作为一名老师，常常要根据教学需要编写教案，教案是教学活动的依据，有着重要的地位。写教案的时候需要注意什么呢？有哪些格式需要注意呢？以下这15篇定语从句教案全英是来自于快回答的定语从句教案的范文范本，欢迎参考阅读。
高中定语从句英语教案 篇一
Teaching Aims:(教学目的)
1、初步了解定语从句的概念、结构。
2、初步学习并掌握定语从句的规则，尤其是关系代词『who，which，that以及whose』的用法。
Teaching Points:(教学重点)
1.定语从句三要素及关系词的选用
2.只能that或which的情况；
Teaching Methods:(教学方法)
1、举例讲解，说明定语从句的用法。
2、以讲练结合的方法加深学生印象。
Teaching Steps:(教学步骤)
Step1.导入
一、定语及定语从句的概念：
a beautiful girl a handsome boy a clever child
1、 定语是用来修饰名次或代词的。
This is the boy who is clever.
2、定语从句(Attributive Clauses)定义：在主从复合句中修饰名词或代词的从句 定语从句的特点：
定语从句
的引导词关系代词where (地点状语)关系副词
when (时间状语)
why (原因状语)
Step2:详细讲解定语从句语法知识
1、who和whom指人，在从句中分别做主语和宾语，做宾语时可被省略。
the handsome
the tall
the strong boy The boy is Tom.
the clever
the naughty
The boy is Tom.
2、which指物，在从句中做主语或宾语，做宾语时可被省略。
3、that既可指人也可指物，在从句中做主语或宾语，做宾语时可被省略。
4、whose作定语，用来表示先行词和从句主语之间的所属关系。
Step3 定语从句考查重点：
定语从句在下列情况下只能用that，而不能用which指物。(指人时可以用who/whom)
1. 当先行词被形容词最高级修饰时。如：
2. 当先行词是不定代词everything, anything, nothing (something 除外), all, none, few, little, some等代词时，或当先行词受every, any, all, some, no, little, few, much等代词修饰时。如：
3. 当先行词被序数词修饰时。如：
4. 当先行词被表示“正是”的the very, the only修饰时。如：
5. 当先行词前面有who, which等疑问代词时。如：
6. 当先行词为人与动物或人与物时。如：
Step 4 Summary:(小结) 注意 关系词的实质：
Step 5 Practices(homework):
Part 1.结合课文例句，找出先行词和关系词
1. But the one million people of the city, who thought little of these events, went to bed as usual that nigh.
2. It was heard in Beijing, which is one hundred kilometers away.
3. A huge crack that was eight kilometers long and thirty metres wide cut across houses, roads and canals.
4. The number of people who were killed or injured reached more than 400,000.
5. The army organized teams to dig out those who were trapped and to bury the dead.
6. Workers built shelters for survivors whose homes had been destroyed.
Part2 名言名句欣赏
1. He laughs best who laughs last.
2. He who makes no mistakes makes nothing.
3. He that gains time gains all things.
4. He who nothing questions, nothing learns.
5. He that cannot ask cannot live.
6. A friend is someone who knows all about you and still loves you.
7. God helps those who help themselves.
8. He who does not reach the Great Wall is not a true man
9. He who does not advance loses ground.
Part3 practice
1. Do you know the girl _____ is talking with your mother?
A. who B. which C. whose D. /
2. This is the kite _______ Billy Fisher gave to Tom
A. who B. which C. / D. Both B and C
3. He was the only one ______ was saved in the earthquake.
A. who B. that C. which D. A and B
4. This is the only present _____ I like.
A. who B. that C. which D. B and C
5. This is the most beautiful place ______ I have ever seen.
A. which B. who C. where D. /
6. All _______ I can do is to give him some money.
A. that B. which C. who D. what
7. Is there anything else _____ you need?
A. which B. that C. who D. what
8. The museum _____ we visited last week isn’t far from here.
A. where B. which C. what D. who
9. Most of the people ____ lost their lives in the earthquake are Sichuan natives.
A. when B. who C. how D. which
10. The boy ____ you saw just now is Tom’s brother.
A. which B. whose C. when D. /
11. The bike and its rider _____ had run over an old woman were helped up by the policeman.
A. which B. that C. it D. whom
12. Is this the factory _____ you worked five years ago?
A. in which B. in where C. in that D. that
二、用适当的关系代词填空
1. Do you like the present _______ I bought you yesterday?
2. The storybook _______ was written by his uncle is quite interesting.
3. The boy _______ computer doesn’t work well needs your help.
4. This is the best movie _______ we have seen this year.
5. The doctor _______ we met in the street is from America.
6. The passengers and the suitcases _____ were in the waiting room had to wait for another plane.
7. Who is the girl _______ you want to make friends with?
8. This is the last lesson _______ Mr. Smith taught us.
9. I, _____ am your friend, will help you out.
10. The building ___________ wall is white is my uncle’s house.
11. The boy _______ John spoke with is my brother.
12. Will you please lend me the very picture _________ you bought yesterday?
13. The students ________ the teacher praised at the class meeting is our monitor.
14. The season _________ comes after spring is summer.
15. This is the first museum __________ we visited last Saturday.
16. The girl ________ leg was broken in the earthquake was taken to the hospital.
17. I found some photos of interesting places _________ were not far away from our city.
18. There is a boy downstairs _________ want to see you.
19. The river ________ banks are covered with trees is very long.
20. I’m going to meet Tom ______ they say is a good boy.
高中定语从句英语教案 篇二
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。
一．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 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）
二．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。
三．判断关系代词与关系副词
方法一：用关系代词，还是关系副词完全取决于从句中的谓语动词。及物动词后面无宾语，就必须要求用关系代词；而不及物动词则要求用关系副词。例如：
This is the mountain village where I stayed last year.这是我去年呆过的山村。
I'll never forget the days when I worked together with you.我永远不会忘记与你共事的日子。
判断改错：
（错）This is the mountain village where I visited last year.
（错）I will never forget the days when I spent in the countryside.
（对）This is the mountain village（which）I visited last year.
（对）I'll never forget the days（which）I spent in the countryside.
习惯上总把表地点或时间的名词与关系副词where, when联系在一起。此两题错在关系词的误用上。
方法二：准确判断先行词在定语从句中的成分（主、谓、宾、定、状），也能正确选择出关系代词/关系副词。
例1. Is this museum ___ you visited a few days ago?
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） 。
四．限制性和非限制性定语从句
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）
高中定语从句英语教案 篇三
1.定语从句：修饰一个名词或代词的从句称为定语从句，一般紧跟在*快回答 www.kuaihuida.com*它所修饰的先行词后面。
2. 先行词：被定语从句修饰的那个名词或代词称为先行词。
3. 关系词：引导定语从句的关联词称为关系词。关系词有关系代词和关系副词。关系代词：who, whom, whose, which, that, as等；关系副词：where, when, why等。关系词常有三个作用：引导定语从句；代替先行词；在定语从句中充当一个成分。
例如：Harry Potter is the most interesting novel that I have read. (that I have read是定语从句；novel是先行词；that 是关系代词，代替先行词novel，在从句中作have read的宾语。)
关系词指代人或物以及在定语从句中充当的成分
关系词指代人或物定语从句中充当的成分
关系
代词that[ ]人或物[ ]主语、宾语、[ ][ ]
表语或状语
which物或主句内容主语、宾语或定语
who人主语或宾语
whom人宾语
whose人或物定语
as人或物或主句内容主语或宾语
关系
副词when时间状语
where地点状语
why原因状语
4. 限制性定语从句和非限制性定语从句
限制性定语从句形式上不用逗号和主句隔开，是先行词不可缺少的部分，去掉它主句意思往往不明确，翻译成先行词的定语，“……的……”。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，通常翻译成主句的并列句。关系代词that和关系副词why不能引导非限制性定语从句。
His brother who is now a lawyer always encourages him to go to college.
他那个现在是律师的哥哥总是鼓励他上大学。(他还有其他的哥哥)
His brother, who is now a lawyer, always encourages him to go to college.
他的哥哥，现在是律师，总是鼓励他上大学。(他只有一个哥哥)
一、关系代词的使用
【例句观察】
①She is the woman (whom / that / who)I wanted to see yesterday.
她是我昨天想看的那个女的。
②The package (which / that)you are carrying is about to come unwrapped.
你扛着的包裹马上要拆开。
③Obama won the Nobel Prize for Peace in the year 2009, which we hadn't expected.
Obama在2009年得诺贝尔和平奖是大家都没想到的。
④Your parents are the ones to whom you can turn when you are in trouble.
你父母是你困难时可以求助的人。
【例句分析】
①whom / that / who指人，在限制性定语从句中作wanted to see的宾语，可以省略。
②which / that指物，在限制性定语从句中作are carrying的宾语，可以省略。
③which指前面主句内容，在非限制性定语从句中作宾语，但不能省略。
④whom前有介词to，虽然作宾语，但不能省略。
【结论1】关系代词若在限制性定语从句中作宾语并且前面无介词时，关系代词可省略，其他情况不可省。
【完成例句】
(1)我，你的好朋友，当你陷入困境的时候会帮你的。
I, who am your close friend, will try my best to help you whenever you are in trouble.
(2) 《哈利波特》是最受青少年欢迎的畅销书之一。
Harry Potter is one of the best－sellers that are popular with teenagers.
《哈利波特》是唯一一本让作者成为亿万富翁的畅销书。Harry Potter is the only one of the best－sellers that makes the author a billionaire.
(3)他通过了考试，这使我们很惊讶。
He has passed the exam, which makes us surprised.
众所周知，中国发生了巨大的变化。
Great changes have taken place in China, as is known to all.
(4)每家有台电视，30年前我们认为是不可能的，现在实现了。
To own a TV set in each family, which we think was impossible 30 years ago, now has become true.
【结论2】定语从句中的主谓一致问题
(1)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。
(2) one of ＋ 复数名词＋ 关系代词＋ 复数动词；而the only one of ＋ 复数名词＋ 关系代词＋ 单数动词。
(3)非限制性定语从句中，由关系代词as或which代替整个主句时，从句谓语动词要用第三人称单数。
(4)关系代词和谓语动词之间有插入语时，谓语动词单复数要看关系代词的指代。
【完成例句】
(5)所有能做的都做了。
All that can be done has been done.
(6)这就是我想要买的电影。
This is the very dictionary that I want to buy.
(7)他们在伦敦参观的第一个地方是大本钟。
The first place that they visited in London was the Big Ben.
(8)站在那儿的是谁？
Who is the man that is standing there?
(9) They have set up a company, which deals with the things that are related to environment protection.
他们创立了一家环保公司。
(10)杭州不再是过去的杭州了。
Hangzhou is no more the city that it used to be.
【结论3】指物时，定语从句中的关系代词只能用that的情况：
①当先行词为everything, anything, nothing, the one, none, all, much, few, any, little等不定代词时，只用that。
②当先行词被the only, the very, all, much, few, any, little, no修饰时，只用that。
③当先行词被序数词、形容词最高级或者先行词被序数词、形容词最高级修饰时，只用that。先行词既有人又有物时，只用that。
④当主句的主语是疑问词who或which时，为避免重复要用that。
⑤有两个定语从句时，其中一个关系代词已用which，另一个宜用that。
⑥当先行词在主句中作表语，而关系代词也在从句中作表语时，只用that。
【完成例句】
(11)那棵四百年的老树很有名。
The tree, which is four hundred years old, is very famous here.
(12)我们自给自足。
We depend on the land from which we get our food.
(13)这本书是关于我们要去参观的那座有名的建筑吗？
Is this the book that refers to the famous building which we will go to visit?
【结论4】只能用 which的情况：
①引导非限制性定语从句时，只能用which。
②介词后只用which，且不能省略。
③有两个定语从句时，其中一个关系代词已用that，另一个宜用which。
【完成例句】
(14)有人愿意帮助受伤的人吗？
Is there anyone who is ready to help the injured person?
(15)这就是那位帮助在事故中受伤的人的医生吗？
Is this the doctor that helped the people who were injured in the accident?
【结论5】指人时，定语从句中的关系代词只能用who的情况：
①当先行词是anyone, those时，只用who。
②有两个定语从句皆指人时，其中一个关系代词已用that，另一个宜用who。
【完成例句】
(16)那个门破了的教室在二楼。
The classroom whose door / the door of which / of which the door is broken is on the second floor. 【结论6】whose可以指代人或物，在定语从句中作定语， 后跟名词。指物时，whose ＋ 名词＝ of which ＋名词 ＝ 名词＋ of which。
【完成例句】
(17)我们都知道，吸烟有害健康。
① As we all know, smoking is harmful to one's health.
太阳照射地球，这对我们是很重要的。
②The sun heats the earth, which is very important to us.
(18)①她和她妹妹穿一样的衣服。
She wore the same dress as her young sister wore.
②这不是我们想到的那所房子。
This house is not such as I expect.
(19)就像我们指出的那样，这种物质是有毒的。
As was pointed out, this kind of substance is poisonous.
【结论7】关系代词as和which
在非限制性定语从句中，as和which可代替整个主句，相当于and this或and that。二者的区别主要在于：
①as引导的非限制性定语从句既可以在主句前，也可以在主句后，有时还可以在插入句中，常带有“正如……，正像……”的意思。而which引导的非限制性定语从句只能放在主句之后，翻译成“这”。
②as常用于以下固定搭配中：the same＋名词＋as “和……同样的”，such＋名词＋as“像……一样的，像……之类的”，…such as…“这样的人 / 物”。(such为代词，作先行词； as在从句中作宾语)
③在以下结构中，一般也用as:
as (it)appears, as (it)seems, as (it)often happens, as (it)was pointed out / said / reported / announced, as (it)was said earlier, as I remember (it), as is well－known, as is known to all, as anybody can see等。
【完成例句】
(20)这就是我一直在找的书。
This is the book which / that / 不填I am looking for.
(21)他深爱对他慈爱的父母。
He loved his parents deeply, both of whom are very kind to him.
＝He loved his parents deeply, of whom both are very kind to him.
(22)我没有足够的钱去买那条昂贵的裙子。
I don't have enough money with which to buy such an expensive dress.
(23)从1998年到2004年Mike在这所大学学习，在此期间，他学习很努力并当选为学生会主席。
Mike studied at the university from 1998 to 2004, during which time he studied very hard and was made chairman of the Students' Union.
【结论8】“介词＋关系代词”引导的定语从句，关系代词指人时用whom，指物时用which。
①某些带有介词的动词短语，介词可以提至关系代词之前，但是在一些固定搭配的短语动词中，由于动词和介词不可以分割，因此不能将介词置于关系代词之前，如take care of, look for, look after, care for等。
②“介词＋关系代词”前可有some, any, none, both, all, neither, most, each, few等代词或者数词，有时数词或代词也可以放在“介词＋关系代词”之后。
③介词＋which / whom＋to do结构。这种结构可以改为：介词＋which / whom＋定语从句。
④在非限制性定语从句中，which可作定语，指先行词(短语或句子)所表示的信息，形成“介词＋which ＋名词”结构，相当于and in / at / during this / that＋名词。
二、关系副词的使用
【完成例句】
(24)我仍然记得我们第一次上学的那天。
I still remember the day when / on which we first came to the school.
(25)十年前我住的房子已经被推倒了。
The house where / in which I lived ten years ago has been pulled down.
(26)我不知道他今天看起来不高兴的原因。
I don't know the reason why / for which he looks unhappy today.
【结论1】关系副词的分类和作用
①when指时间，在定语从句中作时间状语；when＝表示时间的介词(in / at / on / during…)＋which。
②where指地点，在定语从句中作地点状语，where＝表示地点的介词(in / at / on / under…)＋which。
③why指原因，在定语从句中作原因状语， why＝表示原因的介词(for)＋which。
【翻译句子】
(27)他回答这个问题的方式是令人惊讶的。
The way in which / that / 不填he answered the question was surprising.
(28) The way which / that he explained to us was quite simple.
【结论2】在以the way为先行词的定语从句中，若the way 在从句中充当状语，则通常由in which或that引导，而且通常可以省略。若the way 在从句中充当宾语，则通常由which或that引导。
【完成例句】
(29)中国是风筝的起源地，并从那里传播到日本、韩国、泰国和印度。
China is the birth place of kites, from where kites spread to Japan, Korea, Thailand and India.
【结论3】有时为了表达更清楚，可以在关系副词where / when前加上介词to, from等。
【疑难】
There is one point that we must insist on.
有一个观点我们必须坚持。(定语从句可还原为：we must insist on the point，所以先行词point在定语从句中作宾语，故用that / which或省略。)
We're just trying to reach a point where both sides will sit down together and talk.
我们正努力做到能让双方坐下来对话。 (定语从句可还原为：at the point both sides will sit down together and talk, 故先行词point在定语从句中作状语，所以关系词用where / at which。)
【疑难剖析】一些特殊的先行词如situation, point, case, activity，scene及period, festival, occasion等要注意具体情况具体分析，作主语、宾语和表语用that / which，作状语用where / when / 介词＋which。
三、关系代 / 副词的选择技巧
【完成例句】
(30)我会记住我们一起度过的日子。
I will remember the days that / which / 省略 we spent together.
(根据把定语从句还原成we spent the days together，判断出the days作spent的宾语)
(31) 6月7日是我们开始高考的日子。
June 7 is the day when / on which we begin to take the college entrance examination.
(根据把定语从句还原成we begin to take the college entrance examination on the day，判断出on the day作状语。)
(32 )这是他工作过10年的地方。
This is the place where / in which he worked for ten years.
(根据把定语从句还原成he worked in the place for ten years，判断出in the place作状语。)
【结论】
①用还原法：将先行词放入定语从句中，找到它的原有位置，判断它做什么成分以及判断先行词指人还是指物。
②一般说来，作主语、宾语或表语时，用关系代词；作状语时，用关系副词或介词＋which；作定语时，用whose。
四、定语从句和其他句型之间的关系
【例句观察】
He is such a good boy that everyone likes him. (不缺句子成分，that引导结果状语从句)
他是如此好的一位男孩以至于大家都喜欢他。
He is such a good boy as everyone likes. (likes缺宾语，用as充当并引导定语从句)
他是一个大家都喜欢的男孩。
The great white shark is so fierce a fish as eats most of the others. (as充当eats的主语，并引导定语从句)
大白鲨是大多数鱼都吃的一种凶狠的鱼。
【结论】区别such / so…as…引导的定语从句和such / so…that…引导的结果状语从句判断用that还是as, 只要看从句的结构是否完整即可。如果从句缺了主语或宾语就是定语从句；如果从句的结构完整，就是结果状语从句。
【疑难1】区别非限制性定语从句与并列句
— He wrote a lot of novels, none of ______ were popular.
— It's the same with his wife. She wrote some plays, but none of ______ was a success.
A. these; them B. which; which
C. those; which D. which; them
【疑难剖析1】此题应选 D。很容易误选A、B。选对该题的关键是：要注意前面一句的 none of…没有并列连词(说明它才是非限制性定语从句，所以其后填which)，而后面一句的none of…前有一并列连词but (说明它与前面一句构成并列句，所以其后填them)。
【疑难2】区别定语从句与名词性从句
①As is known to all, the moon travels around the earth.
②It is known to all that the moon travels around the earth.
③That the moon travels around the earth is known to all.
④What is known to all is that the moon travels around the earth.
【疑难剖析2】
①as引导非限制性定语从句；
②it作形式主语，that引导主语从句；
③that引导主语从句；
④what引导主语从句， that引导表语从句。
【疑难3】区别定语从句与地点状语从句
①When you read the book, you'd better make a mark in the place where you have any questions.
②When you read the book, you'd better make a mark where you have any questions.
③Please put the book in the place where you got it.
④Please put the book where you got it.
【疑难剖析3】①定语从句修饰place; ②地点状语从句；③定语从句修饰place；④地点状语从句。
【疑难4】区别定语从句与强调句、状语从句
①It was this small village (that / which) we got to know each other.
②It was in this small village that we got to know each other.
③It was 1914 when the war broke out.
④It was in 1914 that the war broke out.
⑤It was 1914, when the war broke out.
【疑难剖析4】①定语从句；②强调句；③时间状语从句；④强调句；⑤非限制性定语从句。
【疑难5】定语从句中含有插入语
①He made another wonderful discovery, which I think is of great importance to science.
②The Chinese government has decided to develop the west of China, which, I dare say, will benefit the people there, especially those who are still leading a poor life.
【疑难剖析5】①I think作插入语；②I dare say作插入语。
定语从句教案全英 篇四
1、幼儿通过活动，了解和掌握几个特殊而重要的电话号码，知道他们的用途，有初步的自我保护意识。
2、幼儿对生活中常见的现象和事物感兴趣，并能比较清楚地表达自己的发现。
活动准备：电话机、多媒体课件、幼儿自制通讯录。
1、 出示各种电话机，引导幼儿观察。
2、 幼儿讲述：给谁打过电话？怎么打的？
3、 幼儿模拟打电话的过程：拨号、问好、询问、讲述、道别。
4、 小结：想念好朋友的时候，可以打个电话问候一声；家人生日的时候可以打个电话表示祝贺；有事晚回家也可以打个电话告诉家人别担心，电话的用处真大！
1、幼儿欣赏多媒体课件（火灾）
2、教师启发幼儿想办法：哪一个办法最好？为什么？
3、幼儿模拟打报警电话，想一想，打报警电话的时候要注意些什么？
4、继续观看课件，听听动画片里的小朋友是怎么拨打报警电话的。
5、小结：打119报警电话时一定要说清楚自己的家庭地址和电话号码，这样才能方便消防员叔叔赶快来帮助你。
1、教师：119火警电话是个很特别的电话号码，我们的生活中还有许多特殊的电话号码，你们知道吗？
（根据幼儿回答，多媒体上出现相应的号码和图片，帮助幼儿记忆。）
2、提问：
（1）这些电话号码和我们平时的电话号码有什么不一样？
（2）数字为什么这么少？
（3）你们打过这些电话吗？
3、小结：当我们要知道今天的天气好不好时可以拨打12121；要查询电话号码时可以拨打114；想知道现在什么时间可以拨打12117；拨打119、110、120时要说清楚地址，而且119、110、120这三个电话只有在紧急的时候才能拨打，平时是不能随便拨打的，记住了吗？
今天我们知道了这么多特殊的电话号码，现在请大家把这些电话号码记录在自己的电话本上，想一想用什么方法能又快又清楚地记录下来，还能够让自己和别人都看得明白。
高中定语从句英语教案 篇五
定语从句教案
Ⅰ. 定义
定语从句，起形容词的作用，在句中常用来修饰名词或代词。被修饰的词称为先行词，引导定语从句的词称为关系词， 关系词的作用一是放在先行词与定语从句中间起引导作用；二是在意义上代替先行词，并在从句中充当一个成分。其中关系代词：who, whom, whose, which, that, as;关系副词：when, where, why。
eg. She is the girl who sings best of all.
The pen which my uncle gave me is missing.
He lives in a house whose windows face south.
The factory where my father works is in the east of the city.
Perhaps the day will come when people will be able to breathe clean air in cities.
Ⅱ. 关系代词
1. 先行词是人，作主语，关系代词用who, that
eg. He is a man( ) never leaves today’s work till tomorrow.
The boy ( ) is standing there is my cousin.
2. 先行词是人，作宾语，关系代词用 whom, who, that,
eg. Here is the man ( ) you’ve been expecting to meet.
The man ( ) you met yesterday is Mr. Smith.
3. 先行词是物，作主语，关系代词用which, that
eg . The train ( ) has just left is for Guangzhou.
Children like to read books ( ) have wonderful pictures.
4. 先行词是物，作宾语，关系代词用which, that,或省略
eg. The book ( ) you borrowed yesterday is really interesting.
The pen ( ) my uncle gave me is missing.
5. 先行词是人、物，作定语，关系代词用whose
eg. He is the professor ( ) name was Jackson.
China, ( ) population is the largest in the world, is developing very fast.
Ⅲ. 关系副词
1. 先行词是表示时间的名词，在定从中作时间状语，关系代词用when
eg. I can’t remember the date ( ) he went abroad.
I’ll never forget the day ( ) I joined the army.
2. 先行词是表示地点的名词，在定从中作地点状语，关系代词用where; 其中注意表示抽象概念的地点名词，如，situation、stage、degree、point等表示方面或程度时，也需用where
eg. This is the village ( ) Uncle Wang once lived.
They have reached the point ( ) they have to separate with each other.
He’s got himself into a dangerous situation ( ) he is likely to lose control over the plane.
3. 先行词是reason，在定从中作原因状语，关系代词用why
eg. I don’t know the reason ( ) he was late.
None of us know the reason ( ) Tom was absent from the meeting.
4.引导定语从句的关系副词也可以用“适当介词 + which”来代替。
eg. October 1, 1949 was the day when ( = ) the People’s Republic of China was founded.
This is the factory where(= ) we worked a year ago.
I don’t believe the reason why (= ) he was late for school.
Ⅳ. 关系代词that & which的区别：
⒈ 只用that的情况
① 先行词为all, everything, anything, nothing, little, much等不定代词时。
eg. There is nothing ( ) can prevent him from doing it.
② 先行词被any, only, few, no, very, little 等修饰时。
eg. This is the very book ( ) I’m looking for.
③ 先行词被形容词最高级或序数词修饰时。
eg. The first place ( ) they visited in Guilin was Elephant Trunk Hill.
This is the best film ( ) I have ever seen.
④ 先行词既有人又有物时。
eg. He talked about things and persons ( ) they remembered in the school.
⑤ 先行词被the only, the very修饰时。
eg. Mr. Smith is the only foreigner ( ) he knows.
⑥ 句中已有who或which,为了避免重复时。
eg. Who is the man ( ) is standing beside Tom?
⒉ 不能用 that的情况：
① 引导非限制性定语从句；
eg. He had failed in the maths exam , ( ) made his father very angry.
② 介词 + 关系代词。
eg. This is the room in( ) my father lived last year.
Ⅴ. as引导定语从句时的用法(as 相当于that & which)
① as引导限制性定语从句通常用于the same … as, such … as结构中。
eg. This is the same book ( ) I lent you.
Such machines ( ) are used in our workshop are made in China.
② as引导非限制性定语从句既可放在主句之前，也可放在主句之后，位置灵活，用来修饰整个句子。通常用下列句型：as is known to all, as is said, as is reported, as is announced, as we all know, as I expect 等。
eg. ( ) I expected, he got the first place again in this mid-term examination.
Taiwan, ( ) we all know, belongs to China.
Ⅵ. 限制性定语从句和非限制性定语从句的主要区别：
限制性定语从句： 一般紧跟在先行词后面，不用逗号把从句与先行词分隔开来。使先行词的意思十分明确，成为特定的人或物，是句子中不可缺少的成分，少了它句子就会失去意义不能成立，或意思不清楚，不能说明问题。通常译为定语。
非限制性定语从句： 通常由逗号与句子其他成分隔开。只是对先行词作进一步的说明，没有它句子仍能成立，意思仍很清楚。通常译为并列的句子。
eg. I was the only person in our office ( ) was invited.(去掉定语从句，意思就不完整)
Tom’s father, ( ) is over sixty, still works hard day and night.(整个句子可分成两句来翻译)
Ⅶ. 分隔定语从句
即先行词与关系代词、副词之间被介词短语，同位语，谓语等分隔开来。
此种定语从句，在选择关系词时，要注意找准先行词。
eg. There is an expression in his eyes ( )I can’t understand.
I was the only person in my office ( ) was invited to the important ball.
I suggest you choose someone I think ( ) is very kind and friendly.
选择填空：
1. It was April 29,2011 Prince William and Kate Middleton walked into the palace hall of the wedding ceremony.
A. that B. when C. since D. before
2.)Gutter oil is illegally recycled cooking oil, contains chemicals that are harmful to the human body and can even cause cancer.
A. it B. which C. where D. that
3. Between the two parts of the concert is an interval, the audience can buy ice-cream.
A. when B. where C. that D. which
4. The old town has narrow streets and small houses are built close to each other.
A. they B. where C. what D. that
5. Whatever is left over may be put into the refrigerator, it will keep for two or three weeks.
A. when B. which C. where D. while
6. English is a language shared by several diverse cultures, each of ------- uses it somewhat differently.
A. which B. what C. them D. those
7. A bank is the place they lend you an umbrella in fair weather and ask for it back when it begins to rain.
A. when B. that C. where D. there
8. She has a gift for creating an atmosphere for her students ------ allows them to communicate freely with each other.
A. which B. where C. what D. who
9 Ted came for the weekend wearing only some shorts and a T-shirt, ------ is a stupid thing to do in such weather.
A. this B. that C. what D. which
10. She showed the visitors around the museum, the construction ------ had taken more than three years.
A. for which B. with which C. of which D. to which
11. The school shop, customers are mainly students, is closed for the holidays.
A. which B. whose C. when D. where
12.He was so pleased with all we had done for him he wrote us a letter to praise for it.
A. what; what B. what; that C. that; what D. that; that
13.The moon travels round the earth once every month, is known to everybody.
A. it B. as C. that D. what
14. is often the case with elder people, my grandma, talked about my new hairstyle for at least 50 minutes nonstop.
A. That B. Which C. As D. It
15.After graduating from high school, you will reach a point in your life ------- you need to decide what to do.
A. that B. what C. which D. where
16.The novel was completed in 1978, the economic system has seen great changes.
A. when B. during which C. since then D. since when
17.Books bring us into the presence of the greatest minds have ever lived.
A. which B. who C.不填 D. that
18.The world is made up of matter.
A. in that we live B. on which we live
C. where we live in D. we live in
19.David is such a good boy all the teachers like.
A. that B. who C. as D. whom
20.Is this the reason at the meeting for his carelessness in his work?
A. he explained B. what he explained
C. how he explained D. why he explained
21.He was very angry and I can still remember the way he spoke to me.
A. how B. that C. what D. which
22.That’s the new machine parts are too small to be seen.
A. that B. which C. whose D. what
23.I’ve become good friends with several of the students in my school ------- I met in the English speech contest last year.
A. who B. where C. when D. which
高中定语从句英语教案 篇六
教学目标
教育方面
1. 掌握并能使用words and phrases: on the left/right, trouble, expect, pick up，kid, shot
2. 学习并理解which和who引导的定语从句。
3.能够用which和who引导的定语从句来描述自己所喜欢的东西。
教养方面
1、通过对乐队照片的评论引入照片的话题
2、引导学生通过摄影，从摄影的角度去看待周围的人和物
3、通过听力及阅读训练培养学生的听说能力及阅读能力
发展方面
通过乐队，摄影等知识开拓学生的视野，让学生更加热爱生活，并引导学生学会多角度观察世界，欣赏身边的人和物。
教学重难点
1. 掌握并能使用words and phrases: on the left/right, trouble, expect, pick up，kid, shot
2. 学习并理解which和who引导的定语从句。
3.能够用which和who引导的定语从句来描述自己所喜欢的东西。
教学工具
课件
教学过程
Step 1 复习检测课前自学部分
1.检查总结课前自主学习试卷情况
2. 通过自己拍摄的图片复习that引导的定语从句
Step 2 新课导入
1、 展示乐队图片并播放乐队的音乐激发学生的兴趣。
2、 播放乐队视频引出课文中参加学校舞会的气氛。
本环节反馈：
1. 问题：_____________________________________________________________
2. 反思：______________________________________________________
Step 3 自主学习
听力训练(先由学生独立完成再组内合作)
1、 听前说 根据课文上的图片完成activity 1让学生了解对话大意
2、 听中做 在听的过程中一方面提高学生的听力能力顺应中考动向。
(1) listen and check the words in the box in Activity 1 as you hear them.(activity2)
(2) Listen and fill in the blanks
Lingling: This is a photo of the Blues Boys ______ in a concert last month. They’re _________ _______.
Daming: And is this the band _______ is playing at the ________ _________?
Linglling: Yes, they play really great music. _______ _______ ______ is the boy _______ ______ the guitar and the boy in front is the one ________ _______.
Betty: And at the back is the boy _____ _______ the drum. They’re really loud.
Daming: What kind of music?
Betty: Well, if _______ _______the Blues Boys, I guess they play the blues.
Betty: And they get everyone dancing.
Daming: When I’m a band, I ______ _______ play the guitar.
Betty: You can play the guitar?
Daming:No, I can’t. But ______ _______ to learn.
(3) listen to the tape and answer these questions
(4) .Who won the photo competition last summer?
.What’s the name of the band?
What music do they play?
.What’s wrong with He Zhong?
本环节反馈：
1. 问题：_____________________________________________
2. 反思：_____________________________________________
Step 4 对话处理。阅读训练 (互助交流)
1. Read the dialogue and do a4并找出对话中的疑难点。
2. 小组合作，根据出示的重点短语翻译课文
本环节反馈：
1. 问题：____________________________________________________
2. 反思：_____________________________________________
Step 5精讲点拨
1、讲解由who 与which引导的定语从句
2、学以致用
1.The photo ________ you like is over there.
2.I have a friend _______ wants to be a writer.
3.The mountain ________ we climbed last year is very beautiful.
4.He is the greatest player ______ I know.
本环节反馈：
1. 问题：____________________________________________________
2. 反思：_____________________________________________
Step 6 我展示 我快乐
通过猜谜游戏让学生学会描述自己喜欢的人和物
本环节反馈：
1. 问题：____________________________________________________
2. 反思：_____________________________________________
Step 7 当堂达标
1、 选词填空。每个词组或短语限用一次。
2、 选择填空
本环节反馈：
1. 问题：____________________________________________________
2. 反思：_____________________________________________
step 8 感情升华
让学生欣赏美，感悟美，从不同的角度看待周围的人和事。
【课后延伸提升】
一、将下列每组句子改为含有定语从句的复合句。
1.The woman looks very young. She looks after my sister.
__________________________________________________________________
2. We all like the article. It was written by Confucius many years ago.
____________________________________________________________________
3. The bus left ten minutes ago. They missed it.
____________________________________________________________________
4. His father is the person. He will be most happy.
_____________________________________________________________________
二、翻译下列句子。
1. 我期望着你送我一份礼物。I _______ you _______ ______ a gift.
2.我有机会赢了。
I _______ _______ _______ _______ win. = I______ ______ ______ ______ _______ _____ win.
3. 就是这支乐队可以让人们都跳起舞来。It’s the band ______ _______ everyone -________.
4. 前面的人挡着我看不见。 I can’t see ______ ______ _______.
5. 她父亲才是最不高兴的人。His father is the person ______ _______ _______ most unhappy.
【拓展提升】
我们都有自己最喜欢的明星，老师，同学，事物等，请你用五句定语从句来描述这个人或物，让大家来猜。
Eg: This is a teacher who teaches well. He is a teacher who is humor. He is a teacher who is about 1.7m tall.
He is a teacher who we all love. Do you know who is he?_________________
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4._________________________________________________________________
5._______________________________________________________________
定语从句教案全英 篇七
eg. he is a man( ) never leaves today’s work till tomorrow.
the boy ( ) is standing there is my cousin.
2、 先行词是人，作宾语，关系代词用 whom, who, that,
eg. here is the man ( ) you’ve been expecting to meet.
the man ( ) you met yesterday is mr. smith.
3、 先行词是物，作主语，关系代词用which, that
eg 。 the train ( ) has just left is for guangzhou.
children like to read books ( ) have wonderful pictures.
4、 先行词是物，作宾语，关系代词用which, that,或省略
eg. the book ( ) you borrowed yesterday is really interesting.
the pen ( ) my uncle gave me is missing.
5、 先行词是人、物，作定语，关系代词用whose
eg. he is the professor ( ) name was jackson.
china, ( ) population is the largest in the world, is developing very fast.
定语从句教案全英 篇八
这节课是教育幼儿能够知道几个特殊的电话号码，并且能够知道这些电话号码是在什么情况下拨打，打通后需要说些什么。
1、让幼儿认识特殊的电话号码，并且能够熟记这些电话号码。
2、知道在什么情况拨打什么电话。
3、培养幼儿完整、连贯地表达能力和对事物的判断能力。
4、培养幼儿敏锐的观察能力。
5、探索、发现生活中的多样性及特征。
1、让幼儿认识特殊的电话号码，并且能够熟记这些电话号码。
2、知道在什么情况拨打什么电话。
特殊电话号码的图片，幻灯片。
1、以故事形式展开活动
看幻灯片有个老奶奶突然晕倒在路边这时候我们应该怎么办？
出示带有120电话号码的图片，告诉幼儿在遇到有人受伤，生病时应该拨打120，打通电话后能够说出受伤人员或是生病人的地址，说明是哪里受伤了，或者是什么生病的状态。
教幼儿读出急救电话是120。
看第二段故事突然发现有个地方着火了这时候应该怎么办？
出示带有119电话号码的图片，告诉幼儿如果遇到发生火灾时不要慌张，这时候应该拨打火警电话119，打通电话后说清楚发生法在现场的详细地址。
教幼儿读出火警电话119。
看第三段故事，如果家里来了陌生人，不要随便开门，如果不认识，可以拨打报警电话110，出示带有110电话号码的图片，教幼儿读出报警电话110，在打通电话时要说明自己所在的位置，在遇到危险时要拨打电话110。
用以上方法可以教幼儿认识多个特殊电话号码。
通过学习这一节课，让幼儿解了许多特殊电话号码的意义及用途，在今后上课前还要多以范例教育幼儿，在什么情况下打什么电话。
定语从句教案全英 篇九
1、熟记自己家人的电话号码，知道电话号码是由数字组成。
2、尝试用3个数字进行有规律的组合排序。
3、能动脑筋坚持完成任务，体验成功的快乐。
熟记家人的电话号码，并尝试用3个数字进行有规律的组个排序。
1、物质准备：记录表；数字卡片；记号笔；黑板；电话号码卡片。
2、经验准备：知道自己家人的手机号码。
1、谈话导入，联系实际生活，激发幼儿的活动兴趣。
（1）熟记家人的电话号码，初步感受不同的电话号码。
师：宝贝你们知道自己父母的电话号码吗？请你说一说。
小结：你们说了这么多的电话号码，都没有听到相同的号码，原来每个人的电话号码都不相同，因此只有使用不同的号码才能打得通电话；也请你们一定熟记父母电话号码，在你需要帮助的时候可以通过拨打父母的电话寻求帮助喔！
2、情景创设，幼儿操作设计不同的电话号码。
（1）出示两组电话号码：（xxxxxxxxxxx、xxxxxxxxxxx）
师：现在我有两组特别电话号码，请你读一读，你们发现这两个电话号码有什么特别的地方吗？
小结：原来我们的电话号码都是由数字组成的，并且同样的数字只要交换一下位置，改变一下排序就会形成一个新的不同的电话号码！
（2）创设情景，电信公司招聘电话号码设计师，幼儿进行有规律的数字的组合排序。
①出示一组电话号码（xxxxxxxxxxx）
师：电信公司需要招聘许多名电话号码设计师，他们给出了一个特别的电话号码，请你仔细观察，你有什么发现？
师：电信公司给出的号码只差最后3位尾数，如果你想被聘用，需要完成相应的任务，听任务来了：请你用数字1、2、3设计出不同的电话号码！谁来试一试。（个别幼儿进行操作，教师板书操作的结果）
师：请你找一找数字1开头的有哪些；数字2开头的有哪些；数字3开头的有哪些？（重复的划掉）
师：请问你发现了什么规律？
小结：原来每个数字只能设计出两组不同的号码，3个数字一共可以设计出6组，而且每个数字都要来当2次火车头，剩下的两个数字就当车厢，（例如：现在是数字几当火车头？）用手按住火车头，调换两个车厢的位置，就会形成新的不同的电话号码。
②巩固火车头与火车厢的方法。（幼儿口述老师操作变换数字位置）
（3）掌握排序规律，幼儿自主对1、2、3进行操作排序并完成记录单，教师巡回指导。
师：现在你们都是电话号码设计师，请每位小朋友在篮子里拿出数字1、2、3，在桌子上摆一摆，每摆一次就马上将结果填在表格的方框里，记住必须让每一个数字都当两次火车头喔。转身找一个喜欢的空位置坐下设计吧！
①操作结束，运用实物台展示评价。
师：我们一起来看一看，你们设计都是不同的号码吗？
（4）教师出示数字4、5、6，幼儿进行操作。
师：电信公司的老板说：“要想成为我们公司合格的设计师，只设计数字1、2、3太简单了，谁要是用数字4、5、6快速准确的设计出不同的电话号码，就马上录用他，并且给他提前发工资，行动起来吧！”
①实物台展示幼儿记录单，教师小结。
师：我们一起来看一看你们谁能被电信公司录用呢？
师：你们运用数字当火车头的方法轻松快速的用三个数字组合成了这么多不同的号码，真厉害！恭喜你们都被电信公司录用，待会可以跟着杨老师去领工资了！
经过几次的实践修改，此次活动已经顺利展开完毕，活动目标基本达成，幼儿能够熟记自己家人的电话号码，并尝试用电话号码的3个尾数进行有规律的组个排序，自己在活动过程中，寻找数字排序的规律，针对幼儿个别发展差异，有的幼儿能够很轻松容易的将规律找出并完成相应的记录单，但有的幼儿并不能一下子将规律找出并完成操作单，因此，经过后来的思考，在下一次这个活动中吗，可以给快速找到规律并完成的幼儿提供数字更多更难的挑战，发展稍差的幼儿给予多以点注意力的指导。
高中定语从句英语教案 篇十
一、定语从句的引导词
1、一共有9个：who, whom ,whose, that,which, when,where, why,as
与名词从句相比：定从不能由what和how引导；which的含义改变；定从内部的介词可以放引导词前。
2、引导词的功能有哪些？
（1）引导定语从句
（2）代替先行词在定语从句中充当一个成分。（先行词在从句中不再出现）
二、定语从句的关键
1、首先，要能判断出该从句是什么从句：
（1）放句首没有用逗号分开的，一般是主语从句，也有可能是状语从句，但从句结束后若有体现时态变化的动词，则一定是主语从句。
（2）放及物动词后，若及物动词不是被动语态，后面一定是宾语从句；若该及物动词是被动语态，后面一般是主语从句（It+ is + adj/n./done+that/whether/when…）或状语从句。
（3）放be动词后，后面一定是表语从句，但 “It is/was + 从句(被强调成分) + that”是强调句（强调句中“非谓语”）。
（4）放名词后，一般是定语从句，但若该名词有“内涵/内容”(fact/truth/news/information/ problem/suggestion)， 则很可能是同位语从句。
（5）用逗号分开的从句，一般是状语从句或 as/which引导的定语从句，也要注意用放在句中用逗号分开的“插入语”(however, for example,believe it or not等)。
2、其次，判断出是定语从句后可以用“三个优先”法做题：
（1）优先选择含whose的选项，能与空格后的名词构成“某人的某物”搭配，一般就是答案；
（2）优先选择含介词的选项，然后看该介词与从句中的谓语是否能构成符合逻辑的搭配；
（3）用逗号分开的定从，优先考虑as和which,若该空能翻译为“一件事”而从句意思是通顺的，则放句首就用as,句末用which(若该空能翻译为“如同”“像…一样”则应用as)
3、再次，做定语从句题可以用“三问法”来检测是否出错：
（1）先行词本身是否为特殊的词？
way+ in which/that/省略
指物的不定代词：anything, one, some,many, a lot, all, both, that等 + that
指人的不定代词或数词：one, those, anyone, two等 + who
既有人又有物： + that
“抽象的地点”condition, situation,case, point + where
“抽象的时间”one’s stay/visit + when
在特定语境中可以作“地点/位置”理解的词：trousers/ sleeves + where
（2）先行词前面有无特殊的词？
有不定代词修饰：all/every/little/much+ …+ that
有最高级/序数词修饰：the best/second … + that
有just the/ the very/ the only/ the last等修饰：+ that
有who/which疑问词：+ that(避免重复)
有the same/ such/ as修饰：一般+ as
（注意： ①第一个as是否为一个以as结尾的搭配，如regard…as；
②区分such…as（定从）与such …that“如此…以至于”）
（3）先行词在定语从句中充当什么成分？
注意：从句中spend后的“时间”，以及visit后的“地点”，不是状语，而是宾语，应该用不定代词
4、只能用that引导定语从句有哪些情况？
先行词前为all, everything, nothing,something, anything, little, much等不定代词时；
先行词前有：all, every, no, some, any,little, much, few等不定代词修饰时；
先行词被序数词修饰时；
先行词被形容词最高级修饰时；
先行词前only, just, very, last有等修饰时；
先行词是表示人和物混杂的两个名词时；
主句是以who, which,开头的疑问句或先行词是疑问代词时；
在修饰时间、地点等先行词时，只有用that代替when, where等引导词；
【例】I'll never forget the Sunday (that) you first arrived.
Do you know anywhere (that) I can get a drink ?
先行词为reason, way (意为“方法”)时，常用that 代替why,which, in which，也可省略。
引导词在定语从句中作表语时，多用that引导。
先行词是主句表语时；
【例】It is a dictionary that will help you a lot.
当主语以there be 开头时；
当先行词是数词时；
同一个复合句里有两个定语从句，一个用which，另一个通常用that。
5、reason后面用什么引导？way 后面用什么引导？
reason后面的定语从句用why引导。
way 后面定语从句用in which 或 that引导that可以省略。
6、when引导的定语从句等于什么引导的定语从句？
when引导的定语从句等于介词+ which引导的定语从句。
7、where 引导的定语从句等于什么引导的定语从句？
where 引导的定语从句等于介词＋which引导的定语从句。
8、one of 和 the (only) one of引导的定语从句在主谓一致问题上应注意什么？
前者引导的定语从句谓语动词用复数；后者用单数。
9、限制性定语从句与非限制性定语从句有和区别？
限制性定语从句是主句不可缺少的一个部分，缺少后主句意思不完整。非限制性定语从句是对主句的进一步说明，不要从句对主句意义无多大影响；非限制性定语从句前后有逗号隔开。而且非限制性定语从句中不能用that。
10、as 和which引导的非限制性定语从句在用法上有什么区别？
as和 which 都可以引导非限制性定语从句．都可以代替主句中的整个内容或某一成分。
as 引导的非限制性定语从句可以位于句首，并常和know, see, expect等词连用，意为：“正如……”，而which不能位于句首。
11、as 可以用于哪些结构中引导定语从句？
such... as； the same... as； so ...as..
12、the same…as和 the same…that 引导的定语从句如何区别？
the same…as 引导的定语从句指的是相同事物，强调同类。
the same…that引导的定语从句指的是同一物。
13、such…as…和 such…that…如何区分？
such…as…引导的是定语从句，as必须代替先行词在其引导的从句中充当成分。
such…that…引导的从句是状语从句，that只是引导从句并不在其引导的从句中充当成分，在选择填空首先看从句中是否缺句子成分，如果缺成分就要考虑是定语从句；如果不缺成分就要考虑是状语成分。
14、whose 引导定语从句有那些注意点？
whose 作定语，后面跟名词。一般有三种表示形式：
【例】This is the dictionary whose cover has come off.
= This is the dictionary the cover of which has comeoff.
= This is the dictionary of which the cover has come off.
15、 “介词 + 关系词” 开头的定语从句有哪几种情况？
注意：引导定从的介词后不能加who/that
（1）先行词在从句中做状语，用来替换when/where/why的：in/on/from/for/in front of + which/whom:
（2）“of所有格”： the+名词+ of + which/whom； of + which/whom +… the+名词
（3）“某个范围中的多少”： some/both/the former + of + which/whom; of + which/whom … some…
（4）偶尔可用“介词+ whose”和“介词+where”
三、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指人，在从句中做主语
The boys who are playing football are from Class One.
2、whom指人，在定语从句中充当宾语，常可省略。
Mr. Liu is the person (whom)you talked about on the bus.
【注意】关系代词whom在口语和非正式语体中常用who代替，可省略。
The man who/whom you met just now is my friend.
3、which指物，在定语从句中做主语或者宾语，做宾语时可省略
Football is a game which is liked by most boys.
4、that指人时，相当于who或者whom；指物时，相当于which。在定语从句中做主语或者宾语，做宾语时可省略。
The number of the people that/who come to visit the city each year rises one million.
5、whose通常指人，也可指物，在定语从句中做定语
He has a friend whose father is a doctor.
whose指物时，常用以下结构来代替：
The classroom whose door is broken will soon be repaired.
=The classroom of which the door is broken will soon be repaired.
Do you like the book whose cover is yellow?
=Do you like the book the color of which is yellow?
（注意：the + 名词 + of which/whom常考！）
四、介词+关系代词whom/which引导的定语从句（重点）
关系代词在定语从句中做介词宾语时，从句常由介词+关系代词引导：
The school (that/which) he once studied in is very famous.
=The school in which he once studied is very famous.
【注意】
1、含有介词的动词短语一般不拆开使用，如：look for, look after, take care of等
（1）This is the watch which/that I am lookingfor.(T)
（2）This is the watch for which I amlooking. (F)
2、若介词放在关系代词前，关系代词指人时用whom，不可用who或者that；指物时用which，不能用that；关系代词是所有格时用whose
（1）The man with whom you talked is my friend.(T)
（2）The man who/that you talked with is my friend.(F)
3、“介词+关系代词”前可有some, any, none, both, all, neither, most,each, few等代词或者数词，构成some of which/whom等类似结构引导的定语从句。(重点：常考！)
（1）He loved his parents deeply, of whom both are very kind to him.
（2）In the basket there are quite many apples, some of which have gone bad.
（3）There are forty students in our class in all, most of whom are from big cities.
在特定语境中，可以用“介词+ whose/where”引导定语从句
The boss in whose department Ms King once worked is a kind man.
高中定语从句英语教案 第十一篇
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。
1. _____________________ 9._______________________
2. _____________________ 10.______________________
3. _____________________ ______________________
4. _____________________ _______________________
5. _____________________ ______________________
6. _____________________ ______________________
7. _____________________ ______________________
8. _____________________ ______________________
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
(一)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 ________________
定语从句教案全英 第十二篇
1、知道三种特殊的电话号码及其作用。
2、了解使用这些特殊的电话号码的具体情况。
1、教师通过提问创设情境，引起幼儿兴趣。
教师：小朋友，你知道自己家的电话号码是多少吗？请幼儿现场打电话给家里熟悉的人。
教师：有一些特殊的电话号码，它们是很有用的，你们知道有哪些吗？（幼儿自由讲述）
2、教师引导幼儿认识几种特殊的电话号码，知道它们的用途及其与人们生活的关系。
教师出示写有"110"的图片，引导幼儿认识。
教师：小朋友，你们看这是什么号码，在什么情况下需要使用这个电话号码呢？它对我们的生活有什么样的帮助呢？打了这个电话什么车子会出现？谁会出现？他们会做什么？
依次出示"120"、"119"等电话号码的图片，指导幼儿了解它们的作用以及相关的工作人员及其活动，并知道这些人员的活动与人们关系。
3、教师总结，活动结束。
1、课件与幼儿互动能大大增加幼儿的学习兴趣。在课件中我引入了幼儿十分喜欢的卡通形象一一天线宝宝拉拉，让他代替教师向幼儿提问、对幼儿的回答进行评价、引出游戏环节等，很好地吸引了每个幼儿，让他们始终保持聆听、观看和积极参与的热情。
2、幼儿对活动提供的各种通讯工具（为了达到让幼儿感知不同类型的通讯设备及使用方法的隐性目标）似乎并不在意，所有模拟打电话的幼儿都选择了同一款电话机，这意味着在本次活动中这一隐性目标是否必要得进一步考虑。
3、本活动侧重社会性教育与安全教育，还可以渗透一些在紧急情况下保持沉着、镇静的情感教育。
4、紧急情况下的自救或互救能力也是生命教育中的重要内容之一，为了更好地提高幼儿这方面的能力，还可以尝试协同家长一起开展此活动，如让幼儿事先记住家庭地址、家庭电话等，让幼儿进行更加真实的尝试。
定语从句教案全英 第十三篇
1、初步了解定语从句的概念、结构。
2、初步学习并掌握定语从句的规则，尤其是关系代词『who，which，that以及whose』的用法。
1、定语从句三要素及关系词的选用
2、只能that或which的情况；
1、举例讲解，说明定语从句的用法。
2、以讲练结合的方法加深学生印象。
a beautiful girl a handsome boy a clever child
1、 定语是用来修饰名次或代词的。
this is the boy who is clever.
2、定语从句(attributive clauses)定义：在主从复合句中修饰名词或代词的从句 定语从句的特点：
定语从句
的引导词关系代词where （地点状语）关系副词
when （时间状语）
why （原因状语）
1、who和whom指人，在从句中分别做主语和宾语，做宾语时可被省略。
the handsome
the tall
the
定语从句在下列情况下只能用that，而不能用which指物。（指人时可以用who/whom）
1、 当先行词被形容词最高级修饰时。如：
2、 当先行词是不定代词everything, anything, nothing （something 除外）， all, none, few, little, some等代词时，或当先行词受every, any, all, some, no, little, few, much等代词修饰时。如：
3、 当先行词被序数词修饰时。如：
4、 当先行词被表示“正是”的the very, the only修饰时。如：
5、 当先行词前面有who, which等疑问代词时。如：
6、 当先行词为人与动物或人与物时。如：
part 1.结合课文例句，找出先行词和关系词
1、 but the one million people of the city, who thought little of these events, went to bed as usual that nigh.
2、 it was heard in beijing, which is one hundred kilometers away.
3、 a huge crack that was eight kilometers long and thirty metres wide cut across houses, roads and canals.
4、 the number of people who were killed or injured reached more than 400,000.
5、 the army organized teams to dig out those who were trapped and to bury the dead.
6、 workers built shelters for survivors whose homes had been destroyed.
1、 he laughs best who laughs last.
2、 he who makes no mistakes makes nothing.
3、 he that gains time gains all things.
4、 he who nothing questions, nothing learns.
5、 he that cannot ask cannot live.
6、 a friend is someone who knows all about you and still loves you.
7、 god helps those who help themselves.
8、 he who does not reach the great wall is not a true man
9、 he who does not advance loses ground.
part3 practice
1、 do you know the girl _____ is talking with your mother?
a. who b. which c. whose d. /
2、 this is the kite _______ billy fisher gave to tom
a. who b. which c. / d. both b and c
3、 he was the only one ______ was saved in the earthquake.
a. who b. that c. which d. a and b
4、 this is the only present _____ i like.
a. who b. that c. which d. b and c
5、 this is the most beautiful place ______ i have ever seen.
a. which b. who c. where d. /
6、 all _______ i can do is to give him some money.
a. that b. which c. who d. what
7、 is there anything else _____ you need?
a. which b. that c. who d. what
8、 the museum _____ we visited last week isn’t far from here.
a. where b. which c. what d. who
9、 most of the people ____ lost their lives in the earthquake are sichuan natives.
a. when b. who c. how d. which
10、 the boy ____ you saw just now is tom’s brother.
a. which b. whose c. when d. /
11、 the bike and its rider _____ had run over an old woman were helped up by the policeman.
a. which b. that c. it d. whom
12、 is this the factory _____ you worked five years ago?
a. in which b. in where c. in that d. that
1、 do you like the present _______ i bought you yesterday?
2、 the storybook _______ was written by his uncle is quite interesting.
3、 the boy _______ computer doesn’t work well needs your help.
4、 this is the best movie _______ we have seen this year.
5、 the doctor _______ we met in the street is from america.
6、 the passengers and the suitcases _____ were in the waiting room had to wait for another plane.
7、 who is the girl _______ you want to make friends with?
8、 this is the last lesson _______ mr. smith taught us.
9、 i, _____ am your friend, will help you out.
10、 the building ___________ wall is white is my uncle’s house.
11、 the boy _______ john spoke with is my brother.
12、 will you please lend me the very picture _________ you bought yesterday?
13、 the students ________ the teacher praised at the class meeting is our monitor.
14、 the season _________ comes after spring is summer.
15、 this is the first museum __________ we visited last saturday.
16、 the girl ________ leg was broken in the earthquake was taken to the hospital.
17、 i found some photos of interesting places _________ were not far away from our city.
18、 there is a boy downstairs _________ want to see you.
19、 the river ________ banks are covered with trees is very long.
20、 i’m going to meet tom ______ they say is a good boy.
高中定语从句英语教案 第十四篇
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。
高中定语从句英语教案 第十五篇
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。
学而不思则罔，思而不学则殆。以上就是快回答给大家分享的15篇定语从句教案全英，希望能够让您对于定语从句教案的写作更加的得心应手。
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