高中英语选修七教案：Unit4+Sharing+grammar+

Unit 4 Sharing Ｉ．单元教学目标Ⅱ.目标语言III. 教材分析与教材重组1. 教材分析本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。

结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己贡献。

1. 1 WARMING UP 提供了三项任务。

通过完成这些任务让学生懂得什么是“帮助〞，并且反思自己是否乐于助人，以及怎样做才是“志愿者〞，由此为后面的短文学习做好铺垫。

1. 2 PRE-READING是READING的热身活动。

其中介绍了短文主人公Jo，还根据她在PNG拍的照片提出了5个问题，使学生在阅读之前就简单了解短文内容。

1. 3 READING是一篇Jo写给Rosemary的信。

其中介绍Jo在PNG(Papua New Guinea)的所见所闻，使学生感受到PNG的儿童生活艰难，从而珍惜自己的学习机会。

.1. 4 COMPREHENDING 是根据短文设计的阅读理解试题。

1. 5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。

其中，第一部分是有关此篇短文中的重点单词和短语；第二部分是有关限定性定语从句的复习。

1. 6 USING LANGUAGE是对READING的延伸。

通过阅读，参与“Give an unusual gift〞的活动。

1. 7 LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历，而且针对这一话题展开Speaking。

1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。

2. 教材重组2.1 从话题内容和训练目的上分析，WARMING UP与LISTENING AND SPEAKING相一致；从教材份量来说，可将WARMING UP与LISTENING AND SPEAKING的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起，设计成一节任务型“听力课〞。

教案3 人教课标选修7 Unit 4 SharingLanguage pointTeaching material: NSEFC Book 7 —— Unit 4Teaching Aims1.To learn some new words and phrases.2.To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences.Teaching Difficult PointHow to enable the students to grasp and remember the detailed information of the rea ding material.Teaching proceduresStep1 Language points1. Thanks for your letter. It was wonderful to hear from you.hear from: v. 接到...的信How often do you hear from your sister?你多长时间接到你姐姐一次信?Have you hear from him by last week?到上星期为止你们接到过他的信吗？It was a pleasure to hear from you.很高兴收到你的信。

I hear from my cousin every two weeks.我每两星期就会收到我表哥的来信。

注意：hear from后面只能接表示人的名词或代词，不可接letter作为它的宾语。

2. I know you’re dying to hear all about my life here.be dying to do / for sth. 渴望做某事；迫切想要She is dying to go abroad.I am dying for a glass of water.I am dying to go abroad.He was dying for a little wine.“渴望”的类似说法be thirty for sth.desire to do sth.have a strong desire for sth.long to do /for sth.3. …have walked a long way, sometimes up to two hours, to get to the school.up to = as many as/ as much asHe can earn up to $50,000 a year.up to 还可以表示1)be up to sth = be busy doing sth. 忙于2)It is up to sb to do sth 由某人负责做某事3)一直She lived at home right up to / until she got married.What are these naughty boys up to?It is up to me to do this task.I am not sure if she is really up to that job.4. I’m still trying to adapt to these conditions but, one thing is …adapt (oneself) to 适应，适合The new students are very slow to adapt to the rules.新生对于那些规定适应得很慢。

选修七Unit4 SharingPeriod 3 Grammar一、教学目标1.知识与技能A．学习限定性定语从句的基本结构；B．正确辨识先行词、关系代词、关系副词；C．了解限制性定语从句的正确使用。

2. 过程与方法A．对比法B．图解法C．讲授法3. 情感态度与价值观A．培养学生的规范语言表达；B．让学生体会语言的灵活多变。

二、教学重、难点1.正确判断关系代词、关系副词并正确使用；2.正确把握限定性定语从句的使用三、教学过程Before class:(先学任务)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.（错）Who breaks the law will be punished.（错）Whoever robbed the bank is not clear.（对）Whoever breaks the law will be punished. 王子犯法，与庶民同罪。

（对）Who robbed the bank is not clear. 谁抢了银行还不清楚。

During class:Step1: warming up & lead inCheck stud ents’ assignment and introduce what they will learn in this class.Translate the following sentences.正在打篮球的那个男人是科比。

Period 4 Grammar教学目标1．语言知识目标：温习限制性定语从句的特点和关系词。

2．语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用。

重点难点1．教学重点：掌握限制性定语从句的特点，关系代词和关系副词利用的场合，能够运用限制性定语从句。

2．教学难点：关系代词和关系副词利用的场合，在写作中运用限制性定语从句。

教学预备1．学生的学习预备：温习限制性定语从句的特点及关系词。

2．教师的教学预备：整理关系代词和关系副词的利用处合，并绘制表格。

3．教学用具的设计和预备：制作多媒体课件。

教学进程Step 1Presentation1．A game “Guess who he/she is.”：Listen to several sentences，and then guess who he/she is according to the description.2．Show the sentences with the restrictive attributive clauses in the game in the screen and make the students find them out.e． student is a boy who_is_taller_than_me.The student is a boy who_is_always_ready_to_help_others_and_popular_among_the_classmates.The student has a nickname which_is_related_to_a_lovely_animal.[设计说明] 听句子，猜猜他/她是谁的游戏，能够专门快地引发学生的兴趣，活跃课堂气氛，而且，在描述中利用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了预备。

Step 2Revision1．Revise the characteristics of restrictive attributive clauses.(The students can say that in Chinese.)从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。

本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。

通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。

了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。

结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。

二．课时划分在对本单元的各部分材料进行分析、整合后，确定了以下六个阶段：Period 1 Word StudyPeriod 2 Warming- up & Pre- readingPeriod 3 Reading & ComprehendingPeriod 4 GrammarPeriod 5 Using LanguagePeriod 6 Composition三．教学目标1．语言知识目标：(1)学生能够正确读写及运用以下单词：airmail；fortnight；roof；muddy；textbook；concept；weekly；relevant；remote；weed；rectangle；rectangular；adjust；platform；broom；tin；jar；sniff；participate；interpreter；grill；otherwise；privilege(2)学生掌握下列词组的意思并能在句子中熟练运用：hear from；(be)dying to；the other day；dry out；dry up2．语言技能目标：(1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。

(2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

3．语言能力目标：增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。

4．情感态度与文化意识目标：(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。

人教版高中英语选修7《Unit4Sharing》教案人教版高中英语选修7《Unit 4 Sharing》教案【一】教学准备教学目标1. 学生能通过寻找每段的主题句归纳文章结构。

2. 学生能够通过在课文中寻找相关表述感知作者态度。

3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学重难点1. 学生能通过寻找每段的主题句归纳文章结构。

2. 学生能够通过在课文中寻找相关表述感知作者态度。

3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学过程教学过程Step1：Warm-up andlead-in (5 mins)1. 教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受2. 教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。

3. 指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。

[教学目的]本环节的目的是激活话题词汇和背景知识图式。

从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并;学生课堂口头报告锻炼口语表达能力，并展示相关词汇。

Step2：Reading forstructure1.教师通过课文所配的10幅图片让学生预测课文内容。

1.教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。

2.教师引导学生归纳出全文的整体结构。

[教学目的] 本环节的目的是让学生了解文章的整体结构。

不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。

Step3：Reading fordetails (10 minutes)1.教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格(划线部分是学生需要填出的部分)：2.教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。

Unit 4 SharingI．教学内容分析本单元的中心话题是济贫扶弱、志愿服务、合作共享。

教学目的是让学生认识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。

Warming Up部分通过对同学进行采访的小组活动，了解同学们平时帮助别人的方式。

最后讨论自愿帮助和志愿者的不同，从而引出下文的阅读课文。

Pre-reading部分介绍了阅读课文的背景知识。

Reading部分是一封家书。

作者是一个到巴布亚新几内亚教书的志愿者。

文中介绍了巴布亚新几内亚农村的教育和生活状况，描述了到一个学生家做客的经历。

Comprehending部分设置了三个练习，目的在于让学生逐层加深对课文的理解。

Learning about Language部分突出了词汇和语法的学习与训练。

本单元的语法是复习限制性定语从句，特别是用that不用which的情况。

Using Language部分中包括了听、读、写三个部分的内容。

阅读部分介绍了一个出售特殊礼物、帮助发展中国家的网页。

听力部分通过记者对一个志愿者的采访，让学生更多地了解发展中国家，培养学生助人为乐的精神。

学习用时间表达法叙述事件是本听力练习的重点。

Summing Up部分要求学生对本单元所学的知识进行总结和评价，以找出不足之处，从而改进。

Learning Tip部分建议学生要积极参加小组活动，以练习口语，培养交际能力。

II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 系统掌握运用限制性定语从句。

2. 教学难点(1) 认识帮助别人的重要性；(2) 学会发表评论和表达自己的看法；(3) 学会以时间为线索，叙述人物生平。

III．教学计划本单元建议分六课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二、三课时：Learning about Language第四课时：Reading and discussing （Using Language）第五课时：Listening and speaking （Using Language）第六课时：Reading task (Workbook), Speaking task (Workbook) & Writing task(Workbook)IV．教学步骤：Period 1 Warming up, Pre-reading, Reading & ComprehendingTeaching Goals:1. To help Ss to learn the importance of helping others and the ways to help others.2. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.3. To teach how to use the new words and phrases in the text.Teaching Procedures:Step 1. Leading-in1. Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei Feng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”2. Get some Ss to present their opinions on the question above before the class.Suggested Answer:Nobody can do everything alone, no matter how powerful he is. Nobody never meets with trouble, no matter how well he is going. So everybody needs others’ help. But we cannot alwaysreceive but never give. We must give in return for what we receive. We give help because we have been helped. Since we were born, we have received a lot from the society. So we should return it. We give help today, but we may need help tomorrow. Even if we may not see a person again, by helping him, we can let him know help is necessary and important for those who are in need. By helping each other, people can feel that life is full of warmth and friendliness and is worth living. In a word, to help others is to help oneself.Step 2. Warming Up1. Ask Ss to discuss the following question.In what ways do we help the people around?2. Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.3. Divide Ss into four groups and ask them to discuss the following question.Can we call the person who helps others a “volunteer”?Suggested Answer:When one of your parents or friends needs help, you may not be asked to help but you volunteer to help, we don’t say you are a volunteer. A volunteer is a person who helps others in or outside his community or in a foreign country.Step 3. Pre-readingPurpose: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29～P30 and guess what the passage talks about.2.Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imaginetheir living conditions.3. Lead Ss to the reading text. Teacher may say, “Today we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the south of Australia.”Step 4. SkimmingPurpose: To help Ss get the general idea of the letter.1.Ask Ss to listen to the tape and try to get the main idea of the text.Suggested Answer:In the letter, the writer wrote about the educational and living conditions in PNG and her experience of visiting a student’s village.2.Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sum up themain idea of each paragraph with only one sentence.Suggested Answer:Para.2: The school is simply built and far away from the students’ homes.Para.3: The educational conditions are very poor.Para.4: I visited a village of one of my student’ and received a warm welcome.Para.5: I stayed with the student’s family and their huts were poorly equipped.Para.6: I had a meal with the student’s family and they cooked in an unusual way.Para.7: I returned from the visit and felt greatly rewarded.Step 5. ScanningPurpose: To help Ss get a deeper understanding of the text..1. Ask Ss to find out the relationship of the people mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them? Can you find out who they are?” Suggested Answers:Jo — the writer of the letter.Rosemary — the person who Jo is writing to.Tombe — one of the writer’s boy students, whose family Jo visitedJenny — the writer’s fellow workerKiak — Tombe’s motherMukap — Tombe’s father2. Ask Ss to read the text carefully and ask them the following questions. It is better to read them out to Ss than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.(1)What is the school like?(2)Is the writer popular with her students? How do you know?(3)What is the writer’s difficulty in teaching?(4)Why did the students jump out of the windows?(5)Why does the writer wonder if she is making any difference to her students’ lives?(6)Was the writer warmly welcomed by the villagers? How do you know?(7)Do Mukap and Kiak usually sleep in the same house?(8)Where did the writer and Jenny sleep that night?(9)Why did Tombe throw away the tin can?Suggested Answers:(1)It is made of bamboo and the roofs are made of grass. It is from away from Ss’ homes.(2)Yes. When she gets to school, the students all say hello to her.(3)There is no electricity or water and they have no textbooks. There is no teachingequipment.(4)Because they had never seen such an accident and were frightened.(5)Because most of her students will go back to their villages to work in the field and shethought what they have learnt will be of no use.(6)Yes. Because Tmbe’s mother welcomed her by crying “ieee ieee” and the villager allshook hands with her warmly.(7)No. They sleep in their own huts.(8)They slept on a newly-made platform in Mukap’s hut.(9)Because they think throwing away the tin can is in fact throwing away evil spirits.Step 6. Language point1. Ask Ss to work in pairs and underline and translate the following phrases in the text.hear from, be dying to do sth., up to, adapt to, the other day, before I knew it, come across, make a difference to sb., get to know, shake hands with sb., stick out of, get through, a newly made platform, a couple of, build a fire, leave…to do sth., dry out, dry up, fall into bed2. Lead Ss to deal with some more language points.(1) be dying to do sth (line 2, para1): want very much to do sth, have a strong desire to do sth.I am dying to know what has happened. 我迫切想知道发生了什么。

人教版高二英语选修7Unit4Sharing全单元教案人教版高二英语选修7 Unit 4 Sharing 全单元教案Warming-up and ReadingTeaching Goal:1. Target languagevolunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement2. Ability goalEnable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher3. Learning ability goalHelp the Ss lean how to read between lines and find the positive and negative aspects of doing somethingTeaching methods:Discussion, skimming, scanning and task-based methodTeaching AidA recorder, a projector and PPT.Teaching Procedures:Step 1 Warming-upHave you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside your community? I am sure you’ve a lot to say. OK, now et into gurops and finish the survey form onP28.Step 2 Pre-readingAsk Ss to find out PNG on the map and disucuss the photos in the reading passage.Step3 Reading1. ScanningScanning the text and fill the blanks with their names.1._____ is a young Australian woman.2.________ was dying to hear all about Jo’s life in PNG.3._______ walked a long way to get to school.4.___________ didn’t have any textbook.5._____ became a lot more imaginative when teaching.6._____ started jumping out the windows during achemistry experiment.7.________ visited a village that was the home of one the boys, Tombe.8._____ started crying “ieee ieee” to welcome them.9._____ led us to a low bamboo hut.10._____ was going to share the platform with Jenny and Jo.11.________ softly talked to each other in their language Jodidn’t understand2. Skimming the text and find the general idea of each paragraph.3.detailed reading Task-based (ex1 in comprehending part.Type of houseFamily relation-shipsCooking methodsSleeping arrange-mentsType of houseFamily relation-shipsCooking methodsSleeping arrange-mentsStep IV.HomeworkSuppose you've graduated from a key university and now you are a volunteer who works in the remote region to assit thebasic education there. And you are to write a letter home to introduce your present situation. (you can refer to the text).Extensive ReadingTeaching goals:1. Enable the Ss to know the purpose of a website called “world gifts” and give their opinions on it.2. Enable the Ss to learn about the international welfare programmer called “Plan International” and a child who has been sponsored through it.Teaching important and difficult points:Get the Ss to realize that they should make the most of what they own and do something for the poor.Teaching method:Task-based method and fast readingTeaching aids:A recorder, a projector, a compute connected to the Internet.Teaching procedures:Step I.RevisionDictation eight sentences, each contain the vocabulary they ‘ve learned in this unit.Step II. Pre-reading“Have you ever tried to send a gift to the children in poor areas or countries? Probably not. Today, we can have access to a website, where you can send your gifts to those who are in great need. Please glance quickly at the Internet page on Page 33, and answer the following questions.1. What does the page show you?2. Where is the list of gifts?3. In what kind of order are the gifts listed? How much are cheapest and dearest gift?4. where is the gift card?5. What do the photos show you?Step III. Careful ReadingReading carefully.And the task is to finish Ex2 on page 34.Discussing What do you think of this website and its idea? Do you think people will get interested in it and buy its gifts? Do you think those gifts listed are really helpful? Now turn to page 34. Discuss the topics in Ex 3 in groups. Choose one of the topics to discuss.Step IV. Reading TaskDeal with reading task in the work book.We have talked about the Chinese welfare programmer Project Hope which helps children in poor areas go back to school. In the world, there are many organizations or programmers that help different groups of people in one way or another. Today, we will get to know another organization called Plan International. Turn to page 73,. This is a letter from Rosanna to some students. Rosanna works as a volunteer of Plan International in an area of Ecuador. Why did she write to the Ss? What did the Ss do? Read the letter and find the answers. While reading, summarize the topic of each paragraph and finish Ex on page74.Step V. Homework1. Ask Ss to search for information about Plan International.2. Pick out the sentences with attributive clauses in “ A letter from Plan”.WritingTeaching Goal:Enable the Ss to write about a person’s experience by usingtime expression_r_rEnable the Ss to write a letter to a child they would like to sponsor Teaching important and difficult pointsThe characteristics of narrationTeaching methods:Task-based methodTeaching AidA projector and PPT.Teaching Procedures:Step 1 RevisionCheck the homeworkAsk some Ss to read sentences w ith attributive clauses in “ A letter from plan”.Step 2 Pre-writingLet’s recall something about Dr Mary Murray, who worked as a volunteer with Medicines Sans Frontiers (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is gi ven the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentenceDr Mary Murray was a volunteer, who worked with Medicines Sans Frontiers (MSF).Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in AfricaStep 3 WritingVery good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expression_r_rs listed on Page 35.Points must be included:1. who she is2. reasons why she joined MSF3. what she did in Malawi4. what she did in the Sudan5. the effects on her of her experiences.6. her plans for the futureStep 4 Writing taskDeal with writing task on Page75.Imagine that you have decided to sponsor Shanshan, a 11-year-old girl from Gansu province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:Introduce yourselfSay something about your interests and hobbiesDescribed your familyLet her know you want to make friend with her and her from herOther things you would like to tell her.After the Ss have finished writing, ask several of them to read their letters.Sample writing:Dear Shanshan,I’m a student of Guangzhou No.1 senior High School, Guangdong province. My English name is Steve, and I like English very much. Maybe I can help you to continue with your school.I go to school everyday except on Sundays. Every morning, we have four lessons, including P.E., arts, music. I like sports very much, especially football .Whenever I’m free I would play football with my classmates.I also enjoy reading English papers, which gives me greatdelight, and helps improve my studies.I have a small family. There are father, mother and I. Mum often cooks delicious food for me. And Dad usually encourages me to study hard in order to serve the country and people better.I think so. So I work very hard at my lessons.I’m looking forward to hearing from you. I want to know what you need badly so that I know what I can do fro you .Don’t hesitate to ask for what you want. I will try to help you YourssincerelySteveStep 5 AssignmentAsk Ss to polish the letter they wrote in class and hand it in tomorrow.。

年级高二学科英语版本人教新课标版课程标题选修7 Unit 4 定语从句编稿老师冯振宇一校林卉二校黄楠审核刘晓军一、学习目标1. 复习定语从句2. 掌握定语从句的引导词的用法二、重点、难点关系代词that与which的区别以及关系副词的用法。

三、考情分析三大从句是高考的重点，而定语从句又是三大从句难度最大的一类，其难点主要在于其灵活性。

在高考单选中占据1-2分。

四、知能提升（一）知识讲解【认知讲解】● 教材原句呈现I’ve included some photos which will help you picture the places I talk about.The only possessions I could see were one broom, a few tin plates and cups and a couple of jars.对比分析第一个句子中的which引导的定语从句修饰前面的photos，而后面的I talk about也是一个定语从句，只不过是省略了引导词that。

第二个句子中的I could see也是一个定语从句，其前也是省略了关系代词that。

【重、难点】I. 概念：（1）定语从句：在主从复合句中用作定语的从句叫定语从句。

定语从句一般紧接在先行词后面。

（2）先行词：被定语从句修饰的成分。

先行词可以为一个名词、代词，有时候还可是一个短语或整个主句。

（3）关系词：引导定语从句的词叫关系词，分为关系代词和关系副词。

关系词的作用：1）引导定语从句，连接主句和从句，相当于一个连词；2）必在从句中作某种句子成分（可作主语，宾语，表语，定语，状语）常用的关系代词：that（在从句中作主语，宾语，表语；可指人或物）which（在从句中作主语，宾语，表语或定语；只可指物）who（主格，在从句中作主语，在口语或非正式用法中可作宾语；只可指人）whom（宾格，在从句中作宾语；只可指人）whose（属格，在从句中作定语，可指人或物）as（在从句中作主语，宾语，表语；可指人或物，通常指代事物）；常用的关系副词（在从句中只作状语）：when（时间状语），why（原因状语），where（地点状语）II. 几个关系代词的基本用法：一）that:①可指人或物；②在定语从句中作主语，宾语，表语（指人时，相当于who或whom；指物时，相当于which）；③一般不用于非限制性定语从句；④不可置于介词后作宾语。