资源简介

Unit 1 Cultural Heritage Discovering Useful Structures学习任务单
学习目标
1.学生理解含有定语从句的句子和语篇。 2.学生能总结定语从句的构成和关系词的用法。 3.学生能够熟练使用关系词完成练习，并使用定语从句描述图片。
课前学习任务
学生复习上一节阅读课所学文章，并从中找出含有定语从句的句子。
课上学习任务
【学习任务一】 Look at the dialogues between teacher and students,and notice the relative words, conclude the construction of attributive clause. _______ + [ _______ + _______ ] 【学习任务二】 By drawing the tree of attributive clause, students can distinguish relative pronouns and relative adverbs. 【学习任务三】 Rewrite the sentences using relative clauses. (Page 6, Activity 2) After finding the regular and finish the tables below. 关系代词指代内容所作成分是否可省略thatwhichwhowhomwhose关系副词所作成分等于whenwherewhy
【学习任务三】 By using fingers to remember relative words, and choose the correct relative words to fill in the blanks. Relative pronouns: 1，There is a seat in the corner ________ is still free. 2，This is a car ________is made in China. 3，This is the film __________ I have seen. 4，A man _______ does not reach the Great Wall is not a true man. 5，He is the man ___________ I saw yesterday. 6，Do you like the book ____ cover is green Relative adverbs: 1,He didn't know the reason _____ (= for which) he was dismissed. 2,This is the point ______ (= at which) I disagree. 3,She still remember the day ______ ( = on which) she won the prize. 【学习任务四】 Bombing game.Judge whether or not the words are relative words. that which who whom whose what when why how 【学习任务五】
Work in pairs and play a game of definition.One asks the questions below and the other answers them by observing the heritage in the picture with an attributive clause.
推荐的学习资源
参考学习教材 Page98, Grammar语法 I Restrictive Relative Clauses 限定性定语从句（3）Unit 1Cultural heritage
period 2Reading and thinking教学设计
教材分析 This section focuses on “Understand 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.
学情分析 This course is aimed at the students in grade One, who have a certain language foundation and can express themselves in a simple way. However, they still need to practise their learning ability and strategies. They have vague concepts about the protection of cultural heritage at home and abroad, and they are aware of the existence of problems but pay little attention tosolutionsto the problems.
学习 目标与核心素养 Language ability 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 and express views about the cultural heritage protection and think critically. 4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;
Learning ability
Cultural awareness
Thinking qualities
重点 Guide students to understand the main information and structure of the text according to the use of reading strategies "make a time line";
难点 Guide students to comprehensively summarize the method and process of problem solving, and explain the necessity and significance of cultural relics protection.
教学方法 PWP mode; The activity-based learning approach to EFL; CAI(Computer Assisted Instruction); Cooperative language learning
教学过程
教学环节 教师活动 学生活动 设计意图
读前准备及导入新课 Step ILead in Activity 1: Show pictures and a video and discuss Activity 2:Make prediction about the text content. Have a free talk and speak out something about tourist attraction in Egypt. Look at the picture and the title, predict what the text will tell them. Arouse their interest in the topic and provide basic information for them. This section is aimed at guiding students to use titles and illustrations to aid reading.
读中环节 Activity1: Read for the main idea of each paragraph and structure. Activity2: Read for details Read for details in each paragraph through circling the numbers and guessing what they mean. Activity3: Read the text again and answer the questions. Activity4: Follow the timeline to complete the news report with the information from the text. Read the passages quickly and identify the topic sentence of each paragraph. Then analyze the structure of the text. Finishing different types of activities, such as questions, and circle the numbers to know what they mean. According to the timeline, students will remind them of what they have learnt from the text. This part aims to cultivate students' ability to pay attention to the structure of paragraphs and extract the key words of sentences, so as to pave the way for the following details of reading. These activities include factual detail questions, Checking answers help Ss to have a better understanding of the content in the text, which also prepares Ss for the retelling. This session aims to help them retell the text better.
读后环节 Disscussion & Debate What were the solutions to the problem of building the Aswan Dam A lot of money was spent to protect the temples. Do you think it was worthwhile Why or why not Why do you think so many countries contributed funds and offered help to the Egyptian project Find out the useful expressions in the conversation. Use the phrases learnt today to express their ideas on the following questions. Enable the students to think creatively based on the information learnt from the passage. Enable to express their understanding of how to solve problems.
作业 Recite the new words and expressions. Summarize the passage in 60 words. Extend the knowledge and skills learned in this class beyond the classroom.Unit 1Cultural heritage
period 4 reading for writing教学设计
教材分析 The theme of the event is "Write a news report". This article is a news report to teach students about new ways to protect cultural heritage, highlighting how a group of Chinese scientists and researchers digitized the Mogao Grottoes in order to study and appreciate the cultural heritage of ancient China, while the digital images of the cultural heritage are designed to raise the world's interest in ancient Chinese history, culture and traditions, And to raise awareness of the importance of understanding and preserving cultural heritage. Moreover, the text is a way of popularizing the concept and importance of preserving cultural heritage. The purpose of this section is to teach students how to write news reports. The topic of this section is people and society -- cultural heritage. Therefore, choose news stories about digital images of cultural heritage, provide students with reference templates for writing, and help them write their own news stories. It also provides a reference template for students to understand the language style and structure of news articles, and enlightens students to think about the importance of cultural heritage to human society. There are two parts. The first part is reading. The report is short, concise and well structured. The introduction is the first two sentences of the first paragraph, which tells the general situation of the cultural heritage protection project, including the time, place, people, events and other news elements, so that readers can see the main points of the news report at a glance. The second and third paragraphs report the important historical and cultural values of the Mogao Grottoes and the significance of making digital photos of the cultural relics of the Mogao Grottoes to inherit the history and culture, enhance international cultural understanding, exchange and cooperation. The second part is to complete the writing. Students first read the news notes and learn to grasp the writing points, then write the news report according to the information and structure given in the material, and finally correct the press release according to the criteria given in the material.
学情分析 Students have a preliminary understanding of the Mogao Grottoes. Through the first and second periods of this unit, students have accumulated expressions about the connotation of cultural heritage and the necessity of protecting cultural heritage. Through the third period, students have learned the methods of cultural heritage protection and especially the role of international cooperation in the process of solving cultural heritage problems. I learned how to describe people and things in detail by using attributive clauses. I learned the news report about app created by volunteers of the International Youth Cultural Relics Protection Project in the fifth class. I had a preliminary understanding of the structure of the news report. It is not possible to sort out and summarize the structure and language features of news reports in the new context, so as to imitate the structure and language features and appropriately use attributive clauses to carry out writing activities. It is necessary to help students sort out and summarize the structure and language features through teacher's questions, group cooperation and discussion. Then use the common methods of news writing, news notes in the book and accumulated language to write.
学习 目标与核心素养 Language ability Read the article and experience the beauty as the author. Develop the writing skills by describing the beauty from sight, smell, taste, hearing and touch. Learn to organize an essay with “Introduction---Body---Ending”. Learn to judge and correct other essays.
Learning ability
Cultural awareness
Thinking qualities
重点 Identify sensory details in the text and collect expressions used to describe different sensory experiences.
难点 Describe a place vividly by giving subtle sensory details.
教学方法 PWP mode; The activity-based learning approach to EFL; CAI(Computer Assisted Instruction); Cooperative language learning; Process-writing
教学过程
教学环节 教师活动 学生活动 设计意图
读前准备及导入新课 Step I Lead in Video: Introduction about the Mogao Caves. How to protect the relics of the Mogao Caves After getting the information and the meaning of the new words, answer the questions. Arouse their interest in the topic and expand their horizons and spark their interest.
读中环节 Activity1: Read the text quickly, find the anwers to the following questions and read for the structure. Activity2: Read for writing methods and learn how to write. Skim the text and read the passage quickly , finding out the main idea and identify the structure of the text. Students master the content of the whole passage and are able to learn about the writing skills. Underline the relative clauses that the writer uses to identify the following. Learn to write good sentences By skimming the passage, they can grasp the main idea and build up a solid foundation for locating the detailed information. Familiarize students with analysis skills. Introduce the writing tips for a report. Ss are able to write with the help of words and expressions learnt from the passage.
读后环节 Activity1: Write on their own. The teacher will ask students to translate the sentences according to what they learned in the class. Ask students to exchange their drafts to give feedback. Invite several students to make a presentation. Work in groups to translate the sentences by using what they learned in this class. Practice their skills for summary and conclusion.
作业 Write an essay about how to protect cultural heritage, using the sentences learnt from the passage. Consolidate the knowledge and skills students have learned in this lesson.unit1cultural heritage测评训练
一单词拼写
1.She lived in a house with beautiful flowers and dark green pine and(柏树).
2.How do they(保存)their food
3.The death toll (死亡人数)continues to(增加).
4. The invention will have wide(应用)in industry.
5.These ideas are often difficult to(应用)in practice.
6.____(以前)my father always asked me what I would be in the future.
7.All of our cultural(遗产)which is useful should be inherited(继承),but in a critical way.
8.With the new (线索)，the police found the murder.
9. They have begun dialogues to the(促进)better understanding of the two countries.
10.This musical instrument is the(遗物)of ancient times.
二用短语的适当形式填空
context clue, mount up, take part in,apply for, base... on...,apply oneself to
1.Meanwhile,my debts were
2.Over the past months,heimproving the technique.
3.He is writing to____a membership.
4.Try to find the writer's point of view according to the
5.What are youyour theories
6.Because of the injury, he could not the next race.
三完成句子
1.After (mount) up the hill, he got a good view of the whole city.
2.Everyone should do their part to( preserve) the forest.
3.He got( promote) after many years of hard work.
4.We applied our minds to(find)a solution to our problem.
5.While( cross) the street, you must be very careful.
6.One palace as well as 20 temples(destroy )in a big fire.
7.By(study) old photos of the former palace, they have made the new one look exactly like the old one.
8.Working( creative ) to protect the temple is interesting and exciting.
四单句写作
1.她申请了当地报社的一个职位。(apply for)
Shewith the local newspaper.
2.保护我们的文化遗产很重要。(preserve)
It's of great importance to.
我终于得到了那个我想要的晋升机会。
I finally got
一组高中生正在创建一款关于泰山的应用程序。
A group of high school students
我们应该对保护文化遗产持有积极的态度。
We should take an active attitude to
6.这家公司根据它的一个新项目发布了一个应用软件。
The company released
一.1.cypress 2.preserve 3.mount 4. application 5.apply
6.Formerly 7.heritage 8.clue/clues9 promote 10.relic
二.1.mounting up
2.applied himself to
3.apply for
4.context clues
5.basing;on
6.take part in
三.1.mounting 2.preserve 3.promoted 4.finding5.crossing 6.was destroyed 7.studying 8.creatively
四.1.applied for a job
2.preserve our cultural heritage
3.that promotion I wanted
4.are creating an app about Mount Tai
5. preserving cultural heritage
6.an application based on its new projectUnit 1 Cultural Heritage
World heritage
Pass on to
Protect...from...
Be protective of
In the opposite direction
Preserve heritage sites
Promote traditional cultures
Get a promotion
On purpose
Take part in
At present
Come into existence
Be confident about
Have confidence in
Be confused by/ confusion/confused/confusing
Solutions to the problems
Economic development
Give way to
Keep the balance
Strike a balance between
A balanced diet
Make progress
Progress to the point where...
Challenge to do
Take on a challenge
Challenging
Lead to= result in
A flood of applause
Be flooded by
Memories came flooding back
In short supply
Supply sb with sth= supply sth to sb
Supply and demand
Propose doing= suggest doing
Propose to sb
Put forward a proposal
Make a proposal that...
Protest against
It is likely that
Be likely(unlikely) to do
Do damage to
Cultural relics
Turn to...for help
Establish a relationship with
Establish oneself as
An established fact/ establishment
A time limit
Within limits
Be limited to
Limitation/ limitless/limited
A sense of loss
Hair loss
At a loss
Be lost in
Lose one’s way
Be lost for words
Make contributions to
Contribute to
Raise awareness/ funds
Environmental issue
Money is not an issue
Issue a statement
Conduct a research/study/experiment
Conduct electricity
Conduct yourself
Come to one’s rescue
Take down
Piece by piece
Donate/ donation
Consider doing
Consider A as
Take sth into consideration
It is considerate of sb to do
Considerable= significant=substantial
Find a path to the future
Prevent... from...
In an attempt to do
Make an(no) attempt to do/ at doing
Attempted murder
Do harm to
Be harmful to
It is worthwhile to do/doing
A worthwhile job
Be worthy of respect
Be worthy to do
An hour in the morning is worth two in the evening
It is worth doing (it is worth visiting the musuem)
Be worth doing
An engineer by prosession
In a professional way
In the process of
Processed food
Enter- entrance
Make an exit
Go sightseeing
A mirror of his times
The trees were mirrored in the still water of the lake
Tell right from wrong
Under the same roof
Forgive and forget
Forgive sb for doing sth
Forgiveness
Forbid sb from doing sth= forbid sb to do
Forbid sb sth
Forbid doing
The forbidden fruit
Appreciate doing sth
I would appreciate it if you...
Have a deep appreciation of
Appreciative
Throughout the history
Break a record
Set a record
A meeting point for...
Promote wider interest around the world in...
Further one’s study
Further educate people abput...
Safeguard histoirc and cultural relics
Work on...
Quote-quotation
Identify wealth with happiness
Identify with sb
Identify sb as
Draft a report
Narrow thinking
Narrow-minded
A narrow view of the world
Narrowly
Motivate sb to do/ motivation/motivational
Intangible culturalheritage
Symbol/ symbolise/ symbolic
At length/ lengthen/ lengthy
Present...to...
Cultural imprintUnit 1 Cultural heritage 单元短语默写任务单
Take part in（无需默写）
part 前无修饰语
part前如有修饰语，则需要加不定冠词（a/an）
part 后若无宾语，则不需要加in
preserve
[vt.] 保存；保护；维持
保护...免遭....
保存得好
保留传统习俗
[n.-C] 保护区
自然保护区
give way to
让…在先；让…现行
（3）让步；区服（=give in to）
Balance
[n.-sg.-U]均衡，平衡；平衡能力
保持/找到…与…之间的平衡
保持平衡
失去平衡（强调动作）
失去平衡（强调状态）
平衡感
[vi.&vt.]保持平衡；抵消；平衡重要性
权衡…与…
proposal
[C,U] 提议；建议
提出（…的建议）
想出一个建议
起草提案
接受/拒绝一个建议
提议…
proposal的词形变换与其相关词组
变形：Proposal（n.）→（vt.）
(
建议
…
（可使用
should+v.
原型，其中
should
可省）
)提议/建议（做）某事
protest
[C,U]抗议；反对
（对…）提出抗议
抗议…
[vi.&vt.]（公开）抗议
抗议
likely
[adj.]可能的
【提示】以下词组均可互换
可能做某事
可能…
turn to
向…求助
向某人求助
limit
[vt.]限制；制约
…将…限制在某范围内
[n.-C] 限度，限制；限额，限量
在某种程度上，有一定限制
无限制地
对…进行限制
…是用限度的/无限度的
prevent
阻止…做某事
loss
失落感
盈亏
遭受巨大的损失
困惑，不知所措
contribution
[n.-C] 捐款
向…捐款
contribution的词形变换与其相关词组
变形：contribution（n.）→（vi & vt）
向…捐赠；为…撰稿（to为介词）
造成某事发生
有助于（做）某事（to为介词）
conduct
[vt. &vi.]实施；执行；带领；指挥
进行调查/实验/面试/实地研究
（行为）表现好/差
donate
将某物捐赠给某人/某物
献血
15. attempt
[vt.] 试图；尝试
. 试图努力做某事
[n.-C , U]企图；尝试
(
试图做某事
)
第一次尝试
尝试某事失败/成功
16. worthwhile
高尚的事业
走某事是值得的
17. forgive
[vi.&vt.]原谅；宽恕；对不起
原谅某人（做了）某事
宽恕某人某事（forgive后接双宾）
18. quality
[n.-C,U]质量；品质
在质量上（状语）
改善…的质量
改善…的质量
空气质量/水质
19.contrast
[n.-C,U]对比，对照
A和B之间的差异
与…形成对比
与…形成对比
相比之下
[vt. &vi.] 对比；对照；形成对比
对比A和B
与…形成对比（contrast和with之间可加修饰词）

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