定语从句说课稿范文
定语从句英文说课稿
定语从句英文说课稿定语从句英文说课稿说课就是教师口头表述具体课题的教学设想及其理论依据，也就是授课教师在备课的基础上，面对同行或教研人员，讲述自己的教学设计，然后由听者评说，达到互相交流，共同提高的目的的一种教学研究和师资培训的活动。
下面是小编为你整理了“定语从句英文说课稿”，希望能帮助到您。
定语从句英文说课稿（1）一、教材分析本堂课是一堂中考复习课，如果从分析教材来讲，本课话题主要是出现在仁爱英语九年级(下)Unit 5之中，主要讲的是让学生认识定语从句，了解定语从句的结构，并能熟练的运用定语从句。
但是对于一堂中考复习课来讲，我觉得应当从中考英语对本课话题的难易度要求以及考点的探究入手。
从历年的中考真题来看，对于定语从句的考察主要体现在单选题、完型填空和阅读理解中。
当然还有就是从作文之中体现出来。
而且我们知道，如今的中考英语，更侧重于在语境之中来考察语法和词汇项目，强化对学生语言运用能力的考察。
二、教学目标根据课程标准和我市中考英语的要求，坚持以学生为本，切实体现素质教育，面向全体学生，立足基础，设置练习注意难易度适中，这堂课是一堂中考复习课，本课设计从英文歌曲导入，在课堂之上，利用简单习题小游戏，设置情景，情景之中学语法，以达到下列教学目标：知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。
从知识系统的归纳呈现入手，注重学生基础知识的复习巩固;这堂课又是一堂语法复习课本身具有一定的应试成分。
能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。
注意培养学生运用所学的知识和技能分析、解决问题的能力。
德育目标：培养分析问题解决问题的能力，热爱祖国，关心时政，学会竞争和合作，建立自信心和集体荣誉感。
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。
激发和培养学生学习英语的兴趣，建立学习英语的成就感和自信心。
让他们成为课堂的主角，使学生懂得语法学习无处不在，使学生学在其中，乐在其中，并掌握一些应试技巧。
定语从句 教案范文
定语从句教案范文教学目标：1. 理解定语从句的概念和作用；2. 掌握定语从句的引导词及其用法；3. 能够正确运用定语从句修饰名词或代词。
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, why等；3. 定语从句的句子结构；4. 定语从句的练习和应用。
教学步骤：一、导入（5分钟）1. 引入定语从句的概念，让学生思考定语从句在句子中的作用；2. 举例说明定语从句的用法，引起学生兴趣。
二、定语从句的定义和作用（10分钟）1. 解释定语从句的定义，让学生明白定语从句是用来修饰名词或代词的从句；2. 强调定语从句在句子中的作用，即起到形容词的作用。
三、定语从句的引导词（10分钟）1. 介绍定语从句的引导词：who, which, that, where, when, why等；2. 讲解各个引导词的用法和注意事项；3. 举例说明各个引导词在定语从句中的作用。
四、定语从句的句子结构（10分钟）1. 讲解定语从句的句子结构，即主句+定语从句；2. 强调定语从句中的关系词要与先行词一致；3. 举例说明定语从句的句子结构。
五、定语从句的练习和应用（15分钟）1. 给学生发放练习题，让学生独立完成；2. 讲解练习题的答案，让学生理解并掌握定语从句的用法；3. 让学生进行小组讨论，运用定语从句modify 名词或代词。
教学评价：1. 课后作业：让学生编写定语从句的句子，并互相交换批改；2. 课堂练习：让学生在课堂上运用定语从句，进行口语表达；3. 考试成绩：查看学生在考试中定语从句的掌握情况。
教学反思：本节课通过讲解定语从句的定义、引导词和句子结构，让学生掌握了定语从句的基本用法。
在练习和应用环节，通过发放练习题和小组讨论，让学生进一步巩固了定语从句的知识。
但在教学过程中，可能存在对个别学生的关注不足，以及对定语从句的复杂句子结构的讲解不够深入的问题。
《定语从句》说课稿 -
高三英语第一轮复习Revision of the Attributive Clause《定语从句复习》说课稿Ⅰ. teaching material analysis, teaching material's background, status and role Attributive clause is a very important for high school English grammar points, one of the university entrance exam study content, is also a difficulty. It accounted for the proportion of is also very important in the college entrance examination, involve wide, parallel difficult to distinguish, regardless of the type or in reading comprehension, it is ubiquitous. Even in his compositions, easily write several attributive clause, added light and color for your composition. Therefore, we need to make project review on it, inductive, interpretation, analysis.Ⅱ. the sentiment analysisIn the course of high school senior, we have had to learn attributive clause, the students have certain knowledge. But in view of the students in our school level is generally low, the ability to understand and apply knowledge, so in the round of review, it is necessary, from the perspective of the foundation, to guide students to do for the problem solving methods and steps of mechanical imitation, on this basis, the efforts to enhance the level of understanding and strive to make as many students achieve the mastery of knowledge.Ⅲ. the target localizationAccording to the characteristics of this class teaching content and curriculum teaching requirements, this class students existing cognitive structure and psychological characteristics, I make the following teaching aims:(Ⅰ) Knowledge and skills1. Review and guide the attributive clause and to master the relative pronouns and adverbs preposition + relative pronoun to guide the attributive clause.2. The inductive and master and the attributive clause similar syntactic phenomenon.3. To improve students' grammar analysis and comprehensive skills.(Ⅱ) process and the methodIndependent exercise guidance, inductive, approximate contrast, expand the evolution(Ⅲ) emotional attitude"Way to total more than difficult", should actively to find a way to difficulty, complex situation.(Ⅳ) the teaching key difficulty1. The key points and difficulties of language knowledge(1) That distinguished from which usage(2) on the way of examination(3) the relationship between adverbs guide attributive clause and the preposition + relative pronoun to guide the attributive clause.2. Comprehensive key points and difficulties of knowledge(1) the use of the as (2) to investigate the where clause(3) comprehensive examinationⅣ. teaching, research method analysis(Ⅰ) law analysisThe salient feature of the new curriculum idea and core task is to fundamentally change the teaching methods and learning styles. So to let students in "training and discusses the application of induction - increases -" in the process of become carriers of knowledge discovery and knowledge. According to the characteristics of the lesson, in order to improve the teaching efficiency, let the students in a relaxed environment for intuitive feeling, make the English classroom full of fun, with the aid of multimedia assisted teaching, by adopting the combination of lead discovery and discuss inductive teaching method, and through specific problems is put forward and solved, to stimulate students' interest in learning, the main body of students initiative, make each student fully involved in the learning activities.(Ⅱ) the research method analysis1. Adopting experiences and the problems to explore the way of learning, learning by students teachers experience default of all kinds of problem situation, guides the student to carry out the creative learning activities, not only make the students master the knowledge actively, to summarize the structure of the attributive clause, and using, cultivate the independent inquisition ability and attitude.2. The initial set up grammar application consciousness, through teachers create problem situation, again through example confirmation and experience. After observation, discovery, discussion, exploration, and began to try a combination of to obtain knowledge, let the students become the master of learning. Using form of competition, encourage students to think positive, take the initiative to express their views boldly.Ⅴ. the analysis of teaching processTeaching flowchart is as follows:(Ⅰ) Review the basic knowledgegeneralizationsThe relationship between word and its meaning:指代人who, whom, that, as 关系代词指代事物which, that, as ( 在从句中)作主干成分所属关系whose指地点where 关系副词指时间when ( 在从句中)作状语指原因why做题技巧? 分析关系词在定语从句中的成分Methods: through questions and multimedia display.Design intent: by reviewing the knowledge of the students' cognitive conflict, causes the student to review knowledge and build a knowledge network, cause student's curiosity and thirst for knowledge, and promote further explored. Straight forward with the main content of this lesson, theMethods: students training, observation ruleDesign intent: the students training, error correction, and sums up the "only use that (which) should follow the rules", by comparing the further understand and master the law of the above.Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the "the way as antecedent" problem solving skills, then by applying the training further master this kind of problem solving skills.Methods: students training, observation, problem solving skills, and preliminary application. Design intent: the students training, error correction, and sums up the relationship between "preposition + word" problem solving skills, then by applying the training further master this kind of problem solving skills.Method: guiding students training, observation, group discussion summarize the problem solving skills, and preliminary application.Design intent: the students training, error correction, and sums up the "as restrictive and non-restrictive attributive clauses in the use of the relative pronoun, and techniques to solve the problem." By applying the training further master this kind of problem solving skills.Methods: guide students reading, observation, analysis, summarize the problem solving skills, and preliminary application.Design intent: the students training, error correction, and sums up the "where, after some special word usage." By applying the training further grasp the problem-solving strategies.Method: guiding students training, observation, analysis, contrast, summarizes the law.Design intent: the students training, error correction, discussion, contrast to distinguish "attributive clause and the stressed words, appositive clause, predicative clause", further understanding of the attributive clause problem solving methods.(Ⅲ) Training and strengthen their comparisonMethods: use the form of competition, divided into two groups, in the form of vies to answer first, choose the winner group.Design intent: through the training students form similar exercises, to further make students distinguish easily mixed fault point and purpose of class testing, test study effect.(Ⅳ)Summary, reflection ability to ascend(Ⅴ) Echo of job design, goal(Ⅵ) blackboard writing designDesign intent: clear blackboard writing design is concise, clear lines, to facilitate students' thinking, form knowledge system, promote the development of students' ability.。
定语从句教案(优秀8篇)
定语从句教案（优秀8篇）Ⅴ. as引导定语从句时的用法(as 相当于that which 篇一① as引导限制性定语从句通常用于the same … as, such … as结构中。
eg. This is the same book ( ) I lent you.Such machines ( ) are used in our workshop are made in China.② as引导非限制性定语从句既可放在主句之前，也可放在主句之后，位置灵活，用来修饰整个句子。
通常用下列句型：as is known to all, as is said, as is reported, as is announced, as we all know, as I expect 等。
eg. ( ) I expected, he got the first place again in this mid-term examination.Taiwan, ( ) we all know, belongs to China.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。
2、初步学习并掌握定语从句的规则，尤其是关系代词『who，which，that以及whose』的用法。
Teaching Points:(教学重点)1.定语从句三要素及关系词的选用2.只能that或which的情况；Teaching Methods:(教学方法)1、举例讲解，说明定语从句的用法。
2、以讲练结合的方法加深学生印象。
Teaching Steps:(教学步骤)Step1.导入一、定语及定语从句的概念：a beautiful girl a handsome boy a clever child1、定语是用来修饰名次或代词的。
This is the boy who is clever.2、定语从句(Attributive Clauses)定义：在主从复合句中修饰名词或代词的从句定语从句的特点：定语从句的引导词关系代词where (地点状语)关系副词when (时间状语)why (原因状语)Step2:详细讲解定语从句语法知识1、who和whom指人，在从句中分别做主语和宾语，做宾语时可被省略。
初中英语定语从句说课稿
初中英语定语从句说课稿尊敬的各位评委、老师，大家好！今天，我说课的题目是“初中英语定语从句”。
我将从教材分析、教学目标、教学重点与难点、教学方法、教学过程及板书设计六个方面进行详细阐述。
教材分析：本次课程的内容选自人教版初中英语教材第八册第二单元，主要介绍了定语从句的基本概念、结构和用法。
定语从句是英语复合句中的一种，用来修饰名词或代词，相当于形容词的作用。
通过本单元的学习，学生将能够理解和运用定语从句，提高他们的阅读和写作能力。
教学目标：1. 知识与技能目标：使学生掌握定语从句的基本结构和用法，能够识别和使用关系代词和关系副词。
2. 过程与方法目标：通过观察、比较、归纳等方法，培养学生分析和理解句子结构的能力。
3. 情感态度与价值观目标：激发学生学习英语的兴趣，培养他们合作学习和自主探究的精神。
教学重点与难点：教学重点是让学生理解并掌握定语从句的构成和用法。
教学难点在于如何引导学生正确区分和使用关系代词和关系副词。
教学方法：本节课将采用任务型教学法和合作学习法。
通过设计不同的教学活动，让学生在完成任务的过程中学习和运用定语从句。
同时，鼓励学生之间的交流和合作，提高他们的语言实践能力。
教学过程：1. 导入新课（5分钟）通过展示一些含有定语从句的例句，引起学生的兴趣和注意，为新课的学习做好铺垫。
2. 呈现新知（10分钟）讲解定语从句的定义、结构和用法，并通过图片、表格等直观材料辅助教学。
3. 合作探究（15分钟）学生分组，通过查阅资料、讨论交流等方式，自主探究关系代词和关系副词的用法。
4. 练习巩固（15分钟）设计针对性练习题，让学生在课堂上进行练习，巩固所学知识。
5. 总结反馈（5分钟）对学生的学习情况进行总结，对学生提出的问题进行解答，确保学生能够掌握本节课的重点内容。
板书设计：板书将突出重点，条理清晰，便于学生理解和记忆。
板书内容如下：一、定语从句1. 定义2. 结构：主句 + 关系词 + 从句3. 用法- 关系代词：who, whom, whose, which- 关系副词：where, when, why二、练习题示例1. This is the book _ I bought yesterday.2. The man _ is talking to our teacher is my father.结束语：通过本节课的学习，相信同学们已经对定语从句有了更深入的了解。
新人教版定语从句说课稿
新人教版定语从句说课稿尊敬的各位评委、老师，大家好！今天，我将为大家说课新人教版高中英语教材中的定语从句单元。
在开始之前，让我们先来明确一下本单元的教学目标和重点内容。
教学目标：1. 让学生掌握定语从句的基本结构和用法。
2. 培养学生通过上下文理解定语从句的能力。
3. 提高学生运用定语从句进行准确表达的能力。
4. 通过实际语境的练习，加强学生对定语从句的理解和应用。
教学重点：1. 定语从句的引导词及其功能。
2. 定语从句与先行词之间的关系。
3. 定语从句在句子中的位置及其对句子意义的影响。
接下来，我将从以下几个方面展开我的说课内容：一、导入新课在课程开始阶段，我会通过提问和展示图片的方式，引导学生回顾之前学过的从句知识，并自然过渡到定语从句的概念。
例如，我会展示一张含有多个物品的图片，并询问学生：“Which one do you prefer?” 这样的问题不仅能够引起学生的兴趣，还能够让学生意识到在描述特定事物时，定语从句的重要性。
二、呈现新知在这一部分，我会通过PPT展示和板书的方式，向学生介绍定语从句的基本结构。
首先，我会解释什么是定语从句，它是用来修饰名词或代词的从句。
然后，我会通过例句展示定语从句的两种基本形式：限制性定语从句和非限制性定语从句，并强调它们的区别和用法。
三、讲解与练习在讲解了定语从句的基本结构之后，我会通过一系列的练习来巩固学生的理解。
这些练习包括填空题、选择题和改错题，旨在帮助学生掌握定语从句的引导词及其在句子中的正确位置。
同时，我会引导学生分析句子结构，理解定语从句与先行词之间的关系。
四、实际应用为了让学生更好地将所学知识运用到实际中，我会设计一些情景对话和写作任务。
在情景对话中，学生需要运用定语从句来描述人物、物品或事件。
在写作任务中，学生将被要求写一篇短文，其中必须包含多个定语从句。
通过这些活动，学生能够在真实语境中练习和加深对定语从句的理解和运用。
五、总结与反馈在课程的最后，我会带领学生一起回顾本节课的重点内容，并进行知识点的总结。
定语从句教案(精选6篇)
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定语从句教案范文
定语从句教案范文一、教学目标：1. 让学生理解定语从句的概念和作用。
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. 限制性定语从句和非限制性定语从句4. 定语从句的倒装结构5. 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，让学生通过观察例子来理解定语从句的作用。
2. 介绍定语从句的引导词，并通过例句展示其用法。
3. 区分限制性定语从句和非限制性定语从句，并解释其区别。
4. 讲解定语从句的倒装结构，并通过例句进行演示。
5. 提供定语从句的练习题，让学生通过实践来巩固所学知识。
四、教学评价：1. 课堂互动：观察学生在课堂上的参与程度和提问回答情况，评估学生对定语从句的理解程度。
2. 练习题：评估学生在练习题中的表现，检查学生对定语从句的掌握情况。
3. 口语表达和写作：通过口语表达和写作任务，评估学生运用定语从句进行表达的能力。
五、教学资源：1. 定语从句的PPT课件2. 定语从句的练习题3. 口语表达和写作任务4. 参考资料和例句六、教学拓展：1. 讲解定语从句的复杂结构，如带有介词的定语从句。
2. 介绍定语从句与其他从句的区分，如宾语从句、状语从句等。
3. 通过实例分析，让学生了解定语从句在实际语境中的运用。
七、课堂活动：1. 分组讨论：让学生分组讨论定语从句的用法，分享彼此的见解。
2. 角色扮演：设计一个场景，让学生运用定语从句进行角色扮演。
3. 竞赛游戏：举办定语从句知识竞赛，激发学生的学习兴趣。
八、课后作业：1. 完成定语从句的练习题，巩固所学知识。
2. 搜集生活中的定语从句实例，进行观察和分析。
九、教学反馈：1. 课后与学生交流，了解他们对定语从句的理解程度。
高中英语定语从句说课稿范文大全
高中英语定语从句说课稿范文大全定语从句是高中英语语法中的一个重要部分，也是学生在学习和使用英语时常常遇到的问题。
Relative clauses are an essential part of high school English grammar and are often encountered by students when learning and using English.定语从句的作用是修饰名词或代词，从而对它进行详细的描述和限定。
The function of a relative clause is to modify a noun or pronoun, providing detailed description and limitation.举个例子，"The girl who is wearing a red dress is my sister." 中的"who is wearing a red dress" 就是一个定语从句，修饰 girl 这个名词。
For example, in "The girl who is wearing a red dress is my sister," the phrase "who is wearing a red dress" is a relative clause that modifies the noun "girl."在教学定语从句时，教师可以通过举例子、讲解规则以及进行练习等多种方式来帮助学生理解和掌握这一语法知识。
When teaching relative clauses, teachers can help students understand and master this grammar point through examples, explanations of rules, and practice exercises.定语从句的正确运用能够丰富语言表达，使句子更加准确、清晰和生动。
高中英语定语从句说课稿范文大全
高中英语定语从句说课稿范文大全全文共3篇示例，供读者参考篇1Explaining Relative Clauses: A Guide for High SchoolersHey everyone! If you're like me, you might find some grammar topics a bit confusing at times. One area that has given me some trouble in the past is relative clauses. But don't worry, I'm here to break it down and explain them in a way that (hopefully) makes sense.What are Relative Clauses?A relative clause is a type of dependent clause that modifies or describes a noun or noun phrase. In other words, it gives us more information about the noun it refers to. Relative clauses are introduced by relative pronouns like "who," "whose," "which," "that," and sometimes "when" or "where."For example:"The book that I read last night was really interesting."In this sentence, "that I read last night" is the relative clause modifying and giving more details about "the book."Types of Relative ClausesThere are two main types of relative clauses: restrictive (defining) and non-restrictive (non-defining).Restrictive Relative Clauses:These clauses are essential to the meaning of the sentence because they specify which noun you're referring to. They are not set off by commas.Example: "Students who study hard tend to get better grades."The clause "who study hard" is restrictive because it identifies a specific group of students.Non-Restrictive Relative Clauses:These clauses provide additional, non-essential information about the noun. They are set off by commas.Example: "My friend John, who loves reading, just got a new book."The clause "who loves reading" is non-restrictive because it just gives extra details about John.Relative PronounsAs mentioned, relative clauses are introduced by relative pronouns like:Who/Whom - for peopleWhich - for thingsWhose - for possessionThat - for things or people (in restrictive clauses)Examples:"The girl who won the race is my neighbor.""The laptop which I bought last year is really fast.""The man whose car was stolen called the police.""The book that I read was a classic."Sometimes the relative pronoun is omitted, especially when it would be the object of the relative clause:"The book (that) I read was a classic."Prepositions in Relative ClausesWhen a preposition is used with a relative pronoun, there are two options:Place the preposition before the relative pronoun:"The person to whom I gave the book was grateful."Place the preposition at the end (this is more common):"The person whom I gave the book to was grateful."Summing It UpRelative clauses allow us to combine sentences and provide more details about nouns. Just remember the two types (restrictive vs non-restrictive), the different relative pronouns, and how to use prepositions. With some practice, they'll become much easier!I hope this guide has helped explain relative clauses in a clear way. Let me know if you have any other grammar questions - I'm always happy to lend a hand to my fellow students!篇2Title: The Wonderful World of Adjective ClausesHello everyone! Today we're going to dive into the fascinating realm of adjective clauses, also known as relative clauses. These little gems are like superheroes in the English language, giving us the power to describe nouns in more detail. Get ready to unlock a whole new level of descriptive prowess!What are Adjective Clauses?Adjective clauses are groups of words that modify (describe) a noun or pronoun in a sentence. They provide additional information about the noun or pronoun, helping us paint a clearer picture in the reader's mind. Think of them as descriptive sidekicks, adding depth and color to our sentences.Here's an example:"The book that my friend recommended is a realpage-turner."In this sentence, "that my friend recommended" is an adjective clause modifying the noun "book." It tells us which specific book we're talking about – the one that was recommended by the speaker's friend.Types of Adjective ClausesThere are two main types of adjective clauses: restrictive and non-restrictive. Let's explore each one:Restrictive Adjective ClausesThese clauses are essential to the meaning of the sentence because they help identify the specific noun or pronoun being described. Without these clauses, the sentence would be incomplete or unclear.Example: "The students who study hard usually get good grades."In this sentence, the clause "who study hard" is restrictive because it specifies which students we're talking about – the ones who study hard.Non-Restrictive Adjective ClausesThese clauses provide additional, non-essential information about the noun or pronoun. They're like little side notes, giving us extra details but not necessary for identifying the noun or pronoun.Example: "My sister, who loves to travel, is planning a trip to Europe."Here, the clause "who loves to travel" is non-restrictive because it's just an extra detail about the speaker's sister. The sentence would still make sense without it.Punctuation with Adjective ClausesPunctuation plays a crucial role in distinguishing between restrictive and non-restrictive clauses.Restrictive clauses don't use commas:"The book that won the award was a bestseller."Non-restrictive clauses are set off by commas:"The Eiffel Tower, which was built in 1889, is a famous landmark in Paris."Pro Tip: If you can drop the clause and the sentence still makes sense, it's non-restrictive and needs commas. If the clause is essential for the sentence's meaning, it's restrictive and doesn't need commas.Relative Pronouns: The Gatekeepers of Adjective ClausesAdjective clauses typically start with relative pronouns, which act as gatekeepers, introducing and connecting the clause to the noun or pronoun it modifies. Here are the most common relative pronouns:Who/That (for people)Which/That (for things)Whose (for possession)Example:"The student whose essay impressed the teacher received a scholarship."In this sentence, "whose" is the relative pronoun introducing the adjective clause "whose essay impressed the teacher."Adjective Clauses in ActionNow that we've covered the basics, let's see some examples of adjective clauses in action:"The movie that we watched last night was a realtear-jerker.""The restaurant where we had dinner has amazing reviews.""The author whose books are bestsellers is coming to our city for a book signing."Can you spot the adjective clauses in these sentences? They're like hidden gems, adding depth and richness to our language.Practice Makes PerfectTo truly master adjective clauses, practice is key. Here are some exercises to try:Identify the adjective clauses in the following sentences:The car that my parents bought is energy-efficient.The library, which is open until 10 PM, is a great place to study.The scientist whose research was groundbreaking won a Nobel Prize.Combine the following sentences using adjective clauses:The book was a bestseller. The book was written by a famous author.My friend loves to travel. My friend is planning a trip to Europe.The restaurant has amazing reviews. We had dinner at the restaurant.Write your own sentences using both restrictive andnon-restrictive adjective clauses.Remember, practice makes perfect, and the more you use adjective clauses, the more natural they'll become in your writing and speaking.ConclusionAdjective clauses are like little descriptive gems, adding depth and richness to our language. By mastering these clauses, you'll elevate your communication skills and paint more vividpictures with your words. So, go forth and embrace the wonderful world of adjective clauses – your sentences will thank you!篇3Adjective Clauses: The Unsung Heroes of Descriptive LanguageHey everyone! Today, we're going to dive deep into the world of adjective clauses – those unsung heroes that add depth, detail, and richness to our descriptive language. Brace yourselves, because things are about to get grammatically intense!First off, what exactly are adjective clauses? Well, they're a type of dependent clause that modifies a noun or pronoun in the main clause. In other words, they're like little descriptive sidekicks that provide additional information about the noun or pronoun they're attached to. Pretty cool, right?Now, let's talk about the different types of adjective clauses. We've got two main categories:Restrictive Adjective ClausesThese bad boys are essential to the meaning of the sentence. Without them, the sentence would be incomplete or ambiguous.They're like the Batman to the noun's Bruce Wayne – the real identity can't exist without them.For example:"The book that won the Pulitzer Prize is a must-read."Without the clause "that won the Pulitzer Prize," we wouldn't know which specific book we're talking about.Non-restrictive Adjective ClausesThese guys are like the fun, quirky sidekicks of the grammar world. They provide additional information about the noun or pronoun, but the sentence would still make sense without them. Think of them as the Robin to Batman – nice to have around, but not entirely necessary.For example:"My sister, who loves to bake, brought homemade cookies to the party."The clause "who loves to bake" is just giving us some extra details about your sister, but the sentence would still be complete without it.Now, here's where things get really interesting: the punctuation rules! Restrictive adjective clauses don't usecommas to separate them from the main clause. They're integrated seamlessly, like a ninja blending into the shadows.Non-restrictive adjective clauses, on the other hand, are set apart by commas (or, in some cases, parentheses or dashes). It's like they're wearing a neon sign that says, "Hey, I'm just some extra info – no need to panic!"Here are a few examples to illustrate the difference:Restrictive: "The students who studied diligently passed the exam."Non-restrictive: "The students, who were all committed to their studies, passed the exam."See the difference? The restrictive clause specifies which students we're talking about, while the non-restrictive clause just provides additional (but non-essential) information.But wait, there's more! Adjective clauses can also be introduced by different relative pronouns, like "who," "whom," "whose," "that," and "which." These little guys act as placeholders for the noun or pronoun they're modifying, and they help connect the adjective clause to the main clause.For example:"The scientist whose research led to the breakthrough received a Nobel Prize."In this case, "whose" is the relative pronoun that introduces the adjective clause and refers back to "the scientist."Now, I know what you're thinking: "But what about those pesky situations where we need to modify a whole clause or phrase, not just a single noun or pronoun?" Fear not, my grammar-loving friends! That's where we bring in the big guns: adjective clauses with "where," "when," and "why."For example:"That's the cafe where we had our first date.""The moment when she scored the winning goal will forever be etched in my memory.""The reason why he chose that career path is still a mystery."In these cases, the adjective clauses provide additional information about the noun clauses "the cafe," "the moment," and "the reason," respectively.Phew, that was a lot of information to take in! But fear not, my fellow grammar enthusiasts – with practice and dedication, mastering adjective clauses will become second nature. Justremember to keep an eye out for those little descriptive sidekicks, and your writing will be elevated to new heights of clarity and sophistication.So, there you have it – a comprehensive guide to adjective clauses, straight from the desk of a grammar-obsessed student. Keep these rules in mind, and you'll be crafting sentences that are not only grammatically correct but also rich in detail and nuance.Now, go forth and conquer the world of descriptive language, one adjective clause at a time!。
定语从句英文一等奖说课稿
定语从句英文一等奖说课稿《定语从句英文一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、定语从句英文一等奖说课稿一、语法分析本课时的内容是高中英语必修一Unit4的语法第一课时，初次导入含引导词who, which, that的定语从句，这里的定语从句出现得比较凌乱，因此我把这些语法整合起来教学，让学生有个完整的认识。
定语从句对于高中英语来说是一个非常重要的语法点，它在高中英语学习中所占的比例也是举足轻重的，无论单选还是在阅读理解中，它都无所不在。
甚至在作文中，轻轻松松的写出几个定语从句，就能为你的作文添光加彩。
因此，我们要对它进行着重的讲解。
二、教学目标1）知识目标:A. 掌握定语从句的基本结构及用法。
B. 掌握定语从句的引导词who, which和that的基本用法。
2）能力目标：A. 能口头上用简单的定语从句描述人或物。
B. 能在笔头上用定语从句描述人或物。
3）情感目标：A、通过小组合作学习调动学习积极性，使学生体会到英语的趣味和实用性。
B、激发和培养学生学习英语的兴趣，建立学习英语的成就感和自信心，使学生学在其中，乐在其中。
4)、学习策略目标A、兴趣教学策略，其中包括表演、对话B、通过小组讨论，培养良好的总结能力及合作精神三、教学重点及难点1、教学重点1). 引导词which, who及 that的基本用法。
2). 复习和巩固定语从句的结构和用法。
2、教学难点1)引导词that的特殊用法。
2)学会运用定语从句造句。
四、学情分析我们高一基础班的孩子大体上存在这样的毛病：1、没有英语学习兴趣，而且很有自己的小个性，需要通过他们喜欢的`话题来激发学习兴趣；2、初中的英语基础没打扎实，导致现在高一的课听不懂，进步缓慢。
针对这样的学生，我每节课设置的内容不在于多和难，而在于精与层次。
由易到难的吸引他们逐步进入到英语学习环境中来。
五、说教法根据英语“课标”的要求，课程要从学生的学习兴趣、生活经验和认知水平出发，因此，我将在教学中采用以下几种教学方法：1. 任务型教学（Task-based Language T eaching）每个环节布置不同层次的任务，让不同层次的学生在完成每个任务的时获得成就感，同时，不同难易的任务有效地锻炼了不同层次的学生能力。
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。
定语从句教案范文
定语从句教案范文一、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关系词（who, which, that等）的用法。
3. 让学生能够正确运用定语从句修饰名词或代词。
4. 让学生能够区分定语从句和同位语从句、宾语从句等。
二、教学内容：1. 定语从句的定义和作用。
2. 关系词who, which, that的用法。
3. 定语从句的先行词。
4. 定语从句的引导词。
5. 定语从句的缩写。
三、教学步骤：1. 引入定语从句的概念，让学生尝试翻译一些含有定语从句的句子。
2. 讲解关系词who, which, that的用法，并通过例句进行说明。
3. 练习判断先行词，并选择合适的关系词填空。
4. 讲解定语从句的引导词，如that, which, who等，并通过例句进行说明。
5. 练习判断定语从句的引导词，并填空完成句子。
四、教学评估：1. 通过课堂练习和作业，检查学生对定语从句的理解和应用能力。
2. 通过小组讨论和问答，了解学生对定语从句的掌握情况。
3. 进行定语从句的测试，评估学生的综合运用能力。
五、教学延伸：1. 引导学生进一步学习定语从句的其他形式，如限制性定语从句和非限制性定语从句。
2. 让学生尝试运用定语从句进行写作，提高写作表达能力。
3. 引导学生学习其他英语语法知识，如宾语从句、同位语从句等，进行综合运用。
六、教学资源：1. 定语从句PPT课件2. 定语从句练习题3. 定语从句参考资料4. 教学视频或录音七、教学方法：1. 实例教学：通过具体的例句讲解定语从句的用法。
2. 互动教学：鼓励学生积极参与讨论和练习，提高学生的口语和写作能力。
3. 任务型教学：设计相关的任务和练习，让学生在实际语境中运用定语从句。
八、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度和表现。
2. 练习完成情况：检查学生完成练习的情况，包括准确性、速度等。
3. 作业和测试：评估学生在作业和测试中的表现，了解他们的掌握程度。
高中定语从句英语教案精选5篇
高中定语从句英语教案精选5篇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。
以下内容是牛牛范文为您带来的5篇高中定语从句英语教案，希望能为您的思路提供一些参考。
定语从句教案篇一教学目标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。
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。
高中英语定语从句市级公开课说课稿
语法专题复习----定语从句说课稿各位老师，大家好！今天我说课的内容是高中语法专题复习----定语从句。
本课是复习课，在这之前关于定语从句的学习和练习已经不下3、4次，所以本课是利用最新的高考题目来专门针对高考中的一些考点来讲，一些比较细枝末节的或离考点比较偏的东西就快速过了。
因为定语从句考点较多，所以整节课内容含量较大。
下面我将从以下几个方面来阐述一下我的说课内容。
一、整体思路1、关系代词引导的定语从句2、关系副词引导的定语从句3、限制性和非限制性定语从句4、介词+关系词引导的定语从句5、两种定语从句的特殊结构6、定语从句谓语动词单复数的判定7、定语从句的一般解题步骤和方法二、教学目标1、知识目标:学生能掌握定语从句的基本结构及基本用法。
学生能熟知定语从句的高考考点。
2、能力目标：学生能知道考题的考点，并能通过思考分析完成作答。
3、情感目标：通过让学生对一些最新真题的自我分析，培养学生做定语从句题的信心。
三、教学重点及难点教学重点1、定语从句的基本结构和基本用法。
2、高考中定语从句的常考点。
教学难点1、定语从句成分的分析2、先行词为抽象地点的定语从句；as和which引导的非限制性定语从句；介词+关系代词引导的定语从句四、学情分析1、基础还行，熟知定语从句的基本结构和基本用法。
2、如果考题涉及到一较难的点，比如考察抽象地点的先行词；限制性和非限制性定语从句；介词+关系词引导的定语从句题目时，还是会出现错误。
五、教学设计Step1通过让学生观察句子来自我总结出定语从句的概念并复习回忆有哪些关系词。
Step2关系代词引导的定语从句1、who, whom, that：指人，在从句中可作主语、宾语等2、whose：指人或物，只用作定语, 若指物，它还可以同of which互换3、which, that：指物，在从句中可作主语、宾语等注意：只能用that 的情况（根据考题的频率，重要的打上星号）注意：只能用which 的情况：Step3关系副词引导的定语从句1、when, where, why：2、★先行词为抽象地点的定语从句（重点）Step41、限制性和非限制性定语从句（通过观察比较2个句子来自己总结定义）2、非限制性定语从句还能将整个主句作为先行词, 对其进行修饰（这时从句谓语动词要用第三人称单数）3、★由as, which 引导的非限定性定语从句Step51、★介词+关系词引导的定语从句: 介词+ which / whom / whose + n.（介词只能加这三个关系词，which指物，whom指人，whose作定语指人、物都可）2、介词后面的关系代词不能省略。
人教版定语从句说课稿
人教版定语从句说课稿尊敬的各位评委、老师，大家好！今天，我将为大家说课人教版高中英语教材中的定语从句单元。
在开始之前，让我们先来明确一下本单元的教学目标和重点难点，以便更好地进行教学设计。
教学目标：1. 知识与技能：使学生掌握定语从句的基本结构和用法，能够识别和正确使用关系代词和关系副词。
2. 过程与方法：通过观察、分析和练习，培养学生的语法分析能力和应用能力。
3. 情感态度与价值观：激发学生学习语法的兴趣，帮助他们认识到掌握语法知识对于提高英语综合应用能力的重要性。
教学重点：- 定语从句的概念及其在句子中的作用。
- 关系代词who, whom, whose, which和关系副词when, where, why 的用法。
教学难点：- 区分关系代词和关系副词的用法。
- 定语从句在复合句中的运用，特别是非限制性定语从句和限制性定语从句的区别。
接下来，我将从教学内容、教学方法、教学步骤和评价方式四个方面进行详细阐述。
一、教学内容本单元的核心内容是定语从句，它是用来修饰名词或代词的从句。
在教学过程中，我们将首先介绍定语从句的基本概念，然后通过实例讲解关系代词和关系副词的用法。
此外，我们还将讨论限制性定语从句和非限制性定语从句的区别及其在句子中的作用。
二、教学方法为了提高教学效果，我们将采用以下教学方法：- 直观教学法：通过图表、例句展示定语从句的结构和用法。
- 互动教学法：通过小组讨论、角色扮演等活动，让学生在实践中学习和使用定语从句。
- 任务型教学法：设计相关练习和任务，让学生在完成具体任务的过程中掌握和巩固定语从句的用法。
三、教学步骤1. 导入新课：通过提问和讨论，激发学生对定语从句的兴趣。
2. 呈现新知：通过例句和图表，直观展示定语从句的结构和用法。
3. 练习巩固：设计针对性练习，让学生在实践中掌握定语从句的用法。
4. 应用拓展：通过情景对话、写作等活动，让学生在真实语境中运用定语从句。
5. 总结反馈：回顾本课所学内容，对学生的表现进行评价和反馈。
定语从句说课稿(新1) (1)
定语从句说课稿各位老师，大家好！今天我说课的内容是高中英语必修一Unit4的语法（定语从句）。
本课是新授课，它是在学习课本之后对语法的进一步学习，我把该语法分为两个课时。
下面我将从几个方面来阐述一下我的第一课时的说课内容。
一、语法分析本课时的内容是高中英语必修一Unit4的语法第一课时，初次导入含引导词who, which, that的定语从句，这里的定语从句出现得比较凌乱，因此我把这些语法整合起来教学，让学生有个完整的认识。
定语从句对于高中英语来说是一个非常重要的语法点，它在高中英语学习中所占的比例也是举足轻重的，无论单选还是在阅读理解中，它都无所不在。
甚至在作文中，轻轻松松的写出几个定语从句，就能为你的作文添光加彩。
因此，我们要对它进行着重的讲解。
二、Teaching Aims:（教学目的）1、了解定语从句的位置、结构。
2、学习并掌握定语从句的规则，尤其是关系代词的用法。
三、Teaching Points:（教学重点）1、定语从句及关系代词、关系副词的概念。
2、关系代词的区分。
四、Teaching Methods:（教学方法）1、举例讲解，说明定语从句的用法。
2、以讲练结合的方法加深学生印象。
五、学情分析高一的孩子大体上存在这样的毛病：1、没有英语学习兴趣，而且很有自己的小个性，需要通过他们喜欢的话题来激发学习兴趣；2、初中的英语基础没打扎实，导致现在高一的课听不懂，进步缓慢。
针对这样的学生，我每节课设置的内容不在于多和难，而在于精与层次。
由易到难的吸引他们逐步进入到英语学习环境中来。
六、教学设计Step1 Leading in以一个自己制作的动画开始，内容是关于一个简单的定语从句的例子，由于动画中的人物是孙悟空与猪八戒，大家都很感兴趣，以此来吸引大家的注意，为下面内容的讲解铺垫。
Step2知识输入与输出1、什么是定语？2、定语通常用来修饰什么词？3、什么是定语从句？Step 3:引入定语从句概念在复合句中作定语，修饰某一名词或代词的从句叫做定语从句。
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定语从句说课稿范文
说课就是教师口头表述具体课题的教学设想及其理论依据也就是授课教师在备课的基础上面对同行或教研人员讲述自己的教学设计然后由听者评说达到互相交流共同提高的目的的一种教学研究和师资培训的活动下面小编为大家分享定语从句说课稿欢迎大家参考借鉴
一、教材分析
本堂课是一堂中考复习课如果从分析教材来讲本课话题主要是出现在仁爱英语九年级(下)Unit5之中主要讲的是让学生认识定语从句了解定语从句的结构并能熟练的运用定语从句但是对于一堂中考复习课来讲我觉得应当从中考英语对本课话题的难易度要求以及考点的探究入手从历年的中考真题来看对于定语从句的考察主要体现在单选题、完型填空和阅读理解中当然还有就是从作文之中体现出来而且我们知道如今的中考英语更侧重于在语境之中来考察语法和词汇项目强化对学生语言运用能力的考察
二、教学目标
根据课程标准和我市中考英语的要求坚持以学生为本切实体现素质教育面向全体学生立足基础设置练习注意难易度适中这堂课是一堂中考复习课本课设计从英文歌曲导入在课堂之上利用简单习题小游戏设置情景情景之中学语法以达到下列教学目标：
知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能能准确选择定语从句所需的关系代词或关系副词从知识系统
的归纳呈现入手注重学生基础知识的复习巩固;这堂课又是一堂语法复习课本身具有一定的应试成分
能力目标：能较好地运用定语从句能正确组织包含定语从句的复合句注意培养学生运用所学的知识和技能分析、解决问题的能力德育目标：培养分析问题解决问题的能力热爱祖国关心时政学会竞争和合作建立自信心和集体荣誉感
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激发和培养学生学习英语的兴趣建立学习英语的成就感和自信心让他们成为课堂的主角使学生懂得语法学习无处不在使学生学在其中乐在其中并掌握一些应试技巧
三、教学重点难点
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
四、教学方法
《新课程标准》要求教师在教学中要以学生为主体尝试创新思维联系社会采用讨论、协作、探究、竞争的教学模式引导学生灵活运用所学语法知识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结合竞赛形式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(如按“词→句→文”递进)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
五、教学过程
本堂课主要分为五个步骤：
1创设情景歌曲导入
2知识呈现铺设阶梯
3要点提醒操练运用
4直击中考深入探究
5课后练习巩固所学
第一步：创设情景歌曲导入
我选择了英文歌曲《LemonTree》来导入本课的知识请学生把歌曲最后一句空缺的词填上IwonderhowIwonderwhy
Yesterdayyoutoldme'boutthebluebluesky
Isjustayellowlemontree(答案：that,that,that) 根据以上所说的2句IlikethesongwhosenameisLemonTreeverymuch.?allthatIcanseeisj ustayellowlemontree.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”简单但动感的FLASH很符合学生的口味学习兴趣一下被调动起来重要的是本歌的歌词中含有定语从句可以于欢快的节奏中导引学生轻松自然地进入语法话题
第二步：知识呈现铺设阶梯
呈现定语从句的定义和结构使学生加深对定语从句的结构和关系代词、关系副词的印象以便下面的竞赛中更好的发挥
第三步：要点提醒操练运用
为了更好的调动学习积极性加强学生思维能力、协作竞争能力及强化团体荣誉意识在本环节中我采取了竞赛形式把全班分成二大组看方得分高竞赛内容分为四部分：
第一部分基础语法知识(必答)：以抽签的方式选择本组所答的题所有的题都是有关定语从句的理论知识填空包括定语从句中的先行词、关联词、关联词的省略以及各个关联词的区别使学生加深对定语从句的结构和关系代词、关系副词的印象以便下面的竞赛中更好的发挥对学生来说完成本项任务轻松、新鲜、又有一定的竞争学生兴趣又一次被调动复习基础理论知识为以下的实际操练做较好的准备提高准确率
第二部分合并定语从句贯彻由易渐难的原则先从相对简单的题型开练重点巩固关系代词的选择并在第一题：ThewomanisourEnglishteacher.HespeaksEnglishverywell.→Thewomanwho(that)speaksEnglishverywellisourEnglishteacher 中点出另外一个知识点：定语从句中谓语动词的数要与先行词保持一致鼓舞士气提高自信心
第三部分辨析正误并说明原因这部分主要是帮助学生区分关系代词that和which的不通用的特殊情况1.2题是帮助学生辨析只能使用that而不使用which的特例两个题并不能全部体现只能使用
that而不使用which的特殊情况所以在做完1、2题后全班一起总结帮助他们将知识系统化3、4题帮助学生区分只能使用which而不使用that的特殊情况贯彻由易渐难的原则简单的关系代词会用后逐渐进入到关联词使用的特殊情况是学生更全面的掌握定语从句第四部分格言英译中(抢答)有了以上几部分的复习巩固学生已经掌握了定语从句的必要知识点本部分用英文表达几句著名的格言帮助学生将知识升华有利于学生知识面的拓展也为以后写作做积累第四步直击中考深入探究
本环节中我精选了历年中考真题少而精体现难易度并巩固本课的定语从句激起学生英语学习的成就感和自信心
第五步：课后作业巩固所学
写作在中考中占较大的比重故平时要多加训练承上所提奥运话题让学生以感想并结合自身实际写短文进一步锻炼在实际中运用定语从句的能力而且本次教学活动关于定语
从句的任务设计理念是按“词→句→文”循序渐进所以写作便是前面部分很好的延续和提高了
六、课后反思
本堂课由于是公开课虽然说已经花了大量的时间做了充分的准备但由于前面的时候有点紧张本堂课的内容大以及课时的一些应变做得不够好尽管说顺利地完成了教学但是感觉还是没有达到自己预期的效果比如说平时和学生口语的交流在本节课没有充分的体现出来互动不够好;速度偏快没有给学生留下足够的空白时间思考问题;
作为重要教学辅助工具的黑板利用不够从整体上看本节课将语法复习课揉入情景交际之中注意语法课的实用性和趣味性的结合应该说是比较成功的一堂课日后我将更加注意语法实用性和趣味性的探究努力上好每种类型的课。