[实用参考]定语从句-说课稿.ppt
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定语从句说课稿ppt
By students training, error correction, and discussion, sum up problem solving skills, then by applying the training, further master this kind of problem solving skills.
【C】
A. it B. where C. that
D. what
1. He left in October_____we met in Beijing for the first time. 【C】
2. It was in October_____we met in Beijing for the first time. 【A】
SUCCESS
THANK YOU
2020/1/3
（Ⅱ）Induction of key points and difficulties discussion and exploration, reveal the method
1that/ which 2.as 3.介词+which 4.特殊先行词：way , reason, stage … 5.Attributive clause and other clauses
1.It accounts for a large proportion in the college entrance examination . 2.Regardless of in cloze or in reading comprehension, it is the most commom point. 3.Even in students’ compositions, easily writing several attributive clauses can add lights to your composition.
【C】
A. it B. where C. that
D. what
1. He left in October_____we met in Beijing for the first time. 【C】
2. It was in October_____we met in Beijing for the first time. 【A】
SUCCESS
THANK YOU
2020/1/3
（Ⅱ）Induction of key points and difficulties discussion and exploration, reveal the method
1that/ which 2.as 3.介词+which 4.特殊先行词：way , reason, stage … 5.Attributive clause and other clauses
1.It accounts for a large proportion in the college entrance examination . 2.Regardless of in cloze or in reading comprehension, it is the most commom point. 3.Even in students’ compositions, easily writing several attributive clauses can add lights to your composition.
定语从句讲解公开课22张ppt经典实用
二 定语从句 1. 含义
修饰名词或代词的句子叫定语从句。
定语从句一般紧跟在所修饰的名词或代词 之后。
Mary is a girl who has long hair.
修饰girl
This is the classroom where we study.
修饰classroom •定语从句讲解公开课(22张ppt)
which：指物，作主语或宾语 The man who is speaking at the meeting is a worker. The woman whom they wanted to visit is a teacher.
who：指人，作主语；whom：指人，做宾语 Who’s the boy that is reading a book? Can you show me the photo that you like best?
that：指人或物，作主语或宾语 I know the girl whose mother is a teacher. The house whose windows are closed is mine.
whose：指人或•定物语从，句讲做解公定开课语(22张ppt)
做题技巧： 1. 确定定语从句 2.看先行词是指人还是指物 3. 确定先行词在定语从句中做的成分 4. 确定关系代词
5. The factory _th_a_t__ makes computers is far away from here. Which/
6. He likes to read books _t_h_a_t__ are written by Shakespeare.
7. This is the pen _W__h_i_c_h_/ he bought yesterday. that•定语从句讲解公开课(22张ppt)
定语从句简单版(共23张PPT)
8. He will give you such information
aswill help
you.
总结：which和as的区别
as 和which在引导非限制性定语从句时，这两个关系代词都指 主句所表达的整个意思，且在定语从句中都可以作主语和宾语。 但不同之处主要有两点：
①as引导的定语从句可置于句首，而which不可。 ②as代表前面的整个主句并在从句中作主语时，常可翻译 为“正如，正像”；而which常译为“这一点，这件事” ③ 在限制性定语从句中，如果先行词被as, so ,the same, such 修 饰时，关系代词常用as
which
which和as的区别
1.Tom has made much progress, __w_h_i_c_hmakes
me very happy.
3. ____A_s___ is often the case, we have worked out the
production plan.
4.____A_s____ I explained on the phone, your request will
I watched all the glasses
were on the table fall off the table.
The glasses,
I’ll be blind, is lost.
who 作定语从句的主语或宾语.
ü当先行词是人时, 用who, whom, vi: work; live; stay; study; remain; sit; lie; stand; exist; go; come…
on which I joined the army. you just shook
定语从句完整课件演示文稿
3. Is this the novel __(t_h_a_t/_w_h_ic_h_) you introduced to me? 4. Where is the boy __w_h_o__/t_habtroke the
window?
5. Luckily none of the people__(_th_a_t_/w_h_o_m)
is a famous writer.
第十四页，共73页。
5.一听到那个消息，那个名字叫Tom的男生刚才潸然 泪下。
6.封皮是蓝色的那本书不见了。
7.这就是我出生的村庄。
8.我永远不会忘记我哥哥参军的那一天。
9.你相信他迟到的理由吗？
5.At the sound of the news,the boy whose name is
▐ 在复合句中，修饰某一名词或代词的从句叫做
. 定语从句 被修饰的名词或代词叫先行词。
He is an English teacher who likes singing songs.
先行词 定语从句
引导词
引导词
关系代词 :who﹑whom﹑that﹑which﹑whose
第四页，共73页。
关系副词:where﹑when﹑why
in the village.
A．their
B．whose
C．of them
D．with whom
第二十页，共73页。
2.只用Which引导的定语从句。
常规情况下：which在从句做主语或宾语，但 介词提前时，只用which。
The building which/that stands near the river is our school.(主语）
window?
5. Luckily none of the people__(_th_a_t_/w_h_o_m)
is a famous writer.
第十四页，共73页。
5.一听到那个消息，那个名字叫Tom的男生刚才潸然 泪下。
6.封皮是蓝色的那本书不见了。
7.这就是我出生的村庄。
8.我永远不会忘记我哥哥参军的那一天。
9.你相信他迟到的理由吗？
5.At the sound of the news,the boy whose name is
▐ 在复合句中，修饰某一名词或代词的从句叫做
. 定语从句 被修饰的名词或代词叫先行词。
He is an English teacher who likes singing songs.
先行词 定语从句
引导词
引导词
关系代词 :who﹑whom﹑that﹑which﹑whose
第四页，共73页。
关系副词:where﹑when﹑why
in the village.
A．their
B．whose
C．of them
D．with whom
第二十页，共73页。
2.只用Which引导的定语从句。
常规情况下：which在从句做主语或宾语，但 介词提前时，只用which。
The building which/that stands near the river is our school.(主语）
(完整版)定语从句PPT课件
Is this the library (which) you borrow books from?
Is this the library from which you borrow books?
关系代词与介词: 介词放在关系代词的前 面时,介词宾语只能用which代物, 用whom 代人。(介词在末尾时,关系词可以省略)
The Attributive Clause
定语从句
定语可以由形容词、代词、数词、名词、
分词、不定式、介词短语等来担任，修饰名词。
(以分词、介词短语为例） 例： The girl behind the tree is Kate.
The man driving too fast was drunk.
Please show me the book . Its cover is red. Please show me the book whose cover is red.
the red the green the small apple the big
The apple which is red is mine.
➢定语从句 在英语中，修饰名词或代词的句子叫定语从句。 例：The girl who is behind the tree is Kate.
The man who was driving too fast was drunk.
eg. The boy who is reading is Tom.
先行词
2.I’ll never forget the day. I joined the League on that day.
I’ll never forget the day when I joined the League. I’ll never forget the day on which I joined the League .
Is this the library from which you borrow books?
关系代词与介词: 介词放在关系代词的前 面时,介词宾语只能用which代物, 用whom 代人。(介词在末尾时,关系词可以省略)
The Attributive Clause
定语从句
定语可以由形容词、代词、数词、名词、
分词、不定式、介词短语等来担任，修饰名词。
(以分词、介词短语为例） 例： The girl behind the tree is Kate.
The man driving too fast was drunk.
Please show me the book . Its cover is red. Please show me the book whose cover is red.
the red the green the small apple the big
The apple which is red is mine.
➢定语从句 在英语中，修饰名词或代词的句子叫定语从句。 例：The girl who is behind the tree is Kate.
The man who was driving too fast was drunk.
eg. The boy who is reading is Tom.
先行词
2.I’ll never forget the day. I joined the League on that day.
I’ll never forget the day when I joined the League. I’ll never forget the day on which I joined the League .
定语从句经典完整版PPT课件
在定从中作成13一关系代词作定从的主语宾语作主语时丌可省略指代先行词1314作定从的宾语可省略指代先行词1415作定从的主语戒宾语指物作宾语可省略指代先行词1516作定从的主语戒宾语指物戒人作宾语可省略指代先行词1617作定从的定语指物戒人丌可省略指代先行词17她父母丌想把女儿嫁给一个家境贫穷的男人
作定从的原因状语
3. why 指原因,在从句中表示"因为... 原因"=for which
I disappro先ve行th词e为reraesaosnosn_A_D__ he came up with.
A. that B. why C. for which D. / 因此先行词虽然为reason,但如果连接 词在从句中作主语或者宾语,则只能用
can fly.
A plane is a machine the machine can fly.
A plane is
can fly.
a machine that /which
关系代词实际上是先行词的复 指,that/which代指先行词machine。
第6页/共94页
Think and conclude
(1)
(2)
He gave a reason. people like music for the reason.
=for which =why
他给了一个（人们喜欢音乐的）原因。
第23页/共94页
3. I he
don't looks
know the unhappy.
reasoBnC____
A. that B. why C. for which D. /
A. who B.作w定hi从ch的C主. 语w/h宾e语re D.
作定从的原因状语
3. why 指原因,在从句中表示"因为... 原因"=for which
I disappro先ve行th词e为reraesaosnosn_A_D__ he came up with.
A. that B. why C. for which D. / 因此先行词虽然为reason,但如果连接 词在从句中作主语或者宾语,则只能用
can fly.
A plane is a machine the machine can fly.
A plane is
can fly.
a machine that /which
关系代词实际上是先行词的复 指,that/which代指先行词machine。
第6页/共94页
Think and conclude
(1)
(2)
He gave a reason. people like music for the reason.
=for which =why
他给了一个（人们喜欢音乐的）原因。
第23页/共94页
3. I he
don't looks
know the unhappy.
reasoBnC____
A. that B. why C. for which D. /
A. who B.作w定hi从ch的C主. 语w/h宾e语re D.
定语从句专题讲解课件(共53张PPT)66649ppt课件
This is the mistake(which /that)I always make
2. I still keep the letters. She wrote the letters
to me .
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18
I still keep the letters which she wrote to me.
Practise:
1.The boy called Roy. The boy broke the window.
The boy who/that broke the window is called
Roy.
ppt精选版
20
who / whom / that 作宾语：( 可省略) The man is a famous writer.
2).which－指物，作主语，不能省略；作 宾语，可以省略.
3).who－ 指人，作主语，不能省略；作宾语
可以省略,（常用whom）
注:当关系代词在定语从句中作主语时,定语
从句的谓语动词形式由先行词定。
ppt精选版
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➢ 定语从句的用法:
✓当先行词是物时, 用which 或that引导.
These are the trees which were planted last year.
He described the man just now. The man ( who/ whom/ that ) he described just now is a famous writer. (作宾语）
Practise: 1. The thief has been sent to prison.
ppt精选版
定语从句专题讲解课件(共53张PPT)课件
which / that 作主语. (不能省)
（作主语）
which / that 作宾语 ： （可省略）
This is the card. I’ve just received the card.
This is the card which / that I’ve just received.
The man is a worker.
The man is speaking at the meeting.
分解
作主语
Whom 作定语从句的宾语
01
The woman whom they wanted to visit is a teacher.
02
The woman is a teacher.
( )
（作宾语）
( )
1
关系代词who, that, whom引导的定语从句:
whom (作宾语)
2
如果先行词是表示人的名词或代词，关系代词应用who, that (作主语或宾语)
who / that 作主语. (不能省)
a girl who likes red .
I now
定语从句
在复合句中，修饰名词或代词的句子叫定语从句。
两个句子
两个词
主 句
从句
？
01
I know a girl
02
03
who likes red.
04
Jim reads books
05
which are fun.
06
从句
07
完整的句子是主句
01
The thief has been sent to prison. The police caught the thief last night.
（作主语）
which / that 作宾语 ： （可省略）
This is the card. I’ve just received the card.
This is the card which / that I’ve just received.
The man is a worker.
The man is speaking at the meeting.
分解
作主语
Whom 作定语从句的宾语
01
The woman whom they wanted to visit is a teacher.
02
The woman is a teacher.
( )
（作宾语）
( )
1
关系代词who, that, whom引导的定语从句:
whom (作宾语)
2
如果先行词是表示人的名词或代词，关系代词应用who, that (作主语或宾语)
who / that 作主语. (不能省)
a girl who likes red .
I now
定语从句
在复合句中，修饰名词或代词的句子叫定语从句。
两个句子
两个词
主 句
从句
？
01
I know a girl
02
03
who likes red.
04
Jim reads books
05
which are fun.
06
从句
07
完整的句子是主句
01
The thief has been sent to prison. The police caught the thief last night.
定语从句讲解ppt课件
04
指方式：如how
关系代词与关系副词辨析方法及实例分析
方法一
看有无先行词，有先行词的是关系代词，无先行词的是关系 副词。
方法二
看先行词指人、物、时间、地点还是原因，分别用不同的关 系代词或关系副词。
关系代词与关系副词辨析方法及实例分析
实例分析 This is the place where we met. (先行词指地点，用关系副词where)
组织信息
通过使用定语从句，可以将相关的信 息组织在一起，使文章更加有逻辑性 。
THANK YOU
03
关系代词
如that, which, who, whom等，用于引导名词 性从句，代替先行词在从 句中充当某个成分。
关系副词
如when, where, why等 ，用于引导定语从句，表 示时间、地点或原因关系 。
特殊引导词
如as, whose, than等，用 于引导定语从句，表示特 定的关系。
引导词选择依据与技巧
when与where的区别
when和where都可以引导定语从句表示时间或地点关系，但when更侧重于时间上的关系 ，而where更侧重于地点上的关系。
whose与of which的区别
whose和of which都可以引导定语从句表示所属关系，但whose更侧重于表示所属关系 ，而of which更侧重于表示部分关系。
作用
通过定语从句，可以更准确地表 达意思，使句子结构更加丰富和 复杂。
分类与特点
分类
根据引导词的不同，定语从句可以分 为关系代词引导的定语从句和关系副 词引导的定语从句。
特点
定语从句通常放在被修饰的名词或代 词之后，形成一个复合句。引导词在 定语从句中充当一定的成分，如主语 、宾语、状语等。
定语从句-完整版_PPT课件
something, nothing, anything或由few, little，much，all，only, the very等修 饰时，常用关系代词that来引导定语从 句。如：
They go to the newspaper’s own library to look up any information that they need. 他们到报社的图书馆去查找他们所需要的 资料。 This is the very book that I have been looking for. 这正是我在寻找的书。
_(_th_a_t_)_there is left for me.
14. Such boys __a_s_you mentioned are well. 15. The boys _su__ch_ _a_s__you mentioned are
well. 16. It is so difficult a problem _a_s_no one
20. I had the same experience _t_h_a_tyou have now.
21.She went to the same place _w__h_e_re_she saw the key.
22. Those _w_h_o_are present are well. 23. Is this factory _th_e_ o_n_e_he visited?
The only thing that matters is to find our way home. 唯一要紧的事是找到回家的路。 注意：当先行词指人时，偶尔也可用关系 代词who。 如： I was the only person in my office who was invited. 我是我们办公室唯一被邀请的人。
They go to the newspaper’s own library to look up any information that they need. 他们到报社的图书馆去查找他们所需要的 资料。 This is the very book that I have been looking for. 这正是我在寻找的书。
_(_th_a_t_)_there is left for me.
14. Such boys __a_s_you mentioned are well. 15. The boys _su__ch_ _a_s__you mentioned are
well. 16. It is so difficult a problem _a_s_no one
20. I had the same experience _t_h_a_tyou have now.
21.She went to the same place _w__h_e_re_she saw the key.
22. Those _w_h_o_are present are well. 23. Is this factory _th_e_ o_n_e_he visited?
The only thing that matters is to find our way home. 唯一要紧的事是找到回家的路。 注意：当先行词指人时，偶尔也可用关系 代词who。 如： I was the only person in my office who was invited. 我是我们办公室唯一被邀请的人。
定语从句说课稿PPT课件
目录
关于初高中衔接问题
• 现状 • 1．词汇不衔接，影响高中起步学习。 • 2．语法模糊，不够系统，影响自学。 • 3．阅读技能差，影响课文理解。 • 4. 句式结构掌握差，影响写作能力。
• 原因：1.初高中英语学习方法存在差异 • 2.初高中学生英语学习方法不同。 • 3.新课标及中高考对于学生的要求也有
四、教学过程
1、导入（lead-in） 2、口语训练（speaking） 3、练习（exc点er击c添is加e标）题 4、读（reading）与写（writing）
目录
1、 lead-in
1)由三幅图片引出三组词或短语：a girl,a beauful girl,a girl under the tree.让学生 感知什么是定语，了解定语从句的概念。
前言
上海锐普广告有限公司是中国第一家精品PPT设计机构。拥有国内顶尖的PPT制作 技术、顶级的PPT设计团队，坚持精益求精、拒绝平庸的做事精神，帮助您实现美 观、精致、严谨、动感的PPT展示效果，让您的PPT创造卓越价值。 锐普PPT的设计理念：杜绝平庸、专做精品！100%专业；100%尽心；100%创意。 锐普PPT服务领域：PPT模板和图表素材；PPT定制设计；PPT技能培训。
2）针对我校初三年级学生又体现出一些差异， 表现为英语基础薄弱，学习主动性不高
2、方法的选择依据
新课标分级标准要求“尽可能多的为学生 创造在真实语境中运用语言的能力，通过体验、 实践、参与、探究与合作等方式，发现语言规 律，逐步掌握语言知识和技能，形成有效的学 习策略，发展自主学习能力。”
3、方法：口语表达，笔头训练，合作，用中学， 学中用。 4、养成良好学习习惯：培养良好的学习习惯， 可以使学生的学习事半功倍，养成学生多动口， 勤动手，合作学习，自学及及时反思的学习习 惯至关重要。
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作学习。
情境创设 学习方式
说模式 说学情
说教材
说设计 说板书
说评价 说开发
说模式
我校实践推广“自主学习，合作探究， 成果交流，巩固提升”的四环节教学模式。
语法课的模式： 双核驱动，合作探究，交流内化，实践生成
双核---语言规律探究任务 语言形式应用任务
理论依据: 任务型教学法 语法归纳法 和谐教学法
学习重难点
知识基础
经过本模块的学习和课前准备,学生初
步了解了中国古代文化，掌握了一定的描
说
述人或物的词汇和句型。
学习保障
学
学生们收看过《一站到底》等知识
情
类娱乐节目，对知识性快速问答题比较
熟悉，但缺乏用英语进行此类问答的语
经验基础 言环境和机会。
拥有学习热情，个性、学习风格、
思维方式差异较大，乐于并习惯进行合
reading
cultural reading corner
cultural corner
Module 1 Module 2 Module 3 Module 4
where of which as
who
which(3),
编者希望在学生正式系w统ho 地
which(省 where,
who
who,
略学) 习定w语hich从句之前对其whe有n 充分的
wh感ich(性2) 认识,从而wh为ere(本2) 模w块ho, 定语wh从ich,句who 的学习打下良好基础w,从hich对语,w法here的(3) 理解层w面here提升th到at 应用层wwhhoe面,reth, a。t twhhaot(3)
which which, who
that
which
四、任务示范 3′
规则讲解
二二、、探探究究规规律律 系系统统总总结结
8′
五、开展任务 应用生成
15′
一、以温旧故带知新 任明务确渗目透标
43′
说设计
六、任务评价 情感提升
5′
教师发挥引导作用，用
问题激发学生思考。问题：如 何判断从句性质？定语从句的 引导词有哪些？如何确定引导 词的使用？
1.呈现句子让学生观察其相同之处，即全部含有定 语从句。
语言技能 语言知识 情感态度 学习策略 文化意识
学生能够 使用定语从 句描述人或 物。
学生了解 定语从句的 功能及其构 成，能够选 择适当的关 系词引导定 语从句。
进一步了
解中国古代 文明，提高 文化自信和 民族自豪感。
能够主动
与他人合作 完成学习任 务，并能对 学习过程和 结果进行自 我评价。
提高跨文
3. He tried to find a state where people would follow his teachings.
1. It is one of the greatest inventions that have been used widely.
2. It is something on which you can write.
说模式 说学情 说教材
说设计 说板书
说评价 说开发
三、展句示型小操结练11′
四、任务示范 3′
规则讲解
二、探究规律 系统总结
8′
五、开展任务 应用生成
15′
一、温故知新 任务渗透
3′
说设计
六、任务评价 情感提升
5′
Guess who and what it is
1. He lived in a time when philosophers could have positions in governments. 2. He is a philosopher whose ideas are similar to those of Confucius.
3. He believed that the reason why man is different from animals is that man is good.
1. He came from a family that was poor.
2. He taught that we should look after those who are weaker than ourselves.
3. It is an invention which helps the record and spread of knowledge.
设计意图:
猜谜游戏的引入可以快速引起学生兴趣，并帮助 复习和激活学生关于古代中国的知识，且渗透本课主 题,并为后面的任务起到借鉴作用。
三、展示小结 句型操练
11′
2. 开展语法规则的探究任务。个人和小组活动，探究归 纳定语从句功能及构成，关系词的区别，列表呈现探究结 果。
Introduction and Reading
Listening
Grammar
Cultural Corner
Defining attributive clause
Defining attributive clause: of whom, in which
课程标准 总目标
说教材
高一学生英语水平处于从六级向七级过渡的阶段，有较强的自主学 习意识，能使用适当的语言形式描述事物，简单地表达观点、态度 或情感，能对学习过程与结果进行自我评价，初步形成跨文化交际 意识。
Module 5 that(2)
that, who
which,as whose,
where, which
where,who,
Module 6 that,which that, who who(3), that(省略)
Great People and Great Inventions of Ancient China
天津市瑞景中学 外研版 高中英语 Book 3
Module 5 Grammar
Attributive Clause
天津市瑞景中学 张蓉荣
说模式 说学情
说设计 说板书
说评价
说教材
高中英语 第三册
说开发
定语从句在教材中的分布
Book 1
Book 2
Book 3
reading
cultural corner
化交际特别 是用英语介 绍本国文化 的意识与能 力。
说模式 说学情
说教材
说设计 说板书
说评价
说开发
高一学生在初中已了解了定语从句的简单知识，能区 分who,that,which的用法，通过高中英语前两册的副词的区别，也不能做到准确恰当的运用。