人教版高中英语必修二unit5语法教案

第一篇：人教版高中英语必修二unit5语法教案

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

with which

Dave composed our first hit

was chosen by Mike’s mum.2.The guitar

when our band was formed

is in a music museum.3.The name

in whom

we have great interest

as if it was yesterday.4.The show

by which

we were to become famous

was in American.5.The singer

with whom

we practiced the most

is Freddy.6.The musicians

at which

we played our first hits

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.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 newly­built 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.Eample: I don’t understand the way in which you solved this problem.→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 these 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：

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„

动词短语分类

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„

第二篇：高中英语必修2·Unit5·Music-Reading教案(人教新课

Unit 5 Music

Reading---教案

Contents:(1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming

up

(2)Developing their abilities to express their feeling on music and enlarge their

knowledge on music

Procedures:

Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Are

you good at singing, Can you play a musical instrument”

Ask students to answer the 4 questions in groups actively while introducing different kinds of

music in the world.Step 2 pre—reading

(1)Get the students to discuss the questions with their partners and then ask them to report their

work..Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have

(Beatles, Back—street boy, West—life)

2、Which one do you like best?

(2)Introduce something about “The Monkeys”

Step 3 skimming

Let the students listen to the tape and find out the answers to the following two questions.1、What are the benefits if students former a band to play in the street?

2、When did “The Monkeys” break up and when did it reunite?

Step 4 Second reading

In this part, students will read the text again and try to understand the sentences and the main idea of

each paragraph, and then finish the exercise 2 and 4 in Comp rending

Step 5 Homework: Fin out some language points in Reading and recite the new words in unit 5

Step 6:Feedback

第三篇：高中英语必修二unit5 music说课稿

高中英语必修二unit5 music

说课稿 高中英语必修二unit5 music说课稿

各位老师：大家好！

作为一名新课标下的英语老师，让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来，我为实现自己的梦想和追求不懈地努力着。今天，借此平台，希望各位老师指导我的说课，是我更加自信的完成老师的使命。

一、说教材内容和学情

我说课的内容选自人教版普通高中课程标准实验教科书英语必修二第五单元。本单元的话题是Music，它是中学生日常生活中比较感兴趣的话题之一。它中心话题是“音乐”和“音乐类型”，单元的各项活动的设计都是围绕着以音乐类型和不同音乐对人的影响展开的。而对于音乐和音乐家，这种学生感兴趣的话题、与切身相关的情节，很容易就会引起学生们的极大兴趣，因此他们学习的参与性和积极性也会较高。在引导学生阅读前，让学生对不同种类的音乐的英文说法加以熟悉和理解，开阔的学生的视野。而在阅读后，结合现在学生中普遍存在的“选秀热”这一热点问题，引发学生的反思。

我的教学对象是高一学生。高中生思想逐渐成熟，对美的追求和对成功的渴望也越来越强烈，因此课堂中除了关注语言知识学习和语言技能训练外,更应该注重其内心的理解和个人对事物的看法。二、三维教学目标

根据《新课程标准》关于总目标的具体描述，结合高一学生实际，我把教学目标设定为以下几个方面：

（一）知识目标和能力目标

学习一些相关的单词、短语和句式,特别是关于音乐种类的词汇和表达对音乐感受的词。比如：动词prefer,feel,enjoy,appreciate,find.calm,形容词relaxed,sleepy,cheerful,energetic,lively。能用英语表达建议、偏好和爱好。

学生熟悉掌握不同的音乐类型。学会灵活运用课文中的句式，自如的表达自己对音乐的理解和感受，并且从更深一层上去把握不同音乐所表达的不同意义。

（二）情感态度

1.熟悉各种音乐形式，了解音乐在人们生活中的重要性，提高音乐修养

2.从谈论“音乐人的成功”入手使学生了解到做什么事都需要付出艰辛的努力。所谓“台上一分钟，台下十年功”，深化学生的德育教育，进一步激发学生学习的动力。

3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）学习策略

学生在一定程度上形成自主学习，利用所教句型和所学知识积极与同学进行真实交流，提高交际策略，培养学生的英语思维表达能力。

三、说教学目标和教学重难点

这一课的重点有两点：

1.新课标要求在语言教学的同时必须能够深化学生的德育教育。因此，如何调动学生的积极性，使学生理解成功来之不易本课的重点之一。在教学过程中教师利用多媒体视频介绍音乐人经过多年的准备和磨练终于取的成功的例子启发学生思考自己的人生：要想拥有美好的人生，现在就要做好准备。然后让学生谈论现在我们可以做些什么样的准备，如何努力追逐中间的梦想。

2．由于这一课的内容非常多样化，要求学生必须通过视觉和听觉对不同音乐类型进行辨别，认识不同的音乐类型，并且可以表达自己对不同音乐形式的感受。这一课的难点有一个：

如何让学生开口用他们学到的知识来谈论音乐以及相关的知识这是对学生语言表达能力的一种检测。而我们现在的高中学生平时缺少的就是这种口头的语言操练。因此在这一堂课的教学过程教师利用学生感兴趣的热门话题激发学生表达的欲望，将有利于更进一步地提高课堂教学的有效性，符合了教学要以学生发展为中心的理念，同时这也是德育教育的渗透。

四、说教法和学法

为更好地发挥教师的主导作用和学生的主体地位，突出重点，突破难点，我主要采用以下教学方法：任务教学法，合作式教学法，师生互动教学

根据高一学生好奇心强，求知欲旺盛的心理特征和思维特点，主要的学法指导是：小组合作法，课堂讨论法，归纳法

授之以鱼不如授之以渔，让学生掌握获取新知识的过程和方法尤为重要。

五、说教学程序

本节课共45分钟，教学设计的总体思路是话题导入à视听说结合à新词学习和课堂讨论à小组游戏à作业布置。具体教学步骤如下：

第一步：话题导入（5分钟）在这个环节，首先我采用头脑风暴法，学生熟悉的话题“What kinds of music do you know?”，要求学生尽可能多地说出自己所知道的音乐形式，活跃课堂气氛。

第二步：视听说结合法。（15分钟）使学生从视觉听觉上认识和了解不同种类的音乐形式，加强对音乐的理解。

首先，在黑板上贴上几种音乐类型的图片，让学生猜出那种音乐符合那张图片，正确的做出判断。并且认识各种音乐的演奏乐器好演奏形式。使学生从视觉上认识各种音乐类型。接着，借助多媒体播放不同形式的音乐，要求学生听音配图猜出不同的音乐形式（Listen to the different kinds of music on the tape.Guess which music matches which picture.）。使学生从听觉上感受音乐的美妙。引导学生了解和熟悉各种音乐形式，激发学生兴趣。

第三步：新词学习和课堂讨论（17分钟）从学生口语表达角度出发，锻炼学生的口语水平。主要以小组活动的形式来处理这一环节，既可以扩展学生思维，更能调动学生的积极性，活跃课堂气氛。

首先，学习一些与课文有关的单词和短语，特别是一些表达喜好和感受的词汇。比如：prefer enjoy appreciate及他们相关的句式。

其次，进行课堂讨论。

让学生以四个人为一个小组，给出两个问题： 1.what kind of music do you like best ? 2.what kind of effect does the music have on you ? 老师将有用的词汇和句式制作在一张比较大的纸上，贴在黑板的中央，让学生运用这些词汇进行讨论，此环节的设置紧扣上面，帮助学生进行表达，加强对词汇和句式的运用。然后，让一些同学阐述自己对音乐的看发，表达自己对某种音乐的感受。最后，老师对讨论进行小结，点评一下学生的表述，并且表述自己对音乐的看法

第三步：小组游戏（8分钟）此环节的设置紧扣上两个环节，学生已经有了一些预备词汇，便不会不知从何说起。同时以小组竞赛的形式开展，能最大程度调动学生的积极性。指导学生开展合作性学习，培养他们的合作精神。

首先，让8个学生两两组合，分成四组，老师发给一组中一张图片，学生的图片不能互相看，然后由拿图片的学生运用已有的知识对自己的图片进行描述，而这一组中的另一个学生猜测是那一种音乐。老师在一旁对各组进行时间计算。

然后，老师做裁判，看那一组猜的时间最少，那一组就是优胜组。老师就将图片奖励给那一组。

第四步：课后活动和作业（1分钟）

课后活动：同学之间谈论一下各自喜欢的音乐，可以各自为对方展示一段音乐。

课后作业：写一篇小作文。内容是关于你喜欢的一个音乐人。可以从喜欢他或她的原因，小故事，或者经历写起。写完后，同学之间互相修改，互相提高。

四、说板书设

黑板分为左中右三块，左边写上：课程导入，视听结合法，音乐类型和相应的图片

中间贴上：重要的词汇和句式 右边作为副板，随写随擦。

第四篇：高中英语必修3_Unit_5_语法教学案

2013-2014学紫荆中学高一英语（必修3）Unit5导学案设计：郭凤萍

审核：高一英语集研组

班级：小组：组内号：姓名：评价：必修3 Unit 5Canada―“The True North学案导学

Period four grammar：同位语从句

一、Preparation for the lesson before class

Stepone: make a thorough inquiry for grammar

learn by oneself（SB P37 Discovering useful structures）

Let’s students find out and understand concepts usesofby consuling materials.同位语从句是名词性从句的一种，常用从属连词that引导，（when, where, who等也可引导），常常跟在fact, idea, opinion, news, hope, ability, patience, answer, order, 逻辑上表现为同位关系。例如：

① Finally the workers got an answer that the government could do nothing to raise their wages.工人们最终得知政府不会采取任何措施来增加他们的工资。

② They are familiar with the opinion that all matter consists of atoms.他们很熟悉这一观点，所有的物质都是由原子构成的。

二、Discussing each other during class

审核：高一英语集研组

班级：小组：组内号：姓名：评价：

Steptwo:同位语从句与that引导的定语从句的区别

：

1）从先行词来看

同位语从句与名词在本质上是同一的，是形式与内容的关系，该名词是需要做特殊说明的抽象名词。例如：

They were delighted at the news that their team had won.当听到他们的球队赢了的消息时，他们欣喜若狂。

逻辑关系：The news was that their team had won.2)从引导词来看

引导词that在同位语从句中是连词，只起连接作用，无具体含义，that不可省略；that在定语从句中是关系代词，他在从句中充当一定成分：主语或宾语，有具体词意，作宾语时还可以省略。试比较：

①The factory(that)we visited yesterday is a chemical one.我们昨天参观的那家工厂是化工厂。(that在从句中作宾语)

②The news that he will leave for Shanghai is true.他将要去上海的消息是真的。（that只起连接从句的作用。）

Stepthree:同位语从句的简易判断方法

因同位语从句与其先行词在逻辑上是同位关系，所以，我们可在名词和从句之间加系动词be, 使其可以构成一个新句子，如果合乎逻辑，句子通顺，则句子为同位语从句；定语从句是不能够用系表结构把先行词与从句连接起来的。例如：

审核：高一英语集研组

班级：小组：组内号：姓名：评价：The thief that the earth is flat is still held in some countries.地球是扁平的这一观念依然在一些国家存在。(The belief is that the earth is flat.)

三、Summary

Stepfour:Teacher and students toghter.课后拓展

※单项填空

1.A story goes _____ Elizabeth I of England liked nothing more than being surrounded by clever and qualified noblemen at court.A.whenB.whereC.whatD.that

2.There is a feeling in me ______ we’ll never know what a UFO is forever.A.thatB.whichC.ofwhichD.what

3.Word came ______ the examination will be held in June instead of in July.A.thatB.whenC.whetherD.what

4.The fact ______ he failed the exam is not the one ______ he told me.A.which;thatB.that;thatC.which;whichD./;that

5.I have no idea ______ we ______ hand in our papers after class.A.if;needB.whether;need toC.if;ought toD.that;dare

6.They didn’t tell me the fact ______ they had already paid the bill.A.thatB.howC.whatD.if

审核：高一英语集研组

班级：小组：组内号：姓名：评价：

7.Information has been put forward ______ more middle school graduates will be admitted into universities.A.whichB.thatC.whenD.what

8.The doctors are trying to reduce the patient’s fear ______ he would die of disease.A.whichB.whenC.thatD.if

9.You have not answered my question ______ I can join in the party tonight.A.whetherB.ifC.whichD.that

10.It is a common belief _______ teenagers today know about computers and are familiar _____ using them in all aspects of life.A.that;outB.what;withC.that;withD.what;about

11.There is no doubt _____ my friend Smith will come to visit China soon.A.thatB.whetherC.ifD.when

12.The possibility ______ the majority of the labour force will work at home is often discussed.A.whichB./C.thatD.what

13.The suggestion _____ students should learn some practical knowledge is worth considering.A.ifB.whichC./D.that

14.The news came ______ The British Queen’s Mother celebrated her 101st

2013-2014学紫荆中学高一英语（必修3）Unit5导学案设计：郭凤萍审核：高一英语集研组

班级：小组：组内号：姓名：评价：

15.birthday in good health, _____ isn’t surprising, because she lives an easy life and gets the best medical care.A.that;whichB.which;whichC.that;thatD.when;as

16.Along with the letter was his promise _____ he would visit me on this coming Christmas.A.whichB.thatC.whatD.whether

17.There is a new problem involved in the popularity of private cars ______ road conditions need ______.A.that;to be improvedB.which;to be improved

C.where;improvingD.when;improving

17.It was with great joy ______ he received the news ______ his lost son would soon return home.A.because;thatB.that;thatC.because;whichD.that;/

18.A decision was made _______ those who once lied to the factory in order to get a job would not be allowed to stay.A.whetherB.whenC.thatD.once

19.One of the men held the view ________ the book said was right.A.that whatB.what thatC.thatD.all which

20.It is no longer a question now _______man can land on the moon.A.thatB.whichC.whetherD.what

Suggested answer:1-5.DAABB;6-10.ABCAC;11-15.ACDAB;16-20.ABCAA

第五篇：高中英语必修二unit5全英说课稿

Good afternoon, dear teachers.I’m glad to be here to take this interview.I hope I can impress you.My name is..I’m a graduate student from Henan Normal University.I have been dreaming to become a teacher for several years, as my parents are both teachers, and I think teacher is a glorious profession.During my past several years, I tried my best to enrich myself, learn more knowledge in order to be a qualified teacher in the future.Now, I think it is time to realize my dream.But I think this is just the first step, because to be a good teacher need more things.So I hope you can give me a chance, I won’t let you down.That’s all, thank you.I have been ready to begin this representation with five parts.Analysis of the teaching material, the teaching aims, the teaching method, the studying methods, the teaching procedure and the black board design.Part 1 Teaching Material The content of my lesson is New Senior English for China Book2 Module1.This unit is about music.By studying of this unit, we’ll enable students to know various kinds of music and that different music can bring us different influence.At the same time, let the students learn how to express their own ideas about music.Let’s start with reading.This lesson is in the important position of this unit.If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching Aims According to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects

(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the lesson, talk about different music styles and get their own idea about music.2.Ability objects

(1)To develop the Ss’ abilities of listening, speaking, reading and writing(2)To guide Ss to set up effective studying strategies.(3)To improve the student’s reading ability, especially their skimming and scanning ability.(4)To train the Ss’ abilities of studying by themselves and cooperating.3.Emotion or moral objects

(1)By completing the task, the Ss get to know the importance of music in our daily life, and increase their music accomplishment.(2)Teach the Ss that no pains, no gains by telling them the stories of successful musicians, put the moral education in the language study.Part 3 Teaching Methods As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language.For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论).1.Communicative Approach(交际教学法)2.Whole Language Teaching(整体语言教学法)3.Task-based Language Teaching(任务教学法)4.Total Situational Action(情景教学)a “scene — activity” teaching method , it

establishes a real scene and the interaction between the teacher and the Ss.At the same time, CAI(电脑辅助教学)can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 4 Studying Methods Students can learn to study on their own, and use the learned expressions and words to communicate with their partners actively, which is helpful for improving communication strategy, and cultivating the students' thinking skills in English.Part 5 Teaching Procedure Step 1.Lead-in.I will ask a question what kind of music do you like? And let students have a brainstorm, try to say the music style as much as they know.Purpose of my design: to catch Ss’ attention about the class/topic/passage.Step 2.Pre-reading Task 1.I will paste several pictures on the blackboard and lat ss to guess what kind of music does these pictures refer to, i will help the ss to get right answers.Task 2.Let ss listen to the different kinds of music on the tape.Guess which music matches which picture.Purpose of my design:(1)to get to know various kinds of music through both visual and acoustic way.(2)To have a better understanding about music.Step 3.While-reading Task 1.Let ss learn the words and phrases, especially some express preference or feelings.Task 2.I will divide ss into several groups, and Let them have a discussion by giving two questions: 1.what kind of music do you like best ? what kind of effect does the music have on you ? At the same time, I will paste a big piece of paper with useful words ,phrases and expressions on the blackboard.Task 3.I will ask some students as a reporter to express their results of their groups.At last,I will make a conclusion and evaluate their performance , also give my own understanding of music.Purpose of my design: Enable students to understand the given material better by using different reading skills.And proper competition can arouse the Ss’ interest in English learning.“Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step 4.Game.I will divided the class into several groups.then I will give each group a picture,let one group to describe their picture and ask others to guess.If a group get the right answer, I will give a reward to it.At last, the group who has the most rewards is the winner.Step 5.Homework 1.Talk about your favourite music with your partners.2.Write a composition about your favourite musician.Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class.It will check whether the Ss achieve the teaching aims.