篇1：定语从句教案高中版 attributive clause 定语从句 i.teaching aims:（教学目的）
1、了解定语从句的位置、结构以及翻译；
2、学习并掌握定语从句的规则，尤其是关系代词的选择。 ii.teaching points:（教学重点）
1、定语从句，先行词以及关系代词的概念；
2、关系代词的选择。
iii.teaching methods:（教学方法）
1、歌曲引入法，小魔术引导法；
2、举例讲解，说明定语从句的用法；
3、以讲练结合的方法加深学生印象。 iv.teaching steps:（教学步骤） step one: lead-in （导入）
firstly，enjoy the music “take me to your heart”. t: what’s the name of the song? : it is take me to your heart.t: do you like the song whose name is take me to your heart? : i like the song whose name is take me to your heart very much. secondly, show the students your favorite sentence:“ all i need is someone who makes me wanna sing.do you know how to sing this sentence? 引出这句你最爱的歌词，具体是什么样的句型结构，留个悬念，大家拭目以待！最后揭晓。
step two: 引入定语从句概念
老师拿出两根绳子，要求学生想个办法将两根绳子合二为一，学生提出各种方案，由此引出重要的概念：定语从句，先行词，关系词。
在复合句中作定语，修饰某一名词或代词的从句叫做定语从句。定语从句所修饰的词叫做先行词，定语从句通常置于先行词的后面。引导定语从句的词主要有关系代词(who, whom, which, that, whose) 和关系副词(when, where, why)。
注意：本堂课重点讲解关系代词的选择。
eg2: harry porter is a boy.harry porter has magic power. harry porter is a boy who has magic power.（哈利波特是个有魔法的男孩.） step three: 详细讲解定语从句语法知识
1.以实例分析定语从句的结构，进一步强调定语从句，先行词以及关系词的
概念；
2.列出常用关系词，主要是关系代词。表格展示。说明如果关系词在从句中
做宾语，可以省略；
3.关系词的选择：（1）确定先行词；
（2）关系词所替代的先行词是指人还是
指物；
（3）关系词在从句中所充当的成分；
4.实例巩固；
5.游戏：a gueing game 根据描述猜人（姚明）。然后根据中文简介，自己
练习使用定语从句；
6.定语从句的翻译。不管引导词是哪一个，都翻译为“„„的”；
7.基础练习关系词的选择；
8.attention: 虽然that和which在指物的情况下一般都可以互换, 但在下列情
况下, 只用that不用which。
(1) 先行词为all, everything, nothing, something, anything, little, much 等不定代词或被不定代词修饰时。
(2) 先行词是序数词、最高级或被序数词、最高级修饰时。
(3) 先行词被the only, the very(恰恰), the same, the last修饰时。
(4) 先行词同时含有人和物时。
9.have a try! 练习巩固；
10.高考链接。
summary:（小结）让学生自己进行总结，老师适时给出一定的引导。
homework:（作业） 1.预习关系副词的使用；
2.每人造五个定语从句的例句，可以描述人，物体以及事情。 teaching reflection: (教学反思) 总的来说整堂课的气氛基本达到我的预想，教学内容也得以输出。但是却未能准确把握上课时间，由于内容偏多，导致后半节课有些许赶进度，这就影响了整个教学效果，我想这是经验不够的缘故。此外，课件部分的声效似乎不是非常适合，有些过于突兀。但还是要给自己鼓励，因为没有出现预想的紧张等情绪。继续努力！ 篇2：高中英语定语从句精华版教学案
定语从句
导入：
e.g.she is a beautiful girl. she is a beautiful girl who drives me crazy.
（一）定语从句定义
1.定语从句：在复合句中，修饰某个名词或代词的句子（做这个名词或代词的定语）叫定语从句，定语从句一般放在被修饰的名词或代词后面，
2.先行词：被修饰的名词或代词叫做定语从句的先行词。 3.用来引导定语从句的词叫做关系词。
关系代词的种类：
关系代词that, which, who, whose, 关系副词：
when, where, why 4.定语从句结构：先行词+关系词+定语从句。
1.there she saw a wall of water that was quickly advancing towards her. 2.in japan, someone who sees another person making the gesture will think it means money. 4.the park has a conservation center that helps protect marine animals and their habitats in the rivers and coastal waters of asia. 5.visitors can go on exciting rides where they can feel what it is like to do the things they have seen their heroes do in the movie. 6.oprah winfrey is a black woman whose rise to fame is an inspiring story.
（二）定语从句分类
限定性定语从句：从句对先行词进行必要的描述或说明，对先行词起修饰限定
作用，从句与先行词紧密相连缺少它，则句义显得不完整，一般不用逗号隔开。
非限定性定语从句：对先行词进行补充说明，解释，它与先行词关系松散，用
逗号隔开。
1.the man who gave me this book is tom .(限定性) 2.tom,who is reading a book ,is my clamate (非限定性)
（三）关系代词 1.who指人，在定语从句中作主语，口语中可做宾语；
that 也可指人，但多用 who. e.g.the man who is sitting under the tree is a german .2.whom指人，在句中做宾语，可省略，但在做介词的宾语是只能用whom,不
能用who.关系代词前有介词时不能省略。
e.g.the man (whom) you look for has left . i know the girl (whom) the teacher is speaking to . i know the girl to whom the teacher is speaking . 3.whose, 作定语，可指人或物
e.g.everyone heplps the child whose parents are dead. they are the lazy students whose homework wasn‘t handed in . 针对练习
2011全国卷i)the prize will go to the writer ________ story shows the most imagination. a.that b.which c.whose d.what 2011the school shop, ________ customers are mainly students, is closed few the holidays. a.whichb.whosec.when d.where 3.〖10山东〗that‘s the new machine ______ parts are too small to be seen. a.thatb.whichc.whosed.what 4.〖10陕西〗the old temple _______ roof was damaged in storm is now under repair. a.where b.which c.its d.whose 5.〖10北京〗children who are not active or diet is high in fat will gain weight quickly. a.what b.whose c.whichd.that 6.〖10重庆〗in china, the number of cities is increasing ________development is recognized acro the world. a.whereb.whichc.whosed.that 7.〖09天津〗a person ______ e-mail account is full won‘t be able to send or receive any e-mails.a.who b.whom c.whosed.whoever8.〖09安徽〗many children, parents are away working in big cities, are taken good care of in the village． a．theirb．whose c．of themd．with whom 9.〖09湖南〗i was born in new orleans, louisiana, a city name will create a picture of beautiful trees and green gra in our mind. a.which b.of which c.that d.whose 4.that 指人或物，多指物，作主语（不能省略）或宾语（可省略） this is a plant that grows in the north . 5.which ,指物，在句中做主语（不能省略），或宾语（可省略）。
e.g.this is a plant which grows in the north . ? 常用that不用which的情况
只能that用做关系代词的情况（共9种类型）。
1.当先行词是all, everything, anything, nothing, much, little, none, one等不定代词时，只用that。
歌诀助记：不定代词这路货，全用that准没错。
pay attention to everything that i do. 2.当先行词被序数词或形容词最高级修饰时，只用that。
歌诀助记：先行词前被限定，千万不要用which.this is the best novel (that) have read. 3.如果出现两个或两个以上的先行词，并同时兼指人和物时，关系代词用that。
歌诀助记：两项并列人与物，引导定从用that.they were talking about the person and things that they remembered in school. 4.当先行词被the only, the last, the way, the same等等修饰时。
this is the last time that i shall give you a leon. 5.在疑问词which开头的特殊疑问句中,为了避免重复只用that。
which of the students that knows something about history. 6.当先行词被all, every, no, some, any, little, much等修饰时，只用that。he has little time that he can spare. 7.当被修饰的成分是数词时，（被修饰成分是代名词one，指人时除外）只用that.i‘ve got one that you might be interested in. （3）用which，不用that的情况
①引导非限制性定语从句。
e.g.football, which is an interesting game, is played all over the world.全世界都踢足球，它是一项有趣的运动。
carol said the work would be done by october, which personally i doubt very much.卡罗尔说这项工作将在十月前做，对此我个人表示怀疑。
dorothy was always speaking highly of her role in the play, which ,of course, made the others unhappy.桃乐茜总是吹嘘她在戏剧中的角色，这当然使别人不高兴。
②直接放在介词后作宾语时。
a.whichb.wherec.when d.as 2011the old town has narrow streets and small houses _____are built close to each other. a.they b.where c.what d.that a.which b.wherec.what d.who a.who b.wherec.when d.which 5.〖10全国ⅱ〗i refuse to accept the blame for something ________was someone else‘s fault. a.whob.that c.asd.what
（四）关系副词 1.when 指时间
（1）在定语从句中作状语，先行词主要为一些时间名词（year ,day ,time,week 等）,但时间名词在从句中作主语，宾语时，应用that，which，不能用when 做主语 i‘ll never forget the time 作状语 做主语
做宾语
he rememberes the days when he spent much money on stories . (2) it is the first time that „句型中，that是习惯用法，不用when。
e.g.it is the first time that i have been to the great wall . 2.where 指地点
（1）指前面的地点，在从句中作状语。
e.g.i know the factory where i worked twenty years ago . (2) 指地点，在句中作主语，宾语时不能用where，须用that/which .e.g.this is the house where he has lived for 20 years . this is the house that he has lived in for 20 years . e.g.this is the shool ｛in which /where we study every year. this is the shool that /which we visited yesterday. 注：有时when ,where 相当于“介词+at/in +which ”. e.g.he left the room where /in which he lived last year. (3) 当先行词为某个方面、情况、阶段、位置等的词时使用关系副词 3.why表示原因
―the reason why „.that„.‖中，不能用because 代替that . the reason why he didn‘t attend the meeting is that he was ill . 但reason 在从句中做宾语时，关系代词用that/which ,课省略 e.g.i don‘t believe the reason (which/that) he gave me . 关系副词针对性练习
2011between the two parts of the concert is an interval（ 间隔; 幕间, 休息时间; 距离）, _______ the audience can buy ice-cream. a.when b.where c.that d.which 2011whatever is left over may be put into the refrigerator, _____ it will keep for two or three weeks. a.when b.which c.where d.while 2011a bank is the place ______ they lend you an umbrella in fair weather and ask for it back when it begins to rain. a.when b.that c.where d.there 2011the palace hall of the wedding ceremony. a．that b．when c．since d． berore 2011i walked up to the top of the hill with my friend, __________ we enjoyed a splendid view of the lake.a.whichb.wherec.who d.that 6.〖10福建〗stephen hawking believes that earth is unlikely to be the only planet life has developed gradually.a.that b.where c.which d.whose 7.〖10江西〗the girl arranged to have piano leons at the training center with her sister ______ she would stay for an hour.a whereb who c which d what 8.〖10天津〗-----can you believe i had to pay 30 dollars for a haircut? -----you should try the barber‘st‘s only 15. a.as b.which c.where d.that 10.〖09四川〗she‘ll never forget her stay there she found her son who had gone miing two years before. a.that b.which c.where d.when 11.〖09福建〗it‘s helpful to put children in a situation they can see themselves differently. a.that b.when c.whichd.where 12.〖09浙江〗i have reached a point in my life ______ i am supposed to make decisions of my own. a.which b.wherec.how d.why a.whyb.what c.that d.where 14.〖09北京〗—what do you think of teacher, bob？
—i find it fun and challenging.it is a job ___ you are doing something serious but interesting. a.where b.whichc.when d.that 15.〖08北京〗i‘ll give you my friend‘s home addre, i can be reached most evenings.a.which b.when c.whom d.where 16.〖08安徽〗all the neighbors admire this family, like a friend. a.why b.where c.which d.that a.where b.when c.who d.which 18.〖08重庆〗they will fly to washington, a.where b.therec.which d.when 19.〖08山东〗occasionsi have the time to spend a day with my kids. a.who b.which c.whyd.when
（五）．“介词+关系代词”引导的定语从句
当先行词在定于从句中作介词的宾语时，往往可以把介词放在关系代词之前，构成“介词+关系代词（whom/which）”结构。但一些短语东西如look after 等中的介词不能与动词分开，故不能放在关心代词之前。确定介词时：
篇3：高中英语语法教学设计 定语从句
高中英语语法教学设计：定语从句讲解与练习
定语从句在句中做定语，修饰一个名词或代词，被修饰的名词词组或代词即先行词。定语从句通常
出现在先行词之后，由关系词（关系代词或关系副词）引出。
关系代词有：who, whom, whose, that, which等。
关系副词有：when, where, why等。
18.1 关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who, whom, that 这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）
he is the man whom/ that i saw yesterday.他就是我昨天见的那个人。（whom/that在从句中作宾语）
2） whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：
they rushed over to help the man whose car had broken down.那人车坏了，大家都跑过去帮忙。
please pa me the book whose （of which） cover is green.请递给我那本绿皮的书。
3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
a prosperity which / that had never been seen before appears in the countryside. 农村出现了前所未有的繁荣。（which / that在句中作宾语）
你拿的包快散了。（which / that在句中作宾语） 18.2 关系副词引导的定语从句
关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。
1）关系副词when, where, why的含义相当于\\\\介词+ which\\\\结构，因此常常和\\\\介词+ which\\\\结构交替使用。例如：
there are occasions when （on which） one must yield.任何人都有不得不屈服的时候。
beijing is the place where（in which） i was born.北京是我的出生地。
is this the reason why （for which） he refused our offer? 这就是他拒绝我们帮助他的理由吗？
2）that代替关系副词，可以用于表示时间、地点、方式、理由的名词后取代when, where, why和\\\\介+which\\\\引导的定语从句，在口语中that常被省略。例如：
his father died the year （that / when / in which） he was born.他父亲在他出生那年逝世了。
he is unlikely to find the place （that / where / in which） he lived forty years ago. 他不大可能找到他四十年前居住过的地方。
18.3 判断关系代词与关系副词
方法一：用关系代词，还是关系副词完全取决于从句中的谓语动词。及物动词后面无宾语，就必须要求用关系代词；
而不及物动词则要求用关系副词。例如：
this is the mountain village where i stayed last year.这是我去年呆过的山村。
i\\\\ll never forget the days when i worked together with you.我永远不会忘记与你共事的日子。
判断改错：
（错） this is the mountain village where i visited last year. （错） i will never forget the days when i spent in the countryside. （对） this is the mountain village （which） i visited last year. （对） i\\\\ll never forget the days （which） i spent in the countryside. 习惯上总把表地点或时间的名词与关系副词 where, when联系在一起。此两题错在关系词的误用上。
方法二：准确判断先行词在定语从句中的成分（主、谓、宾、定、状），也能正确选择出关系代词/关系副词。
例1.is this museum ___ you visited a few days age? a.where b.that c.on which d.the one 例2.is this the museum ____ the exhibition was held. a.where b.that c.on which d.the one 答案：例1 d，例2 a 例1变为肯定句：
this museum is ___ you visited a few days ago. 例2变为肯定句：
this is the museum ___ the exhibition was held. 在句1中，所缺部分为宾语，而where, that, on which都不能起到宾语的作用，只有the one既做了主句的表语，又可做从句的宾语，可以省略关系代词，所以应选d。
而句2中, 主、谓、宾俱全，从句部分为句子的状语表地点，既可用副词where，又因 in the museum词组，可用介词in + which 引导地点状语。而此题中，介词on 用的不对，所以选a。
关系词的选择依据在从句中所做的成分，先行词在从句中做主、定、宾语时，选择关系代词（who, whom, that, which, whose）；
先行词在从句中做状语时，应选择关系副词（ where 地点状语，when 时间状语，why 原因状语）。
18.4 限制性和非限制性定语从句
1）定语从句有限制性和非限制性两种。限制性定语从句是先行词不可缺少的部分，去掉它主句意思往往不明确；
非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开。例如：
this is the house which we bought last month.这是我们上个月买的那幢房子。（限制性）
the house, which we bought last month, is very nice. 这幢房子很漂亮，是我们上个月买的。（非限制性）
2）当先行词是专有名词或物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的。例如：
charles smith, who was my former teacher, retired last year. 查理?史密斯去年退休了，他曾经是我的老师。
my house, which i bought last year, has got a lovely garden. 我去年买的的那幢房子带着个漂亮的花园。
this novel, which i have read three times, is very touching.这本小说很动人，我已经读了三遍。
3）非限制性定语从句还能将整个主句作为先行词, 对其进行修饰, 这时从句谓语动词要用第三人称单数。例如：
he seems not to have grasped what i meant, which greatly upsets me. 他似乎没抓住我的意思，这使我心烦。
liquid water changes to vapor, which is called evaporation.液态水变为蒸汽，这就叫做蒸发。
说明：关系代词that和关系副词why不能引导非限制性定语从句。
18.5 介词+关系词
1）介词后面的关系词不能省略。
2）that前不能有介词。
3）某些在从句中充当时间，地点或原因状语的\\\\介词+关系词\\\\结构可以同关系副词when 和where 互换。例如：
this is the house in which i lived two years ago.这是我两年前住过的房子。
this is the house where i lived two years ago. do you remember the day on which you joined our club? 还记得你加入我们俱乐部的那一天吗？
do you remember the day when you joined our club? 18.6 as, which 非限定性定语从句
由as, which 引导的非限定性定语从句，as和which可代整个主句，相当于and this或and that。as一般放在句首，which在句中。例如：
as we know, smoking is harmful to one\\\\s health.如我们所知，吸烟有害健康。
the sun heats the earth, which is very important to us.太阳使地球暖起来，这对我们人类很重要。
典型例题
1）alice received an invitation from her bo, ___came as a surprise. a.it b.that c.which d.he 答案c.此为非限定性从句，不能用 that修饰，而用which.，it 和he 都使后句成为句子，两个独立的句子不能单以逗号连接。况且选he句意不通。
2）the weather turned out to be very good, ___ was more than we could expect. a.what b.which c.that d.it 答案b。which可代替句子，用于非限定性定语从句，而what不可。that 不能用于非限定性定语从句，it不为连词，使由逗号连接的两个句子并在一起在英语语法上行不通。
3）it rained hard yesterday, ____ prevented me from going to the park.. a.that b.which c.as d.it 答案b.as 和which在引导非限制性定语从句时，这两个关系代词都指主句所表达的整个意思，且在定语从句中都可以作主语和宾语。但不同之处主要有两点：
（1）as 引导的定语从句可置于句首，而which不可。
（2） as 代表前面的整个主句并在从句中作主语时，从句中的谓语必须是系动词；
若为行为动词，则从句中的关系代词只能用which.。在本题中，prevent由于是行为动词，所以正确选项应为b。
as 的用法
例1.the same„as；
such„as 中的as 是一种固定结构, 和„„一样„„。例如：
i have got into the same trouble as he （has）.我碰到了跟他一样的麻烦。
例2.as可引导非限制性从句，常带有\\\\正如\\\\。例如：
as we know, smoking is harmful to one\\\\s health.如我们所知，吸烟有害健康。
as is known, smoking is harmful to one\\\\s health. as是关系代词。例1中的as作know的宾语；
例2中，它充当从句的主语，谓语动词know要用被动式。
18.7 先行词和关系词二合一
1） whoever spits in public will be punished here.（whoever 可以用 anyone who 代替）
2） the parents will use what they have to send their son to technical school.（what 可以用all that代替）
18.8 what/whatever; that/what; who/whoever 1）what = the thing which；
whatever = anything。例如：
what you want has been sent here.你要的动词都送来了。
whatever you want makes no difference to me.不管你要什么，跟我没什么关系。
（错）who breaks the law will be punished. （错）whoever robbed the bank is not clear. （对）whoever breaks the law will be punished.王子犯法，与庶民同罪。
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。Enjoy the music video“Lemon Tree”. T: What’s the name of the song?
Ss: It is Lemon Tree.
T: Do you like the song whose name is Lemon Tree?
I like the song whose name is Lemon Tree very much.请学生把歌曲最后一句空缺的词填上。
I wonder how I wonder why Yesterday you told me \\"bout the blue blue sky and all _______ I can see and all _______ I can see and all _______I can see
Is just a yellow lemon tree （答案：that, that, that）
根据以上所说的2句I like the song whose name is Lemon Tree very much.
„all that I can see is just a yellow lemon tree.请学生分析这两个句子中划线部分所出现的语法现象，由此导入到“定语从句”。
T：What type of clause are the underlined parts in the two sentences?
Ss: The Attributive Clause定语从句。
（设计思路：简单但动感的FLASH很符合学生的口味，重要的是本歌的歌词中含有定语从句，可以于欢快的节奏中导引学生轻松自然地进入语法话题。）
第二步：定语从句的定义和结构的简单呈现。
on：The clause used as the attribute in a sentence is called Attributive Clause, which is used to modify a noun or a pronoun.Structure：
oun (as subject , object or predicative)
antecedent + (that / which / who/whom/as)
(as attribute) (whose)
relative adverb (as adverbial) (when / where / why)
（设计思路：使学生加深对定语从句的结构和关系代词、关系副词的印象，以便下面的竞赛中更好的发挥。） 第三步：操练运用。
competition 趣味定语从句复习竞赛 以竞赛形式，把全班分成二大组，看哪方得分高。竞赛内容分为 六部分。
（设计思路：竞赛寓教于乐，更能调动学习积极性，加强学生思维能力、协作竞争能力及强化团体荣誉意识。） 第一部分语法知识(必答)
显示ABCD四个字母，以任选字母的方式抽取问题，选二次，每字母含二题（题型为理论知识填空），题目如下：
Fill in the blanks.
、引导非限制性定语从句的which可以指代前面的先行词，也可以指代前面整个句子。
2、Whose（作定语）：指人= of whom ，指物= of which .
1、先行词既有人又有物时，定语从句关系词用 who不用which和 that 。
2、关系副词why表原因，常用在先行词reason后面，= for which 。
、当先行词是表示时间的名词，如time，day，year，month，week等，同时又在从句中作状语时，定语从句需要用关系副词 when 引导。
引导定语从句的when也可以转换成“介词＋which ”的形式。
2、先行词指物时，先行词被序数词或形容词最高级修饰时，常用 that ，不用 which 。
D
1、关系代词指物时，只用which不用that的两种情况：
(1).引导非限定性定语从句时;
(2).关系代词在从句中做介词宾语并且介词提到关系代词前时。
2、当先行词是表示地点的名词，如place，room，mountain，airport等，同时又在从句中作状语时，定语从句需要用关系副词where 引导。但表地点的先行词在从句中做主语或宾语时，定语从句需要用关系代词 which 或that引导。
（设计思路：复习理论知识，为以下的实际操练做较好的准备，提高准确率。）
第二部分选择题(必答)
显示ABCD四个字母，以任选字母的方式抽取答题，选二次，每字母含二题（题型为单项选择），题目如下：
Choose the best answer.
1.The girl ______ you saw in the street is Jane. A.that B.whose C.which D.as
2.This is the best book ______ I have been looking for all this year.
A.who B.whom C.which D.that
1.This is the place ______ I am dying to visit these years.A.which B.where C.in which D.to where
2.Tom didn’t pa the exam, ______ surprised me a lot. A.which B.that C.who D.it
1.This is the school ______ Mr.Smith once taught.
A.in that B.when C.where D.there
2.Is that the reason ______ you are late for school today? A.which B.what C.why D.for that
1.He has two sons, ______ work as chemists.
A.two of whom B.both of whom C.both of which D.all of whom 2.She is one of the students ______ been to Beijing. A.who have B.who has C.which have D.which has
答案：ADAACCBA
（设计思路：贯彻由易渐难的原则，先从相对简单的题型单项选择开练，鼓舞士气，提高自信心。） 第三部分格言英译中（抢答）
Translate the following English proverbs into Chinese and then pick out the attributive clauses.
1.God help those who help themselves .天助自助者。
2.He who laughs last laughs best .笑到最后的人才是英雄。
3.He who doesn’t reach the Great Wall is not a true man .不到长城非好汉。
4.He who is content (满足) is always happy.知足者常乐。
（设计思路：帮助学生会用英文表达几句著名的格言，且于句中能识别定语从句。）
第四部分看图填空（抢答）
complete sentences with proper relative pronouns or adverbs according to the following pictures.
Picture—The Five Friendlies
1._____ is known to us all, the Five Friendlies are the mascots for 2008 Beijng Olympics.
2.The Five Friendlies, one of_____ is Panda Jingjing are lovely cartoon images, standing for 北京欢迎你.( 答案：as, which )
Picture-- Olympic Torch Relay
This is the Logo of the Beijing 2008 Olympic Torch Relay, _____ presents the image of two runners holding the Olympic Flame high, in_____ the phoenix(凤凰)image is used to stand for Olympic Flame.（答案：which, which )
Video -- Smiling Angel in a Wheelchair
1.The dancing girl Jin Jing, ______ is a Paralympic fencer was the third torchbearer in the Olympic torch relay in Paris.2.A 27-year-old Paralympic fencer______ name is Jin Jing used her own body to protect the Olympic torch in Paris when a “pro-Tibet independence”activist attempted to disrupt the torch relay.
3.Why was she called the \\\"Smiling Angel in a Wheelchair\\\" and the \\\"Most Beautiful torchbearer\\\" by Chinese netizens ?
The reason______ she was called the \\\"Smiling Angel in a Wheelchair\\\" and the \\\"Most Beautiful torchbearer\\\" by Chinese netizens was_______she did her best to protect the torch, her face exhibiting courage and pride in spite of the chaotic situation. ( 答案：who, whose, why, that ) Picture-- The Water Cube
1.The charming blue-colored National Aquatics Center (NAC), nicknamed the \\\"Water Cube”, by____ people are all attracted at night.
2.It took over four years to construct \\\"Water Cube\\\", _____ is a new landmark in Beijing.
3.The Water Cube, _____ many new world records in swimming were made in 2008 Beijing Olympics, becomes a must-see place for tourists.
( 答案：which, which, where )
Picture—Amaica\\"s Superman
1.Amaica\\"s Usain Bolt, ______ father said he owed his speed and power to the local yam番薯vegetable, became the first man to break world records while winning both 100m and 200m races at a single Games.
2.Winning both 100m and 200m races at Beijing 2008 Olympics was a big present for birthday to Usain Bolt himself, ____ was just 22 years old. ( 答案：whose, who )
Video -- China’s first EVA
1.China\\"s third manned spacecraft Shenzhou VII, ______ carried three 42-year-old astronauts Zhai Zhigang, Liu Boming and Jing Haipeng, lifted off (发射) at 9:10 pm on September 25, 2008 from the Jiuquan Satellite Launch Center in Gansu Province to fulfill (完成) its most ambitious and risky miion (任务): spacewalk.
2.The astronauts orbited (绕轨道运行) the earth for three days.In a special spacesuit, ______ weighs 120 kilograms and cost about 30 million yuan, Zhai Zhigang was scheduled to walk in space about 343 kilometers above the earth on September 27. 3.The moment ______ astronaut Zhai Zhigang in a Chinese-made spacesuit waves a Chinese national flag as he conducts China’s first spacewalk outside the Shenzhou Ⅶ Spacecraft makes all the Chinese feel proud.
It is a great achievement.The succeful spacewalk miion makes China the third to master the extravehicular activity (EVA) technology following the USA and Ruia.( 答案：which, which, when )
（设计思路：本部分为词的训练，用北京奥运和神七的图片以及真实生动的视频资料激发学生的热情，积极思考，比比在语境中谁能既快又准给出关系代词和关系副词，并且也学学用英文说新闻，增加词汇量，扩大知识面。）
第五部分看图组句（抢答） Enjoy the pictures and videos about Beijing 2008 Olympics and then finish the tasks given about attributive clauses.
Picture— You And Me
Join two simple sentences to make a complex sentence with an attributive clause.
1.British singer Sarah Brightman and China\\"s Liu Huan sang You and Me at the opening ceremony for the 2008 Olympics.
2.You and Me is the theme song of the 2008 Olympic Games.
(答案：British singer Sarah Brightman and China\\"s Liu Huan sang You and Me which is the theme song of the 2008 Olympic Games at the opening ceremony for the 2008 Olympics.)
Picture—America’s Superman
Join two simple sentences to make a complex sentence with an attributive clause.
.Twenty-three-year-old Michael Phelps has become the
greatest ever Olympian in swimming.
.At the 2008 Beijing Olympic Games, Michael Phelps won
eight gold medals.
(答案：Twenty-three-year-old Michael Phelps, who won eight gold medals at the 2008 Beijing Olympic Games, has become the greatest ever Olympian in swimming.)
Picture—Zhang Ning
According to the following information, organise three sentences with attributive clauses.
China\\"s Zhang Ning felt very excited and kied her gold medal on the podium at the Beijing Olympic Games on August 16, 2008 after she had defended her Olympic title in the badminton women\\"s singles.
(答案：1.China\\"s Zhang Ning, who had defended her Olympic title in the badminton women\\"s singles, felt very excited and kied her gold medal on the podium at the Beijing Olympic Games on August 16, 2008.)
2.August 16, 2008 was the day when China\\"s Zhang Ning defended her Olympic title in the badminton women\\"s singles at the Beijing Olympic Games.
3.The reason why China\\"s Zhang Ning felt very excited and kied her gold medal on the podium at the Beijing Olympic Games was that she had defended her Olympic title in the badminton women\\"s singles.
Video -- Closing ceremony staged in the Bird\\"s Nest
Decide whether the relative used in the following attributive clause is right.If not, correct it.
As the host country of the next Olympics, Britain praised the way how Beijing organized the Games. (答案：that / in which / 不填)
Join two sentences to make a complex sentence with an attributive clause.
1.The Beijing Olympic Games are \\\"truly exceptional Games,\\\" said International Olympic committee (IOC) President Jacques Rogge at the Games\\" closing ceremony.
2.The Games\\" closing ceremony was staged in the National Stadium on Sunday night.
(答案：The Beijing Olympic Games are “ truly exceptional Games,” said International Olympic committee (IOC) President Jacques Rogge at the Games\\" closing ceremony which was staged in the National Stadium on Sunday night.)
Rewrite the sentence using an attributive clause.
Beautiful fireworks exploding over the Bird\\"s Nest lighted up night sky during the Closing Ceremony for the Beijing Olympic Games on August 24, 2008.(答案：Beautiful fireworks which exploded over the Bird\\"s Nest lighted up night sky during the Closing Ceremony for the Beijing Olympic Games on August 24, 2008.)
Organise a sentence in right order using the words or phrases given.
Which, Beijing, will be host city of the 2012 Olympic Games, paed its Olympic host baton to London, in the National Stadium or the Bird\\"s Nest on Aug.24, 2008 .
(答案：Beijing paed its Olympic host baton to London, which will be host city of the 2012 Olympic Games, in the National Stadium or the Bird\\"s Nest on Aug.24, 2008 .)
（设计思路：依照循序渐进的理念，本部分提高了难度，借助奥运图片和自制视频资料展开句的训练，考察学生用定语从句组织复合句的能力，也为组句成文打好基础。） 第六部分幸运选择
显示六个卡通图标，每个图标分别关联不同的运气（直接送分，答题给分，无分以及倒扣分）。以任选图标的方式抽取运气，选三次。
Who is the luckiest?
There is nothing! Correction:
1.The students who cleans the blackboard should be praised.（clean）
Correction:
2.The reason why he told me is that his bike was broken.（that）
（设计思路：用娱乐的方式为最后的得分制造悬念，使得竞争结果扑朔迷离，而不同运气所带来的兴奋、懊恼和遗憾都能使课堂气氛达到高潮，另人回味无穷。
第四步：课后作业
根据下列中文信息，完成英语短文（不必逐字翻译）。注意：尽可能多地使用定语从句。
众所周知，北京已经成功地举办了2008年奥运会。通过本届奥运会，中国完美地向世界展现了自己。英语作为一种国际语言，在和外国人的交流中起着重要作用。本届奥运会上友好的志愿者们很好地利用了这个语言工具为各国运动员及客人服务，给他们留下了深刻印象。我渴望有一天能做一名传播中国灿烂文化的志愿者，所以我现在应该努力学好英语。只有这样，才能为国家贡献自己的力量。
Sample:
As is known to us all, Beijing has succefully hosted the 2008 Olympic Games.Through the Olympics, China perfectly showed itself to the whole world.English, which is an international language, plays an important part in communicating with foreigners.Friendly volunteers who made full use of the tool of English as serving guests and athletes from all over the world during the Olympics, left deep impreion on them.I desire to be a volunteer who is a carrier for our splendid culture some day.So now I should try my best to learn English well, by which I can make my contributions to my country.
（设计思路：写作在高考中占较大的比重，故平时要多加训练，承上所提奥运话题让学生以感想并结合自身实际写短文，进一步锻炼在实际中运用定语从句的能力。而且本次教学活动关于定语从句的任务设计理念是按“词→句→文” 循序渐进，所以写作便是前面部分很好的延续和提高了。）
Goodbye!
定语从句教学设计
设计主题：初中英语定语从句
整体设计思路：
在初中阶段，定语从句并不是教学重点内容。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，大纲只要求学生具有初步的定语从句知识。所以教学难度较大。鉴于以上情况，我在教学中尽量采用直观的方式演示不容易理解的概念，锻炼学生用英语直接思维，交际和解决问题的能力。我运用“学中用，用中学”的教学理念，让学生在“谈论熟悉的同学，猜谜语”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。我还让学生在完成练习的过程中进一步巩固所学内容。
.教学背景分析：
1，教学内容分析：
本课是人教版英语教材九年级unit 6 i like music that i can dance to 的第一课时，为了便于学生对本话题的学习，我对本话题的教材进行了适当的取舍与拓展，调整了部分教学内容呈现的先后顺序，增加了导入，谜语和图片等教学，目的是为了激发学生的学习兴趣，使学生尽快进入状态。保留了教材中需要呈现的语法点：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；
将原教材中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言学习；
教学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拓展。
2，学生情况分析：
经过两年多的学习，九年级的学生已具有一定的英语综合能力，也积累了一定的词汇．定语从句在七年级教材中就已经出现过，只不过当时没有要求学生能正式学习和掌握．所以对于九年级的学生来说，理解由关系代词that和who引导的定语从句不会太难，但较多同学英语语法基础相对薄弱，因此，我在设计本节课时，尽最大可能面向全体，兼顾不同层次的学生，鼓励他们大胆实践，勇于探索。
教学目标分析
1，语言知识目标：
①了解定语从句的概念及基本用法；
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。
④key vocabulary: prefer, gentle, lyric, target language: what kind of music do you like? i like music that i can sing along with.i prefer musicians who write their own music.
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，增强情感交流；
③通过谈论自己的喜好，培养乐观向上的生活态度；
④学习正确评论人与物，形成正确的审美观。
教学重点、难点分析 教学重点：
1、重点词汇：prefer
2、重点句型：what kind of music do you like? i like music that„„
i prefer music/ musicians that/ who„„
3、了解如何将定语从句插入主句之中。 教学难点：
1、区分which 和who 在定语从句中的基本用法；
2、正确理解和运用由that, who 和which 引导的定语从句。
教学过程设计 Step 1：
内容：师生互相了解，导入话题
（1）教师让学生用英语描述一位同学，教师则根据学生的描述寻找这位学生以这种方式主动与学生相互了解
（2）教师边听不同的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语。
设计意图：这一设计自然地将学生带入到了学习情境中，可以有效减轻学生们的学习焦虑感。这种师生互动也容易快速消除师生之间的陌生感。在导入定语从句时，我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：
内容:教师讲解
设计意图:教师详细讲解定于从句的相关知识。通过前面的这些例句引导学生归纳定语从句的概念和用法，学生们基本上能归纳出来，从而加深印象。
Step 3：
内容：做调查“what kind of music/ musicians do you like/ prefer?”用定语从句交际来巩固所学知识)。归纳完定语从句的概念和作用法后，教师让学生进行小组讨论，用“what kind of music/ musician do you like?” “i like/ love music/ musicians that/ who„”来谈论自己的爱好，在讨论的同时用定语从句记录小组中其他人的爱好，最后向全班同学做简单的汇报。
设计意图：学生在前几步中已经对定语从句有所了解，这一步适时地通过做调查让他们表达出完整的含有定语从句的句子来。加强巩固，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指导。
Step 4 内容：学习交流
设计意图：学生将上一步的调查结果以书面的形式表达出来，以总结前一步的活动，并练习和巩固所学内容。这一步是整节课的升华，能够用一节课的时间既完成语法的落实，又有梯度地将听说落实到读写上，体现了“学中用，用中学”的教学理念。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。
教学评价设计
同学们熟练掌握定于从句及其他的知识，
定语从句教学设计
一．情景设置。我口头描述班里的人或事物，让学生听后作出反应和回答。
S：She is a girl who won the most medals in the last sports meeting ? T：Wang Fang.
S: Right.Another one.It is a book that can tell you the meaning of the new words? S: Dictionary.
二：学生活动。1）游戏规则：一个学生描述班里的人或事物，其他学生竟猜。
2）四人一组活动，“你讲我猜”，然后派代表讲给全班同学猜。
3）我将事先准备好的图画、照片、有文字的卡片展示给学生，让一同学描述，其他同学猜。eg:The city that will hold the 29th Olympic Games? He is the first Chinese who travelled in a spaceship?
学生对这几种活动都特别感兴趣，积极参与，在快乐的气氛中就把定语从句掌握了。
三：书面练习。为了进一步巩固定语从句，我出了一写相关的跟踪练习。并结合练习把该讲的地方讲一讲，这样学生就能熟练应用了。
英语语法教学设计
（形容词、副词的比较级和最高级）
一、教学设计思路
本节课采用任务型教学，借助多媒体等教学辅助手段进行，难度不大，教学过程始终以学生为主体，灵活运用多种教学方式完，列如，学习难度小时，由学生个体完成，学习难度大时，学生结成小组合作完成。同时，注意各环节之间的衔接。整节课教学内容以形容词、副词的比较级为主体。最后学生合作练习，再次突出了本课的主题，总结并巩固了本节课的学习内容。
通过本节课学习，要求学生学会用形容词的比较级和最高级对两种以或两种以上的事物进行比较；
从而掌握一些单音节形容词，双音节词，多音节，形容词的比较级和最高级。
二、教学目的
（1）学习和掌握形容词和副词的比较级和最高级的构成方法。
（2）通过各种活动，使学生掌握并熟练运用形容词的比较级和最高级。
（3）通过自主学习和合作学习，使学生懂得合作的重要性，学会与他人相处。
三、教学重点和难点
（1）教学重点：形容词和副词的比较级和最高级的用法。
（2）教学难点：形容词比较级在句子中的运用。
四、教学过程（Teaching proce）
Step1：让学生观察三个学生，引导学生描述这三个学生。
1.Li Hua is tall.
Li Lei is taller than Li Hua. He Qiang is taller than Li Lei. So He Qiang is the tallest. 2.He Qiang is short.
Li Lei is shorter than He Qiang Li Hua is shorter than Li Lei. So Li Hua is the shortest.
Step2:［利用课件］总结The Super lative of Adjects and Adverbs (重点为Adjectives)。
1、The third tower is the tallest of the three (tall)
2、The last apple is the biggest of all (big)
3、The palace is the nicest building(nice)
4、These elephants are the heaviest (heavy)
5、The hamburger is the most delicious (delicious)
Step3:归纳形容词最高级变化规律（副词的变化随后会触类旁通） step4:运用动画图像让学生描述家庭之最：
Step5:用最高级描述班级之最：
eg1:Wen Gang is the tallest and Wang Fei is the nicest . eg2:Li Ping studies best and Pan Fei runs fastest.
Step6:（小组协作）运用动画图片描述中国之最和世界之最：
The Chang jiang River(the longest ),Qumulangma(the highest ).Taiwan Island.( the biggest ), Xing Jiang
province(the largest population),The Eiffel Tower.(the most famous)
五、板书设计
tall - taller short-shorter tall-tallest short-shortest 。
Step7作业：以班上同学的身高为题材做比较，作为下节课前的“free talk”材料。
Step8小结:根据个人及各小组互动情况总结本节课的教学内容。
六、教学反思
1、学生的生活经历作为英语交流的素材，可以巧妙展现生活情景，让学生在情景中学英语，给学生创造英语实践的环境。
2、用课件生动形象，贴近学生的生活实际，激发学生的学习兴趣，燃起学生的热情和激情。
3、目前语法教学最流行的趋势是多做交流活动，即把语法融入话题，以交流活动为载体，语法就不再是枯燥的条条框框，再加上合理适当的课件，语法学起来也会生动有趣、有创造性。
《定语从句》教学设计
学 科：
英语 课题名称：
定语从句 执 教 者：
马丽娟
教 材：《英语》人教版 必修二 年 级：
高一
单 位：
甘肃省临夏中学 指导教师：
张金芳
教材分析：
本课是高中英语人教版必修一第四单元语法知识。定语从句对于高中英语来说是一个非常重要的语法点。在日常交际口语中，定语从句被经常使用，尤其对于初学者来说，它是理解和解释一些新概念或者复杂概念的有效工具。它在高考中占的比例也是举足轻重的，无论单选、完型还是在阅读理解中，它都无所不在。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，掌握它的使用对学生有非常重要的意义，我们要对它进行着重的讲解。
教学目标：
知识目标：
1． 熟悉定语从句的概念、句法结构和作用以及先行词和关系代词的位置和作用。
2.掌握关系词that, which, who, whose, when, where, why的基本用法。
能力目标：能够正确选用关系代词that, which, who, whose和关系副词when, where, why.情感目标：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。
学情分析：
大多数学生上进心强，学习态度端正，有良好的学习习惯，但是缺乏一定的探索研究问题的能力。
定语从句是学生在英语学习中比较常用的语法，也是学生们必须掌握的内容。这一语法现象比较复杂和概念化，不容易理解和准确运用。鉴于以上情况，我运用“学中用，用中学”的教学理念，让学生通过理解，归纳有关定语从句的知识，让学生在完成任务的过程中进一步巩固所学教学内容。
高中生的思维方式由形象思维向抽象思维过渡，因此在教学中应注意积极引导学生应用已掌握的基础知识，通过理论分析和推理判断来获得新知识，发展抽象思维能力。在教学过程中我重视培养学生对英语的兴趣，充分发挥主体作用，迎合他们好奇、好动、好强的心理特点，调动他们学习的积极性和主动性。
教学方法：
针对学生的实际情况，通过创设学生易错问题对定语从句进行由浅入深的详细讲解，重心放在对其重难点的分析上，并采取教与练相结合的方式，由知识点切入到题目，给学生一个融会贯通的过程，再由题目返回到知识点中，让学生有一种恍然大悟、豁然开朗的感觉。使得学生对定语从句有一个透彻、完整的理解与把握。
教学过程：
第一步：导引目标。Enjoy the picture of Harry Porter.T: Which one is Harry Porter? Ss: The boy is Harry Porter.T: In the second picture, which one is Harry Porter? Ss: The boy who is wearing glaes is Harry Porter.请学生分析这个句子中划线部分所出现的语法现象，由此导入到“定语从句”。
（设计思路：学生对Harry Porter很熟悉，通过描述图片的形式，可以引导学生轻松自然地进入语法话题。） 第二步: 复习定语从句基础知识
一.定语从句的定义：由关系代词或者关系副词引导，修饰主句中的一个名词性成分，相当于一个形容词的功能，就叫做定语从句。
二.引导定语从句的关系词 关系代词
指代人：
who, whom, that, as 指代事物：that, which, as 所属关系：whose 关系副词
指地点：where 指时间：when 指原因：why （设计思路：复习理论知识，为以下的实际操练做较好的准备，提高准确率。）
第三步:定语从句难点透析
(1).先行词为物，必须使用that的情况，可以简单的概括为五个字，即：“代，高，序，双，特”。
1.Do you have anything that you don’t know? 当先行词被不定代词something , everything, nothing, 等及little, some, every, few 等词修饰时。
2.This is the best TV that is made in China.当先行词被形容词最高级修饰或先行词本身是最高级时。
3.The last place that we visited was the Great Wall.当先行词被序数词修饰时
4.We talked a lot about the people and the things that we saw last time.当先行词既包含“人”又包含“物”时
5.It is the very pen that I am looking for.当先行词被the only, the very ,等特殊词修饰时。
(2) whose 的用法：
This is the girl _whose___ mother works in our school. I like the car __whose__ color is blue. (3) 非限制性定语从句中只用which吗？
This is the school, ____ I studied for three years. I still remember the day on the farm, ____ we helped the farmers. This report will be given by a profeor, ____ is from Canada. 逗号之后的连接词不一定是which, 但不能用that和why, 根据连接词在从句中的作用，逗号之后可能是when, where, as, who等。
(4).as 与which 的区别：
The earth is round, _as__ we all know.As_ is known to all, the earth is round.Her father is too hard on her, _____ she can’t bear.as 正如……，可位于句首句中句末。
which 无具体意义， 只能位于句末。
(5)关系代词和关系副词的选用
１）I’ll never forget the day _________ we first met in the park.2) I’ll never forget the day _________ we spent together.3）This is the place __________ I once visited.4）This is the place _____________ I once worked.5）This is the reason ___________ I mied the bus.6）The reason __________ she gave was not true.指时间，地点或原因的先行词在定语从句中作主语，用which或that引导从句。如果作状语，根据先行词用 when ，where 或why引导定语从句。
（设计思路：通过列出和分析定语从句的难点和考点，让学生对什么是定语从句的重、难点有一个透彻、完整的理解与把握。） 第四步：能力提高
第一部分：运用所学语法知识填空。
1.I have a friend ________ likes listening to claical music.2. Which is the machine __________ we used last Sunday? 3. I’d like a room ______ window looks out over the sea.4. This is the last time __________ I’ve given your leons.5. This is the boy with _____ he talked.6. It is such an interesting film _____ we all like.7. Yesterday, Jimmy left for Canada, ______ he had stayed two years.8. She said she had finished her work, _____ I doubted very much.9. All _____
we can do is to study hard.10.I’d like you to explain the reason _____ you were absent.（设计思路：贯彻由易渐难的原则，先从相对简单的填空题开练，鼓舞士气，提高自信心。） 第二部分：高考链接。
1.(2013, 北京) When I arrived, John took me to see the house ____ I would be staying.
A.what
B.when
C.where
D.which 2.(2013,山东) There is no simple answer, _____ is often the case in science.
A.as
B.that
C.when
D.where 3.(2010,湖南) I’ve become good friends with several of the students in my school_____
I met in the English speech contest last year.
A.where
B.which
C.when
D.who 4.(2013,江西) He wrote a letter ____ he explained what had happened in the accident.
A.what
B.which
C.where
D.how 5.(2013,天津) We have launched another man-made satellite, ____ is announced in today’s newspaper.
A.that
B.which
C.who
D.what （设计思路：这是几道往年的高考题，依照循序渐进的理念，本部分提高了难度，考察学生用定语从句组织复合句的能力。） 第五步：课后作业。
Summarize the rules of the attributive clause.教学反思：
本课教学设计采用创设学生易错问题对定语从句进行由浅入深的详细讲解，重心放在对其重难点的分析上，并采取教与练相结合的方式，由知识点切入到题目，使得学生对定语从句有一个透彻、完整的理解与把握。整个教学过程重点突出，难点清晰。逐步创设问题让学生来思考，生成知识。
一．教学目标:
知识目标：复习和掌握定语从句的考点，准确应对定语从句相关习题，熟练应对语法填空和短文改错。
能力目标：能熟练恰当的将定语从句运用到写作中做到学以致用。
情感目标：通过复杂问题简单化激发和培养学生学习动机，并教会学生们运用定语从句知识将他们写的简单句式升级使其变成高级句式，提高学生学习和写作兴趣。
二．重点难点：重点：掌握定语从句在写作中的应用 难点：激发学生语法复习的兴趣。
三．学情分析：
语法复习是高三学生感到倦怠的一部分，但定语从句的掌握和运用都是历年高考的考点是我们不能忽视的一部分。我带的是普通班的学生，学生基础略差，因此提高学生的学习兴趣便更加重要。所以我想通过给孩子们介绍我自己的话题，让学生们集中注意力在我的人生经历当中，进而吸收我的授课内容，提高教学效果。
四．教学方法：
以学生为主体，运用顺口溜，照片展示，小组讨论，合作探究的教学方法，引导学生在思考中灵活运用定语从句相关知识。
五．教学手段：
利用多媒体计算机创设教学情境，扩大教学容量，利用我的照片增强教学的趣味性（设计依据：新课程标准新课程标准要求教师在教学中要以学生为主体，采用研究性教法，寓教于乐。检验一节课成功与否不是老师讲多少，而是以学生的学习效果为评价标准。因此我借助我的照片以我的个人经历为题。设计一个层层深入的由浅入深，从易到难，引导学生不断思考总结归纳获得更佳学习效果及智力发展。从而实现教学目标的任务。）
六．课前准备
1，让学生预习定语从句相关概念及必备语法规则。
2.教师准备相关课件及辅助习题。
七．教学课时：一课时
八．教学过程：
第一步：引导目标。问候学生并介绍自己 T: good morning，everyone.Actually, we have been together for more than two years.While I didn’t find any chance for me to give you any introduction about myself.So today, I would like to take the precious chance to present a brief introduction about myself to you present here.Would you like to know something about me now?
S: yes, we would like to get more information from you.(设计思路：通过自身的简历激发学生学习兴趣，学习新知识的欲望。从而轻松进入语法话题)
T:To begin with, In 2008, I graduated from Inner Mongolia Normal University, whichyou always hear about.(设计理念：用内蒙古师范大学的照片引出我的学习经历，同时出现第一个由which引导的定语从句。)
thT：One year later, I got married on December 14, when I was very tired all day long.(设计理念：用我的结婚照片引出我的结婚经历，同时呈现另一个由when引导的定语从句)
T:In 2012, my sonwhois named Chen Chen but not Chengcheng was born.（设计理念：用我儿子的照片引出另一个由who引导的定语从句）
T: Chen Chen is the only one of the boyswhohas special ears.(设计理念：利用几张学校里其他老师的孩子也是儿子的好朋友的照片说明儿子的特点，引出另一个强调主谓一致问题的定语从句。) T: Several months later, we went to Du Ruixuan’shome where the two babies sometimes fight witheach other.（设计理念：用学杜生们熟悉的老师的家里和他儿子一起玩儿的照片说明儿子的日常生活，引出另一个以where 引导的定语从句。）
T: Gradually, my son can drink water using the cupon which I spent 10 yuan.(设计理念：用儿子拿水壶喝水的照片引出由on which 引导的定语从句) T: Last summer,on weekends, we used to go to the park, where he can learn how to drive.(设计理念：用儿子的去年在公园玩的照片引出虽然先行词是地点但要由which引导的定语从句) T: Then my son was addicted to driving, so I had tobuy him one of the toysthat belong to him.(设计理念：渐渐的儿子长大了由儿子开车的照片引出由one of 修饰先行词定语从句的谓语动词用复数的例子。) T:On his birthday, we took the picturein which my son is not satisfied with the photogragher.(设计理念：用全家福照片中儿子的特殊表情引出由in which引导的定语从句) T:Last winter, he metHaoZiheto whom he wanted to give a ki.
(设计理念：用儿子和朋友的有趣的照片引出to whom引导的定语从句) T: Maybe, it is the waythat the baby explores the world.(设计理念：用儿子探索世界的照片引出the way 做先行词的定语从句) T:Till now, it is the funniestpicturethat I have taken for him.
(设计理念：用儿子的最搞笑的一张照片引出形容词最高级修饰先行词的定语从句) T:All of us hope that all the peoplewho are here now have a happy family. (设计理念：用另一张全家福照片表达对所有人的祝愿)
第二步：操练运用（以小组讨论后竞赛的形式处理高考题型练习题） Lina Li is our English teacher______ has been giving us English leons since the last semester,________ our English teacher Mi Han left here.She graduated from Inner Mongolia Normal University,_______ she met her husband.In 2009 she came toDalate banner, _________ is one of the banners in Ordos city.Two years later, her son was born,__________ made the couple happy.He is a very naughty boy_______ birthday is on July 6th, 2012. Gradually, he has more and more friends,
with________ he can play, ______ made our teacher feel happy and proud.______ we all know, the coming of the child is the most important thing________ is in parents’ life.
（设计理念：依然以我的本人经历为题对已学信息进行领悟和内化）
第三步：思考总结考点（培养学生对已犯错误的思考和总结意识）
第四部：操练运用二（小组讨论解决较难题目）
I just want to introduce some students who is in my cla.Our ________ monitor is a boy who like playing musical instruments very
________ much.On the Lantern Festival, that is one of the traditional
_________ holidays in China, he went to the biggest park where is close
_________ toDico\\"s which he always eats fast food with a girl.Just like
_________ him, all of my students have their own characters, that make __________ it easy for you to distinguish them.For example, JiaZhe, who __________ hairstyle is unique has a good friend who called Wu Xin.
__________ Yaru is the only one of girls who wear a pair of colorful
____________ shoes.Which we know, cla 3 is a really extraordinary
___________
group, which I will never forget it in my life.
____________
(设计理念：用全班学生的照片引出话题介绍学生自己，同时处理高考题型-定语从句在短文改错中的应用)
第五步：总结提炼考点
第六部：写作（已学知识的升华及运用） Requirements: （Finish them individually—discu in groups of 6--show us the best sentences） • 31岁的王老师是我们的班主任。
• 我们在不断取得进步，让他非常的开心。
• 他对我们严格的原因是他想让我们努力学习。
（设计理念：用班主任王老师的照片引出写作话题，并且引导学生用定语从句组织红字标注的部分进行操练）
第七部分：作业（总结考点易错点并升级句式并连成文章）
定语从句教学设计
Ⅰ.定义
定语从句，起形容词的作用，在句中常用来修饰名词或代词。被修饰的词称为先行词,引导定语从句的词称为关系词, 关系词的作用一是放在先行词与定语从句中间起引导作用;二是在意义上代替先行词,并在从句中充当一个成分。其中关系代词：who, whom, whose, which, that, as；
关系副词：when, where, why。
eg.She is the girl who sings best of all.The pen which my uncle gave me is miing.He lives in a house whose windows face south.The factory where my father works is in the east of the city.Perhaps the day will come when people will be able to breathe clean air in cities.Ⅱ.关系代词
1.先行词是人，作主语，关系代词用who, that eg.He is a man（ ） never leaves today’s work till tomorrow.The boy ( ) is standing there is my cousin.2.先行词是人，作宾语，关系代词用 whom, who, that, eg.Here is the man ( ) you’ve been expecting to meet.The man ( ) you met yesterday is Mr.Smith.3.先行词是物，作主语，关系代词用which, that eg .The train （ ） has just left is for Guangzhou.Children like to read books ( ) have wonderful pictures.4.先行词是物，作宾语，关系代词用which, that,或省略
eg.The book ( ) you borrowed yesterday is really interesting.The pen ( ) my uncle gave me is miing.5.先行词是人、物，作定语，关系代词用whose eg.He is the profeor ( ) name was Jackson.China, （ ） population is the largest in the world, is developing very fast.
Ⅲ.关系副词
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when eg.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where eg.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.Ⅳ.关系代词that & which的区别: ⒈ 只用that的情况
① 先行词为all, everything, anything, nothing, little, much等不定代词时。
eg.There is nothing ( ) can prevent him from doing it.② 先行词被any, only, few, no, very, little 等修饰时。
eg.This is the very book ( ) I’m looking for.③ 先行词被形容词最高级或序数词修饰时。
eg.The first place ( ) they visited in Guilin was Elephant Trunk Hill.This is the best film ( ) I have ever seen.④ 先行词既有人又有物时。
eg.He talked about things and persons ( ) they remembered in the school.⑤ 先行词被the only, the very修饰时。
eg.Mr.Smith is the only foreigner ( ) he knows.⑥ 句中已有who或which,为了避免重复时。
eg.Who is the man ( ) is standing beside Tom? ⒉ 不能用 that的情况：
① 引导非限制性定语从句；
eg.He had failed in the maths exam , ( ) made his father very angry.② 介词 + 关系代词。
eg.This is the room in（ ） my father lived last year.Ⅴ.as引导定语从句时的用法(as 相当于that & which) 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.Ⅵ.限制性定语从句和非限制性定语从句的主要区别: 限制性定语从句: 一般紧跟在先行词后面,不用逗号把从句与先行词分隔开来。使先行词的意思十分明确,成为特定的人或物,是句子中不可缺少的成分,少了它句子就会失去意义不能成立,或意思不清楚,不能说明问题。通常译为定语。
非限制性定语从句: 通常由逗号与句子其他成分隔开。只是对先行词作进一步的说明,没有它句子仍能成立,意思仍很清楚。通常译为并列的句子。
eg.I was the only person in our office （ ） was invited.（去掉定语从句，意思就不完整）
Tom’s father, （ ） is over sixty, still works hard day and night.（整个句子可分成两句来翻译） Ⅶ.分隔定语从句
即先行词与关系代词、副词之间被介词短语，同位语，谓语等分隔开来。
此种定语从句，在选择关系词时，要注意找准先行词。
eg.There is an expreion in his eyes （ ）I can’t understand.I was the only person in my office ( ) was invited to the important ball.I suggest you choose someone I think ( ) is very kind and friendly. 选择填空：
1.It was April 29,2011
Prince William and Kate Middleton walked into the palace hall of the wedding ceremony.
A.that
B.when C.since D.before 2.)Gutter oil is illegally recycled cooking oil,
contains chemicals that are harmful to the human body and can even cause cancer. A.it B.which C.where D.that 3.Between the two parts of the concert is an interval,
the audience can buy ice-cream.
A.when B.where C.that D.which 4.The old town has narrow streets and small houses
are built close to each other. A.they B.where C.what D.that 5.Whatever is left over may be put into the refrigerator,
it will keep for two or three weeks.
A.when B.which C.where D.while 6.English is a language shared by several diverse cultures, each of
------- uses it somewhat differently.
A.which B.what C.them D.those 7.A bank is the place
they lend you an umbrella in fair weather and ask for it back when it begins to rain.
A.when B.that C.where D.there 8.She has a gift for creating an atmosphere for her students
------ allows them to communicate freely with each other. A.which B.where C.what D.who 9 Ted came for the weekend wearing only some shorts and a T-shirt,
------ is a stupid thing to do in such weather. A.this B.that C.what D.which 10.She showed the visitors around the museum, the construction ------
had taken more than three years.
A.for which B.with which C.of which D.to which 11.The school shop,
customers are mainly students, is closed for the holidays. A.which B.whose C.when D.where 12.He was so pleased with all
we had done for him
he wrote us a letter to praise for it.
A.what; what B.what; that C.that; what D.that; that 13.The moon travels round the earth once every month,
is known to everybody. A.it B.as C.that D.what 14.
is often the case with elder people, my grandma, talked about my new hairstyle for at least 50 minutes nonstop.
A.That B.Which C.As D.It 15.After graduating from high school, you will reach a point in your life
------- you need to decide what to do.
A.that B.what C.which D.where
16.The novel was completed in 1978,
the economic system has seen great changes.
A.when B.during which C.since then D.since when 17.Books bring us into the presence of the greatest minds
have ever lived. A.which B.who C.不填 D.that 18.The world
is made up of matter. A.in that we live B.on which we live C.where we live in D.we live in 19.David is such a good boy
all the teachers like. A.that B.who C.as D.whom 20.Is this the reason
at the meeting for his carelene in his work? A.he explained B.what he explained C.how he explained D.why he explained 21.He was very angry and I can still remember the way
he spoke to me. A.how B.that C.what D.which 22.That’s the new machine
parts are too small to be seen. A.that B.which C.whose D.what 23.I’ve become good friends with several of the students in my school
------- I met in the English speech contest last year. A.who B.where C.when D.which
定语从句教学设计
牛津英语必修一
教学内容: 整体了解掌握定语从句 课 型 ：语法课
一、教学目标
知识目标：1． 熟悉定语从句的概念、句法结构和作用以及先行词和关系代词的位置和作用。
2. 掌握关系代词that, which, who, whose,关系副词 when，why, where和介词+关系代词的基本用法。
能力目标：能够在真实的交际环境中正确应用关系代词that, which, who, whose引导的定语从句。
德育目标：1.通过模仿、操练和观察，学会演绎和归纳定语从句的基础知识。
2.通过游戏，学会合作，建立自信心和集体荣誉感以及综合运用所学知识解决实际问题的能力
情感目标：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。
二、重点难点
1.了解定语从句的句法作用和结构，特别是关系代词的正确使用；
2．作定语用的关系代词whose的用法
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
1 较差，再加上传统的语法教学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，联系生活采用讨论、协作、探究的小组活动和语法规则自主归纳演绎的教学模式，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，用老师和学生的图片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，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．布置学生找出前面课文中出现的定语从句。
2.学生课前预习定语从句的讲解和试做导学稿上的习题。
2、教师准备相关多媒体课件。
七、教学课时：一课时（45分钟）
八、教学过程
（见课件）
定语从句（教学设计） 石亚新
cla 15 Grade 1
教材分析:
定语从句是高考考察的语法重点之一，是学生理解长难句及各类文章的基础，因此本节课的内容十分重要。本人将以讲练结合的方式，通过本课的教学，加深学生对定语从句的了解, 最终达到运用定语从句的目的。
学生情况分析:
学生刚刚接触定语从句, 很需要对它进行更进一步的学习和了解，通过本课的对定语从句的学习，学生最终达到运用它的学习目标。
教学目标:
1．知识目标：初步掌握定语从句的用法。
2．能力目标：掌握定语从句的引导词who, whom,which，whose和that的基本用法。
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。
教学重点、难点：定语从句中的关系代词的运用。
教学过程
Step 1: Greetings
Step 2:
1) 通过几个例句引出定语从句及定语从句的位置
2给出定语从句的定义：在复合句中，修饰某一名词或代词的从句叫做定语从句
3) 定语从句引导词：关系代词 :who﹑whom﹑that﹑which﹑whose
as
关系副词:where﹑when﹑why 4）引导词的作用：1 连接先行词和从句.
2 代替先行词.
3 在从句中充当句子成分:主语，宾语，定语，状语 5）关系代词 :who﹑whom﹑that﹑which﹑whose的用法 6）总结定语从句引导词的选择 定语从句四步：
第一步,找出先行词；
第二,找出定语从句
第三,看先行词在定语从句中的语法功能（主语、宾语…）
1 第四,选择合适的关系词。
7） Exercises 1) Ss do exercise and check the answers.2) Get Ss to tell when we use who, that, whom, which, whose.
Step 3: Homework 1.To review the contents of this period.2.To finish the attributive clause exercises
定语从句初探——认识定语从句 语法教学设计
一、«高中英语课程标准»分析：
国家英语课程标准明确地指出：“基础教育阶段英语课程地总体目标是培养学生的综合语言运用能力。综合语言运用能力地形成建立在学生语言技能，语言知识，情感态度，学习策略和文化意识等素养整体发展的基础上。”因此，语言知识，包括语法结构知识,，是综合语言运用能力的重要基础，可以说没有语法就没有语言能。在以“二期课改”教改的全面推进下，教师应该置学生于一种动态，开放，主动，多元的语言学习环境中，让学生在观察、讨论、合作、探究、角色体验中创造性地掌握并自如应该语法结构的同时，体会英语语法之美并产生进一步探究的冲动。
定语从句是新课标高一英语中最基本也是最重要的语法知识之一, 同时也是高考重要语法考点之一。在日常交际口语中,定语从句被经常使用，尤其对于初学者来说,它是理解和解释一些新概念或者复杂概念的有效工具。
二、学情分析：
我所在的学校是一所山区高中，学生英语学习习惯差，语法知识混乱。很多学生学习英语困难，基础知识不扎实，在实际做题时常常无从下手，不能灵活运用。
学生们掌握定语从句的结构和功能却并不简单,尤其是从句中关系代词的选用及句型的构建，时常困扰着学生。
由于学生在初中阶段,已经接触过了一些定语从句结构,但仍然很难将语法转化为“学用结合”阶段。定语从句是英语中最基本也是最重要的从句结构之一,同时也是高考重要语法考点之一.在日常交际口语中,定语从句被经常使用尤其对于初学者来说,它是理解和解释一些新概念或者复杂概念的有用工具.但是,学生们掌握定语从句的结构和功能却并不简单,尤其是从句中关系代词的选用及句型的构建时常困扰着学生,导致有些学生害怕定语从句,不敢也不能流利地使用它来表达.本次教学活动,通过研究型学习模式,在教学的各个环节创设情境及任务, 强调学生在学习过程中的主体性, 在各个小组成员的合作下，运用已经学过的语言和本节课学习的新的语言项目完成任务。
三、教学目标：
知识与技能knowledge to gain ：
了解定语从句的位置、结构以及翻译，学习并掌握定语从句的规则，尤其是关系代词的选择。进一步了解关系代词which，who和that的用法和功能。熟悉掌握定语从句中关系代词which，who 和that的使用方法及定语从句句型。
To help the students review the relative pronouns ,including which, who and that and have a clear idea of the concept of the grammar item.过程与方法Skills to develop：
能够使用正确的定语从句句型描绘人物或事物。
To help the students practice the skills at describing the people and further develop the ability in communication especially when the attributive clause is used.情感态度价值观Character to build: 培养学生自主性学习,享受完成任务的过程,乐意与组员合作学习.To help the students form the habit of independent learning and become willing to cooperate with the members in the group activity.
四、教学重难点：
1.教学重点：通过创设情景和看图说话的语言活动,帮助学生了解定语从句的基本结构和用法，巩固该语法知识,并锻炼以简单的定语从句结构进行表达。并尽量学会在书面表达中合理地利用定语从句；
根据学生的实际情况和授课时间，本堂课我只让学生了解定语从句、先行词、关系代词的概念，初步掌握先行词以及关系代词的选择。以及了解that, which, who, whose引导的定语从句。
2.教学难点：帮助学生将已学习的知识转化为技能,从而培养其对该语法知识点的综合运用能力。
五、教学和学法方法：
教法：讲授法、情景教学法、任务型教学法。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。
六：教学手段：
多媒体辅助教学
七、教学过程：
step1 Leading in教学导入
step2 Presenting
八、教学反思：
英语著名语言学家Dick Allwright曾经说过：如果语言教师能组织一些活动来吸引学生把注意力放在意义上，使用所学的外语，通过交流来解决问题，那么，语言学习就会自然发生。通过口语活动学习语法知识就是要促使学生在语法学习中进行语言交流，让学生在交流活动中，自觉地把注意力从语言形式转向语言意义，转向信息和情感的交流，主动运用语言结构进行意义的表达，使语法符号传递有意义的信息，也使语法学习的最终目标—交际任务得以实现。其中，不但可以使判断、推理、综合等思维能力得到锻炼，而且语法学习也不再显得枯燥乏味。
提倡任务型教学活动，是为了让学生们在教师的指导下，通过感知，体验，实践，参与合作等方式，力求最大限度地把语言能力的培养落实到教学过程的每一个环节，逐步实现预定的任务目标并感受成功。本堂课的设计是按照学生对知识的接受水平由浅入深层层设计的，我在设计里要求自己新颖别致，突出环节的完整性，要有一气呵成的感觉，重点落实，定语从句自始至终贯穿每个环节，活而不乱，生动有趣，贴近生活，气氛活跃。能发挥学生们的主体互动性和能动性，在完成任务的过程中能积极参与。课后感觉任务型教学有所体现，学生们积极性高，参与面广，训练量较大，能初步运用定语从句。
在本人看来它的几个闪光点在于：
一、导入环节的新颖， 导入部分能力激发学生的学习兴趣。一堂好课应该是由教师引导学生发挥主体作用的一个过程，教师在课前五分钟就要通过各种手段来最大限度的调动学生的积极性，本着这个原则，本人在设计时一开始就通过一个flash动画进行导入.动画画面的生动有趣和情节的幽默打破了传统语法课堂中比较枯燥的引入.
二、任务型教学的呈现。教师通过 “语言复习、任务呈现、任务完成、任务反审”这一过程让学生对所学语言(定语从句)进行巩固强化，并主要复习完成任务所需要的语言，复习的主要目的是提高学生运用语言的正确性。在本课例中，本人通过学生原有的定语从句的知识，用学生潜在的知识或经验完成各项任务。
三、自主学习能力的培养。教师在不给出语法规则的前提下，让学生通过有关定从句例句的阅读，讨论，帮助学生在不知不觉中发现归纳定语从句这一语法结构的句法作用、意义和关系代词的基本用法，培养了学生自主学习的能力，从而真正的做到“让学生成为课堂的主人,让学生动起来。”
四.小组合作学习的倡导。在最后一个教学环节中，我尝试将英语定语从句的教学融化于竞赛活动中，通过创设一个合理且有趣的学习情境，使得学生将语法知识与实际运用联系起来，培养了学生语感，达成了教学设计的中的预期：学习英语语法时的知行统一。值得一提的是,在最后的小小写作训练中，各个学习小组，通过小组组员的任务分配，共同探讨并完成写作。不用教师的总结，引导学生亲身体验将会使他们对写作技能和合作学习留下最深刻的印象。
这堂课上,学生的自主活动点了较大比例,效果也和预期的基本一致.由于最后一个教学环节将写作竞赛作为教学的载体，课堂气氛较为活跃，但是有些自控能力较弱的学生会发生 “跑题”现象.
定语从句复习课教学设计
学校 姓名
一、教学内容分析
定语从句是初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。
本节课具体教学内容是定语从句和关系代词who, whom, which, that, whose的用法。此前，学生已经学习了含有该语法项目的内容，可在课上真实交际中加以利用。本节课对于激发学生的学习兴趣，加强和巩固学生的知识具有重要的作用，为进一步学习定语从句打好基础是非常重要的。
二、学生分析
本堂课是初三下学期的语法复习课，内容是定语从句的复习。因为这个语法项目是初三学过的语法内容，在平时的练习中也经常地接触，所以学生对该语法比较熟悉。但是由于时间间隔长，所以某些语法点及其特殊用法可能有点模糊。
初三学生对语法知识的系统学习有比较强烈的要求，但对教师无味的讲解不感兴趣，他们喜欢探究型、合作型的学习。本课时前，学生已经接触过定语从句，部分学生已能辨认定语从句，但缺乏对其结构、关系词的选用的系统学习。目前，学生已具有一定的自主学习能力和课堂上用英语与同学进行简单交流的能力，能积极参与课堂活动
三、教学目标
语言知识：了解定语从句的结构，掌握关系代词的用法。
语言技能：通过对定语从句的学习和归纳，能够在听、说、读、写的语言综合实践活动中熟练运用定语从句，这是本课时的核心目标。
情感态度：通过课堂教学活动，学会如何与人沟通，培养合作精神，并在生活中会用定语从句谈论生活。
四、教学策略
教学方法：以学生为主体的发现学习和合作学习。
教学手段：电脑课件，使教学内容丰富，信息量充足，更容易抓住重难点。
五、教学过程：
Step 1:Lead-in (By asking Ss some Qs about Adjective Clauses.Ask them which of the three sentences is Adjective clause, and tell us why.) Then guide the students to conclude the structure of the Adjective clause: 先行词+引导词+句子 Step 2: Grammar review T: Now please look at these sentences.The words underlined are all modified by sentences.Do you still remember what we call these kinds of clauses? Ss: Adjective clause.T: Yeah, the Adjective clauses are very useful in our expreion.
Step 3 Grammar learning According to the difficult and important points of Adjective clauses in Zhongkao exam, guide the students to review and learn the language points of Adjective clause.Leading words: who, whom, whose Leading words: that, which The situation in which we can only use that The differences between the non restrictive adjective clause and the restrictive adjective clause.4 Practice Doing some exercises about the adjective clause in the former zhongkao exam.Ask the students to do the exercises by themselves, and give them some guidance during their practice by walk-ing around the claroom.Step 6 Homework 1.Finish the examination paper.2.Finish the exercises in the workbook.附板书设计：（Blackboard Design） Review of Ajective clause Relative pronoun ：who, whom, whose, that, which 教学反思
其一，上课的具体练习中，操作步骤上的进一步细化，反馈及时跟上。如在让学生解释定语从句关系代词所做成分中，应该尝试让其先口头做个练习，一方面是做一个示范，同时也变相检查学生是否真正理解了教师要求，并确定能够分析句子，完成练习。之后再让学生进行练习可能效果更好。
其二，教师基本功的训练加强。尤其体现在指令的发出和中英文恰当使用问题上。在课堂上，当说出“Repeat the sentences”，应该在看到学生反映较慢时，用一个更简单的句子“Say the sentences again”，这样，学生就能准确把握指令意义，就避免了练习中间再行解释了。
其次，在语法课上，如何用英语上好一节语法课，尤其是尝试用英语解释，这需要课前务必把握学生的已有经验和知识水平，避免出现英文解释还不如中文解释清晰明白的情况。
对教师而言，课堂教学展现的不仅仅是教师的一节英语课的实施情况，在教学上，还需是“打铁还需自身硬”。
高中英语语法教学设计：定语从句讲解与练习
定语从句在句中做定语，修饰一个名词或代词，被修饰的名词词组或代词即先行词。定语从句通常
出现在先行词之后，由关系词（关系代词或关系副词）引出。
关系代词有：who, whom, whose, that, which等。
关系副词有：when, where, why等。
18.1 关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who, whom, that
这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
Is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）
He is the man whom/ that I saw yesterday.他就是我昨天见的那个人。（whom/that在从句中作宾语） 2） whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：
They rushed over to help the man whose car had broken down.那人车坏了，大家都跑过去帮忙。
Please pa me the book whose （of which） cover is green.请递给我那本绿皮的书。
3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
A prosperity which / that had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which / that在句中作宾语）
The package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语）
18.2 关系副词引导的定语从句
关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。
1）关系副词when, where, why的含义相当于\\\"介词+ which\\\"结构，因此常常和\\\"介词+ which\\\"结构交替使用。例如：
There are occasions when （on which） one must yield.任何人都有不得不屈服的时候。
Beijing is the place where（in which） I was born.北京是我的出生地。
Is this the reason why （for which） he refused our offer? 这就是他拒绝我们帮助他的理由吗？
2）that代替关系副词，可以用于表示时间、地点、方式、理由的名词后取代when, where, why和\\\"介+which\\\"引导的定语从句，在口语中that常被省略。例如：
His father died the year （that / when / in which） he was born.他父亲在他出生那年逝世了。
He is unlikely to find the place （that / where / in which） he lived forty years ago.
他不大可能找到他四十年前居住过的地方。
18.3 判断关系代词与关系副词
方法一：用关系代词，还是关系副词完全取决于从句中的谓语动词。及物动词后面无宾语，就必须要求用关系代词；
而不及物动词则要求用关系副词。例如：
This is the mountain village where I stayed last year.这是我去年呆过的山村。
I\\\\\\"ll never forget the days when I worked together with you.我永远不会忘记与你共事的日子。
判断改错：
（错） This is the mountain village where I visited last year.
（错） I will never forget the days when I spent in the countryside.
（对） This is the mountain village （which） I visited last year.
（对） I\\\\\\"ll never forget the days （which） I spent in the countryside.
习惯上总把表地点或时间的名词与关系副词 where, when联系在一起。此两题错在关系词的误用上。
方法二：准确判断先行词在定语从句中的成分（主、谓、宾、定、状），也能正确选择出关系代词/关系副词。
例1.Is this museum ___ you visited a few days age?
A.where B.that C.on which D.the one
例2.Is this the museum ____ the exhibition was held.
A.where B.that C.on which D.the one 答案：例1 D，例2 A
例1变为肯定句：
This museum is ___ you visited a few days ago. 例2变为肯定句：
This is the museum ___ the exhibition was held.
在句1中，所缺部分为宾语，而where, that, on which都不能起到宾语的作用，只有the one既做了主句的表语，又可做从句的宾语，可以省略关系代词，所以应选D。
而句2中, 主、谓、宾俱全，从句部分为句子的状语表地点，既可用副词where，又因 in the museum词组，可用介词in + which 引导地点状语。而此题中，介词on 用的不对，所以选A。
关系词的选择依据在从句中所做的成分，先行词在从句中做主、定、宾语时，选择关系代词（who, whom, that, which, whose）；
先行词在从句中做状语时，应选择关系副词（ where 地点状语，when 时间状语，why 原因状语）。
18.4 限制性和非限制性定语从句
1）定语从句有限制性和非限制性两种。限制性定语从句是先行词不可缺少的部分，去掉它主句意思往往不明确；
非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开。例如：
This is the house which we bought last month.这是我们上个月买的那幢房子。（限制性）
The house, which we bought last month, is very nice. 这幢房子很漂亮，是我们上个月买的。（非限制性）
2）当先行词是专有名词或物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的。例如：
Charles Smith, who was my former teacher, retired last year. 查理•史密斯去年退休了，他曾经是我的老师。
My house, which I bought last year, has got a lovely garden. 我去年买的的那幢房子带着个漂亮的花园。
This novel, which I have read three times, is very touching.这本小说很动人，我已经读了三遍。
3）非限制性定语从句还能将整个主句作为先行词, 对其进行修饰, 这时从句谓语动词要用第三人称单数。例如：
He seems not to have grasped what I meant, which greatly upsets me. 他似乎没抓住我的意思，这使我心烦。
Liquid water changes to vapor, which is called evaporation.液态水变为蒸汽，这就叫做蒸发。
说明：关系代词that和关系副词why不能引导非限制性定语从句。
18.5 介词+关系词
1）介词后面的关系词不能省略。
2）that前不能有介词。
3）某些在从句中充当时间，地点或原因状语的\\\"介词+关系词\\\"结构可以同关系副词when 和where 互换。例如：
This is the house in which I lived two years ago.这是我两年前住过的房子。
This is the house where I lived two years ago.
Do you remember the day on which you joined our club? 还记得你加入我们俱乐部的那一天吗？
Do you remember the day when you joined our club? 18.6 as, which 非限定性定语从句
由as, which 引导的非限定性定语从句，as和which可代整个主句，相当于and this或and that。As一般放在句首，which在句中。例如：
As we know, smoking is harmful to one\\\\\\"s health.如我们所知，吸烟有害健康。
The sun heats the earth, which is very important to us.太阳使地球暖起来，这对我们人类很重要。
典型例题
1）Alice received an invitation from her bo, ___came as a surprise.
A.it B.that C.which D.he
答案C.此为非限定性从句，不能用 that修饰，而用which.，it 和he 都使后句成为句子，两个独立的句子不能单以逗号连接。况且选he句意不通。
2）The weather turned out to be very good, ___ was more than we could expect.
A.what B.which C.that D.it
答案B。which可代替句子，用于非限定性定语从句，而what不可。That 不能用于非限定性定语从句，it不为连词，使由逗号连接的两个句子并在一起在英语语法上行不通。
3）It rained hard yesterday, ____ prevented me from going to the park..
A.that B.which C.as D.it 答案B.as 和which在引导非限制性定语从句时，这两个关系代词都指主句所表达的整个意思，且在定语从句中都可以作主语和宾语。但不同之处主要有两点：
（1）as 引导的定语从句可置于句首，而which不可。
（2） as 代表前面的整个主句并在从句中作主语时，从句中的谓语必须是系动词；
若为行为动词，则从句中的关系代词只能用which.。在本题中，prevent由于是行为动词，所以正确选项应为B。
as 的用法
例1.the same…as；
such…as 中的as 是一种固定结构, 和……一样……。例如：
I have got into the same trouble as he （has）.我碰到了跟他一样的麻烦。
例2.as可引导非限制性从句，常带有\\\\\\"正如\\\\\\"。例如：
As we know, smoking is harmful to one\\\\\\"s health.如我们所知，吸烟有害健康。
As is known, smoking is harmful to one\\\\\\"s health.
As是关系代词。例1中的as作know的宾语；
例2中，它充当从句的主语，谓语动词know要用被动式。
18.7 先行词和关系词二合一
1） Whoever spits in public will be punished here.（Whoever 可以用 anyone who 代替）
2） The parents will use what they have to send their son to technical school.（what 可以用all that代替）
18.8 what/whatever; that/what; who/whoever
1）what = the thing which；
whatever = anything。例如：
What you want has been sent here.你要的动词都送来了。
Whatever you want makes no difference to me.不管你要什么，跟我没什么关系。
2） who= the person that whoever= anyone who。例如：
（错）Who breaks the law will be punished.
（错）Whoever robbed the bank is not clear.
（对）Whoever breaks the law will be punished.王子犯法，与庶民同罪。
（对）Who robbed the bank is not clear.谁抢了银行还不清楚。
3） that 和 what
当that引导定语从句时，通常用作关系代词，而引导名词性从句时，是个不充当任何成分的连接词。宾语从句和表语从句中的that常可省略。What只能引导名词性从句，用作连接代词，作从句的具体成分，且不能省略。例如：
I think（that）you will like the stamps.我想你会喜欢这些邮票的。
What we need is more practice.我们需要的是更多的实践。
18.9 关系代词that 的用法 1）不用that的情况
a）引导非限定性定语从句时。例如：
（错）The tree, that is four hundred years old, is very famous here.
b）介词后不能用。例如：
We depend on the land from which we get our food.我们依赖土地获得食物。
We depend on the land that/which we get our food from. 2）只能用that作为定语从句的关系代词的情况
a） 在there be 句型中，只用that，不用which。
b） 在不定代词，如：anything, nothing, the one, all, much, few, any, little等作先行词时，只用that，不用which。
c） 先行词有the only, the very修饰时，只用that。
d） 先行词为序数词、数词、形容词最高级时，只用that。.
e） 先行词既有人，又有物时。例如：
All that is needed is a supply of oil.所需的只是供油问题。
Finally, the thief handed everything that he had stolen to the police.
那贼最终把偷的全部东西交给了警察。
定语从句练习:
1.This is the train ____ we went to Shanghai.
A.by which B.by that C.whose D.where 2.--Have you ever been to Rome?
--No, but that\\"s the city________.
A.where I most like to visit B.I\\"d most like to visit
C.which I like to visit most D.where I\\"d like most to visit 3.He keeps a record of everything
he had seen there.
A.he
B.that
C.which
D.what
4.Mr.John said that Suzhou was the first city
he had visited in China.
A.that
B.where
C.which
D.what
5.The TV play I watched last night is the best one I have watched this year.
A.which
B.what
C.whose
D.that 6.Is this the museum you visited the other day?
A.that
B.where
C.in which
D.the one 7.This is the very film
I\\"ve long wished to see.
A.which
B.that
C.who
D.whom
8.There is no difficulty
can\\"t be overcome in the world.
A.that
B.which
C.who
D.what
9.Who is the person
is standing at the gate of Beijing Tourism Tower?
A.who
B.that
C.which
D.whom
10.As a teacher, I seldom give my students so difficult a problem ______they can not work out.
A.that B.if C.in order that D.as
11.The house the capitalist used to live in is now a nursery（托儿所）.
A.that
B.where
C.what
D.when
12.This is the last time
I shall come here to help you.
A.that
B.which
C.when
D.what
13.My neighbors used to give me a hand in time of trouble, was very kind of them.
A.who
B.that
C.which
D.whom 14.I now know why Mao imprees everyone who meets him whit the way _________-he behaves.
A.which
B.what
C.／
D.how 15.This is the baby
tomorrow. A.after whom I shall look B.whom I shall look after
C.whose I shall look after D.after whom I shall look after 16.She was no longer the woman
she was.
A.that
B.which
C.what
D.her 17.That\\"s the hotel last year.
A.which we stayed B.at that we stayed C.Where we stayed at D.where we stayed 18.The doctor did all to save the wounded boy.
A.what he could B.That he could
C.everything which he could D.for which he could do 19.Anyone
this opinion may speak out.
A .that againsts B.that against C.who is against D.who are against 20.The place
you are standing used to be an old church. A.which
B.where
C.that
D.when 21.You\\"ve made the same mistake you made last time. A.as
B.like
C.which
D.that
22.It is not such an interesting magazine
I thought. A.as
B.that
C.which
D.／ 23.
you know, he is a famous musician. A.As
B.which
C.That
D.／
24.Mr Zhou,
native language was Chinese, could read and write several foreign languages.A.whose
B.his
C.which
D.that
25.I took my friend to the Summer Palace,
we had some photos taken. A.where
B.which
C.that
D.／ 26.Do you remember the day your sister graduated as a Master of Arts? A.which B.on which C.about which
D.／
27.The bus, was already full, was surrounded by an angry crowd. A.which of most
B.most of which C.which of the most D.most of that 28.We all remember the days we studied together at school. A.which B.that C.when D.／
29.Do you know the reason
he didn\\"t come? A.that
B.which
C.for
D.why
30.He is the only one of the three got the new idea. A.who have B.whom have C.who has D.whose had 31.I\\"m one of the students well in English in my cla.
A.who does
B.who do
C.which does
D.who did 32．- Have you read the books?
- Yes, I’ve read all the books _____ you gave me.A.which B.what C.that D.who
33.This is the very place _____ the anti-Japanese soldiers fought over sixty years ago.
A.that B.which C.where D.there
34.That young girl is not the one _____ she used to be.
A.that B.who C.whom D.what
35.He has four dogs, the biggest _____ is called Wang Wang.
A.that B.about which C.of which D.which
36.The old lady had one son and two daughters, _____ treated her well, ____ made her very sad.
A.all of them; which B.none of whom; which C.both of whom; which D.neither of whom; that
37.The hard-working farmers and their happy life_____ we saw in the countryside made a wonderful impreion on us.
A.whom B.who C.which D./ 38.The young fellow standing under the tree, ____ is good at English, is from Beijing.
A.who B.which C.when D.that
39.We visited the factory _____ makes toys for children.
A.where B.which C.in which D.at which
40.They said that the host had enough glaes for each guest, _____ were handed down from his grandfather.A.who B.that C.which D.Whose 41.This is all_____I know about the matter.
A.that B.what C.which D.whether 42.This is the job _____they laughed.
A.which B.that C.at that D.at which
定语从句教学反思
张清
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，并能运用定语从句的关系词，完成了学习任务。
不足：
1、在引入部分教师讲得太多，学生思考的少，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、课堂练习答案核对应该让学生来完成，学生讲解，教师点评。而实际操作中教师代替了学生的角色。
3、最后一个环节是多余的，应该用翻译一两个简单的定语从句来代替会更好。
总之，还是没有把握好5步导学的教学方法，教师讲得多，总是不放心学生。以后的教学要多多去听课，去学习，相信自己一定会做好的
再教设计：第一环节讨论图片，把学生说出的简单句写在黑板上让学生改为复合句，使引入部分目标更明确。教师少讲，学生多学、多讲。
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