新人教版高中英语必修一《Unit 4 Natural Disasters》单元教案与导学案

1/32《Unit4NaturalDisasters》单元教案Unit4NaturalDisasters

Period1ListeningandSpeaking【教材分析】高考听力材料的选用非常重视语言真实性和交际性的原则，语言材料一般来源于实际生活，对话的内容大都取材于日常生活，即衣、食、住、行、工作、学习、天气、生活环境等话题，可分为校园、公共场所、家庭等方面，如:shopping,findingtheway,doingone’shomework,seeingadoctor,makingaphonecall,weatherreport,askingfordifferentkindsofinformation等。新教材的特点就是利用生活中真实文本，只是降低难度，让学生注重语言的应用，将是我们高考把握方向的重要因素。【教学目标与核心素养】学习能力目标：在听力当中，学生应该有效规划学习方法，选择恰当的策略与方法。这节课的训练目标是让学生有正确的预测和抓住问题的关键信息，从而用心去听来找寻关键信息。根据生活中实际情况和高考常见语境，我们不难发现提前预测和抓住题干中的w很重要，即what,where,when,why等等。【教学重难点】1．重点在听力之前把握题干中的关键词，并标注出来；（2）熟悉和数字、地点等相关的常见表达。2．难点（1）听力中涉及到数字一直是学生听力的难点，要让他们对于20以内的数字比较熟悉，才能听到之后立马反应过来；（2）能够先通过读题，找到题干中的关键词。【教学过程】教学步骤教学活动设计意图时间Step-1BeforelisteningDoyouknowwhatthedisastersare?这些图片可以激活学生的背景信息。3分钟Step-2Listeningforthe1sttime1sttimelistening:Listentothenewsreportsandtickthedisastersthatyouhear.第一次听之前要先明确问题，熟悉话题背景。认识本单元相关话题词汇5分钟Step-3Listeningforthe2ndtimeand3rdtimeifnecessary.Circlethekeyword(s)inthequestionsbelowandwritethekindofinformationtheyreferto.Thenlistenagainandanswerthequestions.notes:Thinkaboutwhatyouarelisteningforbeforeyoulisten.Listenforthe2ndtimetogettheanswer.Listenforthe3rdtimeifnecessary.这个部分让学生在听力练习中能够快速找到句中提问的关键词从而有的放矢去听材料。排除具体语境下的干扰，听寻关键信息的答案。20分Step-4SpeakingReadaboutthedisastersbelowandprepareashortnewsreportononeofthem.Thenpresentyournewsreporttoapartner.这个部分是教会学生通过提供的关键信息，比如when，where，why,what等信息来连接信息进行整合成一句话新闻。7分钟Step-5PronunciationfocusListenandrepeatPayattentiontothelettersinbold.Readthewordsaloud.Payattentiontothepronunciationofthe-edendings.本单元语音知识有两个：一是区分清辅音和浊辅音，能够感到声带的振动与否。二是了解不同动词的过去式加了-ed读法的些许不同。5分钟Step-6HomeworkTrytofinishthelisteningexercise.作业中补充练习听力，巩固今天主语学习内容：快速找到剧中的关键信息。Unit4NaturalDisasters—Reading&Thinking【教学目标与核心素养】1.Teachstudentstofindouttheparagraphtopicsentences,understandthebasicinformationoftheTangshanearthquakethroughskimming,searchingandotherreadingskills.2.Enablestudentstosortoutthedetailsoftheparagraph,tounderstandthestrangethingsbeforetheTangshanearthquake,thetremendousdestructiveforcecausedbytheearthquake,andtherapidandselflessrescueandreconstructionafterthedisaster.3.Discussthethinkingbroughtbyearthquakeandsublimatethethemesignificance.【教学重难点】1.Developstudents’readingabilitysuchasskimming,scanningandsummarizing.2.Letstudentstalkabouttheprecursorbeforetheearthquake,thedamagecausedbytheearthquake,therescueaftertheearthquakeandthereconstructionaftertheearthquake.【教学过程】Step1Activity1ActivatingbackgroundinformationT:Todaywearegoingtolearnapassagewiththetitle“TheNighttheEarthDidn’tSleep”.Sowhydidn’ttheearthsleeponthatnight?Whathappenedtotheearth?ActuallythereisamoviedirectedbyFengXiaogangfocusesonthesameearthquake.Now,I’dliketoshowyouashortclipofthemovie.1.TalkabouttheearthquakeQ1.Whatdoyoulearnfromthevideo?2.TalkaboutTangshanearthquake.Q1.WhatdoyouknowaboutTangshanearthquake?Q2.Whatdoyouwanttoknowaboutit?Step2Activity2Readingtogetsomebasicinformationaboutearthquake1.Readquicklytofindtheanswerstothestudents’ownquestions.2.Readforthetopicsentencesandworkouttheorganizationofthetext.Q1What’sthetopicsentenceineachparagraph?Q2Inwhatorderdoestheauthordescribetheearthquake?Step3Activity3Readingfordetailedinformation1.ReadtogetdetailedinformationaboutParagraph1.Q1:Whatwerethestrangethings?Q2:Whatwaspeople’sreactiontothesestrangethings?Q3.Whydidn’tpeoplepayattentiontothesestrangethings/thesignsbeforetheearthquake?T:Peoplehadlittleknowledgeofearthquakeatthattime.Q4Whendoesthisparagraphmainlytalkabout?T:Abnormalsignsbeforetheearthquake.2.ReadtogetdetailedinformationaboutParagraph2.Q1Howstrongwastheearthquake?Q2Howdidthepeoplefeelwhentheearthquakehappened?Q3Whatdoesthisparagraphmainlytalkabout?3.ReadtogetdetailedinformationaboutPara.3.Q1Whatweredestroyed?Q2Howdoesthewriterdescribe“everythinginthecity”?Q3Howdidthepeoplefeel?Q4Whatdoesthisparagraphmainlytalkabout?4.ReadtogetdetailedinformationaboutParagraph4.Q1.Whobroughthopeback?Andwhatdidtheydo?Q2.Howdidthepeoplefeelafteralotofpeoplecametorescue?Q3.Howwasthecityafteralotofpeoplecametorescue?5.ReadtogetdetailedinformationaboutParagraph5.Q1.WhatshowstherevivalofTangshan?Q2.HowcanTangshanreviveitselfandgetuponitsfeetagain?Q3.Intimesofdisasters,howcanwegothroughit?T:Intimesofdisasters,weshouldunify,showthewisdomandstaypositive.Step4Activity4Highlightingthethemeandreflecting1.Makeasummaryofthetext.timewhathappenedpeople’sresponsebeforeduringafter2.FurtherunderstandthetitleQ:Afterourlearning,whydoyouthinktheearthdidn’tsleeponthatnight?T:Anearthquakehappened.Thepeopleintheearthquakesufferedalot,andthepeopleoutsideTangshanwereconcernedaboutthepeopletherealot.3.Reflectthroughdiscussiononwhatcanbelearntafterreading.T:Disastersarepowerful.Unpreparednesscanbedeadly.Lifeisweak,butifpeopleworktogethertohelpeachother,disasterscanbedefeated.Thereisnolovefromdisaster,butwehaveloveinthehumanheart.Step5AssignmentHowdoesthewriterconveythattheearthquakewasdeadly,andthatpeoplewerehelplessduringtheearthquake?Trytofindsomeattractiveandimpressiveexpressionsandnotethemdown.Unit4NaturalDisasters

Period3DiscoveringUsefulStructures【教材分析】Thisteachingperiodmainlydealswiththegrammar:therestrictiverelativeclauses.Thisperiodcarriesconsiderablesignificancetothecultivationofstudents’writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatetheknowledgebydoingsomeexerciseofgoodquality.【教学目标与核心素养】1.Getstudentstohaveagoodunderstandingofthebasicusagesoftherestrictiverelativeclauses.2.Enablestudentstousetherestrictiverelativeclausesflexibly.3.Developstudents’speakingandcooperatingabilities.4.Strengthenstudents’greatinterestingrammarlearning.【教学重难点】Howtoenablestudentstohaveagoodunderstandingoftherestrictiverelativeclauses,especiallytheusesoftherelativewordssuchaswhich,that,who,whom.【教学过程】Step1:语法知识呈现定语从句（一）—关系代词的用法在复合句中,修饰名词或代词的从句叫定语从句。定语从句通常由关系代词或关系副词引导，说明事物的具体信息，从句位于被修饰词之后。被定语从句修饰的词叫先行词，引导定语从句的词叫关系词，关系词指代先行词，并在定语从句中充当成分。关系词有两种：关系代词who,whom,whose,that,which,as和关系副词when,where,why。根据定语从句与先行词的关系，可将定语从句分为限制性定语从句和非限制性定语从句。一般说来，限制性定语从句是整个句子不可缺少的部分，如果省略会影响全句的主要意思，这种定语从句前面不用逗号隔开；而非限制性定语从句的作用是对所修饰的成分作进一步说明,通常和主句用逗号隔开，将从句去掉后句子的意思仍然完整，译成汉语时，从句常单独译成一句话，除了that和why不能引导非限制性定语从句，其他关系词的用法和限制性定语从句关系词的用法相同。一、判断定语从句的关系代词的方法：如果名词或代词后有一个句子，并且该名词或代词在句子中充当成分，则该句子就是定语从句。主要按照以下三步来判断：1.找准先行词（定语从句前的名词或代词）。2.把先行词还原到定语从句中，看充当什么成分。3.根据先行词在定语从句中所充当的成分以及句意来选用适当的引导词。如果先行词在从句中作主语，宾语，定语，表语，则用关系代词，关系代词主要有who,whom,whose,that,which,as。二、关系代词的基本用法指代关系代词以及在定语从句中充当的成分例句1.人who(主语、宾语)whom(宾语)that(主语、宾语)Themanwho/thatisspeakingatthemeetingisafamousscientist.（作isspeaking的主语）在会上讲话的人是一位著名的科学家。Hewho/thatdoesnotreachtheGreatWallisnotatrueman.（作doesnotreach的主语）不到长城非好汉。Thisisthefamousscientist(who/whom/that)wevisitedlastweek.（作visited的宾语）这就是我们上周拜访的那位著名科学家。2.物that(主语、宾语)which(主语、宾语)Hefinallyworkedouttheproblemwhich/thatpuzzledhimforalongtime.（作puzzled的主语）他最后解出了这个令他困惑很久的问题。Thefish(that/which)weboughtyesterdaywerenotfresh.（作bought的宾语）我们昨天买的鱼不新鲜。3.人的；物的whose(定语)Theyrushedovertohelpthemanwhosecarbrokedown.（whosecar=theman’scar，作定语，修饰car）他们跑过去帮助那个汽车抛锚的人。Thereisamountainwhosetopisalwayscoveredwithsnow.(whosetop=themountain’stop，作定语，修饰top)有一座山顶常年被雪覆盖的山。4.句子（在非限制性定语从句中）which(主语、宾语)as(主语、宾语)Theweatherturnedoutverygood,whichwasmorethanwecouldexpect.（which指代“天气最后晴朗起来”，作was的主语）天气最后晴朗起来，这是我们没有料到的。Aseveryoneknows,Chinaisabeautifulcountrywithalonghistory.（As指代“中国是一个有着悠久历史的美丽国家”，作knows的宾语）每个人都知道，中国是一个有着悠久历史的美丽国家。三、关系代词易错点：1.关系代词的省略关系代词在定语从句中作主语时，不可省略；做宾语时，在限制性定语从句中可以省略，在非限制性定语从句中不可省略。Ishethemanwho/thatwantstoseeyou?（作wants的主语不可省略）他就是那个想见你的人吗？Hangzhouisabeautifulcity(that/which)Ialwayswanttovisit.（在限制性定语从句中作visit的宾语，可以省略）杭州是我总想参观的一个美丽城市。Hangzhou,whichIvisitedlastweek,isabeautifulcity.（在非限制性定语从句中作visited的宾语，不可省略）杭州是一个美丽的城市，我上周去参观过。2.从句中代词的重复多余定语从句中的引导词指代先行词，并在从句中作成分，从句中不能再出现指代该先行词的代词。ThebookthatIreadityesterdayisveryinteresting.（×）ThebookthatIreadyesterdayisveryinteresting.（√）我昨天读的那本书很有趣。ThisisthewomanwhoImetherlasttime.（×）ThisisthewomanwhoImetlasttime.（√）这就是我上次遇见的妇女。3.关系代词和代词的误用定语从句的引导词要用关系代词，而不能用一般代词。Thisistheboyhetoldmeastoryyesterday.（×）Thisistheboywhotoldmeastoryyesterday.（√）这就是昨天给我讲故事的男孩。Thisistheboyhisfatherisourheadmaster.（×）Thisistheboywhosefatherisourheadmaster.（√）这就是这个男孩，他的爸爸是我们的校长。4.what不引导定语从句定语从句中有关系代词that和which，而没有what，what可以引导名词性从句。Allthatweneedisasupplyofoil.(that引导定语从句，修饰先行词all)Whatweneedisasupplyofoil.(what引导主语从句)我们需要的是石油供应。5.that不引导非限制性定语从句（用逗号隔开）在非限制性定语从句，不能用关系代词that。如果指代“人”，用关系代词who/whom，指代“物”，用关系代词which。Thebasketballstar,whotriedtomakeacomeback,attractedlotsofattention.这位打算复出的篮球明星引起了很多关注。Beijing,whichisthecapitalofChina,isabeautifulcity.中国的首都北京是座美丽的城市。Hehasbecomeadoctor,whichhewantedtobe.他成为了一名医生，这是他以前一直梦想的。6.介词+which/whom先行词在从句中作介词宾语，若介词提前，指代物时，只能用which，不用that；指代人时，只能用whom，而不用who。介词不提前时，用that/which,who/whom都可以。Ihavethebookaboutwhichyouaretalking.=Ihavethebook(that/which)youaretalkingabout.我有你现在谈论的那本书。ThemanwithwhomItalkedjustnowisfromBeijingUniversity.=Theman(who/whom/that)ItalkedwithjustnowisfromBeijingUniversity.刚才和我谈话的那个人是从北京大学来的。7.whose+n.=the+n+ofwhich=ofwhich+the+n.whose+n.可与the+n+ofwhich互换，而且ofwhich也可置于名词之前，名词之前必须有定冠词the。Iliveintheroomwhosewindowfacessouth.(whosewindow=theroom’swindow)Iliveintheroomthewindowofwhich/ofwhichthewindowfacessouth.(thewindowofwhich=thewindowoftheroom)我住在窗子朝南开的房间里。8.定语从句中的主谓一致：关系代词在定语从句中做主语时，定语从句的谓语通常与先行词在人称和数上保持一致。注意：当先行词为“oneof+复数名词”时定语从句的谓语动词用复数形式；当先行词为“the(only/very)oneof+复数名词”时定语从句的谓语动词用单数形式。Heisagoodstudentwholikestohelpothers.他是一个乐于助人的好学生。Theyaregoodstudentswholiketohelpothers.他们是乐于助人的好学生。Heisoneofthestudentswhowerepraised.他是一个受到表扬的学生之一。Heistheone/theonlyoneofthestudentswhowaspraised.他是唯一一个受到表扬的学生。四、易混的关系代词辨析：（一）that和which1.用that，不用which的情况①当先行词为不定代词：everything,anything,nothing,all,any,much,many,some,few,little,none等或当先行词被no,some,any,all,much,little等词修饰时，只能用that。Togetthejobstarted,allthatIneedisyourpermission.要开始工作，我所需要的是你的许可。IsthereanythingthatIcandoforyou?有什么要我做的事吗?Heansweredfewquestionsthatwereaskedbythereporters.他几乎没有回答记者提问的问题。②当先行词被theonly,thevery,thesame等词修饰时。That’stheonlythingthatwecandonow.目前我们只能这样了。ThisistheverypenthatIamlookingfor.这正是我找的钢笔。Hestilllivesinthesamehousethatwevisitedtenyearsago.他还住在十年前我们参观的同一座房子里。③当先行词被序数词、形容词最高级修饰时。Thiswasoneofthemostinterestingbooksthatweresoldinthisbookstore.这是这家书店售出的最有趣的书之一。Thefirstthingthatshouldbedoneistogetsomefood.该做的第一件事是弄点吃的。④当先行词中同时包括人和物时。I’mgoingtotalkaboutthecountriesandpeoplethatIhavevisited.我要谈论一下我所访问的国家和人民。⑤当要避免与疑问词which重复时。WhichistheT-shirtthatfitsmemost?那件体恤衫最适合我？2.用which，不用that的情况①在非限制性定语从句中Football,whichisaninterestinggame,isplayedallovertheworld.全世界都踢足球，它是一项有趣的运动。②介词提前时，不用that，而用which，介词不提前时，用that和which都可。Thisistheroominwhichmyfatherlivedlastyear.=Thisistheroom(that/which)myfatherlivedinlastyear.这是我父亲去年居住过的房子。（二）which和as（引导非限制定语从句，指代整个主句内容）1.位置上的区别：as引导的从句可放在主句首、句末或句中。而which引导的从句只能放在主句之后。Asisknowntousall,theearthturnsaroundthesun.Theearth,asisknowntousall,turnsaroundthesun.Theearthturnsaroundthesun,as/whichisknowntousall.众所周知，地球绕着太阳转。2.语义的区别：as有“正如”之意，因此主句和从句语义一致，而which表示“这一点”在意义上相当于一个并列句，可以用andthis代替，在语义上可以不一致。Mikewonthefirstprize,aswasexpected.正如所料想的,迈克获得了一等奖。Mikewonthefirstprize,whichwasnotexpected.迈克获得了一等奖，这一点没被料想到。五．as引导的定语从句的用法（一）as引导的定语从句1.在限制性定语从句中，先行词有such,so,as,thesame修饰时，引导词用as。比较：Ihaveneverreadthebookthatyouhavetalkedabout.我从未读过你谈到的这本书。Ihaveneverreadsuchaninterestingbookasyouhavetalkedabout.=Ihaveneverreadso/asinterestingabookasyouhavetalkedabout.我从未读过像你谈到的这样有趣的书。2.在非限制性定语从句中，指代整个主句内容。Asweknow,sheisagoodteacher.我们都知道她是一个好老师。Lily,asweexpected,wonthefirstprizeinthecopetitionesterda.像我们所期望的那样，莉莉在昨天的比赛中获得了一等奖。（二）易混句式辨析1.such/so…as…和such/so…that…①such/so…as…表“像……这样的……”，用来引导定语从句（as在从句中充当主、宾或表语等）②such/so…that…表示“如此……以致……”，用来引导结果状语从句。Thisissuchaheavystoneasnoonecanlift.（作lift的宾语，是定语从句）Thisissuchaheavystonethatnoonecanliftit.（不缺成分，是结果状语从句）这是一块如此重的石头，没人能搬得动。2.thesame…as…和thesame…that…①thesame…as…表示“类似的一个，而不是同一个”（相似性）②thesame…that…表示“同一个”（同一性）Ihaveboughtthesamewatchasyouhave.我买了一块和你的一样的手表。（相似的，非同一个）ThisisthesamewatchthatIlost.这就是我丢的那块手表。（同一个）Unit4NaturalDisasters

Period1Readingforwriting【教学目标与核心素养】1.Getstudentstohaveagoodunderstandingofhowtowriteasummaryaboutanewsreport.2.Enablestudentstousesomewritingskillsflexibly.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.【教学重难点】1.Howtoenablestudentstohaveagoodunderstandingoftheskillsofwritingasuggestionletter.2.Howtoenablestudentstowriteagoodrecommendationletterusingsomewritingskillsproperly.【教学过程】Step1:LeadinBegintheclasswiththelead-inquestions:Whatisatsunami?Whatcausesit?Willitcausegreatdamagetohumans?Watchthevideoandexpressyourideas.Itisstronglyrecommendedthattheteachershouldaskstudentstodiscussthetopicfreelywiththeirpartnersandbrainstormsomeideasconcerningthetopic.Inthisway,studentscancomeupwithmoreideasandavoidbeingnervousatthebeginningoftheclass.Step2:ReadtodiscoverdetailsconcerninghowtowriteasummaryaboutanewsreportTheteacherisexpectedtoaskstudentstoreadanewsreportaboutatsunamisilentlyandthenrequeststudentstodiscussthequestionsbelow.Inthisstep,whatshouldbehighlightedisthattheteacheroughttogivestudentsenoughtimetoreadindividuallyandthinkindependently.Inthisperiod,theteacheruseswhen,what,whythreequestionstoguidestudentstofocusondetailsofanewsreport.1.Whendidthetsunamihappen?2.Whatcausedthetsunami?3.Whywoulditbedifficulttodeliverfoodandsupplies?Step3:ReadtosumupAfterfinishingthetasksabove,theteacherleadsstudentstofigureoutthesummaryofthenewsreport.Checkthemainpointsitincludes.On26December2004,atsunamikilledmorethan6,500tourists，fishermenandmanyotherlocalsinSoutheastAsia.Thousandsofpeoplearemissingandthenumberofdeathsisexpectedtogrow.Thedamagecausedbythetsunamiismakingitdifficultforrescueworkerstohelpthesurvivors.date time place event cause effect followingeventsLearningtip:Asummaryisashortstatementofmainpoints.Asummaryparagraphtellsthemainideasandthemostimportantinformationofalongerpassage.1.Followthestepsbelowtowriteasummaryforthefirsttextcalled“thenighttheearthdidn’tsleep.”Readthetextandwritealistofthemaindetails.2.Organizetheideasanddraftyoursummary.Payattentiontothefollowing:●Asummaryshouldbearoundonethirdthelengthoftheoriginaltext.●Writedownthekeysupportingpointsforthetopic.●Donotincludeunimportantdetailsorexamples.3.Exchangedrafts.Usethechecklisttogivefeedbackonyourpartner'sdraft.√Doesthesummarygiveyouaclearideaofwhatthetextisabout?√Doesthesummaryincludeonlythemostimportantinformationofthetext?√Isthesummarytheproperlength?√Arethereanyspellingorpunctuationerrors?√Doesthewriterusethecorrecttenses?4.Getyourdratbackandreviseit.PutupyoursummaryintheclassroomorreadittotheclassStep4:Practice1.Usewhatyouhavelearnttowriteanewsreport台湾高雄于2016年2月6日发展8时57分发生了6.7级地震，损失修重，请根据下表提供的信息，为某英语报社写一篇100词左右的新闻报道，报道的标题已给出。受灾情况：大量房屋道路被毁;多人受伤，许多人下落不明；供水、供电中断。军队帮助寻找幸存者、挖掘被困人员、掩埋死者。赈灾措施：从各地运送来淡水和食物；号召群众支援灾区；社会各界和广大民众自愿为灾区捐款。2.Discusswithyourpartnersandfigureoutthefeaturesofanewsreport:新间报道是记叙文的一种，其特点是以事实为依据，对人的经历或事实给予明确的、实事求是的报道。基本结构：英语新闻报道通常包括四部分:①标题——标题应当简洁明了。②导语——导语是消息开头的第一段或第一句话，简明扼要地揭示出消息的核心内容。③主体——主体是消息的主要部分，要用充足的事实表现主题，对导语的内容作进一步的展开和阐述。④结束语——通常是对全文内容进行概括性的总结。3.新闻报道增分句子（1）陈述事实常用的句型:①Aterriblestormhit/struck...,killing..②Itwasacoolautumnnightwhentheearthquakehappened.Alargenumberofbuildingsfelldownandroadsweredestroyed,leavingagreatmanypeoplehomeless.地震发生在一个凉爽的秋夜。大量的建筑物倒塌，道路被毁,许多人无家可归。③Withthehelpoftherescueteam,peoplewhowerethetrappedinthefloodweresaved.在救援队的帮助下，困在洪水中的人们得救了。（2）陈述观点常用的句型:①Clearly/Obviously/Inmyopinion/Itseemedthatpeoplewereshocked.显然/在我看来/似乎人们震惊了。②Thewholecitywasinruinsaftertheearthquake.地震后整个城市成了一片废墟。（3）揭示原因常用的句型:Becauseof/Asaresultof/Thankstothehelpofthearmy,peoplewhogotinjuredweresenttothehospitalimmediately.Unit4NaturalDisasters

Period1ListeningandSpeaking导学案【学习目标】1.TogetthelisteningskillsandwordsandexpressionsusedinListeningandSpeaking;2.Togetthelisteningstrategies,especiallypickingoutthekeyinformationofthequestions,suchaswhat,when,where,whyandhow.3.Tograspsomeinformationaboutnaturaldisasters.【学习重难点】1．重点（1）在听力之前把握题干中的关键词，并标注出来；（2）熟悉和数字、地点等相关的常见表达。2．难点（1）听力中涉及到数字一直是学生听力的难点，要让他们对于20以内的数字比较熟悉，才能听到之后立马反应过来；（2）能够先通过读题，找到题干中的关键词。【课前诊断】很多学生在练习听力之前盲目或者不知重点，有些在听力的准备阶段不明确自己读题的意义在哪里，就是因为不会寻找并抓住关键信息的体现。而本节课的学习重点就是这个，要让学生养成听力事先读题，有的放矢去听寻答案的策略。【学习过程】【自主探究】Step1WatchthevideoaboutNaturalDisastersandthenlookatthephotosinActivity1.Writedowntheirnamesbyyourselves.Step2ListenandtickinActivity2.Step3Circlethekeyword(s)inthequestionsbelowandwritethekindofinformationtheyreferto.1.Whatwillthemandonext?2.Howoldisthewomannow?3.Whatissmallforthewoman?4.Whatdoesthemanmean?5.Wheredoestheconversationmostprobablytakeplace?6.Whatdoesthemanlikeabouthishometown?7.Whatistheweatherlikeinthefallintheman'shometown?8.Whattimewastheplaneoriginallyscheduledtoleave?9.Whyisthewomanworried?10.Whydoestheman'sbrothergototheman'splace?11.Wheredoesthemanworkinthemorning?12.Whatlanguageisthewomanstarting?13.Whatarethespeakersmainlytalkingabout?14.Whatsubjectdoesthemanprobablyprefer?15.Whatdothewoman'sparentsexpecthertobe?16.Whatisthewomangoodatdoing?17.HowdidtheservantsdealwiththeirearningsinVictoriantimes?18.Whatwasthenurse’smainduty?19.HowdidtheVictorianupperclassparentstreattheirchildrenactually?20.Whatwillthespeakertalkaboutnext?【答案】：1.Whatwillthemandonext?What:activity2.Howoldisthewomannow?Howold:numberWhatissmallforthewoman?What:specificitem4.Whatdoesthemanmean?What:inference/impliedmeaning5.Wheredoestheconversationmostprobablytakeplace?Where:place6.Whatdoesthemanlikeabouthishometown?What:specificinformation7.Whatistheweatherlikeinthefallintheman'shometown?Whatistheweatherlike:weather8.Whattimewastheplaneoriginallyscheduledtoleave?Whattime:specifictime9.Whyisthewomanworried?Why:reason10.Whydoestheman'sbrothergototheman'splace?Why:reason11.Wheredoesthemanworkinthemorning?Where:place/address12.Whatlanguageisthewomanstarting?Whatlanguage:languagename13.Whatarethespeakersmainlytalkingabout?What:inferenceofmainidea14.Whatsubjectdoesthemanprobablyprefer?What:subject15.Whatdothewoman'sparentsexpecthertobe?What:futurejobforthewomen16.Whatisthewomangoodatdoing?What:activityforthewoman17.HowdidtheservantsdealwiththeirearningsinVictoriantimes?How:wayofdoinginVictoriantimes18.Whatwasthenurse’smainduty?What:activityfornurses19.HowdidtheVictorianupperclassparentstreattheirchildrenactually?How:wayofdoing20.Whatwillthespeakertalkaboutnext?What:topictotalkaboutStep4ReadandreportinActivity4.____________________________________________________________________________________________________________________________________________________________________________________Step5PronunciationPayattentiontothelettersinboldandthepronunciationofthe-edendings.Thenwritethewordsintheboxescarefully.Step6Summary1.Learnsomeimportantinformationaboutnaturaldisasters.2.Graspsomelisteningskills.Unit4NaturalDisastersPeriod3DiscoveringUsefulStructures导学案【学习目标】1.Tomasterthebasicusagesoftherestrictiverelativeclauses.2.Tolearntousetherestrictiverelativeclausesmentionedflexibly.【重点难点】1.Toappreciatethefunctionoftherestrictiverelativeclauses.2.Towriteessaysusingthepropertherestrictiverelativeclauses.【学习过程】【自主探究】Step1:语法自主探究定语从句（一）——关系代词的用法在复合句中,修饰名词或代词的从句叫_____________。定语从句通常由______或关系副词引导，说明事物的具体信息，从句位于被修饰词_________。被定语从句修饰的词叫__________，引导定语从句的词叫_____________，关系词指代先行词，并在定语从句中充当成分。关系词有两种：关系代词_____________________________和关系副词when,where,why。根据定语从句与先行词的关系，可将定语从句分为______________和非限制性定语从句。一般说来，限制性定语从句是整个句子_____________的部分，如果省略会影响全句的主要意思，这种定语从句前面不用_____________隔开；而非限制性定语从句的作用是对所修饰的成分作进一步说明,通常和主句用逗号隔开，将从句去掉后句子的意思仍然完整，译成汉语时，从句常单独译成一句话，除了that和why不能引导非限制性定语从句，其他关系词的用法和限制性定语从句关系词的用法相同。关系代词的用法一、判断定语从句的关系代词的方法：如果名词或代词后有一个句子，并且该名词或代词在句子中充当成分，则该句子就是定语从句。主要按照以下三步来判断：1．找准__________（定语从句前的名词或代词）。2．把先行词还原到定语从句中，看充当______________。3．根据先行词在定语从句中所充当的成分以及句意来选用适当的_________。如果先行词在从句中作主语，宾语，定语，表语，则用____________，关系代词主要有who,whom,whose,that,which,as。二、关系代词的基本用法指代关系代词例句1.人Who、whom、thatTheman_____________isspeakingatthemeetingisafamousscientist.（作isspeaking的主语）在会上讲话的人是一位著名的科学家。He_________doesnotreachtheGreatWallisnotatrueman.（作doesnotreach的主语）不到长城非好汉。Thisisthefamousscientist(_____________)wevisitedlastweek.（作visited的宾语）这就是我们上周拜访的那位著名科学家。2.物That、whichHefinallyworkedouttheproblem______________puzzledhimforalongtime.（作puzzled的主语）他最后解出了这个令他困惑很久的问题。Thefish(______________)weboughtyesterdaywerenotfresh.（作bought的宾语）我们昨天买的鱼不新鲜。3.人的；物的whoseTheyrushedovertohelptheman____________carbrokedown.（whosecar=theman’scar，作定语，修饰car）他们跑过去帮助那个汽车抛锚的人。Thereisamountain______________topisalwayscoveredwithsnow.(whosetop=themountain’stop，作定语，修饰top)有一座山顶常年被雪覆盖的山。4.句子（在非限制性定语从句中）Which、asTheweatherturnedoutverygood,____________wasmorethanwecouldexpect.（which指代“天气最后晴朗起来”，作was的主语）天气最后晴朗起来，这是我们没有料到的。______________everyoneknows,Chinaisabeautifulcountrywithalonghistory.（As指代“中国是一个有着悠久历史的美丽国家”，作knows的宾语）每个人都知道，中国是一个有着悠久历史的美丽国家。三、关系代词易错点：1.关系代词的省略关系代词在定语从句中作_________时，不可省略；做宾语时，在限制性定语从句中可以省略，在非限制性定语从句中不可省略。Ishethemanwho/thatwantstoseeyou?(作wants的主语不可省略)他就是那个想见你的人吗？Hangzhouisabeautifulcity(___________)Ialwayswanttovisit.（在限制性定语从句中作visit的宾语，可以省略）杭州是我总想参观的一个美丽城市。Hangzhou,_____________Ivisitedlastweek,isabeautifulcity.（在非限制性定语从句中作visited的宾语，不可省略）杭州是一个美丽的城市，我上周去参观过。2.从句中代词的重复多余定语从句中的引导词指代先行词，并在从句中作成分，从句中不能再出现指代该先行词的代词。判断正误ThebookthatIreadityesterdayisveryinteresting.（）ThebookthatIreadyesterdayisveryinteresting.（）ThisisthewomanwhoImetherlasttime.（）ThisisthewomanwhoImetlasttime.（）3.关系代词和代词的误用定语从句的引导词要用关系代词，而不能用一般代词。判断正误Thisistheboyhetoldmeastoryyesterday.（）Thisistheboywhotoldmeastoryyesterday.（）Thisistheboyhisfatherisourheadmaster.（）Thisistheboywhosefatherisourheadmaster.（）4.what不引导定语从句定语从句中有关系代词that和which，而没有what，what可以引导名词性从句。Allthatweneedisasupplyofoil.(that引导定语从句，修饰先行词all)Whatweneedisasupplyofoil.(what引导主语从句)我们需要的是石油供应。5.that不引导非限制性定语从句（用逗号隔开）在非限制性定语从句，不能用关系代词that。如果指代“人”，用关系代词who/whom，指代“物”，用关系代词which。Thebasketballstar,_____triedtomakeacomeback,attractedlotsofattention.这位打算复出的篮球明星引起了很多关注。Beijing,____________isthecapitalofChina,isabeautifulcity.中国的首都北京是座美丽的城市。Hehasbecomeadoctor,_________hewantedtobe.他成为了一名医生，这是他以前一直梦想的。6.介词+which/whom先行词在从句中作介词宾语，若介词提前，指代物时，只能用which，不用that；指代人时，只能用whom，而不用who。介词不提前时，用that/which,who/whom都可以。Ihavethebookabout____________youaretalking.=Ihavethebook(that/which)youaretalkingabout.我有你现在谈论的那本书。Themanwith_____________ItalkedjustnowisfromBeijingUniversity.=Theman(who/whom/that)ItalkedwithjustnowisfromBeijingUniversity.刚才和我谈话的那个人是从北京大学来的。7.whose+n.=the+n+ofwhich=ofwhich+the+n.whose+n.可与the+n+ofwhich互换，而且ofwhich也可置于名词之前，名词之前必须有定冠词the。Iliveintheroom_________windowfacessouth.(whosewindow=theroom’swindow)Iliveintheroomthewindowof_________/ofwhichthewindowfacessouth.(thewindowofwhich=thewindowoftheroom)我住在窗子朝南开的房间里。8.定语从句中的主谓一致：关系代词在定语从句中做主语时，定语从句的谓语通常与先行词在人称和数上保持一致。注意：当先行词为“oneof+复数名词”时定语从句的谓语动词用复数形式；当先行词为“the(only/very)oneof+复数名词”时定语从句的谓语动词用单数形式。Heisagoodstudent____________likestohelpothers.他是一个乐于助人的好学生。Theyaregoodstudents_____________liketohelpothers.他们是乐于助人的好学生。Heisoneofthestudents__________________praised.他是一个受到表扬的学生之一。Heistheone/theonlyoneofthestudents______________praised.他是唯一一个受到表扬的学生。四、易混的关系代词辨析：（一）that和which1.用that，不用which的情况①当先行词为不定代词：everything,anything,nothing,all,any,much,many,some,few,little,none等或当先行词被no,some,any,all,much,little等词修饰时，只能用that。Togetthejobstarted,allthatIneedisyourpermission.要开始工作，我所需要的是你的许可。IsthereanythingthatIcandoforyou?有什么要我做的事吗?Heansweredfewquestionsthatwereaskedbythereporters.他几乎没有回答记者提问的问题。②当先行词被theonly,thevery,thesame等词修饰时。That’stheonlythingthatwecandonow.目前我们只能这样了。ThisistheverypenthatIamlookingfor.这正是我找的钢笔。Hestilllivesinthesamehousethatwevisitedtenyearsago.他还住在十年前我们参观的同一座房子里。③当先行词被序数词、形容词最高级修饰时。Thiswasoneofthemostinterestingbooks______________weresoldinthisbookstore.这是这家书店售出的最有趣的书之一。Thefirstthing________________shouldbedoneistogetsomefood.该做的第一件事是弄点吃的。④当先行词中同时包括人和物时。I’mgoingtotalkaboutthecountriesandpeople_________________Ihavevisited.我要谈论一下我所访问的国家和人民。⑤当要避免与疑问词which重复时。WhichistheT-shirt_____________fitsmemos