2019年高中定语从句说课稿
《定语从句》说课稿 -
高三英语第一轮复习Revision of the Attributive Clause《定语从句复习》说课稿Ⅰ. teaching material analysis, teaching material's background, status and role Attributive clause is a very important for high school English grammar points, one of the university entrance exam study content, is also a difficulty. It accounted for the proportion of is also very important in the college entrance examination, involve wide, parallel difficult to distinguish, regardless of the type or in reading comprehension, it is ubiquitous. Even in his compositions, easily write several attributive clause, added light and color for your composition. Therefore, we need to make project review on it, inductive, interpretation, analysis.Ⅱ. the sentiment analysisIn the course of high school senior, we have had to learn attributive clause, the students have certain knowledge. But in view of the students in our school level is generally low, the ability to understand and apply knowledge, so in the round of review, it is necessary, from the perspective of the foundation, to guide students to do for the problem solving methods and steps of mechanical imitation, on this basis, the efforts to enhance the level of understanding and strive to make as many students achieve the mastery of knowledge.Ⅲ. the target localizationAccording to the characteristics of this class teaching content and curriculum teaching requirements, this class students existing cognitive structure and psychological characteristics, I make the following teaching aims:(Ⅰ) Knowledge and skills1. Review and guide the attributive clause and to master the relative pronouns and adverbs preposition + relative pronoun to guide the attributive clause.2. The inductive and master and the attributive clause similar syntactic phenomenon.3. To improve students' grammar analysis and comprehensive skills.(Ⅱ) process and the methodIndependent exercise guidance, inductive, approximate contrast, expand the evolution(Ⅲ) emotional attitude"Way to total more than difficult", should actively to find a way to difficulty, complex situation.(Ⅳ) the teaching key difficulty1. The key points and difficulties of language knowledge(1) That distinguished from which usage(2) on the way of examination(3) the relationship between adverbs guide attributive clause and the preposition + relative pronoun to guide the attributive clause.2. Comprehensive key points and difficulties of knowledge(1) the use of the as (2) to investigate the where clause(3) comprehensive examinationⅣ. teaching, research method analysis(Ⅰ) law analysisThe salient feature of the new curriculum idea and core task is to fundamentally change the teaching methods and learning styles. So to let students in "training and discusses the application of induction - increases -" in the process of become carriers of knowledge discovery and knowledge. According to the characteristics of the lesson, in order to improve the teaching efficiency, let the students in a relaxed environment for intuitive feeling, make the English classroom full of fun, with the aid of multimedia assisted teaching, by adopting the combination of lead discovery and discuss inductive teaching method, and through specific problems is put forward and solved, to stimulate students' interest in learning, the main body of students initiative, make each student fully involved in the learning activities.(Ⅱ) the research method analysis1. Adopting experiences and the problems to explore the way of learning, learning by students teachers experience default of all kinds of problem situation, guides the student to carry out the creative learning activities, not only make the students master the knowledge actively, to summarize the structure of the attributive clause, and using, cultivate the independent inquisition ability and attitude.2. The initial set up grammar application consciousness, through teachers create problem situation, again through example confirmation and experience. After observation, discovery, discussion, exploration, and began to try a combination of to obtain knowledge, let the students become the master of learning. Using form of competition, encourage students to think positive, take the initiative to express their views boldly.Ⅴ. the analysis of teaching processTeaching flowchart is as follows:(Ⅰ) Review the basic knowledgegeneralizationsThe relationship between word and its meaning:指代人who, whom, that, as 关系代词指代事物which, that, as ( 在从句中)作主干成分所属关系whose指地点where 关系副词指时间when ( 在从句中)作状语指原因why做题技巧? 分析关系词在定语从句中的成分Methods: through questions and multimedia display.Design intent: by reviewing the knowledge of the students' cognitive conflict, causes the student to review knowledge and build a knowledge network, cause student's curiosity and thirst for knowledge, and promote further explored. Straight forward with the main content of this lesson, theMethods: students training, observation ruleDesign intent: the students training, error correction, and sums up the "only use that (which) should follow the rules", by comparing the further understand and master the law of the above.Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the "the way as antecedent" problem solving skills, then by applying the training further master this kind of problem solving skills.Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the relationship between "preposition + word" problem solving skills, then by applying the training further master this kind of problem solving skills.Method: guiding students training, observation, group discussion summarize the problem solving skills, and preliminary application.Design intent: the students training, error correction, and sums up the "as restrictive and non-restrictive attributive clauses in the use of the relative pronoun, and techniques to solve the problem." By applying the training further master this kind of problem solving skills.Methods: guide students reading, observation, analysis, summarize the problem solving skills, and preliminary application.Design intent: the students training, error correction, and sums up the "where, after some special word usage." By applying the training further grasp the problem-solving strategies.Method: guiding students training, observation, analysis, contrast, summarizes the law.Design intent: the students training, error correction, discussion, contrast to distinguish "attributive clause and the stressed words, appositive clause, predicative clause", further understanding of the attributive clause problem solving methods.(Ⅲ) Training and strengthen their comparisonMethods: use the form of competition, divided into two groups, in the form of vies to answer first, choose the winner group.Design intent: through the training students form similar exercises, to further make students distinguish easily mixed fault point and purpose of class testing, test study effect.(Ⅳ)Summary, reflection ability to ascend(Ⅴ) Echo of job design, goal(Ⅵ) blackboard writing designDesign intent: clear blackboard writing design is concise, clear lines, to facilitate students' thinking, form knowledge system, promote the development of students' ability.。
新人教版定语从句说课稿
新人教版定语从句说课稿尊敬的各位评委、老师，大家好！今天，我将为大家说课新人教版高中英语教材中的定语从句单元。
在开始之前，让我们先来明确一下本单元的教学目标和重点内容。
教学目标：1. 让学生掌握定语从句的基本结构和用法。
2. 培养学生通过上下文理解定语从句的能力。
3. 提高学生运用定语从句进行准确表达的能力。
4. 通过实际语境的练习，加强学生对定语从句的理解和应用。
教学重点：1. 定语从句的引导词及其功能。
2. 定语从句与先行词之间的关系。
3. 定语从句在句子中的位置及其对句子意义的影响。
接下来，我将从以下几个方面展开我的说课内容：一、导入新课在课程开始阶段，我会通过提问和展示图片的方式，引导学生回顾之前学过的从句知识，并自然过渡到定语从句的概念。
例如，我会展示一张含有多个物品的图片，并询问学生：“Which one do you prefer?” 这样的问题不仅能够引起学生的兴趣，还能够让学生意识到在描述特定事物时，定语从句的重要性。
二、呈现新知在这一部分，我会通过PPT展示和板书的方式，向学生介绍定语从句的基本结构。
首先，我会解释什么是定语从句，它是用来修饰名词或代词的从句。
然后，我会通过例句展示定语从句的两种基本形式：限制性定语从句和非限制性定语从句，并强调它们的区别和用法。
三、讲解与练习在讲解了定语从句的基本结构之后，我会通过一系列的练习来巩固学生的理解。
这些练习包括填空题、选择题和改错题，旨在帮助学生掌握定语从句的引导词及其在句子中的正确位置。
同时，我会引导学生分析句子结构，理解定语从句与先行词之间的关系。
四、实际应用为了让学生更好地将所学知识运用到实际中，我会设计一些情景对话和写作任务。
在情景对话中，学生需要运用定语从句来描述人物、物品或事件。
在写作任务中，学生将被要求写一篇短文，其中必须包含多个定语从句。
通过这些活动，学生能够在真实语境中练习和加深对定语从句的理解和运用。
五、总结与反馈在课程的最后，我会带领学生一起回顾本节课的重点内容，并进行知识点的总结。
高中定语从句教案
高中定语从句教案一、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. 定语从句的连接词：and, but, or, nor, for, yet, so4. 定语从句的先行词：名词、代词、名词短语、句子5. 定语从句的省略现象三、教学重点与难点：1. 定语从句的引导词及其选用2. 定语从句的先行词确定3. 定语从句的连接词使用4. 定语从句的省略现象四、教学方法：1. 实例分析法：通过具体例句，让学生理解定语从句的定义和作用。
2. 互动教学法：引导学生参与课堂讨论，提高学生对定语从句的理解和运用能力。
3. 练习法：设计相关的练习题，让学生巩固所学知识。
4. 任务驱动法：布置实际任务，让学生在实践中运用定语从句。
五、教学步骤：1. 引入定语从句的概念，让学生理解定语从句是用来修饰名词或代词的从句。
2. 介绍定语从句的引导词及其用法，如who, which, that等。
3. 讲解定语从句的先行词确定方法，引导学生识别先行词。
4. 讲解定语从句的连接词使用，让学生了解连接词的作用和选用原则。
5. 分析定语从句的省略现象，让学生明白省略的规则和条件。
6. 通过实例分析，让学生掌握定语从句的运用技巧。
7. 设计练习题，让学生进行实际操作，巩固所学知识。
8. 组织学生进行小组讨论，分享学习心得和经验。
9. 布置课后任务，让学生在实际语境中运用定语从句。
10. 总结本节课所学内容，强调重点和难点，鼓励学生继续学习和实践。
六、教学评估：1. 课堂参与度：观察学生在课堂讨论和练习中的积极参与程度，以及他们对定语从句的理解程度。
2. 练习题完成情况：检查学生完成练习题的数量和质量，评估他们对定语从句引导词、先行词和连接词的掌握情况。
定语从句语法复习说课稿
定语从句语法复习说课稿一、学情背景分析本节课的授课对象是综合高中高三（1）班计算机专业的学生，是高三一轮复习中的一节语法课。
学生经过高一，高二的学习已经掌握了定语从句的基本概念，基本形式以及基本用法。
但对于一些学习的难点如关系词的选择，关系代词as的用法，关系代词that, which, who的使用情境等掌握不牢，面对定语从句的学习存在畏难情绪，答题缺乏语境分析，句子成分分析的习惯与技巧，答题错误率较高。
二、教材分析1、教学内容:江苏省省编中等职业学校英语教材第一册Unit 12,Unit 13语法复习专题-----定语从句。
2 、教材处理: Unit12学习的是定语从句关系代词的用法，Unit13学习的.是关系副词的用法。
在对口单招高考考试中，往往考查定语从句关系词的选择，既包括关系代词也包括关系副词，两者存在用法上的区别，但也存在密切的联系，所以我将两个单元的语法复习进行了整合，在复习定语从句基本概念，基本结构，基本用法的基础上突出学习重点与难点，重点分析单招在定语从句专题上的常见考点，以及帮助学生总结应对的答题方法。
三、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)区别并正确使用并选择关系代词，关系副词(3)了解关系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)能根据定语从句相关知识对含有定语从句的描述进行猜测判断。
、3、情感目标(1)激发学生学习定语从句的兴趣,帮助学生克服畏难情绪。
(2)增进师生了解,校际了解,增强情感交流四、教学重点1区分that, which和who在定语从句中的基本用法2区分限制性定语从句与非限制性定语从句3如何使用还原法选择定语从句的关系词五、教学难点1掌握关系代词as的用法2 “介词+which”结构中介词的选择3如何使用还原法选择合适的关系词引导定语从句六、教学方法:归纳法，语法翻译法七、学习策略1、通过具体的例句感知语言现象，在教师的引导下通过小组合作学习，总结语言基本规律。
2019年英语定语从句说课稿
2019年英语定语从句说课稿定语从句（AttributiveClauses）在句中做定语，修饰一个名词或代词，被修饰的名词,词组或代词即先行词。
下面是为你带来的英语定语从句说课稿，欢迎阅读。
一，定义：在复合句中作定语，修饰主句中某一名词或代词的从句，叫做定语从句。
被定语从句所修饰的词叫先行词，通常位于定语从句前。
引导定语从句的是关系代词（that,which,who,whom,whose）和关系副词（when,where,why），它们既起连接作用，又充当从句中的一个成分，如何使用关系代词或副词是根据先行词及其在从句中所充当的成分确定的。
二，关系代词引导的定语从句注：如果关系代词在从句中作主语，从句谓语动词的人称和数必须和先行词一致。
①Chinaisabigcountrythat/whichhasahistoryofabout5000years.②Philwho/thatesfromEnglandisanactiveboy.③Thedoctor(who/whom)Davidsawatthehospitaltoldmetostopsmoking.④WepassedsomeshopswhosewindowsweredecoratedforChristmas.⑤Isthisthebook(that/which)heislookingfor?△重点1.that,who和which在从句中作主语时不可省略，作宾语时可省略。
（但whom/which前有介词时，whom/which不能省略）e.g.Theman(who/whom)myfatheristalkingwithismyteacher. Themanwithwhommyfatheristalkingismyteacher.2．关系代词在从句中作介词宾语时可跟介词一起放在先行词后面；为了使关系代词紧跟它所修饰的先行词，也可把介词放在从句中有关动词的后面。
英语定语从句说课稿
英语定语从句说课稿一、教材。
1．教材分析本课时的内容是人教版高中英语必修一Unit5的语法第一课时，初次导入含关系副词when, where, why的定语从句。
通过举例说明，让大家初步了解定语从句组成结构以及组成特征。
2．教学目标1）知识目标:A. 掌握五种简单句的基本结构及用法。
B. 掌握定语从句的关系词when, where, why的基本用法。
2）能力目标：A. 准确的理解和掌握关系副词的用法B. 能初步理解介词加关系代词等于关系副词的用法。
3．教学重点1). 认识和掌握定语从句的结构和用法。
2). 掌握关系词when, where, why的基本用法。
4．教学难点关系词when, where, why用法，识别定语从句，并能准确填写定语从句关系词。
二、教法根据高中英语“课标”要求，课程要从学生的学习兴趣、生活经验和认知水平出发，因此，我将在教学中采用任务型教学。
1. 任务型教学，每个环节布置一个不同层次的题目，让学生在完成每个题目时逐步获得成就感，并对他们的答案进行相对的点评。
同时，不同难易的题目可以有效地锻炼了学生的不同层次能力。
通过笔头训练巩固所学语法知识。
达到口头，笔头的完美结合。
2.分析讨论法。
三、说学法在教学过程中，我采用列举法，举例加深对定语从句的理解，并在练习中体会语法的含义及用法。
注重讲练结合，提高学生的实际应用水平能力。
四、教学过程1. Leading in导入：复习五种简单句结构，使得学生能准确的理解和掌握句子的成分，为讲解关系副词奠定理论基础。
2.解释句子成分通过这种方式可以让学生初步了解到定语及定语从句是什么做什么用。
在这个基础上向同学解释定语从句。
3.复习上节课学过的关系代词引导的定语从句4.逐步讲解关系副词引导的定语从句，在这一过程中，让学生学会分析句子成分，会判断使用关系词。
5.练习。
6．家庭作业五、教学反思在态度上，教学过程中，可能会有学生不能及时进行互动，这时要积极鼓励学生回答问题，并对学生的回答进行肯定，以激烈学生回答问题的激情。
高三英语定语从句复习说课稿
3) 先行词是adj.的最高级或被adj.的最高级所修饰4) 当先行词是序数词或被序数词所修饰。
5) 先行词被only, all, very, any. no, little,few 所修饰及不定代词。
IV.以下情形用which不用that:①在介词之后；②引导非限制性定语从句；③当定从修饰的是整个主句的意思时，通常用非限制性定语从句。
V. whose引导的定从的三种表达形式：1)n.(先行词) + whose + n.-定从2)n.(先行词) + the n. + of which/whom-定从3)n.(先行词) +of which/whom + the n. -定从T he house ___ is red is John’s.A.its colorB. color of whichC. the whose colorD. of which the colorVI. …way in which/that/不填-若way充当定从的“主、宾、表”时，用which 或that - 定从:He hated being spoken to in the way______________ she spoke to her father.The way ______________she told me is effectiveVII …as-定从1) 与which-定从的区别：▲as-定从:A) as--“正如……的”B) 位于句首、句末、句中▲which-定从：A) which—无具体意义B) 位于句末His mother is an engineer, __ makes him very proud. (A which, B who,C that D, as)_____ is known to the world, Mark Twain is a great American writer.A. ThatB. WhichC. AsD. It比较以下句型：What is known to the world isthat-从句世人所知晓的是……It is known to the world that-从句......为世人所知As is known to the world, ……正如世人所知……Complete the following sentences with that” or “which”.1.This is the 2nd article ___ I have written in English.2. It is the best film ___ he has ever seen.3. This is the very book ___ I wantto read.4. All ___ they told me surprised me.5. They talked about the teachers and schools ___ they had visited二.定语从句与同位语从句(一)、从词类上区别◆同位语从句前面的名词只能是:idea, fact, news, hope, belief, degree，information suggestion, proposal, word, thought,story doubt, truth, possibility, promise, order等表示抽象意义的名词。
定语从句说课稿
高三英语定语从句复习说课稿各位评委老师：大家下午好！很荣幸能有机会为大家上一堂说课。
我这节说课的题目是：高三英语定语从句复习说课稿。
一、语法点分析：定语从句对于高中英语来说是一个非常重要的语法点，它在高考中占的比例也是举足轻重的，无论单选、完型还是在阅读理解中，它都无所不在。
甚至在作文中，轻轻松松的写出几个定语从句，就能为你的作文添光加彩。
因此，我们要对它进行着重的讲解。
二、教学目标：1. 使学生明确什么是定语从句，它的概念及性质。
2. 掌握定语从句中关系词的分析与确定，及定语从句的使用。
三、重难点：重点：分清关系代词与关系副词的区别。
This is the factory that you visited yesterday.This is the factory where he worked ten years ago.难点：学会分析句子，从而确定关系词,从而掌握定语从句的使用。
二、学生分析：由于本次带的学生英语基础较薄弱，词汇量也严重不足，因此花一个课时就想让该生掌握该语法点是不现实的。
三、教学方法分析：针对该生的情况，我打算花两个课时对定语从句进行由浅入深的详细讲解，重心放在对其重难点的分析上，并采取教与练相结合的方式，由知识点切入到题目，给学生一个融会贯通的过程，再由题目返回到知识点中，让学生有一种恍然大悟、豁然开朗的感觉。
课后，附以相应的练习试题进行巩固，再在课堂上用1～2个课时对此次练习进行讲解。
使得该生对定语从句有一个透彻、完整的理解与把握。
四、教学步骤：1. 定语从句的定义：由关系代词或者关系副词引导，修饰主句中的一个名词性成分，相当于一个形容词的功能，就叫做定语从句。
2. 分类：①限制性定语从句：对先行词进行修饰，限制②非限制性定语从句：对先行词进行解释、说明举例说明：The man who is talking to my father is my Chineseteacher.Mr. Smith, who is my leader, will leave for Japan next week.3. 基本构成：限制性定语从句noun/pronoun ＋引导词＋定从①引导词thatwhichwhowhose②必须使用that的情况1.当先行词既包含“人”又包含“物”时Can you remember the scientist and his theories that we talked about?2.当先行词被形容词最高级修饰或先行词本身是最高级时This is the best film that I have ever seen.3.当先行词被不定代词something , everything, nothing, 等及little, some, every, few 等词修饰时。
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2019年高中定语从句说课稿在高中需要进行定语从句的教学时应该如何写好相关的说课稿呢？下面是分享给大家的高中定语从句说课稿，希望对大家有帮助。
Ⅰ.定义定语从句，起形容词的作用，在句中常用来修饰名词或代词。
被修饰的词称为先行词,引导定语从句的词称为关系词,关系词的作用一是放在先行词与定语从句中间起引导作用;二是在意义上代替先行词,并在从句中充当一个成分。
其中关系代词：who,whom,whose,which,that,as；关系副词：when,where,why。
eg.Sheisthegirlwhosingsbestofall.Thepenwhichmyunclegavemeismissing.Helivesinahousewhosewindowsfacesouth.Thefactorywheremyfatherworksisintheeastofthecity.Perhapsthedaywillewhenpeoplewillbeabletobreathecleanairinci ties.Ⅱ.关系代词1.先行词是人，作主语，关系代词用who,thateg.Heisaman（）neverleavestoday’sworktilltomorrow.Theboy()isstandingthereismycousin.2.先行词是人，作宾语，关系代词用whom,who,that,eg.Hereistheman()you’vebeenexpectingtomeet.Theman()youmetyesterdayisMr.Smith.3.先行词是物，作主语，关系代词用which,thateg.Thetrain（）hasjustleftisforGuangzhou.Childrenliketoreadbooks()havewonderfulpictures.4.先行词是物，作宾语，关系代词用which,that,或省略eg.Thebook()youborrowedyesterdayisreallyinteresting. Thepen()myunclegavemeismissing.5.先行词是人、物，作定语，关系代词用whoseeg.Heistheprofessor()namewasJackson.China,（）populationisthelargestintheworld,isdevelopingveryfast.Ⅲ.关系副词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.Ican’trememberthedate()hewentabroad.I’llneverforgettheday()Ijoinedthearmy.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.Thisisthevillage（）UncleWangoncelived. Theyhavereachedthepoint()theyhavetoseparatewitheachother.He’sgothimselfintoadangeroussituation()heislikelytolosecontrol overtheplane.3.先行词是reason，在定从中作原因状语，关系代词用why eg.Idon’tknowthereason()hewaslate.Noneofusknowthereason()Tomwasabsentfromthemeeting.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.October1,1949wasthedaywhen（=）thePeople’sRepublicofChinawasfounded.Thisisthefactorywhere（=）weworkedayearago.Idon’tbelievethereasonwhy(=)hewaslateforschool.Ⅳ.关系代词that&which的区别:⒈只用that的情况①先行词为all,everything,anything,nothing,little,much 等不定代词时。
eg.Thereisnothing()canpreventhimfromdoingit.②先行词被any,only,few,no,very,little等修饰时。
eg.Thisistheverybook()I’mlookingfor.③先行词被形容词最高级或序数词修饰时。
eg.Thefirstplace()theyvisitedinGuilinwasElephantTrunkHill.Thisisthebestfilm()Ihaveeverseen.④先行词既有人又有物时。
eg.Hetalkedaboutthingsandpersons()theyrememberedintheschool .⑤先行词被theonly,thevery修饰时。
eg.Mr.Smithistheonlyforeigner()heknows.⑥句中已有who或which,为了避免重复时。
eg.Whoistheman()isstandingbesideTom?⒉不能用that的情况：①引导非限制性定语从句；eg.Hehadfailedinthemathsexam,()madehisfatherveryangry.②介词+关系代词。
eg.Thisistheroomin（）myfatherlivedlastyear.Ⅴ.as引导定语从句时的用法(as相当于that&which)①as引导限制性定语从句通常用于thesame…as,such…as结构中。
eg.Thisisthesamebook()Ilentyou.Suchmachines()areusedinourworkshoparemadeinChina.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，位置灵活，用来修饰整个句子。
通常用下列句型：asisknowntoall,asissaid,asisreported,asisannounced,asweallk now,asIexpect等。
eg.()Iexpected,hegotthefirstplaceagaininthismid-termexamina tion.Taiwan,()weallknow,belongstoChina.Ⅵ.限制性定语从句和非限制性定语从句的主要区别:限制性定语从句:一般紧跟在先行词后面,不用逗号把从句与先行词分隔开来。
使先行词的意思十分明确,成为特定的人或物,是句子中不可缺少的成分,少了它句子就会失去意义不能成立,或意思不清楚,不能说明问题。
通常译为定语。
非限制性定语从句:通常由逗号与句子其他成分隔开。
只是对先行词作进一步的说明,没有它句子仍能成立,意思仍很清楚。
通常译为并列的句子。
eg.Iwastheonlypersoninouroffice（）wasinvited.（去掉定语从句，意思就不完整）Tom’sfather,（）isoversixty,stillworksharddayandnight.（整个句子可分成两句来翻译）Ⅶ.分隔定语从句即先行词与关系代词、副词之间被介词短语，同位语，谓语等分隔开来。
此种定语从句，在选择关系词时，要注意找准先行词。
eg.Thereisanexpressioninhiseyes（）Ican’tunderstand.Iwastheonlypersoninmyoffice()wasinvitedtotheimportantball. IsuggestyouchoosesomeoneIthink()isverykindandfriendly.选择填空：1.ItwasApril29,20XXPrinceWilliamandKateMiddletonwalkedintot hepalacehalloftheweddingceremony.A.thatB.whenC.sinceD.before2.)Gutteroilisillegallyrecycledcookingoil,containschemicals thatareharmfultothehumanbodyandcanevencausecancer.A.itB.whichC.whereD.that3.Betweenthetwopartsoftheconcertisaninterval,theaudiencecan buyice-cream.A.whenB.whereC.thatD.which4.Theoldtownhasnarrowstreetsandsmallhousesarebuiltclosetoea chother.A.theyB.whereC.whatD.that5.Whateverisleftovermaybeputintotherefrigerator,itwillkeepf ortwoorthreeweeks.A.whenB.whichC.whereD.while6.Englishisalanguagesharedbyseveraldiversecultures,eachof-------usesitsomewhatdifferently.A.whichB.whatC.themD.those7.Abankistheplacetheylendyouanumbrellainfairweatherandaskfo ritbackwhenitbeginstorain.A.whenB.thatC.whereD.there8.Shehasagiftforcreatinganatmosphereforherstudents------all owsthemtomunicatefreelywitheachother.A.whichB.whereC.whatD.who9TedcamefortheweekendwearingonlysomeshortsandaT-shirt,------isastupidthingtodoinsuchweather.A.thisB.thatC.whatD.which10.Sheshowedthevisitorsaroundthemuseum,theconstruction------hadtakenmorethanthreeyears.A.forwhichB.withwhichC.ofwhichD.towhich11.Theschoolshop,customersaremainlystudents,isclosedfortheh olidays.A.whichB.whoseC.whenD.where12.Hewassopleasedwithallwehaddoneforhimhewroteusalettertopr aiseforit.A.what;whatB.what;thatC.that;whatD.that;that13.Themoontravelsroundtheearthonceeverymonth,isknowntoevery body.A.itB.asC.thatD.what14.isoftenthecasewithelderpeople,mygrandma,talkedaboutmynew hairstyleforatleast50minutesnonstop.A.ThatB.WhichC.AsD.It15.Aftergraduatingfromhighschool,youwillreachapointinyourli fe-------youneedtodecidewhattodo.A.thatB.whatC.whichD.where16.Thenovelwaspletedin1978,theeconomicsystemhasseengreatcha nges.A.whenB.duringwhichC.sincethenD.sincewhen17.Booksbringusintothepresenceofthegreatestmindshaveeverliv ed.A.whichB.whoC.不填D.that18.Theworldismadeupofmatter.A.inthatweliveB.onwhichweliveC.whereweliveinD.welivein19.Davidissuchagoodboyalltheteacherslike.A.thatB.whoC.asD.whom20.Isthisthereasonatthemeetingforhiscarelessnessinhiswork?A.heexplainedB.whatheexplainedC.howheexplainedD.whyheexplained21.HewasveryangryandIcanstillrememberthewayhespoketome.A.howB.thatC.whatD.which22.That’sthenewmachinepartsaretoosmalltobeseen.A.thatB.whichC.whoseD.what23.I’vebeegoodfriendswithseveralofthestudentsinmyschool-------Im etintheEnglishspeechcontestlastyear.A.whoB.whereC.whenD.which。