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篇1：新课标 高一 必修1 Unit 4 Earthquakes
Unit 4 Earthquakes
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(A NIGHT THE EARTH DIDN’T SLEEP)
Aims
To listen and talk about natural disasters
To read about earthquakes
Procedures
I. Warming up
Warming up by looking
Good morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?
volcano fire sandstorm
typhoon hailstone thunderstorm
flood hurricane earthquake
Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?
(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)
Warming up by discussing
Now, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)
What will happen if there has been a big earthquake in these two cities?
As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.
II. Pre-reading
1.Talking and sharing
What are the signs of an earthquake? (e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….)
2. Imaging and sharing
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?
III. Reading
1. Listening and fast reading
Now let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.
Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.
Collocations from A NIGHT THE EARTH DIDN’T SLEEP
a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look
for place to hide, water pipes, think little of sth., as usual, it seemed that, at an
end, one hundred kilometers away, one-third, eight kilometers long, thirty meters
wide, cut across, in ruins, be injury, the number of, reach more than 400, 000,
everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a million, instead of, be shocked, later that afternoon,
be trapped under the ruins, fall down, all…is/was not…,hundreds of thousands of,
dig out, the dead, to the north of, coal mines, built shelters, fresh water
3. Reading aloud and translating
Next we are going to read aloud the text and translate it into Chinese.
4. Reading and transforming information
Read the text again and answer the following questions.
1. What natural signs of coming disaster were there?
2. Can you think of some reasons why these signs weren’t noticed?
3. Can you describe the disaster caused by the earthquake?
4. What events and situations probably made the disaster worse?
5. How were the survivors helped?
6. Could anything more have been done to help the survivors? Why or why not?
Answers: 1, 3, 4, 5 are easy to answer.
2. Maybe at that time people didn’t have knowledge of an earthquake.
6. The students have their own answers.
4. Discussing writing style
As you have understood the general idea of the text, I still put more questions to you.
1. From whose point of view are events described? How do you know? (A writer
who didn’t see the quake uses the third person “they” when he writes.)
2.Why do you think the writer chose to express her feelings about the quake rather than simply report what happened? (Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)
3.Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)
5. Reading and understanding difficult sentences.
If you have some difficult sentences to understand, come to me for help.
IV. Closing down
Closing down by doing exercises
Now please do the comprehending Exercises 1, 2 and 3 on page 27.
Closing down by discussing
By now you’ve known that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them. Now imagine that your group lives in the city that has a lot of earthquakes, what should you do during an earthquake? Look at the given situation and discuss in pairs.
(1) If you are OUTDOORS, …
(2) If you are in a HIGH BUILDING, …
(3) If you are DRIVING, …
(4) If you are HAVING CLASS, …
(5) If you are in a CINEMA, …
What should you do during the earthquake?
Situation:
(1) how to rescue those still trapped in the ruins;
(2) how to take care of the survivors;
(3) how to repair buildings that survived the earthquake;
(4) what to do with the buildings that survived the earthquake;
(5) where to find people to help build a new city;
(6) how to teach children about earthquake safety;
(7) where to put information for survivors and their families;
(8) how to plan for further disasters.
Period 2: A sample lesson plan for Learning about Language
(The Attributive Clause: that, which, who, whose)
Aims
To learn about the usage of who, which, that and whose in the Attributive Clause
To discover useful words and expressions
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.
II. Learning about language
1. Reading and finding
Turn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauses in the reading passage and translate them into Chinese.
2. Doing Exercises 2 on page 28
Turn to page 28 and do Exercise 2 in pairs.
III. Ready used materials for Relative Pronouns: which, that, who whom whose
What are Relative Pronouns?
Relative pronouns are special pronouns which can connect the antecedent and the
attributive clause. Also they can be used as a part of the attributive clause. Here
are some important differences:
1． which/ that: referring to things, can be used as a subject or an object in the
attributive clause; when they are used as an object, they can be omitted:
The plane is a machine that/which can fly.
The school (that/which) he visited last week is to the south of the city.
2. that/ who/whom: referring to a person, can be used as subject or object in the
attributive clause; whom can be used as an object:
The girl (that/whom/who) we saw yesterday was Jim’s sister.
The man that/who is talking to my father is my maths teacher.
3. whose: referring to a person or a thing, can be used as an attribute in the
attributive clause:
This is the writer whose name is known all over the world.
The room whose window faces south is mine.
4.Before everything, anything, everybody, anybody, all, the best +n, the
fifth +n, we use that instead of which:
All (that) I need is time.
This is the largest factory (that) I have ever visited
The sixth lesson (that) we are learning is the most difficult in Book Two.
5. We can’t use that in a Non-Defining Attributive Clause:
I have lost the pen, which I like very much.
I have two sisters, who are both teachers.
IV. Closing down by doing a quiz
Now you are going to take a quiz on Relative Pronouns.
Fill in the blanks, using which, that, who, whom, whose.
(1) The force ( ) causes everything to fall towards the ground is called gravity.
(2) A friend ( ) helps you in time of need is a friend indeed.
(3) Do you know the girl ( ) parents are teachers in our school?
(4)The woman ( ) I spoke to just now is my English teacher.
(5) He saw a house ( ) windows were all broken.
(6)Everything ( ) can be done today mustn’t be done tomorrow.
(7)Can you think of anyone ( ) could look after him?
(8)This is the best hotel ( ) I know.
(9)The man ( ) I saw told me to come back today.
(10)Those ( ) want to go to the Great Wall write down your names here.
(11) He talked a lot about the teachers and the schools ( ) he had visited.
(12)The ninth lesson ( ) we are learning is the most difficult in Book One.
(13)Mount Blanc(勃朗峰), ( ) they visited last month, is the highest mountain in Europe.
(14)We know all the teacher ( ) work in our school.
(15)The house in ( ) Lu Xun once lived is a museum now.
(16)The house ( ) Lu Xun once lived is a museum now.
(17)The house ( ) Lu Xun once lived in is a museum now.
(18)You can take any room ( ) you like.
(19) He showed a machine ( ) parts are too small to be seen.
(20)The sports meet was put off, ( ) was exactly what we wanted.
Answers to the exercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)whose (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that (13)which (14)that (15)which (16)in which/where (17)which/that (18)that (19)whose (20)which
Period 3:A sample lesson plan for Using Language
(A letter from Zhang Sha)
Aims
To read and speak about traveling
To write a letter describing feeling about traveling
Procedures
I. Warming up
Warming up by discussing
Have you ever written a speech? What is a speech? Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech? Please discuss it in pairs. (1. Who is the audience? 2. How can we express ourselves clearly?)
Warming up by reading
What should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.
II. Reading and underlining
Read the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.
Collocations from the letter
congratulations, be pleased to do sth., win the high school speaking competition, a
group of five judges, all of whom, agree, be proud of, open a new park, honour those who died in the terrible disaster, would like to do, have you do sth., as you know, invite sb.
to do sth., on that special day, at the beginning of, thank sb, for doing sth.,
honour sb. for sth., be known as, encourage sb. to do sth., be happy to do sth.,
collect stamps, lose one’s life
III. Listening
Turn on your books at page 30. We’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that exercises 1 and 2 request. Second listen again and try to finish the exercises. Third listen and check your answers.
IV. Guided writing (SB. page 31)
1. Making a introduction
Have you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.
1) What should you write before writing a newspaper story? (outline)
2) What should a newspaper outline have? (a headline; a list of main ideas; a list of important details)
3) Why a headline is needed? (It can tell the readers what the topic is; it can also attract the readers’ attention)
4) How can you finish a newspaper story? (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)
5) Have you found out the difference between a newspaper story and a short story?
(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)
Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph.
THE WASHINGTON POST
SEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.
Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.
Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.
2. Writing
Now prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.
3. Underling
Read the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.
Collocations from Writing
a list of, put some details into each paragraph, a team of, raise money, thousands of,
plan to do sth., in early June, hope to do sth., be interested to do sth.
IV. Closing Down
Closing down by summary
We have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look at the following questions.
(1) Have you ever experienced an earthquake?
(2) Can you describe an earthquake in English?
(3) What do you know about the cause of an earthquake?
(4) What new information about earthquakes have you learned now?
(5) What words and expressions can you use to describe an earthquake?
Closing down by finding information
Go to the library to read or get online to search in order to find more in formation about natural disasters.
Part Two: Teaching Resources (第二部分：教学资源)
Section1: A text structure analysis of A NIGHT THE EARTH DIDN’T SLEEP
I. Type of writing and summary of the main idea
Type of writing This is a piece of descriptive writing
Main idea of the passage The article describes the cause, the course and the
result of Tang Shan earthquake in 1976. It
shows us the terrible image of earthquake. At the
same time it hits us that we must realize that
we can do something to minimize the damage
caused by earthquake.
Topic sentence of 1st paragraph Strange things were happening in the countryside in
northeast Hebei.
Topic sentence of 2nd paragraph Everything began to shake and it seemed that the
world was at an end.
Topic sentence of 3rd paragraph Everywhere they looked nearly everything was
destroyed.
Topic sentence of 4th paragraph All hope was not lost.
II. A text structure analysis
Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the following chart.
Time/ order What happened Result
three days before the earthquake
at about 3:00 am Saw: cracks
water in the wells--- rose and fell,
animals--- too nervous , hide
fish jumped out of bowls & ponds
bright light in the sky
water pipes---cracked and burst
heard: sound of planes
smelt: smelly gas in the cracks of the wells People thought little of the
events and went to bed
as usual
at 3:42 am
felt: everything shook
one-third nation felt it
heard in Beijing 100 kilometers away
a huge crack cut across houses,
roads…
saw: steam burst from holes in the ground
hard hills of rock-rivers of dirt
city lay in ruins
4 400,000 people
killed/injured
75% factories
90% home were gone
bricks covered
dams/bridges fell
not safe railway tracks
useless
cows never milk
pigs/chickens died
wells filled with sand
rescue workers and doctors trapped under the ruins
buildings fell down
water/food/electricity
hard to get
after that hope not lost
army sent 150,000 soldiers
workers built shelters for survivors
fresh water was taken to the city the city began to breathe again
III. A retold version of the text
One possible version
Strange things happened in Tang Shan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. Bright light appeared in the sky. People heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.
At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.
But all hope was not lost. The army sent 150,000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.
Section 2: Background information on EARTHQUAKES
I. Zhang Heng
Zhang Heng (张衡) (78AD-139AD) was an astronomer, mathematician, artist and literary scholar（文学学者）in the Eastern Han Dynasty of China.
Born in today’s Nangyang County, Henan, he was a good writer at age 12. At the age of 16, he left home to pursue(从事) his studying the capital city. He spent at least 10 years of his youth in literary studies and writing. He published several well-recognized literary writings. He switched to(转向) astronomy after age 30.
In the year 123 he corrected the calendar to bring it into line with the seasons.
In 132 Zhang Heng invented the first seismograph(地震仪) for measuring earthquakes. His device was in the shape of a cylinder(圆柱体) with eight dragon heads around the top, each with a ball in its mouth. Around the bottom were eight frogs, each directly under a dragon head. When an earthquake occurred, a ball fell out of the dragon’s mouth into a frog’s mouth, making a noise. He also invented the odometer(里程表)
Zhang Heng was the first person in China to construct a rotating celestial globe.
In one of his publications he also proposed π= 730/232 (or about 3.1466) .
II. Earthquake Survival Tips
Would you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.
If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.
Escape in the School
If it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.
If it has an earthquake when the students are in the sports ground, they can crouch on the spot and protect their heads with hands. Be sure to keep away with high building and dangerous objects.
Don’t go back to the classroom.
Retreat in order after the earthquake.
Escape in Public Places
Listen to the command of the site workers. Don’t be scared and don’t rush towards the exits. Try to avoid crowds. Avoid to be squeezed to the wall or barriers.
At theaters and gyms: crouch down or slip under the chairs; avoid suspending lights and electric fans; protect the head with schoolbags; after the earthquake, listen to the command of the workers, retreat in an organized way.
In department stores, bookstores, museums or subway: find firm counters, commodities (low furniture etc.) or a pillar, or the corner of a wall to crouch down on the spot, protect the heads with hands or other objects; keep away from glass windows, glass counters or show counters; keep away from tall cupboards; keep away from advertisement boards and other suspending objects.
On buses or trolley buses: Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed.
Section3: Words and expressions
I. Words for reading
1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。宾语为名词、代词、动名词、从句。宾语从句为否定意义时，要用否定转移，与think, believe, suppose, expect用法相同，成为I/ We don’t imagine…,意为“我（们）认为……不……如：We can imagine her sadness.我们可以想象她的悲伤。I didn’t imagine (my) becoming a teacher in my childhood.在童年时代，我并未想象能成为一名教师。Can you imagine how much I was surprised to hear the news?你能想象我听见这个消息有多惊讶吗？I don’t imagine so. = I imagine not.我认为不是这样。
cf. imagine, guess, suppose
imagine意为“想象，幻想”，指在脑海中形成一个清晰明确的印象，或认为某事物可能发生或存在;
guess： form an opinion, give an answer, make a statement, based on supposition, not on careful thought, calculation, or definite knowledge: “猜测，臆测”，指未知道前的猜测;
suppose: let it be though that; take it as a fact that:认定，假定； guess; think: “想象，推测”，意指“假定或假设中的情形”。
2. cf. shake, tremble
shake: move, be moved, quickly or violently up and down, forwards and backwards: 最普通用词，可指人或物 “摇动，发抖”。指人时常用于感情激动、寒冷、惧怕引起的身体颤动。在表示 “因……而颤抖”时，多用with。在表示 “使受震撼，使（信念等）动摇”，常用于be shaken by/with/at中。
tremble: shake involuntarily ( with fear, anger, cold, physical weakness, etc.) 颤栗,震颤,发抖(因恐惧,愤怒,寒冷,体弱等)，常常与shake相互替换，但指握手，摇头或捧腹大笑时用shake, tremble只用作不及物动词。如：The poor boy was shaking with cold.这个孩子正冻的发抖。They were badly shaken by the news.他们对这个消息大为震惊。The host shook hands with all the guests.主人跟所有的客人握手。Her voice was trembling with anger.她气的声音发抖。
3. cf. rise, raise
rise vi. ( of the sun, moon, stars, river, price, temperature, etc.) appear above the horizon:指自然“上升”，常用于日、月、云、霞、烟、水蒸气、物价、温度、河水、潮水及人的职位等：He rose from his chair and began his speech.他从椅子上站起来开始了他的演说。Her temperature is still rising.他的体温还在上升。He has risen in rank.他已经升职了。
raise vt. 1. lift up; move from a low(er) to a high(er) level; cause to rise: 外部的力量，“举起、提高”： The people’s living standard has greatly been raised.人民的生活水平已大大的提高了。 2．grow or produce (crops); breed (sheep, etc.); bring up a family: 饲养、种植”、养育、抚育： They can raise rice here.他们这儿能种水稻。
4. burst into / burst out : send out suddenly; break out into; suddenly begin to ……
burst into + doing: She burst into tears. = She burst out crying.她突然哭起来了。
burst out + n.：All of them burst into laughter = All of them burst out laughing.他们全都大笑起来了。
5. cf. destroy, ruin, damage
destroy: break to pieces; make useless; put an end to: 毁灭；摧毁；毁坏；破坏。表示在肉体上、精神上或道义上彻底摧毁，使之无法复原，也可以表示对某物体进行完全的毁坏: All his hopes were destroyed.他所有的希望都毁灭了。An atom bomb would destroy a city. 一颗原子弹可以摧毁一座城市。
ruin: sth. which has decayed, been destroyed, etc.:败坏，毁坏，崩溃的状态。 指对物体或生命彻底的破坏，但往往是非暴力的，也往往不是一次的打击结果，常指对美好的或希望中的事物的破坏: Smoking ruined his health.吸烟毁了他的健康。She ruined his prospects.她毁了他的前途。
damage: harm or injury that causes loss of value: 损害；损毁（使失去价值）。一般指对物体或生命的局部损坏：Their houses were damaged by the enemy’s shellfire.他们的房屋被敌人的炮火击毁了。
6.cf. hurt, wound, injure
hurt: cause bodily injury or pain to; damage; pain ( a person, his feeling): 使受伤；使疼痛；伤害； 使伤心。一般用语，即可指肉体上的伤害，也可指精神上的伤害，还可用作不及物动词，意为“疼痛、惹起痛苦”: What he said hurt me deeply.他说的话使我非常伤心。
wound: hurt or injury to the living tissue of the body, caused by cutting, shooting, tearing, etc., esp. as the result of attack: 指外伤，如枪伤、刀伤、剑伤，尤指在战争中，战斗中受伤: He got wounded in the fighting.他在战斗中受了伤。
injure: hurt; damage, esp. for result of an accident;一般指由于意外或事故而受伤。如：He was badly injured in the accident.他在这次事故中受了重伤。Smoking will injure your health.吸烟会毁了你的健康。
7. cf. shock, astonish, surprise
shock vt./n: to cause usually unpleasant or angry surprise to (sb.): 震惊，打击，吃惊程度最大，后面常跟介词at/by构成词组be shocked at/by，表示“对……吃惊”，或接不定式表示原因，也可作名词，意为“震动，打击”: He was shocked by what you said.他对你说的话感到震惊。He was shocked to know his son playing all day.他知道他的儿子整天玩大为震惊。The news gave me a great shock.这个消息给了我很大的打击。
astonish vt./n: surprise greatly. 语气比surprise要强，含有令人难以置信: I was astonished to see him in Tibet.在西藏见到他，真感到惊异。The news astonished everyone.这个消息使每个人都很震惊。
surprise vt./n: (feeling caused by) sth. sudden or unexpected: 最普通用词，意为“使惊讶，使吃惊”，含有“意想不到”之意。如： I was surprised to see the great changes in my hometown.看到家乡的巨大变化他惊讶不已。His failure didn’t cause much surprise (was not a great surprise.)他的失败未引起很大的惊奇（并非很意外的事）。
II. Words for using language
1.congratulation n 1）（with on）an expression of joy for sb.’ success, good fortune, luck, etc. : 庆贺，祝贺，常用复述形式，并与介词on搭配，构成短语congratulations on sth. /doing …. 2）Congratulations ( on your winning the races)！恭喜（你获得了胜利）！I offered my congratulations on his success. 我对他的成功表示了祝贺。3）congratulate v. (with on.) to speak to ( a person) with praise and admiration for a happy event or sth. successfully done: 意为“向某人表示祝贺，向某人道贺”，构成短语congratulate sb. on sth. /dong…. congratulate oneself that结构中：We congratulated him on having passed the examination.我们祝贺他通过了考试。He congratulates himself on having chosen a good woman to be his wife.他暗自庆幸自己挑选了一位贤惠的女子作妻子。
2. cf. especially, specially
especially: to an exceptional degree; in particular: 特殊地，尤其，常用于正式文体中: This is a very common word, especially in spoken English.这是一个很普通的词，尤其在英语口语中。She likes the country, especially in spring.她喜欢这个国家，尤其是春天。
specially: for a particular purpose: 特别地，专门地，表示“为了特别的目的”：This cake was specially made for you. 这个蛋糕是专门为你做的。
3. cf. be known as, be known for, be known to sb.
be known as作为……而闻名；be known for以/因……而闻名；be known to sb.为……而熟悉。如：He was known as a excellent singer.他作为一名优秀的歌手而闻名。The city is known for its long history.这座城市以它的悠久的历史闻名。 He is known to the police as a thief. 警察都知道他是个小偷。
III. Explanation of difficult sentences
1. It seemed that the world was at an end.似乎世界末日来临。
seem连系动词，似乎，好象
1）seem + (to be ) + adj./n.
2）seem + to do
3）seem + like + n.
4）It seems/seemed (to sb.) + that-clause如：Our English teacher seems to be a kind man. He seems to know everything = It seems that he knows everything. It seems like years since we last met. It seems that I have seen her before. = I seem to have seen her before.
2. Everywhere they looked nearly everything was destroyed.人们无论朝哪里看，几乎一切都被毁了。
everywhere 用作连词，等于wherever, no matter where，引起让步状语从句。如：Everywhere I go, I find the same thing.无论我去哪儿，我都看到一样的东西。You see it everywhere you look.无论你往哪儿看，你都会看到它。
3. …90% of its homes were gone.90%的家都不存在了。
是过去分词作表语，意为“不在”“走了”“丢了”“用完了”，或指人“死了”。分数、百分数作主语，谓语动词要根据分数、百分数代表的量是可数名词还是不可数名词而定。如：His job was gone.他的工作丢了。My watch was gone.我的表不见了。He’ll be gone for quite a little while.他要离开很长一段时间。50% of the students in our class are girls.我们班50%的学生是女生。Two-thirds of the earth surface is covered with water.地球表面的三分之二是水。
4. The army organized teams to dig out those who were trapped and to bury the dead.救援人员组成小分队，将被困的人挖出来，将死者掩埋。
those who相当于意为“凡……的人”，表示的是两者以上的不定数量，who引导的定语从句用复数，不能用that代替。（注意：anybody who, he who中谓语动词用单数。）
the dead意为“死难者”。形容词或分词前加表示同一类人或物，谓语动词常用复数形式。如：Those who want to see the film write your names on the paper.想看电影的人把你们的名字写在这张纸上。Anybody who breaks the law will be punished.任何人犯法都要受到惩罚。He who laughs last laughs best.谁笑在最后，谁笑的最好。The rich are not always happy.有钱人并不总是幸福的。
5. To the north of the city, most of the 10,000 miners were rescued from the coal mines. 在城市的北部，一万矿工中的大多数从矿井中被救出。
in the north, to the north与on the north
in表示“在其中”，在境界内；to表示在境外，不接壤；on表示接壤。如：China lies in the east of Asia.中国位于亚洲东部。Japan lies to the east of China.日本位于中国的东面。（指在中国境外）China faces the Pacific on the east.中国东临太平洋。（指东部境界与太平洋相接）
篇2：新课标高一必修的英语教案
新课标高一必修的英语教案
新课标高一必修1 Unit 2 English arund the
一．教学目标：(Teaching ais)
Finish the exercises n the wrb
1．能力目标：(abilit ai)
a) Enable the students t cand “cands and requests”
b) Thrugh cperative wr find ut crrect answers theselves
2．语言目标：(language ai)
Full understanding f the readings
二．教学重难点(Teaching iprtant pints)
Understanding the ain ideas f the passages
三．教学方法(Teaching ethd)
a. Fast and careful reading
b. Individual, pair r grup wr t finish each tas
c. Discussin
四．教具准备(Teaching aids)
a cputer
五．教学步骤(teaching prcedure)
Step 1.waring up
Step 2: speaing tas (Review cands and requests)
Offer the situatins and tr t ae dialgues with cands and requests
Step 3 :D the “Reading” n P13 and answer questins n it briefl.
Step 4: Finish the “Reading Tas” at p.51 and cplete the fr after it.
Step 5: Grup wr:
As the t su up what cdes and shrt frs f wrds the ften use when the ften chat n the net with thers.
Step 6: chec up their researching result.
Step 7: hewr.
篇3：新课标高一必修3 Unit 4 Astronomy The Scienc
人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案2
人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案2 Unit 4 Astronomy The Science of the Star--教案2 TITLE=人教版新课标高一必修3 Unit 4 Astronomy The Science of the Unit 4 Astronomy The Science Of The Stars The Fourth period Listening Step 1 Pre-listening Introduce Isaac Newton and Albert Einstein Step 2 Listening 1. Listen to the tape and fill the form 2. Hand out the listening materials and listen to the tape again, then fill the bracket with the right answers. At last ask some students to read the passage Step 3 Listening on P62 1. Discuss the following questions 1)_. Who’s Yang Liwei? He’s our hero who traveled into space on October15, . 2). What’s the name of the spaceship? Shenzhou V. 3). Do you know what education and experience you need to become an astronaut? No. 2.Listen to the tape and answer some true or false questions 3. Give the students listening material and ask them to complete the passage while listening Step 4 Homework After class, you should listen to them again and sum up what you have learnt from them. For the homework, think about one question: What needs to be an astronaut?篇4：新课标高一必修2 Unit 3 Computer―教案2
人教版新课标高一必修2 Unit 3 Computer―教案2
人教版新课标高一必修2 Unit 3 Computer―教案2 Unit 3 Computer��教�2 TITLE=人教版新课标高一必修2 Unit 3 Reading part: Who am I? Teaching aims 1.Knowledge aims (1)Get the students to learn the useful and expressions in this part. (2)Let students to learn about history and basic knowledge of computers. 1. Ability aims Develop students reading abilities and let them learn different reading skills. 3.Emotion aim: Arouse students great interest in learning computers and let them learn to use the computers in their daily lives. Teaching difficult and important points 1.Let the students learn more about history and basic knowledge of computers. 2.Get the students to learn different reading skills. Teaching methods 1. Task-based teachingand learning 2.Cooperative learning 3.Discussion Teaching procedures and ways Step1.Warming up Task1: How much do you know about computers? (Make a survey) 1. What does IT mean? Information technology 2. How to speak 科学技术 in English? Science and technology 3. What does PC mean? Personal computer 4. How to speak 人工智能 in English? Artificial intelligence 5. What does PDA mean? Personal digital assistant 6.How to speak 笔记本电脑 in English? Notebook computer/ laptop 7. What does W.W.W mean? World wide web 8. What can computers be used to do in our daily life? …… Task2: What is it? Give some sentences to describe different kinds of calculating objects and some pictures to help the students to guess what it is? ① An old calculating machine used in China until now. An abacus ② It is a new calculating machine which can solve a large number of mathematical problems. A calculator ③ It is built to solve some mathematical problems. But it is too big. A huge computer ④ It is a computer which can solve all kinds of problems and is used widely now . APC / desktop ⑤ It is a kind of computer which can be taken conveniently(方便). A laptop / notebook computer Step2.pre-reading Can you put these inventions in an order according to the time when they appeared? ( )Analytical machine（分析机） ( ) Laptop ( ) Calculating machine （计算机器） ( ) Robot／android ( ) PC ( ) Universal machine（通用机器） Step3. Reading (1)Skimming Task1. Find out the topic sentences of each paragraph (P19.Ex2) Task2 .Summarize the general idea of this passage. (2)Scanning Task1. True or False In 1642 I began as a calculating machine and could solve any mathematical problem. (F: solve any calculating problem) My real father was Charles Babbage, who wrote a book and build me in 1936.(F: Alan Turning) After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.(T) I was brought into peoples homes in the 1970s.(T) Since my birth I have been built to take the place of human race.(F: build to serve human race) (3)Careful- reading Task 1: Look at the timeline below. Fill in the blanks with information from the reading text. Time The development of the computers 1642 1822 The Analytical Machine was made by Charles Babbage. 1940s The first family of computers was connected to each other. 1970s now 1642: The computer began as a calculating machine 1822: The Analytical Machine was made by Charles Babbage. 1936: The computer grew rapidly both in size and in brainpower. 1940s: The computers had grown as large as a room. 1960s: The first family of computers was connected to each other. 1970s: Computers were used in offices and homes Now: Computers connect people all over the world together. Step4. Conclusion of the text How did computers develop? A calculating machine →_____________→ _________________→_________________→________________→_____________→ ________________→________________→_ many new applications篇5：新课标高一必修2 Unit 3 Computer―教案3
人教版新课标高一必修2 Unit 3 Computer―教案3
人教版新课标高一必修2 Unit 3 Computer―教案3 Unit 3 Computer��教�3 TITLE=人教版新课标高一必修2 Unit 3 教学目标： （一）通过学习本单元，使学生了解计算机的发展历程，及其在当今社会的广泛应用。 （二）教会学生通过时间的先后顺序来表述一件事。 教学重点，难点： 迅速阅读捕捉重要信息并且理解长句复杂句。 Teaching procedures: Step1 Review new words Give the English meaning 1 计算_____________________2科技,技术_________________ 3革命________________ 4解决，解答_____________ 5 真实，现实___________6私人的.，亲自的_______ 7设计师_________________ 8完全的，整个的__________9探索，探究___________ 10 目标，目的，球门，得分_________________ 11 从…….时起_____________________ 12 结果_____________ 13 如此……以致于___________14 应用，申请_______________ Word puzzle The technology develops so quickly that many new things appear in human being’s life. Let’s guess what they are: 1.An old calculating machine used in China until now.( ) 2.It is built to solve some mathematical problems. But it is too big. 3.It is a new calculating machine which can solve a large number of mathematical problems. () 4.It is a personal computer which can solve all kinds of problems and is used widely now.( ) Step 2 Pre-reading Look at the pictures on P17 and put them in an order according to the time ( ) analytical machine ( ) laptop( ) calculating machine ( ) robot ( ) PC ( ) universal machine Step 3 Skimming The main idea of the passage: This is a short ________ of the __________ of computers. Find out the topic sentences of each paragraph 1 ______________________________________________________ 2____________________________________________________________ 3__________________________________________________________ Step4 Scanning True or False? In 1642 I began as a calculating machine and could solve any mathematical problem. ( ) My real father was Charles Babbage, who wrote a book and build me in 1936. () After I got my new transistors in the 1960s, I became smaller but cleverer and quicker. ( ) I was brought into people’s homes in the 1970s. ( ) 5.Since my birth I have been built to take the place of human race. ( ) Step 5 Careful reading 1642:_________________________________________________________________________ Nearly two hundred years after 1642 : ______________________________________________ 1936: ________________________________________________________________________ 1940s:________________________________________________________________________ 1960s:________________________________________________________________________ 1970s:________________________________________________________________________ Now: ________________________________________________________________________ Step 6 Discussion What have people done since computers were improved ? list of uses for computers what people did before computers writing letters, sending telegrams, postcards writing by hand or typewrite going to the cinema, watching TV Listening to radio or recorder looking up in reference books/magazines, going to library writing everything down and put into files shopping in a shop or market Summary: According to the informatin above,please give a brief introduction of uses of computers _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A The Internet is becoming important in our life. How much do you know about it? What is the Internet? The Internet is a large, worldwide collection of computer networks. A network is small group of computers put together. The Internet is many different networks from all over the world. These networks are called the Internet. Once you have learned to use the Internet, you can do a lot of interesting things on the World Wide Web. What is the World Wide Web? The World Wide Web has been the most popular development of the Internet. The Web is like a big electronic book with millions of pages. These pages are called homepages (主页). You can find information about almost anything in the world on these pages. For example, you can use the Internet instead of a library to find information for your homework. You can also find information about your favorite sport or film star, talk to your friends or even do some shopping on the pages. Most pages have words, pictures and even sound or music. What is e-mail? Electronic mail (e-mail) is a way of sending messages to other people. It’s much quicker and cheaper than sending a letter. If you want to use e-mail, you must have an e-mail address. This address must have letters and dots and an “@” (meaning “at”). This is what an address looks like: Emily @ star. net. Write a message, type in the person’s e-mail address, then send the message across the Internet. People don’t need to use stamps, envelopes or go to the post office since the invention of the Internet. Quick, easy and interesting―that’s the Internet! () 1. What is the Internet? A. It’s a big computer.B. It’s a small group of computers. C. It’s lots of computer networks. D. It’s the World Wide Web ()2. What does “ talk to your friends on the pages” mean? It means_____ A．you can talk to your friends face to face B．you can type your words in the computer and then send them to your friends across the Internet C. you talk to your friends through the same computer D. you go to your friends’ houses to talk to them () 3. Why do people like to use e-mail to send message to their friends and families?Because_______ A. they don’t have to pay any moneyB.it’s faster and cheaper C. they don’t need to have stamps, envelopes or address D. sending e-mail is interesting () 4. What does the “e” mean in e-mail? It means______ A. easyB. electricalC. electronicD.enjoyable B How to protect children Web fans from unsuitable material on-line while encouraging them to use the Internet has long been discussed in US. For some parents the Internet can seem like a jungle, filled with danger for their children. But jungles contain wonders as well as hazards and, with good guides, some education and a few precautions (预防措施) the wilds of the Internet can be safely navigated (航行). Kids have to be on-line. If we tell our kids they cant have access (进入) to the Internet were cutting them off from their future, said an expert. Most kids have started to learn to use search engines. Many of them are great for finding tons of interesting Internet sites, and they can also locate places where you might not want your kids to go. There are search engines designed just for kids. A certain software contains only sites that have been selected as safe. But the most popular that was to limit access would be to use what is known as a content screener (过滤). But this cant be wholly reliable, and the best thing parents can do is to talk to their kids and let them know whats OK or not OK to see or do on the Internet. Another way is that mum or dad is nearby when the child is surfing (浏览) the Internet. A few other tips: ●Dont put the PC in a childs room but keep it in an area where mum or dad can keep an eye on things. That also makes the Internet more of a family activity. ●Ask your child what he篇6：新课标高一必修3 Unit 4 Astronomy The Scienc
人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案6
New Senior English For China Student’s Book 3 Unit 4 Astronomy: the science of the star (Reading) learning aims: l Learn how to use different reading skills for different reading purposes, ( inferring; skimming; detailed reading, and so on.) l Read the passage and learn about the development of the earth. Difficult and important points: l Develop our reading ability. l Learn the following words and phrases: theory; violent; unlike; harmful; mutiply; exist; in time; lay eggs; give birth to; in one’s turn; prevent…from. Reading: How life began on the earth I. Skimming(略读) Reading strategy(策略): Go through the passage quickly to get the main idea of each paragraph. Don’t worry about the details and new words. Skim the passage and match the main idea with each paragraph. Para. 1 The formation(形成) of the earth Para.2 The importance of water for life Para.3 A widely accepted theory about the formation of the universe Para.4 The arrival of humans and their effects on the earth Para.5 The development of plants and animals on the earth II .Detailed reading(细读) Reading strategy: Read the passage carefully paragraph by paragragh and try to get more information. Then answer the questions. Para 1&2: the formation of the universe and the earth 1.About how the universe began, which theory is widely accepted? 2.What form（形状） was the earth after the “Big Bang”? 3.What made up the earth’s atmosphere after the earth exploded? 4. In the sentence “It exploded loudly with fire and rock. They were in time to produce carbon, nitrogen…” here “they” refers to__________. “In time” means_______. Para 3 the importance of water for life ? What made the earth different from the other planets is that ________ remained on the earth. ? The significance(意义) of the continued presence of water is that it allowed________________________. Para 4 The development of life 7.___________ 8.dinosaurs 9＿＿＿.____ 1.small plants in the water 3.____________ 4. insects on land 5._____________ 6._________ 2._________ 2._________ Para 5 the arrival of humans and their effects on the earth 1.What problems have been caused by humans to the earth? 2.What does the last sentence mean? III. From the text, we can infer（推断）except that___. A. The passage tells us the scientific idea of how life began on the earth. B. It is wrong to show films with dinosaurs and people together. C. Finally, humans rule the world, but they are not taking care of the earth very well. D. Life began on land and then in water. IV. Can you find their English? 1. 随后他会变成什么一直无法确定,直到约45亿至38亿年,这团尘埃最终变成一个固体圆球. 2. 地球变得如此激烈动荡, 以致于不知道这个形状是否会继续存在下去. 3. 更重要的事，随着地球的`冷却，地球的表面就开始出现了水。 4. 很多科学家相信,水的继续存在使地球得以把有害气体和酸的物质溶解到海洋里. V. Talking bar（谈谈吧） How to protect the earth and make it a better place to live on? VI. Homework. ? Learn and recite the four sentences above ? Retell the passage about how life began on the earth. ? Learn the useful words and expressions by heart.篇7：新课标高一必修3 Unit 4 Astronomy The Scienc
人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案5
Unit 4 Astronomy: the science of the stars 教材分析和教材重组 教材分析 本单元的主要内容是边缘科学、地球生命的起源，万有引力、黑洞和太空旅行等天文学知识。通过本单元的学习，培养学生对科学的兴趣，激发学生探究科学的热情。 1. Warming Up部分共有三组问题，第一组问题引导学生讨论边缘科学(Frontier Science)，即以两种或多种学科为基础而发展起来的科学。例如，生物化学是以生物学和化学为基础的边缘科学。第二组问题探讨科学研究的方法。第三组问题让学生思考要成为真正的科学家所必须掌握的技能。 2. Pre-reading部分主要让学生弄清楚什么是科学思想，什么是宗教信仰或文化传统。学生总喜欢听故事或讲故事，在探讨生命的起源的科学道理之前，让学生交流一下有关宇宙的起源的种种传说，既有趣味性，又能调动学生的相关知识，激活学生的'思维。 3. Reading部分讲述了地球上生命的起源。水的形成使得地球有别与其他星球，它使得地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。文章最后讲述的现象发人深省：The earth may become too hot for the lives on it.它关系到地球上生命的未来。 4. Comprehending部分通过四个选择填空题检测学生对本文核心问题的理解：地球上生命的起源和延续需要哪些条件?随后通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程。最后提出两个问题，考查学生的深层理解和推断能力。 5. Learning about Language部分首先通过英文解释帮助理解课文中的生词，然后，通过短文填空、词语分类等形式将这些词语用于一个相关的情境中。语法部分也是采用先发现后应用的学习方法。先通过到课文中找句子，让学生认识主语从句，然后，设置一个用手机发短信息的情境，让学生进行简单句与主语从句之间的转换练习。最后设置情境来复习第三单元出现的表语从句。 6. Using Language部分综合训练听说读写的能力。听力部分的内容介绍三位科学巨匠，不仅通过听力填表的形式训练学生捕捉细节的能力，还通过四选一的形式帮助学生找主题思想。在解释对与错的过程中，教师可以适当地介绍一下概括主题的方法。阅读部分是一个科幻小故事，通过“我”和“我的朋友”乘宇宙飞船登月球的经历，介绍了重量、失重和地球引力等科学道理。说和写部分以Visiting the moon为话题，要求学生讨论登月球需要携带的物品和在月球上可能遇到的困难，并要求学生找出克服这些困难的方法。教师可以根据课本上的提示，向学生介绍“先分述后总结”的写作方法。提出问题的解决方案时，要求学生选用适当的“指示”用语。 教材重组 1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。 2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。 3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。 4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。 5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。 课时分配 1st Period Reading 2nd Period Language study 3rd Period Integrating skills(Ⅰ) 4th Period Listening and Speaking 5th Period Integrating skills(Ⅱ) Part 1: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plan for reading (HOW LIFE BEGAN ON THE EARTH) Aims To develop the students’ reading ability To learn something about astronomy Procedures I. Warming up by learning vocabulary Good morning, class! Today, w are going to take Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 99 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words. Astronaut Yang Liwei II. Pre-reading 1. Looking and saying Have you ever wondered how the universe began? Well Im sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my theory on this subject. Now look at the screen and listen to me telling you something exciting. 科学家透露：宇宙可能有两个 我们的宇宙和一个隐藏的宇宙共同镶嵌在五维空间中。在我们的宇宙早期，这两个宇宙发生了一次相撞事故，相撞产生的能量生成了我们宇宙中的物质和能量。 2. Talking and sharing Do you know how the universe began? In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope. He made two mind-boggling(unbelievable) discoveries. First, Hubble figured out that the Milky Way isn’t the only galaxy. He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away. The Milky Way is just one of billions of galaxies. Second, Hubble discovered that the galaxies are constantly moving away from each other. In other words, the universe is expanding. The biggest thing that we know about is getting bigger all the time. A few years later, Belgian astronomer Georges Lematre used Hubble‘s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin?” III. Reading 1. Listening and reading aloud Now please listen to the recording and then read the text aloud. Pay attention to how the native speaker is reading along and where the pauses are within each sentence. I will play the tape twice and you shall read aloud twice, too. 2. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework. Collocations from HOW LIFE BEGAN ON THE EARTH a cloud of energetic dust具有能量的尘埃, combine into…合成……, move around the sun环绕太阳运转, become violent变得激烈, the solid surface固体表面, explode loudly猛烈爆炸, in time及时，最终, produce the water vapor产生水蒸汽, make the earth’s atmosphere构成了地球的大气层, cool down冷却, on the surface在表面, be different from…与……不同, go round the sun环绕太阳运转, disappear from…从……消失, stay on…存留在……, show one’s quality显现某人的特性, dissolve harmful gases分解，溶解有害气体, become part of…变成……的一部分, develop life发展生命, grow in the water在水里生长, fill… with…用……来填充……，充满了……, encourage the development of…鼓励……的发展, millions of years later几万年以后, live on land在陆地上生活, live in the sea在海里生存, grow into forests长成森林, produce young生出幼仔, lay eggs下蛋, animals with hands and feet长着手脚的动物, spread all over the earth遍布全世界, develop new methods发展了新的方法, grow food种植, move around迁徙, go by过去，推移, take care of…在意……，照看好……, put…into…把……带入，放入……, prevent…from…防止……做……, escape from… into…从……逃离到……, become hot变热, depend on….依靠，依赖，取决与……, solve a problem解决一个问题 3. Reading and understanding difficult sentences Skim the text and identify the difficult sentences of each paragraph. You may put your hand up if you have any questions. 4. Reading and transferring information Read the text again to complete the table below, HOW LIFE BEGAN ON THE EARTH What was the earth like after the “Big Bang”? Why was the earth different? How was life developed on earth? What did small clever animals do? 5. Reading and translating As you have read the text times, you can surely put it into Chinese. Wang Hongqin, will you be the first to have a try, of putting the first paragraph into Chinese. IV. Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises 2 and 3 on pages 26 and 27. Closing down by having a discussion―How Did the Universe Begin?There are only three possible answers to this question. 1．It was created by something larger than itself since the first law of thermodynamics(热力学) says that energy cannot be created, only changed. The universe had to be created by something outside itself, because of the same law. We also know that man could not have created it. 2．It was begun by chance (or accident); or 3．The answer is not sure. Shown this way, the question is: Additional Materials Complete the summary of the story with one word in each blan篇8：新课标高一必修3 Unit 4 Astronomy The Scienc
人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案1
人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案1 Unit 4 Astronomy The Science of the Star--教案1 TITLE=人教版新课标高一必修3 Unit 4 Astronomy The Science of the Unit 4 Astronomy The Science Of The Stars The third period Language Study Step 1 Revision Translate the following sentences 1. 你迟早会成功的。 You’ll succeed in time. 2. 我的车与你的不一样。 My car is different from yours. 3. 站在门旁边的.那个人是谁？ Who is the person standing by the door? 4. 他总是第一个来，最后一个离开。 He’s always the first to come and the last to leave. 5. 既然你已经长大了，你自己决定吧。 Now that you have grown up you can decide it yourself. Step 2 Check the exercises in this part . Step 3 Grammar What part does the underlined part serve as in each sentence? A tree has fallen across the road. You are a student. To find your way can be a problem. Smoking is bad for you. “How do you do?” is a greeting. What she said is not yet known. That we shall be late is certain. It is certain that we shall be late. We can see from these sentences that a sentence serves as subject, so we call it Subject Clause 1. Noun Clauses as the Subject To tell what it is and the importance with some examples What the teacher said today was quite right. That they are badly in need of help is quite clear. Whether they will sell the house is not yet decided. Whatever was said here must be kept secret. 2 it 作形式主语 It is a pity that she has made such a mistake. 1) It is + adj. / n. +从句 It is a pity/shame that... 遗憾的是…… It is possible that... 很可能…… It is unlikely that... 不可能…… 2) It +不及物动词+从句 It seems/appears that... 似乎…… It happened that... 碰巧…… 3) It + be +过去分词+从句 It is said that... 据说…… It is known to all that... 众所周知…… It is reported that... 据报道…… It is believed that... 据信……;人们相信…… It is suggested that... 有人建议…… 1. Ask the students to do some exercises Step 4 Homework Finish the exercises about Noun Clauses as the Subject The Fourth period Listening Step 1 Pre-listening Introduce Isaac Newton and Albert Einstein Step 2 Listening 1. Listen to the tape and fill the form 2. Hand out the listening materials and listen to the tape again, then fill the bracket with the right answers. At last ask some students to read the passage Step 3 Listening on P62 1. Discuss the following questions 1)_. Who’s Yang Liwei? He’s our hero who traveled into space on October15, . 2). What’s the name of the spaceship? Shenzhou V. 3). Do you know what education and experience you need to become an astronaut? No. 2.Listen to the tape and answer some true or false questions 3. Give the students listening material and ask them to complete the passage while listening Step 4 Homework After class, you should listen to them again and sum up what you have learnt from them. For the homework, think about one question: What needs to be an astronaut? The Fifth Period Speaking and Writing Step 1 Speaking 1. Space walk is difficult and dangerous. What should an astronaut take with him? Oxygen can, spacesuit, gravity boots, water system, special food, special ropes. 2. Have an interview with the following two heroes. 1). How do you feel when you have just come back from outer space? 2) What is the most exciting experience when you are in outer space? 3) What about the most terrible thing? 4) What difficulties have you gone through? 3 Speak one or two sentences for each equipment you should take. Step 2 Talking on Page 62 1. Show the useful expressions: Please look at/ listen to... Please check that... You need... Please pay attention to... Don’t forget to... You’d better... Make sure you... Watch out for... You mustn’t... 2. Give the Sample dialogue Step 3 Discussion 1. If you are going off on a holiday, what will you take? I will take clothes, shoes, food and many other things. 2. But for space travel, you need specialized equipment. What equipment should you take? Write down the dangers and the way to solve them. Step 4 Writing Task 1. Have you ever remembered 16th Oct, 2003? What happened on that day? 2. How many preparations have they made for this space travel? 3. Suppose you are the scientist who visits the moon in the future, please tell us your plan. For example, you can think about these questions and write down your plan. 1). What preparations should you make? 2). What will you see during your space travel? 3). What will you do on the moon? 4. show a Sample article to the students Step 4. Homework Sum up the whole unit. Collect the materials about stars, space travel and different ideas about the beginning of life.篇9：新课标高一必修3 Unit 4 Astronomy The Scienc
人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案3
人教版新课标高一必修3 Unit 4 Astronomy The Science of the Star--教案3 Unit 4 Astronomy The Science of the Star--教案3 TITLE=人教版新课标高一必修3 Unit 4 Astronomy The Science of the Unit 4 Astronomy The Science Of The Stars The Fifth Period Speaking and Writing Step 1 Speaking 1. Space walk is difficult and dangerous. What should an astronaut take with him? Oxygen can, spacesuit, gravity boots, water system, special food, special ropes. 2. Have an interview with the following two heroes. 1). How do you feel when you have just come back from outer space? 2) What is the most exciting experience when you are in outer space? 3) What about the most terrible thing? 4) What difficulties have you gone through? 3 Speak one or two sentences for each equipment you should take. Step 2 Talking on Page 62 1. Show the useful expressions: Please look at/ listen to... Please check that... You need... Please pay attention to... Don’t forget to... You’d better... Make sure you... Watch out for... You mustn’t... 2. Give the Sample dialogue Step 3 Discussion 1. If you are going off on a holiday, what will you take? I will take clothes, shoes, food and many other things. 2. But for space travel, you need specialized equipment. What equipment should you take? Write down the dangers and the way to solve them. Step 4 Writing Task 1. Have you ever remembered 16th Oct, 2003? What happened on that day? 2. How many preparations have they made for this space travel? 3. Suppose you are the scientist who visits the moon in the future, please tell us your plan. For example, you can think about these questions and write down your plan. 1). What preparations should you make? 2). What will you see during your space travel? 3). What will you do on the moon? 4. show a Sample article to the students Step 4. Homework Sum up the whole unit. Collect the materials about stars, space travel and different ideas about the beginning of life.★ 新课标高一必修2 Unit 3 Computer―教案3
★ 新课标高一必修3 Unit 2 Healthy Eating--教案4
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