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

epronounsandadverbsofattributiveclauses.2.Tolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.【学习重难点】1.Toappreciatethefun

ctionofrelativepronounsandadverbsofattributiveclausesinasentence.2.Towriteessaysusingtheproperrelativ

epronounsandadverbsofattributiveclauses.【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________________Iwasn

otveryfamiliar.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_________________weworkedtogetherinthecountryside.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________________wecouldseewhatwasha

ppeninginsidethehouse.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

______________shespokefluently.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。Thebabieswhomthenursesarelookingaft

erareveryhealthy.(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。Itisreportedthattwoschools,bot

hof_____________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)youaskedmetoreturntotheCityLi

brary。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。The

way(that/inwhich)youlookattheproblemiswrong.你看待问题的方式是错误的。3.由and,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)hewantedtosellhishousewasthatheneededalotof4/14moneyforhisoperation.他想卖掉房子的原因是他的手术需要很多钱。St

ep3课后巩固用关系代词和关系副词填空。1.Sheandherfamilybicycletowork,_________helpsthemkeepfit.2.Kale,_________sisterIsharedaroomwithwhenwewere

atcollege,hasgonetoworkinAustralia.3.Self-drivingisanarea_______Chinaandtherestoftheworldareonthesamestartingline.4.In1963theUNsetuptheWorldFoodProg

ram,oneof_______purposesistorelieveworldwidestarvation.5.Manyyoungpeople,mostof______werewell-educated,headed

forremoteregionstochasetheirdreams.6.Wewillputoffthepicnicintheparkuntilnextweek,____theweathermaybebetter.7.Itisatrulydelightfulplace,________looks

thesameasitmusthavedone100yearsagowithitswindingstreetsandprettycottages,8.OppositeisSt.Paul’sChurch,____________

__youcanhearsomelovelymusic.9.Hewrotemanychildren’sbooks,nearlyhalfof____werepublishedinthe1990s.10.Asthesmallestch

ildofhisfamily,Alexisalwayslongingforthetime_________heshouldbeabletobeindependent.Unit1CulturalHeritage5/14P

eriod1ListeningandSpeaking＆ListeningandTalking【学习目标】1.Tounderstandthecontentoflisteningtextsintermsofthewholeandk

eydetails;2.Toguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivit

ies.3.Tousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostarttheconv

ersationmorepolitelyandappropriately.【学习重难点】1.Toguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotect

ionactivities.2.Tousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【学习过程】Step1:LeadinWhat

doestheword“heritage”mean?Shareyourideasaboutyourunderstandingandyoucanuseexamplestoillustrateyourmeaning._________________________________

_________________________________________________________________________________________________________________________________Step2:Predict

ionPredictwhatthelisteningtextisaboutbylookingatthepictures.____________________________________________________________________

_____________Step3:SummaryofthemainideaThenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritageprotectio

nproject.Andafterfinishinglisteningforthefirsttime,you6/14needtosolvethefollowingtasks.1.Listentotheconversationandsumupthemainidea

Youthsfromsevencountriesareworkingtogethertoprotectculturalrelicson_______2.Listenagainandhelpthereportertocompletetheinterv

iewnotes.Internationalyouthproject,_________highschoolstudentsfrom7countriesMountTai,oneofthemost__________________________mountainsinChinaIthasbee

n_________________________formorethan3,000years.22temples,around1,800_____________________________withwritingonthemDaiTempleon__________________

____;over6,000______________________Listeningtip:Usecontexttoguesswords.Toguessthemeaningofnewwords,lookattheotherwordsandu

sewhatyouknowaboutthetopic.Step4:GuessingthemeaningoftheunknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofth

ewordsbelow.Andtellthereasonswhyyouguessso.Preserve_____________________________________________________________________________________________

_________________________________________________________________Promote______________________________________________

________________________________________________________________________________________________________________Step5:Speaking

ProjectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprot

ectingtheheritage._____________________________________________________________________________________________________________________________

_____________7/14___________________________________________________________________________________

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_________________________________________________Part2:ListeningandTalkingStep1:Listentothetape,whichisaboutadialoguebetweentwotouristsandat

ourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthencompletethefollowingtasks.1.Listentotheconversationandanswer.(

1).Wherearethespeakers?___________________________________________________________________________(2).Whataretheydoing?___

________________________________________________________________________2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagai

nandcompletethefactsheet.WorldCulturalHeritageSiteFactSheetTHEKREMLINANDREDSQUARE,MOSCOW●Builtbetweenthe______and_

__________centuries●Thepalacewhere______________lives●TheSaintBasil’sCathedrallookslike__________________●The__

_________________partofMoscow●Placeforparades,concerts,andeven_________________Step2:SpeakingProjectActivity3onpage7.Workingroups.C

hooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles

._____________________________________________________________________8/14_________________________________________________________________

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_________________________________________________________________________________________________________________Unit1CulturalHeritagePe

riod2ReadingandThinking:FromProblemstoSolutions【学习目标】1.Tounderstandhowaproblemwassolved.2.Tounderstan

dthevalueofprotectingculturalheritagebyteamworkandglobalcommunity.【学习重难点】1.Tounderstandthemaininformationandtextstructureofthereadingtext.2.Touseth

ereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre,3.Toclearlysummarizethemethodsandprocessesofproblem

solving,andappreciatethenecessityandsignificanceofculturalrelicsprotection,【学习过程】1.PredictionStep1PredictingthemainideaofthepassageLookatthetitleand

thepictures,andthenpredictwhatthepassagewillbeabout.Q:Whatwillbetalkedabout?____________________________

_____________________________________9/14____________Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachpar

agraph.Taskofthesecondfastreading:1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?_____________________________________________________

________________________2.Whydidthebuildingofthedamleadtoprotests?_________________________________________________

____________________________3.Howdidthegovernmentsavetheculturalrelics?_____________________________

________________________________________________4.Whichonecandescribetheproject?()A.Successful.B.Negative.C.Useless.D.Doubtfu

l.5.WhatcanbelearnedfromtheAswanDamproject?_____________________________________________________________________________Step3:Carefu

lreadingtasksReadmorecarefullyandanswerthefollowingquestions.1.Whatdo“problems”refertoandwhatdo“solutions”referto?____

_________________________________________________________________________2.Findoutthenumbersinparagraphfourandexpl

ainwhytheauthorusedexactnumbersinsteadofexpressionslikemany._______________________________________________________________

______________3.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlesscu

lturalrelics”?_________________________________________________________________10/14____________4.Whatcanyo

uinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney._____________________________

________________________________________________5.Beforethebuildingofthedam,whatproblemsdidtheNileRiv

erbringtotheEgyptian?_____________________________________________________________________________6.Whatwordscanyouthinkoftodescribethewo

rkingprocessoftheproject?_____________________________________________________________________________Step4:Consolidatio

nDividethepassageintothreepartsandthenfillintheblanks.Part1()TheintroductionofthetopicKeepingtherightbalancebe

tweenprogressandthe(1)_________ofculturalsitesisabigchallenge.Part2()Theprocessof(1)______culturalrelics•Bigchallengescansometimesleadtogreat(2)___

_____.•TheEgyptiangovernmentwantedtobuildanewdam,whichwould(3)_______manyculturalrelics.•Thegovernment(4)________theUNforhelp.•Expertsmadea(5

)________forhowtosaveculturalrelicsafteralotofeffortsandtheworkbegan.•Culturalrelicswere(6)__________andmovedtoas

afeplace.•Countlessculturalrelicswererescued.•Theprojectwasa(7)_______.Part3()11/14ThesummaryofthetextTheglobalcom

munitycansometimes(8)_______asolutiontoadifficultproblemforasingle(9)______.Step5:Criticalthinking:1.Howtodealwiththeconstructi

onandtheprotectionofculturalrelics?____________________________________________________________________

_________2.Asstudents,whatshouldwedotoprotectourculturalrelics?______________________________________________________

_______________________Step6:summaryTheoutlineofthepassageIntroducethetopic:Listtheevidence:Inthe1950sIn1959,In1960,In1961,Overthenexttwe

ntyyears,In1980,ConclusionStep7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit1CULTURALHERITAGEReadingforW

riting【学习目标】1.Toacquiresomefeaturesaboutanewsreportbyreadingthetext.2.Towriteasummaryaboutanewsreportpr

operlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Toabsorbsomelanguagepointsconcerningthetopic.【学习重难点】12/141.Tohaveagoodundersta

ndingofhowtoasummaryaboutanewsreport2.Towriteanewsreportproperlyandconcisely.【学习过程】一、自主探究Step1LeadinDoyo

uthinkitisnecessaryforustocirculateourculturalheritagetotheworld?Whyorwhynot?Doweneedtolearnmoreaboutother

countries’culturalheritage?Whyorwhynot?Step2:ReadtodiscoverdetailsconcerningthemainbodyofthenewsreportReadthenewsreportandthensolvethequestionsbelow

.1.Whataretheresearchersandscientiststryingtodo?2.Whatmoderntechnologyaretheyusing?3.WhyaresomanypeopleinterestedintheMogaoCaves?4.Whatdoyouthi

nkoftheresearcher'sopinioninthelastparagraph?Step3:Studytheorganizationandlanguagefeatures1.Readthenewsreportagainandfindthesep

arts.A.LeadsentenceB.DirectquoteC.ParaphraseD.BackgroundinformationE.Reportingverbs13/14F.Wordstoshowco

mparisonand/orcontrast2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.A.thingsB.peopleC.timeStep4:Postreadingforfurthersum

maryandunderstanding1.Whydoesthewriteusethequoteinthereport?2.Explainyourunderstandingofthesentences:“Appreciat

ingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportant

forinternationalcommunicationandunderstanding.”二、实践研究Step5Usewhatyouhavelearnttowriteanewsreport1.WriteanewsreportaboutLiHuawhoworkstoprotectou

rculturalheritageusingthefollowingnotesandyoucanadddetailstomakethenewsreportmoreconciseanddetailed.▪Name:LiHuaPlace:Xi’anProfession:as

eniorhighschoolteacher▪wantstopreserveculturalheritage:▪protectoldhouses▪takesphotosofoldbuildings▪helpsre

pairbuildings▪looksforculturalrelics▪interviewsoldpeople▪showsculturalrelicstothepublic14/14▪writesaboutthe

buildings…2.WritingStrategies①TheHeadline(Leadsentence)Writeatitletogetreaders’attention.Tellthereaderswho,wha

t,where,andwhy.②Body(Tellthereaderthefacts,details,examples,etc.)③Explainwhatthepersonorgroupdoes.Userelativeclauses.Usequotesandparaphrases.④End

ingEndwithashortsummarytohelpthereadersrememberthemainidea.3.Yourversion:__________________________________________

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