定语从句说课稿

定语从句说课稿（共7篇）

定语从句说课稿 篇1

一、语法分析

本课时的内容是高中英语必修一Unit4的语法第一课时，初次导入含引导词who，which, that的定语从句。定语从句对于高中英语来说是一个非常重要的语法点，它在高中英语学习中所占的比例也是举足轻重的，甚至在作文中，轻轻松松的写出几个定语从句，就能为你的作文添光加彩。因此，我们要对它进行着重的讲解。

二、教学目标

1）知识目标:

A.掌握定语从句的基本结构及用法。

B.掌握定语从句的引导词who, whom, which，whose和that的基本用法。

2）能力目标：

能用简单的定语从句描述人或物。

3）情感目标：

激发和培养学生学习英语的兴趣，建立学习英语的成就感和自信心，使学生学在其中，乐在其中。

三、教学重点及难点

1、教学重点

1).引导词which, who,whose及 that的基本用法。

2).复习和巩固定语从句的结构和用法。

2、教学难点

学会运用定语从句造句

五、说教法

根据英语“课标”的要求，课程要从学生的学习兴趣、生活经验和认知水平出发，因此，我将在教学中采用以下几种教学方法：

1.任务型教学（Task-based Language Teaching）

每个环节布置不同层次的任务，让不同层次的学生在完成每个任务的时获得成就感，同时，不同难易的任务有效地锻炼了不同层次的学生能力。

2、合作学习教学法（Cooperative Learning Approach）

采用小组讨论的课堂教学结构，来组织教学，让学生在完成任务的过程中通过互相交流，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感

六、教学设计

Step1 Leading in

以几个例子引出本课的主题。Step2知识输入与输出

通过五组例句让学生自己总结归纳who,whom,which,that和whose的用法。Step3 Practice Step4 总结

七、作业布置（具有承上启下的作用）

定语从句说课稿 篇2

定语从句就其与先行词的关系而言，可分为限制性定语从句和非限制性定语从句，两者之间有如下区别:

1.限制性定语从句在意义上与先行词关系密切，是不可缺少的定语，如果去掉，主句的意思就不完整或失去意义。从句和主句的关系十分密切，写时不用逗号分开，关系代词有时可以省略。例如:

That is the girl who came to see you this morning.

那就是今天上午来看你的女孩。

The Great Wall is a place (that) I’ve always wanted to travel.

长城是我一直想参观的一个地方。

2.非限制性定语从句和主句的关系不十分密切，只是对先行词作些附加的说明，如果去掉，主句的意思仍然清楚;从句和主句之间往往用逗号分开。用来引导非限制性定语从句的有关系代词which， who， whom， whose和关系副词where， when这些，而that一般不用来引导非限制性定语从句。例如:

Yesterday I visited Mr Wang， who looked very tired.

昨天我拜访了王先生，他看上去很疲倦。

Mum bought me a computer as my birthday present， which was just what I longed for.

妈妈给我买了台电脑作为生日礼物，这正是我所渴望的。

3.比较:

He has two sisters who are studying abroad.(限制性定语从句:He has more than two sisters.) 他有两个在国外留学的姐姐。

He has two sisters， who are studying abroad.(非限制性定语从句:He has only two sisters.) 他有两个姐姐，她们在国外留学。

She will wear no clothes which will make her different from others.

她不会穿一些与众不同的衣服。

She will wear no clothes， which will make her different from others.

她不穿衣服，这会使她显得与众不同。

二､非限制性定语从句引导词的选择

1.关系代词的选择

(1)非限制性定语从句的关系代词不能用that。指人的，如引导词作主语用who，作宾语用whom;指物时要用which。即使引导词作宾语也不能省略。例如:

Mr Zhang， who came to see me yesterday， is an old friend of my

father’s. 昨天来看我的张先生，他是我父亲的一位老朋友。(作主语)

(2)as和which的选择

as和which都可用来引导非限制性定语从句，来指代整个主句的内容。非限制性定语从句位于句末且as或which在从句中作主语､宾语或表语时，两者常可互换。例如:

He failed in the exam， which/as was natural.

他考试没及格，这很自然。(作主语)

He is an honest boy， which/as anybody can see.

任何人都能看得出来，他是个诚实的孩子。(作宾语)

The man seemed a German， which/as in fact he was.

那个人似乎是个德国人，事实上他就是德国人。(作表语)

但要注意以下区别:

①如果非限制性定语从句位于主句之前或插在主句之中时，只能用as。例如:

As we have seen， oceans cover more than 70 percent of the earth.

我们已经看到，海洋占地球面积的百分之七十多。

This kind of computer， as is well-known， is out of date.

众所周知，这种计算机现在已经过时了。

②as在从句中作主语，后面常跟行为动词的被动式;which在从句中作主语，后常跟行为动词的主动式。例如:

She has been late again， as was expected.

她又迟到了，这是预料之中的。

It rained hard yesterday， which prevented me from going to the park.

昨天雨下得很大，使我无法去公园。

③当从句和主句语意一致时用as，表“正如”;反之用which。例如:

The thief came again， as was expected.

小偷又一次来了，这是预料之中的。(语意一致)

The elephant is like a snake， which is not right.

大象像一条蛇， 这是不对的。(语意不一致)

④as常用在 as often happens， as was pointed out， as was said above， as I remember， as I understand等结构中。例如:

Jack has won the first prize， as often happens.

像往常一样，杰克获得了一等奖。

2.关系代词和关系副词的选择

在非限制性定语从句中，关系代词和关系副词的选择方法和限制性定语从句一样:引导词在从句中作主语､宾语､表语､定语时，用关系代词;作状语时用关系副词。例如:

I want to buy the house， which has a garden.

我想买那个房子，那个房子有一个花园。(作主语)

The place， which I visited before， has changed greatly.

这地方我以前来过，现在变化很大。(作宾语)

The story in the book takes place in Canada， where Doctor Bethune was born.

书中故事发生在加拿大， 白求恩大夫就是在那里出生的。(作状语)

3.关系代词､人称代词和指示代词的选择

选关系代词还是人称代词，关键是分清句子结构。如果是非限制性定语从句(两句中间用逗号隔开，且无连词)，用关系代词; 如果是并列句(全句中有连词，两句中间用句号或分号)，用人称代词或指示代词。例如:

He has three sons， none of whom is a doctor.

He has three sons， who are doctors.

He has three sons， but none of them is a doctor.

He has three sons; they are doctors.

定语从句说课稿 篇3

定语从句是一个从属分句，在句中作形容词。可以给出更多关于句中名词或代词的信息。

Sometimes the information given by the adjective clause is essential. An essential adjective clause is one that is needed for the sentence to make sense. If you took it out, you would not know all the information that you need to know.

有时，定于从句提供的信息至关重要。句中需要这一从句使句子的意思更完整。如果缺少此从句，就了解不到完整的信息。

At other times, the information given by the adjective clause is nonessential. A nonessential adjective clause is one that is not necessary. The sentence still makes sense and you know everything you need to know even without the clause. So, you could take it out.

有些时候，定语从句提供的信息不是那么重要。没有这一从句，句子也有意义，而且意思完整。因此可以删掉这一从句。

When a sentence has a nonessential adjective clause, the clause is set apart with commas. This shows that it is not essential.

如果一句中有不必要定语从句，就会用逗号把从句隔开，表示这句话并不是必须的。

定语从句讲解 篇4

一、基本概念：

在复合句中，修饰某一名词或代词的从句叫定语从句。

Do you know the man who spoke at the meeting just now? That is the house where he lived ten years ago.定语从句所修饰的词叫先行词；定语从句一般用关系代词或关系副词来引导，关系词放在先行词与定语从句之间起连接作用，同时又作从句中的一个成分。引导定语从句的关系代词有：that, who, whom, whose, which，as 关系副词有：when, where, why.二、关系词的用法：

（一）关系代词的用法：

1． 作主语用who, which和that, 如： He is the man who/that lives next door.The train which/that has just left is for Shenzhen.2． 作宾语用whom, who, which, that, 如：

The man(whom/who/that)we have just seen is a famous writer.Where is the book(which/that)I bought last week? 注：在非正式文体中，用于指人的关系代词who whom, that 通常可以省略，但在正式文体中通常用whom, 不可省略；用于指物的关系代词which和that 在非正式文体中也通常省略，但在正式文体中一般不省略。

3． 作定语用whose, 如：(a)He is the man whose car was stolen last week.(b)It was a meeting whose importance I did not realize at that time.注：“whose +名词中心词”这一结构在定语从句中既能作主语（如上a句），又能作宾语（如上b句）。whose 的先行词常用来指人，但有时也可以用来指具体事物或抽象概念，这时可以与of which 结构互换，词序是：“名词+of which”，如： They came to a house whose back wall had broken down..(= the back wall of which)He’s written a book the name of which I’ve completely forgotten.(= whose name)4． 作表语只用that，它既可以指人，也可以指物，但时常省略。如： He is no longer the man that he used to be.This is no longer the dirty place(that)it used to be.（二）关系副词的用法：

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：

I still remember the time when I first became a college student.Do you know the date when Lincoln was born? 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： Each time he came, he did his best to help us.But help never stopped coming from the day she fell ill.2．where指地点，在从句中作地点状语。它的先行词常有：place, spot, street, house, room, city, town, country等。This is the hotel where they are staying.I forget the house where the Smiths lived.注：where有时也可以省略。如：

This is the place(where)we met yesterday.3． why指原因或理由，它的先行词只有reason。如： That is the reason why he is leaving so soon.注：why时常也可以省略。如： That is the real reason he did it.(三)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定的介词+which结构： when = on(in, at, during„)+ which;where = in(at, on„)+ which;why = for which.如：

I was in Beijing on the day when(=on which)he arrived.The office where(=in which)he works is on the third floor.This is the chief reason why(=for which)we did it.2． 当先行词是表时间的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，试比较：

I’ll never forget the day when my hometown was liberated.I’ll never forget the days which/that we spent together last summer.His father works in a factory where radio parts are made.His father works in a factory which/that makes radio parts.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

1．限制性定语从句说明先行词的情况，对先行词起限定作用，与先行词关系十分密切，不可用逗号隔开，也不可省略，否则全句意义就不完整。如： This is the telegram which he refers to.Is there anything(that)I can do for you? 2．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。如：

This note was left by Tom, who was here a moment ago.As a boy, he was always making things, most of which were electric.引导非限制性定语从句的关系词有：who, whom, whose, which, when 和 where，不可以用that和why。

另外，非限制性定语从句从意义上讲，相当于一个并列句，在口语中使用并不普遍，在日常生活中，人们通常用并列句或简单句来表达。如：

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I told the story to John, who later did it to his brother.= I told the story to John, and he later told it to his brother.Yesterday I happened to see John, who was eager to have a talk with you.= Yesterday I happened to see John and he was eager to have a talk with you.3．两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。试比较： All the books there, which have beautiful pictures in them, were written by him.All the books there that have beautiful pictures in them were written by him.His brother, who is eighteen years old, is a PLA man.（只有一个）His brother who is a PLA man is eighteen years old.（不止一个）

4．有时，非限制性定语从句所修饰的不是某一个词，而是整个主句或是主句中的一个部分，这时一般采用which或as来引导。当整个主句（先行词）在从句中作主语时，从句的谓语动词要用单数。

eg: He passed the exam, which/as he hoped he would.He has left here, which greatly upsets me.注：

（1）as引导的从句可以放在主句之前，而which引导的从句只能放在主句之后。They are hollow, which makes them very light.As is known to all, Taiwan is a part of China.（2）从意义上讲，which指前面主句的内容；而as指代的是作为一般人都知道的常识性的东西，因此常译成“就象„ „那样”。

（3）如果定语从句的内容对主句的内容起消极作用或当非限制定语从句为否定时，则常用which，而不用as，如：

She stole her friend’s money, which was disgraceful.He tore up my photo, which upset me.Tom drinks a lot everyday,which his wife doesn’t like at all.5．在正式文体中，以the way为先行词的限制性定语从句通常以in which或 that 引导，如：

The way in which you answered the questions was admirable.但在非正式文体中，人们通常省略in which或 that : The way(in which)he spoke to us was suspicious.I don’t like the way(that)you laugh at her.四．关系词的选择

1． 在非限制性定语从句中，关系代词作主语，只能用who 指人，which指物；关系代词做宾语，常用whom（口语中有时用who）指人，which指物，它们都不能用that代替。

2． 关系代词作介词宾语，不论是在限制性定语从句中，还是在非限制性定语从句中，当介词前置时，只能用whom指人，which指物；但如果介词后置，则不受这种限制，关系代词还可以省去，特别是在口语中。如：

Do you know the boy to whom she was talking?

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Do you know the boy(that)she was talking to? The pencil(which/that)he was writing with suddenly broke.3． 在限制性定语从句中，当先行词指物时，关系词可用which或that，二者常可以互换；但在下列情况中，只能用that，不用which：(1)当先行词是all, a lot,(a)little, few, much, none, anything, something, everything, nothing等词时。如： All that can be done has been done.In this factory I saw little / much that was different from ours.(2)当先行词被all, any no, much, little, few, every等限定词所修饰时。如：

We heard clearly every word that he said.(3)当先行词是序数词或被序数词所修饰时。如：

The first thing that should be done is to get the tickets.When people talk about Hangzhou, the first that comes to mind is the West Lake.(4)当先行词是形容词最高级或被形容词最高级所修饰，以及先行词被序数词和形容

词最高级同时修饰时，如：

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.(5)当先行词被 the very, the only, the next, the last等所修饰时。如： This is the very book that I want to find.(6)当先行词为指人和指物的两个并列名词词组时。如：

The guests spoke highly of the children and their performances that they saw at the Children’s Palace.She described in her compositions the people and places that impressed her most.(7)当主句是以which，who,what开头的特殊疑问句时。如： Which is the car that killed the boy? Who is the person that is making this lecture? 4.用which而不用that的情况：

①引导非限制性定语从句； ②代表整个主句的意思； ③介词+关系代词。e.g.He had failed in the maths exam,which made his father very angry.他数学考试没有及格，这使他的父亲很生气。

This is the room in which my father lived last year.这是父亲去年居住过的房子。

5.在限制性定语从句中，当先行词指人时，关系词可用who(m)或that，二者常可互换。

但在下列情况中，用who(m)，而不用that：

(1)当先行词是one, ones, any, few, anyone, anybody, someone, somebody, everyone, everybody等词时。如：

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Is there anyone who can answer this question? He was among the few who managed to live through the enemy prison camp.注：在非正式文体中可以说：You’re the one that knows where to go.)(2)当先行词是he, they, those, people, person等词时。如： He who wants to catch fish just not mind getting wet.Those who are against the proposal put up your hands.注：在固定结构的谚语或习语中，可用he that„。如： He that promises too much means nothing.(3)当先行词有较长的后置定语修饰时。如：

Do you know the writer in blue with thick glasses who is speaking at the meeting?(4)在分隔式定语从句中，若先行词指人，为了明确修饰关系，应当用who(m)。如：

A new master will came tomorrow who will teach you German.There’s only one student in the school who/whom I wanted to see.I was the only person in my office who was invited.(5)两个定语从句同时修饰一个指人的先行词，第二个定语从句常用who(m)来引导，如：

She is the only girl I know who can play the guitar.6.在限制性定语从句中，当先行词指人时，在下列情况中，一般用关系词that:(1)当主句是以who或which开头的特殊疑问句时。如： Who is the man that is reading the newspaper over there? Which of us that knows anything does not know this?(2)当先行词被形容词最高级或序数词所修饰时。如： He is the greatest man that has ever lived.(3)当先行词被the only, the very, the last等词所修饰时。如： She is the only person that understands me.7.当先行词被the same所修饰时，关系词既可以用as，也可以用that。在表示具体事物时，有时两者有一定的区别。一般说来，表示同一种类多用as，表示同一事物多用that。

如：This is the same instrument that I used yesterday.这就是我昨天用过的那台仪器。

This is the same instrument as I used yesterday.这台仪器跟我昨天用过的那台一样。

在抽象概念上，同种类和同一事物是没有绝对区别的，所以两个词可换用： I have the same opinion as / that you have.这里要注意的是：

（1）使用as时，它引导的定语从句中的动词可以省略，但使用that时，定语从句中 的动词不可省略。如： Women received the same pay as men.Women received the same pay that men received.(2)在“the same„that”结构中，that只是用来加强语气，强调“相同”。

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that可以省去而不改变句子原意，甚至连名词前的same也可以省去。如： This is the same instrument that I used yesterday.= This is the same instrument I used yesterday.= This is the instrument I used yesterday.但在“the same„as”结构中，same和as都不能省略。

(3)当“the same„that”结构中的that作为关系副词用时，不可以直接与as互换。

如：He lives in the same building that I live.= He lives in the same building as / that I live in.Shall we meet at the same place that we last met? = Shall we meet at the same place that / as we last met at? 8.当先行词前有such, so, as时，关系词应当用as。如： A wise man seldom talks about such things as he doesn’t understand.He spoke in such easy English as everybody could understand.At this time of the day, all buses and trolleys have to carry as many passengers as they can.It is so easy a book as every schoolboy can read.Let’s discuss such things as we can talk of freely.另需注意：

This book is written in such easy English as beginners can understand.（定语从句）

This book is written in such easy English that beginners can understand it.（结果状语从句）

9.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，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。

定语从句教学反思 篇5

班级：高一（16）班 教师：朱丽娟

语法教学一直以来，主要以教师的讲解为主，通过教师的讲解，学生了解和掌握语法现象，进而通过演绎法和大量的机械训练，完成知识的传输。而随着新课改的深入推进，新课改思想和理念正逐步与教学实践结合起来。新课标要求教师在教学中鼓励学生通过体验、实践、讨论、合作和探究等方式，自主尝试，因而在课堂教学中，提倡任务型学习和合作探究的学习，在情景交际的运用中学，即“学中用，用中学”。

一、设计理念

这节课试图采用新课标提倡的“语言接触---语言体会---语言聚焦---语言运用”这一教学模式。定语从句作为高中阶段第一个接触的比较重要的语法点，是英语教学的重点，也是学生学习的难点，同时又是高考考查的热点。而新课标提倡对定语从句的考查不单纯考查其语法结构，而是把它融入到一定的语境中，考查考生的实际综合运用能力。在语法项目上新课标要求用适当的语法形式描述人、物及事件。因而在教学中，就要充分调动学生的积极性，让学生感知语法现象，体会其表达意义，学会总结语法规律，并能在情景中利用语法现象。此节课的具体构思如下： 1.教学目标

使学生对定语从句的功能和作用有清晰的认识；使学生掌握九个关系代词和关系副词的用法。使学生能够在真实的语境中正确使用定语从句描述人，物和事；促进学生自主分析，概括以及合作能力。使学生充分体验定语从句的强大功能，进而激发其使用此项语法工具的兴趣。

2.教学重点：让学生自主观察、分析、总结关系代/副词的选取规则。

3.教学难点：在具体的情景中学会简单运用所学的定语从句的知识描述人或事物。二． 课堂操作

1.以猜谜的形式导入话题并回顾定语从句的基本概念 2.利用课前完成的代表性习题归纳关系代/副词的选取规则 1）学生课前自主完成历年高考中定语从句的代表性例题并以小组为单位核对、商讨、形成小范围的共识。

2）各小组展示本组答案，对有分歧的例题要求各组说明理由并展开讨论。教师在学生讨论的过程中发现问题，有针对性地点拨提示。

3）以小组为单位，完成关系代词/副词选取规则的总结任务并填写表格。

3.在具体的情景中运用定语从句描述人或事物

1）假设学生在和来自国外的网友谈论校园生活，要求在对话中尽量使用定语从句描述学校、老师、同学。2）对话展示 三．课后体会

1.教学设计比较符合学生的现有的经验和知识水平；在步骤安排上，环节之间跨度小，注意环节之间的相互铺垫、搭配，在知识和能力要求上，逐层提高，因而学生基本能够通过自己体验、观察分析句子结构，简单归纳定语从句的基本形式，基本达成了预定的教学目标。

2.课堂教学操作中，能够根据预定的教学设计，恰当引导学生自主体验、尝试自己观察定语从句，归纳定语从句规律，一定程度上锻炼了学生的思维，促使学生相互交流，共同学习提高。3.课堂教学中，力求让学生通过复现句子，分析结构，相互讨论，自主把握定语从句规则，学生较好地完成了任务，对下面的难点克服很有帮助。

定语从句专练 篇6

A. whenB. whichC. whatD. on which

2. The house_________ Lu Xun once lived is over there.

A. whereB. whichC. thatD. when

3. From time to time we must look up the words_________.

A. we don’t know their meanings

B. which we don’t know the meanings

C. whose meanings we don’t know

D. meanings of which we don’t know

4. Is this book_________ you want?

A. thatB. whichC. the oneD. one that

5. Finally, the thief handed everything_________ he had stolen to the police.

A. whichB. whatC. whateverD. that

6. His parents wouldn’t let him marry anyone_________ family was poor.

A. of whomB. whom

C. of whoseD. whose

7. He is a man_________ you can safely depend on.

A. asB. whomC. whichD. whose

8. I will hire the man_________ they say is a good English speaker.

A. whoB. whoseC. whichD. whom

9. Can you tell me the name of the factory_________ you visited last week?

A. whatB. whereC. whichD. when

10. The book_________ is not in the library.

A. that I need itB. I need it

C. which I need itD. I need

11. He is a man with rich experience, from_________ much can be learned.

A. whomB. whoC. thatD. what

12. Liu Hulan was a young heroine,_________ name is known to us all.

A. whoB. thatC. whichD. whose

13. She heard a terrible noise,_________ brought her heart into her mouth.

A. itB. whichC. thisD. that

14. Do you work near the building_________ colour is yellow?

A. that’sB. whoseC. itsD. which

15._________ you can imagine, things are really different from the way they are at home.

A. ItB. ThatC. AsD. Which

定语从句的课件 篇7

教材和学生分析：

本案例是从实际应用的角度学习语法知识，在现实的情境中应用语法知识。语法知识的学习尽可能从实际应用的角度入手，让学生在相对真实的日常生活和学习的情景中感到在语言的应用中需要语法知识，要确保交际的准确，就需要学习和掌握语法知识。

教学目标：

1.掌握定语从句的关系代词that, which, who, whose的用法。

2.培养在交际环境中应用定语从句的语言运用能力。

教学重难点：定语从句中交际环境中的应用能力。

教学过程：

step 1：示范

教师利用多媒体向学生展示本校优美的校园和丰富的校园生活。请学生描述所看到的情景和人物，教师同时向学生用含有定语从句的句子总结学生的表述，引出定语从句。

学生：this is our classroom. it is bright and big. or: this is our classroom. we study in the classroom every day.

教师：this is our classroom that is bright and big. or: this is our classroom where we study every day.

学生：this is our english teacher. he loves us all. or: this is our english teacher. his pronunciation is perfect.

教师：this is our english teacher who loves us all. or: this is our english teacher whose pronunciation is perfect.

设计意图：

课前用数码相机拍几张校园里的人和物的图片，上课时用多媒体展示给学生看，让学生有亲近感，拉近了师生距离，使学生产生表达的欲望。

学生的已有语言基础充许他们介绍所看到的图片，教师在学生描述的基础上，用合并两个简单句的方法，导入定语从句。

step 2：语言活动

game 1：一个比划一个猜

游戏规则：

1. 两个人配合，一个人面对屏幕、另一个人背对屏幕，面对屏幕的用英语解释屏幕上出现的某种事物，背对屏幕的那个人则要根据同伴的解释猜出它的名称。

2. 规定所猜的单词必须是教室范围以内的。

3. 全班分几个小组，老师在屏幕上展示一张物品或人物图片，然后由面对屏幕的同学用英语来进行解释，解释对了而且同伴答对了，加一分，如果使用定语从句进行解释，就再加一分。

some objects that are used in the game:

computer, dictionary, textbook, chair, money, door, eraser, television, pocket, chalk, window, pen, glasses, shoes, paper, knife, pencil, keys, clock, door, water, knife, wall, keyboard, floor

door: something you open before you enter a house or a room

water: something that you drink when you are thirsty

television: something which can broadcast news and other programs

…

其中有一些单词需要用介词加关系代词引导的定语从句来进行解释，如：

dictionary: a book in which we can find the meanings or the pronunciation of a new word

chair: a piece of furniture on which people sit

money: something with which we can buy things

computer: a machine with which we are playing the game

game 2：竞猜游戏(判断他/她是谁或它是什么)

1. 活动形式：6～8人小组活动

2. 情境设置：教师先对教室里的人、事或物进行口头描述。学生听后作出口头反应(说出是谁或是什么)。例如：

t: she is a girl who got three gold medals in the last sports meet.

s: wu yan.

t: right. now another one. it is a book that can tell you the meaning of new words when you study english.

s:a dictionary.

3. 游戏规则：游戏分初赛和复赛;初赛后每组选出优秀选手3人参加复赛。为了使任务更加有趣，组员每猜中一次可得一分;教师将学生猜中的人或物写在黑板上，以防重复猜测;最后角逐出前三名，并予以奖励。

4. 操作步骤：

i. 教师布置任务，讲清游戏规则;

ii. 学生活动，教师当裁判并维持秩序;

iii. 角逐出复赛选手，复赛后予以奖励。

5. 注意事项：

学生熟悉了该游戏后，教师可以加大游戏的难度。教师可以联系学生的实际，拓宽要猜测的人、事或物的范围。教师事先准备一些图画、照片或卡片(上面有文字)，将学生分为两组：一组描述，另一组猜测。例如：

he is the first chinese who travelled in a spaceship.

the girl who played the heroine in titanic.

the city that will hold the 29th olympic games.

the first european who discovered america.

设计意图：

传统的语法教学常采用“定义-讲解-释疑-练习”的方式，很难给学生提供用所学的语法项目进行真实交际的机会。而通过游戏教学语法，让学生在完成一定的任务中，在自己已有知识基础上，通过同伴互助和教师的帮助，在实际运用语言的过程中掌握新知识，新课改强调让学生运用所掌握的语言知识去表达有意义的思想;而不是仅仅把教学的重点集中在语言本身的形式上(龚亚夫，罗少茜，2003)。根据对定语从句的功能(主要是用来描述、定义和补充说明)的理解，定语从句的教学不是为了让学生能在考试中选出某一道题的正确答案，而是让学生能运用定语从句描述或辨别他们所熟悉的。人、事或物，学会定义某个名词，或通过阅读定义准确理解和掌握词义。因此，教师在学生掌握定语从句的基本规则后，应尽可能给学生提供表达的机会，使他们能够用所学语法项目进行口头或笔头的交流，以促使其对该语法项目的理解、掌握与运用。语法教学的目的是要通过灵活的教学设计来突出语法的精髓，通过丰富的情景创设来活化语法，让语法教学生动起来，从而帮助学生在完成任务的过程中将孤立和零碎的语言知识转化为灵活运用语言的能力。

step 3：归纳

要求学生总结定语从句中关系代词that/which, who/whom/whose的用法，从而实现目标的达成。用多媒体展示如下的表格，要求学生填写红色部分。

设计意图：