高中英语(译林牛津版)必修一语法精析探究 讲义：Unit 1 Vocabulary Breakthrough Word版含答案
牛津译林版高中英语必修1牛津译林版高中英语必修1Unit1__单元分析
Unit1 单元分析I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以School life为话题，旨在通过单元教学使学生了解英国校园生活的一些基本情况及中英两国校园生活的不同之处；学习并能运用表示校园设施的一些基本词汇；学习定语从句的基本概念及关系代词的用法；能就校园活动的话题展开讨论；能就校园活动情况向班任老师做出报告；学习通知的写法；学会设计以介绍学校俱乐部为主题的海报等。
1.1 Welcome to the unit 部分利用四幅图片，分别从（校园风貌、生活设施、课堂教学、师生关系）四个不同的侧面介绍了英国校园生活的有关情况。
该部分还设计了三个讨论话题，引导学生对中英两国校园生活进行比较，并就相关话题发表自己的看法。
1.2 Reading部分的短文节选自一份校园杂志。
文章由一位交换留学生所写。
作者通过自己的亲身经历简要地介绍了英国学校生活的一些情况。
文章前后分别设计了五个部分的练习：前两个练习（A、B）要求学生运用本单元介绍的两种基本阅读方法（skimming and scanning）阅读文章，把握文章主旨大意，了解文中明显的细节内容；练习C1通过问题的形式考查学生对文中具体信息的把握程度；C2通过判断正误练习加深学生对阅读材料的理解；D部分为词汇练习，要求学生首先联系上下文猜测所给词汇的含义；然后通过配对练习帮助学生掌握新词的含义和用法；E部分要求学生通过运用所给词汇填空的方式完成一封英国学生写给Wei Hua的信件，以进一步加深学生对阅读内容的理解；练习F设计了两个话题，引导学生对校园生活有关话题展开讨论，以获得对文章深层次的理解。
1.3 Word power部分以Wei Hua找食堂、回宿舍取课本、去健身房、找路等一系列活动为主线，设计了四个练习，学习有关表示学校设施的词汇并进行运用性训练。
Parts A 和B通过图示、阅读及写作的方式帮助学生熟悉相关词汇，复习问路、指路的相关表达；Part C通过一则CMHS的布告，对前两个练习中所学的词汇进行训练；Part D通过配对练习进一步拓展学生词汇。
译林版高中英语必修第1册 语法精讲①
(2)谓语(predicate) 谓语用来说明主语所做的动作或主语的特征状态，由行为动词的时 态、语态充当。 ❻He succeeded at last by working hard. 他通过努力工作最后成功了。 ❼He didn't focus his attention on his study last night. 昨天晚上他没有专心学习。 ❽He runs every morning.他每天早上跑步。 ❾The film is interesting．这部电影很有趣。
要发挥潜能，你得努力。(目的状语)
(7)宾语补足语(object complement)：位于宾语后，用来补充宾语的
意义。由名词、形容词、副词、介词短语、不定式、现在分词、过去
分词等充当。
○28 Has he found himself a place to live yet?
他找到地方住了吗？(名词)
(3)宾语(object)：宾语表示动作的对象或行为的承受者，一般位于及 物动词(短语)或介词后面，有的动词后面有两个宾语——间接宾语(人) 和直接宾语(物)。可作宾语的词通常有名词、代词、doing、 to do或 者宾语从句。
⑩He loves English．他喜欢英语。 ⑪His teacher praised him for his courage to take up the challenge. 他的老师表扬他接受挑战的勇气。 ⑫He enjoys reading some books.他喜欢看书。 ⑬I don't know whether I can make a difference to these boys． 我不知道会不会对这些男孩产生影响。 ⑭
译林牛津模块1 Unit 1 语法：定语从句(译林牛津版高一英语必修一教案教学设计)
Teaching Aims:To give a brief introduction to attributive clauseTo teach students the functions of relative pronouns and relative adverbs in attributive clausesTo develop students’ cognition in grammar, especially the basic elements of sentencesTeaching Important & Difficult Points:The basic usage of the relative pronouns and learn to use them in different situationsHow to apply relative clauses to situational useTeaching Methods:Introduction, task-based in-class activities; explanations of some rules of the attributive clauseTeaching Aids: a multimedia classroomTeaching Procedures:StepⅠRevision1. Check students’ homework in writing on page 93. Ask some students to read their note of Part B on page 93.2. Choose some words and expressions in Period 3 and dictate them before grammar is staged.Step Ⅱ Lead-in1. Ask Ss to recall what can be used to modify a noun in English and write down the following phrases on the blackboard.a happy momentblue skya girl studentbus stationa monkey in the treethe article about your experience in the UKT: A noun, an adjective or the prepositional phrases can be used to modify a noun.2. Summarize the rules of the order in the examples above.We put adjectives or nouns before nouns to modify them while we put prepositional phrases after nouns to modify them.More examples(P8):Adjective: the green teamPrepositional phrase: the team in greenAttributive clause: the team who are wearing greenT: The last sentence is an attributive clause. That means a sentence is used to modify a noun in the same way that an adjective or prepositional phrase does. The nouns they modify are called antecedents.Step Ⅲ Introduction to attributive clauseGive some examples of AC on the screen and ask Ss to fill in the form below.1. The girl who/that is standing next to our teacher is her daughter.2. The girl whom/who /that my mother is talking to is my classmate.3. The girl whose name is Rose sits next to me.4. I can’t find the book which/that is borrowed from you.5. I can’t find t he book which/that you lent to me.6. I can’t find the book whose cover/the cover of which is red.Example Antecedent Attributive clause Function of the relative pronoun1 the girl who/that is standing next to our teacher subject2 the girl whom/who /that my mother is talking to object3 the girl whose name is Rose possessive4 the book which/that is borrowed from you subject5 the book which/that you lent to me object6 the book whose cover/the cover of which is red possessiveT: The nouns or the antecedent usually refers to a person /people or a thing/things, for example a story, a cake, books and so on. We usewhich/that as a relative pronoun to refer to things, while we usewho/whom/that as a relative pronoun to refer to people. Which/that is used as the subject or object in the AC. Who/that is used as the subject and whom/who/that is used as the object in the AC. And they will know when which, that, whom, who can be left out if it refers to an object in the AC.Step Ⅳ Identifying the attributive clause1. Let students to read the guidelines in Point 2 on page 8.2. Ask students to read the example sentences in Point 2 and let themsay what function of the bold part in each sentence is. Then ask them to point out the attributive clause in sentence and put the whole sentence into Chinese, so they can compare the different ways in which the attributive clause is expressed in English and in Chinese.Step ⅤPractice1. To test how well they understand AC, the teacher is to give them a timely self check ---- tick the sentences with AC in C1 on P88. Puzzles like 3, 8 may be ignored for the time being, left to be thought overafter class and solved in the next period.2. Ask students to identify the attributive clauses in the article on P9. Show their findings on a screen, and ask them to mark “antecedents”, “relatives” and translate the sentences into Chinese. Explain some key words and expressions such as “upon”, “develop an interest in”, “donate”, “display”, “make a speech” etc. What’s more, students are asked to classify these marked relatives into “relative pronouns” and “relative adverbs”. As for relative pronouns, they are also required to tell the functions they play in each attributive clause.1) David was one of the most important helpful students that we ever had. ( object )2) In 1998, he went to Oxford where he got interested in Chinese culture.3) Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. ( object )4) Most of the students that he taught have become his friends.( object )5) Some of the books were gifts that he got from his Chinese friends and students. ( object )6) The paintings that David donated to the school are being displayed in the assembly hall. ( object )3. Learn the new words from page 9 to page 11.Ask students to turn to page 68 and study the new words (former-please).Step Ⅵ HomeworkAsk students to read the article on page 9 again and againAsk students to finish C1 on page 88. Get them to point out the antecedent, the relative pronoun or relative adverb in the sentence with an attributive clause.Period 6§Grammar and usage (2-2) Introduction to attributive clauses§Teaching Aims:To consolidate what’s learned the day beforeTo focus Ss’ attention on the usage of relative pronounsTo teach Ss in which situation who, whom, which or that can be left out.Teaching Important & Difficult Points:How to choose the right relative and use it properlyTeaching Methods:Introduction, task-based in-class activities; explanations of some rules of the attributive clauseTeaching Aids: a multimedia classroomTeaching Procedures:StepⅠRevision1. Check the homework with the students. Make sure that students know what an attributive clause is and the function of each relative word.2. Have a dictation to go over the words we learnt last period.Step Ⅱ PresentationQuestion: What does a noun usually refer to?(Students should know a person/people or a thing/things. For example, story, cake, and book are things, while friend, teacher and monitor are persons.)Step Ⅲ Using relative pronouns1. Ask students to read Point 1 on page 10 and point out the antecedent and the attributive clause in each sentence. Then ask: What doesthat/which function in each clause?Ask students to read the tip box, so the student will know thedifference between that and which.2. Ask students to read Point 2 and point out the antecedent and the attributive clause in each sentence. Then ask: What does who function in each clause?Ask students to read the tip box, so the students will know that can also be used to refer to a person/people.3. Ask students to read Point 3 and Point 4, and point out the antecedent in each sentence.4. Ask students to read the following sentences:Bb: She has a bother. I can’t remember his name.Question: What does his refer to? (His refers to a brother’s.)Bb: She has a brother whose name I can’t remember.Questions: Which part is the antecedent here? (a brother)What is it used as in the attributive clause? (attribute)Ask students to read Point 5 and point out the antecedent in each sentence. Then ask: What does the relative pronoun whose refer to in the two sentences.5. Show the following table on the screen and ask students to fill in.Antecedent Subject Object Attribute NoteFor persons who/that whom/who/that whose A relative pronoun can be omitted when it is used as the object in an attributive clause.For things which/that which/that whose/of whichStep ⅣSupplementation注意that which在代物时常常可以通用,但有时只宜于用that ,不用which.(1) 当先行词为不定代词all, much, little, only, just, every, last, one of, no, little, few, any, something, everything, anything，nothing, none, the one......及the very, the last, the next, the only或被不定代词修饰时e.g.: Is there anything (that) I can do for you? You should hand in all that you have.All that can be done has been done. In this factory I saw little / much that was different from ours.The only thing that I want to do is to have a rest. This is the very book that I’m looking for.We heard clearly every word that he said. She is the only person that understands me.(2)当先行词为序数词、形容词的最高级或被它们修饰时e.g.: He was the first person that passed the exam. This is the most interesting film that I have ever seen.The first thing that should be done is to get the tickets. Is that the best that you can do?That’s the most expensive hotel that we’ve ever stayed in.This novel is the second best one that I have ever read.When people talk about Hang Zhou, the first that comes to mind is the West Lake.(3)当先行词既有人又有物时e.g.: Do you know the things and persons that they are talking about?The film star and her film that you have just talked about is really well-known.She described in her compositions the people and places that impressed her most.The guests spoke highly of the children and their performances that they saw at the Children’s Palace.(4)由which或who等特殊疑问词引导的句子e.g.: Which is the bike that you lost? Which is the car that killed the boy?Who is the boy that won the gold medal? Who is the man that is reading the newspaper over there?(5)当先行词在主句中作表语，而关系代词也在从句中作表语时e.g.: Shanghai is no longer the city that it used to be. He is not the person that he used to be.c.f.: Shanghai is no longer what it used to be.(6)如果两个从句，其中一个关系代词用which, 另一个用that以避免重复。
高中英语(译林牛津版)必修一语法精析探究 讲义：Unit 1 Period One Word版含答案
School doesn’t have to be a prison.If you find school life difficult，you can learn to make it easier.Here are some tips(提示) to help you.·Try a team sport.Some schools offer team sports that allow you to make friends with your fellow students.Soccer，basketball and football can all make school have a little more fun.So you can choose one of them to take up.·Stay organized.One of the most stressful parts of school can be making sure you have everything you’re supposed to have.Where’s your English homework? Is your pencil sharp? The less you have to worry about these little things，the more you’ll be able to focus and enjoy school.·Take it easy on your teachers.Teachers are like students: some are great，some are less than great.But teachers are in charge of the classroom.So even if you’re feeling frustrated(沮丧的)or bored in class，you should be nice to your teachers.·Try to find kids you can talk to and play with.Ask for help if you are having trouble with your homework.As a result，they will possibly be friendly back to you.Ask for help at school by joining an after-class study group，if your school has one.Ask your teacher if you can stay 10－15 minutes after school to ask a few questions about your homework if you’re embarrassed(尴尬的) to ask during class.It’s always better to ask.根据上文完成下列各题1．What’s this passage mainly about?Some tips on how to make school life easier.2．How many tips does this passage offer?Four.Period One Welcome to the unit & ReadingⅠ.重点单词1．enjoyable adj.有乐趣的；令人愉快的enjoy v t.喜欢；享受……的乐趣2．experience n．& v t.经历，体验3．earn v t.获得；赚，挣得4．respect n．& v t.尊敬，敬重5．devote v t.致力于；献身6．literature n．文学7．average adj.一般的，普通的；平均的8．struggle n．难事；斗争；努力；v i.奋斗，努力；挣扎9．challenging adj.具有挑战性的10．encouragement n．鼓励encourage v t.鼓励11．extra adj.额外的，外加的12．fond adj.喜爱的，喜欢的13. satisfaction n．满意satisfy v t.使……满意satisfied adj.满意的satisfying adj.令人满意的14．academic adj.学业的，学术的15．exchange n．& v t.交换；交流Ⅱ.重点短语1．be happy/satisfied with对……满意2．than usual比平常……3．devote oneself to献身于，致力于，专心于4．sound like听起来像5．for free免费6．be fond of喜爱，喜欢7．look back (on)回忆，回顾8．with satisfaction满意地Ⅲ.重点句式1．动名词短语作主语Going to a British high school for one year was a very enjoyable and exciting experience for me.在英国上了一年的高中对我来说是一段非常令人愉快和兴奋的经历。
牛津译林版高一英语上册必修一Unit1知识要点总结
牛津译林版高一英语上册M1-Unit 1知识要点一.译林牛津版高一英语必修一U1知识清单：1.What is …like?What does sb. look like?What does sb. like?How is sb.?What is sb?2. going to British high school 动名词作主语Eg.: Playing with fire is dangerous. 玩火是危险的。
Seeing is believing. 眼见为实。
Do you mind telling me what happened? 你介意告诉我发生了什么吗？Better take a sleeping bus for a long journey. 长途旅行最好乘卧铺车。
3. enjoyable enjoy enjoymentenjoy doing enjoy oneself4. experience n.经验（不可数名词，其后通常接的是in 或of短语）经历（可数名词）vt. 经历，体验She wrote a book about her experiences in America.Have you experienced real struggle?He has a lot of experience in surfing games.be experienced in …在…有经验5. attend vt.出席，参加attend school 上学attend the meeting 开会，参加会议attend the wedding 参加婚礼attend to sb. 照顾某人，关怀某人attend to one’s work 用心从事某人的工作。
对比：attend, join, join in, take part inattend :主要是指以观众和听众的身份来参加，一般用于指参加会议、出席典礼或者招待会等，也可以指上学，听课，挺演讲或者讲座等。
牛津译林版高中英语必修1牛津译林版高中英语必修1模块一_Unit 1Welcome to the unit教案
Teaching Plan for Advance with English (Senior 1)Unit 1 School life1. Welcome to the UnitIn this section, four different texts representing school life in the UK are given. Each text gives a brief description of the subject and uses a vivid picture. Students are to fully participate in the discussion and brainstorm by combining what they know already about the high schools in the UK with the information in the text. The related topics and activities are designed to grab and attract students’attention by involving their full participation.Step 1 Brainstorming(Greeting the students) It's the beginning of a new term. You have just finished junior high school study and entered a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends. I can see that some of you are eager to know what studying at senior high will be like. Now I’d like to ask you:What may first appear in your mind as soon as people mention “school life”?(Beautiful school buildings, playground, sports, manyclassmates, good teachers, interesting courses, various activities, hard study, much homework, pressure...) As you have spent some time in our school taking part in the military training and the summer camp, I think you are not unfamiliar with the pictures I will show you.Now I’d like to ask you which parts of this school attract you to come here for your studies.(Good staff, student-oriented teaching methods, good facilities…)I’m sure you can get a lot when you experience your school life. What are they?(Knowledge, joy, sorrow, success, failure, discovery, challenge, tears, laughter, discouragement, frustration…) What about schools in other countries?Do students learn differently and have different experiences?Are schools all over the world the same?This is the subject of our first unit. Today we are going to look at schools in the United Kingdom and try to work out if they are the same or different from schools in China. Here are four pictures that show some aspects of school life in the UK. Please look at the pictures, read the instructions and try todetermine the differences between schools in China and the UK.Step 2 Discussing and practicingLet the students have a discussion for several minutes.The teacher can use the following contents to help students. Huge campus and low buildings:In the United Kingdom, we can see huge campus and low buildings in this picture. It is the biggest difference from schools in China. Schools in China usually have a large enough campus to make sure students have enough space to study and play in. But most school buildings are taller, at least three storeys high.Lockers for every student: In the United Kingdom, there are rows of lockers by the classrooms for students to put their stationery, books, exercise-books and other belongings. In China students bring what they need for lessons to school and then take it all back home after school. Most schools in China do not have the equipment in the classroom.Small class sizes:In the United Kingdom, there are fewer students in a class, no more than 30 per class.In China, There are usually more students in high school, perhaps 50 to 60 per class. Recently some schools are beginning to limit the number of students in each class.A lot of outdoor activities: When classes are over in the afternoon, studentstake part in different out door activities, which makes their school life more interesting. They can enjoy nature, play ball games or do what else they like. They don’t have to hurry home to do a lot of homework. It’s similar in some urban schools in China. Nowadays, schools there lay emphasis on students’overall development. They provide chances for their students and encourage them to do outdoor activities. However, in some schools, students are burdened with too much homework. They have no time to go out and relax after studying a whole day in the classroom.Give students a couple of minutes to talk about thefollowing three questions.1. Do you know any other differences between the lives ofChinese and British high school students?2. What kind of school activities do you enjoy?3. What is your dream school life like? (What kind of teachers / classmates are you willing to have? What relationship do you hope for between teachers and students?)[The teacher can organize students into pairs or small groups and have students form small groups to exchange their opinions and make sure each individual has a chance to speak. Get small groups to report their conclusions back to the whole class.]Sample answers:1. In the UK the architecture of school buildings is very different from that of our country. It’s rare to see tall buildings on the UK school campuses while in China many high schools have structures that are like skyscrapers. In the UK there are lockers in the classroom for students’belongings but in our classroom there are not. In the UK students are encouraged to participate in class discussion and teachers try to find ways to keep the atmosphere lively. In most cases, teachers treat students as their equals. In China, however, it’s difficult forteachers to try innovative teaching methods because of the large number of students. Even if the teachers succeed, they still have to resist pressure from the present education system, which is test-oriented. High school students are pressurized into studying for lots of exams, deprived them of free time to nurture their interests in different areas. Their British counterparts are lucky, as they have more free time to develop their potential and socialize with their peers.2. In some way I’m quite used to learning things, parrot-fashion. If I were a teacher, I would assign students homework that needs critical thinking and imagination. For example, I would ask them to find the connection between different phenomena in history and society and write what they thought, not a standard answer.3. My ideal school life would be something like this: teachers and students are friends and students are treated as individuals. They must think critically and are motivated to succeed by their teachers. The curriculum is flexible and can be adapted to suit the strengths and special knowledge of the teacher. We study a variety of subjects.4. What do you think is needed in order to achieve success?(Courage, diligence, determination, luck, confidence…)Step 3 HomeworkWrite down your own opinion on what your dream school is like in about 100 words.。
英语必修Ⅰ牛津译林版Unit1课件(共61张)语法
Observe the sentences you have learned. 1. Who do you think is the greatest
person that has ever lived, Eddie? 2. On 20th July 1969, Armstrong became
the first human that walked on the moon. 3. It is said that Armstrong sent a message to Mission Control which said that two huge, strange objects landed near them and were watching them.
1. 定义：又称形容词性从句，在复合句中修 饰名词或代词，起定语作用。
2. 先行词：被定语从句修饰的名词或代词。
3. 关系代词/关系副词：引导定语从句的词。
关系代词 which, that, who, whom, whose等 Relative 在定语从句中作主语、宾语、定 pronouns 语和表语 关系副词 where, why, when Relative 在定语从句中作状语
A space craft is a vehicle (运载工具). It can travel in space.
A space craft is a vehicle _th_a_t_/__w_h_i_c_h can travel in space.
I came here on June 11, 2013. I was sent into the sky on on June 11, 2013.
3. Please pass me the book _w_h_o_s_e_ cover is green.
牛津译林版高中英语必修1牛津译林版高中英语必修1模块一_Unit 1Grammar usage教案
Grammar and usage教案Teaching aims:Students can be acquainted with attributive clause and use them in their writing.Teaching important and difficult points:Find out antecedents and attributive clauses.Analyze attributive clause.Teaching procedure:Step 1: GreetingsStep 2: DefinitionAn attributive clause modifies a noun in the same way that an adjective or prepositional phrase does. The noun it modifies is called an antecedent. Now, look at the three phrases in page 8.pay attention to the position of the adjective, prepositional phrase and the attributive clause.T: From the above three phrases, can you tell me the antecedent?S: The team.Step3:Relative pronouns: which, that, who, whom and whose. They usually function as subject, object, predicative and attribute.Relative adverbs: where, why, and when. They usually function as adverbial. Examples are in page 8.Ask students to read every sentence and find out the antecedent, relative pronouns and relative adverbs, the attributive clauses.Step 4: Exercise.Read the article in page 9 quickly to underline the attributive clauses you find.There are 5 sentences in all.Then, teacher explains some language points in this article.1. David was one of the most helpful students that we ever had. Compare: ---She is one of the few girls who have passed the examination. ---Mr. Here is the only one of the foreign experts who is in our works.2. Upon finishing his studies, he started traveling China.---Upon finishing = as soon as he finished---“Upon” can also be changed for “on “Example: On reaching the city, he called up Lester.3.The paintings that David donated to the school are being displayed in the assembly hall.“Are being displayed” is the passive voice of the present continuous tense. Example: The meeting is being held in the hall and you can go to attend it. Display: v. & n.(1)vt.展示或陈列某事物It‟s the first time the painting has been displayed to the public.(2)显示；显露Her writing displays natural talent.(3)展示：陈列；显示；显露Put on a firework display(4)陈列的货物，艺术品等The displays in Harrods are one of the sights in London.3. In China he developed an interest in teaching English to Chinese students.Develop v.(1)养成：培养：产生He has developed the habit of making notes while reading.(2)发展：发扬We should develop our good points and overcome our shortcomings.(3)开发：培育China is developing the west.(4)冲洗（胶卷）I …d like to have these films developed here.Phrase: on display 被展示；被陈列4．He will make a speech about his experiences in China. Phrase: make a speech (countable noun)Step 5 Relative pronouns(1)that & whichIn attributive clause, they are used to refer to thingsExamples: this is the story that / which we wrote for our storytelling contest,(2)who & whom---In attributive clause, they are used to refer to people.Example: I am going to see a friend who has just come back from the UK. ---When who functions as the object, it can be replaced by whom. Example: The student who/whom we saw at the school gate is from America.(3)that, which, who, whom can be left out when they are the objects. Example: The girl (that/who / whom ) you have just seen is very good at English.(4)Whose: mean possession. It usually relates to a person, but it canalso relate to things.Example: --- I sat next to a girl whose name was Diane.---The club whose members are music fans meet in the school garden every Saturday afternoon.Step 6 ConclusionsReview the important and difficult points in this lesson generally.Step 7 HomeworkPage 11, page 68 C1, C2。
高中英语_牛津译林版_高一上册_模块1 Unit 1 School lifegrammar--- attributive clause 精品课件
高中英语_牛津译林版_高一上册_模块 1 Unit 1 School lifegrammar--- attributive clause 精品课件
高中英语_牛津译林版_高一上册_模块 1 Unit 1 School lifegrammar--- attributive clause 精品课件
• that：指代被修饰的物
I took the Art class. In the Art class, I made a small sculpture. 在我上的艺术课上，我做了一个小雕塑。
• that：指代被修饰的物
I loved the lessons in English Literature. She gave the lessons. 我喜欢她教的英语文学课。
I loved the lessons _t_h_a_t_s_h_e_g_a_v_e_ in English
Literature.
Attributive clauses
• Attributive Clause定语从句 • 修饰、限定(modify)某一名词或代词的从句
(clause) • 先行词(antecedent):被修饰词
He is an English teacher who likes singing songs.
__th__a_t _h_e_u_s_e_d_t_o__b_e__.
that在从句中作表语； 这时不用which, who, whom
高中英语_牛津译林版_高一上册_模块 1 Unit 1 School lifegrammar--- attributive clause 精品课件
高中英语 牛津译林版必修第一册Unit1知识梳理
新高一M1U1知识梳理一、词汇①potential n.潜力;可能性adj.潜在的，可能的②confidence n. 信心；信任；把握③advance n. 进步，进展，前进，行进vt.＆vi.发展，进步④challenge n.&v.挑战;质疑⑤responsible adj.有责任，负责;可靠的⑥positive adj.积极乐观的;良好的，正面的⑦look forward to (doing) sth. 期盼做…⑧lie in 存在于，在于⑨attitude n.态度，看法⑩acquire vt..获得，得到⑪effort n.努力，费力的事;试图⑫make a difference 起作用，有影响⑬make the most of 充分利用，尽情享受⑭take advantage of 利用⑮equal adj. 相等的;平等的;相当的n.同等的人(物)⑯independent adj.自主的，有主见的;自立的⑰goal n.目标;进球得分⑱improve vt.＆vi.改进，改善⑲last but not least 最后但同样重要的⑳character n.品质，性格; 特点;人物，角色;文字【拓展】语境构词1. advance--advancing---advancedMy father is an advanced worker. He often makes a plan in advance and now he and his team is always advancing the work of others.2. equal-equally-equalityThe people there live in an equal society and everyone is treated equally and they are committed to advancing the equality.3. 后缀为-al的形容词①potential潜在的，可能的②equal平等的;相当的③individual单独的，个别的④cultural文化的4.后缀为-ity的名词①responsible→responsibility责任②equal→equality平等③positive→positivity积极性④active→activity活动二、词汇用法1. What is the best way for you to improve your reading skills？(教材P3)对你来说，改善你的阅读能力的最好方法是什么？1）improve vi.&vt. 改进；改善；变得更好improvement n.改进；改善2）体会improve的意义和用法e.g. His quality of life has improved dramatically since the operation.手术后他的生活质量大大改善了。
牛津译林版高中英语必修模块一Unit1核心单词精讲精练课件
在……方面有经验
第三页，共39页。
①He failed in the interview because of lacking of experience. 他由于缺乏经验而没有通过面试。 ② (2012·辽 宁 高 考 )Besides relaxing with these more common entertainments, astronauts can simply enjoy the experience of living in
填空：He wanted to take part in a competition, but he had no money. Fortunately, he _e_a_rn_e_d_ a lot of money by working for the newspaper and g_a_i_n_e_d_ much experience. At last hewo_n___ the competition and realized his goal.
summer”，表示将来某个时间在干某事，通常用将来进行时，
故选A项。
第六页，共39页。
2. earn vt. 获得；赚，挣得 ① The workers earned less money because they had to pay medical insurance. 因为工人们要交医疗保险, 所以他们赚的钱就少了。 ② The old man earned his living by selling vegetables. 这位老人以卖蔬菜为生。 ③ As we know, it’s his honesty that earned the admiration of his
第十六页，共39页。
牛津译林版高中英语必修1牛津译林版高中英语必修1模块一Unit 1课件Grammar and usage
nice.
Note:
I. That 和 which
以下情况，引导词用that，不用which。 1. 先行词为不定代词 everything，something, nothing, anything 或由few, little，much，all， only, the very 等修饰时，常用关系代词 that 来引导定语从句。
2. The girls in red.
3. The girls who are wearing red. attributive clause
Concept
An attributive clause modifies a noun
in the same way that an adjective or
The trees which are behind the office building have lost their lives.
Object
The man is kind. Everyone likes him. The man (who) everyone likes is kind.
Exercise :
1.The man who _________stands / that there is Tom. / that) met is Ms Li. 2.The girl (whom ____________I whose 3.The boy ________watch was lost is Tom. 4.The book which/that _________lies on the desk is his. (which / that)you bought is good. 5.The pen ___________ whose 6.The magazine ________cover is red is
译林牛津高一必修1模块一第一单元语言点详析
译林牛津高一必修1模块一第一单元语言点详析Unit One School lifePart One KnowledgeI Word study:1. experience (c) an event that affects people in some way 经历I shall never forget my first ~ in the summer camp.陈先生应邀讲述他作为一名教师的经历。
____________________________________________（u）the process of gaining knowledge or skill by doing and seeing things 经验You need more time to gain practical ~.他没有足够的经验应付这项工作。
__________________________________________________vt . feel or have ~ ofThe small village has ~ed great changes in the last thirty years.这是我曾经经历过的最激动人心的时刻。
____________________________________________Adj. experienced2. attend vt go to or be present at~ school/assembly /a meeting/a wedding etcOver two hundred people ~ed the charity show.Brown一家这个周末将去出席一场婚礼。
__________________________________________attend to 专心于/照顾Attend to your work and stop talking.Are you being attended to ?Could you attend to this matter immediately?3. earn vt get something because of one’s qualities or actions 赢得get money by working 挣得，赚得He ~ed a lot of praise from the newspapers for his new book.He ~ed a hard living by carrying bricks up a ladder ten hours a day.她以卖报为生。
高中英语(译林牛津版)必修一语法精析探究 讲义：Unit 1 Period Three Word版含答案
Period Three TaskⅠ.重点单词1．title n．(书的)名称；(文章的)题目，篇名；v t.给……加标题2．dynasty n．朝代，王朝3．somehow ad v.不知为什么；不知怎么地4．recent adj.新近的，最近的recently ad v.最近5．professor n．教授6．inform v t.通知，告知information n．情报；消息Ⅱ.重点短语1．save space节省空间2．refer to指的是3．make decisions做决定；下决心4．regret to do sth.遗憾地去做某事Ⅲ.重点句式1．as...as one can尽某人所能的……Make as many comparisons as you can.尽可能多地进行比较。
2．the＋比较级，the＋比较级越……就越……The more choices you have，the better your decisions will be.你的选择越多，你的决定就越好。
重点词汇We regret to inform you that our library will be closed next Wednesday，Thursday and Friday for the sports meeting.我们遗憾地通知您因下周三、四、五开运动会，学校图书馆将关闭。
regret v.& n.遗憾；后悔regret to do sth.遗憾地去做某事(1)I regret to say that we can’t stay here any longer.我很抱歉地说，我们不能再待在这儿了。
(2)He said he regretted not being able to help.他说他为没能给予帮助深感遗憾。
(3)Much to my regret，I am unable to accept your invitation.非常遗憾，我不能接受你的邀请。
新教材牛津译林版选择性必修第一册各单元重点语法
牛津译林版选择性必修第一册重点语法Unit 1 Food Matters .......................................................................... - 1 - Unit 2 The universal language ........................................................... - 4 - Unit 3 The art of painting .................................................................. - 9 - Unit 4 Exploring poetry ................................................................... - 12 -Unit 1 Food Matters不定式作主语和表语[观察例句]观察黑体部分在句中的语法作用1．To get there by bike will take us half an hour. 作主语2．Her job is to take care of the children in the kindergarten.作表语3．To do this is to cut the foot to fit the shoe. 作主语4．To have known you is a privilege. 作主语5．The purpose of education is to develop a fine personality in children. 作表语[归纳用法]一、不定式作主语1．动词不定式作主语时，谓语动词常常用单数。
例如：To do morning exercises is useful for our health.做早操有利于我们的健康。
牛津译林版高一英语上册重点语法解析：unit 1 school life
牛津译林版高一英语上册重点语法解析：unit 1 school life1.语法术语及基本概念：(1). 先行词: 被定语从句所修饰的那个词。
(2). 关系代词/关系副词:用来引导定语从句的关联词。
(3). 定语从句:一个句子用作某一名词或代词的定语时，我们称这个句子为定语从句。
被定语从句所修饰的那个词叫先行词。
定语从句由关系代词who, whom, whose, that, which 以及关系副词when, where, why来引导，定语从句一般位于先行词之后。
2.关系代词的用法：(1). 先行词是人，关系代词在定语从句中做主语时，用who或that来引导。
e.g. Do you know the man who / that is standing over there?The girl who / that took you to my place is my friend.(2). 先行词是人，关系代词在定语从句中做宾语时，用whom或that来引导，但通常可以省略。
先行词是人，关系代词在介词后面必须用whom，而且不能省略，也不能用that。
The boy (whom / that) we saw yesterday is Mr. Wangs son.The old man with whom I often go to the films is my grandfather.(3). 先行词是物，关系代词在定语从句中做主语时，用which或that来引导。
e.g. The train which / that has just left is for Guangzhou.The earthquake which / that happened in 1906 was the biggest in American history.(4). 先行词是物，关系代词在定语从句中做宾语时，用which或that来引导，但通常可以省略。
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Vocabulary Breakthrough
A组前缀
dependent adj.→independent adj.独立的
B组后缀
enjoy v t.→enjoyable adj.有乐趣的；令人愉快的
challenge v t.& n．→challenging adj.具有挑战性的
encourage v t.→encouragement n．鼓励
satisfy v t.→satisfaction n．满意
paint v．→painting n．绘画，绘画作品
kind adj.→kindness n．善意
prepare v．→preparation n．准备，筹备
graduate v t.& n．→graduation n．毕业
C组合成
n．＋n.→headmaster n．校长
schoolmate n．同学，校友
courtyard n．庭院
D组转化
n．↔v. experience经历，体验
respect尊敬，敬重
struggle努力；挣扎
exchange交换；交流
graduate毕业
charge使承担责任；收费
broadcast广播；播放
A组同义词
spare adj.↔extra adj.
B组反义词
latter adj.↔former adj.
C组形近词
desert n．沙漠↔dessert n．甜点
1．背诵经典To most young people who want to live an independent life，cooking is an enjoyable but a challenging experience.
规范默写
2．背诵经典Our schoolmates were making preparations for an outing，but the headmaster didn’t approve of our plan.
规范默写
3．背诵经典The professor informed us that those who selected literature and painting would attend an academic meeting next week.
规范默写
4．背诵经典He was fond of art and after graduation，he devoted himself to sculpture and gained his former teacher’s encouragement.
规范默写
5．背诵经典I heard from the recent broadcast that the famous poet had published his splendid compositions.
规范默写。