课件24张PPT。定语从句复习 定语从句 定语从句（Attributive Clauses）在句中做定语，修饰一个名词或代词，被修饰的名词,词组或代词即先行词。定语从句通常出现在先行词之后，由关系词（关系代词或关系副词）引出。 关系代词有：who, whom, whose, that, which等。 关系副词有： when, where, why等。 注：1.介词提前时一般只用which和whom。
2.whose+名词=the+名词+of which/ of whomThis is the detective who came from London.
The book which I am reading is written by Tomas Hardy.
The desk whose leg is broken is very old.
This is the room that Shakespeare was born in. (1) 如果先行词是all, much, anything, something, nothing, everything, little, none等不定代词，关系代词一般只用that，不用which。例如：
All the people that are present burst into tears.
(2) 先行词有两个，既有人也有物，要用that。
We were talking about the persons and things that we remembered in our school.
关系代词that 和which的区别 1.宜用that引导的定语从句(3) 如果先行词被形容词最高级以及first, last, any, only, few, mush, no, some, very等词修饰，关系代词常用that, 不用which, who，或whom。例如：
This is the most impressive TV theater that has never been put on show before .
这是以前从未上演过的最有感染力的电视剧。 That is the only way that leads to your success .那是通向你成功的唯一之路。 We have to consider the first thing that starts our work . 我们必须要考虑启动我们工作的第一件事。 2. 宜用which引导的定语从句
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.
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.as, which 非限定性定语从句 由as, which 引导的非限定性定语从句，as和which可代整个主句，相当于and this或and that。As一般放在句首，which在句中。 As we know, smoking is harmful to one's health. The sun heats the earth, which is very important to us. Alice received an invitation from her boss, ___came as a surprise. A. it B. that C. which D. he It rained hard yesterday, ____ prevented me from going to the park.. A. that B. which C. as D. it as 和which在引导非限制性定语从句时，这两个关系代词都指主句所表达的整个意思，且在定语从句中都可以作主语和宾语。但不同之处主要有两点： (1) as 引导非限制性定语从句，可放在主句之前，或者主句之后，甚至可以切割一个主句；which引导的非限制性定语从句只能放在主句之后。另外，as有“正如……，正像……”的意思 (2）as 代表前面的整个主句并在从句中作主语时，从句中的谓语必须是系动词；若为行为动词，则从句中的关系代词只能用which。 (3)当先行词受such, the same修饰时，常用as I have never heard such a story as he tells. He is not such a fool as he looks. This is the same book as I lost last week. 注意：
当先行词由the same修饰时，偶尔也用that引导定语从句，但是和由as所引导的定语从句意思不同。 She wore the same dress that she wore at Mary’s wedding. 她穿着她在MARY婚礼上穿过的一条裙子。 She wore the same dress as her young sister wore.
她穿着和她妹妹所穿的一样的裙子。 判断关系代词与关系副词 方法一：
用关系代词，还是关系副词完全取决于从句中的谓语动词。及物动词后面无宾语，就必须要求用关系代词；而不及物动词则要求用关系副词。例如： This is the mountain village where I stayed last year. I'll never forget the days when I worked together with you. 判断改错 1. This is the mountain village where I visited last year. 2. I will never forget the days when I spent in the countryside. 3. This is the mountain village (which) I visited last year. 4. I'll never forget the days (which) I spent in the countryside. FFTT方法二：
准确判断先行词在定语从句中的成分(主、谓、宾、定、状)，也能正确选择出关系代词/关系副词。
Is this museum ___ you visited a few days age? A. where B. that
C. on which D. the one
2. Is this the museum ____ the exhibition was held. A. where B. that
C. on which D. the one例1变为肯定句：
This museum is ___ you visited a few days ago.
例2变为肯定句：
This is the museum ___ the exhibition was held. 在句1中，所缺部分为宾语，而where, that, on which都不能起到宾语的作用，只有the one既做了主句的表语，又可做从句的宾语，可以省略关系代词，所以应选D。 而句2中, 主、谓、宾俱全，从句部分为句子的状语表地点，既可用副词where，又因 in the museum词组，可用介词in + which 引导地点状语。而此题中，介词on 用的不对，所以选A。 关系词的选择依据在从句中所做的成分，先行词在从句中做主、定、宾语时，选择关系代词 (who, whom, that, which, whose)； 先行词在从句中做状语时，应选择关系副词 ( where 地点状语，when 时间状语，why 原因状语) 。 区分定语从句和同位语从句 1．定语从句修饰先行词，它和先行词是修饰关系； 同位语从句说明先行词的具体内容，是补充说明的关系 (1) The plane that has just taken off is for London.? ?? ?? ? 定语从句 (2) The fact that he has been dead is clear.? ?? ?? ?? ?? ?? ?同位语从句 2．定语从句由关系代词或者关系副词引导，关系词在句中充当成分，有时可以省略； 同位语从句主要由that引导，在句中一般不做成分；句子也可以由when, where, how, why, whether, what等词引导，充当成分 (1) The news he told me is true. (2) The news that he has just died is true. (3) The problem that we are facing now is how we can collect so much money. 定语 (4) The problem how we can collect so much money is difficult to solve. 3. 同位语从句和先行词一般可以用be动词发展成一个完整的句子，而定语从句不可以 (1) The idea that we could ask the teacher for advice is wonderful.
(2) The idea was that we could ask the teacher for advice. (3) The fact that the earth moves around the earth is known to all. (4) The fact is that the earth moves around the earth.
ExercisesMother bought me a dictionary on my birthday, ________made me very happy. A. what B. that? C. who? D. which
2. Look at the watch. Don’t you see it is _______ watch ________ Helen lost the other day?
A. as the same; as? B. the?same; as??
C. the same; which???? D. as the same ; that
? 3. ________ is known to everybody, the moon travels round the earth once every month.
A. It B. As C. That D. What 4. The weather turned out to be very good, _____ was more than we could expect. A. what?? B. which?? C. that?? D. it
5. After living in Paris for fifty years he returned to the small town, _______ he grew up as a child.???
which?? B. where?? C. that?? D. when
6.?He made another wonderful discovery, ________ of great importance to science. A. which I think is?? B. which I think it is?
C. which I think it??? D. I think which is 7. The doctor advised Vera strongly that she should take a holiday, but __________ didn’t help.
A. which B. it
C. she D. he
8. ________ is reported in the newspaper, talks between the two countries are making progress.
A. It B. As
C. That D. What
9.Is this the only reason ______ at the meeting for his carelessness in his work?
A. that he explained B. what he explained
C. why he explained D. which he explained
Homework Summarize the rules of attributive clause.See you!课件70张PPT。1. hear from ... 意为“收到……的信”，相当于receive a letter from ... 。如：
Have you heard from your brother?
你收到你哥哥的信了吗？
I hear from my mother every week.
每星期我都收到妈妈的信。
I heard from my sister in New York yesterday.
我昨天收到了在纽约的姐姐的来信。Language points[比较] hear from和receive都可表示“收到某人的信”。其区别如下：
hear from不是指具体接到信件，而是指得到音信、信息；receive往往指收到具体的信件。如：
I haven’t heard from him for a long time. 我好久没得到他的音信了。
I haven’t received any letters from him for several months.
我已经好几个月没有收到他的信了。[拓展] hear sb. / sth. out 听完
hear about sth. 听到关于某事物的消息
hear of sb. / sth. 听说或知道某人/物的情况2. I know you’re dying to hear all
about my life here, so I’ve included
some photos which will help you
picture the places I talk about.
我知道你极想听到我在这儿的生活,我
这儿有一些照片,它们会帮你构思出我
要谈到的这个地方。1) be dying for/ to do sth. 渴望, 极想, 渴望做某事
I’m dying for a piece of cake.
I am dying to know where you are from.
2) 辨析: hear 与 listen to
hear 强调听的结果
listen to 强调听的动作 在某些感官动词如: see, hear, feel, watch, observe, notice, listen to等后,既可接现在分词作宾语,也可接不带to的不定式作宾补。 Did you hear someone laughing outside?
I heard someone read loudly in the morning.
He was heard to sing in the next room.与hear 相关的短语:
hear about 听到关于......的消息
hear from 收到……的来信
hear of 听说, 听到
hear sb. out 听到某人把话说完
hear sb. do sth. 听见某人做了某事
hear sb. doing sth. 听见某人正在做某事The missing boys were last seen ___ near the river.
A. playing B. to be playing
C. play D. to playA3. Well, it’s a bush school—the classroom are made from bamboo and the roofs from grass.
是的, 这是一所灌木丛学校---教室是由竹子建成的, 房顶是用草盖的。make的用法：
1) be made from 由......制成 (看不出原材料)
The paper is made from wood.
2) be made of 由......制成(看出原材料)
The house is made of stone.Remember them!3) be made into 某种原材料制制成某种成品
Glasses is made into bottles.
4) be made in 在某地制造, in后面接表示地点的名词
This TV set is made in Shanghai.5) be made by 由谁制造
The machine is made by workers in the factory.
6) be made up of 由......组成
The class is made of 30 boys and 30 girls.4. When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school.
[翻译] 当我走到学校操场的时候，迎接我的是男孩子们一片“早上好”的声音。他们中的许多人走了很长的路，有时候要走两个小时才能到学校。[点拨] 该句的主句为There are lots of “good mornings” for me from the boys。when引导时间状语从句; many of whom引导的定语从句修饰the boys；sometimes up to two hours补充说明走路到学校需要的时间。4. I’m still trying to adapt to these conditions. However, one thing is for sure, I’ve become more imaginative in my teaching. 我现在仍然努力去适应这些状况,但是有一件事是确定的, 我的教学方面已变得更富有想象力了。1)
try to do sth. 尽力去做某事
try doing sth. 试着做某事英语中有些动词后加动名词和不定式作宾语时, 意义区别较大。
forget to do sth. 忘记去做某事
forget doing sth. 忘记做过某事remember to do sth. 记得去做某事
remember doing sth. 记得做过某事
mean to do sth. 打算做某事
mean doing sth. 意味着要做某事
stop to do sth. 停下来去做某事
stop doing sth. 停止做某事go on to do sth. 继续做另一件事
go on doing sth. 继续做同一件事
can’ help to do sth. 不能帮着做某事
can’t help doing sth. 禁不住做某事2) imaginative adj. 富有想象力的,爱想象的
an imaginative child/writer有想象力的孩子/富有想象力的作家
imaginary adj. 想象中的,假想的 imaginable adj. 可想象的
imagine v. 设想
imagination n. 想象力
image n. 雕像,肖像5. The boys who had never come across anything like this before started jumping out of the windows.
come across 偶然遇见/发现
与come相关的短语：
come along 快点,来吧
come back 回来, 折回come from 来自, 从……来
come off 从……离开, 脱落
come out 出来, 出版
come up 走过来, 走近
come over 过来
come to 来到, 结果是Don’t forget!6. But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. 但是上周末, 另一位老师Jenny和我拜访了一个村子, 这个村子是其中一个男孩Tombe的家。 did 强调肯定语气, do (does, did)用于强调谓语动词的语气时, 要符合以下条件:
(1) 句子是肯定句;
(2)谓语动词为一般现在时或一般过去时;
(3)谓语动词是单独的行为动词或单独的连系动词(be除外)。 The little girl does want to see her mother.
这个女孩非常想见她的母亲。
I do like to eat apples.
我的确喜欢吃苹果。
Do stay a while. 请待会儿。7. We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below.
[翻译] 我们步行了两个半小时才到达那里——先是爬山, 爬到山脊能看到奇妙的景色, 然后走下一个陡坡, 一直走到下边的山谷。[点拨] 该句的主干为We walked。破折号后的部分起进一步解释说明的作用, 说明我们是如何到达那里的。from where引导的定语从句修饰a ridge, 关系副词where前一般不加介词, 但from where却是个例外。如：
There are many websites, from where you can find almost all the necessary information.
有许多网址, 从那里你能够找到几乎所有必要信息。8. Everyone seemed to be a relative of Tombe’s.
每个人都好像是Tombe的亲戚。
seem 似乎, 看来
1) 跟不定式
I seemed to hear a voice in the distance.
He seemed to be in a great hurry.2) 跟形容词或分词
He seems quite happy.
Titanic seems ___ an interesting film. A . is B. are C. be D. to be D3) 后接(to sb.) that从句, 但主语是it。
It seems to me that there is something strange about the case.在我看来这件案子有点奇怪。
It seems that you are lying. 看来你在撒谎吧。9. Tomber’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof--- this shows it’s a man’s house.
Tomber的父亲Mukap领着我们到了他的房子, 一间低矮的房顶外长满草的小竹屋,这表明它是一个男人的房子。with的复合结构(with+ 宾语+ 宾补)
1) with + n. + doing ( doing表示 with 后名词发生的动作, 此名词为动作的执行者)
He lay there with his eyes looking at the sky. [考点] with grass sticking out是“with + n. +动词-ing形式短语”构成的with复合结构。2) with + n. + done (done 和with后面的宾语构成动宾关系, 此宾语是动作的承受者。
The thief was brought in with his hands tied back.3) with + n. + to do 动词不定式表示目的, 或将发生,未发生的事。
With all these mouth to feed, he didn’t know what to do.
With five minutes to go before the last train left, we arrived at the station.4) with + n. + prep. phrase
The teacher came in with some textbooks under her arm.
5) with + n. + adj
When he is eating, he doesn’t speak with his mouth full of food.[考例] ─Come on, please give me some ideas about the project.
─Sorry. With so much work ___ my mind, I almost break down. (福建2007)
A. filled B. filling
C. to fill D. being filled
[点拨] so much work与 fill之间构成逻辑上的主谓关系, 要用动词-ing形式或不定式。动词-ing形式表示动作正在进行，动词不定式表示动作尚未发生, 根据句子提供的情景, 可知此动作正在进行。Bstick out 突出, 伸出
stick out for sth. 坚持要求某事物
stick to sth. 不放弃/改变某事物
stick at sth. 坚持不懈
stick with sb. 继续支持某人
stick up 向上突起, 坚起10. There were no windows and the doorway was just big enough to get through.
[考点] get through意为“通过, 穿过”。
[考例] There were a lot of people standing at the door and the small girl couldn’t get _____. (2006全国卷II)
A. between B. through
C. across D. beyond
[点拨] get through通过, 穿过; get across使……被理解。 11. adjust vt. & vi. 调整; 调节; 适应; 整理; 调准。如：
The body can quickly adjust itself to the changes of temperature.
身体能迅速自行调节以适应气温的变化。
She carefully adjusted her clothes and her hair before going out.
她出门之前仔细地整了整自己的衣服和头发。Before you take photos, please adjust the focus of your camera.
在照相之前请调准照相机的焦距。
[联想] adjustable adj.
可调节的; 可调整的
These seat belts are adjustable.
这些安全带是可以调节的。12. Fresh grass had been laid on the
floor and there was a newly made
platform for Jenny and me to sleep on.
新鲜的草被铺在地面上, 而且那儿有一
个新搭的平台以便珍妮和我睡在上面。lay vt. (lay, laid, laid)
1) 将某物/人置于某位置或某物表面
lay the bottle on the desk
2) 产卵
The bird lays eggs in the other birds nets. lay—laid—laid—laying 放置;产蛋,下蛋
lie—lied—lied—lying 说谎
lie—lay—lain—lying 躺;位于
与lay相关的短语：
lay eggs 产卵
lay sth. aside 把......放在一边lay sth. down 放下;停止使用
lay sb. off 解雇某人
lay the table 摆放桌子
If only he ___ quietly as the doctor instructed, he would not suffer so much now. A. lies B. lay C. had lain D. should lieC13. Once the fire was going, he laid stones on it.
[考点] once意为“一旦”, 引导条件状语从句。
[考例] You will be successful in the interview _____ you have confidence. (福建2007)
A. before B. once C. until D. though
[点拨] 句意为“一旦你有了信心, 你在面试中就会成功的。”even though/even if 尽管,即使
引导让步状语从句,后常用虚拟式动词表示与事实相反的动作或行为。当让步状语从句的动词用虚拟表示与事实相反的假设时,通常用even though/ even if, 而不用though, although或as。14. I love listening to the family softly talking to each other in their language, even though …. You are not stupid. Even though/ Even if you were slow in study, you shouldn’t give up your studies.
你并不愚笨, 即使你学得慢一点, 也 不应该放弃学习。15. otherwise 作连词, 意为“否则; 不然”, 相当于 or或 if not。如：
We’ll go early, otherwise we may not get a seat.
我们得早点去, 要不然就没有座位了。
I was ill that day, otherwise I would have taken part in the sports meet. 那天我病了, 否则我会去参加运动会的。
otherwise 作副词, 意为“用别的方法; 不同地; 在其他方面; 除此之外”, 相当于in another way或apart from ...。如：He is rich, but otherwise an unhappy man.
他有钱, 但在其他方面是个不幸福的人。
He is naughty, but otherwise a nice boy.
他很调皮, 但除此之外他是个不错的男孩子。
They should have been working, but they were otherwise engaged.
他们本应该在工作, 但他们正忙别的事。[拓展] and otherwise 等等；及其他
or otherwise 或相反；或其他情况
In the kindergarten, the children learn singing, dancing，drawing and otherwise.
孩子们在幼儿园里学唱歌、跳舞、画画等等。
Fine or otherwise, we shall have to go.
不管天气好不好, 我们非去不可。16. It was such a privilege to have spent a day with Tombe’s family.
enjoy privileges 享受特权
have the privilege of … 有…的特权
as a special privilege 作为特权许可
by special privilege 根据特权17. It’s getting late and I have to
prepare tomorrow’s lessons…
prepare sth. 准备某事
prepare for sth. 为…做准备
prepare sb. for sth. 使某人为某事做好准备get/be prepared to do 有能力且愿意做某事
be prepared for sth. 为…做好准备
make preparations for 为…做准备
in preparation 准备中
辨析:prepare与prepare for
prepare 准备;谓语动作直接体现在宾语上。
prepare for 为......做准备,for的宾语一般只是谓语动作要达到的目标。The teacher is preparing lesson. 老师在备课。
The teacher is preparing for lesson. 老师正在为上课做准备。1. As a teacher I often a_____ my teaching methods to suit the needs of slower children.
2. My mother stood in the ________ (门口) and watched me anxiously.I. 根据下列各句句意及所给单词的首字母或汉语提示，写出各单词的正确形式。djustdoorway 练习坊3. It is hoped that education should be _______ (有关的) to children’s needs.
4. The train for Beijing that you are taking will depart from P_______4.
5. I will go to the store to buy some _____ (烤架) for the picnic next week.relevantlatform grills6. Some old workers enjoy certain p________, such as company cars and private health care in our company.rivilegesII. 根据括号内的提示将下列句子翻译成英语。1. 自从我表弟出国后,我一直没有收到他的信。(hear from)
2. 回家的路上我们碰见一位老妇人躺在路上。(come across) I haven’t heard from my cousin since he went abroad. On the way home we came across an old woman lying on the road.3. 她的红头发在人群中非常显眼。(stick out)
4. 离家很久了, 这个女孩很想见到自己的妈妈, 特别是在她生病的时候。(be dying to) She has red hair that sticks out in a crowd. Being away from home for a long time, the girl is dying to see her mother especially when she’s ill.5. 那个男孩兴奋地向他父母描述他第一天在学校的情况。(picture)The boy pictured his first day at school to his parents excitedly.1. Why can’t universities provide some relevant courses __ today’s problems?
2. Don’t worry. The paint would have dried ___ by this time tomorrow.
3. It has not rained for a long time and the river almost dries ___.III. 用适当的介词或副词填空。tooutup4. How many of us know how paper is made _____ trees?
5. In the past many fruit-growers have adapted __ changes in the market and seasonal conditions.
6. The little boy won’t dare do that again, and that’s __ sure.fromtofor7. Education will make a big difference __ the life of the children in mountainous areas.
8. After having a delicious supper, the host led us __ a room upstairs.
9. All the athletes slept in separate beds, except two, who slept __ the floor.totoon10. How come so late __ the night you are still working, Tom?
11. Feeling tired after the hard work, she fell ____ bed and went straight to sleep.
12. How often do you hear _____ your sister?inintofrom13. My car could not get _______ because the street was too narrow.
14. The alphabet proved easy to learn and before long they learned to read and write __ their own language.
15. She came ______ some old photographs in the drawer.throughinacross1. We expected to see the famous film star in the flesh at the party.
We ____ _____ __ see the famous film star in the flesh at the party.IV. 每空填一词, 使该句与所给句子的意思相同或相近。were dying to2. Months had gone by before I received my friend’s letter again.
Months had passed before I _____ ____ ___ ______ again.
3. I met my former English teacher by accident in the street this morning.
I ____ ______ my former English teacher in the street this morning.heard from my friend came across4. We spent many hours decorating our newly-bought house.
__ ____ us many hours __ _______ our newly-bought house.
5. It was not until late in the afternoon that we got to the campsite.
Not until late in the afternoon did we _____ the campsite.reachIt tookto decorateHomework 1. Finish Exercise 3 on Page 31.
2. Read the passage again after class and find all the attributive clauses in it.
3. Recite the key sentences in the text.
4. Preparations: Learning about Language on Page 32.课件21张PPT。Listening taskBefore you listen, look at the pictures that Annie shows the students. Answer these questions.1. Photo 1 shows how things would look if you had cataracts (白内障). How would you describe the effects of having cataracts? Look at the person’s eye. Can you see how big the cataract is?Cataracts make things look blurry/fuzzy/very unclear. The cataract is covering most of the pupil of the eye.2. Look at Photos 2, 3 and 5. What are the different ways the patients’ eyes are being examined?In Photo 2, the patient’s eyes are being examined through a microscope in a hospital.In Photo 3, the patient’s eyes are being examined through a microscope that is attached to Fred Hollows’s face. The patient is being examined outside, not in a hospital.
In Photo 5, the patient’s eyes are being examined by a doctor who is holding up her fingers to see if the patient can see them. The patient is being examined outside, not in a hospital.3. What is the surgeon (外科医生), Fred Hollows, wearing on his face in Photo 3?
Special glasses (like a microscope) that allow the patient’s eyes to be magnified so he can see any problems with the patient’s eyes.4. What is Fred Hollows (left) doing in Photo 4?
What is the man on the right doing?
Who are the other people?He is giving the patient an injection. The man on the right is explaining what Fred Hollows is doing. The other people are Vietnamese doctors who are being trained by Fred Hollows.Listen to the tape for these dates and number them in the order that you hear them. Then listen again and write down what happened on these dates.2He started the Fred Hollows Foundation.He died.Two laboratories for making perspex lenses opened – one in Eritrea and one in Nepal.34A doctor trained by the Foundation put in the one millionth Fred Hollows perspex lens.5Then listen to Annie again and answer them.1. How often does someone in the world go blind?
2. How many people around the world are blind?
3. How many of these are blind because of cataracts?Every five seconds.Around 45 million people.About half of these (that is, 22.5 million).4. How long does a cataract operation take?
5. How long is it before the patient can see again?
6. How many surgeons has The Fred Hollows Foundation trained in developing countries?About a day.
20 minutes.Over 750.7. What were Fred Hollows’s beliefs?
8. What are Annie’s beliefs?He believed that action was the answer to human unhappiness, not despair.She believes that we are very lucky to have our sight and that we have a duty to share what we have.THE FRED HOLLOWS FOUNDATIONLISTENING TEXTAnnie, a member o f the Community Care Connittee, is talking to students in her school about the Fred Hollows Foundation. Did you know that every five seconds somebody in the world goes blind? That’s about 45 million people. And what is worse is that about half of them do not need to be blind at all. Do you know what cataracts are? It’s when the lens of your eye becomes more and more cloudy until eventually you can’t see anything. That sounds bad but the treatment is simple. The cataracts can be removed and replaced by a special perspex lens. This simple operation lasts about 20 minutes and by the next day the patient can see again. So it’s not really a problem in rich countries. However, in developing countries the effects are terrible. Because blind people can no longer work or look after themselves, they cannot earn the money to pay for the operation. So they have no chance of seeing again. One of the people who wanted to help these poor people was an Australian eye doctor called Fred Hollows. He believed that the operation was too expensive and that everybody had the right to see. So in 1985 he determined to find a way to reduce costs. First, he trained doctors in Nepal, Vietnam and Eritrea, so that they could perform eye operations. Second, in 1992 he started the Fred Hollows Foundation and raised enough money to build two laboratories to make cheap perspex lenses. One opened in Eritrea and one in Nepal in 1994, a year after his death in 1993. These laboratories meant that the lenses could be produced much more cheaply. They are now sold to over 50 countries. The Fred Hollows Foundation has worked to prevent blindness in more than 29 countries. It has trained over 750 local eye doctors. In 2003 one of these doctors trained by the Foundation put in the one millionth Fred Hollows perspex lens. Fred Hollows spent his life in the service of others and believed that action was the answer to human unhappiness. I think we are very lucky to be able to see and that we have a duty to help others see too!
Thank you.课件53张PPT。ReadingWarming-upEarthquake in WenchuanVolunteerThe definition of VolunteerPeople who help others in their community or outside their community would be called volunteers. However, they would not be called volunteers if they help their parents, other relatives or friends.What do the volunteers usually do to help other people?A possible version : The volunteers make their greatest efforts to help others. For example, they collect money for the Hope project to help poor children afford their schooling; they go to serve old people in the community; they join “1help1” project to visit elderly people who live alone and help with shopping, do jobs in the house, etc.Independent State of Papua New Guinea 巴布亚新几内亚独立国 Do you know where PNG is?Pre-reading巴布亚新几内亚国旗和国徽 (极乐鸟 ) 巴布亚在马来语中意为“卷发人”。
16世纪中叶，葡萄牙人来到该岛时，见当地
居民和自然景观很像非洲的几内亚，故称之
为新几内亚。 Look at the photos and answer the questions.1. What kind of student was in Jo’s class? Secondary school children from a developing country. We know this because there are no walls to the classroom so the climate must be hot. The desks are close together but there does not appear to be enough desks for each child. The students are poorly dressed.2. Describe the classrooms? The classrooms are made with wooden poles and have bamboo walls and grass roofs (except for the new science lab which has a metal roof). The floor has bamboo matting on it. The walls do not reach the roofs (except the walls of the science lab). There is no glass in the windows.3. What similarities and differences can
you find between Jo’s classroom and yours? 1 There are desks.
2 There are both boys and girls in the classroom.
3 There is no spare space in the classroom.
4 There is a separate science laboratory.1 Some of the walls are missing.
2 There is a pole holding up the roof in the middle of the room.
3 There is no school uniform.
4 The students have no textbooks.
5 There is no glass in the windows.
6. The students have no repair the classroom themselves.View of the village from the ridge 山脊 doorwayvillage hut stick out4. What can you say about the village?
The village was a very small. It is by a river at the bottom of a valley. It has steep slopes all around it.
5. What can you say about life in the village?
The village huts are small. They have no windows. They are made of wood and bamboo and have grass roofs. Meals are prepared and cooked outside. One of the crops grown is peanuts. The tool used for this crop is a digging stick. There is a woman carrying a naked baby on her shoulders. She is also carrying a heavy-looking bag. She has bare feet. New words and expressions1. fortnight two weeks
2. relevant adj. 有关的
3. adjust v. 整理,调整,适应
4. doorway n. 门口
5. platform n. 平台; 讲台
6. grill n. 烤架; 大平底锅
7. leftover n. 剩余物; 剩饭
8. privilege n. 特权, 优惠ScanningDivide it into four parts, and summarize what each part is about. Opening of the letter and introduction to what will be talked about in the passage.Part 1 (Paragraph 1) : The school where Jo worked and Jo’s work at school.
Jo and Jenny visited Tombe’s home in the village.
Closing of the letter.Part 2(Paragraph 2-3):Part 3 (Paragraph 4-8):Part 4 (Paragraph 9): 1. _______ is a young Australian women.
2. _________ was dying to hear all about Jo’s life in Papua New Guinea.
3. _________ walked a long way to get to the school.
4. ____ didn’t have any textbooks.
5. _______________ became a lot more imaginative when teaching.JoRosemaryThe boysThe boys and Jo JoFill in the blanks.6. _________ started jumping out the windows during a chemistry experiment.
7. _____________ visited a village that was the home of one of 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 Jo didn’t understand. The boys Jenny and Jo Kiak Mucap Kiak Tombe’s family1.Why did Jo send Rosemary some photos?
2. Why the high school was called a bush school?
3. Were the boys and villagers friendly to Jo? How do you know?It’s difficult for Rosemary to imagine how life was hard / different in Jo’s description.The classroom was made from bamboo and the roofs were made from grass.Lots of “good mornings”; cry “ieee ieee”; shake hands.Skimming4. Why was Science the most challenging subject for Jo?
5. Why did the boys start jumping out the window?
6. Why should it take Jo and Jenny two and a half hours to get to the village? They had to climb up a mountain to a ridge first and then down a steep slope to the valley.There was no equipment.The boy never came across something like bubbling mixture. Read the passage carefully to complete the tables below!Reading carefullyEquippedNot equippedTable 1 (about the school)Go to college or workReturn to the villagesYesYesNoNoManyFewConclusion: electricity or waterbushbambooTable 2 (about the life in the village)sticking outInsideplatformfireplacea couple oflaidcovered1. The purpose that the author wrote the letter is that ___.
she wanted to tell Rosemary her
teaching life in the high school.
B. she wanted to tell Rosemary her learning life in the high school.
C. she wanted to tell Rosemary that she couldn’t get any money by teaching the poor students
D. she wanted to tell Rosemary how happy she was in the small village.AChoose the best answer.2. In a chemistry experiment the boys jumped out of the windows because they _____.
A. were frightened by the bubbling mixture
B. couldn’t stand the terrible smell of the mixture
C. didn’t like doing chemistry experiments
D. knew chemistry was not relevant to themA3. Which of the following is TRUE about Jo’s attitude?
A. She is sure that all the boys will go to college in the future.
B. She believes that chemistry is very useful to the boys.
C. She is wondering if she can make any difference to the boys’ lives.
D. She doesn’t like the simple life in the mountain village.C4. Why does Jo wonder how relevant chemistry is to the kids?
A. Because she thinks chemistry is too difficult to learn.
B. Because she thinks chemistry may make little difference to the kids’ life.
C. Because the kids there hardly come across anything of chemistry.
D. Because she thinks chemistry useless.B5. By writing “The only possessions that I could see were…”, the author wants to tell us ____.
A. Tombe’s family were kind-hearted
B. Tombe’s family were guest-lovers
C. Tombe’s family only used simple things
D. Tombe’s family were too poorD6. Why did Tombe throw out the tin can?
A. Because he believed the can attracted
evil spirits.
B. Because he believed any leftovers
attracted evil spirits.
C. Because he believed the can has no use
at all.
D. Because he believed the grill attracted
evil spirits.B7. How did Jo feel after the visit to
Tombe’s family?
A. Happy B. Sad
C. Worried D. UpsetAPost-reading Guess the reasons for the facts according to the reading passage.1. The boys jumped out of the windows in the science lesson.Because they were frightened; they had never seen anything like this before.2. Jo wondered how relevant chemistry was to the boys.Because most of them would live all their lives as farmers.3. Tombe’s mother cried “ieee ieee” when she sew Jo.It was her way to welcome visitors to the village and she drew everyone’s attention to their arrival.4. There were no windows in Mukap’s hut.Perhaps it’s because that was a man’s house.5. The tin can was standing upside down on the grill.The tin can was used to dry out the leftover food, which might attract evil spirits, so the tin can was thrown out of the hut.DiscussionNow we have two topics to discuss:
Why do you think Jo became a
volunteer in PNG? Give as many
possible reasons as you can. Would
like to work as a volunteer in a poor
area? Why?A sample of the discussions:A: I’d like to go to a school described in the letter because it sounds more interesting than my school.
B: But what about going to university? You’d need a better school with more facilities for that, wouldn’t you?C: Yes, I suppose you’d need some textbooks. It must be hard to learn all the right things without a textbook.
D: True. It’d be difficult to pass the exams to get into college.
B: And you’d have to do so much walking every morning and evening!A: But think how fit you’d be!
D: And there’d be no time for homework after all that walking! You’d only have time to eat and go to bed.
C: Yes, you’re right. It sounds a hard life but in a different way from ours.
A: So would you like to go to this school?
B, C and D: No, thank you!Homework 1. Finish Exercise 3 on Page 31.
2. Read the passage again after class and find all the attributive clauses in it.
3. Recite the key sentences in the text.
4. Preparations: Learning about Language on Page 32.课件10张PPT。 In order to be better volunteers, what should we do now?
Speaking task--Project Hope孩子是民族的未来! Project Hope is a social welfare programme founded by China Youth Development Foundation. Its aim is to raise money to help those children in poor areas who have to leave school early only because their families cannot afford to keep them at school.If you decided to sponsor a child, how would you do it? The expressions below are for you refer to. Why would you …?
How could you do that?
Because I want to share with others …
First, find some information through …
The reason is that …
Then …Next … Finally …A sample of the discussions:A: I think we should sponsor a child through Project Hope.
B: Why would we support that project?
A: Because I think we should share the educational opportunities we have had.C: What do you mean?
A: Well, we’re lucky because we go to
school. But there are kids in poor areas that can’t afford to go to school. If we raise money, we can help some of those kids to go to school.B: That sounds like a great idea. But how would we raise the money?
C: Well, what about holding a movie night?
B: So, how would we organize that?
C: First, we choose a film. Then we decide on a night. Next we advertise it by putting posters around the school.B: But how would we make money?
A: Well, we would ask for a donation at the door.
B: So people pay what they can afford?
A: That’s right.
C: Great! Let’s do it.Unit 4 Sharing
Ⅰ. 单元教学目标
技能目标Skill Goals
▲Talk about helping others and voluntary work
▲Practise expressing time sequence and logical relations
▲Revise the Attributive Clause (restrictive)
▲Write a narration
Ⅱ. 目标语言
功
能
句
式
Express logical relations
Why would you ...?
How could you do that?
Because I want to share with others ...
First, find some information through ...
The reason is that ... Then ... Next ... Finally ...
词 汇
1． 四会词汇
Airmail fortnight roof muddy textbook concept weekly relevant remote weed rectangle rectangular adjust platform broom tin jar sniff participate interpreter grill otherwise privilege paperwork arrangement toast comb astronaut angle catalogue donate voluntary purchase anniversary seed sew ox trunk tractor Kenya click tailor political distribute distribution security operate clinci
2． 认读词汇
Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, loan, supplement, Bangladesh, Tanzania, economic, Uganda, Sudan, Medecins Sans Frontieres (MSF), Malawi
3． 词组
hear from, be dying to, come across, stick out, dry out, dry up, in need, sewing machine, trunk library
4． 重点词汇
purpose, theme, determination, nation, birth, ancestor, joy, treat, peace
结
构
Revise the Attributive Clause (restrictive)
引导定语从句的关系代词who/whom/whose/which/that等以及关系副词where/when/why等在定语从句中担任句子成分和表达意义的小结
重
点
句
子
1. …I’ve included some photos which will help you picture the places I talk about. P29
2. When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29
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. P29
4. Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29
5. But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29
6. We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29
7. Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof — this shows it’s a man’s house. P29
8. To let you know that I am thinking of you, I have purchased a gift from the World’s Most Useful Gift Catalogue for you to give to some of the world’s poorest. P34
Ⅲ. 教材分析和教材重组
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的贡献。
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”，为后面的短文学习做好了铺垫。
1. 2 Pre-reading是Reading的热身活动。其中介绍了信的作者Jo，还根据她在PNG拍摄的照片提出了5个问题，让学生在阅读之前就对信的内容有了简单的了解。
1. 3 Reading是一篇Jo写给Rosemary的信。其中Jo介绍了自己在PNG的所见所闻。读完这封信，学生能感受到PNG的儿童生活之艰难，从而珍惜自己的生活和学习机会。
1. 4 Comprehending是根据短文设计的阅读理解题，检验学生对阅读内容从细节到大意的理解。
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出现的重点单词和短语的用法练习；第二部分是对限定性定语从句的复习。
1. 6 Using Language包括三项活动：Reading and speaking以一个有关礼物的网页展开阅读和讨论，通过阅读，学生将了解到这一活动的意义以及他们能为贫困的人做些什么，讨论活动将激发学生对这一主题的深层次思考和参与热情；Listening and speaking通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个志愿者的工作经历，而且针对这一话题要求学生能用给出的时间短语结合听力材料谈论Mary Murray；Writing要求学生根据Listening and speaking的话题并运用上面的时间短语写一篇叙述文。
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”。
2.2 将Listening and speaking的speaking和Workbook中的TALKING以及SPEAKING TASK整合在一起，设计成一节“口语课”。
2.3 可将Pre-reading, Reading和Comprehending三个活动整合在一起上一节“阅读课”。
2.4 可将Learning about Language的词汇和语法两部分与Workbook中的USING WORDS AND EXPRESSIONS以及USING STRUCTURES整合在一起上一节“语言学习课”。
2.5 可将Using Language中的Reading and speaking和Workbook中的READING TASK整合起来上一节“泛读课”。
2.6 将Writing和Workbook中的WRITING TASK整合成一节“写作课”。
3. 课型设计与课时分配
1st Period Listening
2nd Period Speaking
3rd Period Reading
4th Period Language study
5th Period Extensive reading
6th Period Writing
Ⅳ. 分课时教案
The First Period Listening
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
volunteer, clinic, challenging, over the last few years, in the future, in two weeks’ time, a couple of, developing country, go blind, belief
2. Ability goals能力目标
Improve the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF).
3. Learning ability goals学能目标
Learn to predict what will be heard according to the key words in the questions and in this way to improve the students’ listening ability.
Teaching important points 教学重点
Learn to make notes while listening to the material and number the events in the order they are heard.
Teaching difficult points 教学难点
Learn to use time expressions and work together with a partner to describe a person’s experience as Jo did in her letter or Dr Mary Murray did in the interview.
Teaching methods 教学方法
Listening and cooperative learning.
Teaching aids 教具准备
A recorder.
Teaching procedures & ways 教学过程与方式
Step I Warming up
T: Have you ever helped others? What did you do to help your parents? Or other relatives? Or your friends? Or people in your community? Or people outside your community? I’m sure you have a lot to say. OK, now get into groups and finish the survey form on Page 28.
Suggested answers:
What do you do to help..
Name: Tom
Name: Helen
Name: Mary
1. your parents?
Clean the floor
Wash dishes
Prepare supper
2. other relatives?
Lend my books
and CDs to them
Take care of my
cousin while his
parents are away
Comfort them
when they are sad
3. your friends?
Repair their
computers
Help them with the
lessons
Accompany them
to do shopping
4. people in your
community?
Be a coach of the
football lovers
Sing and dance for
the old
Help my neighbours
carry things home
5. people outside your community?
Plant trees
Help people with
disabilities
Return the wallet to
the owner
Write “Volunteer” on the Bb.
T: Look at the word on the Bb. Have you learned it? What does it mean?
S: As a noun, it means someone who does a job willingly without being paid. As a verb, it means to offer to do something without expecting any reward, often something that other people do not want to do.
S: Volunteer work includes: Be a coach of the football lovers without payment, plant trees, help people with disabilities.
T: Good answer. Look at the survey form you have completed. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”.
After discussion.
T: Do you think your classmates you just interviewed can be called volunteers? What’s your group’s opinion?
S: We think that one is not a volunteer when he/she helps his/her parents, relatives or friends. But we can call his/her volunteer when he/she helps people in the community or outside the community.
T: I agree with you. Only those who don’t work for rewards — especially money and materials, and are not forced to do so are volunteers. For example, Dr Mary Murray is such a volunteer. She works for an organization called Medecins Sans Frontieres (MSF). Turn to Page 35 please.
Step Ⅱ Listening (I)
T: Now Mary is being interviewed by Jennifer Wells. Go through exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.
Then let the students go through the expressions listed in Exercise 1. And play the tape.
T: Now let’s listen to their dialogue. While you are listening, pay attention to the time expressions and number them in the order you hear them.
After listening for the first time, check the answers. Then let them try to answer the questions in Exercise 2 with their partner. It’s OK if they can’t answer all the questions. Play the tape again, let the students listen again and check their answers.
T: Now look at the table in Exercise 3. Some time expressions are given. Let’s listen to the tape again and find out where Mary was at these times and what she did. You don’t need to write down complete sentences. Key words will do.
After listening, let the students share their completed notes with their partners. Then check the notes with the whole class. Finally, get the students to tell each other about Mary’s experience with the help of the information from table. They are supposed to use the time expressions in Exercise 1.
Step Ⅲ Listening (Ⅱ)
T: Perhaps you may wonder, we are students, what we can do to help. That is, what can we do to serve communities outside the school? Actually, if you are willing to offer your help, there are a lot of things that you can do. There has been some school organizations which are engaged in out-school activities. Now, we are going to learn about one of such organizations. Turn to LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four exercises.
Let the students go through the instructions of the exercises and predict about the content of the listening material.
Sa: There are three characters in the material: Jason, Mick and Annie.
Sb: They want to raise money to help the communities.
Sc: Perhaps they will help children in hospital, or serve soup to the homeless, or protect the environment.
Sd: They will spend some time working for their school’s Community Care Committee (CCC).
T: Now let’s listen to the tape and check your predictions and at the same time, number the items in Exercise 1 in the order you first hear them.
After listening, check the answer. Then play the tape again and let the students finish the table in Exercise 2. Check the answers. Finally, play the tape again and deal with Exercises 3 and 4.
Step Ⅴ Homework
T: Boys and girls, today we have listened to two materials about giving help to others. I do hope all of us can offer help to those in need. Besides, you should learn to predict what you will hear before listening and pay attention to the time expressions while listening.
Homework for today:
1. Finish the LISTENING TASK on Pages 75-76.
2. Google for more information about MSF and share it with each other.
The Second Period Speaking
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
in the future, share ... with ..., social welfare programme, afford, sponsor, donate, cover, primary school, participate in
b. 功能句式
Why would you ...?
How could you do that?
Because I want to share with others ...
First, find some information through ...
The reason is that ... Then ... Next ... Finally ...
2. Ability goals能力目标
Enable the students to express logical relations with the target language.
Enable the students to tell about a person’s experiences using time expressions.
3. Learning ability goals 学能目标
Help the students learn how to express logical relations with the target language.
Help the students learn how to use time expressions to tell about a person’s experiences.
Teaching important and difficult points教学重难点
Help the students learn to list reasons for an idea and also learn how to express and support an idea in a logical way.
Teaching methods教学方法
Discussing and speaking.
Teaching aids教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方法
Step I Revision
T: Good morning/afternoon, boys and girls! Please let me check your LISTENING TASK on Pages 75-76 first.
Show the answers on the Bb or a screen and help the students check the answers.
Step Ⅱ Discussion
T: In the last period, we listened to the story about Dr Mary Murray. She worked for MSF and helped people in poor areas as a volunteer. Now I have two topics for you to discuss. First one: Do you think whether people like Dr Mary Murray and Professor Fred Hollows should help those in poorer areas? Give your reasons.
Let the students work in groups and have a discussion. Then ask some of them to present their opinions and reasons.
Sa: In my opinion, Dr Mary Murray and Professor Fred Hollows should help those in poorer areas. And I would like to be a volunteer if possible. The reason is that we, either poor or rich, live on the same planet. Just as John F. Kennedy said in his Inaugural Address, “If a free society cannot help the many who are poor, it cannot save the few who are rich.”
Sb: Humanism or humanitarianism is a necessary quality for us human beings. We should share what we have and help those who are badly in need of help. I will become a volunteer if time permits. Actually I often help those who need help. For example, every Sunday, I take my neighbour, a disabled girl, to the park to refresh herself. And we talk a lot, and I think I help her a lot, which makes me very happy.
Sc: I agree with them, but I think the most important thing is that we should try to help the poor to be independent instead of just giving them food and clothes.
Sd: I have a different idea. It’s not wrong to help the poor. But according to my experience, helping the poor is not always a pleasant experience.
Se: I can’t agree more. I once read an article about such kind of things. The “poor” are not always so noble, and they are the hardest to deal with. People who deal with the poor can tell a hundred stories about how they waste money and opportunities. You bring food to their home and notice a large-screen TV. You give them money and they buy groceries at the nearby convenience store (where prices are very high). You have their car fixed and find out it is a Buick Skylark. Whenever you visit them, they are watching TV.
Sf: Maybe what you said is true. However, it is not right to let the poor fight alone with their many problems coming from poverty. Unless we do something about poverty, the problems will remain.
T: Excellent. I do hope that everyone can help those who need help. Second topic: Would you like to work as a volunteer like Dr Mary Murray and Professor Fred Hollows in the future? Where would you like to go? Why would you like to go there? What skills would you share there? ...
After the students have shared their ideas with each other, ask several of them to tell the class about their ideas without looking at the chart.
Sample description of ideas:
Sa: If I’m a volunteer, I’d like to go to the western part of our country. Because many people there can’t get access to clean drinking water, and quite a few develop strange diseases. I think I can help them. I know how to make water clean for them. And from my grandfather, I learned to treat some diseases with Chinese medicine. I would like to spend as many days or months as possible to help them if possible. I will work as a doctor to cure diseases. Of course, I will learn more traditional methods to treat different diseases.
Sb: If I’m a volunteer, I’d like to go to Africa. Because many people there are too poor to get formal education. Just because of that, many suffer from AIDS or other contagious diseases. I’d like to share my skills of being a teacher and teach them. If possible, I will work there for a year and then come back to complete my education. And then I will return to the place to work again. In this way, I can help them get the latest information about the world and about science and technology. Of course, I can also get to know Africa and African people better, in order to help them help themselves. Because I know “God helps those who help themselves.”
Sc: I will go to the hospital near my community. There are a lot of disabled people who have no one to help them. They are lonely and sad. I would like to talk with them, read to them, and even sing with them. In this way, I can help them get enough courage for their future life. I will go there every Sunday, and if possible, I will persuade my friends to go there with me. Then more and more people will offer help, and more and more disabled people will get help. I just want to be a volunteer, which does not need any special skills. I will learn how take care of the elder and the sick.
T: I appreciate your ideas. We need love, and those who are sick and poor need love even badly. We are living a happy life, why can’t we share the happiness with others? I hope your ideas will be realized one day.
Step Ⅲ Speaking task
T: I’m really very happy that you are all willing to help others. And I am sure you will become volunteers in the future. In order to be good volunteers, what should we do now?
Ss: Study hard to learn more skills.
T: Very good. But do you know that in our country there are still a lot of children who can’t go to school? And there is a project which aims to help them. What is it?
Ss: Project Hope.
T: Yes, you are right. I think you all know about this great project. Who in our class has ever sponsored a child or is sponsoring a child from a poor area? Have your parents, relatives or friends sponsored a child through Project Hope?
Perhaps some students did. If so, encourage them to talk more about how they did it and their reasons of doing so.
T: Most of you didn’t do that. I know that’s because you are not able to do that for the moment. So when you grow up and get a job, would you like to participate in Project Hope by sponsoring a child from a poor area? Work in pairs and discuss it. You need to give reasons for your answer. If you decided to sponsor a child, how would you do it? The expressions below may be useful in your discussion.
Show the following expressions on the screen.
Why would you ...?
Because I want to share with others ...
The reason is that ... Then ... Next ... Finally ...
How could you do that?
First, find some information through ...
A sample discussion:
Sb: I would like to sponsor a child from a poor area through Project Hope.
Sa: Why would you like to do that?
Sb: Because I think school education is very important for a person, especially those in poor areas. If they fail to receive education, they will get poorer and poorer. Don’t you know the saying that “knowledge changes fate”?
Sa: Sure I know that. But how could you do that?
Sb: First, find some information through newspapers and Internet, and get in touch with some children. After knowing their conditions, we can do something to help. For example, if they can’t afford the money to go to school or don’t have books and schoolbags, we can use our pocket money to help them.
Sc: But how could you know that you are sponsoring the right child who really needs help?
Sd: Why don’t we get in touch with China Youth Development Foundation first, and through it we can get enough information.
Se: I have a good idea. We can raise money for Project Hope. First, we can make a plan for raising money. We can design a slogan “Donate for Project Hope, help children who can’t go to school”. Then, we print some leaflets, telling people about Project Hope. Next, we go to parks on Sundays, and collect money for Project Hope. I’m sure we will collect a lot of money for Project Hope. Finally, we can mail the money to China Youth Development Foundation.
Step Ⅳ Homework
1. Do TALKING on Page 70. Let the students work in groups and make a plan for their CCC on the kinds of organizations they would like to raise money for, how they would raise the money, the organizations they would like to give time to and the schedule.
A sample plan:
As far as we know, there are many kinds of Chinese organizations that need people’s donation, for example: China Charity is the country’s largest charitable organization: The China Charity Federation (CCF); Red Cross Society; Song Ching Ling Foundation; China’s Welfare Homes for Children; Project Hope.
We would post a poster on the school bulletin board, telling the students that many children are suffering from diseases because they don’t have money for medicine and that many children can’t go to school because of poverty. We should try our best to help them, making the best of our pocket money. We would even get some pictures or videos about the poor. In this way, we can raise money for these organizations. Of course, we can also get help from local TV stations and newspapers, which can reach a wide range of audience and readers.
We would like to give our time to: 1. The local Orphanage 2. Home for Senior Citizens 3. Hospitals.
During the summer holidays and winter holidays, we would like to spend time talking with the lonely senior citizens and taking care of them. After the Spring Festival, we would take advantage of the chance to raise money for Project Hope or other organizations. If possible, we would like to visit the orphans when we are free. But, what a pity, we usually have lessons on weekends, even on Sundays. Nevertheless, we will try our best to help.
2. Google for information about PNG.
3. Preview the reading passage on Page 29.
The Third Period Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
relevant, doorway, adjust, platform, soft, softly, grill, privilege, hear from, be dying to, up to, adapt to, for sure, the other day, come across, make a difference, shake hands with, get through, stick out, dry out, dry up, even though
b. 重点句子
…I’ve included some photos which will help you picture the places I talk about. P29
When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29
The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29
Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29
But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29
We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29
Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof — this shows it’s a man’s house. P29
2. Ability goals能力目标
Enable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher.
3. Learning ability goals 学能目标
Help the students learn how to read between lines and find the positive and negative aspects of doing something.
Teaching important and difficult points 教学重难点
Help the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons.
Teaching methods 教学方法
Skimming, scanning and task-based method.
Teaching aids 教具准备
A recorder, a projector and some slides.
Teaching procedures & ways教学过程与方式
Step Ⅰ Pre-reading
T: I told you to google for information about PNG. Some questions for you. Who knows what PNG stands for?
Sa: PNG stands for Papua New Guinea.
T: Where is it located?
Sb: It is located south of the equator, 160km north of Australia.
T: Who can say something about its history?
Sc: 30,000 years ago it was settled by its first settlers. Portuguese explorers came to PNG in 1510s. When World War II broke out, parts of the country were occupied by the Japanese. Papua New Guinea became independent in 1975 but retains strong ties to Australia.
Sd: But I got information about it like this: The first settlers to Papua New Guinea migrated from Southeast Asia probably at least 40,000 years ago during the ice age. At the beginning of World War I (1914-1918) an Australian military force occupied German New Guinea and remained there throughout the war. After Germany’s defeat, the League of Nations granted Australia a mandate to rule the German colony, which was renamed the Mandated Territory of New Guinea. Plantation agriculture expanded and the discovery of gold in the 1920s created a gold rush. The Australians extended the education system, but they were generally less concerned with native rights in the mandated territory than in Papua.
T: Very good. Then how did it get its present name?
Se: In 1946 the United Nations granted Australia a trusteeship over the Territory of New Guinea. Although Australia maintained separate statistics for New Guinea, it administered the territory and Papua as one. The two territories increasingly became known as Papua New Guinea, and the native people came to be called Papua New Guineans. The administration continued its efforts to further education and to develop the economy. In order to prepare the territories for eventual autonomy and independence, the Australians sought to encourage democratic institutions. In 1951 a countrywide legislative council was created; it gave way in 1964 to a House of Assembly. On December 1, 1973, Papua and New Guinea became self-governing as Papua New Guinea. The country became fully independent on September 6, 1975.
T: Who can tell me something about its economy?
Sf: Let me have a try. It’s a poor country, depending on its agriculture. A lot of children don’t have the chance to receive enough education. Though it is rich in beautiful scenery, not many visitors come here because of its high crime rate.
T: What about its education?
Sg: About 73 percent of children enroll in primary school, but very few complete more than a few years of formal education. Children begin attending school at age 7. At age 12 they move from local schools to provincial high schools. A few become eligible to attend national high schools to prepare for university education.
T: Thank you for your wonderful information. It’s really a pleasure to share information with each other, isn’t it? Thank you again. From the information you collected, we know that PNG is very poor and few of its children complete formal education. Do you think you will volunteer to teach children in PNG if possible? … Actually, there are already some volunteers there. Let’s get to know one of them, Jo. First let’s look at the pictures on Pages 29-30.
Ask the students to answer the questions listed in Pre-reading with the help of the pictures.
T: Jo is an Australian woman. She wrote a letter from PNG to her friend along with some pictures. Can you answer the questions in Pre-reading according to the pictures? You may discuss with each other. Sample answers:
1. Jo was a teacher in PNG.
2. Boys who were as young as we are.
3. The classrooms were very poor, made from bamboo and grass.
4. The village was a place full of natural beauties. There were many trees and bamboos.
5. People in the village lived a simple life.
T: Very good. I think you have known something about the place where Jo worked as a volunteer teacher. Now, let’s get more information about it by reading the letter from Jo. Of course, after reading the letter, you will understand the pictures and Jo’s experience better.
Step Ⅱ Reading comprehending
Skimming
T: Now read the letter and try to get the general idea of it. Try to divide it into four parts, and summarize what each part is about.
The students are given three minutes to finish the task.
Suggested main idea for each part:
Part 1 (Para 1): Opening of the letter and introduction to what will be talked about in the passage.
Part 2 (Para 2-3): The school where Jo worked and Jo’s work at the school.
Part 3 (Para 4-8): Jo and Jenny visited Tombe’s home in the village.
Part 4 (Para 9): Closing of the letter.
Reading carefully
T: Now you’re to read the passage carefully to complete the tables below! Five minutes for you.
Table 1 (about the school)
Conditions
Our school
The school described in the letter
Classrooms(equipped or not)
Equipped
Not equipped
Students’ future
Go to college or work
Return to the villages
Electricity and water(Y/N)
Yes
No
Textbook(Y/N)
Yes
No
Chemistry experiments(many/few)
Many
Few
Table 2 (about the life in the village)
Types of
houses
Made from bamboo and the
roofs from grass
Diet
Kau kau, corn and greens
Family
relationships
Everyone seemed to be a
relative of each other
Possessions
A few tin plates and cups and a couple of pots
Cooking
methods
Heat stones first, and then put them in an empty oil drum with kau kau, corn and greens. Cover them with banana leaves and leave them to steam
Agriculture
Digging up peanuts with primitive tools; grow kau kau, corn and greens
Sleeping
arrangements
Newly made platform for visitors in the father’s room; the mother usually sleeps in her own hut
Beliefs
They believe there are evil spirits that are usually attracted by leftover food
After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers’ work. The information in italics is suggested answers.
Then deal with Exercise 2.
T: Look at the facts listed in Exercise 2. They are chosen from the letter. Can you find or guess the reasons for them according to the reading passage?
Suggested reasons:
1. In the science lesson the boys were frightened by what they saw—the mixture was bubbling over everywhere, thinking that something terrible had happened, so they jumped out of the windows to escape from danger.
2. Because most of the boys will go back to their village after studying in the school, and their knowledge of chemistry will prove useless, so Jo wondered how relevant chemistry was to the boys.
3. I think it’s a kind of greeting language. And I’m sure all the family members will be happy and excited to have visitors like Jenny and Jo.
4. There were no windows in Mukap’s hut. Perhaps in this way they can prevent flies, mosquitoes and other insects from coming in. Or maybe they can’t afford to buy glass to make windows.
5. The tin can was standing upside down on the grill in order to get the leftover dry up quickly.
Step Ⅳ Discussion and language points
T: Now I have two questions for you to discuss.
Show the following questions on the screen. Let the students get into groups and have a discussion.
1. Why do you think Jo became a volunteer in PNG? Give as many possible reasons as you can.
2. Would you like to work as a volunteer in a poor area? Give reasons.
Sample discussion:
Sa: I think, first of all, Jo was a kind-hearted woman, who was willing to help others. Second, she knew enough about the poor conditions in PNG and thought that she could help teach in the schools. If I am given the chance, I will do whatever I can to help.
Sb: In my opinion, Jo must have worked as a teacher in Australia, and she applied to become a volunteer abroad, and then she was sent to PNG as a volunteer.
Sc: Maybe she thought that education is the key to solving all the problems in PNG, so she, as a teacher, went to PNG to help.
Sd: Perhaps she likes traveling abroad, and helping the poor wherever she goes.
Se: I don’t agree with you. You know, she stayed there for two years. A traveler won’t do that. She was willing to help the poor children in PNG to be educated. She was doing her bit to change the poor’s state of living and education. If everyone in the rich countries would do like her, all the problems caused by poverty could be solved easily.
Se: I would like to say something about the second topic. I think I will be a volunteer in a poor area. Whenever I saw the poor living state of the poor in the western areas and mountainous areas, I was eager to do something for them. All men are created equal. But they can’t get what we can enjoy. What a pity! If possible, I will try to help.
T: Well done! Before we end this class, do you have any questions about the language points?
Deal with some language points.
Language points:
1. Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof—this shows it’s a man’s house.
“with grass sticking out of the roof”是独立主格结构。
Note: 独立主格结构又称为“with”结构，在句中表状态或说明背景情况，常做伴随，方式，原因，条件等状语。具体结构如下：
1) with +名词+介词短语
He was asleep with his head on his arm.
The man came in with a whip in his hand.
在书面语中，上句也可以说成：The man came in, whip in hand.
2) with +名词+形容词（强调名词的特性或状态）
With the clouds so low, ten to one it’ll rain presently.
He used to sleep with the windows open.
3) with +名词+副词
With John away, we’ve got more room.
The square looks more beautiful than ever with all the lights on.
4) with +名词+-ed分词 （强调名词是-ed分词动作的承受者或动作已经发生）
With this problem solved, the new medicine is now in regular production.
All the afternoon he worked with the door locked.
5) with+名词+-ing分词（强调名词是-ing分词的动作的发出者或某动作，状态正在进行）
I won’t be able to go on holiday with my mother being ill.
He felt more uneasy with the whole class staring at him.
6) with+名词+to do （不定式动作尚未发生）
So in the afternoon, with nothing to do, I went on a round of the bookshops.
I can’t go out with all these dishes to wash.
2. dry out; dry up
dry out:
to become completely dry or to make something completely dry, especially after it has been very wet
e.g. In summer, water the plants regularly and never let the soil dry out.
The kitchen was flooded and it took ages to dry it out.
dry up:
1) to rub plates, dishes etc dry with a cloth after they have been washed
e.g. I’ll just dry up these mugs and we can have a coffee.
2) if something such as a river dries up, the water in it disappears
e.g. Across central and west Texas, waterholes and wells have dried up.
Step Ⅴ Homework
1. Finish Exercise 3 on Page 31.
2. Read the passage again after class and find all the attributive clauses in it.
3. Remember the key sentences in the text.
The Fourth Period Language study
Teaching goals 教学目标
1. Target language目标语言
重点词汇和短语
adjust, grill, relevant, doorway, privilege, arrangement, stick out, come across, hear from, platform, dying to
2. Ability goals能力目标
Learn about the useful words and expressions.
Revise the restrictive attributive clause.
3. Learning ability goals学能目标
Help the students learn how to use the useful words and expressions.
Help the students learn how the restrictive attributive clauses are used in the passage.
Teaching important and difficult points教学重难点
Revise the restrictive attributive clause.
Teaching methods 教学方法
Explaining and practicing.
Teaching aids 教具准备
A projector and a blackboard.
Teaching procedures & ways过程与方式
Step ⅠGrammar review
T: We have learned enough about the restrictive attributive clauses before. Let’s have a summary. Attributive clause is the clause that modifies a noun. That is, a sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions: Relative pronouns who / whom / which / whose / that. The most important part of attributive clauses is the connectors, namely the conjunctions that connect the two sentences, and they fun_ction in the clauses differently. Here are 11 sentences. Please underline the connectors and tell their functions in the clauses.
Show the following sentences on the screen.
1. The man who is now talking to our English teacher comes from America. (subject)
2. Mary is the girl whom / who I just talked with. (object)
3. This is the book which I like very much. (object)
4. I want to buy a house which faces south. (subject)
5. How I wish I could have the same car as you have. (object)
6. Do you know the person that is wearing a red hat? (subject)
7. I can’t read the book that you bought, because it is too difficult. (object)
8. Yesterday I met Tom, whose father is a doctor. (attributive)
9. Can you see the book whose cover is red?
(attributive)
10. Do you still remember the time when we lived in the countryside? (adverbial of time)
11. They visited the house where comrade Zhou Enlai once lived and worked. (adverbial of place)
Then let the students pay attention to some difficult points as follows.
The use of “that”: sometimes “that” can’t be used, for example,
a. They are boys with whom I went to school. (object, after preposition, “that” is not used)
b. The case to which you are referring to is now closed. (object, after preposition, “that” is not used)
c. I told the story to John, who later did it to his brother. (subject, non-restrictive attributive clause, “that” is not used)
d. His speech, which bored everyone, went on and on. (subject, non-restrictive attributive clause, “that” is not used)
But sometimes it must be used, for example,
a. This is all that I want to say. (after: all, few, little, much, something, nothing, anything, everything, any, every, no, some, “that” must be used, if it is not the subject, “that” can be omitted.)
b. I agree every point that he referred to just now. (“that” can be omitted)
c. This is the most beautiful place that I have ever seen. (after superlatives or ordinal numerals, “that”can be omitted)
d. This is the very book that I want to borrow. (after: the very, the only, the same, object, “that” can be omitted)
e. They talked of things and persons that they remembered in the school. (after both person and thing, object, “that” can be omitted)
The last important point is: where, when, that, etc. for example,
a. This is the museum which / (that) we visited last week. (object)
b. This is the museum where (in which) my father once worked. (adverbial)
c. Do you still remember the days which / (that) we spent in the countryside? (object)
d. Do you still remember the days when (during which) we worked in the countryside? (adverbial)
e. The reason which / (that) he provided was not what we expected. (object)
Then let the students finish Exercises 1-2 in Revising useful structures. Check the answers.
Step II Practising
Let the students finish the exercises in USING WORDS AND EXPRESSIONS and USING STRUCTURES. If time is limited, they can finish them after class.
Step Ⅴ Homework
Remember the new words and expressions in this unit and make sentences with the following ones: adjust, relevant, arrangement, privilege, donate, otherwise, anniversary, stick out, hear from, dry out, dry up
The Fifth Period Extensive reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
catalogue, purchase, anniversary, seed, seedling, sew, ox, trunk, Kenya, tailor, income, skill, participate, political, distribution, finance, financial, security, operate, remote, otherwise, donate, in need, sewing machine, trunk library, on behalf of, as long as, take up, be eager to, suffer from, meet one’s basic needs, look forward to
b. 重点句子
The gift you give is not something your loved one keeps but a voluntary contribution towards the lives of people who really need it.
To let you know that I am thinking of you, I have purchased a gift from the World’s Most Useful Gift Catalogue for you to give to some of the world’s poorest.
The gift will train a whole village of around 40 families in India, Kenya, or Bangladesh in new agricultural methods, and provide seeds and simple agricultural equipment.
2. Ability goals能力目标
Enable the students to know the purpose of a website called “worldgifts” and give their opinions on it.
Enable the students to learn about the international welfare programme “Plan International” and a child who has been sponsored through it.
3. Learning ability goals学能目标
Help the students learn what they can do to people in poor areas through some organizations and websites.
Teaching important and difficult points 教学重难点
Get the students to realize that they should make the most of what they own and do something for the poor.
Teaching methods 教学方法
Task-based method and fast reading.
Teaching aids 教具准备
A recorder, a projector, a computer connected to the Internet.
Teaching procedures & ways 教学过程与方式
StepⅠRevision
Check the homework. Ask the students to read the sentences they have made with the new words and expressions. Make sure they know how to use these words and expressions in sentences.
Step Ⅱ Pre-reading
T: 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? Where is the list of gifts?
2. In what kind of order are the gifts listed? How much are cheapest and dearest gift?
3. What do the photos show you?
Suggested answers:
1. The page shows a gift catalogue. The list of gifts is on the bottom left side of the page.
2. They are ordered from the cheapest to the dearest. The cheapest gift (A: 20 tree seedlings) costs 5 AUD. The dearest (U: a well and water pump) costs 1,350 AUD. The photos show you how particular gifts will be used (that is, a sewing machine to make clothes and the children who will receive help).
Step Ⅲ Reading and speaking
Reading carefully
T: Turn to Page 35. Look at Exercise 2. Here are six descriptions of the gifts listed. Go through the list and write the correct gift from the Internet page next to each description.
After the students have finished, check the answers with the class. Teacher can ask the students to describe the other 15 gifts as the descriptions given. That is to say, tell how they can help those in need. Any description will be OK.
Discussing
T: What do you think of the 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?
Step Ⅳ Reading task
Deal with READING TASK in the workbook.
T: We have talked the Chinese welfare programme Project Hope which helps children in poor areas go back to school. In the world, there are many organizations or programmes that help different groups of people in one way or another. Today, we will get to know another organization called Plan International (More information about Plan is supplied in the appendix). Turn to Page 73. This is a letter from Rosanna to some students. Rosanna works as a volunteer of Plan International in an area of Ecuador. Why did she write to the students? What did the students do? Read the letter and find the answers. While reading, summarize the topic of each paragraph and finish Exercise 1 on Page 74.
After the students have finished reading.
T: Why did Rosanna write the letter to the students?
S: Because the students sponsored a child in Ecuador recently. She wrote the letter on behalf of the child Orlando to tell the students something about Orlando and his family.
Check their answers to Exercise 1. They will have a clear idea of the letter after doing this exercise.
Then let the students do scanning and finish Exercise 2. Check the answers.
T: Plan likes sponsors to occasionally send small gifts to sponsored children. And the gifts should be only a few dollars, under 150 grams and not larger than an A4 envelope. Look at the gifts listed in Exercise 3, which do you think are suitable to send to Orlando? Work in groups and have a discussion.
Ask the students to give reasons for their choice. They should consider Orlando’s situations while making the choice. Any choice will be accepted.
Step Ⅴ Homework
1. Ask the students to search for information about Plan International.
2. Pick out the sentences with attributive clauses in “A LETTER FROM PLAN”.
The Sixth Period Writing
Teaching goals 教学目标
1. Ability goals能力目标
Enable the students to write about a person’s experience by using time expressions.
Enable the students to write a letter to a child they would like to sponsor.
2. Learning ability goals学能目标
Help the students learn how to write about a person’s experience by using time expressions.
Help the students learn how to write a letter to a child they would like to sponsor.
Teaching important and difficult points教学重难点
The characteristics of narration.
Teaching methods教学方法
Task-based method and writing.
Teaching aids教具准备
A projector and a computer.
Teaching procedures & ways教学过程与方式
Step I Revision
Check the homework.
Ask some students to read the sentences with attributive clauses in “A LETTER FROM PLAN”.
1. My name is Rosanna and I work as a community volunteer in an area of Ecuador where Orlando and his family have lived for as long as they can remember.
2. Although they still have time to play, they also have to help with daily jobs, which can take up a lot of time.
3. Orlando’s family lives in a small metal house that has a straw roof and a dirt floor.
Step Ⅱ Pre-writing
T: Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans Frontieres (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentence.
Sa: Dr Mary Murray was a volunteer, who worked with Medecins Sans Frontieres (MSF).
Sb: Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in Africa.
…
Step Ⅲ Writing
T: Very 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 expressions listed on Page 36.
1. who she is
2. reasons why she joined MSF
3. what she did in Malawi
4. what she did in the Sudan
5. the effects on her of her experiences
6. her plans for the future
After the students have finished writing, show two samples on the screen and check the mistakes if any.
Step Ⅳ Writing task
Deal with WRITING TASK on Page 75.
T: Imagine that you have decided to sponsor Shan-shan, 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 yourself
Say something about your interests and hobbies
Describe your family
Let her know you want to make friend with her and hear from her
Other things you would like to tell her
After the students have finished writing, ask several of them to read their letters.
附 件
语法
在复合句中修饰名词或代词的从句叫定语从句。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who，whom，whose，which，that等和关系副词where，when，why等。关系代词和关系副词在定语从句中充当一定的句子成分。
1. 由who，whom，whose引导的定语从句这类定语从句中who用作主语，whom作宾语，whose作定语指人。例如：
① This is the man who helped me.
这位是帮过我的那个人。
② The Doctor whom you are looking for is in the room. 你找的那位大夫在屋里。
③ Do you know the man whose name is Thompson?
你认识那个叫汤普森的人吗？
2. which引导的定语从句
这类从句只能指物，which在从句中作主语或谓语动词或介词的宾语。例如：
① This is the book which you want.
这就是你要的那本书。
② The building which stands near the river is our school.
河边的那栋楼是我们学校。
③ The room in which there is a machine is a workshop. 有机器的房间是车间。
1）whom，whose，which作介词宾语时，介词一般可放在它们之前，也可放在从句原来的位置上，在含有介词的动词固定词组中，介词只能放在原来的位置上。例如：
This is the person whom you are looking for. 这位就是你在找的那个人。
2）引导非限定性定语从句时，关系代词往往用which，不用that。例如：
I have lost my book, which I like very much. 我的书丢了，我非常喜欢那本书。
3. 由that引导的定语从句
that在定语从句中可以指人或物，在从句中作主语或谓语动词的宾语。但不能放在介词后面作介词宾语。例如：
The letter that I received was from my father.
我收到的那封信是我父亲写给我的。
在下面几种情况下必须用“that”引导定语从句：
1）先行词是不定代词：all，few，little，much，something，nothing，anything等。例如：
All that we have to do is to practice every day. 我们要做的就是每天练习。
2）先行词被序数词或形容词最高级所修饰。例如：
The first lesson that I learned will never be forgotten.
我永远也忘不了所学的第一课。
3）先行词被all, any, every, each, few, little, no, some等修饰。例如：
I have read all the books (that) you gave me.
你给我的书我全读完了。
4）先行词被the only，the very，the last修饰时。
例如：
He is the only person that I want to talk to.
他是惟一的我想跟说话的人。
The only possessions that I could see were a few tin plates and cups and a couple of pots.
我能看到的他们仅有的财产就是几个锡盘子、杯子和三两个罐子。
5）先行词既有人又有物时。例如：
They talked of things and persons that they remembered in the school.
他们谈论着他们能记起的那些在学校的人和事。
4. 由when / where / why引导的定语从句
① I know the reason why he came late.
我知道他为什么来晚了。
② This is the place where we lived for 5 years.
这就是我住过五年的地方。
③ I will never forget the day when I met Mr. Li.
我永远也忘不了遇到李先生的那天。
先行词表示地点时，有时用where，有时用that（which）引导定语从句。这时要看从句的谓语动词是及物动词还是不及物动词。如果是及物动词就用that（which），否则用where。例如：
① This is the house where he lived last year.
这就是他去年住过的房子。
② This is the house that (which) he visited last year.
这就是他去年去过的房子。
补充练习
I. 单项选择
1. I’ve read all the books _____ you gave me.
A. which B. them C. what D. that
2. There isn’t much _____ I can do.
A. what B. which C. that D. how
3. He keeps a record of everything _____ he had seen there.
A. he B. that C. which D. what
4. Tell us about the people and the places _____ are different from ours.
A. that B. who C. which D. whom
5. Mr John said that Suzhou was the first city _____ he had visited in China.
A. that B. where C. which D. what
6. The TV play I watched last night is the best one
_____ I have watched this year.
A. which B. what C. whose D. that
7. Last Sunday they reached Qingdao, _____ conference was to be held.
A. which B. that C. when D. where
8. Is this the museum _____ you visited the other day?
A. that B. where C. in which D. the one
9. I began to work in Beijing in the year _____ New
China was founded.
A. when B. that C. which D. where
10. This is the very film _____ I’ve long wished to see.
A. which B. that C. who D. whom
11. There is no difficulty _____ can’t be overcome in the world.
A. that B. which C. who D. what
12. Who is the person _____ is standing at the gate of Beijing Tourism Tower?
A. who B. that C. which D. whom
13. This was the supermarket _____ I bought this kind of tin.
A. where B. that C. who D. which
14. The house _____ the capitalist used to live in is now a nursery.
A. that B. where C. what D. when
15. This is the last time _____ I shall come here to help you.
A. that B. which C. when D. what
16. The house _____ we live is not big.
A. in that B. which C. in which D. that
17. My neighbours used to give me a hand in time of trouble, _____ was very kind of them.
A. who B. that C. which D. whom
18. All _____ glitters is not gold.
A. that B. which C. 不填 D. what
19. I now know why Chairman Mao impresses everyone who meets him the way _____ he does.
A. which B. what C. 不填 D. now
20. Beijing, _____ is the capital of China, is a beautiful city.
A. that B. it C. which D. 不填
21. She was no longer the woman _____ she had been.
A. that B. which C. what D. who
22. That’s the hotel _____ last year.
A. which we stayed B. at that we stayed
C. Where we stayed at D. where we stayed
23. The doctor did all _____ to save the wounded boy.
A. what he could B. he could
C. everything which he could
D. for which he could do
24. Anyone _____ this opinion may speak out.
A. that againsts B. that against
C. who is against D. who are against
25. The place _____ you are standing used to be an old church.
A. which B. where C. that D. when
26. You’ve made the same mistake _____ you made last time.
A. as B. like C. which D. that
27. It is not such an interesting magazine _____ I thought.
A. as B. that C. which D. 不填
28. _____ you know, he is a famous musician.
A. As B. which C. That D. 不填
29. Mr Zhou, _____ native language was Chinese, could read and write several foreign languages.
A. whose B. his C. which D. that
30. Do you know the actor _____ you saw playing Hamlet is now doing King Lear?
A. who B. whom C. whose D. which
31. I took my friend to the Summer Palace, _____ we had some photos taken.
A. where B. which C. that D. 不填
32. Do you remember the day _____ your sister was graduated as a Master of Arts?
A. which B. on which
C. about which D. 不填
33. The bus, _____ was already full, was surrounded by an angry crowd.
A. which of most B. most of which
C. which of the most D. most of that
34. We all remember the days _____ we studied together at school.
A. which B. that C. when D. 不填
35. Do you know the reason _____ he didn’t come?
A. that B. which C. for D. why
36. I showed the doctor the place _____ I felt the pain.
A. that B. which C. where D. when
37. He is the only one of the three _____ got the new idea.
A. who have B. whom have
C. who has D. whose had
38. I’m one of the students _____ well in English in my class.
A. who does B. who do
C. which does D. who did
39. This is the baby _____ tomorrow.
A. after whom I shall look
B. whom I shall look after
C. whose I shall look after
D. after whom I shall look after
40. This is the fastest train _____ is going to Nanjing.
A. that B. what C. where D. 不填
II. 用定语从句连接下列每对句子
41. She was talking with a lady. Her son was ill.
42. You sent my sister a present. Thank you very much for it.
43. The clothes have been cleaned. I’m wearing them. 44. He is sitting in a chair. It is broken.
45. She is a person. Everyone likes to make friends with her.
参考答案：
1-5 DCBAA 6-10 DDAAB
11-15ABAAA 16-20 CCACC
21-25 ADBCB 26-30 AAAAB
31-35 ABBCD 36-40 CCBBA
41. She was talking with a lady whose son was ill.
42. Thank you very much for the present (which) you sent to my sister.
43. I’m wearing the clothes which have been cleaned.
44. He is sitting in a chair which is broken.(The chair which he is sitting in is broken.)
45. She is a person (whom) everyone likes to make friends with.
II. 文化背景知识
About Fred Hollows Foundation
The Fred Hollows Foundation is a non-government organisation which seeks to eradicate avoidable blindness in developing countries and to improve the health outcomes of Indigenous Australians. We use a sustainable development approach to achieve our objectives.
Our vision is of a world where no one is needlessly blind and of a land where Indigenous people enjoy the same health outcomes as all Australians. The Foundation is inspired by the work and example of the late Professor Fred Hollows.
Our Purpose
Since 1992, The Fred Hollows Foundation has worked with local partners in more than 30 countries to eradicate avoidable blindness in developing countries and to improve the health outcomes of Indigenous Australians.
Through active and participatory partnerships with local health providers the beneficiaries of our programs are becoming increasingly independent:
Patients with restored sight are returning to work;
Doctors are passing on their new-found skills by training their colleagues;
Indigenous Australians are taking ownership of those activities which impact on their health and socio-economic status; And our program partners are sharing their experiences with each other and modeling the outcomes.
So far the impact of this work has been enormous (more than one million people have had their sight restored!), but there is still much to do. There are still more than 37 million people worldwide who are unnecessarily blind and the health of Indigenous Australians remains at dramatically lower levels than for other Australians.
Get Involved!
Thinking About Supporting Us?
There are many ways that you can get involved with The Foundation’s sustainable development work with disadvantaged communities around the world. It can be as simple and easy as clicking 1, 2, 3 ...
1. Make a donation
2. Support an appeal or campaign
3. Leave us a bequest
4. Join The Miracle Club
5. Get your corporate group involved
6. Sign up to ‘See the World’!
7. Support the Rotarians ‘Down Under’ Joint Partnership
8. In-kind support
9. Fundraise for us
10. Get your school community involved
11. Buy gifts and merchandise
12. Take part in an event or organise your own
13. Subscribe to stay in touch with our work
14. Download our wallpapers or send an ecard — to help spread the word!
About Plan
Children are at the heart of everything we do
Children are our future. They have the right to live
in an environment which allows them to not only grow up healthy, but to realise their potential.
They carry our hopes and dreams. But to realise these dreams — to truly fulfil their potential — they need to live in a world that protects them, listens to their needs and respects their rights and dignity.
We work with children and their families and communities across the world, in places where most people do not always have access to their basic needs and rights. In partnership with them, we provide support to enable them to create lasting improvements.
Who we are and what we do
We exist because millions of children live in conditions of extreme poverty across the world, and we can do something to help.
Our vision is of a world in which all children realise their full potential in societies which respect people’s rights and dignity.
We do this by working with children, their families and the wider community, to help them achieve positive change in their own lives. For more than 60 years, we have stood for the rights of children, and helped millions of children to have the opportunity to contribute to their societies in a positive way. Read our mission statement.
We have long recognised that children are not passive recipients of aid. We believe that long-term improvements and change can only be sustained if children are ‘development actors’: they participate, voice their opinions, are listened to and taken seriously because their opinions count.
Children in communities we work with are often involved directly in planning, implementing and monitoring projects which benefit themselves, their families and their communities.
Our work is broadly based around five key areas:
--Education
All children, young people and adults deserve access to learning and life skills that enable them to realise their potential.
--Health
Everyone has the right to grow up healthy.
--Habitat
Improving living conditions to provide a safe environment for all
-- Livelihood
Working out ways for families to improve their income
-- Building relationships
Creating a worldwide community working to improve children’s lives
--Our history
Plan was founded in 1937. Read the story that led us to become one of the world’s largest development organisations working at grass-roots levels to improve children’s lives in 46 countries.
--Sponsor a child
Become a sponsor today, and support our work to make poverty history. Sponsorship supports long-term community development projects, helping us continue our vital work.
As a sponsor, you’ll get regular updates about our work in the country and community where the child you sponsor lives. You can also enjoy a unique cultural exchange, by writing and receiving letters.
课件59张PPT。Extensive ReadingRevisionFind the correct words for the
explanations.
1) a list of priced items for sale, usually presented in book form
2) to buy something with moneycataloguepurchase3) a plant part that gives rise to a new individual
4) to join things or repair or make something using a needle and thread
5) give something to a charitable organization or other good causeseedsewdonate Have you ever tried to send a gift or something to the children in poor areas or countries? Pre-readingToday, we can have access to a website. Welcome to the World’s Most Useful Gift Catalogue, arguably the most practical response to global poverty and over-consumption.
Do you ever feel that your friends and family don’t really need the gifts you give them? Or, are you sick of receiving ‘novelty’ gifts, when you know that so many people go without? This catalogue is full of really useful gifts for people who really need them. People who work hard to overcome poverty, to build a better life for their families and their neighbours.1. What does the page show you?
The page shows how to send gifts to those who need it.
2. In what kind of order are the gifts listed? How much are the cheapest and dearest gifts? What do the photos show you? Glance quickly and answer the questions. They are ordered from the cheapest to
the dearest. The cheapest gift (A: 20
tree seedlings) costs 5 AUD. The dearest
(U: a well and water pump) costs 1,350
AUD. The photos show you how
particular gifts will be used (that is, a
sewing machine to make clothes and the
children who will receive help).They are ordered from the cheapest to
the dearest. The cheapest gift (A: 20
tree seedlings) costs 5 AUD. The dearest
(U: a well and water pump) costs 1,350
AUD. The photos show you how
particular gifts will be used (that is, a
sewing machine to make clothes and the
children who will receive help).occasionpoorestin needcardpersonFill in the blanks.Language points1. ...bring hope for a better future to a community in need.
1) need 名词, 意思是“需要、必要”。其 复数形式是“必需品”。
There is no need to hurry. 没必要着急。 I feel the need of exercise. 我觉得需要运动。
We are in need of water. 我们需要水。
2) need用作不可数名词时, 还有“贫穷、不幸、逆境、困难”等意思。Many families are in great need. 许多家庭处于贫困的情况。
A friend in need is a friend indeed. 患难见真情。2. When you purchase an item, we will send you an attractive card for you to send to your special person.
purchase
v. buy sth. 购买某物 常用以下结构: purchase sth. with sth; purchase sth. for sb.purchase shares 购买股票
n. [C]常作复数, 指“购买之物”
Are you satisfied with your purchase?
[U] action of buying sth.
They announced the purchase of such a large house.3. Water supply for one person.
1) 用作名词时：
a) 指“供给;供应”等,其反义词为demand(需求)。
supply and demand 供与求
be in short supply 供应缺乏,供应不足
food supply 食物供应 water supply 供水
a good supply of meat (fish, fruit) 肉类(鱼,水果)大量供应
b) 当“供应品;生活用品;补给品”等,常用复数supplies。
military supplies 军需品
household supplies 家庭用品
medical supplies 医用品2) 用作动词时, 指“供给,提供,备办”等,常用于词组supply sb. with sth. 或supply sth. to/for sb.。其同义词为provide, present, give, furnish等。
They supplied food to/for them. 他们供给他食物。4. A trunk library 一个箱式图书馆 Trunk library, also called blue trunk Library has been developed by the library of the World Health Organization for installation in district health centers in Africa as a means of compensating for the lack of up-to-date medical and health information. The collection, which is organized according to major subjects, contains more than one hundred books on medicine and public health. 5. Before you read the Internet page, glance quickly at it and answer these questions. 在你阅读网页之前, 快速浏览并回答这些问题。
glance匆匆一看,匆匆一瞥,略略地看一眼, 瞥视(与at, over, through等连用)。
She glanced at the sleeping child and then hurried away. 辨析: look, see, glance, glare, stare
look可用于进行时态, 强调看的动作。
后多跟介词at。
see常常与can、could 连用, 不可用进
行时态; 强调看的结果。glare 怒目而视, 瞪眼, 瞪视。强调敌意或畏惧, 后常跟 at 搭配使用。
stare 凝视, 盯着看, 强调注意力集中的注视, 后常跟at。6. This gift covers the cost of production and distribution of seedlings, as well as training in tree care for the local villagers who are working hard to prevent their land from turning into desert. 这份礼物包含了幼树苗的培育和销售费用,也包含了当地村民参加护树培训的费用, 这些村民正努力工作以阻止他们的田地沙漠化。1) as well as 可连接并列的单词或短语。
It is unpleasant in summer as well as in winter.
2) as well as 连接两个谓语动词时,它们的时态应保持一致。与动词连用时, 其后可用V-ing形式，尤其as well as 位于句首时, 此时相当于in addition to。
She sings as well as playing the piano.
她不但会弹钢琴, 而且会唱歌。
3) 如果as well as 前面是动词不定式,那么其后的动词也是不定式,但to要省略。
You cannot expect her to do the homework as well as look after the baby. 4) 由as well as 连接的复合主语并不影 响谓语动词的数。
Helen as well as I is eager to see the performance.
5) as well as 连接的人称代词既可以是主格也可以是宾格,但句意不同。
They have invited you as well as me. 他们邀请了我,也邀请了你。 (you和me都作invited的宾语)
They have invited you as well as I. 他们和我一样都邀请了你。 (they和 I 都作invited的主语)6) as well as 用于肯定结构和否定结构中,其意义不同。as well as 和not搭配使用, as well as 位于not前时,两者均否定;位于not后时,否定前者,肯定后者。
Mr. Li, as well as his brother, has gone abroad. 李先生和他兄弟一样都出国了。 Mr. Li hasn’t gone abroad as well as his brother. 李先生并没有和他兄弟一样出国去。(他兄弟一人出国)
Mr. Li, as well as his brother, hasn’t gone abroad. 李先生和他兄弟都没有出国。7) as well as 在意义上通常强调前者,而not only …but also在意义上则强调后者。
He’s got a car as well as a house. 他不但有一房子,而且有一辆小汽车。operate可意为“起作用；见效；工作；运转；经营；操作；做手术”。当它作 “做手术”讲时，后面如果带有表示人或某部位的名词或代词时，应用介词on。构成“operate on sb.”或“operate sb. on + 某部位”结构。如：
to operate on a patient给病人做手术
to operate a patient on the head
给病人头部做手术。[联想] operation n. 操作; 运算; 经营; 手术
operator n. 操作员；电话接线员
[例句] They were also given the opportunity to do some operations.
他们也有机会亲自去操作。
Then he bent over the patient to start the operation.
然后他俯身开始给病人做手术。
He is a computer operator.
他是个电脑操作员。
Operator, I want to make a long distance call. 话务员，我要打长途电话。将下列句子翻译成英语。
这是一台很容易操作的新型机器。
2. 我星期五去医院看他了, 就在那一天他动了手术。This is a new model machine which is very easy to operate.I went to see him in the hospital on Friday when he was operated on.从方框中选择适当的单词或短语填空。
1. All the students in the class are expected to __________ in the discussion.
2. Some activities will be organized to collect money for children ______. in need; operate; participate; purchase; donateparticipatein need练习3. The old couple were thinking of
___________ a house in the country after they retired.
4. Everyone was asked to ______ a day’s pay for the miners killed in the accident.
5. They had ________ on him six times before he was a year old.in need; operate; participate; purchase; donateoperateddonatepurchasing The suggested answers to Exercises 2 on Page 35.1. A sewing machine
2. Basic adult education
3. 20 tree seedlings
4. A goat for a poor family
5. School books
6. One year of primary schoolingThe suggested answers to Exercises 2 on Page 35.1. A sewing machine
2. Basic adult education
3. 20 tree seedlings
4. A goat for a poor family
5. School books
6. One year of primary schoolingdonate. What would you do with your group’s donation? Do you think that gifts like those in “The World’s Most Useful Catalogue” are a good idea? Give at least two reasons for your answers.A: I’ll donate 100 yuan, only 100 yuan, because I have to pay for my textbooks myself next term. And our group donate 500 yuan altogether, which equals $65. We would like to buy Water for a family ($65). Maybe that’s not too much money. But we can do our best to help, even to save. Therefore, I think it is a good idea to have “The World’s Most Useful Catalogue”. If everyone in the rich countries of the world does the same things, a lot of people will be saved instead of dying of hunger or thirst. Topic two:
Add to the gift list on the Internet page three more gifts that you think might be important for those in need in another country. Share your choice with another group and give at least two reasons for your choice.B: We would like to add to the gifts: a wireless radio, a TV set, a computer. With these three, they can know more about the world and learn more about science and technology. They can even get distance education, or got to schoolin the air. Another group told us that they would like to add condoms to the list. As far as I know, more and more people in poor countries are infected with AIDS. Condoms can prevent them from being infected with AIDS. in the air. Another group told us that they would like to add condoms to the list. As far as I know, more and more people in poor countries are infected with AIDS. Condoms can prevent them from being infected with AIDS. Topic three:
Do you think your class would like to raise money to buy a gift from “The World’s Most Useful Catalogue”? Take a vote on it. Imagine your class has raised $250. What gifts from the catalogue would you buy for those in need in another country?C: We believe our class will agree to raise money to buy a gift from “The World’s Most Useful Catalogue” and I’m sure we can raise more than $250. With the money, we will buy school books($20), Basic health-care services ($30), one year of primary schooling for three($35×3), and a loan to set up a small business ($85). I think, after one year of primary school, they can read books and improve their living. Thanks to the knowledge they get from the books, they may set up a small business, on condition that they are healthy enough.Homework 1. Ask Ss to work in groups and talk about the donations. If possible, encourage them to do for the poor children in poor areas in our country or in other countries.2. Pick out the sentences with attributive clauses in the passage we learned today and in “A LETTER FROM PLAN INTERNATIONAL” on Page 73.
3. Preview Writing on Page 36.课件45张PPT。Unit 4
SharingWarming–up and Pre- readingWarning-up and Pre-readingEnjoy what some famouspeople think about SharingAs Kofi Annan, Secretary General of the United Nations said “ … each contribution- no matter how small- can help make a difference.”EnjoyGive roses to others and the lasting fragrance will remain in your hand.If everybody offers a little love, the world will become more beautiful.Be generous and you will be prosperous. Help others and you will be helped.Have you ever helped your parents, or other relatives, or your friends,or people in your community, or people outside your community? Who would be called “ volunteers”?Would you be called a “ volunteer ”?People who help others in their community or outside their community would be called volunteers. However, they would not be called volunteers if they help their parents, other relatives or friends.3.some famous volunteers you know.Now comes your turn to find some
information(pictures)?? about “volunteer”.
2.what do the volunteers usually do to help other people?1.some signs about volunteerWhat do the signs stand for?The sign of United Nations Volunteer in China (中国青年志愿者)北京2008年奥运会志愿者标志 March,5th is UNV day.
80,000,000 volunteers
in ChinaDecember,5th is International Volunteer DayWhat are the volunteers doing?fight against the flood and rescue the old and the sickplant trees and protect our environmenthelp the disabledclean the communityTeach the kids in the mountainous areas. join the Go West Project to improve the standard of education in the school
. join “1 help1” project to help elderly people who live aloneThe volunteers make their greatest efforts to help others There are many famous
volunteers you know.Here
are some photos below. who they are?Can you guessNorman Bethune 白求恩Mother Teresa
特蕾莎修女She lived in India (1910-1997).She helped the poor and the sick and won the NOBEL PEACE PRIZE in 1979 .濮存昕The image ambassador for HIV // Aids徐本禹 There are many volunteers working in different mountainous areas or developing countries, among which Papua New Guinea (PNG) is one. What do you know about Papua New Guinea?Independent State of Papua New Guinea Location: situated to the north of Australia
Population: about 5.7 million
Language: English as the official language
Pidgin English as the language for
communication
Economy: a poor country with most people
living in tribal villages and depending
on subsistence farming to make a living.
Education: About 85% of children start
school but only about 60% of these
reach Year 5Captial 莫尔兹比港 Port Moresby PNG’s national flag and national emblem(国徽) 巴布亚在马来语中意为“卷发人”。
16世纪中叶，葡萄牙人来到该岛时，见
当地居民和自然景观很像非洲的几内亚，
故称之为新几内亚. PNG’s paper currencyhouses made of bamboo and grassthe tribe (部落)the villagersJo was a volunteer who worked in Papua New Guinea (PNG) for two years.
The following photos were taken by Jo in PNG. Look at the photos and answer the questions.1 My class2 Students putting new
grass on classroom roofs3 Building a new
science lab Photos 1 to 3 1 What was Jo's job in PNG?A teacher.2 What kind of students were in her class?Teenage boys. They are poorly dressed. 3 Describe the classrooms.The classrooms are small. They have no windows. They are made of wood and bamboo and have grass roofs.4 View of the village from the ridge5 Some of Tombe’s family with Mukap on the left6 Kiak preparing vegetables7 Tombe’s family and Jenny waiting for the meal to cook8 A woman and baby we saw on the way home9 Tombe with his grandfather who’s digging up peanuts10 Village hutsPhotos 4 to 10 1. Jo took many photos of a visit to a student's village. What can you say about the village?The village is very small. It is by a river at the bottom of a valley. It has steep slopes all around it. 2. What can you say about life in the village?The village huts are small. They have no windows. They are made of wood and bamboo and have grass roofs. Meals are prepared and cooked outside. One of the crops grown is peanuts. The tool used for this crop is a digging stick. There is a woman carrying a naked baby on her shoulders. She is also carrying a heavy-looking bag. She has bare feet.There are many people around us, in our country or even in the world who need different kinds of help. So voluntary work is an important and great cause. Not only can it make people live better but also it can bring happiness to volunteers. So we should form a sense of helping others and take an active part in any kind of voluntary activities from now on and try to make the world more beautiful and harmonious.Sum upHomework:
Search on the Internet or other sources for information about how to work as volunteers.
Preview the text on page 29课件16张PPT。WritingPre-writing Recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans Frontieres (MSF).
A: Dr Mary Murray was a volunteer, who worked with Medecins Sans Frontieres (MSF). B: Dr Mary Murray once worked in a clinic in both Malawi and Sudan, which are developing countries in Africa.
C: Working conditions in the clinics in the Sudan were very terrible and challenging.D: Medecines Sans Frontieres (MSF) is an organization that provide free medical care to children in poor countries.Writing on Page 36Now write about Dr Murray for the
school magazine.
1. who she is
2. reasons why she joined MSF
3. what she did in Malawi
4. what she did in the Sudan
5. the effects on her of her experiences
6. her plans for the futureMeeting Dr Mary Murray Last week I was lucky enough to meet Dr Mary Murray. She has been working as a doctor for the charity Medecins Sans Frontieres for almost the years.Who she is She joined MSF because all her lise she has been eager to help people who might otherwise not get help.The reason why she joined MSF Her first assignment for MSF was to Malawi in 1997, where she worked with young children suffering from HIV/AIDS. She became very upset when she found that there were not enough medicines to cure the children and that so many died. Gradually she saw the situation improve.What she did in Mailawi She made the same commitment to the people of the Sudan when she worked there. But this time her problems were different. The climate and the basic conditions of the clinics made her life very challenging. But she could still laugh about some of her experiences. She admitted that “it’s amazing what you can do when you have no choice.”What she did in the Sudan Her experiences make her grateful for what she has. She is very delighted that she can help people in need. She values her past experiences.The effects on her of her experiences The future seems full and satisfying for Dr Murray. She will be returning to the Sudan to work for MSF for another six months. Then her plans are uncertain. She hopes that it will include returning to work in Africa though.Her plans for the future Good luck Dr Murray! The best wishes of NO 6 Middle School, Jinan go with you. We hope you will keep in touch!A sample of homework
Hello Shanshan,
My name is Xiao Guang and I’m really pleased that I can help you stay at school. I’ve heard that you love practising English so I’m also practising my English in this letter! Writing task on Page 75Introduce yourself. Let me tell you a bit about myself. I’m 16 years old and I go to No 2 Middle School in Beijing. My favourite subjects at school are maths and science. I have a great group of friends that I play soccer with every lunchtime. In my spare time I like going to the movies and reading.Say something about yourself
and the things you like doing. I live with my mum and dad in an apartment on the fifteenth floor. I have two sets of grandparents. My mum’s parents live far away in Shangdong, but I see my other grandparents often as they live near us. Describe your family I’d love to get a letter from you and to learn about your life in Gansu.
Yours sincerely,
Xiao GuangLet her know you would like to hear from her.Sign your name. Unit 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；每小题1．5分，满分22．5分)
阅读下面短文，掌握其大意，然后从21—35各题所给的四个选项(A、B、C和D)中，选
出最佳选项，并在答题卡上将该项涂黑。
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, Roger Buckland, 25 with them. They have 26 that when EI Nino appears, Zimbabwe has little or no 27 This means corn crops in Zimbabwe are 28 The last El Nino was in 1991 to 1993. That was 29 southeastern Africa 30 a serious lack of rain.
The scientists 31 about their recent work in the publication Nature. Their computer program can tell when an EI Nino 32 develop up to a year before it 33 They suggest that this could provide a directive early warning system 34 southern Africa, and could prevent many people from 35
21. A. effect B. affect C. spoil D. heat
22. A. understand B. know C. realize D. see
23. A. put B. take C. make D. use
24. A. example B. reason C. cause D. result
25. A. studied B. worked C. found D. realized
27. A. rain B. snow C. storm D. wind
28. A. rich B. weak C. strong D. poor
29. A. as B. when C. while D. where
30. A. received B. took C. suffered D. made
31. A. wrote B. spoke C. told D. talked
32. A. can B. will C. may D. shall
33. A. can B. does C. will D. may
34. A. to B. with C. for D. of
35. A. leaving B. spreading C. expanding D. starving
第二节：语法填空(共10小题；每小题1．5分，满分15分)
阅读下面的短文，根据上下文填人适当的词语，或使用括号中的词语的适当形式填空，
并将答案填写在答题卷标号为36—45相应的位置。
"Don't be always particular 36 (介词) your present work and income. ", my mother said to me softly, "as a matter of 37 (名词) you have done well and made great achievement in the 38 (entertain) field. "My face turned red on hearing 39 (连接词) my mother said. She is right. Many other actors are 40 (形容词) off than me at present, but they are likely to be content with their life and be happy most of 41 (冠词)time. I feel upset with my situation just because I seldom communicate with others and it seems as if I am 42 (动词) off the outside world. I should have known when to hold fast and when to let go, which can help me avoid 43 (feel) great pressure and upset. I must know how to care for others and try not to 44 (understand) them. In this way, I will get 45 (副词) to leading a happy life.
第三部分：阅读(共两节，满分40分)
第一节：阅读理解(共15小题；每小题2分，满分30分)
阅读下列短文，从每题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡上
将该项涂黑。
A
I am a good mother to three children. I have tried never to let my profession stand in the way of being a good parent.
I no longer consider myself the center of the universe. I show up. I listen. I try to laugh. I am a good friend to my husband. I have tried to make marriage vows(誓约) mean what they say. I am a good friend to my friends, and they to me. Without them, there would be nothing to say to you today.
So here's what I wanted to tell you today: Get a life. A real life, not a desire of the next promotion(提升), the bigger paycheck, the larger house.
Get a life in which you are not alone. Find people you love, and who love you. And remember that love is not leisure(空闲), it is work. Pick up the phone. Send an e-mail. Write a letter. And realize that life is the best thing and that you have no business taking it for granted.
It is so easy to waste our lives, our days, our hours, our minutes. It is so easy to exist instead of to live. I learned to live many years ago. Something really, really bad happened to me, something that changed my life in ways that, if I had my choice, it would never have been changed at all. And what I learned from it is what, today, seems to be the hardest lesson of all.
I learned to love the journey, not the destination. I learned to look at all the good in the world and try to give some of it back because I believed in it, completely and totally. And I tried to do that, in part, by telling others what I had learned. By telling them this: Read in the backyard with the sun on your face. Learn to be happy. And think of life as a deadly illness, because if you do, you will live it with joy and passion as it ought to be lived.
46. The best title of this passage probably is
A. Love your friends B. Live a real life
C. Don't waste time D. Be a good mother and wife
47. How did the author form her view of life?
A. By working and social experience. B. Learning from her friends.
C. Through an unfortunate experience. D. Because of her children and husband.
48. The underlined sentence "It is so easy to exist instead of to live" in the fifth paragraph probably has the same meaning as
A. it is so easy to keep alive but not to live a real life
B. it is very hard to live a real life
C. it is so easy to make a living
D. it is more difficult to exist than to live a happy life
49. What's the author's attitude toward work?
A. Do it well to serve others.
B. To earn enough money to make life better.
C. Try your best to get higher position and pay.
D. Don't let it affect your real life.
50. It can be inferred from the passage that
A. the author is a success in personal life
B. the author didn't try her best to work well
C. the author spent all her time caring for her children
D. the author likes traveling very much
B
On June 5, 1981 the Centers for Disease Control in Atlanta, U.S. announced the presence of a rare, infectious disease in five American homosexuals(同性恋). Soon doctors were finding similar cases all over the country and the world. The AIDS epidemic(流行病)had officially begun. By 1983 it was clear that AIDS had spread around the world. More than twenty years later, AIDS has left twenty-six million dead and another forty million infected. AIDS has become the worst medical disaster ever experienced by mankind.
Hundreds of young people between the ages of 20 and 45 died each week during the early years of the U.S. AIDS. More than 600,000 cases of AIDS have been reported since 1981 in the United States, and it is estimated that there may be as many as 900,000 Americans infected with HIV.
Though the rate of HIV infections continues to increase in the United States, the number of AIDS cases has fallen sharply since 1996, when antiretroviral drugs came onto the market. Unfortunately, the AIDS epidemic continues today in Africa and much of Asia, where antiretroviral treatment is not available and health care is far from enough. AIDS is the fourth leading cause of death worldwide, and the No. 1 cause of death due to infectious disease.
HIV, the virus that causes AIDS, was first separated in 1983 by a team at the Pasteur Institute in Paris. That discovery made it possible to develop a test for AIDS and trace back to victims who may have died before doctors were aware of the disease.
However, scientists still don't know exactly how and where AIDS started. Finding the source of AIDS could be important in developing a vaccine(疫苗) and be important in mapping the future course of the epidemic.
51. It can be inferred from the passage that
A. antiretroviral drugs will be obtained easily all over the world
B. the best way to stop AIDS is to develop a vaccine
B. scientists will soon find a way to cure AIDS
D. there will be fewer AIDS cases in the world in the future
52. Which areas are the most worrying places where AIDS spreads quickly?
A. Africa. B. Asia. C. The United States. D. France.
53. The number of AIDS cases has greatly decreased in the United States due to the fact
A. a team at the Pasteur Institute in Paris succeeded in separating HIV
B. some effective medicine has been invented
B. scientists understand AIDS better and better.
D. The rate of HIV infections continue to rise in the United States
54. What's the importance of the discovery of the source of AIDS?
A. It can be used to develop a test for AIDS.
B. It can stop HIV forming AIDS.
B. It can reduce the rate of death caused by AIDS.
D. It can help develop a drug to prevent AIDS.
55. When did the name of AIDS come into being?
A. In 1983. B. In 1981. C. In 1996. D. In 1994.
C
"S. H.E. is going to sing at the CCTV annual Spring Festival Evening Party, is that true?" cried out Peng Weiye, a Senior 2 girl in Shanghai and die-hard S. H.E. fan.
After checking it on the Internet, Peng quickly phoned friends to spread the news. For fans like her, S. H. E. ’s performance is perhaps the only part of the old fashioned evening to get excited about.
The Taiwanese band is made up of Selina, Hebe and Ella. Their name comes from the first letter of each of the singers' English names.
Last week S. H. E. announced they would perform in Las Vegas, US, over Christmas and then in Guangzhou on January 15.
At their Shanghai show on October 30, hundreds of parents waited outside the Hongkou Stadium. Inside, thousands of teenagers sang, cried and shouted as the band performed.
"I love their music, healthy image and everything related to them. Thank God that, although my parents don't understand why I love them so much, they still bought me a ticket for that show," said Peng about the Shanghai performance.
It is not just on the mainland that the three girls have made audiences much excited. In the past year the band has passed through Taiwan, Hong Kong and even Singapore and Malaysia.
When the three high school girls entered a singing contest in Taiwan in 2000, none of them ever dreamed of being a superstar. "We had never met before, and we didn't talk at all at the beginning," recalled Ella.
When asked about the secret of their success, she said, "Our average looks and not-so-expensive clothes keep us close to our fans. We are happy to be the girls next door, your singing sisters."
"It's really a magical journey, from day-dreaming high school girls to singers performing on the same stage as our idols(偶像). Nothing but magical," she said.
56. Why was Peng Weiye, a Senior 2 girl, so excited?
A. S.H.E. band will get the old fashioned evening exciting.
B. S. H.E. will perform in Las Vegas over Christmas.
C. Her parents bought her a ticket for S. H. E. Is Shanghai show.
D. S. H.E. will perform on the CCTV Spring Festival Evening Party.
57. How did the Taiwanese band get the name?
A. Their fans gave the name to them.
B. Their idols had a deep influence on them.
C. A singing contest gave their idea of the band name.
D. The first letters of Selina, Hebe and Ella form the band name.
58. What do you know about Peng Weiye?
A. she stayed outside the Hongkou Stadium to listen to S. H. E. 's performance.
B. She will watch the performance in Guangzhou on January 15.
C. She pays close attention to everything about S. H. E.
D. She was grateful that her parents understood and supported her.
59. Which is true about S. H. E. ?
A. The secret to their success is their pretty faces and lovely clothes.
B. They were close friends when they entered a singing contest.
C. They caused a storm of excitement in Southeast Asia.
D. They have well prepared to perform with their idols.
60. Which do you think is NOT the reason for S. H. E’s popularity among their fans?
A. Their music and their healthy image.
B. They can make audience much excited.
C. Their success meets their fans’ day dream of becoming others’ idols.
D. Their average looks and not-so-expensive clothes keep them close to their fans.
第二节：信息匹配(共5小题；每小题2分，满分10分)
下面是今年部分旅游线路介绍及想出游人的兴趣特点介绍，请阅读相关信息并按要求匹配信息。请将答案的字母编号写在答题卷标号为61—65的括号上。
首先，请阅读旅游线路介绍：
Here is a selection of the tours organized for the coming year:
--8 days mountaineering trip--climb Yunnan's third highest peak, the Haba snow mountain. This is ideal for the truly adventurous. You need to be fit and healthy.
--- 8 days cycling tour from Qiaotou Town--visit the spectacular Tiger Leaping Gorge. It is a leisurely tour suitable for anyone who is reasonably fit and healthy. No previous cycling experience is necessary and all our routes are on flat land!
-- 8 days river rafting--white water adventure on the Yangtze from the old town of Lijiang. This adults-only tour is exclusively for good swimmers and physically fit.
-- 10 days rainforest trek(乘牛车旅行)--spend 5 days in the forest and meet the local people. This is a walking tour and no previous experience is needed, just a curious mind and an interest in traditional cultures.
-- 10 days horse trekking tour--visit authentic Tibetan villages of Shangri-la. The ultimate horse-riding experience in a spectacular mountain environment. This trip is for confirmed riders only. Don't expect three-star hotels on this trip.
请阅读以下有出游意向的人的要求，然后匹配旅游线路所适合的出游者。
a. An 18-year-old student who is interested in traditional lifestyles but only has a week to spare.
b. A family of four, including parents, a sixteen-year-old son and a thirteen-year-old daughter, who are looking for a fun holiday. All four are good riders and strong swimmers.
c. A retired couple who are reasonably fit and who want to find out more about ethnic minorities'(少数民族) cultures.
d. A group of four young adults who are into all extreme sports and are looking for something with plenty of excitement. They are more interested in the scenery than in the life of tile locals.
e. A family of five including a ten-year-old girl. They have many different interests and they are looking for a relaxing holiday.
f. A honeymoon couple who want the holiday of a lifetime. They are both sporty types and love water sports.
旅游线路 出游者
61. 8 days mountaineering trip A. An 18-year-old student
62. 8 days cycling tour B. A family of four
63. 8 days river rafting C. A retired couple
64. 10 days rainforest trek D. A group of four young adults
65. 10 days horse trekking tour E. A family of five
F. A honeymoon couple
第四部分：写作(共两节，满分40分)
第一节：基础写作(共1小题，满分15分)
请根据以下资料，使用5个规范句子描述全部所给的信息内容。
[情景说明]
我校位于一座山脚下、小河旁。最近附近建了一间化工厂。
开工前
开工后
校园内树木常青，鲜花争艳，校园安静，美似花园
工厂每天排出大量污水、废气，严重干扰了正常教学秩序。师生苦不堪言
[写作要求]
1．必须使用5个句子介绍全部所给的内容。
2．短文标题已给出。
Pollution Harms Us
第二节：读写任务(共1小题，满分25分)
请根据以下的任务说明和写作要求，写一篇150词左右的英语短文。
[任务说明]
请认真阅读短文C，然后完成以下任务。
1)概括短文的内容要点，该部分的词数大约60左右；
2)围绕"Chasing After the Pop Stars”这一主题发表你的看法，至少包含以下内容要点，该部分的词数大约90左右；
a)青少年追星的情况及原因；
b)谈谈人们对追星的不同看法；
c)你的态度是什么?
[写作要求]
你可以使用实例或其他论述方法支持你的观点，也可以参照阅读材料的内容，但不要抄袭阅读材料中的句子。
答案：
21--25 BADAB 26--30 CADBC
31--35 ABBCD
36. about 37. fact 38. entertainment 39. what 40. worse 41. the 42. cut
43. feeling 44. misunderstand 45. close
46--50 BCADA 51--55 BABDB
56--60 DDCCC 61--65 DEFCB
Basic writing (possible version)
Our school lies at the foot of a mountain with a river passing by. There used to be many green trees and all kinds of flowers in our school all the year round. It looked like a beautiful garden and was a nice place for us to study in, but everything has changed since a chemical works was built near our school a year ago. Every day it produces a lot of waste water and harmful gases. The terrible pollution has done great harm to our health and the great noise from the factory has greatly affected our teaching and studying activities.
Task writing (possible version)
On October 30, S. H. E gave an exciting performance in the Hongkou stadium. The band is planning to perform in Las Vegas, U. S. A and then in Guangzhou on January 15. Later, they are going to sing at the CCTV annual Spring Festival, which will definitely arouse a new round of star-chasing. Wherever they go, their fans turn out to greet them wildly.
However, is it right that the stars should be rewarded in this way? Most people, especially educators, have no taste for it. While others, especially teenagers, extremely consider it worthwhile to admire their "stars", whose images are so close to them and easy to imitate.
In my opinion, it is all right for the teens to look up upon their favorite "stars", but going too far is another problem. On one hand, fans may spend more money than they can afford buying their idols’ CDs, or movie tickets, or seeing their concerts. On the other hand, being too crazy about certain "stars" may make the fans concentrate on nothing else but the idols. Therefore, we should hold a proper attitude towards the "stars".
