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外研版 (2019)必修 第一册Unit 5 Into the wild教案
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这是一份外研版 (2019)必修 第一册Unit 5 Into the wild教案，共7页。
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 animals and 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 Method
Teaching procedures:
Step1: Lead-in
The 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 class
1. Autonomic Learning
The 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 display
When 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 research
Students 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:when
When 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:where
When 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：why
When 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 , , 。
关系副词的作用如下:
1.指代表示 、 、 的先行词。
2.先行词在句中充当句子成分—— 。
3.起 作用,把先行词跟定语从句连接起来。
(一)when引导定语从句的用法
当先行词是表示时间的名词,(如time,day,year,month,week等),且关系词在定语从句中作时间状语时,定语从句用when引导。
E.g.①I still remember the time when I was in college.
②I have forgotten the exact date when this country became independent.
(二)where引导定语从句的用法
当先行词是表示地点的名词(如place,room,mountain,airport等),且关系词在从句中作地点状语时,定语从句用where引导。
E.g.This is the hotel where they stayed.
此外,当先行词为situation,case,stage,point等,且关系词在定语从句中作状语时,也要用关系副词where引导。
E.g.They have reached the point where they have to separate with each other.
(三)why引导的定语从句
当先行词是表示原因的名词reason,且关系词在从句中作原因状语,定语从句用why引导,且只能引导限制性定语从句。
E.g.This is the reason why he left in a hurry.
关系副词when,where 可用于非限制性定语从句,而关系副词why不可以。
例如:
The year 1949 is very important,when People’s Republic of China was founded.
We will visit a factory,where my father once worked.
Step4: Exercises
Activity1
1.He wrote a letter he explained what had happened in the accident.
2.Sales director is a position communication ability is just as important as sales skills.
3.After living in Australia for many years,Louise returned to the country she was born.
4.There are many good websites you can check out the latest in the science world.
5.His interest started a few years ago, he was in college and studying wildlife science.
6.Finally,after four hours,they arrived at the campsite(营地) their parents were waiting.
Activity2请将下列的几组简单句合并成定语从句:
①This is the school. My mother works in the school.
_________________________________________________________
②I still remember that day. You left for Beijing on that day.
_________________________________________________________
③Could you explain the reason? You were late for the reason.
_________________________________________________________
④I have forgotten the exact date. This country became independent on the exact day.
__________________________________________________________
⑤He gets into a situation. It is hard to decide what is right or wrong in the situation.
__________________________________________________________
Activity3 Finish Activities 2 and 3 on Page 53
Quiz
1.The boss of the company is trying to create an easy atmosphere his employees enjoy their work.
2.I still remember the day the accident happened.
3.He refused to tell me the reason he was late.
4.The days are gone women were looked down upon.
5.Students should involve themselves in community activities they can gain experience for growth.
6.Finally he reached a lonely island was completely cut off from the outside world.
7.I will never forget the day I left my hometown.
8.Can you make a sentence this verb can be used.
9.The reason I’m in favor of this idea is that it is practical.
10.The general at last got a chance to visit the village he used to fight with the enemies.
Activity 4 Students are required to learn some animal idioms
1.as busy as a(n)
2.kill two with one stone
3.When the cat’s away,the will play.
4.hold your
5.It’s raining and .
Activity 5
English idioms are a way of adding colour to the language.For example,instead of saying “It’s raining heavily ”,you could say “1. ”.Another reason to use idioms is that they are concise.For example,to describe someone who is always working or busy doing something,we can say they are 2. .If they’re rushing into something and should wait and be patient,you could say “3. ”.Learning idioms can be fun,especially when we compare them to Chinese equivalents.Take,for example.“4. ”(people do what they want and have fun when someone in authority is absent)and “5. ”(solve two problems with one action)-are there corresponding idioms in Chinese?
Activity 6
Find more animal idioms.
Step 5 Work in pairs.
Hold a debate on whether we should keep animals as pets.
Tips on how to debate:
1.Start a debate by asking questions.
2.Understand the other person’s position.
3.Introduce your counterargument(抗辩;论据).
4.Offer rebuttals(反驳;辩驳)to the other person’s argument.
5.Respond to any of the other person’s rebuttals.
6.Spot logical fallacies(寻找对方逻辑错误).
Suggested answers:
Step3:when;where;why;时间;地点;原因;状语;连接
Step4:
Activity1:1.where 2.where 3.where 4.where 5.when 6.where
Activity2:①This is the school where my mother works.
②I still remember that day when you left for Beijing.
③Could you explain the reason why you were late?
④I have forgotten the exact date when this country became independent.
⑤He gets into a situation where it is hard to decide what is right or wrong.
Activity3:1.where 2.when 3.shy 4.when 5.where 6.that/which 7.when 8.where 9.why 10.where
Activity 4:1.bee 2.birds 3.mice 4.horses 5.cats;dogs
Activity 5:
1.It’s raining cats and dogs
2.as busy as a bee
3.hold your horses
4.When the cat’s away,the mice will play
5.kill two birds with one stone
Activity 6:略
Step5:Students’ answers may vary.
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 animals and 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 Method
Teaching procedures:
Step1: Lead-in
The 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 class
1. Autonomic Learning
The 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 display
When 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 research
Students 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:when
When 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:where
When 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：why
When 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 , , 。
关系副词的作用如下:
1.指代表示 、 、 的先行词。
2.先行词在句中充当句子成分—— 。
3.起 作用,把先行词跟定语从句连接起来。
(一)when引导定语从句的用法
当先行词是表示时间的名词,(如time,day,year,month,week等),且关系词在定语从句中作时间状语时,定语从句用when引导。
E.g.①I still remember the time when I was in college.
②I have forgotten the exact date when this country became independent.
(二)where引导定语从句的用法
当先行词是表示地点的名词(如place,room,mountain,airport等),且关系词在从句中作地点状语时,定语从句用where引导。
E.g.This is the hotel where they stayed.
此外,当先行词为situation,case,stage,point等,且关系词在定语从句中作状语时,也要用关系副词where引导。
E.g.They have reached the point where they have to separate with each other.
(三)why引导的定语从句
当先行词是表示原因的名词reason,且关系词在从句中作原因状语,定语从句用why引导,且只能引导限制性定语从句。
E.g.This is the reason why he left in a hurry.
关系副词when,where 可用于非限制性定语从句,而关系副词why不可以。
例如:
The year 1949 is very important,when People’s Republic of China was founded.
We will visit a factory,where my father once worked.
Step4: Exercises
Activity1
1.He wrote a letter he explained what had happened in the accident.
2.Sales director is a position communication ability is just as important as sales skills.
3.After living in Australia for many years,Louise returned to the country she was born.
4.There are many good websites you can check out the latest in the science world.
5.His interest started a few years ago, he was in college and studying wildlife science.
6.Finally,after four hours,they arrived at the campsite(营地) their parents were waiting.
Activity2请将下列的几组简单句合并成定语从句:
①This is the school. My mother works in the school.
_________________________________________________________
②I still remember that day. You left for Beijing on that day.
_________________________________________________________
③Could you explain the reason? You were late for the reason.
_________________________________________________________
④I have forgotten the exact date. This country became independent on the exact day.
__________________________________________________________
⑤He gets into a situation. It is hard to decide what is right or wrong in the situation.
__________________________________________________________
Activity3 Finish Activities 2 and 3 on Page 53
Quiz
1.The boss of the company is trying to create an easy atmosphere his employees enjoy their work.
2.I still remember the day the accident happened.
3.He refused to tell me the reason he was late.
4.The days are gone women were looked down upon.
5.Students should involve themselves in community activities they can gain experience for growth.
6.Finally he reached a lonely island was completely cut off from the outside world.
7.I will never forget the day I left my hometown.
8.Can you make a sentence this verb can be used.
9.The reason I’m in favor of this idea is that it is practical.
10.The general at last got a chance to visit the village he used to fight with the enemies.
Activity 4 Students are required to learn some animal idioms
1.as busy as a(n)
2.kill two with one stone
3.When the cat’s away,the will play.
4.hold your
5.It’s raining and .
Activity 5
English idioms are a way of adding colour to the language.For example,instead of saying “It’s raining heavily ”,you could say “1. ”.Another reason to use idioms is that they are concise.For example,to describe someone who is always working or busy doing something,we can say they are 2. .If they’re rushing into something and should wait and be patient,you could say “3. ”.Learning idioms can be fun,especially when we compare them to Chinese equivalents.Take,for example.“4. ”(people do what they want and have fun when someone in authority is absent)and “5. ”(solve two problems with one action)-are there corresponding idioms in Chinese?
Activity 6
Find more animal idioms.
Step 5 Work in pairs.
Hold a debate on whether we should keep animals as pets.
Tips on how to debate:
1.Start a debate by asking questions.
2.Understand the other person’s position.
3.Introduce your counterargument(抗辩;论据).
4.Offer rebuttals(反驳;辩驳)to the other person’s argument.
5.Respond to any of the other person’s rebuttals.
6.Spot logical fallacies(寻找对方逻辑错误).
Suggested answers:
Step3:when;where;why;时间;地点;原因;状语;连接
Step4:
Activity1:1.where 2.where 3.where 4.where 5.when 6.where
Activity2:①This is the school where my mother works.
②I still remember that day when you left for Beijing.
③Could you explain the reason why you were late?
④I have forgotten the exact date when this country became independent.
⑤He gets into a situation where it is hard to decide what is right or wrong.
Activity3:1.where 2.when 3.shy 4.when 5.where 6.that/which 7.when 8.where 9.why 10.where
Activity 4:1.bee 2.birds 3.mice 4.horses 5.cats;dogs
Activity 5:
1.It’s raining cats and dogs
2.as busy as a bee
3.hold your horses
4.When the cat’s away,the mice will play
5.kill two birds with one stone
Activity 6:略
Step5:Students’ answers may vary.
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