(完整word版)定语从句教案
定语从句教案模板范文
教学目标：1. 知识目标：学生能够理解定语从句的概念和作用，掌握关系代词和关系副词的用法，能够正确运用定语从句修饰名词或代词。
2. 能力目标：学生能够通过练习，提高运用定语从句进行句子改写和句子填空的能力。
3. 情感目标：培养学生对英语学习的兴趣，增强语言运用能力，提高跨文化交际意识。
教学重点：1. 定语从句的概念和作用。
2. 关系代词和关系副词的用法。
教学难点：1. 定语从句的引导词选择。
2. 定语从句与主句的语序调整。
教学准备：1. 多媒体课件2. 练习题3. 教学用书教学过程：一、导入1. 通过图片或实物展示，引出定语从句的概念。
2. 提问：什么是定语从句？它有什么作用？二、新课讲授1. 讲解定语从句的概念和作用。
2. 介绍关系代词和关系副词的用法。
3. 通过例句分析，让学生理解定语从句的引导词选择。
4. 讲解定语从句与主句的语序调整。
三、练习巩固1. 完成课后练习题，巩固所学知识。
2. 教师讲解练习题中的难点和易错点。
四、课堂小结1. 回顾本节课所学内容，强调重点和难点。
2. 提醒学生在课后复习，并完成相关练习。
五、布置作业1. 复习本节课所学内容，完成课后练习题。
2. 选择一篇英文文章，找出其中的定语从句，并进行分析。
教学反思：1. 本节课通过图片、实物和例句等多种方式，帮助学生理解定语从句的概念和作用，提高了学生的学习兴趣。
2. 在讲解关系代词和关系副词的用法时，注意引导学生归纳总结，提高学生的归纳能力。
3. 在练习环节，通过课后练习题的完成，巩固了学生的知识，同时也提高了学生的实际运用能力。
4. 在教学过程中，要注意关注学生的学习情况，针对学生的疑问进行解答，确保学生能够掌握所学知识。
定语从句教案【优秀4篇】
定语从句教案【优秀4篇】高中定语从句英语教案篇一教学目标1. 知识目标：掌握下列重点单词和词组的意思及用法ache, evercise, weight, give up, interest及其词汇转化2. 能力目标：能够询问有关健康的信息，表达态度，提供建议。
学习使用由whose引导的定语从句。
3.情感目标：通过了解tony 的经历，培养体谅、关爱他人的情感态度。
教学重难点1.重点：对话中的句型应用，由whose引导的定语从句2.难点：由whose引导的定语从句的运用。
教学工具课件教学过程[课前朗读]: 朗读生词ache, exercise, weight, give up, interest, tasty----taste, menu, persuade.根据音标读出单词并了解汉语意思，养成学生自主学习词汇的习惯，促使学生迅速进入学习状态。
[检查词汇预习]：a.采取学生结对、小组互查等形式来检查学生对词汇的预习情况。
b.朗读单词，注意发音。
一、情境导入教师可问学生：(1)What’s your favourite sport?(2) How do you think we can keep fit?(3) Have you ever remembered what happened to Tony in Module9?这样会调动学生用英语思维的积极性，引出本单元话题。
二、小听力(自主完成，合作释疑)听Activity 2,完成表格BettyLinglingTaijiquanWeighttrainingRunning针对表格进行说的练习。
如：How does Lingling think of Taijiquan and running?三、大听力多层听1.听Activity 3，完成下列各题。
1).Who has Betty bumped into?A. The head teacherB. The English teacherC.Lingling and Betty2).Does Daming think that the boy in his team can go to a sports school ?A. Yes, he doesB. No，he doesn’tC. We don’t know3).What does Daming want the head teacher to write ?A. Something about staying healthyB. Something about training for the OlympicsC. something about buying a camera2. 再听Activity 3，完成下列表格。
定语从句 教案范文
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。
定语从句教案(精选6篇)
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定语从句导入教案模板及范文
一、教学目标1. 知识与技能：理解定语从句的概念，掌握定语从句的引导词和关系词的用法。
2. 过程与方法：通过分析例句，总结定语从句的构成和特点，提高学生运用定语从句的能力。
3. 情感态度与价值观：培养学生对英语学习的兴趣，提高学生运用英语表达的能力。
二、教学重点1. 定语从句的概念和构成。
2. 定语从句的引导词和关系词的用法。
三、教学难点1. 定语从句的引导词和关系词的选择。
2. 定语从句的时态和语态。
四、教学过程（一）导入1. 利用图片或实物，让学生观察并描述，激发学生对英语学习的兴趣。
2. 提问：同学们，在描述一个物品时，我们通常会用到哪些句子？引导学生思考并回答。
（二）新课导入1. 引入定语从句的概念，让学生理解定语从句的作用。
2. 举例说明定语从句的构成，让学生了解定语从句的基本结构。
（三）讲解定语从句的引导词和关系词1. 讲解定语从句的引导词和关系词的用法，如：关系代词、关系副词等。
2. 通过例句分析，让学生掌握定语从句的引导词和关系词的选择。
（四）练习1. 学生练习填空，巩固定语从句的引导词和关系词的用法。
2. 学生练习翻译，提高运用定语从句的能力。
（五）小结1. 回顾本节课所学内容，总结定语从句的概念、构成、引导词和关系词的用法。
2. 强调定语从句在英语学习中的重要性。
五、作业布置1. 完成课后练习题，巩固所学知识。
2. 选择一个物品，用定语从句描述。
范文：一、教学目标1. 知识与技能：理解定语从句的概念，掌握定语从句的引导词和关系词的用法。
2. 过程与方法：通过分析例句，总结定语从句的构成和特点，提高学生运用定语从句的能力。
3. 情感态度与价值观：培养学生对英语学习的兴趣，提高学生运用英语表达的能力。
二、教学重点1. 定语从句的概念和构成。
2. 定语从句的引导词和关系词的用法。
三、教学难点1. 定语从句的引导词和关系词的选择。
2. 定语从句的时态和语态。
四、教学过程（一）导入1. 利用图片或实物，让学生观察并描述，激发学生对英语学习的兴趣。
定语从句教案(可编辑修改word版)
Revision : The Attributive ClauseTeacher: CindyTeaching aims: 1. to review the attributive clause2. to be able to describe something or someone with thearrtibutive clause.3. to work hardImportance and difficulty: 1. the use of attributive clause.2. some exercises about the attributive clauseType of lesson: ReinforcementTeaching approach: functional approachTeadhing tool: SlidesTeaching steps:1. What is the attributive clause2. kinds of the attrbutive clause3. summary of the use of that ,which, who, whom, whose when,where, why4. some exercises about the attributive clause5. games: describe somebody or some daily items定语从句（The Attributive Clause）一、定语从句的概念在复合句中，修饰某一名词或代词的从句叫定语从句。
被修饰的名词或代词叫先行词，定语从句一般放在先行词的后面。
二、定语从句的分类根据定语从句与先行词的关系，定语从句可分为限制性定语从句及非限制性定语从句。
限制性定语从句紧跟先行词，主句与从句不用逗号分开，从句不可省去，非限制性定语从句主句与从句之间有逗号分开，起补充说明作用，如省去，意思仍完整。
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。
初中英语《定语从句》名师教案教学设计
初中英语《定语从句》名师教案教学设计一、教学目标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定语从句修饰名词或代词。
3. 培养学生运用定语从句进行交际的能力。
二、教学内容1. 定语从句的定义和作用。
2. 定语从句的基本结构：who, which, that。
3. 定语从句的引导词及先行词。
4. 定语从句的时态和语态。
5. 定语从句的练习和应用。
三、教学重点与难点1. 定语从句的基本结构。
2. 定语从句的引导词及先行词的用法。
3. 定语从句的时态和语态的运用。
四、教学方法1. 采用任务型教学法，让学生在实际语境中运用定语从句。
2. 运用案例分析法，通过典型例句讲解定语从句的用法。
3. 采用分组合作学习法，培养学生团队合作精神。
五、教学过程1. 导入：利用图片或情境引入定语从句的概念。
2. 新课内容：讲解定语从句的定义、基本结构和引导词。
3. 案例分析：分析典型例句，让学生理解定语从句的用法。
4. 课堂练习：设计相关练习题，让学生巩固所学内容。
5. 小组讨论：分组讨论定语从句在实际语境中的应用。
6. 总结与拓展：总结本节课所学内容，布置课后作业。
7. 课后作业：让学生运用定语从句进行写作或翻译练习。
六、教学策略1. 采用互动式教学，鼓励学生积极参与课堂讨论。
2. 使用多媒体教学资源，如图片、视频等，增强学生对定语从句的理解。
3. 设计丰富的课堂活动，激发学生学习兴趣。
4. 注重个体差异，给予不同程度的学生个性化指导。
七、教学评价1. 课堂问答：检查学生对定语从句的理解和应用能力。
2. 练习题：评估学生对定语从句的掌握程度。
3. 小组讨论：观察学生在团队合作中的表现，了解其运用定语从句的能力。
4. 课后作业：分析学生作业，评估其对课堂所学知识的运用情况。
八、教学拓展1. 对比定语从句和同位语从句的区别。
2. 介绍定语从句在英语阅读和写作中的重要作用。
3. 引导学生关注定语从句在实际生活中的应用。
定语从句教案
定语从句教案第一篇：定语从句教案定语从句Eg: It is the only man-made structure.The man-made structure can be seen from space.---It is the only man-made structure(which can be seen from space.)λ定语从句放在名词或代词后面λ被修饰的名词或代词称作先行词, 不再出现在从今中。
λλWhich 等被称作关系代词限制性定从和非限制性定从My mother who is a doctor works hard.My mother, who is a doctor, works hard.which 指sth.;做主语和宾语 Bi Feng Tang seems very clean.Bi Feng Tang is opposite our school.---Bi Feng Tang which is opposite our school seems very clean.The school uniform fits us well.The tailor made the uniform for us.---The school uniform which the tailor made for us fits us well.who 指sb.;做主语The man is standing there.The man is our maths teacher.---The man who is standing there is our maths teacher.whom 指sb.;做宾语This is our teacher.I like the teacher best.---This is our teacher whom I like best.that 指sb./sth.;做主语和宾语Bi Feng Tang which/that is opposite our school seems very clean.The school uniform which/that the tailor made for us fits us well.The man who/that is standing there is our maths teacher.This is our teacher whom/that I like best.Note：1）做宾语的which / that / whom 可以省略Bi Feng Tang which/that is opposite our school seems very clean.The school uniform（which/that）the tailor made for us fits us well.The man who/that is standing there is our maths teacher.This is our teacher（whom/that）I like best.2）只用that 的几种情况（与which对应）*先行词含形容词最高级This is the most difficult exam(that)I have ever experienced.*先行词由序数词修饰This is the first place(that)I visited in shanghai.*先行词由all, only修饰This is the only place(that)I visited in shanghai.*先行词为不定代词all, everything, something, nothing, anything, little, much 等That is all(that)I want to say.*先行词指人和物We always talk about the students and things that are remembered in the former school.λ That可以省略λλ Mary is the only girl(whom/that)John has ever loved.介词提前只用which / whom, 不用thatThis is man about whom we are talking./ This is the man(whom/that)we are talking about.This is the museum to which we pay a visit./ This is the museum(which/that)we pay a visit to.*This is the person whom/that we depend on.(T)This is the person on whom we depend.(F)EX: 1 The students ___ you teach are now doing an experiment in the lab.2 A friend ___ helps you in time of need is a real one.3 The force ___ causes everything to fall toward the ground is called gravity.4 Would you mind lending me the bike ____ you have just bought? 5 The person ___ they are talking with in the offices is Mr.Li, their English teacher.6 Those ___ want to go to the Great Wall may go with us next Sunday.7 The woman to ___ I am sending this parcel is my aunt.8 The first thing ___ you must do well in school is to study hard.9 The last time ___ she came to China was on Oct.1,2000.10 There is little ___ we can do to help him out.whoseThe hero whose left leg was lost in the war is well looked after.We prefer the classroom whose windows face south.*On the hill were maple trees whose leaves had turned red.…the leaves ofwhich……of which the leaves…EX: What’s the address of the factory _____ ad we noticed yesterday? I saw some trees _____ leaves were black with disease.It was a meeting _____ importance I didn’t realize at the time.关系副词when/where/why = 介词＋关系代词 whenI still remember the day when we first met.(when = on which)I still remember the day(that/which)we spent together.whereThe city where I was born is very beautiful.(in which)The city(that/which)I visited last year is very beautiful.why This is the reason why he left the company.(for which)The is the reason(that/which)he gave me.EX I like to take my vacation in the mountain _____ is quiet and beautiful.I like to take my vacation in the mountain _____ there are many plants.2 We will never forget the day _____ we worked.We will never forget the day _____ we spent together.3 That is the reason _____ he gave us for his action.That is the reason ____ why he did that thing.非限制性定语从句*The island ,which is at the mouth of the river, is being developed as a scenic spot.*My son, who is surgeon, is now in Sweden as a visiting scholar.*Mr.Baker, whom the teachers and students respect, has completed forty years of teaching.*The house, where/in which my family lives now, was left by my grandfather.*The year 1968, when/in which the American astronauts first landed on the moon, was important in history.*My sister, with whom I went to the concert last night, will leave soon.注： that, why 不用在非限制性定语从句中 *These books, two of _____ I have read, are interesting.The audience, most of _____ were college students, enjoyed the concert.*The teachersspeak highly of the workbooks, all of _____ have come out.The teachers speak highly of the workbooks.All of _____ have come out.The old woman has two sons, both of _____ are engineers.The old woman has two sons.Both of _____ are engineers.3 当先行词为整个句子时，用which 或asShe is a teacher, which/as is clear from his manner.*当从句位于句首，只用asAs is natural, she married an American businessman.*表示“正如…”时，只用asAs we all know/As is known to all, natural resources are very limited on the earth.As was expected/As we expected, he did it successfully.定语从句和强调句的区别： It is in this classroom_____ the students study every day.2 It is the classroom _____ the students study every day.3 It is on Sunday _____ we have a good time with our parents.4 It is Sunday _____ we get home.练习： Can you tell me the name of the factory _______ you visited last week?A whatB whereC /D when 2 It was in the bookstore ______ I met your brother the other day.A whereB thatC in whichD in that 3 Wilma became the first American woman to win three Olympic gold medals in track, _____ made her mother very proud.A itB thatC whichD this 4 I shall never forget those years _____ I lived in the country with the farmers, ____ has a great effect on my life.Athat…whichB when…whichC which…t hatD when…who Was it in 1969 _____ the American astronaut succeeded ______ landing on the moon? A when…onB that…onC when…inD that…in _____ is known to all, China will be an ______ and powerful country in 20or 30 years' time.A That…advancingB This…adva ncedC As…advancedD It…advancing In the office, I never seem to have time until after 5:30 p.m., _______ many people have gone home.A whose timeB thatC on whichD by which time 8 He made another wonderful discovery, _____ of great importance to science.A which I think isB which I think it isC which I think itD I think which is He was very rude to the Customs officer, ______ of course made things even worse.A whoB whomC whatD which 10 _____ is mentioned above, the number of the students in senior high schools is increasing.A WhichB AsC ThatD It It was ______ he said _______ disappointed me.A what…thatB that…thatC what…whatD that…what Recently I bought an ancient Chinese vase, _______ was very reasonable.A which priceB the price of whichC its priceD the price of whose 13 Have you seen the film “Titanic”, ______ leading actor is world famous? A itsB it'sC whoseD which 14 It was for this reason ______ her uncle moved out of New York and settled down in a small village.A whichB whyC thatD how 15 He's got himself into a dangerous situation ______ he is likely to lose control over the plane.A whereB whichC whileD why 16 Alec asked the policeman _______ he worked to contact him whenever there was an accident.A with himB whoC with whomD whom 17 It is these poisonous products _____ can cause the symptoms of the flu, such as headache and aching muscles.A whenB thatC howD what 18 I can think of many cases ______ students obviously knew a lot of English words and expressions but couldn't write a good essay.A whyB whichC asD where第二篇：定语从句(教案)定语从句专题复习教案Revising Attribute Clause Lecturer: Time:◆Three dimensional Teaching Aims：Knowledge aims:1.Know the trends of attributive clauses to be tested in NMET2008.Ability aims:2.Master the usage of Relative pron.and Relative adverbs.Emotional aims:3.Distinguish some groups of relative conjunctions easy to misuse.4.Tell the difference among several kinds of clauses to cultivate Ss’ integrating ski lls.◆Teaching Important Points: 1.How to tell the difference between “as/ which, that/which”,etc.2.Revising “Prep+Relative pron.” ◆Teaching Difficulties: 1.“as” leading attributive clauses，2.How to use “where, when, why” properly and understand the relatio n with “that” ◆Learning Strategy: Make the students learn to summarize and induce what they have learned, thus building knowledge network.Then they can develop life-long ability of learning.◆Teaching Type: Revision◆Teaching aids: 1)Multimedia2)Paper shee t ◆Teaching Procedures: Step I.Lead-in Give out paper sheets, asking the students to find out attributive clauses in the reading material taken from Reading D NMET2007.I Step II.Analyzing the status of Attributive clause Introduction to trends of Attributive clause tested in NMET 1.The non-restrictive attributive clause is an important testing point, focused on difference between leading words “as” and “which”.2.More than one clause is put together, such as emphasizing structure(it be…that), appositive clauses(that…),adverbial clauses(such that/as…)3.“Prep +Relative pron(which, whom)”4.Testing forms: Multiple choice, Proofreading, Cloze test, Reading comprehension and Writing(Discuss the above, and make them have a better understanding their difference.)Strategy: 1.Have a better understanding of how to use Relative pron and Relative adverbs.2.Try to tell the difference “as/which；that/which;that/as”3.Know how to use a preposition in the structure “Prep+ Relative pron”.Step III.Focused test points(Each of t he following parts is given a certain time to be discussed in groups or pairs so that the students can have enough time to think over.Then they are questioned.The aim is to strengthen interactive work.)1.Please find out what role the following relative pron.and relative adverb play in the sentence.①Alec asked the policeman with whom he worked to contact him whenever there was an accident.（）②We will be shown around the city :schools、museums and some other places, where other visitors seldom go.（）③We are liv ing in an age when many things are done on computer.（）④As is reported in the newspapers, talks between the two countries are making progress.（）2.Restrictive attributive clause & Non-restrictive clauseMartin Luther King ,Jr, who won the Nobel Peace Prize in 1964, was an important political leader.Albert Einstein began the research and studies which led to his new discoveries in physics.Summarizing difference between Restrictive clause and Non-restrictive clause 1)Structure2)punctuation3)translation4)meaning 3.Distinguish the following four groups of relative conj.Point 1: that/which 以下典型情况，引导词用that，而不用which.①先行词是不定代词all、little、something、anything、none、the one时；You should hand in all that you have.②先行词被序数词或形容词最高级所修饰时 This train is the most interesting film that Ive ever seen.③先行词既有人又有物时；Do you know the things and people that they are talking about? ④先行词前有only、any、few、little、no、every、all所修饰时；This is the very book that I am looking for.⑤主句的主语是疑问词who或which时 Who is the boy that won the gold medal? Point 2: as/which which引导非限制性定语从句，其先行词既可以是一个词，又可以是整个主句或主句某一部分；as指代整句话或与the same…as;such…as连用。
汉语定语从句教案模板范文
一、教学目标1. 让学生掌握汉语定语从句的基本结构和用法。
2. 培养学生正确使用定语从句的能力，提高语言表达能力。
3. 培养学生分析句子成分，理解句子结构的能力。
二、教学重点1. 汉语定语从句的基本结构和用法。
2. 定语从句中关系词的选用。
三、教学难点1. 定语从句中关系词的选用。
2. 定语从句与主句之间的关系。
四、教学过程（一）导入1. 通过展示一些含有定语从句的例句，让学生初步感知定语从句。
2. 引导学生思考：什么是定语从句？定语从句有什么作用？（二）新课讲解1. 讲解定语从句的基本结构：先行词+关系词+主语+谓语+（宾语）。
2. 讲解关系词的种类：关系代词和关系副词。
3. 讲解关系词的选用：根据先行词的指代对象和定语从句中的成分来选择关系词。
4. 讲解定语从句与主句之间的关系：定语从句修饰先行词，先行词是定语从句的中心词。
（三）课堂练习1. 完成一些定语从句的填空练习，巩固所学知识。
2. 改写句子，将简单句改为含有定语从句的复合句。
3. 分析句子结构，找出定语从句及其先行词。
（四）总结1. 回顾本节课所学内容，强调定语从句的基本结构和用法。
2. 强调关系词的选用和定语从句与主句之间的关系。
（五）作业布置1. 完成课后练习题，巩固所学知识。
2. 选择一篇短文，找出其中的定语从句，分析其结构和用法。
五、教学反思1. 关注学生的学习情况，及时调整教学策略。
2. 鼓励学生积极参与课堂活动，提高课堂氛围。
3. 关注学生的个体差异，针对不同学生的学习需求进行辅导。
初中定语从句word教案
初中定语从句word教案一、教学目标：1. 让学生掌握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. 提高学生的英语阅读和写作能力。
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. 定语从句的用法和练习三、教学步骤：1. 引入定语从句的概念：教师可以通过一个简单的例子来引入定语从句的概念，如：“I have a book. The book is interesting.”，然后提问：“什么是定语从句？”引导学生思考和回答。
2. 讲解定语从句的定义和作用：教师可以简洁明了地讲解定语从句的定义和作用，如：“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。
”并强调定语从句对名词或代词的修饰作用。
3. 介绍定语从句的引导词：教师可以逐一介绍定语从句的引导词，如：“who用来指人，which用来指物，that可以指人也可以指物，where用来指地点，when用来指时间，why用来指原因。
”并给出相应的例子进行解释。
4. 讲解定语从句的用法：教师可以通过一些例句来讲解定语从句的用法，如：“I have a book. The book is interesting.”，并引导学生观察定语从句的位置和作用。
5. 进行定语从句的练习：教师可以设计一些练习题，让学生运用定语从句来完成句子或短文。
如：“选出正确的引导词填空：1. 我有一个____（who/which/that/where/when/why）的朋友。
2. 我喜欢那个____（who/which/that/where/when/why）的书。
”6. 总结和复习：教师可以对本次课程进行总结和复习，强调定语从句的重要性和用法。
并鼓励学生在日常生活中多运用定语从句，提高英语水平。
四、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提问回答情况。
定语从句教学案(完整版)
定语从句（The Attributive Clause）(09.7.16)何谓定语从句：在复合句中，修饰某一名词或代词的从句叫定语从句。
例如： 1. The man who lives next to us is a policeman .2. You must do everything that I do .3. The man with whom I travelled couldn’t speak English .上面的句子中man，和everything是定语从句所修饰的词，叫先行词，定语从句放在先行词之后。
引导定语从句的关系词1.关系代词:指人： who，whom（宾格），that, whose(所有格，表示某人的…)，2.由关系代词引导的定语从句大多数定语从句都对所修饰词的意思加以限制，表示“……的人或事物”例如：① The man who told me this refused to tell me his name .告诉我这事的人不肯告诉我他的名字。
② I saw something in the newspaper which might interested you .我在报上看到一样可能使你感兴趣的东西。
③ He is the man whose car was stolen . 他就是汽车被盗的人。
④ This is the photo（that）I took . 这就是我拍的照片。
Exercises:1.The girl ___________ is standing next to our teacher is herdaughter.2.The girl ______________ our teacher is talking with is herdaughter.3.The girl ______ mother/_________ is from Britain can speak Englishvery well.4.I can’t find the book __________ is borrowed from the library.5.I can’t find the book _________ you lent to me.6.Have you read the book ________author/__________ is a high schoolstudent?7.I used to study in a classroom _______ windows/_________ were allbroken.8.The scientist ___________ we met yesterday is very famous in theworld.用定语从句改写下列句子1.This is the school. I studied in the school five years ago.__________________________________________________________.2.In this school there are about 30 foreign students. The foreignstudents have come to study the Chinese language.___________________________________________________________.3.These students like the school very much. Their parents have cometo China for business.___________________________________________________________.4.The teaching building looks nice. The building was put up lastyear.___________________________________________________________.5.The man is the headmaster. The man is standing in front of theschool library.__________________________________________________________.6.Next to him stands a girl. The girl’s name is Mary._________________________________________________________.7.Mary is a top student. The school gave a medal to her for winningthe writing competition._________________________________________________________.8.Mary likes reading the novels. The novels are written by CharlesDickens._________________________________________________________.9.Mary is the host of the school’s radio club. The club was startedtwo years ago.__________________________________________________________.10.Students like the school news. The radio club broadcasts schoolnews.__________________________________________________________.3.由关系副词 when , where , why引导的定语从句。
(完整版)定语从句教学设计
定语从句教学设计一、教学目标标：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。
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。
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。
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。
：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。
三、学情分析语法向来是学生头痛的一项内容，而定语从句在历来的高考试题中都有所体现，因此,掌握这一内容显得尤其重要。
我所教的班级学生为普通生，英语的基础比较差，再加上语法复习基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。
这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题通过竞争法、音像法等促进学生的热情，增强学习的效果。
四、教学方法以学生为主体，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。
五、教学手段利用多媒体计算机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性。
（设计依据：《新课程标准》要求教师在教学中要以学生为主体，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，以北京奥运为题，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。
）六、课前准备1、布置学生熟记定语从句各关系代词和关系副词的用法。
2、教师准备相关多媒体课件。
七、教学课时：一课时八、教学过程第一步：导引目标。
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。
初中定语从句全套教案
初中定语从句全套教案一、教学目标：1. 让学生掌握定语从句的定义和作用。
2. 使学生能够识别和使用定语从句的关系词（who, which, that等）。
3. 培养学生正确运用定语从句描述名词或代词的能力。
4. 提高学生英语口语表达和写作水平。
二、教学内容：1. 定语从句的定义和作用2. 关系词的用法和辨析3. 定语从句的句子结构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：首先向学生介绍定语从句的定义，即定语从句是用来修饰名词或代词的从句，起到形容词的作用。
2. 讲解关系词的用法：向学生介绍关系词who, which, that等的使用规则，如关系词在定语从句中作主语、宾语或表语等。
3. 分析定语从句的句子结构：通过示例句子，向学生讲解定语从句的句子结构，包括关系词、主语、谓语等。
4. 练习定语从句的应用：提供一些练习题目，让学生识别和运用定语从句，如将名词或代词用定语从句进行修饰。
5. 小组讨论和分享：让学生分组进行讨论，分享自己对定语从句的理解和应用，互相学习和交流。
6. 课堂小结：对本节课的内容进行总结，强调定语从句的重要性和使用方法。
四、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，包括提问、回答问题等。
2. 练习完成情况：检查学生完成练习的情况，包括定语从句的识别和运用。
3. 学生互评：让学生互相评价对方的定语从句应用，共同提高。
五、教学延伸：1. 课后作业：布置一些有关定语从句的练习题目，让学生巩固所学知识。
2. 英语角活动：组织英语角活动，让学生在实际交流中运用定语从句，提高口语表达能力。
3. 写作练习：让学生尝试在写作中运用定语从句，提升写作水平。
通过以上教学设计，希望能够帮助学生掌握定语从句的知识和应用，提高他们的英语水平。
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。
(完整版)定语从句教案
(完整版)定语从句教案一、教学目标1. 了解定语从句的定义和用法；2. 研究不同类型的定语从句的构造和使用；3. 掌握定语从句在句子中的位置和作用。
二、教学内容1. 定语从句的定义和用法- 解释定语从句是修饰名词或代词的句子，使句子更加具体和明确；- 介绍定语从句的引导词以及它们在不同情况下的用法。
2. 不同类型的定语从句- 介绍限制性定语从句和非限制性定语从句的区别；- 指导学生如何根据句子意思选择合适的定语从句。
3. 定语从句的构造和使用- 解释定语从句的构造方式，包括关系代词和关系副词的使用；- 提供一些典型的定语从句例句进行实际操作。
4. 定语从句的位置和作用- 强调定语从句在句子中的位置和作用，帮助学生更好地理解定语从句的影响。
三、教学步骤1. 导入- 引导学生回顾名词和代词的基础知识，为定语从句的研究打下基础。
2. 研究定语从句的定义和用法- 呈现定语从句的定义和用途，帮助学生理解其重要性。
3. 探究不同类型的定语从句- 分别介绍限制性定语从句和非限制性定语从句的特点和使用方法，帮助学生理解细微差别。
4. 实践定语从句的构造和使用- 提供一些例句，引导学生根据上下文选择合适的定语从句来修饰名词或代词。
5. 强化定语从句的位置和作用- 提供一些例句，让学生判断定语从句在句子中的位置和作用。
四、教学要点1. 定语从句是修饰名词或代词的句子，使句子更具体和明确。
2. 关系代词和关系副词引导定语从句。
3. 限制性定语从句用来限定名词或代词的范围，不能省略；非限制性定语从句用来对名词或代词进行补充说明，用逗号隔开，可以省略。
五、教学评价- 根据学生的课堂参与情况和完成的练来进行评价。
六、教学扩展- 鼓励学生使用定语从句来修饰自己的句子，并提供适当的辅助材料进行练。
定语从句教案模板范文
教学目标：1. 知识目标：学生能够理解并掌握定语从句的基本概念、结构和使用方法。
2. 能力目标：学生能够运用定语从句进行句子改写和写作，提高英语表达能力和逻辑思维能力。
3. 情感目标：培养学生对英语学习的兴趣，增强自信心，提高跨文化交际意识。
教学重点：1. 定语从句的概念和结构。
2. 定语从句的引导词和关系词。
3. 定语从句的用法和注意事项。
教学难点：1. 定语从句与主句之间的关系。
2. 定语从句中关系词的选择和使用。
3. 定语从句在复杂句子中的应用。
教学准备：1. 教学课件2. 练习册3. 白板或黑板4. 多媒体设备教学过程：一、导入1. 通过图片、故事或情境引入定语从句的概念。
2. 提问学生：你们知道什么是定语从句吗？它能做什么？二、新课讲解1. 讲解定语从句的概念、结构和功能。
2. 举例说明定语从句的引导词和关系词。
3. 分析定语从句与主句之间的关系。
4. 讲解定语从句的用法和注意事项。
三、课堂练习1. 学生跟读课件中的定语从句例句，模仿语音和语调。
2. 学生根据课件中的句子，进行定语从句的改写练习。
3. 学生分组讨论，用定语从句描述课件中的图片或故事。
四、巩固练习1. 完成练习册中的定语从句练习题。
2. 教师讲解练习题的答案和解析。
3. 学生互相检查作业，纠正错误。
五、拓展延伸1. 让学生运用定语从句进行句子改写，提高语言运用能力。
2. 学生用定语从句进行写作，如写一篇关于自己家乡的短文。
六、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生回顾所学，提出疑问。
七、课后作业1. 完成练习册中的定语从句练习题。
2. 用定语从句写一篇关于自己学校的短文。
教学反思：本节课通过多种教学方法，让学生了解了定语从句的概念、结构和用法。
在课堂练习和巩固环节，学生积极参与，提高了语言运用能力。
在课后作业中，学生能够运用所学知识进行写作，达到了教学目标。
在教学过程中，应注意以下几点：1. 注重学生的参与，鼓励学生提问和表达自己的观点。
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Revision : The Attributive ClauseTeacher: CindyTeaching aims: 1. to review the attributive clause2. to be able to describe something or someone with thearrtibutive clause.3. to work hardImportance and difficulty: 1. the use of attributive clause.2. some exercises about the attributive clauseType of lesson: ReinforcementTeaching approach: functional approachTeadhing tool: SlidesTeaching steps:1. What is the attributive clause2. kinds of the attrbutive clause3. summary of the use of that ,which, who, whom, whose when,where, why4. some exercises about the attributive clause5. games: describe somebody or some daily items定语从句（The Attributive Clause）一、定语从句的概念在复合句中，修饰某一名词或代词的从句叫定语从句。
被修饰的名词或代词叫先行词，定语从句一般放在先行词的后面。
二、定语从句的分类根据定语从句与先行词的关系，定语从句可分为限制性定语从句及非限制性定语从句。
限制性定语从句紧跟先行词，主句与从句不用逗号分开，从句不可省去，非限制性定语从句主句与从句之间有逗号分开，起补充说明作用，如省去，意思仍完整。
三、定语从句的关系词引导定语从句的关系词有关系代词和关系副词，常见的关系代词包括that，which，who（宾格whom，所有格whose）等，关系副词包括where，when，why等。
关系代词和关系副词放在先行词及定语从句之间起连接作用，同时又作定语从句的重要成分。
四、关系词的用法Exercises: 定语从句专项练习题[初中]（一）I. 单项填空1. -Do you know the man ______is talking with your father？-Yes，he’s our headmaster.A. heB. whoC. whichD. whom2. Is this the river _____I can swim？A. whichB. in whichC. thatD. the one3. This is the best hotel in the city _____I know.A. whereB. whichC. thatD. it4. Can you lend me the dictionary ______the other day？A. that you boughtB. you bought itC. that you bought itD. which you bought it5. Anyone ______with what I said may put up your hands.A. which agreesB. who agreeC. who agreesD. which agree6. My watch is not the only thing ______ is missing.A. thatB. itC. whichD. who7. The man ______coat is black is waiting at the gate.A. who’sB. whoseC. thatD. of which.8. The girl ______ is reading under the tree _____my sister.A. which；isB. whom；wasC. who；isD. who；was9. I love places ______the people are really friendly.A. thatB. whichC. whereD. who10. The world ______ is made up of matter.A. in that we liveB. on which we liveC. where we live inD. we live inⅡ. 用适当的关系代词that，which，who，whom, whose, when, why, where 填空。
1. The first thing __________you must do is to have a meal.2. April 1st is the day ___________is called April Fool’s Day in the west.3. The people ___________had lost everything in a big fire got much help from their friends.4. The house ____________we live in is very old.The house in ____________ we live is very old.The house, ____________ we live in , is very old.5. Didn’t you see the man ______________I talked with just now？6. Do you know the boy ____________ mother is our Chinese teacher?Do you know the boy, the mother of ____________ is our Chinese teacher?7. I won’t forget the days ___________ we spent together.I won’t forget the days _____________ we were together in Hainan.8. Can you tell me the reason for ___________ you are for the plan?Can you tell me the reason _____________ you are for the plan?定语从句练习（二）1. No one knows the reason _____ he left there.A. whereB. thatC. whyD. which2. Is this the factory __________ you visited the other day?A. thatB. whereC. in whichD. the one3. Is this factory __________ some foreign friends visited last Friday?A. thatB. whereC. whichD. the one4. Is this the factory __________ he worked ten years ago?A. thatB. whereC. whichD. the one5. The wolves hid themselves in the places ____ couldn’t be found.A. thatB. whereC. in whichD. in that6. The freezing point is the temperature __________ water changes into ice.A. at whichB. on thatC. in whichD. of what7. This is just the place ____ I am eager to visit these years.A. thatB. whereC. in whichD. to where8. The reason _________ he told me was not true.A. whichB. whyC. thatD. A or C9. I’ll tell you __________ he told me last week.A. all whichB. thatC. all thatD. which10. That tree, ____ branches are almost bare(光秃的), is very old.A. whoseB. of whichC. in which D on which11. We’re talking about the piano and the pianist ___ were at the concert last night.A. whichB. whomC. whoD. that12. The girl ____ an English song in the next room i s Tom’s sister.A. who is singingB. is singingC. sangD. was singing13. Those _______ not only from books but also through practice will succeed.A. learnB. whoC. that learnsD. who learn14. Didn’t you see the man ________?A. I nodded just nowB. whom I nodded just nowC. I nodded to him just nowD. I nodded to just now15. Can you lend me the novel ______ the other day?A. that you talkedB. you talked about itC. which you talked withD. you talked about16. Is there anything _____ to you?A. that is belongedB. that belongsC. that belongD. which belongs17 He has two sons, _______ work as chemists.A. two of whomB. both of whomC. both of whichD. all of whom18. I, __ your good friend, will try my best to help you out.A. who isB. who amC. that isD. what is19. I don’t like _______ you speak to her.A. the wayB. the way in thatC. the way whichD. the way of which20. The two things _____ they felt very proud are Jim’s gold watch and Della’s hair.A. about whichB. of whichC. in whichD. for which21. Do you know which hotel _______?A. she is stayingB. she is staying inC. is she stayingD. is she stayingin22. They were interested _______ you told them.A. in whichB. in thatC. all thatD. in everything23. The great day we looked forward to _______ at last.A. comeB. cameC. comingD. comes24. I like the second football match, _______ was held last week.A. whichB. whoC. thatD. /25. A child _____ parents are dead is called an orphan (孤儿).A. whoB. who’sC. whoseD. Which26.The doctor ___is leaving for Africa next month.A the nurse is talking to himB whom the nurse is talkingC the nurse is talking toD who the nurse is talking27.He showed me around the school ___he studied three years ago.A thatB whereC whenD there28.He didn’t tell his manager the reason ___he was late for the meeting .A whyB becauseC thatD when29.We admired him for the way ___he faced his difficulties.A in whichB in thatC whichD how30.Please pass me the dictionary ____cover is black.A whichB itsC whoseD which of定语从句练习（三）请找出下列各句中的错误并加以改正。