牛津译林版英语必修一Unit2Grammarandusage1教案
牛津高中英语教学设计单元：Unit 2 Growing pains板块：Grammar and usageThoughts on the design:本节课是以读、写为主的语法教学课。
语法教学的方法各有不同，本节课的设计除了语言知识的传输外，还着眼于培养学生对于学习策略的掌握。
本节课按照“呈现—思考—归纳—巩固”的模式，在语言知识的传授过程中，强调让学生独立思考并归纳语言规则，从而掌握独立的学习策略。
此外，本节课在内容的选择上参考了05-08年各地高考题，对教学内容作了适当增补。
Teaching aims:After learning this session, the students will be able to grasp the basic rules for attributive clauses —“prep.+which/whom” used to begin attributive clauses. Besides, the students will be able to learn the studying strategy for language learning.Teaching procedures:Step 1Review what the students have learned in the previous unit —relative pronouns —with a blank-filling exercise.Fill in the blanks with relative pronouns.1. This is the story __________ we wrote for our storytelling contest. (which/that)2. The book __________ I borrowed from the library is very interesting. (which/that)3. He likes the birthday gifts _________ his friends gave him. (which/that)4. The girl _________ you have just seen is very good at English. (who/whom/that)5. I don’t know the name of the teacher _________ I met in the computer room. (who/whom/that)After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: The relative pronouns serve as the objects of the __________. (verbs)[Explanation]第一和第二步是对第一单元中学习的关系代词引导定语从句的复习。
在句子的选择上本步骤的五个句子都是关系代词作动词宾语的例子，完成练习后教师可试着让学生来归纳该特点，以确认学生掌握了该语法规则。
由于本课件涉及内容大多是新授知识，所以课件内多处以红色字体将做题关键标明，方便学生思考。
Step 2Continue to review what was taught in the previous unit with another five blank-fillings.1. Is this the play ____________ you were talking about just now? (which/that)2. Daniel is the person ______________ I want to make friends with. (who/whom/that)3. Art is the subject ____________ I know little about. (which/that)4. The Math teacher is the person ____________ I got an A plus from. (who/whom/that)5. The topic ____________ Eric is interested in is Physics. (which/that)After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: The relative pronouns serve as the objects of the __________. (prepositions)[Explanation]本步骤的句子都是关系代词作介词宾语的例子。
同样的，教师可试着让学生来归纳该特点。
此外，本步骤的句子在下面教授新内容“介词+关系代词”中还将重现，以便学生更好理解新内容。
Step 3Join the sentences with relative clauses —another exercise serves as revision of what has been taught as well as presentation of what will be taught.1) We could expect good decisions from you. We thought you were such a person.==> We thought you were a person (who/whom/that) we could expect good decisions from.==> We thought you were a person from whom we could expect good decisions.2) You were to buy dog food with the money. The money is gone.==> The money (which/that) you were to buy dog food with is gone.==> The money with which you were to buy dog food is gone.After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: When the relative pronoun is the object of the preposition, we use preposition to begin an attributive clause, which is, preposition + which/whom. In this case, the relative pronoun, which or whom, cannot be replaced with “that” or “who”. Besides, the relative pronoun cannot be left out.[Explanation]此处将出现新内容，在教授新知识的过程中，还是按照前面复习步骤中的模式，先练习先思考，后总结。
并且，新知识的出现是在所学知识的基础上逐步呈现的。
Step 4Consolidating exercises:1. Review what has been done in step 2, and ask the students to rewrite the sentences according to the newly-learned rules.1) Is this the play about which you were talking just now?2) Daniel is the person with whom I want to make friends.3) Art is the subject about which I know little.4) The Math teacher is the person from whom I got an A plus.5) The topic in which Eric is interested is Physics.2. Fill in the blanks with “prep.+ which/whom”:1) Are you interested in any songs ____ _____ you’ve listened. (to which)2) Tomorrow is a particular day ____ _____ his daughter will get married. (on which)3) This is the knife ____ _____ I usually cut bread. (with which)4) We can’t live without the sun ____ _____ we get heat and light. (from which)5) The subject ____ _____ Eric is interested is physics. (in which)6) Do you know the girl ____ _____ our head teacher is shaking hands? (with whom)7) I can’t find my dictionary ____ _____ I paid over $100. (for which)8) This is the good car ____ _____ I spent all my money. (on which)9) She is the teacher ______ _______all his students show respect. (for/to whom)10) The teacher ____ _____ you have been waiting is coming in a minute. (for whom) [Explanation]此处是两个巩固练习。
Unit 1 Grammar and usage示范教案【译林版英语高中必修第一册(新课标)】
《英语》（必修·第一册）Unit 1 Back to schoolGrammar and usage 教学设计I. 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 Ss 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。
译林版高中英语必修一Unit2 Grammar and usage (I) 教案(雅礼)
That she survived in the accident is a miracle. 主语从句The trouble is that we are short of money. 表语从句I hope that high school will be more exciting. 宾语从句I sat next to a girl whose name is Diana. 定语从句As I grow older, I become more interested in poems. 状语从句PracticePlease fill in the appropriate linking words according to the context.A man was going to the house of a billionaire on a rainy day. As he went along the road, he saw a box of good apples at the side of the road. He said, “I do not want to eat those apples; ①the rich man will give me much food; he will give me very nice food to eat. “Then he took the apples ②__________ threw them away into the dust.He went on and came to a river. ③, the river had become very big due to the heavy rain, ④he could not go over it ⑤get anything from the billionaire.It tells us, “Do not throw good things away; you may be glad to have them at some other time.”Step 5 ExercisesMatch each sentence with the correct type in the table below.simple sentences: 2,3,4,6compound sentences: 5,8,13complex sentences: 1,7,9,11,12Step 6 Go through the Grammar notes from Page 97 to 98Step 7 Practice1.Point out the sentence type.West or east, home is best.(simple)。
Unit+2+Grammar+and+usage+教案 高中英语牛津译林版(2020)必修第一册
教案年级: 高一学科: 英语主备人：课题Unit2 Grammar simple,compound andcomplex sentences第_______课时教学目标1.Read some sentences in the passages and analyse what the sentences are;2. Learn some related usages of the simple, compound and complex sentences.教学重难点Have the command of the usages of the simple, compound and complex sentences教学流程\内容\板书关键点拨加工润色Step 1 Greetings.3．主从复合句由一个主句和一个或一个以上的从句构成的句子叫主从复合句。
主句为句子的主体部分；从句无法独立，可以充当句子的主语、表语、宾语、定语、状语等。
按其在复合句中的作用，分为名词性从句(同位语从句、主语从句、表语从句、宾语从句)、定语从句和状语从句等。
(1)名词性从句That is ______ he did not come to school yesterday.那就是昨天他没来上学的原因。
He said ______ some teenagers didn’t work hard.他说有些青少年学习不努力。
_______Tom should cheat me is disappointing.汤姆竟然欺骗我真是令人失望。
He gave some advice ______ I should read English every day.他给我一些我每天都应该阅读英语的建议。
(2)定语从句The man _______ was full of anger was Mike’s father.那个非常生气的人是麦克的父亲。
牛津译林版高中英语必修1Unit 2Growing painsgrammar and usage学案1
Unit2 growing pains-Grammarand usage学案关系代词前面的介词的选用原则：一、介词与动词搭配：即介词是从句中谓语动词短语的一部分1) 用“介词+关系代词”填空1. The girl _____ _____ I shook hands at the school gate is the best singer in our school.2. In the dark street, there wasn’t a single person ______ _______ she could turn for help.3. The gentleman _______ ________ you told me yesterday proved to be a thief.4. He is an experienced worker, _____ _____ we can learn a lot.5. We thought you were a person _____ _____ we could expect good decisions.6. The two subjects _____ _____ my friend was not sure were maths and geography.7. The girl _____ _____ I lent my dictionary is honest.8. He has tried his best to learn English, ______ ______ he has made rapid progress.9. He’ll never forget the policeman, _____ _____ he was saved from the lake.10. The English play _____ _____ my students acted at the New Year's party was a great success.2) 单项填空1. The artist ______ the judge gave a prize is the teacher ______ I have been taught painting for two years.A. from whom; by whomB. to whom; whoC. from whom; whoD. to whom; by whom2. The fellow I spoke ______ no answer at first.A. madeB. to makeC. to madeD. to making3. The boss _______ department Ms King worked ten years ago looked down upon women.A. in whichB. in thatC. in whoseD. whose4. Don’t talked about such things of ________ you are not sure.A. whichB. whatC. thoseD. as5. Do you know the man ____________ ?A. whom I spokeB. to him I spokeC. I spoke toD. that I spoke6. We saw several natives advancing towards our party, and one of them came up to us, _____ wegave some bells and glasses.A. to whichB. to whomC. with whomD. with which7. ––– Why does she always ask you for help?––– There is no one else _________, is there? （2005 北京）A. who to turn toB. she can turn toC. for whom to turnD. for her to turn二、介词与先行词是习惯性搭配，并且要注意句子所要表达的意义。
高中英语 模块二 unit1 Grammar and usage 1课件 译林牛津必修2
· I ___________ (not see) Justin since last Friday night.
have not seen
2. We also use the present perfect tense to talk about something that started in the past, and is still happening now.
Grammar and usage
Unit
1
Present perfect tense & Present perfect continuous tense
Present perfect tense
Step 1 Lead-in Go over the news story on Page 2 and find the sentences using the present perfect tense. Please explain why the tense is used in these sentences.
Exercise: complete the following sentences with the proper tense: (1) We ____________(study) English for about five years. (2) They __________(live ) in the south since their daughter was born. (3) I __________(read) your article three times. It’s well written. (4) The student ______________ (finish) her homework already. (5) Eric _____ just _____ (go) back to his hometown.
英语译林牛津版必修1 Unit2精品教案(6)
英语译林牛津版必修1 Unit2精品教案（6）Module 1 Unit 2 Growing painsPeriod Six Grammar and usage (1)I. Teaching aimsEnable students to learn attributive clauses introduced by preposition + which and preposition + whom as well as those introduced by when, where and why.II. Teaching important & difficult pointsLearn how when, where or why is used to introduce an attributive clause.III. Teaching methodsGeneralization and transformation.IV. Teaching aidsA tape recorder and the multimedia.V. Teaching proceduresStep 1 Revision and Lead-in1. Ask some students to read one colloquialism to the class. In this way, they will learn more from others.2. In Unit 1, we learned attributive clauses introduced by that, which, who, whom and whose. Today we will learn more types of attributive clauses.In this period, you are first expected to learn about the attributive clause introduced by a preposition + which and a preposition + whom. You will learn how to use attributive clauses introduced by the relative adverbs when, where and why.Step 2 Grammar 11. Rewrite the following sentences, using the attributive clause:(1) The money is gone. You were to buy dog food with the money.①The money (which / that ) you were to buy dog food with is gone.②The money with which you were to buy dog food is gone. (注意两个变化)(2) We thought you were such a person. We could expect good decisions from the person.①We thought you were such a person (who / whom / that) we could expect good decisions from.②We thought you were such a person from whom we could expect good decisions.2. Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.3. Ask Ss to do “A”& “B”on page 29.Then check their answers and make some necessary explanation .Sample answers:A: 1 c 2 d 3 b 4 a 5 e 6 h 7 f 8 gB: 1 (which) I know very little about / about which I know very little2 in which I bought my favourite dress / (which) I bought my favourite dress in3 about which I told you last week / (which) I told you about last week4 from whom I got the cup / (whom / who / that) I got the cup from5 from whom we learnt how to write with brushes / (whom / who / that) we learnt how to writewithbrushes from4. Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent “way”.When the antecedent is “way”, the relative words should be:(1) in which (2) that (3) /We had a good laugh over the strange way (in which / that) Matt solved the problem.经典考题What surprised me was not what he said but ____ he said it. (2004湖北)A. the wayB. in the way thatC. in the wayD. the way whichSuggested answer: A5. More practice are provided to Ss:(1) The pen with which I write my homework every day is broken, so I’ll have to buy a new one.(2) Can you please give me a piece of paper on which / where I can write a note to Miss Liu?(3) Do you know the woman with whom/to whom/about whom our teacher is talking?(4) The man from whom/for whom I bought the old picture is over eighty.(5) The way (in which/that) she sang surprised all the judges.(6) Do you still remember the day on which / when we first met each other?(7) Yesterday we visited a factory in which / where toys are made.(8) She didn’t tell us the reason for which/ why she gave up her job.Step 3 Grammar 2In this step, students will learn in what condition when, where and why are used to introduce attributive clauses. They will also learn that when, where and why can be replaced by a preposition + which in formal English.1. Let Ss read Point 1-4 on page 30 to know when to use a preposition + which/whom to begin an attributive clause as well as when, why and where. Teacher gives detailed explanations if necessary.2. After that, let students finish the exercise on page 31 to further practice the use of relativeadverbs and the preposition + which form.Answers: (1) why / for which (2) when / in which (3) where / in which(4) when / on which (5) why / for which (6) where / in which3. Reminded the Ss that when or where can’t be used to introduce an attributive clause if theShow the following sentences on the screen.(1) Do you still remember the day on which / when we first met each other?(2) He will always remember the days (that / which) he spent in China.(3) Yesterday we visited a factory in which / where toys are made.(4) Shanghai is the first city (that / which) Eric visited in China.(5) She didn’t tell us the reason for which / why she gave up her job.(6) The reason (that / which) he gave us is good enough.Step 4 Language points经典回放1. --Why does she always ask you for help?--There is no one else ____, is there? (2005北京)A. who to turn toB. she can turn toC. for whom to turnD. for her to turn Suggested answer: B2. In this case, in which or that can also be left out. (P 28)in that case 如果那样的话in any case 无论如何in case 以防万一in case of 假如，以防万一in no case 绝不，无论如何都不经典回放I always take something to read when I go to the doctor’s ____ I have to wait. (NMET 2005)A. in caseB. so thatC. in orderD. as ifSuggested answer: A3. The police searched the house where the terrible accident happened. (P 30)search + 人/ 表地点的名词：搜某人的身，搜查某个地方search for + 搜寻的对象（某人/某物）：搜寻某人/某物search sp. for sth. / sb.in search ofStep 5 SummaryToday we learned about the attributive clause introduced by a preposition + which and a preposition + whom. We also learned how to use attributive clauses introduced by the relative adverbs when, where and why. From now on, please pay attention to the attributive clauses around you and try to make use of them in your speaking and writing.Step 6 Homework1. Review the contents in this period.2. Do Parts C1 and C2 on Page 96 in the Workbook.Postscripts:。
高中教育英语必修第一册译林版《1.2 Grammar and usage Iskills》教学课件
即学即练 单句语法填空 ①He gave me a __de_ta_il_ed___ (detail) description of his inner thinking. ②He makes a list of what is needed ____in____ detail in advance at the
4 base vt.以……为基础（依据） n．根据；基础；基底；总部，
大本营 base sth. on/upon sth. 以……为基础/根据 be based on/upon... 基于…… at the base of... 在……底部；在……基础上 basic adj. 基础的；基本的；根本的
归纳拓展 表示“由于，因为”的短语还有：due to, owing to, because of, thanks
to, on account of
即学即练 同义句转换 ①He worked very hard. As a result, he had his English improved. →He had his English improved_a_s_a _re_su_lt_of____ working hard. ②He was lazy so he failed. →He failed _a_s_a _re_su_lt_of____ his laziness. →He was lazy. __A_s a_r_es_ul_t ___，he failed. →His laziness __r_es_ul_te_d _in____ his failure. →His failure _r_es_u_lte_d_fr_om____ his laziness.
_fo_c_us_m_y_a_tte_n_tio_n_on_____ (把我的注意力集中在) study. ④We must __f_oc_us_o_n___ (关注) improving the quality of the products.
英语：unit2 growing pains-grammar and usage教案(牛津译林版必修1)
●Grammar and usageThe grammar item in this unit will still deal with attributive clauses. You are first expected to learn about the attributive clause introduced by a preposition + which and a preposition + whom. You will also learn how to use attributive clauses introduced by the relative adverbs when, where and why. Step 1: Prep.+ which & prep.+ whomAn attributive clause can be introduced by a prep.+ which/whom and let’s see in what circumstances these two forms are used.1. Point 1 on page 28Point out the antecedents and their functions in the following two sentences.We thought you were a person from whom we could expect good decisions. (The antecedent is a person. In the attributive clause it serves as the object of the preposition from.)The money with which you were to buy dog food is gone. (The antecedent is the money. Its function in the attributive clause is the object of the preposition with.)2. Point 2.The Maths teacher is the person from whom I got an A plus.Art is the subject about which I know little.3. Points 3 and4.Dad is a person to whom I can easily talk.Dad is a person whom/that/who I can easily talk to.Dad is a person I can easily talk to.Note: The preposition in the attributive clause must be used whether the relative pronouns are left out or not.4. Point5.The sentences in Point 5 show us how to use the attributive clause to modify the antecedent way. Now the ecercises in Parts A and B on page 29. For Part A, you should pay attention to the antecedent to see whether it refers to a person/people or sth./things. Complete each sentence according to its meaning.AnswersA 1 c 2 d 3 b 4 a 5 e 6 h 7 f 8 gB 1 which 2 which 3 about 4 from 5 fromResourcesYou may want to know more about in what situation a prep.+ which/whom should be used and how to use a proper preposition. More sentences with attributive clauses introduced by a prep.+which/whom can be used as examples.*The pen with which I write my homework every day is broken, so I'll have to buy a new one. (withStep 2: Relative adverbs: when, where and whyHere you will learn in what condition when, where or why is used to introduce an attributive clause. And let’s see what other words can be used to replace when, where or why.1. When the noun or the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause. Here when is used as a relative adverb.Let’s read the three example sentences in Point 1 on page 30 and tell what when refers to in each of the sentences.In Sentence 1, when refers to on that day.In Sentence 2, when refers to at that moment.In Sentence 3, when refers to at that time.So these sentences can be expressed in some other ways as the following:Do you remember the day on which we left you in charge?I often think of the moment at which I saw the UFO.I remember the time at which Eric won that speech competition.2. When the noun or the antecedent refers to a place and is used as the adverbial of place in the attributive clause, where is used to introduce the clause. Here where is used as a relative adverb. Read the four example sentences in Point 2 and tell what where refers to in each sentence.In Sentence 1, where refers to in the house.In Sentence 2, where refers to in the country.In Sentence 3, where refers to in the city.In Sentence 4, where refers to in the family.So these sentences can be expressed in some other ways as the following:The police searched the house in which the thief had stayed.Mike wants to work in a country in which there are a lot of rain forests.Is Shanghai the city in which he was born?。
牛津译林版(2020)选择性必修一U2L3 Grammar and usage 教案
《英语》（选择性必修·第一册）Unit 2 The universal languageGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. identify the use of verb-ing forms as subjects and objects;2. use verb-ing forms as subjects and objects in different situations;3. write a passage using verb-ing forms correctly.II. Key competence focus1. Identify the use of verb-ing forms as subjects and objects.2. Use verb-ing forms as subjects and objects in different situations.III. Predicted area of difficulty1. Use verb-ing forms as subjects and objects in different situations.2. Write a passage using verb-ing forms correctly.IV. Teaching proceduresStep 1 Lead-inT shows Ss some sentences with verb-ing forms as subjects and objects in the previous units and asks them to figure out the functions of these verb-ing forms.T: Hello, everyone. First, I’d like to show you some sentences with verb-ing forms in the previous units. Go through these sentences and figure out the functions of these verb-ing forms.·Sliding into the habit was easy, but it was difficult to quit the habit. (B3 U3)(verb-ing forms as subject)·We’ll come back more frequently and we’re also considering taking them to the city to live with us. (B2 U3)·As the largest rainforest in the world, the Amazon rainforest plays a significant role in maintaining the fine balance of the Earth’s ecosystem. (B3 U1)·I was used to checking the news and my friends’ social media updates every few minutes. (B3 U3)(verb-ing forms as objects) T: In the first sentence, “sliding into the habit” serves as a subject. In the next three sentences, the underlined parts function as objects.【设计意图：学生在之前的课文中，已经接触了一些verb-ing形式用作主语和宾语的句子。
牛津译林版英语必修一Unit2Grammarandusage1教案
牛津高中英语教学设计单元：Unit 2 Growing pains板块：Grammar and usageThoughts on the design:本节课是以读、写为主的语法教学课。
语法教学的方法各有不同，本节课的设计除了语言知识的传输外，还着眼于培养学生对于学习策略的掌握。
本节课按照“呈现—思考—归纳—巩固”的模式，在语言知识的传授过程中，强调让学生独立思考并归纳语言规则，从而掌握独立的学习策略。
此外，本节课在内容的选择上参考了05-08年各地高考题，对教学内容作了适当增补。
Teaching aims:After learning this session, the students will be able to grasp the basic rules for attributive clauses —“prep.+which/whom”used to begin attributive clauses. Besides, the students will be able to learn the studying strategy for language learning.Teaching procedures:Step 1Review what the students have learned in the previous unit —relative pronouns —with a blank-filling exercise.Fill in the blanks with relative pronouns.1. This is the story __________ we wrote for our storytelling contest. (which/that)2. The book __________ I borrowed from the library is very interesting. (which/that)3. He likes the birthday gifts _________ his friends gave him. (which/that)4. The girl _________ you have just seen is very good at English. (who/whom/that)5. I don’t know the name of the teacher _________ I met in the computer room. (who/whom/that) After finishing the exercise, ask the students to think about the grammatical principles in the sentences, and then make a conclusion as follows: The relative pronouns serve as the objects of the __________. (verbs)[Explanation]第一和第二步是对第一单元中学习的关系代词引导定语从句的复习。