2022届高考(统考版)英语人教版一轮复习教学案：板块5 第2讲 定语从句 (含解析)

定语从句教案高考英语复习一、教学目标1. 理解定语从句的定义和作用。

2. 掌握定语从句的引导词及其用法。

3. 能够正确运用定语从句修饰名词或代词。

4. 提高阅读和写作能力，提升高考英语成绩。

二、教学内容1. 定语从句的定义和作用2. 定语从句的引导词：who, which, that, where, when, why3. 限制性定语从句和非限制性定语从句4. 定语从句的倒装现象5. 定语从句在阅读和写作中的应用三、教学过程1. 导入：通过一个谜语引出定语从句的概念，激发学生的兴趣。

2. 讲解：讲解定语从句的定义、作用和引导词的用法。

3. 练习：进行定语从句的填空练习，巩固所学知识。

4. 讨论：分组讨论定语从句的倒装现象及其应用。

5. 总结：对本节课的内容进行总结，强调重点和难点。

四、作业布置1. 完成课后练习，巩固定语从句的知识。

2. 搜集一些含有定语从句的例句，进行阅读和分析。

五、教学评价1. 课后作业的完成情况，评估学生对定语从句的理解和应用能力。

2. 在下一节课前，进行定语从句的小测验，检验学生的掌握程度。

3. 观察学生在阅读和写作中的表现，了解定语从句的实际应用效果。

六、教学案例分析1. 通过分析一些典型的定语从句案例，让学生更好地理解定语从句的用法。

2. 案例分析中，重点关注定语从句的引导词选择、倒装现象等关键点。

3. 引导学生运用所学知识，分析并解释案例中的定语从句。

七、阅读练习1. 提供一些含有定语从句的阅读材料，让学生自主阅读。

2. 要求学生在阅读过程中，找出并解释其中的定语从句。

3. 引导学生关注定语从句对句子意思的影响，提高阅读理解能力。

八、写作练习1. 要求学生运用定语从句的知识，进行写作练习。

2. 引导学生注意定语从句在写作中的正确使用，避免常见错误。

3. 通过写作练习，提高学生运用定语从句的能力，丰富表达方式。

九、定语从句在高考英语中的应用1. 分析近几年的高考英语试题，了解定语从句在高考中的考查形式。

Attributive Clause—Choosing the Right RelativesTeaching context:Attributive Clause—Choosing the Right RelativesClass type: GrammarAnalysis of students:The students in my class are not good at English, they tend to be inactive. Most of them have difficulty listening and speaking smoothly, so they need relevant practice. Therefore, the materials I prepared are familiar to them.Teaching objectives:Language abilityBy the end of the class, students will be able to make full use of attributive clause to introduce something about Yichang.Learning abilityStudents will develop their ability to adopt different strategies to deal with different learning tasks, make classroom resources to seek answers to the teacher’s questions and improve their learning efficiency. Cultural awarenessStudents will be aware of the greatness of their hometown Yichang, and thus develop their passionate love for their hometown.Thinking qualityStudents will develop their ability to understand, apply, analyze, synthesize, critically think and create unique viewpoints through different practices.Teaching key and difficult points:(1)Key point: To make students understand the rules of choosing the right relatives.(2)Difficult point: To make students output with attributive clauses.Teaching aid: multi-media, blackboard, PPTeaching procedures:Step 1: Greetings and lead-inA guessing game: students will guess what is talked about according to the description. Through the descriptions with attributive clauses, students will recall some knowledge of attributive clauses.Step 2: I am a native of Yichang, and I will speak for Yichang (我是宜昌人，我为宜昌代言)Activity1: Blank filling(1)A brief introduction of Yichanga.Yichang ___________ is located in the west part of Hubei Province is famous as the worldhydropower center (水电之都).b.The city, ______ environment is very good, is a very comfortable city to live in.c.There are more than 20 ethnic groups in Yichang, among _____ Han is the biggest group.d.Yichang people, _____ are hard-working and warm-hearted, lead a happy life here.(2) The Shining Points of Yichang1.Yichang has convenient living conditions.a.There was a time_________ Yichang was poor and underdeveloped.b.Wan Da, Guo Mao, Grand Ocean are places _________ we can go shopping and watch movies.c.Yichang has become an important transport hub (交通枢纽）with the establishment of well-plannedfacilities _______ make it possible for people to travel around easily.2.Yichang has rich tourism resources.Yichang has many historical and cultural sites ______ visitors from home and abroad can refresh their body and mind.Activity 2: Rewriting3. Yichang boasts for its profound culture.a. Wang Zhaojun is well known for being a political bride. Wang Zhaojun successfully helped to maintain a stable relationship between Han empire and Xiong Nu. Therefore, she has been called a peaceful ambassador.b. Qu Yuan is a great poet. Qu Yuan lived at the Warring States Period. Qu Yuan was born in Lepingli（乐平里）in Zigui . As a minister, Qu Yuan was in the service of Chu Emperor. Chu Emperor, however, didn’t recognize his political ideas. Qu Yuan finally drowned himself in Miluo River for failing to realize his dream. In honor of him and his spirits, people celebrate the Dragon Boat Festival every year.Activity3: Error correction (Pay attention to Relatives)(3) Yichang in the Eyes of ForeignersI am working in Yichang. The reason that I chose Yichang as my workplace is that I have a friend whom is a native of Yichang. When I first came to Yichang, which I suffered from culture shock, there was a time that I missed my family very much. Fortunately, my workmates are very kind, with their help, I have come to love my life here. Firstly, I love Yichang people, that are always helpful. Secondly, I love the local dishes and snacks, some of them are truly a feast for my stomach, say, cold shrimp, radish dumplings. Thirdly, I love the efficient public transport, by it I can travel around easily. Last month, I visited some ofthe tourist attractions, among them the Qingjiang Gallery impressed me most. My stay in Yichang is something which I will treasure forever.Activity4: Speaking and writingStep 3: Group work. Choose one aspect of Yichang to talk about within a group. While talking, one student should note down the ideas and then one student should make a presentation on behalf of the group.Step 4: HomeworkDesign a poster for Yichang.Step 5: Reflection1.Students can be more active, so I should truly arouse their interest and attention and give instructionsmore clearly.2.My body language and gestures are not confident or graceful enough.3.At the end of class, I should lead students to recall what we have learnt in the class.。

定语从句Grammar ----the Attributive ClauseⅠ. Teaching aims 教学目标Knowledge goal: Learn and master the Attributive Clause.(知识目标)Ability goal: Enhance students’ self-learning ability and master the ways to express ideas（能力目标） with the Attributive Clause.Important point : the use of The Attributive ClauseⅠ(that, which, who, whom, whose) and learning The Attributive Clause Ⅱ（when, where, why）（教学重点）Difficult point: Summarize the knowledge points and master the knowledge, use them （教学难点） correctly.Ⅱ. Preview before class 预习导学Now I will show you some sentences, you need to pay attention to the words which are leading the subordinate clause, and tell me what kind of role do these words play in the sentences. After that, please find the same kind of sentences in the text.先观察下面各句，尝试总结一下：when where why都经常放在哪类词语后引导定语从句呢？它们又作什么成分？“介词 + 关系代词” 又是如何放在先行词和从句之间的？1. Do you remember the days when in which I stayed with you in the USA?2. The factory where in which .3. The reason why for which ’t ca tch the bus.4. I which you are interested.5. The man with whom I talked just now comes from Japan.6. This is the book which she is looking for.Summary :Ⅲ. Inquiry learning and practice 问题探究与练习内化Requirements: Please write down what you some representations or explanations after analysis examples.要求：请记下你所学到的有关定语从句的用法的相关内容。

定语从句复习课教学设计一、教学目标知识目标：复习定语从句的概念、结构、引导词、种类、用法能力目标：提高学生解决定语从句等语法类题型的能力,能够在真实的交际环境中正确应用关系词引导的定语从句。

情感目标：通过教学活动培养小组合作意识以及主动学习的能力,调动学习积极性，使学生体会到英语的趣味和实用性。

二、重点难点区分关系代词和关系副词的用法，以及定语从句中的特殊情况。

三、学情分析语法向来是学生头痛的一项内容，而定语从句在历来的高考试题中都有所体现，因此,掌握这一内容显得尤其重要。

我所教的班级学生为普通生，英语的基础比较差，再加上传统的语法教学基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。

这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题促进学生的热情，增强学习的效果。

四、教学方法以学生为主体，尝试创新思维，在游戏中学习，在玩中获得知识，联系生活采用讨论、协作、探究的小组活动和语法规则自主归纳演绎的教学模式，引导学生灵活运用所学语法知识。

五、教学手段利用多媒体计算机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性。

六、课前准备1．布置学生复习高一阶段学习的定语从句。

2. 学生课前预习定语从句的讲解和试做导学稿上的习题。

2、教师准备相关多媒体课件。

七、教学课时：一课时（45分钟）八、教学过程教学过程步骤教师活动学生活动主要目的Step1 (5mins) 导入，教师利用多媒体向学生展示学生的生活照片，并要求学生用定语从句补全老师提供的句子学生观察图片以及老师给出的提示，利用定语从句补全句子。

利用学生自己的图片导入增进了亲切感，使同学们快速融入课堂。

教师向学生提问，根据所学知识说出定语从句应该掌握哪几个方面。

并由教师说明本节课的整体框架。

学生思考并回忆以前所学的知识点，说出定语从句应该掌握哪几个方面。

阐明本节课的整体框架，让学生做到心中有数，整体把握。

高三英语定语从句复习教案一、教学目标知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。

能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。

德育目标：培养分析问题解决问题的能力，热爱祖国，关心时政，学会竞争和合作，建立自信心和集体荣誉感。

情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。

二、重点难点：提高学生对语法复习的兴趣和积极性，较好地掌握定语从句的用法，理解定语从句，运用知识点解题。

三、教学方法12Step1Step21）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）Step3：复习关系副词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。

必修一Unit5定语从句复习教学设计引入：定语从句在历年高考试题中都有体现，掌握这一语法内容显得尤其重要。

教学目标：1.知识目标：使学生掌握关系代词与关系副词引导的定语从句，掌握as和which 引导的非限制性定语从句的用法；“介词+关系代词”引导的定语从句；区分限制性定语从句与非限制性定语从句。

2.能力目标：培养学生如何确定关系代词和关系副词的选用以及一些解题技巧。

3.情感目标：培养学生竞争意识和自主学习的能力，培养学生学习英语的热情。

教学重点：关系代词与关系副词引导的定语从句。

教学难点：“介词+关系代词”引导的定语从句。

教学方法：总结归纳法教学用具：多媒体教学过程：（一）定义及相关术语关系代词与关系副词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。

The man who is shaking hands with my father is a policeman.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关系副词有: when, where, why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。

（二）、关系代词that和which在很多情况下可以互换，但下列情况只用that：(通过例句总结归纳得出下列结论)1.先行词是all,everything,nothing,anything,something,much,little,none 等不定代词，引导定语从句用that .2.先行词被形容词最高级或序数词修饰时，引导定语从句用that 。

3.先行词被any,some,no,much,few,little,every,all,very,only,last修饰时，引导定语从句用that 。

2022（江苏）高考英语一轮复习教案：5.2（a）重点词汇江苏高考英语一轮复习教案：5.2（a）重点词汇●模块五 Unit 2一、高考力量提升练习【一】语法填空(2022·新疆维吾尔自治区适应性检测)On learningAs we all know, learning is a process of gaining knowledge. Learning is one's own business, __1__ cannot rely on others. It is one's lifelong task, which cannot __2__ (finish) in one move.A successful learner is an __3__ (independence) one, who has __4__ a determined will and amazing patience. He will try to discover his own way of learning. Instead of waiting for the help of his teachers and friends, he will make efforts __5__ (create) favorable conditions on his own strong spirit. It will certainly be __6__ great help, if there is a good environment, enough books and __7__ (equip), as well as instructions from his teachers and friends.Even if one has got all these favorable conditions, one cannot be sure to succeed in learning. So the most important factor in learning __8__ (lie) in one's own effort.To learn is rather __9__ hard working and persevering business. Many a man is a failure because he cannot bear such hardships. Persistent efforts can make up for a lack of talent and __10__ (able) one to get a great deal of progress in learning.1．________ 2.________ 3.________ 4.________5．________ 6.________7.________8.________9．________10.________【参考答案】语法填空语篇解读：本文叙述了如何做一个成功的学习者。

定语从句教案高考英语复习一、教学目标1. 掌握定语从句的定义和作用。

2. 学会使用关系代词和关系副词引导定语从句。

3. 能够正确判断和使用限制性定语从句和非限制性定语从句。

4. 提高学生在实际语境中运用定语从句的能力。

二、教学内容1. 定语从句的定义和作用2. 关系代词who, which, that的用法3. 关系副词where, when, why的用法4. 限制性定语从句和非限制性定语从句的用法5. 定语从句的练习和应用三、教学过程1. 导入：通过一个谜语引出定语从句的概念，激发学生的兴趣。

2. 讲解：讲解定语从句的定义和作用，举例说明关系代词和关系副词的用法。

3. 练习：让学生进行定语从句的练习，包括选择题和填空题，及时纠正错误。

4. 应用：让学生分组讨论，用定语从句改写句子，提高实际运用能力。

四、教学评价1. 课堂练习：检查学生对定语从句的掌握情况。

2. 课后作业：布置相关定语从句的练习题，巩固所学知识。

3. 小组讨论：评价学生在讨论中的表现，鼓励积极主动的学生。

五、教学资源1. 教学PPT：展示定语从句的定义、用法和例句。

2. 练习题：提供定语从句的练习题，包括选择题和填空题。

3. 讨论话题：提供一些话题，让学生用定语从句进行讨论。

教学反思：本节课通过讲解和练习，使学生掌握了定语从句的定义、用法和实际运用。

在教学过程中，注意引导学生主动参与，鼓励他们积极讨论，提高学生的学习兴趣和积极性。

通过练习和应用，让学生巩固所学知识，提高他们在实际语境中运用定语从句的能力。

但在教学过程中，也要注意对学生的个别辅导，帮助他们解决学习中的困难。

六、教学拓展1. 介绍关系代词和关系副词的省略形式。

2. 讲解定语从句与其他从句的区别，如宾语从句、状语从句等。

3. 引导学生运用定语从句分析复杂句子结构，提高阅读理解能力。

七、课堂活动1. 角色扮演：学生分组，模拟日常生活中的场景，用定语从句进行交流。

2. 竞赛：设置定语从句竞赛，鼓励学生积极参与，提高学习兴趣。