Unit 2 Sports and Fitness Lesson 1 The Underdog Restrictive Relative Pronoun教学设计-2025-2026学年高中英语北师大版必修第一册

该高中英语教学设计聚焦限制性定语从句，以《西游记》文化元素为导入，衔接学生初中已学的简单定语从句基础，通过角色描述句自然引入新知，搭建从已知到未知的学习支架，帮助梳理关系代词用法及从句结构。 其特色在于文化情境与AI技术深度融合，借助《西游记》激发学习兴趣（文化意识），AI语音、高亮工具辅助理解，即时反馈练习提升思维品质，高考真题与写作任务强化语言能力，分层设计兼顾学生差异，为教师提供结构化资源，助力高效语法教学。

附件： 教学设计 课程基本信息 课题 Restrictive relative clause 课型 新授课 学科  英语 年级  高一 学段  高一 版本章节  新北师大版 教学目标 At the end of this class, students will be able to: 1)Understand the function structure of restrictive relative clauses; 2)Master the usage of ”that,which,who, whom and whose” properly ; 3)Complete some tasks with appropriate relative pronouns. 教学重难点 Key point: 1.Master basic structure (antecedent + relative pronoun + clause) and core functions of restrictive attributive clauses; 2.Distinguish key relative pronouns (who, whom, whose, which, that) in specific contexts. Difficult Points: 1.Cultivate enthusiasm for English grammar learning through the integration of Journey to the West cultural elements; 2.Develop critical thinking and collaborative spirit in AI-assisted interactive tasks. 学情分析  本节课的授课对象为高一学生，他们具备以下基础特点： 1. 已有基础：学生初中已接触简单定语从句（如that/which/who引导的基础句型），掌握”修饰名词/代词”的核心概念，具备基本的句子成分（主谓宾定状补）认知，能识别简单主句与从句的划分。 2. 核心难点：对”限制性”的语法功能理解模糊，易混淆限制性与非限制性定语从句的用法；在关系代词（that/which/who/whom/whose）和关系副词（when/where/why）的选择上缺乏逻辑依据，常忽略先行词的性质（人/物/时间/地点等）和从句成分（缺主语/宾语/状语）的判断；翻译时易出现”逐字直译”导致句意不通，写作中难以主动运用该句型提升表达复杂度。 3. 认知特点：高一学生具象思维占优，对枯燥语法规则兴趣较低，但乐于接受情境化、生活化的例句和互动练习；逻辑分析能力正处于发展阶段，需要通过”先感知再归纳”的方式理解语法规律，而非直接记忆抽象规则。 4. 潜在问题：部分学生初中语法基础薄弱，对”从句需用陈述句语序””关系代词作宾语可省略”等细节掌握不扎实；存在”畏难情绪”，担心复杂句型出错，在写作和口语中倾向于使用简单句，缺乏运用定语从句的主动性。  教学准备  Teacher Preparation: 1.PPT courseware (including ”Journey to the West” character introductions, example sentences, exercises); 2.Character cards (for group activities); 3.AI assistant tools (for timing, scoring, interactive feedback); 4.Exercise sheets and writing task materials. Student Preparation:  1.Preview the basic concept of relative clauses; 2.Familiarize themselves with the main characters and plot of ”Journey to the West”; 3.Prepare sentence descriptions for use in group activities. 教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用）     Lead-in   Introduce “Journey to the West” characters using restrictive relative clauses (e.g., The disciple who can defeat demons). Arouse student interest and introduce the practical application of relative clauses through a familiar cultural context. Use AI voice to read sentences aloud, enhancing contextual immersion.     Perception         Guide students to identify attributive elements in sentences and recognize the structure of relative clauses. Transition naturally from known language phenomena to new knowledge acquisition. Use AI highlighting tools to visually emphasize sentence components, aiding comprehension       Presentation           Explain the three elements of relative clauses (Antecedent, Relative Word, Clause); introduce the functions and usage of relative pronouns. Systematically explain the grammatical structure to help students build a knowledge framework.  Use dynamic AI displays to show the functional role of relative pronouns within the clause (e.g., as subject, object, attributive).   Practice               Complete fill-in-the-blank exercises using past National College Entrance Exam (Gaokao) questions; analyze sentence structure and select the correct relative pronoun.  Consolidate learned knowledge and improve test-taking skills. AI provides instant grading and detailed explanations, supports error categorization and personalized feedback.  Production Group Activity: “Protect the Scripture Team” - Describe character/object cards using restrictive relative clauses; other groups guess the answer. Enhance language output ability, foster collaboration and expressive skills. AI acts as a helper: times the activity, scores group performance (based on accuracy/fluency), and announces the winner, increasing competitiveness and engagement. Promotion Writing Task: Students write a reply letter to a foreign friend about “Journey to the West,” using at least 3 different relative pronouns in restrictive relative clauses. Comprehensively apply the learned grammar points to improve written expression. AI provides sentence pattern suggestions and vocabulary support to assist students in producing higher quality writing. 作业设计  Promotion: Writing Task: Suppose you are Li Hua. Your foreign friend Peter wrote to you expressing great interest in the Chinese classic "Journey to the West" you mentioned. He wants to know the main content and your favorite character. Please write a reply letter based on the following points: 1.Briefly introduce the main plot of "Journey to the West"; 2.State your favorite character and briefly explain the reasons; 3.Use at least 3 restrictive relative clauses containing different relative pronouns. Note: Word count: around 100 words; The opening and closing have been provided (not included in the word count); You can add appropriate details for coherence. 板书设计/课堂小结   Structure: Antecedent + Relative Pronoun + Clause Relative Pronouns: who, whom, whose, which, that Functions: Connecting, Referencing, Functioning within the clause Key Distinction: Restrictive vs. Non-Restrictive Relative Clause 教学反思 一、教学亮点 1.情境创设贴合学生认知：借助《西游记》经典角色和情节导入知识点，将抽象的语法规则与熟悉的文化 IP 结合，有效激发了学生的学习兴趣，降低了定语从句的理解难度。 2.教学逻辑清晰有序：从定语定义、从句结构，到关系代词（that/which/who/whom/whose）的用法、特殊场景辨析，再到高考真题演练和情境写作，层层递进，符合语言学习的规律。 3.练习设计针对性强：融入高考真题、语法填空、句子重组、小组竞赛等多种形式，兼顾基础巩固与能力提升，同时通过口诀总结帮助学生记忆特殊用法，强化了知识落实。 二、存在不足 1.学生差异关注不足：统一的练习难度未能充分适配不同基础学生的需求，部分基础薄弱学生在写作任务中难以灵活运用多个关系代词，参与度不高。 2.知识区分不够明确：对限制性与非限制性定语从句的差异仅简单提及，未展开对比练习，可能导致学生后续出现混淆;生活场景类例句较少，知识与实际应用的衔接不够紧密。 三、改进方向 1.设计分层教学活动：针对不同层次学生设置基础题、提升题、挑战题，如基础层侧重关系代词选择，提升层侧重句子重组，挑战层侧重情境写作，确保全员参与。 2.强化易混点辨析：补充限制性与非限制性定语从句的对比练习，通过 “有无逗号”“能否省略关系词” 等关键特征帮助学生区分。 3.优化课件与素材：增加生活场景例句（如描述身边的人或事物），让语法知识更贴近实际；在小组活动中增加个性化指导，及时解答学生疑问。 4.丰富课后反馈形式：除写作作业外，可增加短视频录制、对话创编等弹性任务，鼓励学生在真实语境中运用语法，同时通过作业批注精准反馈问题。   学科网（北京）股份有限公司 $