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外研版 (2019)必修 第一册Unit 6 At one with nature第一课时教案及反思
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这是一份外研版 (2019)必修 第一册Unit 6 At one with nature第一课时教案及反思，共5页。
课 题
Unit6 At ne with nature
Using language（1）
学 科
英语
班 级
Class
授课教师
教 学目 标
1 引导学生进一步了解定语从句的结构和表意功能，掌握“介词 + 关系代词”的用法，并在实际语境中运用。
2 通过学习定语从句，进一步加深对英语的理解，培养起对英语学习的兴趣。
重 点
1了解“介词+关系代词”在定语从句中的功能；
2会根据实际情况灵活正确选用相应的介词。
难 点
在定语从句中适当介词的选择使用。
教 学方 法
Teach grammar in real situatins.
Learn grammar thrugh practice.
教
学
内
容
与
过
程
Step1 Leading-in: Attributive clauses (3)
此活动聚焦课文素材，引导学生自己去发现、总结限制性定语从句中“介词 + which / whm”的表意功能。教师仅作为辅助者、监督者，为学生提供支持性信息。
第一步：学生朗读例句，关注粗体部分，尝试理解粗体部分表达的含义。
第二步：学生分组活动，各小组对比两组例句，基于活动中的问题展开讨论，发现两组例句在句子结构上的不同之处，归纳限制性定语从句中“介词 + which / whm”结构的表意功能及其在语篇层面的效果。
第三步：请个别小组分享答案并总结限制性定语从句中“介词 + which / whm”的表意功能和用法，根据学生水平酌情进行补充和扩展。
第四步：学生在课文中找出更多含“介词 + which / whm”结构的限制性定语从句，体会其用法和表意功能。
Lk at the sentences frm the reading passage and answer the questins.
a … they culd increase the areas in which they culd grw rice.
b … these terraces still mean a lt t the lcal peple fr whm traditins hld much value.
1 What d “which” and “whm” refer t in each sentence?
2 Why d we use prepsitins befre “which” and “whm”?
3 In sentence (a), can we replace ”in which“ with ”where“ withut changing the meaning?
Cmpare them with the fllwing sentences and answer the questins.
c … they culd increase the areas. They culd grw crps in these areas.
d … these terraces still mean a lt t the lcal peple. Traditins hld much value fr them.
4 What is the difference between the tw grups f sentences?
5 Why des the authr chse t use sentences (a) and (b) in the reading passage?
Nw lk fr mre sentences with attributive clauses in the reading passage.
○参考答案
1 “Which” refers t “the areas” in sentence (a), and “whm” refers t “the lcal peple” in sentence (b).
2 Because “which” and “whm” serve as the bject f the actin phrases that end with a prepsitin.
3 Yes.
4 Sentences (a) and (b) bth cntain a clause defining a nun in the sentence. Sentences (c) and (d) are cnstructed with a pair f simple sentences, with ne defining a nun in the ther sentence in each pair.
5 Because there is a clser link and cnnectin between the item and the clause defining it in sentences (a) and (b). It will als make the passage clearer, and create an emphatic effect n the bjects being defined.
Step2 Presenting
定语从句介词 + 关系代词讲解
1 使用“介词 + 关系代词”引导定语从句的情况当关系代词在定语从句中作介词的宾语时，通常用“介词 + 关系代词”引导定语从句。如果关系代词在句中指人，则用“介词 + whm”；如果指物，则用“介词 + which”。
例句：
①The man by whm the thief was caught was a gd pliceman. 那个抓住小偷的男人是个优秀的警察。
②This is the reasn fr which I was praised by my chemistry teacher. 这就是我得到化学老师表扬的原因。
2 介词选用的规则
介词的选择要根据其与先行词的关系以及句意决定，在定语从句中，经常可以根据谓语动词的搭配习惯来确定介词。
3 其他注意事项
含有介词的动词固定短语在定语从句中一般不拆开，在这种情况下，介词仍然放在后面，例如 hear frm, lk after 等。而在介词处于句尾时，句中的关系代词可以省略。
例句：
①I met the child (whm) I lked after ten years ag.
我遇到了十年前我照料过的那个孩子。
②I wanted t visit the huse (which) my grandparents
lived in. 我想去看看我祖父母曾经居住过的房子。
Step3 Cnslidatin
教师带领学生改写句子，在真实语境中巩固对定语从句“介词 + 关系代词”结构的理解。
第一步：学生阅读语句，理解语句内容和活动目的。
第二步：学生分组活动，各小组画出每组句子中的先行词，讨论并确认介词结构，按要求用“介词 + 关系代词”的结构改写句子。
第三步：请部分小组代表分享改写的句子，全班核对答案。
Cmplete the passage with a prepsitin + whm / which.
Amng the many beautiful treasures peple can receive frm nature are natural dyes. The mst cmmn natural surce 1.______ natural dyes cme is plants. Materials fr making natural dyes can ften be fund in gardens 2.______ clurful flwers are planted. Other natural dyes are made frm insects, sea creatures and mineral cmpunds. Natural dyes are nw returning t ppularity, especially with artists and craftspeple. The reasns 3.______ they prefer natural dyes are that the clurs are brighter and can be kept lnger. Natural dyes are als becming mre ppular with cnsumers 4.______ caring fr the envirnment is a pririty. Mre and mre peple feel that by using natural dyes, we can remind urselves f nature’s beauty and prtect the natural wrld.
○参考答案
1 The Zhuang is an ethnic grup, f which the ppulatin is the largest f all ethnic grups in China.
2 Guangxi is a prvince in which the Lngji Rice Terraces are lcated.
3 I want t visit this cultural landscape, t which the title f UNESCO Wrld Heritage Site was given in 2016.
4 He is an expert n rice planting, frm whm the lcal Zhuang peple have learnt a lt.
Step4 Practice
Activity 3
教师引导学生在真实、具体的语境中运用“介词 + 关系代词”引导定语从句的结构。
第一步：学生阅读语篇，整体理解语境和语篇大意。
第二步：学生分组活动，运用恰当的“介词 + 关系代词”填空，补全语篇。
第三步：请个别小组阅读完整的语篇，全班核对答案。
第四步（适合程度较好的班级或学生）：请学生联系实际生活，模仿语篇形式写一篇短文，介绍生活中其他利用自然中动植物资源的生产活动，恰当使用由“介词 + 关系代词”引导的定语从句，进行知识和能力的迁移。
Cnnect the sentences with a prepsitin + whm / which.
1 Guangxi is a prvince. The Lngji Rice Terraces are lcated in it.
2 I want t visit this cultural landscape. The title f UNESCO Wrld Heritage Site was given t it in 2016.
3 He is an expert n rice planting. The lcal Zhuang peple have learnt a lt frm him.
4 The Zhuang is an ethnic grup. Its ppulatin is the largest f all ethnic grups in China.
○参考答案
1 frm which 2 in which 3 fr which 4 fr whm
Step5 Hmewrk
总结定语从句“介词 + 关系代词”的用法，并完成课后习题。
备注
课 题
Unit6 At ne with nature
Using language（1）
学 科
英语
班 级
Class
授课教师
教 学目 标
1 引导学生进一步了解定语从句的结构和表意功能，掌握“介词 + 关系代词”的用法，并在实际语境中运用。
2 通过学习定语从句，进一步加深对英语的理解，培养起对英语学习的兴趣。
重 点
1了解“介词+关系代词”在定语从句中的功能；
2会根据实际情况灵活正确选用相应的介词。
难 点
在定语从句中适当介词的选择使用。
教 学方 法
Teach grammar in real situatins.
Learn grammar thrugh practice.
教
学
内
容
与
过
程
Step1 Leading-in: Attributive clauses (3)
此活动聚焦课文素材，引导学生自己去发现、总结限制性定语从句中“介词 + which / whm”的表意功能。教师仅作为辅助者、监督者，为学生提供支持性信息。
第一步：学生朗读例句，关注粗体部分，尝试理解粗体部分表达的含义。
第二步：学生分组活动，各小组对比两组例句，基于活动中的问题展开讨论，发现两组例句在句子结构上的不同之处，归纳限制性定语从句中“介词 + which / whm”结构的表意功能及其在语篇层面的效果。
第三步：请个别小组分享答案并总结限制性定语从句中“介词 + which / whm”的表意功能和用法，根据学生水平酌情进行补充和扩展。
第四步：学生在课文中找出更多含“介词 + which / whm”结构的限制性定语从句，体会其用法和表意功能。
Lk at the sentences frm the reading passage and answer the questins.
a … they culd increase the areas in which they culd grw rice.
b … these terraces still mean a lt t the lcal peple fr whm traditins hld much value.
1 What d “which” and “whm” refer t in each sentence?
2 Why d we use prepsitins befre “which” and “whm”?
3 In sentence (a), can we replace ”in which“ with ”where“ withut changing the meaning?
Cmpare them with the fllwing sentences and answer the questins.
c … they culd increase the areas. They culd grw crps in these areas.
d … these terraces still mean a lt t the lcal peple. Traditins hld much value fr them.
4 What is the difference between the tw grups f sentences?
5 Why des the authr chse t use sentences (a) and (b) in the reading passage?
Nw lk fr mre sentences with attributive clauses in the reading passage.
○参考答案
1 “Which” refers t “the areas” in sentence (a), and “whm” refers t “the lcal peple” in sentence (b).
2 Because “which” and “whm” serve as the bject f the actin phrases that end with a prepsitin.
3 Yes.
4 Sentences (a) and (b) bth cntain a clause defining a nun in the sentence. Sentences (c) and (d) are cnstructed with a pair f simple sentences, with ne defining a nun in the ther sentence in each pair.
5 Because there is a clser link and cnnectin between the item and the clause defining it in sentences (a) and (b). It will als make the passage clearer, and create an emphatic effect n the bjects being defined.
Step2 Presenting
定语从句介词 + 关系代词讲解
1 使用“介词 + 关系代词”引导定语从句的情况当关系代词在定语从句中作介词的宾语时，通常用“介词 + 关系代词”引导定语从句。如果关系代词在句中指人，则用“介词 + whm”；如果指物，则用“介词 + which”。
例句：
①The man by whm the thief was caught was a gd pliceman. 那个抓住小偷的男人是个优秀的警察。
②This is the reasn fr which I was praised by my chemistry teacher. 这就是我得到化学老师表扬的原因。
2 介词选用的规则
介词的选择要根据其与先行词的关系以及句意决定，在定语从句中，经常可以根据谓语动词的搭配习惯来确定介词。
3 其他注意事项
含有介词的动词固定短语在定语从句中一般不拆开，在这种情况下，介词仍然放在后面，例如 hear frm, lk after 等。而在介词处于句尾时，句中的关系代词可以省略。
例句：
①I met the child (whm) I lked after ten years ag.
我遇到了十年前我照料过的那个孩子。
②I wanted t visit the huse (which) my grandparents
lived in. 我想去看看我祖父母曾经居住过的房子。
Step3 Cnslidatin
教师带领学生改写句子，在真实语境中巩固对定语从句“介词 + 关系代词”结构的理解。
第一步：学生阅读语句，理解语句内容和活动目的。
第二步：学生分组活动，各小组画出每组句子中的先行词，讨论并确认介词结构，按要求用“介词 + 关系代词”的结构改写句子。
第三步：请部分小组代表分享改写的句子，全班核对答案。
Cmplete the passage with a prepsitin + whm / which.
Amng the many beautiful treasures peple can receive frm nature are natural dyes. The mst cmmn natural surce 1.______ natural dyes cme is plants. Materials fr making natural dyes can ften be fund in gardens 2.______ clurful flwers are planted. Other natural dyes are made frm insects, sea creatures and mineral cmpunds. Natural dyes are nw returning t ppularity, especially with artists and craftspeple. The reasns 3.______ they prefer natural dyes are that the clurs are brighter and can be kept lnger. Natural dyes are als becming mre ppular with cnsumers 4.______ caring fr the envirnment is a pririty. Mre and mre peple feel that by using natural dyes, we can remind urselves f nature’s beauty and prtect the natural wrld.
○参考答案
1 The Zhuang is an ethnic grup, f which the ppulatin is the largest f all ethnic grups in China.
2 Guangxi is a prvince in which the Lngji Rice Terraces are lcated.
3 I want t visit this cultural landscape, t which the title f UNESCO Wrld Heritage Site was given in 2016.
4 He is an expert n rice planting, frm whm the lcal Zhuang peple have learnt a lt.
Step4 Practice
Activity 3
教师引导学生在真实、具体的语境中运用“介词 + 关系代词”引导定语从句的结构。
第一步：学生阅读语篇，整体理解语境和语篇大意。
第二步：学生分组活动，运用恰当的“介词 + 关系代词”填空，补全语篇。
第三步：请个别小组阅读完整的语篇，全班核对答案。
第四步（适合程度较好的班级或学生）：请学生联系实际生活，模仿语篇形式写一篇短文，介绍生活中其他利用自然中动植物资源的生产活动，恰当使用由“介词 + 关系代词”引导的定语从句，进行知识和能力的迁移。
Cnnect the sentences with a prepsitin + whm / which.
1 Guangxi is a prvince. The Lngji Rice Terraces are lcated in it.
2 I want t visit this cultural landscape. The title f UNESCO Wrld Heritage Site was given t it in 2016.
3 He is an expert n rice planting. The lcal Zhuang peple have learnt a lt frm him.
4 The Zhuang is an ethnic grup. Its ppulatin is the largest f all ethnic grups in China.
○参考答案
1 frm which 2 in which 3 fr which 4 fr whm
Step5 Hmewrk
总结定语从句“介词 + 关系代词”的用法，并完成课后习题。
备注
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