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1/15Unit1CulturalHeritagePeriod3DiscoveringUsefulStructureRestrictiverelativeclauses【教材分析】Thisteachingperiodmainlydealswithgramma

r“restrictiverelativeclauses.”Tobeginwith,teachersshouldleadstudentstorevisewhattheyhavelearnedabouttherelativepronounsa

ndrelativeadverbs.Andthen,teachersmoveontostressmorespecialcasesconcerningthisgrammar,suchasthe“preposition+relative

pronounswhichandwhom”andcaseswherewecanomittherelativepronouns.Thisperiodcarriesconsiderablesignificancetothecultivationofst

udents’writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudents

tomasterthisperiodthoroughlyandconsolidatetheknowledgebydoingsomeexercises.【教学目标】1.Guidestudentstoreviewth

ebasicusagesofrelativepronounsandadverbsofattributiveclauses.2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiv

erelativeclausesflexibly.2.Enablestudentstousethebasicphrasesstructuresflexibly.3.Strengthenstudents’greati

nterestingrammarlearning.【教学重难点】1.Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentence2.Instructstude

ntstowriteessaysusingtheproperrelativepronounsandadverbsofattributiveclauses.【教学过程】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？2/15定语从句在复合句中的作用相当于形容词，它在句中作定语修饰名词或代词。他们在先行词和定语从句之间起到联系作用，同时在意义上代表先行词并在定语从句中担任一个成分。被定语从句所修饰的词称先行词，定语从句一般放在先行词的后面。引导定

语从句的关联词称为关系代词和关系副词。关系代词有who，whom，whose，that，which和as，关系副词有when，where和why。Step1:巩固复习限定性定语从句基本用法。一、定语从句关系代词用法：1.定语

从句中关系代词的选用主要由先行词决定。2.当先行词是表示人的名词或代词时，关系代词一般用who;that;whom;that；3.当先行词是表示事物的名词或代词时，关系代词一般用which;that;whose;as；4.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that.5.whose用作关系代词时，它表示“……的……;事物（包括动物）”，whose引导定语从句时，其先行词可以是指人的名词，其实也可以是指物的名词。二、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时间

状语，则用关系副词when；如果先行词是指代“地点的名词”，还原到定语从句中作地点状语，则用关系副词where；如果先行词是指代“原因的名词（reason）”，还原到定语从句中用作原因状语，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which或whom。先行词指物时，用which;先行词指人时，用whom。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。Heisthemanonwhomyoucanrely.他是你可以信赖的人。JackintroducedtomehisfriendwithwhomIwasnotveryfamiliar.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。3/15I’llneverforgetthedayonwhichweworkedtogetherinthecountryside.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,throughwhichwecouldseewhatwashappeninginsidethehouse.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,allofwhichshespokefluently.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loo

kafter,lookfor等。Thebabieswhomthenursesarelookingafterareveryhealthy.(正确)Thebabiesafterwhomthenursesarelookingareveryhea

lthy.(错误)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,bothofwhicharebeingbuiltinmyhometown,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,ofwhic

h/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。Therearetwobuildin

gs,thelargerofwhichstandsnearlyahundredfeetheight.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。4/151.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)hewante

dtosellhishousewasthatheneededalotofmoneyforhisoperation.他想卖掉房子的原因是他的手术需要很多钱。【作业布置】填入适当的“介词+关系代词”使句意完整。1.Heistheman_______________youcanrely.他是你可以信赖的

人。2.Jackintroducedtomehisfriend_______________Iwasnotveryfamiliar.杰克向我介绍了我不很熟悉的那个朋友。3.I’llneverforgettheday_________

______weworkedtogetherinthecountryside.4.我不会忘记我们一起在乡下工作的日子。Thecleverboymadeaholeinthewall,_______________

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。Unit1CulturalHeritage5/15Period1Listeningan

dSpeaking&ListeningandTalking【教材分析】ListeningandSpeakingintroducesthetopicof“Takepartinayouthproject”.Thelisteningtextisaninterviewaboutaninterna

tionalyouthculturalheritageprotectionproject.Morethan20highschoolstudentsfromsevencountriesparticipatedi

ntheproject.ThereporterinterviewedtwoparticipantsStephanieandLiuBin.Bylisteningtothetext,studentscanunderstandthesignific

anceofculturalheritageprotection,andteenagerscanusetheirknowledge,combinetheirowninterestsandadvantages,etc.t

oparticipateintheactionofculturalheritageprotection.ListeningandTalkingintroducesthethemeof“Talkabouthistoryandculture”.Thelistenin

gtextisadialoguebetweentwotouristsandtourguideswhentheyvisittheKremlin,RedSquareandsurroundingbuildings.Thedialoguefocusesonthefunctionalitemsof“star

tingaconversation”,whichisusedtopolitelyandappropriatelyattracttheattentionoftheothers,soastosmoothlystartaconversationorstartan

ewtopic.ThepurposeofthissectionistoguidestudentstounderstandthehistoryandcurrentsituationofChineseandforeignculturalherit

ageintheirowntourismexperiencesorfromotherpeople’stourismexperiences,explorethehistoricalandculturalvalues,and

beabletoexpressaccuratelyandappropriatelyinoralcommunication.【教学目标】1.Guidestudentstounderstandthecontentoflisteningtextsintermsof

thewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalherita

geprotectionactivities.3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoon

tostartthe6/15conversationmorepolitelyandappropriately.【教学重难点】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkey

details;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalherita

geprotectionactivities.3.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversation

orstartanewtopic.【教学过程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisadvisedtotalkaboutthemeaningoftheword“Her

itage”.Boysandgirls,beforeourlistening,let’sworkinpairsanddiscussthemeaningoftheword“Heritage”.Whatdoestheword“heritage”mean?Shareyourideasa

boutyourunderstandingofitandyoucanuseexamplestoillustrateyourmeaning.Heritagemeansthetraditionalbeliefs,values,customs,etc.ofa

family,countryorsociety.Forexample,theGreatWallistheheritageofChina.Step2:PredictionAftertheirsmalltalk,theteachercanaskstudentsto

predictwhatthelisteningtextisaboutbylookingatthepictures.Thelisteningtextisprobablyabouthowtoprotectafamoushe

ritagesitebysomestudents.Step3:Summaryofthemainidea7/15Thenplaytheradiowhichisaboutaninterviewaboutaninternational

youthculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingta

sks.1.Listentotheconversationandsumupthemainidea.YouthsfromsevencountriesareworkingtogethertoprotectculturalrelicsonMou

ntTai.2.Listenagainandhelpthereportertocompletetheinterviewnotes.Internationalyouthproject,23highschoolstudentsfrom7countriesMou

ntTai,oneofthemostfamousmountainsinChinaIthasbeenprotectedformorethan3,000years.22temples,around1,800stoneswithwritingonthemDaiTemple

onMountTai;over6,000stepsListeningtip:UsecontexttoguesswordsToguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:G

uessingthemeaningoftheunknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Tellthereasonswhyyouguessso.

Preserve:toprotectReason:thewordmeansthesameofawordIknowPromote:tohelpsthtohappenordevelopReason:Thewordisexplainedbythesp

eakerStep5:SpeakingProjectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectin

gtheheritage.Reporter:ItissaidthatyouareoneofthevolunteerstopreservethepinetreesonMountHuang.Whatareyouguysdoing?Volunteer:W

earemakingsomesignswhicharedesignedtoeducatepeopletoprotectthepinetrees.8/15Volunteer:Besides,wetookalotofpicturesofpinetreesandcreateanappwhich

aimstopromotepeople’sawarenessofprotectingtheprecioustrees.Reporter:Soundsgreatandanythingelse?Volunteer:Weoftenwearvolunteercl

othesandsendsomebrochuresintheparktocallonmorepeopletoprotectthetrees.Reporter:Doesyourhardworkpayoff?Volunteer:Definitely.Moreandmoret

ouristsarenowstoppingcarvingnamesonthetreesorclimbingthetrees.Part2:ListeningandTalkingStep1:Listentothetape,whichisaboutadialoguebetweent

wotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstoso

lvethefollowingtasks.1.Listentotheconversationandanswer(1).Wherearethespeakers?Onastreet.(2).Whataretheydoing?Sightseeing.

2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainandcompletethefactsheet.Step2:SpeakingProjectActivity3onpage7.Work

ingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.9/1

5Step3HomeworkAccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.Unit1CulturalHeritagePeriod2Reading

andThinking:FromProblemstoSolutions【教材分析】1.Thissectionfocuseson“Understandinghowaproblemwassolved”,whichisaimedtogui

destudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,asw

ellasthesolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperation

insolvingproblems,andattachimportancetothebalanceandcoordinationbetweenculturalheritageprotectionandsoc

ialandeconomicdevelopment.Studentsareencouragedtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanst

osolveproblems.【教学目标】1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;2.Motivatestudentstousether

eadingstrategy“makeatimeline”accordingtotheappropriatetextgenre;3.Enablestudentstounderstandhowaproblemwassolved;4.Enablestudentstounderstandtheva

lueofprotectingculturalheritagebyteamworkandglobalcommunity;【教学重难点】1.Guidestudentstopayattentiontoreadingstrategies,suchasp

rediction,self-questioningandscanning.10/152.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacterist

icsof“time-event”inillustrativestyle3.Leadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教学过程】1.Predicti

onStep1PredictingthemainideaofthepassageLookatthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.Q:Whatwillbetalk

edabout?Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.•Paragraph1:challenge•P

aragraph2:proposalledtoprotests•Paragraph3:committeeestablished•Paragraph4:broughttogether•Paragraph5:success•Paragraph6:spiritTask

ofthesecondfastreading:1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?2.Whydidthebuildingofthedamleadtoprotests?3.Howdi

dthegovernmentsavetheculturalrelics?4.Whichonecandescribetheproject?A.Successful.B.Negative.C.Useless.D.Doubtf

ul.5.WhatcanbelearnedfromtheAswanDamproject?Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestion

s.1.Whatdo“problems”refertoandwhatdo“solutions”referto?2.Findoutthenumbersinparagraphfourandexplainwhytheauthor

usedexactnumbersinsteadofexpressionslikemany?11/153.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued

22templesandcountlessculturalrelics”?4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproj

ect”?Theprojectcostalotofmoney.5.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtotheEgyptian?6.Whatwordscanyouthinkoftodescr

ibetheworkingprocessoftheproject?Step4:ConsolidationDividethepassageintothreepartsandgetthemainideaofeachpart.Part1(Paragraph1)Theintroductionoft

hetopicKeepingtherightbalancebetweenprogressandtheprotectionofculturalsitesisabigchallenge.Part2(Paragraphs2-5)Theprocessofsav

ingculturalrelics•Bigchallengescansometimesleadtogreatsolutions.•TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamageman

yculturalrelics.•ThegovernmentturnedtotheUNforhelp.•Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffortsandth

eworkbegan.•Culturalrelicsweretakendownandmovedtoasafeplace.•Countlessculturalrelicswererescued.•Theprojectwasasucc

ess.Part3(Paragraph6)ThesummaryofthetextTheglobalcommunitycansometimesprovideasolutiontoadifficultproblemforasinglenation.Step5:Criticalt

hinking:1.Howtodealwiththeconstructionandtheprotectionofculturalrelics?12/152.Asstudents,whatshouldwed

otoprotectourculturalrelics?Step6:summaryTheoutlineofthepassageIntroducethetopic:Abigchallenge—thebalancebetweenpro

gressandtheprotectionofculturalsites.Listtheevidence:Inthe1950sthegovernmentwantedtobuildanewdam.In1959,thegovernmentaskedtheUNforhelp.I

n1960,theprojectstarted/began.In1961thefirsttemplewasmoved.Overthenexttwentyyears,thetemplesandculturalrelicswerebeingrescued.In1980,th

eprojectwascompleted/ended.ConclusionThespiritoftheAswanDamprojectisstillalivetoday.Step7Homework:Reviewwhatwehave

learnedandfindoutthekeylanguagepointsinthetext.Unit1CULTURALHERITAGEReadingforWriting【教学目的与核心素养】1.Getstudentstohaveagoodunderstandin

gofsomefeaturesaboutanewsreportbyreadingthetext.2.Instructstudentstowriteasummaryaboutanewsreportpro

perlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinw

ritingdiscourses.【教学重难点】1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreport2.Cultivatestu

dentstowriteanewsreportproperlyandconcisely.13/15【教学过程】Step1LeadinDoyouthinkitisnecessaryforustocirculateourcultural

heritagetotheworld?Whyorwhynot?Doweneedtolearnmoreaboutothercountries’culturalheritage?Whyorwhynot?Step2Readtodiscove

rdetailsconcerningthemainbodyofthenewsreportReadthenewsreportandthensolvethequestionsbelow.1.Whataretheresearchersandscientiststryingt

odo?(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina’sancientculturalheritage.)2.Whatmoderntechnologyaret

heyusing?(Theyareusingdigitalphotographytorecordacollectionofimages.)3.WhyaresomanypeopleinterestedintheMogaoCaves?(PeopleareinterestedintheMog

aoCavesbecausetheyhavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.)4.

Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?(Iagreewiththeresearcher’sopinion.Understandingourownand

otherculturesisagreatwaytounderstandourselvesandothers.)HavetheSsdiscussthequestionsingroupsandthensharetheiranswerstotheclass.Step3:

Studytheorganizationandlanguagefeatures1.Readthenewsreportagainandfindtheseparts.A.LeadsentenceLanzhou,9August2017.Agroupofresearchersandscient

istsfromChinaandothercountriesareworkingtogether...China’sancientculturalheritage.B.Directquote“Appreciating

one’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryi

mportantforinternationalcommunicationandunderstanding.”C.Paraphrase14/15TheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMog

aoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.Nearly500,000high-qualitydigitalphotographshavebeenp

roducedsincetheinternationalprojectstartedin1994.D.BackgroundinformationTheMogaoCaveshavelongbeenameetingpointfordifferentculturesandarepar

tofthehistoryofmanycountries.E.ReportingverbsF.Wordstoshowcomparisonand/orcontrastToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletr

avelledtheSilkRoad.2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.A.thingsTheyarerecordingandcollectingdigitalimagesofcultura

lrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.B.peopleAsoneresearcherwhoisworkingontheprojectexplains,“A

ppreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimpor

tantforinternationalcommunicationandunderstanding.”C.timeToday,thecavesarejustasinteractionalastheywereatthetimewhenpeople

travelledtheSilkRoad.Step4Postreadingforfurthersummaryandunderstanding1.Whydoesthewriterusethequoteinthereport?Thewriterusesquote

sinordertomakethenewsreportmoreconcise,authenticandpersuasive.2.Explainyourunderstandingofthesentences:“Appreciatingone’sownculturalheritageisveryimp

ortantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationand15/15understan

ding.”Weshouldlearnandunderstandourowncultures,whichisvitalforustoknowourselvesandbeproudofourprofoundandextensivecultu

ralheritage.Meanwhile,weshouldunderstandandappreciateothercultures,tryingtobeopen-minded.Thisway,wecandeepeneachother’sunderst

andingandrespect.Step5HomeworkWriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandyoucanadddetail

stomakethenewsreportmoreconciseanddetailed.▪Name:LiHuaPlace:Xi’anProfession:aseniorhighschoolteacher▪wantstopreserveculturalheri

tage:▪protectoldhouses▪takesphotosofoldbuildings▪helpsrepairbuildings▪looksforculturalrelics▪interviewsoldpeople▪showsculturalrelicstothepubli

c▪writesaboutthebuildings…