Unit 2 Digital humans-Grammar activity 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 2 Digital humans-Grammar activity 教学目标和重难点 教学目标 It focuses on non-defining relative clauses, cultivating students’ language competence to use it accurately, developing critical thinking through context analysis, enhancing cultural awareness by connecting digital human themes, and fostering autonomous learning ability via independent and cooperative exploration. 教学重难点 Key point: Master the basic structure, guiding words (who, whom, whose, which, where) and usage of non-defining relative clauses. Difficult point: Distinguish it from defining relative clauses and use it appropriately in digital human-related contexts. 教学过程 Lead-in: Contextual Introduction (Combined with Unit Theme) The teacher starts the class by showing a short video clip about digital humans, which is closely related to the theme of Unit 2. The video includes scenes of digital humans interacting with humans, introducing their functions and characteristics. After playing the video, the teacher asks two questions: “What do you think of digital humans? Can you describe a digital human in the video briefly?” Then, the teacher presents two sentences on the blackboard: 1. A digital human is a virtual figure that can interact with humans. 2. Digital humans, which are widely used in media and education, have become a new trend. The teacher asks students to observe the two sentences carefully and find out the differences between them, especially the use of commas and the functions of the clauses after the nouns. Design Intention: The lead-in links the grammar teaching with the unit theme of digital humans, which can arouse students’ interest in learning and help them connect the new grammar knowledge with the familiar theme. By comparing two similar sentences, students can initially perceive the existence of non-defining relative clauses and their differences from defining relative clauses, laying a foundation for the subsequent learning of the new grammar points. At the same time, the video and questions can activate students’ prior knowledge and stimulate their desire to explore. Presentation: Explanation of Non-Defining Relative Clauses Definition and Basic Structure: The teacher first explains the definition of non-defining relative clauses with simple and easy-to-understand language: “A non-defining relative clause adds extra information to a noun phrase or a main clause. It is not necessary for identifying the noun; even if we remove it, the main meaning of the sentence remains clear.” Then, the teacher summarizes the basic structure: “Noun/pronoun + , + relative word + clause.” The teacher emphasizes the use of commas, which is a key feature distinguishing non-defining relative clauses from defining relative clauses. Introduction of Relative Words: Combined with the unit theme of digital humans, the teacher introduces the common relative words in non-defining relative clauses (who, whom, whose, which, where) one by one, and explains their usages with specific examples related to digital humans. - Who: Used to refer to people (digital humans or researchers related to digital humans), and acts as the subject in the clause. Example: Digital humans, who can simulate human behaviors, are designed by professional teams. The teacher explains that “who” here refers to “digital humans” and acts as the subject of the clause “can simulate human behaviors.” - Whom: Used to refer to people, and acts as the object in the clause. Example: The researchers, whom we interviewed yesterday, are experts in digital human technology. The teacher points out that “whom” refers to “the researchers” and acts as the object of the verb “interviewed.” It can also be replaced by “who” in informal situations, but “whom” is more formal. - Whose: Used to indicate possession, referring to people or things, and acts as the attributive in the clause. Example: We are familiar with a digital human whose appearance is similar to a real star. The teacher explains that “whose” here means “the appearance of the digital human” and modifies the noun “appearance.” - Which: Used to refer to things (digital humans, technologies, equipment, etc.), and acts as the subject or object in the clause. Example: Digital human technology, which is developing rapidly, will change our life greatly. Here, “which” refers to “digital human technology” and acts as the subject of the clause “is developing rapidly.” Another example: We have bought some new equipment, which can help improve the effect of digital human production. Here, “which” refers to “some new equipment” and acts as the object of the verb “help.” - Where: Used to refer to places related to digital humans (such as digital human labs, studios, etc.), and acts as the adverbial of place in the clause. Example: The studio, where digital humans are created, is equipped with advanced technology. The teacher explains that “where” refers to “the studio” and indicates the place where the action “are created” happens. Key Reminders: The teacher summarizes the key points that need attention in non-defining relative clauses: (1) Commas must be used to separate the non-defining relative clause from the main clause; (2) Relative words cannot be omitted, which is different from defining relative clauses; (3) “That” cannot be used as a relative word in non-defining relative clauses; (4) When the relative word acts as the object of a preposition, the preposition can be placed before the relative word (more formal) or at the end of the clause (more informal). Example: The digital human, with whom we talked just now, is very intelligent. (Formal) / The digital human, whom we talked with just now, is very intelligent. (Informal) Design Intention: The presentation part follows the principle of “from simple to complex, from concrete to abstract.” By combining the unit theme of digital humans, the examples are closely related to students’ learning content, which helps students understand and remember the usages of relative words. The key reminders can help students avoid common mistakes and grasp the core features of non-defining relative clauses. The teacher’s detailed explanation and vivid examples can help students establish a clear cognitive framework of the new grammar points. Practice: Consolidation and Application (Layered Practice) The practice part is designed into three layers: basic practice, intermediate practice and advanced practice, so as to meet the learning needs of different students and help them consolidate the new grammar points step by step. Basic Practice: Fill in the blanks with appropriate relative words (who, whom, whose, which, where). The sentences are all related to digital humans, so that students can apply the usages of relative words in a familiar context. Sentences: (1) Digital humans, ______ are designed to look like real people, are widely used in live broadcasts. (2) The engineer, ______ we met in the lab, is working on a new digital human project. (3) This is a new technology ______ can make digital humans more realistic. (4) The lab, ______ digital humans are developed, is open to students every Friday. (5) We know a digital human ______ voice is very similar to a famous singer. After students finish filling in the blanks, the teacher invites several students to share their answers and explains the reasons for choosing each relative word, focusing on correcting common mistakes (such as using “that” instead of “which” or omitting commas). Then, the teacher leads the students to read the sentences aloud to strengthen their sense of language. Intermediate Practice: Combine two sentences into one sentence using a non-defining relative clause. This practice can help students master the method of constructing non-defining relative clauses and improve their ability to integrate sentences. Sentence pairs: (1) Digital humans can interact with humans. They are created by advanced technology. (2) The researchers have made great progress in digital human technology. We visited their team last week. (3) The studio is very modern. Digital humans are produced there. (4) A digital human won the first prize in the technology competition. Its design is very creative. (5) We watched a performance. A digital human sang in the performance. Students complete the exercise in pairs. After that, the teacher randomly selects several groups to present their answers, comments on their performance, and points out the problems in sentence combination (such as incorrect use of commas, wrong choice of relative words, etc.). For the correct sentences, the teacher asks the students to analyze the structure and the function of the non-defining relative clause, so as to deepen their understanding. Advanced Practice: Error correction. The sentences contain common mistakes in the use of non-defining relative clauses (such as missing commas, using “that” as a relative word, omitting relative words, wrong preposition placement, etc.). This practice can help students identify and correct mistakes, and further consolidate the key and difficult points. Sentences: (1) Digital humans which are very popular now are changing our life. (2) The scientist that we talked to yesterday is an expert in digital humans. (3) We visited a lab where digital humans are made there. (4) The digital human, whose we like very much, will have a new performance next week. (5) This is the technology, with that we can improve the quality of digital humans. Students complete the error correction independently. Then, the teacher explains each mistake one by one, emphasizing the reasons for the mistakes and the correct expressions. For example, in sentence (1), a comma should be added before “which” because it is a non-defining relative clause; in sentence (2), “that” should be replaced with “whom” or “who” because “that” cannot be used in non-defining relative clauses; in sentence (3), “there” should be omitted because “where” already indicates the place. Design Intention: Layered practice conforms to the law of students’ cognitive development. Basic practice focuses on the mastery of relative words, intermediate practice focuses on the application of sentence combination, and advanced practice focuses on the identification and correction of mistakes. Each layer of practice is closely related to the unit theme of digital humans, which can make students feel that grammar is not isolated but closely connected with practical language use. Pair work and independent practice can not only cultivate students’ autonomous learning ability but also improve their cooperative learning ability. Application: Theme-Based Comprehensive Activity The teacher divides the students into groups of 4-5, and assigns a comprehensive task: Each group needs to introduce a digital human (real or imaginary) by using at least 5 non-defining relative clauses. The introduction should include the digital human’s appearance, functions, characteristics, and its influence on people’s life. Each group has enough time to discuss and prepare, and then each group selects a representative to present their introduction to the whole class. During the group discussion, the teacher walks around the classroom, provides guidance for each group, helps students solve the problems encountered in the use of non-defining relative clauses (such as the choice of relative words, the use of commas, etc.), and encourages students to use rich and varied expressions. For groups with weak foundation, the teacher gives more specific guidance, such as providing some sentence templates (e.g., “Our digital human, who/which..., has the function of...; it is a tool that..., which can help us...”). After the group presentation, the teacher makes comments on each group’s performance. The comments focus on two aspects: one is the accurate use of non-defining relative clauses (whether the relative words are correct, whether the commas are used properly, etc.); the other is the richness and rationality of the digital human introduction (whether the content is closely related to the theme, whether the logic is clear, etc.). The teacher affirms the advantages of each group and puts forward suggestions for improvement. At the same time, the teacher selects the best introduction and shares it with the whole class, so as to set an example for students. Design Intention: The theme-based comprehensive activity integrates grammar learning with the unit theme, which can help students apply the learned non-defining relative clauses to practical language communication. Group discussion and presentation can cultivate students’ cooperative learning ability, oral expression ability and critical thinking ability. The teacher’s guidance and comments can help students find their own problems and improve their grammar application ability. At the same time, the activity can stimulate students’ imagination and creativity, and deepen their understanding of the theme of digital humans. In addition, the teacher can ask students to write a short passage (about 80-100 words) to introduce their favorite digital human after class, requiring the use of at least 3 non-defining relative clauses. This assignment can extend the classroom learning to after class, further consolidate the students’ mastery of non-defining relative clauses, and improve their writing ability. Summary and Reflection Summary: The teacher leads the students to summarize the key points of this lesson together: the definition, basic structure and relative words of non-defining relative clauses, the differences between non-defining relative clauses and defining relative clauses, and the key points for attention. The teacher uses a mind map to present the key points visually, helping students sort out the knowledge system and strengthen their memory. Reflection: The teacher invites students to share their feelings and gains in this lesson, such as “What have you learned in this lesson?” “What difficulties have you encountered?” “How do you plan to consolidate the new grammar points?” The teacher listens carefully to the students’ reflections, and answers their questions and confusions. At the same time, the teacher summarizes the overall performance of the students in this lesson, affirms their progress, and puts forward expectations for their future learning. Design Intention: The summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and avoid fragmented learning. The reflection link can help students understand their own learning situation, find their own advantages and disadvantages, and clarify the direction of future efforts. At the same time, the teacher can understand the effect of teaching through students’ reflections, and adjust the teaching methods and strategies for future teaching. 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 $