高中英语 定语从句教学设计优质课
定语从句教案【优秀4篇】
定语从句教案【优秀4篇】高中定语从句英语教案篇一教学目标1. 知识目标：掌握下列重点单词和词组的意思及用法ache, evercise, weight, give up, interest及其词汇转化2. 能力目标：能够询问有关健康的信息，表达态度，提供建议。
学习使用由whose引导的定语从句。
3.情感目标：通过了解tony 的经历，培养体谅、关爱他人的情感态度。
教学重难点1.重点：对话中的句型应用，由whose引导的定语从句2.难点：由whose引导的定语从句的运用。
教学工具课件教学过程[课前朗读]: 朗读生词ache, exercise, weight, give up, interest, tasty----taste, menu, persuade.根据音标读出单词并了解汉语意思，养成学生自主学习词汇的习惯，促使学生迅速进入学习状态。
[检查词汇预习]：a.采取学生结对、小组互查等形式来检查学生对词汇的预习情况。
b.朗读单词，注意发音。
一、情境导入教师可问学生：(1)What’s your favourite sport?(2) How do you think we can keep fit?(3) Have you ever remembered what happened to Tony in Module9?这样会调动学生用英语思维的积极性，引出本单元话题。
二、小听力(自主完成，合作释疑)听Activity 2,完成表格BettyLinglingTaijiquanWeighttrainingRunning针对表格进行说的练习。
如：How does Lingling think of Taijiquan and running?三、大听力多层听1.听Activity 3，完成下列各题。
1).Who has Betty bumped into?A. The head teacherB. The English teacherC.Lingling and Betty2).Does Daming think that the boy in his team can go to a sports school ?A. Yes, he doesB. No，he doesn’tC. We don’t know3).What does Daming want the head teacher to write ?A. Something about staying healthyB. Something about training for the OlympicsC. something about buying a camera2. 再听Activity 3，完成下列表格。
定语从句教学设计 优质课
Teaching DesignGrammar — The Attributive Clause (I)(who, whom, which, that, whose)I. Teaching aims:1. Help students understand what the Attributive Clause is and its function.2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly.3. Encourage students to express their love to fathers using the Attributive Clause.II. Teaching important and difficult points:Enhance students’proficiency and accuracy in using the relative pronouns to write the Attributive Clauses.III. Teaching methods:Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussionIV. Teaching steps:Step I：Lead in1. Guess a riddle.This is a man who loves us very much.This is a man whose love is as great as a mother’s.Purpose: Help students get a general understanding about what theattributive clause is and attract their attention to fathers.2. Show a picture of a great father and ask students to say what they know about him. Then combine the two sentences.He is Li Wei. He took part in Super Brain for his daughter.He is Li Wei who took part in Super Brain for his daughter.The Attributive Clause (定语从句): who took part in Super Brain for his daughterAntecedent (先行词): Li WeiRelative word (关系词): whorelative pronouns (关系代词) Relative words (关系词) who, whom, which, that, whoserelative adverbs (关系副词) Purpose: Introduce basic elements of the attributive clause.Step II：Discovery1. Read the letter from Li Wei, work in groups to combine sentences and discover the usage of relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father. I can help you achieve your dream. I hope you will become a clever and brave girl. Your mom and I love you.Unfortunately, you were born with heart disease. Your heart disease is so serious that you have to be operated on. At first, I was very worried.But now I dare to face you and your disease. You and your disease make me stronger.I believe in you. Your future will be colorful.Dad After combining the sentences, ask students to find out the antecedents and relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father who can help you achieve your dream. I hope you will become a clever and brave girl who/whom your mom and I love.Unfortunately, you were born with heart disease which is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease that make me stronger.I believe in you whose future will be colorful.Dad Purpose: Enable students to discover the usage of relative pronouns by themselves and feel fathers’ love.2. Ask a volunteer to fill in the table on the blackboard and sum up.The usage of relative pronouns: 1. 连接主从句2.指代先行词3.在定语从句中作句子成分Purpose: Enable students to have a more clear understanding about the usage of relative pronouns.Step III：Practice1. Fill in the blanks and finish the letter from Li Wei’s daughter.Dear dad,I’m fortunate to be your dau ghter who/that receives much courage and love from you. It is certain that I will be the bravest girl who/whom/that you are proud of.Although I suffer from heart disease which/that worries you, I’m sure to overcome it. I always remember you and your love that I will treasure forever.I’m grateful to you whose help makes me healthier and stronger.Yours daughter 2. ListeningListen to a song about love and find out the attributive clauses.For all those times you stood by meFor all the truth that you made me seeFor all the joy you brought into my lifeFor all the wrong that you made rightFor every dream you made come trueFor all the love I found in youI'll be forever thankful babyYou're the one who held me upNever let me fallYou're the one who saw me throughthrough it all3. Writing & speaking (Group work)As Father’s Day is coming, encourage students to make a card and speak out their love to fathers using as many attributive clauses as possible. After several minutes’ preparation, students share their works in class.4. Competition (NMET)Correct the mistakes.1) My mother has a good book which cover looks terrible.whose2) This is the boy whom likes English very much.who3) This is the pen that you gave it to me before.Multiple choice.1) Happiness and success often come to those ____ are good at recognizing their own strengths. (B)A. whoseB. whoC. whatD. which2) Finally he reached a lonely island ___ was completely cut off from the outside world. (C)A. whenB. whereC. whichD. whomFill in the blanks and translate the sentences.1) He _________ doesn’t reach the Great Wall is not a true man. (who/that) 不到长城非好汉。
定语从句公开课教案优秀4篇
定语从句公开课教案优秀4篇Ⅲ. 关系副词篇一1、先行词是表示时间的名词，在定从中作时间状语，关系代词用wheneg. I can’t remember the date ( ) he went abroad.I’ll never forget the day ( ) I joined the army.2、先行词是表示地点的名词，在定从中作地点状语，关系代词用where; 其中注意表示抽象概念的地点名词，如，situation、stage、degree、point等表示方面或程度时，也需用whereeg. This is the village ( ) Uncle Wang once lived.They have reached the point ( ) they have to separate with each other.He’s got himself into a dangerous situation ( ) he is likely to lose control over the plane.3、先行词是reason，在定从中作原因状语，关系代词用whyeg. I don’t know the reason ( ) he was late.None of us know the reason ( ) Tom was absent from the meeting.4、引导定语从句的关系副词也可以用“适当介词+ which”来代替。
eg. October 1, 1949 was the day when （= ）the People’s Republic of China was founded.This is the factory where（= ）we worked a year ago.I don’t believe the reason why （= ）he was late for school.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。
定语从句市公开课获奖教案省名师优质课赛课一等奖教案
定语从句教案一、教学目标1. 了解定语从句的概念和作用。
2. 掌握定语从句的引导词和构成方式。
3. 熟练掌握定语从句的用法。
4. 能够正确运用定语从句来修饰名词或代词。
二、教学重点1. 定语从句的定义和用法。
2. 定语从句的引导词。
3. 定语从句的构成方式。
三、教学难点1. 定语从句的引导词的辨析。
2. 定语从句和其他从句的区别。
四、教学过程Step 1 引入教师通过举例子或图片引入定语从句的概念，解释定语从句是修饰名词或代词的从句，能够起到定语的作用。
Step 2 讲解定语从句的引导词教师介绍定语从句的引导词有关系代词和关系副词两种。
并讲解它们的用法和区别。
举例说明：The girl who is standing there is my sister.Do you know the reason why he is late?Step 3 定语从句的构成方式教师将定语从句的构成方式分为两种：1. 关系代词引导定语从句的构成方式。
举例说明：The book that belongs to me is on the desk.The boy who is talking to her is my friend.2. 关系副词引导定语从句的构成方式。
举例说明：The place where they live is beautiful.The time when we met was unforgettable.Step 4 定语从句的用法教师介绍定语从句的用法，包括修饰名词和代词，对主句的内容进行补充和具体说明。
举例说明：The man who is sitting over there is a famous actor.I have a friend whose father is a doctor.Step 5 练习教师设计一些练习题，让学生锻炼定语从句的使用。
1. 填空练习：This is the house _______ I lived in when I was a child.2. 改写句子：Tom is the boy. His father is a doctor.（Tom is the boy _______ _______ _______ is a doctor.）3. 选择题：He showed me the picture _______ he took in Paris.A. whereB. whichC. whenD. whoStep 6 总结归纳教师帮助学生总结定语从句的基本知识点，协助学生理解和记忆。
定语从句教学设计省优质课
2.教学背景分析
教学内容分析：
定语从句对于学生来说并不陌生，初中已经学习了定语从句的相关知识，高中英语语法中的定语从句难度有所提升，但是对于刚刚进入高一只有一个星期左右的学生进行深入的定语从句教学是不太现实的，所以，我考虑将本节课作为一个初高中定语从句教学的一个衔接过渡，让学生通过自我介绍，人物和地点介绍感受并模仿使用定语从句。
My name is Yanni, an English teacher,whois 34 years old. I was born in Guangde, which lies in the southeast of Anhui. The Taiji Cave is a place of interest in Guangde, which attracts a lot of people in China. In my spare time, I liketravelling, which can help broaden my eyes.
这样的游戏活动既可以活跃课堂气氛，调动学生参与课堂的积极性，又可以有效地练习练习使用定语从句。
定语从句教案6篇
定语从句教案6篇定语从句教案定语从句教案（一）：一、教学目标（1）语言目标：能用定语从句较自如地描述及谈论人和物。
在活动中训练学生的听力，口头表达潜力，培养学生的观察，想象和创造力。
（2）情感目标：促进同学间用心合作交流，发展同学间的友谊。
2．教学方法：多媒体的运用能创设真实的语言情景，学生也很感兴趣，极大地鼓动了学生学习英语的用心性，而且呈此刻课堂上能使教学更生活化，也更直观和具体。
二、设计背景1．初步掌握及运用定语从句，如让学生用定语从句来完成对人物喜欢的人物进行描述，如IlikemusicthatIcandanceto。
Sheistheonlyonewho’sstudyingFrench。
等。
2．本课的学习任务就是能初步掌握及运用定语从句，为了使学生顺利地完成教学任务，教师以学生为主体，为学生设计了几个以他们的认知水平出发的贴合生活实际的他们感兴趣的一环扣一环的子任务，每个子任务紧紧围绕总任务展开，再深入，在一个一个完成任务的活动中培养学生的潜力。
三、学法指导、自主学习、合作学习四、教学方法以学生为主体，用多媒体辅助教学，透过帮忙学生理解、归纳、总结、讨论等方式学习定语从句，由于本节课是学生第一次系统学习定语从句，要到达让学生初步掌握定语从句这一目的。
五、教学过程第一环节：观察以下例句：1。
Theredpenisbroken。
2。
Thepenonthedeskisbroken。
3。
ThepenthatIboughtyesterdayisbroken。
导入：透过对定语的理解，导入定语、定语从句的概念，定语：用来修饰名词或代词的词、短语或句子，当修饰词是一个句子时被称为定语从句。
通常置于它所修饰的词之后，这种被修饰的词叫做先行词，引导定语从句的关联词为关系代词和关系副词，关系代词在定语从句中可用作主语、宾语、定语等，关系副词在定语从句中只用作状语。
例句分析：Iliketohavefriendswhoarelikeme。
高中英语定语从句优秀教案
高中英语语法专题复习：定语从句知识要点1.关系代词和关系副词的选用2.限制性定语从句和非限制性定语从句的区别3.几组的关系词特殊用法一、定义：在复合句中，修饰名词或代词的从句叫做定语从句。
The happy man who lives next to me sells vegetables.You must do everything that I do.被定语从句修饰的词，叫先行词。
比如上面两句中的man 和everything.引导定语从句的词，叫关系代词和关系副词。
比如who, whom, that, which, wh ere, when, why 等关系词三重作用：①连接主从句；②指代先行词；③在定语从句中担任句子成分。
The man who lives next to me sells vegetables.该句中，who lives next to me 是定语从句，修饰先行词the man，“who”是引导定语从句的关系词，代替先行词the man，在定语从句中作主语。
二、关系词引导定语从句的关系代词有who, whom, which, that, whose,as 等和关系副词w here, when, why 等。
关系代词和关系副词在定语从句中担任句子成分。
1.用关系代词that, which, who, whom 引导的定语从句who 指人，用作主语whom 指人，用作宾语which 指物，用作主语、宾语皆可that 指人和物，用作主语、宾语皆可The teacher who visits our school today is from Guangzhou.Mrs Read is the person whom you should write to.They planted some trees which didn’t need much water.The fish (which) we bought this morning were not fresh.A plane is a machine that can fly.The noodles (that) I cooked were delicious.2.用关系代词whose 引导的定语从句：先行词既可指人，也可指物，一般译为“谁的”“什么东西的”，请看例子The room whose window faces south is mine.3.用关系副词when、where、why 引导的定语从句(1)when 在从句中作时间状语October lst, 1949 is the day when (=on which) the People’s Republic of China was founded.(2)where 在从句中作地点状语I recently went to the town where (=in which) I was born.(3)why 在从句中作原因状语The reason why (=for which) he was late was that he missed the train.高考试题中对于where 的考查趋于复杂，从先行词为明显的“地点”转为“地点的模糊化”。
定语从句市公开课获奖教案省名师优质课赛课一等奖教案设计
定语从句教案设计一、教学目标：1. 理解什么是定语从句及其作用；2. 掌握定语从句的特点和构成；3. 能够正确运用定语从句进行句子的扩展和修饰。
二、教学内容：1. 定语从句的定义和作用；2. 定语从句的特点和构成；3. 定语从句的引导词；4. 定语从句的位置和形式。
三、教学过程：1. 导入（5分钟）教师用一个引人注意的例子引入主题，例如：“学习英语的学生有很多，喜欢看电影的学生更多。
”学生思考一下这个句子中有什么可以扩展或修饰的内容。
2. 调研（10分钟）教师让学生调研一下自己所在的班级或学校中有哪些学生喜欢看电影。
学生可以用调查表格或问卷的形式进行调研，并汇总结果。
3. 学习（15分钟）教师向学生介绍定语从句的概念和作用。
通过例句解释定语从句是用来修饰名词或代词的从句，并使句子更加详细、完整。
4. 探究（15分钟）教师与学生一起分析定语从句的特点和构成。
让学生找出例句中的引导词和关系词，并分析其在句子中的作用和形式。
5. 练习（20分钟）教师设计一些练习题，让学生运用所学的知识来完成。
例如，给出一些句子，让学生填写适当的定语从句。
6. 总结（5分钟）教师与学生一起总结定语从句的学习内容，强调定语从句的作用和运用，并归纳出一些重要的规则和技巧。
四、教学评估：教师通过学生在练习环节的表现和课堂互动情况来评估学生对于定语从句的掌握程度。
可以采用口头提问、小组讨论、练习题和写一篇短文等形式进行评估。
五、教学拓展：1. 教师可以利用学生调研的结果来进行讨论，让学生分析一下为什么学英语的学生更容易喜欢看电影。
2. 教师可以利用真实场景或故事引出定语从句的运用，让学生更好地理解和运用定语从句。
3. 教师可以引导学生写一篇关于自己喜欢的电影或电视剧的文章，要求其中包含定语从句。
六、教学反思：定语从句作为英语语法中的重要部分，对于提高学生的英语写作能力和句子结构的丰富性有很大的帮助。
通过合理的教学设计和有效的教学方法，可以帮助学生掌握定语从句的特点和运用，提高他们的语言表达能力。
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T e a c h i n g D e s i g nGrammar — The Attributive Clause (I) (who, whom, which, that, whose)淅川二高贾丽君I. Teaching aims:1. Help students understand what the Attributive Clause is and its function.2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly.3. Encourage students to express their love to fathers using the Attributive Clause.II. Teaching important and difficult points:Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses.III. Teaching methods:Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussionIV. Teaching steps:Step I：Lead in1. Guess a riddle.This is a man who loves us very much.This is a man whose love is as great as a mother’s.Purpose: Help students get a general understanding aboutwhat the attributive clause is and attract their attention tofathers.2. Show a picture of a great father and ask students to saywhat they know about him. Then combine the two sentences.He is Li Wei. He took part in Super Brain for his daughter.He is Li Wei who took part in Super Brain for his daughter.The Attributive Clause (定语从句): who took part in SuperBrain for his daughterAntecedent (先行词): Li WeiRelative word (关系词): whorelative pronouns (关系代词) Relative words (关系词) who, whom, which, that, whoserelative adverbs (关系副词)Purpose: Introduce basic elements of the attributiveclause.Step II：Discovery1. Read the letter from Li Wei, work in groups to combine sentencesand discover the usage of relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father. I can help you achieveyour dream. I hope you will become a clever and brave girl. Your mom and I love you.Unfortunately, you were born with heart disease. Your heart disease is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease. You and your disease make me stronger.I believe in you. Your future will be colorful.Dad After combining the sentences, ask students to find out the antecedents and relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father who can help you achieve your dream. I hope you will become a clever and brave girl who/whom your mom and I love.Unfortunately, you were born with heart disease which is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease that make me stronger.I believe in you whose future will be colorful.Dad Purpose: Enable students to discover the usage of relativepronouns by themselves and feel fathers’ love.2. Ask a volunteer to fill in the table on the blackboard and sum up.The usage of relative pronouns: 1. 连接主从句2.指代先行词3.在定语从句中作句子成分Purpose: Enable students to have a more clear understanding about the usage of relative pronouns.Step III：Practice1. Fill in the blanks and finish the letter from Li Wei’s daughter.Dear dad,I’m fortunate to be your daughter who/that receives much courage and love from you. It is certain that I will be the bravest girl who/whom/that you are proud of.Although I suffer from heart disease which/that worries you, I’m sure to o vercome it. I always remember you and your love that I will treasure forever.I’m grateful to you whose help makes me healthier and stronger.Yours daughter 2. ListeningListen to a song about love and find out the attributive clauses.For all those times you stood by meFor all the truth that you made me seeFor all the joy you brought into my lifeFor all the wrong that you made rightFor every dream you made come trueFor all the love I found in youI'll be forever thankful babyYou're the one who held me upNever let me fallYou're the one who saw me throughthrough it all3. Writing & speaking (Group work)As Father’s Day is coming, encourage students to make acard and speak out their love to fathers using as many attributive clauses as possible. After several minutes’preparation, students share their works in class.4. Competition (NMET)Correct the mistakes.1) My mother has a good book which cover looks terrible.whose2) This is the boy whom likes English very much.who3) This is the pen that you gave it to me before.Multiple choice.1) Happiness and success often come to those ____ are good at recognizing their own strengths. (B)A. whoseB. whoC. whatD. which2) Finally he reached a lonely island ___ was completely cut off from the outside world. (C)A. whenB. whereC. whichD. whomFill in the blanks and translate the sentences.1) He _________ doesn’t reach the Great Wall is not a true man. (who/that) 不到长城非好汉。