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2019-2020年高中英语《Unit4Earthquakes》教案新人教版必修1PartOne:TeachingDesign第一部分教学设计Period1:AsamplelessonplanforreadingANIGHTTHEEARTHDIDN’TSLEEPAimsTolistenandtalkaboutnaturaldisastersToreadaboutearthquakesProceduresI.WarmingupWarmingupbylookingGoodmorningclass.HaveyoueverexperiencedanynaturaldisastersLookatthepicturescanyounameallthedisastersvolcanofiresandstormtyphoonhailstonethunderstormfloodhurricaneearthquakeHaveyoueverexperiencedanearthquakeCanyoudescribehowterribleanearthquakeisTheearthisshaking;allthebuildingswillfalldown;manypeoplewilldie;manychildrenwillbeeorphans.WarmingupbydiscussingNowlookatthepicturesofTangshanandSanFranciscoinwarmingupanddescribewhatyouseeinthepictures.beautifulcities;broadroads;tallbuilding;largepopulation.WhatwillhappeniftherehasbeenabigearthquakeinthesetwocitiesAsweallknowearthquakesaredisasterstoeveryone.ButcanweavoidoratleastreducethelosscausedbyearthquakesCanweforetellearthquakesNowlet’setoPre-readinganddecidewhatmayhappenbeforeanearthquakees.II.Pre-reading
1.TalkingandsharingWhatarethesignsofanearthquakee.g.Cowspigsanddogsbeetoonervoustooeat.Themicewillrunoutofthefieldslookingforplacestohide.Thewaterinthewellswillriseandfall.Wallsofthewellsinvillagewillhavedeepcracks.Therewillbebrightlightinthesky….
2.ImagingandsharingImaginethereisanearthquakenowyourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.WhatwillyoutakeWhyIII.Reading
1.ListeningandfastreadingNowlet’setothetext“ANIGHTTHEEARTHDIDN’TSLEEP”andseewhatittellsus.Pleaselistentothetextandgetthegeneralideaofthepassage.Youshouldpayattentiontothefirstsentencesofeachparagraph.InwhatorderisthetextwrittenThetextiswrittenintimeorder.Thegeneralideaisthemixtureofthefirstsentencesofeachparagraphthatisthetexttellsussomethingthathappenedbeforetheearthquakeduringtheearthquakeandaftertheearthquake.
2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copytheminyournotebookafterclassashomework.CollocationsfromANIGHTTHEEARTHDIDN’TSLEEPasmellygaseoutofinthefarmyardstoonervoustoeatrunoutoflookforplacetohidewaterpipesthinklittleofsth.asusualitseemedthatatanendonehundredkilometersawayone-thirdeightkilometerslongthirtymeterswidecutacrossinruinsbeinjurythenumberofreachmorethan400000everywhereeverythingwasdestroyedbegoneblowawaysth.benotsafefortensofthousandsofgivemilkhalfamillioninsteadofbeshockedlaterthatafternoonbetrappedundertheruinsfalldownall…is/wasnot…hundredsofthousandsofdigoutthedeadtothenorthofcoalminesbuiltsheltersfreshwater
3.ReadingaloudandtranslatingNextwearegoingtoreadaloudthetextandtranslateitintoChinese.
4.ReadingandtransforminginformationReadthetextagainandanswerthefollowingquestions.
1.Whatnaturalsignsofingdisasterwerethere
2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed
3.Canyoudescribethedisastercausedbytheearthquake
4.Whateventsandsituationsprobablymadethedisasterworse
5.Howwerethesurvivorshelped
6.CouldanythingmorehavebeendonetohelpthesurvivorsWhyorwhynotAnswers:1345areeasytoanswer.
2.Maybeatthattimepeopledidn’thaveknowledgeofanearthquake.
6.Thestudentshavetheirownanswers.
4.DiscussingwritingstyleAsyouhaveunderstoodthegeneralideaofthetextIstillputmorequestionstoyou.
1.FromwhosepointofviewareeventsdescribedHowdoyouknowAwriterwhodidn’tseethequakeusesthethirdperson“they”whenhewrites.
2.WhydoyouthinkthewriterchosetoexpressherfeelingsaboutthequakeratherthansimplyreportwhathappenedAlthoughthewriterwasnottherehefeltsadforthepeopleofTangShan.Heknowsthatgivingsomefeelingswillmakethereadingmoreinteresting.
3.Whyisthetitle“ANIGHTTHEEARTHDIDN’TSLEEP”Asusualnightisthetimetosleepandnightshouldbequietandsafe.Butthatnighteverythingchanged.Thewriteruseditasatitletoshowhowterribleandhowunusualthatnightis.
5.Readingandunderstandingdifficultsentences.Ifyouhavesomedifficultsentencestounderstandetomeforhelp.IV.ClosingdownClosingdownbydoingexercisesNowpleasedotheprehendingExercises12and3onpage
27.ClosingdownbydiscussingBynowyou’veknownthatearthquakesareterriblenaturaldisastersandthatChinaisunluckyenoughtohavealotofthem.NowimaginethatyourgrouplivesinthecitythathasalotofearthquakeswhatshouldyoudoduringanearthquakeLookatthegivensituationanddiscussinpairs.1IfyouareOUTDOORS…2IfyouareinaHIGHBUILDING…3IfyouareDRIVING…4IfyouareHAVINGCLASS…5IfyouareinaCINEMA…WhatshouldyoudoduringtheearthquakeSituation:1howtorescuethosestilltrappedintheruins;2howtotakecareofthesurvivors;3howtorepairbuildingsthatsurvivedtheearthquake;4whattodowiththebuildingsthatsurvivedtheearthquake;5wheretofindpeopletohelpbuildanewcity;6howtoteachchildrenaboutearthquakesafety;7wheretoputinformationforsurvivorsandtheirfamilies;8howtoplanforfurtherdisasters.Period2:AsamplelessonplanforLearningaboutLanguageTheAttributiveClause:thatwhichwhowhoseAimsTolearnabouttheusageofwhowhichthatandwhoseintheAttributiveClauseTodiscoverusefulwordsandexpressionsProceduresI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsHelloeveryone.Afterreadingthepassagewehavegottoknowtheusageofthewordsandexpressionsbutweshoulddomorepractice.Nowturntopage27tofindthecorrectwordsandexpressionsfromthepassagetofinishthesentences.Youaregiventwominutestofinishthem.Ofcourseyoucandiscusswithyourpartners.Twominuteslatercheckinpairsandthencheckwiththewholeclass.II.Learningaboutlanguage
1.ReadingandfindingTurntopage26andreadthetextANIGHTTHEEARTHDIDN’TSLEEP.TickouttheattributiveclausesinthereadingpassageandtranslatethemintoChinese.
2.DoingExercises2onpage28Turntopage28anddoExercise2inpairs.III.ReadyusedmaterialsforRelativePronouns:whichthatwhowhomwhoseWhatareRelativePronounsRelativepronounsarespecialpronounswhichcanconnecttheantecedentandtheattributiveclause.Alsotheycanbeusedasapartoftheattributiveclause.Herearesomeimportantdifferences:1.which/that:referringtothingscanbeusedasasubjectoranobjectintheattributiveclause;whentheyareusedasanobjecttheycanbeomitted:Theplaneisamachinethat/whichcanfly.Theschoolthat/whichhevisitedlastweekistothesouthofthecity.
2.that/who/whom:referringtoapersoncanbeusedassubjectorobjectintheattributiveclause;whomcanbeusedasanobject:Thegirlthat/whom/whowesawyesterdaywasJim’ssister.Themanthat/whoistalkingtomyfatherismymathsteacher.
3.whose:referringtoapersonorathingcanbeusedasanattributeintheattributiveclause:Thisisthewriterwhosenameisknownallovertheworld.Theroomwhosewindowfacessouthismine.
4.Beforeeverythinganythingeverybodyanybodyallthebest+nthefifth+nweusethatinsteadofwhich:AllthatIneedistime.ThisisthelargestfactorythatIhaveevervisitedThesixthlessonthatwearelearningisthemostdifficultinBookTwo.
5.Wecan’tusethatinaNon-DefiningAttributiveClause:IhavelostthepenwhichIlikeverymuch.Ihavetwosisterswhoarebothteachers.IV.ClosingdownbydoingaquizNowyouaregoingtotakeaquizonRelativePronouns.Fillintheblanksusingwhichthatwhowhomwhose.1Theforcecauseseverythingtofalltowardsthegroundiscalledgravity.2Afriendhelpsyouintimeofneedisafriendindeed.3Doyouknowthegirlparentsareteachersinourschool4ThewomanIspoketojustnowismyEnglishteacher.5Hesawahousewindowswereallbroken.6Everythingcanbedonetodaymustn’tbedonetomorrow.7Canyouthinkofanyonecouldlookafterhim8ThisisthebesthotelIknow.9ThemanIsawtoldmetoebacktoday.10ThosewanttogototheGreatWallwritedownyournameshere.11Hetalkedalotabouttheteachersandtheschoolshehadvisited.12TheninthlessonwearelearningisthemostdifficultinBookOne.13MountBlanc勃朗峰theyvisitedlastmonthisthehighestmountaininEurope.14Weknowalltheteacherworkinourschool.15ThehouseinLuXunoncelivedisamuseumnow.16ThehouseLuXunoncelivedisamuseumnow.17ThehouseLuXunoncelivedinisamuseumnow.18Youcantakeanyroomyoulike.19Heshowedamachinepartsaretoosmalltobeseen.20Thesportsmeetwasputoffwasexactlywhatwewanted.Answerstotheexercises:1which/that2who/that3whose4whom/that/who5whose6that7that8that9that/whom/who10who11that12that13which14that15which16inwhich/where17which/that18that19whose20whichPeriod3:AsamplelessonplanforUsingLanguageAletterfromZhangShaAimsToreadandspeakabouttravelingTowritealetterdescribingfeelingabouttravelingProceduresI.WarmingupWarmingupbydiscussingHaveyoueverwrittenaspeechWhatisaspeechSpeechmeansanactofspeakingformallytoagroupoflisteners.WhatdoyouhavetoconsiderwhenyouarewritingaspeechPleasediscussitinpairs.
1.Whoistheaudience
2.HowcanweexpressourselvesclearlyWarmingupbyreadingWhatshouldyouincludeinyourspeechwhenyoutrytowriteoneReadtheletteronpage29andimagineyouarethestudentwhowasinvitedtogiveaspeech.Nowwriteashortspeechinwhichyoushouldfollowthepointsinexercise3onpage
29.II.ReadingandunderliningReadtheletterandexercisesagainandunderlinealltheusefulexpressionsorcollocationsintheletter.Copytheminyournotebookafterclassashomework.Collocationsfromthelettercongratulationsbepleasedtodosth.winthehighschoolspeakingpetitionagroupoffivejudgesallofwhomagreebeproudofopenanewparkhonourthosewhodiedintheterribledisasterwouldliketodohaveyoudosth.asyouknowinvitesb.todosth.onthatspecialdayatthebeginningofthanksbfordoingsth.honoursb.forsth.beknownasencouragesb.todosth.behappytodosth.collectstampsloseone’slifeIII.ListeningTurnonyourbooksatpage
30.We’lllistentoastoryaboutapersonwhoexperiencedthe1906SanFranciscoearthquake.I’llplaythetapethreetimes.Firstlistenandtrytogetsomedetailsthatexercises1and2request.Secondlistenagainandtrytofinishtheexercises.Thirdlistenandcheckyouranswers.IV.GuidedwritingSB.page
311.MakingaintroductionHaveyoueverreadanewspaperstoryNowturnonyourbookstopage31andlookatWriting.Readthebriefdescriptionabouthowtowriteanewspaperstory.pareanewspaperstorytoashortstoryandanswerthefollowingquestions.1Whatshouldyouwritebeforewritinganewspaperstoryoutline2Whatshouldanewspaperoutlinehaveaheadline;alistofmainideas;alistofimportantdetails3WhyaheadlineisneededItcantellthereaderswhatthetopicis;itcanalsoattractthereaders’attention4HowcanyoufinishanewspaperstoryFirstyoushouldwriteaheadlinethenorganizeyourmainideasintoparagraphsandthenputsomedetailsintoeachparagraph.5HaveyoufoundoutthedifferencebetweenanewspaperstoryandashortstoryUsuallyashortstorybeginswithsmalldetailsandincludesbigdetailslater.Anewspaperstorydoesjusttheopposite.Bothkindsofstoriesuseparagraphswithmainideas.Inagoodnewspaperstorythepoint-of-viewisobjectivei.e.ithasnopoint-of-viewwhileashortstoryissubjectivei.e.ithasapoint-of-view.Anewspaperstoryhasnoconclusion;ashortstorygenerallydoes.NowI’llshowyouanewspaperstorytofindouttheheadlinemainideaanddetailsofeachparagraph.THEWASHINGTONPOSTSEATTLE-Apowerfulearthquakewithamagnitudeof
6.8hitWashingtonStatelastweek.Thequakethebiggestin50yearscausedbillionsofdollarsindamage.Butmiraculouslyonlyonepersondiedandmorethan100peoplewereinjuredinthequake.Authoritiessaidonereasontherewasn’tgreaterdestructionisthattheregionspentmillionsofdollarsinthelastdecadedesigningearthquake----prooffacilitiesandimprovingexistingbuildingsschoolsandhomes.Earthquakeexpertsaidtheeventillustrated说明thegrowinggapbetweenrichandpoornationsintheabilitytomitigate减轻naturaldisasters.Onlyahandfulofpeoplewereseriouslyinjuredhereaslightnumberparedwiththedevastation破坏incountrieslikeTurkeyIndiaandElSalvadorwherequakeshaveburiedthousandsunderpoorlyconstructedbuildings.
2.WritingNowpreparetheoutlineforashortnewspaperstoryforChinaDaily.Youcanusetheexampleinexercise1tohelpyouorganizeyouroutline.
3.UnderlingReadtheoutlineandthenewspaperstoryinWritingandunderlinealltheusefulexpressionsorcollocationsinthem.Copythemtoyournotebookafterclassashomework.CollocationsfromWritingalistofputsomedetailsintoeachparagraphateamofraisemoneythousandsofplantodosth.inearlyJunehopetodosth.beinterestedtodosth.IV.ClosingDownClosingdownbysummaryWehavelearnedalotaboutearthquakes.Nowlet’shaveasummaryaboutwhatwehavelearned.Lookatthefollowingquestions.1Haveyoueverexperiencedanearthquake2CanyoudescribeanearthquakeinEnglish3Whatdoyouknowaboutthecauseofanearthquake4Whatnewinformationaboutearthquakeshaveyoulearnednow5WhatwordsandexpressionscanyouusetodescribeanearthquakeClosingdownbyfindinginformationGotothelibrarytoreadorgetonlinetosearchinordertofindmoreinformationaboutnaturaldisasters.PartTwo:TeachingResources第二部分教学资源Section1:AtextstructureanalysisofANIGHTTHEEARTHDIDN’TSLEEPI.TypeofwritingandsummaryofthemainideaTypeofwritingThisisapieceofdescriptivewritingMainideaofthepassageThearticledescribesthecausethecourseandtheresultofTangShanearthquakein
1976.Itshowsustheterribleimageofearthquake.Atthesametimeithitsusthatwemustrealizethatwecandosomethingtominimizethedamagecausedbyearthquake.Topicsentenceof1stparagraphStrangethingswerehappeninginthecountrysideinnortheastHebei.Topicsentenceof2ndparagraphEverythingbegantoshakeanditseemedthattheworldwasatanend.Topicsentenceof3rdparagraphEverywheretheylookednearlyeverythingwasdestroyed.Topicsentenceof4thparagraphAllhopewasnotlost.II.AtextstructureanalysisReadthetext“ANIGHTTHEEARTHDIDN’TSLEEP”andthenpletethefollowingchart.Time/orderWhathappenedResultthreedaysbeforetheearthquakeatabout3:00amSaw:crackswaterinthewells---roseandfellanimals---toonervoushidefishjumpedoutofbowlspondsbrightlightintheskywaterpipes---crackedandburstheard:soundofplanessmelt:smellygasinthecracksofthewellsPeoplethoughtlittleoftheeventsandwenttobedasusualat3:42amfelt:everythingshookone-thirdnationfeltitheardinBeijing100kilometersawayahugecrackcutacrosshousesroads…saw:steamburstfromholesinthegroundhardhillsofrock-riversofdirtcitylayinruins4400000peoplekilled/injured75%factories90%homeweregonebrickscovereddams/bridgesfellnotsaferailwaytracksuselesscowsnevermilkpigs/chickensdiedwellsfilledwithsandrescueworkersanddoctorstrappedundertheruinsbuildingsfelldownwater/food/electricityhardtogetafterthathopenotlostarmysent150000soldiersworkersbuiltsheltersforsurvivorsfreshwaterwastakentothecitythecitybegantobreatheagainIII.AretoldversionofthetextOnepossibleversionStrangethingshappenedinTangShan.Forthreedaysthewaterinthevillagewellsroseandfell.Thewellwallshaddeepcracksandasmellygascameoutthecracks.Thechickenspigsandmiceweretoonervous.Fishjumpedoutofbowlsandponds.Brightlightappearedinthesky.Peopleheardthesoundofplanesevenwhennoplaneswereinthesky.Thewaterpipesinsomebuildingscrackedandburst.At3:42ameverythingbegantoshake.Itseemedthattheworldwasattheend!One-thirdofthenationfeltit.Ahugecrackcutacrossthecity.Infifteenterriblesecondsalargecitylayinruins.Two-thirdsofthepeoplediedorwereinjured.Nearlyeverythingwasdestroyedinthecity.75%ofitsfactoriesand90%ofitshomesweregone.ThenlaterthatafternoonanotherbigearthquakeshookTangshan.Peoplebegantowonderhowlongthedisasterwouldlast.Butallhopewasnotlost.Thearmysent150000soldierstohelpthem.Workersbuiltsheltersforsurvivors.Slowlythecitybegantobreatheagain.Section2:BackgroundinformationonEARTHQUAKESI.ZhangHengZhangHeng张衡78AD—139ADwasanastronomermathematicianartistandliteraryscholar(文学学者)intheEasternHanDynastyofChina.Bornintoday’sNangyangCountyHenanhewasagoodwriteratage
12.Attheageof16helefthometopursue从事hisstudyingthecapitalcity.Hespentatleast10yearsofhisyouthinliterarystudiesandwriting.Hepublishedseveralwell-recognizedliterarywritings.Heswitchedto转向astronomyafterage
30.Intheyear123hecorrectedthecalendartobringitintolinewiththeseasons.In132ZhangHenginventedthefirstseismograph地震仪formeasuringearthquakes.Hisdevicewasintheshapeofacylinder圆柱体witheightdragonheadsaroundthetopeachwithaballinitsmouth.Aroundthebottomwereeightfrogseachdirectlyunderadragonhead.Whenanearthquakeoccurredaballfelloutofthedragon’smouthintoafrog’smouthmakinganoise.Healsoinventedtheodometer里程表ZhangHengwasthefirstpersoninChinatoconstructarotatingcelestialglobe.Inoneofhispublicationshealsoproposedπ=730/232orabout
3.
1466.II.EarthquakeSurvivalTipsWouldyouknowwhattododuringareallybigearthquakeExpertshavelookedintomattercarefully.Itmaybeworthyouwhiletolookoverthefollowingtipstheyhaveforus.Ifthegroundbeginsshakingwhileyouaredrivingpulloverandstayinyourcar.Ifyouareinabuildingtrytogetnearastrongwall.Thecorneroftheroomorthespaceunderabigdoorwayisthesafest.Assoonasthequakeisovercheckthegaspipeinthebuilding.Gasfiresoftenresultfromearthquakes.Thesetipsmayprovetobelifesavers.Weshouldthereforekeeptheminmind.Remembertoalwayshopeforthebestbutpreparefortheworst.EscapeintheSchoolIfithasanearthquakewhenhavingclassesthestudentsshouldlistentotheteacher’sinstructionprotecttheirheadsandhideunderthedesks.Ifithasanearthquakewhenthestudentsareinthesportsgroundtheycancrouchonthespotandprotecttheirheadswithhands.Besuretokeepawaywithhighbuildinganddangerousobjects.Don’tgobacktotheclassroom.Retreatinorderaftertheearthquake.EscapeinPublicPlacesListentothemandofthesiteworkers.Don’tbescaredanddon’trushtowardstheexits.Trytoavoidcrowds.Avoidtobesqueezedtothewallorbarriers.Attheatersandgyms:crouchdownorslipunderthechairs;avoidsuspendinglightsandelectricfans;protecttheheadwithschoolbags;aftertheearthquakelistentothemandoftheworkersretreatinanorganizedway.Indepartmentstoresbookstoresmuseumsorsubway:findfirmcountersmoditieslowfurnitureetc.orapillarorthecornerofawalltocrouchdownonthespotprotecttheheadswithhandsorotherobjects;keepawayfromglasswindowsglasscountersorshowcounters;keepawayfromtallcupboards;keepawayfromadvertisementboardsandothersuspendingobjects.Onbusesortrolleybuses:Graspthehandlestoavoidbeinginjured;lowerthecenterofgravity;hideneartheseats;getoffaftertheearthquakepassed.Section3:WordsandexpressionsI.Wordsforreading
1.imaginevt.formapictureofinthemind;thinkofsth.asprobable想象;认为(某事)可能发生或存在宾语为名词、代词、动名词、从句宾语从句为否定意义时,要用否定转移,与thinkbelievesupposeexpect用法相同,成为I/Wedon’timagine…意为“我(们)认为……不……如Wecanimaginehersadness.我们可以想象她的悲伤Ididn’timaginemybeingateacherinmychildhood.在童年时代,我并未想象能成为一名教师CanyouimaginehowmuchIwassurprisedtohearthenews你能想象我听见这个消息有多惊讶吗?Idon’timagineso.=Iimaginenot.我认为不是这样cf.imagineguesssupposeimagine意为“想象,幻想”,指在脑海中形成一个清晰明确的印象,或认为某事物可能发生或存在;guess formanopiniongiveananswermakeastatementbasedonsuppositionnotoncarefulthoughtcalculationordefiniteknowledge:“猜测,臆测”,指未知道前的猜测;suppose:letitbethoughthat;takeitasafactthat:认定,假定;guess;think:“想象,推测”,意指“假定或假设中的情形”
2.cf.shaketrembleshake:movebemovedquicklyorviolentlyupanddownforwardsandbackwards:最普通用词,可指人或物“摇动,发抖”指人时常用于感情激动、寒冷、惧怕引起的身体颤动在表示“因……而颤抖”时,多用with在表示“使受震撼,使(信念等)动摇”,常用于beshakenby/with/at中tremble:shakeinvoluntarilywithfearangercoldphysicalweaknessetc.颤栗震颤发抖因恐惧愤怒寒冷体弱等,常常与shake相互替换,但指握手,摇头或捧腹大笑时用shaketremble只用作不及物动词如Thepoorboywasshakingwithcold.这个孩子正冻的发抖Theywerebadlyshakenbythenews.他们对这个消息大为震惊Thehostshookhandswithalltheguests.主人跟所有的客人握手Hervoicewastremblingwithanger.她气的声音发抖
3.cf.riseraiserisevi.ofthesunmoonstarsriverpricetemperatureetc.appearabovethehorizon:指自然“上升”,常用于日、月、云、霞、烟、水蒸气、物价、温度、河水、潮水及人的职位等Herosefromhischairandbeganhisspeech.他从椅子上站起来开始了他的演说Hertemperatureisstillrising.他的体温还在上升Hehasriseninrank.他已经升职了raisevt.
1.liftup;movefromalowertoahigherlevel;causetorise:外部的力量,“举起、提高”Thepeople’slivingstandardhasgreatlybeenraised.人民的生活水平已大大的提高了2.groworproducecrops;breedsheepetc.;bringupafamily:饲养、种植”、养育、抚育Theycanraisericehere.他们这儿能种水稻
4.burstinto/burstout:sendoutsuddenly;breakoutinto;suddenlybeginto……burstinto+doing:Sheburstintotears.=Sheburstoutcrying.她突然哭起来了burstout+n.Allofthemburstintolaughter=Allofthemburstoutlaughing.他们全都大笑起来了
5.cf.destroyruindamagedestroy:breaktopieces;makeuseless;putanendto:毁灭;摧毁;毁坏;破坏表示在肉体上、精神上或道义上彻底摧毁,使之无法复原,也可以表示对某物体进行完全的毁坏:Allhishopesweredestroyed.他所有的希望都毁灭了Anatombombwoulddestroyacity.一颗原子弹可以摧毁一座城市ruin:sth.whichhasdecayedbeendestroyedetc.:败坏,毁坏,崩溃的状态指对物体或生命彻底的破坏,但往往是非暴力的,也往往不是一次的打击结果,常指对美好的或希望中的事物的破坏:Smokingruinedhishealth.吸烟毁了他的健康Sheruinedhisprospects.她毁了他的前途damage:harmorinjurythatcauseslossofvalue:损害;损毁(使失去价值)一般指对物体或生命的局部损坏Theirhousesweredamagedbytheenemy’sshellfire.他们的房屋被敌人的炮火击毁了
6.cf.hurtwoundinjurehurt:causebodilyinjuryorpainto;damage;painapersonhisfeeling:使受伤;使疼痛;伤害;使伤心一般用语,即可指肉体上的伤害,也可指精神上的伤害,还可用作不及物动词,意为“疼痛、惹起痛苦”:Whathesaidhurtmedeeply.他说的话使我非常伤心wound:hurtorinjurytothelivingtissueofthebodycausedbycuttingshootingtearingetc.esp.astheresultofattack:指外伤,如枪伤、刀伤、剑伤,尤指在战争中,战斗中受伤:Hegotwoundedinthefighting.他在战斗中受了伤injure:hurt;damageesp.forresultofanaccident;一般指由于意外或事故而受伤如Hewasbadlyinjuredintheaccident.他在这次事故中受了重伤Smokingwillinjureyourhealth.吸烟会毁了你的健康
7.cf.shockastonishsurpriseshockvt./n:tocauseusuallyunpleasantorangrysurprisetosb.:震惊,打击,吃惊程度最大,后面常跟介词at/by构成词组beshockedat/by,表示“对……吃惊”,或接不定式表示原因,也可作名词,意为“震动,打击”:Hewasshockedbywhatyousaid.他对你说的话感到震惊Hewasshockedtoknowhissonplayingallday.他知道他的儿子整天玩大为震惊Thenewsgavemeagreatshock.这个消息给了我很大的打击astonishvt./n:surprisegreatly.语气比surprise要强,含有令人难以置信:IwasastonishedtoseehiminTibet.在西藏见到他,真感到惊异Thenewsastonishedeveryone.这个消息使每个人都很震惊surprisevt./n:feelingcausedbysth.suddenorunexpected:最普通用词,意为“使惊讶,使吃惊”,含有“意想不到”之意如Iwassurprisedtoseethegreatchangesinmyhometown.看到家乡的巨大变化他惊讶不已Hisfailuredidn’tcausemuchsurprisewasnotagreatsurprise.他的失败未引起很大的惊奇(并非很意外的事)II.Wordsforusinglanguage
1.congratulationn1)(withon)anexpressionofjoyforsb.’successgoodfortunelucketc.:庆贺,祝贺,常用复述形式,并与介词on搭配,构成短语congratulationsonsth./doing….2)Congratulationsonyourwinningtheraces!恭喜(你获得了胜利)!Iofferedmycongratulationsonhissuccess.我对他的成功表示了祝贺3)congratulatev.withon.tospeaktoapersonwithpraiseandadmirationforahappyeventorsth.successfullydone:意为“向某人表示祝贺,向某人道贺”,构成短语congratulatesb.onsth./dong….congratulateoneselfthat结构中Wecongratulatedhimonhavingpassedtheexamination.我们祝贺他通过了考试Hecongratulateshimselfonhavingchosenagoodwomantobehiswife.他暗自庆幸自己挑选了一位贤惠的女子作妻子
2.cf.especiallyspeciallyespecially:toanexceptionaldegree;inparticular:特殊地,尤其,常用于正式文体中:ThisisaverymonwordespeciallyinspokenEnglish.这是一个很普通的词,尤其在英语口语中Shelikesthecountryespeciallyinspring.她喜欢这个国家,尤其是春天specially:foraparticularpurpose:特别地,专门地,表示“为了特别的目的”Thiscakewasspeciallymadeforyou.这个蛋糕是专门为你做的
3.cf.beknownasbeknownforbeknowntosb.beknownas作为……而闻名;beknownfor以/因……而闻名;beknowntosb.为……而熟悉如Hewasknownasaexcellentsinger.他作为一名优秀的歌手而闻名Thecityisknownforitslonghistory.这座城市以它的悠久的历史闻名Heisknowntothepoliceasathief.警察都知道他是个小偷III.Explanationofdifficultsentences
1.Itseemedthattheworldwasatanend.似乎世界末日来临seem连系动词,似乎,好象1)seem+tobe+adj./n.2)seem+todo3)seem+like+n.4)Itseems/seemedtosb.+that-clause如OurEnglishteacherseemstobeakindman.Heseemstoknoweverything=Itseemsthatheknowseverything.Itseemslikeyearssincewelastmet.ItseemsthatIhaveseenherbefore.=Iseemtohaveseenherbefore.
2.Everywheretheylookednearlyeverythingwasdestroyed.人们无论朝哪里看,几乎一切都被毁了everywhere用作连词,等于wherevernomatterwhere,引起让步状语从句如EverywhereIgoIfindthesamething.无论我去哪儿,我都看到一样的东西Youseeiteverywhereyoulook.无论你往哪儿看,你都会看到它
3.…90%ofitshomesweregone.90%的家都不存在了是过去分词作表语,意为“不在”“走了”“丢了”“用完了”,或指人“死了”分数、百分数作主语,谓语动词要根据分数、百分数代表的量是可数名词还是不可数名词而定如Hisjobwasgone.他的工作丢了Mywatchwasgone.我的表不见了He’llbegoneforquitealittlewhile.他要离开很长一段时间50%ofthestudentsinourclassaregirls.我们班50%的学生是女生Two-thirdsoftheearthsurfaceiscoveredwithwater.地球表面的三分之二是水
4.Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.救援人员组成小分队,将被困的人挖出来,将死者掩埋thosewho相当于意为“凡……的人”,表示的是两者以上的不定数量,who引导的定语从句用复数,不能用that代替(注意anybodywhohewho中谓语动词用单数)thedead意为“死难者”形容词或分词前加表示同一类人或物,谓语动词常用复数形式如Thosewhowanttoseethefilmwriteyournamesonthepaper.想看电影的人把你们的名字写在这张纸上Anybodywhobreaksthelawwillbepunished.任何人犯法都要受到惩罚Hewholaughslastlaughsbest.谁笑在最后,谁笑的最好Thericharenotalwayshappy.有钱人并不总是幸福的
5.Tothenorthofthecitymostofthe10000minerswererescuedfromthecoalmines.在城市的北部,一万矿工中的大多数从矿井中被救出inthenorthtothenorth与onthenorthin表示“在其中”,在境界内;to表示在境外,不接壤;on表示接壤如ChinaliesintheeastofAsia.中国位于亚洲东部JapanliestotheeastofChina.日本位于中国的东面(指在中国境外)ChinafacesthePacificontheeast.中国东临太平洋(指东部境界与太平洋相接)。