中小学教育资源及组卷应用平台
Unit 6 Healthy diet课时教学设计
本单元第三课时 Grammar
语篇研读
本节课是本单元的第三课时，是一节语法课。重点讲授语法宾语从句。帮助学生掌握宾语从句的基本结构和用法。 【what】本节课学习课本87-89页的内容，本节课的主要讲解宾语从句的基本机构、that-clauses和wh-clasuses。 【why】通过问答、对话等的形式，能够运用wh疑问句和由wh疑问句引导的宾语从句来表达已知的信息、建议等。 【how】本节课的对话内容多样，但都围绕同一个核心主题“均衡饮食”展开。Grammar部分中列出了宾语从句的常见的两种用法，并进行了适当的拓展。
学情分析
本节课的目标语言是帮助学生学习宾语从句的结构和用法。学生可以根据课本中所给的宾语从句句型进行分类和拓展。本节课中的例句都是前两次课在课文中学所的，已经背诵，因此是十分熟悉的。在此基础上进行分析，会更易归类，对比和分析。本节课的互动性很强，因此可以很好地激发学生的学习兴趣。九三班的学生大部分英语学习和英语思维能力差，课堂表现欲较差，课外探索学习资源和材料的意识也比较弱，需任课教师不断引导，好好启发。
教学目标
单元教学目标 课时教学目标
掌握宾语从句的结构和用法。 1.通过精读对话，使学生掌握that型、wh-型宾语从句的结构和用法。（学习理解） 2.通过对话内容和练习，能够运用wh疑问句和由wh疑问句引导的宾语从句来表达已知的信息、建议等。（应用实践） 3. 通过观察对话内容，培养学生的分析能力和发散思维能力。让学生运用语法规则从一个实例中进行推理。（创新迁移）
教学重难点
教学重点：掌握宾语从句的基本结构。 教学难点：能够正确使用宾语从句。
教学方法
任务型教学法、情景交际法
教学工具
PPT课件，多功能白板，教案
教学流程图
教学过程
教学目标 教学活动及互动方式 设计意图 效果评价
通过精读对话，使学生掌握that型、wh-型宾语从句的结构和用法。（学习理解） 任务一：Lead in Listen to the music. What sentences do you see or hear the most 任务二：Presentation Can you find more sentences with that-clauses or wh-clauses / h-clauses in our text To say what we know, think, believe, etc., we can use certain verbs with a that-clause. To say what we know, think, believe, etc., we can also use verbs with a wh-clause / h-clause. 任务一： 目标语言输入。学习查收信息，观察句子细节。 任务二：目标语言输入。学习宾语从句的基本结构和用法。总结时态一致、语序等问题。 邀请两位学生回答问题，判断学生能否理解题意。 观察学生参与课堂的表现，判断学生能否真正的进入课堂，理解宾语从句的结构、用法和区别。
通过对话内容和练习，能够运用wh疑问句和由wh疑问句引导的宾语从句来表达已知的信息、建议等。（应用实践） 任务三：Practice In pairs, complete the conversations on the next page. S1 should tell S2 what he/she and other people eat. S2 should look at the table below and give a suitable reply. In pairs, ask and answer the questions. Follow the example. 3.闯关游戏。 任务三 ： 根据所给关键信息，完成对话、锻炼学生用正确的宾语从句表达自己观点、建议的能力。 每一个阅读任务前都要设计思维启发性评价问题，引导学生深入思考。思维启发性问题学生可以集体回答，举手独立进行回答的同学，只要思想积极，观点正确，及时给予肯定和赞许。
通过观察对话内容，培养学生的分析能力和发散思维能力。让学生运用语法规则从一个实例中进行推理。（创新迁移） 任务四：Summary 宾语从句的基本结构 宾语从句的引导词 宾语从句的时态一致问题 宾语从句的语序 宾语从句的简化为题 任务四： 根据思维导图，分析宾语从句语法规则，并 拓展运用到实例中。 任务四： 从学生各项任务的完成情况，判断学生对所教授的内容的掌握程度，并进行客观的评价和引导，及时调整教学。
阅读课评价量表
Items Great（ ） Not bad（ ) Try harder（ ）
I can use object clauses with that correctly.
I can use object clauses with question words correctly.
Language
I can use correct spelling.
I can use correct punctuation.
I can use correct tense.
课时教学板书设计
课时作业设计
作业内容 作业目标 设计意图
基础题： 朗读、默写课文中含有宾语从句的七个句子。 掌握最基本的语言知识；培养学生自主学习的能力。 查漏补缺，复习和巩固本节课所学内容
提高题： 画宾语从句有关内容的思维导图（含句子结构、引导词的选择、时态一致、语序等的情况）。 学习和牢记四个重要板书内容。 加深对本节课内容的理解和消化。
拓展题： 根据所画思维导图，结合引导词、时态一致的每个知识点各造一个句子。 学会观察思维导图的具体内容和知识点，判断自己造的句子是否符合宾语从句的语法要求。 强化本节课实际操作和迁移运用能力。
课后反思（实施后填写）
本课介绍了宾语从句的结构和用法。结合思维导图和练习整理和记忆在相关语境中的运用，并加以巩固。
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21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
学科 英语 年级 九年级上册
使用教材 沪教牛津版（深圳·广州·沈阳）
单元名称 Unit 6 Healthy diet
单元主题及主要内容分析
单元主题分析： 本单元的主题是“健康饮食”，对应课标中的“人与自我”这一主题语境以及“生活与学习”这一主题群。 单元内容分析： 本单元的主题是人与自我，涉及的话题与“健康饮食”相关，通过多模态形式的语篇，如日常对话、说明文（事理阐释）、表格填写、评论、诗歌、古诗等预测阅读文本的内容，呈现了与食品和健康之间的联系，增强学生热爱生活、珍惜食物、注重健康的饮食意识。 整个单元分为Reading、Listening、Grammar、Speaking、Writing、More practice、Culture corner、Project八个部分。每部分的内容都有兼顾学生“听、说、读、看、写”等技能的内容编排，关注语言的理解性技能和表达性技能的协调发展。教材的语言材料涉及的具体语言知识有：（1）食物的分类；（2）关于均衡饮食的日常对话；（3）电话点餐与记录；（4）宾语从句；（5）表达个人的饮食偏好；（6）一周的午餐菜单；（7）餐厅评价；(8) 关于农耕的两首诗歌； (9) 介绍西红柿的故事。通过单元话题的学习，引发对食物的种植、选择、食用的进一步认知和了解，激发学生的求知欲和好奇心，尊重食物，能够表达自己的饮食偏好，了解世界各地的食谱，从而形成热爱生活、珍惜食物、健康饮食，展示自我的意识。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 Numbers单元教学内容语篇语篇类型（技能）语篇内容语篇主题一 Food groups图表与图示（读）食物分类学习不同食物和对应的类别。二 What’s a balanced diet 日常对话（读）谈论什么是均衡饮食学习均衡饮食的概念三 Ordering food记叙文（听）电话点餐，完成表格填写通过表格了解食品类别、数量、价格等信息，并做记录。四 Expressing preferences&A weekly lunch menu对话（说）表达个人饮食偏好;一周中餐菜单形成热爱生活、珍惜粮食，展示自我的意识。五 A restaurant review应用文（写）Doris写了一篇餐厅评价通过餐厅评价，学习表达如何介绍食物、评论食物、评论服务以及推荐。六 Two Poems about farming诗歌（读）介绍关于农耕的诗歌了解种植粮食的艰辛与不易，增强学生要珍惜粮食的意识。
表二：单元大观念：
核心素养的综合表现： 学完本单元后，学生能够掌握用目标语言理解与季节相关的词汇以及常用表达的意义,并能简单运用;掌握食物的分类，能正确使用宾语从句表达自己的知道、认为和相信某事；运用圈画关键词等策略理解关键信息; 运用本单元所学，表达自己对食物的偏好；并能对餐厅进行评价，表达用餐体验，形成热爱生活、展示自我的意识。
学情分析
（一）自然情况 本单元围绕“健康饮食”这一话题，开展教学活动，学习食物的分类，什么是均衡饮食、表达个人的食物偏好、记录点餐的细节信息、，了解知识的涉猎范围。符合Module 2 Leisure time这个话题的内容探究，以及九年级学生对知识的汲取需求。 （二）已有基础 (1)学生对“健康生活”的话题比较熟悉，对自己饮食方式也有一些了解。 (2)学生已经基本掌握了课内词汇并能理解宾语从句的基本句型。约有70%的学生可以准去表达that型和wh-型宾语从句。 存在问题
健康生活属于Leisure time这个话题，涉及的知识面非常广，学生虽然在小学和七年级、八年级涉猎了一些，但是比较浅显，涉及的知识面也不够广泛。本单元的教学内容应该站在一个更高更宽广的角度去理解。 解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。2. 培养学生观察食物并进行分类。3. 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。4. 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。5. 从多角度多维度对学生进行多方位评价。
单元学习目标
通过本单元的学习，学生能够： 能够用目标语言介绍食物的分类；掌握记叙文、日常对话的逻辑思维和框架，以及英文诗歌的特点； 掌握通过图片和提供的信息对篇章内容的整体推测，及抓住关键信息的听力技能； 掌握宾语从句的基本结构和用法（that-clause和wh-clasue）;通过对话，表达个人对食物的偏好； 通过阅读题干和观察图片，能够预测文章内容，读懂文章，了解英语诗歌的一般知识；通过图片和 表格等方式帮助学生提取关键信息，理解文章，提高学生运用策略的意识。 4. 能够正确使用宾语从句，表达自己认为、相信某事，激发学生对生活和食物的热爱。
单元课时安排
语篇 课型 第*课时 课时对应的单元教学目标
Reading I 阅读课 第一课时 能够用目标语言描述；掌握日常对话、说明文（事理阐释）的逻辑思维和框架，
Reading II & Listening 阅读课听力课 第二课时 掌握通过表格和提供的信息对篇章内容的整体推测，及抓住关键信息的听力技能。
Grammar 语法课 第三课时 掌握宾语从句的结构和用法（that-clause和wh-clause）
Speaking & Writing 对话课 写作课 第四课时 掌握通过图片和提供的信息对篇章内容的整体推测，及抓住关键信息的听说技能；展开合理想象，用所学词汇、句式、语法等表达个人对食物的偏好。
More practice & Culture corner 阅读拓展课 第五课时 能够用目标语言，理解与农耕相关的英文诗歌，掌握诗歌的表达方式；通过对西红柿的故事，了解不同食物的来源和发展过程，增强学生对食物种植的尊重，珍惜粮食。
持续性评价的手段与方式
通过略读回答问题链，精读日常对话内容，完成对食物的分类、均衡饮食的认知。评价学生对于用目标语言介绍均衡饮食的掌握；通过对话，学习表达对食物的偏好；通过模仿范文，写一篇餐厅评价，评价是否掌握评价类文章的结构和框架；通过图片和提供的信息对篇章内容的整体推测，及抓住关键信息的听力技能。 通过看图说话，评价是否掌握宾语从句的结构和用法（that-clause，wh-clause)。 通过思维导图和已给的关键词信息，评价用所学词汇、句式、语法等编写关于餐厅的评价，展开合理想象，培养热爱生活、关注自我对食物需求的意识。 通过短文的精读，完成P84-85的填空题和选择题，来评价掌握略读和扫读的阅读技巧，同时用合适的目标语言和句式表达；通过完成P86 Ordering food这篇文章的填空，来评价掌握有效听力，获取关键信息的能力；通过P91 A tale of the tomato了解西红柿的故事，增强对食物的珍惜和热爱意识。
教学反思（实施后填写）
本单元的教学设计，在单元主题的指导下，基于话题对教材内容进行整合，将本单元的教学设计成五课时。每节课的设计都体现了任务型教学的理念，任务的设计由浅入深，层层递进；由于本单元的主题是健康饮食，单元内容是从各个角度，对食物的分类、什么是均衡饮食来介绍，同时对话中学习了如何表达自己的饮食偏好，对餐厅的评价等知识性的输出很多，考查学生的课外阅读拓展，知识的积累，这些都是平时一点一点养成的习惯性阅读，所以本单元的教学设计以知识性的干货输出为主，同时也有一些创造性的活动，来让学生在情境中自然的习得和表达。总的来说，本单元的设计带有一定的学术性，可能有的学生更喜欢稍微浅显一些的知识内容，趣味性更强的活动。
单元整体评价
经过本单元的学习，大部分学生对宾语从句的结构和用法（that-clause、wh-clause）有了比较好的理解和掌握，并能在日常生活情境中灵活的去运用。有些学生能够用目标语言介绍自己的饮食偏好，掌握日常对话的逻辑思维和框架。但是还有一部分学生对于展开合理想象，用所学词汇、句式、语法等介绍自己喜欢餐厅的评价的相关信息。话题是同学们比较熟悉的内容，因此对于本单元的内容，理解和吸收起来，相对是比较容易的。
作业设计 这份作业是在学生学完了Unit 6 Healthy diet布置完成的。在教学过程中，针对此话题对学生进行了听、说、读、看、写五个方面的技能训练，因此这份作业的主要目标是对本单元进行综合复习。通过三个任务，达成复习目标。
作业内容 作业目标 设计意图
基础题： 一套本单元基础知识复习题 掌握本单元的重点单词，短语和句式表达 查漏补缺，复习和巩固对本单元基础知识的掌握
提高题： 整理本单元的学习笔记，用思维导图归纳五个课时的语言点 增强自主学习的能力 能清楚了解自身对于知识的把握上，哪些真正掌握，哪些需要加强复习巩固
拓展题： 全班组织一场关于分享介绍我喜欢的餐厅的评价的活动，让学习联系实际生活，在生活中运用起来。 在情境中更加深入的消化和吸收本单元的主题观念和语言观念 将本单元的主题观念和语言观念进行迁移创新
21世纪教育网(www.21cnjy.com)(共41张PPT)
Unit 6 Healthy diet
Period 3 Grammar
牛津深圳版 九年级上
Content
Learning objectives
01
Lead-in
02
Presentation
03
practice
04
Summary
05
Homework
06
Learning objectives
After learning this lesson, you can:
1.通过精读对话，使学生掌握that型、wh-型宾语从句的结构和用法。（学习理解）
2.通过对话内容和练习，能够运用wh疑问句和由wh疑问句引导的宾语从句来表达已知的信息、建议等。（应用实践）
3. 通过观察对话内容，培养学生的分析能力和发散思维能力。让学生运用语法规则从一个实例中进行推理。（创新迁移）
Lead in
What sentences do you see or hear the most
I believe I can fly.
Lead in
Make conversation with the sentence structure: I believe (that) I can fly.
Samuel
Doris
I think (that)
my diet is healthy.
I think (that)
your diet is terrible.
I don’t know what a healthy diet is!
Do you know what a healthy diet is
Presentation
Doris and Samuel are having dinner in a restaurant.
Samuel: I think I'll have a hamburger, some chocolate cake and a large cola. How does that sound to you
Doris: That sounds terrible! I’ll have a chicken sandwich, a salad, an apple and a glass of lemon tea. I've decided to stay away from fried food and soft drinks.
Samuel: Since when
Doris: Since I had my medical examination. The doctor said that I needed to lose a bit of weight by avoiding fat, oil and sugar. He also stated that it's necessary for me to have a more balanced diet.
Samuel: What's a balanced diet
Doris: A balanced diet means having different kinds of healthy food everyday. Research shows that each day you should have plenty of fruit, vegetables and grain products such as noodles and bread. And, in general you should have fewer dairy products and eggs, and less meat.
What’s a balanced dite
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3
4
Can you find more sentences with that-clauses or wh-clauses / h-clauses in our text
Can you find more sentences with that-clauses or wh-clauses / h-clauses in our text
Samuel: But I believe my diet is balanced.
Doris: Really Do you remember what you had today
Samuel: Oh, the usual things. For breakfast, I had fried eggs and a large cup of coffee with a lot of milk and sugar.
Then I treated myself to some ice cream for a snack.
Doris: And for lunch
Samuel: For lunch, I had six chicken wings and a cola.
Doris: I don't understand how that is a balanced diet!
Samuel: Well, I have many different kinds of food every day.
Doris: But all of these kinds of food are unhealthy for you.
Samuel: OK, you're right. I’ll change mydiet ... tomorrow. Here comes my hamburger and chocolate cake!
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6
Presentation
Sentences with that-clauses or wh-clauses / h-clauses in our text.
1. I think (that) I'll have a hamburger, some chocolate cake and a large cola.
2. The doctor said that I needed to lose a bit of weight by avoiding fat, oil and sugar.
3. He also stated that it's necessary for me to have a more balanced diet.
4. Research shows that each day you should have plenty of fruit, vegetables and grain products such as noodles and bread.
5. But I believe (that) my diet is balanced.
6. Do you remember what you had today
7. I don't understand how that is a balanced diet!
Presentation
How do we call these clauses
We call them Object clauses.
Research shows (that)
I believe (that)
each day you should have plenty of fruit, vegetables and grain products such as noodles and bread.
my diet is healthy.
Presentation
To say what we know, think, believe, etc., we can use certain verbs with a that-clause.
A Object clauses (that-clauses)
The doctor said (that)
I needed to lose a bit of weight by avoiding fat, oil and sugar.
主语
谓语
动词
Object clauses宾语从句
引导词
（无意义可省略）
主谓一致
主过从过
主从句，时态一致
主现从任
agree explain know suggest believe feel say think
We often use that-clauses after these verbs:
Presentation
To say what we know, think, believe, etc., we can use certain verbs with a that-clause.
A Object clauses (that-clauses)
Work out the rule:
We often leave out ____________ in an object clause in speech.
that
S1:______________________________________________
(I / lot / sweets / little fruit)
S2:________________________________________________________
I eat a lot of sweets and only a little fruit.
I think (that) you should eat fewer sweets and more fruit.
In pairs, complete the conversations on the next page. S1 should tell S2 what he/she and other people eat. S2 should look at the table below and give a suitable reply.
Practice
I think (that) you shouldn’t eat too many sweets or a little fruit.
2. S1:____________________________________________________________
(I / lot / fried food / little bread)
S2: ___________________________________________________________
I eat a lot of fried food and only a little bread.
Practice
I think (that) you should eat less fried food and more bread.
I think (that) you shouldn't eat too much fried food or little bread.
3. S1:_____________________________________________________
(My brother / lot / meat / few vegetables)
S2: _____________________________________________________
_________________________________
My brother eats a lot of meat and only a few vegetables.
I think (that) your brother should eat less meat and more vegetables.
Practice
4. S1:__________________________________________________________
(I / lot / meat / few oranges)
S2: __________________________________________________________
I think (that) you should eat less meat and more oranges.
I eat a lot of meat and only a few oranges.
Practice
I think (that) you shouldn’t eat too much meat and you should eat more oranges.
5. S1: ____________________________________________________
(My sister / lot / eggs / few carrots)
S2: ____________________________________________________
_______
My sister eats a lot of eggs and only a few carrots.
I think (that) your sister should eat fewer/some eggs and more carrots.
Practice
Presentation
B Object clauses (wh-clauses/h-clauses)
To say what we know, think, believe, etc., we can also use verbs with a wh-clause/h-clause.
I don’t understand how
Do you remember what
that is a balanced diet!
you had toady
主语
谓语
动词
Object clauses宾语从句
引导词
（有意义，不可省略）
主谓一致
主现从任
主从句，时态一致
discuss remember forget understand know
We often use wh-clauses/h-clauses after these verbs:
Presentation
Things to remember:
The subiect comes before the verb in the wh-clause.
( ) Do you know where he is
( ) Do you know where is he
B Object clauses (wh-clauses/h-clauses)
To say what we know, think, believe, etc., we can also use verbs with a wh-clause/h-clause.
√
x
语序：陈述句语序。
In pairs, ask and answer the questions.
Follow the example.
Practice
1 How many meals do you usually have each day
(Three big meals./Several small meals./...)
Practice
Do you know how many meals I usually have each day
I think (that) you usually have three big meals each day.
2 Which meal is the most important
(Breakfast./Lunch./Dinner.)
Do you know which meal is the most important
Practice
I think(that) breakfast is the most important (meal).
3 Who do you usually have lunch with at the weekend
(Parents./Friends./...)
Do you know who I usually have lunch with at the weekend
Practice
I think(that) you usually have lunch with your parents.
4 Where do you usually have dinner
(At home./In the restaurant./...)
Do you know where I usually dinner
I think(that) you usually have dinner at home.
Practice
5 When do you usually have dinner
(At 6 p.m./At 8 p.m./...)
Do you know when I usually have dinner
I think(that) you usually have dinner at 7 p.m.
Practice
6 How many glasses of water do you drink every day
(1-5 glasses./6-8 glasses./...)
Do you know how many glasses of water I drink every day
I think (that) you think 6-8 glasses of water every day.
Practice
Let’s play
保卫萝卜
Let’s play
Level 1
( )1. I don’t know ________ the day after tomorrow.
A. when does he comes B. how will he come
C. whether he'll come D. if will he come
( )2. The teacher said that the Earth _______ around the Sun.
A. goes B. went C. will go D. has gone
( )3. — Could you tell me ________？
— Sorry, I don't know. I was not at the meeting.
A. what does he say at the meeting
B. what did he say at the meeting
C. what he says at the meeting
D. what he said at the meeting
一、单项选择
Practice
C
A
D
( )4. — The light in Carl's room is still on. Do you know _____
— To prepare for the coming exam, I think.
A. why he stays up so late B. if he works hard
C. why is he so busy D. when he will stop working
( )5. — Betty, could you tell me ________
— About ten minutes.
A. how far is it from your home to school
B. how far it is from your home to school
C. how long does it take you to walk to school
D. how long it takes you to walk to school
Practice
A
D
Let’s play
Level 2
1. These flowers are from Guangdong. He said.
He said _______ these flowers _______ from Guangdong.
2. Light goes faster than sound. My teacher told me.
My teacher told me _____ light _______ faster than sound.
3. There will be a meeting in five days. Jack didn’t know.
Jack didn’t know _____ there _______ ____ a meeting in five days.
that were
that goes
二、将下列句子改为宾语从句。
that would be
Practice
Let’s play
Level 3
4. What’s his name I asked him.
I asked him what _____ ______ _____.
5. Where did she put her car Do you know
Do you know _______ _____ _____ her car
6. What does he often talk about The girl wondered.
The girl wondered _____ _____ often _______about.
his name was
where she put
what he talked
Practice
二、将下列句子改为宾语从句。
宾语从句的时态一致问题
I know (that)
Doris ( be ) a cook two years ago.
Doris ( be ) an Art teacher now.
Doris （cook ) dinner tomorrow.
Doris （sing ) a big meal right now.
was
is
will cook
is cooking
1. 当主句是一般现在时，宾语从句的时态不作限制，我们可以根据句子的需要使用任何一种时态。（主现从任）
Summary
riht
2. 当主句是一般过去时的时候，宾语从句必须运用相应的过去的某一种时态，从而达到主句和从句的相互一致。（主过从过）
He to Hong Kong .
He sick.
He a book .
He his work.
He said
would go
was
was reading
had finished
Summary
过去完成时
过去将来时
一般过去时
过去进行时
3. 当宾语从句说明的是客观存在的事实或者是客观存在的真理时，就不用受到主句时态的限制，仍是用一般现在时态。（从句真理永现在）
He told me (that)
Summer after Spring .
is
I was told (that)
the sun much bigger than the moon.
is
no news good news.
My parents told me (that)
is
Summary
Find out the mistakes and correct them.
Could you tell me where do they live
She knew that Danny is a student.
He told me that winter was colder than autumn.
Do you know who car it is
was
is
whose
Summary
Summary
宾
语
从
句
三
要
素
Assessment
阅读课评价量表 Items Great（ ） Not bad（ ) Try harder（ ）
I can use object clauses with that correctly.
I can use object clauses with question words correctly.
Language Great（ ） Not bad（ ) Try harder（ ）
I can use correct spelling.
I can use correct punctuation.
I can use correct tense.
Homework
基础题:朗读、默写课文中含有宾语从句的七个句子。
提高题: 画宾语从句有关内容的思维导图（含句子结构、引导词的选择、时态一致、语序等的情况）。
拓展题:根据所画思维导图，结合引导词、时态一致的每个知识点各造一个句子。
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