高中英语 Unit3 Looking good feeling good period 56精品教案 牛津译林版必修1.docx

高中英语 Unit3 Looking good feeling good period 56精品教案 牛津译林版必修1.docx

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高中英语Unit3Lookinggoodfeelinggoodperiod56精品教案牛津译林版必修1

2019-2020年高中英语Unit3Lookinggood,feelinggoodperiod5~6精品教案牛津译林版必修1

教材分析

Thegrammarsectioninthisunitwillfirstdealwiththenon-restrictiveattributiveclauses.Studentsareexpectedtolearnwhatthenon-restrictiveattributiveclausesareandinwhatsituationtheyareused.Theywillknowthedifferencesbetweenthenon-restrictiveattributiveclausesandtherestrictiveattributiveclauses.Inthisunitthestudentswilllearnthatanon-restrictiveattributiveclauseisusedtoaddextrainformationtothemainclauseofasentence.

Theteachertellstudentstherulestoformanon-restrictiveattributiveclause,andthedifferencesbetweenthenon-restrictiveattributiveclausesandtherestrictiveattributiveclauses.Afterthatthestudentsaregivensomeexercises.Theyshouldpointouttheantecedent,relativepronounandthefunctionoftherelativepronounintheclauseineachsentence.Thengivethemsomesentencestotranslatetoconsolidatewhattheyhavelearnt.

Thestudentswilllearnwhatquestiontagsareandinwhatsituationstheyareused.Theyarealsotoldhowtousedifferentintonationsatendofthesentencestoexpressdifferentmeanings,andhowtoformquestiontags.

三维目标

1.Enablethestudentstousenon-restrictiveattributiveclausescorrectly.

2.Enablethestudentstousequestiontagscorrectly.

重点难点

Non-restrictiveattributiveclauses.

Questiontags.

教学方法

1.Discussioninpairsoringroups.

2.Task-basedin-classactivities.

3.Explanationsofsomerulesoftheattributiveclauseandquestiontags.

教具准备

Aputerandsomeslides.

课前准备

1.Askthestudentstogoovertheattributiveclausesintroducedbywhich,that,who,whom,whoseandpreposition+whichandpreposition+whom,andrelativeadverbs:

when,whereandwhy.Letthemdosomeexercisesaboutit.

2.AskthestudentstofindoutallthesentencesincludingattributiveclausesinreadingandtrytheirbesttotranslatethemintoChinese.

3.Findoutthedifferencesbetweentheseattributiveclausesandtheclausestheylearned.

4.Askthestudentstomakeanamazingstoryusingtheattributiveclausestheyhavelearned.

教学过程

→Step1Revision&Lead-in

Askthestudentssomequestionsaboutwhattheyhavelearnedinlastperiod.

Haveapetitionbetweenthedifferentgroups.

Askthemtotellthestorytheyhaveprepared.Theteacherjudgesthestoriesthestudentstellandgivethemdifferentmarksaccordingtotheattributiveclausestheyuseintheirstories.

→Step2Non-restrictiveattributiveclauses

1.Letthestudentsreadthefiveexamplesinpoint1.

2.Tellthestudentswhatanon-restrictiveattributiveclauseis.

Anon-restrictiveattributiveclauseisaclausethataddsextrainformationtothemainclauseofasentence.Thereisusuallyama（,）beforeit.

Askthestudentstofindthesimilaritiesandthedifferencesbetweentherestrictiveattributiveclausesandthenon-restrictiveattributiveclauses.

1）Bothofthemareusedafteranoun.

2）Thenon-restrictiveclauseaddsextrainformationtothemainclauseofasentenceandcanbeleftoutwithoutanyconfusion.Forarestrictiveclause,itisanecessarypartofthesentence,andifitisleftout,themeaningofthewholesentencewillnotbesoclear.

3）Thereisusuallyamabeforeanon-restrictiveattributiveclause.

4）Wecanneveruse“that”tobeginanon-restrictiveattributiveclause.

5）Wecanusewhichtorefertothewholeofthemainclauseinthenon-restrictiveattributiveclauses.

3.Askthestudentstopointouttheattributiveclausesinreading.

1）SinceI’mpreparingtoactinanewplay,I’mtakingweight-losspillscalledFat-less,whicharequitepopularamongyoungwomenhere.

2）Mymother,whomyoumetlastyear,keepstellingmenottotakethembecausetheyaredangerous.

3）Thenthedoctorfoundthatsomeoneinyourcountry,whosenameisLiDong,wasanexactmatchforme.

4）It’sthesameinChina—manypeople,someofwhomarenotoverweightatall,arealwaysgoingondietsortakingweight-losspills,whichareoftendangerous.

→Step3Practice

AskthestudentstotranslatesomesentencesintoEnglishusingthenon-restrictiveattributiveclauses.

1.Thisisthecarwhichweboughtlastmonth.

2.Thisisthecar,whichweboughtlastmonth.

3.Hefailedinthemathexam,whichmadehisparentsverysad.

4.Itrainedhardyesterday,whichpreventedmefromgoingtothepark.

5.Theresultoftheexperimentwasverygood,whichwehadexpected.

6.Hemissedtheshow,whichwasagreatpity.

7.Shewasawardedagoldmedal,whichthewholefamilyconsideredagreathonor.

8.Shewasverypatientwiththechildren,whichherhusbandseldomwas.

→Step4Questiontags

1.Letthestudentsreadtheguidelinesathebeginningofthispart.Askthemtosaywhatdifferentsituationsquestiontagsareused.

2.Therulesofhowtoformaquestiontag.

反意疑问句（tagquestion）又叫附加疑问句,是在陈述句后,对陈述句所叙述的事提出的疑问。

其基本结构有两种:

1）“肯定陈述句+简略否定问句”;

2）“否定陈述句+简略肯定问句”。

反意疑问句的前后两部分在时态,人称和数上都要保持一致。

Itlookslikerain,doesn’tit?

Hedoesn’tneedtoworksolate,doeshe?

3）陈述部分的主语是this,that时,疑问部分的主语多用it;陈述部分的主语是these,those时,疑问部分的主语多用they。

Thisisadictionary,isn’tit?

Thoseareshelves,aren’tthey?

4）陈述部分是“therebe”结构的,疑问部分用there省略主语代词。

Thereissomethingwrongwithyourwatch,isn’tthere?

Therewillnotbeanytrouble,willthere?

5）陈述句中含有not,no,hardly,neither,never,few,little,too...to等否定词或具有否定意义的词时,疑问部分常用肯定形式。

如:

Fewpeopleknewthenews,didthey?

TomhasneverbeentoEngland,hashe?

6）如果陈述句的主语是something,nothing,anything,everything等不定代词时,反意疑问部分的主语多用it。

7）如果主语是I’m,后反意部分用aren’tI。

I’mlate,aren’tI?

8）附加问句一般与主句的主谓保持一致,但当陈述部分的主语是Isuppose,Ithink,Ibelieve,Isuspect,Iimagine,Iguess（主语还可以是we）等结构时,附加问句往往与that从句中的主谓保持一致。

9）当陈述部分带有情态动词must时,如表示“必须”,附加问句用must;如表示猜测,附加问句根据具体语境用适当的形式。

如:

Hemustbeverytired,isn’the?

Hemusthaveseenthefilm,hasn’the?

Hemusthaveseenthefilmlastnight,didn’the?

10）祈使句Imperativesentences:

Don’tmovethechair,willyou?

Givemesomepaper,canyou?

Let’sgoshopping,shallwe?

Letushavealookatyourbook,willyou?

11）Attention:

（1）简短问句的否定形式,要用缩写形式,不能出现not,主语要用人称代词不能用名词.

Hermotherisadoctor,isn’tshe?

Thereisabookonthedesk,isn’tthere?

（2）对反意疑问句的回答,是根据事实,而不是根据问题的提法。

Heisn’tadoctor,ishe?

（他不是医生,是吗?

）

Yes,heis.（不,他是医生。

）

No,heisn’t.（是的,他不是医生。

）

（3）Sincethestudentshavelearnedhowtoformaquestiontag,askthemtofinishtheexercisesonpage42,andPartC2onpage96inworkbook.Iftimeislimitedinclass,itcanbeassignedastheirhomework.

（4）Askstudentstodosomeexercises

①TheboyisJapanese,_____________he?

②Thebookisn’tinteresting,_____________it?

③HeknowsalotaboutEnglishnames,_____________he?

④Thegirldoesn’tlikeapples,_____________she?

⑤Therearetwobirdsinthetree,_____________there?

⑥ThemancametoChinalastmonth,_____________he?

→Step5Homework

1.Finishtheexercisesbelowonthepaper.

2.ReviewGrammarandusageofthisunit

板书设计

1.陈述部分的主语是this,that时,疑问部分的主语多用it;陈述部分的主语是these,those时,疑问部分的主语多用they。

Thisisadictionary,isn’tit?

Thoseareshelves,aren’tthey?

2.陈述部分是“therebe”结构的,疑问部分用there省略主语代词。

Thereissomethingwrongwithyourwatch,isn’tthere?

Therewillnotbeanytrouble,willthere?

3.陈述句中含有not,no,hardly,neither,never,few,little,too...to等否定词或具有否定意义的词时,疑问部分常用肯定形式。

如:

Fewpeopleknewthenews,didthey?

TomhasneverbeentoEngland,hashe?

4.如果陈述句的主语是something,nothing,anything,everything等不定代词时,反意疑问部分的主语多用it。

5.如果主语是I’m,后反意部分用aren’tI

I’mlate,aren’tI?

6.附加问句一般与主句的主谓保持一致,但当陈述部分的主语是Isuppose,Ithink,Ibelieve,Isuspect,Iimagine,Iguess（主语还可以是we）等结构时,附加问句往往与that从句中的主谓保持一致。

7.当陈述部分带有情态动词must时,如表示“必须”,附加问句用must;如表示猜测,附加问句根据具体语境用适当的形式:

Hemustbeverytired,isn’the?

Hemusthaveseenthefilm,hasn’the?

Hemusthaveseenthefilmlastnight,didn’the?

8.祈使句Imperativesentence:

Don’tmovethechair,willyou?

Givemesomepaper,canyou?

Let’sgoshopping,shallwe?

Letushavealookatyourbook,willyou?

Attention:

1.简短问句的否定形式,要用缩写形式,不能出现not,主语要用人称代词不能用名词。

Hermotherisadoctor,isn’tshe?

Thereisabookonthedesk,isn’tthere?

2.对反意疑问句的回答,是根据事实,而不是根据问题的提法。

Heisn’tadoctor,ishe?

（他不是医生,是吗?

）

Yes,heis.（不,他是医生。

）

No,heisn’t.（是的,他不是医生。

）

精彩片断

Haveapetitionbetweengroupstotelltheamazingstoriestheyhaveprepared.Thestudentsareactiveinclass.

2019-2020年高中英语Unit3Lookinggood,feelinggoodperiod7~8精品教案牛津译林版必修1

教材分析

Thissectiondealswithinvitingafriendtojoinagym.Integratedrelevanttasksandactivitiesaboutfindinginformationaboutagymandremendingonetoafriendbynote-takingandwritingane-mailarepresented.

Thissectionconsistsofaseriesofactivities,whichprovidestudentsopportunitiestolearnandpracticetheirlanguageskillsoflistening,reading,speakingandwriting.

三维目标

1.Learnsomeimportantwordsandexpressions

gym,remend,personal,membership,yoga,aerobics,muscles,closeup,joinagym,what’smore,makethemostof

2.Learnsomeimportantsentencepatterns

1）What’smore,forthenexttwoweeksweareoffering1monthfreemembership.

2）Writealettertohim,explainingwhyyouthinkheshouldjointhegym.

3）Heistryingtofindagymmembershiphecanafford.

3.Helpstudentslearnhowtofindtheinformationtheywanttoknowquicklyinalongpassageandtakenotes.

4.Enablestudentstowritealettertoremendagymtoafriend.

重点难点

Helpthestudentstofindinformationquicklyandwritingalettertoremendagymtoafriend.

Guidethestudentstotakenotesandusepunctuation.

Encouragethestudents