第一篇：新課標高中英語人教版必修二unit5教案 (Unit5 Music--Period3 Listening and Reading)

Period 3 Listening and Reading

The General Idea of This Period：

This period aims at training students’ two skills—listening and reading skills.Students have to get the general idea of Freddy’s story and get detailed information by reading the rest of Freddy’s story.Having the general idea of the whole story，students are expected to sum up the advantages and disadvantages of being famous.What’s more，students are encouraged to express their opinions on whether they would enjoy being famous and give their own reasons.Teaching Aims：

1.Train the students’ abilities to listen to the story about Freddy.2.Enable the students to memorize some important information about Freddy’s story.3.Train the students’ abilities to express their opinions.Teaching Important Points：

1.Develop students’ listening skill to get all the needed information.2.Enable students to retell the story.3.Train the students’ abilities to express the advantages and disadvantages of being famous.Teaching Difficult Points：

1.How to catch all the points about Freddy from listening.2.Retell the information about Freddy.Teaching Methods： 1.Listening skill directing.2.Task-based activity.Teaching Aids：

A tape-recorder，a projector，some slides and a multiple-media computer.Teaching Procedures：

Step 1 Review and Check the Homework T：Last class we learned something about the attributive clause with the preposition ahead of the relative clause.Remember? Ss：Yes.T：Can you make a sentence with this structure? Ss：Yes.S1：The guitar with which they gave performance was lost.T：Good.S2：The name by which the group was known was “The Monkees”.T：Well done.S3：The book，the cover of which is broken，is not mine.T：Yeah，very good.S4：The singer with whom Coco Li sang was very happy.T：Terrific!

T：Good，all of you have reviewed the lesson.Then let’s go on to check the homework.Ex.2 on Page 71.Correct the sentences.I would like some students to come here and write down your correct sentences on the blackboard.（8 students come to the blackboard and write down the sentences.The other students check their sentences.）

Suggested answer：

1.Peter said that he was really grateful to you for the help you offered the other day.2.He told all the people present to pay more attention to education.3.Mr Clark found Alice sitting in the corner of the living room whose windows were wide open.4.I’ll never forget the days which/that we spent together during our study tour in the Republic of Ireland.5.They thought very lightly of our new design，which made us very pleased.6.Please sit here for a while.The meal is being prepared at the moment.7.As a result of the terrorists’ attack，tourism，which is the most important industry here，has been greatly affected.8.You will be fine as long as you stick to the rules.Step 2 Warming up：introduce Freddy to the class

Show a picture of a frog and let the students say out what it is.Then introduce Freddy to the class.T：OK，class.Have a look at this picture.Do you know what it is? Ss：It’s a frog.T：Right.But he is not a common frog.His name is Freddy.He has a special quality.Can you guess what special quality Freddy has? S1：Swinging.S2：Flying.S3：Singing.Step 3 Prediction Describe Freddy’s life experience and let the students guess what will happen next.While talking about Freddy’s life experience，show the relevant pictures to attract the class’ attention.T：When Freddy was young，he was a little tadpole.As time went by quickly，he soon became a frog.One day，Freddy sat on the water lily leaf and slid his long，thin legs into the water.Suddenly，he heard some music across the lake.Then what would happen?（Allow the students to express their own ideas and prediction freely.）

S1：He found a snake.S2：He found his friends.S3：He found a nightingale.Step 4 Listening for the General Information Let the students listen to the tape for the first time and answer the following questions.T：You have many difficult ideas about what will happen to Freddy.Now let’s listen to the story about Freddy and see what Freddy found when he swam slowly towards the sound.（Play the tape for the first time.After listening，ask some students what they have got.）

T：So have you got the answers?What did Freddy find when he swam slowly towards the sound? S：He found three confident frogs sitting still on the leaf and playing the instruments.Step 5 Listen for the Detail Information（Group work）

Divide the class into 2 groups.For the students in Group A，they have to find out all the true statements from the 6 sentences.For the students in Group B，they have to find out all the false statements from the same 6 sentences.At last，see which group can get the most correct answer.The six sentences are：

1.Freddy had changed from a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Suggested answers：

1.F 2.T 3.T 4.T 5.F 6.T Step 6 Fast Reading T：So do you think Freddy and the other three frogs were going to form a band?Now let me tell you that they formed a band and soon became famous and then they went to Britain to give performances.Then what would happen in Britain?Would they succeed or fail? Give students 1 minute to read the rest story about Freddy and find out the answer to this question：Did Freddy and his band get a great success in Britain? Suggested answer：

Yes，they got a great success and became very popular in Britain.Step 7 Detailed Reading Give the students 3 minutes to read the text in detail and answer the following questions：

1.What was Freddy’s most exciting experience in London? 2.What happened when the program was over? 3.What problem was caused after they became stars? 4.Did Freddy and his band leave Britain at last? Suggested answers：

1.His most exciting experience was to sing in a TV programme called “Top of the Pops”.He had to wear an expensive suit and give a performance to a TV camera.2.The telephones in the same room started ringing and everbody was asking when they could see Freddy and his band again.3.They were followed everywhere and their personal life was discussed by people.4.Yes，Freddy and his band left Britain and went back to the lake，because it’s painful for them.Step 8 Summary Let the students summarize the main idea of Freddy’s story.T：We have listened and read the story of Freddy.It’s time for us to summarize it.Who can use a sentence to summarize the story of Freddy.S：This is a story about a band that became famous and did not like it.T：Good!Well done!Step 9 Retell the Story T：Have a look at the chart.And retell the story of Freddy according to the chart.I will give you 3 minutes to get prepared.Then I will ask some of you to retell the story.Suggested answer：

One day，when Freddy was wondering on the lake，he heard a fine deep sound.He looked up and tried to find the sound.He found some frogs and they became friends since they all liked singing.Then they formed a band and began to give performances.Soon they became famous and they went to Britain to give performances.They soon got a big hit.However，at the same time，some problems arose.They were always followed by their fans everywhere and their personal life was discussed by people.They felt quite painful.At last，they decided to leave Britain and came back to their lake.Step 10 Discussion 1.Let the students express themselves freely on in what specific ways Freddy’s life changed.T：Just now，we have learnt the development of Freddy’s band，and the course of their being famous.However，it brought forwards some problems.So in what specific ways did Freddy’s life change?Who would like to show your opinion? S1：They became popular and have many fans.S2：They became rich.S3：They were followed by people everywhere.S4：They were discussed by people.S5：They couldn’t have a peaceful and quiet life.2.Train the students’ abilities to express the advantage and disadvantages of being famous.T：So you have talked about many problems caused by being famous.So what do you think are the advantages and disadvantages of being famous? S1：Being famous proves that you are very successful and have many abilities.I would enjoy being famous.S2：If you are famous，you can have many fans and people will notice you everywhere you go.S3：Being famous means being rich.You can earn a lot and can do whatever you want to do.T：Good point!How about the disadvantages of being famous? S1：I don’t like being famous.I want to be a common person so that I can have enough time to think about my life and enjoy the true meaning of life.S2：Not being famous means no need to worry about your appearance in the public eyes and you can keep your privacy.Your life won’t be disturbed and discussed by people.S3：Not being famous means that you can have a quiet life.And you

can spend more time with your family and friends.Step 11 Summary and Homework T：Today，we have leant Freddy’s story，their success and their problems caused by being famous.We could tell that being too crazy about film stars，singers and actors may cause trouble to them.T：Homework for today is to translate the five sentences on Page 71.Step 12 The Design of the Writing on the Blackboard

Unit 5 Music Peried 3 Questions：

Q：What did Freddy find when he swam slowly towards the sound? A：He found three confident frogs sitting still on the leaf and playing the instruments.True or False 1.Freddy had changed form a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Question for fast reading：

Did Freddy and his band get a great success in Britain?

Yes，they got a great success and become very popular in Britain.Question for detail reading：

1.What was Freddy’s most exciting experience in London? 2.What happened when the program was over? 3.What problem was caused after they became stars? 4.Did Freddy and his band leave Britain at last? Retell the story：

Step 13 Record after Teaching

第二篇：人教新課標高中英語必修1Unit2EnglishAroundtheWorld教案

Unit 2 English Around the World

Ⅰ單元教學目標

技能目標Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目標語言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?

詞匯

1.四會詞匯

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.認讀詞匯

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定詞組

play a role(in)because of come up such as play a part(in)

語法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重組: 1.教材分析

本單元的中心話題是 “English language and its development, different kinds of English”.通過對世界英語這一話題的探討,加強學生對英語語言的了解,對當代語言特別是英語發展趨勢的了解.世界在發展,時代在前進,語言作為交流的工具,也隨著時代的發展而變化.由于英語在世界上的廣泛使用,它不斷地吸收、交融、容納、創新,這就形成了各種各樣帶有國家、民族、地區特色的英語.沒有人們認為的那種唯一的標準英語。盡管如此，我們還是要通過本課文的學習讓同學們感受、了解美國英語、澳大利亞英語、印度英語、新加坡英語等都有自己的規律和慣用法，和不同的發音規律。

1．1 Warming Up簡要介紹了世界英語的分支以及英語語言在不同國家產生的差異，使學生感受英語語言的多文化、多層次、多元性，對英國英語和美國英語的不同有一個粗淺的了解。

1．2 Pre-reading通過兩個問題引發學生對課文主題的思考，以便參與課堂活動。

1．3 Reading簡要地說明英語語言的起源、發展變化、形成原因，以及它的發展趨勢。

1．4 Comprehending主要是檢測學生對課文基本內容的理解程度。

1．5 Learning About the Language主要通過各種練習幫助學生重溫本單元前幾個部分所學的新單詞和短語，同時也通過新的例子展現了美國英語、英國英語的差異，并著重介紹了本單元的語法項目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介紹了當今世界各地各國說英語有自己的特色，即便是美國東西部、南北部，說話均有所不同。為幫助培養跨文化意識，可以讓學生學完課文后討論中國的方言，使他們感受到本國的文化差異。

2．教材重組

2．1 導入 把Warming Up 作為一堂課。

2．2 精讀 把Pre-reading、Reading 和 Comprehending整合在一起作為一堂課精讀課。

2．3 語言學習把Learning About Language和Workbook中的Using Words, Using Structures 結合在一起。

2．4 寫作

2．5聽和說 把課文中的聽和說整合成一堂課。

2．6 練習課 workbook exercises & other Exx.3．課型設計與課時分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教學目標（teaching aims）student’s book;warming up

1、能力目標(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、語言目標(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教學重難點(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教學方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具準備(Teaching aids)

a computer;a tape-recorder;a projector

五、教學步驟(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教學目標（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教學內容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目標(Ability aim)

Get some knowledge of different kinds of English 語言目標(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教學重難點(Teaching important points)The indirect speech of the imperative clause 教學方法(Teaching methods)task-based approach 教具準備(Teaching aids)multi-media computer

教學步驟(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教學目標（teaching aims）student’s book;Discovering useful structures

1、能力目標(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、語言目標(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教學重難點(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教學方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具準備(Teaching aids)a computer;a projector

五、教學步驟(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教學目標（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教學內容(Teaching contents)Write a statement

能力目標(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 語言目標(Language aim)I think, I believe，In my opinion…

We learn English to do…

教學重難點(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教學方法(Teaching methods)Brainstorming way

教具準備(Teaching aids)multi-media computer

教學步驟(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、學目標(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目標(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、語言目標(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教學重難點(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教學方法(Teaching method)listening and talking

四、教學準備(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教學步驟(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教學目標：(Teaching aims)Finish the exercises on the workbook 1．能力目標：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．語言目標：(language aim)Full understanding of the readings

二．教學重難點(Teaching important points)Understanding the main ideas of the passages 三．教學方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具準備(Teaching aids)a computer

五．教學步驟(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

第三篇：人教版高中英語必修二unit5語法教案

Study Case for Grammar in Unit 5 SB2 Step 1.Can you find five sentences in the reading passage that contain prep.+ whom/which attribution clauses? Underline them.Step 2.Sort out the following messages that are mixed up to make complete sentences containing attributive clauses.Pay attention to the use of prepositions.1.I remember the day

with which

Dave composed our first hit

was chosen by Mike’s mum.2.The guitar

when our band was formed

is in a music museum.3.The name

in whom

we have great interest

as if it was yesterday.4.The show

by which

we were to become famous

was in American.5.The singer

with whom

we practiced the most

is Freddy.6.The musicians

at which

we played our first hits

toured Europe with us.Step 3.Read the passage and complete it using attributive clauses, some of which may use prep.+ whom/which.There have been many popular bands in the world ,________ the most famous was the Beatles.The four young men ________made up the band only performed and recorded from 1963 to 1970.During those years they gave many concerts, ________ they played all their latest hits.They made many records, ________ they will always be remembered.Their songs were a mixture of rock and roll and ballads, ________ they often wrote about their own lives and problems.Although they were not trained actors they took part in films ________ they often played themselves.Their performances were humorous and interesting.Their fans, ________ the Beatles would not have been so famous, at last caused problems for them.They followed them every where.Finally they stopped their concerts in order to live quieter lives, although their songs remain as popular as ever.Step 4.Practice

Play a game of definitions.Get into pairs.One asks the first question and the other answers it using an attributive clause containing prep.+ whom/which.If the answer is correct , swap roles.If not, continue with the next question.Pick out some questions below to play the game.Work out some questions of your own if you like.EXAMPLE: S1: What’s a letter box? S2: It’s a box with a hole through which the postman puts the letters.1.What’s a gym?(in which)

2.What’s a vacation?(during which)3.What’s a library?(from/in which)

4.What’s a university?(at which)5.What’s a doctor?(to whom)

6.What’s a studio?(at which)7.Who’s Father Christmas?(from whom)

8.What’s a good friend?(with whom)

Tips: 1.building, exercise 2.period of time, relax and enjoy themselves 3.building, borrow books 4.place of higher learning , students study a particular subject to a high level 5.a person, be sick 6.a place if you are a band, your can record your songs.7.a person, receive presents 8.a person, share all your troubles.Step 5.Instruction

“介詞+關系代詞”引導的定語從句的基本用法

例句：

1.Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? 2.They may start as a group of high-school students, for whom practicing their music in someone’s house is the first step to fame.3.Later they may give performances in pubs or clubs, for which they are paid in cash.4.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.5.However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.6.They produced a new record in 1996, with which they celebrated their former time as a real band.一、基本用法

當關系代詞在定語從句中充當介詞的賓語時，我們用介詞＋關系代詞(whom或which)引導定語從句。如果指人，用介詞＋whom；如果指物，用介詞＋which。介詞前置時，關系代詞不能用that或who，即介詞不與that或who連用。若介詞后置則可以用that/who，還可省略。

There comes Tom,_____ whom I have been waiting for an hour.湯姆來了，我等他等了一個小時了。

He handed me a pen, _____which I wrote down his phone number.他遞給我一支鋼筆，我就用它寫下了他的電話號碼。Do you know the boy that/who/whom she was talking to? 你知道與她交談的那個男孩是誰嗎？

二、“介詞＋關系代詞”的種類 1．介詞＋which/whom Is this the car for which you paid a high price? 這是你花大價錢買的車嗎？

He broke his glasses, without which he can't see anything.他打破了眼鏡，沒有眼鏡他什么也看不見。

The policeman with whom Mr.Smith is talking in the office is my friend.正在辦公室與史密斯先生談話的那個警察是我的朋友。

(2009·陜西高考)Gun control is a subject________ Americans have argued for a long time.A．of which

B．with which

C．about which

D．into which 2．代詞/數詞＋介詞＋which/whom Mary has two brothers, both of whom are doctors.瑪麗有兩個哥哥，他們都是醫生。

The factory produces half a million pairs of shoes every year, 80% of which are sold abroad.這家工廠每年生產50萬雙鞋子，其中80%銷往國外。

(2011·浙江高考)English is a language shared by several diverse cultures, each of ________ uses it somewhat differently.A．which

B．what

C．them

D．those 3．the＋形容詞/名詞＋介詞＋which/whom China has hundreds of islands, the largest of which is Taiwan.中國有成百上千的島嶼，最大的是臺灣島。

I will talk to those students the homework of whom hasn't been done.我要和沒完成作業的同學談話。

The book, the cover of which/whose cover is red, is written by Mr.Jones.這本書是瓊斯先生寫的，它的封面是紅色的。

(2010·江蘇高考)The newly-built café，the walls of ________ are painted light green，is really a peaceful place for us, especially after hard work.A．that

B．it

C．what

D．which 4．介詞＋whose＋名詞(指物的先行詞在定語從句中作定語時還可以用the +noun +of which的結構來表示)He lives in an old house, under whose roof live a family of birds.他住在一座老房子里，在屋檐下住著一窩鳥。

We were grateful to Mr.Li, in whose car we had traveled home.我們都很感謝李先生，我們就是坐他的車回家的。5．“介詞＋which”常可以和when, where, why互換

I'll never forget the days when(in which/during which)I worked with you.我將永遠不會忘記和你一起工作的那些日子。This is the office where(in which)I used to work.這就是我過去工作過的辦公室。

I'd like you to explain the reason why(for which)you were absent.我想讓你解釋一下你缺席的原因。

(先行詞在定語從句中作狀語時根據不同類型的狀語，用不同的介詞+關系代詞，時間狀語使用on;in;by;during等表示時間的介詞；地點狀語用on;in;at;to;from等表示地點的介詞；原因狀語用for;方式狀語用in;by;with等。)where可以替代to/at/from/in which, 例如：They visited the city where/in which John Denver was born.when可以替代during/at/in/on which，例如：I will never forget the year when/in which our band started.why可以替代for which，例如：The reason why/for which he left the band was that he hated the busy life.how可以替代in which，但是要同時去掉the way，例如：The students do not know how/the way in which a music band can be formed.Eample: I don’t understand the way in which you solved this problem.→I don’t understand how you solved this problem.1.This is the month during which we like to go to outdoor concerts.→This is the month when we like to go to outdoor concerts.2.She gave a musical concert in the hall in which we interviewed a famous violinist last week.→She gave a musical concert in the hall where we interviewed a famous violinist last week.3.Lillian lives in a town in which there are many cultural events.→Lillian lives in a town where there are many cultural events.4.A concert hall is a place to which you go to buy tickets for a show.→A concert hall is a place where you go to buy tickets for a show.5.Finding a job as a singer was the reason for which I moved.→Finding a job as a singer was the reason why I moved.6.Summer is the time at which it is best to practise outside with your band.→Summer is the time when it is best to practise outside with your band.7.His studio was the place in which we recorded our greatest hits.→His studio was the place where we recorded our greatest hits.8.I relied on my car until it broke down at the place at which three roads meet.→I relied on my car until it broke down at the place where three roads meet.9.I am familiar with your songs and the way in which you compose them.→I am familiar with your songs and how you compose them.10.It is a time at which the sun begins to sink and the moon to rise.→It is a time when the sun begins to sink and the moon to rise.三．“介詞+關系代詞”引導定語從句介詞的選擇

“介詞關系代詞”分為三種情況：介詞必須放在關系代詞前；介詞必須放在從句謂語動詞后，不提前；介詞既可以放在從句謂語動詞后，也可提前。1.介詞必須放在關系代詞前

指代先行詞的關系代詞與介詞構成介詞短語時，介詞必須放在關系代詞前。例如： This is the desk on which I found my book.注意：關系代詞which代替先行詞the desk, 并與介詞on構成介詞短語on the desk, 作定語從句的地點狀語。例如： I’d prefer to live in the house in front of which there is a cherry tree.關系代詞which代替先行詞the house, 與in front of 構成介詞短語in front of the house, 作定語從句的地點狀語。例如： There was a time in history during which the blacks were treated as slaves.關系代詞which代替先行詞a time, 與介詞during構成介詞短語during a time, 作定語從句的時間狀語。例如： I don’t like the way in which he treats us.關系代詞which代替先行詞the way,與介詞in構成介詞短語in the way, 作定語從句的方式狀語。先行詞為表示方式的名詞the way時，此定語從句還可以用關系代詞that或省略關系代詞。2.介詞必須放在從句謂語動詞后，不提前

當介詞與定語從句的謂語動詞連用構成固定的短語動詞時，介詞不能提前放在關系代詞前面，而是要放在從句的謂語動詞之后。例如：

He is the man(who/whom/that)I’m looking for.定語從句（who/whom/that）I’m looking for 的謂語動詞是固定的短語動詞look for，介詞for不能與look分開，因此介詞for不能提到關系代詞前。

這類短語如：look for, look after, look forward to, put in for申請,care for,pay a visit to 3.介詞既可以放在從句謂語動詞后，也可提前

當介詞可以與指代先行詞的關系代詞構成短語搭配，也可以與定語從句的謂語動詞連用構成短語動詞時，介詞可以放在關系代詞前，也可以放在從句的謂語動詞之后。例如：

Do you know the person(who/whom/that)I talked to just now(=to whom I talked just now)? 在“介詞+關系代詞”結構中，介詞后面的關系代詞只能用which（指物）或whom(指人)。在本句中介詞可以與代替先行詞the person的關系代詞whom構成短語to the person或與從句中的動詞talk構成動詞短語talk to,因此介詞to 可以放在關系代詞前，也可以放在從句的謂語動詞之后。[課堂實練]

1.I don’t think the number of people ____ this happens is very large.A.whom

B.to whom

C.on whom

D.which 2.The school has 3,000 students, _____ 1,800 are men.A.whose

B.of whom

C.that

D.of which

3.Recently I bought an ancient Chinese vase, ______ was very reasonable.A.which price

B.the price of which C.its price

D.the price of whose

4.The gentleman ______ you told me yesterday proved to be a thief.A.who

B.about whom

C.whom

D.with whom 5.She wrote a lot of stories for children, _____ this is one example.A.in which

B.of which

C.among them

D.of them 6.He offered us a lot of money _____ we couldn’t buy these machines.A.without which

B.with that

C.with which D.without that 7.Mary, ____ for help, has gone to England.A.who I can go to

B.whom I can go C.to whom I can go

D.I can go to

8.Now we have very powerful telescopes _____ we can study the skies.A.in which

B.with which

C.through which

D.by which 9.The man ______ she was married was a soldier.A.whom

B.to whom

C.with whom

D.who 10.Tom, ____ I went to the concert, is a friend of mine.A.whom

B.who

C.with whom

D.whose 附：

一、與介詞搭配 動詞+介詞

begin with 從/以?開始 believe in 信任/信賴/信仰

belong in/on/under在?中/上面/下面有適當位置 belong to 屬于?

break/burst into 闖入;突發 break through 沖破

call at 短暫訪問/停靠(某地)call for 要求/需要?

call on 看望;號召(某人)care about 對?關心/感興趣

care for 對?關心/喜歡/尊重/想要;照料

catch at 去接/抓?

change for 轉車去?處;于(某物)交換

change/turn into 變成(=become)come across 走過?來;偶然碰到/找到

come at 達到/了解/攻擊?

come from 來自/出身于?

come into 進入;開始;得到;繼承

come to(oneself)蘇醒(=come back to life)come upon 偶然碰到/攻襲/發生/出現于

concern about 關心?

connect with 連系/銜接?

consist of 由?組成

count on 信賴/指望?

date from 始于?

deal in 經營/從事?

deal with 涉及/處理/應付?;與?打交道/做生意

depend on 依賴/依靠?

die for 為?而死;渴望

die from/of 死于?

dive for 沖向?

dive into 潛入(水中)declare against/for 聲明反對/贊成?

do for 適用于/替代/毀掉?

engage in 從事/參加??

feed on 以?為(主)食/維持生活

feel like 如同/想要?

leave for 動身去?處

lie in 在于?

listen for 注意想要聽到?

動詞短語分類

finish with 完成;與?絕交 fit into適合于? fly at 撲向? fly into 突然爆發 fool with 胡弄;玩弄 gasp at 因?倒抽一口冷氣 get into 進入 get off 從(車、船等)下來 get on 上(車、船等)glare at 怒目注視 go over 復習/過一遍? go through 通過 hear from 受到?的音、信 hear of/about 聽說;因?受責備 insist on 堅持要/堅決主張? join in 加入/一起(做?某事)jump at/on 躍/撲向?;欣然接受?;匆匆作出(結論)jump into 跳入/踴躍投入? keep to 不離開/堅守/遵行? knock about 漫游? knock at/on 敲(門、窗等)knock against 偶然遇到(某人)knock into 撞到? laugh at 嘲笑?;因?而笑 lay for 埋伏等待? lay into 猛攻/痛擊? lead to/into 通向/導致? learn about/of 獲悉/聽說? learn from 向?學習;從?吸取教訓 listen to 聽/傾聽? live by 靠?過活;住在?附近live on 以?為主食;靠?生活 long for 渴望? look at 看? look for 尋找? look into

朝?里看;瀏覽/查閱/調查/順便進入訪看? look like 看起來像?

look through 通看/復看/瀏覽/查看? look to 注意/照顧/依靠/朝向? make at 撲向/攻擊?

make for 走向/撲向/導致?

manage with 駕馭?;用?來對付 manage without 沒?而能對付 meet with(偶爾)遇到;符合 operate on 給?作手術 pay for 為?付款/受罰

play with 以?玩耍/消遣;和?開玩笑 point to/at 指向/指著? prepare for 為?作準備

quarrel about(sth.)with(sb.)

為(某事)而與(某人)爭吵 refer to 指/談到/參閱? rely on 依靠?

result from 由?引起 result in 終至?的結果

run across 穿過/偶然發現? run after 追捕/追隨/伺候? run at 向?沖去/突襲

run for 匆忙來/去拿?;競選(公職)run into

跑進?;與?相撞/相連接;延續到/共計達? run to 跑向/求助于?;共達/值?;有(做?的)rush at 沖向/猛攻/匆忙處理? search for 搜尋

see about 照料/探尋/考慮? see after 照顧/照看? see to 照料/修理/注意?

seek after/to 尋求

set about 著手/開始/攻擊/散布 send for 派人請? share in 分享 shoot at 朝?射擊

shout at 沖?吼叫/叫嚷 shout to 朝?喊

sit for 參加(考試);代表?當議員 stand by 與?站在一起 stand for 代表? stare at 盯著看?

step on 踩在?上;用力踩?(加油門)stick to 粘住/堅持?

struggle against 與?斗爭 struggle for 為?而斗爭 succeed in 在?獲得成功

suffer from 受?之苦;患?(病)speak about/of 談及

speak against/for 發言反對/為?辯護talk about/of 談到? talk with/to 與?交談

think about 考慮/想起/回想?

think of 考慮/想起/記得/想出/認為 turn against 背叛?

turn towards 朝向/傾向于? twist around 纏繞/擺布? urge against 極為反對? wait for 等待 wait on 伺候

win over 戰勝/說服? wish for 想得到/渴望? work at 從事/致力于/學習?

work on 從事/忙于/影響/安裝好? work to 根據?行事

work towards 設法達到/獲得?

第四篇：高中英語必修2·Unit5·Music-Reading教案(人教新課

Unit 5 Music

Reading---教案

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

up

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

knowledge on music

Procedures:

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

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

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

music in the world.Step 2 pre—reading

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

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

(Beatles, Back—street boy, West—life)

2、Which one do you like best?

(2)Introduce something about “The Monkeys”

Step 3 skimming

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

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

Step 4 Second reading

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

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

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

Step 6:Feedback

第五篇：高中英語必修二unit5 music說課稿

高中英語必修二unit5 music

說課稿 高中英語必修二unit5 music說課稿

各位老師：大家好！

作為一名新課標下的英語老師，讓學生愉快地、充滿自信地走進我的英語課堂，是我最大的愿望，讓學生在我的英語課堂上享受快樂和成功是我孜孜以求的。多年來，我為實現自己的夢想和追求不懈地努力著。今天，借此平臺，希望各位老師指導我的說課，是我更加自信的完成老師的使命。

一、說教材內容和學情

我說課的內容選自人教版普通高中課程標準實驗教科書英語必修二第五單元。本單元的話題是Music，它是中學生日常生活中比較感興趣的話題之一。它中心話題是“音樂”和“音樂類型”，單元的各項活動的設計都是圍繞著以音樂類型和不同音樂對人的影響展開的。而對于音樂和音樂家，這種學生感興趣的話題、與切身相關的情節，很容易就會引起學生們的極大興趣，因此他們學習的參與性和積極性也會較高。在引導學生閱讀前，讓學生對不同種類的音樂的英文說法加以熟悉和理解，開闊的學生的視野。而在閱讀后，結合現在學生中普遍存在的“選秀熱”這一熱點問題，引發學生的反思。

我的教學對象是高一學生。高中生思想逐漸成熟，對美的追求和對成功的渴望也越來越強烈，因此課堂中除了關注語言知識學習和語言技能訓練外,更應該注重其內心的理解和個人對事物的看法。二、三維教學目標

根據《新課程標準》關于總目標的具體描述，結合高一學生實際，我把教學目標設定為以下幾個方面：

（一）知識目標和能力目標

學習一些相關的單詞、短語和句式,特別是關于音樂種類的詞匯和表達對音樂感受的詞。比如：動詞prefer,feel,enjoy,appreciate,find.calm,形容詞relaxed,sleepy,cheerful,energetic,lively。能用英語表達建議、偏好和愛好。

學生熟悉掌握不同的音樂類型。學會靈活運用課文中的句式，自如的表達自己對音樂的理解和感受，并且從更深一層上去把握不同音樂所表達的不同意義。

（二）情感態度

1.熟悉各種音樂形式，了解音樂在人們生活中的重要性，提高音樂修養

2.從談論“音樂人的成功”入手使學生了解到做什么事都需要付出艱辛的努力。所謂“臺上一分鐘，臺下十年功”，深化學生的德育教育，進一步激發學生學習的動力。

3.通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養其團隊精神。

（三）學習策略

學生在一定程度上形成自主學習，利用所教句型和所學知識積極與同學進行真實交流，提高交際策略，培養學生的英語思維表達能力。

三、說教學目標和教學重難點

這一課的重點有兩點：

1.新課標要求在語言教學的同時必須能夠深化學生的德育教育。因此，如何調動學生的積極性，使學生理解成功來之不易本課的重點之一。在教學過程中教師利用多媒體視頻介紹音樂人經過多年的準備和磨練終于取的成功的例子啟發學生思考自己的人生：要想擁有美好的人生，現在就要做好準備。然后讓學生談論現在我們可以做些什么樣的準備，如何努力追逐中間的夢想。

2．由于這一課的內容非常多樣化，要求學生必須通過視覺和聽覺對不同音樂類型進行辨別，認識不同的音樂類型，并且可以表達自己對不同音樂形式的感受。這一課的難點有一個：

如何讓學生開口用他們學到的知識來談論音樂以及相關的知識這是對學生語言表達能力的一種檢測。而我們現在的高中學生平時缺少的就是這種口頭的語言操練。因此在這一堂課的教學過程教師利用學生感興趣的熱門話題激發學生表達的欲望，將有利于更進一步地提高課堂教學的有效性，符合了教學要以學生發展為中心的理念，同時這也是德育教育的滲透。

四、說教法和學法

為更好地發揮教師的主導作用和學生的主體地位，突出重點，突破難點，我主要采用以下教學方法：任務教學法，合作式教學法，師生互動教學

根據高一學生好奇心強，求知欲旺盛的心理特征和思維特點，主要的學法指導是：小組合作法，課堂討論法，歸納法

授之以魚不如授之以漁，讓學生掌握獲取新知識的過程和方法尤為重要。

五、說教學程序

本節課共45分鐘，教學設計的總體思路是話題導入à視聽說結合à新詞學習和課堂討論à小組游戲à作業布置。具體教學步驟如下：

第一步：話題導入（5分鐘）在這個環節，首先我采用頭腦風暴法，學生熟悉的話題“What kinds of music do you know?”，要求學生盡可能多地說出自己所知道的音樂形式，活躍課堂氣氛。

第二步：視聽說結合法。（15分鐘）使學生從視覺聽覺上認識和了解不同種類的音樂形式，加強對音樂的理解。

首先，在黑板上貼上幾種音樂類型的圖片，讓學生猜出那種音樂符合那張圖片，正確的做出判斷。并且認識各種音樂的演奏樂器好演奏形式。使學生從視覺上認識各種音樂類型。接著，借助多媒體播放不同形式的音樂，要求學生聽音配圖猜出不同的音樂形式（Listen to the different kinds of music on the tape.Guess which music matches which picture.）。使學生從聽覺上感受音樂的美妙。引導學生了解和熟悉各種音樂形式，激發學生興趣。

第三步：新詞學習和課堂討論（17分鐘）從學生口語表達角度出發，鍛煉學生的口語水平。主要以小組活動的形式來處理這一環節，既可以擴展學生思維，更能調動學生的積極性，活躍課堂氣氛。

首先，學習一些與課文有關的單詞和短語，特別是一些表達喜好和感受的詞匯。比如：prefer enjoy appreciate及他們相關的句式。

其次，進行課堂討論。

讓學生以四個人為一個小組，給出兩個問題： 1.what kind of music do you like best ? 2.what kind of effect does the music have on you ? 老師將有用的詞匯和句式制作在一張比較大的紙上，貼在黑板的中央，讓學生運用這些詞匯進行討論，此環節的設置緊扣上面，幫助學生進行表達，加強對詞匯和句式的運用。然后，讓一些同學闡述自己對音樂的看發，表達自己對某種音樂的感受。最后，老師對討論進行小結，點評一下學生的表述，并且表述自己對音樂的看法

第三步：小組游戲（8分鐘）此環節的設置緊扣上兩個環節，學生已經有了一些預備詞匯，便不會不知從何說起。同時以小組競賽的形式開展，能最大程度調動學生的積極性。指導學生開展合作性學習，培養他們的合作精神。

首先，讓8個學生兩兩組合，分成四組，老師發給一組中一張圖片，學生的圖片不能互相看，然后由拿圖片的學生運用已有的知識對自己的圖片進行描述，而這一組中的另一個學生猜測是那一種音樂。老師在一旁對各組進行時間計算。

然后，老師做裁判，看那一組猜的時間最少，那一組就是優勝組。老師就將圖片獎勵給那一組。

第四步：課后活動和作業（1分鐘）

課后活動：同學之間談論一下各自喜歡的音樂，可以各自為對方展示一段音樂。

課后作業：寫一篇小作文。內容是關于你喜歡的一個音樂人。可以從喜歡他或她的原因，小故事，或者經歷寫起。寫完后，同學之間互相修改，互相提高。

四、說板書設

黑板分為左中右三塊，左邊寫上：課程導入，視聽結合法，音樂類型和相應的圖片

中間貼上：重要的詞匯和句式 右邊作為副板，隨寫隨擦。