1/32《Unit4NaturalDisasters》單元教案Unit4NaturalDisasters

Period1ListeningandSpeaking【教材分析】高考聽力材料的選用非常重視語言真實性和交際性的原則，語言材料一般來源于實際生活，對話的內容大都取材于日常生活，即衣、食、住、行、工作、學習、天氣、生活環境等話題，可分為校園、公共場所、家庭等方面，如:shopping,findingtheway,doingone’shomework,seeingadoctor,makingaphonecall,weatherreport,askingfordifferentkindsofinformation等。新教材的特點就是利用生活中真實文本，只是降低難度，讓學生注重語言的應用，將是我們高考把握方向的重要因素。【教學目標與核心素養】學習能力目標：在聽力當中，學生應該有效規劃學習方法，選擇恰當的策略與方法。這節課的訓練目標是讓學生有正確的預測和抓住問題的關鍵信息，從而用心去聽來找尋關鍵信息。根據生活中實際情況和高考常見語境，我們不難發現提前預測和抓住題干中的w很重要，即what,where,when,why等等。【教學重難點】1．重點在聽力之前把握題干中的關鍵詞，并標注出來；（2）熟悉和數字、地點等相關的常見表達。2．難點（1）聽力中涉及到數字一直是學生聽力的難點，要讓他們對于20以內的數字比較熟悉，才能聽到之后立馬反應過來；（2）能夠先通過讀題，找到題干中的關鍵詞。【教學過程】教學步驟教學活動設計意圖時間Step-1BeforelisteningDoyouknowwhatthedisastersare?這些圖片可以激活學生的背景信息。3分鐘Step-2Listeningforthe1sttime1sttimelistening:Listentothenewsreportsandtickthedisastersthatyouhear.第一次聽之前要先明確問題，熟悉話題背景。認識本單元相關話題詞匯5分鐘Step-3Listeningforthe2ndtimeand3rdtimeifnecessary.Circlethekeyword(s)inthequestionsbelowandwritethekindofinformationtheyreferto.Thenlistenagainandanswerthequestions.notes:Thinkaboutwhatyouarelisteningforbeforeyoulisten.Listenforthe2ndtimetogettheanswer.Listenforthe3rdtimeifnecessary.這個部分讓學生在聽力練習中能夠快速找到句中提問的關鍵詞從而有的放矢去聽材料。排除具體語境下的干擾，聽尋關鍵信息的答案。20分Step-4SpeakingReadaboutthedisastersbelowandprepareashortnewsreportononeofthem.Thenpresentyournewsreporttoapartner.這個部分是教會學生通過提供的關鍵信息，比如when，where，why,what等信息來連接信息進行整合成一句話新聞。7分鐘Step-5PronunciationfocusListenandrepeatPayattentiontothelettersinbold.Readthewordsaloud.Payattentiontothepronunciationofthe-edendings.本單元語音知識有兩個：一是區分清輔音和濁輔音，能夠感到聲帶的振動與否。二是了解不同動詞的過去式加了-ed讀法的些許不同。5分鐘Step-6HomeworkTrytofinishthelisteningexercise.作業中補充練習聽力，鞏固今天主語學習內容：快速找到劇中的關鍵信息。Unit4NaturalDisasters—Reading&Thinking【教學目標與核心素養】1.Teachstudentstofindouttheparagraphtopicsentences,understandthebasicinformationoftheTangshanearthquakethroughskimming,searchingandotherreadingskills.2.Enablestudentstosortoutthedetailsoftheparagraph,tounderstandthestrangethingsbeforetheTangshanearthquake,thetremendousdestructiveforcecausedbytheearthquake,andtherapidandselflessrescueandreconstructionafterthedisaster.3.Discussthethinkingbroughtbyearthquakeandsublimatethethemesignificance.【教學重難點】1.Developstudents’readingabilitysuchasskimming,scanningandsummarizing.2.Letstudentstalkabouttheprecursorbeforetheearthquake,thedamagecausedbytheearthquake,therescueaftertheearthquakeandthereconstructionaftertheearthquake.【教學過程】Step1Activity1ActivatingbackgroundinformationT:Todaywearegoingtolearnapassagewiththetitle“TheNighttheEarthDidn’tSleep”.Sowhydidn’ttheearthsleeponthatnight?Whathappenedtotheearth?ActuallythereisamoviedirectedbyFengXiaogangfocusesonthesameearthquake.Now,I’dliketoshowyouashortclipofthemovie.1.TalkabouttheearthquakeQ1.Whatdoyoulearnfromthevideo?2.TalkaboutTangshanearthquake.Q1.WhatdoyouknowaboutTangshanearthquake?Q2.Whatdoyouwanttoknowaboutit?Step2Activity2Readingtogetsomebasicinformationaboutearthquake1.Readquicklytofindtheanswerstothestudents’ownquestions.2.Readforthetopicsentencesandworkouttheorganizationofthetext.Q1What’sthetopicsentenceineachparagraph?Q2Inwhatorderdoestheauthordescribetheearthquake?Step3Activity3Readingfordetailedinformation1.ReadtogetdetailedinformationaboutParagraph1.Q1:Whatwerethestrangethings?Q2:Whatwaspeople’sreactiontothesestrangethings?Q3.Whydidn’tpeoplepayattentiontothesestrangethings/thesignsbeforetheearthquake?T:Peoplehadlittleknowledgeofearthquakeatthattime.Q4Whendoesthisparagraphmainlytalkabout?T:Abnormalsignsbeforetheearthquake.2.ReadtogetdetailedinformationaboutParagraph2.Q1Howstrongwastheearthquake?Q2Howdidthepeoplefeelwhentheearthquakehappened?Q3Whatdoesthisparagraphmainlytalkabout?3.ReadtogetdetailedinformationaboutPara.3.Q1Whatweredestroyed?Q2Howdoesthewriterdescribe“everythinginthecity”?Q3Howdidthepeoplefeel?Q4Whatdoesthisparagraphmainlytalkabout?4.ReadtogetdetailedinformationaboutParagraph4.Q1.Whobroughthopeback?Andwhatdidtheydo?Q2.Howdidthepeoplefeelafteralotofpeoplecametorescue?Q3.Howwasthecityafteralotofpeoplecametorescue?5.ReadtogetdetailedinformationaboutParagraph5.Q1.WhatshowstherevivalofTangshan?Q2.HowcanTangshanreviveitselfandgetuponitsfeetagain?Q3.Intimesofdisasters,howcanwegothroughit?T:Intimesofdisasters,weshouldunify,showthewisdomandstaypositive.Step4Activity4Highlightingthethemeandreflecting1.Makeasummaryofthetext.timewhathappenedpeople’sresponsebeforeduringafter2.FurtherunderstandthetitleQ:Afterourlearning,whydoyouthinktheearthdidn’tsleeponthatnight?T:Anearthquakehappened.Thepeopleintheearthquakesufferedalot,andthepeopleoutsideTangshanwereconcernedaboutthepeopletherealot.3.Reflectthroughdiscussiononwhatcanbelearntafterreading.T:Disastersarepowerful.Unpreparednesscanbedeadly.Lifeisweak,butifpeopleworktogethertohelpeachother,disasterscanbedefeated.Thereisnolovefromdisaster,butwehaveloveinthehumanheart.Step5AssignmentHowdoesthewriterconveythattheearthquakewasdeadly,andthatpeoplewerehelplessduringtheearthquake?Trytofindsomeattractiveandimpressiveexpressionsandnotethemdown.Unit4NaturalDisasters

Period3DiscoveringUsefulStructures【教材分析】Thisteachingperiodmainlydealswiththegrammar:therestrictiverelativeclauses.Thisperiodcarriesconsiderablesignificancetothecultivationofstudents’writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatetheknowledgebydoingsomeexerciseofgoodquality.【教學目標與核心素養】1.Getstudentstohaveagoodunderstandingofthebasicusagesoftherestrictiverelativeclauses.2.Enablestudentstousetherestrictiverelativeclausesflexibly.3.Developstudents’speakingandcooperatingabilities.4.Strengthenstudents’greatinterestingrammarlearning.【教學重難點】Howtoenablestudentstohaveagoodunderstandingoftherestrictiverelativeclauses,especiallytheusesoftherelativewordssuchaswhich,that,who,whom.【教學過程】Step1:語法知識呈現定語從句（一）—關系代詞的用法在復合句中,修飾名詞或代詞的從句叫定語從句。定語從句通常由關系代詞或關系副詞引導，說明事物的具體信息，從句位于被修飾詞之后。被定語從句修飾的詞叫先行詞，引導定語從句的詞叫關系詞，關系詞指代先行詞，并在定語從句中充當成分。關系詞有兩種：關系代詞who,whom,whose,that,which,as和關系副詞when,where,why。根據定語從句與先行詞的關系，可將定語從句分為限制性定語從句和非限制性定語從句。一般說來，限制性定語從句是整個句子不可缺少的部分，如果省略會影響全句的主要意思，這種定語從句前面不用逗號隔開；而非限制性定語從句的作用是對所修飾的成分作進一步說明,通常和主句用逗號隔開，將從句去掉后句子的意思仍然完整，譯成漢語時，從句常單獨譯成一句話，除了that和why不能引導非限制性定語從句，其他關系詞的用法和限制性定語從句關系詞的用法相同。一、判斷定語從句的關系代詞的方法：如果名詞或代詞后有一個句子，并且該名詞或代詞在句子中充當成分，則該句子就是定語從句。主要按照以下三步來判斷：1.找準先行詞（定語從句前的名詞或代詞）。2.把先行詞還原到定語從句中，看充當什么成分。3.根據先行詞在定語從句中所充當的成分以及句意來選用適當的引導詞。如果先行詞在從句中作主語，賓語，定語，表語，則用關系代詞，關系代詞主要有who,whom,whose,that,which,as。二、關系代詞的基本用法指代關系代詞以及在定語從句中充當的成分例句1.人who(主語、賓語)whom(賓語)that(主語、賓語)Themanwho/thatisspeakingatthemeetingisafamousscientist.（作isspeaking的主語）在會上講話的人是一位著名的科學家。Hewho/thatdoesnotreachtheGreatWallisnotatrueman.（作doesnotreach的主語）不到長城非好漢。Thisisthefamousscientist(who/whom/that)wevisitedlastweek.（作visited的賓語）這就是我們上周拜訪的那位著名科學家。2.物that(主語、賓語)which(主語、賓語)Hefinallyworkedouttheproblemwhich/thatpuzzledhimforalongtime.（作puzzled的主語）他最后解出了這個令他困惑很久的問題。Thefish(that/which)weboughtyesterdaywerenotfresh.（作bought的賓語）我們昨天買的魚不新鮮。3.人的；物的whose(定語)Theyrushedovertohelpthemanwhosecarbrokedown.（whosecar=theman’scar，作定語，修飾car）他們跑過去幫助那個汽車拋錨的人。Thereisamountainwhosetopisalwayscoveredwithsnow.(whosetop=themountain’stop，作定語，修飾top)有一座山頂常年被雪覆蓋的山。4.句子（在非限制性定語從句中）which(主語、賓語)as(主語、賓語)Theweatherturnedoutverygood,whichwasmorethanwecouldexpect.（which指代“天氣最后晴朗起來”，作was的主語）天氣最后晴朗起來，這是我們沒有料到的。Aseveryoneknows,Chinaisabeautifulcountrywithalonghistory.（As指代“中國是一個有著悠久歷史的美麗國家”，作knows的賓語）每個人都知道，中國是一個有著悠久歷史的美麗國家。三、關系代詞易錯點：1.關系代詞的省略關系代詞在定語從句中作主語時，不可省略；做賓語時，在限制性定語從句中可以省略，在非限制性定語從句中不可省略。Ishethemanwho/thatwantstoseeyou?（作wants的主語不可省略）他就是那個想見你的人嗎？Hangzhouisabeautifulcity(that/which)Ialwayswanttovisit.（在限制性定語從句中作visit的賓語，可以省略）杭州是我總想參觀的一個美麗城市。Hangzhou,whichIvisitedlastweek,isabeautifulcity.（在非限制性定語從句中作visited的賓語，不可省略）杭州是一個美麗的城市，我上周去參觀過。2.從句中代詞的重復多余定語從句中的引導詞指代先行詞，并在從句中作成分，從句中不能再出現指代該先行詞的代詞。ThebookthatIreadityesterdayisveryinteresting.（×）ThebookthatIreadyesterdayisveryinteresting.（√）我昨天讀的那本書很有趣。ThisisthewomanwhoImetherlasttime.（×）ThisisthewomanwhoImetlasttime.（√）這就是我上次遇見的婦女。3.關系代詞和代詞的誤用定語從句的引導詞要用關系代詞，而不能用一般代詞。Thisistheboyhetoldmeastoryyesterday.（×）Thisistheboywhotoldmeastoryyesterday.（√）這就是昨天給我講故事的男孩。Thisistheboyhisfatherisourheadmaster.（×）Thisistheboywhosefatherisourheadmaster.（√）這就是這個男孩，他的爸爸是我們的校長。4.what不引導定語從句定語從句中有關系代詞that和which，而沒有what，what可以引導名詞性從句。Allthatweneedisasupplyofoil.(that引導定語從句，修飾先行詞all)Whatweneedisasupplyofoil.(what引導主語從句)我們需要的是石油供應。5.that不引導非限制性定語從句（用逗號隔開）在非限制性定語從句，不能用關系代詞that。如果指代“人”，用關系代詞who/whom，指代“物”，用關系代詞which。Thebasketballstar,whotriedtomakeacomeback,attractedlotsofattention.這位打算復出的籃球明星引起了很多關注。Beijing,whichisthecapitalofChina,isabeautifulcity.中國的首都北京是座美麗的城市。Hehasbecomeadoctor,whichhewantedtobe.他成為了一名醫生，這是他以前一直夢想的。6.介詞+which/whom先行詞在從句中作介詞賓語，若介詞提前，指代物時，只能用which，不用that；指代人時，只能用whom，而不用who。介詞不提前時，用that/which,who/whom都可以。Ihavethebookaboutwhichyouaretalking.=Ihavethebook(that/which)youaretalkingabout.我有你現在談論的那本書。ThemanwithwhomItalkedjustnowisfromBeijingUniversity.=Theman(who/whom/that)ItalkedwithjustnowisfromBeijingUniversity.剛才和我談話的那個人是從北京大學來的。7.whose+n.=the+n+ofwhich=ofwhich+the+n.whose+n.可與the+n+ofwhich互換，而且ofwhich也可置于名詞之前，名詞之前必須有定冠詞the。Iliveintheroomwhosewindowfacessouth.(whosewindow=theroom’swindow)Iliveintheroomthewindowofwhich/ofwhichthewindowfacessouth.(thewindowofwhich=thewindowoftheroom)我住在窗子朝南開的房間里。8.定語從句中的主謂一致：關系代詞在定語從句中做主語時，定語從句的謂語通常與先行詞在人稱和數上保持一致。注意：當先行詞為“oneof+復數名詞”時定語從句的謂語動詞用復數形式；當先行詞為“the(only/very)oneof+復數名詞”時定語從句的謂語動詞用單數形式。Heisagoodstudentwholikestohelpothers.他是一個樂于助人的好學生。Theyaregoodstudentswholiketohelpothers.他們是樂于助人的好學生。Heisoneofthestudentswhowerepraised.他是一個受到表揚的學生之一。Heistheone/theonlyoneofthestudentswhowaspraised.他是唯一一個受到表揚的學生。四、易混的關系代詞辨析：（一）that和which1.用that，不用which的情況①當先行詞為不定代詞：everything,anything,nothing,all,any,much,many,some,few,little,none等或當先行詞被no,some,any,all,much,little等詞修飾時，只能用that。Togetthejobstarted,allthatIneedisyourpermission.要開始工作，我所需要的是你的許可。IsthereanythingthatIcandoforyou?有什么要我做的事嗎?Heansweredfewquestionsthatwereaskedbythereporters.他幾乎沒有回答記者提問的問題。②當先行詞被theonly,thevery,thesame等詞修飾時。That’stheonlythingthatwecandonow.目前我們只能這樣了。ThisistheverypenthatIamlookingfor.這正是我找的鋼筆。Hestilllivesinthesamehousethatwevisitedtenyearsago.他還住在十年前我們參觀的同一座房子里。③當先行詞被序數詞、形容詞最高級修飾時。Thiswasoneofthemostinterestingbooksthatweresoldinthisbookstore.這是這家書店售出的最有趣的書之一。Thefirstthingthatshouldbedoneistogetsomefood.該做的第一件事是弄點吃的。④當先行詞中同時包括人和物時。I’mgoingtotalkaboutthecountriesandpeoplethatIhavevisited.我要談論一下我所訪問的國家和人民。⑤當要避免與疑問詞which重復時。WhichistheT-shirtthatfitsmemost?那件體恤衫最適合我？2.用which，不用that的情況①在非限制性定語從句中Football,whichisaninterestinggame,isplayedallovertheworld.全世界都踢足球，它是一項有趣的運動。②介詞提前時，不用that，而用which，介詞不提前時，用that和which都可。Thisistheroominwhichmyfatherlivedlastyear.=Thisistheroom(that/which)myfatherlivedinlastyear.這是我父親去年居住過的房子。（二）which和as（引導非限制定語從句，指代整個主句內容）1.位置上的區別：as引導的從句可放在主句首、句末或句中。而which引導的從句只能放在主句之后。Asisknowntousall,theearthturnsaroundthesun.Theearth,asisknowntousall,turnsaroundthesun.Theearthturnsaroundthesun,as/whichisknowntousall.眾所周知，地球繞著太陽轉。2.語義的區別：as有“正如”之意，因此主句和從句語義一致，而which表示“這一點”在意義上相當于一個并列句，可以用andthis代替，在語義上可以不一致。Mikewonthefirstprize,aswasexpected.正如所料想的,邁克獲得了一等獎。Mikewonthefirstprize,whichwasnotexpected.邁克獲得了一等獎，這一點沒被料想到。五．as引導的定語從句的用法（一）as引導的定語從句1.在限制性定語從句中，先行詞有such,so,as,thesame修飾時，引導詞用as。比較：Ihaveneverreadthebookthatyouhavetalkedabout.我從未讀過你談到的這本書。Ihaveneverreadsuchaninterestingbookasyouhavetalkedabout.=Ihaveneverreadso/asinterestingabookasyouhavetalkedabout.我從未讀過像你談到的這樣有趣的書。2.在非限制性定語從句中，指代整個主句內容。Asweknow,sheisagoodteacher.我們都知道她是一個好老師。Lily,asweexpected,wonthefirstprizeinthecopetitionesterda.像我們所期望的那樣，莉莉在昨天的比賽中獲得了一等獎。（二）易混句式辨析1.such/so…as…和such/so…that…①such/so…as…表“像……這樣的……”，用來引導定語從句（as在從句中充當主、賓或表語等）②such/so…that…表示“如此……以致……”，用來引導結果狀語從句。Thisissuchaheavystoneasnoonecanlift.（作lift的賓語，是定語從句）Thisissuchaheavystonethatnoonecanliftit.（不缺成分，是結果狀語從句）這是一塊如此重的石頭，沒人能搬得動。2.thesame…as…和thesame…that…①thesame…as…表示“類似的一個，而不是同一個”（相似性）②thesame…that…表示“同一個”（同一性）Ihaveboughtthesamewatchasyouhave.我買了一塊和你的一樣的手表。（相似的，非同一個）ThisisthesamewatchthatIlost.這就是我丟的那塊手表。（同一個）Unit4NaturalDisasters

Period1Readingforwriting【教學目標與核心素養】1.Getstudentstohaveagoodunderstandingofhowtowriteasummaryaboutanewsreport.2.Enablestudentstousesomewritingskillsflexibly.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.【教學重難點】1.Howtoenablestudentstohaveagoodunderstandingoftheskillsofwritingasuggestionletter.2.Howtoenablestudentstowriteagoodrecommendationletterusingsomewritingskillsproperly.【教學過程】Step1:LeadinBegintheclasswiththelead-inquestions:Whatisatsunami?Whatcausesit?Willitcausegreatdamagetohumans?Watchthevideoandexpressyourideas.Itisstronglyrecommendedthattheteachershouldaskstudentstodiscussthetopicfreelywiththeirpartnersandbrainstormsomeideasconcerningthetopic.Inthisway,studentscancomeupwithmoreideasandavoidbeingnervousatthebeginningoftheclass.Step2:ReadtodiscoverdetailsconcerninghowtowriteasummaryaboutanewsreportTheteacherisexpectedtoaskstudentstoreadanewsreportaboutatsunamisilentlyandthenrequeststudentstodiscussthequestionsbelow.Inthisstep,whatshouldbehighlightedisthattheteacheroughttogivestudentsenoughtimetoreadindividuallyandthinkindependently.Inthisperiod,theteacheruseswhen,what,whythreequestionstoguidestudentstofocusondetailsofanewsreport.1.Whendidthetsunamihappen?2.Whatcausedthetsunami?3.Whywoulditbedifficulttodeliverfoodandsupplies?Step3:ReadtosumupAfterfinishingthetasksabove,theteacherleadsstudentstofigureoutthesummaryofthenewsreport.Checkthemainpointsitincludes.On26December2004,atsunamikilledmorethan6,500tourists，fishermenandmanyotherlocalsinSoutheastAsia.Thousandsofpeoplearemissingandthenumberofdeathsisexpectedtogrow.Thedamagecausedbythetsunamiismakingitdifficultforrescueworkerstohelpthesurvivors.date time place event cause effect followingeventsLearningtip:Asummaryisashortstatementofmainpoints.Asummaryparagraphtellsthemainideasandthemostimportantinformationofalongerpassage.1.Followthestepsbelowtowriteasummaryforthefirsttextcalled“thenighttheearthdidn’tsleep.”Readthetextandwritealistofthemaindetails.2.Organizetheideasanddraftyoursummary.Payattentiontothefollowing:●Asummaryshouldbearoundonethirdthelengthoftheoriginaltext.●Writedownthekeysupportingpointsforthetopic.●Donotincludeunimportantdetailsorexamples.3.Exchangedrafts.Usethechecklisttogivefeedbackonyourpartner'sdraft.√Doesthesummarygiveyouaclearideaofwhatthetextisabout?√Doesthesummaryincludeonlythemostimportantinformationofthetext?√Isthesummarytheproperlength?√Arethereanyspellingorpunctuationerrors?√Doesthewriterusethecorrecttenses?4.Getyourdratbackandreviseit.PutupyoursummaryintheclassroomorreadittotheclassStep4:Practice1.Usewhatyouhavelearnttowriteanewsreport臺灣高雄于2016年2月6日發展8時57分發生了6.7級地震，損失修重，請根據下表提供的信息，為某英語報社寫一篇100詞左右的新聞報道，報道的標題已給出。受災情況：大量房屋道路被毀;多人受傷，許多人下落不明；供水、供電中斷。軍隊幫助尋找幸存者、挖掘被困人員、掩埋死者。賑災措施：從各地運送來淡水和食物；號召群眾支援災區；社會各界和廣大民眾自愿為災區捐款。2.Discusswithyourpartnersandfigureoutthefeaturesofanewsreport:新間報道是記敘文的一種，其特點是以事實為依據，對人的經歷或事實給予明確的、實事求是的報道。基本結構：英語新聞報道通常包括四部分:①標題——標題應當簡潔明了。②導語——導語是消息開頭的第一段或第一句話，簡明扼要地揭示出消息的核心內容。③主體——主體是消息的主要部分，要用充足的事實表現主題，對導語的內容作進一步的展開和闡述。④結束語——通常是對全文內容進行概括性的總結。3.新聞報道增分句子（1）陳述事實常用的句型:①Aterriblestormhit/struck...,killing..②Itwasacoolautumnnightwhentheearthquakehappened.Alargenumberofbuildingsfelldownandroadsweredestroyed,leavingagreatmanypeoplehomeless.地震發生在一個涼爽的秋夜。大量的建筑物倒塌，道路被毀,許多人無家可歸。③Withthehelpoftherescueteam,peoplewhowerethetrappedinthefloodweresaved.在救援隊的幫助下，困在洪水中的人們得救了。（2）陳述觀點常用的句型:①Clearly/Obviously/Inmyopinion/Itseemedthatpeoplewereshocked.顯然/在我看來/似乎人們震驚了。②Thewholecitywasinruinsaftertheearthquake.地震后整個城市成了一片廢墟。（3）揭示原因常用的句型:Becauseof/Asaresultof/Thankstothehelpofthearmy,peoplewhogotinjuredweresenttothehospitalimmediately.Unit4NaturalDisasters

Period1ListeningandSpeaking導學案【學習目標】1.TogetthelisteningskillsandwordsandexpressionsusedinListeningandSpeaking;2.Togetthelisteningstrategies,especiallypickingoutthekeyinformationofthequestions,suchaswhat,when,where,whyandhow.3.Tograspsomeinformationaboutnaturaldisasters.【學習重難點】1．重點（1）在聽力之前把握題干中的關鍵詞，并標注出來；（2）熟悉和數字、地點等相關的常見表達。2．難點（1）聽力中涉及到數字一直是學生聽力的難點，要讓他們對于20以內的數字比較熟悉，才能聽到之后立馬反應過來；（2）能夠先通過讀題，找到題干中的關鍵詞。【課前診斷】很多學生在練習聽力之前盲目或者不知重點，有些在聽力的準備階段不明確自己讀題的意義在哪里，就是因為不會尋找并抓住關鍵信息的體現。而本節課的學習重點就是這個，要讓學生養成聽力事先讀題，有的放矢去聽尋答案的策略。【學習過程】【自主探究】Step1WatchthevideoaboutNaturalDisastersandthenlookatthephotosinActivity1.Writedowntheirnamesbyyourselves.Step2ListenandtickinActivity2.Step3Circlethekeyword(s)inthequestionsbelowandwritethekindofinformationtheyreferto.1.Whatwillthemandonext?2.Howoldisthewomannow?3.Whatissmallforthewoman?4.Whatdoesthemanmean?5.Wheredoestheconversationmostprobablytakeplace?6.Whatdoesthemanlikeabouthishometown?7.Whatistheweatherlikeinthefallintheman'shometown?8.Whattimewastheplaneoriginallyscheduledtoleave?9.Whyisthewomanworried?10.Whydoestheman'sbrothergototheman'splace?11.Wheredoesthemanworkinthemorning?12.Whatlanguageisthewomanstarting?13.Whatarethespeakersmainlytalkingabout?14.Whatsubjectdoesthemanprobablyprefer?15.Whatdothewoman'sparentsexpecthertobe?16.Whatisthewomangoodatdoing?17.HowdidtheservantsdealwiththeirearningsinVictoriantimes?18.Whatwasthenurse’smainduty?19.HowdidtheVictorianupperclassparentstreattheirchildrenactually?20.Whatwillthespeakertalkaboutnext?【答案】：1.Whatwillthemandonext?What:activity2.Howoldisthewomannow?Howold:numberWhatissmallforthewoman?What:specificitem4.Whatdoesthemanmean?What:inference/impliedmeaning5.Wheredoestheconversationmostprobablytakeplace?Where:place6.Whatdoesthemanlikeabouthishometown?What:specificinformation7.Whatistheweatherlikeinthefallintheman'shometown?Whatistheweatherlike:weather8.Whattimewastheplaneoriginallyscheduledtoleave?Whattime:specifictime9.Whyisthewomanworried?Why:reason10.Whydoestheman'sbrothergototheman'splace?Why:reason11.Wheredoesthemanworkinthemorning?Where:place/address12.Whatlanguageisthewomanstarting?Whatlanguage:languagename13.Whatarethespeakersmainlytalkingabout?What:inferenceofmainidea14.Whatsubjectdoesthemanprobablyprefer?What:subject15.Whatdothewoman'sparentsexpecthertobe?What:futurejobforthewomen16.Whatisthewomangoodatdoing?What:activityforthewoman17.HowdidtheservantsdealwiththeirearningsinVictoriantimes?How:wayofdoinginVictoriantimes18.Whatwasthenurse’smainduty?What:activityfornurses19.HowdidtheVictorianupperclassparentstreattheirchildrenactually?How:wayofdoing20.Whatwillthespeakertalkaboutnext?What:topictotalkaboutStep4ReadandreportinActivity4.____________________________________________________________________________________________________________________________________________________________________________________Step5PronunciationPayattentiontothelettersinboldandthepronunciationofthe-edendings.Thenwritethewordsintheboxescarefully.Step6Summary1.Learnsomeimportantinformationaboutnaturaldisasters.2.Graspsomelisteningskills.Unit4NaturalDisastersPeriod3DiscoveringUsefulStructures導學案【學習目標】1.Tomasterthebasicusagesoftherestrictiverelativeclauses.2.Tolearntousetherestrictiverelativeclausesmentionedflexibly.【重點難點】1.Toappreciatethefunctionoftherestrictiverelativeclauses.2.Towriteessaysusingthepropertherestrictiverelativeclauses.【學習過程】【自主探究】Step1:語法自主探究定語從句（一）——關系代詞的用法在復合句中,修飾名詞或代詞的從句叫_____________。定語從句通常由______或關系副詞引導，說明事物的具體信息，從句位于被修飾詞_________。被定語從句修飾的詞叫__________，引導定語從句的詞叫_____________，關系詞指代先行詞，并在定語從句中充當成分。關系詞有兩種：關系代詞_____________________________和關系副詞when,where,why。根據定語從句與先行詞的關系，可將定語從句分為______________和非限制性定語從句。一般說來，限制性定語從句是整個句子_____________的部分，如果省略會影響全句的主要意思，這種定語從句前面不用_____________隔開；而非限制性定語從句的作用是對所修飾的成分作進一步說明,通常和主句用逗號隔開，將從句去掉后句子的意思仍然完整，譯成漢語時，從句常單獨譯成一句話，除了that和why不能引導非限制性定語從句，其他關系詞的用法和限制性定語從句關系詞的用法相同。關系代詞的用法一、判斷定語從句的關系代詞的方法：如果名詞或代詞后有一個句子，并且該名詞或代詞在句子中充當成分，則該句子就是定語從句。主要按照以下三步來判斷：1．找準__________（定語從句前的名詞或代詞）。2．把先行詞還原到定語從句中，看充當______________。3．根據先行詞在定語從句中所充當的成分以及句意來選用適當的_________。如果先行詞在從句中作主語，賓語，定語，表語，則用____________，關系代詞主要有who,whom,whose,that,which,as。二、關系代詞的基本用法指代關系代詞例句1.人Who、whom、thatTheman_____________isspeakingatthemeetingisafamousscientist.（作isspeaking的主語）在會上講話的人是一位著名的科學家。He_________doesnotreachtheGreatWallisnotatrueman.（作doesnotreach的主語）不到長城非好漢。Thisisthefamousscientist(_____________)wevisitedlastweek.（作visited的賓語）這就是我們上周拜訪的那位著名科學家。2.物That、whichHefinallyworkedouttheproblem______________puzzledhimforalongtime.（作puzzled的主語）他最后解出了這個令他困惑很久的問題。Thefish(______________)weboughtyesterdaywerenotfresh.（作bought的賓語）我們昨天買的魚不新鮮。3.人的；物的whoseTheyrushedovertohelptheman____________carbrokedown.（whosecar=theman’scar，作定語，修飾car）他們跑過去幫助那個汽車拋錨的人。Thereisamountain______________topisalwayscoveredwithsnow.(whosetop=themountain’stop，作定語，修飾top)有一座山頂常年被雪覆蓋的山。4.句子（在非限制性定語從句中）Which、asTheweatherturnedoutverygood,____________wasmorethanwecouldexpect.（which指代“天氣最后晴朗起來”，作was的主語）天氣最后晴朗起來，這是我們沒有料到的。______________everyoneknows,Chinaisabeautifulcountrywithalonghistory.（As指代“中國是一個有著悠久歷史的美麗國家”，作knows的賓語）每個人都知道，中國是一個有著悠久歷史的美麗國家。三、關系代詞易錯點：1.關系代詞的省略關系代詞在定語從句中作_________時，不可省略；做賓語時，在限制性定語從句中可以省略，在非限制性定語從句中不可省略。Ishethemanwho/thatwantstoseeyou?(作wants的主語不可省略)他就是那個想見你的人嗎？Hangzhouisabeautifulcity(___________)Ialwayswanttovisit.（在限制性定語從句中作visit的賓語，可以省略）杭州是我總想參觀的一個美麗城市。Hangzhou,_____________Ivisitedlastweek,isabeautifulcity.（在非限制性定語從句中作visited的賓語，不可省略）杭州是一個美麗的城市，我上周去參觀過。2.從句中代詞的重復多余定語從句中的引導詞指代先行詞，并在從句中作成分，從句中不能再出現指代該先行詞的代詞。判斷正誤ThebookthatIreadityesterdayisveryinteresting.（）ThebookthatIreadyesterdayisveryinteresting.（）ThisisthewomanwhoImetherlasttime.（）ThisisthewomanwhoImetlasttime.（）3.關系代詞和代詞的誤用定語從句的引導詞要用關系代詞，而不能用一般代詞。判斷正誤Thisistheboyhetoldmeastoryyesterday.（）Thisistheboywhotoldmeastoryyesterday.（）Thisistheboyhisfatherisourheadmaster.（）Thisistheboywhosefatherisourheadmaster.（）4.what不引導定語從句定語從句中有關系代詞that和which，而沒有what，what可以引導名詞性從句。Allthatweneedisasupplyofoil.(that引導定語從句，修飾先行詞all)Whatweneedisasupplyofoil.(what引導主語從句)我們需要的是石油供應。5.that不引導非限制性定語從句（用逗號隔開）在非限制性定語從句，不能用關系代詞that。如果指代“人”，用關系代詞who/whom，指代“物”，用關系代詞which。Thebasketballstar,_____triedtomakeacomeback,attractedlotsofattention.這位打算復出的籃球明星引起了很多關注。Beijing,____________isthecapitalofChina,isabeautifulcity.中國的首都北京是座美麗的城市。Hehasbecomeadoctor,_________hewantedtobe.他成為了一名醫生，這是他以前一直夢想的。6.介詞+which/whom先行詞在從句中作介詞賓語，若介詞提前，指代物時，只能用which，不用that；指代人時，只能用whom，而不用who。介詞不提前時，用that/which,who/whom都可以。Ihavethebookabout____________youaretalking.=Ihavethebook(that/which)youaretalkingabout.我有你現在談論的那本書。Themanwith_____________ItalkedjustnowisfromBeijingUniversity.=Theman(who/whom/that)ItalkedwithjustnowisfromBeijingUniversity.剛才和我談話的那個人是從北京大學來的。7.whose+n.=the+n+ofwhich=ofwhich+the+n.whose+n.可與the+n+ofwhich互換，而且ofwhich也可置于名詞之前，名詞之前必須有定冠詞the。Iliveintheroom_________windowfacessouth.(whosewindow=theroom’swindow)Iliveintheroomthewindowof_________/ofwhichthewindowfacessouth.(thewindowofwhich=thewindowoftheroom)我住在窗子朝南開的房間里。8.定語從句中的主謂一致：關系代詞在定語從句中做主語時，定語從句的謂語通常與先行詞在人稱和數上保持一致。注意：當先行詞為“oneof+復數名詞”時定語從句的謂語動詞用復數形式；當先行詞為“the(only/very)oneof+復數名詞”時定語從句的謂語動詞用單數形式。Heisagoodstudent____________likestohelpothers.他是一個樂于助人的好學生。Theyaregoodstudents_____________liketohelpothers.他們是樂于助人的好學生。Heisoneofthestudents__________________praised.他是一個受到表揚的學生之一。Heistheone/theonlyoneofthestudents______________praised.他是唯一一個受到表揚的學生。四、易混的關系代詞辨析：（一）that和which1.用that，不用which的情況①當先行詞為不定代詞：everything,anything,nothing,all,any,much,many,some,few,little,none等或當先行詞被no,some,any,all,much,little等詞修飾時，只能用that。Togetthejobstarted,allthatIneedisyourpermission.要開始工作，我所需要的是你的許可。IsthereanythingthatIcandoforyou?有什么要我做的事嗎?Heansweredfewquestionsthatwereaskedbythereporters.他幾乎沒有回答記者提問的問題。②當先行詞被theonly,thevery,thesame等詞修飾時。That’stheonlythingthatwecandonow.目前我們只能這樣了。ThisistheverypenthatIamlookingfor.這正是我找的鋼筆。Hestilllivesinthesamehousethatwevisitedtenyearsago.他還住在十年前我們參觀的同一座房子里。③當先行詞被序數詞、形容詞最高級修飾時。Thiswasoneofthemostinterestingbooks______________weresoldinthisbookstore.這是這家書店售出的最有趣的書之一。Thefirstthing________________shouldbedoneistogetsomefood.該做的第一件事是弄點吃的。④當先行詞中同時包括人和物時。I’mgoingtotalkaboutthecountriesandpeople_________________Ihavevisited.我要談論一下我所訪問的國家和人民。⑤當要避免與疑問詞which重復時。WhichistheT-shirt_____________fitsmemos