牛津译林版定语从句复习教案
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“定语从句复习”教学设计
一、教学目标：
知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。
能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。
情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。
二、重点难点：
提高学生对语法复习的兴趣和积极性，较好地掌握定语从句的用法，理解定语从句，运用知识点解题。
三、教学方法：
由于学生英语的基础比较差，再加上语法复习基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题通过竞争法、音像法等促进学生的热情，增强学习的效果。尝试创新思维，联系社会采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学语法知识。
四、教学手段：
利用多媒体计算机、网络资源、自制音像等创设教学情景、问题情景，扩大
教学容量，增强教学的趣味性和时效性。
（设计以学生为主体，采用研究性学习方法，寓教于乐。因此我借助多媒体，结合竞赛形式，力求使枯燥的语法生动趣味化；并且考虑学生英语基础的实际情况，因此设计任务循序渐进由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果。）
五、教学准备：
1、布置学生复习定语从句各关系代词的用法。
2、教师准备相关多媒体课件。
六、教学课时：一课时
七、教学过程：
Step I：导入
Enjoy the movie clip：Harry Porter
T: What’s the name of the movie
Ss: It is Harry Porter.
T: Do you like the boy whose name is Harry Porter
I like the boy whose name is Harry Porter very much.
Show a picture:
T: Which boy is Harry Porter
Ss: The boy who is wearing glasses is Harry Porter.
根据以上所说的2句
I like the boy whose name is Harry Porter very much.
The boy who is wearing glasses is Harry Porter.
请学生分析这两个句子中划线部分所出现的语法现象，由此导入到“定语从句”。 T：What type of clause are the underlined parts in the two sentences
Ss: The Attributive Clause定语从句。
（设计思路：通过学生熟悉感兴趣的电影片段导入定语从句，可以在欢快的节奏中导引学生轻松自然地进入语法话题。）
Step II：定语从句的定义和结构的简单呈现。
1. 分析句子结构：Harry Porter is a boy who has magic power.
先行词 关系词
定语从句
关系代词
who, which, whom, that, whose
（设计思路：复习理论知识，为以下的实际操练做较好的准备，提高准确率。）
2.关系词代用法：
Who
Whom 先行词是人
Whose
That
Which 先行词是物
关系代词可以作定语从句的主语，宾语和定语。
注意: 关系代词作动词宾语时可省略,做主语，定语时不可省略。
（设计思路：使学生加深对定语从句的结构和关系代词的印象，以便下面的活动中更好的发挥。）
3.关系代词运用与复习：
1）.-Do you know the man ____is talking with your father
A. when B. who C. which
2）.The boys _____ the teacher talked to are from Class One.
A. what B. who C. which
3）.Those _______ want to go to the museum must be at the school gate at 7:00 tomorrow morning.
A. who B. which C. whom
注：由who 引导定语从句在从句中做________或__________.
4). The gentleman ________you told me yesterday is a thief.
A. who B. about whom C. whom
5). The doctor _______you are looking for is in the room.
A. whom B. what C. which
6). The teacher for _______ you are waiting has come.
(介词提前时先行词是人只能用whom.)
A. who B. that C. whom
注：由whom引导定语从句在从句中做____.
7).A child _____ parents are dead is called an orphan（孤儿）.
A. who B. whose C. his
8).This book is for the student _______ hair is red.
A. that B. whom C. whose
A. 9). The man ______ leg broke in a match used to be a football player.
B. his B. whom C. whose
注：由whose引导定语从句在从句中做____.
10). Yesterday Emily was wearing the new dress __________ I gave her.
A. which B. whose C. who
11).My parents live in a house____ is more than 100 years old.
A. which B. where C. whose
12).Is this the library from _____you borrow books
(介词提前时先行词是物只能用which.)
A. what B. which C. who
注：由which 引导定语从句在从句中做________或__________.
(设计思路：通过习题的操练总结复习关系代词的用法，让学生在实际运用中灵活掌握关系代词的用法，做到活学活用。)
4.用关系代词填空:
1）.The boy ____________ is playing ping-pong is my classmate.
2）.The e-mail ___________ I received yesterday was from my sister.
3）.I hate people ______________ talk much but do little.
4）.The car _____________ my father bought last month is very beautiful.
5）.The man ______ hair is white is his grandfather.
6）. Is there a student _________ father is a business man
7）. This is the house in ________ we have lived for 10 years.
注意：下列情况只能用that
8）.I’ve never heard of the people and things ________ you talked about just now.
当先行词是something, anything, nothing, all 等词时，关系代词只能用that.
9）.There is nothing in the world _______ can frighten me.
10）.Say all ________ you know.
11）.Is there anything ______ I can do for you
当先行词是something, anything, nothing, all 等词时，关系代词只能用that.
12）.This is the first play ________ I have seen since I came here.
13）. This is the best novel _______ I have read.
当先行词被序数词，最高级等词修饰时，关系代词只能用that.
14）.Who is the girl _______is standing under the tree
15）. Which is the machine ____ we used last Sunday.
当主句是who或which 引导的特殊疑问句，关系代词只能用that.
16）.I have some pictures which ______(be) painted by Qi Baishi.
17）. I have a picture which ______(be) painted by Qi Baishi.
18）.She is one of the students who _____(be) invited to the party.
定语从句谓语的单复数要跟_____的单复数保持一致！
（设计思路：让学生自己在实际运用中发现规律总结规律，而不是死记硬背，此部分通过不同的实例使学生轻松容易地掌握了定语从句中需要注意的几个问题。）
Step III: 操练运用。
Competition 趣味定语从句复习竞赛: 以竞赛形式，把全班分成三大组，看哪方得分高。竞赛内容分为六部分。
（设计思路：竞赛寓教于乐，更能调动学习积极性，加强学生思维能力、协作竞争能力及强化团体荣誉意识。）
Level 1: Guessing game
1. He is a Hong Kong actor who is famous for his kongfu films, such as 12 Animal Signs.
Jackie Chan
2. It’s an invention which is used for keeping off the rain .
umbrella
2. It’s a day that comes after Sunday.
Monday
3. It’s the Wall which was built by Chinese people.
The Great Wall
4. An animal which wears big black “glasses” on its face.
Panda
（设计思路：贯彻由易渐难的原则，先从相对简单的题型开练，鼓舞士气，提高自信心。）
Level 2：Translate the following English proverbs（谚语） into Chinese.
1. God helps those who help themselves.
天助自助者。
2. He who laughs last laughs best.
谁笑到最后谁最美。
3. He who doesn’t reach the Great Wall is not a true man.
不到长城非好汉
4. He who is content (满足）is always happy.
知足者常乐
（设计思路：帮助学生会用英文表达几句著名的格言，且于句中能识别定语从句。）
Level 3：Correction:
1. The students who cleans the blackboard should be praised.
(clean)
2. All which is useful to us is good.
(that)
3. I want a piece of paper on that I can write.
(which)
4. I have a sister works in Shanghai.
(who/that)
（设计思路：通过发现别人的错误，引以为戒，帮助学生更好更准确地运用定语从句。）
Level 4: Make sentences
Video – Running man
1.Picture-- Angelababy
Angelababy ,中文名杨颖，1989年2月28日出生于上海。
Angelababy ____________________________ was born in Shanghai on February 28th 1989.
2. Picture-- Angelababy
Baby 正在敲打那些从洞里伸出来(stick out)的人。
Baby is hitting the people_____________ ___________________
3. Picture-- Chen He
陈赫正在努力吃一颗糖，糖用绳绑着。
Chen He is trying to eat a candy_________________________.
4. Picture-- Chen He and Wang Zulan
个头矮的那个人是王祖蓝。
The man __________________________ is Wang Zulan.
（设计思路：本部分为句的训练，用Running man的图片以及真实生动的视频资料激发学生的热情，积极思考，比比在语境中谁能既快又准给出关系代词，并且也学学用英文描述图片，考察学生用定语从句组织复合句的能力也为组句成文打好基础。）
Level 5: Discussion
What kind of girl / boy do you like
I like the girl /boy who …
（设计思路：依照循序渐进的理念，本部分提高了难度，借助学生比较感兴趣的话题展开口语的训练，考察学生能否自如地运用定语从句的能力，提高学生口语表达能力。）
Step IV: Homework
Make 6 sentences using the attributive clause.
（设计思路：学习语法的最终目的在于运用，故平时要多加训练，承上所提话题让学生以感想并结合自身实际写句子，进一步锻炼在实际中运用定语从句的能力。而且本次教学活动关于定语从句的任务设计理念是按“词→句→文” 循序渐进，所以写便是前面部分很好的延续和提高了。）
一、教学目标：
知识目标：复习和掌握定语从句中关系代词和关系副词的作用和功能，能准确选择定语从句所需的关系代词或关系副词。
能力目标：能较好地运用定语从句，能正确组织包含定语从句的复合句。
情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。
二、重点难点：
提高学生对语法复习的兴趣和积极性，较好地掌握定语从句的用法，理解定语从句，运用知识点解题。
三、教学方法：
由于学生英语的基础比较差，再加上语法复习基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题通过竞争法、音像法等促进学生的热情，增强学习的效果。尝试创新思维，联系社会采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学语法知识。
四、教学手段：
利用多媒体计算机、网络资源、自制音像等创设教学情景、问题情景，扩大
教学容量，增强教学的趣味性和时效性。
（设计以学生为主体，采用研究性学习方法，寓教于乐。因此我借助多媒体，结合竞赛形式，力求使枯燥的语法生动趣味化；并且考虑学生英语基础的实际情况，因此设计任务循序渐进由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果。）
五、教学准备：
1、布置学生复习定语从句各关系代词的用法。
2、教师准备相关多媒体课件。
六、教学课时：一课时
七、教学过程：
Step I：导入
Enjoy the movie clip：Harry Porter
T: What’s the name of the movie
Ss: It is Harry Porter.
T: Do you like the boy whose name is Harry Porter
I like the boy whose name is Harry Porter very much.
Show a picture:
T: Which boy is Harry Porter
Ss: The boy who is wearing glasses is Harry Porter.
根据以上所说的2句
I like the boy whose name is Harry Porter very much.
The boy who is wearing glasses is Harry Porter.
请学生分析这两个句子中划线部分所出现的语法现象，由此导入到“定语从句”。 T：What type of clause are the underlined parts in the two sentences
Ss: The Attributive Clause定语从句。
（设计思路：通过学生熟悉感兴趣的电影片段导入定语从句，可以在欢快的节奏中导引学生轻松自然地进入语法话题。）
Step II：定语从句的定义和结构的简单呈现。
1. 分析句子结构：Harry Porter is a boy who has magic power.
先行词 关系词
定语从句
关系代词
who, which, whom, that, whose
（设计思路：复习理论知识，为以下的实际操练做较好的准备，提高准确率。）
2.关系词代用法：
Who
Whom 先行词是人
Whose
That
Which 先行词是物
关系代词可以作定语从句的主语，宾语和定语。
注意: 关系代词作动词宾语时可省略,做主语，定语时不可省略。
（设计思路：使学生加深对定语从句的结构和关系代词的印象，以便下面的活动中更好的发挥。）
3.关系代词运用与复习：
1）.-Do you know the man ____is talking with your father
A. when B. who C. which
2）.The boys _____ the teacher talked to are from Class One.
A. what B. who C. which
3）.Those _______ want to go to the museum must be at the school gate at 7:00 tomorrow morning.
A. who B. which C. whom
注：由who 引导定语从句在从句中做________或__________.
4). The gentleman ________you told me yesterday is a thief.
A. who B. about whom C. whom
5). The doctor _______you are looking for is in the room.
A. whom B. what C. which
6). The teacher for _______ you are waiting has come.
(介词提前时先行词是人只能用whom.)
A. who B. that C. whom
注：由whom引导定语从句在从句中做____.
7).A child _____ parents are dead is called an orphan（孤儿）.
A. who B. whose C. his
8).This book is for the student _______ hair is red.
A. that B. whom C. whose
A. 9). The man ______ leg broke in a match used to be a football player.
B. his B. whom C. whose
注：由whose引导定语从句在从句中做____.
10). Yesterday Emily was wearing the new dress __________ I gave her.
A. which B. whose C. who
11).My parents live in a house____ is more than 100 years old.
A. which B. where C. whose
12).Is this the library from _____you borrow books
(介词提前时先行词是物只能用which.)
A. what B. which C. who
注：由which 引导定语从句在从句中做________或__________.
(设计思路：通过习题的操练总结复习关系代词的用法，让学生在实际运用中灵活掌握关系代词的用法，做到活学活用。)
4.用关系代词填空:
1）.The boy ____________ is playing ping-pong is my classmate.
2）.The e-mail ___________ I received yesterday was from my sister.
3）.I hate people ______________ talk much but do little.
4）.The car _____________ my father bought last month is very beautiful.
5）.The man ______ hair is white is his grandfather.
6）. Is there a student _________ father is a business man
7）. This is the house in ________ we have lived for 10 years.
注意：下列情况只能用that
8）.I’ve never heard of the people and things ________ you talked about just now.
当先行词是something, anything, nothing, all 等词时，关系代词只能用that.
9）.There is nothing in the world _______ can frighten me.
10）.Say all ________ you know.
11）.Is there anything ______ I can do for you
当先行词是something, anything, nothing, all 等词时，关系代词只能用that.
12）.This is the first play ________ I have seen since I came here.
13）. This is the best novel _______ I have read.
当先行词被序数词，最高级等词修饰时，关系代词只能用that.
14）.Who is the girl _______is standing under the tree
15）. Which is the machine ____ we used last Sunday.
当主句是who或which 引导的特殊疑问句，关系代词只能用that.
16）.I have some pictures which ______(be) painted by Qi Baishi.
17）. I have a picture which ______(be) painted by Qi Baishi.
18）.She is one of the students who _____(be) invited to the party.
定语从句谓语的单复数要跟_____的单复数保持一致！
（设计思路：让学生自己在实际运用中发现规律总结规律，而不是死记硬背，此部分通过不同的实例使学生轻松容易地掌握了定语从句中需要注意的几个问题。）
Step III: 操练运用。
Competition 趣味定语从句复习竞赛: 以竞赛形式，把全班分成三大组，看哪方得分高。竞赛内容分为六部分。
（设计思路：竞赛寓教于乐，更能调动学习积极性，加强学生思维能力、协作竞争能力及强化团体荣誉意识。）
Level 1: Guessing game
1. He is a Hong Kong actor who is famous for his kongfu films, such as 12 Animal Signs.
Jackie Chan
2. It’s an invention which is used for keeping off the rain .
umbrella
2. It’s a day that comes after Sunday.
Monday
3. It’s the Wall which was built by Chinese people.
The Great Wall
4. An animal which wears big black “glasses” on its face.
Panda
（设计思路：贯彻由易渐难的原则，先从相对简单的题型开练，鼓舞士气，提高自信心。）
Level 2：Translate the following English proverbs（谚语） into Chinese.
1. God helps those who help themselves.
天助自助者。
2. He who laughs last laughs best.
谁笑到最后谁最美。
3. He who doesn’t reach the Great Wall is not a true man.
不到长城非好汉
4. He who is content (满足）is always happy.
知足者常乐
（设计思路：帮助学生会用英文表达几句著名的格言，且于句中能识别定语从句。）
Level 3：Correction:
1. The students who cleans the blackboard should be praised.
(clean)
2. All which is useful to us is good.
(that)
3. I want a piece of paper on that I can write.
(which)
4. I have a sister works in Shanghai.
(who/that)
（设计思路：通过发现别人的错误，引以为戒，帮助学生更好更准确地运用定语从句。）
Level 4: Make sentences
Video – Running man
1.Picture-- Angelababy
Angelababy ,中文名杨颖，1989年2月28日出生于上海。
Angelababy ____________________________ was born in Shanghai on February 28th 1989.
2. Picture-- Angelababy
Baby 正在敲打那些从洞里伸出来(stick out)的人。
Baby is hitting the people_____________ ___________________
3. Picture-- Chen He
陈赫正在努力吃一颗糖，糖用绳绑着。
Chen He is trying to eat a candy_________________________.
4. Picture-- Chen He and Wang Zulan
个头矮的那个人是王祖蓝。
The man __________________________ is Wang Zulan.
（设计思路：本部分为句的训练，用Running man的图片以及真实生动的视频资料激发学生的热情，积极思考，比比在语境中谁能既快又准给出关系代词，并且也学学用英文描述图片，考察学生用定语从句组织复合句的能力也为组句成文打好基础。）
Level 5: Discussion
What kind of girl / boy do you like
I like the girl /boy who …
（设计思路：依照循序渐进的理念，本部分提高了难度，借助学生比较感兴趣的话题展开口语的训练，考察学生能否自如地运用定语从句的能力，提高学生口语表达能力。）
Step IV: Homework
Make 6 sentences using the attributive clause.
（设计思路：学习语法的最终目的在于运用，故平时要多加训练，承上所提话题让学生以感想并结合自身实际写句子，进一步锻炼在实际中运用定语从句的能力。而且本次教学活动关于定语从句的任务设计理念是按“词→句→文” 循序渐进，所以写便是前面部分很好的延续和提高了。）