Unit 4 Earthquakes
Period 2 Important Language Points
整体设计
从容说课
This is the second teaching period of this unit. We first check the students’ homework and offer chances for the students to review what they learned during the first period.
The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, and later offer some practices to make the students master their usages. Some words and expressions, such as shake, injure, destroy, shock, rescue, right away, a great number of, give out are very useful and important. So are the sentence patterns “It seemed that the world was at an end” and “All hope was not lost”. We ought to pay more attention to them and design special exercises.
At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.
教学重点
1. Enable the students to grasp the usages of such important new words and expressions as shake, injure, destroy, shock, rescue, right away, a great number of, give out, etc.
2. Get the students to master the usages of the patterns:“It seemed that the world was at an end” and “All hope was not lost”.
教学难点
1. Let the students learn the usage of the word “shake”.
2. Enable the students to master the usage of the pattern “All. . . is not. . . ” and understand some difficult and long sentences.
教学方法
1. Discussing, summarizing and practicing
2. Cooperative learning
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn and grasp the important new words and expressions:shakewell (n. ) rise crack smelly burst canal ruin injure destroy useless shockquake rescue electricity disaster army organize bury coal mine shelter freshright away at an end lie in ruins be trapped under sth. a (great)number of
2. Get the students to learn the following useful sentence patterns:
1)But the one million people of the city, who thought little of theses events, went to bed as usual that night.
2)It seemed that the world was at an end!
3)Bricks covered the ground like red autumn leaves.
4)The army organized teams to dig out those who were trapped and to bury the dead.
5)Workers built shelters for survivors whose homes had been destroyed.
6)Never before in history has a city been so completely destroyed.
Ability aims:
1. Enable the students to use some useful words and expressions correctly.
2. Enable the students to make sentences after the useful sentence patterns.
Emotional aim:
1. Stimulate the students’ interest in learning English.
2. Develop the students’ spirit of cooperation and teamwork.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell the reading passage A Night the Earth Didn’t Sleep.
→Step 2 Reading and finding
Get the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.
Collocations:a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for places to hide, jump put of, water pipes, think little of, as usual, It seemed that. . . , at an end, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injured, thousands of, the number of, reach more than 400 000, everywhere, . . . everything was destroyed, be gone, blow away, be not safe for, tens of thousands of, give milk, half a million, millions of, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, All. . . is/was not. . . , hundreds of thousands of, dig out, the dead, to the north of, coal mines, built shelters, fresh water
Read them aloud and copy them down in the exercise book after class.
→Step 3 Discovering useful words and expressions
Do the exercises in Discovering useful words and expressions on Page 28.
Explain the problems the students meet while checking the answers.
→Step 4 Language Points
1. shake vt. & vi(shook, shaken)
1)(cause sb. /sth. to)move quickly and often jerkily from side to side or up and down（使某人或某物）急速摇动或颠簸
The table shook when she banged her fist on it.
她用拳头把桌子敲得直颤。
The house shook as the heavy truck went past.
重载的卡车经过时，房子摇晃起来。
2)(of a person)tremble; quiver（指人）发抖，打战
They laughed until their sides shook when they heard the joke.
这个笑话笑得他们浑身直颤。
The little boy was shaking with cold.
那个小男孩冻得发抖。
3)disturb the calmness of sb. ; trouble or shock sb. 使某人心绪不宁；烦扰或惊吓某人
This surprising development quite shook me.
这一惊人的新情况把我吓坏了。
4)make(sth. )less certain; weaken belief, etc. 动摇某人的想法；减弱
Her new theory has been shaken by this new evidence.
这一新证据动摇了她的新理论。
5)(of sb. ‘s voice)become weak or faltering; tremble（指某人的嗓音）变弱，发颤，颤抖
His voice shook(with emotion)as he announced the news.
他宣布这一消息时，声音（因激动）有些颤抖。
shake&tremble：
在表示“（因恐惧、愤怒、寒冷、体弱等）战栗，震颤，发抖”时，shake和tremble可相互替换；但指握手、摇头或捧腹大笑时，用shake。另外，tremble只用作不及物动词。
The poor boy was shaking/trembling with cold.
这个孩子正冻得发抖。
The host shook hands with all the guests.
主人跟所有的客人握手。
2. rise vi. (rose, risen)(of the sun, moon, stars, etc. )appear above the horizon; go up（指日月星辰等的）升起；上升
The sun rises at seven o’clock.
太阳七点钟升起。
Prices have risen steadily during the past ten years.
过去十年间物价一直在稳定地上涨。
He rose from his chair and began his speech.
他从椅子上站起来开始了他的演说。
rise&raise：
rise是不及物动词，而raise是及物动词，意思是“抬高；提高”。
The people’s living standard has greatly been raised.
人民的生活水平已大大地提高了。
The price of eggs has risen/been raised recently.
鸡蛋的价格最近上涨了。
3. burst vi. & vt. (burst, burst)(cause sth. to)break open or apart; explode（使某物）爆炸；胀破；爆破
I’ve eaten so much I feel ready to burst.
我吃得太多，肚子都要撑破了。
Don’t get so angry! You’ll burst a blood-vessel!
别生这么大的气！你会把血管气崩的！
burst in/into enter(a room, etc. )suddenly突然进入（房间等）
burst into sth. send out or produce sth. suddenly and violently突然而猛烈的发出或产生某事物
burst out doing. . . suddenly begin doing. . . 突然开始做某事
The police burst in/into the room and arrested that gang.
警察突然闯进房门逮捕了那帮人。
The plane crashed and burst into flames.
飞机坠毁起火。
All of them burst into laughter/tears/song.
他们全都突然笑起来/哭起来/唱起来。
All of them burst out laughing/crying/singing.
他们全都突然笑起来/哭起来/唱起来。
完成下列句子：
1)因为大于大坝决口了。The dam__________ ___________ __________the heavy rain.
2)听众席上爆发出一片笑声。The audience__________ _______________ _________________ .
答案：1)burst because of 2)burst into laughter
4. injure vt. to hurt oneself/sb. /sth. physically 伤害，损害，受伤
She was badly injured in an accident during the work.
她在一次工伤事故中受了重伤。
harm, hurt, injure & wound:
harm用于指肉体或精神上的伤害均可，有时可指引起不安或不便，还可用于抽象事物，尤其是指不道德的事情；hurt为一般用语，既可指肉体上的伤害，也可指精神上的伤害，还可用作不及物动词，意为“疼痛”；injure一般指由于意外或事故而受伤；wound指外伤（如枪伤、刀伤、剑伤等），尤指在战争、战斗中受伤。
Getting up early won’t harm you.
早起对你没有害处。
There was an unexpected explosion in our street, but our building wasn’t harmed at all.
我们的街道发生了一次意外的爆炸事故，但我们的大楼丝毫没有受损。
Many people were hurt/injured when a bus and a truck collided.
一辆公共汽车和一辆卡车相撞，许多人受了伤。
You’ll hurt her feelings if you forget her birthday.
如果你忘了她的生日，那会伤她感情的。
The soldier got wounded in the arm in the fighting.
这个士兵的胳膊在战斗中受了伤。
The robber______________ him with a knife.
A. harmed B. hurt C. injured D. wounded
答案：D
5. destroy vt. to break to pieces; to make useless; to put an end to摧毁；毁坏；破坏
The fire destroyed all my books.
这场大火毁了我的全部书籍。
Why, you may wonder, should spiders be our friends Because they destroy so many insects.
你也许会觉得奇怪，蜘蛛怎么竟是我们的朋友？因为它们毁灭那么多的昆虫。
destroy, damage & ruin:
destroy 强调以具有摧毁或杀伤性的力量把某物彻底毁掉；damage一般指对物体或生命的局部损坏；ruin亦指彻底毁掉，但不含有以某种摧毁性的力量进行破坏，而含有在一定的过程中逐渐毁掉的意思。
An atom bomb would destroy a city.
一颗原子弹可以摧毁一座城市。
The earthquake damaged several buildings.
地震使一些建筑受到了破坏。
Oxford has been ruined by the motor industry.
牛津城已经被汽车工业毁掉了。
After the war the Japanese economy lay in______________ .
A. ruin B. ruins C. damage D. destroy
答案：B
6. shock vt. cause a shock to(sb. ); cause(sb. )to feel disgust, horror, etc. 使（某人）震惊；使（某人）感到厌恶、恐惧等
I was shocked when I heard about your accident.
当我听到你出事后我很震惊。
He was shocked by what you said.
他对你说的话感到震惊。
shock, astonish & surprise:
shock表示的吃惊程度最大；astonish语气比surprise要强，含有“令人难以置信”之意；surprise为一般用语，意为“使惊讶，使吃惊”，含有“意想不到”之意。
I was shocked at the news of her death.
我听到她去世的消息十分震惊。
I was astonished to see him in Tibet.
在西藏见到他，我真感到惊异。
I was surprised to see the great changes in my hometown.
看到家乡的巨大变化我惊讶不已。
7. rescue n. an act of rescuing or being rescued 搭救；解救
v. to save or set free from harm, danger, or loss 解救；救出
A rescue team is trying to reach the trapped mines.
一组救援人员在尽力赶向被困的矿井。
We rescued the boy who fell into the river.
我们救起了掉进河里的小孩。
rescue & save:
rescue的含义是搭救受到监禁、攻击或死亡威胁的人，它的内涵是不失时机地以强有力的措施进行搭救；save是一般用语，使用范围很广，它含有 rescue的意思，但是这个词不但有使受难者获救的意思，还具有使获救者继续生存、享受幸福的内涵。
It was not long before a helicopter arrived on the scene to rescue the survivors of the plane crash.
不久一架直升机飞到了现场来搭救这次飞机失事的幸存者。
For hundreds of years, St Bernard dogs have saved the lives of travelers crossing the dangerous pass.
几百年来，圣伯纳修道院的狗已经搭救了穿越这个险关的许多旅游者的性命。
8. in ruins in a severely damaged or destroyed condition 严重受损；破败不堪；成为废墟
An earthquake left the whole town in ruins.
地震过后全城到处都是颓垣断壁。
His career is/lies in ruins.
他的事业已完全失败。
9. a(great)number of a lot of 许多；若干
I have a number of letters to write.
我有好些信要写。
A great/large number of people have applied.
许多人都已申请。
→Step 5 Sentence focus
1. But the one million people of the city, who thought little of these events, went to bed as usual that night.
但是，唐山市的一百万居民几乎都没有把这些情况当一回事，当天晚上照常上床睡觉了。
句子中的who thought little of these events是非限制性定语从句；think little of的意思是“不重视……；认为……没有什么了不起；对……不假思索”，类似的短语还有think better of sb. （对某人印象好；看重某人），think better of sth. （改变念头；打消主意），think highly of（看重；器重），think well of（重视；认为……好），think poorly of（不放在眼里；轻视），think nothing of（轻视；认为……无所谓；认为……没什么了不起），think much of（认为……很不错），think ill of（认为……不好）等；as usual是固定短语，意思是“照常；照例”。
I thought little of what he said at that time.
我对他当时说的话没加思索。
I think much better of him after I have found out his true motive.
我发觉他的真实动机后，对他的评价高多了。
The little boy went to school as usual that day.
那天，那个小男孩照常去上学。
1)In Australia, one thinks______________ of riding fifty miles to a dance.
A. nothing B. something C. much D. better
2)Yesterday, he went out to play football______________ .
A. usually B. as usual C. usual D. often
答案：1)A 2)B
2. It seemed that the world was at an end.
世界似乎到了末日。
句子中的at an end是固定短语，意思是“结束；终结”；It seems/seemed(to sb. )+that-clause是常用的固定句型，意思是“好像……；似乎……”。
His career seemed at an end.
他的事业似乎结束了。
It seems that I have seen her before.
我好像以前见过她。
It seems to me that there is something funny about the case.
在我看来这件案子好像有点奇怪。
3. Everywhere they looked nearly everything was destroyed.
人们无论朝哪里看，那里的一切都几乎被毁了。
句子中的Everywhere they looked 是让步状语从句，everywhere用作连词，相当于wherever或no matter where，引导让步状语从句。
Everywhere I go, I find the same thing.
无论我去哪儿，我都看到同样的东西。
You see it everywhere you look.
无论你往哪儿看，你都会看到它。
4. All of the city’s hospitals, 75% of its factories and buildings and 90% of its homes were gone.
所有的市内医院、75%的工厂和建筑物、90%的家园都消失了。
该句是“主系表结构”的句子，主语是一个很长的名词短语，其中两处有百分数修饰。有百分数修饰的结构作主语时，谓语动词要根据百分数所修饰的是可数名词还是不可数名词而定。句子中的gone是过去分词，用作表语，意为“消失了；不存在了”，另外它还有“走了”“丢了”“用完了”等意思。
50% of the students in our class are girls.
我们班50%的学生是女生。
Over 70% of the earth surface is covered with water.
地球表面的70%多是水。
His job was gone. 他的工作丢了。
More than 30 %/Nearly one-third of the teachers in our school______________ from other cities in the past.
A. is B. are C. was D. were
答案：D
5. All hope was not lost.
不是所有的希望都破灭了。
这是一个表示部分否定的句子。句型All. . . not. . . 或Not all. . . 均表示部分否定，可翻译成“不是所有的……”或“并非所有的……”。
Not all the girls left. （= Only some of the girls left. ）
Not all the children are noisy. （= Some of the children are not noisy. ）
注：对两者以上的全部否定应用none of. . . ，其后的谓语动词既可以用单数形式，也可以用复数形式。
We couldn’t eat in a restaurant because_____________ of us had____________ money on us.
A. all; no B. any; no C. none; any D. no one; any
答案：C
6. The army organized teams to dig out those who were trapped and to bury the dead.
救援人员组成小分队，将被困的人挖出来，将死者掩埋。
句子中的who were trapped 是定语从句。当先行词是those, anybody, he等表示人的词时，定语从句习惯用who来引导，不能用that代替。
Those who want to see the film write your names on the paper.
想看电影的人把你们的名字写在这张纸上。
Anybody who breaks the law will be punished.
任何人犯法都要受到惩罚。
He who laughs last laughs best.
谁笑在最后，谁笑得最好。
7. To the north of the city, most of the 10 000 miners were rescued from the coal mines.
在城市的北边，有一个万名矿工的煤矿，其中多数人得救了。
在表示位置关系时，通常in表示在范围内；to表示在范围外（不接壤）；on表示接壤（在范围外）。
China lies in the east of Asia.
中国位于亚洲东部。
Japan lies to the east of China.
日本位于中国的东面。
China faces the Pacific on the east.
中国东临太平洋。
8. Workers built shelters for survivors whose homes had been destroyed.
救援人员为那些家园被毁的幸存者盖起了避难所。
句子中whose homes had been destroyed是定语从句，whose是关系代词，代替先行词survivors在定语从句中作定语，相当于of whom，这个定语从句也可改为of whom homes had been destroyed或homes of whom had been destroyed。
He doesn’t want to hire the boy whose father is in prison.
他不想雇佣那个父亲还在坐牢的男孩子。
Anne was a Jewish girl whose diary has been read widely all over the world.
安妮是一个犹太女孩，她的日记在全世界广为传诵。
→Step 6 Workbook
Do the exercises in Using words and expressions on Page 63.
→Step 7 Consolidation
Ask the students to do the following exercises for consolidation.
1. 单词拼写：根据首字母或中文提示写出所缺的单词。
1)The mining disaster s the whole country.
2)If you put a cold glass into hot water, it will b .
3)Twenty miners were t underground after the fire.
4)So many d happened to them in a single year that they could hardly live on.
5)The firemen r three women and five children from the burning house.
6)I was______________(震惊)to hear that one of my students drowned while swimming.
7)Smoking will______________(损害)your health.
8)The forest was______________(烧毁)by the great fire.
9)Don’t eat that food. It is already______________(发臭的).
10)If there were no______________(电), what would we do
2. 根据中文提示完成下面的句子。
1)I don’t know when their party will be_________ ____________ ___________ (结束).
2)It is said that they have_________ _____________ (挖出)a lot of treasure from the tomb.
3)After the big fire, all of their houses were_________ ___________ (成为废墟).
4)His wife’s death was_________ _____________ ____________ (沉重的打击)for him.
5)Sand now filled the wells________ ___________ _________ (而不是)water.
6)The days when the Chinese had to obey others____________ _____________ _________________ (一去不复返)forever.
7)____________ ________________ (成千上万个)families were killed and many children were left without parents.
8)When I told her the bad news, Helen_________ ___________ ___________ ___________ (顿时泪水夺眶而出).
9)Mice ran out of the fields____________ __________ _____________ ____________ _______________ (找地方藏身).
10)Such____________ _____________ ____________ ___________ (大批的)people died because the quake happened while they were sleeping.
3. 根据要求翻译下列各句。
1)好像他们已经知道了选举的结果。(It seems that. . . )
2)据报道，我是吸烟人数已达100万。(the number of; reach)
3)日本位于我国的东边。(to)
4)你知道有多少游客被困在那座岛上吗？(be trapped)
5)众所周知，我国百分之八十的人口是农民。(80 % )
6)我们班三分之二的学生去过北京。(two-thirds)
7)我的钢笔不见了。(be gone)
8)并非所有的人都喜欢吃肉。(Not all. . . )
Suggested answers:
1. 1)shook或shocked 2)burst 3)trapped 4)disasters 5)rescued 6)shocked7)injure 8)destroyed 9)smelly 10)electricity
2. 1)at an end 2)dug out 3)in ruins 4)a great shock 5)instead of 6)have been gone7)Thousands of 8)burst into tears 9)looking for places to hide 10)a great number of
3. 1)It seems that they have already known the result of the election.
2)It is reported that the number of smokers in our city has reached 100 million.
3)Japan is/lies to the east of our country.
4)Do you know how many visitors are trapped on the island
5)It is well known that 80 % of the population of our country are peasants.
6)Two-thirds of the students in our class have been to Beijing.
7)My pen is gone.
8)Not all people like eating meat. /All people don’t like eating meat.
→Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 2 in the exercise book.
2. Learn the new words and expressions by heart.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell the reading passage A Night the Earth Didn’t Sleep.
→Step 2 Reading and finding
Get the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.
→Step 3 Discovering useful words and expressions
Do the exercises in Discovering useful words and expressions on Page 28.
Explain the problems the students meet while checking the answers.
→Step 4 Language Points
Explain to students some important new words and useful expressions and do some related exercises.
→Step 5 Sentence focus
Explain to students some difficult long sentences and the important language points in them.
→Step 6 Workbook
Do the exercises in Using words and expressions on Page 63.
→Step 7 Consolidation
Do some consolidation exercises.
→Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 2 in the exercise book.
2. Learn the new words and expressions by heart.
板书设计
Unit 4 Earthquakes
Important Language Points
Words and expressions Examples Quiz
burst vi. & vt. (burst, burst)(cause sth. to)break open or apart; explode（使某物）爆炸；胀破；爆破 Water-pipes often burst in cold weather.The river burst its banks and flooded the town. 1)因为大于大坝决口了。The dam___________ _______________ _____________ the heavy rain.2)听众席上爆发出一片笑声。The audience__________ ____________ ___________ .
a(great)number of:a lot of 许多；若干 I have a number of letters to write.A great/large number of people have applied. ______________ number of peasant workers______________ come into our city and______________ number of them______________ reached 100 million.A. A; have; the; haveB. The; has; a; hasC. A; have; the; hasD. The; has; a; have
. . . . . . . . .
活动与探究
How to help the orphans in the earthquake
As the news report in the part Reading mentioned, many children were left without parents in the earthquake. The government and a lot of kind-hearted people did all they could to bring up these poor and young orphans. Discuss with your partner some ways to help the orphans.Unit 4 Earthquakes
Period 3 Grammar(The Attributive Clause (Ⅰ)
整体设计
从容说课
This is the third teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. The pattern “Not all. . . ”or “All. . . not. . . ” is a bit important, so special exercises should be designed.
This teaching period mainly deals with the grammar:the Attributive Clause introduced by that, which, who and whose. Firstly, the teacher can ask the students to read the text A Night the Earth Didn’t Sleep, tick out the attributive clauses in the reading passage and translate them into Chinese. Secondly, summarize the usages of the Attributive Clause, especially the usages of Relative Pronouns:which, that, who, whom and whose by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 28 and more exercises for students to master the usages of which, that, who, whom and whose.
At the end of the class, ask the students to read the passage A Safe Home and do the exercises in Using structures on Page 64 and additional exercises for consolidation.
教学重点
Get the students to master the Attributive Clause introduced by that, which, who and whose.
教学难点
Enable the students learn how to use that, which, who and whose correctly.
教学方法
1. Task-based teaching and learning
2. Cooperative learning and practice
教具准备
A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the Attributive Clause introduced by that, which, who and whose.
2. Let the students learn different usages of that, which, who and whose.
Ability aims:
1. Enable the students to use attributive clauses to describe things and persons.
2. Enable the students to know how to choose correct relative pronouns for attributive clauses.
Emotional aims:
1. Get the students to become interested in grammar learning.
2. Develop the students’ sense of group cooperation.
教学过程
设计方案
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
3. Translate the sentences:
1)并非所有的竹子都能长高。
2)她们全都不擅长舞蹈。
Suggested answers:
1)Not all bamboo can grow tall. /All bamboo can not grow tall.
2)None of them is/are good at dancing.
→Step 2 Reading and finding
Turn to Page 26 and read the text A Night the Earth Didn’t Sleep. Tick out the attributive clauses in the reading passage and translate them into Chinese.
Suggested answers:
1. But the one million people of the city, who thought little of these events, went to bed as usual that night.
但是，唐山市的一百万居民当天晚上照常上床睡觉了，他们几乎都没有把这些情况当一回事。
2. It was heard in Beijing, which is one hundred kilometers away.
100千米以外的北京市都听到了地震声。
3. A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.
一条8千米长30米宽的巨大裂缝横穿房舍、马路和渠道。
4. The number of people who were killed or injured reached more than 400 000.
死伤的人数达到40多万。
5. The army organized teams to dig out those who were trapped and to bury the dead.
救援人员组成小分队，将被困的人挖出来，将死者掩埋。
6. Workers built shelters for survivors whose homes had been destroyed.
救援人员为那些家园被毁的幸存者盖起了避难所。
→Step 3 Summary of the attributive clause
1. 与定语从句相关的概念
什么是定语从句？什么是先行词？什么是关系词？关系词在定语从句中分别起什么作用？
2. 关系代词引导的定语从句
关系代词放在定语从句和先行词之间引导定语从句，并代替先行词在定语从句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致；关系代词在定语从句中作宾语时可以省略，作其他成分时不能省略。
1)which引导定语从句时，先行词是除人以外的表示事物或动物的名词或代词，在从句中作主语或宾语。
A prosperity which had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which在从句中作主语）
The package(which)you are carrying is about to come unwrapped.
你拿的包裹快散了。（which在从句中作宾语，可以省略）
2)who引导定语从句时，先行词是表示人的名词或代词，在从句中作主语；作宾语时用其宾格whom（在口语中也可用who）。
Is he the man who wants to see you
他就是想见你的人吗？(who在从句中作主语）
He is the man(whom/who)I saw yesterday.
他就是我昨天见的那个人。(whom/who在从句中作宾语，可以省略）
3)that引导定语从句时，先行词既可是表人的名词或代词（相当于who/whom），也可是表物的名词或代词（相当于which），在从句中作主语或宾语。
A plane is a machine that/which can fly.
飞机是能飞的机器。
I don’t know the man that/who is reading the newspaper over there.
我不认识在那边读报的男子。
Do you like the book(that/which)you borrowed yesterday
你喜欢你昨天借的那本书吗？
She is the girl(that/whom/who)you want to know.
她是你想认识的女孩。
4)whose 引导定语从句时，先行词既可是指人的名词，也可是指物的名词，在从句中作定语，相当于of whom或of which。
They rushed over to help the man whose car had broken down.
那人车坏了，大家都跑过去帮忙。
Please pass me the book whose cover is green.
请递给我那本绿皮的书。
（如果学生基础较好，语法部分也可用英语讲解。）
Relative Pronouns:which, that, who, whom, whose
What are Relative Pronouns Relative pronouns are special pronouns which can connect the antecedent and the attributive clause. Also they can be used as a part of the attributive clause. Here are some important differences.
1. which/that:referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted.
The plane is a machine that/which can fly.
The school(that/which)he visited last week is to the south of the city.
2. that/who/whom:referring to a person, can be used as subject or object in the attributive clause; whom can only be used as an object.
The girl(that/whom/who)we saw yesterday was Jim’s sister.
The man that/who is talking to my father is my math teacher.
3. whose:referring to a person or a thing, can be used as an attribute in the attributive clause.
This is the writer whose name is known all over the world.
The room whose window faces south is mine.
4. Before everything, anything, everybody, anybody, all, the best+n. the first+n. etc. , we use that instead of which.
All(that)I need is time.
This is the largest factory(that)I have ever visited.
The sixth lesson(that)we are learning is the most difficult in Book Two.
5. We can’t use that in a non-restrictive attributive clause or after a preposition.
I have lost the pen, which I like very much.
I have two sisters, who are both teachers.
At last I met the writer of whom I had heard long before.
This is the house in which the famous man was born.
→Step 4 Practice
1. Turn to Page 29. Do Exercise 2 in Discovering useful structure.
2. Fill in the blanks, using which, that, who, whom and whose.
1)The eggs______________ I bought yesterday were not fresh.
2)The friend______________ came to supper last night wasn’t hungry.
3)He prefers the goose______________ comes from his parents’ farm.
4)The noodles______________ you cooked were delicious.
5)He saw a house______________ windows were all broken.
6)I don’t like the people______________ smoke a lot.
7)The man______________ lives next to us sells vegetables.
8)I prefer dumplings______________ have just been cooked.
9)Don’t drink water______________ has not been boiled.
10)Those______________ want to go to the Great Wall write down your names here.
11)The potatoes______________ we ate just now were expensive.
12)The pancakes______________ you had for breakfast were made of corn.
13)He showed a machine______________ parts are too small to be seen.
14)A fish______________ has a bright eye is fresh.
15)You’d better buy vegetables from farmers______________ grow them.
Several minutes later, check the answers with the class.
Suggested answers:
1)(which/that) 2)who/that 3)which/that 4)(which/that) 5)whose
6)who/that 7)who/that 8)which/that 9)which/that 10)who 11)(which/that)12)(which/that) 13)whose 14)which/that 15)who/that
→Step 5 Workbook
Do Exercise 1 and Exercise 2 in Using structures on Page 64.
→Step 6 Consolidation
Show the exercises on the screen.
1. 把下面的两个简单句合并成一个含定语从句的复合句：
1)The man has been caught. He did the robbery.
2)The chair was a broken one. I sat in the chair just now.
3)A plane is a machine. It can fly.
4)Tom is the boy. He damaged the vase yesterday.
5)Mary is the girl. Her English is the best in our class.
6)I wanted to see the woman. She had already left.
7)The one million people of the city went to bed as usual that night.
They thought little of these events.
8)Workers built shelters for survivors.
Their homes had been destroyed in the earthquake.
2. 用定语从句翻译下面的句子：
1)玉米是人和动物都可以食用的植物。
2)我们昨天看的那场电影一点意思也没有。
3)我在商店碰到的那位妇女是我的一位老同学。
4)学习不刻苦的那些人是不会通过这次考试的。
5)我住在窗户朝南的那个房间里。
6)任何人犯法都应受到惩罚。
Check the answers with the class and deal with any problems students meet.
Suggested answers:
1. 1)The man who/that did the robbery has been caught.
2)The chair(which/that)I sat in just now was a broken one.
3)A plane is a machine which/that can fly.
4)Tom is the boy who/that damaged the vase yesterday.
5)Mary is the girl whose English is the best in our class.
6)I wanted to see the woman who/that had already left.
7)The one million people of the city, who thought little of these events, went to bed as usual that night.
8)Workers built shelters for survivors whose homes had been destroyed in the earthquake.
2. 1)Corn is a plant which/that can be eaten by people and animals. /Corn is a plant(which/that)people and animals can eat.
2)The film/movie(which/that)we saw yesterday was not interesting at all.
3)The woman(whom/that/who)I met in the shop was one of my old classmates.
4)Those who don’t work hard won’t pass the examination.
5)I live in the room whose window faces south.
6)Anyone who breaks the law will be punished.
→Step 8 Homework
1. Finish off the workbook exercises.
2. Learn the important grammar points by heart.
板书设计
Unit 4 Earthquakes
Relative Pronouns:which, that, who, whom, whose
What are Relative Pronouns Relative pronouns are special pronouns which can connect the antecedent and the attributive clause. Also they can be used as a part of the attributive clause. Here are some important differences.1. which/that:referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted.The plane is a machine that/which can fly.The school(that/which)he visited last week is to the south of the city.2. that/who/whom:referring to a person, can be used as subject or object in the attributive clause; whom can only be used as an object.The girl(that/whom/who)we saw yesterday was Jim’s sister.The man that/who is talking to my father is my math teacher.3. whose:referring to a person or a thing, can be used as an attribute in the attributive clause.This is the writer whose name is known all over the world.The room whose window faces south is mine.4. Before everything, anything, everybody, anybody, all, the best+n. the first+n. etc. , we use that instead of which.All(that)I need is time.This is the largest factory(that)I have ever visited.The sixth lesson(that)we are learning is the most difficult in Book Two.5. We can’t use that in a non-restrictive attributive clause or after a preposition.I have lost the pen, which I like very much.I have two sisters, who are both teachers.At last I met the writer of whom I had heard long before.This is the house in which the famous man was born.
活动与探究
As we all know, the attributive clause is very important. There are many proverbs with attributive clauses. Get online to find some out for you to imitate and remember. You should try to find out at least five ones.
Possible version:
1. All that glitters is not gold.
闪光的并不都是金子。
2. All is well that ends well.
结局好，一切都好。
3. He who laughs last laughs best.
谁笑到最后谁笑得最好。
4. He who doesn’t reach the Great Wall is not a true man.
不到长城非好汉。
5. He who knows others is learned, and he who knows himself is wise.
知人者智，自知者明。
6. He who loves others is constantly loved, and he who respects others is constantly respected.
爱人者恒爱之，敬人者恒敬之。
7. Gods help those who help themselves.
自助者天助/天助自助之人。
8. Friendship is like sound health, the value of which is seldom known until it is lost.
真正的友谊犹如健康的身体，失去时方知其可贵。
9. The hands that push cradles are the hands that push the world.
推动摇篮的手，就是推动世界的手。
10. Nothing in the world is difficult for one who sets his mind to it.
世上无难事，只怕有心人。Unit 4 Earthquakes
Period 5 Using Language
整体设计
从容说课
This is the fifth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson. Some sentences which contain attributive clauses should be translated for revision.
The emphasis of this period is laid on developing the students’ writing ability. This is a best way to test if the students have mastered what they have learned. The task Reading and speaking on Page 30 includes two parts:The first part including 1-2 gives students practice in writing a short acceptance speech. Step 2 clearly outlines what students should include in their speeches. Be sure to have students consider who their audience is and how they choose their words and manner of speaking. This part is a bit challenging for students, but very practical. It requires students to put what they have learned into daily use, which is the real purpose of language learning. The teacher should instruct students in order to make it sound formal. The second part, that is, Step 3 gives students practice in discussing in groups what had to be done to rebuild a city after an earthquake. Students should have their discussion after looking at the design of the new Tangshan stamps.
As to the part Reading and writing on Pages 31-32, the teacher should first get the students to read the brief description about how to write a newspaper story and then have them compare a newspaper story to a short story. Explain to students that a newspaper needs a headline to attract the reader’s attention since the reader may not have bought the newspaper before they read the headline. Newspaper stories and short stories are organized very differently. Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. The point-of-view in a good newspaper story is objective(i. e. it has no point-of-view)while a short story is subjective(i. e. has a point-of-view). A newspaper story has no conclusion; a short story generally does. After understanding all the above, students are required to prepare the outline for a short newspaper story for China Daily. Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can students use what they have learned more freely.
教学重点
Doevelop the students’ writing ability by writing a speech and preparing the outline for a short newspaper story for China Daily.
教学难点
Get the students to learn how to write a good speech and a good newspaper story.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to know how to write a speech according to an invitation.
2. Get the students to know the differences between a newspaper story and a short story.
3. Get the students to know how to prepare the outline for a newspaper story.
Ability aims:
1. Develop the students’ writing ability.
2. Get the students to learn how to write a good speech and a good newspaper story.
Emotional aims:
1. Enable the students to master writing skills and write excellent speeches and newspaper stories.
2. Let the students honor those who died in the Tangshan earthquake and those who helped the survivors by making speech.
教学过程
设计方案
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following sentences, using attributive clauses.
1)她说她的父母不许她嫁给家境贫寒的人。
2)他们谈论了许多他们所记得的大学里的人和事。
3)正在那儿唱歌的女孩是我的妹妹。
4)这就是你上次参观的博物馆吗？
5)她正在写字用的那支钢笔是我的。
Ask five students to come to the front and write their sentence on the blackboard. Then check the answers with the whole class.
Suggested answers:
1)She said her parents wouldn’t let her marry anyone whose family was poor.
2)They talked about a lot of persons and things(that)they could remember at college.
3)The girl who/that is singing over there is my younger sister.
4)Is this museum the one(that)you visited last time
5)The pen with which she is writing is mine. /The pen( which/that)she is writing with is mine.
→Step 2 Reading and writing
1. Read the letter on Page 30. In the blank at the beginning of the letter, write the last number of the year it is now and in the blank near the end of the letter, use a word to say how many years ago the earthquake happened.
2. Imagine you are the student who was invited to give a speech. Discuss with your partner what points you should include in you speech. Make a list of the points you think you should include.
3. Read through the points given at the bottom of the Page 30 and compare them with yours.
4. Fifteen minutes given, write a short speech.
While the students are writing their speech, the teacher walks around the classroom and help students deal with any problems that they may have.
Fifteen minutes later, ask some students to make their speech, facing the whole class.
Sample speech 1:
Good morning, everyone. My name is Wang Gang. First of all I would like to thank Mr Zhang Sha and the city of Tangshan for the honor of talking to you. I would also like to thank each of you for coming here today for this special occasion. I’m sure all of us are glad to see that so many people who were hurt in the quake or lost their homes and businesses are here today. We are also glad to see so many of the workers here who helped during that terrible disaster. Everyone is so proud of all of you. Did you know that some of the survivors helped others before they helped themselves It’s true:many thousands of survivors worked hard to save others and to make them feel more comfortable. Soldiers worked hour after hour, day after day, almost without rest to help those who needed it. We are so thankful to them as well. Now we see around us a new city, but the spirit of its people has always been strong. How lucky I feel to live in such a place and to see this beautiful new park where families can come to enjoy nature. This park also honors the survivors of the quake and those who saved them. It honors the many thousands who rebuilt our city. We are indeed the “Brave City of China”. Thank you.
Sample speech 2:
Ladies and gentlemen,
Good morning. It’s my great honor to be give the chance to give the speech. First I’d like to thank Mr. Zhang and the city government for inviting me to speak. I’d also like to thank all of you for attending this special activity.
Everyone knows that this park will be opened to honor those who died in the terrible disaster on this day 31 years ago. We should say that all of you are very lucky to have survived. But never can we forget those who helped you do the rescue work. They dug out those who had been trapped and buried the dead. Most of the 10 000 miners who had been trapped underground were rescued. They also helped build the new city. They built shelters for survivors whose homes had been destroyed. They built new homes and offices in only seven years. The United Nations honored them for their quick work. While doing the rescue work and rebuilding the city of Tangshan, many workers and soldiers lost their lives. We should show our greatest honor to them.
When I first arrived in the city yesterday, I came to understand why Tangshan was called “Brave City of China”. What you have done made the whole world surprised. Look at the tall buildings and the beautiful environment. There is little trance of the terrible earthquake. How brave you are! All the people in the world should learn from you. I think you should always be proud of the city.
Thank you.
→Step 3 Looking and discussing
1. Look at the stamps of new Tandshan and talk about them.
(housing conditions, street scenery, industry, ocean transport)
2. Discuss in pairs what had to be done to rebuild a city after an earthquake.
→Step 4 Writing
1. Talk about how to write a newspaper story.
2. Compare a newspaper story to a short story.
3. Discuss the questions with your partner:
1)Why is an outline important
2)What should an outline include
3)Why is a headline important
4)What are the steps to finish a newspaper story
5)What is the feature of a newspaper story
Suggested answers:
1)Because an outline will prepare you to write a better story. It helps you to choose a topic, decide what you what to say about the topic and organize your ideas and write clearly.
2)A good outline should have a headline, a list of main ideas and a list of important details.
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 you give a headline, then you organize the main ideas into paragraphs. Next, you put some details into each paragraph.
5)A newspaper story gives the most important news first and the least important news last.
4. Read this example of a newspaper story. Work in groups of three or four. Try to find the headline, main ideas and details of each paragraph.
After several minutes, the teacher asks some students to answer the following questions:
1)What is the headline of the newspaper story
2)What are the main ideas of each paragraph
3)What is the detailed information of each paragraph
5. Turn to Page 32. Check your main ideals and detailed information.
6. Discuss with your partner and prepare the outline for a short newspaper story for China Daily. Use the example to help you organize your outline.
Give the students 10 minutes for them to prepare the outline and write their article on the outline. If time doesn’t permit, they can finish it after class.
→Step 5 Homework
1. Finish off the workbook exercises.
2. Finish the outline and write out the newspaper story.
板书设计
Unit 4 Earthquakes
Writing
＊An outline helps you to:choose a topic;decide what you want to say about the topic;organize your ideas and write clearly.＊A newspaper outline should have:a headline;a list of main ideas;a list of important details.＊Discuss the questions with your partner:1. Why is an outline important 2. What should an outline include 3. Why is a headline important 4. What are the steps to finish a newspaper story 5. What is the feature of a newspaper story
活动与探究
For most of human history, people could only imagine what caused earthquakes to happen. There are many folk stories about this.
1. Work in groups to go to the library, get online or visit old persons to collect information, then make up your short story to explain how an earthquake happens.
2. Share your story with your classmates. Decide which one is the most interesting. Give a reason.
Sample stories:
Story 1:
There are four very big elephants which hold up the earth. The elephants stand on the back of a bigger turtle. The turtle stands on an even bigger snake. When any of these huge magical animals move, the earth begins to shake, and an earthquake happens.
Story 2:
In the center of the earth lives an evil ghost. He usually sleeps for many years. During these years, people on the earth live a happy life. But when he wakes up, he shall howl. And then people feel an earthquake.
Story 3:
Some people believe that there is a magic world in the center of our earth, where lives a kind of wiser living thing. They can make UFO. When the UFO comes out to visit our world, there is an earthquake.
Story 4:
There are too many people on the earth, and people are building too many buildings. Besides, they dig too many and too deep holes. The earth can’t stand. She shakes, and an earthquake happens.Unit 4 Earthquakes
单元规则
本单元的话题是“地震基础知识(basic knowledge about earthquakes)”和“遇到灾难时如何自救以及帮助别人(how to protect oneself and help others in disasters)”。具体涉及地震的成因、预兆、地震造成的损失、地震时的应急救生以及震后的救援等内容。语言知识和语言技能等各项语言活动都是围绕这些话题展开的。
为了围绕话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分通过两张图片引出话题“一旦大地震发生，将会造成怎样的危害？”，为本单元的主题作了“热身活动”。
“读前(Pre-reading)”部分设置了两个开放性的问题，要求学生描述、讨论与地震有关的话题。目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫。学生可通过讨论，参阅有关地震的书籍，并运用一些生活常识来回答这两个问题。
“阅读(Reading)”部分是一篇新闻报道，详细介绍了1976年唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及震后人们勇敢面对现实并及时实施抢救和重建工作的情况。文中关于地震的词汇较多，教师可在课前布置学生查找新唐山的中英文资料和与地震相关的词汇；文中还提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇，救护人员和解放军官兵不顾自身安危奋力抢险的事迹，灾难无情人有情，感人至深。教师可将这些作为素材，设计多种任务，展开课堂教学活动。另外文中还出现了大量的定语从句，这对学生的语言阅读能力提出了更高的要求。在阅读教学中教师还可指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关唐山的资料，使学生进一步了解唐山大地震和如今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。最后，通过对文章的学习，了解新闻的特点，为后面的写作作准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。
“理解（Comprehending）”部分包括五个练习：练习1要求连接句子的正确部分；练习2要求列出唐山地震中发生的事情和时间；练习3要求写出文章的段落大意，并概括文章大意；练习4要求学生用自己的话解释文章标题；练习5要求学生就课文某一段落作采访活动。主要目的是为了帮助学生更好地理解“阅读(Reading)”部分的文章，尤其是练习3更突出了培养学生整体把握文章的能力。
“语言学习(Learning about Language)”部分涉及本单元的重点词汇和主要语法项目。词汇部分设计了4个练习：练习1是从阅读材料中为下面的每一项释义找到正确的单词或短语；练习2要求学生从阅读文章中找出尽量多的单词来分类描绘地震；练习3是用课文中的一些单词完成段落；练习4要求完成句子，考查as if的用法。这部分的目的是要求学生在整体把握文章的基础上，掌握重点词汇的词义及使用，注重培养学生运用上下文猜测词义的能力。语法项目是定语从句，设计了三个练习：练习1要求找出阅读文章中带定语从句的句子；练习2要求用that, which, who和whose填空完成句子、翻译成汉语并作比较；练习3要求通过游戏的形式造句并用定语从句扩展这些句子。该部分主要通过阅读和句型练习帮助学生学习由that, which, who和whose引导的定语从句，培养学生自主学习的能力。
“语言运用(Using Language)”部分分“读和说(Reading and speaking)”、“听力(Listening)”和“读和写作(Reading and writing)”三个步骤：“读和说(Reading and speaking)”训练提供了一封邀请函，要求学生阅读后写一篇在地震纪念公园落成仪式上的演讲稿，接着观察新唐山纪念邮票然后以小组的形式讨论地震后城市重建的问题，主要培养学生在实际生活中运用英语的能力。在随后的“听力”(Listening)部分里，一位美国人以第一人称讲述了他在1906年旧金山大地震中的可怕经历，要求学生根据听力材料进行正误判断和回答问题，旨在培养学生学会获取听力材料中的细节要点的能力，并通过听来模仿标准的语音和语调，同时让学生了解人们在自然灾害中的经历和感受。“读和写(Reading and writing)”部分要求学生先阅读一篇新闻故事，然后为报纸写一篇新闻报道，描写家乡的一件不同寻常的事件，旨在培养学生按照规范的步骤进行写作，如选择适当的标题、组织语言、清晰地表达等，学会拟定写作提纲。
“小结(Summing Up)”部分帮助学生整理、巩固本单元所学到的知识，其中包括学到的关于地震的知识、有用的动词、名词、表达方式和新的语法项目。一个单元学完后，鼓励学生进行一番归纳和总结是非常有用的，这样可以起到事半功倍的效果。
“学习建议(Learning Tip)”部分要求学生重视听的技能的训练，并就听英语方面给出了一些建议，建议学生多听广播或多看电视里的英语节目。多听不仅能够提高听力水平，还能够帮助学生改善语音、语调，从而提高说的能力。因此，听不仅是吸收信息的重要渠道，也是学好英语的重要手段之一。教师可鼓励学生常听英文广播或电视节目，以扩大视野和增加英语的词汇量。
知识目标：
本单元需要学习的重点单词为：shake well (n. ) rise crack smelly pond pipe burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter freshpercent speech judge honor prepare Europe
本单元需要学习的重点词组为：right away at an end lie in ruins be trapped under sth. a (great)number of put up give out wake sb. up thousands of dig outprepare sb. for sth. think little of sb. /sth.
本单元需要学习的重点句型为：
1. But the one million people of the city, who thought little of these events, went to bed as usual that night. (the Attributive Clause)
2. It seemed that the world was at an end! (It seems/seemed that. . . )
3. Bricks covered the ground like red autumn leaves. (Simile)
4. The army organized teams to dig out those who were trapped and to bury the dead. (those who. . . )
5. Workers built shelters for survivors whose homes had been destroyed. (the Attributive Clause)
6. Never before in history has a city been so completely destroyed. (Inversion)
7. Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets. (so that. . . )
8. A list of buildings not destroyed was now only a few addresses. (the past participle used as attribute)
9. Amazing as it may seem, Wednesday night was a quiet night. (predicative/adverbial+as. . . )
10. Never in all San Francisco’s history were her people so kind as on that terrible night. (Inversion)
本单元需要掌握的功能用语为：叙述过去的经历(Talking about past experiences)
Strange things were happening in the countryside in Northeast Hebei. For three days the water. . . At about 3:00 am on July 28, 1976, people saw. . . At 3:42 am everything began to shake.
本单元需要掌握的语法为：定语从句（ I ）（由that, which, who, whose引导的定语从句）
A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads and canals.
The number of people who were killed or injured reached more than 400 000.
It was heard in Beijing, which is one hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
能力目标：
1. 能运用所学语言知识描述地震前兆、危害及震后援救。
2. 根据已知信息推测将要听取的材料的内容。
3. 提高阅读技能和用英语进行思维、推理、判断的能力。
4. 掌握演讲稿的格式及新闻报道的写作步骤和要点。
情感目标：
1. 使学生对灾难有正确的认识，用积极的态度去面对它。
2. 学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。
3. 在教学活动中培养学生的合作精神和互助精神。
课时安排
Natural disasters occur throughout the world, and China has a particular problem with earthquakes. This unit keeps a positive tone or outlook. It can make students not only understand the dangers people face in a quake, but also realize that there are things that can be done to minimize the damage caused by quakes. It includes exercises and tasks that enable students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows:
Period 1:Warming up and Reading
Period 2:Important language points
Period 3:Grammar:the Attributive Clause (I)
Period 4:Listening
Period 5:Using language
Period 6:Reading task and Speaking task
Period 7:Revision (Summing up, Learning tip and Project)
Period 1 Warming up and Reading
整体设计
从容说课
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of natural disasters and talking about them.
As to Warming Up, the teacher had better ask students to describe the two photos on Page 25. In a sense, the photos show two cities famous for their earthquakes during a period of calm. Students must imagine what an earthquake could do to the buildings, roads and bridges they see in the photos. When students try to express their ideas, they will probably have difficulty. This activity provides them with the chance to learn how to do this. It is also a good opportunity for the teacher to teach them the new words and phrases for the unit, such as cracks, cut across houses, roads and canals, fall down, lie in ruins and destroy.
Before reading the passage A Night the Earth Didn’t Sleep, the students should discuss the two questions in the part Pre-reading. For the first question, students must consider what is of most value to them materially. Perhaps the things students would take are expensive, or perhaps the things would have symbolic value. Would they take their camera or a photo album Would they take their diary or a favorite sweater The choices the students make and the reasons they give for making those choices should reveal something about them as people. The second question asks students to make guesses about what happens before an earthquake. Of course, the reading will describe to them what actually happened as the result of one terrible earthquake. So this question must precede the reading. Encourage students to think freely about the question and think of a reason why such and such might happen. This part prepares students for the reading passage.
The reading passage titled A Night the Earth Didn’t Sleep recounts the terrible earthquake that nearly destroyed the city of Tangshan in Hebei Province in 1976. The earthquake caused a greater loss of life than any other in the last century. The teacher can ask the students first to read quickly to get the main idea or topic sentence of each paragraph, then read carefully to locate particular information for exercises in the part Comprehending or some other exercises, and finally have a discussion of style in order to understand the passage better. During the course of reading teaching, the teacher can not only develop students’ reading ability, including skimming, scanning and other reading skills, but also get the students to learn about basic knowledge about earthquakes and learn from the bravery of the people in Tangshan to face the reality and rebuild the city. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading.
To consolidate the contents of the reading passage, the students should be required to retell the passage in their own words at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups.
教学重点
1. Get the students to know basic knowledge about natural disasters.
2. Get the students to learn about Tangshan Earthquake.
3. Get the students to learn different reading skills.
教学难点
Develop the students’ reading ability.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
The multimedia and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the following useful new words and expressions in this passage:shake well (n. ) rise crack smelly pond pipe burst canal steam dirtruin injure destroy brick dam useless steel shock quake rescue electricitydisaster army organize bury coal mine shelter fresh right away at an end lie in ruins be trapped under sth. a (great)number of
2. Get the students to know basic knowledge about natural disasters.
Ability aims:
1. Develop the students reading ability and let them learn different reading skills.
2. Train the students’ ability to collect useful information from the Internet by themselves.
Emotional aim:
1. Get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes.
2. Get the students to know how to protect oneself and help others in earthquakes.
3. Get the students to be aware of terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.
教学过程
设计方案（一）
→Step 1 Lead-in
Show the students some pictures about natural disasters and ask them:
1. Have you ever experienced any natural disaster Look at the pictures. Can you name all the disasters
(volcano, fire, typhoon, flood, sandstorm, hailstone, thunderstorm, hurricane, earthquake)
2. Have you ever experienced an earthquake Can you describe how terrible an earthquake is
地震的破坏
(The earth is shaking; all the buildings will fall down; the roads will be destroyed; many people will be killed or injured; a lot of children will become orphans. . . )
→Step 2 Warming up
Turn to Page 25. Ask the students to read and look at the photos of Tangshan and San Francisco to describe what they see in the two photos to a partner.
(beautiful cities; broad roads; tall building; large population. . . )
Imagine there has been a big earthquake in these two cities, what might happen to all the things in the photos
(If a big earthquake happened, the whole cities might be in ruins. Large quantities of tall buildings might collapse. The broad and busy roads might be destroyed. Many people might be killed or injured. . . )
→Step 3 Pre-reading
1. Imaging and sharing
Imagine there is an earthquake now. Your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take Is it money, water, fruits, mobile phones, a torch light, or anything else Why
2. Talking and sharing
What do you think may happen before an earthquake Talk about the pictures on Page 25.
(Cows, pigs and dogs become too nervous to eat. Mice run out of the fields looking for places to hide. Fish jump out of ponds. The water in the well will rise and fall. The well walls will have deep cracks in them. There will be bright light in the sky. . . )
→Step 4 Reading
Tell the students:Today, we are going to read a news report about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976.
1. Fast reading
Ask the students to read the passage quickly and pay attention to the first sentence of each paragraph.
1)Answer the questions.
Question 1:In what order was the passage written
Question 2:What is the general idea of the passage
(The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake. )
2)Fill in the table.
Type of writing
Topic sentence of Paragraph 1
Topic sentence of Paragraph 2
Topic sentence of Paragraph 3
Topic sentence of Paragraph 4
General idea of the passage
Suggested answers:
Type of writing This is a news report.
Topic sentence of Paragraph 1 Strange things were happening in the countryside in northeast Hebei.
Topic sentence of Paragraph 2 Everything began to shake and it seemed that the world was at an end.
Topic sentence of Paragraph 3 Everywhere they looked nearly everything was destroyed.
Topic sentence of Paragraph 4 All hope was not lost.
General idea of the passage The passage tells us something that happened before the earthquake, during the earthquake and after the earthquake.
3)True or False
Ask the students to decide 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.
(2)People in Beijing also felt the earthquake.
(3)More than 400 000 people were killed in the quake.
(4)Many rescue workers and doctors were trapped under the ruins during the aftershock.
(5)People tried to get fresh water from under the ground in Tangshan.
Suggested answers:
(1)F People in Tangshan thought little of the signs of the earthquake and went to bed as usual that night.
(2)T
(3)F More than 400 000 people were killed or injured in the quake.
(4)T
(5)F Fresh water was taken to the city Tangshan by train, truck and plane.
2. Reading carefully
Ask the students to read the passage carefully to locate particular information.
1)Do the exercises in the part Comprehending on Page 27.
2)Fill in the following form.
Time What happened Result
Before the earthquake: three days before the earthquake at about 3 am on July 28 Wells: Animals: Lights and sound: Water pipes: People of the city thought______________ and______________
While the earthquake: At 3:42 am Later that afternoon Houses, roads and canals: Hard hills of rock: The large city: The people: Some rescue workers and doctors: More buildings: Water, food and electricity: ______________ was destroyed.______________ hospitals, 75% of______________ and 90% of______________ were gone. More than______________ were killed or injured.
After the earthquake All hope: The army: Workers: Fresh water: The city______________.
3)Choose the best answer:
(1)What is the mood of this passage
A. Sad. B. Serious. C. Serious and a bit sad. D. Calm.
(2)What can be inferred from the passage
A. If mice run out of the fields looking for places to hide, there must be an earthquake.
B. If some natural signs had not been ignored, all the people in Tangshan city might have had a chance to survive.
C. There wouldn’t have been such a great earthquake, if people had paid enough attention to some natural signs.
D. If some natural signs had not been ignored, more people might have had a chance to survive.
(3)Which of the following statements can not be part of the main reasons for the heavy loss of life in Tangshan earthquake
A. The earthquake happened in the deep night and people were sleeping in bed at the very movement.
B. There weren’t enough rescue workers.
C. The buildings were poorly constructed and most of them were destroyed in the earthquake.
D. People were not careful enough to notice some natural signs before the earthquake.
(4)How do you understand the real meaning of the idiom “It is always calm before a storm”
A. It is unusually quiet before a thunderstorm or hurricane hit.
B. One should not trust situations that seem peaceful since bad things may happen.
C. The weather is fine before a storm comes.
D. You should stay calm before a storm.
Suggested answers:
(1)C (2)D (3)B (4)B
3. Language problems
While checking the answers with the whole class, deal with any language problems that the students can’t understand.
4. Reading aloud
Play the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.
→Step 4 Game
Work in pairs. Suppose you are a newspaper reporter, and the other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.
→Step 5 Extension
Show the questions on the screen and have a discussion.
1. From whose point of view are events described How do you know
2. What is the mood of this passage How is it created
3. Why do you think the writer chooses to express his feelings about the quake rather than simply report what had happened
4. Why does the writer use A NIGHT THE EARTH DIDN’T SLEEP as the title
5. What does the sentence “Slowly, the city began to breathe again” mean
Suggested answers:
1. A writer’s who didn’t see the earthquake. He uses the third-person to describe the quake. His description is very objective. For example, in the second sentence of the third paragraph “Everywhere they looked nearly everything was destroyed. ”, the writer uses “they” instead of “we”.
2. The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured and how many buildings were destroyed.
3. Although the writer was not there, he felt sad for the people of Tangshan. He knows that giving some personal feelings will make the reading more interesting.
4. I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual that night was.
5. Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to her. The city will not die, she has hope and she can recover from the pain.
→Step 6 Consolidation
Ask the students to read the passage again and try to retell it.
One possible version:
Strange things happened in Tangshan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. At 3:00 am on July, 1976, people saw bright lights in the sky and heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.
At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.
All hope was not lost. The army sent 150 000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.
→Step 7 Homework
1. Learn the new words and expressions in this part by heart.
2. Read the text again and again and write a summary of the text.
设计方案（二）
→Step 1 Lead-in
Show the students some pictures about natural disasters and ask them:
1. Have you ever experienced any natural disasters Look at the pictures. Can you name all the disasters
2. Have you ever experienced an earthquake Can you describe how terrible an earthquake is
→Step 2 Warming up
Discuss the photos of Tangshan and San Francisco on Page 25 and imagine if there has been a big earthquake in these two cities, what might happen to all the things in the photos.
→Step 3 Pre-reading
1. Imaging and sharing
Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take Why
2. Talking and sharing
What do you think may happen before an earthquake Talk about the pictures on Page 25.
→Step 4 Reading
1. Fast reading
Ask the students to read the passage quickly.
1)Answer some questions.
2)Find out the topic sentences of each paragraph and get the general idea of the passage.
3)Do some true or false exercises.
2. Careful reading
Ask the students to read the passage carefully to locate particular information.
1)Do the exercises in the part Comprehending on Page 27.
2)Do some multiple choices.
3. Language problems
While checking the answers with the whole class, deal with any language problems that the students can’t understand.
4. Reading aloud
Play the tape of the passage for the students to listen to and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.
→Step 5 Game
Work in pairs. Suppose you are a newspaper reporter, and the other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.
→Step 6 Extension
Show some questions on the screen and have a discussion about writing style.
→Step 7 Consolidation
Ask the students to read the passage again and try to retell it.
→Step 8 Homework
1. Learn the new words and expressions in this part by heart.
2. Read the text again and again and write a summary of the text.
板书设计
Unit 4 Earthquakes
A NIGHT THE EARTH DIDN’T SLEEP
Type of writing This is a news report.
Topic sentence of Paragraph 1 Strange things were happening in the countryside in northeast Hebei.
Topic sentence of Paragraph 2 Everything began to shake and it seemed that the world was at an end.
Topic sentence of Paragraph 3 Everywhere they looked nearly everything was destroyed.
Topic sentence of Paragraph 4 All hope was not lost.
General idea of the passage The passage tells us something that happened before the earthquake, during the earthquake and after the earthquake.
活动与探究
Story-telling competition
1. Divide the class into groups of four. Each student should look for some unusual things that happened in the Tangshan earthquake. They can go to the library or surf in the Internet to search for useful information.
2. Work in groups and tell the students’ own story to other members of the same group. Then each group should choose the most unusual story in the group.
3. Choose one representative of each group who will tell the most unusual story to the whole class.
4. The teacher acts as the judge and choose the best story and the best story-taller.
5. The teacher gives the group that has the best story and the best storyteller a prize.Unit 4 Earthquakes
Period 7 Revision
(Summing up, Learning tip and Project)
整体设计
从容说课
This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It mainly includes three parts:Summing up, Learning tip and Project.
Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let the students to sum up what they have learned and then explain what the students couldn’t understand very well in this unit. An experienced teacher should design some exercises for the students to do in order that they can learn to use and grasp all the contents.
Learning tip encourages students to listen to English more. This is a good way to learn English well. So encourage students to listen to the English news on the radio or watch the news on CCTV International. It helps students not only get a lot of information about what is happening around the world, but also improve their listening and learn more English words and expressions. It also helps improve their pronunciation and intonation. Make sure the students have a try.
At last the students will do a project(on Page 68). This requires students to put what they have learned in this unit into use. The students will first discuss the project in groups of four. Then they will form different groups and tell the new group members their plan. This step is to train students’ speaking ability as well as the ability to cooperate with others. It also requires students to reason what they are planning to do.
In this period, the teacher can also add more practices to consolidate what the students have learned. Finally, ask the students to finish Checking yourself on Page 68 in the workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning.
教学重点
Get the students to review and consolidate what they have learned in this unit.
教学难点
Get the students to turn what they have learned into their ability.
教学方法
Summarizing, discussing and practicing
教具准备
A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to go over useful new words and expressions.
2. Have the students review the grammar:the Attributive Clause introduced by which, that, who, whom and whose.
Ability aims:
1. Develop the students’ ability to use the important language points.
2. Enable the students to learn to use which, that, who, whom and whose correctly.
Emotional aims:
1. Encourage the students to listen to English more and form the good habit of listening to the English news on the radio and watch the news on CCTV International so as to learn English well.
2. Strengthen the students’ sense of group cooperation.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some useful new words and expressions in this unit.
→Step 2 Lead-in
Tell the students:Up to now, we have finished Unit 4. Have you learned and grasped all in this unit Turn to Page 32. You can check yourself by filling in the blanks in the part Summing Up.
→Step 3 Summing Up
Five minutes for the students to sum up by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about earthquakes.
We have learned basic knowledge about earthquakes, how to protect oneself and help others in an earthquake.
From this unit you have also learned
useful verbs:shake, rise, crack, burst, ruin, injure, destroy, shock, rescue, organize, bury, judge, honor, prepare
useful nouns:shake, well, rise, crack, pond, pipe, burst, canal, steam, dirt, ruin, survivor, brick, dam, steel, shock, quake, electricity, disaster, army, coal, mine, shelter, percent, speech, judge, honor, Europe
other expressions:right away, at an end, dig out, a(great)number of, give out, thousands of
new grammar item:the Attributive Clause introduced by which, that, who, whom and whose
→Step 4 Word and expression exercises
Show the exercises on the screen or give out exercise papers.
1. Complete the following sentences with the proper forms of the words and expressions given below.
shake honor percent burst prepare rescue injure destroy shock judge ruininstead of a(great)number of at an end dig out
1)He was______________ for his courage in battle.
2)Will you help me______________ for the get-together of the old classmates
3)The fire______________ all my books.
4)The house______________ as the heavy truck went past.
5)“Sixty______________ of the pupils are boys” means that of every hundred pupils, sixty are boys.
6)They______________ out laughing.
7)There were two people______________ in the car accident.
8)We can’t______________ what he really meant by doing so till we know all the circumstances.
9)If you are busy at the very time, let me do it______________ you.
10)The Second World War was______________ in 1945.
11)After the earthquake, all the tall buildings were______________.
12)She was______________ at the news of her mother’s death.
13)They______________ a boy from drowning.
14)They______________ the treasures hidden under the earth.
15)There are______________ people there.
2. Choose the best answers:
1)Seeing the building was falling down, the people in it ran out______________.
A. right now
B. right then
C. right away
D. right out
2)The rescue team noticed a lot of people______________ under fallen houses.
A. trapped
B. trapping
C. to trap
D. to be trapped
3)He likes to make friends so much that______________ he goes he becomes a friend of many people.
A. at the place
B. where
C. somewhere
D. everywhere
4)The factory produces______________ steel every day, burning______________ coal.
A. many; many
B. hundreds of tons of; very much
C. much; hundreds of tons
D. hundreds of tons of; a large number of
5)The days when people couldn’t say what they want to say are______________ forever.
A. lost
B. missing
C. going
D. gone
6)While playing football Yang Yong had his leg broken and was taken to hospital__________.
A. by our car
B. by car
C. in car
D. on bike
7)Today we feel proud______________ our school.
A. of B. with C. for D. in
8)The new road is______________ and______________ my hometown.
A. 35 meters wide; 500 meters away
B. wide 35 meters; away 500 meters
C. 35 meters wide; 500 meters away from
D. wide 35 meters; 500 meters away from
9)He spent the money______________ by his parents buying a large house.
A. leaving B. left C. remaining D. remained
10)The man______________ the box down and______________ down for a rest.
A. lay; lay B. lied; laid
C. lay; laid D. laid; lay
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1. 1)honored 2)prepare 3)destroyed 4)shook 5)percent 6)burst 7)injured8)judge 9)instead of 10)at an end 11)destroyed/in ruins/ruined 12)shocked13)rescued 14)dug out 15)a(great)number of
2. 1)C 2)A 3)D 4)B 5)D 6)B 7)A 8)C 9)B 10)D
→Step 5 Grammar exercises
Show the exercises on the screen or give out exercise papers.
1. Fill in the blanks, using which, that, who, whom and whose.
1)The force______________ causes everything to fall towards the ground is called gravity.
2)A friend______________ helps you in time of need is a friend indeed.
3)Do you know the girl______________ parents are teachers in our school
4)The woman______________ I spoke to just now is my English teacher.
5)He saw a house______________ windows were all broken.
6)Everything______________ can be done today mustn’t be done tomorrow.
7)Can you think of anyone______________ could look after him
8)This is the best hotel______________ I know.
9)The man______________ I saw told me to come back today.
10)Those______________ want to go to the Great Wall write down your names here.
11)He talked a lot about the teachers and the schools______________ he had visited.
12)The ninth lesson______________ we are learning is the most difficult in Book One.
13)Mount Blanc,______________ they visited last month, is the highest mountain in Europe.
14)We know all the teachers______________ work in our school.
15)The house in______________ Lu Xun once lived is a museum now.
16)The house______________ Lu Xun once lived in is a museum now.
17)You can take any room______________ you like.
18)He showed a machine______________ parts are too small to be seen.
2. Translate the following sentences, using attributive clauses.
1)抢劫她的人已经被逮捕了。
2)我见到的那个姑娘叫我今天回来。
3)这是我所知道的最好的旅馆。
4)这些是你订购的书。
5)我不认识那个名字叫王洪的人。
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1. 1)which/that 2)who/that 3)whose 4)(whom/that/who) 5)whose
6)that7)that 8)who/that 9)(that/whom/who) 10)who 11)that
12)(that) 13)which14)that/who 15)which 16)(which/that)
17)(that) 18)whose
2. 1)The man who/that robbed her has been arrested.
2)The girl(whom/that/who)I saw told me to come back today.
3)That’s the best hotel(that)I know.
4)These are the books(which/that)you ordered.
5)I don’t know the man whose name is Wang Hong.
→Step 6 Project
Tell the students:By now you know that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them. However, people can find hope for a bright future even after a bad earthquake. The city of Tangshan gave us an example.
1. Discussion:Work in groups of four. Discuss what things you have learned about earthquakes.
(We have learned basic knowledge about earthquakes, how to protect oneself and help others in an earthquake. )
2. Imagination:Imagine your group live in a city that has been hit by an earthquake. Your group is given the job to build a new city.
3. Planning:What will need to be done What things must be done first and what things can be done later Discuss and make a list.
(Students discuss in groups while the teacher gets around the classroom and helps them to deal with any problems they may have. )
Suggested answer key for the project:(This is one of many possible orders. )
1)How to plan for future disasters.
2)How to make new buildings safer.
3)How to teach children about earthquake safety.
4)How to rescue those still trapped in the ruins.
5)How to take care of the survivors.
6)How to organize shelters for survivors.
7)Where to put information for survivors and their families.
8)What to do with the ruins.
9)What to do with the buildings that survived the quake.
10)How to repair buildings that survived the quake.
11)Where to get money to build again.
12)Where to find people to help rebuild.
13)How to honor those killed in the quake.
14)How to honor the rescue workers.
4. Choose one thing from your group’s list to discuss with other groups. Write down your ideas.
(After the students discussed several minutes, the teacher checks their answers with the whole class. )
→Step 7 Learning tip
Encourage students to listen to English more. Tell them: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. In your spare time, you should listen to the English news on the radio or watch the 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 time, you will improve their pronunciation and intonation.
→Step 8 Assessment
1. Checking yourself(on Page 68 in the Workbook)
First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
2. Testing assessment
Show the exercises on the screen or give out test papers.
1)Translate the following sentences, using the words or expressions given.
(1)他在演讲之前先理了一下自己的思路。(organize; speech)
(2)地震过后，全城到处是残垣断壁。(in ruins)
(3)这个城镇的许多老房子都让暴风雨给摧毁了。(destroy)
(4)警方营救了一位男子，使之免遭淹死。(rescue from)
(5)得到你的信任，我感到十分荣幸。(honor)
2)Cloze
Read the following passage, grasp the main idea, and then fill in the blanks according to the first letter given.
Several days before July 28, 1976, many s things happened in Tangshan. They were signs for the e . But people in the city of Tangshan didn’t think m of these. At 3:42 am that day, the earth began to s , which d the city. Many people, including workers and doctors, came to r those t______________ under the ruins. Later that afternoon, another big earthquake struck Tangshan. More people were killed or injured and more building f down. Soldiers were called in to help the rescue workers. T were organized to dig out the trapped and b the dead.
3. The Disaster Quiz
Use the resources you can get to find out the world’s four worst earthquakes in history. Fill in the form below with the information you obtain.
Date Location How many killed
1
2
3
4
First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1)(1）He organized his thoughts before giving the speech.
(2）An earthquake left the whole town in ruins.
(3）Many old houses in the town were destroyed by the storm.
(4）The police rescued a man from drowning.
(5）I feel highly honored by your trust.
2)strange; earthquake; much; shake; destroyed; rescue; trapped; fell; Teams; bury
3)
Date Location How many killed
1 Jan. 23, 1556 Shanxi, China over830 000
2 July 28, 1976 Tangshan, China over 242 000
3 Dec. 16, 1920 Gansu, China over 180 000
4 Sep. 1, 1923 Toyko-Yokihama, Japan over 140 000
→Step 9 Homework
1. Review and summarize what you have learned in Unit 4.
2. Preview the next unit.
板书设计
Unit 4 Earthquakess
Unit revision
Summing upWrite down what you have learned about earthquakes.We have learned basic knowledge about earthquakes, how to protect oneself and help others in disasters.From this unit you have also learneduseful verbs:shake, rise, crack, burst, ruin, injure, destroy, shock, rescue, organize, bury, judge, honor, prepareuseful nouns:shake, well, rise, crack, pond, pipe, burst, canal, steam, dirt, ruin, survivor, brick, dam, steel, shock, quake, electricity, disaster, army, coal, mine, shelter, percent, speech, judge, honor, Europeother expressions:right away, at an end, dig out, a(great)number of, give out, thousands ofnew grammar item:the Attributive Clause introduced by which, that, who, whom and whose
活动与探究
Report Competition on Earthquakes
Up till now you have learned a lot of things about earthquakes, including the Tangshan earthquake in 1976 and the San Francisco earthquake in 1906, causes of earthquakes, ways to reduce losses of earthquakes, and how to protect oneself and help others in disasters. Make a report on earthquakes to the whole class.
1. Work in groups of four or five. Discuss and list the things to be mentioned.
2. Each student of the group writes one aspect of earthquakes.
3. Combine what has been written into a passage, adding necessary connection words and phrases.
4. Each group chooses one representative to present the report to the who class.
5. Choose the best reporter and the best group.Unit 4 Earthquakes
Period 4 Listening
整体设计
从容说课
This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.
The emphasis of this period should be placed on developing students’ listening ability. Listening on Page 62 in the Workbook provides many facts and describes cause and effect relationships. The teacher can lead in the topic by discussing some questions, such as “Why do earthquakes happen ”“Can we avoid or at least reduce the loss caused by earthquakes ”, and so on. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right. Second, ask them to listen for the second time to tell whether the sentences in Exercise 1 are true or false. Third, let them listen again to answer the questions and complete the table in Exercise 2. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.
As to the parts Listening task on Page 66 in the Workbook and Listening on Page 31 in the Textbook, the teaching procedure can be approximately the same as the above.
Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
教学重点
1. Develop the students’ listening ability.
2. Let the students know the cause of earthquakes and ways of reducing losses earthquakes bring about.
教学难点
Get the students to listen and understand different listening materials.
教学方法
1. Task-based listening
2. Cooperative learning
3. Discussing
教具准备
A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn some useful new words and expressions.
2. Get the students to know about the basic knowledge of earthquakes the listening materials refer to.
Ability aims:
1. Enable students to catch and understand the listening materials.
2. Develop the students’ ability to get special information and take notes while listening.
3. Get the students to learn how to make an earthquake plan.
Emotional aim:
Get the students to learn more about basic knowledge of earthquakes so as to know how to reduce losses of earthquakes and how to protect oneself and help others in earthquakes.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to make sentences with attributive clauses.
→Step 2 Warming up
Tell the students:As we all know, earthquakes are disasters to everyone. But why do earthquakes happen Can we avoid or at least reduce the loss caused by earthquakes Can we foretell earthquakes Now we will do some listening and the listening text will tell us the answers.
→Step 3 Listening(on Page 62 in the Workbook)
1. Look through the part Listening on Page 62 and guess what the listening material may be about. Then listen to the tape for the first time to see whether their guessing is right or not.
(This listening material is about the cause of earthquakes and how we can reduce losses from them. )
2. Read the following statements and listen to the tape for the second time. Then decide whether they are true or false.
1)It is believed that on the surface of the earth are a number of plates.
2)The plates are always moving.
3)If the plates stop moving, there is an earthquake.
4)If the plates move, there is an earthquake.
5)Wherever you live, you are in an earthquake area.
6)China has two plates pushing on her and they make mountains and earthquakes.
Check the answers and try to correct the statements which are false.
3. Listen to the tape again and then answer the questions and complete the following sentences.
Part 1:
1)Why do earthquakes happen
2)Why do California, China and Japan have a lot of earthquakes
Part 2:
1)Do not built______________.
2)Make sure you build______________.
3)You must______________._____________ buildings will fall down and_____________ ones may______________.
A few minutes later, check the answers with the whole class.
4. Discuss this question in small groups: Why do some earthquakes kill more people than others
5. Reading and retelling
Show the students the listening text and let them read it. Then ask them to retell the cause of earthquakes and the ways of reducing losses from earthquakes.
LISTENING TEXT
Why do earthquakes happen Scientists explain that the outside of the earth is made of a number of different plates. At San Francisco, the Pacific plate which is moving towards the northwest meets the North American plate. The Pacific plate is moving very slowly—at 5. 3 centimeters a year. Sometimes these two plates stop and do not move for years. Then suddenly, they jump and an earthquake is felt. As a result of the movement of these plates, California has always had a lot of earthquakes. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.
China also has an unlucky place on the earth. The Pacific plate is also pushing on China from the east as the plate moves west. Likewise, the Indian plate is pushing on China from the southwest as that plate moves northeast. The same power that produced the great Himalayan Mountains now causes earthquakes in China.
We cannot stop earthquakes, but we can do things to make sure they do not destroy whole cities. First, it is not a good idea to build houses along the lines where two of the earth’s plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock than on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.
→Step 4 Listening task(on Page 66 in the Workbook)
Turn to Page 66. Look at the pictures and discuss what the might have learned.
1. In four let the students discuss what would be the best way to protect oneself if there was an earthquake.
2. Ask one member of the group to give their ideas to the class.
3. Let the class evaluate each group’s idea and see if they agree. If they do, write the idea on the board. Collect the ideas all the groups have contributed.
4. Ask the students to choose the three that they think are the most useful if an earthquake comes.
5. Listen to the tape for the first time and see if the ideas on the tape are the same. Discuss why the plans on the tape are different from the ones suggested by the class.
6. Now make the earthquake plan. Then listen to the tape for the second time to improve the earthquake plan.
My Earthquake Plan
1st thing I must do:I must drop to the floor and cover my head and neck with my arms.
2nd thing I must do:Make sure I hide under something like a table to protect myself from things falling on top of me.
3rd thing I must do:I must hold onto the furniture so it doesn’t move away from me during the earthquake.
7. Listen to the tape a third time and then write down any other advice that you think is useful.
My Earthquake Advice
If you are outside, you should keep away from power lines, trees, signs, cars and buildings.
If you are in the living room, you should make sure that the bookcases are fastened to the wall and the TV set is tied to a table so that they can’t move.
If you are in the house alone, you should ring a family friend to tell them where you are and collect your personal earthquake bag.
8. Read the listening text and make it more clear what to do during an earthquake.
LISTENING TEXT
PRACTICE AND PREPARE
Since the San Francisco earthquake, all children in California have been taught what to do during an earthquake.
Teacher:Now, students, do you remember what you have to do before the earthquake comes
S1:Yes. We must make an earthquake plan.
T:Good and what’s that
S2:It’s a list of things you should do if an earthquake comes. It should tell us what to do, where to be safe and who to contact.
T:Right. So what are these things
S1:What we must do when the earthquake comes is “drop, cover and hold”.
T:What does that mean
S2:We must drop to the floor and protect our head and neck with our arms. Then we must cover ourselves by hiding under some furniture like a table. That will protect us from things falling on top of us. Finally we must hold onto the furniture so it doesn’t move away from us during the earthquake.
T:Well done. That’s fine. You’ll be safe in the classroom but what if you’re outside
S1:To be safe, you must move to an open space. Keep away from power lines, trees, signs, cars and buildings.
T:Excellent. You’ve remembered well. Now where can you be safe if you’re in the living room where books and the television are kept
S2:If you are careful you’ll already have fastened the bookcases to the wall. You should also have tied the television to a table so it can’t move. Nobody wants to be killed by their own furniture.
T:Quite right. What must we remember to do if we’re in the house alone when the earthquake starts
S2:I know. We must ring a family friend to tell them where we are. We must also collect our personal earthquake bag and go to the emergency shelter if there is one near our house.
T:OK. So for your homework I want you to think about what you might put into the bag. We’ll discuss tomorrow.
→Step 5 Listening(on Page 31 in Using language)
1. Tell the students: We are going to listen to a story told by a man who was a survivor of the great San Francisco earthquake of 1906.
2. Go through the sentences in Exercise 2, then listen to the tape for the first time, and try to tell whether the statements are true or false.
The teacher plays the tape for the students to listen and finish the task. After listening, the teacher checks the answers with the class.
3. Go through the questions in Exercise 3, then listen to the tape for the second time and answer the questions.
After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.
4. Tell the students: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Exercise 4 show us the sequence. I will play the tape again, and you should pay attention to liaison and incomplete explosion in these sentences. Then practice reading them aloud.
5. Reading and retelling
Show the students the listening text and let them read it. Then ask them to retell it.
LISTENING TEXT
I awoke as I was thrown from my bed. When I tried to walk, the floor shook so that I fell. I grabbed my clothing and hurried downstairs. Suddenly the lights went out, and everyone rushed for the door. Outside I saw things I never want to see again. It was daytime. The air was filled with falling rocks. People around me were getting buried under buildings that were crashing down. Other huge buildings were shaking. Every moment there were terrible sounds. I asked a man standing next to me what happened. Before he could answer, hundreds of bricks fell on him and he was killed. All around me were great fires. As I ran people everywhere were crying and calling for help. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. Men, women and children were trying to dig themselves out of the ruins. Thousands of people, crazy with worry, were running down the street and every minute someone was hit by falling bricks. In some places, the streets had cracked and opened. Huge holes were all around me. I saw many frightened cows rush up Market Street and drop into a great crack in the earth. How I reached the boat I cannot say. Some people even tore the clothes from the backs of others as they tried to get into the boat. Later, the survivors searched for water they could drink. People slept on the streets and hills away from the fires, which made the night bright as day. Soldiers kept water from the crowds to give to the rescue workers. The next day the soldiers found more water and some bread to give to those still alive.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Read the listening texts again and try to retell them.
板书设计
Unit 4 Earthquake
Listening
1. GuessingThe listening text may be about________________ and____________.2. True or false 1)It is believed that on the surface of the earth are a numbers of plates.2)The plates are always moving.3)If the plates stop moving, there is an earthquake.4)If the plates move, there is an earthquake.5)Wherever you live, you are in an earthquake area.6)China has two plates pushing on her and they make mountains and earthquakes.. . .
活动与探究
Poster-making
1. Divide the whole class into six small groups.
2. Ask each group to search for the ways to reduce losses from earthquakes. The students can go to the library or use the Internet to collect information. The following websites may be helpful.
http://earthquake. usgs. gov/, http://www. eqnet. org/, http://www. ceri. memphis. edu/
3. After search for the information, each group should make a poster, informing people how to reduce losses of an earthquake.
My earthquake plan1st thing I must do is______________.2nd thing I must do is______________.3rd thing I must do is______________ My earthquake adviceIf you are outside, you should______________.If you are in the living room, you should______________.If you are in the house alone, you should______________ .Unit 4 Earthquakes
Period 6 Reading Task and Speaking Task
整体设计
从容说课
This is the sixth teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.
In this period, the teaching emphasis will be put on developing the students’ reading and speaking ability by dealing with the parts Reading task and Speaking task.
In the part Reading task, the students will read a passage titled The Story of an Eyewitness, written by a famous American writer Jack London. In order to lead in the topic, the teacher can first ask some students to talk about the Tangshan earthquake. Then ask them to read and compare the passage with the one they have read on Page 26, whose title is A Night the Earth Didn’t pare the ways that the writers described the facts and feelings. After comparison they will find the writer of The Story of an Eyewitness, Jack London, expressed more feelings while describing the earthquake. In the end, the teacher will play the tape for the students to listen to and read with emotions. This makes for improvement of not only students’ pronunciation and intonation, but also their understanding of the passage. As to new words and phrases, the teacher can just find those the students feel most difficult and help them to understand. That’s enough here.
In the part Speaking task, the students are asked to choose eight things from the list below to put into their personal earthquake bag, present their list to the class and give their reasons for each choice. The teacher can first introduce the idea of a personal earthquake bag, make some suggestions of his own personal earthquake bag to the class, have a class discussion, and then encourage students to make their own choices and give their own reasons. In the end, make a class list and display it in the classroom showing the class choices for a personal earthquake bag. This activity not only helps to train students’ speaking ability but also provides them with some useful basic knowledge about earthquakes.
教学重点
1. Develop the students’ reading ability by reading and comparing different styles of passages.
2. Develop the students’ speaking ability by discussing and explaining ways.
教学难点
Enable the students to compare different styles of passages.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students learn new words and expressions such as judge, honor, prepare, etc.
2. Get the students to learn the following sentence patterns:
1)Never before in history has a city been so completely destroyed.
2)Man himself had to make ruins of some of the city’s best buildings so that they would not be a danger to those in the streets.
3)Amazing as it may seem, Wednesday night was a quiet night.
Ability aims:
1. Develop the students’ reading ability by reading and comparing different styles of passages.
2. Develop the students’ speaking ability by discussing and explaining ways.
Emotional aims:
1. Get the students to learn the bravery and kindness people of San Francisco showed in the disaster.
2. Get the students to know more basic knowledge about earthquakes.
3. Develop the students’ sense of cooperation.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about earthquakes they have learned.
→Step 2 Warming up
1. Brief introduction of San Francisco Earthquake.
1)When did the quake happen
(In 1906. )
2)What damage did it bring about
(About 700 people died in the earthquake and as many as 250 000 people lost homes. . . )
2. Talk about the background.
(As luck would have it, at the time of the quake, America’s most famous writer, Jack London just happened to be living near San Francisco. London, like most great writers and former journalists, knew a good story when he saw it. He and his wife rode on horseback at a fast gallop from their ranch to the hills overlooking the “city by the bay”. What they saw both horrified and fascinated them. He wrote the article The Story of an Eyewitness to describe what he saw and his feelings. )
→Step 3 Reading
Read the article carefully with the following questions.
1. Who is the man in the picture
2. What can we see from the word never in the first sentence “Never before in history has a city been so completely destroyed”
3. How many negative words are used in the first paragraph, and what are they
4. What’s the feature of the sentences in the first paragraph
5. What’s the main idea of the second paragraph
6. What can we learn from the first sentence and the last sentence
Several minutes later, check the answers with the whole class. While checking, deal with any language problems that students can’t understand.
Suggested answers:
1. Maybe he is the writer, Jack London.
2. From the word never, we can feel that the writer was very sad.
3. There are six words. They are never, nothing, gone, no, useless and burst.
4. All the sentences in this paragraph are short ones.
5. Out at sea it was calm.
6. The two sentences give us a contrast. Although the city was destroyed, the people were not nervous or upset. They just did what they should do.
→Step 4 Comparison
Read the first paragraph in this passage. Then go back and read again the first paragraph of the passage on Page pare the ways both writers give you details about the earthquakes.
Several minutes later, ask the students to discuss the question in Exercise 3 on Page 66.
Summary:Both writers gave similar details about the people hurt by the quake and the things it destroyed. But only Jack London saw the earthquake he wrote about and showed more feelings about the earthquake while the writer of the Tangshan quake in 1976 didn’t saw it and just gave the details.
→Step 5 Reading aloud
Listen to the tape and read the third paragraph aloud with emotions.
→Step 6 Important sentence patterns
1. Never before in history has a city been so completely destroyed.
在以前的历史上从来没有一座城市被这么彻底地毁灭过。
Never in all San Francisco’s history were her people so kind as on that terrible night.
在旧金山的整个历史上，人们从来没有像在那个可怕的夜晚那样友善。
以上两个句子都是倒装句。当表示否定意义的副词或连词位于句首时，句子的主语和谓语应部分倒装。常见的否定词有little, never, hardly, seldom, few, scarcely, rarely, not until, no sooner等。
Never have I heard of such a thing.
我从未听说过这种事。
Little do I know about him.
我对他所知极少。
Seldom did he come to see me.
他过去很少来看我。
1)Little______________ about his own safety, though he was in great danger himself.
A. does he care B. did he care C. he care D. he cared
2)Not until all the fish died in the river______________ how serious the pollution is.
A. did the villagers realize B. the villagers realized
C. the villagers did realize D. didn’t the villagers realize
答案：1. B 2. A
2. Amazing as it may seem, Wednesday night was a quiet night.
虽然也许看上去令人惊异，但是星期三的晚上确实是一个平静的夜晚。
句子中的Amazing as it may seem是as引导的让步状语从句，相当于Although/Though it may seem amazing。当as引导让步状语从句时，往往要求把表语或状语放到as的前面。当表语为单数可数名词时，其前面不用冠词。
Young as the boy is, he knows a lot.
那个男孩虽然年轻，他懂得却很多。
Much as I like it, I will not buy it.
虽然我很喜欢这东西，但不想买它。
Little girl as she is, she dares to go out at night alone.
虽然她是个小姑娘，却敢晚上一个人出去。
→Step 7 Speaking
1. Introduce the idea of a personal earthquake bag.
Every student in San Francisco schools is encouraged to collect a personal earthquake bag and have it ready in case communications are disrupted after a severe earthquake and it is impossible to bring help immediately. It should contain two kinds of items:important personal and official papers; useful items to make life easier until help arrives.
The personal earthquake bag should not contain more than eight items so it is important that these are already identified and collected before the earthquake happens.
2. Make some suggestions for your own personal earthquake bag(reasonable and unreasonable)to the class.
3. Have a class discussion and encourage them to accept or reject your suggestions but insist that they give reasons.
4. When the discussion begins to get lively, have the class divide into pairs or groups of four to continue the discussion.
5. Encourage one person from each group to write their list of items on a large piece of paper. Display the papers from the different groups around the room.
6. Let the students check how many other groups chose the same items as they did. (They can tick their own sheets if there is a repetition. )
7. Evaluate the items by asking the students which items were included most often in the lists. See if the collection of eight items fit the two categories. Discuss why they think these items are the most useful. Make sure they give reasons.
8. Make a class list and display it in the classroom showing the class choices for a personal earthquake bag.
Sample dialogue:
S1:What do you think we’ll need in our personal earthquake bag
S2:If we have to collect things we need for five days, the most important things will be the bottle of water, candles, money and personal washing things. That makes four, do you agree
S1:Yes, they sound good choices. I also think we need a torch, a mobile phone and a blanket. Another three
S2:OK. But now we have difficulties. I would like food and sweets. We’ll really need food if we’re to be on our own for five days before rescue comes.
S1:No, I don’t agree. Food and sweets is a good idea but the medicine would also be very useful.
S2:I know. If you were in pain that would be very useful.
S1:I agree. So we have to choose whether to take the food and sweets and add the medicine to make our eight items.
S2:OK. Now, let’s make the list:water, candles, money and personal washing things, food and sweets, a torch, mobile phone and blanket. If we want to add the medicine as well, what can we remove
S1:Well, the candles and the torch do seem to be the same. Why don’t we remove the candles(in case we don’t have matches)and replace them with the medicine
S2:Yes. That seems to solve the problem. OK. Let’s put the medicine in and take the candles out. Now our list is complete. Let’s tell the class our ideas and see if they have the same ideas. . .
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Review and summary what you have learned in this unit.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about earthquakes they have learned.
→Step 2 Warming up
1. Brief introduction of San Francisco Earthquake.
2. Talk about the background about the article.
→Step 3 Reading
Read the article carefully and answer some questions.
→Step 4 Comparison
Read the first paragraph in this passage. Then go back and read again the first paragraph of the passage on Page pare the ways both writers give you details about the earthquakes.
→Step 5 Reading aloud
Listen to the tape and read the third paragraph aloud with emotions.
→Step 6 Important sentence patterns
1. Never before in history has a city been so completely destroyed.
2. Amazing as it may seem, Wednesday night was a quiet night.
→Step 7 Speaking
1. Introduce the idea of a personal earthquake bag.
2. Make some suggestions for your own personal earthquake bag to the class.
3. Have a class discussion and encourage them to accept or reject your suggestions but insist that they give reasons.
4. When the discussion begins to get lively, have the class divide into pairs or groups of four to continue the discussion.
5. Encourage one person from each group to write their list of items on a large piece of paper. Display the papers from the different groups around the room.
6. Let the students check how many other groups chose the same items as they did.
7. Evaluate the items by asking the students which items were included most often in the lists. Discuss why they think these items are the most useful. Make sure they give reasons.
8. Make a class list and display it in the classroom showing the class choices for a personal earthquake bag.
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Review and summary what you have learned in this unit.
板书设计
Unit 4 Earthquakess
Reading task and Speaking task
Questions:1. Who is the man in the picture 2. What can we see from the word “never” in the first sentence “Never before in history has a city been so completely destroyed” 3. How many negative words are used in the first paragraph, and what are they 4. What’s the feature of the sentences in the first paragraph 5. What’s the main idea of the second paragraph 6. What can we learn from the first sentence and the last sentence
活动与探究
Conducting a Survey
Conduct a survey about natural disasters on campus in pairs. Ask teachers and students you meet and write down the information you get. Then report your survey to the whole class and choose the best reporter.
Designed questions:
1. Have you ever experienced any natural disaster
2. What was the disaster you experienced
3. When did it happen Can you describe it
4. What did you do first
5. Did you fell frightened
6. How did you survive
7. Did anyone come to help you
8. What have you learned from it
