公开课定语从句英文教案
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。
定语从句英语教案
定语从句英语教案教案标题：定语从句英语教案教案目标：1. 学生能够理解定语从句的概念和作用。
2. 学生能够正确使用定语从句来修饰名词。
3. 学生能够通过练习和实践巩固定语从句的用法。
教案步骤：步骤一：导入1. 引入定语从句的概念：定语从句是用来修饰名词的句子，它通常由关系代词或关系副词引导。
2. 通过例句展示定语从句的作用：The book that I borrowed from the library is very interesting.（我从图书馆借的那本书很有趣。
）步骤二：讲解1. 解释关系代词的用法和种类（that, which, who, whom, whose）。
2. 解释关系副词的用法和种类（where, when, why）。
3. 通过例句和练习让学生理解关系代词和关系副词的使用场景。
步骤三：练习1. 给学生提供一些句子，让他们判断哪些是定语从句，并圈出关系词。
2. 给学生提供一些句子，让他们根据提示写出合适的定语从句。
步骤四：拓展1. 引导学生思考定语从句和其他修饰语的区别和联系。
2. 给学生提供一些复杂的句子，让他们分析句子结构并找出定语从句。
步骤五：总结1. 总结定语从句的概念和用法。
2. 提醒学生在写作和口语中多加练习定语从句的使用。
教案评估：1. 教师观察学生在练习中的表现，包括判断定语从句和填写定语从句的准确性。
2. 教师与学生进行互动，检查学生对定语从句的理解和应用能力。
教案扩展：1. 引导学生使用定语从句来描述人和物，扩展他们的语言表达能力。
2. 给学生提供更多的练习和例句，让他们更熟练地运用定语从句。
教案反思：1. 教师应该根据学生的实际水平和理解能力来设计教案，确保教学内容的适应性。
2. 教师应该通过多种形式的练习和互动来巩固学生对定语从句的掌握程度。
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。
定语从句教案英文版
定语从句教案英文版【篇一：定语从句教案高中版】attributive clause 定语从句i. teaching aims:（教学目的）1、了解定语从句的位置、结构以及翻译；2、学习并掌握定语从句的规则，尤其是关系代词的选择。
ii. teaching points:（教学重点）1、定语从句，先行词以及关系代词的概念；2、关系代词的选择。
iii. teaching methods:（教学方法）1、歌曲引入法，小魔术引导法；2、举例讲解，说明定语从句的用法；3、以讲练结合的方法加深学生印象。
iv. teaching steps:（教学步骤）step one: lead-in （导入）firstly，enjoy the music “take me to your heart”.t: what’s the name of the song?ss: it is take me to your heart.t: do you like the song whose name is take me to your heart? ss: i like the song whose nameis take me to your heart very much.secondly, show the students your favorite sentence:“ all ineed is someone who makes me wanna sing. do you knowhow to sing this sentence?引出这句你最爱的歌词，具体是什么样的句型结构，留个悬念，大家拭目以待！最后揭晓。
step two: 引入定语从句概念老师拿出两根绳子，要求学生想个办法将两根绳子合二为一，学生提出各种方案，由此引出重要的概念：定语从句，先行词，关系词。
在复合句中作定语，修饰某一名词或代词的从句叫做定语从句。
初中英语定语从句全套教案
初中英语定语从句全套教案1. 让学生掌握定语从句的定义和基本结构。
2. 使学生能够正确运用关系代词和关系副词引导定语从句。
3. 培养学生运用定语从句进行日常英语交流的能力。
二、教学内容1. 定语从句的定义和作用2. 关系代词who、which、that的用法3. 关系副词where、when、why的用法4. 定语从句的练习和应用三、教学步骤1. 引入定语从句的概念，让学生理解定语从句是用来修饰名词或代词的从句，起到形容词的作用。
2. 讲解定语从句的基本结构，即“先行词+关系词+从句”，并让学生举例练习。
3. 讲解关系代词who、which、that的用法，引导学生根据先行词的人、物、事选择合适的关系代词。
4. 讲解关系副词where、when、why的用法，让学生了解关系副词引导的定语从句分别表示地点、时间和原因。
5. 进行定语从句的练习，让学生在句子中正确运用关系代词和关系副词。
6. 引导学生运用定语从句进行日常英语交流，巩固所学知识。
四、教学评价1. 通过课堂讲解和练习，评估学生对定语从句的理解和应用能力。
2. 布置定语从句的课后作业，检查学生的学习效果。
3. 组织定语从句的口语测试，评估学生在日常英语交流中运用定语从句的能力。
五、教学资源1. PPT课件：展示定语从句的定义、结构和用法。
2. 练习题：提供各种类型的定语从句练习题，巩固所学知识。
3. 口语交流场景：设计日常英语交流场景，让学生运用定语从句。
六、教学建议1. 注重让学生理解定语从句的概念和作用，不要过分强调语法规则。
2. 多让学生进行练习，熟能生巧。
3. 鼓励学生在日常生活中运用定语从句，提高英语表达能力。
4. 教师应注重课堂互动，激发学生的学习兴趣。
定语从句公开课教案(优秀8篇)
定语从句公开课教案（优秀8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.Ⅲ. 关系代词篇二1、先行词是人，作主语，关系代词用who, thateg. He is a man( ) never leaves today’s work till tomorrow.The boy ( ) is standing there is my cousin.2、先行词是人，作宾语，关系代词用whom, who, that,eg. Here is the man ( ) you’ve been expecting to meet.The man ( ) you met yesterday is Mr. Smith.3、先行词是物，作主语，关系代词用which, thateg 。
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。
定语从句英语教案
定语从句英语教案【篇一：定语从句公开课教案】教案学科英语课题the attributive clauserelative pronounswho, whom, which, whose, thatthe way to deal with ? 1.先行词； the attributive clause? 2.从句? 3.成分 ? 4.关系词using language: my partner is a boy/ girl who……【篇二：高中英语定语从句公开课教学设计】【篇三：英语：定语从句教学案】定语从句i 概念定语从句通常是指用来修饰或限制某一名词或代词的从句，其作用相当于形容词。
1.先行词：被定语从句所修饰和限制的名词或代词称之为先行词。
2.关系词：引导定语从句的词。
关系代词that, which, who, whom, whose, as, but, than关系词关系副词 when, where, why解题思路：找先行词，看先行词在定语从句中充当何种成分，然后确定用何种关系词。
he still lives in the house ______is in the north of the city.he still lives in the house ______window faces to the south.he still lives in the house ____there is a piece of furniture.(先行词分别在定语从句中作主语、定语、地点状语。
因此分别用which/that; whose; where.) i’ll never forget the days ______we spent together.i’ll never forget the days ______we stayed together.(先行词the days分别在定语从句中作宾语、时间状语。
定语从句公开课教案
定语从句公开课教案一、教学目标：1. 让学生理解定语从句的定义和作用。
2. 让学生掌握定语从句的引导词及其用法。
3. 让学生能够正确运用定语从句修饰名词或代词。
4. 培养学生运用定语从句进行口语表达和写作的能力。
二、教学内容：1. 定语从句的定义和作用2. 定语从句的引导词：who, which, that, where, when, why3. 定语从句的先行词：名词、代词、介词短语4. 定语从句的省略现象5. 定语从句的注意事项三、教学方法：1. 讲授法：讲解定语从句的定义、引导词及用法。
2. 案例分析法：分析典型例句，让学生理解并掌握定语从句的运用。
3. 互动教学法：提问、讨论，激发学生的思考和兴趣。
4. 练习法：布置课后作业，巩固所学知识。
四、教学步骤：1. 引入定语从句的概念，让学生思考定语从句的作用。
2. 讲解定语从句的引导词及其用法。
3. 通过案例分析，让学生理解定语从句的先行词。
4. 讲解定语从句的省略现象，引导学生注意。
5. 总结定语从句的注意事项，提醒学生注意。
五、课后作业：1. 请用定语从句修饰下列名词或代词：a. 我的朋友b. 昨天的事件c. 那个地方d. 这本书e. 健康的饮食2. 请分析下列句子中定语从句的使用是否正确，并说明原因：a. 我看到一个昨天和我说话的人。
b. 她在一家大公司工作，这家公司是世界上最大的公司之一。
c. 我知道那个问题你无法回答，因为它非常困难。
d. 他在哪里吃饭我不知道，但是他应该快回来了。
e. 我喜欢看那些有趣的电影，它们总能让我开心。
六、教学评估：1. 课后收集学生的作业，检查对定语从句的理解和运用情况。
2. 在下一节课开始时，让学生进行定语从句的口语练习，评估他们的口语表达能力。
3. 定期进行定语从句的测试，了解学生对知识的掌握程度。
七、教学拓展：1. 引导学生运用定语从句修饰抽象名词，如概念、品质等。
2. 让学生尝试在写作中运用定语从句，提高写作表达能力。
公开课定语从句课件的教案
公开课定语从句课件的教案第一章：定语从句的概念1.1 引入：通过一个图片或者故事，引出定语从句的概念。
1.2 讲解：解释定语从句的定义，即定语从句是用来修饰名词或代词的从句，放在被修饰词后面。
1.3 示例：给出一些例子，让学生理解定语从句的作用和位置。
1.4 练习：让学生练习找出句子中的定语从句，并解释其作用。
第二章：关系代词who, which, that2.1 引入：讲解关系代词的概念，即用来引导定语从句的代词。
2.2 讲解：分别讲解who, which, that的用法和区别。
2.3 示例：给出一些例子，让学生理解关系代词的使用。
2.4 练习：让学生练习使用关系代词写出定语从句。
第三章：关系副词where, when, why3.1 引入：讲解关系副词的概念，即用来引导定语从句的副词。
3.2 讲解：分别讲解where, when, why的用法和区别。
3.3 示例：给出一些例子，让学生理解关系副词的使用。
3.4 练习：让学生练习使用关系副词写出定语从句。
第四章：定语从句的先行词4.1 引入：讲解定语从句的先行词的概念，即被修饰的名词或代词。
4.2 讲解：解释先行词的作用和位置。
4.3 示例：给出一些例子，让学生理解先行词的作用。
4.4 练习：让学生练习找出句子中的先行词。
第五章：定语从句的省略5.1 引入：讲解定语从句的省略现象，即在特定情况下省略关系代词或关系副词。
5.2 讲解：解释省略的原因和条件。
5.3 示例：给出一些例子，让学生理解定语从句的省略现象。
5.4 练习：让学生练习使用省略的定语从句。
第六章：定语从句的嵌套6.1 引入：通过一个例子，引出定语从句的嵌套概念。
6.2 讲解：解释定语从句的嵌套是指一个定语从句内部还包含另一个定语从句。
6.3 示例：给出一些例子，让学生理解定语从句的嵌套结构。
6.4 练习：让学生练习写出嵌套的定语从句。
第七章：定语从句的限定性和非限定性7.1 引入：讲解定语从句的限定性和非限定性的概念。
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。
定语从句教案模版全英
定语从句教案模版全英【篇一：教案模板】阅读课：1.开头放video引入主题，让学生讨论一下主题2. 让学生读文章然后请同学陈述主要内容3. 精读文章，并完成选择题，判断题4.让学生构成小组进行交流整篇文章的内容，并请同学复述5. 作业听力课：1. 放video 引入话题让学生讨论2. 提供听力关键词（也可以引导学生说出相关词汇）3. 让学生泛听，抓住主要大意4. 精听，完成单选和判断题（也可以先提出问题，然后让学生做note taking）5. 让学生就听力的话题进行讨论，自我观点陈述6. 作业语法课比如讲定语从句1. 向学生提问周末干了什么啊等等尽量问到引出他们说的地点，时间等等的语料2. 然后生成语境老师转化成要教的定语从句然后举几个例子让他们观察分析这种规律3. 练习（填空题）（让学生用所学语法点描述日常生活）4 挑选学生上台说描述5. 布置作业.写作课1. 用写作话题让学生讨论作为warm up 写作前让他们brainstorming 老师总结这个话题的语料2. 接着让他们开始写3. 找partner互改4. 自己改动5. 然后挑学生们适当地阐述怎么写的最好可以挑选学生上来读一读语音课1. 播放录音2. 找规律3. 讲解规律4. 让学生模仿5. 最后可以提供学生图片让他们描述注意监控今天所学的语言点6. 最后布置作业连读重音我也是今年上半年考的上海的高中英语，过了。
我来说一下面试吧，我抽到的是一个讲解同位语从句的试题。
文章好像是从新概念课文里抽出来的一篇，试讲时让先读一遍，再开始试讲。
其实个人感觉抽到讲语法还是挺让人崩溃的，特别还是用英语试讲以及回答之后的问题。
因为首先你要准备全部的那些语法术语，比如同位语从句是appositive clause。
试讲后，老师提了问题：一个是同位语从句和限定性定语从句有什么区别？还有一个问题是课后布置是什么？还问了同位语从句有好几种引导词，但本次课只讲了一个引导词来引导的。
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。
高三英语定语从句公开课教学设计
高三英语定语从句公开课教学设计一、教学目标•熟练理解和运用定语从句的概念和用法；•掌握定语从句的常见引导词；•能够准确使用定语从句修饰名词的能力；•培养学生对英语语法的兴趣和培养语言的应用能力。
二、教学准备•PPT课件•学生练习册•黑板、粉笔等教学工具三、教学过程1. 导入与课堂互动（5分钟）首先，教师可以通过提问或者游戏的方式引入本堂课的主题。
例如，教师可以提问一些与定语从句相关的问题，让学生展开讨论。
通过与学生的互动，激发学生对定语从句的兴趣，并引出今天的课程内容。
2. 定语从句的概念和用法介绍（15分钟）在本环节，教师可以通过PPT课件向学生介绍定语从句的概念和用法。
可以通过例句的方式让学生感受定语从句的具体作用，并解释定语从句修饰名词时的位置和关系。
3. 定语从句的引导词介绍（15分钟）在本环节，教师可以通过PPT课件介绍常见的定语从句引导词，例如关系代词（who, whom, which, that）和关系副词（where, when, why）。
教师可以给出一些例句，让学生理解不同引导词的使用情况。
4. 定语从句的练习与讲解（30分钟）在本环节，教师可以组织学生进行一些定语从句的练习。
可以选择填空、改错或者翻译等形式的练习题。
然后逐一对答案进行讲解，解释每个句子中定语从句的引导词及其用法。
5. 定语从句的应用（20分钟）在本环节，教师可以组织学生进行一些实际应用的练习，例如填写日程安排、介绍朋友等。
通过这些练习，培养学生运用定语从句的能力，并加深对概念的理解。
6. 小结与作业布置（5分钟）在本环节，教师可以对本节课的重点内容进行小结，并布置相应的作业。
作业可以是练习册上的相关习题，也可以是编写一篇关于定语从句的短文。
四、教学反思本节课通过引入、介绍、练习和应用的方式，全面培养学生定语从句的学习能力。
在教学过程中，学生的参与度较高，并且在练习环节中，可以根据学生的实际情况进行辅导，巩固学生的知识。
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。
定语从句 英文教案
定语从句英文教案教案标题：定语从句英文教案一、教学目标1. 理解定语从句的定义和作用。
2. 掌握定语从句的引导词和结构。
3. 能够正确运用定语从句进行句子的构造和翻译。
4. 提高学生的阅读理解能力，能够理解和运用定语从句的知识。
二、教学重点和难点1. 理解和掌握定语从句的定义和作用。
2. 掌握定语从句的引导词和结构。
3. 能够正确运用定语从句进行句子的构造和翻译。
三、教学内容1. 定语从句的定义和作用。
2. 定语从句的引导词和结构。
3. 定语从句的练习和应用。
四、教学过程1. 导入：通过一段有定语从句的英文短文或句子引入定语从句的概念，让学生感受定语从句的作用和重要性。
2. 讲解：介绍定语从句的定义、作用、引导词和结构，通过例句和练习帮助学生理解和掌握定语从句的知识。
3. 练习：设计一些练习题，让学生在课堂上进行练习，加深对定语从句的理解和掌握。
4. 拓展：引导学生运用定语从句进行句子的构造和翻译，拓展学生的语言运用能力。
5. 总结：对定语从句的知识点进行总结，强化学生的记忆和理解。
6. 作业：布置相关的作业，让学生在课后进行巩固和练习。
五、教学手段1. 多媒体课件：通过图片、视频等多媒体形式展示定语从句的知识点，提高学生的学习兴趣和理解能力。
2. 板书：将定语从句的定义、作用、引导词和结构等内容进行系统的整理和归纳，方便学生复习和记忆。
3. 练习册：准备一些定语从句的练习题，让学生进行课堂练习和巩固。
4. 互动讨论：通过提问、讨论等方式，激发学生的学习兴趣，促进学生的思维交流和合作学习。
六、教学评价1. 课堂表现：观察学生在课堂上的学习态度和表现，包括对定语从句知识的理解和掌握情况。
2. 练习成绩：对学生在课堂练习和作业中的表现进行评价，检查学生对定语从句知识的掌握情况。
3. 学习效果：通过课后作业和测试等方式，检验学生对定语从句知识的掌握情况，评价教学效果。
七、教学反思根据学生的实际情况和反馈，及时调整教学方法和内容，提高教学质量和效果。
公开课定语从句英文教案
学习必备欢迎下载Teaching PlanGrammar ： Attributive ClausesⅠTeaching goals:1.Students are able to choose proper relative pronouns or adverbs for attributive clauses.2.Students are able to apply attributive clauses to describing and writing.ⅡTeaching important and difficult points:Enable students to learn how to use attributive clauses and relativesⅢTeaching methods:Student-centered methodⅣTeaching procedures and waysStep 1 Leading in1.Show students a song “Seasons in the Sunincluding” an attributive clause2.Translate the following three sentences into Chinese. 翻译下边三个句子He who does not reach the Great Wall is not a true man.He who does not visit Hainan is not a wise man.不努力学习的学生并非一个好学生。
Step 2 Find out antecedents. 找出先行词1.April Fool’ s Daye dayisthwhen people play jokes on friends.________2.It is now a children’ s festival, when they can dress up and ask for sweets.3.The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.________4.India has a national festival to honor Mohandas Gandhi, the leader who helped gain India independence.关系词先行词（人、物）成分that人、物主语、宾语which物主语、宾语who人主语、宾语whom人宾语whose人、物定语where地点地点状语when时间时间状语why reason原因状语Step 3 Grammar1.Fill in the blanks with the proper relatives.用适当的关系词填空学习必备欢迎下载(1)This is the supermarket is near our school.This is the supermarket we often do some shopping.(2)We can ’ t accept the reason he gave yesterday.We can ’ t accept the reason he was late again.(3)April Fool’ s Day is the day people celebrate on April 1st .April Foo l ’ s Day is the day people play jokes on friends.2. Join two sentences with who, whom, that, which, when where or why.合并句子（1） .The Spring Festival is the most important festival in China.. All families get together on the Spring Festival.（2） .People will decorate their house..They will have a big dinner together in the house.（3） . People put on new clothes.. People will set off the firecrackers with their families on New Year Eve.（4） . People may give children lucky money.. The lucky money wishes them good luck.（5） . Children look forward to the Spring Festival.. The reason is that they can have delicious food and have fun with the others.3. Summarize the usage of relatives 总结关系词的用法Step 5 WritingPlease introduce a classmate you like, using attributive clauses.Step 6 HomeworkMooky who comes from Italy wants to learn about the Spring Festival in China. Please introduce it to her at least 100 words. (Do use attributive clauses.)。
定语从句教案英文版百度文库
定语从句教案英文版百度文库Adjunctive Clause Teaching Plan1. Objectives:- Students will understand the function and structure of adjective clauses.- Students will be able to identify and use adjectiveclauses in sentences.- Students will be able to correctly punctuate and position adjective clauses in sentences.2. Warm-up activity:- Write a sentence on the board without the adjective clause, e.g. "The girl bought a book."- Ask students to suggest possible adjective clauses that could be added to the sentence to provide more information about the girl or the book.- Write some of their suggestions on the board.- Discuss the purpose of adjective clauses and how they can enhance a sentence by providing more specific information.3. Introduction to adjective clauses:- Explain that an adjective clause is a group of words that functions as an adjective and provides additional information about a noun or pronoun in a sentence.- Show examples of sentences with and without adjective clauses, e.g. "The girl bought a book" vs. "The girl, who loves reading, bought a book."- Highlight the difference in meaning and the additional information provided by the adjective clause.4. Structure of adjective clauses:- Explain that adjective clauses are introduced by pronouns (who, whom, whose, which, that) or relative adverbs (where, when, why).- Discuss the importance of the pronoun or relative adverb connecting the adjective clause to the noun or pronoun it modifies.- Explain that the subject and the verb in the adjective clause must agree with the noun or pronoun it modifies.5. Punctuation and position of adjective clauses:- Provide practice exercises for students to identify and punctuate adjective clauses correctly.6. Guided practice:- Provide a list of sentences on the board with missing adjective clauses.- Have groups share their answers and discuss as a class.7. Independent practice:- Distribute worksheets or provide online resources for students to practice identifying and using adjective clauses in sentences.- Monitor students' progress and provide assistance as needed.8. Wrap-up:- Review the objectives of the lesson and ask students if they have any questions or difficulties understanding adjective clauses.- Provide additional practice or clarification as necessary.- Reinforce the importance of using adjective clauses to provide more specific and descriptive information in sentences.。
定语从句全英文教案
定语从句全英文教案定语从句全英文教案定语从句全英文教案Definition Ⅰ.An adjective clause is used to modify a noun or pronoun. The word that has been modified is called the antecedent, and the word that guides the attributive clause is called the relationship word, and the function of the relation word is to play a leading role in the first word and attributive clause. The second is to replace the antecedents in meaning and act as a component in clauses. The relationship pronoun: who, whom, whose, which, that, that, as; Relationship adverb: when, where, why.She is the girl who sings best of all.The pen which my uncle gave me is missing.He lives in a house whose Windows face south.The factory where my father works is in The east of The city.Perhaps the day will come when people will be able to breathe clean air in cities.Ⅱ. Relative pronounsThe first word is a man who is a manEg: He is a man who never leaves today's work till tomorrow.The boy () is standing there.The first word is man, who is the object, who, that,Eg. Here is the man () you've been expecting to meet.The man () you met yesterday is Mr. Smith.The first word is the first word, which is the first wordEg: The train () has just left is for Guangzhou.Children like to read books () have wonderful pictures.The first word is the object, which, that, or omissionThe book () you borrowed yesterday is really interesting.The pen () my uncle gave me is missing.The antecedents are people, things, attributive, and relative pronounEg: He is the professor ().Population is the largest in the world.Adverbs Ⅲ. Relations1. The first word is the noun of time, in which the relative pronoun is used whenEg: I can't remember the date () he went abroad.I'll never forget the day I joined the army.2. The antecedent is the noun of the place, in which the pronoun is used as a place. It is necessary to use where to express abstract concepts, such as situation, stage, degree, point, etc Eg: This is the village () Uncle Wang once lived.They have reached the point () They have to separate with each other.He is likely to lose control over the plane.The first word is reason, in which the pronoun is used for the reasonEg. I don't know the reason () he was late.None of us knew the reason () Tom was absent from the meeting.4. The adverb of attributive clauses can also be replaced by "proper preposition + which".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.The difference between Ⅳ. Relative pronouns that & which:It is only in that caseThe first words are all, everything, anything, nothing, little, much, etc.Eg: There is nothing () can prevent him from doing it.The first words are used in the first place.This is the very book () I'm looking for.The first word is decorated with superlatives or Ordinal Numbers.The first place () they visited in Guilin was Elephant Trunk Hill.This is the best film () I have ever seen.The word "antecedents" is both human and material.He talked about things and persons () they remembered in the school.The first word is "the only".Eg. Mr. Smith is the only foreigner.There is a who or which, in order to avoid repetition.Eg. He is standing beside him.I can't use that for a moment:To guide the non-restrictive attributive clause;He had failed in the maths exam.A preposition + relationship pronoun.Eg: This is the room in () my father lived last year.Ⅴ. As to guide the use of the attributive clause in (as the equivalent of that & which?)The same... As to... As in structure.Eg: This is the same book () I lent you.Such machines () are used in our workshop are made in China.As a guide to the whole sentence, it can be put on the back of the main sentence. As is known to all, as is reported, as is announced, as we all know, as I expect.I expected that he got the first place in this mid term examination.Taiwan, we all know, belongs to China.Ⅵ. Restrictive attributive clauses and non-restrictive attributive clause: the main difference between(2) keep up with the antecedent clause. Make antecedent meaning is clear, specific person or object that is indispensable component in the sentence, less it will lose its significance cannot be established, the sentence or meaning is not clear, don't tell the problem. It is usually translated as attributive.A comma is usually separated from the rest of the sentence. Just a further explanation of the antecedent words, without which the sentence still holds, the meaning is still clear. Usually translated as a juxtaposition sentence.Eg. I was the only person in our office.Tom's father, () is over sixty, still works hard day and night.Ⅶ. Separated attributive clauseThe antecedent is divided into the antecedent, the adverb and the adverb.When choosing a relationship, look for the antecedents.Eg: There is an expression in his eyes () I can't understand.The only person in my office was invited to the important ball.I suggest you choose someone I think () is very kind and friendly.Fill in the blanks:It was April 29, 2011 Prince William and Kate Middleton walked into the palace hall of the wedding ceremony.A. when c. since d. since2.) the Gutter oil is illegally recycled cooking oil, the containschemicals that are harmful to the human body and can even cause cancer.A. it b. which c. where d. that3 Between the two parts of the concert is an interval, the audience can buy ice cream.A. when b. where c. that d. whichThe old town has narrow streets and small houses are built close to each other.A. they b. where c. what d. thatWhatever is left over may be put into the refrigerator, it will keep for two or three weeks.A. when b. where c. where d. whileEnglish is a language Shared by several diverse cultures, each of which is very important.A. which b. what c. they d. thoseA bank is the place。
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Teaching Plan
Grammar ：Attributive Clauses
ⅠTeaching goals:
1. Students are able to choose proper relative pronouns or adverbs for attributive clauses.
2. Students are able to apply attributive clauses to describing and writing.
ⅡTeaching important and difficult points:
Enable students to learn how to use attributive clauses and relatives
ⅢTeaching methods:
Student-centered method
ⅣTeaching procedures and ways
Step 1 Leading in
1.Show students a song “Seasons in the Sun” including an attributive clause
2.Translate the following three sentences into Chinese. 翻译下边三个句子
①Hewho does not reach the Great Wall is not a true man.
②He who does not visit Hainan is not a wise man.
③不努力学习的学生并非一个好学生。
Step 2 Find out antecedents. 找出先行词
1. April Fool’s Day is the day wh en people play jokes on friends. ________
2. It is now a children’s festival, when they can dress up and ask for sweets. ________
3. The most energetic and important festivals are the ones that look forward to the end of winter and to the
coming of spring. ________
4. India has a national festival to honor Mohandas Gandhi, the leader who helped gain India’sindependence.
Step 3 Grammar
1.Fill in the blanks with the proper relatives.用适当的关系词填空
(1)①This is the Array supermarket is near our
school.
②This is the
supermarketwe often do
some shopping.
(2) ①We can’t accept the
reasonhe gave yesterday.
②We can’t accept the
reasonhe was late again.
(3) ①April Fool’s Day is
the daypeople celebrate on
April 1st .
②April Fool’s Day is the day people play jokes on friends.
2.Join two sentences with who, whom, that, which, when where or why.
合并句子
（1）①.The Spring Festival is the most important festival in China.
②. All families get together on the Spring Festival.
（2）①.People will decorate their house.
②.They will have a big dinner together in the house.
（3）①. People put on new clothes.
②. People will set off the firecrackers with their families on New Year Eve.
（4）①. People may give children lucky money.
②. The lucky money wishes them good luck.
（5）①. Children look forward to the Spring Festival.
②. The reason is that they can have delicious food and have fun with the others.
3. Summarize the usage of relatives 总结关系词的用法
Step 5 Writing
Please introduce a classmate you like, using attributive clauses.
Step 6 Homework
Mooky who comes from Italy wants to learn about the Spring Festival in China. Pleaseintroduce it to her at least 100 words. (Do use attributive clauses.)。