高中英语Module6 SectionⅢGrammar_复习定语从句教案外研版必修5
2017-2018学年高中英语Module6AnimalsinDangerSectionⅢGrammar-复习定语从句教学案外研版必修5
Module 6 Animals in Danger Section Ⅲ Grammar-复习定语从句语法图解探究发现①On a freezing cold day in January 1994, Jiesang Suonandajie found what he was looking for —a group of poachers who were killing the endangered Tibetan antelope.②In the battle which followed Jiesang was shot and killed.③Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies, whose wool is not worth so much.④The animals are skinned on the spot and the wool taken to India, where it is made into the shawls.⑤In the 1990s the Chinese government began to take an active part in protecting the antelopes in the Hoh Xil Nature Reserve — the huge national park on the QinghaiTibetan Plateau, which is the main habitat of the antelopes.⑥Sometimes ther e were gunfights, like the one in which Jiesang Suonandajie was killed.⑦The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditions of life at 5,000 metres.⑧Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers.[我的发现](1)以上各句中黑体部分在定语从句中分别担当什么成分?③句中作定语;①②⑤⑦句中作主语;④⑥⑧句中作地点状语。
高中英语(外研版)必修三课件:Module 6 Period 3 Grammar 语法专题课 情境互动课型
years ago.
2. He is a man who I can ask for help. His father , who works in Beijing, came back yesterday. 限制性定语从句和先行词关系密切,如果去掉从句,剩余 部分意义不完整;非限制性定语从句只是先行词的附加说 明,如果去掉从句,意义仍然完整。
Homework
Make a summary of the use of the Attributive
Clauses.
Early to bed and early to rise makes a man healthy, wealthy, and wise.
早睡早起,富裕、聪明、身体好。
Summary
当引导定语从句的关系代词充当宾 语时,可以省略。
当引导定语从句的关系代词充当主
语时,则不能省略。
Rules of the contraction of attributive clauses. 有些定语从句可以缩略为各种短语,如分词短语、 形容词短语、名词短语、介词短语及动词不定式短 语等,且句意不受影响。我们称这一语法现象为定 语从句的缩略。
It makes good sense that they keep cattle on the hillside.
他们在山坡上养牛很有道理。
【知识拓展】
make a lot of/some/no sense 很有/有一定/没有道理
make sense of ...
in a/some sense
弄懂,理解(主语常为人)
高中英语(外研版)必修三课件:Module 6 Period 3 Grammar 语法专题课 探究导学课型
the central region of China.
who was the leader of the 1911 ③Sun Yat-sen, ____ Revolution, first suggested the idea of a dam across the Yangtze River in1919. created ④The valley is now part of the reservoir _______
定语从句中作定语; as可指人, 也可指物, 在定语从句中
可作主语、宾语。
【名师指津】 关系代词that和关系副词why不能引导非限制性定 语从句, 其他引导词和限制性定语从句的相同; 关系代 词在非限制性定语从句中作宾语时也不能省略。
选词填空(who/whom/which/whose)。 whom ①She had a daughter, Persephone, ______she loved very much. 她有个女儿叫珀尔塞福涅, 她非常爱她。 who is very pessimistic, says that there ②My gardener, ____
定语从句) ②The children, who wanted to play football, were disappointed when it rained.
非限 那些孩子想踢足球, 但因为下雨他们感到失望。(_____
制性 定语从句) _____
2. 引导非限制性定语从句的关系代词。 which指物, 在定语从句中作主语或表语; who指人, 在 定语从句中作主语或宾语; whom指人, 在定语从句中 作宾语, 一般不能省略; whose既可指人, 也可指物, 在
高中英语MODULE6WARANDPEACESECTIONⅢGRAMMAR教师用书教案外研版选修
Module 6 War and Peace虚拟语气(Ⅱ)语境自主领悟先观察原句后自主感悟1.I wish I knew the answer to the question.2.We wish we had studied harder when atschool.3.I wish I could fly to the moon one day.4.I'd rather you paid the money yourself.5.I'd rather she hadn't done that then.6.The workers demanded that their wages (should)be increased.7.The boss ordered the staff that they (should)finish the task before this Friday.8.He gave the advice that we (should)do the work carefully.9.My suggestion is that we (should)think it over before accepting it.10.It is important that students (should)attend all the lectures. 1.句1至句3中,wish后接宾语从句,从句谓语动词需用虚拟语气。
用一般过去时表示与现在相反的情况,用过去完成时表示与过去相反的情况,用“would/could/might+动词原形”表示与将来相反的情况。
2.句4和句5中,would rather后接宾语从句,从句谓语动词需用虚拟语气。
用一般过去时表示与现在或将来相反的情况,用过去完成时表示与过去相反的情况。
3.句7至句10的名词性从句中,从句均采用虚拟语气,且从句的谓语动词为should+动词原形,should可以省略。
外研版高二英语必修5_Module6_定语从句_名师教学设计
Unit6 定语从句名师教学设计1教学目标语言知识目标:复习定语从句的结构,掌握关系代词和关系副词。
语言技能目标:在听说读写中熟练使用定语从句。
学习策略目标:培养分析问题解决问题的能力,学会竞争和合作,建立自信心和集体荣誉感。
情感态度目标:通过学习调动学习积极性,使学生体会到英语的趣味和实用性。
2学情分析定语从句是高考考查的重点、难点也是热点,它的考察几乎涵盖了所有的题型,以往的语法复习主要是讲解语法理论,相对枯燥,学生容易分散注意力,为此我考虑结合多媒体、网络资源,在课堂中采用唱歌、竞赛、游戏等活动促进学生的热情,增强学习的效果。
3重点难点提高学生对语法复习的兴趣和积极性,较好地掌握定语从句的用法,理解定语从句,运用知识点解题。
4教学过程4.14.1.1教学活动活动1【活动】定语从句一.导入部分Warming-up以当下流行的电影图片《致我们逝去的青春》以及《那些年我们一起追过的女孩》作为导入,ask the students look at the pictureT: who is the young man?Ss: …T: How to translate lost youth?And look at the sentence.The girl who/that we loved those years请学生分析这两个句子中划线部分所出现的语法现象,由此导入到“定语从句”。
(设计思路:流行的电影背景激发了学生的学习兴趣,使学生能够轻松自然地进入到语法定语从句的学习。
)定语从句的定义和结构定义:修饰某一名词或代词,在句中作定语的从句叫定语从句。
结构:先行词(名词或代词)关系词定语从句二.基础知识回顾: 关系词及其意义指代人: who(主语/宾语), whom(宾语) ,that与as(主/宾/表), whose指代事物: which, that, as, whose关系代词所属关系: whose(定语)指地点: where指时间: when关系副词---→介词+关系词指原因:why做题技巧?找先行词---→分析成分---→确定关系词引导学生把两个单句合并为一个定语从句并从中找出规律e.g. I like some friends.Some friends like sports.→I like friends who like sports.讲解:定语从句分类:限制性定语从句与非限制性定语从句区别:限制性定语从句: 起限定作用,不能省略;无逗号隔开修饰先行词。
外研版必修6 Module3教案
Module Three Interpersonal Relationships—FriendshipPeriod OneTeaching content:Introduction & Reading and V ocabularyTeaching aims:1.To master some important words and phrases: acute, alike, all at once, belong to, be allergic to, be ashamed of, be blessed with, be nostalgic for, be on good terms with etc.2.To train the ability of reading comprehension.Important and difficult points:1.To master some important words and sentence patterns.2.How to improve the students` reading ability effectively.Teaching procedures:Step 1 Introduction1.Lead-inT: What comes up to your mind when “friendship” is mentioned?S: close friends make/keep/lose friends personal matter lonelychat about…with…trust get to know friendshipT: OK, this module we will talk about the topic:Interpersonal Relationships—Friendship.2.Activity 1Ask the students to read the statements in activity 1 on P29 to understand and check what they agree with.3.Activity 2Ask the students to read the given information in activity 2 on P29 to understand and try to match; then check the answers with the teacher.4.Activity 3Match the words in activity 3 on P29 to make expressions.*5.Activity 4Activity4 on P29 can be omitted for our students.Step 2 Reading and Vocabulary1.Activity 1Answer the questions about the words and phrases in activity 3 on P30 to learn some important words.2.Activity 2—PredictionFinish activity 1 on P30 to predict the content of the passage.3.Activity 3—While ReadingRead through the passage carefully to understand and try to answer the questions in activity 2 on P30 and in activity 5 on P31; at the same time,check your prediction in activity 1.Suggested answers to the questions in activity 2:1.He was outgoing, popular and friendly.2.They had a close relationship, in which they trusted each other.3. He became silent and moody, lost interest in his schoolwork and lost friends after his father`s death.4.He saw Roy taking money from other boys` pockets, which surprised Daniel.5.The £500 was stolen from a box in a classroom.6.Daniel felt cold while waiting for Roy in his bedroom, so he put on Roy`s jacket and found money in thepockets.Step 3 Language points【Ref:Notes to the text】Read through the text paragraph by paragraph with the students together to explain some language points. Step 4 Post-readingAsk the students to read through the text quietly and individually to understand it better and then finish activity 4 on P30.Time permitting,listen to the tape and follow it to understand the text better.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P105-106 in workbook.Appendix: Notes to the text▲1. My mouth fell open fall 用作link-verb. 意思是“变得”,后面跟形容词。
外研版高中英语必修5教案Module 6 语法-定语从句
6布置下节课
自主
学习
任务
1、完成定语从句的相关练习。画出关系词并判断其成分。
2、总结,归纳用法并记录在笔记本上
3、背诵单词(整个模块),理清问题,困惑
3分钟
7.
板书
GrammarAttributive Clause
1关系词:who/whom/whose/that/which/as/when/where/why
2只用关系代词that的情况。
8.
课后反思
依据:高中阶段的语法教学,应从语言运用的角度出发,把语言的形式,意义和用法有机结合起来。(课程标准)
学习
目标
一、知识目标
1.识记关系代词who/whom/whose/that/which/as;关系副词when/where/why
2.能判断出关系词在句中所作的成分。
二、能力目标
1能在具体的句子中做出正确判断,完成语法填空和短文改错中的相关题.
when/where/why
1教师解读当堂学习目标2教师依据布置的课前自主学习任务提问,检测学生自主学习情况
1或锻炼学生解读当堂学习目标2ห้องสมุดไป่ตู้生抢答教师提出的问题,回答正确可为小组加分。
调动学生自主预习英语的积极性,检测学生自主学习情况,完成知识目标1, ,
3分钟
2.
承接结果
核对自主学习任务中布置的习题答案。
2017—2018学年度第一学期
渤海高中高二英语课教案
时间:2017年10月28日
课题
M6B5定语从句
课时
1
课型
复习课
教学
重点
在语境即句子中能正确判断定语从句及关系词的用法
依据:要引导学生在语境中了解和掌握语法的表意功能。(课程标准)
英语ⅲ外研版module6period3教案
(2)如何确定关系词
方法一:准确判断关系词在定语从句中的成分,关系词作主语、宾语,用关系代词;关系词作状语,用关系副词;关系词作定语那么用whose,或which。
SuggestedAnswers:
Theycan’tberemoved.Iftheyareremoved,themeaningsaredifferent,becausetheyareusedassubjects.
4.AskSstodoActivity3individually,andthenchecktheanswersinpairs.
(1)AskSstounderlinetheattributiveclauseineachsentence.
SuggestedAnswers:
①whobecamePresidentoftheRepublicofChinain1912
②whichistheworld’slongestcanal
③whichwasbuiltintheseventhcentury
T:当定语从句的主语和be动词同时省略后,余下的部分成为分词短语,仍起定语的作用,整句的意思不变。分词短语包括现在分词短语和过去分词短语,现在分词短语表示主动关系,过去分词短语表示被动关系。如:
(1)What’sthenameofthLiattheschoolgate?
1.AskSstoreadoutthesentencesinActivity1andtranslatethemintoChinese.
SuggestedAnswers:
(1)毛泽东写过一首词,在这首词中,他表达了“更立西江石壁,截断巫山云雨”。
外研版英语选修六module 3 Grammar 精编学案版
Period 5 :高二英语B6 M3 Friendship Grammar【使用准备与要求】1.本流程提前2天下发,正式上课前全体学生必须独立完成所设题目。
2.答案书写要认真规范(把规范修炼成一种习惯,将认真内化为一种性格)3.遇到疑惑用红色笔或特殊符号标出。
4.学习各种规则结合例句加以理解运用。
5、学习过程中注意寻找规律,善于归纳总结。
【目标一】read carefully and underline V-ing , try to remember the use and the differences of them. At last,finish the exercises. (15分钟)1. 非谓语动词的-ing形式和to do形式的区别有些动词既能接不定式,又能接-ing形式,含义有所不同。
如:(1) forget, remember, regret等词后面接不定式表示不定式动作后于谓语动作,而后接-ing形式作宾语表示动名词动作先于谓语动作。
如:Do you remember seeing me before? 你记得以前见过我吗?Remember to lock the door when you leave. 离开时要记得锁门。
(2) 动词mean, stop, try, go on等动词后面接动名词和接不定式作宾语,意思也有所不同。
如:I mean to change it for another one. 我想换成另外一个。
Missing the train means waiting for another hour.误了这班车就意味着再等一个小时。
其它:remember to do something记着去做某事(现在还没有做)remember doing something记着曾做过某事(以前做过某事)try to do something努力、尽力做某事try doing something试着做某事(看能否达到预期的结果)stop to do something开始做某事(停下正在做的事,开始做另一事)stop doing something停止做某事(停止正在做的事)regret to do something遗憾地去做(一般接say ,tell 居多)regret doing something对已经做过的事感到后悔mean to do something 打算,想,意图…mean doing something 意味着can’t help to do sth.不能帮助做某事can’t help doing sth.禁不住做某事(3) 动词allow, advise, forbid, permit等可直接跟-ing形式作宾语,不可以接动词不定式作宾语,但可接不定式作宾语补足语。
外研版高中英语Book 3 Module 6 grammar---定语从句之关系代词教学课件 (共17张PPT)
college.
考点一. 指物时只用that的情况
1. Do you have anything that you don’t
understand?
1.先行词为不定代词
2. Fear is the only th2in.先g 行th词at前ho有ldthseyoonulyb/aveckry.
Homework:
Write a description of your school with five attributive clauses.
toyou. Here is something about it.
As you know,Longchang is my hometown which
is a beautiful city. Besides, People in
longchang who are enthusiastic and friendly will give you a warm welcome if you come to
Summarize: 关系代词:which 指物 从句中作主语,宾语 和表语
who 指人 从句中作主语,宾语和 表语
that 既指人也可指物 从句中作主 语,宾语,表语
whom 指人, 从句中作宾语,常用 于prep+whom
whose 指人指物 从句中作定语, 译为…的
关系代词作宾语可以省略。
1.The man _______ you are going to make friends with is my brother. 2.Do you work near the building _______color is yellow? 3.This is the proffessor__________taught
Unit6Period3Grammar定语从句(Ⅲ)导学案-高中外研版英语
Book1 Unit6 At one with naturePeriod 3 Grammar——定语从句(Ⅲ)学习目标:1. 掌握“介词+关系代词”的用法2. “介词+关系代词”在语境中的运用学习重点:“介词+关系代词”的用法易混易错知识:在语境中准确使用“介词+关系代词”的用法;关系副词与“介词+which”不能互换的情形( 清北班)情境感悟:用适当的“介词+关系代词”填写下面教材中的句子并体会它们的语法特征。
1.These terraces were built by the local Zhuang and Yao people, ________ Guangxi is home.2.But perhaps what is most significant is the way ________ people have worked in harmony with nature to make these terraces and grow rice.3.This forms clouds ________ rain falls down onto the mountain terraces once again.4.Although modern technology could help produce more crops, these terraces still mean a lot to the local people ________ traditions hold much value.5.There are hundreds of waterways, ________ rainwater moves down the mountains and into the terraces.语法精讲:引导定语从句时where与in which有时可互换,有时不能互换,注意以下几点:一、关系副词与“介词+which”互换的情形当“介词+which”在定语从句中作时间、地点和原因状语时,可以用相应的关系副词when,where和why来替换。
英语必修Ⅴ外研版Module6Grammar教案
(1) He loved his parents deeply, both of whom are very kind to him.
(2) In the basket there are quite many apples, some of which have gone bad.
关系词常有3个作用:1,引导定语从句。2,代替先行词。3,在定语从句中担当一个成分。
二、关系代词引导的定语从句
1.who指人,在从句中做主语
(1) The boys who are playing football are from Class One.
(2) Yesterday I helped an old man who lost his way.
4. that指人时,相当于who或者whom;指物时,相当于which。在宾语从句中做主语或者宾语,做宾语时可省略。
(1) The number of the people that/who come to visit the city each year rises one million.
(2) Where is the man that/whom I saw this morning?
(2) This is the watch for which I am looking. (F)
2.若介词放在关系代词前,关系代词指人时用whom,不可用who或者that;指物时用which,不能用that;关系代词是所有格时用whose
(1) The man with whom you talked is my friend. (T)
外研版高中英语选修6Module3_Grammar_名师教学设计
Module3 Grammar 名师教学设计Teaching Plan (Grammar)The infinitive and the Non-finite verbs used as adverbial(不定式、分词做状语)Teaching Aims and DemandsMake students tell the infinitive and the Non-finite verbs easily from a complex sentence and enable students to master the usage of the infinitive and the Non-finite verbs used as adverbial with ease.Affection and attitudesUnderstanding the importance of the infinitive and the Non-finite verbs used as adverbial in English compositions’ writing and forming posit ive attitudes towards the grammar studying.Learning Strategies1. Exploring method to find out the sentences which contain the infinitive and the Non-finite verbs used as adverbial2. Expository teaching method to introduce composition of the Non-finite verbs3. Discussion approach to deal with the detailed information about the similarities and differences between the present participle and the past participle.4. Cooperation approach by doing group work on some different tasks. Cultural AwarenessRealizing the importance of grammar in the English language learning and develop a good habit to study grammar gradually.Teaching AidsMulti-media and blackboardTeaching designsTeaching ProceduresI. Lead-inPresentation of a student’s composition and ask someone to read it out, the others find out the sentences in which the non-finite verbs are used as adverbial and discuss what kind of adverbial the non-finite verb is.Ⅱ. Introduction1. Introduce the judgment method句式特点:句子,____________________,句子2. Introduce the solution procedure to the question which are connected with the infinitive and the Non-finite verbs used as adverbial① Analyze the structure of the sentence② Find out logical subject③ Analyze its voice④ Analyze its tense3. Introduce the composition of the Non-finite verbs and the function of the adverbial and the adverbial can be changed into the adverbial sentences.III. Explanation1. The present participle used as adverbial.1.1 Make students understand its form and meaning.1.2 Make students tell the similarities and differences between the present participle and the past participle.1.3 Do some exercise to consolidate the knowledge. (the present participle used as adverbial )2. The past participle used as adverbial.2.1 Make students understand its form and meaning.2.2 Do some exercise to consolidate the knowledge.( The past participle used as adverbial)3. The infinitive used as adverbial3.1 Introduce the usage of the infinitive used as adverbial by playing a video.T he form of the infinitive used as adverbial.一般式:to do一般被动式:to be done3.2 Conclude the features of the infinitive used as adverbial(purpose/ cause /reason) 3.3 Make students have a better command of the difference between the infinitive andthe present participle used as adverbial of reason by doing some exercises. Ⅳ.SummaryⅤ.Combined exercises5.1. Answer the questions individually.5.2. Composition exercise by group work(Try to use as many non-finite verbs as adverbial as possible).Ⅵ. HomeworkWrite a composition about how to keep friends .Try to use as many non-finite verbs as adverbial as possible.。
高中英语 Module 6 Old and New Section Ⅲ Grammar 非限制性定语从句和定语从句的缩略教学案 外研版必修3
Module 6 Old and New Section Ⅲ Grammar 非限制性定语从句和定语从句的缩略语法图解探究发现①She heard a terrible noise, which brought her heart into mouth.②The weather turned out to be very good, which was more than we could expect.③A person with his head in the clouds is a dreamer, whose mind is not in the real world.④Qingdao is a beautiful city, where I’ll pay a sixday visit.⑤They have a son and two daughters, all of whom live in the city.⑥He lived in London for two months,during which time he picked up some English.⑦David, as you know, is an amateur photographer.⑧He spoke to the girl (who was) from Paris.⑨We said goodbye to Mr. Green, (who was) still busy at his office.[我的发现](1)①~⑦句中,关系词前面均有逗号,它们为非限制性定语从句。
(2)⑧⑨句中都可以省略括号中的词,从而构成定语从句的缩略。
一、非限制性定语从句1.作用非限制性定语从句只是对主句内容或先行词的补充、解释或附加说明。
主句与先行词或从句之间一般用逗号隔开,常常单独翻译。
没有它,主句意思仍然完整。
2.关系代词引导的非限制性定语从句关系代词有as, which, who, whom, whose等,作定语从句的主语、宾语、表语或定语。
高中英语Module6Grammar-复习定语从句讲练外研版必修5
GRAMMAR复习定语从句定语从句是高中英语的重要语法项目,其重、难点主要在选择关系词上。
下面我们一起复习一下定语从句的关系词的用法。
1. 关系代词关系代词可以在定语从句中作主语、宾语、定语等。
引导定语从句的关系代词有that, which, who, whom, whose等。
其中who和 whom指人;which指物;that和whose既可指人又可指物。
如:The people who / that called yesterday want to buy the house.This is the gentleman whom I mentioned a moment ago.Barbara works in a flower shop that / which her sister opened near the park. Someone is shouting at a driver whose car was blocking the street.They live in a house whose roof could fall in at any time.2. 关系副词引导定语从句的关系副词有when, where, why等,在从句中作时间、地点、原因状语等。
如:Sunday is the only day when I can relax.Is there a shop around here where we can get fruit?We see no reason why this band shouldn’t be a huge success.3.“介词+关系代词”结构在“介词+关系代词”引导的定语从句中,关系代词只能用who(指人)或which(指物)。
如:Do you know the girl to whom your brother writes?Fortunately, we had a map, without which we would have got lost.4. “名词/代词/数词+介词+关系代词”结构We held a party in a big room, the windows of which open onto the street. There are over 6,000 students in the school, many of whom come from overseas.There are five foreign teachers in our school, two of whom are from Canada. 注意:1.指物时that和which常可互换,但以下情况只能用that不能用which:①先行词被形容词最高级修饰时。
高中英语Module6FilmsandTVProgrammesSectionⅢGrammar频度副词和地点副词及副词词组作状语教学案外研版
Module 6 Films and TV ProgrammesSection Ⅲ Grammar 频度副词和地点副词及副词(词组)作状语语法图解探究发现①Martial arts films are often enjoyable but they are seldom great art.②Films like this rarely reach the big screen.③Ang Lee had never directed a martial arts film before.④Do you often go to the cinema?⑤Wuxia films are popular in China.⑥Everyone in it acts so brilliantly.⑦I saw a brilliant one yesterday.⑧The child plays happily in his bedroom every evening.[我的发现](1)例句①②③④中为频度副词作状语。
频度副词通常放在be动词、助动词、情态动词之后,实义动词之前。
(2)例句⑤⑥⑦中分别为地点副词、方式副词和时间副词作状语。
(3)例句⑧中副词的排列顺序依次为:方式副词、地点副词和时间副词。
一、频度副词和地点副词1.频度副词频度副词多置于实义动词之前,be动词、助动词、情态动词之后。
常见的频度副词(词组)有:often, always, usually, frequently, seldom, ever, never, rarely, sometimes, occasionally, from time to time, every now and then, every two days等。
图解“频度”副词They often volunteer to sweep the street.他们经常自愿清扫街道。
教学设计 定语从句(part1 Module 6 高中英语必修3 外研2003课标版)
Module 6 Book 3 外研2003课标版The Attributive Clause (1)Teaching Design设计人:宜宾市叙州区一中周贵斌课题:Module 6 Book 3教学内容:Structures:The Attributive Clause课型:Grammar教学时间:40 minutesI. Analysis of the teaching materialThe topic of this module is old and new. This is the third period of this unit, which focus on the language item, the attributive clause, especially the structure. This item is difficult for students to learn, though they have had some knowledge about attributive clause. In order to make it easier for students, I choose the most popular pictures as a topic to create a real context for them and guide them to learn to use the target grammar. The major aim of this period is to ask students to find out the rules related to this structure and use it to describe pictures and write a report, based on the learning clue (pictures and words in context).II . Analysis of the studentsThe students I will teach are the ones of Senior Grade 1 from Xu Zhou No.1 High School. They are from the common class, so their English is not as excellent as other classes. They have learnt a little the attributive clause, but it is the first time for them to get to know the attributive clause in detail. Maybe it is a little difficult for them to understand the target grammar. Therefore, it is necessary for me to present an interesting topic for them to discuss and create a harmonious atmosphere for my new students to learn. And I will adopt task-based strategies and group competitions through the whole lesson and offer them more chances to show their abilities in the class.III. Teaching GoalsKnowledge and Ability ObjectivesStudents are able to:1. learn about the structure of the attributive clause;2. learn to observe and conclude the rules of the attributive clause;3. learn to describe some pictures and complete a passage with the attributive clause.Moral Objectives1. Students will be able to become more interested in grammar learning.2. De velop student’s sense of group cooperation3. Learn some positive energy from the pictures and passage.IV. Important teaching points and difficult points1. Important pointsa. Enhance students’ abilities to master the basic information ab out the attributive clause.b. Enhance students’ abilities to know how to use the attributive clause. 2. Difficult pointsGuide students to choose proper relative pronouns.V. Teaching strategies and Methods1. Teaching Methods: Task-based Methods, Individual and Cooperative Methods2. Teaching Aids: Blackboard, Computer-based Multi-media ( PPT mainly )VI. Teaching ProcedureThe flowing chartStep 1Approaching Grammar(感知语法)Step 2Discovering grammar (发现语法)Step 3 Practising grammar (实践语法)Step 4 Using Grammar(活用语法)The Detailed Process34板书设计:。
高中英语Module6AnimalsindangerSectionⅢGrammar—复习定语从句教案(含解析)外研版必修5
Section Ⅲ Grammar—复习定语从句语法图解探究发现①On a freezing cold day in January 1994, Jiesang Suonandajie found what he was looking for —a group of poachers who were killing the endangered Tibetan antelope.②In the battle which followed Jiesang was shot and killed.③Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies, whose wool is not worth so much.④The animals ar e skinned on the spot and the wool taken to India, where it is made into the shawls.⑤In the 1990s the Chinese government began to take an active part in protecting the antelopes in the Hoh Xil Nature Reserve — the huge national park on the QinghaiTibetan Plateau, which is the main habitat of the antelopes.⑥Sometimes there were gunfights, like the one in which Jiesang Suonandajie was killed.⑦The small group of officials who work in the reserve are helped by volunteers who come from all over the country, and who are ready for the difficult conditions of life at 5,000 metres.⑧Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers.[我的发现](1)以上各句中黑体部分在定语从句中分别担当什么成分?③句中作定语;①②⑤⑦句中作主语;④⑥⑧句中作地点状语。
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Section Ⅲ Grammar-复习定语从句[语法初识]huge national park on the Qinghai which is the1.引导定语从句的常用关系词的用法他就是那个在地震中幸存的男孩吗?He lives in a big house whose window faces the sea.他住在一座窗户朝向大海的大房子里。
I often thought of my childhood when I lived on a farm.我经常回想起我的童年,那时我住在一个农场里。
Bamboo grows well in the place where it is warm and wet all the year.竹子在一年四季都温暖潮湿的地方生长得好。
There are several reasons why we can't do that.我们有好几个理由不那样做。
[名师点津] situation, case, point ,stage 等表示“情况,方面”的名词后可接where 引导的定语从句。
I think you've got to the point where a change is needed, otherwise you'll fail. 我认为你应该改变了,否则你会失败。
2.定语从句中关系词的选用方法一:用关系代词还是关系副词取决于从句中的谓语动词。
如果是及物动词,就要用关系代词;如果是不及物动词,则要用关系副词。
This is the mountain village that/which I visited last year.这是我去年参观过的山村。
This is the mountain villagewhere I stayed last year.这是我去年待过的山村。
方法二:准确判断关系词在定语从句中所作的成分(主、宾、定、状),也能正确选择出关系代词/关系副词。
关系词在从句中作主语、定语、宾语时,应用关系代词(who, whom, that, which, whose);关系词在从句中作状语时,应用关系副词(where 作地点状语,when 作时间状语,why 作原因状语)。
3.that 和which 引导的定语从句的区别that 和which 都是关系代词,都可在从句中作主语或宾语,但两者存在着不同:我们应该做一切有益于人民的事。
When we talk about Hangzhou, the first that comes into our mind is the West Lake.我们谈论杭州时,首先想到的是西湖。
This is the smallest computer that can be found in the world now.这是目前发现的世界上最小的计算机。
I bought a great many books, on which I spent all my money that I saved. 我买了很多书,这些书花了我积攒的所有的钱。
集中演练11-1.用适当的关系词填空①This is the hotel where they stayed last month.②The factory that/which we'll visit next week is not far from here.③He is the man that/who lives next door.④They rushed over to help the man whose car had broken down.⑤I don't want to listen to any reason why you were absent.⑥Do you know the date when Lincoln was born?⑦Music is the only thing that interests me.1-2.单句改错⑧We will be shown around some places where visitors seldom go to.where→that ⑨We talked about the persons and things which we c an remember.which→that ○10I will never forget those years that I lived in the countryside with the farmers.that→when⑪There comes a time which children need to learn more about first aid.which→when1.“介词+关系代词”结构中介词的确定方法。
(1)根据从句中的谓语动词或主要的形容词确定介词。
The witness to whom the policemen referred was killed last night.警察所提到的那个目击证人昨晚被杀了。
(2)根据定语从句修饰的先行词确定介词。
I don't know the reason for which he was late for school.我不知道他为何上学迟到。
(3)根据句子所要表达的意思确定介词。
This is the pilot by whom my son was saved.这就是那位救了我儿子的飞行员。
2.“介词+关系代词”结构中的关系代词通常用which或whom,不用that。
I'll never forget the day on which I joined the army.我永远也忘不了我参军的那一天。
This is the pencil with which I draw pictures.这是我画画用的那支铅笔。
3.关系副词where, when, why可替换成“介词+which”,介词取决于先行词及介词+which在从句中的作用。
why只可替换for which。
This is the house in which I lived two years ago.=This is the house where I lived two years ago.这就是两年前我居住的那所房子。
4.“不定代词或数词+介词+which/whom”引导的定语从句说明整体中的部分。
Last week, only two people came to look at the house, neither of whom wanted to buy it.上周只有两个人来看房子,他们两个人都不想买。
5.“the+名词+of which”或“of which+the+名词”可替换“whose+名词”,引导定语从句。
The house the windows of which/of which the windows/whose windows were damaged has now been repaired.窗子遭破坏的那所房子现在已经修好了。
集中演练22-1.用适当的介词填空①We are looking for the person to whom the book belongs.②Recently, I bought an ancient vase, the price of which was very reasonable.③The reason for which he refused the invitation is not clear.④I forgot the exact place in which I had hidden the box.⑤I still remember the days on which I helped my father on the farm.⑥Robert spent four years in college, during which time he learned law and medicine.2-2.用适当的关系词合并句子⑦ I'm very grateful to Mr. Zhang. I couldn't have been admitted to a key university without his encouragement.→I'm very grateful to Mr. Zhang, without_whose_encouragement I couldn't have been admitted to a key university.⑧ I made friends with Susan and Alice in that school. Susan and Alice were interested in astronomy.→I made friends with Susan and Alice in tha t school, both_of_whom were interested in astronomy.⑨ Have the police found Mrs. White? The gold ring belongs to Mrs. White.→Have the police found Mrs. White to_whom the gold ring belongs?⑩Anne paid a visit to Mr. Yang. She came across one of her univer sity classmates in Mr. Yang's office.→Anne paid a visit to Mr. Yang, in_whose_office she came across one of her university classmates.1.限制性定语从句和非限制性定语从句的区别长城是中国人为之骄傲的建筑之一。
(限制性定语从句)Yesterday I met Mary, who looked very tired.昨天我遇到了玛丽,她看上去很累。
(非限制性定语从句)2.as/which引导的非限制性定语从句As we all know, smoking is harmful to health.我们都知道,吸烟有害健康。