九上 Unit 2 Colours Grammar Objective clauses introduced by“that”，“if”or“whether”
Ⅰ Background information
To the students of Grade Nine，the object clause is not an unfamiliar grammatical phenomenon.Before this lesson，students have contacted some simple object clauses such as I know that…I think that and so on.But it is difficult for students to master the rules for the use of the object clause.Most of them are curious about the object clauses and desire to fully clarify them.Moreover，the grammar is set in the knowledge of the relationship between colors and moods.
Ⅱ Type of the lesson
Grammar lesson
Ⅲ Teaching aims and learning objectives
By the end of the lesson，the students will be able to:
1.Know what is the object clause.
2.Learn the object clause introduced by“that”.
3.Learn the object clauses introduced by“if”or“whether”.
4.Learn to change and use object clauses in the right context.
5.Increase their interest and set up self-confidence in language study by completing the task.
Ⅳ Teaching content
1.New words
2.The object clause introduced by“that”，“if”or“whether”
Ⅴ Focus of the lesson and predicted area of difficulty
1.Learn to use“that”，“if”or“whether”correctly.
2.Know the words which can be put before the object clause.
3.Learn the right word order in the object clause.
Ⅵ Teaching aids
1.Blackboard 2.Chalk 3.Computer 4.Multimedia
5.Projector
Ⅶ Teaching procedures
Step 1 Revision and lead-in
Give some pictures of colors and moods and talk about them.
【设计理念:1.在一些与颜色、情绪相关知识的背景下，导入单词或短语（everyday，personal taste），让学生在上下文语境中理解记忆生词。2.通过添加乐嘉的性格色彩学说来拓展学生的知识面，激起学生的兴趣。】
T:Boys and girls，look at the pictures and think about what we have learnt in Reading.
T:Yes！The article tells us that colors influence oureveryday mood.（板书整句话并带读everyday）
T:Different people like different colors.They have their own personal taste.（板书带读personal taste）
T:What color do you like best？
T:Some people believe that there is a relationship between colours and personalities.（板书整句话）
Step 2 The object clause introduced by“that”
（1）Definition:What is the object？
【设计理念:通过给出例句，遵循由特殊到一般的知识习得规律，让学生思考语法规则，利于记忆。】
T:OK.Now tell me what part this sentence is in this complexed sentence.
T:Yes.It functions as the object of a sentence.So it is an object clause.
（2）Sum up rules:How to make an object clause.
【设计理念:通过例句总结宾语从句使用规则，再由一般到特殊，给出一些例句让学生体会如何使用宾语从句。】
T:And we use“that”to introduce an object clause that is a statement.For example，“Colors influence our everyday mood”is a statement.
T:An object clause can be put after verbs such as know，think，believe，hope and mean.
T:An object clause can also follow adjectives such as certain，sure and glad.For example，“He is glad that the walls in his room are blue.”（板书分两类a.动词 b.形容词）
Tips:In informal English we often drop that.
（3）Practise
【设计理念:通过相关练习巩固操练学生对that引导的宾语从句的掌握。练习由易到难，层次逐渐提高。】
T:Here are some sentences.Now try to tell whether they are object clauses.
a.These planets will produce food and oxygen that we need to live on Mars.
b.Scientists will develop plants that can grow on Mars.
c.People think that humans on Mars have to wear special boots to make themselves heavier.
d.You may wonder whether colors influence our moods.
T:Let's check the answers.
Step 3 The object clauses introduced by“if”or“whether”
（1）Presentation
【设计理念:通过上面练习中出现的一个例句引导学生发现其与所学宾语从句的区别，鼓励学生独立思考，不至于老师全权包办。】
T:Now look at last sentence.It's also an object clause.What's the difference between this object clause and other object clauses？（板书You may wonder whether colors influence our moods.这句话并且找一个学生回答）
T:The other object clauses uses“that”to connect two sentences while this sentence uses“whether”to connect two sentences.
（2）Sum up rules:How to make an object clause introduced by“if”or“whether”.
【设计理念:给出例句使学生总结if／whether引导的宾语从句。】
T:We use“if”or“whether”to introduce an object clause that expresses a yes／no question.Such an object clause often follows verbs such as“ask”，“see”，and“wonder”.
T:The sentence“You may wonder whether colors influence our moods”is made up of“You may wonder”and“Do colors influence our moods？”The word order in the clause should be the same as that in a statement.For example，Sandy asks if／whether orange can cheer her up.
（3）Practise
【设计理念:通过操练来巩固强化学生对if／whether引导的宾语从句的练习，if和whether引导的宾语从句的语序问题是本节课的重难点，通过连接句子能很好地提高学生对这块知识的敏感度。】
T:Here are some exercises.Now please connect two sentences with object clauses.
a.They wonder
Will Miss Li be in charge of their class？
b.Do you remember
Has he entered the contest？
c.I ask him
Do you often come here to read newspapers？
d.I want to know
Is he a League member？
T:Let's check the answers.
Step 4 Consolidate
（1）To make sentences with object clauses introduced by“that”，“if”or“whether”.
【设计理念:通过图片形象地将if／whether／that糅在一起操练巩固学生对定语从句的掌握。】
a.What did the cat think？
I want something to eat.
b.What did Ted ask Jane？
Can you lend your pen to me？
c.Has my father got any fish？
What does the baby cat ask？
d.We all know
The West Lake is very famous in the world.（幻灯片呈现与句子匹配的图片，让四位同学回答）
（2）Chain work（Describe something or ask something about object clauses learnt in this lesson）
【设计理念:1.通过学生之间的合作创造真实的情景来巩固操练本节课所学的if，whether或者that引导的宾语从句，这样的操练使得学生对宾语从句的理解更加具体，从而使用起来更加熟练，而不是抽象的练习题训练。2.培养学生的合作意识并提高合作能力。提高课堂气氛，让相对沉闷的语法知识焕发活力。增强学生的学习兴趣。3.为group work铺垫。】
T:If one student asks the student behind him or her one question，the third student will describe their conversation with object clauses.If one student describes his or her idea，the second student will tell others what his or her idea is.（找两排展示）
（3）Group work:Write a composition（Who can use the most object clauses？）
【设计理念:在颜色的情境中进行当堂反馈，让学生先在组内讨论再使用if，whether或者that引导的宾语从句写一篇80字左右的文章，能够扩大学生的参与面，提高学生的英语语言组织能力。】
T:Now we have learnt something about colors.Please use object clauses introduced by“that”，“if”or“whether”as much as possible to write a composition.Work in groups.
T:OK，now let's see which group has the most object clauses.（找两组呈现作文）
（4）Proverbs:Show some proverbs concerning colors.
【设计理念:通过英文谚语，升华主题，启发学生对颜色的兴趣。】
Step 5 Homework
【设计理念:通过这样的作业培养学生及时巩固复习所学知识的好习惯。】
T:Now please take down your homework:
a.Revise the contents we've learned in Grammar.
b.Recite some key words，phrases＆sentences mentioned in Grammar.
c.Pre-learn integrated skills.
Ⅷ Blackboard design
9A Unit 2 Colors—Grammar
Objective clauses introduced by“that”，“if”or“whether”Object clauses introduced by“that”
The article tells us that colors influence oureveryday mood.
Some people believe that there is a relationship between colors and personalities.（after verbs）
He is glad that the walls in his room are blue.（after adjectives）
Object clauses introduced by“whether”or“if”
You may wonder whether／if colors influence our moods.
the word order in a statement
Ⅸ Teaching reflection
本课在设计时突出体现了理解所学语法项目并能在特定语境中使用的语法课教学目标。通过接触、理解、操练、运用语言等环节，逐步实现语言知识的内化。在导入时就通过与颜色相关的图片激发学生兴趣，在这个环节谈论的又是他们熟悉的事物，学生的兴趣继续得到激发，更能使师生之间的互动变得生动活泼起来。通过这个环节让学生尝试自我总结语法规则，老师在整个过程中起到的只是一种抛砖引玉的作用，也不用担心学生犯错:要让学生学会自我纠错，学生的自我纠错更能体现教学的有效性是否得到体现。
紧接着回归课本，夯实基础，对课本上的基础练习进行一个简单的练习和讲解，巩固基本知识点。之后再给出一些能力提高的练习，这个环节对学生提出了更高的能力上的要求，也更能检验出学生是否已掌握该知识点。此外，本环节还为下面的环节铺垫，使得课堂更加的连贯。
教学流程遵循由特殊到一般再由一般到特殊的认知规律，使得学生对本节课知识的掌握呈螺旋式上升，帮助学生更好地掌握新知识。
课堂一些环节的设计是基于学生合作的形式，运用了chain work，group work等活动，体现了“自主、合作、探究”的理念，强调语言学习的实践性，主张学生在语境中接触语法点，体验和理解语言使用规则，并在此基础上学习和运用语言。小组合作等形式有效地调动学生参与课堂的积极性，教师因势利导，使学生通过亲身体验产生学习兴趣并获得成功。
但是，很多教学细节还有待修改完善。Step Seven环节由于指示语不明确导致学生在课堂上不知所措，影响了课堂效率，使得预期效果大打折扣。作为年轻老师，对课堂的调动掌握还有待提高。学习评价的自主权可以再适当放手，让学生参与评价。
点评：
本案例是一节符合语法教学规律的很实在的常态课。能以色彩、情绪为教学主线；以乐嘉的性格色彩学说来导入并激发学生的兴趣；以与Reading相关的重点句子来板书、分析；遵循由特殊到一般再由一般到特殊的认知规律，让学生思考语法规则，体会如何使用宾语从句；以紧扣主题的活动师生互动、生生互动使课堂活泼起来，让学生尝试自我总结语法规则，有力提高训练实效。本案例思路清晰，条理性好，能按照教学内容要求，循序渐进，一步一步把教学目标落实到位，正是这根清晰的教学主线将所有的课堂活动有机地联系起来。这是本课的亮点。本课给人特别深刻的印象:很注重每个知识点的展和收，每一个环节结束总是及时总结，给学生记忆和思考的空间。
课堂教学设计是教学改革向纵深发展的产物，它改变教师的教学行为，它与传统教案的主要区别可以归纳为两点:一是要对学习者（学生）的特征进行分析，关注学生的现有认知能力、知识结构特点和特定知识，以明确课堂教学的起点。二是学习内容分析，要关注课堂教学知识点的划分、各知识点之间的逻辑关系以及与相邻知识点之间的联系，形成知识网络，养成从整体看局部的思维习惯。