Unit4 Natural Disasters Discovering Useful structures说课稿-2025-2026学年高中英语人教版必修第一册

本讲义聚焦人教版必修一Unit 4限制性定语从句核心知识点，系统梳理that, which, who, whom的用法（学生已有基础）及新学whose的用法，作为后续深入学习定语从句的基础支架。 以“中国国际救援队（CISAR）”真实主题语境引领，结合视频辅助，通过个人、小组合作探究内化语法规则，提升语言能力与思维品质，融入课程思政培养社会责任感与民族自豪感。课中助力教师高效授课，课后分层作业满足个性化需求，巩固提升。

f合阳县 人教版必修一Unit 4 Natural Disasters Discovering Useful Structures Restrictive Relative Clause 说课稿 Good afternoon,everyone! I'm greatly honored to have the opportunity to share my teaching ideas with you.The selected material is taken from the grammar part of Unit 4,Book 1. My presentation consists of 9 parts: Guiding Principles and Design Concepts, Analysis of Teaching Material, Analysis of Students, Teaching Objectives, Teaching important and difficult Points, Teaching Methods and Aids, Teaching Procedures, Blackboard Design, key Innovations in teaching design. Part 1 Guiding Principles and Design Concepts 1、 英语学习活动观 2、英语学科核心素养 3.3P教学法 ①Presentation（呈现）：教师通过创设情境来引入引入新内容，确保学生能够理解并掌握重点和难点。 ②Practice（练习）：在呈现阶段后，学生需要通过练习来巩固本节课所学的语法知识。教师可以设计不同类型的练习，学生可以更好地掌握规则，提高语法应用能力。 ③Production（产出）：在练习阶段后，学生需要进行语法知识的输出，即运用所学的语法知识进行创造性的表达。通过产生活动，学生可以更好地应用所学的语法知识，并提高语言运用能力。 Part 2 Analysis of Teaching Material The selected material is taken from the grammar part of Unit 4,Book 1. The theme of this unit is about natural disasters. It focuses on the usages of that,which, who , whom, whose in the relative Clause, which is not only one of the most important and difficult parts in the English grammar, but the basement for learning the relative clauses further. Part 3 Analysis of Students 1.They are from Grade one in senior high school. 2.They have some basic knowledge of the relative clauses guided by who,that,which,whom ,but the clauses guided by whose are new to them. 3.They are equipped with certain skills of listening, speaking, reading, and writing. 4. They are eager and enthusiastic about learning, but lack the ability to cooperate with others. Part 4. Teaching objectives Language ability: 1.Find the relative clauses quickly. 2.Learn and summarize the usages of relative pronouns Learning ability: Develop students’ ability to use the grammar flexibly Thinking quality: Be able to determine the relative pronouns based on the analysis of the antecedent and the sentence components. Cultural awareness: 1. Help students realize the importance of unity in face of natural disasters and establish a correct sense of social responsibility. 2. Be grateful to others. Part 5 Teaching important and difficult Points Teaching important points: To master the basic usages of the relative clauses. Teaching difficult points: 1.To choose relative pronouns correctly in restrictive relative clauses. 2.To use the relative clauses to make sentences. Part 6 Teaching methods and aids: Teaching methods ： (1)Situational approach; (2)Task-based teaching approach; (3)Cooperative learning method. Teaching aids: (1) Multimedia (2)Blackboard Part 7 Teaching procedures Step 1 Leading in Look at two pictures of Tangshan Earthquake and lead in this Grammar. Step 2 Revision Revise the basic knowledge of relative clause Step 3 Presentation 1 Introduce a special rescue organization and shows the video of it. 2 Observe the following sentences and summarize the usages of relative clauses Step 4 Practice 1 Find and underline the restrictive relative clauses in the sentences below. 2.Read the passage and fill in the blanks with relative pronouns. 3 Combine the sentence into one using relative clauses. Step 5 Production What impressed you most about the rescue workers in the team? Why does China found CISAR to help people around the world? Step 6 Summary & Homework Part 8 Blackboard design Part 9. Key innovations in teaching design 一. 主题引领，语境真实化 打破传统语法的教学模式，精心创设了以“中国国际救援队（CISAR）”的主题语境。所有活动都紧密围绕这一主题展开。学生学习的不是枯燥的规则，而是用以描述英雄、讲述感人故事的实际工具，实现了语言形式、意义与交际功能的三维统一。 二.探究导向，赋能学生 通过用多种教学组织形式:个人活动、小组讨论、班级分享相结合，让学生通过合作探究，互帮互助，内化语法知识，培养了他们的自主学习能力和合作探究精神。 三、紧扣新理念:英语学科核心素养与英语学习活动观 1.英语学科核心素养、学习活动观、教学目标、具体的教学活动环环相扣。 2.英语学习活 四、充分体现了学科的育人价值 将课程思政与语言教学进行了自然、深刻的融合。本节语法中的句子、语篇都蕴含了与中国救援队（CISAR）丰富的思政素材。学生在学习语言的同时，也感受到人道主义精神、国际担当和民族自豪感，落实了立德树人的根本任务。 五、分层作业设计： 基础层：完成课本关于汶川地震的练习，巩固基本结构。 提高层: 使用2-5个定语从句描述自然灾害的写作任务。 拓展层: 关于《白雪公主》的分层作业设计。 不仅保持了语法训练的一致性，也能激发学生的学习兴趣，满足不同学生的个性化需求。 动观贯穿本课教学活动始终，层次分明。 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $