第二次集体备课---付娟定语从句说课稿

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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。

高二英语定语从句教案-人教版高二全册英语教案

定语从句复习〔一〕教案[课题]定语从句复习〔一〕[教学目标]知识与技能：对定语从句基本概念的理解掌握关系代词和关系副词的基本用法学会运用定语从句过程与方法：通过猜词游戏复习定语从句的基本概念通过小组竞赛的方式增强学生的学习兴趣，准确掌握高考考点。

通过习题的处理，使学生自己归纳做题规律。

情感态度与价值观：激发学生的英语学习兴趣。

使学生养成求真求实，不断进取的科学态度。

[教学重点]只用that或which的情况介词+关系代词whose的用法及转换as和which的区别关系代词和关系副词的选择[教学难点]where的用法关系代词和关系副词的选择介词+关系代词中介词的选择定语从句中的主谓一致问题[教学方法]活动教学法游戏教学法讲授法练习法[教学过程]导入：通过三组猜词游戏引出定语从句的基本概念，复习定语从句的基本用法。

Step1 (1) 将屏幕上每组的两个句子进行重组，写出一个含有定语从句的句子。

(2) 找两名同学到黑板展示，并分析定语从句的结构，复习基本概念。

Step2 (1) 将全班同学分成两组GA和GB，进行小组比赛。

设置10道单项选择题，加强学生对定语从句基础知识的把握。

(2) 思考如何选择关系代词和关系副词。

Step3 学习定语从句的高考考点，准确把握考点考点一：that/which只用that的情况1.先行词为all, little, much, everything, nothing, something, anything等不定代词2.先行词被all, little, much, every, no, 等修饰时。

3.先行词被序数词或形词最高级修饰,先行词前the very, the only 等时。

4.There be 句型5. 先行词既有人又有物6.假设主句中有疑问代词who 或者which，用that。

只用which的情况1.非限制性定语从句中2.介词后面考点二：介词+关系代词介词﹢关系代词引导定语从句, 关键是判断介词的选择.1.根据从句中动词与介词的习惯搭配2.根据从句中介词与先行词的搭配3.有时须同时考虑动词和介词的搭配关系及介词和名词的搭配关系。

高三公开课英语定语从句复习说课稿、教学设计、教案及教后反思

2015-2016学年第一学期高三公开课英语定语从句复习说课稿一分析语法定语从句是高中英语重要的语法之一，它既是重点也是难点，是学生平时最常接触的，它在各个题型中无所不在。

因此，复习好定语从句是十分必须的。

二分析学生由于高三4班学生基础不好，词汇量严重不足，不少学生连初中最简单的语法都不懂，所以要用短短一节课让学生掌握全部也是不现实的。

三谈教法针对这一情况，这次复习主要抓住定语从句的重点难点，并设置相应练习加以巩固。

1 重点：定语从句的重点就是连词的确定2 难点：定语从句的难点就是让学生学会分析简单句子结构，从而确定连词。

四教学步骤Leading in: Questions about Dingan教学目的：通过录制视频，让两头学生面对面互动，拉近距离，活跃气氛。

授课学生在回答视频中学生的问题过程中，无形在听中复习了本课主题——限制定语从句，引出学习目标。

Let the students watch 2pieces of video about the questions of Dingan and speak out answers. Then observe the 2 sentences to find the defining attributive clauses out.1.1. Can you tell me a kind of food in Dingani which is veryfamous?2.2. There is a lake here whose beautiful scenery attractsthousands of tourists every year.Learning aims:1.To review the usages of relatives in defining attributiveclause2.To know more about Dingan the development of it anduse defining attributive clauses properly1.He is the man which I met yesterday.2. I will forget the day I spent in the countryside.3. This is a book who which my father gave it to me yesterday.4. There were only 3 streets who length only reached 200 meters in all.Promotion: The development of the Dingan教学目的：通过创设情境的语言活动(了解养生天堂定安的发展)，帮助学生在真实语篇语境中正确运用限制性定语从句.Activity One: Read an article about the development of the Heaven Town —DinganComplete the article with defining attributive relatives.Many years ago, Dingan was a town _________. (它的名字不被世人熟知whose name / who name) But now it is very famous to the world because of its beautiful scenery.Thanks to its beautiful scenery , Dingan has developed into a modern holiday town _________(度假小镇吸引众多游客which /that /who)Let the students watch 2pieces of video about the questions of Dingan and speak out answers. Then observe the 2 sentences to find the defining attributive clauses out.1.1. Can you tell me a kind of food in Dingani which is veryfamous?2.2. There is a lake here whose beautiful scenery attractsthousands of tourists every year.Learning aims:1.To review the usages of relatives in defining attributiveclause2.To know more about Dingan the development of it anduse defining attributive clauses properlyTen years later, we are still friends （）can still say hello to each other.Practice Two: correcting the relatives教学目的：通过单句语法改错，让学生明白定语从句的关系词在高考中如何考查，规范语法改错题的做题。

定语从句说课课件王娟

设计思路：巩固本节课的定语从句语法内容，仿写当堂检测部分，做到堂堂清，再升华到高考的25分写作上。
1.把语言放到真实情景中； 2.由学生自主探索替代老师灌输； 3.小组合作贯穿整堂课； 4.激励性评价方法； 5.以一首优美的歌曲Lemon Tree 来结束本节课。让学生在欣赏旋律时，感受里面的定语从句。
通过本节课的学习，让不同水平和梯次的学生都能理解定语从句的构成，以及关系代词that,which,who,whom,whose 的用法；学生在复习本节课后，能了解它在阅读和写作中的运用，达到预定的教学目标。
重点：提高学生对语法学习的积极
性，较好地掌握定语从句中关系代词的用法，理解定语从句，运用知识点来解题。难点：让学生学会分析简单句子的结构，从而确定关系代词。
设计思路：教师通过讲解例题1来让学生明白解题思路，并且
采用小组合作讨论和兵教兵的方式，鼓励不同梯队的学生上黑板讲解解题思路,让各个梯队的学生能够掌握。同时，教师对学生的表现要进行鼓励性评价。
当堂检测 Drill (10 mins) Talk about the picture
This is a photo _____ has five people in it. The tallest one is Yao Ming ____ is 33 years old. The young lady _____ husband is YaoMing was also a famous basketball player.The old lady _____ is carrying a baby is his mother,and his father is standing beside him.

高三定语从句复习说课稿

高三英语定语从句复习说课稿田瑞香课题：定语从句复习一分析语法定语从句是高中英语重要的语法之一，它既是重点也是难点，是学生平时最常接触的，它在各个题型中无所不在。

因此，复习好定语从句是十分必须的。

二分析学生由于本届学生基础不好，词汇量严重不足，不少学生连初中最简单的语法都不懂，所以要用短短一节课让学生掌握全部也是不现实的。

三谈教法针对这一情况，这次复习主要抓住定语从句的重点难点，并设置相应练习加以巩固。

1 重点：定语从句的重点就是连词的确定2 难点：定语从句的难点就是让学生学会分析简单句子结构，从而确定连词。

四教学步骤限制性与非限制性一.限制性I. 基本形式：noun/pronoun + 关系代词/ 关系副词＋定从先行词(人/物)1. I’ve read all the books (that) you lentme.2. I have lost my pen which I like verymuch.II. 关系代词II. 关系副词1. I know the reason ___ he came late.2. Do you know the woman, _____son went tocollege last year?3. The house _____ color is red is John’s.4. This is the best film ____ I’ve ever seen.5. That’s the town _____ he worked in 1987.6. I have 2 brothers, ____ are both soldiers.7. Next week, _____ you’ll spend in yourhometown ,is coming.8. I’ve tried 2 pairs of shoes, neither of _____ fits mewell.▲若先行词是: case, situation, stage时,1）若充当定从的“主、宾、表”时，用which 或that - 定从:2）若充当定从的“状语”时，用where-定从.The situation ______________the students designed for the play proved a success.(宾语)The situation ______the students acted the play proved a success.▲先行词是“时间、地点、原因名词”时，并非总是用“when, where，why”来引导定从，应视该名词在定从中所充当的成分而定. 1）若充当定从的“主、宾、表”时，用which 或that - 定从:2）若充当定从的“状语”时，用where,when,why-定从.The shop ____ I bought the book is big.The shop __________ I bought the book in is big.The shop _________ is located nearby my house is big.☻ The reason ___________ he was late is unkown.The reason __________ he told me for his absence is not true.III.以下情形用that不用which或who1) 先行词是“人和物”2) 先行词是主句的表语、疑问词，关系代词本身.3) 先行词是adj.的最高级或被adj.的最高级所修饰4) 当先行词是序数词或被序数词所修饰。

定语从句教研活动(3篇)

第1篇一、活动背景定语从句是英语语法中一个重要的组成部分，它对于学生理解和运用英语句子结构具有重要意义。

为了提高教师对定语从句的教学方法和策略的认识，提升教学质量，我校英语教研组于2023年3月15日开展了以“定语从句”为主题的教研活动。

本次活动旨在通过集体备课、课堂教学观摩、教学研讨等形式，探讨定语从句的教学策略，促进教师专业成长。

二、活动目标1. 提高教师对定语从句教学重要性的认识。

2. 丰富教师对定语从句教学方法的了解。

3. 促进教师之间的交流与合作，共同提高定语从句教学水平。

三、活动内容1. 集体备课活动开始，教研组全体成员集中进行集体备课。

首先，由经验丰富的教师介绍定语从句的基本概念、类型和用法。

接着，大家围绕以下几个方面展开讨论：（1）如何引导学生理解定语从句的概念？（2）如何根据不同类型定语从句的特点进行教学？（3）如何设计课堂活动，提高学生运用定语从句的能力？在讨论过程中，老师们积极分享自己的教学经验和心得，为后续的教学活动提供了有益的参考。

2. 课堂教学观摩为了更好地了解定语从句的教学效果，教研组安排了观摩课。

观摩课由一位青年教师主讲，内容为定语从句的用法。

课堂上，教师通过图片、视频等多种教学手段，引导学生理解和运用定语从句。

在互动环节，学生积极参与，课堂气氛活跃。

3. 教学研讨观摩课后，教研组全体成员进行了教学研讨。

大家针对观摩课的教学设计、教学方法、课堂效果等方面进行了深入剖析，提出了以下意见和建议：（1）教学设计应注重层次性，由浅入深，逐步引导学生掌握定语从句的用法。

（2）教学方法应多样化，结合学生实际情况，采用情境教学、游戏教学等手段，提高学生的学习兴趣。

（3）课堂活动设计要具有针对性，关注学生的个体差异，让每个学生都能在活动中得到锻炼。

（4）教师应加强对学生的反馈，及时纠正学生的错误，帮助学生巩固所学知识。

四、活动总结本次定语从句教研活动取得了圆满成功。

通过集体备课、课堂教学观摩和教学研讨，教师们对定语从句的教学有了更深入的认识，教学方法得到了丰富和提升。

初中定语从句教学说课稿

初中定语从句教学说课稿一、教学目标：通过本章复习, 使学生明白定语从句的构成和用法。

二、教学重点和难点：限制性定语从句与非限制性定语从句的区别；关系代词与关系副词引导定语从句的不同；介词+关系代词引导定语从句；关系代词who, that, which的用法区别。

定语从句与同位语从句及其一些句子结构的区别。

三、教学过程1．What is an attributive clause?2．被定语从句修饰的名词或代词叫先行词。

连接先行词与定语从句的引导词叫关系词，其中which, that, who, whom 这些词叫关系代词，它们在句中用来指人或事物，在定语从句中作主语或宾语，whom只能作宾语。

作宾语时，关系代词可省略。

请同学们根据以上所述, 给出一些例句, 用来说明。

1. The students (who don’t study hard) will not pass the exam.主句: The students will not pass the exam.限制性定语从句不能被省略,因为其中包含有重要的信息.如果我们去掉限制性定语从句,句子的意义会变的不明确.比如: 2. The woman (whom you saw in the park) is our English teacher.主句:The woman is our English teacher.3．以上关系代词在使用时也是有很多区别的。

用来引导定语从句，并且代替先行词作定语从句的一个成分的词，叫关系代词．引导定语从句的关系代词常见的有that, which, who, whom,whose等。

关系代词放在先行词和定语从句之间，起连接作用，同时又作定语从句的一个成份。

请同学们看下面的句子, 然后说出使用关系代词的原因。

1.The man (who told us a funny story) is in the next room.2.I lost the book (which you gave me).3. A shoe shop is a shop (that sells shoes).在定语从句中,使用了关系代词来代替先行词,从句中不能再使用代替先行词的人称代词.4．下面讲一下只能用关系代词that引导的定语从句。

2023最新-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】作为一无名无私奉献的教育工作者，有必要进行细致的教案准备工作，教案是实施教学的主要依据，有着至关重要的作用。

那要怎么写好教案呢？以下内容是为您带来的7篇《定语从句公开课教案》，亲的肯定与分享是对我们最大的鼓励。

定语从句公开课教案篇一一、所需课件：一课时学习内容：定语从句中关系代词who, whom ，which ，that ，as的用法。

定语从句是一个很重要的语法项目，为以后的英语学习打下坚定的基础，也是初高考出现频率较高的考点。

二．教学目标分析知识与目标分析知识与技能目标：帮助学生掌握关系代词who, whom, which, that, as 的用法，丰富学生的语法知识，形成独立的学习能力，能够运用这些知识去解决定语从句的习题。

过程与方法目标：让学生主动参与感知——积累——理解关系代词的过程，让学生学会关系代词的用法，学会探究解决问题。

情感态度价值观目标：让学生体验到学习定语从句的乐趣。

三．学习者特征分析初中生刚刚接触与从句，对句子结构认识不够清楚，但是这部分内容很重要，有助于学生完善整个英语语法知识结构。

四．教学策略选择与设计本课题主要采用启发式教学策略，合作学习，探究学习的策略，在教学中，创设问题情景，以小组为单位进行讨论，合作学习，得出结论。

五．教学资源与工具设计多媒体教室计算机PPT课件六、教学过程第一步:复习（检查作业）第二步：导入Marry is a beautiful girl.Marry is a girl who has long hair.……（讨论句子特征）老师总结：什么是定语从句，先行词，引出定语从句由关系代词，关系副词来引导。

第三步：介绍引导定语从句的关系代词。

第四步：详细介绍这些关系代词的用法。

第五步：习题（加深印象）第六步：课后总结第七步：布置作业七、教学评价设计创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。

高中英语Unit4Sharing知识讲解复习限制性定语从句教案

复习限制性定语从句编稿：牛新阁审稿：王春霞观点引入定语从句是我们从初中学到高一，又从高一学到高二，可能是出现最屡次的语法项目，在这个单元里，我们复习一下定语从句的用法，重点复习运用限制性定语从句时的注意重点。

先看下边句子：1. I know you ’re dying to hear all about my life here, so I’ve included some photos whichwill help you picture the places I talked about.2.The boys who had never e across anything like this before started jumping out of thewindows.3.We walked for two and a half hours to get there— first up a mountain to a ridge fromwhere we had fantastic views and then down a steep path to the valley below.4.The only possessions I could see were one broom, a few tin plates and cups and a coupleof jars.这些句子中斜体词部分就是定语从句，此中句 1 中包含两个定语从句：①which 指引的修饰 photos；② the places 后的 I talked about 是省略了指引词的定语从句，修饰the places。

句 2 中 who 指引的定语从句修饰boys；句 3 中是 where 指引的定语从句修饰 a ridge；句 4中 I could see 是省略了指引词that 的定语从句修饰possessions。

定语从句公开课教案(7篇)

定语从句公开课教案（优秀7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。

下面是我精心为大家整理的7篇《定语从句公开课教案》，希望能够满足亲的需求。

Ⅵ. 限制性定语从句和非限制性定语从句的`主要区别: 篇二Ⅵ. 关系副词篇六1、先行词是表示时间的名词，在定从中作时间状语，关系代词用wheneg. I can’t remember the date ( ) he went abroad.I’ll never forget the day ( ) I joined the army.2、先行词是表示地点的名词，在定从中作地点状语，关系代词用where; 其中注意表示抽象概念的地点名词，如，situation、stage、degree、point等表示方面或程度时，也需用whereeg. This is the village ( ) Uncle Wang once lived.They have reached the point ( ) they have to separate with each other. He’s got himself into a dangerous situation ( ) he is likely to lose control over the plane.3、先行词是reason，在定从中作原因状语，关系代词用why eg. I don’t know the reason ( ) he was late.None of us know the reason ( ) Tom was absent from the meeting.4、引导定语从句的关系副词也可以用“适当介词+ which”来代替。

eg. October 1, 1949 was the day when （= ）the People’s Republic of China was founded.This is the factory where（= ）we worked a year ago.I don’t believe the reason why （= ）he was late for school.定语从句教案篇七教学目标教育方面1、掌握并能使用words and phrases: on the left/right, trouble, expect, pick up，kid, shot2、学习并理解which和who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。

定语从句的教案

定语从句的教案教案标题：定语从句的教学设计教学目标：1. 理解和掌握定语从句的概念和用法；2. 学会使用适当的引导词来引导定语从句；3. 能够准确地构建和运用定语从句。

教学重点：1. 理解定语从句的概念和作用；2. 学会使用适当的引导词引导定语从句；3. 掌握定语从句的语法结构。

教学难点：1. 理解和使用引导定语从句的词；2. 学会定语从句的语法结构。

教学过程：Step 1：导入新课1. 导入新课的方式可以采用有趣的小故事或问题。

例如：- Show a picture of a cat and a dog. Ask students: "Which animal do you like better, the cat or the dog?" Then ask them to give reasons for their choices. For example, if a student says, "I like cats because they are cute," write this sentence on the board.- Then, ask students to find another sentence that can be added to the first sentence to give more information about cats. For example, the sentence "I like cats that have blue eyes" can be added. Explainto students that the second sentence is a relative clause and it gives more information about the noun "cats."Step 2：讲解定语从句的概念和用法1. 通过引导学生观察并发现定语从句的概念，再向学生讲解定语从句的概念和作用。

定语从句课例设计与说课稿

定语从句课例设计与说课稿上传: 周润红更新时间：2012-5-17 19:54:45学习背景分析1 教学课型: 语法课2 教材分析1 教学内容:2 教材处理: 教材中原来是以音乐为话题开展语言学习的.结合学生的生活实际和兴趣点,设计了"谈论理想中的学校"来替换原有的话题;保留了教材中需要呈现的点:who ,which, that在定语从句中的基本用法以及定语从句的基本概念;将教材中原需要几个课时才能讲解和呈现的语法现象浓缩在一个课时中进行,其他课时则围绕这一语法现象拓展语法学习;教材内容也不再局限于原有教材提供的语言结构和语法现象,而是根据学生的表达需要适当讲解和扩展.3 教学目标1 语言知识目标(1) 了解定语从句的概念和基本用法(2) 区别并正确使用关系代词who, which, that(3) 了解关系代词与先行词之间的位置关系2 能力目标(1) 能在交际中正确,恰当地使用定语从句.(2) 能灵活,恰当,适度地表达自己的观点.3 情感目标(1) 激发学生的学习兴趣,培养学生的探究精神(2) 增进师生了解,校际了解,增强情感交流4 教学重点和难点1 区分which 和who 在定语从句中的基本用法2 了解如何将定语从句插入主句之中3 让学习不同教材,有着不同学习水平和学习进度的学生都能理解本节课的授课内容,并达到预定的教学目标.5 教学方式: 任务型教学途径1 任务主题: 我理想中的学校2 任务链: 师生相识--- 介绍师生双方所在学校--- 谈论理想中的学校--- 给校长提建议6 教具1 学生人手一份表格,文字材料2 ppt 文件7 学生情况分析教学设计1 设计思路定语从句并不是初中阶段的重点教学内容.对于初中生来说,这一语法现象比较复杂和概念化,不容易理解和准确运用,因此通常被安排在初三,并且只要求学生具有初步的定语从句知识.鉴于以上情况,笔者在教学中尽量采用直观的方式演示不易理解的概念,锻炼学生用英语直接思维,交际和解决问题的能力.笔者贯彻"学中用,用中学"的教学理念,让学生在"谈论熟悉的同学,才谜语"之类的真实语境中尽快融入课堂学习中,理解,归纳和应用有关定语从句的知识.笔者还让学生在完成任务的过程中进一步巩固所学内容.学生通过观看和描述不同学校的图片,与同学商量如何完善给学校的建议,给校长写一封建议信等活动,灵活运用了定语从句.整个教学过程扎实,有序而又不失活泼.2 教学过程第一部分:课前任务活动step 1师生互相了解(语言点: who, that 在定语从句中的用法)(1) 教师让学生用英语描述一位学生,以这种方式主动与学生相识.t:i'm very happy today to meet you here. i hope you"ll like my lesson. actually this is the first time i meet you . so would you like to introduce someone in you class to me ?ss: ( a little excited) yes!t: remember, when i call your name, please don't move. other students will describe you in english, andi'll try to find you quickly. now, let's try the first one.who is ....?(2) 教师边听不同学生描述边寻找被描述的学生,同时,适当板书学生所说的描述人物的话,如:tony is a boy . he is very tall.he is sitting in the second row.he has short hair.he wears a pair of glasses.(3)教师找到第一位被描述的学生之后,请学生注意黑板上的句子,启发他们将这些短句连成长句.教师示范用定语从句的关系代词who , that 连接这些句子,然后让学生总结规律并模仿将黑板上的句子用关系代词连起来;学生在用定语从句继续描述其他同学,以此帮助教师找到更多不认识的学生.t: look,there are so meny short sentences on the blackboard. can you join them together to make a long sentence? s1: tony is a boy, and \but he is very tall?t: good. any other way?s2: tony is a tall boy .t: yes,that's a better way. what else?tony is a boy who is very tall.(教师擦掉第二句的主语he,替换为who )t: and we ca also say :tony is a boythat is very tall.(在who 旁边加上that)we use"who\that to describe a boy . now, can you join the first sentence with next three sentences, just like i do?ss: ......t : let's go on the game using "someone is a boy\girl who\ that...(设计说明)这一设计自然地将学生带入到了学习情境中,可以有效地减轻他们的学习焦虑感.这种师生互动也容易快速消除师生之间的陌生感.如果教师想让学生多说多练的话,可以适当延长寻找的时间,多让一些学生进行描述.在导入定语从句时,笔者没有先将语法概念告诉学生,而是直接呈现定语从句的用法,不仅直观清楚,省时高效,也锻炼了学生直接用英语思维的能力和运用所学语言的能力.step 2 猜谜语( 语言点: which, that 在定语从句中的用法)(1) 教师逐一用幻灯片呈现一些句子,并让学生来猜"这是谁?'.t: just now, you introduce some of your classmates to me .ｎow it's my turn to introduce a friend .do you know donna?ss: no\madonna? that singer?\mcdonald?t : here are sime hints. donna is a lady who loves music.ss: madonna!t :no! donna is a lady that likes you a lot.s1: is it you?t: donna is a lady who is standing in front of you!ss: ah! you are donna!(设计说明)这一设计起到了承上启下的作用.从"找学生"到"猜老师",再到下一步的"猜谜语",过渡自然,节省了大量的讲解时间,学生也能轻松进入学习状态.(2) 教师呈现一些用定语从句写成的谜语让学生猜测,然后启发学生总结并说出which和who在定语从句中的用法区别t: now, i have more riddles.would you like to have a try?ss: yes, of course.ｔ：ｗhat is the day which\that comes after monday?ss: tuesday.t: yes. easy,what is the vegetable which\that can be made into french fries?ss: potato.t :what is the fruit which\that we often eat in summer?ss: watermelon.t: here comes the most difficult one. what is the animal which\that can always be found in baseball game?t: it's a bat.baseball bat. it's just a joke.but can you tell me why we use "which" or "that" instead of "who" or "that" in these sentences?ss: day. vegetable.fruit. animal(3)教师用幻灯片演示主句与定语从句修饰和被修饰的关系，并请学生仿照这些句子用which和that创编一些谜语,让全班共同猜测,教师给予必要的指导.(设计说明)学生通过比照黑板上和幻灯片中的两类句式,不仅能发现which和who的用法和区别,达到快速理解和运用定语从句的目的,也进一步增加了探究所学语法的兴趣.编谜语活动还为学生提供了一定的发挥和想象空间,并由此开始了本节课的写作活动.step 3 看图片谈论学校( 语言点:练习用who, which或that将短句连成定语从句,了解主从句的位置关系) (1) 教师呈现一些标有文字注释的学校图片,引导学生将图片上的短句连成定语从句,并用动画效果来显示正确语句.t: do you know about my school?ss: no.t: do you want to visit it?ss:yeah!t: ok, follow me.let's have a look at some pictures of my school. and please try to join two sentences into one sentence, using "who" ,"which" or "that".(showing pictures) many people ca remember the gate . it's so different from others.s1: many people can remember the gate which\that is so different from others.t: our school also has a long history. the history is over 100 years.s2:our school has a long histore which\that is over 100 years.t:the man is talking to the visitors. he is our priciple.s3:the man who is talking to the visitors is our principle.t:we can see the students. they are studying in different places.s4:we can see the students who are studying in different places.t: many students come to visit our school. they are from different countries.s5: many students who are from different countries come to visit our school.(2) 教师再呈现其它一些没有文字注释的图片,让学生用定语从句描述自己的母校.(设计说明)通过真实的情景展示,巩固和扩展所学语言,图片注释为学生的表达提供了充分的语言支持.注释句子由短到长,由易到难,层层递进,不断有新的挑战,使学生乐于实践,不怕出错,边学边用.即使有些语句不太熟悉,他们也能够借助画面理解.这一活动为下一步让学生用自己的语言描述母校做了很好的铺垫.第二部分:任务实施阶段(巩固与创新)step 4 调查"你喜欢什么样的学校?"( 语言点: 用定语从句进行交际)谈论完两所学校后,教师让学生进行小组讨论,用"what kind of school\teacher do you like? i like the school which.....\the teacher who \that..."来谈一谈对学校的感受和对学校的意见或建议,在讨论的同时用定语从句记录理想中的学校是怎样的,并与同伴交流感受; 最后向全班同学做简单的汇报,例如:in my group, we all like the school which....(设计说明)学生在上一步的交流活动中已经产生了很多想法,这一步适时地让他们表达出来显得很自然. 在教师提供的语言支持下,学生能够给学校建设提出很多好的建议.在表达过程中,学生的语句会有较多扩展,教师可以走到各组中间给予适当的指导.这也为下一步写作作好了铺垫.step 5 给校长写一封信(语言点: 用定语从句写作)学生齐读教师呈现的信件范例,了解如何将调查结果以书面的形式表达出来,同时注意建议信的语气表达; 然后仿造例文用定语从句给校长写一封信,提出自己对学校的建议,以总结前一步的活动,并练习和巩固所学内容.step 6 作业布置学生完成给校长的信(设计说明)这一步是整节课的升华,能够用一节课的时间即完成语法的落实,又有梯度地将听说落实到读写上,新文体的仿写是关键所在.三课后反思虽然这节课是在一个陌生的平行班中执教的，但总体感觉课堂进程比较自然，顺利，学生始终处在主动参与和积极配合的状态中，达到了预期设想，体现"学中用，用中学＂的任务型语言教学理念．１.学中用，用中学在这一课中，笔者没有明确地分配哪一个时间段是专门讲语法的，哪一个时间段是专门进行练习的．大多数的时间是边应用边总结归纳，或归纳之后马上应用．这样就可以根据学生的学习需要灵活调控课堂进程．例如，授课伊始用＂向老师介绍几位同学＂这一活动直接引出who和that引导的定语从句.此活动十分贴近学生生活实际,降低了描述的难度,激发了学生的表达兴趣.下一步,笔者以生动有趣的谜语将学生带到具体的语言环境中,并让学生自己比较和总结新的语法现象.此时,教师只是充当了知识的引导者,有效避免了枯燥,单调的讲解和练习活动,充分发挥了学生的主体作用.2. 任务贴近生活且有意义,易于承载语言和提高能力,体现了语言的工具性.在教学的后期活动中,笔者将学生带到"学校生活"这一话题上,让他们根据自身的感受表达对学校,老师,校长的看法.最后,让学生给校长写一封建议信,这就更加激发了学生运用所学语言的积极性,使语言学习更加具有现实意义.3.各环节衔接紧密,切换顺利本节课虽然有较多的活动,但是各个活动都具有明确的教学目标,活动之间联系紧密,学生容易理解和接受.例如,最开始谈论同学,描述学校图片的活动为之后让学生谈论理想中的学校做了很好的语言和话题上的铺垫.笔者利用教师猜学生的情景,自然设置了让学生猜测教师的活动,从而为引出下一步的谜语做了自然的铺垫,然后有用谜语切换到对学校的介绍.这样就充分保持了教学的连贯性和学生学习的积极性.4. 知识安排和活动设置明确,有梯度本节课在知识的安排与活动设计上强调了任务型教学的阶梯性原则.在知识教授方面,先介绍了who和that 引导的定语从句;之后介绍which和that 引导的定语从句；然后让学生通过将两个或三个单句连成一个含有定语从句的复合句，巩固前两步所学内容；最后，开放式的任务活动综合了前面所呈现的语言点，实现了语言由点到面，由词句到篇章的架构．任务活动也是从介绍同学开始，到对学校的描述，最后对理想中的学校，教师等综合事物的评论，是学生有序，完整地表达了自己的思想．５.语言扩展适度由于本节课设计的活动比较贴近学生的生活实际，并且有一定的灵活性和开放性，学生若想完整地表达自己的思想，仅靠课本知识是不够的．这期间学生可能由于知识所限而出现一些表达错误，这是很正常的．但这期间学生有了接触更多语言素材的机会．教师在指导和纠正其错误的过程中，可以适当呈现或讲解新的语法点，让他们接触到更多的语言知识．当然，这节课也不是尽善尽美的．很多环节的设计回因学生的变化而出现不同的情况和效果，因而要求教师有更加灵活的操控和应变能力．dear principle,i am a student (who is ) from class_______,grade______.ｍy name is _____. today, we talked about our ideal school.i"d like to tell you the result of our discussion. i hope our advice could help our school become better and better.some of my classmates and i like the school that ________.and i lkie the teacher(s) who ______thanks for reading my letter.i hope we can make our school better together.。

课件邓红娟定语从句.ppt

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。
The girl behind the tree is Kate.
(介词短语作定语)
The man driving too fast was
drunk.
(现在分词作定语)
The boy named Tom is my classmate. (过去分词作定语)
__T_on_y__h_as__a _g_oo_d__fr_ie_n_d_w__ho__ca_n__sp_e_a_k _E_n_gl_is_h_w_ell.
4. Jim reads books.
The books are written in English.
J_im__r_ea_d_s_b_oo_k_s_th_a_t_a_r_e _w_ri_tt_en__in_E_n_g_li_sh.
teacher ____A___ loved climbing.(
A who B he C which.
2 The police caught the man___B___ stole my
handbag.
A he B that C which
3 The dress __D___ she is wearing today was
4.Where is the picture? You bought it last week. _W__h_e_r_e_i_s_t_h_e_p_i_c_tu__re__th__a_t _y_o_u_b_o_u__g_h_t _l_a_st__w_e_ek?
Ex.V
中考聚焦：
Ex.II
1George Mallory was an English school

高中英语说课稿--定语从句

姓名：莫晓春学号：0603010231 班级: 06外本2班Lesson Plan PresentationUnit 4 Unforgettable experiencesThe 4th Period Grammar --- The Attributive ClauseGood morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I want to talk about is from SEFC Book 1 A, the fourth period of Unit 4 Unforgettable experiences. To make my presentation much clearer, I’ll explain it in the following 5 aspects: 1. The analysis of teaching material; 2. The analysis of Teaching methods; 3.The analysis of learning ways; 4. The analysis of Teaching procedure; 5. The prediction of teaching efficiency.I. My analysis of the teaching materialIn my understanding of the teaching material, there are four parts: teaching content, status of this period, teaching aims & demands, teaching important & difficult points.1.Teaching contentThe attributive clause in unit4 unforgettable experiences of SECF Book1A.2.The status of the grammar periodThe topic of this unit is ‘Unforgettable experiences’. All of the language activities center on this topic, including unforgettable people, events, earthquake and ‘The Rescue’. While doing these activities, the attributive clause exists everywhere. Therefore, the attributive clause plays an important role in this unit. It is a transitional period between the third period Reading and the following period Integrating Skills. That is to say, the fourth grammar period not only is a consolidation of the attributive clause occurring in the reading text “The Rescue”, but also a good preparation for writing an unforgettable experience in the next period.3. Teaching AimsI’d like to divide this lesson’s objectives into three categories.⑴Knowledge objective （知识目标）①Students are able to use the attributive clause correctly to describe people’scharacteristics and behavior --- who, whom, that.②Students are able to use the attributive clause correctly to describe things andevents --- that, which.⑵Ability objectiveStudents are able to use the relative clauses when talking and writing people, things, events, people’s feelings.⑶Moral objective①Students are able to be brave to and confident to communicative with othersand express themselves.②Students are able to be active and cooperate with each other in joining in theEnglish activities.4.Teaching important and difficult points①Learning to use the relative pronouns who, whom, whose, that, which whentalking about people and things.②Learning and mastering the structure of the relative clause: n.﹢who, whom,that, which + clauseII. Analysis of teaching methodsThen, let’s come to the part of teaching methods. According to the New Curriculum of senior middle school and the cognitive feature of senior students, teachers should motivate and cultivate students’interest in learning English, make students form a good habit of study and effective learning strategies and develop students’ abilities of self-study and cooperation. In my class, I will take advantage of the guided discovery method in and “5-step” teaching model (Lead-in, Presentation, Drills, Practice, Consolidation). Besides, I’ll use a tape recorder and a computer as my teaching aids.III. Analysis of learning waysNow, come to learning ways. As students’ independent and logical thoughts of this age have been gradually mature and formed, they need to be given more time to analyze and conclude what they have seen. So students should be first taught to summarize the language rules from language materials , so in this period studentsshould learn to conclude the structure of the attributive clause and the usage of relative pronouns by observing the given sentences. And sencond, students should apply the language rules to doing things by self-study, cooperative study and teacher’s guiding. In this period students should learn to describe people, things, events, and people’s feeling by using the relative clause.Besides, students are able to use the attributive clause to communicate with others fluently when running across language barriers.Ⅳ.Teaching procedureNow, I’d like to talk about my teaching procedure. I want to carry it out in the following steps: Step1 Lead-in; Step2 Presentation; Step3 Drills and Practice; Step4 Consolidation; Step5Homework.Step 1 Lead-in (5mins)Motivating and cultivating students’ interest in learning English is required in the New Curriculum of senior middle school and is also an English teacher’s duty in the lessons.Therefore, I’ll first play a song named My Heart Will Go On to arouse students’interest and ask them ‘What is the song that you listened to?’ and the students will answer ‘the song that I listened to is My Heart Will Go On’; then I will show two pictures in the film Titanic and lead in the three other sentences by asking and answering, thus leading in the attributive clause. These three sentences are: 1) Here are two pictures which/that are taken from the film Titanic. 2) The man and the woman whom you see in the pictures are Jack and Lucy. 3) Jack and Lucy are the hero and the heroin who loved very much in the film. These four sentences are included the main relative pronouns in this period and enough for students to make conclusions by studying them.Step 2 PresentationIn the New Curriculum of senior middle school, students should learn to summarize language rules from the language materials and use them in real life. So in order to avoid boredom, I adopt the guided discovery method in presenting the attributive clause and let the students be the owners of study.First of all, I’d like to ask students to study the first two sentences carefully and answer ‘What information can you get?’and ‘What is the feature between the information?’ Then I will analyze and explain what is先行词, the relationship of 先行词and the relative pronouns and the functions of the relative pronouns.Secondly, as students’independent and logical thoughts of this age have been gradually mature and formed, I will ask students to do self-study and cooperative study to analyze the rest sentences as what I did in analyzing the first two sentences. Then I will ask students to speak out their study results and make some comments on them.Finally, I will give some tips about the elements, structure, features of the attributive clause.Step 3 Drills and PractisePractice makes perfect. In my opinion, drills and practice are the most important section of my lesson; it should be paid more attention to. So at this step, I adopt mechanical drill and meaningful practice by giving some situations.At the beginning of this step, let students practice the usage of “which/that”. First, I’ll ask students to describe Beijing using the given words and sentence structures: Beijing is the city /place…; The city … is Beijing. (get the chance , host , the 2008 Olympic Games, which, that). Second, in order to let students know how to use “which/that” to describe things in real life, I’ll set a situation: your parents make a promise that if you do well in your final exam, they will give you a reward , and you really did that, so please describe the reward you want.Then, let students practice the usage of “who/ that/ whom”.First, let students have fun by describing couch potato, bookworm, sports fan, workaholic. Second, in order to let students know how to use “who/ that/ whom” to describe people in real life, I’ll ask students to make a self-advertisement or self-introduction by asking : Are you one of them? What kind of person are you?For these situations usually happen in our daily life, I’ll make students talk freely, so that they can get fully involved in the activity. After preparing for several minutes,they are required to speak out their ideas.Step 4 ConsolidationIn this step, students should try their best to recall the usage of relative pronouns they have learned in this lesson without looking at their books, so I’ll ask students to fill in the following table.Step 5HomeworkSince the next lesson is to teach students the integrating skills and students can take an active part in it, they should review the attributive clause after class in order to prepare writing well.Therefore, I design two tasks for the students. The first one is to finish off the exx1-2 in page105. The second is to learn the structure and following sentences by heart:The song which/that I just listened to is My Heart Will Go On. Here are two pictures which/that are taken from the film Titanic. The man and the woman whom I see in the pictures are Jack and Lucy. They are the hero and the heroine who loved each other very much in the film.Step6 Blackboard designThe last aspect of my lesson plan is the blackboard design. I’ll write down the structure and the usage of relative pronouns on the blackboard to make students have a clear understanding of the attributive clause. It should be listed clearly to draw the Ss’ attention again. Here is the sample:V. Prediction of Teaching EfficiencyBy practising, students should have a clear understanding of the attributive clause and at least use the attributive clause in the right form at the right time. Of course, it is imppossble for every students to master the attributive clause, so I’ll some individual work to help them after class.That’s all for my presentation. I am waiting for your advice on my lesson plan. Thank you very much!。

英语定语从句说课稿

英语定语从句说课稿英语定语从句说课稿定语从句（Attributive Clauses）在句中做定语，修饰一个名词或代词，被修饰的名词,词组或代词即先行词。

下面是小编为你带来的英语定语从句说课稿，欢迎阅读。

一，定义：在复合句中作定语，修饰主句中某一名词或代词的从句，叫做定语从句。

被定语从句所修饰的词叫先行词，通常位于定语从句前。

引导定语从句的是关系代词（that,which,who,whom,whose）和关系副词（when,where,why），它们既起连接作用，又充当从句中的一个成分，如何使用关系代词或副词是根据先行词及其在从句中所充当的成分确定的。

二，关系代词引导的定语从句注：如果关系代词在从句中作主语，从句谓语动词的人称和数必须和先行词一致。

①China is a big country that/which has a history of about 5000 years.②Phil who/that comes from England is an active boy.③The doctor (who/whom) David saw at the hospital told me to stop smoking.④We passed some shops whose windows were decorated for Christmas.⑤Is this the book (that/which) he is looking for?△重点1.that,who和which在从句中作主语时不可省略，作宾语时可省略。

（但whom/which前有介词时，whom/which不能省略）e.g. The man (who/whom) my father is talking with is my teacher.The man with whom my father is talking is my teacher.2．关系代词在从句中作介词宾语时可跟介词一起放在先行词后面；为了使关系代词紧跟它所修饰的先行词，也可把介词放在从句中有关动词的后面。

2023最新-定语从句教案(4篇)

定语从句教案（4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。

这次牛牛范文为您整理了4篇定语从句教案，如果对您有一些参考与帮助，请分享给最好的朋友。

《电话号码》教案篇一活动目标：1、知道三种特殊的电话号码及其作用。

2、了解使用这些特殊的电话号码的具体情况。

活动过程：1、教师通过提问创设情境，引起幼儿兴趣。

教师：小朋友，你知道自己家的电话号码是多少吗？请幼儿现场打电话给家里熟悉的人。

教师：有一些特殊的电话号码，它们是很有用的，你们知道有哪些吗？（幼儿自由讲述）2、教师引导幼儿认识几种特殊的电话号码，知道它们的用途及其与人们生活的关系。

教师出示写有"110"的图片，引导幼儿认识。

教师：小朋友，你们看这是什么号码，在什么情况下需要使用这个电话号码呢？它对我们的生活有什么样的帮助呢？打了这个电话什么车子会出现？谁会出现？他们会做什么？依次出示"120"、"119"等电话号码的图片，指导幼儿了解它们的作用以及相关的工作人员及其活动，并知道这些人员的活动与人们关系。

3、教师总结，活动结束。

活动反思：1、课件与幼儿互动能大大增加幼儿的学习兴趣。

在课件中我引入了幼儿十分喜欢的卡通形象一一天线宝宝拉拉，让他代替教师向幼儿提问、对幼儿的回答进行评价、引出游戏环节等，很好地吸引了每个幼儿，让他们始终保持聆听、观看和积极参与的热情。

2、幼儿对活动提供的各种通讯工具（为了达到让幼儿感知不同类型的通讯设备及使用方法的隐性目标）似乎并不在意，所有模拟打电话的幼儿都选择了同一款电话机，这意味着在本次活动中这一隐性目标是否必要得进一步考虑。

3、本活动侧重社会性教育与安全教育，还可以渗透一些在紧急情况下保持沉着、镇静的情感教育。

4、紧急情况下的自救或互救能力也是生命教育中的重要内容之一，为了更好地提高幼儿这方面的能力，还可以尝试协同家长一起开展此活动，如让幼儿事先记住家庭地址、家庭电话等，让幼儿进行更加真实的尝试。