新版高一英语第四单元课件
高一英语必修四第四单元词汇-PPT
representFra bibliotekbe likely
in general
to
curious approach
Words and expressions
Usag e
curious
1. _C_u_r_i_o_si_t_y killed the cat.
2. Our English teacher stared at the sleepy student c_u_r_i_o_u_s_ly_.
regularly. 4. All the approaches to the city are crowded with
cars every weekend.
11
be likely to do sth It is likely that从句
be likely to
很可能一场瓢泼大雨将至。
A heavy rain is likely to come. =It is likely that a heavy rain is coming.
3. Scientists are _c_u_r_io_u_s_ to explore
the Mars. 4. Everyone is c_u_r_i_o_u_s about Iphone7.
curiously curiosity
represent
representation n 表现 描述 representative n 代表他人者 代销人 adj 有代表性的 1.白鸽象征和平。 •红色代表激情（passion）与浪漫 （romance），蓝色代表忧郁。
learning
a lot of practice.
4. The girl looked at the dog _c_u__r__i_o__u__s_.
高一英语必修一第四单元ReadingPPT课件
2020年9月28日
2020年9月28日
11
The town lay in ruins.
2020年9月28日
破败不堪
12
The buildings fell down.
2020年9月28日
倒塌
13
Roads cracked.
2020年9月28日
开裂 14
Many people were killed or injured. 受伤的
Do you know what would happen before an earthquake?
2020年9月28日
4
Bright 2020年9月28日 lights flash in the sk5 y
Animals are too nervous, such as
cows, dogs, horses, and snakes, etc.
smelly gas;
4) Animals are too nervous, such as cows,
pigs, horses, and snakes, etc;
5) Mice run out to look for places to hide;
6) Fish jump out of the ponds.
The earthquake _d_e_s_t_ro_y_e_d__ the city and _s_h_o_c_k_e_d__ the people.
23
Part
Events
After the Soldiers were sent to dig out earthquake those trapped and _t_o_b_u_r_y_ (Paragraph the dead; _sh_e_l_t_er_s_ were ___4____) built for the homeless and
Unit4ReadingandThinking课件高一英语人教版
What things are strange before the earthquake?
Part 1(para1)
Join the correct parts of the sentence.
The water in the wells Chickens and pigs Mice Fish The water pipes
11 kilometers directly below the city
30 meters
A huge crack was 30 meters wide.
Part 2(para2-3)
15 In 15 seconds a large seconds city lay in ruins.
One-third of the 1/3 nation felt the
ran out of the fields. cracked and burst. were too nervous to eat.
rose and fell. jumped out of ponds.
Part 2(para2)
• At 3:42 am everything began to shake. It seemed as if the world was at an end! Eleven kilometers directly below the city the greatest earthquake of the 20th century had begun. It was felt in Beijing, which is more than two hundred kilometers away. One-third of the nation felt it. A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals. Steam burst from holes in the ground. Hard hills of rock became rivers of dirt. In fifteen terrible seconds a large city lay in ruins. The suffering of the people was extreme. Two-thirds of them died or were left without parents. The number of people who were killed or injured reached more than 400,000.
人教版高一英语必修第一册 Unit 4 Reading and thinking(公开课)课件
D. In times of disaster, people must unify and show the wisdom to stay positive and rebuild for a brighter future.
signs
destroy rescue
Reading for details
Read the text quickly and try to get some details of the text.
Details about Para.1 ---- the signs before the earthquake.
Para.4
D.Warning signs before the earthquake.
Para.5
E.Tangshan came back to life again.
What is the main idea of the text? A
A. A terrible earthquake of Tangshan. B. Strange signs before the earthquake of Tangshan. C. Rescue work after the earthquake of Tangshan. D. Damages of the earthquake of Tangshan.
※ Don’t be nervous and keep calm. ※ Don’t try to run out of the classroom. ※ Sit down under your desk. ※ Protect your head by putting your bag on your head. ※ Don’t use lift. ※ If possible, run to the schoolyard.
高一英语优质课件：Unit4 Earthquakes- listening,Reading II and Talking(新人教版必修1)
Suggested answers to Ex.2
1. After the earthquake had happed, the last sentence gives information about the next day.
bricks were falling.
T 4. A lot of people were buried under the ruins.
F 5. Some cows were killed in the fire. F 6. The writer remembers clearly how he got into
F 1. The writer was sleeping downstairs when the
earthquake broke out.
F 2. The writer threw away his clothes and rushed out. T 3. Many huge buildings were shaking – rocks and
1. An America’s writer, Jack London.
2. From the word never, we can feel that the writer was very sad. And never is a powerful word and London does not use it carelessly here.
Earthquake and Fire
5:13 a.m. April 18th,1906
fire around the Call Building
高一英语必修一第四单元Reading教学ppt课件
v2/__3__ of thef e e e aort r ai jeured durtihneg earthquake. vThe number of people who were killed or
was _a_n_ n_ _. _n_ - r_d_ of the nation f_e_lt__ it. _ _u_g_e_c_r_a_c_k_ cut across the city. The city lay in__r_u_ins___.
Two-thirds of the people d__ied___ or
Do you know what would happen before an earthquake?
2020/10/16
4
Br20i20g/10/1h6t lights flash in the sk5y
Animals are too nervous, such as
c o ws, dogs, horses, and snakes, etc
2020/10/16
30
3. What does “them” in the sentence “No wind, however, could blow them away.”
(in Paragraph 3) refer to? B
A.Red autumn leaves. B. Bricks on the ground. C. Bodies of dead animals. D. Sand in the wells.
s_mel___ y_ a_s__ come out. Mice, chicken, pigs and even fish became n__ervous______. At 3:00 a m 2 020 /10/ 6 everything
高一英语人教版必修第一册课件：Unit 4
Unit 4 Natural Disasters Discovering Useful StructureTranslate the following sentences into Chinese. Thinking about which noun is modified by the relative clause. Why do we use the relative clause? What if relative clause are not used in these sentences？•The Tangshan earthquake was a terrible experience that my great-grandma cannot forget.•The couple who live next to us volunteered to help after the volcano erupted.•The supplies which were provided to the disaster area were collected from around the country.•Mr. Li is an architect whose designs for the new town have won praise.• A doctor with James used to work died in the 2016 earthquake in Ecuador.定语从句一、定义1.在主从复合句中，对某一名词或代词起修饰作用的从句叫定语从句。
被修饰的名词或代词叫先行词，引导定语从句的词叫关系词。
2.关系词分为关系代词(that，which，who，whom，whose，as等)和关系副词(when，where，why等)两类。
二、关系代词引导的定语从句1.who引导的定语从句[合作探究]ꢀThe children who were injured in the car accident are being treated in the hospital now.目前，在车祸中受伤的孩子们正在医院接受治疗。
Unit 4 Reading and Thinking-高一英语课件(人教版必修第一册)
1.自然灾害
1.natural disasters
2.求援人员
2.rescue workers
3.患…病，被…感染
3.be affected with…
4.被…打动/影响
4.be affected by…
5.对…有影响
5.have an effect on …
6.结束
e to an end
3. What's the meaning of the sentence “slowly the city began to breathe again. "?‘
A. People weren't sad any more. B. The life in Tangshan began to return to normal C. The earthquake finally came to an end D. Those who were trapped weresaved.
paragraph.
Para 1: Warning signs before the earthquake.
Para 2: The happening of the big earthquake. Para 3: The terrible effects of the earthquake. Para 4: The rescue work. Para 5: The revival/recovery of the city.
Hide in a corner of the house.
Turn off the gas.
Keep away from the power lines, signs and buildings.
高一英语 上册Unit 4课件
Discussion: (CompFra bibliotektition)
Imagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?
What will you take with you?
personal washing things
torch (手电筒)
food and sweets
money
You will take:
blanket (毯子)
mobile phone
a bottle of water
medicine
HOMEWORK :
Unit 4
Warming up & Pre-reading
Nan’ao Middle School Liu Xiaoling
Free talk: Have you ever experienced any natural disasters?
Can you tell some kind of natural disasters?
How can we foretell earthquakes?
Now let’s see what may happen before an earthquake comes.
Discussion: (competition)
Please look at the pictures on Pre-reading and try to mention the signs of an earthquake.
高一英语第四单元ppt
4. Later that afternoon, a terrible
earthquake shook Tangshan again. ( T ) 5. People slept outdoors after the earthquake. ( T )
6. Not only the people but also the
True ( T )or false( F )?
One-third 1. Two-thirds of the nation felt the earthquake. ( F) Two-thirds 2. All the people in Tangshan were dead or injured during the earthquake. ( F ) 75% 75% 3. All of the city’s hospitals, factories, buildings and homes were damaged in the earthquake. (F ) 90%
3. Which of the following is the main reason
for the heavy loss of life in the quake? A
A. The earthquake happened in the deep night when people were sleeping deeply. B. There weren’t enough rescue workers. C. The building were poorly constructed and most of them were destroyed in the quake. D. People were not careful enough to notice some natural signs before the earthquake.
高中英语_unit_4_reading课件_新人教版必修1
If on a road:
e something hard (硬的) to protect your head.
2.Avoid the buildings.
If we are in a high building
Stay calm!
Never try to use the lift.
Don't rush out without order.
Earthquake
earthquake
May 12,2008
14:28 We shall never forget this moment
Tangshan, Hebei
July 28th, 1976
Step 2 Reading
A NIGHT THE EARTH
DIDN’T SLEEP
Skimming
What do you think may happen before an earthquake?
Mice ran out of the Fields _lo_o_k_i_n_g_f_o_r_ places to hide. Fish _ju_m__p_e_d_out of bows and ponds.
Step4 Consolidation
United , we stand; Divided , we fall.
__3_0____metres wide cut across houses.
❖In___1_5_____terrible seconds a large city lay in
ruins.
❖ __2_/_3____of the people died or were injured
during the earthquake.
人教版高中英语unit4课件
人教版高中英语unit4课件Unit 4 of the People's Education Press High School English textbook is focused on the theme of "Making the world a better place". This unit covers various topics related to global issues, such as environmental protection, poverty alleviation, and international cooperation. In this unit, students will learn vocabulary and grammar related to these topics, as well as practice their reading, writing, listening, and speaking skills.The unit begins with a reading passage about the importance of environmental protection and the role that individuals can play in preserving our planet. Students will learn new words and phrases related to environmental issues, such as "sustainable development", "carbon footprint", and "green energy". They will also practice their reading comprehension by answering questions about the passage and discussing their thoughts on the topic in small groups.Following the reading passage, students will work on a grammar lesson that focuses on modal verbs and their uses in expressing possibility, necessity, and permission. They will practice using modal verbs such as "can", "could", "shall", "should", "must", and "may" in sentences related to environmental protection and other global issues.In the listening and speaking activities of this unit, students will listen to recordings of native speakers discussing environmental problems and solutions, then practice speaking about their own ideas for making the world a better place. They will also work on developing their listening skills by answering questions and summarizing information from the recordings.In the writing activities of this unit, students will write essays and articles about global issues such as poverty, education, and healthcare. They will learn how to structure their writing, use appropriate vocabulary and grammar, and express their opinions clearly and convincingly.Overall, Unit 4 of the People's Education Press High School English textbook provides students with a comprehensive understanding of global issues and challenges them to think critically about how they can contribute to making the world a better place. Through a combination of reading, writing, listening, and speaking activities, students will develop their English language skills while also gaining knowledge and awareness of important global issues.。
高一英语必修四_unit4__reading课件
Unit 4 Body language •What do you think the purpose of language?•How can you communicate with someone if you cannot speak?•How many ways can you think of to greet someone if you cannot speak?Communication: No problem?•Step1. fast reading•1) What is the main idea of the text?2) How many parts can we divide the passageinto?3) What’s the main idea for each part?•1) What is the main idea of the text?–The passage introduces some examples of cultural body language when greetingpeople.•2) How many parts can we divide the •passage into?–Part 1 (para. 1)–Part 2 (para. 2 and 3 )–Part 3 (para. 4 and 5 )3) What’s the main idea for each part?Part 1 (para. 1)We are sent to Capital International Airport to meet some international students.Part 2 (para. 2 and 3)Examples of learned or cultural “bodylanguage”.Part 3 (para. 4 and 5)Different people have different physical ways to greet others. Learning about their customs can help avoid difficulties in communication.Step 2. Scan the text and find outCountry / Area Ways to greet each otherBritain Shake hands. Do not stand very close to others or touchstrangers when they meet.Canada Shake hands.Japan Bow.Spain, Italy, SouthAmerican countriesApproach others closely and are more likely to touch them. France Shake hands and kiss each other twice on each cheek.Middle East, some Muslim countries Shake hands and stand quite close to other men. Nod to women but do not shake hands with them.Name Description Body language To whom Tony Garcia man from Colombia Kiss on the cheek everyoneJulia Smith woman from Britain no touching everyoneAkira Nagata man from Japan bowing everyone George Cook man from Canada shaking hands everyoneAhmed Aziz man from Jordan shaking handsnodding to manto womanDarlene Coulon woman from France shake hands and kisstwice on each cheekpeople she knowsStep 3. use the passage to help you answer the following questions1) Is the author of this passage male or female? How doyou know?The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.2) What were the two mistakes that the author noticed?He noticed that the Colombian man kissed theBritish woman, but in her culture, a kiss from astranger is not expected. He also noticed that theJapanese man bowed just as the Canadian manstarted to shake hands, so one man’s nosetouched the other man’s hand.•3)Who seemed to prefer to keep more physical diastance from others? Who seemed to prefer closer physical distance ?•The British woman, Julia and probably the Canadian man, George, seemed to prefer to keep more physicaldistance from others. The Colombian man, Tony, and the Jordanian man Ahmed, seemed to prefer closer physical distance.•4) Did any students have similar greeting customs? If so, which one?•Yes. Tony from Colombia and Darlene from France had a similar greeting custom —a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom —a handshake, but Ahmed shakes hands only with men.•5) “When in Rome, do as the Romans do.”What do you think this famous saying means?•This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.•6) Do you agree with the author’s statement that body language is not good or bad? Why or why not?Step 4. summaryStep 5. translation1.The first person to arrive was TonyGarcia, closely followed by Julia Smith from Britain.2. Not all cultures greet each other thesame way, nor are they comfortable in the same way with touching or distance between people.3. However, people from places like Spain,Italy or South American countriesapproach others closely and are morelikely to touch them.Step 5. homework •Complete p.27 Exercise 3。
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fight the government. We chose to attack the laws . We first broke the law in a way which was peaceful ; when this was not allowed ...only then did we decide to answer violence with violence.”
The rest of Elias’ story
You cannot imagine how the name of Robben Island made us afraid. It was a prison from which no one escaped. There I spent the hardest time of my life. But when I got there Nelson Mandela was also there and he helped me. Mr Mandela began a school for those of us who had little learning. He taught us during the lunch breaks and the evening when we should have been asleep. We read books under our blankets and used anything we could find to make candles to see the words .
• As a matter of fact ,I do not like violence ...but in
1963 I helped him blow up some government buildings . It was very dangerous because if I was caught I could be put in prison . But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.
Байду номын сангаас
• It was the truth . Black people could not vote or choose their leaders . They could not get the jobs they wanted . The parts of town in they had to live were decided by white people. The places outside the towns where they were sent to live were the poorest parts of South Africa .No one could grow food there . In fact as Nelson Mandela said:
• I needed his help because I had very little education.
• I began school at six. The school where I studied for only two years was three kilometers away. I had to leave because my family could not continue to pay the school fees and the bus fare. I could not read or write well. After trying hard, I got a job in a gold mine. However, this was a time when one had got to have a passport to live in Johannesburg. Sadly I did not have it because I was not born there, and I worried about wether I could become out of work.
Elias’ Strory
My name is Elias. I am a poor black worker in south Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It was in 1952 and Mandela was the black lawer to whom I went for advice. He offered guidance to poor black people on their legal problems. He was generous with his time, for which I was grateful.
• The day when Nelson Mandela helped me was one of my happiest. He told me how to get the correct paper so I could stay in Johannesburg. I became more hopeful about my future. I never forgot how kind Mandela was. When he organized the ANC Youth League, I jioned it as soon as I could. He said:
• “ The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.”