高中英语选修七教案：Unit4+Sharing+grammar+
人教版(新课程标准)选修七Unit4Sharing-Grammar课件
先行词 定语从句所修饰的 名词或代词
定语从句 1. 修饰名词或代词 2. 紧跟在先行词后
关系词 1. 引导定语从句 2. 代替先行词 3. 在定语从句中担当一个成分
Have a try
1. The man who came to our school is Mr. Wang. 2. I like the book which you bought yesterday. 3. The house where he lives needs repairing. 4. I still remember the day which we spent together.
高二选修7
Unit 4 Sharing
Grammar
定语从句常考点
• 1定语从句的结构及概念 • 2引导词：关系代词和关系副词 • 3.关系代词的用法比较that与which that与who • 4.whose的用法 • 5.as的用法 • 6.介词+关系代词引导的定语从句； • 7.定语从句中关系代词的省略及谓语动词情势 • 8.定语从句与并列句的区分。
在下列情况下一般用that:
1.I’ve read all the books ___ you lent me. 2.This is the first thing _______ I want to say. 3.He keeps a record of everything ____ he had
A. that B. what C. how D. why
Is this the reason ____ he was late for school？
A. that B. which C. how D. why
高中英语book7 unit 4 sharing 全单元教案新人教版选修7
Unit 4 Sharing Ｉ．单元教学目标Ⅱ.目标语言III. 教材分析与教材重组1. 教材分析本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。
结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己贡献。
1. 1 WARMING UP 提供了三项任务。
通过完成这些任务让学生懂得什么是“帮助〞，并且反思自己是否乐于助人，以及怎样做才是“志愿者〞，由此为后面的短文学习做好铺垫。
1. 2 PRE-READING是READING的热身活动。
其中介绍了短文主人公Jo，还根据她在PNG拍的照片提出了5个问题，使学生在阅读之前就简单了解短文内容。
1. 3 READING是一篇Jo写给Rosemary的信。
其中介绍Jo在PNG(Papua New Guinea)的所见所闻，使学生感受到PNG的儿童生活艰难，从而珍惜自己的学习机会。
.1. 4 COMPREHENDING 是根据短文设计的阅读理解试题。
1. 5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。
其中，第一部分是有关此篇短文中的重点单词和短语；第二部分是有关限定性定语从句的复习。
1. 6 USING LANGUAGE是对READING的延伸。
通过阅读，参与“Give an unusual gift〞的活动。
1. 7 LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历，而且针对这一话题展开Speaking。
1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。
2. 教材重组2.1 从话题内容和训练目的上分析，WARMING UP与LISTENING AND SPEAKING相一致；从教材份量来说，可将WARMING UP与LISTENING AND SPEAKING的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起，设计成一节任务型“听力课〞。
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。
高中英语人教版选修7Unit4SharingGrammar教案(系列二)
选修七Unit4 SharingPeriod 3 Grammar一、教学目标1.知识与技能A．学习限定性定语从句的基本结构；B．正确辨识先行词、关系代词、关系副词；C．了解限制性定语从句的正确使用。
2. 过程与方法A．对比法B．图解法C．讲授法3. 情感态度与价值观A．培养学生的规范语言表达；B．让学生体会语言的灵活多变。
二、教学重、难点1.正确判断关系代词、关系副词并正确使用；2.正确把握限定性定语从句的使用三、教学过程Before class:(先学任务)判断改错：（错）This is the mountain village where I visited last year.（错）I will never forget the days when I spent in the countryside.（对）This is the mountain village（which）I visited last year.（对）I'll never forget the days（which）I spent in the countryside.（错）Who breaks the law will be punished.（错）Whoever robbed the bank is not clear.（对）Whoever breaks the law will be punished. 王子犯法，与庶民同罪。
（对）Who robbed the bank is not clear. 谁抢了银行还不清楚。
During class:Step1: warming up & lead inCheck stud ents’ assignment and introduce what they will learn in this class.Translate the following sentences.正在打篮球的那个男人是科比。
高中英语Unit4SharingPeriod4优秀教案新人教版选修7
Period 4 Grammar教学目标1．语言知识目标：温习限制性定语从句的特点和关系词。
2．语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用。
重点难点1．教学重点：掌握限制性定语从句的特点，关系代词和关系副词利用的场合，能够运用限制性定语从句。
2．教学难点：关系代词和关系副词利用的场合，在写作中运用限制性定语从句。
教学预备1．学生的学习预备：温习限制性定语从句的特点及关系词。
2．教师的教学预备：整理关系代词和关系副词的利用处合，并绘制表格。
3．教学用具的设计和预备：制作多媒体课件。
教学进程Step 1Presentation1．A game “Guess who he/she is.”：Listen to several sentences，and then guess who he/she is according to the description.2．Show the sentences with the restrictive attributive clauses in the game in the screen and make the students find them out.e． student is a boy who_is_taller_than_me.The student is a boy who_is_always_ready_to_help_others_and_popular_among_the_classmates.The student has a nickname which_is_related_to_a_lovely_animal.[设计说明] 听句子，猜猜他/她是谁的游戏，能够专门快地引发学生的兴趣，活跃课堂气氛，而且，在描述中利用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了预备。
Step 2Revision1．Revise the characteristics of restrictive attributive clauses.(The students can say that in Chinese.)从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。
选修7Unit 4Sharing单元教案
本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。
通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。
了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。
结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。
二．课时划分在对本单元的各部分材料进行分析、整合后，确定了以下六个阶段：Period 1 Word StudyPeriod 2 Warming- up & Pre- readingPeriod 3 Reading & ComprehendingPeriod 4 GrammarPeriod 5 Using LanguagePeriod 6 Composition三．教学目标1．语言知识目标：(1)学生能够正确读写及运用以下单词：airmail；fortnight；roof；muddy；textbook；concept；weekly；relevant；remote；weed；rectangle；rectangular；adjust；platform；broom；tin；jar；sniff；participate；interpreter；grill；otherwise；privilege(2)学生掌握下列词组的意思并能在句子中熟练运用：hear from；(be)dying to；the other day；dry out；dry up2．语言技能目标：(1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。
(2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3．语言能力目标：增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。
4．情感态度与文化意识目标：(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。
人教版高中英语选修7《Unit4Sharing》教案
人教版高中英语选修7《Unit4Sharing》教案人教版高中英语选修7《Unit 4 Sharing》教案【一】教学准备教学目标1. 学生能通过寻找每段的主题句归纳文章结构。
2. 学生能够通过在课文中寻找相关表述感知作者态度。
3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学重难点1. 学生能通过寻找每段的主题句归纳文章结构。
2. 学生能够通过在课文中寻找相关表述感知作者态度。
3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学过程教学过程Step1：Warm-up andlead-in (5 mins)1. 教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受2. 教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。
3. 指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。
[教学目的]本环节的目的是激活话题词汇和背景知识图式。
从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并;学生课堂口头报告锻炼口语表达能力，并展示相关词汇。
Step2：Reading forstructure1.教师通过课文所配的10幅图片让学生预测课文内容。
1.教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。
2.教师引导学生归纳出全文的整体结构。
[教学目的] 本环节的目的是让学生了解文章的整体结构。
不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。
Step3：Reading fordetails (10 minutes)1.教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格(划线部分是学生需要填出的部分)：2.教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。
高中英语人教版选修七教案：Unit+4单元教案
Unit 4 SharingI．教学内容分析本单元的中心话题是济贫扶弱、志愿服务、合作共享。
教学目的是让学生认识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。
Warming Up部分通过对同学进行采访的小组活动，了解同学们平时帮助别人的方式。
最后讨论自愿帮助和志愿者的不同，从而引出下文的阅读课文。
Pre-reading部分介绍了阅读课文的背景知识。
Reading部分是一封家书。
作者是一个到巴布亚新几内亚教书的志愿者。
文中介绍了巴布亚新几内亚农村的教育和生活状况，描述了到一个学生家做客的经历。
Comprehending部分设置了三个练习，目的在于让学生逐层加深对课文的理解。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是复习限制性定语从句，特别是用that不用which的情况。
Using Language部分中包括了听、读、写三个部分的内容。
阅读部分介绍了一个出售特殊礼物、帮助发展中国家的网页。
听力部分通过记者对一个志愿者的采访，让学生更多地了解发展中国家，培养学生助人为乐的精神。
学习用时间表达法叙述事件是本听力练习的重点。
Summing Up部分要求学生对本单元所学的知识进行总结和评价，以找出不足之处，从而改进。
Learning Tip部分建议学生要积极参加小组活动，以练习口语，培养交际能力。
II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 系统掌握运用限制性定语从句。
2. 教学难点(1) 认识帮助别人的重要性；(2) 学会发表评论和表达自己的看法；(3) 学会以时间为线索，叙述人物生平。
III．教学计划本单元建议分六课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二、三课时：Learning about Language第四课时：Reading and discussing （Using Language）第五课时：Listening and speaking （Using Language）第六课时：Reading task (Workbook), Speaking task (Workbook) & Writing task(Workbook)IV．教学步骤：Period 1 Warming up, Pre-reading, Reading & ComprehendingTeaching Goals:1. To help Ss to learn the importance of helping others and the ways to help others.2. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.3. To teach how to use the new words and phrases in the text.Teaching Procedures:Step 1. Leading-in1. Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei Feng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”2. Get some Ss to present their opinions on the question above before the class.Suggested Answer:Nobody can do everything alone, no matter how powerful he is. Nobody never meets with trouble, no matter how well he is going. So everybody needs others’ help. But we cannot alwaysreceive but never give. We must give in return for what we receive. We give help because we have been helped. Since we were born, we have received a lot from the society. So we should return it. We give help today, but we may need help tomorrow. Even if we may not see a person again, by helping him, we can let him know help is necessary and important for those who are in need. By helping each other, people can feel that life is full of warmth and friendliness and is worth living. In a word, to help others is to help oneself.Step 2. Warming Up1. Ask Ss to discuss the following question.In what ways do we help the people around?2. Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.3. Divide Ss into four groups and ask them to discuss the following question.Can we call the person who helps others a “volunteer”?Suggested Answer:When one of your parents or friends needs help, you may not be asked to help but you volunteer to help, we don’t say you are a volunteer. A volunteer is a person who helps others in or outside his community or in a foreign country.Step 3. Pre-readingPurpose: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29～P30 and guess what the passage talks about.2.Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imaginetheir living conditions.3. Lead Ss to the reading text. Teacher may say, “Today we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the south of Australia.”Step 4. SkimmingPurpose: To help Ss get the general idea of the letter.1.Ask Ss to listen to the tape and try to get the main idea of the text.Suggested Answer:In the letter, the writer wrote about the educational and living conditions in PNG and her experience of visiting a student’s village.2.Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sum up themain idea of each paragraph with only one sentence.Suggested Answer:Para.2: The school is simply built and far away from the students’ homes.Para.3: The educational conditions are very poor.Para.4: I visited a village of one of my student’ and received a warm welcome.Para.5: I stayed with the student’s family and their huts were poorly equipped.Para.6: I had a meal with the student’s family and they cooked in an unusual way.Para.7: I returned from the visit and felt greatly rewarded.Step 5. ScanningPurpose: To help Ss get a deeper understanding of the text..1. Ask Ss to find out the relationship of the people mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them? Can you find out who they are?” Suggested Answers:Jo — the writer of the letter.Rosemary — the person who Jo is writing to.Tombe — one of the writer’s boy students, whose family Jo visitedJenny — the writer’s fellow workerKiak — Tombe’s motherMukap — Tombe’s father2. Ask Ss to read the text carefully and ask them the following questions. It is better to read them out to Ss than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.(1)What is the school like?(2)Is the writer popular with her students? How do you know?(3)What is the writer’s difficulty in teaching?(4)Why did the students jump out of the windows?(5)Why does the writer wonder if she is making any difference to her students’ lives?(6)Was the writer warmly welcomed by the villagers? How do you know?(7)Do Mukap and Kiak usually sleep in the same house?(8)Where did the writer and Jenny sleep that night?(9)Why did Tombe throw away the tin can?Suggested Answers:(1)It is made of bamboo and the roofs are made of grass. It is from away from Ss’ homes.(2)Yes. When she gets to school, the students all say hello to her.(3)There is no electricity or water and they have no textbooks. There is no teachingequipment.(4)Because they had never seen such an accident and were frightened.(5)Because most of her students will go back to their villages to work in the field and shethought what they have learnt will be of no use.(6)Yes. Because Tmbe’s mother welcomed her by crying “ieee ieee” and the villager allshook hands with her warmly.(7)No. They sleep in their own huts.(8)They slept on a newly-made platform in Mukap’s hut.(9)Because they think throwing away the tin can is in fact throwing away evil spirits.Step 6. Language point1. Ask Ss to work in pairs and underline and translate the following phrases in the text.hear from, be dying to do sth., up to, adapt to, the other day, before I knew it, come across, make a difference to sb., get to know, shake hands with sb., stick out of, get through, a newly made platform, a couple of, build a fire, leave…to do sth., dry out, dry up, fall into bed2. Lead Ss to deal with some more language points.(1) be dying to do sth (line 2, para1): want very much to do sth, have a strong desire to do sth.I am dying to know what has happened. 我迫切想知道发生了什么。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 4 SharingPeriod 4 Grammar 教案I. Teaching aims:1. To learn the kinds of Atributive Clause.2. To learn the usage of who, whose; whom; which; that; how; when; why等。
3.Do some practice.II.ProceduresStep1. Find 5 sentences used attributive clauses from the text:1. I’ve included some photos which will help you picture the places Italk about.2. The boys who had never come across anything like this beforestarted jumping out of windows.3. Sometimes l wonder how relevant chemistry is to thesestudents，most of whom will be going back to their villages after Year 84. But last weekend another teacher, Jenny, and I did visit a villagewhich is the home of one of the boys, Tombe.5.When we arrived at the village, Tombe’s mother, Kiak, who hadbeen pulling weeds in the garden, started crying “Leee, leee”.Step2. What is attributive clause?在复合句中修饰名词或代词的从句叫做定语从句。
被修饰的名词或代词叫先行词。
引导定语从句的关系代词有：which, that, who, whom, whose. 引导英语从句的关系副词有;_____ where,when, how, why。
注：1. 介词提前时一般只用which和whom。
2. whose+名词=the+名词+of which/ of whom定语从句分类定语从句The Restrictive Attributive Clause限制性定语从句The Non-Restrictive Attributive Clause非限制性定语从句限定性定语从句与非限定性定语从句得区别:限定性定语从句是句中不可缺少的组成部分，主句和从句之间不用逗号隔开。
引导词：关系代词和关系副词，作宾语时一些关系代词可以省略非限定性定语从句是对主句先行词的补充说明，没有这种从句不影响主句意思完整.一般用逗号把主句和从句分开。
引导词：who, whom, whose, which, of which, when, where等，不用that,不能省略Step3.关系词的用法：(一）关系代词的用法：1、作主语用who, which和that, 如：He is the man who/that lives next door.The train which/that has just left is for Shenzhen.2、作宾语用whom, who, which, that, 如：The man (whom/who/that) we have just seen is a famous writer. Where is the book (which/that) I bought last week?注：在非正式文体中，关系代词作宾语时，用于指人的who whom, that 和用于指物的which和that通常可以省略；但在介词提前时,或在非限定性定语从句中，关系代词即使作宾语也不可省略。
3、作定语用whose, 如：(a) He is the man whose car was stolen last week.(b) It was a meeting whose importance I did not realize at that time. 注：“whose +名词中心词”这一结构在定语从句中既能作主语（如上a 句），又能作宾语（如上b句）。
whose 的先行词常用来指人，但有时也可以用来指具体事物或抽象概念，这时可以与of which结构互换，词序是：“名词+of which”，如：They came to a house whose back wall had broken down. (= the back wall of which)He’s written a book the name of which I’ve completely forgotten. (= whose name)4、作表语只用that ，它既可以指人，也可以指物，但时常省略。
He is no longer the man that he used to be.This is no longer the dirty place (that) it used to be.难点:as引导限定性定语从句，指代被the same, such, as, so 等修饰的名词Don’t talk about such things as you don’t understand.We’re facing the same problems as we did years ago.It is as pleasant a film as I have ever seen.Here is so big a stone as no one can lift.比较：Here is so big a stone that no one can lift it.（结果状语从句）宜用that引导的定语从句1）序数词或最高级形容词修饰先行词时，要用that。
The first English novel that I read was A Tale of Two Cities by Charles Dickens.2)all, everything, nothing, something, anything 等不定代词作先行词时用that。
Everything that we saw in the factory greatly interested us.3)人和物合作先行词时，要用that。
We were talking about the persons and things that we remembered in our school.4)先行词前有the only, the very, the right, the same等修饰时，要用that。
It is the very skirt that suits me well.5) 在疑问词who、which、what开头的句子中，要用thatWhoever that is content with a little progress can’t make big achievements.6) 关系代词在定语从句中作表语只用thatHe is no longer the man that he used to be.This is no longer the dirty place (that) it used to be.宜用which引导的定语从句1)当定语从句的介词提前时，要用which。
The house in which they lived last year has been rebuilt.2)引导非限制性定语从句时，要用which。
He bought a railway ticket for the woman, which helped her a lot.宜用as引导的定语从句1)先行词与such, the same连用或先行词本身就是the same, such时，要用as。
Such people as you describe are rare nowadays.Would you like to buy the same pen as I have?2) 代替整个句子，在从句中作主语，而从句位于句首时，要用as。
As is well known, the earth goes around the sun.宜用who引导的定语从句:当先行词是人称代词或是those, anyone等时，常用who。
He who does not reach the Great Wall is not a true man.Those who were either fools or unfit for their offices could not see the cloth.Step4（二）关系副词的用法：1、when 指时间，在从句中作时间状语，它的先行词通常有：time, day, morning, night, week, year 等。
如：I still remember the time when I first became a college student.Do you know the date when Lincoln was born?注：when时常可以省略，特别是在某些句型和某些时间状语中。
例如：Each time he came, he did his best to help us.But help never stopped coming from the day she fell ill.2、where指地点，在从句中作地点状语。
它的先行词通常有：place, spot, street, house, room, city, town, country等，如：This is the hotel where they are staying.I forget the house where the Smiths lived.注：where有时也可以省略。
如：This is the place (where) we met yesterday.3、why指原因或理由，它的先行词只有reason。
That is the reason why he is leaving so soon.注：why时常也可以省略。