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1/15Unit1CulturalHeritagePeriod3DiscoveringUsefulStructureRestrictiverelativeclauses【教材分析】Thisteachingperiodmainlydealswit

hgrammar“restrictiverelativeclauses.”Tobeginwith,teachersshouldleadstudentstorevisewhattheyhavelearned

abouttherelativepronounsandrelativeadverbs.Andthen,teachersmoveontostressmorespecialcasesconcerningthisgrammar,suchasthe“prepositi

on+relativepronounswhichandwhom”andcaseswherewecanomittherelativepronouns.Thisperiodcarriesconsiderablesignificancetothecultivationo

fstudents’writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudentstomasterthispe

riodthoroughlyandconsolidatetheknowledgebydoingsomeexercises.【教学目标】1.Guidestudentstoreviewthebasicusagesofrelative

pronounsandadverbsofattributiveclauses.2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.2.Enablestudentstouse

thebasicphrasesstructuresflexibly.3.Strengthenstudents’greatinterestingrammarlearning.【教学重难点】1.Helpstudentstoappreciatethefunction

ofrelativepronounsandadverbsofattributiveclausesinasentence2.Instructstudentstowriteessaysusingtheproperre

lativepronounsandadverbsofattributiveclauses.【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。Jackintroduc

edtomehisfriendwithwhomIwasnotveryfamiliar.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’llneverforgetthedayonwhichweworkedtogetherintheco

untryside.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,throughwhichwecouldseewhatwashappeninginside

thehouse.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,allofwhichshespoke

fluently.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)Thebabiesa

fterwhomthenursesarelookingareveryhealthy.(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。Itisreportedth

attwoschools,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+whic

h/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,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)youaskedmetoreturntotheCit

yLibrary.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/i

nwhich,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.Jackintroduc

edtomehisfriend_______________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。Unit1CulturalHeritage5/15Period1ListeningandSpeaking&ListeningandTalking【教材分析】ListeningandSpe

akingintroducesthetopicof“Takepartinayouthproject”.Thelisteningtextisaninterviewaboutaninternationalyouthculturalheritageprotectionproje

ct.Morethan20highschoolstudentsfromsevencountriesparticipatedintheproject.ThereporterinterviewedtwoparticipantsStephanieandLiuBin.By

listeningtothetext,studentscanunderstandthesignificanceofculturalheritageprotection,andteenagerscanus

etheirknowledge,combinetheirowninterestsandadvantages,etc.toparticipateintheactionofculturalheritageprotection.Liste

ningandTalkingintroducesthethemeof“Talkabouthistoryandculture”.ThelisteningtextisadialoguebetweentwotouristsandtourguideswhentheyvisittheKremlin,

RedSquareandsurroundingbuildings.Thedialoguefocusesonthefunctionalitemsof“startingaconversation”,whichisusedtopolitelyandappropriate

lyattracttheattentionoftheothers,soastosmoothlystartaconversationorstartanewtopic.Thepurposeofthissectioni

stoguidestudentstounderstandthehistoryandcurrentsituationofChineseandforeignculturalheritageintheirown

tourismexperiencesorfromotherpeople’stourismexperiences,explorethehistoricalandculturalvalues,andbeabl

etoexpressaccuratelyandappropriatelyinoralcommunication.【教学目标】1.Guidestudentstounderstandthecontentoflisteni

ngtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipat

einculturalheritageprotectionactivities.3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforaski

ng,but…”andsoontostartthe6/15conversationmorepolitelyandappropriately.【教学重难点】1.Guidestudentstounderstandthecontentoflistening

textsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeer

showtoparticipateinculturalheritageprotectionactivities.3.Enablestudentstousethefunctionalitemsof“startingaconvers

ation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【教学过程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisad

visedtotalkaboutthemeaningoftheword“Heritage”.Boysandgirls,beforeourlistening,let’sworkinpairsanddiscussthemeaningoftheword“Heritag

e”.Whatdoestheword“heritage”mean?Shareyourideasaboutyourunderstandingofitandyoucanuseexamplestoillustrateyo

urmeaning.Heritagemeansthetraditionalbeliefs,values,customs,etc.ofafamily,countryorsociety.Forexample,theGreatWallistheheritageofChina.S

tep2:PredictionAftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.Thelisteningtextisprobably

abouthowtoprotectafamousheritagesitebysomestudents.Step3:Summaryofthemainidea7/15Thenplaytheradiowhichisaboutaninterviewaboutaninternationalyout

hculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingtasks.1.Listentotheconversationandsu

mupthemainidea.YouthsfromsevencountriesareworkingtogethertoprotectculturalrelicsonMountTai.2.Listenagainandhelpthereportertocompletetheinterviewnote

s.Internationalyouthproject,23highschoolstudentsfrom7countriesMountTai,oneofthemostfamousmountainsinChinaIthasbeenprotected

formorethan3,000years.22temples,around1,800stoneswithwritingonthemDaiTempleonMountTai;over6,000stepsListeningtip:Usecontexttogues

swordsToguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:Guessingthemeaningoftheunk

nownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Tellthereasonswhyyouguessso.Preserve:toprotectReas

on:thewordmeansthesameofawordIknowPromote:tohelpsthtohappenordevelopReason:ThewordisexplainedbythespeakerStep5

:SpeakingProjectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectingtheheritage

.Reporter:ItissaidthatyouareoneofthevolunteerstopreservethepinetreesonMountHuang.Whatareyouguysdoing?Volunteer:Wearemakingsomesignswhicharedesigned

toeducatepeopletoprotectthepinetrees.8/15Volunteer:Besides,wetookalotofpicturesofpinetreesandcreateanappwhichaimstopromotepeople’sawarenessofp

rotectingtheprecioustrees.Reporter:Soundsgreatandanythingelse?Volunteer:Weoftenwearvolunteerclothesandsendsomebrochuresintheparktocallonmor

epeopletoprotectthetrees.Reporter:Doesyourhardworkpayoff?Volunteer:Definitely.Moreandmoretouristsarenowstoppingcarvingnamesonthetreesorclimb

ingthetrees.Part2:ListeningandTalkingStep1:Listentothetape,whichisaboutadialoguebetweentwotouristsandatou

rguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstosolvethefollowingtas

ks.1.Listentotheconversationandanswer(1).Wherearethespeakers?Onastreet.(2).Whataretheydoing?Sightseeing.2.Whatdoyouknowab

outtheKremlinandRedSquare?Listenagainandcompletethefactsheet.Step2:SpeakingProjectActivity3onpage7.Workingroups.Chooseaculturalsitet

hatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentrol

es.9/15Step3HomeworkAccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.Unit1CulturalHeritagePeriod2ReadingandTh

inking:FromProblemstoSolutions【教材分析】1.Thissectionfocuseson“Understandinghowaproblemwassolved”,whichisaimedtoguidestudentstoa

nalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasth

esolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvi

ngproblems,andattachimportancetothebalanceandcoordinationbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencourage

dtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.【教学

目标】1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;2.Motivatestudentstousethereadingst

rategy“makeatimeline”accordingtotheappropriatetextgenre;3.Enablestudentstounderstandhowaproblemwassolved;4.Enablestudentstounderstandthevalueof

protectingculturalheritagebyteamworkandglobalcommunity;【教学重难点】1.Guidestudentstopayattentiontoreadingstrategies,su

chasprediction,self-questioningandscanning.10/152.Helpstudentssortoutthetopiclanguageaboutprotectingculturalre

licsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyle3.Leadstudentstounderstandthev

alueofprotectingculturalheritagebyteamworkandglobalcommunity;【教学过程】1.PredictionStep1PredictingthemainideaofthepassageLook

atthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.Q:Whatwillbetalkedabout?Step2:FastreadingtasksTaskofthefirstfastreading:Re

adquicklyandfigureoutthekeywordsofeachparagraph.•Paragraph1:challenge•Paragraph2:proposalledtoprotests•Paragraph3:commit

teeestablished•Paragraph4:broughttogether•Paragraph5:success•Paragraph6:spiritTaskofthesecondfastreading:1.WhydidtheEgyptiangovernment

wanttobuildanewdaminthe1950s?2.Whydidthebuildingofthedamleadtoprotests?3.Howdidthegovernmentsavethecul

turalrelics?4.Whichonecandescribetheproject?A.Successful.B.Negative.C.Useless.D.Doubtful.5.Whatcanbelear

nedfromtheAswanDamproject?Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestions.1.Whatdo“problems”r

efertoandwhatdo“solutions”referto?2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany?11/1

53.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlesscultur

alrelics”?4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney.5.Beforethebuildingofthedam

,whatproblemsdidtheNileRiverbringtotheEgyptian?6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?

Step4:ConsolidationDividethepassageintothreepartsandgetthemainideaofeachpart.Part1(Paragraph1)TheintroductionofthetopicKeep

ingtherightbalancebetweenprogressandtheprotectionofculturalsitesisabigchallenge.Part2(Paragraphs2-5)Theprocessofs

avingculturalrelics•Bigchallengescansometimesleadtogreatsolutions.•TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamagemanyculturalreli

cs.•ThegovernmentturnedtotheUNforhelp.•Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffort

sandtheworkbegan.•Culturalrelicsweretakendownandmovedtoasafeplace.•Countlessculturalrelicswererescued.•The

projectwasasuccess.Part3(Paragraph6)ThesummaryofthetextTheglobalcommunitycansometimesprovideasolutiontoadifficultproblemforasinglenation.

Step5:Criticalthinking:1.Howtodealwiththeconstructionandtheprotectionofculturalrelics?12/152.Asstudents

,whatshouldwedotoprotectourculturalrelics?Step6:summaryTheoutlineofthepassageIntroducethetopic:Abigchallenge—the

balancebetweenprogressandtheprotectionofculturalsites.Listtheevidence:Inthe1950sthegovernmentwantedt

obuildanewdam.In1959,thegovernmentaskedtheUNforhelp.In1960,theprojectstarted/began.In1961thefirsttemplewasmoved.Overth

enexttwentyyears,thetemplesandculturalrelicswerebeingrescued.In1980,theprojectwascompleted/ended.ConclusionThespir

itoftheAswanDamprojectisstillalivetoday.Step7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit1C

ULTURALHERITAGEReadingforWriting【教学目的与核心素养】1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.2.

Instructstudentstowriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Developstudents’writingandcooperatingabilit

ies.4.Strengthenstudents’greatinterestinwritingdiscourses.【教学重难点】1.Stimulatestudentstohaveagoodunderstandingofhowtoasumma

ryaboutanewsreport2.Cultivatestudentstowriteanewsreportproperlyandconcisely.13/15【教学过程】Step1LeadinDoyouthinkitisnecessaryforustocirculate

ourculturalheritagetotheworld?Whyorwhynot?Doweneedtolearnmoreaboutothercountries’culturalheritage?Whyorwhynot?Step2Readtodisc

overdetailsconcerningthemainbodyofthenewsreportReadthenewsreportandthensolvethequestionsbelow.1.Whatare

theresearchersandscientiststryingtodo?(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina’sancientcultural

heritage.)2.Whatmoderntechnologyaretheyusing?(Theyareusingdigitalphotographytorecordacollectionofimages.)3.Whyaresomanypeopleinterestedinthe

MogaoCaves?(PeopleareinterestedintheMogaoCavesbecausetheyhavelongbeenameetingpointfordifferentcultur

esandarepartofthehistoryofmanycountries.)4.Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?(I

agreewiththeresearcher’sopinion.Understandingourownandotherculturesisagreatwaytounderstandourselvesandothers.)HavetheSsdiscussthequestionsingroupsa

ndthensharetheiranswerstotheclass.Step3:Studytheorganizationandlanguagefeatures1.Readthenewsreportagainandfindtheseparts.A.LeadsentenceLanzh

ou,9August2017.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogether...China’san

cientculturalheritage.B.Directquote“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalherit

ageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.Paraphrase14/15Theyarerecordingandcollectingdigitalimageso

fculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.Nearly500,000high-qualitydigitalphotograp

hshavebeenproducedsincetheinternationalprojectstartedin1994.D.BackgroundinformationTheMogaoCaveshavelongbeenameetingpointfordiff

erentculturesandarepartofthehistoryofmanycountries.E.ReportingverbsF.Wordstoshowcomparisonand/orcontrastToday,th

ecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.2.Underlinetherelativeclausesthatthewriterusestoi

dentifythefollowing.A.thingsTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutC

hina’sancienthistory.B.peopleAsoneresearcherwhoisworkingontheprojectexplains,“Appreciatingone’sownculturalhe

ritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantfo

rinternationalcommunicationandunderstanding.”C.timeToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledt

heSilkRoad.Step4Postreadingforfurthersummaryandunderstanding1.Whydoesthewriterusethequoteinthereport?Thewri

terusesquotesinordertomakethenewsreportmoreconcise,authenticandpersuasive.2.Explainyourunderstandingoft

hesentences:“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingthecu

lturalheritageofothercountriesisveryimportantforinternationalcommunicationand15/15understanding.”Weshouldlearnandunderstandourowncultu

res,whichisvitalforustoknowourselvesandbeproudofourprofoundandextensiveculturalheritage.Meanwhile,weshouldunderstandandappreciateotherculture

s,tryingtobeopen-minded.Thisway,wecandeepeneachother’sunderstandingandrespect.Step5HomeworkWriteanewsreportaboutL

iHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandyoucanadddetailstomakethenewsreportmoreconciseanddetailed.▪Name:

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

airbuildings▪looksforculturalrelics▪interviewsoldpeople▪showsculturalrelicstothepublic▪writesaboutthebuildings…