高一英语必修一 unit5 grammar

高一英语必修一unit5教案模板高一英语必修一unit5教案3Ⅰ. Teaching Basis (教学依据) ：《一般高中英语新课程标准》Ⅱ. The Type of the Text (课型) ：Revision (复习课)Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussionmethod(小组争论法)，Cooperative learning(合作探究)，Practicing(练习).Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learningpaper(导学案)，Blackboard(黑板).Ⅴ. Teaching Aims(教学目标) ：①Knowledgeaims(学问目标):words: achievement, specialist, organization, hard-working, confident.. phrases: put to death, mean doing, eitheror, the bond between, structure: only+., It is/was+.+that. grammar: Subject-verb agreement.②Ability aims(力量目标): Develop the students ability to use the importantlanguage points, enable students to describe people using the adjectives.③Emotional aims(情感目标): Encourage the students to think about what makes aperson great.Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what theyhave learned in this unit.Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned into their ability.Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案状况反馈(1分钟)Step 2 lead-in ：通过图片展现的方式，过渡到学问竞答类节目《一站究竟》，本节课也将仿照这种模式授课。

Unit 5 Languages Around the WorldPeriod 3 Discovering Useful Structures教材分析本节课为语法课，主题为“描述你喜欢的事物”(Describe your favorite things)。

教学内容为限制性定语从句和关系副词when，where，why，介词+which的用法。

首先，通过观察上一课时“Reading and Thinking”课文中出现的句子，要求学生归纳限制性定语从句中关系副词的用法。

接着，通过完成单句填空、语篇填空等练习帮助学生更加熟练地掌握限制性定语从句中关系副词的用法。

最后，通过真实语境，进行语言输出。

利用定语从句准确表达自己的喜好，描述最喜欢的人、物、时间、地点、原因等。

教学目标在本课学习结束时，学生能够：1. 观察和归纳限制性定语从句中关系副词when，where，why，介词+which的用法。

2. 运用定语从句的语法知识，理解语境、语篇意义。

3. 运用定语从句表达看法和描述喜好。

教学重难点【教学重点】1. 掌握限制性定语从句中关系词的用法。

2. 理解含有限制性定语从句的语篇。

【教学难点】运用定语从句，准确描述喜好。

教学过程Step 1 Warming-up1. When does written Chinese language date back to?2. What is longgu?Step 2 ObservingRead the sentences from the passage and underline the restrictive clauses.设计意图：学生观察句子，复习限制性定语从句，找到由关系副词引导的限制性定语从句。

Step 3 Grammar SummaryRead the grammar notes on P110 and P111.设计意图：讲解课后P110-P111的语法要点，学习关系副词引导的限制性定语从句。

LESSON PLANStage I PresentationActivity 1 Read the following paragraph and get to know a lovely creature.学生通过阅读一个关于帝企鹅的片段，了解这种可爱的生物。

【设计意图】用简短的片段激发学生的学习兴趣，同时复习在阅读课中所学关于帝企鹅的基本信息。

Activity 2 Compare the two passages and discover the difference.教师呈现活动1中的片段及一个在其基础上改编得更具体的片段，学生通过对两个片段的对比找出不同。

1. The penguins are called emperor penguins.The penguins whose size is the largest are called emperor penguins.2. They live on the continent.They live on the continent which/that is round the South Pole.3. Emperor penguins are not animals or fish but birds.Emperor penguins are not animals or fish but amazing birds.4. In order to find food, these birds may dive much deeper than any kind of penguin.In order to find food, these birds who/that are unable to fly may dive much deeper than any kindof penguin.5. Living on a continent all the year round, emperor penguins also have a very hard time bringingup their babies.Living on a continent covered with ice all the year round, emperor penguins also have a veryhard time bringing up their babies.6. After laying an egg, the mother will leave the family behind to feed at sea.After laying an egg, the tired mother will leave the family behind to feed at sea.7. The father with the egg, stands there and gives up eating for two months until the mother returns.The father with the egg on his feet, stands there and gives up eating for two months until themother returns.【设计意图】教师通过提供两个片段，训练学生发现体会不同句意的能力，同时让学生初步感受定语从句的意义及功能。

新外研社（19）高中英语必修一Unit 5 Into the wild-Using Language教案Teaching objectives:1.Enable the students to learn more about the structures and functions of the attributive clauses and master the usage of relative adverbs as well as their applications in real contexts.2.Guide the students to deepen the understanding of English and stimulate their interest in learning English.Meanwhile,they will learn to observe,research and summarize in English thinking models.3.Lead the students to learn more about the attributive clauses by observing,analyzing and illustrating.Thus,they will deepen their own understanding of the attributive clauses.4.Help the students to explore more usage of the attributive clauses,especially that of the relative adverbs through self-study and cooperation.Evaluation objectives：1.Ask the students whether they could recognize the attributive clauses and whether they have mastered the usage of relative adverbs as well as their applications in real contexts.2.Ask the students whether they could properly use the idioms related to animals and whether they know some other common idioms.3.Check students’ ability to understand the conversations about animals and let them debate on the topics about protecting animals and express their opinions.Teaching key and difficult points:1.Enable the students learn more about the structures and functions of the attributive clauses and master the usage of relative adverbs as well as their applications in real contexts.2.Help the students master and properly use the idioms related to animals, and learn the meanings of some common idioms.3.Improve students’ ability to understand the conversations about animalsand encourage them to debate on the topics and express their agreements and disagreements.4.Lead the students to think about the relationship between human beings and animals, realize the importance of harmony between us and set up the ecological view of sustainable development.Teaching methods:Task-based Approach; Cooperative Teaching MethodTeaching procedures:Step1: Lead-inThe teacher leads the students to review the reading passage on Page50-51 and underline all the attributive clauses in the passage. Then, the teacher will introduce the main topic of this class.（Intention:Introduce the grammar item of this class; the attributive clauses introduced by relative adverbs）Step2: Teach a new class1.Autonomic LearningThe teacher requires the students to discuss the similarities of the underlined attributive clauses in the passage and then summarize the law of the application of their conjunctions, such as where, when and why.（Intention:Summarize the usage of the relative adverbs in the attributive clauses）2.Achievement displayWhen the relative words function as adverbials of time, place and reason in the attributive clauses, we should use relative adverbs, such as when, where and why.（Intention:It will be much more effective to let the students summarize the law of application of the relative adverbs on their own.）3.Cooperative researchStudents are required to discuss why the author uses the attributive clauses rather than two simple sentences in the passage and then they should complete the Activities 1,2 and 3 on Page 53.（Intention:Let students realize the importance of the attributive clauses in the composition and lead the students to try to use the attributive clauses in their following writing.）4.Break through the difficulties（1）Students are required to analyze the usage of relative adverbs again and compare their usage with those of relative pronouns.①The usage of the relative adverb:whenWhen the antecedents are nouns representing time, such as time, day, year, month, week etc. And the relative words function as an adverb of time in the attributive clauses, we will use“when”to introduce the attributive clauses.Eg. I still remember the time when I was in college.I have forgotten the exact date when this country became independent.②The usage of the relative adverb:whereWhen the antecedents are nouns representing place, such as place, room, mountain, airport, etc. and the relative words function as an adverb of place in the attributive clauses, we will use“where”to introduce the attributive clause.Eg. This is the hotel where they stayed.When the antecedents are nouns, such as situation, case, stage, point etc. And meanwhile the relative words function as an adverb of place in the attributive clauses, we will use“where”to introduce the attributive clauses, too.Eg. They have reached the point where they have to separate with each other.③The usage of the relative adverb：whyWhen the antecedent are nouns representing reason, such as reason, and the relative words function as an adverb of reason in the attributive clauses, we will use“why”to introduce the attributive clauses.Eg. This is the reason why he left in a hurry.（Intention:Let the students learn more about the usage of relative adverbs by showing them some typical sentences.）Step3:Explanation当关系词在定语从句中作时间、地点、原因状语时,应使用关系副词,,。

Unit1 Grammar 同步练习Grammar：句子成分和句子结构一．句子成分句子成分的定义：构成句子的各个部分叫做句子成分。

句子成分有主要成分和次要成分；主要成分有主语和谓语；次要成分有表语、宾语、定语、状语、补足语和同位语。

1. 主语主语是一个句子所叙述的主体，一般位于句首。

但在there be结构、疑问句（当主语不疑问词时）和倒装句中，主语位于谓语、助动词或情态动词后面。

主语可由名词、代词、数词、不定式、动名词、名词化的形容词和主语从句等表示。

指出下列句子中的主语及它的性质：①During the 1990s, American country music has become more and more popular.②often speak English in class.③One-third of the students in this class are girls.④To swim in the river is a great pleasure.⑤Smoking does harm to the health.⑥The rich should help the poor.⑦When we are going to have an English test has not been decided.【答案】①country music （名词）②We （代词）③One-third （数词）④To swim （不定式）⑤Smoking （动名词）⑥The rich （名词化的形容词）⑦When we are going tohave an English test （主语从句）2．谓语谓语说明主语所做的动作或具有的特征和状态。

动词在句中作谓语，一般放在主语之后。

谓语的构成如下：1、简单谓语：由一个动词或动词短语构成。

如：He practices running every morning.2、复合谓语：（1）由情态动词或其他助动词加动词原形构成。

Unit 5 Nelson Mandela—a modern hero Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组I. 教材分析本单元以Nelson Mandela —— a modern hero 为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。

1.1 Warming Up列出一些形容词让学生判断一下哪些可以用来描述伟大的人，一个伟大的人应具备怎样的品质。

1.2 Pre-reading给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人但不是伟人。

1.3 Reading介绍Elias的生平，向学生展示Nelson Mandela是一个怎样的人。

这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。

1.4 Comprehending练习1和3帮助学生利用判断正误和时间顺序来整体理解课文。

练习2和4要求学生进一步了解课文细节。

1.5 Learning about Language分词汇和语法两部分。

其中Discovery useful words and expressions是根据课文语境在运用中掌握词汇，Grammar是有关关系副词where, when, why以及“介词＋关系代词”引导定语从句的用法，并通过练习加以巩固。

1.6 Using Language分为三部分，一是Listening，练习听力可配合P72的Listening Task进行。

二是Reading，这也是一篇精读文章，更详细地了解曼德拉。

三是Writing，要求利用时间顺序简要地描述一个人。

2. 教材重组2.1 因本教材重点强调的是阅读能力，故将Reading, Comprehending，Using Language 中的Reading合在一起设计成一节“阅读课”（一）（精读课）。

高一英语必修一unit5教案高一英语必修一unit5教案1(一) 教材地位和教学内容分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。

Reading设计为本单元的第2课时。

本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。

“Reading―――A NIGHT THE EARTH DIDN’T SLEEP”具体描写1976年唐山大地震的震前、震中和震后。

本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。

但文章的结构较明显，较容易归纳出各部分的中心词。

(二)教学目标1. 语言知识目标：a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。

b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destro y,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,arm y,organize,bury,coal,mine,shelter,fresh,percent等，以及right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。

2. 语言技能目标：a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意;通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词;通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。

b) 让学生复述课文，分析、感悟作者的写作意图。

c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。

高一英语必修一参考答案Unit 1 - FriendshipSection A: Vocabulary1. 单词拼写（每题1分，共10分）- (1) 友谊：friendship- (2) 智慧：wisdom- (3) 财富：wealth- (4) 贫穷：poverty- (5) 争吵：quarrel- (6) 原谅：forgive- (7) 同情：sympathy- (8) 感激：gratitude- (9) 支持：support- (10) 理解：understanding2. 词义匹配（每题1分，共10分）- (1) A. 争吵- (2) B. 智慧- (3) C. 财富- (4) D. 贫穷- (5) E. 同情- (6) F. 原谅- (7) G. 感激- (8) H. 支持- (9) I. 理解- (10) J. 友谊Section B: Grammar1. 时态填空（每题1分，共10分）- (1) I have known him since I was a child.- (2) She has been studying English for three years.- (3) They have lived in this city since 2010.- (4) The film has been on for half an hour.- (5) He has worked here since he graduated from university.- (6) She has been reading the book for two hours.- (7) The baby has been crying since his mother left. - (8) We have been waiting for you for an hour.- (9) They have been married for ten years.- (10) The Smiths have owned this house for five years.2. 被动语态转换（每题1分，共10分）- (1) The letter was written by him.- (2) The problem has been solved by the students.- (3) The house was built by my grandfather.- (4) The books were borrowed by the students.- (5) The windows were cleaned by the workers.- (6) The cake will be baked by my mother.- (7) The flowers are being watered by my sister.- (8) The story was told by the old man.- (9) The homework has been finished by the children. - (10) The letter will be sent by the postman.Section C: Reading Comprehension1. 阅读理解（每题2分，共20分）- (1) A- (2) B- (3) C- (4) D- (5) A- (6) B- (7) D- (8) C- (9) A- (10) BSection D: Writing1. 写作（共30分）- 范文：（略）Unit 2 - English around the world Section A: Vocabulary1. 单词拼写（略）2. 词义匹配（略）Section B: Grammar1. 时态填空（略）2. 被动语态转换（略）Section C: Reading Comprehension1. 阅读理解（略）Section D: Writing1. 写作（略）Unit 3 - Travel JournalSection A: Vocabulary1. 单词拼写（略）2. 词义匹配（略）Section B: Grammar1. 时态填空（略）2. 被动语态转换（略）Section C: Reading Comprehension 1. 阅读理解（略）Section D: Writing1. 写作（略）Unit 4 - EarthquakesSection A: Vocabulary1. 单词拼写（略）2. 词义匹配（略）Section B: Grammar1. 时态填空（略）2. 被动语态转换（略）Section C: Reading Comprehension1. 阅读理解（略）Section D: Writing1. 写作（略）Unit 5 - Nelson Mandela - a modern hero Section A: Vocabulary1. 单词拼写（略）2. 词义匹配（略）Section B: Grammar1. 时态填空（略）2. 被动语态转换（。