高一英语必修一第四单元.docx
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高一英语必修一第四单元
Unit4Earthquakes
Part1vocabulary
Period1&2
Teachingaims:
1,Helpstudentslearnandmastertheimportantwordsandphrases
2,Learntheboldwordsbyheartandlearntousethemfreely.
Teachingimportantpoints
Howtomakestudentslearnandusethewordsandphrasescorrectly
Teachingdifficultpoints
Howtoimprovestudents’abilityofusingwhattheyhavelearnt
Teachingprocedure
Step1Revision
1,Askstudentstolistentothetapetogooverthewordsandphrases
2,Askstudentstoreadthetextquicklyandfindouttheimportantlanguagepoints
Step2Dealingwithlanguagepoints
1)词汇(Vocabulary):
shake,rise,crack,burst,well,smelly,pond,steam,destroy,ruin,injure,survivor,brick,useless,shock,quake,rescue,electricity,
disaster,organize,bury,coal,mine,shelter,fresh,percent,honor,prepare.
2)短语(Phrasesandexpressions):
rightaway,atanend,lieinruins,betrappedundersth,tothenorthofsp,putup,giveout,wakesbup,preparesthforsth.,thinklittleofsth.
3)语法(Grammar):
定语从句(TheAttributiveClause).能用英语描述任务的特征、行为等----由who/whom/whose/that引导;能用英语描述事物、事件的性质、内容等----由which/that/whose引导。
重点句子:
1.Farmersnoticedthatthewellwallshaddeepcracksinthem.P26
2.Thenumberofthepeoplewhowerekilledorinjuredreachedmorethan400,000.P26
3.Itseemedasiftheworldwasatanend.P26
4.Itwasacitywhosehospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.P26
5.Then,laterthatafternoon,anotherbigquakewhichwasalmostasstrongasthefirstoneshookTangshan.P26
6.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.P26
7.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.P26
8.Neverbeforeinhistoryhasacitybeensocompletelydestroyed.P65
9.Manhimselfhadtomakeruinsofsomeofthecity’sbestbuildingssothattheywouldnotbeadangertothoseinthestreets.P65
10.Alistofbuildingsnotdestroyedwasnowonlyafewaddresses.P65
11.Amazingasitmayseem,Wednesdaynightwasaquietnight.P65
12.NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterriblenight.P65
一,典型句式:
1.Itseems(tosb.)that/asif...似乎、好像
Thereseemstobe...好像有……
seem(tobe)+n./adj.似乎是……
seemtodo/bedoingsth./tohavedonesth.好像要做/正在做/已经做了某事
2.倍数表达法
Ais...timesas+形容词原级+as+B,Ais...times+形容词比较级+than+B,
Ais...times+the+n+of+B
如:
A是B的两倍大:
AistwiceasbigasB.
AistwicebiggerthanB.
AistwicethesizeofB
3.all/every/each/both+…+not为部分否定=Notall/every/each/both
AllthepeoplearenotfromAmerica.=NotallthepeoplearefromAmerica.
4.10.关于too...to...句式的用法:
too...to...太……而不能……
以下too…todo不定式为肯定意义
(2)not/nevertoo...to...意为“并不太……所以能”。
Itisnevertoolatetomend.
(3)only/but/alltoo...to...相当于very,后面的不定式也表示肯定。
(4)当too...to...用来修anxious,eager,,happy表示态度,情绪的形容词不定式为肯定意义。
Hewastooeagertoknowtheresultofhistest.
二,重点单词和短语
1.burstout+doingsth.=burstinto+n.突然……起来
burstoutcrying/burstintotears
burstin/into闯进,突然破门而入
2.event:
重大事件,比赛项目accident;意外事故
affair:
其复数往往指事务internationalaffairs,
风流韵事:
haveanaffairwithsb.
incident;政治性的事件,如:
事变;另,也指小事
matter:
待解决问题,amatterof一个…的问题
3.ruin:
毁掉美好的事物:
健康/名誉/假期等beinruins成为废墟
destroy:
彻底地毁坏,不可恢复damage;功能部分受损,可恢复
4.injure意外伤害,身体部位受伤hurt指精神上受伤或身体某部位感到疼痛
wound指枪伤、刀伤、刺伤等皮肉之伤harm损害,损伤doharmto
5.Trackn.1)轨道,如:
trackevents:
竞赛2)足迹,痕迹
V.追踪如;tracktheterrorists
6.trap.n.陷阱v.使陷入困境betrapped/caughtin被困在…当中
7.atanend:
结束,终结。
cometoanendvi.结束bring/putsth.toanendvt.结束;制止onend连续,竖直
endupwith以…结束;endupdoing/insth.:
结果为
如:
Weweregoingtogoout,butendedupwatchingTV.
bynow/sofar/uptonow(用现在完成时连用)by+过去时间(用过去完成时连用)
by+将来时间(用将来完成时)
8.shelter.n.掩蔽,避身处v.庇护,保护sheltersb.fromsth.保护某人免受…
8.judge
judgingby/from从……上看;根据……判断
Don’tjudgeabookbyitscover.勿以貌取人
9.表示“许多,若干”的短语:
1)后跟可数名词复数,用复数谓语动词
alarge/great/goodnumberofagreat/goodmanyagoodfew/quiteafew
2)后跟不可数名词,用单数谓语动词
agreat/gooddealofagreat/largeamountof(largeamountsof作主语,谓语动词用复数)
3)manya+单数名词.+单数谓语动词
4)可数不可数均可.
Some/alotof/lotsof,agreat/largequantityof,largequantitiesof,plentyof
另外largequantitiesof无论接可数还是不可数名词,谓语动词用复数。
Step3listeningandreadingaloud
Askstudentstolistentothetape.Whilelistening,theycanfollowinalowvoice.Afterthat,teachergivesstudentsseveralminutestoreaditaloud.
Step4Summary
Askstudentstoretellthetextintheirownwords.
Step5Homework
Afterclass,askstudentstofinishtherelatedexercisesintheirreferencebooks﹙名师一号﹚
Blackboarddesign
Reflection:
Part2Grammar
Period3&4
Teachinggoals教学目标
1.Targetlanguage目标语言
Wordsandexpressionsthatappearinthisunit
2.Abilitygoals能力目标
a.EnablethestudentstomasterthestructureoftheAttributiveClause,andcanspeakoutthesesentencesloudly,clearlyandcorrectly.
b.Enablethestudentstomastertheusageofwho,which,thatandwhoseintheAttributiveClause.
3.Learningabilitygoals学能目标
Bypracticingtheusageofthewordsandstructures,thestudentscanmastertheAttributiveclause.
Teachingimportantpoints教学重点
TheAttributiveClause:
thestructureandtheusageofwho,whose,that,andwhich.
Teachingdifficultpoints教学难点
Theusageofthewordsthat,which,whoandwhose
Teachingmethods教学方法
Student-centeredmethod
Teachingaids教具准备
aslideprojector
Teachingprocedures&ways教学过程及方式
StepⅡDiscoveringusefulstructures
Therearetwokindsofthisclause.OneistheRestrictiveAttributiveClause,whichmodifiesthenoun;theotheristheNon-RestrictiveAttributiveClause,whichgivesextrainformation,andiswrittenwithcommas.
1.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.
2.ItwasheardinBeijing,whichisonehundredkilometeraway.
3.Ahugecrackthatwaseightkilometerlongandthirtymeterwidecutacrosshouses,roadsandcanals.
4.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.
5.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.
6.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
Relativepronouns:
who,whose,thatandwhich.
I.定语从句
1.限定性定语从句(RestrictiveAttributiveClauses)
大多数定语从句对所修饰词的意思加以限制,表示“……的人(或东西)”,称为限定性定语从句。
如:
Themanwhorobbedhimhasbeenarrested.
抢劫他的人被逮捕了。
ThegirlwhomIsawtoldmetocomebacktoday.
我见到的那个姑娘叫我今天再来。
That’sthebesthotel(that)Iknow.
这是我所知道的最好的旅馆。
Thesearethebooks(which)youordered.
这些是你订购的书。
这类从句多由关系代词(a)或关系副词(b)引导。
a.Everyonewho(that)knewhimlikedhim.
认识他的人都喜欢他。
ThefriendwithwhomIwastravelingspokeFrench.
和我一道旅行的那位朋友能讲法语。
Thecarwhich(that)Ihiredbrokedown.
我租的汽车坏了。
b.AtthetimewhenIsawhim,hewasquitestrong.
以前我看到他的时候,他身体壮实。
.
ThisisthevillagewhereIwasborn.
这是我出生的村子。
Thesearethereasonswhywedoit.
这些就是我们这样做的理由。
在限定性定语从句中,当关系代词在从句中做宾语时,在绝大多数情况下都可以省略,特别是在口语中,在被修饰的词为all,everything等词时尤其如此。
Haveyougotthepostcard(which)Isentyou?
我寄给你的明信片收到了吗?
Thesearethethings(that)youneed.
这些就是你要的东西。
AnythingIcandoforyou?
我能帮你做什么吗?
Allyouhavetodoistofilloutthisform.
你只需要填这张表就行了。
That’stheonlythingwecandonow.
这是我们现在唯一能做的事。
Youcantakeanyroomyoulike.
你随便哪间房都行。
2.非限定性定语从句(Non-RestrictiveAttributiveClauses)对所修饰的词没有限定词义的作用,而只是补充一些说明,通常都有一个逗号把它和句子的其它部分分开,在译成中文时,这个从句多译成一个并列句。
限定性定语从句去掉以后,句子意思常发生变化,甚至不能成立,而非限定性定语从句拿掉以后对剩下部分没有太大的影响。
如:
Peter,whohadbeendrivingallday,suggestedstoppingatthenexttown.
彼得开了一天的车,提议在下一座城市停下来。
Thishouse,forwhichhepaid$150,000,isnowworth$300,000.
这所房子他买时花了十五万美元,现在值三十万美元了。
TheywenttotheRoyalTheatre,wheretheysawIbsen’sPeerGent.
他们去了皇家剧院,在那里他们看了易卜生的《彼尔•英特》
Sundayisaholiday,whenpeopledonotgotowork.
星期天是假日,这一天人们不上班。
应注意的是,在这类从句中不能使用关系代词that和关系副词why,也不能省略任何关系副词,这类从句主要出现在书面语中。
在书面语中whose有时指某样东西。
如:
Hishouse,whosewindowswereallbroken,wasadepressingsight.
他的房子,窗户都破了,让人看了感到沮丧。
Thecar,whosehandbrakewasn’tveryreliable,begantoslidebackward.
这辆轿车刹车不太牢靠,开始向后滑动。
Itwasanisland,whosenameIhaveforgotten.
它是一座岛屿,名字我忘了。
Exercise1Fillintheblankswithwho,whose,whichandthat.
1.Thegirls()servedintheshopweretheowner’sdaughters.
2.Theman()Isawtoldmetocomebacktoday.
3.Thegirl()spokeismybestfriend.
4.Themanwith()Iwastravelingdidn’tspeakEnglish.
5.Theman()Isawtoldmetowait.
6.Thegirl()Ispoketowasastudent.
7.Themanto()Ispokewasaforeigner.
8.Themanfrom()Iboughtittoldmetoreadtheinstructions.
9.Iknowaboy()fatherisanacrobat.
10.Hesawahouse()windowswereallbroken.
11.Alltheapples()fallareeatenbywildboars.
12.Canyouthinkofanyone()couldlookafterhim?
13.Thisisthebesthotel()Iknow.
14.Heshowedamachine()partsaretoosmalltobeseen.
15.Youcantakeanyroom()youlike.
AnswerstotheExercise1
1who2Whom3Who4whom5who6who/whom7whom8whom
9whose10whose11that12that13that14whose15that
Exercise2:
Fillintheblankwithacorrectword.
1.Hemadeanotherwonderfuldiscovery,______wasmorethanwecouldexpect.
A.whichIthinkisB.whichIthinkitis
C.whichIthinkitD.Ithinkwhichis
2.—IdrovetoZhuhaifortheairshowlastweek.
—Isthatthereason____youhadafewdaysoff?
A.whyB.whenC.whatD.where
3.Inthedarkstreet,therewasn’tasingleperson_____shecouldturnforhelp.
A.thatB.whoC.fromwhomD.towhom
4.Alloftheflowersnowraisedherehavedevelopedfromthose_____