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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。
初中英语《定语从句》名师优质课教案教学设计一、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. 培养学生运用定语从句进行正确表达的能力。
二、教学内容1. 定语从句的概念和作用。
2. 定语从句的引导词：who, which, that, where, when, why等。
3. 定语从句的用法和注意事项。
三、教学重点与难点1. 定语从句的概念和作用。
2. 定语从句的引导词及其用法。
3. 定语从句的练习和应用。
四、教学方法1. 采用启发式教学法，引导学生主动探索和发现定语从句的规律。
2. 采用实例分析法，让学生通过具体例子理解定语从句的用法。
3. 采用练习法，让学生在实践中巩固定语从句的知识。
五、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：讲解定语从句的概念、作用和引导词的用法。
3. 实例分析：分析一些含有定语从句的句子，让学生理解定语从句的用法。
4. 练习：设计一些练习题，让学生运用定语从句进行表达。
5. 总结：对本节课的内容进行总结，强调定语从句的重要性和注意事项。
6. 布置作业：布置一些相关的练习题，让学生课后巩固所学知识。
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和练习。
2. 使用多媒体辅助教学，通过图片、视频等直观手段帮助学生理解定语从句。
3. 设计多样化的教学活动，包括小组讨论、角色扮演等，以适应不同学生的学习风格。
七、课堂活动设计1. 互动游戏：设计一个定语从句的连连看游戏，让学生在游戏中学习和巩固引导词。
2. 小组讨论：让学生分组，讨论定语从句在实际语境中的应用，分享学习心得。
3. 角色扮演：学生分组进行角色扮演，用定语从句描述人物特征，增强实际应用能力。
八、评价方式1. 课堂参与度：观察学生在课堂上的发言和互动情况，评价其参与度。
2. 练习完成情况：检查学生作业和练习册的完成情况，评估其对知识的掌握程度。
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。
定语从句英语教案教案标题：定语从句英语教案教案目标：1. 学生能够理解定语从句的概念和作用。
2. 学生能够正确使用定语从句来修饰名词。
3. 学生能够通过练习和实践巩固定语从句的用法。
教案步骤：步骤一：导入1. 引入定语从句的概念：定语从句是用来修饰名词的句子，它通常由关系代词或关系副词引导。
2. 通过例句展示定语从句的作用：The book that I borrowed from the library is very interesting.（我从图书馆借的那本书很有趣。
）步骤二：讲解1. 解释关系代词的用法和种类（that, which, who, whom, whose）。
2. 解释关系副词的用法和种类（where, when, why）。
3. 通过例句和练习让学生理解关系代词和关系副词的使用场景。
步骤三：练习1. 给学生提供一些句子，让他们判断哪些是定语从句，并圈出关系词。
2. 给学生提供一些句子，让他们根据提示写出合适的定语从句。
步骤四：拓展1. 引导学生思考定语从句和其他修饰语的区别和联系。
2. 给学生提供一些复杂的句子，让他们分析句子结构并找出定语从句。
步骤五：总结1. 总结定语从句的概念和用法。
2. 提醒学生在写作和口语中多加练习定语从句的使用。
教案评估：1. 教师观察学生在练习中的表现，包括判断定语从句和填写定语从句的准确性。
2. 教师与学生进行互动，检查学生对定语从句的理解和应用能力。
教案扩展：1. 引导学生使用定语从句来描述人和物，扩展他们的语言表达能力。
2. 给学生提供更多的练习和例句，让他们更熟练地运用定语从句。
教案反思：1. 教师应该根据学生的实际水平和理解能力来设计教案，确保教学内容的适应性。
2. 教师应该通过多种形式的练习和互动来巩固学生对定语从句的掌握程度。
定语从句教案英文版【篇一：定语从句教案高中版】attributive clause 定语从句i. teaching aims:（教学目的）1、了解定语从句的位置、结构以及翻译；2、学习并掌握定语从句的规则，尤其是关系代词的选择。
ii. teaching points:（教学重点）1、定语从句，先行词以及关系代词的概念；2、关系代词的选择。
iii. teaching methods:（教学方法）1、歌曲引入法，小魔术引导法；2、举例讲解，说明定语从句的用法；3、以讲练结合的方法加深学生印象。
iv. teaching steps:（教学步骤）step one: lead-in （导入）firstly，enjoy the music “take me to your heart”.t: what’s the name of the song?ss: it is take me to your heart.t: do you like the song whose name is take me to your heart? ss: i like the song whose nameis take me to your heart very much.secondly, show the students your favorite sentence:“ all ineed is someone who makes me wanna sing. do you knowhow to sing this sentence?引出这句你最爱的歌词，具体是什么样的句型结构，留个悬念，大家拭目以待！最后揭晓。
step two: 引入定语从句概念老师拿出两根绳子，要求学生想个办法将两根绳子合二为一，学生提出各种方案，由此引出重要的概念：定语从句，先行词，关系词。
在复合句中作定语，修饰某一名词或代词的从句叫做定语从句。
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初中英语《定语从句》名师优质课教案教学设计一、教学目标1. 让学生掌握定语从句的定义和基本结构。
2. 培养学生运用定语从句进行交际的能力。
3. 提高学生对英语语法的理解和应用能力。
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和关系词。
3. 定语从句的练习和应用。
三、教学重点与难点1. 定语从句的关系词的用法和选择。
2. 定语从句的练习和应用。
四、教学方法1. 采用任务型教学法，让学生在实践中学习和运用定语从句。
2. 采用情境教学法，创设真实语境，让学生在实际语境中学习定语从句。
3. 采用分组合作学习法，培养学生的合作精神和团队意识。
五、教学步骤1. 引入：通过图片和情境引入定语从句的概念。
2. 讲解：讲解定语从句的定义、基本结构和关系词。
3. 示范：用例子展示定语从句的用法。
4. 练习：让学生进行定语从句的练习，巩固所学知识。
5. 应用：创设真实语境，让学生运用定语从句进行交际。
6. 总结：对本节课的内容进行总结，强调重点和难点。
7. 作业：布置定语从句的练习题目，巩固所学知识。
8. 反馈：对学生的作业进行及时反馈，解答学生的疑问。
六、教学评价1. 采用形成性评价，关注学生在学习过程中的进步和问题。
2. 通过定语从句的练习和应用，评估学生对定语从句的掌握程度。
3. 鼓励学生自主学习，培养学生的学习兴趣和自信心。
七、教学拓展1. 引导学生关注定语从句在实际生活中的应用，提高学生的语言运用能力。
2. 推荐相关的英语阅读材料，扩大学生的词汇量和语法知识。
3. 组织定语从句的课外活动，如英语角、小组讨论等，提高学生的口语表达能力。
八、教学资源1. 使用多媒体教学手段，如PPT、视频、图片等，提高学生的学习兴趣。
2. 提供定语从句的练习题库，方便学生进行自主学习和练习。
3. 利用网络资源，如英语学习网站、在线课程等，为学生提供更多的学习机会。
九、教学反思1. 在课后对自己的教学进行反思，总结教学中的优点和不足。
定语从句教案英文版百度文库Adjunctive Clause Teaching Plan1. Objectives:- Students will understand the function and structure of adjective clauses.- Students will be able to identify and use adjectiveclauses in sentences.- Students will be able to correctly punctuate and position adjective clauses in sentences.2. Warm-up activity:- Write a sentence on the board without the adjective clause, e.g. "The girl bought a book."- Ask students to suggest possible adjective clauses that could be added to the sentence to provide more information about the girl or the book.- Write some of their suggestions on the board.- Discuss the purpose of adjective clauses and how they can enhance a sentence by providing more specific information.3. Introduction to adjective clauses:- Explain that an adjective clause is a group of words that functions as an adjective and provides additional information about a noun or pronoun in a sentence.- Show examples of sentences with and without adjective clauses, e.g. "The girl bought a book" vs. "The girl, who loves reading, bought a book."- Highlight the difference in meaning and the additional information provided by the adjective clause.4. Structure of adjective clauses:- Explain that adjective clauses are introduced by pronouns (who, whom, whose, which, that) or relative adverbs (where, when, why).- Discuss the importance of the pronoun or relative adverb connecting the adjective clause to the noun or pronoun it modifies.- Explain that the subject and the verb in the adjective clause must agree with the noun or pronoun it modifies.5. Punctuation and position of adjective clauses:- Provide practice exercises for students to identify and punctuate adjective clauses correctly.6. Guided practice:- Provide a list of sentences on the board with missing adjective clauses.- Have groups share their answers and discuss as a class.7. Independent practice:- Distribute worksheets or provide online resources for students to practice identifying and using adjective clauses in sentences.- Monitor students' progress and provide assistance as needed.8. Wrap-up:- Review the objectives of the lesson and ask students if they have any questions or difficulties understanding adjective clauses.- Provide additional practice or clarification as necessary.- Reinforce the importance of using adjective clauses to provide more specific and descriptive information in sentences.。
定语从句的英文教案教案标题：Exploring Relative Clauses - an English Lesson Plan on Adjective Clauses教学目标：1. 了解定语从句（adjective clauses）的概念和功能。
2. 学习定语从句的结构和使用规则。
3. 掌握在不同语境中正确运用定语从句的能力。
4. 通过语言练习活动提高学生的听、说、读、写能力。
教学资源：1. PowerPoint演示文稿。
2. 学生练习手册。
3. 板书。
教学步骤：引入活动：1. 使用图片或简短的对话引发学生对定语从句的兴趣。
2. 引导学生提出关于定语从句的问题或疑惑。
3. 通过问题引出定语从句的定义和作用。
概念解释和示范：1. 解释定语从句的定义：定语从句是一个修饰名词或代词的句子，用于进一步描述或限制所修饰的名词或代词。
2. 出示定语从句的常见引导词，如关系代词（that, which, who, whom, whose）和关系副词（where, when, why）。
3. 结合具体例句进行解析和示范。
4. 强调关系词在定语从句中的角色和功能。
练习与运用：1. 提供一系列定语从句的练习题，包括填空、改错和句子转换等不同类型的题目。
2. 设计练习活动，例如和同学交流句子中的定语从句是否正确，以及纠正错误的定语从句。
3. 分组活动，要求学生合作编写包含定语从句的对话或故事。
综合应用：1. 给学生阅读一篇包含定语从句的文章，并完成相关问题。
2. 设计问题引导学生从文章中找出定语从句的句子，加深对定语从句的理解。
3. 给学生写一个关于自己或其他人的描述性段落，要求使用定语从句，展示在实际生活中的应用。
总结与评价：1. 对学生进行总结，强调定语从句的重要性和应用场景。
2. 鼓励学生主动分享关于定语从句的经验或观点。
3. 给予学生反馈和评价，指出他们在学习过程中的优点与进步。
作业：布置相关作业，如练习册中的额外练习题、书面作业或在线作业。
定语从句教案6篇定语从句教案定语从句教案（一）：一、教学目标（1）语言目标：能用定语从句较自如地描述及谈论人和物。
在活动中训练学生的听力，口头表达潜力，培养学生的观察，想象和创造力。
（2）情感目标：促进同学间用心合作交流，发展同学间的友谊。
2．教学方法：多媒体的运用能创设真实的语言情景，学生也很感兴趣，极大地鼓动了学生学习英语的用心性，而且呈此刻课堂上能使教学更生活化，也更直观和具体。
二、设计背景1．初步掌握及运用定语从句，如让学生用定语从句来完成对人物喜欢的人物进行描述，如IlikemusicthatIcandanceto。
Sheistheonlyonewho’sstudyingFrench。
等。
2．本课的学习任务就是能初步掌握及运用定语从句，为了使学生顺利地完成教学任务，教师以学生为主体，为学生设计了几个以他们的认知水平出发的贴合生活实际的他们感兴趣的一环扣一环的子任务，每个子任务紧紧围绕总任务展开，再深入，在一个一个完成任务的活动中培养学生的潜力。
三、学法指导、自主学习、合作学习四、教学方法以学生为主体，用多媒体辅助教学，透过帮忙学生理解、归纳、总结、讨论等方式学习定语从句，由于本节课是学生第一次系统学习定语从句，要到达让学生初步掌握定语从句这一目的。
五、教学过程第一环节：观察以下例句：1。
Theredpenisbroken。
2。
Thepenonthedeskisbroken。
3。
ThepenthatIboughtyesterdayisbroken。
导入：透过对定语的理解，导入定语、定语从句的概念，定语：用来修饰名词或代词的词、短语或句子，当修饰词是一个句子时被称为定语从句。
通常置于它所修饰的词之后，这种被修饰的词叫做先行词，引导定语从句的关联词为关系代词和关系副词，关系代词在定语从句中可用作主语、宾语、定语等，关系副词在定语从句中只用作状语。
例句分析：Iliketohavefriendswhoarelikeme。
定语从句教案设计英语在实际教学活动中，教案起着十分重要的作用。
编写教案有利于教师弄通教材内容，准确把握教材的重点与难点，进而选择科学、恰当的教学方法，有利于教师科学、合理地支配课堂时间，更好地组织教学活动，提高教学质量，收到预期的教学效果。
下面小编为大家带来定语从句教案设计英语，仅供参考，希望能够帮到大家。
定语从句教案设计定语从句，起形容词的作用，在句中常用来修饰名词或代词。
被修饰的词称为先行词,引导定语从句的词称为关系词, 关系词的作用一是放在先行词与定语从句中间起引导作用;二是在意义上代替先行词,并在从句中充当一个成分。
其中关系代词：who, whom, whose, which, that, as;关系副词：when, where, why。
eg. She is the girl who sings best of all.The pen which my uncle gave me is missing.He lives in a house whose windows face south.The factory where my father works is in the east of the city.Perhaps the day will come when people will be able to breathe clean air in cities.1. 先行词是人，作主语，关系代词用who, thateg. He is a man( ) never leaves today’s work till tomorrow.The boy ( ) is standing there is my cousin.2. 先行词是人，作宾语，关系代词用 whom, who, that,eg. Here is the man ( ) you’ve been expecting to meet.The man ( ) you met yesterday is Mr. Smith.3. 先行词是物，作主语，关系代词用which, thateg . The train ( ) has just left is for Guangzhou.Children like to read books ( ) have wonderful pictures.4. 先行词是物，作宾语，关系代词用which, that,或省略eg. The book ( ) you borrowed yesterday is really interesting.The pen ( ) my uncle gave me is missing.5. 先行词是人、物，作定语，关系代词用whoseeg. He is the professor ( ) name was Jackson.China, ( ) population is the largest in the world, is developing very fast.1. 先行词是表示时间的名词，在定从中作时间状语，关系代词用wheneg. I can’t remember the date ( ) he went abroad.I’ll never forget the day ( ) I joined the army.2. 先行词是表示地点的名词，在定从中作地点状语，关系代词用where; 其中注意表示抽象概念的地点名词，如，situation、stage、degree、point等表示方面或程度时，也需用whereeg. This is the village ( ) Uncle Wang once lived.They have reached the point ( ) they have to separate with each other.He’s got himself into a dangerous situation ( ) he is likely to lose control over the plane.3. 先行词是reason，在定从中作原因状语，关系代词用whyeg. I don’t know the reason ( ) he was late.None of us know the reason ( ) Tom was absent from the meeting.4.引导定语从句的关系副词也可以用“适当介词 + which”来代替。
eg. October 1, 1949 was the day when ( = ) the People’s Republic of China was founded.This is the factory where(= ) we worked a year ago.I don’t believe the reason why (= ) he was latefor school.⒈只用that的情况①先行词为all, everything, anything, nothing, little, much等不定代词时。
eg. There is nothing ( ) can prevent him from doing it.②先行词被any, only, few, no, very, little 等修饰时。
eg. This is the very book ( ) I’m looking for.③先行词被形容词最高级或序数词修饰时。
eg. The first place ( ) they visited in Guilin was Elephant Trunk Hill.This is the best film ( ) I have ever seen.④先行词既有人又有物时。
eg. He talked about things and persons ( ) they remembered in the school.⑤先行词被the only, the very修饰时。
eg. Mr. Smith is the only foreigner ( ) he knows.⑥句中已有who或which,为了避免重复时。
eg. Who is the man ( ) is standing beside Tom?⒉不能用 that的情况：①引导非限制性定语从句;eg. He had failed in the maths exam , ( ) made his father very angry.②介词 + 关系代词。
eg. This is the room in( ) my father lived last year.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.限制性定语从句: 一般紧跟在先行词后面,不用逗号把从句与先行词分隔开来。
使先行词的意思十分明确,成为特定的人或物,是句子中不可缺少的成分,少了它句子就会失去意义不能成立,或意思不清楚,不能说明问题。
通常译为定语。
非限制性定语从句: 通常由逗号与句子其他成分隔开。
只是对先行词作进一步的说明,没有它句子仍能成立,意思仍很清楚。
通常译为并列的句子。
eg. I was the only person in our office ( ) was invited.(去掉定语从句，意思就不完整)Tom’s father, ( ) is over sixty, still works hard day and night.(整个句子可分成两句来翻译)即先行词与关系代词、副词之间被介词短语，同位语，谓语等分隔开来。
此种定语从句，在选择关系词时，要注意找准先行词。
eg. There is an expression in his eyes ( )I can’t understand.I was the only person in my office ( ) was invited to the important ball.I suggest you choose someone I think ( ) is very kind and friendly.1. It was April 29,XX Prince William and Kate Middleton walked into the palace hall of the wedding ceremony.A. thatB. whenC. sinceD. before2.)Gutter oil is illegally recycled cooking oil, contains chemicals that are harmful to the human body and can even cause cancer.A. itB. whichC. whereD. that3. Between the two parts of the concert is an interval, the audience can buy ice-cream.A. whenB. whereC. thatD. which4. The old town has narrow streets and small houses are built close to each other.A. theyB. whereC. whatD. that5. Whatever is left over may be put into the refrigerator, it will keep for two or three weeks.A. whenB. whichC. whereD. while6. English is a language shared by several diverse cultures, each of ------- uses it somewhat differently.A. whichB. whatC. themD. those7. A bank is the place they lend you an umbrella in fair weather and ask for it back when it begins to rain.A. whenB. thatC. whereD. there8. She has a gift for creating an atmosphere for her students ------ allows them to communicate freely with each other.A. whichB. whereC. whatD. who9 Ted came for the weekend wearing only some shorts and a T-shirt, ------ is a stupid thing to do in such weather.A. thisB. thatC. whatD. which10. She showed the visitors around the museum, the construction ------ had taken more than three years.A. for whichB. with whichC. of whichD. to which11. The school shop, customers are mainly students, is closed for the holidays.A. whichB. whoseC. whenD. wherewas so pleased with all we had done for him he wrote us a letter to praise for it.A. what; whatB. what; thatC. that; whatD. that; thatmoon travels round the earth once every month, is known to everybody.A. itB. asC. thatD. what14. is often the case with elder people, my grandma, talked about my new hairstyle for at least 50 minutes nonstop.A. ThatB. WhichC. AsD. Itgraduating from high school, you will reach a point in your life ------- you need to decide what to do.A. thatB. whatC. whichD. wherenovel was completed in 1978, the economic system has seen great changes.A. whenB. during whichC. since thenD. since whenbring us into the presence of the greatest minds have ever lived.A. whichB. whoC.不填D. thatworld is made up of matter.A. in that we liveB. on which we liveC. where we live inD. we live inis such a good boy all the teachers like.A. thatB. whoC. asD. whomthis the reason at the meeting for his carelessness in his work?A. he explainedB. what he explainedC. how he explainedD. why he explainedwas very angry and I can still remember the way he spoke to me.A. howB. thatC. whatD. which’s the new machine parts are too small to be seen.A. thatB. whichC. whoseD. what’ve become good friends with several of the students in my school ------- I met in the English speech contest last year.A. whoB. whereC. whenD. which。
