高中英语同位语从句学案
高中英语_同位语从句教学设计学情分析教材分析课后反思
《同位语从句》教学设计《同位语从句》这一堂课把语法教学和写作有机结合，设计了个人思考、小组讨论探究等方式，采用呈现—发现—归纳—实践—学以致用的步骤引导学生学习同位语从句的特点；通过体验含有同位语从句的复合句，激发学生对同位语从句的浓厚的兴趣；通过改错、语法填空等高考题型的练习巩固，让学生总结出规律；通过写作环节，引导学生利用当堂所学，尝试写出含有同位语从句的复合句，实现从同位语从句的单句训练到语篇的过渡，自然而然地搭建了通往语篇运用的写作平台，让学生可以一展身手。
Teaching Aims：1. By introducing and analysing the sentences containing appositive clauses, enable students to make a summary of the rules of appositive clauses.2. Enable students to use appositive clauses more freely, such as correcting some errors, translating, writing complex and cool sentences containing appositive clauses, etc.3. Guide students to taste the beauty of appositive clauses.Teaching Steps：Step one：热身1. Show time：课前英语演讲或才艺展示：英语热身时间，是学生最喜欢的环节之一。
尽管只有两三分钟，但每个学生抓住了这个展示自己英语的机会，展示自己，并很快引领大家进入英语状态。
这是一个让学生发挥潜力，尽情地挥洒青春的舞台。
也是导入课堂内容的方式。
2. Read & think：a. Li Hua, our monitor, is a handsome boy.b. We all agree to continue the work.c. She is the oldest child among them six.d. Some subjects, such as maths and physics, are very difficult to learn.设计思路：通过观察含有同位语的句子，试着归纳：什么是同位语？同位语作用和特点是什么？归纳：同位语Appositive是句子成分的一种；位于名词、代词后面；说明它们的性质和情况；名词、代词、数词、短语来充当。
3.4 同位语从句 教案
教学过程一、课堂导入概念引入：1 I have a dream that one day, all roads will be made plain.我梦想着总有一天所有的道路都是平坦的。
2 We hold this truth to be self-evident that all men are created equal.我们认为这些真理都是不言自明的，所有的人生来都是平等的3 Some people hold the opinion that the Internet is a curse.有些人持这种观点，互联网是一种诅咒。
4 Museums play a role of education for the simple reason that they provide people with a good opportunity to have a deeper understanding of their own country's tradition and cultures.博物馆发挥教育的作用，原因很简单，他们为人们提供一个很好的机会，对自己国家的传统和文化有更深的了解。
二、复习预习通过下列两个例句复习什么是同位语I don’t know about the man, Mr. White.I don’t know about the fact that he is a teacher.三、知识讲解知识点1：同位语从句的定义在句中充当同位语成分，一般跟在一些抽象名词后，如（evidence 证据/ promise承诺、允诺/notice通知/news/idea/fact/word消息/truth/belief/possibility/problem/hope/desire/thought/suggestion…）,对前面的名词起补充说明的作用。
Word came that our football team won the match.The idea that computers can recognize human voices surprises many people.I have no idea whether the meeting will be held.划线部分是同位语从句。
Unit 5 单元语法：同位语从句 导学案
Unit 5 单元语法：同位语从句导学案【使用说明及学法指导】（1）5分钟检查学生背诵课前探究的句子的情况。
（2）10分钟让学生合作探究自主探究部分的内容并展示和点评；（3）10分钟让学生讨论关于同位语从句的知识，并分组展示；（4）10分钟让学生巩固落实、当堂检测。
（5）10分钟教师点评，总结，反刍。
【学习目标】(1) 通过自主学习和合作探究学习和掌握同位语从句的特点和用法。
(2) 学会区别同位语从句与定语从句。
（3）培养学生语法学习的策略和合作学习的习惯。
（4）激情投入，高效参与课堂，体验学习英语的快乐。
Ⅰ.【自主探究】背诵并探究下面的句子。
分析句子的结构，然后找出主句和从句，说出从句属于哪种从句。
1. The thought that they could cross the whole continent was exciting.主句为：_______________________________________________从句属于：________________________2. Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5,500 kilometres from coast to coast.主句为：___________________________________________________________________________ 从句属于：________________________3. Their next stop was Calgary, which is famous for the Calgary Stampede.主句为：____________________________________________________________________________ 从句属于：________________________4. They went through a wheat-growing province and saw farms that covered thousands of acres.主句为：____________________________________________________________________从句属于：______________________5. The girls were surprised at the fact that ocean ships can sail up the Great Lakes.主句为：_________________________________________________________从句属于________________________Ⅱ.【合作探究】1、仔细观察下面的句子，研究这些句子的特点：① The idea that the earth is round is not a new one.地球是圆的这种观点并不新鲜。
高中同位语从句教案
同位语从句讲解与练习1．定义：用作同位语的从句叫做同位语从句。
2.用法：同位语从句的先行词多为fact, news, idea, thought, question, reply, report, remark等，关联词多用从属连词。
如：1. 连词that引导同位语从句（注：引导同位语从句的that不能省略）The idea that you can do this work well without thinking is quite wrong.你认为不动脑筋就能做好这件工作的想法是完全错误的。
（作idea的同位语）【注意1】在某些名词(如demand, wish, suggestion, resolution等)后面的同位语从句要用虚拟语气There was a suggestion that Brown should be dropped from the team. 有一项建议是布朗应该离队。
【注意2】引导同位语从句的连词that通常不省略He gabbed his suitcase and gave the impression he was boarding the Tokyo plane. 他拿起了手提箱，给人的印象是他要登上飞往东京的飞机了。
2. 连词whether引导同位语从句（注：if不能引导同位语从句）The question whether we should call in a specialist was answered by the family doctor. 我们是否请专家由家庭医生来定。
其它引导词引导的同位语从句连接代词what, who, whom, whose, which引导同位语从句1).I have no idea what size shoes she wears.我不知道她穿几号的鞋。
（what作定语）2).I have no idea which wine is best—it’s a matter of personal taste.我不知道哪种酒最好，这是个人口味的问题。
高中英语总复习之专题复习“同位语从句”完整学案
高中英语总复习“同位语从句”完整学案适用学科高中英语适用年级高三年级适用区域人教版课时时长（分钟）60分钟（一对一）/（班组）1.同位语从句的概念2.同位语从句的引导词知识点3.同位语从句与定语从句的区分4.同位语从句中应该注意的考点教学目标让学生了解同位语从句的考点，能够准确判断表语从句的引导词教学重点 1.同位语从句的引导词 2.同位语从句与定语从句的区分教学难点准确判断同位语从句的引导词教学过程一、课堂导入：教师读句子，让学生跟读：1、They are familiar with the opinion that all matter consists of atoms.2、We were very excited at the news that our team had won.3、I have not idea when Chaplin’s film will be on again.4、The fact that women can work as well as men is clear.5、Henry Adams made a promise that he would not open the letter until 2 o’clock.二、复习预习回顾复习上节课所授内容，针对上节课的试题进行讲评、订正、答疑，并根据学生实际情况进行分析讲解，利用上面句子导入本节课所要学习的同位语从句的知识点。
三、知识讲解知识点1 ：同位语从句的概念1、复习同位语的涵义同位语（the Appositive），是句子成分的一种，它位于名词、代词后面，解释说明它们的性质和情况，它可以由名词、代词、名词性短语或从句充当。
例如：(1) Tom, our monitor, is a handsome boy. (名词)(2) I myself will do the experiment. (代词)(3) She is the oldest among them six. (数词)(4) My sister, a beautiful and sweet girl, will get married tomorrow. (名词性短语)2、同位语从句的概念同位语是指对先行词起进一步解释说明的成分，如果这个同位语由一个从句来充当，则该从句就称之为同位语从句。
高中英语 同位语从句-教案
高中英语同位语从句-教案一、教学目标通过本节课的研究，学生应能够：- 理解同位语从句的概念和用法- 掌握同位语从句的结构和特点- 能够正确使用同位语从句进行语言表达二、教学重点- 同位语从句的定义和特点- 同位语从句的结构和使用方法三、教学内容1. 介绍同位语从句的概念和作用：同位语从句是指在句中作为主句成分，同位于名词之后的从句。
它用来进一步说明或解释前面的名词，起到同位语的作用。
2. 同位语从句的结构：同位语从句通常由连词“that”引导，也可以由“if/whether”引导。
3. 同位语从句的用法：同位语从句常用于以下几种情况：- 对名词进行解释、说明、补充或强调。
- 作为名词性从句，可以在句中充当主语、宾语、表语等成分。
4. 同位语从句的例句：- The fact that he passed the exam was a relief for his parents.- Her suggestion that we go hiking was accepted by everyone.四、教学方法- 教师讲解与示范：通过教师讲解同位语从句的概念、结构和用法，并提供例句加以解释说明。
- 学生练与互动：让学生根据给定的句子构造同位语从句，并进行口头和书面练。
五、教学评价- 教师对学生上课期间的活动、表现和答题情况进行评价，包括口头回答问题、书面练和课堂互动参与度等。
六、教学延伸1. 针对更高年级的学生，可引导学生分析和比较同位语从句与其他名词性从句的区别与联系。
2. 引导学生运用同位语从句进行写作，增强语言表达的能力。
同位语从句导学案
同位语从句导学案
什么是同位语从句？
同位语从句是一种修饰名词的从句结构，用来解释或补充名词的含义。
它通常紧跟在名词或代词后面，并由词语“是”或“称为”等引导。
同位语从句的结构
同位语从句的结构一般是“名词/代词 + 是/称为 + 从句”。
例如：
- 他的愿望是我成功。
- 人们都知道，她是一位著名的科学家。
在同位语从句中，从句的内容对于前面的名词起到进一步解释或补充的作用。
同位语从句的特点
1. 主从关系：同位语从句与前面的名词或代词之间是主从关系，从句起补充说明的作用。
2. 语序要求：同位语从句需要使用陈述语序，即主语+谓语+宾语的基本结构。
3. 不同的引导词：同位语从句的引导词可以有多种形式，比如“是”、“称为”、“叫做”等。
同位语从句的例句
1. 他的愿望是我成功。
- 名词“愿望”后面的同位语从句解释了
愿望的具体内容。
2. 人们都知道，她是一位著名的科学家。
- 名词“她”后面的同
位语从句进一步说明了她的身份。
3. 听说他被评为班级代表。
- 名词“听说”的同位语从句解释了
听说的内容。
总结
同位语从句是一种用来解释或补充名词的从句结构。
它与前面的名词或代词之间是主从关系，需要使用陈述语序，并可以由多种引导词引导。
同位语从句可以进一步解释或补充名词的具体含义，增强文句的表达力。
M3u5同位语从句导学案
M3u5同位语从句导学案高一英语学案Book 3 Unit 5 Grammar the Appositive clause 【预习导学】一.同位语及同位语从句的概念Task1:翻译下列句子并找出句子中的表达同一人物或事物的词或短语1.. Smith, our new teacher, is very kind to us.2. Yesterday I met Tom, a friend of my brother's.3. Beijing, the capital of China, has a long history .4. I have a hope that I want to go to college.【同位语定义】：同位语是句子成分的一种, 它位于____,_____后面, 说明它们的性质和情况, 它可以由____、____、名词性短语或_____充当。
二. 同位语的表现形式有以下几种：1) 名词T om, our monitor, is a handsome boy.2) 代词I myself will do the experiment.3) 数词She is the oldest among them six.4) 从句He told me the news that the plane had exploded. 他告诉我飞机爆炸的消息。
Task2: 观察下列句子,指出划线部分名词的同位语1．The news that he will leave for Shanghai is true.2．He can’t answer the question how he got the money探究归纳：在主从复合句中作__________的从句称为同位语从句.它对前面的名词作进一步的解释, 说明前面名词的具体含义和内容.【课堂探究】Step 1 .仔细观察下列同位语从句问题探究：同位语从句中所解释的名词和引导词分别是什么?1. The news that he told me yesterday was true.2. There is no doubt that he is wrong3. We will discuss the problem whether the party will be held on time第1页/共4页4. The question who should be the first has not been decided.5. I have no idea when he will return.探究归纳：同位语从句一般用连词___,whether, 连接代词____, what, which, 连接副词____, why how ,where等词引导. (注：if不能引导同位语从句。
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同位语从句学案一、观察和思考1、Tom, our monitor, is a handsome boy.2、Beijing, the capital of China, is a beautiful city.3、He told me the news that the plane had exploded.以上句子的划线部分在句子中充当的成分是①。
它是句子成分的一种, 它位于名词、代词后面, 补充说明它们的②, 它可以由③、、名词性短语或从句等充当。
(1) 同位语从句的定义同位语从句在句中作某一名词尤其是①名词的同位语，一般位于该名词②，解释说明该名词的③。
这些抽象名词通常有fact, news, idea, truth , hope , problem, information, belief, thought, doubt, promise, question 等。
e.g. 1. The fact that Taiwan belongs to China is still unknown to all.2. Our teacher gave the order that all the homework should be finished on time.（2）同位语从句的连接词[寻规找矩] 请仔细观察下列句子，注意从句引导词的用法。
1. The news that Mr. Li will be our new English teacher is true.2. He hasn’t made the decision whether he will go there.3. The question who should do the work is being discussed at the meeting.4. I have no idea what the boy is doing in the next room now.5. We haven’t yet settled the question where we are going to spend our summer vacation this year.6. I have no idea how I can get to the railway station.7. I have no idea when he will be back．[小结归纳]①that引导同位语从句时，如句1；②whether引导同位语从句时,如句2;③连接代词who, what等引导同位语从句时，如句3，4；④连接副词where, how, when等在从句中，如句5，6，7。
（3）同位语从句的注意事项1、分隔式同位语从句：有时被别的词把它和名词隔开：The story goes that William Tell killed the king with an arrow.Word came that their team had won.2、先行词为名词suggestion, order, demand, command, request, desire, proposal等后的•1) Our teacher gave us some advice that we use the computer.•2)The suggestion came from the chairman that the new rule should be adopted.•3)The teacher gave the order that all these homework be finished in three weeks.引导。
⑴We have some doubt whether they can complete the task on time.⑵There is no doubt that Lilly will keep her promise.二、同位语从句与定语从句的区别:同位语从句与定语从句在使用中常常混淆,我们可以从以下几个方面区别它们:①同位语从句解释说明的名词大都是名词;定语从句所修饰、限定的名词或代词有抽象的也有不抽象的。
We express the hope that they will come to visit China again. (同位语从句)Those who want to go please sign their names here. (定语从句)②同位语从句所说明的名词与从句（有/ 没有）逻辑关系；定语从句所限定的名词是从句逻辑上的主语、宾语、表语、定语、状语等。
The order when we should go back hasn’t reached us.(同位语从句, order和从句没有逻辑关系)The day when New China was founded will never be forgotten.(定语从句, day是founded 的逻辑)③同位语从句主要由连接词引导,及what, when, where, who, whether, how等引导;定语从句由关系which, that, as, which, whose或关系when, where, why引导。
④引导同位语从句的连词（可以/不可以）省略;引导定语从句的关系代词作宾语时常省略。
The news that he has been elected monitor of our class is true.The news (that) he told me is exciting.⑤同位语从句与先行词一般可变成一个完整句子, 谓语动词用be的不同形式。
定语从句则不能。
He heard the news that their team had won.→: The news was that their team had won.即学即用一、把下面两个句子连成一个含同位语从句的复合句。
1. Two fifths of all girls in America are on a diet.//The fact worries their parents and teachersa lot.2. The Queen of England was on a four-day visit in China.//We heard the news last night.3. Teenagers shouldn’t spend too much time online. //Many Chinese parents hold the view.4. Time travel is possible.//We have no scientific proof for the idea.5. Students should be given more free time.//The suggestion is welcomed by many people.二．请用适当的词填空，使下列句子意思完整。
1. They expressed the hope _______ they would come over to China soon.2. The fact _______ he didn’t see Tom this morning is true.3. Word has come _______ some American guests will come to our college for a visit next week.4. He can’t answer the question _______ he got the money from his home yesterday.5. Do you have any idea _______ is actually going on in the classroom?6. The problem _______ we should have the meeting in the hall now must be decided at once.三、. 下列各句中均有一处错误，请改正。
1. Our team has won the game, that made us very happy.2. I’ve come with a message from Mr Wang how he won’t be able to see you this afternoon.3. He must answer the question if he agrees with what she said or not.4. I’ve read the book where you gave me the day before yesterday.5. One of the men held the pinion when what the book said was right.Post-class课后：一、填入适当的连接词，并判断是定语从句还是同位语从句：1. The fact____ he used to be a thief is known to all.2. We were surprised by the fact _______ she told us.3. The next thing ____ must be done is to make a plan.4. Word came ____ our army had won the battle.5. The president has given an order everyone in the country should prepare fora war might last for several years.6. We've just heard a warning on the radio ____ a hurricane is likely to come.7. There is no doubt ___ he has told a lie.8. You have no idea _____ anxious I was!9. The coat is in the place ______ you left it.10. Then arose the question about _____ we were to get the machines needed.二、翻译把下列句子翻译成英语。