高中語文必修一教案

高中必修一Unit 4 Earthquakes教案。

Unit4Earthquakes
TheFirstPeriod
Knowledge:
Learnandmasterthenewwordsandexpressionsinthisperiod.
Words:
Ability:
1.Trainthestudents’listeningability.
2.trainthestudents’listeningability.
3.Trainthestudents’abilitytousetheInternettosearchforsomeusefulinformation.
4.Trainthestudents’abilitytocooperatewithothers.
Emotion:
1.Knowthedamagethatanearthquake
2.Knowthewaystoreducethelossesofanearthquake.
Teachingimportantpoints
Trainthestudents’speakingabilitybydescribing,talkinganddiscussion.
Difficulties:
Trainthestudents’listeningability.
Step1Warming-up
T:DoyouknowwhathappenedintheIndianOceanattheendoflastyear?Itshockedorwecansayfrightenedthewholeworld.
S:Aterribletsunamibrokeoutthereon26thDecember.Morethan200000peoplewerekilled.
T:Yes.Itissaidthatitisthebiggestintheforedecades.Atsunamiisanunderseaearthquake.Thenhaveyouheardofanylandearthquakes?Wouldyoupleaselistsome?
S:WecanoftenhearthatearthquakesoccurinJapan.In1906,anearthquakestruckSanFrancisco,USA.About700peoplediedintheearthquakeandthefires.Andasmanyas250000peoplelosthomes.
T:Butdoyouknowanyfamousearthquakesthathappenedinourcounty?
S:TheTangshanEarthquakethathappenedin1976.
T:Canyoutellmewhatmightyhappeninanearthquake?YoumaylookatthetwopicturesonPage25.
Step2Listening
T:Beforewelearnthepassageaboutanearthquake,let’sfirstknowwhythereareearthquakesintheworld.Solet’sdosomelisteningonPage62.listentothetapeforthefirsttimeandtrytogetageneralideaofthepassage.
Listentothetapeandchecktheanswers.(Itisaboutthecauseofearthquakesandhowwecanreducelossesfromthem.)
T:ListentothetapeforthesecondtimeandjudgewhetherthestatementsinPart1aretrueoffalse.
T:Let’schecktheanswers.Listenagainandtrytocorrectthestatementsthatarefalse.
T:ListenagainandtrytocompletethetableinPart2.
Afewminuteslater,checktheanswers.
Step3Homework
1.PreviewthereadingpassageonPage26anddoexerciseIinthepart“Learningaboutlanguage”.
2.Askthetolookformorewaysofreducinglossesfromearthquakes.ThestudentscangotothelibraryorusetheInternettosearchforinformation.Aftersearchingfortheinformation,eachgroupshouldmakeaposter,informingpeoplehowtoreducethelossesofanearthquake.
Recordafterteaching:
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TheSecondPeriod
Knowledge:
Learnsomenew,phrasesandsomenewsentencepatterns.
Ability:
1.learnsomedetailedinformationaboutanearthquake.
2.improvethestudents’readingability.
3.trainthestudents’abilitytograspkeyinformationwhilelistening.
4.trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.Knowthedeadlinessofanearthquakeandthesignsbeforeanearthquakeiscoming.
3.LearnfromthebraveryofpeopleinTangshantofacetherealityandrebuildthecity.
Teachingimportantpoints:
1Thenewwordsandexpressions.
2.Learnsomedetailedinformationaboutanearthquake.
3.Trainthestudents’abilitytocooperatewithothers.
4.Trainthestudents’speakingability.
Teachingdifficulties:
1Words:shake,burst,rise,destroy,shock,fresh,injure
2.Phrases:rightaway,atanend
3.Sentencepatterns:
(1)Itseemed/seemsthat…
(2)Thenumberofsb./sth.Reached/reaches…
(3)Allhopewasnotlost.
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening
Teachingprocedures:
Step1Pre-reading
T:Supposeyouarewarnedofacomingearthquake.Nowyouhavetimetotakeonlyonething.Tellyourpartnerwhatyouwilltakeandthereason.
T:Ifanearthquakeisaroundthecorner,theremustbesomeabnormalphenomena.CarefullylookatthefourpicturesonPage25andtrytodescribewhatyouhaveseen.
Step2Listening
T:Everyoneknowsthatanearthquakeisveryterrible.Today,wewilllearnsomethingaboutthestrongestearthquakeinChina’shistory,whichhappenedinTangshan,Hebei,in1976.Firstlistentothetapewithyourtextbooksclosedandcheckwhetherthefollowingstatementsaretrueorfalse.Ifitisfalse,trytocorrectit.
1.PeopleinTangshanwerewarnedoftheearthquakeanddidn’tgotobedthatnight.(F)
2.PeopleinBeijingalsofelttheearthquake.(T)
3.Morethan400000peoplewerekilledinthequake.(F)
4.Manyrescueworkersanddoctorsweretrappedundertheruinsduringtheaftershock.(T)
5.PeopletriedtogetfreshwaterfromunderthegroundinTangshan.(F)
Step3Reading
1.FinishPart1-2inComprehendingonPage27.
2.FinishPart3inComprehendingonPage27.
3.ReadthepassageagaintogetimportantinformationaboutTangshanEarthquakeandfillintheblanks.(百思英語Page44)
Step4SpeakingorReadingaloud
IfyourstudentsaregoodatEnglish,askthemtodothisexercise:
Supposeoneofyouwasanewspaperreporter,andtheotherwasawitnessofthe1976TangshanEarthquake.Nowthenewspaperreporterisaskingthewitnesssomequestions.Workinpairsplease.
IfyourstudentsareverypoorinEnglish,askthemtodothisexercise:
Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.
Step5Homework
1.Readthetextseveraltimes.
2.Doexercise3onPage28.
3.Doexercise2onPage28intheexercisebookandhangitintomorrow.
4.Learnsomewordsandphrasesinthisunitandmakesomesentenceswiththem.(Ss’Book,Page82-84)
Recordafterteaching:
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TheThirdPeriod
Knowledge:
1.words:crack,burst,ruin,injure,destroy,shock,last
2.phrases:atanend,rightaway,digout
3.sentencepatterns:
Allhopewasnotlost.
Ability:
1.Trainthestudents’abilitytoreaddifferentnumbersinEnglish.
2.Learntheusageofsomedifficultwordsandexpressions.
3.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.Knowthedeadlinessofanearthquakeandthesignsbeforeanearthquakeiscoming.
3.LearnfromthebraveryofpeopleinTangshantofacetherealityandrebuildthecity.
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentnumbersinEnglish.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
1.T:Inthelastperiod,welearnedsomethingabouttheterribleTangshanEarthquakein1976,whichisthedeadliestearthquakeinChina’shistory.NowIamgoingtoaskyousomequestionsbasedontheReadingpassage.
(1)WhatdidpeopleinTangshanseeintheskybeforetheearthquake?
(2)Whatdidpeoplenoticeinthewells?
(3)Didpeoplepayanyattentiontotheseabnormalphenomena?
(4)Whendidtheearthquakebegin?
(5)Werethereanyaftershocks?
(6)Didthesurvivorsdenythecityandgotoliveinotherplaces?
2.Checkthehomework(Ex2onP28).Askthemtoreciteitafterclass.
Step2LearningaboutNumbers
TurntoPage28andlookatPart3.Matcheachwordtothenumberthathasthesamemeaning.Allowthestudentsseveralminutestofinishthetask.Checktheanswers.
Step3Importantpoints
AskthestudentstoturntoPage82.Asksomestudentstomakesomesentenceswiththewordsorphrases.Dealwithsomedifficulties.Youcanaddmorephrases.
Step4homework
Inordertomastertheusageofthesewordsandexpressions,pleasedosomerelatedexercises.
1.FinishoffthetwopartsinUsingWordsandExpressionsonPage63.
2.TranslatethesentencesonPage63intoEnglish.WritetheEnglishsentencesinoneofyourexercisebookandhanditintomorrow.
Recordafterteaching:
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TheFourthPeriod
Knowledge:
1.LearntheAttributiveClause.
2.LearnthedifferencebetweenRelativePronounsfortheAttributiveClauses.
Ability:
1.LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.
2.Trainthestudents’abilitytoreportwhatothershavesaid.
Emotion;
Trainthestudents’abilitytocooperatewitheachother.
Teachingimportantpoints:
1.LearntheAttributiveClause.
2.Trainthestudents’abilitytoreportwhatothershavesaid.
Teachingdifficulties:
LearntochoosethecorrectRelativePronounsfortheAttributiveClauses.
Teachingprocedures:
Step1revision
Checkthehomeworkexercises.
Step2Grammar
(Theteacherwritesthesentence“Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.”O(jiān)ntheblackboardbeforeclassbegins.)
T:Pleaselookatthesentenceontheblackboard,payingspecialattentiontotheunderlinedpart.Whatkindofclauseisit?
Ss:TheAttributiveClause.
T:Yes.TheAttributiveClausetellsuswhichpersonorthing(orwhatkindofpersonorthing)thespeakermeans.
e.g.Thewomanwholivesnextdoorisateacher.
Asentencewithanattributiveclausecontainstwoshortersentences.Inthesentenceabove,thetwoshortsentencesare:“Thewomanisateacher.”And“Thewomanlivesnextdoor.”TheAttributiveClauseistheanswertothequestion:Whichwomanisateacher?
Wouldyoutrytodividethesamplesentenceontheblackboardintotwoshortsentences?
T:That’sright.NowtrytofindallthesentenceswithAttributiveClausesinthereadingpassageanddivideeachsentenceintotwoshortsentences.
T:NextIwillsaysomethingaboutthecommonrelativepronouns.
“Who”isusedforpeople.“Which”isusedforthings.“That”isusedforthingsorpeople.“Whose”isusedinsteadofhis/her/their/somebody’s.“Whom”isquiteformal,andinmostcasesitisallrighttousewhoinstead.Butwhenwhomhasaprepositionbeforeit,itcannotbereplacedbywho.
Step3Practice
1.NowlookatPart2inDiscoveringUsefulStructuresonPage28.trytocompleteeachsentenceusingthat,which,who,orwhose.
Letthestudentsdothisexerciseandchecktheanswers.
2.DomoreexercisesinEx3onPage51in《導(dǎo)學(xué)》
Step4Homework
Afterclass,readthepassageonPage64.It’saboutadviceonhowtoprotectyourhomefromanearthquake.Completethesentencesbelow,usingwho,whom,which,thatorwhose.
Recordafterteaching;
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TheFifthPeriod
Knowledge:
1.Knowhowtowriteaspeech.
2.Knowhowtowriteanewspaperstory.
Ability:
1.Trainthestudents’speakingability.
2.Trainthestudents’abilitytosearchfordoingsomething.
3.Trainthestudents’abilitytodothingsstepbystep.
Emotion:
1.HonorthegreatpeopleofTangshan.
2.Learntocooperatetoeachother.
TeachingImportantPoints:
1.Trainthestudents’speakingability.
2.Trainthestudents’abilitytosearchfordoingsomething.
TeachingDifficulties:
1.Knowhowtowriteaspeech.
2.Knowhowtowriteanewspaperstory.
3.Learntocooperatetoeachother.
TeachingProcedures:
Step1Revision
T:Inthelastperiod,welearnedtheAttributiveClauseandhowtochooseaproperrelativepronoun.Nowlet’scheckyourhomeworkexercises.PleaseopenyourtextbooksandturntoPage64.LookatPart1inUsingStructures.Iwillasksomeofyoutoreadthesentencesout.
(Theteachercorrectsmistakesifthereareany.)
Step2ReadingandWriting
T:ReadtheletteronPage29.Intheblankatthebeginningoftheletter,writethelastnumberoftheyearitisnow.Thenintheblankneartheendoftheletter,useanumbertosayhowmanyyearsagothequakehappened.
(Afterseveralminutes,theteachercheckstheanswerswiththeclass.)
T:Supposeyouarethestudentwhowasinvitedtogivethespeech.Whatshouldyouincludeinyourspeech?
(Studentsgivetheirdifferentanswers.)
T:Yes,whilewriting,don’tforgettocontaintheinformation.NowIwillgiveyou15minutestowritethespeech.Youcanfollowthepointsinpart3onthispage.
(Whilethestudentsarewriting,theteachergetsaroundtheclassroomandhelpsthestudentstodealwithanydifficultiesthattheyhave.)
(After15minutes)
T:Arethereanyvolunteerstoreadhisorherspeech?
(Ifthereisnobody,theteacherasksonetoread,andgivesomeassessments.)
Step3Speaking
T:Imaginethatafteryourspeech,ZhangshaasksyoutogiveashorttalkaboutthenewstampsaboutTangshantohonorthecity.First,askandanswerthefollowingquestionsinpairs.
(1)Whatdothesestampsshow?
(2)Doyouthinkthesestampsareveryimportantandwhy?
(3)Willyoucollectthesestamps?Whyandwhynot?
(Afterthestudentsaskandanswerthesequestionsinpairs.)
T:Nowtrytofillinthelinesinthelittletalk.Youcanusesomeoftheanswerstothequestions.
T:NextIwillaskoneofyoutoreadthelittletalk.
Step4Writing
T:Bynowyouhavelearnedwritingaspeechandalittletalk.Nowyouaregoingtowriteanarticleforanewspaperaboutaspecialeventthathappedinyourhometown.First,let’slearnsomeskillsofwritingnewspaperstories.Beforeyouwrite,youshouldwriteanoutline.Thisisveryuseful.Today,wewilllearnhowtowriteanoutline.PleaseturntoPage31.ReadtheinstructionsinboldandpayattentiontosomequestionsIpreparedtoyou.
Q1:Whyisanoutlineimportant?
Q2:Whatshouldanoutlineinclude?
Q3:Whyisaheadlineimportant?
Q4:Whatarethestepstofinishanewspaperstory?
Q5:Whatisthefeatureofanewspaperstory?
Suggestedanswers:
1.Becauseanoutlinewillprepareyoutowriteabetterstory.
2.Agoodoutlineshouldhaveaheadline,alistofmainideasandalistofimportantdetails.
3.Aheadlinecantellthereaderswhatthetopicis,soitcanattractthereaders’attentionsincethereadermaynothaveboughtthenewspaperbeforetheyreadtheheadline.
4.First,organizethemainideas.Next,putsomedetailsintoeachparagraph.
5.Anewspaperstorygivesthemostimportantnewsfirstandtheleastimportantnewslast.
T:Nowlet’sreadtheexampleofanewspaperstory.Trytofindtheheadline,mainideaanddetailsofeachparagraph.Youmayworkingroupsofthree.
(Afterseveralminutes,theteacherasksthestudentsthefollowingquestions:)
Q1:Whatistheheadlineofthenewspaperstory?
Q2:Whatisthemainidea?
Q3:Whatisthedetailedinformation?
T:NowturntoPage32andcheckyourmainidealsanddetailedinformation.
Step5Homework
T:Sonowyouknowhowtowriteapassagestepbystep.PreparetheoutlineforashortnewspaperstoryforChinaDaily.Usetheexampletohelpyoutoorganizeyouroutline.Youcanfirsthaveadiscussionwithyourpartneranddecidewhicheventyouwillwriteabout.Trytowritedownthetitle,mainideasanddetailedinformation.Thenputthemintoashortpassage.
Recordafterteaching:
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TheSixthPeriod

Knowledge:
LearnapassageabouttheSanFranciscoEarthquake
Ability:
1.Learntocomparetwosimilarpassages.
2.Trainthestudents’listeningability.
Emotion:
1.Learntocooperatewithothers.
2.LearnfromthebraveryofthepeopleofSanFranciscotofacethereality.
TeachingImportantPoints:
1.Trainthestudents’listeningability.
2.LearnapassageabouttheSanFranciscoEarthquake
TeachingDifficulties:
Learntocomparetwosimilarpassages.
TeachingProcedures:
Step1Revision
T:Inthesecondperiodofthisunit,youlearntsomedetailedinformationabouttheTangshanEearthquake.Canyouuseseveralsentencestosummarizethepassage?
S:Letmehaveatry.TheterribleearthquakestruckthecityofTangshanwhilepeopleweresleeping.Morethan400000peoplewerekilledorinjuredinthequake.Afterthequake,peoplefoundnearlyeverythingwasdestroyed.ButpeopleinTangshandidn’tloseheart.Theyrebuiltthecitywiththehelpofsoldiers.
T:Quitegood.
Step2ReadingandComparing
T:Inthefirstperiod,wealsotalkedabouttheearthquakesthathappenedinSanFrancisco.Today,wewilllearnapassagetitled“TheStoryofanEyewitness”,whichisabouttheSanFranciscoEarthquakein1906.ItwaswrittenbyJakeLondon,whowasafamousAmericanwriter.
T:Firstreadthepassagecarefully.Whilereading,pleasethinkaboutthefollowingquestions:
(1)Howdidtheauthorfeelabouttheearthquake?
(2)HowdidtheauthorfeelaboutthepeopleofSanFrancisco?
(Ssreadthepassage,thentheteacheraskssomeonetogivetheiranswersandcheckstheanswers)
(Answerswillvary.)
T:Quitegood.Youcankeepyourownanswersaslongasyouthinktheyarereasonableandyoucanfindproofsfromthepassage.
Readthefirstparagraphinthispassage.ThengobackandreadagainthefirstparagraphofthepassageonPage26.Comparethewaysbothwritersgiveyoudetailsabouttheearthquakes.Trytofinishthe4exercisesonPage66.Youmaydiscussingroupofthree.
(Ssreadthetwopassageandfinishtheexercises.)
(Thentheteachercheckstheanswers.)
T:NextIwillplaythetapeofthispassageforyoutolisten.Pleasepayspecialattentiontotheintonation.
(Afterlistening.)
T:NowIwillgiveyouseveralminutestoreadthethirdparagraphwithfeelings.
Step3Listening
T:JustnowwelearnedapassagewrittenbyaneyewitnessabouttheterribleSanFranciscoearthquakein1906.Nowwewilllistentoastorytoldbyamanwhowasasurvivoroftheearthquake.Listentothetapethefirsttime,andtrytotellwhetherthestatementsinpart1aretrueorfalse.
(Teacherplaysthetapeforthestudentstolistenandfinishthetask.)
(Afterlistening,theteachercheckstheanswerswiththeclass.)
T:Nowlet’slistentothetapeagainandtrytoanswerthequestionsinPart2.
(Afterlistening,theteachercheckstheanswers)
T:Whilelisteningtothetape,youshouldnotonlypayattentiontothecontents,butalsothepronunciationandintonation.ThesentencesinPart3showusthesequence.Iwillplaythetapeagain,youshouldmarkliaisonandincompleteexplosioninthesesentences.Thenpracticereadingthemaloud.
Step4Homework
T:Inthisclasswereadandlistenedtotwostories,bothofwhichareaboutthe1906SanFranciscoearthquake.ThestoriesaretrueandwerewrittenfortheMuseumoftheCityofSanFrancisco.Themuseumhasmanysuchpersonalaccountsandphotosat//www.Sfmuseum.Org/1906/06.html.Ifyouareinterestedinthem,youcansurfinthesiteI’vegiventoyou.
Recordafterteaching:
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TheSeventhPeriod
Knowledge:
1.Learnhowtomakeanearthquakeplan.
2.Learnwhattocontaininapersonalearthquakebag.
Ability:
1.Trainthestudents’listeningability.
2.Trainthestudents’speakingability.
3.Learntofindreasonsfortheirchoices.
4.Learntosumupwhattheyhavelearnedintheunit.
Emotion:
Learntocooperatewithothers.
TeachingImportantPoints:
1.Trainthestudents’listeningability.
2.Trainthestudents’speakingability.
TeachingDifficulties:
Learntofindreasonsfortheirchoices.
TeachingProcedures:
Step1Greetings
Greetthewholeclassasusual.
Step2Listening
T:ThesedaysEarthquakesarealwaysourcentraltopic.Wehavelearnedmanythingsaboutit.Uptillnow,earthquakesaredifficulttopredict.Wecanhardlyavoidanearthquake.Butactuallywecandothingstoreducethelossesofanearthquake.Let’slookattheformonPage66andhaveadiscussionabouttheearthquakeplanwithyourpartner.
(Ssgivetheiranswers)
T:Whatshouldyoudoifyouareoutside?
(Ssgivetheiranswers)
T:Whatshouldyoudoifyouareinthelivingroom?
(differentanswers)
T:Whatshouldyoudoifyouareinthehouseroom?
(differentanswers)
T:Nextwearegoingtolistentothetapeandwritedownthethree“things”thatarementioned.
(Afterlistening,teachercheckstheanswerswiththestudents.)
T:Thenlet’slistenagain.Thistimeyoushouldwritedownmoredetailsabouteachofthe“things”.
(Afterlistening,teachercheckstheanswerswiththeclass.Playthetapeagainifnecessary.)
Step3Speaking
T:Youknoweveryfamilyshouldhaveanearthquakebag,inwhichthereareenoughthingsthatyoucanuseincaseofanearthquake.Herewehavealistofpossibleitemsforthepersonalearthquakebag.Chooseonlyeightthings,whichyouthinkarethemostessential,fromthelist.Theymustlastyoufivedays.Discusswithyourpartner.
(Afterseveralminutes.)
T:Nowjoinanotherpairanddiscussyourchoices.Putallthethingsyouagreeonintoafinallist.Discusstheotheritemsexplainingyourreasonsandtryingtoagreewhichonesarethemostsuitable.
(Afterseveralminutes.)
T:Eachgroupshouldchooseonerepresentative.Nowbepreparedtopresentyourlisttotheclassandgiveyourreasonsforeachchoice.
Step4LearningTip
T:Inordertolearnalanguagewell,youshoulddoalotofpractice,includinglistening,speaking,readingandwriting.Onlywhenweunderstandwhatissaidtouscanwehaveaconversationwithsomebody.SolisteningtoEnglishisveryimportant.Afterclass,youshouldlistentotheEnglishnewsonCCTVInternational.Youwillnotonlygetalotofinformationaboutwhatishappeningaroundtheworld,butalsoimproveyourlisteningandlearnmoreEnglishwordsandexpressions.Atthesame,youwillimproveyourpronunciationandintonation.
Step5Summingup
T:Nowlet’ssumupwhatyouhavelearntinthisunit.Workwithyourpartner.Firstwritedownwhatyouhavelearnedaboutearthquakes.Thenwritedowntheverbs,nouns,expressionsandnewgrammaritemsthatyouhavelearnedfromthisunit.
Step6Homework
1.ReviewUnit4..
2.PreviewUnit5.
Recordafterteaching:
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相關(guān)知識(shí)

Unit 4 Earthquakes教案

Unit4Earthquakes
Period3Grammar(TheAttributiveClause(Ⅰ)
整體設(shè)計(jì)
從容說課
Thisisthethirdteachingperiodofthisunit.Totestwhetherthestudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thepattern“Notall...”or“All...not...”isabitimportant,sospecialexercisesshouldbedesigned.
Thisteachingperiodmainlydealswiththegrammar:theAttributiveClauseintroducedbythat,which,whoandwhose.Firstly,theteachercanaskthestudentstoreadthetextANighttheEarthDidn’tSleep,tickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.Secondly,summarizetheusagesoftheAttributiveClause,especiallytheusagesofRelativePronouns:which,that,who,whomandwhosebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage28andmoreexercisesforstudentstomastertheusagesofwhich,that,who,whomandwhose.
Attheendoftheclass,askthestudentstoreadthepassageASafeHomeanddotheexercisesinUsingstructuresonPage64andadditionalexercisesforconsolidation.
教學(xué)重點(diǎn)
GetthestudentstomastertheAttributiveClauseintroducedbythat,which,whoandwhose.
教學(xué)難點(diǎn)
Enablethestudentslearnhowtousethat,which,whoandwhosecorrectly.
教學(xué)方法
1.Task-basedteachingandlearning
2.Cooperativelearningandpractice
教具準(zhǔn)備
Aprojectorandothernormalteachingtools
三維目標(biāo)
Knowledgeaims:
1.GetthestudentstolearntheAttributiveClauseintroducedbythat,which,whoandwhose.
2.Letthestudentslearndifferentusagesofthat,which,whoandwhose.
Abilityaims:
1.Enablethestudentstouseattributiveclausestodescribethingsandpersons.
2.Enablethestudentstoknowhowtochoosecorrectrelativepronounsforattributiveclauses.
Emotionalaims:
1.Getthestudentstobecomeinterestedingrammarlearning.
2.Developthestudents’senseofgroupcooperation.
教學(xué)過程
設(shè)計(jì)方案
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Translatethesentences:
1)并非所有的竹子都能長(zhǎng)高。
2)她們?nèi)疾簧瞄L(zhǎng)舞蹈。
Suggestedanswers:
1)Notallbamboocangrowtall./Allbamboocannotgrowtall.
2)Noneofthemis/aregoodatdancing.
→Step2Readingandfinding
TurntoPage26andreadthetextANighttheEarthDidn’tSleep.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.
Suggestedanswers:
1.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.
但是，唐山市的一百萬居民當(dāng)天晚上照常上床睡覺了，他們幾乎都沒有把這些情況當(dāng)一回事。
2.ItwasheardinBeijing,whichisonehundredkilometersaway.
100千米以外的北京市都聽到了地震聲。
3.Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcanals.
一條8千米長(zhǎng)30米寬的巨大裂縫橫穿房舍、馬路和渠道。
4.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400000.
死傷的人數(shù)達(dá)到40多萬。
5.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.
救援人員組成小分隊(duì)，將被困的人挖出來，將死者掩埋。
6.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
救援人員為那些家園被毀的幸存者蓋起了避難所。
→Step3Summaryoftheattributiveclause
1.與定語從句相關(guān)的概念
什么是定語從句？什么是先行詞？什么是關(guān)系詞？關(guān)系詞在定語從句中分別起什么作用？
2.關(guān)系代詞引導(dǎo)的定語從句
關(guān)系代詞放在定語從句和先行詞之間引導(dǎo)定語從句，并代替先行詞在定語從句中充當(dāng)主語、賓語、定語等成分。關(guān)系代詞在定語從句中作主語時(shí)，從句謂語動(dòng)詞的人稱和數(shù)要和先行詞保持一致；關(guān)系代詞在定語從句中作賓語時(shí)可以省略，作其他成分時(shí)不能省略。
1)which引導(dǎo)定語從句時(shí)，先行詞是除人以外的表示事物或動(dòng)物的名詞或代詞，在從句中作主語或賓語。
Aprosperitywhichhadneverbeenseenbeforeappearsinthecountryside.
農(nóng)村出現(xiàn)了前所未有的繁榮。（which在從句中作主語）
Thepackage(which)youarecarryingisabouttocomeunwrapped.
你拿的包裹快散了。（which在從句中作賓語，可以省略）
2)who引導(dǎo)定語從句時(shí)，先行詞是表示人的名詞或代詞，在從句中作主語；作賓語時(shí)用其賓格whom（在口語中也可用who）。
Ishethemanwhowantstoseeyou?
他就是想見你的人嗎？(who在從句中作主語）
Heistheman(whom/who)Isawyesterday.
他就是我昨天見的那個(gè)人。(whom/who在從句中作賓語，可以省略）
3)that引導(dǎo)定語從句時(shí)，先行詞既可是表人的名詞或代詞（相當(dāng)于who/whom），也可是表物的名詞或代詞（相當(dāng)于which），在從句中作主語或賓語。
Aplaneisamachinethat/whichcanfly.
飛機(jī)是能飛的機(jī)器。
Idon’tknowthemanthat/whoisreadingthenewspaperoverthere.
我不認(rèn)識(shí)在那邊讀報(bào)的男子。
Doyoulikethebook(that/which)youborrowedyesterday?
你喜歡你昨天借的那本書嗎？
Sheisthegirl(that/whom/who)youwanttoknow.
她是你想認(rèn)識(shí)的女孩。
4)whose引導(dǎo)定語從句時(shí)，先行詞既可是指人的名詞，也可是指物的名詞，在從句中作定語，相當(dāng)于ofwhom或ofwhich。
Theyrushedovertohelpthemanwhosecarhadbrokendown.
那人車壞了，大家都跑過去幫忙。
Pleasepassmethebookwhosecoverisgreen.
請(qǐng)遞給我那本綠皮的書。
（如果學(xué)生基礎(chǔ)較好，語法部分也可用英語講解。）
RelativePronouns:which,that,who,whom,whose
WhatareRelativePronouns?Relativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences.
1.which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycanbeomitted.
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectintheattributiveclause;whomcanonlybeusedasanobject.
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeintheattributiveclause.
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n.thefirst+n.etc.,weusethatinsteadofwhich.
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited.
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinanon-restrictiveattributiveclauseorafterapreposition.
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
AtlastImetthewriterofwhomIhadheardlongbefore.
Thisisthehouseinwhichthefamousmanwasborn.
→Step4Practice
1.TurntoPage29.DoExercise2inDiscoveringusefulstructure.
2.Fillintheblanks,usingwhich,that,who,whomandwhose.
1)Theeggs______________Iboughtyesterdaywerenotfresh.
2)Thefriend______________cametosupperlastnightwasn’thungry.
3)Heprefersthegoose______________comesfromhisparents’farm.
4)Thenoodles______________youcookedweredelicious.
5)Hesawahouse______________windowswereallbroken.
6)Idon’tlikethepeople______________smokealot.
7)Theman______________livesnexttoussellsvegetables.
8)Ipreferdumplings______________havejustbeencooked.
9)Don’tdrinkwater______________hasnotbeenboiled.
10)Those______________wanttogototheGreatWallwritedownyournameshere.
11)Thepotatoes______________weatejustnowwereexpensive.
12)Thepancakes______________youhadforbreakfastweremadeofcorn.
13)Heshowedamachine______________partsaretoosmalltobeseen.
14)Afish______________hasabrighteyeisfresh.
15)You’dbetterbuyvegetablesfromfarmers______________growthem.
Severalminuteslater,checktheanswerswiththeclass.
Suggestedanswers:
1)(which/that)2)who/that3)which/that4)(which/that)5)whose
6)who/that7)who/that8)which/that9)which/that10)who11)(which/that)12)(which/that)13)whose14)which/that15)who/that
→Step5Workbook
DoExercise1andExercise2inUsingstructuresonPage64.
→Step6Consolidation
Showtheexercisesonthescreen.
1.把下面的兩個(gè)簡(jiǎn)單句合并成一個(gè)含定語從句的復(fù)合句：
1)Themanhasbeencaught.Hedidtherobbery.
2)Thechairwasabrokenone.Isatinthechairjustnow.
3)Aplaneisamachine.Itcanfly.
4)Tomistheboy.Hedamagedthevaseyesterday.
5)Maryisthegirl.HerEnglishisthebestinourclass.
6)Iwantedtoseethewoman.Shehadalreadyleft.
7)Theonemillionpeopleofthecitywenttobedasusualthatnight.
Theythoughtlittleoftheseevents.
8)Workersbuiltsheltersforsurvivors.
Theirhomeshadbeendestroyedintheearthquake.
2.用定語從句翻譯下面的句子：
1)玉米是人和動(dòng)物都可以食用的植物。
2)我們昨天看的那場(chǎng)電影一點(diǎn)意思也沒有。
3)我在商店碰到的那位婦女是我的一位老同學(xué)。
4)學(xué)習(xí)不刻苦的那些人是不會(huì)通過這次考試的。
5)我住在窗戶朝南的那個(gè)房間里。
6)任何人犯法都應(yīng)受到懲罰。
Checktheanswerswiththeclassanddealwithanyproblemsstudentsmeet.
Suggestedanswers:
1.1)Themanwho/thatdidtherobberyhasbeencaught.
2)Thechair(which/that)Isatinjustnowwasabrokenone.
3)Aplaneisamachinewhich/thatcanfly.
4)Tomistheboywho/thatdamagedthevaseyesterday.
5)MaryisthegirlwhoseEnglishisthebestinourclass.
6)Iwantedtoseethewomanwho/thathadalreadyleft.
7)Theonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.
8)Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyedintheearthquake.
2.1)Cornisaplantwhich/thatcanbeeatenbypeopleandanimals./Cornisaplant(which/that)peopleandanimalscaneat.
2)Thefilm/movie(which/that)wesawyesterdaywasnotinterestingatall.
3)Thewoman(whom/that/who)Imetintheshopwasoneofmyoldclassmates.
4)Thosewhodon’tworkhardwon’tpasstheexamination.
5)Iliveintheroomwhosewindowfacessouth.
6)Anyonewhobreaksthelawwillbepunished.
→Step8Homework
1.Finishofftheworkbookexercises.
2.Learntheimportantgrammarpointsbyheart.
板書設(shè)計(jì)?
Unit4Earthquakes
RelativePronouns:which,that,who,whom,whose?
WhatareRelativePronouns?
Relativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences.
1.which/that:referringtothings,canbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobject,theycanbeomitted.
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectintheattributiveclause;whomcanonlybeusedasanobject.
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeintheattributiveclause.
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n.thefirst+n.etc.,weusethatinsteadofwhich.
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited.
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinanon-restrictiveattributiveclauseorafterapreposition.
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
AtlastImetthewriterofwhomIhadheardlongbefore.
Thisisthehouseinwhichthefamousmanwasborn.

活動(dòng)與探究?
Asweallknow,theattributiveclauseisveryimportant.Therearemanyproverbswithattributiveclauses.Getonlinetofindsomeoutforyoutoimitateandremember.Youshouldtrytofindoutatleastfiveones.
Possibleversion:
1.Allthatglittersisnotgold.
閃光的并不都是金子。
2.Alliswellthatendswell.
結(jié)局好，一切都好。
3.Hewholaughslastlaughsbest.
誰笑到最后誰笑得最好。
4.Hewhodoesn’treachtheGreatWallisnotatrueman.
不到長(zhǎng)城非好漢。
5.Hewhoknowsothersislearned,andhewhoknowshimselfiswise.
知人者智，自知者明。
6.Hewholovesothersisconstantlyloved,andhewhorespectsothersisconstantlyrespected.
愛人者恒愛之，敬人者恒敬之。
7.Godshelpthosewhohelpthemselves.
自助者天助/天助自助之人。
8.Friendshipislikesoundhealth,thevalueofwhichisseldomknownuntilitislost.
真正的友誼猶如健康的身體，失去時(shí)方知其可貴。
9.Thehandsthatpushcradlesarethehandsthatpushtheworld.
推動(dòng)搖籃的手，就是推動(dòng)世界的手。
10.Nothingintheworldisdifficultforonewhosetshismindtoit.
世上無難事，只怕有心人。

高一Unit 4 Earthquakes教案

一名優(yōu)秀的教師在每次教學(xué)前有自己的事先計(jì)劃，作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來，減輕高中教師們?cè)诮虒W(xué)時(shí)的教學(xué)壓力。高中教案的內(nèi)容要寫些什么更好呢？下面是小編幫大家編輯的《高一Unit 4 Earthquakes教案》，歡迎大家閱讀，希望對(duì)大家有所幫助。

Unit4Earthquakes
THEFIRSTPERIODREADING

Class:ClassOne,GradeOneSubject:English
Teacher:ShenChangTutor:JiangHailian

I.TeachingAims
Knowbasicknowledgeofearthquakes.
Knowhowtoprotectoneselfandhelpothersindisasters.
Ⅱ.Importantwhilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.
T:Now,let’slookatthepictures.Whatarethepredictionsofanearthquake?
S1:Beforeanearthquakeanimalswillbecomenervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.
T:Terrific!Wheredidyougetthisknowledge?
S1:Fromgeography.Ilikeit.
T:good.Sitdownplease.
S2:Madam,Idon’tknowthemeaningofthepicturewithtwowomen.
T:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?
S3:I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.
S4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfood
S5:Inthatcase,I’drathertakesomeapples,sothatbesidesdrinking,Icanalsoeat.
S6:Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Shebroughtmeup.
T:Whatadutifulchildyouare!I’mverygladtohearthat.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatittellsus.
StepIV.Reading
Inthispart,teachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.Thiscanhelpthemfinishexercise3inComprehension.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExs1-2,whichareaboutdetails.
Skimming
T:AtfirstI’dliketoreadthetextquicklytogetthegeneralideaofthearticle.Whilereading,youshouldpayattentiontothesentenceofeachparagraph.
T:Haveyougotthegeneralideaofthetext?
Ss:Yes.
T:Whatisit?
S1:Thereisnoquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraph?
T:Sure.
S1:OK.That’seasy.Themainideaofthepassageissomesignsoftheearthquake,andwhatwouldhappenduringthequake.
T:Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.(Teacherwritesthewordontheblackboard)Doyouunderstandthemeaningoftheword?
Ss:No.
T:Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?
S3:Yes.Atfirst,thetexttellsussomethingthathappenedbeforethequake,thenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.
T:Quiteright!Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakemoreexact.
Teachershowsthescreenandgivesalittletimetothinkitover.
1.StrangethingswerehappeninginthecountrysideinthenortheastHebei.
2.Thedisasterhappenedandcausedalotofloss.
3.Allhopewasnotlost.
Carefulreading
T:Now,it’stimeforustoreadthetextcarefully.Butbeforereading,youshouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreen,andreadthequestions.
Showonthescreen
1.Whatnaturalsignsofacomingdisasterwerethere?
2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?
3.Whateventsprobablymadethedisasterworse?
4.Whatsituationsprobablymadethedisasterworse?
5.Howwerethesurvivorsheld?
StepV.Extension
Showthequestionsonthescreen.
1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?
2.Whatisthemoodofthispassage?Howisitcreated?
3.Whydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathadhappened?
4.WhyisthetitleANIGHTTHEEARTHDIDN’TSLEEP?
5.Whatdoesthesentence“Slowly,thecitybegantobreatheagain.”mean?
Answers:
1.Heusesthird-persontodescribethequake.Hisdescriptionisveryobjective.Forexample,thesecondsentenceinthethirdparagraph.Thewritersays:“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.
2.Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjured,andhowmanybuildingsweredestroyed.
3.Althoughthewriterwasnotthere,hefeltsadforthepeopleofTangshan.Heknowsthatsomepersonalfeelingswillmakethereadingmoreinteresting.
4.Ithinkthereasonisthat,asusual,nightisthetimetosleep,andnightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitletoshowhowterribleandhowunusualthenightwas.
5.Herewecanseethatthewritercomparedthecitytoapersonwhosufferedalotinthedisaster.Hefeltherpain,andheworriedabouther.Sowhenhesaidthatpeoplecametohelpher,wecanfeelhisfeelingstothecity.Thecitywillnotdie,shehashopeandshecanrecoverfromthepain.
StepVIComprehending
AnswerstoExx1-3
1.1.C2.E3.B4.D5.A
2.1.Thewallsofthevillageswellshadcracksinthem.
2.Roadsgothugecracks
3.Brickbuildingsweredestroyed.
4.Thearmyhelpedthesurvivors.
5.Shelterswereputupforthosewithnohomes.
3.1.StrangethingswerehappeninginthecountrysideinnortheastHebei..
1.Thedisasterhappenedandcausedalotofloss.
2.Allhopewasnotlost.
StepVIIHomework

高一英語Unit 4 Earthquakes必修教案（北師大版）

一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé)，高中教師要準(zhǔn)備好教案，這是每個(gè)高中教師都不可缺少的。教案可以讓學(xué)生們有一個(gè)良好的課堂環(huán)境，有效的提高課堂的教學(xué)效率。那么一篇好的高中教案要怎么才能寫好呢？下面是小編為大家整理的“高一英語Unit 4 Earthquakes必修教案（北師大版）”，僅供參考，歡迎大家閱讀。

高一英語Unit4Earthquakes必修教案

一、教學(xué)內(nèi)容分析
本單元話題為“地震”，主要描寫了1976年唐山大地震，各項(xiàng)語言活動(dòng)也都是圍繞地震展開。本單元共分八個(gè)部分。
Warming-up部分通過兩張圖片引出話題“一旦地震發(fā)生，將會(huì)造成怎樣的危害”，為后面的主題作了一個(gè)熱身運(yùn)動(dòng)。
Pre-reading部分設(shè)置了兩個(gè)開放性問題，目的是增加學(xué)生的生活常識(shí)，提高他們的應(yīng)變能力。這部分為接下來的閱讀作了很好的鋪墊，學(xué)生可通過套亂，參閱有關(guān)地震的書籍并運(yùn)用一些生活常識(shí)來回答這兩個(gè)問題。Reading部分具體描寫了1976年唐山大地震的震前、震中和震后。作者詳細(xì)描述了地震來臨前的一些不正常的自然現(xiàn)象及動(dòng)物的反常表現(xiàn)；地震的來勢(shì)洶洶并在頃刻間將整座城市夷為平地；震后人們勇敢面對(duì)現(xiàn)實(shí)并及時(shí)實(shí)施搶救和重建工作。Comprehending部分包括三組練習(xí)，主要目的是為了幫助學(xué)生更好地理解Reading部分的文章。
LearningaboutLanguage部分分為兩個(gè)部分：Discoveringusefulwordsandexpressions和Discoveringusefulstructures.第一部分要求學(xué)生在把握文章的基礎(chǔ)上，掌握重點(diǎn)詞匯的詞義及時(shí)用，這更注重培養(yǎng)學(xué)生運(yùn)用上下文猜測(cè)詞義的能力。其次還對(duì)一些復(fù)雜的數(shù)字讀法進(jìn)行了檢測(cè)。第二部分則結(jié)合文章學(xué)習(xí)定語從句。
UsingLanguage部分分為Reading，WritingandSpeaking；Listening和Writing。Reading，WritingandSpeaking包括讀一篇邀請(qǐng)函，寫一份演講稿和關(guān)于一套新唐山郵票的Littletalk。Listening部分講述了一位地震幸存者的故事，并根據(jù)聽力材料進(jìn)行正誤判斷和回答問題，旨在培養(yǎng)學(xué)生獲取細(xì)節(jié)的能力，并通過聽來模仿標(biāo)準(zhǔn)的語音和語調(diào)。Writing部分要求學(xué)生報(bào)紙寫一篇新聞報(bào)道，學(xué)習(xí)如何按照規(guī)范的步驟進(jìn)行寫作，如選擇適當(dāng)?shù)貥?biāo)題和組織語言等。另外這一部分也培養(yǎng)學(xué)生寫作時(shí)注意標(biāo)題、主旨大意和細(xì)節(jié)。
Summingup部分幫助學(xué)生整理、鞏固本單元所學(xué)到的知識(shí)，包括學(xué)到的關(guān)于地震的知識(shí)，有用的動(dòng)詞、名詞、表達(dá)方式和新的語法項(xiàng)目。LearningTip部分就聽英語方面給出了一些建議，建議學(xué)生多聽廣播或電視里的英語節(jié)目.
二．教學(xué)目標(biāo)和要求
根據(jù)《英語新課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語言知識(shí)、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面。
1.知識(shí)目標(biāo)（Knowledge）
①詞匯（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短語(Phrasesandexpressions)：rightaway,atanend,lieinruins,betrappedundersth,tothenorthofsp,putup,giveout,wakesbup,preparesthforsth.,thinklittleofsth.
③語法(Grammar)：定語從句（TheAttributiveClause）.能用英語描述任務(wù)的特征、行為等----由who/whom/whose/that引導(dǎo)；能用英語描述事物、事件的性質(zhì)、內(nèi)容等----由which/that/whose引導(dǎo)。
2．能力目標(biāo)（Ability）
能運(yùn)用所學(xué)語言知識(shí)描述地震前兆、危害及震后援救；根據(jù)已知信息推測(cè)將要聽取的材料的內(nèi)容；提高閱讀技能和用英語進(jìn)行思維、推理、判斷的能力；掌握演講稿的格式及新聞報(bào)道的寫作步驟和要點(diǎn)。
3.情感目標(biāo)Affect
學(xué)習(xí)唐山人民勇敢面對(duì)自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神；在教學(xué)活動(dòng)中培養(yǎng)學(xué)生的合作精神和互助精神。
三．教學(xué)重點(diǎn)和難點(diǎn)
1重點(diǎn)詞匯：injure，survivor,shock,rescue,disaster,fresh,judge,prepare
2語法：TheAttributiveClause
3難點(diǎn):運(yùn)用所學(xué)知識(shí)表達(dá)自己的想法;較長(zhǎng)句子成分的劃分及意義的理解;如何能就課文內(nèi)容完成一些開放性的話題討論，能把課文的內(nèi)容得以延伸與拓展;指導(dǎo)學(xué)生通過各種渠道如報(bào)紙、雜志、圖書館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)信息社會(huì)收集查找資料的能力。
四．課時(shí)安排
本單元共分為四個(gè)部分，具體課時(shí)教師可根據(jù)自身教學(xué)實(shí)踐進(jìn)行適當(dāng)?shù)匕才藕驼{(diào)整。
Part1：Warming-up和listening.通過游戲、介紹和VIDEO等手段對(duì)地震知識(shí)進(jìn)行適當(dāng)了解的基礎(chǔ)上，引入對(duì)SanFrancisco地震的學(xué)習(xí)，從而進(jìn)入聽力部分。
Part2：Pre-reading,Reading,ComprehendingandLearningaboutLanguage.讀前的兩個(gè)問題：第一個(gè)問題問學(xué)生在危機(jī)情況下會(huì)帶什么，有利于很好的激起學(xué)生的興趣和調(diào)動(dòng)課堂氣氛，由此則可過渡到第二個(gè)問題對(duì)地震前兆的了解，從而自然地引入到對(duì)唐山大地震的學(xué)習(xí)。在對(duì)唐山大地震震前、震中和震后的學(xué)習(xí)中，可結(jié)合今年唐山大地震30周年的報(bào)道，使學(xué)生進(jìn)一步了解唐山大地震和現(xiàn)今的唐山，形成對(duì)比和強(qiáng)烈的震撼，從而更好地了解學(xué)習(xí)唐山人民勇敢面對(duì)自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神。其次，通過對(duì)文章的學(xué)習(xí)，了解新聞的特點(diǎn)，為后面的寫作做準(zhǔn)備。重點(diǎn)詞匯和語法的學(xué)習(xí)可結(jié)合文章進(jìn)行，并配以適當(dāng)?shù)木毩?xí)。
Part3：Writing由提前讓學(xué)生完成的關(guān)于唐山的新聞寫作來引入對(duì)寫作的學(xué)習(xí)。通過對(duì)學(xué)生習(xí)作的評(píng)析，來引出新聞寫作中應(yīng)注意的事項(xiàng)，并通過適當(dāng)?shù)木毩?xí)來進(jìn)行鞏固，再讓學(xué)生對(duì)自身的習(xí)作進(jìn)行修改。
Part4：UsingLanguage(Reading,WritingandSpeaking),主要學(xué)習(xí)SPEECH演講稿的寫作。通過對(duì)演講稿的了解、注意事項(xiàng)和名人演講的感受，讓學(xué)生學(xué)會(huì)如何恰當(dāng)?shù)貙懷葜v稿。
五．教學(xué)步驟
Warming-up
2.Trainstudents’listeningabilityandtrytoimprovetheirpronunciation;
3.Knowthedamagethatanearthquakeandotherdisasterscouldbringaboutandwaystoreducethelossesofanearthquake.
Teachingimportantpoints:
Trainthestudents’listeningabilityandimprovepronunciation.
Teachingaids:
Ataperecorder;theblackboard;CIA課件
Teachingprocedures:
Step1.Lead-in
----videoofdifferentnaturaldisasters
T:Ourhometownisaplacefullofakindofdisasters.Whatisit?
Typhoon,earthquake,hurricanetsunami,flood,tornado,drought…areallcallednaturaldisasters.
Q.whatdamagewilltheybringabout?
----everythinginruins/death/losses…
Step2.IntroductionofEarthquakes(Letstudentsgetthegeneralideaofearthquake)
Q:whatdoyouknowaboutearthquake?Whatcausesquakesandwheredotheyoftenhappen?Howtopredictanearthquake?
Q:Howtoavoidbeinghurt??----throughgames
Q:Haveyouheardofanylandearthquakes?
----Twopicturesinwarming-up:TangshanEarthquakeandSanFranciscoEarthquake.
Q:Whatdoyouknowaboutthesetwoearthquakes?
Step3:Listening
1.Pre-listening
----briefintroductionofSanFranciscoEarthquake
Q:Whendidthequakehappen?
----1906
Q:whatdamagedidbringabout?
----About700peoplediedintheearthquakeandthefires.Andasmanyas250,000peoplelosthomes…
2.While-Listening
----accordingtotheexercisesinthetextbook
3.Post-listening
----Howcanwereducethedamageofearthquake?Whatcanwedo?
Step4:Homework
----previewthereading“ANighttheEarthdidn’tSleep”andlearnnewwordsofthisunit
Reading
Teachinggoals:
1.Targetlanguage目標(biāo)語言
Learnandmasterthenewwordsandexpressionsinthisperiod.
2.Abilitygoals能力目標(biāo)
Trainthestudents’readingandspeakingability.
Trainthestudents’abilitytousetheInternettosearchforsomeusefulinformation.
Trainthestudents’abilitytocooperatewithothers.
Teachingimportantpoints:
Trainthestudents’readingability—skimmingandscanning.
Teachingdifficultpoints:
Describethedisasters.
Teachingaids:
CIA課件
Teachingprocedures:
Step1.Lead-in
T:Wehaveavisittothemuseumofnaturaldisasters,andyouhavelearnedaboutsomebriefintroductionofmostdisasters.Today,Iwanttoshowyouroundtheearthquakedepartment,andIhopeyouwilllikeitandlearnsomeusefulknowledge.Nowlet’sgo.
T:Attheverybeginning,Iwanttoknowhowmuchyouknowaboutanquake.
Q1:Whatwouldyoutakewithyouifaquakehappened?
Q2:Thebestwaytosaveyourselfistoknowtherewillbeaquakebeforeithappens.Whatkindofsignscantellyouthatthereisaquake?
Q3:Whatkindofdamagecananearthquakecause?
S:buildingsaredestroyed;peoplearekilled;familiesarebroken…
T:Let’shavealookatsomepicturesofsuchterriblesite.(Picturesofquakes)
T:(ThelastpictureismonumentofTangshanquake.)Doyouknowwhatthisis?
Step2.Pre-Reading
T:30yearsago,onthedayJuly,the28th,aterribledisastersuddenlyhappened,andthebeautifulTangshanwasremovedfromthemap.ThisisTangshanquake.DoesanybodyknowsomethingaboutTangshanquake?
T:Let’sreadanewsreportaboutthefamousquake.
Step3.While-reading
I.Skimming
2.Trainstudentstheabilitytocooperatewitheachotherandtosearchforinformation;
3.LearnmoreaboutTangshanearthquakeandhonorthepeopleofTangshan.
Teachingdifficulties:
1.Howtomakestudentslearnwritinginamorepracticalandeffectiveway;
2.Howtohelpstudentsunderstandthetipsforwriting.
Teachingprocedure:
Step1:Lead-in
----The30thanniversaryofTangshanearthquake(news)
T:WehavelearnttheTangshanearthquake.Whendidithappen?Howmanypeoplediedduringtheearthquake?
Step2:Presentationofstudents’newswriting(homeworkoflastclass)
----pointoutthemistakesinnewswritingaccordingtothreeaspects
T:YouhavefinishedthenewswritingofTangshanearthquake,andnowit’stimeforyoutoshowyourproject.Othershavetopointoutthemistakesinhisorherwritingaccordingtothreeaspects.
----Threeaspects:headline;contentandlanguage
T:Whatdoyouthinkofhisorherwriting?Isitapropernewswriting?Whathaveyoudonebeforeyourwriting?
Step3:Tipsforwriting
1.Preparation----anoutline
Preparation:Chooseatopic;decidewhatyouwanttosayaboutthetopic;Organizeyourideasandwriteclearly.
Outline:Aheadline;alistofmainideas;Alistofimportantdetails
2.Headline
⑴Appreciationofheadlines
Newbusinessregulations;
NewtaxonhousingsalesANighttheEarthdidn’tSleep;
CyclistsReadytoGoontheRoadforBlindKids;
ChinaMarks30thAnniversaryofTangshanEarthquake;
DoesBeijingsnackchangeitsflavor?
MemoriesofquakediehardforTangshansurvivors;
ChaoChien-mingreleased.

⑵characteristicsofheadlines
Q:what’sthecharacteristicofheadlines?
⑶practice----writeheadlinesforthefollowingnewsaccordingtothepictureandinformationgiven
Floodreliefefforts----ThedeathtollontheChinesemainlandfromTyphoonKaemihasrisento32,withatleast65stillmissing.Localgovernmentsaresparingnoeffortstocarryoutreliefwork.
PLAcelebrates79thbirthday----TheChinesePeoplesLiberationArmyis79yearsold,andtheDefenseMinistryhasheldareceptiontocelebrate.
QuakehitsIndonesianisland----AmoderateearthquakehasstrucknearIndonesiasNiasislandoffnorthernSumatra.Thequake,withamagnitudeof5.6struckjustbefore8.30am,andwascenteredundertheIndianOcean,about55kilometersnorthwestofthemaintownontheisland,GunungSitoli.
RailwaysimpactonTibetans----TheRailwaybringstheremoteQinghai-Tibetplateauclosertotherestoftheworld.Withpeopleabletomoveinandoutoftheregionmoreeasilyandtheeconomicbenefitstherailwaybrings,thelivesofTibetanswillneverbethesameagain.
3.Content
----Howtoorganizeyourcontentofnews
⑴Tips----Beclearofthecontentyouwanttomention;Listyourideas;Writethemostimportantthinginthebeginningandthelessonesinthefollowing
⑵Practice----writethebeginningofnewsaccordingtotheinformationandpicturegiven

ChineseUNObservers
CoffinSentHome
SpecialplanelandedinBeijingWednesdaymorning,carryinghomethebodyofChineseUNobserverDuZhaoyu,whowaskilledlastweekduringIsraelsairraidonLebanon.Duscoffin,coveredwithChineseandUNflags,wascarrieddowntheplanebyeightChinesesoldiers.
4.Language
Tips----clear;objective;brief;accurate;writtenEnglish…
Step4:Appreciationofnews
Radio----VOAnews:“Aidfortsunamivictims”
Newsreport----“TangshanQuake30thAnniversary”
Step5:Improvementofstudents’writing
----ImproveyournewswritingaboutTangshanearthquake
UsingLanguage
----Reading,writingandspeaking
TeachingAims:
1.Enablethestudentstomakeaspeech
2.Letthestudentsenjoysomefamousspeeches
TeachingImportantandDifficultPoints:
1.Reviewsomethingaboutdisasters
2.Howtomakeaspeech
TeachingMethods:
1.Individualwork
2.groupwork
TeachingAids:Computer,blackboard
TeachingProcedures:
Step1Lead-in
(Teachershowsaseriesofpicturesofsomedisastersonthescreen,letthestudentstalkabouttheirfeelingsoranythingtheyfeelaboutthepictures.)
(Thepicturesare:fire,hurricane,typhoon,tsunami,earthquake…)
T:Inthisunit,welearnalotaboutdisasters.Weknowdisasterisnotagoodthingtous.Weoftenfeelsadorsorryifadisasterhappens.
T:Rightnow,youhavejustseensomeofthedisasters.Doyoufeelworriedabouttheserefugees?
Ss:Yes.
Step2Discussion
T:Yes,everybodywillfeelsorryforthem.Butwhoisthemostworriedpeoplewhenadisasterhappens?
Ss:familiesandfriends/governmentandpresident/……..
T:Suppose,thereisanearthquakehappensomewhereinChina,andyouhaveafriendhappenstobethere.Youareveryworried.Whatwillyoudowhenyouhearthatanearthquakehappensthere?(Letthestudentsdiscusswiththeirpartner)
Ss:Iwillfeelveryworried.IwillmakesuremyfriendisOkassoonaspossible.IwillmakeacalltoseeifheisOk.
T:Again,supposeyouareapresidentofacountry,andanearthquakehappensinyourcountry.Whatwillyoudo?
Ss:Itismydutytocomforttherefugeesandthesociety.SofirstIwillmakealivespeechtothewholecountry,tellingmypeoplethatIknowitandIwilltrymybesttoorganizetherescueworkandtherebuildingworkaftertheearthquake.
T:Yes,youareveryclever.Infact,arealpresidentwilldojustasyousaid-----tomakeaspeech.Nowjustlet’slistentoarealspeechmadebyPresidentBushafterabigearthquakehitIndiaonthefirstdayofNewYear.
(Playthetaperecordforthestudents)
Step3Speech
T:Rightnowwe’vejustlistenedtoaspeechmadebyPresidentBush.Doyouknowsomethingabouthowtomakeaspeech?Canyoutellmewhenshouldwemakeaspeech?
Ss:aspeechcompetition/election/thebeginningofanewyear/theopeningofsomeactivity/anniversary…..
T:Yes,peopleneedtomakespeechesatthosetimes.Thendoyouknowhowtomakeaspeech?Whatshouldwecontainwhenwemakeaspeech?
Ss:Introduction:Giveastrongfirstimpression
1.thankMrZhangShaandthecitygovernmentforinvitingyoutospeak
2.thankthevisitors,especiallythesurvivors
3.thankthosewhoworkedhardtosavesurvivors
4.listsomeofthethingstheworkersdidtohelpthesurvivors
5.thankthosewhoworkedhardtobuildthecity
6.describeyourfeelingaboutthecity,whichisknownasthe“BraveCityofChina”.
7.encouragethepeopletobealwaysproudoftheircity.
8.thankthevisitorsforlisteningtoyourspeech.
T:Sotrytogiveaspeech,usingthesepoints.NowIwillgiveyou5miniutestofinishthespeech.
(after5minutes)
Step5Speechcontest
T:Timesup.Haveyoufinishedyourspeech?Ok,Ithinkitistimeforustoholdaspeechcontest.Wehave4groupsinourclass.Eachgroup,pleasechooseonecontestanttorepresentyourgroupandjointheclassspeechcontest.…,…and…willbethejudges.
(Askeachgrouptogiveaspeechandthechosenjudgeswillchoosethewinner.)
T:Congratulationstothewinner!
Step6Conclusion
T:Inthislessonwelearnedalotaboutspeechandwealsomadeaspeechbyourselves.Sodoyouknowhowtomakeaspeechnow?
T:Attheendoftheclass,let’senjoyaveryfamousspeechinhumanhistory.
(AbrahamLincolnGettysburgAddress)
六．評(píng)估與反饋
----accordingtothe“SummingUp”inunit4

高考一輪復(fù)習(xí)黃金學(xué)案――Unit4Earthquakes（必修一）

高考一輪復(fù)習(xí)黃金學(xué)案――Unit4Earthquakes（必修一）

語言要點(diǎn)（模塊）

單元要點(diǎn)預(yù)覽（旨在讓同學(xué)整體了解本單元要點(diǎn)）

詞匯

部分

詞語

辨析

1.congratulate/celebrate

2.destroy/ruin/damage/harm

3.rise/raise/lift

4.hurt/injure/wound

詞形

變化

1.frightenvt.嚇唬；使驚嚇

frightenedn.受驚的；受恐嚇的

frighteningadj.令人恐懼的

2.nationn.民族；國(guó)家；國(guó)民

nationaladj.民族的；國(guó)家的3.sufferv.受苦;吃苦頭

sufferingn.苦難；痛苦

sufferern.受苦者;受難者

重點(diǎn)

單詞

1.burstv.n.爆裂,爆發(fā),突然破裂

2.ruinv.n.毀滅，使破產(chǎn)，遺跡，廢墟（名詞時(shí)常用復(fù)數(shù)）

3.rescuen.vt.援救，營(yíng)救

4.judgen.v.法官，鑒賞家，裁判，判斷，估計(jì)

重點(diǎn)

詞組

1.rightaway立刻，馬上

2.atanend結(jié)束，終結(jié)

3.insteadof代替，而不

4.tensofthousandsof數(shù)以萬計(jì)的

重點(diǎn)句子

1.Miceranoutofthefieldslookingforplacestohide.

2.Allhopewasnotlost.

重點(diǎn)語法

定語從句（見語法部分）

I詞語辨析(旨在提供完形填空所需材料)

1.congratulate/celebrate

congratulate對(duì)他人祝賀為目的，側(cè)重以言語表示祝賀。

celebrate通常指舉行盛大隆重的儀式慶祝或紀(jì)念有意義的日子或某件事情。側(cè)重指以行動(dòng)來慶祝生日、節(jié)日等。

用上面所提供的辨析詞的適當(dāng)形式填空

1).I_________youonyoursuccess.

2).Weheldapartyto__________oursuccess..

答案:1).congratulate2).celebrate

2.destroy/ruin/damage/harm

destroy表示在肉體上、精神上或道義上的徹底摧毀，使之無法恢復(fù)，也可以表示對(duì)某物體進(jìn)行完全的毀壞。

ruin一般指對(duì)物體或生命徹底的破壞，但往往是非暴力的，也往往不是一次性打擊

的結(jié)果，常指對(duì)美好的或希望中的事物的破壞。

damage一般指對(duì)物體或生命的局部損傷，使整體的價(jià)值或作用降低或變得無價(jià)值、無作用。這種損傷可以是暴力的或一次性破壞的結(jié)果，也可以指非暴力的長(zhǎng)期損害的結(jié)果。

harm一般指?jìng)τ猩臇|西，常指?jìng)叭说慕】?、?quán)利、事業(yè)等。

用上面所提供的辨析詞的適當(dāng)形式填空

1).Youmayget_________inthatshop.

2).Hecan’t__________her.Sheseesthroughhimeverytime.

答案:1).cheated2).fool

3.rise/raise/lift

rise普通用詞，指具體的抽象的事物由低向高移動(dòng)。

raise及物動(dòng)詞，多指把某物從低處升到高處。

lift語氣比raise強(qiáng)，指用體力或機(jī)械的力舉起或抬起某物。

用上面所提供的辨析詞的適當(dāng)形式填空

1).She________hereyesfromherwork.

2).__________meup,mummy---Ican’tsee.

3).Theplanewasthenableto________anditclearedthemountainsby300feet.

答案:1).raised2).Lift3).rise

4.hurt/injure/wound

hurt一般用語，即可指肉體上的傷害，也可指精神和情感方面的傷害。

injure比hurt正式，一般指由于意外或事故而受傷，很少指精神方面的傷害.

wound指外傷，如槍傷、刀傷、劍傷等，尤指在戰(zhàn)爭(zhēng)中受傷。

用上面所提供的辨析詞的適當(dāng)形式填空

1).Thesoldierwas______inthearminthewar.

2).Shewas_______slightlyinanaccidentduringthework.

3).Iwasverymuch_______athiswords.

答案:1).wounded2).injured3).hurt

II詞性變化（旨在提供語法填空所需材料）

1.frightenvt.嚇唬；使驚嚇

frightenedn.受驚的；受恐嚇的

frighteningadj.令人恐懼的

2.nationn.民族；國(guó)家；國(guó)民

nationaladj.民族的；國(guó)家的3.sufferv.受苦;吃苦頭

sufferingn.苦難；痛苦

sufferern.受苦者;受難者

用括號(hào)內(nèi)所提供詞的適當(dāng)形式填空

1)He’stravelledtothe________ofWesternEurope.(nation)

2)Wearetalkingabout_________andinternationalissues.(nation)

3）___________childrenwerecallingfortheirmothers..(frighten)

4）Thechild__________todeathbytheviolentthunderstorm.(frighten)

5）Itiseven_________tothinkofthehorrorsofnuclearwar.(frighten)

6）We________hugelossesinthefinancialcrisis.(suffer)

7)They’rearthritis__________.(suffer)

8)Thereissomuch__________inthisworld.(suffer)

答案:1)nations2)national3)Frightened4)wasfrightened

5)frightening6)suffered7)sufferers8)suffering

Ⅲ重點(diǎn)詞匯（旨在提供綜合運(yùn)用所需材料）

1.burstv.n.爆裂,爆發(fā),突然破裂

[典例]

1).Theredballoonsuddenlyburst.那個(gè)紅色的氣球突然爆了。

2).Thepoliceburstthroughthedoor.警察破門而入。

3).Onhearingthenews,LeslieburstintolaughterwhileTracyburstoutcrying.

一聽到這則消息，Leslie突然大笑，而Tracy則突然大哭起來。

4).Aburstofhand-clappingfollowedtheendingofthesong.

歌聲結(jié)束后響起了一陣掌聲。

[重點(diǎn)用法]

burstintolaughter=burstoutlaughing突然大笑

burstintotears=burstoutcrying突然大哭

[練習(xí)]中譯英

1).水管在寒冷的天氣里經(jīng)常凍裂。

__________________________________________________________________________________________

2).太陽突然從云端里露出來。

__________________________________________________________________________________________

答案:1).Water-pipesoftenburstincoldweather.

2).Thesunburstthroughtheclouds.2.rescuen.vt.援救，營(yíng)救

[典例]

1).Thepolicecametohisrescueandpulledhimoutoftheriver.

警察來救他，把他從河里拉了出來。

2).Therescueteammadecountlessrescuesduringtheearthquake.

營(yíng)救隊(duì)在這次地震期間進(jìn)行了無數(shù)次救援。

3).Michaelrescuedaboyfromdrowning.邁克把溺水的男孩救了起來。

[重點(diǎn)用法]

rescuesb./sth.fromsb./sp.把……..從……營(yíng)救出來

cometo/gotosb’srescue=rescuesb.援救某人arescueteam救援隊(duì)

arescuemission救援任務(wù)rescueworkers救援人員

[練習(xí)]用rescue的適當(dāng)形式填空

1).Themother,alongwithhertwochildren,_________fromthesinkingboatbyapassingship.

2).Thefiremen________fivechildrenfromtheburninghouseyesterday.

答案:1).hasbeenrescued2).rescued3.judgen.v.法官，鑒賞家，裁判，判斷，估計(jì)

[典例]

1).Hisfatherusedtobeajudge.他的父親過去是一名法官。

2).Shesagoodjudgeofwine.她是鑒別酒的專家。

3).Theblindcan’tjudgecolors.盲人無法判斷顏色。

4).Don’tjudgeamanbyhislooks.不要以貌取人。

[重點(diǎn)用法]

judgesb./sth.by/from通過……判斷……

asfarasIjudge我認(rèn)為

judgingfrom…從……來看，根據(jù)……判斷

[練習(xí)]用與judge相關(guān)的詞匯填空

1).______hisappearance,hemustbearichman.

2)._______,hemustbefromthesouth.

答案:1).Judging2).Inherjudgment4.ruinv.n.毀滅，使破產(chǎn)，遺跡，廢墟（名詞時(shí)常用復(fù)數(shù)）

[典例]

1).Thehurricaneruinedallthehouseshere.颶風(fēng)使這里所有的房屋成為廢墟。

2).Heruinedhisprospectsbycarelessness.他因疏忽大意而斷送了前途。

[重點(diǎn)用法]

beinruins呈一片廢墟fallintoruin變成廢墟cometoruin毀滅，落空

ruinoneself自我毀滅bringsb.toruin使毀滅

[練習(xí)]中譯英

1).那建筑物已成斷壁殘?jiān)?p>__________________________________________________________________________________________

2).那教堂已破敗不堪。

__________________________________________________________________________________________

答案:1).Thebuildingisinruins.

2).Thechurchhasfallenintoruin.Ⅳ重點(diǎn)詞組（旨在提供綜合運(yùn)用所需材料）

1.rightaway立刻，馬上

[典例]

1).I’llreturnthebooktoyourightaway.我會(huì)馬上還書給你。

2).Ifwarbreaksout,weshallbecalleduprightaway.

如果戰(zhàn)爭(zhēng)爆發(fā)，我們將立即被征召服役。

[短語歸納]

“立刻，馬上”的表達(dá)方式：

rightaway，rightnow，atonce，immediately，innotime

[練習(xí)]中譯英

1).請(qǐng)立刻把它打印出來。

答案:1).Iwantittypedrightaway,please.2.atanend結(jié)束，終結(jié)（=finished）

[典例]

1).Thewarwasfinallyatanend.戰(zhàn)爭(zhēng)終于結(jié)束了。

[短語歸納]

與end搭配的常用短語

attheendof在……末尾bytheendof在……末為止

intheend最后，終于atalooseend無所事事，處于雜亂狀態(tài)

makeendsmeet收支相抵

[練習(xí)]用attheendof,bytheendof和intheend填空。

1).HowmanyEnglishwordshaveyoulearned____________lastterm?

2).Hebecameanoutstandingdoctor___________.

3).MyunclewillflytoChina_________thisyear.

答案:1).bytheendof2).intheend3).attheendof3.insteadof代替，而不是

[典例]

1).TheChineseusechopsticksinsteadofknivesandforks.中國(guó)人不用刀叉,用筷子。

2).Insteadofworking,Jackwasidlingawayhistime.杰克不去工作,虛度著光陰。

3).ShedecidedtoleavehereonSundayinsteadofMonday.

她決定星期日而不是星期一離開這里。

[短語歸納]

instead是副詞，單獨(dú)使用，用于句首或句末作狀語，意為“代替；相反”。

insteadof是復(fù)合介詞，后接名詞、代詞、或動(dòng)名詞，其后面的動(dòng)作，意為“代替、而不……”。

inplaceof為介詞短語，也是“代替、而不”的意思，表“以甲代乙”，不含比，而insteadof則是“用甲不用乙”，除“代替”外，還有對(duì)乙作否定的意思，有時(shí)意為“不”。

taketheplaceof作謂語，用在名詞、代詞前。

[練習(xí)]單項(xiàng)選擇。

1).Tractors_____________horsesinmanyplaces.

A.inplaceofB.havetakentheplaceofC.insteadD.insteadof

2).Youshouldbeoutplaying___________workingindoorsallday.

A.inspiteofB.taketheplaceofC.insteadD.insteadof

答案:

1).B2).D4.tensofthousandsof數(shù)以萬計(jì)的

[典例]

1).Tensofthousandsofpeoplewerewatchingthegameinthestadiumwhenitbegantorainheavily.

[短語歸納]

hundredsof數(shù)百的hundredsofandthousandsof成百上千的

thousandsof數(shù)千的millionsof數(shù)百萬的

dozensof許多；大量scoresof許多；大量

[練習(xí)]選擇填空

1).Everyyear________foreignvisitorscometoChina.

A.tensofthousandsofB.tenthousandsof

C.overtenthousandsD.thousandsuponthousands

2).Therewere____________peopleinthehall.

A.twoscoresofB.scoresof

C.twoandscoreD.twoscores

答案:1).A2).BV重點(diǎn)句子（旨在提供句子結(jié)構(gòu)等所需材料）

1.Miceranoutofthefieldslookingforplacestohide.

老鼠跑到地里找地方躲。

[解釋]這句話中的lookingforplacestohide是作ranoutofthefields的伴隨狀況，這是動(dòng)詞的現(xiàn)在分詞形式的一個(gè)用法。

現(xiàn)在分詞作狀語可以表示時(shí)間、原因、結(jié)果、條件、讓步、方式或伴隨情況等。

（1）現(xiàn)在分詞短語作時(shí)間狀語，相當(dāng)于一個(gè)時(shí)間狀語從句，有時(shí)可由連詞when,while引出。

Whilereadingthebook,henoddedfromtimetotime.他一邊看書，一邊不時(shí)地點(diǎn)頭。

Seeingthosepictures,sherememberedherchildhood.看到那些畫，他想起了她的童年。

（2）現(xiàn)在分詞短語作原因狀語，相當(dāng)于一個(gè)原因狀語從句。如：

Notknowinghisaddress,Ican’tsendthisbooktohim.

因?yàn)椴恢浪牡刂?，我不能把這本書送給他。
Manyofus,beingsoexcited,couldn’tgotosleepthatnight.

因?yàn)榉浅＜?dòng)，那晚我們?cè)S多人都沒睡著。

（3）現(xiàn)在分詞短語作結(jié)果狀語。如：

Hisfatherdied,leavinghimalotofmoney.他父親死了，留給他許多錢。

Shewassoangrythatshethrewthetoyontheground,breakingitintopieces.

她非常生氣，把玩具扔在地上，把它摔成了碎片。

（4）現(xiàn)在分詞作伴隨狀語，可以放在句子的前面、后面或中間，表示主語的另一個(gè)、較次要的動(dòng)作。如：

Theystoodthereforhalfanhourwatchingthestarsinthesky.

他們?cè)谀莾赫玖税胄r(shí)，觀察著天上的星星。

Followingtheoldman,theyoungpeoplestartedwalkingslowly.

年輕人跟在老人的后面開始慢慢地走起來。

（5）現(xiàn)在分詞間或也可作條件狀語和讓步狀語，相當(dāng)于一個(gè)狀語從句。如：
Apersonstandingatthefootofahighmountainwillfindhimselfverysmall.
一個(gè)人如站在大山的腳下會(huì)發(fā)現(xiàn)自己很渺小。
Knowingallthis,theymademepayforthedamage.
盡管知道了一切情況，他們還是要我賠償損失。
注：現(xiàn)在分詞作狀語時(shí)，它的邏輯主語就是整個(gè)句子的主語。

（6）“with/without+名詞普通格或代詞賓格+現(xiàn)在分詞”結(jié)構(gòu)在句中作狀語，表示伴隨情況或時(shí)間、原因等。如：
Hishairbecamegreywiththeyearspassing.隨著時(shí)間的推移，他的頭發(fā)變花白了。
Withoutanyonenoticing,heslippedthroughthewindow.沒人注意，他從窗戶溜了出去。

[練習(xí)]中譯英

1).因?yàn)椴恢浪牡刂?，我不能把這本書送給他。

__________________________________________________________________________________________

2).沒人注意，他從窗戶溜了出去。

__________________________________________________________________________________________

答案:

1).Notknowinghisaddress,Ican’tsendthisbooktohim.

2).Withoutanyonenoticing,heslippedthroughthewindow.2.Allhopewasnotlost.并不是所有的希望都破滅了。

[解釋]Allthestudentsdonotknowhowtodealwiththeproblem.=Notallthestudentsknowhowtodealwiththeproblem.并非所有的學(xué)生都知道如何解決個(gè)問題。

Idon’tknowallofthem.我并不認(rèn)識(shí)他們所有的人。

表示“全體”意義的代詞、副詞或形容“all,both,every,everybody,always”等和否定副詞not連用時(shí)表部分否定,而“none,neither,nobody,nothing”等表完全否定。如：

Everyonedoesn’tlikethestory.=Noteveryonelikesthestory.

并非每個(gè)人都喜歡這個(gè)故事。

Nobodylikesthestory.沒人喜歡這個(gè)故事。

Bothofthestudentsdon’tlikethestory.并非這兩個(gè)學(xué)生這個(gè)故事。

Neitherofthestudentslikesthestory.這兩個(gè)學(xué)生都不喜歡這個(gè)故事。

[練習(xí)]中譯英

1).并非這兩個(gè)學(xué)生這個(gè)故事。

__________________________________________________________________________________________

2).這兩個(gè)學(xué)生都不喜歡這個(gè)故事。

__________________________________________________________________________________________

答案:

1).Bothofthestudentsdon’tlikethestory.

2).Neitherofthestudentslikesthestory.

課文要點(diǎn)（模塊）

1課文詞匯等填空（旨在復(fù)習(xí)本課文中的單詞拼寫和主要詞語等）

根據(jù)課文內(nèi)容完成下面語法填空，注意單詞拼寫和詞語用法：

BeforeTangshanearthquake,strangethingshappened.A1(有味道的)gascameoutfromthecracksofwellsandanimalsbecame2(nerve).At3:00a.m.,everythingbegantoshake.Itseemedthattheworldwasat3end.Infifteenseconds,alargecitylayin4(廢墟),andthenumberofpeople5(受傷的)orkilledreachedmorethan400,000.Water,foodand6(electric)werecutoffandtherailwaytrackswere7(use)piecesofsteel.Butallhopewasnotlost.Therescueteam8(organize)bythearmycametohelpthose9(幸存者)andslowlythecitybeganto10(呼吸)again.

答案：1.smelly2.nervous3.an4.ruins5.injured6.electricity7.useless8.organized9.survivors10.breathe

2課文大意概括（旨在訓(xùn)練用30個(gè)單詞概括大意的能力）

閱讀課文，試著用30個(gè)單詞概括課文大意或翻譯下面的短文，再比較答案

這篇文章描述了地震前的征兆和地震的過程和唐山地震造成的后果。它顯示出地震后的駭人的情景和告訴我們?cè)鯓硬拍馨训卣鸬奈：档阶畹汀?p>Thearticledescribes_________________________________________________________________________

_______________________________________________________________________________________________

答案：ThearticledescribesboththesignsbeforeanearthquakeandthecourseandtheresultofTangshanearthquakein1976.Itshowsustheterribleimageofearthquakesandtellsuswhatweshoulddotominimizethedamagebyanearthquake.

3課文佳句背誦與仿寫（旨在培養(yǎng)對(duì)難句的理解和寫作能力）

1.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wereasleepasusualthatnight.但是，唐山市的一百萬居民幾乎都沒有把這些情況當(dāng)一回事，當(dāng)天晚上照常睡著了。

[模仿要點(diǎn)]句子結(jié)構(gòu)：由which引導(dǎo)的非限制性定語從句

李宇春現(xiàn)象超越了她的聲音，即使最狂熱歌迷們也承認(rèn)她的聲音是非常弱的。

________________________________________________________________________________________________

答案：TheLiYuchunphenomenon,however,goesfarbeyondhervoice,whicheventhemostardentfansadmitisprettyweak

據(jù)報(bào)道，心臟病和癌癥成了中年人的頭號(hào)殺手，這給我們敲響了警鐘。

________________________________________________________________________________________________

答案：Itisreportedthatheartdiseaseandcancerarenowthetopkillersofmiddle-agedpeopleinChina,whichgiveusawarming.2.Itwasacitywhosehospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.所有的師內(nèi)醫(yī)院，75%的工廠和建筑物，90%的家園都消失了。

[模仿要點(diǎn)]句子結(jié)構(gòu)：數(shù)字+ofwhich/whom引導(dǎo)的非限制性定語從句

從七月上旬開始,20天的干旱和高溫襲擊了重慶的人們,其中50%的人們處于嚴(yán)重缺水狀態(tài)。

________________________________________________________________________________________________答案：Morethan20daysofdroughtandhightemperaturessinceearlyJulyhavehitthepopulationofChongqin,50%ofwhomareinastateofaseverelackofwater.

參加奧運(yùn)會(huì)吉祥物競(jìng)選的參與者有662人，其中611人來自中國(guó)大陸，12人來自香港，澳門和臺(tái)灣，39人來自國(guó)外。

________________________________________________________________________________________________

答案：Therewere662peoplewhocompetedintheselectionofOlympicmascots,ofwhom611werefromtheChinesemainland,12fromHongKong,MacaoandTaiwan,and39fromabroad.單元自測(cè)（模塊）

1完形填空

閱讀下面短文，掌握其大意，然后從21—30各題所給的A、B、C和D項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。

字?jǐn)?shù)：192

完成時(shí)間：14分鐘

難度：***

ThelegalageforsmokinginJapanis20andasthecountrys570,000tobaccovendingmachines(自動(dòng)售貨機(jī))prepareforaJulyregulationrequiringthemtoensurebuyersarenotminors,acompanyhasdevelopeda1toidentifyagebystudyingfacialfeatures.

Byhavingthecustomerlookintoadigitalcamera2tothemachine,FujitakaCossystemwill3facialcharacteristics,suchaswrinklessurroundingtheeyes,bonestructureandskinsags(松弛),tothefacialdataofover100,000people,HajimeYamamoto,acompanyspokesmansaid.

"Withface4,solongasyouvegotsomechangeandyouareanadult,youcanbuycigaretteslikebefore.Theproblemof5borrowing(identification)cardstopurchasecigarettescouldbe6aswell,"Yamamotosaid.

Butduetoconcernsaboutitsaccuracy,thefacialidentificationmethodhasyettobe7.

Yamamotosaidthesystemcould8identifyabout90percentofthe9,withtheremaining10percentsenttoa"greyzone"forminorsthatlook10,andbaby-facedadults,wheretheywouldbeaskedtoinserttheirdrivinglicense.

1.A.systemB.machineC.programD.monitor

2.A.addedB.attachedC.coveredD.devoted

3.A.preferB.adjustC.leadD.compare

4.A.featuresB.structureC.recognitionD.expression

5.A.studentsB.youthsC.adultsD.minors

6.A.avoidedB.clarifiedC.raisedD.improved

7.A.correctedB.approvedC.updatedD.spread

8.A.completelyB.correctlyC.specificallyD.partly

9.A.smokersB.sellersC.lookers-onD.users

10.A.olderB.youngerC.wiserD.nicer

答案：

1.A從第二段及最后一段第一句可以判斷：一家日本公司研制出一套年齡識(shí)別體系。

2.Battachto所附的，“附在機(jī)器上的數(shù)碼相機(jī)”。其他三個(gè)選項(xiàng)不符合語境。

3.Dcompare...to...“系統(tǒng)將面部特征與十萬多人的面部數(shù)據(jù)進(jìn)行對(duì)比”。其他三個(gè)選項(xiàng)動(dòng)詞盡管可以和介詞to連用，但不符合語境。

4.Cfeatures特征，structure構(gòu)造，recognition識(shí)別，expression表情，選項(xiàng)C符合語境。

5.D從文章第一句及最后一句可以判斷。minor未成年人，本文首句提到吸煙的合法年齡是20歲，自動(dòng)售貨機(jī)要確保購買者不是未成年人。

6.A年齡識(shí)別系統(tǒng)可以避免未成年人借用身份證購買香煙的問題。clarify澄清。

7.B因涉及到準(zhǔn)確性問題，這套面部識(shí)別方法還有待批準(zhǔn)。

8.B該系統(tǒng)能正確識(shí)別出約90%的使用者。

9.D從第一段toensurebuyersarenotminors判斷，該系統(tǒng)識(shí)別的是使用自動(dòng)售貨機(jī)購買香煙者。故選users。

10.A從baby-facedadults可得提示。有10%的長(zhǎng)相顯老的未成年人和娃娃臉的成年人進(jìn)入“灰色地帶”。

2語法填空

閱讀下面短文，按照句子結(jié)構(gòu)的語法性和上下文連貫的要求，在空格處填入一個(gè)適當(dāng)?shù)脑~或使用括號(hào)中詞語的正確形式填空，并將答案填寫在答題卡標(biāo)號(hào)為31-40的相應(yīng)位置上。

字?jǐn)?shù)：202

完成時(shí)間：10分鐘

難度：***

WangHongwasbornin1985inGuangzhou,China.Evenwhenshewasababy,shelovedtodrawlineseverywhere.1(see)this,herfatherdecidedtohelpher.Hegaveherpaint,brushesandpaper.Shepractisedhard2improvedveryquickly.Soonherlinesbecameflowers,treesandanimals.Someofherpictures3(show)inanartexhibitioninShanghaiattheageof4.Bytheageofsix,WangHong4(make)over4,000paintings.Shelovedtodrawanimals,especiallymonkeyandcats.5herfatherwasgoodatdrawing,hedidntgiveheranyartlessons.Heevenstoppedpaintinghisownpictures.6,heoftentookthelittlegirltoparksandzoostogetideasforherwork.7thisway,WangHongdevelopedherownstyleofpainting8brightcolours.Allherpicturesweredifferentfromothers.

Attheageof8,9ofhermonkeypaintingswasmadeintoaChinesestamp.Later,shestartedtodrawpicturesofcountrysceneryandpeople.Andwhenshewasjust14,shebecametheyoungestpersontohave10(person)showsinWashingtonD.C.andmanyothercitiesaroundtheworld.

答案：

1．Seeing，現(xiàn)在分詞短語作時(shí)間狀語，相當(dāng)于whenherfathersawthis，

2．a(chǎn)nd，表并列關(guān)系：

3．wereshown，考查動(dòng)詞的被動(dòng)語態(tài)用法：

4．hadmade，由前文Bytheageofsix可知,此處應(yīng)用過去完成時(shí)態(tài)。

5．Although/though，“雖然，盡管”表讓步關(guān)系：

6．Instead，“相反，而是”，表轉(zhuǎn)折：

7．In，inthisway是固定搭配，“用這種方法”：

8．with，介詞“用，有”：

9．one，oneof+名詞復(fù)數(shù)表“……之一”：

10．personal，person的形容詞，“個(gè)人的”：3信息匹配（共5小題；每小題2分，滿分10分）

請(qǐng)閱讀下列應(yīng)用文及相關(guān)信息，并按照要求匹配信息。請(qǐng)?jiān)诖痤}卡上將對(duì)應(yīng)題號(hào)的相應(yīng)選項(xiàng)字母涂黑。

以下是請(qǐng)求幫助者的資料：

[A].Asweknow,the2008OlympicGameswillbeheldinBeijingandmanypeoplefromothercountrieswillcometovisitChina.ThetaxidriversinDongfengTaxiCompanythinkthewaytoshowkindnessistobeabletogreettheforeignersintheirlanguages.Theyneedsomeonewhocanteachthemlanguagesandthebesttimeisatnightwhentheyarenotsobusy.

[B].Tomissoaddictedtoon-linegamesthathecannotconcentrateonhisstudylikebefore.Nowheoftenmissesschoolinordertoplaygames,thustellingliestohisteachersandparentsagainandagain.Thoughherealizeswhathedoesiswrong,hejustcantstopit.Howbadlyheneedssomeoneshelp.

[C].Mane,a44-year-oldsinglemotherofthree,hastowalktwomilestothenearestsupermarkettwiceaweekbecauseshedoesntknowwhichbustotake.Whatsworse,sinceshedoesnotknowwords,shecannotwriteoutashoppinglist.Also,shecanonlyrecognizeitemsbysight,soiftheproducthasadifferentlabel,shewillnotrecognizeitastheproductshewants.

[D]."Helpinghand"organizationwillholdaneventtohelpthestarvingchildreninAfrica.TheeventstartsinAugustandthosetakingpartinwillgowithoutfoodfor30hours.Inthisway,itisexpectedthatmoneywillberaisedforthepoorchildren.

[E]."GreenEarth"caresalotfortheanimalsindanger.Stillmanypeopleintheworlddontknowmuchabouttheimportanceofanimalprotecting.Thissummervacationalotofeventswillbeorganizedtocallonpeopletoliveinharmonywithourearth.

[F].AgroupofyoungchildreninaremotevillageinsouthwestChinaareingreatneedofteachers.Becauseofthelowsalary,manyteacherscameandthenwent.Thevillagershopetohaveateacherwhocanstayforatleastayear,becausetheyknowknowledgecanmakeadifferencetothechildrensfuture.以下是樂于提供幫助的人員信息介紹，請(qǐng)匹配他們與所對(duì)應(yīng)的幫助對(duì)象。

1.Stephen:LastsummerIwentthroughatrainingprogramandbecamealiteracyvolunteer.WhenIbegantodiscoverwhatotherpeoplesliveswerelikebecausetheycouldnotread,Irealizedthetrueimportanceofreading.

2.Ben:Aftergraduation,IdontwanttoapplyforajobatonceInstead,Iplantospareoneyeartohelpthosewhoneedhelpmostandtrymybesttoimprovetheirlives.Youknow,educationisessentialtopovertyreliefandatthesametimeIllgetvaluableexperienceformyfuturecareer.

3.Susan:ImagirlfromEnglandandhasstudiedFrenchforyears.ImhereinBeijingUniversitystudyingChinese.IlikeChinaasitisfullofmysteries.SoIhopethevoluntaryworkwillhelpmetogetintouchwithChinesepeopleandgettoknowaboutChina.Althoughmystudyisbusy,Icanbefreeatnightandattheweekends.

4.Tim:SinceImyselfhaveovercomealotofdifficultiesinmylife,IunderstandyoungpeoplesproblemsandIknowhowtolistenpatientlytoothersandoffersomeadvice.ImworkingnowinthedaytimesoIcanonlyspendtwotothreehoursadayatnighttohelpothers.

5.Lisa:IburstintotearswhenIsawthosechildreninaTVprogramme.Whatasight.Theyhaveonlyboneandskinleft.Whatsworse,everydaythechildrenaredyingbecauseoflackoffood.IrealizedhowluckyIamwithenoughfoodandagoodchancetogeteducation.ThesummervacationiscomingandIhopeIcandosomethingforthem.[答案]求助者——提供幫助的人

1.C關(guān)鍵詞：shedoesn’tknowwhichbustotake;shedoesnotknowwords;theycouldnotread。

2.F關(guān)鍵詞：ingreatneedofteacher;knowledge;education。

3.A關(guān)鍵詞：Theyneedsomeonewhocanteachthemforeignlanguages;atnight;volunteerwork;knowaboutChina。

4.B關(guān)鍵詞：addictedtoon-linegames;realizesheiswrong;can’tstop;needhelp;listenpatiently;offersomeadvice。

5.D關(guān)鍵詞：thestarvingchildren;thechildrenaredyingbecauseoflackoffood。

4寫作訓(xùn)練

閱讀下面的短文，然后按照要求寫一篇150詞左右的英語短文。

WhatlstheBestPreparationforLife?

Somepeoplesaythatthebestpreparationforlifeislearningtoworkwithothersandbecooperative.Inlifewearefacedwithmanytypesofsituations.Eachsituationrequiresustobehaveindifferentways.Inschoolorworkwemaybefacedwithalargeprojectwhichdemandsthecooperationofmanyindividuals.Inthisinstance,eachpersonmustbeflexible,supportiveandbewillingtocompromisebecauseheisonlyasmallpartofamuchlargermachine.

Otherstaketheoppositeviewandsaythatlearningtobecompetitiveisthebepreparation.Beingcompetitivealsohasaplaceinlife.Thedesiretosucceedaridbetterthanotherswillmotivateustoworkhardonthejobandstudydiligentlyschool.Butcompetitionhasitslimits.

[寫作內(nèi)容]

1．以約30個(gè)詞概括短文的要點(diǎn)；

2．然后以約120個(gè)詞就“人生最好的準(zhǔn)備”這個(gè)主題發(fā)表你的看法，至少包括以下的內(nèi)容要點(diǎn)：

a)我們生活在競(jìng)爭(zhēng)與合作共生共存的時(shí)代，要與人相容(compatible)，合作共處；

b)今天的事業(yè)是集體的競(jìng)爭(zhēng)，與他人相容，善于合作的人成功機(jī)會(huì)更大；

c)你對(duì)此有什么看法，為什么?

[寫作要求]

你可以使用實(shí)例或其他論述方法支持你的論點(diǎn)，也可以參照閱讀材料的內(nèi)容但不能抄襲閱讀材料中的句子。

[評(píng)分標(biāo)準(zhǔn)]

概括準(zhǔn)確、語言規(guī)范、內(nèi)容合適、篇章連貫。

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________________________________________________________________________________________________答案

Therearealmosttwoopinionsaboutpreparationforlife.Oneislearningtoworkandcooperatewithothers.Theotheristocompetebecausethedesiretosucceedanddobetterthanothersmotivatestoworkhard.

Wearelivingintheageofcompetition,cooperationandcoexistence,soweshouldbecompatibleandcooperativewithothers.Thebusinesstodayisacollectivecompetition,wheresomepeoplearecompatiblewithothers.Thosewhoworkinclosercooperationwiththeotherpeoplecanhavealargeropportunitytosucceedintheend.

Similarly,studentslearninggoalsmaybestructuredtopromotecooperative,competitive,orindividualisticefforts.Incooperation,studentsworkagainsteachothertoachieveagoal.Incompetitionthereisanegativeinterdependenceamonggoalachievements.

SoIthinktoomuchdesiretocompetewithothersmaybecomeselfishanddestructive.Inordertosucceedinlife,wemustlearntobebothcooperativeandcompetitive.Themostimportantthingtolearninlifeistoknowwhentobecooperativeandwhentobecompetitive.