Unit 5 Languages Around the World 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定性定语从句中关系副词（when/where/why）及“介词+关系代词”的用法，通过创设留学生Li Mei化解名字文化误解的情境导入，复习旧知（定语从句功能）并铺垫新知，构建前后知识脉络的学习支架。 其亮点在于以“讲述中国名字故事，传播中华文化”为终极任务，融合语言能力（语篇填空、微写作实践）、文化意识（中国名字文化内涵探究）、思维品质（归纳关系词选择规则）。通过视频赏析、句子合并、分层作业（AI工具优化写作）等活动，实现“学习理解-应用实践-迁移创新”层次递进，助力学生提升语法应用能力与文化自信，为教师提供情境化、素养导向的可操作教学方案。

教 学 设 计 教材版本：人教版(2019) 课型：语用课 年级：高一 课题名称：Unit 5 Language Around the World Discovering Useful Structures 整体设计 思路 核心素养导向： 聚焦语言能力、文化意识、思维品质和学习能力的融合发展。 英语学习活动观：设计学习理解、应用实践、迁移创新三个层次的教学活动。 大单元整体教学：将语法学习作为探究单元主题“Language Around the World”的意义工具，服务于“讲述中国名字故事，传播中华文化”的终极任务。 主线与情境： 创设“帮助留学生Li Mei化解名字文化误解，并向其同学介绍中国名字”的完整情境，贯穿始终，让语法学习真实、有趣、有意义。 根据普通高中英语课程标准（2017年版）中对语法知识教学内容的要求，定语从句要注意在语境中的理解和运用。在语言使用中，语法知识是“形式-意义-使用”的统一体。因此本节课结合主题语境—留学生李梅通过解释自己名字的意义来解决烦恼并传播中国文化，让学生在语境中通过观察、比较、和总结等手段，以合并句子，语境填空，视频赏析和写作实践等形式，在个人、小组活动中感知、学习、总结在限定性定语从句中，关系副词和介词加关系词的意义和使用规律，并最终运用在主题语境中。通过本课学习，学生能了解中国人名字丰富的文化内涵和寓意，并尝试运用所学知识解决起名相关的问题。在此过程中，弘扬中华传统文化，培养学生的民族自豪感。 教学目标 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. 教学重难点 1.Guide students to understand the function of restrictive relative clauses and relative adverbs and how to choose correct relative adverbs. 2.Guide students to replace the relative adverbs with preposition+which accurately. 3.Guide students to create a Chinese name and describe it clearly. 教学过程 教学步骤 教师活动 学生活动 设计意图及资源准备 Step1: Lead-in Get to know Li Mei. Greet students and introduce a new friend Li Mei to them. While introducing Li Mei’s basic information, guide students to review the function of restrictive relative clause. Read the profile of Li Mei, know the basic information of her and review the function of restrictive relative clause. 引导学生快速进入本节课主题语境，并复习上单元所学限定性定语从句的作用,为这节课定语从句新内容的学习做奠定基础，也为本节课语境输入做好铺垫。 Activity 1: Watch a video to answer questions and recognize Li Mei’s trouble. Ask students to watch a short video which is about Li Mei’s trouble while studying abroad and remind them to focus on the three given questions concerning Li Mei’s trouble. Watch the short video, identify Li Mei’ trouble and find the answer to the three questions. 引导学生通过观看一段关于李梅在国外学习所遇困难的短视频，进一步了解任务及文化背景。设置的三个问题既考察对话题内容的理解，又能将学生的重点关注引到定语从句上面，为后文关系副词引导的定语从句讲解做铺垫。 Ask students to answer the three questions. If it’s a little difficult for the students, the teacher should give some hints by giving some key words. Show the specific sentences where the answers lie while checking the answers, ask the students to read aloud to discover the relatives “when” “where” and “why” . If necessary, the teacher should lead the students to read some difficult words in the sentence. Answer the three questions and read the sentences where the answers lie. For example, she still remembers the awkward moments when her name Li Mei was mispronounced in class. Read the three sentences aloud and try to understand the meaning and discover the relative clauses in the sentences. 通过回答问题，分析视频内容，培养分析整理信息的能力，同时在这个过程中，感知和识别关系副词引导的定语从句，为下一步定语从句的分析做铺垫。 Activity 2: Observe and conclude the function of restrictive relative clause and relative adverbs. Show the sentence1,2 and 3 and let students read aloud and think about how to combine sentence 2and3 to form sentence1. Guide the students to learn how to combine sentence 2 and 3 to form sentence 1. In the process, help students to analyse the antecedent , relative adverbs and the function in the clause and conclude the basic rules of analysing the relative clause. At the same time, the teacher should write the key words of the rules on the blackboard. Read sentence 1,2 and 3 to think about how to combine sentence 2 and 3 to form sentence 1. While reading, figure out that the same word “moments” is used as the antecedent, the relative adverb “when” is equal to “at the moments” and functions as time adverbial. Conclude the basic rules of analysing the restrictive relative clause. 引导学生感知定语从句和关系副词的功能。 Activity 3: Observe, combine sentences and conclude the rule of relative adverbs. Present more sentences and ask students to combine the sentences by using the rules of“when” and conclude the usage of “where” and “why”. Check the answers and make a summary, writing key rules on the blackboard. Combine the sentences and conclude the usage of “where” and “why” 引导学生合并句子,梳理要点，形成系统。在学生自主发现的基础上，教师进行精准的点拨和系统化总结，将零散的认知上升为结构化知识，帮助学生形成清晰、准确的概念 Activity 4: Discuss, observe, fill in the blanks and conclude the rule of “preposition+which”. Ask students to replace the time adverbial “ when” with “preposition+which. Give more sentences to let students fill in the blanks by using different prepositions to replace the relative “when”. Lead students to conclude the tips when choosing the preposition. Tips: 1: Depend on the antecedent 2: Depend on the verb phrase Replace the time adverbial “ when” with “preposition+which. Fill in the blanks by using different prepositions to replace the word “when” and conclude the tips when choosing the preposition. 分层操练，内化规则。练习设计遵循从“形式操练”到“意义操练”的梯度。意义性练习则在刚习得的语法规则基础之上训练学生对语法项目的理解能力，促进知识从理解到应用的过渡。 Show students more sentences related to the adverbial “where” and “why”, and ask them to choose some prepositions to replace them according to the rules we have concluded. Check the answers and make a summary, writing down the tips on the blackboard. Answer the teacher’s questions, have a discussion with partners and conclude the rules. 引导学生从被动接收知识到主动建构知识框架，以实现其更高层次的思维飞跃。 Activity 5: Choose proper relatives or preposition to practise the usages of relative clauses and learn Li Mei’s solution. Ask students to read the passage about Li Mei’s solution and choose proper relatives or preposition to practise the usages of restrictive relative clauses . In the process, walk around to watch and remind the students to apply the method the teacher has demonstrated in the former sentences. Read the passage about Li Mei’s solution and choose proper relatives or preposition to practise the usages of relative clauses. 语境运用，深化理解。将语法练习提升到语篇层面，让学生在连贯的语境中判断关系词和介词的用法，理解语法服务于意义表达的功能，促进知识从机械记忆向初步应用转化。 Lead students to understand the main idea of the passage and focus on the solution to Li Mei’s trouble. Check the answer and invite some students to explain the reason if necessary.Ask students to conclude the 4 steps to complete the restrictive relative clauses. Answer the teacher’s question about the main idea and Li Mei’s solution. Check the answer according to the given answer and think about the reason if wrong.Try to conclude the 4 steps to complete the restrictive relative clauses. 归纳文章主旨大意有助于训练学生有效理解语篇和信息整合的能力。总结答题思路和步骤能促进知识内化与结构化，并培养学生的归纳与迁移能力。 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. Show a short video about the way to create a Chinese name and offer some tips about choosing a proper Chinese name. Ask the students to write a short passage to describe one of their favorite names and clarify the requirements. Walk around to watch and offer help if necessary. Watch the short video to appreciate the deep culture in Chinese names and learn about the way to create a Chinese name. Choose a proper Chinese name to help Li Mei and write a short passage to describe it. 语用输出，实现迁移。这是语用课的核心环节。紧扣单元主题，创设一个具有交际意义的任务，促使学生在新情境中创造性地产出语言，融合听、说、读、写，看技能，将语法知识转化为实际运用能力，实现从“学得”到“用得”的飞跃。 Activity 7: Describe your favourite Chinese names and use this checklist to make the evaluation. Lead students do self-evaluation according to the given checklist including contents, language and handwriting. Choose some volunteers’ writing to display in front of the class and evaluate the short passage. Finish the short passage, do self-evaluation according to the given checklist and polish the work. Appreciate and evaluate others’ passages. 合作交流，反思提升 。分享环节增加了语言输出的受众，提升交际的真实感。互评过程促使学生成为“小老师”，在评价他人的同时反思自己的学习，巩固所学，并培养合作与评价能力。 Required homework: Make use of AI tools to polish your writing and create more restrictive relative clauses. Optional homework: Create more names reflecting Chinese culture for Li Mei’s foreign classmates and explain the deep meanings. Assign homework. Finish homework with what they learned in class. 尊重差异，延伸学习。分层作业尊重学生个体差异，确保所有学生掌握核心知识。拓展作业提供创造性空间，将学习从课堂延伸至课外，满足学有余力学生的提升需求，实现个性化发展。 板书设计:where when why Relative adverbs (关系副词） Antecedent （先行词） Act as （充当成分） Basic rule: Evaluation: 1. Identify clauses 2. Find antecedents 3. Analyze elements 4. Choose relatives 1.Restrictive relative clauses 2.Cultural information 3.Beautiful Handwriting Unit 5 Language Around the World Discovering Useful Structures Trouble Solution Connection Relative adverbs Antecedents Act as Prep.+which when time none Adverbial of time In/at/during which where place none Adverbial of place In/to/from which why reason Adverbial of reason For which 教学反思： 1.教学活动设计主线较为鲜明，层次清晰，将语法教学转化为一场有意义的文化探究，让学生在语境中通过观察、比较、分类和总结等手段，以合并句子，语境填空，视频赏析和写作操练等形式，在个人、两人和小组活动中观察并发现限定性定语从句，关系副词和介词+which的意义和使用规律，并最终运用在主题语境中。本堂课从导入的“看”、“听”、“说”到后面的“写”，发展了学生的听说读写各方面的技能,实现对学生语言能力的培养。 2.为了发展学生的思维品质，设计了层层递进的思维提升任务：在感知语法过程中，以表格形式构建思维导图，更好地激发学生的归纳总结能力和逻辑思维能力。 3.深入挖掘语法运用，启发引导学生深入感受语言载体当中的情感色彩和文化内涵。通过情境线、知识线、能力线、情感线四线并行的方式，确保教学环节环环相扣，层层递进。最后升华到写，让学生从识别李梅的烦恼，了解李梅的解决方法到通过帮助李梅给外国同学取名字来传递中国文化的一个输出过程，极大地培养了学生正确的价值观、人生观和文化意识。整个环节环环相扣，巧妙实现了输入输出的有机统一，实现了英语教学立德树人和培养学生英语学科核心素养的目的。 4. 本节课始终紧扣AI赋能，文化铸魂主题，将AI技术和文化意识与英语课堂教学深度融合，支持了学生的深度探究，特别是最后的写作展示环节，能够充分发挥学生的主动性和积极性，及时有效地检测和评价，有助于提高学生在写作中使用限制性定语从句丰富表达和用英语传播中国文化的意识，培养相关调控策略，从而提高写作的质量和水平。 学科网（北京）股份有限公司 $