人教版高中英语必修二unit5语法教案讲课稿

Study Case for Grammar in Unit 5 SB2

Step 1. Can you find five sentences in the reading passage that contain prep.+ whom/which attribution clauses? Underline them. Step 2. Sort out the following messages that are mixed up to make complete sentences containing attributive clauses. Pay attention to the use of prepositions. 1.I remember the day was chosen by Mike ’s mum. 2.The guitar is in a music museum. 3.The name as if it was yesterday. 4.The show was in American. 5.The singer is Freddy.

6.The musicians

toured Europe with us.

Step 3. Read the passage and complete it using attributive clauses, some of which may use prep.+ whom/which .

There have been many popular bands in the world ,________ the most famous was the Beatles .The four young men ________made up the band only performed and recorded from 1963 to 1970. During those years they gave many concerts, ________ they played all their latest hits. They made many records, ________ they will always be remembered. Their songs were a mixture of rock and roll and ballads, ________ they often wrote about their own lives and problems. Although they were not trained actors they took part in films ________ they often played themselves. Their performances were humorous and interesting. Their fans, ________ the Beatles would not have been so famous, at last caused problems for them. They followed them every where. Finally they stopped their concerts in order to live quieter lives, although their songs remain as popular as ever. Step 4. Practice

Play a game of definitions. Get into pairs. One asks the first question and the other answers it using an attributive clause containing prep.+ whom/which. If the answer is correct , swap roles. If not, continue with the next question. Pick out some questions below to play the game. Work out some questions of your own if you like. EXAMPLE:

S1: What ’s a letter box?

S2: It ’ｓ a box with a hole through which the postman puts the letters. 1.What ’s a gym?(in which) 2. What ’s a vacation?(during which) 3. What ’s a library?(from/in which) 4.What ’s a university?(at which) 5. What ’s a doctor?(to whom)

6. What ’s a studio?(at which)

7. Who ’s Father Christmas?(from whom)

8. What ’s a good friend?(with whom)

Tips:

1.building, exercise

2. period of time, relax and enjoy themselves

3. building, borrow books

4. place of higher learning , students study a particular subject to a high level

5. a person, be sick

6. a place if you are a band, your can record your songs.

7.a person, receive presents

8. a person, share all your troubles. Step 5. Instruction

“介词+关系代词”引导的定语从句的基本用法

例句：

1. Have you ever dreamed of playing in front of thousands of people at a concert,at which everyone is clapping and

appreciating your music?

2. They may start as a group of high-school students, for whom practicing their music in someone ’s house is the first step to fame.

3. Later they may give performances in pubs or clubs, for which they are paid in cash.

4. The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.

5. However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.

6.They produced a new record in 1996, with which they celebrated their former time as a real band. 一、基本用法

当关系代词在定语从句中充当介词的宾语时，我们用介词＋关系代词(whom 或which)引导定语从句。如果指人，用介词＋whom ；如果指物，用介词＋which 。介词前置时，关系代词不能用

that 或who ，即介词不与

that 或who 连用。

若介词后置则可以用

that/who ，还可省略。

There comes Tom,_____ whom I have been waiting for an hour. with which Dave composed our first hit when our band was formed in whom we have great interest by which we were to become famous with whom we practiced the most at which we played our first hits

汤姆来了，我等他等了一个小时了。

He handed me a pen, _____which I wrote down his phone number.

他递给我一支钢笔，我就用它写下了他的电话号码。

Do you know the boy that/who/whom she was talking to?

你知道与她交谈的那个男孩是谁吗？

二、“介词＋关系代词”的种类

1．介词＋which/whom

Is this the car for which you paid a high price?

这是你花大价钱买的车吗？

He broke his glasses, without which he can't see anything.

他打破了眼镜，没有眼镜他什么也看不见。

The policeman with whom Mr. Smith is talking in the office is my friend.

正在办公室与史密斯先生谈话的那个警察是我的朋友。

(2009·陕西高考)Gun control is a subject________ Americans have argued for a long time.

A．of which B．with which C．about which D．into which

2．代词/数词＋介词＋which/whom

Mary has two brothers, both of whom are doctors.

玛丽有两个哥哥，他们都是医生。

The factory produces half a million pairs of shoes every year, 80% of which are sold abroad.

这家工厂每年生产50万双鞋子，其中80%销往国外。

(2011·浙江高考)English is a language shared by several diverse cultures, each of ________ uses it somewhat differently. A．which B．what C．them D．those

3．the＋形容词/名词＋介词＋which/whom

China has hundreds of islands, the largest of which is Taiwan.

中国有成百上千的岛屿，最大的是台湾岛。

I will talk to those students the homework of whom hasn't been done.

我要和没完成作业的同学谈话。

The book, the cover of which/whose cover is red, is written by Mr. Jones.

这本书是琼斯先生写的，它的封面是红色的。

(2010·江苏高考)The newly-built café，the walls of ________ are painted light green，is really a peaceful place for us, especially after hard work.

A．that B．it C．what D．which

4．介词＋whose＋名词(指物的先行词在定语从句中作定语时还可以用the +noun +of which的结构来表示)

He lives in an old house, under whose roof live a family of birds.

他住在一座老房子里，在屋檐下住着一窝鸟。

We were grateful to Mr.Li, in whose car we had traveled home.

我们都很感谢李先生，我们就是坐他的车回家的。

5．“介词＋which”常可以和when, where, why互换

I'll never forget the days when(in which/during which) I worked with you.

我将永远不会忘记和你一起工作的那些日子。

This is the office where (in which) I used to work.

这就是我过去工作过的办公室。

I'd like you to explain the reason why (for which) you were absent.

我想让你解释一下你缺席的原因。

(先行词在定语从句中作状语时根据不同类型的状语，用不同的介词+关系代词，时间状语使用on; in; by;during等表示时间的介词；地点状语用on; in; at;to;from等表示地点的介词；原因状语用for;方式状语用in; by; with等。)

where可以替代to/at/from/in which, 例如：They visited the city where/in which John Denver was born.

when可以替代during/at/in/on which，例如：I will never forget the year when/in which our band started.

why可以替代for which，例如：The reason why/for which he left the band was that he hated the busy life.

how可以替代in which，但是要同时去掉the way，例如：The students do not know how/the way in which a music band can be formed.

the way in which you solved this problem.

Eample: I don’t understand

→I don’t understand how you solved this problem.

1. This is the month during which we like to go to outdoor concerts.

→This is the month when we like to go to outdoor concerts.

2. She gave a musical concert in the hall in which we interviewed a famous violinist last week.

→She gave a musical concert in the hall where we interviewed a famous violinist last week.

3. Lillian lives in a town in which there are many cultural events.

→Lillian lives in a town where there are many cultural events.

4. A concert hall is a place to which you go to buy tickets for a show.

→A concert hall is a place where you go to buy tickets for a show.

5. Finding a job as a singer was the reason for which I moved.

→Finding a job as a singer was the reason why I moved.

6. Summer is the time at which it is best to practise outside with your band.

→Summer is the time when it is best to practise outside with your band.

7. His studio was the place in which we recorded our greatest hits.

→His studio was the place where we recorded our greatest hits.

8. I relied on my car until it broke down at the place at which three roads meet.

→I relied on my car until it broke down at the place where three roads meet.

9. I am familiar with your songs and the way in which you compose them.

→I am familiar with your songs and how you compose them.

10. It is a time at which the sun begins to sink and the moon to rise.

→It is a time when the sun begins to sink and the moon to rise.

三．“介词+关系代词”引导定语从句介词的选择

“介词关系代词”分为三种情况：介词必须放在关系代词前；介词必须放在从句谓语动词后，不提前；介词既可以放在

从句谓语动词后，也可提前。

1.介词必须放在关系代词前

指代先行词的关系代词与介词构成介词短语时，介词必须放在关系代词前。例如：

This is the desk on which I found my book.

注意：关系代词which代替先行词the desk, 并与介词on构成介词短语on the desk, 作定语从句的地点状语。例如：I’d prefer to live in the house in front of which there is a cherry tree.

关系代词which代替先行词the house, 与in front of 构成介词短语in front of the house, 作定语从句的地点状语。例如：There was a time in history during which the blacks were treated as slaves.

关系代词which代替先行词 a time, 与介词during构成介词短语during a time, 作定语从句的时间状语。例如：

I don’t like the way in which he treats us.

关系代词which代替先行词the way,与介词in构成介词短语in the way, 作定语从句的方式状语。先行词为表示方式的名词the way时，此定语从句还可以用关系代词that或省略关系代词。

2.介词必须放在从句谓语动词后，不提前

当介词与定语从句的谓语动词连用构成固定的短语动词时，介词不能提前放在关系代词前面，而是要放在从句的谓语动词之后。例如：

He is the man (who/whom/that)I’m looking for.

定语从句（who/whom/that）I’m looking for 的谓语动词是固定的短语动词look for，介词for不能与look分开，因此介词for不能提到关系代词前。

这类短语如：look for, look after, look forward to, put in for申请,care for,pay a visit to

3.介词既可以放在从句谓语动词后，也可提前

当介词可以与指代先行词的关系代词构成短语搭配，也可以与定语从句的谓语动词连用构成短语动词时，介词可以放在关系代词前，也可以放在从句的谓语动词之后。例如：

Do you know the person (who/whom/that) I talked to just now(=to whom I talked just now)?

在“介词+关系代词”结构中，介词后面的关系代词只能用which（指物）或whom(指人)。在本句中介词可以与代替先行词the person的关系代词whom构成短语to the person或与从句中的动词talk构成动词短语talk to,因此介词to 可以放在关系代词前，也可以放在从句的谓语动词之后。

[课堂实练]

1. I don’t think the number of people ____ this happens is very large.

A. whom

B. to whom

C. on whom

D. which

2. The school has 3,000 students, _____ 1,800 are men.

A. whose

B. of whom

C. that

D. of which

3. Recently I bought an ancient Chinese vase, ______ was very reasonable.

A. which price

B. the price of which

C. its price

D. the price of whose

4. The gentleman ______ you told me yesterday proved to be a thief.

A. who

B. about whom

C. whom

D. with whom

5. She wrote a lot of stories for children, _____ this is one example.

A. in which

B. of which

C. among them

D. of them

6. He offered us a lot of money _____ we couldn’t buy the

se machines.

A. without which

B. with that

C. with which

D. without that

7. Mary, ____ for help, has gone to England.

A. who I can go to

B. whom I can go

C. to whom I can go

D. I can go to

8. Now we have very powerful telescopes _____ we can study the skies.

A. in which

B. with which

C. through which

D. by which

9. The man ______ she was married was a soldier.

A. whom

B. to whom

C. with whom

D. who

10. Tom, ____ I went to the concert, is a friend of mine.

A. whom

B. who

C. with whom

D. whose

附：

动词短语分类

一、与介词搭配

动词+介词

begin with 从/以…开始

believe in 信任/信赖/信仰

belong in/on/under在…中/上面/下面有适当位置

belong to 属于…

break/burst into 闯入;突发

break through 冲破

call at 短暂访问/停靠(某地)

call for 要求/需要…

call on 看望;号召(某人)

care about 对…关心/感兴趣

care for 对…关心/喜欢/尊重/想要;照料

catch at 去接/抓…

change for 转车去…处;于(某物)交换

change/turn into 变成(=become)

come across 走过…来;偶然碰到/找到

come at 达到/了解/攻击…

come from 来自/出身于…

come into 进入;开始;得到;继承

come to (oneself) 苏醒(=come back to life) come upon 偶然碰到/攻袭/发生/出现于concern about 关心…

connect with 连系/衔接…

consist of 由…组成

count on 信赖/指望…

date from 始于…

deal in 经营/从事…

deal with 涉及/处理/应付…;与…打交道/做生意depend on 依赖/依靠…

die for 为…而死;渴望

die from/of 死于…

dive for 冲向…

dive into 潜入(水中)

declare against/for 声明反对/赞成…

do for 适用于/替代/毁掉…

engage in 从事/参加……

feed on 以…为(主)食/维持生活

feel like 如同/想要…

leave for 动身去…处

lie in 在于…

listen for 注意想要听到…finish with 完成;与…绝交

fit into适合于…

fly at 扑向…

fly into 突然爆发

fool with 胡弄;玩弄

gasp at 因…倒抽一口冷气

get into 进入

get off 从(车、船等)下来

get on 上(车、船等)

glare at 怒目注视

go over 复习/过一遍…

go through 通过

hear from 受到…的音、信

hear of/about 听说;因…受责备

insist on 坚持要/坚决主张…

join in 加入/一起(做…某事)

jump at/on 跃/扑向…;欣然接受…;匆匆作出(结论)

jump into 跳入/踊跃投入…

keep to 不离开/坚守/遵行…

knock about 漫游…

knock at/on 敲(门、窗等)

knock against 偶然遇到(某人) knock into 撞到…

laugh at 嘲笑…;因…而笑

lay for 埋伏等待…

lay into 猛攻/痛击…

lead to/into 通向/导致…

learn about/of 获悉/听说…

learn from 向…学习;从…吸取教训listen to 听/倾听…

live by 靠…过活;住在…附近

live on 以…为主食;靠…生活

long for 渴望…

look at 看…look for 寻找…

look into 朝…里看;浏览/查阅/调查/顺便进入访看…

look like

看起来像…look through 通看/复看/浏览/查看…look

to 注意/照顾/依靠/朝向…

make at 扑向/攻击…make for 走向/扑向/导致…manage with 驾驭…;用…来对付manage without

没…而能对付

meet with (偶尔)遇到;符合

operate on 给…作手术

pay for 为…付款/受罚

play with 以…玩耍/消遣;和…开玩笑

point to/at 指向/指着…prepare for 为…作准备quarrel

about (sth.) with (sb.)

为(某事)而与(某人)争吵refer to 指/谈到/参阅…rely on 依靠…result from 由…引起result in 终至…的结果run across 穿过/偶然发现…

run after 追捕/追随/伺候…run at 向…冲去/突袭

run for 匆忙来/去拿…;竞选(公职)

run into 跑进…;与…相撞/相连接;延续到/共计达…

run to 跑向/求助于…;共达/值…;有(做…的) rush at 冲向/猛攻/匆忙处理…search for

搜寻

see about 照料/探寻/考虑…see after 照顾/照看…see to 照料/修理/注意…

seek after/to 寻求

set about 着手/开始/攻击/散布

send for

派人请…

share in 分享shoot at 朝…射击shout at 冲…吼叫/叫嚷shout to 朝…喊sit for

参加(考试);代表…当议员

stand by 与…站在一起stand for 代表…stare at 盯着看…

step on 踩在…上;用力踩…(加油门) stick to 粘住/坚持…struggle against 与…斗争struggle for 为…而斗争succeed in 在…获得成功suffer from 受…之苦;患…(病) speak about/of

谈及

speak against/for 发言反对/为…辩护

talk about/of 谈到…

talk with/to

与…交谈

think about 考虑/想起/回想…think

of 考虑/想起/记得/想出/认为

turn against 背叛…turn towards 朝向/倾向于…twist around 缠绕/摆布…urge against 极为反对…wait for 等待

wait on 伺候

win

over 战胜/说服…

wish for

想得到/渴望…work at 从事/致力于/学习…work on 从事/忙于/影响/安装好…work to 根据…行事

work

towards 设法达到/获得…

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人教版高中英语必修一全册教案

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最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.

高中英语必修二全套教案+课件Unit 3 ComputersSpeaking and writing

Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions

的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。

高中英语必修三教案

Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言

III. 教材分析与教材重组 1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固

运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。

高一英语必修二第五单元语法教案

高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.