人教版高中英语必修二第一单元定语从句教学案例
高一英语人教新课标必修2Unit1非限制性定语从句课件
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Cindy is a lovely girl, with whom many people 定语从句,常位于 like to make friends.句首,which不可 以 介词 + 关系代词, I like the house , whose windows face the sea. 介词的选用,要 先行词在从句做定语, People will remember August 8th,2008, when 根据从句的谓语 用关系词whose 动词的构成。 29th Olympic Games was held in Beijing. 先行词在从句中做时间状语,用when或介 词+which。
whose
三、关系副词(where,when)的指 代关系
指地点 指时间 在定语从句中的作 用
Where When
tip
介词+which
√
地点状语 √ 时间状语
that,why不能在非限制性定语从句中使用。 As引导非限制性定语从句常位于句首,指代 整个的主句。常译为“正如”
整理一番
当我们做非限制性定语从句的练 习时,往往先确定先行词,然后 再分析先行词在从句中的作用, 再对关系词加以选择。
Fill in the blanks with proper link words
The doctor lives downstairs
“Doctor,” she said loudly, breaking into the room,____ where there was a man,"I want you to tell what is wrong with me.“ He looked at her from head to foot, then said, “____ As is shown in the mirror,I've just three things to tell whose you. First, I suggest you,my lady,_________ weight needs reducing by nearly fifty pounds. Second, you may use 1/10 as much lipstick(口红), by which _____ you will be prettier. And third, I'm an artist---the doctor, whom ______you are looking for, lives downstairs."
人教版高中英语必修二定语从句教案
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Teaching plan1.语言材料2、教学设计授课者授课对象高一学生语言材料分析本节课主要的语法点是限制性定语从句与非限制性定语从句,重点在非限制性定语从句。
教学目标制定1.复习限制性定语从句,帮助学生巩固限制性定语从句;2.从生活中的定语从句中引出非限制性定语从句的,使学生了解非限制性定语从句的meaning,form,function;3.学生能够初步掌握非限制性定语从句,在对比中发现限制性定语从句与非限制性定语从句的区别。
学生难度预测 1.学生可能对于区别限制性定语从句和非限制性定语从句有困难;2.在理解定语从句的function上有一定困难教学环节设计40分钟设计活动和设计理由Step 1 (6分钟) 【活动】1.Show some pictures and ask students to describe the pictures;2.Ask students to combine the sentences that they use to describe with relative words and make them become restrictive attributive clause;【理由】To help students to review the restrictive attributive clause.Step 2 (12分钟) 【活动】1.Show some non-restrictive attributive clause that occur in our daily life;2.Give more example of the non-restrictive attributive clause;3.Ask students to find out the characteristics and the form of the non-restrictiveattributive clause【理由】1.To help students understand the characteristics of non-restrictive attributiveclause;2.To help students find out the form of non-restrictive attributive clause.Step 3 (7分钟) 【活动】1.Give some pictures and ask students to make up a sentence and usenon-restrictive attributive clause;2. Give some translation and help students to do the translation.【理由】人教版英语必修2 Unit 1 Page1~2 <In Search of the Amber Room> 语法新授课1.To help students to have a practice of use non-restrictive attributive clause;2.To check whether students can use non-restrictive attributive clause in acorrect way.Step 4 (10分钟) 【活动】1.Show some restrictive attributive clause and some non-restrictive attributiveclause;2.Help students to find out the differences between them.【理由】1.To help students have a further understand of non-restrictive attributiveclause;2.To help students distinguish restrictive attributive clause and non-restrictiveattributive clause;Step 5 (5min) 【活动】1.Summary the meaning, form, function of non-restrictive attributive clause;2.Summary the differences of restrictive attributive clause and non-restrictiveattributive clause;3.Homework: Ask students to review the restrictive attributive clause and thenon-restrictive attributive clause;Do the exercise on page43【理由】1.To help students review the knowledge.。
人教课标版英语必修二Unit1 语法课 课程教学设计
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Unit1 语法课公开课教学设计(三)Unit 1 Cultural Relics教材分析I.教学内容分析Learning about Language 部分中的Grammar针对本单元的语法重点----定语从句,该部分还包含了相当分量的练习,让学生通过寻找课文中的定语从句启发学生去发现、归纳和复习限制性定语从句,同时引入非限制性定语从句的教学与训练。
II.教学重点和难点1.教学重点掌握限制性与非限制性定语从句的用法,理解两者有何不同。
2.教学难点1.学生怎样找到先行词2.关系词的选择III.教学计划1个课时:GrammarIV.教学步骤:Teaching Goals:1. To learn how to use some useful structures2. To learn about the restrictive and non-restrictive attributive clauseTeaching Procedures:Learning about the attributive clause1. Show Ss the definition of an adjective clause (attributive clause).An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like "which?" or "what kind of?"Consider the following examples:Adjective:the red coat Adjective clause:the coat which I bought yesterdayLike the word “red”in the first example, the dependent clause “which I bought yesterday”in the second example modifies the noun “coat”.Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before. In formal writing, an adjective clause begins with the relative pronouns “who(m),”“that”,or “which”.In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing.Informal:The books people read were mainly religious. Formal:The books that people read were mainly religious. InformalSome firefighters never meet the people they save. FormalSome firefighters never meet the people whom they save. More examples of adjective clauses:The meat which they ate was tainted.They're talking about the movie which made him cry.They are searching for the student who borrowed the book.Did I tell you about the author whom I met?2. Get Ss to tell whether the following pairs of sentences mean the same thing. (1) My uncle, who lives in London, is very rich. My uncle who lives in London is very rich.(2) The policies, which were unpopular, were rejected by the voters. The policies which were unpopular were rejected by the voters.(3) My niece, whose husband is out of work, will inherit the house, which I have always treasured. My niece whose husband is out of work will inherit the house, which I have always treasured.Suggested answers:The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it istherefore bracketed off with commas(1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either 'that' or 'which', whereas for human referents the relative pronoun can be either 'who/m' or 'that' ( the man that/whom I will marry ...)3. Let Ss select one answer from the choices provided after each sentence.(1) As many children ___ came were given some cakes.A. thatB. asC. whoD. whom(2) The visitors saw rows of houses the roofs _____ are red.A. on whichB. of whichC. whereD. that(3) I usually take a nap after lunch, ______ is my habit.A. which itB. as itC. asD. that(4) Please tell me the way _____ you did the job.A. howB. whereC. whichD. in which(5) Is this museum ____ some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where(6) The farmer uses wood to build a house ____ to store grain.A. in whichB. whereC. thatD. with which(7) I shall never forget the years _____ I spent in the country with the farmers, ____ has a great effect on my life.A. when; whichB. that; whichC. when; thatD. which; that(8) Little has been done ____ is helpful to our work.A. thatB. whatC. whichD. all that(9) Perhaps this is the only market ____ you can get such cheap goods.A. thatB. of whichC. by whichD. where(10) We'll put off the outing until next week, ____ we won't be so busy. A. whenB. whichC. at whichD. in that Suggested Answers:(1) B (2) B (3) C (4) D (5) A (6) A (7) B (8) A (9) D (10)A4. Ask Ss to finish Ex3 (P4) and Ex4(P4)Suggested Answers:Ex3:1.Here are the farmers who discovered the underground city last month.2. Hangzhou is famous city in China, where many people come to buy tea.3.I don’t know the reason why she got so angry.4. The old man, whom you are talking to, saw some Germans taking apart the Amber Room and removing it.5.The woman remembered the day when she saw Nazis burying something near her home.6.St Petersburg is a very beautiful city, which was once called Leningrad.7.I remember the soldier who told me not to tell anyone what I had seen.8.The soldiers moved the boxes to a mine, where they wanted to hide them.9.Xi’an is one of the few cities whose city walls remain as good as before.10.Shanxi Province is a place whose/where cultural relics are well looked after.Ex4:1. whose daughter studies in a key university2. who discovered the Terracotta Warriors3. which was decorated with valuable jewels4. where she can learn about former dynasties5. which was drawn by a famous artist in the Tang Dynasty6. which is very beautiful7. when we get together to celebrate8. that I can’t remember9. which is known for its good food10. when the weather was warm and sunny。
人教版(2019)学案:必修二英语 定语从句讲解与练习
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定语从句一、基本概念1.定语从句:在一个主从复合句中修饰某一个名词、代词或修饰整个主句的从句叫定语从句。
换句话说,定语从句就是用来作定语的句子。
2.先行词:被定语从句修饰的名词或代词叫先行词。
先行词前一般用the ,但在指“一个”概念时可用 a , an 。
3.关系代词/ 关系副词:连接先行词和定语从句的词叫关系词,根据其在从句中作用分为关系代词或关系副词。
若先行词在从句中作主语、宾语和定语等,应用关系代词引导定语从句;若先行词在从句中作时间状语、地点状语和原因状语等,应用关系副词引导定语从句。
4.定语从句的位置:一般紧跟在先行词后面。
但有时因句子结构的需要,定语从句和先行词被某些成分隔开。
5.引导定语从句的关系词分为二类:关系代词:that, which ,who, whom ,whose , as关系副词:when, where, why二、基本用法1.关系代词的基本用法(见下表):2.使用关系代词时应注意的几个问题:a. 在以下几种情况下只使用that不用which。
1.先行词是不定代词时,如: all, anything, everything, nothing, something, little, few, much。
1.I told him all (that) I know.2.He gave her everything (that) he had.2.先行词被all, every, any, the very, the only, the just等修饰时。
1.I have read all the books (that) you gave me.2.You can take any book (that) you like.3.先行词被序数词和形容词的最高级修饰时。
1. This is the best book (that) I have ever read.2. The second place (that) I want to visit is Shanghai.4.先行词既有人又有物时。
人教版高中英语必修2 Unit1 Grammar 优秀教学设计
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Unit1 Grammar 教学设计教学设计设计意图This is the last teaching period of this unit, aiming to help students get more about the basic knowledge of the grammar, the attributive clause, in this unit. The attributive clause is a very important grammar item. The emphasis of this period is mainly placed on its classification. Therefore, teachers should create a relatively real context to present enough sentences for students to revise what they have learned about this grammar item. In the meantime, teachers should offer more opportunities for students to practice and make sure students know how to clarify the restrictive and non-restrictive attributive clauses. Exercises designed ought to be simple and easy to operate, which is of great help to students’ understanding.教学重点Enable students to clarify the restrictive and non-restrictive attributive clauses.教学难点Enable students to make sentences containing attributive clauses in a real situation.知识目标Help students to know how to clarify the restrictive and non-restrictive attributive clauses.教学过程Task 1 复习旧知Lead-inT: Hello, everybody! Today we are going to learn more about the attributive clause. First, look at the screen and make the sentences according to the pictures, using attributive clauses.1: It is our classroom which/that is bright.2: This is our English teacher who/that we all love.3: This is our English teacher whose pronunciation is perfect.T: (Write the sentences on the blackboard.) Now look at the blackboard. Let’sanalyze these sentences.1. It is our classroom which/that is bright.↓↓main clause(主句) subordinate clause(从句)It is (our classroom) (which/that) is bright.↓attributive clause(定语从句)↓↓antecedent(先行词)relative pronoun (act as the subject in the attributive clause) (关系代词)2. This is (our English teacher) (who/that/whom) we all love.↓↓antecedent relative pronoun(act as the object in the attributive clause)3. This is our English teacher (whose) pronunciation is perfect.↓relative pronoun (act as the object in the attributive clause) Task 2 感受新知Ⅰ. More sentences from the textbookGive students several minutes to find out the antecedent and relative pronoun of each sentence,1. This gift was the Amber Room, which was given this name because several tons of amber were used to make it,2. The amber which was selected had a beautiful yellow-brown colour like honey.3. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.4. However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it.5. Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers.6. This was a time when the two countries were at war.7. There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.Ⅱ. Conclusion定语从句有两种:(1) 限制性定语从句(先行词与定语从句间无逗号),如句子。
定语从句关系副词的用法教案
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定语从句关系副词的用法教案一、教学目标:1. 让学生掌握关系副词who, which, that, where, when, why在定语从句中的用法。
2. 培养学生运用关系副词正确连接主从句的能力。
3. 提高学生对定语从句的理解和运用,使他们在阅读和写作中更加得心应手。
二、教学内容:1. 关系副词who的用法:指代人,作主语或宾语。
2. 关系副词which的用法:指代物,作主语或宾语。
3. 关系副词that的用法:指代人或物,作主语或宾语。
4. 关系副词where的用法:指代地点,作状语。
5. 关系副词when的用法:指代时间,作状语。
6. 关系副词why的用法:指代原因,作状语。
三、教学重点与难点:1. 重点:关系副词的用法和定语从句的构成。
2. 难点:关系副词在定语从句中的位置和作用。
四、教学方法:1. 实例分析法:通过具体例句,让学生理解关系副词的用法。
2. 练习法:设计相关练习题,让学生巩固所学知识。
3. 互动教学法:鼓励学生提问、讨论,提高课堂参与度。
五、教学步骤:1. 引入:简要介绍定语从句和关系副词的概念。
2. 讲解:分别讲解关系副词who, which, that, where, when, why的用法。
3. 举例:给出典型例句,让学生理解关系副词在定语从句中的作用。
4. 练习:设计练习题,让学生运用关系副词连接主从句。
5. 总结:回顾本节课所学内容,强调关系副词的用法。
6. 作业:布置相关作业,让学生巩固所学知识。
7. 反馈:下一节课检查学生的作业,及时给予指导和纠正。
六、教学拓展:1. 引导学生了解关系副词和关系代词的区别,并掌握它们在定语从句中的搭配使用。
2. 举例说明关系副词在特定语境中的用法,如关系副词why在表示原因的定语从句中的使用。
3. 让学生通过查阅资料或进行网络搜索,了解关系副词的起源和发展历程。
七、教学案例分析:1. 分析含有关系副词的定语从句,如:“The house where I lived as a child has been demolished.”2. 让学生分组讨论,尝试使用关系副词填空,如:“_____ book you gave me is very interesting.”3. 选取一些错误的例句,让学生找出其中的错误,并进行纠正,如:“I saw a man _____ car was stolen yesterday.”八、课堂互动:1. 设计一个角色扮演活动,让学生在实际语境中运用关系副词,如在商店寻找商品时使用关系副词who和which。
人教版高一英语必修2定语从句课件
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I’ve read all the books _t_h_a_t you lent me.
我已经读完你借给我的所有的书。
3)先行词被any, some, no, much, few, little, every, all, very, only, last 修饰时, 引导定语从句用that。
6)there be 句型时,引导定语从句用that。
1. Her bag, in _w_h_i_c_h_ she put all her money, has been stolen.
她的包包已经被偷了,她所有的钱都在里面。
2. Xiao Wang, with w__h_o_m__ I went to the concert, enjoy it very much.
正如每个人所希望的,玛丽获得了第一。
as引导定语从句可放句首,句中,句末,which 引导定语从句不能放句首。as译为正如,好像, which没有此意。
【运用】根据英语意思翻译句子。 This is the same book as I lost. 这本书和我丢的那本一模一样。
This is the same book that I lost. 这本书就是我丢的那本。
1. The famous writer and his works _th_a_t_ the radio broadcast have aroused great interest among the students.
收音机播放的那位著名作家和他的作品已经引起学 生们的兴趣。
4)先行词中既有人又有事物时,引导 定语从句用that。
played together.
高中英语人教版(2019)必修第二册:Unit1 限制性定语从句(课件)
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Discovering Useful Structures 限制性定语从句
距离高考还有一段时间,不少有经验的老师都会提醒考生,愈是临近高考, 能否咬紧牙关、学会自我调节,态度是否主动积极,安排是否科学合理,能不 能保持良好的心态、以饱满的情绪迎接挑战,其效果往往大不一样。以下是本 人从事10多年教学经验总结出的超实用新高考英语专题复习讲义希望可以帮助 大家提高答题的正确率,希望对你有所帮助,有志者事竟成!
• 4 定语从句的谓语如果是以介词结尾的短语动词,则不可把介词移至从句之首。 例如: He received the email he was looking forward to.
关系代词特殊用法
• that 和 which
以下情况,引导词用that,不用which。 • 1.先行词为不定代词everything, something, nothing, anything或由few, little, much,
• 2)关系词在从句中充当某个句子成分(主语、 宾语、 表语、 定语、 状语等)。
• 3)常用的关系代词:that、 which、 who、 whom、 whose、 as 常用的关系副词(在从句中只作状语):when(时间)、 where(地点)、why
(原因)
关系代词的实质
• A plane is a machine. The machine can fly.
• 每个句子中的先行词分别是什么?先行词的词性分别是?
• time,cultural relics.....
先行词都是名词
思考和讨论
你发现先行词和关系词有什么关系?你发现了什么规律?
先行词
定语从句公开课教案优秀7篇
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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。
高中定语从句英语教案精选5篇
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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。
高中英语必修二课件定语从句公开课
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课程目标与要求
01
02
03
04
掌握定语从句的基本概念和结 构
能够识别和分析句子中的定语 从句
学会运用定语从句进行表达和 交流
提高阅读和写作中定语从句的 运用能力
定语从句定义及作用
定义
定语从句是在复合句中修饰名词 或代词的从句,起到定语的作用 。
作用
对先行词进行修饰、限制或补充 说明,使句子表达更加具体、生 动。
常用引导词及其用法
that
引导限制性定语从句,指代人 或物,在从句中作主语、宾语
或表语。
which
引导非限制性定语从句,指代 整个主句或主句中的一部分, 在从句中作主语、宾语或表语 。
who/whom
引导定语从句,指代人,在从 句中分别作主语和宾语。
whose
引导定语从句,指代人或物, 在从句中作定语。
以省略关系代词。
省略关系副词
当关系副词在定语从句中充当状 语时,且其前面有相应的介词时 ,可以省略关系副词。但需要注 意的是,省略后不能影响句子的
意思和语法结构。
省略的注意事项
省略关系代词或关系副词时需要 注意语境和语法结构的正确性,
避免出现歧义或语法错误。
04
定语从句时态、语态及语气问题
时态选择原则及示例分析
02
定语从句基本结构与分类
限制性定语从句
定义
限制性定语从句对先行词起限定 作用,与主句关系紧密,不可或
缺。
结构
通常由关系代词(如that, which, who等)引导,紧跟在先行词后面 。
例子
The book that I borrowed from the library is very interesting.( 我从图书馆借的那本书非常有趣。 )
高中英语人教版必修二教学案:Unit+1+Section+Ⅲ+Grammar+——限制性定语从句和非限制性定语从句.doc
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Section_ⅢGrammar—限制性定语从句和非限制性定语从句语法图解探究发现①This gift was the Amber Room, which was given this name because several tons of amber were used to make it.②The amber which was selected had a beautiful yellowbrown colour like honey.③However, the next King of Prussia, Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it.④Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers.⑤This was a time when the two countries were at war.⑥There is no doubt that the boxes were then put on a train for Königsberg, which was at that time a German city on the Baltic Sea.[我的发现](1)例句①中含which引导的非限制性定语从句;例句②中含which引导的限制性定语从句;在形式上非限制性定语从句与限制性定语从句的区别在于:关系词前是否有逗号。
(2)以上例句中含非限制性定语从句的有①③⑥;含限制性定语从句的有②④⑤。
一、定语从句的种类根据定语从句与先行词之间关系的紧密程度,我们将定语从句分为限制性定语从句和非限制性定语从句两种。
人教版必修 2 Unit 1 Grammar, The attributive clause 2 定语从句中介词加关系代词的用法(讲义)
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1. 全面掌握介词+ 关系代词引导的定语从句。
2. 灵活运用介词+ 关系代词,在定语从句中选择准确的介词+关系代词。
重点:关系代词前介词的确定。
难点:复合介词短语+关系代词的用法。
1. 介词+关系代词引导的定语从句经常出现在高考的单项选择、语法填空和完形填空中。
2. 介词+关系代词引导的定语从句是高考的常考点。
介词+关系代词引导的定语从句However, the next King of Prussia, Frederick William I, to whom the ambre room belonged, decide not to keep it. 然而,下一位普鲁士国王,腓特烈·威廉一世,这个琥珀屋的主人却决定不要它了。
介词+关系代词引导定语从句时,关系代词常用which (指物),whom (指人),即介词+ which/ whom。
1. 当介词放在关系代词的前面时,关系代词which或whom不能省略。
介词后移,关系代词which或whom可省略。
2. 复合介词短语+关系代词which引导的定语从句,这种结构引导的定语从句常与先行词用逗号隔开,定语从句常用倒装语序。
3. “名词/代词/数词+介词of+关系代词”后引导的定语从句通常是非限制性定语从句,该结构在定语从句中一般作主语。
He paid the boy $ 10 for washing ten windows, most of which hadn’t been cleaned for at least a year.他付给这个男孩10美元擦洗10扇窗户,这10扇窗户中大部分至少一年没擦了。
In the dark street, there wasn’t a single person to whom she could turn.在黑暗的街道上,她没有一个人可以求助。
This is the hero that/ who/ whom we are proud of.这是我们引以为豪的那个英雄。
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A lesson plan for Learning about Language
(The Restrictive and Non-Restrictive Attributive Clause) Aims:
To learn about the restrictive and non-restrictive attributive clause
To discover some useful words and expressions
To discover some useful structures
Procedures:
I. Warming up
Warming up by discovering useful words and expressions
Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’.
Warming up by explaining
Now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to”here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at”indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.
II. Learning about Attributive Clause
1. What is an adjective Clause?
An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:
Adjective
the red coat
Adjective clause
the coat which I bought yesterday
Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before. In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:
informal
The books people read were mainly religious.
formal
The books that people read were mainly religious.
informal
Some firefighters never meet the people they save.
formal
Some firefighters never meet the people whom they save.
Here are some more examples of adjective clauses:
the meat which they ate was tainted
This clause modifies the noun “meat” and answers the question “which meat?”.
They’re talking about the movie which made him cry
This clause modifies the noun “movie” and answers the question “which movie?”.
They are searching for the student who borrowed the book
The clause modifies the pronoun “student” and answers the question “which student?”.
Did I tell you about the author whom I met?
The clause modifies the noun “author” and answers the question “which author?”.
2. Restrictive & non restrictive clauses
Do the following pairs of sentences mean the same thing?
1a My uncle, who lives in London, is very rich.
2b My uncle who lives in London is very rich.
2a The policies, which were unpopular, were rejected by the voters.
2b The policies which were unpopular were rejected by the voters.
3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.
3b My niece whose husband is out of work will inherit the house which I have always treasured.
The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).。