G rammer: the Object Clau
一Analysis of teaching contents
This class as the first period of the object clau focus on the definition of the object clau. Try to fully mobilize the students’ enthusiasm and improve the students' autonomous learning ability through situational teaching, ta配对星座
sk-bad teaching, and heuristic teaching.
二Characteristic analysis of students' learning
As the eighth graders, they just contact the g rammer and they have limited vocabulary and they are even in adolescence. So if when they feel something difficult or they cannot fully understand at the beginning, they easily get the weariness. Therefore, teachers should create the ci竹子的诗词
rcumstance to stimulate students’leaning interest, thinking initiatively and participating in the learning process.
三Teaching aims
1 Knowledge aims
To know the definition of the object clau and the conjunctions of guiding the object clau.
2 Skills aims:
To get the definition of the object clau by comparing the simple ntences and the object clau;
To sum up the order of the object clau by analyzing its samples:
main clau+conjunction+the subject of subordinate clau+predicate of subordinate clau;
To develop students’ ability to think independently and to process the information and to analyze the problem and to summarize.
3 Emotion aims:
To let students have the opportunity to speak and learn to cooperate to find the answer so as to enhance the friendship between the students through group discussion.
四Teaching important and difficult points
Teaching important point:
Master the basic knowledge of the object clau
Teachi变色花
ng difficult:
To summarize the definition and the order of the object clau
五Teaching process:
Teaching aid: textbook, chalk, blackboard, multimedia system, Power Point, etc.
Step 1 Warming up
Teacher: reprent the PPT, let the students analyze the each ntences elements of AB three groups and then poin甘露事变
t out the subject, pr剪刀的简笔画
edicate and object of the ntences. Speak out the differences between AB groups by comparing them.
A He knows me.
He knows that I often play basketball.
B I want to know you.
I want to know where I come from.
Student: According to the learned knowledge, an金陵春好看吗
alyze SVO components of ntences and obrve the difference between them.
Teacher: organize students to make group discussion.
Student: students discuss in groups and elected reprentatives to discuss the report to the class.
【Purpo】1 Analyze the ntences and then find out that the object is a ntences rather than a word thereby introducing the definition of the object clau.Let the students have the opportunity to make a conclusion themlves.
2 To cultivate students' comprehensive ability of using English and the spirit of cooperation through the group discussion.
Step 2 Lead in
T: from Step1,get the definition of the object clau
The object clau: the ntence which is as the object in the whole ntence is called the object clau.
T: display the exercis of the object clau and then ask students some questions. Decide whether the following ntences are the object clau.If so, plea say out the object of that ntence.
1 I know what she wants to do.
2 工作励志
I don't think （that）he is a clever boy.
3 Larry doesn't know where to go.
4 He o嘲的组词
ften plays basketball.
5 Nobody knew whether he could pass the exam非主流女头
(通过考试).
6 My pen pal comes from America.
7 The teacher asks if Mike gets up at ven in the morning
8 He asks me how I go to school.
9 She knows me.
10 Mary gives me a pen.
S: according to the definition of the object clau and some ideas getting from the step1, lect which one is the object clau and then speak out the ntence as object component.
【Purpo】To consolidate students' understanding of the object clau.
Step 3
T:The teacher explains the exerci and summarizes the order of the object clau: main clau+conjunction+the subject of subordinate clau+predicate of subordinate
clau; and then simply introduce the connectives guiding the object clau.
I know what she wants to do.
The order of the object clau主句+连接词+从句主语+从句谓语
宾语从句三类连接词
1连词that, whether, if
2连接代词what, which, who(m). Who
3连接副词when, where, why, how
（1）连词：that和whether。
1 that作为连词，本身没有意义，也不在句子中充当成分，它只是引导一个从句，在宾语从句中that可以省。
2.whether和if都是“是否”的意思，一般情况下可以互换，
但是在介词或动词discuss之后作宾语时或者和or not连用时，只能用whether，不能用if引导。
2.Who、whom和Who Who指人，可用作从句中的主语、宾语或表语，意为“谁”；Whom也指人，但只用作从句中的宾语和表语，而不用作从句的主语；Who 用作从句中的定语，意为“谁的”，即可指人也可指物。
（2）连接代词：what, which, who(m),who
特别要记住：连接代词要在句子中充当主语、宾语、表语、定语等成分，并且它们都有自己的意思。
1.what和which的区别它们都可作主语、宾语、表语或定语，但what意为“什么”或“……的（人或东西）”，which则表示一种选择性，意为“哪一个（些）”。
2.Who、whom和who
Who指人，可用作从句中的主语、宾语或表语，意为“谁”;
Whom也指人，但只用作从句中的宾语和表语，而不用作从句的主语;
Who用作从句中的定语，意为“谁的”，即可指人也可指物。
（3）连接副词：when，where，why和how
它们都可引导宾语从句，并在从句中作状语。
When意为“何时”或“什么时候”，在从句中作时间状语；
Where意为“何地”或“什么地方”告白语句
，在从句中作地点状语；
Why意为“为什么”，在从句中作原因状语；
How意为“如何，怎么”, 表程度或方式；
S: take notes
Step 4 Homework
Do the exerci at page 56
