Teaching Design
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.
Purpose: Help students get a general understanding about what the
attributive clause is and attract their attention to fathers.
2. Show a picture of a great father and ask students to say what they know about him. Then combine the two sentences.
He is Li Wei. He took part in Super Brain for his daughter.
He is Li Wei who took part in Super Brain for his daughter.
The Attributive Clause (定语从句): who took part in Super Brain for his daughter
Antecedent (先行词): Li Wei
Relative word (关系词): who
relative pronouns (关系代词) Relative words (关系词) who, whom, which, that, whose
relative adverbs (关系副词) Purpose: Introduce basic elements of the attributive clause.
Step II：Discovery
1. Read the letter from Li Wei, work in groups to combine sentences and discover the usage of relative pronouns.
My dear daughter,
Thank you for being my daughter.
I want to be a qualified father. I can help you achieve your dream. I hope you will become a clever and brave girl. Your mom and I love you.
Unfortunately, you were born with heart disease. Your heart disease is so serious that you have to be operated on. At first, I was very worried.
But now I dare to face you and your disease. You and your disease make me stronger.
I believe in you. Your future will be colorful.
Dad After combining the sentences, ask students to find out the antecedents and relative pronouns.
My dear daughter,
Thank you for being my daughter.
I want to be a qualified father who can help you achieve your dream. I hope you will become a clever and brave girl who/whom your mom and I love.
Unfortunately, you were born with heart disease which is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease that make me stronger.
I believe in you whose future will be colorful.
Dad Purpose: Enable students to discover the usage of relative pronouns by themselves and feel fathers’ love.
2. Ask a volunteer to fill in the table on the blackboard and sum up.
The usage of relative pronouns: 1. 连接主从句
2.指代先行词
3.在定语从句中作句子成分
Purpose: Enable students to have a more clear understanding about the usage of relative pronouns.
Step III：Practice
1. Fill in the blanks and finish the letter from Li Wei’s daughter.
Dear dad,
I’m fortunate to be your daughter who/that receives much courage and love from you. It is certain that I will be the bravest girl who/whom/that you are proud of.
Although I suffer from heart disease which/that worries you, I’m sure to overcome it. I always remember you and your love that I will treasure forever.
I’m grateful to you whose help makes me healthier and stronger.
Yours daughter 2. Listening
Listen to a song about love and find out the attributive clauses.
For all those times you stood by me
For all the truth that you made me see
For all the joy you brought into my life
For all the wrong that you made right
For every dream you made come true
For all the love I found in you
I'll be forever thankful baby
You're the one who held me up
Never let me fall
You're the one who saw me through
through it all
3. Writing & speaking (Group work)
As Father’s Day is coming, encourage students to make a card and speak out their love to fathers using as many attributive clauses as possible. After several minutes’ preparation, students share their works in class.
4. Competition (NMET)
Correct the mistakes.
1) My mother has a good book which cover looks terrible.
whose
2) This is the boy whom likes English very much.
who
3) This is the pen that you gave it to me before.
Multiple choice.
1) Happiness and success often come to those ____ are good at recognizing their own strengths. (B)
A. whose
B. who
C. what
D. which
2) Finally he reached a lonely island ___ was completely cut off from the outside world. (C)
A. when
B. where
C. which
D. whom
Fill in the blanks and translate the sentences.
1) He _________ doesn’t reach the Great Wall is not a true man. (who/that) 不到长城非好汉。
2) Those______ make most people happy are the happiest in the world. —— Karl Marx (who)
能使大多数人幸福的人是世界上最幸福的人。——卡尔·马克思Rational cloze (语法填空).
1) People shouldn’t do things ____________ will disturb th eir neighbors unnecessarily. (which/that)
2) Maybe you leave a habit ___________ is driving your family crazy. (which/that)
Purpose: Enable students to have a good command of what they have learned, through various exercises.
Step IV：Use the attributive clauses to end the class.
First ask students to read the following sentences together.
Don’t forget all that once you owned. 曾经拥有的，不要忘记；
Treasure something that you can’t get. 不能得到的，更要珍惜；
Don't give up anything that belongs to you.属于自己的，不要放弃；
Keep everything that is lost in memory. 已经失去的，留作回忆。
Then ask students a question “Can we use ‘which’instead of ‘that’?” The answer is “No”. That’s what we will talk about next period.
Purpose: Stimulate students’ curiosity and interest, make them realize that knowledge is endless and encourage them to enjoy learning. Step V: Homework
Write a letter to your father before Father’s Day.
(Use as many attributive clauses as possible)
Purpose: Writing is one of the most important skills, but it is always ignored by students. Writing a letter to father is an extension of this period, which not only enables students to express their love but also improves their writing ability by using the Attributive Clause.
StepⅥ: Blackboard design
The Attributive Clause
Relative pronouns: who, whom, which, that, whose
V. Teaching reflection
As Father’s Da y is coming, the designer wants to make grammar teaching full of love and fun. Therefore, there are two clues.
One clue is love. The teacher begins this class with a riddle and the answer is father. Then a father is introduced who is well-known for taking part in Super Brain for his daughter. Later students read the letters between this great father and his daughter to feel fathers’love. Last students are enabled to enjoy a song full of love, make a card speaking out love to their fathers, and do some exercises.
The other clue is self discovery and cooperative learning. Students work in groups to discover the usage of relative pronouns and sum up. They also cooperate with each other to make cards for fathers. The teacher creates an atmosphere to direct students to master the usage of the Attributive Clause while they are feeling the deep love from fathers and daughters. Students are the real masters of the class.
In a word, by the drive of the students’emotion, by means of cooperation, with the help of peers and under the guidance of the teacher, students will have a good train of the Attributive Clause and want to learn more.
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
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.
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：
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。
高中英语定语从句教学 设计优质课 Coca-cola standardization office【ZZ5AB-ZZSYT-ZZ2C-ZZ682T-ZZT18】
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.
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. She is a beautiful girl. She is a beautiful girl who drives me crazy. 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、There she saw a wall of water that was quickly advancing towards her. b、In Japan, someone who sees another person making the gesture will think it means money. c、Visitors can go on exciting rides where they can feel what it is like to do the things they have seen their heroes do in the movie. d、Oprah Winfrey is a black woman whose rise to fame is an inspiring story. （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、The man who gave me this book is T om .(限定性) 2、T om,who is reading a book ,is my classmate (非限定性) （三）关系代词 1、who指人，在定语从句中作主语。 e.g. The man who is sitting under the tree is a German . 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. I know the girl (whom) the teacher is speaking to . I know the girl to whom the teacher is speaking . 3、whose, 作定语，可指人或物 e.g. Everyone heplps the child whose parents are dead. They are the lazy students whose homework wasn’t handed in . 4、that 指人或物，多指物，作主语（不能省略）或宾语（可省略） e.g. He is the finest comrade that has helped us . This is a plant that grows in the north . 5、which ,指物，在句中做主语（不能省略），或宾语（可省略）。 e.g. This is a plant which grows in the north . ☆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。 Pay attention to everything that I do.
定语从句复习（一）教案 【课题】定语从句复习（一） 【教学目标】 知识与技能： 1.对定语从句基本概念的理解 2.掌握关系代词和关系副词的基本用法 3.学会运用定语从句 过程与方法： 1.通过猜词游戏复习定语从句的基本概念 2.通过小组竞赛的方式增强学生的学习兴趣，准确掌握高考考点。 3.通过习题的处理，使学生自己归纳做题规律。 情感态度与价值观： 1.激发学生的英语学习兴趣。 2.使学生养成求真求实，不断进取的科学态度。 【教学重点】 1.只用that或which的情况 2.介词+关系代词 3.whose的用法及转换 4.as和which的区别 5.关系代词和关系副词的选择 【教学难点】 1.where的用法 2.关系代词和关系副词的选择 3.介词+关系代词中介词的选择 4.定语从句中的主谓一致问题 【教学方法】 1.活动教学法 2.游戏教学法 3.讲授法 4.练习法 【教学过程】 导入：通过三组猜词游戏引出定语从句的基本概念，复习定语从句的基本用法。 Step1 (1) 将全班同学分成两组GA和GB，进行小组比赛。设置10道单项选择题，加强学生对定语从句基础知识的把握。 (2) 思考如何选择关系代词和关系副词。 Step2 学习定语从句的高考考点，准确把握考点 考点一：that/which 只用that的情况 1.先行词为all, little, much, everything, nothing, something, anything等不定代词 2.先行词被all, little, much, every, no, 等修饰时。 3.先行词被序数词或形词最高级修饰,先行词前the very, the only 等时。 4.There be 句型 5. 先行词既有人又有物 6.若主句中有疑问代词who 或者which，用that。 只用which的情况 1.非限制性定语从句中 2.介词后面 考点二：介词+关系代词 介词﹢关系代词引导定语从句, 关键是判断介词的选择. 1.根据从句中动词与介词的习惯搭配 2.根据从句中介词与先行词的搭配 3.有时须同时考虑动词和介词的搭配关系及介词和名词的搭配关系。 4.根据所要表达的意思来确定。 考点三：whose用法 whose +n.=the n.+of which 或者of which +the n. 考点四：as与which引导的定语从句 (1)非限制性定语从句中: as 引导的从句可以放在句首句中句尾, as 译作“正如…..正象…” which引导的从句通常放在主句之后 e.g. As we all know, the earth is round. (2)限制性定语从句中: 主句中出现such,the same时,定语从句常用as引导. 考点五：如何判断用关系代词还是关系副词 考点六：定语从句中的主谓一致问题
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)
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.
高中英语定语从句教学反思 高中英语定语从句是学生感觉有难度的语法要点，学生只有懂得，多加练习，结合实际才 能以不变应万变。一下是笔者上课引用的语法。 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
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，定语从句可分为限制性定语从句及非限制性定语从句。限制性定语从句紧跟先行词，主句与从句不用逗号分开，从句不可省去，非限制性定语从句主句与从句之间有逗号分开，起补充说明作用，如省去，意思仍完整。 三、定语从句的关系词 引导定语从句的关系词有关系代词和关系副词，常见的关系代词包括that，which，who（宾格whom，所有格whose）等，关系副词包括where，when，why等。关系代词和关系副词放在先行词及定语从句之间起连接作用，同时又作定语从句的重要成分。 四、关系词的用法
高中定语从句教案 定语从句教学目标 关系代词、关系副词重点难点 教学内容一、导入 二、知识梳理 句子中修饰名词或代词的成分叫做定语。 定语可以由形容词，名词，不定式，分词，动名词或从句来充当。 e.g.: She is a beautiful girl. (形容词beautiful做定语) She is an English teacher. (名词English做定语) (一)定语从句概念 定语从句用来修饰主语或宾语。定语从句所修饰的词叫做先行词。定语从句一般紧跟在它所修饰的先行词之后。在先 行词和定语从句之间起连接作用的词叫关系词。关系词分为关系代词和关系副词两种。 例如:I like the books that are written by Mr. Green. This is the girl with whom I talked just now. (二)关系词引导定语从句的基本规则 关系代词:that, which, who/whom, whose, as 关系副词:where, when, why 先行词是人时，关系词可以使who, whom, whose或that 先行词是物时，关系词只能是that, which或whose 当先行词在从句中作宾语时，关系词常可以省略，其他情况则不可以省略。 A( 关系代词
1. who / whom / that指代人 在从句中做主语: The man who phoned me last night is a writer. 在从句中做宾语: This is the girl whom / that / who I met just now. This is the girl with whom I talked just now. 2. that/ which 指代物 在从句中做主语: The building which/ that stands near the train station is a supermarket. Water is a compound which/ that consists of hydrogen and oxygen. 在从句中做宾语: The computer which/ that I wanted to buy was sold out. These are the houses which / that our teachers live in. 3.只能用that不能用which的情况: a. 先行词是all, much, anything, something, nothing, everything, little, the one, none等不定代词以及first, last, any, only, few, much, no, some, very等词修饰。 We should do all that is useful to the people. The little that I have seen of his work is satisfactory. b. 先行词被序数词，形容词最高级以及the very, the only等词修饰。 The first book that I bought in this bookstore is a dictionary. The last person that I talked with in London is my girlfriend. The best teacher that I have ever met has gone abroad.
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.
Book III. Module 5 之语法学习：定语从句 概念及引导词 用来修饰某个名词或代词的从句，叫定语从句。引导定语从句的有：关系代词that, which, who ,whom, whose, as; 关系副词when, where, how, why 等。关系代词或关系副词有双重作用：一方面起连词作用，连接从句与主句。另一方面它在从句中起一定的句法作用（关系代词可作主语和宾语，关系副词可作状语）。被定语从句所修饰的那个名词或代词叫先行词，定语从句放在其后。定语从句可分为限制性定语从句和非限制性定语从句。 一关系代词之一 1 指物的关系代词：that ; which There is a film. I’d like to see the film. There is a film that I’d like to see. The pen is quite good. I am using it. The pen which\that I am using is quite good. The letter is from my sister. I received it yesterday. The letter that \which I received yesterday is from my sister 当关系代词在定语从句中作宾语时，引导词可省略。思考：以上三个例句，哪些引导词可省略？ (2）当堂训练：把下列每对句子连成一句，把第二个句子作为定语从句： 1) The book is very interesting. You lent it to me yesterday. _________________________________________________. 2) The CD is on the desk. You want it .________________________________. 3) The magazine is mine. He has taken it away. _____________________________. 4) He came from a big family. The family is very poor. ______________________________________________________________. 5) Sandstorms are strong ,dry winds. The winds carry sand. _______________________________________________________________. 6) Ren Jianbo described a sandstorm. He experienced a sandstorm as a child. ____________________________________________________________. 2．指人的关系代词：who(在从句中做主语)； whom(在从句中做宾语)；that (做主语或宾语) The man is a policeman . The man is shaking hands with my father. The man who\that is shaking hands with my father is a policeman. The man is in the next room. He brought our textbooks here yesterday. The man who \that brought our textbooks here yesterday is in the next room.
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