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1/14Unit1CulturalHeritagePeriod3DiscoveringUsefulStructureRestrictiverelativeclauses(3)【学习目标】1.Toreviewthebasicusages

ofrelativepronounsandadverbsofattributiveclauses.2.Tolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.【学习重难点】1.T

oappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentence.2.Towriteessaysusingtheproperrelativepronounsandadverbsofattr

ibutiveclauses.【课前诊断】本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？【学习过程】Step1：巩固复习限定性定语从句基本用法。定语从句关系代词用法：定语从句中关系代词的选用主要由______________决定。当先

行词是表示人的名词或代词时，关系代词一般用___________，____________，___________；当先行词是表示事物的名词或代词时，关系代词一般用__________________；当先行词既有表示事物的名词或代词，又有表示人的名词或代词时，关系代词一般用_________

_______________。whose用作关系代词时，它表示“_____________”，whose引导定语从句时，其先行词可以是指人的名词，其实也可以是指_________________的名词。关系副

词的用法：如果先行词是指代“时间的名词”，还原到定语从句中作_________，则用关2/14系副词when；如果先行词是指代“地点的名词”，还原到定语从句中作___________，则用关系副词where；如果

先行词是指代“原因的名词（reason）”，还原到定语从句中作______________，则用关系副词why。Step2:限制性定语从句几种特殊情况。一、定语从句中介词+关系代词用法当关系代词在定语从句中作介词的宾语时，我们通常用“介词+关系代词”引

导定语从句。关系代词只能用___________或______________。先行词指物时，用_______________，先行词指人时，用____________。在这个结构中，介词的确定的原则是：1.依据定语从句中动词或形容词等所需要的某种

习惯搭配来确定。Heisthemanon__________youcanrely.他是你可以信赖的人。Jackintroducedtomehisfriendwith________________Iwa

snotveryfamiliar.杰克向我介绍了我不很熟悉的那个朋友。2.依据与先行词搭配的具体意义而定。I’llneverforgetthedayon_________________weworkedtoge

therinthecountryside.我不会忘记我们一起在乡下工作的日子。3.根据所表达的意思来确定。Thecleverboymadeaholeinthewall,through________________wecouldseewhatwashappeninginsidethehouse.

这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。4.表示“所有”关系或“整体中的一部分”时，通常用介词of。JuliewasgoodatGerman,FrenchandRussian,allof______________shespo

kefluently.朱丽亚擅长德语、法语和俄语，这三样她都说得流利。5.在定语从句中有一些含介词的动词短语不可拆开使用，如lookafter,lookfor等。Thebabieswhomthenursesarelookingafterare

veryhealthy.(正确)Thebabiesafterwhomthenursesarelookingareveryhealthy.(错误)3/14二、介词+关系代词常见句型：1.“代词+of+which/whom”引导非限

制性定语从句这个结构中，代词常常为all,each,one,many,much,most,some,none,both等，“代词+of+which/whom”通常在定语从句中用作主语，说明整体中的一部分。有时候也可把“of+which/whom”置于代词前。Itisreportedtha

ttwoschools,bothof_____________arebeingbuiltinmyhometown,willopennextyear.据报道，在我的家乡两所学校都正在建设中，将于明年投入使用。2.“数词+of+which/whom”引导

定语从句这种结构常用来引导非限制性定语从句，有时候也可以把“of+which/whom”置于数词前。3.“the+名词+ofwhich/whom”引导非限制性定语从句这个结构中，ofwhich/whom充当定语，修饰前面

的名词，整个结构相当于“whose+名词”引导的定语从句。4.“the+形容词比较级(最高级)+of+which/whom”引导非限制性定语从句Therearetwobuildings,thelargerof__________

____standsnearlyahundredfeetheight。这儿有两座建筑物，较大的那一座几乎有100英尺高。三、限制性定语从句中，关系词可以省略的几种情况。1.定语从句的先行词在定语从句中作宾语时，关系词通常省略。Ihavetakenwithmethetwobooks(that

/which)youaskedmetoreturntotheCityLibrary。我把你要我送还给市图书馆的那两本书带走了。2.先行词是way,reason,time,place等且它们在定语从句中分别作方式、原因、时间和地点状语时，其后定语从句

的相应关系词that/inwhich,why/that,when,where等可以省略。Theway(that/inwhich)youlookattheproblemiswrong.你看待问题的方式是错误的。3.由an

d,but,or等并列连词连接两个或两个以上的定语从句修饰同一个先行词时，第一个关系词可以省略，但第二、三个一般不可以省略。Thereason(why/that)hewantedtosellhishousewasthatheneededalo

tof4/14moneyforhisoperation.他想卖掉房子的原因是他的手术需要很多钱。Step3课后巩固用关系代词和关系副词填空。1.Sheandherfamilybicycletowork,_________helpsthemkeepfit.2.Kale,_________sist

erIsharedaroomwithwhenwewereatcollege,hasgonetoworkinAustralia.3.Self-drivingisanarea_______Chinaandtherestoftheworldareonthesamestartin

gline.4.In1963theUNsetuptheWorldFoodProgram,oneof_______purposesistorelieveworldwidestarvation.5.Manyyoungpeople,mostof______werewell-educat

ed,headedforremoteregionstochasetheirdreams.6.Wewillputoffthepicnicintheparkuntilnextweek,____theweathermaybebetter.7.I

tisatrulydelightfulplace,________looksthesameasitmusthavedone100yearsagowithitswindingstreetsandprettycottages,8.OppositeisSt.Paul’sChurch

,______________youcanhearsomelovelymusic.9.Hewrotemanychildren’sbooks,nearlyhalfof____werepublishedinthe1990s.10.Asthesmalle

stchildofhisfamily,Alexisalwayslongingforthetime_________heshouldbeabletobeindependent.Unit1Cultural

Heritage5/14Period1ListeningandSpeaking＆ListeningandTalking【学习目标】1.Tounderstandthecontentoflisteningtextsintermsofthewh

oleandkeydetails;2.Toguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectiona

ctivities.3.Tousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostar

ttheconversationmorepolitelyandappropriately.【学习重难点】1.Toguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalherit

ageprotectionactivities.2.Tousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationor

startanewtopic.【学习过程】Step1:LeadinWhatdoestheword“heritage”mean?Shareyourideasaboutyourunderstandingandyoucanuseexamplestoil

lustrateyourmeaning._____________________________________________________________________________________________

_____________________________________________________________________Step2:PredictionPredictwhatthelistening

textisaboutbylookingatthepictures._________________________________________________________________________________Step3:Summary

ofthemainideaThenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritageprotectionprojec

t.Andafterfinishinglisteningforthefirsttime,you6/14needtosolvethefollowingtasks.1.ListentotheconversationandsumupthemainideaYouthsfromse

vencountriesareworkingtogethertoprotectculturalrelicson_______2.Listenagainandhelpthereportertocompletetheinterviewnotes.Internatio

nalyouthproject,_________highschoolstudentsfrom7countriesMountTai,oneofthemost_______________________

___mountainsinChinaIthasbeen_________________________formorethan3,000years.22temples,around1,800_______________

______________withwritingonthemDaiTempleon______________________;over6,000______________________Listeni

ngtip:Usecontexttoguesswords.Toguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:Guessingth

emeaningoftheunknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Andtellthereasonswhyyouguessso.Preserve______

_________________________________________________________________________________________________________________

_______________________________________Promote_______________________________________________________________

_______________________________________________________________________________________________Step5:SpeakingProj

ectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevoteth

eirtimetoprotectingtheheritage.________________________________________________________________________________________

__________________________________________________7/14_______________________________________________________________________

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_______Part2:ListeningandTalkingStep1:Listentothetape,whichisaboutadialoguebetweentwotouristsandatourguidewhentheyvisitthe

Kremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthencompletethefollowingtasks.1.Listentotheconversationandanswer.(1).Wherearethesp

eakers?___________________________________________________________________________(2).Whataretheydoing?_____

______________________________________________________________________2.WhatdoyouknowabouttheKremlinandRedSqua

re?Listenagainandcompletethefactsheet.WorldCulturalHeritageSiteFactSheetTHEKREMLINANDREDSQUARE,MOSCOW●Builtbetweenthe______and

___________centuries●Thepalacewhere______________lives●TheSaintBasil’sCathedrallookslike__________________●Th

e___________________partofMoscow●Placeforparades,concerts,andeven_________________Step2:SpeakingProjectActivity3onpage7

.Workingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.__________

___________________________________________________________8/14___________________________________________________

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___________________________________________________________________________Unit1CulturalHeritagePeriod2ReadingandThink

ing:FromProblemstoSolutions【学习目标】1.Tounderstandhowaproblemwassolved.2.Tounderstandthevalueofprotectingculturalheritagebyteamworkandglobalco

mmunity.【学习重难点】1.Tounderstandthemaininformationandtextstructureofthereadingtext.2.Tousethereadingstrategy“makeatimeline”accordingtoth

eappropriatetextgenre,3.Toclearlysummarizethemethodsandprocessesofproblemsolving,andappreciatethenecessitya

ndsignificanceofculturalrelicsprotection,【学习过程】1.PredictionStep1PredictingthemainideaofthepassageLookatthetitleandthepictures,andthenpredictwhatthep

assagewillbeabout.Q:Whatwillbetalkedabout?_________________________________________________________________9/

14____________Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.Taskofthesecondfastreading:1.Whydi

dtheEgyptiangovernmentwanttobuildanewdaminthe1950s?_____________________________________________________________________________

2.Whydidthebuildingofthedamleadtoprotests?_____________________________________________________________________________3.Howdidth

egovernmentsavetheculturalrelics?_________________________________________________________________________

____4.Whichonecandescribetheproject?()A.Successful.B.Negative.C.Useless.D.Doubtful.5.WhatcanbelearnedfromtheAswan

Damproject?_____________________________________________________________________________Step3:CarefulreadingtasksReadmorecarefullyan

danswerthefollowingquestions.1.Whatdo“problems”refertoandwhatdo“solutions”referto?__________________

___________________________________________________________2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinst

eadofexpressionslikemany._____________________________________________________________________________3.Whatcanyouinferfrom“

Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”?____________________________________________________

_____________10/14____________4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalot

ofmoney._____________________________________________________________________________5.Beforethebuildingofthedam,whatprobl

emsdidtheNileRiverbringtotheEgyptian?_____________________________________________________________________________6.What

wordscanyouthinkoftodescribetheworkingprocessoftheproject?_____________________________________________________________

________________Step4:ConsolidationDividethepassageintothreepartsandthenfillintheblanks.Part1()Theintroductionoft

hetopicKeepingtherightbalancebetweenprogressandthe(1)_________ofculturalsitesisabigchallenge.Part2()Thepr

ocessof(1)______culturalrelics•Bigchallengescansometimesleadtogreat(2)________.•TheEgyptiangovernmentwantedto

buildanewdam,whichwould(3)_______manyculturalrelics.•Thegovernment(4)________theUNforhelp.•Expertsmadea(5)________forhowtosaveculturalrelics

afteralotofeffortsandtheworkbegan.•Culturalrelicswere(6)__________andmovedtoasafeplace.•Countlessculturalreli

cswererescued.•Theprojectwasa(7)_______.Part3()11/14ThesummaryofthetextTheglobalcommunitycansometimes(8)_______asolutiontoadifficultproblemfora

single(9)______.Step5:Criticalthinking:1.Howtodealwiththeconstructionandtheprotectionofculturalrelics?____________________

_________________________________________________________2.Asstudents,whatshouldwedotoprotectourculturalrelic

s?_____________________________________________________________________________Step6:summaryTheoutlineofthepassageI

ntroducethetopic:Listtheevidence:Inthe1950sIn1959,In1960,In1961,Overthenexttwentyyears,In1980,ConclusionStep7Homework:Revieww

hatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit1CULTURALHERITAGEReadingforWriting【学习目标】1.Toacquiresomefeaturesabout

anewsreportbyreadingthetext.2.Towriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Toabsor

bsomelanguagepointsconcerningthetopic.【学习重难点】12/141.Tohaveagoodunderstandingofhowtoasummaryaboutanewsreport2.Towriteanewsreportproperlyand

concisely.【学习过程】一、自主探究Step1LeadinDoyouthinkitisnecessaryforustocirculateourculturalheritagetotheworld?Whyorwhynot?Doweneedto

learnmoreaboutothercountries’culturalheritage?Whyorwhynot?Step2:ReadtodiscoverdetailsconcerningthemainbodyofthenewsreportRead

thenewsreportandthensolvethequestionsbelow.1.Whataretheresearchersandscientiststryingtodo?2.Whatmoderntechnologyaretheyusing?

3.WhyaresomanypeopleinterestedintheMogaoCaves?4.Whatdoyouthinkoftheresearcher'sopinioninthelastparagraph?Step3:Studytheorganizationandlanguagefeatu

res1.Readthenewsreportagainandfindtheseparts.A.LeadsentenceB.DirectquoteC.ParaphraseD.BackgroundinformationE.Reportingve

rbs13/14F.Wordstoshowcomparisonand/orcontrast2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.A.thingsB.peopleC.timeStep4:Postrea

dingforfurthersummaryandunderstanding1.Whydoesthewriteusethequoteinthereport?2.Explainyourunderstandingofthesentences:“Appreciatingone’

sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofotherco

untriesisveryimportantforinternationalcommunicationandunderstanding.”二、实践研究Step5Usewhatyouhavelearnttowriteanewsreport1.Writeane

wsreportaboutLiHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandyoucanadddetailstomakethenewsreportmoreconciseanddetailed.▪Name:

LiHuaPlace:Xi’anProfession:aseniorhighschoolteacher▪wantstopreserveculturalheritage:▪protectoldhouses▪takesphotosofoldbuildings▪

helpsrepairbuildings▪looksforculturalrelics▪interviewsoldpeople▪showsculturalrelicstothepublic14/14▪writesaboutthebuildings…2.Writi

ngStrategies①TheHeadline(Leadsentence)Writeatitletogetreaders’attention.Tellthereaderswho,what,where,andwhy.②Body(Tellthereaderthefacts,de

tails,examples,etc.)③Explainwhatthepersonorgroupdoes.Userelativeclauses.Usequotesandparaphrases.④EndingEndw

ithashortsummarytohelpthereadersrememberthemainidea.3.Yourversion:_____________________________________________________________________________

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