下面是小编整理的定语从句优质课课件，欢迎阅读。
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.sheisthegirlwhosingsbestofall.
thepenwhichmyunclegavemeismissing.
helivesinahousewhosewindowsfacesouth.
thefactorywheremyfatherworksisintheeastofthecity.
perhapsthedaywillewhenpeoplewillbeabletobreathecleanairincities.
Ⅱ.关系代词
1.先行词是人，作主语，关系代词用who,that
eg.heisaman()neverleavestoday’sworktilltomorrow.
theboy()isstandingthereismycousin.
2.先行词是人，作宾语，关系代词用whom,who,that,
eg.hereistheman()you’vebeenexpectingtomeet.
theman()youmetyesterdayismr.smith.
3.先行词是物，作主语，关系代词用which,that
eg.thetrain()hasjustleftisforguangzhou.
childrenliketoreadbooks()havewonderfulpictures.
4.先行词是物，作宾语，关系代词用which,that,或省略
eg.thebook()youborrowedyesterdayisreallyinteresting.
thepen()myunclegavemeismissing.
5.先行词是人、物，作定语，关系代词用whose
eg.heistheprofessor()namewasjackson.
china,()populationisthelargestintheworld,isdevelopingveryfast.
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.ican’trememberthedate()hewentabroad.
i’llneverforgettheday()ijoinedthearmy.
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.thisisthevillage()unclewangoncelived.
theyhavereachedthepoint()theyhavetoseparatewitheachother.
he’sgothimselfintoadangeroussituation()heislikelytolosecontrolovertheplane.
3.先行词是reason，在定从中作原因状语，关系代词用why
eg.idon’tknowthereason()hewaslate.
noneofusknowthereason()tomwasabsentfromthemeeting.
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.october1,1949wasthedaywhen(=)thepeople’srepublicofchinawasfounded.
thisisthefactorywhere(=)weworkedayearago.
idon’tbelievethereasonwhy(=)hewaslateforschool.
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.thereisnothing()canpreventhimfromdoingit.
②先行词被any,only,few,no,very,little等修饰时。
eg.thisistheverybook()i’mlookingfor.
③先行词被形容词最高级或序数词修饰时。
eg.thefirstplace()theyvisitedinguilinwaselephanttrunkhill.
thisisthebestfilm()ihaveeverseen.
④先行词既有人又有物时。
eg.hetalkedaboutthingsandpersons()theyrememberedintheschool.
⑤先行词被theonly,thevery修饰时。
eg.mr.smithistheonlyforeigner()heknows.
⑥句中已有who或which,为了避免重复时。
eg.whoistheman()isstandingbesidetom?
⒉不能用that的情况：
①引导非限制*定语从句;
eg.hehadfailedinthemathsexam,()madehisfatherveryangry.
②介词+关系代词。
eg.thisistheroomin()myfatherlivedlastyear.
Ⅴ.as引导定语从句时的用法(as相当于that&which)
①as引导限制*定语从句通常用于thesame…as,such…as结构中。
eg.thisisthesamebook()ilentyou.
suchmachines()areusedinourworkshoparemadeinchina.
②as引导非限制*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：asisknowntoall,asissaid,asisreported,asisannounced,asweallknow,asiexpect等。
eg.()iexpected,hegotthefirstplaceagaininthismid-termexamination.
taiwan,()weallknow,belongstochina.
Ⅵ.限制*定语从句和非限制*定语从句的主要区别:
限制*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*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.iwastheonlypersoninouroffice()wasinvited.(去掉定语从句，意思就不完整)
tom’sfather,()isoversixty,stillworksharddayandnight.(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.thereisanexpressioninhiseyes()ican’tunderstand.
iwastheonlypersoninmyoffice()wasinvitedtotheimportantball.
isuggestyouchoosesomeoneithink()isverykindandfriendly.
选择填空：
1.itwasapril29,2011princewilliamandkatemiddletonwalkedintothepalacehalloftheweddingceremony.
a.thatb.whenc.sinced.before
2.)gutteroilisillegallyrecycledcookingoil,containschemicalsthatareharmfultothehumanbodyandcanevencausecancer.
a.itb.whichc.whered.that
3.betweenthetwopartsoftheconcertisaninterval,theaudiencecanbuyice-cream.
a.whenb.wherec.thatd.which
4.theoldtownhasnarrowstreetsandsmallhousesarebuiltclosetoeachother.
a.theyb.wherec.whatd.that
5.whateverisleftovermaybeputintotherefrigerator,itwillkeepfortwoorthreeweeks.
a.whenb.whichc.whered.while
6.englishisalanguagesharedbyseveraldiversecultures,eachof-------usesitsomewhatdifferently.
a.whichb.whatc.themd.those
7.abankistheplacetheylendyouanumbrellainfairweatherandaskforitbackwhenitbeginstorain.
a.whenb.thatc.whered.there
8.shehasagiftforcreatinganatmosphereforherstudents------allowsthemtomunicatefreelywitheachother.
a.whichb.wherec.whatd.who
9tedcamefortheweekendwearingonlysomeshortsandat-shirt,------isastupidthingtodoinsuchweather.
a.thisb.thatc.whatd.which
10.sheshowedthevisitorsaroundthemuseum,theconstruction------hadtakenmorethanthreeyears.
a.forwhichb.withwhichc.ofwhichd.towhich
11.theschoolshop,customersaremainlystudents,isclosedfortheholidays.
a.whichb.whosec.whend.where
12.hewassopleasedwithallwehaddoneforhimhewroteusalettertopraiseforit.
a.what;whatb.what;thatc.that;whatd.that;that
13.themoontravelsroundtheearthonceeverymonth,isknowntoeverybody.
a.itb.asc.thatd.what
14.isoftenthecasewithelderpeople,mygrandma,talkedaboutmynewhairstyleforatleast50minutesnonstop.
a.thatb.whichc.asd.it
15.aftergraduatingfromhighschool,youwillreachapointinyourlife-------youneedtodecidewhattodo.
a.thatb.whatc.whichd.where
16.thenovelwaspletedin1978,theeconomicsystemhasseengreatchanges.
a.whenb.duringwhichc.sincethend.sincewhen
17.booksbringusintothepresenceofthegreatestmindshaveeverlived.
a.whichb.whoc.不填d.that
18.theworldismadeupofmatter.
a.inthatweliveb.onwhichwelive
c.whereweliveind.welivein
19.davidissuchagoodboyalltheteacherslike.
a.thatb.whoc.asd.whom
20.isthisthereasonatthemeetingforhiscarelessnessinhiswork?
a.heexplainedb.whatheexplained
c.howheexplainedd.whyheexplained
21.hewasveryangryandicanstillrememberthewayhespoketome.
a.howb.thatc.whatd.which
22.that’sthenewmachinepartsaretoosmalltobeseen.
a.thatb.whichc.whosed.what
23.i’vebeegoodfriendswithseveralofthestudentsinmyschool-------imetintheenglishspeechcontestlastyear.
a.whob.wherec.whend.which
第2篇：定语从句优质课 课件
课件要具有可教*。制作多媒体课件的目的是优化课堂教学结构，提高课堂教学效率，既要有利于教师的教，又要有利于学生的学，所以制作的课件要与课堂内容有密切联系，具有教导积极向上意义。下面小编为大家带来定语从句优质课课件，仅供参考，希望能够帮到大家。
定语从句优质课课件
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ilikemusicthaticandanceto.sheistheonlyonewho’sstudyingfrench.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*，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.theredpenisbroken.
2.thepenonthedeskisbroken.
3.thepenthatiboughtyesterdayisbroken.
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：
iliketohavefriendswhoarelikeme.
iliketohavefriendswhoaredifferentfromme.
heistheonlyonewhoisstudyingfrench.
becarefulofthepersonwhodoesn’tspeakandthedogthatdoesn’tbark.
youcan’twakeupapersonwhopretendstosleep.
hewhocan’tgettothegreatwallisnotatrueman.
ilikemusicianswhoplaydifferentkindsofmusic.
anotherthathefoundverydifficultisgrammar.
theotherday,myfriendsanditalkedabouttherulesthatwehaveinschool.
beingaprofessionalathleteistheonlythingthatihaveeverwantedtodo.
ilikemusicthaticansingalongwith.
ilikemusicthathasgreatlyrics.
ilikemusicthaticandanceto.
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*地造句：
thisisasingerwho/that…
whoisaboy.
whoisveryshy.
whowriteshisownsongs.
whohasasongcalledqinghuaci.
whoilikebest.
it’sananimalthat/whichisverystrong.
it’sananimalthat/whichhaslongnoseandbigears.
it’sananimalthat/whichilikeverymuch.
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)iprefershoesthatarecool.
2)ilikeapizzathatisreallydelicious.
3)ilovesingerswhoarebeautiful.
4)ihaveafriendwhoplayssports.
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*，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*。
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：
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*，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*和能动*，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*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。
[定语从句优质课课件]相关文章：
第3篇：定语从句优质课课件
下面是小编整理的定语从句优质课课件，欢迎阅读。
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.sheisthegirlwhosingsbestofall.
thepenwhichmyunclegavemeismissing.
helivesinahousewhosewindowsfacesouth.
thefactorywheremyfatherworksisintheeastofthecity.
perhapsthedaywillewhenpeoplewillbeabletobreathecleanairincities.
Ⅱ.关系代词
1.先行词是人，作主语，关系代词用who,that
eg.heisaman()neverleavestoday’sworktilltomorrow.
theboy()isstandingthereismycousin.
2.先行词是人，作宾语，关系代词用whom,who,that,
eg.hereistheman()you’vebeenexpectingtomeet.
theman()youmetyesterdayismr.smith.
3.先行词是物，作主语，关系代词用which,that
eg.thetrain()hasjustleftisforguangzhou.
childrenliketoreadbooks()havewonderfulpictures.
4.先行词是物，作宾语，关系代词用which,that,或省略
eg.thebook()youborrowedyesterdayisreallyinteresting.
thepen()myunclegavemeismissing.
5.先行词是人、物，作定语，关系代词用whose
eg.heistheprofessor()namewasjackson.
china,()populationisthelargestintheworld,isdevelopingveryfast.
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.ican’trememberthedate()hewentabroad.
i’llneverforgettheday()ijoinedthearmy.
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.thisisthevillage()unclewangoncelived.
theyhavereachedthepoint()theyhavetoseparatewitheachother.
he’sgothimselfintoadangeroussituation()heislikelytolosecontrolovertheplane.
3.先行词是reason，在定从中作原因状语，关系代词用why
eg.idon’tknowthereason()hewaslate.
noneofusknowthereason()tomwasabsentfromthemeeting.
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.october1,1949wasthedaywhen(=)thepeople’srepublicofchinawasfounded.
thisisthefactorywhere(=)weworkedayearago.
idon’tbelievethereasonwhy(=)hewaslateforschool.
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.thereisnothing()canpreventhimfromdoingit.
②先行词被any,only,few,no,very,little等修饰时。
eg.thisistheverybook()i’mlookingfor.
③先行词被形容词最高级或序数词修饰时。
eg.thefirstplace()theyvisitedinguilinwaselephanttrunkhill.
thisisthebestfilm()ihaveeverseen.
④先行词既有人又有物时。
eg.hetalkedaboutthingsandpersons()theyrememberedintheschool.
⑤先行词被theonly,thevery修饰时。
eg.mr.smithistheonlyforeigner()heknows.
⑥句中已有who或which,为了避免重复时。
eg.whoistheman()isstandingbesidetom?
⒉不能用that的情况：
①引导非限制*定语从句;
eg.hehadfailedinthemathsexam,()madehisfatherveryangry.
②介词+关系代词。
eg.thisistheroomin()myfatherlivedlastyear.
Ⅴ.as引导定语从句时的用法(as相当于that&which)
①as引导限制*定语从句通常用于thesame…as,such…as结构中。
eg.thisisthesamebook()ilentyou.
suchmachines()areusedinourworkshoparemadeinchina.
②as引导非限制*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：asisknowntoall,asissaid,asisreported,asisannounced,asweallknow,asiexpect等。
eg.()iexpected,hegotthefirstplaceagaininthismid-termexamination.
taiwan,()weallknow,belongstochina.
Ⅵ.限制*定语从句和非限制*定语从句的主要区别:
限制*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*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.iwastheonlypersoninouroffice()wasinvited.(去掉定语从句，意思就不完整)
tom’sfather,()isoversixty,stillworksharddayandnight.(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.thereisanexpressioninhiseyes()ican’tunderstand.
iwastheonlypersoninmyoffice()wasinvitedtotheimportantball.
isuggestyouchoosesomeoneithink()isverykindandfriendly.
选择填空：
1.itwasapril29,2011princewilliamandkatemiddletonwalkedintothepalacehalloftheweddingceremony.
a.thatb.whenc.sinced.before
2.)gutteroilisillegallyrecycledcookingoil,containschemicalsthatareharmfultothehumanbodyandcanevencausecancer.
a.itb.whichc.whered.that
3.betweenthetwopartsoftheconcertisaninterval,theaudiencecanbuyice-cream.
a.whenb.wherec.thatd.which
4.theoldtownhasnarrowstreetsandsmallhousesarebuiltclosetoeachother.
a.theyb.wherec.whatd.that
5.whateverisleftovermaybeputintotherefrigerator,itwillkeepfortwoorthreeweeks.
a.whenb.whichc.whered.while
6.englishisalanguagesharedbyseveraldiversecultures,eachof-------usesitsomewhatdifferently.
a.whichb.whatc.themd.those
7.abankistheplacetheylendyouanumbrellainfairweatherandaskforitbackwhenitbeginstorain.
a.whenb.thatc.whered.there
8.shehasagiftforcreatinganatmosphereforherstudents------allowsthemtomunicatefreelywitheachother.
a.whichb.wherec.whatd.who
9tedcamefortheweekendwearingonlysomeshortsandat-shirt,------isastupidthingtodoinsuchweather.
a.thisb.thatc.whatd.which
10.sheshowedthevisitorsaroundthemuseum,theconstruction------hadtakenmorethanthreeyears.
a.forwhichb.withwhichc.ofwhichd.towhich
11.theschoolshop,customersaremainlystudents,isclosedfortheholidays.
a.whichb.whosec.whend.where
12.hewassopleasedwithallwehaddoneforhimhewroteusalettertopraiseforit.
a.what;whatb.what;thatc.that;whatd.that;that
13.themoontravelsroundtheearthonceeverymonth,isknowntoeverybody.
a.itb.asc.thatd.what
14.isoftenthecasewithelderpeople,mygrandma,talkedaboutmynewhairstyleforatleast50minutesnonstop.
a.thatb.whichc.asd.it
15.aftergraduatingfromhighschool,youwillreachapointinyourlife-------youneedtodecidewhattodo.
a.thatb.whatc.whichd.where
16.thenovelwaspletedin1978,theeconomicsystemhasseengreatchanges.
a.whenb.duringwhichc.sincethend.sincewhen
17.booksbringusintothepresenceofthegreatestmindshaveeverlived.
a.whichb.whoc.不填d.that
18.theworldismadeupofmatter.
a.inthatweliveb.onwhichwelive
c.whereweliveind.welivein
19.davidissuchagoodboyalltheteacherslike.
a.thatb.whoc.asd.whom
20.isthisthereasonatthemeetingforhiscarelessnessinhiswork?
a.heexplainedb.whatheexplained
c.howheexplainedd.whyheexplained
21.hewasveryangryandicanstillrememberthewayhespoketome.
a.howb.thatc.whatd.which
22.that’sthenewmachinepartsaretoosmalltobeseen.
a.thatb.whichc.whosed.what
23.i’vebeegoodfriendswithseveralofthestudentsinmyschool-------imetintheenglishspeechcontestlastyear.
a.whob.wherec.whend.which