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八年级下册Unit 3 Language in use教案
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这是一份八年级下册Unit 3 Language in use教案，共5页。教案主要包含了教学目标，教学重点及难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
教学设计
一、教学目标
1. 复习并掌握本模块的重点单词、短语和句子。
3. 熟练掌握whether / if及疑问词等引导的宾语从句。
3. 能够结合语篇理解练习使用宾语从句表达友谊。
4. 能意识到友谊的重要性，并积极探讨与友人相处的正确方法。
二、教学重点及难点
重点：复习并掌握本模块的重点单词和短语。
难点：whether/if及疑问词引导的宾语从句的用法。
三、教学准备
教学课件。
四、教学过程
Step Ⅰ Warming-up
Lk at the pictures and sentences, and then say bject clauses accrding t the given infrmatin.
设计意图：让学生在真实的情境中回顾if/whether及疑问词引导的宾语从句，为本课时的语法学习奠定基础。
Step Ⅱ Presentatin
Language practice
Read the sentences in the bx and pay attentin t the clred wrds.
Grammar
T explains the use f the bject clause with whether/if and wh-wrds.
宾语从句三要素：连接词、语序、时态
宾语从句的连接词
1. 连词that，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。
2. 连词if/whether，起连接作用，在从句中不充当任何句子成分，意为“是否”，不能省略，在口语中多用 if。
注意：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
(2) 在介词后
(3) 与r nt连用
3. 疑问词在句中既起连接作用，作句子成分，又有实际意义：
连接代词：wh, whm, whse, what, which
连接副词：when, where, why, hw
wh 在从句中作主语、表语；
whm 在从句中作宾语；
whse 在从句中作定语；
what和which 在从句中作主语、宾语、表语或定语；
when, where, why, hw 在从句中分别作时间状语、地点状语、原因状语和方式状语。
宾语从句的语序
宾语从句的语序是陈述句语序，即：连接词 + 主语 + 谓语 + 其他成分。
Can yu tell me where will we g?
Can yu tell me where we will g?
I dn’t knw what they are lking fr.
Can yu imagine what kind f man he is?
Culd yu tell me when the train will leave?
人称和时态变化
1. 陈述句变为宾语从句时，要注意人称和时态的变化，语序不变。
2. 一般疑问句和特殊疑问句变为宾语从句时，也要注意人称和时态的变化，后接陈述语序。
设计意图：以本单元的句子为引子，总结whether / if及疑问词引导的宾语从句的用法。
Step ⅡI Practice
Grammar Exercises
D sme exercises frm the senir high schl entrance examinatin and then check the answers in the whle class.
设计意图：通过让学生做近年中考题巩固宾语从句这一重要语法点，检查学生对该语法点掌握情况的同时，也在体验中考题型的过程中加深对该语法点的巩固。
Activity 1
Match the tw parts f the sentences and then chse sme pairs t say ut their answers. (There may be mre than ne pssibility.)
设计意图：通过句子配对练习，考查学生对宾语从句的理解。
Activity 2
1. Read thrugh the cnversatin and try t get the main idea and find ut what are missing. And then cmplete the cnversatin.
2. Chse a pair t read the cnversatin t check.
设计意图：通过选择引导词补充对话练习，强化学生对宾语从句的理解。
Activity 3
Cmplete the sentences and shw the sentences t the whle class.
设计意图：通过补全宾语从句练习，加深学生对whether / if及疑问词引导的宾语从句用法的理解。
Activity 4
Cmplete the cnversatins with the sentences in the bx and then act ut the cnversatins t check the answers in grups.
设计意图：考查学生对对话的理解能力，引导学生练习打电话用语。
Activity 5
Cmplete the cnversatin with the wrds in the bx and then check the answers in pairs.
设计意图：考查学生对对话的理解能力，帮助学生巩固本单元的重点词汇。
Step = 4 \* ROMAN IV Cnslidatin
Chse the best answer.
1. I dn’t knw when ______.
A. will the train leaveB. the train will leave
C. wuld the train leave D. the train leave
2. Culd yu tell me ______ the whle reprt withut any help?
A. hw did yu finishB. what did yu finish
C. hw yu finishedD. what yu finished
3. Everyne can play an imprtant part in sciety. As members, we shuld try ur best t d ______.
A. what we shuld dB. what shuld we d
C. hw we shuld dD. hw shuld we d
4. Miss Green didn’t tell us ______ in 2012.
A. where des she live B. where she lives
C. where did she live D. where she lived
5. I’m nt sure ______. I’ll call t make sure.
A. hw he will be back B. that he has cme back
C. why he has cme back D. if he has been back
6. Can yu tell me why ______ late fr class yesterday?
A. were yu B. yu wereC. are yuD. yu are
7. —Excuse me, culd yu tell me ______ t get t the pst ffice?
—Certainly. The N. 15 bus.
A. which bus I shuld takeB. I shuld take which bus
C. shuld I take which busD. which bus shuld I take
设计意图：随堂检测学生对本课时内容的掌握程度。
Step = 5 \* ROMAN \* MERGEFORMAT V Summary
Culd yu explain what happened then?
Can yu tell me hw she’d different?
Culd I ask if yu’ve mentined this t her?
D yu knw why she treats yu like that?
I did nt knw wh she was.
I asked her why she smiled at me that day.
设计意图：回顾本课时的主要内容。
Step = 5 \* ROMAN \* MERGEFORMAT VI Hmewrk
1. Review the use f the bject clause with whether/if and wh-wrds.
2. Review the key wrds and phrases yu’ve learned in this mdule.
设计意图：课后作业巩固所学知识。
五、板书设计
Mdule 9 Friendship
Unit 3 Language in use (1)
Culd yu explain what happened then?
Can yu tell me hw she’d different?
Culd I ask if yu’ve mentined this t her?
D yu knw why she treats yu like that?
I did nt knw wh she was.
I asked her why she smiled at me that day.
教学设计
一、教学目标
1. 复习并掌握本模块的重点单词、短语和句子。
3. 熟练掌握whether / if及疑问词等引导的宾语从句。
3. 能够结合语篇理解练习使用宾语从句表达友谊。
4. 能意识到友谊的重要性，并积极探讨与友人相处的正确方法。
二、教学重点及难点
重点：复习并掌握本模块的重点单词和短语。
难点：whether/if及疑问词引导的宾语从句的用法。
三、教学准备
教学课件。
四、教学过程
Step Ⅰ Warming-up
Lk at the pictures and sentences, and then say bject clauses accrding t the given infrmatin.
设计意图：让学生在真实的情境中回顾if/whether及疑问词引导的宾语从句，为本课时的语法学习奠定基础。
Step Ⅱ Presentatin
Language practice
Read the sentences in the bx and pay attentin t the clred wrds.
Grammar
T explains the use f the bject clause with whether/if and wh-wrds.
宾语从句三要素：连接词、语序、时态
宾语从句的连接词
1. 连词that，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。
2. 连词if/whether，起连接作用，在从句中不充当任何句子成分，意为“是否”，不能省略，在口语中多用 if。
注意：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
(2) 在介词后
(3) 与r nt连用
3. 疑问词在句中既起连接作用，作句子成分，又有实际意义：
连接代词：wh, whm, whse, what, which
连接副词：when, where, why, hw
wh 在从句中作主语、表语；
whm 在从句中作宾语；
whse 在从句中作定语；
what和which 在从句中作主语、宾语、表语或定语；
when, where, why, hw 在从句中分别作时间状语、地点状语、原因状语和方式状语。
宾语从句的语序
宾语从句的语序是陈述句语序，即：连接词 + 主语 + 谓语 + 其他成分。
Can yu tell me where will we g?
Can yu tell me where we will g?
I dn’t knw what they are lking fr.
Can yu imagine what kind f man he is?
Culd yu tell me when the train will leave?
人称和时态变化
1. 陈述句变为宾语从句时，要注意人称和时态的变化，语序不变。
2. 一般疑问句和特殊疑问句变为宾语从句时，也要注意人称和时态的变化，后接陈述语序。
设计意图：以本单元的句子为引子，总结whether / if及疑问词引导的宾语从句的用法。
Step ⅡI Practice
Grammar Exercises
D sme exercises frm the senir high schl entrance examinatin and then check the answers in the whle class.
设计意图：通过让学生做近年中考题巩固宾语从句这一重要语法点，检查学生对该语法点掌握情况的同时，也在体验中考题型的过程中加深对该语法点的巩固。
Activity 1
Match the tw parts f the sentences and then chse sme pairs t say ut their answers. (There may be mre than ne pssibility.)
设计意图：通过句子配对练习，考查学生对宾语从句的理解。
Activity 2
1. Read thrugh the cnversatin and try t get the main idea and find ut what are missing. And then cmplete the cnversatin.
2. Chse a pair t read the cnversatin t check.
设计意图：通过选择引导词补充对话练习，强化学生对宾语从句的理解。
Activity 3
Cmplete the sentences and shw the sentences t the whle class.
设计意图：通过补全宾语从句练习，加深学生对whether / if及疑问词引导的宾语从句用法的理解。
Activity 4
Cmplete the cnversatins with the sentences in the bx and then act ut the cnversatins t check the answers in grups.
设计意图：考查学生对对话的理解能力，引导学生练习打电话用语。
Activity 5
Cmplete the cnversatin with the wrds in the bx and then check the answers in pairs.
设计意图：考查学生对对话的理解能力，帮助学生巩固本单元的重点词汇。
Step = 4 \* ROMAN IV Cnslidatin
Chse the best answer.
1. I dn’t knw when ______.
A. will the train leaveB. the train will leave
C. wuld the train leave D. the train leave
2. Culd yu tell me ______ the whle reprt withut any help?
A. hw did yu finishB. what did yu finish
C. hw yu finishedD. what yu finished
3. Everyne can play an imprtant part in sciety. As members, we shuld try ur best t d ______.
A. what we shuld dB. what shuld we d
C. hw we shuld dD. hw shuld we d
4. Miss Green didn’t tell us ______ in 2012.
A. where des she live B. where she lives
C. where did she live D. where she lived
5. I’m nt sure ______. I’ll call t make sure.
A. hw he will be back B. that he has cme back
C. why he has cme back D. if he has been back
6. Can yu tell me why ______ late fr class yesterday?
A. were yu B. yu wereC. are yuD. yu are
7. —Excuse me, culd yu tell me ______ t get t the pst ffice?
—Certainly. The N. 15 bus.
A. which bus I shuld takeB. I shuld take which bus
C. shuld I take which busD. which bus shuld I take
设计意图：随堂检测学生对本课时内容的掌握程度。
Step = 5 \* ROMAN \* MERGEFORMAT V Summary
Culd yu explain what happened then?
Can yu tell me hw she’d different?
Culd I ask if yu’ve mentined this t her?
D yu knw why she treats yu like that?
I did nt knw wh she was.
I asked her why she smiled at me that day.
设计意图：回顾本课时的主要内容。
Step = 5 \* ROMAN \* MERGEFORMAT VI Hmewrk
1. Review the use f the bject clause with whether/if and wh-wrds.
2. Review the key wrds and phrases yu’ve learned in this mdule.
设计意图：课后作业巩固所学知识。
五、板书设计
Mdule 9 Friendship
Unit 3 Language in use (1)
Culd yu explain what happened then?
Can yu tell me hw she’d different?
Culd I ask if yu’ve mentined this t her?
D yu knw why she treats yu like that?
I did nt knw wh she was.
I asked her why she smiled at me that day.
