定语从句(教案)

定语从句(教案)（精选8篇）

定语从句(教案) 篇1

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 skills.◆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 relation 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)Multimedia

2)Paper sheet ◆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 the 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 living 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 clause

Martin 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)Structure

2)punctuation

3)translation

4)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。

注意：当从句与主句语义一致时，用as，反之则用which。

e..g.① He turned out to be very successful, _______is more than we could expect.② _______ we all know, he studies hard.③ Such people _______ you describe are thought to be fools.④ She married again, _______ are expected.⑤ She married again, _______ are unexpected.Keys: ①which

②As

③as

④as

⑤which Point 3: Prep+ Relative pronoun 关系代词前介词的确定

1.根据从句中动词与先行词的逻辑关系 e.g.Is that the newspaper _________ you often write articles.2.根据从句中动词或形容词的习惯搭配

e.g.Can you explain to me how to use these idioms ___________ I，m not sure.3.根据先行词与介词的搭配习惯

e.g.1949 was the year ___________ the P.R.C.was founded.Point 4: Relative adverbs: when, where, why when在定语从句中做时间状语，可换成：介词＋which I remember the day when the civil rights march took place.↓(on which)where在定语从句中做地点状语，可换成：介词＋which We live in a part of town where there were no schools.↓

(in which)why 在定语从句中做原因状语，可换成：for＋which None of us know the reason ______Tom was absent from the meeting.Do you think the reason ______ he gave is believable? Point 5: Integrating skills 不要一看见时间就用when，一看见地点就用where，一看见原因就用why.到底用关系代词还是关系副词，关键看关系词在从句中做什么成分。Such与as或that引导定语从句与that引导状语从句是有区别的，如何理解，看下面的句子： 1 1)I’ll never forget the days when we worked together.2)I’ll never forget the days that/which we spent together.2.1)She has such a good pen that I want to buy one.2)She has such a good pen that I want to buy.3)She has such a good pen as I want to buy(Asking the students to find their difference)Step IV.Present original NMET All the following are left for the students to solve, making sure that they can go on with NMET well enough.(On the screen)Multiple Choice:

1)(Sichuan 2007)．It is reported that two schools，________ are being built in my hometown，will open next year.A．they both

B．which both

C．both of them

D．both of which 2)(NMET2007.I)Some pre-school children go to a day care center, __________ they learn simple games and songs.A.then

B.there

C.while

D.where 3)(Beijing 2007)We shouldn’t spent our money testing so many people, most of _____are healthy A.that

B.which

C.what

D.whom 4)(Shanghai 2007)His movie won several awards at the film festival, _____ was beyond his wildest dream.A.which

B.that

C.where

D.it

5)(Hunan 2007)By serving others, a person focuses on someone other than himself or herself, ___________ can be very eye-opening and rewarding.A.who

B.which

C.what

D.that 6)(Zhejiang 2005）______ I explained on the phone, your request will be considered at the next meeting.A．When

B．After

C．As

D．Since KEYS: 1)D 2)D 3)D 4)A 5)A 6)C Step V.summary Step VI.Homework 1.掌握：①定语从句中谓语动词与先行词保持一致的情况； ②定语从句与同位语从句的区别；

定语从句(教案) 篇2

关系代词that,which,who的基础知识。

[课型]

新授语法课。

[所属板块]

九年级Unit 9 I like music that I can

dance to!

[教材版本]

人教版2013。

[教学流程]

Step 1关系词who/that

下面我们来学习定语从句中关系代词that,which和who的基本用法。

首先,我们来看一张图片(歌手张杰)。Look,what is the man?(Yeah,he is a singer.)

What does he look like?(He'sthin.He always wears suits.And most girls like him.)

I like the singer,too.

好啦,现在我们写出了四个句子(如下)。

接下来,我们要做什么呢?我们想把“I like the singer.”与“He is thin.”这两个句子合并成一个句子。我们该怎么办呢?细心的你发现了什么吗?对了,这两个句子都含有共同的部分,那就是the singer和第二句中的He指的是同一个人。

这时,我们该怎么办呢?我们只要将第二句中的He用关系词that来替换就可以了。然后,再把that引导的这个句子放在另一个共同部分the singer的后面。这样,就是“I like the singer that is thin.”又因为the singer指的是人,可用关系词that也可以用who,也可以说成“I like the singer who is thin.”你明白了吗?(如下)

那么用这种方法,你能将“I like the singer.”与下面两个句子“He always wears suits.”“Most girls like him.”合并吗?

是的,只要将其中的he/him替换成who或者that,再把整个句子放在the singer的后面。

Step 2 Let's read and conclude!

Read the three examples together,andtry to find out what the Attributive clause is.

好,现在再来认真观察以上三个句子,能发现有什么规律吗?定语从句是哪一部分?放在什么位置的?关系词who/that引导的那部分就是定语从句,放在名词the singer的后面,所以the singer叫先行词。我们把who和that称为关系词,它们能引导定语从句,修饰其前面的先行词。

那么,问题来了:什么叫定语从句呢?我们说,在复合句中,修饰名词或代词的句子叫定语从句。而被修饰的名词或代词,就叫先行词。定语从句一般放在先行词(被修饰词)的后面。

Step 3关系词which/that

先来看一看幻灯片上的句子:

上面各句中,它们的定语从句是哪一部分呢?对!that/which引导的那部分就是定语从句。其前面的名词the music叫先行词,that/which称为关系词。那么,之前的who怎么不见呢?who到哪里去了?你想到了吗?——那是因为先行词的缘故!这里的先行词the music指的是物,所以用that或which来引导定语从句。你明白了吗?

最后,回忆一下定语从句的窍门在哪里,判断引导定语从句的关系词关键是看先行词,指人还是指物。即:

Step 4 Let's do it!

好啦,现在留一些作业给你复习巩固吧!

Fill in the blanks with“who/that/which”.

1.The actor＿＿＿＿＿＿used to bea teacher is ready to help others.

2.The girl＿＿＿＿＿＿I spoke tojust now is my best friend.

3.The dress＿＿＿＿＿＿you boughtin the city mall is made of silk.

语法定语从句说课教案 篇3

一、教材分析

1、教材的地位和教学目标

（1）知识目标：本节内容定语从句是基础语法，基础语法是语言知识的重要组成部分，语言知识是为了培养语言技能服务的；通过定语从句的学习可以帮助学生克服高考完型填空和阅读理解题型中长句的理解困难，可以帮助学生在书面表达中写对含有定语从句的句子，帮助你高考英语作文得高分，完成高中新课改的能力考查目标。

從初二到高中三共五年的时间里，学生在练习、课本和考试中经常会遇到含有定语从句的句子，它是英语语法学习中的一个难点，掌握了它你就能克服学习中的诸多障碍，在各种各样的英语考试中助你得高分。因为定语从句的学习可以帮助学习者减少或防止语言知识运用即在实践中应用语言知识的错误，可以帮助学生在英语学习中少走弯路，助他们用较少的时间较好地掌握英语，以达到语言学习的真正目标，实施交际功能。

（2）思维能力目标：定语从句这一语法教学目标强调的是语言形式的表意功能和有效应用，本节课通过学生用定语从句的语法知识来描绘神农架强调语言知识在实际交际中的运用能力的培养。高考定语从句的考查也正是以考查学生的思维能力立意的。本节课让学生接触大量含有定语从句的语言材料，通过学生的思考，通过小组讨论学生去观察、发现、提取和加工，进而从中总结归纳出语法规则，这种方法能推动学生主动参与，有利于学生观察、分析、推测、理解、联想、对比、判断、演绎和总结等思维能力的提高，有利于学生自主学习能力的提高。

（3）素质教育目标：①“爱家乡”意识：本节课通过对我的家乡美景这一情景教学设置，培养学生热爱家乡，热爱祖国，并为家乡及祖国的建设而努力的动机和思想；②“竞争”意识：通过鼓励学生回答问题及小组讨论和计分制培养学生抢抓机遇发展自我的能力意识、竞争意识和落后的危机感；③创新意识和能力：本节课以创新立意，利用创新的教学方法，通过开展相关的创新活动启发学生的创新思维培养他们的创新能力。让他们认识到创新对国家、社会和个人发展的重要性；④综合能力：通过小组合作培养学生自主学习策略能力、探究能力、交际能力、团结协作能力以及展示自我的意识和能力。

二、学情分析

重难点与学习者：学生通过小组讨论把句子翻译成汉语和完成句子练习，是把学生已经学到的定语从句知识应用到完成教学任务中来，是一个知识转化为能力培养语言技能的过程。符合新课改的要求及高考能力考查即交际功能立意的要求，它是我们的教学目的，这一重点教学内容语言技能的培养过程占据了本节课的大部分时间，其目的就是为了突出重点。

汉译英。完成句子和短文写作是高考英语得高分经常做的练习，完成句子和短文写作是学生高考中得分最低的题型，大学生感到困难，故本节课的完成句子和翻译也是学生学习的难点，由于学生接触定语从句多年，经过小组讨论再通过课后练习的巩固，学生一定能越过难关。

很多同学特别是基础差的同学就在一个简单句的主语后面加上who或which，他们认为这就是含有定语从句的复合句，为此我们要培养学生抓主干和双句加关系词的结构意识和习惯。

三、教学方法手段

1、演绎法的弊端

传统的语法教学过分地强调语法的讲解与传授，削弱了学生语言实践的现象，这种忽视技能训练，只重视语言结构的教学方法形式呆板，气氛沉闷激发不起学生的学习兴趣和积极性，难以培养学生运用语言的能力，因为传统的语法教学法采用的演绎法即先讲清概念，再呈现语法规则后举例说明主要用法，再进行练习和扩展，这种方法由理论到实践直接明了，简便快捷省时但很容易导致以教师为中心填鸭式的教学。

2、语法归纳法的好处

本节课定语从句在教学设计方面教师创设情景，再通过小组讨论和全体教师参与以及顺口溜和歌唱创新方法的使用，使教学从兴趣到有趣，将传统的语法静态讲述式教学变为师生、生生一起活动的动态运用式教学，充分体现了新课程标准所倡导的激发兴趣，发现探究，实践应用，自主学习，合作学习和任务型活动等新的教学理念和方法。通过学生翻译句子完成句子，然后总结出语法现象，走的是一条从实践到理论的路子，它是通过先让学生接触大量含有定语从句的语言材料，再通过学生自己去观察、发现、提取、加工，进而从中总结归纳出语法规则，这种方法有利于学生发现学习、自主学习能力的提高，这就是语法归纳法，它能充分调动全体学生的积极性，体现方法的实用性和创新性，符合新课程标准。

本节课采用演绎法与归纳法结合能收到更好的教学效果。

3、其它教学法的使用

本节课通过问句Do you love your hometown等句的导入和关于神农架美景的完成句子题和翻译题的情景设置，这一“情景教学法”的使用就是教师根据定语从句这个语法项目的交际功能去创设运用这个语法项目的情景，将教学与听说读写的活动结合起来，将语法知识的学习与综合技能的训练结合起来，采用两项或多项技能综合运用某个语法结构的“语言知识+技能培养+语言运用”的交融式教学法，在这个教法的指导下教师围绕描绘神农架的美景这一教学任务和学生感兴趣的这一话题去创设使用该语法项目定语从句的语境，去设计该语言形式的听说读写活动，让学生依据创设的语境，通过听说读写活动去熟悉巩固掌握该语法知识，这就是任务型教学法，这种方法有利于培养学生的想象力和创新思维。

4、通过小组讨论法激发学生的学习兴趣，通过小组成员之间的互相交流，互相启发，互相学习，降低了学生作为被动学习者焦虑感，真正使学生自主学习成为学习的主人，培养了学生探究能力、自主学习的能力、思维能力、团结协作能力和交际能力。

5、其它技巧的应用

本节课通过小组讨论，营造了良好的学习氛围，通过节奏朗读和歌唱方法的尝试，提高了学生学习兴趣，启发了学生创新意识。培养了学生的创新能力。小组积分竞争和鼓励学生的评价方式的使用体现了和谐、尊重和鼓励的理念，激发了学生的竞争意识，继而培养了他们的竞争能力和学习能力。

四、教学程序（过程）

本节课的练习设计由完成句子到翻译句子到造句，再到短文写作（homework）练习的难度由浅入深，由易到难，符合学生的认知规律，所有的练习都以描绘神农架为主线，这一主线有趣地将定语从句的语法知识融入其中，符合新课改的练习设计理念，练习具有层次性、系统性、联系性和针对性。定语从句以描绘神农架这一教学任务为载体，后者以前者为工具。

定语从句优秀教案设计 篇4

所谓定语从句,就是在复合句中起定语作用以修饰主句中的名词或代词的从句。分享了定语从句的教案设计给大家参考！

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I like music that I can dance to.She is the only one who’s studying French.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符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能力。

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，口头表达能力，培养学生的观察，想象和创造力。

情感目标：促进同学间积极合作交流，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积极性，而且呈现在课堂上能使教学更生活化，也更直观和具体。

以学生为主体，用多媒体辅助教学，通过帮助学生理解、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，要达到让学生初步掌握定语从句这一目的。

优点：本节课教学目标明确，条理清楚，板书设计合理，教学内容紧扣学生生活实际，学生在教师的引导下自主学习、合作学习，较好地归纳了定语从句的特殊用法，并能用定语从句写文章，完成了学习任务。

不足：

1、在引入部分没有充分引导学生把他们描述图片的简单句用关系词合并为定语从句。

2、最后一个环节用定语从句翻译文章时间安排不足，应多用二至三分钟的时间对学生的翻译进行进一步分析总结，让学生提出更多的修改意见。教学机智：本节课学生在归纳特殊用法时，提出了设计内容之外的规律，教师能给予肯定，并提出在下一教学环节进一步讨论。能够放手让学生发表不同的意见，并适时进行点播。

定语从句(教案) 篇5

To give a brief introduction to attributive clause

To teach students the functions of relative pronouns and relative adverbs in attributive clauses

To develop students’ cognition in grammar, especially the basic elements of sentences

Teaching Important & Difficult Points:

The basic usage of the relative pronouns and learn to use them in different situations

How to apply relative clauses to situational use

Teaching Methods:

Introduction, task-based in-class activities; explanations of some rules of the attributive clause

Teaching Aids: a multimedia classroom

Teaching Procedures:

StepⅠRevision

1. Check students’ homework in writing on page 93. Ask some students to read their note of Part B on page 93.

2. Choose some words and expressions in Period 3 and dictate them before grammar is staged.

Step Ⅱ Lead-in

1. Ask Ss to recall what can be used to modify a noun in English and write down the following phrases on the blackboard.

a happy moment

blue sky

a girl student

bus station

a monkey in the tree

the article about your experience in the UK

T: A noun, an adjective or the prepositional phrases can be used to modify a noun.

2. Summarize the rules of the order in the examples above.

We put adjectives or nouns before nouns to modify them while we put prepositional phrases after nouns to modify them.

More examples(P8):

Adjective: the green team

Prepositional phrase: the team in green

Attributive clause: the team who are wearing green

T: The last sentence is an attributive clause. That means a sentence is used to modify a noun in the same way that an adjective or prepositional phrase does. The nouns they modify are called antecedents.

Step Ⅲ Introduction to attributive clause

Give some examples of AC on the screen and ask Ss to fill in the form below.

1. The girl who/that is standing next to our teacher is her daughter.

2. The girl whom/who /that my mother is talking to is my classmate.

3. The girl whose name is Rose sits next to me.

4. I can’t find the book which/that is borrowed from you.

5. I can’t find the book which/that you lent to me.

6. I can’t find the book whose cover/the cover of which is red.

Example Antecedent Attributive clause Function of the relative pronoun

1 the girl who/that is standing next to our teacher subject

2 the girl whom/who /that my mother is talking to object

3 the girl whose name is Rose possessive

4 the book which/that is borrowed from you subject

5 the book which/that you lent to me object

6 the book whose cover/the cover of which is red possessive

T: The nouns or the antecedent usually refers to a person /people or a thing/things, for example a story, a cake, books and so on. We use which/that as a relative pronoun to refer to things, while we use who/whom/that as a relative pronoun to refer to people. Which/that is used as the subject or object in the AC. Who/that is used as the subject and whom/who/that is used as the object in the AC. And they will know when which, that, whom, who can be left out if it refers to an object in the AC.

Step Ⅳ Identifying the attributive clause

1. Let students to read the guidelines in Point 2 on page 8.

2. Ask students to read the example sentences in Point 2 and let them say what function of the bold part in each sentence is. Then ask them to point out the attributive clause in sentence and put the whole sentence into Chinese, so they can compare the different ways in which the attributive clause is expressed in English and in Chinese.

Step ⅤPractice

1. To test how well they understand AC, the teacher is to give them a timely self check ---- tick the sentences with AC in C1 on P88. Puzzles like 3, 8 may be ignored for the time being, left to be thought over after class and solved in the next period.

2. Ask students to identify the attributive clauses in the article on P9. Show their findings on a screen, and ask them to mark “antecedents”, “relatives” and translate the sentences into Chinese. Explain some key words and expressions such as “upon”, “develop an interest in”, “donate”, “display”, “make a speech” etc. What’s more, students are asked to classify these marked relatives into “relative pronouns” and “relative adverbs”. As for relative pronouns, they are also required to tell the functions they play in each attributive clause.

1) David was one of the most important helpful students that we ever had. ( object )

2) In , he went to Oxford where he got interested in Chinese culture.

3) Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. ( object )

4) Most of the students that he taught have become his friends. ( object )

5) Some of the books were gifts that he got from his Chinese friends and students. ( object )

6) The paintings that David donated to the school are being displayed in the assembly hall. ( object )

3. Learn the new words from page 9 to page 11.

Ask students to turn to page 68 and study the new words (former-please).

Step Ⅵ Homework

Ask students to read the article on page 9 again and again

Ask students to finish C1 on page 88. Get them to point out the antecedent, the relative pronoun or relative adverb in the sentence with an attributive clause.

Period 6§Grammar and usage (2-2) Introduction to attributive clauses§

Teaching Aims:

To consolidate what’s learned the day before

To focus Ss’ attention on the usage of relative pronouns

To teach Ss in which situation who, whom, which or that can be left out.

Teaching Important & Difficult Points:

How to choose the right relative and use it properly

Teaching Methods:

Introduction, task-based in-class activities; explanations of some rules of the attributive clause

Teaching Aids: a multimedia classroom

Teaching Procedures:

StepⅠRevision

1. Check the homework with the students. Make sure that students know what an attributive clause is and the function of each relative word.

2. Have a dictation to go over the words we learnt last period.

Step Ⅱ Presentation

Question: What does a noun usually refer to?

(Students should know a person/people or a thing/things. For example, story, cake, and book are things, while friend, teacher and monitor are persons.)

Step Ⅲ Using relative pronouns

1. Ask students to read Point 1 on page 10 and point out the antecedent and the attributive clause in each sentence. Then ask: What does that/which function in each clause?

Ask students to read the tip box, so the student will know the difference between that and which.

2. Ask students to read Point 2 and point out the antecedent and the attributive clause in each sentence. Then ask: What does who function in each clause?

Ask students to read the tip box, so the students will know that can also be used to refer to a person/people.

3. Ask students to read Point 3 and Point 4, and point out the antecedent in each sentence.

4. Ask students to read the following sentences:

Bb: She has a bother. I can’t remember his name.

Question: What does his refer to? (His refers to a brother’s.)

Bb: She has a brother whose name I can’t remember.

Questions: Which part is the antecedent here? (a brother)

What is it used as in the attributive clause? (attribute)

Ask students to read Point 5 and point out the antecedent in each sentence. Then ask: What does the relative pronoun whose refer to in the two sentences.

5. Show the following table on the screen and ask students to fill in.

Antecedent Subject Object Attribute Note

For persons who/that whom/who/that whose A relative pronoun can be omitted when it is used as the object in an attributive clause.

For things which/that which/that whose/of which

Step ⅣSupplementation

注意that which在代物时常常可以通用,但有时只宜于用that ,不用which.

(1) 当先行词为不定代词all, much, little, only, just, every, last, one of, no, little, few, any, something, everything, anything，nothing, none, the one......及the very, the last, the next, the only或被不定代词修饰时

e.g.: Is there anything (that) I can do for you? You should hand in all that you have.

All that can be done has been done. In this factory I saw little / much that was different from ours.

The only thing that I want to do is to have a rest. This is the very book that I’m looking for.

We heard clearly every word that he said. She is the only person that understands me.

(2)当先行词为序数词、形容词的最高级或被它们修饰时

e.g.: He was the first person that passed the exam. This is the most interesting film that I have ever seen.

The first thing that should be done is to get the tickets. Is that the best that you can do?

That’s the most expensive hotel that we’ve ever stayed in.

This novel is the second best one that I have ever read.

When people talk about Hang Zhou, the first that comes to mind is the West Lake.

(3)当先行词既有人又有物时

e.g.: Do you know the things and persons that they are talking about?

The film star and her film that you have just talked about is really well-known.

She described in her compositions the people and places that impressed her most.

The guests spoke highly of the children and their performances that they saw at the Children’s Palace.

(4)由which或who等特殊疑问词引导的句子

e.g.: Which is the bike that you lost? Which is the car that killed the boy?

Who is the boy that won the gold medal? Who is the man that is reading the newspaper over there?

(5)当先行词在主句中作表语，而关系代词也在从句中作表语时

e.g.: Shanghai is no longer the city that it used to be. He is not the person that he used to be.

c.f.: Shanghai is no longer what it used to be.

(6)如果两个从句，其中一个关系代词用which, 另一个用that以避免重复。

e.g.: He built up a factory which produced things that had never been seen before.

Step ⅤPractice

1. Complete a conversation with “who, whom, which, that or whose” on P11. There might be more than one answer for some blanks.

2. Learn and consolidate by correcting errors in sentences.

1) My brother who is in the army he came to see us. 去掉he

2) A small amount of money was all which was taken in the robbery. which改为that

3) The path was made by walkers who crosses mountains each summer. crosses改成cross

4) The difficulties of living near a volcano are well understood by the people farm the land there.

people和farm中间加who，或将farm改为farming

5) The danger of driving is something which worries me each time I travel. which改为that

6) The park which I usually go running is across from the road. which改为where

7) I bought the present that I gave him it for Christmas in Japan. 去掉it

8) It’s one of the most interesting books which I have ever read this year. which改为that

Step Ⅵ Consolidation

Students are encouraged to conclude the usage of relative pronouns. Afterwards, the teacher gives a brief conclusion as follows.

She is the teacher who taught us English Literature.

I am going to see a friend who has just come back from the UK.

In attributive clauses, we use who to refer to people. that is less usual.

I sat next to a girl whose name is Diane.

The club whose members are music fans meet in the school garden every Saturday afternoon.

We use whose to mean possession. It usually relates to a person, but it can also relate to things.

I don’t know the name of the teacher who / whom I saw in the computer room the other day.

The student who / whom we saw at the school gate is from America.

When ‘who’ functions as the object, it can be replaced by whom. In this case, whom is more formal than who.

The girl (that/who/whom) you have just seen is very good at English.

I’ll tell you something (that) I have heard.

We can leave out who, whom, which and that when they are the objects.

All my classmates enjoyed the cake that / which I made.

The book that / which I borrowed from the library is very interesting.

In attributive clauses, that and which are used to refer to things. that is more usual but less formal.

Step Ⅶ Homework

◆ Ask students to make five sentences, each with an attributive clause.

◆ Do Part C2 on page 88 and do the first five exercises in their exercise-books.

12高考定语从句 篇6

1.【12全国】That evening, ___ I will tell you more about later, I ended up

working very late.A.thatB.whichC.whatD.when

2.【12安徽】Ａlot of language learning, in the first year of life, so parents should talk much to their children during that period.A.asB.itC.whichD.this

3.【12重庆】Sales director is a position __communication ability is just as important as sales skills.A.whichB.thatC.whenD.where

4.【12北京】When deeply absorbed in work, ______ he often was，he would

forget all about eating or sleeping.A.thatB.whichC.whereD.when

5.【12福建】The air quality in the city, _____ is shown in the report, has improved over the past

two months.A.thatB.itC.asD.what

6.【12陕西】 It is the third time that she has won the race, ____ has surprised us all.A.thatB.whereC.whichD.what

7.【12山东】Maria has written two novels, both of ___ have been made into television series.A.themB.thatC.whichD.what

8.【12湖南】Care of the soul is a gradual process ____ even the small details of life should

beconsidered.A.whatB.in whatC.whichD.in which

9.【12天津】I wish to thank Professor Smith, without ____ help I would never have got this far.A.whoB.whoseC.whomD.which

10.【12江西】 By 16:30, ____ was almost closing time, nearly all the paintings had been sold.A.whichB.whenC.whatD.that

11.【12四川】In our class there are 46 students, _____ half wear glasses.A.in whomB.in themC.of whomD.of them

12.【12浙江】We live in an age _more information is available with greater ease than ever before.A.whyB.whenC.to whomD.on which

13.【12浙江】 Ellen was a painter of birds and of nature, _____, for some reason, had withdrawn

from all human society.A.whichB.whoC.whereD.whom

14.【12江苏】After the flooding, people were suffering in that area, ____ urgently needed clean

定语从句难点探析 篇7

定语从句是高中英语语法教学中的重点和难点,也是高考经常考查的重点语法项目之一。现本人就对定语从句的教学及理解,来简单谈一下定语从句的用法。

一、关系代词的用法

(一) 引导定语从句常用的关系代词有: who/whom/which/that/whose/as 等

1. who /whom指人(即它的先行词必须是人 ),在从句中作主语或宾语。作主语不可省略;作宾语可以省略。但whom是宾格,只能作宾语。例如,He knew the teacher (who/whom)we met yesterday.

2. which指物,在从句中作主语或宾语。作主语不可省略,作宾语可以省略。例如,His father works in a factory whichmakes TV sets.

3. that 指人或物,在从句中作主语或宾语(that作宾语时可省略)。例如,A plane is a machine that/which can fly.

4. whose 既可以指人也可以指物,在从句中作定语(而且只能作定语)。例如,I saw a woman whose bag was stolen.

5. 作表语只用that ,它既可以指人,也可以指物,但时常省略。例如,This is no longer the dirty place (that) it used tobe.

(二)关系词that的特殊用法:“六用,三不用”

1.“ 三不用 ”:(1)引导非限制性定语从句关系词不用that。

(2)紧跟介词后作宾语的关系词不用that.

(3)谚语中不用that.

2.“六用”:

(1)序数词 (包括last,next )最高级/the only、the very、the right、just the/any、some、no、all、every、many、much、few、little修饰指物的先行词时,只能用that.

(2)先行词是指物的不定代词( anything、everything、all、much、few、none、something )时,只能用that.

(3)先行词既有人又有物时,只能用that.

(4)避免重复:主句有特殊疑问词或先行词就是疑问词时,只能用that.

(5)为避免与已有的定语从句关系代词重复。

(6) 其他用that的情况。

(三)先行词用who或which,不用that

1. 当先行词是 all,anyone,someone,everyone等指人的不定代词时,用who引导定语从句。

2. 先行词是 those 表示人或 people时,用 who引导定语从句。

二、关系副词的用法

(一)定语从句中常用的关系副词有: when/where/why.

1. when 指时间,在从句中作时间状语,它的先行词通常有:time, day, morning, night, week, year 等.如,

(1)I still remember the time when I first became acollege student.

注:when时常可以省略,特别是在某些句型和某些时间状语中.如,

(2)Each time he came, he did his best to help us.

2. where指地点,在从句中作地点状语.它的先行词通常有:place, street, house, room, city, town, country等.如,

(1)This is the hotel where they are staying.

3. why指原因或理由,它的先行词只有reason。如,

(1)That is the reason why he is leaving so soon.

注:why时常也可以省略.

(二)使用关系副词应注意下列几点:

1. 这三个关系副词在意义上都相当于一个介词+which结构:

when = on (in, at, during … ) + which;where = in (at, on…) + which;why = for which.

2. 当先行词是表示时间的time, day等和表地点的place,house等时,一定要注意分析从句的结构,如果缺少主语或宾语时,关系词应该用which或that, 缺少时间状语或地点状语时,才能用when或where,

3. when和where既可以引导限制性定语从句,也可以引导非限制性定语从句。而why 只能引导限制性定语从句。

三、限制性定语从句与非限制性定语从句的区别

(一)限制性定语从句说明先行词的情况时,对先行词起限定作用,与先行词关系十分密切。

(二)非限制性定语从句只是对先行词作补充说明,没有限定作用,它与先行词的关系比较松散,因而不是关键性的,如果省略,原句的意义仍然完整。这种从句在朗读时要有停顿,在文字中通常用逗号与主句隔开。

(三)两种定语从句的内涵不同。限制性定语从句具有涉他性,而非限制性定语从句具有唯一性,这在理解和翻译时应特别注意。

浅谈定语从句 篇8

一､ 什么是定语从句?什么是先行词?

在主从复合句中,由关系代词或关系副词引导的用于修饰名词或代词的从句叫作定语从句｡被定语从句修饰的名词或代词叫作先行词,定语从句必须放在先行词之后｡例如:

This is the engineer who will give us a talk on science and technology. 这就是要给我们作科学技术报告的那个工程师｡

上句中的“who will give us a talk on...”就是定语从句｡它修饰先行词 engineer｡定语从句中的 who 是关系代词,并在从句中用作主语｡

二､ 能引导定语从句的关系代词或关系副词有哪些?如何使用这些关系代词或关系副词?

能引导定语从句的关系代词有 who(用来指人), whom(用来指人), whose(既可指人也可指物), that(既可指人也可指物), which(用来指物)等｡引导定语从句的关系副词有 where(指地点), when(指时间), why(指原因)等｡

1. 由 who, whom, whose 引导的定语从句

who 在定语从句中作主语; whom 在定语从句中作宾语; whose 在定语从句中作定语｡例如:

This is the doctor who saved the boy’s life. 这就是挽救那个男孩生命的医生｡

An old friend of mine who lived in Qingdao came to see me yesterday. 我的一位住在青岛的老朋友昨天来看我了｡

That’s the student(whom) the headmaster praised at the meeting. 那就是校长在会议上表扬的那个学生｡

Shakespeare was a great play writer and poet whose works were well-known all over the world. 莎士比亚是一位伟大的戏剧作家及诗人,他的作品闻名于世｡

2. 由 that, which 引导的定语从句

that 指物时,可与 which 互换使用,在从句中作主语或宾语｡例如:

This is a book that/which tells about computers. 这是一本介绍电脑的书｡

I like the song that/which has great lyrics. 我喜欢配有抒情歌词的歌曲｡

A mobile phone is a machine(that/which) we use for sending and receiving messages. 手机是我们用来传递和接收信息的一种工具｡

He sang a song(that/which) he wrote by himself. 他唱了一首由他自己谱写的歌曲｡

which 或 whom 在定语从句中作介词的宾语时,介词可以放在 which 或 whom 之前,也可以放在它们之后｡如果该介词与它前面的动词构成短语动词,就不能将介词提到 which 或 whom 之前了｡例如:

The house in which Lu Xun once lived is now the Lu Xun Museum.(=The house which Lu Xun once lived in is now the Lu Xun Museum.) 鲁迅曾住过的那所房子现在是鲁迅博物馆｡

Please tell me from whom you borrowed the English novel.(=Please tell me whom you borrowed the English novel from.) 请你告诉我,这本英文小说你是从谁那儿借来的｡

This is the book which you are looking for. 这就是你正找的那本书｡(look for 是短语动词, for 不能提到 which 前面)

The child whom Aunt Li takes care of is ill. 李阿姨照看的那个小孩病了｡(take care of 是短语动词,of 不能提到 whom 前面)

注意:如果引导定语从句的关系代词是 that, which 或 whom, 且在从句中作宾语时,那么这些关系代词可以省略｡

3. 由when, where, why引导的定语从句

这些关系副词引导定语从句时,分别在从句中作时间状语､地点状语和原因状语｡例如:

October 1st, 1949 was the day when the People’s Republic of China was founded. 1949年10月1日是中华人民共和国成立的日子｡

We all want to visit the factory where Uncle Wang worked. 我们都想参观王叔叔工作过的那个工厂｡

We don’t know the reason why she didn’t come to school today. 我们不知道她今天为什么没来上学｡

三､ 什么情况下只能用 that 引导定语从句?

1. 当先行词为 all, everything, nothing, something, anything, little, much 等不定代词时｡例如:

You should do all that is useful to the people. 你应该做一切对人民有益的事｡

2. 先行词被 all, every, no, some, any, little, much 等词修饰时｡例如:

You can take any seat that is free. 你可以挑选任何一个空位子｡

3. 先行词被 the only, the very, the same, the last 等词语修饰时｡例如:

This is the last place that I want to visit. 这是我想参观的最后一个地方｡

4. 当先行词被形容词最高级修饰时｡例如:

This is the best movie that I have ever seen. 这是我看过的最好的电影｡

5. 当先行词被序数词修饰时｡例如:

This is the second time that you have told us the story. 这是你第二次给我们讲这个故事了｡

6. 两个先行词中一个指人一个指物时｡例如: