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 was chosen by Mike ’s mum.
2.The guitar is in a music museum.
3.The name as if it was yesterday.
4.The show was in American.
5.The singer is Freddy.
6.The musicians 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
“介词+关系代词”引导的定语从句的基本用法
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 practic ing 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
当关系代词在定语从句中充当介词的宾语时，我们用介词＋关系代词(whom 或which)引导定语从句。如果指人，用介词＋whom ；如果指物，用介词＋which 。介词前置时，关系代词不能用that 或who ，即介词不与that 或who 连用。若介词后置则可以用that/who ，还可省略。
There comes Tom,_____ whom I have been waiting for an hour.
with which Dave composed our first hit when our band was formed in whom we have great interest by which we were to become famous with whom we practiced the most at which we played our first hits
汤姆来了，我等他等了一个小时了。
He handed me a pen, _____which I wrote down his phone number.
他递给我一支钢笔，我就用它写下了他的电话号码。
Do you know the boy that/who/whom she was talking to?
你知道与她交谈的那个男孩是谁吗？
二、“介词＋关系代词”的种类
1．介词＋which/whom
Is this the car for which you paid a high price?
这是你花大价钱买的车吗？
He broke his glasses, without which he can't see anything.
他打破了眼镜，没有眼镜他什么也看不见。
The policeman with whom Mr. Smith is talking in the office is my friend.
正在办公室与史密斯先生谈话的那个警察是我的朋友。
(2009·陕西高考)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．代词/数词＋介词＋which/whom
Mary has two brothers, both of whom are doctors.
玛丽有两个哥哥，他们都是医生。
The factory produces half a million pairs of shoes every year, 80% of which are sold abroad.
这家工厂每年生产50万双鞋子，其中80%销往国外。
(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＋形容词/名词＋介词＋which/whom
China has hundreds of islands, the largest of which is Taiwan.
中国有成百上千的岛屿，最大的是台湾岛。
I will talk to those students the homework of whom hasn't been done.
我要和没完成作业的同学谈话。
The book, the cover of which/whose cover is red, is written by Mr. Jones.
这本书是琼斯先生写的，它的封面是红色的。
(2010·江苏高考)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．介词＋whose＋名词(指物的先行词在定语从句中作定语时还可以用the +noun +of which的结构来表示)
He lives in an old house, under whose roof live a family of birds.
他住在一座老房子里，在屋檐下住着一窝鸟。
We were grateful to Mr.Li, in whose car we had traveled home.
我们都很感谢李先生，我们就是坐他的车回家的。
5．“介词＋which”常可以和when, where, why互换
I'll never forget the days when(in which/during which) I worked with you.
我将永远不会忘记和你一起工作的那些日子。
This is the office where (in which) I used to work.
这就是我过去工作过的办公室。
I'd like you to explain the reason why (for which) you were absent.
我想让你解释一下你缺席的原因。
(先行词在定语从句中作状语时根据不同类型的状语，用不同的介词+关系代词，时间状语使用on; in; by;during等表示时间的介词；地点状语用on; in; at;to;from等表示地点的介词；原因状语用for;方式状语用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，但是要同时去掉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．“介词+关系代词”引导定语从句介词的选择
“介词关系代词”分为三种情况：介词必须放在关系代词前；介词必须放在从句谓语动词后，不提前；介词既可以放在从句谓语动词后，也可提前。
1.介词必须放在关系代词前
指代先行词的关系代词与介词构成介词短语时，介词必须放在关系代词前。例如：
This is the desk on which I found my book.
注意：关系代词which代替先行词the desk, 并与介词on构成介词短语on the desk, 作定语从句的地点状语。例如：I’d prefer to live in the house in front of which there is a cherry tree.
关系代词which代替先行词the house, 与in front of 构成介词短语in front of the house, 作定语从句的地点状语。例如：There was a time in history during which the blacks were treated as slaves.
关系代词which代替先行词a time, 与介词during构成介词短语during a time, 作定语从句的时间状语。例如：
I don’t like the way in which he treats us.
关系代词which代替先行词the way,与介词in构成介词短语in the way, 作定语从句的方式状语。先行词为表示方式的名词the way时，此定语从句还可以用关系代词that或省略关系代词。
2.介词必须放在从句谓语动词后，不提前
当介词与定语从句的谓语动词连用构成固定的短语动词时，介词不能提前放在关系代词前面，而是要放在从句的谓语动词之后。例如：
He is the man (who/whom/that)I’m looking for.
定语从句（who/whom/that）I’m looking for 的谓语动词是固定的短语动词look for，介词for不能与look分开，因此介词for不能提到关系代词前。
这类短语如：look for, look after, look forward to, put in for申请,care for,pay a visit to
3.介词既可以放在从句谓语动词后，也可提前
当介词可以与指代先行词的关系代词构成短语搭配，也可以与定语从句的谓语动词连用构成短语动词时，介词可以放在关系代词前，也可以放在从句的谓语动词之后。例如：
Do you know the person (who/whom/that) I talked to just now(=to whom I talked just now)?
在“介词+关系代词”结构中，介词后面的关系代词只能用which（指物）或whom(指人)。在本句中介词可以与代替先行词the person的关系代词whom构成短语to the person或与从句中的动词talk构成动词短语talk to,因此介词to 可以放在关系代词前，也可以放在从句的谓语动词之后。
[课堂实练]
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 the se 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：
动词短语分类一、与介词搭配
动词+介词
begin with 从/以…开始
believe in 信任/信赖/信仰
belong in/on/under在…中/上面/下面有适当位置
belong to 属于…
break/burst into 闯入;突发
break through 冲破
call at 短暂访问/停靠(某地)
call for 要求/需要…
call on 看望;号召(某人)
care about 对…关心/感兴趣
care for 对…关心/喜欢/尊重/想要;照料
catch at 去接/抓…
change for 转车去…处;于(某物)交换
change/turn into 变成(=become)
come across 走过…来;偶然碰到/找到
come at 达到/了解/攻击…
come from 来自/出身于…
come into 进入;开始;得到;继承
come to (oneself) 苏醒(=come back to life) come upon 偶然碰到/攻袭/发生/出现于concern about 关心…
connect with 连系/衔接…
consist of 由…组成
count on 信赖/指望…
date from 始于…
deal in 经营/从事…
deal with 涉及/处理/应付…;与…打交道/做生意depend on 依赖/依靠…
die for 为…而死;渴望
die from/of 死于…
dive for 冲向…
dive into 潜入(水中)
declare against/for 声明反对/赞成…
do for 适用于/替代/毁掉…
engage in 从事/参加……
feed on 以…为(主)食/维持生活
feel like 如同/想要…
leave for 动身去…处
lie in 在于…
listen for 注意想要听到…finish with 完成;与…绝交
fit into适合于…
fly at 扑向…
fly into 突然爆发
fool with 胡弄;玩弄
gasp at 因…倒抽一口冷气
get into 进入
get off 从(车、船等)下来
get on 上(车、船等)
glare at 怒目注视
go over 复习/过一遍…
go through 通过
hear from 受到…的音、信
hear of/about 听说;因…受责备insist on 坚持要/坚决主张…
join in 加入/一起(做…某事)
jump at/on 跃/扑向…;欣然接受…;匆匆作出(结论)
jump into 跳入/踊跃投入…
keep to 不离开/坚守/遵行…
knock about 漫游…
knock at/on 敲(门、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/痛击…
lead to/into 通向/导致…
learn about/of 获悉/听说…
learn from 向…学习;从…吸取教训listen to 听/倾听…
live by 靠…过活;住在…附近
live on 以…为主食;靠…生活
long for 渴望…
look at 看…
look for 寻找…
look into
朝…里看;浏览/查阅/调查/顺便进入访看…look like 看起来像…
look through 通看/复看/浏览/查看…
look to 注意/照顾/依靠/朝向…
make at 扑向/攻击…
make for 走向/扑向/导致…
manage with 驾驭…;用…来对付
manage without 没…而能对付
meet with (偶尔)遇到;符合
operate on 给…作手术
pay for 为…付款/受罚
play with 以…玩耍/消遣;和…开玩笑
point to/at 指向/指着…
prepare for 为…作准备
quarrel about (sth.) with (sb.)
为(某事)而与(某人)争吵
refer to 指/谈到/参阅…
rely on 依靠…
result from 由…引起
result in 终至…的结果
run across 穿过/偶然发现…
run after 追捕/追随/伺候…
run at 向…冲去/突袭
run for 匆忙来/去拿…;竞选(公职)
run into
跑进…;与…相撞/相连接;延续到/共计达…
run to 跑向/求助于…;共达/值…;有(做…的)
rush at 冲向/猛攻/匆忙处理…
search for 搜寻
see about 照料/探寻/考虑…
see after 照顾/照看…
see to 照料/修理/注意…seek after/to 寻求
set about 着手/开始/攻击/散布send for 派人请…
share in 分享
shoot at 朝…射击
shout at 冲…吼叫/叫嚷
shout to 朝…喊
sit for 参加(考试);代表…当议员stand by 与…站在一起
stand for 代表…
stare at 盯着看…
step on 踩在…上;用力踩…(加油门) stick to 粘住/坚持…
struggle against 与…斗争
struggle for 为…而斗争
succeed in 在…获得成功
suffer from 受…之苦;患…(病) speak about/of 谈及
speak against/for 发言反对/为…辩护talk about/of 谈到…
talk with/to 与…交谈
think about 考虑/想起/回想…
think of 考虑/想起/记得/想出/认为turn against 背叛…
turn towards 朝向/倾向于…
twist around 缠绕/摆布…
urge against 极为反对…
wait for 等待
wait on 伺候
win over 战胜/说服…
wish for 想得到/渴望…
work at 从事/致力于/学习…
work on 从事/忙于/影响/安装好…work to 根据…行事
work towards 设法达到/获得…
外研版英语精品资料 Module 4 Carnival Period One Teaching aims: 1. To revise Chinese and western festivals. 2. To develop the students reading ability. 3. To understand what is about Carnival. Important and difficult points: 1 Get the students to understand the history of carnival. 2 Get the students to describe the festivals in groups. Teaching procedures: Step 1. Revision. Read the new words of this passage. Step 2. Introduction 1. We have learned many festivals both Chinese and the Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals. Make a list of them on the blackboard.. 2. Turn to Page 31—Match the festivals with the description. Step 3. Lead-in Today we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it. Step 4. Fast-reading Match the main idea with every paragraph. Paragraph 1 A meaning of carnival and how it was celebrated Paragraph 2 B the law about wearing masks Paragraph 3 C general impression of carnival Paragraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it caused Paragraph 6 F the revival of the tradition of celebrating it. (Answers: 1—6 CAEBFD) Step 5. Further-reading Read the passage and answer the questions. 1. Where does Carnival come from? What does it mean?
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.
Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.doczj.com/doc/de18362522.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
Module 1 British and American English I. 模块教学目标 技能目标Skill Goals ▲Talk about varieties of English ▲Practise giving reasons ▲Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect ▲Identify a variety of English ▲Write about the Chinese language II. 目标语言 功能句式Practise giving reasons I like Leeds because there’s more going on here than back home in the States. Since English is spoken all over the world, there are lots of varieties. As I was the only British person in the school, they made a fuss of me. I’m getting on just fine, now that I understand the local accent. Everyday English How are you getting on? I don’t get it. ... get used to ... That’s a good point. ... make a fuss of ...
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
Module 1 Our body and Healthy Habits Introduction Look at these words and expressions. Which of them are connected with illness? dentist diet fat fit flu (influenza) get/catch a cold health rare toothache unhealthy wealthy Read the proverbs and try to explain them in English. ?You are what you eat. % ?Healthy mind in a healthy body. % ?Early to bed, early to rise makes a man healthy, wealthy and wise. % ?An apple a day keeps the doctor away. % Vocabulary and Reading 1.Look at these words and answer the questions. anxious; break (as in break an arm); captain; fever; injure; injury; pain; painful; normal; sweets
1. Which word is connected with food? 2. Which words are connected with body? 3. Which word means usual or ordinary? 4. Which word means leader? 5. Which word means worried about something that may happen? Zhou Kai (1) When Zhou Kai's mother saw him heading towards the front door without a jacket on, she eyed him anxiously. "Zhou Kai, where are you going?" she asked. "To the park. I'm going to play football," said Zhou Kai. "But it's raining! You'll catch a bad cold," said his mother. "No, I won't. I'll be fine," said Zhou Kai, as he opened the door. "Zhou Kai, you'll get ill. You know you will. You can at least go and get your jacket." "OK, OK." Zhou Kai went and did as he was told.
英语必修五unit5教案
英语必修五unit5教案 【篇一：高中英语必修五教案unit 5】 新课标人教版英语必修5教案 unit 5 firsr aid 程洪维 1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人 cut off aid 终止援助a hearing aid 助听器 teaching aids教具medical aid医疗救护 with the aid of借助于in aid of为了帮助 he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来 the computer got damaged when we were moving.我的电脑在搬家时弄坏了。 my bike is getting repaired now.我的自行车正在修理。 my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。 peter and mary got married last year.皮特和玛丽去年接了婚。 2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。
最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.
Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions
的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。