Unit 4 Sharing
教材分析和教材重組
教材分析
本單元的重點(diǎn)話題是幫助弱者、志愿服務(wù)、合作共享等。通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)等活動(dòng)不僅學(xué)習(xí)有關(guān)的語(yǔ)言知識(shí)，還要培養(yǎng)學(xué)生的社會(huì)責(zé)任感。
1. Warming Up部分是一個(gè)調(diào)查。該活動(dòng)分三步進(jìn)行：首先回顧自己曾經(jīng)做過(guò)的助人為樂(lè)的好事，并采訪三位同學(xué)；然后，根據(jù)調(diào)查內(nèi)容列舉班上同學(xué)所做的好事；最后討論volunteer一詞的內(nèi)涵。該部分的討論可以和中學(xué)生參與的“志愿者活動(dòng)”、“手拉手活動(dòng)”、“獻(xiàn)愛(ài)心活動(dòng)”等聯(lián)系起來(lái)。
2. Pre-reading部分交代了閱讀文章的文體(1etter)和作者(a young Australian woman，Jo)。閱讀中提供了十幅圖片，閱覽這些圖片有助于學(xué)生理解這封書(shū)信的內(nèi)容，因此，“讀前”部分針對(duì)閱讀中的圖片設(shè)計(jì)了五個(gè)問(wèn)題，回答這些問(wèn)題有助于學(xué)生加深理解，“志愿者活動(dòng)”的意義。
3. Reading部分是一封家書(shū)。作者志愿在巴布亞新幾內(nèi)亞(Papua New Guinea)的一個(gè)小山村教書(shū)。在她寫(xiě)給Rosemary的信中，作者描述了該村學(xué)校的情況和去一學(xué)生家做客的經(jīng)歷。
4. Comprehending部分設(shè)置了兩組問(wèn)題。第一個(gè)練習(xí)為小組討論題，這些問(wèn)題首先要求學(xué)生讀懂書(shū)信內(nèi)容，用表格的形式幫助學(xué)生整理書(shū)信中提到的信息，然后要求學(xué)生聯(lián)系自己的實(shí)際，比較校舍、教學(xué)條件、生活狀況等，并引發(fā)學(xué)生思考，談?wù)勈欠裨敢鈪⒓又驹刚呋顒?dòng)。第二個(gè)練習(xí)要求學(xué)生對(duì)文中提到的五個(gè)現(xiàn)象進(jìn)行分析，說(shuō)明其原因。第三個(gè)練習(xí)要學(xué)生通過(guò)閱讀分析小山村中的積極和消極面。這些均屬深層思考題。
5. Learning about Language部分引導(dǎo)學(xué)生學(xué)習(xí)詞匯和語(yǔ)法。詞匯部分設(shè)置了兩個(gè)練習(xí)，一是根據(jù)所給解釋從課文中選擇詞匯；二是用課文中的詞匯完成一篇短文。語(yǔ)法部分復(fù)習(xí)定語(yǔ)從句，也設(shè)置了兩個(gè)練習(xí)，一是用定語(yǔ)從句完成句子，二是用含定語(yǔ)從句的句子回答問(wèn)題。
6. Using Language部分由閱讀與討論、聽(tīng)與說(shuō)和寫(xiě)三個(gè)部分組成，綜合訓(xùn)練聽(tīng)說(shuō)讀寫(xiě)的能力。
教材重組
1. 將Warming Up，Pre-reading，Reading與Comprehending整合在一起上一節(jié)“閱讀課”。
2. 將Learning about Language和Workbook的using words and expressions及using structures整合在一起上一節(jié)“語(yǔ)言學(xué)習(xí)課”。
3. 將Using Language設(shè)計(jì)為一節(jié)包括聽(tīng)說(shuō)讀寫(xiě)在內(nèi)的“綜合技能課（一）”。
4. 將Workbook的READING AND LISTENING和TALKING結(jié)合在一起上一節(jié)“聽(tīng)說(shuō)課”。
5. 將Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK設(shè)計(jì)為一節(jié)“綜合技能課（二）”。
課時(shí)分配
1st Period Reading
2nd Period Language study
3rd Period Integrating skills(Ⅰ)
4th Period Listening and Speaking
5th Period Integrating skills(Ⅱ)
Part 1: Teaching Design
第一部分：教學(xué)設(shè)計(jì)
Period 1: A sample lesson plan for reading
(ALETTER HOME)
Aims
To help students develop their reading ability
To help students learn about voluntary work
Procedures
I. Warming up by defining volunteer
What is a volunteer?
1. One who enters into, or offers for, any service of his own free will.
2. (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; -- opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.
II. Pre-reading
Have you ever heard of a place called Papua New Guinea?
Facts of Papua New Guinea
Capital: Port Moresby
Government: constitutional monarchy with parliamentary democracy
Currency: kina (PGK)
Area total: 462,840 sq km
land: 452,860 sq km
water: 9,980 sq km
Population: 5,172,033 (July 2002 est.)
Language: English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua region
note: 715 indigenous languages
Religion: Roman Catholic 22%, Lutheran 16%, Presbyterian/Methodist/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other Protestant 10%, indigenous beliefs 34%
III. Reading for forms
Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.
IV. Copying expressions
You are asked to copy all the useful expressions into your notebook after class as homework.
Expressions from A Letter Home
thanks for…因……感謝, hear from…收到……的來(lái)信, be dying to do…急于做……, hear all about…了解所有關(guān)于……, include some photos附有幾我照片, picture the places圖象化這兒的地方, ask about…問(wèn)訊關(guān)于……的信息, a bush school叢林學(xué)校, be made from…由……制成, walk to…步行到……, reach the school grounds走到學(xué)校操場(chǎng), walk a long way走很長(zhǎng)的路, sometimes up to two hours有時(shí)長(zhǎng)達(dá)兩小時(shí), get to the school到達(dá)學(xué)校, adapt to…使適應(yīng)……, one thing is for sure有一點(diǎn)是肯定的, become a lot more imaginative in…變得對(duì)……更富有想象力, a most challenging subject最富有挑戰(zhàn)性的學(xué)科, carry…from…in a bucket用水桶把……帶到……, show… a chemistry experiment向……演示……化學(xué)實(shí)驗(yàn), bubble over everywhere到處冒氣泡, come across…碰到……/見(jiàn)過(guò)……, jump out of the windows跳出窗外, go back to…回到……, make any difference對(duì)……有所改變, get to know…開(kāi)始了解……, speak much Pidgin English說(shuō)幾句洋涇浜英語(yǔ), the home of ………的家, one’s first visit to…某人的第一次參觀……, have fantastic views看到奇妙的景色, down a steep slope to…走下一個(gè)通向……的陡坡, work in the garden在花園勞作, shake hands with…與……握手, lead… to…把……領(lǐng)到……, a low bamboo hut with grass sticking out of the roof 一個(gè)低矮的竹屋，屋頂上伸出一簇茅草, a man’s house男人的房屋, get through…進(jìn)入……, lay… on…放置……在……上, a newly made platform一個(gè)新搭架的平臺(tái), sleep on…睡在……上, share…with…與……共用……, sleep on small beds睡在小床上, in another part of…在……另一邊, in the centre of…在……的中間, near the doorway靠近門(mén)房, the only possessions僅有的家當(dāng), a few tin plates幾個(gè)錫盤(pán), a couple of pots兩個(gè)罐子, build a fire生火, place…in a empty oil drum把……放在一個(gè)空郵筒里, cover…with…用……覆蓋……, inside the hut在竹屋里面, sit around the fire圍著火爐坐著, listen to…softly talking to each other聽(tīng)他們輕聲細(xì)語(yǔ)地交談, stand upside down on the grill over the fire倒放在火爐的烤架上, after a short time過(guò)了一會(huì)兒, throw… out of the doorway把……扔到屋外, dry out the leftover food燒干殘菜剩飯, attract evil spirits引來(lái)邪靈, in the night在夜晚, after many goodbyes and shaking of hands經(jīng)過(guò)一番握手道別之后, climb down… towards home爬下……回家, fall happily into bed很開(kāi)心的倒頭就睡, get late變的晚了, prepare tomorrow’s lessons 準(zhǔn)備明天的課
V. Writing a letter of your own.
Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.
A Letter to my teacher
Dear Ms Xu Fang,
Thanks for your letter. It was wonderful to hear from you. I know you’re dying to hear all about my life here in the United States. I’ve included some photos that will help you picture the life I talk about.
You asked about my university. Well, it’s a nice one – the classrooms are big and clean and the computers are available to everyone. It takes me only a few minutes to drive to my university. When I reach the university campus there are lots of “Nihaos” for me from my schoolmates, many of whom have lived in China.
There’s enough electricity and water and we have lots of books to read and read. I have already adapted to the conditions here. And one thing is for sure. I’ve become a lot more independent in my studies. English is my most challenging subject as there is no Chinese in the classroom and if I need help I have to ask for it in English! The other day I was attending my chemistry lesson a professor with Russian accent came to me – before I knew it, asking why I got the test tubes upside down! I had never come across any strange-sounding teachers like this and started getting more and more nervous. Sometimes I wonder how understandable my English is to the teachers and native classmates, most of whom speak so fast to me and to each other. In fact, I wonder whether I’m making any progress in my English.
You asked whether I am getting to know any local people. Well, that’s actually quite difficult, as I don’t speak much local English yet. But last weekend another foreign student, Halanin, and I did made friends with a native schoolmate who is the chairperson of the Helping Club. He is Rubby, by name. It was my first friendship with a native schoolmate. We talked for two and a half hours about lives in China and America. When we departed at the supper time, Rubby, who had been learning Chinese in his spare time, started shouting “Huijian”. We shook hands with him. Everyone seemed to be happy and excited.
…
VI. Closing down by reading more on voluntary work
My Experience as a Volunteer Teacher
Author: Susansun
"Susan, I'll miss you, don't forget me," a girl wrote to me on the first page of a notebook. The notebook was a collection of the lyrics of her favorite songs. It was a present given by one of my students when I attended the 'Go-to-the-countryside' program last summer holiday. Every time I open the notebook, it brings back fond memories.
Last summer vacation, for the purpose of serving society and meeting other social communities, nine of my classmates, including me, formed a group as a service team heading for GaoTan Middle School, which is in the remote mountain area of Guangdong Province.
We spent one week there, mainly teaching the students English, as planned. We had known ahead of time that their English was inferior to their counterparts' in the city. And what was worse, they didn't like learning English. So we came up with a logo and carefully chose four topics for our students. The logo was: I'm not shy, I can speak English loudly." The four topics were: my dream, my family, my hometown and what a wonderful world. We intended to inspire their interest of learning English and help them build the confidence of speaking English out loudly. We exerted ourselves to create a very active and relaxed atmosphere while teaching. In addition, the topics were suitable for us to communicate with them and build up a good relationship.
At the beginning of each class, our students were asked to shout out the logo. And it was clear that they were very happy to shout in English. The content of our lessons was closely related to the four topics. We also covered moral education while teaching. In class, we showed great happiness for any progress made, such as a correct pronunciation, a right spelling, a brave answer, etc.
Although the time we spent together was short, we and our students became good friends. When we had to leave them, they gave us lots of little gifts expressing their appreciation of our teaching. The lyrics notebook was the one I liked best.
The 'Go-to-the-countryside' program has been very hot among university students in recent years. Our team was just one in hundreds of teams across the country, and I myself am just one in thousands of volunteer teachers. There is a standard of judging teachers: the mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, the great teacher inspires. I am wondering what category of teachers I belong to. Maybe my future students will have the answer to that question.
Additional Materials
Complete the summary of the story with one word in each blank.
Dear Rosemary,
I like to thank you for your letter. Hearing from you is really wonderful.
You are 1 to hear all about my life here in PNG. Well I am 2 some photos and pictures in this letter so that you may get to know more about this place.
I am working at a 3 school here. Everything here is made from 4 . We walk to school everyday. We have to walk a long way to 5 the school grounds. Sometimes we spend 6 to two hours getting to the school. It was difficult for me to 7 to life here. But one thing is 8 sure. I have become a lot more 9 in my work. I am teaching a most 10 subject here, and that is science.
Life is hard here, too. We have to carry water from a faraway well in a 11 .
Yesterday I showed the pupils a chemistry 12 . Then the 13 got bubbling over everywhere. They were frightened for they had not come 14 this kind of thing. They jumped out of the windows. Most of them will go back to their 15 . Chemistry won’t make any 16 to their lives. I am getting to know more about local people here. I can even speak some Pidgin English now.
I will tell you more about my life here in my next letter to you.
I have to work now. So much for today.
Love,
Jo
(Key: 1. dying 2. including 3. bush 4. bamboo 5. reach 6. up 7. adapt 8. for 9. imaginative
10. challenging 11. bucket 12. experiment 13. mixture 14. across 15. birthplace 16. difference)
Comprehension questions
1. Why was science the most challenging subject for Jo?
A. There’s no electricity or water and they don’t have any textbooks.
B. He still couldn’t adapt to the local conditions.
C. The students were not willing to study it.
D. There is no equipment and he also needed to carry water by himself.
2. Why did the boys start to jump out of the window?
A. Because they had never seen anything like that and they were frightened.
B. Because they were very naughty.
C. Because chemistry has no relevant to their future life.
D. Because I was going to use this to attract their attentions.
3. What effect did Tombe’s mother’s crying have?
A. It showed her happiness while she was working in her garden.
B. It was her special way to welcome visitors and attracted others’ attentions to the visitors’ arrive.
C. To frightened the wild animals away from the visitors.
D. She was too surprised to see visitors.
4. Why they threw the tin can out of the doorway?
A. Because they used it to attract wild animals here.
B. Because they used this way to dry out the leftover food.
C. Because they believed that any leftover attract evil spirits in the night.
D. They hate the smell of the leftover food in the tin can.
5. What’s the letter mainly about?
A. It tells us about Jo’s life as a high school teacher in Papua New Guinea.
B. It tells us about what life is like in Tombe’s village.
C. It tells us about what had happened in one of Jo’s class.
D. It tells us about the new things Jo found in the village.
(Key: DABCA)
Notes to some difficult sentences
1. It was wonderful to hear from you. 收到你的來(lái)信真是太高興了！
hear from 的意思是“收到……的來(lái)信”，又如：
I hear from my sister in New York yesterday. 我昨天收到了在紐約的姐姐的來(lái)信。
hear about表示“聽(tīng)說(shuō)……的事”，例如：
Have you heard about the new anticancer drug? 你有沒(méi)有聽(tīng)說(shuō)過(guò)這種抗癌新藥？
hear of 表示：
1) “聽(tīng)說(shuō)……”，主要用于否定句及疑問(wèn)句，例如：
I’ve never heard of him. 我從未聽(tīng)說(shuō)過(guò)他。
2）“聽(tīng)從”，通常用于否定句，與will, would連用，例如：
He wouldn’t hear of me paying for the bill. 我要付賬，但他不肯。
2. I know you’re dying to hear all about my life here. 我知道你急于了解我在這兒的生活情況。
be dying to do sth. 意思是“極想做”，又如：
All of them are dying to see the movie. 他們所有人都極想看那部電影。
be dying for sth. 的意思是“極想得到”，例如：
He was dying for something to drink. 他極想喝點(diǎn)東西。
由動(dòng)詞die組成的短語(yǔ)：
die away 逐漸消失; die down逐漸減弱; die off相繼去世; die out完全滅絕
3. …h(huán)ave walked a long way, sometimes up to two hours, to go to the school. 走了很長(zhǎng)的路， 有時(shí)要走兩個(gè)小時(shí)，才能到學(xué)校。
此處up to 表示as many as; 該短語(yǔ)也可以和不可數(shù)名詞連用，相當(dāng)于as much as, 例如：
He can earn up to ＄50,000 a year.他一年能掙五萬(wàn)元。
up to 還可以表示：
up until 一直到，例如：She lived at home right up to/until she got married. 她結(jié)婚前一直都住在娘家。
good enough for sth勝任，例如：I’m not sure if she is really up to that job. 我不能肯定她是否真能勝任那項(xiàng)工作。
由……負(fù)責(zé)，例如： It’s up to her to decide whether or not to go on the course. 是否上這門(mén)課她自己決定。
4. I’m still trying to adapt to these conditions. 我還在努力適應(yīng)這里的生活。
此處adapt為不及物動(dòng)詞，意思為“適應(yīng)新環(huán)境”，又如：
The children have adapted well to life in the country. 孩子們很容易便適應(yīng)了鄉(xiāng)村的生活。
adapt也可用作及物動(dòng)詞，又如：
He adapted an old car engine to use in his boat.他改裝了一輛舊車(chē)引擎來(lái)驅(qū)動(dòng)他的小船。
The author is adapting his novel for television. 作者正把他自己的小說(shuō)改編成電視劇。
5. The boys had never come across anything like this. 男孩子們從未見(jiàn)過(guò)這種情況。
come across的意思是“偶然遇見(jiàn)/發(fā)現(xiàn)”，又如：I came across an old friend I hadn’t seen for years. 我碰巧遇見(jiàn)了多年未見(jiàn)的老朋友。I came across some interesting books in the room. 我在房間里發(fā)現(xiàn)了一些有趣的書(shū)。
由動(dòng)詞come組成的短語(yǔ)：
come about發(fā)生，例如：This situation should never have come about. 這種情況本來(lái)不應(yīng)該發(fā)生。
come along 1)進(jìn)展；2）偶然發(fā)生，例如：How’s your work coming along? 你的工作進(jìn)展如何？I got the job because I came along at just the right time. 我得到這份工作是因?yàn)榕銮捎錾狭撕脵C(jī)會(huì)。
come round 定期發(fā)生，例如：Christmas will soon be coming round again. 圣誕節(jié)很快又要來(lái)臨。
6. The hut was dark inside so it took time for our eyes to adjust. 小屋內(nèi)很黑，因此眼睛要過(guò)好一陣才能適應(yīng)過(guò)來(lái)。
此處adjust為不及物動(dòng)詞，意思是“適應(yīng)”，又如：He adjusted quickly to the heat of India. 他很快就適應(yīng)了印度的炎熱氣候。
adjust也可以用作及物動(dòng)詞，意思是“調(diào)整”，例如：He adjusted his tie before entering the hall. 進(jìn)入大廳前他整理了一下領(lǐng)帶。
7. They believe that any leftovers attract evil spirits in the night so the food is dried up
in the can and the can is then thrown out of the hut. 他們相信剩飯?jiān)谝雇頃?huì)引來(lái)邪靈，所以要把食物放在罐子里燒干，再把罐子扔到屋外去。
in the night 表示“在夜間”，又如：The telephone rang twice in the night. 夜里電話向了兩次。
與night有關(guān)的短語(yǔ)：all night=all night long 整晚; at/in (the) dead of (the) night 三更半夜
at night 在夜晚; by night 在夜間（與by day相對(duì)）; for the night 當(dāng)天晚上; night after night 每晚; over night 過(guò)夜; night owl 熬夜的人; night school 夜校（相對(duì)于day school）; night shift 夜班; night table 床頭柜（=nightstand）
dry up 的意思是“（使）完全變干”，又如：Many rivers in Africa have dried up recently. 最近非洲的許多河流都干涸了。The burning sun had dried up this area. 火辣的太陽(yáng)把地區(qū)曬干了。
8. It was such a privilege to have spent a day with Tombe’s family. 跟湯貝一家度過(guò)一天，真是一種殊榮。
此處privilege的意思是“殊榮”，又如：It was a privilege to make his acquaintance. 能認(rèn)識(shí)他真是榮幸之至。
privilege 還可以表示“特權(quán)”、“權(quán)利”，例如：Only members have the privilege to use the ground.只有會(huì)員才有權(quán)利使用操場(chǎng)。
the privilege of citizenship/equality 公民權(quán)/平等權(quán)
【高考鏈接】
限定性定語(yǔ)從句
一、限定性定語(yǔ)從句中關(guān)系代詞的用法
1．who , whom, that
三者都可修飾人，who作主語(yǔ),whom作賓語(yǔ),that既可作主語(yǔ)又可作賓語(yǔ).
（1）I don’t like people who lose their tempers easily.
我不喜歡愛(ài)發(fā)脾氣的人。
（2）Do you think one should stay faithful to the person (whom) one is married to?
你認(rèn)為一個(gè)人結(jié)婚后應(yīng)該忠實(shí)于他的伴侶嗎？
（3）The suona horn is the instrument that really excites me.
嗩吶是真正使我激動(dòng)的樂(lè)器。
注意：a. 在口語(yǔ)中,who可以代替whom，作賓語(yǔ)，如例2還可用who/that來(lái)引導(dǎo)。b. 關(guān)系代詞在定語(yǔ)從句中作賓語(yǔ)時(shí)，一 般可以省略，再如例2中的whom。
2. whose
一個(gè)表示所屬關(guān)系的關(guān)系詞�？梢孕揎椚�，也可修飾物。修飾人時(shí)，有時(shí)可與of whom換用；修飾物時(shí),有時(shí)可與of which換用，whose在定語(yǔ)從句中作定語(yǔ)。
Is there anyone here whose name is Wang Lin? 這兒有個(gè)名叫王林的人嗎？
I saw some trees whose leaves were black with diseases.(=I saw some trees the leaves of which were black with diseases.) 我看見(jiàn)一些樹(shù)的葉子因病害而發(fā)黑。
3. that, which
二者都可修飾物，在定語(yǔ)從句中可作主語(yǔ)或賓語(yǔ)。
The film (which/that) we saw last night is wonderful. 昨天晚上我們看的那部電影太棒了。
that指物時(shí)，一般可和which換用，但在下列情況下,只用that
A. 先行詞為all, anything, everything, nothing, something等
I will do all (that) I can to help you.我將盡我所能來(lái)幫你。
B. 先行詞被序數(shù)詞、形容詞最高級(jí)或the only, the very等修飾時(shí)
It’s the best film that has ever been made on the subject of madness.
這是以精神病為題材而拍攝的影片中最好的一部。
These are the very books (that) I am looking for.這些書(shū)正是我要找的。
C. 先行詞既有人又有物時(shí)
They talked about the people and the things (that) they remembered in the school.
他們談到他們所記得的學(xué)校中的人和事。
D. 當(dāng)主句是who或which, what開(kāi)始的疑問(wèn)句時(shí)，定語(yǔ)從句用that引導(dǎo)。
Who is the boy that was here just now? 剛才在這兒的那個(gè)男孩是誰(shuí)？
E. 當(dāng)that所代替的先行詞在定語(yǔ)從句中作表語(yǔ)時(shí)
This is not an easy question that you think it to be. 這個(gè)問(wèn)題不是像你認(rèn)為的那么容易。
F. 定語(yǔ)從句中動(dòng)詞為there be時(shí)，關(guān)系代詞用that或省略
She has read all the books (that) there are on the bookshelf. 她把書(shū)架上所有的書(shū)都讀完了。
另外，請(qǐng)注意只用的三種情況：
A. 如果句中有兩個(gè)定語(yǔ)從句，其中一個(gè)用了that，另一個(gè)最好用which來(lái)引導(dǎo)。
Let me show you the novel that I borrow from the library which was newly open to us. 讓我給你看看我從新開(kāi)放的圖書(shū)館借來(lái)的小說(shuō)吧。
B. 前面緊接著有介詞時(shí)
This is the book about which we are talking now.這就是我們正在談?wù)摰哪潜緯?shū)。
C. 非限定性定語(yǔ)從句中不用that(例句請(qǐng)見(jiàn)本章V)
4. whom, which
若被修飾的詞充當(dāng)從句介詞賓語(yǔ)時(shí)，介詞可提前到引導(dǎo)詞之前。此時(shí)的引導(dǎo)詞只有用whom或which.
Who is the boy with whom you were talking a moment ago?
你剛才和他談話的那個(gè)男孩是誰(shuí)？
The book from which I got a lot of useful information was written by a famous scientist.
我從中得到許多有用信息的那本書(shū)是一位著名科學(xué)家寫(xiě)的。
5. as
引導(dǎo)限定性定語(yǔ)從句時(shí)，常用在so, such或the same之后。
Such people as you describe are rare nowadays.像你描述的這種人現(xiàn)在少多了。
I have the same trouble as you. 我的麻煩和你的一樣。
Here is so heavy a stone as no man can lift. 這兒有一塊無(wú)人能搬起的石頭。
(試比較：Here is so heavy a stone that no man can lift it. that引導(dǎo)的為結(jié)果狀語(yǔ)從句)
二、限定性定語(yǔ)從句中關(guān)系副詞的用法：
1. when
表示時(shí)間。在定語(yǔ)從句中作時(shí)間狀語(yǔ)，其先行詞一般是表示時(shí)間的名詞。
I still remember the day when (on which) I joined the league.
我對(duì)我入團(tuán)的那一天記憶猶新。
注意：有時(shí)雖然先行詞是表示時(shí)間的名詞，但定語(yǔ)從句中缺少的是主語(yǔ)或賓語(yǔ)，此時(shí)應(yīng)用關(guān)系代詞。如：
I still remember the day (which/that) we spent together. 我依然記得我們共同度過(guò)的那一天。
2. where
表示地點(diǎn)。在定語(yǔ)從句中作地點(diǎn)狀語(yǔ)，其先行詞一般為表示地點(diǎn)的名詞。
Let’s think of a situation where (in which) this idiom can be used.
咱們來(lái)想一個(gè)使用這個(gè)成語(yǔ)的情境。
注意：where同when一樣，在從句中只能充當(dāng)狀語(yǔ)。如果不是狀語(yǔ)，就得換用其他的引導(dǎo)詞。試比較：
This is the place where we worked last year. 這是我們?nèi)ツ旯ぷ鬟^(guò)的那個(gè)地方。
This is the place (which/that) we visited last year. 這是我們?nèi)ツ陞⒂^過(guò)的那個(gè)地方。
3. why
表示原因。在定語(yǔ)從句中作原因狀語(yǔ)，其先行詞一般為reason.
The reason why he is late is that he failed to catch the first bus.
他遲到的原因是他沒(méi)能趕上第一班公共汽車(chē)。
試比較：The reason (that/which) he gave us for changing the plan was groundless.
他給我們的改變計(jì)劃的原因是站不住腳的。
所以，判斷是用關(guān)系代詞或是用關(guān)系副詞，主要看先行詞在從句中的指代作用，即語(yǔ)法成分。
三、限定性定語(yǔ)從句中應(yīng)注意的幾個(gè)問(wèn)題
A. 當(dāng)先行詞為way時(shí)，其后的定語(yǔ)從句可用in which, that或不用關(guān)系詞。
I don’t like the way (不填/in which/that) he talks to me. 我不喜歡他那樣跟我講話。
B. 關(guān)系代詞在定語(yǔ)從句中做主語(yǔ)時(shí)，其人稱和數(shù)要與先行詞保持一致。
He is one of the Canadian scientists who are working in China.他是在中國(guó)工作的加拿大科學(xué)家之一。
He is the (only) one of the Canadian scientists who speaks Chinese well. 他是唯一一個(gè)說(shuō)漢語(yǔ)好的加拿大科學(xué)家。
C. 在考查定語(yǔ)從句時(shí)，有時(shí)缺少先行詞，而不是關(guān)系代詞，要注意區(qū)別。
Is this the museum (that/which) you visited yesterday? 這是不是你昨天參觀的那個(gè)博物館。
Is this museum the one you visited yesterday? 這個(gè)博物館是不是你昨天參觀的那個(gè)？
D. 在以 “It + be”引導(dǎo)的句子中，注意區(qū)別強(qiáng)調(diào)句與帶有定語(yǔ)從句的復(fù)合句。試比較以下兩組句子：
a. It was at the theatre ____ Lincoln was murdered.
b. It was the theatre ____ Lincoln was murdered.
a. It was on Oct.1st 1949 ____the People’s Republic of China was founded.
b. It was Oct.1st 1949 ____the People’s Republic of China was founded.
以上句子中除a句中有介詞at或on外，其余部分完全相同。究竟哪個(gè)是強(qiáng)調(diào)句，哪個(gè)是含有定語(yǔ)從句的復(fù)合句呢？最簡(jiǎn)單的判斷方法是去掉It was和連接詞（即橫線部分）。如果剩余部分仍然是一個(gè)完整的句子，則是強(qiáng)調(diào)句；否則，空格中所用的引導(dǎo)詞及其引導(dǎo)的部分就是定語(yǔ)從句.根據(jù)以上原則很容易判斷出兩組中a句是強(qiáng)調(diào)句. 應(yīng)填that,而b句則是帶定語(yǔ)從句的復(fù)合句.這兩個(gè)定語(yǔ)從句分別用關(guān)系副詞where和when來(lái)引導(dǎo)。
E. 凡是進(jìn)行時(shí)態(tài)的定語(yǔ)從句可以省略關(guān)系代詞與動(dòng)詞be,僅用動(dòng)詞的-ing形式便可。
The man (who was) sitting in the corner is my brother. 坐在角落的那個(gè)男人是我哥哥。
F. 凡是被動(dòng)語(yǔ)態(tài)的定語(yǔ)從句可以省略關(guān)系代詞與be動(dòng)詞,僅用動(dòng)詞的過(guò)去分詞便可。
The goods (which were) ordered last month have not arrived. 上個(gè)月訂的貨還沒(méi)到達(dá)。
I saw a girl (who was) dressed in red. 我看見(jiàn)一個(gè)穿紅衣服的女孩。
【高考鏈接】
1. Women ____ drink more than two cups coffee a day have a greater chance of having heart disease than those ______ don’t. （06 北京）
A. who; 不填 B. 不填, who C. who; who D. 不填, 不填
2. I saw a woman running toward me in the dark. Before I could recognize who she was, she had run back in the direction _____ she had come. （06 重慶）
A. of which B. by which C. in which D. from which
3. -Do you have anything to say for yourselves？(06江西)
-Yes, there is one point _____ we must insist on.
A. why B. where C. how D. /
4. Look out! Don’t get too close to the house_____ roof is under repair. (06 福建)
A. whose B. which C. of which D. that
5. We’re just trying to reach a point _____ both sides will sir down together and talk. (06 山東)
A. where B. that C. when D. which
6.---You’re always working. Come on. Let’s go shopping.
--- ____you ever want to do is going shopping. (2002 春季高考)
A. Anything B. Something C. All D. That
7. He’s got himself into a dangerous situation ____ he is likely to lose control over the plane.
A. where B. which C. while D. why (2001 上海)
8. The film brought the hours back to me ____I was taken good care of in that far-away village.
A. until B. that C. when D. where (2001 NMET )
9. We are living in an age _____ many things are done on computer.（2003北京春）
A. which B. that C. whose D. when
10. I worked in a business _____ almost everyone is waiting for a great chance.(2004湖南)
A. how B. which C. where D. that
11. Luckily, we’d brought a road map without ______ we would have lost our way.（2004北京春）
A. it B. that C. this D. which
12. There were dirty marks on her trousers ______ she had wiped her hands.（2004吉林）
A. where B. which C. when D. that
13. Do you still remember the chicken farm _____ we visited three months ago?（2005北京春）
A. where B. when C. that D. what
14. ---Why does she always ask you for help? （2005北京）
---There is no one else _____, is there?
A. who to turn to B. she can turn to C. for whom to turn D. for her to turn
15. Frank’s dream was to have his own shop _____ to produce the workings of his own hands.（2005湖南）
A. that B. in which C. by which D. how
【鞏固練習(xí)】
1. The treatment will continue until the patient reaches the point ______ he can walk correctly and safely.
A. when B. where C. which D. whose
2. Earth is a rocky planet _____ liquid water, which is necessary for life, can exist.
A. as B. which C. where D. when
3. The time is not far away ______ modern communication will become widespread in China’s vast country.
A. as B. when C. until D. before
4. He is such a lazy man _____ nobody wants to work with ______.
A. as; him B. that; / C. as; / D. whom; him
5. Can you think of some cases _____ drivers obviously knew the traffic rules but didn’t obey them.
A. why B. where C. as D. which
6. You’ll have to wait for one more week, ______ the manager will be back from his trip.
A. before B. when C. as D. until
7. “We’ll make public schools ______ can be”, said the President in the speech.
A. all they B. what it C. that they D. all it
8. There are moments in life ______ you miss someone so much that you just want to pick them up from dreams and hug them for real.
A. where B. how C. why D. when
9. Ebay, Amazon and Wal-Mart are popular websites ____ people can sell goods to each other.
A. where B. which C. when D. whose
10. Is this museum ____some German friends visited last Wednesday?
A. that B. where C. in which D. the one
11. All those ____the rule raise your hands.
A. who is against B. are for C. who for D. that are against
12. Mary is one of the girls ____been to shanghai.
A. who have B. who is C. who had D. they have
13. He is the only one of the boys of his class who ____the piano well.
A. plays B. play C. playing D. are playing
14. Kate took away everything except ____Mary gave to her.
A. that B. what C. which D. it
15. The train ____ she was traveling was late.
A. which B. on which C. by which D. on that
【漢譯英】
1. 他是否加入對(duì)我們沒(méi)有改變。
2. 我無(wú)意中在名單上發(fā)現(xiàn)他的名字。
3. 那場(chǎng)音樂(lè)會(huì)吸引了很多人。
4. 那是一定的。
5. 我們必須為聚會(huì)做準(zhǔn)備。
【答案及解析】
【高考鏈接】
1. C 此題首先分析句子結(jié)構(gòu)，按句意可知是將喝咖啡與不喝咖啡的女性作比較，所以
women和those 后各帶一定語(yǔ)從句。根據(jù)關(guān)系代詞在從句中作主語(yǔ)不能省略這一規(guī)則，不難判斷出選項(xiàng)C為正確答案。
2. D 此題考查介詞+關(guān)系代詞which 引導(dǎo)的定語(yǔ)從句，先行詞為direction，代入后面的定語(yǔ)從句為she had come from the direction。故D項(xiàng)正確。
3. D 此題將定語(yǔ)從句置于情景交際中進(jìn)行考查。先行詞point在從句中作insist on的賓語(yǔ)。關(guān)系詞只能是關(guān)系代詞。故排除其它三選項(xiàng)。另外關(guān)系代詞在從句中作賓語(yǔ)可略，故選D。
4. A whose在句中引導(dǎo)定語(yǔ)從句。先行詞“house”在從句中“roof”構(gòu)成所屬關(guān)系，即the house’s roof。故選關(guān)系代詞whose。
5. A 此題主要考查point的抽象概念，它既能表示時(shí)間，也能表示地點(diǎn)，后面可以接when引導(dǎo)的定語(yǔ)從句，也可以接where引導(dǎo)的定語(yǔ)從句，例如：We had reached the point when there was no money left. (我們?cè)涞缴頍o(wú)分文的地步)Please underline the points where you don’t understand.（把你不懂的地方劃下來(lái)）。由上例可看出when 和where 與point連用，既能表示具體的時(shí)間和地點(diǎn)，也能表示抽象的時(shí)間和地點(diǎn)，但是它們的不同在于用where時(shí)，側(cè)重指“內(nèi)容”，所以此題選where 為最佳選項(xiàng)（側(cè)重于指雙方都能接受，并愿意坐下來(lái)談的條件）。
6. C 此句實(shí)際上考查的是定語(yǔ)從句的先行詞（關(guān)系代詞that的省略）。All (that)在定語(yǔ)從句中作do的賓語(yǔ)。如選D, That只起引導(dǎo)作用，不能作定語(yǔ)從句中的成分，且缺少先行詞。答案A與B不合題意。
7. A 因?yàn)閣here代替先行詞并在定語(yǔ)從句中作to lose control…的狀語(yǔ)。即“在一種難以駕馭飛機(jī)的情況下”where相當(dāng)于in which。
8. C 注意先行詞為hours,在定語(yǔ)從句中作狀語(yǔ)表時(shí)間.如果把主句寫(xiě)作: The film brought back to me the hours就比較容易選擇了。
9. D 考查定語(yǔ)從句，先行詞an age在從句中做狀語(yǔ)。
10. C
11. D which引導(dǎo)定語(yǔ)從句，指代the road map。
12. A 先行詞her trousers在從句后與on一起作狀語(yǔ)，表地點(diǎn)，所以用關(guān)系副詞where。
13. C visited后面需要賓語(yǔ)。
14. B 本題考查定語(yǔ)從句和turn to sb.。
15. B 本題考查不定式作定語(yǔ)，“介詞+ which+不定式”結(jié)構(gòu)作定語(yǔ)修飾名詞shop，與shop相搭配的介詞為in。
【鞏固練習(xí)】
1. B 此題考查定語(yǔ)從句,先行詞為point,在此意為“（進(jìn)展、增進(jìn)的）階段；程度”，引導(dǎo)詞在從句中作地點(diǎn)狀語(yǔ)，所以用where引導(dǎo)。
2. C 此題考查定語(yǔ)從句，先行詞a rocky planet指地點(diǎn)，且引導(dǎo)詞在從句中作地點(diǎn)狀語(yǔ)。
3. B 此題考查定語(yǔ)從句，先行詞是the time，引導(dǎo)詞在從句中作時(shí)間狀語(yǔ)。
4. C 此題考查對(duì)“such…as…”和“such…that…”的運(yùn)用。在such…as…這一結(jié)構(gòu)中，as引導(dǎo)定語(yǔ)從句，as是關(guān)系代詞；而在such…that…這一結(jié)構(gòu)中，that引導(dǎo)結(jié)果狀語(yǔ)從句。
5. B 此題考查定語(yǔ)從句中關(guān)系代詞的使用。把先行詞some cases代入從句中，相當(dāng)于：…in these cases drivers obviously knew the traffic rules but…“in these cases”作抽象地點(diǎn)狀語(yǔ)，意為“在這些情況下”，故選where。
6. B 此題考查復(fù)合句的掌握。在時(shí)間狀語(yǔ)從句中，一般現(xiàn)在時(shí)代替一般將來(lái)時(shí)，而此句中的從句“the manager will be back from his trip”是一般將來(lái)時(shí)，依此推斷，從句不是時(shí)間狀語(yǔ)從句，排除A、D。顯然，此句為定語(yǔ)從句，代入先行詞one more week，在從句中作時(shí)間狀語(yǔ)，故選when。
7. A 考查定語(yǔ)從句。All（that）they can be = what they can be。
8. D 考查定語(yǔ)從句。先行詞moments表示時(shí)間，定語(yǔ)從句由關(guān)系副詞when引導(dǎo)，相當(dāng)于at which即at the moments。
9. A 先行詞websites表示地點(diǎn)，應(yīng)用關(guān)系副詞where引導(dǎo)定語(yǔ)從句，相當(dāng)于on which即on these popular websites.
10. D 11. D 12. A 13. A 14. B 15. B
【漢譯英】
1. Whether he will join us won’t make any difference.
2. I came across his name on the list.
3. The concert attracted a great number of people.
4. That’s for sure.
5. We must prepare for the party.
Period 2: A sample lesson plan for Learning about Language
(Revise the Attributive Clause )
Aims
To help students revise the Attributive Clause
To help students discover and learn to use some useful words and expressions
To help students discover and learn to use some useful structures
Procedures
I. Warming up by reading the text aloud to the tape
As a student, you know that reading aloud is important, and you probably feel frustrated if you don't read well. Now open your book to page 29 and read aloud the text A Letter Home to the tape.
II. Discovering useful words and expressions
Turn to page 32 and do exercises 1 and 2.
Adjust: "Adjust the clock, please." "We must adjust to the bad economic situation" "Adjust your eyes to the darkness"
Grill: "He cooked hamburgers on the grill."
Relevant: The scientist corresponds with colleagues in order to learn about matters relevant to her own research."
Doorway: "He stuck his head in the doorway."
Arrangement: They made arrangements to meet in Chicago." "He changed the arrangement of the topics." "the arrangement of the furniture"; "the placement of the chairs"
III. Revising useful structures
Now you may turn to page 32 to do exercises 1.
You are to finish the sentence with your own words.
1. I made the present which would entertain you.
2. Painting is an activity that is connected with paints and brushes.
3. The person to whom you are dying to hear about is on holiday.
4. The man who lives at the bush school is a doctor.
5. The woman whose daughter you got to know yesterday is over there.
6. You won’t find the theatre where we jumped out of the window unless you have a map.
7. Anne is doing some research on the time when I started crying “AAAAA”.
8. The reason why he arrived at the village so late was that he was watching an interview of the first Chinese astronaut on TV.
Next you are going to do exercise 2 on page 32.
1. I’d like to have a friend whom I can learn English with.
2. For a holiday I ’d like to go to a place where I can shout and cry.
3. I’d like to have a bedroom that I use it as a study sometimes.
4. I’d like to learn to play a musical instrument that may produce terrible sounds.
5. The reason why he didn’t finish his homework is still a mystery.
6. The person to whom she was married is one who could speak five languages.
7. The mobile phone I’m going to buy is one that could send picture massages.
8. The day I won’t ever forget is the day when I left my father forever.
IV. Closing down by making sentences with the Attributive Clause
1. Thanks for your present that comes to me yesterday.
2. I like to hear from my mother who is living abroad.
3. I am dying to find a good job that will bring me lots of money.
4. He heard all about my studies that led to my success and fame in China.
5. I will include some photos that were taken by my daughter in America.
6. I cannot picture the places where he lived during the war.
7. He came to ask about the bush school that I attended last fall.
8. We reached the school grounds that were covered with wastes from the factories around.
9. He has become a lot more imaginative in English which is quite different from Chinese.
10. Chinese is a most challenging subject that is difficult to almost all the English-speaking natives.
Period 3: A sample lesson plan for Using Language
(THE WORLD’S MOST USEFUL GIFT CATALOGUE)
Aims
To help students read the passage THE WORLD’S MOST USEFUL GIFT CATALOGUE
To help students to use the language by reading, listening, speaking and writing
Procedures
I. Warming up by listening and reading to the tape
Now open your book to page 33. You are going to listening and reading to the tape, paying your attention to the pauses within the sentences.
II. Reading for forms
Read the text THE WORLD’S MOST USEFUL GIFT CATALOGUE again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.
III. Making sentences with the expressions from The World’s Most Useful Gift Catalogue
Next you are going to making sentences using the expressions from The World’s Most Useful Gift Catalogue. You may include as many attributive clauses as possible.
Expressions from The World’s Most Useful Gift Catalogue
give an unusual gift一份特殊的禮物, one’s loved one某人所愛(ài)的人, keep a gift保留禮物, a contribution towards…對(duì)……的捐助, choose… from this catalogue從清單中選……, a really useful gift for some of the world’s poorest送一個(gè)確實(shí)有用的禮物給世界上最窮苦的人, bring hope for a better future to…帶去對(duì)未來(lái)的美好希望給……, a community in need需要幫助的社區(qū), purchase an item購(gòu)買(mǎi)一項(xiàng)禮物, send…an attractive card給……發(fā)送一個(gè)精美的卡片, send… to… 把……送給……, use the cards for any special occasion可以用在任何一種特殊的場(chǎng)合的禮物, purchase…from…從……購(gòu)得……, train a whole village of around 40 families in new agricultural methods對(duì)整個(gè)大約40戶人口的村莊進(jìn)行新的農(nóng)業(yè)生產(chǎn)方法的培訓(xùn), provide seeds and simple agricultural equipment提供種子和簡(jiǎn)單的農(nóng)業(yè)機(jī)械, just 20% more produce僅僅提高了20%的產(chǎn)量, mean the difference between sickness and health意味著患病與健康的差異, go hungry變的饑餓, provide for…為……提供，自己自足
1. I was given an unusual gift by my loved daughter.
2. I will keep the gift that was given to me by that blind man.
3. This money will be a contribution towards those people who live in the West of the country.
4. You have to choose your school from the catalogue which was sent to you last week.
5. A really useful gift for some of the world’s poorest will bring hope for a better future to them.
6. Help must be offered to a community in need.
7. You may purchase an item at our shop.
8. I will send an attractive card to you.
9. This letter will be sent to your special person.
10. You may use the cards for any special occasion to purchase items from our shop.
11. He was sent to train a whole village of around 40 families in new agricultural methods.
12. Seeds and simple agricultural equipment will be provided.
13. Just 20% more produce will mean the difference between sickness and health.
14. The poor will go hungry this time next year.
IV. Closing down by asking about volunteer work
To know more about volunteer work you may put as many questions as possible to your teacher.
What is a volunteer project?
Why do people volunteer?
Would you like to work as a volunteer?
Is volunteering worth the time it takes?
Why would you enjoy volunteering?
Do you know anyone who has done volunteer work?
Where and why did they volunteer?
Could you and would you like to work as a volunteer in the same way?
What could you do to help if you had no money?
What is volunteer work?
What is your definition of "volunteer work"?
What is the dictionary definition of "volunteer"?
Have you ever benefited by someone's volunteer work?
What is volunteer screening?
Have you ever done any volunteer work?
What organizations do volunteer work?
What kind of work do they do?
What situations need volunteer workers?
Can you think of different types of volunteer work?
Can you think of examples of professional and amateur volunteering?
Have you and your family ever worked on a volunteer project together?
What did you do?
What are volunteer activities that people do?
Can you think of ways to help people who need help?
Have you ever done any volunteer work?
Did you do it alone, with friends or with your family?
Did you make new friends while you were doing the work?
Have you ever volunteered to help victims of natural disasters? Why?
Would you volunteer to help people outside your community?
Would you volunteer to help people outside your country?
Have you ever volunteered to help victims of natural disasters? Why or why not?
What are some organizations through which you can volunteer?
Why benefits do you get personally by volunteering?
How did you feel about volunteering before you started work?
How did you feel during the work?
How did you feel after you had finished the work?
What are some organizations through which you can volunteer?
What kind of work did they do?
What are some websites maintained by volunteer organizations?
Have you read a book about volunteer work?
Can you list some reasons why people volunteer?
How can volunteers benefit from their work?
Why would you enjoy certain types of volunteer work?
What types of volunteer work would be unpleasant for you?
What benefits other than personal satisfaction could you personally get by volunteering?
Is volunteering worth the cost to you?
In what situations and at what times in your life could you afford to volunteer?
Do you know anyone who has done volunteer work?
Where did they work and why did they volunteer?
Is there a history of volunteerism in your country?
Can you find information about volunteering in your country and two other countries?
Can a volunteer be treated the same as paid staff?
Part 2: Teaching Resources
第二部分：教學(xué)資源
Section 1: Discourse studies of A LETTER HOME
Type of writing and summary of A LETTER HOME
Type of writing Time Place Person Events Results
A personal letter Now From PNG Jo to Rosemary Tell about “my” life as a volunteer at PNG “I” am still teaching at a bush school at PNG.
Section 2: Background information for Unit 4 Sharing
1. The five C’s in letter writing
Clear: Try not to beat around the bush when letter writing. Every word should come across as something that is understood. The best way to test this is to read what you wrote out loud, in a tape recorder, and play it back to yourself.
Concise: Do not ramble. Try to make your words go straight to the point.
Courteous: Remember that words can come across a lot harsher on paper. It’s best to save arguing to verbal usage, so that you can clear up any misunderstandings.
Correct: Double check your spelling, grammar, and punctuation. There is nothing worse than trying to read a letter full of mistakes. It makes the clarity of the written word harder to decipher.
Complete: Make sure that when you bring up a topic, you do not change topics in mid-stream. Make sure that you finish what you have to say before you go on to another topic.
2. CULTURE SHOCK
●Culture Shock
We can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin.
●Symptoms:
Sadness, loneliness, melancholy
Preoccupation with health
Aches, pains, and allergies
Insomnia, desire to sleep too much or too little
Changes in temperament, depression, feeling vulnerable, feeling powerless
Anger, irritability, resentment, unwillingness to interact with others
Identifying with the old culture or idealizing the old country
Loss of identity
Trying too hard to absorb everything in the new culture or country
Unable to solve simple problems
Lack of confidence
Feelings of inadequacy or insecurity
Developing stereotypes about the new culture
Developing obsessions such as over-cleanliness
Longing for family
Feelings of being lost, overlooked, exploited or abused