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人教版 (2019)必修 第一册Unit 1 Teenage life教案
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这是一份人教版 (2019)必修 第一册Unit 1 Teenage life教案，共36页。教案主要包含了教材分析，教学目标，教学重难点，教学过程，作业布置，教学目的与核心素养等内容，欢迎下载使用。
Restrictive relative clauses
【教材分析】
This teaching perid mainly deals with grammar “restrictive relative clauses.” T begin with, teachers shuld lead students t revise what they have learned abut the relative prnuns and relative adverbs. And then, teachers mve n t stress mre special cases cncerning this grammar, such as the “prepsitin+relative prnuns which and whm” and cases where we can mit the relative prnuns. This perid carries cnsiderable significance t the cultivatin f students’ writing cmpetence and lays a slid fundatin fr the basic appreciatin f language beauty. The teacher is expected t enable students t master this perid thrughly and cnslidate the knwledge by ding sme exercises.
【教学目标】
1. Guide students t review the basic usages f relative prnuns and adverbs f attributive clauses.
2. Lead students t learn t use sme special cases cncerning restrictive relative clauses flexibly.
2. Enable students t use the basic phrases structures flexibly.
3. Strengthen students’ great interest in grammar learning.
【教学重难点】
1. Help students t appreciate the functin f relative prnuns and adverbs f attributive clauses in a sentence
2. Instruct students t write essays using the prper relative prnuns and adverbs f 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wh，whm，whse，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wh; that; whm; 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; whse; 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. whse用作关系代词时，它表示“……的……; 事物（包括动物）”，whse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（reasn）”，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whm。先行词指物时，用which; 先行词指人时，用whm。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 n whm yu can rely. 他是你可以信赖的人。
Jack intrduced t me his friend with whm I was nt 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 frget the day n which we wrked tgether in the cuntryside.
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 by made a hle in the wall, thrugh which we culd see what was happening inside the huse.
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f。
Julie was gd at German, French and Russian, all f which she spke 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lk after, lk fr等。
The babies whm the nurses are lking after are very healthy. (正确)
The babies after whm the nurses are lking are very healthy. (错误)
二、介词+关系代词常见句型：
1.“代词+ f + which/whm”引导非限制性定语从句。
这个结构中，代词常常为all, each, ne, many, much, mst, sme, nne, bth等, “代词+ f + which/whm”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“f+ which /whm”置于代词前。
It is reprted that tw schls, bth f which are being built in my hmetwn, will pen 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+f + which /whm”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“f + which /whm”置于数词前。
3.“the+名词+ f which/whm”引导非限制性定语从句
这个结构中, f which/whm充当定语，修饰前面的名词，整个结构相当于“whse+名词”引导的定语从句。
4.“the+形容词比较级(最高级)+ f + which/whm”引导非限制性定语从句。
There are tw buildings, the larger f 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 tw bks (that/which) yu asked me t return t 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, reasn, 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) yu lk at the prblem is wrng. 你看待问题的方式是错误的。
3.由and, but, r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 reasn (why/that) he wanted t sell his huse was that he needed a lt f mney fr his peratin.
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 _______ ________ yu can rely.
他是你可以信赖的人。
2. Jack intrduced t me his friend _______ ________ I was nt very familiar.
杰克向我介绍了我不很熟悉的那个朋友。
3. I’ll never frget the day _______ ________ we wrked tgether in the cuntryside.
4.我不会忘记我们一起在乡下工作的日子。The clever by made a hle in the wall, _______ ________ we culd see what was happening inside the huse.
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。
Unit 1 Cultural Heritage
Perid 1 Listening and Speaking & Listening and Talking
【教材分析】
Listening and Speaking intrduces the tpic f “Take part in a yuth prject”.
The listening text is an interview abut an internatinal yuth cultural heritage prtectin prject. Mre than 20 high schl students frm seven cuntries participated in the prject. The reprter interviewed tw participants Stephanie and Liu Bin. By listening t the text, students can understand the significance f cultural heritage prtectin, and teenagers can use their knwledge, cmbine their wn interests and advantages, etc. t participate in the actin f cultural heritage prtectin.
Listening and Talking intrduces the theme f “Talk abut histry and culture”.
The listening text is a dialgue between tw turists and tur guides when they visit the Kremlin, Red Square and surrunding buildings. The dialgue fcuses n the functinal items f “starting a cnversatin”, which is used t plitely and apprpriately attract the attentin f the thers, s as t smthly start a cnversatin r start a new tpic. The purpse f this sectin is t guide students t understand the histry and current situatin f Chinese and freign cultural heritage in their wn turism experiences r frm ther peple’s turism experiences, explre the histrical and cultural values, and be able t express accurately and apprpriately in ral cmmunicatin.
【教学目标】
1. Guide students t understand the cntent f listening texts in terms f the whle and key details;
2. Cultivate students’ ability t guess the meaning f wrds in listening; discuss with their peers hw t participate in cultural heritage prtectin activities.
3. Instruct students t use functinal sentences f the dialgue such as “I beg yur pardn, but…” “Frgive me fr asking, but…” and s n t start the cnversatin mre plitely and apprpriately.
【教学重难点】
1. Guide students t understand the cntent f listening texts in terms f the whle and key details;
2. Cultivate students’ ability t guess the meaning f wrds in listening; discuss with their peers hw t participate in cultural heritage prtectin activities.
3. Enable students t use the functinal items f “starting a cnversatin”, which is used t smthly start a cnversatin r start a new tpic.
【教学过程】
Part 1: Listening and Speaking
Step 1: Lead in
The teacher is advised t talk abut the meaning f the wrd “Heritage”.
Bys and girls, befre ur listening, let’s wrk in pairs and discuss the meaning f the wrd “Heritage”.
What des the wrd “heritage” mean? Share yur ideas abut yur understanding f it and yu can use examples t illustrate yur meaning.
Heritage means the traditinal beliefs, values, custms, etc. f a family, cuntry r sciety.
Fr example, the Great Wall is the heritage f China.
Step 2: Predictin
After their small talk, the teacher can ask students t predict what the listening text is abut by lking at the pictures.
The listening text is prbably abut hw t prtect a famus heritage site by sme students.
Step 3: Summary f the main idea
Then play the radi which is abut an interview abut an internatinal yuth cultural heritage prtectin prject. And after finishing listening fr the first time, the students need t slve the fllwing tasks.
1. Listen t the cnversatin and sum up the main idea.
Yuths frm seven cuntries are wrking tgether t prtect cultural relics n Munt Tai.
2. Listen again and help the reprter t cmplete the interview ntes.
Internatinal yuth prject, 23 high schl students frm 7 cuntries
Munt Tai, ne f the mst famus muntains in China
It has been prtected fr mre than 3,000 years.
22 temples, arund 1,800 stnes with writing n them
Dai Temple n Munt Tai; ver 6,000 steps
Step 4: Guessing the meaning f the unknwn wrds
Listen t the cnversatin again and use the cntext t guess the meaning f the wrds belw. Tell the reasns why yu guess s.
Preserve: t prtect
Reasn: the wrd means the same f a wrd I knw
Prmte: t help sth t happen r develp
Reasn: The wrd is explained by the speaker
Step 5: Speaking Prject
Wrk in pairs r grups and rle play a cnversatin.
Suppse yu are a reprter and interviewing the students wh devte their time t prtecting the heritage.
Reprter: It is said that yu are ne f the vlunteers t preserve the pine trees n Munt Huang. What are yu guys ding?
Vlunteer: We are making sme signs which are designed t educate peple t prtect the pine trees.
Vlunteer: Besides, we tk a lt f pictures f pine trees and create an app which aims t prmte peple’s awareness f prtecting the precius trees.
Reprter: Sunds great and anything else?
Vlunteer: We ften wear vlunteer clthes and send sme brchures in the park t call n mre peple t prtect the trees.
Reprter: Des yur hard wrk pay ff?
Vlunteer: Definitely. Mre and mre turists are nw stpping carving names n the trees r climbing the trees.
Part 2: Listening and Talking
Step1: Listen t the tape, which is abut a dialgue between tw turists and a tur guide when they visit the Kremlin, Red Square and surrunding buildings fr the first time, and then ask the students t slve the fllwing tasks.
1. Listen t the cnversatin and answer
(1).Where are the speakers?
On a street.
(2).What are they ding?
Sightseeing.
2. What d yu knw abut the Kremlin and Red Square? Listen again and cmplete the fact sheet.
Step 2: Speaking Prject
Activity 3 n page 7.
Wrk in grups. Chse a cultural site that yu like and rle-play a cnversatin between sme turists and their tur guide. Take turns t play the different rles.
Step 3 Hmewrk
Accrding t Activity 3, write dwn a cnversatin between the turist and his/her guide.
Unit 1 Cultural Heritage
Perid 2 Reading and Thinking:
Frm Prblems t Slutins
【教材分析】
1. This sectin fcuses n “Understanding hw a prblem was slved”, which is aimed t guide students t analyze and discuss the challenges and prblems faced by cultural heritage prtectin during the cnstructin f Aswan Dam, as well as the slutins. On the basis f understanding, students shuld pay attentin t the key rle f internatinal cperatin in slving prblems, and attach imprtance t the balance and crdinatin between cultural heritage prtectin and scial and ecnmic develpment. Students are encuraged t face challenges actively, be gd at cperatin, and make cntinuus effrts t find reasnable ways and means t slve prblems.
【教学目标】
1. Enable students t understand the main infrmatin and text structure f the reading text;
2. Mtivate students t use the reading strategy “make a timeline” accrding t the apprpriate text genre;
3. Enable students t understand hw a prblem was slved;
4. Enable students t understand the value f prtecting cultural heritage by teamwrk and glbal cmmunity;
【教学重难点】
1. Guide students t pay attentin t reading strategies, such as predictin, self-questining and scanning.
2. Help students srt ut the tpic language abut prtecting cultural relics and understand the narrative characteristics f “time-event” in illustrative style
3. Lead students t understand the value f prtecting cultural heritage by teamwrk and glbal cmmunity;
【教学过程】
1. Predictin
Step 1 Predicting the main idea f the passage
Lk at the title and the pictures, and then predict what the passage will be abut.
Q: What will be talked abut?
Step 2: Fast reading tasks
Task f the first fast reading:
Read quickly and figure ut the key wrds f each paragraph.
Paragraph 1: challenge
Paragraph 2: prpsal led t prtests
Paragraph 3: cmmittee established
Paragraph 4: brught tgether
Paragraph 5: success
Paragraph 6: spirit
Task f the secnd fast reading:
1. Why did the Egyptian gvernment want t build a new dam in the 1950s?
2. Why did the building f the dam lead t prtests?
3. Hw did the gvernment save the cultural relics?
4. Which ne can describe the prject?
A. Successful. B. Negative. C. Useless. D. Dubtful.
5. What can be learned frm the Aswan Dam prject?
Step 3: Careful reading tasks
Read mre carefully and answer the fllwing questins.
1. What d “prblems” refer t and what d “slutins” refer t?
2. Find ut the numbers in paragraph fur and explain why the authr used exact numbers instead f expressins like many?
3. What can yu infer frm “Over the next 20 years, thusands f engineers and wrkers rescued 22 temples and cuntless cultural relics”?
4. What can yu infer frm “Fifty cuntries dnated nearly 80 millin t the prject”?
The prject cst a lt f mney.
5. Befre the building f the dam, what prblems did the Nile River bring t the Egyptian?
6. What wrds can yu think f t describe the wrking prcess f the prject?
Step 4: Cnslidatin
Divide the passage int three parts and get the main idea f each part.
Part 1 (Paragraph 1)
The intrductin f the tpic
Keeping the right balance between prgress and the prtectin f cultural sites is a big challenge.
Part 2 (Paragraphs 2-5)
The prcess f saving cultural relics
•Big challenges can smetimes lead t great slutins.
•The Egyptian gvernment wanted t build a new dam, which wuld damage many cultural relics.
•The gvernment turned t the UN fr help.
•Experts made a prpsal fr hw t save cultural relics after a lt f effrts and the wrk began.
•Cultural relics were taken dwn and mved t a safe place.
•Cuntless cultural relics were rescued.
•The prject was a success.
Part 3 (Paragraph 6)
The summary f the text
The glbal cmmunity can smetimes prvide a slutin t a difficult prblem fr a single natin.
Step 5: Critical thinking:
1. Hw t deal with the cnstructin and the prtectin f cultural relics?
2. As students, what shuld we d t prtect ur cultural relics?
Step 6: summary
The utline f the passage
Step 7 Hmewrk:
Review what we have learned and find ut the key language pints in the text.
Unit 1 CULTURAL HERITAGE
Reading fr Writing
【教学目的与核心素养】
1. Get students t have a gd understanding f sme features abut a news reprt by reading the text.
2. Instruct students t write a summary abut a news reprt prperly using sme newly acquired writing skills in this perid.
3. Develp students’ writing and cperating abilities.
4. Strengthen students’ great interest in writing discurses.
【教学重难点】
1. Stimulate students t have a gd understanding f hw t a summary abut a news reprt
2. Cultivate students t write a news reprt prperly and cncisely.
【教学过程】
Step 1 Lead in
D yu think it is necessary fr us t circulate ur cultural heritage t the wrld? Why r why nt?
D we need t learn mre abut ther cuntries’ cultural heritage? Why r why nt?
Step 2 Read t discver details cncerning the main bdy f the news reprt
Read the news reprt and then slve the questins belw.
1. What are the researchers and scientists trying t d?
(The researchers and scientists are trying t increase knwledge and appreciatin f China’s ancient cultural heritage.)
2. What mdern technlgy are they using?
(They are using digital phtgraphy t recrd a cllectin f images.)
3. Why are s many peple interested in the Mga Caves?
(Peple are interested in the Mga Caves because they have lng been a meeting pint fr different cultures and are part f the histry f many cuntries.)
4. What d yu think f the researcher’s pinin in the last paragraph?
(I agree with the researcher’s pinin. Understanding ur wn and ther cultures is a great way t understand urselves and thers.)
Have the Ss discuss the questins in grups and then share their answers t the class.
Step 3: Study the rganizatin and language features
1. Read the news reprt again and find these parts.
A. Lead sentence
Lanzhu, 9 August 2017. A grup f researchers and scientists frm China and ther cuntries are wrking tgether ... China’s ancient cultural heritage.
B. Direct qute
“Appreciating ne’s wn cultural heritage is very imprtant fr understanding urselves. Appreciating the cultural heritage f ther cuntries is very imprtant fr internatinal cmmunicatin and understanding.”
C. Paraphrase
They are recrding and cllecting digital images f cultural relics frm the Mga Caves, which were a key stp alng the Silk Rad thrughut China’s ancient histry. Nearly 500,000 high-quality digital phtgraphs have been prduced since the internatinal prject started in 1994.
D. Backgrund infrmatin
The Mga Caves have lng been a meeting pint fr different cultures and are part f the histry f many cuntries.
E. Reprting verbs
F. Wrds t shw cmparisn and/r cntrast
Tday, the caves are just as interactinal as they were at the time when peple travelled the Silk Rad.
2. Underline the relative clauses that the writer uses t identify the fllwing.
A. things
They are recrding and cllecting digital images f cultural relics frm the Mga Caves, which were a key stp alng the Silk Rad thrughut China’s ancient histry.
B. peple
As ne researcher wh is wrking n the prject explains, “Appreciating ne’s wn cultural heritage is very imprtant fr understanding urselves. Appreciating the cultural heritage f ther cuntries is very imprtant fr internatinal cmmunicatin and understanding. ”
C. time
Tday, the caves are just as interactinal as they were at the time when peple travelled the Silk Rad.
Step 4 Pst reading fr further summary and understanding
1. Why des the writer use the qute in the reprt?
The writer uses qutes in rder t make the news reprt mre cncise, authentic and persuasive.
2. Explain yur understanding f the sentences: “Appreciating ne’s wn cultural heritage is very imprtant fr understanding urselves. Appreciating the cultural heritage f ther cuntries is very imprtant fr internatinal cmmunicatin and understanding.”
We shuld learn and understand ur wn cultures, which is vital fr us t knw urselves and be prud f ur prfund and extensive cultural heritage. Meanwhile, we shuld understand and appreciate ther cultures, trying t be pen-minded. This way, we can deepen each ther’s understanding and respect.
Step 5 Hmewrk
Write a news reprt abut Li Hua wh wrks t prtect ur cultural heritage using the fllwing ntes and yu can add details t make the news reprt mre cncise and detailed.
▪Name: Li Hua
Place: Xi’an
Prfessin: a senir high schl teacher
▪wants t preserve cultural heritage:
▪prtect ld huses
▪takes phts f ld buildings
▪helps repair buildings
▪lks fr cultural relics
▪ interviews ld peple
▪ shws cultural relics t the public
▪ writes abut the buildings …
Listening tip:
Use cntext t guess wrds
T guess the meaning f new wrds, lk at the ther wrds and use what yu knw abut the tpic.
Intrduce the tpic:
A big challenge—the balance between prgress and the prtectin f cultural sites.
List the evidence:
In the 1950s the gvernment wanted t build a new dam.
In 1959, the gvernment asked the UN fr help.
In 1960, the prject started/began.
In 1961 the first temple was mved.
Over the next twenty years, the temples and cultural relics were being rescued.
In 1980, the prject was cmpleted/ended.
Cnclusin
The spirit f the Aswan Dam prject is still alive tday.
Restrictive relative clauses
【教材分析】
This teaching perid mainly deals with grammar “restrictive relative clauses.” T begin with, teachers shuld lead students t revise what they have learned abut the relative prnuns and relative adverbs. And then, teachers mve n t stress mre special cases cncerning this grammar, such as the “prepsitin+relative prnuns which and whm” and cases where we can mit the relative prnuns. This perid carries cnsiderable significance t the cultivatin f students’ writing cmpetence and lays a slid fundatin fr the basic appreciatin f language beauty. The teacher is expected t enable students t master this perid thrughly and cnslidate the knwledge by ding sme exercises.
【教学目标】
1. Guide students t review the basic usages f relative prnuns and adverbs f attributive clauses.
2. Lead students t learn t use sme special cases cncerning restrictive relative clauses flexibly.
2. Enable students t use the basic phrases structures flexibly.
3. Strengthen students’ great interest in grammar learning.
【教学重难点】
1. Help students t appreciate the functin f relative prnuns and adverbs f attributive clauses in a sentence
2. Instruct students t write essays using the prper relative prnuns and adverbs f 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wh，whm，whse，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wh; that; whm; 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; whse; 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. whse用作关系代词时，它表示“……的……; 事物（包括动物）”，whse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（reasn）”，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whm。先行词指物时，用which; 先行词指人时，用whm。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 n whm yu can rely. 他是你可以信赖的人。
Jack intrduced t me his friend with whm I was nt 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 frget the day n which we wrked tgether in the cuntryside.
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 by made a hle in the wall, thrugh which we culd see what was happening inside the huse.
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f。
Julie was gd at German, French and Russian, all f which she spke 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lk after, lk fr等。
The babies whm the nurses are lking after are very healthy. (正确)
The babies after whm the nurses are lking are very healthy. (错误)
二、介词+关系代词常见句型：
1.“代词+ f + which/whm”引导非限制性定语从句。
这个结构中，代词常常为all, each, ne, many, much, mst, sme, nne, bth等, “代词+ f + which/whm”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“f+ which /whm”置于代词前。
It is reprted that tw schls, bth f which are being built in my hmetwn, will pen 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+f + which /whm”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“f + which /whm”置于数词前。
3.“the+名词+ f which/whm”引导非限制性定语从句
这个结构中, f which/whm充当定语，修饰前面的名词，整个结构相当于“whse+名词”引导的定语从句。
4.“the+形容词比较级(最高级)+ f + which/whm”引导非限制性定语从句。
There are tw buildings, the larger f 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 tw bks (that/which) yu asked me t return t 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, reasn, 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) yu lk at the prblem is wrng. 你看待问题的方式是错误的。
3.由and, but, r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 reasn (why/that) he wanted t sell his huse was that he needed a lt f mney fr his peratin.
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 _______ ________ yu can rely.
他是你可以信赖的人。
2. Jack intrduced t me his friend _______ ________ I was nt very familiar.
杰克向我介绍了我不很熟悉的那个朋友。
3. I’ll never frget the day _______ ________ we wrked tgether in the cuntryside.
4.我不会忘记我们一起在乡下工作的日子。The clever by made a hle in the wall, _______ ________ we culd see what was happening inside the huse.
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。
Unit 1 Cultural Heritage
Perid 1 Listening and Speaking & Listening and Talking
【教材分析】
Listening and Speaking intrduces the tpic f “Take part in a yuth prject”.
The listening text is an interview abut an internatinal yuth cultural heritage prtectin prject. Mre than 20 high schl students frm seven cuntries participated in the prject. The reprter interviewed tw participants Stephanie and Liu Bin. By listening t the text, students can understand the significance f cultural heritage prtectin, and teenagers can use their knwledge, cmbine their wn interests and advantages, etc. t participate in the actin f cultural heritage prtectin.
Listening and Talking intrduces the theme f “Talk abut histry and culture”.
The listening text is a dialgue between tw turists and tur guides when they visit the Kremlin, Red Square and surrunding buildings. The dialgue fcuses n the functinal items f “starting a cnversatin”, which is used t plitely and apprpriately attract the attentin f the thers, s as t smthly start a cnversatin r start a new tpic. The purpse f this sectin is t guide students t understand the histry and current situatin f Chinese and freign cultural heritage in their wn turism experiences r frm ther peple’s turism experiences, explre the histrical and cultural values, and be able t express accurately and apprpriately in ral cmmunicatin.
【教学目标】
1. Guide students t understand the cntent f listening texts in terms f the whle and key details;
2. Cultivate students’ ability t guess the meaning f wrds in listening; discuss with their peers hw t participate in cultural heritage prtectin activities.
3. Instruct students t use functinal sentences f the dialgue such as “I beg yur pardn, but…” “Frgive me fr asking, but…” and s n t start the cnversatin mre plitely and apprpriately.
【教学重难点】
1. Guide students t understand the cntent f listening texts in terms f the whle and key details;
2. Cultivate students’ ability t guess the meaning f wrds in listening; discuss with their peers hw t participate in cultural heritage prtectin activities.
3. Enable students t use the functinal items f “starting a cnversatin”, which is used t smthly start a cnversatin r start a new tpic.
【教学过程】
Part 1: Listening and Speaking
Step 1: Lead in
The teacher is advised t talk abut the meaning f the wrd “Heritage”.
Bys and girls, befre ur listening, let’s wrk in pairs and discuss the meaning f the wrd “Heritage”.
What des the wrd “heritage” mean? Share yur ideas abut yur understanding f it and yu can use examples t illustrate yur meaning.
Heritage means the traditinal beliefs, values, custms, etc. f a family, cuntry r sciety.
Fr example, the Great Wall is the heritage f China.
Step 2: Predictin
After their small talk, the teacher can ask students t predict what the listening text is abut by lking at the pictures.
The listening text is prbably abut hw t prtect a famus heritage site by sme students.
Step 3: Summary f the main idea
Then play the radi which is abut an interview abut an internatinal yuth cultural heritage prtectin prject. And after finishing listening fr the first time, the students need t slve the fllwing tasks.
1. Listen t the cnversatin and sum up the main idea.
Yuths frm seven cuntries are wrking tgether t prtect cultural relics n Munt Tai.
2. Listen again and help the reprter t cmplete the interview ntes.
Internatinal yuth prject, 23 high schl students frm 7 cuntries
Munt Tai, ne f the mst famus muntains in China
It has been prtected fr mre than 3,000 years.
22 temples, arund 1,800 stnes with writing n them
Dai Temple n Munt Tai; ver 6,000 steps
Step 4: Guessing the meaning f the unknwn wrds
Listen t the cnversatin again and use the cntext t guess the meaning f the wrds belw. Tell the reasns why yu guess s.
Preserve: t prtect
Reasn: the wrd means the same f a wrd I knw
Prmte: t help sth t happen r develp
Reasn: The wrd is explained by the speaker
Step 5: Speaking Prject
Wrk in pairs r grups and rle play a cnversatin.
Suppse yu are a reprter and interviewing the students wh devte their time t prtecting the heritage.
Reprter: It is said that yu are ne f the vlunteers t preserve the pine trees n Munt Huang. What are yu guys ding?
Vlunteer: We are making sme signs which are designed t educate peple t prtect the pine trees.
Vlunteer: Besides, we tk a lt f pictures f pine trees and create an app which aims t prmte peple’s awareness f prtecting the precius trees.
Reprter: Sunds great and anything else?
Vlunteer: We ften wear vlunteer clthes and send sme brchures in the park t call n mre peple t prtect the trees.
Reprter: Des yur hard wrk pay ff?
Vlunteer: Definitely. Mre and mre turists are nw stpping carving names n the trees r climbing the trees.
Part 2: Listening and Talking
Step1: Listen t the tape, which is abut a dialgue between tw turists and a tur guide when they visit the Kremlin, Red Square and surrunding buildings fr the first time, and then ask the students t slve the fllwing tasks.
1. Listen t the cnversatin and answer
(1).Where are the speakers?
On a street.
(2).What are they ding?
Sightseeing.
2. What d yu knw abut the Kremlin and Red Square? Listen again and cmplete the fact sheet.
Step 2: Speaking Prject
Activity 3 n page 7.
Wrk in grups. Chse a cultural site that yu like and rle-play a cnversatin between sme turists and their tur guide. Take turns t play the different rles.
Step 3 Hmewrk
Accrding t Activity 3, write dwn a cnversatin between the turist and his/her guide.
Unit 1 Cultural Heritage
Perid 2 Reading and Thinking:
Frm Prblems t Slutins
【教材分析】
1. This sectin fcuses n “Understanding hw a prblem was slved”, which is aimed t guide students t analyze and discuss the challenges and prblems faced by cultural heritage prtectin during the cnstructin f Aswan Dam, as well as the slutins. On the basis f understanding, students shuld pay attentin t the key rle f internatinal cperatin in slving prblems, and attach imprtance t the balance and crdinatin between cultural heritage prtectin and scial and ecnmic develpment. Students are encuraged t face challenges actively, be gd at cperatin, and make cntinuus effrts t find reasnable ways and means t slve prblems.
【教学目标】
1. Enable students t understand the main infrmatin and text structure f the reading text;
2. Mtivate students t use the reading strategy “make a timeline” accrding t the apprpriate text genre;
3. Enable students t understand hw a prblem was slved;
4. Enable students t understand the value f prtecting cultural heritage by teamwrk and glbal cmmunity;
【教学重难点】
1. Guide students t pay attentin t reading strategies, such as predictin, self-questining and scanning.
2. Help students srt ut the tpic language abut prtecting cultural relics and understand the narrative characteristics f “time-event” in illustrative style
3. Lead students t understand the value f prtecting cultural heritage by teamwrk and glbal cmmunity;
【教学过程】
1. Predictin
Step 1 Predicting the main idea f the passage
Lk at the title and the pictures, and then predict what the passage will be abut.
Q: What will be talked abut?
Step 2: Fast reading tasks
Task f the first fast reading:
Read quickly and figure ut the key wrds f each paragraph.
Paragraph 1: challenge
Paragraph 2: prpsal led t prtests
Paragraph 3: cmmittee established
Paragraph 4: brught tgether
Paragraph 5: success
Paragraph 6: spirit
Task f the secnd fast reading:
1. Why did the Egyptian gvernment want t build a new dam in the 1950s?
2. Why did the building f the dam lead t prtests?
3. Hw did the gvernment save the cultural relics?
4. Which ne can describe the prject?
A. Successful. B. Negative. C. Useless. D. Dubtful.
5. What can be learned frm the Aswan Dam prject?
Step 3: Careful reading tasks
Read mre carefully and answer the fllwing questins.
1. What d “prblems” refer t and what d “slutins” refer t?
2. Find ut the numbers in paragraph fur and explain why the authr used exact numbers instead f expressins like many?
3. What can yu infer frm “Over the next 20 years, thusands f engineers and wrkers rescued 22 temples and cuntless cultural relics”?
4. What can yu infer frm “Fifty cuntries dnated nearly 80 millin t the prject”?
The prject cst a lt f mney.
5. Befre the building f the dam, what prblems did the Nile River bring t the Egyptian?
6. What wrds can yu think f t describe the wrking prcess f the prject?
Step 4: Cnslidatin
Divide the passage int three parts and get the main idea f each part.
Part 1 (Paragraph 1)
The intrductin f the tpic
Keeping the right balance between prgress and the prtectin f cultural sites is a big challenge.
Part 2 (Paragraphs 2-5)
The prcess f saving cultural relics
•Big challenges can smetimes lead t great slutins.
•The Egyptian gvernment wanted t build a new dam, which wuld damage many cultural relics.
•The gvernment turned t the UN fr help.
•Experts made a prpsal fr hw t save cultural relics after a lt f effrts and the wrk began.
•Cultural relics were taken dwn and mved t a safe place.
•Cuntless cultural relics were rescued.
•The prject was a success.
Part 3 (Paragraph 6)
The summary f the text
The glbal cmmunity can smetimes prvide a slutin t a difficult prblem fr a single natin.
Step 5: Critical thinking:
1. Hw t deal with the cnstructin and the prtectin f cultural relics?
2. As students, what shuld we d t prtect ur cultural relics?
Step 6: summary
The utline f the passage
Step 7 Hmewrk:
Review what we have learned and find ut the key language pints in the text.
Unit 1 CULTURAL HERITAGE
Reading fr Writing
【教学目的与核心素养】
1. Get students t have a gd understanding f sme features abut a news reprt by reading the text.
2. Instruct students t write a summary abut a news reprt prperly using sme newly acquired writing skills in this perid.
3. Develp students’ writing and cperating abilities.
4. Strengthen students’ great interest in writing discurses.
【教学重难点】
1. Stimulate students t have a gd understanding f hw t a summary abut a news reprt
2. Cultivate students t write a news reprt prperly and cncisely.
【教学过程】
Step 1 Lead in
D yu think it is necessary fr us t circulate ur cultural heritage t the wrld? Why r why nt?
D we need t learn mre abut ther cuntries’ cultural heritage? Why r why nt?
Step 2 Read t discver details cncerning the main bdy f the news reprt
Read the news reprt and then slve the questins belw.
1. What are the researchers and scientists trying t d?
(The researchers and scientists are trying t increase knwledge and appreciatin f China’s ancient cultural heritage.)
2. What mdern technlgy are they using?
(They are using digital phtgraphy t recrd a cllectin f images.)
3. Why are s many peple interested in the Mga Caves?
(Peple are interested in the Mga Caves because they have lng been a meeting pint fr different cultures and are part f the histry f many cuntries.)
4. What d yu think f the researcher’s pinin in the last paragraph?
(I agree with the researcher’s pinin. Understanding ur wn and ther cultures is a great way t understand urselves and thers.)
Have the Ss discuss the questins in grups and then share their answers t the class.
Step 3: Study the rganizatin and language features
1. Read the news reprt again and find these parts.
A. Lead sentence
Lanzhu, 9 August 2017. A grup f researchers and scientists frm China and ther cuntries are wrking tgether ... China’s ancient cultural heritage.
B. Direct qute
“Appreciating ne’s wn cultural heritage is very imprtant fr understanding urselves. Appreciating the cultural heritage f ther cuntries is very imprtant fr internatinal cmmunicatin and understanding.”
C. Paraphrase
They are recrding and cllecting digital images f cultural relics frm the Mga Caves, which were a key stp alng the Silk Rad thrughut China’s ancient histry. Nearly 500,000 high-quality digital phtgraphs have been prduced since the internatinal prject started in 1994.
D. Backgrund infrmatin
The Mga Caves have lng been a meeting pint fr different cultures and are part f the histry f many cuntries.
E. Reprting verbs
F. Wrds t shw cmparisn and/r cntrast
Tday, the caves are just as interactinal as they were at the time when peple travelled the Silk Rad.
2. Underline the relative clauses that the writer uses t identify the fllwing.
A. things
They are recrding and cllecting digital images f cultural relics frm the Mga Caves, which were a key stp alng the Silk Rad thrughut China’s ancient histry.
B. peple
As ne researcher wh is wrking n the prject explains, “Appreciating ne’s wn cultural heritage is very imprtant fr understanding urselves. Appreciating the cultural heritage f ther cuntries is very imprtant fr internatinal cmmunicatin and understanding. ”
C. time
Tday, the caves are just as interactinal as they were at the time when peple travelled the Silk Rad.
Step 4 Pst reading fr further summary and understanding
1. Why des the writer use the qute in the reprt?
The writer uses qutes in rder t make the news reprt mre cncise, authentic and persuasive.
2. Explain yur understanding f the sentences: “Appreciating ne’s wn cultural heritage is very imprtant fr understanding urselves. Appreciating the cultural heritage f ther cuntries is very imprtant fr internatinal cmmunicatin and understanding.”
We shuld learn and understand ur wn cultures, which is vital fr us t knw urselves and be prud f ur prfund and extensive cultural heritage. Meanwhile, we shuld understand and appreciate ther cultures, trying t be pen-minded. This way, we can deepen each ther’s understanding and respect.
Step 5 Hmewrk
Write a news reprt abut Li Hua wh wrks t prtect ur cultural heritage using the fllwing ntes and yu can add details t make the news reprt mre cncise and detailed.
▪Name: Li Hua
Place: Xi’an
Prfessin: a senir high schl teacher
▪wants t preserve cultural heritage:
▪prtect ld huses
▪takes phts f ld buildings
▪helps repair buildings
▪lks fr cultural relics
▪ interviews ld peple
▪ shws cultural relics t the public
▪ writes abut the buildings …
Listening tip:
Use cntext t guess wrds
T guess the meaning f new wrds, lk at the ther wrds and use what yu knw abut the tpic.
Intrduce the tpic:
A big challenge—the balance between prgress and the prtectin f cultural sites.
List the evidence:
In the 1950s the gvernment wanted t build a new dam.
In 1959, the gvernment asked the UN fr help.
In 1960, the prject started/began.
In 1961 the first temple was mved.
Over the next twenty years, the temples and cultural relics were being rescued.
In 1980, the prject was cmpleted/ended.
Cnclusin
The spirit f the Aswan Dam prject is still alive tday.
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