高中英语 人教版 必修二 学案设计
人教版高一英语必修二教案(精编版)

人教版高一英语必修二教案通过学习这篇课文,使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神,使学生了解到科学发现的全过程具有其科学的严密性。
该课文出现了英语重要语法知识--过去分词的用法。
一起看看人教版高一英语必修二教案!欢迎查阅!高一英语必修二教案1根据该教材的特点以及高中英语课程标准,我拟定下列教学目标1)语言知识目标词汇:defeatattendexposecureoutbreakcontrolabsorbseverevaluablest rictpump等语法:过去分词作定语和表语2)语言技能目标练习并培养学生的听、说、读和写的能力,侧重培养和提高学生的阅读理解能力3)情感目标培养学生的科学探索精神,培养学生科学人文精神相融合的素养4)学习策略目标学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控,通过各种途径获取相关信息,并运用有效教学资源5)文化意识目标3、学重点和难点重点:理解所读课文;把握过去分词的用法难点:利用所学词汇、句型,围绕主题进行叙述二、说教法根据高中英语课程标准,根据“整体语言教学”的理论和实践,以及当前教学改革的新理念,为达成上述的教学目标,运用“任务型”英语教学法。
在实际的教学活动中,充分体现教师在教学活动中的主导、组织和监控的作用。
充分发挥学生在教学活动中的主观能动性。
以学生为中心,开展自主性学习活动,促使学生通过探究、独立思考以及合作学习的方式,完成学习任务。
优化学生的学习方式,提高课堂学习效果,采用“讨论学习法”。
通过互动的学习方式,培养学生的合作学习精神。
三、说教学设计根据课文内容的特点,根据高中英语课程标准的要求,为实现该课的教学目标,以提高学生阅读理解能力为重点,加强学生听说读写综合能力,我设计以下教学步骤Task1为导入教学环节,是学生进入阅读材料和完成各项教学任务的热身活动。
通过这个活动,激发学生学习动机,调动其主观能动性。
具体作法如下:让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。
新课标人教版高中英语必修二教案

新课标人教版高中英语必修二教案一、教学内容本节课为人教版高中英语必修二第三单元,主题为何时何地。
本节课主要教学内容为学习一般过去时态和一般现在时态,通过听、说、读、写等多种方式,让学生掌握一般过去时态和一般现在时态的构成、用法及区别。
二、教学目标1. 学生能够熟练运用一般过去时态和一般现在时态描述过去和现在的动作或状态。
2. 学生能够听懂、会说、会读、会写一般过去时态和一般现在时态的句子。
3. 学生能够通过本节课的学习,提高自己的语言运用能力,增强对英语学习的兴趣。
三、教学难点与重点重点:一般过去时态和一般现在时态的构成、用法及区别。
难点:一般过去时态和一般现在时态的灵活运用。
四、教具与学具准备教具:多媒体课件、黑板、粉笔。
学具:课本、练习本、文具。
五、教学过程1. 导入:通过展示一组图片,引导学生用英语描述图片中的动作或状态,引入本节课的主题。
2. 呈现:教师通过多媒体课件,展示一般过去时态和一般现在时态的句子,让学生感知两种时态的差别。
3. 讲解:教师在黑板上用粉笔讲解一般过去时态和一般现在时态的构成、用法及区别,让学生明确两种时态的规则。
4. 练习:学生根据教师提供的场景,用一般过去时态和一般现在时态进行造句,教师及时纠正学生的错误。
5. 互动:学生分组进行角色扮演,用一般过去时态和一般现在时态进行对话,培养学生的口语表达能力。
6. 巩固:教师设计一些练习题,让学生书面完成,检验学生对一般过去时态和一般现在时态的掌握程度。
六、板书设计板书一般过去时态和一般现在时态板书内容:一般过去时态:构成:主语+动词过去式用法:描述过去的动作或状态一般现在时态:构成:主语+动词原形用法:描述现在的动作或状态七、作业设计1. 请用一般过去时态和一般现在时态分别描述一下你昨天和今天的活动。
答案:Yesterday, I watched a movie with my friends.Today, I am doing homework.2. 请用一般过去时态和一般现在时态写一段关于你最喜欢的季节的描述。
人教版高中英语必修第二册全册教学设计汇总

人教版高中英语必修第二册全册教学设计汇总一、教学设计总体目标1. 教学目标:帮助学生掌握必修第二册的所有课文内容和语法知识,培养学生的听、说、读、写能力,提高学生的英语综合运用能力。
2. 教学重点:全面掌握课文内容和相关语法知识,强化词汇和语法的记忆和运用。
3. 教学难点:让学生在复杂语境中正确运用所学的词汇和语法知识,提高学生的语言表达能力。
二、教学内容和安排1. Unit 1:Cultural Relics- 课文:探索古代文明- 语法:定语从句的使用- 教学安排:通过讨论古代文明的发展和保护,让学生掌握探索古代文明的相关词汇和表达方式,引导学生掌握定语从句的用法,提高学生对历史文化的理解和表达能力。
2. Unit 2:Cloning- 课文:克隆技术- 语法:虚拟语气的使用- 教学安排:通过讨论克隆技术的伦理和社会影响,让学生掌握与生物科技相关的词汇和表达方式,引导学生掌握虚拟语气的用法,提高学生对科技进步的理解和表达能力。
3. Unit 3:Travel Journal- 课文:游记- 语法:名词性从句的使用- 教学安排:通过学习游记的写作技巧和语言表达,让学生掌握与旅行相关的词汇和表达方式,引导学生掌握名词性从句的用法,提高学生对旅行经历的表达能力。
4. Unit 4:Wildlife Protection- 课文:野生动物保护- 语法:情态动词的使用- 教学安排:通过探讨野生动物保护的挑战和方法,让学生掌握与环保相关的词汇和表达方式,引导学生掌握情态动词的用法,提高学生对环保议题的理解和表达能力。
5. Unit 5:Music- 课文:音乐- 语法:定语从句和名词性从句的复合句- 教学安排:通过学习不同类型音乐的特点和音乐家的成就,让学生掌握音乐方面的词汇和表达方式,引导学生掌握定语和名词性从句的复合句结构,提高学生对音乐艺术的理解和表达能力。
6. Unit 6:Language- 课文:语言- 语法:宾语从句和名词性从句的区别及使用- 教学安排:通过探讨不同语言的重要性和影响,让学生掌握与语言学习相关的词汇和表达方式,引导学生区分宾语从句和名词性从句的使用,并正确运用它们,提高学生对语言学习的理解和表达能力。
新课标人教版高中英语必修二教案

新课标人教版高中英语必修二教案一、教学内容二、教学目标1. 能够听懂并准确复述关于文化遗产的听力材料,提高听力技巧;2. 能够运用目标词汇和句型,进行有关文化遗产的口语交流;3. 能够阅读并理解关于文化遗产的文章,提高阅读技巧,培养文化意识。
三、教学难点与重点1. 教学难点:文化遗产的相关词汇、语法及表达方式的理解与运用;2. 教学重点:听力、阅读、口语及写作技能的培养。
四、教具与学具准备1. 教具:多媒体设备、黑板、教学光盘等;2. 学具:课本、练习本、字典等。
五、教学过程1. 导入:通过展示世界文化遗产图片,引导学生谈论对文化遗产的了解和认识,激发学生的学习兴趣。
2. 新课内容呈现:(1)播放听力材料,让学生听并完成相关练习;(2)讲解听力材料,引导学生学习相关词汇和表达方式;(3)阅读文章,让学生理解并分析文化遗产的重要性;(4)通过例句和情景对话,教授目标语法。
3. 情景实践:组织学生进行小组讨论,运用所学词汇、语法及表达方式,讨论我国的文化遗产。
4. 例题讲解:针对本节课所学内容,设计相关练习题,进行讲解和指导。
5. 随堂练习:布置与新课内容相关的练习题,巩固所学知识。
六、板书设计1. Cultural heritage2. 主要内容:文化遗产相关词汇、语法、句型及文章框架七、作业设计1. 作业题目:(2)根据所给词汇,编写一段关于文化遗产的对话。
(3)阅读短文,回答问题。
2. 答案:(1)The Great Wall is an important cultural heritage of our country.(2)Example: A: Have you ever been to the Forbidden City? B: Yes, it's a wonderful place, full of cultural heritage.(3)Answers:八、课后反思及拓展延伸2. 拓展延伸:鼓励学生课下了解更多关于文化遗产的知识,提高文化素养,为下一节课的学习做好准备。
人教版高中英语必修二全册导学案

人教版高中英语必修二全册导学案Unit 1 FriendshipPart 1 IntroductionIn this unit, we will explore the theme of friendship and its importance in our lives. Friendship plays a vital role in our emotional well-being and can greatly impact our happiness and personal growth.Part 2 Learning ObjectivesBy the end of this unit, students will be able to:- Understand the concept of friendship and its significance- Discuss different types of friendships and their characteristics- Analyze the qualities that make a good friend- Explore the challenges and conflicts that can arise in friendships - Improve their English language skills through various speaking, reading, and writing activitiesPart 3 Unit Structure- Lesson 1: The Power of Friendship- Introduction to the unit and its objectives- Exploring personal experiences with friendship- Analyzing quotes about friendship and discussing their meaning- Lesson 2: What Makes a Good Friend?- Discussing the qualities of a good friend- Role-playing scenarios to practice being a good friend- Writing a personal reflection on friendship- Lesson 3: Different Types of Friendships- Understanding different types of friendships, such as childhood friends, online friends, and work friends- Sharing personal stories about different types of friendships- Lesson 4: Challenges in Friendships- Discussing strategies for addressing and resolving conflicts- Role-playing scenarios to practice conflict resolution skills- Lesson 5: Celebrating Friendship- Learning about different cultural customs and traditions related to friendship- Planning and organizing a friendship celebration event- Reflecting on the importance of friendship in our livesPart 4 AssessmentTo assess student understanding and progress in this unit, the following activities will be conducted:- Class discussions and participation- Written reflections and personal stories about friendship- Role-plays and simulations to demonstrate understanding of friendship dynamicsPart 5 Additional ResourcesTo enhance learning in this unit, students are encouraged to refer to the following resources:- Online articles and videos about friendship and its psychological benefitsLet's embark on this journey of exploring and appreciating the value of friendship together!。
【新教材】人教版高中英语必修第二册全册精编教案设计.docx

人教部编版高中英语必修第二册全册教案教学设计Unit 1 Cultural HeritageUnit 2 Wildlife protectionUnit 3 The internetUnit 4 History and traditionsUnit 5 MusicUnit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1.This section focuses on "Understanding how a problem was solved,,, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1.Enable students to understand the main information and text structure of the reading text;2.Motivate students to use the reading strategy "make a timeline,, according to the appropriate text genre;3.Enable students to understand how a problem was solved;4.Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1.Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2.Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of "time-event" in illustrative style3.Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1.PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1.Why did the Egyptian government want to build a new dam in the 1950s?2.Why did the building of the dam lead to protests?3.How did the government save the cultural relics?4.Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5.What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1.What do "problems" refer to and what do "solutions" refer to?2.Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3.What can you infer from "Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics"?4.What can you infer from "Fifty countries donated nearly 80 million to the project"?The project cost a lot of money.5.Before the building of the dam, what problems did the Nile River bring to the Egyptian?6.What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless c ultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1.How to deal with the construction and the protection of cultural relics?2.As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text. 板书设计教学反思Unit 2 Wildlife ProtectionReading for Writing【教材分析】The activity theme is "making effective poster,,. The protection of wildlife needs the participation of the whole society. It is imperative to educate the public on wildlife protection and arouse the public's awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the "ambassador" of publicity and promotion. To make posters, students need to understand and study the situation of endangered animals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.The reading text is two posters. The first poster, "give ugly a chance!" calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of the diversity of biology. The article uses the tone of statement to make people unconsciously accept the author's point of view. The second POSTER "don't make paper with my home!,, adopts anthropomorphic rhetoric and takes koala's heart cry as the title, criticizing those behaviors of deforestation and destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the author's attitude and point of view. In addition, the title ofthese two posters uses exclamation sentences with strong appeal and emotional color, coupled with vivid pictures, making the posters more powerful.【教学目标】1.Cultivate students to acquire some features about an English poster by reading the text.2.Help students to write an English poster about animal protection properly using some newly acquired writing skills in this period.3.Develop students' writing and cooperating abilities.4.Strengthen students' great interest in writing discourses.【教学重难点】1.Stimulate students to have a good understanding of how to write an English poster properly.2.Cultivate students to write an English poster properly and concisely.【教学过程】Step 1: Lead inDo you want to be a volunteer of a pefs shelter? Why?Yes, I want to be a volunteer of it, because I want to help the pets, which are lovely and cute. I like them very much.Step 2: Read to discover details concerning the main details of the news report.I.Read the news report and then solve the questions below.1.Who started the rescue centre called the Small Friends Pet Shelter?A group of high school students and parents.2.What did the young people do in the shelter?Take care of animals.3.How do the young people think of their work?Worthwhile4.What help does the centre need?Volunteers, time and love.II. Read the text again and then choose the best answer.1.What should we do when we protect the wildlife animals?A.Treat all the wild animals equally.B.Only pay attention to less cute animals.C.Pay attention to cute animals.D.Care about endangered wildlife animals.2.Whafs the bad effect of cutting down billions of trees to make paper for humans?A.Make a lot of animals homeless.B.Make a number of wildlife animals dying out.C.The animals5 habitat is being destroyed.D.All of them.【答案】ADCStep 3: Study the organization and language features.1.Read the passage more carefully and write down the outline of the text.1.The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets (that were left behind after their families moved away).译文:当一些高中生和他们的父母看到在主人搬走后,时,们建立了小朋友宠物收容所。
人教版高中英语必修二教学设计

人教版高中英语必修二教学设计一、教学任务及对象1、教学任务本次教学设计针对的是人教版高中英语必修二的内容。
本册教材围绕日常生活、学校生活以及社会现象等主题,旨在提高学生的英语听、说、读、写四项技能,培养他们运用英语进行有效交流的能力。
在教学过程中,我们将重点关注词汇、语法、听力、口语、阅读和写作等方面的技能训练,使学生能够在掌握知识的同时,提高综合语言运用能力。
2、教学对象本次教学设计的对象为高中一年级的学生,他们已经具备一定的英语基础,但在语言运用方面仍有待提高。
这个阶段的学生具有较强的求知欲和自主学习能力,但学习兴趣和学习动机存在较大差异。
因此,在教学过程中,需要针对不同学生的特点,采用多种教学策略,激发学生的学习兴趣,提高他们的英语素养。
同时,注重培养学生的团队合作意识,使他们能够在互动交流中提高英语水平。
二、教学目标1、知识与技能(1)词汇与语法:通过本册教材的学习,使学生掌握并熟练运用约400个新词汇,以及相应的词组和短语;掌握基本的英语语法知识,如时态、语态、非谓语动词等,并能运用到实际交流中。
(2)听力与口语:培养学生通过听力材料获取信息、提炼关键信息的能力,提高英语口语表达和交流能力,能够就日常生活、学校生活和社会现象等话题进行简单讨论。
(3)阅读与写作:提高学生的阅读理解能力,掌握一定的阅读策略,如快速阅读、精读等,能从文章中获取主要信息和观点;培养写作能力,能根据题目要求完成不同类型的写作任务,如记叙文、说明文、议论文等。
2、过程与方法(1)采用任务型教学法,将学生置身于真实的语境中,通过完成各种任务,提高学生的语言运用能力。
(2)利用多媒体教学资源,如音频、视频、网络资源等,丰富教学手段,提高学生的学习兴趣。
(3)组织课堂讨论、小组合作等教学活动,培养学生主动参与、合作探究的学习习惯,提高学生的自主学习能力。
3、情感,态度与价值观(1)激发学生对英语学习的兴趣和热情,培养他们积极的学习态度,树立自信心。
人教版高一英语必修二教案(精选9篇)

高一英语必修二教案人教版高一英语必修二教案(精选9篇)作为一名辛苦耕耘的教育工作者,通常需要准备好一份教案,教案是教学活动的依据,有着重要的地位。
教案应该怎么写呢?以下是小编帮大家整理的人教版高一英语必修二教案,欢迎大家分享。
高一英语必修二教案篇1教学目标To help students learn to express attitudes, agreement & disagreement and certaintyTo help students learn to read the text and learn to write diaries in EnglishTo help students better understand “friendship”To help students learn to understand and use some important words and expressionsTo help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点Wordsupset, ignore, calm, concern, settle, suffer, recover, packExpressionsadd up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns“I don’t want to set down a series of facts in a diary as most peop le do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.I stayed awake on purpose until half past eleven……it was the first time in a year and a half that I’d seen the night face to face…教学工具ppt教学过程Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?1. Warming up⑴ Warm ing up by defining friendshipHello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.Then what is your opinion about friendship?Do you think that friendship is important to our life? Why?⑵Warming up by learning to solve problem sNice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.Common problems among teenagersSolutionSome of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.Situation 1: Friends get angry with each other when they try to talk about something difficult.Try to understand your friend/ Try to talk about the problem in a different way.Situation 2: Friends don’t know how to apologizeStart by telling each other that you are sorry. A simple apology is often enough and is a good starting point.Situation 3: Some friends don’t know how to keep secrets.Keep your secrets to yourselfTips on being a good friendTreat your friends the way you want to be treated. Keep secrets that are told to you.Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.⑶Warming up by doing a surveyGood morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).Now please do the survey on page one.Add up your score according to the scoring sheet on page 8.You don’t have to tell your results. You can just keep it a secret.高一英语必修二教案篇2教学目标I. 单词和词组permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit ofII. 日常交际用语1.请求May / Could / Can I do that?I wonder if I can do that.Would / Do you mind if I come earlier?Will you tell me if can go now?2.允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.That’s all right. / OK.It’s all right to me.3.拒绝I’m sorry, but it’s not allowed here.You’d better not.I’m afraid not. It’s not right.III.语法复习名词性从句作宾语和表语的用法。
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Unit 5Music
Period 4语法专题课
学习目标
1.通过对介词+which/whom结构的学习,回顾定语从句的基本用法。
了解其在具体语境中的运用。
2.牢固掌握介词+which/whom结构的形成及主要用法。
3.理解并掌握“介词+关系代词”引导的定语从句四大考点。
感受新知
Ⅰ.简介
“介词+关系代词”引导定语从句时,介词的宾语用(指物)或(指人)。
Ⅱ.介词+关系代词
1.“介词+关系代词”与when,where或why转换;
2.介词的选用;
3.“介词+关系代词”引导的定语从句四大考点。
●介词的选用
(1)根据定语从句中先行词的搭配习惯确定
I never forget the days I studied hard.
I never forget the day I went to college.
I never forget the year I went to college.
(2)根据定语从句中谓语动词的搭配习惯确定
Have you found the book I paid $10?
Have you found the book I spent $10?
Have you found the book she often talks?
(3)根据定语从句所表达的意义来确定
Air,man can’t live,is really important.
The film I fell asleep was very boring.
The pen he is writing now was bought yesterday.
●“介词+关系代词”引导的定语从句三大考点
1.简单介词+关系代词
We managed to find a boat,in which we could get to the island.
The lab,in which the experiments used to be done,is being repaired.
She is a girl with whom you can share your sorrow and happiness.
2.复杂介词+关系代词
We got to a house at the back of which was a large garden.
Is there a certain test by means of which the No.1 will be decided?
3.some/any/all/both/none/neither/either/most/many/few/数词(序数词/基本数词/分数或百分数)/the+比较级或最高级+of+关系代词
The Chinese team won 16 gold medals,12 of which were won by women.
巩固运用
Ⅰ.用适当的介词+which/whom填空
1.This is the gun the hunter shot the antelope.
2.The athletes he will compete come from Greece and Czech Republic.
3.He’ll never forget the day he was admitted to the Olympic Games for the first time.
4.A great number of cultural relics have been found in a village there are lots of old temples.
5.The guitar Dave composed our first hit is in a music museum.
6.The musicians we have great interest went to Europe with us last month.
Ⅱ.把下列两个句子合并成一个含有由“介词+which/whom”引导的定语从句的复合句
1.My father works with the man.He is very kind.
→The man my father works is very kind.
2.Yesterday we went to visit a house.A great scientist used to live there.
→Yesterday we went to visit the house a great scientist used to live.
3.You are late.Could you tell me the reason?
→Could you tell me the re ason you are late?
4.China is a beautiful country.Its population is around 1.3 billion.
→China,is around 1.3 billion,is a beautiful country.
5.He is an excellent student.All the teachers are proud of him.
→He is an excellent student all the teachers are proud.
6.Is that the librarian?You returned the books you had borrowed to him.
→Is that the librarian you returned the books you had borrowed?
7.The grapes grow in America.The wine is made from the grapes.
→The grapes the wine is made grow in America.
Ⅲ.改正下列句子中的错误
1.This is the bookstore from whom I just bought some books.
2.At Christmas,the teacher received many cards,one for which was from Annie.
3.I still remember the day in which I won the medal.
4.He is the man from whom I lent a lot of money.He promised to give it back this month.
5.I lost a book,the name which I can’t remember right now.
Ⅳ.单项填空
1.The restaurant we often have our meals is at the end of this road.
A.in that
B.in which
C.by which
D.from whom
2.There was a hole in the wall,he could see what was going on inside the house.
A.on which
B.at which
C.through which
D.in which
3.The beautiful dress Jane wore to the party was borrowed from a friend.
A.which
B.in which
C.what
D.for whom
4.Jay this song was sung will have a concert in Hong Kong next week.
A.by which
B.who
C.whom
D.by whom
5.There are two pictures on the wall,was drawn by Jim.
A.the left
B.the left of them
C.the left one that
D.the left of which
6.At the meeting he raised a point I attached great importance.
A.to which
B.that
C.for which
D.why
7.The man Ben is going to compete is from Japan.
A.whom
B.against whom
C.for whom
D.that
参考答案
感受新知
Ⅰ.which;whom;whose
Ⅱ.(1)during which;on which;in which
(2)for which;on which;about which
(3)without which;during which;with which
巩固运用
Ⅰ.1.with which2.against whom3.on which4.in which5.with which6.in whom Ⅱ.1.with whom2.in which3.for which4.the population of which5.of whom6.to whom7.from which
Ⅲ.1.whom改为which2.for改为of3.in改为on4.from改为to5.which前加of Ⅳ.1~5 BCADD6~7 AB。