人教版必修 2 Unit 1 Grammar, The attributive clause1 限制性和非限制性定语从句(同步练习)-word文档
人教版高中英语必修二unit1grammar定语从句
2. I have a sister , who works in a hospital. 我有一位姐姐，她在医院工作。（只有一位姐姐）
3.All the magazines here which have beautiful pictures in them were written by him. 里面有漂亮图画的那些杂志是他写的。（杂志有 带图画和不带图画两类）
她是位教师，这一点从她的举止可以清楚地看出。
Other examples
1.I am doing different types of exercises, all of which are quite helpful to my health. 2.Many people , some of whom are not overweight , are going on diets. 3.There are 54 students in my class, three of whom come from US.
限制性定语从句与先行词之间不用逗号 隔开；
非限制性定语从句与先行词之间一般用 逗号隔开。
My cousin whose father is a teacher wants to be an actor.
My cousin ,whose father is a teacher, wants to be an actor.
关系代词不可以省略
限制性定语从句与非限制性定语从句:
限制性定语从句 非限制性定语从句
只可修饰先行词， 除修饰先行词还可以
不可以修饰主句或 修饰整个主句或主句
unit1grammar_定语从句新人教版必修2精品PPT课件
2.A.He is a man who I can ask for help.
B.His father , who works in Beijing, came back yesterday
限制性定语从句和先行词关系密切，如果去掉从 句，剩余部分意义不完整；
非限制性定语从句只是先行词的附加说明，如果 去掉从句，意义仍然完整。
如果是物，则由“_介_词__+_w_hi_c_h_____”引导
先行词是way时，后面定语从句 可以用 in which=that=( )
先行词是reason时，用 why=for which
Who is she? Cecilia, ___w_h_o_ took weightloss pills, now realizes that
1.I am doing different types of exercises, all of which are quite helpful to my health.
2.Many people , some of whom are not overweight , are going on diets.
American, came to China yesterday.
2. In those days, she used to go to Mr. black, with w__h_o_m_ she had a wonderful time.
3. I bought a car yesterday,_w__h_i_ch cost me a lot.
人教版高一英语必修二语法unit1-定语从句-(3)限制性非限制性定从
A. whom
B. who C. / D. he
• 13. The boy ___D__ has two lovely dogs.
A. who live next door B. which lives next door
C. whom lives next door D. that lives next door
This is the same instrument that I used yesterday.
是我昨天用过的那一个--同一个
This is the same instrument as I used yesterday.
跟我昨天用过的那台一样--长得像
表示说话人的看法、态度、解释或评论。此时as可以翻译为 “正如；就像”等。由as引导的从句可在句首，句中或句尾。
He is so honest a boy as everyone likes.
He is not the same man as he was.
so/such...as...与 so/such...that...
在限制性定语从句中，当先行词被so\such修饰时，关系词用as, 在从句中充当成分。 但so/such...that引导结果状语从句，连接 词在句中不充当成分，没意义。
as often happens
正如经常发生的那样
as can be seen/ judged from... 从...中可以看出、判断出
as和which引导非限制性定语从句的区别：
1) 含义的区别 as 有“正如，就像”之意，表示依据、看法、态度等； which 多译为 “这；这一点”，表示事实、转折、起因、让步等。
A. /, to B. that, / C. where, to D. which, there
高中英语人教版必修2Unit1CulturalrelicsGrammar教案(系列三)
必修二Unit1 Cultural relicsPeriod3 GrammarAttributive clause教学目标(teaching aims)1.能力目标(ability aim)a. Enable the students to recognize the meaning of a new word in a passage and tell them how to remember new words.b. Enable the students how to understand between the lines.2.语言目标(language aim)Have the students find the rule of the attributive clause and introduce the definition教学重难点(Teaching important points)1. The rule of the attributive clause2. What is the non-restrictive attributive clause?教学方法(Teaching method)Elicitation, discussion教学准备(teaching aids)A projector, a computer教学步骤(teaching procedure)Step I Daily report:Review the text by asking the students a few questions and deal with the words and expressions in the text by finishing Exx1-3 on P3.T: Hello, everyone! It’s time for our daily report. I have given you the topic of this week, which is something about cultural relics at home and abroad. S1, it’s your turn. Welcome, I know that you are one of the best speakers in our class. What will you tell us?S1: It’s about the Great Wall of China.T: Oh, really? My friends, let’s listen to her carefully.S1: At first I have to say, I feel so proud of the Great Wall in our country that I searched the library for informationabout it. The Reat Wall of China is called the “Wan Li Chang Cheng” in Chinese. In fact, it’s more than 6000 kilometers long. It winds its way from west to east, across deserts, over mountains, through valleys till at last it reaches the sea. It is one of the wonders of the world. The Great Wall has a history of over 20000 years. Parts of it were built through different dynasties. Tt was during the Qin Dynasty that the parts were joined up into one long wall. The Great Wall is wide enough at the top for five horses or ten men to walk side by side. Along the wall are watchtowers, where soldiers used to keep watch, Fires were lit in the towers as a warnig when the enemy came. It was difficult to build such a wall in the ancient days without any modern machines. All the work was done by hand. Thousands of men died of cold and hunger when they were forced to work on the wall. Today the Great Wall has become a place of interest to the Chinese people and people from all over the world. That’s all. Do you enjoy it?T: Of course, we do. Thank you for your wonderful speech. I think that all of the Chinese take pride in the Great Wall.Step II Discovering useful words and expressions:T: Well, we’ve learned so much about the cultural relics, especially about the Amber Room and t he Great Wall. Now let me see if you can find the words in the text with the help of the meanings. Please turn to page 3. (Students do the exersice. 4 minutes later.)T: OK, time is up. Who’d like to write the words on the blackboard? Any volunteers?(4 students come to the blackboard to write the words)T: All right, thank the four of you. Let’s see who did the best? S2, you did the best. Can you tell us how you can find all of them so quickly and correctly?S2: Well, I think if you can understand the text well, you can do it well. And of course, you have to be careful. T: Right, you are always hardworking. In my opinion, you have to read the meaning carefully at first, then decide the part of the speech of the word, for example, is it a noun, a pronoun or a verb? Then you have to read the text and try to understand it. At last, you may find them in the text. Do you think so?S2: Yes.T: Everyone, as you know, an English word can have many different meanings when used in different places. What do you think i s the most important thing for us to do such kind of exercise? Now let’s look at page 3, exercise 2.(Students do it. One minute later.)T: Now, who can tell me what is the most important thing?Ss: Understanding!T: Yes, so you know understanding is the m ost important thing for us to learn English. Now let’s do some other things about at phrase. You may discuss in pairs.(Students do it)T: Well, let’s have a check. (2 minutes for checking the answer)Step III Discovering useful structures:T: Well, please look at the slide. Do you think the casket beautiful?Ss: Yes, very beautiful.T: But I’m so sorry to say that the article in it was lost. Do you know what it was?I’d like you to guess using the structure “Is it something that ……?”S3: Is it something that your husband gave you?S4: Is it something that you were rewarded from your mother?S5: Is it something that you bought for your daughter?(Teacher write the sentences down on the blackboard.)T: Very good, you used very good sentences. I felt so sorry for the thing I lost. It meant much to me. Please look at one page of my diary.(Teacher shows the slides to the whole class.)T: So, you see, it was a rare jade stone. Can you tell the difference between the two groups of attributive clause? You may discuss with your partner.T: All right. Who can tell me the difference between them?S6: In my opinion, the sentences in the second group aren’t used to modify the jade stone, but used to give us more information about it.T: Excellent, you struke the right note! This is the difference between restrictive attributive clause and non-restrictive attributive clause. Now lets try to find all the attributive clauses from the text and understand the meaning of them.(Students do that.)T: You please tell your partner how you understand those sentenses that you found in your text.Step IV. PracticeT: Now we’ll see how we can combine the sentences together on P4. I’ll invite some of you to say them out one by one.S7: Here are the farmers who discovered the underground city last month.S8: Xi’an is one of the few cities in which walls remain as good as before.S9: Shaanxi Province is a place where relics are well looked after.S10: The woman remembered the day when she saw Nazis burying something near her home.S11: The old man you are talking to saw some Germans taking apart the Amber Room and moving it away.T: Well done. Then we’ll have some more practice. This time, please pay special attention to when we should use restrictive attributive clause or non-restr ictive attributive clause. Then I’ll ask some of you to report your sentence to the whole class.(Students practise them.)T: OK. Time is up. Who’d like to tell me your sentences?S12: St Petersburg is a very beautiful city, which was once called Leningrad, is a very beautiful city.S13: In Xi’an, I met a teacher who has a strong live for cultural relics and who took me to visit the history museum.S14: I don’t remember the soldier who told me not to tell anyone what I had seen.S15: People didn’t pay as mu ch attention to cultural relics in the old days, when my grandfather was a child.S16: They moved the boxes to a mine, where they wanted to hide them.T: Good. Now we’ll have a group discussion. Suppose you are some of the designers of an amber jewelry. Ho w can you design a jade stone with an amber stone in the center of it? Please use the non-restrictive attrubutive clauses when necessary. Xi’an, I met a teacher who has a strong love for cultural relics and who took me to visit the history museum.(Students discuss for 6 minutes)T: All right. It’s time for me to collect your ideas.S17: If I were the designer, I would choose the style in the middle, which reminds me of Jesus all the time.S18: I want to use the one on the bottom left corner, which seems luxurious.S19: I’d like to choose the smallest one, which is so tiny and light to carry.S20: I feel like choosing the triangle one, which meets my taste.S21: I want to use the one in the shape of ellipse, which I think is classical and graceful.T: Well, it seems that there are so many wonderful designers in our class.Step V HomeworkT: Today we’ve learned so much about the restrictive attributive clause and non-restrictive attributive clause. Please go over what you have learned today and use as many attributive clauses as you can. Today’s homework:ing structures on P43.2.Prepare Using Language on P5.。
人教版英语必修2-unit1-Grammar
5. My neighbors used to give me a hand in times of trouble, _________ which was very kind of them. 6. The old man had three sons, all of whom died during World War II. _________ that / which 7. I don’t believe the reason _________ he gave us for not coming to PE class. when 8. I’ll never forget the day _________ I got the first prize in the math competition.
B.指物时，作介词的宾语，关系代词只能用which This is the question about which we’ve had so much discussion.
五、关系副词when, where, why的用法
关系副词都等于一个适当的介词＋which， 在从句中作状语 When=in/at/on/…+which;
1、当先行词被形容词的最高级所修饰 This is the best film that I have ever seen. 2、当先行词被序数词修饰 The first car that arrived at the destination was driven by John.
3、当先行词被the only, the very等修饰
It is the third time that she has won the race, _____ has surprised us all. （2012 陕西） A. that B. where C. which D. what 解析：考查定语从句。所填词前有逗号， 是非限制性定语从句，先行词是整个主 句，关系词在从句中做主语，选C。其 余选项与题干不符。
人教版必修 2 Unit 1 Grammar, The attributive clause1 限制性和非限制性定语从句(讲义)
1. 全面掌握限制性和非限制性定语从句的区别。
2. 正确理解非限制性定语从句的引导词的作用及which, as的特别用法。
重点：限制性和非限制性定语从句的区别。
难点：非限制性定语从句中的关系词的运用。
1. 非限制性定语从句在高中阶段考试中占有很大比例，经常在单项选择，语法填空尤其是阅读理解中出现并进行考查。
2. which, as所引导的非限制性定语从句是考查的重点。
限制性和非限制性定语从句的区别1. The amber which was selected had a beautiful yellow—brown colour like honey.选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。
2. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.它也是用金银珠宝装饰起来的珍品，一批国家最优秀的艺术家用了大约十年的时间才把它完成。
限制性定语从句是先行词在意义上不可缺少的定语，如果去掉，主句的意思就不完整或失去意义。
非限制性定语从句和主句的关系不十分密切，只是对先行词作些附加的说明，如果去掉，主句的意思仍然清楚。
（1）非限制性定语从句关系词的使用关系代词无论指人还是指物，都不能用that。
指人时，如果关系词作主语用who，作宾语用whom，指物时用which。
即使关系词作宾语也不能省略。
Mary, who is from Australia, is an old friend of mine.玛丽是我的一位老朋友，她来自澳大利亚。
非限制性定语从句关系代词和关系副词的选择方法和限制性定语从句一样，作主语和宾语时用关系代词，作状语时用关系副词。
He will put off the picnic until May 1st, when he will be free.他将把野餐推迟到5月1日，那时他将有空。
Culturalrelics全单元教案(新人教版高中英语必修2unit1)
Cultural relics全单元教案教案（新人教版高中英语必修2 unit 1）Teaching aims:1. TopicTalk about cultural relics2. Useful words and expressions:Cultural, survive, remain, state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture, secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besidesLook into, belong to, in search of, in return, at war,take apart, think highly of3. Functional items:I think highly of…I don’t agree that…Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is ….4. StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the Amber Room, which was given this name because…Later, Catherine II had the Amber Room … outside St Petersburg where…This was a time when the two countries were at war.Teaching proceduresPeriod 1 (Reading)Step 1. Warming upThe warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some ofthem are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the Amber Room?2)What happened to the Amber Room?2. Second reading: Ss read again and finish comprehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph.Main idea:Paragraph 1. We can know that the Amber Room has a strange history and know something about its design and building.Paragraph 2. We can know the history of the Amber room and its functions in Russia. Paragraph 3. It tells us that Catherine II had the Amber Room moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the Amber Room in September, 1941. After that the Amber Room remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new Amber Room at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Homework1. Recite the key sentences in the text.2. Retell the text.Period 2. (Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words.Step 2. Language points1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read the passage again and try to find word which means each of the meaning on page3, part 1.2. Teach the Ss how to use the dictionary to learn the usage of the phrase: belong to.Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look into any reports of cultural relics that have been found in China.2) This gift was the Amber Room, which was given this name because…Ask the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause.Step 5. PracticeSs finish exercises 2 and 3 on page 4.Homework1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger.Period 3. SpeakingStep 1. Revision1. Check Ss’ homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Step 2. Lead-in1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. Speaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides:Do you think China should save all of its cultural relics?Step 4. WritingAsk the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.Homework1. Review the attributive clauses.2. Remember the sentences that express one’s idea.Period 4. ReadingStep 1. Pre-readingT: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong to the whole world. so today, we’ll read a passage that is about a common person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics.Step 2. Reading （P44）1. Ss read the passage again and answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart” mean? In which ways does Feng Jicai show that he has a big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing Amber Room. As they listen, pretend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telling the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That can’t be true.I (don’t) believe …, because….I (don’t ) agree that…The truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice.Period 5. ListeningStep 1. DictationT: we will have a dictation of the following sentences:1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. It was made for the palace of Frederick.4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.5. In return, the Czar gave the King of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers.8. This was a time when the two countries were at war.9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.10. After that, what really happened to the Amber Room remains a mystery.11. I think highly of those who are searching for the Amber Room.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Period 6. WritingStep 1. Pre-writing1. Ask the Ss to read Johann’s letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to show in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1. Get together with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2. Know take the best ideas from each letter and make an even better plan to protect a cultural relic in your hometown. Explain your reasons.3. Organize your plan step by step to get more and more students to join the project.4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。
人教版高中英语必修必修二Unit 1 Cultural relics grammar课件(共27张)
5. Here are the farmers, _w__h_o_ discovered the underground city last month.
6. Xi’an is one of the few cities with walls _w_h__o_se_ walls remain as good as before.
A.引导定语从句;
B.代替先行词；
C.在定语从句中担当一个成分。
The man who is shaking hands with my father is a policeman.
秘诀大放送
•确定定语从句引导词的三大决定因素 先行词
先行词的修饰语 引导词在定语从句中的成分
relative pronoun
7. Shanxi Province is a place with many cultural relics _w__h_o_s_e_ relics are well looked after.
8. The woman remembered the day _w_h_e_n_ she saw Nazis burying something near her home.
1、__D__ is often the case, we have worked out the production plan. A. Which B. When C. What D. As 2、John said he’d been working in the office for an hour, ___C__ was true. A. he B. this C. which D. who
11. I don’t remember the soldier, _w__h_o_ told me not to tell what I had seen.
新人教版高中英语必修二Unit 1 Discovering Useful Structures课件
Unit 1 Restrictive Attributive Clause
Nezha is born in Chengtanguan. Nezha is a cute boy.
分类：限制性： 说明正在谈论的人、物或事 ；
非限制性： 给出额外的补充信息
；
关系词：关系代词： who ：指人，作主语或宾语； whom ：指人，作宾语； which ：指事、物，作主语或宾语； that ：指人或事、物，作主语或宾语； whose ：与所修饰的名词为所属关系，作定语；
where ：作地点状语； when ：作时间状语； 关系副词： why ：作原因状语；
Unit 1 Restrictive Attributive Clause
Realizing his parents' love, Nezha doesn't give in to his fate (命运) which/that may destroy him. Instead, he makes a change of himself and gains a new life.
先行词是（词/句 ）
能
不能
词
非限制性定语从句
有
不能
能
词/句
Unit 1 Summary 限制性定语从句
非限制性定语从句
从句与主句关系紧凑， 从句与主句的关系相对松
从句对先行词起修饰限 散，从句用于补充主句的
意义上 定作用，缺少从句会影 内容和信息，去掉从句不
响句意的完整。
影响句意的完整。
人教版高中英语必修2 Unit1 Grammar名师教学设计
3.T: gives pictures and sentences for the class to practise
S:Practise describing pictures by using restrictive
教学流程
课堂教学评价
各种活动设计成小组活动并开展小组竞赛表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，在提供的任务中领略家乡的美好和激发学生热爱祖国大好山河。
【本课时教学设计】
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
1
预备与激活先期知识
Step 1
Greeting andexpose(5mins )
1. T: greets the class.
S: greet the teacher and get ready for the class.
2. T :asks the function and structure of the attributive clause
S: answer questions to review
3.T: gives some exercises to practise and guides to recall the usage of proper relative words
S: work independently to work out the exercises
1.复习已学的限定性定语从句的功能和结构
attributive clause and non-restrictive attributive clause
人教课标版高中英语必修2 Unit1_Grammar_and_Writing__教材基础巩固
基础课时分层-Unit1 Grammar ＆Writing 教材基础巩固过基础教材基础巩固一、在空处填入适当的定语从句的关系词1. Please tell me the reason he refused to follow my advice.2. Here is a gentleman from England wants to talk with the manager.3. I’ve considered all the jobs they offered me, and I decide to be a secretary.4. All members have got the tickets are admitted to the theatre.5. He lives in the same city I live.6. Perhaps the day will come people will be able to travel in space frequently.7. I’d like a room window looks out over the sea.8. Mike lived on Lincoln Road, many important people lived.9. The book, I borrowed from the library yesterday, has been lost.10. We’re just trying to reach a point both sides will sit down and talk peacefully.二、单句改错1. She may fall ill，in that case she will have to be taken to the hospital at once. ________________________________________________________2. The reason why he explained at the meeting surprised us.________________________________________________________3. I can remember the days when we spent in the countryside together.________________________________________________________4. This is the school where we paid a visit to last week.________________________________________________________5. He broke the valuable vase, that made his mother angry.________________________________________________________6. The subject he takes great interest in it is physics, which makes him want to be a scientist.________________________________________________________7. Mr. Black, that is a doctor, rescued me from the river.________________________________________________________8. My cousin, who father is a teacher, wants to be an actor.________________________________________________________9. Xi’an is one of the few cities, which the ancient walls remain as good as before. ________________________________________________________10. There are a lot of islands in China, for which the largest is Taiwan.________________________________________________________三、单句语法填空1. She is one of the students who (be) invited to attend the composition contest.2. She is the only one of the students who (be) invited to attend the composition contest.3. The English play in my students acted at the New Year’s party was a great success.4. We were deeply impressed by the teachers and the schools we had visited there.5. Is this museum the they visited ten months ago?6. The books on the desk, of the covers are shiny, are prizes for us.7. I went to see my friends, the Smiths, (who) house is located in the center of town.8. There was a time the two countries were at war and there were no diplomatic relations.9. is known to all of us, Judge Smith has a reputation for being strict but fair.10. She got married again, was unexpected.四、用定语从句翻译句子1. 住在我家隔壁的那位老人过去是一名老师。
人教版必修 2 Unit 1 Grammar, The attributive clause 2 定语从句中介词加关系代词的用法(讲义)
1. 全面掌握介词+ 关系代词引导的定语从句。
2. 灵活运用介词+ 关系代词，在定语从句中选择准确的介词+关系代词。
重点：关系代词前介词的确定。
难点：复合介词短语+关系代词的用法。
1. 介词+关系代词引导的定语从句经常出现在高考的单项选择、语法填空和完形填空中。
2. 介词+关系代词引导的定语从句是高考的常考点。
介词+关系代词引导的定语从句However, the next King of Prussia, Frederick William I, to whom the ambre room belonged, decide not to keep it. 然而，下一位普鲁士国王，腓特烈·威廉一世，这个琥珀屋的主人却决定不要它了。
介词+关系代词引导定语从句时，关系代词常用which (指物)，whom (指人)，即介词+ which/ whom。
1. 当介词放在关系代词的前面时，关系代词which或whom不能省略。
介词后移，关系代词which或whom可省略。
2. 复合介词短语+关系代词which引导的定语从句，这种结构引导的定语从句常与先行词用逗号隔开，定语从句常用倒装语序。
3. “名词/代词/数词+介词of+关系代词”后引导的定语从句通常是非限制性定语从句，该结构在定语从句中一般作主语。
He paid the boy $ 10 for washing ten windows, most of which hadn’t been cleaned for at least a year.他付给这个男孩10美元擦洗10扇窗户，这10扇窗户中大部分至少一年没擦了。
In the dark street, there wasn’t a single person to whom she could turn.在黑暗的街道上，她没有一个人可以求助。
This is the hero that/ who/ whom we are proud of.这是我们引以为豪的那个英雄。
高中英语 Unit 1 Cultural relics P3 Grammar课件 新人教版必修2
三、非限制性定语从句置于句首时，不 能用which引导。关系代词as引导非 限制性定语从句位置比较灵活，可以 放主句前，也可以放主句后。
1. As I expected, he didn't believe me. 正如我所预料的，他不相信我。
D. for which
9. On the way home I met my friend John,
C. with which D. without those
6. The computer, _______ he paid ￥3,000,
was once owned by his uncle.
A. which
B. for which
C. that
D. to that
7. Mary has two brothers, ________ are
which可代替句子, 用于非限定性定语从
句, 而what不可。that不能用于非限定性
定语从句, it不为连词, 使由逗号连接的两
个句子并在一起在英语语法上行不通。
限制性定语从句和非限制性定语从句的区别
限制性 定语从句
非限制性 定语从句
形式上
不用逗号“ ，” 与主句隔开。
用逗号“ ，” 与主句隔开。
C. to the east of it D. in the east of that
2. My brother's purse, _______ he put ￥1,000, was missing on the bus.
高中英语 Unit1 Grammar课件 新人教版必修2
Jane has been to the Great Wall. It is in China.
Jane has been to the Great Wall which/that is in China.
I showed him the amber. I received it this morning
The boy whose parents are woking outside was brought up by his grandfather.
the boy’s =whose
关系词 whose 实际上是先行词的所有格
先行词和关系词的关系 Join the following sentences:
关系代词的实质
Join the following sentences:
The girl is Mary. We saw her yesterday.
her
The girl
we saw yesterday is Mary.
关系代词的实质 Join the following sentences:
study.
This is our school where we study.
Do you know the room? It is made of amber.
Do you know the room which is made of amber?
I have read the newspaper. It carries the important news.
(4). You are talking to the old man who saw some Germans taking apart the Amber Room and removing it.
人教课标版英语必修二Unit1 语法课 the Use of Attributive Clause
Unit1 语法课名师教学设计（一）Book 2 Unit1 Cultural RelicsPeriodⅢ Grammar: the Use of Attributive Clause执教人：余翀单位：上饶县中学Ⅰ.Teaching AimsA. Knowledge aims1. Students revise the basic knowledge of attributive clause.2. Students grasp the correct use of relative pronouns and relative adverbs through the context.3. Students practice using attributive clause in writing.B. Ability aims1. Students learn to write sentences using attributive clause correctly.2. Students develop their writing ability.C. Emotional aims1. Students realize the importance of the use of attributive clause in writing.2. Students develop the sense of cooperative and sharing learning.Ⅱ.Teaching key points1. Students grasp the correct use of relative pronouns and relative adverbs through the context.2. Students learn to write sentences using attributive clause correctly.Ⅲ. Teaching Difficult Points1. Students practice using attributive clause in writing.2. Students develop their writing ability.Ⅳ. Teaching Methods1. Task-based teaching and learning2. Sharing learningⅤ. Teaching AidsMulti-media equipmentⅥ. Teaching StepsStep1. Lead-inStudents enjoy a guessing game: try to guess what it is or who he/she is after seeing the pictures.1. He is the boy who is not tall but very cute and smart in our class.2. It is a kind of book which tells people the meaning of new words.3. She is a famous singer whose song Growing wild has become a hit.4. It is a day when Chinese people get together and eat mooncakes.Step2. DiscoveryStudents try to find out what the sentences above have in common.Step3: Revision of the knowledge of the attributive clauseAsk students two questions:1.What is the structure of attributive clause?2. How to choose the right relative pronouns and relative adverbs?Step4: Practice the use of the attributive clause in the contextTask1:choose from who / whom / that / which / whose correctly to fill the blanks of the text.This girl ________ is fond of smiling is my devoted friend, ____ eyes are small, beautiful and shiny. I often spend time chatting with her, with____ I can share joys and sorrows. In the past 10 years, she has given me many gifts, one of ______ is my favorite book,_______ cover is quite fine,______ shows her love for me. Practice：try to use attributive clause to describe anyone or anything you are familiar with. The relative pronouns should be chosen from who / whom / that / which / whose.Anyone: your parents / friends / teacher /… Anything: your pet / house / books /…Task2: choose from that(which) or where correctly to fill the blanks of the texts.1. We often pay a visit to places ________we show interest in. Every time the holiday we are eager for comes, we will choose some great museums ______ we can admire traditional and modern arts. And the scenes ______ we enjoyed staying together still remain in my heart.2. I like our school ______ the fragrance flows into the classroom in golden autumn.3. I hold a positive attitude towards life_____ we are very likely to meet difficulties.4. Now, we have reached a point in life _____ we have to make great efforts. Practice：try to use attributive clause to describe a concrete place or an abstract place. The relative word should be where. 具体地点名词university / park / restaurant /classroom /…模糊化的地点名词life /case / situation / stage / point…Task3: choose from that(which) or when correctly to fill the blanks of the texts.1. This photo was taken on her 22nd birthday_____ I was singing the birthday song for her. I still have vivid memories of the day_____ we had great fun together. The days___________ I spent with my best friend will never escape my memory.2.There was a time ____ I felt blue because my work received floods of negative opinions.3.It was books that save me from the bad feelings.4.The days are gone _____I was in low spirits.5.Now, occasions are quite few _____I am too angry to control myself as I become the master of my own emotions.Practice: try to use the following sentence patterns which contain attributive clause to describe your own experience.The relative words should be that or when.• I still have vivid memories of the day_____________________.• The days __________________will never escape my memory.• There was a time ___________________.• The days are gone__________________.• Occasions are quite few________________.Step5: Homework1.具体描述一件令人幸福或难过的事。
高中英语人教版必修2 Unit1 Grammar
3. Mary was much kinder to Jack than she was to the others, ____, of course, make all the others upset. A. who B. which C. what D. that
人教课标 高一 必修 2
Unit 1
What do the Attributive Clause do?
It is used after the _a_n_te_c_e_d_e_n_t_ and is equal to an _a_d_je_c_t_iv_e_ to provide detailed information.
1. Look at the girl _w__h_o_/t_h_a_t_ is singing so
beau关tif系ull代y. 词在定语从句中代替先行词 2. Do做y主ou语k、no宾w 语the、w表om语a或n t定o 语_w_h。_o_先m__行ou词r 做主
t宾ea表ch,er是is人ta时lk用ing_w?__h_o_, _w_h__o_m_ 或 _t_h_a_t_； 3. J是im物is时th用e bw_o_hy_i__cw__hh__o_或s_e__h_tah_t_ai_ts_r。ed先. 行词作定 4. He语ga, v表e 示me“a…pe…n _的t_h_”a_t_时/_w_, h_用w_ic_hh__o_h_see__b_o。ught
人教课标版英语必修二Unit1 The Non-Restrictive Attributive Cl
Unit1 语法课公开课教学设计（一）The Non-Restrictive Attributive Clause教学设计定语从句是高中英语语法教学的一个重点，也是难点。
说它是重点，因为它始终贯穿于英语教学和运用中。
说它是难点，是因为受母语的影响，学生经常会弄错定语从句的位置，主次不分，从而会在运用中出现一些中式英语。
还有就是学生对诸多的定语从句的引导词不知如何选取。
一、教学分析1．教学内容：非限制性定语从句是语法课。
根据学生的实际情况和授课时间，本堂课我只让学生初步掌握限制性定语从句和非限制性定语从句的区别，非限制性定语从句中引导词which和as的区别，何种情况下使用非限制性定语从句及如何把简单句改写为定语从句，以此来增加作文的得分率。
2．教材分析及处理：（1）课前布置任务。
以小组为单位，翻译一些歌词并复习限制性定语从句。
（2）借助多媒体、录音机、光盘等辅助教学设备，使枯燥的语法教学变得有声有色。
（3）采用翻译法、探究法和学生中心教学法，使学生在轻松愉快的活动中了解定语从句，并学会运用定语从句。
3. 教学目标：（1）知识目标：使学生能读懂含有定语从句的句子并能够正确的使用关系代词或关系副词完成定语从句。
（2）能力目标：使学生掌握限制性定语从句和非限制性定语从句的区别。
（3）情感目标：了解中西方语言的不同表达方式。
从而养成在学习和做事中要注意观察和比较的习惯。
4．教学重难点：1）了解并能准确翻译含有定语从句的句子。
2）对定语从句引导词的正确选择。
二、学情分析高一学生对句子结构认识不够清楚，但是这部分内容很重要，所以要精讲细讲，尽量让其掌握定语从句这一语法，这有助于学生完善整个英语语法知识结构。
三、教学策略选择与设计本课题主要采用启发式教学策略，合作学习，探究学习的策略，在教学中，创设问题情景，以小组为单位进行讨论，合作学习，得出结论。
四、教学资源与工具设计多媒体教室计算机PPT课件五、教学过程Step I Leading-in （5分钟）先通过多媒体播放《Red River Valley》的英文歌曲，以吸引学生的注意力，并让学生注意划线部分的歌词，然后引出本节课的教学内容—Non-Restrictive Attributive Clause.Step2 复习归纳定语从句的概念Step3 限制性与非限制性的区别（配合习题，把句子改写成非限制性定语从句，附习题）1. My little brother likes reading Harry Patter . It is an interesting book.2.He failed in the exam. It made his parents a little disappointed.3.Recently I bought an ancient Chinese vase, and the price of it was very reasonable4.He told me a story yesterday. I think it is very interesting.5.The last time I went to Hainan was in March. At that time the weather was warm and sunny.Step 4 Which和as的区别Step 5 知识拓展In What Situations Do We Use Non-Restrictive AC?Step 6 知识应用Exercises：Rewrite the short paragraph to make it better.Step7 课后小结1）知识体系梳理2）重难点回顾3）学法归纳六、教学总结和反思1.通过本节课的学习，学生了解了什么是非限制性定语从句，并能说出限制性定语从句与非限制性定语从句的区别，知道了什么情况下需要which", "that", "who", "where", "when", and "why"等引导词。
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（答题时间：15分钟）Ⅰ. 用适当的关系词填空1. The boy who I think was honest lied to me.The boy ______ I think to be honest lied to me.2. Do you still remember the factory in which we worked last month?Do you still remember the factory _____ we visited last month?3. This is the reason why he is leaving now.He didn’t give the reason ______ explained his absence from the meeting held last week.4. This is the house of which the window was broken yesterday.This is the house _____ window was broken yesterday.5. He is kind, as we expected.He isn’t kind, ____ we expected.Ⅱ. 语法填空TFK: May I have a talk with you?TIM FEDERLE: Sure.TFK: When did you first become interested 1 musicals?TIM FEDERLE: When I was 9 years old. My parents took my brother and me to see the national tour of Cats, 2 was a completely ridiculous show with grown-ups dressed up like 3 . When I found out that they actually got paid, I said “This is what I want to do with my life. I want to be 4 professional cat.”As I got 5 (old), despite the fact that musical theater wasn’t always the most popular activity for a boy, it felt like my calling. So I stuck with 6 even when I got teased.TFK: Do you have any advice for kids who get teased 7 bullied for their interests?FEDERLE: When I was a kid, I thought the best thing I could do was 8 (win) over the kids who picked on me. I spent a lot of time that I could have been using to practice songs and hang out with friends to try to change my 9 (person) in order to make people like me.Besides, I always say “Go where the love is.” Find the people who understand you and don’t worry about the people who don’t.TFK: Do you ever miss 10 (perform) on Broadway?FEDERLE:Yes, I do.Ⅲ.阅读理解I was living in São Paulo, Brazil. It is a huge city, with more people living in it than in my whole country (Hungary, which has a population of 10 million). We rented a flat in a community, but there was a shanty town（贫民区）quite near.For several months I didn’t have a car, so three times a week, I used public transportation to go to the city centre. During these trips, I would ride with the people who took the same bus from the shanty town to go to work.When I got on the bus, all the seats were already taken. But when people saw that my bag was heavy (full of books), they offered to hold it in their lap, to make me feel lighter standing. At first, I was shocked. Then I realized that these people had absolutely no intention to steal from me: they only wanted to help.Once, on my way back, I had to wait for a long time at a bus stop. I was alone, except for a woman who was apparently very poor. She carried a small paper bag of popcorn and nothing else.While we were waiting, she walked over and offered me some popcorn. I thanked her, but didn’t want to help myself to it. She then repeatedly insisted that I take from what was evidently her only food.That was the first time I thought about how people who have almost nothing, are sometimes able to share the little they have so much more “easily” than those who own a lot. I wonder if it’s true that the more you have, the bigger the burden, and the difficulty to share anything with others.I was so moved by that woman’s simple generosity that day. I clearly had more than she did, but she naturally and joyfully shared what little she had with me nevertheless.1. Where did the author live?A. In a huge city—Hungary.B. In a small country—Brazil.C. In a shanty town of São Paulo.D. In São Paulo near of a shanty town.2. Why the author were shocked when people offered to help carry his heavy bag?A. Because they would borrow his important books.B. Because he hadn’t met this kind of things.C. Because they weren’t familiar with him.D. Because he thought they would steal his book.3. What happened at the bus stop on his back way?A. A poor woman ate popcorn without inviting him.B. A poor woman insisted sharing her popcorn with him.C. He offered a poor woman some popcorn to eat.D. He provided his books to a poor woman to read.4. What can be the best title for the text?A. At a Bus Stop with Popcorn.B. Huge City—São Paulo, Brazil.C. The Poor and The Rich.D. The Rich Have Bigger Burden.5. From the last paragraph, we know ________.A. sharing things with rich people brings opportunities to earn moneyB. people who have almost nothing must be the most generous peopleC. sharing things with other people brings happiness and lots of blessingD. people who own a lot must be the most generous peopleⅠ. 1. whom/ who 2. that/ which 3. that/ which 4. whose 5. whichⅡ. TFK的小记者采访了著名音乐人Tim Federle，谈到了他对音乐剧的兴趣爱好，并且给追求自己的兴趣爱好的孩子们提供了自己的建议。