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  • 您的位置:在点网 > 教案 > 高一教案 > 高一英语必修一unit4教案 正文 2016-10-09

    高一英语必修一unit4教案

    相关热词搜索:英语 高一 必修 教案 unit4 高中英语语法 高一英语必修一unit1 高一英语必修一单词表

    篇一:高一英语必修1 unit4教案

    Contents 目录

    一、 教学内容分析 (Analysis of the teaching materials) 二、 教学目标和要求 (Teaching aims and demands)

    三、 教学重点与难点 (Teaching difficult and important points) 四、 教学课时安排 (Teaching arrangements) 五、 教学设计步骤 (Teaching procedures) 六、 评估与反馈 (Assessing)

    浙江省台州中学高一备课组

    杨霞、林丹红、韩子传、王娇、马飚

    浙江省台州中学高一备课组

    一.教学内容分析

    本单元话题为“地震”,主要描写了1976年唐山大地震,各项语言活动也都是围绕地震展开。本单元共分八个部分。

    Warming-up 部分通过两张图片引出话题“一旦地震发生,将会造成怎样的危害”,为后面的主题作了一个热身运动。

    Pre-reading 部分设置了两个开放性问题,目的是增加学生的生活常识,提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫,学生可通过套乱,参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地;震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习,主要目的是为了帮助学生更好地理解Reading部分的文章。

    Learning about Language 部分分为两个部分:Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上,掌握重点词汇的词义及时用,这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。

    Using Language 部分分为Reading,Writing and Speaking;Listening和Writing。Reading,Writing and Speaking 包括读一篇邀请函,写一份演讲稿和关于一套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事,并根据听力材料进行正误判断和回答问题,旨在培养学生获取细节的能力,并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道,学习如何按照规范的步骤进行写作,如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。

    Summing up部分帮助学生整理、巩固本单元所学到的知识,包括学到的关于地震的知识,有用的动词、名词、表达方式和新的语法项目。Learning Tip部分就听英语方面给出了一些建议,建议学生多听广播或电视里的英语节目.

    二.教学目标和要求

    根据《英语新课程标准》关于总目标的具体描述,结合高一学生实际和教材内容,我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

    1.知识目标(Knowledge)

    ① 词汇(Vocabulary):shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity, disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare. ② 短语(Phrases and expressions):right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.

    ③ 语法(Grammar):定语从句(The Attributive Clause).能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导;能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。

    2.能力目标(Ability)

    能运用所学语言知识描述地震前兆、危害及震后援救;根据已知信息推测将要听取的材料的内容;提高阅读技能和用英语进行思维、推理、判断的能力; 掌握演讲稿的格式及新闻报道的写作步骤和要点。

    3. 情感目标Affect

    学习唐山人民勇敢面对自然灾害,积极进行灾后重建的精神;在教学活动中培养学生的合作精神和互助精神。

    三.教学重点和难点

    1重点词汇:injure,survivor, shock, rescue, disaster, fresh, judge, prepare 2语法:The Attributive Clause

    3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论,能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材,培养信息社会收集查找资料的能力。

    四.课时安排

    本单元共分为四个部分,具体课时教师可根据自身教学实践进行适当地安排和调整。 Part1:Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上,引入对San Francisco地震的学习,从而进入听力部分。

    Part2:Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题:第一个问题问学生在危机情况下会带什么,有利于很好的激起学生的兴趣和调动课堂气氛,由此则可过渡到第二个问题对地震前兆的了解,从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中,可结合今年唐山大地震30周年的报道,使学生进一步了解唐山大地震和现今的唐山,形成对比和强烈的震撼,从而更好地了解学习唐山人民勇敢面对自然灾害,积极进行灾后重建的精神。其次,通过对文章的学习,了解新闻的特点,为后面的写作做准备。重点词汇和语法的学习可结合文章进行,并配以适当的练习。

    Part3:Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析,来引出新闻写作中应注意的事项,并通过适当的练习来进行巩固,再让学生对自身的习作进行修改。

    Part4:Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受,让学生学会如何恰当地写演讲稿。

    五.教学步骤

    Warming-up & Listening

    Teaching goals:

    1. Get a general idea of earthquakes and some other natural disasters; 2. Train students’ listening ability and try to improve their pronunciation;

    3. Know the damage that an earthquake and other disasters could bring about and ways to reduce

    the losses of an earthquake.

    Teaching important points:

    Train the students’ listening ability and improve pronunciation.

    Teaching aids:

    A tape recorder; the blackboard; CIA课件

    Teaching procedures: Step1. Lead-in

    ----video of different natural disasters

    T: Our hometown is a place full of a kind of disasters. What is it?

    Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.

    Q. what damage will they bring about? ---- everything in ruins/ death/ losses…

    Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)

    Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?

    Q: How to avoid being hurt?? ----through games Q: Have you heard of any land earthquakes?

    ----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake. Q: What do you know about these two earthquakes?

    Step3: Listening

    1. Pre-listening

    ----brief introduction of San Francisco Earthquake Q: When did the quake happen? ---- 1906

    Q: what damage did bring about?

    ---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost

    homes…

    2. While-Listening

    ----according to the exercises in the text book 3. Post-listening

    ----How can we reduce the damage of earthquake? What can we do? Step4: Homework

    ---- preview the reading ―A Night the Earth didn’t Sleep‖ and learn new words of this unit

    Reading

    篇二:人教版高中英语必修1精品教案Unit_4_Earthquakes

    Unit 4 Earthquakes

    Warming Up, Pre-reading and Reading

    Teaching goals:

    Knowledge aims:

    1. Students will be able to master the following useful new words and expressions.

    disaster, natural, flood, drought, typhoon, hurricane, tornado, volcano, eruption, earthquake, damage, crack, brick, steel, electricity.

    2. Students will be able to know the basic knowledge about Earthquake

    Ability aims:

    Develop students’ reading ability.

    Emotional aims:

    1. Students will be able to know damages and presage that earthquake bring about. 2. Students will be able to know how to protect oneself and help others in earthquakes.

    3. Students will be able to be aware of terrible disasters, meanwhile get them to cherish happy life.

    Teaching important points:

    1. Master the usages of the useful words and expressions above.

    2. Improve the students’ reading ability. Teaching difficult points:

    1. How to make students understand the text better.

    2. How to train the stude

    高一英语必修一unit4教案

    nts’ reading ability in learning the text.

    Teaching methods:

    1. Arousing student’s interests in the text by showing them some pictures and a shout video.

    1. Explanation to get the students to have a clear idea.

    2. Discussion to get the students to understand the text easier.

    Teaching Aids:

    A computer and a blackboard.

    Teaching procedures:

    I. Warming up

    Warming up by talking

    Good morning class. I think you must know Mr. Nature, and he is emotional. When he is happy, we will have a fine weather, so can you describe these views?

    Ok, but he is emotional, when he gets angry, what will happen?

    Do you know how many kinds of natural disasters? What are they?

    Look at the pictures, can you name all the disasters?

    Flood drought typhoon /hurricane

    volcano firesandstorm

    typhoon hailstonethunderstorm

    flood hurricane earthquake

    Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?

    many children will become orphans.)

    Warming up by discussing

    Now, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)

    What will happen if there has been a big earthquake in these two cities?

    As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.

    Step 1. Lead-in

    1. enjoy a part of film of earthquake.

    (1)what other disasters does it have?(flood/ drought/earthquake/fire/typhoon/disease and so on)show some pictures

    (2).which disaster may cause the worst damage? ( earthquake)

    2.Have ever heard a story of an earthquake?(show video of Tangshan and San Francisco earthquake)

    3.Have you experienced an earthquake? If you have, tell me your experience. If no, just imagine what will happen before an earthquake?

    4.The earthquake is coming, if you’re trapped in the earthquake , how will you feel? What will you do? Will you leave right away? If you have time to take only one thing , what will you take, why?

    5.What kind of damage can an earthquake cause?

    ( buildings are destroyed; people are killed; families are broken…)

    Step2. Fast reading

    Today, we’ll learn a text “A Night the Earth didn’t sleep” First, let’s look at the title again, why the

    earth didn’t sleep for a night? What happened? What does the passage mainly talk about?

    Exchange your understanding of the passage with group members and work together to find the main idea of each part.

    Main idea of each part:

    Strange things were happening before the earthquake.

    The disaster happened and caused a lot of loss. All hope was not lost.

    Step 3 careful reading

    1. Read carefully and try to get more information to fill in the blanks.

    Part 2:

    a). Get the students to find some details of this part.

    Details:

    b). Fill in the blanks with the data

    ?of the nation felt the earthquake . ? A huge crack that was kilometres long and ? In ? of the people died or were injured during the earthquake.

    ? The number of people who were killed or injured reached more than . ? All of the city’s hospitals, of its factories and buildings and homes were gone.

    3. Group work

    Part 3:

    How were the people helped by the army?

    *The army organized teams to dig out those who were trapped and to bury the dead.

    *Miners were rescued from the coal mines.

    *Shelters were built for survivors whose homes had been destroyed.

    *Fresh water was taken to the city.

    Let the groups have a discussion with their partners about more ways to help the people in the earthquake.

    Step 4. Post-reading

    True or False

    1. There were one million people in Tangshan at that time.T

    2. The earthquake began 10 kilometres directly below the city. F

    3. Not only the people but also the animals were shocked greatly. T

    4. There was only one quake at that time. F

    5. Before the earthquake there wasn’t anything strange happening. F

    6. Workers rescued most of the 10,000 coal miners to the south of the city.F

    7.Almost everything in Tangshan was destroyed.T

    Step 5 Discussions.

    What shall we do or not do if an earthquake happens?

    DosDon’ts

    1. Stay in a small room, such 1. Be close to the outside wallas kitchen or bathroom

    2. Hide under the table or 2. Stay on the balcony

    bed, if you haven’t time

    to escape , you may stand 3. Jump out of the tall buildings

    close to the inside wall with

    some things covering on the 4. Use the lift

    head.

    3. If you stay in the open air ,keep off the tall building,

    and go to the fields without trees .

    Step 6 Summary that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more buildings down. Soldiers were called in to help the rescue workers. were Step 7 homework

    1.Surf the internet to find more information about earthquakes.

    2.Finish the “learning about language” part on page 27.

    Step 8 reflection

    Unit 4 Earthquakes

    Vocabulary and Useful Expressions

    ●从容说课

    This period mainly deals with the important language points that appear in the Reading passage.But at first,teacher should check how well the students have understood the passage by

    篇三:人教版高中英语必修1教案Unit 4 Earthquakes

    人教版高中英语必修1教案

    Unit 4 Earthquakes

    (1) 课题:Earthquakes (2) 教材分析与学生分析: 本单元的主题是“地震”。 Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。Reading部分是一篇新闻报道,介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。Learning about Language 部分涉及了本单元的词汇和语法。该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句,培养学生的自主学习能力。Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信,要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿,接着说一说唐山大地震纪念邮票。随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。写作(Writing)部分训练学生如何写新闻报道,学会拟地定写作提纲。

    (3) 课时安排:The first period: Reading The second period: Reading

    The third period: Listening The forth Period:Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标: ① 知识与技能:了解地震的成因、预兆,地震造成的损失,地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇

    和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道,拟订写作提纲。

    ② 过程与方法:在学习阅读部分时,可以根据教学的需要和教学班级的实际,从不同的角度设计目的明确的任务。阅读材料提及了很多孩子失去双亲成为孤儿,矿工在地震中的遭遇。救护人员和解放军官兵不顾自身安危,奋力抢险的事迹,地震无情人有情,感人至深。因此可以将他们作为素材,设计多种任务,展开课堂教学活动。如:1. 组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。 3. 写一篇新闻故事,描述救护人员和军队救灾的感人故事。

    ③ 情感态度与价值观:培养日常对自然现象的观察能力和思考能力,对地震等灾难中逃生和救生方法的了解。

    (5) 教学重点和难点:

    词汇:

    shake risesmelly pond burst canal steam dirt ruin injure destroy brick dam useless steel shock quake re

    scue electricity disaster army organize bury coal mine shelter fresh percent speech honor prepare Europe

    短语:at an end right awaydig out a (great) number of give outthousands of

    重点语法项目:由that, which, who, whose引导的定语从句. 难点: 1. Teach the students how to enjoy an article2. Teach the students the way to express themselves. 3. The usage of the words of that, which, who and whose.

    (6) 教学策略:Student-centered method, asking and answering, explaining and practicing, reading and discussion, speaking and listening, pair work (7) 教学煤体设计:A projector and a tape recorder. (8) 教学过程:详见以下分课时教学设计。 (9) 课堂练习与课外作业设计:穿插于分课时教学设计中

    (10) 教学反思或值得改进的地方:见每个课时最后部分。

    THE FIRST PERIOD: READING

    Step I. Revision

    Check the homework with the whole class.

    Step II. Warming up

    Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.

    T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”

    S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.

    S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.

    T: That’s too terrible.

    S3: The noise when planes take off.

    S4: The sound of trains.

    T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?

    Ss: No, we have no chance to hear that.

    T: If there is a sound like this, what is it?

    篇四:人教版高中英语必修一unit4教案

    Unit 3 补充

    1. 。。。dressed in。。。

    dress的宾语通常是人,意思是“给……穿衣服”。dress oneself/ sbd表示给自己或别人穿衣服。如果人作主语一般是be/ get dressed (in) ,in 表示穿的状态,例如

    She is dressed in a fur coat.

    这里dressed in 引导的过去分词短语做的是后置定语。

    其它表示穿的动词或短语:

    dress up的意思是“盛装打扮、乔装打扮”。

    I’d like you to dress up for my birthday party tonight.今晚我希望你为我的生日派对打扮打扮。 Young kids often dress up and have fun at Halloween.万圣节前夜,小孩子通常都乔装打扮,玩得很开心。

    put on “穿上、戴上”,强调“穿”“戴”的动作,后接衣服、鞋帽等。表示“穿(衣)戴(帽)”,后面的宾语是表示衣服、鞋、帽、手套、袜子、眼镜等的名词。

    例如:

    I want you to put on this coat and this hat. 我要你穿这件外套,戴这顶帽子。

    Put on your heavy winter coat if you are going out.如果你要出去,穿上你的厚冬衣。

    wear是状态动词,表示“穿戴、佩戴(手表、首饰、花等),留(发型、胡须等)”;还可表示“面露、面带(某种表情、样子等)”,意义广泛。 她戴着钻石项链。

    have on 是状态动词短语,除了表示“穿着,戴着”之外,还可表示树木等“披着,挂着”,不用进行时态。 现在是秋天,但树叶还挂在树上。

    2. To climb the mountains was hard work but as we looked around us, we were surprised by (1)、景色,风景

    eg:(2)、视野,视线

    eg: The lake soon came into view.

    (3)、看法,见解,态度(多用于复数) 在某人看来 In my view, you should follow the teacher’s advice.

    one’s view(s) on/about sth 某人关于某事的看法、见解

    with a view to sth / doing sth为了,指望 看待

    【辨析】view ,scene, sight 与seenery

    3. beneath / under / below

    【解释】

    beneath 书面用词,指紧挨??之下,对应on

    under普通用词,指在某物的正下方, 对应over

    below指位置低于某物或在某物下方,但不一定在正下方, 所指范围较宽, 对应above

    1). Write your name _______ the line.

    a pile of leaves.

    3). They stood ________ a big tree.

    1). below2). beneath

    3). Under

    Unit 4 Earthquakes

    1. rise (rose, risen)

    rise(vi.) “升起,升高”,其后不能接宾语,不能用于被动语态。

    eg: 1. The sun rose at seven o'clock. 太阳七点种升起。

    2. The balloon rose up slowly into the air. 气球冉冉升上天空。

    3. Her temperature is still rising. 她的体温还在升高。

    rise(vi.) (河水,物价等)上涨;提高;起身

    eg: 1. The river is rising after the rain. 雨后河水涨了。

    2. Prices have risen steadily during the past decade. 过去十年间物价一直在平稳地上涨。

    3. His voice rose in excitement. 他激动得声音提高了。

    4. The all rose from their seats to greet us. 他们都站起来迎接我们。

    作名词表示“上升,进展,振兴”。

    This article is about the rise and fall of the British Empire.

    give rise to sth 引起,导致某事物

    rise和raise的区别

    rise是不及物动词,其主语是提高,上升的东西,不能用于被动语态。而raise是及物动词,其主语是人,可用于被动语态。

    食品价格迅速上涨。

    raise(vt.) 抬起,举起

    eg: 1.He raised his arms above his head. 他把手臂举过头顶。

    2.The box is too heavy, I can't raise it. 这箱子太重了,我举不起来。

    3.If you have any question, please raise your hand. 如果有问题,请举手。

    raise(vt.) 提高;提出;增加

    eg: 1.He raised his voice. 他提高了嗓门。

    2.The price of tomatoes has been raised recently. 最近西红柿的价格提高了。

    3.He raisd a question at the meeting. 他在会上提出了一个问题。

    raise(vt.) 抚养;饲养

    eg: 1.She raised a lot of chickens. 她养了许多鸡。

    2.The farmers raises cattle and sheep. 农场主饲养牛和羊。

    2. crack

    作动词,表示“破裂,裂开;打,击,撞”。

    The ice cracked as I stepped on it. 我一踩冰就裂了。

    crack down(on)? 对??采取严厉措施 police crack down on drug dealers.

    crack up (精神)崩溃,(身体)垮掉。You will crack up if you go on working so hard. 作名词,表示“裂隙,裂缝,爆炸声”。firecracks 爆竹

    There are dangerous cracks in the ice.

    have a crack at sth/doing sth 试做某事物

    Have a crack at solving this puzzle. 再试试把这道难题解决了吧

    3. In the city, the water pipes in some buildings cracked and .

    在市内,有些建筑物里的水管爆裂开来。

    eg: 1. Water-pipes often burst in cold weather. 水管在寒冷的天气里经常冻裂。

    2. The balloon burst. 气球爆炸了。

    burst(v.) (仅用于进行时)塞满,几乎要胀破(+with)

    eg: 1. "More pudding?" "No, thanks. I'm bursting!" 我肚子已经撑胀了

    2. I am bursting with pride. 我自豪极了。 爆炸,爆破;某事物的突然爆发

    eg: A burst of hand-clapping followed the ending of the song. 歌声结束之后响起了一阵掌声。

    ▲拓展:

    1. burst sth. open 突然或猛然打开

    eg: The police burst the door open. 警察把门撞开了。

    2. burst in 突然进入(房间)

    eg: The police burst in and arrested the boy. 警察突然闯进逮捕了那个男孩。

    3. burst into sth. 突然或猛烈地发出或产生出某事物

    eg: burst into tears/laughter 突然哭起来/笑起来

    burst into anger 勃然大怒

    4. burst out (+ doing) 突然开始做某事

    eg: burst out crying/laughing/singing

    突然哭起来/笑起来/唱起来

    4. shake(v.) (shook, shaken)

    摇动,震动,抖动 eg: Shake the bottle before taking the medicine. 服药之前将药瓶摇一摇。

    使受震撼;使(信念等)动摇

    eg: They were badly shaken by the news of her death. 她死的消息令他们大为震惊。

    (指人)打颤,颤抖 eg: She was shaking with cold/laughter/fear/anger.她冻得/笑得/吓得/气得浑身发抖。 shake(n.) (C 常用单数) 摇动,震动

    eg: a shake of the head 摇头

    拓展:shake hands with sb. = shake sb. by the hand = shake sb's hand 与某人握手 shake one's head (over/ at sth)对…摇头(表示否定、怀疑、悲伤、不赞成) shake one's fist (at sb.) 向某人挥拳(表示愤怒或恐吓)

    5. It seemed as if the world was !世界似乎到了末日。

    ▲as if = as though 好像,仿佛,似乎

    As if/ as though 引导的从句可以用陈述,也可以用虚拟。当从句中的情况可能发生或可被设想为真实的,就用陈述语气,如课文中所示。再如:

    It looks as if our side is going to win.

    如果as if/ though 引导的从句中的情况不是真实的,而是假设的,就要用虚拟语气。与现在事实相反,从句用过去时或were来表示;与过去事实相反,从句用过去完成时。例如:

    When a pencil is partly in a glass of water, it looks as if it were broken. (一般事实) He talks to me as though I were a child. (现在)

    He speaks English so fluently as if he had studied English in England. (过去) ▲at an end 结束,终结 = finished,为固定短语,在句中常作表语。 eg: The war was at an end. 战争结束了。

    辨析: 在......的尽头;在......

    eg: 1. At the end of the street, you'll find a supermarket.

    在大街的尽头,你会看见一家超市。

    2. At the end of the party, he sang a beautiful song.

    在聚会结束时,他唱了一首优美的歌曲。 最后,终于 = at last,不能和of连用。

    eg: He tried many times, and in the end he succeeded.

    他多次努力,最后终于成功了。 到......末为止,到......结束时,通常和完成时连用。

    eg: 1. How many words had you learned by the end of last term?

    到上学期末为止,你们已学习多少个单词了?

    2. We'll have finished the work by the end of this month.

    到本月底我们将完成这项工作。

    6. lie躺,平放,位于,在于 vi. lay-lain-lying-lies

    He lay in bed the whole morning.

    词组 lie in the room躺在屋里 lie wounded 受伤躺着; lie in在于;由于;位于; lie still; 例句 A big house lay before us. 一座大房子位于我们眼前.

    His success lay in his hard work. 他的成功在于他的勤奋.

    liev. 撒谎lied, lying, lies

    n. an untrue statement 谎言

    词组 tell lies 吹牛

    lay vt. 放,放置,铺设;下(蛋);奠定(基础),制定(规划) laid-laid, laying, lays 词组 lay a table in the room 铺桌子 lay a new plan提交新计划

    lay an egg生蛋lay the foundation for为…奠定基础

    lay stress / emphasis/weight on something 认为..重要;lay something aside储蓄

    7. ruin (n.)U 毁坏,毁灭;灭亡

    eg: The war brought ruin to the country. 战争给这个国家带来了毁灭。

    C 废墟;遗迹 (常用复数)

    eg: The school is in ruins. 那所学校已成废墟。

    注意:ruin表示“废墟;遗迹”常用复数,常构成短语in ruins,意为“严重受损;破败不堪”。 eg: the ruins of ancient Rome 古罗马遗迹

    The war left the whole town in ruins. 战争过后,全城到处是颓垣断壁。

    His career lies in ruins. 他已事业尽毁。

    The old farm has long been abandoned and come to ruin.这家农场很早就已废弃了,成了废墟。

    [教材P26原句] In fifteen terrible seconds a large city lay in ruins.

    在可怕的15秒内,一座大城市就成为一片废墟。

    ruin (v.) 毁坏,毁灭;使破产 有一般“弄坏了”之意,也有比喻的意思。

    ruin oneself 毁掉自己;自取灭亡

    ruin one's health/fame/future 毁坏某人的健康/声誉/前途

    eg: 1. The fire ruined the books in the library. 大火焚毁了图书馆的藏书。

    2. The storm ruined the crops. 暴风雨毁坏了庄稼。

    3. He ruined his prospects by carelessness. 他因疏忽大意而断送了前途。

    4. I was ruined by that law case. 我被那场官司弄得倾家荡产。

    5. The bad weather had for the holiday.

    糟糕的天气毁掉了我度假的好心情。ruined all my pleasure

    8. injure 伤害

    (1)injured adj. 受伤的

    the injured 伤员

    (2)injury n. 伤;伤口;伤害

    do sb.an injury/do an injury to sb. 伤害某人

    ①Brown in the traffic accident, so he was in hospital. 布朗因为在交通事故中受了重伤,所以住院了。was seriously injured

    ② were sent to the hospital immediately.受伤者被立即送往医院。

    ◆ 区别injure, harm, hurt, wound

    injure常指因意外事故造成的损伤,还可以表示在感情、名誉上的伤害,可用于人或物。如: He was injured in a traffic accident.

    Don’t injure a man’s pride.

    harm“损害,伤害”,可损害有生命的,也可指损害无生命的东西。如:

    篇五:人教新课标高中英语必修1教案Unit4Earthquakes

    Teaching plan for unit 4

    Earthquakes

    Teaching aims and demands:

    1. Topic:

    Basic knowledge of earthquakes; how to protect oneself and help the others in disasters

    2. Useful words and expressions:

    shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;

    right away, (be) at an end, dig out, bring in, a (great )number of

    3. Functions:

    Talking about past experiences:

    I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.

    Sequence

    4. Grammar:

    The attributive clause (I)

    由that, which, who, whose引导的定语从句

    The number of people who were killed or injured reached more than 400,000.

    It was heard in Beijing which is one hundred kilometers away.

    Workers built shelters for survivors whose homes had been destroyed.

    Teaching procedures:

    Period 1.

    Step 1. Warming up

    Ss discuss and answer some questions:

    1. Which of the following may cause people the greatest damage?

    A. earthquake B. typhoon C. flood D. drought

    2. Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?

    Step 2. Pre-reading

    Ss discuss and answer:

    1. Do you know what would happen before an earthquake?

    2. What can we do to keep ourselves safe from an earthquake?

    3. Do you know anything about Tangshan Earthquake in 1976?

    Step 3. Reading

    1. Skimming and find the answers to the following questions:

    a. What happened?

    b. When and where did it happen?

    Part 1. The natural signs of a coming earthquake

    Part 2. The damage of the city after the earthquake

    Part 3. The help to the survivors

    Step 4. Comprehending

    Ss finish Ex 1 and 2 on page 27.

    Step 5. Assignment

    1. Surf the internet and get more information about the earthquake.

    2. Retell the text.

    Period 2.

    Step 1. Warming up

    1. Ss share more information about the earthquake.

    2. Ask some Ss to retell the text by using their own words.

    Step 2. Language points

    1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态

    The village lay in ruins after the war.

    These machines have lain idle since the factory closed.

    2. in ruins: severely damaged or destroyed 毁坏

    an earthquake left the whole town in ruins.

    His career is in ruins.

    3. number (n.): a quantity of people or things 数目;数量

    The number of people applying has increased this year.

    We were fifteen in number.

    a number of: a lot of

    I have a number of letters to write.

    A large number of people have applied.

    4. injure (v.): to hurt oneself/sb./ sth. physically 受伤

    He fell off the bicycle and injured his arm.

    5. reach (v.): to achieve or obtain sth. 达成;达到;获得

    You’ll understand it when you reach my age.

    At last we reached a decision.

    6. rescue (n.): an act of rescuing or being rescued 搭救;解救

    A rescue team is trying to reach the trapped mines.

    Rescue (v.): to save or set free from harm, in danger, or loss 解救;救出

    The rescued the man from drowning.

    7. trap(v.): in a place from which one wants to escape but cannot 困住;陷于绝境

    They were trapped in the burning hotel.

    8. all …not… = not all…: some but not all 一些;但不是全部

    Not all the girls left.

    =Only some of them left early.

    Not all the children are noisy.

    =Some of the children are not noisy.

    全部否定应用: none of…

    None of us were allowed to go there.

    None of these reports is very helpful.

    Step 3. learning about language

    1. Ss finish Ex 1,2 and 3 on page 27 and 28.

    2. Teacher checks the answer and give the Ss some help if they have some difficulty.

    Step 4. assignment

    1. Finish Wb.Ex.1 on page 63.

    2. Ss try to remember the useful words and expressions by hearts.

    Period 3

    Step 1. Warming up

    Ss read the passage again and try to find the sentences with attributive clauses.

    e.g. Workers built shelters for survivors whose homes had been destroyed.

    Step 2. Attributive clause

    1. Give Ss more sentences and let the Ss to find the structures of the attributive clause.

    2. Ss do some exercises about how to use that, which, who or whose.

    3. Ss finish Ex 2 on page 28.

    Some materials about attributive clause:

    关系代词引导的定语从句

    关系代词所代替的先行词是人或物的名词或代词,并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时,从句谓语动词的人称和数要和先行词保持一致。

    1)who, whom, that

    这些词代替的先行词是人的名词或代词,在从句中作主语和宾语。例如:

    Is he the man who/that wants to see you? 他就是你想见的人吗?(who/that在从句中作主语)

    He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。(whom/that在从句中作宾语)

    2) whose 用来指人或物,(只用作定语, 若指物,它还可以同of which互换)。例如:

    They rushed over to help the man whose car had broken down. 那人车坏了,大家都跑过去帮忙。

    Please pass me the book whose (of which) cover is green. 请递给我那本绿皮的书。

    3)which, that所代替的先行词是事物的名词或代词,在从句中可作主语、宾语等。例如:

    A prosperity which / that had never been seen before appears in the countryside.

    农村出现了前所未有的繁荣。(which / that在句中作宾语)

    The package (which / that)you are carrying is about to come unwrapped. 你拿的包快散了。(which / that在句中作宾语)

    Step 3. Using structures

    1. Ss read the passage on page 64.

    2. Ss try to complete the sentences by using who, whom, which, that or whose.

    3. Check the answer and explain any questions that the Ss may ask.

    Step 4. Assignment

    1. Ss learn by heart about how the structures of the attributive clause.

    2. Ss do some exercises about the attributive clause.

    Period 4. (reading)

    Step 1. warming up

    Ask the Ss:

    Do you know anything about the earthquake in San Francisco?

    Step 2. Reading

    1. Ss reading the passage and finish Wb. Ex 1 on page 65.

    2.Ss read the first paragraph in this passage. Then go back and read again the first paragraph of the passage on page 26. Compare the ways both writers give you details about the earthquakes and finish Ex 2 on page 65.

    3. Listen to the tape and read the third paragraph with feeling.

    Step 3. listening

    1. Ss listen to the tape and finish the exercise 1 on page 62.

    2. Ss listen to the tape again and then complete the following form:

    Period 5. (listening and speaking)

    Step 1. pre-listening

    Ss have a discuss about the earthquake in San Francisco in 1906 and answer:

    1. What happened to the city?

    2. What’s the result?

    Step 2. listening

    1. Ss read the statement of part 1,on page 30.

    2. Ss listen to the tape and make their choice.

    3. Ss listen again and answer the questions of part 2, on page 30.

    Step 3.talking

    1. Ss read the short passage on page 62, and in pairs make up a story to explain how an earthquake happens.

    2. Share the stories in class.

    Step 4. listening task

    1. Ss listen to the tape and write down the three “things” that are mentioned in the passage on page 66.

    Step 5.talking task

    1. Ss in pairs, choose eight things from the list on page 67 to put into their personal earthquake bag.

    2. now join with another pair and discuss your choices. Make another list of items and put them into the following list:

    my personal earthquake bag will contain:

    1).___________ 2). ____________ 3). _______________ 4). ____________

    5)._____________ 6).____________ 7). _____________ 8). _____________

    Period 6. (writing)

    Step 1. Pre-writing

    1. Ss read the letter on page 29.

    2. Ss make a list about the points that they want to write for the speech.

    Step 2. writing

    1. Ss write some sentences about their speech.

    2. Ss write a speech by using the sentences.

    3. Ss read their writings by themselves and correct the mistakes.

    4. Peer revising.

    5. Show some good writing in class.

    Step 3. Practice

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