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Ⅰ.单词拼写1．A small baby has no concept (概念) of right and wrong.2．The rain is coming in —the roof (屋顶) needs mending.3．My decision isn't relevant (相关的) to your suggestion.4．Education should be a universal right and not a privilege (特权)．5．They have chosen to work in that remote (遥远的) area after graduation.6．The magazine which is my favourite is published weekly (每周)．Ⅱ.拓展词汇1．weekly adj.& ad v.每周的/地→monthly adj.& ad v.每月的/地→yearly adj.& ad v.每年的/地→daily adj.& ad v.每天的/地2．arrangement n．安排；排列→arrange v．安排3．participate v i.参与；参加→participation n．参与；参加4．muddy adj.泥泞的；泥土般的→mud n．泥；泥泞5．adjust v i.&v t.调整；(使)适合→adjustment n．调整；调节；适应[巧记单词]Ⅲ.补全短语1．hear from接到……的信2．(be) dying to 极想；渴望3．come across 偶然遇到或发现；碰见4．stick out 伸出5．dry up (指河流、井等)干涸6．dry out (使浸水等之物)完全变干；干透7．the other day 不久前的一天8．participate in 参加；参与9．shake hands with sb. 与某人握手10．be made of 由……制成1．[教材原句]But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe.不过，上周末我和另外一位叫珍妮的老师真的去访问了一个村庄，那是我的学生汤贝的家。
2019-2020年高中人教版英语选修8教学案：Unit 4 Section Ⅲ Grammar —过去分词（短语）作状语(含答案)语法图解探究发现①Now once taught by me, she'd become an upper class lady ...②But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador's garden party.③Although wounded all over, the brave soldiers continued to fight.④Lost in the forest, you should first of all remain where you are, waiting for help to come.⑤Seriously injured, he had to be taken to hospital.⑥Followed by his wolf-dog, the hunter walked slowly in the forest.⑦He was found lying on the ground, his hands tied.[我的发现](1)句①～⑥中的过去分词分别在句中作条件状语、条件状语、让步状语、时间状语、原因状语和方式状语。
(2)过去分词表示被动或已经完成的动作。
作状语时，可以单独使用，如句④、句⑤、句⑥；也可以在其前面加上适当的连词，如句①、句②和句③。
(3)过去分词的逻辑主语必须与句子的主语保持一致，如果不一致，我们常在过去分词前加上其逻辑主语，构成独立主格结构，如句⑦。
一、过去分词(短语)作状语过去分词(短语)表示被动，表示动作已经完成，其逻辑主语则为句子的主语。
Section ⅡWelcome to the unit & Reading—Language Pointsdrop off让某人下车；中途顺便将某物送交某处；减少；睡着(教材P49)They pick up and drop off people at different stops on the route.在这条路线上，他们搭载乘客并把他们送到不同的停车点。
drop back (to) 退后，后撤(到)drop behind 落伍，落在……之后drop in/by (on sb.) 顺便走访(某人)drop out 退出；隐退；辍学①Is it OK if I drop the papers off to you later?我晚点把文件交给你行吗？②It was once a time when I had no interest in study and wanted to drop out of school.曾经有一段时期我没有兴趣学习，想辍学。
③Economic growth will drop back to 7% this year.经济增长率今年将下降到7%。
④Why not drop by for coffee sometime?为什么不找个时间到我家喝杯咖啡？convey v t.运载；运送；表达；传达；转让(财产)(教材P50)Horse-drawn buses, trams, cabs and carriages were used to convey people to and around the city centre.马车、有轨电车、计程车和非机动车被用来将人们送往市中心及其周围一带。
convey one’s feelings/meanings表达感情/意思convey sb.sth./convey sth.to sb. 向某人传达某物convey news/information to sb. 把消息/信息传给某人①I would like to convey in this letter my heartfelt thanks to you.我想借这封信来表达我对您最诚挚的感激之情。
Section_ⅤWriting_—_建议信一、基本结构建议信的主体部分是正文，其结构如下：第一部分：写信的目的及建议的理由。
可以包括某种现象或危害，然后很自然地引出建议的理由，理由要合情合理，语气得当，委婉且有礼貌。
第二部分：建议的内容。
根据问题所在有针对性地提出建议，同时可以适当地阐述这种建议的理由，以使人信服和接受。
第三部分：希望对方采纳并表示感谢。
二、增分佳句(一)建议信的开头常用句式——提出观点1．I am writing to express my views about ...2．You have asked for my advice on ...and I will try to make some suggestions.(二)建议信的主体常用句式——建议内容1．If I were you, I would ...2．I would like to suggest that ...3．It would seem to me that you could ...4．I think it would be more beneficial if you could ...5．In my opinion, you should ...6．In my experience, it seems that ...(三)建议信的结尾常用句式——表达希望1．I hope you will take my advice into account.2．I hope you will find these proposals/recommendations practical/helpful.[题目要求]假设你叫李华，你的美国朋友Johnson想和家人来中国定居，请你帮他在A、B两座城市中做出选择。
下图是这两座城市在就业、娱乐和环境等方面的对比情况。
请根据相关信息用英语给他写封电子邮件，提出你的建议并说明理由。
Unit 4 SharingⅡ. 目标语言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。
Unit 4 SharingI．教学内容分析本单元的中心话题是济贫扶弱、志愿服务、合作共享。
教学目的是让学生认识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。
Warming Up部分通过对同学进行采访的小组活动，了解同学们平时帮助别人的方式。
最后讨论自愿帮助和志愿者的不同，从而引出下文的阅读课文。
Pre-reading部分介绍了阅读课文的背景知识。
Reading部分是一封家书。
作者是一个到巴布亚新几内亚教书的志愿者。
文中介绍了巴布亚新几内亚农村的教育和生活状况，描述了到一个学生家做客的经历。
Comprehending部分设置了三个练习，目的在于让学生逐层加深对课文的理解。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是复习限制性定语从句，特别是用that不用which的情况。
Using Language部分中包括了听、读、写三个部分的内容。
阅读部分介绍了一个出售特殊礼物、帮助发展中国家的网页。
听力部分通过记者对一个志愿者的采访，让学生更多地了解发展中国家，培养学生助人为乐的精神。
学习用时间表达法叙述事件是本听力练习的重点。
Summing Up部分要求学生对本单元所学的知识进行总结和评价，以找出不足之处，从而改进。
Learning Tip部分建议学生要积极参加小组活动，以练习口语，培养交际能力。
II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 系统掌握运用限制性定语从句。
2. 教学难点(1) 认识帮助别人的重要性；(2) 学会发表评论和表达自己的看法；(3) 学会以时间为线索，叙述人物生平。
III．教学计划本单元建议分六课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二、三课时：Learning about Language第四课时：Reading and discussing （Using Language）第五课时：Listening and speaking （Using Language）第六课时：Reading task (Workbook), Speaking task (Workbook) & Writing task(Workbook)IV．教学步骤：Period 1 Warming up, Pre-reading, Reading & ComprehendingTeaching Goals:1. To help Ss to learn the importance of helping others and the ways to help others.2. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.3. To teach how to use the new words and phrases in the text.Teaching Procedures:Step 1. Leading-in1. Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei Feng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”2. Get some Ss to present their opinions on the question above before the class.Suggested Answer:Nobody can do everything alone, no matter how powerful he is. Nobody never meets with trouble, no matter how well he is going. So everybody needs others’ help. But we cannot alwaysreceive but never give. We must give in return for what we receive. We give help because we have been helped. Since we were born, we have received a lot from the society. So we should return it. We give help today, but we may need help tomorrow. Even if we may not see a person again, by helping him, we can let him know help is necessary and important for those who are in need. By helping each other, people can feel that life is full of warmth and friendliness and is worth living. In a word, to help others is to help oneself.Step 2. Warming Up1. Ask Ss to discuss the following question.In what ways do we help the people around?2. Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.3. Divide Ss into four groups and ask them to discuss the following question.Can we call the person who helps others a “volunteer”?Suggested Answer:When one of your parents or friends needs help, you may not be asked to help but you volunteer to help, we don’t say you are a volunteer. A volunteer is a person who helps others in or outside his community or in a foreign country.Step 3. Pre-readingPurpose: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29～P30 and guess what the passage talks about.2.Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imaginetheir living conditions.3. Lead Ss to the reading text. Teacher may say, “Today we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the south of Australia.”Step 4. SkimmingPurpose: To help Ss get the general idea of the letter.1.Ask Ss to listen to the tape and try to get the main idea of the text.Suggested Answer:In the letter, the writer wrote about the educational and living conditions in PNG and her experience of visiting a student’s village.2.Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sum up themain idea of each paragraph with only one sentence.Suggested Answer:Para.2: The school is simply built and far away from the students’ homes.Para.3: The educational conditions are very poor.Para.4: I visited a village of one of my student’ and received a warm welcome.Para.5: I stayed with the student’s family and their huts were poorly equipped.Para.6: I had a meal with the student’s family and they cooked in an unusual way.Para.7: I returned from the visit and felt greatly rewarded.Step 5. ScanningPurpose: To help Ss get a deeper understanding of the text..1. Ask Ss to find out the relationship of the people mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them? Can you find out who they are?” Suggested Answers:Jo — the writer of the letter.Rosemary — the person who Jo is writing to.Tombe — one of the writer’s boy students, whose family Jo visitedJenny — the writer’s fellow workerKiak — Tombe’s motherMukap — Tombe’s father2. Ask Ss to read the text carefully and ask them the following questions. It is better to read them out to Ss than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.(1)What is the school like?(2)Is the writer popular with her students? How do you know?(3)What is the writer’s difficulty in teaching?(4)Why did the students jump out of the windows?(5)Why does the writer wonder if she is making any difference to her students’ lives?(6)Was the writer warmly welcomed by the villagers? How do you know?(7)Do Mukap and Kiak usually sleep in the same house?(8)Where did the writer and Jenny sleep that night?(9)Why did Tombe throw away the tin can?Suggested Answers:(1)It is made of bamboo and the roofs are made of grass. It is from away from Ss’ homes.(2)Yes. When she gets to school, the students all say hello to her.(3)There is no electricity or water and they have no textbooks. There is no teachingequipment.(4)Because they had never seen such an accident and were frightened.(5)Because most of her students will go back to their villages to work in the field and shethought what they have learnt will be of no use.(6)Yes. Because Tmbe’s mother welcomed her by crying “ieee ieee” and the villager allshook hands with her warmly.(7)No. They sleep in their own huts.(8)They slept on a newly-made platform in Mukap’s hut.(9)Because they think throwing away the tin can is in fact throwing away evil spirits.Step 6. Language point1. Ask Ss to work in pairs and underline and translate the following phrases in the text.hear from, be dying to do sth., up to, adapt to, the other day, before I knew it, come across, make a difference to sb., get to know, shake hands with sb., stick out of, get through, a newly made platform, a couple of, build a fire, leave…to do sth., dry out, dry up, fall into bed2. Lead Ss to deal with some more language points.(1) be dying to do sth (line 2, para1): want very much to do sth, have a strong desire to do sth.I am dying to know what has happened. 我迫切想知道发生了什么。
Section_ⅢGrammar —限制性定语从句语法图解探究发现选词填空(that/which/who)1．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.2．The boys who had never come across anything like this before started jumping out of the windows.3．But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe.4．When we arrived at the village, Tombe's mother, Kiak, who had been pulling weeds in her garden, started crying “ieee ieee”．5．The only possessions (that) I could see were one broom, a few tin plates and cups and a couple of jars.[我的发现](1)以上五个句子皆为限制性定语从句。
(2)句1、3为关系代词which引导的定语从句，先行词为表示物或地点的名词(短语)，关系代词which在从句中充当主语。
(3)句2、4为关系代词who引导的定语从句，先行词为指人的名词(短语)，who在从句中充当主语。
(4)句5为省掉关系代词that 的定语从句，关系代词在从句中作动词see的宾语，先行词为由only修饰的名词possessions。
一、概述1．定语从句是用来修饰某一名词或代词的从句。
定语从句一般置于被修饰的词之后，且有引导词引导。
被定语从句所修饰的名词或代词叫作先行词。
2．引导定语从句的词叫关系词。
关系词分为关系代词和关系副词。
3．定语从句分为限制性定语从句和非限制性定语从句。
Here is the_girl (who/whom) we have been looking for.↓↓先行词引导词这就是我们一直在寻找的女孩。
We will always remember those_days when we worked↓↓先行词引导词together there.我们将永远记住我们一起在那里工作的日子。
We went to the_factory where we had ever worked.↓↓先行词引导词我们去了我们曾经工作过的工厂。
She bought a_dress yesterday which suits her very well.↓↓先行词引导词昨天她买了一件非常适合她的女裙。
[即时演练1]用定语从句连接两个简单句①The doctor is in the room. You are looking for him.(whom)→The_doctor_whom_you_are_looking_for_is_in_the_room.②Nobody wants the house. Its windows are all broken.(whose)→Nobody_wants_the_house_whose_windows_are_all_broken.③We know the place. Our teacher lives there.(where)→We_know_the_place_where_our_teacher_lives.④Do you know the reason? She was late for the meeting for it. (why)→Do_you_know_the_reason_why_she_was_late_for_the_meeting?二、限制性定语从句1．关系代词的种类、功能及句法作用Yesterday I helped an_old_man who/that lost his way.↓↓人作主语昨天我帮助了一位迷路的老人。
He finished a_novel last year which/that made him famous.↓↓物作主语去年他完成了一部让他出名的小说。
The_man (who/whom) you met just now is my friend.↓↓人作宾语你刚刚见到的那个人是我的朋友。
This is the_pen (that/which) he bought yesterday.↓↓物作宾语这是他昨天买的钢笔。
He is the_scientist whose achievements/the achieve-↓↓人作定语ments of_whom are well-known.↓作定语他就是那位成就卓著的科学家。
The_station whose construction/the construction of_which↓↓↓物作定语作定语was finished the year before has already come into use.前年完工的车站已经投入使用。
(1) as引导限制性定语从句时，一般用于such ... as ..., the same ... as ... 结构中，as为关系代词，其既可指人也可指物，且在从句中既可作主语也可作宾语。
He is such a kind person as we all like him.他是个很善良的人，我们都喜欢。
This is the same book as was bought yesterday.这是和昨天买的同样的一本书。
(2)关系代词在从句中作主语时，谓语动词的单复数与先行词的单复数形式一致。
The number of the people who/that come to visit the city each year rises one million.每年来参观这座城市的人数增加100万。
[名师点津]关系代词在从句中作主语，先行词为“one of＋复数名词”时，谓语动词的单复数与复数名词形式一致；若先行词为“the only one of＋复数名词”时，谓语动词的单复数与one一致。
Tom is one of the students who study hard.汤姆是这些学习刻苦的学生中的一个。
Tom is the only one of the students who studies hard.汤姆是这些学生中唯一一个学习刻苦的。
(3)表示人的关系代词who在口语中代替whom。
如果关系代词作介词的宾语，则只能用whom, 但如果把介词放在句尾，则两者都可以用；表示物的关系代词that在口语中可代替which。
如果关系代词作介词的宾语，则只能用which, 但如果把介词放在句尾，则两者都可以用。
This is the missing boy who/whom they are searching for.＝This is the missing boy for whom they are searching.这是他们正在寻找的丢失的男孩。
It is the TV series (that/which) we talked about just now.＝It is the TV series about which we talked just now.这就是我们刚才谈论的电视连续剧。
(4)当关系代词whose代替物时，实际上相当于of which；当关系代词whose代替人时，实际上相当于of whom。
It was a small village whose name (the name of which/of which the name) I have forgotten.那是一个小村子，它的名字我忘了。
During our stay at the seaside city last summer, we met a fisherman whose face (＝the face of whom/of whom the face) got sun-burnt.去年夏天我们在这座海边城市逗留期间，我们遇到了一位农夫，他的脸都晒黑了。
(5)关系代词引导定语从句，且关系代词作介词的宾语时，先行词是人，关系代词用whom；先行词是物，关系代词用which。
介词有时位于关系代词之前，有时也可位于从句中动词之后。
Now she needs a person to whom she could turn for help.现在她需要一位能够寻求帮助的人。
There is a dictionary in which we can look up the new word.那里有一本词典，我们可以在这本词典里查这个新单词。
[名师点津]介词的确定主要取决于三个原则：一是与先行词的搭配；二是与从句中动词的搭配；三是上下文表达的需要。
(6) 关系代词只用that的几种特殊情况。
①当先行词为all, everything, nothing, anything, little, much等不定代词时Tell me everything that you know.把你知道的一切告诉我。
②当先行词被very, both, the only, all, every, no, any, little, much, some修饰时This is the only coat that I have.这是我拥有的唯一一件大衣。
③当先行词被形容词的最高级修饰时This is the most beautiful city that I visited.这是我参观过的最美的城市。
④当先行词被序数词修饰时This is the first lesson that we have this term.这是我们这一学期上的第一节课。
⑤当先行词既包括人又包括物时He hasn't sent us the workers and equipment that we need.他没有给我们送来我们需要的工人和设备。
⑥当主句是以who/which开头的特殊疑问句时Which is the coat that you like best?你最喜欢的大衣是哪件？⑦当关系代词在从句中作表语时Your disease is not the case that it used to be.你的病情已经不是过去的情况了。
