2019人教新版高中英语必修一Unit4 Listening and speaking
2019版新教材人教版英语必修第一册同步讲义：UNIT4SectionⅣ ListeningandTalking ReadingforWriting
Section ⅣListening and Talking & Reading for Writing重点单词写作词汇1．tap[tæp]v i．& v t．轻叩；轻敲；轻拍n．水龙头；轻叩；轻敲2．whistle['wIsl]v i．吹口哨；发出笛声v t．吹口哨n．哨子(声)；呼啸声3．emergency[i'mɜːdʒənsi] n．突发事件；紧急情况4．calm[kɑːm]adj．镇静的；沉着的v t．使平静；使镇静5．aid[eId] n．援助；帮助；救援物资v i．& v t．(formal) 帮助；援助6．crash[kræʃ] v t．& v i．碰撞；撞击n．撞车；碰撞7．sweep[swiːp]v t．& v i．(swept, swept) 打扫；清扫8．wave[weIv]n．海浪；波浪v i．& v t．挥手；招手9．strike[straIk]v i．& v t．(struck, struck/stricken) 侵袭；突击；击打n．罢工；罢课；袭击10．deliver[dI'lIvə(r)]v t．& v i．递送；传达v t．发表拓展词汇11．erupt[I'rʌpt]v i．& v t．(火山)爆发；(岩浆、烟等)喷出→eruption n．火山爆发；(战争等)爆发12．power['paʊə(r)]n．电力供应；能量；力量；控制力→powerful adj．强大的；有力的→powerless adj．无力的；没有能力的13．effect[I'fekt]n．影响；结果；效果→effective adj．有效果的14．length[leŋθ]n．长；长度→long adj．长的阅读词汇15．kit[kIt]n．成套工具；成套设备16．pipe[paIp]n．管子；管道17．summary['sʌməri]n．总结；概括；概要18．Thailand['taIlænd] 泰国重点短语1．in_the_open_air 露天；在户外2．on_hand 现有(尤指帮助)3．sweep_away 消灭；彻底消除4．put_up 搭建，举起，张贴5．stay_calm保持冷静6．in_danger 处境危险7．first_of_all 首先8．as_many_as 多达重点句型1．v．ing结构作结果状语：The most powerful earthquake in the past 40 years caused a tsunami that crashed into coastlines across Asia yesterday, killing_more_than_6，500_people(使6 500多人丧生) in Indonesia, India, Thailand, Malaysia, and at least four other countries．2．be doing sth．when．．．正在做某事这时……：I was_having_breakfast_with_my_three_children_when(正在与我的三个孩子一起吃早饭这时) water started filling my home．3．make it＋adj．＋to do sth．中it为形式宾语，动词不定式是真正的宾语：However, dangerous conditions and damaged roads will make_it_difficult_to_deliver_food_and_supplies(使运送食物和物资变得困难)．Read the passage on Page 54 and then choose the best answer．1．What’s the main idea of the passage?A．Something about the most powerful tsunami in Asia．B．The cause of the most powerful tsunami in Asia．C．The loss of the most powerful tsunami in Asia．D．How to rescue ourselves in times of disaster．2．What caused the tsunami?A．Hurricane．B．Typhoon．C．Flood．D．Earthquake．3．What is the magnitude of the earthquake that happened on December 27, 2004? A．7．0．B．9．0．C．7．5．D．6．0．4．Why were food and supplies hard to deliver?A．Because there were not enough food and supplies．B．Because rescue teams dared not go．C．Because conditions were hard and roads were destroyed．D．Because govern ments didn’t organize rescue teams．答案：1－4.ADBCpower n．能力；力量；权力(佳句背诵)As is known to us, knowledge is power．众所周知，知识就是力量。
Listening+and+Speaking+教案 高中英语人教版(2019)必修第一册 (4)
Unit4听说课教案"Reporting Natural Disasters" - English Speaking and Listening Class I. Teaching ObjectivesThe objective of this 45-minute lesson is to help students understand the importance of reporting natural disasters, improve their listening and speaking skills, and enhance their ability to express themselves in English.II. Student AnalysisThe students are high school juniors who have a basic understanding of English grammar and vocabulary. They are interested in current events and are willing to participate in class discussions. However, some students may struggle with expressing their thoughts in English or with understanding complex topics.III. Key Points and Difficulties1. The significance of reporting natural disasters for public safety and emergency response.2. Different types of natural disasters and their impacts.3. Proper ways to report natural disasters, including using clear and concise language, providing necessary details, and following emergency procedures.IV. Teaching Process1. Warm-up (5 minutes)-Begin the class by asking students about any recent natural disasters they heard about or experienced firsthand. This will help activate their prior knowledge and create a comfortable learning atmosphere.2. Presentation (15 minutes)-Introduce the topic of reporting natural disasters by explaining its importance for public safety and emergency response. Use real-life examples and statistics to make the content more relatable and engaging.- Discuss different types of natural disasters (e.g., earthquakes, hurricanes, floods) and their impacts on people's lives and communities.- Teach students how to report natural disasters effectively, including using clear and concise language, providing necessary details, and following emergency procedures. Use role-play scenarios or videos to demonstrate these skills.3. Practice (15 minutes)-Divide students into small groups and assign each group a type of natural disaster(e.g., earthquake, hurricane).-Ask each group to come up with a brief report on the chosen disaster, including its location, severity, and potential impacts on people's lives and communities. Encourage them to use proper English expressions and vocabulary related to the topic. -After each group presents their report, facilitate a class discussion to review their work, identify areas of improvement, and provide constructive feedback.4. Production (5 minutes)-Assign a follow-up task for students to create a short video or podcast on a specific natural disaster they would like to report on, using the tips and techniques learned in class. This will give them an opportunity to apply their knowledge and practice their English skills in a creative way.V. Homework1. Review the key points and techniques covered in class by watching the recorded video or listening to the podcast from the follow-up task.2. Write a short report on a natural disaster of their choice, using proper English expressions and vocabulary related to the topic. Submit it to the teacher for review and feedback within one week.。
Unit 4 Listening and Speaking高中英语人教版(2019)选择性必修第一册
Usually crossed fingers show that a person is hoping for good luck, especially if he is worried about failure. But crossed fingers can also mean that he has made a promise that he intends to break.
1. Listen to a conversation about body language. Then answer the following questions.
1. How did the man get the idea of using gestures to communicate? They got the idea from __a_n_a_c_t_io_n__m_o_v_i_e_.
1 The two speakers are married. F 2 Making too many gestures in communication is not polite. F 3 The police team were probably successful in catching the criminals. T 4 Both speakers think body language is useful. T 5 The woman is not very confident about her silent acting ability. T
Body language often needs to be used in situations where people cannot talk to each other directly. This can include, for example,
2019教育新人教版必修一Unit4 listening and Speaking同步课件精品英语
children were sent to live in other safe cities. 4. They used candles al the time instead of electricity. 5. A little girl was dug out the ruins to the north of
7. The Himalayan mountains were caused by the T
movement of plates.
8. Human beings have the power to stoop earthquakes.
F
Listen to the tape again and them complete the following table
plate suddenly jumped waves
The Pacific plate pushes on
China from the east to the west.
The Indian plate pushes on
China from the southwest to northeast.
umbrella
candles
money
important papers
food and sweets
book to read torch light
identity card
personal washing things clothes
fruit
pen and paper shoes
Unit+4Listening+and+Speaking+教案 高中英语人教版(2019)必修第一册
Unit4听说课教案"Reporting Natural Disasters"Teaching Objectives:1. Students will be able to understand and report on natural disasters in English.2. Students will be able to use appropriate vocabulary and expressions related to natural disasters.3. Students will be able to express their opinions and suggestions on how to deal with natural disasters.Student Situation Analysis:The students are at a high school level, with basic English language skills. They have some knowledge of natural disasters but may not be familiar with the vocabulary or expressions used to report them. The students are interested in learning about natural disasters and how to protect themselves and others.Teaching Key Points and Difficulties:1. Using appropriate vocabulary and expressions related to natural disasters.2. Expressing opinions and suggestions on how to deal with natural disasters in English.Teaching Process:1. Warm-up (5 minutes): Start the class by asking students if they have ever experienced a natural disaster or heard about one. This can help to create a friendly atmosphere and engage the students in the lesson.2. Presentation (10 minutes): Show a short video about a natural disaster (e.g., an earthquake, a hurricane, or a flood). After the video, ask students to describe what they saw and heard. Then, introduce some words and phrases related to natural disasters such as "earthquake," "hurricane," "flood," "disaster relief," etc.3. Practice (15 minutes): Divide the students into small groups and give each group a list of natural disasters. Ask them to report on each disaster using the new vocabulary and expressions they learned in the previous step. The teacher should act as a reporter and ask questions about each disaster.4. Production (10 minutes): Ask the students to imagine they are reporters reporting on a real-life natural disaster (e.g., a recent earthquake or hurricane). They should write a script for a news report about this disaster using the new vocabulary and expressions they learned in the lesson. The teacher can guide them in writing the script and correcting their mistakes.5. Consolidation (5 minutes): Review the key points of the lesson and ask the studentsto summarize what they have learned. Encourage them to share their thoughts and opinions on how to deal with natural disasters.6. Homework (5 minutes): Assign homework for the students to write a letter to their local newspaper expressing their opinions on how to prevent or cope with natural disasters. The letter should include at least three new words or phrases from the lesson.After-class Summary:In this lesson, students learned how to report on natural disasters in English by using appropriate vocabulary and expressions. They also had the opportunity to express their opinions and suggestions on how to deal with these events. By practicing reporting skills, students can improve their English communication abilities and gain a better understanding of how to protect themselves and others during natural disasters.。
Listening+and+speaking+教案 高一上学期英语人教版(2019)必修第一册
Unit4听力课教案"Reporting Natural Disasters" - High School English Listening ClassI. Teaching Objectives1. Students will be able to understand and report on natural disasters in English.2. Students will be able to identify the causes, effects, and preventive measures of natural disasters.3. Students will be able to express their opinions and suggestions on how to deal with natural disasters.II. Student AnalysisThe students are in their senior year of high school and have a basic understanding of English grammar and vocabulary. They have some prior knowledge of natural disasters but may lack the skills to report them effectively in English.III. Key Points and Difficulties1. Key points: Understanding the vocabulary and structures related to natural disasters; Identifying the causes, effects, and preventive measures of natural disasters; Expressing opinions and suggestions on how to deal with natural disasters.2. Difficulties: Using the appropriate vocabulary and structures for reporting; Organizing ideas logically; Expressing opinions clearly and persuasively.IV. Teaching Process1. Warm-up (5 minutes)-Start the class by asking students if they have ever experienced or heard about natural disasters. Encourage them to share their experiences and thoughts.2. Listening (15 minutes)- Play a short audio clip about a natural disaster (e.g., an earthquake, a hurricane). Ask students to listen carefully and take notes of the vocabulary and structures used in the report.- After listening, divide the students into groups and ask each group to discuss what they heard in the audio clip. Each group should report their findings to the class.3. Learning (15 minutes)-Introduce new vocabulary related to natural disasters (e.g., earthquake, hurricane, tsunami). Use flashcards or a quiz game to help students memorize the new words.- Teach sentence structures for reporting natural disasters (e.g., "In [location], a [typeof disaster] happened yesterday..."). Use examples from the listening task to illustrate these structures.- Discuss the causes, effects, and preventive measures of natural disasters using the new vocabulary and sentence structures. Use visual aids or real-life examples to make the lessons more engaging.4. Practice (10 minutes)- Divide the students into pairs or small groups again. Each group is given a scenario (e.g., "A volcano eruption has caused widespread damage in [location]. What should we do?") and asked to create a report in English using the vocabulary and structures learned in the lesson.-Allow time for each group to present their reports to the class and encourage feedback from the rest of the students.5. Summary (5 minutes)-Review the key points and difficulties of the lesson. Ask students to share their favorite parts of the class and any questions they have.- Give homework assignments based on what was learned in the class (e.g., write a paragraph about a natural disaster you have heard about, research ways to prevent a specific type of disaster).V. Homework Assignments1. Write a paragraph about a natural disaster you have heard about, including its cause, effects, and preventive measures (100 words).2. Research one way to prevent a specific type of natural disaster (e.g., earthquake, hurricane) and write a short report summarizing your findings (100 words).。
Unit 4 Listening and Talking-高中英语人教版(2019)必修第一册
radio
Emergency supplies
whistle
flashlight
first aid kit
Task3:Report to the class the safety instructions for a certain natural disaster and then explain what emergency supplie people should keep on hand.
and expressions
to different disasters.
……
1
3
5
2
4
Summarise the main idea of the Arouse the awareness of disaster
conversation.
prevention.
Lead-in
If the earthquake happens suddenly, what will we do to protect ourselves?
Task4: Summarry
words
tap pipe whistle trap safety drop cover knee
v.轻敲
n.管道 v.吹口哨 n. 口哨 v. 使陷入困境
n. 安全 v. 掉落 v. 覆盖 n. 膝盖
expressions
stay away from
stay calm
During an earthquake （in a building)
Remember to''__d_ro__p___,__c_o_v_e_r__,and_____ _h_o_l_d_o_n__''.
2019新人教高中英语必修一Unit4Listening and Talking公开课教案
2019新人教高中英语必修一Unit4 Listening and Talking 教案Teaching aims:1.Enable students to summarize the main idea of the conversation and sort out measures taken before,during and after an earthquake.2. Report safety instructions according to different disasters.3. Arouse the awareness of disaster prevention.Teaching key points:1.Help students get familiar with some difficult words before listening.2.Enlighten students to give safety instructions in a logical way.Teaching difficult points:1.Improve their listening level in dealing with fast English conversations.2.Enable students to express their own opinions on giving safety instructions.Teaching proceduresStepⅠLead-inActivity 1 Have students in groups prepare flash cards before class, on which the type of the natural disaster they choose and ways for protection are written. Share in class.Activity 2 Introduce some new words with pictures: tap,pipe, whistle.Suggested answers:StepⅠ ListeningActivity 1 Listening for the main ideaWhat is the main idea of the conversation?Suggested answer:Mrs Fors is sharing with some students about different measures taken before,during and after an earthquake.Activity 2 Listening for details.Listen again and find out the following information.Activity 3 Listening for language expressions. Listen again and fill in the blanks.Student 1: So what should we do if there's an earthquake?Mrs Fors:__________“drop,cover,and hold on”.__________onto your hands and knees,cover your head with your hands,and__________from glass,windows,or anything that could fall.__________find cover under a desk or table. Hold on to the desk or table so it doesn't move away from you.Teacher:What should we do if we're outside when an earthquake happens?Mrs Fors:__________an open space away from buildings,trees,or power lines.Student 2:And what about after an earthquake?Mrs Fors: Well,if you're trapped,__________use a cell phone to call or text for help.__________also tap on a pipe or a wall,or whistle for help.That way Lucky and I can find you .Suggested answers:Remember to; Drop down; stay away; You could; Go to;you can;You canStep Ⅰ SpeakingReport to the class the safety instructions for a certain natural disaster and then explain what emergency supplies people should keep on hand. The followinginstructions and emergency supplies are for your reference,and you can add more if necessary.Pay attention to the logic of your report.Example:If you find yourself in danger from a forest fire, first of all, stay calm. Cover your face with...Then go to a safer place if you can...Now for our emergency supplies, we would suggest always having on hand enough water and food for three days, a radio...。
【课件】Unit+4+Listening+and+Speaking+课件人教版(2019)必修第一册
Listening and Speaking
Step1:学习目标(1’) 1.Improve listening and get more information about natural disasters.
2.Learn some words and expressions.
advise avoiding the area.
workers are helping the survivors.
News report 4
News report 2
And in Seoul，a landslide damaged a library and a supermarket in
Good evening. Today is 27 March. More news about the floods in
central China. The government is helping more than 12，000
a southern neighbour hood. The landslide was caused by the heavy
rain that has fallen in Seoul over the past week. According to the
听力文本
those whose homes were lost in the disaster.
News report 3
News report 1
Good morning，it’s 17 April. A strong earthquake hit Ecuador Breaking news，Saturday 12 August. A tornado was just seen in
2019人教版高中英语必修一Unit4 Listening and Speaking提升测评
Unit 4 Listening and Speaking and Reading and Thinking提升测评I.阅读理解A tsunami is a natural disaster. The word “tsunami” comes from Japanese.A tsunami is a very large sea wave that forms mainly in the Pacific Ocean area. People may be killed and property can be destroyed when a tsunami hits land.What causes these dangerous sea waves? Sometimes, tsunamis are caused by earthquakes taking place underwater. After earthquakes happen, water begins to move up and down. Waves begin to form, and each wave of this kind is called a tsunami.A tsunami is less than one meter high and can move at a speed of almost 800 kilometers per hour while it is far out in the ocean. But it rises higher and higher moves more and more slowly as it comes closer to land.The meteorological bureau（气象局）warns people over the radio and television when a tsunami is heading for land. These warnings have helped save many lives.1. According to the passage, a tsunami can be caused by ________.A. an underwater earthquakeB. heavy rainC. waves hitting landD. tornados2. As the tsunami moves towards land, it ________.A. picks up speed graduallyB. becomes far less dangerousC. rises higher and higherD. becomes lower and lower3. According to this passage, ________.A. a tsunami can’t cause lots of troubleB. people can save their lives by themselves when a tsunami comesC. the warnings from the meteorological bureau can help people save their livesD. no one can escape when a tsunami is comingII.七选五Duane Innes, an engineer, caused a car accident to save the life of the driver Bill Pace. 1 But in bill Pace’s case, Innes’ decision to put his own car into Pace’s path saved Pace’s life.While Innes was driving his truck, he noticed Pace’s truck changing direction suddenly. 2 When he looked back at the driver, he saw that Pace lost consciousness （知觉）behind the wheel. The cars were approaching a busy crossroads, and Innes knew that Pace could be just a second from a dangerous collision（碰撞事故）with another car. He had to think fast.3 “If I could let him hit me, we could slow down together,” he thought. So Innes pulled up in front of Pace’s truck, and allowed it to hit his own truck, bringing both trucks to a safe stop. Pace, a 70-year-old volunteer, had a heart attack a few days earlier and it caused him to lose consciousness. 4After spending a week in the hospital for his heart disease, Pace is now doing well. “ 5 He saved my life,” said Pace. Innes said, “If someone else heard this story and said, ‘Hey, it pays to do something good,’ then it’s all worth it.”A. What a brave man Innes is!B. Fortunately, Innes knew how to deal with it.C. Duane Innes had to move his truck quickly to avoid getting hit.D. Normally, if someone hits your car, you won’t call him a hero.E. Old people with serious heart diseases had better not drive cars.F. If Innes hadn’t blocked his truck, he would likely have died in a collision.G. Duane Innes was badly injured and was sent to hospital as soon as possible.1. ________2. ________3. ________4. ________5. ________答案：I.语篇解读：本文是一篇说明文。