2019-2020年高中英语 Unit 5 Canada 定语从句教案 新人教版必修3.doc

2019-2020年高中英语 Unit 5 Canada 定语从句教案 新人教版必修3课题Unit5-“The True North”授课时间（周次）7-8课型grammar教具（实验、媒体）Recorder, puter and projector三维目标知识与技能：Learn about grammarnoun clauses as the subject.2. Learn to use the key words and phrases of this unit.能力目标 ：This part is designed to help the students master the usage of the noun clauses.情感目标：Train students perseverance and patience by remembering new words and phrases.过程与方法：Presentation ,explanation ,practice ,group work and discussion情感态度与价值观：1. The attitude of learning language. Awareness of cooperation.重点1. Learn to use some useful words and expressions.2. Learn to use the noun clause.3. Summarize the rules of the noun clause.难点1. Learn about the conjunctions of clauses used as the object clause: that, if, whether,who,whose,what, which, when,where,how,why.2. Learn about the conjunctions of clauses used as the subject clause:教学过程设计教学环节教师活动学生活动设计意图Teaching procedures: Step 1: RevisionCheck the students homework.Step 2. Warming up by discovering useful words and expressionsStep 3 Learning about grammar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, why, how 等词引导，常放在fact,news,idea,truth,hope,problem,information,wish, promise, answer, 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。 例：The news that they had won the game soon spread over the whole school.他们比赛获胜的消息很快传遍了整个学校。 析：they had won the game说明The news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。（that 不充当成分，只起连接作用） 例：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。 析：the soldiers should cross the river at once是the order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whether引导同位语从句。（if不能引导同位语从句） 例：Well discuss the problem whether the sports meeting will be held on time.我们将讨论运动会是否会如期举行的问题。 析：the sports meeting will be held on time意义不完整，应加是否的含义才能表达the problem的全部内容，因此应用whether引导同位语从句。 3.如同位语从句意义不完整，需增加什么时候、什么地点、什么方式等含义，应用when,where,how等词引导同位语从句。 例1：I have no idea when he will be back. 析：he will be back意义不完整，应加什么时候的含义才能表达idea的全部内容，因此应用when引导同位语从句。 例2：I have no impression how he went home,perhaps by bike. 析：he went home意义不完整，应加如何的含义才能表达impression的全部内容，因此应用how引导同位语从句。 4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。 如：The thought came to him that maybe the enemy had fled the city. 他突然想到敌人可能已经逃出城了。 三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限 同位语从句和定语从句相似，都放在某一名词或代词后面，但同位语从句不同于定语从句。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均不在从句中作成分；定语从句说明先行词的性质与特征，与先行词是修饰与被修饰的关系，且名词和定语从句的引导词均在从句中作成分。 区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。 如：The report that he was going to resign was false. 他将辞职的传闻是假的。 因为the report was that he was going to resign 句意通顺，所以，that he was going to resign 是同位语从句。 例1：Information has been put forward _ more middle school graduates will be admitted into universities.(NMETxx上海) A.while B.that C.when D.as 析：答案为B。more middle school graduates will be admitted into universities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于： It is said that more middle school graduates will be admitted into universities，this is the information _ has been put forward. A.what B.that C.when D.as 析：答案为B。that has been put forward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。 例2：She heard a terrible noise,_ brought her heart into her mouth.(MET91) A.it B.which C.this D.that 析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为a terrible noise，且它在从句中作主语。应将该句区别于： I cant stand the terrible noise _ she is crying loudly. A.it B.which C.this D.that 析：答案为D。she is crying loudly是the terrible noise的内容，且the terrible noise不在从句中作成分，所以该句为同位语从句。Step 4：Summing upSummarize the rules of the noun clause.1）定语从句对先行词起修饰、限制的作用；同位语从句说明它前面的名词的内容。2）that在定语从句中担任句子成分，是关系代词。当that 充当定语从句的宾语时可时略；that 在同位语从句中不担任句子成分，是从属连词，通常把你省略。 分层作业布置1. Recite the key sentences on the grammar-noun clauses as the subject2. Do Exercise on Page 70after class3. Preview the words and expressions in Using Language.板书设计一、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, why, how 等词引导，常放在fact, news, Idea, truth, hope, problem, information, wish, promise, answer, 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。 教学后记