Book 5_U1_Grammar and usage 1
Book+10_U1_教案新部编本课时5Grammar+and+usage
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校牛津高中英语教学设计教材：牛津高中英语（模块十）高三上学期文档内容：教学设计——教案单元：Unit 1 Building the future板块：Grammar and usage作者：毛敏芳Thoughts on the design:本单元语法板块的主要内容是帮助学生了解连接词分，并且能够在实际写作过程中恰当使用连接词来连接句子或者段落，提高学生的写作水平。
Teaching aims:1. Get to know some types of linking words.2. Do some exercises to consolidate how to use linking words.3. Ask students to write a paragraph to practice writing.Teaching procedures:Step 1 Lead-inThe teacher begins the lesson by asking students to point out the linking words of the passage. Education is very important, particularly in the various ways it benefits young people. First of all, it teaches them and helps them better understand the world. Secondly, education teaches people about the history and culture of their country. In this way, young people learn about the past and are able to appreciate their national literature and art. Thirdly, education helps develop people’s personalities. Through education, young people learn to respect and tolerate others and will become more friendly, cooperative and helpful. Lastly, education prepares young people for the future. Apart from academic knowledge, they will also learn the skills they need for their future careers.First of all; second; in this way; thirdly; lastly; apart from【设计说明】通过这个练习，让学生对于连接词有一个形象直观的认识，为后面的介绍做好铺垫。
Unit+1+Grammar+and+Usage+句子成分和结构牛津译林版(2020)必修第一册
时间状语
• I was late because of the traffic jam .
原因状语
• We'll send a car to fetch you.
目的状语
• The fish can eat a person in two minutes, leaving only bones.
结果状语
② He seems interested in the book. 么”,
“怎么样” 。
③ Silk feels soft and smooth.
④ The weather becomes cool.
⑤ She always stays calm when facing danger.
⑥ The truth is that he is missing.
系动词分类
1) 表状态的be动词：be,is,am,are,was,were 2)表感官的动词: look, sound, taste, smell, feel, 3)表变化的动词: become, get, turn, go,grow,come 4)表持续的动词： remain, stay, keep, continue 5)表表像的动词: seem, appear (似乎，好像) 6)表终止的动词： prove, turn out（证明）
基本句型三 主+谓+宾语+宾语补足语
① You make me happy. ② They call me John. ③ We should keep the table clean. ④ The noise drives me crazy. Conclusion: 动词虽然是及物动词，但是只跟一个宾语还不能表 达完整的意思，必须加上一个补充成分来补足宾语，才能使意思 完整。
译林版高中英语选择性必修第3册 U1L3 Grammar and usage
_w_h__ic_h__w_o_r_ri_e_d_h_i_s_p_a_r_e_n_t_s_v_e_r_y_m__u_c_h___
(这使他父母很担心).
4) The fire lasted for a whole night,
_w__h_i_c_h__c_a_u_s_e_d__g_r_e_a_t_d__a_m__a_g_e_ (这造成了极大的破坏).
Working out the rules
1)__A_s_ is known to all, the Moon travels around the Earth.
Exploring the rules
1) These industries, in turn, give jobs to the local population, whose welfare depends on tourism.
2) The prices of tourist essentials such as transport, accommodation and food usually increase too, which brings even more wealth to the surrounding community.
Applying the rules
c
a
d b
Applying the rules
B3 In pairs, discuss more ways to be a sustainable tourist, using non-restrictive relative clauses.
《Grammar and usage》 知识清单
《Grammar and usage》知识清单一、词类（Parts of Speech）1、名词（Noun）普通名词（Common Noun）：如“book”（书）、“table”（桌子）。
专有名词（Proper Noun）：如“China”（中国）、“Tom”（汤姆）。
可数名词（Countable Noun）和不可数名词（Uncountable Noun）：可数名词有复数形式，如“apples”；不可数名词没有复数形式，如“water”。
2、动词（Verb）及物动词（Transitive Verb）和不及物动词（Intransitive Verb）：及物动词后需接宾语，如“eat an apple”；不及物动词后不接宾语，如“sleep”。
动词的时态（Tenses）：包括一般现在时（Simple Present Tense）、一般过去时（Simple Past Tense）、一般将来时（Simple Future Tense）、现在进行时（Present Continuous Tense）、过去进行时（Past Continuous Tense）、现在完成时（Present Perfect Tense）、过去完成时（Past Perfect Tense）等。
3、形容词（Adjective）形容词用于描述或修饰名词，如“beautiful girl”（漂亮的女孩）。
形容词的比较级（Comparative Degree）和最高级（Superlative Degree）：如“taller”（更高的）、“the tallest”（最高的）。
4、副词（Adverb）副词用于修饰动词、形容词或其他副词，如“run fast”（跑得快）、“very beautiful”（非常漂亮）。
副词的比较级和最高级：如“more carefully”（更仔细地）、“most carefully”（最仔细地）。
5、代词（Pronoun）人称代词（Personal Pronoun）：如“I”（我）、“you”（你）、“he”（他）等。
Book5U2Grammarandusage优秀课件讲解
不定式
谓
语 动
过去分词
动名词
词
-ing 形式
现在分词
Book5U2Grammarandusage优秀 课件讲解
现在分词的时态和语态(以write为例)
主动
被动
一 般 writing being written
完成
having written
having been written
Book5U2Grammarandusage优秀 课件讲解
5. He looked around and caught a man _____ his hand into the pocket into a passenger. A. put B. to be putting C. to put D. putting
6. A cook will be immediately fired if he is
The factory making TV sets is very large. ＝The factory which makes TV sets is very large.
Book5U2Grammarandusage优秀 课件讲解
A. 与动名词作定语的区别 B. 与过去分词,不定式 作定语 的区别
= _K_n_o_w__in_g_that there was a dog outside, the little boy didn’t open the door. （原因）
2. The couple went shopping. As a result, they left their eldest daughter alone at home.
watch, notice, look at, observe, find • 表“使”动词：have, get, leave, keep,
Unit+1+Grammar+and+usage+课后练习 高中英语牛津译林版(2020)必修第二册
Grammar and usage
• In 1967,Disney adapted the book into a cartoon film,which is widely regarded as a classic.
• 1967年，迪斯尼把这本书改编成卡通电影，被广泛认为是一 部经典。
• 你一定很熟悉_____在《卧虎藏龙》中在竹林顶上激动人心的 打斗场面。
• be familiar with 对...很熟悉 • exciting 修饰物
Reading-课后练习
• With the___aid___of the computer,scenes like this could have been made in the studio.
• All these___fators___contributed to the film’s success. • 除了惊人的材料艺术，影片还充分利用了中国美丽的山脉、森林和沙漠。
_____实际上______，它是在全国各地的不同地点拍摄的。 • 所有这些因素都促成了这部电影的成功。
Reading-课后练习
意力。 • 当你玩得这么开心的时候，两个小时似乎很短。 • last for持续 • hold one’s attention:吸引某人的注意力：指某事物或某人能够让别人保持关注
和兴趣。
Grammar and usage
• Subject-verb agreement means choosing the correct singular or plural verb according to the Subject.
• 在电脑上构建丛林环境并不是一件容易的事。 • It took more than 800 aritists over a year to work on the
译林版高中英语必修一U1L3 Grammar and usage 教案
《英语》（必修·第一册）Unit 1 Back to schoolGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1.identify different elements in a sentence;2.understand five basic sentence structures;3.apply the rules in new situations;4.write a short passage about how to achieve the goal for the new term.II. Key competence focus1. Understand different elements in a sentence and basic sentence structures.2. Apply grammar knowledge to expressing ideas.III. Predicted area of difficulty1. Use five basic sentence structures in new situations.2. Create a passage based on given topics and sentence structures.IV. Teaching proceduresStep 1 Lead-inT asks students to link randomly presented words into a logical and meaningful sentence.Miss Yan to was excited to the opportunity give be given really a speech.→Miss Yan was really excited to be given the opportunity to give a speech.【设计意图：通过连词成句的方式导入，引发学生对句中不同成分的注意和思考，为后续环节中的句子成分和五大基本句式的内容做好铺垫。
高二英语 译林版(2020)选择性必修3课件 U1L3 Grammar and usage
Grammar and usage
Similarities and differences between restrictive relative clauses and non-restrictive
relative clauses
Compare the following examples.
In both types of relative clauses, we can use where/whose/when. For example:
1. I still remember the day when we met each other.
2. I visit my grandparents at the weekend, when I do not go to school.
As is known to all, the Moon travels around the Earth.
Let’s do some exercises!
Exercise one: Translate the following Chinese sentences into English using restrictive relative clauses or non-restrictive relative clauses.
In non-restrictive relative clauses, the relative pronoun which can not only refer to a thing or a group of things, but also the main clause as a whole. For example:
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牛津高中英语教学设计教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit 1 Getting along with others板块：Grammar作者：常州市北郊中学王萍Thoughts on the design:本课语法教学旨在使学生掌握不定式的功能和用法。
本课采用语法教学与单元话题紧密结合的方式，使学生在使用英语讨论朋友和友谊这一话题中，发现、归纳、掌握并适当操练不定式的用法。
整堂课以上一课时阅读中的内容为线索，给语法教学创设真实的语境，并通过游戏、竞赛等活动，活跃课堂氛围，使学生快乐学习语法。
总体教学思路如下：引用Agony aunt Annie给Sarah和Andrew的回信引出不定式的概念和基本构成；学生在教师的鼓励下，找出信中所有的不定式结构，并在老师的指导下，总结归纳不定式在句中的不同功能；通过“传声筒”的游戏，引出学生对不定式不同构成的思考和总结概括；采用竞赛的方式，鼓励学生在探讨友谊的同时适当运用不定式结构，并引出Bare infinitive的概念和规则；在最后的运用环节，引导学生完成Sarah给Annie的感谢信，在具体的情境中操练本课所学的不定式的用法。
Teaching aims:1.Students will find out and learn the functions of To-infinitive in a sentence and its differentforms by involving themselves in different activities, games and competitions;2.Students will know how to use Bare infinitive;3.Students will further learn how to get along well with friends.Teaching procedures:Step 1 lead in (PPT 4-7)Teacher reminds students of the letters that Agony Aunt Annie wrote to Sarah and Andrew.Q: What can we learn from her letters about friendship?Students express their ideas freely. Then teacher concludes in this way:1.To talk to a friend openly and sincerely when something unpleasant happens is veryimportant if we are to keep the friendship. (to do as subject and predicative of a sentence)2.We should always remind ourselves to trust our friends whatever happens. (to do as objectcomplement of a sentence)Students are asked to pay attention to the parts in bold, and thus To-infinitive is introduced. [Explanation]用上一课时的话题和材料导入新课，使课与课之间关系紧密，一气呵成，学生易于接受。
教师巧妙总结此处讨论，在总结句中运用不定式结构分别充当句子的主语、表语和宾语补足语，顺利导入本课语法教学。
Step 2 Different functions of To-infinitive (PPT 8-15)1. Ss are asked to study the two letters on Page 5 again, this time trying to find out more To-infinitives in the letters and tell their functions in the sentences.(1) You have every right to feel betrayed …(as attribute)(2) … she wanted to embarrass you in public, …(as object)(3)It seems you need to apologize quickly to avoid losing a good friend! (as object andadverbial respectively)(4) …, one of you has to be first to admit …(as object and attribute respectively)2. With the guidance of T, Ss try to conclude all the functions of To-infinitive:动词不定式由“to+动词原形”构成，其否定形式是“not to do”。
动词不定式可以单独使用或用作动词不定式短语的一个部分。
不定式在句中可作主语、宾语、状语、表语和定语等，但不能单独作谓语。
(1)作主语To read English every day is necessary. （不定式to read English every day 作主语）动词不定式作主语时，为了句子平衡，通常用it作形式主语，而把不定式放在谓语之后。
例如：It is necessary to read English every day.It is a good idea to go for a picnic today.(2)作宾语I want to see a film.（不定式to see a film 作宾语）不定式作宾语时，若还带有宾语补足语，往往把不定式放在补足语后，用it作形式宾语。
例如：He find it difficult to learn Chinese.We think it important to master a foreign language.(3)作宾语补足语He invited me to give a speech on Chinese history. （不定式to give a speech on Chinese history 作宾语补足语，补充说明宾语me）(4)作定语I have a letter to post.（不定式to post作定语，修饰名词letter）①作定语的不定式如果是不及物动词，不定式后面须有相应的介词。
例如：She had only a small room to live in.I need a pen to write with.②试比较：Do you have anything to wash? 你有什么要洗吗？（不定式to wash的动作执行者是you）Do you have anything to be washed? 你有什么要（别人）洗吗？（不定式to wash的动作执行者是别人，而不是you）(5)作表语His wish is to become a lawyer. (不定式to become a lawyer在连系动词is后作表语)(6)作状语①表示目的。
例如：They worked hard day and night to pay back the debt.②表示结果。
例如：I hurried to the airport only to find the plane had taken off.③表示原因。
例如：She felt disappointed to hear the news that she hadn’t been promoted.[Explanation]此步骤旨在引导学生通过有意义的篇章阅读，自己去发现语法现象和规律，并在教师的指导下进行概括总结。
在此基础上，教师再根据学生情况和考查要求，适当拓展知识。
Step 3 Different forms of To-infinitive (PPT 17)1.Students play a game named Pass the sentences on.Teacher divides students into four groups and gives the first student a piece of paper on which is a sentence. The student is allowed to have a quick look at the sentence and then try to pass the sentence on to the next student orally without referring back to the piece. The last student of the group should write down the sentence he/she hears on the blackboard. The group which can pass on the sentence most quickly and correctly will be the winner of the game.Sentence 1: Thanks to my friends, my life seem to be getting easier and more interesting.Sentence 2: Matthew may pretend to be making friends with Peter.Sentence 3: Personally, I feel happy to have made some good friends.Sentence 4: He is said to have recovered friendship with Tom.2.Students are asked to think about why “to be doing” and “to have done “are used in the four sentences instead of “to do”.3.With the guidance of teacher, students try to draw conclusions about the forms of To-ifinitive:不定式还有进行形式(to be doing)和完成形式(to have done)：They seem to be reading in the library. (动词不定式to be reading表示动作read正在发生) I’m sorry to have said that. （动词不定式to have said that表示动作say发生在过去，并且已完成）[Explanation]此步骤采用游戏的形式引入不定式的不同形式。