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Unit 4 Natural DisastersPeriod 1 Listening and Speaking
【教材分析】
高考聽力材料的選用非常重視語言真實性和交際性的原則，語言材料一般來源於實際生活，對話的內容大都取材於日常生活，即衣、食、住、行、工作、學習、天氣、生活環境等話題，可分為校園、公共場所、家庭等方面，如: shopping, finding the way, doing one’s homework, seeing a doctor, making a phone call, weather report, asking for different kinds of information等。
新教材的特點就是利用生活中真實文本，只是降低難度，讓學生注重語言的應用，將是我們高考把握方向的重要因素。
【教學目標與核心素養】
學習能力目標：
在聽力當中，學生應該有效規劃學習方法，選擇恰當的策略與方法。這節課的訓練目標是讓學生有正確的預測和抓住問題的關鍵信息，從而用心去聽來找尋關鍵信息。根據生活中實際情況和高考常見語境，我們不難發現提前預測和抓住題幹中的w很重要，即what, where, when, why等等。
【教學重難點】
1．重點
（1）在聽力之前把握題幹中的關鍵詞，並標註出來；
（2）熟悉和數字、地點等相關的常見表達。
2．難點
（1）聽力中涉及到數字一直是學生聽力的難點，要讓他們對於20以內的數字比較熟悉，才能聽到之後立馬反應過來；
（2）能夠先通過讀題，找到題幹中的關鍵詞。
【教學過程】
教學步驟
教學活動
設計意圖
時間
Step-1 Before listening
Do you know what the disasters are?
這些圖片可以激活學生的背景信息。
3分鐘
Step-2
Listening for the 1st time
1st time listening:
Listen to the news reports and tick the disasters that you hear.
第一次聽之前要先明確問題，熟悉話題背景。認識本單元相關話題詞彙
5分鐘
Step-3 Listening for the 2nd time and 3rd time if necessary.
Circle the key word(s) in the questions below and write the kind of information they refer to. Then listen again and answer the questions.
notes:
Think about what you are listening for before you listen.
Listen for the 2nd time to get the answer. Listen for the 3rd time if necessary.
這個部分讓學生在聽力練習中能夠快速找到句中提問的關鍵詞從而有的放矢去聽材料。排除具體語境下的幹擾，聽尋關鍵信息的答案。
20分
Step-4 Speaking
Read about the disasters below and prepare a short news report on one of them. Then present your news report to a partner.
這個部分是教會學生通過提供的關鍵信息，比如when，where，why, what等信息來連接信息進行整合成一句話新聞。
7分鐘
Step-5 Pronunciation focus
Listen and repeat
Pay attention to the letters in bold.
Read the words aloud. Pay attention to the pronunciation of the -ed endings.
本單元語音知識有兩個：一是區分清輔音和濁輔音，能夠感到聲帶的振動與否。
二是了解不同動詞的過去式加了-ed讀法的些許不同。
5分鐘
Step-6 Homework
Try to finish the listening exercise.
作業中補充練習聽力，鞏固今天主語學習內容：快速找到劇中的關鍵信息。
Unit 4 Natural Disasters—Reading & Thinking
【教學目標與核心素養】
1. Teach students to find out the paragraph topic sentences, understand the basic information of the Tangshan earthquake through skimming, searching and other reading skills.
2. Enable students to sort out the details of the paragraph, to understand the strange things before the Tangshan earthquake, the tremendous destructive force caused by the earthquake, and the rapid and selfless rescue and reconstruction after the disaster.
3. Discuss the thinking brought by earthquake and sublimate the theme significance.
【教學重難點】
1. Develop students』 reading ability such as skimming, scanning and summarizing.
2. Let students talk about the precursor before the earthquake, the damage caused by the earthquake, the rescue after the earthquake and the reconstruction after the earthquake.
【教學過程】
Step 1 Activity 1 Activating background information
T: Today we are going to learn a passage with the title 「The Night the Earth Didn’t Sleep」. So why didn’t the earth sleep on that night? What happened to the earth? Actually there is a movie directed by Feng Xiaogang focuses on the same earthquake. Now, I』d like to show you a short clip of the movie.
1. Talk about the earthquake
Q1. What do you learn from the video?
2. Talk about Tangshan earthquake.
Q1. What do you know about Tangshan earthquake?
Q2. What do you want to know about it?
Step 2 Activity 2 Reading to get some basic information about earthquake
1. Read quickly to find the answers to the students』 own questions.
2. Read for the topic sentences and work out the organization of the text.
Q1 What’s the topic sentence in each paragraph?
Q2 In what order does the author describe the earthquake?
Step 3 Activity 3 Reading for detailed information
1. Read to get detailed information about Paragraph 1.
Q1: What were the strange things?
Q2: What was people’s reaction to these strange things?
Q3. Why didn’t people pay attention to these strange things/the signs before the earthquake?
T: People had little knowledge of earthquake at that time.
Q4 When does this paragraph mainly talk about?
T: Abnormal signs before the earthquake.
2. Read to get detailed information about Paragraph 2.
Q1 How strong was the earthquake?
Q2 How did the people feel when the earthquake happened?
Q3 What does this paragraph mainly talk about?
3. Read to get detailed information about Para. 3.
Q1 What were destroyed?
Q2 How does the writer describe 「everything in the city」?
Q3 How did the people feel?
Q4 What does this paragraph mainly talk about?
4. Read to get detailed information about Paragraph 4.
Q1. Who brought hope back? And what did they do?
Q2. How did the people feel after a lot of people came to rescue?
Q3. How was the city after a lot of people came to rescue?
5. Read to get detailed information about Paragraph 5.
Q1. What shows the revival of Tangshan?
Q2. How can Tangshan revive itself and get up on its feet again?
Q3. In times of disasters, how can we go through it?
T: In times of disasters, we should unify, show the wisdom and stay positive.
Step 4 Activity 4 Highlighting the theme and reflecting
1. Make a summary of the text.
time
what happened
people’s response
before
during
after
2. Further understand the title
Q: After our learning, why do you think the earth didn’t sleep on that night?
T: An earthquake happened. The people in the earthquake suffered a lot, and the people outside Tangshan were concerned about the people there a lot.
3. Reflect through discussion on what can be learnt after reading.
T: Disasters are powerful. Unpreparedness can be deadly. Life is weak, but if people work together to help each other, disasters can be defeated.
There is no love from disaster, but we have love in the human heart.
Step 5 Assignment
How does the writer convey that the earthquake was deadly, and that people were helpless during the earthquake? Try to find some attractive and impressive expressions and note them down.
Unit 4 Natural Disasters Period 3 Discovering Useful Structures
【教材分析】
This teaching period mainly deals with the grammar: the restrictive relative clauses.
This period carries considerable significance to the cultivation of students』 writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.
【教學目標與核心素養】
1. Get students to have a good understanding of the basic usages of the restrictive relative clauses.
2. Enable students to use the restrictive relative clauses flexibly.
3. Develop students』 speaking and cooperating abilities.
4. Strengthen students』 great interest in grammar learning.
【教學重難點】
How to enable students to have a good understanding of the restrictive relative clauses, especially the uses of the relative words such as which, that, who, whom.
【教學過程】
Step1: 語法知識呈現
定語從句（一）—關係代詞的用法
在複合句中, 修飾名詞或代詞的從句叫定語從句。定語從句通常由關係代詞或關係副詞引導，說明事物的具體信息，從句位於被修飾詞之後。被定語從句修飾的詞叫先行詞，引導定語從句的詞叫關係詞，關係詞指代先行詞，並在定語從句中充當成分。關係詞有兩種：關係代詞who, whom ,whose, that, which, as和關係副詞when, where, why。
根據定語從句與先行詞的關係，可將定語從句分為限制性定語從句和非限制性定語從句。一般說來，限制性定語從句是整個句子不可缺少的部分，如果省略會影響全句的主要意思，這種定語從句前面不用逗號隔開；而非限制性定語從句的作用是對所修飾的成分作進一步說明, 通常和主句用逗號隔開，將從句去掉後句子的意思仍然完整，譯成漢語時，從句常單獨譯成一句話，除了that和why不能引導非限制性定語從句，其他關係詞的用法和限制性定語從句關係詞的用法相同。
一、判斷定語從句的關係代詞的方法：
如果名詞或代詞後有一個句子，並且該名詞或代詞在句子中充當成分，則該句子就是定語從句。主要按照以下三步來判斷：
1.找準先行詞（定語從句前的名詞或代詞）。
2.把先行詞還原到定語從句中，看充當什麼成分。
3.根據先行詞在定語從句中所充當的成分以及句意來選用適當的引導詞。
如果先行詞在從句中作主語，賓語，定語，表語，則用關係代詞，關係代詞主要有who, whom ,whose, that, which, as。
二、關係代詞的基本用法
指代
關係代詞以及在定語從句中充當的成分
例句
1.人
who(主語、賓語)
whom(賓語)
that(主語、賓語)
The man who/that is speaking at the meeting is a famous scientist.（作is speaking的主語）
在會上講話的人是一位著名的科學家。
He who/that does not reach the Great Wall is not a true man.（作does not reach的主語）
不到長城非好漢。
This is the famous scientist (who/whom/that) we visited last week.（作visited的賓語）
這就是我們上周拜訪的那位著名科學家。
2.物
that(主語、賓語)
which(主語、賓語)
He finally worked out the problem which/ that puzzled him for a long time.（作puzzled的主語）
他最後解出了這個令他困惑很久的問題。
The fish (that/which) we bought yesterday were not fresh. （作bought的賓語）
我們昨天買的魚不新鮮。
3.人的；
物的
whose(定語)
They rushed over to help the man whose car broke down. （whose car=the man’s car，作定語，修飾car）
他們跑過去幫助那個汽車拋錨的人。
There is a mountain whose top is always covered with snow.( whose top=the mountain’s top，作定語，修飾top)
有一座山頂常年被雪覆蓋的山。
4.句子
（在非限制性定語從句中）
which(主語、賓語)
as(主語、賓語)
The weather turned out very good, which was more than we could expect.（which指代「天氣最後晴朗起來」，作was的主語）
天氣最後晴朗起來，這是我們沒有料到的。
As everyone knows, China is a beautiful country with a long history.（As指代「中國是一個有著悠久歷史的美麗國家」，作knows的賓語）
每個人都知道，中國是一個有著悠久歷史的美麗國家。
三、關係代詞易錯點：
1.關係代詞的省略
關係代詞在定語從句中作主語時，不可省略；做賓語時，在限制性定語從句中可以省略，在非限制性定語從句中不可省略。
Is he the man who /that wants to see you?
（作wants的主語不可省略）
他就是那個想見你的人嗎？
Hangzhou is a beautiful city(that/which)I always want to visit.（在限制性定語從句中作visit的賓語，可以省略）
杭州是我總想參觀的一個美麗城市。
Hangzhou ,which I visited last week, is a beautiful city.（在非限制性定語從句中作visited的賓語，不可省略）
杭州是一個美麗的城市，我上周去參觀過。
2.從句中代詞的重複多餘
定語從句中的引導詞指代先行詞，並在從句中作成分，從句中不能再出現指代該先行詞的代詞。
The book that I read it yesterday is very interesting.（×）
The book that I read yesterday is very interesting.（√）
我昨天讀的那本書很有趣。
This is the woman who I met her last time.（×）
This is the woman who I met last time.（√）
這就是我上次遇見的婦女。
3.關係代詞和代詞的誤用
定語從句的引導詞要用關係代詞，而不能用一般代詞。
This is the boy he told me a story yesterday.（×）
This is the boy who told me a story yesterday.（√）
這就是昨天給我講故事的男孩。
This is the boy his father is our headmaster.（×）
This is the boy whose father is our headmaster.（√）
這就是這個男孩，他的爸爸是我們的校長。
4.what不引導定語從句
定語從句中有關係代詞that和which ，而沒有what ，what 可以引導名詞性從句。
All that we need is a supply of oil. (that引導定語從句，修飾先行詞all)
What we need is a supply of oil. (what引導主語從句)
我們需要的是石油供應。
5.that不引導非限制性定語從句（用逗號隔開）
在非限制性定語從句，不能用關係代詞that。如果指代「人」，用關係代詞who/ whom，指代「物」，用關係代詞which。
The basketball star, who tried to make a comeback, attracted lots of attention. 這位打算復出的籃球明星引起了很多關注。
Beijing, which is the capital of China, is a beautiful city. 中國的首都北京是座美麗的城市。
He has become a doctor, which he wanted to be.
他成為了一名醫生，這是他以前一直夢想的。
6.介詞+which/whom
先行詞在從句中作介詞賓語，若介詞提前，指代物時，只能用which，不用that；指代人時，只能用whom，而不用who。介詞不提前時，用that/which, who /whom都可以。
I have the book about which you are talking.
= I have the book (that/ which) you are talking about.
我有你現在談論的那本書。
The man with whom I talked just now is from Beijing University.
= The man (who/ whom/ that) I talked with just now is from Beijing University.
剛才和我談話的那個人是從北京大學來的。
7.whose+n.
= the+n
+of which
=of which
+the+n.
whose+n.可與the+n +of which
互換，而且of which也可置於名詞之前，名詞之前必須有定冠詞the。
I live in the room whose window faces south.( whose window=the room’s window)
I live in the room the window of which / of which the window faces south.( the window of which= the window of the room)
我住在窗子朝南開的房間裡。
8. 定語從句中的主謂一致：
關係代詞在定語從句中做主語時，定語從句的謂語通常與先行詞在人稱和數上保持一致。
注意：當先行詞為「one of +複數名詞」時定語從句的謂語動詞用複數形式；當先行詞為「the (only/very)one of +複數名詞」時定語從句的謂語動詞用單數形式。
He is a good student who likes to help others.
他是一個樂於助人的好學生。
They are good students who like to help others.
他們是樂於助人的好學生。
He is one of the students who were praised.
他是一個受到表揚的學生之一。
He is the one/ the only one of the students who was praised.他是唯一一個受到表揚的學生。
四、易混的關係代詞辨析：
（一）that和which
1.用that，不用which的情況
①當先行詞為不定代詞：everything, anything, nothing, all, any, much, many, some, few, little, none等或當先行詞被no, some, any, all, much, little等詞修飾時，只能用that。
To get the job started, all that I need is your permission.要開始工作，我所需要的是你的許可。
Is there anything that I can do for you?
有什麼要我做的事嗎?
He answered few questions that were asked by the reporters.他幾乎沒有回答記者提問的問題。
②當先行詞被the only, the very, the same等詞修飾時。
That’s the only thing that we can do now.目前我們只能這樣了。
This is the very pen that I am looking for.這正是我找的鋼筆。
He still lives in the same house that we visited ten years ago.他還住在十年前我們參觀的同一座房子裡。
③當先行詞被序數詞、形容詞最高級修飾時。
This was one of the most interesting books that were sold in this book store.
這是這家書店售出的最有趣的書之一。
The first thing that should be done is to get some food.該做的第一件事是弄點吃的。
④當先行詞中同時包括人和物時。
I’m going to talk about the countries and people that I have visited.
我要談論一下我所訪問的國家和人民。
⑤當要避免與疑問詞which重複時。
Which is the T-shirt that fits me most?
那件體恤衫最適合我？
2.用which，不用that的情況
①在非限制性定語從句中
Football, which is an interesting game, is played all over the world.
全世界都踢足球，它是一項有趣的運動。
②介詞提前時，不用that，而用which，介詞不提前時，用that和which都可。
This is the room in which my father lived last year.
=This is the room (that/ which) my father lived in last year.
這是我父親去年居住過的房子。
（二）which和 as（引導非限制定語從句，指代整個主句內容）
1.位置上的區別：
as引導的從句可放在主句首、句末或句中。而which引導的從句只能放在主句之後。
As is known to us all, the earth turns around the sun.
The earth, as is known to us all, turns around the sun.
The earth turns around the sun, as /which is known to us all.
眾所周知，地球繞著太陽轉。
2.語義的區別：
as有「正如」之意，因此主句和從句語義一致，而which表示「這一點」 在意義上相當於一個並列句，可以用and this代替，在語義上可以不一致。
Mike won the first prize, as was expected.
正如所料想的, 邁克獲得了一等獎。
Mike won the first prize, which was not expected.
邁克獲得了一等獎，這一點沒被料想到。
五．as引導的定語從句的用法
（一）as引導的定語從句
1.在限制性定語從句中，先行詞有such, so, as, the same修飾時，引導詞用as。
比較：
I have never read the book that you have talked about. 我從未讀過你談到的這本書。
I have never read such an interesting book as you have talked about.
= I have never read so/ as interesting a book as you have talked about.
我從未讀過像你談到的這樣有趣的書。
2. 在非限制性定語從句中，指代整個主句內容。
As we know, she is a good teacher.
我們都知道她是一個好老師。
Lily, as we expected, won the first prize in the competition yesterday.
像我們所期望的那樣，莉莉在昨天的比賽中獲得了一等獎。
（二）易混句式辨析
1. such/ so…as…和such/ so…that…
①such/so…as…表「像……這樣的……」，用來引導定語從句（as在從句中充當主、賓或表語等）
②such/so…that…表示「如此……以致……」，用來引導結果狀語從句。
This is such a heavy stone as no one can lift.（作lift的賓語，是定語從句）
This is such a heavy stone that no one can lift it.（不缺成分，是結果狀語從句）
這是一塊如此重的石頭，沒人能搬得動。
2. the same…as…和the same…that…
①the same…as…表示「類似的一個，而不是同一個」（相似性）
②the same…that…表示「同一個」（同一性）
I have bought the same watch as you have.
我買了一塊和你的一樣的手錶。（相似的，非同一個）
This is the same watch that I lost.
這就是我丟的那塊手錶。（同一個）
Unit 4 Natural Disasters Period 1 Reading for writing
【教學目標與核心素養】
1. Get students to have a good understanding of how to write a summary about a news report.
2. Enable students to use some writing skills flexibly.
3. Develop students』 writing and cooperating abilities.
4. Strengthen students』 great interest in writing discourses.
【教學重難點】
1. How to enable students to have a good understanding of the skills of writing a suggestion letter.
2. How to enable students to write a good recommendation letter using some writing skills properly.
【教學過程】
Step 1: Lead in
Begin the class with the lead-in questions:
What is a tsunami?
What causes it?
Will it cause great damage to humans?
Watch the video and express your ideas.
It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.
Step 2: Read to discover details concerning how to write a summary about a news report
The teacher is expected to ask students to read a news report about a tsunami silently and then request students to discuss the questions below.
In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently.
In this period, the teacher uses when, what, why three questions to guide students to focus on details of a news report.
1. When did the tsunami happen?
2. What caused the tsunami?
3. Why would it be difficult to deliver food and supplies?
Step 3: Read to sum up
After finishing the tasks above, the teacher leads students to figure out the summary of the news report.
Check the main points it includes.
On 26 December 2004, a tsunami killed more than 6,500 tourists，fishermen and many other locals in Southeast Asia. Thousands of people are missing and the number of deaths is expected to grow. The damage caused by the tsunami is making it difficult for rescue workers to help the survivors.
date time place event cause effect following events
Learning tip: A summary is a short statement of main points. A summary paragraph tells the main ideas and the most important information of a longer passage.
1. Follow the steps below to write a summary for the first text called 「the night the earth didn’t sleep.」
Read the text and write a list of the main details.
2. Organize the ideas and draft your summary. Pay attention to the following:
●A summary should be around one third the length of the original text.
●Write down the key supporting points for the topic.
●Do not include unimportant details or examples.
3. Exchange drafts. Use the checklist to give feedback on your partner's draft.
√Does the summary give you a clear idea of what the text is about?
√Does the summary include only the most important information of the text?
√Is the summary the proper length?
√Are there any spelling or punctuation errors?
√Does the writer use the correct tenses?
4. Get your drat back and revise it. Put up your summary in the classroom or read it to the class
Step 4: Practice
1. Use what you have learnt to write a news report
臺灣高雄於2016年2月6日發展8時57分發生了6.7級地爬，損失修重，請根據下表提供的信息，為某英語報社寫一篇100詞左右的新聞報導，報導的標題已給出。
受災情況：大量房屋道路被毀;多人受傷，許多人下落不明；供水、供電中斷。軍隊幫助尋找倖存者、挖掘被困人員、掩埋死者。
賑災措施：從各地運送來淡水和食物；號召群眾支援災區；社會各界和廣大民眾自願為災區捐款。
2. Discuss with your partners and figure out the features of a news report:
新間報導是記敘文的一種，其特點是以事實為依據，對人的經歷或事實給予明確的、實事求是的報導。
基本結構：
英語新聞報導通常包括四部分:
①標題——標題應當簡潔明了。
②導語——導語是消息開頭的第一段或第一句話，簡明扼要地揭示出消息的核心內容。
③主體——主體是消息的主要部分，要用充足的事實表現主題，對導語的內容作進一步的展開和闡述。
④結束語——通常是對全文內容進行概括性的總結。
3. 新聞報導增分句子
（1）陳述事實常用的句型:
①A terrible storm hit/struck ... , killing ..
②It was a cool autumn night when the earthquake happened. A large number of buildings fell down and roads were destroyed, leaving a great many people homeless.
地震發生在一個涼爽的秋夜。大量的建築物倒塌，道路被毀,許多人無家可歸。
③With the help of the rescue team, people who were the trapped in the flood were saved.
在救援隊的幫助下，困在洪水中的人們得救了。
（2）陳述觀點常用的句型:
①Clearly/Obviously/In my opinion/It seemed that people were shocked.
顯然/在我看來/似乎人們震驚了。
②The whole city was in ruins after the earthquake.
地震後整個城市成了一片廢墟。
（3）揭示原因常用的句型:
Because of/As a result of/Thanks to the help of the army, people who got injured were sent to the hospital immediately.