(完整word版)定语从句教案

教学目标：1. 知识目标：学生能够理解定语从句的概念和作用，掌握关系代词和关系副词的用法，能够正确运用定语从句修饰名词或代词。

2. 能力目标：学生能够通过练习，提高运用定语从句进行句子改写和句子填空的能力。

3. 情感目标：培养学生对英语学习的兴趣，增强语言运用能力，提高跨文化交际意识。

教学重点：1. 定语从句的概念和作用。

2. 关系代词和关系副词的用法。

教学难点：1. 定语从句的引导词选择。

2. 定语从句与主句的语序调整。

教学准备：1. 多媒体课件2. 练习题3. 教学用书教学过程：一、导入1. 通过图片或实物展示，引出定语从句的概念。

2. 提问：什么是定语从句？它有什么作用？二、新课讲授1. 讲解定语从句的概念和作用。

2. 介绍关系代词和关系副词的用法。

3. 通过例句分析，让学生理解定语从句的引导词选择。

4. 讲解定语从句与主句的语序调整。

三、练习巩固1. 完成课后练习题，巩固所学知识。

2. 教师讲解练习题中的难点和易错点。

四、课堂小结1. 回顾本节课所学内容，强调重点和难点。

2. 提醒学生在课后复习，并完成相关练习。

五、布置作业1. 复习本节课所学内容，完成课后练习题。

2. 选择一篇英文文章，找出其中的定语从句，并进行分析。

教学反思：1. 本节课通过图片、实物和例句等多种方式，帮助学生理解定语从句的概念和作用，提高了学生的学习兴趣。

2. 在讲解关系代词和关系副词的用法时，注意引导学生归纳总结，提高学生的归纳能力。

3. 在练习环节，通过课后练习题的完成，巩固了学生的知识，同时也提高了学生的实际运用能力。

4. 在教学过程中，要注意关注学生的学习情况，针对学生的疑问进行解答，确保学生能够掌握所学知识。

定语从句教案【优秀4篇】高中定语从句英语教案篇一教学目标1. 知识目标：掌握下列重点单词和词组的意思及用法ache, evercise, weight, give up, interest及其词汇转化2. 能力目标：能够询问有关健康的信息，表达态度，提供建议。

学习使用由whose引导的定语从句。

3.情感目标：通过了解tony 的经历，培养体谅、关爱他人的情感态度。

教学重难点1.重点：对话中的句型应用，由whose引导的定语从句2.难点：由whose引导的定语从句的运用。

教学工具课件教学过程[课前朗读]: 朗读生词ache, exercise, weight, give up, interest, tasty----taste, menu, persuade.根据音标读出单词并了解汉语意思，养成学生自主学习词汇的习惯，促使学生迅速进入学习状态。

[检查词汇预习]：a.采取学生结对、小组互查等形式来检查学生对词汇的预习情况。

b.朗读单词，注意发音。

一、情境导入教师可问学生：(1)What’s your favourite sport?(2) How do you think we can keep fit?(3) Have you ever remembered what happened to Tony in Module9?这样会调动学生用英语思维的积极性，引出本单元话题。

二、小听力(自主完成，合作释疑)听Activity 2,完成表格BettyLinglingTaijiquanWeighttrainingRunning针对表格进行说的练习。

如：How does Lingling think of Taijiquan and running?三、大听力多层听1.听Activity 3，完成下列各题。

1).Who has Betty bumped into?A. The head teacherB. The English teacherC.Lingling and Betty2).Does Daming think that the boy in his team can go to a sports school ?A. Yes, he doesB. No，he doesn’tC. We don’t know3).What does Daming want the head teacher to write ?A. Something about staying healthyB. Something about training for the OlympicsC. something about buying a camera2. 再听Activity 3，完成下列表格。

定语从句教案范文教学目标：1. 理解定语从句的概念和作用；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。

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, why等；3. 定语从句的句子结构；4. 定语从句的练习和应用。

教学步骤：一、导入（5分钟）1. 引入定语从句的概念，让学生思考定语从句在句子中的作用；2. 举例说明定语从句的用法，引起学生兴趣。

二、定语从句的定义和作用（10分钟）1. 解释定语从句的定义，让学生明白定语从句是用来修饰名词或代词的从句；2. 强调定语从句在句子中的作用，即起到形容词的作用。

三、定语从句的引导词（10分钟）1. 介绍定语从句的引导词：who, which, that, where, when, why等；2. 讲解各个引导词的用法和注意事项；3. 举例说明各个引导词在定语从句中的作用。

四、定语从句的句子结构（10分钟）1. 讲解定语从句的句子结构，即主句+定语从句；2. 强调定语从句中的关系词要与先行词一致；3. 举例说明定语从句的句子结构。

五、定语从句的练习和应用（15分钟）1. 给学生发放练习题，让学生独立完成；2. 讲解练习题的答案，让学生理解并掌握定语从句的用法；3. 让学生进行小组讨论，运用定语从句modify 名词或代词。

教学评价：1. 课后作业：让学生编写定语从句的句子，并互相交换批改；2. 课堂练习：让学生在课堂上运用定语从句，进行口语表达；3. 考试成绩：查看学生在考试中定语从句的掌握情况。

教学反思：本节课通过讲解定语从句的定义、引导词和句子结构，让学生掌握了定语从句的基本用法。

在练习和应用环节，通过发放练习题和小组讨论，让学生进一步巩固了定语从句的知识。

但在教学过程中，可能存在对个别学生的关注不足，以及对定语从句的复杂句子结构的讲解不够深入的问题。

定语从句教案（优秀8篇）Ⅴ. as引导定语从句时的用法(as 相当于that which 篇一① as引导限制性定语从句通常用于the same … as, such … as结构中。

eg. This is the same book ( ) I lent you.Such machines ( ) are used in our workshop are made in China.② as引导非限制性定语从句既可放在主句之前，也可放在主句之后，位置灵活，用来修饰整个句子。

通常用下列句型：as is known to all, as is said, as is reported, as is announced, as we all know, as I expect 等。

eg. ( ) I expected, he got the first place again in this mid-term examination.Taiwan, ( ) we all know, belongs to China.高中定语从句英语教案篇二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 child1、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：定语从句的引导词关系代词where (地点状语)关系副词when (时间状语)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。

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一、教学目标1. 知识与技能：理解定语从句的概念，掌握定语从句的引导词和关系词的用法。

2. 过程与方法：通过分析例句，总结定语从句的构成和特点，提高学生运用定语从句的能力。

3. 情感态度与价值观：培养学生对英语学习的兴趣，提高学生运用英语表达的能力。

二、教学重点1. 定语从句的概念和构成。

2. 定语从句的引导词和关系词的用法。

三、教学难点1. 定语从句的引导词和关系词的选择。

2. 定语从句的时态和语态。

四、教学过程（一）导入1. 利用图片或实物，让学生观察并描述，激发学生对英语学习的兴趣。

2. 提问：同学们，在描述一个物品时，我们通常会用到哪些句子？引导学生思考并回答。

（二）新课导入1. 引入定语从句的概念，让学生理解定语从句的作用。

2. 举例说明定语从句的构成，让学生了解定语从句的基本结构。

（三）讲解定语从句的引导词和关系词1. 讲解定语从句的引导词和关系词的用法，如：关系代词、关系副词等。

2. 通过例句分析，让学生掌握定语从句的引导词和关系词的选择。

（四）练习1. 学生练习填空，巩固定语从句的引导词和关系词的用法。

2. 学生练习翻译，提高运用定语从句的能力。

（五）小结1. 回顾本节课所学内容，总结定语从句的概念、构成、引导词和关系词的用法。

2. 强调定语从句在英语学习中的重要性。

五、作业布置1. 完成课后练习题，巩固所学知识。

2. 选择一个物品，用定语从句描述。

范文：一、教学目标1. 知识与技能：理解定语从句的概念，掌握定语从句的引导词和关系词的用法。

2. 过程与方法：通过分析例句，总结定语从句的构成和特点，提高学生运用定语从句的能力。

3. 情感态度与价值观：培养学生对英语学习的兴趣，提高学生运用英语表达的能力。

二、教学重点1. 定语从句的概念和构成。

2. 定语从句的引导词和关系词的用法。

三、教学难点1. 定语从句的引导词和关系词的选择。

2. 定语从句的时态和语态。

四、教学过程（一）导入1. 利用图片或实物，让学生观察并描述，激发学生对英语学习的兴趣。

Revision : The Attributive ClauseTeacher: CindyTeaching aims: 1. to review the attributive clause2. to be able to describe something or someone with thearrtibutive clause.3. to work hardImportance and difficulty: 1. the use of attributive clause.2. some exercises about the attributive clauseType of lesson: ReinforcementTeaching approach: functional approachTeadhing tool: SlidesTeaching steps:1. What is the attributive clause2. kinds of the attrbutive clause3. summary of the use of that ,which, who, whom, whose when,where, why4. some exercises about the attributive clause5. 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。

定语从句教案范文一、教学目标：1. 让学生理解定语从句的概念和作用。

2. 让学生掌握定语从句的引导词及其用法。

3. 让学生能够正确运用定语从句修饰名词或代词。

4. 培养学生运用定语从句进行口语表达和写作的能力。

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. 定语从句的倒装结构5. 定语从句的练习和应用三、教学步骤：1. 引入定语从句的概念，让学生通过观察例子来理解定语从句的作用。

2. 介绍定语从句的引导词，并通过例句展示其用法。

3. 区分限制性定语从句和非限制性定语从句，并解释其区别。

4. 讲解定语从句的倒装结构，并通过例句进行演示。

5. 提供定语从句的练习题，让学生通过实践来巩固所学知识。

四、教学评价：1. 课堂互动：观察学生在课堂上的参与程度和提问回答情况，评估学生对定语从句的理解程度。

2. 练习题：评估学生在练习题中的表现，检查学生对定语从句的掌握情况。

3. 口语表达和写作：通过口语表达和写作任务，评估学生运用定语从句进行表达的能力。

五、教学资源：1. 定语从句的PPT课件2. 定语从句的练习题3. 口语表达和写作任务4. 参考资料和例句六、教学拓展：1. 讲解定语从句的复杂结构，如带有介词的定语从句。

2. 介绍定语从句与其他从句的区分，如宾语从句、状语从句等。

3. 通过实例分析，让学生了解定语从句在实际语境中的运用。

七、课堂活动：1. 分组讨论：让学生分组讨论定语从句的用法，分享彼此的见解。

2. 角色扮演：设计一个场景，让学生运用定语从句进行角色扮演。

3. 竞赛游戏：举办定语从句知识竞赛，激发学生的学习兴趣。

八、课后作业：1. 完成定语从句的练习题，巩固所学知识。

2. 搜集生活中的定语从句实例，进行观察和分析。

九、教学反馈：1. 课后与学生交流，了解他们对定语从句的理解程度。

初中英语《定语从句》名师教案教学设计一、教学目标1. 让学生掌握定语从句的定义和基本结构。

2. 使学生能够正确运用定语从句修饰名词或代词。

3. 培养学生运用定语从句进行交际的能力。

二、教学内容1. 定语从句的定义和作用。

2. 定语从句的基本结构：who, which, that。

3. 定语从句的引导词及先行词。

4. 定语从句的时态和语态。

5. 定语从句的练习和应用。

三、教学重点与难点1. 定语从句的基本结构。

2. 定语从句的引导词及先行词的用法。

3. 定语从句的时态和语态的运用。

四、教学方法1. 采用任务型教学法，让学生在实际语境中运用定语从句。

2. 运用案例分析法，通过典型例句讲解定语从句的用法。

3. 采用分组合作学习法，培养学生团队合作精神。

五、教学过程1. 导入：利用图片或情境引入定语从句的概念。

2. 新课内容：讲解定语从句的定义、基本结构和引导词。

3. 案例分析：分析典型例句，让学生理解定语从句的用法。

4. 课堂练习：设计相关练习题，让学生巩固所学内容。

5. 小组讨论：分组讨论定语从句在实际语境中的应用。

6. 总结与拓展：总结本节课所学内容，布置课后作业。

7. 课后作业：让学生运用定语从句进行写作或翻译练习。

六、教学策略1. 采用互动式教学，鼓励学生积极参与课堂讨论。

2. 使用多媒体教学资源，如图片、视频等，增强学生对定语从句的理解。

3. 设计丰富的课堂活动，激发学生学习兴趣。

4. 注重个体差异，给予不同程度的学生个性化指导。

七、教学评价1. 课堂问答：检查学生对定语从句的理解和应用能力。

2. 练习题：评估学生对定语从句的掌握程度。

3. 小组讨论：观察学生在团队合作中的表现，了解其运用定语从句的能力。

4. 课后作业：分析学生作业，评估其对课堂所学知识的运用情况。

八、教学拓展1. 对比定语从句和同位语从句的区别。

2. 介绍定语从句在英语阅读和写作中的重要作用。

3. 引导学生关注定语从句在实际生活中的应用。

定语从句教案第一篇：定语从句教案定语从句Eg: It is the only man-made structure.The man-made structure can be seen from space.---It is the only man-made structure(which can be seen from space.)λ定语从句放在名词或代词后面λ被修饰的名词或代词称作先行词, 不再出现在从今中。

λλWhich 等被称作关系代词限制性定从和非限制性定从My mother who is a doctor works hard.My mother, who is a doctor, works hard.which 指sth.;做主语和宾语 Bi Feng Tang seems very clean.Bi Feng Tang is opposite our school.---Bi Feng Tang which is opposite our school seems very clean.The school uniform fits us well.The tailor made the uniform for us.---The school uniform which the tailor made for us fits us well.who 指sb.;做主语The man is standing there.The man is our maths teacher.---The man who is standing there is our maths teacher.whom 指sb.;做宾语This is our teacher.I like the teacher best.---This is our teacher whom I like best.that 指sb./sth.;做主语和宾语Bi Feng Tang which/that is opposite our school seems very clean.The school uniform which/that the tailor made for us fits us well.The man who/that is standing there is our maths teacher.This is our teacher whom/that I like best.Note：1）做宾语的which / that / whom 可以省略Bi Feng Tang which/that is opposite our school seems very clean.The school uniform（which/that）the tailor made for us fits us well.The man who/that is standing there is our maths teacher.This is our teacher（whom/that）I like best.2）只用that 的几种情况（与which对应）*先行词含形容词最高级This is the most difficult exam(that)I have ever experienced.*先行词由序数词修饰This is the first place(that)I visited in shanghai.*先行词由all, only修饰This is the only place(that)I visited in shanghai.*先行词为不定代词all, everything, something, nothing, anything, little, much 等That is all(that)I want to say.*先行词指人和物We always talk about the students and things that are remembered in the former school.λ That可以省略λλ Mary is the only girl(whom/that)John has ever loved.介词提前只用which / whom, 不用thatThis is man about whom we are talking./ This is the man(whom/that)we are talking about.This is the museum to which we pay a visit./ This is the museum(which/that)we pay a visit to.*This is the person whom/that we depend on.(T)This is the person on whom we depend.(F)EX: 1 The students ___ you teach are now doing an experiment in the lab.2 A friend ___ helps you in time of need is a real one.3 The force ___ causes everything to fall toward the ground is called gravity.4 Would you mind lending me the bike ____ you have just bought? 5 The person ___ they are talking with in the offices is Mr.Li, their English teacher.6 Those ___ want to go to the Great Wall may go with us next Sunday.7 The woman to ___ I am sending this parcel is my aunt.8 The first thing ___ you must do well in school is to study hard.9 The last time ___ she came to China was on Oct.1,2000.10 There is little ___ we can do to help him out.whoseThe hero whose left leg was lost in the war is well looked after.We prefer the classroom whose windows face south.*On the hill were maple trees whose leaves had turned red.…the leaves ofwhich……of which the leaves…EX: What’s the address of the factory _____ ad we noticed yesterday? I saw some trees _____ leaves were black with disease.It was a meeting _____ importance I didn’t realize at the time.关系副词when/where/why = 介词＋关系代词 whenI still remember the day when we first met.(when = on which)I still remember the day(that/which)we spent together.whereThe city where I was born is very beautiful.(in which)The city(that/which)I visited last year is very beautiful.why This is the reason why he left the company.(for which)The is the reason(that/which)he gave me.EX I like to take my vacation in the mountain _____ is quiet and beautiful.I like to take my vacation in the mountain _____ there are many plants.2 We will never forget the day _____ we worked.We will never forget the day _____ we spent together.3 That is the reason _____ he gave us for his action.That is the reason ____ why he did that thing.非限制性定语从句*The island ,which is at the mouth of the river, is being developed as a scenic spot.*My son, who is surgeon, is now in Sweden as a visiting scholar.*Mr.Baker, whom the teachers and students respect, has completed forty years of teaching.*The house, where/in which my family lives now, was left by my grandfather.*The year 1968, when/in which the American astronauts first landed on the moon, was important in history.*My sister, with whom I went to the concert last night, will leave soon.注： that, why 不用在非限制性定语从句中 *These books, two of _____ I have read, are interesting.The audience, most of _____ were college students, enjoyed the concert.*The teachersspeak highly of the workbooks, all of _____ have come out.The teachers speak highly of the workbooks.All of _____ have come out.The old woman has two sons, both of _____ are engineers.The old woman has two sons.Both of _____ are engineers.3 当先行词为整个句子时，用which 或asShe is a teacher, which/as is clear from his manner.*当从句位于句首，只用asAs is natural, she married an American businessman.*表示“正如…”时，只用asAs we all know/As is known to all, natural resources are very limited on the earth.As was expected/As we expected, he did it successfully.定语从句和强调句的区别： It is in this classroom_____ the students study every day.2 It is the classroom _____ the students study every day.3 It is on Sunday _____ we have a good time with our parents.4 It is Sunday _____ we get home.练习： Can you tell me the name of the factory _______ you visited last week?A whatB whereC /D when 2 It was in the bookstore ______ I met your brother the other day.A whereB thatC in whichD in that 3 Wilma became the first American woman to win three Olympic gold medals in track, _____ made her mother very proud.A itB thatC whichD this 4 I shall never forget those years _____ I lived in the country with the farmers, ____ has a great effect on my life.Athat…whichB when…whichC which…t hatD when…who Was it in 1969 _____ the American astronaut succeeded ______ landing on the moon? A when…onB that…onC when…inD that…in _____ is known to all, China will be an ______ and powerful country in 20or 30 years' time.A That…advancingB This…adva ncedC As…advancedD It…advancing In the office, I never seem to have time until after 5:30 p.m., _______ many people have gone home.A whose timeB thatC on whichD by which time 8 He made another wonderful discovery, _____ of great importance to science.A which I think isB which I think it isC which I think itD I think which is He was very rude to the Customs officer, ______ of course made things even worse.A whoB whomC whatD which 10 _____ is mentioned above, the number of the students in senior high schools is increasing.A WhichB AsC ThatD It It was ______ he said _______ disappointed me.A what…thatB that…thatC what…whatD that…what Recently I bought an ancient Chinese vase, _______ was very reasonable.A which priceB the price of whichC its priceD the price of whose 13 Have you seen the film “Titanic”, ______ leading actor is world famous? A itsB it'sC whoseD which 14 It was for this reason ______ her uncle moved out of New York and settled down in a small village.A whichB whyC thatD how 15 He's got himself into a dangerous situation ______ he is likely to lose control over the plane.A whereB whichC whileD why 16 Alec asked the policeman _______ he worked to contact him whenever there was an accident.A with himB whoC with whomD whom 17 It is these poisonous products _____ can cause the symptoms of the flu, such as headache and aching muscles.A whenB thatC howD what 18 I can think of many cases ______ students obviously knew a lot of English words and expressions but couldn't write a good essay.A whyB whichC asD where第二篇：定语从句(教案)定语从句专题复习教案Revising Attribute Clause Lecturer: Time:◆Three dimensional Teaching Aims：Knowledge aims:1.Know the trends of attributive clauses to be tested in NMET2008.Ability aims:2.Master the usage of Relative pron.and Relative adverbs.Emotional aims:3.Distinguish some groups of relative conjunctions easy to misuse.4.Tell the difference among several kinds of clauses to cultivate Ss’ integrating ski lls.◆Teaching Important Points: 1.How to tell the difference between “as/ which, that/which”,etc.2.Revising “Prep+Relative pron.” ◆Teaching Difficulties: 1.“as” leading attributive clauses，2.How to use “where, when, why” properly and understand the relatio n with “that” ◆Learning Strategy: Make the students learn to summarize and induce what they have learned, thus building knowledge network.Then they can develop life-long ability of learning.◆Teaching Type: Revision◆Teaching aids: 1)Multimedia2)Paper shee t ◆Teaching Procedures: Step I.Lead-in Give out paper sheets, asking the students to find out attributive clauses in the reading material taken from Reading D NMET2007.I Step II.Analyzing the status of Attributive clause Introduction to trends of Attributive clause tested in NMET 1.The non-restrictive attributive clause is an important testing point, focused on difference between leading words “as” and “which”.2.More than one clause is put together, such as emphasizing structure(it be…that), appositive clauses(that…),adverbial clauses(such that/as…)3.“Prep +Relative pron(which, whom)”4.Testing forms: Multiple choice, Proofreading, Cloze test, Reading comprehension and Writing(Discuss the above, and make them have a better understanding their difference.)Strategy: 1.Have a better understanding of how to use Relative pron and Relative adverbs.2.Try to tell the difference “as/which；that/which;that/as”3.Know how to use a preposition in the structure “Prep+ Relative pron”.Step III.Focused test points(Each of t he following parts is given a certain time to be discussed in groups or pairs so that the students can have enough time to think over.Then they are questioned.The aim is to strengthen interactive work.)1.Please find out what role the following relative pron.and relative adverb play in the sentence.①Alec asked the policeman with whom he worked to contact him whenever there was an accident.（）②We will be shown around the city :schools、museums and some other places, where other visitors seldom go.（）③We are liv ing in an age when many things are done on computer.（）④As is reported in the newspapers, talks between the two countries are making progress.（）2.Restrictive attributive clause & Non-restrictive clauseMartin Luther King ,Jr, who won the Nobel Peace Prize in 1964, was an important political leader.Albert Einstein began the research and studies which led to his new discoveries in physics.Summarizing difference between Restrictive clause and Non-restrictive clause 1)Structure2)punctuation3)translation4)meaning 3.Distinguish the following four groups of relative conj.Point 1: that/which 以下典型情况，引导词用that，而不用which.①先行词是不定代词all、little、something、anything、none、the one时；You should hand in all that you have.②先行词被序数词或形容词最高级所修饰时 This train is the most interesting film that Ive ever seen.③先行词既有人又有物时；Do you know the things and people that they are talking about? ④先行词前有only、any、few、little、no、every、all所修饰时；This is the very book that I am looking for.⑤主句的主语是疑问词who或which时 Who is the boy that won the gold medal? Point 2: as/which which引导非限制性定语从句，其先行词既可以是一个词，又可以是整个主句或主句某一部分；as指代整句话或与the same…as;such…as连用。