资源简介

Unit1 Discovering Useful Structures
课时内容
Describe people or things in greater detail
主题语境：人与社会 主题群：历史、社会与文化
子主题：文化遗产保护 语篇类型：习题
文本分析：本板块的主题任务是“更细致地描写人或事物”,学生在学习必修第 一册限制性定语从句的基础上，进一步复习并熟练掌握限制性定语从句的形式、 意义和功能，体会这一语法项目可以使人和事物的描写更加充实、丰富和生动。 课时目标
学完本课后，学生能够：
1.了解关系代词和关系副词在定语从句中的用法，熟练掌握限制性定语从句的 形式、意义和功能。
2. 在口头交流中用定语从句更细致地描写人或事物。
3. 复习、归纳并能在写作中正确运用限制性定语从句。 重点难点
重点
了解关系代词和关系副词在定语从句中的用法，熟练掌握限制性定语从句的形式、 意义和功能。难点
能在口语交际和写作中正确理解并得体运用限制性定语从句。
教学准备 教师准备
1. 归纳学生已经学过的限制性定语从句的知识。
2. 准备一些和本单元话题有关的物质文化遗产地以及保护的组织，中国传统文 化中的京剧、风筝、剪纸、书法等图片给学生作定语从句口语练习。
3.准备好相关教学设备。 学生准备
1.复习学过的定语从句知识，预习本课的限制性定语从句的形式、意义和功能 等内容。
2. 了解如何用定语从句描写人和事物。
精彩课堂
StepI 学习理解
活动一：感知与注意
1.Discuss.
(
·
)On the Opening Page,what can you see Can you describe them using relative
clauses
·How many parts are included in the sentence Can you change it into relative clauses
Heritage is our legacy from the past,what we live with today,and what we pass on to future generations.
Suggested answers:
(
·
)There is the Great Wall which/that is a symbol of China.
There are two children who/that are looking at the Great Wall with respect.
There is a saying which/that tells us that heritage is the link of the past,the present and the future.
【设计意图】通过复习本单元卷首的图片信息和名言，并运用定语从句进行描述， 导入主题，同时如深对文化遗产的理解。
2.0bserve.
Ask students to pick out the relative clauses from the text and underline the relative pronouns and adverbs
Suggested answer:
After listening to the scientists who had studied the problem,and citizens who lived near the dam,the government turned to the United Nations for help in 1959.(Para.2) Temples and other cultural sites were taken down piece by piece,and then moved and put back together again in a place where they were safe from the water.(Para.4) There comes a time when...(Para.1)
..destroy cultural relics that were an important part..(Para.2)
【设计意图】通过此部分活动，培养学生的观察能力，以及提高学生在既定的语 境中理解语法知识的能力。让学生逐渐区分关系代词和关系副词的用法，并对本 课的语法内容有初步的感悟。
活动二：获取与梳理
1.Ask students to complete these sentences with relative pronouns or relative adverbs and answer the following questions.
·What's the antecedent of each sentence
(
·
)Is it a relative pronoun or a relative adverb ·What's the function of it
①There comes a time the old must give way to the new.
②Water from the dam would likely damage a number of temples and destroy cultural relics were an important part of Egypt's cultural heritage.
③After listening to the scientists had studied the problem,and citizens lived near the dam,..
④Temples...and then moved and put back together again in a place they were safe from the water.
⑤Not only had the countres found a path to the future did not run over the relics of the past...
⑥..by UNESCO,which runs a programme orevents world cultural heritage sites around the world from disappearing.
Suggested answers:
①when (先行词：a time,关系副词，充当状语)
②which/that (先行词：cultural relics,关系代词，充当主语)
③who (先行词：the scientists,关系代词，充当主语);who (先行 词 ：citizens, 关系代词，充当主语)
④where (先行词：a place,关系副词，充当状语)
⑤that (先行词：the future,关系代词，充当主语)
⑥that (先行词：a programme,关系代词，充当主语)
【设计意图】学生通过三个步骤，逐渐明确关系词的选择。第一步明确 主句和从句；第二步找到先行词；第三步根据先行词和关系代词或副词 在从句中的功能，确定使用哪个关系代词或关系副词。
2.Ask students to rewrite the sentences using relative clauses.(Activity 2) Suggested answers:
①The photo(which/that)he showed me in his room was of a famous cultural relicin Egypt.
②The project team whose members were from fifteen countries helped protect the national parks in the United Republic of Tanzania.
③The time when this temple was first built was during the Qin Dynasty
④The professional archaeologist(who/whom)we met at the entrance to the Great Pyramid explained to us the process of building such a difficult structure.
⑤The place where I found the documents about the cultural relics from overseas yesterday is under the desk.
⑥The reason why scientists worked together day and night to rescue the temple is that they wanted to preserve it for the next generation.
3.Ask students to discuss the following question with a partner. ·Which relative pronouns can be deleted in your sentences
【设计意图】学生根据语义指向，正确选取主句。在句子改写完成后，学生通过小组合 作，探索关系代词的省略规律。
【备注】语法讲解详见“教学资源链接”。 活动三：概括与整合
Ask students to make a mind map to have a summary of relative clauses.
【设计意图】通过制作思维导图使学生发现和总结规律，比较直观地了解定语从句。
SteplⅡ 应用实践
活动四：内化与运用
Ask students to work in pairs and play a game of definitions.One asks the questions and the other answers them with relative clauses.And then have them work out two more questions of their own.(Activity 3)
Suggested answers:
①A library is a place where/from which you can borrow books.
② A good friend is the person who will standby you when you are in trouble.
③A vacation is a time when/during which you can relax yourself.
④A football coach is someone who trains football players. A:What's a giraffe
B:A giraffe is an animal that has along neck. A:What's a dentist
B:A dentist is someone who looks after your teeth.
【设计意图】下定义是定语从句的一个常用功能。本活动让学生内化所学知识，在具体语境 中运用定语从句。
活动五：描述与阐释
Ask students to describe the following pictures using relative clauses.
①The Forbidden City is a palace
②The valuable vase is called "blue and white porcelain".
③The Terracotta Army was found in 1974 some farmers were digging a well.
④The Great Wall has great gateways
Suggested answers:
① where the emperors of China lived in the Ming and Qing Dynasties and now a big museum where thousands of valuable articles are stored
②which is decorated with beautiful blue designs
③when
④ which connect the main roads of North China
【设计意图】使用限制性定语从句再次具体地描写文化遗产，复习学过的知识点，并为后
面的活动做好铺垫。
StepⅢI 迁 移创新
活动六：比赛与提升
Pair work.
Ask students to work in pairs and make definitions of things or people.
活动七：想象与创造 Be a critical thinker.
Ask students to translate the Chinese poem into English using relative clauses.
我的梦
我想成为长城边的一棵树，
回顾历史，珍惜现在；
我想成为泰山上歌唱的小鸟，
在那儿，欣赏日出，展翅高飞；
有一天，我想化为风， 带着漂亮的风筝远行；
有一天，我想变成一把神奇的古琴， 为我们居住的世界带来最动听的音乐!
Words for reference:
①站在/矗立在……边：standby
②欣赏日出：enjoy the sunrise
③展翅高飞：fly high
④ 带着……远行：take..far away
⑤ 一把神奇的古琴：an amazing guqin
⑥ 动人的音乐：touching music
Suggested answer:
My Dream
I want to be a tree which stands by the Great Wall;
looking back on the history and cherishing now; I want to be a bird singing in Mount Tai
where I can enjoy the sunrise and fly high;
I want to be the wind one day
which takes a beautiful kite far away;
I want to be an amazing guqin,
bringingtouching music to the world where we live!
【设计意图】采用“翻译”的学习实践活动，让学生在语境中运用语 法知识理解和表达意义，引导学生准确、恰当、得体地使用语言，教学 中倡导以语言运用为导向的“形式-意义-使用”三维动态语法观，最终 帮助学生实现能力向素养的转化。

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