人教版高中英语必修一unit3earthquake

Section ⅡReading and Thinking (1)阅读理解AEvery morning, millions of people in China do Tai Chi. It is popular with women and men. Tai Chi is a good kind of exercise for old people. It is good for the body and for the mind. It is healthy and relaxing. Tai Chi is from China. It is hundreds of years old. Tai Chi is a “soft” martial art (武术). That means it is slow and calm.There are also “hard” martial arts. Shaolin Kung Fu, for example, which has a history of over 1,500 years, is a “hard” martial art. It i s fast and dangerous. You have to be very fit and strong to do “hard” martial arts.In Beijing, Master Li Yu is teaching Shaolin Kung Fu to thirty young students, three of whom come from abroad. “Shaolin Kung Fu is difficult,” said Li Yu. “You must practise every move many times.”Sports like football and basketball are also popular in China. But martial arts like Tai Chi and Kung Fu are part of Chinese culture and history.1. How many types of martial arts does this passage tell us?A. Only one.B. Two.C. Three.D. Four.解析:细节理解题。

高中英语必修一语法汇总Unit 3：附加疑问句一、附加疑问句的定义附加疑问句，又称反义疑问句，主要用于口语，其作用是说话人向对方验证自己的陈述或者判断，也可以用于祈使句表示请求或者建议。

二、附加疑问句的构成附加疑问句包括陈述部分和附加疑问部分。

附加疑问部分一般由助动词、be 动词或情态动词和表示主语的代词构成。

组成例句肯定式陈述部分＋否定附加疑问部分You often play badminton, don't you?You're going to the gym with me, aren't you？否定式陈述部分＋肯定附加疑问部分It's not a real sport, is it?They can't finish it by Friday, can they？含有否定词的陈述部分＋肯定附加疑问部分Nobody saw him walk into the room, did they?You've never been to Paris, have you？祈使句＋附加疑问部分Come along with me, will you？/can you？/won't you？/can't you?Don't make any noise, will you？附加疑问句的答语与一般疑问句类似，注意其与汉语表达习惯的差异。

如：(1)A：The29th Olympic Games were held in Beijing,weren't they?B：Yes,they were.(Yes, that's right.)(2)A：MichaelJordan started to play basketball in college, didn't he?B：No,he didn't. He first played in a team in senior high school.(3)A：Davidhas been to a boxing match, hasn't he?B：No,he hasn't. He always watches boxing on TV.(4)A：Youcan't cook, can you？你不会做饭，是吗？B：Yes,I can. I'm good at cooking.不，我会。

Unit 4 Earthquakes1.Knowledge:Learn and master the new words and expressions in this period.Words:Ability:1.Train the students’ listening ability.2.train the students’ listening ability.3.Train the students’ ability to use the Internet to search for some usefulinformation.4.Train the students’ ability to cooperate with others.Emotion:1.Know the damage that an earthquake2.Know the ways to reduce the losses of an earthquake.Teaching important pointsTrain the students’ speaking ability by describing, talking and discussion. Difficulties:Train the students’ listening ability.Step1 Warming-upT:Do you know what happened in the Indian Ocean at the end of last year? It shocked or we can say frightened the whole world.S: A terrible tsunami broke out there on 26th December. More than 200 000 people were killed.T: Yes. It is said that it is the biggest in the fore decades. A tsunami is an undersea earthquake. Then have you heard of any land earthquakes? Would you please list some? 学.科.S: We can often hear that earthquakes occur in Japan. In 1906, an earthquake struck San Francisco, USA. About 700 people died in the earthquake and the fires. And as many as 250 000 people lost homes.T: But do you know any famous earthquakes that happened in our county?S: The Tangshan Earthquake that happened in 1976.T: Can you tell me what mighty happen in an earthquake? You may look at the two pictures on Page 25.Step 2 ListeningT: Before we learn the passage about an earthquake, let’s first know why there are earthquakes in the world. So let’s do some listening on Page 62. listen to the tape for the first time and try to get a general idea of the passage.Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.)T: Listen to the tape for the second time and judge whether the statements in Part 1 are true of false.T: Let’s check the answers. Listen again and try to correct the statements that are false.T: Listen again and try to complete the table in Part 2.A few minutes later, check the answers. 学,科,网Z,X,X,K]Step 3 Homework1.Preview the reading passage on Page 26 and do exercise I in the part “Learningabout language”.2.Ask the to look for more ways of reducing losses from earthquakes. The studentscan go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake. 学_科_网Z_X_X_K]Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Second PeriodKnowledge:Learn some new, phrases and some new sentence patterns.Ability:1.learn some detailed information about an earthquake.2.improve the students’ reading ability.3.train the students’ ability to grasp key information while listening.4.train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1 The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Teaching difficulties:1 Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information while listeningTeaching procedures:Step 1 Pre-readingT: Suppose you are warned of a coming earthquake. Now you have time to take only one thing. Tell your partner what you will take and the reason.T: If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what you have seen. Step2 ListeningT: Everyone knows that an earthquake is very terrible. Today, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1.People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)2.People in Beijing also felt the earthquake. (T)3.More than 400 000 people were killed in the quake. (F)4.Many rescue workers and doctors were trapped under the ruins during theaftershock. (T)5.People tried to get fresh water from under the ground in Tangshan. (F)Step 3 Reading1.Finish Part 1-2 in Comprehending on Page 27.2.Finish Part 3 in Comprehending on Page 27.3.Read the passage again to get important information about Tangshan Earthquakeand fill in the blanks. ( 百思英语Page 44 )Step 4 Speaking or Reading aloudIf your students are good at English, ask them to do this exercise:Suppose one of you was a newspaper reporter, and the other was a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is asking the witness some questions. Work in pairs please.If your students are very poor in English, ask them to do this exercise:Play the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 28.3.Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4.Learn some words and phrases in this unit and make some sentences with them.( Ss’ Book, Page 82-84)Record after teaching :_____________________________________________________________________ __________________________________________________________________________________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _ZxxkThe Third PeriodKnowledge:1.words: crack, burst, ruin, injure, destroy, shock, last2.phrases: at an end, right away, dig out3.sentence patterns:All hope was not lost.Ability:1.Train the students’ ability to read different numbers in English.2.Learn the usage of some difficult words and expressions.3.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2.Know the deadliness of an earthquake and the signs before an earthquake iscoming.3.Learn from the bravery of people in Tangshan to face the reality and rebuild thecity.Teaching important points:1.Train the students’ ability to read different numbers in English.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 Revision1.T: In the last period , we learned something about the terrible Tangshan Earthquake in 1976, which is the deadliest earthquake in China’s history. Now I am going to ask you some questions based on the Reading passage.(1)What did people in Tangshan see in the sky before the earthquake? 学|科|(2)What did people notice in the wells?(3)Did people pay any attention to these abnormal phenomena?(4)When did the earthquake begin?(5)Were there any aftershocks?(6)Did the survivors deny the city and go to live in other places?2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2 Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers. Step 3 Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.Step 4 homeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Finish off the two parts in Using Words and Expressions on Page 63.2.Translate the sentences on Page 63 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.Record after teaching :_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Fourth PeriodKnowledge: ZXXK]1.Learn the Attributive Clause.2.Learn the difference between Relative Pronouns for the Attributive Clauses. Ability:1.Learn to choose the correct Relative Pronouns for the Attributive Clauses.2.Train the students’ ability to report what others have said.Emotion;Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the Attributive Clause.2.Train the students’ ability to report what others have said.Teaching difficulties:Learn to choose the correct Relative Pronouns for the Attributive Clauses.Teaching procedures:Step 1 revisionCheck the homework exercises.Step 2 Grammar( The teacher writes the sentence “ Workers built shelters for survivors whose homeshad been destroyed.” On the blackboard before class begins.)T: Please look at the sentence on the blackboard, paying special attention to the underlined part. What kind of clause is it?Ss: The Attributive Clause.T: Yes. The Attributive Clause tells us which person or thing (or what kind of person or thing ) the speaker means.e.g. The woman who lives next door is a teacher.A sen tence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “The woman is a teacher.”And “The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacher?Would you try to divide the sample sentence on the blackboard into two short sentences?T: That’s right. Now try to find all the sentences with Attributive Clauses in the reading passage and divide each sentence into two short sentences.T: Next I will say s omething about the common relative pronouns.“Who”is used for people. “Which”is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Ste p 3 Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.Let the students do this exercise and check the answers.2.Do more exercises in Ex 3 on Page51 in《导学》Step 4 HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Record after teaching;_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ .The Fifth PeriodKnowledge:1.Know how to write a speech.2.Know how to write a newspaper story.Ability:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.3.Train the students’ ability to do things step by step.Emotion:1.Honor the great people of Tangshan.2.Learn to cooperate to each other.Teaching Important Points:1.Train the students’ speaking ability.2.Train the students’ ability to search for doing something.Teaching Difficulties:1.Know how to write a speech.2.Know how to write a newspaper story.3.Learn to cooperate to each other.Teaching Procedures:Step 1 RevisionT: In the last period, we learned the Attributive Clause and how to choose a proper relative pronoun. Now let’s check your homework exercises. Please open your textbooks and turn to Page 64. Look at Part 1 in Using Structures. I will ask some of you to read the sentences out.(The teacher corrects mistakes if there are any.)Step 2 Readi ng and WritingT: Read the letter on Page 29.In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)T: Suppose you are the student who was invited to give the speech. What should you include in your speech?(Students give their different answers.)T: Y es, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page. (While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech?( If there is nobody, the teacher asks one to read, and give some assessments.)Step 3 SpeakingT: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1)What do these stamps show?(2)Do you think these stamps are very important and why?(3)Will you collect these stamps? Why and why not?(After the students ask and answer these questions in pairs.) 学科T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4 WritingT: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing news paper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline important?Q2: What should an outline include?Q3: Why is a headline important?Q4: What are the steps to finish a newspaper story?Q5: What is the feature of a newspaper story?Suggested answers:1.Because an outline will prepare you to write a better story.2. A good outline should have a headline, a list of main ideas and a list of importantdetails.3. A headline can tell the readers what the topic is, so it can attract the readers’attention since the reader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper stor y gives the most important news first and the least importantnews last.T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper story?Q2: What is the main idea?Q3: What is the detailed information?T: Now turn to Page 32 and check your main ideals and detailed information.Step 5 HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussi on with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.ZXXK]Record after teaching:_____________________________________________________________________ _____________________________________________________________________ __________________________________________________________________________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Sixth PeriodKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:1. Learn to cooperate with others.2. Learn from the bravery of the people of San Francisco to face the reality. Teaching Important Points:1.Train the students’ listening ability.2. Learn a passage about the San Francisco EarthquakeTeaching Difficulties:Learn to compare two similar passages.Teaching Procedures:Step 1 RevisionT: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage? S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.T: Quite good. ZxxkStep 2 Reading and ComparingT: In the first period, we also talked about the earthquakes that happe ned in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.T: First read the passage carefully. While reading, please think about the following questions:(1)How did the author feel about the earthquake?(2)How did the author feel about the people of San Francisco?(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)(Answers will vary.)T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss i n group of three.(Ss read the two passage and finish the exercises.)(Then the teacher checks the answers.)T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.(After listening.)T: Now I will give you several minutes to read the third paragraph with feelings. Step 3 ListeningT: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.(Teacher plays the tape for the students to listen and finish the task.)(After listening, the teacher checks the answers with the class.)T: Now let’s listen to the tape again and try to answer the questions in Part 2.(After listening, the teacher checks the answers) ZXXK]T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.Step 4 HomeworkT: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at /1906/06.html. If you are interested in them, you can surf in the site I’ve given to you.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The Seventh PeriodKnowledge:1.Learn how to make an earthquake plan.2.Learn what to contain in a personal earthquake bag.Ability:1.Train the students’ listening abil ity.2.T rain the students’ speaking ability.3.Learn to find reasons for their choices.4.Learn to sum up what they have learned in the unit.Emotion:Learn to coop erate with others.Teaching Important Points:1. Train the students’ listening ability.2. Tra in the students’ speaking ability.Teaching Difficulties:Learn to find reasons for their choices.Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step 2 ListeningT: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.( Ss give their answers)T: What should you do if you are outside?(Ss give their answers)T: What should you do if you are in the living room?(different answers)T: What should you do if you are in the house room?(different answers)T: Next we are going to listen to the tape and write down the three “things” that are mentioned.(After listening, teacher checks the answers with the students.)T: Then let’s listen again. This time you should write down more details about each of th e “things”.(After listening, teacher checks the answers with the class. Play the tape again if necessary.)Step 3 SpeakingT: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.(After several minutes.)T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.(After several minutes.)T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.Step 4 Learning TipT: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.Step 5 Summing upT: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit. Step 6 Homework1.Review Unit 4. .2.Preview Unit 5.Record after teaching:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________The End。

Unit 4 Earthquakes【重点词汇】1 ruinn．毁灭；毁坏；崩溃；(不可数名词)废墟；遗迹(常用复数vt．&vi．(使)毁坏；毁灭；成为废墟；使破产①The castle has fallen into rain．那城堡已破败不堪。

②An earthquake left the whole town in ruins．那次地震过后，全城到处是残垣断壁。

…③It poured with rain and my dress got/was mined．大雨倾盆，我的连衣裙已淋得不成样子了。

归纳拓展fall into ruin崩塌come/go to ruin毁灭，崩溃lie in ruins成为废墟the ruins of Yuanmingyuan圆明园遗迹bring sb.to ruin使某人破产ruin one‟s hopes使某人希望破灭ruin oneself自取灭亡ruin one‟s health/fame毁坏某人的健康/名誉辨析活用damage/destroy/ruin/spoil这四个词都有“损坏，破坏”之意，具体区别如下：(1)ruin指彻底摧毁一件事物，特别是摧毁美好、珍贵的事物，并使其无法修复，其主语多为天灾人祸等无形的力量。

有时可用于借喻中，泛指一般的“弄坏了”。

He has ruined his health through drinking.他饮酒过度，把身体搞坏了。

(2)damage指“损坏”，表示不彻底的破坏，一般是部分性的，只是使其不能发挥正常作用，意味损坏后价值或效率降低，宾语一般是物。

I damaged my shoes in football practice today.今天练习踢足球时我把鞋弄坏了。

(3)destroy指十分彻底的“破坏”，常含有不能或很难修复的意思，也可以用作比喻意义，指希望、梦想等的破灭；主语可以是人，也可以是物；后接人或物都可以。

Section ⅡReading and Thinking (1)[基础测评]Ⅰ. 根据首字母提示写出正确单词1. I feel it a great honour to host the party.2. Given your great efforts, your dream of being an advanced architect won’t end up in failure.3. She doesn’t have enough strength to walk upstairs.4. Jessica keeps herself apart from others.5. She was the captain of the basketball team at school.6. The dancers were all tall and graceful.7. He took part in the competition for the glory of his school.8. It was he who had beaten the defending Wimbledon champion in the men’s singles final in tennis.Ⅱ. 用括号内单词的适当形式填空1. French was a language he had never mastered (master).2. Their team won not only medals (medal), but also glory for their country.3. They have won championships (champion) in many sports events.4. He was badly injured (injury) when he was cycling along the valley.5. Paul was fond of Chinese culture, and he determined (determination) to live in China.Ⅲ. 根据汉语句意完成英语句子1. 今天有一个大型的新闻发布会,非常希望您能光临。

必修一Unit4 Earthquakes1、In the city, the water pipes in some buildings crashed and burst. 城市里，一些大楼里的水管爆裂。

burst爆裂,突发The square is bursting with tourists。

广场上到处都是游客。

I felt as if my heart would burst with joy。

我觉得自己高兴得心花怒放。

The police burst through the door。

警察破门而入。

There was a burst of laughter in the next room. 隔壁房间里突然爆发出一阵笑声。

联想扩展：（1) burst in on…突然打断He burst in on our conversation. 他突然打断了我们的谈话。

(2）burst into +n。

突然…The speaker burst into angry speech. 演讲者突然讲粗话.（3) burst out + doing突然…The woman burst out crying like a child. 那个妇女突然像小孩一样哭了。

（4）burst to do sth. 迫切想做某事I am bursting to tell you the news. 我迫不及待的想告诉你这个消息。

2、But the one million people of the city，who thought little of these events, were asleep as usual that night。

但是认为这没什么的一百万城里人,那天晚上还像往常一样睡觉。

affair，event，accident，incident，matter, businessaffair 指要做的事或已经发生的事。

Unit 1△survey /'səːveɪ/n. 调查；测验add up 合计upset adj. 心烦意乱的；不安的；不适的vt. (upset, upset) 使不安；使心烦ignore [iɡˈnɔ:]vt. 不理睬；忽视calm [kɑ:m]vt. & vi. （使）平静；（使）镇定adj. 平静的；镇静的；沉着的calm(…)down （使）平静下来；（使）镇定下来have got to 不得不；必须concern [kənˈsə:n] vt. （使）担忧；涉及；关系到;n. 担心；关注；（利害）关系be concerned about 关心；挂念walk the dog 遛狗loose [lu:s] adj. 松的；松开的△vet n. 兽医go through 经历；经受△Amsterdam n. 阿姆斯特丹（荷兰首都）Netherlands n. 荷兰（西欧国家）△Jewish [ˈdʒu:ɪʃ] 犹太人的；犹太族的German [ˈdʒɜ:mən] adj. 德国的；德国人的；德语的; n．德国人；德语△Nazi n. 纳粹党人adj. 纳粹党的set down 记下；放下；登记series [ˈsiəri:z] n. 连续；系列a series of 一连串的；一系列；一套△Kitty n. 基蒂（女名）outdoors [ˈautdɔ:z] adv. 在户外；在野外△ spellbind [ˈspelˌbaɪnd] vt. (spellbound, spellbound) 迷住；迷惑on purpos e [ˈpə:pəs]故意in order to 为了……dusk [dʌsk] n. 黄昏；傍晚at dusk 在黄昏时刻thunder [ˈθʌndə] vi. 打雷；雷鸣n．雷；雷声entire [inˈtaiə] adj. 整个的；完全的；全部的entirely adv. 完全地；全然地；整个地power [ˈpauə] n. 能力；力量；权力face to face 面对面地curtain [ˈkə:tn] n. 窗帘；门帘；幕布dusty [ˈdʌsti:] adj. 积满灰尘的no longer/not…any longer 不再……partner [ˈpɑ:tnə] n. 伙伴；合作者；合伙人settle [ˈsetl]vi. 安家；定居；停留vt. 使定居；安排；解决suffer [ ˈsʌfə] vt. & vi. 遭受；忍受；经历suffer from 遭受；患病△loneliness [ˈləʊnlɪnɪs] n. 孤单；寂寞highway n. 公路；大路recover[riˈkʌvə] vi. & vt. 痊愈；恢复；重新获得get/be tired of 对……厌烦pack [pæk] vi. & vt. 捆扎；包装；打行李n. 小包；包裹pack (sth) up 将（东西）装箱打包suitcase n. 手提箱；衣箱[ˈsju:tkeis]△Margot n. 玛戈（女名）Overcoat n. 大衣；外套teenager n. 十几岁的青少年[ˈti:neidʒə]get along with 与……相处；进展△gossip vi. & n. 闲话；闲谈[ˈɡɔsip]fall in love 相爱；爱上exactly adv. 确实如此；正是；确切地disagree vi. 不同意grateful adj. 感激的；表示谢意的[ˈɡreitful]dislike n. & vt. 不喜欢；厌恶join in 参加；加入tip n. 提示；技巧；尖；尖端；小费vt. 倾斜；翻倒△secondly adv. 第二；其次swap vt. 交换[swɔp]item n. 项目；条款[ˈaitəm]Unit 2△subway n. 地下人行道；<美>地铁elevator n. 电梯；升降机[ˈeliveitə]petrol n. <英>汽油（=<美>gasoline）[ˈpetrəl] gas n. 汽油；气体；煤气；毒气official adj. 官方的；正式的；公务的[əˈfiʃəl]voyage n. 航行；航海[ˈvɔiidʒ]△conquer vt. 征服；占领[ˈkɔŋkə]because of 因为；由于native adj. 本国的；本地的n. 本地人；本国人[ˈneitiv]△Amy n. 艾米（女名）come up 走近；上来；提出apartment n. <美> 公寓住宅；单元住宅[əˈpɑ:tmənt]actually adv. 实际上；事实上[ˈæktʃu:əli:]AD 公元base vt. 以……为根据n. 基部；基地；基础[beis]at present 现在；目前[ˈprezənt]gradual adj. 逐渐的；逐步的[ˈɡrædjuəl]gradually adv. 逐渐地；逐步地Danish n. 丹麦语[ˈdenɪʃ]adj. 丹麦的；丹麦人的；丹麦语的△enrich vt. 使富裕；充实；改善[inˈritʃ]vocabulary n. 词汇；词汇量；词表[vəˈkæbjuləri]△Shakespeare 莎士比亚（英国剧作家，诗人）make use of 利用；使用spelling n. 拼写；拼法△Samuel Johnson 塞缪尔•约翰逊（英国作家，批评家）△Noah Webster 诺厄•韦伯斯特（美国词典编纂家）latter adj. 较后的；后半的；（两者中）后者的[ˈlætə]identity n. 本身；本体；身份[aiˈdentiti]fluent adj. 流利的；流畅的[ˈflu:ənt]fluently adv. 流利地；流畅地Singapore n. 新加坡（东南亚国家）Malaysia n. 马来西亚（东南亚国家）；马来群岛[məˈleiʃə]such as 例如……；像这种的frequent adj. 频繁的；常见的[ˈfri:kwənt]frequently adv. 常常；频繁地usage n. 使用；用法；词语惯用法[ˈju:zidʒ,ˈjuːsɪdʒ]command n.& vt. 命令；指令；掌握[kəˈmɑ:nd]request n. & vt. 请求；要求[riˈkwest]△dialect n. 方言[ˈdaiəlekt]expression n. 词语；表示；表达[iksˈpreʃən] midwestern adj. 中西部的，有中西部特性的[ˈmidˈwestən] African adj. 非洲的；非洲人的；非洲语言的[ˈæfrɪkən]Spanish adj. 西班牙的；西班牙人的；西班牙语的[ˈspænɪʃ]n．西班牙人；西班牙语play a part (in) 扮演一个角色；参与eastern adj. 东方的；东部的southeastern adj. 东南方的；来自东南的morthwestern adj. 西北方的；来自西北的recognize vt. 辨认出；承认；公认[ˈrekəɡnaiz]lorry n. <英>卡车（=<美>truck）[ˈlɔri]△Lori n. 罗丽（女名）△Houston n. 休斯顿（美国城市）△Texas n. 德克萨斯州（美国州名）accent n. 口音；腔调；重音[ˈæksənt]△Buford n. 布福德（姓氏；男名）△Lester n. 莱斯特（姓错；男名）△catfish n. 鲶鱼lightning n. 闪电[ˈlaitniŋ]straight adv. 直接；挺直adj. 直的；笔直的；正直的[streit]block n. 街区；块；木块；石块[blɔk]cab n. 出租车Unit 3journal n. 日记；杂志；定期刊物[ˈdʒə:nl] transport n. 运送；运输vt. 运输；运送[trænsˈpɔ:t]prefer vt. 更喜欢；选择某事物（而不选择其他事物）[priˈfə:]disadvantage n. 不利条件；不便之处[ˌdisədˈvɑ:ntidʒ]fare n. 费用[fɛə]△route n. 路线；路途[ru:t]△Mekong n. 湄公河flow vi. 流动；流出n. 流动；流量[fləu]ever since 从那以后persuade vt. 说服；劝说[pəˈsweid]cycle vi. 骑自行车graduate vi. 毕业n. 大学毕业生[ˈɡrædjuit]finally adv. 最后；终于schedule n. 时间表；进度表 vt. 为某事安排时间 [ˈʃedju:əl]fond adj. 喜爱的；慈爱的；宠爱的 be fond of 喜爱；喜欢shortcoming n. 缺点 [ˈʃɔ:tk ʌmiŋ] stubborn adj. 顽固的；固执的 [ˈstʌb ən] organize vt. 组织；成立 [ˈɔr ɡəˌnaɪz] care about 关心；忧虑；惦念 △detail n. 细节；详情 [ˈdi:teil]△source n. 来源；水源 [s ɔ:s]determine vt. 决定；确定；下定决心[diˈtə:min]determined adj. 坚决的；有决心的 change one’s mind 改变主意 journey n. 旅行；旅程[ˈdʒə:ni]altitude n. 海拔高度；高处 [ˈæltitju:d] make up one’s mind 下决心；决定 give in 投降；屈服；让步 △atlas n. 地图；地图集 [ˈætləs] △glacier n. 冰河；冰川 [ˈɡlæsjə]△Tibetan adj. 西藏的；藏族的； 藏族人的[t ɪˈbetn]n. （西）藏语；西藏人； 藏族人 △rapids n. 急流 [ˈræpɪdz]valley n. （山）谷；流域 [ˈvæli]△waterfall n. 瀑布pace vi. 缓慢而行；踱步 n. 一步；速度；步调bend n. 弯；拐角 vt. (bent, bent) 使弯曲 vi. 弯身；弯腰△meander n. （指河流等）蜿蜒缓慢流动 [mi:ˈændə] △delta n. 三角洲[ˈdeltə]attitude n. 态度；看法 [ˈæt itju:d]△Qomolangma n. 珠穆朗玛峰boil vi. （指液体）沸腾；（水）开 [b ɔil] forecast n. & vt. 预测；预报 [ˈfɔ:-k ɑ:st] parcel n. 小包；包裹 [ˈpɑ:səl] insurance n. 保险 [inˈʃu ər əns] wool n. 羊毛；毛织品 [wul] as usual 照常reliable adj. 可信赖的；可靠的 [riˈlaiəbl] view n. 风景；视野；观点；见解 vt. 观看；注视；考虑 [vju:]△yak n. 牦牛pillow n. 枕头；枕垫 [ˈpiləu] midnight n. 午夜；子夜 at midnight 在午夜flame n. 火焰；光芒；热情 [fleim]beneath prep. 在……下面 [biˈni:θ]△Laos n. 老挝（东南亚国家） △Laotian n. 老挝人 adj. 老挝（人）的temple n. 庙宇；寺庙 [ˈtempl] cave n. 洞穴；地窖 [keiv] Unit 4earthquake n. 地震 [ˈə:θkweik] quake n. 地震 right away 立刻；马上 well n. 井△crack n. 裂缝；噼啪声 vt. & vi. （使）开裂；破裂 [kræk]△smelly adj. 发臭的；有臭味的 [ˈsmeli:] △farmyard n. 农场；农家 [ˈfɑ:mˌjɑ:d] pipe n. 管；导管burst vi. (burst, burst) 爆裂；爆发 n. 突然破裂；爆发 [b ə:st]million n. 百万 [ˈmiljən] event n. 事件；大事 [iˈvent] as if 仿佛；好像 at an end 结束；终结nation n. 民族；国家；国民 [ˈneiʃən] canal n. 运河；水道 [k əˈnæl] steam n. 蒸汽；水汽 [sti:m] dirt n. 污垢；泥土ruin n. 废墟；毁灭vt. 毁灭；使破产 [ˈruin] in ruins 严重受损；破败不堪suffering n. 苦难；痛苦 [ˈsʌf ər ɪŋ, ˈsʌfr ɪŋ] extreme adj. 极度的 [iksˈtri:m] injure vt. 损害；伤害 [ˈindʒə]△survivor n. 幸存者；生还者；残存物 [s əˈvaiv ə]destroy vt. 破坏；毁坏；消灭 [disˈtr ɔi] brick n. 砖；砖块 [brik] dam n. 水坝；堰堤 dam track n. 轨道；足迹；痕迹 [træk]useless adj. 无用的；无效的；无益的[ˈju:slis]shock vt. & vi. （使）震惊；震动n. 休克；打击；震惊[ʃɔk]rescue n. & vt. 援救；营救[ˈreskju:]trap vt. 使陷入困境n. 陷阱；困境[træp]electricity n. 电；电流；电学[ilekˈtrisiti]disaster n. 灾难；灾祸[diˈzɑ:stə]dig out 掘出；发现bury vt. 埋葬；掩埋；隐藏[ˈberi]mine n. 矿；矿山；矿井miner n. 矿工shelter n. 掩蔽；掩蔽处；避身处[ˈʃeltə]a (great) number of 许多；大量的title n. 标题；头衔；资格[ˈtaitl]reporter n. 记者[riˈpɔ:tə]bar n. 条；棒；条状物damage n. & vt. 损失；损害[ˈdæmidʒ]frighten vt. 使惊吓；吓唬[ˈfraitən]frightened adj. 受惊的；受恐吓的frightening adj. 令人恐惧的congratulation n. 祝贺；（复数）贺词[kənˌɡrætjuˈleiʃən]judge n. 裁判员；法官vt. 断定；判断；判决[dʒʌdʒ]sincerely adv. 真诚地；真挚地[sɪnˈsɪəlɪ]express vt. 表示；表达n. 快车；速递[iksˈpres]outline n. 要点；大纲；轮廓[ˈautlain]headline n. 报刊的大字标题cyclist n. 骑自行车的人[ˈsaɪklɪst]Unit 5△Nelson Mandela纳尔逊•曼德拉（前南非共和国总统）quality n. 质量；品质；性质[ˈkwɔliti]△warm-hearted adj. 热心肠的mean adj. 吝啬的；自私的；卑鄙的active adj. 积极的；活跃的generous adj. 慷慨的；大方的[ˈdʒenərəs] △easy-going adj. 随和的，温和宽容的self n. 自我；自身selfish adj. 自私的[ˈselfiʃ]selfless adj. 无私的；忘我的[ˈselflɪs]selflessly adv. 无私地；忘我地devote vt. （与to连用）献身；专心于[diˈvəut]devoted adj. 忠实的；深爱的△William Tyndale 威廉•廷代尔（英国早期新教改革者）△Bible n. 《圣经》△Norman Bethune 诺曼•白求恩（加拿大胸外科医师）△invader n. 侵略者[ɪnˈveɪdə]found vt. 建立；建设republic n. 共和国；共和政体[riˈpʌblik]principle n. 法则；原则；原理[ˈprinsəpl]△nationalism n. 民族主义；国家主义[ˈnæʃənəˌlɪzəm, ˈnæʃnə-]△livelihood n. 生计；谋生[ˈlaɪvli:ˌhʊd]△Mohandas Gandhi 莫罕达斯•甘地（印度国民大会党领袖）peaceful adj. 和平的；平静的；安宁的[ˈpi:sful]△giant adj. 巨大的；庞大的[ˈdʒaiənt]△leap n. 飞跃；跳跃 [li:p]mankind n. 人类[mænˈkaind]△Elias n. 伊莱亚斯（男名）lawyer n. 律师[ˈlɔ:jə]guidance n. 指导；领导[ˈɡaidəns]legal adj. 法律的；依照法律的[ˈli:ɡəlfee n. 费（会费、学费等）；酬金[fi:]△passbook n. 南非共和国有色人种的身份证△Johannesburg n. 约翰内斯堡（南非城市）out of work 失业hopeful adj. 怀有希望的；有希望的△ANC 非国大；非洲人国民大会；非洲民族会议（African National Congress）youth n. 青年；青年时期[ju:θ]league 同盟；联盟；联合会[li:ɡ]Youth League 青年团stage n. 舞台；阶段；时期[steidʒ]vote vt. & vi. 投票；选举n. 投票；选票；表决[vəut]attack vt. 进攻；攻击；抨击[əˈtæk]violence n. 暴力；暴行[ˈvaiələns]as a matter of fact 事实上blow up 使充气；爆炸equal adj. 相等的；平等的[ˈi:kwəl]in trouble 在危险、受罚、痛苦、忧虑等的处境中willing adj. 乐意的；自愿的unfair adj. 不公正的；不公平的[ʌnˈfeə]turn to 求助于；致力于△ quote n. 引用语；语录[kwəut]△ release vt. 释放；发行[riˈli:s]lose heart 丧失勇气或信心△Robben Island 罗本岛[ˈailənd]escape vi. 逃脱；逃走；泄露[isˈkeip]blanket n. 毛毯；毯子[ˈblæŋkit]educate vt. 教育；训练[ˈedju:keit]educated adj. 受过教育的；有教养的come to power 当权；上台beg vi. 请求；乞求relative n. 亲戚；亲属[ˈrelətiv]terror n. 恐怖；可怕的人；恐怖时期；恐怖活动[ˈterə]cruelty n. 残忍；残酷[ˈkru:əlti:]reward n. 报酬；奖金vt. 酬劳；奖赏[riˈwɔ:d]△Transkei n. 特兰斯凯（南非东南部一地区）set up 设立;建立sentence vt. 判决；宣判[ˈsentəns]be sentenced to 被判处……（徒刑）anti-[前缀] 反；抗；阻anti-black adj. 反黑人的△Cape Town 开普敦（南非立法首都）president n. 总统；会长；校长；行长[ˈprezidənt]△Nobel Peace Prize 诺贝尔和平奖opinion n. 意见；看法；主张[əˈpinjən]。

高中英语必修知识1《Unit4Earthquakes》教案人教版《Unit4Earthquake》教案1教学准备教学目标掌握住列举的重点单词和句子教学重难点掌握住列举的重点单词和句子并能灵活运用教学过程Ⅰ.重点单词1.________vi.爆裂；爆发n.突然破裂；爆发2.________n.事件；大事3.________n.废墟；毁灭vt.毁灭；使破产4.________adj.极度的5.________vt.破坏；毁坏；消灭6.________vt.&vi.（使）震惊；震动n.休克；打击；震惊7.________n.&vt.援救；营救8.________vt.使陷入困境n.陷阱；困境9.________n.灾难；灾祸10.________vt.埋葬；掩埋；隐藏11.________n.&vt.损失；损害12.________n.裁判员；法官vt.断定；判断；判决13.________vt.损害；伤害→________n.伤害；损害→________adj.受伤的14.________n.电；电流；电学→________adj.用电的；带电的→________adj.与电有关的；电学的15.________vt.使惊吓；吓唬→________adj.受惊的；受恐吓的→________adj.令人恐惧的16.____________n.祝贺；（复数）贺词→_____________vt.祝贺Ⅱ.重点短语1.a（great）number________许多；大量的2.dig________掘出；发现3.________anend结束；终结4.right________立刻；马上5.a________仿佛；好像6.________ruin严重受损；破败不堪7.thinklittle________轻视，满不在乎8.ten________thouandof数以万计9.beproud________以……自豪10.judge________从……判断11.betrapped________陷入12.beburied________埋头于13.put________helter搭建避难所14.getaway________离开15.payattention________注意Ⅲ知识点教案E某.2OneeingJayChowappearonthetage，theaudienceburtout_________（cheer）.burtwithanger/joy勃然大怒burtn.突然破裂；爆发aburtoflaughter一阵笑声2.n.废墟，遗迹（常用复数形式）；毁灭be/lieinruin成为废墟；严重受损；破败不堪E某.1Allthetownwere/layin_____（ruin）aftertheearthquake. vt.毁灭；使破产ruinoneelfruinone’health/fame/futureE某.2过量吸烟损害健康，因此你应该戒烟。

Unit 4 Earthquake连词成篇A Horrible EarthquakeDirty water rose in well s and canal s before the earthquake. But no one judge d that an earthquake was coming. Suddenly, everything shook. It seemed as if the world was at an end. Millions of brick houses and a number of dam s were destroy ed. Railway track s became useless bar s. Pipe s in mine s burst and let out smelly steam. Huge crack s trap ped cyclist s everywhere.The next day, this event was the headline or main title of all newspapers. With the reporter s giving an outline of the disaster, the whole nation was shocked at the damage and the victim s’extreme suffering. People were moved when they read that the survivors comfort ed each other by saying “Congratulations! You survived!”. So they not only express ed their sympathy sincerely, but also organized together to help the victim s right away. The injure d were rescue d and the dead were buried. The frighten ed survivor s were dug out from under the ruin s and were offer ed shelter, fresh wate r and electricity. Thanks to people’s help, the loss was minimize d.词汇详解:1.horrible[ ]adj.___________________2.earthquake[ ]n.________________3.dirty[ ]adj.__________ dirt n.________________4.well [ ]n.___________adv.__________5.canal [ ]n._______________6.judge[ ]vt. & vi._______________________n._______________________judge sb.by/from sth.__________________________judging from/by___________________________e.g.A man should be judged by his deed, not his words.Judging from his accent, I know he comes from England.7.shake[ ]vi._____________(shook, shook)8.as if/though __________________e.g.It looks as if it’s going to rain.He talks as if he has been to Rome.He talks as if he were a doctor.9.at an end___________________________It looks as if the world was at an end.come to an end____________________ in the end___________________________bring/put sth. to an end______________________ at the end of_________________________bring/put an end to sth.______________________ by the end of__________________________lions of____________________ 一百万人__________________________hundreds of____________________ 300勇士__________________________thousands of___________________ 6000学生__________________________dozens of____________________ 几十个鸡蛋_________________________scores of_____________________ 数十个士兵_________________________11.brick[ ]n._______________12.a number of _____________________ the number of_______________________许多人把生命浪费在无意义的事上。