高一英语必修二第五单元语法教案
必修二unit5教案
必修二unit5教案教案标题：必修二 Unit 5: Meeting your ancestors教学目标：1. 了解并掌握本单元的主要词汇、短语和表达方式。
2. 能够理解并运用本单元的语法知识，包括过去完成时和宾语从句。
3. 能够阅读并理解与主题相关的文章，并能够从中提取关键信息。
4. 能够进行口语表达，包括描述家庭历史和谈论祖先的经历。
5. 培养学生对历史文化的兴趣和欣赏能力。
教学重点：1. 本单元的词汇和短语。
2. 过去完成时的用法和宾语从句的运用。
3. 阅读理解技巧和关键信息提取。
4. 口语表达能力的培养。
教学准备：1. 教材：《必修二》教材第五单元。
2. 多媒体设备：投影仪、电脑等。
3. 板书工具：白板、笔。
教学过程：Step 1: 导入新课 (5分钟)1. 利用图片或视频引入话题，激发学生对祖先和家庭历史的兴趣。
2. 提问学生是否了解自己的祖先，并鼓励他们分享一些家庭故事。
Step 2: 词汇和短语学习 (15分钟)1. 使用多媒体展示本单元的主要词汇和短语，并进行解释和示范。
2. 进行词汇和短语的练习，包括词义理解、句子搭配等。
Step 3: 语法学习 (15分钟)1. 介绍过去完成时的用法和构成，并与现在完成时进行对比。
2. 提供一些例句进行讲解和练习，确保学生理解并能正确运用过去完成时。
Step 4: 阅读理解 (20分钟)1. 分发阅读材料，要求学生在规定时间内阅读并回答问题。
2. 引导学生使用扫读和略读的技巧，帮助他们从文章中提取关键信息。
3. 检查学生的答案，并进行讨论和解释。
Step 5: 口语表达 (15分钟)1. 提供一些与家庭历史和祖先经历相关的问题，要求学生进行小组讨论。
2. 鼓励学生分享自己的观点和经历，并引导他们使用过去完成时和宾语从句进行表达。
Step 6: 小结和作业布置 (5分钟)1. 复习本节课所学的重点内容，并提醒学生注意复习。
2. 布置相关的作业，包括完成练习题、写一篇关于自己祖先的短文等。
高中英语人教版必修2Unit5 单元教案
Unit 5 Music 教学设计Period 1: Warming up and readingTeaching Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the di fferent kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work i n groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.Do you know anything about “The Monkees”?III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Payattention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, PeterTork, Mike Nesmith & Davy Jones4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?Do you agree that the jokes were more important than the music for this band? Give a reason.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.Period 2: Learning about LanguageTeaching AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 36 and do exercises 1, 2 and 3 first. Check your answers against your class mates’. II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT W ASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.2.Doing exercise 2 on page 37Turn to page 34. Look at the sentence in the text: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.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 3 on page 37, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters, on which the film is based, the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...)∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than atthe beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability, which he was noted for, had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom(although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning: ∙Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: ∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: Using LanguageTeaching AimsTo read the story about Freddy and then enjoy and understand Beatles’ son gs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 38 and read these exercises before listening to the tape. Then listen to the tape and finish them.II. Guided reading1.Reading and translatingRead more about FREDDY THE FROY and translate it into Chinese paragraph by paragraph.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Doing exercisesNow you are going to do exercise 6 on page 39 following the article.Suggested answers to exercise 6:This is a story about a band that became famous and did not like it.III. Guided writing1.Writing a letter for advicePlease turn to page 39 writing. Let’s read the instructions.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.Closing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first?附：同步备课资料I. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt plays an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is kn own as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vie nna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.。
高一英语 模块5grammar教案 外研版必修2
Module 5 Newspapers and Magazines Part One: Teaching Design 第一部分教学设计Teaching Aims and requirements of the unit●Practise talking about belief and disbelief●Use adverbial clause of time●Use adverbial clause of reason●Write an essay about favorite newspaper or magazineTeaching proceduresPeriod Two: Grammar and usageStep1: General introduction1. Introduction of adverbial clause of time ( 时间状语从句 )Warming upWarming up by reading. Turn to page44 and read the sentences in Ex1,2and do the Ex31. Read the sentences and choose the correct answer.2. Do Ex3, try to use the correct tenses in each sentence.Summary of the adverbial clauses of timeWhen we learn the adverbial clauses of time, first we must know which conjunction can lead the clause; second we should pay attention to the tenses used in the clauses. Now, let’s have a conclusion:1. When, while and as can be used in the adverbial clauses of time. e.g.:When I lived there, I used to go to the seashore on Sundays.While I was wondering at this, our schoolmaster took his place.He hurried home, looking behind as he went.2. immediately, directly, the moment and the minute have the same meaning as 〝as soon as〞in the adverbial clauses. e.g.:The moment I heard the voice, I knew father was coming.＝ As soon as I heard the voice, I knew father was coming.The boy burst into tears immediately he saw his mother.＝ The boy burst into tears as soon as he saw his mother.3. till, until also can be used in the adverbial clauses of time. in example 1and 2 you canuse both till and until, but in example 3, only until can be used.1) He remained there till/until she arrived.2) He wo n’t go to bed till/until she returns.3) Until you told me I had no idea of it.4. before has special meanings in the adverbial clause of time, the negative form mustn’tbe used in the suborning sentences led by 〝before〞,pay attention to the translation of the following sentences.1) We had sailed four days and four nights before we saw land.我们航行了四天四夜才看到陆地。
人教课标版高中英语必修二 Unit5 Grammar 教案-新版
Unit5 Grammar教学设计教学内容:Attributive clause with “prep+which/whom”structure.1.教情分析1) Teaching objectives-教学目标①Language objectives-语言目标Key words & expressions重点词汇和短语For applying: sort out, compose the first hit, tour someplace,be familiar with.For comprehending: a big hit, a music museum, in one’s honor.For recognizing: the sun begins to sink and the moon to rise.Sentence structures:a.Haveyoueverdreamedofplayinginfrontofthousandsofpeopleataconcert, at which everyone is clapping and appreciating your music?b.Theymaystartasagroupofhigh-schoolstudents,forwhompracticingtheir music in someone’s house is the first step to fame.c. Later they may give performances in pubs or clubs, for which they are paidin cash.d. However, after a year or so in which they became more serious about theirwork, the Monkees started to play and sing their own songs like a real band.e.The musicians were to play jokes on each other as well as play music, mostof which was based loosely on the Beatles.f.However, after a year or so in which they became more serious about theirwork .g.Theyproducedanewrecordin1996,withwhichtheycelebratedtheirformer time as a real band.h. I remember the day when our band was formed as if it was yesterday.i. The guitar with which Dave composed our first hit is in a music museum.j. The name by which we were to become famous was chosen by Mike’s mum.②Ability goals能力目标EnabletheSstousetheattributiveclausewiththeprepositionaheadoftherelative clause correctly.③Emotion goals情感目标Enable the Ss to keep interest in studying attributive clause.2) Important & difficult teaching points-教学重难点①Important teaching points-教学重点GettheSstousetheAttributiveClausewiththeprepositionaheadoftherelative clause.②Difficult teaching points-教学难点Howtoteachthestudentstheusageoftheattributiveclausewiththepreposition ahead of the relative clause.2.Students analysis学情分析1) Fundamental state基本情况这是一节关于定语从句的语法课，定语从句的概念以及常见的用法从初中就开始接触，从Book I开始较为深入的学习和研究，同学们对此并不陌生；但是，prep.+which/whom结构的定语从句，对于介词的选用一直是难点，需要给学生大量的例句和语法情景，让学生能够理解，并且运用。
人教课标版高一英语必修2Unit5 Vocabulary and Grammar名师教案
Unit5 Vocabulary and Grammar名师教案Focus: Grammar1)To help Ss master the vocabulary about “music”2)To arouse Ss’ language awareness .3) To consolidate the Attributive Clauses.1) The Attributive Clauses with preposition + which/ whom2) The relevant words about “music”Step 1 Revision1) Listening and RecognizingAsk the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.Music 1 : Country Roads by John Denver (country music)Music 2: Beat it by Michael Jackson (rock music)Music 3: 步步高（folk music）Music 4: 老鼠爱大米（pop music）Music 5: 命运交响曲(classical music)…2) DiscussionWhat kind of music do you like better, Chinese or Western, Classical or modern? Why?How does music make you feel?Will you listen to different style of music when you have different mood?Mood Musichappyupsetcalmangrynervous…3) Check the homework the day before.Step 2 Word Power1) Word LadderComplete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)2) Word BuildingStudy the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.3) Recognizing and ListingTick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones.rap composer piano Mozart performance band rock audience musician singer classical jazz violinAdd your own to the list _________________________________________________4）Discussion and ListingWhich instruments are used in pop and rock music?Which instruments are used in classical music?Which instruments are used in jazz?Which instruments are used in traditional Chinese music?Which of the instruments do you like listening to?Is the Chinese instrument different from the other instruments? Describe the difference, if there is one.Information Box: musical instrumentsPiano, violin, organ, harp, maracas, saxophone, gone, cymbals,castanets, flute, timpani, tambourine, triangle, drum, xylophone,guitar ,Step 3 Grammar1) Study the RuleRead these sentences.a. The musicians of whom the band was formed played jokes on each other…b. However, after a year or so in which they became more serious about their work…c. The musicians for whom they worked were very popular.d. The guitar with which“The Beatles” played their first hit was lost while they were touring.Now answer these questions.1. If you take away the relative clauses, do the sentences still make sense? Why or why not ?2.Why is there a relative pronoun before the relative clause?3. Can the preposition be removed from the sentences without changing the meaning?4. Can that replace which and whom in the sentences? Why or why not?Look at the sentences carefully and try to think of the questions.2) Find the ruleGet the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause.Tips：the + 名词+of +关系代词whom, which 结构中的名词与后面的关系代词的所属关系部分结构+of +关系代词whom, which All, both ,none, etc.; 数词+名词；the +形容词最高级/比较级3) Apply the ruleGet the Ss to describe each picture with The Attributive Clause according to the following example:Goal: To recall the Attributive Clause they learned before, and practice orally. Learn to use relative pronouns referring to people and things correctly. To stimulate Ss creative thinking. Working together with partners can develop cooperative sense.1. Take me Home Country Roads is a beautiful song.In the song, John Denver acts as a singer.Take me Home Country Roads is a beautiful songin which John Denver acts as a singer.2. 步步高is a piece of famous Guangdong music.Flute is one of the main instruments in it.步步高is a piece of famous Guangdong musicin which flute is one of the main instruments.3. Talk about the musician Nie’er (聂耳).Nieer was born in 1912.Nieer was born in Kunming.Nieer died in 1935.Nieer died in Japan.Nieer was the composer of our national song.1912 is the year ______ / ______ _______ Nieer was born.Kunming is the place _______ / _____ _______ Nieer was born..1935 is the year ______ / ______ _______ Nieer died.Japan is the place _______ / _____ _______ Nieer died.Step 4 Homework1. Review the vocabulary in this unit and prepare for diction.2. Find as many kinds of musical instruments as possible. (surf the internet)3. Find one song for each music style。
人教版高中英语必修2 Unit5 Vocabulary and Grammar 名师教案
Unit5 Vocabulary and Grammar名师教案Focus: Grammar1)To help Ss master the vocabulary about “music”2)To arouse Ss’ language awareness .3) To consolidate the Attributive Clauses.1) The Attributive Clauses with preposition + which/ whom2) The relevant words about “music”Step 1 Revision1) Listening and RecognizingAsk the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.Music 1 : Country Roads by John Denver (country music)Music 2: Beat it by Michael Jackson (rock music)Music 3: 步步高（folk music）Music 4: 老鼠爱大米（pop music）Music 5: 命运交响曲(classical music)…2) DiscussionWhat kind of music do you like better, Chinese or Western, Classical or modern? Why?How does music make you feel?Will you listen to different style of music when you have different mood?Mood Musichappyupsetcalmangrynervous…3) Check the homework the day before.Step 2 Word Power1) Word LadderComplete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)2) Word BuildingStudy the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.3) Recognizing and ListingTick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones.rap composer piano Mozart performance band rock audience musician singer classical jazz violinAdd your own to the list _________________________________________________4）Discussion and ListingWhich instruments are used in pop and rock music?Which instruments are used in classical music?Which instruments are used in jazz?Which instruments are used in traditional Chinese music?Which of the instruments do you like listening to?Is the Chinese instrument different from the other instruments? Describe the difference, if there is one.Information Box: musical instrumentsPiano, violin, organ, harp, maracas, saxophone, gone, cymbals,。
人教版高中英语必修二unit5语法教案
Study Case for Grammar in Unit 5 SB2Step 1. Can you find five sentences in the reading passage that contain Can you find five sentences in the reading passage that contain prep.+ whom/which attribution clauses? Underline them. Step 2. Sort Sort out out out the the the following following following messages messages messages that that that are are are mixed mixed mixed up up up to to to make make make complete complete complete sentences sentences sentences containing containing containing attributive attributive attributive clauses. clauses. clauses. Pay 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.R ead the passage and complete it using attributive clauses, some of which may use Read the passage and complete it using attributive clauses, some of which may use prep.+ whom/which . There There have have have been been been many many many popular popular popular bands bands bands in in in the the the world world world ,________ ,________ ,________ the the the most most most famous famous famous was was was the the the Beatles Beatles Beatles .The .The .The four four four young young young men men ________made ________made up up up the the the band band band only only only performed performed performed and and and recorded recorded recorded from from from 1963 1963 1963 to to to 1970. 1970. 1970. During During During those those those years years years they they they gave gave gave many many many concerts, 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 Practice Play Play a a a game game game of of of definitions. definitions. definitions. Get Get Get into into into pairs. pairs. pairs. One One One asks asks asks the the the first first first question question question and and and the the the other other other answers answers answers it it it using using using an an an attributive attributive attributive clause clause containing prep.+ whom/which. If If the the the answer answer answer is is is correct correct correct , , , swap swap swap roles. roles. roles. If If If not, not, not, continue continue continue with with with the the the next next next question. question. question. Pick Pick Pick out out out some 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 It’s a box with a hole a box with a hole through which the postman puts the letters. 1.What 1.What’’s a gym?(in which) 2. What’s a vacation?(during which) 3. What ’s a library?(from/in which) 4.What 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.I nstruction Instruction “介词+关系代词”引导的定语从句的基本用法例句：例句：1. 1. Have Have Have you you you ever ever ever dreamed dreamed dreamed of of of playing playing playing in in in front front front of of of thousands thousands thousands of of of people people people at at at a a a concert,concert, at which everyone everyone is is is clapping clapping clapping and 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。
外研版高中英语必修2Module5_Grammar_公开课教学设计
Module 5 Grammar教学设计一、教学目标知识与能力：学生会学到更多关于时间状语从句的知识。
学生会恰当使用连接词，会判断正确时态。
学生学会绘制简单的时间状语从句思维导图。
学生能有意识地运用时间状语从句，相对较好地完成一段微写作。
过程与方法：听说与读写，观察与积累，自学与互学，实践与展示。
情感态度和价值观：热爱英语，参与实践，学会合作，化智为德。
二、教学重点时间状语从句的连接词。
时间状语从句的时态呼应。
简单的思维导图的绘制。
三、教学难点思维导图的绘制和有效运用。
四、教学策略1、以学生为主体，发现学习和合作学习、启发式教学。
2、课前布置学案，选择不同难度的状语从句练习题给学生做，了解学生的水平。
3、以练促记。
4、鼓励学生展示自己。
五、教学媒体多媒体、导学案和练习卷。
六、教学过程Stept1.英文歌曲导入（英文歌曲导入Right Here Waiting。
课前听歌曲，上课后教师演唱一段高潮。
导入话题。
）Step2.学生展示导学案上的任务。
The students show their mind maps：Adverbial Clause of Time.Stept3.结合导学案，引导学生思考、讨论、总结、练习。
1. when, while, as1) When/While you are crossing the street, you have to be careful.2) The boy was crying when I arrived there.3) Don’t read a book as you are watching TV.4) As time went on, his teachings proved correct.2. till/until1) The fans waited for her patiently till/until Yang Mi appeared.2) We didn’t go to bed until we finished our homework.3. before1) It will be five years before he returns from abroad.2) It was not long before he returned from abroad.3) Tom rushed out before I could stop him.4) I’ll write it down before I forget it.5) Be a student before you become a teacher.4. Since1) He has finished two novels since he began writing.2) It is/has been three years since he left his hometown.3) It is/has been three years since he was a soldier.5.表示“一……就……”1) Please let me know as soon as he arrives.2) The moment/second/minute I saw the thief, he ran away.3) It began to rain immediately/directly/instantly we arrived home.4) She had no sooner heard of her husband’s death than she cried.5) She had hardly heard of her husband’s death when she cried.6.其他引导时间状语从句的短语。
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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).AimsTo help students learn about the Attributive Clause with a preposition in front.TTo help students discover and learn to use some useful structures.ProceduresI. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT W ASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, theII. 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 theclause. 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.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on which the film is based, the main character is a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) •Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footb alling ability, which he was noted for, had been encouraged by his parents.•The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom(although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:•Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)•She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: •A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemoratedin cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B: •Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of。