Unit 1 Cultural Heritage-Discovering Useful Structures 教案-2026-2027学年高中英语人教版必修第二册

该高中英语教案聚焦限制性定语从句及关系代词（who, whom, whose, which, that）的匹配规则。导入环节通过展示自然灾害与救援图片引导学生描述，再合并简单句自然引入新知，搭建从独立句到复合句的学习支架。 该教案特色在于融合语言能力与文化意识，以“自然灾害与救援”主题创设真实语境。呈现环节用六句例句引导学生归纳关系代词规则，培养思维品质，口语活动让学生结对描述救援图片提升表达能力。作业翻译中文段落强化运用，助力学生掌握语法并增强社会责任感，为教师提供清晰教学流程与实用资源。

人教版必修一单元4语法教案 I.Basic Teaching Information 1.Subject: Senior High English 2.Topic: Usage of Restrictive Relative Clauses (Relative Pronouns: who, whom, whose, which, that) 3.Teaching Theme: Natural Disasters & Rescue Scenes 4.Teaching Aids: PPT with disaster pictures, exercise handouts, whiteboard II.Teaching & Learning Objectives 1.Knowledge Objectives Students can master the definitions of restrictive relative clauses and antecedents; summarize the matching rules of relative pronouns for people and things when they act as subject, object and attribute. 2.Ability Objectives Students are able to pick out restrictive relative clauses in given sentences; choose proper relative pronouns independently; describe disaster pictures and write short passages with restrictive relative clauses. 3.Emotional Objectives Students learn to care about people affected by natural disasters and appreciate the spirit of rescue workers and volunteers. III.Key and Difficult Points 1.Key Points The selection rules of who, whom, whose, which, that as relative pronouns. 2.Difficult Points Correct use of whose to show possession; the collocation “preposition + whom/which”; using that instead of which/who in special situations. IV.Teaching Procedures Step 1 Lead-in (5 mins) Teacher’s Activities 1.Show PPT pictures of earthquakes, typhoons and rescue work. Ask students to describe each picture with simple independent sentences. 2.Write two separate sentences on the board: The rescue worker is feeding a baby. The baby survived the earthquake. Guide students to combine them into one sentence with a connecting word, then introduce the concept of restrictive relative clauses naturally. Students’ Activities Observe pictures, speak simple sentences, and try to combine two sentences. Design Purpose Activate prior knowledge; create scene context and lead in the new grammar item. Step 2 Presentation & Rule Summary (20 mins) Part 1 Identify Restrictive Relative Clauses Teacher’s Activities 1.Present six model sentences on PPT, ask students to underline clauses and circle the modified nouns (antecedents). (1) The Tangshan earthquake was a terrible experience that my great-grandma cannot forget. (2) The couple who live next to us volunteered to help after the volcano erupted. (3) The supplies which were provided to the disaster area were collected from around the country. (4) Mr Li is an architect whose designs for the new town have won praise. (5) A doctor with whom James used to work died in the 2016 earthquake in Ecuador. (6) There were deep cracks that appeared in the well walls. 2.Explain three core definitions on the whiteboard after students share answers: (1)Restrictive relative clause: A clause modifying a noun or pronoun, functioning as an adjective. (2)Antecedent: The noun/pronoun modified by the relative clause. (3)Relative words: Words introducing relative clauses, including relative pronouns and relative adverbs. Students’ Activities Underline clauses, find antecedents, listen to definitions and take brief notes. Part 2 Summarize Relative Pronoun Table Teacher’s Activities Guide students to classify the relative words from the six sentences, complete the summary table on the whiteboard together. Antecedent Subject Object Attributive Person who / that whom / that whose Thing which / that which / that whose Explain separately: who/whom for people; which for things; that for both; whose expresses possession. Students’ Activities Cooperate to conclude rules and copy the table. Part 3 Consolidation Exercise: Fill in Relative Pronouns Teacher’s Activities Hand out exercise sheets, ask students to finish blanks individually, then check answers and explain confusing items one by one. 1.Here are some of the people ______ homes were destroyed by the typhoon. 2.The terrible shaking of the building woke up all the people ______ were asleep. 3.The next day, people put up shelters in the open air using anything ______ they could find. 4.Several days later, most of the buildings ______ had been damaged by the hurricane were repaired. 5.The injured boy ______ mother was lost in the disaster was taken to the hospital. 6.The woman wrote a thank-you letter to the soldier by ______ she was rescued. 7.Is this the young boy ______ saved several other students trapped under buildings? Standard Answers: 1. whose 2. who 3. that 4. that/which 5. whose 6. whom 7. who/that Students’ Activities Finish exercises independently, translate full sentences into Chinese, raise questions about difficult blanks. Design Purpose Inductive learning; let students discover grammar rules from sentences and consolidate by exercises. Step 3 Oral Production: Describe Disaster Pictures (12 mins) Teacher’s Activities 1.Divide students into pairs, distribute picture cards of rescue scenes. Give the dialogue example: A: What’s the rescue worker doing? B: She’s feeding the baby who survived the earthquake. 2.Walk around the classroom to observe pair work, correct wrong relative pronouns in time, invite several groups to present their dialogues in front of the class. Students’ Activities Ask and answer in pairs; create sentences with that, which, who, whose, whom; show dialogues to the whole class. Design Purpose Turn grammar knowledge into oral output and improve students’ practical language ability. Step 4 Summary & Homework Arrangement (8 mins) Teacher’s Activities 1.Brief summary: Review the table of relative pronouns and key usage of whose and preposition + whom. 2.Assign written homework: Translate the Chinese passage into English, using restrictive relative clauses as many as possible. Chinese Passage: 台风是发生在西太平洋上的一种极其强烈的风。台风过后，救援人员必须小心地在被碎片覆盖的地上行走。志愿者给被困在村子里的人送去了食物和其他补给品。这些村民将会记得一起度过灾难的救援人员和志愿者。没有找到父母的孩子会被邻居照看。一名央视记者正在采访一位家人从台风中幸存的女孩儿。 Reference Translation for Teacher Reference: A typhoon is an extremely strong wind that/which happens in the western Pacific Ocean. After the typhoon, the rescue workers had to walk carefully on the ground which was covered with debris. The volunteers delivered food and other supplies to those who were trapped in the village. The villagers will remember the rescue workers and volunteers with whom they went through the disaster. The children whose parents could not be found were looked after by neighbours. A CCTV reporter is interviewing a girl whose family survived the typhoon. Students’ Activities Recite grammar rules, record homework requirements. V. Blackboard Design Restrictive Relative Clauses 1.Core Concepts Antecedent + Restrictive Relative Clause Relative pronouns: who, whom, whose, which, that 2.Rule Table | Antecedent | Subject | Object | Attributive | | Person | who/that | whom/that | whose | | Thing | which/that | which/that | whose | 3.Key Sentence Example She’s feeding the baby who survived the earthquake. VI.Teaching Reflection (To be filled after class) 1.Students’ mastering situation of relative pronouns, especially whose and preposition + whom. 2.Adjustments for next class: more targeted exercises for confusing points. 学科网（北京）股份有限公司 $