英语必修 第一册Unit 1 Teenage life导学案

这是一份英语必修 第一册Unit 1 Teenage life导学案，共36页。学案主要包含了学习目标，学习重难点，课前诊断，学习过程等内容，欢迎下载使用。

Restrictive relative clauses (3)
【学习目标】
1. T review the basic usages f relative prnuns and adverbs f attributive clauses.
2. T learn t use sme special cases cncerning restrictive relative clauses flexibly.
【学习重难点】
1. T appreciate the functin f relative prnuns and adverbs f attributive clauses in a sentence.
2. T write essays using the prper relative prnuns and adverbs f attributive clauses.
【课前诊断】
本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？
【学习过程】
Step 1：巩固复习限定性定语从句基本用法。
定语从句关系代词用法：
定语从句中关系代词的选用主要由______________决定。当先行词是表示人的名词或代词时，关系代词一般用___________，____________，___________；当先行词是表示事物的名词或代词时，关系代词一般用__________________；当先行词既有表示事物的名词或代词，又有表示人的名词或代词时，关系代词一般用________________________。whse用作关系代词时，它表示“_____________”，whse引导定语从句时，其先行词可以是指人的名词，其实也可以是指_________________的名词。
关系副词的用法：
如果先行词是指代“时间的名词”，还原到定语从句中作_________，则用关系副词when；如果先行词是指代“地点的名词”，还原到定语从句中作___________，则用关系副词where；如果先行词是指代“原因的名词（reasn）”，还原到定语从句中作______________，则用关系副词why。
Step 2: 限制性定语从句几种特殊情况。
一、定语从句中介词+关系代词用法
当关系代词在定语从句中作介词的宾语时，我们通常用“介词+关系代词”引导定语从句。关系代词只能用___________或______________。先行词指物时， 用_______________，先行词指人时，用____________。
在这个结构中，介词的确定的原则是：
1.依据定语从句中动词或形容词等所需要的某种习惯搭配来确定。
He is the man n __________ yu can rely.
他是你可以信赖的人。
Jack intrduced t me his friend with ________________ I was nt very familiar.
杰克向我介绍了我不很熟悉的那个朋友。
2.依据与先行词搭配的具体意义而定。
I’ll never frget the day n _________________ we wrked tgether in the cuntryside.
我不会忘记我们一起在乡下工作的日子。
3.根据所表达的意思来确定。
The clever by made a hle in the wall, thrugh ________________ we culd see what was happening inside the huse.
这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。
4.表示“所有”关系或“整体中的一部分”时，通常用介词f。
Julie was gd at German, French and Russian, all f ______________ she spke fluently.
朱丽亚擅长德语、法语和俄语，这三样她都说得流利。
5.在定语从句中有一些含介词的动词短语不可拆开使用，如lk after, lk fr等。
The babies whm the nurses are lking after are very healthy. (正确)
The babies after whm the nurses are lking are very healthy. (错误)
二、介词+关系代词常见句型：
1.“代词+ f + which/whm”引导非限制性定语从句
这个结构中，代词常常为all, each, ne, many, much, mst, sme, nne, bth等，“代词+ f + which/whm”通常在定语从句中用作主语，说明整体中的一部分。有时候也可把“f + which/whm”置于代词前。
It is reprted that tw schls, bth f _____________ are being built in my hmetwn, will pen next year.
据报道，在我的家乡两所学校都正在建设中，将于明年投入使用。
2.“数词+f + which/whm”引导定语从句
这种结构常用来引导非限制性定语从句，有时候也可以把“f + which/whm”置于数词前。
3.“the+名词+ f which/whm”引导非限制性定语从句
这个结构中，f which/whm充当定语，修饰前面的名词，整个结构相当于“whse+名词”引导的定语从句。
4.“the+形容词比较级(最高级)+ f + which/whm”引导非限制性定语从句
There are tw buildings, the larger f ______________ stands nearly a hundred feet height。
这儿有两座建筑物，较大的那一座几乎有100英尺高。
三、限制性定语从句中，关系词可以省略的几种情况。
1.定语从句的先行词在定语从句中作宾语时，关系词通常省略。
I have taken with me the tw bks (that/which) yu asked me t return t the City Library。
我把你要我送还给市图书馆的那两本书带走了。
2.先行词是way, reasn, time, place等且它们在定语从句中分别作方式、原因、时间和地点状语时，其后定语从句的相应关系词that/in which, why/that, when, where等可以省略。
The way (that/in which) yu lk at the prblem is wrng.
你看待问题的方式是错误的。
3.由and, but, r等并列连词连接两个或两个以上的定语从句修饰同一个先行词时，第一个关系词可以省略，但第二、三个一般不可以省略。
The reasn (why/that) he wanted t sell his huse was that he needed a lt f mney fr his peratin.
他想卖掉房子的原因是他的手术需要很多钱。
Step 3 课后巩固
用关系代词和关系副词填空。
1. She and her family bicycle t wrk, _________ helps them keep fit.
2. Kale, _________ sister I shared a rm with when we were at cllege, has gne t wrk in Australia.
3. Self-driving is an area _______ China and the rest f the wrld are n the same starting line.
4. In 1963 the UN set up the Wrld Fd Prgram, ne f _______ purpses is t relieve wrldwide starvatin.
5. Many yung peple, mst f ______ were well-educated, headed fr remte regins t chase their dreams.
6. We will put ff the picnic in the park until next week, ____ the weather may be better.
7. It is a truly delightful place, ________ lks the same as it must have dne 100 years ag with its winding streets and pretty cttages,
8. Oppsite is St. Paul’s Church, ______________ yu can hear sme lvely music.
9. He wrte many children’s bks, nearly half f ____ were published in the 1990s.
10. As the smallest child f his family, Alex is always lnging fr the time _________he shuld be able t be independent.
Unit 1 Cultural Heritage
Perid 1 Listening and Speaking ＆ Listening and Talking
【学习目标】
1. T understand the cntent f listening texts in terms f the whle and key details;
2. T guess the meaning f wrds in listening; discuss with their peers hw t participate in cultural heritage prtectin activities.
3. T use functinal sentences f the dialgue such as “I beg yur pardn, but…” “Frgive me fr asking, but…” and s n t start the cnversatin mre plitely and apprpriately.
【学习重难点】
1. T guess the meaning f wrds in listening; discuss with their peers hw t participate in cultural heritage prtectin activities.
2. T use the functinal items f “starting a cnversatin”, which is used t smthly start a cnversatin r start a new tpic.
【学习过程】
Step 1: Lead in
What des the wrd “heritage” mean? Share yur ideas abut yur understanding and yu can use examples t illustrate yur meaning.
__________________________________________________________________________________________________________________________________________________________________
Step 2: Predictin
Predict what the listening text is abut by lking at the pictures.
_________________________________________________________________________________
Step 3: Summary f the main idea
Then play the radi which is abut an interview abut an internatinal yuth cultural heritage prtectin prject. And after finishing listening fr the first time, yu need t slve the fllwing tasks.
1. Listen t the cnversatin and sum up the main idea
Yuths frm seven cuntries are wrking tgether t prtect cultural relics n _______
2. Listen again and help the reprter t cmplete the interview ntes.
Internatinal yuth prject, _________ high schl students frm 7 cuntries
Munt Tai, ne f the mst __________________________ muntains in China
It has been _________________________fr mre than 3,000 years.
22 temples, arund 1,800_____________________________ with writing n them
Dai Temple n______________________; ver 6,000 ______________________
Step 4: Guessing the meaning f the unknwn wrds
Listen t the cnversatin again and use the cntext t guess the meaning f the wrds belw. And tell the reasns why yu guess s.
Preserve
______________________________________________________________________________________________________________________________________________________________
Prmte
______________________________________________________________________________________________________________________________________________________________
Step 5: Speaking Prject
Wrk in pairs r grups and rle play a cnversatin.
Suppse yu are a reprter and interviewing the students wh devte their time t prtecting the heritage.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Part 2: Listening and Talking
Step 1: Listen t the tape, which is abut a dialgue between tw turists and a tur guide when they visit the Kremlin, Red Square and surrunding buildings fr the first time, and then cmplete the fllwing tasks.
1. Listen t the cnversatin and answer.
(1).Where are the speakers?
___________________________________________________________________________
(2).What are they ding?
___________________________________________________________________________
2. What d yu knw abut the Kremlin and Red Square? Listen again and cmplete the fact sheet.
Wrld Cultural Heritage Site Fact Sheet
THE KREMLIN AND RED SQUARE, MOSCOW
●Built between the______ and ___________centuries
●The palace where______________ lives
●The Saint Basil’s Cathedral lks like__________________
●The___________________ part f Mscw
●Place fr parades, cncerts, and even_________________
Step 2: Speaking Prject
Activity 3 n page 7.
Wrk in grups. Chse a cultural site that yu like and rle-play a cnversatin between sme turists and their tur guide. Take turns t play the different rles.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Unit 1 Cultural Heritage
Perid 2 Reading and Thinking:
Frm Prblems t Slutins
【学习目标】
1. T understand hw a prblem was slved.
2. T understand the value f prtecting cultural heritage by teamwrk and glbal cmmunity.
【学习重难点】
1. T understand the main infrmatin and text structure f the reading text.
2. T use the reading strategy “make a timeline” accrding t the apprpriate text genre,
3. T clearly summarize the methds and prcesses f prblem slving, and appreciate the necessity and significance f cultural relics prtectin,
【学习过程】
1. Predictin
Step 1 Predicting the main idea f the passage
Lk at the title and the pictures, and then predict what the passage will be abut.
Q: What will be talked abut?
_____________________________________________________________________________
Step2: Fast reading tasks
Task f the first fast reading:
Read quickly and figure ut the key wrds f each paragraph.
Task f the secnd fast reading:
1. Why did the Egyptian gvernment want t build a new dam in the 1950s?
_____________________________________________________________________________
2. Why did the building f the dam lead t prtests?
_____________________________________________________________________________
3. Hw did the gvernment save the cultural relics?
_____________________________________________________________________________
4. Which ne can describe the prject? ( )
A. Successful. B. Negative. C. Useless. D. Dubtful.
5. What can be learned frm the Aswan Dam prject?
_____________________________________________________________________________
Step3: Careful reading tasks
Read mre carefully and answer the fllwing questins.
1. What d “prblems” refer t and what d “slutins” refer t?
_____________________________________________________________________________
2. Find ut the numbers in paragraph fur and explain why the authr used exact numbers instead f expressins like many.
_____________________________________________________________________________
3. What can yu infer frm “Over the next 20 years, thusands f engineers and wrkers rescued 22 temples and cuntless cultural relics”?
_____________________________________________________________________________
4. What can yu infer frm “Fifty cuntries dnated nearly 80 millin t the prject”?
The prject cst a lt f mney.
_____________________________________________________________________________
5. Befre the building f the dam, what prblems did the Nile River bring t the Egyptian?
_____________________________________________________________________________
6. What wrds can yu think f t describe the wrking prcess f the prject?
_____________________________________________________________________________
Step 4: Cnslidatin
Divide the passage int three parts and then fill in the blanks.
Part 1 ( )
The intrductin f the tpic
Keeping the right balance between prgress and the (1) _________ f cultural sites is a big challenge.
Part 2 ( )
The prcess f (1) ______ cultural relics
•Big challenges can smetimes lead t great (2) ________.
•The Egyptian gvernment wanted t build a new dam, which wuld (3)_______ many cultural relics.
•The gvernment (4) ________the UN fr help.
•Experts made a (5)________ fr hw t save cultural relics after a lt f effrts and the wrk began.
•Cultural relics were (6) __________and mved t a safe place.
•Cuntless cultural relics were rescued.
•The prject was a (7)_______.
Part 3 ( )
The summary f the text
The glbal cmmunity can smetimes (8)_______ a slutin t a difficult prblem fr a single (9)______.
Step 5: Critical thinking:
1. Hw t deal with the cnstructin and the prtectin f cultural relics?
_____________________________________________________________________________
2. As students, what shuld we d t prtect ur cultural relics?
_____________________________________________________________________________
Step 6: summary
The utline f the passage
Step 7 Hmewrk:
Review what we have learned and find ut the key language pints in the text.
Unit 1 CULTURAL HERITAGE
Reading fr Writing
【学习目标】
1. T acquire sme features abut a news reprt by reading the text.
2. T write a summary abut a news reprt prperly using sme newly acquired writing skills in this perid.
3. T absrb sme language pints cncerning the tpic.
【学习重难点】
1. T have a gd understanding f hw t a summary abut a news reprt
2. T write a news reprt prperly and cncisely.
【学习过程】
一、自主探究
Step 1 Lead in
D yu think it is necessary fr us t circulate ur cultural heritage t the wrld? Why r why nt?
D we need t learn mre abut ther cuntries’ cultural heritage? Why r why nt?
Step 2: Read t discver details cncerning the main bdy f the news reprt
Read the news reprt and then slve the questins belw.
1.What are the researchers and scientists trying t d?
2.What mdern technlgy are they using?
3.Why are s many peple interested in the Mga Caves?
4.What d yu think f the researcher's pinin in the last paragraph?
Step 3: Study the rganizatin and language features
1. Read the news reprt again and find these parts.
A. Lead sentence
B. Direct qute
C. Paraphrase
D. Backgrund infrmatin
E. Reprting verbs
F. Wrds t shw cmparisn and/r cntrast
2. Underline the relative clauses that the writer uses t identify the fllwing.
A .things
B. peple
C. time
Step 4: Pst reading fr further summary and understanding
1.Why des the write use the qute in the reprt?
2.Explain yur understanding f the sentences: “Appreciating ne’s wn cultural heritage is very imprtant fr understanding urselves. Appreciating the cultural heritage f ther cuntries is very imprtant fr internatinal cmmunicatin and understanding.”
二、实践研究
Step 5 Use what yu have learnt t write a news reprt
1. Write a news reprt abut Li Hua wh wrks t prtect ur cultural heritage using the fllwing ntes and yu can add details t make the news reprt mre cncise and detailed.
▪Name: Li Hua
Place: Xi’an
Prfessin: a senir high schl teacher
▪wants t preserve cultural heritage:
▪prtect ld huses
▪takes phts f ld buildings
▪helps repair buildings
▪lks fr cultural relics
▪ interviews ld peple
▪ shws cultural relics t the public
▪ writes abut the buildings …
2. Writing Strategies
①The Headline
(Lead sentence) Write a title t get readers’ attentin.
Tell the readers wh, what, where, and why.
②Bdy
(Tell the reader the facts, details, examples, etc.)
③Explain what the persn r grup des.
Use relative clauses.
Use qutes and paraphrases.
④Ending
End with a shrt summary t help the readers remember the main idea.
3. Yur versin:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Listening tip: Use cntext t guess wrds. T guess the meaning f new wrds, lk at the ther wrds and use what yu knw abut the tpic.
Intrduce the tpic:
List the evidence:
In the 1950s
In 1959,
In 1960,
In 1961,
Over the next twenty years,
In 1980,
Cnclusin