云南省德宏州梁河县第一中学高中英语 Unit1 Cultural relicsPeriod 7课件 新人教版必修2

第四课时词汇课一、教学内容Discovering useful words and expressions (p. 3); Using words andexpressions (p. 42)二、教学目标在本节课结束时，学生能够●查字典确定词汇在具体语境中的含义。

●了解本单元重点词汇的用法并在语境中使用这些词汇。

三、教学步骤步骤一检查作业请学生在限定时间内根据括号内的英文注释从本单元找出适当的词汇填空，然后教师找几个学生分别说出答案。

设计意图：打破常规枯燥的英英互译模式，采取空出课文句子中的重点词汇，请学生根据该词的英文释义填词的方式检测他们对重点词汇含义的理解；同时也使他们体会这些词汇在语境中的应用。

步骤二 重点词汇学习1. 查字典：教师和学生一起翻开词典，按照字母顺序在词典中查到belong 所在页。

找到belong to 的词条，学习其用法。

或者请学生看学生用书p. 3练习三关于belong to 的解释和用法。

2. 用法连线：请学生独立将练习三例句中的用法与词典中相应的释义连线。

然后教师请几个学生说出答案。

如果答案有错误，请其他学生帮助改正。

3. 选择填空：请学生在限定时间内独立完成以下选择填空。

然后教师请几个学生说出答案，如果答案有错误，请其他学生帮助改正。

4．利用例句总结学习其他词汇。

让学生观察例句，选择蓝色词在句中的确切含义；并用该词或词组造句或者翻译句子。

每个句子请一个学生做，其他学生可以发表自己的不同意见。

有问题大家一起更正。

2. Does a cultural relic always have to be rare and valuable ? adj.1)worth a lot of money2) very useful or important3) important because there is only a limited amountavailable3. The design of the room was in the fancy style popular inthose days. design n.1)drawing or outline from which sth may be made 2) art of making such drawings, etc.3) general arrangement or planning (of a building, book, machine, picture, etc.)Word studystyle n.1) way of doing sth2) the particular way that someone behaves, works or deals with other people3) a typical way of writing, painting etc that is used by a particular person during a particular period of time4) a way of using words or spelling that is considered correctWord study设计意图：教授学生查字典确定词义的方法，提高学生利用工具书解决问题的能力。

第二课时语法课一、教学内容Discovering useful structures (p. 4); Using structures (p. 43)二、教学目标在本节课结束时，学生能够●归纳限制性定语从句和非限制性定语从句的区别和用法。

●正确使用限制性定语从句和非限制性定语从句。

三、教学步骤步骤一热身1.检查作业：请五名学生分段朗读课文，纠正其语音、语调。

2. 请学生说出课文中自己不理解的句子，教师把句子写在黑板上。

先请其他学生帮助解释句子，之后教师补充或讲解。

3. 若学生没有提到下列句子，教师可以将其写在黑板或呈现在PPT上，标出定语从句，提问学生，看他们是否了解这一语法形式，从而引出定语从句。

设计意图：检查学生朗读的语音、语调是否标准，便于及时发现问题，及时纠正；采取请学生找出难句，互相帮助解决问题，教师辅佐的做法旨在培养学生自主学习的习惯。

步骤二复习1.要求学生在限定时间内独立完成以下练习。

2.教师任选几个学生分别说出自己的答案，如有错误，再请其他学生纠正并说明原因。

如果某题出现问题较多，则由教师统一讲解。

然后回顾一下限制性定语从句的基本用法。

设计意图：通过练习让学生复习已学过的限定性定语从句的构成形式和基本用法，为过渡到本单元的语法学习作好准备。

步骤三 比较1. 请学生四人一组仔细观察下面两组句子并找出每组句子间的区别。

2. 教师请学生说出讨论的结果，然后对学生的总结进行整理，引导学生完成下面的表格，归纳出限定性定语从句和非限定性定义从句的区别。

提醒学生注意：使用时用限制性定语从句还是非限制性定语从句需要根据上下文确定； 非限定性定语从句常常用作书面语。

设计意图：通过小组观察和讨论锻炼学生共同探讨、自主学习的能力；通过教师的帮助，使学生进一步明确限制性定语从句和非限制性定语从句在形式和用法上的区别。

步骤四 查找、判断和总结1. 请学生重新阅读学生用书pp.1-2的课表意形式功能非限制性定语从句限制性定语从句修饰先行词修饰先行词或整个句子无逗号与主句分开有逗号与主句分开使用时可以用that 引导使用时不能用that 引导与主句语意关系紧凑，定语从句不能删除与主句语意关系松散，定语从句可以删除Comparing文，通过查找关系代词和关系副词，快速找到并划出文章中所有含有定语从句的句子及其所修饰的词或句子。

高一英语Unit 1 cultural relics人教实验版必修II【本讲教育信息】一. 教学内容：必修II Unit 1 cultural relics1. 重点单词短语用法讲解2. 课文难点句解析二. 知识总结与归纳：单元内容简介：主题：文物和文化遗产。

重点介绍了琥珀屋这一文化瑰宝的历史。

三. 重点讲解与归纳：1. A cultural relic is something that has survived for a long time,…survive•1) (from sth); ~ (on sth) vi. -- continue to live or exist 继续生存或存在。

•Many strange customs have survived from earlier times. •有许多古怪的习俗源远流长。

•在失事飞机上的六个人，仅一人幸存。

•Of the six people in the plane that crashed, only one survived.•我每周收入30英镑难以活命。

•I can't survive on ￡30 a week.•2) vt. continue to live or exist in spite of nearly being killed or destroyed by (sth) 经历〔某事物〕幸存：•有五个人在那次车祸中幸存下来。

•Five people survived the car accident.•3) vt. remain alive after (sb.) 比〔某人〕长命：•The old lady has survived her husband.•那老太太的丈夫先她而去世了。

•n. 幸存者survivor2. …often a part of something old that has remained when the rest of it has been destroyed remain•1) be left or still present after other parts have been removed or used 剩下；剩余；遗留：•After the fire, very little remained of my house.•8减3剩5•If you take 3 from 8, 5 remains.•剩余各点留待下次会议再议。

高中英语人教版新课标英语必修1 Unit 1 教学设计Warming Up第一步：教师可以采用以下的不同方式引出本单元的话题；方案一:可以直接利用课本热身部分提供的问题来引出话题。

这一方案开门见山,不仅能很快切入本单元的主题,而且问题指向明确,学生比较容易展开话题。

方案二：可以利用其它更为生动、灵活的方式如：在黑板上写下几种“朋友”这个词在不同语言里的表达，让学生猜这些词的意思以激发学生的学习兴趣（教师最好能知道这些不同表达的书写和读音，还可以让学生在课堂上试写和试读）；也可以播放一首以友情为主题的歌曲（无印良品：《朋友》；老狼：《睡在我上铺的兄弟》）或一段描述友谊的电影片段（韩国电影《朋友》导演：郭京泽主演：张东健），然后让学生就所播放素材的主题展开讨论，进入本单元话题；教师还可以引用一些国、内外谈论朋友的名人名言（见背景资料）来展开话题。

方案三：可以事先让学生准备一张好朋友的照片，然后在课堂上让学生展示自己的朋友的照片并描述其主要特点。

也可以让学生介绍自己新学期在新的班级里交到的朋友（此方案适合程度较好的班级）。

开展活动时可以全班一起进行，也可以分小组进行，但要提醒学生用英语进行表达。

教师可以事先做一个brain-storm，在黑板上列出一些描述人物的常用词汇和句型以帮助学生顺利完成接下来的活动，如：Personality：kind generous humorousAppearance：handsome pretty good-looking tallHobby：sports reading travelingIn my opinion / I think / As to me, he (she) is a ... person.He(She) always wears ....He(She) looks like....We always do ... together.第二步：学生完成课本热身部分的问卷调查。

Unit 2 The Olympic Gamesusing language---教案Teaching Aims:To read about the ancient Olympic GamesTo listen and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducingHi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him. Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.Ⅱ. Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and plete the True or False guestions after the text on page14.2. Reading and Telling True of FalseRead the text and finish exercise 1 on page14.1. She practiced running to pete in the Olympic Games. ( F )2. At first Hippomenes understood why men ran against Atlanta. ( F )3. Atlanta was not sure she could win. ( F )4. She was so angry about the fact that she could not run in the Olympics. ( T )5. She made as many men as she could share her pain. ( T )6. Her father did not understand her wish to pete in the Olympics. ( T )7.He did not refuse her wish to choose her husband in a race. ( T )3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.4. ListeningFor listening turn to page 15 and be ready to do exercises 1.First read the statements carefully and imagine what is the listening about.When doing it , you must make clear the order of them.5. ActingNext we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?Who will be Alanta’s father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s fa ther. The rest of class, please prepare it in groups of four. Then act your play before class.6. SpeakingNow, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collection?Which of the sports do you like best?What is your favorite sport?Are you interested in table tennis?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…2. Writing a descriptionTurn to page 16 and follow the direction to write a description of your favorite hobby.Here is an example:IV. Closing down by finding informationGo to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.。

Unit 1 Cultural RelicsPeriod1 Warmingup & ReadingⅠ . Learning goals:1.To use reading skills (skimming & scanning) expertly to solve some practical problems in reading2. To understand the importance of protecting cultural relics.Ⅱ . Preclass: read the following passage and answer the questions.A cultural relic is something that can represent cultures, which has survived for a long time to tell the history, and it is very rare and valuable. Cultural relics can be craftworks, buildings, books, paintings, music, and so on.Cultural relics are physical reminders of what different people valued in the past and continue to value now. It can also be said that the culture relics are more than works of art, they are symbols of history and the people who lived in the past.1. What is a cultural relic ？2. Can you give some examples about cultural relics at home and abroad ？Ⅲ . WhileclassStep 1 leadin1. Enjoy some pictures of cultural relics and amber.2. Imagine: if a house is made of amber, what will it be like?3. Lead in reading, and then enjoy a short video.Step 2 ReadingTask1 Skimming1. Read the whole passage quickly, trying to get the main idea about the text and match the main idea with ea ch paragraph.It tells us the strange history of the_______ ________, a cultural relic of two countries: _________ and ________.Task 2 Scanning1. true or false (Re ad the whole passage carefully, and finish the following exercise. After finishing T or F, discuss in the group.)(1)It took some best artists about ten years to make the old Amber Room.( )A. the disappearance of the Amber Room. Para 1: Para 2: Para 3: Para 4: Para 5: E. the improvement of the Amber Room.B. the building of the Amber Room. D. changes about the owners of the Amber Room.C. how and why a new Amber Room was built.(2)The Amber Room served as a reception hall for the guests of Frederick William Ⅰ.( )(3).Catherine Ⅱmade people move the Amber Room to the summer palace outside St Petersburg.( )(4)Some of the Nazis secretly stole the Amber Room.( )(5)The Amber Room was rebuilt differently from the old photos of it.( )2. retellRead the whole passage carefully again, find time, characters and events in the passage, then retell the story.Time:Characters:Events:Ⅳ.Test for goals(另附页)V. Summary1.What reading skills could you use in doing reading exercise after learning this class?2.As for cultural relics, what should we do?Ⅵ. HomeworkIn cities across the United States, old factories, schools, railroad stations and other buildings are being renovated(翻新)for new uses. City planners and private inventors are finding that good buildings, no matter how old, can be remodeled for new purposes. “If you’d asked someone four or five years ago whether he’d rent an apartment in an abandoned piano factory or clothing warehouse(大商店), he’d have thought you were crazy,”says a New York architect. “Today, many people are eager to do it.”Only a few decades ago, renovation was unpopular and generally far more expensive than taking down abandoned(抛弃) buildings and starting from the beginning. A change began in the 1990s with a number of welladvertised projects. They included Chirardelli Square in S an Francisco, where an old chocolate factory was renovated and made into shops and restaurants, Trolley Square in Salt Lake City, where an abandoned car warehouse became a shopping centre.What caused the change? “One reason is nostalgia(怀旧),”a san Francisco builder suggests. “Maybe old is better than new, many people are saying. Feelings about preserving attractive or historic buildings have changed a great deal.”A second cause is economy. The cost of tearing down an old building and constructing a new one from nothing now has risen to the point where it is often less expensive to fix a solid older structure.Even when the costs of renovation are the same as or a bit more than the costs of putting up a new building, fixing the old building may be better. Gradually, architects and builders are developing knowledge about ren ovation and preservation, bringing imagination and creativity to the job.1. In the United States, renovating old creativity to the job___________.A. has a long historyB. is a new trendC. is still unpopularD. is out of date2. What’s the purpose of this passage?A. Call on people to renovate old buildingsB. Report a change—renovation in AmericaC. Encourage people to make use of old buildingD. Introduce a new method of renovating old buildings3. Why did the passage mention Ghirardelli Square and Trolley Square?A. To introduce us some successful building renovations.B. To make them known to the public.C. To discuss whether they were worth restoring.D. To tell us any old buildi ngs can be renovated.4. Renovating old buildings in the US needs architects who ______.A. are skilled at tearing down old buildingsB. are good at designing a new buildingC. have rich imagination and creativityD. have nostalgia of the city5. From the passage we can learn that________.A. building renovation is a better choice even if it costs more than building a new oneB. renovating a building is surely cheaper than putting up a new oneC. the main reason for building renovation is for economic purposeD. there will be less new buildings in the worldTest for goalsHow does a place bee a World Heritage Site (世界遗产) ? It takes a lot of people to decide.If a country wants one of its places to be on the World Heritage List, it has to ask UNESCO (联合国教科文组织) .The place must be important and special.UNESCO put the Great Wall on the list in 1987, because it said, it was a great part of Chinese culture. The country must also make a plan for protecting the place.The World Heritage mittee of UNESCO talks about different places and decides whether to put them on the list. The mittee meets every June. Many experts help the mittee to decide.After a new place goes on the list, UNESCO gives money to help keep it looking good.If a place is in serious danger, it may be put on the List of World Heritage Sites in Danger. UNESCO give s special care and help to those places.Countries have to give UNESCO regular reports about places on the list. If UNESCO thinks a country isn't taking good care of a place,th e site will be taken off the list.1.The passage mainly discusses.2.If a place successfully bees a World Heritage Site, the country ______.A. can ask UNESCO for more money and helpB. sho uld cont inue to take special care of itC. won't take trouble of caring for itD. will try to put it on the List of World Heritage Sites in danger3.The purpose of putting a place on the World Heritage List is to _____.A. attract more tourists from other countriesB. get more money and help from other countriesC. have it taken better care ofD. make it known to other countries。

Unit 1 Great ScientistsListening, Speaking and WritingTeaching Aims:Improve the students’ listening skills.Improve the students’ speaking skills.Difficult and Important Points:1)Listening2)Help Ss overcome the difficulties in listening material.Teaching Methods:Class activities to help motivate the Ss’ interest of learning English. Teaching Procedures:Step I Warming up1.Which plant and a nimal do you like best? Can you classify them into a system ?2.Background: Carl Linnaeus (1707-1778) SwedishCarl Linnaeus is often called the Father of Taxonomy(分类学).He succeeded in classifying the plants and animals into a system that worked. His method was called “the sexual method” of classifying plants and animals. His system for naming, ranking, and classifying organisms is still in wide use today (with many changes). His ideas on classification have influenced generations of bio logists during and after his own lifetime.Step II. Listening P411.Choose which of the following statements most closely describes what this listening passage is about . Explain why the others are wrong.A. This is about a man who wants to name a flower.B. This is about a man who finds a flower and wants to own it.C. This is about a man who finds a flower and wants to know if it is a new species of flower.2. List en to the tape again and try to complete the following passage.To find the name of the unknown flower, first you have to go to see a flower ________. He /She will look in a special ________ written by Carl Linnaeus. He lived in __________ from ________to __________. He was very important because he solved a serious problem for _________ . He saw all plants and animals produce _________________________. Some animals produce __________ but others lay _______ while plants ______________. He used thesedifferent ways of producing young to put plants and animals into _________. For example, the group called birds lay ________ to produce young and they all have ________. Linnaeus put the plants and animals into smaller groups or species. He gave each one two names. One is for the large group, for example _______ and one is for the species, for example _________. So a parrot would be ___________. He was the first person to successfully classify(分类)all plants and animals.Step III. Talking P41Imagine you are going to meet a specialist about a newly-found flower. Your partner will be the assistant for the flower specialist. You both need a descriptionof the other so you can recognize each other when you meet. Now ring the assistant to sort out the necessary information.Pair work (Making a telephone call)How will I recognize you?What special features do you have?What will you wear?How will I know you?What do you look like?You can reco gnize me because…I’m tall/short, fat/thin, young/old with…My…looks a bit like…I have large /small ,brown/green eyes with…Step IV. Play a game: Can you guess w ho he/she is?One acts as an assistant, the other acts as the third person who wants to introduce a visitor (in the class) to the assistant. The whole class guess who the visitor is.Step V. Persuasive writing (Please refer to P8 Learning Tip)Writing Task: P7.3.Now writing a short letter asking Copernicus to publish his ideas so everyone can read them.First you need to collect your ideas. For example:•He believes his new theory is true.•There are problems with the present theory.•He has done many years of observations to prove his new theory is true.•Science can’t develop unless people publi sh their ideas.•Time will show if his theory is true or not.Here is a plan:Beginnin g: Tell Copernicus who you are and why yo u want him to publish his ideas. Paragraph 1: Reason 1 and evidence.Paragraph 2: Reason 2 and evidence.Summing up: Ask him to think again about publishing his ideas.One possible version:Dear Nicolaus Copernicus,I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.So I hope you will feel you can publish your new theory.Yours sincerely, Zhang HuaStep VI. SummaryStep VII. Homework assignment。

Unit 1 Cultural relicsGrammar(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionPlease turn to page 3. Do exercises 1, 2 and 3 first. Please check your answers against your classmates’.Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example, the dependent clause “which I boughtyesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before. In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”. They’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”. They are searching for the student who borrowed the bookThe clause modifies the pronoun “student” and answers the question “which stu dent?”.Did I tell you about the author whom I met?The clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours.The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process.In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and heart disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months. At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has a great effect on my life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADA。