第一篇：初二升初三第四讲宾语从句教案
要考试，找戴氏
戴氏教育名师中心
主讲人：何敏
教学目标
第四讲：宾语从句
1、让学生掌握宾语从句的用法。
2、让学生掌握宾语从句中的重点难点。教学重点难点
1、学生掌握宾语从句的语序、时态、否定转移。
2、学生掌握if/ whether的宾语从句的区别。
3、学生掌握用it代替的宾语从句。教学过程
Step1 问好，口语表达。
Step2 复习上节课所学
Step3 教学内容 A 什么是宾语从句
在复合句中用作宾语的从句叫宾语从句。B 语序
宾语从句都必须使用陈述语序，即“主句＋连词＋宾语从句（主语＋谓语＋……）”句式。C 连接词的分类
1）当由陈述句充当宾语从句时，用that引导，that无词义，在口语或非正式文体中常省略。如：
He said that he could finish his work before supper．他说他会在晚饭前完成工作。
2）当由一般疑问句充当宾语从句时，用if或whether引导，意为“是否”。如：
I don't know if ／whether he still lives here after so many years．我不知道这么多年后他是否还住在这儿。
3）如果宾语从句原来是特殊疑问句，只需用原来的特殊疑问词引导，并且在从句中作一定的成分（主语，宾语，表语，定语，状语）。连接代词有who, whom, whose, what, which;连接副词有when, where, why, how。如：
Could you tell me why you were late for the meeting this morning？你能告诉我今天早上你为什么开会迟到吗？ D 时态
1、当主句的时态是一般现在时或一般将来时时，宾语从句的时态不受影响，课根据实际情况使用任何时态。
I don't know when he will come back．我不知道他将何时回来。
He tells me that his sister came back yesterday．他告诉我他姐姐昨天回来了。
2、如果主句的谓语动词是过去时，宾语从句的谓语动词只可根据需要，选用过去时态即一般过去时、过去进行时、过去将来时或过去完成时的某一种形式。如：
The children didn't know who he was．孩子们不知道他是谁。
He asked his father how it happened．他问他父亲这件事是如何发生的。
3、如果宾语从句所表示的是客观事实、普遍真理、自然现象或习惯性动作等，不管主句用什么时态，从句时态都用一般现在时。如：
Genius only means hard-working all one's life.要考试，找戴氏
戴氏教育名师中心
主讲人：何敏
The teacher said that the earth goes round the sun．老师说地球绕着太阳转。
E 否定转移
当主句的谓语动词是think, believe,guess, suppose等，主句的主语是第一人称且为一般现在时时，宾语从句的否定词通常要前移到主句中，即否定主句的动词。如： I don’t believe he is a student, is he? 我认为他不是学生，是吗？
F if和whether在宾语从句中的区别
在下列情况下只能用whether：
1在具有选择意义，又有or或or not时，尤其是直接与or not连用时，往往用whether 2在介词之后用whether。如：
We're thinking about whether we can finish the work on time．我们正在考虑是否能按时完成这项工作。
I worry about whether I hurt her feelings．我担心是否伤了她的感情。
3、在不定式前用whether。如：
He hasn't decided whether to visit the old man．他尚未决定是否拜访那位老人。
He hasn't decided whether to go by bus or by train．他还未决定是乘公共汽车去还是坐火车去。
4、whether置于句首时，不能换用if。如：
Whether this is true or not，I can't say．这是否真的我说不上来。
5、引导主语从句和表语从句时宜用whether。如：
Whether she will come or not is still a question．她是否能来还是个问题。
The question is whether we can catch the bus．问题是我们能否赶上公共汽车。
6、若用if会引起歧义时，则用whether。如：
Please let me know if you like the book．可理解为：
a．Please let me know whether you like the book．请告诉我你是否喜欢这本书。
b．If you like the book，please let me know．你如果喜欢这本书，请告诉我。
注意：
if和when既可以引导宾语从句，也可以引导状语从句，应注意它们在两种从句中的意思和用法的不同。if和when引导宾语从句时，分别意为“是否”和“何时”，其时态应和主句时态相呼应；它们引导状语从句时，意思分别为“如果，假如”和“当……时候”，当主句时态是一般将来时时，其时态用一般现在时。它们常常放在含有状语从句和宾语从句的题干中进行综合考查。如：
—Do you know when he will come back tomorrow ？你知道他明天什么时候回来吗？
—Sorry，I don't know．When he comes back，I'll tell you．对不起，不知道。当他回来了，我将告诉你。
—I don't know if he will come．我不知道他是否会来。
—He will come if it doesn't rain．如果不下雨，他会来的。
Genius only means hard-working all one's life.要考试，找戴氏
戴氏教育名师中心
主讲人：何敏
Genius only means hard-working all one's life.
第二篇：《宾语从句》教案
中考专题复习《宾语从句》教案
设计人：王晶晶
一、课 标 要 求
掌握宾语从句引导词的用法 掌握宾语从句的语序 掌握宾语从句的时态
二、教 学 重 点
宾语从句引导词、时态与语序的用法
三、教 学 难 点
if/when引导的是宾语从句还是状语从句 宾语从句中的“否定转移”现象
四、教 具
多媒体课件
五、教 学 过 程
考点一:考查宾语从句的引导词
引导宾语从句的关联词主要有:that,if ,whether,what,who,which,how,where,when,why等．
对引导词的选择要注意三点：
１．陈述句变为宾语从句时，引导词用that,口语中that常省略，无实义；
２．一般疑问句变为宾语从句时，引导词用if或whether,意为“是否”（注意：当和or not连用时必须用whether);３．特殊疑问句变为宾语从句时，用特殊疑问词作引导词，其意义要以特殊疑问词本身的含义来确定．
考点二:考查宾语从句的语序
宾语从句的语序要用陈述语序,即主谓语序.Do you know where he lives? Can you tell me when the plane will arrive? I don’t know if/whether he will come.He asked how we could get there.考点三：考查宾语从句的时态
1.主句是一般现在时态，从句的时态要根据句意而定，该用什么时态
就用什么时态．例如；
where he lives.I want to know what he is doing in the garden.when he will come here.how long he has been in China.2.主句是一般过去时态，从句的时态要变成相应的过去时态．例如: where he lived.（一般现在时变为一般过去时）I wanted to know what he was doing.(现在进行时变为过去进行时)when he would come here.(一般将来时变为过去将来时)how long he had been in China.(现在完成时变为过去完成时)注意:当宾语从句是客观真理自然规律时,不管主句用什么时态,从句总用一
般现在时.The teacher told us that the earth goes round the sun.考点四：考查宾语从句的“否定转移”现象 在“I think/believe/suppose+that”从句中，对从句的否定往往前移到主句的谓语部分，习惯上称为“否定转移”．
选一选
--Shall we invite our teacherto the party?--That’s a good idea.But I_____think she_____come.A.don’t;will B./;won’t C.won’t;will D.do;won’t 考点五：考查if/when引导的是宾语从句还是状语从句 试比较一:I don’t know if he will come tomorrow.(if “是否”，引导宾语从句．时态：根据句意该用什么时态就用什么时态）If he comes, we will go to the zoo．
（if“如果”，引导条件状语从句．时态：主句将来时，从句一般现在时）试比较二：I have no idea when he will come.（when“什么时候”，引导宾语从句）I will tell you when he comes.(when“当...的时候”,引导时间状语从句)限时小测验
1.Do you remember________?
A.where did you buy the dictionary B.where you bought the dictionary C.where do you buy the dictionary D.where you buy the dictionary 2.—Could you tell me __________?-Sorry, I don’t know.You can ask the Policeman over there.A.where the science museum is B.how can I get to the science museum C.where is the science museum D.the science museum is where 3.Can you tell us ________________________? A.If your father does B.what does your father do C.Your father does what D.what your father does 4.Do you know ____________________? A.what are you listening B.what you are listening C.What you are listening to D.what are you listening to 5.I don’t know if his uncle____.I think he_____if it doesn’t rain.A.will come, comes B.will come, will come C.comes, comes D.comes, will come 6.I don’t know when Mr Green_______.When he _____,you must tell me.A.comes back, comes back B.will come back, comes back C.will come back, will come back D.comes back, will come back 7.We don’t know if it_______tomorrow.If it______, we will go hiking.A.will rain, won’t rain B.rains, doesn’t rain C.will rain, doesn’t rain D.rains, won’t rain 8．--Shall we invite our teacherto the party?--That’s a good idea.But I_____think she_____come.A.don’t;will B./;won’t C.won’t;will D.do;won’t 9.My uncle remembered＿＿＿＿＿．
A.when we moved to the town B.when did we move to the town C.when we move to the town D.when do we move to the town 10.We were told that light______much faster than sound.A.Travelled B.travels C.was D.will be 11.—Could you tell us how long___________?-About three days.A.does the sports meeting last B.the sports meeting lasts C.will the sports meeting last D.the sports meeting will last 12.Mr King didn’t know_____yesterday evening.A.when does his son come back B.when his son comes back C.when did his son come back D.when his son came back 13.They wondered if the teacher____them some English songs the next week A.would teach B.had taught C.will teach D.taught 14.--Could you tell me___ she is looking for?--Her cousin, Sue.A.that B.whose C.who D.which 15.Do you know___ we will talk about at tomorrow’s meeting? A.what B.that C.where D.how 16.The teacher asked me___I needed any help.A.whether B.that C.what D.which
第三篇：宾语从句教案
宾语从句教学设计 板书：He knows me.He knows what’s wrong with his wife.说出2个句子的宾语。
说出2个句子的宾语是词（词组）还是句子。
第一个句子的宾语是一个词构成的，第二个句子的宾语是一个句子，我们称这种做宾语的句子叫宾语从句。其中 he knows 叫主句，what’s wrong with him是从句。
说出下面4个句子的主句和从句。
A．He said that he had a very good journey home.B．He asked if /whether they had come.C．He told me that the earth goes around the sun.D．He asked me how he could get to the nearest post office.总结：。是主句，剩下的是由that，if，how引导的宾语从句。
初步认识了宾语从句，下面我们开始了解宾语从句的三要素 引导词（连接词）语序 时态
1）从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略 比如上面四句话中的A,C就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改）2）由从属连词 whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的B就是由if引导的宾语从句，3）由连接代词
who,whom,whose,which,what, whoever, whichever, whatever 和连接副词 where, how, why,when引导的宾语从句
代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的D。注意：关于是否if/whether.Whether,if 引导宾语从句：两词可互换，但是下列情形除外：
1)．whether从句中有or not
2)．whether从句做介词宾语
3)whether后可以加or not,但是if不可以.4)在不定式前只能用whether.（如：I can’t decide whether to stay.我不能决定是否留下。）
5)避免歧异时，我们常用whether而不用if.Paper课堂
1.I asked her __________ she had a bike.2.We’re worried about ________ he is safe.3.I don’t know ________ or not he is well.4.I don’t know _______ to go.继续观察上面的四句话，请问宾语从句的语序有什么特点？（陈述句语序）不管原来的句子是陈述句，一般疑问句还是特殊疑问句，放在宾语从句里都是陈述句语序。
（板书）改写宾语从句。陈述句Doctor Li is very patient.It is well-known that _____.一般疑问句Is Doctor Li very patient? John wants to know __________(用if或者whether引导)特殊疑问句How is Doctor LI? John wants to know ____ 练习
Part 1 课堂练习（paper）
Mike gets up at seven in the morning.He says that---Mike gets up at seven in the morning
The teacher asks--if Mike gets up at seven in the morning..The teacher asks what time---Mike gets up in the morning.我们已经了解了宾语从句的引导词和语序，下面我们来学习下宾语从句的时态。（卡片，贴在上面时态的旁边）口诀：主现从任意
主过从过去 从真理用现在 一张paper发 朗读并且分析主句从句的时态 1． 主句用现在时，从句可用任意时态。可归纳为“主现从任意”
Do you know what time the ship leaves? Do you know when John was born? Do you know if John has passed his exams? 2． 主句用过去时，从句用过去的某个时态。可归纳为“主过从过去” He said he had a very good journey home.He asked if they had come.3．主句用过去时，从句是科学真理、客观常识、名人格言时用一般现在时。
He told me that the earth goes around the sun.(自然真理客观现象)He didn’t know that summer comes after spring when he was five years old.注意：4情态动词could/would用于，“请求”，表示委婉、客气的语气时，从句不受主句的约束。
Could you tell me where I can buy a pencil sharpener?
5主句是一般过去时，从句中有具体的过去时间状语，即使从句动作发生在主句动作前，仍用一般过去时。
• The teacher told me she was born in 1960.• I heard that he went to Paris last night.宾语从句的一些特殊句式
• 1动词think, find, consider, believe, feel, make等后it为形式宾语，后跟名词或形容词作宾补，而真正的宾语——that从句则放在句尾）We think it our duty that we should help others.I find it impossible that he should finish the work in two days.2.否定转移
若主句主语为第一人称且谓语动词为think, consider, suppose, believe, expect, guess, imagine等，其后的宾语从句含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。
I think he won’t come here.（）I don’t think he will come here.（）
2.当宾语从句的引导词正好做主语的时候，语序不变，比如常用的what和who Could you tell me who knows the answer，please？
The small children don't know what is in their stockings What’s wrong?（what was wrong）What’s the matter?（what was the matter）
What’s happening? What happened? eg:
I don’t know what’s the matter.I don’t know what the matter is.(F)Can you tell me who is over there?（who做主语）Can you tell me who he is ?（who做表语）连接词
语序
引导词+主语+谓语 时态
第四篇：宾语从句教案
宾语从句教案
This lesson we will learn object clause.I divided my lesson into three parts: the structure of a sentence, what is object clause, then do some practice.First, let’s come to the first one.Sentence structure:
What is subject: it refers what’s the sentence talking about.And it is usually put at the first of the sentence.E.g.1.I enjoy reading.2.Playing basketball is interesting.3.Lily loves running.We know that the subject is “I, Playing basketball, Lily”
Next is what’s the verb.Verb meaning how’s the object or what’s the subject doing.Look at the example sentences, we know that the verb is “enjoy, is, loves” Then let’s come to the object.It refers to the result of the verb.And usually put behind the verbs or prep.We get to know “reading, interesting, running” is the object.Ok, let’s come to here.One sentence: I know you.We just learn that I is the subject.Know is the verb, and you is the object.We call this sentence simple sentence.Let’s look at another sentence: I know who you are.We know I is the subject, know is verb and who you are is the object, right? So It change ya word into a sentence who you are, we call this object clause.Then who is the introducer, and you is the subject of the clause, are is the verb of the clause.I know is the main sentence and who you are is the object clause.接下来我们学习宾语从句的定义：宾语从句在复合句中作主句的宾语。宾语从句的结构为：主句+引导词+宾语从句。
接下来我们看到下面四个句子：1.I'm afraid that I can't remember your name.2.He wondered whether you went to school yesterday.3.Lily knew why she came here.4.My teacher told me how I can get the right answer.然后学生找出宾语从句的引导词，然后找出宾语从句。
接下来讲解宾语从句三要素：引导词，语序，时态。在这里特别提醒同学们注意第三点时态。引导词：that连接陈述句 if/whether连接一般疑问句
特殊疑问词如what, how, when, why, how much...连接特殊疑问句 语序：尤其注意，从句一定使用陈述语序。时态：
1.主句：现在时态
从句：时态可根据实际情况而定 eg.I know she went to Beijing yesterday.2.主句：过去时态
从句：相应的过去时态
eg.Mike believed that Ken couldn't finish the work alone.3.客观事实，真理，公式，定理时
从句：一般现在时
eg.She told me that the earth turns around the earth.练习题：
Lucy asked ___there was a match on TV
A.that
B.if
C.how
D.what He didn’t say___this afternoon.A.that he will go there
B.how will he come
C.whether he would go there
D if he will go there I don’t know if he___.If he ___,please call me.A.will come;comes
B.comes;will come
C.will come;will come
D.comes;comes 最后check answer：BCA Thanks for your listening.
第五篇：初三宾语从句教学案例
初三宾语从句教学案例
一、教学背景：
本课为浙教版初三教材Unit6 Grammar中有关Reported speech的内容。笔者把这节课的重点定为五种时态的变形。由于在8B中学生已接触了直接引语变间接引语时态不发生变化的情况，学生对人称的变化已经掌握，因而本节课只需提及，不必列为重点。
二、教学思路：
本节课由呈现简笔画引入，让学生猜测图中人物的语言。再列出图中人物的原话，让学生引述。教师在学生使用间接引语中提醒他们对时态的关注。呈现完五种时态的变化形式，再附之以练习。让学生在机械操练中掌握间接引语的时态变化。为了让学生对本节课的重点内容达到熟练的程度及增强学习的趣味性，笔者又设计了“传话”和“我是小记者”两项活动。“传话”这一活动旨在口头的操练间接引语；“我是小记者”则是进行听和写的练习来巩固此语法知识。最后，由学生再次归纳直接引语变间接引语时的时态的变化。
三、教学片段：（“传话”活动的开展）
T: Boys and girls.Let's play a game.OK? Ss: OK.T: The game is called “Tell me what he/she said.”
A student says a sentence to someone;the listener tells us what he/she said.Model: A: I am sad.B: he said he was sad.(在B同学回答完，教师将句子投影到屏幕上，让其他同学判断B同学转述的是否正确)T: You can write down your sentences first.(Wait 2 minutes for writing)S1: I am writing.S2: He said that he is writing.T: Is she right? Ss: No.T: who can help her?（教师温和的询问）Ss: He said that he was writing.(教师发现虽然在前面操练的效果不错，但在进行口头练习时，错误的频率还是很高，部分较差的学生似乎跟不上.于是笔者先让学生把句子投影到屏幕上，在把句子读给大家听，让所有的学生有思考的时间)S3:(show the sentence on the screen)I will visit Beijing.S4: she said that she would visit Beijing.S5(show the sentence)I went to Xuanwu Lake last week.S6: She said that she had gone to Xuanwu Lake last week.（时间状语的变形并不是笔者今天所教内容，指出错误是必然的，但该如何解释，这是笔者设计时未考虑的 ,因而笔者只是把正确的表述教给学生）
T：Pay attention to the adverbials of time ‘last week'.We should change it into “the week before”.“ Tomorrow I will tell you there a son.”(在八对学生做完此练习后，笔者让全班同学集体把这五个间接引语的句子大声朗读一遍，再次巩固直接引语改间接引语的时态变化。)T: let's say these sentences together.T and Ss: He said that he was sad.He said that he was writing.……
She said that she would visit Beijing.She said that she had gone to Xuanwu Lake the week before.四、教学反思：
我认为，英语教学的目的主要是培养学生掌握并运用英语的能力，英语教学应该为学生创设他们喜闻乐见的合适的情境，给予他们充分的时间和空间，让他们成为学习的主人。作为一名英语教师，首先应该激发学生学习英语的兴趣和积极性，增强学生的记忆效率，以达到最终的教学目的。如果一味地采用传统的英语教学方法讲授语言规则，让学生脱离语言环境去做大量机械、枯燥乏味的知识训练，学生学习兴趣当然不高。因而，在本堂课的中，我设计了两个活动，让学生在情景中练习间接引语，增强学习的兴趣，锻炼了口语表达能力。在活动的开展过程中，我发现活动的效能远不如自己所期望的那样。例如，在活动伊始，我过高的估计学生的听的能力。大多数学生无法在头脑中对直接引语进行转变，有的甚至对原话复述都存在困难。因此，活动的设计以及活动中出现的意外状况都需要设计者在之前进行周密思考及在课堂上的变通。现对如何发挥活动的效能作如下反思：
（一）设计与学生实际英语水平相当的活动。
由于地域、师资和学习起始时间等因素的影响，各校各班的学生的差异相当大。因此在备课过程中，教师一定要认清学生的英语实际水平。笔者在本活动的开始时，高估了学生听得能力。在及时认识这一不足后，调整了呈现与听的顺序，让学生看了再听，再想，再反应。虽然活动也延续了下去，但听的作用似乎不大。笔者在课后与学生的交流中了解，学生只是对听到的句子时态不太明确，基本还是听得清楚的。在了解学生听的能力这一真实水平，笔者认为在布置写句子时，事先圈定每组所选用的时态，并让读句子的同学读的同时，写出句中出现的动词形式。这样保证所有学生能准确地获取信息，听也发挥了它应有的效能；同时这也保证了五种时态都能练到。
（二）重视活动中微任务的设计
在任务型教学活动中，任务是无处不在的，即大任务中包含小任务，小任务中包含微任务。教师不能单纯的设计大任务，而忽视小任务，微任务的设计。正是由于它们的链接和点缀，任务才更易操作，活动的效能才能更好的发挥。本堂课中出现的一些学生在别人练习时，思想不集中，开小差的情况，正是教师忽略微任务布置的结果，让这些学生感到无事可做。笔者在课后想到，在让个别学生进行练习前，可先把全班学生分组；学生回答时，本组的学生可以补充；其他组的成员可以找错。通过小组竞赛的方式，激起每一位学生的关注。这样就保证了所有的学生都积极参与到活动中；同时也让学生感受集体荣誉感，增强他们的集体主义精神。
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