定语从句教案热门

　　为了促进学生掌握上课知识点，老师需要提前准备教案，老师在写教案课件时还需要花点心思去写。教案是培养学生创新思维的有效途径。在本文中对联网编辑将分享一些与“定语从句教案”相关的内容，我希望这些经验能够在您的生活中起到一定的帮助！

定语从句教案 篇1

　　标题：高中定语从句课件

　　随着高中英语课堂教学的不断深入，定语从句作为一种重要的语法现象也逐渐受到了广泛的关注。虽然定语从句的学习需要学生具备比较全面的英语语法基础，但是它的语言功能非常强大，可以让学生更加准确地表达语言意义，同时也可以更好地厘清句子结构和语言逻辑关系。因此，高中定语从句课件的开发和应用也逐渐成为了高中英语教学的一种重要手段和方法。

　　高中定语从句课件的内容通常包括以下几个方面：

　　1、高中定语从句的定义和基本语法特征，例如：定语从句的定义、定语从句和主句的关系、定语从句的引导词、定语从句的种类等。通过这些基本知识的系统化介绍，学生可以掌握定语从句的基本概念和语言特征，为后续的深入学习打下坚实的基础。

　　2、高中定语从句的使用方法和技巧，例如：定语从句的使用范围、定语从句的位置和形式、避免定语从句的重复或不必要等。通过这些使用方法和技巧的介绍，学生可以更加灵活地运用定语从句，让语言表达更加精准和自然。

　　3、高中定语从句的应用实例和习题分析，例如：文献摘要、科技论文摘要、报告、信函、演讲、口试、作文等。通过这些具体的实例和习题训练，学生可以更加深入地了解定语从句的应用场景，更加熟练地应用定语从句来表达语言意义。

　　高中定语从句课件具有以下几个优点：

　　1、互动性强。高中定语从句课件的设计通常以互动为主，通过多种互动方式来吸引学生的注意力和参与度。例如：课堂讨论、小组讨论、学生演示、仿写练习、在线测试等，从而让学生更加积极地参与到教学过程中来。

　　2、内容丰富。高中定语从句课件的内容涵盖了定语从句的定义、基本语法特征、使用方法和技巧、应用实例和习题分析等方面，可以更加全面地帮助学生掌握定语从句的相关知识和技能。

　　3、形式灵活。高中定语从句课件的形式灵活多样，例如：PPT演示、网络视频、在线教学平台等，学生可以根据自己的喜好和需求来选择最适合的学习方式。

　　高中定语从句课件的应用主要包括以下几个方面：

　　1、课堂教学。高中定语从句课件可以作为教师课堂教学的重要辅助工具，通过形象直观的演示和互动讨论，帮助学生更加深入地掌握定语从句的知识和技能。

　　2、网络教学。高中定语从句课件可以通过网络教学平台进行在线教学，让学生可以随时随地进行学习，同时也可以通过在线互动进行知识分享和交流。

　　3、自主学习。高中定语从句课件设计了各种形式的在线测试和练习，可以帮助学生独立进行学习和测试，提高自主学习的能力和效率。

　　总之，高中定语从句课件是一种非常重要的教学工具，在高中英语教学中具有非常广泛的应用和推广前景。通过定语从句教学的深化和完善，可以帮助学生更加全面地掌握英语语言知识和应用能力，同时也可以提高学生的语言交际能力和语言鉴赏能力，为学生未来的学习和发展打下坚实的基础。

定语从句教案 篇2

　　教学内容：discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。

　　教材和学生分析：

　　本案例是从实际应用的角度学习语法知识，在现实的情境中应用语法知识。语法知识的学习尽可能从实际应用的角度入手，让学生在相对真实的日常生活和学习的情景中感到在语言的应用中需要语法知识，要确保交际的准确，就需要学习和掌握语法知识。

　　教学目标：

　　1.掌握定语从句的关系代词that, which, who, whose的用法。

　　2.培养在交际环境中应用定语从句的语言运用能力。

　　教师利用多媒体向学生展示本校优美的校园和丰富的校园生活。请学生描述所看到的情景和人物，教师同时向学生用含有定语从句的句子总结学生的表述，引出定语从句。

　　学生：this is our classroom. it is bright and big. or: this is our classroom. we study in the classroom every day.

　　教师：this is our classroom that is bright and big. or: this is our classroom where we study every day.

　　学生：this is our english teacher. he loves us all. or: this is our english teacher. his pronunciation is perfect.

　　教师：this is our english teacher who loves us all. or: this is our english teacher whose pronunciation is perfect.

　　设计意图：

　　课前用数码相机拍几张校园里的人和物的图片，上课时用多媒体展示给学生看，让学生有亲近感，拉近了师生距离，使学生产生表达的欲望。

　　学生的已有语言基础充许他们介绍所看到的图片，教师在学生描述的基础上，用合并两个简单句的方法，导入定语从句。

　　游戏规则：

　　1． 两个人配合，一个人面对屏幕、另一个人背对屏幕，面对屏幕的用英语解释屏幕上出现的某种事物，背对屏幕的那个人则要根据同伴的解释猜出它的名称。

　　2． 规定所猜的单词必须是教室范围以内的。

　　3． 全班分几个小组，老师在屏幕上展示一张物品或人物图片，然后由面对屏幕的同学用英语来进行解释，解释对了而且同伴答对了，加一分，如果使用定语从句进行解释，就再加一分。

　　some objects that are used in the game:

　　computer, dictionary, textbook, chair, money, door, eraser, television, pocket, chalk, window, pen, glasses, shoes, paper, knife, pencil, keys, clock, door, water, knife, wall, keyboard, floor

　　door: something you open before you enter a house or a room

　　water: something that you drink when you are thirsty

　　television: something which can broadcast news and other programs

　　…

　　其中有一些单词需要用介词加关系代词引导的定语从句来进行解释，如：

　　dictionary: a book in which we can find the meanings or the pronunciation of a new word

　　chair: a piece of furniture on which people sit

　　money: something with which we can buy things

　　computer: a machine with which we are playing the game

　　2． 情境设置：教师先对教室里的人、事或物进行口头描述。学生听后作出口头反应（说出是谁或是什么）。例如：

　　t: she is a girl who got three gold medals in the last sports meet.

　　t: right. now another one. it is a book that can tell you the meaning of new words when you study english.

　　3． 游戏规则：游戏分初赛和复赛；初赛后每组选出优秀选手3人参加复赛。为了使任务更加有趣，组员每猜中一次可得一分；教师将学生猜中的人或物写在黑板上，以防重复猜测；最后角逐出前三名，并予以奖励。

　　4． 操作步骤：

　　i. 教师布置任务，讲清游戏规则；

　　ii. 学生活动，教师当裁判并维持秩序；

　　iii. 角逐出复赛选手，复赛后予以奖励。

　　5． 注意事项：

　　学生熟悉了该游戏后，教师可以加大游戏的难度。教师可以联系学生的实际，拓宽要猜测的人、事或物的范围。教师事先准备一些图画、照片或卡片（上面有文字），将学生分为两组：一组描述，另一组猜测。例如：

　　he is the first chinese who travelled in a spaceship.

　　the girl who played the heroine in titanic.

　　the city that will hold the 29th olympic games.

　　the first european who discovered america.

　　设计意图：

　　传统的语法教学常采用“定义－讲解－释疑－练习”的方式，很难给学生提供用所学的语法项目进行真实交际的机会。而通过游戏教学语法，让学生在完成一定的任务中，在自己已有知识基础上，通过同伴互助和教师的帮助，在实际运用语言的过程中掌握新知识，新课改强调让学生运用所掌握的语言知识去表达有意义的思想；而不是仅仅把教学的重点集中在语言本身的形式上（龚亚夫，罗少茜，）。根据对定语从句的功能（主要是用来描述、定义和补充说明）的理解，定语从句的教学不是为了让学生能在考试中选出某一道题的正确答案，而是让学生能运用定语从句描述或辨别他们所熟悉的。人、事或物，学会定义某个名词，或通过阅读定义准确理解和掌握词义。因此，教师在学生掌握定语从句的基本规则后，应尽可能给学生提供表达的机会，使他们能够用所学语法项目进行口头或笔头的交流，以促使其对该语法项目的理解、掌握与运用。语法教学的目的是要通过灵活的教学设计来突出语法的精髓，通过丰富的情景创设来活化语法，让语法教学生动起来，从而帮助学生在完成任务的过程中将孤立和零碎的语言知识转化为灵活运用语言的能力。

　　要求学生总结定语从句中关系代词that/which, who/whom/whose的用法，从而实现目标的达成。用多媒体展示如下的表格，要求学生填写红色部分。

　　设计意图：

　　学生在进行大量的口头练习后，对定语从句有了很多的感性认识，但这时的知识还是不很系统的，因此下一步，教师应该帮助学生对语言材料进行总结，找出其中规律性的内容，这样便于学生更好地理解定语从句，从而能更好地在语言实践中应该定语从句。利用表格进行知识归纳可以使知识更直观，更有系统性。

定语从句教案 篇3

　　名词性从句包括：

　　主语从句

　　表语从句

　　宾语从句

　　同位语从句

　　• The question is who can complete the difficult task.• He has no idea what a remarkable woman Mary is.• That she was able to come made us very happy.• He objected that it was impossible.一、主语从句

　　1、主语从句在复合句中作主句的主语

　　That she was chosen made us very happy.What caused the accident is a complete mystery.Whoever comes to the party will receive a present.【注】 “that”在主语从句中不作任何成分，但放在句首时不能省略。

　　2、问：怎么才能 that 不放在句首呢？

　　答：有时为了使句子结构平衡，避免“头重脚轻”，常用it作形式主语，而把从句放在后面。

　　It depends on the climate whether they are going shopping today.试试看：新产品销售得好不好取决于它的质量和价格。

　　It作形式主语的几种结构：

　　1、It+ be +形容词+ that从句

　　It is strange that he knows nothing about it.2、It+ be +名词+ that从句

　　It is a pity that they have failed in the match.3、It+动词+宾语+ that从句

　　It depends on its quality and price whether a new product sells well.4、It+动词的被动结构+ that从句

　　It is still unknown which team will win the match.作文常用句式：

　　1、It turned out that...结果是„

　　2、It has been proved that...已经证明„

　　3、It is well-known that...众所周知„

　　4、It must be pointed out that...必须指出„

　　1、表语从句在复合句中作主句的表语

　　The reason is that you don’t trust her.This is where I disagree.例：The reason ____ we didn't trust him is ______ he has often lied． reason 后面的表语从句只能用that 引导, 不能用because 引导, 但reason后面的定语从句可以用why。

　　2、表语从句不能用if引导，但可用as if引导。例如： He looked as if he was going to cry.三、宾语从句

　　宾语从句在复合句中作主句的宾语，宾语从

　　句一般放在动词、介词或形容词后。

　　She explained that she was late because of the heavy traffic.【注】

　　① 有时要用it作形式宾语，而把宾语从句放在句子的后面。He has made it clear that he will not give in.①

　　如do you think/believe/suppose/expect/imagine后接特殊疑问词引

　　导的宾语从句，疑问词要放在句首。

　　What do you think is going on outside? ③

　　I/We(don’t)think/believe/suppose/expect/imagine后接宾语从句

　　时，反义疑问句要与从句中的主语和谓语保持一致。

　　I don’t suppose he cares，does he? ④ 在宾语从句中，引导词whether和if基本一样，但介词后的宾语

　　从句多用whether。

　　It all depends upon whether we can get their cooperation.⑤ 动词doubt如用于肯定句，其后的宾语从句常用if/whether引导，如用于否定句或疑问句，则宾语从句用that引导。

　　I doubt if/whether our football team will win the match.I don’t doubt that I can defeat him in the contest.四、同位语从句

　　在主从复合句中作同位语的从句称为同位语从句。同位语从句常放在fact, news, idea, truth, hope, problemin, formation 等名词后面，用以说明该名词的具体内容。

　　The news that they had won the game soon spread over the whole school.

　　引导同位语从句的关联词用that时，不能省略，不能用which替代

　　1.引导词that与what的区别

　　 what从句中作句子成分(主语、宾语、表语等)what=all that/everything that  that引导的主语从句放在句首时，不能省略

　　What we can’t get seems better than what we have.That a new teacher will come to teach us geography is true.2.引导词if和whether的区别

　　 whether或if均可表示“是否”的情况如下：

　　引导宾语从句。例如：

　　I wonder whether/if the news is true or not. 只能用whether不能用if表示“是否”的情况：

　　 在表语从句中。例如：

　　The question is whether the film is worth seeing. 在同位语从句中。例如：

　　The news whether our team has won the match is unknown.Answer my question whether you are coming. 在主语从句中。例如：

　　Whether we shall attend the meeting hasn’t been decided yet.如果用it作形式主语，则whether和if都能引导主语从句。

　　例如：It hasn’t been decided whether/if we shall attend the meeting. 用于句型“名词+as to + whether”中。例如：

　　There is some question as to whether the public should be told about the accident. 后面直接跟动词不定式时。例如：

　　He doesn’t know whether to stay or not. 后面紧接or not时。例如：

　　We didn't know whether or not she was ready. 用if会引起歧义时。例如：

　　Please let me know if you like it.该句有两个意思 “请告诉我你是否喜欢”或 “如果你喜欢，请告 诉我”用了 whether就可以避免歧义。3.引导词who与whoever的区别

　　whoever引导名词性从句时，相当于anyone who或those who，它

　　既是从句的主语，又是主句的主语。而who只作从句的主语，它

　　引导的从句才是主句的主语。

　　Whoever has helped to save the drowning girl is worth praising.Who will be elected president doesn’t make much difference to me.4.引导词what与whatever的区别

　　whatever引导名词性从句时，与what差不多，只是语气上更强

　　些，有“任何一切„„”之意。

　　 This is exactly what I want. It is generally considered unwise to give a child whatever he or she wants.5.同位语从句与定语从句的区别

　　同位语从句本身完整，定语从句不完整，因此其前的名词在定语从句中通常作主语、宾语或表语等成分。I made a promise that if anyone set me free I would make him very rich.The mother made a promise that pleased all her children.从结构看，同位语从句常由连接词that引导，虽在从句中不充 当任何成分,但不可省略。而定语从句中由关系代词引导，代替先行 词，并在从句中充当成分（主语或宾语），充当宾语时常可省略。6.It 作形式主语和it引导强调句的比较

　　将 “it is/was„that„”去掉后,句子仍然成立的是强调句,否则是that引导的主语从句 如：

　　It is a pity that you didn’t go to see the film.It is in the morning that the murder took place.It is John that broke the window.7.whoever与no matter who；whatever与no matter what whoever和whatever既可以引导名词性从句，也可引导让步状语

　　从句；no matter who和no matter what只引导让步状语从句。Whatever(＝No matter what)you may think，I’m going ahead with my plans.Take whatever you need and leave me alone.9.名词性从句中的语气

　　(1)在It is necessary/natural/important/strange...＋that从句中，从句中的谓语动词用“should＋原形动词”表虚拟语气，且should 可省略。

　　It is necessary that the problem should be settled at once.(2)表示“建议、命令、要求”意义的动词，后接that从句时，从句

　　中的谓语动词要用虚拟语气，即“should＋原形动词”，且should 可省略。

　　Bob’s doctor suggests that he(should)rest for a few days.(3)表示“建议、要求、命令、想法”意义的名词，后接that从句时，从句中的谓语动词要用虚拟语气：“should＋动词原形”，should可以省略。

　　这类名词有：advice，agreement，command，decision，demand, determination，order，preference，proposal，request，requirement等。This is our only request that this(should)be settled as soon as possible.同样，如主语是表示“建议、要求、命令、想法”意义的名词，那么that引导的表语从句中也要用虚拟语气。

　　Her suggestion was that they(should)carry on their conversation in French.

定语从句教案 篇4

　　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

定语从句教案 篇5

　　定语从句，一个简单句跟在一名词或代词后（先行词）进行修饰限定，就叫做定语从句。

　　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。

　　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。

　　学法指导、自主学习、合作学习

　　教学过程

定语从句教案 篇6

　　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.

　　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.

　　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.

　　eg. He is the professor ( ) name was Jackson.

　　China, ( ) population is the largest in the world, is developing very fast.

　　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:

　　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?

　　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)

　　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, 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.

　　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 perse 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.

　　14. is often the case with elder people, my grandma, talked about my new hairstyle for at least 50 minutes nonstop.

　　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.

　　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.

　　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.

　　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

定语从句教案 篇7

　　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。