高中英语 定语从句教学设计优质课
定语从句教案【优秀4篇】
定语从句教案【优秀4篇】高中定语从句英语教案篇一教学目标1. 知识目标：掌握下列重点单词和词组的意思及用法ache, evercise, weight, give up, interest及其词汇转化2. 能力目标：能够询问有关健康的信息，表达态度，提供建议。
学习使用由whose引导的定语从句。
3.情感目标：通过了解tony 的经历，培养体谅、关爱他人的情感态度。
教学重难点1.重点：对话中的句型应用，由whose引导的定语从句2.难点：由whose引导的定语从句的运用。
教学工具课件教学过程[课前朗读]: 朗读生词ache, exercise, weight, give up, interest, tasty----taste, menu, persuade.根据音标读出单词并了解汉语意思，养成学生自主学习词汇的习惯，促使学生迅速进入学习状态。
[检查词汇预习]：a.采取学生结对、小组互查等形式来检查学生对词汇的预习情况。
b.朗读单词，注意发音。
一、情境导入教师可问学生：(1)What’s your favourite sport?(2) How do you think we can keep fit?(3) Have you ever remembered what happened to Tony in Module9?这样会调动学生用英语思维的积极性，引出本单元话题。
二、小听力(自主完成，合作释疑)听Activity 2,完成表格BettyLinglingTaijiquanWeighttrainingRunning针对表格进行说的练习。
如：How does Lingling think of Taijiquan and running?三、大听力多层听1.听Activity 3，完成下列各题。
1).Who has Betty bumped into?A. The head teacherB. The English teacherC.Lingling and Betty2).Does Daming think that the boy in his team can go to a sports school ?A. Yes, he doesB. No，he doesn’tC. We don’t know3).What does Daming want the head teacher to write ?A. Something about staying healthyB. Something about training for the OlympicsC. something about buying a camera2. 再听Activity 3，完成下列表格。
定语从句教学设计 优质课
Teaching DesignGrammar — 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 teaching method; Audio-lingual method; Cooperative learning; Group discussionIV. Teaching steps:Step I：Lead in1. 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 theattributive clause is and attract their attention to fathers.2. Show a picture of a great father and ask students to say what they know about him. Then combine the two sentences.He is Li Wei. He took part in Super Brain for his daughter.He is Li Wei who took part in Super Brain for his daughter.The Attributive Clause (定语从句): who took part in Super Brain for his daughterAntecedent (先行词): Li WeiRelative word (关系词): whorelative pronouns (关系代词) Relative words (关系词) who, whom, which, that, whoserelative adverbs (关系副词) Purpose: Introduce basic elements of the attributive clause.Step II：Discovery1. Read the letter from Li Wei, work in groups to combine sentences and discover the usage of relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father. I can help you achieve your dream. I hope you will become a clever and brave girl. Your mom and I love you.Unfortunately, you were born with heart disease. Your heart disease is so serious that you have to be operated on. At first, I was very worried.But now I dare to face you and your disease. You and your disease make me stronger.I believe in you. Your future will be colorful.Dad After combining the sentences, ask students to find out the antecedents and relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father who can help you achieve your dream. I hope you will become a clever and brave girl who/whom your mom and I love.Unfortunately, you were born with heart disease which is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease that make me stronger.I believe in you whose future will be colorful.Dad Purpose: Enable students to discover the usage of relative pronouns by themselves and feel fathers’ love.2. Ask a volunteer to fill in the table on the blackboard and sum up.The usage of relative pronouns: 1. 连接主从句2.指代先行词3.在定语从句中作句子成分Purpose: Enable students to have a more clear understanding about the usage of relative pronouns.Step III：Practice1. Fill in the blanks and finish the letter from Li Wei’s daughter.Dear dad,I’m fortunate to be your dau ghter who/that receives much courage and love from you. It is certain that I will be the bravest girl who/whom/that you are proud of.Although I suffer from heart disease which/that worries you, I’m sure to overcome it. I always remember you and your love that I will treasure forever.I’m grateful to you whose help makes me healthier and stronger.Yours daughter 2. ListeningListen to a song about love and find out the attributive clauses.For all those times you stood by meFor all the truth that you made me seeFor all the joy you brought into my lifeFor all the wrong that you made rightFor every dream you made come trueFor all the love I found in youI'll be forever thankful babyYou're the one who held me upNever let me fallYou're the one who saw me throughthrough it all3. Writing & speaking (Group work)As Father’s Day is coming, encourage students to make a card and speak out their love to fathers using as many attributive clauses as possible. After several minutes’ preparation, students share their works in class.4. Competition (NMET)Correct the mistakes.1) My mother has a good book which cover looks terrible.whose2) This is the boy whom likes English very much.who3) This is the pen that you gave it to me before.Multiple choice.1) Happiness and success often come to those ____ are good at recognizing their own strengths. (B)A. whoseB. whoC. whatD. which2) Finally he reached a lonely island ___ was completely cut off from the outside world. (C)A. whenB. whereC. whichD. whomFill in the blanks and translate the sentences.1) He _________ doesn’t reach the Great Wall is not a true man. (who/that) 不到长城非好汉。
定语从句公开课教案优秀4篇
定语从句公开课教案优秀4篇Ⅲ. 关系副词篇一1、先行词是表示时间的名词，在定从中作时间状语，关系代词用wheneg. I can’t remember the date ( ) he went abroad.I’ll never forget the day ( ) I joined the army.2、先行词是表示地点的名词，在定从中作地点状语，关系代词用where; 其中注意表示抽象概念的地点名词，如，situation、stage、degree、point等表示方面或程度时，也需用whereeg. This is the village ( ) Uncle Wang once lived.They have reached the point ( ) they have to separate with each other.He’s got himself into a dangerous situation ( ) he is likely to lose control over the plane.3、先行词是reason，在定从中作原因状语，关系代词用whyeg. I don’t know the reason ( ) he was late.None of us know the reason ( ) Tom was absent from the meeting.4、引导定语从句的关系副词也可以用“适当介词+ which”来代替。
eg. October 1, 1949 was the day when （= ）the People’s Republic of China was founded.This is the factory where（= ）we worked a year ago.I don’t believe the reason why （= ）he was late for school.高中定语从句英语教案篇二Teaching Aims:(教学目的)1、初步了解定语从句的概念、结构。
定语从句市公开课获奖教案省名师优质课赛课一等奖教案
定语从句教案一、教学目标1. 了解定语从句的概念和作用。
2. 掌握定语从句的引导词和构成方式。
3. 熟练掌握定语从句的用法。
4. 能够正确运用定语从句来修饰名词或代词。
二、教学重点1. 定语从句的定义和用法。
2. 定语从句的引导词。
3. 定语从句的构成方式。
三、教学难点1. 定语从句的引导词的辨析。
2. 定语从句和其他从句的区别。
四、教学过程Step 1 引入教师通过举例子或图片引入定语从句的概念，解释定语从句是修饰名词或代词的从句，能够起到定语的作用。
Step 2 讲解定语从句的引导词教师介绍定语从句的引导词有关系代词和关系副词两种。
并讲解它们的用法和区别。
举例说明：The girl who is standing there is my sister.Do you know the reason why he is late?Step 3 定语从句的构成方式教师将定语从句的构成方式分为两种：1. 关系代词引导定语从句的构成方式。
举例说明：The book that belongs to me is on the desk.The boy who is talking to her is my friend.2. 关系副词引导定语从句的构成方式。
举例说明：The place where they live is beautiful.The time when we met was unforgettable.Step 4 定语从句的用法教师介绍定语从句的用法，包括修饰名词和代词，对主句的内容进行补充和具体说明。
举例说明：The man who is sitting over there is a famous actor.I have a friend whose father is a doctor.Step 5 练习教师设计一些练习题，让学生锻炼定语从句的使用。
1. 填空练习：This is the house _______ I lived in when I was a child.2. 改写句子：Tom is the boy. His father is a doctor.（Tom is the boy _______ _______ _______ is a doctor.）3. 选择题：He showed me the picture _______ he took in Paris.A. whereB. whichC. whenD. whoStep 6 总结归纳教师帮助学生总结定语从句的基本知识点，协助学生理解和记忆。
定语从句教学设计省优质课
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，初中已经学习了定语从句的相关知识，高中英语语法中的定语从句难度有所提升，但是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，所以，我考虑将本节课作为一个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。
My name is Yanni, an English teacher,whois 34 years old. I was born in Guangde, which lies in the southeast of Anhui. The Taiji Cave is a place of interest in Guangde, which attracts a lot of people in China. In my spare time, I liketravelling, which can help broaden my eyes.
这样的游戏活动既可以活跃课堂气氛，调动学生参与课堂的积极性，又可以有效地练习练习使用定语从句。
定语从句教案6篇
定语从句教案6篇定语从句教案定语从句教案（一）：一、教学目标（1）语言目标：能用定语从句较自如地描述及谈论人和物。
在活动中训练学生的听力，口头表达潜力，培养学生的观察，想象和创造力。
（2）情感目标：促进同学间用心合作交流，发展同学间的友谊。
2．教学方法：多媒体的运用能创设真实的语言情景，学生也很感兴趣，极大地鼓动了学生学习英语的用心性，而且呈此刻课堂上能使教学更生活化，也更直观和具体。
二、设计背景1．初步掌握及运用定语从句，如让学生用定语从句来完成对人物喜欢的人物进行描述，如IlikemusicthatIcandanceto。
Sheistheonlyonewho’sstudyingFrench。
等。
2．本课的学习任务就是能初步掌握及运用定语从句，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贴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潜力。
三、学法指导、自主学习、合作学习四、教学方法以学生为主体，用多媒体辅助教学，透过帮忙学生理解、归纳、总结、讨论等方式学习定语从句，由于本节课是学生第一次系统学习定语从句，要到达让学生初步掌握定语从句这一目的。
五、教学过程第一环节：观察以下例句：1。
Theredpenisbroken。
2。
Thepenonthedeskisbroken。
3。
ThepenthatIboughtyesterdayisbroken。
导入：透过对定语的理解，导入定语、定语从句的概念，定语：用来修饰名词或代词的词、短语或句子，当修饰词是一个句子时被称为定语从句。
通常置于它所修饰的词之后，这种被修饰的词叫做先行词，引导定语从句的关联词为关系代词和关系副词，关系代词在定语从句中可用作主语、宾语、定语等，关系副词在定语从句中只用作状语。
例句分析：Iliketohavefriendswhoarelikeme。
高中英语定语从句优秀教案
高中英语语法专题复习：定语从句知识要点1.关系代词和关系副词的选用2.限制性定语从句和非限制性定语从句的区别3.几组的关系词特殊用法一、定义：在复合句中，修饰名词或代词的从句叫做定语从句。
The happy man who lives next to me sells vegetables.You must do everything that I do.被定语从句修饰的词，叫先行词。
比如上面两句中的man 和everything.引导定语从句的词，叫关系代词和关系副词。
比如who, whom, that, which, wh ere, when, why 等关系词三重作用：①连接主从句；②指代先行词；③在定语从句中担任句子成分。
The man who lives next to me sells vegetables.该句中，who lives next to me 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、关系词引导定语从句的关系代词有who, whom, which, that, whose,as 等和关系副词w here, when, why 等。
关系代词和关系副词在定语从句中担任句子成分。
1.用关系代词that, which, who, whom 引导的定语从句who 指人，用作主语whom 指人，用作宾语which 指物，用作主语、宾语皆可that 指人和物，用作主语、宾语皆可The teacher who visits our school today is from Guangzhou.Mrs Read is the person whom you should write to.They planted some trees which didn’t need much water.The fish (which) we bought this morning were not fresh.A plane is a machine that can fly.The noodles (that) I cooked were delicious.2.用关系代词whose 引导的定语从句：先行词既可指人，也可指物，一般译为“谁的”“什么东西的”，请看例子The room whose window faces south is mine.3.用关系副词when、where、why 引导的定语从句(1)when 在从句中作时间状语October lst, 1949 is the day when (=on which) the People’s Republic of China was founded.(2)where 在从句中作地点状语I recently went to the town where (=in which) I was born.(3)why 在从句中作原因状语The reason why (=for which) he was late was that he missed the train.高考试题中对于where 的考查趋于复杂，从先行词为明显的“地点”转为“地点的模糊化”。
定语从句市公开课获奖教案省名师优质课赛课一等奖教案设计
定语从句教案设计一、教学目标：1. 理解什么是定语从句及其作用；2. 掌握定语从句的特点和构成；3. 能够正确运用定语从句进行句子的扩展和修饰。
二、教学内容：1. 定语从句的定义和作用；2. 定语从句的特点和构成；3. 定语从句的引导词；4. 定语从句的位置和形式。
三、教学过程：1. 导入（5分钟）教师用一个引人注意的例子引入主题，例如：“学习英语的学生有很多，喜欢看电影的学生更多。
”学生思考一下这个句子中有什么可以扩展或修饰的内容。
2. 调研（10分钟）教师让学生调研一下自己所在的班级或学校中有哪些学生喜欢看电影。
学生可以用调查表格或问卷的形式进行调研，并汇总结果。
3. 学习（15分钟）教师向学生介绍定语从句的概念和作用。
通过例句解释定语从句是用来修饰名词或代词的从句，并使句子更加详细、完整。
4. 探究（15分钟）教师与学生一起分析定语从句的特点和构成。
让学生找出例句中的引导词和关系词，并分析其在句子中的作用和形式。
5. 练习（20分钟）教师设计一些练习题，让学生运用所学的知识来完成。
例如，给出一些句子，让学生填写适当的定语从句。
6. 总结（5分钟）教师与学生一起总结定语从句的学习内容，强调定语从句的作用和运用，并归纳出一些重要的规则和技巧。
四、教学评估：教师通过学生在练习环节的表现和课堂互动情况来评估学生对于定语从句的掌握程度。
可以采用口头提问、小组讨论、练习题和写一篇短文等形式进行评估。
五、教学拓展：1. 教师可以利用学生调研的结果来进行讨论，让学生分析一下为什么学英语的学生更容易喜欢看电影。
2. 教师可以利用真实场景或故事引出定语从句的运用，让学生更好地理解和运用定语从句。
3. 教师可以引导学生写一篇关于自己喜欢的电影或电视剧的文章，要求其中包含定语从句。
六、教学反思：定语从句作为英语语法中的重要部分，对于提高学生的英语写作能力和句子结构的丰富性有很大的帮助。
通过合理的教学设计和有效的教学方法，可以帮助学生掌握定语从句的特点和运用，提高他们的语言表达能力。
定语从句公开课教案4篇
定语从句公开课教案优秀4篇作为一位不辞辛劳的人民教师，往往需要进行教案编写工作，借助教案可以恰当地选择和运用教学方法，调动学生学习的积极性。
写教案需要注意哪些格式呢？它山之石可以攻玉，以下内容是本文范文为您带来的4篇《定语从句公开课教案》，亲的肯定与分享是对我们最大的鼓励。
《电话号码》教案篇三活动设计背景：电话号码是孩子们在生活中比较熟悉的，几乎每个孩子都知道自己父母的手机号码或是住宅电话号码，但是，孩子们对电话号码的认识只停留在唱数上，因此，利用这一点，我设计本次活动，让孩子们来理解数的实际意思，把电话号码尝试排列出来。
另外，也能丰富孩子对于其他号码的经验。
活动目标：1、点数认读，小朋友们相互交流各自的家庭电话号码。
2、和同桌交流，体验交往的乐趣。
3、增进小朋友间的感情，培养孩子的交往能力。
教学重点、难点：重点：交流生活中的电话号码，体验交往的乐趣。
难点：理解数的实际意思，了解电话号码的排列。
活动准备：电话号码卡片、数字、唐老鸭、米老鼠的图片等活动过程：一、导入语：出示唐老鸭图片，唐老鸭好想念它的好朋友米老鼠，于是，它拿起家里的电话听筒就叫，你们猜猜它的电话打得通吗？为什么？（打不通，因为它没有拨通电话号码）师对，它没有拨电话号码，所以打不通。
今天，我们就要学习关于电话号码的知识。
二、电话号码能让我们和朋友聊天，能在困难的时候帮助我们，所以记住电话号码很重要。
1、出示电话号码，幼儿进行点数认读，猜猜这会是谁的电话？根据孩子的回答，教师做小结，纠正孩子们的读法，让孩子知道电话号码分三部分来读，即让孩子们初步了解电话号码的排列。
2、幼儿学打电话：师问：我们在打电话时怎样才是有礼貌，对方才会喜欢你？如，打电话时，要先问好。
引导孩子打电话要学会讲礼貌。
3、小朋友间相互模拟打电话，相互问候。
4、给家长打电话，在真实的活动中，孩子们更加关注自己家的电话号码。
另外，在活动中，体验父爱、母爱，感受亲情。
5、知识延伸：在认识1--10的数字的基础上开展破译电话号码的游戏，如出示"1"师问：小朋友们，看看它像什么呢？孩子们回答：像筷子、像棍子等等，小朋友们可真聪明，想得真好，老师也想了很多，并且编成了顺口溜，大家想学吗？(想)那好，大家跟老师读：1像小棒细又长，2像小鸭来浮水，3像耳朵靠边站、帮助孩子记住数字的特征，从而让孩子们对数字更加敏感。
定语从句公开课教案(优秀7篇)
定语从句公开课教案(优秀7篇)定语从句公开课教案篇一一、所需课件：一课时学习内容：定语从句中关系代词who, whom ，which ，that ，as的用法。
定语从句是一个很重要的语法项目，为以后的英语学习打下坚定的基础，也是初高考出现频率较高的考点。
二．教学目标分析知识与目标分析知识与技能目标：帮助学生掌握关系代词who, whom, which, that, as 的用法，丰富学生的语法知识，形成独立的学习能力，能够运用这些知识去解决定语从句的习题。
过程与方法目标：让学生主动参与感知——积累——理解关系代词的过程，让学生学会关系代词的用法，学会探究解决问题。
情感态度价值观目标：让学生体验到学习定语从句的乐趣。
三．学习者特征分析初中生刚刚接触与从句，对句子结构认识不够清楚，但是这部分内容很重要，有助于学生完善整个英语语法知识结构。
四．教学策略选择与设计本课题主要采用启发式教学策略，合作学习，探究学习的策略，在教学中，创设问题情景，以小组为单位进行讨论，合作学习，得出结论。
五．教学资源与工具设计多媒体教室计算机PPT课件六、教学过程第一步:复习（检查作业）第二步：导入Marry is a beautiful girl.Marry is a girl who has long hair.……（讨论句子特征）老师总结：什么是定语从句，先行词，引出定语从句由关系代词，关系副词来引导。
第三步：介绍引导定语从句的关系代词。
第四步：详细介绍这些关系代词的用法。
第五步：习题（加深印象）第六步：课后总结第七步：布置作业七、教学评价设计创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。
另外，可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价。
八、帮助和总结教师以启发诱导的方式向学生提供帮助和指导，针对不同的'学习间断的学生采取不同的帮助和指导，之处不同水平的要求，给予不同的帮助。
高中英语 --定语从句教学设计-优质课
Teaching DesignGrammar — 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 discussionIV. Teaching steps:Step I：Lead in1. 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 theattributive clause is and attract their attention to fathers.2. Show a picture of a great father and ask students to say what they know about him. Then combine the two sentences.He is Li Wei. He took part in Super Brain for his daughter.He is Li Wei who took part in Super Brain for his daughter.The Attributive Clause (定语从句): who took part in Super Brain for his daughterAntecedent (先行词): Li WeiRelative word (关系词): whorelative pronouns (关系代词) Relative words (关系词) who, whom, which, that, whoserelative adverbs (关系副词) Purpose: Introduce basic elements of the attributive clause.Step II：Discovery1. Read the letter from Li Wei, work in groups to combine sentences and discover the usage of relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father. I can help you achieve your dream. I hope you will become a clever and brave girl. Your mom and I love you.Unfortunately, you were born with heart disease. Your heart disease is so serious that you have to be operated on. At first, I was very worried.But now I dare to face you and your disease. You and your disease make me stronger.I believe in you. Your future will be colorful.Dad After combining the sentences, ask students to find out the antecedents and relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father who can help you achieve your dream. I hope you will become a clever and brave girl who/whom your mom and I love.Unfortunately, you were born with heart disease which is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease that make me stronger.I believe in you whose future will be colorful.Dad Purpose: Enable students to discover the usage of relative pronouns by themselves and feel fathers’ love.2. Ask a volunteer to fill in the table on the blackboard and sum up.The usage of relative pronouns: 1. 连接主从句2.指代先行词3.在定语从句中作句子成分Purpose: Enable students to have a more clear understanding about the usage of relative pronouns.Step III：Practice1. Fill in the blanks and finish the letter from Li Wei’s daughter.Dear dad,I’m fortunate to be your daughter who/that receives much courage and love from you. It is certain that I will be the bravest girl who/whom/that you are proud of.Although I suffer from heart disease which/that worries you, I’m sure to overcome it. I always remember you and your love that I will treasure forever.I’m grateful to you whose help makes me healthier and stronger.Yours daughter 2. ListeningListen to a song about love and find out the attributive clauses.For all those times you stood by meFor all the truth that you made me seeFor all the joy you brought into my lifeFor all the wrong that you made rightFor every dream you made come trueFor all the love I found in youI'll be forever thankful babyYou're the one who held me upNever let me fallYou're the one who saw me throughthrough it all3. Writing & speaking (Group work)As Father’s Day is coming, encourage students to make a card and speak out their love to fathers using as many attributive clauses as possible. After several minutes’ preparation, students share their works in class.4. Competition (NMET)Correct the mistakes.1) My mother has a good book which cover looks terrible.whose2) This is the boy whom likes English very much.who3) This is the pen that you gave it to me before.Multiple choice.1) Happiness and success often come to those ____ are good at recognizing their own strengths. (B)A. whoseB. whoC. whatD. which2) Finally he reached a lonely island ___ was completely cut off from the outside world. (C)A. whenB. whereC. whichD. whomFill in the blanks and translate the sentences.1) He _________ doesn’t reach the Great Wall is not a true man. (who/that) 不到长城非好汉。
高中英语《定语从句》优质课教案、教学设计
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，研究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，本班学生研究水平良莠不齐，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.学生能够在日常研究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，培养学生对英语研究的兴趣。
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7、教学手段：多媒体和学生进修支持资料八、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.XXX. He who is full of himself is very empty.Step 2: XXX一、定语从句的分类The Restrictive Attributive Clause限定性定语从句The Non-Restrictive Attributive Clause非限定性定语从句非限定性定语从句和单句的比力1.I am reading Harry Porter，is an XXX,XXX has two sons, XXX、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描述词第一流润饰时5)当先行词被the only, the very, the same, little, few, no, any 等润饰时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:。
高中英语优质课定语从句教案
高中英语优质课定语从句教案教案标题：高中英语优质课定语从句教案教案目标：1. 学生能够理解和正确使用定语从句的概念和结构。
2. 学生能够运用定语从句来描述人和事物，并能够正确使用关系代词和关系副词。
3. 学生能够运用定语从句来丰富自己的写作和口语表达。
教学重点：1. 定语从句的概念和结构。
2. 关系代词和关系副词的使用。
3. 定语从句在写作和口语表达中的应用。
教学难点：1. 学生能够正确使用关系代词和关系副词。
2. 学生能够在写作和口语表达中灵活运用定语从句。
教学准备：1. PowerPoint演示文稿。
2. 学生练习册和作业本。
3. 教学素材：包含关系代词和关系副词的句子和段落。
教学过程：Step 1: 引入定语从句概念（10分钟）1. 使用幻灯片展示关于定语从句的定义和例句。
2. 引导学生思考定语从句的作用和功能。
3. 提问学生关于定语从句的问题，激发学生的学习兴趣。
Step 2: 解释关系代词和关系副词的使用（15分钟）1. 使用幻灯片解释关系代词和关系副词的定义和用法。
2. 提供多个例句和练习，让学生熟悉关系代词和关系副词的使用。
3. 强调关系代词和关系副词在定语从句中的作用。
Step 3: 练习定语从句的构建和使用（20分钟）1. 提供一些简单的句子，让学生根据提示构建定语从句。
2. 分组讨论和分享学生的答案，并进行纠正和解释。
3. 给学生一些练习题，让他们在书面和口头表达中使用定语从句。
Step 4: 定语从句在写作中的应用（15分钟）1. 提供一篇短文或段落，包含多个定语从句。
2. 指导学生阅读短文，并要求他们找出其中的定语从句。
3. 引导学生分析定语从句在短文中的作用和意义。
4. 要求学生根据短文的内容写一篇类似的文章，使用定语从句来描述人和事物。
Step 5: 总结和评价（10分钟）1. 回顾本课所学的内容，强调定语从句的重要性和应用。
2. 鼓励学生在写作和口语表达中多使用定语从句。
定语从句公开课教案优秀7篇
定语从句公开课教案优秀7篇高中定语从句英语教案篇一1.定语从句：修饰一个名词或代词的从句称为定语从句，一般紧跟在它所修饰的先行词后面。
2. 先行词：被定语从句修饰的那个名词或代词称为先行词。
3. 关系词：引导定语从句的关联词称为关系词。
关系词有关系代词和关系副词。
关系代词：who, whom, whose, which, that, as等；关系副词：where, when, why等。
关系词常有三个作用：引导定语从句；代替先行词；在定语从句中充当一个成分。
例如：Harry Potter is the most interesting novel that I have read. (that I have read是定语从句；novel是先行词；that 是关系代词，代替先行词novel，在从句中作have read的宾语。
) 关系词指代人或物以及在定语从句中充当的成分关系词指代人或物定语从句中充当的成分关系代词that[ ]人或物[ ]主语、宾语、[ ][ ]表语或状语which物或主句内容主语、宾语或定语who人主语或宾语whom人宾语whose人或物定语as人或物或主句内容主语或宾语关系副词when时间状语where地点状语why原因状语4. 限制性定语从句和非限制性定语从句限制性定语从句形式上不用逗号和主句隔开，是先行词不可缺少的部分，去掉它主句意思往往不明确，翻译成先行词的定语，“……的……”。
非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开，通常翻译成主句的并列句。
关系代词that和关系副词why不能引导非限制性定语从句。
His brother who is now a lawyer always encourages him to go to college.他那个现在是律师的哥哥总是鼓励他上大学。
(他还有其他的哥哥)His brother, who is now a lawyer, always encourages him to go to college.他的哥哥，现在是律师，总是鼓励他上大学。
定语从句教案6篇
定语从句教案6篇定语从句教案定语从句教案（一）：一、教学目标（1）语言目标：能用定语从句较自如地描述及谈论人和物。
在活动中训练学生的听力，口头表达潜力，培养学生的观察，想象和创造力。
（2）情感目标：促进同学间用心合作交流，发展同学间的友谊。
2．教学方法：多媒体的运用能创设真实的语言情景，学生也很感兴趣，极大地鼓动了学生学习英语的用心性，而且呈此刻课堂上能使教学更生活化，也更直观和具体。
二、设计背景1．初步掌握及运用定语从句，如让学生用定语从句来完成对人物喜欢的人物进行描述，如IlikemusicthatIcandanceto。
Sheistheonlyonewho’sstudyingFrench。
等。
2．本课的学习任务就是能初步掌握及运用定语从句，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贴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潜力。
三、学法指导、自主学习、合作学习四、教学方法以学生为主体，用多媒体辅助教学，透过帮忙学生理解、归纳、总结、讨论等方式学习定语从句，由于本节课是学生第一次系统学习定语从句，要到达让学生初步掌握定语从句这一目的。
五、教学过程第一环节：观察以下例句：1。
Theredpenisbroken。
2。
Thepenonthedeskisbroken。
3。
ThepenthatIboughtyesterdayisbroken。
导入：透过对定语的理解，导入定语、定语从句的概念，定语：用来修饰名词或代词的词、短语或句子，当修饰词是一个句子时被称为定语从句。
通常置于它所修饰的词之后，这种被修饰的词叫做先行词，引导定语从句的关联词为关系代词和关系副词，关系代词在定语从句中可用作主语、宾语、定语等，关系副词在定语从句中只用作状语。
例句分析：Iliketohavefriendswhoarelikeme。
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。
全国高中体育优质课比赛一等奖课件：定语从句教学设计
全国高中体育优质课比赛一等奖课件：定语从句教学设计一、教学目标本课程旨在通过定语从句的教学，使学生能够：- 正确理解定语从句的概念和作用；- 掌握定语从句的语法知识，能够正确使用；- 能够在语境中准确识别和使用定语从句。
二、教学重难点- 教学重点：定语从句的语法知识和使用方法。
- 教学难点：如何准确地在句子中识别和使用定语从句。
三、教学内容和方式1. 教学内容本次课程主要包括以下内容：- 定语从句的概念和作用；- 定语从句的分类和语法结构；- 定语从句和先行词的关系；- 定语从句的正确使用方法。
2. 教学方式- 案例分析法：通过分析生活中实际应用的例子，来引出定语从句的概念和作用；- 归纳总结法：通过教师的引导，让学生总结定语从句的语法结构和使用方法；- 实践演练法：通过大量的练，来提高学生对定语从句的识别和使用能力。
四、教学过程1. 引入通过举例子的方式，让学生理解定语从句的概念和作用。
2. 研究定语从句的语法知识通过讲解定语从句的分类和语法结构，让学生掌握定语从句的语法知识。
3. 分析定语从句和先行词的关系通过实际例子，让学生理解定语从句和先行词的关系。
4. 教学定语从句的使用方法让学生通过实际例子，学会使用定语从句。
5. 练与总结让学生通过大量的练，来提高对定语从句的识别和使用能力。
总结定语从句的语法知识和使用方法。
五、教学评价通过学生的回答和实际情况的观察，来评价学生是否掌握了定语从句的语法知识和使用方法。
六、教学后记通过本次教学，让学生初步掌握了定语从句的语法知识和使用方法，但是在实际应用中仍然需要加强练习。
希望学生们能够在日常学习中注意运用定语从句，提高语言表达的准确性和准确度。
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T e a c h i n g D e s i g nGrammar — 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 discussionIV. Teaching steps:Step I：Lead in1. 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 aboutwhat the attributive clause is and attract their attention tofathers.2. Show a picture of a great father and ask students to saywhat they know about him. Then combine the two sentences.He is Li Wei. He took part in Super Brain for his daughter.He is Li Wei who took part in Super Brain for his daughter.The Attributive Clause (定语从句): who took part in SuperBrain for his daughterAntecedent (先行词): Li WeiRelative word (关系词): whorelative pronouns (关系代词) Relative words (关系词) who, whom, which, that, whoserelative adverbs (关系副词)Purpose: Introduce basic elements of the attributiveclause.Step II：Discovery1. Read the letter from Li Wei, work in groups to combine sentencesand discover the usage of relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father. I can help you achieveyour dream. I hope you will become a clever and brave girl. Your mom and I love you.Unfortunately, you were born with heart disease. Your heart disease is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease. You and your disease make me stronger.I believe in you. Your future will be colorful.Dad After combining the sentences, ask students to find out the antecedents and relative pronouns.My dear daughter,Thank you for being my daughter.I want to be a qualified father who can help you achieve your dream. I hope you will become a clever and brave girl who/whom your mom and I love.Unfortunately, you were born with heart disease which is so serious that you have to be operated on. At first, I was very worried. But now I dare to face you and your disease that make me stronger.I believe in you whose future will be colorful.Dad Purpose: Enable students to discover the usage of relativepronouns by themselves and feel fathers’ love.2. Ask a volunteer to fill in the table on the blackboard and sum up.The usage of relative pronouns: 1. 连接主从句2.指代先行词3.在定语从句中作句子成分Purpose: Enable students to have a more clear understanding about the usage of relative pronouns.Step III：Practice1. Fill in the blanks and finish the letter from Li Wei’s daughter.Dear dad,I’m fortunate to be your daughter who/that receives much courage and love from you. It is certain that I will be the bravest girl who/whom/that you are proud of.Although I suffer from heart disease which/that worries you, I’m sure to o vercome it. I always remember you and your love that I will treasure forever.I’m grateful to you whose help makes me healthier and stronger.Yours daughter 2. ListeningListen to a song about love and find out the attributive clauses.For all those times you stood by meFor all the truth that you made me seeFor all the joy you brought into my lifeFor all the wrong that you made rightFor every dream you made come trueFor all the love I found in youI'll be forever thankful babyYou're the one who held me upNever let me fallYou're the one who saw me throughthrough it all3. Writing & speaking (Group work)As Father’s Day is coming, encourage students to make acard and speak out their love to fathers using as many attributive clauses as possible. After several minutes’preparation, students share their works in class.4. Competition (NMET)Correct the mistakes.1) My mother has a good book which cover looks terrible.whose2) This is the boy whom likes English very much.who3) This is the pen that you gave it to me before.Multiple choice.1) Happiness and success often come to those ____ are good at recognizing their own strengths. (B)A. whoseB. whoC. whatD. which2) Finally he reached a lonely island ___ was completely cut off from the outside world. (C)A. whenB. whereC. whichD. whomFill in the blanks and translate the sentences.1) He _________ doesn’t reach the Great Wall is not a true man. (who/that) 不到长城非好汉。