复习定语从句教案
Revision the Attributive Clause Teacher: Xiao Ziquan
Place: Multi-media classroom
Date: April 11th,2008
Teaching Aims:
Review the Attributive Clause and learn to use the relative pronouns: who, whom, whose, which ,and that.
Teaching Important Points:
Review the Attributive Clause and try to master the relatives better. Teaching Difficult Points:
How to help the students master the Attributive Clause better. Teaching methods:
!, Review method to help the students remember what they have learnt before.
2, Individual work or pair work to make every student work in class.
Teaching aids: A projector some sliders.
Teaching procedures:
https://www.360docs.net/doc/9912721527.html,anization
1. Duty report
2. Make dialogues about the Attributive Clause.
Step 2. Lead in
List some sentences about the attributive clause that we have learnt before.
Step3 Review the Attributive Clause and practice
1. Look at some pictures and practice the attributive clause.
2. Work in pairs.
Step 4.Sum up the usage of the Attributive Clause 一．引导定语从句的关系代词有：that ,who ,whom ,whose ,which
等。关系代词在定语从句中有三个作用：1. 引导一个定语从句； 2.在从句中代替先行词；3.在从句中担任某一句子成份
用法一： 1）. who指人,作主语或宾语 (作宾语可省略）
A person who steals things is called a thief.
The man who I talked with is our teacher.
2）whom指人,作宾语 (作宾语可省略, 如介词提前则不能省)
The man (whom/who) I nodded to is Mr. Li.
The man to whom I nodded is Professor Li.
3）.Whose 用来指人或物，(只用作定语, 若指物,它还可以同of which互换）Please pass me the book whose (of which) cover is green.
请递给我那本绿皮的书。
4）which 指物，作主语或宾语 (作宾语可省略,如介词提前则不能省) These are the trees which were planted last year.
Is this the library (from which) you borrow books?
5）that 指人/物，作主语或宾语 (作宾语可省略）
A plane is a machine that can fly.
注意：介词提前时只能用which 而不能用that 。
Is this the library from which you borrow books?
6）关系代词与介词: 介词放在关系代词的前面时,介词宾语只能用which代物, 用whom代人。(介词在末尾时,关系词可以省略)This is the hero( whom) we are proud of. This is the hero of whom we are proud .
This is the hero(that) we are proud of .
用法二：关系副词是用来引导定语从句的，它和关系代词一样,在从句中代替先行词,在句中作状语。where:在从句中作地点状语,指代地点. when: 在从句中作时间状语,指代时间。The hotel where we stayed wasn’t clean.
The hotel at which we stayed wasn’t clean.
The hotel (which) we stayed at wasn’t clean.
用法三：下列情况下, 只用that, 不用which引导定语从句。
1）先行词是不定代词, 如all, little, few, much, anything, everything, nothing, none, no one, some 等。
Is there anything that you want?
2）先行词被all, every, no, some, little, few, much, one of , the only, the very, the right, last, next, only, very等所修饰时。
The only thing that he remembered was her name.
3）先行词前有序数词或形容词最高级修饰时。
This is the first film that I’ve seen since I came here.
4）先行词中既有人又有物时。
They talked about the teachers and the things（that） they remembered in the school.
Step 5 Do the following exercise.
Ⅰ. Multiple choice
1.The building ____ roof we can see is a hospital.
A. whose
B. which
C. who’s
D. at which
2.This is the school ____ I worked seven years ago.
A. in which
B. in that
C. which
D. that
3.This is the book _____ I’m looking for.
A. /
B. which
C. that
D. all the above
4.This is the only book _____ I bought last year.
A. which
B. that
C. what
D. who
5.This is the best book ____ I have read.
A. which
B. that
C. what
D. both A and B
6. Who is the girl to ____ you just now talked?
A. who
B. whom
C. that
D. all the aboves
7. This book is for the students ______native language isn’t English.
A.that
B.of whom
C.whose
D.who’s
8. The robbers shouted, “Hands up!I’ll shoot anyone ______moves!”
A.whom
B.that
C.who
D.whose
9.The dictionary_____he paid 50 yuan for is very useful.
A.which
B.for which
C.on which
D.about which
10The boy_____parents died two years ago lives with his grandpa now.
A.whose
B.who
C.his
D./
11.The man_______ is smoking is a bus driver.
A. whom
B.who
C. which
D. what
12.This factory will not take anyone eyesight is weak .
A. whose
B. which
C. whom
D. that
13.The child heard a terrible noise, brought her heart into her mouth.
A.that
B. this
C. it
D. which
14.It is the fifth time Shanghai.
A. that I have visited
B. that I visited
C. when I visited
D. When I have visited
15.They want to know the reason he failed in the examination
A.because
B.as
C.for
D.why
16.I can still remember the sitting room my father used to sit in the evening.
A.what
B.which
C.in that
D.where
17.All is needed is a supply of water.
A.the thing
B.that
C.what
D.which
Section Two:
用介词和关系代词whom 或 which填空
1.The person ________ ________I spoke just now is the manager that I told you about.
2.The pencil _____ _____ he was writing broke.
3.Li Ping, ____ ____ I went to see the film, enjoyed it very much.
4.The paper ____ ____ I wrote something is missing.
Section Three 翻译下列各句
1.Here is the pen _______________ _____________ (你昨天丢失的).
2.The man ____________________?_____(上周给我们做报告的) is a
famous scientist.
3.This is the best story ____________________ (我听到过的).
4.The teacher _____________________________(教我们历史的) is named
Ying Lili.
Step 6. homework.
1. Revise the attributive clause.
2. Write at least seven sentences which consist of the Attributive Clause.
Step 7 The design of the writing on the blackboard.
Record after teaching:
Step 1. Lead in
Step 2. Review the Attributive Clause
Step 3 Do the following exercise
Step 4 Summary.
Step 5. homework.
_______________________________________________________________
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.
定语从句重难点教学案例
英语定语从句重难点教学案例 定语从句是高中英语语法教学的一个重点，也是难点。说它是重点，因为它始终贯穿于英语教学和运用中。说它是难点，是因为受母语的影响，学生经常会弄错定语从句的位置，主次不分，从而会在运用中出现一些中式英语。还有就是学生对诸多的定语从句的引导词不知如何选取。还有，以往的语法课都会让学生觉得乏味，参与性不强。鉴于以上存在的问题，我特设计了以下的课堂教学。 一、教学分析 1. 教学内容：The Attributive Clause 是语法课。主要介绍由that, which, who, whose, whom, where, when, why ，as 等引导的定语从句。根据学生的实际情况和授课时间，本堂课我只让学生初步掌握that,which,who,where,when,why 引导的定语从句。 2. 教材分析及处理语法课一般都比较枯燥乏味。以往我的语法教学就是列出框框条条，从头讲到尾，到头来没有多少学生能听得懂。为了调动学生的积极性和参与性，我改变了以往的做法。我采取了以下做法： （1））课前布置任务。以小组为单位，每个小组找出他们最喜欢的一首中文歌曲。（2））借助多媒体、录音机、光盘等辅助教学设备，使枯燥的语法教学变得 有声有色。 （3））采用翻译法、探究法和学生中心教学法，设计一些合适的活动，使学生 在轻松愉快的活动中了解定语从句，并学会运用定语从句。 3. 教学目标： （1））知识目标：了解由which, that ， who ,where ,when ,why 引导的定语从句。 （2））能力目标：掌握和很好的运用定语从句。 （3））情感目标：了解中西方语言的不同表达方式。从而养成在学习和做事中 要注意观察和比较的习惯。 4 ．教学重点： 1 ）初步了解并能准确翻译由which, that ，who ,where ,when ,why 引导的定语从句。 2）判断定语从句的位置。 5．教学难点：对定语从句引导词的选择。 课堂教学过程 Step I Leading-in （5 分钟） 教师先通过多媒体播放《小芳》的中文歌曲，以吸引学生的注意力，然后问: Do you like this song? Can you try to put the underlined parts into English? （附歌词）
高中定语从句讲课教案
高中定语从句讲课教案
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定语从句难点练习
定语从句专项练习 难点一介词的至少要考虑到以下的两个因素 1.与先行词的搭配关系 ⑴I will never forget the day ___________________ I joined the army. ⑵I will never forget the day ___________________ I worked in the school . ⑶I will never forget the year ___________________ my son went to college . ⑷I got home at 7:00 yesterday ,____________________most people had had supper. 2.与谓语动词的搭配习惯 ⑴Have you found the book _____________________ I paid 29 US dollars ? ⑵Have you found the book_____________________ I spent 29 US dollars ? ⑶Have you found the book_____________________ we learnt a lot ? 难点二介词+whom / which 与which /whom/that/…+介词的转换 ⑴The chair __________________ she is sitting is made of wood . The chair __________________ she is sitting on is made of wood . 难点三way作先行词 ⑴The way __________________________ he looks at the problem is wrong . ⑵I don’t like the way ______________________ he deals with the problem . ⑶The black men fought against the government (in) the way _____________ was peaceful . ⑷The building was completed the way ______________ she wants . 难点四表所以关系及整体中的一部分或全部是，用介词of +关系词进行转换 ⑴There are 100 teachers in our school ,______________60 are women teachers. ⑵He has three children , two of ______________ work as teachers. He has three children . Two of ______________ work as teachers. ⑶The table has four legs , all ___________ are very short . ⑷I am painting a house , the roof ____________ is round . I am painting a house , ___________ roof is round . I am painting a house . ___________ roof is round . ⑸They live in a house , _________ windows face south. They live in a house , the windows _______________ face south They live in a house . the windows _______________ face south 难点五用介词+关系代词 ⑴The boy was staying in the room _________________ window he could climb down . ⑵He is the man __________________ I learnt the news . ⑶Who is the comrade ___________________ you just shook hands . ⑷There are 52 students in our class , ___________________ nearly 40 are League members . ⑸I know a lady _____________ husband is a Nobel Prize winner. I know a lady the husband ________________ is a Nobel Prize winner. ⑹Do you know the driver who caused the traffic accident _____________ a man was killed .
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 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. Purpose: Help students get a general understanding about what the
定语从句教学案例分析
定语从句教学分析 一、学生分析 授课对象为高三的学生。大部分学生的思维活动、表现欲望和合作精神在平时的教学中表现很好。根据这些特点，我采用与新课标要求相一致的新的教学方式，即活动式的教学法和任务型教学法相结合的方法，调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。 二、教材分析 本节课的授课内容为定语从句中的一个重点也是难点的内容：定语从句中关系代词和关系副词的用法及区别。对于该内容学生半知半解，加上语法容易让人觉得枯燥，学生对此内容有排斥畏难心理。尤其是当先行词一样时，该用关系代词还是关系副词是一个难点。 三、教学目标 知识与技能：1.让学生弄清楚定语从句中关系代词和关系副词的用法；2.重点是定语从句中关系代词和关系副词的区。 过程与方法：1.培养学生自主学习和协作学习的能力；2.培养学生质疑意识，分析问题、解决问题、归纳问题的能力。 情感价值观：通过本节课的学习，培养学生的爱校情感。 四、教学策略和方法 本节课的教学以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、归纳能力发展的过程。教师在教学过程中则适时
介入，引导、启发、组织、帮助、促进。随堂进行小组指导，一方面参与学生的讨论，更给学生以个别辅导，以帮助学生解决学习过程中的难题。通过演示法把制作的课件、学生的作文等显示给学生看，便于学生对知识的把握，并从中获得启迪，从而解决问题。通过小组协作法分析问题、解决问题，从而内化而形成学习成果，并将其在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。通过任务驱动教学法将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。 五、教学过程 Step1 Lead-in导入 在上课前几分钟，我播放了学生们都非常熟悉的周杰伦的歌《青花瓷》。上课时，很自然地询问学生是否知道这首歌和周杰伦。学生们非常高兴，也非常积极地回答相关问题。课堂气氛很好，也达到了调动学生学习积极性，同时引入这节课的课题的目的。与此同时，在屏幕上展示相关句子，如：1.The song is sung by Jay Chou.2. Jay Chou is a famous singer.然后，提示学生可用另一种表达方式来表述同样的意义，由此引出定语从句The song is sung by Jay Chou who/that is a famous singer. 教学意图：吸引学生注意力，激发学习兴趣，同时引出本课教学内容。 Step2 Review and Presentation 在第一步之后趁热打铁，让学生分析该定语从句中的先行词，关系代词等，让学生复习与定语从句相关的内容，此时重点复习关系代词和关系副词，并将其写在黑板上。然后用图片帮助学生复习关系代词和关系副词的用法。具体做法是在屏幕
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）
优秀的定语从句教案和学案
Grammar Revision (The attributive clauses) Step1 Lead in Step2 Discovering 朗读下列句子, 注意体会定语从句的用法,找出先行词和关系词, 并完成表格. 1.This is the man who helped me yesterday. 2. The teacher (who/whom/that) you want to see is coming. 3. I met a boy whose father was a astronaut. 4. I like the book which/that was bought yesterday. 5. This is the factory (which/that) we visited last year. 6. He has a book whose cover(=the cover of which) is very beautiful. 7. The earthquake was felt in Beijing, which is more than two hundred kilometers away. 8.As is known to us all, the earth moves round the sun. 1.The time when (=at which) I first met Nelson Mandela. 2.The school where(=at/in which) I studied was 3 kilometers away from my home. 3.The reason why(=for which) he was late was that he missed his train. 4. Don’t forget the time (that/which) I’ve told you. 6. That’s the reasons (that/which) he explained to us. 7.He is such a good boy as we all like.
高中定语从句详细讲解讲课教案
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。
高三语法复习：定语从句
：定语从句 （一）定语从句常见的关系代词和关系副词 who 指代人；whom指代人（宾格）；which/that 指代物； that 指代方式, 从句中作方式状语； why 指代原因, 从句中作原因状语； when 指代时间,从句中作时间状语；常跟在先行词time, period，interval, occasion及表时间的词之后; where指代地点, 从句中作地点状语；常跟在先行词situation, case, point及地点名词之后. 请在横线上填上恰当的关系词。 1. The man ______ visited our school yesterday is from London. 2. Mike wants to work in a country ______there are a lot of forest. 3. Do you remember the farm ______we visited last summer? 4. Look out! Don’t get too close to the house ______ roof is under repair. 5. ______is reported, China won thirty-eight gold medals in 2012 London Olympics. 6. He missed the show, ______was a great pity. 7. Many people , some of ______are not overweight, are going on a diet. 8. Look at the man and the horse ______are running down the road. 9. He didn’t tell me the reason ______ he got home late yesterday. 10.I don’t like the way ______you talk to your mother. 【解题要点】找准先行词，分析先行词在从句中所作的成分。 请从A,B,C,D中选出最佳答案。 1.If a shop has chairs ______women can park their men，women will spend more time in the shop. A.that B.which C.when D.where 2. Everyone has periods in their lives, ______everything seems very hard. A.when B.where C. which D. that 3. I refuse to accept the blame for something ______was someone else’s fault. A.who B.that C. as D. what 4.It’s helpful to put children in a situation______they can see themselves differently. A.that B.when C.which D.where 5.Many children, ______parents are away working in big cities, are taken good care of in the village. A.which B.whose C.that D.whom 6. Chan’s restaurant on Baker Street, ______ used to be poorly run, is now a successful business. A.that B.which C.who D. where （二）that与which的区别。 1.只用that而不用which的情况 a) 在不定代词，如：anything, nothing, the one, all, much, few, any, little等作先行词时。 b) 先行词有the only, the very修饰时。c) 先行词为序数词、数词、形容词最高级。 d) 先行词既有人，又有物时。2.用which而不用that的情况 a）在引导非限定性定语从句时。b) 介词后不能用。 【即学即用】在横线上填上that 或which 1.Jim passed the driving test, ______ surprised everybody in the office. 2.My friend showed me round the town , ______was vey kind of him. 3. I kept the first letter______I got from him. 4.J.K. Roling wrote a lot of novels , most of ______are best sellers. 5. We talked about the teachers and interesting things______ we could remember in the primary school. （三）as引导的定语从句 1.as引导限制性定语从句通常用于the same … as, such … as; so…as结构中。 He is not the same man as he was. She is such a lovely girl as is loved by everyone. 2.常用句型：as is known to all, as is said/reported/known, as I expect 等。 As is expected, he got the first place again in this mid-term examination. 3.引导非限制性定语从句时,as与which的区别 ①当主句和从句语义一致时，用as；
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
定语从句教案
定语从句教案
Revision : The Attributive Clause Teacher: Cindy Teaching aims: 1. to review the attributive clause 2. to be able to describe something or someone with the arrtibutive clause. 3. to work hard Importance and difficulty: 1. the use of attributive clause. 2. some exercises about the attributive clause Type of lesson: Reinforcement Teaching approach: functional approach Teadhing tool: Slides Teaching steps: 1. What is the attributive clause 2. kinds of the attrbutive clause 3. summary of the use of that ,which, who, whom, whose when, where, why 4. some exercises about the attributive clause 5. games: describe somebody or some daily items 定语从句（The Attributive Clause） 一、定语从句的概念 在复合句中，修饰某一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，定语从句一般放在先行词的后面。 二、定语从句的分类 根据定语从句与先行词的关系，定语从
高中英语定语从句精华版教学案
定语从句 思维导图 易考易错点总结 定语从句的用法较为复杂，高考除了单独考查定语从句外，还常常结合句式结构、时态等来综合考查。纵观近年各地高考试题，不难发现其考点主要包括： 1．考查如何正确选择关系词 解题思路：找出从句，确定被修饰词，即先行词→将先行词代入定语从句，判断先行词在定语从句中充当什么成分:若作主语、宾语、表语、定语，则选择关系代词；若作状语则选关系副词。 2．考查whose的用法 whose可以指代人或物，在定语从句中作定语，后跟名词。指物时，whose＋名词＝名词＋of which＝of which＋名词。如：The classroom whose door/the door of which/of which the door is broken is on the second floor. 3．考查as/which引导的非限制性定语从句 尤其要重视which，as引导的非限制性定语从句和that，what引导的主语从句的区别。4．考查定语从句中的主谓一致现象。 如：I, who am your close friend, will try my best to help you whenever you are in trouble. 5．考查“介词＋关系代词”引导的定语从句 “介词＋关系代词”引导的定语从句，关系代词指人时用whom，指物时用which，不能用that。关系代词作定语时也可用whose。 如：The teacher in front of whose house stands a tall tree is very patient with his students. 同时还要注意包含复杂介词或代词短语的定语从句与并列句的区别。 如：(1)He loves his parents deeply, both of whom are very kind to him.(定语从句) (2)He loves his parents deeply and both of them are very kind to him.(并列句)
高中定语从句教案
定语从句 教学目标 知识目标：To learn the definition and structure of attributive clause 能力目标：To master the usage of relative pronouns 情感目标：To discover that learning grammar can be a fun and English is around us 教学重点/难点: Use proper relative pronouns in different situations 教学过程 Step 1 Leading-in 用下划线标出下文中定语或定语从句。 He is a clever student. He is a student who is good at English. He lives in a small village. His grandfather lived there before. I know a girl who lives in th e village too. Her name is Wang Fang. Wang Fang’s father is a farmer. He is a hard-working farmer. Step 2 语法讲解 1：有关定语从句的几个概念 1）功能：相当于形容词，修饰名词或代词，在句中作定语 2）位置：定语从句置于被修饰词之后： Those who are willing to attend the party sign here please. 3）先行词：被定语从句修饰的名词或代词称为先行词 4）关系词：引导定语从句的都称关系 2：关系词的双重身份及其选用原则 1）先找关系词，看先行词指的是什么。 2）看关系词在从句中所充当的成分 实战演练：观察下列几组简单句，并试着写出定语从句。 I know the woman. The woman is come from France. ______________________________________________________________ He loves the dog. His mother bought the dog for him. ______________________________________________________________ This is the soldier. The soldier saved the boy’s life. ______________________________________________________________ He was friendly to the stranger. He met the stranger in the street. ______________________________________________________________ Lilly bought the book. The book’s cover is pink. ______________________________________________________________ The boy studies hard. The boy’s father is a doctor. ______________________________________________________________ This is the school. My mother works in the school. ______________________________________________________________ I still remember that day. You left for Beijing on that day.