高中语法课同位语从句教案

以下为高中语法课同位语从句教案。

Appositive clause

Teaching Aims:

Knowledge aims: Students can understand the usage of appositive clause; can know the differences between appositive clause and attributive clause.

Ability aims: Students can identify the appositive clause, and can use this kind of clause into their writing or speaking.

Emotional aims: Can foster the interest and desire of learning English, pay attention to in English communication and understand others’ feelings; Can improve the confidence of learning English, and not afraid of speaking English; Can cooperate with other group mates actively, and complete the tasks together.

Teaching Key Points:

Get the sentence structure and its meaning of each sentence, and can induct the rules of the functions of grammar.

Teaching Difficult Points:

Use the appositive clause in proper situations; can identify the clause type in different situations, especially can distinguish the appositive clause.

Teaching Methods:

Inductive Method, Task-based Teaching Method, Found-type Method

Teaching Aids: multi-media

Teaching Procedures:

Step 1 Warming-up

Ask students to read the following tongue twister firstly, and then ask them what kind of grammatical phenomenon they can find.

Now the question comes to their minds, “How many sheets could a sheet slitter slit if a sheet slitter could slit sheets?” (如果裁纸机能裁纸的话，一个裁纸机能裁多少张纸呢?)

I will lead them to think about the relation between the words “question” and the sentence in the quotation marks. Then come to the conclusion: the sentence in the question mark is appositive of the word “question”. And today we’re going to learn the appositive clause.

Step 2 Presentation

1. Show some sentences on the PPT, and ask students to discuss the function of the underlined part in groups of 4.

We heard the news that our team had won.

They were worried over the fact that you were sick.

The news that we are having a holiday tomorrow is not true.

I can understand their eagerness that you should be the main speaker.

After they finished, I will invite group leaders to share their views. And come to the conclusion that the function of appositive clause is a supplementary specification to a noun, this kind of clause equals to a noun. This clause always appears after the related noun closely.

2. Show the following sentences to deepen their understanding of appositive clause. And lead them to find out the different conjunction of appositive clause.

I have no idea what size shoes she wears.

I have no idea which wine is best.

I have no idea when he will be back.

He must answer the question whether he agrees to it or not.

The conjunction words include the following three groups:

Conjunctions: that, whether

Conjunctive adverbs: how, when, where, why

Conjunction pronouns: what, who, whom, whose, which

“If” can’t lead an appositive clause.

Step 3 Practice

1. Ask students to make sentences by using appositive clause.

2. Compare the following pairs and find out the difference between the two sentences in each pair.

The news that l have passed the exam is true. /The news that he told me just now is true.

The idea that computers can recognize human voices surprises many people. /The idea that he gave surprises many people.

Then ask some students to make a conclusion: the first sentence is appositive clause, and the second one is attributive clause. In appositive clause, the clause aims to explain the noun, and the conjunction works as nothing; while in attributive clause, the clause aims to modify the noun, and the conjunction works as some sentence constituent.

Step 4 Production

Read the following sentences and identify what kind of clause it is.

I have no idea when they will come.

I’ll never forget the days when I lived there.

I have a dream that one day all roads will be made plain.

We hold this truth to be self-evident that all men are created equal.

Some people hold the opinion that the Internet is a curse.

Step 5 Summary and homework

Ask students to make a summary and ask them to use appositive clause to write their diary as much as possible.

Blackboard Design:

Teaching Reflection:

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