江苏省响水中学高中英语 Unit 2 Attributive Clause Language Focus教案 牛津译林版必修1
M1 U2 Grammar ---定语从句II(1)
We thought you were a person （ from whom）
we could expect good decisions.
We can make a conclusion: Relative pronoun“ in which ” or“ that ”( or ) to begin an attributive clause after “way”. In this case, “ in which ” or“ that ”(in which or that) can also be left out.
巩固练习
1.Fill in the blanks with “prep.+ which/whom”: 1. Are you interested in any songs _t_o__w_h_i_c_h_ you’ve listened. 2. Tomorrow is a particular day _o_n__w__h_ic_h_ his daughter will get married. 3. This is the knifew_i_t_h_ _w_h_i_c_h I usually cut bread. 4. We can’t live without the sun from_ _w__h_ic_h we get heat and light. 5. The subject _i_n__w_h__ic_h_ Eric is interested is physics.
6. Do you know the girlw_i_t_h_ _w_h_o_m_ our head teacher is shaking hands?
高中英语定语从句Attributive Clause课件必修二
关系代词that 的用法
1）关系代词不用that的情况
a） 引导非限定性定语从句时 e.g. The tree, that is four hundred years old, is very famous here. （wrong） b） 介词后不能用 e.g. We depend on the land from which we get our food. We depend on the land that/which we get our food from.
关系副词引导的定语从句
关系副词可代替的先行词是时间、地点或原因的 名词，在从句中作状语。 e.g. July and August are the months when the weather is hot. (时间状语) She’s going home where she can rest.（地点状语） Do you know the reason why I left early? (原因状 语)
Is this the reason why (for which) he refused our offer?
介词＋关系词结构中介词的确定
１．来源于构成完整时间、地点状语所需补出的 介词． This is the mountain village ____ I stayed last year. I'll never forget the days ____ I worked together with you. ２．来源于动词短语． He is really the person __ whom we have a lot to learn. The girl __ whom you are talking is working for an international organization.
江苏省响水中学高中英语 Unit2 Project教案1 牛津译林版必修2
M2U2 Project 教学设计The analysis of the students:The students of this class are not supposed to be the best in Senior 1 in our school. I am really exc ited that all the studen ts exhibit high enthusiasm and are eager to attend my class! Some English teachers say that 'Project' is so difficult and their students show little interest in it. No. It is not true.The analysis of this part:The project in this unit is designed to help students learn English through doing group work. The reading material about Shangri-la is a sample used to show students how a travel leaflet is written. Students are encouraged to design a travel leaflet by imitating the one about travelling to Shangri-la. This part no longer emphasizes reading strategies. The purpose of this section is to encourage students to use what they have learned in this unit to complete the project by working together. Students are supposed to pay attention to the structure of chapters, expressions and sentence patterns to lay the foundation for the w riting. During the course of doing the project, students will discuss a place of interest they want to introduce and se arch as much information about the place as they can.Teaching aims:After having this period, students will be able to use what they have practiced to finish the project by cooperating with each other. They can not only learn to search for informat ion through various means like the Internet or the library, but also to participate in group work and enhance their team spirit. Meanwhile, the speaking and writing skills will be once again consolidated.Teaching important & difficult points:1. Use what they have learnt to complete the project by working together.2. Learn to design a travel leaflet by im itating the one about traveling to Shangr i-la.Teaching Methods:1. Discussion in pairs or in groups.2. Task-based in-class ac tivities.Teaching aids:The multimedia and some pictures.Teaching procedures:Step1. Free talk1. Do you like to travel?2. Where would you like to go most?3. How do you often get information on the tourist spots？4. Have you read travel leaflets before?A travel leaflet gives information about a tourist spot, including brief introduction, location, people, history, food, climate and so on with some pictures.Step2. Fast reading(brief introduction, location, people, history, food, climate)What are mentioned in this leaflet?Step3. Detailed readingRead the travel leaflet again and answer the questions:1. Where is Shang ri-la ?2. How can you get there?3. What does Shangri-la mean?4. How does Hilton describe Shangri-la?5. In which year was Zhongdian announced to be the Shangri-la of Hilto n’s story?Step4. Listen and enjoy• Three mountains, Meili, Baimang and Haba, which are covered with snow, tower over the land. Their snowy mountaintops form a beautiful picture that will leave you at a loss for words.• Below the mountains, the sunshine reflects on the many lakes, making them shine like diamonds against the rich countryside. Sheep, cattle and horses wander on the green grass, and the surrounding forests are home to many birds and animals. In this peaceful land, people live in perfec t harmony with nature, far away from the noise and worry of the outside world.Why do you think the writer uses such beautiful descriptions?---- to attract tourists to go to the place. Remembe r, this is an important feature of a travel leaflet. Now read the leaflet again and work in groups of four to discuss the writing style.Step5. ConclusionBrief introductionLocationHistorySceneryClimateWhat else can be included in a leaflet?Step6. Making a travel leaflet for Yancheng1. 4 students a group2. What should be included in your leaflet?Give some useful information about Yancheng to the students.3. Group work. Each group member must write a section.Step7. PresentingStep8. HomeworkCollect more information about the history, culture and people there to complete your leaflet.Look for some photos to illustrate your leaflet.Get ready to display your group’s leaflet for the rest of the class.Face of the blackboard:M2U2 Project Making a travel leafletBrief introductionLocationHistorySceneryClimate…。
高中英语人教必修2 The Attributive Clause“prep.+关系代词”
介词选择 “三根据”
先行词
prep. + 关系代词
从句谓语动词 句意
Though there are rules for us to follow, no rules cover all situations!
Prep+关系代词
• The age at which teens get cellphones is between 12 and 13, according to a report. • 根据主句中的先行词的搭配来选择介词。 • Gun control is a subject about which Americans have argued for a long time. • 根据从句中谓语动词的搭配判定介词。
Autonomous Learning
Go through the material and try to find what you can learn from it and what your questions are. You have 15 minutes to finish it
Discussion and Communication
Prep.+关系代词
It is a small thing, with which I write on the blackboard.
It’s a book, in which you record what happens in your life day by day.
It is something most of you are wearing, without which you cannot see clearly.
Welcome to Olivia’s Class!
江苏省响水中学高中英语Unit2Grammarandusage学案2牛津译林版必修2
Unit 2 Wish you were hereGrammar and usage(2)learning goals:After the per iod, the students will1.get a clear idea of what the future in the past is like and how to use it correctly.2. improve student’s knowledge of the future in the past.Leaning important and difficult points:3. students will improve student’s knowledge of the future tenseLearning methods:The observing-----study----concluding methodlearning steps:Step 1 Warming up & Le ad-inTest the students’ knowledge of tenses by giving them a quiz.Tell what tense is used in each sentence:1.Many teenagers like reading adventure stories. (sim ple present)2.I have read about an adventure in Africa. (present perfect)3.Toby and Colin will live with the local people in their villages. (si mple future)4.They will be walking everyday for two weeks. (future continuous)5.You were having a meeting at this time yesterday. (past continuous)6.They held a party on the campus last weekend. (simple past)7.He is now living an interesting life in Africa. (present continuous)8.They set off at 9 a.m. and would reach the airport an hour later. (simple past& future in the past)For the 8th sentence, help the Ss to say the new grammar item “future in the past”and wr ite it down on the blackboard.Step 2 PresentationShow more examples on the screen and help the students to have a clear idea of what the tense is like.1. Future in the past is used(A) To report an action in the past from a time when it was still in the futur e.E.g. they were sure that they would win the final victory.(“be sure” happened in the past, the action “win the final victory”happened in the future compared with action of “be sure”)(B) To indicate a past intentionE.g. He told me he was going to learn another foreign language.(C) To indicate a past arrangement.E.g. I was meetin g him in town the next day.(D) To mean that the future action actually happened.E.g. Toby said goodbye to his friend, not knowing that they were never to meet again2. Different forms of future in the past(A) would + doE.g. I told you Colin and I would spend a few weeks traveling.She would go for a walk after she had supper.(B) was/were going toE.g. we were going to see the wild animals, but then we didn’t have time.(C) was/were toE.g. It was his last day at school, and he was to leave the next morning.(D) was/were about toE.g. Colin was about to get off the camel when a child ran towards him.(E) was doing (only for some verbs)E.g. Colin called Jennifer to say that he was seeing her later that afternoon. Step3 PracticeAsk students to finish the exercises on Student’s B ook, Page 30, Part A and Part B.Step 4 Homework1.Review the tense of future in the past.2.Finish Parts C2 & D1 in the Workbook on Pages 96-97.。
江苏省响水中学高中英语 Unit2 Grammar and usage学案2 牛津译林版必修2
Unit 2 Wish you were hereGrammar and usage(2)learning goals:After the per iod, the students will1.get a clear idea of what the future in the past is like and how to use it correctly.2. improve student’s knowledge of the future in the past.Leaning important and difficult points:3. students will improve student’s knowledge of the future tenseLearning methods:The observing-----study----concluding methodlearning steps:Step 1 Warming up & Le ad-inTest the students’ knowledge of tenses by giving them a quiz.Tell what tense is used in each sentence:1.Many teenagers like reading adventure stories. (sim ple present)2.I have read about an adventure in Africa. (present perfect)3.Toby and Colin will live with the local people in their villages. (si mple future)4.They will be walking everyday for two weeks. (future continuous)5.You were having a meeting at this time yesterday. (past continuous)6.They held a party on the campus last weekend. (simple past)7.He is now living an interesting life in Africa. (present continuous)8.They set off at 9 a.m. and would reach the airport an hour later. (simple past& future in the past)For the 8th sentence, help the Ss to say the new grammar item “future in the past”and wr ite it down on the blackboard.Step 2 PresentationShow more examples on the screen and help the students to have a clear idea of what the tense is like.1. Future in the past is used(A) To report an action in the past from a time when it was still in the futur e.E.g. they were sure that they would win the final victory.(“be sure” happened in the past, the action “win the final victory”happened in the future compared with action of “be sure”)(B) To indicate a past intentionE.g. He told me he was going to learn another foreign language.(C) To indicate a past arrangement.E.g. I was meetin g him in town the next day.(D) To mean that the future action actually happened.E.g. Toby said goodbye to his friend, not knowing that they were never to meet again2. Different forms of future in the past(A) would + doE.g. I told you Colin and I would spend a few weeks traveling.She would go for a walk after she had supper.(B) was/were going toE.g. we were going to see the wild animals, but then we didn’t have time.(C) was/were toE.g. It was his last day at school, and he was to leave the next morning.(D) was/were about toE.g. Colin was about to get off the camel when a child ran towards him.(E) was doing (only for some verbs)E.g. Colin called Jennifer to say that he was seeing her later that afternoon. Step3 PracticeAsk students to finish the exercises on Student’s B ook, Page 30, Part A and Part B.Step 4 Homework1.Review the tense of future in the past.2.Finish Parts C2 & D1 in the Workbook on Pages 96-97.。
江苏省响水中学高中英语 Unit 2 Attributive Clause L
江苏省响水中学高中英语 Unit 2 Attributive Clause LanguageFocus教案牛津译林版必修1Teaching aims:After the period, the students will be able to use the useful words and phrasesin context and make sentences or make up a story with some of them.Teaching important and difficult points:Useful words and expressionsTeaching methods:Individual and group workTeaching procedures:Step 1. Revision and check-upCheck the students’ homework: Part E. and Par t B. Page99Step 2. Language Focus1. Mom … arrive back from vacation a day earlier than expected.than expected 比预期的，比预料的。
是一种省略结构。
又如：You did better in the exam than (you had been) expected.The project was finished later than (it had been) expected.拓展：expect sth. from sb.从……期待……He could expect help from his friendsHe knows what his parents expect from him.expect sb. to do sth. / there to be 如：We can’t expect one to change the habit of lifetime in a short time.期望一个人改变一生的习惯They expected there to be some chances. 他们期望会有一些机会。
江苏省响水中学高中英语 Unit 2 Attributive Clause Welcome to the unit教案 牛津译林版必修1
Welcome to the unitTeachin g aims:1. Encourage students to participate fully in the discussion.2. Develop and improve their spoken language and imagination.Teaching important and difficult pointsTo express their opinions freelyTeaching methods:Discussion in groups and task-based activitiesTeaching procedures:Step 1 Lead-in1.Show pictures of growing pains and lead in:Pictures about what often happens in the growth of teenagers2.Play a short video clip to arouse the students’ echo to growing p ains andactivate their interest.Step 2 DiscussionGive students three questions related to the video clip to organize them to discuss the subtopics to further main topic.(ask several student s to give a feedback) 1. Do your parents sometimes interfere in your life and make decisions for you? And How?2. Will you talk to your parents when you have a problem?3. Do your parents trust you?And then by showing the possible growing pains to enlarge students understanding of growing pains, and then ask students to find out the main reason of growi ng pains. Why do these happen more often than not?Generation gap means there are great differences between the younger generations and the elders.It occurs when older and younger people do not understand each other because of their different experiences, opinions, habits and behaviour. Especially as one gets older, she or he isn’t always understood by the elders, because of what she or he does, says or wears. So she or he will often have trouble or pains during their growth.Step 3 Further DiscussionAsk the students to futher discuss the question:Do you think there is a generation gap between you and your parents? If so, what is the bestway to solve the problem?Step 4 Homework1. Write a note of how to communicate with your parents in terms of one of your growing pains.2. Preview the new words of Reading and the play in Reading.Period 4 Word powerTeaching aims:1.Help students identify and learn the different expressions2.Enable students apply it practically.Teaching important and difficult points:How to use the different expressions between American English and British English Teaching methods：Discussion and group wor kTeaching procedures:Step1 Lead inHave students talk about the differences between American English and British English and list them.Step 2 PresentationHave students focus on the examples listed in their books an distinguish their differences, and enc ourage them keep them in mind.Step2 Vocabulary extensionStep3 PracticeHave students finish Part A individuallyStep4 HomeworkHave students do Part BPeriod 10 RevisionTeaching aims:1. Help students revise by checking their homework.2. Help students do self-assessment to know what items they haven’t master in the unit.3. Ask students to make an active action to improve them.Teaching important and difficult points:Useful language points and attributive clauses.Teaching methods: Discussion in groups and task-based activitiesTeaching procedures:Step 1 Revision1. Parts B1 and B2 on page 95.2. Parts D1 and D 2 on page 97.Step 2 Self-assessment1. Do some exercises to review useful words and phrases.2. Tran slate some sentences into English.3. Review attributive clauses and the funct ion of relative pronouns.Step 3 Practice1.Finish the consolidation exercises by discussing in groups.2.Check the answers and discuss some difficult questions.Step 4 writingWrite a short passage about “Growing pains” by using phrases in unit1 and attributive clauses.Step 5 Homework1.Review the unit after class.2.Preview the new words in unit3。
江苏省响水中学高中英语 Unit2 Reading学案 牛津译林版必修2
Unit 2 Wish you were hereReading 2—Language pointslearning go als:After the period, the students will1.be able to grasp the usage of some important words and expressions2. learn to apply them to appropriate language situations.Leaning important and difficult points:the useful words and phrasesLearning methods: individual and group worklearning steps:Step 1 Revision1. Question:What topic does this letter refer to?2. Ask the students to retell the three adventurous activities .Step 2 Related language points—words and expressions (PPT8-21)１、wish 后面的宾语从句中。
一般用虚拟语气，表示一种不可能实现的愿望。
其谓语动词形式为：表现在过去时表过去过去完成时表将来would, might, could＋动词原形I wish (that) I _____(be) a bird.I wish (that) I ________(see) the film last night.I wish (that) I ________go tomorrow.2. I have been quite busy arranging my … (L6)arrangement , arrange for … to do …我安排他去机场接他。
高中英语 Unit 2 Attributive Clause Project II学案 牛津译林版必修1
高中英语 Unit 2 Attributive Clause Project II学案牛津译林版必修1Attributive Clause Project II学案牛津译林版必修1【使用说明与学法指导】1、课前重温文章，预习《金太阳导学案》P43-47（重点单词探究、重点短语探究）,并完成导学案相应的练习。
2、自主学习15分钟，并根据例句或通过查字典的方式总结单词或短语的用法。
3、小组讨论，尽量解决疑难10分钟。
（仍有问题的提出来，其它小组帮助解决，老师给予必要的点拨）4、当堂检测【Learning goals】1、To understand the useful words and phrases in context、2、 To use the useful words and phrases correctly、3、 To make up a short story with some words and expressions learnt today、【Difficult and important points】To use the words and phrases correctly in context、【课前预习，静学深思】1、课前预习《金太阳导学案》P43-47（重点单词探究、重点短语探究）,并完成导学案相应的练习。
2、、完成《金太阳导学案》基础学习交流【课内探究，携手共行】Task1: 自主学习10分钟，熟悉理解重点单词短语。
Task2: 组内讨论探究，并展示。
g o through 经历困难时期_______________________ 整理报纸 _______________________ 浏览报纸 _______________________ 法案被通过_______________________【拓展链接】look through___________ get through ___________ confused be confused_______ sth be confused_______sth_______________ be confused to do sth【拓展链接】confusing _____________ confusion_____________ confuse ______________Task3: 探究质疑 insist 后接从句时都要要用虚拟语气（should +动词原形）吗？【知识链接】suggest, advice重点短语1、day by day _______________________2、 along with _______________________3、 be confused with _______________________4、think of… as …、 _______________________5、 get through _______________________6、 tend to do _______________________7、 insist on ______________________【活学活用，当堂检测】Task4: 当堂检测：独立完成导学案相关练习P68-69 (技能应用与拓展)【课后拓展，能力提升】1、翻译（课课练P48）2、运用本课所学词汇写一篇短文。
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江苏省响水中学高中英语 Unit 2 Attributive Clause LanguageFocus教案牛津译林版必修1Teaching aims:After the period, the students will be able to use the useful words and phrasesin context and make sentences or make up a story with some of them.Teaching important and difficult points:Useful words and expressionsTeaching methods:Individual and group workTeaching procedures:Step 1. Revision and check-upCheck the students’ homework: Part E. and Par t B. Page99Step 2. Language Focus1. Mom … arrive back from vacation a day earlier than expected.than expected 比预期的，比预料的。
是一种省略结构。
又如：You did better in the exam than (you had been) expected.The project was finished later than (it had been) expected.拓展：expect sth. from sb.从……期待……He could expect help from his friendsHe knows what his parents expect from him.expect sb. to do sth. / there to be 如：We can’t expect one to change the habit of lifetime in a short time.期望一个人改变一生的习惯They expected there to be some chances. 他们期望会有一些机会。
1). —Do you think the Stars will beat the Bulls?—Yes. They have better players, so I _____ them to win. (NMET 1999)A. hopeB. preferC. expectD. want2). Does this meal cost ＄50? I __________ something far better than this! (2007全国I)A. preferB. expectC. suggestD. suppose2. Eric runs in after it, followed by a big dog, walking very slowly.1) The teacher came into the classroom, following the students.2) The teacher came into the classroom, followed by the students.3) There was a terrible noise, following the sudden burst of light (闪电).4) There was a sudden burst of light, followed by a terrible noise.分词的选择取决于主句的主语。
如主句的主语是动作的发出者，就选用现在分词表主动; 主语是动作的承受者,就选用过去分词表被动;1). We all know that, if not , the situation will get worse. (2007全国Ⅰ)A. dealing carefully withB. carefully dealt withC. dealt carefully withD. carefully dealing with2). ________ that she didn’t do a good job, I don’t think I am abler than her.A. To have saidB. Having saidC. To sayD. Saying3). The children went home from the grammar school, with their lessons _____ for the day.A. finishingB. finishedC. had finishedD. were finished3. … you weren’t supposed to come home until …be supposed to (do) 被期望或要求; 应该(= be expected to / be required to do)1)乘车时每个人都应该系上安全带。
Everyone is supposed to wear a seat belt in the car.2)公交车应该在五点开车，但是到现在还没到呢。
The bus is supposed to leave at 5:00, but it hasn’t come yet.Suppose he saw you now, what would you say? 假定，假设…I suppose him to be the headmaster. 猜想，以为The message is very important, so it is supposed _________ as soon as possible.(2008陕西高考)A. to be sentB. to sendC. being sentD. sending4. … we left you in charge? (P22)leave 使得 / 让 (处于某种状态)) Don’t leave her waiting in the rain．别让她在雨里等。
b) Don’t leave all the lights on/ leave the door open．别把所有的灯都／门开着。
5. charge n.①in charge of … 负责……in the charge of=in one’s charge 由……负责take charge of 负责如：—Who is in charge of the factory?—Mr. Li will take charge of the project.=The project is in his charge.The Department stores are in the charge of Mr. Li.6. run into偶然遇见，撞入……中My mother ran into an unexpected guest this morning.同义词组：come across, run across, meet with …7.Daniel and Eric’s bedroom, ... Daniel has his arms crossed and looks up set. （双手交叉）此处是 have something done的结构，表使……处于……状态。
①有某种遭遇或经历The lady had her wallet stolen/picked at the cinema last night. 钱包被偷②请/让……做某事She had her long hair cut short yesterday. 把长头发剪短③完成I must have my work finished by Sunday. 完成作业④表示“让某人做某事”有几种表达方法：have sb. do sth. make sb. do sth.let sb. do sth. get sb. to do sth.如：I’ll get your father to help you.=?我叫你父亲来帮你。
●You should understand the traff ic rule by now. You’ve had it ________ oftenenough.A. explainingB. to explainC. explainD. explained●—“Do you have anything _________, Professor Smith?”—“No, thanks.” (2008上海高考)A. to typeB. typingC. to be typedD. being typed8. I feel like we have to punish him …●Do you feel like parents try to force you to spend your spare time doing thingsyou don’t like?你觉得像是你的父母企图强迫你花时间做你不喜欢的事情吗? If you feel like it, we can go out for a walk. 如果你想要, 我们可以外出散步。
●The material feels like silk. 这种材料摸起来像丝绸。
Step3 PracticeHave students do PartsD1 and EStep4 Homework。