资源简介

基础信息
（一）核心基础信息
项目 内容
课题 人教版（2019）高中英语选择性必修第一册 Unit 1 Learning About Language
课时 1课时（45 分钟）
授课年级 高二年级
课型 新授课
授课教师
授课时间
（二）课标要求
掌握单元核心词汇、同根词变形规则；区分限制性与非限制性定语从句，熟练使用who/which/whose/as/when/where等关系词改写、造句；能结合杰出人物话题完成口头对话与短句写作。
归纳词根词缀变化规律；对比两类定语从句用法差异；结合屠呦呦、鲁迅案例理性分析成功的必备条件。
借助屠呦呦科研、鲁迅弃医从文语篇，感受中医药价值与近代文学力量，增强中华优秀文化自信。
独立完成词汇、语法配套习题；小组合作完成句型改写、话题交流；学会用思维导图梳理词汇、语法知识体系。
二、教学设计依据
（一）教材分析
本课是人教版（2019）选择性必修第一册Unit 1的语言专项课时，紧跟《Reading and Thinking》屠呦呦新闻阅读篇目，在单元学习中起到承上启下的关键作用。
词汇板块：词汇大部分源自上一节阅读原文，聚焦科研、评价类核心词，同步安排同根词转换练习，帮助学生掌握词性变化规律；配套鲁迅人物完形短文，把单词放到完整语境中运用，同时设置人物话题口语活动，实现单词从识记到灵活表达的过渡。
语法板块：本节课核心语法是非限制性定语从句，教材先对比学生已学的限制性定语从句，清晰区分两者形式与功能差异；重点讲解which、as等易混引导词，搭配句子改写、自主造句分层练习，能够优化人物描写类作文句式，解决学生写作短句堆砌的问题。
教学衔接与育人价值：内容依托屠呦呦、鲁迅两位中国杰出人物素材开展语言训练，在练习中感受先辈的坚守与家国情怀，增强文化自信；既巩固阅读课生词、梳理文本句式，又为本单元人物口语分享、人物写作储备词汇和高级句型，完整打通“阅读输入—语言提炼—综合输出”的学习链条。
（二）学情分析
已有基础：学生已完成屠呦呦新闻阅读课，认识本单元基础词汇；初中及高一掌握限制性定语从句，但对逗号隔开的非限制性定语从句认知薄弱，极易混淆as和which。
薄弱点：同根词词性转换易出错；写作句式单一，不会用非限制性定语从句丰富语句；口语表达缺少高级词汇与复合句。
教学适配：全程依托课件图片、原文例句、分层习题，由单词→短语→单句→语段循序渐进，利用本土名人素材提升课堂参与度。
三、教学目标与重难点
（一）教学目标
1. 语言能力
掌握boil、distinct、evaluate、commit、acknowledge、conclude等单词及其名词/形容词变形；分清限制性、非限制性定语从句的区别；能运用关系词改写、原创复合句；结合人物话题完成口语交流与简短写作。
2. 思维品质
自主总结词根派生规律；梳理非限制性定语从句适用场景；辩证探讨天赋、坚持对个人成功的作用。
3. 文化意识
理解屠呦呦、鲁迅的家国情怀，体会中国科研、文学领域杰出人物的精神价值，建立文化自豪感。
4. 学习能力
独立完成词汇、语法习题；小组协作完成句型改写、话题讨论；借助思维导图整理本课知识框架。
（二）教学重难点
教学重点
核心词汇与同根词变形；
非限制性定语的特征、常用关系词；
使用非限制性定语从句合并、改写简单句。
教学难点
as与which引导非限制性定语从句的用法区分；
在口语、写作中主动运用非限制性定语从句优化句式。
四、教学准备
多媒体资源：屠呦呦、鲁迅人物图片；课件配套词汇、语法；课堂习题投影素材。
纸质学案：词义匹配单、词形填空练习、定语从句改写专项、语法填空卷。
前置预习任务：复习Reading课文重点单词；回顾限制性定语从句基础用法。
五、教学过程设计
Build up your vocabulary
1. Word definition matching: Students match words with English definitions, then locate original sentences about Tu Youyou in the passage.
boil cook something in very hot water
botanical relating to plants
properties qualities or characteristics of something
liquid a kind of substance that flows freely, such as water or milk
substance physical material that exists
2. Word formation summary: Guide students to guess the meaning of the underlined words. Then conclude the transformation rules of noun/verb/adjective, and finish blank exercises of word families (distinct-distinction; commit-commitment; conclude-conclusion etc.).
① The two flowers are quite distinct from one another, so it is easy to make a distinction between them.
② Scientists need to evaluate how the new material stands up to wear and tear to prove how valuable it is.
③ A talented scientist well known for his commitment to his country, Huang Danian committed himself to his research in geophysics.
④ A: Did you come to any conclusions
B: Yes, we concluded that by drawing out the extract at a low temperature, we could find the substance that we needed to complete the experiment.
⑤ She spends a lot of time analysing her patients’ dreams. This analysis is very helpful, explaining their daily behaviour very well.
3. Cloze practice about Lu Xun: Read the passage about Lu Xun. Fill in the blanks with the correct forms of the words in the box, check answers and explain transformation mistakes.
Lu Xun, acknowledged as one of the greatest modern writers in China, was born in Shaoxing, Zhejiang Province in 1881. In 1904, he became a medical student in Japan, with the objective of improving people’s health and saving lives. However, he changed his mind when he saw in a photo a Chinese man about to be killed by a Japanese soldier. It struck him that the other Chinese men in the photo apparently did not care about what was happening to their fellow countrymen. From this, he concluded that the crucial problem in China was not physical illness, but the spiritual illness of people at that time. Following this, he quit medical school. When he returned to China in 1909, he obtained a teaching job. Later, a friend insisted that he help write for a magazine called New Youth. That was how his first famous short story A Madman’s Diary got published in 1918.
4. Students read the short passage about Lu Xun again and discuss three comprehension questions:
Q1: What was Lu Xun’s original objective
The original objective of Lu Xun was to improve people’s health and save lives.
Q2: What made him change his mind
When he saw in a photo a Chinese man about to be killed by a Japanese soldier and the other Chinese men in the photo apparently didn’t care about what was happening to their fellow countrymen, he decided to change his mind.
Q3: If you were him, would you change your mind Why
If I were him, I would change my mind too, because the spiritual illness of people at that time needed to be cured.
4. Present a video about Lu Xun to help students learn more about him.
5. Pair oral practice: Use unit vocabulary to discuss factors leading to personal success, and exchange sample dialogues in pairs.
Discover useful structure
Step 1 Presentation
概念
定语从句：在复合句中用来限制、描绘或说明主句中某一名词或代词而起定语作用的从句。
先行词：定语从句所修饰的名词或代词叫作先行词。先行词可以是人、物，也可以是整个句子或者句子的一部分，先行词一般位于定语从句之前。
关系词：引导定语从句的词叫作关系词。按照关系词在定语从句中所作的成分，可将关系词分为关系代词和关系副词。
关系词 关系词 先行词 充当的成分
关系代词 that 指人、物 主语、宾语、表语
which 指物、句子 主语、宾语、表语
who 指人 主语、宾语、表语
whom 指人 宾语
whose 指人、物 定语
as 指人、物或句子 主语、宾语、表语
关系副词 when 表示时间的名词 时间状语
where 表示地点的名词 地点状语
why 表示原因的名词 原因状语
定语从句的分类
限制性定语从句
限制性定语从句对先行词起修饰、限制作用，是句中不可缺少的部分，主句和从句关系非常紧密，不能用逗号分开。
He bought the book that/which is recommended by the teacher.
非限制性定语从句
非限制性定语从句往往是对先行词或整个主句进行附加说明，主从句的关系并不十分密切，若将其去掉，主句的意义仍然完整清楚。从句和主句之间往往用逗号隔开。除了that和why不能引导之外，所有其他关系词如 who, whom, which, whose, as, when，where等均可引导。
Beijing, which is the capital of China, has a long history.
限制性定语从句 非限制性定语从句
先行词可以用that, why引导 先行词不可以用that, why引导
主句与从句之间不需要用逗号隔开 主句与从句需要用逗号隔开
引导词有时可以省略（作宾语时） 引导词不可以省略
whom可用who或that代替 whom不可被代替
从句只修饰先行词 从句既可以修饰先行词，也可以修饰整个句子或句子的一部分
去掉后，句意不完整 去掉后，句意仍然完整
非限制性定语从句的使用情况
当关系代词指代整个主句内容时，用非限制性定语从句(用which或as引导)。
She passed the college entrance exam, which delighted her whole family.
她考上了大学，这件事让全家人十分欣喜。
As we all know, regular exercise benefits our health.
众所周知，规律运动有益于身体健康。
当先行词指的是世界上独一无二的事物或专有名词时，用非限制性定语从句。
Beijing, which is the capital of China, attracts millions of tourists yearly.
北京是中国首都，每年吸引数百万游客前来游览。
The Moon, which travels around the Earth, has no natural atmosphere.
月球围绕地球运转，没有天然大气层。
先行词指某人的亲属关系，具有唯一性和确认性时，例如son, daughter, father, mother, wife 等，用非限制性定语从句。
His father, who works as an engineer, often takes him to science museums.
他父亲是一名工程师，经常带他去科技馆。
当引导定语从句的关系代词中，含有some/many/few/a few/little/a little/none/ much/most/half of which (whom)等时，多用非限制性定语从句。
There are fifty students in the class, most of whom enjoy reading English novels.
班里有五十名学生，其中大部分喜欢读英文小说。
We bought several books, half of which are about traditional culture.
我们买了几本书，其中一半是关于传统文化的。
引导非限制性定语从句的关系词
关系代词
which指物，在定语从句中作主语或宾语。
He donated piles of books to rural schools, which cover various useful subjects.
他向乡村学校捐赠了大批书籍，这些书涵盖各类实用学科。
who指人，在定语从句中作主语或宾语。
Mr. Li, who devotes his spare time to volunteer work, helps dozens of poor kids yearly.
李先生利用空余时间投身志愿工作，每年帮扶数十名贫困孩童。
whom指人，在非限制性定语从句中作宾语，一般不能省略。
Lucy, whom we got acquainted with at the charity party, will set up a community library soon.
我们在慈善晚宴结识的露西，不久将要筹建一座社区图书室。
（4）whose 既可指人，也可指物，在定语从句中作定语。
Mary, whose mother works in a local museum, shows great interest in ancient culture.
玛丽对古文化兴趣浓厚，她的母亲在当地博物馆工作。
The small garden, whose flowers bloom in spring, draws many visitors each year.
这座小花园每到春天鲜花盛放，每年都会吸引不少游人前来观赏。
（5）as 既可指人，也可指物，在定语从句中可以作主语或宾语。
He put off the outdoor activity, as usually took place on rainy days.
他推迟了户外活动，下雨天出现这种情况早已司空见惯。
As most students agree, regular exercise is good for physical health.
正如大部分学生所认同的，规律锻炼有益于身体健康。
注意：as与which引导的非限制性定语从句的区别
as引导的非限制定语从句既可以放在主句之后，也可以放在主句之前，还可放在主句之中，有“正如，像……一样”的意思。
which引导的非限制性定语从句既可以指代整句话的内容，也可以指代某个词或词组，但是不能放于句首。
as引导的非限制性定语从句的固定结构：
as is known to all 众所周知
as is often the case 情况常常如此
as is said above 如上所述
as is reported 正如报道的那样
as is mentioned 正如所提及的那样
as we all know 众所周知
as we expected 正如我们预料的
as has been pointed out 正如已经指出的那样
as has been said before 正如之前所说
关系副词
关系副词when在非限制性定语从句中作时间状语，可与“介词+which”互换。
We put off the sports meeting till October, when the weather will become cool.
我们把运动会推迟到十月，届时天气会变得凉爽。
关系副词where在非限制性定语从句中作地点状语，可与“介词+which”互换。
We arrived at a small village, where local people keep many old customs.
我们抵达一座小村庄，当地人在这里保留着诸多古老习俗。
注意：非限制性定语从句中不用why引导，用for which代替。
The reason, for which he was absent from the meeting, wasn’t given.
他为何缺席会议，没有给出理由。
Step 2 Practice
1. Ask students to read the four given sentences carefully one by one. Underline the whole relative clause in each sentence. Then name the two types of clauses and state their functions.
① They tested hundreds of Chinese medical treatments that showed promise in the fight against the disease. （restrictive, describe the kind of medical treatments they tested）
② Tu Youyou was awarded the Nobel Prize, which is considered one of the highest international honours a person can receive.（non-restrictive, give extra information about Nobel Prize）
③ Tu Youyou went to Hainan, where malaria was more common, to study malaria patients.（non-restrictive, give extra information about Hainan）
④ Later, the medicine was tested on malaria patients, most of whom recovered.（non-restrictive, give extra information about the patients）
2. Ask students to combine two simple sentences into one sentence with non-restrictive relative clauses according to the given examples. How do the sentences flow differently Walk around the classroom to give individual guidance for students who have difficulties.
Example
The book tells us about Alexander Fleming. He discovered penicillin.
→ The book tells us about Alexander Fleming, who discovered penicillin.
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.
In each case, there are two short sentences which sound separate to each other. By combining the two simple sentences together using non-restrictive relative clause, the sentence becomes more varied and has better flow.
3. Divide students into groups of 3 to 4. Ask students to complete the sentences using non-restrictive relative clauses to give extra information. Then invite 2-3 groups to show 2-3 of their creative sentences to the whole class.
Example
I’d like to try ..., ...
I’d like to try that Chinese herbal medicine again, which seems to work best for my cough.
① I would like to travel around ..., ...
I would like to travel around Sichuan Province, where Jiuzhaigou locates.
② What impressed me most ..., ...
What impressed me most about the film was the ending, which was quite moving.
③ My favourite scientist is ..., ...
My favourite scientist is Nikola Tesla, who was quite brilliant but also had some crazy ideas.
④ Finally we arrived at..., ...
Finally we arrived at the zoo, which was closed for repairs.
⑤ My grandparents like ..., ...
My grandparents like going for outings in spring, which is good for their health.
⑥ I wish to obtain ..., ...
I wish to obtain a driving licence, which is necessary if you want to drive a car.
⑦ My best friend ..., ...
My best friend came to visit last week, which was the first time I had seen him in years.
Step 3 Language Points
Explain key vocabulary items one by one, covering collocations, sentence patterns and blank-filling exercises:
conclusion; circumstance
Step 4 Exercise
1. Grammar fill-in-the-blank about non-restrictive relative clauses.
The forest is home to countless animal species, among which there is a rare bird that can imitate human speech perfectly.
The museum, whose exhibits range from ancient artifacts to modern digital art, will host a special exhibition next month.
He visited the Great Wall last month, which was the most unforgettable experience in his life.
As many scholars mentioned, the I Ching contains profound philosophical thoughts.
To solve the problem and protect the ecosystem of the Yangtze River, China has introduced several innovative measures, one of which is the river and lake chief system.
The hostess invited three guests to join us in the studio, none of whom I had ever met before.
Since 2007, when Steve Jobs introduced the iPhone, the way we communicate has been completely transformed.
They drove to the nearby park, where all trees moved in gentle wind and birds sang sweetly.
Mark, whose homework was highly praised by the English teacher, shared his learning methods with us.
Some people, who live a green and cost-effective lifestyle, prefer homemade meals over pricey light foods.
As is known to all, the Great Wall is one of the seven wonders of the world.
The famous writer, whom/who we often talk about in our literature class, will visit our school next week.
2. Teacher checks all answers with the whole class and explains common mistakes and confusing grammar points.
Step 5 Summary
Master core words, word families and apply them in reading passage.
Distinguish restrictive and non-restrictive relative clauses; practise making sentences with non-restrictive clauses.
Step 6 Homework
Draw a simple mind map of non-restrictive clause rules, and review word families.
六、板书设计
Unit 1 People of Achievement (Learning About Language)
1. Core Vocabulary & Word Families
distinct — distinction
commit — commitment
conclude — conclusion
evaluate — evaluation
analyse — analysis
2. Non-restrictive Relative Clauses
（1）Basic Features
Separated by commas; No that / why; Relative words cannot be omitted
（2）Common Relative Words
who / whom / whose / which / as / when / where
七、教学评价与反思
（一）教学评价
过程性评价
① 互动观测：记录小组词汇对话、句型创作参与度，观察学生能否自主区分两类定语从句；
② 任务评价：依据词义匹配、词形变换、语法改写习题完成质量，判断词汇语法吸收程度；
③ 展示评价：评价小组主题发言中词汇运用、非限制性定语从句使用准确度。
终结性评价
依托当堂语法填空、词形转换习题检测基础掌握；结合课后小语段写作评判句式综合运用能力。
（二）教学反思
1. 课堂优势
教学逻辑完整：课堂遵循词汇输入—语篇阅读—语法探究—句型操练—综合输出的流程，依托屠呦呦、鲁迅双个人物主线串联全部课件任务，新旧知识衔接自然，贴合单元“杰出人物”主题。
语法分层设计合理：先通过例句对比区分两类定语从句，再开展小组造句创作，由识别到运用循序渐进；配套课件习题梯度清晰，兼顾基础识记与创造性表达。
育人目标落地：借助鲁迅弃医从文阅读问答，引导学生思辨时代理想选择，在语言练习中渗透家国情怀，实现语言学习与文化意识培养融合。
2. 课堂现存问题
时间分配紧张：词汇词形转换、鲁迅阅读理解问答占用较多时长，留给小组造句展示、观点分享的时间不足。
语法难点突破不足：学生容易遗漏非限制性从句前的逗号；as与which用法区分仅靠课件例句，缺少针对性专项练习，混淆现象普遍。
学生输出单一：基础薄弱学生仿写时只会照搬课件例句，难以自主结合屠呦呦、鲁迅素材原创复合句，主动运用新语法的意识较弱。
3. 优化改进方案
课前减负：提前发放单词变形预习单，课前扫清词性转换难点，压缩课堂词汇操练时间，预留更多展示、讨论时长。
强化语法难点：补充as/which对比专项小题，增加逗号正误辨析小游戏；板书固定非限制性从句格式，反复强化逗号书写规范。
分层输出引导：给基础学生提供人物素材提示词；给优等生布置拓展写作任务，鼓励自主结合单元人物素材造句、写语段，提升语言活用能力。

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