资源简介

教学设计
课程基本信息
课题 Non-restrictive relative clauses 课型 新授课
学科 英语 年级 高二
学段 高中 版本章节 普通高中教科书英语选择性必修第一册人教版 Unit 1 People of Achievement Discover useful structures
教学目标 1.语言能力：复习限制性定语从句的结构与用法，掌握非限制性定语从句的关系词（who/whom/which/whose/where/when 等）及句式结构，能正确运用该语法撰写句子、完成相关练习； 2. 文化意识：通过分析科学家（屠呦呦、袁隆平等）的事迹，理解杰出人物的奋斗精神与家国情怀，增强民族自豪感； 3. 思维品质：对比限制性与非限制性定语从句在形式、功能、翻译、先行词、关系词上的差异，培养逻辑分析与归纳能力； 4. 学习能力：通过情境化练习（简历创作）、AI 辅助润色，提升自主探究与语法应用能力，学会借助工具优化语言表达。
教学重难点 重点：理解限制性定语从句与非限制性定语从句在形式（逗号）、功能（限定 / 补充）、翻译（…… 的 / 并列句）、先行词（名词代词 / 可含整个句子）、关系词（that/why 能否用）上的差异； 难点：正确运用非限制性定语从句的关系词（如 who/which/where 的选择）撰写句子，避免语法错误（如漏逗号、误用 that），并在真实情境（简历）中灵活应用。
学情分析 1. 知识基础：高二学生已系统学习过限制性定语从句，能识别并使用 who/that/which 等关系词，但对非限制性定语从句的 “补充说明” 功能及与限制性的差异认知模糊，易混淆关系词用法（如 that 能否用于非限制性）； 2. 能力特点：具备一定的逻辑分析与语言应用能力，但对抽象语法规则的理解需依托具体情境，偏好互动性、情境化的学习活动（如视频、创作）； 3. 学习需求：需从旧知自然过渡到新知，避免语法学习的枯燥感，同时需通过实践应用（如写作）巩固知识，对接高考考点（阅读理解、语法填空、写作）。
教学准备 1. 多媒体资源：AI 生成的 “世界科技圈最强团队选拔” 新闻情境脚本，以及科学家（屠呦呦、袁隆平、钟南山等）预告片视频； 2. 教学材料：课件（含限制性定从句子分析、对比表格、改写练习）、“实验小游戏” 填空题库、科学家简历模板（含人设定位、核心技能）、语法评价表（5 维度评分标准）、高考真题练习（18 道）； 3. 工具支持：电脑版豆包 AI（已预设 “文章润色大师” 智能体，支持拍照上传句子润色）； 4. 其他：学生分组名单、课堂展示用白板。
教学过程
教学任务 教学内容 设计意图 创新设计（含AI应用）
Learning objectives 教学目标 By the end of this class , you will be able to: 1.revise the structure of the restrictive relative clause. 2.distinguish the difference between restrictive and non-restrictive relative clause. 3.finish the related exercises. 明确学习方向，让学生提前感知重难点，为后续环节（复习、新知学习、应用）建立目标导向，避免盲目学习。 目标可视化，使用课件清晰呈现
Step 1 Lead -in 情境导入 明星阵容预告片 1.AI创设新闻节目征集简历的情境： The strongest team selection program in the world technology circle is now open for selection. A group of great scientists is about to make their appearance,but their English introduction is too ordinary. Now we are urgently appeal to everyone to help create a high end resume. 2.视频感知： Watch a video of people of achievement and make a first impression of them. 以 AI 情境激发学生兴趣，将 “制作简历” 作为贯穿课堂的任务主线，同时通过科学家视频渗透文化意识 AI 生成新闻情境音频：模拟真实媒体语境，增强代入感 2. 科学家预告片：整合人物事迹与视觉素材，避免传统图片导入的单调，强化文化感知。
Step 2 Revision 语法充电站 (旧知复习) 1.句子细分析 课件展示句子 “The woman who is receiving the prize is Tu Youyou”，引导学生拆解主语（The woman）、定语从句（who...），复习限制性定从的 “限定功能”； 2.知识大回环 用课件表格回顾限制性定从的关系词（who/that/which 等）及适用场景。 3.实验小游戏 分组完成 6 道填空练习，每组派代表展示答案，教师纠错点拨。 ①. Look at the girl _________ is singing so beautifully. ②. He gave me a pen ________ he bought last week. ③. Mary has read all the books ______ I lent her. ④. Jim is the boy ______ hat is red. ⑤. We walked in a garden ______ many trees and flowers had been planted. ⑥. 2001-2005 are the years ______ I studied in the university. 从学生熟悉的限制性定从切入，通过 “分析 - 回顾 - 练习” 三层活动，巩固旧知，缓解对新知的畏难情绪。 小游戏的互动性提升参与度，同时为 Step3 “新知对比” 做好逻辑衔接。 使用数字化课件呈现互动小游戏：支持实时显示学生答案，教师可快速标注错误，提升复习效率（替代传统纸质练习）。
Step 3 Grammar 语法实验室 (新知学习) 1.新知放送坊 Compare and summarize the differences between non-restrictive relative clauses and restrictive relative clauses. 限制性定从和非限制性定从的区别： (1)形式不同 The number of people who/that own cars is increasing. I spoke to Dr. Smith just now, who is always ready to help others. 总结：限制性定从与其先行词关系密切，无逗号隔开， 非限制性定从与其先行词关系不密切，有逗号隔开。 (2)功能不同 I saw the guy who delivers my mail yesterday. I'll always remember the river where we learned to swim. 总结：若从句去掉，句子含义不明确。 Paris, where I spent six months studying, is the most beautiful city in the world. The woman , whose children are the same age as yours, invited us over for dinner next week. 总结：若从句去掉，不影响句子含义。 (3)翻译不同 In the class there are ten students who/that speak English very well. 翻译：这个班有10名英语说的好的。 含义：修饰限定，班上不只有10名学生，但只有这10名学生英语说得好。 In the class there are ten students, who speak English very well. 翻译：这个班有10名学生，他们英语说得很好。 含义：补充说明，班上只有10个学生，补充他们的英语说得好。 Try to translate： My sister who works in Shanghai sends me email almost every day. 我在上海工作的姐姐几乎每天都给我发电子邮件。 He is the man whose car was stolen. 他就是汽车被窃的那个人。 Charles Smith, who was my former teacher, retired last year. Charles Smith 去年退休了，他曾经是我的老师。 They rely on themselves, which is much better. 他们依靠自己，这样好的多。 总结：限制性定从译成先行词的定语：“……的 ”。 非限制性定从通常译成主句的并列句。 (4)先行词不同 Mexico is a city, which has a lot of attractions. He was late again, which made the teacher very unhappy. 总结：限制性定从的先行词一般是名词或代词，非限制性定从的先行词既可以是名词或代词, 也可是整个句子。 (5)关系词不同 判断句子正误： This is the girl whom/who I met in the street.√ A young man had a new girl friend, who he wanted to impress.× Wang Fang passed her exam, that surprised me a great deal.× I have told them the reason, why I didn’t come to the party. × The car which/that I bought last year does not work.√ The car I bought last year does not work.√ The car, which I bought last year, does not work.√ The car, I bought last year, does not work.× 总结： 2.新知速记坊 展示对比表格（含两者在形式、功能等维度的核心区别），带领学生速记。 3.新知修炼坊 改写下列句子： Example: The book tells us about Alexander Fleming. He discovered penicillin. →The book tells us about Alexander Fleming, who discovered penicillin. Practice： 1.We were very impressed by the old man. He was not willing to acknowledge defeat. →We were very impressed by the old man, who was not willing to acknowledge defeat. 2.Afterwards, Einstein had to flee Germany. Hitler was in power there. →Afterwards, Einstein had to flee Germany, where Hitler was in power. 3.There is nothing we can do to help Linda. Her circumstances are beyond our control. →There is nothing we can do to help Linda, whose circumstances are beyond our control. 4.The teacher asked us to listen to a speech by his favourite novelist, J.K. Rowling. It inspired us a lot. →The teacher asked us to listen to a speech by his favourite novelist, J.K. Rowling, which inspired us a lot. 5.The building under construction was designed by I.M. Pei—a famous Chinese-American architect. He was born in Guangzhou, China. →The building under construction was designed by I.M. Pei—a famous Chinese-American architect, who was born in Guangzhou, China. 6.I was asked to explain the project with the help of a flow chart. It was a big challenge for me. →I was asked to explain the project with the help of a flow chart, which was a big challenge for me. 4.知识补给坊 (1)as和which引导非限制性定从的区别： Practice：as or which？ ①正如大家所看到的那样，她工作一直很努力。 She is always working hard，____ everyone can see. ②这本书很有教育意义，是我昨天买的。 The book，______ I bought yesterday, is very instructive. ③她的诚实是大家有目共睹的。 ______ everyone can see, she is honest. = She is honest，_______ everyone can see. ④众所周知，吸烟有害健康。 ______ we all know，smoking is harmful to one's health. ⑤汤姆突然病倒了，这让我们很伤心。 Tom suddenly fell ill，_______ made us very sad. (2)“名词/代词/数词+介词of+关系 遵循 “感知 - 归纳 - 记忆 - 应用 - 拓展” 的语法学习逻辑：先通过对比建立认知，再用表格强化记忆，接着通过改写练习初步应用，最后补充特殊用法；每个子环节层层递进，衔接紧密，逐步突破 “理解差异” 的重点。 用课件动态呈现对比表格，将抽象规则可视化，降低理解难度。
Step 4 Exercises 新闻发布会 (实践应用) 1.简历大变身： Create a high end resume of great scientists by using the non-restrictive relative clause. Example: 屠呦呦： Stage Name : 青蒿素女王 人设定位 : 古籍破译官×现代医学灭霸 核心技能 : 在发霉古籍里淘金 Tu Youyou , who found artemisinin in ancient books,whose discovery ended the era of helpless malaria, is a hero in medical history. Practice: 袁隆平： Stage Name : 稻神Dancing Machine 人设定位 : 农田科学家×饥饿终结者 必杀技 : 让水稻跳起来 钟南山： Stage Name :灭毒宗师 人设定位 :三次元医疗系战神 必杀技 :范围内治愈率+200% 钱学森： Stage Name : 中国航天之父 人设定位 : 国之重器铸剑者 航天领域宗师 必杀技 : 白手起家铸就 11 项国之首次，战略级科技防护力拉满 杨振宁： Stage Name : 物理界常青树 人设定位 : 跨世纪理论物理泰斗 中美科研桥梁搭建者 必杀技 : 提出 “杨 - 米尔斯规范场论” 奠基现代物理，82 岁归国推动中国科研跃升 2.评价简历 用 5 维度评价表（语法准确性、关系词合理性等）进行自评 + 互评，教师选取 2 份简历展示点评。 3.豆包AI润色句子 打开电脑版豆包，创建AI智能体，搜索文章润色大师，将同学们写的句子拍照上传，输入要求，借助AI润色句子，完善科学家的简历。 4.真题精炼 1. The famous basketball star, _____ is an American, came to China yesterday. 2. They are always smoking, ______, of course, will do harm to their health. 3. I bought a car yesterday, ______ cost me a lot. 4. Xi'an, ______ I visited last year, is a nice old city. 5. He will come to see me next July, _____ he won't be so busy. 6. The school, ______ I once studied, was built thirty years ago. 7. The number of smokers, ______is reported, has dropped by 17 percent in just one year. 8. It is a truly delightful place, ________attracts lots of vistiors for its winding streets and pretty cottages. 9. Creating an atmosphere in ________employees feel part of a team is a big challenge. 10. He wrote many children's books, nearly half of________were published in the 1990s. 11.The books on the desk,________ covers are shiny,are prizes for us. 12. The children, _________ wanted to have a journey, were disappointed when the journey was cancelled. 13. The news that they will get married,_______ has not been announced, has spread around. 14. We’ll graduate in July,_______ we will be free to go anywhere. 15. Mr King, ________ legs were badly hurt,was quickly taken to hospital. 16. We will put off the outing until next Sunday, _______________we won't be so busy. 17. Yesterday, they went out to have a picnic in the park, _____________ they had a good time. 18. He has been busy with his work the whole holiday,______has made his girlfriend unhappy. 将语法应用融入 “简历创作” 的真实情境，既巩固非限制性定从用法，又深化文化意识。 评价环节帮助学生自我诊断，AI 润色针对性解决 “使用错误” 的难点。 真题练习对接高考，实现 “课堂应用 - 考试能力” 的衔接。 豆包 AI “文章润色大师” 应用：支持精准识别语法错误（如关系词误用、逗号漏用等），并提供修改建议，满足不同基础学生的个性化需求（基础弱学生可直接参考修改，基础好学生可对比思路）。 2. 真题练习数字化：课件可显示每道题的正确率，教师聚焦高频错题，提升讲评针对性。
Step5 Summary 总结 Sublimation 升华 展示对比图（含限制性与非限制性定从的核心区别），带领学生回顾本节课重点。 神” 情感升华：播放 AI 生成的 “致敬中国科学家” 视频，引导学生分享 “从科学家身上学到的精 总结环节梳理知识脉络，强化记忆。 情感升华将语法学习与文化意识结合，呼应课程核心素养目标 以科学家的奋斗故事为载体，激发学生对科研精神、家国情怀的认同感，增强民族自豪感，实现课程思政育人目标，避免传统 “说教式” 升华。
作业设计 1. 基础作业：完成剩余 2 位科学家（如邓稼先、屠呦呦补充事迹）的简历撰写，要求包含 3 个非限制性定语从句，提交时附 AI 润色前后的对比截图； 2. 提升作业：写一篇 80 词短文《The Great Person I Admire》，至少使用 4 个非限制性定语从句，可参考课堂真题中的句式。
板书设计/课堂小结
教学反思 1. 优势： （1）情境主线清晰：以 “制作科学家简历” 贯穿课堂，将语法学习与文化意识融合，避免语法课的枯燥感； （2）AI 应用有效：AI 情境、视频、润色工具的使用贴合高中生认知特点，尤其是豆包 AI 能针对性解决 “语法错误”，突破难点； （3）环节衔接顺畅：从旧知复习到新知学习，再到实践应用，每个环节均为下一个环节铺垫，逻辑连贯。 2. 不足与改进： （1）AI 润色环节可能存在部分学生过度依赖 AI 情况，下次课可增加 “AI 建议辨析” 环节（如让学生判断 AI 修改是否合理）； （2）简历创作环节时间较紧（部分小组未完成杨振宁简历），下次可提前分组并分配任务（如每组负责 1 位科学家）； （3）对基础薄弱学生的关注不足，可在新知学习环节增加 “一对一答疑” 时间，或提供简化版练习（如只改写 1 个从句）。

展开更多......

收起↑