Unit 4 Natural Disasters-Discovering Useful Structures 教案-2025-2026学年高中英语人教版必修第一册

Unit 4 Natural Disasters-Discovering Useful Structures 内容导航 This section focuses on restrictive relative clauses, guiding students to discover, summarize and apply relative pronouns (who, whom, whose, which, that) and their usages by combining the theme of natural disasters, so as to improve their ability to describe people and things in related contexts. 教学目标和重难点 1. 教学目标 Language Ability: Master the basic structure and usage of restrictive relative clauses, and be able to use them correctly to describe natural disasters and related people or things. Cultural Awareness: Understand the impact of natural disasters on human society, cultivate the awareness of mutual assistance and respect for life, and establish a global perspective of joint response to natural challenges. Thinking Quality: Develop logical thinking and analytical ability through exploring grammatical rules and applying them flexibly. Learning Ability: Cultivate the ability of independent inquiry and cooperative learning, and master effective methods for grammatical learning. 2. 教学重难点 Key Points: Grasp the definition and structure of restrictive relative clauses; master the usages of relative pronouns who, whom, whose, which and that, including their reference and the components they serve in clauses. Difficult Points: Accurately judge the components of relative pronouns in clauses; distinguish the differences and special usages between that and which; flexibly use restrictive relative clauses to describe natural disaster-related contents in real contexts. 教学过程 Step 1: Lead-in (Lead students into the theme and arouse learning interest) Start the class with a short video about natural disasters, such as earthquakes, floods and tsunamis. The video shows the scene of the disaster, the rescue process and the survivors’ stories. After playing the video, ask students some questions to guide them to review the relevant vocabulary and sentences they have learned in this unit, and naturally lead to the new grammatical content. Teacher: “Good morning, everyone. Just now we watched a video about natural disasters. What natural disasters did you see in the video? Who are the people that appeared in the video? What did they do?” Invite several students to answer the questions. Their answers may include “I saw an earthquake in the video.” “The rescue workers who helped the survivors are very great.” “The houses which were destroyed by the flood are terrible.” After the students answer, the teacher writes these sentences on the blackboard, and then points out: “In these sentences, there are some special structures that help us describe people and things more clearly. For example, ‘the rescue workers who helped the survivors’ and ‘the houses which were destroyed by the flood’. Today, we will learn this useful structure — restrictive relative clauses.” This lead-in links the new knowledge with the unit theme of natural disasters, which not only helps students review the existing vocabulary and sentences, but also makes them feel the practical use of the new grammar in real contexts, thus arousing their learning interest and enthusiasm. Step 2: Discovery and Exploration (Guide students to discover grammatical rules independently) First, the teacher presents a group of sentences related to natural disasters, all containing restrictive relative clauses. Ask students to read the sentences carefully, observe and discuss, and try to find out the rules of the structure. Sentences presented: 1. The doctor who saved the injured in the earthquake is from Beijing. 2. The boy whom we helped yesterday is a survivor of the flood. 3. The house whose roof was damaged in the typhoon will be repaired soon. 4. The flood which hit the city last week caused great damage. 5. The book that I read yesterday tells us how to survive in natural disasters. Then, the teacher puts forward guiding questions to help students explore step by step: 1. What do the underlined parts in each sentence do? (Hint: They are used to modify the nouns before them.) 2. What words are used to start the underlined parts? (who, whom, whose, which, that) 3. What do these words refer to? (who and whom refer to people; which refers to things; that refers to both people and things; whose refers to the possession relationship between people or things and other things) 4. What components do these words serve in the underlined clauses? (Subject, object, attributive) Ask students to discuss these questions in groups of 4-5. During the discussion, the teacher walks around the classroom, listens to the students’ opinions, and gives appropriate guidance to help them solve the problems they encounter. After the discussion, invite each group to send a representative to share their findings, and the teacher summarizes and sorts out their opinions. After the students’ sharing, the teacher formally introduces the concept of restrictive relative clauses: “A restrictive relative clause is a clause used to modify a noun or pronoun (called the antecedent). It is closely related to the antecedent and cannot be omitted, otherwise the meaning of the sentence will be incomplete. The words that guide the restrictive relative clause are called relative pronouns, and the common ones are who, whom, whose, which and that.” Then, the teacher combines the presented sentences to explain the specific usage of each relative pronoun in detail: 1. Who: It refers to people and serves as the subject in the clause. For example, in sentence 1, “who saved the injured in the earthquake” modifies “the doctor”, and “who” serves as the subject of the clause, referring to “the doctor”. 2. Whom: It refers to people and serves as the object in the clause. It can be omitted in oral or informal English. For example, in sentence 2, “whom we helped yesterday” modifies “the boy”, and “whom” serves as the object of the verb “helped”, which can be omitted as “The boy we helped yesterday is a survivor of the flood.” 3. Whose: It refers to the possession relationship between people or things and other things, and serves as the attributive in the clause. It can be translated as “whose...”. For example, in sentence 3, “whose roof was damaged in the typhoon” modifies “the house”, and “whose” refers to “the house’s”, meaning “the roof of the house”. 4. Which: It refers to things (including animals) and serves as the subject or object in the clause. When it serves as the object, it can be omitted. For example, in sentence 4, “which hit the city last week” modifies “the flood”, and “which” serves as the subject of the clause; if it is “The flood which we experienced last week was terrible”, “which” serves as the object of the verb “experienced” and can be omitted. 5. That: It can refer to both people and things, and serves as the subject or object in the clause. When it serves as the object, it can be omitted. It is more commonly used in oral English. For example, in sentence 5, “that I read yesterday” modifies “the book”, and “that” serves as the object of the verb “read” and can be omitted; “The student that won the first prize is very hard-working” refers to a person, and “that” serves as the subject of the clause. In the process of explanation, the teacher emphasizes the key points and reminds students of the differences between different relative pronouns. For example, the difference between who and whom (subject and object), the difference between which and that (which only refers to things, that can refer to both people and things), and the usage of whose (possession relationship). Step 3: Rule Consolidation (Through targeted exercises, help students consolidate the learned rules) This link is divided into three levels of exercises, from easy to difficult, to help students consolidate the usage of restrictive relative clauses step by step, ensuring that students can master the grammatical rules flexibly. Exercise 1: Fill in the blanks with appropriate relative pronouns (who, whom, whose, which, that). This exercise mainly examines the basic usage of relative pronouns, focusing on the matching between relative pronouns and antecedents, and the components they serve in clauses. Specific questions: 1. The man ______ is talking to our teacher is a rescue worker. 2. The girl ______ we met at the gate is from Class 2. 3. The tree ______ leaves are yellow is very old. 4. The newspaper ______ you are reading tells us about the latest natural disasters. 5. The story ______ he told us yesterday is very moving. Ask students to complete the exercises independently. After they finish, invite several students to write their answers on the blackboard, and the teacher corrects them one by one. For the wrong answers, the teacher asks the students to analyze the reasons, and re-explains the relevant rules to strengthen their memory. For example, if a student fills in “which” in question 1, the teacher reminds them that the antecedent is “the man” (a person), and the relative pronoun serving as the subject should be “who” or “that”, not “which”. Exercise 2: Combine two sentences into one using a restrictive relative clause. This exercise examines students’ ability to apply the learned rules to actual sentence construction, helping them understand the function of restrictive relative clauses in connecting sentences and making expressions more concise and coherent. Specific questions: 1. The rescue workers arrived at the disaster area first. They are very brave. 2. The hospital was built after the earthquake. It provides free medical care for the survivors. 3. The boy lost his parents in the flood. We helped him yesterday. 4. The book is about natural disaster prevention. I bought it last week. 5. The woman is a doctor. Her son was injured in the typhoon. First, ask students to think independently, then discuss with their deskmates, and finally invite several students to share their answers. The teacher comments on their answers, affirms the correct ones, and puts forward suggestions for the inappropriate ones. For example, for question 1, the correct answer can be “The rescue workers who/that arrived at the disaster area first are very brave.” The teacher reminds students that the antecedent is “the rescue workers” (people), and the relative pronoun serves as the subject, so “who” or “that” can be used. Exercise 3: Error correction. This exercise examines students’ ability to identify and correct mistakes in the use of restrictive relative clauses, helping them avoid common mistakes in learning and deepen their understanding of grammatical rules. Specific mistakes include: wrong choice of relative pronouns, redundant pronouns in clauses, omission of necessary relative pronouns, etc. Specific questions: 1. The man which helped us is a policeman. (Error: which → who/that) 2. The book that I borrowed it yesterday is very interesting. (Error: redundant “it”) 3. The girl whom we talked just now is my sister. (Error: add “to” after “talked”, or change “whom” to “with whom”) 4. The house whose window is broken need to be repaired. (Error: need → needs) 5. I know the student he is good at English. (Error: add “who/that” after “student”) Ask students to find the mistakes in each sentence and correct them. After they finish, the teacher explains each mistake in detail, emphasizing the key points and difficulties. For example, for question 2, the teacher points out that the relative pronoun “that” has already served as the object of the verb “borrowed” in the clause, so the redundant “it” should be deleted; for question 3, “talk” is an intransitive verb, and when it is followed by an object, it needs to be combined with a preposition, so “talked” should be followed by “to”, or the relative pronoun “whom” should be placed after the preposition “with” to form “with whom”. Step 4: Context Application (Combine the unit theme to carry out practical application activities) The purpose of this link is to let students apply the learned restrictive relative clauses to the context of natural disasters, so as to realize the combination of grammar learning and theme learning, and improve their comprehensive language application ability. This link is carried out in the form of group cooperation activities. Activity 1: Describe the disaster scene. Divide students into groups of 4-5. Each group is given a picture of a natural disaster (such as an earthquake, flood, typhoon, volcano eruption, etc.). Ask students to describe the picture using as many restrictive relative clauses as possible. The description should include the disaster scene, the people in the picture, the things around them, etc. Each group has 5 minutes to prepare, and then each group sends a representative to make a presentation in front of the class. The teacher evaluates their performances, focusing on the correct use of restrictive relative clauses, the richness of the description and the fluency of the expression. For example, a group describing an earthquake picture may say: “This is a picture of an earthquake. The buildings which were once tall and strong are now in ruins. The people who are trapped under the ruins are waiting for rescue. The rescue workers who are wearing orange uniforms are trying their best to save them. The dog which is helping the rescue workers is very smart. The water whose color is dirty is not drinkable.” After the presentation, the teacher affirms their correct use of relative pronouns, and puts forward suggestions for improvement, such as adding more details to make the description more vivid. Activity 2: Tell a disaster-related story. Each group is required to tell a short story related to natural disasters, which can be a real story or an imaginary one. The story must include at least 5 restrictive relative clauses. During the preparation process, students can discuss the plot of the story, the characters and the use of relative clauses. After the preparation, each group sends a representative to tell the story. The teacher evaluates the stories from the aspects of plot integrity, correct use of grammar, fluency of expression and emotional transmission. For example, a group may tell a story like this: “Last year, there was a flood in a small town. A little girl whose parents were working in other cities was left at home alone. The flood which came suddenly surrounded her house. The neighbor who lived next door heard her cry for help and came to save her. The boat that the neighbor used was very small, but it carried the little girl to a safe place. The rescuers who arrived later took them to a temporary shelter. The little girl will never forget the people who helped her in the disaster.” After all groups finish their presentations, the teacher summarizes the activities, affirms the advantages of each group, and points out the common problems, such as the incorrect use of relative pronouns, the stiff connection of sentences, etc. Then, the teacher gives a model description and story, showing how to use restrictive relative clauses flexibly and naturally in the context of natural disasters, so as to provide a reference for students. Step 5: Summary and Extension (Summarize the key points and expand the related knowledge) First, the teacher invites students to summarize the key points of this lesson independently. Ask students to recall what they have learned today, including the definition of restrictive relative clauses, the types and usages of relative pronouns, and the points needing attention. Then, the teacher makes a systematic summary, sorting out the key points and difficulties again to help students form a complete knowledge framework. The teacher summarizes: “Today we learned restrictive relative clauses. They are used to modify nouns or pronouns, and are closely related to the antecedent. The common relative pronouns are who, whom, whose, which and that. Who and whom refer to people, which refers to things, that refers to both people and things, and whose indicates possession. When using relative pronouns, we should pay attention to their reference and the components they serve in the clause. In addition, we should avoid common mistakes such as wrong choice of relative pronouns and redundant pronouns in the clause.” Then, the teacher expands the related knowledge appropriately to lay a foundation for students’ future learning. The teacher introduces the difference between restrictive relative clauses and non-restrictive relative clauses briefly: “Restrictive relative clauses are closely related to the antecedent and cannot be omitted, while non-restrictive relative clauses are only used to supplement information and can be omitted without affecting the integrity of the sentence meaning. Non-restrictive relative clauses are usually separated from the main clause by commas, and we will learn more about them in the future.” At the same time, the teacher connects the grammar knowledge with the unit theme again: “We learned restrictive relative clauses through the theme of natural disasters. In our daily life, we can use this structure to describe various people and things, especially when we talk about natural disasters, rescue work and other related topics. Mastering this structure can help us express our ideas more clearly and accurately.” Step 6: Homework Arrangement (Consolidate the learned knowledge and expand the application scope) The homework is designed to be hierarchical, meeting the needs of different students, and helping students consolidate the learned knowledge in daily life and expand the application scope of restrictive relative clauses. 1. Basic homework: Complete the exercises on restrictive relative clauses in the workbook, focusing on the basic usage of relative pronouns, to consolidate the grammatical rules learned in class. 2. Practical homework: Write a short passage (about 80-100 words) about a natural disaster you know, using at least 6 restrictive relative clauses. The passage should include the type of the disaster, its impact, the people involved and other contents. 3. Extended homework: Find 5 sentences containing restrictive relative clauses from English newspapers, magazines or websites, copy them down, and analyze the antecedent, relative pronoun and the component of the relative pronoun in each clause. This homework helps students contact real English materials, improve their ability to identify and use restrictive relative clauses in real contexts. Before the end of the class, the teacher reminds students to complete the homework carefully, and encourages them to use the restrictive relative clauses they have learned in their daily English communication and writing, so as to truly master this useful grammatical structure. Step 7: Teaching Reflection (Carry out self-reflection after class to improve teaching effect) After the class, the teacher carries out teaching reflection in time, focusing on the following aspects: First, whether the lead-in link effectively arouses students’ learning interest and connects the new knowledge with the unit theme. Second, whether the exploration link effectively guides students to discover grammatical rules independently, and whether the students’ participation is high. Third, whether the consolidation exercises are hierarchical and targeted, and whether they can help students master the key points and break through the difficulties. Fourth, whether the context application activities are closely combined with the unit theme, and whether they can improve students’ comprehensive language application ability. Fifth, whether the homework arrangement is reasonable and whether it can meet the needs of different students. According to the reflection results, the teacher adjusts the teaching plan and methods appropriately, so as to improve the teaching effect of the next class. For example, if students have difficulty in distinguishing the usage of that and which, the teacher can add more targeted exercises in the next class; if students’ participation in group activities is not high, the teacher can design more interesting activities to arouse their enthusiasm. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $