定语从句说课+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
定语从句讲解公开课22张ppt经典实用
二 定语从句 1. 含义
修饰名词或代词的句子叫定语从句。
定语从句一般紧跟在所修饰的名词或代词 之后。
Mary is a girl who has long hair.
修饰girl
This is the classroom where we study.
修饰classroom •定语从句讲解公开课(22张ppt)
which：指物，作主语或宾语 The man who is speaking at the meeting is a worker. The woman whom they wanted to visit is a teacher.
who：指人，作主语；whom：指人，做宾语 Who’s the boy that is reading a book? Can you show me the photo that you like best?
that：指人或物，作主语或宾语 I know the girl whose mother is a teacher. The house whose windows are closed is mine.
whose：指人或•定物语从，句讲做解公定开课语(22张ppt)
做题技巧： 1. 确定定语从句 2.看先行词是指人还是指物 3. 确定先行词在定语从句中做的成分 4. 确定关系代词
5. The factory _th_a_t__ makes computers is far away from here. Which/
6. He likes to read books _t_h_a_t__ are written by Shakespeare.
7. This is the pen _W__h_i_c_h_/ he bought yesterday. that•定语从句讲解公开课(22张ppt)
《定语从句》课件
whose
表示所属关系的引导词
关系副词引导的定语从句
when：表示时间关系 where：表示地点关系
why：表示原因关系
特殊引导词引导的定语从句
as
表示“正如...一样”
than
表示比较关系
but
表示转折关系
CHAPTER 03
定语从句的句法功能
修饰名词
总结词
定语从句可以用来修饰名词，以提供更具体或详细的信息。
注意句子结构的完整性
总结词
在构造定语从句时，需要确保句子结 构完整。
详细描述
在定语从句中，主语、谓语等句子成 分必须齐全，不能省略。同时，要注 意从句的时态和语态与主句保持一致 。
注意避免常见的错误
总结词
避免常见的错误是提高定语从句使用准确性 的关键。
详细描述
常见的错误包括引导词使用不当、句子结构 不完整、时态不一致等。为了避免这些错误 ，需要仔细分析句子结构和语境，确保选择 正确的引导词和保持句子结构的完整性。同 时，要提高对时态和语态的敏感度，确保从 句与主句保持一致。
详细描述
定语从句通常紧跟在修饰的名词之后，用来说明该名词的具 体特征或属性。例如，“我喜欢那个唱歌很好听的男孩。” 这句话中的“唱歌很好听的”就是一个定语从句，修饰名词 “男孩”，说明这个男孩的特点。
描述名词属性或特征
总结词
定语从句可以用来描述名词的属性或特征，使句子更加完整和丰富。
详细描述
通过使用定语从句，可以将名词的某些属性或特征进行详细描述，使读者或听者更加清晰地理解所描述的对象。 例如，“他是一个有着蓝色眼睛的男孩。”这句话中的“有着蓝色眼睛的”就是一个定语从句，描述了“男孩” 的某个特征。
定语从句详解经典ppt课件
分解
The woman is a teacher.
They wanted to visit the woman.
作宾语
经 营 者 提 供 商品或 者服务 有欺诈 行为的 ，应当 按照消 费者的 要求增 加赔偿 其受到 的损失 ，增加 赔偿的 金额为 消费者 购买商 品的价 款或接 受服务 的费用
③ that 可以作定语从句的主语和宾语. 可省略
• 1. This is the place where I was born. • This is the place____ I like. • 2. I remember the day when I first met
him. • This is the day ___ I remember deeply. • 3. Can you tell me the reason why you
经 营 者 提 供 商品或 者服务 有欺诈 行为的 ，应当 按照消 费者的 要求增 加赔偿 其受到 的损失 ，增加 赔偿的 金额为 消费者 购买商 品的价 款或接 受服务 的费用
② whom 作定语从句的宾语
The woman whom they wanted to visit is a teacher.
when
• when可用in/on/at/during +which 代替
1.I still remember the day. 2.I first met him on wthheicdhay.
I still remember the day ownhwenhich I first met him.
anything, little, much等不定代词作先行 词时
经 营 者 提 供 商品或 者服务 有欺诈 行为的 ，应当 按照消 费者的 要求增 加赔偿 其受到 的损失 ，增加 赔偿的 金额为 消费者 购买商 品的价 款或接 受服务 的费用
人教版高中英语必修一Unit4 的语法(定语从句)说课课件(共24张PPT)
Part four:Homework.（具有承上启下的作用，有助于下节课学习）
1.Remember the table
2. show you a writing with attributive
clauses. （提前老师把复印好的writing范文发给学生下去）
3. finish your own writing with attributive
Which boy is my son?
My son
Jack
裤子是白色的男孩是我儿子。 The boy whose trousers are white is my son.
The boy the trousers of whom are white is my son.
关系代词的实质
Join the following sentences: A plane is a machine. The machine can fly.
groups.
只用that的情况
•当先行词是all, few,none, some,little, •everything, •anything, •nothing ，或 被every, any, all, some, no, little, few, much •等词修饰时
•当先行词被 序数词或形 容词最高级， 以及极端词
人，物
that
whose
物： which
关系代词：人或物，充当主，宾，定
指代 在从句 功能 中的作用
指代人
指代物
主语
who/that which/that
宾语
whom / which/that
who/that
定语
whose
定语从句公开课课件
why的用法
用于修饰表示原因的名词，在从 句中充当原因状语。例如：I don't know the reason why he was late for class.
关系副词与介词的选用
当关系副词与介词连用时，通常选用与先行词最相关的介词，以使句子更加自然 流畅。例如：I will never forget the day on which I met my future wife.
语义差异
定语从句用于修饰主句中的名词或代词，而并列句中的各个主句之间是并列关系，没有 修饰与被修饰的关系。
PART 06
定语从句的实际应用
写作中如何运用定语从句
总结词
丰富句式、准确表达
详细描述
在写作中，定语从句可以用来修饰名词或代词，使句子更 加丰富和具体。例如，“我喜欢那个买书的男孩”可以扩 展为“我喜欢那个穿着蓝色衣服在书店里买书的男孩”。
例如
The man who is standing there is my teacher. (修饰名词man的关系词 who引导的句子就是定语从句)
定语从句的作用
补充说明
定语从句可以用来补充说明先行词的属性、特征或身份等。
例如
I like the book that was written by my favorite author. (补充说明先行词 book的属性)
PART 02
关系代词引导的定语从句
who/which/that的用法
who
用于指代人的先行词，在从句中充当主语。
Example
The person who won the award is a wellknown actor.
which
定语从句课件公开课ppt
12.A plane is a machine that can fly .
13.Here is the boy that damaged the vase .
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
关系代词与关系副词
What is the attributive clause? (什么是定语从句）
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
the handsome 修饰成分
the naughty
boy
The boy is Tom.（ 主句）
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
What is the attribute? (什么是 定语）
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
3. which 指物，作主语或宾语 (作宾语可省略,
如介词提前则不能省)
This recorder （which） he is using is
made in Japan.
4. He talked happily about the men and books
__B___ interested him greatly in the school.
13.Here is the boy that damaged the vase .
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
关系代词与关系副词
What is the attributive clause? (什么是定语从句）
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
the handsome 修饰成分
the naughty
boy
The boy is Tom.（ 主句）
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
What is the attribute? (什么是 定语）
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
为深入学习习近平新时代中国特色社 会主义 思想和 党的十 九大精 神,贯彻 全国教 育大会 精神,充 分发挥 中小学 图书室 育人功 能
3. which 指物，作主语或宾语 (作宾语可省略,
如介词提前则不能省)
This recorder （which） he is using is
made in Japan.
4. He talked happily about the men and books
__B___ interested him greatly in the school.
高中英语定语从句公开课课件 (共25张PPT)
2). a. I made a promise __th_a_t__ if anyone set me free, I would make him very rich.
b. The mother made a promise _t_h_a_t_/w__h_ic_h__ pleased all her children.
from the south of China, enjoy rice very much.
7. Can you think of a situation _w_h_e_r_e_ this
idiom is used?
= in which
8. _A_s__ is often the case, teachers in our
几种易混的情况
1. I’ll never forget the days _w_h_e_n__/i_n_w__h_i_ch_ we worked together.
2. I’ll never forget the days _w_h_i_c_h_ we spent together. 及物动词
3. I went to the place _w_h_e_r_e_/_i_n_w__h_ic_h_ I worked ten years ago.
dead rules.
A. Which B. What C. That
D. As
5. We do the same work _____ they do.
A. which B. as C. than
D. like
考点四：什么情况下 whose和of which不能互换?
1. 先行词是人时，只能用whose, 不能用of which It’s the first time the boy _w__h_o_s_e_ father is an engineer has paid a visit to our school.
b. The mother made a promise _t_h_a_t_/w__h_ic_h__ pleased all her children.
from the south of China, enjoy rice very much.
7. Can you think of a situation _w_h_e_r_e_ this
idiom is used?
= in which
8. _A_s__ is often the case, teachers in our
几种易混的情况
1. I’ll never forget the days _w_h_e_n__/i_n_w__h_i_ch_ we worked together.
2. I’ll never forget the days _w_h_i_c_h_ we spent together. 及物动词
3. I went to the place _w_h_e_r_e_/_i_n_w__h_ic_h_ I worked ten years ago.
dead rules.
A. Which B. What C. That
D. As
5. We do the same work _____ they do.
A. which B. as C. than
D. like
考点四：什么情况下 whose和of which不能互换?
1. 先行词是人时，只能用whose, 不能用of which It’s the first time the boy _w__h_o_s_e_ father is an engineer has paid a visit to our school.
高中必修一定语从句第一课时说课.ppt
课件、印有关系词用法表格的讲义29张， 印有练习题的讲义61张、两份纸质图片 （每份印刷8张），空白卡纸16张
教学过程
▪ 课前：16组，4人组13个，3人组3个，小 组编号（1、2、3、4…）成员名单提前编 排
理论依据:Harmer(2007): Streaming & Changing groups
理论依据：Littlewood(1981):兴趣激起 Authentic Input(真实语料输入）
Clarification语法知识呈现
▪ 歌曲出现最多的句型是什么？ ▪ 展示相关歌词 ▪ 翻译歌词（汉英结构比较） 理论依据：
Harmer(2011)意义先行 ▪ 提问定语从句功能 ▪ 以第一句歌词为例，提问概念 ▪ 判断其余歌词情况 ▪ 板书
高中英语必修一 定语从句第一课时
▪ 教学目标 ▪ 学生情况 ▪ 重点与难点 ▪ 教学方法手段 ▪ 教学过程 ▪ 预期效果
教学目标
▪ 知识目标：Scrivener（2011） Form（结构）：先行词、连接词、定语从 句的概念、位置&连接词的作用 Meaning（含义）：定语从句的汉语翻译& 英汉句子结构比较 Use（使用）：定语从句的交际功能
Clarification语法知识呈现
▪ 展示更多例句，完成表格填写 in pairs or Group of 3 理论 依据:Guided-discovery 的益处 Harmer（2011） Purcell(1997)
Group work的益处
在从句中 修饰人 的功能
修饰物
修饰人或 物
主语
宾语
Closing收尾
▪ 回顾板书上的要点 ▪ 感谢学生的努力
理论依据：Butt（2008 ）：学生的印象、 积极的感受
教学过程
▪ 课前：16组，4人组13个，3人组3个，小 组编号（1、2、3、4…）成员名单提前编 排
理论依据:Harmer(2007): Streaming & Changing groups
理论依据：Littlewood(1981):兴趣激起 Authentic Input(真实语料输入）
Clarification语法知识呈现
▪ 歌曲出现最多的句型是什么？ ▪ 展示相关歌词 ▪ 翻译歌词（汉英结构比较） 理论依据：
Harmer(2011)意义先行 ▪ 提问定语从句功能 ▪ 以第一句歌词为例，提问概念 ▪ 判断其余歌词情况 ▪ 板书
高中英语必修一 定语从句第一课时
▪ 教学目标 ▪ 学生情况 ▪ 重点与难点 ▪ 教学方法手段 ▪ 教学过程 ▪ 预期效果
教学目标
▪ 知识目标：Scrivener（2011） Form（结构）：先行词、连接词、定语从 句的概念、位置&连接词的作用 Meaning（含义）：定语从句的汉语翻译& 英汉句子结构比较 Use（使用）：定语从句的交际功能
Clarification语法知识呈现
▪ 展示更多例句，完成表格填写 in pairs or Group of 3 理论 依据:Guided-discovery 的益处 Harmer（2011） Purcell(1997)
Group work的益处
在从句中 修饰人 的功能
修饰物
修饰人或 物
主语
宾语
Closing收尾
▪ 回顾板书上的要点 ▪ 感谢学生的努力
理论依据：Butt（2008 ）：学生的印象、 积极的感受
定语从句PPTPPT课件
will give us a talk.
The teacher (whom) we met yesterday
(宾语) The man is kind. Everyone likes him.
The man (who) everyone likes is kind.
The woman got the job. We saw her on the street.
空白演示经典风格
The Attributive Clause
定语从句
定语可以由形容词、代词、数词、名词、分词、不定式、介词短语等来担任，修饰名词。(以分词、介词短语为例） 例： The girl behind the tree is Kate. The man driving too fast was drunk.
添加标题
添加标题
添加标题
添加标题
添加标题
I wrote with it just now.
Can you find the pen with which
I wrote just now?
Can you find the pen (which) I wrote with just now?
Can you find the pen?
添加标题
The boy who is clever is Tom
添加标题
The boy is Tom. The boy is smiling.
(主语)
The boy who is smiling is Tom.
The boy is Tom. The boy has a round face.
注意: 固定动介词组不可分割,介词不能提前.例如:look after,look at …
The teacher (whom) we met yesterday
(宾语) The man is kind. Everyone likes him.
The man (who) everyone likes is kind.
The woman got the job. We saw her on the street.
空白演示经典风格
The Attributive Clause
定语从句
定语可以由形容词、代词、数词、名词、分词、不定式、介词短语等来担任，修饰名词。(以分词、介词短语为例） 例： The girl behind the tree is Kate. The man driving too fast was drunk.
添加标题
添加标题
添加标题
添加标题
添加标题
I wrote with it just now.
Can you find the pen with which
I wrote just now?
Can you find the pen (which) I wrote with just now?
Can you find the pen?
添加标题
The boy who is clever is Tom
添加标题
The boy is Tom. The boy is smiling.
(主语)
The boy who is smiling is Tom.
The boy is Tom. The boy has a round face.
注意: 固定动介词组不可分割,介词不能提前.例如:look after,look at …
- 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)。
精品
Teaching o1.bUnjedecrtsitvanedst:he definition of AC
2.Know the features of antecedent and relative (pronoun / adverb)
3. Know the role the relatives play in AC 4.can use AC to make sentences
精品
b. pick out some attributive clauses in the song, ask the students to observe these sentences, and summarize the characteristics in common.
精品
Step 2. introduce the AC (15mins)
精品
Step 1. warming up: (10mins)
a. Enjoy a folk from Canada
Red River Valley
1. From this valley they say you are going, 2. I will miss your sweet face and sweet smile, 3. For I know you are taking the sunshine
精品
Teaching aids: blackboard , chalks Multi-media : PPT papers
精品
Teaching contents
e a English song to introduce AC 2. Show the definition of AC 3.Sum up the features of relative
Teaching Plan Interpretation Grammar---
The Attributive Clause
说课者：
精品
Background Information
Students: 30 Senior high school students, Grade 1
Lesson duration: 40 minutes Type of the lesson: Grammar
pronoun and relative adverb 4.The role relative word plays in AC
精品
5. Major differences between relative pronoun and relative adverb
6. do some exercises 7.do a summary 8.assign the homework about AC
精品
Teaching Procedure:
Step 1. warming up (7mins) Step 2. introduce attributive clause
(15mins) Step 3. a task: (7mins) Step 4. more practice. (8mins) Step 5. summary(3mins)
a. Introduce the structure of the attributive clause.
b. Explain the role the relative word plays in the attributive clause.
c. Students find out the other attributive clauses in the folk, and explain the role the relative words play in these clauses.
that has lightened my pathway a while. 4. Come and sit by my side if you love me, 5. Do not hasted to bid me adieu, 6. But (just) remember the Red River Valley, 7. And the one who has loved you so true.
精品
1. You are the girl whose heart is so lily（纯洁的）. 2. You are the girl whom we love so really. 3. When you go you will take all the rain
that has watered my heart all the nights. 4. I don’t know the reason why you are leaving 5. I don’t know the time when you are here. 6. I won’t forget the river where you often swim. 7.And the valley where you often walk.
精品
关系副词
地点：where 时间：when 原因：why
The woman whom they wanted to visit is a teacher.
精品
Lesson Features
take a louder in the key points
try to take the students in the context to learn AC
can use the knowledge to make sentences themselves
d. Students volunteer to present their results.
精品
Mary is a girl who has long hair.
先行词 关系词
定语从句
关系代词
事，物：which, that ， whose, as
人：who, whom, whose,
that，as
Teaching o1.bUnjedecrtsitvanedst:he definition of AC
2.Know the features of antecedent and relative (pronoun / adverb)
3. Know the role the relatives play in AC 4.can use AC to make sentences
精品
b. pick out some attributive clauses in the song, ask the students to observe these sentences, and summarize the characteristics in common.
精品
Step 2. introduce the AC (15mins)
精品
Step 1. warming up: (10mins)
a. Enjoy a folk from Canada
Red River Valley
1. From this valley they say you are going, 2. I will miss your sweet face and sweet smile, 3. For I know you are taking the sunshine
精品
Teaching aids: blackboard , chalks Multi-media : PPT papers
精品
Teaching contents
e a English song to introduce AC 2. Show the definition of AC 3.Sum up the features of relative
Teaching Plan Interpretation Grammar---
The Attributive Clause
说课者：
精品
Background Information
Students: 30 Senior high school students, Grade 1
Lesson duration: 40 minutes Type of the lesson: Grammar
pronoun and relative adverb 4.The role relative word plays in AC
精品
5. Major differences between relative pronoun and relative adverb
6. do some exercises 7.do a summary 8.assign the homework about AC
精品
Teaching Procedure:
Step 1. warming up (7mins) Step 2. introduce attributive clause
(15mins) Step 3. a task: (7mins) Step 4. more practice. (8mins) Step 5. summary(3mins)
a. Introduce the structure of the attributive clause.
b. Explain the role the relative word plays in the attributive clause.
c. Students find out the other attributive clauses in the folk, and explain the role the relative words play in these clauses.
that has lightened my pathway a while. 4. Come and sit by my side if you love me, 5. Do not hasted to bid me adieu, 6. But (just) remember the Red River Valley, 7. And the one who has loved you so true.
精品
1. You are the girl whose heart is so lily（纯洁的）. 2. You are the girl whom we love so really. 3. When you go you will take all the rain
that has watered my heart all the nights. 4. I don’t know the reason why you are leaving 5. I don’t know the time when you are here. 6. I won’t forget the river where you often swim. 7.And the valley where you often walk.
精品
关系副词
地点：where 时间：when 原因：why
The woman whom they wanted to visit is a teacher.
精品
Lesson Features
take a louder in the key points
try to take the students in the context to learn AC
can use the knowledge to make sentences themselves
d. Students volunteer to present their results.
精品
Mary is a girl who has long hair.
先行词 关系词
定语从句
关系代词
事，物：which, that ， whose, as
人：who, whom, whose,
that，as