新课标模块7 Unit 4 Sharing 教学设计（学英语报）(新课标版高二英语选修七教案教学设计)
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Unit 4 Sharing
教材分析和教材重组
教材分析
本单元的重点话题是帮助弱者、志愿服务、合作共享等。通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。
1. Warming Up部分是一个调查。该活动分三步进行：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班上同学所做的好事；最后讨论volunteer一词的内涵。该部分的讨论可以和中学生参与的“志愿者活动”、“手拉手活动”、“献爱心活动”等联系起来。
2. Pre-reading部分交代了阅读文章的文体(1etter)和作者(a young Australian woman，Jo)。阅读中提供了十幅图片，阅览这些图片有助于学生理解这封书信的内容，因此，“读前”部分针对阅读中的图片设计了五个问题，回答这些问题有助于学生加深理解，“志愿者活动”的意义。
3. Reading部分是一封家书。作者志愿在巴布亚新几内亚(Papua New Guinea)的一个小山村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一学生家做客的经历。
4. Comprehending部分设置了两组问题。第一个练习为小组讨论题，这些问题首先要求学生读懂书信内容，用表格的形式帮助学生整理书信中提到的信息，然后要求学生联系自己的实际，比较校舍、教学条件、生活状况等，并引发学生思考，谈谈是否愿意参加志愿者活动。第二个练习要求学生对文中提到的五个现象进行分析，说明其原因。第三个练习要学生通过阅读分析小山村中的积极和消极面。这些均属深层思考题。
5. Learning about Language部分引导学生学习词汇和语法。词汇部分设置了两个练习，一是根据所给解释从课文中选择词汇；二是用课文中的词汇完成一篇短文。语法部分复习定语从句，也设置了两个练习，一是用定语从句完成句子，二是用含定语从句的句子回答问题。
6. Using Language部分由阅读与讨论、听与说和写三个部分组成，综合训练听说读写的能力。
教材重组
1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。
2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。
3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。
4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。
5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。
课时分配
1st Period Reading
2nd Period Language study
3rd Period Integrating skills(Ⅰ)
4th Period Listening and Speaking
5th Period Integrating skills(Ⅱ)
Part 1: Teaching Design
第一部分：教学设计
Period 1: A sample lesson plan for reading
(ALETTER HOME)
Aims
To help students develop their reading ability
To help students learn about voluntary work
Procedures
I. Warming up by defining volunteer
What is a volunteer?
1. One who enters into, or offers for, any service of his own free will.
2. (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; -- opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.
II. Pre-reading
Have you ever heard of a place called Papua New Guinea?
Facts of Papua New Guinea
Capital: Port Moresby
Government: constitutional monarchy with parliamentary democracy

Currency: kina (PGK)
Area total: 462,840 sq km
land: 452,860 sq km
water: 9,980 sq km
Population: 5,172,033 (July 2002 est.)
Language: English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua region
note: 715 indigenous languages
Religion: Roman Catholic 22%, Lutheran 16%, Presbyterian/Methodist/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other Protestant 10%, indigenous beliefs 34%
III. Reading for forms
Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.
IV. Copying expressions
You are asked to copy all the useful expressions into your notebook after class as homework.
Expressions from A Letter Home
thanks for…因……感谢, hear from…收到……的来信, be dying to do…急于做……, hear all about…了解所有关于……, include some photos附有几我照片, picture the places图象化这儿的地方, ask about…问讯关于……的信息, a bush school丛林学校, be made from…由……制成, walk to…步行到……, reach the school grounds走到学校操场, walk a long way走很长的路, sometimes up to two hours有时长达两小时, get to the school到达学校, adapt to…使适应……, one thing is for sure有一点是肯定的, become a lot more imaginative in…变得对……更富有想象力, a most challenging subject最富有挑战性的学科, carry…from…in a bucket用水桶把……带到……, show… a chemistry experiment向……演示……化学实验, bubble over everywhere到处冒气泡, come across…碰到……/见过……, jump out of the windows跳出窗外, go back to…回到……, make any difference对……有所改变, get to know…开始了解……, speak much Pidgin English说几句洋泾浜英语, the home of ………的家, one’s first visit to…某人的第一次参观……, have fantastic views看到奇妙的景色, down a steep slope to…走下一个通向……的陡坡, work in the garden在花园劳作, shake hands with…与……握手, lead… to…把……领到……, a low bamboo hut with grass sticking out of the roof 一个低矮的竹屋，屋顶上伸出一簇茅草, a man’s house男人的房屋, get through…进入……, lay… on…放置……在……上, a newly made platform一个新搭架的平台, sleep on…睡在……上, share…with…与……共用……, sleep on small beds睡在小床上, in another part of…在……另一边, in the centre of…在……的中间, near the doorway靠近门房, the only possessions仅有的家当, a few tin plates几个锡盘, a couple of pots两个罐子, build a fire生火, place…in a empty oil drum把……放在一个空邮筒里, cover…with…用……覆盖……, inside the hut在竹屋里面, sit around the fire围着火炉坐着, listen to…softly talking to each other听他们轻声细语地交谈, stand upside down on the grill over the fire倒放在火炉的烤架上, after a short time过了一会儿, throw… out of the doorway把……扔到屋外, dry out the leftover food烧干残菜剩饭, attract evil spirits引来邪灵, in the night在夜晚, after many goodbyes and shaking of hands经过一番握手道别之后, climb down… towards home爬下……回家, fall happily into bed很开心的倒头就睡, get late变的晚了, prepare tomorrow’s lessons 准备明天的课
V. Writing a letter of your own.
Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.
A Letter to my teacher
Dear Ms Xu Fang,
Thanks for your letter. It was wonderful to hear from you. I know you’re dying to hear all about my life here in the United States. I’ve included some photos that will help you picture the life I talk about.
You asked about my university. Well, it’s a nice one – the classrooms are big and clean and the computers are available to everyone. It takes me only a few minutes to drive to my university. When I reach the university campus there are lots of “Nihaos” for me from my schoolmates, many of whom have lived in China.
There’s enough electricity and water and we have lots of books to read and read. I have already adapted to the conditions here. And one thing is for sure. I’ve become a lot more independent in my studies. English is my most challenging subject as there is no Chinese in the classroom and if I need help I have to ask for it in English! The other day I was attending my chemistry lesson a professor with Russian accent came to me – before I knew it, asking why I got the test tubes upside down! I had never come across any strange-sounding teachers like this and started getting more and more nervous. Sometimes I wonder how understandable my English is to the teachers and native classmates, most of whom speak so fast to me and to each other. In fact, I wonder whether I’m making any progress in my English.
You asked whether I am getting to know any local people. Well, that’s actually quite difficult, as I don’t speak much local English yet. But last weekend another foreign student, Halanin, and I did made friends with a native schoolmate who is the chairperson of the Helping Club. He is Rubby, by name. It was my first friendship with a native schoolmate. We talked for two and a half hours about lives in China and America. When we departed at the supper time, Rubby, who had been learning Chinese in his spare time, started shouting “Huijian”. We shook hands with him. Everyone seemed to be happy and excited.
…
VI. Closing down by reading more on voluntary work
My Experience as a Volunteer Teacher
Author: Susansun
"Susan, I'll miss you, don't forget me," a girl wrote to me on the first page of a notebook. The notebook was a collection of the lyrics of her favorite songs. It was a present given by one of my students when I attended the 'Go-to-the-countryside' program last summer holiday. Every time I open the notebook, it brings back fond memories.
Last summer vacation, for the purpose of serving society and meeting other social communities, nine of my classmates, including me, formed a group as a service team heading for GaoTan Middle School, which is in the remote mountain area of Guangdong Province.
We spent one week there, mainly teaching the students English, as planned. We had known ahead of time that their English was inferior to their counterparts' in the city. And what was worse, they didn't like learning English. So we came up with a logo and carefully chose four topics for our students. The logo was: I'm not shy, I can speak English loudly." The four topics were: my dream, my family, my hometown and what a wonderful world. We intended to inspire their interest of learning English and help them build the confidence of speaking English out loudly. We exerted ourselves to create a very active and relaxed atmosphere while teaching. In addition, the topics were suitable for us to communicate with them and build up a good relationship.
At the beginning of each class, our students were asked to shout out the logo. And it was clear that they were very happy to shout in English. The content of our lessons was closely related to the four topics. We also covered moral education while teaching. In class, we showed great happiness for any progress made, such as a correct pronunciation, a right spelling, a brave answer, etc.
Although the time we spent together was short, we and our students became good friends. When we had to leave them, they gave us lots of little gifts expressing their appreciation of our teaching. The lyrics notebook was the one I liked best.
The 'Go-to-the-countryside' program has been very hot among university students in recent years. Our team was just one in hundreds of teams across the country, and I myself am just one in thousands of volunteer teachers. There is a standard of judging teachers: the mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, the great teacher inspires. I am wondering what category of teachers I belong to. Maybe my future students will have the answer to that question.
Additional Materials
Complete the summary of the story with one word in each blank.
Dear Rosemary,
I like to thank you for your letter. Hearing from you is really wonderful.
You are 1 to hear all about my life here in PNG. Well I am 2 some photos and pictures in this letter so that you may get to know more about this place.
I am working at a 3 school here. Everything here is made from 4 . We walk to school everyday. We have to walk a long way to 5 the school grounds. Sometimes we spend 6 to two hours getting to the school. It was difficult for me to 7 to life here. But one thing is 8 sure. I have become a lot more 9 in my work. I am teaching a most 10 subject here, and that is science.
Life is hard here, too. We have to carry water from a faraway well in a 11 .
Yesterday I showed the pupils a chemistry 12 . Then the 13 got bubbling over everywhere. They were frightened for they had not come 14 this kind of thing. They jumped out of the windows. Most of them will go back to their 15 . Chemistry won’t make any 16 to their lives. I am getting to know more about local people here. I can even speak some Pidgin English now.
I will tell you more about my life here in my next letter to you.
I have to work now. So much for today.
Love,
Jo
(Key: 1. dying 2. including 3. bush 4. bamboo 5. reach 6. up 7. adapt 8. for 9. imaginative
10. challenging 11. bucket 12. experiment 13. mixture 14. across 15. birthplace 16. difference)
Comprehension questions
1. Why was science the most challenging subject for Jo?
A. There’s no electricity or water and they don’t have any textbooks.
B. He still couldn’t adapt to the local conditions.
C. The students were not willing to study it.
D. There is no equipment and he also needed to carry water by himself.
2. Why did the boys start to jump out of the window?
A. Because they had never seen anything like that and they were frightened.
B. Because they were very naughty.
C. Because chemistry has no relevant to their future life.
D. Because I was going to use this to attract their attentions.
3. What effect did Tombe’s mother’s crying have?
A. It showed her happiness while she was working in her garden.
B. It was her special way to welcome visitors and attracted others’ attentions to the visitors’ arrive.
C. To frightened the wild animals away from the visitors.
D. She was too surprised to see visitors.
4. Why they threw the tin can out of the doorway?
A. Because they used it to attract wild animals here.
B. Because they used this way to dry out the leftover food.
C. Because they believed that any leftover attract evil spirits in the night.
D. They hate the smell of the leftover food in the tin can.
5. What’s the letter mainly about?
A. It tells us about Jo’s life as a high school teacher in Papua New Guinea.
B. It tells us about what life is like in Tombe’s village.
C. It tells us about what had happened in one of Jo’s class.
D. It tells us about the new things Jo found in the village.
(Key: DABCA)
Notes to some difficult sentences
1. It was wonderful to hear from you. 收到你的来信真是太高兴了！
hear from 的意思是“收到……的来信”，又如：
I hear from my sister in New York yesterday. 我昨天收到了在纽约的姐姐的来信。
hear about表示“听说……的事”，例如：
Have you heard about the new anticancer drug? 你有没有听说过这种抗癌新药？
hear of 表示：
1) “听说……”，主要用于否定句及疑问句，例如：
I’ve never heard of him. 我从未听说过他。
2）“听从”，通常用于否定句，与will, would连用，例如：
He wouldn’t hear of me paying for the bill. 我要付账，但他不肯。
2. I know you’re dying to hear all about my life here. 我知道你急于了解我在这儿的生活情况。
be dying to do sth. 意思是“极想做”，又如：
All of them are dying to see the movie. 他们所有人都极想看那部电影。
be dying for sth. 的意思是“极想得到”，例如：
He was dying for something to drink. 他极想喝点东西。
由动词die组成的短语：
die away 逐渐消失; die down逐渐减弱; die off相继去世; die out完全灭绝
3. …have walked a long way, sometimes up to two hours, to go to the school. 走了很长的路， 有时要走两个小时，才能到学校。
此处up to 表示as many as; 该短语也可以和不可数名词连用，相当于as much as, 例如：
He can earn up to ＄50,000 a year.他一年能挣五万元。
up to 还可以表示：
up until 一直到，例如：She lived at home right up to/until she got married. 她结婚前一直都住在娘家。
good enough for sth胜任，例如：I’m not sure if she is really up to that job. 我不能肯定她是否真能胜任那项工作。
由……负责，例如： It’s up to her to decide whether or not to go on the course. 是否上这门课她自己决定。
4. I’m still trying to adapt to these conditions. 我还在努力适应这里的生活。
此处adapt为不及物动词，意思为“适应新环境”，又如：
The children have adapted well to life in the country. 孩子们很容易便适应了乡村的生活。
adapt也可用作及物动词，又如：
He adapted an old car engine to use in his boat.他改装了一辆旧车引擎来驱动他的小船。
The author is adapting his novel for television. 作者正把他自己的小说改编成电视剧。
5. The boys had never come across anything like this. 男孩子们从未见过这种情况。
come across的意思是“偶然遇见/发现”，又如：I came across an old friend I hadn’t seen for years. 我碰巧遇见了多年未见的老朋友。I came across some interesting books in the room. 我在房间里发现了一些有趣的书。
由动词come组成的短语：
come about发生，例如：This situation should never have come about. 这种情况本来不应该发生。
come along 1)进展；2）偶然发生，例如：How’s your work coming along? 你的工作进展如何？I got the job because I came along at just the right time. 我得到这份工作是因为碰巧遇上了好机会。
come round 定期发生，例如：Christmas will soon be coming round again. 圣诞节很快又要来临。
6. The hut was dark inside so it took time for our eyes to adjust. 小屋内很黑，因此眼睛要过好一阵才能适应过来。
此处adjust为不及物动词，意思是“适应”，又如：He adjusted quickly to the heat of India. 他很快就适应了印度的炎热气候。
adjust也可以用作及物动词，意思是“调整”，例如：He adjusted his tie before entering the hall. 进入大厅前他整理了一下领带。
7. They believe that any leftovers attract evil spirits in the night so the food is dried up
in the can and the can is then thrown out of the hut. 他们相信剩饭在夜晚会引来邪灵，所以要把食物放在罐子里烧干，再把罐子扔到屋外去。
in the night 表示“在夜间”，又如：The telephone rang twice in the night. 夜里电话向了两次。
与night有关的短语：all night=all night long 整晚; at/in (the) dead of (the) night 三更半夜
at night 在夜晚; by night 在夜间（与by day相对）; for the night 当天晚上; night after night 每晚; over night 过夜; night owl 熬夜的人; night school 夜校（相对于day school）; night shift 夜班; night table 床头柜（=nightstand）
dry up 的意思是“（使）完全变干”，又如：Many rivers in Africa have dried up recently. 最近非洲的许多河流都干涸了。The burning sun had dried up this area. 火辣的太阳把地区晒干了。
8. It was such a privilege to have spent a day with Tombe’s family. 跟汤贝一家度过一天，真是一种殊荣。
此处privilege的意思是“殊荣”，又如：It was a privilege to make his acquaintance. 能认识他真是荣幸之至。
privilege 还可以表示“特权”、“权利”，例如：Only members have the privilege to use the ground.只有会员才有权利使用操场。
the privilege of citizenship/equality 公民权/平等权
【高考链接】
限定性定语从句
一、限定性定语从句中关系代词的用法
1．who , whom, that
三者都可修饰人，who作主语,whom作宾语,that既可作主语又可作宾语.
（1）I don’t like people who lose their tempers easily.
我不喜欢爱发脾气的人。
（2）Do you think one should stay faithful to the person (whom) one is married to?
你认为一个人结婚后应该忠实于他的伴侣吗？
（3）The suona horn is the instrument that really excites me.
唢呐是真正使我激动的乐器。
注意：a. 在口语中,who可以代替whom，作宾语，如例2还可用who/that来引导。b. 关系代词在定语从句中作宾语时，一 般可以省略，再如例2中的whom。
2. whose
一个表示所属关系的关系词。可以修饰人，也可修饰物。修饰人时，有时可与of whom换用；修饰物时,有时可与of which换用，whose在定语从句中作定语。
Is there anyone here whose name is Wang Lin? 这儿有个名叫王林的人吗？
I saw some trees whose leaves were black with diseases.(=I saw some trees the leaves of which were black with diseases.) 我看见一些树的叶子因病害而发黑。
3. that, which
二者都可修饰物，在定语从句中可作主语或宾语。
The film (which/that) we saw last night is wonderful. 昨天晚上我们看的那部电影太棒了。
that指物时，一般可和which换用，但在下列情况下,只用that
A. 先行词为all, anything, everything, nothing, something等
I will do all (that) I can to help you.我将尽我所能来帮你。
B. 先行词被序数词、形容词最高级或the only, the very等修饰时
It’s the best film that has ever been made on the subject of madness.
这是以精神病为题材而拍摄的影片中最好的一部。
These are the very books (that) I am looking for.这些书正是我要找的。
C. 先行词既有人又有物时
They talked about the people and the things (that) they remembered in the school.
他们谈到他们所记得的学校中的人和事。
D. 当主句是who或which, what开始的疑问句时，定语从句用that引导。
Who is the boy that was here just now? 刚才在这儿的那个男孩是谁？
E. 当that所代替的先行词在定语从句中作表语时
This is not an easy question that you think it to be. 这个问题不是像你认为的那么容易。
F. 定语从句中动词为there be时，关系代词用that或省略
She has read all the books (that) there are on the bookshelf. 她把书架上所有的书都读完了。
另外，请注意只用的三种情况：
A. 如果句中有两个定语从句，其中一个用了that，另一个最好用which来引导。
Let me show you the novel that I borrow from the library which was newly open to us. 让我给你看看我从新开放的图书馆借来的小说吧。
B. 前面紧接着有介词时
This is the book about which we are talking now.这就是我们正在谈论的那本书。
C. 非限定性定语从句中不用that(例句请见本章V)
4. whom, which
若被修饰的词充当从句介词宾语时，介词可提前到引导词之前。此时的引导词只有用whom或which.
Who is the boy with whom you were talking a moment ago?
你刚才和他谈话的那个男孩是谁？
The book from which I got a lot of useful information was written by a famous scientist.
我从中得到许多有用信息的那本书是一位著名科学家写的。
5. as
引导限定性定语从句时，常用在so, such或the same之后。
Such people as you describe are rare nowadays.像你描述的这种人现在少多了。
I have the same trouble as you. 我的麻烦和你的一样。
Here is so heavy a stone as no man can lift. 这儿有一块无人能搬起的石头。
(试比较：Here is so heavy a stone that no man can lift it. that引导的为结果状语从句)
二、限定性定语从句中关系副词的用法：
1. when
表示时间。在定语从句中作时间状语，其先行词一般是表示时间的名词。
I still remember the day when (on which) I joined the league.
我对我入团的那一天记忆犹新。
注意：有时虽然先行词是表示时间的名词，但定语从句中缺少的是主语或宾语，此时应用关系代词。如：
I still remember the day (which/that) we spent together. 我依然记得我们共同度过的那一天。
2. where
表示地点。在定语从句中作地点状语，其先行词一般为表示地点的名词。
Let’s think of a situation where (in which) this idiom can be used.
咱们来想一个使用这个成语的情境。
注意：where同when一样，在从句中只能充当状语。如果不是状语，就得换用其他的引导词。试比较：
This is the place where we worked last year. 这是我们去年工作过的那个地方。
This is the place (which/that) we visited last year. 这是我们去年参观过的那个地方。
3. why
表示原因。在定语从句中作原因状语，其先行词一般为reason.
The reason why he is late is that he failed to catch the first bus.
他迟到的原因是他没能赶上第一班公共汽车。
试比较：The reason (that/which) he gave us for changing the plan was groundless.
他给我们的改变计划的原因是站不住脚的。
所以，判断是用关系代词或是用关系副词，主要看先行词在从句中的指代作用，即语法成分。
三、限定性定语从句中应注意的几个问题
A. 当先行词为way时，其后的定语从句可用in which, that或不用关系词。
I don’t like the way (不填/in which/that) he talks to me. 我不喜欢他那样跟我讲话。
B. 关系代词在定语从句中做主语时，其人称和数要与先行词保持一致。
He is one of the Canadian scientists who are working in China.他是在中国工作的加拿大科学家之一。
He is the (only) one of the Canadian scientists who speaks Chinese well. 他是唯一一个说汉语好的加拿大科学家。
C. 在考查定语从句时，有时缺少先行词，而不是关系代词，要注意区别。
Is this the museum (that/which) you visited yesterday? 这是不是你昨天参观的那个博物馆。
Is this museum the one you visited yesterday? 这个博物馆是不是你昨天参观的那个？
D. 在以 “It + be”引导的句子中，注意区别强调句与带有定语从句的复合句。试比较以下两组句子：
a. It was at the theatre ____ Lincoln was murdered.
b. It was the theatre ____ Lincoln was murdered.
a. It was on Oct.1st 1949 ____the People’s Republic of China was founded.
b. It was Oct.1st 1949 ____the People’s Republic of China was founded.
以上句子中除a句中有介词at或on外，其余部分完全相同。究竟哪个是强调句，哪个是含有定语从句的复合句呢？最简单的判断方法是去掉It was和连接词（即横线部分）。如果剩余部分仍然是一个完整的句子，则是强调句；否则，空格中所用的引导词及其引导的部分就是定语从句.根据以上原则很容易判断出两组中a句是强调句. 应填that,而b句则是带定语从句的复合句.这两个定语从句分别用关系副词where和when来引导。
E. 凡是进行时态的定语从句可以省略关系代词与动词be,仅用动词的-ing形式便可。
The man (who was) sitting in the corner is my brother. 坐在角落的那个男人是我哥哥。
F. 凡是被动语态的定语从句可以省略关系代词与be动词,仅用动词的过去分词便可。
The goods (which were) ordered last month have not arrived. 上个月订的货还没到达。
I saw a girl (who was) dressed in red. 我看见一个穿红衣服的女孩。
【高考链接】
1. Women ____ drink more than two cups coffee a day have a greater chance of having heart disease than those ______ don’t. （06 北京）
A. who; 不填 B. 不填, who C. who; who D. 不填, 不填
2. I saw a woman running toward me in the dark. Before I could recognize who she was, she had run back in the direction _____ she had come. （06 重庆）
A. of which B. by which C. in which D. from which
3. —Do you have anything to say for yourselves？(06江西)
—Yes, there is one point _____ we must insist on.
A. why B. where C. how D. /
4. Look out! Don’t get too close to the house_____ roof is under repair. (06 福建)
A. whose B. which C. of which D. that
5. We’re just trying to reach a point _____ both sides will sir down together and talk. (06 山东)
A. where B. that C. when D. which
6.---You’re always working. Come on. Let’s go shopping.
--- ____you ever want to do is going shopping. (2002 春季高考)
A. Anything B. Something C. All D. That
7. He’s got himself into a dangerous situation ____ he is likely to lose control over the plane.
A. where B. which C. while D. why (2001 上海)
8. The film brought the hours back to me ____I was taken good care of in that far-away village.
A. until B. that C. when D. where (2001 NMET )
9. We are living in an age _____ many things are done on computer.（2003北京春）
A. which B. that C. whose D. when
10. I worked in a business _____ almost everyone is waiting for a great chance.(2004湖南)
A. how B. which C. where D. that
11. Luckily, we’d brought a road map without ______ we would have lost our way.（2004北京春）
A. it B. that C. this D. which
12. There were dirty marks on her trousers ______ she had wiped her hands.（2004吉林）
A. where B. which C. when D. that
13. Do you still remember the chicken farm _____ we visited three months ago?（2005北京春）
A. where B. when C. that D. what
14. ---Why does she always ask you for help? （2005北京）
---There is no one else _____, is there?
A. who to turn to B. she can turn to C. for whom to turn D. for her to turn
15. Frank’s dream was to have his own shop _____ to produce the workings of his own hands.（2005湖南）
A. that B. in which C. by which D. how
【巩固练习】
1. The treatment will continue until the patient reaches the point ______ he can walk correctly and safely.
A. when B. where C. which D. whose
2. Earth is a rocky planet _____ liquid water, which is necessary for life, can exist.
A. as B. which C. where D. when
3. The time is not far away ______ modern communication will become widespread in China’s vast country.
A. as B. when C. until D. before
4. He is such a lazy man _____ nobody wants to work with ______.
A. as; him B. that; / C. as; / D. whom; him
5. Can you think of some cases _____ drivers obviously knew the traffic rules but didn’t obey them.
A. why B. where C. as D. which
6. You’ll have to wait for one more week, ______ the manager will be back from his trip.
A. before B. when C. as D. until
7. “We’ll make public schools ______ can be”, said the President in the speech.
A. all they B. what it C. that they D. all it
8. There are moments in life ______ you miss someone so much that you just want to pick them up from dreams and hug them for real.
A. where B. how C. why D. when
9. Ebay, Amazon and Wal-Mart are popular websites ____ people can sell goods to each other.
A. where B. which C. when D. whose
10. Is this museum ____some German friends visited last Wednesday?
A. that B. where C. in which D. the one
11. All those ____the rule raise your hands.
A. who is against B. are for C. who for D. that are against
12. Mary is one of the girls ____been to shanghai.
A. who have B. who is C. who had D. they have
13. He is the only one of the boys of his class who ____the piano well.
A. plays B. play C. playing D. are playing
14. Kate took away everything except ____Mary gave to her.
A. that B. what C. which D. it
15. The train ____ she was traveling was late.
A. which B. on which C. by which D. on that
【汉译英】
1. 他是否加入对我们没有改变。
2. 我无意中在名单上发现他的名字。
3. 那场音乐会吸引了很多人。
4. 那是一定的。
5. 我们必须为聚会做准备。
【答案及解析】
【高考链接】
1. C 此题首先分析句子结构，按句意可知是将喝咖啡与不喝咖啡的女性作比较，所以
women和those 后各带一定语从句。根据关系代词在从句中作主语不能省略这一规则，不难判断出选项C为正确答案。
2. D 此题考查介词+关系代词which 引导的定语从句，先行词为direction，代入后面的定语从句为she had come from the direction。故D项正确。
3. D 此题将定语从句置于情景交际中进行考查。先行词point在从句中作insist on的宾语。关系词只能是关系代词。故排除其它三选项。另外关系代词在从句中作宾语可略，故选D。
4. A whose在句中引导定语从句。先行词“house”在从句中“roof”构成所属关系，即the house’s roof。故选关系代词whose。
5. A 此题主要考查point的抽象概念，它既能表示时间，也能表示地点，后面可以接when引导的定语从句，也可以接where引导的定语从句，例如：We had reached the point when there was no money left. (我们曾落到身无分文的地步)Please underline the points where you don’t understand.（把你不懂的地方划下来）。由上例可看出when 和where 与point连用，既能表示具体的时间和地点，也能表示抽象的时间和地点，但是它们的不同在于用where时，侧重指“内容”，所以此题选where 为最佳选项（侧重于指双方都能接受，并愿意坐下来谈的条件）。
6. C 此句实际上考查的是定语从句的先行词（关系代词that的省略）。All (that)在定语从句中作do的宾语。如选D, That只起引导作用，不能作定语从句中的成分，且缺少先行词。答案A与B不合题意。
7. A 因为where代替先行词并在定语从句中作to lose control…的状语。即“在一种难以驾驭飞机的情况下”where相当于in which。
8. C 注意先行词为hours,在定语从句中作状语表时间.如果把主句写作: The film brought back to me the hours就比较容易选择了。
9. D 考查定语从句，先行词an age在从句中做状语。
10. C
11. D which引导定语从句，指代the road map。
12. A 先行词her trousers在从句后与on一起作状语，表地点，所以用关系副词where。
13. C visited后面需要宾语。
14. B 本题考查定语从句和turn to sb.。
15. B 本题考查不定式作定语，“介词+ which+不定式”结构作定语修饰名词shop，与shop相搭配的介词为in。
【巩固练习】
1. B 此题考查定语从句,先行词为point,在此意为“（进展、增进的）阶段；程度”，引导词在从句中作地点状语，所以用where引导。
2. C 此题考查定语从句，先行词a rocky planet指地点，且引导词在从句中作地点状语。
3. B 此题考查定语从句，先行词是the time，引导词在从句中作时间状语。
4. C 此题考查对“such…as…”和“such…that…”的运用。在such…as…这一结构中，as引导定语从句，as是关系代词；而在such…that…这一结构中，that引导结果状语从句。
5. B 此题考查定语从句中关系代词的使用。把先行词some cases代入从句中，相当于：…in these cases drivers obviously knew the traffic rules but…“in these cases”作抽象地点状语，意为“在这些情况下”，故选where。
6. B 此题考查复合句的掌握。在时间状语从句中，一般现在时代替一般将来时，而此句中的从句“the manager will be back from his trip”是一般将来时，依此推断，从句不是时间状语从句，排除A、D。显然，此句为定语从句，代入先行词one more week，在从句中作时间状语，故选when。
7. A 考查定语从句。All（that）they can be = what they can be。
8. D 考查定语从句。先行词moments表示时间，定语从句由关系副词when引导，相当于at which即at the moments。
9. A 先行词websites表示地点，应用关系副词where引导定语从句，相当于on which即on these popular websites.
10. D 11. D 12. A 13. A 14. B 15. B
【汉译英】
1. Whether he will join us won’t make any difference.
2. I came across his name on the list.
3. The concert attracted a great number of people.
4. That’s for sure.
5. We must prepare for the party.
Period 2: A sample lesson plan for Learning about Language
(Revise the Attributive Clause )
Aims
To help students revise the Attributive Clause
To help students discover and learn to use some useful words and expressions
To help students discover and learn to use some useful structures
Procedures
I. Warming up by reading the text aloud to the tape
As a student, you know that reading aloud is important, and you probably feel frustrated if you don't read well. Now open your book to page 29 and read aloud the text A Letter Home to the tape.
II. Discovering useful words and expressions
Turn to page 32 and do exercises 1 and 2.
Adjust: "Adjust the clock, please." "We must adjust to the bad economic situation" "Adjust your eyes to the darkness"
Grill: "He cooked hamburgers on the grill."
Relevant: The scientist corresponds with colleagues in order to learn about matters relevant to her own research."
Doorway: "He stuck his head in the doorway."
Arrangement: They made arrangements to meet in Chicago." "He changed the arrangement of the topics." "the arrangement of the furniture"; "the placement of the chairs"
III. Revising useful structures
Now you may turn to page 32 to do exercises 1.
You are to finish the sentence with your own words.
1. I made the present which would entertain you.
2. Painting is an activity that is connected with paints and brushes.
3. The person to whom you are dying to hear about is on holiday.
4. The man who lives at the bush school is a doctor.
5. The woman whose daughter you got to know yesterday is over there.
6. You won’t find the theatre where we jumped out of the window unless you have a map.
7. Anne is doing some research on the time when I started crying “AAAAA”.
8. The reason why he arrived at the village so late was that he was watching an interview of the first Chinese astronaut on TV.
Next you are going to do exercise 2 on page 32.
1. I’d like to have a friend whom I can learn English with.
2. For a holiday I ’d like to go to a place where I can shout and cry.
3. I’d like to have a bedroom that I use it as a study sometimes.
4. I’d like to learn to play a musical instrument that may produce terrible sounds.
5. The reason why he didn’t finish his homework is still a mystery.
6. The person to whom she was married is one who could speak five languages.
7. The mobile phone I’m going to buy is one that could send picture massages.
8. The day I won’t ever forget is the day when I left my father forever.
IV. Closing down by making sentences with the Attributive Clause
1. Thanks for your present that comes to me yesterday.
2. I like to hear from my mother who is living abroad.
3. I am dying to find a good job that will bring me lots of money.
4. He heard all about my studies that led to my success and fame in China.
5. I will include some photos that were taken by my daughter in America.
6. I cannot picture the places where he lived during the war.
7. He came to ask about the bush school that I attended last fall.
8. We reached the school grounds that were covered with wastes from the factories around.
9. He has become a lot more imaginative in English which is quite different from Chinese.
10. Chinese is a most challenging subject that is difficult to almost all the English-speaking natives.
Period 3: A sample lesson plan for Using Language
(THE WORLD’S MOST USEFUL GIFT CATALOGUE)
Aims
To help students read the passage THE WORLD’S MOST USEFUL GIFT CATALOGUE
To help students to use the language by reading, listening, speaking and writing
Procedures
I. Warming up by listening and reading to the tape
Now open your book to page 33. You are going to listening and reading to the tape, paying your attention to the pauses within the sentences.
II. Reading for forms
Read the text THE WORLD’S MOST USEFUL GIFT CATALOGUE again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.
III. Making sentences with the expressions from The World’s Most Useful Gift Catalogue
Next you are going to making sentences using the expressions from The World’s Most Useful Gift Catalogue. You may include as many attributive clauses as possible.
Expressions from The World’s Most Useful Gift Catalogue
give an unusual gift一份特殊的礼物, one’s loved one某人所爱的人, keep a gift保留礼物, a contribution towards…对……的捐助, choose… from this catalogue从清单中选……, a really useful gift for some of the world’s poorest送一个确实有用的礼物给世界上最穷苦的人, bring hope for a better future to…带去对未来的美好希望给……, a community in need需要帮助的社区, purchase an item购买一项礼物, send…an attractive card给……发送一个精美的卡片, send… to… 把……送给……, use the cards for any special occasion可以用在任何一种特殊的场合的礼物, purchase…from…从……购得……, train a whole village of around 40 families in new agricultural methods对整个大约40户人口的村庄进行新的农业生产方法的培训, provide seeds and simple agricultural equipment提供种子和简单的农业机械, just 20% more produce仅仅提高了20%的产量, mean the difference between sickness and health意味着患病与健康的差异, go hungry变的饥饿, provide for…为……提供，自己自足
1. I was given an unusual gift by my loved daughter.
2. I will keep the gift that was given to me by that blind man.
3. This money will be a contribution towards those people who live in the West of the country.
4. You have to choose your school from the catalogue which was sent to you last week.
5. A really useful gift for some of the world’s poorest will bring hope for a better future to them.
6. Help must be offered to a community in need.
7. You may purchase an item at our shop.
8. I will send an attractive card to you.
9. This letter will be sent to your special person.
10. You may use the cards for any special occasion to purchase items from our shop.
11. He was sent to train a whole village of around 40 families in new agricultural methods.
12. Seeds and simple agricultural equipment will be provided.
13. Just 20% more produce will mean the difference between sickness and health.
14. The poor will go hungry this time next year.
IV. Closing down by asking about volunteer work
To know more about volunteer work you may put as many questions as possible to your teacher.
What is a volunteer project?
Why do people volunteer?
Would you like to work as a volunteer?
Is volunteering worth the time it takes?
Why would you enjoy volunteering?
Do you know anyone who has done volunteer work?
Where and why did they volunteer?
Could you and would you like to work as a volunteer in the same way?
What could you do to help if you had no money?
What is volunteer work?
What is your definition of "volunteer work"?
What is the dictionary definition of "volunteer"?
Have you ever benefited by someone's volunteer work?
What is volunteer screening?
Have you ever done any volunteer work?
What organizations do volunteer work?
What kind of work do they do?
What situations need volunteer workers?
Can you think of different types of volunteer work?
Can you think of examples of professional and amateur volunteering?
Have you and your family ever worked on a volunteer project together?
What did you do?
What are volunteer activities that people do?
Can you think of ways to help people who need help?
Have you ever done any volunteer work?
Did you do it alone, with friends or with your family?
Did you make new friends while you were doing the work?
Have you ever volunteered to help victims of natural disasters? Why?
Would you volunteer to help people outside your community?
Would you volunteer to help people outside your country?
Have you ever volunteered to help victims of natural disasters? Why or why not?
What are some organizations through which you can volunteer?
Why benefits do you get personally by volunteering?
How did you feel about volunteering before you started work?
How did you feel during the work?
How did you feel after you had finished the work?
What are some organizations through which you can volunteer?
What kind of work did they do?
What are some websites maintained by volunteer organizations?
Have you read a book about volunteer work?
Can you list some reasons why people volunteer?
How can volunteers benefit from their work?
Why would you enjoy certain types of volunteer work?
What types of volunteer work would be unpleasant for you?
What benefits other than personal satisfaction could you personally get by volunteering?
Is volunteering worth the cost to you?
In what situations and at what times in your life could you afford to volunteer?
Do you know anyone who has done volunteer work?
Where did they work and why did they volunteer?
Is there a history of volunteerism in your country?
Can you find information about volunteering in your country and two other countries?
Can a volunteer be treated the same as paid staff?
Part 2: Teaching Resources
第二部分：教学资源
Section 1: Discourse studies of A LETTER HOME
Type of writing and summary of A LETTER HOME
Type of writing Time Place Person Events Results
A personal letter Now From PNG Jo to Rosemary Tell about “my” life as a volunteer at PNG “I” am still teaching at a bush school at PNG.
Section 2: Background information for Unit 4 Sharing
1. The five C’s in letter writing
Clear: Try not to beat around the bush when letter writing. Every word should come across as something that is understood. The best way to test this is to read what you wrote out loud, in a tape recorder, and play it back to yourself.
Concise: Do not ramble. Try to make your words go straight to the point.
Courteous: Remember that words can come across a lot harsher on paper. It’s best to save arguing to verbal usage, so that you can clear up any misunderstandings.
Correct: Double check your spelling, grammar, and punctuation. There is nothing worse than trying to read a letter full of mistakes. It makes the clarity of the written word harder to decipher.
Complete: Make sure that when you bring up a topic, you do not change topics in mid-stream. Make sure that you finish what you have to say before you go on to another topic.
2. CULTURE SHOCK
●Culture Shock
We can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin.
●Symptoms:
Sadness, loneliness, melancholy
Preoccupation with health
Aches, pains, and allergies
Insomnia, desire to sleep too much or too little
Changes in temperament, depression, feeling vulnerable, feeling powerless
Anger, irritability, resentment, unwillingness to interact with others
Identifying with the old culture or idealizing the old country
Loss of identity
Trying too hard to absorb everything in the new culture or country
Unable to solve simple problems
Lack of confidence
Feelings of inadequacy or insecurity
Developing stereotypes about the new culture
Developing obsessions such as over-cleanliness
Longing for family
Feelings of being lost, overlooked, exploited or abused

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