Unit 4 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同位语从句核心用法，以“保护世界遗产”为主题语境，通过展示阿布辛贝神庙等遗产图片导入，引导学生阅读相关文本定位目标语法，结合例句归纳连接词选用、陈述语序等规则，搭建从感知到应用的学习支架。 此资料亮点在于主题与语法深度融合，依托遗产保护案例培养文化意识，如通过阿布辛贝神庙国际合作案例渗透全球视野；设计对比分析活动区分同位语与定语从句，提升思维品质；分层练习与作业兼顾差异，助力学习能力发展。既为学生提供真实语言应用场景，也为教师提供情境化语法教学范式。

Unit 4 Protecting our heritage sites 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 4 Protecting our heritage sites 学科 英语 学段 高中 年级 高二第一学期 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 语法课 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 本节课遵循主题语境引领下的语法教学与英语学习活动观，坚持以学生为中心。依托“保护世界遗产”主题，聚焦埃及阿布辛贝神庙保护的国际合作案例，运用情境教学法，结合遗产保护相关视频、文本等多媒体资源和多元化互动任务，激发学生学习主动性。通过观察遗产保护主题文本、对比分析例句、归纳总结规则等方式，让学生在了解世界遗产价值、国际合作意义的语境中掌握同位语从句的用法，同时提升语言运用能力、文化保护意识和全球视野。 教材分析 【What】本课聚焦同位语从句的核心用法，内容紧密围绕世界遗产保护主题，通过相关文本和例句，引导学生掌握同位语从句的连接词（that/whether/ 疑问词等）、陈述语序要求、虚拟语气用法，区分同位语从句与定语从句的差异，以及间隔式同位语从句的特殊用法。 【Why】通过遗产保护主题文本阅读、例句拆解和情境化练习，引导学生自主提炼同位语从句语法规则；借助阿布辛贝神庙保护案例分析、世界遗产保护话题讨论等活动，创设真实语言应用场景，实现语法知识与文化意识、全球素养的融合，培养学生对世界文化遗产的保护意识和国际合作理念。 【How】世界遗产保护交流中常需表达观点、传递信息、说明事实，同位语从句是实现这类表达的核心语法结构。借助 “保护世界遗产” 主题可让学生在有意义的语境中理解语法功能，同时渗透遗产保护理念，培养文化传承意识和跨文化协作素养。 学情分析 1.What I know 学生已掌握名词性从句的基础概念，了解 that/what 等基础连接词，但对同位语从句的连接词选用、与定语从句的区别、虚拟语气适用场景、间隔式结构等细节理解不足，易混淆 whether 与 if 在同位语从句中的使用，且在遗产保护主题语境中运用同位语从句表达观点的能力较弱。 2.What I want to know 学生希望通过本节课厘清同位语从句的核心规则，熟练掌握连接词选择逻辑、句式结构要求和与定语从句的区分方法，能在遗产保护话题讨论、案例分析等场景中准确运用该语法，并同步提升遗产保护相关词汇和表达储备。 3.What I learned 学完本课后，学生能精准识别和运用同位语从句，熟练掌握连接词选用、语序规范、虚拟语气用法及与定语从句的区别，在 “保护世界遗产” 主题语境中完成句子填空、文本补全及观点表达等任务，同时增强对世界遗产的保护意识和国际合作理念。 教学目标 1.语言能力 学生能在语境中准确识别同位语从句，掌握其连接词（that/whether/what/why/when 等）、陈述语序、虚拟语气等规则，完成句子改错、文本补全等语言任务，并能在遗产保护主题交流中运用该语法传递信息、表达观点。 2.学习能力 通过观察遗产保护主题文本、对比分析例句、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 依托世界遗产保护主题，让学生了解世界文化遗产的价值和保护意义，感受国际合作在遗产保护中的重要作用，树立全球视野和文化保护意识，尊重世界文化的多元发展。 4.思维品质 学生能通过逻辑分析区分同位语从句与定语从句的差异，在观点表达中实现语法知识与思维逻辑的融合，提升归纳、思辨和创新思维能力。 教学重难点 教学重点 掌握同位语从句的连接词选用规则（that/whether/ 疑问词等）。 理解同位语从句的陈述语序要求和虚拟语气的适用场景。 区分同位语从句与定语从句的差异，掌握间隔式同位语从句的用法。 教学难点 在遗产保护案例分析、话题讨论等真实语境中，恰当运用同位语从句表达观点和传递信息。 准确区分同位语从句与定语从句的语法功能和连接词用法，避免混淆。 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 展示阿布辛贝神庙、卡纳克神庙等遗产图片，提问学生： Egypt is a country with many world heritage sites. If you have the chance to visit Egypt, apart from the Great Pyramid of Giza, are there any other heritage sites that you would like to visit? Among the these heritage sites, I highly recommend visiting Abu Simbel , as it Among the these heritage sites, I highly recommend visiting Abu Simbel, as it is associated with the world’s most complex archaeological rescue. ●以世界遗产保护话题激活学生背景知识，通过直观图片创设情境，为后续语法学习铺垫。 5min Activity 2 Exploring the rules 1.Chris is reading an article about the effort to save historic temples in Egypt. Read the article quickly and answer the following questions. ①What’s the connection between the Abu Simbel temples and the Aswan High Dam? ②How were the Abu Simbel temples saved from the rising waters? 答案：①The construction of the Aswan High Dam would cause water levels to rise, which could in turn flood the Abu Simbel temples. ②An international team worked together to take the temples apart, moved their parts to a new location and then put them back together. They eventually managed to relocate all the Abu Simbel temples without incident. 2. Read the article again and find the sentences with appositive clauses and fill in the box below. The first one has been done for you. ..., but no one can deny the fact that they were constructed in the 13th century BCE. 答案：①..they had no idea whether the temples could be saved from the rising waters. ②Some experts, however, had a feeling that it was possible. ③At first, they had no idea which way could work. ④There was no guarantee that it would work... ⑤ ...the experts had no clue whether any parts of the temples would break during transport. ⑥ ...we have the belief that we will need this kind of cooperation in heritage preservation. ●借助主题文本培养学生阅读理解能力，同时让学生在真实遗产保护语境中定位目标语法，积累语料，为归纳规则提供支撑。 15min Activity 3 Working out the rules An appositive clause is usually placed after an abstract noun to explain its content. We often use (1) ____, (2) _______ or a question word to introduce an appositive clause. Nouns that can be followed by an appositive clause include fact, idea, news, opinion, etc. 答案： (1)that (2) whether 同位语从句的基本用法: 1. 在复合句中，同位语从句跟在名词后面，并对其进行解释说明, 2. 同位语从句说明的名词大多是抽象名词。常见的可接同位语从句的名词有: fact, idea, opinion, belief, news, information, word, message, order, advice, suggestion, reply, answer, question, doubt, thought, possibility, hope, promise ... 3. 引导同位语从句的连接词有：that, whether, why, what, who, whose, when, where, how等。 that引导同位语从句时，在从句中不作成分，只起连接作用，无具体意义，不能省略。 They were surprised at the news that their team had won. whether引导同位语从句，意为“是否”，不能用if代替。 Lily asked me the question whether the novel was worth reading. 连接代词what, which, who, whom, whose 连接代词有意义、作成分、不可省略。 连接副词when, where, how, why 连接副词有意义、作成分、不可省略。 同位语从句的特殊用法: 1. 间隔式同位语从句 位语从句通常是跟在它解释或说明的名词后，有些情况下，同位语 从句和名词被其他词隔开。 Word came that the concert had been put off. An idea occurred to her that she could try another way. 2.在某些名词(如demand, suggestion, advice, order，request, requirement，proposal等)后的同位语从句，谓语动词用 “should+动词原形”，should可以省略。 We followed his advice that we (should) turn to our teacher for help. We all agreed to his suggestion that we (should) go to Beijing for sightseeing. I can understand their request that they (should) have a holiday. 同位语从句&定语从句 同位语从句相当于名词，与其说明的名词是等同关系，即说明它前面的名词的内容。定语从句的作用相当于一个形容词，与它的先行词是修饰与被修饰 的关系，即限定先行词的内容，或加以补充说明。 The news that Madge had died took everyone by surprise. （同位语从句） The news that we heard just now is encouraging.  （定语从句） 引导同位语从句的that是一个连词，在从句中不充当任何成分。 引导定语从句的that是关系代词，除起连接作用外，还在从句中充 当主语、宾语等。 This evidence supports the view that there is too much violence on television. （同位语从句） The views that are expressed in this book are purely those of the author. （定语从句） 类别 同位语从句 定语从句 功能不同 对名词加以补充说明 与先行词是修饰与被修饰的关系。 that 不作成分，只起连接作用，不可省略。 作主语或宾语，起连接作用；作从句的宾语时可省略。 whether/ how/what 起连接作用，其中whether不作成分，而how和what作成分。 不引导定语从句。 其他wh-类词 作成分；起连接作用；有自己的含义，但与先行词无关。 作成分；起连接作用；没有自己的含义，与先行词有关。 ●通过小组合作探究和师生互动，让学生自主提炼语法规则，结合实例深化对同位语从句核心知识点的理解和记忆，突破同位语从句与定语从句的区分难点。 20min Activity 4 Applying the rules 1.Read the sentences below and tick the ones with appositive clauses. ① We have no doubt that UNESCO is trying to protect the heritage sites. ②This was the clue that helped the police find the man who had destroyed the ancient statues. ③ Many people do not know the reason why this heritage site is threatened. ④There is no question whether we should protect our shared heritage－we simply have to. ⑤I want to plan my trip but I have no idea when the temples will open. 答案： ① √ ②× ③× ④√ ⑤√ 2.Chris meets with Miss Ma to discuss UNESCO’s work related to heritage preservation. Complete the conversation below with proper linking words to form appositive clauses. Chris: Sorry to interrupt you, Miss Ma. I’m writing an article about UNESCO’s work on heritage preservation. Can you tell me something about it? Miss Ma: Sure. In 1972, the Convention Concerning the Protection of the World Cultural and Natural Heritage was adopted by the General Conference of UNESCO. Chris: But I’ve heard some people have serious doubts (1)_____ the World Heritage Convention really helps. Miss Ma: Sure, it does. It links the concepts of nature conservation and the preservation of cultural properties together. Apart from the Convention, the World Heritage Committee was established in 1976 and passed the motion (2)____ we should protect our cultural and natural heritage sites. Chris: I see. Can you tell me what the World Heritage Committee does? Miss Ma: Of course. For example, it votes to determine which sites are to be listed as UNESCO heritages sites and monitors the state of conservation. Chris: That’s amazing. Is China one of the UNESCO States Parties? Miss Ma: Yes. Do you have any idea (3)_________ Chinese properties are on the World Heritage List? Chris: Yes, more than 50 now. For example, the Grand Canal, the world’s longest and oldest canal, was on the list in 2014. I’ve heard the news (4)____ certain heritage sites in China are under threat. Miss Ma: You’re right. The proposal (5)____ we should raise public awareness of heritage protection is worth considering. 答案： (1)whether (2)that (3)how many (4)that (5) that 3.Fill in the table below about the work UNESCO has done related to heritage preservation. Time  Major work Functions  In 1972 The Convention Concerning the Protection of the World Cultural and Natural Heritage was adopted.  (1)_______________ In 1976 (2)______________________________________ (3)_______________ 答案：(1)It links the concepts of nature conservation and preservation of cultural properties together. (2)The World Heritage Committee was established. (3)It votes to determine which sites are to be listed as UNESCO heritage sites, and monitors the state of conservation. ●通过分层练习巩固语法规则，从基础判断到情境填空再到话题表达，层层递进，同时将语法运用与遗产保护主题结合，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. 该市处于鼠患的威胁之下。 The city is ____________ from a plague of rats. 2. 除这件连衣裙外，我还买了一顶帽子和一双鞋。 __________ this dress, I bought a hat and a pair of shoes . 3. 他一小时内就把家具组装好了。 He ___________ the furniture in an hour. 4. 这个建议值得考虑。 The suggestion __________________. 答案：1. under threat 2. Apart from 3. put together 4. is worth considering ●补充遗产保护主题短语，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. There is some doubt ________ we can finish the work on time. 2. I have no idea _____ is to be done next. 3. We were very excited at the news ____ our football team won. 4. Some researchers believe that there is no doubt ____ a cure for AIDS will be found. 5. Do you have any idea _____ is actually going on in the classroom? 6. Along with the letter was his promise ____ he would visit me this coming Christmas. 7. There is a new problem involved in the popularity of private cars ____ road conditions need to be improved. 8. There is a feeling in me ____ we’ll never know what a UFO is ---not ever. 9. He put forward the suggestion ____ the meeting should be put off. 10. You can have no idea ____ he said. 答案：1. whether 2. what 3. that 4. that 5. what, 6. that 7. that 8. that 9. that 10. what 二、根据汉语提示用同位语从句完成下面短文 The craft of embroidery (刺绣) is widespread throughout the planet. Almost every ethnic group uses needlework to decorate clothing, household items and other objects. And Kazakh people are no exception. In Kazakhstan, the tradition 1. _______________ (每一个女孩都要从小学习刺绣) has existed for centuries. Women spend much time practicing needlework to improve their skills. There is a deep meaning behind every design and every pattern. Among the most popular patterns are solar symbols. Local people hold the belief 2. _________(太阳保护着人们并提供能量). Floral (绘有花的) designs are also widespread. The most expensive embroideries are made with silk, gold and silver threads (线), as well as different natural beads (珠子), which look luxurious and costly. Usually, they carry the message 3. _____________(使用者出身于富贵的家庭). It is a pity that a lot of Kazakh classic embroideries are lost to history. The fact 4. _________________ (成百上千件古老的作品消失或被毁) is heartbreaking. Only in museums and old photos can we enjoy the real beauty of the ancient Kazakh folk embroidery. 答案：1. that every girl should learn embroidery from a young age 2. that the sun protects people and provides energy 3. that the users are from wealthy families 4. that hundreds of ancient pieces have disappeared or been destroyed 三、实战高考 1. It’s still a little too cold for them to go out into the open, but as soon as the weather warms up, I have no doubt ____ the little one will be out and about exploring and playing every day. 2. Scientists have obtained more evidence ____ plastic is finding its way into the human body. 3. While they(the polar bears) are rare north of 88°, there is evidence ____ they range all the way across the Arctic, and as far south as James Bay in Canada. 4. I have come from Mr. Wang with a message ____ he was invited to attend the WISA 2023 held in Chengdu. 5. We have come to the conclusion ____ the company has been making great progress these months. 6. You may have your own decision on this matter, and I have little doubt ____ you’ll succeed. 答案：1. that 2. that 3. that 4. that 5. that 6. what ●通过分层作业满足不同学生需求，让学生在课后进一步巩固语法规则，在真实的写作语境中提升语言综合运用能力和创新思维能力。 板书设计 Unit 4 Protecting our heritage sites Grammar and usage 定义 抽象名词后解释其内容的从句（抽象名词 + 连接词 + 从句） 常见抽象名词：fact, belief, doubt, news, suggestion... 教学反思 优点： 以世界遗产保护为主题创设情境，契合高二学生的全球视野培养需求，将语法学习与遗产保护意识、国际合作理念培养结合，激发学习主动性；教学环节从感知到归纳再到运用，层层递进，符合学生认知规律；分层练习和作业兼顾不同学生基础，体现因材施教。 缺点： 部分学生对同位语从句与定语从句的区分仍不透彻，在写作中易混淆；小组讨论中部分学生参与度不高，表达不够流畅；遗产保护主题词汇讲解时间略紧张，部分学生未充分消化。改进： 增加同位语从句与定语从句的对比专项练习，设计语法辨析竞赛强化记忆；课前发放遗产保护主题词汇预习单，预留更多课堂时间用于词汇应用和小组讨论展示；课后布置世界遗产保护相关英文节选的拓展阅读，积累更多语境素材。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $