2012全国英语优质课比赛定语从句
定语从句英语语法省名师优质课赛课获奖课件市赛课一等奖课件
learn from.
as
2.This is the very place where we visited many
years ago.
that
1）错用引导词；
３. Hangzhou, where we spent last spring there, is one of the most beautiful cities in China.
2）定语从句中旳被替代成份没有去掉。
____ ４. She is the only one of the girls in our
class who have been to the United States. has
３).定语从句中旳谓语动词在人称和数上 应与先行词一致
巩固提升:
1) He has got himself into a dangerous situation__ he is likely to lose control over the plane.
buy all that you need. 6).I don’t like the way_(i_n_w__h_i_c_h_/_t_h_a_t)you laughed
at her.
措施总结
总结:
1.先行词为人,关系代词用介词+whom; 先行词
为物,关系代词用介词+which;
2.固定旳动词短语,介词不能提前。
3.关系代词和关系副词有时可转换：
where, when, why = 介词 + which
4.先行词是the way 时,关系代词用that\in
which或省略.
想一想
讨论与探究
As 和which
高考英语定语从句讲解省公开课一等奖全国示范课微课金奖PPT课件
限制性定语从句和非限制性定语从句区分
限制性定语从句
非限制性定语从句
形式上 意义上
不用逗号“ ，”与主句隔 开
• 是先行词不可缺乏定 语，如删除，主句则 失去意义或意思表示 不完整
用逗号“ ，”与主句 隔开
• 只是对先行词补 充说明，如删除， 主句仍能表示完 整意思。
译法上
• 译成先行词定语： “… ”
二、 非限制性定语从句不能用why引导。要用for which代替why。
如： 1. I had told them the reason, for which I didn't attend the meeting. 我已经把理由告诉了他们，为 此我没有去开会。 2. I had told them the reason why I didn't attend the meeting. 我告诉了他们我不去开会理由。(限制 性定语从句“the reason why...”是常见搭配。)
关系词通常有以下三个作用：
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份。
2/26
■关系代词普通使用方法 先行词是人，在从句中作主语用who，作宾语用 whom或who，作定语用whose；先行词是物，在 定语从句中作主语或宾语都用which，作定语用of which或whose均可。在限制性定语从句中which, who, whom都可用that代替。关系代词作宾语时常 被省略。
■只能用that而不能用which情形 (1) 当先行词为：all, little, few, much, none 及 some-, any-, no-, every- 与 thing 所组成复合单词 时，只能用that。如：
初中英语《定语从句》名师优质课教案教学设计
初中英语《定语从句》名师优质课教案教学设计一、教材分析本节课的学习任务就是能初步掌握及运用定语从句，让学生用定语从句来完成对喜欢的人物进行描述，如I like music that I can dance to. I prefer movies that can cheer me up.等。
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符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能力。
二、学情分析语法学习一直是学生学习的重点及难点，而定语从句在历来的中考试题中都有所体现，因此，掌握这一内容显得尤其重要。
我所教的班级学生英语基础比较差，再加上传统的语法教学基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素，借用大家感兴趣的话题促进学生的热情，增强学习的效果。
三、教学目标知识目标：1、熟悉定语从句的概念、句法结构和作用以及先行词和关系词的位置和作用。
2、掌握关系代词that, which, who, whose关系副词when, where, why的基本用法。
能力目标：能够在真实的交际环境中正确应用关系代词that, which, who, whose关系副词when, where, why引导的定语从句。
情感目标：1、通过学习调动学习积极性，使学生体会到英语的趣味性和实用性。
同时促进同学间积极合作交流，发展同学间的友谊。
2、通过游戏，学会合作，建立自信心和集体荣誉感以及综合运用所学知识解决实际问题的能力四、教学重难点1、了解定语从句的句法作用和结构，特别是关系词的正确使用；2、学会分析句子成分。
五、教学方法以学生为主体，用多媒体辅助教学，联系生活采用讨论、协作、探究的小组活动和语法规则自主归纳演绎的教学模式，引导学生灵活运用所学语法知识。
全国初中英语优质课一等奖精品课件--The Attributive Clause
2.They live in a house , which belongs to Tom.
非限制性定语从句
特点:定语从句常位于先行词（名词或
代e is visited each year by a million tourists who
Netherlands,Norway,andSweden. 4.The hurricanes can destroy houses,but leave the furniture Inside exactly where it was.
√5.By the late 1890s,he had moved to Calveston,where he
when 指代时间，作从句的时间状语
where 指代具体或抽象的地点， 作从句的地点状语
why 指代原因，作从句的原因状语， 先行词是reason
做题思路： 1】分清主句和从句 2】看先行词是人，还是物 3】分析从句中缺少什么成分
Exercise:
Ⅰ用合适的关系词填空
1.I have seen the film ＿w＿hic＿h/t＿ha＿t ＿ is based on the Wenchuan Earthquke. 2.I like the car ＿wh＿ose color is blue. 3.There was a time ＿wh＿en I was addicted to the computer game. 4.Often,the reason w＿h＿y people are unhappy is that they do not have Enough love. 5.I met someone w＿ho＿/that said he knew you. 6.Is that the teacher whom＿/＿who/that you referred to? 7.Yuncheng is a place w＿h＿ereyou will find many interesting places. 8.The dam wh＿ich＿/thatwe saw in the film wasn’t the Three Gorges Dam.
全国高中英语优质课比赛一等奖课件：定语从句教学设计
2．表示所属关系的用关系代词whose的用法；
五、教学策略的选择
以往的语法教学常常采取用“定义-讲解-释疑-练习”的方式教授定语从句，很难提供所学的语法项目进行真实交际的机会。根据新课改的理念和教学实践，深入剖析学情和语言习得的规律，大胆尝试新的语法教学，做到以下：一是将语法教学放在真实情境中进行；二是在坚持提高语言交际的流利性的同时，注意提高语言的准确性，鼓励学生张口说，不怕犯错误，采用讨论、协作、探究的小组活动和语法规则自主归纳演绎的教学模式，引导学生灵活运用所学语法知识。
课题名称
定语从句
科 目
英 语
教学对象
高一年级
课型
语言知识课
授课教师
袁志安
一、教学内容分析
语法一直是学生头痛的一项内容，而定语从句在历来的高考试题中都有所体现，而且在语言的使用过程中定语从句的使用也是比较普遍的，因此,掌握这一语言知识的使用。
二、教学目标
知识目标：1．感受和熟悉定语从句的概念、句法结构和作用。
情感目标：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。
三、学情分析
传统的语法教学基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题促进学生的热情，增强学习的效果。
四、教学重点难点：
六、教学手段
利用多媒体计容量，增强教学的趣味性和时效性。
（设计依据：《新课程标准》要求教师在教学中要以学生为主体，采用研究性学习方法，寓教于乐。检验一节课成功与否，不是教师讲了多少，而是以学生的学习效果为评价标准。因此我借助多媒体，用老师和学生的图片力求使枯燥的语法生动趣味化；并且考虑学生英语基础的实际情况，教学过程也要体现素质教育的全体性，因此设计任务循序渐进，由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果及发展智力，提高思维，观察，注意，记忆，想象，联想等能力。）
定语从句完整课件公开课一等奖优质课大赛微课获奖课件
5.一听到那个消息，那个名字叫Tom男生刚刚潸然 泪下。 6.封皮是蓝色那本书不见了。 7.这就是我出生村庄。 8.我永远不会忘掉我哥哥参军那一天。 9.你相信他迟到理由吗？ 5.At the sound of the news,the boy whose name is Tom burst into tears just now. 6.The book whose cover is blue is missing. 7.This is the village where I was born. 8.I will never forget the day when my brother joined the army. 9.Do you believe the reason why he was late?
from a faraway mountain village.
A．the most hardworking of who
B．of whom the most hardworking
C．the most hardworking of them
D．but the most hardworking of whom
2.that也不能够引导非限制性定语从句。
第23页
1.We went to Mountain Tai last weekend，
_____B___，not surprisingly，was crowded
with visitors.
A．that
B．which
C．where
D．When
2.There are altogether fiftysix students in our class，__B______ is a new comer
高中语法定语从句讲解最全面省公开课金奖全国赛课一等奖微课获奖PPT课件
need much water.
(主语)
2) The fish which we bought were not
fresh.
(宾语)
3. who, whom 在从句中分别作主语和
宾语 (口语中who也可作宾语)。
• The foreigner who visited our school
yesterday is from Canada. (主语)
10/103
定语从句三要素：先行词，关系词，先行词/关系词 在从句中充当句子成份。
1. that 在从句中作主语或宾语，指人和物。
1) A plane is a machine that can fly. (主语) 2) The noodles that I cooked were delicious. (宾语) 3) Let’s ask the man that is reading the
teacher talked of. This is the boy. The teacher talked of his composition. 3) This is the book whose cover is blue.
定语从句总结课件公开课一等奖优质课大赛微课获奖课件
第10页
注意
as 与which引导非限制性定语从句都能指代整句内容，
The earth is round,_________ is known to
7. I have a room __w__h_o_se__window faces south.
第8页
He is such a person as is respected by all of us. This is the same pen as I lost yesterday. 定语从句中省略： 注意1）关系词whom/which/that作宾语时，普通能够省 略。 2）关系词前有介词并且关系词在定语从句中做宾语（表 语）时，指人时用whom，指物时用which,并且不能省略 。
They live in a house, the windows _o_f_w__h_ic_h__ face south.
第18页
One, some, any, none, all, both, several, many, most, neither, either等词、数词、分数或百分比与of whom或 of which连用。
I am sure she has something _(t_h_a_t_) you can borrow.
Doபைடு நூலகம்you have anything _(_th_a_t_) you don’t understand? (2)先行词被all, every, no, some, any, little, much等
高考定语从句复习公开课一等奖优质课大赛微课获奖课件
looks nice.
This is the pen (esterday.
The film ( which ) they went to
see last night was not interesting
at all.
第14页
4．that 指人时，相称于 who 或 whom；指物时，相称于 which。在定语从句中作主语 或宾语，作宾语时常可省略。
This is the boy (whom / who / that) I played tennis with yesterday.
This is the boy with whom I played tennis yesterday.
第22页
We’ll go to hear the famous singer (whom / who / that) we have often talked about. We’ll go to hear the famous singer about whom we have often talked.
The season that / which comes after spring is summer.
第16页
Yesterday I received a letter that / which came from Australia.
第17页
5. whose 通常指人，也可指物， 在定语从句中做定语。
The man with whom you talked just now is my neighbour.
第27页
The man with that / who you
talked just now is my neighbour. ×
高中英语《定语从句》优质课教案、教学设计
定语从句教学设计一、教材分析：定语从句在英语教学中占据重要地位，它是英语中最主要的语法之一，掌握好定语从句，对学生们的阅读能力和理解能力有着极大的帮助。
二、学情分析：教学对象为高中二年级学生，学习英语语法一直都是高中阶段的难题，学生很难作为课堂活动的主体主动参与教师所设计的课堂活动。
因此，单纯的枯燥乏味的语法知识的讲解难以获得良好的教学效果，在定语从句的讲解中积极设置语境、注重对学生语用意识和情感意识的培养尤为重要。
另外，本班学生学习水平良莠不齐，在教学活动的设计过程中应兼顾各个层次的学生，使他们学有所获。
三、教学目标：知识与技能：1.学生能够了解定语从句的基本用法。
2.学生能够在日常学习及交往中根据定语从句原则恰当表达。
3.情感、态度与价值观：学生能够逐步了解定语从句的用法并能恰当使用，培养学生对英语学习的兴趣。
四、教学重点：定语从句的概念、规则。
五、教学难点：定语从句的分类，关系代词的用法和区别。
六、教学方法：提问、小组活动七、教学手段：多媒体和学生学习支持材料八、教学过程：Step1: Leading-in猜猜看,下面的句子明白吗?1.Not all that glitters is gold.2.He that makes himself a sheep shall be eaten by the wolf.3.He who would climb that ladder must begin at thebottom.4. He who is full of himself is very empty.Step 2: Explanation and improvement一、定语从句的分类The Restrictive Attributive Clause 限制性定语从句The Non-Restrictive Attributive Clause 非限制性定语从句非限制性定语从句和单句的比较1.I am reading Harry Porter，is an interesting book.2.He failed in the exam. made his parents angry.3.He failed in the exam, made his parents angry.4.He has two sons. Both of are teachers.5.He has two sons, both of are teachers.二、关系代词的用法1.只能用that 做关系代词的情况1)当先行词是不定代词时,如:All ,few, little,much, every, something,anything,everything 等2)当人和物合做先行词时3)在疑问词who、which、what 开头的句子中4)当先行词被序数词或形容词最高级修饰时5)当先行词被the only, the very, the same, little, few, no, any 等修饰时2.只能用which 做关系代词的情况1)在介词后面2)在非限制性定语从句中3.as 引导的限制性定语从句Please compare:This is the same pen as I lost.这支钢笔和我丢的那支一模一样。
定语从句讲课 (校优质课课件获奖课件)
in =____ which
注意区别： (which/ that) This is the house ____________ I was born in.
当先行词为表示抽象地点的名词时，如point/ case/situation/position/stage 等,如果先行 词在从句中做状语，定语从句通常用where 引导;如果不是，现方式做保护处理对用户上传分享的文档内容本身不做任何修改或编辑并不能对任何下载内容负责
Revision for the Attributive Clause 定语从句
先行词是物
先行词是人
定语
地点 原因 时间 状语 状语 状语
主
关系代 词
宾
主
宾
which that who whom whose where why
3. When/where/why
先行词作
地点状语 时间状语 原因状语
关系副词 where=in/at+ which
when=in/at/on +which why=for+which
.where.
This is the house. + I was born in the house.（介词短语） = I was born there（副词). where = This is the house_______ I was born.
根据先行词来判断
2.Tell me the time ___ which the at train leaves. 3.My friend dreamed of earning a big sum from the stock with which he could start market_______________________ his own business. (start) 我的朋友梦想在股票市场赚一大笔钱，他可以用此来自己创业。 4.Finally,we climbed up the mountain, on the top of which ___________________stood an old temple . (top) 我们最后爬上了山顶，上面有座旧寺庙。
优质课竞赛定语从句
A. as B. that C. when D. where 3. (2010,湖南) I’ve become good friends with several of
the students in my school__D___ I met in the English
1.(2013, 北京) When I arrived, John took me to see the
house __C__ I would be staying.
A. what B. when C. where D. which 2.(2013,山东) There is no simple answer,
2. Which is the machine ___t_h_a_t____ we used last Sunday.
3. I’d like a room _w_h__o_se_ window looks out over the sea.
4. This is the last time __w_h__en_____ I’ve
(Attributive clause)
Harry Porter is a boy who has magic power.
先行词 关系词 定语从句
关系代词
关系副词
who, whom, whose, where, when，
that，which
why
Have a try
指出关系代词（副词）在定语从句中的成份：
years.
I still remember the day on the farm, w__h_e_n we helped the farmers. 逗T号h之is后re的p连or接t w词i不ll 一be定g是ivwehnicbh,y但a不p能ro用fetshsaot和r, ww_h_hy_,o_根i据s 连f是ro接wm词heC在n,a从wnh句aedr中ea,的.as作, w用ho，等逗。号之后可能
高考英语定语从句省公开课金奖全国赛课一等奖微课获奖PPT课件
六四、、同位语从句与定语从句的区别
同位语从句通常被用来解释名词(如 news, fact, suggestion, truth, plan, belief, doubt, possibility, idea 等)的含义或内容，而定 语从句对名词或代词起限定和修饰的作用。如：
They expressed the hope that they would come to visit China again.(同位语从句，解释 hope 的内容)
This is the classmate with whom I'll go to the cinema. The subject in which I'm most interested is English. The man (whom/who/that) you were talking about has come to school.
4/14
二、限制性定语从句与非限制性定语从句
1．限制性定语从句：从句与主句关系密切，去掉定语从 句，主句意义不完整，甚至不合逻辑。
I was the only person in our office who was invited to the party.
(去掉 who 引导的定语从句，句子意思就不完整) 2．非限制性定语从句：从句对先行词关系不密切，去掉 定语从句，意思仍然完整。形式上用逗号与主句分隔开，不能 用 that 引导。 Tom's father, who is over sixty, still works hard day and night. (去掉 who 引导的非限制性定语从句，句子意思仍完整)
6/14
3.当先行词被序数词或the very, the only, the last 修饰时，要用that，不用which，作宾语时能够 省去。 That‘s the seventeenth beer (that) you’ve drunk this evening. 那可是你今天晚上喝第十七杯啤酒了。
定语从句教学设计省优质课
定语从句教学设计省优质课整体设计思路、指导依据说明2.教学背景分析教学内容分析：定语从句对于学生来说并不陌生，初中已经研究了定语从句的相关知识。
然而，高中英语语法中的定语从句难度有所提升，对于刚刚进入高一只有一个星期左右的学生进行深入的定语从句教学是不太现实的。
因此，本节课将作为初高中定语从句教学的一个衔接过渡，让学生通过自我介绍、人物和地点介绍感受并模仿使用定语从句。
学生情况分析：3.教学目标分析知识与技能目标：通过教师的自我介绍、对家乡的介绍，让学生模仿使用定语从句进行人、物、时间、地点的介绍。
再通过游戏帮助学生更熟练运用定语从句。
最后，通过改写短文，更加有效地输出所学知识。
过程和方法：教师的展示让学生初步熟悉定语从句用法，再通过猜谜游戏让学生学会运用定语从句描述人、物或者地点。
最后，通过改写巩固所学，并让学生进一步了解到定语从句的实用性。
情感态度和价值观：教师的自我介绍和学生的自我介绍是师生之间最好的情感交流方式，因为彼此不熟悉。
通过本节课的教学，学生将会更好地理解定语从句的实用性，培养他们的语言实践能力，从而更加自信地运用英语进行交际。
Step Ⅱ: Guessing gameNow, let’s play a game. I will describe a person, a place or a thing, and you need to guess what it is. Are you ready? Let’s start.___.___ who won an Oscar for her role in "La La Land".It is a capital city in Europe, famous for its ___.Step Ⅲ: Creating language environment在创设语言环境的时候，我们可以选择一些与学生生活密切相关的例子，比如让学生描述他们最喜欢的城市或食物，这样不仅可以达到教学目标，还可以培养学生对身边的人、物、环境的感情。
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定语从句 The Attributive Clause 名词/代词+关系词+句子
God helps thosehich/that 2). Don’t cut down the tree which/that gives you shade.
Don’t cut down the tree. The tree _________gives you shade.
Welcome to my class !
南宁三中 徐永霞
Enjoy some proverbs(谚语):
1. God helps those who help themselves. 2. He who laughs last laughs best. 3. He who doesn’t reach the Great Wall is not a true man. 4. Don’t cut down the tree which gives you shade(阴凉).
Favorite songs
helps me to calm down
makes me feel brave reminds me of the past … I like the song which/that…
It is a school. It has a history of over 100 years. It is a school which /that has a history of over 100 years.
2. who,whom,that
sb 主语、宾语
1).He is a popular Chinese-American basketball player who/that plays on one of NBA Teams, Huston Rockets.
2). I’m not the man who/whom/that your heart is missing.
Robot is a machine _____________ which /that can help people do many kinds of housework.
English is a language which ____________ /that is spoken around the world.
1. which/that
sth 主语、宾语
1).It is a flower which/that Obama sends to his wife to show his love. 2). Don’t cut down the tree which/that gives you shade.
Talking about past experiences
It is a school. The classrooms are big and comfortable. It is a school whose classrooms ...
What’s your dream school?