Unit6 Period2 Using language（表格式教学设计）英语外研版必修第一册

Unit 6 At one with nature Period 2 Using language表格式教学设计 教学基本信息 单元名称 必修第一册Unit6 At one with nature 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：外语教学与研究出版社 出版日期：2019年7月 课时安排 1课时(45min) 课型 语法与语言运用课 教学设计理念 本课以主题意义为引领，落实单元整体教学。Unit 6 “At one with nature”关注自然环境与人类生活方式之间的相互影响。第一课时学生已通过Longji Rice Terraces理解“working with nature”；本课转向Using language，让学生把上一课时语篇中的真实语言现象提炼为可迁移的语法规则，并把语法、地理特征词汇和不同气候区生活方式整合起来，进一步形成“准确描述自然—解释人与环境关系—表达个人认识”的学习路径。 教学依据英语学习活动观，按照“学习理解—应用实践—迁移创新”组织活动。学生先从课文原句中观察which / whom所指对象和介词来源，比较定语从句与两句简单句的表达效果；再通过“一先、二动、三意义、四特殊”归纳介词选择规律并完成句子改写、短文填空；随后在Great Barrier Reef、Grand Canyon、Victoria Falls、English Channel、Huangguoshu、Turpan等真实地理语境中运用目标词汇，并通过Inuit life听力和气候区比较完成综合语言实践。 核心素养贯穿课堂全过程：语言能力聚焦“介词 + whom/which”定语从句的识别、选择与运用，以及geographical features相关词汇的语境化表达；文化意识聚焦不同自然环境中的生活方式和人与自然相互适应；思维品质聚焦规则归纳、语法选择依据和优缺点比较；学习能力聚焦观察、分类、句法还原、语境推断、听力笔记、同伴核对与自我评价。 教学设计坚持“形式—意义—使用”统一。语法不脱离语篇讲解，词汇不脱离图片和邮件语境，听力不只核对答案而要提取advantages / disadvantages，最终要求学生用目标语法介绍一个自然景观或比较两种气候区生活，使所学语言真正服务于主题表达。 教材分析 【What】本课Using language由三个相互衔接的板块构成。第一，Attributive clauses (3)：以Longji Rice Terraces中的“…the areas in which they could grow rice.”和“…the local people for whom traditions hold much value.”为语料，引导学生识别“介词 + whom/which”定语从句，回顾先行词、关系词、关系副词，并学习介词选择规律“一先、二动、三意义、四特殊”，以及固定动词短语不宜拆分、“of + which/whom”的常见结构。教材随后通过合并句子、介词填空和natural dyes短文进行操练。 第二，Geographical features：以Great Barrier Reef、Grand Canyon、Victoria Falls、English Channel四处世界地理景观的短文与图片为语境，学习reef, canyon, basin, waterfall, channel, tunnel, coast, valley等词汇；再通过Huangguoshu National Park与Turpan Basin的邮件填空巩固waterfall, valley, Basin, sea等词语，并为自然景观描述提供内容支架。 第三，Life in different climate zones：以Arctic / Inuit life为听说材料，先识别与驯鹿、冰屋、交通、食物等相关图片，再完成housing, food, polar night, tourism四个维度的advantages / disadvantages表格，提取讨论利弊的语言；随后通过两人活动比较tropics and Arctic以及southern and northern China，使语法、词汇和主题表达融合。 【Why】编者通过“从语篇中发现语法—在世界自然景观中运用词汇—在不同气候区生活中综合表达”的安排，帮助学生理解语法是组织意义的工具，而不是孤立规则。地理景观和Inuit生活拓展学生全球视野，使学生看到自然条件会影响居住、饮食、交通与经济活动，同时引导学生尊重不同地区的生活智慧，形成珍惜自然资源和关注环境保护的意识。 【How】语法板块采用“观察原句—比较改写—归纳规则—控制练习—语篇运用”的组织方式；词汇板块采用“图片/短文匹配—语境填空—真实景观描述”；听说板块采用“背景信息—听取要点—听取细节—利弊语言—比较表达”。语言材料图文并茂，既有结构化表格，也有邮件、描述文和听力任务，体现从准确性到流利性、从局部结构到完整表达的递进。 学情分析 【What I know】高一学生已学习that, which, who等基本定语从句，能够识别先行词和定语从句，对where / when / why作为关系副词也有初步印象；第一课时读过Longji Rice Terraces，熟悉the areas in which…和the local people for whom…所在语境。学生具备一定自然景观、旅游和气候词汇，但对reef, canyon, basin, channel等地理词汇掌握不系统；听力中遇到不熟悉词汇时容易停顿。 【What I want to know】学生可能产生的核心疑问是：为什么介词要放在which / whom前面？介词究竟怎样选？in which什么时候可以换成where？为什么look after等短语不能把介词提前？“of + which/whom”有哪些常见形式？如何把这些语法真正用到景观介绍中？同时，学生对北极地区Inuit的住房、食物、极夜和旅游生活具有较强好奇心，希望比较不同自然环境中的生活方式。 【What I learned（课后回顾）】预设课后学生能够识别“介词 + whom/which”结构并说明关系代词所指对象；能够依据先行词搭配、从句谓语搭配、句意和特殊结构选择介词；能够完成教材句子合并和natural dyes语篇填空；能够识别并运用主要geographical features词汇；能够从Inuit life听力中提取优势与不足，并用目标语言描述自然景观、比较气候区生活。 学习支持 对语法基础较弱的学生提供“先行词 → 固定搭配 / 谓语搭配 → 介词 → whom/which”的四步选择卡，并用颜色标记先行词、介词、关系代词和从句；合并句子时先要求还原为“介词 + it/him/them”，再替换为which/whom，降低句法跳跃。 对中等水平学生要求解释“为什么选这个介词”，而不是只报答案；在natural dyes语篇和景观描述中至少使用一个目标结构。对学有余力学生补充“of + which/whom”、after which以及固定短语不可拆分等辨析任务，并尝试把where / when改写为“介词 + which”。 听力部分提供“不要因陌生词停下来”的策略提示：先记录听到的音形和所在表格栏目，第二遍再根据上下文推断；口语部分提供advantage / disadvantage与景观描述句框，采用个人思考—对子核对—小组展示，确保不同基础学生均有可完成的输出。 教学目标 语言能力：能够识别并解释“介词 + whom/which”引导的定语从句，准确判断which / whom的指代对象和在从句中的成分；能够依据“一先、二动、三意义、四特殊”选择介词，并完成教材句子合并、介词填空和natural dyes语篇；能够理解并运用reef, canyon, basin, waterfall, channel, tunnel, coast, valley等词汇，用目标语法描述自然景观和气候区生活。 文化意识：能够通过Great Barrier Reef、Grand Canyon、Victoria Falls、English Channel以及Arctic / Inuit life认识世界自然环境的多样性，理解不同地区的人们会因自然条件形成不同的住房、食物、交通和旅游方式；能够以尊重差异的态度讨论生活方式，并增强珍惜自然景观、关注环境保护的意识。 思维品质：能够从例句中发现定语从句结构差异，比较“in which / where”和定语从句/简单句的表达效果；能够根据先行词、动词搭配、句意和特殊结构进行语法推理；能够对Inuit生活的advantages / disadvantages进行分类比较，并在南北中国或不同气候区比较中形成有依据的观点。 学习能力：能够运用观察标注、句法还原、规则归纳、语境推断、图片匹配和听力表格等策略完成学习任务；能够在陌生词出现时保持听力连续性，根据上下文推测意义；能够通过同伴互评和1—5分自评检查目标语法、词汇和口头表达的达成情况。 教学重难点 教学重点：识别并正确使用“介词 + whom/which”引导的定语从句；掌握介词选择的主要依据“一先、二动、三意义、四特殊”；理解并运用geographical features相关词汇；在真实自然景观和气候区语境中综合使用目标语法与词汇。 教学难点：学生容易只凭“固定答案”选介词，忽视先行词和谓语搭配；容易混淆whom / which并把固定动词短语中的介词错误提前；“of + which/whom”结构对部分学生句法负荷较高；在听力和口语中同时处理新词、信息提取和语法输出具有较大认知压力，需要分步支架和逐步撤架。 教学资源 教材P65—67；配套PPT（38页）；Longji Rice Terraces原句；Great Barrier Reef / Grand Canyon / Victoria Falls / English Channel图片；Huangguoshu / Turpan邮件语境；Arctic / Inuit life音频与表格；学习任务单；黑板、白板。 评价设计 形成性评价：贯穿“观察—归纳—操练—听取—表达”。语法发现阶段检查学生能否准确标出先行词、介词和关系代词；规则归纳阶段要求每个答案附带“先行词搭配 / 谓语搭配 / 句意 / 特殊结构”之一作为理由；控制练习采用即时核对与错因分类；地理词汇任务检查“词义+图片证据”；听力任务先看提及项目，再完成advantages / disadvantages表格；口语任务使用“grammar accuracy / target vocabulary / clear comparison”三项同伴评价。 终结性评价：以课后自然景观介绍作为证据：内容须包含地点、至少两个geographical features、一个人与自然关系信息，并正确使用至少2个“介词 + whom/which”定语从句。评价重点为语法正确、信息具体、组织清晰和主题表达，不以资料数量或图片精美程度代替语言质量。 本课重点观察：学生是否真正理解介词来源并能解释选择；是否能在控制练习之外主动使用目标结构；是否能从Inuit听力中抓取利弊信息而不因陌生词中断；是否能把“自然环境—生活方式”的关系说清楚。 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 情境导入与语法注意：Back to Longji T: Good morning, everyone. Last lesson we explored the Longji Rice Terraces. Complete this sentence from memory: “They could increase the areas ___ which they could grow rice.” T: And this one: “These terraces still mean a lot to the local people ___ whom traditions hold much value.” What are the two missing prepositions? T: Now look carefully. What do “which” and “whom” refer to? Which one refers to a thing and which one refers to people? T: Why do we put a preposition before them? Do not give me a rule yet. Try to go back to the original meaning: grow rice in the areas; traditions hold value for the local people. T: Great. Today we are going to turn language we have already met into a rule we can use in new situations. Ss: Recall the reading passage and fill in in / for. Ss: Identify which → the areas; whom → the local people. Ss: Restore the hidden phrases “in the areas” and “for the local people” and infer that the preposition comes from the meaning/phrase in the clause. 用第一课时原句建立课际衔接，让学生从熟悉语境而非抽象术语进入新语法。通过“还原原短语”使介词来源可视化，激活先行词、关系代词和定语从句的旧知，为后续归纳“介词 + whom/which”奠定认知基础。 4min 应用实践 Activity 2 观察比较：Why “in which / for whom”? T: Compare sentence (a) with the two simple sentences: “They could increase the areas. They could grow crops in these areas.” What information is repeated? T: If we combine them, what happens to “these areas”? Why can “which” replace it? T: In sentence (a), can “in which” be replaced by “where” without changing the meaning? Why? T: Compare the original sentences with the two-simple-sentence versions. Which version creates a closer connection and makes the passage clearer? T: In pairs, state one rule in your own words. Use the words antecedent, preposition, whom/which if you can. Ss: Underline the repeated noun information and combine the sentences. Ss: Explain that which/whom refer back to the antecedent and serve as the object after a preposition. Ss: Notice that in which ≈ where in the given sentence and discuss why the author prefers the relative-clause version. Ss: Pair-share a preliminary rule before the teacher gives the formal summary. 通过“拆句—合句—比较表达效果”完成意义驱动的语法发现。学生不仅知道结构形式，还理解定语从句连接信息、突出被修饰对象、使表达更紧密的功能；同时为where与in which的转换建立语义基础。 5min Activity 3 规则建构：How do we choose the preposition? T: Let us review the three elements of an attributive clause: the antecedent, the relative word and the clause. If the relative word refers to a person after a preposition, we use whom; if it refers to a thing, we use which. T: The difficult part is the preposition. The PPT gives us a four-step strategy: “一先、二动、三意义、四特殊”. First, look at the antecedent and its fixed collocation: means by which; extent to which. T: Second, look at the verb phrase in the relative clause: wait for → for whom; talk to → to whom; work with → with whom. T: Third, use the full meaning: after which can express “after that event”. Fourth, notice special “of + which/whom” structures: both of whom, three of which, the smaller of which, the roof of which. T: One caution: fixed phrasal verbs such as look after, depend on, pay attention to and take care of are normally not separated. Which sentence is correct: “the watch which I am looking for” or “the watch for which I am looking”? T: With your partner, make a four-box grammar card. In each box write one clue and one example. Ss: Review relative pronouns/adverbs and classify who/whom/which/whose/when/where/why by function. Ss: Build the four-step rule card and connect each rule to an example from the PPT. Ss: Judge the fixed-phrasal-verb examples and explain why the preposition should stay with the verb phrase. Ss: Stronger students additionally transform “where/when” into suitable “preposition + which” structures. 把课件P10—24的大量语法信息压缩为可操作的决策流程，避免逐条讲解造成认知过载。“一先、二动、三意义、四特殊”成为学生做题和表达时可反复调用的工具；固定短语辨析与of结构则补充关键边界条件。 8min Activity 4 控制性操练：From rule to accurate use T: Now use the rule, not guessing. Connect the four sentence pairs in Activity 2 with a preposition + whom/which. For each answer, write the reason beside it: antecedent / verb / meaning / special structure. T: Check: “Guangxi is a province in which the Longji Rice Terraces are located.” Which clue gives us in? T: Next, fill the prepositions in the five book/day/subject sentences. Say the whole collocation aloud: spend money on; pay money for; learn from; on the day; be interested in. T: Finally, complete the natural dyes passage. Work individually first, then compare: from which, in which, for which, for whom. T: If two answers are different, do not vote. Restore the original phrase and decide from the meaning. Ss: Complete sentence combination and preposition-fill tasks individually, marking the source of each preposition. Ss: Pair-check the natural dyes passage and verbally restore the phrase behind each blank. Ss: Classify mistakes: wrong preposition / wrong whom-which choice / fixed phrase separated / sentence meaning misunderstood. 从规则归纳进入高密度、低风险的准确性训练。要求“答案+依据”防止学生把语法变成机械记忆；natural dyes把句子层面的结构带回完整语篇，使学生体验目标语法如何服务真实意义表达。 6min Activity 5 词汇语境化：Geographical features around the world T: Grammar gives us a way to connect information. Now we need content to talk about nature. Read the four short descriptions and match them to the pictures: Great Barrier Reef, Grand Canyon, Victoria Falls and the English Channel. T: Underline the geographical words in bold. Which word means a deep narrow valley? Which refers to a large area of low land? Which one separates two countries? T: Notice the sentence about the Channel Tunnel: “a rail tunnel with a length of about 50 kilometres, most of which is under the sea.” What does “which” refer to here? T: Complete Emma’s email about Huangguoshu and Turpan with waterfall, valley, Basin and sea. Then choose one picture and make one sentence with “in which / for which / most of which”. Ss: Match descriptions to pictures, build a mini word map (reef, canyon, waterfall, channel, tunnel, basin, valley) and complete the email. Produce one target-grammar sentence about a geographical feature. Activity 6 听力探究：Life in different climate zones T: Read the Arctic facts first: around four million people live in the Arctic region, of whom around 170,000 are Inuit; temperatures can be as low as -70°C. What challenges do you predict? T: First listening: identify which pictures are mentioned. Do not panic if you hear an unfamiliar word. Note how it sounds and keep listening. T: Second listening: complete the table under housing, food, polar night and tourism. Catch one advantage and one disadvantage for each area. T: Listen again for the language the girl uses to discuss advantages and disadvantages. Pair-check; if an exact word is uncertain, explain the meaning you heard before checking with the audio/material. Ss: Predict, listen for mentioned items, complete the advantage/disadvantage table, record contrast/evaluation language, and apply the Learning to learn strategy of continuing through unfamiliar words. Activity 5通过“图片证据—定义—分类—造句”把geographical features放回真实语境，并用most of which等结构连接词汇与语法；Activity 6由“预测—抓主题—抓细节—提取利弊表达”逐层推进，利用housing / food / polar night / tourism表格降低听力负荷，同时落实教材“遇到陌生词不要慌、继续听、再根据语境推断”的Learning to learn策略。两部分共同推动学生从准确用语走向在自然环境主题中的综合理解与表达。 6min 7min Activity 7 口语迁移：Nature shapes the way we live T: Work in pairs. First compare life in the tropics and the Arctic using the information cards in your book. Then compare life in southern and northern China. T: Your answer must include three parts: a natural condition, one effect on people’s life, and one advantage or disadvantage. T: Try to use at least one attributive clause: “The Arctic is a region in which…” / “People for whom…” / “There are…, some of which…”. T: Listener, do not only say “good”. Ask one follow-up question: Why? How does the environment cause that difference? T: Two pairs will share. The class listens for grammar accuracy, target vocabulary and a clear environment–life link. Ss: Use information-gap cards to compare tropical/Arctic life, then connect the same comparison framework to southern/northern China. Ss: Produce a short two-way discussion rather than a memorised monologue. Ss: Peer-assess with three checks: target grammar / geographical-climate vocabulary / clear cause-effect connection. 把语法和词汇从教材控制练习迁移到开放比较语境。学生必须用“自然条件—生活影响—利弊”的逻辑组织口语，并在交互追问中解释原因，实现形式准确、内容具体和主题意义的统一。 迁移创新 Activity 8 总结评价与作业迁移：Describe a place responsibly T: Let’s summarize with three questions. What is the structure we learned? How do we choose the preposition? What new words can help us describe geographical features? T: Complete the self-assessment on a scale of 1–5: (1) I can identify preposition + whom/which; (2) I can choose the preposition with a reason; (3) I can describe a natural landscape with target vocabulary. T: Exit ticket: write one sentence about a place you know using “preposition + whom/which”. Underline the antecedent and circle the preposition. T: For homework, you will introduce a natural place. Accuracy comes first: do not force the grammar if the meaning does not require it. Ss: Use the class board to orally reconstruct the grammar decision process and key vocabulary. Ss: Complete the 1–5 self-assessment and one-sentence exit ticket. Ss: Record the homework options and assessment criteria. 用“结构—策略—词汇—输出”四点收束课堂，并以即时exit ticket获得可检查的学习证据。自评与作业把课堂学习延伸到自主改进；强调“意义需要时再用语法”，避免为了展示结构而制造不自然句子。 4min 迁移创新 Activity 8 作业内容 作业设计意图 4min T: Choose ONE task according to your level. All tasks must include at least two accurate examples of “preposition + whom/which” and at least four words/expressions related to geographical features or the natural environment. 作业一（基础巩固）Grammar mini-card：整理“一先、二动、三意义、四特殊”四步介词选择法。每一步写1个课件例句，并把2个where/when句改写为“介词 + which”。 提示：不要只抄答案，要在每个例句旁写“介词来自哪里”，如be interested in / on the day / by means / three of which。 作业二（综合提升）A natural place I recommend：仿照课件Jiuzhai Valley示例，用90—110词介绍一个自然景观。内容包括location、2—3个geographical features、one human–nature connection和推荐理由；至少使用2个“介词 + whom/which”定语从句。 提示：可用结构：Located in…, … is a place in which… / It has…, for which it is famous. / There are…, some/most of which…；语法必须符合真实意义。 作业三（迁移创新）Climate-life comparison：选择两个自然环境差异明显的地区（可为中国南北、沿海与内陆、家乡与另一地区），制作一页双语比较卡，从climate, housing, food, transport / tourism中选3项，写出“natural condition → way of life → advantage/disadvantage”的关系，并准备1分钟英语口头介绍。 评价标准：语法准确30%；主题词汇25%；信息具体与逻辑25%；表达规范与自主修订20%。如使用外部资料，只保留与任务直接相关的信息，并用自己的语言重组。 ●巩固目标语法与地理词汇。 ●分层任务由规则整理到景观介绍、气候比较，促进迁移运用。 ●评价聚焦语法准确、信息具体和逻辑清晰。 板书设计 板书生成逻辑：Activity 1先写出the areas in which… / people for whom…；Activity 2补充“先行词—介词—whom/which”关系；Activity 3形成“一先、二动、三意义、四特殊”决策框架；Activity 5在中栏积累geographical features；Activity 6—7在右栏形成Arctic ↔ Tropics与advantages / disadvantages表达；最终用“Nature shapes the way we live”回扣At one with nature主题。 教学反思 优点：第一，语法来源于真实语篇。课堂不从定义起步，而从Longji Rice Terraces原句还原介词意义，使“介词 + whom/which”成为学生已经见过、可以解释的语言现象。第二，规则高度可操作。把PPT P17—24的信息整合为“一先、二动、三意义、四特殊”，既覆盖固定搭配、谓语搭配、句意判断，也包含of结构和固定短语边界，便于学生迁移到新题。第三，语言板块整合度高。语法操练之后立即进入世界地理特征、Huangguoshu/Turpan邮件和Inuit生活听说，避免语法课变成纯句型训练。第四，听说策略明确。教材“遇到陌生词不要慌、先记录音形、继续听、再根据语境推断”的Learning to learn被落实到具体操作。第五，评价可观察。每个语法答案要求说明介词依据，口语用grammar / vocabulary / environment-life link三项互评，能较真实反映目标达成。 缺点：第一，PPT语法信息量大，若逐页完整讲解，会明显挤压地理词汇和听说时间，因此课堂必须做取舍。第二，“of + which/whom”及after which属于相对进阶结构，对基础较弱学生可能超出本课核心需求。第三，Inuit听力任务同时涉及文化背景、新词、细节记录和利弊判断，学生容易出现“第一遍听不懂就放弃”的情况。第四，地理景观例子覆盖多个国家，课堂若补充过多百科知识会削弱语言学习主线。第五，口语迁移在5分钟内完成两轮比较较紧，部分小组可能只能完成信息罗列，难以进行真正追问。 改进：第一，语法讲解采用“核心必会+拓展可选”：所有学生掌握person→whom、thing→which及一先二动；三意义、四特殊以例句识别为主，对学有余力者再要求主动生成。第二，在Activity 4设置错因标签，让学生把错误归入“搭配、指代、固定短语、句意”四类，提升纠错质量。第三，听力第一遍只做“提及了什么”，第二遍再填表，第三遍只针对不确定项，降低连续听力压力。第四，地理词汇坚持“定义+图片证据+一句目标语法”三步，不展开与语言目标无关的知识。第五，若实际课堂时间不足，保留Activity 1—4和6—8，Activity 5的邮件填空可转为课后巩固，从而保证听说与迁移输出不被压缩。 课后复盘清单 1. Activity 3语法归纳是否控制在8分钟？教师讲解与学生归纳的比例是否合适？ 2. 学生能否说明介词选择依据，而不是只记on / for / from / in等答案？错误主要属于哪一类？ 3. whom（人）与which（物）是否区分清楚？look after / take care of等固定短语是否仍被错误拆分？ 4. natural dyes语篇中，学生能否通过恢复原搭配解释from which / in which / for which / for whom？ 5. geographical features是否建立“词义—图片—语境”联系？学生能否在新景观中主动使用目标词汇？ 6. Inuit听力中，学生能否在陌生词出现后继续听并完成表格？Learning to learn策略是否真正生效？ 7. 口语与作业是否形成“自然条件—生活方式—利弊/价值”的清晰关系，并自然、准确使用目标定语从句？ 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $