初中英语从句教案

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.

一、所需课件： 一课时

学习内容：定语从句中关系代词who, whom ,which ,that ,as的用法。

定语从句是一个很重要的语法项目，为以后的英语学习打下坚定的基础，也是初高考出现频率较高的考点。

二．教学目标分析

知识与目标分析

知识与技能目标：帮助学生掌握关系代词who, whom, which, that, as 的用法，丰富学生的语法知识，形成独立的学习能力，能够运用这些知识去解决定语从句的习题。

过程与方法目标：让学生主动参与感知——积累——理解关系代词的过程，让学生学会关系代词的用法，学会探究解决问题。

情感态度价值观目标：让学生体验到学习定语从句的乐趣。

三．学习者特征分析

初中生刚刚接触与从句，对句子结构认识不够清楚，但是这部分内容很重要，有助于学生完善整个英语语法知识结构。

四．教学策略选择与设计

本课题主要采用启发式教学策略，合作学习，探究学习的策略，在教学中，创设问题情景，以小组为单位进行讨论，合作学习，得出结论。

五．教学资源与工具设计

多媒体教室 计算机 PPT课件

六、教学过程

第一步:复习（检查作业）

第二步：导入

Marry is a beautiful girl.

Marry is a girl who has long hair.

……（讨论句子特征 ）

老师总结：什么是定语从句，先行词，引出定语从句由关系代词，关系副词来引导。

第三步：介绍引导定语从句的关系代词。

第四步：详细介绍这些关系代词的用法。

第五步：习题（加深印象）

第六步：课后总结

第七步：布置作业

七、教学评价设计

创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。另外，可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价。

八、帮助和总结

教师以启发诱导的方式向学生提供帮助和指导，针对不同的'学习间断的学生采取不同的`帮助和指导，之处不同水平的要求，给予不同的帮助。对于学习能力强的可以以暗示的方式进行指示，对学习能力差的学生可以通过逐步深入的方式进行讨论。

在学习结束后，对学生的学习做出简单的总结，可以布置一些练习题，以强化学习效果。

【拓展内容】

定语从句关系分类

关系从句有限制性关系从句（英语：restrictive relative clause或defining relative clause）和非限制性关系从句（英语：non-restrictive relative clause）之分。限制性关系从句起限定作用，修饰特定的名词或名词短语；而非限制性关系从句只起补充说明某种信息的作用。

例如：The government which promises to cut taxes will be popular.（限制性关系从句，指任何一个减税的政府）

The government, which promises to cut taxes, will be popular. （非限制性关系从句，补充说明（现任的）政府的情况）

There were very few passengers who escaped without serious injury. （限制性关系从句，指逃出来的乘客大多受了伤）

There were very few passengers, who escaped without serious injury. （非限制性关系从句，指游客人数本来就很少，这些游客都逃了出来且没有受伤）

限制性关系从句

从语义上看，限制性关系从句主要起限定作用，修饰特定的人或事物，如果去掉限制性定语从句，整个句子表意会不完整甚至不通顺；从结构上看，限制性关系从句常紧跟先行词，并且同先行词之间一般不加逗号分隔（但不是绝对的）。

限制性关系从句的关系词包括：that, which, who, whom, whose, as, than等。

非限制性关系从句

从语义上看，非限制性关系从句主要起补充说明的作用，有时相当于一个并列分句或状语从句，可以表达原因、目的、结果、条件、让步等意义。

例如：Dr Lee, who had read through the instructions carefully before doing his experiments, did not obtain satisfactory results. （非限制性关系从句表示让步的意义，相当于though Dr Lee had read through the instructions...）

非限制性定语从句的关系词包括：which, who, whom, whose, as等，另外that在非限制性关系从句中并非绝对不可使用。

关系选择

关系词包括关系代词（英语：relative pronoun）、关系副词（英语：relative adverb）和关系限定词（英语：relative determiner）。关系词的选择主要涉及以下因素：

1.先行词是人还是事物；

2.关系词在关系从句中的句法功能；

3.关系从句是限制性的还是非限制性的；

4.是口语还是书面语。

特殊的关系从句

名词性关系从句

名词性关系从句（英语：nominal relative clause）又叫自由关系从句（英语：free relative clause），名词性关系从句在结构上不含有先行词，它的关系词同时扮演了关系词和先行词的角色，因此名词性关系从句的关系词又叫缩合连接代词。例如：

I like what I see.（“what I see”是名词性关系从句，它没有先行词，与此同时缩合连接代词“what”又直接充当了“like”的宾语。）

缩合连接代词“what”可以根据语义解释为“the thing(s) that”或“the person(s) that”。

嵌入式关系从句

嵌入式关系从句（英语：embedded relative clause）是一种较复杂的关系从句，它既是先行词的后置定语，又是另一结构的宾语。

例如：She has an adopted child who she says was an orphan. （关系从句修饰“an adopted child"，同时又是“she says”的宾语）

双重关系从句

双重关系从句（英语：double relative clause）是指两个关系从句修饰同一个先行词的语法现象。

例如：You can easily find us;just look for a house whose windows need washing and whose fence needs repairing!