2023年unit 18 inventions整單元(人教版高二英語下冊教案教學(xué)設(shè)計(jì))

慎而思之，勤而行之。斯是陋室，惟吾德馨。第第2頁/共2頁精品文檔推薦2023年unit18inventions整單元(人教版高二英語下冊教案教學(xué)設(shè)計(jì))收拾Period1Warmingup,listeningandspeaking

ⅠTeachingAims:

Talkaboutinventions.

Practisedescribinginventions.

ⅡTeachingFocuses:

Expressionsofdescribinginventions:

Whatdoesitlooklike?Thisinventioncanhelppeople…

What’sitmadeof?Thisinventionwillmakeitpossibleforpeopleto…

Howdoesitwork?Thisisanewwayof…

Howwouldpeopleuseit?

ⅢTeachingMethods:

Listening,speakingandtalking.

ⅣTeachingAids:

Amultimediacomputerandataperecorder.

ⅤTeachingProcedures:

Step1:Lead–in

Showthepicturesofthefourancientinventionstothestudents?Ask:Whatdoweneedifwewanttoinventsomething?(imaginationandcreation)

Giveatesttoseehowcreativethestudentsare.

Answerthefollowingquestionsinacreativeway:

1.Acatpassedbyamousewithoutevenlookingatit.Why?(40)

2.Whoisthekingofallanimals?(50)

3.WhichtwoEnglishlettersaretheonesthatpeopleliketolistentothemost?(40)

4.Howtodivide13orangesbetween9childrenfairly?(60)

Step2:Warmingup

Describesomeobjectstothestudentsandaskthemtoguesswhatitis.Atthesametime,getthestudentstopayattentiontothewaysofdescribinganobject.

1.Thisinventionismadeofmetal.50

Itispoweredbyanengine.40

Itlookslikeabird.30

Itmakesitpossibleforpeopletoflytodifferentplacesintheworld.202.Thisisaninventionwhichcanhelppeopleinthestreets,especiallyinthebigcities.60

Sometimes,itlookslikeatreestandingbesidethestreet.50

Itdirectscarstrucksatcrossing.40

Ithascoloredlights;redmeansstop;greenmeansgo.30

3.Thisinventioncanhelppeopledosomedailywork.70

Itisusefulforhousework.60

Themachinecanmakethingsclean.50

Itneedsdetergent(洗滌劑)watertowashthingsthatyouwear.40

Itallowsyoutogetalikenessofanobject.80

4.Whenyoupressabutton,itworks.70

Whenaflashhappens,itwillcopyasceneontoafilm.60

Whenthefilmisdeveloped,thesceneyouhavecopiedappearsonapaper-likething.50

P57Getthestudentstoreadtheinformationintheboxandmatchthepictureitdecribes.

Thinking:Whatshouldanewthingbelikeinordertobegivenapatent?(new,creativepratical)

T:Ifyouhavemadeannewinventionandyoudon’twantittobestolenbyothers,whatcanyoudo?

Step3:Listenting

Listenandfillintheblankstoexplainwhytheinventionsarenotgiventhepatents.

Dialogue1:

1.Travelwithout_______,doesn’tneedany_____,no________.

2.It’spoweredbythepersonwhouseitbypushingitwith_______.

3.Itisavehiclewith_____wheelsinsteadof______.

4.Becausethevehicledescribedbythemanhasalreadybeeninvented-it’sa____.

Dialogue2

1.Heinventedadeviceforhelpingpeople_________________________

2.Hegottheideawhenhesaw_______________________________________

3.Ifyouputthebagsintoalargebucketof______,thebagswill_______andyouwon’thavetocarrythem.

4.Becausehisideadoesn’twork-youwouldstillhavetocarry_______________!

Step4:Speaking

Nowit’syourinventingtime.

Workingroupsoffour.Oneisapatentofficer,wholistentotheotherthreetodescribehisorherinvention,raisesomequestionsandthendecidewhocanwinthepatent.Theotherthreejustdescribehisorherinvention.Whenyouaredescribingyourinvention,pleaseallowforthefollowingaspects:

Thenameofyourinvention.

Showasimplepicture.

Reporttheinventiontous.

Preparethepatentoffers’questionstomanagetoaskforapatent.

Thefollowingsentencemayhelpyou.

Apatentofficer:

What’stheuseofit?

Whatdoesitlooklike?

What’sitmadeof?

Howtouseit?

Howmuchdoesitcost?

Isitenvironmentallyfriendly

Howisitdifferentfromothers?

Aninventor:

Itcanhelppeople…

Itlookslike…

It’smadeof…

Thisisanewwayof…

Itcostsonly…

Itdoesnoharmto…

I’dliketoinvent...becauseitcan…

Step4:Homework

Writeashortpassagetodescribeyourinvention.

ⅥBbwriting

Apatentofficer:Aninventor:

What’stheuseofit?

Whatdoesitlooklike?

What’sitmadeof?

Howtouseit?

Howmuchdoesitcost?

Isitenvironmentallyfriendly

Howisitdifferentfromothers?Itcanhelppeople…Itlookslike…It’smadeof…Thisisanewwayof…Itcostsonly…Itdoesnoharmto…I’dliketoinvent...becauseitcan…

ⅦTeachingReflection:

Period2Reading

ⅠTeachingAims:

Learnandmastersomenewandimportantlanguagepoints;

ImprovetheSs’readingabilitybyreadingandcomprehendingthetext;

GettheSstolearnhowtobecreative.

ⅡTeachingFocuses:

Themainideaofthetext.

Finishallthereadingcomprehensionexercises.

Thefourthinkingstrategies.

ⅢTeachingMethods:

Question-and-answeractivity.Somegames.

Groupwork,pairworkorindividualworktomakeeverystudentworkinclass.

ⅣTeachingAids:

1．Amulti-mediacomputer2．Ataperecorderandatape.

ⅤTeachingProcedures:

Step1:Lead-in

Showapictureofabulbtothestudents.Ask:Whoinventedit?

ThenshowtheportraitofEdisontothestudents.Ask:Doyouknowanythingabouthischildhood?Iftheydon’t,tellthemsth.abouthisschooling,andthensay:Peoplearenotborncreative,andyoudon’thavetobeveryintelligenttobeaninventor.Wecanlearntobecreative.Todaywe’lllearnhowtobecreative.

Step2Pre-reading

Scanthetitleandthefoursub-titles,andguesswhat’sthetextabout?

A.howtobecomeagreatthinker

B.howtoimproveyourIQ

C.howtobecomemorecreative

Step3Fast-reading

1.What’screativethinking?

Itisoneofskillsandhabits.

2.Howdopeoplecomeupwithideasfornewinventions?Inhowmanyways?

Bygoodthinkingstrategies.

Step4Careful-reading

T:well,nowlet’sreadthetextcarefullybylisteningtoandreadingafterthetapeoneparagraghafteranother.Youarerequiredtofinishoffallthecomprehensiontasksforeachpart.

Part1:generalidea.

Part2:Whatisto“thinkoutsidethebox”?

Tothinkoutsidetheboxistotrynewwaystosolveaproblem.

Torephraseaproblemtoallowforcreativesolutionsandalsotry“impossible”or“crazy”solutions.

Tomakeaconsciousefforttobreakawayfromoldthoughtpatterns.

Game1:Howdoyouconnectallthedotswithonlyfourstraightlines?

Game2:

Mike’sfatherisapoliceman.WhydidMikerecognizehimamonghisworkmatesthoughtheywereallinuniform?

Whonevergoestoseeadoctor,evenwhenheisill?

Itisleaking(漏水)everywhereintheofficeonarainyday,whynobodyhasgotwet?

Theplanecrashed,buttherewerenobodyinjured.Why?

Whyariverricherthanabank?

Part3:Takeanotherlookatit

achangeinperception

tolookataprobleminasmanywayaspossible

Eachnewwayoflookingatasituationimprovesourunderstandingandmakesiteasiertodiscovernewpossibilities.

Game3:

Canyouonlyseeapot?Payattentiontothedark!

Twofaces!

Part4:Makeconnections

trytocombinenewandoldideasinasmanydifferentwaysaspossible

trytomakeconnectionsthatmayseemstrangeatfirst

thinkofnewapplicationsandsolutions

Part5:Keeptrying

developnewideasevenwhentheyweretiredordidnotfeelinspired

Foreachnewinventionthatworks,thereareatleasttenthatdonot.

Step5Post-reading

1.Matchtheexampleswiththerighttitles:

Example1:thinkoutsidethebox.

Examples23:keeptrying

Example4:takeanotherlookatit.

Example5:makeconnections.

2.TorFexercises.

1)MostinventorshavehighIQs.

2)Thethingsweknowcansometimesmakeitmoredifficultforustounderstand.

3)It’simpossibletolearnhowtobecreative.

4)Thebestwaytofindagoodsolutionistolookforonegoodanswer.

5)Inventorstrytoavoidfailure.

6)Themorewayswehaveoflookingataproblem,themorelikelyitisthatwecanfindasolution.

7)Mostgoodideasaretheresultofalongprocessoftrialanderror.

3.Readingcomprehension.

1)Wecangettheconclusionfromthefifthparagraphthat____A.tobeclevercanleadtosuccessB.hewholaughslastlaughsbest

C.failureisthemotherofsuccessD.nevertoooldtolearn

2).Thesentence“goodideasarenoaccident”meansthefollowingexceptthat____

A.Goodideasnevercomebychance.B.Theaccidentisnotcausedbygoodideas.

C.Tobesuccessfulneedsmanytrialsanderrors.

D.Failurescanalsohelpusmovetowardsabettersolution.

3).Anotherpropertitleforthetextisprobably____

A.CreativityB.GreatthinkersC.HowtosolveproblemsD.Connection

Step6Discussion(Groupwork):

1.Howdoyouunderstandthetitleofthepassage?

Ifwewanttobecreative,weshouldfollowtheserulesthinkoutsidethebox,takeanotherlookatit,makeconnectionsandkeeptrying.Theserulesalsoworkwhenwesolveaproblem.

2.Whatotherrulesshouldyouhaveifwewanttobecreative?

3.Ofalltherulesdiscussedabove,whichonedoyouthinkisthemostimportant?Why?

Step7:Homework

P61Exx12.P131Exx1,23.

ⅥBbwriting

Onslides.NowritingontheBb

.ⅦTeachingReflection:

Period3LanguageStudy

ⅠTeachingAims:

Togetthestudentstomastertheusageoftheimportantwordsandphrases.

Improvethestudents’abilitiesofusinglanguage.

ⅡTeachingFocuses

Wordsexpressions:

Sentences:1)Iknowpeoplearetryingtohelp,butIwishtheywouldn’ttreatmeasifIwereachild.

2)MaybeitistimefortherestofsocietytoacceptmeasIamandgetusedtothefactthatwhileImaynotbeabletowalk,therearemanyothergreatthingsIcando.

ⅢTeachingMethods:

ExplainingPractising.

ElicitationandinductivemethodstohelptheSsmasterthelanguagepoints.

ⅣTeachingAids:

Amultimediacomputer.

ⅤTeachingProcedures:

Step1:Lead–in

Readthetextagainandfindthephrasesusingthefollowingtranslationsasaguide.

1.縱觀囫圇歷史throughouthistory

2.提出新的觀念comeupwithnewideas

3.與…有共同之處have…incommonwith

4.有不同的背景havedifferentbackgrounds

5.考試得高分gethightestscores6.有高智商haveahighIQ7.發(fā)明性思維creativethinking

8.是習(xí)慣的問題isamatterofhabit9.運(yùn)用好的思維策略practisegoodthingstrategies10.限制思維limitone’sthinking11.解決問題solveaproblem

12.換一種說法來表述問題rephraseaproblem13.顧及，在計(jì)算、預(yù)計(jì)時(shí)考慮到某人或某事allowforsb./sth.

14.陷入困境getstuck

15.走向更好的解決主意movetowardsabettersolution

16.掙脫舊的思維模式breakawayfromoldthoughtpatterns17.發(fā)掘新的可能性explorenewpossibilities18.觀念的改變achangeinperception19.正如aswith20.聯(lián)系beconnectedto/with21.意識到beawareof

22.反復(fù)實(shí)驗(yàn)的過程alongprocessoftrialanderror

Step2:Explanationsaboutthelanguagepoints

1.Throughouthistory,greatthinkershaveusedtheircreativityandimaginationtochange

theworld.綜觀歷史，偉大的思想家們利用他們的發(fā)明力和想象力來改變世界。

throughout:

①Prep.遍及

Wehavefriendsthroughouttheworld.

我們的朋友遍及天下。

Schoolswereopenedthroughoutthecountry.

全國中小學(xué)都開學(xué)了。

②prep.在囫圇（一段時(shí)期）

Throughoutthesummerandautumnhecontinuedtogototheofficework.

囫圇夏秋時(shí)節(jié)他都延續(xù)在辦公室上班。

③adv.囫圇地，所有地

Thetimberwasrottenthroughout.這塊木料已經(jīng)囫圇地腐爛了。

④adv.一直地，從頭到尾

Pricesremainstablethroughout.物價(jià)一直保持穩(wěn)定。

Thehouseispaintedthroughout.這所房子所有油漆一新。

creativitycreativecreate

Creativepower發(fā)明力

Creativetalent發(fā)明才干

Anovelistcreatescharactersandaplot.小說家塑造人物并設(shè)計(jì)作品的情節(jié)。

2．Howdotheycomeupwithideasfornewinventions?他們是怎樣產(chǎn)生新發(fā)明的主意呢？

Comeupwith:趕上，想出（注意，計(jì)劃，答復(fù)等）找出答案

Weshallhavetoworkhardtocomeupwiththem.我們努力工作，趕上他們。

Ihopeyoucancomeupwithabetterplanthanthis.我巴望你們能提出比這個(gè)更好的計(jì)劃。

FinallytheycameupwithacureforSARS.總算他們發(fā)現(xiàn)了SARS的治療主意。

知識拓展：

comeabout出現(xiàn)，發(fā)生comeacross偶爾碰到或找到

comearound恢復(fù)，還原comeback反駁；回來；恢復(fù)

3.amatterof關(guān)于……的問題

拓展：

amatterofopinion看法不同的問題

amatteroflifeanddeath生死攸關(guān)的事情

asamatteroffact=infact

forthatmatter(forthematterofthat)就此而言

Thisisamatterofprinciple.這是一個(gè)原則性的問題。

It’snotamatteroflaughing.這可不是開玩笑的事情。

4．Inventorsoftenrephraseaproblemtoallowforcreativesolutionsandalsotry“impossible”

or“crazy”solutions.

發(fā)明者們常常為了顧及發(fā)明性解釋而對一個(gè)問題重新措辭，并且也對“絕對不可能”或

“狂妄的”問題的解答舉行實(shí)驗(yàn)。

Allowfor:顧及，考慮到，體諒

Yourjourneytakesabouttwohours,allowingfordelays.

你的旅途顧及耽誤的時(shí)光大約要花兩個(gè)小時(shí)。

Itwilltakethirtyminutestogettothestation,allowingfortrafficdelays.

到車站將需要30分鐘，連路上交通的耽誤都算在內(nèi)。

Heallowedforhergreatageandwasverypatient.

他考慮到她年紀(jì)大因而很暴躁。

5．be/getstuck:被卡住，不能延續(xù)做某事，在某處被卡住

Igetstucknow,thereisnotenoughtimeformetofinishthework.

我無法舉行下去了，因?yàn)闆]有充足的時(shí)光來完成這項(xiàng)工作。

Canyouhelpmewithmyhomework,Dad?I’mstuck.

爸爸，你能幫我看一下家庭作業(yè)嗎？我被卡住了。

Theygotstuckinatrafficjam.他們因交通阻塞而被困住了。

getstuckin/intodoingsth:積極地開始做某事

Hereisyourfood.Nowgetstuckin.給你吃的，快吃吧！

6．Aswiththinkingoutsidethebox,theprocessinvolvesaseriesofdifferentattemptsandseveralfalsestarts.就突破常規(guī)思索而言，這個(gè)過程涉及一系列的不同嘗試及多個(gè)錯誤的開端。

Aswith:like正如……一樣

Aswithdrawingapicture,youshouldbepatientandusefulindoingthisjob.

就象畫畫一樣，做這件事情需要暴躁仔細(xì)。

Aswiththeboomingdrugtradegenerally,thereisnoeasysolution.

象販毒這樣交易的迅速上漲，普通沒有容易的解決主意。

Workmayberelativelyautomaticaswithtyping,forinstance.

如打字這樣的工作，可能會比較機(jī)械。

Involve:

①vt.需要，牽涉

ThejobinvolvedmylivingLondon.工作需要我住在倫敦。

Thestrikeinvolvedmanypeople.無數(shù)人參加了罷工。

Iwastoldthatthejobwouldinvolvetravel.我得知那份工作需要出差。

Winningthegameinvolvesbothskillandfortune.想贏得這場比賽，既要技巧也要運(yùn)氣。

②involvesb./sth.insth.

Jilldoesnotwanttocomebecauseshe’stooinvolvedinhersewing.Jill不想來，因?yàn)樗目p紉活太忙了。

Povertyinvolvedhisfamilyinmisfortune.貧窮使他家陷入不幸。

Don’tinvolveotherpeopleinyourtrouble.別把別人牽涉到你的棘手中去。

③beinvolvedin用心于，聚精會神于

Heisinvolvedinstocks.他熱衷于股票。

Hewasinvolvedinworkingoutaplan.他用心致志于制定計(jì)劃。

習(xí)語：

bedeeplyinvolvedindebt債臺高筑

beinvolvedinthescandal卷入這一丑聞中

beinvolvedinworkingoutpuzzle用心于解出一道難題

attempt:

①.Vt.Totry嘗試，試圖（+n./todo/doing）

Theyhaveattemptedadifficulttask.他們已經(jīng)開始了一項(xiàng)艱難的工作。

Theenemyattemptedanattackbynight.敵人決定趁夜色偷襲。

Theenemyattemptedtobreakthroughourlines.敵人企圖沖破我們的防線。

IattemptedwalkinguntilIfellover.我掙扎著走路，知道摔到才為止。

②.[c]n.theactoftrying企圖，試圖(todosth/onsth)

Hemadeanattempttopasstheexamination,butitwastoodifficult.他試圖通過考試，但考試太難了。

Wefailedinourattempttoclimbthehill.我們試圖爬上山去，但失敗了。

Thetwosuperpowersstruggledwitheachotherinanattempttoredividetheworld.

這兩個(gè)超級大國互相爭奪妄圖重新瓜分世界。

拓展：

makeanattempttodo試圖做某事

makeanattemptatdoing試圖做某事

makeanattempton企圖奪取

Step3:Practice

P61.Exx12.P131.Exx1,23.

Checktheanswerswiththestudents.

Answerstothetranslationexercise.

1.Heworkedveryhardduringhistrialperiodatthecompany.

2.Whatisthestoragelimitofyourcomputer?

3.Ididn’tknowyouweresuchagoodhorserider.

4.Thisboyhasdreamtofbecomingapoliceofficialsincehewasjustaboy.

5.Isthereanypossibilityofsolvingthisproblem?

Isitpossibletosolvethisproblem?

6.Einstein’sTheoryofRelativityhaschangedtheprocessofphysics.

7.Don’tinvolvemeinyourquarrel.

8.Itisnecessarytoraisetheprimaryandhighschoolstudents’awarenessofself-defence.

9.PLAisshortforPeople’sLiberationArmy.

10.Tolearntothinkwell,youhavetolearntomakeconnectionsfirst.

Step4:Homework

《每課一練》Exx12.

ⅥBbwriting

1.throughouthistory

2.comeupwithnewideas

3.have…incommonwith

4.havedifferentbackgrounds

5.gethightestscores6.haveahighIQ7.creativethinking

8.isamatterofhabit9.practisegoodthingstrategies10.limitone’sthinking11.solveaproblem

12.rephraseaproblem13.allowforsb./sth.

14.getstuck

15.movetowardsabettersolution

16.breakawayfromoldthoughtpatterns17.explorenewpossibilities18.achangeinperception19.aswith20.beconnectedto/with21.beawareof

22.alongprocessoftrialanderror

ⅦTeachingReflection:

Period4GrammarStudy

ⅠTeachingAims:

Togetthestudentstomasterthegrammarofattributiveclause.

Improvethestudents’abilitiesofusinglangage.

ⅡTeachingFocuses:

●Therestrictivenon-restrictiveattributiveclauses●Theattributiveclausetheappositiveclause

●TheattributiveclausetheemphasisstructureⅢTeachingMethods:

ExplainingPractising.

ⅣTeachingAids:

Amultimediacomputer.

ⅤTeachingProcedures:

Step1:Lead–in

Payspecialattentiontotheunderlinedparts.Isthereanythingincommonbetweenthem?

1.Heisafamousscientist.

2.who’sthatgirlinred?

3.I’vereadallthebooksthatyoulentme.

4.Ihavelostmypen,whichIlikeverymuch.

Step2:Grammarknowledge

1.Theattributiveclause(theadjectiveclause)

therestrictiveattributiveclause

thenon-restrictiveattributiveclause

noun/pronoun+theattributiveclause

theantecedent(person/thing)therelativepronouns/adverbs+clausePractice:completethesentenceswithsuitablerelatives.

1).Iknowthereason________hecamelate.

2).Doyouknowthewoman,_____sonwenttocollegelastyear?

3)Thehouse_____colorisredisjohn’s.

4).Thisisthebestfilm______I’veeverseen.

5)That’sthetown_________heworkedin1987.

6).Ihave2brothers,________arebothsoldiers.

7).Nextweek,_________you’llspendinyourhometown,iscoming.

8).I’vetried2pairsofshoes,neitherof__________fitsmewell.

2.Paymoreattentiontotheagreementbetweentheverbandtheantecedentinpersonandnumberintheattributiveclause,andthencompletethesentences:

1).Thosewho____togotothecinemamustbeattheschoolgateby3:30p.m.(want)

2).Hewho___________thegreatwallisnotatrueman.(notreach)

3).Sheistheonlyoneofthegirlswho____beentoBeijing.(have)

4).Heisoneoftheboyswho____seenthefilm.(have)Conclusion1:

(1)Whenarelativepronounisusedasasubjectintheclause,theverbmustagreewiththeantecedentinpersonandnumber.

(2)Whentheantecedentisthestructure“oneof+n.(pl.)”,theverbintheclausemustbeplural,agreeswiththepluralform.However,ifthereis“the”or“theonlyvery”before“one”,theverbintheclausemustbesingular,agreeswiththeword“one”.

Practice:Completethefollowingsentenceswithsuitablerelatives:

1).Thetime___________IwenttoTokyoisin1982.

2).I’llneverforgetthetime_________Ispentatcollege.

3).Theshop_________Iboughtthebookinisbig.

4).Theshop__________Iboughtthebookisbig.

Conclusion2:whentheantecedentisanounfortimeorplace“when”or“where”isnotalwaysusedtointroducetheclause.Itdependsonthefunctionoftherelativewordintheclause.

3.TheDifferenceBetween“that”and“which”.

Completethefollowingsentenceswith“that”or“which”.

1).Thisisthe2ndarticle____IhavewritteninEnglish.

2).Itisthebestfilm_____hehaseverseen.

3).Thisistheverybook_____Iwanttoread.

4).All____theytoldmesurprisedme.

5).Theytalkedabouttheteachersandschools_____theyhadvisited.

6).Whoisthecomrade______wasthere?

7).Thereisabedintheroom_____isstillvacant.

8).Ourvillageisnolongertheplace_______itusedtobe.

9).Hepaidtheboy$10forwashingthewindows,mostof_______hadn’tbeencleanedatleastayear.

10).Theweatherturnedouttobeverygood,_______wasmorethanwecouldexpect.

11).Thecleverboymadeaholeinthewall,through_______hecouldseewhatwasgoingoninsidethehouse.

Conclusion3:

Whentheantecedentreferstothing(s),“that”isoftenusedinthefollowingcases:

(1)Afterordinalnumberandsuperlatives

(2)Afterthefollowingwords:all,only,little,few,much,very,none,last,just,any(thing),every(thing),some(thing),no(thing).

(3)Aftertwoormoreantecedents,referringtobothperson(s)andthing(s).

(4)Afterinterrogativepronouns“which”or“who”.

(5)Whentherelativepronounisusedasapredictiveintheclause.

(6)Whenthemainclausebeginswith“therebe”.

Inthefollowingcases,“which”isalwaysused.

①Afterprepositions

②tointroduceanon-restrictiveattributiveclause.

③Thewholemainsentenceisthe“antecedent”oftherelativeclause,andthereisalwaysacomma.Fillintheblankswithsuitablerelativestocompletethefollowingsentences.

1.Tellmethereason____youwerelateforclass.

2.Whoisthegirl_____isspeakingthere?

3.ThisisMr.Smith,_____hassomethinginterestingtotellyou.

4.Thecomputer________CPUdoesn’tworkhastorepaired.

5.Thiskindofcomputer,_____iswell-known,isoutofdate.

6.Thisisjusttheplace___I’vebeenlongingtovisitforyears.

7.Hismotherisanengineer,____makeshimveryproud.

8.Theoldmanhas4sons,threeof____aredoctors.

4.TheDifferenceBetweentheAttributiveClauseandtheAppositiveClause

1)、從詞類上區(qū)別

同位語從句前面的名詞只能是idea,fact,news,hope,belief,suggestion,proposal,word,thought,doubt,

truth,possibility,promise,order等表示抽象意義的名詞。而定語從句的先行詞可以是名詞、代詞、主句的一部分或囫圇主句。如：

Wearelookingintothequestionwhetherheisworthtrusting.（同位語從句）

Wordcamethathehadgoneabroad.據(jù)說他已經(jīng)出國了。（同位語從句）

Thedoctorwhomyouarelookingforisintheroom.（定語從句，名詞thedoctor作先行詞）

Ourteamhaswonthegame,whichmakesusveryhappy.(定語從句，which代表前面提到的囫圇句子)

Hismotherdidallshecouldtohelphimwithhisstudy（定語從句，代詞all作先行詞）

2)、從性質(zhì)上區(qū)別

定語從句是從句對其先行詞的修飾或限制，屬于形容詞性從句的范疇；而同位語從句是從句對前面抽象名詞的進(jìn)一步說明和解釋，屬于名詞性從句的范疇。如：Thenewsthatourteamhaswonthegame

istrue.（同位語從句，補(bǔ)充說明news的內(nèi)容。）

Thenews(that)hetoldmeyesterdayistrue.(定語從句，that從句作定語修飾news)

ImadeapromisethatifanyonesetmefreeIwouldmakehimveryrich.(同位語從句，補(bǔ)充說明promise)

Themothermadeapromisethatpleasedallherchildren.（定語從句，that從句作定語修飾promise。）

3)、從引導(dǎo)詞及其在句子中的成份上區(qū)別有些引導(dǎo)詞如how,whether,what可以引導(dǎo)同位語從句，但不能引導(dǎo)定語從句。如:Thatquestionwhetherweneedithasnotbeenconsidered.（同位語從句）

Ihavenoideawhathashappenedtohim.（同位語從句）

引導(dǎo)詞that引導(dǎo)定語從句時(shí)，在從句中普通作主語或賓語（指物時(shí)還可以用which代替），并且作賓語時(shí)常常省略。That在同位語從句中僅起銜接作用，不充當(dāng)任何成份，并且不能省略，也不能用which來代替。Theorderthatwe(should)sendafewpeopletohelptheothergroupswasreceivedyesterday.

（同位語從句，是對order的詳細(xì)解釋，that雖不作成份，但不能省略）

Theorder(that)wereceivedyesterdaywasthatwe(should)sendafewpeopletohelptheothergroups.

（定語從句，是名詞order的修飾語，that在從句中作received的賓語，可以省略）

Practice:從A、B、C、D四個(gè)選項(xiàng)中，選出可以填入空白處的最佳選項(xiàng)。

1.Alongwiththeletterwashispromise____hewouldvisitmethiscomingChristmas.

A.whichB.thatC.whatD.whether

2.Luckily,we’dbroughtaroadmapwithout___wewouldhavelostourway.

A.itB.thatC.thisD.which

3.Thereisanewprobleminvolvedinthepopularityofprivatecars___roadconditionsneed.

A.that;tobeimprovedB.which;tobeimprovedC.where;improvingD.when;improving

5.Informationhasbeenputforward____moremiddleschoolgraduateswillbeadmittedintouniversities.

A.whileB.thatC.whenD.as

6.Thefactcameup___specificspeechsoundsarerecognizedbybabiesasyoungas6monthsold.

A.whatB.whichC.thatD.whose

7.Adecisionwasmade____thosewhowantedtogetajobinthefactorywouldnotbeallowedtostay.

A.whatB.whenC.whichD.that

8.Thequestioncameupatthemeeting____wehadenoughmoneyforourresearch.

A.thatB.whatC.whichD.whether

9.Thereason____heislateis____therewasabreakdownontherailway.

A.why;whyB.why;thatC.because;thatD.that;because

5.TheDifferenceBetweentheAttributiveClauseandtheEmphasisStructure

強(qiáng)調(diào)句型的句式結(jié)構(gòu)為：“Itis/was+被強(qiáng)調(diào)部分+that/who從句”。在強(qiáng)調(diào)時(shí)光、地點(diǎn)、緣故或方式狀語時(shí)，一律用that，而不用when,why或how；在強(qiáng)調(diào)主語和賓語時(shí)，倘若主語和賓語指代人，則可用who和whom來代替that,但是從句中的人稱和數(shù)要與被強(qiáng)調(diào)的主語和賓語保持一致。這些都容易與定語從句混淆。定語從句和強(qiáng)調(diào)句型的判斷主意：若將句中的“Itis/was”和“that/who”去掉，而句子不缺成分，結(jié)構(gòu)殘破，說明原句是強(qiáng)調(diào)句型；若句子結(jié)構(gòu)不殘破，則說明原句為定語從句。

Practice:1.Itwasnotuntil1920____regularradiobroadcastsbegan.(1995高考卷)

A.whileB.whichC.thatD.since

2.____washiskindnessthateveryonepraisedhim.

A.ItB.WhatC.SoD.Such

3.Itistheabilitytodothejob____mattersnotwhereyoucomefromorwhatyouare.(2000高考卷)

A.oneB.thatC.whatD.it

4.Itwas____hecametoMacao____heknewwhatkindofplaceitwas.

A.that;whenB.until;thatC.notuntil;whe