初中英语定语从句专项语法讲解(共11页).doc

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1、精选优质文档-倾情为你奉上一、定语从句的概念在复合句中，修饰某一名词或代词的从句叫定语从句。被修饰的名词或代词叫先行词，定语从句一般放在先行词的后面。二、定语从句的关系词引导定语从关系代词和关系副词，常见的关系代词包括that， which， who（宾格whom，所有格whose）等，关系副词包括where， when， why等。关系代词和关系副词放在先行词及定语从句之间起连接作用，同时又作定语从句的重要成分。三、定语从句的分类根据行词的关系，定语从句可分为限制性定语从句及非限制性定语从句。限制性定语从句紧跟先行词，主句与从句不用逗号分开，从句不可省去，非限制性定语从句主句与从句之间有逗号

2、分开，起补充说明作用，如省去，意思仍完整。四、关系代词的用法1. that 既可以用于指人，也可以用于指物。在从句中作主语或宾语，作主语时不可省略，作宾语可省略。例如：Mary likes music that is quiet and gentle.玛丽喜欢轻柔的音乐。（that作主语）The coat （thput on the desk is blue.我放在桌子上的那件外套是蓝色的。（that作宾语）2. which用于指物，在句中作主语或宾语，作主语不可省略，作宾语可省略。例如：The bu which stands near the train station is a super

3、market.位于火车站附近的那座大楼是一家超市。（作主语）The film ） we saw last night was wonderful. 我们昨天晚上看的那部电影很好看。（作宾语）3. who， whom用于指人，who 用作主语，whom用作宾语。在口语中，有时可用who代替whom，也可省略。例如：The gi often helps me with my English is from England.经常在英语方面帮助我的那个女孩是英国人。（作主语）Who is acher （whom） Li Ming is talking to？正在与李明谈话的老师是谁？（作宾语）注意：（

4、1）当定语从句中含有介词末时，who， that， which可省略，但介词在关系代词前时，只能用“介词+which/whom”结构。例如：This is the house in which we lived last year.这是我们去年居住的房子。Please t from whom you borrowed the English novel.请告诉我你从谁那借的这本英文小说。（2）含有介词的固定动词词组中，介词不可前置，只能放在原来的位置上。例如：This is the person whom you are looking for. 这就是你要找的那个人。(3）that 作介词的

5、宾语时，介词不能放它的前面，只能放在从句中动词的后面。例如：The city that she lives in is very far away.她居住的城市非常远。（4）关系词只能用that的情况：a. 先行词被序数词或形容词最高级所修饰，或本身是序数词、基数词、形容词最高级时，只能用that，而不用which.例如：He was the first person that passed the exam. 他是第一个通过考试的人。b.被修饰ll， any， much， many， everything， anything， none， the one等不定代词时，只能用that，而不用w

6、hich.例如： Is there anything that you want to buy in the shop？你在商店里有什么东西要买吗？c.先行only， the very， the same， the last， little， few 等词修饰时，只能用that，而不用which.例如：This is the same bike that I lost.这就是我丢的那辆自行车。d. 先行词里同时含有人或物时，只能用that， 而不用which.例如：I can rememll the persons and some pictures that I saw in the roo

7、m.我能清楚记得我在那个房间所见到的人和一些照片。e.以who或which引导的特殊疑问句，为避免重复，只能用that.例如：Who is the girl that is crying？ 正在哭泣的那个女孩是谁？（5）关系词只能用which，而不用that 的情况：a.先行词为that， those时，用which， 而不用that.例如：Whats that which is under the desk？ 在桌子底下的那些东西是什么？b.关系代词前有介词时，一般用which，而不用that.例如：This is the room in which he lives. 这是他居住的房间。c

8、.引导非限制性定语从句，用which， 而不用that.例如：Tom came back， which made us happy. 汤姆回来了，这使我们很高兴。Unit 10 By the time I got outside, the bus had already leftThe First Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabulary oversleep（2） Target Language What happened?I overslepty the time I got up, my br

9、other had already gotten in the shower2 Ability Objects（1） Teach the students to use the new words（2） Train the ss to narrate past events with the Past Perfect Tense（3） Traintudents listening and speaking skills with the target language3 Moral ObjectIts a good habgo to bed early in the evening and g

10、et up early in the morning So youll never be in a hurry in the morningwww-2-1-cnjy-com Teaching Key Points1 Key Vocabulary oversleep2 Target Language Narrate past events with the Past Perfect Tense【版权所有：21教育】 Teaching Difficult Points1 Train tdents to narrate past events with the Past Perfect Tense2

11、 Tra students to understand the target language in spoken conversation Teaching Methods1 Thinking of examples from the students real lives21cnjycom2 Making sentences by looking at the pictures Teaching Procedures Step I Revision 1 Ask some qus like this: What volunteer work would you like to do? Hel

12、p the students to answer, Id like to/I love to/I hope to【来源：21世纪教育网】 2 Practice the dialogue in Activity 3c on page 62 again 3 Check the ss homework by asking some students to read their sentences with the phrasal verbs Then ask the students to hand in their homework Step 1aFirst write by me on the

13、blackboard and tell the class the meaning of itSay this ce to the class: By the time the teacher came in, the students had begun reading EnglishTell themte the structure had begun in this sentence Begun is the past participle of begin Explain what is the past participle form of a verb for the studen

14、ts Tell them it is as the same as the past form for a regular verb And they have to remember the irregular verbs participles one by oneWrite By the time I came backon the blackboardSay to the class, By the time I came in What had happened?Help one studentswer like this, By the time the teacher came

15、in, Don had written his name on the blackboardThen get more students to answer differently, Read the instrs to the students and read these questions to the class as wellWhat do you usua in, the morning before school? Do you like morning?Why or why not?Chooseood student to answer them by saying somet

16、hing he or she usually does in the morning21*cnjy*comThen have the wlass practice in pairs Ask each other the questionsAfter thish talking, ask one or two pairs to say their conversations to the class Correct the mistakes they may make with the other studentsCall the students attention to the pictur

17、es in Activity la Then telents to talk about the pictures in groups of four Move around the classroom, listening to students and offering help Make sure that they talk in EnglishAfter ll finish talking, ask different groups to tell the class about the pictures Step 1bAsk the ts to read the instructi

18、ons together Have them look at the two columns, A and B ,in the chart Point out the sample answer Read the two parts of the sentenceThen go over the other unconnected parts of sentences, tooPlay the recording for the first timeStudents only l Then play it a second time Let students match two parts o

19、f each sentence Check the answers by asking some students to tell their answersMake sut all of them have got the correct answers by listening Say congratulations to the students who get the answers correctly by guessingStep 1cFirst pl recording in Activity 1b again and let the students read after it

20、 Do it at least twiceThen read the instructions together with the whole classYou will mnversations in pairs Each of you will have to take turns being Tina Look at the pictures in Activity la to help you Tell your partner what happened to you this morning Ask a pair to read the example to the class b

21、efore they begirtHave the ts work in pairs Move around the room offering language support as neededAfter they all ftalking, ask some pairs to say their conversations to the classStep SummaryStep Homework1 Write out the story of Tina, Note to use the target language2 Reviseto use the Past Perfect Ten

22、se and the verb structure of itThe Second Period Teaching Aims and Demands1 Knowledge Objects（1） Target Language By the time s to class, the teacher had already started teaching21世纪教育网版权所有 When she gochool, she realized she had left her backpack at home When I got home, I realized I had left my keys

23、 in the backpack（2）The Three Forms of the verbs2 Ability Objects（1） Train the students listening skill（2） Train the students writing skill with the target language（3） Train the students speaking skill（4） Train the students to use the three forms of the verbs Teaching Key Points1 Listening practice w

24、ith the target language2 Use the correct verb forms to fill in the blanks by listening2-1-c-n-j-y3 Make sentences using the Past Perfect Tense4 The three forms of the verbs Teaching Difficult Points1 Write an ending for the story in Activity 2c2 The three verb forms in Grammar FocusTeaching Procedur

25、esStep I Revision1 Revise whaened to Tina in the morning by asking one or two students to tell the stroy on page 682 Ask students ck each others homework in pairs, pointing out all the mistakes they might have made3 Revise the erfect Tense by asking the children when to use it and what its verb stru

26、cture isStep 2aRead the insons to the class Be sure that all of them know what to doCall the ts attention to the four pictures Get them to guess the correct order of the pictures first The first one is given as a sample Ask one or two children to tell their stories by describing the pictures accordi

27、ng to their own orderPlay the recothe first time, students only listen Play the recording again and ask the children to number each pictureCheck twers with the class and see who have ever got the correct answers without listeningStep 2bAsk thents to read the instructions together Point out the blank

28、s in the sentences and the verbs in the brackets21教育网Let the stufill in the blanks with the correct forms individuallyMove around assroom collecting the common mistakes they may makeAfter they all writing, tell them to get ready to listen to the conversation and check their answersPlay the rec Stude

29、nts listen and check their answers Correct the answers by asking seven different students to say theirs to the classStep 2cAsk the whole class to read the instructions togetherWe have a new ta We know Tina was late for class What do you think happened after Tina was late for class?Work with a partne

30、r Make up an ending for the story by continuing it The beginning has been givenGet students toss in pairs Complete the ending Make sure they are talking in English Move around the classroom, offering language support if needed After ten minutes, ask students to stop discussing Get some pairs of stud

31、ents to tell the class how they think the story ended And let the whole class decide whose ending is the best Tell each pair to write down their ending, or do it after class if time is not enoughStep Grammar FocusCall students aon to the sentences on the left Ask four different students to read the

32、four sentences and point out where had plus a past participle is used Write the sentences on the blackboardAsk the ss to make sentences correctly using each form of the verbs in the box Check the answersStep Homework1 Write down the ending of Tinas story2 Make sentences using each form of the verbs

33、below:leave, walk, start, oversleep, ring, be3 Review the Grammar FocusThe Third Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularybell, ring,f, rush, run off, on time, give sb a ride, lock, break down（2） Target Language By the time I got there, the bus had already left By the tim

34、e I woke up, my father had already gone into the bathroom2 Ability Objects Train the students reading skill with target language Train the students speaking skill with target language Teaching Key Points1 Guide the students to read the article in activity 3a2 Help the students do the oral practice w

35、ith the target language Teaching Difficult Points1 Help improve the students reading skill by Activity 3a2 Help the ts describe what has happened to them with the target language Teaching ProceduresStep Revision1 Revisehappened to Tina by asking several students to tell the story2 Revise the forms o

36、f the verbs in Grammar Focus by asking four students to write them out on the blackboard【出处：21教育名师】3 Cheework by asking one or two to read their own endings of the stroy4 Check homewoasking some students to read the sentences which they madeStep 3aAsk the whole co read the instructions together Ther

37、e is an article in Activity 3a Your task is to read the story and write the events in the correct orderHave a look asample answer on the right of the article before you start Then let the children complete the work on their own After a while, ask some students to report their answers to the class Wr

38、ite the events on the blackboard as they report, putting the events in the correct orderAfter checkingnswers, tell students to read the article again more carefullyTell them to ft the words or sentences which they cant understand this timeA few minuter, let the students ask questions on the words an

39、d sentences which they cant understand Do some explanation and make sure that the students make everything clear about the articleThen asktudents to read the article aloud Move around the classroom while they are reading, offering help as neededNext ask stude pick out the sentences with the Past Per

40、fect Tense Tell them to underline them and come up with the reason to use the tenceAsk two students to read their answers and explain the sentencesStep 3bCall the st attention to the photo of the woman sleeping The girl is sleeping She may oversleep How about you?Have you ever overslept?Get a st to

41、answer the question simply, such as Yes, I have /No, I haventThen ask one student to read the instructions to the classExplain escribe the circumstances means to tell when, where and how the things happenedAsk onent who has ever overslept to answer the first question and describe the circumstance He

42、lp him or her use the Past Perfect Tense to describe the circumstanceThen ask stude read the questions and write their answers in their exercise books Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tens

43、e in each description Move around the classroom providing sentences to the ones who need Ask several students to share their stories with the class Correct any mistakes they may make Let them check the answers in pairsStep 3cAsk the whols to read the instructions together Then call the students atte

44、ntion to the sample conversation on the right Ask a pair of the students to read the conversation to the class Please ask your partner the questions in Activity 3b Ask more questions if he or she says YesAsk the studentork in pairs Encourage them to ask as many questions as they can As they work, mo

45、ve around the room offering help and answering questions as needed Ask some pairs to say their conversations to the classStep homework1 Write the answers to the questions in Activity 3b2 Write a conversation in Activity 3cThe Fourth PeriodI Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabul

46、arycostume, show uausted, embarrassed, empty, fool, April Fools Day, go off, stay up（2）Target LanguageWhen I got there, I found that he had fooled meAfter an hour, ter kids showld up, and I realized that my brother had fooled meBy the time I goatch class, I was exhausted because I had stayed up all night studyingI found out that my friend had fooled me2 Ability Objects（1） Train the ss writing, listening and speaking skills with the target language（2）Train the students to use the new vocabulary Teaching Key Points1 Train the st listening and speaking skills