高中英语人教版 (2019)必修 第一册Unit 5 Languages around the world教案

这是一份高中英语人教版 (2019)必修 第一册Unit 5 Languages around the world教案，共5页。教案主要包含了先找出主句;二等内容，欢迎下载使用。

Teaching Aims:
By the end f the class,students will be able t
1.Have a gd understanding f the basic usages f relative adverbs such as when,where,why in attributive clauses;understand the structure in/n/at which in attributive clauses is equivalent t where/when.
2.Master the basic usages f relative adverbs f attributive clauses in the real situatin thrugh self-study and practice.
3.Describe favurite things using the prper relative adverbs f attributive clauses.
Teaching imprtant pints
Help students t appreciate the functin f relative adverbs f attributive clauses in a sentence.
Enable students t master the usages f relative adverbs f attributive clauses flexibly.
Teaching difficult pints
Use attributive clauses t describe things
Teaching prcedures
Step1 Revisin(旧知复习)
Step2 Lk at these sentences and find ut the restrictive relative clauses.
Q: What kind f infrmatin des each clause cmmunicate?
It was a time when peple were divided gegraphically.
Infrmatin:a time fr an event.
小结 1先行词(即被修饰的名词)在从句中作时间状语时,连接词使用when。
Emperr Qinshihuang united the seven majr states int ne unified cuntry where the Chinese writing system began t develp in ne directin.
Infrmatin:a lcatin fr an event.
小结 2先行词(即被修饰的名词)在从句中作地点状语时,连接词使用where。
There are many reasns why peple learn a freign language.
Infrmatin:a reasn fr an actin.
小结 3先行词(即被修饰的名词)在从句中作原因状语时,连接词使用why。
These were animal bnes and shells n which symbls were carved by ancient Chinese peple.
Infrmatin:a lcatin fr an actin.
小结 4 先行词指物且在从句中作状语时,连接词可以用介词+which来替 换关系副词,其中介词的选择和先行词的搭配有关。
Step3 Summarise the structure and the usage f the restrictive relative clause.
定语从句是在句子中作定语,修饰名词或代词的从句,又称为形容词性从句。这种从句由关系代词或关系副词引导,并作句子成分。
定语从句三步解题法:一、先找出主句;二、确定先行词 三、判断先行词在从句中作的成分
→关系代词
代词→wh(主语、宾语),whm(宾语),
that(主语、宾语),whse(定语)
which(主语、宾语)
→关系副词
副词 when (地点状语) where (时间状语) why (原因状语)
Ps:先行词在从句中作状语时,连接词有时可以用介词+which/whm来替换 。
Step 4 Fill in the table t cmplete each phrase with a restrictive relative clause.Then use the phrases t make cmplete sentences.
1.the day when the earthquake happened/
I started learning my secnd
freign language.
2.the place where my friend lives/
I met the mvie star
3.the reasn why I didn?t get a pay-rise/
I want t learn Spanish
4.the place/
time 介词+
which I fund Grandma?s glasses/
I first met yu n the ship
注意:并非先行词是表示时间、地点和原因的词时都用when,where,why,若先行词在定语从句中不作状语,而作主语或宾语,就必须用which或that。比较:
We ften think f the days when we wrked tgether in the cuntryside.
when在定语从句中作时间状语,相当于 n the days。
We ften think f the days which we spent tgether in the cuntryside.
(which在定语从句中作宾语)
Step5 practise
Ⅰ.用适当的关系副词或关系代词填空
1.I still remember the day I first came t Beijing.
2.This is the rm my grandparents lived last year.
3.D yu knw the reasn he refused t g t Mary?s birthday party?
4.He wrks in a factry makes this type f iPhne.
5.The factry his father wrks is in the west f the city.
Ⅱ.选择正确的关系代词或副词完成短文
that when where (in) which wh why
The United Natins (UN) is an rganisatin aims t prmte internatinal cperatin.It was funded in 1945 and has abut 190 member states.This is the reasn the UN has a huge number f translatrs and interpreters,since internatinal meetings in the UN are attended by peple speak s many different languages.Translatrs are peple usually wrk with written language,while interpreters wrk with spken language.Meetings nly tw languages are used may need nly ne interpreter,while larger events leaders frm many cuntries gather may need ver 70 interpreters.
There are tw main ways that an interpreter can prvide spken translatin.First is the methd requires the speaker t stp every few sentences,s the interpreter can translate thse sentences fr the audience.The secnd methd is the ne the interpreter listens and translates at the same time.This secnd methd is mre difficult,but the place the interpreter is lcated is nt s imprtant.The interpreter can be in a cmpletely different lcatin frm the speaker,listen thrugh headphnes,and translate fr the audience sitting in anther lcatin!
板书设计：
教学反思