Unit 2 Wildlife Protection Discovering Useful Structures 教案-2025-2026学年高中英语人教版必修第二册

Unit 2 Wildlife Protection - Discovering Useful Structures Restrictive Relative Clauses (教案) I. Teaching Objectives 1. Linguistic Ability: Students can identify the antecedent (先行词) and the relative pronoun/adverb (关系词) in a sentence. Students can distinguish between that/which/who and where/when/why based on the syntactic function in the clause (subject/object vs. adverbial). 2. Learning Ability: Through "Sentence Combining" (句子合并), students can internalize the logic of relative clauses: Avoiding Repetition & Increasing Complexity. 3. Cultural Awareness: Students can use relative clauses to describe cultural relics with precision and emotion, acting as "Cultural Heritage Narrators." II. Key & Difficult Points Key Point: Selecting the correct relative pronoun based on the antecedent (Person/Thing) and its function (Subject/Object). Difficult Point (The "Trap"): The distinction between relative pronouns (which/that) and relative adverbs (where). e.g., The museum which I visited vs. The museum where I work. Common Error: Repetition of the object (e.g., This is the book that I bought ~~it~~ yesterday.). III. Teaching Procedures Step 1: Contextual Lead-in & Awareness (5 mins) [设计意图] 避免使用"It is a wall"这种低幼例子。直接利用教材Reading文本的改写对比，让学生直观感受定语从句的“粘合剂”功能 (Cohesion) 和 “高级感” (Complexity)。 Activity: "Compare and Upgrade" The teacher displays two versions of a paragraph describing the Aswan High Dam on the screen. Version A (Choppy): The Aswan High Dam is a big project. The project was built in Egypt. It destroyed some temples. The temples were very old. Version B (Cohesive): The Aswan High Dam, which was built in Egypt, is a big project that destroyed some temples which were very old. Teacher: "Which version sounds more like a high school student's writing? Why? What words act as the 'glue' (胶水) to connect these ideas?" Student: Version B. Words like which, that. Teacher: "Exactly. These are Relative Clauses (Attributive Clauses). Today, we will master them to describe cultural heritage logically." Step 2: Guided Discovery & Rule Formation (12 mins) [设计意图] 采用归纳法，但必须包含教师的显性干预。学生容易只看先行词（Look at the left），忽视从句成分（Look at the right）。教师需引导“左右开弓”。 Task 1: Observation (Textbook Activity 1) Students underline the sentences containing relative clauses in the text. Task 2: Sentence Anatomy (The "Dissection") Teacher writes two pairs of sentences on the blackboard and invites students to analyze the components. [Blackboard Plan - Visual Guide] 1. The workers who/that built the Pyramids were skilled. Antecedent: workers (Person) Function in Clause: Subject (S) 2. The temples (which/that) we visited were amazing. Antecedent: temples (Thing) Function in Clause: Object (O) →Can be omitted! Teacher Intervention (Key Concept): "When you choose a word, don't just look at the Antecedent (Left). You must also look at what is missing in the Clause (Right). Ask yourself: Is the clause missing a Subject? An Object? Or just place/time info?" Summary Table: Students complete the rule table in the textbook. Teacher emphasizes: Whose: for possession (Person/Thing). Who vs. Whom: Whom is strictly for objects (formal), Who is for both. Step 3: Drill & Diagnosis - The "Where vs. Which" Trap (15 mins) [设计意图] 这是本课最大的痛点。不应只做简单的填空，而要通过对比练习（Contrastive Drills）来突破思维定势。 Activity 1: Sentence Combining (Activity 2 in Textbook) Instruction: "Combine the two sentences. Be careful: Delete the repeated word!" Example: I have downloaded the app. It doesn't work. -> The app that I have downloaded doesn't work. (NOT: ...that I have downloaded it) Assessment (评价): Ask students to swap papers and check if their partner removed the redundant object pronoun (it/them/him). Activity 2: The "Where vs. Which" Challenge (Deep Thinking) Teacher presents a "Minimal Pair" on the screen: A. This is the museum ______ I visited last year. B. This is the museum ______ I learned about history. Teacher: "Both sentences talk about a 'museum'. Are the answers the same?" Student Logic: In A: visit needs an object → visit the museum → use which/that. In B: learn is complete (or learn in the museum)→ adverbial meaning → use where. Conclusion: If the verb is transitive (vt.) and lacks an object → Which/That. If the clause is complete (S+V+O) →Where/When. Step 4: Application - "Heritage Ambassador" (10 mins) [设计意图] 迁移创新环节。避免无意义的游戏，要求学生结合本单元语料进行表达。 Task: Pair Work. One student acts as a tour guide, the other as a tourist. Scenario: Introduce a cultural site (e.g., The Great Wall, The Forbidden City, or a local site). Constraint: You must use at least two relative clauses. Guide Template: "Welcome to [Site Name]. This is a place where..." / "It was built by emperors who..." / "Look at this stone, which..." Showcase: Select 1-2 pairs to present. Teacher Feedback: Focus on fluency and the correct choice of where vs. which. Step 5: Homework & Extension (3 mins) 1. Consolidation (Basic): Complete the exercise sheet (Focus: distinguishing that/which/where). 2. Creative (Advanced): Write a short introduction (60 words) for a "Digital Museum" about an object you cherish. Use at least one whose clause and one where clause. IV. Teaching Reflection & Notes (课后反思与备课笔记) 1. Design Logic (设计意图): Instead of lecturing on rules, I prioritized "Sentence Combining" (句子合并). This helps students understand that a relative clause is essentially an embedded sentence. The specific intervention on "deleting the repeated object" addresses the most persistent "Chinglish" error (e.g., The boy that I like him). 2. Anticipated Problem (预设问题): Problem: Students might rely too heavily on that and avoid which/who. Solution: While that is versatile, point out contexts where that is NOT allowed (e.g., after commas/non-restrictive, or after prepositions). Although this lesson focuses on restrictive clauses, planting this seed (preposition + which) is necessary for high achievers. 3. Differentiation (分层处理): For weaker students: Focus on simple Subject/Object identification. For advanced students: Challenge them to rewrite "Where" clauses using "Preposition + Which" (e.g., the house where I live -> the house in which I live). 4. Blackboard Layout: Unit 1 Grammar: Restrictive Relative Clauses Antecedent (先行词) + Relative Pronoun/Adverb + Clause (Left) (Bridge) (Right: S+V+O) 1. Person ------------> who / that -------------> (Subject) 2. Thing ------------> which / that ------------> (Subject/Object) 3. Place ------------> where (in which) --------> (Adverbial - Full Sentence) 1 学科网（北京）股份有限公司 $