高中英语教学案例.doc

高中英语教学案例同位语从句熊敏 高三英语一、 教学课型：语法课二. 教材分析 ：1. 教学内容：同位语从句2. 教材处理：这是一堂笔者根据新的课程标准,结合本人对语法教学方法的实践积累和思考进行设计的一堂探究课。该课创造性地选择了授课内容，对语法教学进行了整理与补充，改变注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。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。三、学情分析：笔者首先考虑为什么和怎么上这节课，使教学目标的设计实在可行。笔者的授课对象是属于三流水平的一个县中学，这个班为普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神是可以在平时的教学中不断提高和培养的。怎样使得一节课对学生今后的学习有所思考和帮助，也是笔者要考虑的问题。综上因素，根据学情，笔者采用活动式的教学方法上一堂语法学习的课，期待对今后的学习中新旧知识的连接有所帮助；同时注意运用鲜活真实的语言材料吸引学生，提高学生答题的兴趣，同时便于设题。兼顾设计内容简单化，便于调动全班学生的积极性，在互动中实现教学任务和目标。四、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五、设计理念： 1运用任务型语言教学模式，训练培养学生对语言的综合运用，实现目标，感受成功，教学进度整体把握，教学形式不拘一格。2课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用。3在教学中，突出交际性，注重读写的实用性，要进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。4课后访谈调查，读写摘记，重视语言运用。5正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。六、教法分析教学方法 ：问答法(question and answer) 讨论法discussion 辩论法（debate）taks-based method(任务教学法)教具教学手段：Multi-media computer; OHP(overhead projector); tape recorder; PowerPoint多媒体辅助教学（依据：根据本课特点以教材为本，传统教学手段和现代多媒体教学手段相结合，恰当合理呈现本课内容。）七、教学过程：Step 1 Lead inT: 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 lets 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.3.The fact that Im not good at P.E disappoints me a lot.4.But theres still doubt whether our class will be able to do well in the relay race.5.We cant settle the problem when and where well train ourselves for the raceT: 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. what4.The question _ should do the work requires consideration. who5. We havent 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thatwhetherwh-?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 cant answer the question how he got the money.2 Word came_ that _I was wanted at the office. 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. whatidea 类 （主意类) I have no idea +3.The question_should do the work requires consideration. whoquestion/problem 类+ whetherwh-从句同位语常见句型4.suggestion类 (建议类）He made a suggestion that +(should) +do5.promise类（承诺）I made (have made) a promise that will/would +do6.possibility/probability类（可能）There is (no) possibility thatT: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. whoseA2. The doctor did a lot to reduce the patients 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 Toms 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Ones 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 .cA. Because she was a few minutes late B. Owing to a few minutes lateC. The fact that she was a few minutes late D. Being a few minutes late7. They came to the conclusion _ by a computer. aA. that not all things can be done B. because of not all things be doneC. 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. whetherd9. 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 dont know the reason _ you were absent from the meeting, but I am sure that someone will tell me the reason _ you havent told me. A. why; that B. that; why C. because; which D. of which; thatA11. She received the message _ he would come by plane. A. that B. which C. what D. whena10. 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 fourb1.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 cant 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(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”疑问连词取原意引导代词who,which,what引导副词how,when,where学生齐声读我们学以致用设计说明：小结同位语从句的用法( Picture23) 根据中文翻译句子1.I have no idea how you helped your little son practise spoken English 2.The news that the school will hold the sports meet at the beginning of next month is exciting. 3. Most of us still have doubt whether the students will be able to make the most of their time to do some reading4.The thought came to him that TV plays will have a great influence on children.5.Toms suggestion that their factory (should)employ 200 more women workers this winter draws the governments attention. 设计说明：对学生语言运用能力的进一步提升。 ( Picture24)Homework 创新方案：语法练习 优化方案：语法练习( Picture25)bye八教学反思1让学生明白学习目标，站在学生角度，精心设计活动。精心设计可操作性强的任务化活动是成功组织任务型教学的首要条件。这样学生可以通过完成具体的任务来学习和巩固语言，积累学习经验和享受成功的喜悦。2本堂课使用多媒体教学，能够调动学生英语学习的积极性，为学生创设了良好的英语交际环境。3. 新的高中英语课程标准程倡导任务型的教学模式。学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标。此模式中的“任务”就是教师所设计的各项课堂活动。如果能使活动的中心内容来自生活，有一定的真实性，活动者就乐于参与；精心组织的课堂活动就会摆脱松散，连贯地达到预期的教学目标。虽然学生的基础较弱，但是这堂课气氛很活跃，学生表现出很高的热情和积极性；学生们的发言和表演展示了学生们的闪光点。笔者认为，合理把握课堂活动的难度，难易结合，让不同层次的学生都得到机会是授课前应该认真思考的问题。有参与和展示自己的机会，没有任何一个学生甘愿把自己置身事外。有梯度的变化的活动，将课堂“还”给了学生，也体现了“以学生为主体”的教学理念。