Unit
4
Natural
Disasters
Period
4
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
1Lead
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
2Read
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
3Read
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
4Practice
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.
Discuss
with
your
partners
and
figure
out
the
features
of
a
news
report:
新闻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.新闻报道增分句型
（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.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
manwho/that
is
speaking
at
the
meetingis
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。
Hewho/that
does
not
reach
the
Great
Wallis
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。
The
manwho/that
is
speaking
at
the
meetingis
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。
Hewho/that
does
not
reach
the
Great
Wallis
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
problemwhich/
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
yesterdaywere
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
manwhose
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
mountainwhose
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
manwho/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
bookthat
I
read
it
yesterdayis
very
interesting.（×）
The
bookthat
I
read
yesterdayis
very
interesting.（√）
我昨天读的那本书很有趣。
This
is
the
womanwho
I
met
her
last
time.（×）
This
is
the
womanwho
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
boyhe
told
me
a
story
yesterday.（×）
This
is
the
boywho
told
me
a
story
yesterday.（√）
这就是昨天给我讲故事的男孩。
This
is
the
boyhis
father
is
our
headmaster.（×）
This
is
the
boywhose
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。
Allthat
we
needis
a
supply
of
oil.（that引导定语从句，修饰先行词all）
What
we
needis
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
bookabout
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
manwith
whom
I
talked
just
nowis
from
Beijing
University.
=The
man(who/whom/that)
I
talked
with
just
nowis
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=ofwhich+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
roomwhose
window
faces
south.(whose
window=the
room’s
window)
I
live
in
the
roomthe
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,
allthat
I
needis
your
permission.
要开始工作，我所需要的是你的许可。
Is
there
anythingthat
I
can
do
for
you?
有什么要我做的事吗?
He
answered
few
questionsthat
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
thingthat
we
can
do
now.目前我们只能这样了。
This
is
the
very
penthat
I
am
looking
for.这正是我找的钢笔。
He
still
lives
in
the
same
housethat
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
booksthat
were
sold
in
this
book
store.
这是这家书店售出的最有趣的书之一。
The
first
thingthat
should
be
doneis
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
peoplethat
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-shirtthat
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
roomin
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
bookthat
you
have
talked
about.
我从未读过你谈到的这本书。
I
have
never
read
such
an
interesting
bookas
you
have
talked
about.
=I
have
never
read
so/as
interesting
a
bookas
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
prizeinthecompetitionyesterday.
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
watchas
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
watchthat
I
lost.
这就是我丢的那块手表。（同一个）Unit
4
Natural
Disasters
Period
2
Reading
and
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
outsideTangshan
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
1
ListeningandSpeaking
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，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
（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。
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
Step2Listening
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
Step3
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分钟
Step4
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
Step5
Pronunciation
focus
Listen
and
repeat
Pay
attention
to
the
letters
in
bold.
Read
the
words
aloud.
Pay
attention
to
the
pronunciation
of
the
-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
Step6
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。
