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

课 题 Unit 1 Cultural Heritage --Discovering Useful Structures 教学课时 第 2 课时 教学目标 By the end of this period,students will be able to： 1. Identify the grammatical functions of relative pronouns (that, which, who, whom, whose) and pick out proper ones to finish gap‑filling tasks. 2. Recognize relative adverbs (when, where, why) and carry out conversion between relative adverbs and the “preposition + which” structure. 3. Rewrite simple sentences into attributive‑clause sentences and give simple definitions or short descriptions of people and things with relative clauses. 教学 重难点 Key points: 1. Guide students to identify functions of different relative pronouns and relative adverbs. 2. Help students select correct relative words for attributive‑clause gap‑filling and sentence‑rewriting exercises. Difficult points: 1. Enable students to tell when to use relative adverbs and when to use the “preposition + which” structure. 2. Guide students to produce correct attributive‑clause sentences in definition writing and descriptive output. 教学方法 1 The Situational Method 2 Discourse Approach 学情分析 高一学生具备基础的英语读写能力，初中阶段接触过简单定语从句，能够识别句中 that、which、who 等基础关系代词。 但学生尚未构建完整的定语从句知识体系，难以准确判断关系词在从句中的语法功能，容易混淆 whose、关系副词以及 “介词 + which” 结构。多数学生只能完成孤立单句练习，在语篇中选用合适关系词存在困难，写作时也较少主动使用定语从句进行描述或下定义。 学生对本单元文化遗产主题抱有兴趣，教学需要将语法训练和主题语境结合，引导学生把机械习题练习转化为真实语言输出。 教学过程 备注 Step 1 Leadin and vocabulary check (5 min) Activity: Knowledge Review Sharing The teacher organises students to recall previous knowledge about attributive clauses acquired in junior highschool English courses, and invites volunteers to share mastered content in class. After the sharing session, students look up six new target words on their worksheets and write down corresponding Chinese interpretations. The teacher carries out quick inclass checking for learning outcomes. 设计说明：依托学生已有的初中语法储备搭建新知学习支架，完成学情快速摸底。 Step 2 Relative pronouns — look and find rules (10 min) Activity: Sentence Observation and Rule Summarization The teacher presents five groups of illustrative sentences on courseware. Students read the given sentences in groups and figure out the grammatical function each relative pronoun serves inside attributive clauses. (1) As subject: who / which / that The player who/that was known as "Air Jordan" changed basketball. Written Chinese has become a means that/which connects China's present with its past. (2) As object: who / whom / which / that — can be omitted The team (that/which) Lang Ping had built was falling apart. She is my friend (whom/who/that) I always turn to for help. (3) As possessive: whose Workers built shelters for survivors whose homes had been destroyed. The room whose window faces south is mine. (4) Preposition + relative pronoun Written Chinese is a means by which China's present is connected with its past. He is the only person with whom I want to share the story. (5) Restricted usage of that This is the best film that I've ever seen. This is the only book that I really like. 设计说明：摒弃教师单向灌输语法条文的模式，引导学生依托典型例句自主归纳语法规则。 Step 3 Relative adverbs — fill in the table (8 min) Activity: Sentence Analysis & Table Completion The teacher puts forward three example sentences containing when, where and why. Students read these sentences and finish the table printed on worksheets. The row for “when” is completed in advance as a demonstration for learners. The teacher checks students’ completed worksheets afterwards, and clarifies the conversion rule: where = in/at which, when = at/in/on which, why = for which. 设计说明：设置示范行降低基础薄弱学生的答题门槛；借助表格可视化呈现转换逻辑，帮助学生厘清本课时难点。 Step 4 Fill in the passage (5 min) Activity: Gapfilling with proper relative words Students read a short passage concerning the Aswan Dam project, and fill each blank using suitable relative pronouns or relative adverbs. The teacher checks overall answers in class, and delivers targeted explanation only for blanks where most students make mistakes. 设计说明：语法练习选用与单元主题文化遗产高度契合的语篇材料，脱离孤立单句训练语境 Step 5 Practise: combine and split (7 min) Activity 1: Combine the sentences Students rewrite five sets of separate simple sentences into single sentences by applying attributive clauses. Activity 2: Split into simple sentences Students divide three complex sentences containing attributive clauses into two independent simple sentences respectively. 设计说明：采用双向训练设计，句子合并训练帮助学生掌握构建定语从句的方法 。 Step 6 Give definitions (3 min) Activity: Definitive Sentence Writing The teacher demonstrates sample sentences such as “A library is a place where you can borrow books”. Guided by samples, students write definitional descriptions for a giraffe, a dentist and an English teacher on worksheets. 设计说明：对接真实语言运用场景，训练学生使用定语从句下定义的实用表达能力，为后续说明文写作积累句式素材 。 Step 7 Use it for real (2 min) Activity: Descriptive Writing & Sentence Translation Students create descriptive sentences for the Great Wall, Mount Tai and their closest friend with attributiveclause structures. Then students translate three Chinese sentences into English. Note: If class time is insufficient, teachers can assign translation tasks as afterclass homework and only complete descriptive writing during inclass session. 设计说明：设置分层输出任务，开放性描述练习给学生自由表达空间。 Answer Key Step 3 Relative adverbs table where: place word, adverbial of place, in / at which why: reason word, adverbial of reason, for which Step 4 Fill in the passage 1. when 2. why 3. who 4. whose 5. which/that 6. where 7. which/that Step 5 Practise Combine the sentences: (1) The river which/that runs through the centre of the city was polluted seriously. (2) I have been to the city (which/that) you just visited. (3) I will visit Mount Tai at the top of which/where I can enjoy the beautiful sunrise. (4) The girl who/that is dancing on the stage is my cousin. (5) This is the reason why/for which he was late. Split into simple sentences: (1) Water from the dam would likely damage temples and relics. The relics were an important part of Egypt's cultural heritage. (2) The government turned to the UN for help after listening to the scientists. The scientists had studied the problem. (3) Temples were moved to a place. In this place they were safe from the water. Step 6 Give definitions (Sample) (1) A giraffe is an animal that has a very long neck. (2) A dentist is someone who looks after your teeth. (3) An English teacher is someone who teaches English. Step 7 Use it for real Describe (sample): (1) The Great Wall is a long wall that was built thousands of years ago to protect China. (2) Mount Tai is a famous mountain where many people go to watch the sunrise. (3) My best friend is someone who always helps me when I have problems. Translate (sample): (1) The Great Wall is a famous wall which/that has a history of thousands of years. (2) We will never forget the day when/on which we saw the beautiful sunrise on Mount Tai. (3) This is the teacher who/that helps me with my English. 板书设计 作业设计 1. Complete unfinished exercise items on the learning worksheet. 2. Review attributive‑clause grammar rules covered in this lesson. 3. Locate two original sentences with attributive clauses from extracurricular reading materials and copy them down on exercise books. 教学反思 学科网（北京）股份有限公司 $