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
引导定语从句的关系词有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
根据定语从句与先行词的关系，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 （that） I put 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 building which stands near the train station is a supermarket.位于火车站附近的那座大楼是一家超市。（作主语）
The film （which） 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 girl who 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 the teacher （whom） Li Ming is talking to？正在与李明谈话的老师是谁？（作宾语）
注意：
（1）当定语从句中含有介词，介词放在句末时，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 tell me 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.被修饰的先行词为all， any， much， many， everything， anything， none， the one等不定代词时，只能用that，而不用which.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.先行词被the 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 remember well the persons and some pictures that I saw in the room.
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： What’s 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.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 left．
The First Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects
（1） Key Vocabulary oversleep
（2） Target Language What happened?
I overslept． And by the time I got up, my brother had already gotten in the shower． 2． Ability Objects
（1） Teach the students to use the new words．
（2） Train the students to narrate past events with the Past Perfect Tense．
（3） Train the students’ listening and speaking skills with the target language． 3． Moral Object
It’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning．www-2-1-cnjy-com Ⅱ． Teaching Key Points
1． Key Vocabulary oversleep
2． Target Language Narrate past events with the Past Perfect Tense【版权所有：21教育】 Ⅲ． Teaching Difficult Points
1． Train the students to narrate past events with the Past Perfect Tense．
2． Train the students to understand the target language in spoken conversation． Ⅳ． Teaching Methods
1． Thinking of examples from the students’ real lives．21·cn·jy·com 2． Making sentences by looking at the pictures． Ⅴ． Teaching Procedures Step I Revision
1． Ask some questions like this: What volunteer work would you like to do? Help the students to answer, I’d 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 students’ homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework． Step Ⅱ 1a
First write by the time on the blackboard． and tell the class the meaning of it．
Say this sentence to the class: By the time the teacher came in, the students had begun reading English．
Tell them to note the structure \begun\in this sentence． Begun is the past participle of begin． Explain what is the past participle form of a verb for the students． 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 one．
Write By the time I came back…on the blackboard．
Say to the class, By the time I came in． What had happened?
Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．
Then get more students to answer differently,
Read the instructions to the students and read these questions to the class as well． What do you usually do in, the morning before school? Do you like morning? Why or why not?
Choose one good student to answer them by saying something he or she usually does in the morning．21*cnjy*com
Then have the whole class practice in pairs． Ask each other the questions．
After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students．
Call the students’ attention to the pictures in Activity la．
Then tell students 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 English．
After they all finish talking, ask different groups to tell the class about the pictures． Step Ⅲ 1b
Ask the students to read the instructions 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 sentence． Then go over the other unconnected parts of sentences, too．
Play the recording for the first time．
Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers．
Make sure that all of them have got the correct answers by listening． Say congratulations to the students who get the answers correctly by guessing． Step Ⅳ 1c
First play the recording in Activity 1b again and let the students read after it． Do it at least twice． Then read the instructions together with the whole class．
You will make conversations 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 before they begirt
Have the students work in pairs． Move around the room offering language support as needed． After they all finish talking, ask some pairs to say their conversations to the class． Step Ⅴ Summary Step Ⅵ Homework
1． Write out the story of Tina, Note to use the target language．
2． Revise when to use the Past Perfect Tense and the verb structure of it．
The Second Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Target Language
By the time she got to class, the teacher had already started teaching．21世纪教育网版权所有 When she got to school, she realized she had left her backpack at home． When I got home, I realized I had left my keys in the backpack．21cnjy.com （2）The Three Forms of the verbs． 2． 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． Ⅱ． Teaching Key Points
1． Listening practice with the target language．
2． Use the correct verb forms to fill in the blanks by listening．2-1-c-n-j-y 3． Make sentences using the Past Perfect Tense． 4． The three forms of the verbs． Ⅲ． Teaching Difficult Points
1． Write an ending for the story in Activity 2c． 2． The three verb forms in Grammar Focus． Ⅳ．Teaching Procedures Step I Revision 1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68． 2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．
3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．
Step Ⅱ 2a
Read the instructions to the class． Be sure that all of them know what to do． Call the students’ 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 according to their own order．
Play the recording the first time, students only listen． Play the recording again and ask the children to number each picture．
Check the answers with the class and see who have ever got the correct answers without listening． Step Ⅲ 2b
Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets．21教育网
Let the students fill in the blanks with the correct forms individually．
Move around the classroom collecting the common mistakes they may make．
After they all finish writing, tell them to get ready to listen to the conversation and check their answers．
Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class． Step Ⅳ 2c
Ask the whole class to read the instructions together．
We have a new task now． We know Tina was late for class． What do you think happened after Tina was late for class?Work with a partner． Make up an ending for the story by continuing it． The beginning has been given．
Get students to discuss 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 students 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 enough． Step Ⅴ Grammar Focus
Call students’ attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard．
Ask the students to make sentences correctly using each form of the verbs in the box． Check the answers． Step Ⅵ Homework
1． Write down the ending of Tina’s story．
2． Make sentences using each form of the verbs below: leave, walk, start, oversleep, ring, be 3． Review the Grammar Focus．
The Third Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary
bell, ring, go off, 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 time I woke up, my father had already gone into the bathroom． 2． Ability Objects
Train the students’ reading skill with target language． Train the students’ speaking skill with target language．
初中英语定语从句专项语法讲解
