高中定语从句讲课教案
定语从句教案(优秀8篇)
定语从句教案（优秀8篇）Ⅴ. as引导定语从句时的用法(as 相当于that which 篇一① as引导限制性定语从句通常用于the same … as, such … as结构中。
eg. This is the same book ( ) I lent you.Such machines ( ) are used in our workshop are made in China.② as引导非限制性定语从句既可放在主句之前，也可放在主句之后，位置灵活，用来修饰整个句子。
通常用下列句型：as is known to all, as is said, as is reported, as is announced, as we all know, as I expect 等。
eg. ( ) I expected, he got the first place again in this mid-term examination.Taiwan, ( ) we all know, belongs to China.高中定语从句英语教案篇二Teaching Aims:(教学目的)1、初步了解定语从句的概念、结构。
2、初步学习并掌握定语从句的规则，尤其是关系代词『who，which，that以及whose』的用法。
Teaching Points:(教学重点)1.定语从句三要素及关系词的选用2.只能that或which的情况；Teaching Methods:(教学方法)1、举例讲解，说明定语从句的用法。
2、以讲练结合的方法加深学生印象。
Teaching Steps:(教学步骤)Step1.导入一、定语及定语从句的概念：a beautiful girl a handsome boy a clever child1、定语是用来修饰名次或代词的。
This is the boy who is clever.2、定语从句(Attributive Clauses)定义：在主从复合句中修饰名词或代词的从句定语从句的特点：定语从句的引导词关系代词where (地点状语)关系副词when (时间状语)why (原因状语)Step2:详细讲解定语从句语法知识1、who和whom指人，在从句中分别做主语和宾语，做宾语时可被省略。
高中英语定语从句教案
高中英语定语从句教案教学目标：1.理解和掌握定语从句的概念和基本用法。
2.能够正确使用定语从句修饰名词。
3.能够从句子中正确辨别定语从句。
4.能够运用定语从句进行句子的改写和解释。
教学重点：1.掌握定语从句的形式和使用方法。
2.理解定语从句与先行词之间的关系。
教学难点：1.运用定语从句改写句子。
教学准备：1.PPT演示。
2.课堂练习。
3.教学案件。
教学过程：Step 1：导入1.向学生简单介绍定语从句的概念：定语从句是修饰名词的从句，在句中充当定语的作用。
它通常放在被修饰的名词之后，用来给这个名词加以限制或说明。
2. 给学生提供几个例句：“I like the book that you gave me.”，“The girl who is singing is my sister.”请学生观察句子中的定语从句，找出从句在句子中的位置。
Step 2：定语从句的基本用法1.给学生展示定语从句的形式和用法。
让学生找出从句和它所修饰的名词。
2. 解释定语从句与先行词之间的关系。
强调定语从句和先行词之间必须在意义上相符合。
例如：The book that is on the desk is mine.（书在桌子上是我的），“that is on the desk”是定语从句，“the book”是先行词。
让学生找出句子中的定语从句和先行词。
Step 3：定语从句的几种引导词1.给学生展示定语从句的几种引导词，并解释其用法。
2.请学生观察句子，找出定语从句的引导词。
3.让学生进行练习，提问或完成相关的句子。
Step 4：定语从句的转换和改写1. 给学生一些句子，并要求他们根据给定的要求进行改写。
例如：“I have a brother who is a doctor.”要求改写成定语从句以及改写成非限制性定语从句。
2.请学生自己思考和练习定语从句的转换。
Step 5：小结和练习1.对定语从句的基本用法进行小结，并强调掌握定语从句的形式和使用方法。
高中英语定语从句讲解教案
高中英语定语从句讲解教案一、教学目标：1. 知识目标：a. 理解和掌握定语从句的概念及用法；b. 学会用正确的方式引导和使用定语从句。
2. 能力目标：a. 能够正确辨别和使用定语从句；b. 能够运用定语从句对句子进行扩展和修饰。
3. 情感目标：培养学生对英语语法知识的兴趣，提高对语言的敏感度。
二、教学重难点：1. 教学重点：a. 让学生理解定语从句在句子中的作用；b. 培养学生正确引导和使用定语从句的能力。
2. 教学难点：让学生准确运用定语从句对句子进行扩展和修饰。
三、教学过程：1. 导入新课：利用一段对话或故事的开头，引出定语从句的概念，如：Teacher: Do you know anyone who is good at playing the piano?Student: Yes, I know a girl whose piano skills are amazing!2. 引出定语从句：a. 通过提问法引出“who”，“which”，“that”作为引导词，辨析其用法。
b. 用例句解释定语从句的作用，如：- He is the boy who won the first prize in the competition.- I love the book that you recommended to me.3. 讲解关系代词和关系副词的用法及区别：a. 关系代词“who”，“which”，“that” 的用法和区别。
b. 关系副词“where”，“when”，“why”的用法和区别。
4. 定语从句的引导词位置和省略：a. 解释定语从句的引导词可以放在句首或句中位置，不同位置的影响。
b. 解释定语从句中引导词的省略情况，如：- The man (whom) I met yesterday is a famous writer.5. 练习定语从句的写作：a. 提供一些句子，让学生用定语从句对其进行扩展和修饰。
定语从句教案(精选6篇)
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定语从句导入教案模板及范文
一、教学目标1. 知识与技能：理解定语从句的概念，掌握定语从句的引导词和关系词的用法。
2. 过程与方法：通过分析例句，总结定语从句的构成和特点，提高学生运用定语从句的能力。
3. 情感态度与价值观：培养学生对英语学习的兴趣，提高学生运用英语表达的能力。
二、教学重点1. 定语从句的概念和构成。
2. 定语从句的引导词和关系词的用法。
三、教学难点1. 定语从句的引导词和关系词的选择。
2. 定语从句的时态和语态。
四、教学过程（一）导入1. 利用图片或实物，让学生观察并描述，激发学生对英语学习的兴趣。
2. 提问：同学们，在描述一个物品时，我们通常会用到哪些句子？引导学生思考并回答。
（二）新课导入1. 引入定语从句的概念，让学生理解定语从句的作用。
2. 举例说明定语从句的构成，让学生了解定语从句的基本结构。
（三）讲解定语从句的引导词和关系词1. 讲解定语从句的引导词和关系词的用法，如：关系代词、关系副词等。
2. 通过例句分析，让学生掌握定语从句的引导词和关系词的选择。
（四）练习1. 学生练习填空，巩固定语从句的引导词和关系词的用法。
2. 学生练习翻译，提高运用定语从句的能力。
（五）小结1. 回顾本节课所学内容，总结定语从句的概念、构成、引导词和关系词的用法。
2. 强调定语从句在英语学习中的重要性。
五、作业布置1. 完成课后练习题，巩固所学知识。
2. 选择一个物品，用定语从句描述。
范文：一、教学目标1. 知识与技能：理解定语从句的概念，掌握定语从句的引导词和关系词的用法。
2. 过程与方法：通过分析例句，总结定语从句的构成和特点，提高学生运用定语从句的能力。
3. 情感态度与价值观：培养学生对英语学习的兴趣，提高学生运用英语表达的能力。
二、教学重点1. 定语从句的概念和构成。
2. 定语从句的引导词和关系词的用法。
三、教学难点1. 定语从句的引导词和关系词的选择。
2. 定语从句的时态和语态。
四、教学过程（一）导入1. 利用图片或实物，让学生观察并描述，激发学生对英语学习的兴趣。
高中生定语从句课件教案
高中生定语从句课件教案一、教学目标1. 让学生理解并掌握定语从句的概念和功能。
2. 使学生能够识别并运用关系代词和关系副词引导的定语从句。
3. 培养学生通过定语从句准确表达复杂概念的能力。
4. 提高学生在实际语境中使用定语从句的熟练度。
二、教学内容1. 定语从句的定义及作用。
2. 关系代词（who, whom, which, that等）和关系副词（where, when, why等）的用法。
3. 限定性定语从句与非限定性定语从句的区别。
4. 定语从句在句子中的位置及其对句意的影响。
5. 定语从句的常见错误分析。
三、教学方法1. 通过例句引入定语从句的概念。
2. 分类讲解关系代词和关系副词的具体用法。
3. 结合练习题加深对定语从句的理解和应用。
4. 小组讨论，共同分析错误案例，总结规律。
5. 创设情境，鼓励学生在实际语境中使用定语从句。
四、教学过程1. 导入新课：通过一个简单的故事或者有趣的图片，引出定语从句的概念。
2. 讲解知识点：详细解释关系代词和关系副词的用法，以及如何区分限定性和非限定性定语从句。
3. 课堂练习：提供多个练习题目，让学生在课堂上即时完成，并进行点评。
4. 互动讨论：分组讨论，每组找出一段文字中的定语从句，并分析其作用。
5. 总结归纳：回顾本节课所学内容，强调定语从句的重要性和常见误区。
6. 布置作业：要求学生撰写一篇短文，其中必须使用至少5个不同类型的定语从句。
五、评价方式1. 课堂参与度：观察学生在课堂上的参与情况，包括提问、回答问题和小组讨论的积极性。
2. 练习完成情况：检查学生完成的练习题，评估其对定语从句的理解程度。
3. 作业质量：通过批改作业，了解学生对定语从句掌握的深度和广度。
六、教学反思在教学结束后，教师应反思本次课程的效果，包括教学方法是否恰当、学生是否真正理解了定语从句的概念和应用、哪些地方需要改进等。
这有助于不断提升教学质量，确保学生能够有效地学习和运用定语从句。
高中定语从句讲课教案
Book7Unit5Attributive Clause(定语从句)教案一．教材分析定语从句是高考要点，虽然近些年的高考全国卷不再有单选题，但是定语从句在完形填空、阅读理解、语法填空以及短文改错中仍然是重要考点。
并且在作文中使用定语从句在考试作文中为避免使用过多的单句，让同学们可以尝试使用定语从句等稍复杂的复合句，以增加作文的亮点和深度，从而提升作文的档次，获得更高的分数！二．学情分析五班的同学们对定语从句还是比较感兴趣的，一部分同学掌握的还不错，但是并不是所有同学掌握程度都一样，所以对定语从句及时的复习和巩固是有必要的。
尤其是在期中考试之前，给学生们定定心，打打气，有助于提高他们学英语的自信心。
三．学习目标。
1．进一步理解定语从句的概念。
2. 学会判断定语从句，分析定语从句的构成；3. 掌握有关定语从句的解题技巧，培养综合运用语言的能力，特别是能在作文中熟练使用定语从句。
四. 教学重点和难点重点是给同学们呈现清楚定语从句的分类和几种特殊情况；难点是给他们设置的两个练习：把单句组合成复合句；当场用定语从句作文。
五．教学过程Step1. Warming upShow a picture of Class5 and a sentence “We love this family, where we can learn English well.”设计思路：首先让同学们感到集体的温暖，齐读这个定语从句，让他们自己先感受认识定语从句，为接下来的课堂内容做铺垫。
Step2．定语从句的概念和构成。
(一)概念。
在复合句中，用来修饰____________和____________的从句叫做定语从句。
被修饰词叫____________, 用来引导定语从句的关联词叫_____________。
定语从句分为____________和_____________。
（二）构成。
分析下列句型：例句：In our Class 5, there is a boy called Sam (who) is a super English learner.1. I can’t remember everything that happened during the time in Shandong Normal University(山东师范大学).2. The film is about James whose friend betrays（背叛）him.3. Angela was working in Beijing, where she went daily in a bus.4. Albert said that he had never seen Vera before, which was not true.5. English is a language shared by several diverse cultures, each of which uses it somewhat differently.设计思路：从概念和构成上理解定语从句，整体感知。
定语从句高中英语教案
定语从句高中英语教案【篇一：公开课定语从句英文教案】teaching plangrammar ：attributive clausesⅠ teaching goals:1. students are able to choose proper relative pronouns or adverbs for attributive clauses.2. students are able to apply attributive clauses to describing and writing. Ⅱ teaching important and difficult points:enable students to learn how to use attributive clauses and relatives Ⅲ teaching methods: student-centered methodⅣ teaching procedures and ways step 1 leading in1. show students a song “seasons in the sun” including an attributive clause2. translate the following three sentences into chinese. 翻译下边三个句子?he who does not reach the great wall is not a true man. ?he who does not visit hainan is not a wise man. ?不努力学习的学生并非一个好学生。
step 2 find out antecedents. 找出先行词3. the most energetic and important festivals are the ones that look forward to the end of winter and to the coming ofspring.________4. india has a national festival to honor mohandas gandhi, the leader who helped gain india’s independence.step 3 grammar1.fill in the blanks with the proper relatives.用适当的关系词填空(1)? this is the supermarket is near our school.?we often do some shopping. (2) ?we can’t accept the reason ?we can’t accept the reasonhe was late again. (3) ?april fool’s day is the day ?april fool’s day is the day people play jokes on friends.2. join two sentences with 合并句子（1）?.the spring festival is the most important festival in china.?. all families get together on the spring festival. （2）?.people will decorate their house..they will have a big dinner together in the house. （3）?. people put on new clothes.. people will set off the firecrackers with their families on new year eve. （4）?. people may give children lucky money.. the lucky money wishes them good luck. （5）?. children look forward to the spring festival.. the reason is that they can have delicious food and have fun with the others. 3. summarize the usage of relatives 总结关系词的用法 step 5 writingplease introduce a classmate you like, using attributive clauses. step 6 homeworkmooky who comes from italy wants to learn about the spring festival in china. please introduce it to her at least 100 words. (do use attributive clauses.)【篇二：高中英语试讲教案——定语从句】定语从句 attributive clause之关系副词篇教学目标：掌握由关系副词引导的定语从句教学重点：定语从句中的关系副词why, when, where教学难点：关系词的选择教学过程step onelead indream→westlife → my love → “find a place i love the most” step twonew lesson一、定语从句相关基础知识1. 定语从句2. 定语从句结构：主句(先行词)+关系词+从句3. 先行词4. 关系词/引导词：连接/引导；做成分5. 关系词分类：关系代词 (that，which，who, whom, whose) →← 从句中做主，宾，表，宾补；关系副词（why, when, where）→←从句中做状语二、定语从句之关系副词1. 关系副词why1) 在从句中做原因状语，修饰从句谓语动词；先行词必须是表示原因的名词，常用的就两个reason, causee.g.（1）this is the reason why i didn’t come here.2）why作关系词引导定语从句，先行词一定是reason/cause;但reason/cause是先行词时，关系词不一定就是why，可能是that/whiche.g. ①the reason ________ he gave me was unknown.②the reason ________ he didn’t attend the meeting was unknown.3）如何选择关系词解题路径：区分关系代词和关系副词，分析从句中的成分，判断关系词在从句中充当的成分，从而判断是关系代词还是关系副词a. 通过翻译找准先行词b. 判断从句中的谓语动词是否及物。
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高中定语从句讲课教案Book7Unit5Attributive Clause(定语从句)教案一．教材分析定语从句是高考要点，虽然近些年的高考全国卷不再有单选题，但是定语从句在完形填空、阅读理解、语法填空以及短文改错中仍然是重要考点。
并且在作文中使用定语从句在考试作文中为避免使用过多的单句，让同学们可以尝试使用定语从句等稍复杂的复合句，以增加作文的亮点和深度，从而提升作文的档次，获得更高的分数！二．学情分析五班的同学们对定语从句还是比较感兴趣的，一部分同学掌握的还不错，但是并不是所有同学掌握程度都一样，所以对定语从句及时的复习和巩固是有必要的。
尤其是在期中考试之前，给学生们定定心，打打气，有助于提高他们学英语的自信心。
三．学习目标。
1．进一步理解定语从句的概念。
2. 学会判断定语从句，分析定语从句的构成；3. 掌握有关定语从句的解题技巧，培养综合运用语言的能力，特别是能在作文中熟练使用定语从句。
四. 教学重点和难点重点是给同学们呈现清楚定语从句的分类和几种特殊情况；难点是给他们设置的两个练习：把单句组合成复合句；当场用定语从句作文。
五．教学过程Step1. Warming upShow a picture of Class5 and a sentence “We love this family, where we can learn English well.”设计思路：首先让同学们感到集体的温暖，齐读这个定语从句，让他们自己先感受认识定语从句，为接下来的课堂内容做铺垫。
Step2．定语从句的概念和构成。
(一)概念。
在复合句中，用来修饰____________和____________的从句叫做定语从句。
被修饰词叫____________, 用来引导定语从句的关联词叫_____________。
定语从句分为____________和_____________。
（二）构成。
分析下列句型：例句：In our Class 5, there is a boy called Sam (who) is a super English learner.1. I can’t remember everything that happened during the time in Shandong Normal University(山东师范大学).2. The film is about James whose friend betrays（背叛）him.3. Angela was working in Beijing, where she went daily in a bus.4. Albert said that he had never seen Vera before, which was not true.5. English is a language shared by several diverse cultures, each of which uses it somewhat differently.设计思路：从概念和构成上理解定语从句，整体感知。
Step3．定语从句的分类及例题。
1.关系代词关系代词先行词（指人或物）在从句中充当什么成分例句分析who 指人作主语The boy who isstanding there ismy cousin.whom The man (whom) youmet yesterday isMr. Smith.The boy (whom) youare looking for ishidden behind the tree.whos e = () 或() Do you know the boy whose father is an engineer?He lives in a house whose windows face south.that I don’t know aboutthe man (that) youmentioned.A plane is a machinethat can fly.whic h The pen (which) my uncle gave me is missing.Children like to read books which have wonderfulpictures.填空。
（1）There come Jerry and Michael ________ helped us pay the fees（缴费） on the internet.（2）They rushed into Class5 to help Sherlock ________ English is very poor.（3）The book ________ Anne needs is not in the library.2.关系副词关系副词先行词在从句中充当的成分例句分析when = () I will never forget the day when/on which I joined the Party.wher e = () The factory where/in which my father works is in the east of the city.why = () None of us know the reason why/for which Tom was absent from the meeting.注意：先行词为时间、地点时，引导词不一定都要用when 或where引导，要判断它在定语从句中的句子成分。
如果引导词在定语从句中作主语或宾语，就要用which 或that。
请分析下列句子中应该使用的引导词：1. This is the university _________we visited last week.2. This is the university _________we stayed last Wednesday.3. as引导定语从句时的用法①as引导限制性定语从句通常用于the same as, such as结构中。
e.g. I want the same shirt ____my friends. 我要一件跟我朋友一样的衬衫。
Such machines ______are used in our workshop are made in China. 我们车间使用的这种机器是中国制造的。
②as引导非限制性定语从句既可放在主句之前，也可放在主句之后，用来修饰整个句子。
通常用下列句型：as is known to all, as is said, as is reported, as is announced, as we all know, as I expect 等。
e.g. ______ I expected, he got the first place again in this mid-term examination. 正如我所预料的那样，他在这次期中考试中又获得了第一名。
4. “介词+关系代词”引导的定语从句错题回顾填空：根据句子意思，在第一个空白处填入介词，在第二个填入关系代词whom或which.1. The person ________ ________ I spoke just now is the manager that I told you about.2. The pencil ________ ________ he was writing broke.3. Wu Dong, ________ ________ I went to the concert, enjoyed it very much.4. The two things ________ ________ Marx was not sure were the grammar and some of the idioms of English. 注意：在固定搭配的动词短语中，如look for, listen to, depend on, pay attention to, take care of等等，由于动词和介词不可分割，因此不能把介词位于关系代词之前。
判断正误：T\FThis is the pen for which I’m looking. ( )This is the pen which I’m looking for. ( )(思考：关系代词充当什么成分时可以省略？)5. 几种特殊情况(1)只用that的几种情况：(2)用which而不用that: 1.介词之后；2.非限制性定语从句。
(3)精析精练P62。
设计思路：将定语从句的类型明确呈现，分类来学习和练习，提高区分度，让同学们更容易接受。
Step4．把两个单句改为含有定语从句的复合句。
1. The woman is our geography teacher. You saw her in the park.2. The letter is from Lucy. I received it yesterday.3. The train was late. It was going to Gushan.4. Linda used to live in a big house. In front of it grew many banana trees.设计思路：这个练习可以比较好的检测同学们对定语从句的掌握；相比选择和填空，这种题型还是比较有难度的，因此更能提升同学们使用定语从句的能力,也为后面的写作做好铺垫。
Step5．口述小作文：用3-5句话介绍你的同位，其中必须含有定语从句。
___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ _____________________________________________设计思路：提升同学们在作文中运用定语从句的能力。
在考试作文中为避免使用过多的单句，可以尝试使用定语从句等稍复杂的复合句，来增加作文的亮点，从而提升作文的档次，获得更高的分数！Step6. Homework一.填空或选择1. 〔2011· 课标全国卷〕The prize will go to the writer ________ story shows the most imagination.2. 〔2011· 全国卷〕 Ted came for the weekend wearing only some shorts and a T-shirt, ________ is a stupid thing to do in such weather.3. 〔2011·北京卷〕 Mary was much kinder to Jack than she was to the others, ________， of course, made all the others upset.4. 〔2011· 上海卷〕You’ll find taxis waiting at the bus station ________ you can hire to reach your host family.5. 〔2011· 山东卷〕 The old town has narrow streets and small houses__________are built close to eachother.8. 〔2011· 浙江卷〕 English is a language shared by several diverse cultures, each of _________ uses it somewhat differently.9. 〔2011· 浙江卷〕 A bank is the place ________ they lend you an umbrella in fair weather and ask for it back when it begins to rain.10. 〔2011· 福建卷〕 She has a gift for creating an atmosphere for her students ________ allows them to communicate freely with each other.11. Between the two parts of the concert is an interval （短暂休息）, _______ the audience can buy ice-cream.A. whenB. whereC. thatD. which12.（2014福建卷）31. Students should involve themselves in community activities they can gain experience for growth.A. whoB. whenC. whichD. where二．欣赏并翻译下列高考定语从句（选做）：1. As the data shows, “parents” ranks the second for the girls, but the first for the boys.（2007基础写作）___________________________________________________2. When I was a primary school student, you always encouraged me to do well in school and each evening I was asked to present at least one new thing I had learnt that day.（2007任务写作）___________________________________________________ ____________________________3. As for me, what I do every day is to study hard to enter a famous university, which is always the expectation of my parents and teachers.（2008读写任务）___________________________________________________ ____________________________4. Anyway, unlike you, I have learned how to be independent in a boarding school, which is beneficial to adjust to the college life.（2008读写任务）___________________________________________________ ____________________________5. It is said that slightly more than 50% students, which ranks the No. 1 in the world, are short-sighted.（2009基础写作）___________________________________________________6. This decision, which aims to make all indoor public places smoke-free, will come into effect from the first day of 2011.（2010基础写作）___________________________________________________ ____________________________7. Currently China has about 350 million smokers, among whom 75% are men and 25% women .Around 540 million people are affected by second-hand smoke, which causes 100000 deaths per year.（2010基础写作）___________________________________________________ ___________________________________________________ ___________________________________________________ _____三. （早读任务）高考写作范文：Mike’s mother did al most everything for him whe n in high school, which brought him a hard time adj usting to the first-year college life. However, aft erwards he got accustomed to it because of the acad emic atmosphere and colorful activities there.As for me, what I do every day is to study hard to enter a famous university, which is always the expectations of my parents and teachers. So traveli ng among classroom, dormitory and canteen is the ro utine work.. Seldom do I have the time to do some a ctivities. Anyway, unlike you, I have learned how t o be independent in a boarding school, which is ben eficial to adjust to the college life.It seems to me the ideal college life is that I become matured both physically and mentally， and t hat I obtain qualified academic knowledge and get w ell prepared for society at the same time.As we all know，college is wildly different from middle school. It connects not only adolescence to adulthood，but also the ivory tower to the real soc iety. So an active partin activities，associations，as well as some romance s are three keys to achieving my ideal college lif e.。