初三定语从句教案

初三定语从句教案（精选6篇）

篇1：初三定语从句教案

初三英语定语从句专项复习教案

教学目的标

1、了解定语从句的位置、结构。

2、学习并掌握定语从句的规则，尤其是关系代词和关系副词的用法。教学重点

1、定语从句及关系代词、关系副词的概念。

2、关系代词和关系副词用法的区分。

3、引导词的省略规则。教学方法

1、举例讲解，说明定语从句的用法。

2、以讲练结合的方法加深学生印象。教学步骤 Step one:导入

1、什么是定语？

2、定语通常用来修饰什么词？ Step 2 Presentation:

一、引入定语从句概念

在复合句中作定语，修饰某一名词或代词的从句叫做定语从句。定语从句所修饰的词叫做先行词，定语从句通常置于先行词的后面。引导定语从句的词主要有关系代词(who, whom, which, that, whose)和关系副词(when, where, why)。例如: 1.The boy is my brother.The boy is standing over there.The boy who is standing over there is my brother.2．The letter was from my family.I received the letter yesterday.The letter which I received yesterday was from my family.二、详细讲解定语从句语法知识

（一）、由关系代词引导的定语从句

1、who和whom指人，在从句中分别做主语和宾语，做宾语时可被省略。eg: The man who was here yesterday is a middle school teacher.The woman who spoke at the meeting was Mrs.Jones.The woman(whom)you saw in my room is my mother.Who was that grey-haired old man(whom)we saw at the party?

2、which指物，在从句中做主语或宾语，做宾语时可被省略。eg: The book which is on the table is mine.A plane is a machine which can fly.The noodles(which)I cooked were delicious.The film(which)I saw last week is very boring.3、that既可指人也可指物，在从句中做主语或宾语，做宾语时可被省略。eg: This is the man that will teach us English.They are talking about the persons(that)they knew when they were young.A shoe shop is a shop that sells shoes.Thank you for the help(that)you gave me.4、whose作定语，用来表示先行词和从句主语之间的所属关系。eg: I have a classmate whose name is Jim.She has seen the boy whose bike is red.5、关系代词whom, which可做定语从句中的介词宾语，这时，由介词连同whom, which一起引出从句，也可由whom, which单独引出从句，而把介词放在从句中有关动词的后面。

eg: This is our blackboard on which we often write some good news.This is our blackboard which we often write some good news on.He was my best friend with whom I often talked about math problems.He was my best friend whom I often talked about math problems with.（二）、关系副词引导的定语从句

1、when在从句中作时间状语

eg: Do you remember the day when we missed a train? He thought of his childhood when he was praised by his teacher.比较：①I still remember the day when I visited the Science Museum.②October 1st, 1949 was the day which/that we will never forget.2、where在从句中作地点状语

eg: I will go to Nanjing where I was born.I know a place where we can swim.比较：①They work in a factory where radio parts are made.②They work in a factory which/that makes radio parts.3、why在从句中作状语，可用for which 替换 eg: Do you know the reason why he came here? 比较：①This is the reason why I did it.②This is the reason which/that he told me.（三）:练习

Please pass me the dictionary whose cover is red.Is this the novel(that/which)you wanted to borrow? The man(whom/that)I told you has arrived.The man who/that is speaking at the meeting is my teacher.This is the house whose window was broken yesterday.They visited the house in which/where the great writer was born.Do you know the girl whom we are talking about? The school at which/where I study is a new one.2001 in which/when her son went into college is unforgettable to her.Can you tell me the reason why/for which he didn’t come here? Step3 Sum up Step4 Homework: 1.Finish the exercises on the paper.2.Review the main points of this lesson

教学反思：

本节课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。

篇2：初三定语从句教案

Revising Attribute Clause Lecturer: Time:

◆Three dimensional Teaching Aims： Knowledge aims: 1.Know the trends of attributive clauses to be tested in NMET2008.Ability aims: 2.Master the usage of Relative pron.and Relative adverbs.Emotional aims: 3.Distinguish some groups of relative conjunctions easy to misuse.4.Tell the difference among several kinds of clauses to cultivate Ss’ integrating skills.◆Teaching Important Points: 1.How to tell the difference between “as/ which, that/which”,etc.2.Revising “Prep+Relative pron.” ◆Teaching Difficulties: 1.“as” leading attributive clauses，2.How to use “where, when, why” properly and understand the relation with “that” ◆Learning Strategy: Make the students learn to summarize and induce what they have learned, thus building knowledge network.Then they can develop life-long ability of learning.◆Teaching Type: Revision ◆Teaching aids: 1)Multimedia

2)Paper sheet ◆Teaching Procedures: Step I.Lead-in Give out paper sheets, asking the students to find out attributive clauses in the reading material taken from Reading D NMET2007.I

Step II.Analyzing the status of Attributive clause Introduction to trends of Attributive clause tested in NMET 1.The non-restrictive attributive clause is an important testing point, focused on difference between leading words “as” and “which”.2.More than one clause is put together, such as emphasizing structure(it be…that), appositive clauses(that…), adverbial clauses(such that/as…)3.“Prep +Relative pron(which, whom)”

4.Testing forms: Multiple choice, Proofreading, Cloze test, Reading comprehension and Writing

(Discuss the above, and make them have a better understanding their difference.)Strategy: 1.Have a better understanding of how to use Relative pron and Relative adverbs.2.Try to tell the difference “as/which；that/which;that/as”

3.Know how to use a preposition in the structure “Prep+ Relative pron”.Step III.Focused test points(Each of the following parts is given a certain time to be discussed in groups or pairs so that the students can have enough time to think over.Then they are questioned.The aim is to strengthen interactive work.)1.Please find out what role the following relative pron.and relative adverb play in the sentence.①Alec asked the policeman with whom he worked to contact him whenever there was an accident.（）②We will be shown around the city :schools、museums and some other places, where other visitors seldom go.（）

③We are living in an age when many things are done on computer.（）

④As is reported in the newspapers, talks between the two countries are making progress.（）

2.Restrictive attributive clause & Non-restrictive clause

Martin Luther King ,Jr, who won the Nobel Peace Prize in 1964, was an important political leader.Albert Einstein began the research and studies which led to his new discoveries in physics.Summarizing difference between Restrictive clause and Non-restrictive clause 1)Structure

2)punctuation

3)translation

4)meaning 3.Distinguish the following four groups of relative conj.Point 1: that/which 以下典型情况，引导词用that，而不用which.①

先行词是不定代词all、little、something、anything、none、the one时； You should hand in all that you have.②

先行词被序数词或形容词最高级所修饰时 This train is the most interesting film that Ive ever seen.③

先行词既有人又有物时；

Do you know the things and people that they are talking about? ④

先行词前有only、any、few、little、no、every、all所修饰时； This is the very book that I am looking for.⑤

主句的主语是疑问词who或which时 Who is the boy that won the gold medal? Point 2: as/which which引导非限制性定语从句，其先行词既可以是一个词，又可以是整个主句或主句某一部分；as指代整句话或与the same„as;such„as连用。

注意：当从句与主句语义一致时，用as，反之则用which。

e..g.① He turned out to be very successful, _______is more than we could expect.② _______ we all know, he studies hard.③ Such people _______ you describe are thought to be fools.④ She married again, _______ are expected.⑤ She married again, _______ are unexpected.Keys: ①which

②As

③as

④as

⑤which Point 3: Prep+ Relative pronoun 关系代词前介词的确定

1.根据从句中动词与先行词的逻辑关系 e.g.Is that the newspaper _________ you often write articles.2.根据从句中动词或形容词的习惯搭配

e.g.Can you explain to me how to use these idioms ___________ I，m not sure.3.根据先行词与介词的搭配习惯

e.g.1949 was the year ___________ the P.R.C.was founded.Point 4: Relative adverbs: when, where, why when在定语从句中做时间状语，可换成：介词＋which I remember the day when the civil rights march took place.↓(on which)where在定语从句中做地点状语，可换成：介词＋which We live in a part of town where there were no schools.↓

(in which)why 在定语从句中做原因状语，可换成：for＋which None of us know the reason ______Tom was absent from the meeting.Do you think the reason ______ he gave is believable? Point 5: Integrating skills 不要一看见时间就用when，一看见地点就用where，一看见原因就用why.到底用关系代词还是关系副词，关键看关系词在从句中做什么成分。Such与as或that引导定语从句与that引导状语从句是有区别的，如何理解，看下面的句子： 1 1)I’ll never forget the days when we worked together.2)I’ll never forget the days that/which we spent together.2.1)She has such a good pen that I want to buy one.2)She has such a good pen that I want to buy.3)She has such a good pen as I want to buy(Asking the students to find their difference)Step IV.Present original NMET All the following are left for the students to solve, making sure that they can go on with NMET well enough.(On the screen)Multiple Choice:

1)(Sichuan 2007)．It is reported that two schools，________ are being built in my hometown，will open next year.A．they both

B．which both

C．both of them

D．both of which 2)(NMET2007.I)Some pre-school children go to a day care center, __________ they learn simple games and songs.A.then

B.there

C.while

D.where 3)(Beijing 2007)We shouldn’t spent our money testing so many people, most of _____are healthy A.that

B.which

C.what

D.whom 4)(Shanghai 2007)His movie won several awards at the film festival, _____ was beyond his wildest dream.A.which

B.that

C.where

D.it

5)(Hunan 2007)By serving others, a person focuses on someone other than himself or herself, ___________ can be very eye-opening and rewarding.A.who

B.which

C.what

D.that 6)(Zhejiang 2005）______ I explained on the phone, your request will be considered at the next meeting.A．When

B．After

C．As

D．Since KEYS: 1)D 2)D 3)D 4)A 5)A 6)C Step V.summary Step VI.Homework 1.掌握：①定语从句中谓语动词与先行词保持一致的情况； ②定语从句与同位语从句的区别；

篇3：初三定语从句教案

[例句呈现]仔细阅读A、B两组句子，注意观察它们的不同点。

A.

1.The girl who came this morning is my sister.

2.Those who wish to go to the park must be at the gate by 7:50 am.

3.After living in Paris for fifty years he returned to the small town where he grew up as a child.

B.

1.Mr.Shang, who came to see me yesterday, is an old friend of my father’s.

2.Mary, whose children are at school all day, is trying to get a job.

3.He said that he had never seen her before, which was not true.

4.The college, where he studied for four years, is a famous one.

5.The 8:30 train, which is usually very punctual, was late today.

[小结]通过以上例句，我们可以发现：A组是限制性定语从句，B组是非限制性定语从句。限制性定语从句与非限制性定语从句主要有以下几个方面的区别。

1. 形式不同

主句和限制性定语从句之间不用逗号隔开，而主句与非限制性定语从句之间通常用逗号隔开。

2. 作用不同

限制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。限制性定语从句中作宾语的关系代词常可省略，如：

a) What is the name of the tall woman who is standing there?

站在那边的那个女人叫什么名字?

b) Toronto is a city (that) I’ve always wanted to visit.

多伦多是我常想去参观的一个城市。

而非限制性定语从句和主句关系不十分密切，只是对先行词作些附加的说明，如果去掉，主句的意思仍然清楚。这种从句和主句之间往往用逗号分开，一般不用that引导。在非限制性定语从句中，关系词不可省略。如：

a) Rome, which is the capital of Italy, has a very long history.

意大利的首都罗马历史非常悠久。

b) Yesterday I met Professor King, who came from the University of London.

昨天我遇见金教授，他是从伦敦大学来的。

c) He lent me a dictionary, which was just what I needed.

他借给我一本词典，这正是我所需要的。

3. 先行词不同

大多数限制性和非限制性定语从句的先行词往往为某一个词或短语，而特殊场合非限制性定语从句的先行词也可为整个主句，此时非限制性定语从句常由which引导。

eg.A middle-aged woman killed her husband, which frightened me very much.

一个中年女子杀害了其丈夫，这事令我十分恐惧。

分析：从语境可知，令我恐惧的内容应为中年女子杀害了其丈夫这整件事，因此先行词为整个主句，此时应由which引导定语从句。

eg.A five-year-old boy can speak two foreign languages, which surprises all the people present.

一个五岁的男孩会讲两门外语，令所有在场的人感到非常惊讶。

分析：从语境可知，令所有在场的人感到惊讶的内容是一个五岁男孩会讲两门外语这整件事，因此先行词为整个主句，此时应由which引导非限制性定语从句。

4. 关系词不同

限制性定语从句可以由that, which, who (m), where, when, why及“介词+which/whom”等来引导，而非限制性定语从句通常由who (m), whose, which, when, where及“介词+which/whom”引导。

关系代词whom在限制性定语从句中作宾语时可用who代替whom，但在非限制性定语从句中作宾语时不可用who来代替。

eg.This is the girl whom I met in the street.

这是我在街上遇到的女孩。

先行词“the girl”在限制性定语从句中作宾语，可用who代替whom。

eg.A young man had a new girl friend, whom he wanted to impress.

一个年轻的小伙子新交了一个女朋友，他想给她留下深刻印象。

先行词“a new girl friend”在非限制性定语从句中作宾语，不可用who代替whom。

最后我们不妨比较一下以下两个句子：

a) She has two brothers who are working in the city.

她有两个弟弟在这个城市工作。(其意思是强调：She hasmore than two brothers.)

b) She has two brothers, who are working in the city.

她有两个弟弟，他们在这个城市工作。(而这句是说：Shehas only two brothers.)

下面两个句子只有一个逗号之差，意义却大相径庭。

a) He will wear no clothes which will make him different from others.

他不会穿一些使他显得与众不同的衣服。

b) He will wear no clothes, which will make him different from others.

篇4：定语从句教案

①教学目的：让学生学会使用定语从句造句并运用不同的连接词。

②教学重点：让学生明白在什么情况下使用定语从句（在两个单句中都有共同概念的重叠词条件下）

③教学难点：辨析连接词的不同运用。

④教学方法：1.双句合一2.模仿组句3.配套练习（1.双句合一2.汉译英3.单句改错）

⑤教学步骤：

Step1.让学生明白什么是定语，看下面的句子找出定语。

He is a good teacher.

He is a teacher of experience.

They are women doctors.

Do you know the man standing under the tree?

The building built last year is now a hospital.

The meeting to be held tomorrow is about SARS.

Step2.向學生解释定语的特点。（它们都有一个要修饰的中心词，短语作定语通常放后那么一句话在什么情况下可作定语呢？

1.两个单句

This is a book. I bought it yesterday.

This is the book which I bought yesterday.

让学生模仿组下面的句子成定语从句。

This is a dictionary. He borrowed it from the library.

This is the dictionary which he borrowed from the library last week.

总结分析：两组句中，两个单句都有重叠概念的词book, dictionary.它们就用连接词which指物，把两个单句连成一个句子，which 引导的句子就是定语从句。Which指代前面中心名词即先行词，因此后面句中重叠词，it 就必须去掉，但要注意合成句子后中心名词前冠词的改变。在此特指因此用the.

2.名词指人怎么合成句子？请看下面例句。

He is a teacher. He helped me yesterday.

合成：He is a teacher who helped me yesterday.

让学生模仿合成下面句子

He is a doctor. He saved the child’s life.

He is a doctor who saved the child’s life.

再请看下面一组句子

He is the person. I asked him for help yesterday.

He is the person whom/who I asked for help yesterday.

学生模仿：They are the people . I’m waiting for them.

合成：They are the people whom /who I am waiting for .

总结分析：看来中心名词指人用who 连接定语从句，如果连接词所代替的后面句中重叠在句中作宾语，就可用whom连接。

3.在什么情况下使用whose连接成定语从句呢？请看下面几组句子。

He lives in the house. Its window faces south.

He lives in the house whose window faces south.

Do you know Uncle Wang . Uncle Wang’s sons both passed the CEE.

Do you know Uncle Wang whose sons both passed the College Entrance Examination.

模仿造句：He is the student. His English is the best in my class.

合二为一：He is the student whose English is the best in my class.

总结分析：后面单句中重叠词如果是物主代词或所有格，就用whose连接成定语从句，既指人也指物。

Step3.特别提醒：连接词that 一般情况下既可代替who/whom指人又可代替which指物，如上面含who/whom/which引导的定语从句。都可改用that引导。但thatwhowhom也有不同之处。我们准备在下一讲再给大家分析讲解。

Step4.配套练习巩固刚才所学定语从句

1.请大家把下面几组句子合成定语从句。注：记住首先要找到重叠词。

My teacher is a doctor. He has saved many people.

Do you know the man? He is talking to the headmaster.

I lost the book. I borrowed it from our school library yesterday.

This is the factory. We visited it last week.

He is the student. I teach him English in my spare time.

She is the girl. Her handwriting is the best in our school.

2.用定语从句翻译下面句子

3.改正下面几个句子

最后重点点拨：如果我们能把一个较长的汉语句子分成两个单句来说，再用我们所学的双句合一的办法就能学会使用定语从句造句子。

如：他就是我一有困难就经常求助的人。

分开成：1、他是那个人。

我困难时经常向他求助。

He is the person. I often turn to him for help when in trouble.

篇5：初中英语定语从句教案

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 called Qinghuaci.

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 prefer shoes that are cool.

2) I like a pizza that is really delicious.

3) I love singers who are beautiful.

4) I have a friend who 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。

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，实践证明，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，体现学习的延续性。

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：

优点：

本节课教学目标明确，条理清楚，板书设计合理，教学内容紧扣学生生活实际，学生在教师的引导下自主学习、合作学习，较好地归纳了定语从句的特殊用法，并能用定语从句写文章，完成了学习任务。

不足：

1、在引入部分没有充分引导学生把他们描述图片的简单句用关系词合并为定语从句。

2、最后一个环节用定语从句翻译文章时间安排不足，应多用二至三分钟的时间对学生的翻译进行进一步分析总结，让学生提出更多的修改意见。教学机智：本节课学生在归纳特殊用法时，提出了设计内容之外的规律，教师能给予肯定，并提出在下一教学环节进一步讨论。能够放手让学生发表不同的意见，并适时进行点播。

篇6：初中英语定语从句教案

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?_________________