高中英语 模块一第一单元语法教案 牛津版必修1

1、牛津高中英语模块一第一单元语法教案 牛津版必修1Grammar and usage (1)Introduction to attributive clausesThe General Idea of This Period:This period will deal with the Attributive Clause. You will have systematic explanations of the Attributive Clause as well as some exercises to consolidate what you learn.Teaching Aim: Int

2、roduce attributive clause.Teaching Important Point: The basic usage of the relative pronouns and relative adverbsTeaching Difficult Point: How to help the Ss to learn the Attributive Clause efficiently.Teaching Method:Deduction to present the usage of the relative pronouns and then some exercises to

3、 consolidate what we have learned.Teaching Aids: A projector and some slidesTeaching Procedures:Step1 RevisionCheck the homework.Step2 PresentationAsk the Ss to look at the picture on Page8 and speak out what they may think of. Aftertwo or three students have finished, the teacher leads in to explai

4、n the Attributive Clause.T: Quite good! You saw much more than I. I can just see a green team, a football team in green, a team who were wearing green.( Write down these three structures on the Bb.) Look at the Bb please. Here green is an adjective and it modifies team.Adjective: a green teamPreposi

5、tional phrase: a team in greenAttributive clause: a team who were wearing green An attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.Attributive clauses are usually introduced by relative pronouns like which, th

6、at, who, whom and whose, or relative adverbs like where, why and when. In these cases these relative words usually function as the :SubjectThe trees which are on the school campus have lost their leaves.ObjectThe students whom we saw just now is the best runner in our school.PredicativeJack is no lo

7、nger the lazy boy he used to be.AttributeShe has a brother whose name I cant remember.AdverbialThe school where he studied is in Shenzhen.Step3 ConsolidationT: Lets see whether we can use them freely or not. Two friends are talking about where to go after school. Complete their conversation with rel

8、ative pronouns. WB Page9.WB Page 88 C1.Step 4 Summary and HomeworkT: In this period weve learned about the Attributive Clause. We know attributive clauses are related by relative pronouns and adverbs. They modify nouns or pronouns called antecedents. Then we spent quite much time in doing exercises.

9、 Todays homework is to go through the grammar we have learned this class and try to get familiar with them. Refer to the notes when necessary.The Design of the Writing on the BbGrammar and usage (1)Introduction to attributive clausesRelative Pronouns Relative Adverbsthat, which, who, whom, whose whe

10、n, where, whyRecord after Teaching: Grammar and usage (2)Introduction to Relative PronounsThe General Idea of This Period:This period will continue dealing with the grammar part: the Attributive Clause. You will have systematic explanations of the relative pronouns as well as some exercises to conso

11、lidate what you learn.Teaching Aim: Introduce relative pronouns.Teaching Important Point: The basic usage of the relative pronouns Teaching Difficult Point: How to help the Ss to grasp the usages of relative pronouns.Teaching Method:Present the usage of the relative pronouns and then some exercises

12、to consolidate what we have learned.Teaching Aid: A projector and some slidesTeaching Procedures:Step1 RevisionRevise the defintions of attributive clauses learned last time.Step2 PresentationLook at the sentences on the slide and see how the relative pronouns are used. Ask the Ss to give their answ

13、ers .The teacher draws thr conclusion:1. In attributive clauses, “that” and “which” are used to refer to things.e.g. This is the story that/which we wrote for our storytelling contest.All my classmates enjoyed the cake that/which I made.The book that/which I borrowed from the library is very interes

14、ting.Tips: “That” is more usual and less formal than “which”.2. In attributive clauses, we use “who” to refer to people.e.g. She is the teacher who taught us English Literature.The girl who is the monitor of our class lives next door to me.Tips: We can also use “that” to refer to people, but it is l

15、ess usual. Do you know the man that is talking to Mike over there? 3. When who function as the object, it can be replaced by “whom”. In this case “whom” is more formal than “who”.e.g. The student who/whom we saw at the shool gate is from America.I dont know the name of the teacher who/whom I saw in

16、the computer room the otherday.4. We can leave out “who, whom, which” and “that” when they are the objects.e.g. The girl (that/who/whom) you have just seen is very good at English.He likes all the birthday presents (that/which) his friends gave him.5. We use “whose” to mean possession. It usually re

17、lates to a person, but it can also relate to things.e.g. I sat next to a girl whose name was Danie.The club whose members are music fans meet in the school garden every Saturday afternoon. We are studying in a big classroom whose door faces east.Step3 PracticeT: Now letssee whether we can use themfr

18、eely or not. Two friends are talking about where to go after school. Complete their conversation with who,whom, which, that, or whose. Ss book Page11. Step 4 ConsolidationRewrite each pair of clauses using the attributive clause.SsWB Page88 C2Step 5 Summary and homeworkWe know attributive clauses ar

19、e related by relative pronouns and adverbs. Today we have learned the usages ofrelative pronouns. So todays homework is to go through this after class and try to get familiar with them.The Design of the Writing on the BbGrammar and usage (2)Introduction to Relative PronounsRelative pronouns: who who

20、m whose which that Record after Teaching:Grammar and usage(3)The relative pronoun - thatTeaching Aim: The relative pronoun "that"Teahing important Point：The special usages of "that" Teaching Difficult Point: How to help the students to grasp the usages of relative pronoun "t

21、hat"Teaching Method: Deduction to present the usages of the relative pronoun "that" and then some exercises to consolidate what they have learnt.Teaching Aids: A projector and some slidesTeaching Procedures:Step1 RevisionCheck their homework: Page11 Complete the conversation with who,

22、 whom, that, whichPage88 C2.Step2 PresentationIn the following cases the relative pronoun “that” can not be replaced by “which”.1. The antecedents are modified by ordinal numbers and the superlative degree of adverbs.e.g. The first thing (that) we should do is to have lunch.This is the longest bridg

23、e (that) I have ever seen.2. When the antecedents are all, much, little, few, anything, nothing etc.e.g. All that can be done has been done. I have little (that) I can lend you.3. The antecedents are modified by any, all, no, the only, the very, the last etc.e.g. You can take any room (that) you lik

24、e.There is no difficulty (that) we can't overcome. The antecedent “time” is modified by "last"e.g. This is the last time (that) I 'll give you a lesson.( That can be omitted, but "when" can't be used.)4. The antecedents refer to both people and thingse.g. He talked of

25、 things and persons (that) he was interested in.5. The antecedent is “the way”e.g. I don't like the way (that/in which) you educate your son.Step3 Practice Do the exercises on the Ss reference book Page 7.Check the answers with the Ss.Step4 Consolidation1. The poor man _ lost his money just now

26、is called John.A whose B which C who D whom2. The songs _ she sang in the concert yesterday sounded _.A / beautifully B that wonderfully C which well D / nice3. He is the only one of the students who _ a winner of scholarship for three years.A is B are C have been D has been4. Finally the thief hand

27、ed everything _ he had stolen to the police.A which B what C whatever D that5. He told me all _ he knew.A which B what C that D how6. Is the river _ through that town very large?A which flows B flows C that flowing D whose flows7. A child _ parents are dead is called an orphan.A. which B. whose C. w

28、here D. with8. In the dark street, there wasnt a single person _ she could turn for help.A. that B. who C. from whom D. to whom9. Is this factory _ you visited the other day?A which B. where C. to which D. the one10.  He is one of the teachers who _ English but the only one of the teachers who

29、_ French in our school.A. know knows B. knows know C. knows knows D. know knowStep 5 Summary and HomeworkIn this period we've learned about the special usages of “that”. We know that in some cases we can only use “that” instead of “which”. So today's homework is to go through this after clas

30、s and try to get familiar with them. The Design of the Writing on the BlackboardGrammar and usage(3)The relative pronoun - thatGrammar and usage: The relative pronoun-thatRecord after Teaching清华大学英语系测试：为中小学生英语量身定做.官方网站： 清华大学英语教授研究组提供牛津小学英语4B期中复习资料thank you 谢谢你 come down 下来that boy 那个男孩 let me see 让我

31、看看Excuse me ! 对不起 climb trees 爬树in the tree 在树上 come here 过来Youre right 你是对的 over there 在那边Whos that man? Hes Mr Brown. Hes a doctorAre you a teacher? No, Im not. Im a doctor.good evening 晚上好 that girl 那个女孩the boy with big eyes 大眼睛的那个男孩 the girl with a small mouth小嘴巴的那个女孩which one 哪一个the one in the

32、white skirt 穿白短裙的那一个the girl in the white skirt 穿白短裙的那个女孩lets hurry 让我们快点 in the car 在小汽车里were late for the party. 我们聚会迟到了。Whos the boy with a big mouth? Hes my brother.Is that man your father? Whichmy name 我的名字 your job 你的工作 how old 多大，几岁 their jobs 他们的工作look at that old woman 看那年老的妇女 about sixty 大

33、约六十I 我 I am = Im 我是 my 我的You 你 You are = Youre 你是 your 你的He 他 He is = Hes 他是 his 他的She 她 She is = Shes 她是 her 她的They 他（她，它）们 They are = Theyre 他（她，它）们 their 他们的Who are you? 你是谁？ How old are you? 你几岁？ Im .Who is he? 他是谁？ How old is he ? 他几岁？ Hes.Who are they? 他们是谁？ How old are they ? 他们几岁？ Theyre.Wha

34、ts your name? 你叫什么名字？Whats your job? 你做什么工作？Im aWhats her name? 她叫什么名字？ Whats her job? 她做是什么工作? Shes a.What are their names?他们叫什么？What are their jobs? 他们做什么工作？Theyre.What do you want to be? I want to be a/ anhow many 多少 some apples 一些苹果the red one 红色的那个 these or those 这些还是那些?Can I help you? 我能帮助你吗？(

35、你要点什么)What are these ? Theyre apples. Are these apples? Yes, they are.What are those ? Theyre oranges. Are those oranges? No, they arent.Theyre teachers. Are they teachers?What would you like? Id likeId like some apples,please. How many kilos? Tow kilos, please. Here you are.清华大学英语系测试：为中小学生英语量身定做.官方

36、网站： 清华大学英语教授研究组提供牛津小学英语3A复习计划 教者：李娟 苏睦 一、 班级情况分析三年级共有131人，刚接触英语，对英语大多怀有好奇、兴奋、期待的心情，学习兴趣较浓。但由于年龄小，自觉性差，对课上所学不能很好地预习、复习。二、复习内容1每单元的字母、单词、词组、句型。2名词的单数形式转化为名词的复数形式。3人称代词和形容词性物主代词的区别，以及be动词的用法。4常考的试题题型，包括听力部分的题型和笔试部分的题型。二、 复习目的要求1.能比较熟练地运用所学的日常交际用语。2.能根据实物、图片等说出所学单词，发音基本正确。3.能在非语言提示的帮助下，听懂清晰的话语和录音，并作出正确反

37、应。4.能演唱已学过的英语歌曲，朗读已学过的童谣。三、 复习措施1把好全体学生的单词关，每个学生都必须能背通单词（要求掌握的单词）。2设计练习，把每单元的句型重点复习并巩固。3设计不同类型的题型，训练学生的审题能力。4重点辅导中下生，坚持做好课后的个别辅导。5开展“一帮一”活动，让中下生的成绩尽可能地提高。6做好学生的思想工作，让他们尽快地进入复习的状态。7及时做好检测和小结工作，以便做及时地复习调整。8多与家长联系，及时交流学生在校和在家的学习情况。四、复习进度第一课时：一到三单元的知识复习第二课时：一到三单元的知识检测第三课时：四到五单元的知识复习第四课时：四到五单元的知识检测第五课时：七

38、到九单元的知识复习第六课时：七到九单元的知识检测第七课时：十到十一单元的知识复习第八课时：十到十一单元的知识检测第九课时：总的知识与练习。清华大学英语系测试：为中小学生英语量身定做.官方网站： 清华大学英语教授研究组提供牛津小学英语3A Unit1（第一课时）教案Unit 1 （第一课时）一、    教学内容B Look read and learn & C Look and say 二、    教学目标1、能听懂、会说以下八个动物类单词a dog, a cat, a bird, a tiger, a monkey,

39、 a zebra, a panda, an elephant.，要求读音正确。2、能听懂、会说以下日常交际用语，并能运用所学交际用语进行自我介绍及询问对方姓名。Hello/Hi, Im Whats your name?3、能根据图片的情景进行描述和对话。4、理解冠词a/an之间的区别。 三、    教学重点1、能听懂、会说以下八个动物类单词a dog, a cat, a bird, a tiger, a monkey, a zebra, a panda, an elephant.，要求读音正确。2、能听懂、会说以下日常交际用语，并能运用所学交际

40、用语进行自我介绍及询问对方姓名。Hello/Hi, Im Whats your name? 四、    教学难点1、能听懂、会说以下八个动物类单词a dog, a cat, a bird, a tiger, a monkey, a zebra, a panda, an elephant.，要求读音正确。2、能听懂、会说日常交际用语，并能运用所学交际用语进行自我介绍及询问对方姓名。Hello/Hi, Im Whats your name? 五、教学准备1、教具准备1）关于动物的照片、图片。2）B/C部分的挂图。3）关于本课时的

41、多媒体课件。4）录音机和磁带。2、板书准备：写好课题和日期。 六、教学过程Step 1 Free talk:1. Introduce :自我介绍，引起兴趣。 Follow me to introduce myself .My name is ,You can call me “ Miss ××.”This semester I teach you English .I hope we could get along with each other .First ,lets say “Hello !” 2.   &#

42、160;    Greetings:  Hello! Hi! .  3. 告诉学生打招呼的几种方式。Hello, Im Whats your name?注意name的发音 4. Introduce .Please introduce yourself to others.Step 2 Presentation and practice:1. 展示多媒体动态动物形象：Learn to say the new word: a dog .    a. Show the card (

43、dog)    T: Hi ,boys and girls ,Im Dog .(Please say “Hello” to Dog)    Ss: Hello, Dog.b. Practice and check .c. Imitate “Dog” (Use body language )2. Look at the picture and say “Hello ,Dog/Cat /.”以此类推学习其他几个单词。3.  听录音做动作。师：Monkey .生做猴子爬山状。师：Tiger. 生模仿老虎吼声，并展示自己强

44、壮的双臂。4. 小组活动。一人模仿小动物的动作或声音，其余学生猜，说出相应的动物单词。5对比练习：仔细看题板，找出每组词中表示“一”的单词。 a cat, a panda ,an elephant .提醒学生注意“a”和“an”的用法不同。6. 介绍几位新朋友。记住他们的名字。David, Liu Tao, Yang Ling, Mike, Nancy. Step 3 Look and say：1、          第一幅图

45、：正在荡秋千的David友好的和路过的Yang Ling打招呼，并询问对方的姓名。2、         第二幅图，Yang Ling刚告别David，又看见了准备从滑梯上滑下的Nancy。3、         第三幅图，从滑梯上滑下的Nancy看见了正坐在地上玩耍的Liu Tao。4、         第四幅图，Liu Tao突然发现了小狗，便学着的样子和小

46、狗打招呼，询问小狗的姓名。 Step 4 Consolidation 1. Listen to the tape and repeat .2. Play a game: Go hunting 。 五、    作业设计1：跟磁带熟读新单词。2：操练C部分句型。3：预习课文。 六、    板书设计Unit 1 Hello (日期)a dog, a cat, a bird, a tiger,   a monkey, a zebra,

47、 a panda, an elephant Hello/Hi, Im Whats your name?清华大学英语系测试：为中小学生英语量身定做.官方网站： 清华大学英语教授研究组提供英语s发音规则（转自曲刚博客）英语学习 2010-08-24 17:05:52 阅读128 评论0   字号：大中小 订阅 关于名词复数后面s的发音规则，我相信你已经看过了多遍语法书上名词复数后面的三条发音规则了，只是看不懂，也不会用。要掌握这些复杂难懂的规则，关键是要知道其背后的用意，从而不被表面的文字所迷惑。下面请你睁大双眼，我告诉你它们的真实用意其实就是为了

48、两个字“顺口”。      没明白吗，稍微解释两句。s为什么可发s和z两个音呢，就为了顺口，这两个音一个弱一个强，一个无声一个有声（也就是过去所说的，前一个是清辅音，后一个是浊辅音），那么这两个音怎么用呢？很简单，遇到单词尾是不响亮的清辅音字母时（如p,t,k,f）就发s；遇到单词尾是响亮的浊辅音字母（如b,d,m,n,r）或元音字母（如a,e,o,u）时就发z，这样做的目的就是为了顺口。清辅音发音时仅气流从嘴里出来，声带不振动，发出的声音较弱，因此英语里认为清辅音是一种不响亮音，而浊辅音和元音发音时声带要振动，发出的声音大，因此英语里认为浊辅音和元音是

49、响亮音。为了追求发音的顺口和协调，英语人民普遍有一个发音倾向，并且大家都在自觉地执行，就是让清辅音和清辅音连在一起（如ps,ts,ks,fs），让响亮音和响亮音连在一起（如bz, dz,mz, nz, rz, az），他们认为这样发音很顺口协调。在他们看来，要是让一个清辅音和一个浊辅音连在一块，比如fz,kz,pz,tz, 就好像让一个哑巴和一个大叫驴站在一块，怎么看都别扭,不顺口，不舒服。     因此英语人民在发名词复数后面s音时就自发自动地出现了的两个现象（也就是上面的第一条和第三条）：     

50、1）s在p,t,k,f等清辅音后发s；     3）在其他情况下（即在浊辅音和元音后）发z。      怎么样，这回你明白了吗，要是没明白的话，别急着往下看，翻回头去再看几遍我上面说的话，直到彻底搞明白了再往下看。我向你保证，以上内容绝对十分简单，只是你过去学英语“复杂”惯了，猛然碰到个简单的，一时半会还转型不过来。      等你看明白了上面的话语，我再接着讲。     英语里有一些特别讨厌的单词，它们以s,z,

51、sh, ch为结尾，比如单词bus, fox, dish, watch,等，这些单词的结尾音有一个一致的特点，就是和s的发音一样或特别接近，这使得若在这些单词的后面直接加个s来表达复数的话，成为buss, foxs, dishs, watchs的话，单词结尾的发音就出现了难题，因为区分两个一样或十分相近的s音十分困难，不信你念念上面单词，看你的嘴能否区分开。     怎样来解决这个难题呢？英语人民还真很智慧，他们不知道是谁带了头，想了一个办法来对付这个难题，就是在两个s之间塞个e，变成buses, foxes, dishes, watches，并且让e发

52、音为i，这样一来不就把两个相似的s的发音间隔开了吗？妙妙妙！看来全世界群众的眼睛都是雪亮的。     那么buses, foxes, dishes, watches最后的那个s该怎么发音呢？     这回该问你了，你不是看懂了我前面说的那段话了吗，里面有“响亮音要和响亮音连在一起”。e是个什么音？是元音，元音属声带振动的“响亮音”，并且e在这里发i，那么它后面跟个s该怎么发音，这还用说吗，肯定是顺口协调地与e一同发响亮的z了。      因此要是让我来修改上述三条规

53、则，首先就是取消第二条，取消这个像烟雾弹一样的多余规则，都是它把问题搞乱了，这条多余的规则使整个规则的讲解都出现了逻辑上的混乱，就好像告诉别人“人类社会是由人类和大人小孩组成的”，这话谁能听得懂？      取消第二条后我把上述三条规则改写成如下两条：      名词复数后的s     1）S在清辅音后发s     2）S在浊辅音或元音后发z。      如果你还能进

54、一步看得明白，看得觉醒，我就索性将它再改一改，改成一步到位的、谁都能一眼看得明白记得住的下面两句话：      1）S在不响亮音后发s     2）S在响亮音后发z。清华大学英语系测试：为中小学生英语量身定做.官方网站： 清华大学英语教授研究组提供 海洋教你背单词：四步背单词 张海洋运图像记忆法来记忆英语单词，关键在于把抽象的字母转化为熟悉的图像，然后把这些图像组合起来进行联想。这样，原本抽象的单词就能变成一个生动的画面，就能像看电视、看电影那样来进行记忆，不仅记得快、记得牢，而且记忆的过程充满着乐趣，会

55、让你从此爱上背单词！经过我们深入系统的研究，单词记忆的方法，可以归纳为最简单的四个步骤：第一步：找单词（包括找完整单词、近似单词、词根词缀）；第二步：找拼音（包括找全拼、近似拼音、拼音首字母）；第三步：找编码（找字母编码）；第四步：找谐音（包括整体谐音和部分谐音）。这四个步骤，简化一下，就是“单凭编写”，也就是说，要记忆单词，单凭编写就可以获得非常好的效果。在详细讲解这四个步骤之前，让我们先来做一个小测试。下面有10组信息，请认真看一到两遍，然后闭上眼睛回忆一下，看看哪组信息印象最深刻、那组信息印象最模糊。1，a、b、d、o、m、e、n 腹部2，g、o、s、s、i、p 闲聊3，a、l、l、o、

56、c、a、t、e 分配4，for、mu、late 规划5，trans、pa、rent 显而易见的6，ap、ti、tu、de 天资7，一只老鼠在给他扯胡子。8，哈哈，妈妈给了儿子一榔头。9，我在杭州逗留了一会。 10，10个婴儿在大厅休息。怎么样？是那组信息印象最深、记得最牢？是不是图像最鲜明生动的后面那几组中文信息？相比而言，前面的几组英文，都是抽象的内容，都不太容易记忆，即使勉强记下来，也很容易忘记。而后面的几组中文信息，只要根据文字稍微展开想象，相信很长时间都不会忘记。其实，上面这10组信息，都是为了记住英文单词，不过记忆方法不一样而已。我们来看看这10个单词：1，abdomen 腹部 2，gossip 闲聊3，allocate 分配4，formulate 规划5，transparent 显而易见的6，aptitude 天资7，moustache 胡子8，hammer 榔头9，hang 逗留10，lobby 大厅1-3组的单词，用的是传统的死记硬背，一个一个字母串起来进行记忆。4-6组按音节