第一篇：人教新課標高一英語必修2Unit1CulturalRelics疑難解析教案

Section 2 Notes to difficult sentences from Unit 1 Cultural

relics

1.…could never have imagined that his greatest gift to the Russian people would have such a strange history.根本沒有想象到他送給俄羅斯人民的禮物會經歷如此曲折的歷史。主句謂語動詞和從句謂語動詞都是“虛擬語氣”用法。最基本的虛擬語氣句型:

a虛擬現在時表示與現在事實相反的假設，其if 從句的謂語形式用動詞的過去式(be 一般用were)，主句用would/ should/ could/ might +動詞原形。If places were a like, there would be little need for geographers.如果各個地方都一樣，就不需要地理學家了。

b虛擬過去時是表示與過去事實相反的假設，if 從句的謂語形式用過去完成時即had＋過去分詞，主句用would / should / could / might + have +過去分詞。If he had known your address yesterday, he would have telephoned you.c虛擬將來時是表示對將來實現的可能性很小的或不確定的假設。If從句的謂語形式用一般過去式或用were to / should +動詞原形，主句用would / should /could/ might +動詞原形。If he were to leave today, he would get there by Friday 2.The design of the room was in the fancy style popular in those days.琥珀屋設計的思路是當時流行的華麗風格。

句中in the fancy style 可以改寫為of the fancy style，后者是一種特殊的“(be)+of+名詞”結構，其中的名詞是抽象名詞時,相當于其中名詞所對應的形容詞的意思, 說明被修飾詞具有某種特征或屬性。

“(be)+of+名詞”結構中常用的名詞有use/importance/help/value/interest/quality/service/benefit/necessity等。如: I don't want to hear what you are saying.It is of no interest to me.我不想聽你說,我對此不感興趣。(of no interest=not interesting)Doing morning exercises will be of benefit to your health.做早操對你的健康有利。Coal is of great importance to the development of industry.煤對工業發展是相當重要的。(of great importance=very important)

3.In fact，the room was not made to be a gift.事實上，琥珀屋制作的意圖不是禮物。英語中有些動詞，若其賓語補足語是不帶to 的不定式，變為被動語態時，該不定式前要加“to”。此類動詞為感官動詞。feel, hear, help, listen to, look at, make。

4.In 1770, the room was completed the way she wanted it.1770年琥珀屋按照她的設想完成了。the way 前面可以補上一個in，way 的后面可以補個that。

第二篇：人教新課標高一英語必修2Unit1CulturalRelics詞匯學習教案

Section 3 Words and expressions from Unit 1 Cultural Relics

survive

v.生存,生還

1.The old lady has survived all her children.那老太太的子女都先她而去世了。2.In the jungle, they were driven to extremes in order to survive.在叢林中, 他們為了生存被迫采取極端行動。

3.The human race cannot survive.人類不能繼續生存。

4.Will we all survive until the year 2000? That's the sixty-four thousand dollar question.我們大家是否都能活到公元2000年? 這個問題很難回答。

5.These birds are able to survive the perils of the Arctic winter.這些鳥能夠戰勝北極冬天的危險。

6.If the industry doesn't modernize it will not survive.該制造業若不現代化就不能繼續存在。

7.You need to be tough to survive in the jungle.要在叢林中活下來就要有堅忍不拔的意志。8.The urge to survive drove them on.求生的欲望驅使他們繼續努力。in search of 尋找,尋求

1.Some tribes migrate with their cattle in search of fresh grass.有些部落為了尋找新鮮的牧草而帶著他們的牲畜遷移。

2.The article seems to be angled towards modern young women in search of equality.這篇文章的觀點似乎傾向尋求平等的現代年輕婦女。

3.The scientists are in search of a new element.科學家們正在尋找一種新元素。4.It fared worse with the family who left their hometown in search of better jobs.那家人為尋找更好的工作離開家鄉，運氣卻更糟。

5.He's sailed the seven seas in search of adventure.他闖蕩七大洋去歷險。select a.精選的

n.被挑選出來的人或物 vi.選擇,挑選,選拔 vt.選擇,挑選

1.A select group were invited to the wedding reception.一群經過挑選的人士被邀請參加婚宴。

2.This is a very select area;you have to be rich to live here.這高級住宅區，你必須有錢才能住在這里。

3.She selected a diamond ring from the collection.她從收藏品中挑選了一枚鉆石戒指。

4.Our shops select only the very best quality produce.我們商店都是精選的質量最高的產品。design

n.設計,圖樣 v.設計,計劃

1.He designed us a beautiful house.他為我們設計了一所很美的房子。2.This dress is of the latest design.這件衣服是最新設計。

3.The gloves were designed for extremely cold climates.這些手套是為嚴寒地區制造的。4.His evil designs were frustrated.他的罪惡企圖未能得逞。

5.The route was designed to relieve traffic congestion.這條路是為緩解交通擁擠而開辟的。6.We shall have to design a new curriculum for the third year.我們得設計出三年級的新課程。

7.Do the Italians really design better than we do? 意大利人真比我們會設計嗎? 8.She has designs on his money.她覬覦他的錢財。fancy

n.想象力,幻想,喜好 a.想象的,精美的,新奇的

1.I fancy I have met you before.我想我以前或許見過你。

2.The painting took his fancy, so he bought it.這幅畫被他看中了，所以他就把他買了下來。3.Fancy her saying a thing like that!想不到他竟然說出這種話來。

4.I don't fancy going all that way in such bad weather.我不喜歡在這樣的壞天氣里一直這么走著。

5.She rather fancies herself as a singer.她自以為是了不起的歌手。6.I have a fancy(ie a vague idea)that he will be late.我感覺他要遲到。7.That's a very fancy pair of shoes!那是一雙非常別致的鞋!8.He fancies she likes him.他以為她喜歡他。decorate v.裝飾,裝修

1.We decorated the house for Christmas.我們裝飾房屋過圣誕節。

2.Several soldiers were decorated for bravery.數名士兵因英勇而受嘉獎。

3.Bright posters decorate the streets.鮮艷的廣告招貼畫點綴著街道。4.The building was decorated with flags.這座建筑物有旗子作裝飾。

5.We're decorating(the kitchen)again this summer.今年夏天我們又要修飾廚房。belong to vt.屬于(為...之一員)1.You and I belong to different political camps.你和我屬于不同的政治陣營。2.The more help a man have in his garden, the less it belongs to him.花園里幫忙的人手愈多，就愈不成為自己的花園。

3.What party do you belong to? 你屬于哪一黨派？

4.Land belonging to the crown does not belong to the king personally but to the state.皇室的領地并非屬于國王私人所有，而是屬于國家的。

5.Do you belong to a union? 你屬于某個工會嗎？

6.Do wolves belong to the canine species? 狼是犬科動物嗎？ 7.Alder trees belong to the birch family.赤楊屬于樺木科。8.I belong to Glasgow.我是格拉斯哥人。in return 作為回報,作為報答

1.He was always ready to help others, in return, he was liked by everyone.他總是樂于助人，作為回報，大家都喜歡他。

2.In return;in response;back.作為回報；作為回應；回答

3.A tenure in England and Scotland under which property of the king or a lord in a town was held in return for a yearly rent or the rendering of a service.納貢土地所有權在英格蘭和蘇格蘭的城鎮中向國王或貴族付一定的年租或提供服務作為回報而獲得的土地所有權。4.I sent him a present in return for his help.我送給他一份禮物以回報他的幫助。5.I'll let you borrow it on one condition:(that)you lend me your bicycle in return.我借給你也行, 但有個條件, 你得把你的自行車借給我。6.I bought him a drink in return for his help.我請他喝酒以酬謝他的幫助。

7.The bargain they reached with their employers was to reduce their wage claim in return for a shorter working week.他們與雇主達成的協議是他們在工資方面降低要求, 但每周工時要縮短。at war 處于戰爭狀態,交戰

1.An official agreement between governments at war, especially one concerning the exchange of prisoners.交換戰俘的協議交戰國政府間訂立的官方協議，尤指涉及戰俘交換的協議。2.The state of being at war or being engaged in a warlike conflict.交戰處于戰爭或有戰爭危險的沖突狀態。

3.During the Second World War, Germany was at war with almost all the countries in the world.第二次世界大戰期間，德國幾乎同世界上所有的國家處于交戰狀態。

4.The two sisters are constantly at war with each other.這兩姐妹不時發生爭執。

5.The country has been at war with its neighbour for two years.這個國家與鄰國已打了兩年仗了。

6.Their love affair was played out against the background of a country at war.他們戀愛那時國家正進行著戰爭。remove n.距離

v.除去,遷移,開除

1.Our office has removed to Shanghai from Beijing.我們的辦公室已從北京遷到上海。2.That officer must be removed.那位官員必須免職。3.He removed the mud from his shoes.他去掉鞋上的泥。

4.Your story is several removes from the truth.你的說法與事實有些距離。5.We are removing from London to the country.我們正從倫敦遷往鄉下。6.Our suppliers have removed to Bath.我們的供應廠商已遷往巴斯。7.How can we remove the husk of the grains? 我們怎樣去掉谷物的外皮？

8.When the meat is boiling, remove the scum.當肉煮沸時，把浮在上面的浮渣撇掉。less than 不到,少于

1.This piece of furniture is really inexpensive with a price of less than forty dollars.這件家具還不到四十美元，實在不貴。

2.Even under the best conditions, we couldn't finish in less than three days.即使在最好的情況下，我們也無法在少于三天的時間內完成。

3.A pound today buys much less than it did a year ago.今天一英鎊遠遠買不到一年前能買的那么多東西。

4.The amount by which one quantity is greater or less than another.差額一個數在數量上多于或少于一個數的數值。

5.That hotel probably costs no less than 20 dollars a night.那間旅館的住宿費大約要20元一晚呢。

6.The whole house went up in smoke in less than an hour.整座房子不到一個小時就燒光了。7.We won no less than 500 in a competition.我們在一場比賽中贏了多達500英鎊。8.We shan't let our house go for less than 50000.我們的房子低于50000英鎊不賣。doubt n.懷疑,疑惑 v.懷疑,不信

1.There is no doubt that we will be successful.毫無疑問我們會成功的。

2.I doubt the truth of it.我懷疑此事的真實程度。

3.He was troubled by religious doubt.他因對宗教的疑懼而十分煩惱。

4.No doubt he means to help, but in fact he just gets in the way.他確實是想幫忙，然而事實上卻只是幫倒忙。

5.She was beyond all doubt the finest ballerina of her day.她無疑是她那個時代最優秀的芭蕾舞演員。

6.I have no doubt that you will succeed.我肯定你能成功。7.There is(no)room for doubt.（沒）有懷疑的余地。

8.I doubt if that was what he wanted.不知道那是不是他想要的。worth n.價值

prep.& a.值...錢,值得...的 1.The house is worth a lot of money.這棟房子值很多錢。

2.Whatever is worth doing at all is worth doing well.任何值得做的事就值得做好。

3.The thief ran off down the road, so I chased him for all I was worth.那個賊順著馬路逃跑，我就拼命緊追不舍。

4.It's such a small point that it's hardly worth troubling about.這個問題很小, 不值得研究。5.What's the old man worth? ie What is the value of his possessions? 這個老先生的財產值多少錢?

6.Any teacher worth his salt knows that.只要不是混飯吃的教師, 都明白這一點。7.The book is worth reading/It's worth reading the book.這本書值得一讀。8.The scheme is well worth a try.這個計畫倒值得一試。take part vi.支持

1.He will take part in a chess tournament next week.下星期，他將要參加一場國際象棋比賽。

2.We are all invited to take part in the pageant.我們全都被邀請參加這次盛典。

3.He mustered all his courage to take part in the game.他鼓起全部的勇氣參加比賽。

4.The panel was chosen to take part in discussion.那個專門小組被選中參加討論。

5.Many people were elected to take part in democratic involvement.很多人被選舉參與民主管理。

6.Let's take part in the triumphal chorus.讓我們去參加凱歌大合唱吧。

7.In early days only male athletes were allowed to take part in the Olympic Games.在奧林匹克運動會早期, 只有男性運動員才能參加比賽。

8.She would sooner resign than take part in such dishonest business deals.她寧可辭職也不愿參與這種不正當的買賣。explode v.爆炸,爆發,激發

1.He exploded with rage.他勃然大怒，暴跳如雷。

2.The firework exploded in his hand.那個爆竹在他手里響了。

3.When the boiler exploded many people were injured.因鍋爐爆炸，許多人受了傷。

4.At last his anger exploded.他終于大發雷霆。

5.He exploded with rage, fury, jealousy, etc.他勃然大怒、暴跳如雷、妒火中燒等。6.She exploded into loud laughter.她突然大笑起來。

7.The bomb was timed to explode during the rush-hour.炸彈選在人最多時爆炸。8.I'm about to explode!我肺都快要氣炸了！

think highly of 尊重

1.They think highly of him.他們很敬重他。

2.No, not really!I think only the professor really understands it.But I know the government thinks highly of it.不，并不真懂。我想只有教授本人才真正懂得。但我知道政府對他的發明評價很高。

第三篇：人教新課標版高一必修二《蘭亭集序》教案2

人教新課標版高一必修二《蘭亭集序》教案2

教學目標：

1、積累：了解書序的特點；掌握文中一些重要詞語，如多義詞“信”“修”“期”“致”“臨”等、虛詞“畢”“咸”“所以”等、富有生命力短語“群賢畢至”“少長咸集”“崇山峻嶺”“暢敘幽情”“天朗氣清”“游目騁懷”“放浪形骸”“情隨事遷”“感慨系之”等；背誦全文。

2、理解：理解文意和主旨，領悟作者于深沉的感慨中蘊蓄的對人生的眷戀、熱愛之情。

3、評價：作者借宴游所生發的生死觀、所感悟的人生觀。

教學設想：

1、教學重點：把握文章情感脈絡，理解文章主旨；背誦全文。

2、教學難點：正確認識作者在文中流露出的生死觀、人生觀。

教學方法：

誦讀發、點撥法、討論法、比較法等。

教具準備：

錄音機、教學磁帶、CAI課件（內容主要有：作者像、作者介紹文字、《蘭亭集序》摹本、古今名人評價語、蘭亭古跡風光、有關背景資料、背景音樂等）、投影儀等。

課時安排：

1—2教時。

教學內容與過程：

一、導入新課。

1、再現情境，導入新課。

公元353年3月，正是江南“草長鶯飛、雜花生樹”、萬木蔥蘢、江花似火、碧水如藍的季節。3日，一群文人雅士、名流俊才，齊聚浙江紹興“會稽山陰之蘭亭”，“修禊事也”。此日也，天公作美，風和日麗，“天朗氣清，惠風和暢”；此地也，環境清幽，風光獨好，“有崇山峻嶺，茂林修竹，又有清流激湍，映帶左右”；此人也，把酒臨風，吟詩嘯歌，暢詠懷抱，放浪形骸，俯仰天地，游目騁懷，“其喜洋洋者也”，他們“引以為流觴曲水，列坐其次”“一觴一詠，亦足以暢敘幽情”，他們“仰觀宇宙之大，俯察品類之盛”“以極視聽之娛”。游宴之后，大家將賦詩匯集成冊，并公推書法家王羲之為之作序。王羲之當仁不讓，欣然命筆，借著酒興，用行草寫就了流傳千古的《蘭亭集序》。其書法，“飄若游云，矯若驚龍”“天機流布，挺然秀出”，無愧“行書第一”之美譽；其文章，文筆簡約流暢，情感深沉蒼涼，意蘊豐厚深邃，手法獨具一格，借宴游談生死觀，借題發揮論人生意義，實為“大家手筆”。書法與文章珠聯璧合，相得益彰?，F在，讓我們走進《蘭亭集序》，追逐書圣王羲之人生探索的蹤跡。（板書課題）

2、鑒賞《蘭亭集序》碑帖摹本，導入課文。

投影《蘭亭集序》碑帖摹本，或引導學生欣賞課文彩色插圖“馮承素摹蘭亭帖”。其創作者是“書圣”王羲之，其書體為行草，其價值為“行書第一”，其書法率性而為，灑脫奔放，飄逸遒勁，一氣呵成，真是“飄若游云，矯若驚龍”“天機流布，挺然秀出”！這橫豎撇點捺、勾勾畫畫的線條讓我們感受到中國書法藝術的魅力，領略華夏民族象形文字的古雅與優美，感悟到作者才性氣質、精神生命的昭示與張揚！這些線條也是魏晉時代風貌和氣度的再現，那么這些文字的內蘊是什么呢？它流淌著作者怎樣的生命形態？讓我們細細咀嚼品味吧。（板書課題）

二、朗讀課文。

1、聽讀。放錄音范讀或教師配樂范讀。要求：注意文章的語氣、語速、節奏、感情基調和生字詞讀音。

2、自由朗讀。要求：讀準字詞讀音，把握文章語氣、語速、節奏、基調等。讀前強調：①應讀準的字詞（略）。②語調、語速、句讀等。如“永和九年??修禊事也”為敘述，中速讀；下文集會的描寫，以清新明快語調讀，重讀“樂”字，體現快樂心情；第二段語速變緩變重，尤其是“向之所欣??豈不痛哉！”句，要讀出深沉之慨。第三段“固知一死生為荒誕，齊彭殤為妄作”句的節奏要讀準，要讀出批判的語氣，“后之視今??亦將有感于斯文”以和緩低沉的語氣讀出。

3、齊讀（或輪讀）。涵泳文氣，訓練語感。

三、疏通理解。

1、默讀。對照注釋，借助工具書（或助讀資料），疏通詞句，理解文意。

2、質疑。就閱讀理解過程中的疑難問題，學生質疑問難，師生釋疑解惑。

3、檢測。完成課后“練習三”、《金版新學案—教師用書》（知能鞏固各題）（P177）、翻譯有關句段。

四、研讀背誦。

1、速讀課文，理請情感脈絡。

本文雖為序言，但作者俯仰天地，撫今追昔，借題發揮，情感之流涌動其中，跌宕起伏。請“拈”出文中三個詞語，體味其情感的變化之由。

明確：“樂”——“痛”——“悲”?！皹贰闭撸窝缰畼芬玻弧巴础闭?，死生之痛也；“悲”者，人生之悲也。全文由樂生痛，言痛生感，由痛言悲，感情起伏，情真意切。

2、研讀第一段。

①討論：作者“樂”從何來？何“樂”之有？

②點撥、明確：一樂盛會時間——暮春——踏青之季也，地點——蘭亭——名勝之處也，目的——修禊事——洗濯除病、祛災迎祥、嬉戲宴游也（暗寫）。二樂人賢——群賢畢至，少長咸集——名士相聚。三樂環境幽美——此地有??映帶左右——山環水饒。四樂活動盡興——一觴一詠??幽情——樂事爽心。五樂——天氣作美——天朗氣清，惠風和暢——氣候宜人。六樂感受獨特——仰觀??視聽之娛——人生極致。人賢、良辰、美景、賞心、樂事齊聚，其樂也陶陶，其樂也無窮！

③背誦。在理清思路的基礎上，指導學生課堂背誦。

3、研讀第二段。

①討論：作者“痛”自何來？緣何而“痛”？

②點撥、明確：作者由“樂”而憂，由憂生“痛”，由生而死，生死相依，生命短暫，感慨沉痛。作者由蘭亭集會想到人們相處往來，雖處世方法各異，靜躁不同，但人生憂患是相同的。一者來自生命本體永不滿足的內在欲望——欣于所遇??老之將至；所之既倦，??感慨系之。二者來自外在世界的流轉不定，難以持久——向之所欣??已為陳跡。三者來自生命個體的短暫有限——修短隨化，終期于盡?！八郎敝?，豈不令人“痛”哉？

③背誦。

4、研讀第三段。①討論：作者因何生“悲”？所“悲”為何？

②點撥、明確：由讀“昔人興感”之由的體悟“若合一契”??說明古人今人對生死的感悟相同；批判當前士大夫虛無主義的生死觀——一死生為虛誕，齊彭殤為妄作（此句是理解難點，應引導學生正確理解）；生發“后之視近，亦由今視昔”的“悲”嘆。其實質是對生死的悲嘆，對生命易逝、盛筵難再的悲嘆。既然人生變化如此迅疾，此次宴游的盛況就該記錄下來，以彰后世，使后人了解作者心中的感慨，點明詩集由來——故列敘時人??，編輯目的——后之覽者，亦將有感于斯文。作者“悲”而不沉，“悲”而不傷，字里行間流露出的是對人生的眷戀、執著與追求。

③背誦第三段。

5、嘗試背誦全文。

五、探究與評價。

1、如何理解評價寓于文中的作者的生死觀、人生觀？（亦可將教參的分析，提供學生討論）

2、可適當拓展：何謂生死觀？生命個體對生與死的態度、看法和追求。請于歷史長河中擷取文人墨客、仁人志士對生死的理解闡釋的名言警句。如屈原：“亦余心之所善兮，雖九死其猶未悔”；霍去病：“匈奴未滅，何以家為？”大丈夫當戰死疆場，“馬革裹尸”；諸葛亮：“鞠躬盡瘁，死而后已”；文天祥：“人生自古誰無死，留取丹心照汗青”；林則徐：“茍利國家生死以，豈因禍福避趨之”；譚嗣同：“我自橫刀向天笑，去留肝膽兩昆侖”；魯迅：“寄意寒星痊不察，我以我血薦軒轅”；周恩來：“面壁十年圖破壁，難酬蹈海亦英雄”；毛澤東贊劉胡蘭：“生的偉大，死的光榮！”；藏克家：“有的人活者，他已經死了，有的人死了，他還活著”等。作者對生死是豁達的向上的進取的。

何謂人生觀？（略）關于時光易逝，人生苦短的討論。古詩：“人生天地間，忽如遠行客”；陶淵明：“人生似虛化，終當歸空無”“聊乘化以歸盡，樂夫天命復奚疑？”曹操：“對酒當歌，人生幾何？”李白“浮生若夢，為歡幾何？”“黃河之水天上來，奔流到海不復還，”“高堂明鏡悲白發，朝如青絲暮成雪”“天生我材必有用”“直掛云帆濟滄海”；蘇軾：“人生如夢，一樽還淚江月”等。（人生如一串葡萄，人生如半杯水的比喻——樂觀與悲觀）。作者對人生是熱愛、進取、有為的。

六、鑒賞。

1、鑒賞本文文筆洗練、詞匯豐富、句式駢散結合之美。

2、鑒賞本篇序言的與眾不同之妙。

3、比較鑒賞。試比較李白《春夜宴從弟桃李園序》與王羲之《蘭亭集序》的異同。

夫天地者，萬物之逆旅；光陰者，百代之過客。而浮生若夢，為歡幾何？古人秉燭夜游，良有以也。況陽春召我以煙景，大塊假我以文章。會桃李之芳園，序天倫之樂事。群季俊秀，皆為惠連；吾人詠歌，獨慚康樂。幽賞未已，高談轉清。開瓊筵以坐花，飛羽觴而醉月。不有佳詠，何伸雅懷。如詩不成，罰依金谷酒數。（李白《春夜宴從弟桃李園序》）

第四篇：9.高一英語(人教新課標)定語從句教案!

定語從句（2）難點分析

限制性定語從句只能用that的幾種情況

(1)Can you remember the scientist and his theory that we have learned?

你能記住我們學過的科學家和他的理論嗎？

由that引導的定語從句中，that可以指人或物，在從句中作主語或謂語動詞的賓語，但不能放在介詞后面作介詞賓語。

如：The book that I bought yesterday was written by Lu Xun.

注意在下面幾種情況下必須用that引導定語從句：

(1)先行詞是不定代詞all, few, little, much, something, nothing, anything等，如：All that we have to do is to practice English.我們所要做的就是練習英語。

(2)先行詞被序數詞或形容詞最高級所修飾，如：The first letter that I got from him will be kept.第一封他給我寫的信會被保存下來。

(3)先行詞被all, any, every, each, few, little, no, some等修飾，如：I’ve eaten up all the food that you gave me.我已經把你給我的所有食物吃光了。

(4)先行詞被the only, the very, the same, the last修飾時，如：He is the only person that I want to talk with.他是唯一一個我想和他說話的人。

(5)先行詞既有人又有物時，如：They talked about persons and things that they met.他們談論了所見的人和事物。

(6)當句中已有who或者which時，為避免重復，如：Who is the man that is giving us the class? 誰將是給我們上課的人？

(7)在there + be 的句型中，句子的主語是先行詞，而且又是物，如：There are two novels that I want to read.這有兩本我想讀的小說。

There is no work that can be done now.沒有什么工作現在能做的了。

(8)當先行詞為主句的表語或者關系代詞為從句的表語時，如：This is the book that was bought yesterday.這就是昨天買的書。

Our school is no longer the school that it used to be.我們的學校不再是以前的學校了。

(9)以Here is(are)開頭的句子時，如：Here is a film that will move anyone.這是一部將使所有人感動的電影。

Here are two books that I will buy.這是我要買的兩本書。

(10)It is(high)time +定語從句，如：It is time that we should have a rest.我們應該休息了。

It is high time that they started out.他們該動身了。

只用which的場合如下：

1)非限制性定語從句中

Last night, I saw a very good film, which was about the Long March.昨天晚上，我看了一部好電影，是一部關于長征的電影。

2）介詞放在關系代詞之前時 This is my house of which the roof is red.這個房子屋頂是紅色的。

3）句中出現了that，或先行詞是that時

I have found that which I was looking for.我已經找到了我一直尋覓的東西。

區分定語從句和同位語從句

1．定語從句修飾先行詞，它和先行詞是修飾關系；

同位語從句說明先行詞的具體內容，是補充說明的關系。

(1)The plane that has just taken off is for London.定語從句

(2)The fact that he has been dead is clear.同位語從句

2.定語從句由關系代詞或者關系副詞引導，關系詞在句中充當成分，有時可以省略；

同位語從句主要由that引導，在句中一般不做成分；

句子也可以由when, where, how, why, whether, what等詞引導，充當成分。

(1)The news he told me is true.定語

(2)The news that he has just died is true.同位

(3)The problem that we are facing now is how we can collect so much money.定語

(4)The problem how we can collect so much money is difficult to solve.同位

3.同位語從句和先行詞一般可以用be動詞發展成一個完整的句子，而定語從句不可以。

(1)The idea that we could ask the teacher for advice is wonderful.同位語

(2)The idea was that we could ask the teacher for advice.(3)The fact that the earth moves around the earth is known to all.(4)The fact is that the earth moves around the earth.限制性定語從句和非限制性定語從句非限制性定語從

(1)限制性定語從句是句中不可缺少的組成部分，主句和從句之間不用逗號分開。引導

句的關系代詞有who, whom, whose, which, of which等，這些關系代詞都不能省略。

(2)非限制性定語從句是對主句先行詞的補充說明，沒有這種從句，不影響主句意思的完整，一般用逗

號把主句和從句分開，關系代詞用which，不用that；指人時可用who。

如：I have two brothers，who are both students.關系代詞as和which引導的定語從句

as和which引導非限制性定語從句，有相同之處也有不同之處。具體情況是：

1.as和which都可以在定語從句中做主語或者賓語，代表前面整個句子。

(1)He married her, as/which was natural.(2)He was honest, as/which we can see.2.as 引導非限制性定語從句，可放在主句之前，或者主句之后，甚至可以切割一個主句； which引導 的非限制性定語從句只能放在主句之后。另外，as有“正如??，正像?? ” 的意思。

(1)As is known to all, China is a developing country.(2)He is from the south, as we can see from his accent.(3)John, as you know, is a famous writer.(4)He has been to Paris more than several times, which I don’t believe.注意：當主句和從句存在邏輯上的因果關系時，常用which。

(5)Tom was always late for school, which made his teacher angry.3.當先行詞受such, the same修飾時，常用as。

(1)I have never heard such a story as he tells.(2)He is not such a fool as he looks.(3)This is the same book as I lost last week.注意：當先行詞由the same修飾時，偶爾也用that引導定語從句，但是和由as所引導的定語從

句意思不同。

(4)She wore the same dress that she wore at Mary’s wedding.她穿著她在瑪麗婚禮上穿過的一條裙子。

(5)She wore the same dress as her young sister wore.她穿著和她妹妹所穿的一樣的裙子。

非限定性定語從句幾個注意的地方

1.which引導的非限定性定語從句來說明前面整個句子的情況或主句的某一部分。

2.在引導限定性定語從句時，that有時相當于in which, at which, for which或at which。

Attitudes towards daydreaming are changing in much the same way that(in which)

attitudes towards night dreaming have changed.人們對白日做夢的態度正在改變，這與人們對

夜間做夢的看法的變化有非常相似之處。

I like the music for the very reason that(for which)he dislike it.我出于某種原因喜歡這種音樂，而他恰恰與我相反。

We arrived the day that(on which)they left.剛好我們到的那天他們走了。

3.有時as也可用作關系代詞

4.在非限定性定語從句中，不能用that，而用who, whom代表人，用which代表事物.as 的用法例

1.the same? as；such?as 中的as 是一種固定結構, 和??一樣??。

I have got into the same trouble as he(has).2.as可引導非限制性從句，常帶有“正如”。

1）As we know, smoking is harmful to one's health.2）As is known, smoking is harmful to one's health.as是關系代詞。1中的as作know的賓語；

2中，它充當從句的主語，謂語動詞know要用被動式。

以the way為先行詞的定語從句通常由in which, that引導，而且通常可以省略。

e.g.The way in which/ that/不填 he answered the question was surprising.他回答問題的方式很驚人。

but有時也可以做關系詞引導定語從句

e.g.There are very few but understand his idea.(but = who don’t)

沒有幾個不懂他意思的人。

第五篇：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.