学年人教必修一UnitEarthquakes单元知识点学案
人教版高一英语必修一Unit 4 Earthquakes知识点
Unit 4 Earthquakes重点单词和短语1. right/ straight away = at once 立刻；马上=right now=in no time=without delay=immediately2. burst (burst, burst) vi. 爆裂；爆发burst into 突然……起来burst into tears/ laughters/ flames 突然大哭/大笑/起火burst out crying/ laughing/ singing 突然哭起来/笑起来/唱起来n. 一阵a burst of laughter/ applause 一阵笑声/掌声a burst of anger 怒火的迸发as if/ though+clause虚拟情况从句时态与现在事实相反一般过去时与过去事实相反过去完成时4. at an end 结束；终结in the end 最后；终于（一般过去时）at the end (of sth.) 在结尾处；在（……）结束的时候(一般过去时)by the end of this month 在本月末（过去完成时）Nation n国家，民族national adj5. ruin n. 废墟；毁灭；遗迹be in ruins 成为一片废墟v. 毁灭；使破产/灭ruin one’s health 毁坏某人健康ruin one’s hope 使某人希望破灭extreme adj极度的extremely advInjure v损害，伤害injury n 受伤injured adj受伤的the injured 伤员6. destroy (destroyed, destroyed) vt. 破坏；毁坏；消灭destruction n. 破坏；毁坏7. track n. 轨道；足迹；痕迹keep track of 记录；掌握……的线索Useless adj无用的useful adjIt is useless to do =It is useless doing=It is no use doing做。
必修一 UNIT 4 Earthquakes 课堂知识点及练习教师用
必修一UNIT 4 Earthquakes 课堂知识点及练习教师用一.句式仿写①Because of the tight schedule，he was once too tired to continue his work.(continue)由于日程紧张，他一度因过度疲劳而不能继续工作。
②It seems as if there will be a heavy rain soon.(there)看来好像很快就要有一场大雨。
③Why did you leave the guests standing there？(stand)你为什么让客人站在那儿？④ Not all students are suitable for the learning method.(all)并不是所有学生都适合这种学习方法。
二. 语法自测——现在进行时的被动语态1.The paint on the statues is_being_cleared away and they will be restored to their former glory.(clear)雕像上的油漆正在被清除，它们即将恢复昔日的风采。
2.It is terribly noisy here as the new machines in the nearby plant_are_being_tested.(test)这里噪音太大，因为旁边工厂里的新机器正在接受检测。
3.A lot of attention is_being_paid_to_greenhouse gas emission.Look at those posters for environmental protection.(pay)温室气体的排放得到了很多关注。
看那些关于环境保护的海报。
4.You can't use the machine today because some parts are_being_replaced.(replace)你今天不能使用这台机器，因为一些零件正在被更换。
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。
人教版必修一unit4 earthquakes-语法教案
教学过程一、课堂导入Imagine 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?二、复习预习教师引导学生复习上节课所学的重点单词，短语和句子词语辨析1. congratulate / celebrate2. destroy / ruin / damage / harm3. rise / raise / lift4. hurt / injure / wound词形变化1. frighten vt. 吓唬；使惊吓 frightened n. 受惊的；受恐吓的frightening adj.令人恐惧的2. nation n. 民族；国家；国民national adj. 民族的；国家的3. suffer v. 受苦; 吃苦头suffering n. 苦难；痛苦sufferer n.受苦者; 受难者重点单词1. burst v.&n. 爆裂, 爆发, 突然破裂2. ruin v.&n. 毁灭，使破产，遗迹，废墟（名词时常用复数）3. rescue n.&vt. 援救，营救4. judge n.&v. 法官，鉴赏家，裁判，判断，估计重点词组1. right away 立刻，马上2. at an end 结束，终结3. instead of 代替，而不4. tens of thousands of 数以万计的重点句子1. Mice ran out of the fields looking for places to hide.2. All hope was not lost.三、知识讲解知识点1：重点句型12. In the farmyards, the chickens and even the pigs were too nervous to eat.农家大院里的鸡，甚至猪都紧张得不吃食。
人教版高中英语必修第一册 《Unit 4：Earthquakes》教案
人教版高中英语必修第一册 《Unit 4：Earthquakes》教案一、教学目标1.知识目标o学生能够掌握与地震相关的重点词汇和短语，如 “earthquake, ruin, destroy, rescue, shock” 等。
o学生能够理解并运用描述地震现象、危害和救援的句型和表达方式。
2.技能目标o学生能够听懂有关地震的简单对话和新闻报道，获取关键信息。
o学生能够阅读并理解关于地震的文章，分析文章结构和主旨。
o学生能够用英语简单讲述地震的相关知识和个人应对地震的措施。
o学生能够写一篇关于地震预防或救援的短文，表达自己的观点和建议。
3.情感目标o培养学生对自然灾害的认识和防范意识。
o激发学生的同情心和社会责任感，关注地震受灾地区和人群。
二、教学重难点1.教学重点o重点词汇和短语的记忆与运用。
o对课文中地震相关内容的理解和语言表达的学习。
o培养学生用英语描述地震和表达应对措施的能力。
2.教学难点o如何帮助学生理解地震的复杂科学原理和巨大危害，并能用英语进行准确描述。
o引导学生在写作中清晰、有条理地阐述地震预防或救援的观点和建议。
三、教学方法1.直观演示法：通过图片、视频等展示地震的场景和数据。
2.问题引导法：以问题为导向，引导学生思考和探究。
3.讨论交流法：组织学生讨论地震相关话题，促进学生之间的思想交流。
四、教学过程（一）导入（5 分钟）1.播放一段地震的视频片段，展示地震的破坏力。
2.提问学生：What do you see in the video? How do you feel about earthquakes?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合地震的情景进行讲解。
2.通过词汇练习，如填空、选择等，巩固学生对词汇的理解和掌握。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。
2.提出一些引导性问题，如：What might the article talk about earthquakes?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨。
高一英语必修一Unit--4-Earthquakes知识点
Unit 4 Earthquakes一、课文考点精解1.In the farmyards, the chickens and even the pigs were too nervous to eat. too…to…“太…而不能…”The hat is too large to wear.It’s never too late to study.例题：He has been busy find time to answer the reader’s let ters.A so; toB so; thatC too; toD too; thatThe work calls for great care and patience. So you to do it.A can be too carefulB can’t be too carefulC can be too carelessD can’t be careful2. In the city, the water pipes in some buildings cracked and burst.Burst into tears=bust out crying突然大哭起来Burt into laughers=bust out laughing突然大笑起来Burst into the room 闯入房间The audience waited until the curtain rose and then laughter at the sight of the funny actor.A burst outB burst intoC broke intoD began with3.But the million people of the city, who thought little of these events, were asleep as usual that night.Think little of 对…评价不高；不看重The teacher thought little of your article.Think much/highly/well of 对…高度评价His film is sure to win the award because it by most people.A thinks well ofB is thought wellC is well thoughtD is thought well ofsoon.On New Year’s Eve New York City holds an outdoor which attracts a million ormore people.He shows great interest in international .4 It seemed as if the world was at an end!As if 相当于as though,常用在动词look, seem, feel等之后引导表语从句。
2017--2018学年人教版必修一Unit 4 earthquakes知识点学案
Unit 4 earthquakes知识点学案A近义词辨析1.congratulate[用法]：v. 祝贺[搭配]：congratulate sb. on sth.[辨析]：congratulate 对他人祝贺为目的，侧重以言语表示祝贺。
celebrate 通常指举行盛大隆重的仪式庆祝或纪念有意义的日子或某件事情。
侧重指以行动来庆祝生日、节日等。
】[练习]：用上面所提供的辨析词的适当形式填空1). I _________ you on your success.2). We held a party to __________ our success.答案: 1). congratulate 2). celebrate2.rise[用法]: vi上升，升高，上涨[辨析]：rise 是不及物动词，常以物做主语，表示…上升/升高/上涨arise 也是不及物动词，意思是出现，产生，主语常常是某个问题或者现象。
raise 是及物动词，后面一定要跟名词作宾语，多指把某物从低处升到高处，也可表示筹集,饲养，养育。
arouse 也是及物动词，意思是引起，唤醒，后常跟兴趣，愤怒，同情等抽象名词[练习]: 用上面所提供的辨析词的适当形式填空1). She ________ her eyes from her work.2). Take measures as soon as a problem ____3). We are surprised that the price ________ by 10%.答案: 1). raised 2). arise 3). rose3.injure[用法]：vt 损坏，破坏，伤害[辨析]：injure 尤指在事故中使人或动物身体上收到伤害hurt：侧重指给有生命的东西造成机体上或精神、感情上的或轻或重的伤害。
wound：专指对身体的重伤，尤指在战斗中受的伤，强调外部创伤；damage：通常指对无生命物体的损害，并有降低其价值，破坏其功能等的后果。
高中英语人教版必修一Unit4《Earthquakes》教案
Unit 4 Earthquakes1.Knowledge:Learn and master the new words and expressions in this period.Words:Ability:1.Train the students’ listening ability.2.train the students’ listening ability.3.Train the students’ ability to use the Internet to search for some usefulinformation.4.Train the students’ ability to cooperate with others.Emotion:1.Know the damage that an earthquake2.Know the ways to reduce the losses of an earthquake.Teaching important pointsTrain the students’ speaking ability by describing, talking and discussion. Difficulties:Train the students’ listening ability.Step1 Warming-upT:Do you know what happened in the Indian Ocean at the end of last year? It shocked or we can say frightened the whole world.S: A terrible tsunami broke out there on 26th December. More than 200 000 people were killed.T: Yes. It is said that it is the biggest in the fore decades. A tsunami is an undersea earthquake. Then have you heard of any land earthquakes? Would you please list some? 学.科.S: We can often hear that earthquakes occur in Japan. In 1906, an earthquake struck San Francisco, USA. About 700 people died in the earthquake and the fires. And as many as 250 000 people lost homes.T: But do you know any famous earthquakes that happened in our county?S: The Tangshan Earthquake that happened in 1976.T: Can you tell me what mighty happen in an earthquake? You may look at the two pictures on Page 25.Step 2 ListeningT: Before we learn the passage about an earthquake, let’s first know why there are earthquakes in the world. So let’s do some listening on Page 62. listen to the tape for the first time and try to get a general idea of the passage.Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.)T: Listen to the tape for the second time and judge whether the statements in Part 1 are true of false.T: Let’s check the answers. Listen again and try to correct the statements that are false.T: Listen again and try to complete the table in Part 2.A few minutes later, check the answers. 学,科,网Z,X,X,K]Step 3 Homework1.Preview the reading passage on Page 26 and do exercise I in the part “Learningabout language”.2.Ask the to look for more ways of reducing losses from earthquakes. The studentscan go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake. 学_科_网Z_X_X_K]Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Second PeriodKnowledge:Learn some new, phrases and some new sentence patterns.Ability:1.learn some detailed information about an earthquake.2.improve the students’ reading ability.3.train the students’ ability to grasp key information while listening.4.train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1 The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Teaching difficulties:1 Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information while listeningTeaching procedures:Step 1 Pre-readingT: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen. Step2 ListeningT: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check 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.(F)2.People in Beijing also felt the earthquake. (T)3.More than 400 000 people were killed in the quake. (F)4.Many rescue workers and doctors were trapped under the ruins during theaftershock. (T)5.People tried to get fresh water from under the ground in Tangshan. (F)Step 3 Reading1.Finish Part 1-2 in Comprehending on Page 27.2.Finish Part 3 in Comprehending on Page 27.3.Read the passage again to get important information about Tangshan Earthquakeand fill in the blanks. ( 百思英语Page 44 )Step 4 Speaking or Reading aloudIf your students are good at English, ask them to do this exercise:Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.If your students are very poor in English, ask them to do this exercise:Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 28.3.Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4.Learn some words and phrases in this unit and make some sentences with them.( Ss’ Book, Page 82-84)Record after teaching :_____________________________________________________________________ __________________________________________________________________________________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _ZxxkThe Third PeriodKnowledge:1.words: crack, burst, ruin, injure, destroy, shock, last2.phrases: at an end, right away, dig out3.sentence patterns:All hope was not lost.Ability:1.Train the students’ ability to read different numbers in English.2.Learn the usage of some difficult words and expressions.3.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1.Train the students’ ability to read different numbers in English.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 Revision1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.(1)What did people in Tangshan see in the sky before the earthquake? 学|科|(2)What did people notice in the wells?(3)Did people pay any attention to these abnormal phenomena?(4)When did the earthquake begin?(5)Were there any aftershocks?(6)Did the survivors deny the city and go to live in other places?2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2 Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers. Step 3 Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.Step 4 homeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Finish off the two parts in Using Words and Expressions on Page 63.2.Translate the sentences on Page 63 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Fourth PeriodKnowledge: ZXXK]1.Learn the Attributive Clause.2.Learn the difference between Relative Pronouns for the Attributive Clauses. Ability:1.Learn to choose the correct Relative Pronouns for the Attributive Clauses.2.Train the students’ ability to report what others have said.Emotion;Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the Attributive Clause.2.Train the students’ ability to report what others have said.Teaching difficulties:Learn to choose the correct Relative Pronouns for the Attributive Clauses.Teaching procedures:Step 1 revisionCheck the homework exercises.Step 2 Grammar( The teacher writes the sentence “ Workers built shelters for survivors whose homeshad been 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. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.e.g. The woman who lives next door is a teacher.A sen tence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “The woman is a teacher.”And “The woman lives 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?T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.T: Next I will say s omething about the common relative pronouns.“Who”is used for people. “Which”is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “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.Ste p 3 Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers.2.Do more exercises in Ex 3 on Page51 in《导学》Step 4 HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Record after teaching;_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ .The Fifth PeriodKnowledge:1.Know how to write a speech.2.Know how to write a newspaper story.Ability:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.3.Train the students’ ability to do things step by step.Emotion:1.Honor the great people of Tangshan.2.Learn to cooperate to each other.Teaching Important Points:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.Teaching Difficulties:1.Know how to write a speech.2.Know how to write a newspaper story.3.Learn to cooperate to each other.Teaching Procedures:Step 1 RevisionT: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.(The teacher corrects mistakes if there are any.)Step 2 Readi ng and WritingT: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)T: Suppose you are the student who was invited to give the speech. What should you include in your speech?(Students give their different answers.)T: Y es, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page. (While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech?( If there is nobody, the teacher asks one to read, and give some assessments.)Step 3 SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1)What do these stamps show?(2)Do you think these stamps are very important and why?(3)Will you collect these stamps? Why and why not?(After the students ask and answer these questions in pairs.) 学科T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4 WritingT: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing news paper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline important?Q2: What should an outline include?Q3: Why is a headline important?Q4: What are the steps to finish a newspaper story?Q5: What is the feature of a newspaper story?Suggested answers:1.Because an outline will prepare you to write a better story.2. A good outline should have a headline, a list of main ideas and a list of importantdetails.3. A headline can tell the readers what the topic is, so it can attract the readers’attention since the reader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper stor y gives the most important news first and the least importantnews last.T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper story?Q2: What is the main idea?Q3: What is the detailed information?T: Now turn to Page 32 and check your main ideals and detailed information.Step 5 HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussi on with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.ZXXK]Record after teaching:_____________________________________________________________________ _____________________________________________________________________ __________________________________________________________________________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Sixth PeriodKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality. Teaching Important Points:1.Train the students’ listening ability.2. Learn a passage about the San Francisco EarthquakeTeaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1 RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage? S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good. ZxxkStep 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happe ned in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1)How did the author feel about the earthquake?(2)How did the author feel about the people of San Francisco?(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss i n group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings. Step 3 ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.(Teacher plays the tape for the students to listen and finish the task.)(After listening, the teacher checks the answers with the class.)T: Now let’s listen to the tape again and try to answer the questions in Part 2.(After listening, the teacher checks the answers) ZXXK]T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4 HomeworkT: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at /1906/06.html. If you are interested in them, you can surf in the site I’ve given to you.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Seventh PeriodKnowledge:1.Learn how to make an earthquake plan.2.Learn what to contain in a personal earthquake bag.Ability:1.Train the students’ listening abil ity.2.T rain the students’ speaking ability.3.Learn to find reasons for their choices.4.Learn to sum up what they have learned in the unit.Emotion:Learn to coop erate with others.Teaching Important Points:1. Train the students’ listening ability.2. Tra in the students’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.( Ss give their answers)T: What should you do if you are outside?(Ss give their answers)T: What should you do if you are in the living room?(different answers)T: What should you do if you are in the house room?(different answers)T: Next we are going to listen to the tape and write down the three “things” that are mentioned.(After listening, teacher checks the answers with the students.)T: Then let’s listen again. This time you should write down more details about each of th e “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3 SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.(After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.(After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4 Learning TipT: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.Step 5 Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit. Step 6 Homework1.Review Unit 4. .2.Preview Unit 5.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The End。
人教版高中英语必修一Unit4 Earthquakes全章教案汇总
与价值观 然地震来势汹汹，并在顷刻间将整座城市夷为平地，但是地震结束后人们勇
敢地面对事实并及时地实施抢救和重建工作。
本课词汇量大，并运用了大量的动词，使得描写更为生动，文中还有不少复
教
重点 杂的数字，这又增加了文章的阅读难度，另外文章中出现了许多定语从句，
材
对学生的语言阅读能力提出了更高的要求。
分
along a fault plane.
2. Ss share more information about the earthquake and
natural disasters.
(The earth is shaking; all the buildings will fall down; many
title of the text topic sentence of P1
② Can you think of some reasons why these signs weren’t
noticed?
③ What events probably made the disaster worse?
④ What situation probably made the disaster worse?
burst in on sb. /sth. burst into sth.
达
标 完成《同步方略》“即学即练—同步练习 2”的单词拼写、短语
7
测 翻译和翻译句子练习。(p.63-64)
试
1.Goal: pronunciation/ spelling/ parts of speech/meaning/ examples
1 通过对唐山大地震的了解, 叙述过去的经历，利用如下句型：Strange
高中英语(人教版必修一)Unit4Earthquakes单元教案
中学英语（人教版）必修一第四单元教案Unit 4 Earthquake一．教学内容分析本单元话题为"地震"，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震绽开。
本单元共分八个部分。
Warming-up 部分通过两张图片引出话题"一旦地震发生，将会造成怎样的危害"，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变实力。
这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。
Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。
作者具体描述了地震来临前的一些不正常的自然现象与动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们英勇面对现实并与时实施抢救和重建工作。
Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，驾驭重点词汇的词义与时用，这更留意培育学生运用上下文揣测词义的实力。
其次还对一些困难的数字读法进行了检测。
其次部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking；Listening 和Writing。
Reading，Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。
Listening 部分讲解并描述了一位地震生还者的故事，并依据听力材料进行正误推断和回答问题，旨在培育学生获得细微环节的实力，并通过听来仿照标准的语音和语调。
2023年高一英语必修一Unit4Earthquakes知识点讲解和练习
3、关系代词who, whom指代人，在句中作主语或宾语。
Here comes the girl who wants to see you.
I wanted to find someone with whom I could discuss music.
易混词
辨析
例句
injury
多指意外事故受伤。比hurt正式，hurt多指伤痛，而injure则指损害健康、成就、容貌等，强调功能旳损失。
A bullet injured his lefgt eye.
hurt
既可指肉体上旳伤害，也可指精神上、感情上旳伤害；作不及物动词，意为“（身体某部位）疼痛”。指肉体上旳伤害时，hurt可与badly,slightly,seriously等连用，但若指精神上旳创伤，只能说very much/rather/deeply hurt。
【归纳总结】
give out分发；发出；用尽give sth.away赠送；颁发；泄露
give back偿还；恢复givein呈上；投降，屈服，认输
give off发出，放出give over停止，中断
give up放弃give on to/onto sth.朝向，面向；通向
8、Your speech was heard by a group of fivejueges,all of whom agreed that it was thebest one this year.
6、Some of therescueworkers and doctors were trapped under the ruins.
人教版英语高一必修一Unit 4 Earthquakes期末知识梳理
人教新课标版高一必修一Unit 4 Earthquakes期末知识梳理一、训练导入I、考纲单词写出下列考纲词汇的词性和汉义(如果不止一个词性学生自行增补词性及相应汉义)1、earthquake ( )2、burst（)3、million( ）4、event（)5、nation（）6、steam( )7、ruin（)8、injure( )9、destroy( ）10、shock( )11、rescue( ）12、trap（）13、bury( )14、damage( )15、judge( )II、核心短语1、right ____________ 立刻，马上2、____________ an end 结束;终结3、dig ___________ 掘出;发现4、think ___________ of 考虑的少，满不在乎5、lose ___________ 失去希望6、be ___________ in 被困在7、in ___________ 严重受损;破败不堪8、a (great) ____________ of 许多;大量的9、tens of _____________ of 数以万计的10、be ____________ of 以……而自豪11、run out ____________ 用完, 从……跑出12、_____________ if 好像13、fall _____________ 倒塌14、_____________ train 乘火车15、act ____________ 表演16、give ___________ 用完,发布17、quite ___________ few 颇多18、put ___________ shelters 搭建避难所19、___________ that special day 在那个特殊的日子20、get away ___________ 离开……二、知识精讲I、重点词汇1、burst v、&n、爆裂，爆发，突然破裂[典例］1)、The red balloon suddenly burst、那个红色的气球突然爆了.2)、The police burst through the door、警察破门而入。
人教版高中英语语法学案必修1Unit4 Earthquakes
[学生用书P24～P25]Ⅰ.单词拼写根据音标及词义写出英文单词。
1．earthquake['ɜːθkweIk]n．地震2．pipe[paIp] n. 管；导管3．event[I'vent] n. 事件；大事4．canal[kə'næl] n. 运河；水道5．brick[brIk] n. 砖；砖块6．shelter['ʃeltə] n. 掩蔽处；避身处7．outline['aʊtlaIn] n. 要点；大纲；轮廓8．disaster[dI'zɑːstə] n. 灾难；灾祸9．bury['berI] v t. 埋葬；掩埋；隐藏10．burst[bɜːst] v i. 爆发；爆裂n. 突然破裂；爆发11．extreme[Ik'striːm] adj. 极度的12．sincerely[sIn'sIəlI] ad v. 真诚地；真挚地13．ruin['ruːIn] n. 废墟v t. 毁灭；使破产14．express[Ik'spres] v t. 表示；表达n. 快车；快递15．judge[dʒʌdʒ] n. 裁判员v t. 断定Ⅱ.单词拓展写出下列单词及其派生词。
1．mine n．矿；矿山miner n. 矿工2．judge v. 判断judgement n. 判断力；辨别力3．injure v t. 损害；伤害injury n. 损害；伤害injured adj. 受伤的4．congratulate v. 祝贺；恭喜congratulation n. 祝贺；(复数)贺词5．electric adj. 电的；导电的electricity n. 电；电流；电学electrical adj. 与电有关的6．frighten v t. (使)惊吓frightened adj. 受惊的；受恐吓的frightening adj. 令人恐惧的1．right_away立刻；马上2．as_if 好像；仿佛3．at_an_end 结束；终结4．in_ruins 严重受损；破败不堪5．dig_out 掘出；发现6．a_(great)_number_of 许多；大量的7．instead_of 代替；而不是8．be_trapped_in 陷入9．be_buried_in 埋头于10．judge_from 从……判断1．It seems/seemed as if...看起来好像……It seemed as if the world was at an end![仿写]看起来似乎这一百万人几乎都没有把这些事件当回事，当天晚上照常睡着了。
高中英语必修一Unit4《Earthquakes》教学设计全面版
高中英语必修一Unit4 Earthquakes教学设计第一课时Warming up第一步：看多媒体图像和图片了解有关地震海啸等自然灾害,让学生结合看的内容说出描写自然灾害词汇和词组：shake, rise, burst, canal, steam, ruin, injure, destroy, shock, quake, rescue, disaster, survivor……第二步：根据所看的内容介绍结合自己对地震的了解，组织两人活动，让学生讨论书中的问题，充分发挥想象力，描述地震后两个城市可能会出现的情况。
Pre-reading第一步：让同学们想象如果家里发生地震了,应该做些什么第二步：分五组分别讨论以下话题:What are the predictions of an earthquakeHow to rescue others in a proper way.Do you know the cause of earthquakeHow to reduce the damage of an earthquake这些问题的设置目的不在于让学生来准确回答，而是在于给学生一个发散思维的空间，让学生置身于这一单元的主题当中，才更能激发学习兴趣和动机。
第三步：看图描述地震前会出现哪些征兆。
(建议教师放映一些有关话题的影像材料，增加学生的感性认识，同时印发一些有关地震的文字资料,在此基础上组织学生进行讨论,他们才会更有话说)第四步：两人讨论更多关于地震的话题：(1) Have you experienced an earthquake(2) How much do you know about it(3) Besides earthquake what other natural disasters do you know（flood，typhoon，hurricane，cyclone，volcano，sandstorm，landslide）(4) Do you know how to measure the strength of earthquake （Richter Scale）Workbook P62（这部分听力材料的内容刚好是针对以上话题的，关于地震产生的原因和影响）第一步：先让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。
人教版英语必修一第四单元Earthquake知识点教案
人教版英语必修一第四单元Earthquake教案一、高级词汇二、超级短语选择适当的短语填空（注意所填短语的形式变化）：1 Lily __________________her books in Spark Education on Friday night.2 The economy was__________________after the war.3 The firemen ___________a baby __________the burning house.4 The other scientists __________________________his theory.5 Why did you ________________these old books?6 People_________________________the rain in the supermarket.7 It seems ______________nothing has happened.8 The games we’ve played till now are_________________________.9 They ran up a flag___________________the chairman’s visit.10 After class, he left the school_____________________.11 He is a man of the world, he wouldn't ____________________.12 Do not _____________ your credit card info unless it is a secure site.13 A word of encouragement might have made me respect___________________ hate him.三、高分必背秘诀1.【原句】It seemed as if the world was at an end! 世界似乎到了末日！[模仿要点] 句子结构：It seems ( to sb.) as if / that…【模仿1】似乎春天已经来了。
2017--2018学年人教版英语高中必修一unit 4 earthquakes单元知识点学案
unit 4 earthquakes单元知识点学案一、教材分析本单元的中心话题是“地震”。
本课的内容主要涉及了1976唐山大地震的震前预兆、地震发生时的情况、震后的破坏和伤亡情况以及震后的救援工作。
对于地震，学生应该不陌生，有相应的知识构架，特别是在雅安和玉树地震后，人们对地震还心存余悸，所以本课在自然知识的讲解方面应该不会有太大困难。
本文重点在于培养学生语言知识能力之外，也要鼓励学生遇到困难时勇于面对，树立“一方有难，八方支援”的社会责任感。
二、重、难点知识点提示重点：重点掌握本课的核心词汇和常用表达。
难点：1. 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
2. 通过描述地震灾害的常用语，学生能够简单地描述地震发生的原因，如：震级，震感，海啸，世界末日等。
三、重点知识点讲解：考点（一）重点单词1.ruin n．废墟；毁灭vt.毁灭；使破产Eg. 476 AD saw the ruin of Roman Empire.公元四七六年罗马帝国灭亡。
My wife was ruining her health through worry.忧虑严重损害了我妻子的健康。
【归纳】be/lie in ruins成为废墟fall into ruin成为废墟come to ruin毁灭，落空Eg. The city is now in ruins.那个城市现在成了一片废墟。
The storm laid the village in ruins.暴风雨使这个村子成了一片废墟。
【辨析】ruin/destroy/damage①Her heart was slightly ________as a result of her long illness.②His life was ________by drink.③The earthquake almost ________all the bridges in this area.【答案】①damaged ②ruined ③destroyed2.injure vt.损害，伤害Eg. Hundreds of people are injured when the train go off the rail.火车出轨时，数百人受伤。
Earthquakes单元复习学案(人教版必修1)
1
7．rescue 8.electricity，electric，electrical 9.congratulation， congratulate 10.cyclist ， cycle 11.frighten ， frightened ， frightening 12.express，expression 13.extreme，extremely 14．useless，useful 15.sincerely，sincere 短语回顾 1．right 2.at 3.out 4.little 5.lose 6.as 7.ruins 8.a 9．of 10.proud 句型背诵 1．do you think 2.as strong as the first one 3.It seemed as if 4.All；not 5.whose homes had been destroyed 考点串串讲 重点单词 1.bury vt.埋葬，掩埋；隐藏；使沉浸，使专心；插入，刺入 ●用法拓展 bury sth. in...把……埋到……里 bury one's face in hands 双手掩面 bury (oneself) in 埋头于；专心于 be buried in 朝着于；专心于 be buried alive 被活埋 ①The paper was buried under a pile of books. 那份文件被埋在书堆下。 ②He had learned to bury his feelings. 他学会了掩饰内心的情感。 ③He walked slowly, his hands a buried in his pockets. 他走得很慢，两手插在衣袋里。 ④Since she left, he has buried himself in work. 自从她走后，他全心扑在工作上。 ⑤She sat there, buried in thought. 她坐在那儿，陷入了沉思。 即境活用 单项填空 ________deep down in the earth, the dead forests rotted away and became coal. A．Burying B．Buried C．To bury D．Having buried 答案：B 2．everywhere 副词，作连词引导地点状语从句，意为“……的所有地方”。 Everywhere I go, I find the same thing. 凡我所到之处，均发现相同的事情。 ●用法拓展 能引导状语从句的副词和短语还有： immediately/instantly/directly 刚刚；立刻；马上 every/each time 每次 the moment/minute/instant 一……就…… the first/last/next time 第一/最后/下一次 ①Immediately she'd gone, I remembered her name. 她刚走开我就想起了她的名字。 ②Every time I hear that song, I feel happy. 每次听到那首歌我都感到很愉快。 ③Next time you are here, let's have lunch together. 下次你到这里来，咱们一起吃午饭。 ④The moment I saw him, I recognized him as the famous director.
高中英语人教版必修一教案Unit 4 Earthquakes
Unit 4 教学设计(1) 课题：Earthquakes (2) 教材分析与学生分析：本单元的主题是“地震”。
Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
Learning about Language 部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说（Reading, writing and speaking）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作（Writing）部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3) 课时安排：The first period: Reading The second period: ReadingThe third period: Listening The fourth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that, which, who, whose引导的定语从句；学会写英文新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
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Unit 4 Eａｒthｑｕakｅs单元知识点学案一、重点词汇细解1.ｂurst vｉ．(burst,bｕrst)爆裂;爆发n．突然破裂;爆发【教材原句】In the city, tｈｅwａter pipes in sｏｍe bｕildings cracked ａnd burst. bｕｔthe one milliｏn peoplｅof ｔｈｅｃity，who ｔhouｇhtｌitｔlｅoｆtｈeｓe evenｔs，were asｌeｅp as usｕaｌthat night．在市内,有些建筑物里的水管爆裂开来。
但是,唐山市的一百万居民几乎都没有把这些情况当一回事,当天晚上照常睡着了。
【归纳拓展】burｓt ｏｕｔ迸发;突然发作;突然……起来buｒsｔｏut cryiｎg/singｉｎｇ/laugｈing突然哭起来/唱起来/笑起来ｂuｒst ｉnｔo/ｉn突然闯入;打断bｕｒｓt into tｅａrs/song／laughｔeｒ/ｃheerｓ突然哭/唱/笑/欢呼起来bursｔwith ａnｇｅr/grief/jｏy 勃然大怒／心痛欲绝/乐不可支at ａ(one)bｕrｓt 一阵;一口气；一举；一下ａｂurｓｔof anger 怒火的迸发①Ｈe looked as if he wasａboutｔo bｕｒｓt inｔo tearｓ.他看上去马上就会泪流满面。
②The whｏlｅｃlａss bursｔouｔlａｕgｈing.全班的人都突然笑了起来。
完成句子(１)Ｈearing the news,she _＿＿____＿________（放声大哭）．(2）Ｈｅ__＿____＿_＿____＿＿(闯进房间）withｏｕｔknockingａt ｔhe dooｒ.2．ｒuiｎn. 毁坏；毁灭，崩溃(pl.) 废墟，遗迹v. (使)破产，(使)堕落，毁灭【教材原句】Iｎfifteen teｒｒｉble seconｄs a largｅciｔｙlａy iｎrｕins．在可怕的15秒钟内，一座大城市就沉沦在一片废墟之中。
【归纳拓展】bｅ/lie in ruiｎs成为废墟；破败不堪ｒuiｎone＇s hｅａlｔh/fａｍｅ/frieｎdｓhip 毁坏某人的健康/名誉/友谊cｏme/go to rｕiｎ毁灭，灭亡;崩溃；破坏掉falｌｉｎｔo ruin 成为废墟；坍塌briｎg.．.. ｔo ruin 使.．.．.．毁灭bring rｕｉn uｐｏn ｏｎeself自取灭亡ruin onesｅlf 自取灭亡①The ｃiｔy iｓnow in ruins.那个城市现在成了一片废墟。
②The ｓtorｍlaid ｔhe village ｉn ruins.暴风雨使这个村子成了一片废墟。
一、介词填空(1)Aｆter the war，the city was rｕinｓ.(2)His ｂaｄmａnaｇemeｎｔbrouｇhｔhiｓcompany ruin．(3）Afteｒthat, tｈe Empｉre Romeｆell ruin.（4）Ｔhe bｉg storm ｌet the ｃｒops go rｕin.【答案】（１)in (2)tｏ(3）ｉnto (4）ｔo【明辨异同】ruｉn/destroy/ｄamage/bｒeａk在表示“破坏”、“损坏”时，这几个词所表示的破坏程度及含义不同。
二、选词填空ruｉn，ｄestroy,daｍage，break（1）Herｈｅarｔｗas slｉghｔｌy ________as a result oｆher lｏnｇiｌlness.（2）His life was ______＿＿bｙdriｎｋ.（3)Theｅaｒthｑuake aｌmoｓt＿_＿＿_＿＿_alｌthe brｉdgeｓｉn this area. （4)Whｏ thｅｔeａpot？谁打破了这茶壶?3.ｉnjurｅvｔ.损害,伤害【教材原句】Ｔｈe numbｅr oｆpeople who ｗere kｉlled ｏrｉｎjｕred ｒeａched more thａn4０0,000.死伤的人数达到40多万。
学%①dｏan injｕry tｏsｂ.伤害某人②iｎjury n. 伤,伤口;伤害③iｎjured aｄj．受伤的，受委屈的tｈe injureｄ伤员an iｎjｕｒｅd look/exｐｒessiｏｎ委屈的样子/表情ｉｎjuｒeｄpride/feeliｎgｓ受到伤害的自尊/情感(1）The boy ＿_＿_＿_ his ｌeg.这个男孩把腿弄伤了。
(２）Ｙoｕr ｒemark maｙ_＿___＿her pride.你的话也许会伤她的自尊。
【明辨异同】wound/ｉnjure／hurｔ／hａrｍ选词填空:injure，wｏund,ｈｕrt，ｈａrm(1）The solｄiｅr was_＿__＿＿__in the arｍｉn the ｗaｒ.（２)Sｈｅwas＿＿＿_____slightｌｙinａn accｉdentｄuｒiｎgｔhe wｏｒｋ. (3）I wａs ｖery much__＿____＿at hisｗorｄs.(4）Ｔhis bｒigｈｔligｈt wiｌl ｄo greaｔ___＿__＿_to ｙoｕr eyeｓ.【答案】（1）wouｎded(2)iｎjuｒｅｄ（3）hurt（4)ｈaｒm【语境助记】Tｈe liｔtle hero was wouｎdｅd ｂadly in tｈe bａttlｅ, anｄunfｏrtunａtelｙ,he was ａlsoｉnjuｒed in ａcaｒacｃｉdent ｏn hｉｓway to hoｓpital,whiｃｈlｅt hiｍｆeｅlｈurｔdeｅpｌy.Hｅknew clearｌy thａt the war harmedｔhｅwｈｏｌe coｕｎtry．那位小英雄在一次战斗中严重受伤,不幸的是，在他去医院的途中又在一起车祸中受伤,这让他内心深受伤害。
他清楚地知道那次战争给整个国家造成了危害。
Aｓuddeｎstorm ｄestrｏｙed aｌｌthｅcｒｏps ａnd did gｒeat damａｇe ｔｏthe hoｕsｅs. Ｆortunately they ｗｅre not complｅtｅly ｒuineｄ.一场突如其来的暴风雨毁坏了所有庄稼，并对房子造成了巨大破坏。
幸运的是,房子并没有彻底毁掉。
4．ｓhｏck n．打击;震惊；震动;休克ｖt. 使震惊，使惊愕【教材原句】Ｐｅｏｐlｅwｅre shockｅd.人们惊呆了。
【归纳拓展】①aｓhocｋ令人惊讶的事（be) ａsｈock to ｓb.对某人来说是个打击②ｓhoｃｋed adj.震惊的；惊愕的ｓhockｉng adｊ. 令人气愤的;令人震惊的be shｏckｅd at/by （doｉng) stｈ．被震惊ｂe shocｋed to do stｈ．惧怕做某事Iｔshocｋeｄsb.to sｅe/ｈear．．. 看见/听到……使某人震惊。
（1)Ｔhe neｗs of hｉsｗｉfe'ｓdeath was ＿___＿_＿___＿＿___＿____＿_＿_ hiｍ.他妻子去世的消息对他打击太大了。
(2）He__________＿_______ ｈｅｒsmｏkinｇ．看到她在吸烟，他很吃惊。
（3)____＿_＿＿_＿_＿＿_＿___ｔo see hｏｗmy neigｈboｕrs ｔｒeatｅd theｉr childr ｅn.看到邻居们如何对待孩子，我感到震惊。
（4）Ｗe are to lｅarn thaｔａtｒafｆic ｐolｉce officer waｓｎearly ｋilled b ｙaｄｒｕnken driver. Ａnd tｈｅsceneｔhｒee tａxｉdrｉｖers neaｒｂｙ,who saved the ofｆiｃer bravely.５．rescue n．＆ｖt.营救；援救【教材原句】Somｅof the rescue workeｒs anｄｄｏｃtors were trapped uｎｄer the ruｉns.一些救援人员和医生被困在废墟下面。
The ｒescuｅwｏｒkers inｔhe resｃueｔｅam ｍａde ten rｅscues in a monｔh.营救队的救援人员一月内进行了十次救援。
【归纳拓展】resｃue ｗoｒkers/ｔｅam救援人员/队ｒeｓcue sｂ/stｈfrｏm..．把……从……(地方)营救出来coｍe/go tｏone’s resｃｕe 援救或帮助某人【明辨异同】reｓcue／save用reｓcｕe/save的适当形式填空。
(1）A lot ｏf tｒooｐｓwｅre sent to tｈe people buried in the ｒｕｉns.(2）Tiｍｅly aｎd cａreful treaｔmｅnt his ｌife．(3）Ｔhe poｌiceman came to ｈis by sｅｎdiｎg tｈe lifejaｃkeｔtｏthe droｗninｇboy.（4)I dｏｎ’t becｏme a serioｕs cｌｉmber unｔil thｅfifth gｒaｄe, ｗhen Iｗeｎt up a kitｅthat wａsｓtｕck in the bｒancｈes of a trｅe.6. trａｐｎ.陷阱;困境vt.使陷入困境;卡(夹)住Thｅfarmeｒset a trap to ｃaｔchｔhe rabbｉts in tｈe foreｓｔ.那农夫设下陷阱逮林中的兔子。
Twenｔｙminers weｒe stｉll ｔｒａpped unｄergrｏund.20名矿工仍被困在地下。
【归纳总结】①sｅt／ｌay a traｐfor 为……布好陷阱;为……设下圈套②be trapped iｎ／ｕnｄeｒ被困在……③ｆalｌinto a tｒaｐ落入圈套ｔrap sb.ｉｎｔo ｄoingｓｔｈ.诱骗某人做某事④ｂe caugｈｔin被困在..．.．.be lｏst in 陷入.．..．.（1）Hopeｆully，ｔhe ｇuy wiｌl (恰好落入我们设置的圈套）(2)Haviｎｇｂeen (困在）the traffiｃjam, he waｓlate for woｒｋ. （3）The woｒkeｒｓ(被困)for ｓeverａl days.（4)Tｈey（设下圈套等着他)and he walked straiｇhtｉｎｔo iｔ.‘7.bｕry ｖt.埋葬；掩埋；隐藏【教材原句】Theａｒmy orｇanizｅｄteams ｔoｄiｇｏut tｈosｅwho were ｔrａp ｐed anｄtｏbｕry tｈｅdeaｄ．部队人员组成小分队,将受困的人们挖出来,将死者掩埋。