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初中英语定语从句教案
作为一名教职工，编写教案是必不可少的，借助教案可以更好地组织教学活动。来参考自己需要的教案吧！以下是小编为大家整理的初中英语定语从句教案，希望对大家有所帮助。
初中英语定语从句教案1
教学目标
1. 知识目标：掌握下列重点单词和词组的意思及用法ache, evercise, weight, give up, interest及其词汇转化
2. 能力目标：能够询问有关健康的信息，表达态度，提供建议。学习使用由whose引导的定语从句。
3.情感目标：通过了解tony 的经历，培养体谅、关爱他人的情感态度。
教学重难点
1.重点：对话中的'句型应用，由whose引导的定语从句
2.难点：由whose引导的定语从句的运用。
教学工具
课件
教学过程
[课前朗读]: 朗读生词ache, exercise, weight, give up, interest, tasty----taste, menu, persuade.根据音标读出单词并了解汉语意思，养成学生自主学习词汇的习惯，促使学生迅速进入学习状态。
[检查词汇预习]：
a.采取学生结对、小组互查等形式来检查学生对词汇的预习情况。
b.朗读单词,注意发音。
一、情境导入
教师可问学生：(1)What’s your favourite sport?(2) How do you think we can keep fit?(3) Have you ever remembered what happened to Tony in Module9?这样会调动学生用英语思维的积极性, 引出本单元话题。
二、小听力(自主完成，合作释疑)
听Activity 2,完成表格
Betty
Lingling
Taijiquan
Weight
training
Running
针对表格进行说的练习。如：How does Lingling think of Taijiquan and running?
三、大听力 多层听
1.听Activity 3，完成下列各题。
1).Who has Betty bumped into?
A. The head teacher B. The English teacher C.Lingling and Betty
2).Does Daming think that the boy in his team can go to a sports school ?
A. Yes, he does B. No， he doesn’t C. We don’t know
3).What does Daming want the head teacher to write ?
A. Something about staying healthy
B. Something about training for the Olympics
C. something about buying a camera
2. 再听Activity 3，完成下列表格。
1. How did Tony feel
the basketball training? 1. He feels very
2. What will the boy in Daming’s team need to do? 2. He needs to do a lot of___ _____
3. Why isn’t allowed to use his father’s camera any more? 3. Because he almost __ ______ it last time.
四、默读对话，自主完成Activity 4.
完成后小组展示并纠正。小组间合作解决activity 3中不懂的地方，教师适时点拨。
五、突破重点与难点
对重点内容和疑难问题进行合作探究学习。
1.My legs ache a bit. ___________________(翻译)
(1) a bit 译为_____________. 其同义短语是___________.
自主造句:_______________________________.
2. Don’t give up if you want to stay fit.__________________________.
give up, 放弃。其中up是代词，后跟名词作宾语时可放在短语 ，也可放在 ，而跟代词宾语时只能放 。例如：give it/them up放弃做某事----give up doing sth.
自主造句： _______________________.
我们学过的可加动名词的动词或短语有
3.He is not fit or strong enough.____________________________
总结enough 的用法并举例
自主造句:
4. I’ve got a friend whose brother is training for the Olympics.此句含有一个whose 引导的定语从句，whose在从句中作定语，又如：
He is the only student in our class whose father is a policeman.
There is a boy whose parents want him to go to a sports school.
先行词为无生命的物体时也可以用whose 引导定语从句.如：
The book whose cover is green is mine.
No one now lives in the room whose windows are broken.
5.找出含有whose 的定语从句并翻译句子。分析定语从句的先行词。
___________________________________________________.
___________________________________________________.
___________________________________________________.
___________________________________________________.
5. 自主补充完善
六、归纳短语
通过对对话的学习，让学生归纳本课的短语，可以小组合作，然后通过展示呈现出一个小组的成果，然后其他小组补充完善。
1. _____________________ 9._______________________
2. _____________________ 10.______________________
3. _____________________ ______________________
4. _____________________ _______________________
5. _____________________ ______________________
6. _____________________ ______________________
7. _____________________ ______________________
8. _____________________ ______________________
七、诵读积累
(一)跟录音机朗读对话，模仿语音语调。
(二)读熟对话
(三)读烂短语
(四)读烂下列重点句子
1.Don’t give up if you want to stay fit.
2. He isn’t fit or strong enough.
3.I’m not allowed to use it any more.
4.It’s my father who gives me my pocket money.
5. Don’t talk to me about that.
6. What’s up?
7.Guess what?
8. (含有whose的定语从句)
八、说的训练：
Work in pairs. Ask and answer the questions in Activity 5.
九、当堂检测
(一)翻译下列短语及句子：
1.放弃___________________2.一点_____________________________
3.保持健康 _______________ 4.足够强壮_________________
5.碰巧遇到_________________6.发生什么事了?_________________
7.看起来像 ________________ 8.祝你好运 ________________
初中英语定语从句教案2
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I like music that I can dance to. She is the only one who’s studying French.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性，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.The red pen is broken.
2.The pen on the desk is broken.
3.The pen that I bought yesterday is broken.
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：
I like to have friends who are like me.
I like to have friends who are different from me.
He is the only one who is studying French.
Be careful of the person who doesn’t speak and the dog that doesn’t bark.
You can’t wake up a person who pretends to sleep.
He who can’t get to the Great Wall is not a true man.
I like musicians who play different kinds of music.
Another that he found very difficult is grammar.
The other day, my friends and I talked about the rules that we have in school.
Being a professional athlete is the only thing that I have ever wanted to do.
I like music that I can sing along with.
I like music that has great lyrics.
I like music that I can dance to.
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，有创造性地造句：
This is a singer who/that …
who is a boy.
who is very shy.
who writes his own songs.
who has a song calledQinghuaci.
Who I like best.
It’s an animal that/which is very strong.
It’s an animal that/which has long nose and big ears.
It’s an animal that/which I like very much.
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) I prefershoesthat are cool.
2) I likea pizzathat is really delicious.
3) I lovesingerswho are beautiful.
4) I havea friendwho plays sports.
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。
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