Unit 5 Period 3 Discovering Useful Structures（教学设计）英语人教版2019必修第一册

Unit 5 Languages Around the World Period 3 Discovering Useful Structures教学设计 教学基本信息 单元名称 必修第一册Unit 5 Languages Around the World 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第一册 出版社：人民教育出版社 出版日期：2019年6月 课时安排 1课时(40min) 课型 语法课 教学设计理念 本教学设计以新课标理念为指引，坚守“学生主体、教师主导”原则，聚焦 Unit 5"Languages around the world"主题，紧扣语言多样性与文化关联性核心逻辑。采用任务型教学法＋跨文化情境创设融合模式，引导学生在真实/模拟的多元语言场景中（如中英语言演变对比、英美英语变体交流、汉字文化符号探究等），经历“感知语言现象→探究文化根源→归纳语言规律→迁移实践运用”的学习路径。 通过剖析语篇中语言结构（如定语从句对文化概念的阐释功能）、对比语言变体差异（英式/美式英语表意逻辑、汉语与英语的思维映射），培养学生自主梳理知识、挖掘文化关联的能力；依托“世界语言小报告”“跨文化交流剧本创作”等任务，驱动学生用英语解码语言多样性、用实践传递文化理解，让学习过程成为“语言知识积累→跨文化沟通能力进阶”的动态转化，最终实现英语学科核心素养（语言能力、文化意识、思维品质、学习能力）的融合发展。 教材分析 【What】 本课聚焦限制性定语从句的语法学习，依托单元主题"Languages around the world"，通过四大任务推进：① 观察例句（如历史语境"a time when..."、文化语境"animal bones on which..."），识别并理解限制性定语从句限定先行词、明确语义所指的功能；② 借助表格梳理关系词（when/where/why 等）与先行词（时间、地点、原因等）的搭配规则，构建“先行词-关系词”对应逻辑；③ 结合“德语学习经历”语篇填空，强化关系副词/代词（含介词搭配）的运用；④ 通过结对问答（描述喜好、经历），实现定语从句在口语场景的输出。核心目标是让学生掌握限制性定语从句的结构规则、语义功能，并能在主题语境（语言文化、个人体验）中精准运用。 【Why】 从语言能力看，限制性定语从句是英语复杂句式构建的基础，能帮助学生理解教材中涉及语言历史、文化的长难句（如"the place where Chinese writing system developed"），提升文本解读深度；从语用价值看，在描述语言相关事物（如汉字载体、语言学习场景）时，定语从句可精准限定细节（如"a reason why people learn English"），增强表达逻辑性与准确性；从思维培养看，分析先行词与关系词的关联，能锻炼学生逻辑归纳能力，为后续非限制性定语从句、复合句式整合学习奠基。同时，结合“语言学习经历”的真实语境，让语法学习关联个人体验，提升知识的“可迁移性”与学习意义感。 【How】 教材紧扣“语言与文化”主题，以“观察-归纳-应用”为路径设计： 感知层：用历史、语言学习相关例句（如秦始皇统一文字背景、学外语的原因），让学生直观感知定语从句如何服务于语义限定（如明确"时间、地点、事物"的具体所指）； 归纳层：通过表格分类梳理关系词（when/where/why等）与先行词的搭配规律，引导学生自主总结“关系词依先行词属性选择”的语法逻辑； 应用层： 语篇填空（学德语的个人经历）将语法融入真实语言学习情境，强化“关系词＋语境”的联动运用； 结对问答（描述开心的日子、喜欢的老师等）创设口语互动场景，让学生用定语从句实现“描述细节、传递观点"的语用功能，确保语法知识从“识别”到“活用”的转化。 学情分析 1.【What I know】 自然情况 授课对象为高一学生（15-16岁），处于英语语言能力快速发展期，具备基础文本分析与逻辑归纳能力，但对复杂从句语法的系统性建构不足。班级整体英语水平中等，约60%学生能识别简单修饰语（如形容词、短语作定语），但在定语从句的语境化运用中，语义整合与精准表达存在明显短板。 已有基础： 语法知识：已掌握形容词、介词短语作定语的用法（如 a beautiful city / the book on the desk)，理解定语对名词的"修饰限定"功能；熟悉句子基本成分（主语、宾语等），对"被修饰的核心名词（先行词）"有模糊感知（虽未系统命名，却能识别 The girl who is happy 中 girl 是描述对象）；接触过简单从句（如宾语从句 I know that he likes English)，具备初步句子结构分析能力。 交际能力：能用简单短语/短句描述事物特征（如 This is a book. It’s interesting.)，但缺乏用从句整合信息、精准限定语义的意识；能理解含简单修饰语的句子（如 The red pen is mine)，但面对 The pen that I bought yesterday is red 这类从句，语义解码速度慢、结构分析易出错（分不清从句修饰对象、关系词功能）。 存在问题（已知层面）： 结构认知碎片化：仅会用形容词/短语作定语，对"从句作定语"的逻辑理解模糊，常混淆定语从句与宾语从句（误判 The news that he told me 中 that 引导宾语从句，实则修饰 news)；机械套用关系词（见人用 who 、见物用 that)，忽略关系词在从句中作宾语可省略的规则（如错写 The book that I read it)；分不清关系词功能差异（如地点先行词 place ，误将作状语的 where 用成作宾语的 that ，写出 This is the place that I live)。 语境运用偏差：描述语言相关内容（如"汉字起源的骨头"“学英语的原因"）时，习惯拆分简单句（如 There are animal bones. Symbols were carved on them)，不会用定语从句（ animal bones on which symbols were carved)整合语义，导致表达冗余、逻辑弱；对"时间/地点/原因"先行词匹配 when/where/why 还是 that/which 混淆，影响语言文化主题的精准表达（如描述"语言发展阶段"，错用 a time that 替代 a time when)。 2.【What I want to know】 发展需求 知识深化：渴望系统掌握限制性定语从句规则（关系词 that/which/who/when/where/why 的选用逻辑 —— 依先行词类型、从句成分判断）；了解"介词＋关系代词"结构（如 the reason for which)，学会用从句精准描述语言文化细节（如英语变体差异、汉字演变）；探究定语从句在真实语篇（如教材语言历史文本）中的语用价值（如何通过限定语义传递文化信息）。 能力提升：希望在阅读中快速识别、分析定语从句的语义功能（如从 a place where Chinese writing system developed 解读语言演变背景），助力文本深度理解；通过对话、写作（如描述"英语学习场景"“文化符号载体"），主动用从句整合信息，突破汉语"定语前置"思维，让表达更具逻辑性、丰富性（用 a method that helps me learn English 替代零散短句）。 存在问题（需求层面） 语用场景模糊：分不清定语从句在不同场景（学术讨论语言演变、日常分享学习经历）的功能差异，难判断何时需用从句限定语义（如描述"独特学习方法"，不知是否用 a method that... 更贴切），易出现"为用从句而用从句"的形式化错误。 母语负迁移干扰：受汉语定语习惯（多前置、简洁）影响，构建从句时语序混乱（如 I like the book which cover is red ，应为 whose cover)；复杂从句嵌套中易迷失成分逻辑（如错写 The girl who is standing there that I met yesterday ，结构冗余混乱）。 3.【What I learned】 知识目标 系统归纳限制性定语从句结构：“先行词＋关系词（作主语/宾语/状语等）引导的从句"，明确关系词选择与"先行词类型（人/物/时间/地点/原因）、从句成分"的关联（如地点先行词作状语用 where ，作宾语用 that/which)。 掌握特殊规则：先行词为不定代词（all/something)、被最高级/序数词修饰时，优先用 that ；“介词＋关系代词"结构中，指物用 which 、指人用 whom ；清晰区分定语从句与其他从句（如宾语从句）的语法边界，理解其"限定语义、明确所指"的核心功能（如 The man who teaches us English 限定"教英语的特定人物"）。 能力目标 阅读中快速识别、分析定语从句：精准解读其对先行词的限定作用（如从 a time when people were divided geographically ，梳理语言分化背景），提升文本细节理解与逻辑梳理能力。 口语/写作中主动运用从句：描述语言相关内容（如"汉字文化载体"“英语学习经历"）时，用 animal bones on which symbols were carved 等表达替代零散短句，增强文化阐释的逻辑性；逐步弱化汉语思维干扰，让语法知识转化为"精准、地道"的语言运用能力，服务于"语言与文化"主题交流（如用从句清晰描述"影响英语学习的关键场景"）。 教学目标 1.语言能力： 通过观察语篇例句（如"a time when..."“a country where..."）和归纳表格，掌握限制性定语从句的基本结构（先行词＋关系词/介词＋关系词引导的从句），明确 when/where/why 及 prep+which 的适用规则（依先行词类型、从句成分判断）。 通过语篇填空、结对描述（如"学英语的关键地点"“汉字演变的重要时期"），能在真实语境中正确运用定语从句整合信息，精准限定语义，提升语言表达的逻辑性和丰富性。 2.学习能力 通过"观察语篇实例 — 发现关系词规律 — 归纳用法规则 — 实践运用"的学习路径，提升自主梳理语法知识、探究语言规律的能力。 通过小组合作分析复杂句、共同完成"语言现象描述"任务，培养合作学习能力和用英语交流语法问题的表达能力。 3.文化意识： 结合"Languages around the world"主题，通过含定语从句的语篇（如汉字载体描述、语言演变背景），理解定语从句在阐释语言文化细节中的作用，体会不同语言表达逻辑的差异，增强对语言多样性的认知和跨文化理解。 4.思维品质： 通过分析关系词（when/where/why 与 that/which）的选择逻辑（从句成分、先行词属性），培养逻辑推理能力；通过辨析特殊情况（如抽象地点先行词用 where、介词搭配规则），提升对复杂语法现象的分析和解决能力。 教学重难点 教学重点 限制性定语从句的结构形式：掌握 when/where/why 及 prep+which 引导从句的基本框架，明确关系词在从句中作状语（时间、地点、原因）或介词宾语的语法功能。 定语从句的语义功能：理解此类从句如何精准限定先行词（如用 a time when 界定特定历史阶段、a place where 明确具体地点），传递清晰语义。 关系副词与关系代词的用法区分：识别 when/where/why（作状语）与 which/that（作主语/宾语）在先行词类型、从句成分上的选择逻辑（如先行词是 place 时，依从句是否缺状语选 where 或 which)。 教学难点 关系词的精准选择：突破"见时间用 when、见地点用 where"的机械判断，学会结合先行词语义（抽象/具体）和从句成分（缺状语/缺宾语）综合分析（如 the situation where vs. the situation that)。 “介词＋关系代词"的正确运用：掌握介词选择的双重依据 ——先行词的固定搭配（如 a reason for which)或从句动词的逻辑需求（如 a tool with which)，避免介词冗余或错配。 关系副词与关系代词的本质差异：理解 when/where/why 本质是"介词＋关系代词"的省略形式（如 where = in which)，从"从句成分是否完整"（缺状语用副词，缺主语/宾语用代词）的深层逻辑区分用法。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead-in Task 1：Review: What is a restrictive clause?structure? 引导学生回顾概念：在复合句里，修饰名词/代词的从句是定语从句 ，被修饰的名词/代词叫先行词，定语从句紧跟先行词，由关系词引导。 在复合句中, 修饰某一 _____ 或 _____ 的从句叫定语从句。被修饰的名词或代词叫 _______ , 定语从句一般放在先行词的_____ , 引导定语从句的词叫做 _______。 答案：名词；代词；先行词；后面；关系词 拆解结构：梳理"先行词＋关系词＋定语从句"框架，区分关系代词（which, who, whom…)和关系副词（where, when, why)，明确关系词起连接与成分担当作用。 Task 2：Read and Observe 阅读段落例句（reasons why… / bones on which… / a time when… / a country where…)，标记先行词（如 reasons/time/country)与关系词（why/on which/when/where)。 There are many reasons why this has been possible, but one of the main factors has been the Chinese writing system. (Para.1, L2-3) ...the use of longgu—animal bones and shells on which symbols were carved by ancient Chinese people. (Para.2, L2-4) Over the years, the system developed into different forms, as it was a time when people were divided geographically, leading to... (Para.3, L3-7) Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction. (Para.4, L1-2) 归纳基本形式：总结"Noun/Pronoun＋linking word（when/where/why/prep+which…)＋other elements"结构，感知关系词连接先行词和从句、限定语义的功能。 Task 3：Learn Relative Adverbs 聚焦关系副词（when, where, why)：明确其分别指代 time/place/reason ，在从句中作时间/地点/原因状语 。 分析表格：匹配关系副词、指代内容、从句成分（如 when 对应 time ，作时间状语，例句 The time when I arrived)，理解"从句成分齐全（不缺主、宾、表、定语）"规则。 Task1 复习定语从句核心概念，激活旧知，借“先行词+关系词+从句”框架、关系词分类，为新知筑牢基础；Task2 依托单元主题语篇，让学生读、标先行词与关系词，自主归纳结构，在真实语境感知关系词语义连接功能，为规则提炼攒实例；Task3 聚焦关系副词，借表格匹配指代、成分，明确“从句成分完整用关系副词”规则，破解用法密码，深化对定语从句连接词的理解。 5mins Activity 2 Presentation Task 1：识别关系副词引导的从句结构 观察例句（如 a time when… / a country where…)，标记限制性定语从句，匹配先行词（表时间/地点/原因的名词）与关系副词（when/where/why），感知"先行词＋关系副词＋完整从句"的语法框架，理解关系副词连接主从句、限定语义的作用。 Look at these sentences and underline the restrictive relative clauses. What kind of information does each clause communicate? P64 It was a time when people were divided geographically. Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction. There are many reasons why people learn a foreign language. These were animal bones and shells on which symbols were carved by ancient Chinese people. 答案： 引导词：a time; country; reasons; animal bones and shells 关系词：when; where; why; on which Task 2: 归纳关系副词的核心功能 总结关系副词的作用： 1.指代表示时间、地点、原因的先行词 2.连接主句和从句 3.在从句中充当句子成分—状语 Eg：I still remember the days when we swam together in the river. the days:先行词（表示时间） when:关系副词（作状语） we swam together in the river:定语从句 当先行词在定语从句中作状语时，通常要用关系副词引导定语从句。 Task 3：区分关系代词与关系副词 通过分析从句成分判断： 若关系词在从句中作状语（时间/地点/原因），用关系副词（when/where/why）； 若关系词在从句中作主语/宾语，用关系代词（that/which/who）。 例：The day when we met（when作时间状语，从句 we met 成分完整）vs.The day that we spent（that 作spent的宾语，从句缺宾语）。 表示时间、地点及原因的名词作先行词时,关系词在定语从句中作状语时,用关系副词; 若关系词在定语从句中作主语、宾语时,则用关系代词。 答案： 主语；宾语；定语；关系代词 状语；关系副词 一、关系副词引导定语从句 1. when 的引导定语从句=介词(at, in, on, during等)+which when 表示时间，代替先行词并在定语从句中作时间状语， 其先行词往往是表示时间的名词，如 time, day, hour, year 等。 We will never forget the day when we paid a visit to Beijing.（=on which） 我们永远忘不了参观北京的那一天。 It was the year when the World War I broke out .（=in which） 第一次世界大战爆发的那一年。 【注意】当先行词是时间名词时，定语从句看关系词在句中的成分确定，如作状语，则用when 引导；如关系词作主语或宾语，则用that 或which 引导。e.g. Do you remember the days when we chatted with each other all night?（状语） 你还记得我们彻夜聊天的那些日子吗？ Do you remember the days that /which we spent together on the farm?（宾语） 你还记得我们在农场一起度过的那些日子吗？ 总结：当先行词指______，且关系词在从句中作时间状语时，定语从句用when引导。 答案：时间 2. where 的引导定语从句=介词(in, at等)+which where 表示地点，代替先行词并在定语从句中作地点状语，其先行词往往是表示地点的名词，如 place, factory, house, village 等。 I want to know the place where I was born .=in which 我想了解我出生的地方。 The table where she is sitting is a new one.=at which.=at which 她坐的那张桌子是新的。 【注意】① 当先行词是地点名词时，关系词在定语从句作主语或宾语，则用that 或which 引导。e.g. This is the house which /that was built by my grandfather forty years ago. （主语） 这是我爷爷40年前建造的房子。 ② 当position, point, case, stage, situation, atmosphere 等表示抽象地点的名词充当先行词时，若从句中缺少状语，则用where 来引导定语从句。 It’s helpful to put children in a situation where they can see themselves differently. （状语） 把孩子们放到一个能够让他们从不同角度看待自己的环境中，这对他们有帮助。 总结：当先行词指______，且关系词在从句中作地点状语时，定语从句用where引导。 答案：地点 3. why 的引导定语从句=for+which why 表示原因，代替先行词并在定语从句中作原因状语，其先行词往往是表示理由的名词 reason。 I don’t know the reason why he didn’t turn to his good friend for help yesterday.=for which 我不知道昨天他为什么没向他的好朋友求助。 I know the reason why he said it.=for which 我知道他说这个的原因。 【注意】若先行词 reason 的关系词在定语从句中不作状语，而是充当主语或宾语，则用 that 或 which 引导定语从句。 I won’t listen to the reason that /which you have given us.（宾语） 我不会听你提供给我们的那个理由。 总结：当先行词指原因，一般是______,且关系词在从句中作地点状语时，定语从句用why引导。 答案：reason 【即学即练】用适当的关系代词或关系副词填空。 1. Canada is a country _____________ both English and French are spoken. 2. Canada is the country ____________ we visited last year. 3. I can still remember those days _________ I was learning a foreign language. 4. I can still remember those days ______________ I spent with my grandparents. 5. This is the reason _______ he finds Spanish so difficult. 6. The reason _______________ he gave for his lateness was traffic jam. 答案：1.where/in which; 2.which/that/省略; 3.when; 4.that/which/省略; 5.why; 6.that/which/省略 二、介词选择的核心原则（解决"介词凭什么选"） “一先"，即根据先行词的习惯搭配或意义来确定介词。 “二动"，即根据定语从句中的谓语动词的习惯搭配来确定介词。 “三意义"，即根据定语从句所表达的意义来确定介词。 技巧点拨: 介词＋关系代词引导定语从句时，如先行词是人，关系代词只能为whom。如先行词是物，关系代词只能为which。 介词的确定 1.根据先行词的搭配关系： 1) I still remember the day _______ _______ I met TFboys.(on the day 在那天) I still remember the day. I met TFboys on the day. 2) I will never forget the farm _______ ______ I worked with you. (on the farm 在农场) I will never forget the farm. I worked with you on the farm. 3) The money _______ _______ you were to buy food is gone. (with the money 用钱) The money is gone. You were to buy food with money. 答案：1) on which; 2) on which; 3) with which ②根据谓语动词或形容词的搭配习惯 1) Do you like the book _______ _______ she spent $10?(spend on sth) 2) Do you like the book _______ _______ she paid $10?(pay for) 3) The West Lake, _______ _______ Hangzhou is famous, is a beautiful place.(famous for) 答案：1) on which; 2) for which; 3) for which ③根据句子的意思来确定 1) Air, _________ which man can’t live, is really important. 空气非常重要，没有了它人类便不能生存。 2) This is the man _______ whom my brother has worked for ten years. 这就是和我弟弟一起工作了十年的那个人。 答案: 1) without; 2) with 【即学即练】用介词＋关系代词填空。 1. Who is the person _______ _______ you just shook hands? 2. China is a powerful country, _______ _______ we are proud. 3. This is the tree _______ _______ we used to play games. 4. This is my glasses, _______ _______ I can’t see clearly. 5. Do you remember the day _______ _______ you joined our club? 答案：1.with whom; 2.of which; 3.under which; 4.without which; 5.on which Task 1：借单元主题语篇例句，让学生标记定语从句、匹配先行词与关系词，直观感知“先行词+关系副词/‘介词+关系代词’+从句”框架 ，理解关系词连接主从句、限定语义的功能，为规则归纳积累语料。 Task 2：引导学生从例句中自主总结关系副词“指代时间/地点/原因先行词、作从句状语、连接主从句”的核心功能 ，明确“先行词作状语时用关系副词”规则，培养观察归纳能力。 Task 3：通过“从句成分分析”对比练习，让学生掌握“作状语用关系副词、作主/宾用关系代词”的判断逻辑 ，突破关系词易混点；结合“时间/地点/原因”先行词的具体用法（含抽象地点、规则例外），细化知识应用，强化语法与语境的关联。 介词+关系代词环节：从“先行词搭配、动词/形容词习惯、语义逻辑”三角度，教学生确定介词，补充关系词用法体系；借“即学即练”闭环，巩固理论知识，提升语法应用精准度，最终让学生掌握定语从句引导词的选用逻辑，实现“语境识别-规则归纳-实践运用”的能力进阶。 20mins Activity 3 Practice Task 1: Complete the passage with the correct relative adverbs or pronouns. P64 When I started studying German, it was a struggle. The words felt strange on my tongue, and the grammar would not stay in my head. I told my mum that I wanted to give up, and that I would never live in a country _______________ German was spoken. My mum told me that studying a language was not just for my future. It was exercise for the brain; the more I learnt of a language, the more my brain would grow. And I remember that day _______________ I suddenly felt like German was no longer a foreign language. It felt like my brain had doubled in size. I had finally come to a place _______________ I could think in this foreign language, and I could see the world from a different point of view. I felt as if I had reached the goal ___________ I had been fighting for. I could open a book and see meanings, not just a sea of words. I finally understood the reason _______________ my mum had encouraged me not to give up. Thanks, Mum! 答案：where/in which; when/on which; where; which/that; why Task 2: Complete the passage with the correct relative adverbs or pronouns. P64 My best friend, Annie, lives in a town in France 1. __________ scenery is very beautiful. She has a big apartment 2._________ overlooks a river. The school 3.________ she works is very close to her apartment. Annie studied French at university and this is the reason 4.________ she decided to settle down in France. Last summer she invited me to stay with her. I still remember the day 5._______ I arrived at the town. I was totally amazed by its beauty. One day, I met one of Annie’s students 6.___________ is called Sophie. She said she hoped to study in a country 7.________ she could communicate with more native English speakers. We went to a nearby beach 8.__________ there was a music festival. We had great fun. The journey was really wonderful. 答案：1.whose; 2.which/that; 3.where; 4.why; 5.when; 6.who/that; 7.where; 8.where 巩固知识迁移：以“语言学习经历、朋友海外生活”真实语篇为载体，让学生补全关系词，将定语从句语法知识迁移到语篇构建，强化“先行词-关系词-从句”逻辑的语境运用能力。 强化功能认知：借补全过程，剖析关系词（when/where/why等）在从句中作状语、主/宾等成分差异，理解其连接语义、限定先行词的功能，深化定语从句语法逻辑认知。 培养思维能力：通过独立分析语篇、判断先行词与从句成分，锻炼逻辑推理；语篇关联日常场景（语言学习、跨国交流），让语法学习贴合真实需求，提升知识实用性。 8mins 应用实践 Activity 4 Summary 教师引导回顾定语从句三步解法：先划从句，再判关系词成分（主宾表用代词，状用副词），最后依先行词（人/物）选关系词（代词分指人、物，副词表地点/时间/原因），且状可换"介词＋which/whom"。 ●帮助学生梳理知识，强化记忆，明确学习重点和难点，为后续的学习和复习提供依据。 3mins Activity 5 Assessment 1. 让学生依据 Assessment 量表，对自身"理解 when/where/why/prep+which 引导的限定性定语从句的形式、意义与功能”“掌握其基本用法”“区分关系副词与关系代词"的表现，进行1-5分评分。 2. 学生独立评分后，教师简释评分标准（5完全能至1完全不能），引导客观自评，鼓励提出学习困惑与问题。 实体信息为教学中定语从句评估活动：步骤1是学生依量表，对“理解when/where/why/prep+which引导的限定性定语从句形式、意义、功能，掌握用法，区分关系副/代词”表现1-5分自评；步骤2是教师释标（5完全能-1完全不能），引导客观评并鼓励提困惑。意图是学生自查调策略，教师获反馈改教学。 2mins 迁移创新 作业内容 作业设计意图 2mins 本节课作业为分层作业，难度有所区别。作业一注重考察对本节语法基础知识的掌握情况，作业二注重考察对本节知识在实际生活中的正确运用。 作业一： I.对比填空(每空一词)。 1．①This is the factory ________ the most expensive cars are made. ②Is this the factory ___________ makes laptop computers? 2．①The old couple will never forget the days ________ they had a summer camp in Australia. ②The volunteers will never forget the days ___________ they spent together in Guangzhou. 3．①Do you know the reason ________ he didn't vote for your party? ②Do you believe the reason ____________ he gave for his spending so much money in a week? 4．①There are two points ____________ we must stick to. ②Their relationship has reached the point ______ they have to divorce. 5．①Jinan is a city ________ there are many well-known springs. ②Jinan is a city ___________ is famous for its famous springs. 答案：1.①where; ②that/which; 2.①when; ②that/which; 3.①why; ②that/which; 4.①that/which; ②where; 5.①where; ②that/which 作业二： Write a paragraph of your experiences of learning English. In your writing, you are supposed to include: · how you felt when you started learning English; · problems that you met in learning English; · methods that you used in improving English. · use restrictive relative clauses starting with when, where, why and prep+which. 答案： When I started learning English, I found it really interesting and not difficult. I can well remember the first day at school when we had fun doing role play in small groups in English class. As I continued to learn, however, things did not always go quite well. Like many other students, I also had a hard time in English learning when I just entered senior high. The main reason why I felt that words and phrases did not stay in my head was that there were so many things to remember. So senior one was a period when I was really at a loss. Personally, I made use of different methods to improve my English. For example, taking part in the English corner. It is a great place where I could have more chances of communicating with other students and teachers. By doing so, I could put those words and phrases learned into use. Watching films and TV shows in English was another good way in which I could also pick up a lot of useful phrases and expressions. Gradually, I was making progress with my efforts. ●分层作业（对比填空＋命题作文）兼顾知识巩固与实际应用，满足不同水平学生的需求。 板书设计 B1 Unit 5 Languages Around the World Discovering Useful Structures 教学反思 优点： 逻辑清晰：按"复习-观察-归纳-实践"流程，从定语从句基础到关系副词、"介词+关系代词"用法逐步推进，符合语法学习认知规律。 情境贴合：结合中国文字系统发展文本（如甲骨文、秦始皇统一文字等）设计例句与练习，与单元主题"语言"紧密关联，让语法学习融入主题语境。 靶向突破：针对关系副词与关系代词的混淆点，通过成分分析（主宾表用代词、状语用副词）和对比练习，有效解决学生常见错误。 缺点： 难点巩固不足："介词+关系代词"中介词选择（依先行词、动词搭配、语义）讲解后练习量有限，部分学生可能仍存困惑。 评估单一：仅通过自评量表检测学习效果，缺乏同伴互评与教师实时反馈，难精准捕捉学生在介词选择等细节上的问题。 改进： 强化难点：增加"介词+关系代词"多情境练习（如不同动词搭配、抽象地点名词），设计介词选择理由标注任务。 多元评估：增设同伴互评表（互评关系词使用准确性），教师在练习中实时标注介词选择错误，作业要求说明关系词选用依据。 1/11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$