人教版高中英语必修第一册Unit 5 Languages Around the WorldGrammar: Restrictive Attributive Clauses with Relative Adverbs

人教版高中英语必修第一册

Unit 5Languages Around the World

Grammar: Restrictive Attributive Clauses with Relative Adverbs

—— 关系副词（when / where / why）引导的限制性定语从句 

一、基本信息 / Basic Information

二、教材分析 / Analysis of the Teaching Material

本课时是人教版必修第一册Unit 5 "Languages Around the World"的语法专题课。单元主题为"世界语言"，阅读语篇"The Chinese Writing System"详细介绍了汉字的起源、发展及其在维系中华文化统一中的重要作用。

语法项目为"关系副词（when/where/why）引导的限制性定语从句"，是在学生已掌握关系代词（who/whom/whose/which/that）的基础上，进一步学习关系副词的用法。教材通过4个来自单元语篇的例句，引导学生发现关系副词在从句中作状语的用法，并引入"介词+which"替换关系副词的现象。

本语法项目在高考中考查频率高，常出现在语法填空、短文改错和书面表达中，是高中英语语法体系的核心内容之一。

三、学情分析 / Analysis of Students

高一学生在初中阶段已初步接触定语从句，能够识别由who/which/that引导的定语从句，但对关系副词的用法较为陌生，容易混淆关系代词和关系副词的使用场合。

学生的认知特点是：善于从具体例句中发现规律，但对抽象语法规则的理解需要支架搭建。因此，本课采用"发现法"教学，让学生在单元主题语境中观察例句、归纳规律、迁移运用。

学生的语言基础存在差异，部分学生对"先行词在从句中作什么成分"这一关键判断步骤掌握不牢，需要通过"三步解题法"强化训练。

四、教学目标 / Teaching Objectives

（一）知识目标 / Knowledge Objectives

1. Students will be able to understand the basic usages of relative adverbs when, where and why in restrictive attributive clauses.

2. Students will be able to grasp the structure "preposition + which/whom" as an alternative to relative adverbs.

3. Students will be able to distinguish between relative pronouns and relative adverbs by analysing the element the antecedent serves in the clause.

（二）能力目标 / Ability Objectives

1. Students will be able to apply the "Three-step Approach" to solve attributive clause exercises accurately.

2. Students will be able to use relative adverbs to describe personal experiences in real communicative situations.

3. Students will be able to rewrite sentences using "preposition + which" to enhance sentence variety in writing.

（三）情感与文化目标 / Emotional & Cultural Objectives

1. Students will deepen their understanding of the Chinese writing system and cultural identity through the theme-based context.

2. Students will develop confidence in using complex sentence structures to express ideas precisely.

3. Students will cultivate the habit of discovering grammatical rules through observation and induction.

（四）核心素养 / Core Competencies

语言能力（Language Competence）、文化意识（Cultural Awareness）、思维品质（Thinking Quality）、学习能力（Learning Ability）

五、教学重难点 / Teaching Key Points and Difficult Points

教学重点 / Key Points

1. The usages of relative adverbs when, where and why in restrictive attributive clauses.

2. The "Three-step Approach" to solving attributive clause problems.

教学难点 / Difficult Points

1. How to determine whether the antecedent serves as an adverbial (using relative adverbs) or as a subject/object (using relative pronouns) in the clause.

2. The flexible use of "preposition + which/whom" to replace relative adverbs, especially the correct choice of prepositions.

六、教学方法与辅助 / Teaching Methods and Aids

七、教学过程 / Teaching Procedures

（全英文授课 / Taught entirely in English）

Step 1: Lead-in (5 minutes)

Teacher presents a short video clip about the Chinese writing system, followed by three sentences extracted from the reading text:

① It was a time when people were divided geographically.

② Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction.

③ There are many reasons why people learn a foreign language.

Teacher asks: "What do these three sentences have in common? What words introduce the clauses?"

Students observe the sentences and identify the underlined words (when, where, why) as clause introducers.

Design purpose: 以单元主题"汉字"为语境导入，激活学生已有知识，自然引出本课语法项目，体现"主题语境引领语法教学"的新课标理念。

Step 2: Presentation (15 minutes)

Task 1 — Discovery & Induction (8 min):

Students work in groups to analyse four sentences from the textbook and complete the table:

Sentence 1: It was a time when people were divided geographically.

→ Antecedent: a time; Element in clause: time adverbial; Relative adverb: when

Sentence 2: ...one unified country where the Chinese writing system began to develop...

→ Antecedent: country; Element in clause: place adverbial; Relative adverb: where

Sentence 3: There are many reasons why people learn a foreign language.

→ Antecedent: reasons; Element in clause: reason adverbial; Relative adverb: why

Sentence 4: These were animal bones and shells on which symbols were carved...

→ Antecedent: bones and shells; Structure: preposition + which (= where)

Teacher guides students to summarise:

• when → antecedent refers to time; serves as time adverbial

• where → antecedent refers to place; serves as place adverbial

• why → antecedent is reason; serves as reason adverbial

• preposition + which/whom → can replace relative adverbs; preposition choice depends on collocation with antecedent

Task 2 — The "Three-step Approach" (4 min):

Teacher introduces the systematic method for solving attributive clause problems:

Step ①: Find the main clause and identify the antecedent.

Step ②: Determine what element the antecedent serves in the attributive clause (subject / object / attributive / adverbial).

Step ③: Choose the correct relative pronoun or adverb accordingly.

Teacher demonstrates with an example: "This is the factory ______ my father works."

→ Antecedent: factory; Element: place adverbial (my father works in the factory); Answer: where / in which

Task 3 — Key Distinction (3 min):

Teacher presents a pair of contrasting sentences:

① We often think of the days when we worked together in the countryside. (when = adverbial)

② We often think of the days which we spent together in the countryside. (which = object)

Students compare and understand: even if the antecedent refers to time/place/reason, if it serves as subject or object in the clause, relative pronouns (which/that) must be used instead of relative adverbs.

Design purpose: 采用发现法，让学生从例句中自主归纳规律；通过"三步解题法"搭建认知支架；通过对比辨析突破难点，培养思维品质。

Step 3: Practice (15 minutes)

Level 1 — Controlled Practice (6 min): Fill in the blanks with correct relative adverbs or pronouns.

1. I still remember the day ______ I first came to Beijing.

2. This is the room ______ my grandparents lived last year.

3. Do you know the reason ______ he refused to go to the party?

4. He works in a factory ______ makes this type of iPhone.

5. The factory ______ his father works is in the west of the city.

Students complete individually, then check answers in pairs. Teacher invites students to explain their reasoning using the Three-step Approach.

Level 2 — Semi-controlled Practice (5 min): Complete the passage with correct relative adverbs or pronouns (add prepositions where necessary).

The United Nations (UN) is an organisation ______ aims to promote international cooperation. It was founded in 1945, a year ______ World War Ⅱ ended. The headquarters, ______ the Secretary-General works, is in New York. There are many reasons ______ the UN is important: it helps countries solve problems peacefully and provides aid to regions ______ people are in need.

Students work in groups to complete the passage, then a group representative presents answers and explains.

Level 3 — Sentence Transformation (4 min): Rewrite the following sentences using "preposition + which".

1. This is the house where I lived ten years ago. → This is the house ______ I lived ten years ago.

2. I will never forget the day when I first met you. → I will never forget the day ______ I first met you.

3. Tell me the reason why you were late. → Tell me the reason ______ you were late.

Design purpose: 分层练习由易到难，从控制性练习到半控制性练习再到句型转换，逐步内化语法规则；每题要求学生用"三步法"解释，强化解题策略。

Step 4: Production (7 minutes)

Task — "My Story" Oral Production:

Students work in pairs and take turns to describe three things about themselves using attributive clauses with relative adverbs:

• the day when ______ (e.g., I first came to this school / I won a competition)

• the place where ______ (e.g., I spent my childhood / I feel most relaxed)

• the reason why ______ (e.g., I learn English / I want to become a teacher)

Each student shares one sentence with the whole class. Teacher provides feedback and encourages peer evaluation.

Extension: Students write down their three sentences as a short paragraph for homework.

Design purpose: 创设真实交际任务，让学生在"用语言做事"中迁移运用语法知识，实现从"形式关注"到"意义表达"的升华，落实语言能力和学习能力核心素养。

Step 5: Summary and Homework (3 minutes)

Summary (1.5 min):

Teacher guides students to review the key points together:

• Relative adverbs: when (time), where (place), why (reason) — antecedent serves as adverbial

• Alternative: preposition + which/whom

• Key distinction: adverbial → relative adverb; subject/object → relative pronoun

• Three-step Approach: ① find antecedent → ② determine element → ③ choose connector

Homework (1.5 min):

1. Complete the remaining exercises on the handout (Page 96, Using Structures, Exercise 2).

2. Write a short paragraph (about 80 words) describing "An Unforgettable Day" using at least three attributive clauses with relative adverbs.

3. Preview the next period: Writing — "Learning English Beyond the Classroom".

Design purpose: 总结环节师生共同回顾，形成知识网络；作业分层设计，兼顾巩固与拓展，实现课内外学习的有效衔接。

八、板书设计 / Blackboard Design

Unit 5Grammar: Restrictive Attributive Clauses with Relative Adverbs

RelativeAdverbsAntecedentElement in Clause

─────────────────────────────────────────────────────────

whentimetimeadverbial

whereplaceplaceadverbial

whyreasonreasonadverbial

Alternative:preposition+ which / whom

(prepositiondepends on collocation with antecedent)

★Key Distinction:

adverbial→ relative adverb (when/where/why)

subject/object→ relative pronoun (who/which/that)

★Three-step Approach:

①find the antecedent

②determine the element in the clause

③choose the correct connector

九、教学反思 / Teaching Reflection

（课后填写 / To be completed after the lesson）

1. 目标达成度：________________________________________________

2. 亮点与创新：________________________________________________

3. 存在问题：__________________________________________________

4. 改进措施：__________________________________________________

附录：练习题答案 / Appendix: Answer Key

一、课堂探究 / Classroom Exploration

Part ⅠSentence Analysis

1. Information: a time for an event.

小结1：先行词在从句中作时间状语时，连接词用when。

2. Information: a location for an event.

小结2：先行词在从句中作地点状语时，连接词用where。

3. Information: a reason for an action.

小结3：先行词在从句中作原因状语时，连接词用why。

4. Information: a location for an action.

小结4：先行词指物且在从句中作状语时，可用介词+which替换关系副词，介词选择与先行词搭配有关。

Part ⅡStructure Summary

定语从句是在句子中作定语，修饰名词或代词的从句，又称为形容词性从句。

定语从句三步解题法：一、先找出主句，确定先行词；二、判断先行词在从句中作的成分；三、选择正确的关系代词或关系副词。

关系副词：where（地点状语）、when（时间状语）、why（原因状语）。

Ps：先行词在从句中作状语时，连接词有时可以用介词+which/whom来替换关系副词。

Part ⅢPhrase Completion & Sentence Making

1. I was on holiday the day when the earthquake happened.

Iwill always remember the day when I started learning my second foreign language.

2. She works near the place where my friend lives.

Letme show you the place where I met the movie star.

3. I don't know the reason why I didn't get a pay-rise.

Thereason why I want to learn Spanish is to travel to Peru one day.

4. This is the cupboard in which I found Grandma's glasses.

Iwill never forget the day on which I first met you on the ship.

Part ⅣBlank Filling (Page 96 Exercise 2)

1. that / which

2. when / in which

3. where / on which

4. why

5. who

Part ⅤPassage Completion

where / in which;when / on which;where / at which;which / that;why

二、核心素养专练 / Core Competency Practice

Ⅰ. Fill in the blanks with proper relative adverbs or pronouns

1. when / on which

2. where / in which

3. why / for which

4. that / which

5. where / in which

Ⅱ. Complete the passage with correct relative pronouns or adverbs

which / that;why;who;who;where / in which;where / in which;which / that;in which / where;where / in which

三、教学过程练习题答案 / Answers for Teaching Procedures

Step 3 Level 1 — Controlled Practice

1. when / on which

2. where / in which

3. why / for which

4. that / which（先行词factory在从句中作主语）

5. where / in which（先行词factory在从句中作地点状语）

Step 3 Level 2 — Passage Completion

which / that;when / in which;where / in which;why / for which;where / in which

Step 3 Level 3 — Sentence Transformation

1. in which

2. on which

3. for which