力复习课件

力复习课件（精选十三篇）。

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问题1：我高三生正在一轮复习 一般都是平时做题正确率很高但是考试考不出分来怎么办

答：平时效率高，很大情况下是你的心态比较放松，而且时间很充裕，所以平时在练习的时候要限定时间，同时提高自己分析问题和解决问题的能力，让自己的思维更加缜密。考试的时候呢，不要太紧张，适度的紧张能提高成绩，但是过度就适得其反了。

问题2：第一轮复习老师都说要掌握基本知识，看课本，但也有老师说要做题，可是不是第二轮时才总结题型吗，好纠结，没有好的复习方法、复习方案。

答：看课本不是简简单单看文字、看题，这个看下来都很简单。我举个例子，比如我们必修一的匀变速直线运动的位移时间公式，里面涉及的思想是微积分(无限细分的思想)，这时候你需要发散开去，我们高中哪些内容涉及这个思想，比如弹簧弹性势能，弹力做功，变力做功、电容器所储存的电能，这都是图象求面积的方法。既然涉及到图像，我们就要多问问自己，图像的斜率这一类问题。最后的结果，位移，我们在求解的过程中，又有哪些。这部分就涉及到知三求五，五个物理量分别是初速度、末速度、时间、位移、加速度，知道其中的三个就能知道另外两个。比如x=(v0 vt)t/2这个公式是平均速度求位移，那么什么时候用呢--当题目条件缺少加速度的时候。所以在记忆这部分位移有关的公式的时候，采取缺什么，找什么以此类推。

总结题型越早越好，并不是一定要等到二轮复习，你前期做的越好，总结得越多，那么你比其他同学就能消化得更多。

问题3：物理在第一轮复习时不知怎样构建知识框架，感觉没神魔需要构建的

答：举个例子：题目涉及到要求位移，那么这时候你需要去罗列高中所有涉及到位移的内容：匀变速运动求位移，但是要求加速度不变;能的角度求位移，力要求不变，或者是机车启动内容，恒功率下，告知时间和功率;电磁感应单双棒问题的推导公式，通过电阻R来求位移以及图像面积来求位移，但是要求为直线，或者对应图像有格子，进行数格子。举这个例子只是想说明，你在看题的时候要注意总结和归纳，不是单纯地只看题，而是在看题的同时，将可能涉及到的知识点在脑子中过一遍，以便快速找到解题方法。力的角度走不通的时候，走能量的角度。 这就是构建知识框架，横向、纵向的比较知识点。

问题4：老师你好 我现在高三 一轮复习机械能守恒这一块内容该怎么学?

答：机械能守恒首先要明确机械能守恒的条件，然后练习相应的内容。当你判断不清楚是否机械能守恒的时候，可采用动能定理，因为这个是没有限制条件的。

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在高考中，定语从句会考哪些知识呢？一起来学习定语从句归纳知识吧。

定语从句(Attributive Clauses)在句中做定语，修饰一个名词或代词，有时也可以修饰部分或整个句子。

被修饰的名词，词组或代词即先行词。定语从句通常出现在先行词之后，由关系词(关系代词或关系副词)引出。

关系代词有：who, whom, whose, that, which, as。

关系副词有：when, where, why, how。

关系代词和关系副词放在先行词和定语从句之间，起连接作用，同时又可做定语从句的一个成分。当关系代词做宾语时可以省略。

定语从句中的谓语动词必须在人称上和数量上和先行词保持一致。

定语从句分为限制性定语从句和非限制性定语从句。

1) who, whom, that 这些词代替的先行词是人的名词或代词，在从句中所起作用如下：

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

He is the man whom/ that I saw yesterday.

2) whose 用来指人或物，(只用作定语，若指物，它还可以同of which互换).

例如：

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

3) which, that 它们所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等.

例如：

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

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

关系代词that和which 都可以指物，that 和Who 都可以指人，其用法区别：

不用that的情况：

(错)The tree, that is four hundred years old, is very famous here.

We depend on the land from which we get our food.

A friend who helps you in time of need is a real friend.

Those who were either fools or unfit for their offices could not see the cloth.

One who doesn't work hard will never succeed in his work.

④在There be句型中There is a stranger who wants to see you.

A new teacher will come tomorrow who will teach you German.

⑥在有两个定语从句的句子中，其一用who，其二用that,但若先行词后接两个以上的并列定语从句时，后一个必须重复前一个关系代词。

The student who was praised at the meeting is the monitor that is very modest and studies very hard.

There is a teacher who is always ready to help others and who enjoys what he does.

a)在不定代词，如：anything, nothing, everything, all, much, few, any, little等作先行词时，只用that，不用which。

All that is needed is a supply of oil.

Finally, the thief handed everything that he had stolen to the police.

b)先行词有the only, the very, the just修饰时，只用that。

He is the very man that helped the girl out of the water.

c)先行词为序数词(the last)、数词、形容词最高级时，只用that。

The first English book that I read was “The Prince and the Pauper” by Mark Twin.

d)先行词既有人，又有物时。

He talked about the teachers and schools that he visited.

e)当主句是以who 或which 开始的特殊疑问句时，用that 以避免重复。

Who is the person that is standing at the gate.

He is not the man that he used to be.

关系副词可代替的先行词是时间、地点、方式或理由的名词，在从句中作状语。

关系副词when, where, why, how的含义相当于“介词+ which”结构，因此常常和“介词+ which”结构交替使用.

例如：

There are occasions when (on which) one must yield.

Beijing is the place where (in which) I was born.

Is this the reason why (for which) he refused our offer?

I'm surprised the way how (by which) he works out the problem.

注意：

①在非限制性定语从句中，“介词+ which”结构不能代替关系副词。

如：They set up a state for their own , where they would be free to keep Negroes as slaves.

②含有介词短语的动词一般不能拆开，介词仍放在动词后面。

Is this the book which (that) she was looking for?

3名词/数词/代词 /形容词最高级 + 介词 + 关系代词引导定语从句

She has written a book , the name of which I have forgotten.

There are fifty-five students in our class , all of whom are working hard.

There are five continents in the world , the largest of which is Asia.

由as, which 引导的非限定性定语从句，as和which可代整个主句，相当于and this或and that。As一般放在句首，which在句中。

As we know, smoking is harmful to one's health.

The sun heats the earth, which is very important to us.

as可引导非限制性从句，常带有“正如”的意思。

As is know, smoking is harmful to one's health.

用法区别：

(1) as 引导的'定语从句可置于句首，而which不可。

As we all know, he never smokes.

(2) as 代表前面的整个主句并在从句中作主语时，从句中的谓语必须是系动词;若为行为动词，则从句中的关系代词只能用which。

(3)非限定性定语从句中出现expect, think, suppose 等表示猜测、想象、预料等时。

She succeeded in her doing the research work , as we expected.

(4)As 的用法 the same? as; such?as 中的as 是一种固定结构, 和??一样??。

I should like to use the same tool as is used here.

We should have such a dictionary as he is using.

◆高考定语从句典型陷阱题分析◆

1. The factory was built in a secret place, around ______ high mountains.

A. which was B. it was C. which were D. them were

【陷阱】容易误选A或B，将A、B中的 which 和 it 误认为是其后句子的主语。

【分析】最佳答案是C，around which were high mountains 是一个由“介词+which”引出的非限制性定语从句，而在该从句中，主语是 high mountains，around which 是表语，所以句子谓语应用复数were，而不是用单数 was.请做以下类例题目（答案均为C）：

（1） Yesterday we visited a modern hospital, around _______ some fruit shops.

A. which is B. it is C. which are D. them are

（2） The murder happened in an old building, beside ______ the city police station.

A. which are B. it is C. which is D. them are

（3） Next month we’ll move to a new building, next to _______ a nice restaurants where we can have Chinese food.

A. which are B. it is C. which is D. them are

2. A man with a bleeding hand hurried in and asked, “Is there a hospital around ______ I can get some medicine for my wounded hand？”

A. that B. which C. where D. what

【陷阱】容易误选 B，认为 around 是介词，选 which 用以代替前面的名词 hospital，在此用作介词 around 的宾语。

【分析】最佳答案为C。以上语法分析并不算错，但问题是，照此分析，此句的意思即为：有没有这样一个医院，我在它的附近可以买药治我的手伤？这样的语境显然有点不合情理，因为人们通常是在医院里面治伤，而不是在医院附近治伤。此题选 C 的理由是：句中的 around 不是介词，而是副词，意为“在附近”；其后的 where 引导定语从句用以修饰其前的地点名词 hospital，句意为：附近有没有一家医院，我可以去治我的手伤？

3. _____ is known to everybody, the moon travels round the earth once every month.

【陷阱】容易误选 A，认为此处应填一个形式主语。

【分析】最佳答案是 B。as 引导的是一个非限制性定语从句。比较下面一题：

_______ is known to everybody that the moon travels round the earth once every month.

此题答案选 A，it 为形式主语，真正的主语是后面的 that 从句。

再比较下面一组题，其中第（1）题选 B，第（2）题选 D：

（1） ______ is mentioned above, the number of the students in senior school is increasing.

（2） ______ is mentioned above that the number of the students in senior school is increasing.

4. David is such a good boy _______ all the teachers like.

【陷阱】此题容易误选A，许多同学一看到题干中的such，再联系到选项中的 that，便认为这是考查such … that …句式。况且，这样理解意思也还通顺。

【分析】最佳答案为C，不是A，因为在such … that … （如此……以至……）结构中，that 引导的是结果状语从句，并且 that 在从句中不充当句子成分，若在上句填入 such … that …，句末的动词 like 缺宾语。选C的理由如下：as 用作关系代词，用以引导定语从句，修饰其前的名词 boy，同时 as 在定语从句中用作动词 like 的宾语，句意为“所有老师都喜欢的一位好男孩”。有的同学可能还会问，假若选A，能否将其后的 that 视为引导定语从句的关系代词呢？不能，因为当先行词受到 such 的修饰时，其后的定语从句应用关系代词 as 来引导，而不用that.比较下面一题，答案为A，因为 like 后有自己的宾语 him：

David is such a good boy _______ all the teachers like him.

请再做以下试题（答案选D）：

It was not such a good dinner _______ she had promised us.

5. The buses, most of _______ were already full, were surrounded by an angry crowd.

【陷阱】容易误选 C，用 them 代指 the buses.

【分析】最佳答案是D。most of which were already full 为非限制性定语从句，修饰 the buses.类似地，以下各题也选D：

（1） His house, for _______ he paid , 000, is now worth , 000.

（2） Ashdown forest, through _______ we’ll be driving, isn’t a forest any longer.

（3） This I did at nine o’clock, after _______ I sat reading the paper.

类似地，以下各题选 whom，不选 them：

（4） George, with _______ I played tennis on Sundays, was a warm-hearted person.

（5） Her sons, both of ______ work abroad, will come back home this summer.

（6） I met the fruit-pickers, several of _______ were still university students.

6. He had thousands of students, many of ______ gained great success in their own field.

【陷阱】容易误选 B，用 them 代指 students.

【分析】最佳答案是A，many of whom gained great success in their own field 为非限制性定语从句。假若在many of… 的前面加上连词and，则选答案B.比较以下各题（答案均选A）：

（1） He asked a lot of questions, none of ______ was easy to answer.

A. which B. them C. what D. that

（2） He asked a lot of questions, and none of ______ was easy to answer.

A. them B. which C. what D. that

（3） He told me that he had two girl-friends, neither of _______ knew anything about the other.

（4） He told me that he had two girl-friends, and neither of _______ knew anything about the other.

7. He had a lot of friends, only a few of ______ invited to his wedding.

【陷阱】容易误选 A，认为这是非限制性定语从句。

【分析】最佳答案是B，这不是非限制性定语从句，而是一个独立主格结构，因为空格后的动词 invited 并不是一个完整的谓语，而是一个过去分词。当然，假若在 invited 前加上助动词 were，则是一个非限制性定语从句，答案便应选A.比较：

（1） They put forward a lot of plans at the meeting, none of _______ carried out in their work.

A. which B. them C. what D. that

答案选B，none of them carried out in their work 是独立主格结构，其中的 carried out 为过去分词。

（2） They put forward a lot of plans at the meeting, none of _______ were carried out in their work.

A. which B. them C. what D. that

答案选A，none of them were carried out in their work 是非限制性定语从句，注意与上例比较句中多了一个助动词were.

（3） They put forward a lot of plans at the meeting, but none of _______ were carried out in their work.

A. which B. them C. what D. that

答案选B，由于两句之间增加了一个并列连词but，使得该句成了一个并列句。

8. On Sundays there were a lot of children playing in the park, _______ parents seated together joking.

A. their B. whose C. which D. that

【陷阱】容易误选B，认为这是非限制性定语从句。

【分析】最佳答案是A.与上面一题相似，their parents seated together joking 不是非限制性定语从句，而是一个独立主格结构，因为空格后的动词 seated 不是谓语，而是一个过去分词，因为 seat 作动词用时，是及物动词。比较以下相似题：

（1） On Sundays there were a lot of children playing in the park, _______ parents were seated together joking.

A. their B. whose C. which D. that

选B.whose parents were seated together joking 为非限制性定语从句，因为其后有完整的谓语 were seated.

（2） On Sundays there were a lot of children playing in the park, and _______ parents were seated together joking.

A. their B. whose C. which D. that

选A.因为句中有并列连词and，整个句子为并列句。

（3） On Sundays there were a lot of children playing in the park, _______ parents sitting together joking.

A. their B. whose C. which D. that

选A.their parents sitting together joking 为独立主格结构。

（4） On Sundays there were a lot of children playing in the park, _______ parents sat together joking.

A. their B. whose C. which D. that

选B.whose parents sat together joking 为非限制性定语从句，因为句中有完整的谓语 sat.

（5） On Sundays there were a lot of children playing in the park, _______ parents were sitting together joking.

A. their B. whose C. which D. that

选B.whose parents were sitting together joking 为非限制性定语从句，因为句中有完整的谓语 were sitting.

9. If the man is only interested in your looks, _____ just shows how shallow he is.

【陷阱】容易误选A或B，误这是非限制性定语从句。

【分析】正确答案为D，注意逗号前是一个条件状语从句，逗号后是该状语从句的主句，that 在此代表前文所述的情况，用作主句的主语。类似地，下面几道题也选 that，而不选 which：

（1） If you promise to go with us, _____ will be OK.

A. as B. which C. and it D. that

（2） If you want a double room, _____ will cost another ￡15.

（3） Whether you go or not, _______ is quite all right with me.

A. that B. which C. and it D. so

（4） When I say two hours, _____ includes time for eating.

10. She says that she’ll never forget the time ________ she’s spent working as a secretary in our company.

A. which B. when C. how D. where

【陷阱】容易误选B，机械地认为时间名词后必须用关系副词when，地点名词后用关系副词 where.

【分析】正确答案为A.在时间名词和地点名词后是否用关系副词要看它在定语从句中充当什么句子成分。一般说来，若用作主语或宾语，用关系代词；若用作状语，则用关系副词。上面一题中的动词 spent 缺宾语，故应用关系代词 which或that.比较下面一题，由于空格后的句子不缺少主语或宾语，所以选关系副词when：

She says that she’ll never forget the time ________ she works as a secretary in our company.

A. which B. when C. how D. where

请再做一组试题（答案均选A）：

（1） Our company will move to a tall building _______ we bought last month.

A. which B. when C. how D. where

选A，which 在定语从句中用作动词 bought 的宾语。

（2） Our company will move to a tall building _______ has just been complete.

A. which B. when C. how D. where

选A，which 在定语从句中用作主语。

（3） Our company will move to a tall building _______ we worked two years ago.

A. where B. when C. that D. which

选A，where 在定语从句中用作状语。

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例计算： ．

解析：先将所求算式变形为 ，然后根据平方差公式展开得 ，再利用完全平方公式展开后合并，即可得出最后结果为 （过程略）．

评注：实数的运算律对二次根式的运算仍适用，并且在进行二次根式的运算时，可以利用乘法公式简化运算步骤．

误区点拨

1．对平方根和算术平方根概念理解不清致错

例 的平 方根是____．

错解： 或3．

剖析：由于不理解题意，误将结果求成81的平方根，而得出 ；不理解平方根的意义，得出3这一错误结果．因为 ，故本题求的是9的平方根，答案应为 ．

2．由于不理解负整数指数幂和绝对值的意义知错

例2 (201X绥化)计算： _________.

错解：原式= ．

剖析：本题两个错误，一是去绝对值符号时，由于没搞清 的正负，造成了去绝对值符号时的错误．因为 ＜0，所以其绝对值等于 ；二是错在由于不理解负整数指数幂的意义，将 求错．原式= ．

跟踪训练

要使代数式 有意义，则 的  （ ）

2．A．最大值是 B．最小值是 C．最大值是 D．最小值是

下列式子为最简二次根式的是  （ ）

A． B． C． D．

下列各式计算正确的是  （ ）

A． B． C． D．

1.3整式

基础盘点

1．单项式和多项式统称为______；所含字母____，并且相同字母也相同的'项，叫做______．

_______； _______； _______； _______（a≠0）.

（2） _______； =_______.

3．乘法公式：⑴ =________；⑵ =_________．

4．因式分解：⑴把一个_____化为几个________的形式，叫多项式的因式分解.

⑵因式分解常用的方法有______法和______法.

考点呈现

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1.(2013·廊坊模拟)从正在加速上升的气球上落下一个物体,在物体刚离开气球的瞬间,下列说法正确的是　()

A.物体向下做自由落体运动

B.物体向上运动,加速度向上

C.物体向上运动,加速度向下

D.物体向上还是向下运动,要看物体离开气球时的速度

2.(2013·南宁模拟)重为10N的物体以速度v在粗糙的水平面上向右运动,物体与桌面间的动摩擦因数为0.1,现在给物体施加水平向左的拉力F,其大小为20N,则物体受到的摩擦力和加速度大小为(g取10m/s2)　()

A.1 N,20 m/s2 B.0,21 m/s2

C.1 N,21 m/s2 D.1 N,19 m/s2

3.汽车正在走进千家万户,在给人们的出行带来方便的同时也带来了安全隐患。行车过程中,如果车距较近,刹车不及时,汽车将发生碰撞,车里的人可能受到伤害,为了尽可能地减轻碰撞引起的伤害,人们设计了安全带,假定乘客质量为70kg,汽车车速为90km/h,从踩下刹车到完全停止需要的时间为5s,安全带对乘

客的`作用力大小约为(不计人与座椅间的摩擦)　()

A.450 N B.400 N C.350 N D.300 N

4.用40N的水平力F拉一个静止在光滑水平面上、质量为20kg的物体,力F作用3s后撤去,则第5s末物体的速度和加速度的大小分别是　()

A.vt=6m/s,a=0 B.vt=10m/s,a=2m/s2

C.vt=6m/s,a=2m/s2 D.vt=10m/s,a=0

5.如图所示,一木块在光滑水平面上受一恒力F作用,前方固定一足够长的弹簧,则当木块接触弹簧后　()

A.木块立即做减速运动

B.木块在一段时间内速度仍可增大

C.当F等于弹簧弹力时,木块速度最大

D.弹簧压缩量最大时,木块加速度为零

6.(2013·哈尔滨模拟)如图所示,水平传送带以恒定速度v向右运动。将质量为m的物体Q轻轻放在水平传送带的左端A处,经过t秒后,Q的速度也变为v,再经t秒物体Q到达传送带的右端B处,则　()

A.前t秒内物体做匀加速运动,后t秒内物体做匀减速运动

B.后t秒内Q与传送带之间无摩擦力

C.前t秒内Q的位移与后t秒内Q的位移大小之比为1∶1

D.Q由传送带左端运动到右端的平均速度为v

▰ 力复习课件 ▰

标题：执行力培训课件的重要性与有效性

引言：

执行力是一个人在实现目标、完成任务和解决问题时所展现的能力。不论在个人生活还是工作环境中，拥有良好的执行力都是取得成功的关键。然而，许多人缺乏执行力，导致无法充分发挥自己的潜力。为了培养和提高个人的执行力，许多组织和企业开始开展执行力培训课程，并编制相应的课件以指导学员。本文将详细讨论执行力培训课件的重要性与有效性。

一、执行力培训课件的重要性

1. 指导学员战胜拖延心理

执行力低的人常常会面临拖延任务的问题，缺乏主动性和自律。执行力培训课件通过分析拖延的原因、应对策略和实际案例的分享，可以帮助学员了解拖延的危害，并提供解决方案，引导他们养成积极的工作习惯和正确的时间管理技巧。

2. 培养学员坚持目标的能力

执行力培训课件不仅告诉学员如何设立明确的目标，还提供了制定目标计划、分解任务、设立里程碑等实用工具和技巧。学员通过课件学习，可以培养坚持目标到底的意志力，避免半途而废。

3. 教导学员有效的决策和问题解决方法

在现实生活和工作中，我们常常会遇到各种各样的问题和挑战。执行力培训课件通过案例分析和角色扮演，教会学员如何迅速判断形势、分析问题，并给出解决方案。这样的培训使得学员对复杂问题有更好的理解和处理能力。

4. 培养学员的自信心和自尊心

执行力不仅仅是完成任务，更是对自己能力的认可和肯定。执行力培训课件通过正能量的故事、成功案例、鼓励和互动等手段，激发学员的自信心和自尊心。从而，让学员相信自己具备充分的能力来克服困难并完成目标。

二、执行力培训课件的有效性

1. 理论与实践相结合

执行力培训课件不仅提供理论知识和方法，更加强调实践操作和经验分享。通过课件中的案例分析、个人小组任务、模拟场景等形式，学员可以直接将所学知识应用到实践中，并获得反馈和指导。

2. 个性化学习

执行力培训课件通常根据学员的实际情况和需求，设置了多个层次和不同难度的学习内容。学员可以根据自己的能力和目标，选择适合自己的学习路径，并根据自己的进展调整学习计划。这样的个性化学习使得培训效果更加显著。

3. 持续跟踪和反馈

执行力培训课件通常与培训师或导师相结合，通过定期的跟踪和反馈机制，帮助学员巩固所学内容，并解决学习中遇到的问题和困惑。这种持续的指导和互动，能够帮助学员更好地理解和应用所学知识。

4. 易于传播和推广

执行力培训课件可以根据需要进行修改和更新，适用于不同行业、不同岗位的学员。课件可以通过网络或其他线上平台进行传播和推广，不受时间和空间的限制。这种灵活性使得执行力培训课件能够快速和广泛地传播，为更多的人提供帮助。

结论：

执行力培训课件的重要性与有效性不言而喻。通过指导学员克服心理障碍，树立明确目标，学习有效决策和解决问题的方法，培养自信心和自尊心，执行力培训课件能够提高个人的执行力和工作效率。同时，执行力培训课件的理论与实践相结合、个性化学习、持续跟踪和反馈、易于传播和推广等特点，保证了培训效果的显著性和长期性。因此，执行力培训课件对于个人和组织的发展都具有积极的意义。

▰ 力复习课件 ▰

一、把下列每对句子合并成含有定语从句的主从复合句：

1. The fan is on the desk. You want it.

2. The man is in the next room. He brought our textbooks here yesterday.

3. The magazine is mine. He has taken it away.

4. The students will not pass the exam . They don’t study hard.

5. The woman is our geography teacher. You saw her in the park.

6. The letter is from my sister. I received it yesterday.

7. The play was wonderful. We saw it last night.

8. The train was late. It was going to Nanning.

9. The boy is my brother. He was here a minute ago.

10. The tree is quite tall. He is climbing it.

11. Here is the girl. Her brother works in this shop.

12. That’s the child. We were looking at his drawing just now.

13. This is the boy. His sister is a famous singer.

14. I want to talk to the boys. Their homework haven’t been handed in.

15. Is that the woman? Her daughter is in my class.

16. He used to live in a big house. In front of it grew many banana trees.

17. They passed a factory. At the back of the factory there were rice fields.

18. The soldier ran to the building. On the top of it flew a flag.

19. In the evening they arrived at a hill. At the foot of the hill there was a temple.

20. She came into a big room. In the middle of it stood a large table.

二、根据句子意思，在第一个空白处填入介词，在第二个填入关系代词whom或which:

1. The person ________ ________ I spoke just now is the manager that I told you about.

2. The pencil ________ ________ he was writing broke.

3. Wu Dong, ________ ________ I went to the concert, enjoyed it very much.

4. The two things ________ ________ Marx was not sure were the grammar and some of the idioms of English.

5. Her bag, ________ ________ she put all her books, has not been found.

6. The stories about the Long March, ________ ________ this is one example, are well written.

三、选择填空：

1. The man ____ visited our school yesterday is from London.

2. The woman ____ is talking to my mother is a friend of hers.

A. whose B. who C. whom D. which

3. Because of my poor memory, all ____ you told me has been forgotten.

4. Do you remember those days ____ we spent along the seashore very happily?

A. when B. where C. which D. who

5. Tom did not take away the camera because it was just the same camera ____ he lost last week.

6. Those ____ want to go please sign their names here.

7. Where is the man ____ I met this morning?

A. when B. where C. which D. who

8. Who is the woman ____ is sweeping the floor over there?

9. The man ____ you talked just now is a worker.

A. who B. whom C. to whom D. to who

10. The man ____ you are going to make friends is my father’s neighbour.

A. with whom B. when C. to whom D. which

11. The doctor ____ is leaving for Africa next month.

A. the nurse is talking to him B. whom the nurse is talking

C. the nurse is talking to D. who the nurse is talking

12. The man ____ around our school is from America.

A. which you showed B. you showed him C. you showed D. where you showed

13. He talked about a hero ____ no one had ever heard.

A. of whom B. from whom C. about that D. who

14. In fact the Swede did not understand the three questions ____ were asked in French.

A. where B. who C. in which D. which

15. Have you read the book ____ I lent to you?

A. that B. whom C. when D. whose

16. Finally, the thief handed over everything ____ he had stolen to the police.

A. that B. which C. whatever D. all

17. The foreign guests, ____ were government officials, were warmly welcomed at the airport.

A. most of them B. most of that C. most of whom D. most of those

18. This is the very letter ____came last night.

19. I know only a little about this matter; you may ask ____ knows better than I.

A. whoever B. whomever C. anyone D. the one

20. This is the school ____ we visited three days ago.

21. This is the factory ____ we worked a year ago.

A. where B. that C. which D. on which

22. Nearby were two canoes ____ they had come to the island.

A. which B. in which C. that D. /

23. Jack is pleased with ____ you have given him and all ____ you have told him.

A. that, what B. what, that C. which, what D. that, which

24. Do you work near the building ____ colour is yellow?

A. that B. which C. its D. whose

25. In the dark street, there wasn’t a single person ____ she could turn for help.

A. whom B. who C. to whom D. form whom

26. Is this school ____ we visited three years ago?

A. the one B. which C. that D. where

27. Is this the school ____ we visited three years ago?

A. the one B. where C. in which D. /

28, How many students are there in your class ____ homes are in the country?

A. whose B. who C. whom D. which

29. Alice received an invitation from her boss, ____ came as a surprise.

30. The train was crowded and I had to get into a carriage ____ already seven other people.

A. when there were B. which there were C. that there were D. where there were

31. I live in the house ____ windows face south.

A. which B. whose C. where D. in that

32. ---- What game is popular with them? ---- The ____ most is tennis.

A. game they like it B. game they like C. best game they like D. best game they like it

33. They stayed with me three weeks, ____ they drank all the wine I had.

A. which B. which time C. during which time D. during which

34. The room ____ Mr White lives is not very large.

A. that B. which C. where D. when

35. Don’t forget the day ____ you were received into the Youth League.

A. when B. that C. at which D. where

36. I’ve finished writing the novel, ____ is to be published next month.

A. that B. what C. which D. when

37. He returned home safe and sound after a fierce battle, ____ was unexpected.

38. ____ we is known to all, English is not very difficult to learn.

39. The old man had three sons, all of ____ died during World War Ⅱ.

40. I have bought two pens, ____ write well.

A. none of which B. neither of which C. both of which D. all of which

41. Do you know the reason ____ she has changed her mind?

A. why B. which C. for that D. of which

42. He failed in the exam, ____ proves that he wasn’t working hard enough.

43. During the week ____ he tried to collect materials for his article.

A. following B. followed C. to follow D. that followed

44. ____ was expected, he succeeded in the exam.

45. He studied hard and later became a well-known writer, ____ his father expected.

A. that was what B. what was that C. and which was D. which was what

46. We should read such books ____ will make us better and wiser.

47. You must show my wife the same respect ____ you show me.

48. He is absent ____ is often the case.

49. It is the first time ____ I have come to your city.

A. that B. which C. what D. when

50. Who ____ has the same idea as it will do it in this way.

51. I shall never forget those years ____ I lived in the country with the farmers, ____ has a great effect on my life.

A. that, which B. when, which C. which, that D. when, who

52. This is the only book ____ I can find.

A. that B. which C. it D. with which

53. I don’t like ____ you speak to her.

A. the way B. the way in that C. the way which D. the way of which

54. That is one of those books that ____ worth reading.

55. This is the only one of the students whose handwriting ____ the best.

56. There was ____ to prevent the accident.

A. something could do B. anything we could do

C. nothing we couldn’t do D. nothing we could do

一、1. The fan that you want is on the desk. 2. The man who brought our textbooks here yesterday is in next room. 3. The magazine which he has taken away is mine. 4. The students who don’t study hard will not pass the exam. 5. The woman you saw in the park is our geography teacher. 6. The letter I received yesterday is from my sister. 7. The play that we saw last night was wonderful. 8. The train which was going to Nanning was late. 9. The boy who was here a minute ago is my brother. 10. The tree he is climbing is quite tall. 11. Here is the girl whose brother works in this shop. 12. That’s the child whose drawing we were looking at just now. 13. This is the boy whose sister is a favous singer. 14. I want to talk to the boy whose homework hasn’t been handed in. 15. Is that the woman whose daughter is in my class? 16. He used to live in a big house, in front of which grew many banana trees. 17. They passed a factory, at the back of which there were rice fields. 18. The soldier ran to the building, on the top of which flew a flag. 19. In the evening they arrived at a hill, at the foot of which there was a temple. 20. She came into a big room, in the middle of which stood a large table.

二、1. to whom; 2. wiht which; 3. with whom; 4. about which; 5. in which; 6. of which

三、1~5 ABACD 6~10 CDCCA 11~15 CCADA 16~20 ACCAB 21~25 ABBDC

26~30 ADABD 31~35 BBDCA 36~40 CABCC 41~45 AADCD 46~50 BBDAB

▰ 力复习课件 ▰

教学内容：discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。

教材和学生分析：

本案例是从实际应用的角度学习语法知识，在现实的情境中应用语法知识。语法知识的学习尽可能从实际应用的角度入手，让学生在相对真实的日常生活和学习的情景中感到在语言的应用中需要语法知识，要确保交际的准确，就需要学习和掌握语法知识。

教学目标：

1.掌握定语从句的关系代词that, which, who, whose的用法。

2.培养在交际环境中应用定语从句的语言运用能力。

教师利用多媒体向学生展示本校优美的校园和丰富的校园生活。请学生描述所看到的情景和人物，教师同时向学生用含有定语从句的句子总结学生的表述，引出定语从句。

学生：this is our classroom. it is bright and big. or: this is our classroom. we study in the classroom every day.

教师：this is our classroom that is bright and big. or: this is our classroom where we study every day.

学生：this is our english teacher. he loves us all. or: this is our english teacher. his pronunciation is perfect.

教师：this is our english teacher who loves us all. or: this is our english teacher whose pronunciation is perfect.

设计意图：

课前用数码相机拍几张校园里的人和物的图片，上课时用多媒体展示给学生看，让学生有亲近感，拉近了师生距离，使学生产生表达的欲望。

学生的已有语言基础充许他们介绍所看到的图片，教师在学生描述的基础上，用合并两个简单句的方法，导入定语从句。

游戏规则：

1． 两个人配合，一个人面对屏幕、另一个人背对屏幕，面对屏幕的用英语解释屏幕上出现的某种事物，背对屏幕的那个人则要根据同伴的解释猜出它的名称。

2． 规定所猜的单词必须是教室范围以内的。

3． 全班分几个小组，老师在屏幕上展示一张物品或人物图片，然后由面对屏幕的同学用英语来进行解释，解释对了而且同伴答对了，加一分，如果使用定语从句进行解释，就再加一分。

some objects that are used in the game:

computer, dictionary, textbook, chair, money, door, eraser, television, pocket, chalk, window, pen, glasses, shoes, paper, knife, pencil, keys, clock, door, water, knife, wall, keyboard, floor

door: something you open before you enter a house or a room

water: something that you drink when you are thirsty

television: something which can broadcast news and other programs

●66职场网流量密码:
• 声母复习课件 | 力的课件 | 概率复习课件 | 领导力课件 | 力复习课件 | 力复习课件

…

其中有一些单词需要用介词加关系代词引导的定语从句来进行解释，如：

dictionary: a book in which we can find the meanings or the pronunciation of a new word

chair: a piece of furniture on which people sit

money: something with which we can buy things

computer: a machine with which we are playing the game

2． 情境设置：教师先对教室里的人、事或物进行口头描述。学生听后作出口头反应（说出是谁或是什么）。例如：

t: she is a girl who got three gold medals in the last sports meet.

t: right. now another one. it is a book that can tell you the meaning of new words when you study english.

3． 游戏规则：游戏分初赛和复赛；初赛后每组选出优秀选手3人参加复赛。为了使任务更加有趣，组员每猜中一次可得一分；教师将学生猜中的人或物写在黑板上，以防重复猜测；最后角逐出前三名，并予以奖励。

4． 操作步骤：

i. 教师布置任务，讲清游戏规则；

ii. 学生活动，教师当裁判并维持秩序；

iii. 角逐出复赛选手，复赛后予以奖励。

5． 注意事项：

学生熟悉了该游戏后，教师可以加大游戏的难度。教师可以联系学生的实际，拓宽要猜测的人、事或物的范围。教师事先准备一些图画、照片或卡片（上面有文字），将学生分为两组：一组描述，另一组猜测。例如：

he is the first chinese who travelled in a spaceship.

the girl who played the heroine in titanic.

the city that will hold the 29th olympic games.

the first european who discovered america.

设计意图：

传统的语法教学常采用“定义－讲解－释疑－练习”的方式，很难给学生提供用所学的语法项目进行真实交际的机会。而通过游戏教学语法，让学生在完成一定的任务中，在自己已有知识基础上，通过同伴互助和教师的帮助，在实际运用语言的过程中掌握新知识，新课改强调让学生运用所掌握的语言知识去表达有意义的思想；而不是仅仅把教学的重点集中在语言本身的形式上（龚亚夫，罗少茜，）。根据对定语从句的功能（主要是用来描述、定义和补充说明）的理解，定语从句的教学不是为了让学生能在考试中选出某一道题的正确答案，而是让学生能运用定语从句描述或辨别他们所熟悉的。人、事或物，学会定义某个名词，或通过阅读定义准确理解和掌握词义。因此，教师在学生掌握定语从句的基本规则后，应尽可能给学生提供表达的机会，使他们能够用所学语法项目进行口头或笔头的交流，以促使其对该语法项目的理解、掌握与运用。语法教学的目的是要通过灵活的教学设计来突出语法的精髓，通过丰富的情景创设来活化语法，让语法教学生动起来，从而帮助学生在完成任务的过程中将孤立和零碎的语言知识转化为灵活运用语言的能力。dM566.CoM

要求学生总结定语从句中关系代词that/which, who/whom/whose的用法，从而实现目标的达成。用多媒体展示如下的表格，要求学生填写红色部分。

设计意图：

学生在进行大量的口头练习后，对定语从句有了很多的感性认识，但这时的知识还是不很系统的，因此下一步，教师应该帮助学生对语言材料进行总结，找出其中规律性的内容，这样便于学生更好地理解定语从句，从而能更好地在语言实践中应该定语从句。利用表格进行知识归纳可以使知识更直观，更有系统性。

▰ 力复习课件 ▰

一、需掌握单词

单词

neither, boat, especially, travel, discover, wonderful, population, dumpling, brave, spring, whenever, awake, umbrella, noon, goodbye, cow, cost, baby, holiday

重点句型

Have you ever been to an amusement park?

This means that you can find Disney characters all over the roller coaster.

Tell me about yourself.

So do I.

二、重点解析

单词

1. population

(1) population 是集体名词,它作主语时,若指一个地区或国家的整体人口时谓语动词通常用单数;若强调整体人口中的成员时,谓语动词通常用复数。

The population of Nanjing is smaller than that of Shanghai. 南京的人口比上海少。

About two fifths of the population here are farmers.  这儿大约2/5的人口是农民。

(2) 在询问人口时,注意population和people的区别,前者用what来提问,后者用how many 来提问。

What’s the population of Hebei Province?  河北省的人口是多少?

How many people are there in Hebei Province? 河北省有多少人?

(3) 表达人口多少时要用large和small来修饰,不能用many, more和few修饰。

China has a larger population than Japan.  中国的人口比日本多。

2. neither

(1) neither常用作代词,意为“两者都不”。

Neither of us can understand.  我们俩谁也不能理解。

Neither was very interesting.  两者都没有多大意思。

(2) 它还可用作形容词,意为“(两者)都不”,常在句中作定语。

Neither answer is correct.  两个答案都不对。

[注]neither作主语时,应看作是单数形式;neither所修饰的名词也应用单数形式。

(3) neither 用在倒装句中表示“前者所说的内容也适合于后者”,意为“也不”。

He doesn’t like Beethoven and neither do I.  他不喜欢贝多芬的作品,我也不喜欢。

词语辨析

neither, none, either, both & all

表示肯定意义

表示否定意义

表示两个人或事物

both

neither

表示三个或三个以上的人或事物

all

none

both意为“两者都”;either意为“两者中的任何一个”;neither表示“两者中任何一个也不”。none意为“三个或三个以上一个也不”,all指“三个或三个以上都……”。

(1) 用作形容词时,neither, either修饰单数名词,both修饰复数名词,all可以修饰复数名词,也可以指不可数名词。

Neither story is true.  两个故事都不真实。

You may take either road.  你可以走两条路中的任何一条。

Both pens are red. 两支钢笔都是红色的。

All the water was poured.  所有的水都泼出去了。

(2) 用作代词时,neither/either常被看作单数,而both应看作是复数;all根据不同的情况可以看作是单数或复数。

Neither is mine.  两个都不是我的。

Both of us are teachers. 我们两个都是老师。

All of us are here.  我们所有的'人都在这儿。

(3) neither/none表示完全否定;而both/all和否定词not连用时,表示的是不完全否定意义。

Neither of you is right.  你们两个都不对。

Both of you are not right.  你们两个并非都对。

重点句型

1. Have you ever been to an amusement park?  你曾经去过游乐园?

have been to 意为“去过某地”。 have gone to 指“去了某地,但未回来”。

She has never been to Beijing.  她从来没去过北京。

—Where is your deskmate?  你同桌去哪儿了?

—He has gone to the bookshop?   他去书店了。

2. This means that you can find Disney characters all over the roller coaster.

这意味着在所有的过山车里你都能够看到迪斯尼人物。

mean是及物动词,意为“意思是……,意味着……”。

What does the word “argue” mean?  “argue” 这个单词意思是什么?

It means that he won’t come again. 这意味着他再也不会回来了。

[注]mean的名词形式为meaning.

What’s the meaning of life? 生命的意义是什么?

3. Tell me about yourself.  给我讲讲你的情况。

动词tell的用法:

(1) tell sb. about sb. /sth. 意为“告诉某人有关某人/某事”。

Could you tell me about your work?   你能告诉我你的工作情况吗?

(2) 后接单宾语,意为“讲述、说、告诉”,该宾语通常是事物。

My mother like telling jokes.   我妈妈喜欢讲笑话。

(3) 后接双宾语,即人和事物,表示“讲述、说、告诉”。

She has told me the thing.   她已经告诉我这件事了。

(4) tell sb. (not) to do sth.  意为“吩咐/命令某人(不)做某事”。

Tell him to wait.  叫他等一等。

(5) 它常与can, could, be able to 连用,意为“辨别,分辨”。

I can’t tell Tom from his twin brother?   我不能分辨出汤姆和他的孪生兄弟。

4. So do I. 我也是。

“So+助动词/情态动词+主语”是倒装句结构,用于后一句陈述内容与前一句陈述内容相同,且前后的主语是不同的人,意为“某某也如此”。若前后陈述的情况为否定式,用 Neither或Nor来替代So。

—I am a teacher.     我是一名老师。

—So is he.          他也是。

—She can’t dance.    她不会跳舞。

—Nor can I.         我也不会。

[注] 若前后两陈述句的主语一致,且陈述内容相同,则用So+主语+助动词/情态动词,意为“某某的确如此”。

—He is very brave.   他很勇敢。

—So he is.          的确如此。

5. I was having a hard time finding it until you came along.

我一直很难找到它,直到你走了过来。

have a good time doing sth.  意为“做某事很费劲”。

The police had a hard time finding the lost child.  警察好不容易找到了这个走失的孩子。

6. I didn’t know some of the girls, but they were all really friendly to me.

有些女孩子我不认识,但她们真的对我很友好。

be friendly to sb. 意为“对某人很友好”。

My classmates are friendly to me.  我的同学对我很友好。

三、巩固练习

1. The headmaster told us   C   at the Science Museum on time.

A. arrive   B. arrives    C. to arrive    D. arriving

2. —Let’s go and play football,    D  ?

—That’s wonderful.

A. will you    B. do you    C. won’t we   D. shall we

3. —Jane, it’s time to go school. Get up and have breakfast.

—But I am not feeling   C  . I don’t fell like eating anything.

A. bad    B. good    C. well

4. I told you not to be late again, John,   D  I?

A. do    B. did   C. don’t   D. didn’t

5. —Jim enjoys listening to pop music.

—  A  .

A. So does Helen        B. Also is Helen

C. Helen likes also       D. So Helen does

6. —Do you mind if I smoke here?

—  C  .

A. You are welcome         B. I’m afraid not

C. Please don’t. It’s a non-smoking car

7. Two foreigners are in the sitting room. One is Jack and   D   is Peter.

A. other    B. another    C. one    D. the other

8. —You’ve left the light on.

—  A  . I’ll go and turn it off.

A. So I have    B. So do I     C. Nor have I    D. Neither I do

9. I bought two pairs of shoes, but   A   of them is made in Chengdu.

A. neither    B. either    C. none

10. —Tom, can you tell me where Jack is?

—He   A   to the library.

A. has gone    B. had gone    C. has been

11. —Would your sister go to Hainan this summer?

—If I don’t go,   A  .

A. neither will she  B. neither does she  C. so will she  D. so does she

12. I had to buy   D   these books because I didn’t know which one was the best.

A. both   B. none    C. neither    D. all

13. —I like apples.

—  A  .

A. Me too    B. My brother is     C. Don’t do that

14. It was a long journey, but   C   of them four felt boring.

A. neither    B. both    C. none    D. all

15. —Have you ever   A   to Japan?

—No, never.

A. been    B. gone    C. go     D. travel

16. —I hear your teacher   D   to Japan once.

—Yes. He _____ there last year.

A. goes, went    B. has been     C. went, has been    D. has been, went

17. Thank you for   A   us to your house on Saturday.

A. inviting    B. invited    C. invite    D. to invite

18. Hurry up. Your parents   D   you for twenty minutes.

A. wait   B. is waiting   C. has waited for   D. have been waiting for

19. Students are usually interested in sports. Some like running, Some like swimming and   B   like ball games.

A. the others    B. others    C. the other    D. other

20. I don’t think he is having a meeting,   C  ?

A. does he    B. don’t I     C. is he    D. isn’t he

▰ 力复习课件 ▰

复习目标：

1、通过复习，指导学生归纳出阅读“写人文章”的方法及步骤。

2、激发学生的阅读兴趣，养成良好的阅读习惯。

3、贯穿“读书使人一生精彩”的意识。

重难点：

指导学生归纳出阅读“写人文章”的方法及步骤，并运用到阅读实践中去。

课前准备：

供学生阅读的材料。

教学过程：

一、导入

　　二、自主练习，提炼方法。

2、学生交流汇报自学情况。

（

（文中的刘老师给你留下了怎样的印象？你是从哪些词语或句子中体会出来的？

学生举手发言，教师根据学生的学情做适当引导，可以从以几个方面进行引导：

①从“微微发胖的脸”、“ 慈祥的眼睛”、“花白短发”可以看出刘老师是一位（ ）的老师。

②从“一根被用得油亮的圆木拐杖”让人读出了刘老师 （ ）。

③从刘老师笑谈自己失去左腿的回忆中，感受到刘老师 （ ）。

④理解句子“每个学生的心头都飘起一股酸涩的感情，同时更增加了对刘老师的尊敬”。

“酸涩的感情”使我们看到同学们脸上 （ ），眼里 （ ），鼻子会（ ）。产生这种感情的原因是（ ），由此表达了同学们对刘老师的 （ ） 。

（短文在描写人物时主要运用了哪些描写方法？学生归纳总结。

三、梳理阅读方法和做题步骤。

1、先谈谈你做阅读题的步骤。

师总结阅读步骤，生读一读。

阅读的步骤 ：浏览全文 知其大意 找准句段 细细揣摩

紧扣中心 提炼观点

4、小组合作学习，讨论：怎样阅读写人文章，尝试归纳出阅读的方法。

（弄清写的人物是谁。

（

（联系上下文，理解关键词句的意思。

（抓住人物的言行举止，弄清人物的描写方法。

四、阅读实践，学用迁移，提高能力。

2、学生交流汇报完成练习情况。

五、作业

1、名言赏析。

2、好书推荐。

▰ 力复习课件 ▰