高中英语-Book one Unit 4教学设计学情分析教材分析课后反思

EarthquakeTeachingDesign设计教师：单位：Contents目录教学内容分析(Analysisoftheteachingmaterials)教学目标和要求(Teachingaimsanddemands)教学重点与难点(Teachingdifficultandimportantpoints)教学课时安排(Teachingarrangements)教学设计步骤(Teachingprocedures)评估与反馈(Assessing)UnitUnit4Earthquake一．教学内容分析本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。Warming-up部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。Pre-reading部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。LearningaboutLanguage部分分为两个部分：Discoveringusefulwordsandexpressions和Discoveringusefulstructures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。UsingLanguage部分分为Reading，WritingandSpeaking；Listening和Writing。Reading，WritingandSpeaking包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Littletalk。Listening部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。Summingup部分帮助学生整理、巩固本单元所学到的知识，包括学到的关于地震的知识，有用的动词、名词、表达方式和新的语法项目。LearningTip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.二．教学目标和要求根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。1.知识目标（Knowledge）=1\*GB3①词汇（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短语(Phrasesandexpressions)：rightaway,atanend,lieinruins,betrappedundersth,tothenorthofsp,putup,giveout,wakesbup,preparesthforsth.,thinklittleofsth.=3\*GB3③语法(Grammar)：定语从句（TheAttributiveClause）.能用英语描述任务的特征、行为等由who/whom/whose/that引导；能用英语描述事物、事件的性质、内容等由which/that/whose引导。2．能力目标（Ability）能运用所学语言知识描述地震前兆、危害及震后援救；根据已知信息推测将要听取的材料的内容；提高阅读技能和用英语进行思维、推理、判断的能力；掌握演讲稿的格式及新闻报道的写作步骤和要点。3.情感目标Affect学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神；在教学活动中培养学生的合作精神和互助精神。三．教学重点和难点1重点词汇：injure，survivor,shock,rescue,disaster,fresh,judge,prepare2语法：TheAttributiveClause3难点:运用所学知识表达自己的想法;较长句子成分的划分及意义的理解;如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。四．课时安排本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对SanFrancisco地震的学习，从而进入听力部分。Part2：Pre-reading,Reading,ComprehendingandLearningaboutLanguage.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。Part3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。Part4：UsingLanguage(Reading,WritingandSpeaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。五．教学步骤Warming-up&ListeningTeachinggoals:Getageneralideaofearthquakesandsomeothernaturaldisasters;Trainstudents’listeningabilityandtrytoimprovetheirpronunciation;Knowthedamagethatanearthquakeandotherdisasterscouldbringaboutandwaystoreducethelossesofanearthquake.Teachingimportantpoints:Trainthestudents’listeningabilityandimprovepronunciation.Teachingaids:Ataperecorder;theblackboard;CIA课件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目标语言Learnandmasterthenewwordsandexpressionsinthisperiod.Abilitygoals能力目标Trainthestudents’readingandspeakingability.

Trainthestudents’abilitytousetheInternettosearchforsomeusefulinformation.

Trainthestudents’abilitytocooperatewithothers.Teachingimportantpoints:Trainthestudents’readingability—skimmingandscanning.Teachingdifficultpoints:Describethedisasters.Teachingaids:CIA课件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:(ThelastpictureismonumentofTangshanquake.)Doyouknowwhatthisis?Step2.Pre-ReadingT:30yearsago,onthedayJuly,the28th,aterribledisastersuddenlyhappened,andthebeautifulTangshanwasremovedfromthemap.ThisisTangshanquake.DoesanybodyknowsomethingaboutTangshanquake?T:Let’sreadanewsreportaboutthefamousquake.Step3.While-readingI.Skimming&scaringGetthestudentscomprehendthepassagequicklyandaccurately,andmeanwhilehelpthestudentstoformagoodhabitofreading.T:Firstpleaseskimthepassagefasttoobtain/getageneralunderstandingofthewholepassage.Andunderlinetheanswerstothefollowingquestions.WhenWhendidthequakehappen?(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\*GB2⑵PracticewritethebeginningofnewsaccordingtotheinformationandpicturegivenAwoman;riftsonthewall;Awoman;riftsonthewall;earthquakemeasuring5.1degrees;Wen'anCounty,northChina'sHebeiProvince;11:56a.m.Tuesday,July4,2006;thequake’sepicenter--about110kilometersfromBeijingand80kilometersfromTianjin;casualty–notknownAwomanpointsattheriftsonthewallofa

villageschoolafteranearthquakemeasuring5.1degreesontheRichterscalejoltedWen'anCounty,northChina'sHebeiProvinceat11:56a.m.(BeijingTime)Tuesday,July4,2006.Thequakewasashallow-focusone,withitsepicenterbeingaround110kilometersfromBeijingandabout80kilometersfromTianjin.Nocasualtywasreportedatpresstime.ChineseUNObserver'sCoffinSentHomeChineseUNObserver'sCoffinSentHomeSpecialplanelandedinBeijingWednesdaymorning,carryinghomethebodyofChineseUNobserverDuZhaoyu,whowaskilledlastweekduringIsrael'sairraidonLebanon.Du'scoffin,coveredwithChineseandUNflags,wascarrieddowntheplanebyeightChinesesoldiers.Specialplanelanded;BeijingWednesdaymorning(8.2);thebodyofChineseUNobserverDuZhaoyukilledlastweekduringIsrael'sairraidonLebanon;Du'scoffincoveredwithChineseandUNflags;EightChinesesoldiers.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．评估与反馈accordingtothe“SummingUp”inunit4学情分析高中一年级的学生经过前三个单元的英语学中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。但是，学生个性和英语水平差异大，因此教学设计要有梯度，由浅入深，注意层次性。这个班大部分学生英语基础一般，有些学生对英语学习具有恐惧感。根据这些特点，教师可以采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样就便于调动全班学生的积极性，让全员参与到活动中，在师生互动、生生互动的轻松教学模式中实现教学任务和目标，并建立起学生们学习英语的兴趣和信心。效果分析在讲完这节课内容之后，我有这样几点反思：一成功之处。1、”六步三环”的设计思路明晰。本节设计由潜入深，通过图片引出问题:图片中的孩子现在的外貌与过去有哪些不同点?然后我带领着学生一步一个脚印，渐渐进入每个任务去解决问题，让学生非常自然的领会本课的知识点。简笔画及教学课件的运用起到了直观便捷的作用,省时且加大了课堂密度，扩大了容量。课件生动直观，加深了学生学习英语的兴趣，认为英语不再是课本上枯燥的没有生命力的文字，而是一种鲜活的动态语言。设置的任务给了学生一定的情境,让他们在真实的情境中去体验和感悟,并由此来获取并运用语言,这种教学重视学习主题的直接经验，具有独特的教学效果。课结束后,我引导学生对本节内容进行总结,这样在他们大脑中就会对所学的知识有一个总体的把握,并且可以对课前提出的问题进行检测:是否已经解决了问题?最后布置学生写一写自己或他人的今昔变化,引导学生进行课后的探究。2、重视教学过程的评价，及时奖励学生。

我认为只有促使学生从一个成功走向另一个成功，学生才能体会到学习的乐趣和成功的喜悦，也只有这样，学生学习英语的兴趣才能长久保持。因此我在教学中采用奖励,培养他们的成就感，给学生伸一个大拇指、一个小饰物、一个笑脸,一句奖励的话语使学生情绪高涨,始终以饱满的热情参与课堂的学习。二、不足之处。任务设计单一化。备课时应考虑更全面,注意学生的已有知识和兴趣点,设计更为实用的任务链。以上是我对自己一节课的反思。

要讲好课需要不断的完善和及时的反思。新课程改革对教师的能力提出了更高的要求。我们不仅是学生记忆的激活者,也是示范者,更是课堂教学的组织者、指挥者。因此我要更加努力探究教学理论，在实践教学中不断反思完善自己教学水平,争取有更大的提高。教材分析本单元是book1unit4，主要内容是有关地震方面的知识。通过本节课的教学，让学生了解唐山大地震的有关情况，帮助学生认识这样一个道理；如果我们能够了解并认识地震前的预兆，就能提前做好准备，让更多的人获得求生的机会，减少不必要的损失。同时，注重培养学生的阅读技巧，在教学中有意渗透阅读技巧的培养。本节课在本单元的教学中起承上启下的作用，为后面的教学奠定基础。

同时，让学生初步了解定语从句，学会使用关系代词who,whom,whose,which,that的用法。我上的这节课是本单元的复习训练，我想以此为载体让学生在完成阅读任务的基础上对地震的知识有更多的了解，所以设计了这一课时Unit4单元测试题第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。APhiladelphia(CNN)—HazelDonnellywastakingherhusbandtothedoctorwhentheygotacallthattheirbuildingwasonfire.HerfirstthoughtwasaboutKramer.“Idon’thavechildrenofmyown,somycatislikemychild.Ibecameverysad,”saidDonnelly,50.“Whatifhedidn’tmakeit?”Onceshearrivedhome,Donnellyaskedfirefighters(消防员)togethercat,buttheywerebusytryingtocontrolthefire.ThenRedPawEmergencyReliefTeamarrived.Theorganizationhelpspetsandtheirownersforfreewhendisasterstrikes.JenLeary,whosetupthegroup,helpedfindtheanimalsoncethefirewasout.“Everyonewhoreceivedtheirpetsstartedtocry,”saidDonnelly.Noonewashurt,buttheDonnellys’buildingwasbadlydamaged,andtheyweren’tsurewheretheyweregoingtostay.DonnellywasexcitedtolearnthatRedPawcouldprovidefreeshort-termcareforKramer,her17-year-oldcat.“Whensomeoneloseseverythinginafire,theyshouldn’tthenbeforcedtolosetheirpets—theirfamilymembers—aswell,”Learysaid.“Lettingthemknow,‘We’lltakecareofyouranimallikeitisourown’meanstheworldtopeople.”Afterabigfirein2011,Learyformedherorganization.Sincethen,Learyandhergrouphaveprovidedhelptonearly1,000animalsandtheirfamiliesthroughoutsoutheasternPennsylvania.LiketheRedCross,butforanimals.RedPawcaredfortheDonnellys’catformorethanthreeweeks.“Icriedwhenwewerereunited,”saidDonnelly.“Theywentaboveandbeyondthecallofduty.Iamsothankful.”ForLeary,helpingfamiliesandtheirpetsiswhatherworkisallabout.“Myhopeisthatit’sastart,andtheycanmoveforwardtogether,”shesaid.“Aftergoingthroughsuchasadthing,it’ssogoodtohaveahappyending.”21.WecaninferfromthetextthatKrameris_____.A.Donnelly’shusbandB.Donnelly’schildC.afirefighterD.acat22.WhatdoweknowaboutRedPaw?A.Itoffershelptopetsandtheirfamilies.B.ItwassetupbyHazelDonnelly.C.ItbelongstotheRedCross.D.Itsavespeopleindisasters.23.ThefireintheDonnellys’building_____.A.tookmanypeople’slivesB.causedgreatdamagetothebuildingC.leftDonnellyseriouslyhurtD.ledtothelossofafamilymember24.WholookedafterKramerforalongtimeafterthefire?A.Adoctor.

B.JenLeary.

C.RedPaw.

D.TheRedCrossBWelcometoDeathValley.TheverynameofthisnationalparkineasternCaliforniamightfillsomepeoplewithdread,butyou’renotafraid.You’rejustoutenjoyingthedesertsunshine.Besides,there’snothingoutherebutsomerocks.SomeoftherocksinDeathValleyweighhundredsofpounds.Andinthegroundbehindeachrockisamysterioustrail(痕迹),asiftherockhadbeenpushedalonginthedirt.Sowhoismovingtherocks?Nobody.Itwasnearly100yearsagowhentheseunusual“sailingstones”werefirstreported.Peoplehavebeentryingtofindoutthestones’secreteversince.Oneearlyexplanationwasthatwindsweremovingthestones.Otherexplanationshaveincludedanimals,and,ofcourse,aliens(外星人).Untilthe1990s,onewidelyheldtheorywasthattherockswerestuckinsheets(片)oficethatwerebeingblownacrossthedesert.(DeathValleydoesgetcoldenoughforicetoformonsomewinternights.)However,researchlatershowedthattomovesuchlargeicesheets,thewindwouldhavetoblowathundredsofmilesperhour.TherearestrongwindsinDeathValley—butnotthatstrong.Then,in2006,ascientistnamedRalphLorenzcameupwithanewtheory.Hesuggestedthatinthewinter,thickiceformsaroundtherocks.Whenthegroundbeginstothaw(解冻),therocks,wearingice,sailalong,leavingtrailsbehindthem.Lorenzputhistheorytothetestinhisownkitchen.Hedroppedarockintoadish,addedalittlewater,andstuckthedishinhisfridge.Later,hetookouttherockandplaceditinadishofwaterwithsandatthebottom.Sureenough,withjustabreath,Lorenzwasabletosendtherockmovingacrossthewater—leavingatrailinthesandasitmoved.HasLorenzsolvedthemysteryofthesailingstonesatlast?Perhaps.Ontheotherhand,neitherLorenznoranyoneelsehaseveractuallyseenthestonesmove.Maybealiensareresponsibleafterall.25.Theunderlinedword“dread”inParagraph1probablymeans“_____”.A.fear

B.anger

C.surprise

D.excitement26.Accordingtothetheoryinthelate20thcentury,therockswereprobablymovedby_____.A.theice

B.thewind

C.aliens

D.animals27.WhatdidRalphLorenzfind?A.ThewindinDeathValleycouldreachaspeedof100mph.B.TherocksinDeathValleycouldn’tmovebythemselves.C.DeathValleycouldgetcoldenoughforicetoform.D.WaterhelpedtherocksinDeathValleymove.CDearfriendsandcolleagues(同事)ofTomBlumenthal,WeareorganizingacelebrationhonoringTom’sresearchcareer(生涯).Asyoumayknow,hisresearchlabinBoulder,Coloradowillsoonbeclosing,andhewillbechangingtoanewstageofhiscareer,focusingon(关注)theLindaCrnicInstituteforDownSyndrome.Inordertomarkthisimportantmoment,andtocelebratehismanyyearsasagreatresearcher,weinviteyoutoacelebrationonJune20-21,2014attheUniversityofBoulder,Colorado.Theprogramincludesbothscientificandsocialevents.Andthereisnocostfortheevent.Sincerely,MembersoftheOrganizingCommittee

Dearcolleagues,ItismypleasuretoinviteyoutojoinintheIFCCWorldlab2014CongressinIstanbulonJune22-26,2014.Excellentcolleaguesthroughouttheworldwillcometogetherinwhatpromisestobeaveryinterestingandfruitfulevent.WebelievethatthisCongresswillprovideacutting-edgeeducationalandscientificexperienceforyou.Thescientificprogramfocusesonhowimportantlaboratorymedicineservicesaretoclinical(临床的)medicineandthehealthofpatientsandthepublic.Withthesupportoftheindustry,wehopetoachieveasuccessfulorganization,bothscientificallyandsocially.AsocialprogramwillprovideanopportunitytotravelaroundtheattractivecityofIstanbulandotherinterestingplacesofTurkey.LookingforwardtomeetingyouinIstanbul.NazmiOzerPresident,IFCCWorldLab2014Congress28.There’saspecialeventonJune20-21,2014_____.A.celebratingtheopeningofaresearchlabB.celebratingTomBlumenthal’sbirthdayC.forthesuccessofanorganizationD.foraresearcher’sexcellentwork29.WhatdoweknowabouttheIFCCWorldlab2014Congress?A.Itoffersavaluablescientificexperiencetopeople.B.Itshowshowthebestlabsintheworldwork.C.ItisdesignedforscientistsinTurkey.D.Itdiscussestheimportanceofhealth.30.Bothofthetwolettersarelettersof_____.A.praise

B.thanks

C.invitation

D.congratulationDMywife,Nell,andIwantedtorentacarinFlorida’sTampaairport.WhenaskedhowIwasgoingtopay,Iopenedmypursetogetmycreditcard(信用卡).Itwasn’tthere!NellandIlookedateachotherinshockedsilence.Then,fromthelinebehindus,avoiceasked,“Howmuchdoyouneed?”WhenIsaidwewouldneed$300togetusthroughourfirstweek,thekindmangaveustheneededmoney.WediscoveredheandhiswifewerereturninghometoTorontoacoupleofweekslateronthesameflightaswewere,sowemadesuretoseethemtoreturnthemoneyandgivethemagifttothankthem.Ilaterfoundout