Unit 5 Languages Around the World Discovering Useful Structures 导学案-2025-2026学年高中英语人教版必修第一册

该高中英语导学案聚焦由when, where, why及“介词+which”引导的限定性定语从句，通过“认识Li Mei”情境导入，观看视频了解其名字困扰、成长地等，以分析她的故事为支架，引导学生从感知情境到总结关系副词功能、规则，再到语言应用，构建“情境-观察-总结-练习”的学习脉络。 特色在于情境化任务链与文化浸润结合，通过视频、句子合并、填表等活动培养学生观察归纳的思维品质，微写作环节要求用目标从句描述中文名字（如“四君子”），既提升语言运用能力，又增强文化自信，符合语言能力与文化意识的核心素养要求。

Unit 5 Language Around the World Discovering Useful Structures Learning Objectives: By the end of the class, you will be able to: 1.observe and conclude the functions, rules and usages of restrictive relative clauses led by when, where, why and “preposition+which” by analyzing Li Mei’s trouble, solution and connection to culture. 2.describe your favourite Chinese names with restrictive relative clauses led by when, where, why and “preposition+which”. 3.enhance cross-cultural awareness and cultural confidence. Lead-in: Get to know Li Mei. ( What d oes she remember? —————————————————————— )Activity 1: Watch a video to answer questions and recognize Li Mei’s trouble. ( Where did she grow up? ) ( W hy does she care about her name so much? ) ( 关系副词 ) ( 先行词 )Activity 2: Observe and conclude the function of restrictive relative clauses and relative adverbs. She still remembers the awkward moments when her name Li Mei was mispronounced in class. ( 主 句 ) ( 从 句 ) ( She still remember s the awkward moments . Her name Li Mei was mispronounced in class at the awkward moments . ) ( Li Mei will always remember the sunny day. She arrived in Ireland on the sunny day. )Activity 3: Observe, combine sentences and conclude the rule of relative adverbs. ———————————————————————————————— ( She grew up in a small town. Names carry the hopes of famil y in a small town. ) ———————————————————————————————— ( The deep cultural root of her name is the reason. She cares about her name so much for the reason. ) ________________________________________________________________ ( Basic rule: ) Relative adverb(关系副词） Antecedent(先行词） Act as (充当成分） Activity 4: Discuss, observe, fill in the blanks and conclude the rule of “preposition+which”. She still remembers the awkward moments when which her name Li Mei was mispronounced in class. She still remembers the awkward moments at which her name Li Mei was mispronounced in class. 1. The language class during/in which we discussed cultural differences was surprisingly lively. 2. Li Mei still remembers the day on which his grandfather planted a plum blossom tree for her. when=__________+which 3. She grew up in a small town where names carry the hopes of families. She grew up in a small town _____ which names carry the hopes of families. 4. The deep cultural root of her name is the reason why she cares about it so much. The deep cultural root of her name is the reason _____ which she cares about it so much. 5. ( How to choose preposition? Tip s : 1: Depend on ___________ 2: Depend on ___________ )A variety of classic works appeared during the Tang Dynasty______ which we Chinese are proud. where=________+which why=_______+which Activity 5: Choose proper relatives or preposition to practise the usages of relative clauses and learn Li Mei’s solution.（填入恰当的关系代词，关系副词或者介词） To help others pronounce and understand my name correctly, I gave a presentation in front of the whole class. This was the moment 1. ______ which I had been looking forward. I explained confidently: “Chinese people have special feelings for their names 2._______ carry profound meanings. ‘Li’ is my family name 3._________ dates back to over 2000 years ago. The name Li originated from the time 4.________ the emperors of the Zhou Dynasty were in power. It was later adopted by descendants of the emperors of the Tang Dynasty, spreading widely across China. As for ‘Méi’, I come from a small village 5. _________ plum blossoms cover the hills. My given name, ‘Méi’, refers to the plum blossom. Winter is the season 6.________ plum blossoms bravely bloom against the cold. That is the reason 7.________ I truly cherish the character ‘Méi’.” After the presentation, many of my classmates got interested and came up to me. I was overwhelmed with various questions about Chinese culture and language, and a few students even asked me to choose Chinese names for them. Activity 6: Do a micro-writing by describing one of your favourite Chinese names to help Li Mei explain the meaning and spread Chinese culture. For example: 梅 兰 竹 菊 春 夏 秋 冬 渝 宁 星 乐 安 俊 杰 雪 悦 聪 …… Four Gentlemen when where why plum blossom(Mei) winter, in the snow... On mountains, in courtyards... Perseverance, hope... Orchid(Lan) spring... In deep valleys, by a quiet study(书房) elegance, virtue... Bamboo(Zhu) At dawn, in the morning... In bamboo forests, in classical gardens toughness, humility... Chrysanthemum (Ju) [krɪˈzænθəməm] autumn... In gardens, on mountain slopes (山野) longevity, calmness Requirements: 1.Use restrictive relative clauses(限定性定语从句) led by when,where,why or“preposition+which” (at least 2). 2.Express the cultural information of characters. ( Useful expressions: M y favourite name is..., it means... ...is the the season/time/day... when ... ...is a town/place... where ... The reason why ...is that... ... ) Activity 7: Describe your favourite Chinese names and use this checklist to make the evaluation. Homework: Optional homework: Create more names reflecting Chinese culture for Li Mei’s foreign classmates and explain the deep meanings. Required homework: Make use of AI tools to polish your writing and create more restrictive relative clauses. ( 1 )1 学科网（北京）股份有限公司 $