下载文档原格式
高三英语定语从句第一轮复习说课稿自我介绍尊敬的各位评委，在座的各位老师:大家好。
我是六号参赛教师。
今天我说课的题目是“高三英语定语从句第一轮复习”. 首先我们来进行教材分析。
教材分析定语从句是高考中一个非常重要的考点，高考试卷中几乎每个大题都能见到它的身影。
掌握好定语从句不仅可以在完形填空，阅读理解中得到好的分数，而且对于书面表达的完成也有非常重要的作用。
在本节课中我将用两个小时的时间着重讲定语从句中限制性定语从句的用法。
教学对象（一对一学员）分析本节课我的教学对象是一位要参加高考的高三英语学员，此时他正在进行第一轮复习。
这位学生的英语成绩是中等偏上，基础比较扎实，基础语法掌握也较好，但对从句的掌握不够理想，尤其是从句中一些容易混淆的语法点掌握更是混乱，做题时容易出错。
这位学生平时养成了比较良好的英语学习习惯，爱钻研，来到乐恩特补习后希望英语成绩能够拔尖。
教学目标1. 使学生充分明确什么是定语，什么是从句，以及由此构成的定语从句的概念及性质。
2. 掌握定语从句中先行词，关系词的分析与确定，以及在定语从句中的使用。
1. 通过这堂课的讲解练习，学生能够清楚的掌握定语从句的用法。
2.对于易混知识点能够做到各个击破，不会再混淆各个知识点之间的运用。
重点难点关系代词和关系副词的用法。
如何选择连接词。
教学过程设计一．导入设计采用自测题的形式引出定语从句1.（）It’s helpful to put children in a situation they can see themselves differently.A. thatB. whenC. whichD. where2. ( ) The prize will go to the writer story shows the most imagination.A. thatB. whichC. whereD. what3. ( ) I’ll never forget the day I spent in Tibet.A. whichB. whenC. whereD. what4. ( ) You might search on the internet for comments or news stories about this school may interest you.A. whereB. /C. thatD. what5. ( ) How I regret the hours wasted in the woods and fields, I should have studied.A. whereB. whatC. whichD. when二．主要考点梳理（一）什么是定语？让学生回忆一下初中的一些熟悉的句型eg. 1. This is a red apple. (形容词作定语)2. This is a tall man. (形容词作定语)3. This is a handsome tall boy. (形容词作定语)4. This is the factory near our school. (介词短语作后置定语)5. This is a basketball full of fruits. （形容词短语作后置定语）定语：是用来修饰，限定，说明名词或代词的品质与特征的。
高三英语第一轮复习Revision of the Attributive Clause《定语从句复习》说课稿Ⅰ. teaching material analysis, teaching material's background, status and role Attributive clause is a very important for high school English grammar points, one of the university entrance exam study content, is also a difficulty. It accounted for the proportion of is also very important in the college entrance examination, involve wide, parallel difficult to distinguish, regardless of the type or in reading comprehension, it is ubiquitous. Even in his compositions, easily write several attributive clause, added light and color for your composition. Therefore, we need to make project review on it, inductive, interpretation, analysis.Ⅱ. the sentiment analysisIn the course of high school senior, we have had to learn attributive clause, the students have certain knowledge. But in view of the students in our school level is generally low, the ability to understand and apply knowledge, so in the round of review, it is necessary, from the perspective of the foundation, to guide students to do for the problem solving methods and steps of mechanical imitation, on this basis, the efforts to enhance the level of understanding and strive to make as many students achieve the mastery of knowledge.Ⅲ. the target localizationAccording to the characteristics of this class teaching content and curriculum teaching requirements, this class students existing cognitive structure and psychological characteristics, I make the following teaching aims:(Ⅰ) Knowledge and skills1. Review and guide the attributive clause and to master the relative pronouns and adverbs preposition + relative pronoun to guide the attributive clause.2. The inductive and master and the attributive clause similar syntactic phenomenon.3. To improve students' grammar analysis and comprehensive skills.(Ⅱ) process and the methodIndependent exercise guidance, inductive, approximate contrast, expand the evolution(Ⅲ) emotional attitude"Way to total more than difficult", should actively to find a way to difficulty, complex situation.(Ⅳ) the teaching key difficulty1. The key points and difficulties of language knowledge(1) That distinguished from which usage(2) on the way of examination(3) the relationship between adverbs guide attributive clause and the preposition + relative pronoun to guide the attributive clause.2. Comprehensive key points and difficulties of knowledge(1) the use of the as (2) to investigate the where clause(3) comprehensive examinationⅣ. teaching, research method analysis(Ⅰ) law analysisThe salient feature of the new curriculum idea and core task is to fundamentally change the teaching methods and learning styles. So to let students in "training and discusses the application of induction - increases -" in the process of become carriers of knowledge discovery and knowledge. According to the characteristics of the lesson, in order to improve the teaching efficiency, let the students in a relaxed environment for intuitive feeling, make the English classroom full of fun, with the aid of multimedia assisted teaching, by adopting the combination of lead discovery and discuss inductive teaching method, and through specific problems is put forward and solved, to stimulate students' interest in learning, the main body of students initiative, make each student fully involved in the learning activities.(Ⅱ) the research method analysis1. Adopting experiences and the problems to explore the way of learning, learning by students teachers experience default of all kinds of problem situation, guides the student to carry out the creative learning activities, not only make the students master the knowledge actively, to summarize the structure of the attributive clause, and using, cultivate the independent inquisition ability and attitude.2. The initial set up grammar application consciousness, through teachers create problem situation, again through example confirmation and experience. After observation, discovery, discussion, exploration, and began to try a combination of to obtain knowledge, let the students become the master of learning. Using form of competition, encourage students to think positive, take the initiative to express their views boldly.Ⅴ. the analysis of teaching processTeaching flowchart is as follows:(Ⅰ) Review the basic knowledgegeneralizationsThe relationship between word and its meaning:指代人who, whom, that, as 关系代词指代事物which, that, as ( 在从句中)作主干成分所属关系whose指地点where 关系副词指时间when ( 在从句中)作状语指原因why做题技巧? 分析关系词在定语从句中的成分Methods: through questions and multimedia display.Design intent: by reviewing the knowledge of the students' cognitive conflict, causes the student to review knowledge and build a knowledge network, cause student's curiosity and thirst for knowledge, and promote further explored. Straight forward with the main content of this lesson, theMethods: students training, observation ruleDesign intent: the students training, error correction, and sums up the "only use that (which) should follow the rules", by comparing the further understand and master the law of the above.Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the "the way as antecedent" problem solving skills, then by applying the training further master this kind of problem solving skills.Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the relationship between "preposition + word" problem solving skills, then by applying the training further master this kind of problem solving skills.Method: guiding students training, observation, group discussion summarize the problem solving skills, and preliminary application.Design intent: the students training, error correction, and sums up the "as restrictive and non-restrictive attributive clauses in the use of the relative pronoun, and techniques to solve the problem." By applying the training further master this kind of problem solving skills.Methods: guide students reading, observation, analysis, summarize the problem solving skills, and preliminary application.Design intent: the students training, error correction, and sums up the "where, after some special word usage." By applying the training further grasp the problem-solving strategies.Method: guiding students training, observation, analysis, contrast, summarizes the law.Design intent: the students training, error correction, discussion, contrast to distinguish "attributive clause and the stressed words, appositive clause, predicative clause", further understanding of the attributive clause problem solving methods.(Ⅲ) Training and strengthen their comparisonMethods: use the form of competition, divided into two groups, in the form of vies to answer first, choose the winner group.Design intent: through the training students form similar exercises, to further make students distinguish easily mixed fault point and purpose of class testing, test study effect.(Ⅳ)Summary, reflection ability to ascend(Ⅴ) Echo of job design, goal(Ⅵ) blackboard writing designDesign intent: clear blackboard writing design is concise, clear lines, to facilitate students' thinking, form knowledge system, promote the development of students' ability.。
高三英语定语从句复习说课稿各位评委老师:大家下午好！很荣幸能有机会为大家上一堂说课。
我这节说课的题目是：高三英语定语从句复习说课稿。
一、语法点分析：定语从句对于高中英语来说是一个非常重要的语法点，它在高考中占的比例也是举足轻重的,无论单选、完型还是在阅读理解中，它都无所不在。
甚至在作文中，轻轻松松的写出几个定语从句，就能为你的作文添光加彩.因此，我们要对它进行着重的讲解。
二、教学目标：1。
使学生明确什么是定语从句，它的概念及性质。
2. 掌握定语从句中关系词的分析与确定，及定语从句的使用。
三、重难点：重点：分清关系代词与关系副词的区别。
This is the factory that you visited yesterday.This is the factory where he worked ten years ago。
难点：学会分析句子,从而确定关系词，从而掌握定语从句的使用。
二、学生分析:由于本次带的学生英语基础较薄弱,词汇量也严重不足，因此花一个课时就想让该生掌握该语法点是不现实的。
三、教学方法分析：针对该生的情况，我打算花两个课时对定语从句进行由浅入深的详细讲解，重心放在对其重难点的分析上,并采取教与练相结合的方式,由知识点切入到题目,给学生一个融会贯通的过程，再由题目返回到知识点中,让学生有一种恍然大悟、豁然开朗的感觉。
课后，附以相应的练习试题进行巩固，再在课堂上用1~2个课时对此次练习进行讲解。
使得该生对定语从句有一个透彻、完整的理解与把握。
四、教学步骤：1。
定语从句的定义:由关系代词或者关系副词引导,修饰主句中的一个名词性成分，相当于一个形容词的功能，就叫做定语从句。
2. 分类：①限制性定语从句：对先行词进行修饰，限制②非限制性定语从句:对先行词进行解释、说明举例说明:The man who is talking to my father is my Chineseteacher。
新人教版定语从句说课稿尊敬的各位评委、老师，大家好！今天，我将为大家说课新人教版高中英语教材中的定语从句单元。
在开始之前，让我们先来明确一下本单元的教学目标和重点内容。
教学目标：1. 让学生掌握定语从句的基本结构和用法。
2. 培养学生通过上下文理解定语从句的能力。
3. 提高学生运用定语从句进行准确表达的能力。
4. 通过实际语境的练习，加强学生对定语从句的理解和应用。
教学重点：1. 定语从句的引导词及其功能。
2. 定语从句与先行词之间的关系。
3. 定语从句在句子中的位置及其对句子意义的影响。
接下来，我将从以下几个方面展开我的说课内容：一、导入新课在课程开始阶段，我会通过提问和展示图片的方式，引导学生回顾之前学过的从句知识，并自然过渡到定语从句的概念。
例如，我会展示一张含有多个物品的图片，并询问学生：“Which one do you prefer?” 这样的问题不仅能够引起学生的兴趣，还能够让学生意识到在描述特定事物时，定语从句的重要性。
二、呈现新知在这一部分，我会通过PPT展示和板书的方式，向学生介绍定语从句的基本结构。
首先，我会解释什么是定语从句，它是用来修饰名词或代词的从句。
然后，我会通过例句展示定语从句的两种基本形式：限制性定语从句和非限制性定语从句，并强调它们的区别和用法。
三、讲解与练习在讲解了定语从句的基本结构之后，我会通过一系列的练习来巩固学生的理解。
这些练习包括填空题、选择题和改错题，旨在帮助学生掌握定语从句的引导词及其在句子中的正确位置。
同时，我会引导学生分析句子结构，理解定语从句与先行词之间的关系。
四、实际应用为了让学生更好地将所学知识运用到实际中，我会设计一些情景对话和写作任务。
在情景对话中，学生需要运用定语从句来描述人物、物品或事件。
在写作任务中，学生将被要求写一篇短文，其中必须包含多个定语从句。
通过这些活动，学生能够在真实语境中练习和加深对定语从句的理解和运用。
五、总结与反馈在课程的最后，我会带领学生一起回顾本节课的重点内容，并进行知识点的总结。
英语定语从句说课稿work Information Technology Company.2020YEAR英语定语从句说课稿各位老师下午好，我今天说课的的内容是定语从句：主要从四个方面来说的：一、说教材二、说教法三、说学法四、说教学程序一、说教材1．教材分析本课时的内容是高中英语必修一Unit4的语法第一课时，初次导入含引导词who, which, that的定语从句，这里的定语从句出现得比较凌乱，因此我把这些语法整合起来教学，让学生有个完整的认识。
2．教学目标1）知识目标:A. 掌握定语从句的基本结构及用法。
B. 掌握定语从句的引导词who, which和that的基本用法。
2）能力目标：A. 能口头上用简单的定语从句描述人或物。
B. 能在笔头上用定语从句描述人或物。
3．教学重点1). 引导词which, who及 that的基本用法。
2). 复习和巩固定语从句的结构和用法。
4．教学难点引导词that的特殊用法。
用定语从句造句。
二、说教法根据英语“课标”的要求，课程要从学生的学习兴趣、生活经验和认知水平出发，因此，我将在教学中采用任务型教学，设置情境交际教学等。
1. 任务型教学，每个环节布置一个不同层次的任务，让不同层次的学生在完成每个任务的时获得成就感，同时，不同难易的任务有效地锻炼了不同层次的学生能力。
2. 设置情境交际法，尽量设置学生感兴趣的话题，让学生充分利用新学的知识。
3. 把枯燥的语法规则学习融入有趣的口语训练，交际应用当中。
4.通过笔头训练巩固所学语法知识。
达到口头，笔头的完美结合。
三、说学法1.列举法，举例加深对定语从句的理解。
2. 在说练中体会语法的含义及用法。
四.说教学程序1 Leading in导入以一个笑谈式的问题引出本课的主题。
比如，在师生问答中很随意地引出下列对话：T: Do you like the boy?S：Which one?T: The one who has big eyes. ……在学生猜出答案之前给学生输入尽量多含who的定语从句。
2015-2016学年第一学期高三公开课英语定语从句复习说课稿一分析语法定语从句是高中英语重要的语法之一，它既是重点也是难点，是学生平时最常接触的，它在各个题型中无所不在。
因此，复习好定语从句是十分必须的。
二分析学生由于高三4班学生基础不好，词汇量严重不足，不少学生连初中最简单的语法都不懂，所以要用短短一节课让学生掌握全部也是不现实的。
三谈教法针对这一情况，这次复习主要抓住定语从句的重点难点，并设置相应练习加以巩固。
1 重点：定语从句的重点就是连词的确定2 难点：定语从句的难点就是让学生学会分析简单句子结构，从而确定连词。
四教学步骤Leading in: Questions about Dingan教学目的：通过录制视频，让两头学生面对面互动，拉近距离，活跃气氛。
授课学生在回答视频中学生的问题过程中，无形在听中复习了本课主题——限制定语从句，引出学习目标。
Let the students watch 2pieces of video about the questions of Dingan and speak out answers. Then observe the 2 sentences to find the defining attributive clauses out.1.1. Can you tell me a kind of food in Dingani which is veryfamous?2.2. There is a lake here whose beautiful scenery attractsthousands of tourists every year.Learning aims:1.To review the usages of relatives in defining attributiveclause2.To know more about Dingan the development of it anduse defining attributive clauses properly1.He is the man which I met yesterday.2. I will forget the day I spent in the countryside.3. This is a book who which my father gave it to me yesterday.4. There were only 3 streets who length only reached 200 meters in all.Promotion: The development of the Dingan教学目的：通过创设情境的语言活动(了解养生天堂定安的发展)，帮助学生在真实语篇语境中正确运用限制性定语从句.Activity One: Read an article about the development of the Heaven Town —DinganComplete the article with defining attributive relatives.Many years ago, Dingan was a town _________. (它的名字不被世人熟知whose name / who name) But now it is very famous to the world because of its beautiful scenery.Thanks to its beautiful scenery , Dingan has developed into a modern holiday town _________(度假小镇吸引众多游客which /that /who)Let the students watch 2pieces of video about the questions of Dingan and speak out answers. Then observe the 2 sentences to find the defining attributive clauses out.1.1. Can you tell me a kind of food in Dingani which is veryfamous?2.2. There is a lake here whose beautiful scenery attractsthousands of tourists every year.Learning aims:1.To review the usages of relatives in defining attributiveclause2.To know more about Dingan the development of it anduse defining attributive clauses properlyTen years later, we are still friends （）can still say hello to each other.Practice Two: correcting the relatives教学目的：通过单句语法改错，让学生明白定语从句的关系词在高考中如何考查，规范语法改错题的做题。
高中定语从句总复习教案一、教学目标1. 掌握定语从句的定义和作用。
2. 能够识别和使用限制性定语从句和非限制性定语从句。
3. 掌握定语从句的关系词，包括who, which, that等。
4. 能够正确运用定语从句修饰名词或代词。
5. 提高学生阅读和写作中使用定语从句的准确性和流畅性。
二、教学内容1. 定语从句的定义和作用：解释定语从句是修饰名词或代词的从句，起到形容词的作用。
2. 限制性定语从句和非限制性定语从句：介绍两种类型的定语从句，限制性定语从句对先行词起到必要的限定作用，非限制性定语从句对先行词起到补充说明的作用。
3. 关系词的使用：讲解who, which, that等关系词的用法，分别适用于不同类型的先行词。
4. 定语从句的先行词：介绍先行词的不同类型，如人、物、地点、时间等，并举例说明。
5. 定语从句的练习：通过例句和练习题，让学生巩固定语从句的运用。
三、教学方法1. 讲授法：讲解定语从句的定义、作用、关系词和先行词等概念。
2. 举例法：通过具体例句展示定语从句的运用。
3. 练习法：提供练习题，让学生运用定语从句进行实际操作。
4. 互动法：鼓励学生提问和发表自己的观点，促进课堂互动。
四、教学步骤1. 引入定语从句的概念，让学生回顾已学过的相关知识。
2. 讲解限制性定语从句和非限制性定语从句的区别和用法。
3. 介绍关系词who, which, that等的用法和适用场景。
4. 通过例句展示不同类型先行词的定语从句。
5. 让学生进行定语从句的练习，并提供解答和反馈。
五、教学评估1. 课堂参与度：观察学生在课堂上的提问和回答问题的积极性。
2. 练习题的正确率：检查学生完成练习题的正确与否，并进行及时纠正和讲解。
3. 小组讨论：评估学生在小组讨论中的合作和表达能力。
4. 课后作业：布置相关的定语从句练习题，要求学生在课后完成，以巩固所学知识。
六、教学内容1. 定语从句的嵌套：讲解定语从句中嵌套其他从句的情况，如定语从句中再包含宾语从句或状语从句。
定语从句语法复习说课稿一、学情背景分析本节课的授课对象是综合高中高三（1）班计算机专业的学生，是高三一轮复习中的一节语法课。
学生经过高一，高二的学习已经掌握了定语从句的基本概念，基本形式以及基本用法。
但对于一些学习的难点如关系词的选择，关系代词as的用法，关系代词that, which, who的使用情境等掌握不牢，面对定语从句的学习存在畏难情绪，答题缺乏语境分析，句子成分分析的习惯与技巧，答题错误率较高。
二、教材分析1、教学内容:江苏省省编中等职业学校英语教材第一册Unit 12,Unit 13语法复习专题-----定语从句。
2 、教材处理: Unit12学习的是定语从句关系代词的用法，Unit13学习的.是关系副词的用法。
在对口单招高考考试中，往往考查定语从句关系词的选择，既包括关系代词也包括关系副词，两者存在用法上的区别，但也存在密切的联系，所以我将两个单元的语法复习进行了整合，在复习定语从句基本概念，基本结构，基本用法的基础上突出学习重点与难点，重点分析单招在定语从句专题上的常见考点，以及帮助学生总结应对的答题方法。
三、教学目标1、语言知识目标(1)了解定语从句的概念和基本用法(2)区别并正确使用并选择关系代词，关系副词(3)了解关系词与先行词之间的位置关系2、能力目标(1)能在交际中正确,恰当地使用定语从句、(2)能根据定语从句相关知识对含有定语从句的描述进行猜测判断。
、3、情感目标(1)激发学生学习定语从句的兴趣,帮助学生克服畏难情绪。
(2)增进师生了解,校际了解,增强情感交流四、教学重点1区分that, which和who在定语从句中的基本用法2区分限制性定语从句与非限制性定语从句3如何使用还原法选择定语从句的关系词五、教学难点1掌握关系代词as的用法2 “介词+which”结构中介词的选择3如何使用还原法选择合适的关系词引导定语从句六、教学方法:归纳法，语法翻译法七、学习策略1、通过具体的例句感知语言现象，在教师的引导下通过小组合作学习，总结语言基本规律。
高中定语从句总复习教案一、教学目标1. 让学生掌握定语从句的定义和基本用法。
2. 培养学生正确运用定语从句进行表达的能力。
3. 提高学生对定语从句的识别和运用技巧。
二、教学内容1. 定语从句的定义和作用2. 定语从句的关系词：who, which, that, where, when, why3. 定语从句的先行词：名词、代词、形容词性物主代词4. 定语从句的句子结构：限制性定语从句和非限制性定语从句5. 定语从句的翻译方法和技巧三、教学过程1. 复习定语从句的定义和作用，通过例句展示定语从句的重要性。
2. 回顾定语从句的关系词：who, which, that, where, when, why，并通过练习区分它们的使用场合。
3. 讲解定语从句的先行词，举例说明如何根据先行词选择合适的关系词。
4. 分析定语从句的句子结构：限制性定语从句和非限制性定语从句，并通过练习加深理解。
5. 介绍定语从句的翻译方法和技巧，提高学生的翻译能力。
四、教学方法1. 采用讲解法，讲解定语从句的基本概念和用法。
2. 利用举例法，通过大量例句展示定语从句的实际情况。
3. 运用练习法，让学生在实践中掌握定语从句的运用技巧。
4. 采用互动法，鼓励学生提问、讨论，提高课堂参与度。
五、课后作业1. 复习定语从句的基本概念和用法。
2. 练习区分定语从句的关系词：who, which, that, where, when, why。
3. 结合先行词，练习使用限制性定语从句和非限制性定语从句。
4. 翻译练习，提高定语从句的翻译能力。
5. 总结定语从句的学习心得，准备下一节课的分享。
六、教学评估1. 通过课堂提问，检查学生对定语从句定义和作用的理解。
2. 通过练习题，评估学生对定语从句关系词的运用能力。
3. 通过翻译练习，评估学生的定语从句翻译技巧。
4. 学生作业和课堂表现，了解学生对定语从句的掌握程度。
七、教学策略1. 对于定语从句的基本概念和用法，采用反复讲解和练习，确保学生扎实掌握。
高三英语定语从句复习说课稿田瑞香课题：定语从句复习一分析语法定语从句是高中英语重要的语法之一，它既是重点也是难点，是学生平时最常接触的，它在各个题型中无所不在。
因此，复习好定语从句是十分必须的。
二分析学生由于本届学生基础不好，词汇量严重不足，不少学生连初中最简单的语法都不懂，所以要用短短一节课让学生掌握全部也是不现实的。
三谈教法针对这一情况，这次复习主要抓住定语从句的重点难点，并设置相应练习加以巩固。
1 重点：定语从句的重点就是连词的确定2 难点：定语从句的难点就是让学生学会分析简单句子结构，从而确定连词。
四教学步骤限制性与非限制性一.限制性I. 基本形式：noun/pronoun + 关系代词/ 关系副词＋定从先行词(人/物)1. I’ve read all the books (that) you lentme.2. I have lost my pen which I like verymuch.II. 关系代词II. 关系副词1. I know the reason ___ he came late.2. Do you know the woman, _____son went tocollege last year?3. The house _____ color is red is John’s.4. This is the best film ____ I’ve ever seen.5. That’s the town _____ he worked in 1987.6. I have 2 brothers, ____ are both soldiers.7. Next week, _____ you’ll spend in yourhometown ,is coming.8. I’ve tried 2 pairs of shoes, neither of _____ fits mewell.▲若先行词是: case, situation, stage时,1）若充当定从的“主、宾、表”时，用which 或that - 定从:2）若充当定从的“状语”时，用where-定从.The situation ______________the students designed for the play proved a success.(宾语)The situation ______the students acted the play proved a success.▲先行词是“时间、地点、原因名词”时，并非总是用“when, where，why”来引导定从，应视该名词在定从中所充当的成分而定. 1）若充当定从的“主、宾、表”时，用which 或that - 定从:2）若充当定从的“状语”时，用where,when,why-定从.The shop ____ I bought the book is big.The shop __________ I bought the book in is big.The shop _________ is located nearby my house is big.☻ The reason ___________ he was late is unkown.The reason __________ he told me for his absence is not true.III.以下情形用that不用which或who1) 先行词是“人和物”2) 先行词是主句的表语、疑问词，关系代词本身.3) 先行词是adj.的最高级或被adj.的最高级所修饰4) 当先行词是序数词或被序数词所修饰。
5) 先行词被only, all, very, any. no, little,few 所修饰及不定代词。
IV.以下情形用which不用that:①在介词之后；②引导非限制性定语从句；③当定从修饰的是整个主句的意思时，通常用非限制性定语从句。
V. whose引导的定从的三种表达形式：1)n.(先行词) + whose + n.-定从2)n.(先行词) + the n. + of which/whom-定从3)n.(先行词) +of which/whom + the n. -定从T he house ___ is red is John’s.its color B. color of whichC. the whose colorD. of which the colorVI. …way in which/that/不填-若way充当定从的“主、宾、表”时，用which 或that - 定从:He hated being spoken to in the way______________ she spoke to her father.The way ______________she told me is effectiveVII …as-定从1) 与which-定从的区别：▲as-定从:A) as--“正如……的”B) 位于句首、句末、句中▲ which-定从：A) which—无具体意义B) 位于句末His mother is an engineer, __ makes him very proud. (A which, B who,C that D, as) _____ is known to the world, Mark Twain is a great American writer.A. ThatB. WhichC. AsD. It比较以下句型：What is known to the world isthat-从句世人所知晓的是……It is known to the world that-从句......为世人所知As is known to the world, ……正如世人所知……Complete the following sentences with that” or “which”.This is the 2nd article ___ I have written in English.2. It is the best film ___ he has ever seen.3. This is the very book ___ I wantto read.4. All ___ they told me surprised me.5. They talked about the teachers and schools ___ they had visited二.定语从句与同位语从句(一)、从词类上区别◆同位语从句前面的名词只能是:idea, fact, news, hope, belief, degree，information suggestion, proposal, word, thought,storydoubt, truth, possibility, promise, order等表示抽象意义的名词。
定语从句的先行词可以是名词、代词、主句的一部分或整个主句。
如：We are looking into the question whether he is worth trusting.我们正在调查的是他是否值得信赖的问题引导词that引导定语从句时，在从句中一般作主语或宾语（指物时还可以用which 代替），并且作宾语时常常省略。
● That在同位语从句中仅起连接作用，不充当任何成份，并且不能省略，也不能用which来代替。
The fact that our team lost the game is not the fact (that/which) the committee announcedThe doctor whom you are looking for is in the room. 你找的那位医生在房间里面。
Our team has won the game, which makes us very happy.His mother did all she could to help him with his study.他妈妈尽最大努力帮他学习。
(二)、从性质上区别●定语从句是从句对其先行词的修饰或限制，属于形容词性从句的范畴；●同位语从句是从句对前面抽象名词的进一步说明和解释，属于名词性从句的范畴。
The news that our team has won the game is true.我们队赢了那场比赛的消息是真的。
The news (that) he told me yesterday is true.昨天他告诉我的那个消息是真的。
(三)、从引导词及其在句子中的成份上区别:有些引导词如: how, whether, what可以引导同位语从句，但不能引导定语从句。
如：That question whether we need it has not been considered.我们是否需要它这个问题还没有考虑。
（同位语从句）●引导词that引导定语从句时，在从句中一般作主语或宾语（指物时还可以用which代替），并且作语时常常省略。
That在同位语从句中仅起连接作用，不充当任何成份，并且不能省略，也不能用which来代替The order that we (should) send a few people to help the other groups was received yesterday.我们应派几个人去帮助别的几个小组的命令昨天已收到了。
（同位语从句，是对order的具体解释，that虽不作成份，但不能省略）从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
Along with the letter was his promise ____he would visit me this coming Christmas.A. whichB. thatC. whatD. whether2. Lucki ly, we’d brought a road map without___we would have lost our way.A. itB. thatC. thisD. which3. There is a new problem involved in thepopularity of private cars ___road conditions need .A. that; to be improvedB. which; to be improvedC. where; improvingD. when; improving三.定语从句与It is…that…的强调句的区别强调句型的句式结构为：“It is/was + 被强调部分+ that/who从句”。
