【高中英语必修一WELCOME】Unit Period 3 Discovering Useful Structure 导学案(2)-人教版
Welcome Unit
Period 3 Discovering Useful Structures导学案
姓名： _________ 班级： ____________
1. To get familiar with the basic sentence structures;
2. To understand the structure of an English sentence using sentences in Chinese.
To learn the basic elements of a sentence.
To analyse the sentence structure.
学生在几年的语文学习中积累了很多关于句子成分的知识，要帮助他们通过迁移来理解英语的句子成分以及结构。
学生分析句子的主要难度有两个：一个是对句子基本成分和五种基本简单句不熟悉；二是没有按照意群断句的意识或能力不足。
Part 1 Reviewing
Do you know the elements of a sentence?
Exercise:
How is your first high school day going? Answer the question by making a sentence in both English and Chinese.
1. How is your classroom?
教室非常整洁。（主系表结构）The classroom is very tidy.
2. How do you feel about the high school life?
____________________________________________________________________
3. What about your teachers and classmates?
____________________________________________________________________
4. What do you do in your experiment class?
____________________________________________________________________
5. What do the teachers teach you?
____________________________________________________________________
Translate the sentences.
1. I found English difficult to learn.
2. I hand in my homework in the early morning.
3. The teacher showed us an example before the experiment.
4. Our classmates are friendly and helpful.
5. We walk to the classroom every day.
答案：
1. 我发现英语很难学。
2. 我一早就把作业上交了。
3. 老师在试验前给我们做了示范。
4. 同学们友好而且乐于助人。
5. 我们每天步行上学。
Analyse the elements of the sentences.
找出句中成分：
1. 找出句中主语
Gina is from Australia.
She often goes to the movies.
Three is enough.
Doing the work is hard for him.
To see is to believe.
答案：
句中的主语分别是
Gina
She
Three
Doing
To see
What he needs is a book.
We often speak English in class.
One-third of the students in this class are girls.
To swim in the river is a great pleasure.smoking does harm to the health.
The rich should help the poor.
It is necessary to master a foreign language.
When we are going to have an English test has not been decided.
答案：
句中的主语分别是
What he needs
We
One-third of the students
To swim in the river
The rich
It 为形式主语 to master a foreign language是真正主语。
When we are going to have an English test
2. 找出句中谓语
He has a bad cold.
We love China.
I am hungry.
答案：
句中的谓语分别是
has
love
am
Our teacher of English is an American.
Is it yours?
The weather has turned cold.
The speech is exciting.
Three times seven is twenty one?
His job is to teach English.
His hobby is playing football.
The machine must be out of order.
Time is up.
答案：
句中的谓语分别是
is
is
turn
is
is
is
is
be
is
3. 找出句中宾语
Can I ask some questions?
We love China.
He is looking at the dog.
答案
句中的宾语分别是
some questions
China
turn
the dog
They went to see an exhibition yesterday.
They helped the old with their housework yesterday.
He pretended not to see me.
I enjoy listening to popular music.
I think（that）he is fit for his office.
答案：
句中的宾语分别是
an exhibition
the old
me
listening to popular music
He is fit for his office.
4. 找出句中双宾语
He gave me two books.
Tom teaches us English.
答案：
句中的双宾语分别是
me 是间接宾语 two books 是直接宾语
us 是间接宾语 English是直接宾语
Lend me your dictionary, please.
They elected him their monitor.
答案：
句中的双宾语分别是
me 是间接宾语 your dictionary 是直接宾语
him 是间接宾语 their monitor是直接宾语
5. 找出句中宾语补足语
We elected him our monitor.
He asked her to take the boy out of school.
答案：
句中的宾语和宾语补足语分别是
him 是宾语 our monitor 是宾语补足语
her 是宾语 to take the boy out of school是宾语补足语
His father named him Dongming.
They painted their boat white.
Let the fresh air in.
You mustn’t force him to lend his money to you.
We saw her entering the room.
We found everything in the lab in good order.
We will soon make our city what your city is now.
答案：
句中的宾语和宾语补足语分别是
him 是宾语 Dongming 是宾语补足语
their boat 是宾语 white是宾语补足语
fresh air 是宾语 in 是宾语补足语
人教新教材英语必修1Unit1 学案：Discovering Useful Structures——
1 Discovering Useful Structures——短语(1)
①Going from
junior high
school to senior high school is a really big challenge.
②The first week was a little confusing.
③First, I had to think very carefully about which courses I want to take.
④My adviser recommended that I should sign up for advanced literature because I
like English and I’m good at it.
⑤The main purpose of the course is to help improve each student’s reading ability.
⑥Finding time for both studies and extra－curricular activities is a big challenge, so I
need to make a workable schedule.
〖自主发现〗
1．①句中名词短语a really big challenge在句中作表语；
2．②句中形容词短语a little confusing在句中作表语；
3．③句中副词短语very carefully在句中作状语；
4．④句中名词短语advanced literature在句中作宾语；
5．⑤句中名词短语The main purpose of the course在句中作主语。
6．⑥句中名词短语a workable schedule在句中作宾语。
一、名词短语(Noun Phrase或NP)
英语中，短语有很多种类型，其中名词短语最为重要，它是英语造句中不可或缺的元素。
英语人教版高中必修一 教案Unit 5 Discovering Useful Structures
Unit 5 Languages Around the World
Period 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-up
1. When does written Chinese language date back to?
2. What is longgu?
Step 2 Observing
Read 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 Summary
Read the grammar notes on P110 and P111.
【教案】Unit+5Discovering+useful+structures教学设计人教必修第一册
主题单元分课时教学设计
课题 指向核心素养的高中英语主题教学（第4课时）
课时类型 Discovering useful
structures 学时 40分钟
教学素材 PPT, 视频资料
指导思想和理论依据 1.主题为语言学习提供主题范围或主题语境。学生对主题意义的探究应是学生学习语言的重要内容，直接影响学生语篇理解的程度、思维发展水平或语言学习的成效。
语言技能是语言运用能力的重要组成部分。学生应通过大量的专项和综合性语言实践活动，发展语言技能，提升认知策略技能——在语境中学习词汇和语法。
2. 英语课程标准提出了指向学科核心素养的英语学习活动观，即学习活动的设计应以促进学生学科核心素养发展为目标，围绕主题语境，基于语篇，设计学习理解、应用实践、迁移创新等层层递进的语言、思维、文化相融合的活动。使学生基于已有知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化涵养理解、多元思维发展、价值取向判断和学习策略运用。
内容分析/语篇研读/文本分析 依托大单元主题的主题背景来引导学生自主探究语言结构和语法的学习。该课是本单元的第四课时，其主题意义为“描述你喜欢的事物”。在语言大观念构建方面，该课初步感知认识限制性定语从句，正确使用that、which、 who、whose、whom等连接词，能使用限制性定语从句描述自己喜欢的事物，在提高英语语言能力的同时发展逻辑思维能力。
What
本课语篇是一篇记叙文，讲述了少年Jack在学习德语的经历。文章先以“我”面对德语学习的畏难情绪开头，诉说了“我”在德语学习时对单词和语法的难以掌控感。在这之后，“我”向妈妈诉苦，表示自己想要放弃德语的学习。而妈妈为了鼓励“我”继续学习，劝导和启发我德语学习还有诸多益处，即便将来不在德语国家生活，也能增益智慧、锻炼大脑。此后的一天，“我”在学习德语时，发现德语对他而言比从前简单了很多，并且，得益于他对德语的掌握，现在他也能从新的视角看世界了。最后，“我”理解了妈妈当时鼓励自己的用心，得到了成长和收获。该篇文章使用第一人称，通过叙述作者的亲身经历向读者介绍了他学习德语困难和收获并存的过程。
(新教材)2022年高中人教版(2019)英语必修第一册教案：Welcome Unit
Welcome Unit Period 1 Listening and Speaking教案
教材分析:
该板块的活动主题是“认识新人”（Get to know new people），选取了高中开始时的常见校园场景，复习和巩固初中学过的语言功能项目——作介绍和打招呼（making introductions and
greetings）。学生最后要能够自编对话，根据不同的场合和谈话对象选择适当的语言打招呼、介绍自己或他人。
教学目标与核心素养:
1. 学生能正确使用本节课的重点单词。
2. 学生能掌握元音字母的发音规律，并利用这些规律准确辨音。
3. 学生能用恰当的语言打招呼、介绍自己或他人。
4.学生能了解中外高中学生在开学之初的学习生活及感受。
重点:
1.掌握重点单词的使用。
2.引导学生通过听对话获取关键信息，并能使用得体的语言打招呼、介绍自己或他人，建立良好的人际关系。。
难点:
使用得体的语言打招呼、介绍自己或他人。
教学过程:
Step1 Lead-in
1.让学生理解名言。“A thousand-mile journey begins with the first step. Do you think so？
2.学生进一步探讨first step的含义，同时关注逻辑思维能力的培养。教师可以板书下面的句子结构：A thousand-mile journey begins with,because/so教师提出下列问题启发学生思考：What's your first step？Do you think the first step is very important/challenging？
3.学生看单元标题和主题图，并讨论开篇页Look and discuss 中的问题。
4.学生阅读本单元学习目标，了解主要学习活动和内容。
Step2 Pre-listening
1.教师通过问题，引入听力话题，同时帮助学生初步掌握生词。教师提问：
2019版人教统编高中英语必修第一册全册教案教学设计(Unit1-5)
【2019统编版】
人教版高中英语必修第一册全册教案教学设计
目录
Unit 1 Teenage life
1. 1 Period 1 Listening and Speaking
1. 2 Period 2 Reading and Thinking
1.3 Period 3 Discovering useful structures
1.4 Period 4 Reading for writing
Unit 2 Travelling around
2.1 Period 1 Listening Speaking＆Talking
2.2 Period 2 Reading and Thinking
2.3 Period 3 Discovering Useful Structure
2.4 Period 4 Reading For Writing
Unit 3 Sports and fitness
3.1 Period 1 Listening Speaking＆Talking
3.2 Period 2 Reading and Thinking Living Legends
3.3 Period 3 Discovering Useful Structures—tag questions
3.4 Period 4 Reading For Writing
Unit 4 Natural disasters
4.1 Period 1 Reading for writing
4.2 Period 2 Reading & Thinking
4.3 Period 3 Discovering Useful Structures
4.4 Period 4 Reading For Writing
Unit 5 Languages around the world
【教案】Unit+3+Discover+useful+structures人教版选择性必修第一册
2019人教版高中英语选择性必修一
Unit3 Discover useful structure
主题语境：人与自然
目标结构：动词-ing 形式作主语授课时长：40 分钟
一. 内容分析
本节课围绕主题预警设计了四个活动：第一部分是识别动词-ing 形式在句子中的语法功能。第二部分是通过对句子的观察，指出动词-ing 形式在句子中作主语的用法。第三部分是讲含有 it 作形式主语的句子改写成动词-ing 形式作主语的句子，通过比较两种句式，体会两种句式侧重点的不同。第四部分让学生运用本课所学完成短文填空，并判断其功能并介绍学校出游的一个当地景点，尽可能多地使用动词-ing 形式，并分析其功能。
二、学情分析
本课面向广州市全体高中学生中的中等水平。预测他们对自然环境优美的湿地公园很感兴趣。经过前几课的学习，对于国内外一些著名的公园有了一些认识。在初中阶段，学生学习过动词-ing 作主语的用法，应该对此知识点比较熟悉，但对于其与动词不定式作主语，以及 it 作形式主语的句子之间对动作描述的侧重点的不同不太清楚。
三、教学目标
1. 通过介绍自然环境、自然遗产保护，在映众学习理解动词-ing 形式作主语的用法。
2. 获取更多主题语境的信息，加深对主题意义的理解。
四、教学重点：
理解动词-ing 形式作主语的用法。
五、教学难点：
能恰当使用动词-ing 形式作主语描述景物。
六、教学资源
课本，多媒体电脑，白板 七、教学过程
Step Activities Purpose
Step 1:
Learning Objectives Introduce the learning objectives of
this period. Have the students get to
know the objectives of this
period.
Step 2:
Identify the functions 1. Show two sentences and ask Ss
2023年人教版人教版高中英语必修一WelcomeUnit考点大全笔记
(名师选题)2023年人教版人教版高中英语必修一WelcomeUnit考点大全笔记
单选题
1、Be as careful of the books you read, as of the ________ you keep, for your habits and character will be as much influenced by the ________ as by the latter. A．resentment...formalB．company . . .former
C．hatred...formalD．virtue...former
答案：B
考查名词和形容词辨析。句意：对你所读的书和你所结交的朋友要同样谨慎，因为你的习惯和性格受到前者（书籍）和后者（朋友）的影响一样大。A.resentment愤恨，formal正式的；pany同伴， former前者（的）；C.hatred憎恨，formal正式的；D.virtue美德，former前者（的）。根据“Be as careful of the books you read”可知，第一空拿读书和交友作比较，所以选“同伴”；根据“the latter”可知，第二空将前者和后者进行对比，所以选“前者”，故选B。
2、If you want to stay healthy, you must ________ junk food.
A．take care ofB．pay attention to
C．stay away fromD．look forward to
答案：C
考查动词短语词义辨析。句意：如果你想保持健康，你必须远离垃圾食品。A. take care of照顾；B. pay attention to注意；C. stay away from远离；D. look forward to期望。根据“If you want to stay healthy,”可知，想保持健康必须远离垃圾食品。故选C。
Unit 1 Period 3 Discovering Useful Structures教案
新人教版（2019）英语必修三
Unit 1 Period 3 Discovering Useful Structures教学设计
课题 Period 3 Discovering Useful Structures 单元 Unit 1 Festivals and
Celebrations 学科 English
教材
分析 During this period, the class will focus on discovering useful structures.
Students are expected to get insight into festival activities.
The teachers would inspire students to know -ing form.
教学目标与核心素养 1. Learn and master the key words and phrases.
2. Train the students’ ability to use -ing form.
3. Enable the students know about the meaning and functions of -ing form.
4. Encourage students to learn more about festival activities.
重点 1. Master the usage of key words and phrases.
2. Improve the students’ ability to use -ing form.
难点 Let students master how to identify the functions of -ing form.
教学过程
教学环节 教师活动 学生活动 设计意图
Daily routine
Step 1 Warm up
Unit 1 Period 3 Discovering Useful Structures教案 2
新人教版（2024）英语必修一
Unit 1 Period 3 Discovering Useful Structures教学设计
课题 Period 3 Discovering Useful Structures 单元 Unit 1 Teenage Life 学科 English
教材
分析 During this period, the class will focus on discovering useful structures.
Students are expected to get insight into improving a draft.
The teachers would inspire students to phrases.
教学目标与核心素养 1. Learn and master the key words and phrases.
2. Train the students’ ability to use phrases.
3. Enable the students know about improving a draft.
4. Encourage students to learn more about phrases.
重点 1. Master the usage of key words and phrases.
2. Improve the students’ ability to improve a draft.
难点 Let students master how to identify the functions of phrases.
教学过程
教学环节 教师活动 学生活动 设计意图
Daily routine
Step 1 Warm up
Teacher greets the whole class as usual.
- Activate
2019新人教高中英语选择性必修一Unit3Discover Useful Structures教案
2019新人教高中英语选择性必修一
Unit3Fascinating parks-- Discover Useful Structures教案
Teaching aims:
1.Identify the function of the -ing form;
2.Practise the use of the -ing form as the subject in English;
3. Write about your destination for a school trip with the -ing form.
Teaching key points:
1. Find out and summarize the function of -ing form.
2. Help students to learn and use the -ing form in the context.
Teaching difficult points:
How to use the -ing form in real situations.
Teaching procedures:
Step I Lead-in
Let students identify the function of the -ing form in the sentences below. Then
encourage students to give more examples like these two sentences.
· Getting here is quite difficult.
· Being in such a beautiful and wild place makes me feel blessed to be alive.
StepⅡ Observe and analyse
Activity1 Ask students to find more sentences with the -ing form from the