Unit 4 Section Ⅰ Reading and Thinking(Ⅰ)-【创新教程】2025-2026学年高中英语选择性必修第四册五维课堂教师用书word（人教版）

本高中英语讲义聚焦核心词汇（mail, secondary等）、短语（not to mention等）、短语语法及重点句型（现在完成进行时、from where定语从句等），通过【重难预知】明确学习目标，结合志愿者丛林支教日记文本，搭建“预知-阅读-练习”的学习支架，系统助力语言知识掌握。 资料亮点在于融合文化意识与思维品质，【读图探新】围绕“Sharing”主题引导思考社会价值，阅读文本注释解析语法结构提升语言能力。任务型阅读练习与情境化文本结合，课中辅助教师引导知识应用，课后帮助学生巩固技能，有效查漏补缺。

[重难预知] 核心单词 mail, secondary, uniform, chemist, shade, platform, ripe, drag, privilege, resign, deserve, input, contract, disability, consultation, relay, stability, pray 核心短语 1.not to mention 更不用说；且不说 2.take...for granted 认为……是理所当然；对……不予重视 3.relay to 转达给……；转发给…… 4.pray that 但愿 5.adapt to 适应 6.the other day 前几天 7.dry out 干透 8.shake hands with 与……握手 9.be in need of 需要……10.leave for 前往 单元语法 短语（Phrases） 重点句型 1.have been doing...表示的现在完成进行时时态 2.from where 引导的定语从句 3.even though 引导的让步状语从句 4.“感官动词(词组)＋宾语＋宾补”复合结构 5.not only...but also... 连接的并列结构 [读图探新] Talking about the following questions and answer them. 1．Why did Mr. Xi Jinping speak of “Sharing” many times at conferences? Various.　 Mr. Xi is concerned with the people's living standard and has a great dream.　 2．Why should we share in our daily life? Various.　 Wealth is not distributed fairly and millions of people live in poverty.　 3．When you share something, how do you feel? Various.　 I feel happy and helpful.　 Section Ⅰ　Reading and Thinking(Ⅰ) VOLUNTEERING IN THE BUSH 8 March I just got a parcel from home! It took about two weeks to arrive, and it was a bit damaged, but it was so nice to get some sweets and jam from home; I've been dying to have some of my favourite sweets, and it's always nice to get mail！　 [1] [1]此处是并列句。第一个分句中谓语动词是现在完成进行时(have been doing sth.)；后一个分句中it 为形式主语，动词不定式短语作真正的主语。 So I've been here in the jungle for about a month now. My secondary school is a bush school. The classrooms are made of bamboo, with clay floors and roofs of grass. It takes me only a few minutes to walk to school down a dusty track covered in weeds. When I reach the school grounds, I'm greeted by a chorus of “good morning” from the boys. Unlike students in our country, these boys do not wear cotton uniforms, and many of them also have to walk a long way, sometimes for up to two hours，just to get to school. There's no electricity, running water or even textbooks, not to mention laptops, tablets, or other modern devices! All the students have are pencils, rubbers, and paper. I'm still trying to adapt to these conditions. I've had to become much more imaginative in my teaching. Science is my most challenging subject as my students have no concept of doing experiments. There is no equipment, and since there isn't even a washroom, if I need water I have to carry it from my house in a basin！ [2] It's important not to be too rigid about rules here, too. The other day I was showing the boys a chemistry experiment when, before I knew it, the mixture was bubbling out of the test tube spilling everywhere! The class became a circus as the boys，who had never come across anything like this before, started jumping out of the windows.　[3] Sometimes I wonder how relevant chemistry is to these students　 [4]— few will ever become chemists—and most will be going back to their villages after Year 8 anyway.To be honest, I doubt whether I'm making any difference to these boys' lives at all. [2]此处and 连接两个并列分句，第二个分句中的主句是I have to carry it from my house in a basin; since there... a washroom 为since 引导的原因状语从句， since 在此意为“因为”； if I need water 为if引导的条件状语从句。 [3]as the boys...the windows 为 as 引导的原因状语从句，as 意为“因为”；该从句中的who had never...this before 为 who 引导的非限制性定语从句，修饰先行词the boys, who 在从句中作主语。 [4]画线部分是how 引导的宾语从句，作wonder 的宾语。 17 April Last weekend I made my first visit to a remote village, home to one of our students, Tombe. Another teacher and I walked for two and a half hours to get there — first, up a mountain from where we had fantastic views　 [5], and then down a shaded path to the valley below. When we arrived at the village, Tombe's mother, Kiak, saw us coming and started crying “ieee ieee”．　[6] We shook hands with all the villagers. Everyone seemed to be related to Tombe. [5]画线部分是from where 引导的定语从句，修饰先行词a mountain。 [6]本句是主从复合句。When we arrived at the village 是when 引导的时间状语从句；Tombe's mother...“ieee ieee”为主句，主句中包含了“see sb. doing sth. ”结构，意为“看见某人正在做某事”。 Tombe's father, Mukap, a man with a strong jaw and a wrinkled forehead, led us to his house, a low, round bamboo hut with no windows, with a door just big enough to get through, and with grass sticking out of the roof　 [7]—this shows it is a man's house. Such housing is dark inside so it took time for our eyes to adjust. Fresh grass had been laid on the floor and there was a platform for Jenny and me to sleep on. There was a fireplace in the centre of the hut. The only possessions I could see　 [8] were one broom, a few saucers, a kettle, cups, pans, and a couple of jars. [7]with grass...roof 是with复合结构，在句中作定语，修饰hut。 [8]I could see 是省略了关系代词that 的定语从句，修饰先行词possessions. Mukap built a fire outside and laid stones on it to heat.He then placed the hot stones in an empty oil drum with kau kau ( sweet potato), ripe corn, and greens. He then covered the vegetables with banana leaves and left them to steam. It smelled delicious. We ate inside the hut sitting round the fire [9]．　 I loved listening to the family talking softly to each other in their language, even though I could not participate much in the conversation. 　[10] Luckily, Tombe interpreted for us. [9]现在分词短语sitting round the fire 在句中作方式状语。 [10]本句是主从复合句。even though 引导让步状语从句，意为“即使”。前面主句中含有“感官动词(词组)＋宾语＋宾补”结构。下一段[11]中的句子也包含了此结构。 Later, I noticed a can standing upside down on the grill over the fire.　[11] After a while, Tombe threw it out of the doorway. Tombe told me that the can was heated to dry out the leftover food. His family believes that leftovers attract bad spirits in the night, so any leftover food is dried up in a can and the can is then thrown out of the hut. We left the village the next morning after many goodbyes and firm handshakes. My muscles were aching and my knees shaking　 [12] as we dragged ourselves down the mountain towards home. That evening I fell happily into bed. It was such a privilege to have spent a day with Tombe's family.　 [13] [12]My muscles were aching 和my knees shaking 是and 连接的两个句式相同的并列分句，第二个分句承前省略了系动词were。 [13]本句中包含了“It is/was a privilege to do sth.”句型，该句型意为“有幸做某事”。to have spent 是不定式的完成式，表示该动作先于谓语动词表示的动作发生或完成。,丛林中的志愿工作 3月8日 我刚刚收到家里寄的包裹了！虽然这个包裹差不多两星期才到，还略有损坏，不过能收到从家寄来的一些糖果和果酱简直太棒了！我已经馋了好久这些最爱的糖果，而且，收到邮包从来都是让人开心的事啊！ 就这样，现在我在丛林里待了快一个月了。我所在的这所中学是一所灌木丛学校——教室是用竹子建的，地板是黏土做的，屋顶是用草做的。我沿着一条泥泞、长满杂草的小路仅仅步行几分钟就到学校了。当我走到校内的时候，迎接我的是男孩子们一片“早上好”的问候。这些男孩跟我们国家的学生不一样，他们不穿棉校服，许多人还得走很长的路，有时长达两个小时，才能抵达学校。 没有电，没有自来水，甚至没有课本，更别提笔记本电脑、平板电脑或者别的现代化设备了！学生们有的只是铅笔、橡皮和纸。我还在努力适应这些条件，在教学中不得不充分发挥想象力。科学是最有挑战性的科目，因为我的学生们压根没有做实验的概念。没有设备，甚至没有洗手间，因为这个，我如果需要水的话，还得从家里用盆带水过来。不固守规则在这儿也很重要。前几天，我正在给男孩们演示化学实验，突然，不知怎么回事，混合物从试管里冒泡出来，溅得到处都是！课堂变成了马戏团，因为之前从未碰上此种情形的男孩们开始从窗户跳出去。有时我想，化学对这些学生有多大意义——他们中很少有人会成为化学家——而且大多数孩子八年级后就会回到村庄了。老实说，我怀疑自己是否会对这些男孩们的生活带来任何影响。 4月17日 上周末，我头一次去一个偏远的村庄，我们的一个学生汤贝的家就在那里。我和另一位老师步行两个半小时才到目的地——首先，爬上一座山，我们从山上欣赏了极美的景色，然后沿着阴凉的小路，走到下面的山谷。当我们到达村庄的时候，汤贝的母亲齐亚克看到我们走来，开始大喊“嗳矣嗳矣”。我们和村民挨个握了手。(村里)每个人好像都是汤贝的什么亲戚。 汤贝的父亲莫卡普长着一副结实的下巴，额头布满皱纹。他把我们带到他家，那是一座低矮的圆形竹屋，没有窗户，只有一扇门，刚好够一个人过去。草从屋顶探出来，表明这是男人(住)的房子。这种房子屋内很暗，所以我们的眼睛过了一会儿才适应。地上铺满新鲜的草，还有让我和珍妮睡觉的台子。小屋中央放着壁炉，放眼望去，我看到屋中的物品只有一把扫帚、几个碟子、一个水壶、几只杯子、几个平底锅，还有几个罐子。 莫卡普在外面生了堆火，在上面放了些石头加热，然后把热石头放进装着红薯、成熟的玉米和青菜的油桶里。接着，他用香蕉叶盖上蔬菜，等着它们蒸熟，这闻起来很美味。我们在小屋里围着火吃美食。我喜欢听这一家人用他们的语言彼此轻声交谈，尽管我不怎么参与他们的交谈。幸运的是，汤贝为我们翻译。 后来，我注意到炉火上方的烤架上倒放着一个罐子。过了会儿，汤贝把它扔到了门外。他告诉我把罐头烤热是为了烘干剩饭。他的家人认为，剩饭会在晚上引来恶鬼，所以所有剩饭都要放进罐子里烘干，然后把罐子扔出小屋。 第二天早上，一遍遍的道别和有力的握手之后，我们离开了村子。当我们费力地走下山回家时，我的肌肉酸痛，膝盖发抖。那天晚上我带着愉快的心情入睡了。和汤贝一家人度过了一天，真是荣幸。 Ⅰ.Reading for main idea 1．What's the main idea of the text? The text is about something of the author's 　experience of volunteering　 in Africa. 2．Match the main idea with each part. (1)Para. 1　　 A．Description of the student's home situation. (2)Para. 2 B．Legend of the can over the fire. (3)Para. 3　 C．Information about the bush school. (4)Para. 4 D．A way to cook. (5)Para. 5 E．Negative aspects in teaching. (6)Para. 6 F．Visit to a student's home. 答案：(1)－(6)　 CEFADB Ⅱ.Reading for details 1．Why did the boys jump out of the windows? A．They were frightened of the bubbling mixture. B．They couldn't stand the terrible smell of the mixture. C．They didn't like doing chemistry experiments. D．They knew chemistry was not relevant to them. 2．Which of the following is the description of Tombe's house? A．There were a lot of possessions in it. B．It was bright and there was a fireplace in the centre of it. C．It was roundshaped, with small windows and a narrow door. D．It was a low bamboo hut with grass sticking out of the roof. 3．What does the author want to tell us by writing “The only possessions...of jars” ? A．Tombe's family were kindhearted. B．Tombe's family were hospitable. C．Tombe's family only used simple things. D．Tombe's family was too poor. 4．What's the author's purpose of writing the passage? A．To share her teaching experience in the secondary school. B．To share her volunteer experience. C．To tell us she couldn't get money by teaching. D．To tell us how happy she was in the small village. 答案：1－4　 ADDB Ⅲ.Postreading Jo, a young Australian, 1.　worked 　 (work) for two years as a volunteer teacher in Papua New Guinea. The high school 2.　where 　she worked was a bush school, whose classrooms were made of bamboo and grass. We couldn't imagine how difficult it was for her to work there, since there was no electricity or running water. And students sometimes had to walk 3.　a 　 long way to get to school. Last weekend, Jo and another teacher paid a visit to the home of one of their 4.　students 　 (student) —Tombe. She walked for two and a half hours. When she arrived at Tombe's village, Tombe's mother started crying “ieee ieee”. Tombe's father, Mukap, led them to his house, a low bamboo hut with grass 5.　sticking 　 (stick) out of the roof. They entered the room through a door, and the hut was dark inside so it took time for the eyes 6.　to adjust 　 (adjust)． She loved listening to the family 7.　softly 　 (soft) talking to each other in their language, even though she could not participate 8.　in 　 the conversation much. Luckily, Tombe could be her interpreter. Later, Jo learned a local 9.　traditional　 (tradition) custom about the leftover. Jo really felt 10.　it 　 a great privilege to have spent a day with Tombe's family. 学科网（北京）股份有限公司 $