses and get more clear understanding through these plete the sentences, especially pay attention to the word order in object clauses. 5.Watch a video about Hua Luogeng. Finish 4c: complete the passage with the correct sentence parts. 6.Have a deep thinking about the questions and share the ideas. Sa:It means that when we study and understand the knowledge in the book, the difficult parts become easier. We can master the little by little, so the book feels thinner./... Sb:We can learn that we should stay positive and never give up when facing difficulties in our study. No matter what problems we meet, we should keep trying and continue learning./... 7.Think and write their learning reflection on the "Learning Voice Board".Work in groups to discuss whether they’d like to try the suggested learning method. 本环节实现语法知识从理解到迁移运用，攻克本课教学难点。 先讲解宾语从句时态规则与语序规则，结合典型正误例句，重点强调宾语从句必须使用陈述语序，通过判断正误、补全句子练习，让学生在输出练习中强化时态、语序两大易错点，纠正学生容易出现的疑问语序错误。 借助华罗庚人物视频与阅读语篇 4c，把语法学习和人物阅读融合，在语篇语境中复现宾语从句，让学生体会语法在真实文本当中的使用；借助思考讨论题，挖掘文本育人价值，体会华罗庚不畏困境、坚持自学的精神，落实文化意识素养。最后的小组讨论、写学习心声活动，创设生活化表达情境，引导学生运用宾语从句谈论个人学习方法，实现 “学语法、用语法”，把语法知识迁移到口头表达与简短书面输出，同时反思个人学习方式，树立积极科学的学习观念，达成语言能力、思维品质、文化意识、学习能力四维素养目标。
Seat-work 随堂练习 Ⅰ.单项选择题。 1. He wondered ______ there was a way to continue learning. A. that B. whether C. what 2. He suggested that learners ______ read and take notes very carefully. A. should B. will C. must 3. I believe ______ Hua Luogeng never gave up when he met difficulties. A. if B. whether C. that 4. —Could you tell me ______ —By reading and summarizing key points. A. how can I learn better B. how I can learn better C. what can I learn 5. He said that learning ______ many challenges. A. have B. has C. had Ⅱ.将下列句子翻译成英文。 我认为记笔记有助于我们学习. _____________________________________ 他想知道他是否可以继续学习。 _____________________________________ 李老师建议我们总结要点。 _____________________________________ 我相信华罗庚是一名积极的学习者。 _____________________________________ 我想知道这个学习方法是否有用。 _____________________________________
Summary 归纳总结 Ask the students to sum up the new words, grammar and sentences . Have a summary of the new words, grammar and sentences with the T’s help. 引导学生自主总结本课时的核心词汇、语法规则和重点句型，帮助学生梳理知识脉络，构建系统的知识体系，强化记忆效果。
分层作业设计
A层： 基础巩固 整理本课宾语从句笔记，熟记 that /if/whether 用法。
B层： 能力运用 在学习心声卡上仿写2 句 that 从句，2 句 if/whether 从句，写下你的学习感悟。
C层： 拓展挑战 小组合作，用宾语从句创编一段对话，讨论如何做一名 active learner，下节课课堂展示。
板书设计
Unit3 Smart Learning Section A(Grammar--4c)
教学反思
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