人教版（2019）必修第二册Unit 1 Cultural Heritage Discovering Useful Structures 定语从句教案（无答案）
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| 名称 | 人教版（2019）必修第二册Unit 1 Cultural Heritage Discovering Useful Structures 定语从句教案（无答案） |  | |
| 格式 | zip | ||
| 文件大小 | 43.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-23 18:59:49 | ||
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文档简介
I. 教学内容
学生在学习必修1限制性定语从句的基础上，进一步复习并熟练掌握限制性定语从句的形式意义和功能，体会这一语法手段可以使人和事物的描述更加充实、丰富和生动。
II.教材分析
本板块围绕主题任务“更细致地描述人或事物（describe people or hings in greater detail）展开，设计遵循“发现---总结---归纳--- -练习运用”的思路。教材先让学生观察所给例句，识别定语从句中的关系代词和关系副词，并从阅读文章中发现更多的定语从句，与同伴讨论其主要功能; 然后，让他们运用关系代词或关系副词将两个句子组合为一个定语从句，并关注语言形式和意义; 最后完成开放性任务，运用定语从句给人或事物下定义。
III.课时目标
1.通过观察、分析定语从句，归纳关系代词和关系副词的用法和省略情况;
2.通过运用，体会定语从句在语义表达中的作用。
IV.教学思路
总结阶段，让学生从本单元选出定语从句的例子，总结其中关系代词和关系副词的功能和用法。练习阶段，让学生通过不同练习内化定语从句的用法，练习方式有: 用关系代词或关系副词填空，用定语从句重组句子、翻译等，探讨和总结关系代词的省略，以及关系副词与“介词+which”互换情况。运用阶段，让学生通过开放式任务运用并体会定语从句的功能，即它能使语义表达更为充实、丰富和生动。最后利用练习册中的习题帮助学生进一步巩固和提升定语从句的运用水平，并初步渗透非限制性定语从句的基本知识。
V.教学过程
Activity One:
On the open page, what can you see Can you describe them using relative clauses
There is the Great Wall _______________________________________________________________.
There are two children _______________________________________________________________.
There is a saying ____________________________________________________________________.
“Heritage is our legacy from the past, what we live with today, and what we pass on to future generations.”
How many parts are included in the sentences Can you change them into relative clauses
Activity Two:
Pick out the relative clauses from the passage and analyse the use of the relative pronouns and adverbs by completing the following chart.
Can you find more relative clauses in the reading passage
Do you know the functions of the head noun and the relative pronoun or adverb in each sentence
1. ________________________________________________________________________________.
2. ________________________________________________________________________________.
3. ________________________________________________________________________________.
4. ________________________________________________________________________________.
5. ________________________________________________________________________________.
6. ________________________________________________________________________________.
7. ________________________________________________________________________________.
8. ________________________________________________________________________________.
Activity Three:
Can you draw a mind map about the relative pronoun/adverb
Activity Four:
Rewrite the sentences using relative clauses.
1. He showed me a photo in his room.
It was a photo of a famous cultural relic in Egypt.
The photo_______________________________________________________________________.
2. The project team helped protect the national parks in the United Republic of Tanzania.
It was formed by members from fifteen countries.
The project team__________________________________________________________________.
3. This temple was first built during the Qin Dynasty.
The time_________________________________________________________________________.
4. We met a professional archaeologist at the entrance to the Great Pyramid.
He explained to us the process of building such a difficult structure.
The professional archaeologist_______________________________________________________.
5. The documents about the cultural relics from overseas are under the desk.
I found them yesterday.
The place_________________________________________________________________________.
6. Scientists worked together day and night to rescue the temple because they wanted to preserve it for the next generation.
The reason________________________________________________________________________.
Thinking:
Which pronouns can be deleted in your sentences When can you go without the relative pronouns like this
Activity Five: Play a game of definitions.
1. Work in pairs and play a game of definitions. One asks the questions below and the other answers them with relative clauses.
Example:
What is an exit
An exit is the door where/through which you can leave a building.
1 What is a library (from which/where) 2 What is a good friend (to whom/who)
3 What is a vacation (during which/when) 4 What is a football coach (from whom/who)
2. Guess: Students figure out the advantage of using relative clauses in descriptions.
Example:
Job: doctor
A: This is a person who works in a hospital.
B: Is it a nurse
A: No. This is a person who helps sick people.
B: Is it a doctor
A: Yes!
Activity 1: Pick out the relative clauses from the passage and analyse the use of the relative pronouns and adverbs by completing the following chart.
设计说明:定语从句中关系代词或关系副词的用法和功能对于学生来说有较大的难度。本环节设计的表格可以帮助学生从文本中的具体例句中去分析、总结和发现规律，且比较直观，可以适当降低难度。
Activity 2: Rewrite sentences.
1. Complete the sentences with relative pronouns or adverbs.
教科书第6页活动2的改写句子活动有点挑战，建议先让学生做练习册语法部分第一个活动作为铺垫。
这个活动要求学生选择适当的关系代词或关系副词完成定语从句。首先确定要填的词在定语从句作什么句子成分，然后找到主句中的先行词，最后根据前两者情况填空。
2. Rewrite the sentences using relative clauses.
教科书第6页活动2的改写句子可以按照以下步骤进行。
第一步:明确主句和从句。
第二步:找到先行词，确定它在主句中的句法功能。
第三步:根据先行词和关系代词或副词在从句中的功能，确定使用哪个关系代词或关系副词。
3. Discuss in pairs what kind of rlative clauses can go without relative pronouns.
可以看出，在0-O(先行词在主句中作宾语，关系代词在从句中作宾语)和S-O(先行词在主句中作主语，关系代词在从句中作宾语)这两种句子中，可以省略关系代词。
设计说明:先让学生做填空练习作为铺垫，然后再做句子改写活动。句子改写过程中要注意根据语义指向，正确选取主句。句子改写完成后，学生通过小组合作，探索关系代词的省略规律。此环节中，教师有必要为学生提供更多参考例句和方法指引。
Activity 3: Play a game of definitions.
1. Students work in pairs and make definitions of things or people.
此过程可以用游戏的方式进行:学生两人-组，一人运用定语从句对某人或某物下定义，另-人猜测，如此交替进行。如:
Student A: It is a day when someone was born.
Student B: Birthday! It is a place where people borrow books.
Student A: Library!
注意，关系副词-般可以和“介词+ which"进行转换，如上面的例句也可说成“It'sadayon which someone was bormn."或"It's a place in which people borrow books."，但两者之间有语体区别，后者更常用于较正式文体中。
A 2. Students figure out the advantage of using relative clauses in descriptions.
设计说明:下定义是定语从句的一个常用功能) 本活动让学生实际运用定语从句。教师可扩展教材内容，让学生利用定语从句对生活中熟悉的事物下定义，如party、 exam、 cousin等。也可以选取跟本单元话题有关的重点词汇，如fund、cultural relie 、enionnentalis等。该沽动可以用游戏方式进行，教师要对学生输出语句的准确性和逻辑性进行监督和反馈。
Heritage is
设计说明: 让学生通过三个步骤，逐渐明确关系词的选择。第一步:明确主句和从句。第二步:找到先行词，确定它在主句中的句法功能。第三步:根据先行词和关系代词或副词在从句中的功能，确定使用哪个关系代词或关系副词。
functions of relative word
relative
adverb
relative
pronoun
Relative
word
Head
noun
relative
clause
设计说明: 定语从句中关系代词或关系副词的用法和功能对于学生来说有较大的难度。本环节设计的表格可以帮助学生从文本中的具体例句中去分析、总结和发现规律，且比较直观，可以适当降低难度。
设计说明: 句子改写过程中要注意根据语义指向，正确选取主句。句子改写完成后，学生通过小组合作，探索关系代词的省略规律。在O-O先行词在主句中作宾语，关系代词在从句中作宾语)和S-O(先行词在主句中作主语，关系代词在从句中作宾语)这两种句子中，可以省略关系代词。
设计说明: 下定义是定语从句的一个常用功能。本活动让学生实际运用定语从句。让学生利用定语从句对生活中熟悉的事物下定义。选取跟本单元话题有关的中国传统文化中的京剧、风筝、剪纸、书法，以及对中国传统文化做出重大贡献的孔子进行对话练习。该沽动可以用游戏方式进行，教师要对学生输出语句的准确性和逻辑性的思维品质的培养进行监督和反馈，同时增强学生对本单元文化遗产保护的文化意识的培养。
学生在学习必修1限制性定语从句的基础上，进一步复习并熟练掌握限制性定语从句的形式意义和功能，体会这一语法手段可以使人和事物的描述更加充实、丰富和生动。
II.教材分析
本板块围绕主题任务“更细致地描述人或事物（describe people or hings in greater detail）展开，设计遵循“发现---总结---归纳--- -练习运用”的思路。教材先让学生观察所给例句，识别定语从句中的关系代词和关系副词，并从阅读文章中发现更多的定语从句，与同伴讨论其主要功能; 然后，让他们运用关系代词或关系副词将两个句子组合为一个定语从句，并关注语言形式和意义; 最后完成开放性任务，运用定语从句给人或事物下定义。
III.课时目标
1.通过观察、分析定语从句，归纳关系代词和关系副词的用法和省略情况;
2.通过运用，体会定语从句在语义表达中的作用。
IV.教学思路
总结阶段，让学生从本单元选出定语从句的例子，总结其中关系代词和关系副词的功能和用法。练习阶段，让学生通过不同练习内化定语从句的用法，练习方式有: 用关系代词或关系副词填空，用定语从句重组句子、翻译等，探讨和总结关系代词的省略，以及关系副词与“介词+which”互换情况。运用阶段，让学生通过开放式任务运用并体会定语从句的功能，即它能使语义表达更为充实、丰富和生动。最后利用练习册中的习题帮助学生进一步巩固和提升定语从句的运用水平，并初步渗透非限制性定语从句的基本知识。
V.教学过程
Activity One:
On the open page, what can you see Can you describe them using relative clauses
There is the Great Wall _______________________________________________________________.
There are two children _______________________________________________________________.
There is a saying ____________________________________________________________________.
“Heritage is our legacy from the past, what we live with today, and what we pass on to future generations.”
How many parts are included in the sentences Can you change them into relative clauses
Activity Two:
Pick out the relative clauses from the passage and analyse the use of the relative pronouns and adverbs by completing the following chart.
Can you find more relative clauses in the reading passage
Do you know the functions of the head noun and the relative pronoun or adverb in each sentence
1. ________________________________________________________________________________.
2. ________________________________________________________________________________.
3. ________________________________________________________________________________.
4. ________________________________________________________________________________.
5. ________________________________________________________________________________.
6. ________________________________________________________________________________.
7. ________________________________________________________________________________.
8. ________________________________________________________________________________.
Activity Three:
Can you draw a mind map about the relative pronoun/adverb
Activity Four:
Rewrite the sentences using relative clauses.
1. He showed me a photo in his room.
It was a photo of a famous cultural relic in Egypt.
The photo_______________________________________________________________________.
2. The project team helped protect the national parks in the United Republic of Tanzania.
It was formed by members from fifteen countries.
The project team__________________________________________________________________.
3. This temple was first built during the Qin Dynasty.
The time_________________________________________________________________________.
4. We met a professional archaeologist at the entrance to the Great Pyramid.
He explained to us the process of building such a difficult structure.
The professional archaeologist_______________________________________________________.
5. The documents about the cultural relics from overseas are under the desk.
I found them yesterday.
The place_________________________________________________________________________.
6. Scientists worked together day and night to rescue the temple because they wanted to preserve it for the next generation.
The reason________________________________________________________________________.
Thinking:
Which pronouns can be deleted in your sentences When can you go without the relative pronouns like this
Activity Five: Play a game of definitions.
1. Work in pairs and play a game of definitions. One asks the questions below and the other answers them with relative clauses.
Example:
What is an exit
An exit is the door where/through which you can leave a building.
1 What is a library (from which/where) 2 What is a good friend (to whom/who)
3 What is a vacation (during which/when) 4 What is a football coach (from whom/who)
2. Guess: Students figure out the advantage of using relative clauses in descriptions.
Example:
Job: doctor
A: This is a person who works in a hospital.
B: Is it a nurse
A: No. This is a person who helps sick people.
B: Is it a doctor
A: Yes!
Activity 1: Pick out the relative clauses from the passage and analyse the use of the relative pronouns and adverbs by completing the following chart.
设计说明:定语从句中关系代词或关系副词的用法和功能对于学生来说有较大的难度。本环节设计的表格可以帮助学生从文本中的具体例句中去分析、总结和发现规律，且比较直观，可以适当降低难度。
Activity 2: Rewrite sentences.
1. Complete the sentences with relative pronouns or adverbs.
教科书第6页活动2的改写句子活动有点挑战，建议先让学生做练习册语法部分第一个活动作为铺垫。
这个活动要求学生选择适当的关系代词或关系副词完成定语从句。首先确定要填的词在定语从句作什么句子成分，然后找到主句中的先行词，最后根据前两者情况填空。
2. Rewrite the sentences using relative clauses.
教科书第6页活动2的改写句子可以按照以下步骤进行。
第一步:明确主句和从句。
第二步:找到先行词，确定它在主句中的句法功能。
第三步:根据先行词和关系代词或副词在从句中的功能，确定使用哪个关系代词或关系副词。
3. Discuss in pairs what kind of rlative clauses can go without relative pronouns.
可以看出，在0-O(先行词在主句中作宾语，关系代词在从句中作宾语)和S-O(先行词在主句中作主语，关系代词在从句中作宾语)这两种句子中，可以省略关系代词。
设计说明:先让学生做填空练习作为铺垫，然后再做句子改写活动。句子改写过程中要注意根据语义指向，正确选取主句。句子改写完成后，学生通过小组合作，探索关系代词的省略规律。此环节中，教师有必要为学生提供更多参考例句和方法指引。
Activity 3: Play a game of definitions.
1. Students work in pairs and make definitions of things or people.
此过程可以用游戏的方式进行:学生两人-组，一人运用定语从句对某人或某物下定义，另-人猜测，如此交替进行。如:
Student A: It is a day when someone was born.
Student B: Birthday! It is a place where people borrow books.
Student A: Library!
注意，关系副词-般可以和“介词+ which"进行转换，如上面的例句也可说成“It'sadayon which someone was bormn."或"It's a place in which people borrow books."，但两者之间有语体区别，后者更常用于较正式文体中。
A 2. Students figure out the advantage of using relative clauses in descriptions.
设计说明:下定义是定语从句的一个常用功能) 本活动让学生实际运用定语从句。教师可扩展教材内容，让学生利用定语从句对生活中熟悉的事物下定义，如party、 exam、 cousin等。也可以选取跟本单元话题有关的重点词汇，如fund、cultural relie 、enionnentalis等。该沽动可以用游戏方式进行，教师要对学生输出语句的准确性和逻辑性进行监督和反馈。
Heritage is
设计说明: 让学生通过三个步骤，逐渐明确关系词的选择。第一步:明确主句和从句。第二步:找到先行词，确定它在主句中的句法功能。第三步:根据先行词和关系代词或副词在从句中的功能，确定使用哪个关系代词或关系副词。
functions of relative word
relative
adverb
relative
pronoun
Relative
word
Head
noun
relative
clause
设计说明: 定语从句中关系代词或关系副词的用法和功能对于学生来说有较大的难度。本环节设计的表格可以帮助学生从文本中的具体例句中去分析、总结和发现规律，且比较直观，可以适当降低难度。
设计说明: 句子改写过程中要注意根据语义指向，正确选取主句。句子改写完成后，学生通过小组合作，探索关系代词的省略规律。在O-O先行词在主句中作宾语，关系代词在从句中作宾语)和S-O(先行词在主句中作主语，关系代词在从句中作宾语)这两种句子中，可以省略关系代词。
设计说明: 下定义是定语从句的一个常用功能。本活动让学生实际运用定语从句。让学生利用定语从句对生活中熟悉的事物下定义。选取跟本单元话题有关的中国传统文化中的京剧、风筝、剪纸、书法，以及对中国传统文化做出重大贡献的孔子进行对话练习。该沽动可以用游戏方式进行，教师要对学生输出语句的准确性和逻辑性的思维品质的培养进行监督和反馈，同时增强学生对本单元文化遗产保护的文化意识的培养。