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。
2023-2024学年初升高英语人教版2023同位语从句 专练学案含解析
2023-2024学年初升高英语人教版（2023）同位语从句专练学案（含解析）同位语从句知识衔接：同位语从句:1、定义: 在复合句中用作同位语的从句称为同位语从句即解释说明前面某个抽象名词内容的从句。
常跟同位语从句的抽象名词有fact, news, idea, truth, hope, problem, information, belief, thought, doubt, promise, question, doubt 等。
如: I came up with an idea that I would visit my former teacher.He has the doubt whether he can succeed.2、同位语从句的引导词:从属连词: that，whether如:He put forward the question whether they should start at onceI know the fact that he is a doctor.连接代词: what，who，whose，what，which 等引导。
如:I have no idea whose book it is.That is a problem which skirt I should buy连接副词: when，where，why，how 等引导。
如: I have a question why he didn't come here yesterday.They had no idea where they would work3、同位语从句的几种特殊情况:当主句的谓语较短，而同位语从句较长时，同位语从句常后置。
如:The story goes that William Tell killed the king with an arrow故事是这样的:威廉姆特尔用一支利箭杀死了国王。
同位语从句导学案
高一英语必修3 Unit3 Noun Clauses (名词性从句) 导学案Part1.主语从句（Noun Clauses as the Subject）【学习目标】1.基本认识，了解名词性从句的概念及其种类。
2.认识，了解并掌握主语从句和表语从句的用法和引导词3.自主学习，合作探究；学会分析与总结的方法，并能学以致用。
一．课前导学【知识体系构建】【什么是名词性从句？】我们已经了解了定语从句，加上我们以前了解的宾语从句和状语从句，好像“名词性从句”原来名词性从句是从另一个角度所命名的从句，即在句中起名词作用的从句就叫名词性从句名词性从句包括，，，。
引导名词性从句连接词that, as if/though, if ,whether的连接词连接代词who, whom, what, whose, which, whichever, whatever,whoever连接副词when, where, how, why二．课中导学（一）主语从句定义-----用作的从句就叫主语从句，它是名词性从句之一。
学习步骤：Step1：感悟下列各句的主语并且划出下列句中的主语：(标出词性) 1. You are a student 2. A tree has fallen across the road.3. Smoking is bad for you.4. To find your way can be a problem.5. It is impossible to finish this task in half an hour.6. 30 years has seen the changes in our hometown.Step2.认识主语从句，主语从句在从句中作主语。
1.1).What is needed for the space trip is careful preparation.2).Whether wild life can be well protected is of great importance.3).Who will go makes no difference.4).Which kind of food is the best is still not certain.5).When they will have a new restaurant opened has not been decided yet.6) How gold was found there is not clear.7). Why there is gravity is hard to understand.8）It is our duty that we students clean the classroom every day.思考与探究：<1> 作主语的可以是<2> 从句用什么语序？<3> 8)句子的主语怎么不在句首？Step 3：寻规找矩：请划出下列各句的主语(部分)。
高一英语学案：同位语从句
名词性从句（四）同位语从句一、同位语从句的含义在主从复合句中作同位语的从句称为同位语从句。
同位语常放在fact, news, idea, truth, hope, problem, information, wish, promise, evidence, report, explanation, suggestion, conclusion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。
e.g.The news that they had won the game soon spread over the whole school.The news that his heath is failing made us sad.They were worried over the fact that you were sick.二、同位语从句的引导词1.如同位语从句意义完整，应用that引导同位语从句。
（即that 不充当任何成分，只起连接作用，不可省略）例：The general gave the order that the soldiers should cross the river at once.They are familiar with the opinion that all matter consists of atomsThe news___________________________________________ is true．我已经通过了考试这一消息是真的。
I’ve come to the conclusion that _________________________________________ 我得出结论这样做是不对的。
He referred to Copernicus’ theory ________________________________________________________________他提到了哥白尼关于地球绕太阳转的理论。
高中同位语从句教案
高中同位语从句教案一、教学目标1. 让学生理解同位语从句的定义和用法。
2. 培养学生正确运用同位语从句进行表达的能力。
3. 提高学生对英语语法的认识和运用水平。
二、教学内容1. 同位语从句的定义和基本结构。
2. 同位语从句的引导词。
3. 同位语从句的时态和语态。
4. 同位语从句的例句分析和实践。
三、教学重点与难点1. 同位语从句的引导词。
2. 同位语从句的时态和语态的使用。
3. 区分同位语从句与其他从句类型的区别。
四、教学方法1. 实例分析法：通过例句分析，让学生理解同位语从句的用法。
2. 练习法：设计相关练习题，让学生巩固所学知识。
3. 互动教学法：引导学生参与课堂讨论，提高学生的积极性。
五、教学过程1. 导入：简要介绍同位语从句的概念，激发学生的兴趣。
2. 讲解：详细讲解同位语从句的定义、结构和引导词。
3. 例句分析：分析经典例句，让学生理解同位语从句的用法。
4. 练习：布置练习题，让学生运用所学知识进行实践。
5. 课堂讨论：引导学生讨论同位语从句与其他从句类型的区别。
6. 总结：对本节课的内容进行归纳总结，强调重点和难点。
7. 作业布置：布置课后作业，巩固所学知识。
六、教学评估1. 课堂练习：观察学生在练习中的表现，了解他们对同位语从句的理解和运用程度。
2. 课后作业：批改学生的课后作业，评估他们对课堂所学知识的掌握情况。
3. 小组讨论：通过小组讨论，了解学生在互动中的表现，鼓励他们积极运用同位语从句。
七、教学拓展1. 对比分析：引导学生对比同位语从句和其他从句类型的用法，提高他们的语法意识。
2. 实际应用：鼓励学生在日常英语写作和口语表达中运用同位语从句，提高他们的实际运用能力。
3. 课外阅读：推荐相关英语文章和读物，让学生在课外阅读中巩固同位语从句的知识。
八、教学反馈1. 课堂反馈：鼓励学生在课堂上积极提问和发表意见，及时解决他们在学习过程中遇到的问题。
2. 课后反馈：通过课后交流，了解学生在家庭学习中对同位语从句的掌握情况，给予针对性的指导和建议。
高中英语同位语从句学案
教师:学生:日期: 2013年月日星期:时段:课题同位语从句学情分析语法知识基础薄弱，词汇量不够。
学习目标与考点分析掌握同位语从句，并能区分定语从句与同位语从句。
学习重点难点1.理解同位语从句的含义，把握同位语从句的实质2.正确运用同位语从句的引导词，准确把握同位语从句3.把握同位语从句和定语从句的区别，明确同位语从句和定语从句的界限学习方法讲解规则与实例，记单词做练习，在练习中记单词教学过程一.讲解基本结构。
二．Exercises:I. 区别下列句子哪些是同位语从句（用F表示），哪些是定语从句（用T表示）。
1. The fact that Great Britain is made up of three parts is known to many. （）2. The news that is spreading around the airport is that a heavy storm is coming. （）3. The suggestion that students should learn something practical is worth considering. （）4. The state that consists of three countries is developing very fast. （）5. The suggestion that they are considering is that students should learn something practical. （）6. The news that the plane would take off on time made everybody happy. （）明仁教育学科导学案教务主任签字：___________ 明仁教育教务处。
高考英语同位语从句用法教案
高考英语同位语从句用法教案在复合句中充当同位语的名词性从句称为同位语从句。
同位语从句是名词性从句(主语从句、表语从句、宾语从句、同位语从句)中的主要从句之一，也是高中英语学习中的重点语法知识点之一。
在使用同位语从句时，应注意以下五个方面：一、同位语从句在句中的位置1.一般情况下同位语从句跟在某些名词(如news，idea，fact，promise，hope，message等)的后面，用以说明该名词所表达的具体内容。
例如：The news that our women volleyball team had won the championship encouraged us all greatly.我们女排赢得冠军的消息大大地鼓舞了我们所有人。
I’ve come from Mr Wang with a message that he won’t be able to see you this afternoon.我从王先生那边得知一个消息，他说他今天下午不能来看你了。
2.有时同位语从句可以不紧跟在它所说明的名词后，而被别的词语隔开，在语法上叫做分隔式同位语从句。
例如：The thought came to her that maybe she had left the door open when she left home.她突然想起可能在她离开家时没把门关上。
The story goes that he failed in the College Entrance Examinations again.据说他高考(高考新闻,高考说吧)又落榜了。
二、同位语从句前名词的数同位语从句前的名词通常用单数形式，并且往往带有限定词(word除外)加以修饰。
例如：Where did you get the idea that I could not come？你在哪儿听说我不能来？Give me your promise that you will come to our party this evening.答应我，你今天晚上要来参加我们的晚会。
Unit 4 同位语从句导学案--高中英语牛津译林版(2020)选择性必修第三册
同位语从句(Appositive Clauses)在复合句中用作名词同位语的从句，叫做同位语从句。
它一般跟在某些名词的后面，用以解释或说明前面的名词。
常见的名词有：idea, news, fact, word, promise, answer, belief, doubt, hope, information, knowledge, law, opinion, plan, advice, suggestion, thought, truth, message, question, problem, report, order, feeling, warning, possibility, fear, statement, explanation, wish等。
引导同位语从句的词有连词that, whether；连接代词who, what, which等；连接副词how, when, where, why等。
1. 连词that, whether引导的同位语从句that, whether引导同位语从句，它们只起连接作用，不作句子成分。
that无意义，whether 意为“是否”，都不能省略。
We heard the news that our team had won。
我们听到了我们队胜利的消息。
The fact that he had said nothing surprised us. 他什么也没说这一事实使我们感到惊奇。
I made a promise that if anyone set me free I would make him very rich.我许下诺言，如果有人把我放了，我将使他很富有。
Word came that he failed in the exam. 他考试不及格的消息传来了。
The question whether we need more time to do the work hasn’t been discussed.我们是否需要更多的时间来做这份工作这一问题还没有被讨论。
陕西省澄城县寺前中学高一英语《同位语从句》导学案
2. News came from the school office ______ Wang Lin had been admitted toBeijingUniversity. (2009四川)
A. which B. what C. that D. where
A whether B. where C. that D. when
4. The order that the prisoner____ be set free arrived too late.
A. as B. were C. be D. is
拓展提升
备注
三、同位语从句与定语从句的区别
that引导的同位语从句和定语从句的区别是:
A. that B. what C. why D. which
2. I have no idea ____ he will start.
A. when B. that C. what D./
3. He often asked me the question ____ the work was worth doing.
听到他告诉我们的这个消息我们很高兴。
(that从句是限制the message的，即我们高兴只是因为他告诉的这个消息而不是其他的消息，故that从句为________)
当堂检测
备注
1. The fact has worried many scientists ______ the earth is becoming warmer and warmer these years. (2009江西)
A. if B. whenC. that D. which
同位语从句 学案
课题：同位语从句【学习目标】1. 熟练掌握同位语从句基本用法2.准确区分同位语从句中关系词、关系代词与关系副词【学习重难点】1.同位语从句中关系词、关系代词与关系副词的区分【知识链接】以旧引新，承前启后。
【预习内容】1.定语从句从句关联词3.定语从句做题步骤4. 定语从句中that which 不同【学习内容】Step1.1)The king’s decision that the prisoner would be set free surprised all the pe ople.2)The order that all the soldiers should stay still is given by the general.3)He got the news from Mary that the sports meeting was put off.Summary:名词news，information，belief，fact，order，hope，idea，answer，doubt，thought，question等后可跟同位语从句同位语从句是在复合句中作名词的同位语的名词性从句，一般放在名词之后，用以说明或解释前面的名词。
可接同位语从句的名词通常是概括性、抽象名词，少为复数，且通常带冠词，常见者有：_________________________________________________________________________________ ________________________________________________________________________________Step 2 Review Noun clause1.Translation.1)It is a pity that you didn’t go to see the film.2)Mother asked his son what he had for lunch.3)The question is whether we can make good preparation in such a short time.4)We heard the news that our team had won the game!1. _______ he said so made us angry ._______ he said at the meeting made us angry.2. A computer can only do_________ you haveinstructed it to do.3. 中国不再是过去的样子了。
同位语从句教案[最终版]
![同位语从句教案[最终版]](https://img.taocdn.com/s3/m/9cdbc13d6ad97f192279168884868762caaebba8.png)
同位语从句教案[最终版]第一篇：同位语从句教案[最终版]必修三unit5.Grammer 同位语从句一、教学目标：（Teaching aims and demands）: 1) T o review the knowledge of the Noun Clause that they’ve learned 2) To master the usage of The Appositive Clause二、教学重点（Teaching important points ）: 1) To understand the concept of The Attributive Clause 2) To mater the usage of the Attributive Clause三、教学难点（Teaching difficult points ）: 1) How to help students to recognize the Appositive Clause correctly 2)How to help them compare the Appositive Clause with the Attributive Clause correctly四、教学方法（T eaching methods ）: 1) Task –based teaching(任务型教学) 2) Discovering , discussing and summarizing（发现法、讨论法与归纳法）五、教学步骤（ Teaching steps ） Step 1. Revision(复习) 同学们，还记得我们学过哪些名词性从句吗？请你们看一下下面的例句，写出它们划线部分的从句类型：①主语从句②表语从句③ 宾语从句1. She wants to know what kind of films I like . ( _________ )2. That is what I want to tell you .(_________ )3. Whether she will go there is not known (_________ )4. It is a pity that he can't attend the party . (_________ )5.The teacher suggested that he (should) read the novel .( ______)6.I will tell you why I was late for the meeting . (______ ) Step 2 .Discovering useful structures. （判断划线部分成分）请同学们观察下面的句子中划线的部分，思考它们在句子中所作的成分。
同位语从句学案
同位语从句Appositive Clause同位语是句子成分的一种, 它位于名词、代词后面, 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。
对前面名词或代词的补充说明。
1.同位语的表现形式有以下几种：(1) 名词Tom, 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。
(5) 由such as, that is引导Some subjects, such as maths and physics, are very difficult to learn.某些学科,例如数学和物理,是很难学的。
同位语从句1.概念:在复合句中作名词的同位语的名词性从句。
2.功能:同位语从句对名词进一步解释，说明名词的具体内容。
3.连接词that/whether/who/ whichwhat/when/where/why/how4．连接词用法1).连接词that引导的同位语从句他告诉我一个消息,他马上要从国外回国.that在从句中____________,只起连接作用.2).连接词whether引导的同位语从句,只用______whether______引导,不用_if____-.这个问题是否正确还未被证实.The problem ___whether_____ it is true hasn’t been proved.3).连接词代词what/which/who引导的同位语从句1）.谁会出国这个问题还未决定.2）.我不知道该选哪个.1）.The question ___who __ should go abroad hasn’t been decided yet.2）. I have no idea ___which___to choose.4.）连接词副词when/where/why/how 引导的同位语从句1）.我了解他们为什么离开得那么早.2）. 我们还没决定好去哪儿.1）.I’ve got a good idea __why___ they left early.2）.The question ___where____ we should go has not been decided.5．分隔式同位语从句1. 同位语从句有时被别的词或短语把__他和名词___________隔开：（谓语较短，同位语从句较长）1):The story goes that William Tell killed the king with an arrow.2):Word came that their team had won.（word：n消息）6．.若被同位语从句说明的名词是：advice,suggestion, proposal,demand, request, requirement,order等表示建议、命令、要求的词时，同位语从句的谓语用"(should)+do"1).I made the suggestion that the meeting____________________(bring) to an end. 总结1)同位语从句跟在名词后面，进一步说明该名词的具体内容。
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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。