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高三英语一轮复习（新教材新高考） 社会服务与人际沟通 专题课件 5 Sharing 分享
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这是一份高三英语一轮复习（新教材新高考） 社会服务与人际沟通 专题课件 5 Sharing 分享，共30页。PPT课件主要包含了主题词汇，词汇认知，词汇拓展，chemistry ，chemical ，shadow ，ripen ，disable ，deserving ，consult 等内容，欢迎下载使用。
1.chemist n. 化学家; 药剂师; 药房→ n.化学→ adj.化学的 n.化学制品 2.shade vt.给……遮挡(光线); 加灯罩; 把……涂暗 n.阴凉处; 灯罩; 阴影部分→ n.影子 3.ripe adj.成熟的; 时机成熟的→ v.(使)成熟 4.disabled adj.有残疾的; 丧失能力的→ n.缺陷; 障碍→ v.使丧失能力 5.deserve vt.值得; 应得; 应受→ adj.值得的; 应得的 6.cnsultatin n. 咨询; 咨询会→ v.咨询; (与某人)商量 7.criterin n.标准; 准则; 原则→ [pl.] 标准; 原则; 准则 8.stability n. 稳定(性); 稳固(性)→ adj.稳定的; 稳固的
disability
用适当的单词或短语填空1.My (中学的) schl is a bush schl. 2.Unlike students in ur cuntry, these bys d nt wear cttn (制服), and many f them als have t walk a lng way, smetimes fr up t tw hurs, just t get t schl. 3. (老实说), I dubt whether I’m making any difference t these bys’ lives at all. 4.Tmbe’s father, Mukap, a man with a strng jaw and a (有皱纹的) frehead, led us t his huse.
T be hnest
5.Fresh grass had been laid n the flr and there was a (平台) fr Jenny and me t sleep n. 6.One f my dreams is t wrk in Africa and cntinue t help the (有残疾的) after I resign frm my jb. 7.I think everyne (应得) the right t be happy. 8.Why help peple verseas when China has many areas that are still (需要) develpment? 9.Many dangerus diseases which are rare in China are quite cmmnly (感染) in Tanzania. 10. (在……之前) this, if a Tanzanian had a heart cnditin and needed surgery, they wuld have t g abrad.
11.My mther als des a circuit f the rural villages t prvide medical treatment, help thse with (缺陷), and prvide (咨询), I want t (转发) t yu that I’m prud f the wrk my mther has dne, and I am nw supprtive f it. 13.But by any (标准) this wrk is wrth it t us as well, because it shws that we are glbal citizens interested in wrld (稳定), and that we feel respnsible fr thers and are ready t build a cmmunity with a shared future fr mankind. 14. (既然) I understand hw imprtant my mther’s wrk is, I’ve decided t becme a vlunteer myself t help peple in ther lands.
disabilities
cnsultatin
1.Smetimes I wnder hw relevant chemistry is t these students—few will ever becme chemists—and mst will be ging back t their villages after Year 8 anyway.有时, 我会想化学对这些学生来说到底有多大的用处——几乎没有人会成为化学家——而且大多数人无论如何在八年级后都要回到自己的村庄。【提炼】 hw引导的宾语从句【浅析】hw引导宾语从句时, 可译为“多么/如何……”, 从句的语序一般为hw+adj./adv.+主语+谓语; what引导宾语从句且表示 “多么……”之意时, 语序一般为: what+n.(短语)+主语+谓语。
【仿写】(1)你会发现这是一个多么完美的组合。(2)你无法想象我们到达目的地有多困难。
Yu will find hw wnderful the cmbinatin is.或Yu will find what a wnderful cmbinatin it is.Yu cannt imagine hw difficult it was fr us t reach the destinatin.或Yu cannt imagine what difficulty we had in reaching the destinatin.
2.Why help peple verseas when China has many areas that are still in need f develpment?既然中国许多地区仍然需要发展, 为什么要帮助外国人民呢? 【提炼】when引导的原因状语从句【浅析】when 引导原因状语从句时, 可译为 “既然; 由于”, 相当于since 或nw that, 但when引导的原因状语从句一般置于主句后面。【仿写】(1)既然你从不帮助别人, 你怎么能希望得到别人的同情呢?(2)既然有这么好的一份工作, 你为何还要再找份新工作?
Hw can yu hpe fr thers’ mercy when yu never lend ther peple a hand?Why d yu want a new jb when yu have such a gd ne?
Passage 1Last weekend I made my first visit t a remte village, hme t ne f ur students, Tmbe. Anther teacher and I walked fr tw and a half hurs t get there—first, up a muntain frm 1. we had fantastic views, and then 2. a shaded path t the valley belw. When we arrived at the village, Tmbe’s mther, Kiak, saw us cming and started crying “ieee ieee”. We shk hands 3. all the villagers. Everyne seemed t 4. (relate) t Tmbe.
be related
Tmbe’s father led us t his huse, a lw, rund bamb hut with n windws, with a dr just big enugh t get thrugh, and with grass 5. (stick) ut f the rf—this shws it is a man’s huse. Such husing is dark inside s it tk time fr ur eyes 6. (adjust). Fresh grass had been laid n the flr and there was a platfrm fr Jenny and me t sleep 7. . There was a fireplace in the centre f the hut. The nly 8. (pssess) I culd see were ne brm, a few saucers, a kettle, cups, pans, and a cuple f jars. I lved listening t the family talking sftly t each ther in their language, even 9. I culd nt participate much in the cnversatin. 10. (lucky), Tmbe interpreted fr us.
Passage 2Tday, I want t relay 1. yu that I am prud f the wrk my mther has dne, and I am nw 2. (supprt) f it. Is her wrk wrth it? Yes, t the lives f the peple she is helping, it is wrth it. But 3. any criteria this wrk is wrth it t us as well, 4. it shws that we are glbal citizens interested in wrld 5. (stable), and that we feel respnsible fr thers and are ready t build a cmmunity with a 6. (share) future fr mankind.
Everyne deserves a fair chance in life. When I think f all the things 7._____we as Chinese citizens can be mst prud f, 8. (help) thers cmes at the tp f the list. Nw that I understand 9. imprtant my mther’s wrk is, I’ve decided t becme a vlunteer 10. (I) t help peple in ther lands. In the future, I pray that yu will d the same.
Passage 3UNICEF’s business is children, nt the wrkings f the internatinal ecnmy. In its everyday wrk in ver 100 develping 1. (natin), UNICEF is brught up against the face f tday’s internatinal ecnmic prblems which is nt seen in the crridrs 2. ( financial pwer, nt reflected in the statistics f debt service ratis, nt 3. (seat) at the cnference tables f debt negtiatins. It is in 4. ( face f a child. It is the yung child 5. ( grwing mind and bdy is susceptible t permanent damage frm even temprary deprivatin.
The human brain and bdy are frmed within the 6. ( (ne) five years f life and there is n secnd chance. It is the yung child whse individual 7. ( (develp) tday and whse scial 8.___________( (cntribute) tmrrw are being shaped by the ecnmics f nw. It is the yung child wh is paying the 9. (high) f all prices. Children are ur mst vital resurce, ur hpe fr the future. Children cannt wait. They are t fragile t wait fr an ecnmic crisis t pass. Their time is 10._______(run) ut. We must help them nw nt nly t survive, but t hpe and perhaps even t dream.
develpment
cntributin
阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。续写词数应为150左右。A friend f mine whse name was Jhn Smith had a bad memry, which made him famus.He was s frgetful that he smetimes frgt what he was talking abut in the middle f a sentence. His wife had t cnstantly remind him abut his meetings, his classes—even his meals! Once he frgt he had eaten breakfast twice, at hme and at schl. His wife liked t remind her neighburs,“If Jhn didn’t have his head tied n, he wuld frget that t! ” Since Jhn Smith was a prfessr at a well-knwn university, his frgetfulness was ften an embarrassment t him. It wasn’t that he was nt clever, as sme critical peple tended t say, but just very very absent-minded.
One ht summer day, Prfessr Smith decided t take his children t a seaside twn. T make the trip mre interesting fr his yung children, he kept the name f the twn a secret. Hwever, by the time they arrived at the statin, Jhn Smith frgt the name f the twn he was planning t visit. Luckily, a friend f his happened t be in the statin. He ffered t take care f the children while Jhn Smith hurried back hme t find ut where he was ging. The prfessr’s wife was surprised t see him again s sn. “Oh, my dear, I frget the name f the twn.” “What? Yu frget the name? Maybe ne day yu will frget my name! Nw I’ll write the name f that twn n a piece f paper, and yu put it in yur pcket and please, please dn’t frget where yu put it.” Satisfied that she had slved the prblem, she sent her husband ff again. Ten minutes later, she was astnished t see him utside the huse fr the third time.
“What is the matter nw?” asked his wife. Hearing the cry, ut rushed their neighburs, trying t find ut what had happened.
原文大意: 史密斯教授因为极其健忘而出名。有一次他带孩子们坐火车去度假, 到了车站却忘了目的地是哪个小镇。不得已他把孩子们交给一位朋友照料, 自己回家查询目的地。妻子帮他把目的地写在纸条上并放在口袋里。没想到十分钟之后, 妻子发现教授还在家门外……续写第一段的提示句是 “‘What is the matter nw?’ asked his wife.”, 由此推断, 下文应该根据史密斯教授健忘这一特点展开想象, 他这次又忘了什么呢?
第二段的提示句是 “Hearing the cry, ut rushed their neighburs, trying t find ut what had happened.”, 由此判断,妻子会因为史密斯教授的屡次忘事而跟他争吵, 但是该段需要跟原文衔接一件事, 即孩子们仍在他朋友那里。所以此段可以围绕 “如何找回孩子” 来创造故事情节。
“What is the matter nw?” asked his wife. “I just can’t remember why I cme back and where I am suppsed t be ging n such a ht summer day,” replied the prfessr. Hwever, the real reasn was that he frgt where he had left his children. Sensing smething wrng, Mrs Smith didn’t believe his wrds, because whenever he tld a lie, he wuld usually blink his eyes quickly. “Tell me the truth,” rdered his wife. “As yu tld me, I didn’t frget where I put the name f that twn, but I frget the statin where I left ur children!” whispered the prfessr, his vice trembling. “What a bad memry!” shuted his wife.
Hearing the cry, ut rushed their neighburs, trying t find ut what had happened. A fight between the cuple was abut t start when the prfessr’s cell phne began t ring. His friend, whse patience had wrn thin, phned t cmplain. The prfessr aplgised, gt int his car and drve away, leaving behind a bunch f peple utside the huse. Being afraid that he wuld make matters wrse again, Mrs Smith decided t fllw him, wh then called a taxi. By the time she caught up with her husband, their children had been already back hme safe and sund.
续写的第一段围绕史密斯教授的 “健忘” 继续写这个故事: 他回到家却忘了把孩子留在了哪里! 这样非常符合故事的情节发展。第二段作者想象了一个出人意料但又在情理之中的结尾, 即史密斯夫人追上了史密斯教授, 孩子们却回到了家, 是一篇不错的读后续写。
1.chemist n. 化学家; 药剂师; 药房→ n.化学→ adj.化学的 n.化学制品 2.shade vt.给……遮挡(光线); 加灯罩; 把……涂暗 n.阴凉处; 灯罩; 阴影部分→ n.影子 3.ripe adj.成熟的; 时机成熟的→ v.(使)成熟 4.disabled adj.有残疾的; 丧失能力的→ n.缺陷; 障碍→ v.使丧失能力 5.deserve vt.值得; 应得; 应受→ adj.值得的; 应得的 6.cnsultatin n. 咨询; 咨询会→ v.咨询; (与某人)商量 7.criterin n.标准; 准则; 原则→ [pl.] 标准; 原则; 准则 8.stability n. 稳定(性); 稳固(性)→ adj.稳定的; 稳固的
disability
用适当的单词或短语填空1.My (中学的) schl is a bush schl. 2.Unlike students in ur cuntry, these bys d nt wear cttn (制服), and many f them als have t walk a lng way, smetimes fr up t tw hurs, just t get t schl. 3. (老实说), I dubt whether I’m making any difference t these bys’ lives at all. 4.Tmbe’s father, Mukap, a man with a strng jaw and a (有皱纹的) frehead, led us t his huse.
T be hnest
5.Fresh grass had been laid n the flr and there was a (平台) fr Jenny and me t sleep n. 6.One f my dreams is t wrk in Africa and cntinue t help the (有残疾的) after I resign frm my jb. 7.I think everyne (应得) the right t be happy. 8.Why help peple verseas when China has many areas that are still (需要) develpment? 9.Many dangerus diseases which are rare in China are quite cmmnly (感染) in Tanzania. 10. (在……之前) this, if a Tanzanian had a heart cnditin and needed surgery, they wuld have t g abrad.
11.My mther als des a circuit f the rural villages t prvide medical treatment, help thse with (缺陷), and prvide (咨询), I want t (转发) t yu that I’m prud f the wrk my mther has dne, and I am nw supprtive f it. 13.But by any (标准) this wrk is wrth it t us as well, because it shws that we are glbal citizens interested in wrld (稳定), and that we feel respnsible fr thers and are ready t build a cmmunity with a shared future fr mankind. 14. (既然) I understand hw imprtant my mther’s wrk is, I’ve decided t becme a vlunteer myself t help peple in ther lands.
disabilities
cnsultatin
1.Smetimes I wnder hw relevant chemistry is t these students—few will ever becme chemists—and mst will be ging back t their villages after Year 8 anyway.有时, 我会想化学对这些学生来说到底有多大的用处——几乎没有人会成为化学家——而且大多数人无论如何在八年级后都要回到自己的村庄。【提炼】 hw引导的宾语从句【浅析】hw引导宾语从句时, 可译为“多么/如何……”, 从句的语序一般为hw+adj./adv.+主语+谓语; what引导宾语从句且表示 “多么……”之意时, 语序一般为: what+n.(短语)+主语+谓语。
【仿写】(1)你会发现这是一个多么完美的组合。(2)你无法想象我们到达目的地有多困难。
Yu will find hw wnderful the cmbinatin is.或Yu will find what a wnderful cmbinatin it is.Yu cannt imagine hw difficult it was fr us t reach the destinatin.或Yu cannt imagine what difficulty we had in reaching the destinatin.
2.Why help peple verseas when China has many areas that are still in need f develpment?既然中国许多地区仍然需要发展, 为什么要帮助外国人民呢? 【提炼】when引导的原因状语从句【浅析】when 引导原因状语从句时, 可译为 “既然; 由于”, 相当于since 或nw that, 但when引导的原因状语从句一般置于主句后面。【仿写】(1)既然你从不帮助别人, 你怎么能希望得到别人的同情呢?(2)既然有这么好的一份工作, 你为何还要再找份新工作?
Hw can yu hpe fr thers’ mercy when yu never lend ther peple a hand?Why d yu want a new jb when yu have such a gd ne?
Passage 1Last weekend I made my first visit t a remte village, hme t ne f ur students, Tmbe. Anther teacher and I walked fr tw and a half hurs t get there—first, up a muntain frm 1. we had fantastic views, and then 2. a shaded path t the valley belw. When we arrived at the village, Tmbe’s mther, Kiak, saw us cming and started crying “ieee ieee”. We shk hands 3. all the villagers. Everyne seemed t 4. (relate) t Tmbe.
be related
Tmbe’s father led us t his huse, a lw, rund bamb hut with n windws, with a dr just big enugh t get thrugh, and with grass 5. (stick) ut f the rf—this shws it is a man’s huse. Such husing is dark inside s it tk time fr ur eyes 6. (adjust). Fresh grass had been laid n the flr and there was a platfrm fr Jenny and me t sleep 7. . There was a fireplace in the centre f the hut. The nly 8. (pssess) I culd see were ne brm, a few saucers, a kettle, cups, pans, and a cuple f jars. I lved listening t the family talking sftly t each ther in their language, even 9. I culd nt participate much in the cnversatin. 10. (lucky), Tmbe interpreted fr us.
Passage 2Tday, I want t relay 1. yu that I am prud f the wrk my mther has dne, and I am nw 2. (supprt) f it. Is her wrk wrth it? Yes, t the lives f the peple she is helping, it is wrth it. But 3. any criteria this wrk is wrth it t us as well, 4. it shws that we are glbal citizens interested in wrld 5. (stable), and that we feel respnsible fr thers and are ready t build a cmmunity with a 6. (share) future fr mankind.
Everyne deserves a fair chance in life. When I think f all the things 7._____we as Chinese citizens can be mst prud f, 8. (help) thers cmes at the tp f the list. Nw that I understand 9. imprtant my mther’s wrk is, I’ve decided t becme a vlunteer 10. (I) t help peple in ther lands. In the future, I pray that yu will d the same.
Passage 3UNICEF’s business is children, nt the wrkings f the internatinal ecnmy. In its everyday wrk in ver 100 develping 1. (natin), UNICEF is brught up against the face f tday’s internatinal ecnmic prblems which is nt seen in the crridrs 2. ( financial pwer, nt reflected in the statistics f debt service ratis, nt 3. (seat) at the cnference tables f debt negtiatins. It is in 4. ( face f a child. It is the yung child 5. ( grwing mind and bdy is susceptible t permanent damage frm even temprary deprivatin.
The human brain and bdy are frmed within the 6. ( (ne) five years f life and there is n secnd chance. It is the yung child whse individual 7. ( (develp) tday and whse scial 8.___________( (cntribute) tmrrw are being shaped by the ecnmics f nw. It is the yung child wh is paying the 9. (high) f all prices. Children are ur mst vital resurce, ur hpe fr the future. Children cannt wait. They are t fragile t wait fr an ecnmic crisis t pass. Their time is 10._______(run) ut. We must help them nw nt nly t survive, but t hpe and perhaps even t dream.
develpment
cntributin
阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。续写词数应为150左右。A friend f mine whse name was Jhn Smith had a bad memry, which made him famus.He was s frgetful that he smetimes frgt what he was talking abut in the middle f a sentence. His wife had t cnstantly remind him abut his meetings, his classes—even his meals! Once he frgt he had eaten breakfast twice, at hme and at schl. His wife liked t remind her neighburs,“If Jhn didn’t have his head tied n, he wuld frget that t! ” Since Jhn Smith was a prfessr at a well-knwn university, his frgetfulness was ften an embarrassment t him. It wasn’t that he was nt clever, as sme critical peple tended t say, but just very very absent-minded.
One ht summer day, Prfessr Smith decided t take his children t a seaside twn. T make the trip mre interesting fr his yung children, he kept the name f the twn a secret. Hwever, by the time they arrived at the statin, Jhn Smith frgt the name f the twn he was planning t visit. Luckily, a friend f his happened t be in the statin. He ffered t take care f the children while Jhn Smith hurried back hme t find ut where he was ging. The prfessr’s wife was surprised t see him again s sn. “Oh, my dear, I frget the name f the twn.” “What? Yu frget the name? Maybe ne day yu will frget my name! Nw I’ll write the name f that twn n a piece f paper, and yu put it in yur pcket and please, please dn’t frget where yu put it.” Satisfied that she had slved the prblem, she sent her husband ff again. Ten minutes later, she was astnished t see him utside the huse fr the third time.
“What is the matter nw?” asked his wife. Hearing the cry, ut rushed their neighburs, trying t find ut what had happened.
原文大意: 史密斯教授因为极其健忘而出名。有一次他带孩子们坐火车去度假, 到了车站却忘了目的地是哪个小镇。不得已他把孩子们交给一位朋友照料, 自己回家查询目的地。妻子帮他把目的地写在纸条上并放在口袋里。没想到十分钟之后, 妻子发现教授还在家门外……续写第一段的提示句是 “‘What is the matter nw?’ asked his wife.”, 由此推断, 下文应该根据史密斯教授健忘这一特点展开想象, 他这次又忘了什么呢?
第二段的提示句是 “Hearing the cry, ut rushed their neighburs, trying t find ut what had happened.”, 由此判断,妻子会因为史密斯教授的屡次忘事而跟他争吵, 但是该段需要跟原文衔接一件事, 即孩子们仍在他朋友那里。所以此段可以围绕 “如何找回孩子” 来创造故事情节。
“What is the matter nw?” asked his wife. “I just can’t remember why I cme back and where I am suppsed t be ging n such a ht summer day,” replied the prfessr. Hwever, the real reasn was that he frgt where he had left his children. Sensing smething wrng, Mrs Smith didn’t believe his wrds, because whenever he tld a lie, he wuld usually blink his eyes quickly. “Tell me the truth,” rdered his wife. “As yu tld me, I didn’t frget where I put the name f that twn, but I frget the statin where I left ur children!” whispered the prfessr, his vice trembling. “What a bad memry!” shuted his wife.
Hearing the cry, ut rushed their neighburs, trying t find ut what had happened. A fight between the cuple was abut t start when the prfessr’s cell phne began t ring. His friend, whse patience had wrn thin, phned t cmplain. The prfessr aplgised, gt int his car and drve away, leaving behind a bunch f peple utside the huse. Being afraid that he wuld make matters wrse again, Mrs Smith decided t fllw him, wh then called a taxi. By the time she caught up with her husband, their children had been already back hme safe and sund.
续写的第一段围绕史密斯教授的 “健忘” 继续写这个故事: 他回到家却忘了把孩子留在了哪里! 这样非常符合故事的情节发展。第二段作者想象了一个出人意料但又在情理之中的结尾, 即史密斯夫人追上了史密斯教授, 孩子们却回到了家, 是一篇不错的读后续写。
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