高中英语 unit 1 school life Grammar(1)教案 牛津版必修1

牛津译林版高中英语必修一Module1 Unit1 School Life Grammar 导学案【学习目标】1. Learn about what an attributive clause is and the functions of relative pronouns and relative adverbs used to introduce attributive clauses. (重点理解定语从句、关系代词和副词的含义)2. Master the different usages of relative pronouns. (关系代词的用法)【学习过程】1、自学质疑——讨论：(定语从句)一、基本概念(1) 定语从句：在复合句中作定语，修饰名词或代词的从句叫定语从句。

(2) 先行词：被定语从句所修饰的名词或代词。

一般情况下，定语从句紧跟先行词。

但也有因各种原因定语从句与先行词被分割的现象。

(3) 关系代词和关系副词：定语从句的引导词。

与先行词关系密切，因此紧跟先行词，并在定语从句中充当一个成分。

关系代词有：who, whom, which, that和whose，另外，as也可充当关系代词。

关系代词在定语从句中充当主语、宾语、表语和定语。

关系副词有：when, where和why。

在定语从句中充当状语。

二、关系代词的用法1、基本用法：根据先行词的不同，和在从句中所充当的成分不同，选用不同的关系代词。

如下表：例如：(注意关系代词在定语从句中所充当的成分)①Do you know the professor who/that will give us a speech next week？(作主语)②I read a report about his new novel that/ which will soon be published. (作主语)③The plan that/which they argued about was settled at last. (作宾语)④This is the new secretary (who/whom/that) I would like to introduce to you. (作宾语)⑤The soldier whose legs were badly wounded was operated on without delay. (作定语) 注意：关系代词在定语从句中充当宾语时可以省略，充当主语时则不能。

江苏省响水中学高中英语 Unit 1 School life grammar and useageI教案牛津译林版必修1Teaching aims:1 Teach students what an attributive clause is.2 Teach students the functions of relative pronouns and relative adverbs in attributive clauses.Teaching procedures:Step 1 RevisionCheck students’ writing on page 93. Ask some students to read their note of Part B on page 93.Step 2 Presentation1. Ask students to put the following phrases into English and write down on the blackboard:一段开心的经历(an enjoyable experience)好朋友(good friends)这篇关于他在英国经历的文章(the article about the UK)Let students read these phrases and point out the noun, the adjective or the prepositional phrase in each of them to is, what an adjective is and what a prepositional phrase is.Let students tell what the function of an adjective or prepositional phrase is in these phrases.1.Ask students to read Point 1 on page 8 to know that what an attributive clauseis and what an antecedent is.Then say the following:Now we know that nouns can be modified by adjectives, prepositional phrases or attributive clause. Please pay special attention to the different positions of the adjective, the prepositional phrase or the attributive clause. We can know that adjectives are usually used before nouns, while prepositional phrases and attributive clauses after nouns.3. Write down (Bb: the team who were wearing green) on the blackboard, and tell students that team is an attributive clause. Ask students what who refers to the clause. Students should also know the noun which an attributive clause modifies is called antecedent. Tell students that the antecedent is a part in the attributive clause, but it won’t appear in the clause. Instead, we use a relat ive pronoun or a relative adverb.Step 3 Identifying the attributive clause1 Let students to read the guidelines in Point2 on page 8.2 Ask students to read the example sentences in Point 2 and let them say what function of the bold part in each sentence is. Then ask them to point out the attributive clause in sentence and put the whole sentence into Chinese, so they can compare the different ways in which the attributive clause is expressed in English and in Chinese.Step 4 Practising1 Ask students to read the article on page 9. Make sure they can identify attributive clauses in it . Let them point out the antecedent, the relative pronoun or the relative adverb and its function in each sentence with an attributive clause. They can also be asked to put the sentences into Chinese so as to compare the difference.2 Learn the new words from page 9 to page 11.Ask students to turn to page 68 and study the new words (former—please).Step 5 Homework1 Ask students to read the article on page 9 again and again.2 Ask students to finish C1 on page 88. Get them to point out the antecedent, the relative pronoun or relative adverb in the sentence with an attributive clause.。

Module1 Unit1 School Life Grammar 导学案【学习目标】1. Learn about what an attributive clause is and the functions of relative pronouns and relative adverbs used to introduce attributive clauses. (重点理解定语从句、关系代词和副词的含义)2. Master the different usages of relative pronouns. (关系代词的用法)【学习过程】1、自学质疑——讨论：(定语从句)一、基本概念(1) 定语从句：在复合句中作定语，修饰名词或代词的从句叫定语从句。

(2) 先行词：被定语从句所修饰的名词或代词。

一般情况下，定语从句紧跟先行词。

但也有因各种原因定语从句与先行词被分割的现象。

(3) 关系代词和关系副词：定语从句的引导词。

与先行词关系密切，因此紧跟先行词，并在定语从句中充当一个成分。

关系代词有：who, whom, which, that和whose，另外，as也可充当关系代词。

关系代词在定语从句中充当主语、宾语、表语和定语。

关系副词有：when, where和why。

在定语从句中充当状语。

二、关系代词的用法1、基本用法：根据先行词的不同，和在从句中所充当的成分不同，选用不同的关系代词。

如下表：例如：(注意关系代词在定语从句中所充当的成分)①Do you know the professor who/that will give us a speech next week？(作主语)②I read a report about his new novel that/ which will soon be published. (作主语)③The plan that/which they argued about was settled at last. (作宾语)④This is the new secretary (who/whom/that) I would like to introduce to you. (作宾语)⑤The soldier whose legs were badly wounded was operated on without delay. (作定语) 注意：关系代词在定语从句中充当宾语时可以省略，充当主语时则不能。

牛津译林版高中英语必修一Unit 1 School life Grammar 教学设计科目English 年级One 备课时间年月日课题教学目标To lean more words relate to school facilitiesReview he expressions of asking and answering the way教材分析Period one Teaching aim:To give a brief introduction to attributive clauses.Period two Teaching aim:To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.实施教学过程设计Period 1Teaching procedures:1. Tell the students what is attributive clause.2. Tell the students the basic usage of relative pronouns such as which，who，that，whom，whose and relative adverbs like when，where and why.3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.4. Check the answers with the students.5. Explain some language points in the article.6. Give the students some more exercises of attributive clause.7. Assignment.Period twoTeaching procedures:1. Check the homework with the students.2. Ask the students to read the 5 points on Page 10，tell them the usages of。

如何备考高一英语必修1认识unitschoollife教案1作为高中学生，在备考英语必修1的过程中可能会遇到一些困难，因此需要找到更有效的方法来学习。

为协助您，本文将为您提供一些备考的建议，具体内容如下：一、认识教材--Unit1 School lifeUnit 1 School life是高一英语必修1教材中的一部分，主要涵盖校园生活、生活在英国等主题。

认真学习该单元可以帮助学生了解校园和校园生活，同时可以提高学生的英语听、说、读、写的能力。

Unit 1包括以下几个部分：Reading、Grammar、Vocabulary和Writing。

1.Reading本部分的主要内容为：阅读理解和语法应用。

对于英语学习者来说，阅读是非常重要的一项技能。

阅读理解能力的提高需要学生从阅读材料中提取重要信息，深入理解词汇和短语，并培养批判性思维能力。

阅读语法应用是指学生学习如何在英语阅读中运用语法知识，提高自己的阅读技能。

2.Grammar语法是英语阅读和写作中的重要组成部分。

在该部分，学生需要认识和学习基本的语法知识，包括时态、语态、情态动词、疑问词等，并掌握其中的用法和常见的错误。

3.Vocabulary扩大词汇量对于英语学习来说也是很重要的。

学生需要学习单词、短语、固定搭配等，并且需要了解其基本含义和常见用法。

4.Writing写作是英语学习中的另一个重要部分。

该部分要求学生能够用正确的语法和词汇撰写短文，包括书信、日记、议论文等。

通过对Unit1 School life的学习，可以帮助学生解决英语学习的疑难问题，并使他们更加自信地面对英语考试。

二、学习策略每个学生的学习习惯不同，因此，在备考英语必修1时，学生应学会对自己进行学习策略的调整。

以下是一些学习策略：1.听力训练作为英语学习中的一项基本技能，听力训练至关重要。

阅读能力可以通过大量阅读来提高，但要提高听力，首先要听很多英语材料。

不断练习听力可以使学生更好地理解和运用英语，提高其应试能力。

Unit 1 School lifeTeaching aims of the whole unit:1．Develop students’ability of reading prehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ability of listening prehension by listen ing to two talks about school activities.3．Develop students’speaking ability by discussing daily school life and reporting school activities.4．Develop students’writing ability by writing a notice about school activities.5．Develop students’integrated skills of using English by making a poster for a school club.6．Enlarge students’vo cabulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that,which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWele to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Wele to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life? Step 2 Presentation1.Say the following to students:It’s the beginni ngof the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China.What about schools in other countries? Do youhave different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).Period 2 Reading (1) School life in the UKTeaching aims:1. Get students to know what school life is like in a high school in the UK.2. D evelop students’ ability of reading prehension through:1)skimming and scanning.2)Guessing the meanings of some new words from the context3. To learn some expressions about school life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK.Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK)Before we read the article, we are going to learn the reading strategy: skimming and scanning.Please look at page 3: Reading strategy. (Bb the following while learning the reading strategy. )Skimming: to get a general idea of the article, without studying it in detail.Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:1)Ask students to go through the three questions in part A and makesure that each of them know the meaning of each question.(AWoodwork class is a class in which students make somethingfrom wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only tofocus on and identify the most important information.2)Ask student to reread the passage and plete Part C1 individually.Then ask some of them to give the answers to the questions inPart C13)Ask students to finish Part C2 individually. Then get somestudents to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.3 GuessingAsk students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let them guess the meanings from the context. Then check the answers with the whole class.Step 3 New Words in this UnitStudy the new words appears from page2 to page 5 (from attend to immediately) at page 68.Step 4. Homework.1. plete part E on page 5.2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Learn all the new words we learned today by heart.Period 3 Reading (2) School life in the UKTeaching aims:1 Help students bee more familiar with the article.2 Develop students’ability of reading pr ehension by finding out what topics are covered in the article.3 Develop students’ability of speaking by discussing the subjects they like in school.Teaching Procedures:Step 1. Revision:Check the homework:1)Have a dictation to go over the words learned last period.2)Check the answers in reading on pages 82 and 83 in wb.3)Ask some students to read the article in Part E to check whetherthey have used the suitable word in each blank.Step 2 Reading1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish food3)Ask students to point out the different high school lives in the UKand in China in these topics.Step 3 DiscussionLet students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.Step 4 Language focus1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.Words:a)as (since, because, for)b)attend (join, join in, take part in)c)prepared)experiencee)respectf)exciting,excitedg)dropPhrases:a)for freeb)be happy withc)used to do sth.;be/get used to do sth.;be/get used to doing sth.d)the way to do; the way of doing; the way + Attributive Clausee)at the end of;in the end; by the end off)as … asSentences:a)Going to a British school for one year has been a very enjoyableand exciting experience for me.b)I do like eating.c)We also had different students in some class, so it was difficult toremember all the faces and names.2 Ask students to put the following sentences into English in their exercise-books.1) Jim 加入了我们的讨论之列。