资源简介

Unit 1　Cultural Heritage
Discovering Useful Structures
Teaching analysis
This period mainly introduces non-restrictive attributive clause and the differences between restrictive and non-restrictive clauses. The students have already learnt restrictive clause before, which can lay a foundation for learning and mastering the contents of this class.
As we all know, grammar is always considered boring and difficult to teach and learn, so I will try to transfer the traditional teacher-centered approach to student-centered approach, combine teaching with pleasure, and motivate the students to discover and solve the problems themselves. And then they can learn and master this new grammatical structure in pleasant and relaxed atmosphere.
Teaching goals
※Compare and master the differences between restrictive and non-restrictive attributive clauses, esp. the use of “which”﹠“that”.
※Enable students to choose the proper relatives.
※Improve students’ ability of speaking and writing using attributive clause.
Teaching important and difficult points
※The comparison between the restrictive and non-restrictive clauses
※Get the students to use the restrictive and non-restrictive attributive clauses properly to describe some things and persons.
※Get students to master this new grammatical structure
※Improve students’ ability of speaking and writing using attributive clause
Teaching methods
※Inquiry-based and Student-centered Teaching Approach
※Cooperative and Inductive Methods
※Multimedia Computer Assisted Instruction
Teaching aids
A computer and some slide shows
Teaching procedures
Lead-in → Comparison﹠Induction → Summary → Exercises→ Evaluation → Homework
Step Ⅰ Lead-in（3’）
First, I design a short introduction of myself using some attributive clauses, and show some pictures at the same time. I think this can arouse the students’ interest and draw their attention to the teaching contents.
I will say: Today, I will lead you to discuss the grammar of this unit: The non-restrictive attributive clause. First, let me introduce myself to you.
I’ m Zhao Liyuan who will give you this lesson.
I’ m a teacher who comes from No. 1 Middle School.
I am teaching in the new campus which was built last year.
The campus is completely new, where about 4,000 students live and study happily.
There are many beautiful flowers which smell sweet in summer.
Welcome to visit the new campus of our school, where I believe you can make many friends.
Then, I will show the sentences I said on the screen, and ask the students to find some different ones from what they have learnt. The students can easily find 1, 4, 6 are different, and they all have a comma. I will tell them this kind of attributive clause with a comma is called the non-restrictive attributive clause. Of course they know the comma is not the only difference between them. So I will lead them to compare some pairs of sentences to find other differences.
Step Ⅱ Comparison and Induction(15’)
In this part, I will give the students some groups of sentences, and raise some questions to help them find out the differences between restrictive and non-restrictive clauses. Ask the students discuss the questions with partners or in small group, 1 or 2 minutes later, ask one or two students to report the result of their discussion, and then I will do some complements and make a summary.
1)This is the most beautiful girl that I have ever seen.
This is the most beautiful girl in No.6 middle school, whom I saw in Class 1.
2)Zhangjiakou is a city (that／which) I’ve always wanted to visit.
Zhangjiakou is a beautiful city, which I’ve always wanted to visit.
3) He will wear no clothes which will make him different from others.
他不会穿一些使他显得与众不同的衣服。
He will wear no clothes, which makes him different from others.
他不穿衣服，这会使他显得与众不同。
(Design explanation: This step is designed to let students themselves read and compare the two kinds of attributive clauses through individual work, pair work and group discussion. In this process, they can find the differences between them in form, function and meaning. The teacher only acts as an instructor and organizer.)
Step Ⅲ Summary(3’)
Ask a student to fill in the form---the comparison between restrictive and non-restrictive clause. And then ask them think about the similarities of them. (They use the same relatives)
(Design explanation: Summarizing can let the students have a clear and systematical understanding about the differences and similarities between the restrictive and non-restrictive clauses, and lay the foundation for doing the following exercises.)
Step Ⅳ Exercises(21’)
Before doing exercises, I will show some tips for how to choose the relatives correctly. Then, I design three parts of exercises:
Part 1 Try some easy ones first: Find out the mistake of each sentence and correct it.(3’)
Part 2 A little bit more difficult ones: Fill in the blanks with proper relatives, and then join the two sentences with proper relatives. (8’)
Part 3 Guessing game:(10’)
It’s a show time for the students. I will divide the students into 6 groups, give each group a piece of paper, and ask the students describe the thing or the person on the paper, using 2 or 3 restrictive and non-restrictive clauses. And then read the sentences they write and let other groups guess what or who they describe. I will give them an example, and then give them about 3 minutes to prepare. These 6 pictures are: Zhou Jielun, eyes, computer, No.6 middle school, schoolbag and washing-machine.
(Design explanation: This step plays an important role in this class, which is designed to turn what they have learnt into practice and improve their ability of speaking, meanwhile, to build up the students’ confidence and cooperative spirit.)
Step Ⅴ Evaluation(2’)
After all the groups have read the sentences, they are asked to evaluate the best group who write the best sentences with the following form, and I will give them some prizes.
Item Evaluation
I know what the non-restrictive attributive clause is. 5 4 3 2 1
I know the differences between restrictive and non-restrictive attributive clauses. 5 4 3 2 1
I can use the restrictive and non-restrictive clauses properly. 5 4 3 2 1
Step Ⅵ Homework(1’)
(I will never forget to give them the homework to consolidate what they learn in class and at the same time improve their writing ability.)
Describe something or somebody you like using restrictive and non-restrictive attributive clauses within 50 words.
教学反思：
从语法规则的呈现与练习来看，新教材重视在真实的情景中让学生体会语言的使用。本堂课的设计使学生在学习过程中经过观察、探究、理解、形成概念、初步运用、巩固等环节，强调发挥学生的自主意识，符合中学生的认知特点，在评价上既关注过程，也重视结果。在教学方式上，要将传统的静态讲述式教学变为师生、学生一起活动的动态运用式教学。通过创设真实情景或交际情景，即在语境中教授语法，让学生通过听、说、读、写去体验掌握语法规则，在运用语言知识的过程中培养综合语言运用能力。Unit 1　Cultural Heritage
Listening and Speaking & Reading and Thinking
教学目标与核心素养
文化意识培养
培养文化意识有助于学生增强国家认同感和家国情怀。坚定文化自信树立人类命运共同体意识，学会做人做事，成长为有文明素养和社会责任感的人。中华文明不仅需要后人的敬仰和传承，更需要我们的保护和爱护。
思维品质培养
核心素养指出，思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。本文听力让学生从不同角度来获取信息，是对学生个性逻辑的培养。让学生体会到成就感的同时，肯定自己的学习方法，学习更多更好的角度。
教学重难点
重点
（1）通过对上下文的题解来猜测词义；
（2）抓住关键信息。
难点
（1）通过不同提示、不同的上下文来猜测词义；
（2）听和读的有机统--有利于提高听力水平。
教学过程
Part Ⅰ Listening and Speaking
Step 1 Leading-in
What does the word “heritage” mean Share your ideas about your understanding and you can use examples to illustrate your meaning.
Step 2 Listening
1. Listen to the conversation and sum up the main idea.
Youths from seven countries are working together to protect cultural relics on _______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 _____________.
2. 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.
Step 3 Speaking
1. Work in pairs 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 Ⅱ Listening and Talking
Step 1 Leading-in
What do you know about the Kremlin and Red Square
Step 2 Listening
1. Listen to the conversation and choose the correct answers.
(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 3 Talking
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.
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...
Part Ⅲ Homework
Finish the exercise that is given today.Unit 1　Cultural Heritage
Reading for Writing
教材分析：
Unit 1的写作部分是一篇新闻报道，教材读写部分给了一篇新闻报道 Promoting Culture Through Digital Images，以保护敦煌为例讲了新闻报道的基本架构。文章题材新颖，结构清晰，话题具有很强的时代性。
写作部分是要学生写一位保护文物的人的新闻报道，给出了一些采访的要点。但这些人物是虚构的，不贴近学生的生活，运用到写作中会有一定困难。因此，老师可以从从网上摘编相关人物的英文报道（例如樊锦诗），合成了一篇文章作为另一篇阅读材料。这样一来，学生写作有素材，读写话题很契合，又能让学生走进这位共和国文物保护的突出贡献者，向其学习。
教学目标：
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: Warming-up
What do you know about Dunhuang Caves
Step 2: Read for Content
1. What are researchers and scientists doing (What’s the function of these two sentences )
They are recording and collecting digital images of cultural relics from the Mogao cave. Nearly 5000,000 high-quality digital photographs have been produced since the intemational project started in 1994.
2. Why did scientists and researchers do such work in Mogao Caves
3. Why do scientists and researchers share so many digital photos
Step 3: Read for Structure
1. Analyze the structure and elements of this piece of news.
2. Analyze the typical features of each element.
3. Analyze a piece of news taken from a website.
Step 4: Warming-up
1. What do you know about Fan Jinshi
2. Write a news report on the incident.

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