Makeupyourmind___________.

I’llreturnthebook___________.

復(fù)習(xí)shake的用法。

Shakehandswithsb

Shakeone’shand握手

Shakesbbythehand

Step.reading（3-5分鐘）

Readaoudlytogather

Para.1---

I:重點(diǎn)詞匯歸納：

1.happentodosth碰巧做某事

2comeoutof出來

3.jumpouof跳出

4.burstout爆發(fā)

(Ssreadthekeypointsloudlyinordertomemorizeallofthem)

Importantsentence:

1.Forthreedaysthewaterinthevillagewellsroseandfell,roseandfell.

2.Farmersnoticedthatthewellwallshaddeepcracksinthem.

3.Asmellygascameoutofthecrackers.

走進(jìn)考高：

1ThemelontheSmithsservedatdinnerwouldhavetasted______ifithadputinthefridgeforalittlewhile.

AgoodBbetterCbestDwell

2Theflowerssmell______,andIliketoenjoythesurroundings.

AsweetBterriblyCwellDsweetly

Para.2(3-5分鐘)

Phrases:

1asif

2atanend

3inruins

4thenumberof/anumberof

拓展：

Cn：many,agood/greatmany,agreat/large(small)numberof

Un:agreat/gooddealof,much/muchofthe,alarge/greatamountof

Cn/Un:alotof/lotsof,plentyof/halfof----

Step：Group-workandshow-time（15分鐘）

1.ReadtheexplainingonP43-44(名師一號(hào))

2.Haveagroupdiscussionandtrytosolvethedifficultiesthemet.

3.Havesomestudentstowritethedifficultiestheycan’tsolveontheblackboard

4.Ifotherstudentscanexplainletthedo

Step：Exercise（5分鐘）

完成《堂堂練》10個(gè)選擇題

課后反思：

高一數(shù)學(xué)必修1知識(shí)點(diǎn)總結(jié)

作為杰出的教學(xué)工作者，能夠保證教課的順利開展，作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。所以你在寫高中教案時(shí)要注意些什么呢？小編經(jīng)過搜集和處理，為您提供高一數(shù)學(xué)必修1知識(shí)點(diǎn)總結(jié)，大家不妨來參考。希望您能喜歡！

高一數(shù)學(xué)必修一知識(shí)點(diǎn)總結(jié)
第一章集合與函數(shù)概念
一、集合有關(guān)概念
1.集合的含義
2.集合的中元素的三個(gè)特性：
（1）元素的確定性如：世界上最高的山
（2）元素的互異性如：由HAPPY的字母組成的集合{H,A,P,Y}
（3）元素的無(wú)序性:如：{a,b,c}和{a,c,b}是表示同一個(gè)集合
3.集合的表示：{…}如：{我校的籃球隊(duì)員}，{太平洋,大西洋,印度洋,北冰洋}
（1）用拉丁字母表示集合：A={我校的籃球隊(duì)員},B={1,2,3,4,5}
（2）集合的表示方法：列舉法與描述法。
注意：常用數(shù)集及其記法：
非負(fù)整數(shù)集（即自然數(shù)集）記作：N
正整數(shù)集：N*或N+
整數(shù)集：Z
有理數(shù)集：Q
實(shí)數(shù)集：R
1）列舉法：{a,b,c……}
2)描述法：將集合中的元素的公共屬性描述出來，寫在大括號(hào)內(nèi)表示集合{xR|x-32},{x|x-32}
3)語(yǔ)言描述法：例：{不是直角三角形的三角形}
4)Venn圖:
4、集合的分類：
(1)有限集含有有限個(gè)元素的集合
(2)無(wú)限集含有無(wú)限個(gè)元素的集合
(3)空集不含任何元素的集合例：{x|x2=－5｝
二、集合間的基本關(guān)系
1.“包含”關(guān)系—子集
注意：有兩種可能（1）A是B的一部分，；（2）A與B是同一集合。
反之:集合A不包含于集合B,或集合B不包含集合A,記作AB或BA
2．“相等”關(guān)系：A=B(5≥5，且5≤5，則5=5)
實(shí)例：設(shè)A={x|x2-1=0}B={-1,1}“元素相同則兩集合相等”
即：①任何一個(gè)集合是它本身的子集。AA
②真子集:如果AB,且AB那就說集合A是集合B的真子集，記作AB(或BA)
③如果AB,BC,那么AC
④如果AB同時(shí)BA那么A=B
3.不含任何元素的集合叫做空集，記為Φ
規(guī)定:空集是任何集合的子集，空集是任何非空集合的真子集。
4.子集個(gè)數(shù)：
有n個(gè)元素的集合，含有2n個(gè)子集，2n-1個(gè)真子集，含有2n-1個(gè)非空子集，含有2n-1個(gè)非空真子集

三、集合的運(yùn)算

運(yùn)算類型交集并集補(bǔ)集
定義由所有屬于A且屬于B的元素所組成的集合,叫做A,B的交集．記作AB（讀作‘A交B’），即AB=｛x|xA，且xB｝．
由所有屬于集合A或?qū)儆诩螧的元素所組成的集合，叫做A,B的并集．記作：AB（讀作‘A并B’），即AB={x|xA，或xB})．
設(shè)S是一個(gè)集合，A是S的一個(gè)子集，由S中所有不屬于A的元素組成的集合，叫做S中子集A的補(bǔ)集（或余集）
記作，即
CSA=

韋
恩
圖
示

性

質(zhì)AA=A
AΦ=Φ
AB=BA
ABA
ABB
AA=A
AΦ=A
AB=BA
ABＡ
ABB
(CuA)(CuB)
=Cu(AB)
(CuA)(CuB)
=Cu(AB)
A(CuA)=U
A(CuA)=Φ．

二、函數(shù)的有關(guān)概念
1．函數(shù)的概念
設(shè)A、B是非空的數(shù)集，如果按照某個(gè)確定的對(duì)應(yīng)關(guān)系f，使對(duì)于集合A中的任意一個(gè)數(shù)x，在集合B中都有唯一確定的數(shù)f(x)和它對(duì)應(yīng)，那么就稱f：A→B為從集合A到集合B的一個(gè)函數(shù)．記作：y=f(x)，x∈A．其中，x叫做自變量，x的取值范圍A叫做函數(shù)的定義域；與x的值相對(duì)應(yīng)的y值叫做函數(shù)值，函數(shù)值的集合{f(x)|x∈A}叫做函數(shù)的值域．
注意：
1．定義域：能使函數(shù)式有意義的實(shí)數(shù)x的集合稱為函數(shù)的定義域。
求函數(shù)的定義域時(shí)列不等式組的主要依據(jù)是：
(1)分式的分母不等于零；
(2)偶次方根的被開方數(shù)不小于零；
(3)對(duì)數(shù)式的真數(shù)必須大于零；
(4)指數(shù)、對(duì)數(shù)式的底必須大于零且不等于1.
(5)如果函數(shù)是由一些基本函數(shù)通過四則運(yùn)算結(jié)合而成的.那么，它的定義域是使各部分都有意義的x的值組成的集合.
(6)指數(shù)為零底不可以等于零，
(7)實(shí)際問題中的函數(shù)的定義域還要保證實(shí)際問題有意義.
相同函數(shù)的判斷方法：①表達(dá)式相同（與表示自變量和函數(shù)值的字母無(wú)關(guān)）；
②定義域一致(兩點(diǎn)必須同時(shí)具備)
2．值域:先考慮其定義域
(1)觀察法(2)配方法(3)代換法
3.函數(shù)圖象知識(shí)歸納
(1)定義：
在平面直角坐標(biāo)系中，以函數(shù)y=f(x),(x∈A)中的x為橫坐標(biāo)，函數(shù)值y為縱坐標(biāo)的點(diǎn)P(x，y)的集合C，叫做函數(shù)y=f(x),(x∈A)的圖象．C上每一點(diǎn)的坐標(biāo)(x，y)均滿足函數(shù)關(guān)系y=f(x)，反過來，以滿足y=f(x)的每一組有序?qū)崝?shù)對(duì)x、y為坐標(biāo)的點(diǎn)(x，y)，均在C上.
(2)畫法
1.描點(diǎn)法：2.圖象變換法：常用變換方法有三種：1）平移變換2）伸縮變換3）對(duì)稱變換
4．區(qū)間的概念
（1）區(qū)間的分類：開區(qū)間、閉區(qū)間、半開半閉區(qū)間（2）無(wú)窮區(qū)間（3）區(qū)間的數(shù)軸表示．
5．映射
一般地，設(shè)A、B是兩個(gè)非空的集合，如果按某一個(gè)確定的對(duì)應(yīng)法則f，使對(duì)于集合A中的任意一個(gè)元素x，在集合B中都有唯一確定的元素y與之對(duì)應(yīng)，那么就稱對(duì)應(yīng)f：AB為從集合A到集合B的一個(gè)映射。記作“f（對(duì)應(yīng)關(guān)系）：A（原象）B（象）”
對(duì)于映射f：A→B來說，則應(yīng)滿足：
(1)集合A中的每一個(gè)元素，在集合B中都有象，并且象是唯一的；
(2)集合A中不同的元素，在集合B中對(duì)應(yīng)的象可以是同一個(gè)；
(3)不要求集合B中的每一個(gè)元素在集合A中都有原象。
6.分段函數(shù)
(1)在定義域的不同部分上有不同的解析表達(dá)式的函數(shù)。
(2)各部分的自變量的取值情況．
(3)分段函數(shù)的定義域是各段定義域的交集，值域是各段值域的并集．
補(bǔ)充：復(fù)合函數(shù)
如果y=f(u)(u∈M),u=g(x)(x∈A),則y=f[g(x)]=F(x)(x∈A)稱為f、g的復(fù)合函數(shù)。
二．函數(shù)的性質(zhì)
1.函數(shù)的單調(diào)性(局部性質(zhì))
（1）增函數(shù)
設(shè)函數(shù)y=f(x)的定義域?yàn)镮，如果對(duì)于定義域I內(nèi)的某個(gè)區(qū)間D內(nèi)的任意兩個(gè)自變量x1，x2，當(dāng)x1x2時(shí)，都有f(x1)f(x2)，那么就說f(x)在區(qū)間D上是增函數(shù).區(qū)間D稱為y=f(x)的單調(diào)增區(qū)間.
如果對(duì)于區(qū)間D上的任意兩個(gè)自變量的值x1，x2，當(dāng)x1x2時(shí)，都有f(x1)＞f(x2)，那么就說f(x)在這個(gè)區(qū)間上是減函數(shù).區(qū)間D稱為y=f(x)的單調(diào)減區(qū)間.
注意：函數(shù)的單調(diào)性是函數(shù)的局部性質(zhì)；
（2）圖象的特點(diǎn)
如果函數(shù)y=f(x)在某個(gè)區(qū)間是增函數(shù)或減函數(shù)，那么說函數(shù)y=f(x)在這一區(qū)間上具有(嚴(yán)格的)單調(diào)性，在單調(diào)區(qū)間上增函數(shù)的圖象從左到右是上升的，減函數(shù)的圖象從左到右是下降的.
(3).函數(shù)單調(diào)區(qū)間與單調(diào)性的判定方法
(A)定義法：
（1）任取x1，x2∈D，且x1x2；
（2）作差f(x1)－f(x2)；或者做商
（3）變形（通常是因式分解和配方）；
（4）定號(hào)（即判斷差f(x1)－f(x2)的正負(fù)）；
（5）下結(jié)論（指出函數(shù)f(x)在給定的區(qū)間D上的單調(diào)性）．
(B)圖象法(從圖象上看升降)
(C)復(fù)合函數(shù)的單調(diào)性
復(fù)合函數(shù)f[g(x)]的單調(diào)性與構(gòu)成它的函數(shù)u=g(x)，y=f(u)的單調(diào)性密切相關(guān)，其規(guī)律：“同增異減”
注意：函數(shù)的單調(diào)區(qū)間只能是其定義域的子區(qū)間,不能把單調(diào)性相同的區(qū)間和在一起寫成其并集.
8．函數(shù)的奇偶性（整體性質(zhì)）
（1）偶函數(shù)：一般地，對(duì)于函數(shù)f(x)的定義域內(nèi)的任意一個(gè)x，都有f(－x)=f(x)，那么f(x)就叫做偶函數(shù)．
（2）奇函數(shù)：一般地，對(duì)于函數(shù)f(x)的定義域內(nèi)的任意一個(gè)x，都有f(－x)=—f(x)，那么f(x)就叫做奇函數(shù)．
（3）具有奇偶性的函數(shù)的圖象的特征：偶函數(shù)的圖象關(guān)于y軸對(duì)稱；奇函數(shù)的圖象關(guān)于原點(diǎn)對(duì)稱．
9.利用定義判斷函數(shù)奇偶性的步驟：
○1首先確定函數(shù)的定義域，并判斷其是否關(guān)于原點(diǎn)對(duì)稱；
○2確定f(－x)與f(x)的關(guān)系；
○3作出相應(yīng)結(jié)論：若f(－x)=f(x)或f(－x)－f(x)=0，則f(x)是偶函數(shù)；若f(－x)=－f(x)或f(－x)＋f(x)=0，則f(x)是奇函數(shù)．
注意：函數(shù)定義域關(guān)于原點(diǎn)對(duì)稱是函數(shù)具有奇偶性的必要條件．首先看函數(shù)的定義域是否關(guān)于原點(diǎn)對(duì)稱，若不對(duì)稱則函數(shù)是非奇非偶函數(shù).若對(duì)稱，(1)再根據(jù)定義判定;(2)由f(-x)±f(x)=0或f(x)／f(-x)=±1來判定;(3)利用定理，或借助函數(shù)的圖象判定.
10、函數(shù)的解析表達(dá)式
（1）函數(shù)的解析式是函數(shù)的一種表示方法，要求兩個(gè)變量之間的函數(shù)關(guān)系時(shí)，一是要求出它們之間的對(duì)應(yīng)法則，二是要求出函數(shù)的定義域.
（2）求函數(shù)的解析式的主要方法有：1.湊配法2.待定系數(shù)法3.換元法4.消參法
11．函數(shù)最大（?。┲?br> ○1利用二次函數(shù)的性質(zhì)（配方法）求函數(shù)的最大（?。┲?br> ○2利用圖象求函數(shù)的最大（?。┲?br> ○3利用函數(shù)單調(diào)性的判斷函數(shù)的最大（小）值：
如果函數(shù)y=f(x)在區(qū)間[a，b]上單調(diào)遞增，在區(qū)間[b，c]上單調(diào)遞減則函數(shù)y=f(x)在x=b處有最大值f(b)；
如果函數(shù)y=f(x)在區(qū)間[a，b]上單調(diào)遞減，在區(qū)間[b，c]上單調(diào)遞增則函數(shù)y=f(x)在x=b處有最小值f(b)；
第三章基本初等函數(shù)
一、指數(shù)函數(shù)
（一）指數(shù)與指數(shù)冪的運(yùn)算
1．根式的概念：一般地，如果，那么叫做的次方根，其中1，且∈*．
負(fù)數(shù)沒有偶次方根；0的任何次方根都是0，記作。
當(dāng)是奇數(shù)時(shí)，，當(dāng)是偶數(shù)時(shí)，
2．分?jǐn)?shù)指數(shù)冪
正數(shù)的分?jǐn)?shù)指數(shù)冪的意義，規(guī)定：
，
0的正分?jǐn)?shù)指數(shù)冪等于0，0的負(fù)分?jǐn)?shù)指數(shù)冪沒有意義
3．實(shí)數(shù)指數(shù)冪的運(yùn)算性質(zhì)
（1）；
（2）；
（3）．
（二）指數(shù)函數(shù)及其性質(zhì)
1、指數(shù)函數(shù)的概念：一般地，函數(shù)叫做指數(shù)函數(shù)，其中x是自變量，函數(shù)的定義域?yàn)镽．
注意：指數(shù)函數(shù)的底數(shù)的取值范圍，底數(shù)不能是負(fù)數(shù)、零和1．
2、指數(shù)函數(shù)的圖象和性質(zhì)
a10a1

定義域R定義域R
值域y＞0值域y＞0
在R上單調(diào)遞增在R上單調(diào)遞減
非奇非偶函數(shù)非奇非偶函數(shù)
函數(shù)圖象都過定點(diǎn)（0，1）函數(shù)圖象都過定點(diǎn)（0，1）
注意：利用函數(shù)的單調(diào)性，結(jié)合圖象還可以看出：
（1）在[a，b]上，值域是或；
（2）若，則；取遍所有正數(shù)當(dāng)且僅當(dāng)；
（3）對(duì)于指數(shù)函數(shù)，總有；

二、對(duì)數(shù)函數(shù)
（一）對(duì)數(shù)
1．對(duì)數(shù)的概念：
一般地，如果，那么數(shù)叫做以為底的對(duì)數(shù)，記作：（—底數(shù)，—真數(shù)，—對(duì)數(shù)式）
說明：○1注意底數(shù)的限制，且；
○2；
○3注意對(duì)數(shù)的書寫格式．
兩個(gè)重要對(duì)數(shù)：
○1常用對(duì)數(shù)：以10為底的對(duì)數(shù)；
○2自然對(duì)數(shù)：以無(wú)理數(shù)為底的對(duì)數(shù)的對(duì)數(shù)．
指數(shù)式與對(duì)數(shù)式的互化
冪值真數(shù)
＝N＝b

底數(shù)
指數(shù)對(duì)數(shù)
（二）對(duì)數(shù)的運(yùn)算性質(zhì)
如果，且，，，那么：
○1＋；
○2－；
○3．
注意：換底公式：（，且；，且；）．
利用換底公式推導(dǎo)下面的結(jié)論：（1）；（2）．
（3）、重要的公式①、負(fù)數(shù)與零沒有對(duì)數(shù)；②、，③、對(duì)數(shù)恒等式
（二）對(duì)數(shù)函數(shù)
1、對(duì)數(shù)函數(shù)的概念：函數(shù)，且叫做對(duì)數(shù)函數(shù)，其中是自變量，函數(shù)的定義域是（0，+∞）．
注意：○1對(duì)數(shù)函數(shù)的定義與指數(shù)函數(shù)類似，都是形式定義，注意辨別。如：，都不是對(duì)數(shù)函數(shù)，而只能稱其為對(duì)數(shù)型函數(shù)．
○2對(duì)數(shù)函數(shù)對(duì)底數(shù)的限制：，且．
2、對(duì)數(shù)函數(shù)的性質(zhì)：
a10a1
定義域x＞0定義域x＞0
值域?yàn)镽值域?yàn)镽
在R上遞增在R上遞減
函數(shù)圖象都過定點(diǎn)（1，0）函數(shù)圖象都過定點(diǎn)（1，0）

（三）冪函數(shù)
1、冪函數(shù)定義：一般地，形如的函數(shù)稱為冪函數(shù)，其中為常數(shù)．
2、冪函數(shù)性質(zhì)歸納．
（1）所有的冪函數(shù)在（0，+∞）都有定義并且圖象都過點(diǎn)（1，1）；
（2）時(shí)，冪函數(shù)的圖象通過原點(diǎn)，并且在區(qū)間上是增函數(shù)．特別地，當(dāng)時(shí)，冪函數(shù)的圖象下凸；當(dāng)時(shí)，冪函數(shù)的圖象上凸；
（3）時(shí)，冪函數(shù)的圖象在區(qū)間上是減函數(shù)．在第一象限內(nèi)，當(dāng)從右邊趨向原點(diǎn)時(shí)，圖象在軸右方無(wú)限地逼近軸正半軸，當(dāng)趨于時(shí)，圖象在軸上方無(wú)限地逼近軸正半軸．
第四章函數(shù)的應(yīng)用
一、方程的根與函數(shù)的零點(diǎn)
1、函數(shù)零點(diǎn)的概念：對(duì)于函數(shù)，把使成立的實(shí)數(shù)叫做函數(shù)的零點(diǎn)。
2、函數(shù)零點(diǎn)的意義：函數(shù)的零點(diǎn)就是方程實(shí)數(shù)根，亦即函數(shù)的圖象與軸交點(diǎn)的橫坐標(biāo)。
即：方程有實(shí)數(shù)根函數(shù)的圖象與軸有交點(diǎn)函數(shù)有零點(diǎn)．
3、函數(shù)零點(diǎn)的求法：
○1（代數(shù)法）求方程的實(shí)數(shù)根；
○2（幾何法）對(duì)于不能用求根公式的方程，可以將它與函數(shù)的圖象聯(lián)系起來，并利用函數(shù)的性質(zhì)找出零點(diǎn)．
4、二次函數(shù)的零點(diǎn)：
二次函數(shù)．
（1）△＞０，方程有兩不等實(shí)根，二次函數(shù)的圖象與軸有兩個(gè)交點(diǎn)，二次函數(shù)有兩個(gè)零點(diǎn)．
（2）△＝０，方程有兩相等實(shí)根，二次函數(shù)的圖象與軸有一個(gè)交點(diǎn)，二次函數(shù)有一個(gè)二重零點(diǎn)或二階零點(diǎn)．
（3）△＜０，方程無(wú)實(shí)根，二次函數(shù)的圖象與軸無(wú)交點(diǎn)，二次函數(shù)無(wú)零點(diǎn)．
5.函數(shù)的模型

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

一名優(yōu)秀的教師就要對(duì)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(gè)簡(jiǎn)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(yǔ)教案Unit 4 Earthquakes (綜合教案)”，相信您能找到對(duì)自己有用的內(nèi)容。

Unit4Earthquakes

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

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