定语从句教案

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定语从句教案(优秀8篇)

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。

定语从句教案幼儿园

定语从句教案幼儿园

定语从句教案幼儿园教学目标1.能够理解什么是定语从句。

2.能够正确运用定语从句修饰名词。

3.能够通过听、说、读、写四个方面提高对定语从句的理解和运用能力。

教学内容1.定语从句是什么。

2.定语从句的修饰作用。

3.定语从句的引导词。

4.定语从句的构成。

5.定语从句的练习。

教学过程导入新知教师可以在黑板上写下一些简单的句子,让学生分析句子中的名词和形容词,然后引出定语从句的作用。

定义和修饰作用教师用简单的语言解释什么是定语从句,并且让学生用自己的话说明定语从句的修饰作用。

例如:定语从句是用来修饰名词的,它可以让名词的意思更加清晰,更加具体。

引导词教师介绍定语从句的引导词,并且用例句让学生理解不同引导词所表示的含义。

常用的引导词有:that、which、who、whom、whose、where、when。

构成教师用例句演示定语从句的构成,让学生了解定语从句是由主句和从句组成的,并且能够准确辨认定语从句中的关键词。

练习1.单项选择题:选择适当的定语从句,填空。

2.翻译练习:将给出的中文句子翻译为英语,要求使用定语从句。

3.句子接龙游戏:教师先写出一句话,学生根据这句话接出符合语法规则的新句子,并且使用定语从句修饰名词。

总结教师和学生一起回顾今天所学的内容,并且总结出学习要点。

教学评价1.观察学生能否正确理解定语从句的概念和作用。

2.检查学生练习中的正确率和速度。

3.收集学生的作业,对其进行评估和反馈。

教学反思1.教师可以更加灵活地运用不同的教学方法,根据学生的兴趣和需要进行调整。

2.教师需要多加引导,让学生在理解的基础上,将定语从句灵活地运用到实际的语言中去。

定语从句教案(精选6篇)

定语从句教案(精选6篇)

定语从句教案(精选6篇)(实用版)编制人:__________________审核人:__________________审批人:__________________编制单位:__________________编制时间:____年____月____日序言下载提示:该文档是本店铺精心编制而成的,希望大家下载后,能够帮助大家解决实际问题。

文档下载后可定制修改,请根据实际需要进行调整和使用,谢谢!并且,本店铺为大家提供各种类型的实用范文,如工作总结、策划方案、演讲致辞、报告大全、合同协议、条据书信、党团资料、教学资料、作文大全、其他范文等等,想了解不同范文格式和写法,敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of practical sample essays for everyone, such as work summary, planning plan, speeches, reports, contracts and agreements, articles and letters, party and group materials, teaching materials, essays, other sample essays, etc. Please pay attention to the different formats and writing methods of the model essay!定语从句教案(精选6篇)编写教案的繁简,一般是有经验的教师写得简略些,而新教师写得详细些。

定语从句教案6篇

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。

定语从句的教案设计

定语从句的教案设计

定语从句的教学设计一、教学目标:1. 让学生理解定语从句的定义和作用。

2. 让学生掌握定语从句的引导词及其用法。

3. 让学生能够正确运用定语从句修饰名词或代词。

4. 培养学生运用定语从句进行口语表达和写作的能力。

二、教学内容:1. 定语从句的定义和作用2. 定语从句的引导词:who, which, that, where, when, why3. 定语从句的构成和用法4. 定语从句的练习和应用三、教学方法:1. 采用直观演示法,通过例子让学生直观地理解定语从句的概念和用法。

2. 采用情境教学法,设计各种真实情境,让学生在实际语境中运用定语从句。

3. 采用任务型教学法,布置各种练习任务,让学生在完成任务的过程中巩固定语从句的知识。

4. 采用小组讨论法,鼓励学生分组讨论,共同探讨定语从句的用法。

四、教学步骤:1. 引入定语从句的概念,让学生初步了解定语从句。

2. 讲解定语从句的引导词及其用法。

3. 通过示例演示定语从句的构成和用法。

4. 让学生进行定语从句的练习,及时纠正错误。

5. 设计真实情境,让学生在实践中运用定语从句。

五、教学评价:1. 课堂参与度:观察学生在课堂上的发言和互动情况,了解学生的参与程度。

2. 练习完成情况:检查学生完成的练习题目,评估学生的掌握程度。

3. 口语表达和写作能力:通过让学生进行口语表达和写作练习,评估他们的实际运用能力。

4. 课后反馈:收集学生的反馈意见,了解他们在学习过程中的困惑和问题,为下一步教学提供参考。

六、教学资源:1. 教材:选择一本适合学生水平的英语教材,如《新概念英语》、《牛津英语》等。

2. 课件:制作课件,包括定语从句的定义、引导词、用法等知识点。

3. 练习题:准备一些定语从句的练习题,包括选择题、填空题、改错题等。

4. 真实语境材料:收集一些真实语境的例句或文章,用于引导学生运用定语从句。

七、教学重点与难点:1. 教学重点:让学生掌握定语从句的引导词及其用法,能够正确运用定语从句修饰名词或代词。

定语从句的教案

定语从句的教案

定语从句的教案一、教学目标1. 知识目标:学生能够理解和运用定语从句的定义、用法和相关语法知识。

2. 能力目标:学生能够正确使用定语从句来描述和修饰名词,并能运用定语从句进行句子扩展。

3. 情感目标:培养学生对语言运用的兴趣,增强合作学习和自主学习的能力。

二、教学重难点1. 教学重点:掌握定语从句的定义、结构和用法。

2. 教学难点:学会运用定语从句进行句子扩展,同时避免定语从句的重复和冗长。

三、教学准备教师准备:教学课件、多媒体设备、教学实例等。

学生准备:课本、笔记本、课前预习。

四、教学过程Step 1 导入新知(5分钟)1. 教师通过呈现几个例句引入定语从句的概念,例如:- The book that I'm reading is very interesting.- The girl who is wearing a red skirt is my sister.2. 教师提问学生关于上述例句中黑体部分的作用,引导学生发现这是定语从句。

Step 2 学习定语从句的定义和用法(15分钟)1. 教师给出定语从句的定义,即修饰和描述名词的从句。

2. 教师讲解定语从句的基本结构,包括引导词的种类(关系代词和关系副词)和其位置。

3. 教师通过具体例句展示定语从句的使用方法,并解释定语从句在句子中的位置。

Step 3 学习定语从句的练习(20分钟)1. 教师设计一些练习题,让学生在课堂上独立完成。

例如:- 填空练习:He is the man ________ helped me yesterday.- 句子改写:The car belongs to my brother. My brother bought the car two years ago.2. 学生在完成练习后,教师给予及时的反馈和指导,澄清学生对定语从句的疑惑。

Step 4 进一步拓展定语从句的运用(15分钟)1. 教师给出一些复杂的句子,让学生尝试使用定语从句进行句子扩展,注意避免冗余和重复。

定语从句初中备课教案

定语从句初中备课教案

定语从句初中备课教案1. 知识目标(1)让学生掌握定语从句的定义和作用。

(2)使学生了解定语从句的引导词,如who, which, that等。

(3)培养学生正确运用定语从句的能力,提高学生的英语写作水平。

2. 能力目标(1)培养学生识别和运用定语从句的能力。

(2)提高学生的英语口语表达能力。

3. 情感目标激发学生学习英语的兴趣,培养学生的团队合作精神。

二、教学重难点1. 教学重点:定语从句的定义、引导词及其用法。

2. 教学难点:定语从句的运用,特别是在复杂句子中的运用。

三、教学方法采用任务型教学法,通过小组讨论、角色扮演、句子练习等形式,激发学生的学习兴趣,提高学生的参与度。

四、教学步骤1. 导入新课通过展示一些图片,让学生猜测图片中的人物或物品,引出定语从句的概念。

2. 讲解定语从句(1)介绍定语从句的定义:定语从句是用来修饰名词或代词的从句,起到形容词的作用。

(2)讲解定语从句的引导词:who, which, that等,并区分它们的用法。

(3)举例说明定语从句在句子中的位置和作用。

3. 互动练习(1)让学生分组,用定语从句描述组内成员,其他组成员猜猜是谁。

(2)让学生角色扮演,模拟日常生活中的场景,运用定语从句进行交流。

4. 句子练习让学生运用定语从句改写一些句子,提高学生的实际运用能力。

5. 课堂小结总结本节课所学内容,强调定语从句的重要性和用法。

6. 作业布置让学生课后运用定语从句写一篇小短文,巩固所学知识。

五、教学反思本节课通过任务型教学法,让学生在实践中学习定语从句,提高了学生的学习兴趣和参与度。

在教学过程中,要注意关注学生的学习情况,及时解答学生的疑问。

同时,要加强对学生的个别辅导,提高他们的英语水平。

在今后的教学中,可以尝试更多样的教学方法,如游戏、多媒体等,让学生在轻松愉快的氛围中学习英语。

定语从句教案

定语从句教案

定语从句教案学习背景分析1 教学课型: 语法课2 教材分析1 教学内容:2 教材处理: 教材中原来是以音乐为话题开展语言学习的.结合学生的生活实际和兴趣点,设计了"谈论理想中的学校"来替换原有的话题;保留了教材中需要呈现的点:who ,which, that在定语从句中的基本用法以及定语从句的基本概念;将教材中原需要几个课时才能讲解和呈现的语法现象浓缩在一个课时中进行,其他课时则围绕这一语法现象拓展语法学习;教材内容也不再局限于原有教材提供的语言结构和语法现象,而是根据学生的表达需要适当讲解和扩展.3 教学目标1 语言知识目标(1) 了解定语从句的概念和基本用法(2) 区别并正确使用关系代词who, which, that(3) 了解关系代词与先行词之间的位置关系2 能力目标(1) 能在交际中正确,恰当地使用定语从句.(2) 能灵活,恰当,适度地表达自己的观点 .3 情感目标(1) 激发学生的学习兴趣,培养学生的探究精神(2) 增进师生了解,校际了解,增强情感交流4 教学重点和难点1 区分which 和who 在定语从句中的基本用法2 了解如何将定语从句插入主句之中3 让学习不同教材,有着不同学习水平和学习进度的学生都能理解本节课的授课内容,并达到预定的教学目标.5 教学方式: 任务型教学途径1 任务主题: 我理想中的学校2 任务链: 师生相识--- 介绍师生双方所在学校--- 谈论理想中的学校--- 给校长提建议6 教具1 学生人手一份表格,文字材料2 PPT 文件7 学生情况分析教学设计1 设计思路定语从句并不是初中阶段的重点教学内容.对于初中生来说,这一语法现象比较复杂和概念化,不容易理解和准确运用,因此通常被安排在初三,并且只要求学生具有初步的定语从句知识.鉴于以上情况,笔者在教学中尽量采用直观的方式演示不易理解的概念,锻炼学生用英语直接思维,交际和解决问题的能力.笔者贯彻"学中用,用中学"的教学理念,让学生在"谈论熟悉的同学,才谜语"之类的真实语境中尽快融入课堂学习中,理解,归纳和应用有关定语从句的知识.笔者还让学生在完成任务的过程中进一步巩固所学内容.学生通过观看和描述不同学校的图片,与同学商量如何完善给学校的建议,给校长写一封建议信等活动,灵活运用了定语从句.整个教学过程扎实,有序而又不失活泼.2 教学过程第一部分:课前任务活动Step 1师生互相了解(语言点: who, that 在定语从句中的用法)(1) 教师让学生用英语描述一位学生,以这种方式主动与学生相识.T:I'm very happy today to meet you here. I hope you"ll like my lesson. Actually this is the first time I meet you . So would you like to introduce someone in you class to me ?Ss: ( a little excited) Yes!T: Remember, when I call your name, please don't move. Other students will describe you in English, and I'll try to find you quickly. Now, let's try the first one.Who is ....?(2) 教师边听不同学生描述边寻找被描述的学生,同时,适当板书学生所说的描述人物的话,如:Tony is a boy . He is very tall.He is sitting in the second row.He has short hair.He wears a pair of glasses.(3)教师找到第一位被描述的学生之后,请学生注意黑板上的句子,启发他们将这些短句连成长句.教师示范用定语从句的关系代词who , that 连接这些句子,然后让学生总结规律并模仿将黑板上的句子用关系代词连起来;学生在用定语从句继续描述其他同学,以此帮助教师找到更多不认识的学生.T: Look,there are so meny short sentences on the blackboard. Can you join them together to make a long sentence?S1: Tony is a boy, and \but he is very tall?T: Good. Any other way?S2: Tony is a tall boy .T: Yes,that's a better way. What else?Tony is a boy who is very tall.(教师擦掉第二句的主语He,替换为who ) T: And we ca also say :Tony is a boythat is very tall.(在who 旁边加上that)We use"who\that to describe a boy . Now, Can you join the first sentence with next three sentences, just like I do?Ss: ......T : Let's go on the game using "Someone is a boy\girl who\ that...(设计说明)这一设计自然地将学生带入到了学习情境中,可以有效地减轻他们的学习焦虑感.这种师生互动也容易快速消除师生之间的陌生感.如果教师想让学生多说多练的话,可以适当延长寻找的时间,多让一些学生进行描述.在导入定语从句时,笔者没有先将语法概念告诉学生,而是直接呈现定语从句的用法,不仅直观清楚,省时高效,也锻炼了学生直接用英语思维的能力和运用所学语言的能力.Step 2 猜谜语( 语言点: which, that 在定语从句中的用法)(1) 教师逐一用幻灯片呈现一些句子,并让学生来猜"这是谁?'.T: Just now, you introduce some of your classmates to me .Now it's my turn to introduce a friend .Do you know Donna?Ss: No\Madonna? That singer?\Mcdonald?T : here are sime hints. Donna is a lady who loves music.Ss: Madonna!T :No! Donna is a lady that likes you a lot.S1: Is it you?T: Donna is a lady who is standing in front of you!Ss: Ah! You are Donna!(设计说明)这一设计起到了承上启下的作用.从"找学生"到"猜老师",再到下一步的"猜谜语",过渡自然,节省了大量的讲解时间,学生也能轻松进入学习状态.(2) 教师呈现一些用定语从句写成的谜语让学生猜测,然后启发学生总结并说出which和who在定语从句中的用法区别T: Now, I have more riddles.Would you like to have a try?Ss: Yes, of course.T:What is the day which\that comes after Monday?Ss: Tuesday.T: YEs. Easy,What is the vegetable which\that can be made into French fries?Ss: Potato.T :What is the fruit which\that we often eat in summer?Ss: Watermelon.T: Here comes the most difficult one. What is the animal which\that can always be found in baseball game?T: It's a bat.Baseball bat. It's just a joke.But can you tell me why we use "which" or "that" instead of "who" or "that" in these sentences?Ss: Day. Vegetable.Fruit. Animal(3)教师用幻灯片演示主句与定语从句修饰和被修饰的关系,并请学生仿照这些句子用which和that创编一些谜语,让全班共同猜测,教师给予必要的指导.(设计说明)学生通过比照黑板上和幻灯片中的两类句式,不仅能发现which和who的用法和区别,达到快速理解和运用定语从句的目的,也进一步增加了探究所学语法的兴趣.编谜语活动还为学生提供了一定的发挥和想象空间,并由此开始了本节课的写作活动.Step 3 看图片谈论学校( 语言点:练习用who, which或that将短句连成定语从句,了解主从句的位置关系)(1) 教师呈现一些标有文字注释的学校图片,引导学生将图片上的短句连成定语从句,并用动画效果来显示正确语句.T: DO you know about my school?Ss: No.T: DO you want to visit it?Ss:Yeah!T: OK, follow me.Let's have a look at some pictures of my school. And please try to join two sentences into one sentence, using "who" ,"which" or "that".(showing pictures) Many people ca remember the gate . It's so different from others.S1: Many people can remember the gate which\that is so different from others.T: Our school also has a long history. THe history is over 100 years.S2:Our school has a long histore which\that is over 100 years.T:The man is talking to the visitors. He is our priciple.S3:The man who is talking to the visitors is our principle.T:We can see the students. They are studying in different places.S4:We can see the students who are studying in different places.T: Many students come to visit our school. They are from different countries.S5: Many students who are from different countries come to visit our school.(2) 教师再呈现其它一些没有文字注释的图片,让学生用定语从句描述自己的母校.(设计说明)通过真实的情景展示,巩固和扩展所学语言,图片注释为学生的表达提供了充分的语言支持.注释句子由短到长,由易到难,层层递进,不断有新的挑战,使学生乐于实践,不怕出错,边学边用.即使有些语句不太熟悉,他们也能够借助画面理解.这一活动为下一步让学生用自己的语言描述母校做了很好的铺垫.第二部分:任务实施阶段(巩固与创新)Step 4 调查"你喜欢什么样的学校?"( 语言点: 用定语从句进行交际)谈论完两所学校后,教师让学生进行小组讨论,用"What kind of school\teacher do you like? I like the school which.....\the teacher who \that..."来谈一谈对学校的感受和对学校的意见或建议,在讨论的同时用定语从句记录理想中的学校是怎样的,并与同伴交流感受; 最后向全班同学做简单的汇报,例如:In my group, we all like the school which....(设计说明)学生在上一步的交流活动中已经产生了很多想法,这一步适时地让他们表达出来显得很自然. 在教师提供的语言支持下,学生能够给学校建设提出很多好的建议.在表达过程中,学生的语句会有较多扩展,教师可以走到各组中间给予适当的指导.这也为下一步写作作好了铺垫.Step 5 给校长写一封信(语言点: 用定语从句写作)学生齐读教师呈现的信件范例,了解如何将调查结果以书面的形式表达出来,同时注意建议信的语气表达; 然后仿造例文用定语从句给校长写一封信,提出自己对学校的建议,以总结前一步的活动,并练习和巩固所学内容.Step 6 作业布置学生完成给校长的信(设计说明)这一步是整节课的升华,能够用一节课的时间即完成语法的落实,又有梯度地将听说落实到读写上,新文体的仿写是关键所在.三课后反思虽然这节课是在一个陌生的平行班中执教的,但总体感觉课堂进程比较自然,顺利,学生始终处在主动参与和积极配合的状态中,达到了预期设想,体现"学中用,用中学"的任务型语言教学理念.1. 学中用,用中学在这一课中,笔者没有明确地分配哪一个时间段是专门讲语法的,哪一个时间段是专门进行练习的.大多数的时间是边应用边总结归纳,或归纳之后马上应用.这样就可以根据学生的学习需要灵活调控课堂进程.例如,授课伊始用"向老师介绍几位同学"这一活动直接引出who和that引导的定语从句.此活动十分贴近学生生活实际,降低了描述的难度,激发了学生的表达兴趣.下一步,笔者以生动有趣的谜语将学生带到具体的语言环境中,并让学生自己比较和总结新的语法现象.此时,教师只是充当了知识的引导者,有效避免了枯燥,单调的讲解和练习活动,充分发挥了学生的主体作用.2. 任务贴近生活且有意义,易于承载语言和提高能力,体现了语言的工具性.在教学的后期活动中,笔者将学生带到"学校生活"这一话题上,让他们根据自身的感受表达对学校,老师,校长的看法.最后,让学生给校长写一封建议信,这就更加激发了学生运用所学语言的积极性,使语言学习更加具有现实意义.3.各环节衔接紧密,切换顺利本节课虽然有较多的活动,但是各个活动都具有明确的教学目标,活动之间联系紧密,学生容易理解和接受.例如,最开始谈论同学,描述学校图片的活动为之后让学生谈论理想中的学校做了很好的语言和话题上的铺垫.笔者利用教师猜学生的情景,自然设置了让学生猜测教师的活动,从而为引出下一步的谜语做了自然的铺垫,然后有用谜语切换到对学校的介绍.这样就充分保持了教学的连贯性和学生学习的积极性.4. 知识安排和活动设置明确,有梯度本节课在知识的安排与活动设计上强调了任务型教学的阶梯性原则.在知识教授方面,先介绍了who和that 引导的定语从句;之后介绍which和that 引导的定语从句;然后让学生通过将两个或三个单句连成一个含有定语从句的复合句,巩固前两步所学内容;最后,开放式的任务活动综合了前面所呈现的语言点,实现了语言由点到面,由词句到篇章的架构.任务活动也是从介绍同学开始,到对学校的描述,最后对理想中的学校,教师等综合事物的评论,是学生有序,完整地表达了自己的思想.5.语言扩展适度由于本节课设计的活动比较贴近学生的生活实际,并且有一定的灵活性和开放性,学生若想完整地表达自己的思想,仅靠课本知识是不够的.这期间学生可能由于知识所限而出现一些表达错误,这是很正常的.但这期间学生有了接触更多语言素材的机会.教师在指导和纠正其错误的过程中,可以适当呈现或讲解新的语法点,让他们接触到更多的语言知识.当然,这节课也不是尽善尽美的.很多环节的设计回因学生的变化而出现不同的情况和效果,因而要求教师有更加灵活的操控和应变能力.Dear Principle,I am a student (who is ) from Class_______,Grade______.My name is _____. Today, we talked about our ideal school.I"d like to tell you the result of our discussion. I hope our advice could help our school become better and better.Some of my classmates and I like the school that ________.And I lkie the teacher(s) who ______Thanks for reading my letter.I hope we can make our school better together.Yours。

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定语从句教案Revision : The Attributive ClauseTeacher: CindyTeaching aims: 1. to review the attributive clause2. to be able to describe something or someone with thearrtibutive clause.3. to work hardImportance and difficulty: 1. the use of attributive clause.2. some exercises about the attributive clause Type of lesson: ReinforcementTeaching approach: functional approachTeadhing tool: SlidesTeaching steps:1. What is the attributive clause2. kinds of the attrbutive clause3. summary of the use of that ,which, who, whom, whose when,where, why4. some exercises about the attributive clause5. games: describe somebody or some daily items定语从句(The Attributive Clause)一、定语从句的概念在复合句中,修饰某一名词或代词的从句叫定语从句。

被修饰的名词或代词叫先行词,定语从句一般放在先行词的后面。

二、定语从句的分类根据定语从句与先行词的关系,定语从句可分为限制性定语从句及非限制性定语从句。

限制性定语从句紧跟先行词,主句与从句不用逗号分开,从句不可省去,非限制性定语从句主句与从句之间有逗号分开,起补充说明作用,如省去,意思仍完整。

三、定语从句的关系词引导定语从句的关系词有关系代词和关系副词,常见的关系代词包括that,which,who (宾格whom,所有格whose)等,关系副词包括where,when,why等。

关系代词和关系副词放在先行词及定语从句之间起连接作用,同时又作定语从句的重要成分。

四、关系词的用法关系代词例句that 在从句中作主语或宾语指物1. A plane is a machine is machinethat can fly. (作主语)2. The noodles (that)I cooked weredelicious. (作宾语)指人1. Who is the man that is reading thebook over there? (作主语)2. The girl (that)we saw yesterday was Jim’s sister. (作宾语)which 在从句中作主语或宾语指物1. They plantedd the trees whichdidn’t need much water. (作主语)2. The fish(which) we bought werenot fresh. (作宾语)who, whom 从句中分别作主语和宾语指人1. The foreigner who visited our classyesterday is from Canada.( 作主语)2. The boy who broke the window iscalled Tom. (作宾语)3. The person to whom you justtalked is Mr. Li. (作宾语)4. Mrs. Read is the person to whomyou should write. (作宾语)whose 在从句中作定语指人1. Miss Flower is the woman whosehouse caught fire last autumn.2. This is the boy whose mother is adoctor.指物1. I saw a house whose windows werebroken.2. I don’t know the name of the treewhose leaves are still green.关系副词例句when 作时间状语1.I still remember the day when I first came to Beijing.2. I’ll never forget the time when we worked on the farm.where 作地点状语1. This is the house where we lived last year.2. The factory where his father works is in the west of the city.why作原因状语1. Do you know the reason why he didn’t come?2. The reason why he is absent is still unknown.Exercises: 定语从句专项练习题[初中](一)I. 单项填空1. -Do you know the man ______is talking with your father?-Yes,he’s our headm aster.A. heB. whoC. whichD. whom2. Is this the river _____I can swim?A. whichB. in whichC. thatD. the one3. This is the best hotel in the city _____I know.A. whereB. whichC. thatD. it4. Can you lend me the dictionary ______the other day?A. that you boughtB. you bought itC. that you bought itD. which you bought it 5. Anyone ______with what I said may put up your hands.A. which agreesB. who agreeC. who agreesD. which agree6. My watch is not the only thing ______ is missing.A. thatB. itC. whichD. who7. The man ______coat is black is waiting at the gate.A. who’sB. whoseC. thatD. of which.8. The girl ______ is reading under the tree_____my sister.A. which;isB. whom;wasC. who;isD. who;was9. I love places ______the people are really friendly.A. thatB. whichC. whereD. who10. The world ______ is made up of matter.A. in that we liveB. on which we liveC. where we live inD. we live inⅡ. 用适当的关系代词that,which,who,whom, whose, when, why, where 填空。

1. The first thing __________you must do is to have a meal.2. April 1st is the day ___________is called April Fool’s Day in the west.3. The people ___________had lost everything in a big fire got much help from their friends.4. The house ____________we live in is very old.The house in ____________ we live is very old.The house, ____________ we live in , is very old.5. Didn’t you see the man ______________I talked with just now?6. Do you know the boy ____________ mother is our Chinese teacher?Do you know the boy, the mother of____________ is our Chinese teacher?7. I won’t forget the days ___________ we spent together.I won’t forget the days _____________ we were together in Hainan.8. Can you tell me the reason for ___________ you are for the plan?Can you tell me the reason _____________ you are for the plan?定语从句练习(二)1. No one knows the reason _____ he leftthere.A. whereB. thatC. whyD. which2. Is this the factory __________ you visited the other day?A. thatB. whereC. in whichD.the one3. Is this factory __________ some foreignfriends visited last Friday?A. thatB. whereC. whichD. the one4. Is this the factory __________ he worked ten years ago?A. thatB. whereC. whichD. the one5. The wolves hid themselves in the places____ couldn’t be found.A. thatB. whereC. in whichD. in that6. The freezing point is the temperature __________ water changes into ice.A. at whichB. on thatC. in which D. of what7. This is just the place ____ I am eager to visit these years.A. thatB. whereC. in whichD. to where8. The reason _________ he told me was not true.A. whichB. whyC. thatD. Aor C9. I’ll tell you __________ he told me lastweek.A. all whichB. thatC. all thatD.which10. That tree, ____ branches are almost bare(光秃的), is very old.A. whoseB. of whichC. in which D on which11. We’re talking about the piano and thepianist ___ were at the concert last night.A. whichB. whomC. whoD. that12. The girl ____ an English song in the next room is Tom’s sister.A. who is singingB. is singingC. sang D. was singing13. Those _______ not only from books butalso through practice will succeed.A. learnB. whoC. that learnsD.who learn14. Didn’t you see the man ________?A. I nodded just nowB. whomI nodded just nowC. I nodded to him just nowD. I nodded to just now15. Can you lend me the novel ______ theother day?A. that you talkedB. you talked about itC. which you talked withD. you talked about16. Is there anything _____ to you?A. that is belongedB. that belongsC. that belongD. which belongs17 He has two sons, _______ work as chemists.A. two of whomB. both of whomC. both of whichD. all of whom18. I, __ your good friend, will try my best to help you out.A. who isB. who amC. that isD.what is19. I don’t like _______ you speak to her.A. the wayB. the way in thatC.the way which D. the way of which20. The two things _____ they felt very proud areJim’s gold watch and Della’s hair.A. about whichB. of whichC. in which D. for which21. Do you know which hotel _______?A. she is stayingB. she is staying inC. is she stayingD. is she stayingin22. They were interested _______ you toldthem.A. in whichB. in thatC. all thatD. in everything23. The great day we looked forward to _______ at last.A. comeB. cameC. coming D. comes24. I like the second football match, _______ was held last week.A. whichB. whoC. thatD./25. A child _____ parents are dead is called an orphan (孤儿).A. whoB. who’sC. whoseD.Which26.The doctor ___is leaving for Africa next month.A the nurse is talking to himB whom thenurse is talkingC the nurse is talking toD who thenurse is talking27.He showed me around the school ___he studiedthree years ago.A thatB whereC whenD there28.He didn’t tell his manager the reason ___he was late for the meeting .A whyB becauseC thatD when29.We admired him for the way ___he faced hisdifficulties.A in whichB in thatC whichD how30.Please pass me the dictionary ____cover isblack.A whichB itsC whoseD which of定语从句练习(三)请找出下列各句中的错误并加以改正。

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