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。

引出问题：可否由句子充当同位语？
Step two：同从的定义与引导词
a. He told me the news that their team won the game.
b. The rumor that the President of Sri Lanka arrived at Beijing yesterday is true.
由例句试着归纳同位语从句的定义：在复合句中，跟在一个名词或代词后，对其具体内容进行解释说明的从句。

思考：同位语从句的引导词只能用that吗？
分享例句：
a. The problem whether we will hold the party has been solved.
b. The question why dinosaurs died out still bothers some scientists.
c. I have no idea when they will go./ what her address is./
when and where we have the meeting.
从而归纳出同位语从句的引导词有：that, whether, what, who, whose, whom, how, when, where, why等。

设计思路：由例句试着归纳同位语从句的定义，并引导学生思考：同位语从句的引导词都有哪些？在诱导式探究学习的过程中进行的，层层深入。

Step three：巩固
a. Word came that their team had won.
b. The story goes that Li Guangyao, one of the best international friends of Chinese people, died on March 23.
c. Our teacher gave us some suggestion how we (should) consult the bilingual dictionary.
设计思路：归纳同位语从句的特殊点：存在分隔性同位语从句；同位语从句使用虚拟语气的情况。

并通过单句改错来及时巩固所学知识。

The fact she works hard is well known to us all.
There is no doubt whether he is the right person for this job.
In the letter he expressed the hope what he would come and visit China again.
Step four：侧重难点
同位语从句？定语从句？比较：
a. The news that he told us spread quickly.
b. The news that he was made monitor spread quickly.
更多例句比较：
c. Then he raised the question where they were to hold the big party.
d. Who can answer the question which the professor raised just now?
e. I’ll never forget the day when we met for the first time.
f. No one had any idea who the damaged computer belonged to.
设计思路：通过分析几组例句试着归纳同位语从句与定语从句的区别。

对于学生易错易混点进行加强练习。

在练习中总结用法。

Step five：归纳与巩固
下列名词后可以跟同位语从句：
(事实) fact ,truth, problem, news, information, story, report, message
(想法) hope, thought, desire, feeling, impression, reason
(建议) advice, suggestion, request, order, command
(可能性) possibility, chance, doubt…
改错并欣赏：
a. One of the men held the view that the book said was right.
b. There is a new problem involved in the popularity of private cars that road conditions need to be improved.
结合高考题型加强训练语法填空：
a. The news _____ Li Hua told us yesterday is not true, but the news _____ their football team won the match is true.
b. Some of my classmates have some doubt _____ they cheated, but Li Hua agrees to the thought _____ our skills need improving.
欣赏：
c. The thought that they could cross the whole continent was exciting.
d. 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.
The girls were surprised at the fact that ocean ships can sail up the Great Lakes.
设计思路：在对大量例句的讲解、比较与分析之后，归纳总结出同位语从句的特点与规律。

层层深入，环环相扣，推动学生的学习认知。

然后结合高考题型加强训练，然后以欣赏诵背的方式强化本语法点的输入。

Step six：学以致用
写作：
春节期间，关于禁放烟花，大家观点不一。

我们班也进行了讨论，根据下列结果写篇文章。

1. 反对者的观点：约2000年的传统；增添节日气氛；美丽的回忆；受欢迎的娱乐方式……
2. 赞成者的观点：噪音；污染空气；可由其它环保方式替代……
3. 你的观点……
设计思路：“任务型”的教学贯穿始终，练习层层深入。

这一环节属于深层次训练，结合写作要点，尽快写出一篇文章，是对学生英语综合运用能力的考验，也是对于本节课所学知识运用的挑战。

教师展示部分学生作品，共享精彩部分，剖析闪光之处，共同进步。

整个教学过程的进行，学生带着任务，体验感悟同位语从句的无穷魅力。

课后作业要求学生进一步润色文章，针对所学展开后续学习与反思。

Step seven：反思
a. Can you choose the proper joining words?
b. Can you use the appositive clauses to express your ideas?
c. Do you still have any puzzles？
设计思路：回扣课前的学习目标，自我评价。

附：本次写作评价量规
写作：Should we ban setting off fireworks?
英语写作评价量规
学情分析
关于同位语从句，在初中很少见到，高一必修一和必修二的学习中出现过少量同位语从句，所以学生对于同位语从句的定义、连接词、特点和规律的掌握不是很深入。

尤其是绝大多数学生把同位语从句和定语从句混淆，无法正确选择连接词，更别提能写出正确的同位语从句了。

这可以从高一上学期期中、期末考试的单句语法填空和单句改错窥见一斑。

同位语从句相关知识凌乱、规则不清楚，连接词的使用不当，写作就无法做到写对写好。

如果同位语从句不学会贯通的话，语法重头戏—名词性从句就可能会掌握不准确，会使学生对语法产生畏惧，导致不会用从句，不敢用从句。

高一英语第三册第五单元课文中涉及到几个含有同位语从句的复合句：The thought that they could cross the whole continent was exciting. 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. The girls were surprised at the fact that ocean ships can sail up the Great Lakes. 同位语从句正是本单元的重要语法项目。

本节课是在课文学完后针对语法的具体讲解总结。

本节课从同位语入手，引出同位语从句，并层层深入诱导学生总结出同位语从句的特点，并针对学生易错易混点：同位语从句与定语从句的区别进行针对性训练。

结合高考题型，但又是在学生可理解掌控的范围内，写作巩固训练学以致用。

教学内容设计以学生实际情况为基础，结合本班学生实际也可以灵活变通。

如，写作作品的当堂展示，灵活掌握深度，以鼓
励学生大胆运用同位语从句为主。

效果分析
过程性效果评价：
本节课从同位语入手，引出同位语从句，并层层深入诱导学生总结出同位语从句的特点，并针对学生易错易混点：同位语从句与定语从句的区别进行针对性训练。

因为是语法新授课，教学任务并不繁琐，学生从语法点的理解到归纳，到能力的提升和迁移需要时间。

活学活用能力需要在以后的更多练习和分析中继续学习和完善。

每个教学任务都是环环相扣，诱导学生进一步理解并总结。

小组间的合作探究也穿插其中，相互求助、共同进步。

本节课的评价体现形式多样：有口述答案、有改错与语法填空的练习、有作文精华的呈现等。

每个环节都有需要帮助的个别学生。

学生在改错题练习时，对于同位语从句的句子结构分析不深入，分隔性同位语从句不理解，长难句分析有挑战性。

形成性效果评价：
学以致用：语篇中适当运用同位语从句。

任务一：尝试练习同位语从句在高考题型中的考查；
任务二：将本节课所学同位语从句的一些知识运用于写作。

短短的几分钟，小组合作后，各组代表分享本组的富有个人畅想的美句。

教学内容设计以学生实际情况为基础，结合本班学生实际也可以灵活变通。

比如，写作作品的当堂展示，灵活掌握深度，以鼓励学生大胆运用同位语从句为主。

总的来说，通过本节课对于同位语从句的分析、归纳、总结，练习与巩固，讨论与输出，学生能更好地掌握同位语从句的规律，能准确地选准连接词、能够大胆地用同位语从句表达自己的观点，写作能力也得到一定程度的提高，较好地完成了本节课的学习任务。

教材分析
高中在必修一、必修二接触少量同位语从句的基础上，本节课初步学习并总结同位语从句的的特点和规律。

高一学生见过的同位语从句过于零散，学生掌握的同位语从句不是很透彻，更谈不上大胆使用同位语从句写句子、写文章了。

同位语从句学不透彻的话，容易和定语从句混淆不清。

所以本节课《同位语从句》学习与归纳是非常必要的。

高一英语第三册第五单元课文中涉及到几个含有同位语从句的复合句：The thought that they could cross the whole continent was exciting. 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. The girls were surprised at the fact that ocean ships can sail up the Great Lakes. 同位语从句正是本单元的重要语法项目。

本节课从同位语入手，引出同位语从句，并层层深入诱导学生总结出同位语从句的特点，并针对学生易错易混点：同位语从句与定语从句的区别进行针对性训练。

从句关系词的选择条理化、简单化、实用化；练习层次化；自我学习与小组合作探究相结合；写作巩固训练学以致用。

评测练习
I. 单选
1.His success was because of ________ he had been working hard.
A. that
B. the fact which
C. the fact that
D. the fact
2. —Is Mary from New York City？
—I have no idea _______.
A. from what city does she come from
B. from what city she come
C. what city does she come from
D. what city she comes from
3. ________ makes mistakes must correct them.
A. What
B. That
C. Whoever
D. Whatever
4. The reason why I didn't go to Shanghai was ________ a new job.
A. because I got
B. because of getting
C. I got
D. that I got
5. It worried her a bit ____ her hair was turning grey.
A. while
B. that
C. if
D. for
6. Henry killed the dog. I'll ask him why ________.
A. did he do that
B. he did that
C. he did
D. he has done so
7. Have you seen Henry lately？My boss wants to know ________.
A. how he is getting along
B. how is he getting along
C. what he is getting along
D. what is he getting along
8. It is generally considered unwise to give a child ____ he or she wants.
A. however
B. whatever
C. whichever
D. whenever
9. He asked me ________ with me.
A. what is the trouble
B. what wrong was
C. what was the matter
D. what trouble it is
10. I am sure ________ he said is true.
A. that
B. about that
C. of that
D. that what
11. When and why he came here ________ yet.
A. is not known
B. are not known
C. has not known
D. have not bee
12. I wonder how much ________.
A. does the watch cost
B. did the watch cost
C. the watch costed
D. the watch costs
13. Mary is ________ someone might recognize her.
A. afraid of
B. afraid about
C. afraid that
D. afraid for
14. ________ is no reason for dismissing her.
A. Because she was a few minutes late
B. Owing to a few minutes late
C. The fact that she was a few minutes late
D. Being a few minutes late
15. They came to the conclusion ________ by a computer.
A. that not all things can be done
B. because of not all things be done
C. being not all things can be done
D. because not all things can be done
16.The fact _______ she had not said anything surprised all of us.
A. which
B. what
C. that
D. how
17. Now there is a danger ________ the ground may fall in (沉下) under the heavy traffic.
A. whether
B. if
C. 不填
D. that
18. At that time I had no idea ________ I could hand it to him without being seen.
A. if
B. how
C. which
D. that how
19. Last Sunday he made a promise ________ he was free he would take me to Qingdao.
A. if
B. that
C. that if
D. whether
20. Do you have any idea ________
A. when Miss Smith will arrive
B. when will Miss Smith arrive
C. how will Miss Smith arrive
D. why hasn't Miss Smith arrived
21. ________ was the idea _______ the wife thought of
A. What; that
B. That; what
C. How; why
D. Why; how
22.One of the men held the view ________ the book said was right.
A. what that
B. that what
C. that which
D. which that
23. I have no idea ________ or not he has finished the work.
A. if
B. that
C. whether
D. which
24.We all know the truth ________ there are air, water and sunlight there are living things.
A. where
B. wherever
C. that
D. that wherever
25.Three days later, word came ________our country had sent up another man-made satellite.
A. which
B. when
C. that
D. where
II. 改错：
1. The fact she works hard is well known to us all.
2. There is no doubt whether he is the right person for this job.
3. In the letter he expressed the hope what he would come and visit China again.
4. I have no idea if the teacher is satisfied with my exam result.
5. We haven’t yet settled the question when we are going to spend our summer vacation. Perhaps Hangzhou is a nice choice.
III. 语法填空：
1. He must answer the question _____ he agrees to it or not.
2. I’ve come from Mr. Wang with a message _____ he won’t be able to see you this afternoon．
3. The thought came to him _____ maybe the enemy had fled the city．
4. The news _____ Li Hua told us yesterday is not true, but the news _____ their football team won the match is true.
5. Some of my classmates have some doubt _____ they cheated, but Li Hua agrees to the thought _____ our skills need improving.
评测练习
答案：
单选：
1-5 CDCDB 6-10 BABCD 11-15 ADCCA 16-20 CDBCA 21-25 ABCDC
改错：
1. she前加that
2. whether改为that
3. what改为that
4. if改为whether
5. when改为where
语法填空：
1. whether
2. that
3. that
4. that; that
5. whether; that
课后反思
《同位语从句》，这节课是一节新授课，授课对象是高一学生，第一次学习并总结归纳同位语从句的一些用法。

本节课的课堂教学分为三个部分：学习同位语和同位语从句；总结归纳同位语和同位语从句的特点；练习巩固同位语从句；归纳并尝试运用同位语从句。

本节课着重于同位语从句的特点。

该课整体设计比较紧凑，通过对同位语和同位语从句的引入，利用问题探究和总结的方式激发学生的强烈求知欲，同时注重了由易到难的过渡与归纳——总结——应用。

1. 以问题探究为切入点
在引入环节，利用问题探究的方式引入新课，让学生深入思考，由同位语的用法引出同
位语从句的用法，从而进一步发问，诱导学生一步步思考，一个环节一个思考总结，并包含小组讨论，层层深入，逐渐总结出同位语从句的用法和规律。

2. 以问题为主线
充分利用导学案中教学设计的内容，发挥学生主体的作用，让学生在原有知识的基础上进行充分讨论，开展问题探究，逐步深入。

对于同位语从句的讲解由简单到复杂，以问题为核心，通过有梯度的问题给学生创设教学情景，通过几个问题的深入探究来完成教学任务，同时把归纳法、自主探究等都通过问题教学的方式融入到教学中去。

3. 以学生为主体
学习的主体是学生，教师起主导作用。

只有充分发挥学生的主观能动性，才能真正提高学习的效率。

本节课，教师以问题为主线，难度步步高升，激发学生思考总结同位语从句的特点，思考和讨论多次，同时学生写作成果展示，教师点评相结合，学生很有成就感，引导学生学以致用，将同位语从句运用于写作中去。

4. 美中不足之处
问题引入时可以让学生再深入一些，讨论再积极一些，效果会更好；如果再列举一些写作中常用句型实例，提高学生将同位语从句应用于写作实践中的意识，教学效果会更好；留给学生的课堂讨论时间，若更充足一些，学生互动活动更充分一些，使学生更多能够达到真正学会的目的。

教师教会学生如何学习，并且发挥学生的主动性、积极性，参与到教学中去，是更重要的任务，“以学生为本”，可以让我们的教学效果达到更高的水平。

课标分析
《同位语从句》
Learning Aims (学习目标)：
1. By analysing the sentences containing appositive clauses, we can make a summary of the rules of appositive clauses.
2. We can use appositive clauses more freely, such as correcting some errors, translating, writing complex and cool sentences containing appositive clauses, etc.
3. Taste the beauty of appositive clauses.
语法教学采用的模式：呈现—发现—归纳—分层次实践—活用
高中英语新课标的基本理念之一: 以学生为主体，倡导体验参与
《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。

整个教学都是在诱导式探究学习的过程中进行的，层层深入，环环相扣，直至最后学以致用。

高中英语新课标的基本理念之二："任务型"的教学贯穿始终练习层层深入同位语从句是学生首次系统学习，因而侧重从学生的角度制定学习目标。

从最简单常见的同位语，到易于理解的同位语从句，再到特殊用法，从从句引导词，到改错，到语法填空，直到写作语篇，整个教学过程的进行，学生带着任务，体验感悟同位语从句的无穷魅力。

给学生提供的例句和写作话题都是贴近学生实际、贴近生活、贴近时代的内容等。