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.
【教学目标与核心素养】
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.
【教学重难点】
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) The man who/that is speaking at the meeting is a famous scientist.（作is speaking的主语） 在会上讲话的人是一位著名的科学家。 He who/that does not reach the Great Wall is not a true man.（作does not reach的主语） 不到长城非好汉。 This is the famous scientist (who/whom/that) we visited last week.（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) He finally worked out the problem which/ that puzzled him for a long time.（作puzzled的主语） 他最后解出了这个令他困惑很久的问题。 The fish (that/which) we bought yesterday were not fresh. （作bought的宾语） 我们昨天买的鱼不新鲜。
3.人的； 物的 whose(定语) They rushed over to help the man whose car broke down. （whose car=the man’s car，作定语，修饰car） 他们跑过去帮助那个汽车抛锚的人。 There is a mountain whose top is always covered with snow.( whose top=the mountain’s top，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) The weather turned out very good, which was more than we could expect.（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。 As everyone knows, China is a beautiful country with a long history.（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。 Is he the man who /that wants to see you? （作wants的主语不可省略） 他就是那个想见你的人吗？ Hangzhou is a beautiful city(that/which)I always want to visit.（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 ,which I visited last week, is a beautiful city.（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。 The book that I read it yesterday is very interesting.（×） The book that I read yesterday is very interesting.（√） 我昨天读的那本书很有趣。 This is the woman who I met her last time.（×） This is the woman who I met last time.（√） 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。 This is the boy he told me a story yesterday.（×） This is the boy who told me a story yesterday.（√） 这就是昨天给我讲故事的男孩。 This is the boy his father is our headmaster.（×） This is the boy whose father is our headmaster.（√） 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。 All that we need is a supply of oil. (that引导定语从句，修饰先行词all) What we need is a supply of oil. (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。 The basketball star, who tried to make a comeback, attracted lots of attention. 这位打算复出的篮球明星引起了很多关注。 Beijing, which is the capital of China, is a beautiful city. 中国的首都北京是座美丽的城市。 He has become a doctor, which he wanted to be. 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。 I have the book about which you are talking. = I have the book (that/ which) you are talking about. 我有你现在谈论的那本书。 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. 刚才和我谈话的那个人是从北京大学来的。
7.whose+n. = the+n +of which =of which +the+n. whose+n.可与the+n +of which 互换，而且of which也可置于名词之前，名词之前必须有定冠词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“one of +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)one of +复数名词”时定语从句的谓语动词用单数形式。 He is a good student who likes to help others. 他是一个乐于助人的好学生。 They are good students who like to help others. 他们是乐于助人的好学生。 He is one of the students who were praised. 他是一个受到表扬的学生之一。 He is the one/ the only one of the students who was 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which
1.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。 To get the job started, all that I need is your permission.要开始工作，我所需要的是你的许可。 Is there anything that I can do for you? 有什么要我做的事吗?
He answered few questions that were asked by the reporters.他几乎没有回答记者提问的问题。
②当先行词被the only, the very, the same等词修饰时。 That’s the only thing that we can do now.目前我们只能这样了。 This is the very pen that I am looking for.这正是我找的钢笔。 He still lives in the same house that we visited ten years ago.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。 This was one of the most interesting books that were sold in this book store. 这是这家书店售出的最有趣的书之一。 The first thing that should be done is to get some food.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’m going to talk about the countries and people that I have visited. 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。 Which is the T-shirt that fits me most? 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, which is an interesting game, is played all over the world. 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。 This is the room in which my father lived last year. =This is the room (that/ which) my father lived in last year. 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。 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. 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and this代替，在语义上可以不一致。 Mike won the first prize, as was expected. 正如所料想的, 迈克获得了一等奖。 Mike won the first prize, which was not expected. 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, the same修饰时，引导词用as。 比较： I have never read the book that you have talked about. 我从未读过你谈到的这本书。 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。 As we know, she is a good teacher. 我们都知道她是一个好老师。 Lily, as we expected, won the first prize in the competition yesterday. 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。 This is such a heavy stone as no one can lift.（作lift的宾语，是定语从句） This is such a heavy stone that no one can lift it.（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. the same…as…和the same…that…
①the same…as…表示“类似的一个，而不是同一个”（相似性） ②the same…that…表示“同一个”（同一性） I have bought the same watch as you have. 我买了一块和你的一样的手表。（相似的，非同一个） This is the same watch that I lost. 这就是我丢的那块手表。（同一个）
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Unit 4 Natural Disasters
Period 1 Listening and Speaking
【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, 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-1 Before listening Do you know what the disasters are? 这些图片可以激活学生的背景信息。 3分钟
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-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. 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-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. 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-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-6 Homework Try to finish the listening exercise. 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。
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Unit 4 Natural Disasters—Reading & Thinking
【教学目标与核心素养】
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.
【教学重难点】
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.
【教学过程】
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.
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Unit 4 Natural Disasters
Period 1 Reading for writing
【教学目标与核心素养】
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.
【教学重难点】
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.
【教学过程】
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
台湾高雄于2016年2月6日发展8时57分发生了6.7级地爬，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. Discuss with your partners and figure out the features of a news report:
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:
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。
③With the help of the rescue team, people who were the trapped in the flood were saved.
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/In my opinion/It seemed that people were shocked.
显然/在我看来/似乎人们震惊了。
②The whole city was in ruins after the earthquake.
地震后整个城市成了一片废墟。
（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.
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