2019统编人教版高中英语必修第一册unit 4《Natural disasters》全单元教案教学设计

【2019统编版】

人教版高中英语必修第一册Unit 4全单元

备课教案教学设计

Unit 4 Natural disasters 4.1 Period 1 Reading for writing 4.2 Period 2 Reading & Thinking 4.3 Period 3 Discovering Useful Structures 4.4 Period 4 Reading For Writing

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

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。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.

Period 2 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 before during after 2. Further understand the title

what happened people’s response 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.

Period 3 Discovering Useful Structures

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，可将定语从句分为性定语从句和非性定语从句。一般说来，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不能引导非性定语从句，其他关系词的用法和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 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。 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 The weather turned out very good, which was 例句 3.人的； whose(定语) 物的 （在非which(主语、宾语) 性as(主语、宾语) 定语从 句中） 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： 关系代词在定Is he the man who /that wants to see you? 1.关系代词的语从句中作主（作wants的主语不可省略） 省略 语时，不可省他就是那个想见你的人吗？ 略；做宾语时，Hangzhou is a beautiful city(that/which)I always 在性定语want to visit.（在性定语从句中作visit的宾从句中可以省语，可以省略） 略，在非性杭州是我总想参观的一个美丽城市。 定语从句中不Hangzhou ,which I visited last week, is a 可省略。 beautiful city.（在非性定语从句中作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.从句中代词定语从句中的The book that I read it yesterday is very 的重复多余 引导词指代先interesting.（×） 行词，并在从句The book that I read yesterday is very interesting.中作成分，从句（√） 中不能再出现我昨天读的那本书很有趣。 指代该先行词This is the woman who I met her last time.（×） 的代词。 This is the woman who I met last time.（√） 这就是我上次遇见的妇女。 3.关系代词和定语从句的引This is the boy he told me a story yesterday.（×） 代词的误用 导词要用关系This is the boy who told me a story yesterday.（√） 代词，而不能用这就是昨天给我讲故事的男孩。 一般代词。 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不引定语从句中有All that we need is a supply of oil. (that引导定语导定语从句 关系代词that和从句，修饰先行词all) which ，而没有What we need is a supply of oil. (what引导主语what ，what 可从句) 以引导名词性我们需要的是石油供应。 从句。 5.that不引导在非性定The basketball star, who tried to make a 非性定语从句，不能用comeback, attracted lots of attention. 这位打算语从句（用逗关系代词that。复出的篮球明星引起了很多关注。 号隔开） 如果指代“人”，Beijing, which is the capital of China, is a 用关系代词beautiful city. 中国的首都北京是座美丽的城who/ whom，指市。 代“物”，用关He has become a doctor, which he wanted to be. 系代词which。 他成为了一名医生，这是他以前一直梦想的。 6.介词先行词在从句I have the book about which you are talking. +which/whom 中作介词宾语，= I have the book (that/ which) you are talking 若介词提前，指about. 代物时，只能用我有你现在谈论的那本书。 which，不用The man with whom I talked just now is from that；指代人时，Beijing University. 只能用whom，= The man (who/ whom/ that) I talked with just 而不用who。介now is from Beijing University. 词不提前时，用刚才和我谈话的那个人是从北京大学来的。 that/which, who /whom都可以。 7.whose+n. = the+n whose+n.可与I live in the room whose window faces the+n +of which south.( whose window=the room’s window) +of which =of which +the+n. 互换，而且of I live in the room the window of which / of which which也可置于the window faces south.( the window of which= 名词之前，名词the window of the room) 之前必须有定我住在窗子朝南开的房间里。 冠词the。 8. 定语从句中的主谓一致： He is a good student who likes to help others. 关系代词在定语从句中做主语他是一个乐于助人的好学生。 时，定语从句的谓语通常与先行They are good students who like to help others. 词在人称和数上保持一致。 他们是乐于助人的好学生。 注意：当先行词为“one of +复数He is one of the students who were praised. 名词”时定语从句的谓语动词用他是一个受到表扬的学生之一。 复数形式；当先行词为“the He is the one/ the only one of the students who (only/very)one of +复数名词”时was praised.他是唯一一个受到表扬的学生。 定语从句的谓语动词用单数形式。 四、易混的关系代词辨析： （一）that和which ①当先行词为不定代To get the job started, all that I need is your ：everything, permission.要开始工作，我所需要的是你的许1.用that，不词用which的anything, nothing, all, 可。 情况 any, much, many, Is there anything that I can do for you? some, few, little, none有什么要我做的事吗? 等或当先行词被no, He answered few questions that were asked by some, any, all, much, the reporters.他几乎没有回答记者提问的问题。little等词修饰时，只能用that。 ②当先行词被the That’s the only thing that we can do now.目前我only, the very, the 们只能这样了。 same等词修饰时。 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This was one of the most interesting books that 词、形容词最高级修were sold in this book store. 饰时。 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I’m going to talk about the countries and people 括人和物时。 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 is the T-shirt that fits me most? which重复时。 那件体恤衫最适合我？ ①在非性定语从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This is the room in which my father lived last that，而用which，介year. 词不提前时，用that=This is the room (that/ which) my father lived in 和which都可。 last year. 这是我父亲去年居住过的房子。 2.用which，句中 不用that的情况 （二）which和 as（引导非定语从句，指代整个主句内容） 1.位置上的区别： As is known to us all, the earth turns around the sun. as引导的从句可放在主句The earth, as is known to us all, turns around the sun. 首、句末或句中。而whichThe earth turns around the sun, as /which is known to us 引导的从句只能放在主句all. 之后。 2.语义的区别： 众所周知，地球绕着太阳转。 Mike won the first prize, as was expected. as有“正如”之意，因此正如所料想的, 迈克获得了一等奖。 主句和从句语义一致，而Mike won the first prize, which was not expected. which表示“这一点” 在意迈克获得了一等奖，这一点没被料想到。 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。 五．as引导的定语从句的用法 （一）as引导的定语从句 1.在性定语从句中，先行词有比较： such, so, as, the same修饰时，引I have never read the book that you have talked 导词用as。 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. 在非性定语从句中，指代As we know, she is a good teacher. 整个主句内容。 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This is such a heavy stone as no one can lift.（作lift的样的……”，用来引导定语从句宾语，是定语从句） （as在从句中充当主、宾或表This is such a heavy stone that no one can lift it.（不缺语等） 成分，是结果状语从句） ②such/so…that…表示“如这是一块如此重的石头，没人能搬得动。 此……以致……”，用来引导结果状语从句。 2. the same…as…和the same…that… ①the same…as…表示“类似的I have bought the same watch as you have. 一个，而不是同一个”（相似性） 我买了一块和你的一样的手表。（相似的，非同②the same…that…表示“同一一个） 个”（同一性） This is the same watch that I lost. 这就是我丢的那块手表。（同一个）

Period 4 Reading for Writing

教学内容： 重点单词 写作词汇

1．tap[tæp]vi．& vt． n．

2．whistle['wIsl]vi． vt． n．

3．emergency[i'mɜːdʒənsi] n． 4．calm[kɑːm]adj． vt．

5．aid[eId] n． vi．& vt．(formal)

6．crash[kræʃ] vt．& vi． n．

7．sweep[swiːp]vt．& vi．(swept, swept) 8．wave[weIv]n． vi．& vt．

9．strike[straIk]vi．& vt．(struck, struck/stricken) n．

10．deliver[dI'lIvə(r)]vt．& vi． vt． 拓展词汇

11．erupt[I'rʌpt]vi．& vt．(火山)爆发；(岩浆、烟等)喷出→eruption n．火山爆发；(战争等)爆发

12．power['paʊə(r)]n．电力供应；能量；力量；控制力→powerful adj．强大的；有力的→powerless adj．无力的；没有能力的

13．effect[I'fekt]n．影响；结果；效果→effective adj．有效果的 14．length[leŋθ]n．长；长度→long adj．长的 阅读词汇

15．kit[kIt]n．

成套工具；成套设备 轻叩；轻敲；轻拍 水龙头；轻叩；轻敲 吹口哨；发出笛声 吹口哨

哨子(声)；呼啸声 突发事件；紧急情况 镇静的；沉着的 使平静；使镇静 援助；帮助；救援物资 帮助；援助 碰撞；撞击 撞车；碰撞 打扫；清扫 海浪；波浪 挥手；招手 侵袭；突击；击打 罢工；罢课；袭击 递送；传达 发表

16．pipe[paIp]n．

17．summary['sʌməri]n． 18．Thailand['taIlænd] 重点短语

1．in_the_open_air 2．on_hand 3．sweep_away 4．put_up

5．stay_calm 6．in_danger 7．first_of_all 8．as_many_as 重点句型

管子；管道 总结；概括；概要 泰国

露天；在户外 现有(尤指帮助) 消灭；彻底消除 搭建，举起，张贴 保持冷静 处境危险 首先 多达

1．v．ing结构作结果状语：The most powerful earthquake in the past 40 years caused a tsunami that crashed into coastlines across Asia yesterday, killing_more_than_6，500_people(使6 500多人丧生) in Indonesia, India, Thailand, Malaysia, and at least four other countries． 2．be

doing

sth．when．．．正在做某事这时……：I

was_having_breakfast_with_my_three_children_when(正在与我的三个孩子一起吃早饭这时) water started filling my home．

3．make it＋adj．＋to do sth．中it为形式宾语，动词不定式是真正的宾语：However, dangerous conditions and damaged roads will make_it_difficult_to_deliver_food_and_supplies(使运送食物和物资变得困难)．

文字理解

Read the passage on Page and then choose the best answer． 1．What’s the main idea of the passage?

A．Something about the most powerful tsunami in Asia． B．The cause of the most powerful tsunami in Asia． C．The loss of the most powerful tsunami in Asia． D．How to rescue ourselves in times of disaster． 2．What caused the tsunami? A．Hurricane． C．Flood．

B．Typhoon． D．Earthquake．

3．What is the magnitude of the earthquake that happened on December 27, 2004? A．7．0． C．7．5．

4．Why were food and supplies hard to deliver? A．Because there were not enough food and supplies． B．Because rescue teams dared not go．

C．Because conditions were hard and roads were destroyed． D．Because governments didn’t organize rescue teams． 答案：1－4.ADBC

词汇识记

power n．能力；力量；权力

(佳句背诵)As is known to us, knowledge is power． 众所周知，知识就是力量。 (1)have the power to do sth． come to power be in power

beyond one’s power (2)powerful adj．

具有做某事的能力 上台；执政(动作) 执政；掌权(状态) 力所不能及的 强有力的 B．9．0． D．6．0．

①There was a time when the girl lost the power of speech． 曾经有一段时间，这个女孩不能说话。 ②It is two years since the party came to power． ＝The party has_been_in_power for two years． 这个政党执政两年了。

③It is beyond_my_power to finish the task in two hours． 两个小时结束这项工作，超出了我的能力范围。

④I do believe that encouragement is so powerful(power) that it can change a person． 我相信鼓励是如此强大，它可以改变一个人。 calm vt．& vi．(使)平静；(使)镇定 adj．平静的；镇静的；沉着的

(佳句背诵)I wonder if you can help me to calm the little boy down． 不知道您能否帮我让这个小男孩平静下来。 (1)calm down calm sb．down

平静下来

使某人平静下来；使某人镇定下来

(2)keep calm 保持镇静

①The excited football fans calmed down at last． 激动的足球迷们最终平静了下来。

②Calm_yourself_down；there is no need to feel upset about it． 让你自己平静下来，没有必要为此事心烦。 ③It is important to keep_calm in face of danger． 在面临危险时，保持镇静是重要的。 aid n．& vt．帮助；援助；资助

(佳句背诵)I couldn’t speak any French, but a nice man came to my aid and told me where to go．

我不会说法语，但是一位好心的男士来帮助我并告诉我怎么走。 (1)give first aid to sb． with the aid of come to one’s aid (2)aid sb．in (doing) sth． aid sb．with sth． aid sb．to do sth．

对某人急救 在……的帮助下 来帮助某人 帮助某人(做)某事 以某事/物帮助某人 帮助某人做某事

①With the aid of our teachers, we learned how to perform first aid． 在老师的帮助下，我们学会了如何进行急救。

②I’d be very grateful if you can aid me with my English． 如果你能帮助我学习英语我将不胜感激。

③He is so kind a boy that he often aids his mother to_clean(clean) the house． 他是一个如此善良的男孩，他经常帮助他的母亲打扫房子。

wave n．波浪，波涛；挥手 v．波动；起伏；挥手

(教材P)Fishermen, tourists, hotels, homes, and cars were swept away by huge

waves

caused by the strong earthquake that reached a magnitude of 9．0． 渔民、游客、旅馆、住宅和汽车都被9级地震引起的巨浪卷走了。

wave goodbye to sb．

向某人挥手告别 向某人挥手

wave to/at sb．



give sb． a wave

①She refused my suggestion with a wave of her hand． 她摆摆手拒绝了我的建议。

②He gave us a wave as the bus drove off．

＝He waved to us as the bus drove off． 公共汽车开走时，他向我们挥了挥手。

③The policeman waved to the driver to_stop(stop)． 挥手示意司机停车(停止)。

strike vi．& vt．(struck；struck/stricken)打；撞击；罢工；突然想到；打动，

迷住；(钟) 敲；侵袭 n．罢工

[一词多义]——写出下列句中strike的含义

①The clock struck twelve when I got home last night．

② A terrible earthquake did strike the northeast of Japan on March 11． ③A good idea struck me when I was reading the newspaper． ④The visitors were struck by the beauty of the West Lake． (1)be struck by．．．

被……打动 某人突然想起…… 举行罢工

(钟)敲 侵袭 突然想到 打动，迷住

sth．strike（s） sb．





It strikes sb．that/wh．．．

(2)be/go on strike

⑤It_suddenly_struck/hit_me_that I should pay a visit to my teacher． 我突然想到，我应该拜访我的老师。

deliver vt．递送；生(小孩儿)；接生；发表(演说等)

(佳句背诵)Everyone who is willing to take part will be given 3 minutes to deliver his speech． 每个愿意参加的人都有3分钟的时间来发表演讲。 deliver sth．to deliver a speech

投递/运送某物给…… 发表演说

①It was very considerate of you to deliver milk to our door every morning． 你考虑得非常周到，每天早上把牛奶送到我们家门口。

②Hans was asked to_deliver(deliver) a speech on the graduation in Harvard University． 汉斯被邀请在哈佛大学毕业典礼上发表演讲。

③I wonder why you refused to_deliver(deliver) my letters to my home last week． 我想知道上周你为什么拒绝把我的信送到我家。 effect n．结果；效力

(佳句背诵)While online shopping has changed our life, not all of its effects have been positive．

虽然网上购物改变了我们的生活，但不是所有的影响都是积极的。 (1)have an effect on/upon

对……产生影响

come into effect side effect (2)effective adj．

生效 副作用

有效的；有影响的

①The measures taken by the local government will come into effect next month． 当地采取的措施将下月生效。

②There is no doubt that reading books can have a good effect on the children． 不可否认，读书会对儿童有良好的影响。

③In my opinion, go outdoors and play team games with your friends，which is an effective(effect) way to get rid of anger．

在我看来，和你的朋友去户外玩团队游戏，这是一个摆脱愤怒的有效的方式。 句型分析

v．ing结构作结果状语

(教材P)The most powerful earthquake in the past 40 years caused a tsunami that crashed into coastlines across Asia yesterday, killing more than 6，500 people in Indonesia, India, Thailand, Malaysia, and at least four other countries．

在过去的四十年里，最强大的地震引发的一次海啸在昨日撞向亚洲的海岸线，使印尼、印度、泰国、马来西亚以及至少其他四个国家的 6 500多人丧生。

killing more than 6，500 people．．．为v．ing结构作结果状语。 (1)现在分词作结果状语常表示意料之内、情理之中的结果。 (2)不定式作结果状语常表示出乎意料的结果。

①I have learned you are trying to lose weight, hoping to become more beautiful． 我得知你在努力减肥，希望变得更漂亮。

②Her parents died in the earthquake, leaving(leave) her an orphan． 她父母死于地震，使她成为孤儿。

③He hurried to the theatre, only to_find(find) that the tickets had been sold out． 他赶到剧院，却发现票已经卖完了。

be doing sth．when．．．正在做某事这时……

(教材P)I was having breakfast with my three children when water started filling my home．

我正在和三个孩子一起吃早餐这时家里开始充满了水。

when在此处是并列连词，表示“正在那时，这时”，常用句型有： be doing．．．when．．． be about to do．．．when．．． had just done．．．when．．．

正在做……，就在这时…… 正要做……，就在这时…… 刚做过……这时……

①The man was sleeping downstairs when the earthquake happened． 这个男人正在楼下睡觉，这时地震发生了。

②We were_having(have) a meeting when someone broke in． 当时我们正在开会，突然有人闯了进来。

③I had just come out of the kitchen when someone knocked at the door． 我刚从厨房出来，就有人敲门。

④We were about to set out when it began to rain． 我们正要动身，这时开始下雨了。