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。
英语人教版高中必修一 教案Unit 5 Discovering Useful Structures
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。
人教版英语高一必修一Unit5 Learning about Language---The Attributive Clause
God helps those who help themselves.
天助自助者。
who
Y
whom Y
Y
Y
Y
when
Y
where
why
Y
Y
Whose+ Whose
whose
n
+n
Y Y
Y
方法提炼
Task: 语法填空（用适当的关系词填空）
1.The city ___w_he_r_e__she lives is very far.
2.The city __t_ha_t_/w_h_ic_h__she lives in is very far.
3.He didn’t tell me the reason__w_h_y_ he came so late.
4.I still remember my first English teacher _w_h_o_se__ lessons were lively and interesting.
5.The day _w__he_n___I met the famous singer was the greatest day of my life.
关系代词 that, which, who, whom, whose, as
Unit4
关系副词 when, where, why
Unit5
关系词 指人 which
指物 Y
在从句 中作主 语
Y
在从句 中作宾 语
第1册第5单元 Grammar教学设计
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Unit5Into the wild-Using Language教案
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,,。
人教新课标 高一英语必修一Unit 5 Grammar 课件
先行词 关系词个1.作引用导定：一语个从定语句从句；
定语从句：用来修饰的名词或2代.在词从的句句中子代。替先行词； 先行词：被修饰的名词或代词3。.在从句中担任某一句子 关系词：引导定语从句的词。成份。
关系词 关系代词：who whom whose that which
关系副词：when where why
Attributive Clauses
in Elias’ Story
Para.3
6. The day when Nelson Mandela helped me was one of my happiest.
7. …, until today we have reached a stage where we have almost no rights at all.
Para.4
Attributive Clauses
in Elias’ Story
8. They could not get the job they wanted.
9. The parts of town in which they had to live were decided by white people.
关系代词（who, whom, which, that, whose） 的指代关系
指人
who
√
whom √
which
that
√
whose √
指物
√ √ √
在定语从句中的 作用 主语
宾语
主语 宾语
主语 宾语 定语
Find out Attributive Clauses
in Elias’ Story
was grateful.
译林版高一英语必修第一册(2019版)_Unit1_Grammar_同步练习
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。
人教版高中英语必修一教案Unit 5 Nelson Mandela (含答案)
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）。
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Function in
Referring to
(指代）
the clause （作用）
when(=at / in/ on time which)
修饰时间
where (=in/ at/on which) why(= for which)
place reason
修饰地点 修饰原因
1.The mines where I worked were 9km from my home.
2.when, where和why是可以用介词+which 进行
替换的。
如何用介词+which替换when, where和 why。
=
关系副词when
1. They’ll never forget September 1. They went into high school on September 1.
was a lie.
A. which B. that C. who D. what
4. What’s the name of the man____? A. you borrowed his car B. which car you borrowed C. whose car you borrowed D. his car you borrowed
They’ll never forget September 1 when they went into high school. They’ll never forget September 1 on which they went into high school. 2. The days are gone forever. We were children during those days. The days when we were children are gone forever. during which
why引导的定语从句修饰表示原因的名词(一 般是reason),并在定语从句中作原因状语, 相当于“介词+ 关系代词(which)”。 Tell me the reason why you are so late. why=for the reason=for which
The relative adverb (关系副词）
定语从句关系词
所作成分： 主 主/宾 主/宾 宾 定
分别指代： 人 人/物 物 人 人/物
• 关系代词：who, that, which, whom,whose • 关系副词：where, when ,why
分别指代：时间、 地点和原因
状语
学习目标
1.如何用when, where, why引导定语从句。
know.
A. It B. where C. that D. Which
2. Your teacher of Chinese is a gentleman
____ has rich experience.
A. who B. which C. whom D. whose
3. He said he saw me there,
1. There are many reasons why people like
traveling.
for asons
2. Is this the reason why he refused (拒绝）
our money?
for which
why = for the reason
I’ll never forget the day when I joined the League.
When = on the day = on which
关系副词where
1.This is the factory.
I worked in the factory ten years ago.
This is the factory where I worked ten
years ago.
in which
2. The school is near a park.
I study in this school.
The school where I study is near a park. in which
3. We visited the house. Lusun once(曾经) lived in the house. We visited the house where Lusun in which
3. There was a time. The businessman lost heart at that time . There was a time when the businessman at which
lost heart.
when引导的定语从句修饰表示时间的名
词,并在定语从句中作时间状语,相当于 “介词+关系代词(which)”。
5.The date when I joined the ANC Youth League was 5th of August.
• The time when I first met Nelson Mandela was a very difficult period of time.
Grammar
定语从句二Attributive sentence ---关系副词的使用
Revision
1. This is the best hotel in the city ___ I
2.The reason why I got a job was because of my hard work.
3.The time when I arrived was late at night.
4.The government building where we voted was very tall.
once lived.
where引导的定语从句修饰表示地点的
名词,并在定语从句中作地点状语, 相当
于“介词+ 关系代词(which)”。 This is the house where I lived two years ago.
where = in the house = in which
关系副词why