最新定语从句复习公开课导学案
定语从句复习
学习目标：1?了解定语从句的概念
2 ?清楚关系代词与关系副词的区别，并能正确使用。
学习重点：能够在具体语境中熟练运用定语从句。
学习难点：在具体语境中正确使用关系代词和关系副词。
考点分析：语法填空中的准确运用；写作中的灵活运用。
Part 1.课前预习：定语从句的定义及其关系词的使用(学生自主完成，可以小组合作) Step 1.
A.分析下列句型：
1.1 can 'remember everything (that) happened during the time in university.
2. The film is about a spy ( whose)wife betrays him.
3. Barbary was worki ng in Beijing, (where) she went daily in a bus.
4. He said that he had never seen her before, (which) was not true.
5. English is a Ianguage shared by several diverse cultures, each of (which) uses it somewhat differently. 总结：
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______________ 。
B.请划出下列句子中的定语从句、先行词及关系代词(关系副词)：
The man who is shak ing hands with my father is a policema n.
This is the reas on why he was un happy
基本原则定语从句中不能出现与先行词在意义上相一致的词
Eg.This is the book that I like itbest .（it 与book 指同一物，所以要去掉。）
Step 2.关系词的用法总结:
who（主语、兵语），whom（兵语）, that（主
语、宾语）,whose定语）
that（主语、宾语）,which（主语、宾语） whose
定语）
I
why （原因状语）
Step 3关系词的使用
定语从句的三个步骤：
第一，找出先行词；即看脸
第二，看先行词在定语从句中的语法功能（作主语、宾语、定语或状语）；看裤衩
第三，选择合适的关系代词或关系副词。看腰带
最新咼频考点分析
考点1 that和which的区别
选择题
（）1. This is the highest building ______ I ' ve ever seen.
A. which
B. that
C. what
D. where
（）2. I really didn ' t know anything ______ happened to Jim yesterday.
A. which
B. whose
C. whe n
D. that
（）3. —Who is the man _____ is sta nding over there?
—Oh, he is my math teacher.
A. who
B. whom
C. that
D. which
（）4. They are talk ing about things and pers ons _____ they saw there a few days ago.
A. who
B. which
C. that
D. what
SUMMERY
（1）关系代词只用______________ 的情况：
①先行词被最高级、序数词修饰时。
②先行词是all, any, everything, anything, none, the one 等不定代词时
③当主句是who或which引导的特殊疑问句，为避免重复，只用__________
④先行词既包括人又包括物时。
⑤先行词被the only, the very, the same, the last 修饰时。
He is the （only） one of the stude nts who is from the south
（2）关系代词在定语从句中作宾语时可省略，作主语则不可省略。
注意（动词与先行词一致）：
one of +复数名词，做先行词，谓语动词用单数
The only/very+one of +复数名词，做先行词，谓语动词用复数精品文档
He is one of the students who _______ never late. 译成汉语：___________________________
He is the only one of the students who ________never late. 译成汉语：_________________
Those who are fond of studying do well in exams.
考点2 “介词+关系代词”引导的定语从句
分析下列例句：
The man to whom he is talking is my father.
This is the pen with which I wrote the letter.
注意：“介词+关系代词”引导的定语从句时，介词的宾语只能用__________ （指物）和 _________ （指人）即：介词+ ______________ / _______________ .
思考下列两个句子的变化：
The man whom/that he is talking to is my father.
This is the pen which / that I wrote the letter with.
/ （指人）作介词的宾语，而且做介词宾语的关系代词往往省略。
注意：在固定搭配的动词短语中，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：
This is the pen for which I ' m looking.（
This is the pen which I ' m looking for.（
填写正确的介词。（介词选择一般与固定搭配，习惯性表达以及逻辑关系有关）
1. The pencil _______ w hich he wrote was broke n.
2. The woma n, ______ whom I lear ned the n ews, is a nu rse.
3. The wolf _______ which the sheep was killed was shot.
4. She has three childre n, all _____ whom are at school.
5. There is a tall tree outside, _______ which sta nds our teacher.
6. My glasses, ______ w hich I was like a bli nd man, fell to the ground and broke.
7. In the dark street, there wasn ' t a person _____ whom she could turn for help.
8. Ours is a beautiful school, _______ which we are proud.
考点3■怎样选择正确的关系代词或关系副词
方法一：找出先行词和定语从句中动词，看定从中动词与先行词能否构成习惯搭配。能，用关系代词；
不能，用关系副词.
Eg」will never forget the day that I spent with my parents』定从中动词spent 与先行词the day 构成spent the day，所以用关系代词that或which或省略）
方法二：找出先行词和定语从句，看定语从句是否缺少主语、宾语或表语，如缺少，用关系代词。如不
缺少，定语从句所表达意思相对完整，用关系副词。
eg:①.This is the factory ____ made cars .（缺少主语，所以用关系代词that或which，作主语不能省略）
②.This is the reason ________ h e was late for school』定语从句he was late for school 表达意思相对完
整，所以用关系副词why或介词+关系代词for which)
注意：当先行词为case part、condition、position point、situation、society activity 等抽象意义的名
词时，常用关系副词where引导定语从句.意思是“到了某种地步，在某种境况中”
eg:He got himself into a dangerous situation where he may lose control of the plane .
I' ve come to the point where I can' t stand him.
请分析下列句子中应该使用的引导词：
I will n ever forget the days _______ w e climbed the mou ntain together.
I will n ever forget the days _______ w e spe nt together.
We visited the house ______ Lu Xun used to live.
We visited the house ______ Lu Xun used to live in.
This is the reas on _____ he was un happy.
This is the reas on _____ he expla ined to me
考点四.As在引导定语从句时，位置较为灵活，一般指代前面整个句子，且放句首一般有“正如”意思as 常用于固定句型中：as we all / everyboby know(s), ,as is often the case,as we expect
考点五.whose引导定语从句时必须和名词放在一起。whose+n(s)(of格不常考)
考点六the way
The way _______ he an swered the questio ns was surpris ing. 他回答这些问题的方式令人惊奇。
I don ' t like the way ____________ you laugh at her. 我不喜欢你冲她的样子。
S UMMERY I⑵以the way为先行词的限制性定语从句通常由__________________ 或_____ 引导，而且通常可以省略
Part2课堂讲练
检测自主学习成果
Step 1 Correction
1. This is the factory where we visited last week.
2. This is the watch which Tom is looking for it.
3. The pers on to who you spoke is a stude nt of Grade Two.
4. The house in that we live is very small.
5. The sun gives off light and warmth, that makes it possible for plants to grow.
精品文档
6. It is known to all, the 2008 Olympic Games will be held in Beijing.
7. His dog, that was now very old, became ill and died.
8. The reason which he didn ' t go to school is that he was ill.
9. Those who wants to go with me put up your hands.
10. The boy, his mother died last year, studies very hard.
11. I have two sisters, both of them are doctors.
12. We ' re going to visit the school where your brother works there.
13. Those have questions can ask the teachers for advice.
14. I will never forget the days which we had a good time together at the sea.
15. The reason why he gave us sounded a little strange.
16. He is the only one of the students who know French.
17.I 'nlel ver forget the day on which I spent with you.
18.Which was planned,we met at the railway station.
19.This is the teacher with whomwe' velearnt a lot.
20.Is this farm we visited last year?
易混题
1. ① This is one of the most interesting films ___ shown last week.
②This is the very one of the most interesting films ___ shown last week.
A. which was
B. that was
C. which were
D. that were
2. ① He has two sons, ___ are college students.
② He has two sons, and ___ are college students.
A. both of which
B. both of whom
C. both of them
D. both of it
3. ① He still lives in the room ___ window faces to the east.
② He still lives in the room, the window ____ faces to the east.
③He still lives in the room ___ is in the north of the city.
④He still lives in the room ___ there is a beautiful table.
A. which
B. whose
C. where
D. of which
4. ① ___ leaves the room last ought to turn off the lights.
② ____ who leaves the room last ought to turn off the lights.
③ ____ who leave the room last ought to turn off the lights.
A. Anyone
B. Who
C. Those
D. Whoever
5. ①_____ we all know, China is rich inn atural resources.
②____ is well-k nown that China is rich in n atural resources.
③____ is well-k nown, China is rich in n atural resources.
A. Which
B. As
C. It
D. That
6. ① I ' ll nevf> rget the days ____ we studied together.
② I ' ll never forget the days _____ w e spent together.
A. that
B.不填
C. whe n
D. A and B
7. ① This is the on ly way ___ you can find.
② I don ' t like the way ______ he spofednts mother.
A. that
B.不填
C. in which
D. A, B and C
E. A and B
8. ① Galileo collected the facts _____ p roved the earth and all the other planets move around the sun.
② Galileo discovered the fact ____ t he earth and all the other planets move around the sun.
A. that
B. which
C.不填
D. A and B
9. ① Is this museum ____ they visited last mon th?
② The teacher tells us that ____ clea ns the blackboard is to be praised.
A. that
B. the one
C. which
D. the one who
10. ① It was eleven o ' clock _______ they went out of the cinema.
② It was at eleven o' clock ______ they went out of the cinema.
A. which
B. that
C. whe n
D. on which
Step 3 Discourse
She may be the most gorgeous美丽动人的）First Lady ____ I have ever seen. She is a famous folk sin ger, _____ fans are everywhere in the coun try. I still remember the day _____ I first saw her as the First Lady alon gside her husba nd in Africa airport _____ they were warmly welcomed. She dressed very well, with taste and con fide nee, ___ is one of the reas ons ______ I like her. Homework
Steo 4 composition
把下列句子合并成含有定语从句的复合句：
1. This is the school. I visited it last week.
2. I will remember the day forever. I jo ined the party on that day.
3. He is the boy. His father is a doctor.
4. There were two rooms in the house. The smaller of them served as a kitche n.
5. Draw a line un der the senten ces. You have difficulty in un dersta nding them.
6. This is the research center. You visited some modern equipment there last year.
7. The film brought the hours back to me. I was take n good care of the n in that village.
8. That tree is an old on e. Its bran ches are almost bare
My friend, Lin da, is a girl of 16, ________________________________________ （她父母是我们学校的老师）. She is fond of __________ in Aofeng park ___________________________________ （在那里能吸收新鲜空气）.
She is an ________ （易相处的）girl, who ____________________________________________________ （与
同学处得很好）.Besides, she is also an _____________________________ （聪明的）girl, whose （英语在月考中班级第一）.What' s more important, she is a （热心的）girl，who （总放学后
帮着打扫教室）. ____________________________________________________ （这是我们喜欢她的原因）.
In a word, She is a girl ____________________________________________ （我们应该向她学习）.We will never forget the days ___________________________________________ （我们一起学习的时光）.I am proud
of owning a friend who are willing to help ________________________________ （那些有困难的人）.
请将已学定语从句高频考点自制一张思维导图
高中英语 定语从句教学设计优质课
T e a c h i n g D e s i g n Grammar — 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 discussion IV. Teaching steps: Step I：Lead in 1. 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.
定语从句教学设计优质课
Teaching Design Grammar — 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 t eaching method; Audio-lingual method; Cooperative learning; Group discussion IV. Teaching steps: Step I：Lead in 1. 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 the
初中定语从句公开课导学案
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定语从句公开课教案
Unit4 Earthquakes-Grammar Attributive Clause ( 定语从句 ) 第一课时 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 child 1、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： 1.位置： 2.先行词： 3.关系词（引导词）： 定指人who( 主语、宾语 )，whom( 宾语 )，关系that( 主语、宾语 ), whose(定语 ) 语 代词 从that( 主语、宾语 ),which( 主语、宾语 ) 指物 句whose(定语 ) 的 where (地点状语 ) 引 导关系 when (时间状语 ) 词副词 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。 the handsome the tall
(完整版)定语从句超详细讲解
定语从句 一学习目标 1.熟练掌握定语从句 二考点解析 ⊙定从的功能—解释说明 This is the factory that/which can produce such machines 这就是能制造这种机器的工厂This is the factory that/which we visited last week 这就是我们上周参观的工厂 ⊙定语从句 定义：一个简单句跟在名词或代词后（先行词）进行修饰限定，就叫做定语从句。这个简单句在主句中充当定语成分。 I bought a cow that looked like a horse. ⊙定语从句怎么考？ 语法 22.I live next door to a couple children often make a lot of noise.（2016高考北京卷） A.whose B.why C.where D.which 完形 Balto put his nose to the ground, 52 to find the smell of other dogs that had traveled on the trail. （2016高考北京卷） 阅读&写作 A nurse who understands the healing(治愈) value of silence can use this understanding to assist in the care of patients from their own and from other cultures.（2016高考全国卷D篇） Last year, I spent all my time looking for a job where, without dealing with the public , I could work alone, but still have a team to talk to. （2016高考北京卷阅读A篇） ⊙定从原理：把两个句子合为一个，两个句子有相同的部分，此时可以把其中一个句子作为另一个句子的修饰限定部分。
定语从句公开课导学案学生单
The Attributive Clause 自主预习目标：通过预习，发现问题，并尝试自主解决 Part I请找出下列句子中的先行词，关系词以及（定语从句） 1. who的用法 The boys who are playing football are from Class One. The man who you want to see is here. 总结：who指____________, 在定语从句中作________________. 2. whom的用法 Li Ming is just the boy whom I want to see. The professor whom you are waiting for has come. 总结：whom指____________, 在定语从句中作________________. 3. which的用法 Football is a game which is liked by most boys. This is the pen which he bought yesterday. 总结：which指____________, 在定语从句中作________________. 4. that的用法 The boys that are playing football are from Class One. This is the pen that he bought yesterday. 总结：that指____________, 在定语从句中作________________. 5. whose的用法 I visited a scientist whose name is known all over the country.
高中定语从句详细讲解
高中定语从句详细讲解 （一）定义及相关术语 1．定语从句：修饰某一名词或代词的从句叫定语从句。定语从句一般紧跟在它所修饰的先行词之后。 2．先行词：被定语从句修饰的词叫先行词。 3．关系词：引导定语从句的词叫关系词。 关系词有关系代词和关系副词。关系代词有that, which, who, whom, whose, as等；关系副词有when, where, why等。 关系词通常有下列三个作用：A、引导定语从句；B、代替先行词；C、在定语从句中担当一个成分。例如： The man who is shaking hands with my father is a policeman. 该句中，who is shaking hands with my father 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）关系代词引导的定语从句 1．who 指人，在定语从句中作主语。 The boys who are playing football are from Class One. 正在踢足球的男孩是一班的。Those who want to go to the museum must be at the school gate at 7 tomorrow morning. 想去博物馆的人必须在明晨7点到大门口集合。 Yesterday I helped an old man who had lost his way. 昨天我帮助了一位迷路的老人。That is the teacher who teaches us physics. 那就是教我们物理的老师。2．whom 指人，在定语从句中做宾语，常可省略。 Mr Liu is the person ( whom ) you talked about on the bus. 刘先生就是你们在公共汽车上谈论的那个人。 Li Ming is just the boy ( whom ) I want to see. 李明正是我想要见的男孩。 The professor ( whom ) you are waiting for has come. 你正在等的教授已经来了。 The girl ( whom ) the teacher often praises is our monitor. 老师经常表扬的那个女孩是我们的班长。 注意：关系代词whom 在口语或非正式文体中常可用who 来代替，也可省略。 The man ( whom / who )you met just now is my old friend. 3．Which 指物，在定语从句中做主语或宾语，做宾语时常可省略。 Football is a game which is liked by most boys. 足球是大多数男孩所喜欢的运动。 The factory which makes computers is far away from here. 制造计算机的那家公司离这儿很远。 He likes to read books which are written by foreign writers. 他喜欢外国作家写的书。 The house which is by the lake looks nice. 湖边的那幢房子看上去很漂亮。 This is the pen ( which ) he bought yesterday. 这是他昨天买的钢笔。 The film ( which ) they went to see last night was not interesting at all. 他们昨晚看的电影一点意思也没有。 4．That 指人时，相当于who 或whom；指物时，相当于which.。在定语从句中作主语或宾语，作宾语时常可省略。 The number of people that / who come to visit this city each year reaches one million. 每年来参观这座城市的人数达一百万。 Where is the man that / whom I saw this morning? 我今天早上看到的那个人在哪儿？
定语从句公开课教学设计
教学课题 课程类型 教 学 内 容 分 析 学 情 分 析 定语从句示范课教学设计 Grammar: Attributive Clauses 语法课授课地点多媒体报告厅本节课围绕限制性定语从句展开，取材于北师大版高中英语必修2的第 6单元《 Design》。鉴于学生在初中就接触过简单的定语从句，但是老师没有深 入讲解其内在规律和用法，所以我深入浅出，层层推进的方式，精心设计经典例句和语境，让学生在语境当中掌握语法规律，并辅之以恰当的课堂活动和任务，让学生在实践中理解并掌握语法的使用。 在初中阶段，学生已经对定语从句有了初步的了解，但大部分学生的定语从句基础知识仍然较为薄弱，不能准确地理解其概念，内涵以及用法，运用定 语从句进行口语交际和写作的能力较差。然而他们学习比较认真，求知欲旺盛，思维比较活跃，他们有着高中生独立、爱表现自我的特点。因此，只有设置与 他们的生活息息相关的具体语境和使他们感兴趣的活动，因材施教，才能让他们完全投入到课堂活动中来，进而掌握知识，提高能力。 教学重点教学难点 1.引导学生清晰地掌握定语从句的概念和内涵。 2.设计典型的语境，引导学生在语境中理解并掌握语法。 3.设计课堂活动和任务，激发学生学以致用的激情。 如何设计学生喜闻乐见的语境，并通过该语境实现对学生文化品格，思维品质，语言能力和学习能力等方面的培养。
教学1.语言能力目标：（1）通过学习本课，学生能够清晰理解并掌握定语从 句的概念及内涵。 （2）学生能够有意识地将定语从句用于日常交际和写作中。 2.学习能力目标：通过学习本课，学生能够掌握定语从句的用法，并学会 在具体的语境中恰当地使用定语从句，从而在整体上提高学生学习英语的能力和信心。 3.文化品格目标 : 目 通过本课的学习，学生能够对中国文化更加自信，树立学生用英语尤标其是定语从句来向世界介绍中国文化的志向和信心。 4.思维品质目标 : 本课侧重于语法的语用作用，在运用定语从句的过程中培养学生的观察力、认知力、分析力、想象力、交流合作和自学能力，帮助学生加强记忆 力，提高思维能力和运用英语语法的综合能力，激发创造能力。 1.使用任务型教学，让学生明确学习目标。 2.使用情景教学法，为学生设计具体的，令他们感兴趣的和激发爱国情感教学 的语境来激发他们学习定语从句的热情。 方法 3.使用合作学习法，让学生在合作中实现对知识的理解，掌握和运用。 1.用英文歌曲导入英语语法教学，提高学生的兴趣。 教学 2. 结合 2018 年全国一卷高考作文，将定语从句的学习与中国传统文化结 策略 合起来，激励学生定语从句介绍中国传统文化，提高学生的文化品格。 教学媒介 多媒体辅助：将本课所需要的图片、文字、图表和音乐制成PPT 软件使抽象的语言变得直观，为学生运用定语从句提供生动的语言环境。
初中定语从句公开课导学案
英语定语从句 一．定语从句的理解： 定语概念：_____________________________________________________________________ 划出下列定语 a tall building the book on the desk anything important the girl in red 如果定语_______________，便称为定语从句。 I know the girl. The girl is in red. (两个简单句) →I know the girl who is in red. （定语从句）被修饰的词是_______________。这个词就称为先行词。 其中连接两个句子的是______________，称为关系词。关系词在从句中指代先行词，并在从句中充当一定的成分，观察上句，关系词在从句中充当________________。 附：关系词与先行词的关系： 关系词和先行词密切相关，因为关系词用来指代先行词，并且在从句中充当一定的成分。定语从句中常用的关系词有： 关系代词________________________________________________________________ 关系代词在从句中可充当___________，_____________或_____________； 关系副词_________(表示时间) _________ (表示地点) _________ (表示原因) 关系副词在从句中充当状语。 结论：关系词常有三个作用： 1、_________ 2、_________ 3、_________ 二．按关系词种类学习 （一）关系代词引导的定语从句 关系代词一览表 练习一
定语从句公开课教案
定语从句公开课教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
Unit4 Grammar-----The Attributive Clause教案 郭维 Title（课题）： 语法：定语从句 The analysis of students（学情分析）： 高一学生通过初中三年和高一前三个单元的学习，已经对英语有了一定的感性认识，积累了一定的语言知识，他们对语法知识的系统学习有比较强烈的要求，但对教师无味的讲解不感兴趣，他们喜欢探究型、合作型的学习。本课时前，学生已经接触过定语从句，部分学生已能辨认定语从句，但缺乏对其结构、关系词的选用的系统学习。目前，学生已具有一定的自主学习能力,能积极参与课堂活动。但学生在语法课堂上用英语与同学进行交流有困难。Teaching aims（教学目标）： 1. 知识与技能：了解定语从句的结构，掌握关系代词who ,whom. ,which, that ,whose的用法，学会运用定语从句描述人和物。 2. 过程与方法：让学生通过自主学习与小组合作、探究、归纳等教学活动学会总结所接触语言材料中的语言规律并加以运用。 3. 情感与态度： ①通过课前自主学习和课堂小组讨论培养学生自主学习和合作探究的能力。 ②学习包含定语从句的名言，培养学生积极的人生态度和正确的人生观。Important and difficult points（重点和难点）： 掌握关系代词who ,whom. ,which, that ,whose的用法，正确运用定语从句描述人和物 Teaching strategies（教学策略）： Demonstration（展示），Group discussion（小组讨论），game(游戏) Teaching aids（教学辅助工具）： Multi-media and blackboard （多媒体、黑板） Teaching procedures（教学过程）： Step1. Lead-in and demonstration（图片导入和例句展示） Step2. Comments（学生点评例句） Step3. Group discussion（小组讨论归纳定语从句的定义、相关概念以及关系词的作用） Step4. Finding the attributive clauses in the reading passage（找出课本阅读文章中的定语从句）
(完整版)定语从句讲解
1 一、定语从句概述 定语可以由形容词、名词、代词、数词、分词、副词、不定式以及介词短语 等来担任，也可以由一个句子来担任。在句子中起定语作用的从句称为定语 从句。定语从句在句中的作用相当于形容词，故又称为形容词性从句。被定 语从句修饰的名词叫先行词，引导定语从句的词叫关系词。 二 关系词的用法。 关系词可分为关系代词和关系副词。关系词指代先行词，放在先行词与 定语从句之间起连接作用，同时又充当定语从句中的某一种成分（主语、宾 语、状语等）。 引导定语从句的关系代词有"at ，who ，whom ，whose ，which;关系副词有 when ，where ，why 等。关系词在句子中的指代作用及成分如下表 1.关系代词的用法 (1) who, whom 的用法 二者都用于指人。who 在定语从句中作主语、宾语;whom 在定语从句中 作宾语。在现代英语里，有时who 也可代替whom 在从句中作宾语。作 宾语的关系代词who ，whom 可以省略(介词后作宾语的关系代词除外）。 She was the one who did most of the talking 。大部分时间都是她在说话。（作主语） The boy who I know studies best in his class.我认识的那个男孩在班上学习最好。（作宾语） I happened to meet the professor (who/whom) I got to know at a party. 我碰巧遇见了那位在一次聚会上认识的教授。（作宾语，whom 可用who 代替) whom 在从句中作介词的宾语，且介词提到whom 前面时，不能用who 代替。 Yesterday I came across a few friends with whom I went to the park .昨天 我碰见了几个朋友，我和他们一起去了公园。（句中的whom 不能用who 代替） (2) whose 的用法 whose 可以指人也可以指物，在定语从句中作定语。 Is she a teacher whose hair is very short?她是位头发很短的老师吗？ He is the man whose car was stolen last night. 他就是昨晚被盗车辆的车主。I like the room whose window looks out to the sea.我喜欢那间窗户面向大海的房间。 (3) which 的用法 which —般指物，在定语从句中作主语、宾语。作宾语的关系代词which 可以省略(放在介词后时除外）。The train which has just left is for Shenzhen.刚开走的火车是驶往深圳的。（作主语）The story (which) he told was very popular.他讲的那个故事很有名。（作宾语） (1) that 的用法 that 可以指人或物，在从句中可作主语、宾语或表语。作宾语或表语时可 省略。作介词宾语时，介词不可以提到that 之前，若介词提前，指物用 which ，指人用 whom 。 E-mail English is a new kind of written English that/which is being used to save time.电子邮件英语是一种可以节约时间的新型书面英语。（作主 语"指物) Jack is no longer the person (ha//who/whom) I met five years ago. 杰克不再是五年前我见到的杰克了。（作宾语，指人） There's the book (that/which) you are looking for. 这正是你在找的书。（作宾语，指物） 2. 关系副词的用法
高三英语定语从句公开课教学设计
高三英语定语从句公开课教学设计 语法专题十二定语从句 (一)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. she is the girl who sings best of all.the pen which my uncle gave me is missing.he lives in a house whose windows face south.the factory where my father works is in the east of the city.perhaps the day will come when people will be able to breathe clean air in cities. ⅱ. 关系代词1. 先行词是人，作主语，关系代词用who, that eg. he is a man （）never leaves today’s work till tomorrow. the boy ( ) is standing there is my cousin.2. 先行词是人，作宾语，关系代词用 whom, who, that,eg. here is the man ( ) you’ve been expecting to meet.the man ( ) you met yesterday is mr. smith.3. 先行词是物， 作主语，关系代词用which, thateg . the train （） has just left is for guangzhou.children like to read books ( ) have wonderful pictures.4. 先行词是物，作宾语，关系代词用which, that,或省略eg. the book ( ) you borrowed yesterday is really interesting.the pen ( ) my uncle gave me is missing.5. 先行词是人、物，作定语，关系 代词用whoseeg. he is the professor ( ) name was jackson.china, （） population is the largest in the world, is developing very fast. 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when eg. 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
最新定语从句复习公开课导学案
定语从句复习 学习目标：1?了解定语从句的概念 2 ?清楚关系代词与关系副词的区别，并能正确使用。 学习重点：能够在具体语境中熟练运用定语从句。 学习难点：在具体语境中正确使用关系代词和关系副词。 考点分析：语法填空中的准确运用；写作中的灵活运用。 Part 1.课前预习：定语从句的定义及其关系词的使用(学生自主完成，可以小组合作) Step 1. A.分析下列句型： 1.1 can 'remember everything (that) happened during the time in university. 2. The film is about a spy ( whose)wife betrays him. 3. Barbary was worki ng in Beijing, (where) she went daily in a bus. 4. He said that he had never seen her before, (which) was not true. 5. English is a Ianguage shared by several diverse cultures, each of (which) uses it somewhat differently. 总结： 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______________ 。 B.请划出下列句子中的定语从句、先行词及关系代词(关系副词)： The man who is shak ing hands with my father is a policema n. This is the reas on why he was un happy 基本原则定语从句中不能出现与先行词在意义上相一致的词 Eg.This is the book that I like itbest .（it 与book 指同一物，所以要去掉。） Step 2.关系词的用法总结:
完整版定语从句讲解
定语从句一、概述 定语可以由形容词、名词、代词、数词、分词、副词、不定式以及介词短语等来担任，也可以由一个句子来担任。在句子中起定语作用的从句称为定语从句。定语从句在句中的作用相当于形容词，故又称为形容词性从句。被定语从句修饰的名词叫先行词，引导定语从句的词叫关系词。 二关系词的用法。 关系词可分为关系代词和关系副词。关系词指代先行词，放在先行词与定语从句之间起连接作用，同时又充当定语从句中的某一种成分（主语、宾语、状语等）。引导定语从句的关系代词有at，who，whom，whose，which;关系副词有when，where，why等。关系词在句子中的指代作用及成分如下表功能用于限制性从句或非限制性从句只用于限制性从句 1.关系代词的用法 who, whom的用法(1)二者都用于指人。who在定语从句中作主语、
宾语;whom在定语从句中作宾语。在现代英语里，有时who也可代替whom在从句中作宾语。作宾语的关系代词who，whom可以省略(介词后作宾语的关系代词除外）。She was the one who did most of the talking。大部分时间都是她在说话。（作主语） The boy who I know studies best in his class.我认识的那个男孩在班上学习最好。（作宾语） I happened to meet the professor (who/whom) I got to know at a party. 我碰巧遇见了那位在一次聚会上认识的教授。（作宾语，whom可用who 代替) whom在从句中作介词的宾语，且介词提到whom前面时，不能用who 代替。Yesterday I came across a few friends with whom I went to the park.昨天我碰见了几个朋友，我和他们一起去了公园。（句中的whom不能用who 代替） whose的用法(2)whose可以指人也可以指物，在定语从句中作定语。Is she a teacher whose hair is very short?她是位头发很短的老师吗？ He is the man whose car was stolen last night. 他就是昨晚被盗车辆的 车主。I like the room whose window looks out to the sea.我喜欢那间窗户面向大海的房间。 which的用法(3)which —般指物，在定语从句中作主语、宾语。作宾语的关系代词which 可以省略(放在介词后时除外）。The train which has just left is for Shenzhen.刚开走的火车是驶往深圳的。（作主语）The story (which) he told was very popular.他讲的那个故事很有名。
趣味高中定语从句复习教学设计
“趣味定语从句复习”教学设计 一、教学目标 知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。 能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。 德育目标：培养分析问题解决问题的能力，热爱祖国，关心时政，学会竞争和合作，建立自信心和集体荣誉感。 情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。 二、重点难点：提高学生对语法复习的兴趣和积极性，较好地掌握定语从句的用法，理 解定语从句，运用知识点解题。 三、学情分析 语法向来是学生头痛的一项内容，而定语从句在历来的高考试题中都有所体现，因此,掌握这一内容显得尤其重要。我所教的班级学生为普通生，英语的基础比较差，再加上语法复习基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题通过竞争法、音像法等促进学生的热情，增强学习的效果。 四、教学方法 以学生为主体，尝试创新思维，联系社会采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学语法知识。 五、教学手段 利用多媒体计算机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性。 （设计依据：《新课程标准》要求教师在教学中要以学生为主体，采用研究性学习方法，寓教于乐。检验一节课成功与否，不是教师讲了多少，而是以学生的学习效果为评价标准。因此我借助多媒体，以北京奥运为题，结合竞赛形式，力求使枯燥的语法生动趣味化；并且考虑学生英语基础的实际情况，教学过程也要体现素质教育的全体性，因此设计任务循序渐进（如按“词→句→文”递进），由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果及发展智力，提高思维，观察，注意，记忆，想象，联想等能力。） 六、课前准备 1、布置学生熟记定语从句各关系代词和关系副词的用法。 2、教师准备相关多媒体课件。 七、教学课时：一课时 八、教学过程 第一步：导引目标。Enjoy the music video“Lemon Tree”. T: What’s the name of the song? Ss: It is Lemon Tree. T: Do you like the song whose name is Lemon Tree? I like the song whose name is Lemon Tree very much. 请学生把歌曲最后一句空缺的词填上。 I wonder how I wonder why Yesterday you told me 'bout the blue blue sky and all _______ I can see
定语从句公开课教案讲课讲稿
学习资料 Unit4 Grammar-----The Attributive Clause教案 郭维 Title（课题）： 语法：定语从句 The analysis of students（学情分析）： 高一学生通过初中三年和高一前三个单元的学习，已经对英语有了一定的感性认识，积累了一定的语言知识，他们对语法知识的系统学习有比较强烈的要求，但对教师无味的讲解不感兴趣，他们喜欢探究型、合作型的学习。本课时前，学生已经接触过定语从句，部分学生已能辨认定语从句，但缺乏对其结构、关系词的选用的系统学习。目前，学生已具有一定的自主学习能力,能积极参与课堂活动。但学生在语法课堂上用英语与同学进行交流有困难。 Teaching aims（教学目标）： 1. 知识与技能：了解定语从句的结构，掌握关系代词who ,whom. ,which, that ,whose的用法，学会运用定语从句描述人和物。 2. 过程与方法：让学生通过自主学习与小组合作、探究、归纳等教学活动学会总结所接触语言材料中的语言规律并加以运用。 3. 情感与态度： ①通过课前自主学习和课堂小组讨论培养学生自主学习和合作探究的能力。 ②学习包含定语从句的名言，培养学生积极的人生态度和正确的人生观。Important and difficult points（重点和难点）： 掌握关系代词who ,whom. ,which, that ,whose的用法，正确运用定语从句描述人和物 Teaching strategies（教学策略）： Demonstration（展示），Group discussion（小组讨论），game(游戏) Teaching aids（教学辅助工具）： Multi-media and blackboard （多媒体、黑板） Teaching procedures（教学过程）： Step1. Lead-in and demonstration（图片导入和例句展示） Step2. Comments（学生点评例句） Step3. Group discussion（小组讨论归纳定语从句的定义、相关概念以及关系词的作用） Step4. Finding the attributive clauses in the reading passage（找出课本阅读文章中的定语从句） 仅供学习与参考
高中英语-定语从句公开课导学案
Guided Learning Plan for Grammar “Attributive clause” ----based on Unit4 Book1 LiLi from Xuwen NO.1 Middle School Learning objectives: (1) Knowledge objectives: To help Ss understand attributive clause with relative pronouns (2) Ability objectives: To enable Ss to work in groups and output with proper relative pronouns (3) Emotional objectives: To lead Ss to become interested in grammar learning and d evelop student’s sense of group cooperation Learning procedures: Step 1. Approaching Grammar Enjoy the English song “That’s why you go away” to present some sentences with attributive clauses to lead in the grammar. Step 2. Discovering Grammar: Observation and Summary 1.Teacher will present a series of proverbs, and lead students to speak out the antecedent, relative pronouns and clause. Enjoy some proverbs(谚语): God helps those who help themselves. He who laughs last laughs best. He who doesn’t reach the Great Wall is not a true man. Don’t cut down the tree which gives you shade(阴凉). 2. Observing grammar 1) which/that ①Nanji Village is the village____________ sits at the southern tip of the Chinese mainland. ②Happy Camp is a Chinese show ____________ is produced by Hunan Broadcasting System. ③English is a language ____________ many people speak as their first ,second or foreign language. 小结: 当先行词指______且在定语从句中作____________时用关系代词____________引导定语从句。 2) who,whom,that ①FuYuanhui is the athlete _____________ is famous for her humorous facial expressions. ②Sun Yang is the sportsman __________ is the first Chinese to win the Olympic gold medal in swimming. ③DengChao is the actor ____________ is popular with people of all ages in China. 小结: 当先行词指______且在定语从句中作____________时用关系代词______________引导定语从句。 3). Whose ①Anne _______ best friend was her diary was a Jewish girl. ②The house ____________ roof is brown is mine.