定语从句说课PPT课件
合集下载
定语从句说课通用课件
主动交流与讨论
与同学或老师交流学习心得， 探讨定语从句的运用技巧，互 相启发。
拓展阅读
阅读英文原著或英文新闻，提 高对英语语言的整体感知能力，
加强对定语从句的实际运用。
感谢您的观看
THANKS
句子翻译练习
要点一
总结词
提升学生定语从句的翻译技巧
要点二
详细描述
句子翻译练习要求学生将含有定语从句的英文句子翻译成 中文，或将含有定语从句的中文句子翻译成英文，有助于 学生掌握定语从句在不同语言中的表达方式和翻译技巧。
05 定语从句在实际中的应用
写作中的应用
描述人物
使用定语从句可以更具体地描述 人物特征，如“The man who sat next to me was wearing a
关系代词的用法
总结词
引导定语从句，代替先行词
详细描述
关系代词在定语从句中起到引导作用，同时代替先行词，作为定语从句中的一个成分。常用的关系代 词有that、which、who、whose等。
关系副词的用法
总结词
引导定语从句，表示时间、地点、原因等关系
详细描述
关系副词用于引导定语从句，表示时间、地点、原因等关系。常用的关系副词有when、where、why等。关系 副词在定语从句中充当状语成分。
04 定语从句的练习与提高
单项选择题练习
总结词
考察定语从句的语法规则和运用
详细描述
单项选择题是常见的练习题型，通过选择正确的定语从句关系代词、关系副词或限定词， 帮助学生巩固定语从句的语法规则，提高理解和运用能力。
完形填空练习
总结词
综合考察定语从句与其他语法结构的结合运 用
详细描述
高中英语定语从句课件(共55张PPT)
Jenny, with whom I played table tennis yesterday, lives in my next room.
The man who came here yesterday has come again.
That is Mr. Wang, whose daughter teaches English at a middle school.
The Attributive Clause
定语从句
定语从句的概念
在复合句中，修饰某一名词或代词的从句
先行 叫定语从句。被修饰的名词或代词叫
词，定语从句一般放在先行词的后面，引导
关系词 定语从句的词被称为
。
定语从句的位置：通常在先行词（在主句中）后。
定
指人 who(主语、宾语)，whom(宾语)，
The boy is Tom. The boy is smiling. The boy who is smiling is Tom.
(主语)
The boy is Tom. The boy has a round face. The boy who has a round face is Tom.
e.g. The girl who often helps me with my English is from England.经常在英语方面帮 助我的那个女孩是英国人。（作主语，不可 省略）
e.g. She know the nurse (who/whom/ that) we met yesterday.他认识我们昨天见到的那 位护士。（作宾语，可省略）
下列情况下, 一般用which而不用that。
1.先行词为that， those时，用which， 而不用 that. e.g. What’s that which is under the desk？ 在桌子底下的那些东西是什么？
定语从句课件PPT
详细描述：练习题三是一道综合性较强的题 目，涵盖了定语从句的多个知识点。这道题 目不仅要求学生熟练掌握定语从句的规则， 还需要具备一定的逻辑推理能力。通过这道 题目，学生可以检验自己对定语从句的掌握 程度，发现并纠正自身的语法错误，进一步
提高语言表达能力。
THANKS
感谢观看
关系代词在定语从句中起 到指代先行词的作用，常 用的关系代词有that、 which、who、whose等 。
关系副词
关系副词在定语从句中起 到连接主句和从句的作用 ，常用的关系副词有 when、where、why等。
定语从句的结构
结构
定语从句通常紧跟在所修饰的名 词或代词之后，由关系代词或关 系副词引导，构成主语、谓语、
总结词：表示地点
详细描述：where在定语从句中用作地点状语，修饰表示地点的名词。它指代先 行词并在从句中充当地点状语，用以描述某个特定的地点或场所。
when的用法
总结词：表示时间
详细描述：when在定语从句中用作时间状语，修饰表示时间的名词。它指代先行词并在从句中充当时间状语，用以描述某个 特定的时间点或时间段。
当关系代词在从句中作表语时。 例如：She is not the girl that she used to be.
只能用which的情况
在非限制性定语从句中，只能用which指代物。例如
He has written a letter, which I received three days ago.
02
关系代词的用法
who的用法
总结词
用于指代人
详细描述
在定语从句中，who通常用于指代人，在从句中充当主语或宾语。例如： “The man who won the prize is a scientist.”（获奖的人是一位科学家。）
高中英语语法讲解PPT课件：定语从句(共47张PPT)
☆ 关系代词和关系副词有三大作用，即连接 （连接定语从句和主句）、替代（替代前面 的先行词）、成分（在定语从句中要充当一 定的句子成分）。
关系代词: who, whom, whose, that, which
1. The man _w_h_o_/_th__a_t has left is my teacher. 2. The book (_t_h_a_t/_w_h_i_c_h_) you are reading now is written by a student writer. 3. The people (_w_h_o_/_w_h__o_m_)you met in the hall yesterday come from Japan. 4. The old man lives in a house _t_h_a_t_/w_h__ic_h_ is more than 100 years old. 5. This is the teacher from _w_h_o_m__ we’ve learnt a lot. 6. Great changes are taking place in the city in _w_h_i_c_h_ they live. 7. The man _w_h_o_s_e_ daughter you met is the headmaster of this school. 8. The house _w_h__o_se_ color is red is John’s.
1. He is a famous scientist. 2. who’s that girl in red? 3. He was the last one to come. 4. I’ve read all the books that you lent me.
关系代词: who, whom, whose, that, which
1. The man _w_h_o_/_th__a_t has left is my teacher. 2. The book (_t_h_a_t/_w_h_i_c_h_) you are reading now is written by a student writer. 3. The people (_w_h_o_/_w_h__o_m_)you met in the hall yesterday come from Japan. 4. The old man lives in a house _t_h_a_t_/w_h__ic_h_ is more than 100 years old. 5. This is the teacher from _w_h_o_m__ we’ve learnt a lot. 6. Great changes are taking place in the city in _w_h_i_c_h_ they live. 7. The man _w_h_o_s_e_ daughter you met is the headmaster of this school. 8. The house _w_h__o_se_ color is red is John’s.
1. He is a famous scientist. 2. who’s that girl in red? 3. He was the last one to come. 4. I’ve read all the books that you lent me.
专题十定语从句 (共39张PPT)
I bought a great many “介词＋关系 依据与定语从句 books，on which I spent 代词”中介词 中动词或形容词 all my money that I saved. 的选用 等的搭配确定 我买了很多书，这些书花 光了我所有的积蓄。
“介词＋关 系代词”中 介词的选用
常见的有 “some/several/a few/ a 名词/代词＋ little/many/ 介词＋关系代 more/most/the 词 largest＋of＋ which/whom” 等
Here are the questions， some of which I think are difficult for you. 就是这些问题，其中一些 我认为对你来说有些难。
关系 副词
where
why
地点状语 Keep the books in a place where you 地点 can find them easily. 请把书放在你容易找到的地方。 原因状语 Is this the reason why he refused our 原因 offer？ 这就是他拒绝我们提议的理由吗？
第二部分 基础语法突破
专题十
定语从句
在复合句中，修饰某一名词或代词的从句叫做定语 从句。被修饰的名词或代词叫做先行词，从句放在所修 饰词(即先行词)之后由关系词引导。
一、关系词的用法
关系词
先行词
关 系 代 词
which
物
在从句中充当的成分及例句 主语、宾语 China is a country which has a long history. 中国是一个有着悠久历史的国家。 The key which you are looking for is under the bed. 你找的那把钥匙在床底下。
定语从句课件绝对经典系列(共30张PPT)
定语从句由关系代词关系副词来引导，同位语从句由that,有时也用when ,where, whether来引导
That’s my suggestion that the boy should study hard.
There are thousands of stars in the sky that This is the house in which Luxun once lived.
定语从句
知识准备
什么是定语：
用来修饰名词或代词的词、短语、从句。 .
4.定语 修饰和限定名词和代词的词。通常由形容词，代词(多为
形容词性物主代词），数词，介词短语，动词不定式，分词和从 句（定语从句）来担当。
a kind girl, a book on the desk
I have homework to finish. the fallen leaves
This is the car ______ which I can’t go to work.
This is the car ____which the old man was knocked down
This is the car ____which a boy threw a stone.
This is the car ____which we talked .
what=all that
the chemistry lab. the same…as…“和……同样的
Xi hua who I met across in the street a few days ago has gone abroad.
当先行词为专有名词或整个句子是世界上独一无二的名词时，一般用非限定性定语从句修饰。
That’s my suggestion that the boy should study hard.
There are thousands of stars in the sky that This is the house in which Luxun once lived.
定语从句
知识准备
什么是定语：
用来修饰名词或代词的词、短语、从句。 .
4.定语 修饰和限定名词和代词的词。通常由形容词，代词(多为
形容词性物主代词），数词，介词短语，动词不定式，分词和从 句（定语从句）来担当。
a kind girl, a book on the desk
I have homework to finish. the fallen leaves
This is the car ______ which I can’t go to work.
This is the car ____which the old man was knocked down
This is the car ____which a boy threw a stone.
This is the car ____which we talked .
what=all that
the chemistry lab. the same…as…“和……同样的
Xi hua who I met across in the street a few days ago has gone abroad.
当先行词为专有名词或整个句子是世界上独一无二的名词时，一般用非限定性定语从句修饰。
定语从句-完整版_(课堂PPT)
17
4. 当先行词前面有who, which等疑问代 词时用that。如：
Which is the dictionary that you want? 哪本是你要的字典？ Who is the man that is standing by the door? 站在门旁边的那个男人是谁？
The man (who) everyone likes is kind. The woman got the job. We saw her in the street.
The woman (whom) we saw in the street got the job.
9
As predicative Jack used to be a lazy boy. He is no longer a lazy boy.
3
Attributive clauses An attributive clause modifies a noun in the same way that an adjective or prepositional phrase does. e.g. The team who are wearing green
4
The attributive clauses are usually introduced by relative pronouns like which, that, who, whom and whose, or relative adverbs like where, why and when. e.g. The team who are wearing green
2
定语从句的结构： 先行词+引导词（关系词）+从句句子 先行词：位于从句前，被从句修饰的词。 eg. the cake that I made 引导词：引导从句的词，也叫关系词。 eg. the art class that I took
4. 当先行词前面有who, which等疑问代 词时用that。如：
Which is the dictionary that you want? 哪本是你要的字典？ Who is the man that is standing by the door? 站在门旁边的那个男人是谁？
The man (who) everyone likes is kind. The woman got the job. We saw her in the street.
The woman (whom) we saw in the street got the job.
9
As predicative Jack used to be a lazy boy. He is no longer a lazy boy.
3
Attributive clauses An attributive clause modifies a noun in the same way that an adjective or prepositional phrase does. e.g. The team who are wearing green
4
The attributive clauses are usually introduced by relative pronouns like which, that, who, whom and whose, or relative adverbs like where, why and when. e.g. The team who are wearing green
2
定语从句的结构： 先行词+引导词（关系词）+从句句子 先行词：位于从句前，被从句修饰的词。 eg. the cake that I made 引导词：引导从句的词，也叫关系词。 eg. the art class that I took
高中定语从句课件PPT(条理清晰)
Do you know the name of that girl whose brother is your roommate?
你知道她的哥哥与你同寝室的那位女孩的名字吗？
Water whose boiling point is at 100 degree Centigrade has no color, no flavor.
• 2 ）“先行词”的意义决定“关系词”的选择“关 系词”的选择往往是由“先行词”自身表达的意义 ，以及它在从句中的语法功能而决定的。例如：
• Some people who are successful language learners often fail in other fields.
有些在语言学习上很有成就的人 , 在其他领域常 常一无所成。
于一个后置定语，如： They are the boys who you like to play with.
二：非限制性定语从句 定语从句前有逗号分隔，主要起补充说明
作用，如： Mr. Brown has a son, who joined the army 3 years ago.
需要了解的概念
工薪在几千美元以上的人必须将工资中的一定百分比交 付给联邦政府。 Who is the girl to that you talked just now? （错误）
关系代词的省略
• 定语从句中作宾语的关系代词可以省略 ; 如果关 系代词在定语从句中作宾语可以省略。例如： This is the book ( which ) you were looking for yesterday. 这就是你昨天找的那本书。 I don't like the novel ( that ) you are reading. 我不喜欢你看的这本小说。 Who is the man ( whom ) you're talking about? 你们谈论的那个人是谁？
你知道她的哥哥与你同寝室的那位女孩的名字吗？
Water whose boiling point is at 100 degree Centigrade has no color, no flavor.
• 2 ）“先行词”的意义决定“关系词”的选择“关 系词”的选择往往是由“先行词”自身表达的意义 ，以及它在从句中的语法功能而决定的。例如：
• Some people who are successful language learners often fail in other fields.
有些在语言学习上很有成就的人 , 在其他领域常 常一无所成。
于一个后置定语，如： They are the boys who you like to play with.
二：非限制性定语从句 定语从句前有逗号分隔，主要起补充说明
作用，如： Mr. Brown has a son, who joined the army 3 years ago.
需要了解的概念
工薪在几千美元以上的人必须将工资中的一定百分比交 付给联邦政府。 Who is the girl to that you talked just now? （错误）
关系代词的省略
• 定语从句中作宾语的关系代词可以省略 ; 如果关 系代词在定语从句中作宾语可以省略。例如： This is the book ( which ) you were looking for yesterday. 这就是你昨天找的那本书。 I don't like the novel ( that ) you are reading. 我不喜欢你看的这本小说。 Who is the man ( whom ) you're talking about? 你们谈论的那个人是谁？
定语从句经典完整版PPT课件
在定从中作成13一关系代词作定从的主语宾语作主语时丌可省略指代先行词1314作定从的宾语可省略指代先行词1415作定从的主语戒宾语指物作宾语可省略指代先行词1516作定从的主语戒宾语指物戒人作宾语可省略指代先行词1617作定从的定语指物戒人丌可省略指代先行词17她父母丌想把女儿嫁给一个家境贫穷的男人
作定从的原因状语
3. why 指原因,在从句中表示"因为... 原因"=for which
I disappro先ve行th词e为reraesaosnosn_A_D__ he came up with.
A. that B. why C. for which D. / 因此先行词虽然为reason,但如果连接 词在从句中作主语或者宾语,则只能用
can fly.
A plane is a machine the machine can fly.
A plane is
can fly.
a machine that /which
关系代词实际上是先行词的复 指,that/which代指先行词machine。
第6页/共94页
Think and conclude
(1)
(2)
He gave a reason. people like music for the reason.
=for which =why
他给了一个（人们喜欢音乐的）原因。
第23页/共94页
3. I he
don't looks
know the unhappy.
reasoBnC____
A. that B. why C. for which D. /
A. who B.作w定hi从ch的C主. 语w/h宾e语re D.
作定从的原因状语
3. why 指原因,在从句中表示"因为... 原因"=for which
I disappro先ve行th词e为reraesaosnosn_A_D__ he came up with.
A. that B. why C. for which D. / 因此先行词虽然为reason,但如果连接 词在从句中作主语或者宾语,则只能用
can fly.
A plane is a machine the machine can fly.
A plane is
can fly.
a machine that /which
关系代词实际上是先行词的复 指,that/which代指先行词machine。
第6页/共94页
Think and conclude
(1)
(2)
He gave a reason. people like music for the reason.
=for which =why
他给了一个（人们喜欢音乐的）原因。
第23页/共94页
3. I he
don't looks
know the unhappy.
reasoBnC____
A. that B. why C. for which D. /
A. who B.作w定hi从ch的C主. 语w/h宾e语re D.
初中定语从句完整版(共32张PPT)
He is the person. I met the person in the park yesterday.
先行词
先行词
主或宾
宾
替换词
（
）
（
）
who
whom
他是我昨天在公园碰见的人
1.She is the girl English is the best in our class.
在从句中作宾语
关系词
人，物
that
This is the book. The book is newly published.
that
被修饰的名词：物
The girl we saw yesterday is Mary
The girl is Mary. We saw the girl yesterday.
3.The last place we visit _______we visited was The Great Wall.A.which B. that C. where D.it
4.He talked happily about the men and books ______interested him greatly in the school.A.which B.that C. it D.whom
that
/who
that
/which
whose
who
/whom
Fill in the blanks:
Choose the right answer：
1.Do you know the scientist ______gave us a talk just now.A.who B. whom C.which D.whose
先行词
先行词
主或宾
宾
替换词
（
）
（
）
who
whom
他是我昨天在公园碰见的人
1.She is the girl English is the best in our class.
在从句中作宾语
关系词
人，物
that
This is the book. The book is newly published.
that
被修饰的名词：物
The girl we saw yesterday is Mary
The girl is Mary. We saw the girl yesterday.
3.The last place we visit _______we visited was The Great Wall.A.which B. that C. where D.it
4.He talked happily about the men and books ______interested him greatly in the school.A.which B.that C. it D.whom
that
/who
that
/which
whose
who
/whom
Fill in the blanks:
Choose the right answer：
1.Do you know the scientist ______gave us a talk just now.A.who B. whom C.which D.whose
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
the preposition + relative pronoun
2. key points and difficulties of comprehensive knowledge (1) the use of the “as” (2) examination of the “where- clause” (3) comprehensive examination
the Attributive Clause
1
1 Analysis of teaching maቤተ መጻሕፍቲ ባይዱerial
2 Analysis of students’ learning
3
target
4 Analysis of teaching, learning methods
5
The teaching process
(Ⅱ) Process and the method Exercise guidance, independent induction, approximate contrast, expand and evolution
(Ⅲ) Emotional attitude "Way is always more than difficulty", that is to say, actively find a way when we meet a difficult, complex situation.
(Ⅰ) Knowledge and skills 1.Review and master the attributive clause guided the relative pronouns, adverbs ,preposition + relative pronoun. 2. Induction and master syntactic phenomenon. similar to the attributive clause. 3. To improve students' grammar analysis and comprehensive skills.
6
Blackboard writing design
Ⅰ.Analysis of teaching material: teaching material's background, status and role
The attributive clause is a very important English grammar point, one of the college entrance exam contents, and also a difficulty. It accounts for a large proportion in the college entrance examination, involving wide and difficult to distinguish. Regardless of in cloze or in reading comprehension, it is ubiquitous. Even in students’ compositions, easily writing several attributive clauses can add lights to your composition. Therefore, we need to make a special topic review on it, induction, interpretation, analysis.
Ⅲ. Target localization
(Ⅳ) Teaching key points and difficulties
1. The key points and difficulties of language knowledge (1) distinguish the usage of “that” and “which” (2) examination “of the way” (3) the attributive clause guided the relative adverbs and
Ⅲ. Target localization
According to the characteristics of this class teaching content and curriculum teaching requirements,considering students existing cognitive structure and psychological characteristics, I make the following teaching aims:
Ⅱ. Analysis of students’ learning
In the course of senior 1 and 2, we have had to learn the attributive clause,so the students have a certain knowledge of it. But the level of the students in our school is generally low, the ability to understand and apply knowledge is even lower, so in the first round of review, it is necessary to learn it from the foundation and guide students to do some mechanical imitation of the problem solving methods and steps. on this basis,try to enhance the level of understanding and strive to make as many students as possible achieve the mastery of knowledge.
2. key points and difficulties of comprehensive knowledge (1) the use of the “as” (2) examination of the “where- clause” (3) comprehensive examination
the Attributive Clause
1
1 Analysis of teaching maቤተ መጻሕፍቲ ባይዱerial
2 Analysis of students’ learning
3
target
4 Analysis of teaching, learning methods
5
The teaching process
(Ⅱ) Process and the method Exercise guidance, independent induction, approximate contrast, expand and evolution
(Ⅲ) Emotional attitude "Way is always more than difficulty", that is to say, actively find a way when we meet a difficult, complex situation.
(Ⅰ) Knowledge and skills 1.Review and master the attributive clause guided the relative pronouns, adverbs ,preposition + relative pronoun. 2. Induction and master syntactic phenomenon. similar to the attributive clause. 3. To improve students' grammar analysis and comprehensive skills.
6
Blackboard writing design
Ⅰ.Analysis of teaching material: teaching material's background, status and role
The attributive clause is a very important English grammar point, one of the college entrance exam contents, and also a difficulty. It accounts for a large proportion in the college entrance examination, involving wide and difficult to distinguish. Regardless of in cloze or in reading comprehension, it is ubiquitous. Even in students’ compositions, easily writing several attributive clauses can add lights to your composition. Therefore, we need to make a special topic review on it, induction, interpretation, analysis.
Ⅲ. Target localization
(Ⅳ) Teaching key points and difficulties
1. The key points and difficulties of language knowledge (1) distinguish the usage of “that” and “which” (2) examination “of the way” (3) the attributive clause guided the relative adverbs and
Ⅲ. Target localization
According to the characteristics of this class teaching content and curriculum teaching requirements,considering students existing cognitive structure and psychological characteristics, I make the following teaching aims:
Ⅱ. Analysis of students’ learning
In the course of senior 1 and 2, we have had to learn the attributive clause,so the students have a certain knowledge of it. But the level of the students in our school is generally low, the ability to understand and apply knowledge is even lower, so in the first round of review, it is necessary to learn it from the foundation and guide students to do some mechanical imitation of the problem solving methods and steps. on this basis,try to enhance the level of understanding and strive to make as many students as possible achieve the mastery of knowledge.