Unit 3 Period 2 Grammar and usage（表格式教学设计）英语译林版必修第一册

该高中英语教学设计聚焦必修第一册Unit 3“友谊与人际交往”主题下由关系代词引导的限制性定语从句，通过线上线下交友图片讨论导入，结合描述“真正朋友”的句子感知语法结构，衔接初中已学简单句式，搭建初高中知识体系的学习支架。 此资料以主题语境引领语法教学，活动设计遵循“感知—探究—归纳—运用”逻辑，通过友谊主题语篇探究、规则分层梳理（如只用that/who的特殊情况）、口语描述与邮件写作输出，提升学生语言能力（语法准确运用）、思维品质（逻辑辨析）和学习能力（自主归纳），助力学生丰富表达、教师高效落实语法与育人目标。

Unit 3 Getting along with others Period 2 Grammar and usage教学设计 教学基本信息 单元名称 必修第一册Unit 3 Getting along with others 学科 英语 学段 高中 年级 高一第一学期 主要教材 书名：普通高中教科书·英语必修第一册 出版社：译林出版社 出版日期：2020年7月 课时安排 2课时(80min) 课型 语法课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 本节课以 “友谊与人际交往” 为主题语境，通过现代交友方式的场景导入，将语法知识融入完整的友谊主题语篇，避免孤立机械的规则讲解。 2. 遵循 “学习理解 — 应用实践 — 迁移创新” 的思路：引导学生通过主题语篇探究感知限制性定语从句的结构与功能（学习理解）；通过规则梳理与分层操练深化语法认知（应用实践）；最后通过撰写交友建议实现知识的迁移创新。 3. 注重初高中衔接，系统搭建定语从句的知识体系，培养学生自主归纳语法规则的能力，提升长难句分析能力与书面表达的精准度。 教材分析 【What】本节课是单元语法板块，围绕 “现代友谊与人际交往” 的主题语篇展开，系统讲解由关系代词引导的限制性定语从句，配套 count on 等核心词汇短语的用法讲解，辅以分层练习与写作输出任务，实现语法知识的 “学 — 练 — 用” 一体化。 【Why】通过学习本节课，学生能构建定语从句的基础语法体系，掌握关系代词的选用规则，为后续阅读长难句、提升写作表达丰富度打下语法基础；同时理解真正友谊的内涵，掌握健康的交友原则，树立正确的人际交往观念。 【How】教学遵循 “感知 — 探究 — 归纳 — 运用” 的语法教学逻辑：以线上线下交友的场景讨论导入激活旧知，以友谊主题的杂志文章为载体探究语法现象，归纳总结关系代词的用法规则与特殊情况；通过句型改写、语篇填空、口语描述等分层练习巩固运用；最终落脚到写作输出，实现语法在真实语境中的运用。核心词汇采用 “讲解 + 拓展 + 即练” 的模式，夯实语言基础。 学情分析 1. What I know 词汇方面：初中阶段已积累朋友、人际交往类基础词汇，能理解友谊相关话题表达。 语法方面：已接触过简单的定语从句句式，对 who/that/which 有初步认知，但未形成系统的定语从句知识体系，对 whose、whom 的用法及特殊规则较为模糊。 背景知识方面：高一学生重视同伴关系，对交友话题有浓厚兴趣，能结合自身交友经历参与课堂讨论，有表达的意愿。 2. What I want to know 学生希望系统梳理限制性定语从句的结构，清晰区分不同关系代词的用法差异，掌握只用 that / 只用 who 的特殊规则。 学生想掌握定语从句的分析方法，帮助自己拆解阅读中的长难句，提升阅读效率。 学生希望能在写作中灵活运用定语从句描述人物与事物，避免句式单一，提升书面表达的档次。 3. What I learned 主题内容方面：学生将理解真正友谊的内涵，掌握科学的交友方法，树立真诚、互助的人际交往观念。 语言知识方面：学生将系统掌握由关系代词引导的限制性定语从句的结构与规则，熟练选用 who/whom/whose/which/that；掌握 count on 等核心短语的搭配与用法；能在写作中灵活运用定语从句，提升表达准确性与丰富度。 学习策略方面：学会 “语篇探究 — 归纳规则 — 语境运用” 的语法学习方法，提升自主学习与逻辑辨析能力。 教学目标 语言能力 掌握限制性定语从句的结构特征，能准确选用关系代词 who/whom/whose/which/that 完成句式转换与语篇填空；掌握 count on 等核心短语的搭配与用法；能在口语与书面表达中正确使用定语从句描述人物与事物，提升表达的准确性与句式丰富度。 学习能力 能通过主题语篇自主探究语法规则，提升归纳总结与对比辨析能力；熟练运用定语从句分析方法拆解长难句，提升阅读与写作的学习效率；在小组讨论与口语描述中主动表达、倾听互评，提升协作学习能力。 文化意识 理解真挚友谊的价值，认同真诚、互助、包容的交友原则，树立健康积极的人际交往观与成长观。 思维品质 能梳理定语从句的逻辑体系，辨析不同关系代词的用法差异，提升逻辑分析与对比思维能力；能结合自身经历描述友谊并给出交友建议，提升思辨能力与创新表达能力。 教学重难点 教学重点 语法维度：掌握限制性定语从句的基本结构，理解关系代词 who/whom/whose/which/that 的用法区别。 语言维度：掌握核心词汇与短语的搭配用法，能在语境中准确运用。 教学难点 语法辨析：准确区分关系代词的选用场景，掌握只用 that、只用 who 的特殊规则，正确使用 whose 表所属关系。 迁移运用：能在真实的写作与口语语境中灵活运用定语从句，实现表达的多样性与准确性，完成从 “懂语法” 到 “用语法” 的跨越。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1. 图片导入：展示线上社交与面对面交友两幅图片，引导学生讨论：Which picture is closer to your daily life? Which can build deeper friendship? 2. 句式感知：给出 5 句描述 “真正朋友” 的句子，引导学生观察画线部分结构，引出限制性定语从句概念： ① A real friend is someone who always shares snacks and joy with you. ② A real friend is someone who can keep your secrets and never tells others. ③ A real friend is someone whose grades are always better than yours. ④ A real friend is someone who points out your mistakes and helps you improve. ⑤ A real friend is someone whom you can turn to when you are upset. ●创设贴近学生生活的交友情境，激活已有语法认知与话题词汇，自然引出语法概念，激发探究兴趣，为后续语法学习做好铺垫。 5min Activity 2 Exploring the rules Below is a magazine article on friendship in the modern age. Find the sentences with restrictive relative clauses in the article and fill in the box below. The first one has been done for you. A real friend is someone who walks in… 答案：A real friend is someone whose support we can count on. A real friend is someone who sees our true self… …not just the face that we show to the world. …the modern tools that keep us connected… …the friends whom we love. …the values which matter most to us. …the connection which we share. ●以主题语篇为载体，让学生在真实语境中感知语法现象，培养自主探究与合作归纳的能力，避免语法学习的孤立化 12min Activity 3 Working out the rules · A restrictive relative clause modifies a noun, pronoun or noun phrase before it. We use relative pronouns or relative adverbs to introduce restrictive relative clauses. · We use (1)______ for things, and (2) ____ and whom for people. We can use (3) ____ for both things and people. We use (4) ______ to show possession. 答案：(1) which (2)who (3)that (4)whose 1. 只用who不用that的情况 ①先行词是指人的不定代词，如：one, ones, anyone, no one等和those时。 Anyone who laughs last laughs best. Those who learn not only from books but also through practice will succeed. ②在there be结构中，先行词指人时。 There is a young man who wants to see you. 2. 只用that不用which的情况 ①先行词是不定代词all, little, few, much, everything, anything, nothing, none, some等。 We haven’t got much that we can offer you. This is all that I can say about it. ②当先行词被the only, the very, all, few, little, much, the right, just the等词修饰时。 This is the very bus that I’m waiting for. The only thing that we can do is (to) give you some money. ③先行词是形容词最高级或有形容词最高级修饰时。 This is the best way that has been used against pollution. This is the most fantastic story that I've ever heard. ④先行词是序数词或它前面有序数词或the last修饰时。 This is the third time that they have met. The train is the last that will go to Suzhou. ⑤先行词既有人又有物时。 He talked about the schools and teachers that he had visited. ●系统化梳理语法规则，帮助学生构建清晰的定语从句知识体系，夯实语法基础，为后续运用做好支撑。 15min Activity 4 Applying the rules 1. Rewrite the following sentences using restrictive relative clauses. ①Common interests provide rich ground. Many friendships grow from rich ground. Common interests provide rich ground . ② When friends’ communication is warm and open, friendships grow best. Friendships grow best between friends . ③Friendships are like flowers. These flowers need to be taken good care of. Friendships are like flowers . ④A relationship with a true friend will surely produce fruit. You can count on a true friend. A relationship with a true friend will surely produce fruit. ⑤You have been helped by others. To make friends, you should help others in the same way. To make friends, you should help others the way . 答案：①from which many friendships grow. ②whose communication is warm and open. ③which/that need to be taken good care of ④whom/who /that you can count on. ⑤that/in which/you have been helped. 2. The passage below is about friendship in a great novel. Complete the passage with correct relative pronouns where necessary. In Mark Twain’s Adventures of Huckleberry Finn, the friendship (1)　　 forms between Huck Finn and Jim is an important theme of the book, though they appear to be an unlikely pair. Huck is a poor white boy (2)　　 father often beats him, while Jim is a black slave (3)　　 longs to be free.One day, Huck runs away from home to an island. There he meets Jim and makes friends with him. Then they leave the island together on a raft (4)　　 they find on the Mississippi River. They head north to Illinois, a state in (5)　　 Jim can become free. The high point of the story comes when Huck is faced with the decision of whether to hand Jim over to some slave catchers. In the end, Huck decides that Jim is a friend (6)　　 he needs and values, and refuses to give him up. From this story we can see that friends are people (7)　　 support you through thick and thin.　　　　答案：(1) which/that (2)whose (3)who/that (4) which/that (5) which (6) whom/that/who (7) who/that 3. In pairs, describe a friend of yours using restrictive clauses. Example My best friend is Owen. I met him at a Reading Club meeting (which/that) we both attended. We have the same taste in books, and we often spend hours discussing novels (which/that) we've both read. I must say, he's one of the smartest people (that) I have ever met. ●分层设计练习，从单句操作到语篇填空，再到口语输出，循序渐进提升语法运用能力；同时深化对 “友谊” 主题的理解，实现语言与主题的融合。 25min 应用实践 Activity 5 Language points 详解文章中的重点单词、短语和句型。 ●整合语法知识，梳理逻辑体系，帮助学生形成系统化的认知，巩固课堂所学。 10min Activity 6 Summary 以思维导图的形式，梳理归纳限制性定语从句的基本概念、关系代词分类、特殊规则与典型例句，形成知识网络。 ●整合语法知识，梳理逻辑体系，帮助学生形成系统化的认知，巩固课堂所学。 3min Activity 7 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 3min 迁移创新 作业内容 作业设计意图 2min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 假定你是高一学生李华，你的英国笔友Chris就如何交友感到困惑，向你求助。请你给他写一封邮件，内容包括： 1. 你对友谊的理解； 2. 你的建议。 注意： 1.词数80左右； 2.可适当增加细节，以使行文连贯； 3.开头和结尾已给出，不计入总词数。 Dear Chris, I hope this letter finds you well.________________ ____________________________________________ ____________________________________________ ____________________________________________ Yours Li Hua 参考范文一： Dear Chris, I hope this letter finds you well. As far as I’m concerned, friendship is a valuable treasure that brings warmth and support to our daily life. True friends always stand by us especially when we face difficulties. To make new friends, I advise you to be open-minded and active in class or after-school activities. It helps you meet people with similar interests. Besides, being honest and ready to listen to others is equally important. Trust and care are the key to lasting friendship. I’m convinced that you will soon make close and reliable friends. Yours, Li Hua 二选一 假如你是李华，你朋友Tom在新学校交友过程中遇到了困难，请你用英语给他写封邮件，给他提出一些你的建议。 注意： 1.词数80左右； 2.可适当增加细节，以使行文连贯； 3.开头和结尾已给出，不计入总词数。 Dear Tom, ________________________________________________________________________________________ ________________________________________________________________________________________ Yours Li Hua 参考范文二： Dear Tom, I’m sorry you are having trouble in making friends. However, the situation is easy to change if you take my advice. Here are some tips to help you. First, why not learn about your classmates’ likes and dislikes? Then you can have much in common with them. It can help you get along well with them. Second, it will help you to show you are friendly if you take an active part in the discussions in your class. Meanwhile, you can get to know more different people around. Third, it would be a good idea to help others when they are in trouble and show them you are just kind-hearted and helpful to people all around. With time going on, people will know you better and will like to make friends with you if you follow the tips above. Yours Li Hua ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit 3 Getting along with others Period 2 Grammar and usage Restrictive relative clauses (with relative pronouns) Basic structure: 先行词 + 关系代词 + 定语从句 Relative pronouns 指人：who (主 / 宾), whom (宾), whose (所属) 指物：which (主 / 宾), whose (所属) 指人 / 物：that (主 / 宾) Special rules 只用 who：不定代词 /those 指人；there be 句型 只用 that：不定代词；the only/very；最高级 / 序数词；人 + 物 教学反思 优点： 情境贯穿始终：从现代交友方式到友谊主题语篇，语法教学始终依托于 “Getting along with others” 的主题语境，避免了枯燥的机械操练。 活动设计由浅入深：从识别定语从句到归纳规则，再到口语描述与写作输出，符合学生认知规律，特别是 whose 所属关系与特殊规则难点通过分层练习得到有效突破。 缺点： 时间分配需优化：特殊规则梳理环节知识点较多，部分学生接受较慢，导致口语展示时间略显仓促，部分学困生未能充分参与创编。 练习针对性不足：应用环节针对 “介词 + which” 结构的区分练习较少，部分学生改写句子时出现介词遗漏或误用。 改进： 前置预习：下次课前布置学生复习初中阶段的定语从句基础句式，提高课堂效率。 分层任务：写作与口语环节，为学优生提供更丰富的定语从句拓展句型；为学困生提供句式填空式表达支架，降低参与难度。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $