Unit 1 Period 2 Grammar and usage（表格式教学设计）英语译林版选择性必修第三册

该高中英语教学设计聚焦非限制性定语从句这一核心语法点，通过展示科罗拉多大峡谷等旅游景点图片导入，结合对比例句引导学生感知与已学限制性定语从句的差异，搭建旧知到新知的学习支架。 以旅游及可持续发展为主题语境，通过文本分析、对比归纳提升语言能力，结合可持续旅游讨论培养文化意识，分层练习与高考真题作业促进思维品质，助力学生精准运用语法，教师可依托情境高效开展教学。

Unit 1 Wish you were here Period 2 Grammar and usage教学设计 教学基本信息 单元名称 选择性必修第三册Unit 1 Grammar and usage 学科 英语 学段 高中 年级 第一学期 主要教材 书名：普通高中教科书·英语选择性必修第三册 出版社：译林出版社 出版日期：2021年7月 课时安排 2课时(80min) 课型 读思课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 本节课坚持以学生为中心的教学理念，运用旅游主题情境教学法，结合多媒体资源和多元化互动任务，激发学生学习主动性。通过观察文本、对比分析、归纳总结等方式，让学生在旅游及可持续发展语境中掌握非限制性定语从句的用法，同时提升语言运用能力和可持续旅游的文化意识。 教材分析 【What】本课聚焦非限制性定语从句的用法，内容紧密围绕旅游及可持续旅游主题，通过旅游景点例句、旅游产业相关文本，引导学生对比限制性与非限制性定语从句的差异，掌握非限制性定语从句的关系词 (who/whom/whose/which/where/when/as) 用法及语法规则。 【Why】通过旅游主题文本阅读、例句对比和情境化练习，引导学生自主提炼语法规则；借助可持续旅游讨论活动，创设真实语言应用场景，实现语法知识与文化意识的融合。 【How】旅游交流中常需对景点、旅游现象进行补充说明，非限制性定语从句是实现该表达的核心结构，同时能借助该主题培养学生的可持续旅游观念和跨文化交际素养。 学情分析 1.What I know 学生已掌握限制性定语从句的基础用法，了解 who/which/that 等基础关系词，但对非限制性定语从句的形式（逗号分隔）、语义功能（补充说明）及特殊关系词 (as) 的用法理解不足，易混淆限制性与非限制性定语从句的使用场景。 2.What I want to know 学生希望通过本节课厘清两类定语从句的区别，熟练掌握非限制性定语从句的关系词选择逻辑，能在旅游分享、可持续旅游探讨等场景中准确运用该语法，并同步提升旅游相关的词汇和表达储备。 3.What I learned 学完本课后，学生能精准区分限制性与非限制性定语从句，熟练运用各类关系词构建非限制性定语从句，在旅游主题语境中完成句子改写、文本填空及观点表达等任务，同时树立可持续旅游的意识。 教学目标 1.语言能力 学生能在语境中准确识别非限制性定语从句，掌握其关系词 (who/whom/whose/which/ where/when/as) 的用法，完成句子改写、文本填空等语言任务，并能在旅游主题交流中运用该语法进行补充说明。 2.学习能力 通过观察旅游主题文本、对比两类定语从句、归纳语法规则，学生形成自主探究的语法学习策略，提升同类语法知识的迁移学习能力。 3. 文化意识 依托可持续旅游主题，学生理解旅游与生态、文化保护的关联，树立尊重当地文化、践行环保旅游的意识。 4.思维品质 学生能通过逻辑分析区分限制性与非限制性定语从句的差异，在观点表达中实现语法知识与思维逻辑的融合，提升归纳和思辨能力。 教学重难点 教学重点 区分限制性定语从句与非限制性定语从句的形式（逗号）和语义差异； 掌握非限制性定语从句中关系词（who/whom/whose/which/where/when/as）的选用规则，尤其是 which 指代整句、as 与 which 的区别。 教学难点 在真实的旅游及可持续旅游讨论语境中，恰当运用非限制性定语从句进行补充说明和观点表达； 理解并掌握as引导非限制性定语从句的位置和语义特点，避免与which混淆。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1.展示科罗拉多大峡谷、黄姚古镇等旅游景点图片，提问学生旅游相关话题： Are you fond of travelling? What tourist destinations have you ever visited or want to visit? 2. 呈现两个对比例句，引导学生初步感知限制性与非限制性定语从句的差异： The Grand Canyon is a real-world geology lesson which was formed over millions of years. Huangyao, which attracts tourists nationwide, looks quite different from the past. ●以旅游话题激活学生背景知识，通过景点例句创设情境，让学生初步感知两类定语从句的形式差异，为后续语法学习铺垫。 5min Activity 2 Exploring the rules 1. Read the article and use key words to summarize the main idea of each paragraph. 答案：Para 1: Advantages; Para 2: Disadvantages; Para 3: Disadvantages; Para 4: Solutions 2. Reread the text and find the sentences with non-restrictive relative clauses. 答案：①These industries, in turn, give jobs to the local population, whose welfare depends on tourism. ②The prices of tourist essentials such as transport, accommodation and food usually increase too, which brings even more wealth to the surrounding community. ③More nature-centred tourist attractions, where man and nature live in harmony, can be greatly impacted or even destroyed by the flood of tourists. ④As resources are used more rapidly than they can be sustained, wildlife habitats are likely to suffer, which could endanger local plants and animals. ⑤Local festivals and customs, which may have deep meaning in a particular culture, can simply become entertainment for tourists. ●借助主题文本培养学生阅读理解能力，同时让学生在真实语境中定位目标语法，为归纳规则提供语料支撑。 15min Activity 3 Working out the rules We often use a non-restrictive relative clause to add _____ information to the antecedent (a noun, pronoun or noun phrase) in the main clause or the main clause. A ______ is usually used to separate the adding clause and the main clause. We usually introduce a non-restrictive relative clause with a relative pronoun like who, whom, which and whose or a relative adverb like when and where. The relative pronoun and adverb ______ (can /cannot) be left out in a non-restrictive relative clause. We can use _________(which/who/where) in a non-restrictive relative clause to refer to the main clause as a whole. 答案： extra; comma; cannot; which 非限制性定语从句的用法 1. 非限制性定语从句是对先行词或整个主句的补充说明，与主句之间通常用逗号隔开，有关系代词which、who、whom、whose或关系副词when、where引导。 Davis wanted to visit Dr Yuan’s new farm , where seawater rice was grown. Laura couldn’t come to our party , which was a pity. Bob’s father , who worked on the project, spent four years in Egypt. 2. which引导非限制性定语从句时, 先行项可以是某个单词或短语, 也可以是整个主句或主句的一部分。 She heard a terrible noise , which brought her heart into her mouth. David studies hard and is ready to help others , which is what his parents expect. 3. 在非限制性定语从句中whom、which前面可以some of、many of、all of、most of等修饰词，表示整体中的部分或所有。 The growing speed of a plant is influenced by a number of factors, some of which are beyond our control. John invited about 40 people to his wedding, most of whom are family members. 4. as和which都可引导非限制性定语从句，指代整个主句的内容，但有区别： as引导的从句可以位于主句前、主句中和主句后，主句没有前后逻辑关系，常表示“正如”。 which引导的定语从句只能放在主句后，主从句常有一定的因果关系或前后顺序，常表示“这一点”。 Liquid water changes to vapor, which is called evaporation. As everyone knows, all that glitters is not gold. ●让学生通过自主讨论和对比归纳，构建非限制性定语从句的规则体系，深化对语法本质的理解，培养逻辑归纳能力。 20min Activity 4 Applying the rules 1. Rewrite the following sentences using non-restrictive relative clauses. ① My parents went on a tour of Japan with 20 people. Some of them had never been abroad before. ____________________________________________ ②My favourite place to visit is a little village near Shanghai. My grandma was born there. ____________________________________________ ③Dr Luo will give us a tour of Beijing. He is an expert in Chinese history. ____________________________________________ ④ I’d rather visit Europe in summer. The weather is at its best in summer. ____________________________________________ ⑤I'm reading a guidebook to Rome. It is really fascinating and helpful. ____________________________________________ 答案： ① My parents went on a tour of Japan with 20 people, some of whom had never been abroad before. ②My favourite place to visit is a little village near Shanghai, where my grandma was born. ③Dr Luo, who is an expert in Chinese history, will give us a tour of Beijing. ④I’d rather visit Europe in summer, when the weather is at its best. ⑤I’m reading a guidebook to Rome, which is really fascinating and helpful. 2. Below is an article about how to be a sustainable tourist. Complete the article with the correct non-restrictive relative clauses in the box below. There is one clause you do NOT need to use. Write the letters in the blanks. Sustainable tourism, (1)_______, is not just about seeing the sights-it is also about connecting with people and their cultures, making a positive impact on the places we visit and enhancing opportunities for the future. So, how can we be sustainable tourists? It is important to travel in an environmentally friendly manner. Getting to a tourist destination by airplane, (2) _______, has a huge impact on the global environment.While avoiding flying is not always practical, we can help improve the environment by travelling on local public transport or even on foot whenever possible. when at the hotel, we can reduce our impact by cutting back on water consumption and not having our bedding and towels washed every day. We also need to protect the local culture.When visiting temples or churches, (3)_______ , we should dress appropriately. While travelling, we should respect the right to privacy. We must ask for permission before taking pictures of the local people (4)_______. In summary, being a sustainable tourist comes down to respect-for nature, culture and people. 答案： (1)c (2)a (3)d (4)b 3. Complete the table according to the article on how to be a sustainable tourist. 答案：(1)Avoid flying if possible. (2) Respect the right to privacy. (3)Culture (4)Avoid having bedding and towels washed every day. 4. Discuss more ways to be a sustainable tourist, using non-restrictive relative clauses. ●通过分层练习巩固语法规则，同时将语法运用与可持续旅游主题结合，实现语言能力与文化意识的同步提升。 15min 应用实践 Activity 5 Language points 根据汉语提示填空 1. 她依次向每一个人问同样的问题。 She asked the same question of everyone __ ____ . 2. 这座由城墙围绕的城市是个重要的旅游胜地。 The walled city is an important ______ _________. 3. 疾病正在流行，所有的幼儿都有危险。 The disease is spreading, and all young children are __ ___. 4. 在新的一年里你的目标是什么？ What do you ___ __ __ in new year? 5. 你知道，人生总会有不如意的时候。 You know, life is not _ ___ __ ______. 6.我们绝不能忘记这一点——人类必须与大自然和谐共处。 We must never lose sight of the fact that man must work __ _________ ____ nature. 7. 主要的担忧在于野生动物的生存环境。 The chief worry is over _______ _______. 8. 英国和西班牙的经济一直保持增长的势头。 Britain and Spain ____ _______ ____________.   答案：1. in turn 2. tourist attraction 3. at risk 4. aim to do 5. a bed of roses 6. in harmony with 7. wildlife habitat 8. have grown consistently ●补充旅游主题词汇和短语，夯实学生语言基础，为后续综合语言运用提供支撑。 10min Activity 6 Summary 以表格的形式，总结本节语法课的要点。 ●系统回顾语法知识，强化学生记忆，形成完整的知识框架。 5 min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自评让学生认知学习效果，为课后针对性复习指明方向。 5min 迁移创新 作业内容 作业设计意图 5 min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择第一项和第二项，基础较好的同学可以选择第二项和第三项。 1、 单句语法填空 1. My hometown, ______ attracts tourists from across the country, looks quite different from what it was when I was a child. 2. Einstein, ____ we all know is a great scientist, developed the theory of relativity more than 100 years ago. 3. Sometimes we had to work until the early hours of the morning, ______ most people were still fast asleep. 4. My hobby is reading books, on _____ I spend most of my spare money. 5. Our teachers always try to create a relaxed atmosphere in class, ______ we can enjoy the learning experience. 6. ___ we all know, travelling can give us opportunities to broaden our horizons. 7. There are about 1,000 students in our school, most of ______ are from the suburbs. 8. We were all very grateful to John, ______ help contributed greatly to our success. 9. There are dozens of TV channels available, some of _____ specialize in art and literature. 10. Hundreds of people came to the town to enjoy the beauties of nature, ______ was usual on weekends. 答案：1. which 2. who 3. when 4. which 5. where 6. As 7. whom 8. whose 9. which 10. which 二、翻译句子 1. 他有一个姐姐，她是一个老师。 ____________________________________________ 2. 汤姆赢了这个游戏，这让我们感到很意外。 ____________________________________________ 3. 正如Dragon所告诉我们的，我们都是很聪明的学生。 ____________________________________________ 4. 他还给我们讲了个笑话，惹得每个人都哈哈大笑。 ____________________________________________ 5. 王老师是一位很优秀的老师，他的话影响了很多人。 ____________________________________________ 答案：1. He has a sister, who is a teacher. 2. Tom won the game, which made us surprised. 3. As Dragon told us, we are very clever students. 4. He even told us a joke, which made everyone laugh so much. 5. Mr. Wang is an excellent teacher, whose words have influenced many people. 三、实战高考 1. An exhibition at the Jiushi Art Museum in Shanghai is featuring artwork inspired by Go, or weiqi in Chinese, ___ originated in China more than 4,000 years ago. 2. Chinese cultural elements commemorating Tang Xianzu, ___ is known as “the Shakespeare of Asia,” add an international character to Stratford-upon-Avon, William Shakespeare’s hometown. 3. Tanya is also looking beyond special-occasion dresses to less formal clothing, ___she plans to package as capsule wardrobes and offer to travellers, such as those headed to weddings abroad, with a longer-term rental period. 4. Like anything, it is possible to have too much of both, ___ is not good for the health. 5. Yet, the form of the fable still has values today, 　 ___ Rachel Carson says in “A Fable for Tomorrow”.  答案：1. which 2. who 3. which 4. which 5. as ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维能力和表达能力。 板书设计 Unit 1 Wish you were here Grammar and usage Non-restrictive relative clauses 一、定义：补充说明，与主句用逗号分隔 二、关系词（不可省略，不用 that/why） 1. 指人：who/whom/whose 2. 指物/整句：which 3. 指地点/时间：where/when 4. 表“正如”：as（可放句首/中/尾） 教学反思 优点： 以旅游和可持续旅游为主题创设情境，将语法学习与文化意识培养结合，激发学生学习兴趣；教学环节层层递进，从感知到归纳再到运用，符合学生认知规律，目标达成度高；分层练习和作业兼顾不同学生基础，体现因材施教。 缺点： 部分学生对as和which的语义差异理解仍不透彻，小组讨论中参与度不均； 词汇讲解环节时间略紧张，部分学生未充分消化核心搭配。 改进： 增加as和which的对比专项练习，设计语法竞赛强化记忆。 课前发放词汇预习单，预留更多课堂时间用于词汇应用练习。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $