M1U1Grammar教师定稿

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M1U1.直、间Grammar

M1U1.直、间Grammar


当直接引语表示客观的时刻表时。

He said, “The plane takes off at 6:30 am.” He said that the plane takes off at 6:30 am.

句型变化
直接引语为陈述句时变间接引语的句型变化: 直接引语若为陈述句,变为间接引语时,从属连 词that(在口语中可省略) “I’m tired,”he said. He said (that) he was tried. Jim said, “I’ve read Tony ’s book and I didn’t understand it.” Jim said (that) he had read Tony ’s book and he didn’t understand it.
This is the first time that I have come here.
5.当在上海世博会玩的时候,他碰到了很多的陌生人。
While paying a visit to Shanghai World Expo, he met a great many strangers.
6.他们是在教室做的作业。
He asked her, “You have passed the eaxm, haven’t
you?”
He asked her whether/if she had passed the exam.
What did Garfield say?
I’m lazy.
He said he was lazy.
last week/month…
then before/earlier that day that morning/week……

M1U1 School life in the UK GRAMMAR AND USAGE教学设计

M1U1 School life in the UK GRAMMAR AND USAGE教学设计

M1U1 School Life in UK GRAMMAR AND USAGEattributive clauses 教学设计一、 教学课型:语法课二、 教材分析:本节课是译林版高中英语模块一Unit1 School Life in UK 的第一课时。

课型是语法课,内容是介绍定语从句的基本知识。

本节课,我改变以前传统的英语语法教学,采用我的学校生活这一主题进行情景法教学。

通过这节课的学习,学生掌握基本的定语从句知识,如关系代词、关系副词的基本用法。

在此基础上,学生能够用简单的定语从句描绘人物、事件、地点和时间。

三、 学情分析:刚步入高一的学生对英语学习充满了浓厚的兴趣,但他们的兴趣往往是一腔热情,需要正确地引导。

因此,我在设计本堂语法课时,从学生感兴趣的熟悉的学校生活入手,让学生在做中学且快乐地学。

四、 教学目标:1) Describe things,people, places and time using simple attributive clauses.2) Properly use relative pronouns and relative adverbs in attributive clauses.3) Show more love in the school.五、教学重难点:1、Get students to have a basic knowledge of attributive clauses.2、Describe things,people,places and time using simple attributive clauses.六、教学过程:Step 1 Lead in1. show the following riddles and ask students to guess what they are.1) It ’s a tool [which/that] teachers used to write with.2) It ’s a bag [which/that] is always filled with books, pens and so on.3) He is the person [who/that] is in charge of our school.4) He is the person [who/that] takes care of the plants and flowers.2. Test students ’memory through presenting the four sentences above without the relativewords and lead in the topic【设计说明】以猜谜语的活动导入,活跃了课堂气氛又恰当的引入了本节课的主题—我的学校生活背景下的定语从句。

Grammar(教师稿)

Grammar(教师稿)

English Grammar Course: Lecture one第一讲Course arrangement, grammar levels and grammar test ◆Course Schedule:◆Teaching and Learning materials:Oxford Practice GrammarA new English Grammar Course bookCollege English: using grammar◆Course components:Lecturing,project presentation, class discussion, exercise doing and evaluation.◆Assessment:Homework and class attendance (20%),Final exam (80%)◆Basic levels of Grammar: morpheme-word-phrase-clause-sentence1. Morpheme (free morpheme and bound morpheme):Chair, coexist, kind, friend, receive1) Free morpheme: independent simple word possessing complete meaning. Example:kindness, bookmark2) Bound Morpheme: the part of a word that adhere to other part of the word. Example:Incoherent, minibus, maladjusted, receiveAffix: inflectional affix and derivational affix-s, -es, -’s, -ed, -ing,-er,-est, antiwar, movement, unluckyCombining form: Receive, predict, linguistics, multicultural2. Word:1)Simple word: free Morphemeat, up, on…2)Derivative word: root + affixUnfair, preschool, cooperate, happiness, diversity3) Compound word: combination of free morphemes (simple words)Handbook, snowball, something…4) Closed class: grammatical word being steady and containedDrama, faith, old…3. Phrase: head +other word(s)Noun phrase: All the college students / verb phrase: (She) looks pale; (It) is getting dark / adj. phrase: (You are) not careful enough. / adv. Phrase: She spoke very clearly indeed./ prep. Phrase: They followed close behind me.4. Clause: subject+predicate1) Independent clause and dependent clause: When did he arrive? I don’t think he knows everything about it.2) Simple clause and complex clause.3)Main clause and subordinate clause.4)Finite clause, infinite clause and verbless clause. A book under his arm, he walked away.5. Sentence: highest independent grammatical unit.1) Full sentence and minor sentence2) Simple, compound, complex and compound-complex sentenceThe students have made better grades since the new teacher came.◆A test for grammatical ability:1. It never_______(never even occurred, was never even occured) to us that he _______(hadn’t invite, hadn’t been invited). p292. ______(is) the weather ever so bad, I must start tomorrow.48 (让步状语从句,be…(ever so))3. Heaven ______(helps, help) us if the newspaper ever find out about this.484. Whole industries _________(collapse) but for the massive injection of public funds.555. The president as well as his assistants_________(has, have) left for Washington.92 (in addition to, together with, with)6. Either of the young ladies __________(is, are) qualified to drive cars.93 (both,否定和疑问句)7. Not only the students but also their teacher ______ (is, are) enjoying the film.105 (就近原则)8. It is a matter requires _________ (to be handled, being handled, handling).1169. I would prefer to spend the weekend at home rather than ________ (drive, driving, to drive) all the way to your mother’s.11810. The speaker said he would confine himself _____ (try) _______ (answer) four questions. 12311. He touched the kid______(on, in) his shoulder, and kissed him ________(on, in) his eye.220(眼睛鼻子嘴巴in,疼痛用in)12. Was the story Michael told funny? Yes, I have never heard ____________ (so, such) in my life.13. He spent two weeks in hospital, but he’s _________ (none the less, all the more) for it. (none the + 比较级=上面的反义)14. I know there is danger ahead, but I’m _________(all the more set, none the more set) on driving forward. 267 (all the=even)15. “I do have had a lesson yesterday.”“so _______(do, have)I”16. It’ll cost us $300 to go by bus. __________ (still, furthermore), that’s a lot cheaper than air fare. 38617. The ship was being unloaded _________________(when, as) the explosion occurred in the engine room. (同时发生变化用as)16. The children rushed in.17. David has given me advice many a time.18. Jimmy made such a noise that his sister told him to be quiet.◆Please write down an essay about your awareness and opinion on grammar learning (Is it important for you to learn grammar? Doyou think grammar is difficult to master? How do you like to learn grammar (reciting rules, doing exercises or guessing rules in sentences and in texts)? Do you like discussion with classmates in grammar learning? Is it necessary to compare Chinese grammar with English grammar? Do you have any good ideas in teaching grammar?) The essay should include adv. Phrases, subordinate clauses, compound and complex sentences.English Grammar Course: Lecture one第二讲Sentence structure1. Simple sentence:◆Subject + Predicate (He is checking)Subject: usually the first noun or pronoun identifying who or what is performing an action expressed by the verb.Verbs: action verbs(make), state verbs (matter), linking verbs (be), auxiliary verbs (have ,do…) and modal verbs (can, may, might,…)Subject-verb agreement:Basic rule: It is the center of the subject that determines the singular or plural form of the verb. Now, please do some typical exercises and learn relevant rules:1) My brother rather than my mother is going to attend the parents’ meeting. (along with, as well as, except, in addition to, instead of, rather than, together with, with)2) They each play several instruments. (each,everyone放前面,单数,放在复数名词或者单词后面,作同位语,复数)3) Neither of the doors opens / open into the gate. (否定和疑问句中,either,neither单复数都可以)4) More than one / many a person has been ruined by drugs. (习惯用单数)5) There was a sofa and two chairs. (并列结构,就近原则)6)Some cattle are drinking at the pool. (cattle, clergy, people, police, poultry, youth, vermin are plural form。

英语:module1 grammar教案(外研版必修2)

英语:module1 grammar教案(外研版必修2)

Module 1 Our Body and Healthy HabitsGrammarGrammar 1 nouns used as verbs名词转化为动词很多表示物件、身体部位或某类人的名词可以用作动词,某些抽象名词也可用作动词。

名词和动词在转化时,有时不改变意思,有时意思也相应地变化,在学习的过程中注意记忆总结。

1 名词和动词在转化时,有时不改变意思,有时也相应地变化。

eye n. 眼睛.(用眼睛看)注释,端详ship n. 船,v. 用船装help v. 帮助n. 帮助love v. 爱n.. 爱picture 能画,照片v. 用图表示,描述2 有些名词和动词在转化时会发生元音改变或词尾变化blood----bleed sell----sale sing---- song advise----advice bathe----- bath believe---- beliefe.g.We ship grain to Africa.我们把谷物运往非洲。

These desks and chairs are coated with dust. 这些桌椅落上了灰尘。

We lunched together.我们一起吃了午餐。

3 Look at the verbs in bold. What are the nouns of these verbs?A.When Zhou Kai’s mother saw him heading towards the front door without a jacketon, she eyed him anxiously.B And I’m not overweight so I never have to diet4 1) She mothered the orphan他慈母般地照顾这个孤儿。

He wolfed his meal.他狼吞虎叨地吃饭.2)Tom braked the car.汤姆刹了车。

人教课标版高中英语必修1Unit1_Grammar_优教教学设计

人教课标版高中英语必修1Unit1_Grammar_优教教学设计

Unit1 Grammar 优教教学设计Direct Speech and Indirect Speech(Ⅰ): statements and questions教学设计设计意图This is the last teaching period of this unit, aiming to help students get a basic knowledge of the grammar in this unit. The emphasis of this period is mainly placed on understanding and using the grammar. Therefore, teachers should create a relatively real context to present enough sentences for students to draw a conclusion about the rules of how to change direct speech into indirect speech in declarative sentences. In the meantime, teachers should offer more opportunities for students to practice. Exercises ought to be simple and easy to operate, which is connected with their daily life to make it easy to understand.教学重点Enable students to change direct speech into indirect speech properly.教学难点Guide the students how to use direct speech and indirect speech in real situations.教学过程Lead-inGreet students and ask some of them several questions. After that, get others to report what they said just now.T: Hello, everyone! How are you today?Ss: Fine.T: Tom, I heard that you were ill yesterday. How are you feeling now?Tom: I am feeling better now, thank you.(At that moment, the teacher wrote down on the blackboard what Tom said in direct speech.)T: That’s good news. Mary, can you report what Tom said just now?Mary: Tom said that he was feeling better then.T: What’s your favorite hobby, Mary?Mary: I like playing the piano best.(Write down on the blackboard what Mary said in direct speech.)T: That’s a good h obby. John, can you report what Mary said just now?John: Mary said she liked playing the piano best.T: Well. John, have you finished your homework?John: Yes, I have finished my homework already.T: Well done. Lily, can you report what John said just now?Lily: John said he had finished his homework already.Present the three students’ answers on the blackboard in direct speech and indirect speech separately. Ask all the students to find out the differences by comparing these sentences.感受新知I. T: What are the differences between these sentences?S1: They are in different forms.S2: Different tenses are used.T: You are right.Now, it’s your turn to sum up the definition of direct speech and indirect speech.Get students to sum up the definition of direct speech and indirect speech.直接引述别人的原话,叫直接引语。

Unit1 Grammar名师教案

Unit1 Grammar名师教案

Unit1 Grammar名师教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the present perfect tense to make positive statements;2. use the present perfect tense to make negative statements;3. use the present perfect tense to ask and answer questions;4. form the past participles of regular and irregular verbs.II. Teaching contentsNew words and phrases: yet, recently, past, over the past centuryIII. Focus of the lesson and predicted area of difficulty1. Use the present perfect tense correctly.2. Form the past participles of regular and irregular verbs.IV. Teaching proceduresStep 1 Lead-in1. Free talkT: What do you know about Mr Chen and Sunshine Town【提示:此处课堂上教师可让学生使用优教同步学习卡进行抢答,根据结果反馈,进行精准教学。

】【设计意图:通过口头交流,考察学生对Reading板块的掌握程度,同时引出本课时学习内容。

】Step 2 Presentation1. Structure of the present perfect tensesb + have/has + done2. When to use the present perfect tense(1) We use the present perfect tense to talk about an action that started in the pastand continues to the present.(2) We use the present perfect tense to talk about an action that happened in the pastand has a connection with the present.(3) We also use the present perfect tense to talk about how many times an action hashappened till now.3. Matching exerciseT: Here are six sentences in the present perfect tense. Match the reasons for using the tense on the right with the sentences.4. Work out the rule(1) Present some positive statements in the present perfect tense and ask students towork out the rule.He has just gone home.She has already had a holiday this year.It has broken!I have seen my new English teacher.They have bought a new car.You have finished the exercise.We have seen this film before.◆We use “have + done” with pronoun s like _____, _____, _____ and _____.◆We use “has + done” with pronoun s like _____, _____ and _____.(2) Present some negative statements in the present perfect tense and ask students towork out the rule.sb + haven’t/have not + donehasn’t/has not(3) Present some Yes/No questions in the present perfect tense and ask students towork out the rule.Have/Has + sb + done(4) Present some Wh- questions in the present perfect tense and ask students towork out the rule.Wh-words + have/has + sb + done4. Time expressionsT: We can use these time expressions with the present perfect tense: already, yet, ever, never, just, recently, since and for.T: Complete the following passages and sentences with the correct forms of theverbs in the brackets. Pay attention to the time expressions.5. Pair workT: Work in pairs and talk about recent activities. Use the conversation on the screen as a model.6. CompetitionT: Form the past participles of the following verbs. Let’s see which team is the fastest.T: Try to work out the rule of form the past participles of regular verbs.Try to remember the past participles of irregular verbs.【提示:此处课堂上教师可让学生使用优教同步学习卡进行抢答,根据结果反馈,进行精准教学。

外研版高中英语必修一 Module 1 Grammar教学课件

外研版高中英语必修一 Module 1 Grammar教学课件

Translation Exercises
Translation Exercises
These exercises ask students to translate sentences or paragraphs from English to their native language, emphasizing the correct use of grammar structures.
Summary of Key Points
This module focuses on the teaching of basic grammar structures and rules in English.
The courseware includes a variety of activities and exercises to help students practice and master grammar skills.
01
Module Introduction
Module Overview
目的与定位
本模块旨在为高中英语教师提供 一套系统、实用的语法教学资源
,以辅助其进行课堂教学。
适用对象
适用于高中英语教师,特别是那些 需要提高语法教学能力的教师。
内容特点
本模块内容全面、系统,涵盖了高 中英语语法的各个方面,注重理论 与实践相结合,为教师提供丰富的 案例和练习。
VS
Example
*Translate the following English sentence into Chinese: "She prefers to watch TV at home rather than go out in the evening."*

m1u1+grammar

m1u1+grammar

B)
• • • • 1.Mother told her son that he must stay at home until she came back. 2.Paul said that their team had won the match. 3.Mother asked me if/whether I had finished my homework. 4.A small boy asked me when the train would leave.
Discussion I
讨论 : 3minutes 讨论内容:做题当中遇到的疑难题 讨论内容:做题当中遇到的疑难题 不必全部讨论) ( 不必全部讨论)
• 注意:先对子讨论,再小组成员交换意 注意:先对子讨论, 见 • 要求:每个同学都积极参与讨论 要求:
Discussion II
• 3分钟时间内针对自己小组的任务 进行讨论。 进行讨论。 • 要求:结合小组所有成员的意见得 要求: 出你们认为的最佳答案和思路, 出你们认为的最佳答案和思路,并 进行分析。 进行分析。
• 3. • 归纳:直接引语如果是特殊疑问句,变为 间接引语时,宾语从句中要用原来的特殊 疑问词加陈述句语序。 • c) She asked Li Ping when he would fly to Hangzhou.
• 4. • 归纳:直接引语如果是选择疑问句,变为 间接引语时,宾语从句要用if / whether … or …结构。 • d)My mother asked me if/whether I would do my homework or do some washing.
。 组别
Assignment discussion Step 1 . Step 3. (一) 1 step3. (一)2 step3. (一)3 Step3. (二) 1,2 Step3. (二) 3,4 Step3. (三) Step2

M1U1学案 grammar

M1U1学案 grammar

ZHX-YY-12-026M1U1:School lifeGrammar & usage (1)编写人:审核人:编写时间:2014-10-26【学习目标】To get familiar with attributive clausesTo fully understand some rules of the attributive clauses.【学法指导】Discussion in pairs or in groups.【学习过程】Task 1: Definition and learning定语从句的概念__________________________________________________________Task 2: Discovery1.God helps those who help themselves.2.He who doesn’t reach the Great Wall is not a true man.3.He who laughs last laughs best.总结:定语从句的关系词有哪些及在句中的功能?Task 3: Practice using考点一:that or which 讨论与探究:用恰当的关系词填写1. He told me everything _____ he knows.2. All the books ____ you offered have been given out.3. This is the best film ______I have ever read.4. We talked about the persons and things _we remembered.5. He is the only man _____I want to see.6. Who is the man ___ is making a speech?7.He isn’t the man ______ he was 10 years ago.结论1: 先行词有下列情况时,通常用关系代词 that:①先行词是all, ________, nothing, anything, little, much等不定代词时;②先行词被_____, any, every, no, some, little,much等词修饰时;③先行词被______________________修饰时;④先行词被the only, the very(正是,恰是), the last修饰时;⑤当先行词既有人又有物,定语从句用___________引导(that既可指人也可指物)⑥若主句中有疑问代词___________时,为了避免重复,关系代词不再用____________.⑦做表语只能用that : He isn’t _________he was 10 years ago.1. I have lost my watch, _____I like very much.2. Taiwan is part of China, ______ is known to all of us.3. Can you lend me the book about ______ you talked last night?结论 2: 先行词有下列情况时,通常用关系代词which_:____________________________________________________________________________________________________ 考点二:限制性定语从句和非限制定语从句1. This is the house which / that we bought last month. __________________________________2. The house, which we bought last month, is very nice.__________________________________考点三: 定语从句中谓语动词的单复数:先行词确定 who; which; that 的单数或复数1. Mr Li is the only dealer Who _____ good price. (give)2. I, who ____ your teacher, will tell you how to use it. (be)3. These are the questions which _____ to be answered. (be)4. The house that _____ on the other side of the road belongs to Mary (be)5. Please tell the news to everyone who _________to attend the lecture. (want)考点四: 介词 +关系词: 介词﹢关系代词引导的定语从句中, 介词如何选择1)、What were the things _______ which he was not so sure?2)、--- The speed ____ which you drive your car mustn’t be too high.3)、--- China has many rivers, ________ which the Yangtze River is the longest.用适当的关系词填空:1, This is the machine on _____ she spent 1000 dollars.2, Xiao Wang , with _____ I went to the concert, enjoy it very much.要点:紧跟介词的关系词,引导定语从句时, 指事物用________, 指人用________。

M1U1Grammar1

M1U1Grammar1

M1U1 School Life Grammar ---- attributive clause (一) Learning aim: 1.to know what an attributive clause is, anticedent,relative pronouns,and their functions in a clause2.to rewrite sentences,using an attributive clauseKey points: to express ideas and write sentences using an attributive clause Teaching methods: group work and discussion, practiceProcedure:Ⅰ.预习任务(warm-up)1.What’s the function of the words or phrases?a brave boya boy with glassesa boy who is brave and wearing glasses2.Read the sentences on page 8.Ⅱ.激活课堂1.Analyze the sentence containing an attributive clauseeg.The grammar that we will learn today is attributive clause.Ex. A spaceman is a person who works and travels in space.Space capsule is a place where an astronaut works.2. Several concepts①:the concept(概念)of attributive clause(定语从句):②.anticedent(先行词):③.relative pronouns(关系代词):④function (功能)of relative pronouns:3.Find the attributive clauses from the text on Page 94.Rewrite each pair of sentences,using an attributive clauseA.The woman is a doctor. She lives next door.The woman is a doctor.B. We saw some people. Their car had broken down.We saw some people ________________________________petition:(1)A: Harry Potter is very smart and clever.B: Harry Potter has a scar on his forehead.__________________________________________________________ (2)A: My favorite super star is Jay.B: My classmates all like Jay.__________________________________________________________ (3)A: Yao Ming devotes himself to basketball.B: We can’t forget Yao Ming’s name.__________________________________________________________ (4)那个令人感动和兴奋的电影叫泰坦尼克号。

人教课标版高中英语必修1Unit1_Grammar_名师教学设计(一)

人教课标版高中英语必修1Unit1_Grammar_名师教学设计(一)

Unit1 Grammar 名师教学设计(一)《直接引语和间接引语》教学案例NEW SENIOR ENGLISH FOR CHINA STUDENT'S BOOK1UNIT1 FRIENDSHIP PRACTICE AND DRILLSBy Jennifer from Jiuquan, Gansu Province PART 1: SpeakingHow to express your ideas when you hare the same ideas with others?_____________________________________________________________________ If you have different ideas, what should you say?_____________________________________________________________________ PART 2:Functional Expressions:I am ____________,how about you?(自己也一样)_______________________________________________________ I am not ________,how about you?(自己也一样不)______________________________________________________ (注意观察老师上课讲到的其他句式,如何选自助动词,并为自己做好笔记,下课后总结)_____________________________________________________________________ _____________________________________________________________________ PART3:Grammar Skills:Step1.___________________ step2._______________________Step3.___________________ step4._______________________PART 4:Who Made The Gossip?1. Write down your sentence, and then change it into another form.(注意自己的句子:是直接引语还是间接引语?然后根据技巧变动句式,并总缩出自己的规律。

外研社版高中英语必修一Module1Grammar教案设计

外研社版高中英语必修一Module1Grammar教案设计

外研社版高中英语必修一Module1Grammar教案设计科目英语题目Module 1 My First Day at Senior High( Grammar 1 & 2 )年级高一课时第四课时教案设计教材分析This is the first module of Student’s Book 1. In this period, we’ll review the use of the present tense by practicing, and learn adjectives ending with –ed and –ing. Students are supposed to master the language points by describing their school in the brochure.教材目标 1. 知识目标1) Master the use of adjectives ending in “-ed” and “-ing”2) Review the use of the present simple tense and the presentcontinuous tense.2.能力目标1) Understand the meaning of adjectives ending in “-ed” and “-ing”, and use them correctly and properly.2) Use the proper tense in different contexts.3.情感目标1) Learn to love the new high school life.2) Form positive attitude towards language learning in newsurroundings.教学重点1. Understand the differences between adjectives ending in“-ed” and “-ing”2. Master the use of the present simple tense教学难点1. Use adjectives ending in “-ed” and “-ing” correctly andproperly in different contexts.2. Choose the proper tense in different contexts.教学方法Task-oriented methodTask of Module 1: Write a brochure about your school.Task of Period 4: Use the –ed & -ing to describe thesurroundings; use suitable tense in a brochure.教学手段 1. The blackboard2. The tape recorder3. The multimedia教学过程教师活动学生活动1. Greet the whole class as usual.2. Review the text by dictate some sentences and ask 1. Dictate sentences they haveheard from the teacher, and复习提问导入新课students to underline the adjectives with –ing & -ed ending.Dictation:·The film we saw last night wasinteresting, but some were notinterested in it.·Seeing the frightening monster, thelittle boy felt quite frightened.·He had worked for a long time, but hewas not a bit tired.·What a boring movie it is! All of usare bored.check their work in pairs.2. Underline the adjectives with–ing & -ed ending.讲授新课Show the students the following sentences and ask them to make conclusions.I.以ed和ing结尾的形容词1. The film “The Pearl Harbor” is really exciting. I am excited about it.2. His response to the question was quite disappointing.All of us felt disappointed at it.Conclusion 1:-ing形容词表示主语或所修饰名词本身,译为“令人……的”,修饰物;-ed形容词表示主语或所修饰名词对外界事物的感受,译为“感到……的”,修饰人。

高中英语:module1 grammar教案(外研版必修1)

高中英语:module1 grammar教案(外研版必修1)

Period 2: Grammar and usageStep1: General introduction1. Nouns used as verbs (名词转化动词)Warming upWarming up by reading and translating the following sentences taken from the text:When Zhou Kai’s mother saw him heading towards the front door without a ja cket on, she eyed him anxiously.Warming up by understand the following sentences:1) Stop mothering me! I am not a child.2) She fingered the silk gently.3) You ought to diet and take more exercise.Summary about the Nouns used as verbs1. to be, bee or to act as the person, animal, or the object denote by the noun1) nouns of persons:She mothered the orphan (act in the manner of a mother)他慈母般地照顾这个孤儿。

2) nouns of animals:Mark parroted what the boss had said〔to repeat by rote〕鹅鹉学舌般地重复。

He wolfed his meal.〔to eat greedily〕他狼吞虎叨地吃饭.His cat has kittened. (to give birth)他的猫已下仔儿。

Module 1 Unit 1 Grammar公开课教学设计-精品教案

Module 1 Unit 1 Grammar公开课教学设计-精品教案

初高中英语衔接:基本句型、句子成分一、英语中的句子基本成分(划出下列句子相应的成分)主语:动作的发出者。

1.American country music has become more and more popular.2.We often speak English in class.3.One-third of the students in this class are girls.4.Smoking does harm to the health.5.The rich should help the poor.谓语:主语发出的动作状态。

1.I don't like the picture on the wall.2.The days get longer and longer when summer comes.3.We had better send for a doctor.4.He is interested in music.表语:用以说明主语的性质、特征、状态与身份,它一般位于系动词(如be, ...look, smell, ... become, get, ... 等)之后。

1.Our English teacher is an American.2.The weather has turned cold.3.The little boy looks very happy.宾语:表示动作的对象或承受者,一般位于及物动词和介词后面1.My brother hasn’t done his homework.2.People all over the world speak English.3.They didn't know who "Father Christmas" really is.4.The old man said he was ill.双宾语:直接宾语和间接宾语① Please tell us a story.② My father bought a new bike for me last week.③ Mr. Li is going to teach us history next term.宾语补足语:宾语发出的动作或状态。

2013 级 M1U1 Grammar and usage

2013 级 M1U1 Grammar and usage

The apple which/that is green is yours.
which/that is red
which/that is green is big.
the handsome who/that 指代人,在定语从 the tall 句中作主语,不可以省略。 the strong boy The boy is Tom. the clever the naughty the smiling
她有一个我想不起名字的 哥哥。
whose 在定语从句中作定语,表示引导词 与 whose 后的名词为所属关系。 whose 多指人,也可指物,指物时可与 of which 互换使用。
This is the book whose cover is blue and yellow. This is the book of which the cover is blue and…. This is the book the cover of which is blue and….
Subject(主语)
The boy who/that is handsome is Tom.
The boy who/that is tall The boy who/that is strong The boy who/that is clever The boy who/that is naughty is Tom. is Tom. is Tom. is Tom.
Relatives(关系词):
The attributive clauses are usually introduced by relative pronouns(关系代词): which, that, who, whom, whose, as or relative adverbs (关系副词): where, why , when.

人教课标版高中英语必修1Unit1_Grammar名师教学设计

人教课标版高中英语必修1Unit1_Grammar名师教学设计
4.Show the students the rules.
a. Change what has been said to an object clause or an infinitive phrase;
b. Change personal pronouns;
c. Change tenses;
d. Change adverbials of time and place;
1)“I don’t know the address of my new home,” said Anne.
2)“I’ve got tired of looking at nature through dirty curtains and dusty windows,” Anne said to her father.
e. Other cases.
1.培养学生的观察能力。
2.培养学生自己归纳总结的能力。
3.通过对应的练习强化学生对该语法的掌握。
通过小组合作,发现规律。
在发现规律的基础上学会在具体的语境中应用。
DELC6
3
深度加工知识
Step3
Exercises(10mins)
1.Ask the students to change the first four sentences from direct speech into indirect speech and the rest from indirect speech into direct speech.
She said that after hiding there for a long time, she had become crazy about nature.

Module 1, Grammar Teaching Design

Module 1, Grammar Teaching Design

外研版高中英语Book 5 Module 1, Grammar Teaching Design Teacher:陈敏娟Topic: Revisio n of Verb Forms: the simple present tense, the present continuous tense, the simple past tense and the present perfect tense Type of Lesson:GrammarLearning Material:Module 1, Book 5 (Foreign Language Teaching and Research Press)1. Aims of This Period1) Knowledge aims: to have a full understanding of the simple present tense, the present continuous tense, the simple past tense and the present perfect tense2) Ability aims: to use the correct verb forms in speaking and writing3) Emotion aims: to understand that difficulties are temporary, our belief is permanent, yesterday was history, but our efforts should be sustained.2. Teaching FocusHow to help students understand the nature of the simple present tense, the present continuous tense, the simple past tense and the present perfect tense3. Teaching DifficultiesHow to help students use the correct verb forms in speaking and writing4. Teaching Aidsmultimedia, a blackboard, worksheets5. Teaching Methodsmunicative Language Teaching; Task-based Teaching; Situational Teaching6. Analysis of the Learning MaterialTense is an important aspect of English grammar, but students’previous understanding of it has been confined to a great number of rules and regulations. Thus, this learning material serves to deepen their understanding in this respect by exploring the nature of tenses, in particular, the simple present tense, the present continuous tense, the simple past tense and the present perfect tense. Within this material, we conduct a parative analysis of the above four tenses by dividing them into two groups and employ more direct and concise words to define them acpanied by situational examples. After a basic understanding ofthese tenses, students will be asked to finish some situational conversations so as to better understand what they have learnt. Having had a deeper understanding of the tenses, they then will be asked to do some multiple choices in order to adapt to their daily text form and have a full understanding of the four tenses. After this, we will help students use correct verb forms in their speaking by asking them to say something about the Ya’an earthquake, which is of great concern these days. At the end of the class, we will ask students to write a letter to their future self using what they have learnt in this period, in the process of which we arouse their awareness that difficulties are temporary, our belief is permanent, yesterday was history, but our efforts should be sustained.7. Teaching process.Reading is not just for improving the students’reading abilities such as gaining the main idea of a passage or guessing the meaning of a new word. Reading can also be used as a tool to develop students’emotional abilities, helping them better deal with reality and build up a good attitude to life. Students will strengthen themselves by intensive and extensive reading.2. By teaching teachers can heip students learn to dicover problems by themselves and solve them on their own or work in groups, developing the spirit of teamwork.3. Make good use of classes to stimulate the students to be interested in english. The problem is what teachers can do to inspire the students to study initiatively and enjoy taking part in classes.Teacheres still have to make efforts to improve and polish themselves in the profession and personality to make themselves more attractive and outstanding.4.Teaching is a two-side process requring teachers’instruction and students’participation. Teachers should be good at controlling and instructing the class. Meanwhile, they should make studnets participate in the class effectively.5.When preparing a lesson, we teachers should consider the students first. Try to make all the students benefit from the lesson.Design various activities to involve all the students in and develop well. Emotional teaching is a good way.。

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Module 1 Unit 1 Grammar and UsageAttributive clauses(定语从句)Period 1Step 1 Definition1.What is attributive?a lovely girl something new the boy in white2. What is attributive clause?在复合句中,修饰某一名词或代词的从句叫做定语从句。

被修饰的名词或代词叫先行词。

E.g. He is an English teacher (who likes singing songs).↓↓↓先行词关系词定语从句Step 2 AnalysisAnalyse the structure of the following sentences:1. The man that / who gave you the talk yesterday is our teacher.指人:that/ who (主语)2. The boy who / whom / that / / the nurse is looking after is my friend.指人:that/ who / whom (宾语,可省略)3. The car that / which is red was damaged yesterday.指物:that / which (主语)4. The question that / which / / I don't understand is about grammar.指物:that / which (宾语,可省略)5. Titanic is the ship which / that sank after hitting an iceberg.6. Ye Xin ia a nurse who / that died in the fight against SARS.关系词: 关系代词: who, whom, which, that, whose, as关系副词: when, where, why注意点: 1. 关系词的作用: 1) 连接作用------- 把主句和从句连接起来2) 替代作用------ 在从句中代替在它前面的先行词3) 成分作用------- 在从句中充当一个成分2. 关系代词在定语从句中充当宾语时可以省略.3. 定语从句中的谓语动词要和先行词保持一致.4. 定语从句分为限制性定语从句和非限制性定语从句两种.5. 非限制性定语从句中的关系词不可以省略.Step 3用定语从句合并下列句子.E.g. 1. The woman is a teacher. / The woman lives next door.→The woman who / that ives next door is a teacher.2. We watched the play "Teahouse". / The play was written by Lao She.→We watched the play "Teahouse" which / that was written by Lao She.3. The young man is a famous writer. / You saw the young man yesterday.→The young man whom / who / that/ / you saw yesterday is a famous writer.4. This is the house. / Lu Xun once lived in the house.→This is the house which / that / / Lu Xun once lived in.Step 4 ConsolidationA.找出下列复合句中的主句、定语从句、先行词、关系代词, 并翻译成中文:1. The lessons that he taught were not easily forgotten.2. The film which we saw last night was wonderful.3. A plane is machine that can fly.4. The person whom they wanted to visit is a student.5. The book that he bought is very interesting.6. Yesterday we went to the school that you visited last week.7. I know a lady whose husband is writer.8. The girl who went there is my sister.9. The desk whose legs are broken is very old.10.This is the dictionary which you mentioned yesterday.B.将下列两个简单句合并为一个带有定语从句的复合句:eg.Do you like the bike? / My uncle gave it to me.Do you like the bike which my uncle gave it to me? (×)Do you like the bike which my uncle gave to me? (√)注意:当两个简单句合并为含有定语从句的复合句时,其先行词不可重复出现。

1. The girl is not here. She is going to sing a song.2. The man is rich. He is working in the factory.3. The school is a big one. The school stands near the river.4. Have you answered the letter? You got the letter two weeks ago.5. The boy student is very young. He won the game.6. He'll meet his daughter. He hasn't seen her for years.7. My uncle bought the bike last week. The bike has been stolen.8. How is the man? You saw him yesterday afternoon.9. Don't buy the vegetables. They sell them in the market.10. The bike is very old. I lent it to you this morning.11. The house is very old. Its windows face south.12. The girl works very hard. Her father is a doctor.C;用关系代词who, whom, that, which, whose填空:1. The earthquake shook the city in 1906 was the biggest in American history.2. We don't know the number of people___________ lost their homes in the 1906 earthquake.3. The house they built in 1987 is still very new.4. The house is built on sand may fall down in an earthquake.5. Luckily none of the people I know were killed.6. The boy father is a teacher is very clever.7. A clock is a machine tells people the time.8. A fridge is a machine is used for keeping food fresh.9. April 1 is the day is called April Fool's Day in the west.10. The house he is looking for is very expensive.Answers:B. 1. The man who is working in the factory is rich.2. The man who is working in the factory is rich.3. The school that/which stands near the river is a big one.4. Have you answered the letter that you got two weeks ago?5. The boy student who won the game is very young.6. He'll meet his daughter who/whom he hasn't seen for years.7. The bike that my uncle bought last week has been stolen.8. How is the man that/who/whom you saw yesterday afternoon?9. Don't buy the vegetables that they sell in the market.10. The bike that/which I lent to you this morning is very old.11. The house whose windows face south is very old.12. The girl whose father is a doctor works very hard.C.1. that/which 2. who/that 3. that/ which 4. that/which 5. who/whom/that 6. whose 7. that 8. that 9. that 10. that/whichPeriod 2Step 1 Revision1.Analyse the structure of the following sentences:1) Mary is a student who is 21 years old.2) The school where he studied is in Shenzhen.e proper relative pronouns to complete the sentences.1) David is a kind person _________always helps others.2) The book ____________ I borrowed from the library is very interesting.3) He can’t find the book___________is borrowed from the library.4) The girl ________________ you have just seen is very good at English.5) He is a great boy _________name will be remembered.Answers:1) who / that 2) which / that / / 3) which / that 4) who / whom / that / / 5) whose Step 2 关系代词的用法:一、由who, whom, whose 引导的定语从句。

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