Unit4ProtectingourheritagesitesGrammarandUsageIntegratedSkill教案高中英语译林版(2020)选择性

Unit4ProtectingourheritagesitesGrammarandUsage&IntegratedSkills教学设计科目：英语课题：GrammarandUsage&IntegratedSkills课时：2课时教学目标与核心素养：知识目标：Tolearnandunderstandtheusageofappositiveclausesinthecontext.能力目标：Understandtherulesofappositiveclausesandusethemtopleterelatedtasks.情感目标：Discussheritageprotectionusingappositiveclauses.教学重难点教学重点：Learnandunderstandtheusageofappositiveclausesinthecontext.教学难点：Understandtherulesofappositiveclausesandusethemtopleterelatedtasks;Discussheritageprotectionusingappositiveclauses.课前准备：多媒体，黑板，粉笔教学过程：一、Preclass1.Greeting2.LeadinginTeacheractivity:PlayavideoaboutEgyptStudentactivity:ReadthetextandanswerquestionsWhat’stheconnectionbetweentheAbuSimbeltemplesandtheAswanHighDam?TheconstructionoftheAswanHighDamwouldcausewaterlevelstorise,whichcouldinturnfloodtheAbuSimbeltemples.HowweretheAbuSimbeltemplessavedfromtherisingwaters?Aninternationalteamworkedtogethertotakethetemplesapart,movedtheirpartstoanewlocationandthenputthembacktogether.TheyeventuallymanagedtorelocatealltheAbuSimbeltempleswithoutincident.二、Whileclass同位语从句在复合句中，跟在一个名词后对其作进一步解释说明的从句叫作同位语从句。能跟同位语从句的名词有fact，news，idea，truth，doubt，belief，hope，problem，information，wish，promise，answer，possibility，question，evidence，report，explanation，suggestion，conclusion等抽象名词。There'safeelinginmethatwe'llneverknowwhataUFOis.我有一种感觉，我们永远都无法知道不明飞行物是什么。Idon'tliketheideathatmoneyiseverything.我不喜欢金钱就是一切的观点。一、同位语从句的连接词引导同位语从句的词有连词that，whether，疑问代词who，which，what和疑问副词where，when，why，how等。1.由连词that，whether引导的同位语从句。that，whether在从句中不做成分，不能省略。that无意义；whether有“是否”之意。Theyheardthenewsontheradioyesterdaythatatyphoonwasing.昨天他们从收音机里听到台风要来的消息。Theproblemwhetherhewillbesentencedfordrunkdrivingisn'tclear.他是否会因酒后驾驶而被判刑这一问题还不清楚。2.由疑问代词who，which，what引导的同位语从句。疑问代词在从句中做主语、宾语或定语。Thequestionwhoshouldgoabroadrequiredconsideration.（who在从句中做主语）谁应该出国这个问题还需要考虑。IhavenoideawhichoneIshouldchoose.（which在从句中做定语）我不知道该选哪一个。Hehasnoideawhatheshoulddonext.（what在从句中做宾语）他不知道下一步要做什么。3.由疑问副词when，where，why，how引导的同位语从句。疑问副词在从句中做时间状语、地点状语、原因状语和方式状语。IhavenoideawhenhewillbebackfromShanghai.（when在从句中做时间状语）我不知道他何时从上海回来。Istillhavenoideawhytheyleftthepartywithoutawordlastnight.（why在从句中做原因状语）我仍然不知道昨晚他们为什么没说一句话就离开了宴会。Itremainsamysteryhowithappened.（how在从句中做方式状语）那件事是怎么发生的仍然是个谜。Thequestionwherewewillgotospendourholidayhasnotbeendiscussed.（where在从句中做地点状语）我们要去哪里度假这一问题还没被讨论。二、使用同位语从句应注意的几个问题1.当主句的谓语较短，而同位语从句较长时，为避免头重脚轻，同位语从句常后置，构成分隔式同位语从句。Wordcamethatthefamousscientistwouldetoseeus.有消息传来，那位著名的科学家要来看望我们。ThethoughtcametohimthatMaryhadprobablyfallenill.他想到玛丽可能生病了。2.名词doubt后可跟同位语从句，若用于肯定句中时用whether引导；若用于否定句中时则用that引导。Thereisnodoubtthatpriceswillgoup.毫无疑问物价会上涨。Thereissomedoubtwhethertheywilletohelpus.他们是否能来帮助我们还不确定。注意：表达“是否”的概念时，要用whether而不用if引导同位语从句。Ihavenoideawhethershelikesthefilm.我不知道她是否喜欢这部电影。3.名词suggestion，order，demand，mand，request，desire，proposal等后的同位语从句要使用虚拟语气，即从句的谓语用“should+动词原形”，should可以省略。Thegeneralgavetheorderthatthesoldiers(should)crosstheriveratonce.将军下达了士兵立即过河的命令。We'dbetteraccepthissuggestionthatwe(should)startrightnow.我们最好接受他的建议，立刻动身。三、同位语从句与定语从句的区别1.that既可引导同位语从句也可引导定语从句。在同位语从句中that为连接词，仅起连接作用；在定语从句中that为关系代词，既起连接作用，还在从句中充当主语、宾语和表语等。Theinformationthattheygotyesterdayhasnouse.（定语从句）他们昨天得到的信息没什么用处。Wehavereceivedtheinformationthattheymayhaveleftthecountry.（同位语从句）我们已经得到消息，他们可能已经离开了这个国家。2.wh类引导词引导同位语从句有其本身的疑问含义；引导定语从句没有疑问含义。Wehadnoideawhoonearthdidit.（同位语从句）我们不知道这事到底是谁干的。ThegirlwhoImetjustnowisoneofmystudents.（定语从句）我刚才见的那个女孩是我的一个学生。3.定语从句是形容词性的，其功能是修饰先行词，对先行词加以限定；而同位语从句是名词性的，其功能是对名词进行补充说明。Theywereallverymuchworriedoverthefactthatyouweresick.（同位语从句）对你生病这件事，他们都很担心。Thefactthatweknewjustnowshockedallofus.（定语从句）我们刚刚了解的事实震惊了我们所有人。4.同位语从句对应的名词一般为抽象名词，而定语从句的先行词没这方面的限制。Heisstronglyfortheideathatsilencemightbebeneficialtoourhealth.（同位语从句）他十分支持这种观点：沉默可能对我们的健康有好处。Thegiftthathegavemeonmybirthdayisalovelybag.（定语从句）我生日时他给我的生日礼物是一个可爱的包。学生活动：Readthesentencesbelowandticktheoneswithappositiveclauses.1.WehavenodoubtthatUNESCOistryingtoprotecttheheritagesites.2.Thiswasthecluethathelpedthepolicefindthemanwhohaddestroyedtheancientstatues.3.Manypeopledonotknowthereasonwhythisheritagesiteisthreatened.4.Thereisnoquestionthatweshouldprotectoursharedheritagewesimplyhaveto.5.IwanttoplanmytripbutIhavenoideawhenthetempleswillopen.答案：1、4、5学生活动：完成Workingouttherules•Anappositiveclauseisusuallyplacedafteranabstractnountoexplainitscontent.Weoftenuse(1)

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_________________oraquestionwordtointroduceanappositiveclause.Nounsthatcanbefollowedbyanappositiveclauseincludefact,idea,news,opinion,belief,possibility,hope,truth,problem,question,etc.答案：that;whether教师活动：学生阅读第50页文章并完成下列表格。ThevalueofourheritageIntroduction•TheplainsoftheSerengetiandpyramidsofEgyptarethegreatheritagesiteswetake(1)____________inandmustbe(2)_____________.•UNESCOconsidersheritageas"our(3)___________fromthepast,whatwelivewithtoday,andwhatwepassontofuturegenerations"andirreplaceablesourcesoflifeand(4)________________.Someexamplesofheritagesites•Theincredible(5)________ofheritagesitesremindsusofthepowerofnatureandthegeniusofman.•JiuzhaigouValley,(6)___________tomightysnowcappedmountains,thickforestsalivewithwildlife,impressivewaterfallsandbluelakes,has(7)___________scenery,(8)___________makesusrealizethatnaturehastrulycreatedamasterpiece.•TheBorobudurTemple(9)_________uswiththeeffort,determinationandintensebeliefofthepeoplewhobuiltitwithonlyprimitivetools.Conclusion•Heritagesitesnotonly(10)___________questionsbutalsoposequestions.•Heritagesitesprovideuswithopportunitiestowonder,tobeinspiredandtothinkmoredeeplyaboutourtimeontheEarth.参考答案：(1)pride(2)protected(3)legacy(4)inspiration(5)splendour(6)home(7)dreamlike(8)which(9)impresses(10)answer学生活动：学生回答P50两个问题。1.Accordingtotheeditorial,whyshouldweprotectheritagesites?Becausetheincrediblesplendourofheritagesitesisareminderofthepowerofnatureandthegeniusofman.2.HowdoyouunderstandthequotefromCicero?Frommypointofview,Cicero'squotemeansthatknowingaboutourpasthelpsusunderstandthepresentandthefuturebetter.Ifwewereignorantofourpast,ourknowledgeaboutculturalandnaturalenvironmentswouldbelacking.Wewouldlosevitalinformationthatcouldhelpusbeebetterbynotrepeatingpastmistakes.Wewouldalsonotappreciatealltheeffortsandstrugglesofthepeoplethatcamebeforeus.学生活动：听第51页音频，完成B1。1.MrLiisaprofessorinthefieldofhistory.T/F2.Thehostthinksmakinglawsisagoodwaytoprotectheritagesites.T/F3.MrLiwantsmoretouristsingtotheheritagesites.T/F4.Thehostthinksthatlimitscanensurethesafetyofthesesites.T/F5.MrLi'smainjobistoraisefundsforthelocalheritageprojects.T/F6.Wecaneducatelocalofficialsabouttheimportanceofheritagesites.T/F答案：1.F2.T3.F4.F5.T6.F学生活动：再次听音频，完成B2。HowtoprotectheritagesitesMeasurestolimitthenumberoftourists•Asktouriststo(1)___________throughanapporonthewebsiteinadvance•(2)___________________howlongtouristscanspendvisitingtheheritagesitesonadailybasisResources•(3)_____________________•Equipment•(4)_____________________inmanyotherfieldsEducation•Launchcampaigns•(5)_____________________•(6)_____________________参考答案：(1)purchasetickets(2)Setstricttimelimitson(3)Money(4)scientists,engineersandexperts(5)Setupwebsites(6)Giveoutleaflets教师活动：如何写保护遗产地的文章遗产地保护属于人与社会主题语境中“物质与非物质文化遗产”和人与自然主题语境中“自然资产”的范畴。保护遗产地就是保护人类自然和文化的精华。写保护遗产地的文章时应从以下几个方面入手：1.注意文章结构写保护遗产地的文章，首段介绍保护遗产地的重要性（如：见证历史发展；是珍贵的文化资源）；主体段就如何保护遗产地提出具体的建议、方法、措施等（如限制游客数量、制定法律等）；尾段总结全文，呼吁人们采取行动。2.采用正确的语言遗产地保护是一个严肃的话题，写作时应使用非常清晰和直接的语言，也可以用一些情态动词来向人们表达保护遗产的义务。3.选用正确的时态和人称在介绍遗产地的现状时，应用一般现在时，介绍其过去的情况用一般过去时。人称以第三人称为主，第一人称为辅。常用表达开头语：1.Asweallknow,ourmotherlandiswellknownforhavingsomanygreatheritagesites,whichweareveryproudof.2.Inmyopinion,alltheculturalrelicsbelongtoallthepeoplesintheworldratherthanjustonepeople.3...areindangerofdisappearing.4.Howtoprotectthemhasbeeanurgentproblem.遗产地的重要性：1.Heritagesitesareasymbolofgreatancientcivilization.2.Heritagesitesareofgreatvalueandprotectingthemcanmakeusfeelproudofournation.3.Theprotectionof...isofgreatsignificance.4.Heritagesitesarevaluableculturalresources,whichhelpustolearnaboutwhathappenedinthepast.5.Thereisnodoubtthatmoreandmorepeopleareawarethattheculturalrelicsareofgreatsignificanceandjoinprotectionactivities.保护遗产地的措施：1.People'sawarenessof...shouldberaised.2.Wearecallingonpeopletotakeactio