Unit
1
Cultural
Heritage
Period
1
Listening
and
Speaking
&
Listening
and
Talking
【教材分析】
Listening
and
Speaking
introduces
the
topic
of
“Take
part
in
a
youth
project”.
The
listening
text
is
an
interview
about
an
international
youth
cultural
heritage
protection
project.
More
than
20
high
school
students
from
seven
countries
participated
in
the
project.
The
reporter
interviewed
two
participants
Stephanie
and
Liu
Bin.
By
listening
to
the
text,
students
can
understand
the
significance
of
cultural
heritage
protection,
and
teenagers
can
use
their
knowledge,
combine
their
own
interests
and
advantages,
etc.
to
participate
in
the
action
of
cultural
heritage
protection.
Listening
and
Talking
introduces
the
theme
of
“Talk
about
history
and
culture”.
The
listening
text
is
a
dialogue
between
two
tourists
and
tour
guides
when
they
visit
the
Kremlin,
Red
Square
and
surrounding
buildings.
The
dialogue
focuses
on
the
functional
items
of
“starting
a
conversation”,
which
is
used
to
politely
and
appropriately
attract
the
attention
of
the
others,
so
as
to
smoothly
start
a
conversation
or
start
a
new
topic.
The
purpose
of
this
section
is
to
guide
students
to
understand
the
history
and
current
situation
of
Chinese
and
foreign
cultural
heritage
in
their
own
tourism
experiences
or
from
other
people’s
tourism
experiences,
explore
the
historical
and
cultural
values,
and
be
able
to
express
accurately
and
appropriately
in
oral
communication.
【教学目标】
1.
Guide
students
to
understand
the
content
of
listening
texts
in
terms
of
the
whole
and
key
details;
2.
Cultivate
students’
ability
to
guess
the
meaning
of
words
in
listening;
discuss
with
their
peers
how
to
participate
in
cultural
heritage
protection
activities.
3.
Instruct
students
to
use
functional
sentences
of
the
dialogue
such
as
“I
beg
your
pardon,
but…”
“Forgive
me
for
asking,
but…”
and
so
on
to
start
the
conversation
more
politely
and
appropriately.
【教学重难点】
1.
Guide
students
to
understand
the
content
of
listening
texts
in
terms
of
the
whole
and
key
details;
2.
Cultivate
students’
ability
to
guess
the
meaning
of
words
in
listening;
discuss
with
their
peers
how
to
participate
in
cultural
heritage
protection
activities.
3.
Enable
students
to
use
the
functional
items
of
“starting
a
conversation”,
which
is
used
to
smoothly
start
a
conversation
or
start
a
new
topic.
【教学过程】
Part
1:
Listening
and
Speaking
Step
1:
Lead
in
The
teacher
is
advised
to
talk
about
the
meaning
of
the
word
“Heritage”.
Boys
and
girls,
before
our
listening,
let’s
work
in
pairs
and
discuss
the
meaning
of
the
word
“Heritage”.
What
does
the
word
“heritage”
mean?
Share
your
ideas
about
your
understanding
of
it
and
you
can
use
examples
to
illustrate
your
meaning.
Heritage
means
the
traditional
beliefs,
values,
customs,
etc.
of
a
family,
country
or
society.
For
example,
the
Great
Wall
is
the
heritage
of
China.
Step
2:
Prediction
After
their
small
talk,
the
teacher
can
ask
students
to
predict
what
the
listening
text
is
about
by
looking
at
the
pictures.
The
listening
text
is
probably
about
how
to
protect
a
famous
heritage
site
by
some
students.
Step
3:
Summary
of
the
main
idea
Then
play
the
radio
which
is
about
an
interview
about
an
international
youth
cultural
heritage
protection
project.
And
after
finishing
listening
for
the
first
time,
the
students
need
to
solve
the
following
tasks.
1.
Listen
to
the
conversation
and
sum
up
the
main
idea.
Youths
from
seven
countries
are
working
together
to
protect
cultural
relics
on
Mount
Tai.
2.
Listen
again
and
help
the
reporter
to
complete
the
interview
notes.
International
youth
project,
23
high
school
students
from
7
countries
Mount
Tai,
one
of
the
most
famous
mountains
in
China
It
has
been
protected
for
more
than
3,000
years.
22
temples,
around
1,800
stones
with
writing
on
them
Dai
Temple
on
Mount
Tai;
over
6,000
steps
Listening
tip:
Use
context
to
guess
words
To
guess
the
meaning
of
new
words,
look
at
the
other
words
and
use
what
you
know
about
the
topic.
Step
4:
Guessing
the
meaning
of
the
unknown
words
Listen
to
the
conversation
again
and
use
the
context
to
guess
the
meaning
of
the
words
below.
Tell
the
reasons
why
you
guess
so.
Preserve:
to
protect
Reason:
the
word
means
the
same
of
a
word
I
know
Promote:
to
help
sth
to
happen
or
develop
Reason:
The
word
is
explained
by
the
speaker
Step
5:
Speaking
Project
Work
in
pairs
or
groups
and
role
play
a
conversation.
Suppose
you
are
a
reporter
and
interviewing
the
students
who
devote
their
time
to
protecting
the
heritage.
Reporter:
It
is
said
that
you
are
one
of
the
volunteers
to
preserve
the
pine
trees
on
Mount
Huang.
What
are
you
guys
doing?
Volunteer:
We
are
making
some
signs
which
are
designed
to
educate
people
to
protect
the
pine
trees.
Volunteer:
Besides,
we
took
a
lot
of
pictures
of
pine
trees
and
create
an
app
which
aims
to
promote
people’s
awareness
of
protecting
the
precious
trees.
Reporter:
Sounds
great
and
anything
else?
Volunteer:
We
often
wear
volunteer
clothes
and
send
some
brochures
in
the
park
to
call
on
more
people
to
protect
the
trees.
Reporter:
Does
your
hard
work
pay
off?
Volunteer:
Definitely.
More
and
more
tourists
are
now
stopping
carving
names
on
the
trees
or
climbing
the
trees.
Part
2:
Listening
and
Talking
Step1:
Listen
to
the
tape,
which
is
about
a
dialogue
between
two
tourists
and
a
tour
guide
when
they
visit
the
Kremlin,
Red
Square
and
surrounding
buildings
for
the
first
time,
and
then
ask
the
students
to
solve
the
following
tasks.
1.
Listen
to
the
conversation
and
answer
(1).Where
are
the
speakers?
On
a
street.
(2).What
are
they
doing?
Sightseeing.
2.
What
do
you
know
about
the
Kremlin
and
Red
Square?
Listen
again
and
complete
the
fact
sheet.
Step
2:
Speaking
Project
Activity
3
on
page
7.
Work
in
groups.
Choose
a
cultural
site
that
you
like
and
role-play
a
conversation
between
some
tourists
and
their
tour
guide.
Take
turns
to
play
the
different
roles.
Step
3
Homework
According
to
Activity
3,
write
down
a
conversation
between
the
tourist
and
his/her
guide.
5
/
5Unit
1
Cultural
Heritage
Period
2
Reading
and
Thinking:
From
Problems
to
Solutions
【教材分析】
1.
This
section
focuses
on
“Understanding
how
a
problem
was
solved”,
which
is
aimed
to
guide
students
to
analyze
and
discuss
the
challenges
and
problems
faced
by
cultural
heritage
protection
during
the
construction
of
Aswan
Dam,
as
well
as
the
solutions.
On
the
basis
of
understanding,
students
should
pay
attention
to
the
key
role
of
international
cooperation
in
solving
problems,
and
attach
importance
to
the
balance
and
coordination
between
cultural
heritage
protection
and
social
and
economic
development.
Students
are
encouraged
to
face
challenges
actively,
be
good
at
cooperation,
and
make
continuous
efforts
to
find
reasonable
ways
and
means
to
solve
problems.
【教学目标】
1.
Enable
students
to
understand
the
main
information
and
text
structure
of
the
reading
text;
2.
Motivate
students
to
use
the
reading
strategy
“make
a
timeline”
according
to
the
appropriate
text
genre;
3.
Enable
students
to
understand
how
a
problem
was
solved;
4.
Enable
students
to
understand
the
value
of
protecting
cultural
heritage
by
teamwork
and
global
community;
【教学重难点】
1.
Guide
students
to
pay
attention
to
reading
strategies,
such
as
prediction,
self-questioning
and
scanning.
2.
Help
students
sort
out
the
topic
language
about
protecting
cultural
relics
and
understand
the
narrative
characteristics
of
“time-event”
in
illustrative
style
3.
Lead
students
to
understand
the
value
of
protecting
cultural
heritage
by
teamwork
and
global
community;
【教学过程】
1.
Prediction
Step
1
Predicting
the
main
idea
of
the
passage
Look
at
the
title
and
the
pictures,
and
then
predict
what
the
passage
will
be
about.
Q:
What
will
be
talked
about?
Step
2:
Fast
reading
tasks
Task
of
the
first
fast
reading:
Read
quickly
and
figure
out
the
key
words
of
each
paragraph.
Paragraph
1:
challenge
Paragraph
2:
proposal
led
to
protests
Paragraph
3:
committee
established
Paragraph
4:
brought
together
Paragraph
5:
success
Paragraph
6:
spirit
Task
of
the
second
fast
reading:
1.
Why
did
the
Egyptian
government
want
to
build
a
new
dam
in
the
1950s?
2.
Why
did
the
building
of
the
dam
lead
to
protests?
3.
How
did
the
government
save
the
cultural
relics?
4.
Which
one
can
describe
the
project?
A.
Successful.
B.
Negative.
C.
Useless.
D.
Doubtful.
5.
What
can
be
learned
from
the
Aswan
Dam
project?
Step
3:
Careful
reading
tasks
Read
more
carefully
and
answer
the
following
questions.
1.
What
do
“problems”
refer
to
and
what
do
“solutions”
refer
to?
2.
Find
out
the
numbers
in
paragraph
four
and
explain
why
the
author
used
exact
numbers
instead
of
expressions
like
many?
3.
What
can
you
infer
from
“Over
the
next
20
years,
thousands
of
engineers
and
workers
rescued
22
temples
and
countless
cultural
relics”?
4.
What
can
you
infer
from
“Fifty
countries
donated
nearly
80
million
to
the
project”?
The
project
cost
a
lot
of
money.
5.
Before
the
building
of
the
dam,
what
problems
did
the
Nile
River
bring
to
the
Egyptian?
6.
What
words
can
you
think
of
to
describe
the
working
process
of
the
project?
Step
4:
Consolidation
Divide
the
passage
into
three
parts
and
get
the
main
idea
of
each
part.
Part
1
(Paragraph
1)
The
introduction
of
the
topic
Keeping
the
right
balance
between
progress
and
the
protection
of
cultural
sites
is
a
big
challenge.
Part
2
(Paragraphs
2-5)
The
process
of
saving
cultural
relics
?Big
challenges
can
sometimes
lead
to
great
solutions.
?The
Egyptian
government
wanted
to
build
a
new
dam,
which
would
damage
many
cultural
relics.
?The
government
turned
to
the
UN
for
help.
?Experts
made
a
proposal
for
how
to
save
cultural
relics
after
a
lot
of
efforts
and
the
work
began.
?Cultural
relics
were
taken
down
and
moved
to
a
safe
place.
?Countless
cultural
relics
were
rescued.
?The
project
was
a
success.
Part
3
(Paragraph
6)
The
summary
of
the
text
The
global
community
can
sometimes
provide
a
solution
to
a
difficult
problem
for
a
single
nation.
Step
5:
Critical
thinking:
1.
How
to
deal
with
the
construction
and
the
protection
of
cultural
relics?
2.
As
students,
what
should
we
do
to
protect
our
cultural
relics?
Step
6:
summary
The
outline
of
the
passage
Introduce
the
topic:
A
big
challenge—the
balance
between
progress
and
the
protection
of
cultural
sites.
List
the
evidence:
In
the
1950s
the
government
wanted
to
build
a
new
dam.
In
1959,
the
government
asked
the
UN
for
help.
In
1960,
the
project
started/began.
In
1961
the
first
temple
was
moved.
Over
the
next
twenty
years,
the
temples
and
cultural
relics
were
being
rescued.
In
1980,
the
project
was
completed/ended.
Conclusion
The
spirit
of
the
Aswan
Dam
project
is
still
alive
today.
Step
7
Homework:
Review
what
we
have
learned
and
find
out
the
key
language
points
in
the
text.
4
/
4(共19张PPT)
Unit
1
Cultural
Heritage
Period
2
Reading
and
Thinking
From
Problems
to
Solutions
Look
at
the
two
photos
and
the
title,
guess
what
the
text
is
mainly
about.
Title:
From
problems
to
solutions
Prediction
Keys:
The
text
is
about
some
problems
about
some
cultural
relics
and
the
solutions
to
tackle
the
problems.
While
reading
Fast
Reading
Read
quickly
and
figure
out
the
key
words
of
each
paragraph.
Paragraph
1:
challenge
Paragraph
2:
proposal
led
to
protests
Paragraph
3:
committee
established
Paragraph
4:
brought
together
Paragraph
5:
success
Paragraph
6:
spirit
Read
again
and
answer
the
following
questions:
1.Why
did
the
Egyptian
government
want
to
build
a
new
dam
in
the
1950s?
To
benefit
the
area
by
control?floods,?producing
electricity,?and?supplying
water?to?more?farmers?in?the?area.
2.Why
did
the
building
of
the
dam
lead
to
protests?
It
will
damage
the
cultural
relics.
3.How
did
the
government
save
the
cultural
relics?
By
moving
them
to
a
safe
place.
4.Which
one
can
describe
the
project?
Successful.
B.
Negative.
C.
Useless.
D.
Doubtful.
5.What
can
be
learned
from
the
Aswan
Dam
project?
The
cooperation
can
solve
difficult
problems.
Fast
Reading
Careful
Reading
Read
more
carefully
and
answer
the
following
questions.
1.
What
do
“problems”
refer
to
and
what
do
“solutions”
refer
to?
Problems:
locals’
protests
against
building
a
new
dam
across
the
Nile.
Solutions:
limit
damage
to
the
Egyptian
buildings
and
prevent
the
loss
of
cultural
relics.
Careful
Reading
2.
Find
out
the
numbers
in
paragraph
four
and
explain
why
the
author
used
exact
numbers
instead
of
expressions
like
many.
Numbers:
1961;
20;
22;
fifty;
80
Purpose:
to
make
the
information
more
concrete,
and
richer,
and
more
importantly,
to
make
it
more
persuasive
and
concise.
Careful
Reading
3.
What
can
you
infer
from
“Over
the
next
20
years,
thousands
of
engineers
and
workers
rescued
22
temples
and
countless
cultural
relics”?
The
project
is
so
hard
that
it
takes
20
years
to
finish
it.
4.
What
can
you
infer
from
“Fifty
countries
donated
nearly
80
million
to
the
project”?
The
project
cost
a
lot
of
money.
Mary
countries
participated
in
the
rescue
and
it
is
their
team
work
that
has
saved
the
temples.
Careful
Reading
5.
Before
the
building
of
the
dam,
what
problems
did
the
Nile
river
bring
to
the
Egyptians?
Floods
and
droughts;
not
enough
electricity.
6.
What
words
can
you
think
of
to
describe
the
working
process
of
the
project?
Hard,
tough,
complicated,
amazing,
excellent.
Title:
From
problems
to
solutions
Part
1
(paragraph
1)
The
introduction
of
the
topic
Keeping
the
right
balance
between
progress
and
the
(1)_________
of
cultural
sites
is
a
big
challenge.
protection
Consolidation
Divide
the
passage
into
three
parts
and
then
fill
in
the
blanks.
Title:
From
problems
to
solutions
Part
2
(paragraphs
2-5)
The
process
of
(1)______
cultural
relics
·Big
challenges
can
sometimes
lead
to
great
(2)________.
·The
Egyptian
government
wanted
to
build
a
new
dam,
which
would
(3)_______
many
cultural
relics.
·The
government
(4)
________the
UN
for
help.
·Experts
made
a
(5)________
for
how
to
save
cultural
relics
after
a
lot
of
efforts
and
the
work
began.
·Cultural
relics
were
(6)
__________and
moved
to
a
safe
place.
·Countless
cultural
relics
were
rescued.
·The
project
was
a
(7)_______.
Part
3
(paragraph
6)
The
summary
of
the
text
The
global
community
can
sometimes
(8)_______
a
solution
to
a
difficult
problem
for
a
single
(9)______.
saving
solutions
damage
turned
to
proposal
taken
down
success
provide
nation
Post
reading
I
think
although
the
construction
is
important,
the
government
should
also
make
an
effort
to
protect
the
cultural
relics.
When
they
disappear,
they
won’t
come
back
and
will
lose
their
value.
The
government
should
keep
the
right
balance
between
the
construction
and
the
protection
of
them.
1.
How
to
deal
with
the
construction
and
the
protection
of
cultural
relics?
critical
thinking
and
discussion
2.
As
students,
what
should
we
do
to
protect
our
cultural
relics?
We
should
know
more
about
cultural
relics
in
our
country
and
do
something
we
can
to
protect
the
cultural
relics.
For
example,
we
can
spread
the
knowledge
of
cultural
relics
and
promote
the
awareness
of
the
protection
of
them.
A
big
challenge—the
balance
between
progress
and
the
protection
of
cultural
sites.
The
outline
of
the
passage
summary
Introduce
the
topic：
List
the
evidence：
Conclusion
In
the
1950s
the
government
wanted
to
build
a
new
dam.
In
1959,
the
government
asked
the
UN
for
help
.
In
1960,
the
project
started/began.
In
1961
the
first
temple
was
moved
.
Over
the
next
twenty
years,
the
temples
and
cultural
relics
were
being
rescued.
In
1980,
the
project
was
completed/ended.
The
spirit
of
the
Aswan
Dam
project
is
still
alive
today.
Homework
Finish
the
paper
handed
out
today
Thank
YouUnit
1
CULTURAL
HERITAGE
Reading
for
Writing
【学习目标】
1.
To
acquire
some
features
about
a
news
report
by
reading
the
text.
2.
To
write
a
summary
about
a
news
report
properly
using
some
newly
acquired
writing
skills
in
this
period.
3.
To
absorb
some
language
points
concerning
the
topic.
【学习重难点】
1.
To
have
a
good
understanding
of
how
to
a
summary
about
a
news
report
2.
To
write
a
news
report
properly
and
concisely.
【学习过程】
一、自主探究
Step
1
Lead
in
Do
you
think
it
is
necessary
for
us
to
circulate
our
cultural
heritage
to
the
world?
Why
or
why
not?
Do
we
need
to
learn
more
about
other
countries’
cultural
heritage?
Why
or
why
not?
Step
2:
Read
to
discover
details
concerning
the
main
body
of
the
news
report
Read
the
news
report
and
then
solve
the
questions
below.
1.
What
are
the
researchers
and
scientists
trying
to
do?
2.
What
modern
technology
are
they
using?
3.
Why
are
so
many
people
interested
in
the
Mogao
Caves?
4.
What
do
you
think
of
the
researcher's
opinion
in
the
last
paragraph?
Step
3:
Study
the
organization
and
language
features
1.
Read
the
news
report
again
and
find
these
parts.
A.
Lead
sentence
B.
Direct
quote
C.
Paraphrase
D.
Background
information
E.
Reporting
verbs
F.
Words
to
show
comparison
and/or
contrast
2.
Underline
the
relative
clauses
that
the
writer
uses
to
identify
the
following.
A
.things
B.
people
C.
time
Step
4:
Post
reading
for
further
summary
and
understanding
1.
Why
does
the
write
use
the
quote
in
the
report?
2.
Explain
your
understanding
of
the
sentences:
“Appreciating
one’s
own
cultural
heritage
is
very
important
for
understanding
ourselves.
Appreciating
the
cultural
heritage
of
other
countries
is
very
important
for
international
communication
and
understanding.”
二、实践研究
Step
5
Use
what
you
have
learnt
to
write
a
news
report
1.
Write
a
news
report
about
Li
Hua
who
works
to
protect
our
cultural
heritage
using
the
following
notes
and
you
can
add
details
to
make
the
news
report
more
concise
and
detailed.
?Name:
Li
Hua
Place:
Xi’an
Profession:
a
senior
high
school
teacher
?wants
to
preserve
cultural
heritage:
?protect
old
houses
?takes
photos
of
old
buildings
?helps
repair
buildings
?looks
for
cultural
relics
?
interviews
old
people
?
shows
cultural
relics
to
the
public
?
writes
about
the
buildings
…
2.
Writing
Strategies
①The
Headline
(Lead
sentence)
Write
a
title
to
get
readers’
attention.
Tell
the
readers
who,
what,
where,
and
why.
②Body
(Tell
the
reader
the
facts,
details,
examples,
etc.)
③Explain
what
the
person
or
group
does.
Use
relative
clauses.
Use
quotes
and
paraphrases.
④Ending
End
with
a
short
summary
to
help
the
readers
remember
the
main
idea.
3.
Your
version:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3/3(共45张PPT)
Unit
1
CULTURAL
HERITAGE
Reading
for
Writing
&
Writing
Reading
for
writing
一、词汇积淀
B
二、语篇理解
A
C
三、要点透析
四、课堂小测
单句语法填空
1．As
for
your
advice,
I’m
sure
to
____________
(consider)
it
and
give
you
reply
in
time．
2．So
many
people
around
the
world
are
learning
or
using
English,
so
it
____________
(consider)
as
a
global
language.
3．To
return
to
the
problem
of
water
pollution,
I’d
like
you
to
look
at
a
study
____________(conduct)
in
Australia
in
2012．
4．I
believe
that
we
can
achieve
more
with
__________
(limit)
resources.
consider
is
considered
conducted
limited
UNIT
1 CULTURAL
HERITAGE
Writing
妙笔成篇
Thank
You(共19张PPT)
Unit
1
Cultural
Heritage
Period
1
Listening
and
Speaking
&
Listening
and
Talking
Part
1:
Listening
and
Speaking
Leading-in
What
does
the
word
“heritage”
mean?
Share
your
ideas
about
your
understanding
and
you
can
use
examples
to
illustrate
your
meaning.
Heritage
means
the
traditional
beliefs,
values,
customs,
etc.
of
a
family,
country
or
society.
For
example,
the
Great
Wall
is
the
heritage
of
China.
Before
listening
Prediction
Predict
what
the
listening
text
is
about
by
looking
at
the
pictures.
The
listening
text
is
probably
about
how
to
protect
a
famous
heritage
site
by
some
students.
While
listening
Play
the
tape,
solve
the
following
tasks.
.
1.
Listen
to
the
conversation
and
sum
up
the
main
idea.
Youths
from
seven
countries
are
working
together
to
protect
cultural
relics
on
_______
Mount
Tai.
While
listening
Play
the
tape
again,
answer
the
following
questions.
International
youth
project,_________
high
school
students
from
7
countries.
Mount
Tai,
one
of
the
most______________mountains
in
China.
It
has
been_________________for
more
than
3,000
years.
22
temples,
around
1
,800_____________with
writing
on
them.
Dai
Temple
on____________;
over
6,000_____________.
famous
protected
23
stones
Mount
Tai
steps
Use
context
to
guess
words
To
guess
the
meaning
of
new
words,
look
at
the
other
words
and
use
what
you
know
about
the
topic.
learning
tip
While
listening
Guessing
the
meaning
of
the
unknown
words
Listen
to
the
conversation
again
and
use
the
context
to
guess
the
meaning
of
the
words
below.
And
tell
the
reasons
why
you
guess
so.
Preserve
Promote
Preserve:
to
protect
Reason:
the
word
means
the
same
of
a
word
I
know.
Promote:
to
help
sth
to
happen
or
develop
Reason:
The
word
is
explained
by
the
speaker.
Work
in
pairs
or
groups
and
role
play
a
conversation.
Suppose
you
are
a
reporter
and
interviewing
the
students
who
devote
their
time
to
protecting
the
heritage.
Talking
Project
Reporter:
It
is
said
that
you
are
one
of
the
volunteers
to
preserve
the
pine
trees
on
Mount
Huang.
What
are
you
guys
doing?
Volunteer:
We
are
making
some
signs
which
are
designed
to
educate
people
to
protect
the
pine
trees.
Volunteer:
Besides,
we
took
a
lot
of
pictures
of
pine
trees
and
create
an
app
which
aims
to
promote
people’s
awareness
of
protecting
the
precious
trees.
Reporter:
Sounds
great
and
anything
else?
Volunteer:
We
often
wear
volunteer
clothes
and
send
some
brochures
in
the
park
to
call
on
more
people
to
protect
the
trees.
Reporter:
Does
your
hard
work
pay
off?
Volunteer:
Definitely.
More
and
more
tourists
are
now
stopping
carving
names
on
the
trees
or
climbing
the
trees.
Part
2:
Listening
and
Talking
What
do
you
know
about
the
Kremlin
and
Red
Square?
Part
2:
Listening
and
Talking
Listen
to
the
conversation
and
choose
the
correct
answers.
(1)
Where
are
the
speakers?
On
a
street.
(2)
What
are
they
doing?
Sightseeing.
Part
2:
Listening
and
Talking
What
do
you
know
about
the
Kremlin
and
Red
Square?
Listen
again
and
complete
the
fact
sheet.
World
Cultural
Heritage
Site
Fact
Sheet
THE
KREMLIN
AND
RED
SQUARE,
MOSCOW
●Built
between
the______
and
___________centuries
●The
palace
where_____________________
lives
●The
Saint
Basil's
Cathedral
looks
like__________________
●The___________________
part
of
Moscow
●Place
for
parades,
concerts,
and
even_________________
14th
17th
the
Russian
president
a
flame/fire
central
ice
hockey
games
Work
in
groups.
Choose
a
cultural
site
that
you
like
and
role-play
a
conversation
between
some
tourists
and
their
tour
guide.
Take
turns
to
play
the
different
roles.
Talking
Project
Expressions
used
to
start
a
conversation
politely
and
properly:
I
beg
your
pardon,
but…
Forgive
me
for
asking,
but
…
Excuse
me,
but
what
is
…?
Excuse
me
Could
you
please
tell
me
about
…?
Do/Did
you
know
...?
I
see
that
you
are
...
Talking
Project
Version
1:
Tourist
A:
I
beg
your
pardon,
but
is
this
the
Xuanyuan
Mirror?
Could
you
please
tell
me
about
it?
Tour
guide:
Yes,
it
is.
It
is
said
that
it’s
a
mirror
that
can
tell
right
from
wrong!
…I
see
that
you’re
looking
at
that
carving
on
the
roof.
Did
you
know
that
it’s
called
chiwen--
one
of
the
nine
sons
of
the
Chinese
dragon?
Tourist
B:
No,
I
didn’t.
That’s
so
interesting!
Version
2:
Tourist:
Excuse
me,
but
could
you
tell
me
what
we
can
enjoy
in
Mount
Tai?
Tour
guide:
There
are
four
marvelous
spectacles
in
Mount
Tai,
and
they
are
the
sunrise,
the
sunset,
the
view
of
the
Yellow
River,
and
the
sea
of
clouds.
Tourist:
Oh,
I
can’t
wait.
Homework
Finish
the
exercise
that
is
given
today.
Thank
YouUnit
1
Cultural
Heritage
Period
1
Listening
and
Speaking
＆
Listening
and
Talking
【学习目标】
1.
To
understand
the
content
of
listening
texts
in
terms
of
the
whole
and
key
details;
2.
To
guess
the
meaning
of
words
in
listening;
discuss
with
their
peers
how
to
participate
in
cultural
heritage
protection
activities.
3.
To
use
functional
sentences
of
the
dialogue
such
as
“I
beg
your
pardon,
but…”
“Forgive
me
for
asking,
but…”
and
so
on
to
start
the
conversation
more
politely
and
appropriately.
【学习重难点】
1.
To
guess
the
meaning
of
words
in
listening;
discuss
with
their
peers
how
to
participate
in
cultural
heritage
protection
activities.
2.
To
use
the
functional
items
of
“starting
a
conversation”,
which
is
used
to
smoothly
start
a
conversation
or
start
a
new
topic.
【学习过程】
Step
1:
Lead
in
What
does
the
word
“heritage”
mean?
Share
your
ideas
about
your
understanding
and
you
can
use
examples
to
illustrate
your
meaning.
__________________________________________________________________________________________________________________________________________________________________
Step
2:
Prediction
Predict
what
the
listening
text
is
about
by
looking
at
the
pictures.
_________________________________________________________________________________
Step
3:
Summary
of
the
main
idea
Then
play
the
radio
which
is
about
an
interview
about
an
international
youth
cultural
heritage
protection
project.
And
after
finishing
listening
for
the
first
time,
you
need
to
solve
the
following
tasks.
1.
Listen
to
the
conversation
and
sum
up
the
main
idea
Youths
from
seven
countries
are
working
together
to
protect
cultural
relics
on
_______
2.
Listen
again
and
help
the
reporter
to
complete
the
interview
notes.
International
youth
project,
_________
high
school
students
from
7
countries
Mount
Tai,
one
of
the
most
__________________________
mountains
in
China
It
has
been
_________________________for
more
than
3,000
years.
22
temples,
around
1,800_____________________________
with
writing
on
them
Dai
Temple
on______________________;
over
6,000
______________________
Listening
tip:
Use
context
to
guess
words.
To
guess
the
meaning
of
new
words,
look
at
the
other
words
and
use
what
you
know
about
the
topic.
Step
4:
Guessing
the
meaning
of
the
unknown
words
Listen
to
the
conversation
again
and
use
the
context
to
guess
the
meaning
of
the
words
below.
And
tell
the
reasons
why
you
guess
so.
Preserve
______________________________________________________________________________________________________________________________________________________________
Promote
______________________________________________________________________________________________________________________________________________________________
Step
5:
Speaking
Project
Work
in
pairs
or
groups
and
role
play
a
conversation.
Suppose
you
are
a
reporter
and
interviewing
the
students
who
devote
their
time
to
protecting
the
heritage.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Part
2:
Listening
and
Talking
Step
1:
Listen
to
the
tape,
which
is
about
a
dialogue
between
two
tourists
and
a
tour
guide
when
they
visit
the
Kremlin,
Red
Square
and
surrounding
buildings
for
the
first
time,
and
then
complete
the
following
tasks.
1.
Listen
to
the
conversation
and
answer.
(1).Where
are
the
speakers?
___________________________________________________________________________
(2).What
are
they
doing?
___________________________________________________________________________
2.
What
do
you
know
about
the
Kremlin
and
Red
Square?
Listen
again
and
complete
the
fact
sheet.
World
Cultural
Heritage
Site
Fact
Sheet
THE
KREMLIN
AND
RED
SQUARE,
MOSCOW
●Built
between
the______
and
___________centuries
●The
palace
where______________
lives
●The
Saint
Basil’s
Cathedral
looks
like__________________
●The___________________
part
of
Moscow
●Place
for
parades,
concerts,
and
even_________________
Step
2:
Speaking
Project
Activity
3
on
page
7.
Work
in
groups.
Choose
a
cultural
site
that
you
like
and
role-play
a
conversation
between
some
tourists
and
their
tour
guide.
Take
turns
to
play
the
different
roles.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1
/
3(共26张PPT)
Unit
1
Cultural
Heritage
Period
3
Discovering
Useful
Structure
(Restrictive
relative
clauses
(3)
在句子中作定语，修饰名词或代词的从句。这种从句由关系代词或关系副词引导，并作句子成分。
定语从句还叫做嵌入句，因形容词定语，所以又称之为形容词性从句。
定语从句的位置：通常在先行词（在主句中）后。
定
语
从
句
的
引
导
词
关系
代词
关系
副词
指人
指物
who(主语、宾语)，whom(宾语)，
that(主语、宾语),
whose(定语)
that(主语、宾语),which(主语、宾语)
whose(定语)
where
(地点状语)
when
(时间状语)
why
(原因状语)
1.
先行词:
被定语从句修饰的词叫先行词。
2.
关系词:
引导定语从句的词叫关系词。
3.
关系词通常有下列三个作用:
(1)引导定语从句;
(2)代替先行词;
(3)在定语从句中担当一个成分。
4.
关系代词在从句中作主语、宾语、定语或表语;
关系副词在从句中作状语。
先行词与关系词
关系代词和关系副词的区别
定语从句中关系代词和关系副词的判断方法:
用法
依据
根据从句的谓语动词
根据关系词在从句中作的成分
若是及物动词,
后面若无宾语,
用关系代词;
若是不及物动词,
则用关系副词
把关系词放进定语从句中,
若作主语或宾语用关系代词;
若作状语用关系副词
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————————
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:
介词+关系代词
which
which或whom
whom
(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。
He
is
the
man
on
whom
you
can
rely.
他是你可以信赖的人。
Jack
introduced
to
me
his
friend
with
whom
I
was
not
very
familiar.
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’ll
never
forget
the
day
on
which
we
worked
together
in
the
countryside.
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。
The
clever
boy
made
a
hole
in
the
wall,
through
which
we
could
see
what
was
happening
inside
the
house.
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。
Julie
was
good
at
German,
French
and
Russian,
all
of
which
she
spoke
fluently.
茱莉亚擅长德语、法语和俄语,
这三样她都说得流利。
【温馨提示】
在定语从句中,
有一些含介词的动词短语不可拆开使用,
如look
after,
look
for等。
The
babies
whom
the
nurses
are
looking
after
are
very
healthy.
(正确)
The
babies
after
whom
the
nurses
are
looking
are
very
healthy.
(错误)
(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______________,
说明整体中的一部分。
有时候也可把“of+which/whom”置于代词前。
介词+关系代词的常见句型
作主语
It
is
reported
that
two
schools,
both
of
_________are
being
built
in
my
hometown,
will
open
next
year.
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。
which
(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。数词包括百分数和基数词。
(3)“the+名词+
of
which/whom”引导非限制性定语从句
这个结构中,
of
which/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
There
are
two
buildings,
the
larger
of
__________stands
nearly
a
hundred
feet
height.
这儿有两座建筑物,
较大的那座几乎有100英尺高。
which
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。
I
have
taken
with
me
the
two
books
(that/which)
you
asked
me
to
return
to
the
City
Library.
我把你要我送还给市图书馆的那两本书带走了。
定语从句中关系词的省略
(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/in
which,
why/that,
when,
where等可以省略。
The
way
(that/in
which)
you
look
at
the
problem
is
wrong.
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
The
reason
(why/that)
he
wanted
to
sell
his
house
was
that
he
needed
a
lot
of
money
for
his
operation.
他想卖掉房子的原因是他的手术需要很多钱。
(1)Were
well
trained
by
their
masters
________
had
great
experience
with
caring
for
these
animals?
(2)On
the
edge
of
the
jacket,
there
is
a
piece
of
cloth
__________
gives
off
light
in
the
dark.
who
that/which
牛刀小试
(3)
The
students
benefitting
most
from
college
are
those
________
are
totally
engaged(参与)in
academic
life.
(4)Kate,
______
sister
I
shared
a
room
with
when
we
were
at
college,
has
gone
to
work
in
Australia.
who/that
whose
(5)We
have
entered
into
an
age
_________
dreams
have
the
best
chance
of
coming
true.
(6)Their
child
is
at
the
stage
__________
she
can
say
individual
words
but
not
full
sentences.
?
(7).
Do
you
know
the
man
_________
spoke
at
the
meeting
just
now?
(8)
.
The
train
__________________
has
just
left
is
for
Shenzhen.
when
where
who
which/that
(9).Hong
Kong-Zhuhai-Macao
Bridge
_______is
the
world’s
longest
cross-sea
bridge
opened
to
public
traffic
at
9
am
Wednesday.
which引导的定语从句)世界上最长的跨海大桥港珠澳大桥,
在星期三的九点开始通车。
(10).I
grew
up
in
a
small
village
______________everybody
knew
me.
where引导的定语从句)我在一个小镇上长大,
那里的每一个人都认识我。
which
where
(11)I
visited
the
village
______many
children
couldn’t
go
to
school
because
of
poverty.
(作状语)
我参观了因为贫困很多孩子不能上学的村庄。
(12)I
visited
the
village
__________________is
famous
for
its
beautiful
scenery.
(作主语)
我参观了因美丽的景色而闻名的村庄。
where
which/that
(13).One
afternoon
_______________
I
was
in
primary
school,
I
was
walking
by
the
school
playground.
(14).The
little
problems
______________
we
meet
in
our
daily
lives
may
be
inspirations
for
great
inventions.
?
(15).The
reason
__________he
resigned
was
that
he
didn’t
get
on
well
with
the
boss.
when
that/which
why
(16).Thursday
sees
us
make
the
short
journey
to
Paris
______
we
will
visit
Disneyland
Paris
park.
(17).painted
many
pictures
______
the
main
colors
are
blue
and
pink.
(18).Her
children
have
come
to
a
stage
______
they
can
speak
out
single
words
instead
of
sentences.
where
where
where
Thank
YouUnit
1
CULTURAL
HERITAGE
Reading
for
Writing
【教学目的与核心素养】
1.
Get
students
to
have
a
good
understanding
of
some
features
about
a
news
report
by
reading
the
text.
2.
Instruct
students
to
write
a
summary
about
a
news
report
properly
using
some
newly
acquired
writing
skills
in
this
period.
3.
Develop
students’
writing
and
cooperating
abilities.
4.
Strengthen
students’
great
interest
in
writing
discourses.
【教学重难点】
1.
Stimulate
students
to
have
a
good
understanding
of
how
to
a
summary
about
a
news
report
2.
Cultivate
students
to
write
a
news
report
properly
and
concisely.
【教学过程】
Step
1
Lead
in
Do
you
think
it
is
necessary
for
us
to
circulate
our
cultural
heritage
to
the
world?
Why
or
why
not?
Do
we
need
to
learn
more
about
other
countries’
cultural
heritage?
Why
or
why
not?
Step
2
Read
to
discover
details
concerning
the
main
body
of
the
news
report
Read
the
news
report
and
then
solve
the
questions
below.
1.
What
are
the
researchers
and
scientists
trying
to
do?
(The
researchers
and
scientists
are
trying
to
increase
knowledge
and
appreciation
of
China’s
ancient
cultural
heritage.)
2.
What
modern
technology
are
they
using?
(They
are
using
digital
photography
to
record
a
collection
of
images.)
3.
Why
are
so
many
people
interested
in
the
Mogao
Caves?
(People
are
interested
in
the
Mogao
Caves
because
they
have
long
been
a
meeting
point
for
different
cultures
and
are
part
of
the
history
of
many
countries.)
4.
What
do
you
think
of
the
researcher’s
opinion
in
the
last
paragraph?
(I
agree
with
the
researcher’s
opinion.
Understanding
our
own
and
other
cultures
is
a
great
way
to
understand
ourselves
and
others.)
Have
the
Ss
discuss
the
questions
in
groups
and
then
share
their
answers
to
the
class.
Step
3:
Study
the
organization
and
language
features
1.
Read
the
news
report
again
and
find
these
parts.
A.
Lead
sentence
Lanzhou,
9
August
2017.
A
group
of
researchers
and
scientists
from
China
and
other
countries
are
working
together
...
China’s
ancient
cultural
heritage.
B.
Direct
quote
“Appreciating
one’s
own
cultural
heritage
is
very
important
for
understanding
ourselves.
Appreciating
the
cultural
heritage
of
other
countries
is
very
important
for
international
communication
and
understanding.”
C.
Paraphrase
They
are
recording
and
collecting
digital
images
of
cultural
relics
from
the
Mogao
Caves,
which
were
a
key
stop
along
the
Silk
Road
throughout
China’s
ancient
history.
Nearly
500,000
high-quality
digital
photographs
have
been
produced
since
the
international
project
started
in
1994.
D.
Background
information
The
Mogao
Caves
have
long
been
a
meeting
point
for
different
cultures
and
are
part
of
the
history
of
many
countries.
E.
Reporting
verbs
F.
Words
to
show
comparison
and/or
contrast
Today,
the
caves
are
just
as
interactional
as
they
were
at
the
time
when
people
travelled
the
Silk
Road.
2.
Underline
the
relative
clauses
that
the
writer
uses
to
identify
the
following.
A.
things
They
are
recording
and
collecting
digital
images
of
cultural
relics
from
the
Mogao
Caves,
which
were
a
key
stop
along
the
Silk
Road
throughout
China’s
ancient
history.
B.
people
As
one
researcher
who
is
working
on
the
project
explains,
“Appreciating
one’s
own
cultural
heritage
is
very
important
for
understanding
ourselves.
Appreciating
the
cultural
heritage
of
other
countries
is
very
important
for
international
communication
and
understanding.
”
C.
time
Today,
the
caves
are
just
as
interactional
as
they
were
at
the
time
when
people
travelled
the
Silk
Road.
Step
4
Post
reading
for
further
summary
and
understanding
1.
Why
does
the
writer
use
the
quote
in
the
report?
The
writer
uses
quotes
in
order
to
make
the
news
report
more
concise,
authentic
and
persuasive.
2.
Explain
your
understanding
of
the
sentences:
“Appreciating
one’s
own
cultural
heritage
is
very
important
for
understanding
ourselves.
Appreciating
the
cultural
heritage
of
other
countries
is
very
important
for
international
communication
and
understanding.”
We
should
learn
and
understand
our
own
cultures,
which
is
vital
for
us
to
know
ourselves
and
be
proud
of
our
profound
and
extensive
cultural
heritage.
Meanwhile,
we
should
understand
and
appreciate
other
cultures,
trying
to
be
open-minded.
This
way,
we
can
deepen
each
other’s
understanding
and
respect.
Step
5
Homework
Write
a
news
report
about
Li
Hua
who
works
to
protect
our
cultural
heritage
using
the
following
notes
and
you
can
add
details
to
make
the
news
report
more
concise
and
detailed.
?Name:
Li
Hua
Place:
Xi’an
Profession:
a
senior
high
school
teacher
?wants
to
preserve
cultural
heritage:
?protect
old
houses
?takes
photos
of
old
buildings
?helps
repair
buildings
?looks
for
cultural
relics
?
interviews
old
people
?
shows
cultural
relics
to
the
public
?
writes
about
the
buildings
…
4/4Unit
1
Cultural
Heritage
Period
3
Discovering
Useful
Structure
Restrictive
relative
clauses
【教材分析】
This
teaching
period
mainly
deals
with
grammar
“restrictive
relative
clauses.”
To
begin
with,
teachers
should
lead
students
to
revise
what
they
have
learned
about
the
relative
pronouns
and
relative
adverbs.
And
then,
teachers
move
on
to
stress
more
special
cases
concerning
this
grammar,
such
as
the
“preposition+relative
pronouns
which
and
whom”
and
cases
where
we
can
omit
the
relative
pronouns.
This
period
carries
considerable
significance
to
the
cultivation
of
students’
writing
competence
and
lays
a
solid
foundation
for
the
basic
appreciation
of
language
beauty.
The
teacher
is
expected
to
enable
students
to
master
this
period
thoroughly
and
consolidate
the
knowledge
by
doing
some
exercises.
【教学目标】
1.
Guide
students
to
review
the
basic
usages
of
relative
pronouns
and
adverbs
of
attributive
clauses.
2.
Lead
students
to
learn
to
use
some
special
cases
concerning
restrictive
relative
clauses
flexibly.
2.
Enable
students
to
use
the
basic
phrases
structures
flexibly.
3.
Strengthen
students’
great
interest
in
grammar
learning.
【教学重难点】
1.
Help
students
to
appreciate
the
function
of
relative
pronouns
and
adverbs
of
attributive
clauses
in
a
sentence
2.
Instruct
students
to
write
essays
using
the
proper
relative
pronouns
and
adverbs
of
attributive
clauses.
【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？
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。
Step
1: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。
Step
2:
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。
He
is
the
man
on
whom
you
can
rely.
他是你可以信赖的人。
Jack
introduced
to
me
his
friend
with
whom
I
was
not
very
familiar.
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’ll
never
forget
the
day
on
which
we
worked
together
in
the
countryside.
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。
The
clever
boy
made
a
hole
in
the
wall,
through
which
we
could
see
what
was
happening
inside
the
house.
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。
Julie
was
good
at
German,
French
and
Russian,
all
of
which
she
spoke
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look
after,
look
for等。
The
babies
whom
the
nurses
are
looking
after
are
very
healthy.
(正确)
The
babies
after
whom
the
nurses
are
looking
are
very
healthy.
(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。
It
is
reported
that
two
schools,
both
of
which
are
being
built
in
my
hometown,
will
open
next
year.
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+
of
which/whom”引导非限制性定语从句
这个结构中,
of
which/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。
There
are
two
buildings,
the
larger
of
which
stands
nearly
a
hundred
feet
height.
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。
I
have
taken
with
me
the
two
books
(that/which)
you
asked
me
to
return
to
the
City
Library.
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/in
which,
why/that,
when,
where等可以省略。
The
way
(that/in
which)
you
look
at
the
problem
is
wrong.
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。
The
reason
(why/that)
he
wanted
to
sell
his
house
was
that
he
needed
a
lot
of
money
for
his
operation.
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.
He
is
the
man
_______
________
you
can
rely.
他是你可以信赖的人。
2.
Jack
introduced
to
me
his
friend
_______
________
I
was
not
very
familiar.
杰克向我介绍了我不很熟悉的那个朋友。
3.
I’ll
never
forget
the
day
_______
________
we
worked
together
in
the
countryside.
4.我不会忘记我们一起在乡下工作的日子。The
clever
boy
made
a
hole
in
the
wall,
_______
________
we
could
see
what
was
happening
inside
the
house.
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
/
4Unit
1
Cultural
Heritage
Period
3
Discovering
Useful
Structure
Restrictive
relative
clauses
(3)
【学习目标】
1.
To
review
the
basic
usages
of
relative
pronouns
and
adverbs
of
attributive
clauses.
2.
To
learn
to
use
some
special
cases
concerning
restrictive
relative
clauses
flexibly.
【学习重难点】
1.
To
appreciate
the
function
of
relative
pronouns
and
adverbs
of
attributive
clauses
in
a
sentence.
2.
To
write
essays
using
the
proper
relative
pronouns
and
adverbs
of
attributive
clauses.
【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】
Step
1：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。
Step
2:
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。
He
is
the
man
on
__________
you
can
rely.
他是你可以信赖的人。
Jack
introduced
to
me
his
friend
with
________________
I
was
not
very
familiar.
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’ll
never
forget
the
day
on
_________________
we
worked
together
in
the
countryside.
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。
The
clever
boy
made
a
hole
in
the
wall,
through
________________
we
could
see
what
was
happening
inside
the
house.
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。
Julie
was
good
at
German,
French
and
Russian,
all
of
______________
she
spoke
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look
after,
look
for等。
The
babies
whom
the
nurses
are
looking
after
are
very
healthy.
(正确)
The
babies
after
whom
the
nurses
are
looking
are
very
healthy.
(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。
It
is
reported
that
two
schools,
both
of
_____________
are
being
built
in
my
hometown,
will
open
next
year.
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+
of
which/whom”引导非限制性定语从句
这个结构中，of
which/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
There
are
two
buildings,
the
larger
of
______________
stands
nearly
a
hundred
feet
height。
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。
I
have
taken
with
me
the
two
books
(that/which)
you
asked
me
to
return
to
the
City
Library。
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/in
which,
why/that,
when,
where等可以省略。
The
way
(that/in
which)
you
look
at
the
problem
is
wrong.
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。
The
reason
(why/that)
he
wanted
to
sell
his
house
was
that
he
needed
a
lot
of
money
for
his
operation.
他想卖掉房子的原因是他的手术需要很多钱。
Step
3
课后巩固
用关系代词和关系副词填空。
1.
She
and
her
family
bicycle
to
work,
_________
helps
them
keep
fit.
2.
Kale,
_________
sister
I
shared
a
room
with
when
we
were
at
college,
has
gone
to
work
in
Australia.
3.
Self-driving
is
an
area
_______
China
and
the
rest
of
the
world
are
on
the
same
starting
line.
4.
In
1963
the
UN
set
up
the
World
Food
Program,
one
of
_______
purposes
is
to
relieve
worldwide
starvation.
5.
Many
young
people,
most
of
______
were
well-educated,
headed
for
remote
regions
to
chase
their
dreams.
6.
We
will
put
off
the
picnic
in
the
park
until
next
week,
____
the
weather
may
be
better.
7.
It
is
a
truly
delightful
place,
________
looks
the
same
as
it
must
have
done
100
years
ago
with
its
winding
streets
and
pretty
cottages,
8.
Opposite
is
St.
Paul’s
Church,
______________
you
can
hear
some
lovely
music.
9.
He
wrote
many
children’s
books,
nearly
half
of
____
were
published
in
the
1990s.
10.
As
the
smallest
child
of
his
family,
Alex
is
always
longing
for
the
time
_________he
should
be
able
to
be
independent.
4
/
4Unit
1
Cultural
Heritage
Period
2
Reading
and
Thinking:
From
Problems
to
Solutions
【学习目标】
1.
To
understand
how
a
problem
was
solved.
2.
To
understand
the
value
of
protecting
cultural
heritage
by
teamwork
and
global
community.
【学习重难点】
1.
To
understand
the
main
information
and
text
structure
of
the
reading
text.
2.
To
use
the
reading
strategy
“make
a
timeline”
according
to
the
appropriate
text
genre,
3.
To
clearly
summarize
the
methods
and
processes
of
problem
solving,
and
appreciate
the
necessity
and
significance
of
cultural
relics
protection,
【学习过程】
1.
Prediction
Step
1
Predicting
the
main
idea
of
the
passage
Look
at
the
title
and
the
pictures,
and
then
predict
what
the
passage
will
be
about.
Q:
What
will
be
talked
about?
_____________________________________________________________________________
Step2:
Fast
reading
tasks
Task
of
the
first
fast
reading:
Read
quickly
and
figure
out
the
key
words
of
each
paragraph.
Task
of
the
second
fast
reading:
1.
Why
did
the
Egyptian
government
want
to
build
a
new
dam
in
the
1950s?
_____________________________________________________________________________
2.
Why
did
the
building
of
the
dam
lead
to
protests?
_____________________________________________________________________________
3.
How
did
the
government
save
the
cultural
relics?
_____________________________________________________________________________
4.
Which
one
can
describe
the
project?
(
)
A.
Successful.
B.
Negative.
C.
Useless.
D.
Doubtful.
5.
What
can
be
learned
from
the
Aswan
Dam
project?
_____________________________________________________________________________
Step3:
Careful
reading
tasks
Read
more
carefully
and
answer
the
following
questions.
1.
What
do
“problems”
refer
to
and
what
do
“solutions”
refer
to?
_____________________________________________________________________________
2.
Find
out
the
numbers
in
paragraph
four
and
explain
why
the
author
used
exact
numbers
instead
of
expressions
like
many.
_____________________________________________________________________________
3.
What
can
you
infer
from
“Over
the
next
20
years,
thousands
of
engineers
and
workers
rescued
22
temples
and
countless
cultural
relics”?
_____________________________________________________________________________
4.
What
can
you
infer
from
“Fifty
countries
donated
nearly
80
million
to
the
project”?
The
project
cost
a
lot
of
money.
_____________________________________________________________________________
5.
Before
the
building
of
the
dam,
what
problems
did
the
Nile
River
bring
to
the
Egyptian?
_____________________________________________________________________________
6.
What
words
can
you
think
of
to
describe
the
working
process
of
the
project?
_____________________________________________________________________________
Step
4:
Consolidation
Divide
the
passage
into
three
parts
and
then
fill
in
the
blanks.
Part
1
(
)
The
introduction
of
the
topic
Keeping
the
right
balance
between
progress
and
the
(1)
_________
of
cultural
sites
is
a
big
challenge.
Part
2
(
)
The
process
of
(1)
______
cultural
relics
?Big
challenges
can
sometimes
lead
to
great
(2)
________.
?The
Egyptian
government
wanted
to
build
a
new
dam,
which
would
(3)_______
many
cultural
relics.
?The
government
(4)
________the
UN
for
help.
?Experts
made
a
(5)________
for
how
to
save
cultural
relics
after
a
lot
of
efforts
and
the
work
began.
?Cultural
relics
were
(6)
__________and
moved
to
a
safe
place.
?Countless
cultural
relics
were
rescued.
?The
project
was
a
(7)_______.
Part
3
(
)
The
summary
of
the
text
The
global
community
can
sometimes
(8)_______
a
solution
to
a
difficult
problem
for
a
single
(9)______.
Step
5:
Critical
thinking:
1.
How
to
deal
with
the
construction
and
the
protection
of
cultural
relics?
_____________________________________________________________________________
2.
As
students,
what
should
we
do
to
protect
our
cultural
relics?
_____________________________________________________________________________
Step
6:
summary
The
outline
of
the
passage
Introduce
the
topic:
List
the
evidence:
In
the
1950s
In
1959,
In
1960,
In
1961,
Over
the
next
twenty
years,
In
1980,
Conclusion
Step
7
Homework:
Review
what
we
have
learned
and
find
out
the
key
language
points
in
the
text.
2
/
3
