陜西省安康市石泉縣江南高級(jí)中學(xué)人教版高二英語選修7全單元教案Unit4sharing

Unit4SharingＩ．單元教學(xué)目標(biāo)技能目標(biāo)GoalsTalkabouthelpingothersandvoluntaryworkPractiseexpressinganideaandfindingreasonsRevisetheAttributiveClause(restrictive)ImprovemunicationskillsWritealetterⅡ.目標(biāo)語言功 能 句 式ExpressinganideaandfindingreasonsWhywouldyou…?Howcouldyoudothat?BecauseIwanttosharewithothers…First,findsomeinformationthrough…Thereasonisthat…Then…Next…Finally…詞 匯1.四會(huì)詞匯relevant,doorway,adjust,platform,soft,softly,grill,privilege,arrangement,toast,b,astronaut,catalogue,purchase,anniversary,seed,seedling,sew,ox,trunk,Kenya,tailor,ine,skill,participate,political,distribution,finance,financial,security,operate,remote,otherwise,donate,clinic2.認(rèn)讀詞匯PapuaNewGuinea,bucket,bubble,Pidgin,slope,leftover,evil,vaccination,loan,supplement,Bangladesh,Tanzania,economic,Uganda,Sudan,MedecinsSansFrontieres(MSF),Malawi3.詞組hearfrom,bedyingto,eacross,stickout,dryout,dryup,inneed,sewingmachine,trunklibrary4．重點(diǎn)詞匯purpose,faith,theme,determination,nation,birth,ancestor,joy,treat,peace結(jié)構(gòu)復(fù)習(xí)限定性定語從句有關(guān)用法重點(diǎn)句子1.Iknowyou’redyingtohearallaboutmylifehere.Page292.I’veincludedsomephotoswhichwillhelpyoupicturetheplacesItalkabout.Page293.WhenIreachtheschoolgroundstherearelotsof“goodmornings”formefromtheboys,manyofwhomhavewalkedalongway,sometimesuptotwohours,togettotheschool.Page294.I’mstilltryingtoadapttotheseconditionsbut,onethingisforsure,I’vebeealotmoreimaginativeinmyteaching.Page295.TheotherdayIwasshowingtheboysachemistryexperimentbeforeIknewit,themixturewasbubblingovereverywhere.Page296.SometimesIwonderhowrelevantchemistryistothekids,mostofwhomwillbegoingbacktotheirvillagesafterYear8.Page297.Butlastweekendanotherteacher,Jenny,andIdidvisitavillagethatwasthehomeofoneoftheboys,Tombe.Page298.Wewalkedfortwoandahalfhourstogettherefirstupamountaintoaridgefromwherewehadfantasticviewsandthendownasteepslopetothevalleybelow.Page299.Whenwearrivedatthevillage,Tombe’smother,Kiak,whohadbeenworkinginhergarden,startedcrying“ieeeieee”.Page2910.Tombe’sfather,Mukap,ledustohishouse,alowbamboohutwithgrassstickingoutoftheroofthisshowsit’saman’shouse.Page2911.TheonlypossessionsthatIcouldseewereafewtinplatesandcupsandacoupleofpots.Page3012.MuapandTombeweretosleeponsmallbedsinanotherpartofthehut.Page3013.Whenhot,heplacedtheminanemptyoildrumwithkaukau(sweetpotato),cornandgreens.Page3014.Thegiftyougiveisnotsomethingyourlovedonekeepsbutacontributiontowardsthelivesofpeoplewhoreallyneedit.Page3315.ToletyouknowthatIamthinkingofyou,IhavepurchasedagiftfromtheWorld’sMostUsefulGiftCatalogueforyoutogivetosomeoftheworld’spoorest.Page3316.Thegiftwilltrainawholevillageofaround40familiesinIndia,Kenya,orBangladeshinnewagriculturalmethods,andprovideseedsandsimpleagriculturalequipment.Page33Period1warmingupI．Teachingaims:1.Guesswhatis“sharing”.2.Givethedefinationof“volunteer”.3.Enablethesstodosomethingforothers.4.Describesomethingaboutthetenphotos.II.Procedures：Step1.ThingkingWhat’syourunderstandingofsharing?Sharingissmiling.Sharingishelping.Sharingisenjoying.Sharingisunderstanding.SharingisperfectingShare:tohave,use,pay,ortakepartinsomethingwithothersamongagroupratherthansingly.1.Childrenshouldbetoldtosharetheirtoys.2.Wesharethecostofthemeal.3.Weallsharetheresponsibilityfortheseterribleevents.4.It’salwaysbettertoshareyourworriesandproblems.Step2.Freetalk:Haveyoueverhelpedothers?Whatdidyoudotohelpyourparents?Orotherrelatives?Oryourfriends?Orpeopleinyourmunity?Orpeopleoutsideyourmunity?Step3.Givepicturesandguesswhatis“volunteer”andwhatvolunteersdo.1)fightagainstthefloodandrescuetheoldandthesick2)planttreesandprotectourenvironment3)helpthedisabled4)cleanthemunity5)TeachthekidsinthemountainousareasStep4.Discuss:Whatcanwedoforthefollowingpeople?Money/quilt/medicine/food/bloodStep5.Givethedefinitionof“volunteer”.Peoplewhohelpothersintheirmunityoroutsidetheirmunitywouldbecalledvolunteers.However,theywouldnotbecalledvolunteersiftheyhelptheirparents,otherrelativesorfriends.Theimportantfactors1)notforrewards–esp.moneyandmaterials2)Volunteer–notforcedtodoso3)Notonlythepersonbutalsothesocietyandtheenvironmentbenefitfromit.4)withparticipationStep6.Discusstask:Whatvoluntaryworkhaveyoudone?Ifnot,whatwillyouvolunteertodointhefuture?Whichcountriesdoyouthinkneedhelpmost?Why?Inwhichcountrydoyouwanttodovoluntarywork?InChinaorabroad?Why?Step7.Prereading(tolearnsomethingaboutPapuaNewGuinea)WhatdoyouknowaboutPapuaNewGuinea?Therearemanyvolunteersworkingindifferentmountainousareasordevelopingcountries,amongwhichPapuaNewGuinea(PNG)isone.Location:situatedtothenorthofAustraliaPopulation:about5.7millionLanguage:EnglishastheofficiallanguagePidginEnglishasthelanguageformunicationEconomy:apoorcountrywithmostpeoplelivingintribalvillagesanddependingonsubsistencefarmingtomakealiving.Education:About85%ofchildrenstartschoolbutonlyabout60%ofthesereachYear5Step8.Giveabriefdescriptionofthephotos:JowasavolunteerworkedinPapuaNewGuinea(PNG)fortwoyears.ThefollowingphotosweretakenbyJoinPNG.Lookatthephotosandanswerthequestions.Photos131.WhatkindofstudentwasinJo’sclass?Poorlydressedteenageboys2.Describetheclassrooms.woodenpools,bamboowalls,grassroofs,grassonthefloor,noglassinthewindows3.WhatsimilaritiesanddifferencescanyoufindbetweenJo’sandyours?Similarities:Inaroomwithgroupsdifferences:Jo’sclassroommadeofbamboowithgrassroofandnowindowsOursmadeofbrickswithglasswindowsPhotos4101.Whatcanyousayaboutthevillage?Thevillageissmall.It’sbyariveratthebottomofavalley.Ithassteepslopesallaroundit.2.Whatcanyousayaboutlifeinthevillage?Thevillagehutsaresmall.Theyhavenowidowsandaremadeofwood,bamboo,andgrass.Themaincropispeanuts.Thetoolforplantingisadiggingstick.Thereisabarefootedwomancarryinganakedbabyandaheavybagonhershoulders.Step9.Homework:AskSstoworkingroupsandtalkaboutthedonations.Ifpossible,encouragethemtodoforthepoorchildreninpoorareasinourcountryorinothercountries.Period23ReadingI.Teachingaims:1.EnabletheSstolearnmoreinformationaboutJo’sjobandtheconditionsofherteaching.2.Knowmoreaboutthecustomsoflocalpeople.3.Discusshowyouwoulddoifyouwereavolunteerworkinginthatarea.4.Getmorereadingskills.II.Teachingprocedure:Step1:prereading:Givetwoquestions:WhatwasJo’sjobinPNG?Whatkindofstudentswereinherclass?Step2:Fastreading1.JoisayoungAustralianwomen.2.RosemarywasdyingtohearallaboutJo’slifeinPapuaNewGuinea.3.Theboyswalkedalongwaytogettotheschool.4.TheboysandJodidn’thaveanytextbooks.5.Jobecamealotmoreimaginativewhenteaching.6.Theboysstartedjumpingoutthewindowsduringachemistryexperiment.7.JennyandJovisitedavillagethatwasthehomeofoneoftheboys,Tombe.8.Kiakstartedcrying“ieeeieee”towelethem9.Mucapledustoalowbamboohut.10.KiakwasgoingtosharetheplatformwithJennyandJo.11.Tombe’sfamilysoftlytalkedtoeachotherintheirlanguageJodidn’tunderstand.Step3.Dothejudgement.(Trueorfalseaccordingtothetext)1.Theclassroomsaremadeofbricksandtheroofsofgrass.(F)2.Italwaystakestheboysonlyafewminutestogettotheschool.(F)3.ScienceisthemostchallengingsubjectforJo.(T)4.WhenJoandJennyarrivedatthevillage,theyshookhandswithallthevillagers.(T)5.Tombethrewoutthetincanbecauseit’sverydirty.(F)Step4.Skimmingandthenanswerthefollowingquestions:1.WhydidJosendRosemarysomephotos?It’sdifficultforRosemarytoimaginehowlifewashard/differentinJo’s2.Whywasthehighschoolcalledabushschool?Theclassroomweremadeofbambooandtheroofsweremadeofgrass.3.WeretheboysandvillagersfriendlytoJo?Howdoyouknow?Lotsof“goodmornings”;cry“ieeeieee”;shakehands4.WhywasSciencethemostchallengingsubjectforJo?Therewasnoequipment.5.Whydidtheboysstartjumpingoutthewindow?Theboynevercameacrosssomethinglikebubblingmixture6.WhyshouldittakeJoandJennytwoandahalfhourstogettothevillage?Theyhadtoclimbupamountaintoaridgefirstandthendownasteeppathtothevalley.Step5.Scanningandthenanylizethestructureofthetext.Trytogivetherightorderaccordingtothecontentsofthetext.2A.Theconditionoftheschool.1BAnintroduction.4C.Theending3D.Avisittoalocalfamily.ALetterHomePart1(para.1)AnintroductionOpeningoftheletter:1.CPart2(para.23)theconditionoftheschoolPara.2Somethingaboutmyhighschool:2.FPara.3Poorteachingconditions:3.BPart3(para.47)howIgettoknowthelocalpeoplePara.4Myfirstvisittoavillage.Para.54.EPara.65.APara.76.DPart4(para.8)theendingPara.8Thecloseoftheletter.A.WehadamealandIsawastrangecustom.B.Theexperimentfrightenedtheboys.C.IamgladtoreceiveRosemary’sletterandI’veincludedsomephotos.D.IleftandIfeltprivileged.E.Isawthepoorconditionoftheroom.F.It’sabushschoolandthestudentslivefaraway.Step6.DetailedreadingReadparagraph13andfinishthequestions1.WhydoesJocallthehighschoola“bushschool”2.WeretheboysfriendlytoJo?Howdoyouknow?3.Howlongdoesittakethestudentstogotoschool?4.WhywassciencethemostchallengingsubjectforJo?5.Whydidtheboysstartjumpingoutofthewindows?6.WhydoesJowonderhowrelevantchemistryistothekids?Readparagraph13andfinishthequestions1.WhydoesJocallthehighschoola“bushschool”Becausetheclassroomsaremadefrombambooandtheroofsfromgrass.2.WeretheboysfriendlytoJo?Howdoyouknow?Therearealotof“goodmornings”forJofromtheboys.3.Howlongdoesittakethestudentstogotoschool?Sometimesupto2hours4.WhywassciencethemostchallengingsubjectforJo?Therewasnoequipment.5.Whydidtheboysstartjumpingoutofthewindows?Theboysnevercameacrossanythinglikethebubblingmixture.6.WhydoesJowonderhowrelevantchemistryistothekids?Becausemostoftheboyswillgobacktotheirvillagesafteryear8andshethinkschemistrymaymakelittledifferencetothekids’life.Step7.prehendingWhathaveyoulearnedaboutthecustomsandlivesofthepeopleinTombe’svillage?ReadJo’sletterandlookatherphotos.Thenpletethetablebelow:TypeofhousesMen’shutisalowbamboohutwithgrassstickingoutoftheroof.Nowindows,smalldoorway.Floorwascoveredwithfreshgrass.FamilyrelationshipsEveryoneseemedtobearelativeofTombe’s.(largeextendedfamily)CookingmethodsHotstonesareplacedinanoildrum,thenvegetablesareplacedinthedrum,coveredwithbananaleavesandsteamed.SleepingarrangementsKiakusuallysleptinherownhut.AnewlymadeplatformforJennyandmetosleepon.Dietsweetpotato,cornsandgreens.PossessionsIcouldonlyseeonebroomafewtinplatesandcupsandacoupleofjars.AgricultureToolsareverybasic.Thereisnomachinery.BeliefsThevillagersbelieveinevilspirits.Theybelievethatleftoverfoodattractsevilspiritssothatdryitoutinacanoverthefire.Step8.PostreadingGuessthereasonsforthefactsaccordingtotheJo’sletter.1.Theboysjumpedoutofthewindowsinthesciencelesson.Inthesciencelessontheboyswerefrightenedbywhattheysawthemixturewasbubblingovereverywhere,thinkingthatsomethingterriblehadhappened,sotheyjumpedoutofthewindowstoescapefromdanger.2.Jowonderedhowrelevantchemistrywastotheboys.Becausemostoftheboyswillgobacktotheirvillageafterstudyingintheschool,andtheirknowledgeofchemistrywillproveuseless,soJowonderedhowrelevantchemistrywastotheboys.3.Tombe’smothercried“ieeeieee”whenhesayJo.Ithinkit’sakindofgreetingintheirvillage.AndI’msureallthefamilymemberswillbehappyandexcitedtohavevisitorslikeJennyandJo.4.TherewerenowindowsinMukap’shut.TherewerenowindowsinMukap’shut.Perhapsinthiswaycanpreventflies,mosquitoesandotherinsectsfromingin.Ofcourse,iftherewereglass,theycouldbothhaveabigwindow,andatthesametime,theycankeepalltheinsectsfromentering.5.Thetincanwasstandingupsidedownonthegrill.Thetincanwasstandingupsidedownonthegrillinordertogettheleftoverdryupquickly.Step9.Fillinthechart:WhatdoyouthinkarethepositiveandnegativethingsaboutlivinginavillageinPapuaNewGuinea.Thefirstoneisdoneforyou.PositiveaspectsNegativeaspects1.Boysvalueeducation1.Norunningwaterorelectricity2.Everyonewouldknoweachother2.Havenoroadstoconnectwithoutsideworld3.Doesnothavetorelyonoutsidesourcesforfood3.Havetowalkalongwaytotheclosestschool4.Peoplecanlivewithoutmanypossessions4.TheremightnotbeanymedicalservicesclosebyStep10.Discussioningroups:1.parethedifferencesbetweenourschoolandtheschooldescribedintheletterConditionsOurschoolTheschooldescribedintheletterClassrooms(equipmentorno)

Equipment

NoequipmentStudents’future

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ReturntothevillagesElectricityandwater(Y/N)

Yes

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Many

Few2.JofeltitwasaprivilegetohavespentadaywithTombe’sfamily.IfyouwereJo,howdoyouthinkyouwouldhavefelt?Givereasons.FirstIthinkitwassuchalongdistancefromtheschooltoTombe’shome.Second,thefamilymembersandthevillagersshowedgreathospitalitytous,whichimpressedusverydeeply.Third,wegotthechancetoknowthevillager’ssimplelife.Therefore,weweredeterminedtogoonwithvolunteerworktohelptheboysgetenougheducation3.WhydoyouthinkJobecameavolunteerinPNG?Giveasmanypossiblereasonsasyoucan.Wouldyouliketoworkasavolunteerinapoorarea?Givereasons.Usefulphrases:bewillingto;doone’sbittodo;beeagertodo;befullof;workhardandendurehardship…Keywords:kindhearted;helpful;strongmindedAsampleofthediscussions:A:Ithink,firstofall,Jowasakindheartedwoman,whoiswillingtohelpothers.Second,sheknewenoughaboutthepoorconditionsinPNGandthoughtthatshecouldhelpteachintheschools.IfIamgiventhechance,IwilldowhateverIcantohelp.B:Inmyopinion,JomusthaveworkedasateacherinAustralia,andsheappliedtobeeavolunteerabroad,andthenshewassenttoPNGasavolunteer.C:MaybeshethinksthateducationisthekeytosolvingalltheproblemsinPNG,soshe,asateacher,goestoPNGtohelp.D:Perhapsshelikestravelingabroad,helpingthepoorwherevershegoes.E:Idon’tagreewithyou.Youknow,shestayedtherefortwoyears.Atraveleroncedidthat.ShewaswillingtohelpthepoorchildreninPNGtobeeducated.Shewasdoingherbittochangethepoor’sstateoflivingandeducation.Ifeveryoneintherichcountriesshoulddolikeher,alltheproblemsstemmingfrompovertycouldbesolvedeasily.F:Iwouldliketosaysomethingaboutthesecondtopic.IthinkIwillbeavolunteerinapoorarea.WheneverIsawthepoorlivingstateofthepoorinthewesternareasandmountainousareas,Iwaseagertodosomethingforthem.Allarecreatedequal.Buttheycan’tgetwhatwecanenjoy.Whatapity!Ifpossible,IwilltrytohelpStep11.Homework:SurftheInternettofindsomeinformationaboutthevolunteersworkinginpoorareas.Period45LearningaboutlanguageI．Teachingaims:1.Guesswordsaccordingtothewordmeaning.2.Fillintheblanksofagivenpassage.3.Learnimportantwords,phrasesandsomeimportantsentencestuctures.II.ProceduresStep1DoexerciseforEx.1onpage32Findwordsintheunitthathavethefollowingmeanings.1.___tochangeslightlytomakesomethingworkbetter(adjust)2____ametalshelfforcookingmeat,toastingbread,etc(grill)3____connectedwithwhatisbeingdoneordiscussed(relevant)4____anidea(concept)5____anhonour(privilege)6_____somethingthathasbeenorganized(arrangement)7.____writtenworkinanoffice,suchaswritingreportsorletters(paperwork)8.____tobreatheairintoyournosenoisily(sniff)Step2pletetheparagraphwithwordsorphrasesbelowintheirproperform.Sharonlookedatherselfinthemirrorandsighed.ShehadpostedtheairmaillettertoTimlastweekbuthadhadnoreply.Shesmoothedherhairdownwithawetb,wipedhermuddyshoes,andthoughtaboutthethreemonthsshehadknownher.Hewasthenicestboyshehadevermet.Otherwiseshewouldnothavefalleninlovewithhim.Shestillrememberedthatheadjustedquicklywhenheheardshecamefromaremotevillage.Atfirstshehadheardfromhimeveryweekbutnowshehadnotheardforafortnight.Why?Shehaddecidedtofindout.ShewalkeddowntheplatformtocatchthetraintoNewYorkfeelingbothexcited.andnervous.Shewasdyingtoseehimagainbutwhatifhedidn'twanttoseeher?Step3Lookatthesedefinitionsandmakesuitablephrasalverbswiththewordsintherightbox.Thenmakeadialogueusingeachone.out;off;up;from;for;up;down;of;to1(dryout)tobeepletedry.2(dryup)tobeedryonthesurface.3(dryoff)toetoanend4(hearout)tolistentosomebodytilltheend5(hearfrom)toreceivealetteroraphonecallfromsomeone6(hearof)tohaveknowledgeofsb/sth7(bedyingto)towanttodosomethingverymuch8(dieout)todisappearorstopexistingpletely9(diedown)tograduallyygetquieterStep4Learnimportantwords,phrasesandsomeimportantsentencestuctures.1.Itwaswonderfultohearfromyou.hearfromsb.=receivealetterfromsb.收到某人的信hearof,hearfrom&hearaboutHaveyouheardfromCharlesrecently?IneverheardofamanwiththenameTom.IhaveheardmuchaboutBeckham.2.Iknowyou’redyingtohearallaboutmylifehere.bedyingtodo/forsth.渴望做某事；迫切想要Sheisdyingtogoabroad.Iamdyingforaglassofwater.“渴望”的類似說法bethirtyforsth./desiretodosth./haveastrongdesireforsth./longtodoforsth.3.Manyofthemhavewalkedalongway,sometimesuptotwohours,togettotheschool.upto=asmanyas/asmuchasHecanearnupto$50,000ayear.upto還可以表示(1)upuntil一直Shelivedathomerightupto/untilshegotmarried.(2)goodenoughforsth.勝任Iamnotsureifsheisreallyuptothatjob.(3)由……負(fù)責(zé)It’suptohertodecidewhetherornottogoonthecourse4.Theboyswhohadnevereacrossanythinglikethisbeforestarted…..eacross偶然遇見／發(fā)現(xiàn)Icameacrosssomeinterestingbooksintheroom.IcameacrossanoldfriendIhadn’tseenforyears.eabout發(fā)生Thissituationshouldneverhaveeabout.ealong進(jìn)展Howisyourworkealong?5.imaginativeadj.富有想象力的,愛想象的animaginativechild/writerimaginaryadj.想象中的,假想的imaginev.設(shè)想imaginableadj.可想象的imagen.雕像,肖像imaginationn.想象力amanofrichimagination詞語辨析：Imaginative:showingnewandexcitingideas富于想象力的；創(chuàng)新的Weneedimaginativepeopletoputnewenergyintotheteam．Imaginary:existingonlyinyourmindorimagination想象中的Thestoryiswhollyimaginary．imaginable：(與形容詞最高級(jí)或與all，every連用，表示強(qiáng)調(diào)或概括)想象得到的；可想象的Thehousehasthemostbeautifulviewsimaginable．6．Sometimeslwonderhowrelevantchemistryistothesestudents，mostofwhomwillbegoingbacktotheirvillagesafterYear8anyway1)relevant有關(guān)的；有實(shí)際重要性的(berelevanttosth.／sb．)Hisageisnotrelevanttowhetherheisagoodteacher．他的年齡與他是否是一位好老師無關(guān)。2)willbedoing將來進(jìn)行時(shí)，表示將來某個(gè)時(shí)候正在發(fā)生的動(dòng)作。如：I'msurelwillbestudyinginauniversitynextSeptember．我相信下一年的9月我會(huì)正在大學(xué)里學(xué)習(xí)。7.Tombe'sfather,Mukap,ledustohishouse，alowbamboohutwithgrassstickingoutoftheroof．他的父親領(lǐng)我們到他的房子，一個(gè)低矮的小竹屋，屋頂長著草。stickout伸出stickwith保持密切關(guān)系;繼續(xù)支持stickto堅(jiān)持，維持It'srudetostickoutyourtongueatothers．對別人吐舌頭是不禮貌的。Iwillstickwithmyfriendsthroughthickandthin．我與朋友患難與共。Hepromisedtohelpusandhestucktohisword．他答應(yīng)過幫助我們，他沒有失信。8.Tombetoldmethatthecanwasheatedtodryouttheleftoverfood.Theybelievethatanyleftoversattractevilspiritsinthenightsothefoodisdriedupinthecan.dryout(使)變干，干透Watertheplantregularly,neverlettingthesoildryout.dryup(河流，湖泊等)干枯，(使)完全變干Duringthedroughttheriverdriedup.Thewriter’slongseparationfromsocialdrieduphisimagination.9.Thehutwasdarkinsidesoittooktimeforoureyestoadjust.adjustvi.適應(yīng)HeadjustedquicklytotheheatofIndia.adjustvt.調(diào)整Headjustedhistiebeforeenteringthehall.adjustableadj.可調(diào)整的adjustmentn.調(diào)整10.ItwassuchaprivilegetohavespentadaywithTombe’sfamily.privilege殊榮Itwasaprivilegetomakehisacquaintance.privilege還表示“特權(quán)”、“權(quán)利”O(jiān)nlymembershavetheprivilegetousetheground.theprivilegeofcitizenship/equality公民權(quán)/平等權(quán)11.Well,it’sabushschool—theclassroomaremadefrombambooandtheroofsfromgrass.是的,這是一所灌木叢學(xué)校教室是由竹子建成的,房頂是用草蓋的。make的用法：1)bemadefrom由制成(看不出原材料)Thepaperismadefromwood.2)bemadeof由制成(看出原材料)Thehouseismadeofstone.3)bemadeinto某種原材料制制成某種成品Glassesismadeintobottles.4)bemadein在某地制造,in后面接表示地點(diǎn)的名詞ThisTVsetismadeinShanghai.5)bemadeby由誰制造Themachineismadebyworkersinthefactory.6)bemadeupof由組成Theclassismadeof30boysand30girls.12.Butlastweekendanotherteacher,Jenny,andIdidvisitavillagethatwasthehomeofoneoftheboys,Tombe.但是上周末,另一位老師Jenny和我拜訪了一個(gè)村子,這個(gè)村子是其中一個(gè)男孩Tombe的家。did強(qiáng)調(diào)肯定語氣,do(does,did)用于強(qiáng)調(diào)謂語動(dòng)詞的語氣時(shí)，要符合以下條件:(1)句子是肯定句;(2)謂語動(dòng)詞為一般現(xiàn)在時(shí)或一般過去時(shí);(3)謂語動(dòng)詞是單獨(dú)的行為動(dòng)詞或單獨(dú)的連系動(dòng)詞(be除外)。Thelittlegirldoeswanttoseehermother.這個(gè)女孩非常想見她的母親。Idoliketoeatapples.我的確喜歡吃蘋果。Dostayawhile.請待會(huì)兒。Step5Homework1.Trytomemorizetheusageofthenewwordsandexpressions2.Trytofind5sentencesinwhichAttributiveClauseisused.Period67GrammarI.Teachingaims:1.TolearnthekindsofAtributiveClause.2.Tolearntheusageofwho,whose;whom;which;that;how;when;why等。3.Dosomepractice.II.ProceduresStep1.Find5sentencesusedattributiveclausesfromthetext:1.I’veincludedsomephotoswhichwillhelpyoupicturetheplacesItalkabout.2.Theboyswhohadnevereacrossanythinglikethisbeforestartedjumpingoutofwindows.3.Sometimeslwonderhowrelevantchemistryistothesestudents，mostofwhomwillbegoingbacktotheirvillagesafterYear84.Butlastweekendanotherteacher,Jenny,andIdidvisitavillagewhichisthehomeofoneoftheboys,Tombe.5.Whenwearrivedatthevillage,Tombe’smother,Kiak,whohadbeenpullingweedsinthegarden,startedcrying“Leee,leee”.Step2.Whatisattributiveclause?在復(fù)合句中修飾名詞或代詞的從句叫做定語從句。被修飾的名詞或代詞叫先行詞。引導(dǎo)定語從句的關(guān)系代詞有：which,that,who,whom,whose.引導(dǎo)英語從句的關(guān)系副詞有;_____where,when,how,why。

先行詞是物先行詞是人定語地點(diǎn)狀語時(shí)間狀語原因狀語主賓主賓

關(guān)系代詞which

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關(guān)系副詞where

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why

√注：1.介詞提前時(shí)一般只用which和whom。2.whose+名詞=the+名詞+ofwhich/ofwhom定語從句分類定語從句TheRestrictiveAttributiveClause限制性定語從句TheNonRestrictiveAttributiveClause非限制性定語從句限定性定語從句與非限定性定語從句得區(qū)別:限定性定語從句是句中不可缺少的組成部分，主句和從句之間不用逗號(hào)隔開。引導(dǎo)詞：關(guān)系代詞和關(guān)系副詞，作賓語時(shí)一些關(guān)系代詞可以省略非限定性定語從句是對主句先行詞的補(bǔ)充說明，沒有這種從句不影響主句意思完整.一般用逗號(hào)把主句和從句分開。引導(dǎo)詞：who,whom,whose,which,ofwhich,when,where等，不用that,不能省略Step3.關(guān)系詞的用法：(一）關(guān)系代詞的用法：1、作主語用who,which和that,如：Heisthemanwho/thatlivesnextdoor.Thetrainwhich/thathasjustleftisforShenzhen.2、作賓語用whom,who,which,that,如：Theman(whom/who/that)wehavejustseenisafamouswriter.Whereisthebook(which/that)Iboughtlastweek?注：在非正式文體中，關(guān)系代詞作賓語時(shí)，用于指人的whowhom,that和用于指物的which和that通?？梢允÷?；但在介詞提前時(shí),或在非限定性定語從句中，關(guān)系代詞即使作賓語也不可省略。3、作定語用whose,如：(a)Heisthemanwhosecarwasstolenlastweek.(b)ItwasameetingwhoseimportanceIdidnotrealizeatthattime.注：“whose+名詞中心詞”這一結(jié)構(gòu)在定語從句中既能作主語（如上a句），又能作賓語（如上b句）。whose的先行詞常用來指人，但有時(shí)也可以用來指具體事物或抽象概念，這時(shí)可以與ofwhich結(jié)構(gòu)互換，詞序是：“名詞+ofwhich”，如：Theycametoahousewhosebackwallhadbrokendown.(=thebackwallofwhich)He’swrittenabookthenameofwhichI’vepletelyforgotten.(=whosename)4、作表語只用that，它既可以指人，也可以指物，但時(shí)常省略。Heisnolongerthemanthatheusedtobe.Thisisnolongerthedirtyplace(that)itusedtobe.難點(diǎn):as引導(dǎo)限定性定語從句，指代被thesame,such,as,so等修飾的名詞Don’ttalkaboutsuchthingsasyoudon’tunderstand.We’refacingthesameproblemsaswedidyearsago.ItisaspleasantafilmasIhaveeverseen.Hereissobigastoneasnoonecanlift.比較：Hereissobigastonethatnoonecanliftit.（結(jié)果狀語從句）宜用that引導(dǎo)的定語從句1）序數(shù)詞或最高級(jí)形容詞修飾先行詞時(shí)，要用that。ThefirstEnglishnovelthatIreadwasATaleofTwoCitiesbyCharlesDickens.all,everything,nothing,something,anything等不定代詞作先行詞時(shí)用that。Everythingthatwesawinthefactorygreatlyinterestedus.人和物合作先行詞時(shí)，要用that。Weweretalkingaboutthepersonsandthingsthatwerememberedinourschool.先行詞前有theonly,thevery,theright,thesame等修飾時(shí)，要用that。Itistheveryskirtthatsuitsmewell.5)在疑問詞who、which、what開頭的句子中，要用thatWhoeverthatiscontentwithalittleprogresscan’tmakebigachievements.6)關(guān)系代詞在定語從句中作表語只用thatHeisnolongerthemanthatheusedtobe.Thisisnolongerthedirtyplace(that)itusedtobe.宜用which引導(dǎo)的定語從句1)當(dāng)定語從句的介詞提前時(shí)，要用which。Thehouseinwhichtheylivedlastyearhasbeenrebuilt.2)引導(dǎo)非限制性定語從句時(shí)，要用which。Heboughtarailwayticketforthewoman,whichhelpedheralot.宜用as引導(dǎo)的定語從句1)先行詞與such,thesame連用或先行詞本身就是thesame,such時(shí)，要用as。Suchpeopleasyoudescribearerarenowadays.WouldyouliketobuythesamepenasIhave?2)代替整個(gè)句子，在從句中作主語，而從句位于句首時(shí)，要用as。Asiswellknown,theearthgoesaroundthesun.宜用who引導(dǎo)的定語從句:當(dāng)先行詞是人稱代詞或是those,anyone等時(shí)，常用who。HewhodoesnotreachtheGreatWallisnotatrueman.Thosewhowereeitherfoolsorunfitfortheirofficescouldnotseethecloth.Step4（二）關(guān)系副詞的用法：1、when指時(shí)間，在從句中作時(shí)間狀語，它的先行詞通常有：time,day,morning,night,week,year等。如：IstillrememberthetimewhenIfirstbecameacollegestudent.Doyouknow