【正文】 s humans? I often wonder.→總結(jié)：當從句原來是一般疑問句時，變成名詞性從句用if或whether引導(dǎo)。Practice the earth turns around the sun are known to the meeting will be held haven’t been known didn’t know that you will said that he is writing a you tell me when will he arrive? can begin to see why does English have such strange rules.（有了上一個步驟的鋪墊，我順利的完成了這個環(huán)節(jié)，學(xué)生也比較容易的記住了這些在寫作中容易犯的錯誤。唯一不足的地方就是由于時間的關(guān)系沒有來得及詳細區(qū)分同位語從句和定語從句，但是學(xué)生已經(jīng)對此有一定的概念，相信通過下節(jié)課的鞏固學(xué)習，他們可以完全理解這個概念！。） heard the news that our team had won the news that you told us yesterday was really :判斷下列各句是同位語從句還是定語從句 expressed the hope that they would e to visit China hope that she expressed is that they would e to visit China fact that she works hard is well known to us can39。有個別學(xué)生會提出一些問題，如語序等，而這些問題剛好讓我進入第三個任務(wù)。）名詞性從句的定義在復(fù)合句中起名詞作用的從句叫名詞性從句(Noun Clauses）。然后，集中精力對付名詞性從句的語序、時態(tài)及單復(fù)數(shù)概念的問題，讓學(xué)生明白在運用名詞性從句時要注意的一些問題。不過，本班學(xué)生的水平參差不齊，有些差距還相當大。？ 。如： I wonder whether or not he has arrived at the don’t know whetherif I can e or ，則多用if，而不用whether。而what、who、when、where則是特指。本句型意為：這是因為。如： I still remember the day when I first came to “on the day”它沒有疑問詞“什么時候”的意義，因此是定語從句。 hope(that)everything is all :以下情況that不可省略：(不考查）。 will go is not 、用it作形式主語，主語從句放在句末。連接副詞：when, where, why, how。同時，激發(fā)了學(xué)生的學(xué)習動機，調(diào)動了學(xué)生學(xué)習的積極性，促進學(xué)生在以后的各個環(huán)節(jié)里主動地圍繞目標探索、追求。四、【教法學(xué)法】 【教法】利用多媒體課件和學(xué)案，同時應(yīng)用觀察法、講述法、比較法、討論法等，引導(dǎo)學(xué)生思考，使他們積極主動參與到教學(xué)中，在獲取知識的同時，培養(yǎng)學(xué)生分析、比較、總結(jié)和應(yīng)用的能力。二、【學(xué)情分析】相較于高一高二，高三學(xué)生的認知水平有所提升，但是學(xué)生的句法知識仍然缺乏，對于名詞性從句中涉及到的主語、賓語、定語、表語、狀語等概念不是很明確，也不能準確定位名詞性從句在整個句中的位置；另一方面 學(xué)生覺得語法枯燥難學(xué)，情緒不高。It is a question how he did 。另外，常用的還有the reason is that? 和It is because 等結(jié)構(gòu)。It is known to us how he became a 。whenever。which； whose。引導(dǎo)名詞性從句的連接詞 連接代詞：who。where。that只起連接主句和從句的作用，在從句中不擔任任何成分，本身也沒有詞義，賓語從句中可省略2。I am afraid(that)I’ve made a 。同位語從句一般跟在某些表示抽象概念 的名詞后,如 news, idea, information, fact, hope,thought, belief 等，用來說明名詞所表示的具體內(nèi)容，引導(dǎo)同位語從句的連接詞通常有that, whether 連接副詞when, where, why, how；連接代詞who，what，whose，which通常不引導(dǎo)同位語從句。名詞性從句是英語的三大從句之一。：由淺入深的輸入知識；構(gòu)建淺顯易懂的知識框架，化繁為簡；以學(xué)生為“主人翁”的授課理念，通過這些方法會讓學(xué)生們在學(xué)習的過程中感受知識之間的內(nèi)在聯(lián)系，感受到自主學(xué)習獲得的成功的喜悅，從而培養(yǎng)英語學(xué)習的積極主動性。上課后前2分鐘，學(xué)生自行用紅油筆核對答案。因此，名詞性從句廳分為主語從句、表語從句、賓語從句和同位從句。連接代詞與連接副詞在從句充當句子成分，連接詞whether 和if（是否），as if（好象）在從句中不充當句子成分，只起連接作用。 idea is that we can get more rades to help in the ，但當主句中含動詞do的某種形式時，that可以省略。一般位于該名詞（如：news, fact, idea, suggestion, promise等）之后，說明該名詞的具體內(nèi)容。The reason was that he fell （或This、That）+連系動詞+the reason+why引導(dǎo)的定語從句。的原因。；注意：在某些動詞后（如:discuss）只能接whether，不能跟if。ll give you _____ you want us to know _____ they can do to help must put _____ we have learned into she say anything about _____ the work was to be done yesterday? was never satisfied with _____ she had achieved in her photographs will show you _____ our village looks insisted _____ he pay the bill for the urged _____ the library open during the wish we could have learned _____ you did when we were at high will describe to you _____ I saw when I go _____ 1 know of him I should say he is a good will give this dictionary to __ wants to have they will e here hasn39。 。/。我的目標是根據(jù)學(xué)生水平和教學(xué)設(shè)計進行整合或增減，讓不同層次的學(xué)生在課堂上都有所收獲。教師應(yīng)注意和研究如何啟發(fā)誘導(dǎo)學(xué)生積極主動地參與教學(xué)活動。）Practice time：指出下列各名詞性從句的種類 lunchtime, the radio weatherman reported that the mist would bee a thick fog in the wondered if the buses would still be truth is that the fog is too thick for the bus to run that sensed that she was being watched by a tall man ina dark we will start is not had no idea that you were her 句型轉(zhuǎn)換 are good told us.→ hadn’t said anything at the fact surprised us.→總結(jié)：當從句原來是陳述句時，變成名詞性從句用that引導(dǎo)。另外，一般情況下，名詞性從句均看作單數(shù)概念。最值得高興的是：這些概念和區(qū)別是他們自己通過老師的展示和與同學(xué)的討論自己總結(jié)出來的。） 表“是否”時，在下列情況下用whether。 did he buy this new bike? Could you te