Unit 1 Laugh out Loud! Grammar课件(共15张PPT)外研2019版选择性必修 第一册
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| 名称 | Unit 1 Laugh out Loud! Grammar课件(共15张PPT)外研2019版选择性必修 第一册 |  | |
| 格式 | pptx | ||
| 文件大小 | 10.3MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-19 08:29:57 | ||
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文档简介
(共15张PPT)
如何通过结构拆解提升
定从与强调句辨析能力
Unit1 Laugh out loud Using language --Grammar
高中英语外研2019版选择性必修一
教材版本
章节名称
教学难点
常见困境： 连接词引发混淆、解题与写作频繁出错
学生层面：缺乏结构分析意识、依赖语感判断、忽视成分关系
教师层面：聚焦规则记忆、脱离具体语境、缺乏辨析步骤
策略支招
1.情景导入：对比设问，引发认知冲突
2.情境学习：聚焦“四步法”，落地结构拆解
3.情景练习：分层实践，实现“从会辨到善用”
1.It was the book that I borrowed from the library yesterday.
2.The book that I borrowed from the library yesterday is very interesting.
Attributive clause
Emphatic structure
策略支招
（一）情景导入：对比设问，引发认知冲突
The actor who played Mr. Bean made me laugh so hard.
It was the performance that made the audience laugh for ten minutes.
I prefer comedies that reflect real life in a funny way.
It was in 1921 that Chaplin directed his first full-length film.
策略支招
（二）情景学习：聚焦“四步法”，落地结构拆解
Step 1：找主干（Identify the Core Sentence ）
策略支招
聚焦“四步法”：找主干、辨引导、查成分、试还原
目标：快速剥离从句冗余，定位句子“主谓（宾 / 表）”核心结构，判断主干是否完整。
方法：暂时忽略所有 that/who 等引导词及其引导的内容，只看剩余部分是否构成“完整句”。
示范对比：
定语从句：The actor who played Mr. Bean made me laugh so hard.
强调句：It was the performance that made the audience laugh for ten minutes.
Step 2：辨引导（Identify the Introducer ）
策略支招
聚焦“四步法”：找主干、辨引导、查成分、试还原
目标：明确 that/who 的“角色定位”。
方法：观察 that/who 的“前后关联”。
示范对比：
定语从句：The actor who played Mr. Bean made me laugh so hard.
强调句：It was the performance that made the audience laugh for ten minutes.
Step 3：查成分（Check the Function of "That/Who" ）
策略支招
聚焦“四步法”：找主干、辨引导、查成分、试还原
目标：判断 that/who 在其引导的部分中“是否充当句子成分”。
方法：聚焦 that/who 引导的内容本身，通过“代入验证”或“去引导词检验”判断功能。
示范对比：
定语从句：The actor who played Mr. Bean made me laugh so hard.
the actor played Mr. Bean(who做play的主语，通顺）
强调句：It was the performance that made the audience laugh for ten minutes.
去掉that后，made仍缺主语，说明 that无成分功能。
Step 4：试还原（Try the Removal Test ）
策略支招
聚焦“四步法”：找主干、辨引导、查成分、试还原
目标：通过“去框架验证”，最终确认句子类型。
方法：定从无 “It is/was...that” 框架；强调句可直接去掉 “It is/was...that” 框架。
示范对比：
定语从句：The actor who played Mr. Bean made me laugh so hard.
强调句：It was the performance that made the audience laugh for ten minutes.
对比总结：
Now work in pairs. Use the same steps to analyze sentence 3 and 4.
Remember
策略支招
类型 结构特征 功能
定语从句 先行词 + that/which/who + 非完整小句 限定或描述先行词
强调句 It is/was + 焦点成分 + that/who + 命题残余 突出句子中的某个成分
学生小组讨论后展示：
第三句：“that reflect real life...” 修饰“comedies” → 定语从句
第四句：“It was in 1921 that...” 删除后剩下“Chaplin directed…” → 强调句
I prefer comedies
that reflect real life in a funny way.
It was in 1921
that Chaplin directed his first full-length film.
策略支招
任务1：基础达标 ——辨析+应用
It was my father_______taught me how to tell jokes.
The comedian _______ made the joke was very talented.
I’ll never forget the film ______inspired me to laugh through hard times.
It was during dinner _______ she spilled the water and made us all laugh.
Para.1
Para.2
Para.3
Para.4
who
who
that
that
策略支招
（三）情景练习：分层实践，实现“从会用到善用”
It was during the show that the audience laughed the most.
Who can try first
The clown who slipped on the banana was so funny.
It was the banana peel that caused the fall.
策略支招
任务2：能力提升——情景+创造
方法总结
1.知识内化：思维导图梳理，学生获得感更强，思路更清晰
方法总结
2.教学迁移：后续应用建议
拆解结构引导
成分判断运用
去框架检验实施
最终能力达成
如何通过结构拆解提升
定从与强调句辨析能力
Unit1 Laugh out loud Using language --Grammar
高中英语外研2019版选择性必修一
教材版本
章节名称
教学难点
常见困境： 连接词引发混淆、解题与写作频繁出错
学生层面：缺乏结构分析意识、依赖语感判断、忽视成分关系
教师层面：聚焦规则记忆、脱离具体语境、缺乏辨析步骤
策略支招
1.情景导入：对比设问，引发认知冲突
2.情境学习：聚焦“四步法”，落地结构拆解
3.情景练习：分层实践，实现“从会辨到善用”
1.It was the book that I borrowed from the library yesterday.
2.The book that I borrowed from the library yesterday is very interesting.
Attributive clause
Emphatic structure
策略支招
（一）情景导入：对比设问，引发认知冲突
The actor who played Mr. Bean made me laugh so hard.
It was the performance that made the audience laugh for ten minutes.
I prefer comedies that reflect real life in a funny way.
It was in 1921 that Chaplin directed his first full-length film.
策略支招
（二）情景学习：聚焦“四步法”，落地结构拆解
Step 1：找主干（Identify the Core Sentence ）
策略支招
聚焦“四步法”：找主干、辨引导、查成分、试还原
目标：快速剥离从句冗余，定位句子“主谓（宾 / 表）”核心结构，判断主干是否完整。
方法：暂时忽略所有 that/who 等引导词及其引导的内容，只看剩余部分是否构成“完整句”。
示范对比：
定语从句：The actor who played Mr. Bean made me laugh so hard.
强调句：It was the performance that made the audience laugh for ten minutes.
Step 2：辨引导（Identify the Introducer ）
策略支招
聚焦“四步法”：找主干、辨引导、查成分、试还原
目标：明确 that/who 的“角色定位”。
方法：观察 that/who 的“前后关联”。
示范对比：
定语从句：The actor who played Mr. Bean made me laugh so hard.
强调句：It was the performance that made the audience laugh for ten minutes.
Step 3：查成分（Check the Function of "That/Who" ）
策略支招
聚焦“四步法”：找主干、辨引导、查成分、试还原
目标：判断 that/who 在其引导的部分中“是否充当句子成分”。
方法：聚焦 that/who 引导的内容本身，通过“代入验证”或“去引导词检验”判断功能。
示范对比：
定语从句：The actor who played Mr. Bean made me laugh so hard.
the actor played Mr. Bean(who做play的主语，通顺）
强调句：It was the performance that made the audience laugh for ten minutes.
去掉that后，made仍缺主语，说明 that无成分功能。
Step 4：试还原（Try the Removal Test ）
策略支招
聚焦“四步法”：找主干、辨引导、查成分、试还原
目标：通过“去框架验证”，最终确认句子类型。
方法：定从无 “It is/was...that” 框架；强调句可直接去掉 “It is/was...that” 框架。
示范对比：
定语从句：The actor who played Mr. Bean made me laugh so hard.
强调句：It was the performance that made the audience laugh for ten minutes.
对比总结：
Now work in pairs. Use the same steps to analyze sentence 3 and 4.
Remember
策略支招
类型 结构特征 功能
定语从句 先行词 + that/which/who + 非完整小句 限定或描述先行词
强调句 It is/was + 焦点成分 + that/who + 命题残余 突出句子中的某个成分
学生小组讨论后展示：
第三句：“that reflect real life...” 修饰“comedies” → 定语从句
第四句：“It was in 1921 that...” 删除后剩下“Chaplin directed…” → 强调句
I prefer comedies
that reflect real life in a funny way.
It was in 1921
that Chaplin directed his first full-length film.
策略支招
任务1：基础达标 ——辨析+应用
It was my father_______taught me how to tell jokes.
The comedian _______ made the joke was very talented.
I’ll never forget the film ______inspired me to laugh through hard times.
It was during dinner _______ she spilled the water and made us all laugh.
Para.1
Para.2
Para.3
Para.4
who
who
that
that
策略支招
（三）情景练习：分层实践，实现“从会用到善用”
It was during the show that the audience laughed the most.
Who can try first
The clown who slipped on the banana was so funny.
It was the banana peel that caused the fall.
策略支招
任务2：能力提升——情景+创造
方法总结
1.知识内化：思维导图梳理，学生获得感更强，思路更清晰
方法总结
2.教学迁移：后续应用建议
拆解结构引导
成分判断运用
去框架检验实施
最终能力达成