book3unit5 语法 同位语从句教学设计
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必修三unit-5-同位语从句
e.g: I have no idea what size shoes she wears.( what 作定语)
e.g: I have no idea which wine is best ——it’s a matter of personal taste.( which 作定语)
e.g: The question who will take his place is still not clear.( who 作主语)
He presented evidence that his article was based on original research.(作 evidence 的同位语)
(2) 连词 whether 引导同位语从句（注：if 不 能引导同位语从句）
如同位语从句意义不完整，结构完整，需增加 “是否”的含义，则用whether e.g: He must answer the question whether he agrees to it or not.
巨大的海轮可以开到五大湖，让表姐妹俩感到吃惊。
Activity 1
Read and find
1. I have no idea why you are so tired every day .
2. TThhee ffaacctt that we don’t get enough sleep is absolutely true.
同位语从句的作用: ?进一步解释、说明前面名词 的具体内容。
Summary(1): 同位语从句
定义: 同位语从句一般放在_某_些__抽__象_名__词_的 后面，用以解_释__或_说__明_ 名词所表示的具体内容。 在句中作同位语。
被_qn_ue修_ews_st饰_io_n的, h名opp词ero,通bwle常ims为h,_抽__o_象_p_i_n__i_o_n_名__词, ,or如de：r,fa_c_t____, ________, ________, belief, truthtohu,gthhteory,
e.g: I have no idea which wine is best ——it’s a matter of personal taste.( which 作定语)
e.g: The question who will take his place is still not clear.( who 作主语)
He presented evidence that his article was based on original research.(作 evidence 的同位语)
(2) 连词 whether 引导同位语从句（注：if 不 能引导同位语从句）
如同位语从句意义不完整，结构完整，需增加 “是否”的含义，则用whether e.g: He must answer the question whether he agrees to it or not.
巨大的海轮可以开到五大湖，让表姐妹俩感到吃惊。
Activity 1
Read and find
1. I have no idea why you are so tired every day .
2. TThhee ffaacctt that we don’t get enough sleep is absolutely true.
同位语从句的作用: ?进一步解释、说明前面名词 的具体内容。
Summary(1): 同位语从句
定义: 同位语从句一般放在_某_些__抽__象_名__词_的 后面，用以解_释__或_说__明_ 名词所表示的具体内容。 在句中作同位语。
被_qn_ue修_ews_st饰_io_n的, h名opp词ero,通bwle常ims为h,_抽__o_象_p_i_n__i_o_n_名__词, ,or如de：r,fa_c_t____, ________, ________, belief, truthtohu,gthhteory,
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。
必修3-unit5同位语从句
同位语从句【教学内容】同位语从句【教学目标】熟练掌握同位语从句【教学重难点】引导词的使用、同位语从句与定语从句的区别【教学过程】* 什么是同位语从句：同位语从句是名词性从句中的一种，是用以解释说明某一名词内容和实质的从句，它所修饰的词称为先行词。
同位语从句在主句中的作用等同于先行词的作用。
Eg:The news that we’ll go on a picnic this Sunday isn’t true.这个星期天我们要去野餐的消息不是真的。
析：The fact就等于we’ll go on a picnic,是对the fact 的解释说明。
▼同位语从句常修饰的名词不是所有的名词都可以跟同位语从句，可以被同位语从句修饰的多是含有抽象意义的名词。
常用的有：●advice 建议●belief 信念、相信●doubt 怀疑●explanation 解释●fear 害怕●fact事实●hope 希望● idea 想法、主意●news 消息●order 命令●opinion 观点●possibility 可能性●promise 答应、诺言●problem 问题●question问题●report 报道●reply答复●statement论断●suggestion建议●thought想法●truth事实●wish 愿望●warning 警告●word 消息* 同位语从句的连接词的使用►由that引导Eg:①We heard the news that our team had won.我们听到我们队赢了。
②They were worried over the fact that you were sick.他们为你生病发愁。
③The news that we are having a holiday tomorrow is not true.明天放假的消息不实。
►在某些名词，例如suggestion,advice,request,order,demand,requirement等意为“建议，命令，要求”的名词后，同位语从句的谓语动词通常用“should+动词原形”的虚拟语气结构，句中should可以省略。
必修三-unit5-同位语从句备课讲稿
① 如果同位语从句意义完整, 则用that引导。 that不充当任何成分, 只起连接作用。如： The general gave the order that the soldiers should cross the river at once. 将军下达了战士们立即过河的命令。
(the soldiers should cross the river at once是 the order的全部内容, 且意义t 引导或用连接词who/ which /what /when / where /why / how / whether
4.其后常用同位语从句的名词
可以跟同位语从句的名词主要是抽象名词，通常 有news，idea，fact，promise，question，doubt， thought，hope，message，suggestion，word（消 息）, possibility等。如：
3) The problem whether we should continue to do the experiment has been solved.
注: 1. 同位语从句多用that 引导; 2. 在 have no idea 之后常用wh-引导同位语从句。
I have no idea where he has gone. I have no idea when he did it. I have no idea what he did.
Have you any idea what he is doing now? They asked me the question whether the work
was worth doing. The question who should do the work requires
同位语从句教学设计
Module 3 Unit 5 Canada—“The True North”Grammar: Appositive and Appositive Clause圆玄中学邓蔚茹一、学生情况分析及预设高一(6)班为高一文科班，英语水平参差不齐，但是总体相对比较好，学习积极性较高，但课堂上的表现欲不强。
学生不爱表现，教师所收到的反馈也就很有限，不利于课堂任务的完成及课堂的生成。
因此教师要多发挥结对，小组的合作学习，提高学生的自信，主动配合，主动反馈，让老师及时能了解到学生课堂上的学习进度、接受程度来进行及时的调整。
有部分同学的英语基础也比较薄弱，在任务设定的时候要考虑到他们实际情况。
二、教材内容分析必修3，Unit 5的语法部分是同位语从句，新授课。
三、教学设计思路同位语从句是英语中的四大名词性从句（主语从句、表语从句、宾语从句和同位语从句）之一，它不仅是高考的重要考点，也是我们阅读中经常遇到的语法现象，在写作当中如能运用同位语或同位语从句，能增加表达的丰富性及流畅性。
课本所提供的练习材料的形式多样，能帮助学生了解同位语从句的基本概念并进行运用，对学生的写作有所帮助。
但所提供的练习量稍显不足，同时未能结合本单元的话题给学生提供更多的背景知识及情景来运用语法。
而这节课是同位语及同位语从句的新授课，有必要给学生提供更多的语言材料，让学生在课堂各项活动中体验同位语及同位语从句使用的效果，从理解使用同位语及同位语从句的必要性开始，通过各种形式的练习，逐步形成引导词，连词，语序等方面的正确清晰概念，进而发现并归纳相应的语法规则并进行运用，如在介绍人物、地点、书籍、电影、或者谈论新闻、个人想法、事实等方面能运用到同位语或同位语从句。
基于以上思考，我决定通过学习材料和活动任务设计两个方面，增加这节语法课的有效输入，达成“让学生充分感知语言，在模仿和套用的过程中掌握正确的用法，尝试运用这一语法项目，使语言表达更具丰富性及多样性，使语言表达更加流畅自然”这样的目标。
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。
人教版高一英语 3 Unit 5 语法同位语从句Appositive Clauses课件
三建议 advise(advice), suggest(suggestion), propose(proposal)
四要求 desire, demand, require, request
（3）有关 doubt
名词doubt后接同位语从句
肯定句 否定句
whether that
There is no doubt ____t_h_a_t_ they will win the game. There is some doubt ___w_h_e_t_h_etrhey will win the game.
The fact that some countries are still suffering from poverty is really a big problem to the world.
3.注意事项
(1)分割式同位语从句：有时同位语从句可以不紧跟在要 解释说明的名词后面，而是被隔开
The fact has worried many scientists ______t_hatthe earth is
同位语： 对句子中某一名词( 短语) 作进一步解
释、说明，与前面的名词( 短语) 在语 法上处于同等地位的句子成分。
同位语从句
在复合句中，充当同位语的从句叫同位语从句。
它通常跟在某些名词之后，用以进一步解释、说明该 名词的具体内容。 1.常见跟同位语从句的名词
fact, hope, belief, idea, doubt, news, problem, possibility, ev接词
台 阶 而扎 实工 作 为此 特做 以 下政 教 工作 计 划
、贯 彻 以 德治国
一 、 加强 全体 教师 的 思想 政 治工 作 的 思想 在 教育 体 制改 革 的精 神 推动 下 坚 持 团 结求
Book3Unit5教案
Book3Unit5教案Book 3 Unit 5 Canada—“The True North”Teaching aims and demands语言知识1. Learn some new useful words and expressions.2. Learn noun clauses as appositive3. Talk about the basic information about Canada— location, main cities, customs and cultural diversity4. Learn how to read a traveling report and use maps.5. Learn to write a report to express what you hear and see in a place.语言技能和学习策略1. To develop S’s ability in readi ng, listening and speaking.2. To let Ss get more knowledge about Canada.3. To improve Ss’ ability writing.4. To practice giving structions.文化意识1. To enable Ss to understand some basic knowledge about Canada.2. To arouse Ss’ interest in traveling to C anada.3. To enable Ss to know some places of interest and famous cities in Canada.4. To enlarge Ss’ vision of some foreign countries.Teaching arrangement1. The First Period Warming up& Pre-reading 设计为“听说课”2. The Second Period Reading & Comprehending 设计为一堂“阅读课”3. The Third Period Grammar 设计为一堂“语言学习课”4. The Fourth Period Using language 设计为一堂“写作课”5. The Fifth Period & Six Period Language Points 并讲解自编题目，设计为“综合技能课”TEACHING PROCEDURESThe First Period Warming up& Pre-reading Warming up1.Ask the students to work in pairs and answer the quiz to find out how muchgeneral knowledge your student already have about Canada. Allow students some time to give short talks about Canada.Keys : C D A B APre-reading1.Encourage students to reflect on their personal experiences on the question: Whatis the longest trip you have ever taken?2.Show a large clear English map of Canada then ask the students to work in agroup of four and design a route of their trip to Canada. The students will also be required to imagine what they would see during the trip and use three words to describe Canada. At last, some students will be asked to present their ideas.The Second Period Reading & Comprehending ReadingI.PredictionAsk the students to read the title and look at the pictures in the text then guess: What does “The True North” refer to?II.Fast-readingAsk the students to read the text quickly and finish these two tasks:A.Check if their guessing of “The True North” is correct.( “The True North” is the cross-Canada train.)B.As they read, ask them to draw the girls’ route across Canada on the mapaccording to the text.(Vancouver →Rocky Mountains →Calgary →wheat-growing province →Thunder Bay →the Great Lakes)III.Careful readingFinish Ex1 & 2 of Comprehending on Page 35.The Third Period GrammarGrammar: The Appositive Clause在主从复合句中作同位语的从句叫同位语从句。
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。
必修三unit5同位语从句
她请求立即请医生来。
简析：suggestion，order，request， proposal，requirement，command，advice， proposition和recommendation等名词后接同位 语从句时，从句中的谓语动词要用“(should+) 动词原形”的形式，其中should一词可省略。
引导同位语从句的连接词
功能
例词
从属 连词
只起连接作用，不充当 从句中的任何成分。
that, wwhheetthheerr
连接 既起连接作用，又在从句 who, what ，
代词 中担任成分。
whose, which
连接 副词
既起连接作用，又在从句 when, where, why, 中担任成分（状语）。 hhooww
e.g: 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。
2.连接代词：what, who, whom, whose, which
, whoever,
(2) 连词 whether 引导同位语从句 （注：if 不 能引导同位语从句）
如同位语从句意义不完整，结构完整，需增加
“是否”的含义，则用 whether
e.g: 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。
结构：名词 + 引导词 + 从句
同位语从句的引导词
? 1.从属连词--that , whether ? 2.连接代词-- what, who, whom, whose,
简析：suggestion，order，request， proposal，requirement，command，advice， proposition和recommendation等名词后接同位 语从句时，从句中的谓语动词要用“(should+) 动词原形”的形式，其中should一词可省略。
引导同位语从句的连接词
功能
例词
从属 连词
只起连接作用，不充当 从句中的任何成分。
that, wwhheetthheerr
连接 既起连接作用，又在从句 who, what ，
代词 中担任成分。
whose, which
连接 副词
既起连接作用，又在从句 when, where, why, 中担任成分（状语）。 hhooww
e.g: 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。
2.连接代词：what, who, whom, whose, which
, whoever,
(2) 连词 whether 引导同位语从句 （注：if 不 能引导同位语从句）
如同位语从句意义不完整，结构完整，需增加
“是否”的含义，则用 whether
e.g: 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。
结构：名词 + 引导词 + 从句
同位语从句的引导词
? 1.从属连词--that , whether ? 2.连接代词-- what, who, whom, whose,
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Book3 Unit5 Canada-The True NorthGrammar教学设计Teaching objectivesBy the end of the class, students will be able to1.have a good understanding of appositive clauses2. know how to solve the problems related to appositive clauses.Teaching important points1.enable Ss to know the definition and structure of appositive clauses.2.enable Ss to understand several difficult points.Teaching difficult pointsEnable Ss to know how to use connective words that, whether what, who, whichwhen, where, how, whyEnable students to master the usage of that in noun clausesAppositive clauses and attributive clauses and know theirs differences.Teaching methodsTask-based teachingTeaching aidsMultimedia devicesTeaching procedureⅠLeading inReview noun clauses, which consist of objective, subjective, predicative andappositive clauses.Ⅱ Definition1.Show students the definition of appositive clauses in Chinese.在主从复合句中，用作同位语的从句叫同位语从句。
同位语从句是名词性从句，其作用相当于一个名词，是对前面的名词作进一步解释、说明。
2.Ask Ss to find all the examples of appositive clauses from the reading passage andunderline them.(1)The thought that they could across the whole continent was exciting.(2)Some people have the idea that you can cross Canada in less than five days, butthey forget the fact that Canada is 5,500 kilometers from coast to coast.(3)The girls were surprised at the fact that ocean ships can sail up the Great lakes.4.Ask students to think about the following questions and discuss with their classmates.同位语从句有几部分构成？哪些词可用作同位语从句的先行词？它们具有什么特征？常见的连接词有哪些？5. explain抽象名词thought, idea, belief, fact, truth, doubt, problem, news, word, possibility, hope, question, wish, promise, message, reality, information, evidence,order, suggestion, advice, demand, command, request, proposal, desire等.名词为：order, suggestion, advice, demand, command, request, proposal, desire等后的同位语从句中要用虚拟语气“(should) do”Eg. We’d better accept his suggestion that we (should) start right now.that, whether etc. 从属连词 what, who, which etc. 连接代词when, where, how, why etc. 连接副词that:无意义，不在同位语从句中充当成分，只起连接作用，不可省略I don’t like the idea that money is everything.whether:有意义“是否”，不充当成分We’ll discuss the problem whether the sports meeting will be held on time.分隔式同位语从句: 同位语从句有时可以不紧跟在它所说明的名词后面，而是被别的词隔开，以使整个句子结构显得平衡。
如：Eg. (1) He got the news from Mary that the meeting was put off.(2) Word came that Hussein had been captured.Ⅲ practiceFinish the sentences according to the situations provided. Remember to use the words we have learnt in this unit.1. People were _________ (使印象深刻) with the fact _____Jeremy Lin led the Knicks to glory against the Lakers on February 11.2. Many people think the question ______is more powerful ——the Jade Emperor or the Buddha in the independent enrollment examination(自主招生考试) is a good __________(测量)of students’ ability.3. Word came _______ Bieber failed to list all of the seven___________（洲）became a hot______(话题).4.The _________(最富有的)man in the world gave us students a suggestion_______we should be nice to nerds(书呆子)，for maybe we will end up working for them.5. Mr. Hui made a promise to his wife ______he would catch sheep for her. The problem__________ he can catch the sheep is on his mind every day because his wife’s screams and pan always _______(使害怕)him.Ⅳ key points1.that在名词从句和定语从句中各起什么作用？1) He pretended (that) he didn’t see me.2)That she lost her necklace on the way home made her so worried.3)It is necessary that we should learn a second language.4)It is said that he works hard at English.5)The school that my sister studies at is far from here.6)The first request that he made was to ask for freedom.7) It was said that that was all that was mentioned.8) Is this the house that you have bought yourself?结论：名词性从句中的that只起链接词的作用，不做成分，无任何意义。
定语从句中的that 为关系代词，在从句中充当主语,宾语或表语，有时可以与which 互换。
2.that 引导的同位语从句和that 引导的定语从句的区别判断下列句子中的从句类别。
1. The news that our football team won the match is true.2. The news that we heard on the radio is not true.3. The fact that we talked about is very important.3.that 在名词性从句中的省略情况that 可省略的情况：单个宾语从句中的that 可省略that 不可省略的情况：a 主语从句b. 表语从句c. 同位语从句d. 用it 做形式宾语的宾语从句e.并列的宾语从句中的后几个从句的1)I don’t think that she will come.2)The reason is that he is careless.3)The news that our team won the match inspired us.4)I don’t think it necessary that y ou should read English aloud.5) He told me that his father had died and that he had to make a living alone.4.whether 和if 在同位语从句中的使用引导同位语从句表示“是否”时，只能用whether 而不用if 。
The question __________________ we shall have a meeting hasn’t been decided.5.whether 和if 在名词性从句中的使用ⅤHave a test (each question 10 marks )Step1. Ask Ss to finish the test independently.1.The old town has narrowed streets and small houses _____are built close to each other. (2011 山东)A. theyB. whereC. whatD. that2.When the news came _______the war broke out , he decided to serve in the army. (2011 辽宁)A. sinceB. whichC. thatD. because3. Modern science has given clear evidence ______ smoking can lead to many diseases. （2011 天津）A. whatB. whichC. thatD. where4. We’ve offered her the job, but I don’t know _______ she will accept it.（2011 山东）A. whereB. whatC. whetherD. which5. There is a clear evidence ____the most difficult feeling of all to interpret (explain) is bodily pain. (2011 上海)A. whatB. ifC. howD. that6. We haven’t discussed yet _____we are going to place our new furniture. （10全国）A. thatB. whichC. whatD. where7. It never occurred to me _____ you could succeed in persuading him to change his mind. (2010陕西)A. whichB. whatC. thatD. if8. —Is there any possibility ______you could pick me up at the airport? —No problem.(2009 浙江)A. whenB. that C .whether D. whatStep2 Check the answers and explain key points.ⅥSummary同位语从句的定义与构成同位语从句中连接词的使用( that whether/ if )ⅦAssignmentReview the main grammar points learnt todayFinish the excises on page 71---using structures excise 1.。