Unit 2 Understanding each other-Grammar and usage 教案-2025-2026学年高中英语译林版选择性必修第四册

Unit 2 Understanding each other-Grammar and usage 教学目标和重难点 1. 教学目标 It focuses on cultivating students’ language ability to use relative clauses properly, cultural awareness to understand cross-cultural communication differences, thinking quality to summarize grammatical rules logically, and learning ability to master independent and cooperative learning strategies. 2. 教学重难点 Key points: Master the usage of relative pronouns (that, which, who, whom, whose) and relative adverbs (when, where, why). Difficult points: Distinguish restrictive and non-restrictive relative clauses and use them in cross-cultural communication contexts. 教学过程 Step 1: Lead-in (Lead students into the grammar topic with cross-cultural communication scenarios) The teacher starts the class with a famous quote by George Bernard Shaw: “America and England are two countries divided by a common language.” Then, the teacher presents two short paragraphs about communication styles in the UK and the USA, which contain several relative clauses. The teacher asks students to read the paragraphs silently and answer two questions: 1. What are the differences in communication styles between British people and Americans? 2. Can you find any special sentence structures in the paragraphs? Sample paragraphs: ① I spent one term in the UK, where the greatest challenge was the indirect manner of speaking. People there often use polite expressions, which can help avoid direct conflicts. ② Now, when speaking to Americans, who have a direct style, you can express your opinions directly, which saves a lot of time. There were times when I felt confused about their different communication ways, but I gradually got used to them. After students finish reading, the teacher invites 2-3 students to share their answers. Then, the teacher points out the special sentence structures — relative clauses, and tells students that in this lesson, we will systematically learn relative clauses, which can help us express our ideas more clearly and accurately, especially when we talk about cross-cultural communication, which is the theme of this unit. Design Intention: Combining the unit theme “Understanding each other” and cross-cultural communication scenarios, this link can not only activate students’ prior knowledge of cross-cultural differences but also naturally lead to the grammar topic of relative clauses. The quoted sentence and sample paragraphs are closely related to students’ learning content, which can arouse students’ interest in learning and lay a foundation for the subsequent exploration of grammatical rules. At the same time, it connects the grammar learning with the unit theme, reflecting the integration of language knowledge and cultural awareness. Step 2: Exploration and Discovery (Guide students to explore the basic rules of relative clauses independently and cooperatively) First, the teacher divides students into groups of 4. Each group is given a task sheet with 8 sentences containing relative clauses (including restrictive and non-restrictive ones). The students are required to complete three tasks in groups: 1. Underline the antecedents and relative clauses in each sentence. 2. Classify the sentences into two types according to whether there is a comma between the antecedent and the relative clause. 3. Discuss and summarize the differences between the two types of sentences in form and meaning. Task sheet sentences: 1. The man who talked with me just now is our English teacher. 2. My sister, who is a doctor, works in a big hospital. 3. This is the book that I borrowed from the library yesterday. 4. She bought a new dress, which looks very beautiful. 5. I still remember the day when I first came to this school. 6. The city where I was born is a beautiful coastal city. 7. The reason why he was late is that he missed the bus. 8. He failed the exam, which made his parents very angry. After 10 minutes of group discussion, the teacher invites representatives of each group to present their results. The teacher comments and supplements on the students’ answers, and finally summarizes the basic concepts: Restrictive relative clauses are used to modify the antecedent and provide necessary information; they are not separated from the antecedent by a comma. Non-restrictive relative clauses are used to provide additional information about the antecedent; they are separated from the antecedent by a comma, and even if they are removed, the main sentence is still complete. Then, the teacher guides students to further explore the usage of relative pronouns and relative adverbs. The teacher presents a table on the blackboard, and asks students to fill in the table according to the sentences in the task sheet, including the antecedent (person/thing/time/place/reason), relative words used, and the function of relative words in the clause (subject/object/attributive/adverbial). After students finish filling in the table, the teacher leads them to summarize the usage of relative words: ① Relative pronouns: that (refers to people or things, acts as subject or object), which (refers to things, acts as subject or object), who (refers to people, acts as subject), whom (refers to people, acts as object), whose (refers to people or things, acts as attributive). ② Relative adverbs: when (refers to time, acts as adverbial), where (refers to place, acts as adverbial), why (refers to reason, acts as adverbial). The teacher also reminds students that relative adverbs can be converted into “preposition + relative pronoun” structure, such as “the day when I came here” can be changed into “the day on which I came here”. Design Intention: This link adopts the student-centered teaching method, allowing students to explore grammatical rules independently and cooperatively. Group discussion can stimulate students’ learning enthusiasm and cultivate their cooperative learning ability. By classifying sentences, filling in tables and summarizing rules, students can deeply understand the differences between restrictive and non-restrictive relative clauses, as well as the usage of relative words. This process not only cultivates students’ logical thinking ability but also improves their learning ability of independent exploration and summary. Step 3: Focused Practice (Consolidate the usage of relative clauses through hierarchical practice) This step is divided into three levels of practice, from basic to difficult, to help students consolidate the grammatical rules they have learned. Level 1: Basic filling-in-the-blank exercise. The teacher presents 10 sentences on the screen, and students are required to fill in the appropriate relative words (that, which, who, whom, whose, when, where, why). After students finish, the teacher checks the answers one by one, explains the difficult ones in detail, and emphasizes the key points, such as the use of that and which (that is not used in non-restrictive relative clauses, and is preferred in some special cases, such as when the antecedent is modified by the only, the very, etc.). Level 2: Sentence transformation exercise. Students are required to transform simple sentences into complex sentences with relative clauses, or convert relative adverbs into “preposition + relative pronoun” structure. This exercise can help students flexibly use relative clauses and master the conversion between different sentence structures. Sample exercises: 1. She has a sister. Her sister is a teacher. (Combine into one sentence with relative clause) 2. This is the park. We met there for the first time. (Convert into a sentence with “preposition + relative pronoun”) 3. He gave me a reason. I don’t believe the reason. (Combine into one sentence with relative clause) 4. The day was cold and rainy. I left on that day. (Convert into a sentence with “preposition + relative pronoun”) Level 3: Contextual application exercise. The teacher presents a short passage about cross-cultural taboos, with several blanks that need to be filled in with appropriate relative clauses. The passage is closely related to the unit theme, which can help students apply the grammatical knowledge they have learned to practical communication scenarios. After each level of practice, the teacher organizes students to check their answers in pairs, and then comments on the common mistakes and key points. For example, students often confuse who and whom, or misuse relative adverbs and relative pronouns. The teacher explains these mistakes in detail and gives corresponding correction methods. Design Intention: Hierarchical practice conforms to the law of students’ cognitive development, from basic to difficult, helping students consolidate grammatical rules step by step. The basic exercise focuses on mastering the usage of relative words; the sentence transformation exercise focuses on flexible application; the contextual application exercise combines grammar learning with the unit theme, allowing students to realize the practical value of grammar and improve their language application ability. At the same time, pair checking can cultivate students’ cooperative learning ability and self-examination ability. Step 4: Expansion and Application (Apply relative clauses to cross-cultural communication scenarios) First, the teacher introduces a real cross-cultural communication scenario: Suppose you are an exchange student in a foreign country, and you want to introduce Chinese culture to your foreign classmates, including Chinese festivals, customs, and taboos. You need to use relative clauses to make your introduction more vivid and detailed. Then, the teacher divides students into groups of 3-4, and each group chooses one topic from the following: 1. Chinese Spring Festival 2. Chinese table manners 3. Taboos in Chinese communication. Each group is required to discuss and write a short introduction (about 80-100 words) using at least 3 relative clauses. During the discussion, the teacher walks around the classroom to guide students, help them solve the problems encountered in using relative clauses, and remind them to combine the characteristics of cross-cultural communication to ensure that the introduction is accurate and appropriate. After 15 minutes of group preparation, each group invites one representative to present their introduction to the whole class. The teacher comments on each group’s performance from two aspects: the correct use of relative clauses and the accuracy of cross-cultural information. The teacher affirms the advantages of each group and puts forward suggestions for improvement. For example, if a group uses non-restrictive relative clauses incorrectly, the teacher corrects it in time and explains the usage again; if a group’s introduction has inappropriate cross-cultural expressions, the teacher supplements the correct information to help students improve their cultural awareness. In addition, the teacher presents some examples of excellent introductions to students, such as: “The Spring Festival is the most important festival in China, which is celebrated on the first day of the lunar new year. There are many traditions that we follow during the Spring Festival, such as pasting Spring Festival couplets, eating dumplings, and visiting relatives. The place where we gather with our family is our home, which is the warmest place in the world.” The teacher analyzes the use of relative clauses in these examples and guides students to learn from them. Design Intention: This link combines grammar learning with cross-cultural communication practice, which is closely related to the unit theme “Understanding each other”. By writing and presenting introductions, students can not only flexibly apply the relative clauses they have learned but also deepen their understanding of Chinese culture and improve their cross-cultural communication ability. Group cooperation can cultivate students’ cooperative learning ability and language expression ability. The teacher’s comments and guidance can help students find their own shortcomings and improve their language application ability and cultural awareness. Step 5: Summary and Reflection (Summarize the key points of the lesson and guide students to reflect on their learning) First, the teacher invites students to summarize the key points of this lesson independently. The teacher guides students to sort out the knowledge system: the definition of relative clauses, the difference between restrictive and non-restrictive relative clauses, the usage of relative pronouns and relative adverbs, and the application of relative clauses in cross-cultural communication. Then, the teacher makes a supplementary summary, emphasizing the difficult points and key points again, and reminds students to pay attention to the correct use of relative clauses in daily communication. Next, the teacher guides students to reflect on their learning process: 1. What have I learned in this lesson? 2. What are the difficulties I encountered in learning? 3. How can I improve my ability to use relative clauses? Students can think independently first, then share their reflections with their deskmates. The teacher invites 2-3 students to share their reflections with the whole class, and gives positive encouragement and guidance. For example, if a student says that he is still confused about the difference between that and which, the teacher suggests that he do more targeted exercises and summarize the usage rules in time. Finally, the teacher assigns after-class homework: 1. Finish the exercises on the exercise book, focusing on the use of relative clauses. 2. Write a short passage (about 100 words) about a person or thing that impresses you, using at least 4 relative clauses. 3. Collect some examples of relative clauses in English articles or movies and analyze their usage. Design Intention: Summarizing the lesson can help students sort out the knowledge they have learned, form a systematic knowledge structure, and deepen their understanding of grammatical rules. Learning reflection can help students realize their own shortcomings and put forward targeted improvement methods, which is conducive to improving their learning ability. The after-class homework is closely related to the content of the lesson, which can help students consolidate the knowledge they have learned and extend their learning to daily life, realizing the connection between classroom learning and after-class practice. Step 6: Cultural Extension (Expand cross-cultural knowledge and enhance cultural awareness) At the end of the class, the teacher introduces some differences in the use of relative clauses in different English-speaking countries, such as in American English, that is more commonly used than which in restrictive relative clauses, while in British English, which is more commonly used. In addition, the teacher shares some cross-cultural communication tips: when communicating with people from different countries, we should not only use grammar correctly but also pay attention to cultural differences, respect the customs and taboos of other countries, and use appropriate language to achieve effective communication. The teacher also recommends some English materials related to cross-cultural communication for students, such as English movies, magazines, and websites, encouraging students to learn more about cross-cultural knowledge after class, improve their cross-cultural communication ability, and lay a foundation for better understanding each other. Design Intention: This link expands students’ cross-cultural knowledge on the basis of grammar learning, which is in line with the requirements of cultural awareness in core literacy. It helps students realize that language is closely related to culture, and that mastering grammatical knowledge is not enough; we also need to understand the cultural background behind the language. This can enhance students’ cultural awareness, cultivate their cross-cultural communication ability, and reflect the teaching concept of integrating language learning and cultural 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 $