Unit 1 People Of Achievement Learning About Language Unit 1 People Of Achievement Learning About Language Build up your vocabulary 语法 教学设计-2025-2026学年高中英语人教版选择性必修第一册

Teaching and Learning Design 选择性必修Book1 Unit1 People of Achievement 教学设计 Period 4 Teaching and learning contents: Learning About Language—Discovering useful structures Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Learn to use non-restrictive relative clauses; 2) Make sentences using non-restrictive relative clauses and complete the grammar exercises. Teaching and learning important points: Learning to use non-restrictive relative clauses and using non-restrictive relative clauses. Teaching and learning difficult points: Learning to use non-restrictive relative clauses and using non-restrictive relative clauses. Teaching and learning procedure: Step 1 Review and leading in Activity 1 Review and leading in 1. Review the form, function, meaning and the usage of restrictive relative clauses briefly, especially the choice of relative pronouns and adverbs. 2. Lead in the teaching topic and introduce the learning objectives of this period. Step 2 Discovering useful structures Activity 2 Discovering the form and functions of non-restrictive relative clauses Read the following sentences and underline the relative clauses. Then name the two types of clauses and state their functions. 1. They tested hundreds of Chinese medical treatments that showed promise in the fight against the disease. Restrictive relative clause, to describe the kind of medical treatments they tested. 2. Tu Youyou was awarded the Nobel Prize, which is considered one of the highest international honours a person can receive. Non-restrictive relative clause, to give extra information about Nobel Prize. (只起补充作用，关系代词which在从句中充当主语。) 3. Tu Youyou went to Hainan, where malaria was more common, to study malaria patients. Non-restrictive relative clause, to give extra information about Hainan. 4. Later, the medicine was tested on malaria patients, most of whom recovered. Non-restrictive relative clause, to give extra information about patients. Step 3 Learning about the structures Activity 3 Learning about the structures—non-restrictive relative clauses (Get the students to read the grammar explanations in RB or Appendix by themselves and complete the exercises in RB in advance.) I. 非限制性定语从句与限制性定语从句的区别 名称 限制性定语从句 非限制性定语从句 作用 起限定作用，限制或约束先行词，不可去掉，否则主句意义不完整。 对整个句子的意义并不重要，即使去掉，原句仍有意义。 结构 不用逗号与主句隔开。 用逗号与主句隔开。 功能 对先行词起修饰限定作用。 对先行词起补充说明作用。 关系词 1. 作宾语时可省略，介词之后的关系词不能省略；2.可用that。 1. 作宾语时不可省略；2. 不可用that；3. 不可用why。 e.g. They were especially thankful to Tim who didn’t give up hope when chances seemed to be slim. 他们特别感谢蒂姆，他在机会渺茫的时候没有放弃希望。 Three months later, I did a second survey, which showed great improvements in self-discipline. 三个月后，我做了第二次调查，结果显示自律能力有了很大提高。 A pot of flowers sat in the back seat, whose heavenly scent filled the car. 车的后座上放着一盆花，花香弥漫在车内。 Bullying is a major problem (that) we haven’t been able to stop. 欺凌是一个我们一直未能制止的重大问题。 II. 非限制性定语从句中关系词的用法 1. who, whom, whose的用法 1) 关系代词who, whom引导的非限制性定语从句修饰人。 e.g. But then, we were only kids, who wouldn’t have anything take away our happiness. 但那时，我们还是孩子，不会让任何东西夺走我们的幸福。 2) 关系代词who在定语从句中作主语、宾语或表语；whom作宾语；介词后用whom，不用who。 e.g. We focused our flashlights on Andy, whom/who we’d forgotten, sitting in the corner with his arms around his bear. 我们把手电筒对准了已经被我们遗忘的安迪，他坐在角落里，双臂搂着他的熊。 3) whose作定语，先行词是人时，“whose＋n.”相当于“the＋n.＋of whom”。先行词是物时，“whose＋n.”相当于“the＋n.＋of which”。 e.g. So I went to the door and saw a delivery man, whose arms/the arms of whom were full of parcels. 于是我走到门口，看见一个送货员，他的怀里全是包裹。 We lived in a big house then, whose roof/ the roof of which was red. 2.which, as的用法 1) 两者在定语从句中作主语或宾语。 e.g. The ring, which I bought yesterday, is too expensive. 这戒指，我昨天买的太贵了。 A hair-raising section concerns the building of the railroads, which entailed drilling through the Rockies, often in blinding snowstorms. 令人毛骨悚然的一段与铁路建设有关，这涉及在令人眩目的暴风雪中钻穿落基山脉。 As is clearly shown in the chart carried out in a questionnaire, approaches to learning English vary from person to person. 正如调查问卷中的图表清晰地展示的那样，学习英语的方法因人而异。 2) as, which引导非限制性定语从句的区别 项目 as which 指代 引导的从句只能指代整个主句的内容 引导的从句既可指代整个主句的内容，又可指代主句的一部分 位置 可位于主句之前、之中或之后 引导的从句不能位于主句之前，可位于主句之后，可插入主句之中 意义 正如 这，那(或根据具体指代的先行词给出准确的意义) e.g. The result was not the same as they had expected, which was rather disappointing. (which引导非限制性定语从句，指代整个主句的内容，位于主句之后) 结果与他们当初预料的不一样，这让人觉得很失望。 Water, which is a clear liquid, has many uses. (which引导非限制性定语从句，指代主句中的Water，插入主句中) 水是一种清澈的液体，有许多用途。 As I’d feared, she had missed my real purpose of the question which was to make it clear to her that she hadn’t done her job.(as引导非限制性定语从句，位于主句之前) 正如我担心的那样，她没理解我提出这个问题的真正目的，那就是向她表明她没有完成她的工作。 The singer, as was expected, achieved great success. (as引导非限制性定语从句，插入主句中) 正如所期盼的那样，这位歌手取得了巨大成功。 Our country has sent up another man－made earth satellite，as is reported in the papers. (as引导非限制性定语从句，位于主句之后) 正如报纸上报道的那样，我国又发射了一颗人造地球卫星。 3. when, where的用法 1) 关系副词when在非限制性定语从句中作时间状语，指代主句中表示时间的词语。 e.g. My life as a tax-paying employed person began in middle school, when, for three whole days, I worked in a baking factory. 我的纳税雇工生涯始于中学，当时我在一家烘焙厂工作了整整三天。 2) 关系副词where在非限制性定语从句中作地点状语，指代主句中表示地点的词语。 e.g. They enjoyed beautiful scenery in the mountain area, where they also did some climbing. 他们在山区欣赏了美景，还去爬山了。 3) when/where有时可以换成“介词＋which”。 e.g. I left on Sunday，when/on which everyone was at home. 我是星期日离开的，当时大家都在家。 4.“介词＋关系代词”的用法 1) 在“介词＋关系代词”中，关系代词用whom指人，用which指物。 e.g. I have two friends in the company, from whom I got the good news the other day. 我在这家公司有两个朋友，前几天我从他们那里得到了这个好消息。 It happened that the plant downtown needed eight kids for temporary help during our spring break，for which I had no plans beyond listening to my favorite records. 碰巧，在我们的春假期间，市中心的工厂需要八个孩子临时帮忙，正好我除了听我最喜欢的唱片外，没有其他计划。 2) 名词/代词/数词＋of＋whom和名词/代词/数词＋of＋which。 若用定语从句表示“所属”关系，先行词指人时，用“名词/代词/数词＋of＋whom”结构；先行词指物时，用“名词/代词/数词＋of＋which”结构，of前表示部分，of后表示整体。whose指物时，可用...of which代替。 e.g. There stands a building, the roof of which is red. 那里矗立着一座建筑物，屋顶是红色的。 There are two left, one of which is almost finished and the other of which is not quite. 还剩下两个，一个即将完成，另一个还远未完成。 Additionally, from time to time I will assign group work to be completed in class or short assignments to be completed at home，both of which will be graded. 此外，我会不时安排小组作业在课堂上完成，或安排短作业在家里完成，这两项都会被评分。 the＋名词＋of ＋whom/which＝of ＋whom/which ＋the ＋名词＝ whose ＋名词 e.g. The river, the banks of which are covered with trees, flows to the sea. →The river, of which the banks are covered with trees, flows to the sea. →The river, whose banks are covered with trees, flows to the sea. 这条两岸树木葱郁的河流向大海。 Step 4 Using the structures Activity 4 Using the structures 1. Rewrite the sentences using non-restrictive relative clauses. How do the sentences flow differently? Tips: 判断主次信息、选择关系代词或副词、判断是否需要添加逗号等。 Answers: 1) We were very impressed by the old man. He was not willing to acknowledge defeat. →We were very impressed by the old man, who was not willing to acknowledge defeat. 2) Afterwards, Einstein had to flee Germany. Hitler was in power there. →Afterwards, Einstein had to flee Germany, where Hitler was in power. 3) There is nothing we can do to help Linda. Her circumstances are beyond our control. →There is nothing we can do to help Linda, whose circumstances are beyond our control. 4) The teacher asked us to listen to a speech by his favorite novelist, J.K. Rowling. It inspired us a lot. →The teacher asked us to listen to a speech by his favorite novelist, J.K. Rowling, which inspired us a lot. 5) The building under construction was designed by I.M. Pei—a famous Chinese-American architect. He was born in Guangzhou, China. →The building under construction was designed by I.M. Pei—a famous Chinese-American architect, who was born in Guangzhou, China. 6) I was asked to explain the project with the help of a flow chart. It was a big challenge for me. →I was asked to explain the project with the help of a flow chart, which was a big challenge for me. Learn about the new words: 1) flee v. flee-fled-fled迅速离开；逃离 e.g. a camp for refugees fleeing from the war 收留战争难民的难民营 He fled to London after an argument with his family. 他与家人争吵以后离家去了伦敦。 She burst into tears and fled. 她突然哭了起来，跑开了。 He was caught trying to flee the country. 他试图逃离该国时被抓住了。 2) circumstance n. [c] [常用复数] 条件；环境；状况 e.g. I know I can trust her in any circumstance. 我知道我在任何情况下都能信任她。 3) novelist n.小说家 novel n.小说 adj.新颖的 4) flow n. 流；流动；流畅；供应 vi. 流；流动 e.g. She tried to stop the flow of blood from the wound. 她试图止住伤口流血。 It’s here that the river flows down into the ocean. 这条河就在这里汇入海洋。 Blood flowed from a cut on her head. 血从她头上的伤口处流出来。 Constant streams of traffic flowed past. 车流不断通过。 5) chart n. 图表；曲线图 float chart 流程图 a weather chart 天气图 2. Work in groups. Complete the sentences using non-restrictive relative clauses to give extra information. Then share them with your group members. Suggested answers: 1) I would like to travel around Sichuan Province, where Jiuzhaigou locates. 2) What impressed me most about the film was the ending, which was quite moving. 3) My favorite scientist is Nikola Tesla, who was quite brilliant but also has some crazy ideas. 4) Finally we arrived at the zoo, which was closed for repairs. 5) My grandparents like going for outings in spring, which is good for their health. 6) I wish to obtain a driving licence, which is necessary if you want to drive a car. 7) My best friend came to visit last week, which was the first time I had seen him in years. 3. Complete more grammar exercises in the textbook to practise using non-restrictive relative clauses. Suggested answers: Exercise 1: 1) which; 2) whom/who; 3) when; 4) whose; 5) where/in which; 6) of whom; 7) in which/where; 8) of which. Exercise 2: 1) Please write down these phrases, all of them →which will be useful in your writing. 2) As a consequence of sending in his application late, he did not get a patent for his invention, that →which was not surprising at all. 3) √ 4 The gentle old man is the only person, whom →that I can trust. 5) Have you done all what →that you can to help the people in need? 6) Is this the botanical institute where →which/that you visited last week? Exercise 3: 1) Song Qingling, who was Dr Sun Yat-sen’s wife and one of the top leaders in modern Chinese history, devoted her life to improving the welfare of women and children. 2) Neil Armstrong, who was the first man to land on the moon in July 1969, said, “That’s a small step for (a) man, one giant leap for mankind.” 3) Norman Bethune, who came to China in World War l, worked selflessly in China as a doctor and saved many Chinese people. 4) Lu Xun was a leading figure of modern Chinese literature. Lu Xun Literary Prize, which is one of China’s top four literary prizes, is awarded every three years. 5) Joan of Arc, who was a girl dressed as a man, went to fight for her country. She helped drive the English invaders out of France. 4. Complete more grammar exercises in reference book to practise using non-restrictive relative clauses if time permits. Step 5 Summary and evaluation Activity 5 Summary (The teacher) Summarize the usage of non-restrictive relative clauses, focusing on how to choose and use relative pronouns and relative adverbs. Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the form, functions and usage of non-restrictive relative clauses? (Good/Fairly good/Moderate/Just so so/Poor) 2. What are your problems with the choice of relative pronouns and relative adverbs in non-restrictive relative clauses? 3. What are you going to do to improve your understanding and usage of non-restrictive relative clauses after class? Homework： 1. Read the grammar explanations in RB to understand the usage of non-restrictive relative clauses better. 2. Complete the (grammar) exercises in RB. 学科网（北京）股份有限公司 $$