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充当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 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，等同于of which）。
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.
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（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，而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
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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. This is the house where I lived two years ago. 这是我两年前住过的房子。
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
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主语，谓语动词know要用被动式。
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） 只能用that作为定语从句的关系代词的情况
1、先行词被序数词、形容词的最高级修饰时
eg.This is the first job that I have taken up.
This is the most interesting novel that I have ever read.
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4、当关系代词后面有插入语时。
例如：Here is the English grammar which, as I have told you, will help improve your English.这就是我跟你说过的会有助于你学好英语的那本英语语法书。
5、先行词为that时
例如：The clock is that which can tell us the time.钟是报时的装置。
高三英语定语从句复习教案
教学目标: 使学生理解并能够准确运用定语从句。
教学准备:
1、关于定语从句的典型习题
2、包含定语从句的趣味性较强的短文。
3、ppt课件 教学步骤：
一、基础知识回顾
教师通过ppt课件展示如下例句：
1.The meeting that(which, /) you have mied yesterday was very important.2.I like the books which / that were written by Lu Xun.3.The old man who(whom, /,that) we visited yesterday is a famous artist.4. The girl who（that） is making a speech right now is our monitor.5.The old lady whose two daughters are both teachers is our neighbour。
6.I still remember the day when I first came to the school.7.The time when we got together finally came.8.Shanghai is the city where I was born.9.The house where I lived ten years ago has been pulled down.教师引导学生大声朗读这些例句，共同回顾定语从句的语法特征：
1.先行词指物时，定语从句的关系词可用that和which，that 和which在从句中作主语或宾语，作宾语时关系词可以省略。
2.先行词指人时，定语从句的关系词可用that, who和whom，that和who在从句中作主语或宾语，whom在从句中只能做宾语，关系词做宾语时可以省略。
3.当先行词为时间名词，关系词在从句作状语时，关系词使用when。
对比：I will never forget the day when I stayed with her.I will never forget the day that I spent in that small village.4.当先行词为地点名词或相当于地点的名词，且关系词在从句中作状语时，关系词使用where.对比：This is the place which we once visited. This is the place where I was born.
二、定语从句的特殊形式
教师通过ppt课件展示如下例句：
1.Charles Smith, who was my former teacher, retired last year.
2.My house, which I bought last year, has got a lovely garden.
3.The girl about whom they were talking is our monitor. 4.The book in which （where）there are many interesting things was written by Li Ming.5.The house whose windows (the windows of which/of which the window)face south belongs to me.
6.We are willing to do anything that is good to the people. 7.I have told them all (that) I know. 8.All that can be done has been done. 9.The first book that I read last night was an English novel. 10.This is one of the most interesting films that I have ever seen. 11.This is the best that can be done now. 12.We know nothing about the doctors and the hospitals that you are talking about. 13.There are sheep and men that can be seen on the hill. 14.This is the only book that can be lent to you.
教师引导学生大声朗读这些例句，共同回顾定语从句的如下语法特征：
1.在非限制性定语从句中，先行词和从句间有逗号隔开。that不能引导非限制性定语从句。
2.关系词whom和which前可以加介词。
This is the book I am looking for.(由于look for 为固定短语，意为“寻找”，而look和for分开时意思发生变化，所以本句不能改为This is the book for which I am looking.) 3.关系词只能用that,不能用which的情况：
（1）先行词为不定代词，如All、much、anything、everything、nothing、something、none、the one等。（2）先行词是序数词或被序数词修饰。（3）先行词是形容词最高级或被最高级修饰。
（4）如果有两个或两个以上分别表示人和物的先行词时(先行词既有人又有物)，定语从句的关系代词用which和who都不合适，只能用that。（5）如果先行词被the only、the very、the last、the same、any、few、little、no、all、one of、just修饰。
三、which和as的特殊用法
教师通过ppt课件展示如下例句：
1．He was late again, as / which we had expected.=As we had expected, he was late again.2．The street hasn’t been cleared for weeks, which makes it very dirty.（不用as） 3.As is known to all(As we know), the earth turns around the sun. 教师引导学生大声朗读这些例句，共同回顾定语从句的如下语法特征：
as 和which可以引导非限制性定语从句，指代一句话，翻译为“这一点，这件事”。as和which在从句可做主语和宾语，as引导的此类定语从句既可以放在主句之前，也可以放在主句之后，which引导的此类定语从句只能放在主句之后。as做主语时，通常后面跟有be动词。
四、教师通过ppt出示短文，引导学生通过语篇体会定语从句的用法。
五、定语从句专项
六、教师小结，对定语从句的重点、难点内容进行强调。
定语从句
定语从句（Attributive Clauses）在句中做定语，修饰一个名词或代词，被修饰的名词,词组或代词即先行词。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。
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，在从句中所起作用如下：
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
它们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）
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）when, where, why
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
that可以用于表示时间、地点、方式、理由的名词后取代when, where, why和"介词+ 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。
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.
I"ll never forget the days when I worked together with you.
判断改错（注：先显示题，再显示答案，横线；
用不同的颜色表示出。）
（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) 。
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 Why互换。
This is the house where(in which) I lived two years ago.Do you remember the day on which you joined our club? Do you remember the day when you joined our club? 关系代词that 的用法
1）不用that的情况
a) 在引导非限定性定语从句时。
(错) The tree, that is four hundred years old, is very famous here.
b) 介词后不能用。（指物用which,指人用whom）
We depend on the land from which we get our food.
We depend on the land that/which we get our food from.c) 句首有指示代词that,为了不重复不用that而用其他词。
That man is the person whom your brother sent the letter to this morning.
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。
f)
先行词是疑问代词时。
g) 关系代词在句中作表语时。
举例：
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。
高中英语语法--定语从句
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。
及物动词和不及物动词
A 有些动词只是及物动词; 它们不可以单独用，后面必须跟宾语。
{ False: They always want after lunch.Right: They always want a cup of tea after lunch. { False: He is sending now.Right: He is sending a letter now.
B 有些动词只是不及物动词；
它们可以单独用，如果后面想接宾语，动词后面必须加上介词。
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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：
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A.of whom B.from whom C.about that D.who 14.In fact the Swede did not understand the three questions ____ were asked in French. A.where
B.who
C.in which D.which 15.Have you read the book ____ I lent to you? A.that B.whom C.when D.whose 16.Finally, the thief handed over everything ____ he had stolen to the police. A.that
B.which
C.whatever D.all 17.The foreign guests, ____ were government officials, were warmly welcomed at the airport. A.most of them B.most of that C.most of whom D.most of those 18.This is the very letter ____came last night. A.who
B.which
C.that D.as 19.I know only a little about this matter; you may ask ____ knows better than I. A.whoever B.whomever C.anyone D.the one 20.This is the school ____ we visited three days ago. A.where
B./
C.when 21.This is the factory ____ we worked a year ago. A.where
B.that C.which A.which B.in which
C.that
D.what D.on which 22.Nearby were two canoes ____ they had come to the island.
D./ 23.Jack is pleased with ____ you have given him and all ____ you have told him. A.that, what B.what, that C.which, what D.that, which 24.Do you work near the building ____ colour is yellow? A.that B.which
C.its
D.whose 25.In the dark street, there wasn’t a single person ____ she could turn for help.
A.whom B.who
C.to whom D.form whom 26.Is this school ____ we visited three years ago? A.the one B.which
C.that
D.where 27.Is this the school ____ we visited three years ago? A.the one B.where
C.in which D./ 28, How many students are there in your cla ____ homes are in the country? A.whose
B.who C.whom D.which 29.Alice received an invitation from her bo, ____ came as a surprise. A.it
B.which
C.that D.he 30.The train was crowded and I had to get into a carriage ____ already seven other people.A.when there were B.which there were C.that there were D.where there were 31.I live in the house ____ windows face south. A.which
B.whose
32.---- What game is popular with them?
C.where
D.in that
---- The ____ most is tennis.A.game they like it B.game they like C.best game they like D.best game they like it 33.They stayed with me three weeks, ____ they drank all the wine I had. A.which
B.which time C.during which time D.during which 34.The room ____ Mr.White lives is not very large. A.that B.which
C.where
D.when 35.Don’t forget the day ____ you were received into the Youth League.
A.when B.that C.at which D.where 36.I’ve finished writing the novel, ____ is to be published next month.
A.that B.what C.which
D.when 37.He returned home safe and sound after a fierce battle, ____ was unexpected.
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高考二轮复习英语教案
专题十 定语从句
【专题要点】定语从句要点概述：1.关系代词和关系副词的区别。当先行词是时间或地点时，如何判断用关系副词when, where还是which或that；
2.when,where引导定语从句和状语从句的区别；
3.“介词+关系代词which/whom”引导的定语从句，关键要找准先行词或定语从句中的谓语动词的固定搭配；
4.that, which引导定语从句的区别；
5.as引导的定语从句；
6.such---as与such---that的区别；
the same----as/that的用法；
7.the way作先行词时用that/in which引导或省略that或in which；
8.that引导的定语从句与同位语从句的区别。
【考纲要求】对于定语从句考纲要求掌握以下内容：1.引导限制性定语从句的关系词；
2.引导非限制性定语从句的关系词；
3.限制性与非限制性定语从句的区别；
4.介词+关系代词的用法；
5.不定代词/数词+of which/whom引导的非限制性定语从句及其该结构与并列句的判断；
6.关系词之间的异同现象及选用。
【教法指引】定语从句是高中英语学习的重要语法项目之一，在高考各个题型中都有可能会涉及到。它的结构和用法比较复杂，是高中阶段英语学习的一个重点，也是高考英语常考的一个考点，是历年高考的热点，掌握定语从句对于语言理解和运用具有重要的意义。对定语从句的考查角度较多，分析近几年的高考试题发现：从从句类型上看，考查非限制定语从句，限制性定语从句；
从关系词上看，关系代词which，关系副词where，关系副词when均有考查；
从介词+关系代词方面，也有涉及。当然不管从那个方面考查，只要弄清定语从句的有关概念就可以“以不变应万变”。因此教师在引导学生复习备考中要注意：
1．了解有关定语从句的所有语法规则，弄清从句中关系代词和关系副词的区别。
2．分清及物动词和不及物动词，判断句子结构是否完整，注意句子中逗号的语法作用。
3．注意先行词的特殊性和关系代词的选择，依据先行词来选择“介词+关系代词”的结构。
4.加强有关定语从句的理解和练习。
【知识网络】
定语从句
用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。
一、关系代词引导的定语从句
1.关系代词用来指代先行词是人或物的名词或代词
句子成分
用于限制从句或非限制性从句
只用于限制性从句
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代替人
代替物
代替人或物 主语
Who
which
that 主语
Whom
which
that 宾语
Whose（=of whom） whose（=of which） This is the detective who came from London.The book which I am reading is written by Tomas Hardy.The desk whose leg is broken is very old.This is the room that Shakespeare was born in.2.关系代词的用法
（1） 如果先行词是all，much，anything，something，nothing，everything，little，none等不定代词，关系代词一般只用that，不用which.例如：
All the people that are present burst into tears.（2）如果先等词被形容词最高级以及first，last，any，only，few，mush，no，some，very等词修饰，关系代词常用that，不用which，who，或whom.例如：
（3）非限制性定语从句中，不能用关系代词that，作宾语用的关系代词也不能省略。例如：
There are about seven million people taking part in the election，most of whom、are well educated.（4）which还有一种特殊用法，它可以引导从句修饰前面的整个主句，代替主句所表示的整体概念或部分概念。在这种从句中，which可以作主语，也可以作宾语或表语，多数情况下意思是与and this 相似，并可以指人。例如：
He succeeded in the competition，which made his parents very happy.（5）that可指人或物，在从句中作表语，（指人作主语时多用who）仅用于限制性定语从句中。
（6）which可作表语，既可指人，以可指物。指人时，一般指从事某种职业或是有种特征。品性或才能的人。Which引导的定语从句可以限制性的，也可以是非限制性的。
（7）如果作先作词的集体名词着眼于集体的整体，关系代词用which；
若是指集体中的各个成员，则用who.（8）先行词有两个，一个指人，一个指物，关系代词应该用that.例如：
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The boy and the dog that are in the picture are very lovely.
（9）如果先行词是anyone，anybody，everyone，everybody，someone，somebody，关系代词应该用 who 或whom，不用which.例如：
Is there anyone here who will go with you？ 3.“介词＋关系代词”是一个普遍使用的结构
（1）“介词＋关系代词”可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词”结构中的介词可以是
in，on，about，from，for，with，to at，of，without 等，关系代词只可用whom或
which，不可用that .（2）from where为“介词＋关系副词”结构，但也可以引导定语从句。例如：
We stood at the top of the hill，from where we can see the town… （3）像listen to，look at，depend on，pay attention to，take care of等固定短语动词，在定语从句中一般不宜将介词与动词分开。例如：
This is the boy whom she has taken care of.（2）
二、关系副词引导的定语从句 1.关系副词也可以引导定语从句
关系副词在从句中分别表示时间。地点或原因。关系副词when在从句中充当时间状语，where 充当地点状语，why充当原因状语。
2.that可引导定语从句表示时间。地点或原因
That有时可以代替关系副词 when，where 或者why引导定语从句表示时间。地点或原因，在that引导的这种定语从句中，that也可以省去。
三、限制性定语从句与非限制性定语从句 1.二者差异比较
限制定语从句紧跟先行词，同先行词这间一般不加逗号，仅修饰先行词，可以由关系代词。关系副词或that来引导。非限制性定语从句仅作补充或说明，用逗号与主句隔开，既可修饰先行词，又可修饰整个主句，不可用that引导。
2.关系代词和关系副词的选择依据
（1） 弄清代替先行词的关系词在从句中作什么成分，作状语的应选用关系副词，作主语。宾语或表语的可选用关系代词。
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3.先行词与定语从句隔离
定语从句一般紧跟在先行词之后，但定语从句与先行词之间有时也会插入别的成分，构成先行词与定语从句的隔离。例如：
1）This is the article written by him that Is poke to you about…… 2）He was the only person in this country who was invited
四、as在定语从句中的用法
1.引导限制性定语从句和非限制性定语从句
（1）as多与such 或the same连用，可以代替先行词是人或物的名词。
（2）as 也可单独使用，引导非限制性定语从句，作用相当于which.例如：
The elephant"s nose is like a snake，as anybody can see.（3）the same--- that与 the same ---as在意思上是不同的。
2.as引导的非限制性定语从句的位置
as引导的非限制性定语从句位置较灵活，可以位于主句前面。中间或后面，一般用逗号与主句隔开，但which所引导的非限制性定语从句只能放在主句之后。例如：
（1）As is expected，the England team won the football match.（2）The earth runs around the sun，as is known by everyone.
3.as, which的比较
1).在非限制性定语从句中，均可替代整个主句或句中某个部分，在从句中作主语，宾语，表语．如从句在主句之后，两者皆可用 They failed in the exam, as/which is natural.She seems a scientist, as/which in fact she is.Grammar is not a set of dead rules, which/as I have said before.2).如从句在主句之前，用as As we all know, his parents were killed in this war.As is known to all, the earth travels around the sun.3).如关系代词代表主句全句意思，有“正如．．．”“就象．．．”之意时，用as We won the match, as we had expected.He agreed to the plan, as was to be expected.4).当先行项被the same, such, so修饰时，用as This is the same book as you bought yesterday.同类书 (比较：This is the
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same book that you bought yesterday.同一本书) Don’t believe in such men as praise you to your face.
I never give my students so difficult a question as no one can work out.5).当从句内容对主句内容起消极作用，则用which The young man cheated his friend out of much money, which was disgraced.6).as 也可以用来引导非限制性定语从句， 用来指待一件事，这时它的位置可以放在句首、句中和句尾。
He is an American, as/which we know from his accent.As we know from his accent, he is an American.He, as we know from his accent, is an American.As has been said above, grammar is not a set of dead rules.Grammar, as has been said above, is not a set of rules.Grammar is not a set of dead rules, as/which has been said above. 正如: As everyone knows, as you may still remember, as you said, as I can see, as has been mentioned above, as you may have heard, and etc.
初三英语定语从句专练
【典型例题解析】
例1 The second book ______I want to read is Busine @ the Speed of Thought.A.which B.what C.that D.as 解析 先行词book被序数词修饰时要用that引导定语从句，故选C。
例2 I"ll never forget the days _____I stayed with you.A.when B.in which C.that D.for which 解析 本题指时间，故选A。
例3 The book______ is sold out at the moment.A.you need B.what you need C.which you need it D.that you need it 解析 B、C、D中的what和it与先行The book相抵触，故选A。
例4 Is this the place ______Lincoln once lived.A.that B.which C.where D.when 解析 本题指地点，故选C。
例5 I"m one of the boys [CD#3] never late for school.A.that is B.who are C.who am D.who is 解析 本题中who用作主语，谓语动词与先行词the boys保持一致，故选B。
【选讲例题】
例6 Her sister,______ you met at my home, was a teacher of English.A.whom B.that C.which D.who is 解析 非限制性定语从句中，关系代词用which,不用that,但指人时用who或whom.故选A。
例7 These book are for students _____ mother language is not English.A.of whom B.that C.which D.whose 解析 whose引导的定语从句中,whose用作定语，故选D。
【课内追踪练习】
单项选择
(D) 1.Is this museum ______they visited last month? A.that B.where C.which D.the one (C) 2.Is this the museum [CD#3] they visited last month? A.what B.where C.which D.the one (B) 3.The clever boy made a hole in the wall,_____ he could read books at night.A.in which B.through which C.at which D.on which (D) 4.____ cleans the claroom can go home first.A.Anyone B.Those who C.However D.The one who (B) 5.The man ______ coat is black is waiting at the gate.A.who"s B.whose C.that D.of which (B) 6.The young man ____ is an engineer of my factory.A.that you just talked B.whom you just talked to C.which you just talked D.who you just talked (C) 7.The dictionary _____ I paid one dollar was very interesting.A.that B.which C.for which D.to which 【课外巩固练习】
一、单项选择
(B) 8.The old man _____ yesterday is a scientist.A.I spoke B.I spoke to C.whom I spoke D.that I spoke to him (D) 9.She had two sons,_____ became teachers.A.all of them B.all of whomC.both of them D.both of whom (D) 10.The room ____ we do the reading is a reading-room.A.on which B.in that C.that D.where (A) 11.The village,______ we spent our holiday last week, is in the south of the province.
A.where B.that C.which D.what (B) 12.I won"t tell you the reason ______ I"m so excited.A.because B.why C.when D.which (A) 13.Is this the shop ________sells children"s clothing?
A.which B.where C.in which D.what (C) 14.The only language _______ is easy for me to learn is Chinese.A.which B.whose C.that D.it (A) 15.September 1 st,1997 is the day ______ we"ll never forget.A.that B.when C.on which D.on that
二、改错
“People which talk and sing to plants are crazy.”A agriculture expert said in the newspaper.“In fact, singing or talking to plants make them grow better.”The reason is quite simple.When we sing or talk to plants, we breath out carbon dioxide (二氧化碳) what plants need to live or grow.Plants take in the carbon dioxide during sunlight hour and produce oxygen which people need to live.Singing and talking are helpful, however, only during the night.16.which talk改成who talk 17.plants are改成plants are not 18.A agriculture改成An agriculture 19.make them改成makes them 20.what plants改成that/which plants 21.to live or grow改成to live and grow 22.hour and produce改成hours and produce 23.are helpful改成is helpful 24.during the night改成during the day
高中英语语法专题复习教案专题十二——定语从句
一、考点聚焦
1、功能：相当于形容词，修饰名词或代词，在句中作定语
2、位置：定语从句置于被修饰词之后
Those who are willing to attend the party, sign here please.
3、先行词：被定语从句修饰的词称为先行词
（1）先行词一般是名词和不定代词，如:some-, any-, every-和no与-boy, -thing的合成词；
或all、none、any、some、that、those等代词。数词也可以作先行词，人称代词也同样可作先行词。
（2）先行词与关系词是等量关系。必须注意两点：
①先行词在从句中作主语时，从句谓语动词的数由先行词而定。
This is the place which is worth visiting.②关系词在从句句子中充当了成分，其意思就是先行词的意义，所以在从句中不能重复其意。
There are many places we can visit（them）in China.
4、关系词：引导定语从句的都称关系词
关系代词：who, whom, which, that, whose, as。
关系副词：when, where, why。that偶尔也作关系副词。
5、确定关系词的步骤
（1）先找关系词，看先行词指的是什么。
（2）看关系词在从句中所充当的成分。
6、在定语从句中，当先行词指物时，下列情况的关系词宜用that而不用which （1）先行词被①形容词最高级 ②序数词 ③数词几种词修饰或被 ④only、any、few、little、no、all、one of等修饰时。
（2）先行词为all、much、little、none、few、one、something、anything等不定代词时。
（3）先行词中既有人又有物时。
He was looking pleasantly at te children and parcels that filled his bus.
用心 爱心 专心 1
（4）先行词在主句中作表语关系词在从句中作表语时。
The village is no longer the one that was 5 years ago.（5）当主句中含有疑问词which时。
Which are the books that you bought for me ?
7、宜用which而不用that的情况 （1）在非限制性定语从句中 （2）在关系词前有介词时 （3）当先行词本身是that时 （4）当关系词离先行词较远时
8、关系词who与that指人时，也有不同情况分别用不同的关系词 （1）当主句是there be句型时，关系词用who。
（2）先行词是为anyone、those、someone、everyone、one等词时，关系词用who。
（3）当主句是who作疑问词时，关系词用that。
Who is that girl that is standing by the window? （4）whom在从句中只作宾语，可被who取代。
9、whose作关系词既指人又指物，在从句中作定语。如：
Do you know Mr.Smith whose story is very moving ? There is a room, whose window faces the river.There is a room, the window of which faces the river.
10、关系代词as,在从句中作主语、宾语和表语。
（1）先行词被such和the same修饰，或句型as many（much）中，从句都用as 引导。
Such books as you bought are useful.The school is just the same as it was 10 years age.注意：区别①such „ that „ 引导的结果状语从句。They are such lovely children that we love them much.②the same „ that „ 引导定语从句。I want to use the same tool that you used just now.（2）无先行词的定语从句用as和which引导。
区别：①意义上：as 含有“这点正如„„一样”。②位置上：as 从句可置句首，也可在另处。
He didn’t pa the exam, as we had expected.
用心 爱心 专心
There is lots of air in loose snow, which can keep the cold out.As is known, the earth is round, not flat.
11、关系副词when与where、why、that when 指时间 = in / at / on / during which where指地点 = in / at / from / which why指原因 = for which 当先行词为way、day、reason、time时，可用that作关系副词。（非正式场合） I don’t like the way that / in which / he talks.当time作先行词时，关系词可以省掉。
This is the first time I have given you a leon in French.
12、必须注意的问题
（1）关系词作主语时，从句中谓语的数。
（2）注意区别定语从句与强调句。
①定语从句中关系词作从句成分，复合句。
②强调it无意义，that / who不是引导词。
③强调it is / was和that / who后如果句子意思讲得通则是强调句，讲不通则不是。
It is the museum that / which we visited last year.(定语从句) It was in the hotel that we stayed last night.（强调句） （3）定语从句与同位语从句的区别。
①定语从句引导词被称为关系词，that充当主语、宾语、表语。有时可省略。
②同位语从句引导词被叫做连词，that不能充当任何成分，不可省。
Word came that their army was defeated.(同位语) We expreed to them our wish that was the same as their.(定语) （4）关系词在从句中省略的情况。
①关系词作宾语，前无介词时。
②关系词作表语。
（5）限制性定语从句与非限制性定语从句的翻译。
（6）关系词前有介词或复杂介词，关系词只能是which和whom。
（7）几个特殊的定语从句句型：
①He is the only one of the students who has got very good marks
用心 爱心 专心
in the match.（句中one为先行词）
He is one of the students who have got good marks in the match.（句中students为先行词）
②Is this place the one (that) we visited yesterday? Is this the place(that / which)we visited yesterday ? ③He stood at the window, from where he could see what was happening.④It may rain, in which case the match will be put off.
二、精典名题导解 选择填空
1.The film brought the hours back to me _________ I was taken good care of in that faraway village.（NMET 2001）
A.until B.that C.when D.where 解析：答案为C。本题考查分隔定语从句的关系词的选择。作好本题的关键是要能辨认出该定语从句的先行词the hours和关系词被介词短语to me所分隔。定语从句的先行词是表时间的名词hours, 并且关系词在从句中用作状语，故应选择表示时间的关系副词when。
2.___________ is known to everybody, the noon travels around the earth once every month.(NMET 2001) A.It B.As C.That D.What 解析：答案为B。本题考查as引导的非限制定语从句。as作“正如„„”解时，引导的非限制性定语从句来修饰整个句子。当as在从句中作主语时，常用于下列短语：as is known、as is said、as is reported、as is announced等。要注意掌握作关系代词引导定语从句的用法。
3.After living in Pairs for fifty years he returned to the small town ___________ he grew up as a child.(NMET 1996) A.which B.where C.that D.when 解析：答案为B。本题考查限制性定语从句中关系词的选择。定语从句的先行词是表示地点的名词短语the small town, 且关系词不作定语从句中的主语和宾语而作地点状语，因此定语从句必须用关系副词where引导。要注意分清先行词在从句中充当的成分，然后选择适当的关系词。
4.The English play my students acted at the New Year’s party was a great
用心 爱心 专心
succe.A.for which B.at which C.in which D.on which 解析：答案为C。考定语从句。主句部分应是The English play at the New Year’s party was a great succe.从句补全为独立句子应是my students acted in the play。所以应选in which，其余介词不妥。
5.There were dirty marks on her trousers she had wiped her hands.A.where B.which C.when D.that 解析：答案为A。本题考地点状语从句，用where引导。句意是“她的裤子上她擦过手的地方有脏痕”。此处不能用时间状语从句，排除C，本题易被误认为考定语从句，意为“在她擦过手的裤子上有脏痕”。定语从句修饰trousers，也只能用where。B和D可引导定语从句，但只作主、宾等成分。定语从句缺少状语，不缺主语、宾语，故不可用。
6.The journey around the world took the old sailor nine months, the sailing time was 226 days.A.of which B.during which C.from which D.for which 解析：答案为A。本题考定语从句，关系代词which指代the journey，定语从句恢复为独立句子应是：The sailing time of the journey was 226 days,故选of which。
用心 爱心 专心 5
高一英语定语从句专项练习讲评课教案
新郑二中：让光辉
教学目标：通过讲评，使学生掌握如何做好选择题，掌握做题方法，提高做题的准确率。通过讲评，切实帮助学生准确掌握和运用知识，使学生感到“考有所得、评有所获”避免出现“考过、讲过、评过”而学生一无所获或收效甚微的状况。
教学重点、难点：
选择题正答率比较低的，如：2.7.19.21.27.30题等.教学过程：
一 做题方法及技巧。
1.审清题干、题肢，抓关键词语。 2．选项本身错误的选项，首先要排除. 3．题肢本身无错，但不符合题干者，亦排除。
4.肢干双重者不选
5.除非的确搞错，否则不要轻易改动。
6.定语从句做题流程：先找先行词—分析句子结构—判断关系词
二 让学生自己讨论。
三 讲解重点题。
2.George Orwell, _______ was Eric Arthur, wrote many political novels and eays.（北京，2004.26）
A.the real name C.his real name
B.what his real name D.whose real name
本题考察的是非限制性定语从句，ABC项都不符合该要求，Whose做定语引导的定语从句。引导学生不要受中文习惯和思维定势影响。
19．I walked in our garden, _______ Tom and Jim were tying a big sign onto one of the trees.（辽宁 2005 28 ）
A．which
B．when
C．where
D．that 本题考察的是定语从句及学生对句子成分的了解。从句指出做记号的地方，故做地点状语，选C答案。
21.He was educated at a local grammar school, ______ he went on to Cambridge.（山东2005 30 ） A.from which B.after that C.after which
D.from this 本题可以先排除BD两项，因为介词后不能用that, 题中讲的是毕业之后，故用after.30.I, ___your good friend, will try my best to help you out.A.who is
B.who am
C.that is
D.which am 本题考察的是先行词后谓语动词的形式，谓语动词和前面的先行词保持一致，故选B答案。
四
让学生自己讨论。
五
跟踪练习 单项选择
1.The place _____interested me most was the Children"s Palace. A.Which B.where C.what D.in which 2.Do you know the man _______? A.whom I spoke B.to who spoke C.I spoke to D.that I spoke 3.This is the hotel _______last month. A.which they stayed B.at that they stayed C.where they stayed at D.where they stayed 4.Do you know the year ______the Chinese communist Party was founded? A.which B.that C.when D.on which 5.That is the day ______I"ll never forget. A.which B.on which C.in which D.when 6.The factory ______we"ll visit next week is not far from here. A.where B.to which C.which D.in which 7.Great changes have taken place since then in the factory _______we are working. A.where B.that C.which D.there 8.This is one of the best films _______. A.that have been shown this year B.that have shown C.that has been shown this year D.that you talked 9.Can you lend me the book ______the other day? A.about which you talked B.which you talked C.about that you talked D.that you talked 10.The pen ______he is writing is mine. A.with which B.in which C.on which D.by which 11.They arrived at a farmhouse, in front of _____sat a small boy. A.whom B.who C.which D.that 12.The engineer ______my father works is about 50 years old. A.to whom B.on whom C.with which D.with whom 13.It there anyone in your cla ______family is in the country? A.who B.who"s C.which D.whose 14.I"m interested in ______you have said. A.all that B.all what C.that D.which 15.I want to use the same dictionary ______was used yesterday. A.which B.who C.what D.as 六
给出答案，让学生自己讨论。
七
小结：总结选择题的做题技巧及方法，定语从句做题时所要注意的事项。
阅读课教案
School__ Number3 Middle School____
Junior or Senior Section _Junior__ Cla ____3____
Grade _1_______ Size ______45__
Time_40_______
Date __2009-12-28____ Materials __Go for it______
Type of leon _reading ____ Contents: 1.Vocabulary: Some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.Some prepositions of place: on, in, under
2.Structure: Where is (Where’s)…?
It is (It’s) in/on/under…
Where are…?
They are (They’re) in/on/under…
Where’s/where’re…?
I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.
3.1) Dialogue: Where’s the bag?
I don’t know.
Is it on the dreer? No, it isn’t.
Where are my books?
I don’t know.Are they on the bed? No, they’re not.2)Writing: ask, gue and write
Objectives:
1.Instructional objectives (language knowledge and language skills)
1) To promote students’ vocabulary development (table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2) To promote students’ reading skills
a) prediction
b) skimming
3) To promote students’ oral English
4) To develop students’ writing skill
2.Educational objectives (affect, learning strategy and cultural awarene)
1) To develop students’ ability to communicate with others to get information
2) To build students’ confidence
3) To make students learn to cooperate with others
3.Personal objectives: 1) To develop teacher’s ability of claroom management
Focal points: a: the nouns.b: prepositions of place
c: Where- question and d: answers to “Is the… in/on/under the …?”；
Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they -question to ask things’
position
Aids: PPT, blackboard, chalk … Procedures and Time Allotment 1.Getting students ready for learning
( mins)
1) Greetings: Good morning everyone! 2) Routine task: duty report
2.Revision: Use some pictures to review the vocabulary ( table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure:
Where is (Where’s)…? It is (It’s) in/on/under Where are…? They are (They’re) in/on/under… 3.Pre-reading : Step1: vocabulary and some phrases learning
Task: Look at the conversation between them and gue the meaning of the sentences in red.( using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等 4.While-reading 5.Post-reading
(… mins)
1) Oral work
2) Written work 6.Aigning homework 1) Conclusion: a: vocabulary
b: sentence patterns: Where is (Where’s)…?
It is (It’s) in/on/under… Where are…?
They are (They’re) in/on/under… Where’s/where’re…?
I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.2) Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your room.Write down your conversation by using the following sentence patterns: A: where’s/where’re your…? B: You can gue.A: I don’t know.Is it /are they on/in/under… ? B: No, it isn’t./They aren’t.Yes, it is./they are.
…
Self-evaluation
定语从句（2）难点分析
限制性定语从句只能用that的几种情况
(1) Can you remember the scientist and his theory that we have learned?
你能记住我们学过的科学家和他的理论吗？
由that引导的定语从句中，that可以指人或物，在从句中作主语或谓语动词的宾语，但不能放在介词后面作介词宾语。
如：The book that I bought yesterday was written by Lu Xun.
注意在下面几种情况下必须用that引导定语从句：
(1) 先行词是不定代词all, few, little, much, something, nothing, anything等，
如：All that we have to do is to practice English.
我们所要做的就是练习英语。
(2) 先行词被序数词或形容词最高级所修饰，
如：The first letter that I got from him will be kept.
第一封他给我写的信会被保存下来。
(3) 先行词被all, any, every, each, few, little, no, some等修饰，
如：I’ve eaten up all the food that you gave me.我已经把你给我的所有食物吃光了。
(4) 先行词被the only, the very, the same, the last修饰时，
如：He is the only person that I want to talk with.他是唯一一个我想和他说话的人。
(5) 先行词既有人又有物时，
如：They talked about persons and things that they met.他们谈论了所见的人和事物。
(6) 当句中已有who或者which时，为避免重复，
如：Who is the man that is giving us the cla? 谁将是给我们上课的人？
(7) 在there + be 的句型中，句子的主语是先行词，而且又是物，
如：There are two novels that I want to read.这有两本我想读的小说。
There is no work that can be done now.没有什么工作现在能做的了。
(8) 当先行词为主句的表语或者关系代词为从句的表语时，
如：This is the book that was bought yesterday.这就是昨天买的书。
Our school is no longer the school that it used to be.
我们的学校不再是以前的学校了。
(9) 以Here is (are)开头的句子时，
如：Here is a film that will move anyone.这是一部将使所有人感动的电影。
Here are two books that I will buy.这是我要买的两本书。
(10) It is (high)time +定语从句，
如：It is time that we should have a rest.我们应该休息了。
It is high time that they started out.他们该动身了。
只用which的场合如下：
1) 非限制性定语从句中
Last night, I saw a very good film, which was about the Long March.
昨天晚上，我看了一部好电影，是一部关于长征的电影。
2）介词放在关系代词之前时 This is my house of which the roof is red.
这个房子屋顶是红色的。
3）句中出现了that，或先行词是that时
I have found that which I was looking for.
我已经找到了我一直寻觅的东西。
区分定语从句和同位语从句
1．定语从句修饰先行词，它和先行词是修饰关系；
同位语从句说明先行词的具体内容，是补充说明的关系。
(1) The plane that has just taken off is for London.定语从句
(2) The fact that he has been dead is clear.同位语从句
2.定语从句由关系代词或者关系副词引导，关系词在句中充当成分，有时可以省略；
同位语从句主要由that引导，在句中一般不做成分；
句子也可以由when, where, how, why, whether, what等词引导，充当成分。
(1) The news he told me is true.定语
(2) The news that he has just died is true.同位
(3) The problem that we are facing now is how we can collect so much money.定语
(4) The problem how we can collect so much money is difficult to solve.同位
3.同位语从句和先行词一般可以用be动词发展成一个完整的句子，而定语从句不可以。
(1) The idea that we could ask the teacher for advice is wonderful.同位语
(2) The idea was that we could ask the teacher for advice.
(3) The fact that the earth moves around the earth is known to all.
(4) The fact is that the earth moves around the earth.
限制性定语从句和非限制性定语从句非限制性定语从
(1) 限制性定语从句是句中不可缺少的组成部分，主句和从句之间不用逗号分开。引导
句的关系代词有who, whom, whose, which, of which等，这些关系代词都不能省略。
(2) 非限制性定语从句是对主句先行词的补充说明，没有这种从句，不影响主句意思的完整，一般用逗
号把主句和从句分开，关系代词用which，不用that；
指人时可用who。
如：I have two brothers，who are both students.
关系代词as和which引导的定语从句
as和which引导非限制性定语从句，有相同之处也有不同之处。具体情况是：
1.as和which都可以在定语从句中做主语或者宾语，代表前面整个句子。
(1) He married her, as/which was natural.
(2) He was honest, as/which we can see.
2.as 引导非限制性定语从句，可放在主句之前，或者主句之后，甚至可以切割一个主句；
which引导
的非限制性定语从句只能放在主句之后。另外，as有“正如„„，正像„„ ” 的意思。
(1) As is known to all, China is a developing country.
(2) He is from the south, as we can see from his accent.
(3) John, as you know, is a famous writer.
(4) He has been to Paris more than several times, which I don’t believe.
注意：当主句和从句存在逻辑上的因果关系时，常用which。
(5) Tom was always late for school, which made his teacher angry.
3.当先行词受such, the same修饰时，常用as。
(1) I have never heard such a story as he tells.
(2) He is not such a fool as he looks.
(3) This is the same book as I lost last week.
注意：当先行词由the same修饰时，偶尔也用that引导定语从句，但是和由as所引导的定语从
句意思不同。
(4) She wore the same dre that she wore at Mary’s wedding.
她穿着她在玛丽婚礼上穿过的一条裙子。
(5) She wore the same dre as her young sister wore.她穿着和她妹妹所穿的一样的裙子。
非限定性定语从句几个注意的地方
1.which引导的非限定性定语从句来说明前面整个句子的情况或主句的某一部分。
2.在引导限定性定语从句时，that有时相当于in which, at which, for which或at which 。
Attitudes towards daydreaming are changing in much the same way that (in which)
attitudes towards night dreaming have changed.人们对白日做梦的态度正在改变，这与人们对
夜间做梦的看法的变化有非常相似之处。
I like the music for the very reason that (for which) he dislike it.
我出于某种原因喜欢这种音乐，而他恰恰与我相反。
We arrived the day that (on which) they left.
刚好我们到的那天他们走了。
3.有时as也可用作关系代词
4.在非限定性定语从句中，不能用that，而用who, whom代表人，用which代表事物.
as 的用法例
1.the same„ as；
such„as 中的as 是一种固定结构, 和„„一样„„。
I have got into the same trouble as he (has).
2.as可引导非限制性从句，常带有“正如”。
1） As we know, smoking is harmful to one"s health.
2） As is known, smoking is harmful to one"s health.
as是关系代词。1中的as作know的宾语；
2中，它充当从句的主语，谓语动词know要用被动式。
以the way为先行词的定语从句通常由in which, that引导，而且通常可以省略。
e.g.The way in which/ that/不填 he answered the question was surprising.
他回答问题的方式很惊人。
but有时也可以做关系词引导定语从句
e.g.There are very few but understand his idea.(but = who don’t )
没有几个不懂他意思的人。
Topic: Unit 2 Look at me
Teaching Content: 1.Vocabulary: eye, ear, nose, mouth, face.2.Sentence pattern: This is my eye/ear…
Teaching Aims: 1.Can listen, speak, read and write the eye, ear, nose, mouth, face about body part, and can introduce these parts of themselves body in English.
2.Understand to instruction terms of expreing touch, can listen clear, and do appropriate action according to instruct.
3.Get the correct pronunciation of new words and sentences.
Teaching Important Points: Learn words about eye, ear, nose, mouth, face.
Teaching Difficult Points: 1.The pronounce of “mouth” is more difficult, teacher can remind students appropriately, pay attention to pronounce of “th”.
2.Master the new words and sentences correctly.
Teaching Aids: 1.A sheep and about pictures of eye, ear, nose, mouth, face.2.Body language.
Teaching Procedures: Step 1 Greetings (1 minutes)
T: Good morning, boys and girls.S: Good morning, teacher.T: Long time no see.S: Long time no see, too.T: How are you, today? S: I"m fine, thank you.And you? T: I’m fine, too, thank you.
Step 2 Revision (4 minutes) Review content of last leon orally.T: Last leon, what did we learn? Do you remember?
Page 1 S: Yes, I do.T: Ok, now, you say it and I write down.S: pig, cat, tiger, sheep.T: Well down.Now, read the words, you together, one two begin.S: Read all words.T: Very good.
Step 3 Warming-up and Leading-in (3 minutes)
T: Everyone, pay attention to me, what’s this in English? S: It’s a sheep.T：Yes, it’s a sheep, a beautiful sheep.Now, if I were a sheep, I will introduce my body parts, listen to me carefully.This is my …? S: Eye.T: Yes, eye, this is my eye.Ok, today, let’s learn new content about body parts.Step 4 Presentation (15 minutes) 1.The teacher uses picture to introduce new words: eye, ear, nose, face, mouth.And lead to new words: eye，ear，nose，mouth , face.Let students learn about words fist step.2.Teach and read words: eye，ear，nose, mouth , face.Notice: The pronounce of “mouth” is more difficult, teacher can remind student, pay attention to pronounce of “th”.3.All students read words together aloud.4.Listen and touch:
According to the instruct of teacher, the teacher say: touch your eye, touch your ear… the students do action.Be quickly.5.Play a game: when the teacher says, touch your eye, ear, face…you don’t do any action, but sheep says, touch your eye, ear, face…you must do action.6.4 students come to the platform, play the game, show themselves to everyone.If someone is wrong, he or she will go back their seat, the last one is winner, the teacher will give he or she a candy bar, after cla, and clap hands for them.Step 5 Practice
(10 minutes)
1.The teacher points at myself: Good morning.I"m Mi Liao.Look at me.I introduce my body parts.Point at myself body parts and say: This is my eye.Use same method introduce: ear, nose, mouth, face.
2.Let students follow me, read and touch themselves body parts. 3.Group activity: listen and point.
Page 2 The teacher lets students practice by themselves, pair-work, and then, exchange.
4.The teacher lets some students come to the platform introduce themselves body parts.And give them encourage.5.Practice news and the sentence pattern together use body language.Step 6 Consolidation (7 minutes) Games: the teacher divides students into two groups, the teacher says sentence, one student of a group run to platform quickly and write it down on the blackboard and read it aloud.So, he or she winner, after that, exchange other student.Like this, five times.Finally, the winner will won a award（a beautiful star）,and give encourage to failure.
Step 7 Summary ( 3 minutes) All students read new words and sentence aloud.The teacher make a summery, repeat content of this leon.
Step 8 Homework (2 minutes) Copy the new words and sentence pattern three times.
Page 3
Teaching Reflections 小学开设英语课是当代社会发展的需要，可以有效地提高我国英语水平。小学生模仿力、记忆力、可塑性强，具有许多成年人甚至中学生不具备的优越条件，小学开设英语可以发挥他们学习语言的潜力。小学开设英语课可以使小学生了解其他国家和民族的优秀文化传统，开阔眼界，扩展他们的知识，提高他们的思想品德修养，树立国际意识。因此，我市已经从小学三年级开始开设英语课，采用的是PEP教材。这套教材把语言功能、结构、话题、任务有机结合，采用了多种教学方法，并注意利用多种媒体。
本堂课中间主要还采用了课前运动，分组比赛，分组演练，游戏活动，等一系列形式来进行这节课的教学，其主要目的在于培养三年级学生对英语产生浓郁的学习兴趣。俗话说：“兴趣是最好的老师”。我要说，兴趣也是学习好英语的前提，当然任何事物都是这样。除此之外，逐步认知身体部位的新授单词以及本课的重点句型 “This is my…”。
因为每一个环节的紧凑安排，合理的分散重，难点等环节，使学生不自觉的在欢快的氛围当中已经做到了学以致用，这也是我的目的所在。不过，我觉得在一些细节操作上仍然有所欠缺。在小组练习句型游戏时，学生对新句型掌握不太牢固，因而有些学生说出来的时候不是那么准确。在以后的教学中，我会努力加强个人文化知识的学习以及让学生有效及时地掌握理解新知识，巩固旧知识，让课堂变得更加生动形象有趣。
Page 4
七下第二单元教案
第一课时（Section A 1a-2c）(Listening & speaking )
Language functions: Is there a bank near here? Yes, there is.It’s on Center Street.
Where is the supermarket? It’s next to the library.
It’s between the restaurant and the supermarket.
Vocabulary: post office, park, bank, supermarket, pay phone, street , acro from , in front of ,behind, there, avenue, bridge, Acro, acro from, next , next to ,between, front, in front to, behind
Important point: Is there a supermarket ? Yes, there is ./No, there is not where is ……? It is in front of ……
Difficult point: Is there a supermarket ? Yes, there is ./No, there is not where is ……? It is in front of ……Learn to ask for and give directions in conversations.
Ability target:
Train students’ listening and speaking skills.Train students’ communicative competence.
Emotion target:
All the buildings make our city beautiful.Thank the designers and the workers.
Thanks for their hard work.
Teaching steps:
Step1 Warming-up and revision 1 .Enjoy the chant of Grade 6’s Unit 2(以小学熟悉的chant能快速地引起学生的兴趣，让他们迅速地投入
上课状态，同时此chant为后面做好铺垫)
Where is the post office ? Next to the hospital.Where is the hospital? Next to the cinema.Where is the cinema ? Next to the bookstore .Where is the bookstore ? Go straight ahead.2.Greeting &revise Unit 1 Where are you from? What language can you speak?
Where do you live?
I live in China/Zhejiang/Pingyang/--- Then ask ―What’s this ?‖---It’s a map .---Yes .It’s a map of China.Is this a map?
(Show the map of 1a) Step2 word-teaching 1.Direct Ss’attention to the picture on the screen and ask Ss ―What’s this?‖,present the names of the places on the board.（用ppt引出地点，学生可以更直观地感知并掌握单词）
2.Give plenty of opportunity for both choral and individual repetition of the new words.（中学生爱表现自己，这步设计可以更好地让学生学习英语的乐趣）
Step 3.Match ,listen and pratice
1.Finish 1a then check.
2.Do 1b listen and check.（提高学生听的能力）
3.Work in pairs，then ask two pair to act (让学生在使用中学习英语，以增强信心)
Step 4.Teach the prepositions 1.Revise -Where is the soccer ball?（温故而知新）
It’s in/on/under the box.
2.Teach It’s near/next to /behind/in front of /acro from/between –and--（让学生更好地理解这些介词的
意义）
3.Put the prepositions on the board, have Ss repeated.
4.Finish 2a then check 4-6-2-3-5-1 5.Show the picture one by one by asking and answering
--Where is the pay phone?
--It’s on/- the Green Street（及时复习巩固）
Step 5.Listening 1.Reading the words &sentences before listening （培养学生的听力技巧） 2.Play the tape ,listen & check（及时反馈，即使评价，提高学习效率）
Step 6.Consolidation and pairwork 1.Fill the blank ,then check （提高上课学习效率，巩固新知识）
2.Pairwork : Where is the---? It’s acro from/ next to/ between… and …/ on/in front of/behind---（提高学生听说与交际能力）
Step 7.Homework 1.Pair works，two students draw the map, one acts as a policeman, the other acts as a a person who is
ask the way.2.Draw a sketch map of your home to school or the way to your partner.
3.Finish homework 2-1,2 Blackboard design
-Is there a...? post office -Yes,there is.It’s on...street./ library
No,there isn’t.hotel
-
Where is the ----? restaurant -It’s on/in front of / behind/acro from/ bank Near/next to /between—and-- supermarket
park
pay phone
第二课时（Section 3a-4）(Reading & speaking )
一．Teaching Aims and Demands
1.Ability Object
Train students’ listening and speaking skills.Train students’ communicative competence.
2..Language goals:
learn to ask for and give directions on the street .
3 Moral objects On weekends or holidays, invite your friends to your house to have a good time.4.Teaching Key points: Review the key words in this unit
二、Teaching steps: Step 1.Warming-up and revision
Daily Greeting
Step 1.Warming-up and revision（温故而知新）
Daily Greeting（融洽师生之间的关系） Is there a post office near your house ?
……
Where is ---?Then ask some questions about the picture of 3a
Step 2.Pesentation.（传授新知识） --Is there a supermarket in the picture?
---Yes it is .--Where is it?
---It’s between the hotel and the post office.
--- There is a traffic sign.What does it mean?---It means ―Turn left ‖
What other traffic signs do you know? What do they mean?,In the same way present turn lright、/take the...turning.go straight Go up/go down/on the left /right /on your left /right
step 3.Reading and speaking
1.Read the conversation and find Paul and Nancy in the picture .Then show the position （训练学生的听说读的能力）
2.T—Paul SS—Nancy Ask and answer Can you draw the line.?Who can ?
Show the line.3.Work in pairs step 4.Work on 3b （巩固新知识，加强英语的综合运用能力）
1.Work in pairs (T-go around to guide the student )
2.Ask some pairs to act Step5.Summary and Consolidation
1.Summary （学习方法指导，加强培养学生的自主学习能力）
-Excuse me.Is there a/an … near here?
-Yes, there is./ No, there isn’t.
-Where is the …?
-Just go straight and turn left.
It’s down Bridge Street on the right.
It’s …behind next to between … and …
acro from in front of
on
-Thank you very much.-You’re welcome.
2.Pairwork Who is the most warm-hearted policeman?（提高学生的听说与交际能力）
--Excuse me.Where is the bank ? -- go straight down Center Street, turn left at Xingfu Street There is a bank on the right.It’s next to the bookshop…
Step 6.Gueing Game.（游戏是学生喜欢的活动形式，其可以增加学习英语的趣味性）
Goal: This activity provides an oral review of where a place is.Procedures: Invite a student to come to the front of the claroom.And then describe a place which the
student are familiar with.
For example, he or she may say, it is on Center Street.It’s next to the supermarket.While he or she is describing the rest take turn asking .Is it a school ? Is it a pay phone? Etc. The game goes on until they can gue it.(提高学生综合运用英语的能力)
Step 7 Homework （作业是课堂的延续）
1.Summary the sentences of asking and directing the direction 2.Write down the route from your home to your school..Draw a picture of your ideal neighborhood. Make up a dialog between a police officer and a paer-by.
Blackboard Design
-Excuse me.Is there...? go straight Where is ...? turn left
Which is the way to ...? turn righ t
Can you tell me the way to ...? take the...turning
第三课时（SectionB 1a-4b）(Listening Reading &writing )
一、Teaching aims 1.Vocabulary:
open, dirty, old, market, quiet ,house,welcome ,garden, enjoy, walk through ,beginning,tour, visit, place,
have fun ,if hungry, 2.Ability target: Train students’ listening ,speaking ,reading &writing skills.
Train students’ communicative competence.
3.Moral Object Everyone in school take the responsibility to keep our environment clean and tidy.
二、Key Points Key Vocabulary.Target language
三、Teaching difficulties 1..Practice the adjectives using the target language, 2.Train students’ listening ,speaking ,reading &writing skills.
3.students’ communicative competence.
四、Teaching steps: Step 1.Warming-up and revision Enjoy an English song （用歌曲自然地把学生引入课堂，且能激起学生学习英语的兴趣）
Greeting.（融洽教师与学生之间的了解，融洽彼此的关系）
Draw a stick-figure picture on the screen,have Ss say the routes between places.Point to two supermarkets.one is big,one is small, have Ss tell the difference, elicit the two adjectives big、small from
Ss.（自然地导出新课的内容）
Step 2.word-teaching
.Show three pairs of items,elicit the three pairs of antonyms.clean-dirty new-old queit-busy
.Reinforce with examples Ss familiar with,for example our cla is clean,but the W.C is dirty,etc.（在使用
中学习英语，在学中用，体现了新课程的理念）
.Refer to 1a,2a, in Section B.
Step3 .Listening
Work on 2a,2b.（训练学生的听力，以提高他们听的能力）
Check the answers in 2b by asking one student to draw the map of Michaels’ neighborhood on the board.
Step 4.Reading （加强学生阅读策略的培养，并为下一步的写打下基础）
1.Ask Ss ―Do you have a school trip?‖ ―Do you want to have a school trip?‖―Why?‖etc.Elicit the new
words and phrases.2.work on 3a Before-Reading .Tell Ss that it’s importannt for us to get information from a tour guide if we want to have a tour.Ask Ss ―What information can you from a tour guide?‖elicit answers from Ss.(take notes as Ss answering) the
place to visit: the way to the place: how to go to the place:
how is the place: While-Reading .Have Ss look at the lists of the items on the board and find the information about in 3a section B.
.Have one student put the answers on the board..Tell Ss to read the paage aloud,go around and monitor them and help with pronunciation.
After-Reading .Say―I don’t live in Yuyang , tell me some interesting places in Yuyang ?‖.Elicit information from Ss,
Step 5 working on 3b&writing
1.working on 3bthen check （提供一些阅读信息，提供写导游指南的素材）
2.Tell Ss to chooose one of the places and write down the four items of the place,and try to link the
information into a tour guidar..Select some tour guides from Ss at random,check them on the screen,have Ss judge the best one.
Step 6.Homework（温故而知新）
1.Pair works，two students draw the map, one acts as a policeman, the other acts as a a person who is
ask the way.2.Draw a sketch map of your home to school or the way to your partner.
Blackboard Design
clean dirty welcome garden district new old take a walk through quiet busy beginning hungry
...
Period 4 (Revise of Unit 2） 一．Teaching Aims and Demands
1.Knowledge objects
Review all the key words presented in this unit.
Read an e-mail and draw a route
2.Ability Object
Train Ss’ Reading and writing skill.
3 Moral objects On weekends or holidays, invite your friends to your house to have a good time.4.Teaching Key points: Review the key words in this unit
Teaching steps:
Step 1.Warming-up and revision
Enjoy an English song （提高学生的学习兴趣）
Greeting.
Step2 work on shelfcheck -3.1 Scan and find the answers to these questions.（培养快速阅读的能力）
(1)When is he arriving? (2)Does he know the way? (3)What does Mike do? 2.Read an e-mail and draw a route 3.read aloud then fill the letter of Jenny（训练学生英语写作的能力）
Step 3 Summary
1.Summary:（培养学生及时总结的能力，并做一定的示范）
Asking the Way：
Excuse me .Is there a …near here?
Where is the nearest …?
Can you tell me how I can get to the…? Can you tell me how to get to the …? Could you tell me the way to the …, please?
Which is the way to…?
Do you know the way to…
Showing the Way:
Go down this street./ Walk along this road.
Take the first turning on the right./
Turn left at the first turning.It’s on your right/left./ It’s next to …
It’ll only take you about 10 minutes if you walk there.
Step 4 Pairwork （灵活运用所学词汇和句型，培养学生的观察力和对信息的整合能力，训练学生的口语表
达能力和演讲技巧）
---Excuse me ,where is ----/Is there a ---
Work in pairs ---act
Step 4 Exercise （目的：复习巩固相关词汇与句型；
激发同学之间用英语相互交流的欲望，增强学生的学
习兴趣，增进同学之间的友谊）
1. Fill in the blanks
1.There’s a cinema next ____ the shop.
2.____ the left side of the room, there’s a desk.
3.－I’m sorry I can’t help you.－_______________________________.
4.Please come to the front and stand ____________ the cla. 5.A: ________ _______, where is the nearest police station, please?
B: I’m _______, I don’t know.Please ________ that man.
A: Thank you _______ ________ _______.Excuse me, where is the police station, please?
C: _______ over there, next ________ the post office.
A: Thank you ________ _______.
C: Not ________ _______.
6.A: Excuse me.Which is the____ to East Park, please?
B: Let me see.Er, walk _______ this road and ____ right.Go ____ until you _____ the end.You’ll
___ the park in front of you.
7A: Excuse me.Can you tell me ____ to the post office, please?
B: Sure.Go ____ this street and ____ right.Then you’ll see a tall building.That’s the _____ ____, and it s between the zoo ____ the fruit shop.You can’t _____ it.
A: Is it ____ from here?
B: No, it s quite near.It’ll only ____ you about 10 minutes if you walk there.
A: Thanks a lot.
B: You’re welcome.
答案见课件 Step 5.Homework（）
? 1 .Write a letter to your friend who will visit you but he doesn’t know the way .
? 2.Finish the exercises below : 1.请问，去车站怎么走？Excuse me.Could/ Can you tell me the way to the station?
2.请问，去警察局怎么走？
Excuse me.Which is the way to the police station? 3.请问，去动物园我该走哪条路？ Excuse me.Which way shall I take to the zoo?
4.劳驾，最近的邮局在哪儿？
Excuse me, where is the nearest post office?
5.请问，你能帮我找到那家水果店吗？
Excuse me.Could/Can you help me find the fruit shop
6.劳驾，往第十四中学怎么走？ Excuse me.How can I get to No.14 Middle School?
7.劳驾，附近有医院吗？ Excuse me.Is there a hospital near here8.劳驾，去书店怎么走
Unit 7 Will people have robots ?
Topic: Life in the future I.Teaching Aims: 1.Knowledge Aims: 1.Enable students grasp the following words and phrases.Words: paper, pollution, future, environment, planet, earth, part, peace ,sea… Phrases: play a part, space station, over and over again, hundreds of 2.Enable students grasp the future tense structures: A: What will the future be like? B: Cities will be more polluted.And there will be fewer trees.Kids will study at home on computers.They won’t go to school.
Will people use money in 100 years? Yes, they will./ No, they won’t.2.Ability Aims: 1.Learn to talk about the future with will.2.Learn to make predictions.3.Emotion aims:
Learn to study hard and protect environment.II.Teaching important&difficult points
1.What do you think life will be like in 100 years? 2.There will be more pollution.III.Teaching methods: Listening, speaking, and practicing Task-based teaching approach and cooperative investigation IV.Teaching Aids: Electronic whiteboard, Multi-media V.Teaching procedures: Step 1: Lead-in 1.Greetings 2.Free Talk: Show some pictures about myself—my past, my present and my future.This may help Ss compare and know the future tense.Then, ask a question and let them talk about: How will your life be different in ten years?
Collect Ss’ answers and say something about their predictions .Then, present the sentence structure about future.
Step 2: Pre-task
Show some videos about robots and ask Ss to look at the pictures on P49 .And ask: 1)What are they talking about? 2)Can you describe the two small pictures? 3)Do you thing these situations are happening now or will happen in the future? Then, ask Ss to imagine the future world.Ss try to use the future tense to expre their views as more as they can.If they can’t imagine, pictures will give them clues.Ask: What will the world be like in 100 years? Can you see anything about it?
Step 2: 1a Ss read the predictions in 1a.Check A for agree and D for disagree.Finish 1a.Practice the prediction sentences and transform them into different patterns of sentences then make affirmative answers and negative answers.Ss can use future tense better and ask them to make more predictions.
Step3:Listening Play the recording for Ss and circle the predictions they hear in 1a.Play the recording again and check the answers with Ss.
Step4:pair work Let Ss ask and answer questions above.Then make their own conversations with partners.
Step5:Show time Play a section of film Walle—it’s a fiction movie about future world, ask Ss to watch it carefully.Discu and prepare by themselves(If it is neceary, I’ll give them some help).Then ask some of Ss come to the blackboard and show their results.
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