Makeupyourmind___________.

I’llreturnthebook___________.

复习shake的用法。

Shakehandswithsb

Shakeone’shand握手

Shakesbbythehand

Step.reading（3-5分钟）

Readaoudlytogather

Para.1---

I:重点词汇归纳：

1.happentodosth碰巧做某事

2comeoutof出来

3.jumpouof跳出

4.burstout爆发

(Ssreadthekeypointsloudlyinordertomemorizeallofthem)

Importantsentence:

1.Forthreedaysthewaterinthevillagewellsroseandfell,roseandfell.

2.Farmersnoticedthatthewellwallshaddeepcracksinthem.

3.Asmellygascameoutofthecrackers.

走进考高：

1ThemelontheSmithsservedatdinnerwouldhavetasted______ifithadputinthefridgeforalittlewhile.

AgoodBbetterCbestDwell

2Theflowerssmell______,andIliketoenjoythesurroundings.

AsweetBterriblyCwellDsweetly

Para.2(3-5分钟)

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分钟）

1.ReadtheexplainingonP43-44(名师一号)

2.Haveagroupdiscussionandtrytosolvethedifficultiesthemet.

3.Havesomestudentstowritethedifficultiestheycan’tsolveontheblackboard

4.Ifotherstudentscanexplainletthedo

Step：Exercise（5分钟）

完成《堂堂练》10个选择题

课后反思：

新课标高一必修1 英语教案Unit 4 Earthquakes (综合教案)

一名优秀的教师就要对每一课堂负责，作为教师就要在上课前做好适合自己的教案。教案可以让学生能够听懂教师所讲的内容，使教师有一个简单易懂的教学思路。那么，你知道教案要怎么写呢？下面是小编为大家整理的“新课标高一必修1 英语教案Unit 4 Earthquakes (综合教案)”，相信您能找到对自己有用的内容。

Unit4Earthquakes

PartOne:TeachingDesign(第一部分：教学设计)

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(说明)thegrowinggapbetweenrichandpoornationsintheabilitytomitigate(减轻)naturaldisasters.Onlyahandfulofpeoplewereseriouslyinjuredhere,aslightnumbercomparedwiththedevastation(破坏)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：教学资源)
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

新课标高一必修1 英语教案Unit 4 Earthquakes (简案)

一名合格的教师要充分考虑学习的趣味性，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生们充分体会到学习的快乐，让高中教师能够快速的解决各种教学问题。优秀有创意的高中教案要怎样写呢？下面是由小编为大家整理的“新课标高一必修1 英语教案Unit 4 Earthquakes (简案)”，希望对您的工作和生活有所帮助。

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引导的定语从句
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处于某种状态
Thevillagelayinruinsafterthewar.
Thesemachineshavelainidlesincethefactoryclosed.
2.inruins:severelydamagedordestroyed毁坏
anearthquakeleftthewholetowninruins.
Hiscareerisinruins.
3.number(n.):aquantityofpeopleorthings数目；数量
Thenumberofpeopleapplyinghasincreasedthisyear.
Wewerefifteeninnumber.
anumberof:alotof
Ihaveanumberofletterstowrite.
Alargenumberofpeoplehaveapplied.
4.injure(v.):tohurtoneself/sb./sth.physically受伤
Hefelloffthebicycleandinjuredhisarm.
5.reach(v.):toachieveorobtainsth.达成；达到；获得
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；陷于绝境
Theyweretrappedintheburninghotel.
8.all…not…=notall…:somebutnotall一些；但不是全部
Notallthegirlsleft.
=Onlysomeofthemleftearly.
Notallthechildrenarenoisy.
=Someofthechildrenarenotnoisy.
全部否定应用: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:
关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who,whom,that
这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
Ishethemanwho/thatwantstoseeyou?他就是你想见的人吗？（who/that在从句中作主语）
Heisthemanwhom/thatIsawyesterday.他就是我昨天见的那个人。（whom/that在从句中作宾语）
2）whose用来指人或物，（只用作定语,若指物，它还可以同ofwhich互换）。例如：
Theyrushedovertohelpthemanwhosecarhadbrokendown.那人车坏了，大家都跑过去帮忙。
Pleasepassmethebookwhose（ofwhich）coverisgreen.请递给我那本绿皮的书。
3）which,that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
Aprosperitywhich/thathadneverbeenseenbeforeappearsinthecountryside.
农村出现了前所未有的繁荣。（which/that在句中作宾语）
Thepackage（which/that）youarecarryingisabouttocomeunwrapped.你拿的包快散了。（which/that在句中作宾语）

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.

高一英语必修一知识点（unit1）

高一英语必修一知识点（unit1）

facetoface
面对面地
1.Hisambitionwastomeethisfavouritepopstarfacetoface.
他心向往之的是要面对面地见见他心目中的流行曲歌星。
2.Theburglarturnedthecornerandfoundhimselffacetofacewithapoliceman.
盗贼一拐弯面对面地碰上个警察。
3.Thetworivalpoliticianscame/werebroughtfacetofaceinaTVinterview.
那两个对立的政客面对面地一起接受电视访问。
trust
n.信任,信托
vi.信任
vt.委托,相信
名词:truster动词过去式:trusted过去分词:trusted现在分词:trusting第三人称单数:trusts
1.MyhusbandtrustsmeandIdontintendtobreakthattrust.我的丈夫信任我，所以我不想失去这种信任。
2.Canyoutrusthisaccountofwhathappened?你能相信他对发生的事情所做的报告吗?
3.Inhiswillhecreatedtrustsforhischildren.他在遗嘱里为子女安排好了信托财产。
suffer
v.遭受,经验,忍受
1.Theysufferedhugelossesinthefinancialcrisis.他们在经济危机时遭受了巨大的损失。
2.Shecouldntsuffercriticism.她受不了批评。
3.Howcanyousuffersuchinsolence?你怎么能容忍这种蛮横的态度?
getalongwith
vt.友好相处(和睦相处,取得进展)
1.Weshouldletbygonesbebygonesandtrytogetalongwitheachother.
我们应当本着既往不咎的原则重新合伙。
2.HeisthelastpersonthatIllgetalongwith.他是我最不愿与之相处的人。
3.Doyougetalongwithyourboss?/Doyouandyourbossgetalong?你跟老板合得来吗?
gossip
n.闲聊,随笔
v.说闲话
1.Therehasbeenmuchgossipinpoliticalcircles.政界里有许多流言蜚语。
2.Inevertalkaboutgossip.我从不传播流言蜚语。
3.Shelovestogossiptoherneighbors.她喜欢议论邻居们的是非长短。
fallinlove
vt.陷入爱河(爱上,喜爱)
1.Itisnaturalthatheshouldfallinlovewithsuchabeautifulgirl.他爱上那位美丽的姑娘是很自然的事。
2.Itsmykarmaalwaystofallinlovewithbrunettes.
我爱上的总是深褐色头发、浅黑色皮肤的白种女子,这是我的缘分.
3.Yousayyoudontbelieveinmarriage,butIbetyousingadifferentsongwhenyoufinallyfallinlove.
你说你认为结婚是无谓的,但我肯定你最终爱上一个人的时候你就不这么说了.
quiz
n.小考,随堂测验,恶作剧
v.简单测验,恶作剧
1.Wewillhaveaquiztomorrowmorning.我们明天早晨进行一个小测验。
2.Shequizzedhimallnightaboutthepeoplehedseen.她整夜盘问他都见到谁了。
3.Matchyourskillagainsttheexpertsinthisquiz.在这一测验中你与专家较量一下技巧吧。
communicate
v.沟通,传达,交流
1.Thedoorcommunicateswithmyroom.这门和我的房间相通。
2.Icantcommunicatewiththem;theradiodoesntwork.我无法和他们联系，无线电坏了。
3.Hehascommunicatedhiswishestome.他已经把他的愿望告诉了我。
joinin
参加,加入
1.Wewanttojoininthemasquerade.我们想去参加化装舞会。
2.CanIjoinin(thegame)?我参加(这个游戏)行吗?
3.Iwilljoinintheproject,heartandhand.我会满腔热情地参加这项工程。
join，joinin，jointo
join的基本词义是“加入某个党派或社会团体，从而成为该党派或团体的一员”。例：
Whendidtheyjointheconservationorganization?他们是什么时候参加环保组织的?
TheprodigyjoinedtheInternationalAssociationofPoets，Playwrights，Editors，EssayistsandNovelists(PEN)whenhewasonlyfourteenyearsold.这位天才在十四岁时便成为国际笔会会员。
joinin的意思是“参加某项运动或活动”，例如参加讨论、游行、罢工等。例：
Morethantenthousandworkershavejoinedinthisstrike.有一万多名工人参加了此次罢工。
AllofuswilljoininthecelebrationofthevictoryofWorldWarⅡ.我们全都参加这次庆祝世界二次大战胜利的活动。
Thereweremanyextracurricularactivities，butPeterneverjoinedin.尽管有很多课外活动，但彼德从不参加。