2018-2019学年高中英语人教版选修七Unit 4 Sharing Language points课时作业(6)
Unit 4 Sharing Language points课时作业第一节完型填空Hiro walked up to the microphone. He looked out at the huge crowd and felt heaviness in the pit of his stomach. They were all 1at him, waiting.“Uh, hi,” Hiro said into the microphone. For a moment, his mind went 2. Then he saw Tadashi’s face in the audience. He was smiling and giving Hiro a thumbs-up.Hiro smiled back and took a 3. “Sorry. My name is Hiro Hamada, and I’ve been working on something I think is pretty cool. I hope you like it.”Hiro put on a headset and reached into his hoodie (连帽衫). He 4 a small object no bigger than a paper clip. “This is a microbot.” The small object in his hand took a bow. “It doesn’t look like much but when it links up with the rest of its fellows, things get a little more interesting.”The crowd didn’t seem 5. Then a murmur rose as the audience noticed waves of tiny microbots twisting across the floor. The single microbot flew from Hiro’s 6and joined a towering column of microbots that had now formed onstage.Hiro smiled and tapped his headset. “The microbots a re7by this neural transmitter(神经传导器).” He took the headset off and the microbots collapsed to the floor. They reformed into a column as soon as Hiro put the headset back on.“I think of what I want them to do,” Hiro said, “and they do it!” The microbot s took the 8of a hand waving. Everyone in the audience smiled and waved back. “The 9of this tech are limitless. Take construction.”Hiro stared at the microbots, and with a wave of his hand, they picked up cinder (煤渣) blocks and assembled them into a tower. “10used to take teams of people to work by hand for months or years can now be11by one person!”“And that’s just the 12.” Hiro said as he jumped off the tower. Everyone gasped, thinking he was about to 13, but the microbots rose and 14him midair. Hiro smiled. He could see Tadashi giving him another 15.“How about 16?” Hiro asked. The microbots transformed into a set of legs that 17Hiro through the audience. “Microbots can move anything, anywhere, 18. ”As they approached the stage, the microbots formed a set of 19so Hiro could climb back up to it. “If you can think it, the microbots can do it!” Hiro said.The audience was with him now. The moment belonged to Hiro, and he was on a roll. “The only limit is your 20! Microbots!” he exclaimed, and the audience burst into applause.1.A.smiling B.shouting C.staring D.glancing2.A.open B.blank C.down D.away3.A.sigh B.look C.seat D.breath4.A.put away B.took out C.picked out D.set in5.A.worried B.exhausted C.delighted D.impressed6.A.hand B.pocket C.position D.headset7.A.charged B.controlled C.constructed D.conducted8.A.picture B.place C.shape D.sight9.A.applications B.instructions C.methods D.meanings10.A.It B.There C.What D.That11.A.destroyed B.accomplished C.accessed D.occupied12.A.story B.feeling C.challenge D.beginning13.A.fall B.break C.leave D.decline14.A.sought B.caught C.chased D.stopped15.A.thumbs-up B.look C.applause D.reward16.A.operation B.construction C.transportation D.reception17.A.removed B.walked C.ran D.led18.A.with caution B.without hesitationC.without orderD.with ease19.A.legs B.blocks C.stairs D.stages20.A.imagination B.determination C.courage D.confidence答案1.C2.B3.D4.B5.D6.A7.B8.C9.A10.C11.B12.D13.A 14.B15.A16.C17.B18.D19.C20.A第二节阅读理解AWhy College Is Not HomeThe college years are supposed to be a time for important growth in autonomy(自主性) and the development of adult identity. However, now they are becoming an extended period of adolescence, during which many of today’s students are not shouldered with adult responsibilities.For previous generations, college was a decisive break from parental control; guidance and support needed to come from people of the same age and from within. In the past two decades, however, continued connection with and dependence on family, thanks to cell phones, email and social media, have increased significantly. Some parents go so far as to help with coursework. Instead of promoting the idea of college as a passage from the shelter of the family to autonomy and adult responsibility, universities have given in to the idea that they should provide the same environment as that of the home.To prepare for increased autonomy and responsibility, college needs to be a time of exploration and experimentation. This process involves “trying on” new ways of thinking about oneself both intellectually(在思维方面) and personally. While wes hould provide “safe spaces” within colleges, we must also make it safe to express opinions and challenge majority views. Intellectual growth and flexibility are fostered by strict debate and questioning.Learning to deal with the social world is equally important. Because a college community(群体) differs from the family, many students will struggle to find a sense of belonging. If students rely on administrators to regulate their social behavior and thinking pattern, they are not facing the challenge of finding an identity within a larger and complex community.Moreover, the tendency for universities to monitor and shape student behavior runs up against another characteristic of young adults: the response to being controlled by their elders. If acceptable social behavior is too strictly defined(规定) and controlled, the insensitive or aggressive behavior that administrators are seeking to minimize may actually be encouraged.It is not surprising that young people are likely to burst out, particularly when there are reasons to do so. Our generation once joined hands and stood firm at times of national emergency. What is lacking today is the conflict between adolescents’ desire for autonomy and their understanding of an unsafe world. Therefore, there is the desire for their dorms to be replacement homes and not places to experience intellectual growth.Every college discussion about community values, social climate and behavior should include recognition of the developmental importance of student autonomy and self-regulation, of the necessary tension between safety and self-discovery.1.What’s the author’s attitude toward continued parental guidance to college students?A.Sympathetic.B.Disapproving.C.Supportive.D.Neutral.2.The underlined wor d “passage” in Paragraph 2 means.A.changeB.choiceC.textD.extension3.According to the author, what role should college play?A.To develop a shared identity among students.B.To define and regulate students’ social behavior.C.To provide a safe world without tension for students.D.To foster students’ intellectual and personal development.4.Which of the following shows the development of ideas in the passage?I:Introduction P:Point Sp:Sub-point(次要点)C:Conclusion答案1.B2.A3.D4.CBWhen John was growing up, other kids felt sorry for him. His parents always had him weeding the garden, carrying out the garbage and delivering newspapers. But when John reached adulthood, he was better off than his childhood playmates. He had more job satisfaction, a better marriage and was healthier. Most of all, he was happier. Far happier.These are the findings of a 40-year study that followed the lives of 456 teenage boys from Boston. The study showed that those who had worked as boys enjoyed happier and more productive lives than those who had not. “Boys who worked in the home or community gained competence(能力)and came to feel they were worthwhile members of society,”said George Vaillant, the psychologist(心理学家)who made the discovery. “And because they felt good about themselves, others felt good about them.”Vaillant’s study followed these males in great detail. Interviews were repeated at ages 25, 31 and 47.Under Vaillant, the researchers compared the men’s mental-health scores with their boyhood-activity scores. Points were awarded for part-time jobs, housework, effort in school, and ability to deal with problems.The link between what the men had done as boys and how they turned out as adults was surprisingly sharp. Those who had done the most boyhood activities were twice as likely to have warm relations with a wide variety of people, five times as likely to be well paid and 16 times less likely to have been unemployed. The researchers also found that IQ and family social and economic class made no real difference in how the boys turned out.Working—at any age—is important. Childhood activities help a child develop responsibility, independence, confidence and competence—the underpinnings(基础)of emotional health. They also help him understand that people must cooperate and work toward common goals. The most competent adults are those who know how to do this. Yet work isn’t everything. As Tolstoy once said, “One can live magnificently in this world if one knows how to work and how to love, to work for the person one loves and to love one’s work.”5.What do we know about John?A.He enjoyed his career and marriage.B.He had few childhood playmates.C.He received little love from his family.D.He was envied by others in his childhood.6.Vaillant’s words in Paragraph 2 serve as.A.a description of personal values and social valuesB.an analysis of how work was related to competenceC.an example for parents’ expectations of their childrenD.an explanation why some boys grew into happy men7.Vaill ant’s team obtained their findings by.A.recording the boys’ effort in schoolB.evaluating the men’s mental healthparing different sets of scoresD.measuring the men’s problem-solving ability8.What does the underlined word “sharp” probably mean in Paragraph 4?A.Quick to react.B.Having a thin edgeC.Clear and definite.D.Sudden and rapid.9.What can be inferred from the last paragraph?petent adults know more about love than work.B.Emotional health is essential to a wonderful adult life.C.Love brings more joy to people than work does.D.Independence is the key to one’s success.答案5.A6.D7.C8.C9.B。
第一部分 选修七 Unit4 Sharing
适应于(做)……
使自己适应于…… 调整，调节，适应 作出调整
①It took a while for his eyes to adjust to the blackness. 他用一小会儿的时间来让眼睛适应这个漆黑的地方。 ②This kind of desk can be adjusted to the height you need.Besides，it's not expensive at all.
return for society，he donated much money to a
patient in need，who was operated on last year. 他的父亲经营着一家大公司，在几个城市里运营 着且盈利很高。作为对社会的回报，他为一位去 年动了手术急需帮助的病人捐了一大笔钱。
3． remote adj.
遥远的；偏僻的
Байду номын сангаас
4． adjust vi.&vt. 5． otherwise conj. adv. 6． arrangement n. 7． purchase vt.&n.
调整；(使)适合 否则；不然 用别的方法；其他方面 安排；排列 买；购买 特权；特别优待 安全；保护；保障
opportunity to speak.所有参加辩论的人都有机会发言。
3．privilege n．特权；特别优待 [教材P30原句]It was such a privilege to have spent a
day with Tombe's family.
能与汤比一家度过一天的时间真是莫大的荣幸。 ①Senior students are usually allowed certain privileges. 高年级学生通常享有某些特权。
高二英语人教课标选修7Unit4Sharing教案.doc1
教案3 人教课标选修7 Unit 4 SharingLanguage pointTeaching material: NSEFC Book 7 —— Unit 4Teaching Aims1.To learn some new words and phrases.2.To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences.Teaching Difficult PointHow to enable the students to grasp and remember the detailed information of the rea ding material.Teaching proceduresStep1 Language points1. Thanks for your letter. It was wonderful to hear from you.hear from: v. 接到...的信How often do you hear from your sister?你多长时间接到你姐姐一次信?Have you hear from him by last week?到上星期为止你们接到过他的信吗？It was a pleasure to hear from you.很高兴收到你的信。
I hear from my cousin every two weeks.我每两星期就会收到我表哥的来信。
注意：hear from后面只能接表示人的名词或代词，不可接letter作为它的宾语。
2. I know you’re dying to hear all about my life here.be dying to do / for sth. 渴望做某事；迫切想要She is dying to go abroad.I am dying for a glass of water.I am dying to go abroad.He was dying for a little wine.“渴望”的类似说法be thirty for sth.desire to do sth.have a strong desire for sth.long to do /for sth.3. …have walked a long way, sometimes up to two hours, to get to the school.up to = as many as/ as much asHe can earn up to $50,000 a year.up to 还可以表示1)be up to sth = be busy doing sth. 忙于2)It is up to sb to do sth 由某人负责做某事3)一直She lived at home right up to / until she got married.What are these naughty boys up to?It is up to me to do this task.I am not sure if she is really up to that job.4. I’m still trying to adapt to these conditions but, one thing is …adapt (oneself) to 适应，适合The new students are very slow to adapt to the rules.新生对于那些规定适应得很慢。
人教版高二英语选修7 Unit 4 Sharing 全单元教案
人教版高二英语选修7 Unit 4 Sharing 全单元教案Warming-up and ReadingTeaching Goal:1. Target languagevolunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement2. Ability goalEnable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher3. Learning ability goalHelp the Ss lean how to read between lines and find the positive and negative aspects of doing somethingTeaching methods:Discussion, skimming, scanning and task-based methodTeaching AidA recorder, a projector and PPT.Teaching Procedures:Step 1 Warming-upHave you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside your community? I am sure you’ve a lot to say. OK, now et into gurops and finish the survey form onP28.Step 2 Pre-readingAsk Ss to find out PNG on the map and disucuss the photos in the reading passage.Step3 Reading1. ScanningScanning the text and fill the blanks with their names.1._____ is a young Australian woman.2.________ was dying to hear all about Jo’s life in PNG.3._______ walked a long way to get to school.4.___________ didn’t have any textbook.5._____ became a lot more imaginative when teaching.6._____ started jumping out the windows during achemistry experiment.7.________ visited a village that was the home of one the boys, Tombe.8._____ started crying “ieee ieee” to welcome them.9._____ led us to a low bamboo hut.10._____ was going to share the platform with Jenny and Jo.11.________ softly talked to each other in their language Jodidn’t understand2. Skimming the text and find the general idea of each paragraph.3.detailed reading Task-based (ex1 in comprehending part.Type of houseFamily relation-shipsCooking methodsSleeping arrange-mentsType of houseFamily relation-shipsCooking methodsSleeping arrange-mentsStep IV.HomeworkSuppose you've graduated from a key university and now you are a volunteer who works in the remote region to assit the basic education there. And you are to write a letter home to introduce your present situation. (you can refer to the text).Extensive ReadingTeaching goals:1. Enable the Ss to know the purpose of a website called “world gifts” and give their opinions on it.2. Enable the Ss to learn about the international welfare programmer called “Plan International” and a child who has been sponsored through it.Teaching important and difficult points:Get the Ss to realize that they should make the most of what they own and do something for the poor.Teaching method:Task-based method and fast readingTeaching aids:A recorder, a projector, a compute connected to the Internet.Teaching procedures:Step I.RevisionDictation eight sentences, each contain the vocabulary they ‘ve learned in this unit.Step II. Pre-reading“Have you ever tried to send a gift to the children in poor areas or countries? Probably not. Today, we can have access to a website, where you can send your gifts to those who are in great need. Please glance quickly at the Internet page on Page 33, and answer the following questions.1. What does the page show you?2. Where is the list of gifts?3. In what kind of order are the gifts listed? How much are cheapest and dearest gift?4. where is the gift card?5. What do the photos show you?Step III. Careful ReadingReading carefully.And the task is to finish Ex2 on page 34.Discussing What do you think of this website and its idea? Do you think people will get interested in it and buy its gifts? Do you think those gifts listed are really helpful? Now turn to page 34. Discuss the topics in Ex 3 in groups. Choose one of the topics to discuss.Step IV. Reading TaskDeal with reading task in the work book.We have talked about the Chinese welfare programmer Project Hope which helps children in poor areas go back to school. In the world, there are many organizations or programmers that help different groups of people in one way or another. Today, we will get to know another organization called Plan International. Turn to page 73,. This is a letter from Rosannato some students. Rosanna works as a volunteer of Plan International in an area of Ecuador. Why did she write to the Ss? What did the Ss do? Read the letter and find the answers. While reading, summarize the topic of each paragraph and finish Ex on page74.Step V. Homework1. Ask Ss to search for information about Plan International.2. Pick out the sentences with attributive clauses in “ A letter from Plan”.WritingTeaching Goal:Enable the Ss to write about a person’s experience by using time expression_r_rEnable the Ss to write a letter to a child they would like to sponsor Teaching important and difficult pointsThe characteristics of narrationTeaching methods:Task-based methodTeaching AidA projector and PPT.Teaching Procedures:Step 1 RevisionCheck the homeworkAsk some Ss to read sentences w ith attributive clauses in “ A letter from plan”.Step 2 Pre-writingLet’s recall something about Dr Mary Murray, who worked as a volunteer with Medicines Sans Frontiers (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is gi ven the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentenceDr Mary Murray was a volunteer, who worked with Medicines Sans Frontiers (MSF).Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in AfricaStep 3 WritingVery good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expression_r_rs listed on Page 35.Points must be included:1. who she is2. reasons why she joined MSF3. what she did in Malawi4. what she did in the Sudan5. the effects on her of her experiences.6. her plans for the futureStep 4 Writing taskDeal with writing task on Page75.Imagine that you have decided to sponsor Shanshan, a 11-year-old girl from Gansu province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:Introduce yourselfSay something about your interests and hobbiesDescribed your familyLet her know you want to make friend with her and her from herOther things you would like to tell her.After the Ss have finished writing, ask several of them to read their letters.Sample writing:Dear Shanshan,I’m a student of Guangzhou No.1 senior High School, Guangdong province. My English name is Steve, and I like English very much. Maybe I can help you to continue with your school.I go to school everyday except on Sundays. Every morning, we have four lessons, including P.E., arts, music. I like sports very much, especially football .Whenever I’m free I would play football with my classmates.I also enjoy reading English papers, which gives me great delight, and helps improve my studies.I have a small family. There are father, mother and I. Mum often cooks delicious food for me. And Dad usually encourages me to study hard in order to serve the country and people better. I think so. So I work very hard at my lessons.I’m looking forward to hearing from you. I want to know what you need badly so that I know what I can do fro you .Don’t hesitate to ask for what you want. I will try to help youYourssincerelySteveStep 5 AssignmentAsk Ss to polish the letter they wrote in class and hand it in tomorrow.。
高二英语(人教版)-选修七 Unit 4 Sharing(4)
Why to share
Poor living condition
Many people live in bad conditions, …
Why to share
3. In Malawi I was working with children affected with HIV/AIDS. It was heart-breaking. Children died because we didn’t have enough medicines. Besides, conditions were very challenging. It could be unbelievably hot. But when the rains came, the roads became so muddy that we spent most of our time digging the car out. The clinics were just mud huts and the only tools I had were a stethoscope and my two hands.
Why to share
Poor medical condition
3. In Malawi I was working with children affected with HIV/AIDS. It was heart-breaking. Children died because we didn’t have enough medicines. Besides, conditions were very challenging. It could be unbelievably hot. But when the rains came, the roads became so muddy that we spent most of our time digging the car out. The clinics were just mud huts and the only tools I had were a stethoscope and my two hands.
人教版高中英语选修七Unit4Sharing
高中英语学习资料madeofjingetiejiUnit 4 Sharing（本试题共四部分，满分150 分)第一部分：听力 (略 )第二部分：语言知识及应用(共两节，满分 37． 5 分 )第一节：完形填空 (共 15 小题；每题 1．5 分，满分 22．5 分 )阅读下面短文，掌握其马虎，尔后从21—35 各题所给的四个选项 (A 、B、C 和 D)中，选出最正确选项，并在答题卡大将该项涂黑。
Scientists around the world have been studying the warning of waters in the Pacific Ocean known as El Nino. The appearance of EI Nino is known to 21 the weather around the world.Scientists still do not completely 22 it. Yet they now find they can 23 it to tell about the future in different areas of the world. One 24 is the work of two scientists at Columbia University in New York, Mark Cane and Gordn Eshel. A scientist of Zimbabwe, RogerBuckland,25with them. They have26 that when EI Nino appears, Zimbabwe has littleor no27This means corn crops in Zimbabwe are28The last El Nino was in 1991 to 1993. That was29 southeastern Africa30 a serious lack of rain.The scientists 31about their recent work in the publication Nature. Their computer program can tell when an EI Nino32develop up to a year before it 33 They suggest that this could provide a directive early warning system34southern Africa, and could prevent many people from3521.A. effect B. affect C. spoil D. heat22.A. understand B. know C. realize D. see23.A. put B. take C. make D. use24.A. example B. reason C. cause D. result25.A. studied B. worked C. found D. realized27.A. rain B. snow C. storm D. wind28.A. rich B. weak C. strong D. poor29.A. as B. when C. while D. where30.A. received B. took C. suffered D. made31.A. wrote B. spoke C. told D. talked32.A. can B. will C. may D. shall33.A. can B. does C. will D. may34.A. to B. with C. for D. of35.A. leaving B. spreading C. expanding D. starving第二节：语法填空 (共 10 小题；每题 1．5 分，满分 15 分 )阅读下面的短文，依照上下文填人适合的词语，或使用括号中的词语的适合形式填空，并将答案填写在答题卷标号为36— 45 相应的地址。
人教版高中英语选修七UnitFourSharing
高中英语学习资料madeofjingetiejiUnit Four Sharing程准中的内容准：本元的是Sharing，主要涉及帮助弱者、志愿服、合作分享等，使学生认识世界上很多地方仍旧很落后，从而懂得同情，学会分享。
同学生可认识一些志愿者工作的信息，培养学生互帮合作的精神和社会任感。
授课目：1、（感情目）帮助学生理解志愿者工作的意义，培养学生在平常生活中帮助他人、扶贫救困的爱心，增强学生的团队合作精神与分享意识。
2、（交）通听学学会用与相关的表达述一个人的和如何用目言表清关系。
3、（）通、生互掌握本元的授课目标和要求中的。
4、（写作）通及听，学人物介的写法和用。
5、（法）通面，深入理解和一步运用限制性定从句。
学域与主人教Unit 版Four Sharing 修七内容及要求1.1.1. ： Helping others; voluntary work1.1.2 功能句式：Time sequences and logical relationsWhy would you...?The reason is that⋯Because I want to share with others ...How could you do that?First, find some information through ...Then / Just at the time / After that / Afterwards/ / later on / NextIn the end / At last /Finally...1.1.3 Understanding vocabulary （理解）（学目次理掌运解握用√√√生只需，不作的内容考）PapuaNew Guinea, bucket, bubble, ridge, hut, leftover, evil, catalogue, seedling, vaccination, loan, supplement, Kenya, Bangladesh, Tanzania, Nepal, Uganda, Sudan, Malawi1.1.4 Grasping vocabulary（掌握）（学生能掌握其意、用法、搭配，可作考内容）Airmail, fortnight, hear from, be dying to, roof, muddy, textbook, concept, the other day, weekly, relevant, remote, weed, rectangle, rectangular, adjust, platform, broom, tin, jar, sniff, participate, interpreter, grill, dry out, dry up, otherwise, privilege, paperwork, arrangement, toast, comb, astronaut, angle, donate, voluntary, in need, purchase, anniversary, seed, sew ox, trunk, tractor, click, tailor, economic, political, distribute, distribution, financial, security, operate, clinic1.1.5 Applying vocabulary （用）（学生在写作中能运用以下）hear from, be dying to, relevant, remote, adjust, dry out, dry up, donate, voluntary, in need, purchase, anniversary, otherwise, privilege, arrangement, toast, distribute1.1.6 法：Revise the restrictive Attributive Clause（复限制性定）引定从句的关系代who/whom/whose/which/that等以及关系副where/when/why等在定从句中担当句子成分和表达意的小1.1.7 句型构：1. ⋯ I ’ veincluded some photos which will help you picture the places I talk about.2.Many of them have walked a long way, sometimes up to two hours, to get to the school.3.The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. √√√√√√4.Sometimes I wonder how relevant chemistry is tothese students, most of whom will be going back totheir villages after Year 8 anyway.5.But last weekend another teacher, Jenny, and Idid visit a village which is the home of one of theboys, Tombe.6.We walked for two and a half hours to get there— first up a mountain to a ridge from where we hadfantastic views and then down a steep path to thevalley below.7. Tombe’ sfather, Mukap, led us to his house, alow bamboo hut with grass sticking out of the roof— this shows it’ s a man’ s house.Part One 单元重点知识点I.重点单词和词组P.28Words: airmailPhrases: take a photo ofP. 29Words: fortnight, roof, muddy, textbook, concept, weekly, relevant, remote, weed, rectangularPhrases: hear from, be dying to, up to, adapt (oneself) to, the other day, come across, be relevant to, to be honest, make a difference, stick outP. 30Words: adjust, platform, broom, tin, jar, sniff, participate, interpreter, grill, otherwise,privilege, paperwork,Phrases: get through, adjust (oneself) to⋯, participate in, upside down, dry out, dry up P. 31Words: arrangementPhrases: as⋯youas canP. 32Words: toast, combPhrases: hear out, hear of, die out, die downP. 33Words: astronaut, anglePhrases: be married toP. 34Words: donate, voluntary, purchase, anniversary, seed, sew ox, trunk, tractor, clickPhrases: in need, go hungry, provide for oneselfP. 35Words: tailor, economic, political, distribute, distribution, financial, security, operate Phrases: prevent⋯from doing⋯ ; turn into⋯p. 36Words: clinicII.重点句型表III.重点语法复限制性定从句：能正确用限制性定从句的引并弄清关系在定从句中充当的成分，从而正确运用定从句。
选修7 Unit 4 Sharing-Grammar定语从句
年级高二学科英语版本人教新课标版课程标题选修7 Unit 4 定语从句编稿老师冯振宇一校林卉二校黄楠审核刘晓军一、学习目标1. 复习定语从句2. 掌握定语从句的引导词的用法二、重点、难点关系代词that与which的区别以及关系副词的用法。
三、考情分析三大从句是高考的重点，而定语从句又是三大从句难度最大的一类，其难点主要在于其灵活性。
在高考单选中占据1-2分。
四、知能提升（一）知识讲解【认知讲解】● 教材原句呈现I’ve included some photos which will help you picture the places I talk about.The only possessions I could see were one broom, a few tin plates and cups and a couple of jars.对比分析第一个句子中的which引导的定语从句修饰前面的photos，而后面的I talk about也是一个定语从句，只不过是省略了引导词that。
第二个句子中的I could see也是一个定语从句，其前也是省略了关系代词that。
【重、难点】I. 概念：（1）定语从句：在主从复合句中用作定语的从句叫定语从句。
定语从句一般紧接在先行词后面。
（2）先行词：被定语从句修饰的成分。
先行词可以为一个名词、代词，有时候还可是一个短语或整个主句。
（3）关系词：引导定语从句的词叫关系词，分为关系代词和关系副词。
关系词的作用：1）引导定语从句，连接主句和从句，相当于一个连词；2）必在从句中作某种句子成分（可作主语，宾语，表语，定语，状语）常用的关系代词：that（在从句中作主语，宾语，表语；可指人或物）which（在从句中作主语，宾语，表语或定语；只可指物）who（主格，在从句中作主语，在口语或非正式用法中可作宾语；只可指人）whom（宾格，在从句中作宾语；只可指人）whose（属格，在从句中作定语，可指人或物）as（在从句中作主语，宾语，表语；可指人或物，通常指代事物）；常用的关系副词（在从句中只作状语）：when（时间状语），why（原因状语），where（地点状语）II. 几个关系代词的基本用法：一）that:①可指人或物；②在定语从句中作主语，宾语，表语（指人时，相当于who或whom；指物时，相当于which）；③一般不用于非限制性定语从句；④不可置于介词后作宾语。
人教版高中英语选修七Book VII Unit 4 Sharing.docx
高中英语学习材料***鼎尚图文理制作***选修Book VII Unit 4 SharingPeriod 1 Words & VocabularyClass:_____ Group:_______ No.:_______ Name:_______组内评价：_______教师评价：_______ 【Learning aims】:1.To consolidate the words, phrases and sentences of Unit 4 and improve the ability to use them.2.To form the knowledge tree by reciting and questioning.3.To devote yourself to class passionately and enjoy the pleasure of harvesting.【自主学习】（25分钟）内容和要求：1. 10分钟疯狂背诵单词、短语、句型、知识点用法。
2.15分钟默写以下单词、短语和句子。
I. Words and Phrases1.航空邮件n.___________2.fortnight ___________3.泥泞的adj.___________4.观念n.___________5.bucket ___________6.bubble___________7.相关的adj.___________ 8.遥远的adj.___________9.ridge ___________ 10.rectangle ___________11.平台n.___________ 12. 杂草n.___________13.tin___________ 14.jar___________15.嗅v.___________ 16.grill___________17.leftover___________ 18.特权n.___________19.邪恶的adj.___________ 20.扫帚n.___________21.收到......的信___________ 22.渴望___________23.dry out___________ 24.dry up___________25.参与___________ 26.调整___________27.对......有影响___________ 28.不久前的一天___________29.in need___________ 30.stick out___________II.重点词汇运用1. The only access to the building is along the (mud) track.2. In addition, (volunteer) work can help me build confidence and develop good communication skills.3. We have only told the people whose work is relevant this project.4. Don’t ________ your arm and your head ____________ the car window when it is moving.5. With ________________________（有太多家庭作业要做）, I shall have a difficult time to spend.III.根据课文，完成以下句子：【自我引荐】背诵词汇表中的单词时，要重点记忆不扎实的词汇，注意边读、边写、边记。
Unit 4 Sharing人教版高中英语选修七
Have you ever helped…?
What do you do to help…
1. your parents?
clean the floor / wash dishes / prepare supper
高二选修7
Unit 4 Sharing
Warming Up, Pre-reading, Reading &Comprehending
学习目标
1．语言知识目标 a．认识以下单词和短语： volunteer，clinic，challenging，over the last few years，in the future，in two weeks' time，a couple of，developing country， b．注意以下几个重要句型： Why did Mary decide to work in a developing country?
2. other relatives? 3. your friends?
4. people in your community?
5. people outside your community?
take care of my cousin while his parents are away
repair their desks / help with lessons / accompany them to do shopping
Why were conditions in the clinics in the Sudan challenging? 2．语言技能目标 提高学生听前预测、注意细节信息等听力方面的技能。 3．语言能力目标 提高学生注意细节信息的听力能力，同时理解听力材料中出现的一些重要 的词汇和表达方式。
高中英语 选修7Unit 4 Sharing language points重点单词详解与练习
you soon.
Ⅰ.高考与单句填空 1.(2017· 全国卷Ⅱ)If you are interested in the activity, you can also participate in it. 2.(2017· 全国卷Ⅲ)Keep a record and evaluate it 3.(2017· 全国卷Ⅱ)I feel exhibition. 4.(2017· 全国卷Ⅱ)The Transition is unlikely to show up not because it is not easy
去掉 with
5.This gift covers the cost of exercise books and textbooks for community primary schools that operates in poor areas.
operates→operate
高考与教材
Ⅰ.高考与单句填空 1.(2017· 全国卷Ⅲ)I am looking forward to hearing
to operate (operate). weekly (week)．
privileged (privilege) to invite you to join us in theead some materials that are relevant topic we are discussing.
4. privilege n．[C] 特权；特别优待 vt.给予特权→ privileged adj. 有特权的 5. adjust vi.& vt.调整；(使)适合→
adjustable
adj.可调整的
→ adjustment