Unit 5 grammar课件 2025-2026学年外研版英语八年级下册

该初中英语课件聚焦宾语从句，通过回顾琥珀中恐龙羽毛等科学发现导入，从简单句宾语类型（名词、代词等）过渡到宾语从句定义、分类及用法，搭建从已知到未知的学习支架，帮助学生系统掌握语法知识。 其亮点在于跨学科整合与任务型教学，结合地理学科八大行星动态示意图、冥王星争议分析等内容，引导学生用宾语从句表达科学发现，提升语言能力与思维品质。多元评价（自评互评）及写作任务（含范文与框架）助力学生内化知识，教师可借助系统资源高效开展教学。

第三课时：Understanding ideas(2) : Grammar Unit 5 Looking into nature the Found in amber Describe the science value from the found with the Object Clause. In the amber from Southeast Asia: We know that _____________________ In a piece of amber from Northern Europe: It proves that ___________________________________ In a piece of amber from Africa: Research shows that_____________________________ 【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。 dinosaurs had feathers. the flower grew here 35 million years ago. this is a new ant species. 学习活动 学习理解 应用实践 迁移创新 eg. I buy a book. 主语 谓语 宾语 eg. I help him. 主语 谓语 宾语 eg. I stop talking. 主语 谓语 宾语 eg. I want to go there. 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to do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？ I buy a book. I think (that) it is an interesting story. 主语 谓语 宾语 动词后： I think (that) it is an interesting story. 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'm interested in what the story is about. 形容词后：I'm happy (that) you like the story. 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 Read the sentences from the reading passage and summarise the grammar rules. 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, thanks to a piece of amber, scientists now know that this idea is wrong. They also help us understand that life on earth has always changed. But the find proves that it did 35 million years ago. In the future, amber may also help us discover if other species have changed over time. Research shows that they are a completely new species. Scientists used to believe that ants came from the northern half of the earth. Who knows whether this piece of amber will tell us more secrets? Read and find. 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。 Now find more sentences with these structures in the reading passage. 【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. I hope (that) it will snow this winter.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. He doesn't know whether they will plant trees on Saturday or not. 3. He asks whether/ if we will go fishing on Sunday. 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or not的情况下，一般来说两个词都可以用。如果从句中有or not的话，一般就要选择whether, 构成 whether...or not的结构。 宾语从句分三类：疑问词引导的宾语从句 4.They couldn’t believe what they heard on the news. 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.Do you know why amber can keep ancient insects well? 2.We hope that scientists will unlock more secrets of nature. 3.The passage tells us that perseverance is the key to scientific research. 4.Professor Wang said that he could name a new plant species carefully. 5.People thought that the boiling river would be heated by the sun. 6.Scientists didn't know if the new ant species came from Africa. 7.Our teacher says that curiosity helps one to make great discoveries. Our teacher said/says that modesty helps one to make progress. 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. People believed that dinosaurs looked like big lizards. 2. I want to know.... Did dinosaurs have feathers? I want to know whether dinosaurs had feathers. 主语在前，谓语在后 Scientists aren’t sure if / whether there is life in outer space. John told his parents that he wanted to be a scientist and study plants. Emily wants to know if / whether Mr Brown is interested in insects or birds. Connect the sentences with that, if or whether. 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。 Option A Scientists aren’t sure John told his parents if / whether there is life in outer space. that he wanted to be a scientist and study plants. if / whether Emily wants to know 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 Mr Brown is interested in insects or birds. Connect the sentences with that, if or whether. 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。 Option B Have you been to the museum to see the planets in the model of the solar system? 【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。 What are names of the eight planets? 学习活动 学习理解 应用实践 迁移创新 if / whether that if / whether that that if / whether Complete the messages with that, if or whether. . 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（dwarf planet） 留言板对话（Message Board ），属于实用交际文体。 留言者头像和名字 State a fact →Raise a question →Express confusion Daniel： Prof. Jones： Review the history → Explain the dispute → Provide scientific standards → Draw a conclusion →Further questions are invited. 【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. What is Daniel’s question on the message board? Daniel saw that the museum missed Pluto in the model of the solar system. He wants to know if / whether this is a mistake. 2. Why isn’t Pluto one of the planets in the solar system? In 2006, scientists agreed that a true planet: (1) moves around the sun; (2) is round (or nearly round); (3) can clear things in its way. Pluto doesn’t meet the third point. 3. What can you learn from the messages? People's understanding of nature keeps changing. 4. What discoveries of nature do you know? Read and answer. 【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） Inner Planets 类地行星(节选部分) The first four planets from the Sun are Mercury, Venus, Earth, and Mars. These inner planets also are known as terrestrial planets because they have solid surfaces. 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） Step 1: Match the Terms Use the provided images to match the terms to their definitions. Definition A. Planets with thick atmospheres of hydrogen and helium, like Jupiter and Saturn. B. Objects that are round and orbit the Sun, but have not cleared their orbital path. C. The four closest planets to the Sun, with solid, rocky surfaces. D. Planets like Uranus and Neptune, with thick atmospheres and icy cores. Term 1. Terrestrial Planets 2. Gas Giants 3. Ice Giants 4. Dwarf Planets 🧩 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） Step 2: Fill in the Table Use the information from the images to complete the table. Category Planets Key Feature Inner Planets Mercury, Venus, Earth, Mars Outer Planets Jupiter, Saturn, Uranus, Neptune Dwarf Planets Pluto, Ceres, Eris, Haumea, Makemake They are the four closest to the Sun and have solid, rocky surfaces. They are far from the Sun; Jupiter and Saturn are gas giants with thick hydrogen and helium atmospheres, while Uranus and Neptune are ice giants with thick atmospheres and icy cores. They are round, orbit the Sun, but have not cleared their orbital path. 跨地理学科学习任务单 （选作） It's an interesting idea that might explain some current mysteries, but direct evidence of another planet has yet to be found. 【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） Doing research: Find out more about the Kuiper Belt and other dwarf planets. 【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。 8 Work in pairs. Look at the notice and write a short passage about exploring nature. Use the words and expressions from the reading passage and the Useful expressions to help you. 【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) Write a short passage about a discovery in nature exploration 内容框架 (Content Framework) What the discovery is (发现是什么) Who made the discovery (谁发现的) What’s amazing about it (神奇之处) What you can learn from it (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： Useful Expressions & Key Words 【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 actions meaning expressions discover, explore, unlock the secrets of, carry out research, put effort into Scientists unlock the secrets of nature through amber. prove that..., help us understand that..., change old beliefs, a window on the past The find proves that the flower grew 35 million years ago. believe that..., wonder if/whether..., research shows that... People wondered whether dinosaurs had feathers. Review the text “The secrets caught in time” and get some useful expressions 【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) I have made a surprising discovery about... It is interesting to find that... By ..., scientists have discovered that .... 2. 主体描述 (Body) Scientists believe that... We now know that... The research shows that... 3. 总结升华 (Conclusion) In conclusion, it is clear that... This discovery teaches us that ... 范文片段示范 (Sample) "After studying whales for years,scientists have found that these sea animals can communicate with each other through special songs. We now understand that their language is far more complex than we thought." 【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. What is the discovery? For hundreds of years, people believed that...; The discovery of... has changed old beliefs about...; By..., ... found / realised / saw that...; Research shows that... 2. Who made the discovery? By..., ... found / realised / saw that...; ... made an amazing discovery. 3. What’s amazing about it? It’s amazing that...; What’s amazing is that...; It proves that...; Research shows that...; ... unlock the secrets of nature. 4. What can you learn from it? It teaches us that...; I can learn that...; We should put more effort into... Group work. Decide on one discovery and answer the questions. Example By watching and listening carefully, scientists have discovered that whales use these sounds to talk to each other in the ocean. 【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。 Example In the 1960s, a scientist named Roger Payne studied humpback whales. He made an amazing discovery. Their sounds were special repetitive patterns, just like human songs. His research shows that whale songs can travel very far underwater. Whales use these songs to share information, find food and look for friends. Sometimes, many whales sing the same song, and the song can change over time. Example This discovery teaches us that animals have smart ways to communicate. If we pay attention, we can learn many wonderful things about nature. 【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。 Write your passage. 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’s check in pairs. Then share in class. Evaluation Form Content(6) I can • introduce what the discovery is and who made it. • describe what is amazing about it. • explain what can be learnt from it. Language(2) I can use the words and expressions from the reading passage and the Useful expressions. Others(2) I can use object clauses correctly. Total score: 【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’s check in pairs. Then share in class. Self-evaluation for the lesson  Standard 按星级评分（★/★★/★★★） 1 I can understand and summarize the meaning and the usage of the Object Clauses(that, if/whether). 2 I can use the words and expressions from the reading passage and the Useful expressions and Object Clauses to write a short passage about exploring nature. 3 I can realize the importance of exploring nature. 【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。 Homework Must-do: Finish the exercise on Mubiao. Finish polishing the passage with the theme of “exploring nature” by using the Object Clause and useful expressions learnt from the reading passage. Choose-to-do: Search more reading materials about nature to further understand the meaning of exploring nature. 【设计意图】学生根据能力选择性地完成作业，内化本节课所学的同时满足不同需求。 学习活动 学习理解 应用实践 迁移创新 拓展资源： 填歌词并学唱歌曲 --As long as you love me. Although loneliness had always been a friend of mine, I'm leaving my life in your hands, People say I'm crazy that I'm blind, Risking it all in a glance. How you got me blind is still a mystery, I can't get you out of my head. Don't care what is written in your history, As long as you're here with me. I don't care _____ _____ _____, _____ _____ _____ _____, _____ _____ _____. As long as you love me. _____ _____ _____, _____ _____ _____ _____, Don't care _____ _____ _____, As long as you love me. …… 【设计意图】在课前，补充此歌曲来练习宾语从句的表达。 板书设计 Unit 5 Looking into nature Grammar: The Object Clause 宾语从句引导词： I hope (that) it will snow this winter. He doesn't know whether they will plant trees on Saturday or not. He asks whether/ if we will go fishing on Sunday. They couldn’t believe what they heard on the news. 宾语从句时态： 宾语从句语序： 1. 主句一般现在时，从句时态不受限 2. 主句若是过去时，从句时态变过去 3. 宾从表达是真理，从句一般现在不用变 陈述句语序，即主语在前，谓语在后的顺序。 Thanks for your listening! 太阳系八大行星动态示意图 本教学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 ⏸️ 暂停/继续 ⏩ 加速 ⏪ 减速 🔄 重置 行星详细信息 水星 公转周期: 88天 距太阳: 0.39 AU 直径: 4,879 km 特征: 温差最大 类型: 类地行星 自转周期: 59天 金星 公转周期: 225天 距太阳: 0.72 AU 直径: 12,104 km 特征: 逆向自转 类型: 类地行星 自转周期: 243天 地球 公转周期: 365天 距太阳: 1 AU 直径: 12,742 km 特征: 唯一生命星球 类型: 类地行星 自转周期: 24小时 火星 公转周期: 687天 距太阳: 1.52 AU 直径: 6,779 km 特征: 红色行星 类型: 类地行星 自转周期: 24.6小时 木星 公转周期: 12年 距太阳: 5.2 AU 直径: 139,820 km 特征: 最大行星 类型: 气态巨行星 卫星数量: 79颗 土星 公转周期: 29年 距太阳: 9.5 AU 直径: 116,460 km 特征: 美丽光环 类型: 气态巨行星 卫星数量: 82颗 天王星 公转周期: 84年 距太阳: 19.2 AU 直径: 50,724 km 特征: 侧向自转 类型: 冰巨行星 卫星数量: 27颗 海王星 公转周期: 165年 距太阳: 30.1 AU 直径: 49,244 km 特征: 蓝色冰巨行星 类型: 冰巨行星 卫星数量: 14颗 太阳系教学要点 行星轨道均为椭圆形，太阳位于其中一个焦点（开普勒第一定律） 行星公转周期随距离太阳的增大而显著增加（开普勒第三定律） 内行星（水星、金星、地球、火星）为类地行星，外行星（木星、土星、天王星、海王星）为气态巨行星和冰巨行星 行星大小比例和距离比例在图中已调整，实际比例差异更大（例如，木星直径是地球的11倍） 所有行星公转方向相同（逆时针），且几乎在同一平面上（黄道面） 太阳系形成于约46亿年前，由一团巨大的气体和尘埃云坍缩形成 小行星带位于火星和木星之间，包含数百万个岩石天体 柯伊伯带位于海王星轨道之外，是许多矮行星和冰质天体的家园 太阳系八大行星动态示意图 | 初中地理教学辅助工具 | 注意：行星大小和距离未按实际比例，公转速度已调整以便观察 | 从太阳北极方向观察，所有行星逆时针公转 Lavf58.76.100 $