高中英语教学案例学习资料
多篇高中英语课程教学案例分享
In recent years, the importance of English language has increased tremendously due to globalization, job opportunities, and the growth of the internet. Therefore, it is crucial for high schools to provide quality English language education that will enable students to reach their full potential. To achieve this, many high schools are sharing teaching curricula that have worked previously and have shown positive outcomes. In this article, we will discuss several high school English language teaching case studies that have been successful in various schools.The first curricula are from the high school situated in the United States called John Brown High School. The aim of the course is to teach the students how to write effectively. The teachers implemented a practical approach where students were exposed to different writing styles such as technical writing, business writing, and creative writing. Throughout the semester, all students were given different writing assignments whereby they would practice writing in different styles. The teachers also conducted regular discussions on the different styles of writing and the importance of each style in different fields. The results showed that all students improved their writing skills significantly and the pass rates of the students rose to 85%.The second curricula are from the high school situated in China called Hefei High School. The aim of the course is to teach the students how to communicate effectively in English. The teachers here focused on building the students' communication skills by exposing them to different communication strategies such as debates, group discussions, presentations, interviews, and oral examinations. Theteachers also used technology to enhance the students' learning, such as video conferencing and audio recording for the listening and speaking practice. The results showed thatall students improved their communication skillssignificantly, and the pass rates of the students rose to 90%.The third curricula are from the high school situated in Kenya called Nairobi High School. The aim of the course is to teach the students how to read and interpret textseffectively. The teachers used a practical approach whereby students were exposed to different texts such as novels, poetry, and short stories. Throughout the semester, all students were given different reading assignments that would enable them to practice reading effectively and identify the main ideas from the texts. The teachers also encouraged the students to debate on different interpretations of the texts.The results showed that all students improved their reading and interpretation skills significantly, and the pass rates of the students rose to 80%.In conclusion, English language education is crucial in high school, and providing quality teaching curricula is of utmost importance. The case studies shared in this article represent successful teaching curricula that have been implemented in different high schools. The practical approach taken by these teachers has enabled students to reach their full potential in writing, communication, and reading skills. It is high time that high schools across the globe sharetheir teaching curricula, enabling the proliferation of successful teaching practices. Therefore, it is recommended that high schools try to replicate these teaching curricula to enable their students to reach their full potential in the English language.。
教学叙事案例高中英语
教学叙事案例高中英语High School English":Teaching English at the high school level can be a challenging yet rewarding experience. As an educator, I have had the opportunity to work with diverse students and implement various instructional strategies to foster their language development and academic growth. In this narrative case study, I will share my experiences and insights from teaching English to a group of high school students.The class I was assigned to teach was a 10th-grade English literature course, comprising 25 students with varying levels of proficiency in the language. One of the primary goals I set for myself was to create a inclusive and engaging learning environment that would cater to the diverse needs and learning styles of my students.To begin, I conducted a thorough assessment of the students' prior knowledge and skills. This allowed me to identify their strengths, weaknesses, and areas that required additional support. I was particularly interested in understanding their familiarity with literary analysis, their reading comprehension abilities, and their confidence in expressing their ideas through written and oral communication.Based on the assessment results, I designed a comprehensive curriculum that balanced the study of classic literary works with opportunities for students to develop their critical thinking, problem-solving, and communication skills. I carefully selected a range of texts, including novels, short stories, and poetry, that would not only expose the students to diverse literary genres but also challenge them to explore complex themes and universal human experiences.One of the key instructional strategies I employed was the use of interactive, student-centered activities. Instead of relying solely on lecture-based lessons, I incorporated group discussions, collaborative projects, and interactive presentations. This approach encouraged the students to actively engage with the material, share their perspectives, and learn from one another.For example, when we studied Harper Lee's "To Kill a Mockingbird," I divided the class into small groups and assigned each group a different theme or character to analyze. The students were tasked with conducting research, identifying relevant textual evidence, and preparing a presentation to share their findings with the class. This not only deepened their understanding of the novel but also developed their research, critical thinking, and public speaking skills.Furthermore, I placed a strong emphasis on the development ofwriting skills. Throughout the course, the students were required to complete various writing assignments, ranging from literary analyses to personal narratives. I provided detailed feedback on their work, focusing on aspects such as organization, coherence, and the use of evidence to support their arguments.One particularly memorable assignment was a creative writing exercise in which the students were asked to reimagine the ending of a classic short story. The students' imaginative and thought-provoking responses not only demonstrated their understanding of the original text but also showcased their ability to think critically and express their ideas in a compelling manner.In addition to the academic components of the course, I also recognized the importance of fostering a positive and supportive classroom environment. I made a conscious effort to get to know my students on an individual level, to understand their unique backgrounds, interests, and learning needs. This allowed me to tailor my instructional approach and provide personalized support when necessary.One student, in particular, stood out to me during this process. Emily was a quiet and reserved student who initially struggled with the demands of the course. However, through my one-on-one interactions with her, I discovered that she had a deep passion forpoetry and a keen eye for literary analysis. I encouraged her to share her insights during class discussions and to incorporate her love of poetry into her writing assignments.Over the course of the semester, I witnessed a remarkable transformation in Emily. She became more confident in her abilities, actively participated in class, and produced exceptional work that showcased her analytical and creative skills. This experience reinforced my belief in the power of personalized instruction and the importance of recognizing and nurturing each student's individual strengths and talents.Throughout the teaching experience, I also faced several challenges that required me to adapt and refine my instructional strategies. For instance, I encountered students with diverse learning styles, some of whom preferred visual aids, while others thrived in hands-on activities. I had to be flexible and incorporate a range of teaching methods to ensure that all students could access the content and engage with the material effectively.Additionally, I had to navigate the complexities of teaching sensitive topics, such as social injustice and cultural diversity, which were often present in the literary works we studied. I approached these discussions with empathy, sensitivity, and a commitment to fostering open and respectful dialogues among my students.Despite the challenges, the overall experience of teaching high school English was deeply rewarding. Witnessing the growth and development of my students, both academically and personally, was truly gratifying. I saw them evolve from passive recipients of information to active, critical thinkers who could articulate their ideas with confidence and clarity.In reflecting on this teaching narrative, I have gained valuable insights that will inform my future practice. I have learned the importance of adapting to the unique needs and learning styles of each student, the significance of creating a inclusive and supportive classroom environment, and the power of incorporating interactive and student-centered instructional strategies.As I continue on my journey as an educator, I am committed to building upon these experiences and constantly seeking ways to improve my teaching practice. By staying attuned to the ever-changing needs of my students and the evolving landscape of education, I hope to continue making a meaningful impact on the lives of the young people I have the privilege of teaching.。
高中英语教学案例分析
高中英语教学案例分析高中英语教学案例分析引言：高中英语教学是培养学生英语语言能力和综合运用能力的重要一环。
在教学过程中，教师常常面临着各种挑战和困惑。
本文通过分析一则高中英语教学案例，探讨了教学目标的设定、教学方法的选择以及学生的学习动机等方面，旨在帮助读者更好地理解高中英语教学，并对相关问题作出个人观点和理解。
第一部分：案例背景介绍在某高中英语教学中，教师在教授Unit 5《Canada--“The True North”》时，遇到了以下问题：学生对课本的阅读理解技巧掌握不够，缺乏对文章理解的能力；学生对英语听力材料中的单词发音和句子结构理解有困难。
第二部分：教学目标的设定针对上述问题，教师设定了以下教学目标：1. 培养学生对阅读材料的理解能力，提高其阅读技巧；2. 帮助学生加强听力训练，提高对口语表达的理解能力。
第三部分：教学方法的选择为达成上述教学目标，教师选择了以下教学方法：1. 在阅读教学中，采用预测、扫读和细读等策略，引导学生主动思考并提高对文章理解的能力；2. 在听力教学中，采用分段听、多次重复等策略，帮助学生熟悉英语听力材料的重点词汇和句子结构。
第四部分：学生学习动机的激发为增强学生的学习动机，教师采取了以下措施：1. 利用图片和实例引发学生对主题的兴趣；2. 设置合适的学习任务和游戏，增加学生的互动参与；3. 帮助学生树立学习目标，并鼓励他们通过学习获得成就感。
第五部分：总结与回顾通过以上教学方法和学习动机的激发，学生在高中英语教学案例中获得了较好的学习效果。
他们在阅读材料方面的理解能力和阅读技巧得到提高，对听力材料中的单词和句子结构有了更好的掌握。
学生的学习动机也得到了激发，他们更加积极主动地参与到教学活动中。
个人观点和理解：在高中英语教学中，教师的角色非常重要。
教师要根据学生的实际情况，设定合理的教学目标，并选择有效的教学方法。
在教学过程中，教师还要关注学生的学习动机，激发他们的学习兴趣和参与度。
英语教学案例范文10篇
英语教学案例范文10篇英语教学案例是英语教师在进行教学活动中的重要参考资料。
以下是我精选的10篇英语教学案例范文，涵盖了不同年级、不同教学目标和不同教学方法的内容。
希望这些案例能为您提供一些灵感和启示。
案例一：《小学英语词汇教学——以"水果"为例》教学目标：帮助学生掌握水果类单词，并能运用目标词汇进行简单对话。
教学过程：1.引入话题，展示水果图片。
2.教学水果类单词。
3.设计小组活动，让学生用目标词汇进行交流。
案例二：《初中英语语法教学——以"一般现在时"为例》教学目标：使学生掌握一般现在时的用法，并能运用该时态描述日常生活。
教学过程：1.讲解一般现在时的概念。
2.设计练习题，巩固语法知识。
3.创设情境，让学生用一般现在时进行口语练习。
案例三：《高中英语阅读教学——以"环保"为主题》教学目标：提高学生的阅读理解能力，培养环保意识。
教学过程：1.预习课文，了解环保知识。
2.分析文章结构，讲解阅读技巧。
3.组织讨论，让学生分享自己的环保观点。
案例四：《英语听力教学——以"问路"为例》教学目标：提高学生的英语听力水平，掌握问路的表达方式。
教学过程：1.播放听力材料，让学生听懂并复述对话内容。
2.教授问路的常用表达。
3.设计角色扮演活动，巩固所学知识。
教学目标：培养学生的英语写作能力，学会用英语记录生活。
教学过程：1.讲解日记的格式和写作技巧。
2.提供写作素材，指导学生进行创作。
3.互相批改，提高写作质量。
案例六：《英语口语教学——以"旅游"为例》教学目标：提高学生的英语口语水平，学会用英语描述旅游景点。
教学过程：1.展示旅游景点图片，引导学生用英语进行描述。
2.教授相关表达，如：询问景点信息、推荐旅游景点等。
3.组织口语交流，让学生互相分享旅游经历。
案例七：《英语课堂教学游戏设计——以"猜词游戏"为例》教学目标：激发学生学习英语的兴趣，提高课堂参与度。
高中英语教学案例分析---词汇
高中英语教学案例分析V o c a b u l a r y–l e a r n i n g i n s m a r t w a y s二.课型：学习方法探究课二.教材分析：1.教学容：SEFC Book 6必修阶段性词汇学习方法探究（见文末）2.教材处理：这是一堂笔者根据新的课程标准,结合本人对词汇教学方法的实践积累和思考进行设计的一堂探究课。
该课创造性地选择了授课容，对使用性较强的词汇方法进行了整理与补充，改变注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。
该课的中心话题是“三鹿毒奶事件”，容引发学生对食品安全的关注和思考。
该课旨在启发学生去思考自我梳理知识和自主学习的模式，让学习过程有一个延续的趋势。
同时，提供一次实际运用英语表达交流思想的机会，增强使用英语的信心。
三、学情分析：笔者首先考虑为什么和怎么上这节课，使教学目标的设计实在可行。
笔者的授课对象是属于三流水平的一个互助结对县中学，这个班为普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神是可以在平时的教学中不断提高和培养的。
怎样使得一节课对学生今后的学习有所思考和帮助，也是笔者要考虑的问题。
综上因素，根据学情，笔者采用活动式的教学方法上一堂关于词汇学习的课，期待对今后的学习中新旧知识的连接有所帮助；同时注意运用鲜活真实的语言材料吸引学生，提高学生答题的兴趣，同时便于设题。
兼顾设计容简单化，便于调动全班学生的积极性，在互动中实现教学任务和目标。
四、教学目标1、学习并改善词汇学习的效果；2、能根据词汇的构成特点，归纳整理学习和记忆的方法；3、增强社会责任感，关注和谐社会的发展。
五、设计理念：高中英语新课程标准加强了对词汇的要求，高中阶段从原来的1800~2000个增加到3300个单词和400~500个习惯用语或固定搭配，词汇量掌握的多少在一定程度上制约着学生运用语言能力的高低。
英语单词的学习既是一种挑战，又是一种磨练。
高中英语教师教学案例分析范文6篇
高中英语教师教学案例分析范文6篇Teaching English at the high school level requires a deep understanding of the subject matter, effective instructional strategies, and the ability to engage and motivate students. Effective English teachers must possess a range of skills and knowledge to ensure their students develop proficiency in reading, writing, speaking, and listening. This essay presents six case studies that illustrate the diverse teaching practices and approaches employed by successful high school English teachers.Case Study 1: Incorporating Technology to Enhance Engagement Mrs. Emily Johnson, a veteran English teacher at Westside High School, has embraced the use of technology to create dynamic and engaging lessons. She regularly incorporates multimedia elements, such as interactive presentations, educational videos, and online discussions, to supplement her traditional instruction. By leveraging technology, Mrs. Johnson is able to cater to the diverse learning styles of her students and maintain their attention throughout the lesson. Her students have reported feeling more engaged and motivated to participate in class activities, leading to improvedcomprehension and academic performance.Case Study 2: Differentiated Instruction for Diverse LearnersMr. Liam Patel, an English teacher at Eastwood High School, recognizes the importance of addressing the unique needs and abilities of each student in his classroom. He employs a range of differentiated instructional strategies to ensure that all of his students, regardless of their academic level or learning preferences, have the opportunity to succeed. This includes offering tiered assignments, providing scaffolding for struggling learners, and incorporating project-based learning to allow students to demonstrate their understanding in various ways. By tailoring his instruction to the individual needs of his students, Mr. Patel has seen a significant improvement in their overall academic achievement and engagement.Case Study 3: Fostering Critical Thinking through Socratic Seminars Ms. Olivia Hernandez, an English teacher at Northside High School, is a strong proponent of the Socratic seminar approach. She regularly facilitates discussions in which students engage in deep, thoughtful dialogue about complex literary texts, challenging them to analyze, interpret, and defend their ideas. By encouraging students to question, explore, and critically examine the material, Ms. Hernandez helps them develop essential critical thinking and communication skills. Her students have reported feeling more confident in theirability to express their ideas and engage in meaningful intellectual discourse.Case Study 4: Integrating Interdisciplinary ConnectionsMr. Ethan Nguyen, an English teacher at Southside High School, recognizes the importance of helping his students make connections between the English curriculum and other academic disciplines. He regularly collaborates with teachers from other departments to design interdisciplinary units and projects that allow students to apply their English skills in a broader context. For example, he has worked with the history department to create a unit on the literature and social movements of the Civil Rights era, and with the science department to explore the intersection of literature and environmental science. By fostering these interdisciplinary connections, Mr. Nguyen helps his students develop a more holistic understanding of the subject matter and its real-world applications.Case Study 5: Emphasis on Writing DevelopmentMs. Sophia Ramirez, an English teacher at Westwood High School, places a strong emphasis on the development of her students' writing skills. She has implemented a comprehensive writing program that includes frequent opportunities for students to engage in various types of writing, from personal narratives to research-based essays. Ms. Ramirez provides detailed feedback and individualized instruction to help her students improve their writingmechanics, organization, and overall effectiveness. Her students have reported feeling more confident in their writing abilities and better prepared for the rigors of college-level work.Case Study 6: Cultivating a Love for LiteratureMr. Aiden Chen, an English teacher at Eastside High School, is passionate about fostering a love for literature in his students. He curates a diverse range of literary texts, from classic novels to contemporary poetry, and creates engaging lessons that encourage students to explore the themes, characters, and literary devices within these works. Mr. Chen also incorporates opportunities for students to engage in creative writing and book discussions, allowing them to express their personal interpretations and connections to the material. By cultivating a genuine appreciation for literature, Mr. Chen has seen his students develop a deeper understanding and enjoyment of the English language and its power to convey human experiences.These six case studies highlight the diverse teaching practices and approaches employed by successful high school English teachers. From incorporating technology to fostering critical thinking, these educators have demonstrated their commitment to providing their students with a well-rounded and enriching educational experience. By drawing upon these examples, other English teachers can gain valuable insights and inspiration to enhance their own instructionalpractices and better support the academic and personal growth of their students.。
高中英语精选教学设计案例
高中英语精选教学设计案例一、单元主题：人与自然1. 教学目标：a. 提高学生的听、说、读、写能力；b. 培养学生的自主学习和合作学习能力；c. 增强学生对自然环境保护的意识。
2. 教学内容：a. 文化背景介绍：自然灾害与环境保护；b. 学科知识点：自然灾害的类型与原因、环境保护的重要性；c. 语言技能训练：听力、口语、阅读、写作。
3. 教学活动：活动一：听力训练a. 听取不同类型的自然灾害新闻报道，学生进行听力填空练习；b. 听取环境保护相关的演讲稿，学生进行听力理解和问题回答。
活动二：口语训练a. 小组讨论：学生分组就自己所在地区的自然灾害进行讨论，包括原因、对人们生活的影响以及如何应对；b. 角色扮演：学生分角色模拟对话，讨论环境保护的重要性。
活动三：阅读训练a. 阅读文章：学生阅读与自然灾害及环境保护相关的短文，并进行问题回答；b. 阅读广告：学生阅读关于环境保护的广告语，并进行理解和判断。
活动四：写作训练a. 写作任务：学生写一篇关于自己对环境保护的看法和建议的短文；b. 互评批改：学生交换作文进行互相批改，提供改进意见。
4. 教学评价：a. 听力训练：根据填空练习的正确率进行评价；b. 口语训练：根据小组讨论和角色扮演的表现进行评价；c. 阅读训练：根据问题回答和理解判断的准确度进行评价；d. 写作训练：根据语法和表达的准确性、连贯性进行评价。
5. 教学延伸：a. 建议学生在课下深入了解自己所在地区的自然灾害和环境保护情况，并将其整理为报告；b. 鼓励学生自主进行英语环保演讲比赛。
二、单元主题：文化交流1. 教学目标：a. 培养学生的跨文化交际能力；b. 提高学生的阅读和写作能力；c. 增强学生对不同文化的理解和尊重。
2. 教学内容：a. 文化背景介绍：不同国家的传统节日和习俗；b. 学科知识点：节日及习俗的由来和意义；c. 语言技能训练：阅读、写作和口语。
3. 教学活动：活动一：阅读训练a. 阅读：学生阅读不同国家的传统节日和习俗的相关文章，并进行问题回答和讨论；b. 阅读广告：学生阅读关于节日庆典活动的广告，并进行理解和判断。
教学方法和教学原则案例
教学方法和教学原则案例一、案例背景本案例以某高中英语课程为例，探讨教学方法和教学原则在实际教学中的应用。
该课程的教学目标是提高学生的英语听说读写能力，同时培养学生的跨文化交际意识。
二、教学方法介绍该课程采用任务型教学法，以任务为核心，让学生在完成任务的过程中学习英语。
任务型教学法注重学生的参与和合作，通过完成实际生活中的任务，激发学生的学习兴趣和动力。
三、教学原则概述该课程遵循以下教学原则：1.互动性原则：强调师生、生生之间的互动，通过交流和合作，提高学生的口语交际能力。
2.启发性原则：教师引导学生发现问题、解决问题，培养学生的自主学习和创新能力。
3.个性化原则：关注学生的个体差异，根据学生的需求和能力，制定个性化的教学计划。
4.情境性原则：将英语教学与实际生活情境相结合，提高学生的学习兴趣和实际应用能力。
四、案例描述该课程的教学内容是关于旅游的主题。
教师将学生分成小组，每组学生扮演不同的角色，如导游、游客等，通过合作完成任务。
任务包括制定旅游计划、预订机票和酒店、交流旅游经验和文化等。
在完成任务的过程中，学生需要运用英语进行交流和表达，提高英语听说读写能力。
同时，教师引导学生发现旅游中可能遇到的问题和解决方法，培养学生的跨文化交际意识和解决问题的能力。
五、教学方法应用在本次教学中，教师采用了任务型教学法，通过设计实际生活中的任务，让学生在完成任务的过程中学习英语。
教师还运用了互动性原则，引导学生积极参与讨论和合作；运用启发性原则，引导学生发现问题、解决问题；运用个性化原则，关注学生的个体差异，制定个性化的教学计划；运用情境性原则，将英语教学与实际生活情境相结合。
六、教学原则体现本次教学中体现了以下教学原则：1.互动性原则：学生在小组合作中互相交流、讨论，提高了口语交际能力。
教师也积极参与学生的讨论，与学生进行互动交流。
2.启发性原则：教师通过引导学生发现问题、解决问题，培养了学生的自主学习和创新能力。
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高中英语教学案例同位语从句熊敏高三英语一、教学课型：语法课二. 教材分析：1.教学内容：同位语从句2.教材处理：这是一堂笔者根据新的课程标准,结合本人对语法教学方法的实践积累和思考进行设计的一堂探究课。
该课创造性地选择了授课内容，对语法教学进行了整理与补充，改变注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。
该课以话题校运会引发学生对同位语从句的关注和思考。
该课旨在启发学生去思考自我梳理知识和自主学习的模式，让学习过程有一个延续的趋势。
同时，提供一次实际运用英语表达交流思想的机会，增强使用英语的信心。
三、学情分析：笔者首先考虑为什么和怎么上这节课，使教学目标的设计实在可行。
笔者的授课对象是属于三流水平的一个县中学，这个班为普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神是可以在平时的教学中不断提高和培养的。
怎样使得一节课对学生今后的学习有所思考和帮助，也是笔者要考虑的问题。
综上因素，根据学情，笔者采用活动式的教学方法上一堂语法学习的课，期待对今后的学习中新旧知识的连接有所帮助；同时注意运用鲜活真实的语言材料吸引学生，提高学生答题的兴趣，同时便于设题。
兼顾设计内容简单化，便于调动全班学生的积极性，在互动中实现教学任务和目标。
四、教学目标1. 掌握同位语从句的构成形式及其特殊用法。
2. 能够在句子中熟练运用同位语从句五、设计理念：1．运用任务型语言教学模式，训练培养学生对语言的综合运用，实现目标，感受成功，教学进度整体把握，教学形式不拘一格。
2．课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用。
3．在教学中，突出交际性，注重读写的实用性，要进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
4．课后访谈调查，读写摘记，重视语言运用。
5．正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。
六、教法分析教学方法：问答法(question and answer) 讨论法discussion 辩论法（debate）taks-based method(任务教学法)教具教学手段：①Multi-media computer; OHP(overhead projector); tape recorder; PowerPoint②多媒体辅助教学（依据：根据本课特点以教材为本，传统教学手段和现代多媒体教学手段相结合，恰当合理呈现本课内容。
）七、教学过程：Step 1 Lead inT: As is known to us, the sports meet is on the way, are you excited about it? Willyou take part in it? What about others’ feelings? Now let’s listen to a dialogue.(Picture 2-6 the dialogue on the screen)Ask: Do they feel happy about the news that the sports meet will be held? Will they take part in it? Look at the sentences from the dialogue.( Picture7)1.I have no idea what makes you in such high sprits.2.Oh, the news that our school is going to hold a sports meet next month is really encouraging.3.The fact that I'm not good at P.E disappoints me a lot.4.But there's still doubt whether our class will be able to do well in the relay race.5.We can't settle the problem when and where we'll train ourselves for the raceT: 句子的主干是什么? 从句在哪?连接词是什么?为什么用它? 从句前的名词是谁?它跟从句是什么关系?(解释说明名词的内容)T:(分析完5个句子后)这些名词有什么共性?(都是表内容的抽象名词), 这些从句的共同点在于(解释说明名词的内容),我们把这些从句叫做同位语从句,今天我们就学习同位语从句.那什么叫做同位语从句?［设计说明］：一开始以一段关于校运会的对话活跃课堂气氛，激发学习兴趣；具体分析一个典型，挖掘例子中的同类句子的特点，引入课题。
新课改强调从学生的学习兴趣、生活经验和认知水平出发，设计教学步骤，让学生在体验、实践、参与和交流中发展语言运用能力。
引用这一生动的生活实例，激起学生的表现欲和求知欲。
Step2 Grammer( Picture8)1．定义：用于解释说明名词所蕴含具体内容的从句。
2.用法：同位语从句一般用that,引导，常放在fact, news, doubt,opinion, idea, thought, question, order , possibility, promise, suggestion,等抽象名词后面，说明该名词的具体内容。
换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。
关联词多用从属连词。
3. 连接词:［设计说明］：开始引导学生去探求总结同位语从句的构成T: 那看看下面的句子该用哪个连接词:( Picture9)用适当的连接词填空：1.The possibility that the majority of the labour force will work at home is often discussed.2.I have small doubt whether he is suitable for the job.注：同位语从句可由从属连词whether引导(whether 不能用if代替)。
3.I have no idea _____ we can do with these waste materials. what4. The question ______ should do the work requires consideration. who5. We haven't yet settled the question ______ we are going to spend our summer vacation. Where填哪个连接词,为什么? 同位语从句意义是否完整,缺什么? 从句前的名词表疑问?(分析完5个句子)该如何选用引导词( Picture10) 什么情况下用that\whether\wh-?同位语从句的引导词选用1. that:无义。
同位语从句意义完整。
（即that 不充当任何成分，只起连接作用）2. whether: “是否” 。
同位语从句意义不完整。
（if不能引导同位语从句）3.wh-：“什么”、”谁” 、“什么时候”、“什么地点”、“什么方式”等含义。
同位语从句意义不完整。
1.He can't answer the question how he got the money.2 Word came_ that _I was wanted at the office.同位语从句的位置：1)通常紧接在抽象名词后2) 同位语从句后置:谓语较短，为避免句子头重脚轻,常常是主句的谓语较短而同位语从句较长时，同位语从句常后置。
［设计说明］：罗列一组常用的引导词，留出空格，让学生回顾，讨论，根据意思,补充完整；并让学生探究如何选引导词，和所处位置。
T; 我们说了同位语从句的引导词选用的方法,有没有更容易选用的方法, 看一些同位语常见句型( Picture11)1I have small doubt whether he is suitable for the job.doubt类（怀疑类) There is doubt whether/wh--从句 /There is no doubt that从句2.I have no idea _____ we can do with these waste materials. whatidea 类（主意类)I have no idea +3. The question ______ should do the work requires consideration. whoquestion/problem 类+ whether\wh-从句同位语常见句型4.suggestion类 (建议类）He made a suggestion that +(should) +do5.promise类（承诺）I made (have made) a promise that will/would +do6.possibility/probability类（可能）There is (no) possibility that…T:我们该演练一下我们对同位语从句的掌握情况,［设计说明］：利用一组练习，学生发现并归纳出同位语常见句型Task two:( Picture12)a 1.There are signs ____ restaurants are becoming more popular with families.A. thatB. whichC. in whichD. whoseA2. The doctor did a lot to reduce the patient’s fear ____he would die of the disease.A. thatB. whichC. of whichD. of thatC3. The question came up at the meeting_____ we had enough money for our research.A. thatB. whichC. whetherD. ifc4.Tomorrow is Tom's birthday.Have you got any idea _____ the party is to be held ?(NMET2008 陕西）A .what B. Which C. That D. Where选哪个答案?为什么?从句意义是否完整,缺什么? 什么从句( Picture13)A 5. His suggestion ____ to see the exhibition interested everyone of us.A. that we goB. which we should goC. that we would goD. when we should go一些表示“建议、命令、要求”的名词One’s suggestion/advice/order/requirement/request/that后所跟的同位语从句中，谓语动词用虚拟语气should+动词原形表示。