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

该高中英语教学设计聚焦限制性定语从句的关系代词用法，通过单元主题自然灾难的视频和唐山新貌图片导入，让学生初步感知语法结构，再复习定语从句定义、先行词等基础，搭建从感知到回顾的学习支架，为探究关系代词用法奠定基础。 特色在于融合情境与任务型教学，观察探究环节引导学生分析关系代词在从句中的成分，培养思维品质；练习从单句到主题语篇，整合语法与自然灾难主题，提升语言能力；创造环节结合图片造句，渗透团结感恩的文化意识。对学生，提升语法运用与主题表达能力；对教师，提供素养融合的清晰教学路径。

Unit 4 Natural Disasters Discovering useful structures —Restrictive Relative Clause Teaching objectives: By the end of the class, students will be able to: 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. Teaching important point: To master the basic usage of the relative clauses. Teaching difficult point: 1.To choose relative pronouns correctly in restrictive relative clauses. 2.To use the relative clauses to make sentences. Teaching methods: Situational approach; task-based teaching approach; group learning method. Teaching procedures: Step I Leading in The government has built the monument which/that honours (纪念）the Tangshan earthquake. Thousands of buildings that/which have been rebuilt in Tangshan are very amazing. People whose homes were completely destroyed are now living a happy life. 【设计意图】：链接本单元话题，通过观看视频和关于唐山新貌的图片让学生感知定语从句,激起学生学习的兴趣。 Step II Revising 1.定义：在复合句中修饰___________或____________的从句。 2.先行词：被修饰的名词或代词。 3.结构：先行词+【关系词+从句】 4.关系词：引导定语从句的词，包括关系代词 和关系副词when, where, why。它有三个作用：（1） 定语从句；（2）_ 先行词；（3）在定语从句_ 一定成分。 【设计意图】：帮助学生回顾对定语从句的所学知识，激活已知，为接下来的语法学习做好铺垫。 Step III Finding Find and underline the restrictive relative clauses in the sentences below. 1. The Tangshan earthquake was a terrible experience that my great-grandma cannot forget. 2. The couple who live next to us volunteered to help after the volcano erupted. 3. The supplies which were provided to the disaster area were collected from around the county. 4. Mr. Li is an architect whose designs for the new town have won praise. 5. A doctor whom James used to work with died in the 2016 earthquake in Ecuador. 【设计意图】：让学生初步辨识定语从句，感受目标语法的结构特征。 Step IV Observing and exploring Observe the following sentences and summarize the usages of relative clauses 画出下列各句中定语从句的先行词和关系词，并判断关系词的类别（人、物），同时写出关系词在从句中所作的成分（主语、宾语、定语）。 1.关系代词who ①The children who were injured in the car accident are being treated in the hospital now. ②Danny was the man （who） I met yesterday. 2.关系代词that ①Do you know the girl that is talking with our teacher? ②The man （that ）you met is my old friend. ③This is the car （that ）he bought last year. ④Yesterday I read an article that was about natural disasters. 3.关系代词whom ①The boy(whom) the teacher often praises is their monitor. ②The girl (whom) the soldier rescued yesterday is John’s sister. 4.关系代词which ①.There were buildings which had been destroyed by the earthquake. ②.The gold medal (which) she won has been given to her old school. 5.关系代词whose ①He has a friend whose father is a doctor. ②The classroom whose door is broken will soon be repaired. 【设计意图】：通过学生的自主学习和小组探究，发现并总结出关系代词的用法。 Step V Practising 【方法指导】 如何正确选择关系词 第一步:找到先行词 第二步:先行词代指人还是物 第三步:从句中缺少什么成分 第四步:选定恰当的关系词 Activity 1 Complete each sentence with that, which, who, whose, whom or “/ ”. 1. Here are some of the people ___________ homes were destroyed by the typhoon. 2. The student ____________________ we saw just now is the best runner in our school. 3. Several days later, most of the buildings ____________ had been damaged by the hurricane were repaired. 4. The injured boy _________ mother was lost in the disaster was taken to the hospital. 5. Is this young boy _________ saved several other students trapped under buildings? 6. The woman wrote a thank-you letter to the soldier by _________ she was rescued. Activity 2 Read the passage and fill in the blanks with relative pronouns. The people _________ live in Wenchuan county will never forget the day 12 May, 2008. The 8.0-magnitude earthquake __________ killed over 80,000 people turned many towns into ruins. The soldiers ________________ the government sent rushed to the earthquake-hit area immediately. Now, more than 10 years on, the survivors _______ homes were destroyed are living a new life. Many live in new towns __________ have been beautifully rebuilt by the government. The people will never forget those ________ rescued them and helped them rebuild their home. Out of gratitude(感激), many young adults _________ parents died during the earthquake have chosen to study medicine or join the army in a wish to help more people. Wenchuan, the county _________ was completely destroyed and then completely rebuilt, has become a symbol of the Chinese spirit of never giving up. 【设计意图】:根据学生的认知特点，从单句层次上升到本单元主题语篇层次，整合内化所学的语法知识。 Step VI Creating Make sentences which include the attributive clauses to describe natural disasters. 1.正在喂婴儿的女子是一个救援工人。 The woman _______________________ is a rescue worker. 2.他们是帮助搭建帐篷的士兵。 They are the soldiers _______________________. 3.这些帐篷是为失去家园的人提供的避难所。 These tents are the shelters for the people ______________________. 4. 这只狗的工作是在废墟中寻找幸存者，它的嗅觉和听觉非常灵敏。 The dog __________________________________ has an incredible sense of smell and hearing. 【设计意图】:通过单句写作，进行语言输出，让学生对该语法项目进行篇章写作打好基础。 Step VII Summary & Homework Homework: Write a short passage to describe a natural disaster using at least 4 relative clauses. 【设计意图】：复习巩固本堂课所学内容。 Appreciation： There is always highlighted time that light up the darkness! 总有点亮黑暗的时刻! There is always a hand that holds you tightly! 总有一只手紧紧地牵着你! There is always sunshine that melts away ice. 总有阳光能融化冰。 There is the China whose power lives on! 这就是中国，它的力量生生不息! There is all of you who pass down the power! 你们都是传承这种力量的人! ( 2 ) 学科网（北京）股份有限公司 $