根据《义务教育阶段英语课程标准》，为学生的综合语言运用能力，夯实英语知识基础是实现课程目标的根本，而英语知识中语法的学习有利于学生的语言正确性，学生对目标语的正确理解能力，然而对于很多学生而言，语法的学习变成了对英语规则的死记硬背，久而久之，学生渐渐失去学习英语的兴趣。因此，教师在语法教学过程中应关注语法知识对于学生的功能性作用，既要注重语法形式，又要让学生体会语法意义，创设目标语法使得的条件，真正让学生学以致用，获得学习的成就感。本文以人教版初三全一册Unit 2 I think that mooncakes are delicious语法课中宾语从句的教学为例进行教学设计，该教学设计以学生的现实生活为出发点和归宿点，旨在学生运用语法知识的能力。

Teaching Objectives:

Knowledge objective:

Students can get familiar with grammar structures: objective clauses with that/if/whether.

Ability objectives:

Students can use grammar structures correctly.

Students will talk about festivals and express their opinions with grammar structure correctly and fluently.

Emotional objectives:

Students will be more interested in discussing with others.

Students will get to understand different festivals or important days home and abroad.

Teaching key points and difficult points:

Key points:

Students can get familiar with the topic about festivals or important days home and abroad.

Students can use objective clauses with that/if/whether to give their opinions.

Difficult Point:

Students can express their opinions with objective clauses with that/if/whether correctly.

Teaching procedures:

Step 1 Lead-in

1) Greet students.

2) Guessing game. Describe 3 festivals to the students. Ask them to guess which festival it is. See which one can guess correctly and fast.

Description like: 1) It is a Chinese traditional festival. 2) It’s in May of Chinese lunar calendar. 3) On that day, people will gather along the river and watch an competitive match. 3) People on that day will eat Zongzi. 4) It’s a day to memorize Qu Yuan. Which festival is it?

3) Ask students questions. What is your favorite festival? How do you think of it?

(Justification: By guessing festivals, students get to review and further understand the unit’s main topic. This interesting way can stir the learning environment in the classroom. Students can be relaxed to study the following content. Questions for students can guide them to think and create chances for them to express themselves.)

Step 2 Presentation

1) According to students’ answers, show complete sentences that they express opinions on the blackboard.

Step 3 Practice

Practice 1

Ask students to write sentences using the words given in 4a.

Practice 2

Ask students to read the passage in 4b and underline the objective clauses. Then write their own sentences about Mother’s Day and Father’s Day using objective clauses. See who can write correctly and appropriately.

Practice 3

Invite students to read their sentences loudly to express their ideas about Mother’s Day and Father’s Day. Encourage them to share what they know about these two days and express their doubts.

(Justification: Practice makes perfect. Through practice on sentences structures and usage according to their own situation, students can consolidate objective clauses and apply it in their speaking.)

Step 4 Production

1) Do a survey. Ask students to introduce their favorite festival to their group members and collect information about their partners’ ideas. A table will be a help.

2) Invite students to make a report to the class with sentence structures.

In our group, Da Ming’s favorite festival is Dragon Boat Festival. He thinks that on the day he can have Zongzi.....

(Justification: On the one hand, students can discuss with each other, share with each other so that their listening and speaking ability can be improved. On the other hand, they can express their opinions with objective clauses. Through production, students can finally get chances to use what they have learned.)

Step 5 Summary and homework

Summary: Invite one student to summarize today’s lesson.

Homework: Ask students to write their opinions to their favorite festival.

Blackboard design:

解析

（责任编辑：李明）