新课标高中英语必修一unit4学案
人教新课标必修一 Unit 4 Earthquakes学案
Unit 4 EarthquakesWarming Up1、Many people believe that “It is always calm before a storm.” Look carefully at the two photos. Now imagine there has been a big earthquake. Describe to your partner what might happen to the objects in the photos. Then have a class discussion.许多人认为：“风暴前总是风平浪静。
”仔细瞧下面两幅图，想象已经发生了地震。
向你的同伴描述图中的物体可能发生什么情况。
进行课堂讨论。
2、Imagine your home begins to shake and you must leave it right away.设想你的房子开始晃动，你必须马上离开。
美国英语right away，相当于通用英语at once，用于口语。
Pre-reading & Reading课文学习A NIGHT THE EARTH DIDN’T SLEEP地球不眠之夜Strange things were happening in the countryside of northeast Hebei. For three days the water in the village wells rose and fell, rose and fell. Farmers noticed that the well walls had deep cracks in them. A smelly gas came out of the cracks. In the farmyards, the chickens and even the pigs were too nervous to eat. Mice ran out of the fields looking for places to hide. Fish jumped out of their bowls and ponds. At about 3:00 am on July 28, 1976, some people saw bright lights in the sky. The sound of planes could be heard outside the city of Tangshan even when no planes were in the sky. In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, who thought little of these events, were asleep as usual that night.河北省东北部的农村在发生奇怪的事情。
人教版新课标高一英语必修一第四单元教学设计
高中定语从句总结及练习欣赏谚语：1He who knows nothing but pretends to know everything is indeed a good-for –nothing.不懂装懂，一事无成.2. It’s the first step that counts.千里之行，始于足下3. He who makes himself a sheep shall be eaten by the wolf. 甘当小绵羊，迟早要喂狼.4.He who laughs last laughs best. 谁笑在最后，谁笑得最好。
5.God helps those who help themselves.自助者天助。
Ⅰ. 概念：(1) 定语从句：在主从复合句中用作定语修饰某一名词或代词的从句叫定语从句。
定语从句一般紧接在先行词)后面。
(2) 先行词：被定语从句修饰的成份。
先行词可以为一个词，短语，或整个主句。
(3) 引导定语从句的词叫关系词，分为关系代词和关系副词。
关系词的作用：1) 引导定语从句，连接主句和从句，相当于一个连词；2) 必在从句中作某个句子成份（关系代词：主语，宾语，表语，定语；关系副词：状语）常用的关系代词: that、which、who、whom、whose、as 、常用的关系副词（在从句中只作状语）: when、why、whereThe student who answered the question was John.I know the reason why he was so angry.The boy (whom) you are talking to is my brother.I'd like a room whose window looks out over the sea.定语从句三步：第一找出先行词；第二看引导词在定语从句中的语法功能（做主语、宾语或状语）；如果除引导词外的部分是完整的句子（五种简单句的任何一种及there be 句型）就用关系副词；否则用关系代词第三选择合适的关系词。
必修一英语四单元教学设计
必修一英语四单元教学设计一、教学目标：1. 通过本单元的学习，学生能够掌握重点词汇和短语的拼写和用法。
2. 能够运用正确的语法结构表达自己的观点和意见。
3. 能够通过听力和阅读理解短文，获得相关信息并进行有针对性的讨论。
二、教学重点：1. 运用所学词汇和短语进行口语表达和书面表达。
2. 听力和阅读策略的培养，提高学生获取信息的能力。
三、教学难点：1. 运用所学语法结构进行对比和比较。
2. 长篇阅读材料的理解和分析。
四、教学准备：1. PowerPoint幻灯片2. 教材单词卡片3. 板书材料五、教学过程：Step 1：导入新单词 (10分钟)1. 讲解新单词和短语，并使用图片和实物进行说明。
2. 学生进行跟读练习，并运用所学词汇进行句子造句。
Step 2：听力训练 (15分钟)1. 播放录音，让学生根据听到的内容选择正确的答案。
2. 听完录音后，进行听力答案核对和讲解。
Step 3：阅读训练 (20分钟)1. 学生阅读教材中给出的短文，完成相关的阅读理解题目。
2. 学生之间互相讨论，核对答案，并给出自己的理由和观点。
Step 4：语法讲解和练习 (15分钟)1. 通过示例句子引导学生发现并总结本文所学语法结构的用法。
2. 分组讨论和展示，运用所学语法结构进行口语练习。
Step 5：口语训练 (25分钟)1. 分组讨论一个话题，如“你的理想职业是什么？”，并用所学语法结构进行讨论表达。
2. 分组之间进行互相提问和回答，鼓励学生用所学句型进行交流。
Step 6：总结和巩固 (10分钟)1. 学生进行小结，总结本单元所学的重点知识和语法结构。
2. 教师给予肯定和提醒，巩固学生对所学内容的记忆。
六、课后作业：1. 完成教材中的课后练习题。
2. 写一篇短文，介绍你的理想职业，使用本单元所学的词汇和语法结构。
七、教学反思：本节课设计了多样化的教学活动，从听力、阅读、语法到口语训练，充分利用了多种教学方法。
通过听力和阅读训练，培养学生获取信息的能力；通过语法讲解和口语训练，提高学生运用所学知识进行表达的能力。
Unit4 教学设计 高中英语人教版必修第一册
必修一Unit4 Reading and Thinking【Teaching Objectives:】1.Enable students to understand the causes and consequences of the Tangshan earthquake.2.Develop students' reading comprehension skills, such as skimming, scanning, and inferencing.3.Cultivate empathy and awareness about the impact of natural disasters on communities.4.Encourage critical thinking and discussions about resilience and rebuilding aftera disaster.【Teaching Key and Difficult Points】Key Point: Understanding the timeline and events of the Tangshan earthquake.Identifying the actions taken to rebuild Tangshan and support its inhabitants.Difficult Point: Discussing the emotional and social impact of natural disasters on communities.【Teaching Procedure:】Step1. Warm-upBegin the lesson by asking students if they have ever experienced or heard about any natural disasters in their region or other parts of the world. Encourage them to share their experiences or what they know about these events.Step2. Pre-ReadingAnticipation Guide Prepare an anticipation guide with statements related to earthquakes, disasters, and resilience. Have students respond to the statements before reading the article. Sample statements:"Earthquakes only affect the region where they occur.""Rebuilding after a disaster is an impossible task.""People's unity is essential in overcoming a disaster."After the article is read, revisit the statements to discuss whether their opinions have changed.Step3. While-ReadingActivity 1: Visualizing the SceneDisplay a picture of the Tangshan earthquake aftermath, and ask students to describe what they see. Prompt them to visualize the impact and destruction caused by the earthquake.Activity 2: Comprehension QuestionsDivide the class into groups and provide each group with a set of comprehension questions related to the article. Example questions:What time did the earthquake occur?How many people were estimated to be dead or injured?How did the government and volunteers help Tangshan recover? Encourage students to refer back to the article for answers and discuss their responses within their groups.Activity 3: Cause and EffectHave students identify the causes and effects of the Tangshan earthquake. Discuss as a class how natural disasters can have far-reaching consequences and how communities respond in the aftermath.Step4. Post-ReadingActivity 1: Survivor StoriesAsk students to imagine they were survivors of the Tangshan earthquake. In small groups, they can create short narratives from the perspective of different individuals who experienced the disaster. Encourage creativity and empathy in their storytelling.Activity 2: Disaster PreparednessPoster Divide the class into teams and assign each team a specific natural disaster (e.g., earthquake, flood, hurricane). Have the teams create informative posters that highlight safety tips and preparation measures for that particular disaster.HomeworkAsk students to research and write a short essay on a different natural disaster that occurred in a different part of the world, discussing its impact on the community and how people responded to rebuild and recover.。
新高中英语必修一 unit 4 教学设计
3. Give the class a sample answer of Paragraph1 to help them know how to get the main idea of each paragraph.
1.Help the Ss to use the context to understand new words.
2.Deal with any important and difficult words points; analyze any long sentences.
分析梳理文本词汇和句式，形成长久记忆，达到know what的阶段性目标。
Step4 Homework
1.Read the text fluently.
2.Remember the new words and expressions in the text.
3.Find out more about the earthquake and know somethingabout how to survive an earthquake.
Paragraph2:____________
Paragraph1:Warning signs before the earthquake.
Paragraph2:____________
Paragraph3____________
ParaБайду номын сангаасraph4____________
Paragraph5___________
1.Help the class to solve any problems in getting the main idea and collect their answers.
人教版高一英语必修一UNIT_4学案
必修一Unit 4 Earthquakes 学员：赵紫君教师：李军力（2）短文填词（根据Reading内容将下面的短文补充完整）Strange things happened before Tangshan Earthquake happened .The well walls had deep cracks. A smelly gas came out of them. The water pipes cracked and burst .At 3:42 on the morning of July 28, 1976, everything began to _____1__________. It seemed as if the world was _____2_________. _________3______ burst from holes in the ground .Hard hills of rock became rivers of ______4________. Soon the whole city lay in ______5_____________. Many people died or were injured. Everything in the city was destroyed .People were ____6_________ at this and wondered how long the disaster would last. The army organized teams to _____7_________ those who were ______8____ and to ________9________ the dead. Workers built shelters for survivors. Fresh water was taken to the city. Thanks to the army, the city began to ____10______ again.课文考点精解1：It seemed as if the world was at an end! 世界似乎到了末日！【句法分析】本句中as if 引导表语标语从句，表语从句使用了虚拟语气。
新教材高中英语Unit1第4课时Reflection学案含解析外研版必修第一册(含答案)
新教材高中英语学案外研版必修第一册:Unit 1 A new start第四课时Presenting ideas & ReflectionⅠ.重点词汇1．senior (adj.)高的，高级的2．campus (n.)校园3．explore (v.)考察，探险4．engine (n.)发动机，引擎5．insect (n.)昆虫，虫6．pressure (n.)压力7．calm (adj.)镇静的，沉着的8．eagerness (n.)热切，渴望→eager (adj.)热切的，渴望的9．impression (n.)印象，感想→impress (v.)使印象深刻10．collection (n.)收藏品→collect (v.)收藏11．organize (v.)组织；整理→organization (n.)组织，机构12．breathe (v.)呼吸→breath (n.)呼吸13．challenge (n.)挑战→challenging (adj.)挑战性的14．badminton (n.)羽毛球15．drama (n.)戏剧16．band (n.)乐队17．debate (n.)辩论，讨论18．piano (n.)钢琴19．stage (n.)舞台20．topic (n.)话题，论题21．sharp (adj.)敏锐的，聪明的22．dinosaur (n.)恐龙23．dolphin (n.)海豚24．argue (v.)争论，争辩→argument (n.)争论，争吵25．intelligent (adj.)有智慧的，聪明的→intelligence (n.)智慧，智力26．investigate (v.)查明，调查→investigation (n.)侦查，调查27．subscribe (v.)订阅28．view (n.)(一次)观看29．opportunity (n.)机会，时机30．sight (n.)看见31．figure (v.)认为，以为32．moment (n.)时刻33．select (v.)选择，选拔34．rainbow (n.)彩虹35．struggle (v.) 奋斗，拼搏36．graduate (v.)毕业→graduation (n.)毕业37．frightened (adj.)害怕的，恐惧的→frightening (adj.)令人害怕的38．disappointed (adj.)失望的，沮丧的→disappointing (adj.)令人失望的39．particular (adj.)特定的，特指的→particularly (adv.)特别，尤其Ⅱ.重点短语1．one_by_one 依次地，一个接一个地2．It's_one's_turn_to_do_sth. 轮到某人干某事3．pay_attention_to 注意4．depend_on 依靠，依赖；信任，信赖；由……决定；取决于5．take_part_in 参加；参与6．such_as 例如……，像这样的7．care_about 关心；在乎8．take_up 占用，开始从事9．for_sure 确定地，肯定地10．at_the_end_of 在……的末尾11．refer_to 涉及；提到，谈到；指的是；查阅，参考Ⅲ.重点句式1．I was_looking at the photos on the noticeboard when I heard a voice behind me.我正在观看布告牌上的照片，这时我(突然)听到身后有一个声音。
2021_2022学年新教材高中英语Unit4 学案含解析新人教版必修第一册
Unit 4 Natural DisastersReading and ThinkingⅠ. 必备单词: 根据提示填写单词1. a natural disaster一场自然灾害2. the rescue workers 救援人员3. buildings were damaged建筑被损坏4. 2, 400 homes destroyed 2 400座房屋被破坏5. shelters set up 避难所建立起来6. lay in ruins成为废墟7. about 75 percent of the city’s factories and buildings城市75%的工厂和建筑物8. bricks covered the ground 砖头覆盖着大地9. useless pieces of metal无用的金属碎片10. electricity was hard to get 难以获得电力11. those who were trapped那些被困的人12. to bury the dead 掩埋死去的人13. tireless efforts of the city’s people市民们不知疲惫的努力14. show the wisdom展示出智慧15. 500, 000 affected500 000人受影响→have no/an effect on 有/没有影响16. people were in shock人们大为震惊→a shocking(adj. ) news 一个令人震惊的消息→fe el shocked(adj. ) 感到震惊17. to breathe again再次呼吸→a deep breath(n. )深呼吸→a little breathless(adj. )有点喘不上气18. suffer from terrible injuries遭受严重的伤→suffering(n. )痛苦, 折磨Ⅱ. 必备短语: 英汉双译1. as if似乎; 好像; 仿佛2. in ruins严重受损; 破败不堪3. in shock震惊; 吃惊4. set up建立5. as usual像往常一样6. come to an end结束7. in times of 在……时期8. instead of 而不是……; 代替9. get back up on one’s feet东山再起; 重新开始10. go through 经历Ⅲ. 必备句式: 翻译课文原句, 并观察黑体部分1. Two thirds of the people who lived there were dead or injured.住在那里的三分之二的居民(在地震中)死亡或受伤。
高一英语(必修一) Unit 4学案
必修一-----Unit 4第一课时学案学习目标：掌握本单元的重点单词学习重点：重点词汇的基本用法学习难点：重点单词的拓展用法学习过程一、自主学习（一）边学习边完成下列问题1. 地震: _________2. 立刻，马上: ______________3. 井:____________4. 裂缝：___________5. 发臭的: ________(v.) __________6. 农场: _________7. 管子:__________8. 爆发, 爆裂:______,_____,_____（过去式，过去分词）9. 百万: __________百万富翁: _____________10. 大事, 事件:________ 11. 似乎: _____________12. 结束, 终结: _______________II key points1.earthquake n. =__________地震2.right away: = at once. = ______________立刻，马上3.smelly adj.发臭的；有臭味的____________n./v 嗅觉；气味4.burst vi./vt. 爆裂；裂开；突然出现；爆发n.突然破裂________–__________ (过去式，过去分词)短语：burst out +doing = burst into +n.突然……Eg: burst out _______= burst into_________突然哭了burst out_________ = burst into ___________突然笑了burst in/ into 闯进；突然破门而入Eg: When she heard her son won the game, she ________________laughter( 突然笑了) He_________ the room without knocking at the door.( 闯入)5.event n.事件，大事Eg. The ________of the past few days have made things very difficult for the Government.n. 指（运动的）项目；一场比赛Eg. There were a number of __________after the football match.6.as if =___________.仿佛，好像句型：It looks / seems as if …看起来好像注：如果所引导的从句表示的情况是真实的或是极可能发生的情况时，句子要用陈述语气；当说话人所陈述的是不真实的或是极少可能发生的情况时，从句要用虚拟语气。
必修一英语第四单元教案
必修一英语第四单元教案教案标题：必修一英语第四单元教案- "Growing up"教学目标：1. 通过本单元的学习，学生将能够掌握与成长和青少年问题相关的词汇和表达方式。
2. 培养学生的阅读理解能力，能够理解和解释与青少年问题相关的文章和故事。
3. 通过小组合作和讨论，培养学生的口语表达能力和团队合作意识。
教学重点：1. 学习与青少年问题相关的词汇和表达方式。
2. 阅读理解技巧的培养。
3. 口语表达能力的提升。
教学准备：1. 教材：必修一英语教科书2. 多媒体设备：投影仪、电脑等3. 学生练习册和笔记本教学过程：Step 1：导入 (5分钟)1. 通过展示一些青少年问题的图片或视频，引发学生对话题的兴趣。
2. 提问学生他们对青少年问题的看法和了解。
Step 2：词汇学习 (15分钟)1. 使用多媒体展示相关词汇的图片和解释，让学生了解并记忆这些词汇。
2. 分组活动：将学生分成小组，要求他们用所学词汇编写句子或对话，并与其他小组分享。
Step 3：阅读理解 (20分钟)1. 学生阅读教科书第四单元的相关文章，理解文章的主要内容和细节。
2. 学生回答教材中的问题，检查他们对文章的理解程度。
3. 分组讨论：将学生分成小组，要求他们讨论文章中提到的问题，并分享他们的观点和解决方法。
Step 4：口语表达 (15分钟)1. 学生分组进行角色扮演，模拟青少年问题的场景，如与父母争吵、面对学业压力等。
2. 鼓励学生使用所学词汇和表达方式，实践口语表达能力。
Step 5：巩固练习 (15分钟)1. 学生完成学生练习册中与本单元相关的练习题。
2. 教师检查学生的练习，并提供及时的反馈和指导。
Step 6：作业布置 (5分钟)1. 布置作业：要求学生写一篇关于青少年问题的短文，并在下节课上交。
教学反思：本节课通过多种教学方法和活动，旨在培养学生对青少年问题的认识和理解，并提高他们的阅读理解和口语表达能力。
高一英语必修一unit4教案
高一英语必修一unit4教案教案标题：高一英语必修一Unit 4 教案教学目标：1. 通过本单元的学习，使学生能够掌握有关环境保护的词汇和表达方式。
2. 培养学生的阅读理解能力和写作能力。
3. 培养学生的团队合作和交流能力。
教学重点：1. 掌握本单元的重点词汇和短语。
2. 提高学生的阅读理解能力。
3. 培养学生的写作能力。
教学难点：1. 学生在阅读理解中的细节把握和推理能力。
2. 学生在写作中的语言表达和组织能力。
教学准备：1. 教材：高中英语必修一教材Unit 4。
2. 多媒体设备。
3. 单词卡片和图片。
教学过程：Step 1：导入（5分钟）通过展示一些有关环境保护的图片和视频，引发学生对环境保护话题的兴趣，并提出一些问题，如：“你认为环境保护对我们的生活有什么重要性？你做过哪些环境保护的事情？”Step 2：词汇和短语学习（15分钟）通过多媒体展示和讲解，教授本单元的重点词汇和短语，如“pollution, recycle, global warming, renewable energy, etc.”，并要求学生跟读和记忆。
Step 3：阅读理解（25分钟）1. 学生分组阅读教材中的阅读材料，理解文章的主旨和关键细节。
2. 学生回答一些与文章内容相关的问题，进行小组讨论。
3. 教师带领全班讨论，梳理文章的结构和语言特点，引导学生总结阅读技巧。
Step 4：写作训练（20分钟）1. 教师指导学生学习如何写一篇关于环境保护的短文。
2. 学生分组合作，讨论并撰写一篇关于如何保护环境的短文。
3. 学生互相交流和修改彼此的短文，提出改进意见。
Step 5：展示和评价（10分钟）1. 学生代表展示他们小组撰写的短文，并进行全班评价。
2. 教师给予学生积极的反馈和建议，鼓励学生继续努力。
Step 6：课堂延伸（5分钟）教师提供一些与环境保护相关的课外阅读材料，鼓励学生自主学习和进一步思考。
Step 7：作业布置（5分钟）布置关于环境保护的作业，如写一篇关于如何减少塑料污染的短文，并要求学生在下节课前完成。
人教新教材英语必修1Unit 4精品学案：读后续写之写作微技能五 读后续写典例赏读
(2021·山东济宁高一上期末)阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Violet sat on the gym floor，waiting for her turn to do somersaults(翻筋斗)．She looked at her little sister angrily，Tilly，across the room.This was Tilly’s first week at gymnastics.Violet had done gymnastics for the past two years.Why couldn’t Tilly find her own thing to do? It was the same at home.Tilly followed Violet everywhere.“Violet，you’re up！”called Violet’s instructor，Miss Taylor.Violet came over and pushed off with her legs and straightened her arms.She did one，two，three somersaults.Miss Taylor clapped.“Perfect！”Violet noticed that Tilly had stepped away from the younger group to watch Violet’s somersaults.“Tilly！” called Tilly’s instructor，Miss Brooke，from across the room.“Your turn to do somersaults.” Tilly walked nervously.She bent down to start a somersault.When she rolled，she fell heavily on the blanket.Kids laughed in surprise at the noise.Tilly stood uncomfortably and then ran toward the restroom.She was gone from the gym，as Violet had wanted.But it didn’t feel right.After telling Miss Taylor where she was going，Violet hurried to the restroom.She found Tilly crying hard.Violet put an arm around her sister.Tilly cried.“I don’t want to do gymnastics anymore.” This was Violet’s chance.If she said nothing to her sister，Tilly might quit gymnastics forever.注意：续写词数应为150 左右。
英语人教版高中必修一(新课标)教案Unit 4 Reading and Thinking 教案
Unit 4 Natural DisastersPeriod 2Reading and Thinking教材分析该板块以“描述自然灾害”(Describe a natural disaster)为活动主题，要求学生通过阅读文本，了解我国20世纪70年代发生在唐山的大地震，学习报告文学这种纪实性文体的语言特征，最后完成用自己的语言描述自然灾害的任务。
该语篇文本没有报告文学中常见的中心人物，但按地震前、中、后的顺序向读者整体描述了唐山大地震这场灾难。
全文描写生动、包含情感，体现了作者想要表达“灾害无情，人有情”的思想感情。
教学目标1. 能正确理解使用下列词汇：ruin, percent, brick, metal, shock, electricity, trap, bury, breathe, effort, wisdom, context, suffer等。
2. 阅读描述重大灾害的纪实性报告文学语篇，掌握该类语篇的语言特征和叙事要点，能分析阅读语篇的文本结构。
3. 掌握在阅读中根据上下文猜测词义的策略；巩固合成词的相关知识；能运用构词法知识推测词义。
4. 从历史事件的角度了解国内外发生过的一些重大自然灾害，树立防灾意识和自我保护意识。
5. 能够了解和掌握一些与自然灾害相关的安全常识和防范措施。
教学重难点【教学重点】帮助学生掌握报告文学兼具文学性和纪实性的语言特征，让学生学会欣赏文本中所运用的修辞方法和写作技巧，理解作者在作品中所表达的情感和写作意图。
【教学难点】掌握在阅读中根据上下文猜测词义的策略。
教学过程Step 1 Warming-upHave a brief review of the natural disasters mentioned in news reports in Period 1. Discuss ingroups what can happen to a city during a big earthquake.设计意图：回顾上节课的内容，激活关于自然灾害和地震的背景知识。
必修一unit4教案
必修一unit4教案教案标题：必修一 Unit 4 教案教案目标：1. 通过本单元的学习，学生将能够掌握有关环境保护的词汇和表达方式。
2. 培养学生对环境问题的意识和责任感。
3. 提高学生的听说读写能力，特别是阅读和写作能力。
教学重点：1. 掌握环境保护的相关词汇和表达方式。
2. 培养学生的环保意识和责任感。
3. 提高学生的阅读和写作能力。
教学难点：1. 如何引导学生思考环境保护的重要性。
2. 如何提高学生的写作能力，使其能够表达自己对环境问题的看法和建议。
教学准备：1. 教材：必修一 Unit 42. 多媒体设备3. 板书工具教学过程：Step 1：导入（5分钟）1. 利用图片或视频引导学生思考环境保护的重要性。
2. 引发学生对环境问题的讨论，鼓励他们提出自己的观点和看法。
Step 2：词汇与表达（15分钟）1. 呈现本单元的相关词汇，并帮助学生理解词汇的意义和用法。
2. 引导学生运用这些词汇进行对话和表达，加深他们的记忆和理解。
Step 3：阅读与理解（20分钟）1. 分发阅读材料，让学生独立阅读，并回答相关问题。
2. 引导学生进行小组讨论，分享自己的理解和观点。
3. 整理学生的观点和问题，进行集体讨论，澄清学生的疑惑。
Step 4：写作练习（20分钟）1. 引导学生以本单元的主题为基础，写一篇关于环境保护的短文。
2. 提供写作指导和范文，帮助学生组织自己的思路和表达方式。
3. 鼓励学生互相交流和修改自己的作文，提高写作质量。
Step 5：巩固与拓展（10分钟）1. 进行小组或全班讨论，让学生分享自己的环保经验和建议。
2. 引导学生思考如何在日常生活中更好地保护环境。
3. 提供拓展阅读材料，让学生进一步了解环境保护的重要性和方法。
Step 6：作业布置（5分钟）1. 布置相关阅读和写作作业，巩固学生对本单元内容的理解和运用能力。
2. 鼓励学生积极参与环保活动，并写一篇关于自己参与活动的心得体会。
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Unit 4 Earthquake1、shake v.＆n.①v t.＆vi.(shook, shaken) 摇动；震动；颤抖;shake hands with sb /shake sb’ s hand / shake sb. by the hand 与…握手shake one’ s head at sb 朝某人摇头(表否定, 怀疑, 悲伤, 不赞成等)shake with…. 因…..而颤抖e.g.: a. shake with laughter, fear, rage, etc 笑得, 吓得, 气得……打颤b. shake with cold 冻得发抖shake one’ s fist at sb 向某人挥拳表示愤怒或恐吓.e.g.: a. shake the bottle before using. 使用之前请摇动瓶子.b. The earthquake shook the building. 地震使房子振动.②n. [ c ] (多用单数) 摇动; 震动;e.g.: a shale pf the head 摇头辨析: shake, tremble ,quake①shake 为常用词, 表示短促而迅速地上下往来摇动.②tremble 尤指身体因恐惧、激动或愤怒轻微、快速、不由自主地颤抖.e.g.: tremble with rage, excitement etctrembling hands 颤抖的手③quake 较为正式, 常同tremble ,但含“猛烈”的意思.e.g.: quake with fear/cold 因恐惧[寒冷]而颤抖.△quake n. (口) == earthquake练习: The boy shook his mother’s hand.→The boy shook hand.2、right away == at once / without delay. 毫不耽搁地；不可用于进行时态.e.g.: I’ll write to him right away.right now == immediately / in no time / in a moment / at this very moment / at present 立刻;在此时;在此刻. 在作“在此时”, “在此刻”讲时,可用于进行时态.e.g.: He’s writing a novel right now.2、rise vi. (rose; risen)①(太阳, 月亮, 星星等)升起;出现; == go up / come up 反义→set②(物价, 东西等)上涨;上升; == go up / increase(vi.) 反义→go down / fall / droprise to 上升到; rise by 上升了;③(人等)站起来,起床,起身. rise to one’s feet == stand up 站起来raise sb to one’s feet 把某人扶起来early to bed and early to rise 早睡早起n. 升起;升高；增加=increasegive rise to sth 引起;导致; == cause sth / lead to / result in / bring about sthgive sb a rise 给某人涨工资;提职;the rise and fall of the British Empire 大英帝国的兴衰e.g.: a. The Sun rises in the east and sets in the west.b. Prices have risen steadily during the past decade.c. The rise in the house rent has added to our difficulties.d. He rose from the chair.辨析: rise, raise，arise①rise vi. 升起;上升;增长;升高. 说明主语自身移向较高位置.(自然上升/升起)e.g.: The temperature is still rising.②raise vt 举起;提起;抬高. 说明主语发出的动作是要作用于其他事物的(人为的举起;抬起;提高),另:还可意为”提出;饲养;种植”.e.g.: Let’s raise glass to our friendship.raise a family 养家;抚养子女; raise…to 举例…;提高到…raise…by 举高了…;提高了….③arise vi. 出现，发生，产生（arose, arisen）=appeare.g.: A new difficulty has arisen.increase＆ improve①increase == become or make sth larger in number or amount.(v.＆n.) 增加(大).(数目或数量)increase (v.) to 增加到by 增加了on the increase(n.) == increasing 正在增加. == on the risee.g.: The rate of inflation has increased by 2﹪. 通货膨胀率已增长了2﹪.②improve vt. ＆vi. 改良;改进;改善;(make sth become better)e.g.: His health is improving. 他的健康正在好转.improvement n. 改善，提高练习: After the operation, the player has done more exercise to ___C___ his strength.A. riseB. improveC. increaseD. raise4、ruin①n. 毁灭,崩溃;遗迹,废墟;(常用算数)be in ruins 呈一片废墟fall into ruins 变成废墟bring sth to ruin 使毁灭come to ruin 毁灭,落空go to ruin 毁坏;毁灭ruin one self 自我毁灭②vt.毁灭;毁坏,使破产;sth ruin sthe.g.: The fire ruined the books in the library.辨析: ruin, destroy, damage.① ruin 一般指对物体或生命彻底的破坏,但往往是非暴力的,也往往指不是一次的打击结果,常指对美好的希望中的事物的破坏.[强调彻底毁坏,往往是长期性的并非一次性行为,不能修复.] ②destroy 表示在肉体上、精神上或道义上的彻底摧毁,使之无法复原,也可表示对某物体进行完全的毁坏.[指通过某种特有的或粗暴的手段使之毁灭或无用,一般很难修复.]③damage 损失;损坏;多用于无生命的东西,指“价值、用途降低或外表损坏等,不一定全部破坏,损坏了可以修复”;这种损失是自然灾害或人为过失造成的.练习: (用ruin, damage, destroy 的正确形式填空.)1.The fire destroyed most of the building.2.The crops are all ruined by the continuous rain.3. A falling tree damaged the roof and we should repair it.5、injure vt. 使受伤；损害；伤害感情；e.g.: a. Smoking will injure your health.b. The boy injured his leg.c. Your remark may injure her pride (自尊).injure n. [c] 伤;伤口;伤害. injured adj. 受伤的.the injured (在事故,战斗等中)受伤的== the wounded.辨析: hurt, injure, wound, harm.①hurt “受伤”的一般用语,既可指肉体上的伤害也可指精神上的伤害. e.g.: hurt one’s feelings②injure 一般指由于意外或事故而受伤,精神上的结果的伤害多用hurt.③wound 指外伤,如刀伤,枪伤,剑伤,尤指在战争中受伤.④harm 常用于口语,一般只作及物动词,特指伤及一个或其心情、健康、权利、事业等，并使之产生痛苦、损害或某种不幸遭遇.练习: (用wound, damage, destroy, harm, hurt, injure 的适当形式填空.)1. She felt hurt at your words.2. Don’t harm your eyes by reading in dim light.3. The bullet wounded him in the shoulder.4. The bus was badly damaged when it hit the wall.5. The building was destroyed in the earthquake.6. He was injured in the accident.6、shock vt.＆vi (使)震惊; (使)震动;== astonish / surprise / amaze(令惊叹，佩服之意) /wonder=surprise greatlybe shocked at (doing) sth 因…….而震惊.be shocked to doe.g.: a. I was shocked at the news of her death..b. He was shocked (at knowing his son playing all day. / to know his son playing all day.)n. 冲击;震动;打击;突击、休克；电击；go into / be in shock 处于休克状态get a shock from a wire 碰着电线而触电e.g.: a. An electric shock can kill you .b. It was a great shock for him when his wife died.adj. shocking 令人震惊的；shocked 感到震惊的7、rescue v.＆n.e.g.: a. rescue a man from drowning ,attack.. 援救一男子使之免遭溺毙,攻击.b. rescue sb from danger. 营救某脱离危险.c. you rescued me from an embarrassing situation. 是你给我解了围.②n. 搭救;解救;come /go to the /sb’ s rescue 援救或帮助某人.a rescue party 抢救队rescue workers 救援人员辨析: rescue, save①rescue 求助,援助,营救,重在强调迅速行动,从直接的和迫在眉捷的危险中解救.②save 救;救助;拯救,普通用词,使用广泛,常指把处于危险或危急状态的人或事物救出来使之得以保全,很多情况下两词可以换用.8、judge v.＆n.①vt. 审判；断定；评价；认为. (不用于被动语态)Sb / sth (to be) + n./adje.g.: I judged him to be about 50. 断定某人/某物……that – clause / whether….Judge e.g.: He judged that it was time to open the proceedings. 他认为是开始的时候了.it + n./adj. + to do sth 认为干某事是……e.g.: The committee judged it advisable to postpone the meeting. (委员会认为会议应该延期举办).sth by / from 根据……判断e.g.: Don’t judge by appearances. 不要以貌取人.Judging from 从….判断（一般不用judged）拓展：英语中常用来作评价性的词句的非谓语动词（短语），与句子的实际主语之间不存在主动或被动的逻辑关系，常见的有：judging from/by, considering, supposing, to tell you the truth, to be honest, generally /frankly/properly/honestly speaking.②n. [c] 裁判;法官;judgmentpass a judgment on…对…作出评价.in one’s judgment 照某人看来. s opinion/to one’s thinking.use/exercise one’s judge 运用判断力.9、a (great / large) number / (great / large) numbers of许多;大量; + n.(pl).作主语时,句子谓语用复数the number of + n.(pl). 意为”…的数量”,作主语时,句子谓语用单数.a large/great/good/big number oflarge/great/good numbers of + n.(pl). 谓语用复数a good/great many (of the)many (of the)many a + n (单) 谓语用单数large amounts of + n.[u] 谓语用复数e.g.: Large amounts of money were spent on the bridge.a large/great amount of + n.[u] 谓语用单数a great deal of + n.[u] 谓语用单数a lot of n.[u] 谓语用单数+lots of n.[pl] 谓语用复数e.g.: There was lots of money in the safe.plenty of + n.[u] 谓语用复数n.[pl] 谓语用单数a quantity of + n,[pl] 谓语用复数n.[u] 谓语用单数quantities of + n.[pl] 谓语用复数n.[u]much (of the) + n.[u] 谓语用单数10、bury vt.①埋葬; e.g.: He was buried with his wife.②将某人/物藏于地下;隐藏; e.g.: Our dog buries it’s bones in the garden.③覆盖;遮盖; e.g.: She buried her face in her hands and wept.④从记忆中除去;忘记== forget e.g.: It’s time to bury our differences and be friends again.bury oneself in sth 埋头于某事物;专心致志于某事物. == involve oneself in/ concentrate on/ focus one’s mind/attention on/ fix one’s mind/attention on/ keep one’s mind on/ devote oneself to / be deep in sth /be absorbed inbe buried in thoughts/memories of the past=be deep in thought拓展：被动形式表主动意义的类似结构：be hidden among the woods 躲在树林里be lost in deep thought 陷入沉思be seated in an armchair 坐在椅子上be stationed in the village 驻扎在村里be dressed in red clothes 穿着红色的衣服be compared to/with 与…相比be drunk 喝醉be devoted to education 献身教育be set in 以….为背景be situated/located in 座落在be involved in 被卷入….11、honour v.＆n.①. v. 尊敬，给予荣誉，表扬某人honour sb/sth with sth =sb. be honoured with 因某事使某人感到荣幸；给某人以荣誉honour sb for sth =sb be honoured for 因某事表彰某人honour sb as =sb be honoured as 尊某人为…e.g.: a.Will you honour me with a visit? 如蒙造访则荣幸之至。