Unit 1Cultural Heritage Discovering Useful Structures教学设计（表格式）2025-2026学年高中英语人教版（2019）必修第二册
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| 名称 | Unit 1Cultural Heritage Discovering Useful Structures教学设计（表格式）2025-2026学年高中英语人教版（2019）必修第二册 |  | |
| 格式 | docx | ||
| 文件大小 | 284.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-09 17:46:50 | ||
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文档简介
教学设计
课程基本信息
课题 Discovering Useful Structures Describe people or things in greater detail（第3课时） 课型 新授课
学科 英语 年级 高一
学段 高中 版本章节 人教版（2019） Book 2 Unit1 Cultural Heritage
教学目标
Teaching aims： By the end of the class, students will be able to: 1. identify the form &summarize the usage of relative pronouns and adverbs of restrictive relative’ clause with the methods of observation-discovery-induction-practice-application. 2. describe people or things in greater detail by using restrictive relative clause both in oral and written way.
教学重难点
Teaching key points（教学重点）： Rewrite the sentences using relative clauses. Teaching difficult points（教学难点）： Describe people or things in greater detail using relative clause .
教学准备
Review what has been learned on the relative clause 利用豆包AI出分层作业
教学过程
教学任务 教学内容 设计意图 创新设计（含AI应用）
Step 1 Lead-in Video appreciation. Enjoy a song of the relative clause and watching the micro-lesson to review what has been learned on the attributive clause. 通过播放视频，创设情境，引出主题；引导学生在欣赏歌曲和观看微课视频中，激活学生所学定语从句相关的知识，激发其学习兴趣。 创设情境，引出主题
Step 2 Observation Look at the sentences below and underline the relative pronouns and adverbs; analyze the use of the relative pronouns and adverbs, and complete the following chart. Find more sentences containing relative clauses from the text on page 4， analyze the use of the relative pronouns and adverbs, and complete the following chart. 3.Induction Discuss briefly with a partner the major functions of them. Then make a short summary in a table or mind map. 通过 observation-discovery-induction等方法，让学生能够识别定语从句，完整地掌握定语从句关系词的语法功能，为下一步运用好准备，培养学生的观察，归纳演绎能力。 通过观察 - 发现 - 归纳培养学生的观察力、归纳演绎能力及能动性
Step 3 Practice Activity 1: Rewrite the sentences using relative clauses with the following questions below. (Page 6, Activity 2) 1.Which pronouns can be deleted in your sentences 2.What is the head noun 3.What is the function of the head noun in the main clause 4.What relative pronoun or adverb should be used 5. What is the function of relative pronoun or adverb in the relative clause 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 15 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 __________________. Activity 2: Discuss with a partner about the sentences in the last activity.Which relative pronouns can be deleted in your sentences When can you go without the relative pronouns like this For the sentence 1: “The photo (that/which) he showed to me was a photo of a famous cultural relic in Egypt.” “The photo he showed to me was a photo of a famous cultural relic in Egypt.” For the sentence 4: 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. The professional archaeologist we met at the entrance to the Great Pyramid explained to us the process of building such a difficult structure. What can you conclude about the relative pronouns 引导学生通过完成练习题来掌握定语从句的相关知识，培养学生的语用能力。 小组活动培养学生的写作能力与团队精神
Step 4 Application Activity 3： Work in pairs and play a game of definitions. One asks the questions below and the other answers them with relative pete with your neighbored group and try as fast as you can. EXAMPLE A: What is an exit B: An exit is the door where/through which you can leave a building. 1.What’s a library (from/in which; where) 2.What’s a good friend (to whom; who) 3.What’s a vacation (during which; when) 4.What’s a football coach (from whom; who) Activity 4： Use the Attributive Clause to explain the popular words on the Internet. 学霸 YYDS 躺平 Eg: This is to describe a group of people who/that/whose ... This is to describe someone/something who/that... 学霸：straight A YYDS ：Greatest of All Time史上最佳 躺平： Lie flat Please share what inspiration you can get from the three popular words. For the Teacher I hope that each of you can strive to be straight-A students, never lying flat and always keeping a positive attitude to life. Be the person who tirelessly fights for yourself, your family, and your country. Be YYDS of protecting Cultural Heritage. For the students We are convinced that we can be straight-A students. Don't lie flat but hold a positive attitude to our life. We should be the person who spares no effort to fight for ourselves, our family and our country. We are to be YYDS of protecting Cultural Heritage. Activity 5 : Self-evaluation score your performance Checklist / scores5321. Can I make a summary of the major functions of the relative words 2. Can I describe people or things in greater detail by using relative clause correctly in my daily life 3. Do I have behaved actively in this class 4.Do I have any confusion
通过用定语从句描述生活中的人或物，解释网络流行语，旨在训练和培养学生的口头和书面表达能力，提升学生的语言运用能力，培养其文化意识和积极向上的思想品质。 学以致用中提升学生的语言运用能力，培养其文化意识和积极向上的思想品质 实现教学评一体化
Step 5 Assignment 1. Make a short summary of the major functions of the relative words in a table or mind map after class. 2. Use restrictive relative clause to describe your favourite person or thing. More information about the attributive clause by scanning the QR code below. 推荐的学习资源 https://zhidao./question/167103573.html (关于音乐的名人名言)
2. https://www./talks/robert_gupta_between_music_and_medicine （演讲----音乐的力量） 3.Enjoy a song: the English version of Lonely Warriors. Click: https://www./video/BV1ii4y1o7Rw/ vd_source=32e3eaa767074c2611f55e8d5d9d5b60 通过思维导图总结归纳定语从句关系词的用法，使学生进一步掌握此部分知识点；通过语段写作，完成所学主题内容、语言知识、篇章结构的在实际中的创新与应用。 分层作业兼顾不同水平学生，基础层巩固知识，提升层强化运用，拓展层结合实践与创新；AI 工具的融入实现个性化反馈，提升作业有效性。
作业设计： 基础层（全体必做）： - 完成 AI 推送的 “关系词功能匹配” 专项练习（正确率需达 85%）； - 用表格总结 6 类关系词（who/whom/which/that/where/why），每类附 2 个课文例句，AI 自动检查正确性； . 提升层（选做）： - 用 3 个不同关系词描述家中 1 件物品（50-80 词），AI 评分并反馈流畅度； - 观看 AI 推荐的 “文化遗产” 英文短视频，摘录 3 个含定语从句的句子并分析； 拓展层（选做）： - 制作 “定语从句卡片”（正面先行词，背面 2 个从句），上传 AI 共享库供同学测试； - 写 “保护文化遗产” 倡议（含 5 个以上定语从句），优秀作品发布至学校公众号。
板书设计/课堂小结:
教学反思: 一、优点 1.结构清晰，贴合教学逻辑：本节课按 “Lead-in→Observation→Practice→Application→Assignment” 流程设计，通过 “observation-discovery-induction-practice-application” 的语法教学方法开展课堂活动，且紧扣 “总结关系词用法、用定语从句描述人 / 物” 教学目标，环节衔接紧密，如 Observation 环节依托教材 Page 4 文本例句，Practice 环节对应 Page 6 练习，实用性强。 2.内容具象，降低学习难度：通过 “关系词功能表”“找 - 换 - 连三步曲”“例句标注（可省 / 不可省）” 等可视化设计，将抽象语法具象化；例句围绕 单元主题“文化遗产” （古埃及尼罗河、神庙等），贴合单元语境，帮助学生关联旧知。 3.互动与素养兼顾：设计定义游戏、小组讨论、网络流行语解析等互动活动，搭配自评 Checklist，整个课堂强化学生的参与；融入 “保护文化遗产” 价值观引导，将语法教学与文化意识、积极态度培养相结合，符合核心素养要求。 二、不足 AI 助力课堂教学不足：本课仅仅在课后作业部分使用了豆包AI,课中环节可以增加AI的助力作用，如practice部分。
课程基本信息
课题 Discovering Useful Structures Describe people or things in greater detail（第3课时） 课型 新授课
学科 英语 年级 高一
学段 高中 版本章节 人教版（2019） Book 2 Unit1 Cultural Heritage
教学目标
Teaching aims： By the end of the class, students will be able to: 1. identify the form &summarize the usage of relative pronouns and adverbs of restrictive relative’ clause with the methods of observation-discovery-induction-practice-application. 2. describe people or things in greater detail by using restrictive relative clause both in oral and written way.
教学重难点
Teaching key points（教学重点）： Rewrite the sentences using relative clauses. Teaching difficult points（教学难点）： Describe people or things in greater detail using relative clause .
教学准备
Review what has been learned on the relative clause 利用豆包AI出分层作业
教学过程
教学任务 教学内容 设计意图 创新设计（含AI应用）
Step 1 Lead-in Video appreciation. Enjoy a song of the relative clause and watching the micro-lesson to review what has been learned on the attributive clause. 通过播放视频，创设情境，引出主题；引导学生在欣赏歌曲和观看微课视频中，激活学生所学定语从句相关的知识，激发其学习兴趣。 创设情境，引出主题
Step 2 Observation Look at the sentences below and underline the relative pronouns and adverbs; analyze the use of the relative pronouns and adverbs, and complete the following chart. Find more sentences containing relative clauses from the text on page 4， analyze the use of the relative pronouns and adverbs, and complete the following chart. 3.Induction Discuss briefly with a partner the major functions of them. Then make a short summary in a table or mind map. 通过 observation-discovery-induction等方法，让学生能够识别定语从句，完整地掌握定语从句关系词的语法功能，为下一步运用好准备，培养学生的观察，归纳演绎能力。 通过观察 - 发现 - 归纳培养学生的观察力、归纳演绎能力及能动性
Step 3 Practice Activity 1: Rewrite the sentences using relative clauses with the following questions below. (Page 6, Activity 2) 1.Which pronouns can be deleted in your sentences 2.What is the head noun 3.What is the function of the head noun in the main clause 4.What relative pronoun or adverb should be used 5. What is the function of relative pronoun or adverb in the relative clause 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 15 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 __________________. Activity 2: Discuss with a partner about the sentences in the last activity.Which relative pronouns can be deleted in your sentences When can you go without the relative pronouns like this For the sentence 1: “The photo (that/which) he showed to me was a photo of a famous cultural relic in Egypt.” “The photo he showed to me was a photo of a famous cultural relic in Egypt.” For the sentence 4: 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. The professional archaeologist we met at the entrance to the Great Pyramid explained to us the process of building such a difficult structure. What can you conclude about the relative pronouns 引导学生通过完成练习题来掌握定语从句的相关知识，培养学生的语用能力。 小组活动培养学生的写作能力与团队精神
Step 4 Application Activity 3： Work in pairs and play a game of definitions. One asks the questions below and the other answers them with relative pete with your neighbored group and try as fast as you can. EXAMPLE A: What is an exit B: An exit is the door where/through which you can leave a building. 1.What’s a library (from/in which; where) 2.What’s a good friend (to whom; who) 3.What’s a vacation (during which; when) 4.What’s a football coach (from whom; who) Activity 4： Use the Attributive Clause to explain the popular words on the Internet. 学霸 YYDS 躺平 Eg: This is to describe a group of people who/that/whose ... This is to describe someone/something who/that... 学霸：straight A YYDS ：Greatest of All Time史上最佳 躺平： Lie flat Please share what inspiration you can get from the three popular words. For the Teacher I hope that each of you can strive to be straight-A students, never lying flat and always keeping a positive attitude to life. Be the person who tirelessly fights for yourself, your family, and your country. Be YYDS of protecting Cultural Heritage. For the students We are convinced that we can be straight-A students. Don't lie flat but hold a positive attitude to our life. We should be the person who spares no effort to fight for ourselves, our family and our country. We are to be YYDS of protecting Cultural Heritage. Activity 5 : Self-evaluation score your performance Checklist / scores5321. Can I make a summary of the major functions of the relative words 2. Can I describe people or things in greater detail by using relative clause correctly in my daily life 3. Do I have behaved actively in this class 4.Do I have any confusion
通过用定语从句描述生活中的人或物，解释网络流行语，旨在训练和培养学生的口头和书面表达能力，提升学生的语言运用能力，培养其文化意识和积极向上的思想品质。 学以致用中提升学生的语言运用能力，培养其文化意识和积极向上的思想品质 实现教学评一体化
Step 5 Assignment 1. Make a short summary of the major functions of the relative words in a table or mind map after class. 2. Use restrictive relative clause to describe your favourite person or thing. More information about the attributive clause by scanning the QR code below. 推荐的学习资源 https://zhidao./question/167103573.html (关于音乐的名人名言)
2. https://www./talks/robert_gupta_between_music_and_medicine （演讲----音乐的力量） 3.Enjoy a song: the English version of Lonely Warriors. Click: https://www./video/BV1ii4y1o7Rw/ vd_source=32e3eaa767074c2611f55e8d5d9d5b60 通过思维导图总结归纳定语从句关系词的用法，使学生进一步掌握此部分知识点；通过语段写作，完成所学主题内容、语言知识、篇章结构的在实际中的创新与应用。 分层作业兼顾不同水平学生，基础层巩固知识，提升层强化运用，拓展层结合实践与创新；AI 工具的融入实现个性化反馈，提升作业有效性。
作业设计： 基础层（全体必做）： - 完成 AI 推送的 “关系词功能匹配” 专项练习（正确率需达 85%）； - 用表格总结 6 类关系词（who/whom/which/that/where/why），每类附 2 个课文例句，AI 自动检查正确性； . 提升层（选做）： - 用 3 个不同关系词描述家中 1 件物品（50-80 词），AI 评分并反馈流畅度； - 观看 AI 推荐的 “文化遗产” 英文短视频，摘录 3 个含定语从句的句子并分析； 拓展层（选做）： - 制作 “定语从句卡片”（正面先行词，背面 2 个从句），上传 AI 共享库供同学测试； - 写 “保护文化遗产” 倡议（含 5 个以上定语从句），优秀作品发布至学校公众号。
板书设计/课堂小结:
教学反思: 一、优点 1.结构清晰，贴合教学逻辑：本节课按 “Lead-in→Observation→Practice→Application→Assignment” 流程设计，通过 “observation-discovery-induction-practice-application” 的语法教学方法开展课堂活动，且紧扣 “总结关系词用法、用定语从句描述人 / 物” 教学目标，环节衔接紧密，如 Observation 环节依托教材 Page 4 文本例句，Practice 环节对应 Page 6 练习，实用性强。 2.内容具象，降低学习难度：通过 “关系词功能表”“找 - 换 - 连三步曲”“例句标注（可省 / 不可省）” 等可视化设计，将抽象语法具象化；例句围绕 单元主题“文化遗产” （古埃及尼罗河、神庙等），贴合单元语境，帮助学生关联旧知。 3.互动与素养兼顾：设计定义游戏、小组讨论、网络流行语解析等互动活动，搭配自评 Checklist，整个课堂强化学生的参与；融入 “保护文化遗产” 价值观引导，将语法教学与文化意识、积极态度培养相结合，符合核心素养要求。 二、不足 AI 助力课堂教学不足：本课仅仅在课后作业部分使用了豆包AI,课中环节可以增加AI的助力作用，如practice部分。