高一英語(yǔ) 人教版 unit 2 參考教案及高一英語(yǔ) 必修一語(yǔ)法歸納

Unit4Earthquake一．教學(xué)內(nèi)容分析本單元話題為“地震”，主要描寫(xiě)了1976年唐山大地震，各項(xiàng)語(yǔ)言活動(dòng)也都是圍繞地震展開(kāi)。本單元共分八個(gè)部分。Warming-up部分通過(guò)兩張圖片引出話題“一旦地震發(fā)生，將會(huì)造成怎樣的危害”，為后面的主題作了一個(gè)熱身運(yùn)動(dòng)。Pre-reading部分設(shè)置了兩個(gè)開(kāi)放性問(wèn)題，目的是增加學(xué)生的生活常識(shí)，提高他們的應(yīng)變能力。這部分為接下來(lái)的閱讀作了很好的鋪墊，學(xué)生可通過(guò)套亂，參閱有關(guān)地震的書(shū)籍并運(yùn)用一些生活常識(shí)來(lái)回答這兩個(gè)問(wèn)題。Reading部分具體描寫(xiě)了1976年唐山大地震的震前、震中和震后。作者詳細(xì)描述了地震來(lái)臨前的一些不正常的自然現(xiàn)象及動(dòng)物的反常表現(xiàn)；地震的來(lái)勢(shì)洶洶并在頃刻間將整座城市夷為平地；震后人們勇敢面對(duì)現(xiàn)實(shí)并及時(shí)實(shí)施搶救和重建工作。Comprehending部分包括三組練習(xí)，主要目的是為了幫助學(xué)生更好地理解Reading部分的文章。LearningaboutLanguage部分分為兩個(gè)部分：Discoveringusefulwordsandexpressions和Discoveringusefulstructures.第一部分要求學(xué)生在把握文章的基礎(chǔ)上，掌握重點(diǎn)詞匯的詞義及時(shí)用，這更注重培養(yǎng)學(xué)生運(yùn)用上下文猜測(cè)詞義的能力。其次還對(duì)一些復(fù)雜的數(shù)字讀法進(jìn)行了檢測(cè)。第二部分則結(jié)合文章學(xué)習(xí)定語(yǔ)從句。UsingLanguage部分分為Reading，WritingandSpeaking；Listening和Writing。Reading，Speaking包括讀一篇邀請(qǐng)函，寫(xiě)一份演講稿和關(guān)于一套新唐山郵票的Littletalk。Listening部分講述了一位地震幸存者的故事，并根據(jù)聽(tīng)力材料進(jìn)行正誤判斷和回答問(wèn)題，旨在培養(yǎng)學(xué)生獲取細(xì)節(jié)的能力，并通過(guò)聽(tīng)來(lái)模仿標(biāo)準(zhǔn)的語(yǔ)音和語(yǔ)調(diào)。Writing部分要求學(xué)生報(bào)紙寫(xiě)一篇新聞報(bào)道，學(xué)習(xí)如何按照規(guī)范的步驟進(jìn)行寫(xiě)作，如選擇適當(dāng)?shù)貥?biāo)題和組織語(yǔ)言等。另外這一部分也培養(yǎng)學(xué)生寫(xiě)作時(shí)注意標(biāo)題、主旨大意和細(xì)節(jié)。Summingup部分幫助學(xué)生整理、鞏固本單元所學(xué)到的知識(shí)，包括學(xué)到的關(guān)于地震的知識(shí)，有用的動(dòng)詞、名詞、表達(dá)方式和新的語(yǔ)法項(xiàng)目。LearningTip部分就聽(tīng)英語(yǔ)方面給出了一些建議，建議學(xué)生多聽(tīng)廣播或電視里的英語(yǔ)節(jié)目.二．教學(xué)目標(biāo)和要求根據(jù)《英語(yǔ)新課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語(yǔ)言知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面。1.知識(shí)目標(biāo)（Knowledge）=1\*GB3①詞匯（Vocabulary）：shake,rise,crack,burst,well,smelly,pond,steam,destroy,ruin,injure,survivor,brick,useless,shock,quake,rescue,electricity,disaster,organize,bury,coal,mine,shelter,fresh,percent,honor,prepare.=2\*GB3②短語(yǔ)(Phrasesandexpressions)：rightaway,atanend,lieinruins,betrappedundersth,tothenorthofsp,putup,giveout,wakesbup,preparesthforsth.,thinklittleofsth.=3\*GB3③語(yǔ)法(Grammar)：定語(yǔ)從句（TheAttributiveClause）.能用英語(yǔ)描述任務(wù)的特征、行為等由who/whom/whose/that引導(dǎo)；能用英語(yǔ)描述事物、事件的性質(zhì)、內(nèi)容等由which/that/whose引導(dǎo)。2．能力目標(biāo)（Ability）能運(yùn)用所學(xué)語(yǔ)言知識(shí)描述地震前兆、危害及震后援救；根據(jù)已知信息推測(cè)將要聽(tīng)取的材料的內(nèi)容；提高閱讀技能和用英語(yǔ)進(jìn)行思維、推理、判斷的能力；掌握演講稿的格式及新聞報(bào)道的寫(xiě)作步驟和要點(diǎn)。3.情感目標(biāo)Affect學(xué)習(xí)唐山人民勇敢面對(duì)自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神；在教學(xué)活動(dòng)中培養(yǎng)學(xué)生的合作精神和互助精神。三．教學(xué)重點(diǎn)和難點(diǎn)1重點(diǎn)詞匯：injure，survivor,shock,rescue,disaster,fresh,judge,prepare2語(yǔ)法：TheAttributiveClause3難點(diǎn):運(yùn)用所學(xué)知識(shí)表達(dá)自己的想法;較長(zhǎng)句子成分的劃分及意義的理解;如何能就課文內(nèi)容完成一些開(kāi)放性的話題討論，能把課文的內(nèi)容得以延伸與拓展;指導(dǎo)學(xué)生通過(guò)各種渠道如報(bào)紙、雜志、圖書(shū)館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)信息社會(huì)收集查找資料的能力。四．課時(shí)安排本單元共分為四個(gè)部分，具體課時(shí)教師可根據(jù)自身教學(xué)實(shí)踐進(jìn)行適當(dāng)?shù)匕才藕驼{(diào)整。Part1：Warming-up和listening.通過(guò)游戲、介紹和VIDEO等手段對(duì)地震知識(shí)進(jìn)行適當(dāng)了解的基礎(chǔ)上，引入對(duì)SanFrancisco地震的學(xué)習(xí)，從而進(jìn)入聽(tīng)力部分。Part2：Pre-reading,Reading,ComprehendingandLearningaboutLanguage.讀前的兩個(gè)問(wèn)題：第一個(gè)問(wèn)題問(wèn)學(xué)生在危機(jī)情況下會(huì)帶什么，有利于很好的激起學(xué)生的興趣和調(diào)動(dòng)課堂氣氛，由此則可過(guò)渡到第二個(gè)問(wèn)題對(duì)地震前兆的了解，從而自然地引入到對(duì)唐山大地震的學(xué)習(xí)。在對(duì)唐山大地震震前、震中和震后的學(xué)習(xí)中，可結(jié)合今年唐山大地震30周年的報(bào)道，使學(xué)生進(jìn)一步了解唐山大地震和現(xiàn)今的唐山，形成對(duì)比和強(qiáng)烈的震撼，從而更好地了解學(xué)習(xí)唐山人民勇敢面對(duì)自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神。其次，通過(guò)對(duì)文章的學(xué)習(xí)，了解新聞的特點(diǎn)，為后面的寫(xiě)作做準(zhǔn)備。重點(diǎn)詞匯和語(yǔ)法的學(xué)習(xí)可結(jié)合文章進(jìn)行，并配以適當(dāng)?shù)木毩?xí)。Part3：Writing由提前讓學(xué)生完成的關(guān)于唐山的新聞寫(xiě)作來(lái)引入對(duì)寫(xiě)作的學(xué)習(xí)。通過(guò)對(duì)學(xué)生習(xí)作的評(píng)析，來(lái)引出新聞寫(xiě)作中應(yīng)注意的事項(xiàng)，并通過(guò)適當(dāng)?shù)木毩?xí)來(lái)進(jìn)行鞏固，再讓學(xué)生對(duì)自身的習(xí)作進(jìn)行修改。Part4：UsingLanguage(Reading,WritingandSpeaking),主要學(xué)習(xí)SPEECH演講稿的寫(xiě)作。通過(guò)對(duì)演講稿的了解、注意事項(xiàng)和名人演講的感受，讓學(xué)生學(xué)會(huì)如何恰當(dāng)?shù)貙?xiě)演講稿。五．教學(xué)步驟Warming-up&ListeningTeachinggoals:Getageneralideaofearthquakesandsomeothernaturaldisasters;Trainstudents’listeningabilityandtrytoimprovetheirpronunciation;Knowthedamagethatanearthquakeandotherdisasterscouldbringaboutandwaystoreducethelossesofanearthquake.Teachingimportantpoints:Trainthestudents’listeningabilityandimprovepronunciation.Teachingaids:Ataperecorder;theblackboard;CIA課件Teachingprocedures:Step1.Lead-invideoofdifferentnaturaldisastersT:Ourhometownisaplacefullofakindofdisasters.Whatisit?Typhoon,earthquake,hurricanetsunami,flood,tornado,drought…areallcallednaturaldisasters.Q.whatdamagewilltheybringabout?everythinginruins/death/losses…Step2.IntroductionofEarthquakes(Letstudentsgetthegeneralideaofearthquake)Q:whatdoyouknowaboutearthquake?Whatcausesquakesandwheredotheyoftenhappen?Howtopredictanearthquake?Q:Howtoavoidbeinghurt??throughgamesQ:Haveyouheardofanylandearthquakes?Twopicturesinwarming-up:TangshanEarthquakeandSanFranciscoEarthquake.Q:Whatdoyouknowaboutthesetwoearthquakes?Step3:ListeningPre-listeningbriefintroductionofSanFranciscoEarthquakeQ:Whendidthequakehappen?1906Q:whatdamagedidbringabout?About700peoplediedintheearthquakeandthefires.Andasmanyas250,000peoplelosthomes…While-Listeningaccordingtotheexercisesinthetextbook3.Post-listeningHowcanwereducethedamageofearthquake?Whatcanwedo?Step4:Homeworkpreviewthereading“ANighttheEarthdidn’tSleep”andlearnnewwordsofthisunitReadingTeachinggoals:Targetlanguage目標(biāo)語(yǔ)言Learnandmasterthenewwordsandexpressionsinthisperiod.Abilitygoals能力目標(biāo)Trainthestudents’readingandspeakingability.

Trainthestudents’abilitytousetheInternettosearchforsomeusefulinformation.

Trainthestudents’abilitytocooperatewithothers.Teachingimportantpoints:Trainthestudents’readingability—skimmingandscanning.Teachingdifficultpoints:Describethedisasters.Teachingaids:CIA課件Teachingprocedures:Step1.Lead-inT:Wehaveavisittothemuseumofnaturaldisasters,andyouhavelearnedaboutsomebriefintroductionofmostdisasters.Today,Iwanttoshowyouroundtheearthquakedepartment,andIhopeyouwilllikeitandlearnsomeusefulknowledge.Nowlet’sgo.T:Attheverybeginning,Iwanttoknowhowmuchyouknowaboutanquake.Q1:Whatwouldyoutakewithyouifaquakehappened?Q2:Thebestwaytosaveyourselfistoknowtherewillbeaquakebeforeithappens.Whatkindofsignscantellyouthatthereisaquake?Q3:Whatkindofdamagecananearthquakecause?S:buildingsaredestroyed;peoplearekilled;familiesarebroken…T:Let’shavealookatsomepicturesofsuchterriblesite.(Picturesofquakes)T:(ThelastpictureismonumentofStep2.Pre-ReadingT:30yearsago,onthedayJuly,the28th,aterribledisastersuddenlyhappened,andthebeautifulTangshanwasremovedfromthemap.ThisisTangshanquake.DoesanybodyknowsomethingaboutTangshanquake?T:Let’sreadanewsreportaboutthefamousquake.Step3.While-readingI.Skimming&scaringGetthestudentscomprehendthepassagequicklyandaccurately,andmeanwhilehelpthestudentstoformagoodhabitofreading.T:Firstpleaseskimthepassagefasttoobtain/getageneralunderstandingofthewholepassage.Andunderlinetheanswerstothefollowingquestions.Whendidthequakehappen?(Whendidthequakehappen?(Whydidthewriterusedifferentexpressionofthesamething?)Howmanypeoplewerekilledandinjuredduringthequake?Howmanybuildingsweredestroyed?Werethereanypeoplecomingtorescuethem?II.Whilereading,dividethewholepassageinto3partsandfindoutthemainideaofeachpart.Para.1beforethequakePara.2-3duringthequakePara.4afterthequakeII.Careful-readingReadthepassageagainandtrytogetmoredetailedinformation.T:Nowlet’sreadthepassageagainandfindmoreinformation.Jointhecorrectpartsofthesentences.(Turntopage27,ex1)T:Nowyouhavereadthepassagecarefully,pleaseputthesentencesinorder.NumbereachofthesethingsduringtheTangshanquake.(Turntopage27,ex2)T:herearesomemoreworkforyou.Youcanworkingroups.Whatstrangethingshappenedbeforethequake?Whatstrangethingshappenedbeforethequake?WhatsentencescanexpressthequakeisGREAT?WhatnumberscanexpressthequakeisGREAT?WhatmetaphordoesthewriterusetosaythequakeisGREAT?Whathappenedwhenrescueworkwasgoingon?Howdidthearmyhelptorescuesurvivors?Completethepassagewithsomeofthewordsinboldinthereport.(Turntopage28,ex2)T:Let’swatchsomepictures,andcomparingtheoldTangshan,theTangshanafterquake,andthenewTangshanweseetoday.Step4Post-reading(discussing)T:Afterreadthenewsreport,andseesomanypictures,whatimpressesyoumost?Why?Orwhatdoyoulearnfromsuchadisaster?(Self-rescue,environmentprotection,rebuilt,loveandhelp)I:self-rescue(avideogame)T:Wheninaquake,ifyouknowsomeself-rescueskills,youmayprobablysaveyourself.Ifyouwanttoknowsomeoftheskills,clickhere.(Linktotheindex)Let’sdolittlegametoseehowmuchyouknowaboutself-rescue.II.Whatdidtheysufferandfeel?T:Canyouunderstandwhattheysufferandwhattheyfeelaftersuchadisaster?T:Ifyouwereoneoftherescuers30yearsago,whatcouldyousayandwhatcanyoudotocomfortthem?Orhowcouldyouhelpthem?III.RebuildingT:weseethatthenewTangshanhasbeensetup.WhatisneededtorebuildTangshan.IV:environmentprotectionT:nowadaystherearemoredisastersthanbefore.Oneofthereasonsisthatwepaymoreattentiontooureconomydevelopmentthantheearthwelive.Lookatthesepictures.Whatcanwestudentsdotosavetheearth?T:Thoughthedisastersdestroybuildings,people’slives,butitcannotdestroytheloveamongus.Step5HomeworkFindmorenewsreportsaboutearthquake.WriteapieceofnewsaboutTangshan.Youcanusetheinformationinthepassage.NewsWritingTeachingaims:Getstudentstolearnhowtowritenews;Trainstudentstheabilitytocooperatewitheachotherandtosearchforinformation;LearnmoreaboutTangshanearthquakeandhonorthepeopleofTangshan.Teachingdifficulties:Howtomakestudentslearnwritinginamorepracticalandeffectiveway;Howtohelpstudentsunderstandthetipsforwriting.Teachingprocedure:Step1:Lead-inThe30thanniversaryofTangshanearthquake(news)T:WehavelearnttheTangshanearthquake.Whendidithappen?Howmanypeoplediedduringtheearthquake?Step2:Presentationofstudents’newswriting(homeworkoflastclass)pointoutthemistakesinnewswritingaccordingtothreeaspectsT:YouhavefinishedthenewswritingofTangshanearthquake,andnowit’stimeforyoutoshowyourproject.Othershavetopointoutthemistakesinhisorherwritingaccordingtothreeaspects.Threeaspects:headline;contentandlanguageT:Whatdoyouthinkofhisorherwriting?Isitapropernewswriting?Whathaveyoudonebeforeyourwriting?Step3:TipsforwritingPreparationanoutlinePreparation:Chooseatopic;decidewhatyouwanttosayaboutthetopic;Organizeyourideasandwriteclearly.Outline:Aheadline;alistofmainideas;AlistofimportantdetailsHeadline=1\*GB2⑴AppreciationofheadlinesNewbusinessregulations;NewtaxonhousingsalesANighttheEarthdidn’tSleep;CyclistsReadytoGoontheRoadforBlindKids;ChinaMarks30thAnniversaryofTangshanEarthquake;DoesBeijingsnackchangeitsflavor?MemoriesofquakediehardforTangshansurvivors;ChaoChien-mingreleased.=2\*GB2⑵characteristicsofheadlinesQ:what’sthecharacteristicofheadlines?=3\*GB2⑶practicewriteheadlinesforthefollowingnewsaccordingtothepictureandinformationgivenFloodreliefeffortsThedeathtollontheChinesemainlandfromTyphoonKaemihasrisento32,withatleast65stillmissing.Localgovernmentsaresparingnoeffortstocarryoutreliefwork.PLAcelebrates79thbirthdayTheChinesePeople'sLiberationArmyis79yearsold,andtheDefenseMinistryhasheldareceptiontocelebrate.QuakehitsIndonesianislandAmoderateearthquakehasstrucknearIndonesia'sNiasislandoffnorthernSumatra.Thequake,withamagnitudeof5.6struckjustbefore8.30am,andwascenteredundertheIndianOcean,about55kilometersnorthwestofthemaintownontheisland,GunungSitoli.Railway'simpactonTibetansTheRailwaybringstheremoteQinghai-Tibetplateauclosertotherestoftheworld.Withpeopleabletomoveinandoutoftheregionmoreeasilyandtheeconomicbenefitstherailwaybrings,thelivesofTibetanswillneverbethesameagain.3.ContentHowtoorganizeyourcontentofnews=1\*GB2⑴TipsBeclearofthecontentyouwanttomention;Listyourideas;Writethemostimportantthinginthebeginningandthelessonesinthefollowing=2\*GB2⑵PracticewritethebeginningofnewsaccordingtotheinformationandpicturegivenAwomanpointsattheriftsonthewallofa

villageschoolafteranearthquakemeasuring5.1degreesontheRichterscalejoltedWen'anCounty,northChina'sHebeiAwomanpointsattheriftsonthewallofa

villageschoolafteranearthquakemeasuring5.1degreesontheRichterscalejoltedWen'anCounty,northChina'sHebeiProvinceat11:56a.m.(BeijingTime)Tuesday,July4,2006.Thequakewasashallow-focusone,withitsepicenterbeingaround110kilometersfromBeijingandabout80kilometersfromSpecialplanelanded;BeijingWednesdaymorning(8.2);thebodyofChineseUNobserverDuZhaoyukilledlastweekduringIsrael'sairraidonLebanon;Du'scoffincoveredwithChineseandUNflags;EightChinesesoldiers.Awoman;riftsonthewall;earthquakemeasuring5.1degrees;Wen'anCounty,northChina'sHebei11:56a.m.Tuesday,July4,2006;thequake’sepicenter--about110kilometersfromBeijingand80kilometersfromTianjin;casualty–notknownChineseUNObserver'sCoffinSentHomeSpecialplanelandedinBeijingWednesdaymorning,carryinghomethebodyofChineseUNobserverDuZhaoyu,whowaskilledlastweekduringIsrael'sairraidonLebanon.Du'scoffin,coveredwithChineseandUNflags,wascarrieddowntheplanebyeightChinesesoldiers.4.LanguageTipsclear;objective;brief;accurate;writtenEnglish…Step4:AppreciationofnewsRadioVOAnews:“Aidfortsunamivictims”Newsreport“TangshanQuake30thAnniversary”Step5:Improvementofstudents’writingImproveyournewswritingaboutTangshanearthquakeUsingLanguageReading,writingandspeakingTeachingAims:EnablethestudentstomakeaspeechLetthestudentsenjoysomefamousspeechesTeachingImportantandDifficultPoints:ReviewsomethingaboutdisastersHowtomakeaspeechTeachingMethods:IndividualworkgroupworkTeachingAids:Computer,blackboardTeachingProcedures:Step1Lead-in(Teachershowsaseriesofpicturesofsomedisastersonthescreen,letthestudentstalkabouttheirfeelingsoranythingtheyfeelaboutthepictures.)(Thepicturesare:fire,hurricane,typhoon,tsunami,earthquake…)T:Inthisunit,welearnalotaboutdisasters.Weknowdisasterisnotagoodthingtous.Weoftenfeelsadorsorryifadisasterhappens.T:Rightnow,youhavejustseensomeofthedisasters.Doyoufeelworriedabouttheserefugees?Ss:Yes.Step2DiscussionT:Yes,everybodywillfeelsorryforthem.Butwhoisthemostworriedpeoplewhenadisasterhappens?Ss:familiesandfriends/governmentandpresident/……..T:Suppose,thereisanearthquakehappensomewhereinChina,andyouhaveafriendhappenstobethere.Youareveryworried.Whatwillyoudowhenyouhearthatanearthquakehappensthere?(Letthestudentsdiscusswiththeirpartner)Ss:Iwillfeelveryworried.IwillmakesuremyfriendisOkassoonaspossible.IwillmakeacalltoseeifheisOk.T:Again,supposeyouareapresidentofacountry,andanearthquakehappensinyourcountry.Whatwillyoudo?Ss:Itismydutytocomforttherefugeesandthesociety.SofirstIwillmakealivespeechtothewholecountry,tellingmypeoplethatIknowitandIwilltrymybesttoorganizetherescueworkandtherebuildingworkaftertheearthquake.T:Yes,youareveryclever.Infact,arealpresidentwilldojustasyousaidtomakeaspeech.Nowjustlet’slistentoarealspeechmadebyPresidentBushafterabigearthquakehitIndiaonthefirstdayofNewYear.(Playthetaperecordforthestudents)Step3SpeechT:Rightnowwe’vejustlistenedtoaspeechmadebyPresidentBush.Doyouknowsomethingabouthowtomakeaspeech?Canyoutellmewhenshouldwemakeaspeech?Ss:aspeechcompetition/election/thebeginningofanewyear/theopeningofsomeactivity/anniversary…..T:Yes,peopleneedtomakespeechesatthosetimes.Thendoyouknowhowtomakeaspeech?Whatshouldwecontainwhenwemakeaspeech?Ss:Introduction:Giveastrongfirstimpression&previewyourspeechBody:ExplainyourideasandsupportthemConclusion:Reviewyourspeechandleavealastingfinalimpression.Step4TextT:Itseemsthatyouknowalotaboutmakingaspeech.Irememberwesaythatwemayneedtomakeaspeechwhenitissomeimportantanniversary.T:Youknow2006isthe30thanniversaryofTangShanEarthquake.Hereisaninvitation,invitingyoutomakeaspeechaboutit.Youcanlookattheletteronyourtextbook.T:Youcanincludethesepointsinyourspeech;thankMrZhangShaandthecitygovernmentforinvitingyoutospeakthankthevisitors,especiallythesurvivorsthankthosewhoworkedhardtosavesurvivorslistsomeofthethingstheworkersdidtohelpthesurvivorsthankthosewhoworkedhardtobuildthecitydescribeyourfeelingaboutthecity,whichisknownasthe“BraveCityofChina”.encouragethepeopletobealwaysproudoftheircity.thankthevisitorsforlisteningtoyourspeech.T:Sotrytogiveaspeech,usingthesepoints.NowIwillgiveyou5miniutestofinishthespeech.(after5minutes)Step5SpeechcontestT:Timesup.Haveyoufinishedyourspeech?Ok,Ithinkitistimeforustoholdaspeechcontest.Wehave4groupsinourclass.Eachgroup,pleasechooseonecontestanttorepresentyourgroupandjointheclassspeechcontest.…,…and…willbethejudges.(Askeachgrouptogiveaspeechandthechosenjudgeswillchoosethewinner.)T:Congratulationstothewinner!Step6ConclusionT:Inthislessonwelearnedalotaboutspeechandwealsomadeaspeechbyourselves.Sodoyouknowhowtomakeaspeechnow?T:Attheendoftheclass,let’senjoyaveryfamousspeechinhumanhistory.(AbrahamLincolnGettysburgAddress)六．評(píng)估與反饋accordingtothe“SummingUp”inUnit4高一英語(yǔ)必修一unit1--5一、重點(diǎn)詞匯及短語(yǔ)：upset,ignore,calm,concern,wonder,outdoors,purpose,settle,suffer,recover,pack,disagree,dare,grateful,addup,calm...down,havegotto,beconcernedabout,gothrough,setdown,aseriesof,inorderto,atdusk,facetoface,nolonger/not...anylonger,sufferfrom,get/betiredof,pack...up,getalongwith,fallinlove,joinin,getsthdone,walkthedog,shouldhavedone,make...sth/adj.,hideaway,grow/becrazyabout,dowith,happentodosth,takenonoticeof,havetroublewith1.upsetadj.心煩意亂的，不安的（常接about/at/over等介詞）eg.Hewasupsetoverhiswife’sillness.vt.使不安；使心煩（upset,upset）2.ignorevt.不理睬；忽視（故意裝作不理睬）（近義詞disregard”看輕，無(wú)視，不顧”，指經(jīng)過(guò)考慮后認(rèn)為不重要）ignorantadj.沒(méi)意識(shí)到的，不知道的beignorant不知道，沒(méi)意識(shí)到3.calmvt.&vi.（使）平靜/鎮(zhèn)定calm(…)down（使）平靜下來(lái)/鎮(zhèn)定下來(lái)eg.Gosomewherequietandcalmyourfrienddown.adj.平靜的；鎮(zhèn)靜的；沉著的（近義詞quiet,silent,still）calm：平靜的，沉著的；指無(wú)風(fēng)浪或人的心情不激動(dòng)。quiet：寧?kù)o的，安靜的；指沒(méi)有聲音、不吵鬧或心里沒(méi)有煩惱、焦慮。silent：寂靜的，沉默的；指不說(shuō)話或沒(méi)有聲音。still：靜止的，不動(dòng)的；指（人體等）無(wú)運(yùn)動(dòng)的。4.concernvt.（使）擔(dān)憂；涉及；關(guān)系到beconcernedabout關(guān)心；掛念eg.Tellyourfriendthatyouareconcernedabouthim/her.短語(yǔ)：atconcerns關(guān)于；as/sofaras…beconcerned關(guān)于，至于；beconcernedover/at關(guān)心；beconcernedwith關(guān)于，牽涉到；beconcernedin和…有牽連；beconcernedfor關(guān)心，為…擔(dān)憂n.擔(dān)心，關(guān)注，掛念5.wondervt.&vi.懷疑，想知道，驚奇，對(duì)…感到驚訝n.驚奇[U]，奇跡、奇觀[C]后可接if/whether,特殊疑問(wèn)詞引導(dǎo)的賓語(yǔ)從句時(shí)wonder指“想知道，對(duì)…有懷疑”，接that引導(dǎo)的賓語(yǔ)從句時(shí)wonder指“對(duì)…感到奇怪”eg.Iwonderif/whetherheisauniversityboy.Iwonderwhoheis.Wewonderthatthelittleboyisauniversityboy.短語(yǔ)：wonderabout想知道，納悶；wonderat覺(jué)得奇怪6.outdoorsadv.在戶外，在野外n.戶外outdooradj.戶外的，野外的7.purposen.目的，計(jì)劃，意圖，目標(biāo)短語(yǔ)：onpurpose故意；withthepurposeof…帶有…的目的；forthepurposeof…為了…的目的eg.Don’thurtyourbestfriendonpurpose.8.settlevi.安家，定居，停留vt.使定居，安排，解決，使沉淀，使平靜settledown定居，專心于，安定下來(lái)settlein遷入settledadj.固定的，穩(wěn)定的settlern[C].移民者，殖民者settlementn[C].定居點(diǎn)，住宅區(qū)；n[U]沉降，解決9.suffervt.遭受，忍受，經(jīng)歷vi.受…之苦，折磨sufferfrom遭受，患病eg.Maryissufferingfromthesadnessofherblindness.近義詞：undergov.經(jīng)歷，遭受10.recovervt.&vi.痊愈，恢復(fù)，重新獲得/找到（強(qiáng)調(diào)自我恢復(fù)）近義詞：restore恢復(fù)（強(qiáng)調(diào)外力使得恢復(fù)）eg.Jenniemadeagreatefforttorecoverherself.recoverfrom從…中復(fù)原recoveredadj.痊愈了的recoveryn[U].恢復(fù)11.packvi.&vt.捆扎，包裝，打行李n.小包，包裹apackof…一包...pack(…)up（把）打包packetn[C].一包，一疊parceln[C].包裹12.disagreevi.不同意（反義詞：agree）disagreewith(sb.)不同意某人的觀點(diǎn)disagreetodosth.不同意去做某事disagreementn.不同意（反義詞：agreement）13.dare“敢于，膽敢”可做情態(tài)動(dòng)詞，也可做實(shí)義動(dòng)詞（daretodosth./daredosth.）eg.Howdareyousaythattome?daresb.todosth.估計(jì)…沒(méi)膽去做某事eg.Idareyoutojumpfromthiswall.固定搭配：Idaresay我想，大概，可能，或許（常做插入語(yǔ)）eg.Idaresayitwillraintoday.14.gratefuladj.感激的，表示謝意的begratefulto/towards對(duì)…表示感激；begratefulfor為…表示感激begratefulto…for…為...而對(duì)…表示感激eg.I’llbeverygratefultoyouifyougivemeanearlyanswer.I’mverygratefulforallthatyou’vedonetous.I’mverygratefultoyouforhavinghelpedmesomuch.15.addup合計(jì)addv.添加，增加（近義詞：increase），將…相加，補(bǔ)充說(shuō)addAtoB在B中加入Aaddupto合起來(lái)為addto增加，增添（多指抽象意義）add…in…把…加進(jìn)去，包括16.havegotto不得不，必須（近義詞：haveto）兩者的區(qū)別：1.havegotto的否定形式是haven’tgotto,疑問(wèn)句形式have提前；haveto的否定形式和疑問(wèn)句形式是借助助動(dòng)詞do/does/did；2.havegotto不和will，情態(tài)動(dòng)詞連用，haveto可以。17.gothrough經(jīng)歷，經(jīng)受；瀏覽，查閱；仔細(xì)檢查；經(jīng)過(guò)（近義詞為suffer,experience）區(qū)別gothrough和getthrough1.getthrough指通過(guò)（考試等），完成，接通電話2.表示“通過(guò)”時(shí)，gothrough不用于被動(dòng)語(yǔ)態(tài)，而getthrough常用于getsth.through結(jié)構(gòu)中18.setdown記下（writedown,putdown,takedown,notedown），放下（putdown）,登記19.aseriesof一連串的，一系列，一套aseriesof+n.[C](pl.)+v.(三單)seriesn[C].（單復(fù)數(shù)同型）連續(xù)，系列inseries連續(xù)，逐次；inserieswith與…串聯(lián)/相連20.inordertodosth.為了做…（soastodosth.）inordernottodosth.為了不做…(soasnottodosth.)inorderthat目的狀語(yǔ)從句（sothat）inorderto放句首和句中，soasto只放句中21.atdusk在黃昏時(shí)刻22.facetoface面對(duì)面地23.nolonger/not...anylonger（強(qiáng)調(diào)時(shí)間）不再…（近義詞：nomore/not…anymore感情色彩更濃）24.get/betiredof對(duì)…厭煩（精神上）（近義詞：get/besickof）betiredwith/from…（體力上）對(duì)…厭倦近義詞：exhausted（語(yǔ)氣最強(qiáng)），tiresome令人討厭的，tired（泛指）25.getalong/onwith與…相處，在…方面進(jìn)展…egIcangetalongwellwithmyclassmates.IgetalongwellwithmyEnglishstudy.反義詞：haveahardtimewith,havetroublewithhavetrouble/haveahardtime(in)doingsth.26.fallinlove(withsb.)(和某人)相愛(ài)（強(qiáng)調(diào)動(dòng)作）beinlove(withsb.)(和某人)相愛(ài)（強(qiáng)調(diào)狀態(tài)）27.joinin參加，加入（聚會(huì)、活動(dòng)等）=takepartinjoin參加（團(tuán)體，組織，人群等）attend參加，出席，到場(chǎng)（會(huì)議，班級(jí)等）participate參與（參加某一項(xiàng)活動(dòng)，常與in搭配）enter進(jìn)入（某個(gè)空間等）28.getsthdone使…被…eg.Pleasegetyourhaircut.I’vehadit.29.walkthedog遛狗=takethedogforawalk30.shouldhavedone本應(yīng)該做（實(shí)際沒(méi)做）Shouldn’thavedone本不應(yīng)該做（但實(shí)際做了）表示對(duì)過(guò)去的虛擬31.make...sth/adj.使…（賓補(bǔ)）eg.Shemadeherdiaryherbestfriend.Rainydaysmakemysad.32.hideaway藏起來(lái)，躲開(kāi)33.grow/becrazyabout對(duì)…癡迷/狂熱becrazytodosth.瘋狂地做某事34.dowith處理，與…相關(guān)eg.Whatdoyoudowiththelittlepuppy?=Howdoyoudealwiththelittlepuppy?I’vegrownsocrazyabouteverythingtodowithnature.35.happentodosth.=dosth.bychance=dosth.byaccident碰巧36.takenonoticeof=ignore;takenoticeof=payattentionto=notice二、重點(diǎn)句型：1.Yourfriendcomestoschoolveryupset.adj.作狀語(yǔ)，用來(lái)補(bǔ)充說(shuō)明主語(yǔ)yourfriend來(lái)學(xué)校時(shí)的心情。此處作伴隨狀語(yǔ)。與副詞做狀語(yǔ)修飾謂語(yǔ)不同，形容詞做狀語(yǔ)更多地注重描述主語(yǔ)所處的狀態(tài)。一般用逗號(hào)將其與句子的其余部分隔開(kāi)，可位于句首、句末或句中，在意義上相當(dāng)于一個(gè)狀語(yǔ)從句。2.Whilewalkingthedog,youwerecarelessandit…當(dāng)時(shí)間狀語(yǔ)從句，讓步狀語(yǔ)從句或方式狀語(yǔ)從句中的主語(yǔ)和主句的主語(yǔ)一致時(shí)，從句的主語(yǔ)和be動(dòng)詞可以省略。3.Sheandherfamilyhidawayfornearlytwenty-fivemonthsbeforetheywerediscovered.段時(shí)間+before“在...之后才...”4.Idon’twanttosetdownaseriesoffactsinadiaryasmostpeopledo（就像大多數(shù)人一樣地做）…as引導(dǎo)的方式狀語(yǔ)從句5.Yourfriend,whodoesn’tworkhard,asksyoutohelphim/hercheatintheexambylookingatyourpaper.who引導(dǎo)的非限定性定語(yǔ)從句；Makealistofreasonswhyfriendsareimportanttoyou.Doyouwantafriendwhomyoucouldtelleverythingto…定語(yǔ)從句：reasonswhy+定語(yǔ)從句；afriendwhom+定語(yǔ)從句；Icanwellrememberthattherewasatimewhenadeepbluesky,thesongofthebirds,moonlightandflowerscouldneverhavekeptmespellbound.Therewasatimewhen+定語(yǔ)從句；couldhavedone情態(tài)動(dòng)詞表對(duì)過(guò)去的推測(cè)；keepsb.done賓補(bǔ)，spellbound是spellbind的過(guò)去分詞，指“被吸引的，被迷住的”6.Soshemadeherdiaryherbestfriend.makesb./sth.+n.（賓補(bǔ)）7.Iwantthisdiaryitselftobemyfriend.itself做diary的同位語(yǔ)，是it的強(qiáng)調(diào)形式。8.Iamonlyabletolookatnaturethroughdirtycurtainshangingbeforeverydustywindows.…pieceofmaterialhungtocoverawindow.現(xiàn)在分詞和過(guò)去分詞作后置定語(yǔ)，及其區(qū)別。8.ItwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface…強(qiáng)調(diào)句：Itwasthefirsttimethat+過(guò)去完成時(shí)9.It’snopleasurelookingthroughtheseanylonger…It’snopleasuredoingsth.做某事不愉快10.Shefounditdifficulttosettleand…It做形式賓語(yǔ)，todosth.做真正的賓語(yǔ)。finditdifficulttodosth.類似的動(dòng)詞有think,consider等。11.Itwassuchfuntowatchitrun…句型Itis+n.todosth。It做形式主語(yǔ)，todosth,做真正的主語(yǔ)；感官動(dòng)詞watchsb.dosth.不帶to的不定式做賓補(bǔ)。三、語(yǔ)法：直接引語(yǔ)和間接引語(yǔ)（陳述句和疑問(wèn)句）1、直接引語(yǔ)：直接引用別人的原話。直接引語(yǔ)通常放在引號(hào)內(nèi)。eg：Mymotheralwayssays,“Youshouldstudyhard.”2、間接引語(yǔ)：用自己的話轉(zhuǎn)述別人的話。間接引語(yǔ)多數(shù)用賓語(yǔ)從句來(lái)表達(dá)。eg：MymotheralwaystoldmethatIshouldstudyhard.3、直接引語(yǔ)和間接引語(yǔ)的轉(zhuǎn)換（1）句式的轉(zhuǎn)換①陳述句去逗號(hào)和引號(hào)，用saythat/tellsb.（that也可以省略）接賓語(yǔ)從句；said/toldsb.后面的從句要做人稱、時(shí)態(tài)等的變化。Eg:Heusuallysaysthat,“Iamthecleverestintheworld.”Heusuallysaysthatheisthecleverestintheworld.②一般疑問(wèn)句去逗號(hào)和引號(hào)，用if/whether接賓語(yǔ)從句，改用陳述語(yǔ)序。從句中要做人稱，時(shí)態(tài)等相應(yīng)變化。Eg:Heaskedme,“Willyougowithme?”HeaskedmeifIwouldgowithhim.③特殊疑問(wèn)句去逗號(hào)和引號(hào)，用特殊疑問(wèn)詞引導(dǎo)賓語(yǔ)從句，改用陳述語(yǔ)序。從句中要做人稱，時(shí)態(tài)等相應(yīng)變化。Eg:Iaskedthestudents,“Howmanywordshaveyoulearned?”Iaskedthestudentshowmanywordstheyhadlearned.Heaskedmetopasshimthebook.（2）人稱的轉(zhuǎn)換一隨主，二隨賓，三不變（3）時(shí)態(tài)的轉(zhuǎn)換①動(dòng)詞的時(shí)態(tài)：當(dāng)直接引語(yǔ)表示客觀真理或經(jīng)常性的特點(diǎn)時(shí)，轉(zhuǎn)換成間接引語(yǔ)時(shí)，保持原來(lái)的一般現(xiàn)在時(shí)。當(dāng)主句的謂語(yǔ)動(dòng)詞是現(xiàn)在時(shí)態(tài)，賓語(yǔ)從句中可以根據(jù)實(shí)際情況選用不同時(shí)態(tài)。但是如果主句的謂語(yǔ)動(dòng)詞是過(guò)去時(shí)，賓語(yǔ)從句的謂語(yǔ)從句做如下調(diào)整：一般現(xiàn)在時(shí)一般過(guò)去時(shí)一般過(guò)去時(shí)過(guò)去完成時(shí)一般將來(lái)時(shí)過(guò)去將來(lái)時(shí)現(xiàn)在進(jìn)行時(shí)過(guò)去進(jìn)行時(shí)現(xiàn)在完成時(shí)過(guò)去完成時(shí)過(guò)去完成時(shí)過(guò)去完成時(shí)記憶口訣：主現(xiàn)從不限，主過(guò)從也過(guò)，客觀真理永不變。（4）指示代詞，時(shí)間狀語(yǔ)，地點(diǎn)狀語(yǔ)和動(dòng)詞的變化指示代詞thisthat,these—those,時(shí)間狀語(yǔ)now—then,today—thatday,tonight—thatnight,tomorrow—thenextday,nextweek—thenextweek,lastnight—thenightbefore,yesterday—thedaybefore,thedaybeforeyesterday—twodaysago,ago—before地點(diǎn)狀語(yǔ)here--there動(dòng)詞的變化come—go,bring—takeEg:Dorissaidtome，“Iwillgotoseeyoutomorrowandtakeyouapresent.”Dorissaidtomeshewouldcometoseemethenextdayandbringmeapresent.備注：假如當(dāng)時(shí)當(dāng)?shù)剞D(zhuǎn)述，時(shí)間、地點(diǎn)狀語(yǔ)不變，指示代詞不變。四、交際運(yùn)用：如何友好地表達(dá)同意或不同意Attitudes:Areyouafraidthat.../I’vegrownsocrazyabout.../Ididn’tdare...Agreementanddisagreement：Iagree./Ithinkso./Exactly./Idon’tagree./Idon’tthinkso./I’mafraidnot.Certainty:That’scorrect./Ofcoursenot.U2Englisharoundtheworld一、重點(diǎn)詞匯voyage,actually,base,gradually,latter,identity,frequent,frequently,command,request,recognize,straight,enrich,fluent,standard,expect,however，becauseof,comeup,atpresent,makeuseof,suchas,playapartin,morethan,gotothepictures,attheendof,thaneverbefore,communicatewith,