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）。
高一英语必修一unit5教案
高一英语必修一unit5教案高一英语必修一unit5教案1(一) 教材地位和教学内容分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。
Reading设计为本单元的第2课时。
本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。
“Reading―――A NIGHT THE EARTH DIDN’T SLEEP”具体描写1976年唐山大地震的震前、震中和震后。
本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。
但文章的结构较明显，较容易归纳出各部分的中心词。
(二)教学目标1. 语言知识目标：a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。
b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destro y,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,arm y,organize,bury,coal,mine,shelter,fresh,percent等，以及right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。
2. 语言技能目标：a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意;通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词;通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。
b) 让学生复述课文，分析、感悟作者的写作意图。
c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。
高一英语必修一参考答案
高一英语必修一参考答案Unit 1 - FriendshipSection A: Vocabulary1. 单词拼写（每题1分，共10分）- (1) 友谊：friendship- (2) 智慧：wisdom- (3) 财富：wealth- (4) 贫穷：poverty- (5) 争吵：quarrel- (6) 原谅：forgive- (7) 同情：sympathy- (8) 感激：gratitude- (9) 支持：support- (10) 理解：understanding2. 词义匹配（每题1分，共10分）- (1) A. 争吵- (2) B. 智慧- (3) C. 财富- (4) D. 贫穷- (5) E. 同情- (6) F. 原谅- (7) G. 感激- (8) H. 支持- (9) I. 理解- (10) J. 友谊Section B: Grammar1. 时态填空（每题1分，共10分）- (1) I have known him since I was a child.- (2) She has been studying English for three years.- (3) They have lived in this city since 2010.- (4) The film has been on for half an hour.- (5) He has worked here since he graduated from university.- (6) She has been reading the book for two hours.- (7) The baby has been crying since his mother left. - (8) We have been waiting for you for an hour.- (9) They have been married for ten years.- (10) The Smiths have owned this house for five years.2. 被动语态转换（每题1分，共10分）- (1) The letter was written by him.- (2) The problem has been solved by the students.- (3) The house was built by my grandfather.- (4) The books were borrowed by the students.- (5) The windows were cleaned by the workers.- (6) The cake will be baked by my mother.- (7) The flowers are being watered by my sister.- (8) The story was told by the old man.- (9) The homework has been finished by the children. - (10) The letter will be sent by the postman.Section C: Reading Comprehension1. 阅读理解（每题2分，共20分）- (1) A- (2) B- (3) C- (4) D- (5) A- (6) B- (7) D- (8) C- (9) A- (10) BSection D: Writing1. 写作（共30分）- 范文：（略）Unit 2 - English around the world Section A: Vocabulary1. 单词拼写（略）2. 词义匹配（略）Section B: Grammar1. 时态填空（略）2. 被动语态转换（略）Section C: Reading Comprehension1. 阅读理解（略）Section D: Writing1. 写作（略）Unit 3 - Travel JournalSection A: Vocabulary1. 单词拼写（略）2. 词义匹配（略）Section B: Grammar1. 时态填空（略）2. 被动语态转换（略）Section C: Reading Comprehension 1. 阅读理解（略）Section D: Writing1. 写作（略）Unit 4 - EarthquakesSection A: Vocabulary1. 单词拼写（略）2. 词义匹配（略）Section B: Grammar1. 时态填空（略）2. 被动语态转换（略）Section C: Reading Comprehension1. 阅读理解（略）Section D: Writing1. 写作（略）Unit 5 - Nelson Mandela - a modern hero Section A: Vocabulary1. 单词拼写（略）2. 词义匹配（略）Section B: Grammar1. 时态填空（略）2. 被动语态转换（。
高中英语Unit5MusicSectionⅢGrammar-“介词+关系代词”引导的定语从句ppt课
2．表部分或整体概念的“代词＋of＋关系代词” 表示部分与整体概念的代词有both, all, neither, none, either, some, any, most, few, half等。 China has lots of islands, one of which is Hainan Island. 中国有很多岛屿，其中之一是海南岛。 The old man has three sons, all of whom care about him. 那位老人有3个儿子，他们都很关心他。
[即时演练3] 补全句子 ①There are sixty students in our class in all, most of whom are from villages (他们中的多数都来自农村)． ②Two girls came to see the car, neither of whom (她们中没有一 个) likes it. ③The factory produces half a million pairs of shoes every year, _8_0_%___o_f_w__h_ic_h___(它们中的80%) are sold abroad. ④He was ill yesterday, a_s_a__r_e_s_u_lt_o_f__w_h_i_ch (由于这……) he couldn't go to school.
[即时演练1] 用“介词＋关系代词”填空
①Our school is very beautiful, of which we are greatly proud. ②Thank you for your help, without which we couldn't have
2019-2020学年人教版英语必修一讲义：Unit 5 Section Ⅳ Grammar Wo
姓名，年级：时间：Section ⅣGrammar定语从句(Ⅱ）1．(教材P34)The time when I first met Nelson Mandela was a very difficult period of my life.2．（教材P34)It was in 1952 and Mandela was the black lawyer to whom I went for advice. 3．(教材P34）He was generous with his time， for which I was grateful。
4．(教材P34）However, this was a time when one had got to have a passbook to live in Johannesburg.5．(教材P34)The day when Nelson Mandela helped me was one of my happiest。
6．(教材P34)..。
until today we have reached a stage where we have almost no rights at all。
7．（教材P34)The places outside the towns where they were sent to live were the poorest parts of South Africa。
8．（教材P34).。
we were put into a position in which we had either to accept we were less important, or fight the government.关系副词引导的定语从句关系副词的指代及功能关系副词先行词功能when 表示时间的名词时间状语where 表示地点的名词地点状语why reason原因状语1.关系副词when◆I still remember the time when I first travelled by plane. 我仍然记得我第一次坐飞机旅行的时候.◆We will never forget the year when the 29th Olympic Games were held in Beijing。
高一英语必修一第五单元教案精选5篇
高一英语必修一第五单元教案精选5篇高一英语必修一第五单元教案【篇1】第一部分：热身快速应答：1.How are you going to school everyday?2.Thank you very much for your help.3.Would mind my opening the window?4.What day was it yesterday?5.What's the weather like today?第二部分：朗读口语朗读技巧：1.声调与降调I have three English books, two Chinese dictionaries and five pens. Do you havea map in your hand? Yes, I do.2.连读：将前一个单词最后的辅音与后一个单词开头的元音连在一起朗读。
half an hour ran out of not at all3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。
hot bath the next day a good deal of I don’t believe I don’t know I want to say朗读练习：1. A smart housewife was told that there was a kind of stove which would only consume half of the coal she was burning. She was very excited, and said: That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!2.The little boy did not like the look of the barking dog.It's all right, said a gentleman, don't be afraid. Don't you know the proverb: Barking dogs don't bite?Ah, yes, answered the little boy. I know the proverb, but does the dog knowthe proverb, too?高一英语必修一第五单元教案【篇2】一、教材分析：本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。
新人教高中英语必修一Unit5Languages Around the World单元分析讲义
Unit 5 Languages Around the World单元分析本单元主题：人与社会-语言、文化与人际沟通一、单元内容分析本单元以语言为话题，围绕语言发展和语言学习展开，内容涉及联合国的工作语言、汉字的发展、英式英语和美式英语的主要区别，英语学习中遇到的困难和解决这些困难的建议等。
要求学生在本单元学习中具有国际视野，同时还能从国家和自身发展的需要出发，了解语言学习的重要性，了解汉字对我国文化传承和发展的积极意义，以及深度思考英语学习的策略和方法。
以下为教材各部分教学内容简要分析及教学活动实施建议：1．Opening Page 主题图展示的是联合国大会的场景，旨在从“建立人类命运共同体”的视角理解国与国之间沟通离不开语言，从而引入语言学习这一单元主题。
开篇页的引言“One language sets you in a corridor for life.Two languages open every door along the way”，出自当代心理语言学家Frank Smith，可译为：一门语言能带你进入人生旅途，两门语言则为你开启人生旅途中的所有大门。
21世纪是需要全球各国深度沟通与合作的时代，年轻人学习外语，既是时代的召唤，也是这个时代赋予的使命。
2．Listening and Speaking：Explore languages around the world 该部分听力文本是一段演讲，首先从很多学生把英语学习视作唯一的外语学习说起，介绍了世界上的语言数量，母语使用人数最多的语言，接着介绍了联合国的六种工作语言，最后介绍了不同的人选学不同外语的原因。
通过听介绍语言和语言学习的演讲，启发和引导当代年轻人更深入地思考自己学习外语的动机和理由。
通过一系列的听力活动，培养学生关注细节和对主要信息的理解能力。
同时，要求学生关注文本中的重要代词及其指代内容，培养学生的听力策略和建立信息之间联系的能力。
Unit 5 Music Grammar 过去分词作表语和状语 高一英语(人教版2019必修第二册)
用法2.V-ed作表语，构成的系表结构与被动语态的区别:
V-ed作表语，强调主语的特点或状态，相当于形容词； 被动语态中，句子主语是动作的承受者，后面常跟by。
Eg：The library is now closed．(状态) 图书馆现在关闭了。 The cup was broken by my little sister yesterday．(动作) 昨天我妹妹把杯子打碎了。
用法3.V-ed与V-ing作表语的区别：
We are __i_n_t_e_r_e_st_e_d__(interest) in the film. The film is _i_n_t_e_r_es_t_i_n_g__ (interest) to us. Michelle sounded _e_x_c_i_te_d____(excite) to hear the news.
2.To master what we learn in this period and apply them to exercises.
gradual adj. 逐渐的；渐进的 capable adj. 有能力的；有才能的
relief n. （焦虑、痛苦的）减轻或消除；
（不快过后的）宽慰、轻松或解脱
4.让步状语
Even if invited, I will not take part in the party.
Even if I am invited, I will not take part in the party.
5.方式或伴随状语
The old man walked in the park, supported by his wife.
Finally the baby felt tired of playing with those toys. 终于婴儿厌倦了玩那些玩具。ຫໍສະໝຸດ 常见的作表语的V-ed有:
高一英语必修一UnitGrammar语法直接引语间接引语.pptx
直接引语与间接引语相互转化时 应注意的变化
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一.陈述句的变化
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1.结构变化 1）. 陈述句变间接引语时，用that连接, that 无 实际意义，可省略。例 :
“I don’t like computers,” Sarah said to her friends. Sarah said to her friends that I don’t like
They asked him when you buy the bike.
he bought
They asked him when he bought the bike.
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感谢您的观看。
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C. he
should…tomorrow
D. he would …the next day
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5. Jack said that he was a teacher. “______________”,Jack said.
A. I am a teacher B. I was a teacher C. I will be a teacher D. I had been a teacher
• They said that they had seen her in the street.
主句：一般• 过去时
从句：过去完成时
• 3. Cellar said, “I have not heard from Jordan since May.” • Cella said that she had not heard from Jordan since May.
人教版高一英语必修一电子课本
人教版高一英语必修一电子课本高一英语必修一电子课本目录CONTENTSUnit 1 FriendshipUnit 2 English around the worldUnit 3 Tracel journalUnit 4 EarthquakesUnit 5 Nelson Mandela - a modern hero WorkbookUnit 1 FriendshipUnit 2 English around the worldUnit 3 Travel journalUnit 4 EarthquakesUnit 5 Nelson Mandela - a modern hero AppendicesNotes to the textsGrammarWords and expressions in each unitVocabularyIrregular verbsChanges in international phonetic symbols for English 高一英语必修二电子课本目录Unit 1 Cultural reliceUnit 2 The Olympic GamesUnit 4 Wildlife protectionUnit 5 MusicWorkbookUnit 1 Cultural relicsUnit 2 The Olympic GamesUnit 4 Wildlife protectionUnit 5 MusicAppendices 附录高二英语必修三电子课本目录CONTENTSUnit 1 Festivals around the worldUnit 2 Healthy eatingUnit 3 The Million Pound Bank NoteUnit 4 Astronomy: the science of the starsUnit 5 Canada —“The True North”WorkbookUnit 1 Festivals around the worldUnit 2 Healthy eatingUnit 3 The Million Pound Bank NoteUnit 4 Astronomy: the science of the starsUnit 5 Canada—“The True North”AppendicesNotes to the textsGrammarWords and expressions in each unitVocabularyIrregular verbsChanges in international phonetic symbols for English 高二英语必修四电子课本目录Unit 1 Women of achievementUnit 2 Working the landUnit 3 A taste of English humourUnit 4 Body languageUnit 5 Theme parksWorkbookUnit 1 Women of achievementUnit 2 Working the landUnit 3 A taste of English humour Unit 4 Body languageUnit 5 Theme parksAppendices 附录高三英语必修五电子课本目录Unit 1 Great scientistsUnit 2 The United KingdomUnit 3 Life in the futureUnit 4 Making the newsUnit 5 First aidWorkbookUnit 1 Great scientists。
高中英语人教版新教材选择性必修一Unit 5 Period Three Grammar—Subject clauses
3.whether引导的主语从句，如果用了形式主语it，引导词whether可以换 成if。如果whether从句在句首或后面有or not时，不能用if替换。 Whether genetically-modified food does us harm remains to be seen. ＝It remains to be seen whether/if genetically-modified food does us harm. 转基因食物对我们是否有害有待观察。 4.引导词that在主语从句中不充当句子成分，也没有含义，不可以省略； what在主语从句中可作主语、宾语、表语或者定语，有具体的含义。 What caused the accident was a man lying on the ground. 引起这起事故的是一个躺在地上的男人。 That she was at the entrance to the cinema then was a big surprise to me. 她当时在电影院入口处对我来说是一件让我大吃一惊的事。
二、主语从句的引导词
类别
例词
说明
从属连词
that，whether
两者在从句中均不作成分，只起连接作 用；that无实义，whether表示“是否”。
who，what，which， 在从句中作主语、宾语、表语、定语等 连接代词
whoever，whatever等 成分。
when，where，how， 在从句中作时间、地点、方式、原因状
Ⅱ.完成句子
7.What he referred to in his article was unknown to the general readers. 文章中他所提及的内容一般读者不知道。 8.The villagers have already known what we’ll do is rebuilding the bridge. 村民们已经知道我们要做的事是重建这座桥。 9.It matters little how a person dies，but what matters much more is how he lives. 一个人怎么死的不太重要，但更重要的是他是如何活着的。
新人教高一英语必修一 课本听力与视频材料原文Unit 5
新人教高一英语必修一课本听力与视频材料原文Unit 5Languages Around the WorldListening and SpeakingTo some students, it seems that the only foreign language to learn is English. There are, however, near 7, 000 languages in the world. After Chinese, the language with the most native language speakers isn’t English----it's Spanish! Learning English is very useful, but it is wise to learn at least one other foreign language, if possible.There are many reasons why people learn a foreign language. Many students choose to study one of the languages that are spoken at the UN. As they think it means better job chances in the future. The UN has six official languages: Arabic, Chinese, English, French, Russian, and Spanish. They are spoken by around 2.8 billion people as their native or second languages.Some students, though, choose to study a language because of family or friends. One American girl chose to learn Danish because her grandparents were from Denmark. When she was little, her grandpa used to read letters to her in Danish from their relatives in Denmark. Another young lady started learning French because she had several friends from African countries where French is spoken.What do you think? Which other language would you choose to study and why?Listening and TalkingLISTENNG PART 1As many countries speak English as a first language, there are many different kinds of English around the world: British English, American English, Australian English, and many others. Some English learners might ask, " Can English speakers from different countries all understand each other? " The answer is yes. People in these countries can usually understand each other with very few problems. There are differences in vocabulary, pronunciation, and grammar, but those are usually not big problems. However those differences can cause confusion for non-native English speakers. For example, a student who has learnt British English might not be familiar with the different vocabulary that an American might use. Listen to this conversation between a foreign language student and her American classmateLISTENING PART 2Amy: Thank you very much for helping me with my EnglishBetty:You're welcome! When are you free to meet? This semester, I’m free on Tuesday and Thursday after lunch.Amy: I’m sorry? What does “semester” mean?Betty: You know, semester---- half of a school yearAmy: Oh, you mean like a term?Betty:Yes, like a term. The British say "term". We usually say "semester" here in America.Amy:Got it! My first English lesson with you, haha? OK, let's meet on Tuesday. Where shall we meet?Betty:Let's meet at a coffee shop near my home. It's very convenient to get there by subwayAmy:Subway? Do you mean the Underground?Betty:Yes, the train that goes under the ground!Amy:Ah, got it! Haha, my second English lesson---- thank you!*Video TimeChinese CharactersThe history of Chinese characters dates back to ancient times, with a history of at least several thousand years. There are many tales and legends about the origin of hanzi, Chinese characters: there is Cangjie, the legendary inventor of Chinese characters; the ancient practice of knot-tying: the eight trigrams; and ancient painting legends, to name a few.It is generally agreed that hanzi began as simple pictures, images that the ancient Chinese people drew, painted, or carved to describe nature or their lives. Other ancient cultures developed picture-basedwriting systems as well, such as the hieroglyphs of ancient Egypt or the script of the ancient Mayan civilisation. Hanzi, however, is the only one of these ancient writing systems to survive. Today, Chinese characters are the oldest continuously used system of writing in the world.Researchers generally agree that the oldest symbols recognisable as Chinese characters are those found on ancient oracle bones. These 3000-year-old symbols, known as jiaguwen, were carved on turtle shells or bones of animals. The jiaguwen can give all of us in the modern era insight into how ancient Chinese saw the world around them and into their great creativity in expressing their observations.Take, for example, the modern character jia, meaning home or family. The jiaguwen character looks like a house with a nice pig inside, originating from the ancient idea that a good family home has plenty food. Over thousands of years, this hanzi evolved into a variety of different forms but finally developed in a more stable manner after the unification of China under Emperor Qinshihuang.When you first look at Chinese characters, you will most likely feel that they are very complicated However, if you know just a little about how these characters are formed, you will find that they are not nearly as difficult as they seem. About 80% of Chinese characters are composed of smaller parts, known as radicals, which are combined in many different ways to form tens of thousands of hanzi. Fortunately you need to knowonly about two or three thousand characters for use in daily life.Chinese characters and Chinese culture are inseparably linked. China's unified writing system forms a strong bridge linking the Chinese people and culture of the present with those of the past. No matter when or where you live, if you can read Chinese, you can read ancient Chinese classics. It is truly an amazing thing to be able to hear the thoughts and observations of people from thousands of years ago.As China takes its place in the international community, the Chinese writing system has spread to other countries. Today, many international students are studying Chinese, both the spoken and written language, and are coming to appreciate Chinas fascinating culture. And, as China’s culture and society have continued to develop, the amazingly versatile Chinese characters (hanzi) have been adapted for use in digital format on computers and other devices And so written Chinese lives on, spreading Chinese culture wherever It goes.。
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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