Unit5grammar课件外研版英语八年级下册

第三课时：Understandingideas(2)

:GrammarUnit5Lookingintonature

theFoundinamberDescribethesciencevaluefromthefoundwiththeObjectClause.IntheamberfromSoutheastAsia:Weknowthat_____________________InapieceofamberfromNorthernEurope:Itprovesthat___________________________________InapieceofamberfromAfrica:Researchshowsthat_____________________________【设计意图】回顾语篇内容，引导学生结合英语语篇分析每个发现的科研价值，重点引导学生用英语宾语从句表达。dinosaurshadfeathers.theflowergrewhere35millionyearsago.thisisanewantspecies.学习活动学习理解应用实践迁移创新eg.Ibuyabook.主语谓语宾语eg.Ihelphim.主语谓语宾语eg.Istoptalking.主语谓语宾语eg.Iwanttogothere.主语谓语宾语n.名词pron.代词V+ing.动名词to+do不定式简单句有一种句型是“主语+谓语+宾语”的结构。其中名词、代词、动词的ing形式或todo形式都可以作宾语。这些例子中的宾语是用一个单词或短语来表达的。【设计意图】引导学生观察例句中宾语的特点和成分。学习活动学习理解应用实践迁移创新一·什么是宾语从句？

Ibuyabook.

Ithink(that)itisaninterestingstory.主语谓语宾语动词后：Ithink(that)itisaninterestingstory.

置于动词、介词、形容词等词性后面起宾语作用的从句。

简单句复合句介词后：I'minterestedinwhatthestoryisabout.形容词后：I'mhappy(that)youlikethestory.

主语谓语宾语宾语从句【设计意图】引导学生观察例句，比较、总结宾语从句的特点。动词动词宾语宾语从句：放在动词后面作宾语的句子宾语从句宾语从句Readthesentencesfromthereadingpassageandsummarisethegrammarrules.5【设计意图】结合语境，关注语法，初步感知宾语从句，体会其意义。However,thankstoapieceofamber,scientistsnowknowthatthisideaiswrong.Theyalsohelpusunderstandthatlifeonearthhasalwayschanged.Butthefindprovesthatitdid35millionyearsago.Inthefuture,ambermayalsohelpusdiscoverifotherspecieshavechangedovertime.Researchshowsthattheyareacompletelynewspecies.Scientistsusedtobelievethatantscamefromthenorthernhalfoftheearth.Whoknowswhetherthispieceofamberwilltellusmoresecrets?Readandfind.表示肯定或陈述内容时，用that引导宾语从句。表示“是否”这种不确定的概念时，用if或whether引导宾语从句。Nowfindmoresentenceswiththesestructuresinthereadingpassage.【设计意图】引导学生观察例句后在文本找到其他句子，巩固所学。宾语从句分三类：that引导的宾语从句1.

Ihope(that)itwillsnowthiswinter.我希望这个冬天会下雪。

当谓语动词表示肯定的概念，如“希望”、“相信”、“知道”或“说”时，其后面的句子一般用that引导。that没有任何词汇意义，只具有语法功能，目的是使读者清楚后面的句子是作前面动词的宾语的，多数情况下that可以省略。注意：

并非所有的动词后面都可接that引导的宾语从句。常接that引导的并于从句的谓语动词有：believe,expect,explain,feel,hear,hope,imagine,prefer,promise,report,say,see,tell,think,understand,warn,wish等【设计意图】帮助学生系统且深入理解宾语从句宾语从句分三类：whether/if引导的宾语从句2.Hedoesn'tknowwhethertheywillplanttreesonSaturdayornot.3.Heaskswhether/ifwewillgofishingonSunday.

如果我们要表达“他不知道他们周六是否会去种树”，“他问是否我们在周日将会去钓鱼”这样的不确定的概念时，从句就要用whether或if来引导，不能用that。注意：

这里有两个引导词，一个是whether，

一个是if,应如何选择呢？

在宾语从句中没有ornot的情况下，一般来说两个词都可以用。如果从句中有ornot的话，一般就要选择whether,构成whether...ornot的结构。宾语从句分三类：疑问词引导的宾语从句4.Theycouldn’tbelievewhattheyheardonthenews.

他们简直不敢相信从新闻中听到的消息。

这类宾语从句用what,when,where,how或why等疑问词引导，这是从句意思表达的需要。

宾语从句的时态1.Doyouknowwhyambercankeepancientinsectswell?2.Wehopethatscientistswillunlockmoresecretsofnature.3.Thepassagetellsusthatperseveranceisthekeytoscientificresearch.4.ProfessorWangsaidthathecouldnameanewplantspeciescarefully.5.Peoplethoughtthattheboilingriverwouldbeheatedbythesun.6.Scientistsdidn'tknowifthenewantspeciescamefromAfrica.7.Ourteachersaysthatcuriosityhelpsonetomakegreatdiscoveries.Ourteachersaid/saysthatmodestyhelpsonetomakeprogress.时态总结：1.主句一般现在时，_________________；（1,2,3）2.主句若是过去时，_________________；（4,5,6)3.宾从表达是真理，_________________。(7)

从句时态不受限

从句时态变过去

一般现在不用变宾语从句的语序语序总结：_________语序，即________________________的顺序。陈述1.Peoplebelievedthatdinosaurslookedlikebiglizards.2.Iwanttoknow....Diddinosaurshavefeathers?Iwanttoknowwhetherdinosaurshadfeathers.主语在前，谓语在后Scientistsaren’tsureif/whetherthereislifeinouterspace.Johntoldhisparentsthathewantedtobeascientistandstudyplants.Emilywantstoknowif/whetherMrBrownisinterestedininsectsorbirds.Connectthesentenceswiththat,iforwhether.6【设计意图】学以致用。在语境中实操，内化语法规则和用法，检验学习效果。OptionAScientistsaren’tsureJohntoldhisparentsif/whetherthereislifeinouterspace.thathewantedtobeascientistandstudyplants.if/whetherEmilywantstoknow一般疑问句，表示“是否”，用if或whether引导肯定句，表示肯定或陈述内容，用that引导一般疑问句，表示“是否”，用if或whether引导一般过去时MrBrownisinterestedininsectsorbirds.Connectthesentenceswiththat,iforwhether.6【设计意图】学以致用。在语境中实操，内化语法规则和用法，检验学习效果。OptionBHaveyoubeentothemuseumtoseetheplanetsinthemodelofthesolarsystem?【设计意图】为学生运用所学创设情景，搭建平台，为接下来文本阅读的内容做铺垫。Whatarenamesoftheeightplanets?学习活动学习理解应用实践迁移创新if/whetherthatif/whetherthatthatif/whetherCompletethemessageswiththat,iforwhether..7原太阳系第九大行星冥王星

Pluto/ˈpluːtəʊ/英/ˈpluːtoʊ/美2006年被划为矮行星（dwarfplanet）留言板对话（MessageBoard），属于实用交际文体。留言者头像和名字

Stateafact→Raiseaquestion→ExpressconfusionDaniel：Prof.Jones：

Reviewthehistory→Explainthedispute→Providescientificstandards→Drawaconclusion→Furtherquestionsareinvited.【设计意图】分析文本文体及结构特点，对文本内容进行分析，同时在语境中理解宾语从句的用法。1.WhatisDaniel’squestiononthemessageboard?

DanielsawthatthemuseummissedPlutointhemodelofthesolarsystem.

Hewantstoknowif/whetherthisisamistake.2.Whyisn’tPlutooneoftheplanetsinthesolarsystem?In2006,scientistsagreedthatatrueplanet:(1)movesaroundthesun;(2)isround(ornearlyround);(3)canclearthingsinitsway.Plutodoesn’tmeetthethirdpoint.3.Whatcanyoulearnfromthemessages?People'sunderstandingofnaturekeepschanging.4.Whatdiscoveriesofnaturedoyouknow?Readandanswer.【设计意图】借助问题，引导学生对语篇内容进行深入思考，进一步了解自然是在不断地改变，理解自然探索的重要意义，为后面更多的跨学科学习做好知识铺垫。v.清除中文名称英文名称英文发音（英/美）水星Mercury/ˈmɜːkjəri/（英）/ˈmɜːrkjəri/（美）金星Venus/ˈviːnəs/（英/美）地球Earth/ɜːθ/（英）/ɜːrθ/（美）火星Mars/mɑːz/（英）/mɑːrz/（美）木星Jupiter/ˈdʒuːpɪtə(r)/（英）/ˈdʒuːpɪtər/（美）土星Saturn/ˈsætən/（英/美）天王星Uranus/ˈjʊərənəs/（英）/ˈjʊrənəs/（美）海王星Neptune/ˈneptjuːn/（英）/ˈneptjuːn/（美）跨地理学科：八大行星的中英文名字介绍（选作）地理学科---介绍八大行星位置、特点及其动态公转示意图【设计意图】此处设计和地理学科相关的知识学习，帮助学生借助静态以及动画展示了太阳系八大行星围绕太阳运转的轨道和相对位置，帮助理解行星公转周期、轨道特征及太阳系结构。视频则全面帮助了解八大行星。点击图标，展示太阳系八大行星动态示意图（选作）InnerPlanets类地行星(节选部分)ThefirstfourplanetsfromtheSunareMercury,Venus,Earth,andMars.Theseinnerplanetsalsoareknownasterrestrialplanetsbecausetheyhavesolidsurfaces.离太阳最近的四颗行星是水星、金星、地球和火星。这些内行星也被称为类地行星，因为它们都有固体表面。跨地理学科学习材料（选作）Step1:MatchtheTermsUsetheprovidedimagestomatchthetermstotheirdefinitions.DefinitionA.Planetswiththickatmospheresofhydrogenandhelium,likeJupiterandSaturn.B.ObjectsthatareroundandorbittheSun,buthavenotclearedtheirorbitalpath.C.ThefourclosestplanetstotheSun,withsolid,rockysurfaces.D.PlanetslikeUranusandNeptune,withthickatmospheresandicycores.Term1.TerrestrialPlanets2.GasGiants3.IceGiants4.DwarfPlanets🧩Task:Vocabulary&Classification【设计意图】此处设计和地理学科相关的学习任务，帮助学生用英语来解决地理知识问题，熟练太阳系行星的分类和特点。跨地理学科学习任务单（选作）Step2:FillintheTableUsetheinformationfromtheimagestocompletethetable.CategoryPlanetsKeyFeatureInnerPlanetsMercury,Venus,Earth,MarsOuterPlanetsJupiter,Saturn,Uranus,NeptuneDwarfPlanetsPluto,Ceres,Eris,Haumea,MakemakeTheyarethefourclosesttotheSunandhavesolid,rockysurfaces.TheyarefarfromtheSun;JupiterandSaturnaregasgiantswiththickhydrogenandheliumatmospheres,whileUranusandNeptuneareicegiantswiththickatmospheresandicycores.Theyareround,orbittheSun,buthavenotclearedtheirorbitalpath.跨地理学科学习任务单（选作）It'saninterestingideathatmightexplainsomecurrentmysteries,butdirectevidenceofanotherplanethasyettobefound.【设计意图】通过问题，引发学生对自然探索的进一步思考。Homework:（跨学科作业）Doingresearch:FindoutmoreabouttheKuiperBeltandotherdwarfplanets.【设计意图】跨学科作业则帮助学生思考和探索更多关于行星的天体知识。Evaluation跨学科学习目标评价标准按星级评分（★/★★/★★★）1.能结合博物馆留言版，找出“冥王星”不属于行星的原因；2.能准确说出八大行星的名称；3.能清晰区分八大行星的各自特点；4.能积极与小组成员合作，共同完成八大行星的分类表格任务；5.能使用核心词汇和句型，分享小组的探究结果且表达流畅。跨学科学习过程评价标准：【设计意图】以评促学，帮助鼓励学生参与形成性评价，对跨学科探究的答案进行自评及互评，教师可根据具体情况做调整。8Workinpairs.Lookatthenoticeandwriteashortpassageaboutexploringnature.UsethewordsandexpressionsfromthereadingpassageandtheUsefulexpressionstohelpyou.【设计意图】了解写作任务和要求。学习活动学习理解应用实践迁移创新写作任务主题(Topic)Writeashortpassageaboutadiscoveryinnatureexploration内容框架(ContentFramework)Whatthediscoveryis(发现是什么)Whomadethediscovery(谁发现的)What’samazingaboutit(神奇之处)Whatyoucanlearnfromit(收获/启发)具体要求(Requirements)语法结构(Grammar)至少使用2-3个宾语从句：that+if/whether语篇表达(Vocabulary)至少复用5个语篇核心表达：UsefulExpressions&KeyWords【设计意图】明确写作任务主题、内容框架以及具体要求。类别核心表达教材语篇例句actionsmeaningexpressionsdiscover,explore,unlockthesecretsof,carryoutresearch,puteffortintoScientistsunlockthesecretsofnaturethroughamber.provethat...,helpusunderstandthat...,changeoldbeliefs,awindowonthepastThefindprovesthattheflowergrew35millionyearsago.believethat...,wonderif/whether...,researchshowsthat...Peoplewonderedwhetherdinosaurshadfeathers.Reviewthetext“Thesecretscaughtintime”andgetsomeusefulexpressions【设计意图】回归教材语篇，鼓励学生找出写作中能够模仿使用的表达，以读促写。三段式写作框架模板1.开头引入(Introduction)Ihavemadeasurprisingdiscoveryabout...Itisinterestingtofindthat...By...,scientistshavediscoveredthat....2.主体描述(Body)Scientistsbelievethat...Wenowknowthat...Theresearchshowsthat...3.总结升华(Conclusion)Inconclusion,itisclearthat...Thisdiscoveryteachesusthat...范文片段示范(Sample)"Afterstudyingwhalesforyears,scientistshavefoundthattheseseaanimalscancommunicatewitheachotherthroughspecialsongs.Wenowunderstandthattheirlanguageisfarmorecomplexthanwethought."【设计意图】回归教材语篇，鼓励学生找出写作中能够模仿使用的表达，以读促写。1.Whatisthediscovery?Forhundredsofyears,peoplebelievedthat...;Thediscoveryof...haschangedoldbeliefsabout...;By...,...found/realised/sawthat...;Researchshowsthat...2.Whomadethediscovery?By...,...found/realised/sawthat...;

...madeanamazingdiscovery.3.What’samazingaboutit?It’samazingthat...;What’samazingisthat...;

Itprovesthat...;Researchshowsthat...;...unlockthesecretsofnature.4.Whatcanyoulearnfromit?Itteachesusthat...;Icanlearnthat...;Weshouldputmoreeffortinto...Groupwork.Decideononediscoveryandanswerthequestions.ExampleBywatchingandlisteningcarefully,scientistshavediscoveredthatwhalesusethesesoundstotalktoeachotherintheocean.【设计意图】以问题为依托，归纳、总结、整合所学知识，应用于作文中，完成任务。ExampleInthe1960s,ascientistnamedRogerPaynestudiedhumpbackwhales.Hemadeanamazingdiscovery.Theirsoundswerespecialrepetitivepatterns,justlikehumansongs.

Hisresearchshowsthatwhalesongscantravelveryfarunderwater.Whalesusethesesongstoshareinformation,findfoodandlookforfriends.Sometimes,manywhalessingthesamesong,andthesongcanchangeovertime.ExampleThisdiscoveryteachesusthatanimalshavesmartwaystocommunicate.Ifwepayattention,wecanlearnmanywonderfulthingsaboutnature.【设计意图】以问题为依托，归纳、总结、整合所学知识，应用于作文中，完成任务。Writeyourpassage.Sample【设计意图】提供范例，学生研读范例，学习选题立意、框架搭建、内容组织、语言表达等方面的优点，模仿借鉴，助力写作。Let’scheckinpairs.Thenshareinclass.EvaluationFormContent(6)Ican•introducewhatthediscoveryisandwhomadeit.

•describewhatisamazingaboutit.

•explainwhatcanbelearntfromit.

Language(2)IcanusethewordsandexpressionsfromthereadingpassageandtheUsefulexpressions.Others(2)Icanuseobjectclausescorrectly.Totalscore:【设计意图】学生通过评价量表进行互评，互相学习，共同提高。（总分：优秀9-10；良好7-8；合格6）Let’scheckinpairs.Thenshareinclass.Self-evaluationforthelesson

Standard按星级评分（★/★★/★★★）1I

canunderstandandsummarizethemeaningandtheusageoftheObjectClauses(that,if/whether).2IcanusethewordsandexpressionsfromthereadingpassageandtheUsefulexpressionsandObjectClausestowriteashortpassageaboutexploringnature.3Icanrealizetheimportanceofexploringnature.【设计意图】引导学生对本课学习内容进行反思复盘，以评促学，为后续学习积累经验。