Unit 1 Wish You were Here-Grammar and usage 教案-2025-2026学年高中英语译林版选择性必修第三册

Unit 1 Wish You were Here-Grammar and usage 教学目标和重难点 1. 教学目标 Language ability: Master non-restrictive relative clauses and use them in travel contexts. Cultural awareness: Understand travel cultures and respect cultural differences. Thinking quality: Develop logical induction and flexible application abilities. Learning ability: Cultivate autonomous inquiry and cooperative learning skills. 2. 教学重难点 Key points: Identify the structure, guiding words (which, who, where, etc.) and punctuation rules of non-restrictive relative clauses. Difficult points: Distinguish it from restrictive ones and use it fluently in real travel scenarios. 教学过程 Step 1: Lead-in (Lead students into the grammar context with unit-related situations) The teacher presents two pictures on the screen: one is the golden sand dunes of the Sahara Desert with camel silhouettes at sunset, and the other is the lush green Amazon rainforest with a suspension bridge among the crowns. Then the teacher says, “As we learned in Unit 1, traveling can bring us wonderful experiences. Now, let’s describe these two places with simple sentences.” The teacher invites 2-3 students to speak, and writes their sentences on the blackboard, such as “The Sahara Desert is a vast and beautiful place. It attracts millions of tourists every year.” and “The Amazon rainforest is full of vitality. Many rare animals live there.” After that, the teacher asks, “Can we combine each pair of sentences into one sentence to make the expression more concise and vivid?” The teacher guides students to try to combine them, and then writes the correct combined sentences on the blackboard: “The Sahara Desert, which is a vast and beautiful place, attracts millions of tourists every year.” and “The Amazon rainforest, which is full of vitality, is home to many rare animals.” Then the teacher points out the underlined parts and says, “Today we will learn a new grammar structure that can help us enrich our expressions — non-restrictive relative clauses.” Design Intention: This step is closely connected with the unit theme “Wish You were Here” which focuses on travel. By using familiar travel pictures and simple sentences, it can arouse students’ learning interest and prior knowledge. Through combining sentences, students can initially perceive the function and form of non-restrictive relative clauses, laying a foundation for the subsequent in-depth learning. It also conforms to the principle of “contextualized grammar teaching” and avoids the tediousness of directly explaining grammar rules. Step 2: Presentation and Exploration (Guide students to explore grammar rules independently) Activity 1: Observe and Summarize the Definition and Basic Structure The teacher presents 5 typical sentences about travel on the screen, all containing non-restrictive relative clauses, and asks students to read them carefully in pairs and discuss the following questions: · What is the structure of each sentence? (Main clause + comma + relative clause) · Can the relative clause be removed? What will happen to the main clause? (Yes, the main clause is still complete, and the relative clause only provides additional information) · What is the function of the relative clause? (To supplement extra information about the antecedent in the main clause) After the discussion, the teacher invites several groups to share their findings, and then summarizes the definition and basic structure of non-restrictive relative clauses: A non-restrictive relative clause is used to provide additional, non-essential information about the antecedent. It is separated from the main clause by a comma, and the main clause is still grammatically complete even if the relative clause is removed. Its basic structure is: Antecedent + comma + relative pronoun/ adverb + relative clause. Design Intention: This activity adopts the inductive teaching method. Instead of directly telling students the rules, it guides them to discover and summarize the rules through observation and discussion. This not only cultivates students’ autonomous inquiry ability and logical thinking ability but also makes students better understand the essence of non-restrictive relative clauses, which is more conducive to memory and application. Activity 2: Explore Guiding Words The teacher presents the 5 sentences again and asks students to underline the relative pronouns/adverbs in the relative clauses, then fill in the following table in groups. The table is projected on the screen, with the columns of “Antecedent (Person/Thing/Whole Sentence/Time/Place)”, “Guiding Word” and “Example Sentence”. After students finish filling in the table, the teacher checks and supplements, and summarizes the common guiding words of non-restrictive relative clauses: · When the antecedent is a person: who (subject), whom (object) · When the antecedent is a thing or the whole main clause: which · When the antecedent is a place: where · When the antecedent is a time: when · When expressing possession: whose (for both person and thing) At the same time, the teacher emphasizes three key points: 1. That cannot be used as a guiding word in non-restrictive relative clauses; 2. The guiding word cannot be omitted; 3. A comma must be used to separate the relative clause from the main clause. The teacher gives wrong examples, such as “The city that I visited last year is very beautiful.” and “My friend whom I met yesterday is a traveler.”, and asks students to correct them, so as to deepen their memory of the taboos. Design Intention: By filling in the table, students can systematically sort out the guiding words of non-restrictive relative clauses and their corresponding antecedents, which helps to form a clear knowledge framework. The wrong examples can help students avoid common mistakes in the process of use, and enhance the accuracy of grammar application. Group cooperation also cultivates students’ communication and cooperation abilities. Activity 3: Distinguish Non-restrictive and Restrictive Relative Clauses The teacher presents two groups of contrastive sentences on the screen: Group 1: ① The students who work hard will pass the exam. ② The students, who work hard, will pass the exam. Group 2: ① The book which I bought yesterday is very interesting. ② The book, which I bought yesterday, is very interesting. The teacher asks students to read the sentences carefully, discuss the differences between the two sentences in each group in pairs, and think about the following questions: 1. Is there a comma in the sentence? 2. Can the relative clause be removed? 3. What is the difference in the meaning of the sentence after removal? After the discussion, the teacher invites students to share their views, and then summarizes the differences between non-restrictive and restrictive relative clauses: Restrictive relative clauses are used to limit the scope of the antecedent, without commas, and the guiding word can be omitted in some cases; if the relative clause is removed, the meaning of the main clause will be incomplete. Non-restrictive relative clauses are used to supplement information, with commas, the guiding word cannot be omitted, and the main clause is still complete after removal. To consolidate the difference, the teacher asks students to complete a small exercise: Judge whether the following relative clauses are restrictive or non-restrictive, and add commas if necessary. For example: ① My sister who is a doctor works in a big hospital. ② My sister who is a doctor works in a big hospital. (She has only one sister) Design Intention: Distinguishing non-restrictive and restrictive relative clauses is one of the difficult points of this lesson. Through contrastive sentences and discussions, students can clearly understand the differences in form and meaning between the two, avoiding confusion in use. The small exercise can timely test the learning effect and help students consolidate the knowledge they have just mastered. Step 3: Controlled Practice (Consolidate grammar rules through targeted exercises) Activity 1: Sentence Rewriting The teacher presents 10 groups of simple sentences related to travel, and asks students to combine them into one sentence using non-restrictive relative clauses. The examples are as follows: 1. The Sahara Desert is a natural wonder. It is the biggest desert in the world. → The Sahara Desert, which is the biggest desert in the world, is a natural wonder. 2. I visited a local village. The people there were very friendly. → I visited a local village, where the people were very friendly. 3. My travel companion is very outgoing. He made the trip enjoyable. → My travel companion, who is very outgoing, made the trip enjoyable. Students complete the exercises independently, and then the teacher checks the answers randomly. For the wrong sentences, the teacher analyzes the reasons together with the students, focusing on the correct use of guiding words and commas. For example, if a student uses “that” as the guiding word, the teacher reminds them that “that” cannot be used in non-restrictive relative clauses; if a student forgets to add a comma, the teacher emphasizes the punctuation rule. Design Intention: This exercise is a basic controlled practice, which focuses on consolidating the basic structure and guiding words of non-restrictive relative clauses. Independent completion can help students test their mastery of knowledge, and teacher’s comments can timely correct mistakes and strengthen key points, laying a solid foundation for subsequent flexible application. Activity 2: Cloze Test The teacher presents a short passage about a travel experience, with 8 blanks, all requiring students to fill in the appropriate guiding words (which, who, where, whose, when) according to the context. The passage is as follows: Last summer, I went to Kenya, ________ is famous for its wildlife. I stayed in a small town, ________ is surrounded by mountains. The local people, ________ are kind and warm-hearted, treated me very well. I made a friend ________ name is Li Ming. He took me to a national park, ________ we saw many elephants and giraffes. The day ________ we visited the park was sunny. We had a great time, ________ made me feel very happy. I will never forget this trip, ________ gave me a lot of wonderful memories. Students complete the cloze test in groups of 4, and then each group sends a representative to share their answers. The teacher comments on the answers, focusing on the choice of guiding words according to the antecedent, especially the use of “which” to refer to the whole main clause. For example, in the sentence “We had a great time, which made me feel very happy.”, “which” refers to the whole sentence “We had a great time”. Design Intention: This exercise combines context and grammar, which is more close to real language use. Group cooperation can make students discuss and help each other, solve problems together, and improve their cooperative learning ability. The passage about travel is consistent with the unit theme, which can enhance students’ sense of context and make grammar learning more meaningful. Step 4: Communicative Practice (Apply grammar rules in real communication) Activity 1: Oral Description — Introduce Your Dream Travel Destination The teacher asks students to think about their dream travel destination, and introduce it using at least 3 non-restrictive relative clauses. The teacher first gives a model: Paris, which is the capital of France, is my dream travel destination. It has many famous scenic spots, where I can enjoy beautiful scenery. I hope to go there with my best friend, who loves traveling very much. Paris, which is also famous for its delicious food, will bring me a wonderful experience. Then students prepare for 5 minutes independently, and then invite 4-5 students to present their introductions in front of the class. The teacher makes comments, focusing on the correct use of non-restrictive relative clauses, and also encourages students to use rich vocabulary and expressions related to travel to make their introductions more vivid. Design Intention: This activity transforms grammar knowledge into oral communication ability, which conforms to the teaching concept of “applying while learning”. The dream travel destination is a topic that students are interested in, which can stimulate their enthusiasm for expression. Oral presentation can not only test students’ grammar application ability but also improve their oral expression ability. Teacher’s comments can help students improve their expression and enhance their confidence. Activity 2: Group Writing — Write a Short Travel Diary The teacher divides students into groups of 4, and asks each group to write a short travel diary (about 80-100 words) using non-restrictive relative clauses. The diary should include the travel destination, the things they did, the people they met, and their feelings. The teacher reminds students to use at least 4 non-restrictive relative clauses and pay attention to the correct use of guiding words and commas. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties, such as helping them choose appropriate guiding words or correct grammar mistakes. After the groups finish writing, each group sends a representative to read their diary, and the other groups make comments, focusing on the use of non-restrictive relative clauses and the fluency of the diary. Finally, the teacher makes a summary comment, affirms the advantages of each group, and puts forward suggestions for improvement. Design Intention: This activity integrates grammar learning with writing, which can improve students’ ability to apply grammar in written expression. Group writing can cultivate students’ cooperative learning ability and communication ability. Teacher’s on-site guidance can timely solve students’ problems in the writing process, and mutual evaluation between groups can make students learn from each other and improve together. The travel diary is closely connected with the unit theme, which can deepen students’ understanding of the unit content. Step 5: Summary and Extension (Sort out knowledge and expand application) Summary The teacher invites students to summarize the key points of this lesson independently, including the definition, basic structure, guiding words, taboos of non-restrictive relative clauses, and the differences between non-restrictive and restrictive relative clauses. Then the teacher supplements and sorts out, and combs the knowledge points into a clear framework, helping students form a systematic knowledge system. Design Intention: Letting students summarize independently can help them sort out the knowledge they have learned, deepen their memory and understanding, and cultivate their ability to summarize and sort out knowledge. Teacher’s supplement can ensure the comprehensiveness and accuracy of the summary, helping students form a systematic knowledge framework. Extension The teacher introduces that non-restrictive relative clauses are widely used in English articles, especially in travel articles, to make the expression more concise and vivid. The teacher presents a short excerpt from a travel article, which contains a lot of non-restrictive relative clauses, and asks students to read it and analyze the use of non-restrictive relative clauses in it. Then the teacher assigns after-class homework: 1. Complete the grammar exercises on Page 7 of the textbook to consolidate the knowledge learned in this lesson. 2. Write a 100-word short passage about your recent travel experience (or an imaginary travel experience) using at least 5 non-restrictive relative clauses. 3. Read an English travel article and underline the non-restrictive relative clauses in it, and analyze their functions. Design Intention: The extension part connects classroom learning with extracurricular learning, helping students understand the practical application of non-restrictive relative clauses in real language scenarios. After-class homework can consolidate the knowledge learned in class, expand students’ learning scope, and improve their ability to apply grammar in real life. Step 6: Emotional Education (Integrate cultural awareness and emotional guidance) The teacher says, “Through today’s learning, we have mastered the use of non-restrictive relative clauses, which can help us better describe our travel experiences and express our feelings. Travel is a way to understand the world. When we travel to different places, we will meet different people and cultures. We should respect these cultural differences and learn from each other. At the same time, we should also protect the natural environment of the travel destinations, so that more people can enjoy the beauty of these places.” Design Intention: This step integrates emotional education and cultural awareness cultivation into grammar teaching, which is in line with the requirements of core literacy. It not only helps students establish a correct view of travel and culture but also cultivates their sense of environmental protection, realizing the organic combination of knowledge teaching and moral education. 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 $