新人教必修一Unit 5 语法课堂教学设计分析

新人教版必修一 Unit 5 Languages around the World

Discovering Useful Structures

教学设计分析

一．教学设计理念

《普通高中英语新课程标准（2017年版）》以培养和发展学生的学科核心素养为总目标。英语学科的核心素养包括语言能力、思维品质、文化意识和学习能力。学科核心素养的发展过程既是语言知识与技能整合发展的实践活动，也是文化感知与理解不断加深、优秀文化品格不断形成的过程，同时还是思维品格和语言学习能力逐步提升的过程。

本节课在设计时参考了新课标对表达性技能在必修阶段的以下要求：

必修阶段表达性技能要求：

1. 根据交际需要发起谈话并维持交谈；

2. 清楚地描述事件的过程；

3. 使用文字和非文字手段描述个人经历和事物特征；

4. 在口头书面表达中借助连续性词语，指示代词，词汇衔接等语言手段建立逻辑关系；

5. 在书面表达中借助标题，图标，图像，表格，版式等传递信息，表达意义；

6. 根据表达目的选择恰当的语篇类型；

7. 根据表达的需要选择词汇和语法结构；

8. 根据表达的需要选择正式与或非正式语；

9. 借助语调和重音突出需要强调的意义。

二．教学内容分析

该版块的活动主题是“描述你喜欢的事物”（Describe your favourite things），要求学生用限制性定语从句对自己喜欢的事物进行具体的描述，以力求语言更丰富，准确，在提高英语语言组织能力的同时发展逻辑思维能力。

本单元的语法结构是关系副词Where,why和“介词+which”引导的限制性定语从句。“介词+which”引导定语从句是比较正式的用法，关系副词when ，where why，引导定语从句时，可以用“介词+which”替换，但一般限于比较正式的文体中，本单元主要涉及“in/on/at/during+which”引导的定语从句。

三．课堂活动设计：

活动1要求学生找出所给例句中的限制性定语从句，思考每个从句在句子中所传递的信息。该活动旨在加强学生对关系副词引导的限制性定语从句的辨识能力。

活动2帮助学生梳理，归纳关系副词when, where, why与先行词的关系，理解“in/on/at/during+which”引导的定语从句的意义。

活动3是本单元语法知识在语篇中的具体运用。语篇内容与语言学习相关，其中“studying a language was not just for my futyre. It was exercise for the brain; the more I llearnt of a Language, the more my brain would grow,”以及“...see the world from a

different point of view”等表述可以从另外一个角度加强学生对本单元“语言学习”这一主题意义的认知，让学生体会外语学习的更多益处，激发他们学习语言的热情。

活动4培养学生灵活运用定语从句的能力。教师也可以通过这组谈论学生喜好的问题以便更好地了解学生。其中学生对于“喜好什么样的老师”这一问题的回答，也给教师提供了一个反思与学生关系以及教学方法的机会。

教学重点：帮助学生提高主动运用定语从句描述事物的能力，让学生能够正确表述自己对事物的喜好及原因。

四．学情分析

本单元的授课对象是高一学生，学生学习英语的情况如下：

1. 学生已完成了初中升高中的过渡学习阶段，对待高中语法学习已有了一定的感性认识，学习专注认真，对于新学校，新同学有自己的独立见解，对新的语法学习有了自己的方法，也有自己的困惑，同时有了一些解决新问题的经验。

2. 大部分同学通过前四个单元，大约两个月的高一阶段英语学习，对高中的英语语法学习已有了一定的基础和经验。但是对于每单元新接触的语言知识还是有些畏惧心理；特别是新学的语法结构，期待在新的语法学习中有进步，期待能改进自己的语法学习方法，希望了解和掌握高中语法学习的规律。

3. 虽然学生有一定的高中英语语法能力基础，但仍然有需要提高的地方，如有些学生语法规则辨别思路不清晰；有些学生做语法练习逻

辑不清晰，在阅读理解时不能准确看懂句子的语法结构；口头和书面表达还不能有效使用恰当的句子结构。因此，如何提高学生对句子结构的辨认能力和使用合适的句子结构表达自我想法是本节课的教学和评价的重点。

五．教学目标

At the end of the lesson, the students will be able to：1. 使用关系副词Where,why和“介词+which”引导的限制性定语从句，描述自己喜好的事物。

2. 了解“介词+which”引导定语从句的句子结构。

3. 掌握关系副词when where why引导的定语从句结构。

4. 明白如何在关系副词when where why引导定语从句和用“介词+which”引导的定语从句之间转换。

六．教学重点和难点

Main Learning Focus and Potential Difficulties:

本节课教学重点：帮助学生提高主动运用定语从句描述事物的能力，让学生能够正确表述自己对事物的喜好及原因。

本节课教学难点：帮助学生理解用什么介词+which的结构替换when;where;why结构。

七．教学过程建议

1.学生阅读活动1中句子，画出定语从句，熟悉该种从句的结构形式，然后讨论从句在整个句子中所起的作用（对前面所修饰的事物进行限制，补充和说明）。教师也可以在此解释一下所修饰的先行词和关系

副词在句子中的语法功能。之后学生浏览本单元的主篇阅读，找出类似的限制性定语从句。例如：

1) There are many reasons why this has been possible,…

2)...animal bones and shells on which symbols were carved by ancient Chinese people.

3)...into one unified country where the Chinese writing system began to develop in one direction.

4) Written Chinese has also become an important means by which China’s present is connected with its past.

2.学生完成练习册Using Structures 中的活动1，尝试区分定语从句与宾语从句。教师可以简单总结两种从句的差异，以免学生混淆。教师可以用以下句子进行示范。

1）Do you know when the Tangshan earthquake happened? (Yes. On 28 July 1976)

2) Please remember the day when the earthquake happened.

3) 28 July 1976 is the day when the Tangshan earthquake happened.

八．教学过程建议：

教师在与学生自然交流的语境中呈现了两种从句，这有利于学生集中比较其功能和用法。

1. 学生完成活动2，按照先短语，后句子的顺序造句。如有需要，教师可以补充一些情境，帮助学生打开思路。练习册Using

Structures中的活动4与此有异曲同工之处，教师可以让学生把二者结合起来完成。

2．学生完成活动3，在语篇中填写关系代词或关系副词，综合复习Unit 4 和Unit 5的语法结构。完成后，通读一遍语篇，关注结构与意义的融合。如果时间允许，完成练习册Using Structures 中的活动3.如果时间不够，练习册中的活动也可以在课后完成。

3.学生结对，按照活动4中的提示，互相问答，练习运用定语从句，然后进行对话展示。教师作适当评价。

九．教学评价建议：

教师评价时，要看学生所使用的定语从句在结构上的准确性和意义上的丰富性，尤其要看后者。教师可以带领学生对一些语句进行比较，让学生感知定语从句的使用能使语言更丰富，描述更具体和准确。

十．本节课教学反思

本节课是高中英语新教材必修一第五单元的语法课，依据了2017版高中新课标的设计理念，突出了通过理解和表达提升语法结构能力的培养，强调了语法知识和句型模仿对提高语法能力的重要性，建立了掌握规则与表达应用一体的课堂教学思路，充分体现了新教材的编写理念和英语语言教学改革的方向。

教学中学生基本适应掌握规则与表达应用一体的教学方法，表现出了很强的学习语法规则和句型表达的兴趣和愿望，能积极参与理解句子，学习语法规则和应用定语从句表达回答问题，并经定语从句结

构用于自己的思维表达中，通过学生的表现，我们对新教材的语法学习教学编写思路有了信心，今后的教学中只要坚持掌握规则与表达应用一体的教学方法，就一定还会有成绩。

但同时也暴露出了学生们对定语从句的交际作用认识不够，导致不能学用结合。今后一段时间需关注语法学习结合语篇理解知识的学习，将语法学习应用于任务表达中。

人教版高中英语必修一unit5语法：定语从句强化训练题附答案

人教版必修一unit5语法：定语从句强化训练题 一.课文原句感知 1．The time_______I first met Nelson Mandela was a very difficult period of my life. 2．It was in 1952 and Mandela was the black lawyer____________I went for advice. 3．He was generous with his time，_______I was grateful. 4．The school_________I studied for only two years was three kilometres away. 5．However，this was a time_______one had got to have a passbook to live in Johannesburg. 6．The day__________Nelson Mandela helped me was one of my happiest. 7．...，until today we have reached a stage________we have almost no rights at all. 8．The parts of town_________they had to live were decided by white people. 9．The places outside the towns__________ they were sent to live were the poorest parts of South Africa. 10．...we were put into a position___________we had either to accept we were less important，or fight the government. 二.单句语法填空 1．This is his work________which he devoted all the energy. 2．He had a son________whom he took pride. 3．She has three children，all of________are at school. 4．He bought a book yesterday，the author_______which is a teacher. 5．He is always ready to help others，_______which everyone around him is grateful. 6．This is the theatre________we’ll vis it a well-known pianist. 7．I still remember the night__________she left the house. 8．The room_________we took pictures is dusty.

人教版高中英语必修一Unit 5《Nelson Mandela》教学设计

Teaching Aims 1. To distinguish famous people and great people and stimulate students’ interest in reading. 2. To know about Elias’ story. 3. To improve students’ reading abilities (scanning, close reading, summarizing). 4. To promote students’ own qualities according to Mandela’s qualities. Teaching Procedures Pre-reading 1. Enjoy a video. 2. Do you often help others? 3. Can you distinguish famous people and great people? 【设计意图】根据高中英语课程标准（2003）对本单元的话题要求。通过图片展示，使学生区分什么是名人和伟人，引出伟人曼德拉怎样帮助别人的问题，激发学生阅读兴趣，导入新课。 Activity 1 Fast reading What’s the main idea of the passage? The story is about ____. A. the poor life of black people in South Africa. B. the life of Mandela. C. how Mandela helped Elias and other black people. D. how Elias met Mandela. 【设计意图】根据课程标准阅读6级要求4．能根据阅读目的使用不同的阅读策略；以及本课阅读训练目标3. To improve the reading abilities (scanning, close reading, summarizing).特设计本题，训练学生scanning快速总结文章大意。 Activity 2 Careful reading ---- Details for Elias’ story (para.1-3) 【设计意图】根据课程标准及考纲对阅读的要求：训练学生的细读技巧，并完成本课阅读训练目标close reading 找到具体信息并理解大意，加深对文章的理解。 The elements of a narration:

人教课标版高中英语必修五-Unit1-Reading-教案-新版

人教课标版高中英语必修五-U n i t1- R e a d i n g-教案-新版 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

Unit1 Reading 1.教材内容分析 《普通高中课程标准英语教科书·英语（5）》（必修）Unit1 Great Scientists 中的Reading：John Snow Defeats “King Cholera”。 本单元的中心话题是“Great Scientists”，介绍了科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理，使学生在科学家的故事中学到知识、尝到乐趣、获得智慧、受到鼓舞，从而早日成才。教师的任务就是帮助学生培养科学精神，使之成为具有科学精神和人文精神=的创新型人才。 Reading部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解发现的全过程具有其科学的严密性同时了解公共卫生保健常识，做到正确地求医问药。 2．学生学习情况分析 传统的阅读教学模式是“自下而上”，是从生词短语→单句理解→段落理解→全文理解的模式。这种模式比较强调阅读中的语言形式。所以，学生的语言知识较好，阅读技能较差。针对教材和学生特点以及教学要求，本课将侧重在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上使他们形成综合运用语言的能力。同时还要注意优化学生的学习方式，使他们通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。 3．设计思想 本单元通过介绍John Snow、钱学森、哥白尼，让学生对科学家的生活有所了解和感悟。此外在学习语言知识、训练语言技能、提高语言交际能力的同时，加强了对学生的品格素养的培养，也陶冶了学生的情操。该课时是一堂阅读课，目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高综合运用语言的能力。这符合《普通高中英语课程标准》的性质和理念。在功能、结构、话题的基础上，采用“任务型”教学模式，设计了许多易于操作的任务型活动。阅读模式多种多样，主要处理好教学的三个阶段，即读前活动（Pre-reading），读中活动（While-reading）和读后活动（Post-

高中英语必修一unit5单词讲解

1.generously This is the school to which your farther subscribed generously in the past. 这就是你父亲生前为之慷慨捐助的学校。 ①慷慨的，大方的 +doing sth/with sth be generous to sb with sth The boss is generous to the poor students with their education. ② 宽宏大量的，宽厚的+to sb I belive he was generously enough after your contradicting him. 2.quality n.质量；品质；性质 (1).His action speaks well for his good quality. 他的举止表明他具有良好的品质。 (2).In no case can we cheapen the quality of products. 在任何情况下我们都不能降低产品质量。 high quality高品质 product quality产品质量 quality control质量控制，质量管理 quality management质量管理 quality first质量第一 quality of life生活质量；基本生活条件 quality education素质教育；优质教育 3.active adj. 积极地；活跃的 (1).Mr. Jack was once active in the church, but he has backslidden. 杰克先生一度在教会里很活跃，但他已变得不虔诚了。 (2).Peace and stability in the world need the active involvement of China.

2020必修一unit5 Into the wild 重点短语 词汇变形 语法总结

Unit5重点知识短语变形 一.词形转换 1.move n_____________ 2.professor n___________(专业) 3.solute n_____________ 4.imagine n____________ Adj____________ 5.press n______________ 6.migrate n_____________ 7.observe n_____________ 8.determine adj____________ n_____________ 9.mystery adj_____________ 10.amaze n_______________ 11.aware n______________ 反义词____________ 12.appreciate n_____________ 13.survive n________________ 14.vary n__________________ Adj_________________ 15.fortunately(反义词)_______________ 16. Concentrate n___________ 17.recover n________________ 18.remind n______________ 二重点短语 1.manage to do____________ 2.the solution to_______________ 3.brave the elements___________ 4.be famous for_____________ Be known for 5.at a speed of_____________ 6.concentrate on______________ 7.after all_______________ 8.on average______________ 9.be likely to do_______________ 10.a better understanding of______________ 11.once again____________ 12.lead to______________ 13. feed on____________ 14.masses of______________ 15.date back to___________ 16.a variety of=various of__________ 17.stare at____________ 18.start with________________ 19.end up with_______________ 2o.From time to time____________ 21.recover from_________________ 22.take photos_______________ 23.take measures to do_____________ 三重点语法定语从句（下） 一That和which的区别 只用that的情形：当先行词有不定代词（something all many…）或有the only, the very, the one或有序数词和形容词最高级或即有人又有物时或避免重复 只用which的情形：非限制性定语从句指物或指代前面一整个句子时；动词短语中介词提前时 二介词+which=关系副词 1.Do you have anything ______ you want to say? 2.You should hand in all________ you have. 3.This is the school in_______ I once studied. 4.He failed the exam, _______made him upset. 5.This is the house, the window of ______is broken. 6.He wrote a letter ________he explained the reason for the accident. 7.Do you know the reason _______he come here late. 8.I,_____am your teacher, will try my best to help you. 9. Is this the farm ________ you visited last week？ 10. The speaker will tell us about some writers and their works _____are known to us. 11. My father bought me several books, but _____ was interesting. A. most of them B. none of them C. none of which D. neither of which 12. 39. When people talk about the cities of US, the first _____ comes into mind is New York. A. city B. of them C. one D. that 13.sales director is a position ________ability is as important as sales skills.

【2017】(必修一)unit3第7课时教学设计

Step 1 Greetings Step 2 Speaking T：Today，I’ll first show around some famous dams in the world. Show the picture of Aswan Dam，the Hoover Dam and some famous Dams. Aswan Dam the Hoover Dam in Colorado，USA T：What do you think of these Dams？ S1：They are wonders on the earth.It is said that the Aswan Dam is one of the three man-made projects that can be seen fr om space. S2：They not only look wonderful but also help the people in the world a lot. S3：... S4：...

T：But I hear that a very effective international movement arose to fight for change in current dam building practices.Now I wonder why they did so.Are there any bad things caused by dams？I would like you to hold a discussion and talk about the good things and bad things dams bring about. good things 1.control floods 2.make electricity 3.raise the capacity of shipping （The raised water level makes it possible for heavy-loaded ships to pass.） 4.bring new scenery bad things 1.force the people from their land and homes 2.forever change some of the most historically celebrated scenery in the area（the Three Gorges Dam） 3.（the Aswan Dam）Some old temples are in danger because of the raised water level. People had to remove the temple stone by stone.It took 1700 workers and 22 other people four years to complete the project and cost one billion US dollars. 4.（refugees）be economically，culturally，and psychologically devastated. Some people of Sichuan Province had to move to other places of China，for example，Chongming Island.It will be a great challenge for these people to merge in a new society. 5.（people in the Mekong Delta）suffer from diseases dams and large irrigation projects in the tropics bring. 6.（In Nile Delta）plain and the delta are losing fertility as the mineral sediments usually carried and deposited by the Nile are building up behind the many dams. 7.The construction of dams in Southeast Asia has brought some of the countries into heavy debts.

人版高中英语必修一_Unit_5教(学)案

Unit 5 Nelson Mandela——a modern hero

教材分析：本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使 学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。 提示： 1、本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此， 教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。 2、Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫和 积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。 3、如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？ 学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？4、教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何 才能成为伟人。培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。 Teaching aims: 1. To arouse Ss’ interest in learning about heroes in history 2. To develop Ss’ listening and speaking ability. Teaching procedures: Step1 warming up

●Describe yourselves First what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.) ●Discussion (Encourage students to give five or six qualities that they think great persons have, and give their reasons.)提示：What kind of great persons? Politicians, scientists, or? Different kinds of great persons, different qualities. Question 1: Who do you think are the greatest men in your mind? Can you name some? Question 2: In what way do you consider a man is a great? What is your standard? ●Look at page 33 and then ask the Ss if these famous people are great people. ●Conclusion: A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman. A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person. Step2 language points: 1． devote vt oneself to 献身于、致力于。。。 devote one’s life/one’s time to….把生命、时间献给。。。 …to …把。。。用于。。。 E.g. He devoted his life to promoting world peace. He devoted his life to the promotion of world peace. devoted adj 忠实的, 深爱的 be devoted to 对…忠实, 对…深爱 a devoted friend She is devoted to her husband. 即学即练 The manager devotes all his spare time ______ the violin. B A. to practise B. to practising C. in practising D. for practising 2. fight for 为……而战 fight against 与……作斗争；与…作战

高二英语必修五unit5笔记整理

必修五英语笔记整理unit5 aid n. 帮助;助手;外援;辅助设备 vt. 帮助;救助;资助;促进 vi. 帮助 rescue vt. 营救，救援，使免遭损失;[法律] 非法劫回 n. 营救，救援;营救[救援]行动 assist n. 帮助;援助;机器助手;辅助装置 vt. 帮助;援助;帮助某人做某事;搀扶（某人）上下车 vi. 援助;出席;参加 help vt.& vi. 帮助;有助于，有利于 vt. 治疗;避免;招待（客人）;给…盛（饭、菜） n. 帮助;助手;补救办法;有用 vi. （在餐桌旁）招待，侍应，作仆人（或店员、服务员等） int. [呼救语]救命！ give/do first aid to sb 对某人进行急救 aid sb to do 帮助某人做某事 aid sb in/with n./doing 帮助某人做某事 with the help of=with the aid of 借助于 with sb’s help = with sb’s aid 在某人的帮助下 help sb (to) do sth 帮助某人做某事 help sb with sth 帮助某人做某事 assist sb in doing 帮助某人做某事 assist sb in/with n. 帮助某人做某事 give/offer one’s aid 提供某人的帮助 come to one’s aid 伸出援助之手 in aid of 用以援助…，作为援助…之用 teaching aids 教学辅助;教学用具;教学辅助手段;教具;学具 medical aid 医疗救助 a hearing aid 助听器 cut off aid 中止援助 fall ill 生病;闹病;受病（强调短暂） be ill 抱病；害病；闹病；患病（强调长时间） fall in love with 爱上; 倾心（强调短暂） be in love with 与…恋爱，迷恋; 爱恋（强调长时间） injury n. 伤害，损害;受伤处;伤害的行为 be/get injured 受伤 essential adj. 必要的;本质的;基本的;精华的 n. 必需品;基本要素;必不可少的东西 It is essential that our pilots are given the best possible training.

高一必修一unit 5教案(完整资料)

此文档下载后即可编辑 Unit5 Nelson Mandela--- a modern hero Ⅰ.Teaching aims ⅰ. Language aims 1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) 2.Get Ss to learn to ask for opinions and give opinions. 3.Get Ss to learn attributive clauses based on the former study of unit 4. ⅱ. Skill aims 1.Get Ss to improve their skills of skimming and scanning. 2.Get Ss to use the attributive clauses correctly. 3.Get Ss to express their ideas clearly. ⅲ. Affective aims 1.Get Ss to learn to recognize the correct value 2.Get Ss to set up the awareness of great people and learn some good qualities of the great people. Ⅱ.The key points and the difficult points ⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) ⅱ. The usage of attributive clause ⅲ.The cultivation of Ss’ fast reading skills Ⅲ. Teaching methods ⅰ. Task- based teaching method Ⅳ. Teaching procedure Period 1 words and expressions Step1 . Explain the new words and expressions 1.quality (n)品质，质量 in quality 在质量上 in quantity 在数量上 2.active(adj)积极的，活跃的(反义词passive) actively（adv）, activity(n) 3.self(n) 自我，自身

必修五Unit1-教案

Unit 1 Great Scientists Knowledge Aims: 1. To learn some words and expressions related to the description of the great scientists, and the personal traits of making a great scientist. 2. To make sure the students have a full understanding of the text by reading and translating. Read many times for memorizing some key sentences. 3. To guide the students to have a discussion about the characters in the text. Ability Aims: 1. To cultivate the students’ reading ability and deepen their understanding how to describe a great person and his/her personal achievement and contribution to the humankind. 2. To cultivate the students’ oral English skills and related knowledge about description of a great person’s deeds. Teaching important points: 1. To make the students have a full understanding of the text. 2. To let Ss have good command of grammar points by analyzing the key sentences. Teaching difficult points: 1. To improve the students’ reading ability and their grammatical analysis ability. 2. To enable the students to voice their opinions freely. Teaching materials: 1. Multi-media Teaching Assistant. 2. Some related pictures. Teaching aids: 1. Multi-media facilities. Teaching methods: 1. Asking-and-answering method. 2. Discussing method. 3. Elicitation method. Teaching procedures Teaching aims and demands:

人教版高中英语必修一语法知识点总结

人教版必修一各单元知识点总结 Unit One Friendship 一、重点短语 1.go through 经历，经受get through 通过；完成；接通电话 2. set down 记下，放下 3. a series of 一系列 4. on purpose 有目的的 5. in order to 为了 6. at dusk 傍晚，黄昏时刻 7. face to face 面对面 8. fall in love 爱上9. join in 参加（某个活动）；take part in 参加（活动） join 加入（组织，团队，并成为其中一员） 10. calm down 冷静下来11. suffer from 遭受12. be/get tired of…对…感到厌倦 13. be concerned about 关心14. get on/along well with 与…相处融洽15. be good at/do well in 擅长于…16. find it + adj. to do sth. 发现做某事是…17. no longer / not …any longer 不再…18. too much 太多（后接不可数n.）much too 太…(后接adj.)19. not…until 直到…才20. it’s no pleasure doing sth 做…并不开心 21. make sb. sth. 使某人成为…make sb. do sth. 使某人做某事 二、语法----直接引语和间接引语 概念：直接引语：直接引述别人的原话。一般前后要加引号。 间接引语：用自己的话转述别人的话。间接引语在多数情况下可构成宾语从句且不要加引号。 例：Mr. Black said, “ I’m busy.” Mr. Black said that he was busy. 变化规则 （一）陈述句的变化规则 直接引语如果是陈述句，变为间接引语时，用连词that（可省略）引导，从句中的人称、时态、指示代词、时间状语、地点状语都要发生相应的变化。 人称的变化——人称的变化主要是要理解句子的意思 例：1. He said, “ I like it very much.”→He said that he liked it very much. 2. He said to me, “I’v left my book in your room.” →He told me that he had left his book in my room. 时态的变化

人教版高中英语必修五 Unit5 First aid-语法篇(学生版)

Unit5 First aid-语法篇 __________________________________________________________________________________ __________________________________________________________________________________ 1.学会if引导的省略句的用法； 2.能够使用if引导的省略句的知识点作对相关题目，灵活使用。 省略句 状语从句中的省略用法 一、如果从句的主语和主句的主语一致，且从句的谓语含有be动词的某种形式（am/is/are/was/were）可同时省略从句的主语和be动词的某种形式。 1. when，while引导的时间状语从句

e.g. 当你过马路的时候一定要小心。 Do be careful when (you are) crossing the street. 在我去工作的路上，我遇见了她。 When/While (I was) on my way to work，I met her. 2. if ，unless，once引导的条件状语从句 e.g. If (it is) properly treated，waste will do no harm to the environment. 我不会去晚会的，除非我被邀请。 I’ll not go to the party unless (I am) invited. 一旦你在超市里被抓到偷东西，你会受到惩罚的。 Once (you are) caught stealing in a supermarket，you will be punished. 3. though，although，whether，no matter whether/what/how/who等引导的让步状语从句 e.g. 他很开心，尽管他很贫穷。 He was happy，though/although (he was) poor. 他虽然年轻但懂得很多。 Though (he is) young，he knows a lot. No matter how/However hard the task (is)，we must fulfill it in time. （注：从句的主语和主句的主语不一致时，只省略从句中的be动词形式） 4. as if，as though引导的方式状语从句 e.g. She lay there，as if (she was) dead. （省略的主语和主句的主语一致） He opened his lips as if (he were going) to say something. 他张开嘴唇，好像要说什么话似的。 He stood up as if/though (he wanted) to leave.（as if/though + to do表示一个将来的动作） 二、than，as引导的比较状语从句中的省略用法：当不同的主语进行比较时，一般省略从句中的谓语；当从句中的主语与谓语（be动词除外）和主句中的主语与谓语相同时，通常省略从句中的主语和谓语，只保留比较部分。 e.g. He is taller than his brother (is). I have as much as confidence in you as (I have confidence) in him. 三、以if从句为代表的状语从句中的特殊省略用法：通常省略了it is，that is，there is/are。 E.g.如果有必要的话，这个老庙会被重新修建。 If (it is) possible/necessary，this old temple will be rebuilt. If (that is) so，I will call you back at 5:00 pm. There are only a few books in our school library，if (there are) any. 四、定语从句中的省略用法 关系词的省略 关系代词that，which，whom等在限制性定语从句中充当宾语且不位于介词之后时，可以省略；in which 或that在先行词way后作方式状语从句时可省略。 e.g. 你昨天拜访的那个人是我的祖父。 The man (that/who/whom) you visited last night is my grandpa.

人教版高中英语必修一语法知识点总结

人教版必修一各单元知识点总结Unit One Friendship 一、重点短语 1.go through 经历，经受 get through 通过；完成；接通电话 2. set down 记下，放下 3. a series of 一系列 4. on purpose 有目的的 5. in order to 为了 6. at dusk 傍晚，黄昏时刻 7. face to face 面对面 8. fall in love 爱上 9. join in 参加（某个活动）； take part in 参加（活动） join 加入（组织，团队，并成为其中一员） 10. calm down 冷静下来 11. suffer from 遭受 12. be/get tired of…对…感到厌倦 13. be concerned about 关心 14. get on/along well with 与…相处融洽 15. be good at/do well in 擅长于… 16. find it + adj. to do sth. 发现做某事是… 17. no longer / not …any longer 不再… 18. too much 太多（后接不可数n.） much too 太…(后接adj.) 19. not…until 直到…才 20. it’s no pleasure doing sth 做…并不开心 21. make sb. sth. 使某人成为… make sb. do sth. 使某人做某事 二、语法----直接引语和间接引语 概念：直接引语：直接引述别人的原话。一般前后要加引号。