人教版（2019）必修第二册Unit 1 Cultural Heritage Discovering Useful Structures教学设计

UNIT 1 CULTURAL HERITAGE
Discovering Useful Structures
Material Analysis
This section focuses on the theme task of “describe people or things in greater detail” by using relative clauses.When used correctly and properly, restrictive relative clauses not only enrich the meaning of the sentences, but also make the description of people or things more accurate.Students are expected to review the forms, meanings and functions of restrictive relative clauses and try to use them for discussion and a written summary.The three activities in this section are designed according to “perception-discovery-summarization-practice-application” . Through these activities, students can better understand the forms, meanings and functions of restrictive relative clauses and then use them appropriately in communication.
First of all, students should observe the sentences given, identify the relative pronouns and adverbs in the relative clauses, and find more relative clauses from reading the passage. Then, discuss their references and main functions with their partners.Then, ask them to combine the two sentences into a relative clause using relative pronouns or adverbs, focusing on language form and meaning. Finally, complete the open task, using relative clauses to define people or things.
Student Analysis
The students in this class have intermediate English foundation. Especially, students are weak in grammatical system, and there are big differences among them in grammatical competence. Their attitude to learning is active, but they lack the ability to understand and apply grammar.In teaching, the teacher’s focus should be on the enhancement of students’ understanding of relative clauses, the training of comprehensive language skills and the development of students’ learning abilities.
Teaching objectives
At the end of the lesson, students will be able to:
1. identify the basic usages of relative pronouns and adverbs of relative clauses.
2. summarize the usage and omission of relative pronouns and adverbs by observing and analyzing relative clauses;
3. understand the function of relative clause in semantic expression through application.
Teaching important and difficult points
1.Appreciate the function of relative pronouns and adverbs of relative clauses in a sentence.
2. Use proper relative pronounces and adverbs in certain contexts.
3. Improve speaking and writing by restrictive relative clauses.
Teaching method
Activity - based approach, cooperative approach, deductive & inductive approach.
Teaching procedures
Step I Warming up
Lead in the relative Clause with the creative situation. Invite students to play a game: A Guessing Game. Show students clues one by one and students guess what it is or who he/she is.
A Guessing Game
A scientist
A woman scientist
She is a scientist who saved millions of lives.
She is a scientist who won the Nobel Prize
She is a scientist who discovered artemisinine
Fruit & Watermelon Tu Youyou & Artemisinin
设计说明：
本板块的主题任务是引领学生回顾并进一步探究定语从句的概念、结构、功能及定语从 句的一些特殊用法等内容，即：如何运用定语从句“更细致地描述人物或事物（Describe people or things in greater detail）”。在活动中， 学生将逐渐获得以定语从句的形式对所猜测 的人物和事物的细致描述的信息。随着被描述人物和事物的信息不断丰富， 学生也将逐渐逼 近所猜测的人物和事物的答案。在这一真实、生动的语言信息的捕捉和理解的过程中， 学生 会课深刻领悟到定语从句在“细致地描述人或事物 ”的功用。该设计不仅将学生自然地引入 到定语从句的课堂主题，同时也激活了学生对定语从句的相关认知。
Step II Review
Show students two sentences and ask students to summarize the Definition and the Function
of the Relative Clause in groups.
Activity 1
1. What is the Relative Clause？
2. What is the function of the Relative Clause？
① It is a summer fruit which is round and big.
② She is a scientist who has saved millions of lives.
Definition
The Relative Clause can provide more information about sb. or sth. so that people can know sb. or sth. well.
Activity 2
Read one of the sentences above again, try to underline the Relative Clause, the Antecedent and the relative in each sentence. Understand The Structure of the Relative Clause.
She is a scientist who has saved millions of lives.
Antecedent: a scientist Relative: who Clause： who has saved millions of lives
Structure: Antecedent + Relative + Clause
设计说明：
该部分的设计是 Warming up 部分活动的延续。学生通过游戏中的语言情境去回忆定语 从句的概念、功能与深层结构特征，为定语从句的深入理解和灵活运用做好铺垫。
。
Step III Observing
Activity 1
Look at the sentences below and underline the relative pronouns and adverbs.
After listening to the scientists who had studied the problem, and citizens who lived near the dam,the government turned to the United Nations for help.
Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water.
Activity 2
Find more sentences containing relative clauses from the text on page 4, and underline the relative pronouns and adverbs.
There comes a time when the old must give way to the new.
Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s cultural heritage.
Not only had the countries found a path to the future that did not run over the relics of the past...
Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sites around the world from disappearing.
设计说明：
该活动引导学生依托阅读文本的语料， 寻找其包含的定语从句并划出引导定语从句的关 系代词和关系副词。该设计旨在引导学生进一步理解定语从句的意义和识别定语从句的特 征，同时进一步增进了学生对阅读文本的主题意义理解。
Step IV Discovering
Activity 1
Relative words References
who/that refers to people
which/that refers to objects
whose refers to a possession
when refers to time
where refers to a place
why refers to the reason
Discuss the references of the relative
and adverbs. Then make a short summary
or mind map.
Table
Activity 2
Sharing Mind Map
Mind Map
who
h
设计说明：
根据阅读文本呈现的诸多定语从句， 引导学生分析、总结和发现关系代词和关系副词的 所指内容， 并指导学生以表格或思维导图的形式做出归纳与总结。设计表格或思维导图的语 法教学活动， 可促进学生对所学语法知识内容的认识更加清晰， 感受更加深刻， 理解更加立
体。
Step V Exploring
Activity 1
Explore the major functions of antecedents and relative words.
Function of antecedent (Main Clause) Function of relative pronoun (Relative Clause)
O-S “A teacher ” acts as the object . “Who” acts as the subject.
I like a teacher who inspires his/her students.
O-O “The book ” acts as the object . “That” acts as the object .
I like the book (that) you mentioned.
S-S “He” acts as the subject. “Who ” acts as the subject .
He who makes no mistakes makes nothing.
S-O “The man” acts as the subject. “Who” acts as the objec.t
The man (who) you met is my cousin.
Function of antecedent (Main Clause) Function of relative adverb (Relative Clause) adverbial of time
O-AT “The day ” acts as the object . “When” acts as the .
I’ll never forget the day when I first came to my senior high school.
S-AP “The classroom ” acts as the subject. “Where” acts as the adverbial of place.
The classroom where we have lessons is beautiful.
O-AR “The reason” acts as the object . “Why” acts as the adverbial of reaso.n
This is the reason why I love my school.
Activity 2
Summarize the functions of relative words.
Syntactic Functions of Relative Words
。
Function which that who whom whose when where why
Subject Y Y Y
Object Y Y Y Y
Genitive Y
Adverbial Y Y Y
Activity 3
Practice: Choose the correct relative words to fill in the blanks.
who whom whose that which when where why
1. That is the site where they discovered caves full of Buddha statues.
2. Does anybody know the reason why he refused to sign the document . Tips：
4. My brother works in a cafe where top-quality Italian food is served. .Analyze the function
5. This is the archaeologist who discovered the Inca ruins. of the relative word；
6. On the way home, he helped a young man whose car had broken down.
7. Tasmania is the most unforgettable place that/which I have ever been to.
8. In European countries, the weekend is usually a time when nobody goes to work.
9. This is the story in which the valuable blue and white porcelain vase from the Ming Dynasty was finally returned to its owner.
设计说明：
该部分包括三个系列活动， 即关系词句法功能的探究活动、总结活动和运用活动。该设 计旨在帮助学生深度理解定语从句关系词的句法功能， 为学生准确、灵活和恰当运用定语从 句奠定基础。
Step VI Analyzing
Activity 1
A sentence with relative clauses can be seen as a combination of two sentences. The combining process goes like this：
1. I lost the pen. Jim sent me the pen yesterday. 2. I lost the pen. Jim sent me that yesterday. 3. I lost the pen that Jim sent me yesterday.
Activity 2
Practice : Rewrite the sentences using relative clauses.
EXAMPLE
I have downloaded that free app, but it doesn’t work well. →
The free app (which/that) I have downloaded doesn’t work well.
1. He showed me a photo in his room. It was a photo of a famous cultural relic in Egypt. →
The photo （which/that）he showed me in his room was of a famous cultural relic in Egypt.
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 whose members were from fifteen countries helped protect the national parks in the United Republic of Tanzania.
3. This temple was first built during the Qin Dynasty. →
The time when this temple was first built was during the Qin Dynasty.
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 (who/whom) we met at the entrance to the Great Pyramid explained to us the process of building such a difficult structure.
5. The documents about the cultural relics from overseas are under the desk. I found them
yesterday. →
The place where I found the documents about the cultural relics from overseas yesterday is
under the desk.
6. Scientists worked together day and night to rescue the temple because they wanted to preserve it for the next generation. →
The reason why scientists worked together day and night to rescue the temple is that they wanted to preserve it for the next generation.
设计说明:
通过分析、探究和练习等活动， 使学生深刻领悟定语从句形成的内在过程， 帮助学生实 现对定语从句学习的“知其然，也知其所以然”的深度学习。
Step VII Application
Work in pairs and play a game of definitions. One asks the questions below and the other
answers them with relative clauses.
We can replace prep + which with when/ where/ why in the specific meaning.
B：An exit is the door where/through which you can leave a building.
1. What’s a library （from/in which; where）
A library is a place from/in which you can borrow books. OR
A library is a place where you can borrow books. Note
We use whom instead of who
2. What’s a good friend （to whom; who） e ss in front of the
A good friend is someone to whom you can tell your problems. OR
A good friend is someone who you can tell your problems to.
3. What’s a vacation （during which; when）
A vacation is a time during which you don’t work. OR
A vacation is a time when you don’t work.
4. What’s a football coach （from whom; who）
A football coach is someone from whom football players receive training. OR
A football coach is someone who trains football players.
设计说明：
下定义是定语从句的一个常用功能。本活动让学生利用定语从句对生活中熟悉的事物下 定义，旨在引导学生在情境中灵活运用定语从句。
Step VIII Creation
Work in pairs and play a game of Let’s Guess.
Rules:
1. One with the cards describes things ( Job, Thing, Place and Time ) using relative clauses, and the other guesses what it is.
2. Clues can only be given by relative clauses.
3. The other can pass the difficult word to the next card.
4. The pair with the most correct guesses in a minute is the winner.
For 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!
设计说明:
这是一个开放性的定语从句的应用设计， 旨在培养学生在真实情境中对定语从句的迁移 性与创新性的综合运用能力。
Blackboard design
Discovering useful structures Relative Clauses
Relative worduntescfRicvteWGoerntiveAdverbialwho/that/whichYYwhomYwhoseYwhenYwhereYwhyY
n
space
ti
me
wh
en
where
Assignment
Write an essay to describe people or things around you using Relative Clauses.
设计说明：
进一步巩固与提高学生对定语从句的运用能力。
Teaching reflection
教学设计层次分明， 活动之间上下连贯。在教学过程中， 通过观察、分析、探究、运用 和迁移等一系列学习活动，学生较好的掌握了定语从句的功能、概念、结构和构建过程；基 本能够在真实的情境中准确、恰当地运用定语从句描写人物与事件， 较好的实现了教学目的。 但是本课也存在一些需要改进之处， 如部分英语基础稍弱的同学对关系词的选择问题还不够 清晰，对定语从句的灵活运用能力有待提升，在以后的教学中应重点关注。