Unit 1 Cultural Heritage-Discovering Useful Structures 教案-2025-2026学年高中英语人教版必修第二册

Unit 1 Cultural Heritage-Discovering Useful Structures 内容导航 This section focuses on restrictive relative clauses, guiding students to perceive, summarize and master the usage of relative pronouns (who, whom, whose, that, which) and relative adverbs (when, where, why) through context related to cultural heritage, so as to apply them flexibly in listening, speaking, reading and writing. 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 use them to describe cultural heritage and related events accurately. Cultural Awareness: Understand the value of cultural heritage through context, enhance cultural confidence and cross-cultural communication awareness. Thinking Quality: Develop logical thinking by analyzing sentence structures and summarizing grammatical rules, and cultivate critical thinking in the process of applying grammar. Learning Ability: Master the method of learning grammar through context, improve self-study and cooperative inquiry ability in group activities. 2. 教学重难点 Key Points: Master the usage of relative pronouns (who, whom, whose, that, which) and relative adverbs (when, where, why) in restrictive relative clauses; understand the differences between relative pronouns and relative adverbs. Difficult Points: Correctly choose relative pronouns and relative adverbs according to the function of the guiding word in the clause; master the usage of "preposition + relative pronoun" structure and the omissible situations of relative pronouns. 教学过程 Step 1: Lead-in (Warm-up and Activation) To arouse students' interest and connect with the unit theme "Cultural Heritage", the lead-in part starts with familiar cultural heritage sites. First, the teacher shows pictures of world-famous cultural heritage sites, such as the Great Wall, the Forbidden City, the Taj Mahal and the Kremlin, and asks students to talk about them briefly. The teacher can ask questions like: "Do you know these cultural heritage sites? What do you think of them? Can you describe one of them in one or two sentences?" After students share their ideas, the teacher presents several sentences related to these cultural heritage sites, which contain restrictive relative clauses, and asks students to read them aloud and observe the underlined parts. For example: ① The Great Wall is a cultural heritage that is famous all over the world. ② The Forbidden City is a place where many ancient emperors lived. ③ The archaeologist who discovered the relics is very famous. ④ The reason why we protect cultural heritage is that it carries our history and culture. Then the teacher guides students to think: "What do the underlined parts do in the sentences? What words are used to guide these parts?" Through this link, students can initially perceive the structure and function of restrictive relative clauses, lay a foundation for the subsequent learning of grammatical rules, and at the same time closely combine grammar learning with the unit theme, making the learning content more contextual and practical. Step 2: Presentation (Perception and Summarization of Grammatical Rules) In this step, the teacher guides students to perceive and summarize the rules of restrictive relative clauses step by step, combining the sentences in the lead-in part and the examples in the textbook, focusing on the classification, guiding words and their usage. First, the teacher explains the definition of restrictive relative clauses: A restrictive relative clause is a clause that modifies a noun or pronoun (called the antecedent). It is indispensable to the antecedent, and if it is removed, the meaning of the main clause will be incomplete or unclear. There is no comma between it and the main clause. Next, the teacher leads students to learn the usage of relative pronouns by categorizing examples. The teacher presents more examples related to cultural heritage, and asks students to observe the antecedent, the relative pronoun and the function of the relative pronoun in the clause. For relative pronouns modifying people: ① The woman who/that provided specific clues about the cultural relics is our history teacher. ② The archaeologist whom/that we met yesterday has studied cultural heritage for 20 years. ③ The couple whose children often take part in cultural heritage protection activities live next door to me. The teacher guides students to summarize: Who is used to refer to people and acts as the subject or object in the clause; whom is used to refer to people and acts as the object in the clause (can be omitted); whose is used to refer to people or things and acts as the attributive in the clause, followed by a noun. For relative pronouns modifying things: ① The cultural relic which/that was found in the ancient tomb is very precious. ② The report which/that we read today is about cultural heritage protection. The teacher summarizes: Which is used to refer to things and acts as the subject or object in the clause; that can refer to people or things and acts as the subject or object in the clause (can be omitted when acting as the object). Then, the teacher introduces the usage of relative adverbs. Through examples such as ① I still remember the day when we visited the Forbidden City. ② The museum where we saw the cultural relics is very old. ③ The reason why we should protect cultural heritage is clear. The teacher guides students to find that the antecedents of when, where and why are time, place and reason respectively, and they all act as adverbials in the clause. After that, the teacher focuses on explaining the key points and difficult points: the difference between relative pronouns and relative adverbs. The teacher puts forward a method to help students distinguish: If the guiding word can be replaced by "preposition + which/whom", it is a relative adverb; if it can be used as the subject or object of the clause, it is a relative pronoun. For example: This is the museum where his father worked. (where = in which, acts as adverbial) This is the museum that/which his father built. (that/which acts as object) In addition, the teacher explains the usage of "preposition + relative pronoun" structure, which is a difficult point. The teacher gives examples such as ① Yesterday we visited the West Lake for which Hangzhou is famous. ② This is the camera with which he often takes photos of cultural relics. Then the teacher summarizes the basis for choosing prepositions: 1. According to the collocation of verbs or adjectives in the relative clause; 2. According to the specific meaning of the collocation with the antecedent; 3. According to the meaning of the sentence; 4. Use the preposition of to express the relationship of ownership or part of the whole. Finally, the teacher introduces the omissible situations of relative pronouns: When the relative pronoun acts as the object in the restrictive relative clause, it can be omitted. For example: The story book (that/which) I read yesterday is about cultural heritage. The person (whom/who/that) we talked about just now is an expert in cultural heritage protection. In the whole presentation process, the teacher adheres to the student-centered principle, guides students to observe, analyze and summarize by themselves, and the teacher only gives appropriate prompts and supplements, so as to improve students' thinking ability and learning ability. Step 3: Practice (Consolidation and Application) Practice is an important link to consolidate grammatical rules and improve the ability of flexible application. The practice is designed from easy to difficult, step by step, including mechanical practice, semi-communicative practice and communicative practice, combining with the unit theme of cultural heritage to ensure the pertinence and practicality of the practice. First, mechanical practice: Fill in the blanks with appropriate relative pronouns or relative adverbs. The questions are closely related to cultural heritage, so that students can consolidate the usage of guiding words in a specific context. For example: 1. The Great Wall is a world cultural heritage ______ attracts millions of visitors every year. 2. The year ______ the Forbidden City was built is 1420. 3. The archaeologist ______ we met in the museum has written many books about cultural heritage. 4. The reason ______ we protect cultural relics is that they are precious treasures of human civilization. 5. The museum ______ we visited yesterday has a large number of cultural relics. 6. The couple ______ son is interested in cultural heritage often take him to visit museums. 7. The tool ______ the workers used to repair the ancient building is very special. 8. The place ______ the ancient tomb was discovered is in the suburbs of the city. After students finish the exercises, the teacher checks the answers, explains the wrong questions in detail, focuses on the confusing points such as the choice between that and which, the use of whose, and the difference between relative pronouns and relative adverbs, and helps students further consolidate the grammatical rules. Second, semi-communicative practice: Rewrite sentences or combine sentences with restrictive relative clauses. This practice requires students to apply grammatical rules on the basis of understanding the meaning of sentences, improving their ability to use grammar flexibly. For example: 1. Combine the two sentences into one: We visited a cultural heritage site. It is very old. (We visited a cultural heritage site that/which is very old.) 2. Rewrite the sentence using a restrictive relative clause: The man is a famous archaeologist. He discovered the ancient relics. (The man who/that discovered the ancient relics is a famous archaeologist.) 3. Combine the two sentences into one: I remember the day. We visited the Taj Mahal on that day. (I remember the day when we visited the Taj Mahal.) 4. Rewrite the sentence using a restrictive relative clause: The reason is clear. We need to protect cultural heritage for this reason. (The reason why we need to protect cultural heritage is clear.) In this link, the teacher can ask students to complete the exercises in pairs, then invite several groups to show their answers, and the teacher comments and corrects them, focusing on the correctness and appropriateness of the sentence structure, and guiding students to use grammatical rules accurately. Third, communicative practice: Group discussion and speech. The theme of the discussion is "My Favorite Cultural Heritage", which combines the unit theme and grammatical learning, and enables students to apply restrictive relative clauses in real communication. The teacher divides students into groups of 4-5, and asks each group to discuss the following questions: 1. What is your favorite cultural heritage? 2. Where is it located? 3. What is its history and characteristics? 4. Why do you like it? 5. What should we do to protect it? During the discussion, the teacher walks around the classroom, guides students to use restrictive relative clauses to express their ideas, and helps students solve the problems encountered in the process of expression. For example, if a student says "The Forbidden City is very beautiful. It was the imperial palace of ancient China.", the teacher can guide him to say "The Forbidden City which was the imperial palace of ancient China is very beautiful." After the discussion, each group invites one representative to give a speech, introducing their favorite cultural heritage, and requiring them to use at least 3 restrictive relative clauses in the speech. After the speech, the teacher makes comments, affirms the advantages of the students, points out the problems in the use of grammar, and gives suggestions for improvement. This link not only consolidates the grammatical knowledge, but also improves students' oral expression ability, and at the same time enhances their awareness of cultural heritage protection, which integrates language ability, cultural awareness and thinking quality. Step 4: Consolidation and Expansion In this step, the teacher further consolidates the students' mastery of restrictive relative clauses through comprehensive exercises and expansion activities, and connects grammar learning with reading and writing, so as to achieve the goal of integrating listening, speaking, reading and writing. First, comprehensive reading exercise: The teacher provides a short passage about cultural heritage protection, which contains a number of restrictive relative clauses. Students are required to read the passage, understand the main idea, and complete the following tasks: 1. Underline all the restrictive relative clauses in the passage; 2. Point out the antecedent and the guiding word of each clause; 3. Translate the underlined clauses into Chinese. The passage is as follows: Cultural heritage is the precious wealth that human beings have created and inherited from generation to generation. There are many kinds of cultural heritage, such as cultural sites, cultural relics and intangible cultural heritage. The Great Wall, which is one of the most famous cultural sites in the world, has a history of more than 2,000 years. The archaeologists who are devoted to the protection of cultural heritage work hard every day to discover and protect more cultural relics. The reason why we attach great importance to cultural heritage protection is that it carries the history, culture and spirit of a nation. Everyone should take action to protect the cultural heritage that belongs to all human beings. After students finish the tasks, the teacher checks and explains, helps students deepen their understanding of the application of restrictive relative clauses in context, and at the same time improves their reading ability. Second, writing practice: Ask students to write a short passage about "How to Protect Cultural Heritage", requiring them to use at least 5 restrictive relative clauses. The teacher gives some tips: 1. Start with the importance of cultural heritage; 2. Introduce the current situation of cultural heritage; 3. Put forward specific protection measures; 4. Call on everyone to participate in cultural heritage protection. During the writing process, the teacher walks around to guide students, helps them solve the problems in grammar and expression, and reminds students to use restrictive relative clauses correctly and flexibly. After the writing, the teacher collects some students' works, reads them aloud in class, and makes comments, focusing on the use of grammar, the coherence of the passage and the clarity of the viewpoint. For the works with good performance, the teacher affirms and praises them; for the works with problems, the teacher points out the problems and gives suggestions for revision, so as to improve students' writing ability and the ability of applying grammar. In addition, the teacher can carry out an expansion activity: "Cultural Heritage Introduction Card". Students are asked to make an introduction card for a cultural heritage site they are familiar with, including the name, location, history, characteristics and other information, and use restrictive relative clauses to describe it. After completing the cards, students can exchange them with each other and introduce the cultural heritage site on the card to their deskmates. This activity not only enriches the form of learning, but also enables students to apply grammatical knowledge in practice, and at the same time expands their knowledge of cultural heritage. Step 5: Summary and Reflection At the end of the class, the teacher guides students to summarize the key points of this lesson together. The teacher can ask questions like: "What did we learn today? What are the relative pronouns and relative adverbs used in restrictive relative clauses? How to distinguish between relative pronouns and relative adverbs? When can relative pronouns be omitted?" Through students' answers, the teacher sorts out and supplements, and combs the grammatical rules of this lesson systematically, so that students can form a complete knowledge system. Then, the teacher guides students to reflect on their own learning: "What have you mastered in this lesson? What problems do you still have? How can you improve in the future?" Students can think independently first, then share their reflections with their deskmates. The teacher listens to students' reflections, understands their learning situation, and gives targeted guidance and suggestions. For example, for students who have difficulty in choosing relative pronouns and relative adverbs, the teacher suggests that they do more comparative exercises and use the method of "replacing with preposition + which/whom" to distinguish; for students who are not proficient in the "preposition + relative pronoun" structure, the teacher suggests that they pay more attention to the collocation of verbs and prepositions in daily learning. Finally, the teacher assigns after-class homework to consolidate the learning content of this lesson: 1. Finish the exercises in the textbook about restrictive relative clauses; 2. Write a short passage about your favorite cultural heritage, using at least 5 restrictive relative clauses; 3. Collect 3 sentences containing restrictive relative clauses from English articles or news about cultural heritage, and analyze their structure. Step 6: Blackboard Design To help students clarify the key points of the lesson, the blackboard design is concise and clear, focusing on the core content of restrictive relative clauses: Unit 1 Cultural Heritage - Discovering Useful Structures Restrictive Relative Clauses 1. Definition: Modify the antecedent, indispensable, no comma. 2. Relative Pronouns: - Who: refers to people, subject/object - Whom: refers to people, object (omissible) - Whose: refers to people/things, attributive - That: refers to people/things, subject/object (omissible when object) - Which: refers to things, subject/object 3. Relative Adverbs: - When: refers to time, adverbial (when = in/on/at which) - Where: refers to place, adverbial (where = in/at which) - Why: refers to reason, adverbial (why = for which) 4. Key Points: - Distinguish relative pronouns and adverbs - "Preposition + relative pronoun" - Omissible situations of relative pronouns 5. Theme Link: Cultural Heritage Protection 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 $