牛津高中英语模块一第一单元定语从句教案
U1M1 School life
Period Grammar (1)
T eaching Aims
1. to help Ss learn what an attributive clause is;
2. to help Ss understand the functions of relative pronouns and relative adverbs;
3. to be able to distinguish attributive clauses.
T eaching Important Point:
The basic understanding of the attributive clause.
T eaching Difficult Point:
How to help the Ss to learn the Attributive Clause efficiently.
T eaching Method:
Tell Ss what the relative words funtion as and then do some exercises to consolidate what we have learned.
T eaching Aids:
multimedia devices
T eaching Procedures:
Step 1. Revision and lead-in
1. Review the adjective, phrases or clauses used to modify the nouns.
1) Mary is a 21-year-old student.
She is a nice girl.
2) Mary is a student 21 years old.
Mary is a student in her twenties.
3) Mary is a student who is 21 years old.
Step 2. Introduction to attributive clauses
1. Introduce main clause and the attributive clause.
Mary is a student who is 21 years old.
(主句部分) (从句部分)
He who laughs last laughs best.
(从句部分)
2. Introduce the terms of ‘attributive clause’ and ‘antecedent’.
attributive clause（定语从句：修饰主句中名词或代词的从句叫做定语从句。）antecedent (先行词：被定语从句所修饰的名词或代词叫做先行词。)
Mary is a student who is 21 years old.
(先行词) (关系代词)
The school where he studied is in Shenzhen.
(先行词) (关系副词)
3. Introduce relative pronouns : which, that, who, whom and whose.
Introduce relative adverbs: where, why and when.
Introduce the functions of the relative words. (Page 8)
①指代先行词；
②位于从句句首，连接定语从句与主句；
③并在定语从句中充当从句某一成分。
Step 3. Practice—Distinguishing attributive clauses
1. Read the passage on page 9 and find out the attributive clauses in each paragraph. Teacher can start with the first paragraph as an example.
2. Ask Ss to underline the antecedent as well.
Step 4. Consolidation
1. Ask Ss to do exercise C1 on Workbook P88 individually. Tick the sentences with attributive clauses.
2. Check answers.
Step 5 Summary
T: In this period we’ve learned about the Attributive Clause. We know attributive clauses are related by relative pronouns and adverbs. They modify nouns or pronouns called antecedents. Then we spent quite much time in doing exercises. Today’s homework is to go through the grammar we have learned this class and try to get familiar with them. Refer to the notes when necessary.
Step 6 Homework
1. Revise what we have learned today and find sentences with attributive clauses in the reading text on P2-3.
2. Preview the material on Page 10-11.
Record after Teaching:
U1M1 School life
Period Grammar (2)
T eaching Aims
1. to learn the different usages of relative pronouns;
2. to help the Ss understand the usage of relative pronoun and be able to use them correctly;
3. to help the Ss to combine two sentences using attributive clauses.
T eaching Important Point:
The basic usage of the relative pronouns
T eaching Difficult Point:
How to help the Ss to grasp the usages of relative pronouns.
T eaching Method:
Present the usage of the relative pronouns and then some exercises to consolidate what we have learned.
T eaching Aid: ppt
T eaching Procedures:
Step 1. Homework-checking
1. The sentences with attributive clauses in the reading passage are as follows:
1) I sat next to a girl whose name was Diana.
2) I loved the lessons that she gave in English Literature.
3) All my classmates were fond of the cake that I made.
4) In the Art class that I took, I made a small sculpture.
Step 2. Relative pronouns
1. Present sentences with attributive clauses first and then conclude what relative pronoun to use and how to use it.
1) that, which
Some of the books were gifts (that/which) he got from his Chinese friends and students.
The paintings (that/which) David donated to the school are being shown in the exibition room.
归纳：定语从句中，用that/ which指代物。
that/which在从句中作宾语时可以省略。
2) who, whom
Most of the students (whom/who) he taught have become his friends.
She was the teacher who taught us English Literature.
归纳：定语从句中，用who/whom指代人。
在从句中充当主语时，用who。
在从句中充当宾语时，用whom(也可以用who),还可以省略。
3) whose
I sat next to a girl whose name was Diana.
The club whose members are music fans meet in the school garden every Saturday afternoon. 归纳：定语从句中，用whose指代人/物，表示“某人的”、“某物的”，在从句中充当定
语。
Step 3. Practice
1. Part A, Page 11. Do the first two blanks as examples.
2. Ask the Ss to do the exercise individually and then check answers in pairs first.
3. Check answers with the whole class.
Step 4. Making sentences with attributive clauses
1.Part B, Page 11. Do the first one as example.
2.Ask Ss to do the rest. Allow the Ss to work individually or in pairs.
3. Check answers.
Step 5Summary
We know attributive clauses are related by relative pronouns and adverbs. Today we have learned the usages ofrelative pronouns. So today’s homework is to go through this after class and try to get familiar with them.
Step6 homework
Finish C2 on Workbook P88.
Record after T eaching:
定语从句教案
定语从句教学设计 赵红 教学目标：1. 学生能掌握关系代词的正确使用。 2.学生能正确掌握理解整个句子的意思。 教学重点：定语从句中关系代词who ,that, which 的正确使用。 教学难点：学生能正确掌握并运用定语从句 学情分析：学生以前学过的宾语从句和状语从句，在此基础上学习定语从句能容易些。 教学过程： Step1.Lead—in 定语：形容词修饰名词，限定名词的范围，做定语 ↓I have a cute boy. 从句：1.整个句子充当每个句子的成分 ↓I think you are right. 2.公式：连+主+谓 定语从句是本质：整个句子去充当另一个句子的成分，相当于一个形容词，去修饰主句中的名词，作定语 I have a son who loves me very much. Step 2 1.定语从句：在复合句中，修饰某一名词或代词的从句叫定语从句 Mary is a beautiful girl. Mary is a girl who has long hair. 2.Mary is a girl who has long hair. ↓↓↓ 先行词关系词定语从句 ↓↓ 关系代词关系副词 Who,whom,that,which where,when,why 关系词的作用：1.连接主从句 2.指代先行词 3.在从句中作成分 关系代词的实质：Join the two sentences: A plane is a machine. The machine can fly. A plane is a machine. The machine can fly. ↓that \which A plane is a machine that\which can fly. 3.关系代词的用法： （1）who 指人，作主语或宾语（做宾语可省略） The man (who) I talked with is our teacher. (2)whom 指人，作宾语（可省略） The man(whom) I nodded to is Mr Li. (3)which 指物，作主语或宾语（作主语可省略） There are trees which were planted last year. (4)that 指人，物作主语或宾语（作宾语课省略）
(完整word)牛津高中英语模块1课文翻译
牛津高中英语课文翻译 牛津高中英语模块1课文翻译 Unit 1 School life in the UK 英国校园生活 Going to a British high school for one year was a very enjoyable and exciting experience for me. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3:30 p.m. This means I could get up an hour later than usual, as school in China begin before 8 a.m. 在英国上了一年的中学对我来说是一段非常令人愉快和兴奋的经历。我很满意英国的上学时间，因为那里是大约9点开始上学，下午3：30放学，这意味着我可以比平常晚起床一个小时，因为在中国8点之前就开始上课了。 On the first day, all of the new students attended an assembly in the school hall. I sat next to a girl whose name was Diana. We soon became best friends. During the assembly, the headmaster told us about the rules of the school. He also told us that the best way to earn respect was to devote ourselves to study and achieve high grades. This sounded like my school in China. 在第一天，所有新生在学校礼堂集合，我坐在一个叫做戴安娜的女孩旁边，我们很快就成为了好朋友。在集合期间，校长告诉我们关于学校的规章制度，他还告诉我们，在学校要想赢得别人的尊重，最好的方法就是努力学习，取得高分，这一点听起来跟中国的学校差不多。 I had many teachers in the past year. Mr Heywood, my class teacher, was very helpful. My favourite teacher was Miss Burke – I loved the lessons that she gave in English Literature. In our class there were 28 students. This is about the average size for British schools. We had to move to different classrooms for different classes. We also had different students in some classes, so it was a struggle for me to remember all the faces and names. 在过去的一年里，我有很多的老师，黑伍德先生，也就是我的班主任，对我很有帮助；我最喜欢的老师是伯尔克小姐，我喜欢她教的英国文学课。在我们班有28个同学，这差不多是英国学校的平均班额。我们在不同的教室上不同的课，上某些课的时候，班上的同学也不一样，所以对我来说记住所有人的面孔和名字是一件难事。 I found that the homework was not as heavy as what I used to get in my old school. However, it was a bit challenging for me at first, because all the homework was in English. I felt lucky, as all my teachers gave me much encouragement and I enjoyed all my subjects: English, History, English Literature, Computer Science, Maths, Science, PE, Art, Cooking and French. 我发现这里布置的家庭作业不像我以前在原来学校时那么繁重，可是一开始我还是觉得有点挑战性，因为所有的作业都是英文的。让我感到幸运的是，所有老师都给了我极大的鼓励，也喜欢所学的科目：英语、历史、英国文学，计算机，数学、科学、体育、艺术、烹饪和法语。 My English improved a lot, as I used English every day and spent an hour each day reading English books in the library. I usually went to the Computer Club during the lunch break, so I could send e-mails to my family and friends back home for free. I also had an extra French class on Tuesday evenings. Cooking was really fun as I learnt how to buy, prepare and cook food. At the end of term we held a class party and we all had to cook something. I was glad that all my classmates were fond of the cake that I made. 我的英语提高了很多，因为我每天都使用英语而且我每天花一小时在图书馆看英语书，我经常在中午休息的时候去计算机俱乐部，这样我就可以免费给国内你的家人和朋友发邮件了。我还在每周二的晚上有一节法语课，烹饪课也很有趣，因为我可以学到如何购买、准备和烹饪食物，在学期末，我们有举行班级聚会，我们都需要做一些食物，让我很高兴的是我同学都很喜欢我做的蛋糕。
高中英语Module6 SectionⅢGrammar_复习定语从句教案外研版必修5
Section Ⅲ Grammar-复习定语从句[语法初识] huge national park on the Qinghai which is the 1．引导定语从句的常用关系词的用法
他就是那个在地震中幸存的男孩吗？ He lives in a big house whose window faces the sea. 他住在一座窗户朝向大海的大房子里。 I often thought of my childhood when I lived on a farm. 我经常回想起我的童年，那时我住在一个农场里。 Bamboo grows well in the place where it is warm and wet all the year. 竹子在一年四季都温暖潮湿的地方生长得好。 There are several reasons why we can't do that. 我们有好几个理由不那样做。 [名师点津] situation, case, point ，stage 等表示“情况，方面”的名词后可接where 引导的定语从句。 I think you've got to the point where a change is needed, otherwise you'll fail. 我认为你应该改变了，否则你会失败。 2．定语从句中关系词的选用 方法一：用关系代词还是关系副词取决于从句中的谓语动词。如果是及物动词，就要用关系代词；如果是不及物动词，则要用关系副词。 This is the mountain village that/which I visited last year. 这是我去年参观过的山村。 This is the mountain village where I stayed last year. 这是我去年待过的山村。 方法二：准确判断关系词在定语从句中所作的成分(主、宾、定、状)，也能正确选择出关系代词/关系副词。 关系词在从句中作主语、定语、宾语时，应用关系代词(who, whom, that, which, whose)；关系词在从句中作状语时，应用关系副词(where 作地点状语，when 作时间状语，why 作原因状语)。 3．that 和which 引导的定语从句的区别 that 和which 都是关系代词，都可在从句中作主语或宾语，但两者存在着不同：
(完整word版)英语定语从句用法详解
英语定语从句用法详解 在复合句中，修饰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，引导定语从句的有关系代词who, whom, whose, which, that等和关系副词where, when, why等，关系代词和关系副词在定语从句中担任句子成份。 1.由who引导的定语从句中，who用作主语，如：This is the boy who often helps me. 2.由whom引导的定语从句中，whom用作宾语，如：The man whom you are waiting for has gone home. 3.由whose引导的定语从句中，whose用作定语，如：Do you know the girl whose skirt is white? 4.由which引导的定语从句中，which用作主语或谓语动词的宾语或介词的宾语，如： The room in which there is a machine is a work shop. The river which is in front of my house is very clean. This is the pen which you want. 注意： (1)whom, which用作介词宾语时，介词可放在whom、which之前，也可放在从句原来的位置上；但在含有介词的动词固定词组中，介词只能放在原来的位置上。如：He is the very person whom we must take good care of. (2)引导非限制性定语从句时，必须用关系代词which，不用that,如：I have lost my bag, which I like very much. (3)关系代词在句中作主语时，从句的谓语动词的人称和数必须和先行词保持一致。 5.由that引导的定语从句中，that可以指人或物，在从句中作主语或谓语动词的宾语，但不能放在介词后面作介词宾语，如： The book that I bought yesterday was written by Lu Xun. 注意在下面几种情况下必须用that引导定语从句。 (1)先行词是不定代词all, few, little, much, something, nothing, anything等，如： All that we have to do is to practise English. (2)先行词被序数词或形容词最高级所修饰，如 The first letter that I got from him will be kept. (3)先行词被all, any, every, each, few, little, no, some等修饰，如 I've eaten up all the food that you gave me. (4)先行词被the only, the very, the same, the last修饰时如 He is the only person that I want to talk with. (5)先行词既有人又有物时，如: They talked about persons and things that they met. (6)当句中已有who时，为避免重复，如：Who is the man that is giving us the class? 6.由when, where, why引导的定语从句，如: I don't know the reason why he was late. This is the place where we have lived for 5 years. I'll never forget the day when I met Mr Li for the first time. 注意：先行词是表示地点时，如果从句的谓语动词是及物的，就用that(which)，如果从句的谓语动词是不及物的，就用where引导。This is the house Which /that he has lived in for 15 years.(Where he has lived for 15 year.)
新高考下的英语定语从句
定语从句 考纲要求： 掌握定语从句的基本知识；区分定语从句和名词性从句的性质和用法。 在具体的语境中考查非限制性定语从句的引导词以及“介词+关系代词”引导的定语从句；设置语境，考查抽象地点或时间概念的名词作先行词时关系副词的选择，甚至通过增加先行词的隐蔽性来增加试题的难度；考查定语从句的特殊句型，即：特定词汇+of whom/which 引导的定语从句。 复合句中修饰名词和代词的从句叫做定语从句，被修饰的名词或代词叫先行词。引导定语从的连接词有关系代词who, whom, that, which, whose, as 和关系副词when, why, where等。这些关系代词或关系副词有替代先行词，连接主句和从句，并在从句中充当成分三个作用。定语从句有限制性定语从句和非限制性定语从句两类。 限制性从句是句子不可缺少的部分，主句和从句间不用逗号隔开。 非限定性定语从句是对主句先行词的补充说明，去掉不影响主句意思的完整性。一般用逗号把主从句分开。关系代词that不可以引导非限定性定语从句，其他可引导定语从句的连词均可引导非限定性定语从句。
先行词：被定语从句修饰的名词或代词叫做先行词，定语从句必须放在先行词之后。有时先行词是关系代词前的整个句子。 1.当先行词是人： 关系词要用who, whom, that, whose等，其中who/that 在从句中课充当主语或宾语，whom 在从句中只能充当宾语，whose在从句中充当定语,不可省略(of whom 可以代替whose指人，词序是名词+of whom。) This is the man who/that can speak several foreign language.（who/that 在从句中作主语，不可省略） I like the girl (who/whom/that)you referred to yesterday.(who/whom/that 在从句中作宾语，可省略） The government tried to help the old woman whose son (of whom the son/the son of whom）died in the war. [注意：whose与所修饰名词之间无任何冠词，否则要用of whom] 注意： ?若连接词在从句中作介词宾语并且介词在前面，代替人必须用whom，且不可省略There is nobody in the street to whom I can turn for help.(turn to sb for help 求助于某人) ?若介词在后面，则who, whom或that均可引导从句，且可以省略。 There is nobody in the street that /who/whom I can turn to for help. （填一填）The settlement is home to nearly 1000 people, many of ________ left their village homes for a better life in the city. ?在下列情况下多用who或whom,而不用that ①先行词是all, anyone, one, ones, those, people等时 All who can dance well will be invited.（who在从句中作主语） Those who (whom)he knows will be invited.(who/whom在从句中作宾语） ②在被分割的定语从句中 A new teacher will come who will teach us English. ③在there be句型中 There is a girl who wants to see you. ④一个句子中有两个定语从句，其中一个用that引导，为了避免重复，另一个用who. Every student that is from China who likes English will have a chance to get a book. 2.当先行词是物： 连接词要用which，that，whose，which/that在从句中作主语或宾语；whose在从句中作定语，后直接跟名词，无冠词，若有则用of which。（whose是一个表示所属关系的词,在定语从句中做定语,相当于my, his, her, its, their 等修饰人或物。of which可以代替whose指物，词序一般是名词+of which或of which+名词。） The building which/that stands in the center is our school library.（which/that在从句中作主语，不可省略） This is the book (which/that)you want.(which/that 在句中作宾语，可以省略） The building whose window (of which the window)faces south is our school library.(作定语）（填一填）Look out! Don't get close to the house ________ roof is under repair. 注意： ?如果关系代词在句中作介词宾语并且介词在前面，必须用which，且不可省略。 The house in which I live is near yours. The house (that/which )I live in is near yours.
定语从句优秀教案设计
定语从句优秀教案设计 所谓定语从句,就是在复合句中起定语作用以修饰主句中的名词或代词的从句。分享了定语从句的教案设计给大家参考！ 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I like music that I can dance to. She is the only one who’s studying French.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符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能力。 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，口头表达能力，培养学生的观察，想象和创造力。 情感目标：促进同学间积极合作交流，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积极性，而且呈现在课堂上能使教学更生活化，也更直观和具体。
以学生为主体，用多媒体辅助教学，通过帮助学生理解、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，要达到让学生初步掌握定语从句这一目的。 优点：本节课教学目标明确，条理清楚，板书设计合理，教学内容紧扣学生生活实际，学生在教师的引导下自主学习、合作学习，较好地归纳了定语从句的特殊用法，并能用定语从句写文章，完成了学习任务。 不足： 1、在引入部分没有充分引导学生把他们描述图片的简单句用关系词合并为定语从句。 2、最后一个环节用定语从句翻译文章时间安排不足，应多用二至三分钟的时间对学生的翻译进行进一步分析总结，让学生提出更多的修改意见。教学机智：本节课学生在归纳特殊用法时，提出了设计内容之外的规律，教师能给予肯定，并提出在下一教学环节进一步讨论。能够放手让学生发表不同的意见，并适时进行点播。 再教设计：第一环节讨论图片，把学生说出的简单句写在黑板上让学生改为复合句，使引入部分目标更明确。最后翻译文章留出十分钟时间让更多学生展示范文，师生共同提出修改意见。
牛津高中英语模块一
高中英语模块一UNIT3 一、重要单词： 1.make make up 编造；化妆make out 看出，辨认出；理解；填写，写出，拼凑 make up for 弥补be made up of(=consist of) 由……组成 make up one’s mind下定决心，打定主意 2.stay/remain stay up late 熬夜stay young/healthy 保持年轻/健康remain (to be) very weak 任然很虚弱3.exercise take more exercise 多锻炼 a good form of exercise 一个良好的训练形式 do a lot of exercises in English grammar 进行大量的英语语法练习 do morning/eye exercises 做早操/眼保健操 4.die die from……(polluted air,overwork) 死于（外因） die of……(cancer,grief,hunger,anger) 死于（内因） be dying for sth/to do sth. 渴望做某事deadly disease 致命的疾病 die happy 安乐死die out 绝种die down （风力、声音等）渐渐消失，平息，变弱5.辨析：another 同类的另一个，接可数名词单数或接数词加可数名词复数 the other 常用语one……the other…… the others （有范围的）其他的 others （无范围的）其他的 6.辨析：especially 尤其（=particularly） particularly 尤其（in particular）；对……挑剔（be particularly about） 【注：particular in spring 尤其在春天（不能用especially）】specially 特别、专程（例如at a special price） 7.weigh[v.] weight[n.] weighty[adj.] put on weight 增重lose weight 减肥 weigh two kg 重达两千克（不用被动语态）have one’s luggage weighed 给行李称过重 8.agree agree to do sth. 同意做某事agree that……同意…… agree with one’s ideas/what sb. does 同意某人的观点/所做的事 agree to……(term,plan,proposal,suggestion,advice) 同意/接受 agree on……在……上达成共识 9.recover[v.] recovery[n.] recover from……从……中恢复过recover oneself 恢复神智 recover sth. from 从中找回某物；重新获得 10.match match sb. in sth. 在某方面比得过某人match……=go with 和……相配 a good match for 对……来说很得体strike a match 擦火柴 11.辨析：damage毁坏，损害，损失，不如destroy严重，且一定程度上可恢复 destroy （毁灭性的）破坏，程度很深 harm 对……有害（do harm to），暗示不良后果 ruin 破坏（美好的东西）（in ruins变成废墟）
高一英语定语从句教案
高一英语定语从句教案 一、基本概念 1. 定语从句： 修饰一个名词或代词的从句称为定语从句，一般紧跟在它所修饰的先行词后面。 2. 先行词： 被定语从句修饰的名词 3. 关系词： 引导定语从句的关联词成为关系词有关系代词和关系副词。关系代词有that, which, who, whom, whose, as；关系副词有where, when, why。关系词常有3个作用：1）引导定语从句。2）代替先行词。3）在定语从句中担当一个成分。 二、关系代词和关系副词的意义及用法 指人：who, that,(指人常用who,不常用that) 主语 指物：which, that 指人：whom, who, that（who常用在在非正式和口语体中） 宾语(关系代词作宾语时常可省略) 关系代词指物：which, that 定语：whose （whose + n.=of which + n. ） 关系词 时间：when 关系副词----状语地点：where = 介词+ which 原因：why 解题技巧：关键看从句缺何种成分 三、例句练习讲解 1.Yesterday I helped an old man ＿lost his way.昨天我帮助了一位迷路的老人。 2.The man ＿you met just now is my friend. 你刚才见到的那个人是我的朋友。 3.This is the pen ＿he bought yesterday. 这是他昨天买的笔。 4.He has a friend ＿father is a doctor. 他有个父亲是医生的朋友。 注意：whose指物时，常用以下结构来代替，例： 门坏了的那间教室很快就会被修好。 The classroom whose door is broken will soon be repaired. The classroom the door of which is broken will soon be repaired. 你喜欢那本封面是黄色的书吗？ Do you like the book whose cover is yellow? Do you like the book the cover of which is yellow? 5.I still remember the day ＿I first came to this school.我仍然记得第一次来到这学校 的那一天。 6.Shanghai is the city ＿I was born. 上海市我出生的地方。 7.Please tell me the reason ＿you missed the plane. 请告诉我你错过航班的原因。 注意：关系副词引导的从句可以由“介词+which”引导的从句替换 8.易错题：This is the mountain village (which) I visited last year. I'll never forget the days (which) I spent in the countryside. 习惯上总把表地点或时间的名词与关系副词where, when联系在一起而做错题。
高三英语定语从句翻译技巧
定语从句翻译技巧 英语和汉语分属两种不同的语系，其差别很大，翻译起来有诸多困难，英语定语从句的汉译便是困难之一。由于定语从句在英语中应用十分广泛，因此，我们必须想办法、找方法、寻规律，从而很好地解决它。 一、限制性定语从句 限制性定语从句对所修饰的先行项起限制作用，在意义上与先行项密切不可分。 如被省去，主句的意思就含糊不清，甚至变得毫无意义。关系词和先行项之间一般不用逗号分隔。 （一）定语词组 ①I have but one lamp by which my feed are guided.我只有一盏指路明灯。 ②It was so with the vast railroad yards with the crowded array of vessels she saw in the river.火车站广大的场地，河里鳞次梯比的船只，她也同样不能理解。 ③Before following her in her round of seeking，let us look at the sphare in which her future was to lie.我们暂且把她找寻工作的事搁下来不谈，先看一看她的前途所寄托的这个世界。 ④…and the thread which bound her so lightly to girlhood and home were irretrievably broken……而那些把她和少女时代以及故乡轻轻系住的柔丝，不得不就此断绝了。 翻译这类从句，常常是将关系词省去，在句未加“的”字，放在被修饰项之前。当然，也可视其情况不用“的”字，如①和②。这种译法用得普遍，尤其适用于译简短的定语从句。 （二）并列从句 1）省略英语的先行项 ①The lungs are subjecd to several diseases which are treatable by surgery.肺易受几种疾病的侵袭，但均可经手术治疗。 ②A little way on she saw a great door which，for some reason，attracted her attention.又走了一些路，她看见一个大门，不知怎的，引起了她的注意。 ③As a result， a hum of gossip was set going which moved about the house in that secret manner common to gossip.结果就造成一阵闲话，暗中在公寓里流传，闲话一般都是如此的。
公开课定语从句英文教案
Teaching Plan Grammar ：Attributive Clauses ⅠTeaching goals: 1. Students are able to choose proper relative pronouns or adverbs for attributive clauses. 2. Students are able to apply attributive clauses to describing and writing. ⅡTeaching important and difficult points: Enable students to learn how to use attributive clauses and relatives ⅢTeaching methods: Student-centered method ⅣTeaching procedures and ways Step 1 Leading in 1.Show students a song “Seasons in the Sun” including an attributive clause 2.Translate the following three sentences into Chinese. 翻译下边三个句子 ①Hewho does not reach the Great Wall is not a true man. ②He who does not visit Hainan is not a wise man. ③不努力学习的学生并非一个好学生。 Step 2 Find out antecedents. 找出先行词 1. April Fool’s Day is the day wh en people play jokes on friends. ________ 2. It is now a children’s festival, when they can dress up and ask for sweets. ________ 3. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. ________ 4. India has a national festival to honor Mohandas Gandhi, the leader who helped gain India’sindependence. Step 3 Grammar 1.Fill in the blanks with the proper relatives.用适当的关系词填空 (1)①This is the Array supermarket is near our school. ②This is the supermarketwe often do some shopping. (2) ①We can’t accept the reasonhe gave yesterday. ②We can’t accept the reasonhe was late again. (3) ①April Fool’s Day is the daypeople celebrate on April 1st . ②April Fool’s Day is the day people play jokes on friends.
牛津高中英语模块一全册教案
牛津高中英语模块一（第1讲） 【教学内容与教学要求】 一、教学内容： 牛津高中英语模块一Unit 1 （上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building 学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。 Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3．学习阅读技巧：skimming&scanning。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪 【难点讲解】 1.What is your dream school life like? 你理想中的学校生活是什么样子? 这里dream表示心目中最理想的. 如dream team (梦之队)。
高中定语从句讲课教案
高中定语从句讲课教案
Book7Unit5Attributive Clause(定语从句)教案 一．教材分析 定语从句是高考要点，虽然近些年的高考全国卷不再有单选题，但是定语从句在完形填空、阅读理解、语法填空以及短文改错中仍然是重要考点。并且在作文中使用定语从句在考试作文中为避免使用过多的单句，让同学们可以尝试使用定语从句等稍复杂的复合句，以增加作文的亮点和深度，从而提升作文的档次，获得更高的分数！ 二．学情分析 五班的同学们对定语从句还是比较感兴趣的，一部分同学掌握的还不错，但是并不是所有同学掌握程度都一样，所以对定语从句及时的复习和巩固是有必要的。尤其是在期中考试之前，给学生们定定心，打打气，有助于提高他们学英语的自信心。 三．学习目标。 1．进一步理解定语从句的概念。 2. 学会判断定语从句，分析定语从句的构成； 3. 掌握有关定语从句的解题技巧，培养综合运用语言的能力，特别是能在作文中熟练使用定语从句。 四. 教学重点和难点 重点是给同学们呈现清楚定语从句的分类和几种特殊情况；难点是给他们设置的两个练习：把单句组合成复合句；当场用定语从句作文。 五．教学过程 Step1. Warming up Show a picture of Class5 and a sentence “We love this family, where we can learn English well.” 设计思路：首先让同学们感到集体的温暖，齐读这个定语从句，让他们自己先感受认识定语从句，为接下来的课堂内容做铺垫。 Step2．定语从句的概念和构成。 (一)概念。 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_____________。 （二）构成。
(完整版)高中英语定语从句讲解及练习
高中英语定语从句讲解及练习 定语从句是高中重点知识，也是高考常考点，大家也不容易掌握，这篇文章主要教你关系代词引导的定语从句 关系副词引导的定语从句判断关系代词与关系副词限制性和非限制性定语从句等内容，有例题讲解定语从句在句中做定语，修饰一个名词或代词，被修饰的名词词组或代词即先行词。定语从句通常出现在先行词之后，由关系词（关系代词或关系副词）引出。 关系代词有：who, whom, whose, that, which等。 关系副词有：when, where, why等。 18.1 关系代词引导的定语从句 关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。 1）who, whom, that 这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如： Is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语） He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中作宾语） 2）whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如： They rushed over to help the man whose car had broken down.那人车坏了，大家都跑过去帮忙。 Please pass me the book whose （of which）cover is green.请递给我那本绿皮的书。 3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如： A prosperity which / that had never been seen before appears in the countryside. 农村出现了前所未有的繁荣。（which / that在句中作宾语） The package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语） 18.2 关系副词引导的定语从句 关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。 1）关系副词when, where, why的含义相当于\"介词+ which\"结构，因此常常和\"介词+ which\"结构交替使用。例如： There are occasions when （on which）one must yield.任何人都有不得不屈服的时候。 Beijing is the place where（in which）I was born.北京是我的出生地。 Is this the reason why （for which）he refused our offer?这就是他拒绝我们帮助他的理由吗？ 2）that代替关系副词，可以用于表示时间、地点、方式、理由的名词后取代when, where, why和\"介+which\"引导的定语从句，在口语中that常被省略。例如： His father died the year （that / when / in which）he was born.他父亲在他出生那年逝世了。 He is unlikely to find the place （that / where / in which）he lived forty years ago. 他不大可能找到他四十年前居住过的地方。 18.3 判断关系代词与关系副词 方法一：用关系代词，还是关系副词完全取决于从句中的谓语动词。及物动词后面无宾语，就必须要求用关系代词；而不及物动词则要求用关系副词。例如： This is the mountain village where I stayed last year. 这是我去年呆过的山村。 I'll never forget the days when I worked together with you.我永远不会忘记与你共事的日子。 判断改错： （错）This is the mountain village where I visited last year. （错）I will never forget the days when I spent in the countryside. （对）This is the mountain village （which）I visited last year. （对）I'll never forget the days （which）I spent in the countryside. 习惯上总把表地点或时间的名词与关系副词where, when联系在一起。此两题错在关系词的误用上。 方法二：准确判断先行词在定语从句中的成分（主、谓、宾、定、状），也能正确选择出关系代词/关