Unit 4 Natural Disasters Discovering Useful Structures 教学设计-2025-2026学年高中英语人教版必修第一册

Lesson Plan: Restrictive Relative Clauses (Period 3) ——Based on Unit 4 Natural Disasters I. Lesson Topic Restrictive Relative Clauses (Integrated with the topic of natural disasters) II. Teaching Objectives 1. Knowledge Objectives Master the basic usage of relative pronouns that, which, who, whom, whose (referent, grammatical function in clauses). Understand special cases where only that (not which) can be used. Distinguish the functional differences between relative pronouns and relative adverbs (when, where, why). 2. Ability Objectives Identify restrictive relative clauses in context. Correctly use relative pronouns to complete sentence filling, translation, sentence combination, and passage writing. Describe pictures and topic-related content using restrictive relative clauses. 3. Affective Objectives Connect to the theme of natural disasters, recognize the dedication of rescuers, and develop awareness of caring for others and cherishing life. III. Key and Difficult Points Key Points Differences in the usage of relative pronouns (referent: person/thing; function: subject/object/attribute). Basic structure of restrictive relative clauses and their collocation with antecedents. Difficult Points Special cases where only that (not which) is allowed. Correct use of "preposition + whom/which". Logical consistency between the relative clause and the antecedent. IV. Teaching Methods Task-based Language Teaching (TBLT) Group Cooperative Inquiry Situational Teaching Combination of Explanation and Practice V. Teaching Preparation Teaching materials: PPT (courseware), pictures of natural disasters (earthquakes, typhoons, tornadoes) and rescue scenes. Worksheet (including basic consolidation and extended application exercises). Group task cards. VI. Teaching Procedure (45 minutes) Step 1: Warm-up & Lead-in (5 minutes) Show pictures of the Tangshan Earthquake, typhoons, and tornadoes. Ask: "Do you know any natural disasters? What happened in these pictures?" "What do you think of the people who helped in disasters?" Introduce a core sentence from the textbook: "There were deep cracks that appeared in the well walls." Guide students to observe the sentence structure and introduce the topic: "Today we will learn about 'restrictive relative clauses'." Step 2: Perceptual Learning (10 minutes) Task 1: Ask students to scan the textbook paragraphs in the PPT (Activity 1-1). Find the restrictive relative clauses, and mark the antecedent and relative pronoun. Example: "Two thirds of the people who lived there were dead or injured." (Antecedent: people; Relative pronoun: who) Check answers together. Clarify the basic concept: A restrictive relative clause modifies a noun/pronoun (antecedent), is introduced by a relative pronoun, and follows the antecedent. Task 2: Complete Activity 1-2 in the PPT: Translate the sentences into English and identify the noun modified by the relative clause. Help students initially understand the function of relative clauses. Step 3: Rule Exploration (12 minutes) Group Discussion: Provide example sentences from Activity 2 of the PPT. Ask groups to analyze the usage rules of relative pronouns (that, which, who, whom, whose) and fill in a table (referent + function). Relative Pronoun Referent Function in Clause which Things Subject/Object who People Subject whom People Object that People/Things Subject/Object whose People/Things Attribute Group Presentation: Invite 1-2 groups to share their findings. The teacher summarizes and supplements: "Whose" modifies both people and things, and functions as an attribute (e.g., The house whose windows are closed is mine). Key Explanation: Highlight the 6 special cases where only that (not which) is used (Activity 3 in the PPT). Illustrate with examples and emphasize key points: Antecedents are indefinite pronouns (anything, nothing, everything). Antecedents are modified by the only, the very, the just. Antecedents are modified by ordinal numbers, numerals, or superlatives. Antecedents include both people and things. The main clause is a special question starting with who or which. The relative pronoun functions as a predicative. Supplementary Note: Explain the usage of "preposition + whom/which" (e.g., The mother to whom her daughter turned for help felt helpless) and the basic feature of non-restrictive relative clauses (separated by commas, not omissible). Step 4: Consolidation Practice (10 minutes) Basic Practice: Complete the exercises in Activity 4 of the PPT: Fill in the blanks with that/which/who/whose/whom/or "/". Translate sentences into Chinese. Combine pairs of sentences using relative clauses. Students work independently first, then check answers with deskmates. The teacher explains common mistakes (e.g., conversion of "whose", omission of relative pronouns). Advanced Practice: Complete the passage filling in Activity 4-4. Strengthen the application of relative clauses in context. Step 5: Extended Application (5 minutes) Group Work: Complete the tornado-related passage in Activity 5-1 of the PPT. Use restrictive relative clauses to answer the questions in brackets (e.g., Tornadoes are strong winds that can cause great damage). Free Talk: Show pictures from Activity 6 of the PPT. Students take turns asking and answering with relative clauses. For example: A: "Who is the soldier that is helping the survivors?" B: "The soldier that is helping the survivors is from the army." The teacher circulates to provide guidance. Step 6: Summary & Homework Assignment (3 minutes) Summary: Review key knowledge with students: Usage of relative pronouns. Special cases for using "that". Homework: Write 3 sentences with restrictive relative clauses to describe each of Picture 2 and Picture 3 (Activity 6 Homework 1). Use the library or Internet to find ways to survive an earthquake. Write 3-5 sentences about it, using at least 2 restrictive relative clauses (Activity 6 Homework 2). VII. Blackboard Design Restrictive Relative Clauses Structure: Antecedent + Relative Pronoun + Clause(e.g., The people who lived there were injured.) Usage of Relative Pronouns: People: who (subject), whom (object), whose (attribute), that (subject/object) Things: which (subject/object), that (subject/object), whose (attribute) Special Cases for "that": Indefinite antecedents (anything, everything) Antecedents with the only/the very Antecedents with ordinal numbers/superlatives Antecedents = people + things VIII. Teaching Reflection (To be filled after class) Record students’ mastery of relative pronouns and difficulties in application. Evaluate the participation of group discussions and the effectiveness of task design. Adjust teaching methods for confusing points (e.g., "preposition + whom/which") in subsequent lessons. 学科网（北京）股份有限公司 $