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

sicusagesofrelativepronounsandadverbsofattributiveclauses.2.Tolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.【学习重难点】1

.Toappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentence.2.Towriteessaysusingtheproperrelativepronounsandadver

bsofattributiveclauses.【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。Jack

introducedtomehisfriendwith________________Iwasnotveryfamiliar.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_________________weworked

togetherinthecountryside.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________________wecouldseewhatwashappeningi

nsidethehouse.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______________s

hespokefluently.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,bothof_____________arebeingbui

ltinmyhometown,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)youaskedmetoreturn

totheCityLibrary。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,whe

re等可以省略。Theway(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。Step3课后巩固用关系代词和关系副词填空。1.She

andherfamilybicycletowork,_________helpsthemkeepfit.2.Kale,_________sisterIsharedaroomwithwhenwewereatcollege,hasgonetoworkinA

ustralia.3.Self-drivingisanarea_______Chinaandtherestoftheworldareonthesamestartingline.4.In1963theUNsetuptheWorldFoodProgr

am,oneof_______purposesistorelieveworldwidestarvation.5.Manyyoungpeople,mostof______werewell-educate

d,headedforremoteregionstochasetheirdreams.6.Wewillputoffthepicnicintheparkuntilnextweek,____theweathermaybebetter.7.

Itisatrulydelightfulplace,________looksthesameasitmusthavedone100yearsagowithitswindingstreetsandprettycottages,8.OppositeisSt.Paul’s

Church,______________youcanhearsomelovelymusic.9.Hewrotemanychildren’sbooks,nearlyhalfof____werepublishedinthe1990s.10.Asthes

mallestchildofhisfamily,Alexisalwayslongingforthetime_________heshouldbeabletobeindependent.Unit1CulturalHeritage5/14Period1ListeningandSpeaking

＆ListeningandTalking【学习目标】1.Tounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Togu

essthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Tousefunctionalsentencesofthedialog

uesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostarttheconversationmorepolitelyandappropriately.【

学习重难点】1.Toguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionac

tivities.2.Tousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【学习过程】Step1:LeadinWhatdoe

stheword“heritage”mean?Shareyourideasaboutyourunderstandingandyoucanuseexamplestoillustrateyourmeaning.___

______________________________________________________________________________________________________________________________________

_________________________Step2:PredictionPredictwhatthelisteningtextisaboutbylookingatthepictures._______________________________________

__________________________________________Step3:SummaryofthemainideaThenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritage

protectionproject.Andafterfinishinglisteningforthefirsttime,you6/14needtosolvethefollowingtasks.1.Listentotheconversatio

nandsumupthemainideaYouthsfromsevencountriesareworkingtogethertoprotectculturalrelicson_______2.Listenagainan

dhelpthereportertocompletetheinterviewnotes.Internationalyouthproject,_________highschoolstudentsfrom7countriesMountTai,oneofthemost______

____________________mountainsinChinaIthasbeen_________________________formorethan3,000years.22temples,around1,8

00_____________________________withwritingonthemDaiTempleon______________________;over6,000____________

__________Listeningtip:Usecontexttoguesswords.Toguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:Guessingthem

eaningoftheunknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Andtellthereasonswhyyouguessso.P

reserve_________________________________________________________________________________________________________________

_____________________________________________Promote___________________________________________________________

___________________________________________________________________________________________________Step5:SpeakingProjectWorkinpai

rsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectingtheheritage._____

_____________________________________________________________________________________________________________________________________7/14__________

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__________________________________________________________________________________________________Part2:ListeningandTalkingStep1:Listentotheta

pe,whichisaboutadialoguebetweentwotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthencomplet

ethefollowingtasks.1.Listentotheconversationandanswer.(1).Wherearethespeakers?_______________________________________________________________________

____(2).Whataretheydoing?___________________________________________________________________________

2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainandcompletethefactsheet.WorldCulturalHeritageSiteFact

SheetTHEKREMLINANDREDSQUARE,MOSCOW●Builtbetweenthe______and___________centuries●Thepalacewhere______________lives●TheSaintBasil’

sCathedrallookslike__________________●The___________________partofMoscow●Placeforparades,concerts,andeven__

_______________Step2:SpeakingProjectActivity3onpage7.Workingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsand

theirtourguide.Taketurnstoplaythedifferentroles._____________________________________________________________________8/14____

________________________________________________________________________________________________________________________________________________

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________________________________Unit1CulturalHeritagePeriod2ReadingandThinking:FromProblemstoSolutions【

学习目标】1.Tounderstandhowaproblemwassolved.2.Tounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity.【学习重难点】

1.Tounderstandthemaininformationandtextstructureofthereadingtext.2.Tousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre,3

.Toclearlysummarizethemethodsandprocessesofproblemsolving,andappreciatethenecessityandsignificanceofculturalrelicsprotection,【学习过程】1.PredictionStep1

PredictingthemainideaofthepassageLookatthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.

Q:Whatwillbetalkedabout?_________________________________________________________________9/14____________Step2:FastreadingtasksTaskoft

hefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.Taskofthesecondfastreading:1.Whydidthe

Egyptiangovernmentwanttobuildanewdaminthe1950s?__________________________________________________________

___________________2.Whydidthebuildingofthedamleadtoprotests?_____________________________________________________________________________3.Howdidth

egovernmentsavetheculturalrelics?_____________________________________________________________________________4.Whichonecandescribe

theproject?()A.Successful.B.Negative.C.Useless.D.Doubtful.5.WhatcanbelearnedfromtheAswanDamproject?______

_______________________________________________________________________Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestions.1.W

hatdo“problems”refertoandwhatdo“solutions”referto?_______________________________________________________________________

______2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany.__________

___________________________________________________________________3.Whatcanyouinferfrom“Overthenext20years,thousandsofengin

eersandworkersrescued22templesandcountlessculturalrelics”?_________________________________________________________________10/14_____

_______4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney.__________________________

___________________________________________________5.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtotheEgyptian?______________________

_______________________________________________________6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?________

_____________________________________________________________________Step4:ConsolidationDividethepassagei

ntothreepartsandthenfillintheblanks.Part1()TheintroductionofthetopicKeepingtherightbalancebetweenprogressandthe(1)_________ofculturalsitesisabigcha

llenge.Part2()Theprocessof(1)______culturalrelics•Bigchallengescansometimesleadtogreat(2)________.•TheEgyptiangovernmentwan

tedtobuildanewdam,whichwould(3)_______manyculturalrelics.•Thegovernment(4)________theUNforhelp.•Expertsmad

ea(5)________forhowtosaveculturalrelicsafteralotofeffortsandtheworkbegan.•Culturalrelicswere(6)__________andmoved

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

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

theprotectionofculturalrelics?_____________________________________________________________________________2.Asstudents,whatshouldwedotopro

tectourculturalrelics?_____________________________________________________________________________Step6:su

mmaryTheoutlineofthepassageIntroducethetopic:Listtheevidence:Inthe1950sIn1959,In1960,In1961,Overthenexttwentyyears,In1980,ConclusionStep7Homewor

k:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit1CULTURALHERITAGEReadingforWriting【学习目标】1.Toac

quiresomefeaturesaboutanewsreportbyreadingthetext.2.Towriteasummaryaboutanewsreportproperlyusingsomenewlyac

quiredwritingskillsinthisperiod.3.Toabsorbsomelanguagepointsconcerningthetopic.【学习重难点】12/141.Tohaveagoodunderstandingofhowtoasummary

aboutanewsreport2.Towriteanewsreportproperlyandconcisely.【学习过程】一、自主探究Step1LeadinDoyouthinkitisnecessaryforustocirculateourculturalheritageto

theworld?Whyorwhynot?Doweneedtolearnmoreaboutothercountries’culturalheritage?Whyorwhynot?Step2:Readtodiscoverdetailsconcerningthemainbodyofth

enewsreportReadthenewsreportandthensolvethequestionsbelow.1.Whataretheresearchersandscientiststryingtodo?2.Whatmoderntechnologyaretheyusing?3.Whya

resomanypeopleinterestedintheMogaoCaves?4.Whatdoyouthinkoftheresearcher'sopinioninthelastparagraph?Step3:Studytheorganizationandlanguagef

eatures1.Readthenewsreportagainandfindtheseparts.A.LeadsentenceB.DirectquoteC.ParaphraseD.BackgroundinformationE.Reportingverbs13/14F.Wo

rdstoshowcomparisonand/orcontrast2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.A.thingsB.peo

pleC.timeStep4:Postreadingforfurthersummaryandunderstanding1.Whydoesthewriteusethequoteinthereport?2.

Explainyourunderstandingofthesentences:“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritage

ofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”二、实践研究Step5Usewhatyouhavelearnttow

riteanewsreport1.WriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandyoucan

adddetailstomakethenewsreportmoreconciseanddetailed.▪Name:LiHuaPlace:Xi’anProfession:aseniorhighschoolteacher▪want

stopreserveculturalheritage:▪protectoldhouses▪takesphotosofoldbuildings▪helpsrepairbuildings▪looksforculturalrelics▪inte

rviewsoldpeople▪showsculturalrelicstothepublic14/14▪writesaboutthebuildings…2.WritingStrategies①TheHeadline(Leadsentence)Writeatitletogetreaders

’attention.Tellthereaderswho,what,where,andwhy.②Body(Tellthereaderthefacts,details,examples,etc.)③Explainwhattheperso

norgroupdoes.Userelativeclauses.Usequotesandparaphrases.④EndingEndwithashortsummarytohelpthereadersrememberthemainidea.3.Y

ourversion:_______________________________________________________________________________________________________________________________________

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