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1/15Unit1CulturalHeritagePeriod3DiscoveringUsefulStructureRestrictiverelativeclauses【教材分析】Thisteachi

ngperiodmainlydealswithgrammar“restrictiverelativeclauses.”Tobeginwith,teachersshouldleadstudentstorevisewhattheyhavelearnedabout

therelativepronounsandrelativeadverbs.Andthen,teachersmoveontostressmorespecialcasesconcerningthisgrammar,suchasthe“pre

position+relativepronounswhichandwhom”andcaseswherewecanomittherelativepronouns.Thisperiodcarriesconsiderablesignificancetothecultivationofst

udents’writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudentstomasterth

isperiodthoroughlyandconsolidatetheknowledgebydoingsomeexercises.【教学目标】1.Guidestudentstoreviewthebasicusag

esofrelativepronounsandadverbsofattributiveclauses.2.Leadstudentstolearntousesomespecialcasesconcerningrest

rictiverelativeclausesflexibly.2.Enablestudentstousethebasicphrasesstructuresflexibly.3.Strengthenstudents’greatinterestingramm

arlearning.【教学重难点】1.Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsofattributiveclause

sinasentence2.Instructstudentstowriteessaysusingtheproperrelativepronounsandadverbsofattributiveclauses.【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。Jackintroducedtomehi

sfriendwithwhomIwasnotveryfamiliar.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lookafter,lookfor等。Thebabieswhomthenursesarelookingafterareveryhealthy.(正确)Thebabiesafterwhomthenur

sesarelookingareveryhealthy.(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/who

m”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,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,thelarger

ofwhichstandsnearlyahundredfeetheight.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)hewantedtosellhishousewasthatheneededalotofmoneyforhisoperation.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_______________weworkedtoge

therinthecountryside.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。Unit1CulturalHeritage5/15Period1ListeningandSpeaking&ListeningandTalking【教材分析】ListeningandSpeakingintroducesthetopicof“Takep

artinayouthproject”.Thelisteningtextisaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Morethan20highschoolstuden

tsfromsevencountriesparticipatedintheproject.ThereporterinterviewedtwoparticipantsStephanieandLiuBin.Bylisteningtothetext,studentscanunde

rstandthesignificanceofculturalheritageprotection,andteenagerscanusetheirknowledge,combinetheirowninterestsandadvantages,etc.toparticipate

intheactionofculturalheritageprotection.ListeningandTalkingintroducesthethemeof“Talkabouthistoryandculture”.Thelisteningtextisadialoguebetwee

ntwotouristsandtourguideswhentheyvisittheKremlin,RedSquareandsurroundingbuildings.Thedialoguefocusesonthefunctionalitemsof“startingaconversation”,w

hichisusedtopolitelyandappropriatelyattracttheattentionoftheothers,soastosmoothlystartaconversationorstartanewtopic.Thepurposeofthissect

ionistoguidestudentstounderstandthehistoryandcurrentsituationofChineseandforeignculturalheritageintheirowntourismex

periencesorfromotherpeople’stourismexperiences,explorethehistoricalandculturalvalues,andbeabletoexpressaccuratelyandappropriatelyinoralco

mmunication.【教学目标】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaning

ofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Instruc

tstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”an

dsoontostartthe6/15conversationmorepolitelyandappropriately.【教学重难点】1.Guidestudentstounderstandthecontentoflistenin

gtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateincultur

alheritageprotectionactivities.3.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewt

opic.【教学过程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisadvisedtotalkaboutthemeaningoftheword“He

ritage”.Boysandgirls,beforeourlistening,let’sworkinpairsanddiscussthemeaningoftheword“Heritage”.Whatdoesthe

word“heritage”mean?Shareyourideasaboutyourunderstandingofitandyoucanuseexamplestoillustrateyourmeaning.Heritagemeansthetra

ditionalbeliefs,values,customs,etc.ofafamily,countryorsociety.Forexample,theGreatWallistheheritageofChina.Step2:PredictionAftertheirsmall

talk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.Thelisteningtextisprobablyabouthow

toprotectafamousheritagesitebysomestudents.Step3:Summaryofthemainidea7/15Thenplaytheradiowhichisaboutaninte

rviewaboutaninternationalyouthculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,thestudents

needtosolvethefollowingtasks.1.Listentotheconversationandsumupthemainidea.Youthsfromsevencountriesareworkingto

gethertoprotectculturalrelicsonMountTai.2.Listenagainandhelpthereportertocompletetheinterviewnotes.Int

ernationalyouthproject,23highschoolstudentsfrom7countriesMountTai,oneofthemostfamousmountainsinChinaIthasbeenprotectedformorethan3,000years

.22temples,around1,800stoneswithwritingonthemDaiTempleonMountTai;over6,000stepsListeningtip:UsecontexttoguesswordsTogu

essthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:Guessingthemeaningoftheu

nknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Tellthereasonswhyyouguess

so.Preserve:toprotectReason:thewordmeansthesameofawordIknowPromote:tohelpsthtohappenordevelopReason:ThewordisexplainedbythespeakerStep5:SpeakingPr

ojectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtime

toprotectingtheheritage.Reporter:ItissaidthatyouareoneofthevolunteerstopreservethepinetreesonMountHuang.Whatareyougu

ysdoing?Volunteer:Wearemakingsomesignswhicharedesignedtoeducatepeopletoprotectthepinetrees.8/15Volunteer:Besides,weto

okalotofpicturesofpinetreesandcreateanappwhichaimstopromotepeople’sawarenessofprotectingtheprecioustrees.Reporter:Sounds

greatandanythingelse?Volunteer:Weoftenwearvolunteerclothesandsendsomebrochuresintheparktocallonmorepeopletopro

tectthetrees.Reporter:Doesyourhardworkpayoff?Volunteer:Definitely.Moreandmoretouristsarenowstoppingcarvingnamesonth

etreesorclimbingthetrees.Part2:ListeningandTalkingStep1:Listentothetape,whichisaboutadialoguebetweentwotourists

andatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstosolvethefo

llowingtasks.1.Listentotheconversationandanswer(1).Wherearethespeakers?Onastreet.(2).Whataretheydoing?Sightseei

ng.2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainandcompletethefactsheet.Step2:SpeakingProjectActivity3onpage7.Working

roups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.9/15Step3Homewo

rkAccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.Unit1CulturalHeritagePeriod2

ReadingandThinking:FromProblemstoSolutions【教材分析】1.Thissectionfocuseson“Understandinghowaproblemwassolved”,whichisaimed

toguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasthesoluti

ons.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvingproblems,andattachimporta

ncetothebalanceandcoordinationbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencouragedtoface

challengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.【教学

目标】1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;2.Motivatestudentstousethereadingstr

ategy“makeatimeline”accordingtotheappropriatetextgenre;3.Enablestudentstounderstandhowaproblemwassolved;4.Enabl

estudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教学重难点】1.Guidestudentstopayattentiontoreadingstra

tegies,suchasprediction,self-questioningandscanning.10/152.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenar

rativecharacteristicsof“time-event”inillustrativestyle3.Leadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcomm

unity;【教学过程】1.PredictionStep1PredictingthemainideaofthepassageLookatthetitleandthepictures,andthenpredictwhatthepass

agewillbeabout.Q:Whatwillbetalkedabout?Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsof

eachparagraph.•Paragraph1:challenge•Paragraph2:proposalledtoprotests•Paragraph3:committeeestablished•Paragraph4:broughttogether•Paragraph5:succe

ss•Paragraph6:spiritTaskofthesecondfastreading:1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?2.Whydidthebuildingofthed

amleadtoprotests?3.Howdidthegovernmentsavetheculturalrelics?4.Whichonecandescribetheproject?A.Successful.B.Negative.C.Useless.D.Doubtful.5

.WhatcanbelearnedfromtheAswanDamproject?Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestions.1.Whatdo“problems”refertoan

dwhatdo“solutions”referto?2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany?11/153.Whatcany

ouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”?4.Whatcanyoui

nferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney.5.Beforethebuildingofthedam,whatpr

oblemsdidtheNileRiverbringtotheEgyptian?6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?Step4:ConsolidationDivid

ethepassageintothreepartsandgetthemainideaofeachpart.Part1(Paragraph1)TheintroductionofthetopicKeepingtherightbalancebetweenprogressandthep

rotectionofculturalsitesisabigchallenge.Part2(Paragraphs2-5)Theprocessofsavingculturalrelics•Bigchallengescansometime

sleadtogreatsolutions.•TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamagemanyculturalrelics.•Thegovernme

ntturnedtotheUNforhelp.•Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffortsandtheworkbegan.•Culturalrelicsweretaken

downandmovedtoasafeplace.•Countlessculturalrelicswererescued.•Theprojectwasasuccess.Part3(Paragraph6)Thes

ummaryofthetextTheglobalcommunitycansometimesprovideasolutiontoadifficultproblemforasinglenation.Step5:Criticalthinking:1.H

owtodealwiththeconstructionandtheprotectionofculturalrelics?12/152.Asstudents,whatshouldwedotoprotectourculturalrelics?Step6:summa

ryTheoutlineofthepassageIntroducethetopic:Abigchallenge—thebalancebetweenprogressandtheprotectionofculturalsites.Listtheevidence:Inthe1950sthegov

ernmentwantedtobuildanewdam.In1959,thegovernmentaskedtheUNforhelp.In1960,theprojectstarted/began.In1961thef

irsttemplewasmoved.Overthenexttwentyyears,thetemplesandculturalrelicswerebeingrescued.In1980,theprojectwascompleted/

ended.ConclusionThespiritoftheAswanDamprojectisstillalivetoday.Step7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsi

nthetext.Unit1CULTURALHERITAGEReadingforWriting【教学目的与核心素养】1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetex

t.2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Developstudents’writ

ingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.【教学重难点】1.Stimulatestudentstohaveagoodunderstandingofhowtoasumm

aryaboutanewsreport2.Cultivatestudentstowriteanewsreportproperlyandconcisely.13/15【教学过程】Step1LeadinDoyouthinkitisneces

saryforustocirculateourculturalheritagetotheworld?Whyorwhynot?Doweneedtolearnmoreaboutothercountries’culturalheritage?Whyorwhynot?St

ep2ReadtodiscoverdetailsconcerningthemainbodyofthenewsreportReadthenewsreportandthensolvethequestionsbelow.1.Whataretheresearchersandscie

ntiststryingtodo?(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina’sancien

tculturalheritage.)2.Whatmoderntechnologyaretheyusing?(Theyareusingdigitalphotographytorecordacollectionofimages.)3.Why

aresomanypeopleinterestedintheMogaoCaves?(PeopleareinterestedintheMogaoCavesbecausetheyhavelongbeenameetingpointfordifferentculturesandarepartof

thehistoryofmanycountries.)4.Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?(Iagreewiththeresearcher’sopinion

.Understandingourownandotherculturesisagreatwaytounderstandourselvesandothers.)HavetheSsdiscussthequestion

singroupsandthensharetheiranswerstotheclass.Step3:Studytheorganizationandlanguagefeatures1.Readthenewsreportagainandfi

ndtheseparts.A.LeadsentenceLanzhou,9August2017.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogether...China’sanci

entculturalheritage.B.Directquote“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingth

eculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.Paraphrase14/15

TheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChi

na’sancienthistory.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincetheinternationalprojectstartedin1994.D.Bac

kgroundinformationTheMogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.E.ReportingverbsF.Wordstoshowcompar

isonand/orcontrastToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.2.Underlinetherelativeclausesthatthewriteru

sestoidentifythefollowing.A.thingsTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalon

gtheSilkRoadthroughoutChina’sancienthistory.B.peopleAsoneresearcherwhoisworkingontheprojectexplains,“Appreciatingone’sownculturalheri

tageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternatio

nalcommunicationandunderstanding.”C.timeToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.Step4Postreadingforfurt

hersummaryandunderstanding1.Whydoesthewriterusethequoteinthereport?Thewriterusesquotesinordertomakethenewsreportmoreconcise,authenticand

persuasive.2.Explainyourunderstandingofthesentences:“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingthec

ulturalheritageofothercountriesisveryimportantforinternationalcommunicationand15/15understanding.”Weshouldlearnan

dunderstandourowncultures,whichisvitalforustoknowourselvesandbeproudofourprofoundandextensivecultura

lheritage.Meanwhile,weshouldunderstandandappreciateothercultures,tryingtobeopen-minded.Thisway,wecandeepeneachother’sunderstandingandrespec

t.Step5HomeworkWriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandy

oucanadddetailstomakethenewsreportmoreconciseanddetailed.▪Name:LiHuaPlace:Xi’anProfession:aseniorhighschoolt

eacher▪wantstopreserveculturalheritage:▪protectoldhouses▪takesphotosofoldbuildings▪helpsrepairbuildings▪looksforculturalrel

ics▪interviewsoldpeople▪showsculturalrelicstothepublic▪writesaboutthebuildings…