【教案】Welcome+Unit+Discovering+useful+structures(人教版2019高一英语必修第一册）.docx

Discovering Useful Structures 教学设计基本信息科目英语年级册次高一必修一Welcome Unit姓名学校教材分析本课内容的主题语境属于：人与自我-学校生活。本课类型为初高中衔接阶段的语法基础知识：复习初中的基本句子结构和本单元词汇。【What】该节课作为高中新生活语境下的语法衔接课和词汇复习课，让学生复习初中学过的辨别句子成分，理解并分析简单句的八种基本句型结构，同时在剩余时间复习本单元词汇，通过归类、填空和造句、篇章写作活动，达到复习记忆的目的。【Why】 语法和词汇的学习一般较为枯燥，本节课借助单元语境和学生习作学习和复习，增强学生的亲切感与连接度，既提升学生的语法分析能力，又帮助学生提升造句写作的能力，同时也巩固了单元词汇。词汇和语法的复现和复习，让学生增强记忆，减少遗忘，降低学生学习英语的焦虑。【How】 为了帮助学生了解和掌握8种基本句型的结构和用法，教材中给出了不同形式的例句和语篇，帮助学生感知和体验不同句型所表达的含义。教材中首先列举了8种基本句子成分的名称，并提供了一组例句供学生观察、分析，其中大部分例句来自学生刚刚学习过的阅读文本。然后教材提供了第二组例句作为划分句子结构的练习，帮助学生进一步理解句子成分与句型的构成。最后将各种句型融入新的语篇，帮助学生在语境中进一步掌握句子结构，同时开拓视野，了解外国学生的特色校园生活。学情分析高一新生经过了三年初中英语的学习与积累，基本句子结构和基本句型有所了解，但是经过中考后两个多月的休息，知识有所遗忘，没有对高中知识和篇章提前进行预习，储备不够。教学目标Teaching aims:1.Have a good understanding of the basic sentence structures and basic components of a sentence.2.Identify the basic sentence structuresSV; SVO; SP; SV IO DO; SVOC; SVA; SVOA; There be.3.Master and use the basic sentence structures flexibly.教学重难点Teaching key points:1. Help students to classify the basic sentence structures and basic components of a sentence.2. Enable students to master and use the basic sentence structures flexibly.Teaching difficult points:1. Make use of the basic sentence structures to express themselves.教学资源多媒体，黑板教学活动设计教学过程活动形式及步骤活动意图时间Lead-in1. 学生观察第6页练习1中的例句，理解句子成分。教师可以利用与中文译文的对照帮助学生理解，并给出更多例句。2. 学生从第4页课文和第5页Word Study练习中找出更多例句并进行分类。期待学生找出例句如下：SV: She could understand!SP: Im not outgoing.SVOC: The teacher lets the students do cool experiments.SVA: She is studying at an American high school for one year.SVOA: We had our chemistry class in the science lab.通过学生熟悉的句子引入语法术语和基本句型，激活学生的已知。学生初步感知句子成分与句型结构。5minsWhile-class教师活动：讲解本课语法一、句子的基本成分根据英语词汇在英语句子中的位置和作用，英语句子的成分可分为主语、谓语、宾语、宾语补足语、表语、定语、状语、同位语等。1 主语(Subject)：表示句子所要说明或描述的人或事物，一般由名词、代词、动名词、动词不定式或从句充当，置于句首。The car runs fast.She is kind.Eight is a lucky number in China. Swimming is my favorite.To see is to believe.What we need is time.It is necessary to master a foreign language.2 谓语(Verb)：说明或描述主语的动作、状态或特征，由动词或动词短语充当，位于主语之后。1、简单谓语：由一个动词或动词短语构成。He practices running every morning.2、复合谓语：a.由情态动词+动词原形或其他助动词加动词某种形式构成。 He can speak English. b.助动词：帮助构成时态和语态，不同时态有不同的助动词,后加动词的某种形式构成谓语。They are talking about something.I have seen the film before.3表语(Predicative)：表示主语的身份、性质、状态和特征，一般由名词、形容词、副词、介词短语、动名词、动词不定式或从句等充当。常见的系动词：1.be 动词：am, is, are2.状态类系动词：stay, keep, remain, get 等3.感官系动词：feel, smell, taste, sound等4. 变化类系动词：get, become, grow, go, turn等5. “看起来，似乎”系动词：seem, look, appearI am happy. The day turns long. He gets angry.He seems ill.It remains a mystery.4宾语(Object)：指动作所涉及的人或事物，一般由名词、代词、动名词、动词不定式或从句充当，位于动词之后。1.They saw an exhibition yesterday.2. How many dictionaries do you have? I have five.3. She wants to join the club.4. I enjoyed listening to popular music.5. I think he is fit for his office.6. People find it important to get a good education.7. He told us a story.在动词后方所跟的双宾语中，表示物的叫做直接宾语direct object（简称“直宾”），表示人的叫做间接宾语(indirect object)。He read us the text. He read the text to us.My sister wrote me a letter. My sister wrote a letter to me.Henry teaches us English. Henry teaches English to us.My mother bought me a watch. My mother bought a watch for me.Her mother made her a cake. Her mother made a cake for her.5宾语补足语(Object complement)：用来对宾语进行补充和说明，一般由名词、不定式、分词、形容词等充当。His father named him Terry.They painted their boat white.Let the fresh air in.We saw him entering the room.We found everything in good order.She thinks her a good teacher.I will have my hair cut tomorrow morning.6定语(Attributive)：对名词或代词进行修饰、限制或说明，一般由形容词、名词、代词、数词、介词短语、非谓语动词及从句等充当，位置可在所修饰的词之前，也可在所修饰的词之后。He is a clever boy.His father works in a steel work.There are 54students in our class.Do you known bettys sister?He bought some sleeping pills.There is a sleeping baby in bed.His spoken language is good.7状语(Adverbial)：用于修饰形容词,副词,动词,介词短语或句子.可表示时间,地点,原因,结果,目的,方式,伴随,条件,程度,让步,频率等。1. How about meeting again at six? 2. Last night she didnt go to the dance party because of the rain.3. I shall go there if it doesnt rain. 4. Mr. Smith lives on the third floor. 5. She put the eggs into the basket with great care. 6. She sat there, reading a book. 7. In order to catch up with the others, I must work harder. 8. He was so tired that he fell asleep immediately.9. she works very hard though she is old. 10. I am taller than he is.二、八种基本句型1SV(主语谓语)此句型中 “主语+不及物动词/词组”构成句子的主体部分，不及物动词后不能直接带宾语。注意：有时为了表示发生的频率、原因、结果、目的、地点或时间等，可以有状语来修饰。例1 Class begins.例2 The rain has stopped.2SVO(主语谓语宾语)谓语动词均为及物动词，常见的动词有like，love，want，stop，hope，help，refuse，finish，eat，have，appreciate，water，make等。例1 You must listen to your teacher.例2 My father arrived in London yesterday.3SP(主语系动词表语)谓语动词均为系动词，常见的系动词有：be，keep，look，feel，smell，sound，taste，grow，get，go，turn，become，seem，appear等。Tom looks thin.汤姆看起来瘦。The food smells delicious.这食物闻起来很香。4SVIODO(主语谓语间接宾语直接宾语)通常情况下，间接宾语(通常指人)位于直接宾语(通常指物)的前面，但有时根据需要，间接宾语位于直接宾语之后，这时要在间接宾语前加to或for。常用于该句型的动词有give，show，send，bring，read，pass，lend，leave，hand，tell，return，write，throw，make，buy，do，get，order，sing，pay等。I gave her a present.I gave a present to her.我给了她一件礼物。I bought him a pen.I bought a pen for him.我给他买了一支钢笔。5SVOOC(主语谓语宾语宾语补足语)宾语补足语部分可以为形容词、名词、不定式、分词等形式。常用于该句型的动词(短语)有call，name，make，think，find，leave，see，watch，look at，listen to，hear，feel，let，have，get，keep，allow，need，want，ask等。其中宾语与宾语补足语统称为复合宾语。 They appointed him manager. They painted the door green. This set them thinking. They found the house deserted. What makes him think so? We saw him out. He asked me to come back soon.6SVA(主语谓语状语)The children stayed in the room.孩子们待在房间里。He runs slowly in the park every day.每天他在公园里慢跑。7SVOA(主语谓语宾语状语)I have my first class at senior high school .8There be.(there系动词.)There be后面的名词是句子的主语，属倒装结构，且动词除be外，还有：lie，stand，used to be，seem to be，appear to be等。 There are three people in my uncles family. There is a pen and two books on the desk. There isnt a boy in the room. There arent any books on the desk. Theres a lot to explore at senior high. Theres a boy sitting under the tree. 学生进一步感知8种句型中的句子成分。学生在语篇中体会不同句型的用法。15mins20mins教学评价与反思本节课主要复习了英语五大基本句型结构之一的主系表结构，学生对对句子成分及句型结构概念模糊，无法正确划分句子成分及句型结构。本节课的重点和难点是划分句子成分及判断并能正确写出一些简单句。对于重难点的突破，我主要采用讲练结合的方式，边讲边练，学生比较接受这种方式。但大部分学生仍然对于句子成分辨认不清，因此听课显得比较吃力，不敢大胆参与课堂活动，今后教学中还需要研究一些富有针对性的教学策略去帮助一些学困生，调动他们学习英语的兴趣。板书设计Welcome Unit 语法词汇复习课Homework:1、整理课堂笔记并复习句子基本结构2、预习Reading for writing 的内容3、预习新单词及短语。学科网（北京）股份有限公司学科网（北京）股份有限公司