高中英語教資面試定語從句怎麼講

⑴ 高一英語定語從句的重點講解

定語從句概要：
（這是有關定語從句的精要介紹，涵蓋了有關定語從句的各個方面，供參考：）
引導定語從句的關聯詞包括關系代詞和關系副詞。關系代詞有that, which, whose, who, whom, as；關系副詞有when, where, why。關系代詞和關系副詞在定語從句中都充當一定的句法成份。關系代詞在從句中充當動詞的賓語時一般可以省略。
關系代詞的選用比較復雜，受下列條件的制約：
(1) 要看先行詞是指人還是指物，
(2) 要看關系代詞在從句中句法功能，
(3) 要看定語從句是限定性的還是非限定性的。
在定語從句中充當的成分
↓ 用於限定性或非限定性從句 只用於限定性從句
指人 指物 指人或指物
主語 who which that
賓語 whom which that
謂語 whose whose (of which)
That 只能用在限定性定語從句中，而who, whom, which, which 既可用於限定性定語從句中，也可用於非限定性定語從句。
I know that he is a man who means what he says.
I know that he is a man that means what he says. 【我知道他是一個守信用的人。】
The gentleman whom she met addressed her with courtesy.
The gentleman that she met addressed her with courtesy. 【她遇到的那位先生很有禮貌地向她打了招呼。】
The gentleman she met addressed her with courtesy.（在從句中充當動詞賓語的關系代詞，可以省略。）
The watch which was lost has been found.
The watch that was lost has been found. 【丟了的表找到了。】
Here is the material which you need. (註：現代美語中不允許這樣用)
Here is the material that you need.
Here is the material you need. 【你要的材料在這兒了。】
You are the only one whose advice he might listen to. 他也就是聽你的話吧。
關系副詞的選用相對來說比較簡單，如果先行詞是表示時間的名詞，如time, day 等，則用when, 如先行詞為表示地點的名詞，如place, house, area 等等，則選用where。如果先行詞為reason 則選用why
I will never forget the mountain village where I spent my childhood.
I will never forget the mountain village in which I spent my childhood.
我永遠也不會忘記我度過童年的那個小山村。
I don』t know the reason why he did that.
I don』t know the reason for which he did that. 【我不知道他為什麼這么做。】
當先行詞是all, something, nothing 等不定代詞時，或者先行詞的前面有first, last, only, few, much, some, any, no 等詞修飾時，或者先行詞的前面有最高級修飾時，一般只用that 而不用which 來引導定語從句：
I have explained everything that I can to you.
I have explained everything I can to you. 【我已經盡一切可能把事情向你解釋得一清二楚。】
This is the most beautiful campus that I have ever been to.
This is the most beautiful campus I have ever been to. 【這是我見到的最美麗的校園。】
That』s all that I know.
That』s all I know. 【我知道的就是這些。】
Can you tell me something that you know?
Can you tell something you know? 【你能把你知道的一些情況告訴我嗎？】
There is nothing that I cannot tell you.
There is nothing I cannot tell you. 【我沒有什麼不能告訴你的事情。】
The first thing that we should do is to work out a plan.
The first thing we should do is to work out a plan. 【我們應該做的頭一件事就是訂一個計劃。】
The last place that we visited was the farm.
The last place we visited was the farm. 【我們最後參觀的地方是農場。】
還有一種定語從句，它的結構是：the same ….. as…, such … as
這里的as 可以指人或物，這里的as 引導的是限定性定語從句：
Such furniture as is very popular is expensive. 一種很受歡迎的傢具價錢昂貴。
We have successfully done the same experiment as you did. 你做過的那個試驗我們已經成功地做完了。
It wasn』t such a computer as the advertisement had promised. 這種電腦可不是廣告中說的那種電腦。
限定性定語從句與主句關系密切，為句中不可缺少的部分，如去掉，主句意思就不完整了。而非限定性定語從句與主句關系鬆散，如果去掉了，主句內容仍然完整。在書面語中非限定性定語從句一般補逗號隔開。非限定性定語從句一般不用that 引導。引導非限定性定語從句的關系詞不可省略。
His speech, which bored everyone, went on and on. 他的講話沒完沒了，真讓人煩。
The general』s daughter, whose name is Jane, gave me a sweet smile.
將軍的女兒名叫珍妮。她沖我笑了笑，笑得好甜啊。
非限定性定語從句中，先行詞也可以是整個句子，一般用which 或as 來引導定語從句，which在從句中可充當主語、賓語等，as 在從句中一般只充當主語，which 與as 引導這類定語從句的區別在於：which 只能放在句子當中或句子末尾，而as 的位置比較靈活，可以放在句子當中、句子末尾，也可以放在句首。
As is known to all, too much stress can cause disease.
Too much stress can cause disease, as is known to all.
Too much stress can cause disease, which is known to all. 【眾所周知，壓力太大了，人會得病的。】
Water consists of hydrogen and oxygen, which is known to all.
Water consists of hydrogen and oxygen, as is known to all. 【眾所周知，水是由氫和氧組成的。】
關系代詞在定語從句中有時也作介詞的賓語。如果介詞被置於關系代詞前，一般只用介詞加which 或介詞加whom，而不用介詞加that來引導定語從句。如果介詞被置於從句句末，則可以使用that來代替which或whom，這時的that可以省略。
This is the ring on which she spent 1,000 dollars. 這就是她花了一千美元買的那枚戒指。
One of my colleagues whom you are familiar with will come today.
One of my colleagues that you are familiar with will come today.
One of my colleagues you are familiar with will come today.
我的一個同事，就是你非常熟悉的那個人，今天要過來。

⑵ 高中英語語法的定語從句具體語法

定語從句大的分為限制性定語從句和非限制性定語從句：限制性定語從句主要由that引導，放於被修飾詞的後面（前無逗號），翻譯時以為"..........的+被修飾詞」；而限制性定語從句則主要由which引導，被限定詞後加逗號，再加which加修飾語句，翻譯時譯為『修飾詞,其.............』。其他很特殊的，如只能用that的、只能用which的等等用的較少，在此就不再做詳盡介紹了。給我評分吧，我是華中科技大學英語翻譯專業的。

⑶ 請問 國家教師資格證高中英語面試，語法課、詞彙課什麼的，怎麼准備啊特別是語法，全英文怎麼講！

培訓面試教師證

⑷ 你好 我是今年考吉林市教師資格證高中英語面試試講講什麼啊

試講就是真實的上課【雖然沒有學生，但要假裝有，所以要提問，回答，給答案，討論】給你一份說課和講課的範例。參考一下
Mole 1 Unit 2 Heroes Lesson 1 Modern Heroes
說課教案
（一） 教學內容
1． 本課是Unit 2 heroes Lesson 1 Modern Heroes 的第一課時。本單元分別介紹了National hero， History makers，Sports stars 和 Superhero。這幾篇文章的主題都是hero，但涉及的領域不同，它們融會貫通，承上啟下，融為一體。
2． 本課是介紹National Hero，是學生比較熟悉和感興趣的話題，前部分需要介紹楊利偉和神州五號，讓學生掌握有關詞彙；後一部分是介紹楊利偉乘坐神州五號宇宙飛船遨遊太空的情況。
3． 本課文出現了較多的定語從句，還有生詞較多（有些單詞表沒有而初中又沒有學過），在這樣的困難前提下，我引導學生通過 culture and background knowledge，結合課本內容豐富自己的知識面，拓寬學生對航天知識的了解，讓學生了解航天英雄的成功之路，激發他們的民族自豪感。
（二） 學生分析
1． 組成情況
職業高中高一學生年齡都在14－16歲之間，大多數學生由於初中的知識基礎打得不扎實，而且缺乏主動學習的能動性，自學能力差，對學習沒有持有探究性和方向性，也沒有養成良好英語學習習慣，所以學習成績不太理想。
2． 學生的知識與技能水平
職業高中招生的學生，基礎知識比較薄弱，甚至連音標都不會讀，詞彙的掌握范圍狹窄，影響了閱讀，聽力和作文。學生的表達能力還是停留在比較低級的水平，面對每幅圖片或某個主題只能說出一兩句話，而且在閱讀上，未能掌握泛讀和精讀的技巧和方法，課後的預習和復習能力較差，缺乏總結歸納的能力。
3． 學生已掌握的學習策略
盡管學生的知識和技能水平一般，但經過了一定時間的訓練後，他們還是掌握了pair work, group work, using the culture and background knowledge的閱讀技巧。
（三） 教學目標
1． 通過快速閱讀文章，學生能夠對每段文章進行歸納總結，准確地把段落主題與所給的headings聯系起來。
2． 通過仔細閱讀，學生能夠回答關於文章的細節問題。
3． 通過進一步閱讀，學生能夠學生能用英語對采訪自己心目中的民族英雄。並嘗試復述課文。
（四） 教學策略
教學方法：使用交際法，充分調動學生的積極性，積極參與到課堂教學中，通過師生互動，小組表演的形式，完成各種任務，以達到完成教學任務的途徑。
（五） 教學過程
第一步 導入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李連傑)？Do you know one of his famous movie called HERO? What does 『hero』 mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?
第二步 介紹文章人物
T: Open your books, and turn to page 100 and 101. Let』s read two passages about Shenzhou V and Yang Liwei.
Shenzhou V is China』s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.
Yang Liwei is China』s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.
介紹文章時，展示文章中的生詞，讓學生猜測詞意，帶讀並加以鞏固。
第三步 閱讀文章
（1） Fast Reading
呈現六個headings，讓學生快速閱讀，要求歸納每段的主題。
a. Astronaut lands safely
b. Welcome home
c. International good wished
d. An exciting lift-off
e. Introtion
f. During the flight
學生單個回答並集體討論改正錯誤。
(2) Careful Reading
學生通過fast reading,完成了headings後，基本對課文有一定的了解，然後呈現出五道問題，要求學生再進行第二次閱讀，對課文進行更深入的了解。
1. How did Yang Liwei feel ing the flight? How did he feel afterwards?
2. What did Yang Liwei do ring the Shenzhou V』s seventh circle of the earth?
3. How many circles did the spaceship complete while Yang Liwei was sleeping?
4. What were helicopters doing as Yang Liwei returned to the earth』s atmosphere?
5. What did Yang Liwei do when he came out of the spaceship?
第四步 鞏固練習
通過兩次閱讀讓學生對課文熟悉，訓練學生的閱讀速度和解題技巧，最後通過ask and answer in pairs，培養學生的口語能力，並強迫他們記住文章的主要內容，為下一步語言運用打下基礎。

第五步 語言運用
為提高學生對生活中的熱點問題發表自己觀點的能力，讓學生運用自己學過的語言知識，對自己心目中的民族英雄進行模擬采訪。把全班同學分成若干個小組，每個小組有一名同學扮演「楊利偉」，其他同學為全國各地新聞媒體記者，他們自由設計問題，對「楊利偉」進行采訪。
教師巡視課堂，發現表現出色的小組，讓他們到台前表演。

教師總結評價。

第六步 布置作業
讓學生准備復述楊利偉的故事，要求說出自己的民族自豪感。

A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals
HUANG SHUI PING

General objectives:
1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2.To help them learn some phrasal verbs and functional items about the topic and try to use them.
Language aim:
1.Phrases:
Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together
2.important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.

Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text.
2). Using own words to describe some important Chinese festivals.
Emotion aim:
To promote students』 qualities of a patriotism(愛國主義精神，愛國心) by learning the main Chinese festivals and learn their history origin and their meanings。
Teaching important points and difficult points:
1).To get information from reading
2).To talk about festivals freely in English.
Teaching methods:
Brainstorming, task-based teaching method , heuristic teaching method , group work.
Teaching aids:
a recorder, a computer, and blackboard
Teaching proceres:
Step1. Greeting and reviewing.
Greet the class as usual.
Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg,
Graation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival
Step2. Leading-in.
Show students many pictures of different seasons on the screen , asking: What』s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen ring your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.
Students can work together to answer this question. Eg,
T:What is your favorite season? What festivals happen ring your favorite season? ( have a discussion)
(S1: I liker summer. There are Children』s Day, Dragon-boat Festival and Mother』s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.
S3: ……
T：Well done. Thank you.
Explain the differences between Day and Festival.
Step3.While-reading
Activity1.Fast-reading
Get students to read the text quickly, match the pictures with the festivals.
Activity2. Guessing.
Show some describing sentences on the screen to let students read and guess the names of the three festivals .
Activity3. Careful-reading
This time let students read the text carefully and get more detailed information to fill in the table of exercise3 on page36.
Ask some students to report their answers to the class.
Step4. Practice
Play the tape for the students to listen and ask them to fill in the blanks according the text.
1.The Mid-Autumn Festival happens in September or______. it is important because it is a special _____ for family.
2. There are many different kinds of mooncakes ____ fruit, coffee, chocolate and so on.
3. The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year.
4.The Dragon boat race marks the _____ of the hottest season of the year.
5.________Festival marks the end of the Chinese New Year celebration.
Step5. Post-reading.
Let students discuss with a partner and answer the following question.
Which festival in China is most important for children? Young people? Old people? Women and men?
Then ask some students to give a report.
Step6. Homework.
1. do the exercise 9 on Page 37
2. remember the new words in Lesson One.
3. use your own words to describe a festival that you are familiar with.
Step7. Blackboard design.
Lesson 1 Festivals
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.

⑸ 高中英語定語從句總結 各個方面 限定非限定 關系代詞關系副詞等等 越詳細越好 當然 也不要太冗長

一、 定語從句與引導詞
定語從句是在復合句中修飾某一名詞或代詞的從句。被修飾的名詞或代詞叫做選行詞，而引導定語從句的詞叫引導詞，有關系代詞和關系副詞兩類。懂得什麼樣的先行詞後用什麼樣的引導詞是學好定語從句的關鍵。
1．關系代詞有：
that,which,who,whom,在定語從句中作主語、賓語或表語，whose 作定語。
代人的有：who,whom,whose,that；代物的有：that,which,whose.
例如：
The man who helped you is Mr White.(who代人，在定語從句中作主語)
That is the person(whom/who/that) you want to see.
(whom,who,that代人，在定語從句中作賓語，可省略)
I』m not the fool(that) you thought me to be.(that代人，在定從中作表語)
A dictionary is a useful book which(＝that) tells us the meaning of words(which 或that代物，在定從中作主語)
2．關系副詞有：when(指時間)，where(指地點),why(指原因)，在定語從句中作狀語。
例如：Would you suggest a time(when) we can have a talk?(when可省略)
The house where they live is not very large./This is the reason why he did not came to the meeting.
注意：不是表時間的先行詞都用when引導定從，不是表地點的先行詞都用where引導定從。例如：We』ll visit the factory which(＝that) makes radios.
(which或that在定從中作主語，where不可用主語，故不可用)
They still remember the happy days(which/that) they spent in Beidaihe.
(which或that在定從中作spent的賓語，when不可作賓語，故不可用)
二、限制性定語從句與非限制性定語從句
限制性定語從句和主句之間不用逗號分開，修飾主句中的某一個名詞或名詞片語或代詞；非限制性定語從句常用逗號和主句隔開，可以修飾主句中的某一個詞，也可修飾整個句子。非限制性定語從句不能用that引導，引導非限制性定語從句的關系詞不能省略。非限制性定語從句例：Li Ping』s father, who works in a factory, is an engineer./He tore up my photo, which made me very angry.(which指代主句內容，因前後兩句是因果關系，此時which不可換為as。)
He is good at physics, as is known to us all.＝As is known to us all, he is good at physics.(as指代主句內容，在as is known/believed, as we all know/believe這類結構中as不可換為which)
三、 只用that引導和不用that引導的場合
1．只用that的場合
1）當先行詞既包括人又包括物時：
He talked about the men and the books that attracted him.
2）指物的先行詞被any, every, only, very, all, no等修飾時：These are the very points that interest me./That is the only watch that I like most.
3）指物的先行詞被序數詞或形容詞最高級修飾時：The first step that we are to take is very difficult./This is the second card that he gave me.
4）先行詞是指物的不定代詞all,little,few,much,及everything,anything,nothing等時：There is still much that can be done about it./Have you got everything that you need?
5）先行詞是who時：Who that have seen him does not like him?
2．不用that的場合如下：
1） 非限制性定語從句中 Last night ,I saw a very good film,which was about the Long
March .
2）介詞放在關系代詞之前時 This is the man from whom I learnt the news
3）句中出現了that，或先行詞是that時 I have found that which I was looking for.
四、「介詞＋關系代詞」用法
1．介詞的確定應依據定語從句中短語的習慣性搭配，例如：Who is the girl with whom you just shook hands?(shake hands with…是習慣性搭配)
2．介詞常受先行詞的制約（即介詞和先行詞的搭配），例如：He built a telescope through which he could study the skies.(through which 即through the telescope)
3．當關系代詞作「動詞＋介詞」固定短語的賓語時，此時因定短語中的介詞不能拆開移到關系代詞前。例如：This is the watch which you´re looking for./He is a kind of man whom you can safely depend on.
五、幾個名詞後的引導詞
1. situation，case, scene,point,activity等後常用where,in which引導定語從句：Can you imagine a situation where/in which you can use the word?
2. way(方式，方法)後常用in which或that或how引導定語從句，也可省略：Do you know the way(in which/that/how) he worked out the problem?
3. 「the same＋名詞」，「such＋名詞」，「as＋名詞」後通常用as引導定語從句。
例如：I have the same dictionary as you(have).
Such a book as you bought is not worth buying.

⑹ 高中英語教資面試語法知識點有哪些

高中英語教資面試語法知識點如下。

1、attributive clause（定語從句）。

2、appositive clause（同位語從句）。

3、subject clause（主語從句）。

4、object clause（賓語從句）。

5、verb voices(動詞語態)： active voice（主動語態），passive voice（被動語態）。

6、verb tenses(動詞時態)。

一共有3*4=12種組合，如present perfect就是現在完成時。

專用術語：

1、subject（主語）。

2、predicate（謂語）。

3、object（賓語）。

4、comma（逗號）。

5、colon（冒號）。

6、infinitive(不定式)。

7、subject agrees with the verb（主謂一致）。

因為語法就是，講解和練習，不設置產出（proction）環節影響不大，在practice時設計重難點糾錯環節，強調重難點。

⑺ 高中定語從句的講解

定語從句，一個句子跟在一名詞或代詞（先行詞）後進行修飾限定，就叫做定語從句。

通俗來講，從句在整個句子中做定語，這個從句就叫做定語從句。從句在主句中充當定語成分。 被修飾的詞叫先行詞。定語從句不同於單詞作定語的情況，它通常只能放在被修飾的詞（即先行詞）之後。

定語從句由關系詞（關系代詞、關系副詞）引導，關系代詞、關系副詞位於定語從句句首。

定語從句=先行詞+關系詞+從句

(7)高中英語教資面試定語從句怎麼講擴展閱讀：

1）who, whom, that

這些詞代替的先行詞是人的名詞或代詞，在從句中所起作用如下：

Is he the man who/that wants to see you?

他就是想見你的人嗎？（who/that在從句中作主語）

He is the man whom/ that I saw yesterday.

他就是我昨天見的那個人。（whom/that在從句中作賓語）

2) Whose 用來指人或物，(只用作定語, 若指物，它還可以同of which互換）, 例如：

They rushed over to help the man whose car had broken down.

那人車壞了，大家都跑過去幫忙。

Please pass me the book whose (of which) cover is green.

請遞給我那本綠皮的書。

3）which, that

它們所代替的先行詞是事物的名詞或代詞，在從句中可作主語、賓語等，例如：

A prosperity which / that had never been seen before appears in the countryside.

農村出現了前所未 有的繁榮。（which / that在從句中作主語）

The package which / that you are carrying is about to come unwrapped.