贝亿教育学科教师辅导讲义
讲义编号BY2017102207
授课班级：G3年级：高三年级课时数：3 （每课时40分钟）学员姓名：朱杰、陈玟錩辅导科目：英语学科教师：朱老师
学科组长签名及日期剩余课时
课题定语从句与同位语从句的区别
授课时间：备课时间：2017.10.20
教学目标定语从句相关知识点；同位语从句相关知识点；区分两种从句
重点、难点区分定语从句与同位语从句；两种从句的灵活运用
考点及考试要求学会辨析这两种从句及灵活运用
教学内容
同位语从句与定语从句的区别
一、复习定语从句
1.定义：该句子在复合句中作定语，像形容词一样起修饰作用。
2.特点：1)用陈述句语序。2) 去掉从句主句仍是一个完整的句子。
3.位置：位于所修饰的名词之后，该名词叫做先行词。
4.引导词：1）关系代词：
a) 在从句中可做主语，宾语，定语。
b) 分为：先行词为人：who(主，宾)，whom(宾)，whose(定), that（主，宾）
先行词为物：which(主，宾), that（主，宾）,whose（定）
eg：The lady who is standing behind Tom is my sister.
This is the book which I bought yesterday.
c) 关系代词在从句中作宾语常常省略。
2）关系副词：a)在从句中作状语。
b)分为：when , where, why
eg：He came last night when I was out.
新内容：
1.词类：同从的名词只能是抽象名词;定从可是名词也可是代词
I can’t stand the terrible noise that she is crying loudly.
His mother did all she could to help him with his study.
2.性质：同从对前面的抽象名词进一步解释说明;定从对先行词进行修饰和限制。
The news that our team has won the game was true.
The news that he told me yesterday was true.
3.引导词: a. 同为that引导：同从中，that不充当任何成分，不可省;
定从中，that作主，宾。作宾语时可省。
b. 同为疑问词引导，同从可用what ,whether,how等，定从不可;
同从引导词表疑问，定从不表疑问
I have no idea what has happened to him.
I remember the day when he told me that he loved me.
一，单选。
https://www.doczj.com/doc/cf2978272.html,rmation has been put forward ____ more middle school graduates will be admitted into universities.
A. while
B. that
C. when
D. as
2.It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward.
A. what
B. that
C. when
D. as
3.She heard a terrible noise,____ brought her heart into her mouth.(MET91)
A. it
B. which
C. this
D. that
4.I can't stand the terrible noise ____ she is crying loudly.
A. it
B. which
C. this
D. that
二，指出同位语从句和定语从句，并翻译指定的句子。
1.The possibility that the majority of the labour force will work at home is often discussed. (同位语从句) （翻译）
2.We are not looking into the question whether he is worth trusting.(同位语从句) （翻译）
3.Word came that he had been abroad. (同位语从句)
4. The order that we received yesterday was that we should send a few people to help the other groups. (定语从句,是名词order的修饰语,that在从句中作received的宾语,可以省略?) （翻译）
5.The doctor whom you are looking for is in the room. (定语从句)
6.His mother did all she could to help him with his study. (定语从句,代词all作先行词?)
7.The news that our team has won the game was true. (同位语从句,补充说明news到底是一个什么消息?) （翻译）
8.The news that he told me yesterday was true. (定语从句,news在从句中作told的宾语?)
9.I made a promise that if anyone set me free I would make him very rich. (同位语从句,补充说明promise到底是一个什么诺言?)
10.The mother made a promise that pleased all her children. (定语从句,promise在从句中作pleased的主语?) （翻译）
1.析：答案为B。more middle school graduates will be admitted into universities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于：
2.析：答案为B。that has been put forward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。
3.析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为a terrible noise，且它在从句中作主语。应将该句区别于：
4.析：答案为D。she is crying loudly是the terrible noise的内容，且the terrible noise不在从句中作成分，所以该句为同位语从句。
同位语从句讲解与练习 1定义：用作同位语的从句叫做同位语从句，用以解释说明某一名词内容和实质的从句。 2.连接词：that, whether, why, who, where, how, when等。引导同位语从句时一般都不省略。if一般不引导同位语从句that, whether不作成分，whether表示“是否” E.g. They were all very much worried over the fact that you were sick.对你生病这件事，他们很焦虑。 Where did you get the idea that I could not come?你在哪儿听说我不能来？ I have no idea whether he’ll come or not.我不知道他是否来。 连接代词who, which, what和连接副词where,when, why, how亦可引导同位语从句，在句中作成分。 E.g. The question who should do the work requires consideration.谁该干这项工作，这个问题需要考虑。 We haven’t yet settled the question where we are going to spend our summer vacation.到哪儿去度暑假，这个问题我们还没有决定。 It is a question how he did it.那是一个他如何做了此事的问题。 3.可跟同位语从句的名词或短语 不是所有的名词都可以跟同位语从句，常可以被同位语从句修饰的名词有： belief doubt explanation hope idea news opinion possibility statement thought wish truth fact question promise problem reply report suggestion advice fear warning understanding feeling rumor certainty probability on condition on the understanding with the exception in spite of the fact E.g. Daniel will be allowed to make a trip to China on condition that he gets an A in all his school subjects. 4同位语从句与定语从句的区别 1）that引导的同位语从句与定语从句之区别 句法功能上 that引导的同位语从句that只起连接从句的作用，无意义。在从句中不充当句子成分。不可省。 that引导的定语从句that替代先行词在从句中不仅起连接作用，还充当一个句子成分。如在从句中作动词的宾语时可省略。 意义上 同位语从句是被修饰名词的内容。定语从句起限定作用，是定语。 如： The news that Mr. Li will be our new English teacher is true. (同位语从句，that不可省) 李先生将是我们的新英语老师这个消息是真的。 The news (that) he told me yesterday is true. (定语从句，that在从句中作的宾语，可省)他昨天告诉我的消息是真的。 2）wh-类词引导的两种从句的区别 who, whom, whose, when, where, why 引导定语从句，它们分别指前面先行词所表示的人、物、时间、地点、原因，否则为同位语从句。在同位语从句中，wh-类词表示疑问。
T e a c h i n g D e s i g n Grammar — The Attributive Clause (I) (who, whom, which, that, whose) 淅川二高贾丽君 I. Teaching aims: 1. Help students understand what the Attributive Clause is and its function. 2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly. 3. Encourage students to express their love to fathers using the Attributive Clause. II. Teaching important and difficult points: Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses. III. Teaching methods: Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion IV. Teaching steps: Step I：Lead in 1. Guess a riddle. This is a man who loves us very much. This is a man whose love is as great as a mother’s.
教案7.21 定语从句详细讲解 一、定义及相关术语 1．定语从句：修饰某一名词或代词的从句叫定语从句。定语从句一般紧跟在它所修饰的先行词之后。 2．先行词：被定语从句修饰的词叫先行词。 3．关系词：引导定语从句的词叫关系词。 关系词有关系代词和关系副词。关系代词有that, which, who, whom, whose, as等；关系副词有when, where, why等。关系词通常有下列三个作用： A.引导定语从句； B.代替先行词； C.在定语从句中担当一个成分。 The man who is shaking hands with my father is a policeman. 该句中，who is shaking hands with my father 是定语从句，修饰先行词the man，“who”是引导定语从句的关系词，代替先行词the man，在定语从句中作主语。 二、关系代词引导的定语从句 1．who指人，在定语从句中作主语。 The boys who are playing football are from Class One. 正在踢足球的男孩是一班的。Those who want to go to the museum must be at the school gate at 7 tomorrow morning. 想去博物馆的人必须在明晨7点到大门口集合。 Yesterday I helped an old man who had lost his way. 昨天我帮助了一位迷路的老人。That is the teacher who teaches us physics. 那就是教我们物理的老师。2．whom 指人，在定语从句中作宾语，常可省略。 Mr Liu is the person ( whom ) you talked about on the bus. 先生就是你们在公共汽车上谈论的那个人。 Li Ming is just the boy ( whom ) I want to see. 明正是我想要见的男孩。 The professor ( whom ) you are waiting for has come. 你正在等的教授已经来了。 The girl ( whom ) the teacher often praises is our monitor. 老师经常表扬的那个女孩是我们的班长。 注意：关系代词whom 在口语或非正式文体中常可用who 来代替，也可省略。 The man ( whom / who )you met just now is my old friend.
高中定语从句讲课教案
Book7Unit5Attributive Clause(定语从句)教案 一．教材分析 定语从句是高考要点，虽然近些年的高考全国卷不再有单选题，但是定语从句在完形填空、阅读理解、语法填空以及短文改错中仍然是重要考点。并且在作文中使用定语从句在考试作文中为避免使用过多的单句，让同学们可以尝试使用定语从句等稍复杂的复合句，以增加作文的亮点和深度，从而提升作文的档次，获得更高的分数！ 二．学情分析 五班的同学们对定语从句还是比较感兴趣的，一部分同学掌握的还不错，但是并不是所有同学掌握程度都一样，所以对定语从句及时的复习和巩固是有必要的。尤其是在期中考试之前，给学生们定定心，打打气，有助于提高他们学英语的自信心。 三．学习目标。 1．进一步理解定语从句的概念。 2. 学会判断定语从句，分析定语从句的构成； 3. 掌握有关定语从句的解题技巧，培养综合运用语言的能力，特别是能在作文中熟练使用定语从句。 四. 教学重点和难点 重点是给同学们呈现清楚定语从句的分类和几种特殊情况；难点是给他们设置的两个练习：把单句组合成复合句；当场用定语从句作文。 五．教学过程 Step1. Warming up Show a picture of Class5 and a sentence “We love this family, where we can learn English well.” 设计思路：首先让同学们感到集体的温暖，齐读这个定语从句，让他们自己先感受认识定语从句，为接下来的课堂内容做铺垫。 Step2．定语从句的概念和构成。 (一)概念。 在复合句中，用来修饰____________和____________的从句叫做定语从句。被修饰词叫____________, 用来引导定语从句的关联词叫_____________。定语从句分为____________和_____________。 （二）构成。
同位语从句与定语从句的三点区别 同位语从句与定语从句很相似,但还就是有区别的,区别主要在以下三方面: 1、从词类上区别 同位语从句前面的名词只能就是idea,fact,news,hope,belief,suggestion,proposal,word,thought,doubt,truth,possibilit y,promise,order等有一定内涵的名词,而定语从句的先行词可以就是名词、代词、主句的一部分或就是整个主句。如: The possibility that the majority of the labour force will work at home is often discussed、人们经常讨论大多数劳动力将会在家里工作的可能性(同位语从句) We are not looking into the question whether he is worth trusting、我们正在调查的问题不就是她就是否值得信赖的问题(同位语从句) Word came that he had been abroad、据说她已经出国了(同位语从句) Our team has won the game, which made us very happy、我们的队赢了,这让我们很高兴(定语从句) The doctor whom you are looking for is in the room、您找的那位医生在房间里面(定语从句) His mother did all she could to help him with his study、她妈妈尽她的最大努力帮助她的学习(定语从句,代词all作先行词?) 2、从性质上区别 定语从句就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;而同位语从句就是从句对前面抽象名词的进一步的说明与解释,属于名词性从句的范畴如:
定语从句和同位语从句的区别 一、定语从句是形容词从句，其作用相当于一个形容词，是用来修饰前面的名词或代词的；同位语从句是名词从句，其作用相当于一个名词，是对前面的名词作进一步解释的。例如： 1．We heard the news that he had told her. 我们听到他对她说的消息。 2．We heard the news that he had won the game. 我们听到消息他赢得了比赛。 例1中的that从句的作用相当于一个形容词，其作用是修饰the news；例2中的that从句的作用相当于一个名词，是对the news的进一步说明。 二、定语从句的引导词在从句中充当一定的成分，可作主语、宾语、状语等；而同位语从句中的引导词在从句只起连接作用，不作任何句子成分。例如： 1. A plane is a machine that can fly. 飞机是一种能飞的机器。 2. The fact that they didn't finish the work has to be faced. 必须面对事实，他们没有完成工作。 例1中的引导词that在从句中充当句子成分，作从句的主语，故为定语从句；例2中的that只起连接作用，引导从句解释fact的内容，不作任何句子成分，故为同位语从句。 引导从句的关联词that的功能不同：that引导同位语从句时是一个纯连词，不充当任何成分；而引导定语从句的that是关系代词，既指代先行词又须在从句中充当成分。 三、引导定语从句的关联词在从句中作宾语或状语时，可以省略或被其他词代替；而同位语从句的引导词一般不能省略，更不能被代替。例如： 1. The news that she heard is true. 她听到的消息是真的。 2. The news that she will go abroad is true. 她将出国这消息是真的。 例1是定语从句，that可省略；例2是同位语从句，that不能省略。 3. The reason why he was chosen remains unknown. 他为什么被选上的原因还是不清楚。 4. The idea why he was chosen attracted our attention. 他为什么会被选上，这一想法引起我们的注意。
Teaching Design Grammar — The Attributive Clause (I) (who, whom, which, that, whose) I. Teaching aims: 1. Help students understand what the Attributive Clause is and its function. 2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly. 3. Encourage students to express their love to fathers using the Attributive Clause. II. Teaching important and difficult points: Enhance students’proficiency and accuracy in using the relative pronouns to write the Attributive Clauses. III. Teaching methods: Task-based t eaching method; Audio-lingual method; Cooperative learning; Group discussion IV. Teaching steps: Step I：Lead in 1. Guess a riddle. This is a man who loves us very much. . This is a man whose love is as great as a mother’ｓ Purpose: Help students get a general understanding about what the
同位语从句与定语从句的区别（配练习与答案） 一、复习定语从句 1.定义：该句子在复合句中作定语，像形容词一样起修饰作用。 2.特点：1)用陈述句语序。2) 去掉从句主句仍是一个完整的句子。 3.位置：位于所修饰的名词之后，该名词叫做先行词。 4.引导词：1）关系代词： a) 在从句中可做主语，宾语，定语。 b) 分为：先行词为人：who(主，宾)，whom(宾)，whose(定), that（主，宾） 先行词为物：which(主，宾), that（主，宾）,whose（定） eg：The lady who is standing behind Tom is my sister. This is the book which I bought yesterday. c) 关系代词在从句中作宾语常常省略。 2）关系副词：a)在从句中作状语。 b)分为：when , where, why eg：He came last night when I was out. 新内容： 1.词类：同从的名词只能是抽象名词;定从可是名词也可是代词 I can’t stand the terrible noise that she is crying loudly. His mother did all she could to help him with his study. 2.性质：同从对前面的抽象名词进一步解释说明;定从对先行词进行修饰和限制。 The news that our team has won the game was true. The news that he told me yesterday was true.
定语从句和同位语从句的区别 定语从句与同位语从句是高中英语教学内容的重点，也是英语阅读中的难点，它们相似的位置，使许多学生往往混淆，阻碍了对文章的理解。那么，如何正确地区分定语从句与同位语从句呢？ 一、从意义上讲，定语从句的作用相当于一个形容词，是用来修饰前面的名词或代词的；同位语从句的作用相当于一个名词，是对前面的名词作进一步解释的。例如： 1．We heard the news that he had told her. 我们听到他对她说的消息。（定语从句） 2．We heard the news that he had won the game. 我们听到消息他赢得了比赛。（同位语从句） 二、从引导词的句法功能上讲，定语从句的引导词在从句中充当一定的成分，可作主语、宾语、状语等；而同位语从句中的引导词在从句只起连接作用，不作任何句子成分。例如： 1. A plane is a machine that can fly. 飞机是一种能飞的机器。 2. The fact that they didn't finish the work has to be faced. 必须面对事实，他们没有完成工作。 三、引导定语从句的关联词在从句中作宾语或状语时，可以省略或被其他词代替；而同位语从句的引导词一般不能省略，更不能被代替。例如： 1. The news (that) she heard is true. 她听到的消息是真的。 2. The news that she will go abroad is true. 她将出国这消息是真的。 3. The reason why (= for which) he was chosen remains unknown. 他为什么被选上的原因还是不清楚。 4. The idea why he was chosen attracted our attention. 他为什么会被选上，这一想法引起我们的注意。 四、同位语从句与其所修饰的名词之间是一种同位关系，二者之间存在逻辑上的系表关系，可用“主+系+表”结构来表示，即添加法。而定语从句所修饰的名词是从句逻辑上的主语、宾语、表语、定语、状语。例如：The news that he won the first place is true. 他赢得冠军的那个消息是真的。 (上句若用“主+系+表”结构来表示，则是: The news is that he won the first place. 消息是他赢得了冠军。 意思合理，系表结构成立，故为同位语从句.) The reason (that )he explained is true. 五、定语从句所修饰、限定的先行词可以是各类名词，可以有复数形式；而同位语从句一般都与抽象名词同位，(如：idea，plan，fact，theory，promise，hope，news，doubt，truth，information，suggestion，question，thought，belief，conclusion)，一般没有复数形式。例如： 1. The possibilities that she was offered seemed very great.她得到的可能性似乎大些。（possibilities是定语从句的先行词，可用复数形式） 2. Her mother was worried about the possibility that her daughter dislike to go to school. 她的母亲很担心，她女儿有可能不喜欢上学。（possibility是抽象名词，后接的是同位语从句，一般不用复数形式） 六、由when, why, where引导的定语从句分别修饰或说明表示时间、原因或地点的词，但它们引导的同位语从句一般不和表示时间或地点的词同位。例如： 1. I still remember the day when I first came to Beijing. 我仍然记得初次来北京的那天。 2. I have no idea when she will be back.我不知道她何时回来。 3. This is the house where I lived two years ago.这是我两年前住的房子。 4. The question where we shall have a meeting hasn't decided. 我们到什么地方去开会，这个问题没有决定。例1、3中的when和where引导的是定语从句，day 和house分别表示时间和地点；例2、4中的when 和where引导的是同位语从句。
定语从句与同位语从句的区分 一、定语从句相当于一个形容词, 它对先行词起修饰、描述和限制的作用。同位语从句相当于名词，属于名词性从句，它是对前面名词内容的具体表述，它们之间的关系是同位关系。试比较： The news that you heard is not true. 你听到的那个消息不是真的。（定语从句） The news that he has died is true. 他已经去世的消息是真的。（同位语从句，说明了news 的具体内容，即he has died） 二、同位语从句常跟在news, fact, promise, idea, word, message, hope, truth, answer, proposal, suggestion, order, information 等少数名词之后，而一般名词之后都可跟定语从句。如： The suggestion that the new rule be adopted came from the chairman. 采纳新规则的建议是主席提出的。 He didn\\'t give the answer why he was late. 他没回答他为什么迟到这个问题。（同位语从句） Then rose a question where we should go. 于是产生了一个问题：我们该到哪里去？（同位语从句） 三、that 在定语从句中充当某一成分, 是关系代词; that 在同位语从句中不作任何成分，仅把主句与从句连接在一起，是从属连词。如： The fact that just now you talked about interests me. 你们刚才谈论的事情使我感兴趣。（定语从句） The fact that he failed in the exam made his parents very angry. 他考试没及格这个事实使他的父母很生气。（同位语从句） 四、when, where, why, how, who, whom, which 如果引导定语从句, 它们分别指前面先行词所表示的时间、地点、原因、方式、人和物，否则引导的就是同位语从句。试比较：
同位语从句和定语从句的三点区别 同位语从句和定语从句很相似,但还是有区别的,区别主要在以下三方面: 1. 从词类上区别 同位语从句前面的名词只能是idea,fact,news,hope,belief,suggestion,proposal,word,thought,doubt,truth,possibi lity,promise,order等有一定内涵的名词，而定语从句的先行词可以是名词、代词、主句的一部分或是整个主句。如: The possibility that the majority of the labour force will work at home is often discussed.人们经常讨论大多数劳动力将会在家里工作的可能性 (同位语从句) We are not looking into the question whether he is worth trusting. 我们正在调查的问题不是他是否值得信赖的问题 (同位语从句) Word came that he had been abroad. 据说他已经出国了 (同位语从句) Our team has won the game, which made us very happy. 我们的队赢了,这让我们很高兴(定语从句) The doctor whom you are looking for is in the room. 你找的那位医生在房间里面 (定语从句) His mother did all she could to help him with his study. 他妈妈尽她的最大努力帮助他的学习 (定语从句,代词all作先行词) 2. 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;而同位语从句是从句对前面抽象名词的进一步的说明和解释,属于名词性从句的范畴如: The news that our team has won the game was true. 我们队赢了那场比赛的消息是真的(同位语从句,补充说明news到底是一个什么消息) The news that he told me yesterday was true. 昨天他告诉我的那个消息是真的 (定语从句,news在从句中作told的宾语) I made a promise that if anyone set me free I would make him very rich. 我许诺如果谁让我自由,我就让他非常富有 (同位语从句,补充说明promise到底是一个什么诺言) The mother made a promise that pleased all her children. 妈妈做出了一个令她的孩子们高兴的许诺 (定语从句,promise在从句中作pleased的主语) 3. 从引导词及其在句子中的成分上区别 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) I have no idea what has happened to him. 我不知道他发生了什么事 (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,不充当任何成分,并且不能省略,也不能用which来代替如: 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别的几个小组的命令昨天收到了(同位语从句,是对order 的具体解释,that虽不作成分,但不能省略)
同位语从句与定语从句的区别 一、性质不同 同位语从句和主语从句、表语从句、宾语从句同属于名词性从句，表示与之同位的名词(短语)的实际内容，它的作用相当于名词，对前面的名词(短语)加以补充说明或进一步解释。 定语从句是由关系代词或关系副词引导的从句，其作用是作定语修饰主句的某个名词性成分，相当于形容词，所以又称为形容词性从句，一般跟在它所修饰的先行词后面。 二、引导词不同 同位语从句的引导词多是that，whether,也有连接代词what，who，连接副词how, when, where等。切记，if, which 不能引导同位语从句。引导词在句中不充当任何成分。 定语从句的引导词有关系代词that, which, who, whom, whose, as等（没有what），关系副词where, when, why等。引导词有连接定语从句、代替主句中的先行词，甚至可能是主句中的一部分或者整个主句及在定语从句中充当句子成分等作用。 三、先行词不同 同位语从句所修饰的名词比较有限，通常是抽象名词，有一定的内涵。常见的有idea, situation thought, fact, evidence, belief, doubt, fear, hope, question, theory, suggestion, proposal, word, thought, truth, possibility, promise, order，news, order, ability等等。 定语从句所修饰的名词则非常广泛，可以是名词?代词?主句的一部分甚至整个句子?: 四、位置区别 一般情况下同位语从句跟在先行词后，用以说明该名词所表达的具体内容;有时同位语从句可以不紧跟在它所说明的名词后，而被别的词语隔开，在语法上叫做
定语从句及同位语从句 1. That is _____ he said. A. all what B. all which C. all that D. all which 2.These are things and persons ___I’ve heard of. A. who B. whom C. which D. that 3. Please tell me everything ___you know. A. what B. that C. which D. all what 4. We know the fact ___he has gone to college. A. that B. which C. what D. why 5.I received the news ____Xiao Ping had passed away. A. what B. that C. which D. in which 6. This is the thing ___he referred to. A. who B. whom C. X D. what 7. This is the building, in front of ____there is a dog lying on the ground. A. that B. which C. it D. X 8. This is the things about ___we’re talking. A. which B. that C. X D. them 9. That is the room, ___is very empty. A. that B. which C. it D. as 10. Those are the students, most of ____are very active. A. that B. them C. which D. whom. 11. This is the man ___we went to the cinema. A. with that B. with whom C. with who D. who 12. The girl ___father lives in Beijing won the first prize in maths. A. who B. whose C. whom D that 13. The factory ___we work is very big.. A. that B. which C. where D. who 14. The factory ___we visited is very big. A. that B. where C. in which D. on which 15. This is the day ___we joined the army. A. which B. that C. when D. in which 16. The days ___we spent last year will not be forgotten. A. that B. on which C. in which D. when 17. The village ___we stayed in last year is not far from here. A. that B. where C. in which D. there 18. The factory ___sells shoes is near to our school. A. that B. where C. in which D. X 19. He is very foolish, ____you expected. A. which B. as C. that D. why 20. He has such a book ___I borrowed from the library. A. which B. that C. as D. what 21. He made the same progress ___I did in my entrance examination.. A. what B. that C. on which D. as
高中英语语法教学设计-定语从句 一、课程标准解读 国家英语课程标准明确地指出:基础教育阶段英语课程总体目标 是培养学生的综合语言运用能力.综合语言运用能力的形成建立在学生语言技能,语言知识,情感态度,学习策略和文化意识等素养整体发展的 基础上.因此,语言知识,包括语法结构知识,是综合语言运用能力的重要基础,可以说没有语法就没有语言能力. 二、学情分析 七、教学过程：采用语法导入，接近了解语法，发现语法规则，定义总结语法规律，理解运用语法，最后实践提高语运能力的教学流程。即：Leading in the grammar→approaching the grammar→discovering the grammar→defining and concluding the grammar→understanding and applying the grammar→practicing and improving 先举例: This is the place which is worth visiting. 分析 1. 功能：相当于形容词，修饰名词或代词，在句中作定语 2、位置：定语从句置于被修饰词之后 Those who are willing to attend the party, sign here please. 3、先行词：被定语从句修饰的词称为先行词 （1）先行词一般是名词和不定代词，如:some-, any-, every-和no与-boy, -thing的合成词；或all、none、any、some、that、those等代词。数词也可
以作先行词，人称代词也同样可作先行词。 （2）先行词与关系词是等量关系。必须注意两点： ①先行词在从句中作主语时，从句谓语动词的数由先行词而定。 This is the place which is worth visiting. ②关系词在从句句子中充当了成分，其意思就是先行词的意义，所以在从句中不能重复其意。 There are many places we can visit（them）in China. 4、关系词：引导定语从句的都称关系词 关系代词：who, whom, which, that, whose, as。 关系副词：when, where, why。that偶尔也作关系副词。 5、确定关系词的步骤 （1）先找关系词，看先行词指的是什么。 （2）看关系词在从句中所充当的成分。 6、在定语从句中，当先行词指物时，下列情况的关系词宜用that而不用which （1）先行词被①形容词最高级②序数词③数词几种词修饰或被④only、any、few、little、no、all、one of等修饰时。 （2）先行词为all、much、little、none、few、one、something、anything 等不定代词时。 （3）先行词中既有人又有物时。He was looking pleasantly at te children and parcels that filled his bus. （4）先行词在主句中作表语关系词在从句中作表语时。 The village is no longer the one that was 5 years ago. （5）当主句中含有疑问词which时。 Which are the books that you bought for me ? 7、宜用which而不用that的情况 （1）在非限制性定语从句中 （2）在关系词前有介词时 （3）当先行词本身是that时
同位语从句与定语从句异同 一. 同位语从句与定语从句的相似点 1．同位语从句与定语从句都可以译成定语 同位语从句： The news that our team has won the final match is encouraging. 我们队取得决赛胜利的消息令人鼓舞。 定语从句： The news that you told us is really encouraging. 你告诉我们的消息真的令人鼓舞。 2．同位语从句与定语从句都可以用that引导 同位语从句： The suggestion that students should learn something practical is worth considering.学生应该学些实用的东西的建议值得考虑。 定语从句： The suggestion that is worth considering is that the students should learn something practical.值得考虑的建议是学生应该学些实用的东西。 3.同位语从句与定语从句和其它名词性从句一样也要用陈述语序 同位语从句： Have you any idea where have they gone？(语序错误) Have you any idea where they have gone？你知道他们去哪里了吗？ 定语从句： Do you remember the day when did you join our club?（语序错误） Do you remember the day when you joined our club? 你记得自己什么时候参加我们俱乐部的吗 二.同位语从句的独特用法 1.同位语从句有时也可以用whether来引导,但是定语从句则一般不用whether来引导。 例如: The problem (of) whether they could finish the project is very important. 他们是否能够按期完成那个项目,这个问题非常重要。 2.某些名词后的同位语从句，其谓语动词应用虚拟语气形式：（should）+ 动词原形。常见的名词有advice, suggestion, order, demand, proposal, request等。 例如：The advice that he (should) be invited to the party was taken. 应该邀请他到晚会的建议被采纳了。 三.同位语从句与定语从句的区分方法 1.从从句与先行词的关系区分同位语从句与定语从句 从语义角度看，同位语从句与先行词之间存在的是同位或等同的关系，而定语从句与先行词之间存在的是所属关系，表示“……的”，起修饰限定作用。例如： 同位语从句： The news that she had passed the exam made her parents very happy. 她考试及格的消息使她父母很高兴。（that之后是news的具体内容） 定语从句： The news that he told us interested all of us. 他告诉我们的消息使大家都感兴趣。（that之后是对news的解释） 2.从引导词的作用区分同位语从句与定语从句 从语法角度来看，引导同位语从句的that是连词，只起语法作用，用来连接同位语从句，
教学课题 课程类型 教 学 内 容 分 析 学 情 分 析 定语从句示范课教学设计 Grammar: Attributive Clauses 语法课授课地点多媒体报告厅本节课围绕限制性定语从句展开，取材于北师大版高中英语必修2的第 6单元《 Design》。鉴于学生在初中就接触过简单的定语从句，但是老师没有深 入讲解其内在规律和用法，所以我深入浅出，层层推进的方式，精心设计经典例句和语境，让学生在语境当中掌握语法规律，并辅之以恰当的课堂活动和任务，让学生在实践中理解并掌握语法的使用。 在初中阶段，学生已经对定语从句有了初步的了解，但大部分学生的定语从句基础知识仍然较为薄弱，不能准确地理解其概念，内涵以及用法，运用定 语从句进行口语交际和写作的能力较差。然而他们学习比较认真，求知欲旺盛，思维比较活跃，他们有着高中生独立、爱表现自我的特点。因此，只有设置与 他们的生活息息相关的具体语境和使他们感兴趣的活动，因材施教，才能让他们完全投入到课堂活动中来，进而掌握知识，提高能力。 教学重点教学难点 1.引导学生清晰地掌握定语从句的概念和内涵。 2.设计典型的语境，引导学生在语境中理解并掌握语法。 3.设计课堂活动和任务，激发学生学以致用的激情。 如何设计学生喜闻乐见的语境，并通过该语境实现对学生文化品格，思维品质，语言能力和学习能力等方面的培养。
教学1.语言能力目标：（1）通过学习本课，学生能够清晰理解并掌握定语从 句的概念及内涵。 （2）学生能够有意识地将定语从句用于日常交际和写作中。 2.学习能力目标：通过学习本课，学生能够掌握定语从句的用法，并学会 在具体的语境中恰当地使用定语从句，从而在整体上提高学生学习英语的能力和信心。 3.文化品格目标 : 目 通过本课的学习，学生能够对中国文化更加自信，树立学生用英语尤标其是定语从句来向世界介绍中国文化的志向和信心。 4.思维品质目标 : 本课侧重于语法的语用作用，在运用定语从句的过程中培养学生的观察力、认知力、分析力、想象力、交流合作和自学能力，帮助学生加强记忆 力，提高思维能力和运用英语语法的综合能力，激发创造能力。 1.使用任务型教学，让学生明确学习目标。 2.使用情景教学法，为学生设计具体的，令他们感兴趣的和激发爱国情感教学 的语境来激发他们学习定语从句的热情。 方法 3.使用合作学习法，让学生在合作中实现对知识的理解，掌握和运用。 1.用英文歌曲导入英语语法教学，提高学生的兴趣。 教学 2. 结合 2018 年全国一卷高考作文，将定语从句的学习与中国传统文化结 策略 合起来，激励学生定语从句介绍中国传统文化，提高学生的文化品格。 教学媒介 多媒体辅助：将本课所需要的图片、文字、图表和音乐制成PPT 软件使抽象的语言变得直观，为学生运用定语从句提供生动的语言环境。