Unit 4 Grammar Attributive clause

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Unit4-Grammar定语从句课件

2 ) things--- which, that, whose（所属关系）
1.which 指物，在句中作主语或宾语，作宾语时
可以省略。
I showed him the letter. I received it this morning.
I showed him the letter (which) I received this morning.
• He is a popular whose singer ______ song is popular among young people. • He is a famous who is singer ____ from Taiwan.
• It is a poor dog. • Its heart is broken. • It is a poor dog whose ______ heart is broken.
2,that指人或物，在从句中做主语或宾语, 作宾语时可以省略。
They’re talking about the film. I have seen the film.
They’re talking about the film (that) I’ve seen.
3,whose 指人或物，表所属关系，在从
the handsome the tall the strong the naughty
boy
The boy is Tom. The boywho is handsome is Tom. The boy who is tall is Tom. The boy who is strong is Tom
5. a)I know the doctor. b)His daughter studies abroad.

高中英语语法课-book 1 Unit 4 Grammar -The Attributive Claus

高中英语语法课book 1 Unit 4 Grammar—The Attributive Clause新《课标》明确倡导在英语教学中实施任务型语言教学。

它是我国英语课堂教学改革的一个基本走向，要求“教师应该避免单纯传授语言知识的教学方法，尽量采用…任务型‟的教学途径”。

而所谓“任务”，简言之，就是“做事”，即教师要以任务为载体，创设真实或接近真实的交际情景，让学生带着明确的任务目标，通过实践、思考、交流合作等方式积极主动地进行学习，从而习得知识，发展语言能力。

在实际教学中，阅读课上采用任务型语言教学是最常见的，但其他课型则比较少。

我个人认为，阅读课和语法课是最能体现任务型语言教学效果的。

一般说来，语法课可分为三个阶段：语法项目的引入（pre-task preparation），新语法项目的练习（while-task process），新语法项目的输出（post-task activity）。

旨在让学生发现语言现象，感悟语法规则和语法功能，最后通过组织恰当的实践活动和任务让学生内化语法规则。

下面以模块1 Unit4 定语从句的教学为例，说明我如何在语法课上运用任务型语法教学途径。

Task One: Listen to a song (Season in the Sun)教学思路：这首歌含有前置定语pretty girls和my trusted friend，后置定语season in the sun和season out of time，定语从句The hills that we climb were just season out of time.通过观察和翻译，我让学生初步认识何谓定语，定语的位置以及翻译方法，目的是引入本课的语法结构，同时营造轻松和谐的学习氛围。

Task Two: Learn some English proverbs教学思路：英语谚语有利于提高学生的学习兴趣，培养学生的欣赏能力和表达能力。

公开课TheAttributiveclause省公开课一等奖全国示范课微课金奖PPT课件

_____________________.
a person who
4.oAftewnowrokrakhsohliacr（d 工作狂） is
________________________________.
13/23
Game III: 看图造句。
Hercules is a hero. The hero’s father is Zeus.
Hercules is a hero whose father is Zeus.
14/23
Game III: 看图造句。
I have a dog. Its color is white.
I have a dog whose color is white.
15/23
Game III: 看图造句。
Which baby is Jack?
The girl is Little Red Riding Hood that is saved from the stomach of a wolf.
Little Red Riding Hood 小红帽
11/23
Game I: 依据图片扩充句子。
The survivors were dug out by the soldiers. The survivors who were trapped were dug out by the soldiers.
Jack
穿红裤子baby是Jack。 The baby whose trousers are red is Jack. The babywho is wearing red trousers is Jack.
16/23
Game III: 看图造句。

Unit 4 Earthquakes-GrammarThe Attributive Clause教案

Unit 4EarthquakesPeriod 4Grammar(The Attributive Clause (Ⅰ)教学重点Get the students to master the Attributive Clause introduced by that, which, who and whose.教学难点Enable the students learn how to use that, which, who and whose correctly.教学方法1. Task-based teaching and learning2. Cooperative learning and practice教具准备A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the Attributive Clause introduced by that, which, who and whose.2. Let the students learn different usages of that, which, who and whose.Ability aims:1. Enable the students to use attributive clauses to describe things and persons.2. Enable the students to know how to choose correct relative pronouns for attributive clauses.Emotional aims:1. Get the students to become interested in grammar learning.2. Develop the students’ sense of group cooperation.教学过程Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Translate the sentences:1)并非所有的竹子都能长高。

Unit 4 Grammar定语从句(attributive clause)

Unit 4 Grammar定语从句(attributive clause)教学设计In this period we aim to help the students to get the definition of attributive clause and their ability of employing the expressions and grammar. Help the students learn to how to use the attributive clause and get the strategy.StepⅠ Teaching Aims1. Elevate efficiently the students’ knowledge about attributive clause.2. Check up what they have learned in this lesson by evaluation and tests.3. Through this part the students will surely know what they have mastered and haven’t mastered, and thus work hard to consolidate it.StepⅡ Teaching Difficulties and Points1. Know the definition and usage of attributive clause.2. Learn different skills for different kinds of attributive clause.3. Get students to learn two main attributive clauses，especially the abilities of understanding the implied meanings.StepⅢ Teaching MethodsMulti-media classroom, powerpoint, learning guide and other normal teaching tools.1. Task-based method;2. Communicative approach.StepⅣ Teaching ProceduresPart 1 GreetingsT: Good morning, my boys and girls.Ss: Good morning, teacher.Part 2 Warming upUsing three questions to attract students’ interest and attach great importance to attributive clause.1. Two of the authors of the review also made a study published in 2014___________showed a mere five to 10 minutes a day of running (2018)全国Ⅰ卷)2. The little problems _________we meet in our daily lives may be inspirations for great inventions. ( 2017 .北京卷)3. One important biological facto r_________ helps women live longer is the difference in hormones between men and women. ( 2016.四川高考)Part 3 Explanation1.定语的定义：定语是对名词或代词起修饰、限定作用的词、短语或句子，常翻译为“……的”red apple 红色的苹果（形容词作定语）apple on the desk 桌上的苹果（介词短语作定语）I like students that are earnest. 我喜欢认真的学生。

人教版高中英语必修一 Unit 4 Grammar The Attributive clause教学课件

lady / Jack / fall in love with / Titanic Rose Rose is the lady who/that/whom/--- Jack fell in love with on Titanic.
中国英语教师网
Jack
city/ host / the 2008 Olympic Games
Which house is mine?
My house 房顶是棕色的房子是我的。 The house whose roof is brown is mine.
1. it’s necessary for people whose homes are in an earthquake area to prepare carefully before an earthquake comes.
2. Never buy a house which/that is not earthquake safe. 3. Make sure that all pipes are fixed to walls that / which are thick and strong. 4. It is important to have a house which/that has bolts underneath and no broken windows.
I still remember my first English teacher whose lessons are lively and interesting.
Competition
Titanic / ship / sink / iceberg Titanic is the ship that/which sank after hitting an iceberg.

人教版必修一unit4GrammarAttributiveclause1

定语从句的结构：先行词+关系代词+句子
定语从句的特点：
that, who, which whose, whom
1.关系代词在定语从句中充当成分。 2.定语从句中的句子缺少某一成分，缺少的成分由关系代词充当。
关系代词句中充当的成分
that
主语、宾语
which
主语、宾语
who whom
主语、宾语宾语
Ye Xin is a nurse_w__h_o_/_t_h_a_t_died in the fight against SARS.
Titanic is the ship _w__h_ic_h_/_t_h_a_t_sank after hitting an iceberg.
Halloween is a daywhich/that is also called The eve of All Saints'Day.
1 Another big quake shook Tangshan. 2 This quake was as almost strong as the first one.
The number of people who were killed or injured reached more than 400, 000.
单个词做定语时，放在被修饰词的前面。短语或句子做定语时，放在被修饰词的后面。
The Attributive clause 1 定语从句
在复合句中，修饰某一名词或代词的从句叫做定语从句。
定语从句的结构：先行词+关系代词+句子
that, who, which whose, whom
把下列句子分成两个句子：

book1unit4 grammar the attributive clause

预习案An attributive clause gives more information about someone or something referred to (指代的)in the main clause. Look at the example below:The army organized teams to dig out those who were trapped and to bury the dead.An attributive clause may begin with a relative pronoun(关系代词) such as that, who, which, whom, whose.Find the sentences with attributive clauses from the reading in the second paragraph from reading passage and translate them into Chinese._________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________’s the function(作用) of an attributive clause in a sentence?2. What are the relative pronouns(关系代词)?，find out the relative pronoun of each group sentences and analyze its usage.把从句部分划线，找出每组句子的关系代词，并分析它的用法。

高中英语_The Attributive Clause (I)教学设计学情分析教材分析课后反思

人教版必修一Unit 4 Grammar The Attributive Clause（I）教学设计一、三维目标【Teaching aims】1. 知识与技能（Knowledge and skills）：使学生了解定语从句的含义；学会分析定语从句的句子成分；掌握定语从句关系代词that, which, who, whom和whose的使用规则，并能在具体的语境中灵活使用定语从句。

2. 过程与方法（Processes and methods）：教师的引导和学生的探究相结合，通过小组合作，在具体语境的使用中加深对定语从句语法规则的理解和掌握。

3. 情感态度价值观（Emotions, attitudes and values）：培养学生自主学习和探究能力，增强他们的合作意识，提高学生的语言分析能力和口头表达能力。

二、教学重难点【Important and difficult points】1. 理解并掌握定语从句的规则及关系代词在从句中的成分；2. 在不同语境中灵活使用定语从句。

三、教学方法【Teaching methods】1. 讨论法2. 演示法3. 练习法4. 自主探究法5. 总结归纳法6. 启发式教学法四、教学过程（Teaching procedures）Step 1. Preview（引发思考：什么是定语？）请划出以下句子中的定语，并分别说出是什么词充当了定语。

1）Jinan is a beautiful city.2) I’ve got Li Ming’s number.3) I have two dogs and three cats.4) The boy there is from America.5) I’d like to have something to eat.6) Students like songs sung by Mao Buyi.7) The woman sitting there looked very sad.8) I need to buy a washing machine this weekend.9) The exercise books on the table are bought for Su Mingyu.10）The boy who/that is standing in front of me is our monitor.【小结】1）从以上句子可知，定语是修饰____词或代词的一种句子成分。

Unit4FriendsForever语法课Attributiveclauses教案-高中英语(1)

buses.Then he spent every minute that he could spare to help China to develop transportation. Although Jason was a foreigner ④whose nation also needed him especially, he decided to make contributions to our country's development. Jason was really a person ⑤whom we ought to say thanks to.【学生活动】Ss look at the following sentences above and study the rules in groups.【设计意图】To make Ss have a clear understanding of the functions of relative pronouns.Step3. Finding the Rule【教师活动】Ask Ss to distinguish the functions of the reative pronoun.关系代词替代指人或物的先行词并在定语从句中充当主语、宾语、表语、定语。

作宾语时一般可省略。

1．who指人，在定语从句中可以充当主语、宾语或表语。

*He wants to find the kid (who) he met yesterday.他想找到昨天他遇见的那个孩子。

*The children who were injured in a car accident are being treated in the hospital now.在车祸中受伤的孩子们现在正在医院接受治疗。

2．whom指人，在定语从句中仅作宾语，也可用who代替。

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which/ that Do you remember the day ____________ we spent together in the school?
where The factory ______ his father works is in the west of the city. which The factory _______ we visited yesterday is in the west of the city. in which The factory __________ there are many modem machines is in the west of the city.
练习
优化方案
P55
1. that / which 2. that 3. who / whom 4. which / that 5. who / that 6. that 7. that 8. who / that 9. whose 10. whose
注意
which 和 that 的区别： that和which在指物的情况下一般都可以互换, 但在下列情况下, 一般用that而不用which。
(1) 定语从句中与动词（包括be+形容词）搭配 A) 惯用词组。介词是词组中的一个固定部分. 如: wait for, speak to, talk about, know of, hear from, live in, be sure of等 B) 习惯搭配。动词的宾语或状语之后，习惯与某个介词搭配在一起。如: give…to, pay…for, spend…on, tell…of/about, write…in/with learn …from, borrow…from等 (2) 先行词习惯搭配. 如: at the age (of) ,on the day in the days, in the year , in this way等 (3) 完全根据要表达的意思来确定.
思考
如何正确选择关系代词? who ,whom, whose, which, that 口诀: 前看先行词, 辩清人或物后看从句里, 有无主宾语
练习
Fill in the blanks with who, whom, that, which or whose
that / which 1. The earthquake ___________ hit the city in 1906 was the biggest in American history.
The Attributive Clause
Grammar 关系代词who, whom, whose that, which引导的定语从句
Part One
思考
什么是定语？
修饰名词的形容词、代词、数词、分词、不定式、介词短语等为定语。(分为前置定语和后置定语）
例：前置定语 an old man / your friend / three days / flower bed 后置定语 work to do The girl behind the tree is Kate. The man driving too fast was drunk.
which 和 that 的区别：在下列情况下, 只用that（不用which）。 (1) 当先行词是 all, everything, nothing, something, anything, little, much 等不定代词时或被all, every, no, some, any, little, much few only 等修饰时. (2) 先行词被序数词或最高级修饰时。 (3) 先行词被the only, the very, the same, the last 修饰时 (4) 当并列先行词分别表示人或物, 用关系代词 that (5) 当先行词前面有who, which等疑问代词时
Grammar
关系副词when, where, why引导的定语从句
思考
关系副词引导的定语从句
关系副词(when; where; why)可指代先行词是时间、地点或理由的名词，在从句中作状语。
1. when 指时间，在定语从句中做时间状语。例: I still remember the day when I first came to the school. The time when we got together finally came.
5. whose通常指人的, 也可指物的, 在从句中做定语。 He has a friend whose father is a doctor. I once lived in a house whose roof has fallen in.
练从括号中选出一个适当的词，使句子完整习
1.The lady (who, which) was here has gone to New York. 在这里的那位女士已经去了纽约。 2.The door (who, which) was broken is now mended. 被打破的那扇门已经修好了。 3.This is the book (that, whose) cover is blue 这是一本蓝色封面的书。
复习
在下列情况下, 只用which（不用that）。 (1) 非限制性定语从句中； (2) 介词后面；
复习
who 和 that 的区别：
指人时, 下列情况下用 who。
1) 先行词是anyone, someone, everyone, somebody, anybody, nobody, everybody, those 时。 2) 在there be 句型中，先行词指人,关系词用who。
思考
什么是定语从句？
在复合句中，起形容词作用，修饰名词或代词的从句就叫定语从句。（放在被修饰成分之后） The building which/that stands by the river is our school.
先行词
关系词
定语从句
•先行词：被定语从句所修饰的名词或代词。 •关系词 (the relative pronouns) 1.关系代词 2.关系副词
(4) 当先行词前面有who, which等疑问代词时
练习
Ex. 2 on Page 29 “Discovering useful structures”
1 whose 2 that/who 3 that 4 which/ that 5 whose 6 whose 7 who/ that 8 whose
结论
关系词的选择依据在从句中所做的成分，先行词在从句中做主、定、宾语时，选择关系代词(who, whom, that, which, whose)；先行词在从句中做状语时，应选择关系副词 ( where 地点状语，when 时间状语，why 原因状语) 。
难点
2. 介词+关系代词中, 介词的选用
关系副词引导的定语从句 2. where 指地点，在定语从句中做地点状语。例: Shanghai is the city where I was born. The house where I lived ten years ago has been pulled down. 3. why 指原因，在定语从句中做原因状语。
例: Please tell me the reason why you missed the plane. I don’t know the reason why he looks unhappy today.
关系副词引导的定语从句关系副词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。 Do you remember the day when (on which) you joined our club? 还记得你加入我们俱乐部的那一天吗？ Beijing is the place where (in which) I was born. 北京是我的出生地。 Is this the reason why (for which) he refused our offer? 这就是他拒绝我们帮助他的理由吗？
2. We don’t know the number of people that / who lost their homes in 1906 earthquake ________
练习
which /that 3. The house ____________ they built in 1987 stayed up in the earthquake. which / that 4. A house ____________ is built on sand may fall down in an earthquake. who/whom/that 5. Luckily none of the people ___________ I know were killed in the earthquake . whose 6. Harry is the boy ______ mother is our maths teacher . whose 7. I like the rooms _____ windows face south.
关系代词有: who; whom; which; that; whose
1. who 指人, 在从句中做主语。 The boys who are playing football are from Class One. Yesterday I helped an old man who lost his way. 2. whom 指人, 在从句中充当宾语, 常可省略。 The man (who/whom) you met just now is my friend. Mr. Liu is the person (whom) you talked about on the bus.