高中英语同位语从句一对一导学案

Section ⅢGrammar——同位语从句[思维导图][语法精讲]一、同位语从句的定义1．在主从复合句中，跟在一个名词后(尤其是抽象名词)对其做出进一步解释说明的从句叫同位语从句。

2．能跟同位语从句的名词一般是fact, news, idea, truth, hope, problem, information, wish, promise, answer, evidence, report, explanation, suggestion, conclusion 等抽象名词。

I was shocked at the news that our team won the game.我被我们队赢了比赛的消息震惊了。

I have no idea what he is doing now.我不知道他现在在干什么。

二、同位语从句的连接词I'm not sure about the question whether he will come.对于他来不来这个问题，我不太确定。

The fact that the transport of the goods cost too much was not discussed.运费太高这一事实没有讨论。

I have no idea when he will come back.我不知道他什么时候回来。

The question who should go abroad required consideration.谁会出国这个问题还需要考虑。

She had no idea why she thought of him suddenly.她不明白她为什么突然想到了他。

三、同位语从句应注意的几个问题1．分隔式同位语从句：有时同位语从句与其所说明的名词会被其他成分隔开，从而形成分隔式同位语从句，这样做主要是为了保持句子结构平衡，避免头重脚轻。

Word came that we would have lessons on Saturday.有消息传来，我们星期六要上课。

同位语从句Step 1 导：学习目标:理解什么是同位语从句，掌握同位语从句的用法以及连接词。

重、难点：区分连接词的使用，区分同位语从句和定语从句。

Step 2 思：按照自学提纲独立思考（方法：先分清主句和从句，然后把主句和从句的句子成分分别找出来）一．同位语：______________________________________________________________ We students should work hardWe have two foreign teachers, a Canadian and an American.二．找出下列句子中的同位语，并说明那些成分可以充当同位语⑴Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins. ( )⑵Limei, a beautiful girl, is the monitor of our class. ( )⑶ They each can get a chance to travel by air. ( )⑷Are you three ready to start? ( )⑸The thought that they could cross the whole continent was exciting. ( )⑹I have no idea when Chaplin’s film will be on again. ( )总结：同位语从句: 在____________ 中充当______________的句子。

同位语从句的作用：___________ 和__________前面的名词同位语从句前面的名词叫作______________三．同位语从句的先行词，连接词和与定语从句的区别1. 先行词⑴I like it because of the fact that it is informative and its language is beautiful and genuine .⑵The news that the earthquake happened in Japan excited Chinese people.⑶Give me your promise that you will come to your party this evening⑷There was a suggestion that Brown should be dropped from the team.总结：不是所有的名词后都可以跟同位语从句。

高中英语同位语从句人教版高二下期课堂教案1. that引导的同位语从句一般跟在fact, feeling, idea, news, hope, belief, thought, truth, doubt, suggestion, warning, reason, question, decision等名词的后面，补充说明这些名词的具体内容或含义，在逻辑上表现为同位关系。

that通常不省略。

如：I had no idea that your parents were opposed to my visit. 我不知道你的父母反对我来访。

2. 同位语从句有时和前面的名词分开。

如：The news got about that he had won a car in the lottery.消息传开说他彩票中奖得了一辆汽车。

3. 同位语从句也可由how, what, whether等连接词引导。

如：He had no idea what a remarkable woman Maggie is. 他不知道玛吉是个多么出色的女人。

There is some doubt whether John will come on time. 对约翰是否会准时到有一些怀疑。

4. 注意同位语从句与定语的从句的区别。

如：The news that he told me yesterday is true. （定语从句）The news that our team has won is true. （同位语从句）在以上两句中，名词都是the news，其后的系表结构也都是is true，但that 所引导的从句却截然不同。

很明显，在第一句中，从句that he told me对the news 起修饰限定作用，且that在从句中充当宾语，所以这个从句是定语从句；而第二句则不然，that our team has won起解释说明the news的具体内容的作用，且that 在从句中不作成分，因此这个从句是同位语从句。

高中英语同位语从句讲解及练习同位语从句讲义及练习一、理解同位语从句的含义，把握同位语从句的实质在主从复合句中作同位语的从句称为同位语从句。

同位语从句一般用that,whether，what,which,who,when,where,whP,how等词引导，常放在fact,news,idea,truth,hope,problem,information,wish,promise,answer,evi dence,report,ePplanation,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。

例：ThenewsthatthePhadwonthegamesoonspreadoverthewholeschool.他们比赛获胜的消息很快传遍了整个学校。

析：thePhadwonthegame说明Thenews的全部内容，因此该句为同位语从句。

二、正确运用同位语从句的引导词，准确把握同位语从句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：Thegeneralgavetheorderthatthesoldiersshouldcrosstheriveratonce.将军下达了战士们立即过河的命令。

析：thesoldiersshouldcrosstheriveratonce是theorder的全部内容，且意义完整，因此应用that引导同位语从句。

2.如同位语从句意义不完整，需增加"是否"的含义，应用whe】ther引导同位语从句。

（if不能引导同位语从句）例：We'lldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.我们将讨论运动会是否会如期举行的问题。

同位语从句编稿：张桂琴审稿：梁晓概念引入：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。

语法讲解一、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。

I heard the news that our team had won．我听到了我们队获胜的消息。

二、可以跟同位语从句的名词通常有news，idea，fact，promise，question，doubt，thought，hope，message，suggestion，words（消息），possibility等（一般的抽象名词都可用）。

I've e from Mr. Wang with a message that he won＇t be able to see you thisafternoon．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。

3.高中英语教师面试：语法课《Globalwarming同位语从句教学》全英文教案及试讲逐字稿三、1.题目：语法教学试讲2.内容：There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomenon.3.基本要求（1）讲解同位语从句；（2）全英试讲；（3）板书设计。

教案：Global warming (Appositive clause)1. Teaching aims1) Knowledge aimStudents will be able to understand the definition and usage of appositive clause and understand the differences between appositive clause and attributive clause.2) Ability aimStudents are able to identify appositive clauses and use them correctly.3) Emotional aimStudents can realize the importance of protecting our environment and learn to protect our only motherland.2. Important and difficult points1) Important pointStudents will be able to understand the usage of appositive clause and identify them correctly.2) Difficult pointStudents will be able to distinguish the differences between appositive clause and attributive clause.3. Teaching and learning methodsSituational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method4. Teaching proceduresStep 1: Lead inEnjoy a short video clip The earth song by Michael to students to lead to the topic about environmental protection.Step 2: Presentation1) Ask a question: What caused global warming? First, the teacher present the question to students and ask them to find the answer according to the text. Students find the sentence“There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming.”2) Ask students to talk about the relationship between the noun “doubt”and that clause. Then introduce the definition of appositive clause to students.3) Present more sentences to students and ask them to find out conjunctions of appositives clause.4) Present two sentences The news that our team has won the match made me excited. &The news that she told me made me excited. to students and ask them to find out which one is appositive clause and which one is attributive clause.5) Summary and supplement. The teacher gives summary and supplements about appositive clause.Step 3: PracticePresent some appositive clauses to students and ask them tochoose the appropriate conjunctions for each appositive clause.Step 4: ProductionAsk students to work in groups of four and design a poster about environment protection. Try to use appositive clause as many as possible. Step 5: Summary and homeworkThe teacher leads students to summarize what they have learned in this class.Homework: Finish the exercises about appositive clause in their text books.5. Blackboard designAppositive clauseThere is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomemon.试讲稿：语法教学（Appositive clause）GreetingHello, boys and girls. I am glad to see you again. Are you happy today? That’s great. I am so happy to hear that.1.Lead inBefore our class, let’s enjoy a video clip The earth song. Now look at the ppt and after you watch it, please tell me what’s the video about. Emm, what’s the video about? Yes, it’s about the environmental problems. So today let’s learn something about it.2.PresentationClass, please look at the handouts, I have a question for you. What caused global warming? Yeah, There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomemon. You guys got the correct。

博文教育一对一个性化辅导教案教导处签字： 日 期： 年 月 日 学生石相列 学校 江南中学 年级 高二 学科 英语 教师范勇亮 日期 2013.8.16 时段 8:00-10:00 次数 11 课题Junior English important words and expressions (grade9) 考点分析复习初中阶段同位语从句和九年级的重点单词教学步骤及教学内容教学步骤及教学内容包括的环节： 一、作业检查： 1、这个环节中评讲上次作业：句型的朗读和课后作业的评讲。

2、了解学生的信息： 测评熟练程度。

二、课前热身： 1、复习上次课的内容：定语从句。

2、本次课简单知识点的引入：同位语从句 三、内容讲解： （一）知识点一 ：九年级的重点单词 （二）知识点二 ：同位语从句知识和运用。

课堂小结。

了解了英语的拼读、简单的单词和基本句式，学习基本语法。

作业布置。

九年级上部分英语单词的记忆，200个。

课后评价一、学生对于本次课的评价○特别满意○满意○一般○差二、教师评定1、学生上次作业评价：○好○较好○一般○差2、学生本次上课情况评价：○好○较好○一般○差学生自评学生签字：教师留言1.这堂课，学生知识点掌握情况：2.这堂课，学生状态及配合情况：3.一些鼓励的话语：教师签字：家长留言家长签字：日期：年月日讲义：学生：石相列学科英语教师：范勇亮日期：2013.8.16考点分析:教学步骤及教学内容包括的环节：一、作业检查。

1、通过对作业的检查：评讲上节课的习题。

2、了解学生信息：补充欠缺的知识点。

二、课前热身：二、1．复习上节课的知识：定语从句。

三、2．本节课的知识引入：九年级上册重点词汇和同位语从句。

三、内容讲解同位语从句讲解1．定义：用作同位语的从句叫做同位语从句，同位语从句是先行词的具体内容。

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。