Learning about Language第二课时教案

附件：

教学设计方案模板

教学设计方案

课题名称：同位语从句

姓名：

学科年级：

张凌云

高中二年级

工作单位：

教材版本：

高碑店一中

新课标

一、教学内容分析

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。

二、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

三、学习者特征分析

针对不同学生，有的不能积极参与讨论，有的在讲课时不能全心关注，讲练穿插，调节课堂节奏及气氛。

四、教学过程

Step 1 Lead in T: As is known to us, the sports meet is on the way, are you excited about it? Will you 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. 1

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 race T: 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. what 4. The question

______ should do the work requires consideration. who 5. 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. 2

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. what idea 类

（主意类) I have no idea +

3. The question ______ should do the work requires consideration. who question/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) +do 5.promise类（承诺）I made (have made) a promise that will/would +do 6.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. that B. which C. in which D. whose A2. The doctor did a lot to reduce the patient’s fear ____he would die of the disease.

A. that

B. which

C. of which

D. of that C3. The question came up at the meeting_____ we had enough money for our research.

A. that

B. which

C. whether

D. if c4.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 go

B. which we should go

C. that we would go

D. 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。should可省。如：

This is our only request that this (should) be settled as soon as possible.这就是我们唯3

一的请求：尽快解决这个问题。

选哪个答案?为什么?从句意义是否完整,缺什么? 什么从句? 从句前的名词表示(建议) ( Picture14) 6.________ is no reason for dismissing her .c 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 7. They came to the conclusion ________ by a computer. a 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 ( Picture15) a8. There is no possibility ____Bob can win the first prize in the match.

A.that

B. that

C. whether D. whether d9. Some of the scientists held the point _____ the book said was right. A. what what B. what that C. that that D. that what 选哪个答案?为什么?从句意义是否完整,缺什么? 什么从句? ( Picture16) A10. I don’t know the reason _____ you were absent from the meeting, but I am sure that someone will tell me the reason _____ you haven’t told me.

A. why; that

B. that; why

C. because; which

D. of which; that A11. She received the message ___ he would come by plane. A. that B. which C. what D. when a10. She received the message ___ you sent her the other day. A. that B. where C. what D. when 选哪个答案?为什么?从句意义是否完整,缺什么? 什么从句? ［设计说明］：设计练习加以强调和巩固。

10,12定语从句.11同位语从句.有什么不同? ( Picture17)Conclusion

句法功能上

意义上

4

that引导的同位语从句

that只起连接从句的作用，无意义。

在从句中不充当句子成分。

不可省。

从句是被修饰名词的内容。

that引导的定语从句

that替代先行词在从句中不仅起连接作用，

还充当一个句子成分。如在从句中作

动词的宾语时可省略。

从句起限定作用，是定语

我们看下面的句子是定语从句还是同位语从句

( Picture18)Task three:定语从句或同位语从句

1.The news that the plane would take off on time made everybody happy. 同位语从句

2.The news that is spreading around the airport is that a heavy storm is coming. 定语从句

3.The suggestion that students should learn something practical is worth considering. 同位语从句

4.The suggestion that they are considering is that students should learn something practical. 定语从句

去掉that 从句意义完整吗? ( Picture19) The order that we should send a few people to help the other groups was received yesterday. 同位语从句

The order that we received yesterday was that we should send a few people to help the other groups. 定语从句

( Picture20)Task four b1.Information has been put forward ____ more middle school graduates will be admitted into universities.(NMET2001上海) 同位语从句

A.while B.that C.when D.as b2.It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward. 定语从句

A.what B.that C.when D.as 先分析是什么从句再选答案

( Picture21) b3.She heard a terrible noise,____ brought her heart into her mouth. 定语从句

A.it B.which C.this D.that d4. I can't stand the terrible noise ____ she is crying loudly. 同位语从句

A.it B.which C.this D.that 先分析是什么从句再选答案

［设计说明］：通过此步骤，学生能探究同位语从句和定语从句的区别

5

(讲完后)我们讲了同位语从句的概念,用法以及和定语从句的区别,我们再小结一下

( Picture22) Conclusion 同从之花开三朵

内容名词在前走

引导连词居中间

同从解释跟后头

引导连词最耀眼

that无意不可丢

whether连词表“是否”

五、教学策略选择与信息技术融合的设计

通过课堂互动来加强师生、生生交流，精讲多练。

The multi-media

教师活动

P

预设学生活动

设计意图

；并让学生探究如何选引导词，和所处位置。

Lead-in：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

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6

［设计说明］：开始引导学生去探求总结同位语从句的构成

总结同位语从句的构成

六、教学评价设计

学生课堂学习自我评价表 评价项评价要点

目

权重

总分

Homework

举手发言

老师提问先举手，得到同意才能回答问题，不能随口就答，要保持课堂25 安静。

能专心致志地听，积极思考，边听边想：别人说什么，说的对不对，完学会倾听

整不完整，等别人讲完后，再举手得到同意后，才能发表自己的观点：25 或陈述、或补充、或更改，不随便讲话，不做小动作。末得到教师许可不得离开座位或教室。

1、能说完整的话。

2、自然大方，声音响亮，口齿清楚，语言亲切，态度诚恳。质颖时，语言表学会用“为什么……”“我有一个问题……”，“请问××教师（或××同学）……达

等句式。回答问题时，学习用“我是这样想的……”“我还认为……”“我有不同意见……”“我补充……”“我们小组意见是……”等句式。

25 合作交流

25 听到老师开始的口令后再动手、动口，小组交流时要小声、有序、完成7

后用坐姿告诉老师。

自主创新

能自主学习，勇于挑战难题。积极创新探索。

5（附加分）

七、教学课件

8