九年级英语 语法讲解 同位语从句教案 人教新目标版
初中英语同位语从句教案
初中英语同位语从句教案教案概述：本教案旨在教授初中英语同位语从句的知识，帮助学生理解同位语从句的定义、结构以及用法，并通过例句和练习来巩固学生的学习成果。
教学目标：1. 学生能够理解同位语从句的定义及结构；2. 学生能够正确运用同位语从句进行句子转换；3. 学生能够通过练习巩固所学知识。
教学准备：1. 教材：初中英语教材中相关的同位语从句的部分；2. 教具：黑板、彩色粉笔、投影仪。
教学过程：Step 1 引入1. Greetings and warm-up:- 打招呼并与学生互动；- 提问：Do you know what a subordinate clause is? Can you give me an example?- 明确本课要学习的知识点：同位语从句。
简要介绍同位语从句的概念并给出几个简单例子。
Step 2 学习同位语从句的定义及结构1. 通过示例引导学生理解同位语从句的定义：- 提供一个句子：My dream is that I can travel around the world.- 解释"that I can travel around the world"是同位语从句，并指出它是对"my dream"这个名词性短语所起的修饰作用。
2. 解释同位语从句的结构：- 名词 + 同位语从句Step 3 同位语从句的用法1. 根据教材，介绍同位语从句的用法：- 作为名词的补充说明；- 作为名词的同位语；- 作为名词的补充说明。
2. 通过例句来帮助学生理解用法：- 提供几个例句，要求学生找出同位语从句。
Step 4 同位语从句的转换练习- 将下列句子转换成含有同位语从句的复合句。
- 例题1：The idea is important. We should consider it. (同位语从句：______________________)- 例题2：The fact is true. Nobody can deny it. (同位语从句：______________________)- 例题3：The rumor is false. Everyone knows about it. (同位语从句：______________________)2. 学生独立完成转换练习，然后逐个展示他们的答案。
同位语从句教案
同位语从句教案一、教学目标1. 理解什么是同位语从句，掌握其基本特点；2. 能够正确使用同位语从句进行句子的扩展；3. 通过练，提高同位语从句的辨析和运用能力。
二、教学内容1. 同位语从句的定义和基本特点；2. 同位语从句的引导词和结构；3. 同位语从句与定语从句的区别；4. 同位语从句的常见运用。
三、教学步骤步骤一：导入让学生回顾定语从句的知识，并引导他们思考同位语从句与定语从句的区别。
通过问题引导学生对同位语从句的重要性和作用进行初步了解。
步骤二：讲解1. 介绍同位语从句的定义和基本特点，解释同位语从句与定语从句的不同之处。
2. 详细解析同位语从句的引导词和结构，包括常见的引导词如"that"、"whether"等，并给出例句进行说明和归纳。
步骤三：练1. 让学生进行同位语从句的辨析练，包括判断下列句子中是否包含同位语从句以及分析同位语从句的作用。
2. 给学生提供一些句子，要求他们使用同位语从句进行扩展，提高其运用能力。
步骤四：总结与拓展对同位语从句的知识进行总结，强调同位语从句的作用和重要性。
并结合实际例句，让学生体会同位语从句的运用场景。
四、教学资源1. 教学课件；2. 打印的教学材料。
五、教学评价通过学生的课堂表现、练成绩和课后作业等方式进行教学评价，评估学生对同位语从句的掌握情况。
六、教学延伸为了帮助学生进一步巩固同位语从句的知识，可以提供一些扩展练，包括多样化的同位语从句例句整理和改写练。
以上是一份《同位语从句教案》，通过该教案可以帮助学生理解和运用同位语从句，提高其语言表达的准确性和丰富性。
英语语法同位语从句讲解教案
英语语法同位语从句讲解教案Title: Teaching Plan for Explaining Appositive Clauses in English GrammarIntroduction:This teaching plan aims to provide a comprehensive explanation of appositive clauses in English grammar. The plan includes a detailed analysis of the concept, examples for better understanding, as well as classroom activities to engage students effectively. The teaching plan is organized in a logical sequence to ensure a smooth learning experience.I. Conceptual Overview:1. Definition of an appositive clause and its functions within a sentence.2. Explanation of the relationship between appositive clauses and the nouns or pronouns they modify.3. Comparison between appositive clauses and relative clauses.II. Types of Appositive Clauses:1. Essential Appositive Clauses:- Definition and role in providing necessary information about the main noun.- Usage and examples of essential appositive clauses in sentences.2. Non-Essential Appositive Clauses:- Definition and role in providing additional, non-essential information about the main noun.- Usage and examples of non-essential appositive clauses in sentences.- Punctuation rules for separating non-essential appositive clauses from the rest of the sentence.III. Formation and Sentence Structure of Appositive Clauses:1. Introduction to the structure of appositive clauses, including the noun/pronoun and the modifying clause.2. Detailed explanation of the word order and grammatical rules within appositive clauses.3. Examples and exercises to enhance understanding and application of appositive clause structures.IV. Appositive Clauses in Context:1. Analysis and discussion of appositive clauses in various literary and non-literary texts.2. Identifying appositive clauses in real-world examples for practical application.3. Exercises and activities to strengthen comprehension and usage skills of appositive clauses.V. Group Activities and Assessments:1. Collaborative tasks for students to practice using appositive clauses in real-life scenarios.2. Peer review sessions to provide constructive feedback on appositive clause usage.3. Assessment methods, such as quizzes or written assignments, to evaluate students' understanding of appositive clauses.Conclusion:By following this comprehensive teaching plan, students will gain a complete understanding of appositive clauses in English grammar. The systematic approach allows for effective learning and practice of this important grammatical concept. Through various activities and assessments, students will enhance their mastery of appositive clauses and strengthen their overall English language skills.。
英语语法同位语从句讲解教案
英语语法同位语从句讲解教案一、引言语法是学习英语的基础，而同位语从句作为一种重要的语法结构，在英语中被广泛使用。
本教案旨在详细讲解同位语从句的定义、结构和用法，帮助学生更好地理解和运用。
二、同位语从句的定义同位语从句是指在一个句子中作同位语的从句，用来说明、解释或补充名词或代词的含义。
三、同位语从句的结构和用法同位语从句通常由连词“that”引导，也可由“whether/if”引导。
例如：1. I have no idea that he is coming.2. The fact remains that we need to take action.3. She asked me whether/if I liked the movie.同位语从句的用途包括：1. 解释、补充名词或代词的含义，起进一步说明的作用。
例如：- The news that she got a promotion made me happy.- My belief is that hard work pays off.2. 用于宾语从句的同位语从句。
例如：- I heard the rumor that he had quit his job.- He made a statement that he would never give up.3. 用于介词后的同位语从句。
例如：- I have no doubt that he will succeed.- We are all aware of the fact that climate change is a pressing issue.4. 用于主语从句的同位语从句。
例如：- The question is whether we should support the proposal.- The issue is that we need to find a solution.五、同位语从句的注意事项1. 同位语从句需要放在句子中合适的位置，通常位于名词或代词之后，并用逗号与其他成分隔开。
《必修三语法同位语从句》教案
《必修三语法同位语从句》教案课时安排：2课时教学目标：1.理解同位语从句的概念及其功能；2.能够正确辨别同位语从句；3.能够正确运用同位语从句进行语句连贯性的表达。
教学重点：1.同位语从句的概念及其功能；2.同位语从句的辨别和运用。
教学难点：1.同位语从句与定语从句的区分；2.同位语从句的语句连贯性运用。
教学准备：1.教师准备课件、单词卡片等教学辅助材料；2.学生准备笔记本和笔。
教学步骤：Step 1：导入教师通过呈现一些例句，引出同位语从句的概念，并与学生一起探讨同位语从句与定语从句的区别。
Step 2：讲解1.讲解同位语从句的定义及其功能；2.通过例句进一步说明同位语从句的使用方法和语法结构；3.梳理同位语从句的引导词和连接词。
Step 3：练习1.让学生进行同位语从句的辨别练习，帮助他们理解同位语从句的特点；2.给学生一些句子，让他们在句子中添加同位语从句，加深对同位语从句的运用。
Step 4：拓展1.让学生自己创造句子，运用同位语从句；2.给学生作业，让他们在书面作文中运用同位语从句。
Step 5：总结总结同位语从句的概念、功能和用法，让学生对同位语从句有一个清晰的认识。
教学反馈：1.回答学生提出的问题；2.纠正学生在练习中出现的错误。
课堂作业：1.完成相关习题；2.用同位语从句为下节课做准备。
教学延伸：1.教师可邀请学生准备一些句子，进行同位语从句的猜测和辨别，增强学生对同位语从句的理解。
2.教师可通过视频、游戏等多种形式，让学生在课外多次练习同位语从句的使用，提高学生的语言能力。
(word完整版)同位语从句讲解
初中英语语法同位语从句专项讲解与训练(一) 概念一般来说，在主从复合句中，用作同位语的从句叫同位语从句。
它通常跟在某些名词之后，用以说明或解释该名词表示的具体内容.可以跟同位语从句的名词通常有:advice, decision，fact，hope，idea, information，message, news，promise, proposal, reply，report, suggestion, word（消息），problem，question，doubt, thought等。
例如：They were delighted at the news that their team had won.当听到他们队获胜的消息时，他们欣喜若狂。
Where did you get the idea that I could not come?你从哪儿听说我不能来？有时同位语从句可以不紧跟在被说明的名词后面，而被别的词隔开。
如：The thought came to him that Tom might have returned the boo k。
他突然想起汤姆可能已经还了书了。
（二）引导词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 istrue。
2。
He hasn’t made the decision whether he will go there.3。
The question who should do the work is being discussed a t the meeting4. 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 t o spend our summer vacation this year。
2024-2025学年人教版初中英语九年级(上)教案UNIT1SectionB(1a—1e)第3课时
UNIT 1How can we become good learners?Section B（1a—1e）第3课时设计说明教学反思本课时学习有关学习中遇到的困难及解决方法的对话。
教学时通过复习导入新课，然后让学生讨论在英语学习中擅长的一面及遇到的困难，过渡到1a与1b的活动中。
通过不同的任务对听力材料加以处理，让学生多维度地利用听力材料。
教学目标通过本课时的学习，让学生达成以下目标：1.知识目标(1) 单词：pronounce, increase, speed, review，partner(2) 短语：spoken English, 疑问词+动词不定式，make mistakes（in…）2.能力目标能谈论英语学习中遇到的困难及解决办法。
3.情感目标通过学习,培养学生遇到困难不放弃的心态和迎难而上的进取精神。
重点难点1.重点:掌握本课时中所涉及的重点单词、短语和用法。
2.难点:能够联系实际,运用“by +v.-ing”结构谈论自己的学习方法,并能为别人提供合理的建议。
教学准备PPT课件，1c，1d的录音教学过程Step 1Lead-inRevision:1. Retell the passage in Section A 3a.2. Wei Fen’s problems in learning English.3. Wei Fen’s solutions to the problems.Step 2 DiscussionGet the students to discuss:• Do you like English?Tell us what you are good at: English composition, handwriting, spoken English,reading, singing in English…• Do you think English is difficult?• What things are difficult for you?Step 3Work on 1aLearning English can be difficult. What things are difficult for you? Read the list. Check（√）the statements that are true for you.____ I can’t pronounce some of the words.____ I can’t always understand spoken English.____ I don’t know how to increase my reading speed.____ I can’t spell some English words.____ I often make mistakes in grammar.Step 4Work on 1bWhat other things are difficult for you? Make a list.1. I don’t know enough words to write well.Some other possible problems:2. I’m nervous when I try to speak English.3. I can’t understand English movies.4. I don’t understand native speakers of English.5. I want to read English books but I don’t know what to read.Step 5ListeningWork on 1c. Paul finds it difficult to learn English. Listen and complete the learning challenges he talks about.Challenges1. He can’t get the _________ right.2. He ________ a lot of new words.3. He can’t always _________ when people talk to him.4. He doesn’t get much ________ practice.Check the answers one by one.The answers are:1. pronunciation2. forgets3. understand4. writingWork on 1d. Listen again. Complete the solutions.Solutions1. _________ can help.2. He can always _________ in his notebook and review them from time to time.3. He can _________ to practice speaking.4. He should find a _________ to practice writing.Check the answers one by one.The answers are:1. Listening2. write the new words3. join an English language club4. pen palListen again and match the challenges with the solutions.Check the answers one by one.The answers are: 1. d 2. a 3. b 4. cListen again and pay attention to the following sentences.Get the students to have a summary.给他人提建议的常用句型：• Why don’t you do…?• Why not do…?• Maybe you should do…• You can/could do…• What/How about doing…?• You’d better do…Step 6Role-playRole-play conversations using the information in 1c and 1d. 1. A: I don’t have a partner to practice English with.B: Maybe you should join an English club.2. A: I can’t always understand when people talk to me.B:You can join an English language club to practice speaking. Step 7Language points1. I can’t always understand spoken English.spoken English 英语口语有些动词的过去分词可作该词的形容词：spoken口语的broken坏的, 碎的written书面的pieces of broken glass玻璃碎片written language书面语2. I don’t know how to increase my reading speed.how to increase my reading speed是“疑问词+动词不定式”结构，在该句中作宾语。
人教版九年级英语全一册 语法教案
人教版九年级英语全一册语法教案
了解和掌握九年级英语全一册的语法知识
培养学生的语法运用能力
提高学生的英语写作和口语表达能力
本教案涵盖了九年级英语全一册的语法知识，包括但不限于：
1.时态：一般现在时、一般过去时、一般将来时等
2.语态：被动语态、进行语态
3.情态动词：can、could、may、might等
4.疑问句和否定句的构成和运用
5.直接引语和间接引语的转换
组织多种形式的研究活动，包括课堂讲解、例句分析、小组合作、个人练等
通过练和巩固来提高学生的语法运用能力
鼓励学生参与课堂互动和积极思考，激发研究兴趣
1.导入：通过一个有趣的例子引入本节课的语法知识，激发学生的研究兴趣。
2.基础知识讲解：对本节课的语法知识进行简要讲解，结合实
例进行说明。
3.练巩固：通过一些练题来帮助学生巩固所学的语法知识。
4.拓展延伸：让学生运用所学的语法知识进行拓展延伸，进一
步提高语法运用能力。
5.总结归纳：对本节课所学的语法知识进行总结和归纳。
通过课堂练和作业来评价学生对语法知识的掌握情
况
通过口语表达和写作作业来评价学生的语法运用能力
逐步提高学生对语法知识的理解和应用水平
教材《人教版九年级英语全一册》
课堂讲义、练题和作业
不断思考和探索更有效的语法教学方法，以满足学生的研究需求
鼓励学生积极参与，形成良好的研究氛围
根据学生的研究情况进行灵活的教学调整和改善
及时收集学生的反馈意见，改进教学内容和方式
以上是关于人教版九年级英语全一册的语法教案的概要，具体内容可根据教学需求进行调整和补充。
教案的编写应尽量避免涉及法律复杂性，并保持简单策略。
人教版九年级英语语法复习教案
人教版九年级英语语法复习教案教案标题：人教版九年级英语语法复习教案教案目标：1. 复习九年级英语的语法知识，包括时态、语态、从句等内容；2. 提高学生对语法知识的理解和运用能力；3. 培养学生的语法分析和解题能力；4. 增强学生的英语写作能力。
教学重点：1. 复习并掌握九年级英语的基本语法知识；2. 熟练运用语法知识进行句子分析和改写；3. 培养学生的语法思维和分析能力；4. 提高学生的英语写作水平。
教学难点：1. 帮助学生理解和运用复杂的语法知识；2. 培养学生的语法分析和应用能力；3. 引导学生运用语法知识进行写作。
教学准备：1. 教材：人教版九年级英语教材；2. 多媒体设备；3. 板书工具。
教学过程：Step 1: 引入复习话题 (5分钟)通过展示一些与语法相关的图片，引起学生对语法复习的兴趣，并简单介绍本节课的内容和目标。
Step 2: 复习基本语法知识 (15分钟)2.1 复习时态：通过多媒体设备展示不同时态的例句，让学生回忆并说出对应的时态形式。
2.2 复习语态：通过多媒体设备展示被动语态的例句，让学生回忆并说出句子的主动语态形式。
2.3 复习从句：通过多媒体设备展示不同类型的从句，让学生回忆并说出从句的类型和功能。
Step 3: 语法分析和改写练习 (20分钟)3.1 分析句子：给学生发放一些句子，要求他们分析句子的结构和语法成分，并找出句子中的主语、谓语、宾语等。
3.2 改写句子：给学生一些句子，要求他们根据语法要求进行句子的改写，例如改变时态、改写为被动语态等。
Step 4: 语法应用和写作练习 (20分钟)4.1 语法应用：给学生一些句子，要求他们根据语法要求完成句子，例如填入适当的时态、语态或从句等。
4.2 写作练习：给学生一个写作任务，要求他们运用所学的语法知识写一篇短文或对话。
Step 5: 总结和反馈 (10分钟)总结本节课的重点内容和学习收获，并对学生进行语法知识的小测验，以检查他们的掌握情况。
初中同位语从句详细讲解教师版
初中同位语从句详细讲解教师版同位语从句是英语语法中的一个重要概念，对于初中学生来说，理解和正确使用同位语从句是提高英语写作能力的关键。
本文将详细介绍同位语从句的定义、结构和用法，帮助教师更好地教授这一知识点。
1. 同位语从句的定义同位语从句是指在一个句子中作为同位语的从句。
同位语从句通常用于进一步解释、说明或补充名词、代词或名词性短语的内容。
同位语从句与先行词之间具有同等的重要性和地位。
2. 同位语从句的结构同位语从句由引导词（如that, whether, if等）引导，后面跟随一个完整的句子。
同位语从句的结构可以总结为以下几种形式：- 引导词 + 主语 + 谓语 + 宾语（例如：He believes [that she is right]）。
- 引导词 + 主语 + 谓语 + 宾补（例如：I doubt [whether he can pass the exam]）。
3. 同位语从句的用法同位语从句可以用于以下几种情况：3.1 解释或补充名词的含义同位语从句可以对先行词进行进一步解释或补充说明，使句子更加明确和具体。
例句：- The rumor [that they are getting married] is true（关于他们要结婚的传闻是真实的）。
3.2 表达观点、信念或想法同位语从句可以用于表达观点、信念或想法，进一步说明或支持先行词所表达的内容。
例句：- I have no doubt [that he will succeed]（我毫不怀疑他会成功）。
- We all hope [that the weather will be good] tomorrow（我们都希望明天天气会好）。
3.3 引述或引用他人的话语同位语从句可以用于引述或引用他人的话语，表示间接引用的内容。
例句：- He asked [whether I had finished my homework]（他问我是否已经完成作业）。
人教新目标九年级下册英语中考语法专题定语从句(教案)
人教新目标九年级下册英语定语从句专题复习教案Revising Attribute ClauseLecturer:Time:◆Three dimensional Teaching Aims：Knowledge aims:1. Know the trends of attributive clauses to be tested in NMET2008.Ability aims:2. Master the usage of Relative pron. and Relative adverbs.Emotional aims:3. Distinguish some groups of relative conjunctions easy to misuse.4. Tell the difference among several kinds of clauses to cultivate Ss’ integrating skills.◆Teaching Important Points:1. How to tell the difference between “as/ which, that/which”,etc.2. Revising “Prep+Relative pron.”◆Teaching Difficulties:1. “as” leading attributive clauses,2. How to use “where, when, why” properly and understand the relation with “that”◆Learning Strategy:Make the students learn to summarize and induce what they have learned, thus building knowledge network. Then they can develop life-long ability of learning.◆Teaching Type:Revision◆Teaching aids:1) Multimedia 2) Paper sheet◆Teaching Procedures:Step I. Lead-inGive out paper sheets, asking the students to find out attributive clauses in the reading material taken from Reading D NMET2007.IStep II. Analyzing the status of Attributive clauseIntroduction to trends of Attributive clause tested in NMET1. The non-restrictive attributive clause is an important testing point, focused on difference between leading words “as” and “which”.2. More than one clause is put together, such as emphasizing structure ( it be…that), appositive clauses(that…), adverbial clauses (such that/as…)3. “Prep +Relative pron (which, whom)”4. Testing forms: Multiple choice, Proofreading, Cloze test, Reading comprehension and Writing (Discuss the above, and make them have a better understanding their difference.)Strategy:1. Have a better understanding of how to use Relative pron and Relative adverbs.2. Try to tell the difference “as/which；that/which; that/as”3. Know how to use a preposition in the structure “Prep+ Relative pron”.Step III. Focused test points(Each of the following parts is given a certain time to be discussed in groups or pairs so that the students can have enough time to think over. Then they are questioned. The aim is to strengthen interactive work.)1. Please find out what role the following relative pron. and relative adverb play in the sentence.①Alec asked the policeman with whom he worked to contact him whenever there was an accident. ( )②We will be shown around the city :schools、museums and some other places, where other visitors seldom go. （）③We are living in an age when many things are done on computer. （）④As is reported in the newspapers, talks between the two countries are making progress. （）2. Restrictive attributive clause & Non-restrictive clauseMartin Luther King ,Jr, who won the Nobel Peace Prize in 1964, was an important political leader.Albert Einstein began the research and studies which led to his new discoveries in physics. Summarizing difference between Restrictive clause and Non-restrictive clause1) Structure 2) punctuation 3) translation 4) meaning3. Distinguish the following four groups of relative conj.Point 1: that/which以下典型情况，引导词用that，而不用which.①先行词是不定代词all、little、something、anything、none、the one时；You should hand in all that you have.②先行词被序数词或形容词最高级所修饰时This train is the most interesting film that Ive ever seen.③先行词既有人又有物时；Do you know the things and people that they are talking about?④先行词前有only、any、few、little、no、every、all所修饰时；This is the very book that I am looking for.⑤主句的主语是疑问词who或which时Who is the boy that won the gold medal?Point 2: as/whichwhich引导非限制性定语从句，其先行词既可以是一个词，又可以是整个主句或主句某一部分；as指代整句话或与the same…as; such…as连用。
同位语从句教案范文
同位语从句教案范文教案：同位语从句教学目标：1.理解同位语从句的定义和结构特点。
2.掌握同位语从句的引导词和常用的宾语从句引导词。
3.能够正确运用同位语从句进行句子转换和句子分析。
教学步骤：Step 1：导入新课1.引入同位语从句的概念：同位语从句是在一个句子中充当名词的同位语的从句。
2.引导学生思考同位语从句与宾语从句之间的关系。
Step 2：讲解同位语从句的引导词和结构特点1. 根据同位语从句的特点，讲解其常见的引导词有：that, whether, if, who, what, which, when, where, why等。
2.分析同位语从句的结构特点：引导词+主语+谓语。
Step 3：举例说明同位语从句的用法1.以名词作为同位语从句的宾语从句：e.g. They have no idea what will happen next.2.以名词作为同位语从句的主语从句：e.g. The problem is who will take care of the baby.The question is whether you are ready or not.Step 4：练习和操练1.完成练习题：选择合适的引导词填空。
2. 利用同位语从句改写句子。
例如：Tom doesn't know if/whether he can pass the exam. → Tom doesn't know whether he can pass the exam or not.Step 5：总结归纳1.同位语从句是在一个句子中充当名词的同位语的从句。
2. 常见的同位语从句引导词有that, whether, if, who, what, which, when, where, why等。
3.同位语从句的结构特点是：引导词+主语+谓语。
Step 6：作业布置1.完成课后练习。
2.思考同位语从句在真实生活中的应用并写一篇短文。
中考复习语法--成分：同位语 -备战2023年中考英语一轮复习教案
2. 教师讲解同位语的 表现形式并给出例 句
3. 教师讲解同位语从 句的定义，先行 词，引导词及用法
2. T: First, let’s look at the definition. 给出同位语的定义：当两个指同一事物的句子成分放在 同 等位置时，一个句子成分可被用来解释另一个句子 成分。后者就叫前者的同位语。 例句：We Chinese are brave and hardworking. 3. T: 同位语的表现形式有以下几种：（1）名词
（2）代词（3）数词（4）形容词（5）不定式
（6）动名词（7）从句
4. T: 我们先来看第一种名词：
Tom, our monitor, is a handsome boy.
T: 哪一部分是同位语呢？
5. T： 第二种：代词。
Let us you and me来自to go to work.I myself will do the experiment.
Practice （45mins）
1.进行三组练习，巩固知识
1. 第一组练习：找出 句子中作同位语的 成分
2. 第二组练习：判断 下列句子哪些是同 位语从句
3. 第三组练习：为下 列句子选择合适的 引导词
Production 1. 总结 （10mins）
1.引导学生小结本课重 点知识
Homework 1.布置作业 （5mins）
教师： 课
班型：
课程：同位语
语言知识要求
基础语法 掌握同位语的定义及表
现形式
授课类型：语法 语言技能要求 掌握同位语的用法及同位语 从句的用法
重难点
1. 理解同位语的概念 2. 掌握同位语的表现
形式
课时： 备注与补充
人教新目标九年级英语全册教案：Unit9 SectionB(1a1d教案
教学设计Unit 9 Section B 1 (1a-1d& Selfcheck)一、教学目标：1. 语言知识目标：1) 能掌握以下重难句子：1. I like clothes that are unusual.2. I like writers who explain things well.3. I love movies that are scary.2) 复习that/who引导的定语从句的用法.3) 运用that/which/who引导的定语从句来谈论自己在乐队，书籍，电影等方面的个人爱好，并能发表简单的评论。
2. 情感态度价值观目标：继续学习表达个人喜好，包括书籍，电影，音乐，歌曲的进行简单的评论，提高审美水平。
二、教学重难点1. 教学重点：1) 进行听力训练，提高综合听说能力。
2）运用所学的定语从句表达自己的喜好。
2. 教学难点听力训练三、教学过程Step 1 Warming- up and revision1. Daily greeting.2. Check the homework.3. Let some Ss talk ab out what kind of movies/books/bands/actors/actresses…. theylike.Step 2 Lead inT: Do you remember some sentences that you talked about just now?S: Yes.T: What are they?S1: I like movies that make me relaxed.S2: I prefer books that give me something to think about.S3: I love bands that play different kinds of music.…..What kind of bands do you like?I love bands that……make us happy.…play their own songs.…play different kinds of songs.What kind of books do you like?I prefer books that…I prefer books that give me something to think about.OK, now let’s fill in the chart. Write names of your favorite movie, book, band. Step 3 WritingWork on 1a.1. Ask Ss to write their favorite movie, book, and band and fill in the chart.MovieBookBand2. Share their answers with others in class.Step 4 ListeningWork on 1b:1. Listen and write the three things that Michael likes in the first column of the chart. What Michael likes Why he likes itjacket He likes clothes that are unusual.Work on 1c2. Listen again. Write why Michael likes each thing in the second column of the chart in 1b.Check the answers.Keys:book, He likes writers who explains things well.movie poster He loves movies that are scary.Step 5 Group work1. Work on 1d. Discuss your favorite things in 1a with your group. Say why you like each thing.Your favorite Why you like itMovie: TitanicBookBand…A: I like movies that are sad. I love Titanic.B: Oh, I don’t. I like movies that are scary. I really like …1. Let some group make a conversation before the class.1) A: I like movies that are… I love…B: Oh, I don’t. I like movies that are …A: I don’t mind … movies, but …2) A: I like books that are interesting. I love Journey to the west.B: No, I don’t. I like The Science Book for Girls and other intelligent beings. Ithelps us know how much fun science can be.3) A: I like bands that play fast and loud music. Then I can dance to it. I like The CoolKids.B: Yeah, I like them, too. And I also like bands that write and play their own music.I like the Beyond.Step 6. Writing.1.Ask the students to write a short passage to express their preference. Try to use theattributive clause as many as possible.2.Get some students to read their passage in class individually.Step 7. Self-check.Work on Self check21. Let Ss complete the sentences about themselves.2. 指导：提醒学生注意that/who/which引导的定语从句的使用。
Unit1SectionAGrammar-4c(教案)-英语九年级全一册(人教新目标版)
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“现在完成时态在日常对话中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.掌握时间状语since和for的用法；
4.运用现在完成时态进行对话练习。
二、核心素养目标
Unit 1 Section A Grammar-4c（教案）-英语九年级全一册（人教新目标版）
1.提升学生语言能力，掌握现在完成时态的用法，能流利地运用该时态描述过去发生且对现在有影响的动作或经历；
2.培养学生思维品质，通过对比分析现在完成时与一般过去时的区别，提高学生的逻辑思维与批判性思维能力；
-对话练习：运用现在完成时态进行情景对话。
2.教学难点
-难点内容：现在完成时态与一般过去时的区分，以及since和for的正确使用。
-举例解释：
-现在强调过去发生的动作对现在的影响或结果，如：“I have finished my homework.”（我已经完成了我的家庭作业。）
3.增强学生文化意识，了解并体会中西方在表达时间观念上的差异，拓宽国际视野；
4.提高学生学习能力，运用合作、探究的学习方式，掌握时间状语since和for的用法，提升自主学习与团队协作能力。
三、教学难点与重点
Unit 1 Section A Grammar-4c（教案）-英语九年级全一册（人教新目标版）
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解现在完成时态的基本概念。现在完成时态是用来描述过去发生但与现在有联系的actions或experiences的时态。它是英语中非常重要的一种时态，因为它帮助我们表达动作从过去一直延续到现在或对现在造成的影响。
（完整版）人教版新目标九年级英语全册学案及教学设计【经典】
（完整版）人教版新目标九年级英语全册学案及教学设计【经典】unit 1 How do you study for a test？一、教学目标1、语言目标1）询问别人的学习方法2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣2、知识目标1）How do you study for a test？I study by ving .2) the way to do sth the way of doing sthhave trouble doing sth 的用法3、能力目标1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难2）学会给出关于学习方法的建议二、重点知识1、重点单词flashcard vocabulary aloud pronunciation memorize grammar frustrating quickly spoken pronounce mistakes challenge solution realize matter afraid complete impress trouble soft deal unless regard influence friendship development face 基本要求：会读、会写、会用。
2、重点短语make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sth end upspoken English practice doing sth too much look upmake vocabulary lists try one`s best to do sth基本要求：会读、会写、会用。
3、重点语法1）How 引起的特殊疑问句及其回答2）the way to do sth the way of doing sthhave trouble doing sth 的用法基本要求：理解其含义，学以致用。
《必修三语法同位语从句》教案
《必修三语法同位语从句》教案教案：必修三语法同位语从句一、教学目标1.理解同位语从句的定义和作用；2.掌握同位语从句的构成和使用方法；3.能够正确运用同位语从句来表达自己的意思。
二、教学内容1.同位语从句的定义和作用；2.同位语从句的构成和用法；3.针对不同的场景和语境使用同位语从句。
三、教学过程1.师生互动-导入：通过提问引导学生思考同位语从句的作用和构成方法。
-检查上节课的知识：复习名词性从句的概念和用法。
2.知识讲解-定义和作用：同位语从句是用来说明或解释一个名词或代词的句子。
它作为该名词或代词的同位语，和它之间具有同样的成分、功能和关系。
- 构成和用法：同位语从句常用that引导，也可以使用连接代词或连接副词引导。
它们既可以作为句子的宾语，也可以作为表语、定语或补语。
-例句解析：通过例句解析同位语从句的构成和用法。
3.练习和巩固-单项选择题：根据句意选择合适的同位语从句填空。
-完成句子：根据提示和要求，使用同位语从句来完成句子。
4.拓展练习-句子转换：将给定的句子改写为含有同位语从句的句子。
-创作对话：学生们自由发挥，利用同位语从句编写对话或故事。
五、教学总结-总结同位语从句的构成和用法；-强调同位语从句在表达中的重要作用。
六、作业布置-完成课后习题：巩固对同位语从句的理解和运用。
七、板书设计同位语从句的定义和作用：-同位语从句是用来说明或解释一个名词或代词的句子。
同位语从句的构成和用法：- 常用that引导，也可以使用连接代词或连接副词；-可以作为句子的宾语，也可以作为表语、定语或补语。
例句解析：- The fact that he lied surprised us.八、教学反思本堂课主要讲解了必修三语法同位语从句的构成和使用方法，并通过例句和练习加深学生对同位语从句的理解和运用能力。
在教学过程中，通过互动和练习的方式激发学生的学习兴趣，提高了课堂效果。
但是由于时间有限，还需要继续巩固和拓展同位语从句的相关知识。
2019-2020年九年级英语 语法讲解 同位语从句教案 人教新目标版
2019-2020年九年级英语语法讲解同位语从句教案人教新目标版一．定义在复合句中用作同位语的从句叫同位语从句。
它一般跟在某些名词后面，用以说明该名词表示的具体内容。
如：I heard the news that our team had won．我听到了我们队获胜的消息。
I had no idea that you were here．我不知道你在这里。
二．常见的可以跟同位语从句的词（抽象名词）news，idea，fact，promise，question，doubt，thought，hope，message，suggestion，word（消息），possibility等。
如：I’ve e from Mr wang with a message that he won’t be able to see you this afternoon．我从王先生那里来，他让我告诉你他今天下午不能来看你了。
三．常见引导词英语中引导同位语从句的词通有连词 that，whether，连接副词 how,when,where等。
（注：if,which 不能引导同位语从句。
）如：l have no idea When he will be back．我不知道他什么时候回来。
He must answer the question whether he agrees to it or not.他必须回答他是否同意这样一个问题。
My question how I shall get in touch with him has not been answered.I gave the girl a big doll ,exactly what she longed to have.四、有时同位语从句可以不紧跟在说明的名词后面，而被别的词隔开。
如：Several years later，word came that Napoleon himself was ing to inspect them．几年以后，有消息传来说拿破仑要亲自视察他们。
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同位语从句一．定义在复合句中用作同位语的从句叫同位语从句。
它一般跟在某些名词后面，用以说明该名词表示的具体内容。
如：I heard the news that our team had won．我听到了我们队获胜的消息。
I had no idea that you were here．我不知道你在这里。
二．常见的可以跟同位语从句的词（抽象名词）news，idea，fact，promise，question，doubt，thought，hope，message，suggestion，word（消息），possibility等。
如：I’ve come from Mr wang with a message that he won’t be able to see you this afternoon．我从王先生那里来，他让我告诉你他今天下午不能来看你了。
三．常见引导词英语中引导同位语从句的词通有连词 that，whether，连接副词 how,when,where等。
（注：if,which 不能引导同位语从句。
）如：l have no idea When he will be back．我不知道他什么时候回来。
He must answer the question whether he agrees to it or not.他必须回答他是否同意这样一个问题。
My question how I shall get in touch with him has not been answered.I gave the girl a big doll ,exactly what she longed to have.四、有时同位语从句可以不紧跟在说明的名词后面，而被别的词隔开。
如：Several years later，word came that Napoleon himself was coming to inspect them．几年以后，有消息传来说拿破仑要亲自视察他们。
The thought came to him that maybe the enemy had fled the city．他突然想起可能敌人已经逃出城了。
五、同位语从句与定语从句的区别。
1、同位语从句与前面的名词是同位关系，即说明它前面名词的内容；而定语从句与前面的名词是修饰与被修饰关系，即限定它前面的名词范围，或补充一些情况。
如：The news that l have passed the exam is true．我通过了考试这一消息是真的。
（同位语从句，即从句所表达的意思就是前面名词的内容。
）The news that he told me just now is true．他刚才告诉我的消息是真的。
（定语从句，从句对前面名词起修饰限制作用，即“他告诉我的”那个消息，而不是别的消息。
）2、引导同位语从句的that是连词，在从句中不充当任何成份，而引导定语从句的that是关系代词，除起连接作用外，还在从句中充当主语、宾语或表语等。
如：The idea that computers can recognize human voices surprises many people.计算机能够识别人的声音的想法使许多人感到惊奇。
（that在从句中不充当任何成份。
）The idea that he gave surprises many people．他提出的观点令许多人感到吃惊。
（that在从句中作gave的宾语。
）（名词性从句）1. ______ he referred to in his article was unknown to the general reader. (2007 上海卷)A. ThatB. WhatC. WhetherD. Where2. The traditional view is ______ we sleep because our brain is “programmed” tomake us do so.(2007 上海卷)A. whenB. whyC. whetherD. that3. Could I speak to--------- is in charge of International Sales ,please?(2007 山东卷)A．anyone B．someone C．whoever D．nomatter who4.____ matters most in learning English is enough practice.(2007 全国卷II)A. WhatB. WhyC. WhereD. Which5. You can only be sure of_________ you have at present; you cannot be sure ofsomething _____ you might getin the future.(2007 安徽卷)A. that; whatB. what; /C. which; thatD. /; that6. —Where’s that report?—I brought it to you ____you were in Mr.Black’s office yesterday.(2007 北京卷)A. ifB. whenC. becauseD. befor7. It is none of your business other people think about you. Believe yourself. (2007 福建卷)A.howB.whatC.whichD.when8. Having checked the doors were closed , and _________ all the lights were off,the boy opened the door to his bedroom.（2007 湖南卷）A. whyB. thatC. whenD. where9. Choosing the right dictionary depends on ______ you want to use it for. （2007 江苏卷）A. whatB. whyC. howD. whether10. parents say and do has a life-long effect on their children. （2007 陕西卷）A.ThatB.WhichC.WhatD.As11. By improving reading skills, you can read faster and understand more of you read．（2007 上海春）A．that B．what C．which D．whether12. The seaside here draws a lot of tourists every summer. Warm sunshine and softsands make ________ it is . （2007 天津卷）A. whatB. whichC. howD. where13. Why not try your lu ck downtown, Bob? That’s ______ the best jobs are.（2007 浙江卷）A. whereB. whatC. whenD. why（（08全国I卷）25. The lawyer rarely wears anything other than jeans and a T-shirt ______ the season.A. whateverB. whereverC. wheneverD. however（08山东卷）23. ______ was most important to her, she told me, was her family.A. ItB. ThisC. WhatD. As（08北京卷）30. The companies are working together to create they hope will be the best means of transport in the 21st century.A. whichB. thatC. whatD. who（08天津卷）12. The last time we had great fun was _____ we were visiting the Water Park.A. whereB. howC. whenD. why（08重庆卷）25. People in Chongqing are proud of __ they have achieved, in the past ten years.A. thatB. whichC. whatD. how（08安徽卷）29. Students are always interested in finding out _______ they can go with a new teacher.A. how farB. how soonC. how oftenD. how long（08福建卷）27. _____ is known to us all is that the 2008 Olympic Games will take place in Beijing.A. ItB. WhatC. AsD. Which（08湖南卷）29. When asked _____ they needed most, the kids said they wanted to feel important and loved.A. whatB. whyC. whomD. which（08江西卷）34. Animals suffered at the hands of Man ___ they were destroyed by people to make way for agricultural to provide food for more people.A. in whichB. for whichC. so thatD. in that（08浙江卷）4. ______wants to stay in a hotel has to pay their own way.A. AnyoneB. The oneC. WhoeverD. Who（08浙江卷）6. Some children want to challenge themselves by learning a language different from ______ their parents speak at home.A. whatB. thatC. whichD. one（08重庆卷）33. All people, __ they are old or young, rich or poor, rich or poor, have been trying their best to help those in need since the disaster.A. even ifB. whetherC. no matterD. however(08上海卷)34. As his best friend , I can make accurate guesses about ___he will do or think.A. whatB. whichC. whomD. that(08上海卷)36. It has been proved ___ eating vegetables in childhood helps to protect you against serious illnesses in later life.A. ifB. becauseC. whenD. that09重庆）11 We should consider the students’ request___ the school library provide more books on popular science.A. thatB. whenC. whichD. where【答案】A（09江苏）12.Many young people in the West are expected to leave __ could be life’s most important decision—marriage—almost entirely up to luck.A. asB. thatC. whichD. what【答案】D（09山东）13. The little girl who got lost decided to remain _________she was and wait tor her mother.A. whereB. whatC. howD. who【答案】A remain是系动词，后加表语从句，由句意可知，从句缺地点状语，所以选A。