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高二英语模块五;Unit1语法教学案m5u1语法不定式1. 作主语：the cat said, “to take roller coaster is terrible”.不定式短语作主语时，可以干脆放在句首，在疑问句和感慨句中，往往放在谓语之后，而用先行代词it作形式主语。
how long did it take you to finish the task不定式作主语常见句型：a) it is + adj. (easy, important, difficult…) + 不定式b) it is + n. (a pity, a pleasure, one’s duty, a shame) + 不定式it’s my duty ____________________________. (教你们学好英语)c) it takes/needs/requires + some time (hours, months, days, patience…) + 不定式it requires patience ________________________________. 〔做好这项工作〕2. 作表语：当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。
our most important task now is _____________________ .(制定准备)注：作表语的不定式都带to，但当主语局部有实义动词do时，to可以省略。
the only thing we can do now is _________________ . (等等看)3.作宾语the cat said “remember ________________next time!”.(别迟到)a) 可以干脆用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等。
高二英语模块五 Unit1语法教学案一、教学目标1、知识目标学生能够理解并掌握过去分词作定语和表语的用法。
学生能够区分过去分词与现在分词作定语和表语时的不同。
2、能力目标学生能够正确运用过去分词在句子中作定语和表语，提高语言表达的准确性。
学生能够通过阅读和写作练习，提高对过去分词用法的理解和运用能力。
3、情感目标激发学生学习英语语法的兴趣，增强学习的自信心。
培养学生的合作学习精神和探究精神。
二、教学重难点1、教学重点过去分词作定语和表语的基本用法。
过去分词与现在分词作定语和表语时的区别。
2、教学难点如何引导学生理解过去分词在句子中的逻辑关系。
如何帮助学生在实际语言运用中准确使用过去分词作定语和表语。
三、教学方法1、讲授法讲解过去分词作定语和表语的语法规则，通过例句帮助学生理解。
2、练习法安排课堂练习和课后作业，让学生通过实践巩固所学知识。
3、讨论法组织学生讨论相关语法问题，鼓励学生发表自己的见解，促进学生之间的思想交流。
4、情境教学法创设情境，让学生在具体的语境中感受和运用过去分词。
四、教学过程1、导入（5 分钟）通过展示一些包含过去分词作定语和表语的句子，如：“The broken window needs to be repaired”和“I'm very tired”，引导学生观察这些句子的结构和特点，激发学生的学习兴趣。
2、知识讲解（15 分钟）过去分词作定语过去分词作定语时，通常置于被修饰的名词之前，表示被动和完成的意义。
例如：“a broken cup”（一个破碎的杯子），“the stolen bike”（被偷的自行车）。
过去分词短语作定语时，通常置于被修饰的名词之后，其作用相当于一个定语从句。
例如：“The book written by Lu Xun is very popular”（鲁迅写的这本书很受欢迎。
）相当于“The book which was written by Lu Xun is very popular”过去分词作表语过去分词作表语时，表示主语的状态或感受，常见的有：“be interested in”（对感兴趣），“be surprised at”（对感到惊讶），“be tired of”（对厌倦）等。
模块5 Unit 3 全单元语言点详备教学案(教师版)(译林牛津版高二英语必修五教案教学设计)1. Science is developing so fast that it is beyond our imagination.科学发展如此之快，以致于超出了我们的想像。
beyond prep. （表范围）越出（某事物）范围;超越:（表位置）在或向（某物）的远处:*beyond one’s power非某人能力所能及的*beyond praise 夸不胜夸的*be beyond sb. 使人无法想像/理解/做等①自行车没法修理了。
The bicycle is beyond repair.②We can’t see anything beyond the river because of the fog.由于有雾，河的那边我们什么也看不见。
③ The beauty of the West Lake in Hangzhou is _________ description.A. withB. inC. beyondD. onReading : The perfect copy1. A recent announcement by scientists that …announcement n. 宣告，通告*make an announcementannounce v.宣布; 宣告; 发表*announce sth. (to sb.)*announce (to sb.)that①She announced the winner of the competition to an excited audience.她向激动的观众宣布了比赛的冠军。
②宣布比赛什麽时候开始了吗?Have they announced when the race will begin?比较declare v. 正式宣布（某事）; 表明:declare sth./that/ sb. (to be)① declare `war (on/against sb) 向… 宣战② declare the meeting open/closed 宣布会议开始/结束③ She was declared (to be) guilty. 已宣判她有罪.2. …has caused much debate and has shocked many people around the world.shock v [尤用於被动语态] 使（某人）震惊;*sth. shock sb.*sb. be shocked at/by sth./ to do*sth. be shocking 令人震惊的① He was quite shocked to hear the sho cking news.② 她所说的真的让我很震惊。
外研版高中英语Module5教案一、教学内容本节课选自外研版高中英语Module 5，具体内容包括Unit 1和Unit 2。
Unit 1主要讨论了现代科技对生活的影响，涉及到互联网、智能手机等话题；Unit 2以环境保护为主题，探讨了全球变暖、低碳生活等环保问题。
本节课将重点学习这两个单元的词汇、语法、阅读和写作技巧。
二、教学目标1. 理解并掌握Module 5的词汇和语法，能够运用所学知识进行阅读和写作。
2. 提高学生的听说能力，使他们能够在生活中运用英语进行有效沟通。
3. 培养学生的环保意识，引导他们关注社会问题，提高社会责任感。
三、教学难点与重点1. 教学难点：词汇的掌握、语法的运用以及阅读和写作技巧的提高。
2. 教学重点：Unit 1和Unit 2的主题内容，以及与之相关的词汇、语法和技能训练。
四、教具与学具准备1. 教具：PPT、黑板、粉笔、教学录音机。
2. 学具：教材、笔记本、字典、练习册。
五、教学过程1. 导入：通过展示现代科技产品和环保图片，引发学生对本节课主题的兴趣。
2. 新课内容展示：详细讲解Unit 1和Unit 2的词汇、语法和阅读材料。
3. 实践情景引入：设置真实语境，让学生进行角色扮演，运用所学知识进行口语交流。
4. 例题讲解：针对重点、难点，给出典型例题，引导学生分析和解答。
5. 随堂练习：设计针对性的练习题，让学生巩固所学知识。
六、板书设计1. Module 5 Unit 1 & Unit 22. 主要内容：Unit 1：现代科技对生活的影响，相关词汇和语法Unit 2：环境保护，相关词汇和语法3. 重点、难点提示：以不同颜色和字体突出显示。
七、作业设计1. 作业题目：英译汉：将Unit 1和Unit 2的阅读材料翻译成中文。
1) 智能手机让我们的生活变得更加便捷。
2) 保护环境是每个人的责任。
写作：结合所学内容，以“科技与环保”为主题，写一篇短文。
2. 答案：英译汉：略汉译英：1) Smartphones have made our lives more convenient.2) Protecting the environment is everyone's responsibility.写作：略八、课后反思及拓展延伸2. 拓展延伸：鼓励学生课后关注科技和环保方面的新闻，提高英语实际运用能力。
高二英语模块五 Unit1语法教学案一、教学目标1、学生能够掌握本单元重点语法项目——过去分词作定语和表语的用法。
2、学生能够准确区分过去分词与现在分词作定语和表语时的差异。
3、学生能够在书面表达和口语交流中正确运用过去分词作定语和表语，提高语言表达的准确性和流畅性。
二、教学重难点1、教学重点过去分词作定语的位置及与定语从句的转换。
过去分词作表语时所表达的含义及与系动词的搭配。
2、教学难点理解过去分词作定语和表语时所体现的被动和完成的意义。
区分过去分词与现在分词在作定语和表语时的不同用法。
三、教学方法1、讲授法：讲解过去分词作定语和表语的语法规则和用法要点。
2、练习法：通过练习题巩固所学语法知识，加深理解和记忆。
3、比较法：对比过去分词与现在分词作定语和表语的差异，帮助学生清晰掌握。
4、情境教学法：创设真实的语言情境，让学生在实际语境中运用所学语法。
四、教学过程1、导入（5 分钟）通过展示一些包含过去分词作定语和表语的句子，如“The broken window needs to be repaired” 和“I'm very tired after a long walk” 引导学生观察这些句子中过去分词的用法，激发学生的学习兴趣和好奇心。
2、语法讲解（20 分钟）过去分词作定语位置：单个过去分词作定语时，通常置于被修饰的名词之前；过去分词短语作定语时，置于被修饰的名词之后。
举例：“a broken cup”（单个过去分词），“The cup broken by the boy is very expensive”（过去分词短语）与定语从句的转换：过去分词短语作定语在意义上相当于一个定语从句。
如“The cup broken by the boy” 相当于“The cup which was broken by the boy”。
过去分词作表语含义：过去分词作表语表示主语所处的状态或感受，常见的有“be＋过去分词”结构。
高二英语模块五 Unit1语法教学案一、教学目标1、学生能够理解并正确运用直接引语和间接引语的转换规则。
2、学生能够掌握宾语从句、主语从句和表语从句的基本结构和用法。
3、学生能够通过练习，熟练运用所学语法知识进行书面和口头表达。
二、教学重难点1、重点（1）直接引语和间接引语中人称、时态、时间状语和地点状语的变化规则。
（2）宾语从句中连接词的选择，语序和时态的正确使用。
（3）主语从句和表语从句的常见引导词及其在句子中的作用。
2、难点（1）在复杂语境中准确转换直接引语和间接引语。
（2）区分宾语从句、主语从句和表语从句，并正确运用。
（3）理解并运用主语从句和表语从句中的特殊句式。
三、教学方法1、讲授法：讲解语法规则，使学生对语法知识有初步的了解。
2、练习法：通过练习题，让学生巩固所学语法知识，加深理解。
3、情境教学法：创设真实的语言情境，让学生在实际情境中运用语法知识，提高语言运用能力。
四、教学过程1、导入通过展示一段包含直接引语和间接引语的对话，引导学生观察两种引语的形式和特点，从而引出本节课的语法主题。
2、知识讲解（1）直接引语和间接引语人称的变化：第一人称随主语变化，第二人称随宾语变化，第三人称不变。
时态的变化：一般现在时变为一般过去时，现在进行时变为过去进行时，现在完成时变为过去完成时，一般过去时变为过去完成时，一般将来时变为过去将来时。
时间状语和地点状语的变化：now 变为 then，today 变为 that day，yesterday 变为 the day before，tomorrow 变为 the next day，here 变为there 等。
（2）宾语从句连接词：that（在从句中不充当成分，无意义，可省略），if/whether（表示“是否”），连接代词（what，who，whom，which，whose 等），连接副词（when，where，why，how 等）。
语序：宾语从句要用陈述句语序。
Teaching plan for Unit 2 Module 5Welcome to the unitTeaching aims and demands:Make students know the importance of the environment to the human beings .To show students the current situation of environment .To arouse students’ sense of environment protection.To learn some words in this lessonTeaching procedures :Step 1 : Brainstorming1 Review the word ‘environment’and let them imagine the adjectives related to environment .Write the words on the blackboard : Harmony, peaceful, destructive , pollution, disaster , protection, environmentalists.2 Ask students to express their opinions freely by asking them questions below:1)Compared to the last few years , do you think the environment is getting better orworse ?2)What might be the reasons for the changes?Step 2 : Sharing information1. Before moving on to discuss the pictures , encourage students to talk about some environmental problems they know about , e,g , floods , forests fires , the greenhouse effect and acid rain.2. Ask students to read the instructions and study the pictures one by one .3. Show the students the other pictures and let them talk.4. Ask students to read the three questions and put students into groups of four and ask them to discuss the questions .5. Ask some students to report their answers to the class.6. Ask students to think about other causes to the pollution of environment .7. Ask students to think about the ways to protect the environment .Homework : readingthe exercise in the workbooka short passage about the environment .。
高二Unit 5 全单元教案Period 5 Grammar(人教版高二英语上册教案教学设计)Teaching Aims:1. Learn and master noun clauses as subject, the object, the predicative and the appositive introduced by “that”Teaching Important Points:1. Master noun clauses as the appositive.2. Master the differences between the appositive clause and the attributive clauseTeaching Difficult Points:1.master the differences between the appositive clause and the attributive clauseTeaching Methods:1. Inductive method to introduce the difference between the appositive clause and the attributive clause2. Practice to help students master the appositive clause3. Individual or pair work to make every student work in classTeaching Aids:1. A projectorTeaching Procedures:Step 1 Lead ina. Review the text and present the appositive clause by asking questions:1.What impresses you most in the passage ?The fact that … impresses me most.2.What have you already known before reading the passage ?I have known the fact that …3.Did you hear any news about Britain recently ?I heard the news that …b. Collect answers as many as possible ,reminding students of sentence structure if find errors.Step 2 Tell the function of the following sentences.Now, please open your book, turn to page 37. There are 6 sentences. We have learned these sentences before. You can look at some other sentences on the slide, and then decide which part the clauses act as.Step3. PracticeNow turn to the exercise3. Join each pair of sentences using a noun clause as appositive. Now you know that the appositive clause is often put behind some nouns, like belief, fact, hope, idea, news, problem, suggestion and so on. Before you do it, go through what is the appositive clause. First look at the example, the noun “ news” is followed by the appositive clause “ that the famous British singer will come to China”. It explains the concrete contents of the noun “news”. Now do you know how to do this exercise?Step4. DiscussionsT: Now look at the picture on page38. Do you know him? He is the famous English film star, named Pierce Brosnan. Please read his profile.T: Which fact do you think is new to you? Please express your ideas using the noun clauses. Discuss in pairs or in groups.S1: I thought he is from England. I didn’t know he is from Ireland.S2: the fact that his first wife died of cancer in 1991 is surprising.S3: I don’t know that he owns a production company with a ling-time friend.Step 5 Grammar Explanationa. Get students to identify the clauses .c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.1.The news that the plane would take off on time made everybody happy.2.The news that is spreading around the airport is that a heavy storm is coming.3.The suggestion that students should learn something practical is worth considering.4.The suggestion that they are considering is that students should learn something practical.c. The teacher offers explanation if necessary.Step6. SummaryT: In this period, we’ve done some exercises about some important words and the noun clause, especially we practice the appositive clause. Also we ‘ve known the difference between the appositive clause and the attributive clause. After class, you should practice more to master them better. Ok. That’s all for today. See you.名词性从句介绍名词性从句包括：主语从句，表语从句，同位语从句，其关联词有连接词that, if, whether; 疑问代词who, what, which和疑问副词when, where, how, why等。
Period3 Grammar本单元学习名词性从句。
名词性从句包括主语从句、表语从句、宾语从句和同位语从。
因为它们在复合句中的作用相当于名词，因此称为名词性从句，这些从句在句中分别作主语、表语、宾语和同位语。
本单元主要讲述that 的用法。
that 在名词性从句中不作任何成分，只起到连接作用。
1．主语从句（1）概念：在复合句中作句子主语的从句叫主语从句。
e.g. That she put on weight worried her a little.她发胖了这点使她发愁。
●it 做形式主语。
It is +adj. + that –clauseIt is +V-ing + that-clauseIt is +V-ed + that -clauseIt is +n + that _clausee.g. It is certain that she will do well in the exam.It is a pity that we can’t go.It is said that Mr. Green has arrived in Beijing.It is surprising that she has passed the exam.2．表语从句概念：在复合句中作句子表语的从句叫表语从句。
e.g. The chance is that one smoker in four will die from smoking.有种可能性，就是四个村民中有一个要死于吸烟。
The problem is that they can’t get here early enough.在下列名词suggestion, order, advice, recommendation, request后的表语从句，从句中用(should )+ vMy suggestion is that he should start at once.3．宾语从句概念：在复合句中作句子宾语的从句叫宾语从句。
高二英语模块五第一单元语法讲解制作人：胡方强一复习句子结构I was watching an English programme at 8 o’clock yesterday.Scuba diving seems exciting.I can’t find my history book.二复习动词不定式◆带to的动词不定式；●做主语（subject）To decrate the christmas tree is my task.To talk with your mouth full is rude.To bee a lawyer was his childhood dream.动词不定式做主语时，可以用形式主语“it”来保持句子的平衡，避免头重脚轻的情况出现。
上述句子可以改为：It is my task to decrate the christmas tree. It is rude to talk with your mouth full.His childhood dream a lawyer.●做宾语（object）He managed to solve the problem by himself.I like to read newspaper articles about sports.Amy wants to know more about the film “Titanic”.英语当中有许多动词经常接动词不定式来做宾语，这类动词有：want hope wish ask need forget agree know learn promise teach refuse help arrange dare decide determine fail manage offer prepare pretend hate prefer continue mean like begin start try。
高中高二英语模块五U n i t语法教学案教案 Document number【980KGB-6898YT-769T8CB-246UT-M5U1语法编写人：曹红星 09.8.27不定式1. 作主语：The cat said, “To take roller coaster is terrible”.不定式短语作主语时，可以直接放在句首，在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。
How long did it take you to finish the task不定式作主语常见句型：a) It is + adj. (easy, important, difficult…) + 不定式b) It is + n. (a pity, a pleasure, one’s duty, a shame) + 不定式It’s my duty ____________________________. (教你们学好英语)c) It takes/needs/requires + some time (hours, months, days, patience…) + 不定式It requires patience ________________________________. （做好这项工作）2. 作表语：当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。
Our most important task now is _____________________ . (制定计划)注：作表语的不定式都带to，但当主语部分有实义动词do时，to可以省略。
The only thing we can do now is _________________ . (等等看)3.作宾语The cat said “Remember ________________next time!”.(别迟到)a) 可以直接用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等。
当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel, think, find, believe, consider, make等。
The cat felt it _________________________________ . (躺在草地上很舒服)b) 不定式一般不作介词的宾语，只有少数介词如but, except等后面可以跟不定式作宾语。
一般情况下作介词宾语的不定式都带to，如果but或except 所在句子里的谓语动词都是实义动词do, does, did时，通常省略to。
We have no choice ______________________. (只好等)We can do nothing __________________ . (只好等)4. 宾语补足语a) 通常作宾语补语的不定式要带to，常用于以下动词之后：ask, tell, advise, allow, enable, expect, force, get, like, order, teach, want, invite, wish, beg等You should get them___________________ .(立刻开始工作)但在谓语动词believe, find, think, feel, consider, suppose, imagine, prove等后面跟to be…作宾补，不跟to do…They believe _____________________________ . (他诚实)b) 使役动词let, have, make等，感官动词hear, feel, see, watch, notice等接不带to 的动词不定式，如用在被动语态则加上toDon’t let the children ________________ . (麻烦你)I heard someone . (敲门)He was made early by his father. (上床睡觉)5. 作定语：.①能带不定式作宾语的动词，其同源名词可以带不定式作定语。
常见的有attempt, decision, promise, plan等He hasn’t kept his promise ____________________________. (经常给他父亲写信)②常与不定式搭配的形容词，其同源名词一般可以用不定式作定语。
常见的有ability, determination, anxiety, eagerness等His eagerness _________________________________was quite clear.(渴望早点完成作业)③序数词形容词最高级或被only, last, next等修饰的名词可以用不定式作定语：She was the only person ______________after the earthquake. (幸存)不定式在作定语时，有时与被修饰的名词有意义上的主谓关系、同位关系、动宾关系，如果该不定式是不及物动词，它后面需要加上适当介词。
He’s always the first to come and the last to leave. 主谓关系I’ve no time to listen to your excuse. 同位关系She has a meeting to attend. （动宾关系=attend a meeting）There’s nothing to worry about. (动宾关系=worry about nothing)6. 作状语①to…, in order to …, so as to …(不能放在句首)作目的状语All these gifts must be mailed immediately _____ in time for Christmas.A. in order to have receivedB. in order to receiveC. so as to be receivedD. so as to be receiving②在so…as to, such….as to, only to …结构中不定式作结果状语，其中only to…用于表示意想不到的结果。
He hurried to the station ___________________________________.(发现火车开走了)③enough to, too…to结构The boy isn’t old enough to go to school.= The boy__________________________________.④形容词（happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever等）+ 不定式结构I’m glad _________________________.(见到你)The question is ____________________________.(难回答)He is hard ___________________________________.(难相处)7. 作插入语用来说明说话人的态度、看法、对整个句子进行解释，如to be frank（坦白地说），to be sure（确实）等。
___________________________, I hate you. (说实话)8. of do sth/ for sb. to do sthIt is necessary for me to learn English well.It’s very kind of you to come to see me.9. tell, know, show, decide, learn, wonder, explain + 疑问词+ 不定式No one can tell me __________________. (在哪儿找到Tom)______________________________ is still unknown. (何时考试)The problem is______________________________ . （怎样筹集足够的钱）①不定式的进行式由to be + V-ing构成，用来表示谓语动词动作发生时，不定式的动作正在进行。
Some students pretended ________________________when the teacher came in.. (在读英语)②不定式完成式由to have + V-ed构成，用来表示动作发生在谓语动作之前。
--- Is Bob still performing--- I’m afraid not. He is said _______ the stage already as he has become an official.A. to have leftB. to leaveC. to have beenD. to beleft③不定式的被动式分为一般式被动to be V-ed和完成式被动to have beenV-ed。
当不定式的逻辑主语是不定式所表示的动作的承受者时，不定式要用被动语态。
It is an honour for me _______________________ the party. (被邀请参加晚会)The book is said___________________________________. (翻译成好几种语言)All these gifts must be mailed immediately _____ in time for Christmas.A. in order to have receivedB. in order to receiveC. so as to be receivedD. so as to be receiving动名词1. 动名词的句法功能：动名词由动词加ing构成，与现在分词的形式相同。
