2019-2020年高一英语 Unit 4《Earthquakes-Vocabulary and Useful Expressions》教案 新人教版必修1
【推荐】2019-2020学年高中英语 Unit 4 Earthquakes测评及解析答案新人教版必修1.docx
Unit 4 Earthquakes测评(时间:120分钟满分:150分)主题语境:人与自然第一部分听力(共两节,满分30分)第一节(共5小题;每小题1.5分,满分7.5分)听下面5段对话。
每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。
听每段对话前,你都有5秒钟的时间阅读题目;听完后,各小题给出5秒钟的作答时间。
每段对话仅读一遍。
1.Where does the conversation most probably take place?A.In a park.B.In a zoo.C.In a pet store.答案:C2.What does the woman mean?A.Things here are very cheap.B.Things here are not cheap.C.She doesn’t know whether things here are cheap or not. 答案:B3.Where are the two speakers going to plant the tree?A.By the front door.B.At the back of the garage.C.At the end of the garden.答案:C4.Where does the conversation take place?A.In a shop.B.In a hotel.C.In a restaurant.答案:C5.What do we learn from the conversation?A.The man went to New Zealand during Christmas.B.The man stayed at home during the holiday.C.The man’s parents live in New Zealand.答案:A第二节(共15小题;每小题1.5分,满分22.5分)听下面5段对话或独白。
2019-2020年高一英语必修1Unit4 Earthquakes 新课标 人教版
2019-2020年高一英语必修1Unit4 Earthquakes 新课标人教版Part One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(A NIGHT THE EARTH DIDN’T SLEEP)AimsTo listen and talk about natural disastersTo read about earthquakesProceduresI. Warming upWarming up by lookingGood morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?volcano fire sandstormtyphoon hailstone thunderstormflood hurricane earthquakeHave you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.II. Pre-reading1.Talking and sharingWhat are the signs of an earthquake? (e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….)2. Imaging and sharingImagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?III. Reading1. Listening and fast readingNow let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.Next we are going to read aloud the text and translate it into Chinese.4. Reading and transforming informationRead the text again and answer the following questions.1. What natural signs of coming disaster were there?2. Can you think of some reasons why these si gns weren’t noticed?3. Can you describe the disaster caused by the earthquake?4. What events and situations probably made the disaster worse?5. How were the survivors helped?4. Discussing writing styleAs you have understood the general idea of the text, I still put more questionsto you.1.From whose point of view are events described? How do you know? (A writerwho didn’t see the quake uses the third person “they” when he writes.)2.Why do you think the writer chose to express her feelings about the quake ratherthan simply report what happened? (Although the writer was not there he felt sad forthe people of Tang Shan. He knows that giving some feelings will make the reading moreinteresting.)3.Why is the title “A NIGHT THE EARTH D I DN’T SLEEP”? (As usual, night is thetime to sleep, and night should be quiet and safe. But that night everything changed.The writer used it as a title to show how terrible and how unusual that night is.)5. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.IV. Closing down Closing down by doing exercisesNow please do the comprehending Exercises 1, 2 and 3 on page 27.Closing down by discussingBy now you’ve known that earthquakes are terrible natural disasters and that Chinais unlucky enough to have a lot of them. Now imagine that your group lives in the city that has a lot of earthquakes, what should you do during an earthquake? Look at the given situation and discuss in pairs.(1) If you are OUTDOORS, …(2) If you are in a HIGH BUILDING, …(3) If you are DRIVING, …(4) If you are HAVING CLASS, …(5) If you are in a CINEMA, …What should you do during the earthquake?Situation:(1) how to rescue those still trapped in the ruins;(2) how to take care of the survivors;(3) how to repair buildings that survived the earthquake;(4) what to do with the buildings that survived the earthquake;(5) where to find people to help build a new city;(6) how to teach children about earthquake safety;(7) where to put information for survivors and their families;(8) how to plan for further disasters.Period 2: A sample lesson plan for Learning about Language(The Attributive Clause: that, which, who, whose)AimsTo learn about the usage of who, which, that and whose in the Attributive Clause To discover useful words and expressionsProceduresI. Warming upWarming up by discovering useful words and expressionsHello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.II. Learning about language1. Reading and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauses in the reading passage and translate them into Chinese.2. Doing Exercises 2 on page 28Turn to page 28 and do Exercise 2 in pairs.III. Ready used materials for Relative Pronouns: which, that, who whom whoseIV. Closing down by doing a quizNow you are going to take a quiz on Relative Pronouns.Fill in the blanks, using which, that, who, whom, whose.(1) The force ( ) causes everything to fall towards the ground is called gravity.(2) A friend ( ) helps you in time of need is a friend indeed.(3) Do you know the girl ( ) parents are teachers in our school?(4)The woman ( ) I spoke to just now is my English teacher.(5) He saw a house ( ) windows were all broken.(6)Everything ( ) can be done today mustn’t be done tomorrow.(7)Can you think of anyone ( ) could look after him?(8)This is the best hotel ( ) I know.(9)The man ( ) I saw told me to come back today.(10)Those ( ) want to go to the Great Wall write down your names here.(11) He talked a lot about the teachers and the schools ( ) he had visited.(12)The ninth lesson ( ) we are learning is the most difficult in Book One.(13)Mount Blanc(勃朗峰), ( ) they visited last month, is the highest mountain in Europe.(14)We know all the teacher ( ) work in our school.(15)The house in ( ) Lu Xun once lived is a museum now.(16)The house ( ) Lu Xun once lived is a museum now.(17)The house ( ) Lu Xun once lived in is a museum now.(18)You can take any room ( ) you like.(19) He showed a machine ( ) parts are too small to be seen.Period 3:A sample lesson plan for Using Language(A letter from Zhang Sha)AimsTo read and speak about travelingTo write a letter describing feeling about travelingProceduresI. Warming upWarming up by discussingHave you ever written a speech? What is a speech? Speech means an act of speakingformally to a group of listeners. What do you have to consider when you are writinga speech? Please discuss it in pairs. (1. Who is the audience? 2. How can we expressourselves clearly?)Warming up by readingWhat should you include in your speech when you try to write one? Read the letteron page 29 and imagine you are the student who was invited to give a speech. Now writea short speech, in which you should follow the points in exercise 3 on page 29.II. Reading and underliningRead the letter and exercises again and underline all the useful expressions orIII. ListeningTurn on your books at page 30. We’ll listen to a story about a person who experiencedthe 1906 San Francisco earthquake. I’ll play the tape three times. First l isten andtry to get some details that exercises 1 and 2 request. Second listen again and tryto finish the exercises. Third listen and check your answers.IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspaper story? Now turn on your books to page 31 and lookat Writing. Read the brief description about how to write a newspaper story. Comparea newspaper story to a short story and answer the following questions.1) What should you write before writing a newspaper story? (outline)2) What should a newspaper outline have? (a headline; a list of main ideas; a listof important details)3) Why a headline is needed? (It can tell the readers what the topic is; it canalso attract the readers’ attention)4) How can you finish a newspaper story? (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)5) Have you found out the difference between a newspaper story and a short story?(Usually a short story begins with small details and includes big details later.A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)Now I’ll show you a newspaper story to find out the headline, main idea and details2. WritingNow prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.3. UnderlingRead the outline and the newspaper story in Writing and underline all the usefulClosing down by summaryWe have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look at the following questions.(1) Have you ever experienced an earthquake?(2) Can you describe an earthquake in English?(3) What do you know about the cause of an earthquake?(4) What new information about earthquakes have you learned now?(5) What words and expressions can you use to describe an earthquake?Closing down by finding informationGo to the library to read or get online to search in order to find more in formation about natural disasters.Part Two: Teaching Resources (第二部分：教学资源)Section1: A text structure analysis of A NIGHT THE EARTH DIDN’T SLEEPII. A text structure analysisRead the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the followingOne possible versionStrange things happened in Tang Shan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. Bright light appeared in the sky. People heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.But all hope was not lost. The army sent 150,000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.Section 2: Background information on EARTHQUAKESI. Zhang Hengartist and literary scholar（文学学者）in the Eastern Han Dynasty ofChina.Born in t oday’s Nangyang County, Henan, he was a good writer atage 12. At the age of 16, he left home to pursue(从事) his studyingthe capital city. He spent at least 10 years of his youth in literarystudies and writing. He published several well-recognized literary writings. Heswitched to(转向) astronomy after age 30.In the year 123 he corrected the calendar to bring it into line with the seasons.In 132 Zhang Heng invented the first seismograph(地震仪) for measuring earthquakes.His device was in the shape of a cylinder(圆柱体) with eight dragon heads around thetop, each with a ball in its mouth. Around the bottom were eight frogs, each directlyunder a dragon head. When an earthquake occurred, a ball fell out of the dragon’s mouthinto a frog’s mouth, making a noise. H e also invented the odometer(里程表) Zhang Heng was the first person in China to construct a rotating celestial globe.In one of his publications he also proposed π= 730/232 (or about 3.1466) .II. Earthquake Survival TipsWould you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.If the ground begins shaking while you are driving, pull over and stay in your car.If you are in a building, try to get near astrong wall. The corner of the room or the spaceunder a big doorway is the safest. As soon asthe quake is over, check the gas pipe in thebuilding. Gas fires often result fromearthquakes. These tips may prove to belifesavers. We should, therefore, keep them inmind. Remember to always hope for the best but prepare for the worst.Escape in the SchoolIf it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.If it has an earthquake when the students are in the sports ground, they can crouch on the spot and protect their heads with hands. Be sure to keep away with high building and dangerous objects.Don’t go back to the classroom.Retreat in order after the earthquake.Escape in Public PlacesListen to the command of the site workers. Don’t be scared and don’t rush towards the exits. Try to avoid crowds. Avoid to be squeezed to the wall or barriers.At theaters and gyms: crouch down or slip under the chairs; avoid suspending lights and electric fans; protect the head with schoolbags; after the earthquake, listen to the command of the workers, retreat in an organized way.In department stores, bookstores, museums or subway: find firm counters, commodities (low furniture etc.) or a pillar, or the corner of a wall to crouch down on the spot, protect the heads with hands or other objects; keep away from glass windows, glass counters or show counters; keep away from tall cupboards; keep away from advertisement boards and other suspending objects.On buses or trolley buses: Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed.Section3: Words and expressionsI. Words for reading1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。
2019-2020年高中英语 unit4 earthquakes教案1 新人教版必修1
2019-2020年高中英语 unit4 earthquakes教案1 新人教版必修1This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of naturaldisasters and talking about them.As to Warming Up, the teacher had better ask students to describe the two photos on Page 25. In a sense, the photos show two cities famous for their earthquakes during a periodof calm. Students must imagine what an earthquake could do to the buildings, roads andbridges they see in the photos. When students try to express their ideas, they will probablyhave difficulty. This activity provides them with the chance to learn how to do this. Itis also a good opportunity for the teacher to teach them the new words and phrases forthe unit, such as cracks, cut across houses, roads and canals, fall down, lie in ruinsand destroy.The 1st Period Warming-up, Pre-reading and ReadingA. Teaching contents and analysesContent: Warming up, pre-reading and readingAnalysis: Warming up: Get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes.Reading: Get the students to know how to protect oneself and help others in earthquakes.Get the students to be aware of terrible disasters, meanwhile get themto face it, treat it in a proper way, and never get discouraged.B. Teaching goals and analysesGoals：1. Learn some new words and phrases related to earthquakes.2. Master the reading skills—scanning, skimming, careful reading, etc.Analyses：Skimming: The first question requires students to look through the text as soon as possible and catch the main idea at the same time.Scanning & careful reading: Further reading can improve students’ ability ofcatching important information, enlarging vocabulary and enriching theirknowledge.C. Teaching important points and difficult points1. Teaching Important Points: How to help students to prehend the text accordingto the exercises.2. Teaching Difficult Points: How to master reading skills, such as skimming,scanning and careful reading.D. Predicting problems and analyses1. The teacher should make a good preparation for the pre-class to help our studentsunderstand the text better for they may not be familiar with some words, phrasesand sentences.2. The teacher should introduce some reading skills properly so that it enablesstudents to work out many questions of this passage correctly.3. The teacher must pay more attention to students’ feedback in the class andtimely adjust.E. Teaching Methods1. Review, explanation and consolidation.2. Make every student work in class.F. Teaching AidsThe multimedia; The blackboard; The coursewareG. Teaching proceduresLead-in and Warming up——Reading ——Post-reading ——Summary——Test for goals——HomeworkStep1. Lead-in and Warming upShow the students some pictures about natural disasters and ask them:1. Have you ever experienced any natural disaster? Look at the pictures. Can you name all the disasters?(volcano, fire, typhoon, flood, sandstorm, hailstone, thunderstorm, hurricane, earthquake)2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?地震的破坏(The earth is shaking; all the buildings will fall down; the roads will be destroyed; many people will be killed or injured; a lot of children will bee orphans. . . ) Designing purpose：This exercise aims to stimulate students’ interest and enthusiasm. It also paves the way for the ing prehension.Step2.ReadingTask 1Tell the students:Today, we are going to read a news report about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976.1. Fast readingAsk the students to read the passage quickly and pay attention to the first sentence of each paragraph.1)Answer the questions.Question 1:In what order was the passage written?Question 2:What is the general idea of the passage?(The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake. )2)Fill in the table.Type of writingTopic sentence of Paragraph 1Topic sentence of Paragraph 2Topic sentence of Paragraph 3Topic sentence of Paragraph 4General idea of the passageSuggested answers:Type of writing This is a news report.Topic sentence of Paragraph 1 Strange things were happening in thecountryside in northeast Hebei.Topic sentence of Paragraph 2 Everything began to shake and it seemedthat the world was at an end.Topic sentence of Paragraph 3 Everywhere they looked nearly everythingwas destroyed.Topic sentence of Paragraph 4 All hope was not lost.General idea of the passage The passage tells us something thathappened before the earthquake, duringthe earthquake and after the earthquake. Designing purpose：It helps students catch the main idea.Task 2 Scanning: Read the text again and decide whether the following statements are True or False.Ask the students to decide whether the following statements are true or false. If it is false, try to correct it.(1)People in Tangshan were warned of the earthquake and didn’t go to bed that night.(2)People in Beijing also felt the earthquake.(3)More than 400 000 people were killed in the quake.(4)Many rescue workers and doctors were trapped under the ruins during the aftershock.(5)People tried to get fresh water from under the ground in Tangshan.Answers: 1-5 FTFTFDesigning purpose：Seize the main information in a few minutes.Step3. SummaryAsk the students to read the passage carefully to locate particular information.1)Do the exercises in the part prehending on Page 27.2)Fill in the following form.Time What happened ResultBefore the earthquake: three days before the earthquakeat about 3 am on July 28Wells:Animals:Lights and sound:Water pipes:People of the citythought______________and______________While the earthquake:At 3:42 amLater that afternoonHouses, roads andcanals:Hard hills of rock:The large city:The people:Some rescue workersand doctors:More buildings:Water, food andelectricity:______________ wasdestroyed.______________hospitals, 75%of______________ and 90%of______________ weregone. Morethan______________ werekilled or injured.After the earthquake All hope:The army:Workers:Fresh water:The city______________.Designing purpose：Train students to be the best in searching for details.Step4. Test for goals.(1)What is the mood of this passage?A. Sad.B. Serious.C. Serious and a bit sad.D. Calm.(2)What can be inferred from the passage?A. If mice run out of the fields looking for places to hide, there must be an earthquake.B. If some natural signs had not been ignored, all the people in Tangshan city might have had a chance to survive.C. There wouldn’t have been such a great earthquake, if people had paid enough attention to some natural signs.D. If some natural signs had not been ignored, more people might have had a chance to survive.(3)Which of the following statements can not be part of the main reasons for the heavy loss of life in Tangshan earthquake?A. The earthquake happened in the deep night and people were sleeping in bed at the very movement.B. There weren’t enough rescue workers.C. The buildings were poorly constructed and most of them were destroyed in the earthquake.D. People were not careful enough to notice some natural signs before the earthquake.(4)How do you unde rstand the real meaning of the idiom “It is always calm before a storm”?A. It is unusually quiet before a thunderstorm or hurricane hit.B. One should not trust situations that seem peaceful since bad things may happen.C. The weather is fine before a storm es.D. You should stay calm before a storm.Answer: 1.C 2. D 3. B 4.BStep5. Homework（group A）Learn the new words and expressions in this part by heart.group BType of writingTopic sentence of Paragraph 1Topic sentence of Paragraph 2Topic sentence of Paragraph 3Topic sentence of Paragraph 4General idea of the passageGroup CRead the text again and again and write a summary of the text.Designing purpose：Through this exercise I can evaluate student’s condition of learning English.Teaching reflection。
2019-2020年高中英语优秀教案：Unit4Earthquakesperiod4优秀教案新人教版
必修1•从容说课This period lays emphasis on grammar , that is , the Attributive Clause , which is also the difficult point in Senior En glish.First , revise what the students have learnt in the last period by filling in the blanks in a passage and tran slati ng some sentences from Chin ese into En glish.In this unit the students should learn to use the Relative Pronouns such as that , which , who, whomand whose to introduce an Attributive Clause.First , the teacher presents one sentence containing an Attributive Clause , which was taken from the reading passage.Teacher tries toanalyze the sentence and let the students have a general idea about what is an AttributiveClause.The n the stude nts are asked to find all the sentences that contain an Attributive Clause in the Readi ng passage.Next the teacher will expla in the differe nee betwee n these relativepronouns and also show some typical examples.After that , the students will choose the rightrelative pronouns to plete some senten ces.In order to con solidate the grammar, the stude nts will do some oral practice .In this practice , the stude nts will tell each other their own unu sual experie nces.The n each group will choose one representative to report to the whole class.The students should not only learn about the grammar, but also learn how to use them, which is much more important.Also this part can help the students to muni cate with each other using the Ian guage that they have lear ned , and this is the real purpose of lear ning Ian guages.•三维目标1. Knowledge :（1）Learn the Attributive Clause.（2）Learn the differenee between Relative Pronouns for the Attributive Clauses.2. Ability :（1）Learn to choose the correct Relative Pronouns for the Attributive Clauses.（2）Train the students ' ability to report what others have said.3. Emotion :Train the stude nts ' ability to cooperate with each other.•教学重点（1）Learn the Attributive Clause.（2）Train the students ' ability to report what others have said.•教学难点Lear n to choose the correct Relative Pronouns for the Attributive Clauses.•教具准备（1） a tape recorder（2） a projector（3）the blackboard•教学过程Step 1 Greeti ngsGreet the whole class as usual.Step 2 Revisi onT: In the last period , we learned the usage of some difficult words and expressions.Now let ' s check your homework exercises.Look at Part 1 in Using Words and Expressions on Page 63.Describe an earthquake using the vocabulary in this un it.The n choose the words and expressi ons from the box to plete the passage.Cha nge the form if n ecessary.(One student reads the short passage.The teacher corrects any mistakes if there are any.) T: Then let ' s e to the next part.Translate the sentences into English using the words andexpressi ons in the brackets .I will ask some of you to read the sentences.S: The evening before last , she was too nervous to eat anything.S2：When people found there was a second quake , they rushed out of their houses right a way.S3：After that terrible disaster , 60 percent of the homeless children were sent to other safe cities to live.S4：To the north of the factory , a little girl was dug out of the ruins.S5：We are proud of the soldiers , who rescued those boys from the race.S6：We should honor those who organized the rescue work.T: You did a quite good job.Step 3 Grammar(The teacher writes the sentence “ Workers built shelters for survivors whose homes hadbeen destroyed. ” on the blackboard before class begins. )T: Please look at the sentence on the blackboard , paying special attention to the underlined part.What kind of clause is it ?Ss：The Attributive Clause.T: Yes.You are right.The Attributive Clause tells us which person or thing ( or what kindof person or thing ) the speaker means.e.g.The woma n who lives n ext door is a teacher.A sentence with an attributive clause is a bination of two shorter sentences." the sentenceabove , the two short sentences are : “ The womanis a teacher. ” and “ The womanlives next door.'The Attributive Clause is the answer to the question : Which woman is a teacher ?Would you try to divide the sample sentence on the blackboard into two short sentences ?S i: Workers built shelters for survivors.The survivors ' homes had bee n destroyed.T: That' s right.Now try to find all the sentences with Attributive Clauses in the Reading passage.(After several minu tes. )S2：But the one million people of the city , who thought little of these events , went to bedas usual that ni ght.S3：It was heard in Beijing , which is one hundred kilometers away.S4：A huge crack that was eight kilometers long and thirty meters wide cut across houses roads and can als.S s：The number of people who were killed or injured reached more than 400000.S6：The army organized teams to dig out those who were trapped and to bury the dead.T: Very good.Then which part of the Attributive Clause , do you think , is the most difficult one?S7：The relative pronouns.T: You have noticed that many exercises about the Attributive Clause are designed for thestudents to choose a better relative pronoun.So next I will say something about the mon relative pronouns.“ Who” is used for people.e.g.The man has been caught.He did the robbery.T The man who did the robbery has bee n caught.“Which” is used for things.e.g.The chair was a broken one.I sat in the chair.t The chair which I sat in was a broken one.“That” is used for things or people.e.g.A plane is a machine.It can fly.t A plane is a machine that can fly.Here is the boy.He damaged the vase.t Here is the boy that damaged the vase.“ Whose” is used instead of his/her/their.e.g.She is the girl.Her English is the best in our class.t She is the girl whose English is the best in our class.“Whom” is quite formal ，and in most cases it is all right to use who instead.But when whom has a preposition before it ，it cannot be replaced by who.e.g. (1)I wanted to see the woman.She had already left.t The woman whom/who I wanted to see had already left.(2)The workers ，some of whom stayed here for four years ，e from different countries.T：Nowlook at Part 2 in Discovering Useful Structures on Page 28.Try to plete each sentence using that ，which，who，or whose.(After several minutes. )S8：The terrible shaking of the building woke up all the people who were asleep.T：Oh，attention ，please.In this sentence we can 't use “whom”，because “whom” can 't act as a subject in the Attributive Clause.S9：So you mean“ who”can act as a subject ，while “whom”can act as an object in an Attributive Clause.T：Yes.And “who” can also act as an object in the Attributive Clause.Now ，let 's e to thenext sentence.S10：The next day people put up shelters in the open air with all kinds of things that/which they could find.S11：Several days later most of the buildings that had been damaged were repaired.S12：We went to see our teacher whose husband was killed in the earthquake.S13：A number of children whose parents had died in the quake were sent to live with families in other cities.T：You did a quite good job.Step 4 ConsolidationT：Nowwe are going to practice using the Attributive Clause.Think about an unusual experience and how you felt.Work in groups.Take turns asking questions ，using “Was it something that ？”or “Wasthere someone who？” Take notes about the experiences of your group members and report back to the class.(Ss work in groups.Meanwhile the teacher goes around the class and helps Ss deal with any difficulties that they may have. )(After several minutes. )T：Each group should choose one representative to make a report to the whole class.S1：Was it something that frightened you ？S 2： Yes , I was really frightened and felt terribly painful. S 3： Was there some one who came to help you ?S 4： Yes.Some passers-by came to help me and they sent me to the nearest hospital.S 5： While ridi ng a bike back home Xiao Mi ng was hit by a car.He fell dow n from the bike onto the ground.He felt terribly painful.Some passers-by came to help him and sent him to hospital.After exam in ati on , the doctors found his left leg was broke n.T : Excellent. Step 5 HomeworkT : After class , read the passage on Page 64.lt ' s about advice on how to protect your home from an earthquakeplete the sentences below , using who , whom which , that or whose. Secondplease translate the following sentences into English, using the Attributive Clauses.1. 她的父母不允许她嫁给任何家境贫寒的人。
2019-2020年高中英语Unit4Earthquakes阶段质量评估新人教版必修
2019-2020年高中英语Unit4Earthquakes阶段质量评估新人教版必修第一部分：听力(共两节，满分30分)第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C 3个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1．Where is the woman going first?A．The cinema. B．The bank.C．The museum.答案： B2．How much does the woman weigh now?A．110 pounds. B．120 pounds.C．130 pounds.答案： C3．When will the woman go to see Dr.White?A．On Monday. B．On Tuesday.C．On Wednesday.答案： C4．How will the woman go to John’s home?A．By bus. B．On foot.C．By car.答案： B5．What will the woman probably do?A．Go somewhere else.B．Go to the front of the line.C．Wait in line for two hours.答案： A第二节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C 3个选项中选出最佳选项，并标在试卷的相应位置。
听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
听第6段对话，回答第6至7题。
6．What is the man’s problem?A．He bought a broken DVD.B．He couldn’t play the DVD.C．He bought the wrong DVD.答案： C7．What does the man want to do?A．Get his money back. B．Exchange the DVD. C．Copy the film.答案： B听第7段对话，回答第8至9题。
2019-2020年高一英语Unit4《Earthquakes-VocabularyandUsefu
1. shake vi. & vt.(1) My hands shook duri ng the exam.vi.摇动，摇撼，颤抖(2) The earthquake shook the lights.vt.使摇动(3) vt.使受震撼，使(信念等)动摇be shaken by/with/at2. right away"立刻，马上” 的表达方式：right away, without delay, right now, straight away, aton ce, in no time, immediately3. well--You don ' t look very _____ . Are you ill?--No, I ' m just a bit tired.A. goodB. wellC. strongD. healthy(1) adj.健康的⑵n.井，水井；油井；气井(3)adv.熟练地，有效地，令人满意地；很，非常very/rather/fairly/quite/pretty well4. too …to …具有否定意义，常用not…enough to…和so…that…句型结构改写。
I am too old to un dersta nd the carto on.=I am not young eno ugh to un dersta nd the carto on.=I am so old that I can ' t understand the cartoon.(1) e.g. I ' m only too delighted to be here.当too前有副词far, much, but, only 等词修饰时，此结构没有否定意义，而表示肯定，意为"非常，十分 ..... ”，too后的形容词多是表示某种心情的，如happy, pleased, willing, than kful, an xious, eager, delighted 等。
(新课标)2019-2020学年高中英语 Unit 4 Earthquakes Section
Section ⅤWriting —如何写新闻报道[文体感知]新闻报道是记叙文的一种，其特点是以事实为依据，对人的经历或事实给予明确的、实事求是的报道。
[写作规范][题目要求]星光中学(Xingguang High School)近期举行了一次登山活动。
假定你是学校英语报记者，请写一篇短文，报道此次活动。
内容包括：1．时间与地点：4月10日，大青山(Daqing Mountain)；2．活动的过程；3．你对于这次活动的评论。
注意：可适当增加细节，以使行文连贯。
第一步：审题谋篇一、审题1．体裁：记叙文；2．话题：报道活动；3．人称：第三人称；4．时态：叙述事件用一般过去时；评论用一般现在时。
二、构思第一段：点出活动的时间、地点、人物和目的；第二段：描写活动的过程；第三段：谈谈对活动的认识。
第二步：词汇推敲1．take_outdoor_exercise 参加户外运动2．set_off_for 动身去某地3．in_high_spirits 情绪高涨4．fall_behind 落在后面5．be_of_great_benefit_to 对……很有益处6．organize_a_mountainclimbing_activity 组织爬山活动7．enjoy_fresh_air 享受新鲜空气8．get_close_to_nature 接近大自然第三步：句式锻造1．为了鼓励同学们参加户外运动，我们学校于4月10日组织了登山活动。
In_order_to_encourage_the_students_to_take_outdoor_exercise,_our school organized a mountainclimbing activity on April 10.2．我们几百个人参加了这项活动。
Hundreds of us took_part_in this activity.3．有些人落后了。
人教版新课标高中英语 2019-2020学年 必修一 Unit 4 Earthquakes 单元小测 含答案详解.docx
综合能力测评Unit 4本套试卷分为第Ⅰ卷和第Ⅱ卷两部分。
总分120分。
考试时间100分钟。
第Ⅰ卷Ⅰ.阅读理解(共两节，满分35分)第一节(共10小题；每小题2.5分，满分25分)AElizabeth Blackwell was born in England in 1821, and moved to New York City when she was ten years old. One day she decided that she wanted to become a doctor. That was nearly impossible for a woman in the middle of the nineteenth century. After writing many letters asking for admission(录取)to medical schools, she was finally accepted by a doctor in Philadelphia. She was so determined that she taught school and gave music lessons to get money for the cost of schooling.In 1849, after graduation from medical school, she decided to further her education in Paris. She wanted to be a surgeon(外科医师), but a serious eye problem forced her to give up the idea.Upon returning to the United States, she found it difficult to start her own practice because she was a woman. By 1857 Elizabeth and her sister, also a doctor, along with another woman doctor, managed to open a new hospital, the first for women and children. Besides being the first woman physician and founding her own hospital, she also set up the first medical school for women.1．Why couldn't Elizabeth Blackwell realize her dream of becoming a surgeon?A．She couldn't get admitted to medical school.B．She decided to further her education in Paris.C．A serious eye problem stopped her.D．It was difficult for her to start a practice in the United States.2．What main obstacle(障碍) almost destroyed Elizabeth's chances for becoming a doctor?A．She was a woman.B．She wrote too many letters.C．She couldn't graduate from medical school.D．She couldn't set up her hospital.3．According to the passage, all of the following are “firsts” in the life of Elizabeth Blackwell EXCEPT that she ________.A．became the first woman physicianB．was the first woman doctorC．and several other women founded the first hospital for women and childrenD．set up the first medical school for womenBThere are many ways to find a job. It can be as easy as walking into a neighbourhood store to look at its announcement board. Local stores often have areas where people can put small signs telling what kind of service they need or can provide. Such services include caring for children or cleaning houses.Or, job searchers can look in the newspaper. Local newspapers have employment announcements placed by companies seeking workers.Another popular tool for finding jobs is the Internet. For example, people in four hundred and fifty cities around the world can use the Craigslist website to buy objects, meet people or find a job. Craigslist says that it receives two million new job listings each month.Another useful way to find a job is through a college or university. For example, students at the University of Texas at Austin can go to the Career Exploration Centre to get help in finding a job. Of course, looking for a job requires knowing what kind of work you want to do. For example, there is a book called What Colour is Your Parachute? by Richard Nelson Bolles. This book has been helping people choose a career (职业) since it was first published in 1970.Some experts also help people find jobs. Susan W. Miller owns a company called California Career Services in Los Angeles. She says her company helps people find jobs by first helping them understand their strengths, goals and interests. Then she provides them with methods and resources to help them find the right job.4．What Colour is Your Parachute? is a book which gives tips to those who want to ________．A．work on the airplane B．buy a parachute C．publish a book D．find a suitable job 5．It can be learned from the passage that ________．A．companies often put job information in local shopsB．the Internet is the most popular tool for jobhunters in the USAC．Susan W. Miller's company is helping people choose careersD．California Career Services mainly serves university students6．How many ways of finding a job are mentioned in the passage?A．Three. B．Four. C．Five. D．Six.CLi Bingyin is now studying law at the Stern School of Business at New Y ork University. She wrote this letter just before Hurricane Sandy destroyed the East Coast.Dear readers，The storm will really take__a__toll on the city! Right now I am sitting in my dormitory, waiting for the blackout(停电) to come at any second, and listening to the wind howl outside my windows. Hurricane Sandy is supposed to hit the East Coast hard today. Due to the bad weather, most schools and universities have cancelled classes for Monday and Tuesday.Luckily, the university has taken measures to prepare for this storm. University officials sent out e-mails with explanation in the case of a blackout, evacuation(撤离), or other emergencies. Just recently, I received several text messages from the school about power off in certain dormitories. They advised us to prepare a bag with essentials(生活必需品), in case we need to leave the building and relocate to a safer location.Yesterday I went out to buy a flashlight, but all of the nearby stores were sold out. Everyone was stocking up on(存储) water, food and other supplies for the storm.Right now the city is unusually quiet. On any other day, there would be the sounds of cars, people chatting, and street artists performing. Tonight, there's just the wind and rain hitting the windows. The subway system has been closed since last night, and there is rarely anyone on the streets. Hopefully Hurricane Sandy will soon pass without leaving much damage.Sincerely，Li Bingyin7．From the passage we can know that________．A．Hurricane Sandy has already caused great damage to New YorkB．the author went out to buy a flashlight but failedC．most people haven't been prepared for the coming of Hurricane SandyD．most schools and universities have cancelled classes for three days8．What measures has the university taken to prepare for the storm?A．The university has asked students to leave the school at once.B．The university has asked students to close all the windows and doors.C．The university has sent text messages to students about what time the storm will come.D．The university has asked students to prepare necessary things in case of evacuation.9．The underlined phrase “take a toll”means “________”．A．cause a loss B．hurt C．flood D．bury10．What can we infer from the last paragraph?A．New York is a quiet city at other times.B．New York is a busy city at other times.C．Hurricane Sandy has already come.D．The airport system has been closed since last night.第二节(共5小题；每小题2分，满分10分)根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
2019-2020年高一英语 Unit 4《Earthquakes-Vocabulary and Useful
Expressions》教案新人教版必修1
1.shake vi. & vt.
(1)My hands shook during the exam.
vi. 摇动，摇撼，颤抖
(2)The earthquake shook the lights.
vt.使摇动
(3)vt.使受震撼，使（信念等）动摇 be shaken by/with/at
2.right away
“立刻，马上”的表达方式：right away, without delay, right now, straight away, at once, in no time, immediately
3.well
-- You don’t look very ____. Are you ill?
-- No, I’m just a bit tired.
A. good
B. well
C. strong
D. healthy
(1)adj.健康的
(2)n.井，水井；油井；气井
(3)adv.熟练地，有效地，令人满意地；很，非常 very/rather/fairly/quite/pretty well
4.too…to…
具有否定意义，常用not…enough to…和so…that…句型结构改写。
I am too old to understand the cartoon.
=I am not young enough to understand the cartoon.
=I am so old that I can’t understand the cartoon.
(1)e.g. I’m only too delighted to be here.
当too前有副词far, much, but, only等词修饰时，此结构没有否定意义，而表示肯定，意为“非常，十分……”，too后的形容词多是表示某种心情的，如happy, pleased, willing, thankful, anxious, eager, delighted等。
(2)e.g. It’s never too late to learn.
当too前有否定词时，此结构表示肯定。
(3)too+ adj. +for sb./sth. 表示“太……，不适合……”
5.burst
burst forth突然出现 burst into突然闯入 burst out冒出
burst upon突然展现 burst open突然开了
6.event
事件，大事；项目，赛事
all the events/in any event无论如何 in the event结果，到头来 after the event 事后
in the event that/of…倘若，万一 in that event/in that case如果那样的话
辨析：
7.directly
(1)adv.径直地；坦率地；直接地；立刻
e.g. The bus goes directly to HK.
(2)conj.一……就……引导时间状语从句
Directly he went out he was caught.
8.ruin
in ruins 严重受损 fall into ruins成为废墟
ruin＞destroy＞damage
9.extreme
(1)adj.极度的，严重的；极端的，偏激的；过分的
extreme weather conditions极端恶劣的天气状况 extreme sports极限运动
(2)n.[C]极端不同的感情（情况或行为方式）；完全相反的事物
[U]极端，极度，极限
extremes of cold, wind or rain严寒、狂风、骤雨 take sth. to extremes采取极端行为
10.injure受伤，伤害
辨析：
11.cover
(1)盖，覆盖，掩盖
e.g. I covered the novel with my English book.
The novel was covered with my English book.
cover sth. with sth.用某物盖某物（表动作） be covered with被……盖着（表状态）(2)占有（多少面积）；包含，包括
Our orchards cover an area of 1000 mu.
(3)报道
CCTV covered the whole game.
(4)走完（一段路程）
The Red Army covered 25,000 li during the Long March.
(5)掩护
12.trap vt. & n.
be trapped in困在……中，陷在……中 trap sb. into doing sth.陷害（诱骗）某人做某事
13.wonder
(1)对（某事）感到惊讶，不能相信
wonder +about/at/to do/that-clause
e.g. Sometimes I wonder about their behavior.
(2)对（某事）感到疑惑；想要知道
wonder +if/whether/wh- + to do/wh- 从句
(3)惊叹，惊奇，诧异
I am filled with wonder.
(4)奇观，奇才
The Great Wall of China is one of the wonders in the world.
14.dig
dig out挖出，翻找出 dig up翻挖；找出，查明 dig into深入钻研；挖掘
dig at钻研；挖苦（嘲笑） dig through挖通
15.bury
e.g. I bury myself in puzzling games.
bury oneself in= be buried in埋头于……，专心于……
16.shelter
(1)庇护所，避难所；遮蔽物
(2)庇护，遮蔽，掩蔽
e.g. Their immediate need is for food, clothing and shelter.
(3)提供庇护（所）
e.g. The wooden house sheltered us from the wind.
take shelter from躲避…… run for shelter找躲避处
shelter sb./sth. from庇护某人、某物以免……
under the shelter of在……庇护下，受……的保护
17.breathe 呼吸；低声说
e.g. “I’m here,” she breathed.
18.while conj.
(1)引导时间状语从句，意为“当……时候”“在……期间”
(2)引导时间状语从句，意为“与……同时”
e.g. You may go singing while I am doing my homework.
(3)引导让步状语从句，意为“虽然”“尽管”
____ the Internet is of great help, I don’t think it’s a good idea to spend too much time on it.
A. If
B. While
C. Because
D. As
(4)用作并列连词，表示前后两个分居之间的对比，意为“然而”
19.title
(1)n.[C]标题，题目
(2)n.[C]职位名称；职称
(3)vt.加标题，订题目
e.g. My book was titled “Windy’s fantasy world”.
20.give
give out发布；用光；精疲力竭；发出；散发 give away送掉；捐赠；表露
give in让步；屈服，投降；交上 give back返还，归还；恢复
give off发出（气味、光、热、声等） give up放弃；戒掉；交出，让出
21.congratulation
(1)congratulation作“贺词”讲或单独使用时常用复数形式
(2)表示因某事向某人祝贺时常用（offer one’s）congratulations to sb. on sth.
(3)congratulation用于成功、结婚、毕业等个人性的祝贺，不用于节日致词，还可用作抽象意义但不用复数形式。
I received many letters of congratulation.
congratulate sb. on sth. congratulate oneself on/that暗自庆幸
2019-2020年高一英语 Unit11 Lesson1 World News 第二课时教案北师
大版必修模块4
教学目标
在本课学习结束时，学生能够：
1.提取、整理新闻London Wins中的信息；
2.了解新闻结构；
3.谈论新闻内容；
4.练习使用被动语态。
教学过程
注： IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work。