一堂定语从句公开课的评课(英语版
评课稿
My Comments On the Lesson
-----Given by Miss Zhou Liju
In my opinion, the lesson given by Miss Zhou Lijun is quite successful. The teaching material of this lesson is Language Structure-----The Attributive Clause in Unit 4. Miss Zhou made her lesson interesting and lively in her own manner of teaching.
The Attributive Clause is one of the most important and difficult grammar items in senior middle school. Many students have difficulty in mastering it. On the whole, Miss Zhou has achieved the desired results.
I think, the main distinguishing features of this lesson are the evident arrangement of ideas and clear purpose, which contains the following three parts: a. Scientific, which reflects the good order and results; b. Efficient, which pays much attention to the sentence structure of communication terms; c. Focuses, which paves the way for the following lesson.
There are six main steps in this lesson:(1)Lead-in; (2)Explanations of sentence structure; (3)Task-giving; (4)Practice; (5) Development and consolidation; (6) Assignment. These steps have their own functions. The first step is warming up. Enjoying a beautiful English song will arouse the students’ interest. The second one is learning the new language structure----the Attributive Clause (the uses and functions of the relative pronouns who, which and that ). The third one is understanding, whose purpose is to help the students smooth away the difficulties in understanding the language structures. The fourth one is practising and memorizing. In this part, the
students are asked to play a guessing game. It combines learning with fun, which makes the class more lively and helps the students learn the knowledge in a much easier way. The fifth one is the deeper understanding and usage of the language structure. After enjoying a movie, the students are asked to have a group discussion and then try to make sentences using the attributive clause. These activities make the students use the information they have obtained from what they have learned. And the three English proverbs can also help the students to reinforce not only what they have comprehended and learned, but also the language skills. The last step is a brief summary of the contents of the lesson. And the students are given the tasks they should do after class.
Besides, this lesson is ingeniously designed and rationally arranged. With the aid of CAI, more teaching contents are contained. With the colorful and vivid pictures, the teaching materials can easily attract the students’attention and arouse their interest. And therefore, the students can master the knowledge in a relaxing and pleasant atmosphere. Also, the relationship between the teacher and the students is quite harmonious. Most students have taken an active part in the class teaching.
And I’d also like to make some suggestions. First, more time should have been set aside for the students to have the group discussion. In that case, more students will have the chance to practise the language. Second, giving the students more opportunity to practise reading and writing will be much better.
In a word, the lesson has been well prepared , the blackboard design is neat and clear and Miss Zhou’s spoken English is also quite clear and f luent. It’s a successful lesson, I think.
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.
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.
高中英语定语从句几个难点的教学
高中英语定语从句几个难点的教学 定语从句（Attributive Clauses）即从句在句中做定语，修饰一个名词或代词，被修饰的名词,词组或代词即先行词。定语从句由关系词（关系代词或关系副词）引出。定语从句是高中语法的重要组成部分，也是历年高考考查的重点。虽然学生在初中就已经初步接触了定语从句，但是由于定语从句的关系词有多样性，先行词比较复杂，且从句本身的位置非常灵活的特点，所以学生会遇到很到让他们感到束手无策的定语从句问题。在笔者的教学实践中发现，大多数学生在关系词的确定，as既能引导限定性定语从句也能引导非限定性定语从句，“名词/代词/数词/比较级或最高级+of+关系代词”引导的定语从句及定语从句和其它从句的区别上等方面困惑较大。本文从以上几个方面进行反思。 一：引导定语从句的关系词的确定 正确选择关系词是掌握定语从句的关键。引导定语从句的关系词有关系代词that, which, who, whom, whose, 和as。引导定语从句的关系副词有where, when, 和why。学生的困惑就在于碰到地点，时间，还有原因类的先行词时，就不知道是用关系代词还是关系副词了。例如： Group1：a) Is this the factory you visited last week? b) Is this the factory your father worked ten years ago? Group2：a) The day she spent with us was never to be forgotten. b) The day she played with us was never to be forgotten. 要准确地解决上面的两组问题，只要弄清楚一点，即关系词在定语从句中所充当的句 通过分析上面四个定语从句，我们很快就可以找出正确答案。Group1: a) that/which b) where Group2: a) that/which b) when 二：as既能引导限定性定语从句也能引导非限定性定语从句 学生对非限定性定语从句掌握得最好的是which引导的非限定性定语从句。as虽然在高中课本中和各类考题中都有出现，但教材上的语法归纳却涉及很少，是学生在定语从句学习中的一个盲点。但是as引导的定语从句也不难掌握。
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
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。
(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
高中英语 定语从句教学设计 新人教版必修1
云南德宏州芒市第一中学高中英语定语从句教学设计新人教版必修1 A. Teaching content and analysis Content:1.To review Get the students to master the Attributive Clause introduced by the Relative Adverb 2.Enable the students learn how to choose relative adverbs Analysis: By reviewing relative pronoun, Ss are expected choose relative pronoun properly. B. Teaching goals and analysis Goals： 1. Enable the Ss to grasp the definition, kinds and use of Attributive Clause through revision. 2. Enable the Ss to know how to choose correct relative for Attributive Clauses in grammatical filling. 3. Enable the Ss to know how to use Attributive Clauses in writing. Analysis：Ss are expected to apply what they have learnt to practice by fulfilling some written tasks. C. Teaching important points and difficult points 1. To know about function of each relative. 2. Enable the students to know how to choose proper relative adverbs for attributive clauses. D. Predicting problems and analysis 1. The teacher should make a good preparation for the pre-class to help our students understand the concept and category better. Because of their poor basis, they may not be familiar with some words, phrases, sentences. 2. The teacher should introduce some skills properly so that it enables students work out many questions of this grammar learning. 3. The teacher must pay more attention to students’ feedback in the class and timely adjust.. E. Teaching Methods 1. Review, explanation, and consolidation. 2. Make every student work in class. F. Teaching Aids The multimedia; The blackboard; The courseware G. Teaching procedures Pre-class -----lead-in -----exercise -----presentation -----Summary -----consolidation -----homework Step1. Pre-class Ask Ss write down four sentences which we left yesterday. Ask some volunteers to read out some sentenced in the text which learnt last class related to the attributive clause when, where and why. These sentences are, for example “The school where I studied for only two year was three kilometers away.”“The time when I first met Mandela was a very difficult time of my life.”…. Designing purpose：It’ s easy and useful for the Ss to understand the grammar points by the
高中英语定语从句教案
教学过程 一、复习预习 1、对上节课课后作业中的问题进行查漏补缺； 2、导入： e.g.Sheisabeautifulgirl. Sheisabeautifulgirlwhodrivesmecrazy. 二、知识讲解 （一）定语从句定义 1、定语从句：在复合句中，修饰某个名词或代词的句子（做这个名词或代词的定语）叫定语从句，定语从句一般放在被修饰的名词或代词后面。 2、先行词：被修饰的名词或代词叫做定语从句的先行词。 3、关系词：用来引导定语从句的词叫做关系词。
关系代词的种类： 关系代词：that,which,who,whom,whose,as 关系副词：when,where,why 4、定语从句结构：先行词+关系词+定语从句。 a、Thereshesawawallofwater that wasquicklyadvancingtowardsher. b、InJapan,someone who seesanotherpersonmakingthegesturewillthinkitmeansmoney. c、 Visitorscangoonexcitingrides where theycanfeelwhatitisliketodothethingstheyhaveseentheirheroesdo inthemovie. d、OprahWinfreyisablackwoman whose risetofameisaninspiringstory. （二）定语从句分类 限定性定语从句：从句对先行词进行必要的描述或说明，对先行词起修饰限定作用，从句与先行词紧密相连，缺少它则句义显得不完整，一般不用逗号隔开。 非限定性定语从句：对先行词进行补充说明，解释，它与先行词关系松散，用逗号隔开。 1、ThemanwhogavemethisbookisTom.(限定性) 2、Tom,whoisreadingabook,ismyclassmate(非限定性) （三）关系代词 1、who指人，在定语从句中作主语。 e.g.ThemanwhoissittingunderthetreeisaGerman. 2、Whom指人，在句中做宾语，可省略，但在做介词的宾语是只能用whom,不能用who。关系代词前有介词时不能省略。 e.g.Iknowthegirl(whom)theteacherisspeakingto. Iknowthegirltowhomtheteacherisspeaking. 3、whose,作定语，可指人或物 e.g.Everyoneheplpsthechildwhoseparentsaredead. Theyarethelazystudentswhosehomeworkwasn’thandedin. 4、that指人或物，多指物，作主语（不能省略）或宾语（可省略） e.g.Heisthefinestcomradethathashelpedus. Thisisaplantthatgrowsinthenorth. 5、which,指物，在句中做主语（不能省略），或宾语（可省略）。 e.g.Thisisaplantwhichgrowsinthenorth. ☆常用that不用which的情况 1、当先行词是all,everything,anything,nothing,much,little,none,one等不定代词时，只用that。歌诀助记：不定代词这路货，全用that准没错。 PayattentiontoeverythingthatIdo. 2、当先行词被序数词或形容词最高级修饰时，只用that。 歌诀助记：先行词前被限定，千万不要用which。 Thisisthebestnovel(that)Ihaveread. 3、如果出现两个或两个以上的先行词，并同时兼指人和物时，关系代词用that。 歌诀助记：两项并列人与物，引导定从用that。Theyweretalkingaboutthepersonandthingsthattheyrememberedinschool. 4、当先行词被theonly,thelast,theway,thesame等修饰时。ThisisthelasttimethatIshallgiveyoualesson. 5、在疑问词which开头的特殊疑问句中，为了避免重复只用that。Whichofthestudentsthatknowssomethingabouthistory. 6、当被修饰的成分是数词时，（被修饰成分是代名词one，指人时除外）只用that.
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）
高中英语定语从句全面详细讲解
定语从句 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 The man who is shaking hands with my father is a policeman. 注意：弄清楚关系词在定语从句中充当什么成分，是掌握定语从句、选择好关系词的关键。 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。 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，在口语或非正式文体中常可用who 来代替。 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。 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。 He likes to read books which are written by foreign writers. 他喜欢外国作家写的书。 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。 He is the man that/who lives next door. 他就是住在隔壁的那个人。 Where is the man (that/whom) I saw this morning 我今天早上看到的那个人在哪儿？ The person (that/whom) you introduced to me is very kind. 你介绍给我的那个人很友好。 The season that/which comes after spring is summer. 春天之后的季节是夏季。 I don’t like stories that/which have unhappy endings. 我不喜欢结尾悲伤的故事。 The dress (that/which) Ann bought doesn’t fit her very well. 安买的衣服不太合身。 5. whose 指人、物皆可，与后面的名词有所属关系，在定语从句中做定语。
英语公开课-定语从句
新县高中高三年级英语学科导学案 The Attributive Clause 编题人：郑薇静审题人：金可庆姓名: 班级: 2015-12- Teaching goal: *Get students to revise the usages of attributive clause. Teaching important and difficult points: *Students are able to use attributive clause properly in different activities. 一、基础知识回顾： 1. Those are present at our class are all experienced teachers. 2. Our class is a big family______ consists of 23 girls and 29 boys. 3. Yao Hui is the boy English study is very good in our class. 4. The school ______________ we are studying is very famous. 5. we all know, our school is 50 years old. 二、本节知识网络 【设疑自探】（目标：定语从句的含义,分类及三要素） Task1 1. To summarize and review the Attributive Clause. Task2 2. To master The Attributive Clause. ☆在复合句中，充当_______ 用的从句是定语从句 ☆被定语从句限定的词是_______ ，引导定语从句的词叫做________ 或_________。 ☆关系代词和关系副词有三大作用，即___________（连接定语从句和主句）、_________(替代前面的先行词）、____________（在定语从句中要充当一定的句子成分）。 ☆先行词充当主语、宾语或定语，则用关系代词 __________________________ ________ 先行词充当状语，则用关系副词___________,____________,____________ 【解疑合探】（目标：深入理解定语从句内容并掌握关系代词的用法） Task1 Fill in the blanks carefully and revise the usages of attributive clause. Task2 Try to use attributive clause properly in different activities. 【专题专练】 1. Do you think such a place ________ you speak of is worth visiting? 2. He promised to come to see me on purpose on Sunday, ________ I doubt very much.
高中英语定语从句详解
高中英语定语从句详解 定语从句用来充当句中定语的主谓结构；它主要用于修饰句子中的名词、代词。而定语从句的位置常常是紧跟在被修饰的名词、代词的后面。在被修饰的名词、代词与定语从句之间往往有一个关系词将其前后两部分联系成一个整体，或是构成一个名词短语；或是构成一个代词短语。但从结构上说，关系词与从句是一个整体。排除句子的其他各部分，这种带有定语从句的名词短语或是代词短语的构成可演示如下： 1）three signs that indicate a person is suffering from a panic attack rather than a heart attack 三种意味着一个人是患有惊恐症而不是心脏病的迹象在这个带有定语从句的名词短语中： signs是：被修饰的名词； that是：关系词； that indicate a person is suffering from a panic attack rather than a heart attack是定语从句 2）those who drink a lot 那些大量饮酒的人在这个带有定语从句的代词短语中： those是：被修饰的名词； who是：关系词; who drink a lot是：定语从句通过上面的演示,我们可以归纳出定语从句在句子中的位置、结构如下： 被修饰的名词/ 代词+ 关系词+ 句子(其中，"被修饰的名词/代词"在语法叫作"先行词".) 要点提示： 1）"先行词"与"关系词"的内在联系"先行词"与"关系词"之间实质上是互等、互换的关系。也就是说，关系词的作用就是将先行词所表达意义"代到"从句中来起作用。例如： They often become easily frightened or feel uneasy in situations （先行词）where (关系词)people normally would not be afraid . 他们常在人们一般不会感到害怕的情况下却很容易感到恐惧或是感到不自在。 （本句中的关系词where = 先行词（in）situations 。如果把这个复合句拆成两个分句，那就是： They often become easily frightened or feel uneasy in situations people normally would not be afraid in situations 由此可以看出，"先行词"与"关系词"之间实质上是互等、互换的关系）。又例如： Rude people are those （先行词）whose (关系词)behavior shows little respect for the rules（先行词）that(关系词) the majority follows . 不讲礼貌的人是指那些，他们的行为对大多数人所遵从的规则并不表示尊敬的人。 由此我们还可以看出，"先行词"往往是分别重复出现在两个分句中的名词或代词。这也就是我们做定语从句的条件之必需。否则，"关系词"就无法去替代"先行词"而构筑定语从句了。这个道理就如同我们在计算机上"做剪贴以前要先做复制"一样。） 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。 这个意思就是说，假如"先行词"自身表达的意义是表示"人的意义"或是"物的意义"，那么我们就相应地选择表示"人的意义"或是"物的意义"的"先行词"。"先行词" 在从句中的语法功能也是决定"关系词"选择的重要条件。比如说，同样都是表示"人的意义"的"先行词"，如果它在从句中作主语，"关系词"就得用表示"人的意义"的主格形式，如果它在从句中作定语，"关系词"就得用表示"人的意义"的所有格形式。另外，有时"先行词"本身是表示事物的名词，而它在从句中却与介词构成了短语，在从句中充当状语，在这种情况下，我们就应该用"关系副词"而不能用"关系代词"了。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。 In our class , we have some students whose families are not in Wuhan. 我们班上有些家不在武汉市的同学。 There are many sounds which have a meaning and yet are not words . 有许多声音有意义但不是词。
高中英语定语从句全面详细讲解
高中英语定语从句全面详细讲解 定语从句 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 提示: 关系词在定语从句中有三大作用 1. 连接作用——连接先行词和定语从句。 2. 替代作用——在定语从句中替代从句所修饰的先行词。 3. 成分作用——在定语从句中作主语、宾语、定语或状语。 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，在定语从句中代替先行词the man，在定语从句中作主语。 注意:弄清楚关系词在定语从句中充当什么成分，是掌握定语从句、选择好关 系词的关键。 二关系代词引导的定语从句 引导定语从句的关系代词主要有who, whom, whose, which, that等。它们分 别代替前面的先行词，并在定语从句中作主语、宾语或定语。 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。 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。 . whom 指人，在定语从句中做宾语，常可省略，在口语或非正式文体中常可用who 来代替。 2 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。 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。 He likes to read books which are written by foreign writers. 他喜欢外国作家写的书。 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。 He is the man that/who lives next door. 他就是住在隔壁的那个人。 Where is the man (that/whom) I saw this morning? 我今天早上看到的那个人在哪儿, The person (that/whom) you introduced to me is very kind. 你