重大版选修1第五单元导学案

1、 Book 1 Unit 5 Reading(课题) 第1课时一编：吴淮 二编:陈焕刚 王云清 王端国 徐宗碧 李光秀 魏晓强 李莲英 肖必娜_ 审核：_陈焕刚_使用教师_高一全体英语教师_使用班级 高2016级所有班级 使用时间 2013 . 9 _ 教学目标： 1知识目标：掌握本节课所涉及的重要单词和短语。 2能力目标：熟练运用阅读的基本技巧来提高阅读能力，让学生学会根据提示预测文章内容。让学生学会用词缀猜词。 3过程与方法：独立学习与小组讨论。 4情感目标：1)让学生了解一些优秀教师，对学生进行尊师的道德教育。 2)，鼓励学生努力学习，积极思考，开拓思维，树立奋斗目标和远大理想。回报母爱

2、。教学重难点：文章的一些重点词汇的用法，以及固定搭配，重点单词短语的掌握和长难句的分析。环节教 师(组织、引导)学 生1.Show pictures 出示有关衣服图片。Enjoy the pictures and match the pictures with the corresponding descriptions. 准 备 1 Give students 2 minutes . 2 Teacher may walk about and check students answers. Discuss it with partners，then show their answers 阶 段

3、发现目标BrainstormAsk students to fill in the blanks(通过大脑风暴这一环节扫清生单词和短语对文章理解造成的障碍，并可以检验学生的预习情况。)Guess the meaning of the new words and phrasesleather_try.on _fade_High heel_edge_Climb up onto_bother_Over-wear_2 / 15Get down_pick.out_环节教 师(组织、引导)学 生操作 阶 段尝试探究1Skimming Read the text and write down the top

4、ic sentence foe each paragraph. (让学生对文章有初步理解) Students can work in groups, And then a student of a group give their answers. Paragraph1 Paragraph2 Paragraph3 Paragraph4 (P67Exercise1) 操作阶 段2ScanningRead the text again and complete the following table with the information About the authors jeans. 3 T

5、eacher walk about and then direct the students and check their answers Students can work in groups, And then a student of a group give their answers.1 The new jeansI a couple of jeans, But I the blue jeans as soon as put them on.Although they were a little ,I decided to Buy them. 2 The faded jeans B

6、ecause I the jeans, they became more and were.However,I still . 3The broken jeans The next year,they were under the right back pocket ,so my mum ,and I continued to wear them for I from the old shed in my garden , but a nail There was such a that they were (P67Exercise2) 合作交流 加强学生对文章细节方面深刻的理解Student

7、s can work in groups, And then a student of a group give their answers. (P67Exercise3)环节教 师(组织、引导)学 生 迁 移 阶 段拓展提升Work in groups Tell your partner the whole story of the author jeans.教师评价反思：学生评价反思：Book 1 Unit 5 Grammar(课题) 第2-3课时一编：吴淮 二编:陈焕刚 王云清 王端国 徐宗碧 李光秀 魏晓强 李莲英 肖必娜_ 审核：_陈焕刚_使用教师_高一全体英语教师_使用班级 高20

8、16级所有班级 使用时间 2013 . 9 _ 教学目标：1知识与能力：对直接引语变间接引语的理解和掌握。 2过程与方法：独立学习与小组讨论。重难点：直接引语变间接引语时人称的转变，句子结构的变化，时态的转换，时间状语、地点状语及某些对比性的指示代词和动词变化。环节教 师(组织、引导)学 生准备阶段自学引导初探要求学生小组讨论，观察对话中彩色句子的不同之处，是什么语言现象？ P69的对话。学生讨论并找出对话中彩色句子的不同之出。发现目标引导学生试着从所观察到的语言现象中总结出语言规则和语法规律。在小组讨论，老师的提问和帮助下总结得出:归纳限制性定语从句和非限制性定语从句定语从句分为限制性定语从

9、句和非限制性定语从句两种。限制性定语从句与非限制性定语从句的区别：一、形式不同限制性定语从句与其先行词之间不用逗号隔开,非限制性定语从句与其先行词之间一般用逗号隔开。This is an important letter, which I received yesterday.(非限制性定语从句) 这是一封重要的信，我昨天收到的。The book (which/that) you borrowed yesterday is really interesting.(限制性定语从句) 昨天你借的那本书真有意思。二、功能不同限制性定语从句与其先行词关系密切，它限制了先行词的意义。如果去掉该从句，剩余

10、部分的意思往往不完整，甚至失去意义；非限制性定语从句只是其先行词的附加说明，如去掉，句子剩余部分的意思仍然完整。He is a man whom we should learn from.(限制性定语从句)他是一个值得我们学习的人。My father, who works in a hospital, often warns me not to smoke.(非限制性定语从句)我父亲在一家医院工作，他经常告诫我不要抽烟.三、先行词不同限制性定语从句的先行词一般为单个的名词或代词；非限制性定语从句的先行词既可以是单个的名词或代词，也可以是整个句子或其中一部分。Mike sold the hous

11、e, which made his father very angry. 迈克把房子卖掉了，这使他父亲很生气。(先行词which指代逗号前的整个句子，即卖房子这件事。)四、关系词不同1that通常不能用来引导非限制性定语从句。He failed in the exam, that made his mother angry.(×)( 此处that应改为which，指代主句表达的整个内容。)2并非只有which才能引导非限制性定语从句。使用非限制性定语从句时，如果先行词指人，可用who, whom来引导；先行词指物，可用which，whose来引导；先行词表时间或地点，可用when，w

12、here来引导(它们在从句中作时间状语)。五、as引导的定语从句1关系代词as即可以引导限制性定语从句,也可以引导非限制性定语从句，as可以在句中作主语、宾语、表语。(1)as引导限制性定语从句，常见句式：such名词as.像一样的；像之类；the same名词as.和同样的。其中关系代词as在句中担当主语、宾语、表语。(2)as引导非限制性定语从句，其先行词为整个句子，as在从句中作主语、宾语、表语，“正如；这一点，像一样”等，as引导的非限制性定语从句放在主句前后都可。2关系代词as与which的用法区别(1)which和as引导的非限制性定语从句可修饰整个主句或主句的一部分，as从句还可

13、置于主句之前，which只能放在主句后。He has to work on Sundays, which he doesnt like. 他星期天还得工作，这是他不喜欢的。As you know, the work is very difficult.你们知道，这项工作很难。(2) as在限制性定语从句中，常用于固定结构, the same .as；such. as等；which在句中作主语或宾语，作宾语时可以省略。(3)as有正如，正像的意思，which没有此意。环节教 师(组织、引导)学 生引导学生观察，在教师的提问，分析与帮助下，让学生自己总结如何变非限制性定语从句。 学生从练习中找出变

14、非限制性从句的技巧专题训练.用非限制性定语从句合并下列两个句子1He has left Beijing. A meeting is to be held there.2 Charles Smith retired last year. He was my former teacher.3He seems not to have understood what I meant. This greatly upsets me._4He has two sons. Both of them are teachers.5Im reading Harry Porter. It is an interes

15、ting book.答案1He has left Beijing, where a meeting is to be held.2Charles Smith, who was my former teacher, retired last year.3He seems not to have understood what I meant, which greatly upsets me.4He has two sons, both of whom are teachers.5Im reading Harry Porter, which is an interesting book.在横线上填

16、入适当的关系副词或代词 1Those_will go to the park stay here.2That was all the money_I had.3Look at the boy and his dog_are coming this way.4That was the year_I went to America.5Which is the star_is nearest to the earth?6He often speaks highly of himself，_made others upset.7He opened the door, in front of_sat a

17、 boy.8The man to_I spoke is a famous scientist.9The boy_mother is dead was brought up by his father.10We came to the town，_we stayed for 2 hours.答案 1who 2that 3that 4when/in which 5that 6which 7which8who 9whose 10where/in which Book 1 Unit 5 Further Reading(课题) 第4课时一编：吴淮 二编:陈焕刚 王云清 王端国 徐宗碧 李光秀 魏晓强 李

18、莲英 肖必娜_ 审核：_陈焕刚_使用教师_高一全体英语教师_使用班级 高2016级所有班级 使用时间 2013 . 9 _ 教学目标；1知识目标：掌握本节课所涉及的重要单词和短语。2能力目标；熟练运用阅读的基本技巧来提高阅读能力，同时使听说读写得到训练3过程与方法：独立学习与小组讨论。4情感目标：学生对时尚的了解，正确引导学生对时尚的看法，对着装的穿戴。重难点：重点单词短语的掌握和难点句子的理解。 环节 教 师(组织、引导) 学 生 准 备引导学生思考：在你们心目中，时尚是什么？Writing down as many words as you can to describe the fash

19、ion.阶 段自学引探 新BrainstormAsk students to fill in the blanks(通过大脑风暴这一环节扫清生单词和短语对文章理解造成的障碍，并可以检验学生的预习情况)Guess the meaning of the new words and phrasesdisappear_customer_rainbow_absorb_reflect_sale_Keep. up to_Drop to_Up to_ 环节教 师(组织、引导) 学 生 操 作 阶 段 尝试探究1SkimmingRead the text quickly answer the questions

20、.(让学生对文章有初步理解)Read the text and decide whether the following sentences are true (T) of false (F).1. With the development of fibre technology, some new kinds of cloth will come into our daily life.2. Now it is not a dream that a coat can change its colour with the weather. 3. Its easy for designers t

21、o create more new fashionable clothes out of the old cloth. ill come into our daily life. 4. Any jacket by Stone Island which changes its colour costs 5,000 dollars. 5. Massimo Osti designed a sweatshirt which can help the wearer breathe.6. Both the cloth changing colours and the sweatshirt mentione

22、d in Para. 3 are invented by Massimo Osti. 7. The special kind of leisure wear for golfers can keep them warm in all weathers. 8. A Japanese firm will develop a fibre changing sunlight into thermal energy.9. The new kind of ski-wear can absorb and reflect sunlight. 10. The tights with a pleasing sme

23、ll sell well in Britain. 操作阶段ScanningRead the text carefully Select the best choices1. We can judge from the passage that “fibre technology” is skill in _. A. designing clothes B. making cloth C. making clothes D. creating fashion2. What does Peter White mean when he says “Theres not much more that

24、designers can do with the old cloth.”?A. Designers have made great advances in the fashion world.B. There are too few fashion designers in the world.C. Designers cant make any achievement unless they have new cloth.D. There are many things for designers to do in fashion in the future. 3. Which of th

25、e following statements about leisure wear for golfers is NOT true?A. Its a kind of casual clothes.B. Its suitable for people to play golf in different weathers. C. When the temperature drops, it becomes colorful.D. When the temperature becomes warm, it will change into a rainbow.4. What does the sen

26、tence “The sweet lasts up to three hand-washes” mean?A. The tights can only be washed three times.B. The sweet smell in the tights will last unless you wash them by hand.C. The smell will last unless you wash it in a special way. D. The sweet will last until you have washed them three times.5. We know from the passage that _. A. Japan is very advanced in fibre technology.B. new cloth can change its color when the temperature changes.C. the new fashion in new century is very interesting.D. all kinds of clothes can be designed and made