Unit 3 Period 4 课时学案 单元语法讲练(Learning About Language)-【名师导航】2025-2026学年高中英语选择性必修第三册教师用书配套课件（人教版）

该高中英语课件聚焦直接引语与间接引语语法点，通过“美文诵读”呈现Cali学滑冰的对话语境，结合“语法体悟”对比带引号原话（直接引语）与转述表达（间接引语），为后续转化规则学习搭建直观认知支架。 其特色是分模块详解转化规则（人称、时态等），配“原则+中英例句+即时训练”，如人称“三原则”及对应练习。亮点在于融合语言能力培养，通过真实语境和多样化练习（单句填空、阅读等）提升理解表达能力，促进思维品质发展。学生可夯实语法基础，教师可直接用于教学提高效率。

Period 4　课时学案 单元语法讲练 (Learning About Language) 主题语境 人与自然——自然环境保护 UNIT 3　 ENVIRONMENTAL PROTECTION 美文诵读 ①Her uncle said that it's time to hit the ice．As he helped her walk to the edge of the rink，he said，②“We will hold your hands and you can stand between us．” Cali took their hands in hers and made her first step onto the smooth ice．She grinned and tried taking a few steps．③“Good，Cali．Now try to glide on one foot for just a second longer than on each foot as you walk，” suggested her aunt．Then her uncle skated in front of her while her aunt guided her 直接引语和间接引语 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 美文诵读 from behind．④“Skate to your uncle now，” she said，pushing her on the back a little to get more speed．Cali glided unsteadily towards her uncle，taking small steps and fighting for balance．When she reached her uncle，⑤he told her to try it on her own．Cali wasn't too sure about that．It seemed as if everyone else was zooming past her．She started to get nervous，but she still gave it a try． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 语法体悟 英语中常用两种方式引用别人说的话。一种是直接引语，另一种是间接引语。 1．句①⑤，为间接引语用自己的话转述别人的话，不需要引号标出。 2．句②③④，为直接引语引述别人的原话，并将原话用引号标出。 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 引述或转述别人的话称为“引语”。引述别人的原话，并将原话用引号标出，称为直接引语；用自己的话转述别人的话，不需要引号标出的称为间接引语。 直接引语和间接引语之间的转化规则有以下几种： 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 一、人称变化的三原则 1．“第一人称随主”原则 如果直接引语中的主语是第一人称或被第一人称修饰，变为间接引语时从句中的人称要按照主句中主语的人称变化。 Mary said，“I want to have a computer of my own．” 玛丽说：“我想拥有一台我自己的电脑。”(直接引语中为第一人称) →Mary said that she wanted to have a computer of her own． 玛丽说，她想拥有一台她自己的电脑。(间接引语中随主语改为第三人称) 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 2．“第二人称随宾”原则 如果直接引语中的主语及宾语是第二人称或被第二人称修饰，在间接引语中，从句中的人称要跟引号外的主句的宾语一致。如果引号外的主句没有宾语，也可以用第一人称。 Her colleague said to her，“Who did you ask for leave？” 她的同事对她说：“你向谁请了假？”(直接引语中为第二人称) →Her colleague asked her who she had asked for leave． 她的同事问她向谁请了假。(间接引语中的主语随主句宾语改为第三人称) 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 3．“第三人称不更新”原则 直接引语变间接引语时，如果直接引语中的主语及宾语是第三人称或被第三人称修饰，在间接引语中，从句中的人称一般不需要变化。 Mr．Li said，“Jack is a good worker．” 李先生说：“杰克是一位好工人。”(直接引语中的主语为第三人称) →Mr．Li said Jack was a good worker． 李先生说，杰克是一位好工人。(间接引语中的人称不变) 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 即时训练1 把下列直接引语变为间接引语 ①She said，“I have not heard from him since May．” →She said that ___ had not heard from him since May． ②“When did you go to bed last night？”Father said to Peter． →Father asked _____ when __ had gone to bed the night before． ③She said to me，“They want to help him．” →She told me that ____ wanted to help him． she Peter he they 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 二、时态的变化 直接引语变间接引语时，如果主句为过去时态，间接引语的时态则相应向前推一个时态；若直接引语的时态为过去完成时，间接引语时态不作变动。如下表所示： 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language)   直接引语 间接引语 句子时态 一般现在时 一般过去时 现在进行时 过去进行时 现在完成时 过去完成时 一般过去时 过去完成时 过去完成时 不变 一般将来时 过去将来时 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) His friend said to him，“We are planning to have a picnic．” 他的朋友对他说：“我们正计划去野餐。”(直接引语为现在进行时) →His friend told him that they were planning to have a picnic． 他的朋友告诉他，他们正计划去野餐。(间接引语为过去进行时) The organizer said，“We have begun our plan．” 组织者说：“我们已开始了我们的计划。”(直接引语为现在完成时) →The organizer said that they had begun their plan． 组织者说他们已开始了他们的计划。(间接引语为过去完成时) 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) [名师点津]　直接引语变间接引语，时态无变化的情况： (1)直接引语是客观真理、谚语或格言； (2)直接引语中有具体的过去的某年、某月、某日作状语。 Our teacher said to us yesterday，“Early birds catch worms．” 昨天老师对我们说：“早起的鸟儿有虫吃。”(直接引语是谚语) →Our teacher told us yesterday that early birds catch worms． 昨天老师告诉我们早起的鸟儿有虫吃。(间接引语时态不变) 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 即时训练2 单句语法填空 ①John said that he _____ (like) reading storybooks． ②He told me that he _________ (find) his wallet． ③Mr．Wang told the children that he ___________ (leave) for Shanghai on business the next month． ④She said that she _______________ (finish) her work till that day． liked had found would leave hadn't finished 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 三、指示代词、时间状语、地点状语及方向性动词的变化   直接引语 间接引语 指示代词 this这个 that那个 these这些 those那些 时间状语 now现在 then那时 today今天 that day那天 this morning今天上午 that morning那天上午 tonight今天晚上 that night那天晚上 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language)   直接引语 间接引语 时间状语 tomorrow明天 the next/following day第二天 yesterday昨天 the day before前一天 last night昨天晚上 the night before前一天晚上 the day before yesterday前天 two days before两天前 three days ago三天前 three days before三天前 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language)   直接引语 间接引语 时间状语 next week下一周 the next/following week第二周 ago (至今)以前 before (那时)以前 地点状语 here这儿 there那儿 方向性动词 bring带来 take带走 come来 go去 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) She asked，“Is this book his？” 她问：“这本书是他的吗？”(直接引语中用this) →She asked whether that book was his． 她问那本书是不是他的。(间接引语中改为that) “I'll be very busy today，”said the man． 那个人说：“我今天会很忙。”(直接引语中用today) →The man said he would be very busy that day． 那个人说那天他会很忙。(间接引语中改为that day) 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 即时训练3 把下列直接引语变为间接引语 ①He said，“I'm afraid I can't finish this work．” →He said that he had been afraid he couldn't finish ____ work． ②Tom said，“I will visit the Great Wall tomorrow．” →Tom said that he would visit the Great Wall ____________． ③Miss Zhao said，“These problems are easy．” →Miss Zhao said that _____ problems were easy． that the next day those 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) ④Bob said，“His wife returned from London 40 years ago．” →Bob said that his wife had returned from London 40 years ______． ⑤He said to me，“I wrote to my friend yesterday．” →He told me that he had written to his friend ______________． before the day before 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 四、连接词的选择 1．直接引语是陈述句，变为间接引语时，常变成由that引导的宾语从句。在口语中，that可以省略。 He said，“I was cooking when the earthquake happened．” 他说：“地震发生时，我正在做饭。” →He said (that) he had been cooking when the earthquake happened． 他说地震发生时，他正在做饭。 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 2．直接引语是一般疑问句、选择疑问句或反义疑问句时，间接引语中用whether(...or...或...or not)或if引导。 He said，“Are you interested in English？” 他说：“你对英语感兴趣吗？” →He asked(me) if/whether I was interested in English． 他问我是否对英语感兴趣。 [名师点津]　如果主句中谓语动词是said，则将其改为asked。 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 3．直接引语为特殊疑问句时，间接引语仍用原句中的疑问词来引导，其余的变化遵照直接引语和间接引语之间的转换规则来进行。 “What's your name？” he asked me． “你叫什么名字？”他问我。 →He asked me what my name was． 他问我我的名字是什么。 [名师点津]　疑问句的直接引语变间接引语时，要把疑问语序变成陈述语序。 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 即时训练4 将下列句子改为间接引语 ①“I don't want to set down a series of facts in a diary，” said Anne． →Anne ____________________ want to set down a series of facts in a diary． ②I walked over and asked him，“Why aren't you with the other children？” →I walked over and asked him _____________ with the other children． said that she didn't why he wasn't 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) ③I just kept nodding when he asked me，“Is it OK to do this way？” →I just kept nodding when he asked me ___________________________________． ④“What should we do to cheer Poppy up？” asked Dad． →Dad asked ___________________ to cheer Poppy up． ⑤“Where are you going？” the father asked his son． →The father asked his son __________________． whether/if it was OK to do that way what they should do where he was going 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 五、直接引语为祈使句时的变化 当直接引语为祈使句，变间接引语时主句的谓语动词应根据直接引语的口气换用ask，invite，advise，warn，tell，order等词，而原直接引语中的谓语动词则变为不定式。 He said to me，“Don't be late tomorrow．” 他对我说：“明天不要迟到。” →He told me not to be late the next day． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 他告诉我第二天不要迟到。 The official said，“Get ready before lunch．” 这位官员说：“午餐之前要准备好。” →The official ordered us to get ready before lunch． 这位官员要求我们在午餐之前准备好。 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 即时训练5 将直接引语变为间接引语 ①The teacher said to the boy，“Open the door，please！” →___________________________________________ ②His father said to him，“Don't leave the window open when you are out．” →_________________________________________________________③“Please explain why you're late，” the boss said to him． →_______________________________________________ The teacher told the boy to open the door． His father told him not to leave the window open when he was out． The boss asked him to explain why he was late． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 课时提升作业(八)　(UNIT 3　Learning About Language) (建议用时：45分钟　总分：85分) Ⅰ．单句语法填空(共10小题；每小题1.5分，满分15分) 1．Mother asked me whether I ____________ (finish)my homework before I watched TV． 2．Mr．Smith said that China __ (be) one of the biggest developing countries in the world． had finished is 3．Mother ordered her daughter ________ (hurry) up． 4．The teacher said that the sun _____ (rise) in the east and ____ (go) down in the west． 5．He asked __________ I knew where she lived． 6．He said that I ___ (have) to go there before five． 7．He said that he had bought the house 10 years ______． to hurry rises goes if/whether had before 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 8．Ann said that I should get up early ___ next day． 9．He told Jim that he ___________ sit there． 10．He asked his mother _________________________ she had found the ring． the could/would how/whether/if/where/when 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) Ⅱ．将下列句子改为直接引语或间接引语(共5小题；每小题2分，满分10分) 1．“You must finish it today，” the boss said to his secretary． →The boss told his secretary _________________________________． 2．“Will Mr．Chen come to give us a lecture next week？” I asked Sara． →I asked Sara __________________________________________________________________________． that she/he had to finish it that day whether/if Mr．Chen would come to give us a lecture the next/following week 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 3．He asked the boy why he had been late again． →He asked the boy，“_______________________？” 4．The doctor told me not to drink too much． →The doctor said to me，“___________________．” 5．The teacher told us that we would have an English test the following Saturday． →The teacher said to us，“________________________________________________．” Why were you late again Don't drink too much You will have an English test next Saturday 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) Ⅲ．语法填空(共5小题；每小题1.5分，满分7.5分) A few minutes later，the other two cyclists arrived．They were shocked to find Mac's bicycle lying on the road，his tent bag torn and Mac just like a drowned mouse．They asked anxiously 1．____ on earth had happened．Mac responded breathlessly that he was almost 2．______________ (eat) by a wolf．When told about what Mac 3．_______________ (experience)，they couldn't help screaming out，“What a narrow escape！” “Yes，without their timely help，I what eaten had experienced 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 4．_______________ (be) the food of the wolf．” Mac's friends were also thankful to Paul and Becky．Afraid that there might be more potential dangers ahead，Paul and Becky asked kindly 5．__________ they were in need of a lift．Mac and his friends answered with one voice，“We'd love to．Thank you from the bottom of our hearts！” would have been whether/if 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) Ⅰ．阅读理解(共4小题；每小题2.5分，满分10分) Throughout history，young individuals are always willing to carry the weight of responsibility and serve their communities selflessly．One such individual is Lily Chen． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) Lily Chen was introduced to environmental and societal challenges at a very young age．Coming from a family of environmental activists，her father's strong environmental conscience was a value she learned from childhood． Upon completing her studies at the University of British Columbia in Canada and returning to her native Singapore，Lily's environmental concerns deepened，especially following the 2011 Fukushima nuclear disaster． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) A committed volunteer and born leader，Lily was actively involved from the beginning．She helped to organize and lead at meet-ups in cafes and community halls，as well as run workshops，and training．Taking direct action，she has participated in various campaigns such as the global movement against single-use plastics．“Advocating for the environment has shown me that making a difference is not a sprint but a marathon，” Lily remarked．“We must try to put up with tough times．But I'm sure we'll make a difference in a long run．” 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) As an artist and educator，Lily organized interactive art projects in line with Greenpeace Singapore's campaigns on topics like deforestation and plastic pollution．A notable project was “Wings of Biodiversity”，where she directed a group of 30 young volunteers to create a 64-meter-long mural (壁画) as a part of a worldwide street art initiative fighting deforestation in the Amazon． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) “Climate change is an urgent crisis，” Lily stated．“Yet，the activism of the youth in recent years offers a ray of hope．The youths of today are well organized，and passionate about expressing their desire for positive change and a green and sustainable future for all．” 【语篇解读】　本文是一篇新闻报道。文章主要讲述了Lily Chen，一位来自环保主义家庭、具有强烈环保意识的年轻女性，通过自己的努力在环境保护领域发挥作用的故事。 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 1．What can we know about Lily Chen's father? A．He was an animal activist． B．He taught at a university． C．He cared much about the environment． D．He was living in poor conditions． √ 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) C　[细节理解题。根据第二段的“Coming from a family of environmental activists，her father's strong environmental conscience was a value she learned from childhood．”可知，Lily Chen的父亲很关心环境问题。故选C。] 2．Which of the following best describes Lily Chen? A．Inflexible． B．Socially responsible． C．Unpopular． D．Economically disadvantaged． √ 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) B　[推理判断题。根据第四段的“A committed volunteer and born leader，Lily was actively involved from the beginning．She helped to organize and lead at meet-ups in cafes and community halls，as well as run workshops，and training．”可知，Lily Chen是有社会责任感的，可用socially responsible来描述。故选B。] 3．What does the underlined part “a sprint” in paragraph 4 mean? A．A short-lived effort． B．An instant success． C．A complex situation． D．An immediate challenge． √ 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) A　[词句猜测题。根据第四段的“but a marathon”可知，画线词所在句子表示“倡导环保让‘我’明白，做出改变不是一次短跑，而是一场马拉松”，a sprint意为“短跑”，在本文的语境中应该指的是短期的努力，和a short-lived effort意思相近。故选A。] 4．What might be the purpose of the “Wings of Biodiversity” project? A．To produce distinctive street art． B．To preserve the Amazon Rainforest． C．To fight against plastic pollution． D．To recognize environmental activists． √ 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) B　[推理判断题。根据倒数第二段的“A notable project was ‘Wings of Biodiversity’，where she directed a group of 30 young volunteers to create a 64-meter-long mural as a part of a worldwide street art initiative fighting deforestation in the Amazon．”可知，“Wings of Biodiversity”项目的目的是保护亚马孙雨林。故选B。] Ⅱ．阅读七选五(共5小题；每小题2.5分，满分12.5分) A national park is an area set aside by a government for the preservation of the natural environment．The national parks in the United States and Canada center on the protection of both land and wildlife． 1 And those in Africa primarily protect animals． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) It is widely thought that the idea of a park or nature reserve under state ownership started in the United States in 1870． 2 Yosemite，Sequoia，and General Grant National Parks were established in the United States in 1890．And the U．S．National Park Service (NPS)was created in 1916 to manage the parks． 3 In addition to national parks，the system included national preserves，seashores，historic parks and sites and so on． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) Partly following the American example，movements supporting national parks sprang up in many other countries． 4 And Canada set up its first three national parks in the mid-1880s．The establishment of modern national parks and nature reserves gained momentum (动力) only after World War Ⅰ or，in some cases，after World War Ⅱ in Europe．Great Britain established the administrative machinery for both national parks and nature reserves in 1949． 5 . 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) But interest in parks came later in Asia and Latin America than it did in the Anglo-American countries and Europe． A．These movements began in Canada． B．George Catlin offered the idea during the 1830s． C．Visitors are allowed to enter for different purposes． D．Those in the United Kingdom center mainly on the land． E．Japan and Mexico established their first national parks in the 1930s． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) F．By the early 21st century the NPS managed more than 400 separate areas． G．It is also thought that the world's first such park was Yellowstone National Park in Wyoming． [答案]　1－5　DGFAE 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) Ⅲ．完形填空(共15小题；每小题1分，满分15分) Dwi Agustya Ningrum started volunteering as a Greenpeace firefighter after the great forest fire in Riau，Indonesia，in 2015．She said her main reason for signing up was her parents' 1 caused by the haze (烟雾)．She had to see them use oxygen cylinders at home．Small children，who are supposed to play outside，were also 2 to stay at home． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) The first few 3 of Agustya，as a newly enrolled firefighter，have been to carry out awareness campaigns to talk about the dangers of forest fires．She encourages the public to 4 their use of single-use plastic and also to carry pocket-sized ashtrays (烟灰缸) to hold cigarette butts．She said these could be 5 acts，but the effect is extraordinary， 6 when people around you are also slowly becoming more aware of climate 7 ． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) In 2016，Agustya and her team spent two weeks trying to 8 out fires in the Bukit Timah area．On one of the days，a strong wind had 9 ，causing the underground fire back up to the 10 ，where it quickly started getting more destructive．Back at camp， 11 in the safe area，Agustya and her other colleagues were worried for the 12 of their teammates out in the field．Fortunately they 13 it back safely，but “their faces looked more 14 than usual，” said Agustya．“I learnt a lot in a very short time，” she said． 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) Despite the 15 ，the courageous young woman stands ready to do what she can to protect the environment． 【语篇解读】　本文是一篇记叙文。文章讲述的是Dwi Agustya Ningrum作为绿色和平组织的志愿者消防员的经历。 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 1．A．concern　　 B．requests C．infection D．deaths √ C　[根据后文“She had to see them use oxygen cylinders at home．”可知，Dwi Agustya Ningrum不得不看着父母在家用氧气瓶，所以此处是指她的父母被烟雾感染了。故选C项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 2．A．forced B．permitted C．instructed D．expected √ A　[此处指大人都被烟雾感染了，所以孩子们为了安全，被迫待在家里。故选A项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 3．A．discoveries B．adventures C．duties D．strategies √ C　[根据后文“have been to carry out awareness campaigns to talk about the dangers of forest fires”可知，开展宣传活动，宣传森林火灾的危险，这些应是工作职责。故选C项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 4．A．count B．reduce C．keep D．monitor √ B　[根据后文“use of single-use plastic”并结合实际可知，应是减少使用一次性塑料制品。故选B项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 5．A．simple B．creative C．significant D．random √ A　[根据前文“She encourages the public to their use of single-use plastic and also to carry pocket-sized ashtrays to hold cigarette butts．”可知，这些都是简单的行动。故选A项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 6．A．eventually B．probably C．especially D．normally √ C　[此处表达“尤其是当你周围的人也慢慢意识到气候问题时，效果非凡”之意。故选C项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 7．A．patterns B．policies C．issues D．concepts √ C　[Dwi Agustya Ningrum的目的是阻止森林火灾，而森林火灾会导致气候问题。故选C项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 8．A．put B．block C．check D．bring √ A　[根据后文“out fires in the Bukit Timah area”可知，此处是固定搭配：put out意为“扑灭”，符合语境。故选A项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 9．A．let up B．picked up C．slowed down D．turned around √ B　[根据后文，风把大火又吹回了地面，所以是指风力增强。故选B项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 10．A．surface B．front C．camp D．site √ A　[根据前文“causing the underground fire”以及后文“where it quickly started getting more destructive”可知，应是风把火吹到了地面，大火才会变得更具破坏性，且和“underground fire”相对。故选A项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 11．A．hidden B．found C．located D．deserted √ C　[根据后文“in the safe area”并结合选项可知，营地应是位于安全区，符合语境。故选C项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 12．A．strength B．recovery C．safety D．arrival √ C　[根据前文“were worried”以及后文“their teammates out in the field”可知，应是指担心他们在野外的队友们的安全。故选C项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 13．A．got B．made C．hit D．caught √ B　[根据后文“it back safely”可知，同事们做到了安全返回。故选B项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 14．A．confused B．anxious C．absent-minded D．worn-out √ D　[根据前文“Agustya and her other colleagues were worried for the of their teammates out in the field”可知，同事们是从危险的火场回来，所以应是比平常更疲惫。故选D项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) 15．A．challenges B．warnings C．fears D．worries √ A　[根据前文“Agustya and her other colleagues were worried for the of their teammates out in the field”可知，他们的工作是危险的，所以是指尽管面临挑战。故选A项。] 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) Ⅳ．语法填空(共10小题；每小题1.5分，满分15分) As technology continues to develop，it has brought about great changes to our daily lives．The use of smartphones，for instance，has changed communication，allowing us 1．__________ (connect) with others through various social media platforms．However，this progress has also led to the need for 2．_____________ (environment) protection． to connect environmental 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) One of the most significant impacts of technology on our lives is the 3．___________ (convenient) it offers．People are now able to shop online．However，the production of these devices often results in electronic waste，which，if not managed 4．________ (proper)，can be harmful to the environment．To address this issue，many companies have started to adopt recycling programs，5．_____ are essential in dealing with e-waste．Recycling 6．________ (project) not only help in preserving natural resources but also provide a good way to manage waste． convenience properly which projects 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) Protecting the natural environment has become a global concern，and it is our collective responsibility to ensure that our technological advancements do not come at 7．___ cost of our planet．The use of renewable energy sources，such as solar and wind power，has been on the rise，which is a positive step towards 8．________ (reduce) our carbon footprint． the reducing 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) So far，the advancements in technology 9．_________ (make) our lives more convenient，but they have also raised concerns about their impact．By adopting a more sustainable approach to technology，we can ensure that future generations can enjoy the benefits of technology 10．_______ damaging our planet． have made without 课时提升作业 Period 4　课时学案 单元语法讲练(Learning About Language) $