第一篇：初二升初三第四講賓語從句教案

要考試，找戴氏

戴氏教育名師中心

主講人：何敏

教學(xué)目標

第四講：賓語從句

1、讓學(xué)生掌握賓語從句的用法。

2、讓學(xué)生掌握賓語從句中的重點難點。教學(xué)重點難點

1、學(xué)生掌握賓語從句的語序、時態(tài)、否定轉(zhuǎn)移。

2、學(xué)生掌握if/ whether的賓語從句的區(qū)別。

3、學(xué)生掌握用it代替的賓語從句。教學(xué)過程

Step1 問好，口語表達。

Step2 復(fù)習(xí)上節(jié)課所學(xué)

Step3 教學(xué)內(nèi)容 A 什么是賓語從句

在復(fù)合句中用作賓語的從句叫賓語從句。B 語序

賓語從句都必須使用陳述語序，即“主句＋連詞＋賓語從句（主語＋謂語＋……）”句式。C 連接詞的分類

1）當(dāng)由陳述句充當(dāng)賓語從句時，用that引導(dǎo)，that無詞義，在口語或非正式文體中常省略。如：

He said that he could finish his work before supper．他說他會在晚飯前完成工作。

2）當(dāng)由一般疑問句充當(dāng)賓語從句時，用if或whether引導(dǎo)，意為“是否”。如：

I don't know if ／whether he still lives here after so many years．我不知道這么多年后他是否還住在這兒。

3）如果賓語從句原來是特殊疑問句，只需用原來的特殊疑問詞引導(dǎo)，并且在從句中作一定的成分（主語，賓語，表語，定語，狀語）。連接代詞有who, whom, whose, what, which;連接副詞有when, where, why, how。如：

Could you tell me why you were late for the meeting this morning？你能告訴我今天早上你為什么開會遲到嗎？ D 時態(tài)

1、當(dāng)主句的時態(tài)是一般現(xiàn)在時或一般將來時時，賓語從句的時態(tài)不受影響，課根據(jù)實際情況使用任何時態(tài)。

I don't know when he will come back．我不知道他將何時回來。

He tells me that his sister came back yesterday．他告訴我他姐姐昨天回來了。

2、如果主句的謂語動詞是過去時，賓語從句的謂語動詞只可根據(jù)需要，選用過去時態(tài)即一般過去時、過去進行時、過去將來時或過去完成時的某一種形式。如：

The children didn't know who he was．孩子們不知道他是誰。

He asked his father how it happened．他問他父親這件事是如何發(fā)生的。

3、如果賓語從句所表示的是客觀事實、普遍真理、自然現(xiàn)象或習(xí)慣性動作等，不管主句用什么時態(tài)，從句時態(tài)都用一般現(xiàn)在時。如：

Genius only means hard-working all one's life.要考試，找戴氏

戴氏教育名師中心

主講人：何敏

The teacher said that the earth goes round the sun．老師說地球繞著太陽轉(zhuǎn)。

E 否定轉(zhuǎn)移

當(dāng)主句的謂語動詞是think, believe,guess, suppose等，主句的主語是第一人稱且為一般現(xiàn)在時時，賓語從句的否定詞通常要前移到主句中，即否定主句的動詞。如： I don’t believe he is a student, is he? 我認為他不是學(xué)生，是嗎？

F if和whether在賓語從句中的區(qū)別

在下列情況下只能用whether：

1在具有選擇意義，又有or或or not時，尤其是直接與or not連用時，往往用whether 2在介詞之后用whether。如：

We're thinking about whether we can finish the work on time．我們正在考慮是否能按時完成這項工作。

I worry about whether I hurt her feelings．我擔(dān)心是否傷了她的感情。

3、在不定式前用whether。如：

He hasn't decided whether to visit the old man．他尚未決定是否拜訪那位老人。

He hasn't decided whether to go by bus or by train．他還未決定是乘公共汽車去還是坐火車去。

4、whether置于句首時，不能換用if。如：

Whether this is true or not，I can't say．這是否真的我說不上來。

5、引導(dǎo)主語從句和表語從句時宜用whether。如：

Whether she will come or not is still a question．她是否能來還是個問題。

The question is whether we can catch the bus．問題是我們能否趕上公共汽車。

6、若用if會引起歧義時，則用whether。如：

Please let me know if you like the book．可理解為：

a．Please let me know whether you like the book．請告訴我你是否喜歡這本書。

b．If you like the book，please let me know．你如果喜歡這本書，請告訴我。

注意：

if和when既可以引導(dǎo)賓語從句，也可以引導(dǎo)狀語從句，應(yīng)注意它們在兩種從句中的意思和用法的不同。if和when引導(dǎo)賓語從句時，分別意為“是否”和“何時”，其時態(tài)應(yīng)和主句時態(tài)相呼應(yīng)；它們引導(dǎo)狀語從句時，意思分別為“如果，假如”和“當(dāng)……時候”，當(dāng)主句時態(tài)是一般將來時時，其時態(tài)用一般現(xiàn)在時。它們常常放在含有狀語從句和賓語從句的題干中進行綜合考查。如：

—Do you know when he will come back tomorrow ？你知道他明天什么時候回來嗎？

—Sorry，I don't know．When he comes back，I'll tell you．對不起，不知道。當(dāng)他回來了，我將告訴你。

—I don't know if he will come．我不知道他是否會來。

—He will come if it doesn't rain．如果不下雨，他會來的。

Genius only means hard-working all one's life.要考試，找戴氏

戴氏教育名師中心

主講人：何敏

Genius only means hard-working all one's life.

第二篇：《賓語從句》教案

中考專題復(fù)習(xí)《賓語從句》教案

設(shè)計人：王晶晶

一、課 標 要 求

掌握賓語從句引導(dǎo)詞的用法 掌握賓語從句的語序 掌握賓語從句的時態(tài)

二、教 學(xué) 重 點

賓語從句引導(dǎo)詞、時態(tài)與語序的用法

三、教 學(xué) 難 點

if/when引導(dǎo)的是賓語從句還是狀語從句 賓語從句中的“否定轉(zhuǎn)移”現(xiàn)象

四、教 具

多媒體課件

五、教 學(xué) 過 程

考點一:考查賓語從句的引導(dǎo)詞

引導(dǎo)賓語從句的關(guān)聯(lián)詞主要有:that,if ,whether,what,who,which,how,where,when,why等．

對引導(dǎo)詞的選擇要注意三點：

１．陳述句變?yōu)橘e語從句時，引導(dǎo)詞用that,口語中that常省略，無實義；

２．一般疑問句變?yōu)橘e語從句時，引導(dǎo)詞用if或whether,意為“是否”（注意：當(dāng)和or not連用時必須用whether);３．特殊疑問句變?yōu)橘e語從句時，用特殊疑問詞作引導(dǎo)詞，其意義要以特殊疑問詞本身的含義來確定．

考點二:考查賓語從句的語序

賓語從句的語序要用陳述語序,即主謂語序.Do you know where he lives? Can you tell me when the plane will arrive? I don’t know if/whether he will come.He asked how we could get there.考點三：考查賓語從句的時態(tài)

1.主句是一般現(xiàn)在時態(tài)，從句的時態(tài)要根據(jù)句意而定，該用什么時態(tài)

就用什么時態(tài)．例如；

where he lives.I want to know what he is doing in the garden.when he will come here.how long he has been in China.2.主句是一般過去時態(tài)，從句的時態(tài)要變成相應(yīng)的過去時態(tài)．例如: where he lived.（一般現(xiàn)在時變?yōu)橐话氵^去時）I wanted to know what he was doing.(現(xiàn)在進行時變?yōu)檫^去進行時)when he would come here.(一般將來時變?yōu)檫^去將來時)how long he had been in China.(現(xiàn)在完成時變?yōu)檫^去完成時)注意:當(dāng)賓語從句是客觀真理自然規(guī)律時,不管主句用什么時態(tài),從句總用一

般現(xiàn)在時.The teacher told us that the earth goes round the sun.考點四：考查賓語從句的“否定轉(zhuǎn)移”現(xiàn)象 在“I think/believe/suppose+that”從句中，對從句的否定往往前移到主句的謂語部分，習(xí)慣上稱為“否定轉(zhuǎn)移”．

選一選

--Shall we invite our teacherto the party?--That’s a good idea.But I_____think she_____come.A.don’t;will B./;won’t C.won’t;will D.do;won’t 考點五：考查if/when引導(dǎo)的是賓語從句還是狀語從句 試比較一:I don’t know if he will come tomorrow.(if “是否”，引導(dǎo)賓語從句．時態(tài)：根據(jù)句意該用什么時態(tài)就用什么時態(tài)）If he comes, we will go to the zoo．

（if“如果”，引導(dǎo)條件狀語從句．時態(tài)：主句將來時，從句一般現(xiàn)在時）試比較二：I have no idea when he will come.（when“什么時候”，引導(dǎo)賓語從句）I will tell you when he comes.(when“當(dāng)...的時候”,引導(dǎo)時間狀語從句)限時小測驗

1.Do you remember________?

A.where did you buy the dictionary B.where you bought the dictionary C.where do you buy the dictionary D.where you buy the dictionary 2.—Could you tell me __________?-Sorry, I don’t know.You can ask the Policeman over there.A.where the science museum is B.how can I get to the science museum C.where is the science museum D.the science museum is where 3.Can you tell us ________________________? A.If your father does B.what does your father do C.Your father does what D.what your father does 4.Do you know ____________________? A.what are you listening B.what you are listening C.What you are listening to D.what are you listening to 5.I don’t know if his uncle____.I think he_____if it doesn’t rain.A.will come, comes B.will come, will come C.comes, comes D.comes, will come 6.I don’t know when Mr Green_______.When he _____,you must tell me.A.comes back, comes back B.will come back, comes back C.will come back, will come back D.comes back, will come back 7.We don’t know if it_______tomorrow.If it______, we will go hiking.A.will rain, won’t rain B.rains, doesn’t rain C.will rain, doesn’t rain D.rains, won’t rain 8．--Shall we invite our teacherto the party?--That’s a good idea.But I_____think she_____come.A.don’t;will B./;won’t C.won’t;will D.do;won’t 9.My uncle remembered＿＿＿＿＿．

A.when we moved to the town B.when did we move to the town C.when we move to the town D.when do we move to the town 10.We were told that light______much faster than sound.A.Travelled B.travels C.was D.will be 11.—Could you tell us how long___________?-About three days.A.does the sports meeting last B.the sports meeting lasts C.will the sports meeting last D.the sports meeting will last 12.Mr King didn’t know_____yesterday evening.A.when does his son come back B.when his son comes back C.when did his son come back D.when his son came back 13.They wondered if the teacher____them some English songs the next week A.would teach B.had taught C.will teach D.taught 14.--Could you tell me___ she is looking for?--Her cousin, Sue.A.that B.whose C.who D.which 15.Do you know___ we will talk about at tomorrow’s meeting? A.what B.that C.where D.how 16.The teacher asked me___I needed any help.A.whether B.that C.what D.which

第三篇：賓語從句教案

賓語從句教學(xué)設(shè)計 板書：He knows me.He knows what’s wrong with his wife.說出2個句子的賓語。

說出2個句子的賓語是詞（詞組）還是句子。

第一個句子的賓語是一個詞構(gòu)成的，第二個句子的賓語是一個句子，我們稱這種做賓語的句子叫賓語從句。其中 he knows 叫主句，what’s wrong with him是從句。

說出下面4個句子的主句和從句。

A．He said that he had a very good journey home.B．He asked if /whether they had come.C．He told me that the earth goes around the sun.D．He asked me how he could get to the nearest post office.總結(jié)：。是主句，剩下的是由that，if，how引導(dǎo)的賓語從句。

初步認識了賓語從句，下面我們開始了解賓語從句的三要素 引導(dǎo)詞（連接詞）語序 時態(tài)

1）從屬連詞that引導(dǎo)陳述句賓語從句，在口語或者非正式語中可以被省略 比如上面四句話中的A,C就是that引導(dǎo)的陳述句的賓語從句。如果省略掉that，該如何修改。（讓學(xué)生口頭修改）2）由從屬連詞 whether, if 引導(dǎo)一般疑問句的賓語從句，表示“是否”，比如上面的B就是由if引導(dǎo)的賓語從句，3）由連接代詞

who,whom,whose,which,what, whoever, whichever, whatever 和連接副詞 where, how, why,when引導(dǎo)的賓語從句

代詞或副詞連接主句和從句，并在從句中擔(dān)任句子成分，具有一定的意義，不可省略，比如上面的D。注意：關(guān)于是否if/whether.Whether,if 引導(dǎo)賓語從句：兩詞可互換，但是下列情形除外：

1)．whether從句中有or not

2)．whether從句做介詞賓語

3)whether后可以加or not,但是if不可以.4)在不定式前只能用whether.（如：I can’t decide whether to stay.我不能決定是否留下。）

5)避免歧異時，我們常用whether而不用if.Paper課堂

1.I asked her __________ she had a bike.2.We’re worried about ________ he is safe.3.I don’t know ________ or not he is well.4.I don’t know _______ to go.繼續(xù)觀察上面的四句話，請問賓語從句的語序有什么特點？（陳述句語序）不管原來的句子是陳述句，一般疑問句還是特殊疑問句，放在賓語從句里都是陳述句語序。

（板書）改寫賓語從句。陳述句Doctor Li is very patient.It is well-known that _____.一般疑問句Is Doctor Li very patient? John wants to know __________(用if或者whether引導(dǎo))特殊疑問句How is Doctor LI? John wants to know ____ 練習(xí)

Part 1 課堂練習(xí)（paper）

Mike gets up at seven in the morning.He says that---Mike gets up at seven in the morning

The teacher asks--if Mike gets up at seven in the morning..The teacher asks what time---Mike gets up in the morning.我們已經(jīng)了解了賓語從句的引導(dǎo)詞和語序，下面我們來學(xué)習(xí)下賓語從句的時態(tài)。（卡片，貼在上面時態(tài)的旁邊）口訣：主現(xiàn)從任意

主過從過去 從真理用現(xiàn)在 一張paper發(fā) 朗讀并且分析主句從句的時態(tài) 1． 主句用現(xiàn)在時，從句可用任意時態(tài)。可歸納為“主現(xiàn)從任意”

Do you know what time the ship leaves? Do you know when John was born? Do you know if John has passed his exams? 2． 主句用過去時，從句用過去的某個時態(tài)。可歸納為“主過從過去” He said he had a very good journey home.He asked if they had come.3．主句用過去時，從句是科學(xué)真理、客觀常識、名人格言時用一般現(xiàn)在時。

He told me that the earth goes around the sun.(自然真理客觀現(xiàn)象)He didn’t know that summer comes after spring when he was five years old.注意：4情態(tài)動詞could/would用于，“請求”，表示委婉、客氣的語氣時，從句不受主句的約束。

Could you tell me where I can buy a pencil sharpener?

5主句是一般過去時，從句中有具體的過去時間狀語，即使從句動作發(fā)生在主句動作前，仍用一般過去時。

? The teacher told me she was born in 1960.? I heard that he went to Paris last night.賓語從句的一些特殊句式

? 1動詞think, find, consider, believe, feel, make等后it為形式賓語，后跟名詞或形容詞作賓補，而真正的賓語——that從句則放在句尾）We think it our duty that we should help others.I find it impossible that he should finish the work in two days.2.否定轉(zhuǎn)移

若主句主語為第一人稱且謂語動詞為think, consider, suppose, believe, expect, guess, imagine等，其后的賓語從句含有否定意義，一般要把否定詞轉(zhuǎn)移到主句謂語上，從句謂語用肯定式。

I think he won’t come here.（）I don’t think he will come here.（）

2.當(dāng)賓語從句的引導(dǎo)詞正好做主語的時候，語序不變，比如常用的what和who Could you tell me who knows the answer，please？

The small children don't know what is in their stockings What’s wrong?（what was wrong）What’s the matter?（what was the matter）

What’s happening? What happened? eg:

I don’t know what’s the matter.I don’t know what the matter is.(F)Can you tell me who is over there?（who做主語）Can you tell me who he is ?（who做表語）連接詞

語序

引導(dǎo)詞+主語+謂語 時態(tài)

第四篇：賓語從句教案

賓語從句教案

This lesson we will learn object clause.I divided my lesson into three parts: the structure of a sentence, what is object clause, then do some practice.First, let’s come to the first one.Sentence structure:

What is subject: it refers what’s the sentence talking about.And it is usually put at the first of the sentence.E.g.1.I enjoy reading.2.Playing basketball is interesting.3.Lily loves running.We know that the subject is “I, Playing basketball, Lily”

Next is what’s the verb.Verb meaning how’s the object or what’s the subject doing.Look at the example sentences, we know that the verb is “enjoy, is, loves” Then let’s come to the object.It refers to the result of the verb.And usually put behind the verbs or prep.We get to know “reading, interesting, running” is the object.Ok, let’s come to here.One sentence: I know you.We just learn that I is the subject.Know is the verb, and you is the object.We call this sentence simple sentence.Let’s look at another sentence: I know who you are.We know I is the subject, know is verb and who you are is the object, right? So It change ya word into a sentence who you are, we call this object clause.Then who is the introducer, and you is the subject of the clause, are is the verb of the clause.I know is the main sentence and who you are is the object clause.接下來我們學(xué)習(xí)賓語從句的定義：賓語從句在復(fù)合句中作主句的賓語。賓語從句的結(jié)構(gòu)為：主句+引導(dǎo)詞+賓語從句。

接下來我們看到下面四個句子：1.I'm afraid that I can't remember your name.2.He wondered whether you went to school yesterday.3.Lily knew why she came here.4.My teacher told me how I can get the right answer.然后學(xué)生找出賓語從句的引導(dǎo)詞，然后找出賓語從句。

接下來講解賓語從句三要素：引導(dǎo)詞，語序，時態(tài)。在這里特別提醒同學(xué)們注意第三點時態(tài)。引導(dǎo)詞：that連接陳述句 if/whether連接一般疑問句

特殊疑問詞如what, how, when, why, how much...連接特殊疑問句 語序：尤其注意，從句一定使用陳述語序。時態(tài)：

1.主句：現(xiàn)在時態(tài)

從句：時態(tài)可根據(jù)實際情況而定 eg.I know she went to Beijing yesterday.2.主句：過去時態(tài)

從句：相應(yīng)的過去時態(tài)

eg.Mike believed that Ken couldn't finish the work alone.3.客觀事實，真理，公式，定理時

從句：一般現(xiàn)在時

eg.She told me that the earth turns around the earth.練習(xí)題：

Lucy asked ___there was a match on TV

A.that

B.if

C.how

D.what He didn’t say___this afternoon.A.that he will go there

B.how will he come

C.whether he would go there

D if he will go there I don’t know if he___.If he ___,please call me.A.will come;comes

B.comes;will come

C.will come;will come

D.comes;comes 最后check answer：BCA Thanks for your listening.

第五篇：初三賓語從句教學(xué)案例

初三賓語從句教學(xué)案例

一、教學(xué)背景：

本課為浙教版初三教材Unit6 Grammar中有關(guān)Reported speech的內(nèi)容。筆者把這節(jié)課的重點定為五種時態(tài)的變形。由于在8B中學(xué)生已接觸了直接引語變間接引語時態(tài)不發(fā)生變化的情況，學(xué)生對人稱的變化已經(jīng)掌握，因而本節(jié)課只需提及，不必列為重點。

二、教學(xué)思路：

本節(jié)課由呈現(xiàn)簡筆畫引入，讓學(xué)生猜測圖中人物的語言。再列出圖中人物的原話，讓學(xué)生引述。教師在學(xué)生使用間接引語中提醒他們對時態(tài)的關(guān)注。呈現(xiàn)完五種時態(tài)的變化形式，再附之以練習(xí)。讓學(xué)生在機械操練中掌握間接引語的時態(tài)變化。為了讓學(xué)生對本節(jié)課的重點內(nèi)容達到熟練的程度及增強學(xué)習(xí)的趣味性，筆者又設(shè)計了“傳話”和“我是小記者”兩項活動。“傳話”這一活動旨在口頭的操練間接引語；“我是小記者”則是進行聽和寫的練習(xí)來鞏固此語法知識。最后，由學(xué)生再次歸納直接引語變間接引語時的時態(tài)的變化。

三、教學(xué)片段：（“傳話”活動的開展）

T: Boys and girls.Let's play a game.OK? Ss: OK.T: The game is called “Tell me what he/she said.”

A student says a sentence to someone;the listener tells us what he/she said.Model: A: I am sad.B: he said he was sad.(在B同學(xué)回答完，教師將句子投影到屏幕上，讓其他同學(xué)判斷B同學(xué)轉(zhuǎn)述的是否正確)T: You can write down your sentences first.(Wait 2 minutes for writing)S1: I am writing.S2: He said that he is writing.T: Is she right? Ss: No.T: who can help her?（教師溫和的詢問）Ss: He said that he was writing.(教師發(fā)現(xiàn)雖然在前面操練的效果不錯，但在進行口頭練習(xí)時，錯誤的頻率還是很高，部分較差的學(xué)生似乎跟不上.于是筆者先讓學(xué)生把句子投影到屏幕上，在把句子讀給大家聽，讓所有的學(xué)生有思考的時間)S3:(show the sentence on the screen)I will visit Beijing.S4: she said that she would visit Beijing.S5(show the sentence)I went to Xuanwu Lake last week.S6: She said that she had gone to Xuanwu Lake last week.（時間狀語的變形并不是筆者今天所教內(nèi)容，指出錯誤是必然的，但該如何解釋，這是筆者設(shè)計時未考慮的 ,因而筆者只是把正確的表述教給學(xué)生）

T：Pay attention to the adverbials of time ‘last week'.We should change it into “the week before”.“ Tomorrow I will tell you there a son.”(在八對學(xué)生做完此練習(xí)后，筆者讓全班同學(xué)集體把這五個間接引語的句子大聲朗讀一遍，再次鞏固直接引語改間接引語的時態(tài)變化。)T: let's say these sentences together.T and Ss: He said that he was sad.He said that he was writing.……

She said that she would visit Beijing.She said that she had gone to Xuanwu Lake the week before.四、教學(xué)反思：

我認為，英語教學(xué)的目的主要是培養(yǎng)學(xué)生掌握并運用英語的能力，英語教學(xué)應(yīng)該為學(xué)生創(chuàng)設(shè)他們喜聞樂見的合適的情境，給予他們充分的時間和空間，讓他們成為學(xué)習(xí)的主人。作為一名英語教師，首先應(yīng)該激發(fā)學(xué)生學(xué)習(xí)英語的興趣和積極性，增強學(xué)生的記憶效率，以達到最終的教學(xué)目的。如果一味地采用傳統(tǒng)的英語教學(xué)方法講授語言規(guī)則，讓學(xué)生脫離語言環(huán)境去做大量機械、枯燥乏味的知識訓(xùn)練，學(xué)生學(xué)習(xí)興趣當(dāng)然不高。因而，在本堂課的中，我設(shè)計了兩個活動，讓學(xué)生在情景中練習(xí)間接引語，增強學(xué)習(xí)的興趣，鍛煉了口語表達能力。在活動的開展過程中，我發(fā)現(xiàn)活動的效能遠不如自己所期望的那樣。例如，在活動伊始，我過高的估計學(xué)生的聽的能力。大多數(shù)學(xué)生無法在頭腦中對直接引語進行轉(zhuǎn)變，有的甚至對原話復(fù)述都存在困難。因此，活動的設(shè)計以及活動中出現(xiàn)的意外狀況都需要設(shè)計者在之前進行周密思考及在課堂上的變通。現(xiàn)對如何發(fā)揮活動的效能作如下反思：

（一）設(shè)計與學(xué)生實際英語水平相當(dāng)?shù)幕顒印?/p>

由于地域、師資和學(xué)習(xí)起始時間等因素的影響，各校各班的學(xué)生的差異相當(dāng)大。因此在備課過程中，教師一定要認清學(xué)生的英語實際水平。筆者在本活動的開始時，高估了學(xué)生聽得能力。在及時認識這一不足后，調(diào)整了呈現(xiàn)與聽的順序，讓學(xué)生看了再聽，再想，再反應(yīng)。雖然活動也延續(xù)了下去，但聽的作用似乎不大。筆者在課后與學(xué)生的交流中了解，學(xué)生只是對聽到的句子時態(tài)不太明確，基本還是聽得清楚的。在了解學(xué)生聽的能力這一真實水平，筆者認為在布置寫句子時，事先圈定每組所選用的時態(tài)，并讓讀句子的同學(xué)讀的同時，寫出句中出現(xiàn)的動詞形式。這樣保證所有學(xué)生能準確地獲取信息，聽也發(fā)揮了它應(yīng)有的效能；同時這也保證了五種時態(tài)都能練到。

（二）重視活動中微任務(wù)的設(shè)計

在任務(wù)型教學(xué)活動中，任務(wù)是無處不在的，即大任務(wù)中包含小任務(wù)，小任務(wù)中包含微任務(wù)。教師不能單純的設(shè)計大任務(wù)，而忽視小任務(wù)，微任務(wù)的設(shè)計。正是由于它們的鏈接和點綴，任務(wù)才更易操作，活動的效能才能更好的發(fā)揮。本堂課中出現(xiàn)的一些學(xué)生在別人練習(xí)時，思想不集中，開小差的情況，正是教師忽略微任務(wù)布置的結(jié)果，讓這些學(xué)生感到無事可做。筆者在課后想到，在讓個別學(xué)生進行練習(xí)前，可先把全班學(xué)生分組；學(xué)生回答時，本組的學(xué)生可以補充；其他組的成員可以找錯。通過小組競賽的方式，激起每一位學(xué)生的關(guān)注。這樣就保證了所有的學(xué)生都積極參與到活動中；同時也讓學(xué)生感受集體榮譽感，增強他們的集體主義精神。