教师需要将课本中的核心内容整理到教案课件中。如果课本中没有写，那么教师需要尽快完成。编写一个精心制作的教案可以帮助学生主动学习。要编写一个教案课件，需要遵循哪些步骤呢？我们将从不同的角度对“定语从句课件”进行分析和详细讨论。希望这篇文章能够对您有所帮助！
定语从句课件 篇1
1 . 关系副词在定语从句中做状语
2 . as引导的非限制性定语从句的位置比较灵活，可以放在主句前，也可以放在主句后，还可插在主句的中间;而which引导的非限制性定语从句只能放在主句之后。例如：
3 . Aseverybodycanseeaswasusual
4 . the restaurant where we had our lunch last time is in tha th street
5 . Theearth,asisknowntousall,turnsaroundthesun
6 . Wetalkedaboutthepersonsandthingsthatwecouldremember
7 . HeisgoingtovisitourschoolinApril,whenhewillgive/deliverusalectureabouthowtolearnEnglish
8 . as和which引导的非限定性定语从句的比较：
9 . ②先行词被序数词或形容词的最高级所修饰时
10 . ThustheArabUmayyeddynastyofcaliphs,whichhadmovedthecapitalfromMedinetoDamascusin,cametoberegardedwithmuchjustificationasaparasiticcliquethathadoutliveditsusefulnessoncetheconquestswerecompleted
定语从句课件 篇2
1 . iamtheonewhowrotetoyou
2 . (介词＋which可以代替where
3 . Thefirstlesson(thatIlearnedwillneverbeforgotten
4 . Thatsthereasonforwhichhewaslateforschool
5 . ashasbeensaidbeforeasisreported
6 . (Istillrememberthedayswhich/thatwespenttogether
7 . Asweallknow,hestudiesveryhard
8 . TheyoungladyactverywellWetalkedaboutherjustnow
9 . Theyoungladywhowetalkedaboutjustnowactsverywell
10 . AscanbeseenasIexpected
定语从句课件 篇3
一、非限制性定语从句与限制性定语从句的区别
限制性定语从句，顾名思义，是对先行词从本质或特征上进行限制的一种定语从句，它所修饰的词代表一个(些)或一类特定的人或事、物。
例如: A man who doesn’t want to learn from others can’t achieve much. 一个不向别人学习的人是不能指望有多大成就的。 A man被限定后，指一类特定的人。
限制性定语从句是不能去掉的，否则剩下的部分就失去意义而不能成立。非限制性定语从句则不然，它只对所修饰的词作进一步的说明，去掉之后并不影响整个句子的含义。在形式上，非限制性定语从句与主句之间通常必须有逗号隔开。
例如: Finally we visited the Giant Yangtze Gorges Dam， which is the greatest key water control project in the world at present.
最后我们参观了长江三峡大坝，它是目前世界上最大的水利枢纽工程。
本句若去掉定语从句，主句部分的含义仍然完整。历年的高考题中，非限制性定语从句是出现频率最高的考点之一，因此值得我们注意。
二、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。
例如: That Peter will marry Alice， which has not been announced yet， has spread around.
彼特要娶爱丽斯这件事还没宣布，却已被传得沸沸扬扬。
句子中的which指代“彼特要娶爱丽斯”这件事。
三、除which外，还可用when， where， who，whom等关系副词或关系代词引导非限制性定语从句。
例如: After graduation， I decided to stay in Chongqing， where I spent my childhood and four years of college life. 毕业后，我决定留在重庆，在那里我度过了我的童年和四年大学生活。 Albert Einstein left Germany for the United States during World War II， when Jews were badly treated in Germany. 第二次世界大战期间，爱因斯坦离开德国去了美国，那时犹太人在德国受到极大的歧视。 注意:that不能引导非限制性定语从句。
四、在限制性定语从句中，如果先行词作宾语时，引导词可以省略;
但引导非限制性定语从句的引导词不能省，同时关系代词whom不能用who替换。试比较: The American journalist (whom / who) the announcer mentioned in the news broadcast is said to have been killed by the gangsters. 播音员在新闻广播中提到的那位美国记者据说已经被匪徒杀害了。 He was eager to go to the hospital to see his stepmother， whom he loved and respected as his own mother. 他急于想去医院看望他的继母，他像对亲生母亲一样爱戴和尊敬她。
巩固性练习:
从A、B、C、D中，选出可以填入空白处的最佳选项。
1. She heard the terrible noise， _____ brought her heart into her mouth.
A. it B. which C. this D. that
2. Dorothy was always speaking highly of her role in the play， ____， of course， made the others unhappy. A. who B. which C. this D. what
3. The weather turned out to be very good，____ was more than we could expect. A. what B. which C. that D. it
4. Recently I bought an ancient Chinese vase，____ was very reasonable. A. which price B. the price of which C. its price D. the price of whose
5. The youngest nurse has worked for 30 days in the SARS hospital， ____ she spent her 19th birthday. A. that B. which C. where D. and
(答案bbbc)
定语从句课件 篇4
1 . asyouknowasisexpected
2 . He,whoknowsnothingbutPtendstoknoweverything,isindeedagood-for-nothing不懂装懂,永世饭桶。
3 . 关系代词在定语从句中作主语时，从句的谓语必须与先行词保持人称和数的一致。例如：
4 . YesterdayImetLiPing,whoseemedtobeverybusy
5 . Thisisthemanthat//whohelpedme
6 . =ThepersontowhomyoujusttalkedisMrLi(介词后whom不能省略
7 . Hehadmanyfriends,manyofwhomhadbeenintheuniversities
8 . Hethattravelsfarknowsmuch行万里者,见多识广。
9 . ThisisthefactorywhereIworked
10 . that/whichweareinterestedin
定语从句课件 篇5
1 . DoyouknowthewomanwhosenameisMary
2 . ThisisthebookonwhichIspentyuan
3 . (Isthisthefactory_______wevisitedlastweek?
4 . (介词＋which可以代替when
5 . 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。
6 . ⑥先行词既有人又有物时
7 . Beijingistheplacewhere(inwhichIwasborn北京是我的出生地。
8 . whom指人,作宾语
9 . Hisfatherdiedtheyear(that/when/inwhichhewasborn他父亲在他出生那年逝世了。
10 . 将两个句子中相同的名词其中一个去掉,将整句挪到那个完整句子的后面,再在中间添上先行词（关系代词关系副词）即可
定语从句课件 篇6
一、设计背景
1． 初步掌握及运用定语从句，如让学生用定语从句来完成对人物喜欢的人物进行描述，如I like music that I can dance to. She is the only one who’s studying French.等。
2． 本课的学习任务就是能初步掌握及运用定语从句，为了使学生顺利地完成教学任务，教师以学生为主体，为学生设计了几个以他们的认知水平出发的符合生活实际的他们感兴趣的一环扣一环的子任务，每个子任务紧紧围绕总任务展开，再深入，在一个一个完成任务的活动中培养学生的能力。
二．教学目标
（1）语言目标：能用定语从句较自如地描述及谈论人和物。在活动中训练学生的听力，口头表达能力，培养学生的观察，想象和创造力。
（2）情感目标：促进同学间积极合作交流，发展同学间的友谊 。
2．教学方法 ：多媒体的运用能创设真实的语言情景，学生也很感兴趣，极大地鼓动了学生学习英语的积极性，而且呈现在课堂上能使教学更生活化，也更直观和具体。
三、教学方法
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。
四、学法指导、自主学习、合作学习
五、教学过程
第一环节： 观察以下例句：
1.The red pen is broken.
2.The pen on the desk is broken.
3.The pen that I bought yesterday is broken.
导入：通过对定语的理解，导入定语、定语从句的概念，定语：用来修饰名词或代词的词、短语或句子，当修饰词是一个句子时被称为定语从句。通常置于它所修饰的词之后，这种被修饰的词叫做先行词，引导定语从句的关联词为关系代词和关系副词，关系代词在定语从句中可用作主语、宾语、定语等，关系副词在定语从句中只用作状语。
例句分析：
I like to have friends who are like me.
I like to have friends who are different from me.
He is the only one who is studying French.
Be careful of the person who doesn’t speak and the dog that doesn’t bark.
You can’t wake up a person who pretends to sleep.
He who can’t get to the Great Wall is not a true man.
I like musicians who play different kinds of music.
Another that he found very difficult is grammar.
The other day, my friends and I talked about the rules that we have in school.
Being a professional athlete is the only thing that I have ever wanted to do.
I like music that I can sing along with.
I like music that has great lyrics.
I like music that I can dance to.
得出结论1)当先行词是物时
a. 关系代词代替先行词在定语从句中作主语时，用which/that引导，且不能省略.b. 关系代词代替先行词在定语从句中作宾语时，用which/that引导，且可以省略.
2)当先行词是人时
a. 关系代词代替先行词在定语从句中作主语时，用who/that引导，且不能省略.b. 关系代词代替先行词在定语从句中作主语时，用who/that/whom引导，且可以省略.
第二环节：在学生对定语从句有了初步的了解后，创设情境，学以致用，让学生分组活动，根据多媒体呈现的情境，有创造性地造句：
This is a singer who/that …
who is a boy.
who is very shy.
who writes his own songs.
who has a song calledQinghuaci.
Who I like best.
It’s an animal that/which is very strong.
It’s an animal that/which has long nose and big ears.
It’s an animal that/which I like very much.
第三环节：在学生对一般的规律都把握好以后，把学生的易错点和定语从句的考点呈现在屏幕上，让学生仔细观察并作出总结，该环节设计得很好，很好地训练了学生的观察能力和主动探究的能力，效果较好。
仔细观察：你会发现什么？
1) I prefershoesthat are cool.
2) I likea pizzathat is really delicious.
3) I lovesingerswho are beautiful.
4) I havea friendwho plays sports.
学生观察后得出的结论为：
who/that在定语从句中做主语时,谓语动词的单复数应与先行词保持一致。
定语从句课件 篇7
1 . thebookthatyouborrowedfrommeyesterdayishelens,notmine
2 . 嵌套式定语从句是指一个句子中定语从句套定语从句的情况。这种结构中的定语从句其实和自由式定语从句基本相似，拆开来也是一个独立的定语从句，只不过一个定语从句在另一个定语从句之中而已。因此，其翻译也与简单的定语从句相同。这里也仅举一例加以说明：
3 . Thisisthelasttime(thatIshallgiveyoualesson
4 . Whichofusthatknowssomethingaboutphysicsdoesn’tknowthis?
5 . ③先行词被all,any,every,few,little,no,some等不定代词修饰时
6 . Theearthturnsaroundthesun,whichourparentsoncetolduswhenwewereveryyoung
7 . HelaughedatthegirlThegirlshairwasyellow
8 . 限定性定语从句是先行词在意义上不可缺少的定语,如果去掉,主句的意思就不完整或失去意义这种从句和主句的关系十分密切,写时不用逗号分开
9 . Thehouse(that//whichweliveinisnotlarge
10 . Thisisthefactorythat/whichIvisitedlastweek
定语从句课件 篇8
复合句（定语从句、名词性从句、状语从句）
定语从句
考点一 关系代词引导的定语从句
1．whose是一个表示所属关系的词，在定语从句中作定语，of which可以代替whose指物，词序一般是名词＋of which或of which＋名词。of whom 可以代替whose指人，词序是名词＋of whom。
2．which，that所代替的先行词是表示事物的名词或代词，在从句中可作主语、宾语等。先行词既有人又有物时，关系代词用that；which代指前面整个句子内容。
3．who，whom，that这些词代替的先行词是表示人的名词或代词，在从句中可作主语、宾语等。
考点二 介词提前了的定语从句
1．与定语从句中的动词构成搭配。2．与定语从句所修饰的先行词构成搭配。
3．of＋which/whom表示所属关系。(表所属关系也可用whose)考点三 关系副词引导的定语从句
1．关系副词在定语从句中作状语，when指时间，where指地点，why指原因，在定语从句中分别作时间状语、地点状语和原因状语。
2．先行词是时间名词或地点名词时，如果在从句中不作状语，则不能用when或where引导定语从句，而要用which/that。
考点四 先行词为point, situation, case等的定语从句
point，situation，case，activity等，从表面上看它们不是表地点的，但却表示类似地点的意义，因此它们作先行词时，如果引导词在从句中作状语，那么这个引导词要用where；如果不作状语，则用关系代词that/which。
名词性从句
考点一 主语从句
主语从句在主句中作主语，位于主句谓语动词之前，但多数情况下由it作形式主语，而把真正的主语放在句子的后面，其句型结构为：It＋be＋n./adj.＋that/whether/why/when＋从句。考点二 同位语从句
1．同位语从句常放在fact，news，idea，truth，hope，problem，information，belief，thought，doubt 等名词的后面，是对前面的名词作进一步的解释，说明前面名词的具体含义。2．同位语从句与定语从句的区别：
同位语从句是对前面名词的内容作进一步的解释、说明，引导词只起引导作用，不在句中作任何成分，一般不可省略。定语从句是对前面名词进行修饰、限制，引导词在句中作一定的句子成分。考点三 表语从句
表语从句在句中作表语，位于主句的系动词之后。引导表语从句的连词有that，whether，as if；疑问代词有who，what，which；疑问副词where，why，when，how等。考点四 “疑问词＋ever”与“no matter＋疑问词”的区别
“疑问词＋ever”与“no matter＋疑问词”虽然都有“无论……”的意思，但是用法有区别：“疑问词＋ever”既可以引导名词性从句也可引导状语从句，而“no matter＋疑问词只能用来引导状语从句。
状语从句
考点一 时间状语从句
1．表示时间的状语从句可以由when，whenever，as，while，before，until，ever since，as soon as等词引导。
【温馨提示】when可表原因，意为“既然”。
How can you expect to learn anything when you never listen? 既然你什么也听不下去你怎么期望学东西呢？
2．as soon as，immediately，directly，instantly，the moment，the minute，the instant，no sooner...than...，hardly/scarcely...when...和once(一……就……)这些从属连词引导的从句都表示从句的动作一发生，主句的动作随即就发生，常译为“一……就……”。从句中用一般时态代替将来时态。
3．no sooner...than和hardly...when引导的从句表示“刚……就……”。主句中的动词一般用过去完成时，从句用过去时。若把no sooner, hardly提到句首，主句须倒装。考点二 条件状语从句
1．通常由if，unless如果不，除非，as(so)long as 只要，in case “结果，万一”等连词引导。2．由on condition(that)；provided(that)；providing(that)(假若；倘使)；supposing(that)等引导的条件状语从句。考点三 地点状语从句
1．通常由连词where和wherever引导，从句可位于主句之前，也可位于主句之后。2．地点状语从句在句首时常兼有抽象条件意味。Where there's a will，there's a way.有志者事竟成。考点四 让步状语从句
1.由although，though，as引导的状语从句although和though同义，用法基本相同。前者较正式，多置于句首；后者较通俗、口语化。
【温馨提示】 as引导的让步状语从句多用于书面语，语序要倒装。Child as he is, he knows a lot.尽管他是个孩子，但是他知道得很多。
2．even if, even though表示“即使，纵然”，有退一步设想的意味，多用于书面语中。3．whether(...or)引导让步状语从句，提供两个或两个以上的假设。4．由疑问词＋ever引导让步状语从句。考点五 原因状语从句
原因状语从句常用because, since, as, for引导，还可用now that(既然)，considering that...(考虑到……)，not that...but that(不是因为……而是因为)等引导。考点六 结果状语从句
结果状语从句由so that, so...that, such that, such...that等词引导。
复合句专项练习
1.The school shop, ________ customers are mainly students，is closed for the holidays.A.which
B.whose
C.when
D.where 【解析】答案：B 句意：这家校内商店放假时关门，它的顾客主要是学生。考查定语从句。本句没有并列连词也没有从属连词，故可判断逗号后面是非限制性定语从句；本句先行词是the school shop，还原到从句后为：The school shop’s customers are mainly students.因此选B，用whose引导定语从句，关系代词whose在从句中作定语。
2.The old town has narrow streets and small houses ________ are built close to each other.A.they
B.where
C.what
D.that 【解析】答案：D 句意：这个古老的小镇拥有建造得彼此靠得很近的狭窄街道和小房子。本题考查定语从句。先行词是narrow streets and small houses，还原到从句中作主语，所以用关系代词that。A和C不能引导定语从句；B是关系副词，不能作主语。3.Julie was good at German, French and Russian, all of ________ she spoke fluently.A.who
B.whom
C.which
D.that 【解析】答案：C 句意：Julie擅长德语、法语和俄语，所有的(三门语言)她都说得很流利。先行词为German，French，Russian，代入定语从句后为：She spoke all of the three languages fluently.由此可见，先行词在定语从句中作of的宾语，先行词指“物”，且介词提前，故用which。4.Mother bought many tomatoes from the market two days ago, ________ some have gone bad due to the bad weather.A.of those
B.from which
C.of which
D.in which 【解析】答案：C 考查定语从句。此处表示“其中的一些西红柿”，故用“介词＋关系代词”引导非限制性定语从句。
5.As a teacher, I seldom give my students so difficult a problem ________ they cannot work out.A.that
B.if
C.in order that
D.as 【解析】 答案：D 句意：作为老师，我很少给我的学生难以解决的问题。先行词为so difficult a problem，代入定语从句后为：They cannot work out so difficult a problem.由此可见先行词在定语从句中作宾语。“so或such＋名词”作先行词、且先行词在定语从句中作主语、宾语或表语时，需用as引导定语从句。本题易误选为A项，用that引导状语从句，但状语从句应是完整的，所以，如选A项，题干应该为：As a teacher，I seldom give my students so difficult a problem that they cannot work it out.作为老师，我很少给我的学生如此难的问题以至他们不能解决。
6.It is still under discussion ___ the old bus station should be replaced with a modern hotel or not.A.whether
B.when
C.which
D.where 【解析】答案：A 本题考查名词性从句。句意：那个旧公交车站是否应该被一家现代化宾馆所取代仍在讨论中。“It”作形式主语，“________ the old bus station should be replaced with a modern hotel or not”作真正的主语。根据句意及题干中的“or not”可知答案为whether，“whether...or not”在名词性从句中意为：是否。
7.She is very dear to us.We have been prepared to do ________ it takes to save her life.A.whichever
B.however
C.whatever
D.whoever 【解析】答案：C 句意：她对我们弥足珍贵。我们已经准备好尽一切努力挽救她的生命。这里的whatever既作take的宾语，也引导do后的宾语从句。
8.Being angry is OK, but knowing how to tell someone ________ made you angry is important.A.that
B.which
C.why
D.what 【解析】答案：D 考查名词性从句。句意：生气没什么，但是知道如何告诉别人什么导致你生气是很重要的。tell someone之后是宾语从句，且从句缺少主语，因此空处填what。9.In recent years, there has been a heated argument about ________ it is necessary for children to learn English from an early age.A.whether
B.if
C.what
D.that 【解析】答案：A 考查宾语从句。空白处在介词about之后，表示“是否”之意，且在介词之后引导宾语从句，只能用whether，介词后通常不用if引导宾语从句。
10.The whole family were worried about Jane because no one was aware ________ she had gone.A.that where
B.of the place which
C.of what
D.of where 【解析】答案：D 句意：全家人都为詹妮担心，因为没人知道她去哪里了。be aware of知道，为固定搭配；where引导的从句作介词of的宾语。
11.He had no sooner finished his speech ________ the students started cheering.A.since
B.as
C.when
D.than 【解析】答案：D 本题考查固定句式。句意：他刚做完演讲，学生们就开始欢呼起来。no sooner往往与than连用，意为：一……就……。故答案为D项。
12.As is reported, it is 100 years ________ Qinghua University was founded.A.when
B.before
C.after
D.since 【解析】答案：D 考查状语从句。句意：据报道，自从清华大学成立已经有100年了。这里用句式“It be＋一段时间＋since引导的状语从句”表示“自从……(到现在)有多长时间了”。
13.No matter how ________, it is not necessarily lifeless.A.a desert may be dry
B.dry a desert may be C.may a desert be dry
D.dry may a desert be 【解析】答案：B 本题考查让步状语从句。句意：无论沙漠可能会多么干燥，那里也未必没有生命。“no matter how＋形容词/副词＋主语＋谓语”构成让步状语从句。四个选项中只有B项符合要求。
14.Having checked everything, he sat down to do his homework, ________ he heard a lightening strike the electricity pole in the backyard.A.for
B.when
C.or
D.but 【解析】答案：B 考查连词。句意：检查了所有的东西之后，他坐下来开始写作业，这时他听到闪电击中了后院的电线杆的声音。此处用when表示“这时”。
15.If you are traveling __ the customs are really foreign to your own, please do as the Romans do.A.in which
B.what
C.when
D.where 【解析】答案：D 句意：如果你正在一个风俗迥异的地方旅行，请入乡随俗。where引导地点状语从句；A项in which在定语从句的引导词，缺少先行词，所以不正确。16.--Could you please cut the price a little?--Er...________ you buy more than ten.A.even if
B.so long as
C.in case
D.as soon as 【解析】答案：B 句意：— 你能降一点价吗？— 呃……只要你买十个以上。so long as只要；even if即便，即使；in case以防万一；as soon as一……就……。
17.It was foolish of you to take a taxi ________ you could easily walk there in five minutes.A.though
B.as long as
C.so that
D.when 【解析】答案：D 考查连词。句意：你五分钟就可以走到那儿的，可你还打的去，真是太傻了。根据语意可知此处用when引导状语从句，意为“既然，考虑到”。though意为“尽管，虽然”；as long as意为“只要”；so that意为“为了”，都不符合题意。18.________ one is fully prepared, out door sports can sometimes mean injuries.A.Until
B.Because
C.When
D.Unless 【解析】答案：D 考查连词辨析。句意：要是没有充分准备的话，户外运动有时会意味着受伤。根据语意选D项，表示“如果不……；除非……”。
19.There she was, standing exactly ________ I had left her, crying bitterly.A.when
B.that
C.where
D.in which 5 【解析】答案：C 考查状语从句。句意：她就站在我刚才离开她的那个地方悲痛地哭。where I had left her是地点状语从句。
20.The new teacher was so well organized that she began ________ we stopped yesterday so that no point was left out.A.when
B.in which
C.how
D.where 【解析】答案：D 考查状语从句。句意：这位新老师条理非常清楚，她从我们昨天停止的地方开始，没有遗漏要点。where we stopped yesterday是状语从句。21.--Could you do me a favour?
--It depends on ________ it is.A.which
B.whichever
C.what
D.whatever 【解析】答案：C what在此导宾语从句，what在宾语从句中用作表语，句意为：这要看是什么(即这要看你要我帮什么忙)。
22.________ team wins on Saturday will go through to the national championships.A.No matter what
B.No matter which
C.Whatever
D.whichever 【解析】答案：D 从句意上看，应一个表示“无论哪一个”的选项，因此B和D比较合适，但No matter which只用于引导状语从句，不用于引导名词性从句，故不能选B。23.--It’s thirty years since we last met.--But I still remember the story, believe it or not, ________ we got lost on a rainy night.A.which
B.that
C.what
D.when 【解析】答案：B that在此引导同位=语从句，修饰名词the story。此题的难点是，其中插入了believe it or not，使问题变得复杂了。
24.See the flags on top of the building? That was ________ we did this morning.A.when
B.which
C.where
D.what 【解析】答案：D what在此引导表语从句，同时what在表语从句中用作动词did的宾语，其意相当于did the thing that。
25.A warm thought suddenly came to me ________ I might use the pocket money to buy some flowers for my mother’s birthday.A.if
B.when
C.that
D.which 【解析】答案：C that在此引导同位语从句，修饰名词thought。此题的难点是，名词thought与修饰它的同位语从句被分离开了。
26.The factory was built in a secret place, around ______ high mountains.6 A.which was
B.it was
C.which were
D.them were
【解析】答案：C 容易误选A 或B, 将A、B 中的 which和 it 误认为是其后句子的主语。around which were high mountains是一个由 “介词+which” 引出的非限制性定语从句，而在该从句中，主语是 high mountains, around which是表语，所以句子谓语应用复数were，而不是用单数 was。
请做下面一组题（答案均为C）：
（1）Yesterday we visited a modern hospital, around _______ some fruit shops.A.which is
B.it is
C.which are
D.them are（2）The murder happened in an old building, beside ______ the city police station.A.which are
B.it is
C.which is
D.them are（3）Next month we’ll move to a new building, next to _______ a nice restaurant where we can have Chinese food.A.which are
B.it is
C.which is
D.them are 27.A man with a bleeding hand hurried in and asked, “Is there a hospital around ______ I can get some medicine for my wounded hand?”
A.that
B.which
C.where
D.what
【解析】答案：C 容易误选 B，认为around 是介词，选which用以代替前面的名词hospital, 在此用作介词 around 的宾语。以上语法分析并不算错，但问题是，照此分析，此句的意思即为：有没有这样一个医院，我在它的附近可以买药治我的手伤？这样的语境显然有点不合情理，因为人们通常是在医院里面治伤，而不是在医院附近治伤。此题选 C的理由是：句中的 around 不是介词，而是副词, 意为 “在附近”；其后的 where引导定语从句用以修饰其前的地点名词 hospital, 句意为：附近有没有一家医院，我可以去买药治我的手伤？ 28._____ is known to everybody, the moon travels round the earth once every month.A.It
B.As
C.That
D.What
【解析】答案：B 容易误选 A，认为此处应填一个形式主语。as 引导的是一个非限制性定语从句。比较下面一题：
_______ is known to everybody that the moon travels round the earth once every month.A.It
B.As
C.That
D.What
此题答案选 A，it为形式主语，真正的主语是后面的 that 从句。再比较下面一组题，其中第（1）题选 B，第（2）题选 D：
7（1）______ is mentioned above, the number of the students in senior school is increasing.A.Which
B.As
C.That
D.It（2）______ is mentioned above that the number of the students in senior school is increasing.A.Which
B.As
C.That
D.It 29.Our company will move to a tall building _______ has just been complete.A.which
B.when
C.how
D.where 【解析】答案：A which 在定语从句中用作主语。
30.Our company will move to a tall building _______ we worked two years ago.A.where
B.when
C.that
D.which 【解析】答案：A where 在定语从句中用作状语。
附加题
1.David is such a good boy _______ all the teachers like.A.that
B.who
C.as
D.whom 【陷阱】此题容易误选A，许多同学一看到题干中的such，再联系到选项中的 that，便认为这是考查such…… that ……句式。况且，这样理解意思也还通顺。最佳答案为C, 不是A, 因为在such…… that ……（如此……以至……）结构中，that引导的是结果状语从句，并且 that 在从句中不充当句子成分，若在上句填入 such …… that ……，句末的动词 like 缺宾语。选C 的理由如下：as用作关系代词，用以引导定语从句，修饰其前的名词 boy，同时 as在定语从句中用作动词 like 的宾语，句意为 “所有老师都喜欢的一位好男孩”。有的同学可能还会问，假若选A, 能否将其后的 that 视为引导定语从句的关系代词呢？不能，因为当先行词受到 such 的修饰时，其后的定语从句应用关系代词 as 来引导，而不用that。比较下面一题，答案为A, 因为 like 后有自己的宾语 him。David is such a good boy _______ all the teachers like him.A.that
B.who
C.as
D.whom 请再做以下试题（答案选D）：
It was not such a good dinner _______ she had promised us.A.like
B.that
C.which
D.as 2.The buses, most of _______ were already full, were surrounded by an angry crowd.A.that
B.it
C.them
D.which
【陷阱】容易误选 C, 用 them 代指 the buses。最佳答案是D。most of which were already full为非限制性定语从句，修饰 the buses。类似地，以下各题也选D。
8（1）His house, for _______ he paid $10, 000, is now worth $50, 000.A.that
B.it
C.them
D.which（2）Ashdown forest, through _______ we’ll be driving, isn’t a forest any longer.A.that
B.it
C.them
D.which
（3）This I did at nine o’clock, after _______ I sat reading the paper.A.that
B.it
C.them
D.which 类似地, 以下各题选 whom, 不选 them:（4）George, with _______ I played tennis on Sundays, was a warm-hearted person.A.that
B.him
C.them
D.whom
（5）Her sons, both of ______ work abroad, will come back home this summer.A.that
B.who
C.them
D.whom（6）I met the fruit-pickers, several of _______ were still university students.A.that
B.who
C.them
D.whom 3.He had thousands of students, many of ______ gained great success in their own field.A.whom
B.them
C.which
D.who
【陷阱】容易误选 B，用 them 代指 students。最佳答案是A，many of whom gained great success in their own field为非限制性定语从句。假若在many of ……的前面加上连词and，则选答案B.比较以下各题（答案均选A）:（1）He asked a lot of questions, none of ______ was easy to answer.A.which
B.them
C.what
D.that
（2）He asked a lot of questions, and none of ______ was easy to answer.A.them
B.which
C.what
D.that（3）He told me that he had two girl-friends, neither of _______ knew anything about the other.A.whom
B.them
C.which
D.who（4）He told me that he had two girl-friends, and neither of ____ knew anything about the other.A.them
B.whom
C.which
D.who 4.He had a lot of friends, only a few of ______ invited to his wedding.A.whom
B.them
C.which
D.who
【陷阱】容易误选 A, 认为这是非限制性定语从句。最佳答案是B, 这不是非限制性定语从 句，而是一个独立主格结构，因为空格后的动词 invited并不是一个完整的谓语，而是一个 过去分词。当然，假若在 invited前加上助动词 were, 则是一个非限制性定语从句, 答案
便应选A。比较：
（1）They put forward a lot of plans at the meeting, none of _______ carried out in their work.A.which
B.them
C.what
D.that 答案选B, none of them carried out in their work是独立主格结构，carried out 为过去分词。
（2）They put forward a lot of plans at the meeting, none of _____ were carried out in their work.A.which
B.them
C.what
D.that 答案选A, none of them were carried out in their work 是非限制性定语从句，注意与上例比较 句中多了一个助动词were.（3）They put forward a lot of plans at the meeting, but none of __ were carried out in their work.A.which
B.them
C.what
D.that
答案选B, 由于两句之间增加了一个并列连词but, 使得该句成了一个并列句。
5.On Sundays there were a lot of children playing in the park, ____ parents seated together joking.A.their
B.whose
C.which
D.that 【陷阱】容易误选, 认为这是非限制性定语从句。最佳答案是A。与上面一题相似，their parents seated together joking不是非限制性定语从句，而是一个独立主格结构，因为空格后 的动词seated不是谓语，而是一个过去分词，因为 seat 作动词用时，是及物动词。比较以 下相似题：
（1）On Sundays there were a lot of children playing in the park, _______ parents were seated together joking.A.their
B.whose
C.which
D.that 选B。whose parents were seated together joking 为非限制性定语从句，因为其后有完整的谓语 were seated.（2）On Sundays there were a lot of children playing in the park, and _______ parents were seated together joking.A.their
B.whose
C.which
D.that 选A。因为句中有并列连词and, 整个句子为并列句。
（3）On Sundays there were a lot of children playing in the park, _ parents sitting together joking.A.their
B.whose
C.which
D.that 选A。their parents sitting together joking 为独立主格结构。
（4）On Sundays there were a lot of children playing in the park, ____ parents sat together joking.A.their
B.whose
C.which
D.that 10 选B。whose parents sat together joking 为非限制性定语从句，因为句中有完整的谓语sat。（5）On Sundays there were a lot of children playing in the park, _______ parents were sitting together joking.A.their
B.whose
C.which
D.that 选B。whose parents were sitting together joking为非限制性定语从句，因为句中有完整的谓语 were sitting。
6.If the man is only interested in your looks, _____ just shows how shallow he is.A.as
B.which
C.what
D.that
【陷阱】容易误选A 或B, 认为这是非限制性定语从句。正确答案为D，注意逗号前是一个条件状语从句，逗号后是该状语从句的主句，that在此代表前文所述的情况，用作主句的主语。类似地，下面几道题也选 that, 而不选 which：（1）If you promise to go with us, _____ will be OK.A.as
B.which
C.and it
D.that（2）If you want a double room, _____ will cost another￡15.A.as
B.which
C.what
D.that（3）Whether you go or not, _______ is quite all right with me.A.that
B.which
C.and it
D.so（4）When I say two hours, _____ includes time for eating.A.as
B.which
C.what
D.that 7.She says that she’ll never forget the time _ she’s spent working as a secretary in our company.A.which
B.when
C.how
D.where 【陷阱】容易误选B, 机械地认为时间名词后必须用关系副词when，地点名词后用关系副词 where.正确答案为A.在时间名词和地点名词后是否用关系副词要看它在定语从句中充当什么句子成分。一般说来，若用作主语或宾语，用关系代词；若用作状语，则用关系副词。上面一题中的动词 spent缺宾语，故应用关系代词 which或that。比较下面一组题：（1）She says that she’ll never forget the time _______ she works as a secretary in our company.A.which
B.when
C.how
D.where 选B。由于空格后的句子不缺少主语或宾语，所以选关系副词when。（2）Our company will move to a tall building _______ we bought last month.A.which
B.when
C.how
D.where 选A。which在定语从句中用作动词 bought 的宾语。
定语从句课件 篇9
教学目标
1. 知识目标：掌握下列重点单词和词组的意思及用法ache， evercise， weight， give up， interest及其词汇转化
2. 能力目标：能够询问有关健康的信息，表达态度，提供建议。学习使用由whose引导的定语从句。
3.情感目标：通过了解tony 的经历，培养体谅、关爱他人的情感态度。
教学重难点
1.重点：对话中的句型应用，由whose引导的定语从句
2.难点：由whose引导的定语从句的运用。
教学工具
课件
教学过程
[课前朗读]: 朗读生词ache， exercise， weight， give up， interest， tasty----taste， menu， persuade.根据音标读出单词并了解汉语意思，养成学生自主学习词汇的习惯，促使学生迅速进入学习状态。
[检查词汇预习]：
a.采取学生结对、小组互查等形式来检查学生对词汇的预习情况。
b.朗读单词，注意发音。
一、情境导入
教师可问学生：(1)What’s your favourite sport?(2) How do you think we can keep fit?(3) Have you ever remembered what happened to Tony in Module9?这样会调动学生用英语思维的积极性， 引出本单元话题。
二、小听力(自主完成，合作释疑)
听Activity 2，完成表格
Betty
Lingling
Taijiquan
Weight
training
Running
针对表格进行说的练习。如：How does Lingling think of Taijiquan and running?
三、大听力 多层听
1.听Activity 3，完成下列各题。
1).Who has Betty bumped into?
A. The head teacher B. The English teacher C.Lingling and Betty
2).Does Daming think that the boy in his team can go to a sports school ?
A. Yes， he does B. No， he doesn’t C. We don’t know
3).What does Daming want the head teacher to write ?
A. Something about staying healthy
B. Something about training for the Olympics
C. something about buying a camera
2. 再听Activity 3，完成下列表格。
1. How did Tony feel
the basketball training? 1. He feels very
2. What will the boy in Daming’s team need to do? 2. He needs to do a lot of___ _____
3. Why isn’t allowed to use his father’s camera any more? 3. Because he almost __ ______ it last time.
四、默读对话，自主完成Activity 4.
完成后小组展示并纠正。小组间合作解决activity 3中不懂的地方，教师适时点拨。
五、突破重点与难点
对重点内容和疑难问题进行合作探究学习。
1.My legs ache a bit. ___________________(翻译)
(1) a bit 译为_____________. 其同义短语是___________.
自主造句:_______________________________.
2. Don’t give up if you want to stay fit.__________________________.
give up， 放弃。其中up是代词，后跟名词作宾语时可放在短语 ，也可放在 ，而跟代词宾语时只能放 。例如：give it/them up放弃做某事----give up doing sth.
自主造句： _______________________.
我们学过的可加动名词的动词或短语有
3.He is not fit or strong enough.____________________________
总结enough 的用法并举例
自主造句:
4. I’ve got a friend whose brother is training for the Olympics.此句含有一个whose 引导的定语从句，whose在从句中作定语，又如：
He is the only student in our class whose father is a policeman.
There is a boy whose parents want him to go to a sports school.
先行词为无生命的物体时也可以用whose 引导定语从句.如：
The book whose cover is green is mine.
No one now lives in the room whose windows are broken.
5.找出含有whose 的定语从句并翻译句子。分析定语从句的先行词。
5. 自主补充完善
六、归纳短语
通过对对话的学习，让学生归纳本课的短语，可以小组合作，然后通过展示呈现出一个小组的成果，然后其他小组补充完善。
七、诵读积累
(一)跟录音机朗读对话，模仿语音语调。
(二)读熟对话
(三)读烂短语
(四)读烂下列重点句子
1.Don’t give up if you want to stay fit.
2. He isn’t fit or strong enough.
3.I’m not allowed to use it any more.
4.It’s my father who gives me my pocket money.
5. Don’t talk to me about that.
6. What’s up?
7.Guess what?
8. (含有whose的定语从句)
八、说的训练：
Work in pairs. Ask and answer the questions in Activity 5.
九、当堂检测
翻译下列短语及句子：
1.放弃___________________
2.一点_____________________________
3.保持健康 _______________
4.足够强壮_________________
5.碰巧遇到_________________
6.发生什么事了?_________________
7.看起来像 ________________
8.祝你好运 ________________
定语从句课件 篇10
一、设计背景
1． 初步掌握及运用定语从句，如让学生用定语从句来完成对人物喜欢的人物进行描述，如I like music that I can dance to. She is the only one who’s studying French.等。
2．本课的学习任务就是能初步掌握及运用定语从句，为了使学生顺利地完成教学任务，教师以学生为主体，为学生设计了几个以他们的认知水平出发的符合生活实际的他们感兴趣的一环扣一环的子任务，每个子任务紧紧围绕总任务展开，再深入，在一个一个完成任务的活动中培养学生的能力。
二．教学目标
（1）语言目标：能用定语从句较自如地描述及谈论人和物。在活动中训练学生的听力，口头表达能力，培养学生的观察，想象和创造力。
（2）情感目标：促进同学间积极合作交流，发展同学间的友谊 。
2．教学方法：多媒体的运用能创设真实的语言情景，学生也很感兴趣，极大地鼓动了学生学习英语的积极性，而且呈现在课堂上能使教学更生活化，也更直观和具体。
三、教学方法
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。
四、学法指导、自主学习、合作学习
五、教学过程
第一环节： 观察以下例句：
1.The red pen is broken.
2.The pen on the desk is broken.
3.The pen that I bought yesterday is broken.
导入：通过对定语的理解，导入定语、定语从句的概念，定语：用来修饰名词或代词的词、短语或句子，当修饰词是一个句子时被称为定语从句。通常置于它所修饰的词之后，这种被修饰的词叫做先行词，引导定语从句的关联词为关系代词和关系副词，关系代词在定语从句中可用作主语、宾语、定语等，关系副词在定语从句中只用作状语。
例句分析：
I like to have friends who are like me.
I like to have friends who are different from me.
He is the only one who is studying French.
Be careful of the person who doesn’t speak and the dog that doesn’t bark.
You can’t wake up a person who pretends to sleep.
He who can’t get to the Great Wall is not a true man.
I like musicians who play different kinds of music.
Another that he found very difficult is grammar.
The other day， my friends and I talked about the rules that we have in school.
Being a professional athlete is the only thing that I have ever wanted to do.
I like music that I can sing along with.
I like music that has great lyrics.
I like music that I can dance to.
得出结论1)当先行词是物时
a. 关系代词代替先行词在定语从句中作主语时，用which/that引导，且不能省略.b. 关系代词代替先行词在定语从句中作宾语时，用which/that引导，且可以省略.
2)当先行词是人时
a. 关系代词代替先行词在定语从句中作主语时，用who/that引导，且不能省略.b. 关系代词代替先行词在定语从句中作主语时，用who/that/whom引导，且可以省略.
第二环节：在学生对定语从句有了初步的了解后，创设情境，学以致用，让学生分组活动，根据多媒体呈现的情境，有创造性地造句：
This is a singer who/that …
who is a boy.
who is very shy.
who writes his own songs.
who has a song called Qinghuaci.
Who I like best.
It’s an animal that/which is very strong.
It’s an animal that/which has long nose and big ears.
It’s an animal that/which I like very much.
第三环节： 在学生对一般的规律都把握好以后，把学生的易错点和定语从句的考点呈现在屏幕上，让学生仔细观察并作出总结，该环节设计得很好，很好地训练了学生的观察能力和主动探究的能力，效果较好。
仔细观察：你会发现什么？
1) I prefer shoes that are cool.
2) I like a pizza that is really delicious.
3) I love singers who are beautiful.
4) I have a friend who plays sports.
学生观察后得出的结论为：
who/that在定语从句中做主语时，谓语动词的单复数应与先行词保持一致。
第四环节：小节本堂课的内容
什么是定语 ？
什么是定语从句？
定语从句的结构是什么？
关系词有几重作用？
此环节让学生对所学的知识加以升华，并在大脑里形成知识框架，把知识系统化。
第五五环节：巩固练习---以检查学生是否真正掌握本堂课的知识，实践证明，学生掌握得很好。
第六环节：合作探究
留给学生的问题
1.如果先行词既有人又有物，用什么关系词？
2.如果先行词是时间，用什么关系词？
3.如果先行词是地点，用什么关系词？
4.关系词whose怎么用？
通过此环节给学生留下思维拓展的空间，也为以后的学习做好铺垫，体现学习的延续性。
课堂小结：通过例子让学生总结定语从句的规律和特点，同时总结不同关系词的用法。在这节课中，学生对定语从句这一语法项目有了不同程度的巩固和深化。
六、课后反思：
优点：本节课教学目标明确，条理清楚，板书设计合理，教学内容紧扣学生生活实际，学生在教师的引导下自主学习、合作学习，较好地归纳了定语从句的特殊用法，并能用定语从句写文章，完成了学习任务。
不足：
1、在引入部分没有充分引导学生把他们描述图片的简单句用关系词合并为定语从句。
2、最后一个环节用定语从句翻译文章时间安排不足，应多用二至三分钟的时间对学生的翻译进行进一步分析总结，让学生提出更多的修改意见。教学机智：本节课学生在归纳特殊用法时，提出了设计内容之外的规律，教师能给予肯定，并提出在下一教学环节进一步讨论。能够放手让学生发表不同的意见，并适时进行点播。
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。最后翻译文章留出十分钟时间让更多学生展示范文，师生共同提出修改意见。
定语从句课件 篇11
以定语从句的形式合并这两句The factory lies in the west of the city. His father has ever worked there.
定语从句,就是两句话合成一句话.第一句话中有个the factory,第二句话中有there 但这个there 所指的就是the factory.照答案的意思就是将句子改成意思为“这个我爸爸曾工作过的工厂坐落在城市的西边”,所以可以定下先行词,就是the factory.在此,我想说一句在难度不大的句子中,必须先找到先行词,一般来说,先行词比较好找,你可以翻译两句话的意思,再考虑这两句话的相同处.把你的句子作为例句吧.第一句：这个工厂坐落在城市的西边.第二句,我爸爸曾在这里(这个工厂)工作.两句话的相同处为工厂,那么可以确定先行词为the factory..(也可以找两句话中相同的词,不过不太实用,像对于你的这个例子就不实用)那么第一句话不变,我们把第二句话话原是先行词(The factory)的部分去掉(就是把第二句的there去掉),然后,把修改过的第二句话移到第一句话的先行词后,并在第一句话的先行词后加上一个合适的关系代词(如that which where who why 等),那么就是【先行词+ 关系代词+定语从句(也就是修改后的第二句话)】当然,修改后的第二句话之后还要跟上第一句话的剩下部分,这样一个基本的定语从句就完成了.
接下来是关于选择合适的关系代词的问题.我们要考虑先行词在定语从句中的成分.在例句中,也就是找出the factory 在第二句话中所做的成分.因为有there ,这很好判断,就是地点状语,所以,关系代词只能用where.这样就可以确定关系代词了.
若为时间状语,用when;原因状语,用why;
当先行词是人且先行词在定语从句中做主语,关系代词可用who that
当先行词是人且在定语从句中做宾语,关系代词：who that whom或省略不用
还有情况,就是关系代词只能用that 、which 、whom 、who、why、when、where的情况,因为太长,而且,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。
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 pass 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)
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。
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
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) 。
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.
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。
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?
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。
1)Alice received an invitation from her boss, ___came as a surprise.
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.
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..
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。
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。
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。
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。
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.
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。
定语从句课件 篇12
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。我在这堂课的设计里要求自己新颖别致，突出故事的完整性，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。
但在教学过程中，我意识到：有个别学生基础太差，虽在课堂中他们也积极参与，但有时很盲目，甚至不知道老师和同学们在进行什么内容，从他们的目光和神态中，我了解到他们对知识的渴求，我暗自告诉自己，一定要帮助他们，这很难，但一定要坚持，决不放弃。
定语从句课件 篇13
一、语法分析
本课时的内容是高中英语必修一Unit4的语法第一课时，初次导入含引导词who, which, that的定语从句，这里的定语从句出现得比较凌乱，因此我把这些语法整合起来教学，让学生有个完整的认识。定语从句对于高中英语来说是一个非常重要的语法点，它在高中英语学习中所占的比例也是举足轻重的，无论单选还是在阅读理解中，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，我们要对它进行着重的讲解。
二、教学目标
1）知识目标:
A. 掌握定语从句的基本结构及用法。
B. 掌握定语从句的引导词who, which和that的基本用法。
2）能力目标：
A. 能口头上用简单的定语从句描述人或物。
B. 能在笔头上用定语从句描述人或物。
3）情感目标：
A、通过小组合作学习调动学习积极性，使学生体会到英语的趣味和实用性。
B、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。
4)、学习策略目标
A、 兴趣教学策略，其中包括表演、对话
B、通过小组讨论，培养良好的总结能力及合作精神
三、教学重点及难点
1、教学重点
1). 引导词which, who及 that的基本用法。
2). 复习和巩固定语从句的结构和用法。
2、教学难点
1)引导词that的特殊用法。
2)学会运用定语从句造句。
四、学情分析
我们高一基础班的孩子大体上存在这样的'毛病：
1、没有英语学习兴趣，而且很有自己的小个性，需要通过他们喜欢的话题来激发学习兴趣；
2、初中的英语基础没打扎实，导致现在高一的课听不懂，进步缓慢。针对这样的学生，我每节课设置的内容不在于多和难，而在于精与层次。由易到难的吸引他们逐步进入到英语学习环境中来。
五、说教法
根据英语“课标”的要求，课程要从学生的学习兴趣、生活经验和认知水平出发，因此，我将在教学中采用以下几种教学方法：
1. 任务型教学（Task-based Language Teaching）
每个环节布置不同层次的任务，让不同层次的学生在完成每个任务的时获得成就感，同时，不同难易的任务有效地锻炼了不同层次的学生能力。
2.情境交际法（Communicative Language Teaching）
尽量设置学生感兴趣的话题，让学生充分利用新学的知识并且把枯燥的语法规则学习融入有趣的口语训练，交际应用当中。
3、合作学习教学法（Cooperative Learning Approach）
本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感
六、教学设计
Step1 Leading in
以一个笑谈式的问题引出本课的主题。比如，在师生问答中很随意地引出下列对话：
T: Do you like the boy?
S：Which one?
T: The one who has big eyes. ……
在学生猜出答案之前给学生输入尽量多含who的定语从句。
Your classmate is the boy / man who ……
Step2知识输入与输出
（一）引导词who的用法
1、知识输入
定语从句的定义，结构及引导词who的用法。
2、知识输出
让学生小组合作翻译及个含有定语从句的句子。
The man who stood here a minute ago is my father.
Do you know the thief who stole your money?
（二）引导词which的用法
1、利用下列对话引出含有Which的定语从句。
T: May I borrow a pen?
S: Which one?
T: The one which has a rabbit on it.
The one which is very long.
2引导which的用法
3、然后把学生的钢笔收集起来，一次展示几支，让学生用定语从句描述自己的钢笔，并且领走。
Which pen is yours?
The pen which …… is mine.
4、学生分组运用who、which 进行造句比赛
（三）指出某些只用that的情况
1、给出一段含有that的小文章让同学们讨论并猜测使用that的情况
2、给出只能用that的情况并进行讲解分析
Step3 Practice
让同学以小组为单位，进行比赛并且选出本节课的“智力天使”
（一）翻译我最行
1). 这就是下学期将要教我们英语的老师。
2). 我昨天看见的老外来自澳大利亚。
3). 他在我们昨天参观的工厂工作。
4). 你想买的自行车太贵了.
（二）情景有我更精彩
给出一个特定情景，让同学发挥想象力小组编对话
七、作业布置（具有承上启下的作用）
把复印好的关于本节课的定语从句的题发