Unit 1 Cultural Heritage Discovering Useful Structures 教案-2024-2025学年高中英语人教版（2019）必修第二册

该教案聚焦定语从句核心知识点，涵盖先行词识别、关系代词/副词选用（重点区分which/that与where）。通过阅读文本中的阿斯旺大坝和神庙图片导入，师生互动用例句“The dam that could supply power”自然衔接阅读与语法，搭建从已知到未知的学习支架。 其特色在于采用“观察-分析-总结”的归纳式学习（学习能力），结合“侦探任务”自主梳理规则，“小小讲解员”活动（用定语从句介绍文化遗产）强化语言运用与文化意识（文化自信）。分层作业与思维导图总结提升课堂效率，助力学生构建语法体系，为教师提供清晰可操作的教学流程。

Unit 1 Cultural Heritage Discovering Useful Structures Teaching Plan(教案) I. Teaching Objectives 1. Linguistic Ability: Students can distinguish between the antecedent (先行词) and the relative clause (定语从句). Students can correctly select relative pronouns (who, that, which, whose, whom) and relative adverbs (where, when, why) based on the antecedent and syntactic function. Key Focus: Students can differentiate between situations requiring "which/that" vs. "where" (place as object vs. place as adverbial). 2. Learning Ability: Through "Observing - Analyzing - Summarizing," students construct their own grammar rule system rather than passively memorizing rules. 3. Cultural Awareness: Students can use relative clauses to introduce Chinese cultural relics effectively to an international audience, fostering cultural confidence. II. Teaching Procedures Step 1: Contextual Lead-in (5 mins) — From Reading to Grammar Avoid the robotic "Look at the wall." Use the emotional connection from the reading passage. 1. Recall & Retell: Show a picture of the Aswan Dam and the Temples from the reading passage. 2. Teacher's Interaction: T: "Do you remember the challenge in Egypt? There was a dam." T: "What kind of dam was it? It was a dam that could supply power." (Write on board) T: "And what about the temples? They were cultural relics which were in danger." (Write on board) 3. Concept Checking: T asks: "In the first sentence, what does 'that' refer to?" (The dam) T asks: "Can I say 'It was a dam who could supply power'?" (Students laugh/say No). Transition: "Today, we act as 'Language Architects'. We use these small words—like glue—to build longer, more meaningful sentences about cultural heritage." Step 2: Guided Discovery (12 mins) — Inductive Learning Add specific instructions on how to guide students, not just "they discuss." 1. Task 1: The Detective Work (Individual) Ask students to open the book (Activity 1). Instruction: "Use a red pen to circle the noun being described (Antecedent) and a blue pen to underline the connector (Relative Pronoun/Adverb)." 2. Task 2: Rule Formulation (Group Work) Don't just give the table. Give them "Incomplete Sentences" to test their intuition first. Blackboard Challenge: Write these incomplete pairs on the board and ask groups to fill them: (a) The expert ______ studied the pyramids is famous. (Subject) (b) The expert ______ I met yesterday is famous. (Object) (c) The expert ______ name is Jones is famous. (Possession) Elicit Answers: Invite students to fill the blanks. Discuss who/that, who/whom/that/omission, and whose. 3. Teacher's Intervention (Crucial - The "Human Touch"): Anticipated Difficulty: Students usually confuse `that` vs. `which`. Clarification: Briefly mention: "In restrictive clauses, `that` and `which` are often interchangeable for things, but remember: if there is a comma (non-restrictive) or a preposition in front, we usually avoid `that`." (Keep it simple for now, just plant the seed). Step 3: Deep Processing & Practice (15 mins) — Tackling the Difficult Points This section replaces the generic "Activity 2" with targeted drill on the hardest point: Relation vs. Adverb. 1. The "Trap" Exercise (differentiation between `which` and `where`): Show these two sentences: A: This is the museum ______ I visited last year. B: This is the museum ______ I saw the ancient vase. Ask: "Both are about the 'museum'. Why is A `which/that` and B `where`?" Technique: "The Restoration Method" (还原法). Sentence A: I visited the museum. (Museum is Object → which/that) Sentence B: I saw the vase in the museum. (In the museum is Place → where) 2. Textbook Consolidation: Now let students complete Activity 2 in the textbook. Because of the drill above, they will complete Item 5 (The place) and Item 6 (The reason) with more confidence. 3. Error Correction (Spot the Bug): Show common "Chinglish" errors on the PPT and ask students to fix them: Error 1: The book which I bought it yesterday is interesting. (Repetition of object) → Remove 'it' Error 2: The man works in the library is my uncle. (Missing relative pronoun) → The man who works... Step 4: Application (10 mins) — Situational Output Change the "Game of Definitions" to something more relevant to the High School curriculum. Activity: "The Little Museum Curator" (小小讲解员) Scenario: Our school is hosting a foreign exchange group. You need to introduce a cultural site (e.g., The Forbidden City, The Mogao Grottoes, or a local site). Task: Work in pairs. Construct a brief introduction (3 sentences) using at least two relative clauses. Scaffolding (Word Bank provided on PPT): ...is a place where... ...which shows the history of... ...people who visit here can... ...whose history dates back to... Showcase: Invite 2-3 pairs to present. Teacher Feedback: Focus only on the correct use of relative clauses. Give a "thumbs up" for correct usage of `whose` or `where`. Step 5: Summary & Homework (3 mins) 1. Mind Map Summary: Instead of T speaking, ask one student to complete the Mind Map on the board (Antecedent → Person/Thing → Subject/Object/Possession). 2. Homework (Tiered): Basic: Finish the exercises in the workbook (p. 65). Advanced: Write a "Riddle Card" for a cultural relic using 3 relative clauses. (e.g., "It is a distinct creature which symbolizes China. It is an animal whose favorite food is bamboo...") → Answer: Panda. III. Blackboard Design (板书设计) Unit 1 Grammar: Restrictive Relative Clauses Antecedent (Head Noun) + Relative Pronoun/Adverb + Clause 1. The dam [ that / which ] supply power... (Thing - Subj.) 2. The workers [ who / that ] built the wall... (Person - Subj.) 3. The app [ (that/which) ] I downloaded... (Thing - Obj. → can omit) 4. The student [ whose ] book is lost... (Possession) ------------------------------------------------------- CRITICAL THINKING: Museum (Obj) → I visited (it).→ which/that Museum (Place) → I work (in it). → where (= in which) IV. Teaching Reflection (Teacher's Note) What went well: The "Restoration Method" (还原法) helped students clarify the confusion between `where` and `which`. The "Museum Curator" activity kept the grammar practice within the unit theme. Needs Improvement: Advanced students asked about "preposition + which" (e.g., the tool with which...). I briefly explained it equals where/when, but I need to prepare a specific handout for the next lesson to tackle formal writing structures. 1 学科网（北京）股份有限公司 $