高中必修一英語教案

高一英語Earthquakes教案。

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，作為教師就要好好準(zhǔn)備好一份教案課件。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，幫助教師掌握上課時的教學(xué)節(jié)奏。關(guān)于好的教案要怎么樣去寫呢？考慮到您的需要，小編特地編輯了“高一英語Earthquakes教案”，相信能對大家有所幫助。

Contents目錄

一、教學(xué)內(nèi)容分析(Analysisoftheteachingmaterials)
二、教學(xué)目標(biāo)和要求(Teachingaimsanddemands)
三、教學(xué)重點與難點(Teachingdifficultandimportantpoints)
四、教學(xué)課時安排(Teachingarrangements)
五、教學(xué)設(shè)計步驟(Teachingprocedures)
六、評估與反饋(Assessing)

浙江省臺州中學(xué)高一備課組
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，各項語言活動也都是圍繞地震展開。本單元共分八個部分。
Warming-up部分通過兩張圖片引出話題“一旦地震發(fā)生，將會造成怎樣的危害”，為后面的主題作了一個熱身運(yùn)動。
Pre-reading部分設(shè)置了兩個開放性問題，目的是增加學(xué)生的生活常識，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)用一些生活常識來回答這兩個問題。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)象及動物的反常表現(xiàn)；地震的來勢洶洶并在頃刻間將整座城市夷為平地；震后人們勇敢面對現(xiàn)實并及時實施搶救和重建工作。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，掌握重點詞匯的詞義及時用，這更注重培養(yǎng)學(xué)生運(yùn)用上下文猜測詞義的能力。其次還對一些復(fù)雜的數(shù)字讀法進(jìn)行了檢測。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)生報紙寫一篇新聞報道，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，包括學(xué)到的關(guān)于地震的知識，有用的動詞、名詞、表達(dá)方式和新的語法項目。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)生實際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語言知識、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識五個方面。
1.知識目標(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)語言知識描述地震前兆、危害及震后援救；根據(jù)已知信息推測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道的寫作步驟和要點。
3.情感目標(biāo)Affect
學(xué)習(xí)唐山人民勇敢面對自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神；在教學(xué)活動中培養(yǎng)學(xué)生的合作精神和互助精神。

三．教學(xué)重點和難點
1重點詞匯：injure，survivor,shock,rescue,disaster,fresh,judge,prepare
2語法：TheAttributiveClause
3難點:運(yùn)用所學(xué)知識表達(dá)自己的想法;較長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)信息社會收集查找資料的能力。

四．課時安排
本單元共分為四個部分，具體課時教師可根據(jù)自身教學(xué)實踐進(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等手段對地震知識進(jìn)行適當(dāng)了解的基礎(chǔ)上，引入對SanFrancisco地震的學(xué)習(xí)，從而進(jìn)入聽力部分。
Part2：Pre-reading,Reading,ComprehendingandLearningaboutLanguage.讀前的兩個問題：第一個問題問學(xué)生在危機(jī)情況下會帶什么，有利于很好的激起學(xué)生的興趣和調(diào)動課堂氣氛，由此則可過渡到第二個問題對地震前兆的了解，從而自然地引入到對唐山大地震的學(xué)習(xí)。在對唐山大地震震前、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)唐山人民勇敢面對自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神。其次，通過對文章的學(xué)習(xí)，了解新聞的特點，為后面的寫作做準(zhǔn)備。重點詞匯和語法的學(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寫作的學(xué)習(xí)。通過對學(xué)生習(xí)作的評析，來引出新聞寫作中應(yīng)注意的事項，并通過適當(dāng)?shù)木毩?xí)來進(jìn)行鞏固，再讓學(xué)生對自身的習(xí)作進(jìn)行修改。
Part4：UsingLanguage(Reading,WritingandSpeaking),主要學(xué)習(xí)SPEECH演講稿的寫作。通過對演講稿的了解、注意事項和名人演講的感受，讓學(xué)生學(xué)會如何恰當(dāng)?shù)貙懷葜v稿。

五．教學(xué)步驟
Warming-upListening
Teachinggoals:
1.Getageneralideaofearthquakesandsomeothernaturaldisasters;
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.Skimmingscaring
Getthestudentscomprehendthepassagequicklyandaccurately,andmeanwhilehelpthestudentstoformagoodhabitofreading.
T:Firstpleaseskimthepassagefasttoobtain/getageneralunderstandingofthewholepassage.Andunderlinetheanswerstothefollowingquestions.

II.Whilereading,dividethewholepassageinto3partsandfindoutthemainideaofeachpart.
Para.1beforethequake
Para.2-3duringthequake
Para.4afterthequake
II.Careful-reading
Readthepassageagainandtrytogetmoredetailedinformation.
T:Nowlet’sreadthepassageagainandfindmoreinformation.Jointhecorrectpartsofthesentences.(Turntopage27,ex1)
T:Nowyouhavereadthepassagecarefully,pleaseputthesentencesinorder.NumbereachofthesethingsduringtheTangshanquake.(Turntopage27,ex2)
T:herearesomemoreworkforyou.Youcanworkingroups.

T:Let’swatchsomepictures,andcomparingtheoldTangshan,theTangshanafterquake,andthenewTangshanweseetoday.
Step4Post-reading(discussing)
T:Afterreadthenewsreport,andseesomanypictures,whatimpressesyoumost?Why?
Orwhatdoyoulearnfromsuchadisaster?
(Self-rescue,environmentprotection,rebuilt,loveandhelp)
I:self-rescue(avideogame)
T:Wheninaquake,ifyouknowsomeself-rescueskills,youmayprobablysaveyourself.Ifyouwanttoknowsomeoftheskills,clickhere.(Linktotheindex)
Let’sdolittlegametoseehowmuchyouknowaboutself-rescue.
II.Whatdidtheysufferandfeel?
T:Canyouunderstandwhattheysufferandwhattheyfeelaftersuchadisaster?
T:Ifyouwereoneoftherescuers30yearsago,whatcouldyousayandwhatcanyoudotocomfortthem?Orhowcouldyouhelpthem?
III.Rebuilding
T:weseethatthenewTangshanhasbeensetup.WhatisneededtorebuildTangshan.
IV:environmentprotection
T:nowadaystherearemoredisastersthanbefore.Oneofthereasonsisthatwepaymoreattentiontooureconomydevelopmentthantheearthwelive.
Lookatthesepictures.Whatcanwestudentsdotosavetheearth?
T:Thoughthedisastersdestroybuildings,people’slives,butitcannotdestroytheloveamongus.
Step5Homework
1.Findmorenewsreportsaboutearthquake.
2.WriteapieceofnewsaboutTangshan.Youcanusetheinformationinthepassage.
NewsWriting
Teachingaims:
1.Getstudentstolearnhowtowritenews;
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

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:Giveastrongfirstimpressionpreviewyourspeech
Body:Explainyourideasandsupportthem
Conclusion:Reviewyourspeechandleavealastingfinalimpression.
Step4Text
T:Itseemsthatyouknowalotaboutmakingaspeech.Irememberwesaythatwemayneedtomakeaspeechwhenitissomeimportantanniversary.
T:Youknow2006isthe30thanniversaryofTangShanEarthquake.Hereisaninvitation,invitingyoutomakeaspeechaboutit.Youcanlookattheletteronyourtextbook.
T:Youcanincludethesepointsinyourspeech;
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．評估與反饋
----accordingtothe“SummingUp”inunit4

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高一英語Unit 4 Earthquakes必修教案（北師大版）

一名優(yōu)秀的教師就要對每一課堂負(fù)責(zé)，高中教師要準(zhǔn)備好教案，這是每個高中教師都不可缺少的。教案可以讓學(xué)生們有一個良好的課堂環(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，各項語言活動也都是圍繞地震展開。本單元共分八個部分。
Warming-up部分通過兩張圖片引出話題“一旦地震發(fā)生，將會造成怎樣的危害”，為后面的主題作了一個熱身運(yùn)動。
Pre-reading部分設(shè)置了兩個開放性問題，目的是增加學(xué)生的生活常識，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)用一些生活常識來回答這兩個問題。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)象及動物的反常表現(xiàn)；地震的來勢洶洶并在頃刻間將整座城市夷為平地；震后人們勇敢面對現(xiàn)實并及時實施搶救和重建工作。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，掌握重點詞匯的詞義及時用，這更注重培養(yǎng)學(xué)生運(yùn)用上下文猜測詞義的能力。其次還對一些復(fù)雜的數(shù)字讀法進(jìn)行了檢測。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)生報紙寫一篇新聞報道，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，包括學(xué)到的關(guān)于地震的知識，有用的動詞、名詞、表達(dá)方式和新的語法項目。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)生實際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語言知識、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識五個方面。
1.知識目標(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)語言知識描述地震前兆、危害及震后援救；根據(jù)已知信息推測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道的寫作步驟和要點。
3.情感目標(biāo)Affect
學(xué)習(xí)唐山人民勇敢面對自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神；在教學(xué)活動中培養(yǎng)學(xué)生的合作精神和互助精神。
三．教學(xué)重點和難點
1重點詞匯：injure，survivor,shock,rescue,disaster,fresh,judge,prepare
2語法：TheAttributiveClause
3難點:運(yùn)用所學(xué)知識表達(dá)自己的想法;較長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)信息社會收集查找資料的能力。
四．課時安排
本單元共分為四個部分，具體課時教師可根據(jù)自身教學(xué)實踐進(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等手段對地震知識進(jìn)行適當(dāng)了解的基礎(chǔ)上，引入對SanFrancisco地震的學(xué)習(xí)，從而進(jìn)入聽力部分。
Part2：Pre-reading,Reading,ComprehendingandLearningaboutLanguage.讀前的兩個問題：第一個問題問學(xué)生在危機(jī)情況下會帶什么，有利于很好的激起學(xué)生的興趣和調(diào)動課堂氣氛，由此則可過渡到第二個問題對地震前兆的了解，從而自然地引入到對唐山大地震的學(xué)習(xí)。在對唐山大地震震前、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)唐山人民勇敢面對自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神。其次，通過對文章的學(xué)習(xí)，了解新聞的特點，為后面的寫作做準(zhǔn)備。重點詞匯和語法的學(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寫作的學(xué)習(xí)。通過對學(xué)生習(xí)作的評析，來引出新聞寫作中應(yīng)注意的事項，并通過適當(dāng)?shù)木毩?xí)來進(jìn)行鞏固，再讓學(xué)生對自身的習(xí)作進(jìn)行修改。
Part4：UsingLanguage(Reading,WritingandSpeaking),主要學(xué)習(xí)SPEECH演講稿的寫作。通過對演講稿的了解、注意事項和名人演講的感受，讓學(xué)生學(xué)會如何恰當(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．評估與反饋
----accordingtothe“SummingUp”inunit4

新課標(biāo)高一必修1 英語教案Unit 4 Earthquakes (綜合教案)

一名優(yōu)秀的教師就要對每一課堂負(fù)責(zé)，作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，使教師有一個簡單易懂的教學(xué)思路。那么，你知道教案要怎么寫呢？下面是小編為大家整理的“新課標(biāo)高一必修1 英語教案Unit 4 Earthquakes (綜合教案)”，相信您能找到對自己有用的內(nèi)容。

Unit4Earthquakes

PartOne:TeachingDesign(第一部分：教學(xué)設(shè)計)

Period1:Asamplelessonplanforreading
(ANIGHTTHEEARTHDIDN’TSLEEP)

Aims
Tolistenandtalkaboutnaturaldisasters
Toreadaboutearthquakes
Procedures
I.Warmingup
Warmingupbylooking
Goodmorningclass.Haveyoueverexperiencedanynaturaldisasters?Lookatthepictures,canyounameallthedisasters?

volcanofiresandstorm

typhoonhailstonethunderstorm

floodhurricaneearthquake
Haveyoueverexperiencedanearthquake?Canyoudescribehowterribleanearthquakeis?

(Theearthisshaking;allthebuildingswillfalldown;manypeoplewilldie;manychildrenwillbecomeorphans.)
Warmingupbydiscussing
Now,lookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.(beautifulcities;broadroads;tallbuilding;largepopulation.)
Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?
Asweallknow,earthquakesaredisasterstoeveryone.Butcanweavoidoratleastreducethelosscausedbyearthquakes?Canweforetellearthquakes?Nowlet’scometoPre-readinganddecidewhatmayhappenbeforeanearthquakecomes.
II.Pre-reading
1.Talkingandsharing
Whatarethesignsofanearthquake?(e.g.Cows,pigsanddogsbecometoonervoustooeat.Themicewillrunoutofthefieldslookingforplacestohide.Thewaterinthewellswillriseandfall.Wallsofthewellsinvillagewillhavedeepcracks.Therewillbebrightlightinthesky….)
2.Imagingandsharing
Imaginethereisanearthquakenow,yourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.Whatwillyoutake?Why?
III.Reading
1.Listeningandfastreading
Nowlet’scometothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.
Pleaselistentothetextandgetthegeneralideaofthepassage.Youshouldpayattentiontothefirstsentencesofeachparagraph.Inwhatorderisthetextwritten?(Thetextiswrittenintimeorder.Thegeneralideaisthemixtureofthefirstsentencesofeachparagraph,thatis,thetexttellsussomethingthathappenedbeforetheearthquake,duringtheearthquakeandaftertheearthquake.)
2.Readingandunderlining
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copytheminyournotebookafterclassashomework.
CollocationsfromANIGHTTHEEARTHDIDN’TSLEEP
asmellygas,comeoutof,inthefarmyards,toonervoustoeat,runoutof,look
forplacetohide,waterpipes,thinklittleofsth.,asusual,itseemedthat,atan
end,onehundredkilometersaway,one-third,eightkilometerslong,thirtymeters
wide,cutacross,inruins,beinjury,thenumberof,reachmorethan400,000,
everywhere,everythingwasdestroyed,begone,blowaway,sth.benotsafefor,tensofthousandsof,givemilk,halfamillion,insteadof,beshocked,laterthatafternoon,
betrappedundertheruins,falldown,all…is/wasnot…,hundredsofthousandsof,
digout,thedead,tothenorthof,coalmines,builtshelters,freshwater
3.Readingaloudandtranslating
NextwearegoingtoreadaloudthetextandtranslateitintoChinese.
4.Readingandtransforminginformation
Readthetextagainandanswerthefollowingquestions.
1.Whatnaturalsignsofcomingdisasterwerethere?
2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?
3.Canyoudescribethedisastercausedbytheearthquake?
4.Whateventsandsituationsprobablymadethedisasterworse?
5.Howwerethesurvivorshelped?
6.Couldanythingmorehavebeendonetohelpthesurvivors?Whyorwhynot?
Answers:1,3,4,5areeasytoanswer.
2.Maybeatthattimepeopledidn’thaveknowledgeofanearthquake.
6.Thestudentshavetheirownanswers.
4.Discussingwritingstyle
Asyouhaveunderstoodthegeneralideaofthetext,Istillputmorequestionstoyou.
1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?(Awriter
whodidn’tseethequakeusesthethirdperson“they”whenhewrites.)
2.Whydoyouthinkthewriterchosetoexpressherfeelingsaboutthequakeratherthansimplyreportwhathappened?(AlthoughthewriterwasnottherehefeltsadforthepeopleofTangShan.Heknowsthatgivingsomefeelingswillmakethereadingmoreinteresting.)
3.Whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”?(Asusual,nightisthetimetosleep,andnightshouldbequietandsafe.Butthatnighteverythingchanged.Thewriteruseditasatitletoshowhowterribleandhowunusualthatnightis.)
5.Readingandunderstandingdifficultsentences.
Ifyouhavesomedifficultsentencestounderstand,cometomeforhelp.
IV.Closingdown
Closingdownbydoingexercises
NowpleasedothecomprehendingExercises1,2and3onpage27.
Closingdownbydiscussing
Bynowyou’veknownthatearthquakesareterriblenaturaldisastersandthatChinaisunluckyenoughtohavealotofthem.Nowimaginethatyourgrouplivesinthecitythathasalotofearthquakes,whatshouldyoudoduringanearthquake?Lookatthegivensituationanddiscussinpairs.
(1)IfyouareOUTDOORS,…
(2)IfyouareinaHIGHBUILDING,…
(3)IfyouareDRIVING,…
(4)IfyouareHAVINGCLASS,…
(5)IfyouareinaCINEMA,…
Whatshouldyoudoduringtheearthquake?
Situation:
(1)howtorescuethosestilltrappedintheruins;
(2)howtotakecareofthesurvivors;
(3)howtorepairbuildingsthatsurvivedtheearthquake;
(4)whattodowiththebuildingsthatsurvivedtheearthquake;
(5)wheretofindpeopletohelpbuildanewcity;
(6)howtoteachchildrenaboutearthquakesafety;
(7)wheretoputinformationforsurvivorsandtheirfamilies;
(8)howtoplanforfurtherdisasters.

Period2:AsamplelessonplanforLearningaboutLanguage
(TheAttributiveClause:that,which,who,whose)
Aims
Tolearnabouttheusageofwho,which,thatandwhoseintheAttributiveClause
Todiscoverusefulwordsandexpressions
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Helloeveryone.Afterreadingthepassage,wehavegottoknowtheusageofthewordsandexpressions,butweshoulddomorepractice.Nowturntopage27tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.Youaregiventwominutestofinishthem.Ofcourse,youcandiscusswithyourpartners.Twominuteslater,checkinpairsandthencheckwiththewholeclass.
II.Learningaboutlanguage
1.Readingandfinding
Turntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.
2.DoingExercises2onpage28
Turntopage28anddoExercise2inpairs.
III.ReadyusedmaterialsforRelativePronouns:which,that,whowhomwhose
WhatareRelativePronouns?
Relativepronounsarespecialpronounswhichcanconnecttheantecedentandthe
attributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Here
aresomeimportantdifferences:
1．which/that:referringtothings,canbeusedasasubjectoranobjectinthe
attributiveclause;whentheyareusedasanobject,theycanbeomitted:
Theplaneisamachinethat/whichcanfly.
Theschool(that/which)hevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoaperson,canbeusedassubjectorobjectinthe
attributiveclause;whomcanbeusedasanobject:
Thegirl(that/whom/who)wesawyesterdaywasJim’ssister.
Themanthat/whoistalkingtomyfatherismymathsteacher.
3.whose:referringtoapersonorathing,canbeusedasanattributeinthe
attributiveclause:
Thisisthewriterwhosenameisknownallovertheworld.
Theroomwhosewindowfacessouthismine.
4.Beforeeverything,anything,everybody,anybody,all,thebest+n,the
fifth+n,weusethatinsteadofwhich:
All(that)Ineedistime.
Thisisthelargestfactory(that)Ihaveevervisited
Thesixthlesson(that)wearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinaNon-DefiningAttributiveClause:
Ihavelostthepen,whichIlikeverymuch.
Ihavetwosisters,whoarebothteachers.
IV.Closingdownbydoingaquiz
NowyouaregoingtotakeaquizonRelativePronouns.
Fillintheblanks,usingwhich,that,who,whom,whose.
(1)Theforce()causeseverythingtofalltowardsthegroundiscalledgravity.
(2)Afriend()helpsyouintimeofneedisafriendindeed.
(3)Doyouknowthegirl()parentsareteachersinourschool?
(4)Thewoman()IspoketojustnowismyEnglishteacher.
(5)Hesawahouse()windowswereallbroken.
(6)Everything()canbedonetodaymustn’tbedonetomorrow.
(7)Canyouthinkofanyone()couldlookafterhim?
(8)Thisisthebesthotel()Iknow.
(9)Theman()Isawtoldmetocomebacktoday.
(10)Those()wanttogototheGreatWallwritedownyournameshere.
(11)Hetalkedalotabouttheteachersandtheschools()hehadvisited.
(12)Theninthlesson()wearelearningisthemostdifficultinBookOne.
(13)MountBlanc(勃朗峰),()theyvisitedlastmonth,isthehighestmountaininEurope.
(14)Weknowalltheteacher()workinourschool.
(15)Thehousein()LuXunoncelivedisamuseumnow.
(16)Thehouse()LuXunoncelivedisamuseumnow.
(17)Thehouse()LuXunoncelivedinisamuseumnow.
(18)Youcantakeanyroom()youlike.
(19)Heshowedamachine()partsaretoosmalltobeseen.
(20)Thesportsmeetwasputoff,()wasexactlywhatwewanted.
Answerstotheexercises:(1)which/that(2)who/that(3)whose(4)whom/that/who(5)whose(6)that(7)that(8)that(9)that/whom/who(10)who(11)that(12)that(13)which(14)that(15)which(16)inwhich/where(17)which/that(18)that(19)whose(20)which

Period3:AsamplelessonplanforUsingLanguage
(AletterfromZhangSha)
Aims
Toreadandspeakabouttraveling
Towritealetterdescribingfeelingabouttraveling
Procedures
I.Warmingup
Warmingupbydiscussing
Haveyoueverwrittenaspeech?Whatisaspeech?Speechmeansanactofspeakingformallytoagroupoflisteners.Whatdoyouhavetoconsiderwhenyouarewritingaspeech?Pleasediscussitinpairs.(1.Whoistheaudience?2.Howcanweexpressourselvesclearly?)
Warmingupbyreading
Whatshouldyouincludeinyourspeechwhenyoutrytowriteone?Readtheletteronpage29andimagineyouarethestudentwhowasinvitedtogiveaspeech.Nowwriteashortspeech,inwhichyoushouldfollowthepointsinexercise3onpage29.
II.Readingandunderlining
Readtheletterandexercisesagainandunderlinealltheusefulexpressionsorcollocationsintheletter.Copytheminyournotebookafterclassashomework.
Collocationsfromtheletter
congratulations,bepleasedtodosth.,winthehighschoolspeakingcompetition,a
groupoffivejudges,allofwhom,agree,beproudof,openanewpark,honourthosewhodiedintheterribledisaster,wouldliketodo,haveyoudosth.,asyouknow,invitesb.
todosth.,onthatspecialday,atthebeginningof,thanksb,fordoingsth.,
honoursb.forsth.,beknownas,encouragesb.todosth.,behappytodosth.,
collectstamps,loseone’slife
III.Listening
Turnonyourbooksatpage30.We’lllistentoastoryaboutapersonwhoexperiencedthe1906SanFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomedetailsthatexercises1and2request.Secondlistenagainandtrytofinishtheexercises.Thirdlistenandcheckyouranswers.
IV.Guidedwriting(SB.page31)
1.Makingaintroduction
Haveyoueverreadanewspaperstory?Nowturnonyourbookstopage31andlookatWriting.Readthebriefdescriptionabouthowtowriteanewspaperstory.Compareanewspaperstorytoashortstoryandanswerthefollowingquestions.
1)Whatshouldyouwritebeforewritinganewspaperstory?(outline)
2)Whatshouldanewspaperoutlinehave?(aheadline;alistofmainideas;alistofimportantdetails)
3)Whyaheadlineisneeded?(Itcantellthereaderswhatthetopicis;itcanalsoattractthereaders’attention)
4)Howcanyoufinishanewspaperstory?(First,youshouldwriteaheadline,thenorganizeyourmainideasintoparagraphs,andthenputsomedetailsintoeachparagraph.)
5)Haveyoufoundoutthedifferencebetweenanewspaperstoryandashortstory?
(Usuallyashortstorybeginswithsmalldetailsandincludesbigdetailslater.Anewspaperstorydoesjusttheopposite.Bothkindsofstoriesuseparagraphswithmainideas.Inagoodnewspaperstory,thepoint-of-viewisobjective(i.e.ithasnopoint-of-view)whileashortstoryissubjective(i.e.ithasapoint-of-view).Anewspaperstoryhasnoconclusion;ashortstorygenerallydoes.)
NowI’llshowyouanewspaperstorytofindouttheheadline,mainideaanddetailsofeachparagraph.
THEWASHINGTONPOST
SEATTLE-Apowerfulearthquakewithamagnitudeof6.8hitWashingtonStatelastweek.Thequake,thebiggestin50years,causedbillionsofdollarsindamage.Butmiraculously,onlyonepersondiedandmorethan100peoplewereinjuredinthequake.
Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdollarsinthelastdecadedesigningearthquake----prooffacilitiesandimprovingexistingbuildings,schoolsandhomes.
Earthquakeexpertsaidtheeventillustrated(說明)thegrowinggapbetweenrichandpoornationsintheabilitytomitigate(減輕)naturaldisasters.Onlyahandfulofpeoplewereseriouslyinjuredhere,aslightnumbercomparedwiththedevastation(破壞)incountrieslikeTurkey,IndiaandElSalvador,wherequakeshaveburiedthousandsunderpoorlyconstructedbuildings.
2.Writing
NowpreparetheoutlineforashortnewspaperstoryforChinaDaily.Youcanusetheexampleinexercise1tohelpyouorganizeyouroutline.
3.Underling
ReadtheoutlineandthenewspaperstoryinWritingandunderlinealltheusefulexpressionsorcollocationsinthem.Copythemtoyournotebookafterclassashomework.
CollocationsfromWriting
alistof,putsomedetailsintoeachparagraph,ateamof,raisemoney,thousandsof,
plantodosth.,inearlyJune,hopetodosth.,beinterestedtodosth.
IV.ClosingDown
Closingdownbysummary
Wehavelearnedalotaboutearthquakes.Nowlet’shaveasummaryaboutwhatwehavelearned.Lookatthefollowingquestions.
(1)Haveyoueverexperiencedanearthquake?
(2)CanyoudescribeanearthquakeinEnglish?
(3)Whatdoyouknowaboutthecauseofanearthquake?
(4)Whatnewinformationaboutearthquakeshaveyoulearnednow?
(5)Whatwordsandexpressionscanyouusetodescribeanearthquake?
Closingdownbyfindinginformation
Gotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationaboutnaturaldisasters.
PartTwo:TeachingResources(第二部分：教學(xué)資源)
Section1:AtextstructureanalysisofANIGHTTHEEARTHDIDN’TSLEEP
I.Typeofwritingandsummaryofthemainidea
TypeofwritingThisisapieceofdescriptivewriting
MainideaofthepassageThearticledescribesthecause,thecourseandthe
resultofTangShanearthquakein1976.It
showsustheterribleimageofearthquake.Atthe
sametimeithitsusthatwemustrealizethat
wecandosomethingtominimizethedamage
causedbyearthquake.
Topicsentenceof1stparagraphStrangethingswerehappeninginthecountrysidein
northeastHebei.
Topicsentenceof2ndparagraphEverythingbegantoshakeanditseemedthatthe
worldwasatanend.
Topicsentenceof3rdparagraphEverywheretheylookednearlyeverythingwas
destroyed.
Topicsentenceof4thparagraphAllhopewasnotlost.
II.Atextstructureanalysis
Readthetext“ANIGHTTHEEARTHDIDN’TSLEEP”,andthencompletethefollowingchart.
Time/orderWhathappenedResult
threedaysbeforetheearthquake

atabout3:00amSaw:cracks
waterinthewells---roseandfell,
animals---toonervous,hide
fishjumpedoutofbowls&ponds
brightlightinthesky
waterpipes---crackedandburst
heard:soundofplanes
smelt:smellygasinthecracksofthewellsPeoplethoughtlittleofthe
eventsandwenttobed
asusual

at3:42am

felt:everythingshook
one-thirdnationfeltit
heardinBeijing100kilometersaway
ahugecrackcutacrosshouses,
roads…
saw:steamburstfromholesintheground
hardhillsofrock-riversofdirt
citylayinruins

4400,000people
killed/injured
75

新課標(biāo)高一必修1 英語教案Unit 4 Earthquakes (簡案)

一名合格的教師要充分考慮學(xué)習(xí)的趣味性，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生們充分體會到學(xué)習(xí)的快樂，讓高中教師能夠快速的解決各種教學(xué)問題。優(yōu)秀有創(chuàng)意的高中教案要怎樣寫呢？下面是由小編為大家整理的“新課標(biāo)高一必修1 英語教案Unit 4 Earthquakes (簡案)”，希望對您的工作和生活有所幫助。

Teachingplanforunit4Earthquakes

Teachingaimsanddemands:

1.Topic:
Basicknowledgeofearthquakes;howtoprotectoneselfandhelptheothersindisasters
2.Usefulwordsandexpressions:
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;
rightaway,(be)atanend,digout,bringin,a(great)numberof
3.Functions:
Talkingaboutpastexperiences:
Iwillneverforgetthedaywhentheearthquaketookplace.Thetimewas5:15intheafternoonandIwasdrivingalongtheroad.
Sequence
4.Grammar:
Theattributiveclause(I)
由that,which,who,whose引導(dǎo)的定語從句
Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.
ItwasheardinBeijingwhichisonehundredkilometersaway.
Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.

Teachingprocedures:

Period1.

Step1.Warmingup
Ssdiscussandanswersomequestions:
1.Whichofthefollowingmaycausepeoplethegreatestdamage?
A.earthquakeB.typhoonC.floodD.drought
2.Imagineyourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.Whatwillyoutake?Why?
Step2.Pre-reading
Ssdiscussandanswer:
1.Doyouknowwhatwouldhappenbeforeanearthquake?
2.Whatcanwedotokeepourselvessafefromanearthquake?
3.DoyouknowanythingaboutTangshanEarthquakein1976?
Step3.Reading
1.Skimmingandfindtheanswerstothefollowingquestions:
a.Whathappened?
b.Whenandwheredidithappen?
2.Ssreadagainandfillinthefollowingform:
TimeWhathappened
BeforetheearthquakeWells:Animals:Lightsandsound:Waterpipes:
WhiletheearthquakeHouses,roadsandcanals:Hardhillsofrock:Thelargecity:Thepeople:
AftertheearthquakeHospitals,factoriesandbuildings:Theground:Dams:Railwaytracks:Animals:Wells:

3.Ssreadthewholepassageagainandgetthemainideasofeachpart:
Part1.Thenaturalsignsofacomingearthquake
Part2.Thedamageofthecityaftertheearthquake
Part3.Thehelptothesurvivors
Step4.Comprehending
SsfinishEx1and2onpage27.
Step5.Assignment
1.Surftheinternetandgetmoreinformationabouttheearthquake.
2.Retellthetext.

Period2.

Step1.Warmingup
1.Sssharemoreinformationabouttheearthquake.
2.AsksomeSstoretellthetextbyusingtheirownwords.
Step2.Languagepoints
1.lie–lay-lain(v.):tobe,remainorbekeptinacertainstate處于某種狀態(tài)
Thevillagelayinruinsafterthewar.
Thesemachineshavelainidlesincethefactoryclosed.
2.inruins:severelydamagedordestroyed毀壞
anearthquakeleftthewholetowninruins.
Hiscareerisinruins.
3.number(n.):aquantityofpeopleorthings數(shù)目；數(shù)量
Thenumberofpeopleapplyinghasincreasedthisyear.
Wewerefifteeninnumber.
anumberof:alotof
Ihaveanumberofletterstowrite.
Alargenumberofpeoplehaveapplied.
4.injure(v.):tohurtoneself/sb./sth.physically受傷
Hefelloffthebicycleandinjuredhisarm.
5.reach(v.):toachieveorobtainsth.達(dá)成；達(dá)到；獲得
You’llunderstanditwhenyoureachmyage.
Atlastwereachedadecision.
6.rescue(n.):anactofrescuingorbeingrescued搭救；解救
Arescueteamistryingtoreachthetrappedmines.
Rescue(v.):tosaveorsetfreefromharm,indanger,orloss解救；救出
Therescuedthemanfromdrowning.
7.trap(v.):inaplacefromwhichonewantstoescapebutcannot困住；陷于絕境
Theyweretrappedintheburninghotel.
8.all…not…=notall…:somebutnotall一些；但不是全部
Notallthegirlsleft.
=Onlysomeofthemleftearly.
Notallthechildrenarenoisy.
=Someofthechildrenarenotnoisy.
全部否定應(yīng)用:noneof…
Noneofuswereallowedtogothere.
Noneofthesereportsisveryhelpful.
Step3.learningaboutlanguage
1.SsfinishEx1,2and3onpage27and28.
2.TeachercheckstheanswerandgivetheSssomehelpiftheyhavesomedifficulty.
Step4.assignment
1.FinishWb.Ex.1onpage63.
2.Sstrytoremembertheusefulwordsandexpressionsbyhearts.

Period3

Step1.Warmingup
Ssreadthepassageagainandtrytofindthesentenceswithattributiveclauses.
e.g.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
Step2.Attributiveclause
1.GiveSsmoresentencesandlettheSstofindthestructuresoftheattributiveclause.
2.Ssdosomeexercisesabouthowtousethat,which,whoorwhose.
3.SsfinishEx2onpage28.
Somematerialsaboutattributiveclause:
關(guān)系代詞引導(dǎo)的定語從句
關(guān)系代詞所代替的先行詞是人或物的名詞或代詞，并在句中充當(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，從句謂語動詞的人稱和數(shù)要和先行詞保持一致。
1）who,whom,that
這些詞代替的先行詞是人的名詞或代詞，在從句中作主語和賓語。例如：
Ishethemanwho/thatwantstoseeyou?他就是你想見的人嗎？（who/that在從句中作主語）
Heisthemanwhom/thatIsawyesterday.他就是我昨天見的那個人。（whom/that在從句中作賓語）
2）whose用來指人或物，（只用作定語,若指物，它還可以同ofwhich互換）。例如：
Theyrushedovertohelpthemanwhosecarhadbrokendown.那人車壞了，大家都跑過去幫忙。
Pleasepassmethebookwhose（ofwhich）coverisgreen.請遞給我那本綠皮的書。
3）which,that所代替的先行詞是事物的名詞或代詞，在從句中可作主語、賓語等。例如：
Aprosperitywhich/thathadneverbeenseenbeforeappearsinthecountryside.
農(nóng)村出現(xiàn)了前所未有的繁榮。（which/that在句中作賓語）
Thepackage（which/that）youarecarryingisabouttocomeunwrapped.你拿的包快散了。（which/that在句中作賓語）

Step3.Usingstructures
1.Ssreadthepassageonpage64.
2.Sstrytocompletethesentencesbyusingwho,whom,which,thatorwhose.
3.ChecktheanswerandexplainanyquestionsthattheSsmayask.
Step4.Assignment
1.Sslearnbyheartabouthowthestructuresoftheattributiveclause.
2.Ssdosomeexercisesabouttheattributiveclause.

Period4.(reading)

Step1.warmingup
AsktheSs:
DoyouknowanythingabouttheearthquakeinSanFrancisco?
Step2.Reading
1.SsreadingthepassageandfinishWb.Ex1onpage65.
2.Ssreadthefirstparagraphinthispassage.Thengobackandreadagainthefirstparagraphofthepassageonpage26.ComparethewaysbothwritersgiveyoudetailsabouttheearthquakesandfinishEx2onpage65.
3.Listentothetapeandreadthethirdparagraphwithfeeling.
Step3.listening
1.Sslistentothetapeandfinishtheexercise1onpage62.
2.Sslistentothetapeagainandthencompletethefollowingform:

Causeofearthquakes
MovingspeedofthePacificplate
In1906thePacificplatesuddenlyjumped
ThePacificplatepusheson
TheIndianplatepusheson
Waysofreducinglossesfromearthquakes

Period5.(listeningandspeaking)

Step1.pre-listening
SshaveadiscussabouttheearthquakeinSanFranciscoin1906andanswer:
1.Whathappenedtothecity?
2.What’stheresult?
Step2.listening
1.Ssreadthestatementofpart1,onpage30.
2.Sslistentothetapeandmaketheirchoice.
3.Sslistenagainandanswerthequestionsofpart2,onpage30.
Step3.talking
1.Ssreadtheshortpassageonpage62,andinpairsmakeupastorytoexplainhowanearthquakehappens.
2.Sharethestoriesinclass.
Step4.listeningtask
1.Sslistentothetapeandwritedownthethree“things”thatarementionedinthepassageonpage66.
2.Sslistenagainandgivemoredetailabouteachofthe“things”.
Myearthquakeplan
1stthingImustdo:
2ndthingImustdo:
3rdthingImustdo:
Anyotheradviceyouthinkuseful:
Ifyouareoutside,you:
Ifyouareinthelivingroom,you:
Ifyouareinthehousealone,you:

Step5.talkingtask
1.Ssinpairs,chooseeightthingsfromthelistonpage67toputintotheirpersonalearthquakebag.
2.nowjoinwithanotherpairanddiscussyourchoices.Makeanotherlistofitemsandputthemintothefollowinglist:
mypersonalearthquakebagwillcontain:
1).___________2).____________3)._______________4).____________
5)._____________6).____________7)._____________8)._____________

Period6.(writing)

Step1.Pre-writing
1.Ssreadtheletteronpage29.
2.Ssmakealistaboutthepointsthattheywanttowriteforthespeech.
Step2.writing
1.Sswritesomesentencesabouttheirspeech.
2.Sswriteaspeechbyusingthesentences.
3.Ssreadtheirwritingsbythemselvesandcorrectthemistakes.
4.Peerrevising.
5.Showsomegoodwritinginclass.
Step3.Practice
Ssfinishpart4onpage30.
Step4.writingtask
1.FourSsinonegrouphaveadiscuss.Theyaregoingtoprepareapostertobeputuparoundschoolsorhospitaltoexplaintopeoplewhattheyshouldcollectinapersonalearthquakebagandwhy.
2.Ssdesignhowmanypartstheywilldividetheposter.
3.Ssbegintowritetheirposter.
4.Ssingroupsshowtheirposterinclass.
Step5.Assignment
Ssingroupsfinishtheprojectonpage68.

Period7.

Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourselfonpage61.Itisveryimportanttoimprovetheirlearning.

高一英語必修1Unit 4 Earthquakes知識點總結(jié)

經(jīng)驗告訴我們，成功是留給有準(zhǔn)備的人。高中教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，幫助高中教師在教學(xué)期間更好的掌握節(jié)奏。您知道高中教案應(yīng)該要怎么下筆嗎？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《高一英語必修1Unit 4 Earthquakes知識點總結(jié)》，歡迎大家閱讀，希望對大家有所幫助。

高一英語必修1Unit4Earthquakes知識點總結(jié)

Unit4Earthquakes
1.rightaway毫不遲疑，立刻
2.Itseemedasiftheworldwasatanend.世界似乎到了末日。
從句表示“(在某人)看來好像;似乎”
①Itseems/looks/appearsasif/though…看起來好像…
②Sb./Sth.looksasif/though…
③Thereseems/appears(tobe)…
Thereappearstohavebeenamistake.
2.inruins.變?yōu)閺U墟
3.Two-thirds
4.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
5.undertheweightof在……重壓下，迫于
6.intheopenair在戶外，在野外，露天
7.taketurnstodosth依次，輪流做某事
inturn依次地，輪流地
8.beshockedat對……感到震驚
9.beproudof以……為自豪
10.expressone’sthankstosb/forsth…對/因……表示感謝
11.withoutwarning毫無預(yù)兆
12.nextto緊接著，相鄰，次于
13.getawayfrom…避免，擺脫，離開
14.disaster-hitareas災(zāi)區(qū)
15.ListeningtoEnglishisaveryimportantskillbecauseitisonlywhenweunderstandwhatissaidtousthatwecanhaveaconversationwithsomebody.
聽英語是一項很重要的技能，因為只有當(dāng)我們懂得別人給我們說什么我們才能與他交談。
16.Itisbelievedthat人們認(rèn)為…
17.holdup舉起;托住;支撐列舉，推舉
18.makeup彌補(bǔ),虛構(gòu),整理,和解,化妝,拼湊
19.betrappedin被困于…
20.Itissaidthat…據(jù)說...
21.befixedto…被固定到……
22.betiedto…被綁在……
Unit5NelsonMandela—amodernhero
1.devotes…todoing奉于
2.fightagainst對抗，反對，與……作斗爭
3.selflessly無私地
4.befreefrom免于，不受
5.beinprison入獄，在獄中服刑
6.thefirstmantodo第一個…的人
7.ThetimewhenIfirstmethimwasaverydifficultperiodofmylife.
第一次見到他的時候是在我一生中非常艱難的時期。
8.Hewasgenerouswithhistime,forwhichIwasgrateful.
他十分慷慨地給予我時間，我為此非常感激。
9.becomeoutofwork.失業(yè)
10.hopethat…/todo
11.assoonasIcould盡快，馬上
12.Wewereputintoapositioninwhichwehadeithertoacceptwewerelessimportant,orfightthegovernment.
我們被置于這樣一個境地：要么我們被迫接受低人一等的現(xiàn)實，要么跟政府作斗爭。
13.Only位于句首，修飾狀語從句時，主句采用部分倒裝的語序。
Onlyinthiswaycanyoucomeupwithasolutiontotheproblem.
只有這樣，你才能想出解決這個問題的辦法。
14.asamatteroffact事實上
15.blowup爆炸,打氣
16.beequalto和…平等
17.introuble處于困境遇到麻煩
18.bewillingtodosth.愿意，樂于
19.turnto變成;求助于，借助于,翻到，轉(zhuǎn)向
turntosbforhelp向某人求助
20.loseheart灰心;泄氣,喪失勇氣,失去信心
21.escapefrom逃脫，逃離，從……逃出
22.shouldhavedone本應(yīng)做而未做
needn’thavedone本不需要做而做了
can’thavedone過去不可能做過(對過去的否定推測)
musthavedone對過去的肯定推測
23.passtheexam.通過考試
24.bebettereducated受到良好教育
25.cometopower執(zhí)政
26.beproudtodosth.beproudofsth為…而自豪
27.setup創(chuàng)立，建立，架起，建造
Thecompanywassetuptenyearsago.公司是十年前建立的。
28.besentencedto…被判處……
29.Doyouhaveanythoughtsonthat你認(rèn)為那怎么樣?
30.tomyunderstanding按我的理解tomyopinion
31.beacceptedby…被……錄取、接受
32.diefrom死于…(事故等外部原因)dieof死于…(疾病等自身原因)
33.underway正在進(jìn)行
34.pointofview觀點
35.competewith…與……競爭
36.advisev.
advise+n./pron.advise+doingadvisesb.todosth.
advise+that從句(從句的謂語用“should+v原”，should常省略)
注：與advise用法類似的動詞如forbid,allow,permit,admit,consider等直接接動詞作賓語時要用動名詞，但接賓補(bǔ)時后跟不定式。
如：Weforbidsmokinghere.
Weforbidyoutosmokehere.