Unit 4 Earthquakes
综合语言运用课
一、教学内容：Warming up; (W.B.)Listening（P.62）and talking（P.62）
二、教学目标：
1．能力目标
1）通过对比唐山和旧金山这两座城市的基本信息推断和归纳出地震发生的科学原因。
2）能够在听的过程当中利用记笔记的形式记录关键信息，并能根据这些关键信息利用相关知识对听力材料中对地震原因的解释进行回顾。
3）能够运用一些交际策略转述一些国家关于地震原因的迷信说法，总结出他们之间的不同，并和地震的科学原因对比，从而对地震原因有一个正确地认识和判断。
2．词汇目标
earthquake, disaster, destroy, shake, burn, injure, plate
三、教学步骤：
步骤一 话题讨论
教师向学生展示教材中唐山的图片，并用问题的形式引导学生对这座城市的特殊历史进行回顾，注意红体字为本文的生词，教师可以在提问这些问题的时候让学生猜测这些单词的词义从而能够理解这些问题。
2．教师把学生分成三人一组对这些问题进行讨论，然后让每个小组汇报自己的讨论结果。最后教师给出参考性答案。
3．教师向学生展示另外一张与地震有关的城市——旧金山的图片，鉴于很多学生对这个城市了解不是很多，教师可以给学生提供一些关于这座城市地震历史的文字资料，让学生阅读，从而使学生通过地震这个共同话题把唐山和旧金山这两座城市联系起来。
4． 三人小组对唐山和旧金山两座城市进行下列方面的比较，并根据自己学过的地理知识讨论地震的原因，并在小组内讨论出一个结果。
5．教师让各个小组汇报本组关于地震原因讨论的结果，如果遇到学生不会表达的单词，教师给予一定的提示，比如板块的英文为plate。
设计意图：教师展示图片和提问问题来激活学生头脑中对唐山的印象，并通过地震作为任务链引出旧金山曾经发生的地震历史，通过比较建立起两座城市之间的联系。学生 以小组活动的形式来比较两座城市，从而对地震发生的原因进行推断。在这连续的几个活动中，兼顾了内容和语言知识上的连续性，使一些生词在整个过程当中得到了重复呈现和运用，从而为下面的听力活动做内容和语言上的准备。
步骤二 听力
教师布置刚才的讨论小组接着听课本上P.62录音材料的第一部分, 在听之前，教师让学生带着刚才讨论的问题去听，从而检查自己刚才的推论和猜测是否正确。在听的过程当中，让学生试着做一些笔记，并教给他们记笔记的方法，比如可以运用思维导图的形式记录关键词，在听力完成之后利用所记录的内容把听力材料进行回顾。
小组内部之间首先交换自己的听力笔记，并互相补充遗失的信息。
教师可以提供PPT中的笔记样本供同学们参考，并让学生检查自己的听力笔记中漏听了哪些内容。
4． 教师做总结，并向学生展示板块之间互相碰撞的模拟图片，使学生更加直观地认识地震的原因。
5． 布置学生做听后练习1和练习2 中的Part 1。对于没有回答出来的问题，布置学生重新听一次，之后教师提供答案。
6． 教师简要告诉学生第二部分所要听的主要内容为中国作为一个多地震的国家如何减少地震带来的损失。教师可以首先布置学生提前看书本上练习2 Part 2的关键词填空，试着猜测横线上的内容。如果学生感觉有难度，可以提供比课本上更多的辅助词汇。
7．布置学生进行听，然后补全上面填空中的答案。
设计意图：此部分涉及到两个听力活动，第一个听力活动内容继续了步骤一中的讨论话题，
从而使学生在听的过程当中对自己关于地震的原因的推论进行验证。第二个听力
活动内容则是第一个听力活动话题的继续。
步骤三 说
教师总结在上面听的过程当中得出的地震发生的科学原因。然后话题转到地震发生原因的种种传说，并以课本P. 62 Talking部分的印度为例，讲述印度关于地震原因的传说。并一边解释一边向学生呈现图片。
2．把学生重新分成四人一组，然后教师布置每个小组阅读四个国家的关于地震原因的传说。小组内部让每个学生只阅读其中的一个国家的传说。
3．小组内部交流，每个学生把自己了解到的故事转述给组内其他的同学。在此活动进行之前，教师提醒学生在转述的过程应该使用一些交际的策略。
4．小组继续讨论自己所知道的关于地震的传说，小组也可以编各种有趣的小故事来解释地震发生的原因。
5．让小组选派同学出来讲述他们编的小故事。
6．教师引导学生比较地震原因的科学说法和迷信说法，并让学生发表自己对此的观点。
设计意图：教师使用抛锚式教学方式，让学生阅读更多国家关于地震原因的传说。在第二个活动中利用类似信息差的方式，让学生既锻炼了口语和听力，又培养了学生的学习兴趣。
步骤四 小结和作业
1．运用思维导图的形式列出刚学过的有关地震的词汇，并预习本单元要学习的单词和词组（参照单词表），并添加到相应的思维导图中。
2.?让学生阅读一些关于地震的文章，了解地震的相关知识。
设计意图：让学生提前复习和预习有关地震的词汇，为下一节课的阅读理解扫清词汇上的障碍。要求学生课后利用互联网、图书馆等渠道搜集地震的信息一方面可以帮助理解即将学习的课文，也可以在这些文章当中发现我们即将要学的一些关于地震的词汇。
Unit 4 Earthquakes
阅读课
一、教学内容：Pre-reading; Reading and comprehending
二、教学目标：
1. 能力目标
1) 能够用思维导图形式罗列出地震发生时的各种现象，并对这些现象进行分类。
2）通过快速阅读能够迅速查找到文章段落中的主要信息，并能对这些主要信息进行复述，进而总结归纳出文章的大意。
3）通过仔细阅读能够运用图示来说明段落中支撑句和主题句之间的关系，并能根据自己所画出的图示来复述文章的主要内容。
4）运用英汉语言之间的对比了解定语从句在英语和汉语中不同的表达方式。
2. 语言目标
词汇和短语目标
well, pipe, burst, million, event, as if, at an end, nation, canal, stream, dirt, in ruins, suffering, extreme, brick, dam, track, useless, shock, quake, rescue, trap, electricity, dig out, bury, mine, miner, shelter
重点句子
It was felt in Beijing, which is more than two hundred kilometers away.
A huge crack that was eight kilometers longs and thirty metres wide cut across houses, roads and canals.
The number of people who were killed or injured reached more than 400,000.
Later that afternoon, another big quake which was almost as strong as the first one shook Tangshan.
The army organized teams to dig out those who were trapped and to bury the dead..
Workers built shelters for survivors whose homes had been destroyed.
三、教学步骤：
步骤一 阅读前导入
教师展示四幅关于地震发生时的图片，教师首先使用课文中涉及到的词汇或者短语来描述这些画面，并在描述的过程当中对生词要加重语气，这样学生可以通过画面和教师言语之间建立联系，从而可以加深对词汇的掌握，如果学生没有听懂，教师可以重复描述一次。
2．教师利用思维导图把对四幅图的描述和地震这个中心话题联系起来，然后展示给学生。
3．教师引导学生思考地震发生时还
有哪些现象发生，并把学生分成
小组进行讨论，小组内部有人负
责记录，然后教师让小组进行汇
报，各个小组之间互相做记录，并填写到教师刚才提供的思维导图中。
4．教师让学生看教材上读前部分的图片，并让学生试着描述这些图片。
5．教师给出参考性示例，并把主要
词汇补充到思维导图中。
设计意图：根据图片让学生在有具体语境的情况下利用思维导图把本课要学的词汇联系起来，从而为下一步的阅读扫清了部分障碍。
步骤二 快速阅读
1．让学生看P.27 的第一个练习题，并尝试着把这些句子连接起来，从而对文章的内容进行猜测。
2．布置学生快速阅读文章，在阅读段落的时候，让学生划出每个段落中的主题句，这样能够加速学生对整段的理解。
3．学生分小组讨论，并互对答案，然后教师让小组汇报结果。
设计意图：P.27 的第一题连接句子, 本来是阅读完课文再做的，可以在阅读前来做从而可以训练他们根据逻辑预测的能力，然后在阅读的过程中得到验证。快速阅读让他们找出每个段落的主题句，并根据这些主题句总结出文章的大意。快速阅读来查找信息是一种非常重要的学习策略，可以根据文章的实际指导学生经常使用。
步骤三 仔细阅读
让学生仔细阅读每一个段落，找出段落中除了主题句之外的支撑句。并找出一些关键词来说明。
2． 教师让学生不要看课本，只看上面四个段落的图示，然后把学生分成四人小组，小组内部每个人主要负责一个段落的回顾和复述，并参考相应段落的图示，然后小组内部互相交流，完成之后教师可以随意选出一个小组的四个学生到讲台上汇报，以检查学生对课文的掌握程度。
3．在学生汇报过程当中，教师注意学生使用定语从句的情况。考虑到大多数学生刚刚接触定语从句，教师可以从汉语里的相关说法入手，从而对汉语和英语的相关表达说法进行对比。
设计意图：这部分通过一些活动的设置使学生在完成任务的过程当中运用关键词阅读策略来体会阅读的过程，并通过小组活动来检验学生阅读过程是否进展得顺利。最后一个活动则是前两个活动的继续，解决学生的语言表达问题，增加学生对定语从句的认识。
步骤四 阅读后活动拓展
1．让学生根据课文内容进行短文填空并归纳文章大意，并把学生分成两人小组互相校对答案。
2．唐山地震给唐山带来了巨大的灾难。教师让学生分组讨论唐山大地震给人们带来的教训，并出示PPT中的问题进行讨论。
设计意图：通过阅读后的活动拓展，一方面加深学生对课文的理解程度，另一方面可以引导学生进行更深的思考，也就是地震给我们带来的教训，从而为下节课做准备。
步骤五 作业
日本是一个多地震的国家，让学生通过图书馆、网络或者其他资源来寻找日本地震的一些资料，找出日本发生地震的原因，并列出日本政府为了预防地震采取了哪些防震的措施。
列出更多有关地震的词汇来丰富学生对地震的认识。
设计意图：让学生查找日本地震的原因和日本政府采取的防震措施，从而让学生对日本和中国进行比较，一方面丰富了对地震的认识，另一方面也增加了对地震词汇的利用机会。
课件15张PPT。 Comprehensive learning Warming upTangshan1. Where does the city of Tangshan lie?
2. Have you ever heard of the earthquake in
Tangshan?
3. Do you know when the earthquake
happened?
4. The Tangshan earthquake is really a great
disaster to the human being and it almost
destroyed the whole city. Do you know
how many people were injured and how
many died in this accident?Warming upSan FranciscoSan Francisco
San Francisco lies in northern California and is surrounded on three sides by water. At 5:13 on the morning of April 18th, 1906, the city was shaken by a terrible earthquake. A great part of the city was destroyed and a large number of buildings were burnt. The number of people who lost homes reached as many as 250,000. About 700 people died in the earthquake and the fires. What’s the reason for the earthquake? Listening: Part oneMake some notes about the listening:
Why earthquakes happenMoving platesMove and pushstop
earthquakes in some
countriesMoving plate Moving platePush against each otherPlates movement Answer key to Ex.1
1 T 2 T 3 F 4 F 5 F 6 T
Answer key to part 1 in Ex.2
1. Earthquakes happen when two moving plates
jump and push against each other.
2. California, Japan and China have a lot of
earthquakes because they are placed in
areas where different plates meet.Listening prediction:
1. Do not build houses _________________ where ______________.
2. Make sure you build houses on ___________ rather than on ___________.
3. You must make the houses _____________. ______buildings will fall down and ________ ones may ____________.
A snake A turtle elephantelephant
elephant
elephant
The earth What shall we do when we don’t know how to express?
Um, well, you know, let’s see and so on.
2. Body language
eye contact, smile, nod and so on.
Summary and homework
Use the mind map to list the words you have learned about the earthquakes, then preview the new words and enrich the mind map.
2. Read some articles and increase your knowledge about earthquakes. 课件15张PPT。Reading 1234earthquake2 ground 1 buildinglay in ruinswas destroyedhad deep cracks3 damdams fell4 railway trackbecame useless pieces
of steelearthquake2 ground 1 buildinglay in ruinswas destroyedhad deep cracks3 damdams fell4 railway trackbecame useless pieces
of steelanimalspeoplewater pipesskyothersDiscussion:
What do you think will happen before an earthquake?1) Bright light flash in the sky.
2) The well has deep cracks in it, and the water in it rises and falls.
3) Chickens are flying and dogs are barking, and pigs and cows are too nervous to eat.
4) Fish jump out of the pond, and mice run wildly out of the fields.Signs before an earthquake:Scanning:
Scan the passage and find out the topic sentence of each paragraph.
Careful reading
Find the key words to support the topic sentences.
water, well walls, smelly
gas, chickens and pigs,
mice, fish, bright lights,
the sound of planes, water
pipes
seem strangeSigns before an earthquakethe earthquake began, a huge
crack, steam, hard hills, people
died or injured
began to shakeWhat happened in the earthquakeCareful reading
Find the key words to support the topic sentences.
hospitals, factories, buildings,
bricks, dams, bridges,
railway tracks, cows,
pigs and chickensdestroyedAfter the earthquakethe army helps, dig out, bury the
dead, miners rescued, built shelter
rescue the city began to breathe
again Consolidation:
Sum up the main idea of the passage:
____________ happened in Tangshan. For a few days, water in the wells _____________. From the ______ of wells __________came out. Mice, chicken, pigs and even fish became ________. At 3:00 am, everything began to ______.It seemed that the world was _________. _________ of the nation ____ it. ___________ cut across the city. The city lay _______. Strange thingsrose and fellcrackssmelly gasnervousshakeat an endOne-thirdfeltA huge crackin ruinsTwo-thirds of the people died or ___________. Then later that afternoon, another big quake ______ Tangshan. People began to wonder _____________________________. But all hope ____________. Soldiers came to help those ________. Slowly, the city began to _________________.were injuredshookhow long the disaster would lastwas not lostsurvivorsbreathe again
1) How do you prevent yourself during
the earthquake?
2) What measures should the government
take to prevent the earthquake?Homework
Look for some earthquake information about Japan through the library, internet or other resources. Find out why Japan often has earthquakes. What measures are taken by the Japanese government to prevent them?
List more words or expressions to enrich the mind map of earthquake and increase the knowledge of this phenomenon. Unit 4 Earthquakes
教学内容分析
为了让人们对影响人类较大的自然灾害有更深的了解本单元再现了1976年发生在我国的唐山大地震的情形。于是各方各面的记录，包括地震的成因， 预兆，损失，应急救生和救援等等方面有关方面的知识，人们有所了解。与此同时，人们也有了进一步了解和预防自然灾害的知识和方法。
Warming Up 部分通过图片让学生展开讨论，地震之前城市的美丽整齐和地震之后城市的破败不堪,对比前后两个城市的样子可以看出地震的破坏性。同时通过多幅图片展示自然灾害，引起学生讨论的兴趣。
Pre-reading部分有四幅图片让学生了解地震的前兆，并且设置了两个开放性问题，让学生对地震发生之前的征兆有初步的认识。这为接下来的阅读作了很好的铺垫，还可以增加学生的日常生活常识。
Reading部分是一篇新闻报道，主要描写了1976年的唐山大地震。根据内容可以分为三部分。
唐山大地震的前兆；一些不正常的自然现象及动物的反常表现。
地震造成的城市建筑和人畜损失；地震来势汹汹，并在顷刻间将整座城市夷为平地。
震后的救援情况；人们勇敢的面对事实并及时地实施抢救和重建工作。
Comprehending部分主要是对课文的内容做进一步了解。
Learning about language部分是巩固文中的词汇，对单词的英英解释，和根据所给的词汇的适当形式填空。再者是 学习数字的表达方式。
Discovering useful structures: grammar ----The attributive Clause
该部分涉及语法。主要通过句型练习帮助学生学习由that, which, who, whose 引导的定语从句，初步掌握有关定语从句的知识， 培养学生自主学习的能力。
Using language 部分的“读、写、说”（Reading, Writing, and Speaking）部分提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲搞，接着说一说唐山大地震纪念邮票。这一部分主要是为了培养学生在生活中的实际运用英语的能力。也可以通过“听力”(Listening)部分来了解一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。以此扩大学生对地震的认识， 让学生了解人们在自然灾害中的经历和感受。
Writing 部分训练学生如何写新闻报道，学会拟定协作提纲。
Summing up : 主要是归纳了被单元所学的重要知识——有关地震的知识，有用的动词，名词，其他的表达方式和新的语法项目。
Learning Tip 部分要求学生重视听的技能的训练。因为听是吸收信息的重要渠道，建议学生多听广播和电视里的英语节目，这样既能提高听力水平又能扩大视野和增加英语的词汇量。
教学重点和难点
教学重点
本单元的生词和短语的用法，以及数字的表达法。
由that, which, who, whose引导的定语从句
解有关地震的知识，地震的成因，征兆，损失等等
教学难点
能运用所学知识描述地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。
学会谈论有关地震的知识，从听力材料中获取信息。
了解更多的自然灾害的知识。
学写新闻报道，学写演讲稿。
教学计划
本单元分七课时：
第一课时：Warming up, Listening (Workbook), Speaking (workbook)
第二课时：Pre-reading, Reading, Comprehending
第三课时：Important language points, Learning about language
第四课时：Discovering useful structures
第五课时：Using Language
第六课时：Reading task, listening task, and speaking task
教学步骤
Period 1 Warming up, Listening (Workbook), Speaking (Workbook)
Teaching Goals:
1. To arouse Ss’ interest in learning about disasters in the world.
2. To develop Ss’ speaking ability.
Teaching Procedures:
Step 1 Leading-in
Purpose: To activate Ss to talk about earthquakes in the world.
show the two pictures and compare them with the two pictures of the book. Ask Ss to tell something about earthquakes. And see know if they know something about disasters.
Step 2. Warming Up
Purpose: To lead Ss to the topic of this unit by discussion.
Pair work
Get Ss to discuss the following questions.
(1) What would happen before an earthquake?
(2) What would happen during an earthquake?
(3) what are other natural disasters？
(4) What would happen if these natural disasters occur？
The above pictures can be used for Ss to talk about, and Ss can talk as much as they can.
Step 3. Listening (Workbook)
Purpose: 1. To help Ss learn more information about earthquakes.
2. To develop Ss’ listening ability
1. Get Ss to discuss the question and get information.
Why are there earthquakes in the world?
2. Listen to the tape for the first time, and then tell whether the following sentences 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) Where you live, you are in an earthquake area.
(6) China has two plates pushing on her and they make mountains and earthquake.
Suggested Answers: (1) T (2) T (3) F (4) F (5) F (6) T
3. Listen to the tape again and do Ex 2 on Page 62.
Step 4 .Talking (Workbook)
Purpose: 1. To get Ss to talk about earthquakes.
2.To train Ss’ speaking ability
Pair work
Discuss the questions below with your desk mate and then present your views to all your classmates.
In pairs make up a story to explain how an earthquake happens.
Describe what happens in an interesting way like the story from India. Keep your story short.
Share your story with your classmates. Decide which one is the most interesting. Give a reason.
Period 2 Pre-reading, Reading and Comprehending
Teaching Goals:
1. To get Ss to learn about Tangshan earthquake.
2. To develop Ss’ some basic reading skills.
3. To arouse Ss’ interest in learning about other natural disasters in the world.
4. To train Ss’ ability to grasp key information.
Teaching procedures:
Step 1. Warming Up
Purpose: To arouse Ss’ interest in learning about Tangshan earthquake.
Step 1. Leading-in
1. Group work:
Answer the questions below:
(1) What would happen before an earthquake?
(2) What happened in Tangshan in1976?
Step 2. Reading
1. Skimming
Purpose: To get a brief understanding of the text.
Ask Ss if they know something about Tangshan earthquake, and get them to check 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 False. People thought little of the unusual phenomena before the quake, and went to bed as usual that night.
② True.
③ False. More than 400 000 people were killed or injured in the quake.
④ True.
⑤ False. Fresh water was taken to the city of Tangshan by train, tuck and plane.
(2) Read the passage again carefully and do this exercise. Join the correct parts of the sentences.
① The chickens didn’t eat because A. the army came to help them
② The people didn’t worry because B. the quake happened while they were sleeping
③ Such a great number of people C. they were nervous.
died because
④ Water was needed because D. dams and wells were useless.
⑤ The people did not lose hope because E. they didn’t know what the strange events meant.
Suggested Answers: ①–C; ②–E; ③–B; ④–D; ⑤–A
(3) Try to divide the passage into three parts. Then try to write down the main idea of each part.
Part1. (Paragraph 1)________________________________
Part2. (Paragraph 2&3) __________________________________
Part3. (Paragraph 4)____________________________________
Suggested Answers: Part 1: Phenomena before the earthquake.
Part 2: What happened during the earthquake and the damage?
Part 3: The rescue work after the earthquake.
2. Scanning
Purpose: To get Ss to have some details in the text.
Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these.
Q1 What did people in Tangshan see in the sky before the earthquake?
Q2 What did people hear?
Q3 What did people notice in the wells?
Q4 Did people pay any attention to these abnormal phenomena?
Q5 When did the earthquake begin?
Q6 How many people were killed or injured in the earthquake?
Q7 Could the injured people go to hospital?
Suggested Answers:
A1 They saw bright lights in the sky.
A2 They heard the sound of planes outside Tangshan even when no planes were in the sky
A3 People noticed the well walls had deep cracks, and a smelly gas came out of the cracks.
A4 No. They went to the bed as usual that night.
A5 More than 400,000 people.
A6 At 3:42 in the morning of July 28.
A7 No, they couldn’t because all of the city’s hospitals were gone in the quake.
2. Listen to the tape and get more information
Purpose: To train Ss’ listening ability
Listen to the tape and follow it in a low voice.
Step 4. Discussion
Purpose: To train Ss’ speaking ability
Group work
one acts as a reporter from China Daily and another acts as a witness of the Tangshan Earthquake. They will have an interview.
One possible dialogue:
(Reporter =R witness=W)
R: hello, nice to meet you. I am a reporter from China Daily.
W: Nice to meet you.
R: I hear that you went through the Tangshan earthquake, didn’t you?
W: Yes, I was so lucky as to be one of the survivors.
R: Would you like to answer some questions about the earthquake?
W: OK.
R: When did you know that the earthquake was coming? Were you warned of the earthquake?
W: Although later people said there had been some signs that showed an earthquake was coming, we paid no attention to them. We just went to bed as usual that night.
R: Then do you still remember what happened during the earthquake?
W: Oh, at 3:42 everything began to shake. A huge crack that was about eight kilometers long and thirty meters wide cut across houses and roads. The terrible earthquake lasted for about 15 seconds. After that, everywhere, everything was destroyed. Many buildings fell down. To make things worse, two dams and most of the bridges also fell. The railway tracks became useless pieces of steel.
R: Although you had survived, you had to live a hard life in the next period of time?
W: That is true. Water, food and electricity were hard to get. Life was really hard for us.
R: And you had the army help you.
W: Yes, The army sent 150,000 soldiers to help the rescue workers. They organized teams to dig out those who were trapped and bury the dead.
R: I think you can rebuild your home city very well.
W：I believe so. We people in Tangshan will try our best to rebuild the city.
R: Thank you for answering my questions.
W: That’s all right.
Step 6. Homework
Try to remember the key information of the passage by heart
Write a short passage about Tangshan earthquake
Period 3 Important language point, Learning about language
Teaching Goals: 1. To enable Ss to master some new words and expressions.
2. To train Ss’ speaking ability.
Teaching Procedures:
Step 1. Revision
Purpose: To train Ss’ speaking ability.
Group work
Get Ss to ask each other some questions about the Reading part.
Step 2. Word study
Part 1
rise (rise rose risen)
(1). (太阳，月亮，星星等)升起；出现
The sun rose at seven o’clock.
(2). 升高
The river is rising after the rain.
Prices have risen steadily during the past decade.
(3). 起床；立起；站起来
We rise from the chair.
(4) 晋升
He rose to become managing director.
Rise, raise 和lift 辨析
三个词都有“升起；抬高”的意思
lift常指将物体，尤其是重物，从地面或较低的位置抬起或举起。如：
He lifted the heavy box for me.
Raise可与lift 互换，但raise 强调动作的姿势；此外它还有把某物竖起来的意思。还可用在抽象地比喻性质的短语中。如：
Raise one’s voice
Raise prices
Raise living standards
Rise常指由低而高的变化过程。
Part 2
seem
（1）似乎；好像
① Seem + to do sth
He seems to like this gift.
② Seem+ to have done sth
We seem to have seem you somewhere before.
③ Seem + to be doing
Several people in the street seemed to be fighting.
(2) 看来；似乎
① seem +adj
The doctor seems very capable.
② Seem +分词
His first memories seemed connected with work.
③ Seem +N
It seems a nice city.
④ Seem + 介词短语
You seem in high spirits today, Tom.
(3) 用于以下结构
① It seems/seemed that …
② It seems /seemed as if…
rescue 搭救；解救；救援
Part 3
all….not …= not all… 一些，但不是全部
All hope was not lost. = Not all hope was lost.
Step 3 exercises
From the reading passage, find the correct word or expression for each of the following meanings.
(1). _______ of no use
(2).________ all the people in a country.
(3).________ a loot of
(4). _______ matter that not clean
(5).________finished
(6).________very great in degree
(7).________immediately
(8). _______ gas that hot water gives out
(9).________ make someone feel very surprised
(10).________ metal bars that a train moves along
(11).________ save something or somebody from danger
(12).________the part of a building left after the rest has been destroyed
Suggested Answers:
1 useless 2 nation 3 a great number of 4 dirt 5 at an end 6 extreme
7 right away 8 steam 9 shock 10 track 11 rescue 12 ruin
3. Complete the passage with some of the words above
It was a frightening night. The dam cracked and then _______ under the weight of the water. The water went all over the fields and _________ quite a few villages along the river. Some buildings were in ______ and some farmers were _______ at the top of their houses. The water filled the canals and the ______. Dead bodies and ______ animals were seen everywhere. People were ________, but they had to ______ dead bodies for health reasons. It was a very sad time.
Suggested Answers:
burst; destroyed; ruins; trapped; wells; injured; shocked; bury
4. Fill in the blanks with the proper words and the first letter is 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 a.m. 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.
Suggested Answer: Strange; earthquake; much; shake; destroyed; rescue; trapped; fell; Teams; bury
Step4. Homework
1. Use the new words and expressions to make some sentences.
2. Finish the Ex1 (P63).
Period4. Discovering useful structures
Teaching Goals: 1. To get Ss to have knowledge of the grammar point: the attributive clause.
2. Learn the difference between relative pronouns for the attributive clauses.
Teaching Procedures:
Step 1. Presentation
1. Get Ss to understand the grammar through comparison
You are smart students.→You are students who are smart.
She is a beautiful girl.→She is a girl who is beautiful.
This is an interesting book.→This is a book which is interesting.
Let Ss compare these sentences and tell the differences.
Then teacher explain what is the attributive clause.
2. 关系代词用法一览表
关系代词
先行词
在从句中的作用
例句
that
指人或物
作主语、宾语（可省略）
I don’t know about the man (that) you mentioned.(宾语)
A plane is a machine that can fly.（主语）
which
指物
作主语、宾语（可省略）
The pen (which) my uncle gave me is missing.（宾语）
Children like to read books which have wonderful pictures.（主语）
who
指人
作主语
The boy who is standing there is my cousin.（主语）
Whose(=of whom=of which)
指人或物
作定语
Do you know the boy whose father is an engineer?（定语）
He lives in a house whose windows face south.（定语）
Step 2. Practice
1. Complete the following sentences with who/that/which/whose.
(1) The terrible shaking of the building woke up all the people_____ were asleep.
The next day people put up shelters in the open air with all kinds of things______ they could find.
Several days later most of the buildings ________ had been damaged were repaired.
We went to see our teacher_________ husband was killed in the earthquake.
A number of children___________ parents had died in the quake were sent to live with families in other cities.
Suggested Answer: (1) who (2) that / which (3) which / that (4) whose (5) whose
2. Translate the following sentences into Chinese.
别忘了把老师那天给你的书带着。
(2) 封面是红色的书是一本英语语法书。
(3) 流过村庄的小河对他们有很大作用。
(4) 护士抱进来的婴儿是昨天出生的。
(5) 主要由学生组成的观众比以前都庞大。
Suggested answer:
Don’t forget to bring the book ( which / that ) the teacher gave you the other day.
The book whose cover ( the cover of which ) is red is an English grammar book.
The river that flows through the village is very helpful to them.
The baby ( which) the nurse brought in was born yesterday .
The audience which is composed entirely of students is larger than before.
Step 3. Homework
remember the points about the grammar.
2. preview the using language -reading
Period 5 Using language
Teaching Goals: 1. To train Ss’ speaking ability.
2. To train Ss’ ability to write a speech.
3. To train Ss to write a newspaper story.
Teaching Procedures:
Step 1. Warming Up.
Purpose: To lead Ss to the topic and arouse the Ss’ interest in the speech
Ask Ss discuss the questions below and then let them present their views.
What happened in the Tangshan in 1976?
Step 2. Reading and writing
Purpose: To train Ss’ ability to write a speech.
Individual work
Read the letter (P30) and get enough information about this letter.
Pair work
Discuss with each other. Suppose you are the student who was invited to give the speech. What should you include in your speech? Maybe the following points will help you.
◆ Thank Mr Zhang Sha and the government for inviting you to speak.
◆ Thank those who helped the survivors and list what they did after the quake.
◆ Thank those who worked hard to build a new city.
◆ Encourage the people to be always proud of their city.
◆ Describe your feelings about the city, which is known as the “Brave City of China”.
◆ Thank the visitors for listening to your speech.
Give Ss 10 minutes to write this speech and then ask Ss to present their speech.
One possible speech:
Ladies and gentlemen,
Good morning. It’s my great honor to be given the chance to give the speech.
Thank Mr Zhang and the city government for inviting me to speak. And thank all of you to attend this activity.
Everybody knows that this park will be opened to honor those who died in the terrible disaster on this day 30 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. They also helped build the new city They built new homes and offices in only seven years. For this work, 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. How brave you are! I think you should always be proud of the city.
Thank you for listening to my speech.
Step 3. Speaking
Imagine that after your speech, Zhang Sha asks you to give a short talk about the new stamps to honor the city. You may use the model or write your own little talk.
1. Answer the following questions in pairs.
(1) Would you like to collect stamps?
(2) What do these stamps show？
(3) Do you think these stamps are very important? Why?
2. Fill in the blanks in the little talk.
Thank you, Mr Zhang. I am very happy to (1) ________. As you can see, the stamps show (2) _______. I think these stamps are very important because (3)________________________. I will collect the stamps (4)________________________________________________.It will be my way to honor all the people who lost their lives in the earthquake and (5)______________________.
Thank you for _____________________________________________.
Suggested Answers:
talk about the new stamps
different scenes from our new city
3. they will let others around the country remember what we have done here
4. because when I am old, I can show my grandchildren these stamps and tell them about the earthquake
5. the people who have done their best to rebuild the city
Step 4. Listening
Purpose: To know some information about San Francisco earthquake of 1906
To know about the feelings of the person who was a survivor of this earthquake.
1. listen to the tape and tell whether the following statements are true or false.
The man was sleeping downstairs when the earthquake happened.
Many huge buildings were shaking--- bricks were falling.
A lot of people were buried under the ruins.
Some cows were killed in the fires.
He felt safer because he got away easily.
Suggested answers:
1. F 2. T 3. T 4. F 5. F
2. listen to the tape again and then answer the questions.
1. When did the earthquake began?
2. What did the speaker do after he woke up?
3. What did he see and hear outside?
4. What happened to the man next to him?
5. How did he get away from the city?
6. Which of your adjectives describe the man’s feelings most closely?
Suggested Answers:
The earthquake began around 5 o’clock in the morning.
The speaker rushed outside as soon as he woke up.
When he got outside he thought the world had come to an end. He heard people crying and shouting. He saw people running everywhere and bricks falling down from buildings. There were big fires too.
The man next to him was killed by bricks falling from a nearby building.
He get away from the city by boat.
Very shocked, devastated.
Step 5. Writing
Group work:
What should be included when you write a newspaper story?
1. Learn some skills of writing newspaper stories.
① A newspaper outline should have :
A headline
A list of main ideas
A list of important details
② An outline helps you to:
Choose a topic
Decide what you want to say about the topic
Organize your ideas and write clearly.
2. Read the example of a newspaper story and answer the questions
① What is the headline of it?
② What is the main idea?
③ What is the detailed information?
Suggested Answers:
Cyclists Ready to Go on the Road for Blind Kids.
It is about what the cyclists will do and the reason. It is also about who they are.
When: from July 5 to 28.
Where: 1888 km from Lijiang to Lhasa, Tibet.
What: to raise 1 million yuan to give the school which help the blind children in Tibet.
Who: from China, the US. Europe, and other places.
Both men and women, their ages are from 25 to 65.
Step 6. Summary
Purpose: Deepen what they have learned in this unit.
Ask Ss to write down what they learned from this unit.
useful verbs.
useful nouns.
other expressions.
new grammar item.
Step 7. Homework
Write a short newspaper story.
Preview the Reading task (P65).
period 6 Reading task, Listening task, Speaking task
Teaching Goals: 1. To get some information about the San Francisco Earthquake.
2. To train SS to compare two similar passages.
3. To train Ss’ listening ability
4. To train Ss’ speaking ability
Teaching Procedures:
Step 1. Warming Up
Purpose: To arouse Ss’ interest in learning about San Francisco earthquake.
Show Ss the flowing two pictures and get them to talk about them.
Step 2. reading
Purpose: 1. To get information of the San Francisco earthquake.
2. To compare the two similar passages.
Skimming
Read the passage , and then finish the following exercises.
(1) Write an adjective to describe how the author feels about the earthquake and what it did. And why did you choose this word?
(2) Write an adjective to describe how the author feels about the people of San Francisco.
And why did you choose this word?
Step 3. Listening task
1. Group work
Before listening, have a discussion about the question.
What should you do during an earthquake?
2. listen to the tape for the first time and write down the three “things” that are mentioned
(1) ___________ (2) ____________ (3) ______________
Suggested Answers:
(1) drop (2) cover (3) hold
2. After listening for the second time, give more details about each of the “things”.
My earthquake Plan
(1) 1st thing I must do ___________________________________________.
(2) 2nd thing I must do ___________________________________________.
(3) 3rd thing I must do ____________________________________________
My earthquake advice
(4) If you are outside, you_____________________________________________.
(5) If you are in the living room, you _________________________________
(6) If you are in the house alone, you _________________________________
Suggested Answers:
(1) I must drop to the floor and cover my head and neck with my arms.
(2) Make sure I hide under something like a table to protect myself from things falling on top of me.
(3) I must hold onto the furniture so it doesn’t move away from me during the earthquake.
(4) You should keep away from power lines, trees, signs, cars and buildings.
(5) 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.
(6) You should ring a family friend to tell them where you are and collect your personal earthquake bag.
Step4. Speaking task
Discussion:
An earthquake is on the way. You need to choose some essential things with you. The things must last you five days.
What should you choose from the list below? Why?
Possible items for the Personal earthquake bag
Bottle of water
candles
Money
Identity card
Bowls and chopsticks
Important papers
Food and sweets
Personal washing things
umbrella
Book to read
Torch light
clothes
fruit
Pen and paper
shoes
Knife
scissors
radio
blanket
Mobile phone
Map
Computer
Pictures of family
medicine
Ask ss to discuss and present their opinions.
Step5. Homework
Review this unit
Unit 4 Earthquakes
I. 单元教学目标
Know basic knowledge of earthquakes.
Know how to protect oneself and help others in disasters.
Write some passages about earthquakes.
Write a newspaper outline.
Learn to use the Attributive Clause.
II 目标语言
1. Talking about past experiences
I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.
2. Sequence
I asked a man standing next to me what had happened. Before he could answer, hundreds of bricks fell on him and he was killed. 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. I saw many frightened cows rush up Market Street and drop into a great crack ground.
III 词汇
四会
shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent,speech,judge,honor,prepare,Europe.
2．认读
crack, survivor, miner
3. 词组
right away, at an end, dig out, give out, thousands of
IV. 语法
Ｔhe Attributive Clause (I )
重点句子
Farmers’ wives noticed that the well walls had deep cracks in them.
It seemed as if the world was at an end!
Bricks covered the ground like red autumn leaves.
The army organized teams to dig out those who were trapped and to bury the dead.
Workers built shelters for survivors whose homes had been destroyed.
分课时教案
THE FIRST PERIOD READING
Step I. Revision
Check the homework with the whole class.
Step II. Warming up
Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”
S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.
S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.
T: That’s too terrible.
S3: The noise when planes take off.
S4: The sound of trains.
T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?
Ss: No, we have no chance to hear that.
T: If there is a sound like this, what is it?
S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.
T: Terrific! You are using a literary way to express the sound.
S6: When an earthquake happens.
T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?
S7: The earth is shaking . All the buildings will fall down.
S8: Many people will die. And perhaps many children will lose their parents.
T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?
S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.
S2: From the picture of San Francisco, I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.
T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.
Step III. Pre-reading
There are two questions in this part. Both are very interesting. The first one can more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
T: Now, let’s look at the pictures. What are the predictions of an earthquake?
S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.
T: Terrific! Where did you get this knowledge?
S1: From geography. I like it.
T: good. Sit down please.
S2: Madam, I don’t know the meaning of the picture with two women.
T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?
S3: I’ll take all my money. People can’t live without money.
S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food
S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.
S6: I will carry my grandma. She is my most loved person in this world. She brought me up.
T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our text, and see what it tells us.
Step IV. Reading
In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehension. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2, which are about details.
Skimming
T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.
T: Have you got the general idea of the text?
Ss: Yes.
T: What is it?
S1: There is no quick answer to this question. Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?
T: Sure.
S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.
T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard) Do you understand the meaning of the word?
Ss: No.
T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text?
S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.
T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact.
Teacher shows the screen and gives a little time to think it over.
Strange things were happening in the countryside in the northeast Hebei.
The disaster happened and caused a lot of loss.
All hope was not lost.
Careful reading
T: Now, it’s time for us to read the text carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions.
Show on the screen
What natural signs of a coming disaster were there?
Can you think of some reasons why these signs weren’t noticed?
What events probably made the disaster worse?
What situations probably made the disaster worse?
How were the survivors held?
Step V. Extension]
Show the questions on the screen.
From whose point of view are events described? How do you know?
What is the mood of this passage? How is it created?
Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?
Why is the title A NIGHT THE EARTH DIDN’T SLEEP?
What does the sentence “Slowly, the city began to breathe again.” mean?
Answers:
He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.
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.
Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.
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 the night was.
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 the city. The city will not die, she has hope and she can recover from the pain.
Step VI Comprehending
Answers to Exx1-3
1. C 2. E 3.B 4.D 5.A
1. The walls of the villages wells had cracks in them.
2 .Roads got huge cracks
3. Brick buildings were destroyed.
4. The army helped the survivors.
5. Shelters were put up for those with no homes.
1. Strange things were happening in the countryside in northeast Hebei..
The disaster happened and caused a lot of loss.
All hope was not lost.
Step VII Homework
THE SECOND PERIOD READING
Step I Revision
Teacher check the students’ homework by showing the answers to exercises1-2 in the Learning about language.
Answers to Exercise 1.
useless 2. nation 3. a great number of 4. dirt 5. at an end 6. extreme
7. right away 8. steam 9. shock 10 track 11 rescue 12 ruin
Step II. Reading and speaking
A thank speech
The teacher’s main task is to tell students some problems that appeared in their writings.
Show the sample on the screen, and ask the students to read it, and find something that are useful.
Sample
Good morning, Ladies and Gentlemen. My name is Wang Wei. At first, I’d like to thank Mr. Zhang and the city of Tangshan for the honor of talking to you. I’d also like to thank each of you to come here today for this special occasion. Twenty-nine years ago, we experienced the terrible earthquake, which completely destroyed everything in the city. And twenty-nine years later, we get together in this beautiful park. This park makes me believe that we are indeed in the “Brave City of China”. Here I’d like to thank all of you, especially those who worked hard to save the survivors. During those days, you forgot the danger and devoted yourselves to digging out those who were trapped in ruins. Burying the dead, and building shelters and so on. I’m sure the people in Tangshan will never forget you! When I walk in the broad street, and see the new houses and offices, I can’t help expressing my thanks for those who rebuilt the city within 13 years. Also we can’t forget you. I believe our city become more beautiful in future. The spirit of its people has been and will always be strong forever! Thank you.
Two minutes later.
T: What do you think of the speech?
S1: The speech is very fluent.
S2: The writer uses many Attributive Clauses. I don’t know how to use the structure.
T: It doesn’t matter. We’ll learn it next time. Now let’s go through exercise 4, it’s another writing task.
A little talk
A model speech has been given to the students. The students should complete the sentences after looking at the design of the new Tangshan stamps. The speeches may have many different contents. Let the students pay attention to this point: the audience is the same with the one In the last speech.
T: We can see there are four stamps showing new Tangshan. Can you describe each of them with a few words?
S1: Housing conditions for the first stamp.
S2: Street scenery of new Tangshan for the second stamp.
S3: Industry for the third one.
S4: Ocean transport for the last one.
An outline
Show the questions on the screen.
Why is an outline important?
What should an outline include?
Why is a headline important?
What are the steps to finish a newspaper story?
What is the feature of a newspaper story?
Answers:
Because an outline will prepare you to write a better story.
A good outline should have a headline, a list of main idea and a list of important details.
A headline can tell the reader 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.
First, organize the main ideas. Next, put some details into each paragraph.
A newspaper story gives the most important news first and the least important news last.
Teacher show more examples of some newspapers on the screen and ask the students to read them and try to find the outlines in the stories.
A short story
This integrated language activity enables students to use their imaginations and to write in a literary way. You may want to encourage students to use a literary device, such as simile, personification or metaphor.
T: Now, please turn to page 62, look at the TALKING part. Read it carefully, and then tell me what the feature of this talking is.
Give them two minutes to think about this question.
S1: This talking needs us to imagine.
S2: We should write it in a literary way.
T: Good! You’ve got the point of the talking. In this task, the most important thing you should do is to make full use of your imaginations and try to use a literary way. For example, you may use simile, personification or metaphor. Now, work in groups to write down your own short stories. Attention! The stories are about the cause of earthquakes. After you’ve finished, I’ll ask some of you to read out your work..
Group One
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.
Group Two
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.
Group There
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.
Step III Homework
Write an outline for China Daily
The Third Period Grammar
Step I Revision
Teacher shows the screen
Step II Discovering useful structures
T: By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause.
There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non-Restrictive Clause, which gives extra information, and is written with commas.
Teacher shows some sentences on the screen and asks students to translate them one by one.
But the one million people of the city, who thought little of these events, went to bed as usual that night.
It was heard in Beijing, which is one hundred kilometers away.
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.
The army organized teams to dig out those who were trapped and to bury the dead.
Workers built shelters for survivors whose homes had been destroyed.
Teacher gives more knowledge about the clause to the students.
定语从句
限制性定语从句
大多数定语从句对所修饰词的意思加以限制,表示 “……的人(或东西)”,称为限定性定语从句.如:
The man who robbed him has been arrested.
抢劫他的人已经被逮捕了．
The girl whom I saw told me to come back today.
我见到的那个姑娘叫我今天来.
That’s the best hotel (that) I know.
这是我所知道的最好的旅馆
These are the books (which ) you ordered.
这些是你订购的书
这类从句多由关系（a）或关系(b)引导
Everyone who (that) knew him liked him.
The friend with whom I was traveling spoke French.
The car which (that) I hired broke down.
At the time when I saw him, he was quiet strong.
That is the village where I was born.
These are the reasons why we do it.
在限定性定语从句中，当关系代词在从句中作宾语时，在绝大多数情况下都可以省略，特别是口语中， 在被修饰的词为all, everything 等词时尤其如此．
Have you got the postcard (which) I sent you?
These are the things (that) you need.
Anything I can do for you ?
All you have to do is to fill out this form.
That’s the only thing we can do now.
You can take any room you like.
非限定性定语从句
对所修饰的词没有限定词义的作用，而是作一些补充说明，通常都有一个逗号把它和句子的其他部分分开，在译成中文时，这个从句多译成一个并列句．限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句去掉以后对剩下部分没有太大的影响．如：
Peter, who had been driving all day, suggested stopping at the next town.
This house, for which he paid $150,000, is now worth $300,000.
They went to the Royal Theatre, where they saw Ibsen’s Peer Gent.
Sunday is a holiday, when people do not go to work.
应注意的是，在这类从句中不能省略任何关系副词why和关系代词that，也不能省略任何关系副词，这类从句主要出现在书面语中．
在书面语中whose有时指某样东西．如：
His house, whose windows were all broken, was a depressing sight.
The car, whose handbrake wasn’t very reliable, began to slide backward.
It was an island, whose name I have forgotten..
Exercise 1 Fill in the blanks with who, whose, which and that.
The girl ( ) served in the shop were the owner’s daughters.
The man ( ) I saw told me to come back today.
The girl ( ) spoke is my best friend.
The man with ( ) I was traveling didn’t speak English.
The man ( ) I saw told me to wait.
The girl ( ) I spoke to was a student.
The man to ( ) I spoke was a foreigner.
The man from ( ) I bought it told me to read the instructions.
I know a boy ( ) father is an acrobat.
He saw a house ( ) windows were all broken.
All the apples ( ) fall are eaten by wild boars.
Can you think of anyone ( ) could look after him?
This is the best hotel ( )I know.
He showed a machine ( ) parts are too small to be seen.
You can take any room ( ) you like.
Answers to Exercise 1
who 2. whom 3.who 4. whom 5. whom 6. whom 7. whom 8.whom 9.whose 11. that 12. that 13. that 14. whose 15. that
Step III Using structures
This is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students.
T: Just now we had a translation exercise and filled some blanks. That’s the basic exercise for the Attributive Clause. Now I’ll give you 5 minutes to read A SAFE HOME , and finish the sentences below the article.
Five minutes later, the teacher check the answers.
Step IV Homework
The fourth Period Reading
Step I. Revision
Show the exercise on the screen.
Fill in the blank with a correct word.
He made another wonderful discovery, _____ was more than we could expect.
A. which I think is B. which I think it is C. which I think it D. I think which is
____ I drove to Zhuhai for the air show last week.
____ Is that the reason _____ you had a few days off?
A. why B. who C. what D. where
In the dark street, there wasn’t a single person _____ she could turn for help.
A. that B. who C. from whom D. to whom
All of the flowers now raised here have developed from those _____ in the forest.
once they grew B. they grew once C. that once grew D. once grew
I don’t like _____ you speak to her.
the way B. the way in that C. the way which D. the way of which
The weather turned out to be very good, _____ was more than we expected.
what B. which C. that D. it
He paid the boy $10 for washing ten windows; most of _____ hadn’t been cleaned for ten years.
these B. those C. that D. which
Answers to the exercise
A 2. A 3. D. 4.C 5. A 6. B 7.D
Step II. Pre-reading
T: At the first period, we learned the earthquake happened in Tangshan. In that article the writer mainly described what happened during the quake. And the descriptions are objective. Now, we will read a story written by America’s most popular writer, Jack London. In the article he expressed his own feeling about the San Francisco quake. His account of the disaster is both factual and literary. You may feel it when you are reading the article. At first I’d like to show you some background of this article. Please look at the screen and read the passage.
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. His account of the disaster is both factual and literary, that is he tried to write not only for readers of that time but readers yet to come. 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.
Step III. Reading
T: Now that we have known the background of the article, and something about the writer. Let’s read the article carefully, with these questions on the screen. Then you can have a discussion. After that we’ll check them together.
Show the questions on the screen
Who is the man in the picture?
What can we see from the word never in the sentence “Never before in history has a city been so completely destroyed”?
How many negative words are used in the first paragraph, and what can we know from these words?
What’s the feature of the sentences in the first paragraph?
What’s the main idea of the second paragraph?
What can we learn from the first sentence and the last sentence?
Answers:
Maybe he is the writer, Jack London.
From the word never, we can feel that the writer was very sad.
There are six words. They are never, nothing, gone, no, useless and burst.
All the sentences in this paragraph are short ones.
Out at sea it was calm.
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 IV Homework
The fifth period Summary
Step I Revision
What have you learned in { the listening materials?
{the reading materials?
{ the writing?
Step II Summing up
T: What did you learn in the listening materials?
S1: We learned some listening steps: before listening, we should know what we’ll listen by reading the exercises first. And while listening, we should try to get the key words and details that appear in the exercises.
S2: We learned the ways to talk about past experiences and also the problem of sequence, which appears in the Listening part on page 30.
T: What did you learn in the reading materials?
S3: We learned some basic knowledge of earthquake and how people have coped with these sudden natural disasters.
S4: We learned the ways to describe an event in a literary way. For example, “ Never before in history has a city been completely destroyed. San Francisco is gone. Nothing is left it .” and so on.
T: What did you learn in the writing?
S5: We learned how to write a speech.
S6: We learned how to write a story in a literary way, and an outline.
Step III. Writing
Give the students 5 minutes to write a poster.
Possible Sample
Poster
Earthquakes are terrible natural disasters. Although we cannot avoid it, we can survive by making preparations. Here are the essential things you should always take during an earthquake.
You should take a bottle of water. It can keep you alive for a long time, if you are trapped under the ruins. Take some fruit, in case you are hungry.
And also take a torch light and a mobile. These can help you keep in touch with the outside world, and it is easy for rescue workers to find you quickly.
Don’t put fresh fruit in the bag as they will go bad quickly and cause problems. Don’t take money, especially don’t go back to take money when the house is shaking. You may be caught in the ruins.
Step IV Project
This project begins by asking students to review what they have learned about earthquakes and how people have coped with these sudden natural disasters. It then asks them to apply that knowledge by making a checklist of things that should be done before, during and after a quake hits. The functional item of the unit is reviewed as students are discussing and deciding the order of their checklists. It is not necessary or likely that students will number their checklists the same. What matters is whether the sequence is logical or not. Finally, the students must choose one action from the checklist to discuss in more detail.
Answers to the PROJECT
How to plan for future disaster;
How to make new buildings after;
How to teach children about earthquake safety;
How to rescue those who still trapped in the ruins;
How to take care of the survivors
How to recognize shelters for survivors;
Where to put information for survivors and their families;
What to do with the ruins;
What to do with the buildings that survived the quake;
How to repair buildings that survived the quake;
Where to get money to build again;
Where to find people to help rebuild;
How to honor those killed in the quake;
How to honor the rescue workers.
Step V. Homework
Unit 4 Earthquake
一．教学内容分析
本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，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，学生可通过套乱，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。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking；Listening和Writing。Reading，Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Summing up部分帮助学生整理、巩固本单元所学到的知识，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。Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.
二．教学目标和要求
根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。
1.知识目标（Knowledge）
① 词汇（Vocabulary）：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,
disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.
② 短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.
③ 语法(Grammar)：定语从句（The Attributive Clause）.能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导；能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。
2．能力目标（Ability）
能运用所学语言知识描述地震前兆、危害及震后援救；根据已知信息推测将要听取的材料的内容；提高阅读技能和用英语进行思维、推理、判断的能力； 掌握演讲稿的格式及新闻报道的写作步骤和要点。
3. 情感目标Affect
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；在教学活动中培养学生的合作精神和互助精神。
三．教学重点和难点
1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare
2语法：The Attributive Clause
3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;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素材，培养信息社会收集查找资料的能力。
四．课时安排
本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。
Part 1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对San Francisco地震的学习，从而进入听力部分。
Part 2：Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，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。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。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。
Part 3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。
Part 4：Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。
五．教学步骤
Warming-up & Listening
Teaching goals:
Get a general idea of earthquakes and some other natural disasters;
Train students’ listening ability and try to improve their pronunciation;
Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.
Teaching important points:
Train the students’ listening ability and improve pronunciation.
Teaching aids:
A tape recorder; the blackboard; CIA课件
Teaching procedures:
Step1. Lead-in
----video of different natural disasters
T: Our hometown is a place full of a kind of disasters. What is it?
Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.
Q. what damage will they bring about?
---- everything in ruins/ death/ losses…
Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)
Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?
Q: How to avoid being hurt?? ----through games
Q: Have you heard of any land earthquakes?
----Two pictures in warming-up:
Tangshan Earthquake and San Francisco Earthquake.
Q: What do you know about these two earthquakes?
Step3: Listening
Pre-listening
----brief introduction of San Francisco Earthquake
Q: When did the quake happen?
---- 1906
Q: what damage did bring about?
---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…
While-Listening
----according to the exercises in the text book
3. Post-listening
----How can we reduce the damage of earthquake? What can we do?
Step4: Homework
---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit
Reading
Teaching goals:
Target language 目标语言
Learn and master the new words and expressions in this period.
Ability goals 能力目标
Train the students’ reading and speaking ability. Train the students’ ability to use the Internet to search for some useful information. Train the students’ ability to cooperate with others.
Teaching important points:
Train the students’ reading ability—skimming and scanning.
Teaching difficult points:
Describe the disasters.
Teaching aids:
CIA课件
Teaching procedures:
Step1. Lead-in
T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.
T: At the very beginning, I want to know how much you know about an quake.
Q1: What would you take with you if a quake happened?
Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?
Q3: What kind of damage can an earthquake cause?
S: buildings are destroyed; people are killed; families are broken…
T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)
T: (The last picture is monument of Tangshan quake.) Do you know what this is?
Step2. Pre-Reading
T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?
T: Let’s read a news report about the famous quake.
Step3. While-reading
I. Skimming & scaring
Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.
II. While reading, divide the whole passage into 3 parts and find out the main idea of each part.
Para.1 before the quake
Para.2-3 during the quake
Para.4 after the quake
II. Careful-reading
Read the passage again and try to get more detailed information.
T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)
T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)
T: here are some more work for you. You can work in groups.
T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.
Step 4 Post-reading (discussing)
T: After read the news report, and see so many pictures, what impresses you most? Why?
Or what do you learn from such a disaster?
(Self-rescue, environment protection, rebuilt, love and help)
I: self-rescue (a video game)
T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)
Let’s do little game to see how much you know about self-rescue.
II. What did they suffer and feel?
T: Can you understand what they suffer and what they feel after such a disaster?
T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?
III. Rebuilding
T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.
IV: environment protection
T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.
Look at these pictures. What can we students do to save the earth?
T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.
Step 5 Homework
Find more news reports about earthquake.
Write a piece of news about Tangshan. You can use the information in the passage.
News Writing
Teaching aims:
Get students to learn how to write news;
Train students the ability to cooperate with each other and to search for information;
Learn more about Tangshan earthquake and honor the people of Tangshan.
Teaching difficulties:
How to make students learn writing in a more practical and effective way;
How to help students understand the tips for writing.
Teaching procedure:
Step 1: Lead-in
----The 30th anniversary of Tangshan earthquake (news)
T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake?
Step 2: Presentation of students’ news writing (homework of last class)
----point out the mistakes in news writing according to three aspects
T: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.
----Three aspects: headline; content and language
T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing?
Step 3: Tips for writing
Preparation ---- an outline
Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.
Outline: A headline; a list of main ideas; A list of important details
Headline
⑴ Appreciation of headlines
New business regulations;
New tax on housing sales A Night the Earth didn’t Sleep;
Cyclists Ready to Go on the Road for Blind Kids;
China Marks 30th Anniversary of Tangshan Earthquake;
Does Beijing snack change its flavor?
Memories of quake die hard for Tangshan survivors;
Chao Chien-ming released.
⑵ characteristics of headlines
Q: what’s the characteristic of headlines?
⑶ practice ---- write headlines for the following news according to the picture and information given
Flood relief efforts----The death toll on the Chinese mainland from Typhoon Kaemi has risen to 32, with at least 65 still missing. Local governments are sparing no efforts to carry out relief work.
PLA celebrates 79th birthday----The Chinese People's Liberation Army is 79 years old, and the Defense Ministry has held a reception to celebrate.
Quake hits Indonesian island----A moderate earthquake has struck near Indonesia's Nias island off northern Sumatra. The quake, with a magnitude of 5.6 struck just before 8.30 am, and was centered under the Indian Ocean, about 55 kilometers northwest of the main town on the island, Gunung Sitoli.
Railway's impact on Tibetans----The Railway brings the remote Qinghai-Tibet plateau closer to the rest of the world. With people able to move in and out of the region more easily and the economic benefits the railway brings, the lives of Tibetans will never be the same again.
3. Content
---- How to organize your content of news
⑴ Tips----Be clear of the content you want to mention; List your ideas; Write the most important thing in the beginning and the less ones in the following
⑵ Practice----write the beginning of news according to the information and picture given
4. Language
Tips----clear; objective; brief; accurate; written English…
Step 4: Appreciation of news
Radio----VOA news: “Aid for tsunami victims”
News report----“Tangshan Quake 30th Anniversary”
Step 5: Improvement of students’ writing
----Improve your news writing about Tangshan earthquake
Using Language
----Reading, writing and speaking
Teaching Aims:
Enable the students to make a speech
Let the students enjoy some famous speeches
Teaching Important and Difficult Points:
Review something about disasters
How to make a speech
Teaching Methods:
Individual work
group work
Teaching Aids: Computer, blackboard
Teaching Procedures:
Step 1 Lead-in
(Teacher shows a series of pictures of some disasters on the screen, let the students talk about their feelings or anything they feel about the pictures.)
(The pictures are: fire, hurricane, typhoon, tsunami, earthquake…)
T: In this unit, we learn a lot about disasters. We know disaster is not a good thing to us. We often feel sad or sorry if a disaster happens.
T: Right now, you have just seen some of the disasters. Do you feel worried about these refugees?
Ss: Yes.
Step 2 Discussion
T: Yes, everybody will feel sorry for them. But who is the most worried people when a disaster happens?
Ss: families and friends / government and president / ……..
T: Suppose, there is an earthquake happen somewhere in China, and you have a friend happens to be there. You are very worried. What will you do when you hear that an earthquake happens there? (Let the students discuss with their partner)
Ss: I will feel very worried. I will make sure my friend is Ok as soon as possible. I will make a call to see if he is Ok.
T: Again, suppose you are a president of a country, and an earthquake happens in your country. What will you do?
Ss: It is my duty to comfort the refugees and the society. So first I will make a live speech to the whole country, telling my people that I know it and I will try my best to organize the rescue work and the rebuilding work after the earthquake.
T: Yes, you are very clever. In fact, a real president will do just as you said ----- to make a speech. Now just let’s listen to a real speech made by President Bush after a big earthquake hit India on the first day of New Year.
(Play the tape record for the students)
Step 3 Speech
T: Right now we’ve just listened to a speech made by President Bush. Do you know something about how to make a speech? Can you tell me when should we make a speech?
Ss: a speech competition / election / the beginning of a new year / the opening of some activity / anniversary…..
T: Yes, people need to make speeches at those times. Then do you know how to make a speech? What should we contain when we make a speech?
Ss: Introduction: Give a strong first impression & preview your speech
Body: Explain your ideas and support them
Conclusion: Review your speech and leave a lasting final impression.
Step 4 Text
T: It seems that you know a lot about making a speech. I remember we say that we may need to make a speech when it is some important anniversary.
T: You know 2006 is the 30th anniversary of Tang Shan Earthquake. Here is an invitation, inviting you to make a speech about it. You can look at the letter on your text book.
T: You can include these points in your speech;
thank Mr Zhang Sha and the city government for inviting you to speak
thank the visitors, especially the survivors
thank those who worked hard to save survivors
list some of the things the workers did to help the survivors
thank those who worked hard to build the city
describe your feeling about the city, which is known as the “Brave City of China”.
encourage the people to be always proud of their city.
thank the visitors for listening to your speech.
T: So try to give a speech, using these points. Now I will give you 5miniutes to finish the speech.
(after 5 minutes)
Step 5 Speech contest
T: Times up. Have you finished your speech? Ok, I think it is time for us to hold a speech contest. We have 4 groups in our class. Each group, please choose one contestant to represent your group and join the class speech contest. …, …and … will be the judges.
(Ask each group to give a speech and the chosen judges will choose the winner.)
T: Congratulations to the winner!
Step 6 Conclusion
T: In this lesson we learned a lot about speech and we also made a speech by ourselves. So do you know how to make a speech now?
T: At the end of the class, let’s enjoy a very famous speech in human history.
(Abraham Lincoln Gettysburg Address)
六．评估与反馈
----according to the “Summing Up” in Unit 4
必修1 unit 4 Eatthquakes单元测试题
命题：康亢 俞灶新 赵青 胡迪 马玉祥 石磊 冯正来
姓名 班 级
得分 自我评价
第一部分 听力（共两节，满分３０分）
(略)
第二部分 英语知识运用（共两节，满分４５分）
第一节 语法和词汇知识(共15小题；每小题1分，满分15分)21. — Shall we go to the art exhibition ?
— It’s up to you.
A. right away B. so far
C. ever since D. or else
22. This is the factory ______ I visited last week.
A. what B. which C. where D. it
23. In the ______ house the firefighters saved a lot of______ people, but they couldn’t be sent to the hospital because of the blocked road.
A. damaged; ruined B. destroyed; damaged
C. damaged; injured D. destroyed; ruined
24. His English teacher is a young girl, ____ left college only last year.
A. who B. that C. which D. as
25. His strength after running such a long distance.
A. gave away B. gave out
C. gave up D. gave off
26. — Do you like him?
— No. He is a person who always judges ______ appearances.
A. with B. for C. by D. from
27. This film isn’t suitable for children. It’s too ______.
A. frightened B. fright
C. frighten D. frightening
28. — Excuse me, where is the post office?
— ______ of the road.
A. At the end B. In the end
C. On the end D. To the end
29. They talked about the persons and things ______ they remembered at school.
A. which B. who C. that D. whom
30. Hearing the sad news, he his head in his hands and began to cry.
A. placed B. hid C. laid D. buried
31. Everyone likes to live in a house ______ windows face the south.
A. whose B. which C. its D. and which
32. It is reported that the floods have left about _______ people homeless.
A. two millions B. two-millions
C. two million D. two millions of
33. A great ______ of foreign guests come to our school for a visit every year.
A. deal B. number C. many D. amount
34. The helicopter (直升飞机) arrived at the scene of the accident quickly to ______ the survivors.
A. keep B. protect C. shake D. rescue
35. The farmers in that area are in a terrible ______ because of the water shortage.
A. direction B. point
C. disaster D. attitude
第二节 完形填空 (共20小题; 每小题1.5分, 满分30分) It was Tom’s first visit to England, and he was looking forward to his first journey on London’s Underground Railway. And against his friends’ 36 , he was determined to travel 37 .
He entered the station shortly after five o’clock in the afternoon. This is a 38 time to travel in London, 39 crowds of people go home from work at this hour. He 40 to join a long line of people waiting for tickets. When at last his 41 came, he had some difficulty in making himself understood by the ticket seller. 42 , he got the right ticket in the end and by asking people the 43 , he also found the right platform. It was 44 with people. He did not 45 to get on the first train, but he was able to move nearer to the platform so as to be in a better 46 to get on the next one. When this train came in, Tom was 47 forward onto the train by the 48 of people from behind. The doors closed and the train moved off. He was unable to see the 49 of the stations where the train 50 , but he knew that the station he wanted was the sixth 51 along the line. When the train reached the sixth station, Tom got off, feeling 52 that his journey had been so easy. But he suddenly realized that he had come to a station he had never
53 . He explained his 54 to a man who was standing on the platform. With a 55 on his face, he told Tom that he had caught a train going in the opposite direction.
36. A. thought B. advice C. relation D. favor
37. A. alone B. abroad C. along D. away
38. A. short B. certain C. possible D. bad
39. A. for B. and C. so D. but
40. A. planned B. had C. happened D. hoped
41. A. luck B. time C. chance D. turn
42. A. Thus B. Instead C. Therefore D. However
43. A. question B. way C. place D. condition
44. A. packed B. caught C. covered D. seized
45. A. manage B. try C. agree D. expect
46. A. situation B. state C. position D. seat
47. A. fought B. swept C. drawn D. brought
48. A. speed B. support C. strike D. push
49. A. signs B. points C. names D. numbers
50. A. left B. stopped C. started D. moved
51. A. part B. pause C. stop D. arrived
52. A. glad B. sick C. sorry D. tired
53. A. heard of B. talked about C. thought of D. arrived at
54. A. result B. mistake C. difficulty D. ticket
55. A. joke B. smile C. surprise D. pity
第三部分 阅读理解（共２０小题；每小题２分，满分４０分）
Ａ
Ann was on her first package trip in Rosas, Spain.
At the hotel, she checked in, and then went to her room to change before dinner. She was just ready to go downstairs when she found that her Spanish money wasn’t in her handbag. She carefully looked in all her luggage, but she couldn’t find it. All she had was a small purse with ten English pound notes in it!
Ann found a place to change her English money. She had very few pesetas (西班牙货币单位), and she would be here for two weeks. On her way back to the hotel, Ann bought some cheese, some bread and some oranges. When she got back, she told the manager that her doctor had told her not to eat Spanish food; she’d just have breakfast each day, as she knew the price of hotels included breakfast.
For the rest of her holiday, Ann swam in the hotel swimming pool, or lay on the beach and got a sunbath. When the other tourists went to interesting places, she always said she wasn’t well. In fact, her holiday wasn’t bad, except that she was always hungry. After all, a piece of fruit for lunch, and bread and cheese for supper isn’t very much ...
Late in the afternoon of their last day, a girl, Jane, asked her why she never ate with them in the hotel restaurant. Ann told her about her money problems. Jane looked at her for a minute, and then said, “But didn’t you know? The price of this holiday includes everything!”
56. “A package trip” probably means ________.
A. a free trip
B. a long journey
C. a pleasant trip
D. a trip that includes the cost of all the tickets and services
57. Ann didn’t eat dinners in the restaurant of the hotel because __________.
A. she was afraid that she couldn’t pay for them with her little money
B. her doctor told her not to eat them
C. she wasn’t well
D. she wasn’t hungry
58. Why did Ann buy some cheese, some bread and some oranges?
A. Because they were good for her health.
B. Because she planned to eat them instead of lunch and supper.
C. Because she liked them more than dinners in the hotel restaurant.
D. Because she is afraid that she couldn’t eat enough in the hotel restaurant.
59. How do you think Jane would feel after she heard Ann’s answer?
A. Angry. B. Happy. C. Surprised. D. Excited.
Ｂ
Death Valley is one of the most famous deserts in the United States, covering a wide area with its sand. Almost 20 percent of this area is well below sea level, and Badwater, a salt water pool, is about 280 feet below sea level and the lowest point in the United States.
Long ago the Indians called this place “Tomesha”— the land of fire. Death Valley’s present name dates back to 1849, when a group of miners coming from Nevada became lost in its unpleasantness and hugeness and their adventure turned out to be a sad story. Today Death Valley has been called a National Monument (遗迹) and is crossed by several well-marked roads where good services can be found easily. Luckily the change created by human settlement has scarcely (几乎没有) ruined the special beauty of this place.
Here nature created a lot of surprising sights, almost like the sights on the moon, ever-changing as the frequent (频繁的) wind moves the sand about, showing the most unusual colors. One of the most astonishing and changeable parts of Death Valley is the Devil’ s Golf Course, where it seems hard for one to tell reality from terrible dreams. Sand sculptures (沙雕) stand on a frightening ground as evening shadows move and lengthen.
60. According to the first paragraph, ______ is the lowest place in the United States.
A. Tomesha B. Death Valley
C. Nevada D. Badwater
61. It can be inferred from the passage that _______.
A. no one had ever known the desert before the miners
B. it’s still not easy to travel across the desert
C. people can now find gas-stations, cafes and hotels in the desert
D. people have greatly changed the natural sight of the desert
62. Devil Golf Course is famous for _______.
A. the frequent wind B. the colors of the sand
C. dream-like sights D. the sand sculptures
63. From the passage we can see that the writer _______ the Death Valley.
A. appreciates B. is fearful of
C. dislikes D. is tired of
Ｃ
How much paper do you use every year? Perhaps you can’t answer that question quickly. In 1900 the world’s use of paper was about one kilogram for each person in a year. Now some countries use as much as 100 kilograms of paper for each person in a year. The amount of paper a country uses shows how far advanced the country is, some people say. It is difficult to say whether this is true: different people mean different things by the word “advanced”. But countries like the United States, England and Sweden certainly use more paper than other countries.
Paper, like many other things that we use today, was first made in China. In Egypt and the West, paper was not very commonly used before the year 1400.
The Chinese first made paper about 2,000 years ago. China still has pieces of paper which were made as long ago as that. But Chinese paper was not made from the wood of trees. It was made from the hairlike parts of certain plants.
Paper was not made in southern Europe until about the year 1100. Scandinavia — which now makes a great deal of the world’s paper — did not begin to make it until 1500. It was a German named Schaeffer who found out that trees could be made into the best paper. After that, the forest countries of Canada, Sweden, Norway, Finland, and the United States became the most important in paper making. Today in Finland, which makes the best paper in the world, the paper industry is the biggest in the land.
64. The underlined word “advanced” in the first paragraph probably means ________.
A. big B. small C. developed D. beautiful
65. Paper was first made in ________.
A. China B. Egypt
C. the West D. southern Europe
66. The man who first made paper from trees was a (an) ___.
A. Chinese B. Egyptian
C. Canadian D. German
67. Which country makes the best paper in the world today?
A. Canada. B. Finland.
C. Sweden. D. Norway.
Ｄ
“After four days in hospital, a 35-year-old woman died of bird flu in the western part of Indonesia on Tuesday, raising the country’s deaths to 57, and the source of infection (传染) was still unknown,” a senior health ministry official said.
The H5N1 virus has killed at least 153 people worldwide since it began hitting Asian poultry (家禽) in late 2003, according to the World Health Organization, with over a third of the human deaths in Indonesia.
Most of those killed have been infected by house-kept poultry, but WHO fears the virus could turn into a form that easily spreads among humans, causing a nationwide disease with the possibility to kill millions.
Indonesia, the world’s fourth most populous (人口稠密的) country and home to millions of backyard chickens, is looked upon as a possible hot place for that to happen.
The government came under fire for moving slowly to get rid of the virus when it first appeared in chickens and ducks, but has worked hard in recent months to make the public know about the dangers of bird flu.
It has also increased vaccinations (接种疫苗) and killing of birds in infected areas. But no one knows whether the action will work. After all, bird flu has been there for more than two years and killed so many people.
68. This passage probably appears on the ________ page of a newspaper.
A. sports B. entertainment
C. health and life D. travel
69. The underlined part “came under fire” in Paragraph 5 probably means _________.
A. caught fire B. became angry
C. got criticized (批评) D. was warm
70. Since late 2003, the H5N1 virus has killed more than 50 people ________.
A. in Indonesia B. in Asia
C. all over the world D. in Europe
71. Which of the following statements is TRUE according to the passage?
A. Millions of people in Indonesia will be killed by the H5N1 virus.
B. Indonesia is a hot place for bird flu to happen because it has a big population of humans and chickens.
C. The government of Indonesia didn’t do anything against bird flu.
D. The source of inflection that killed the 35-year-old woman was a bird.
Ｅ
A person who is deaf when he is born is usually dumb (哑的) as well. There may be nothing wrong with his mouth and tongue, but he cannot speak. This is because he cannot hear people, so he has nothing to imitate (模仿). He may try to make sounds himself, but cannot hear his own voice. However, even though he finds it difficult to speak and cannot hear, he can learn to read. Nowadays such persons can also be taught to speak because we have modern methods and equipment, but we did not have these when Helen Keller was born.
Even with modern methods and equipment, however, it is not easy for deaf children to learn to speak, though most of them succeed. When a child is deaf and blind as well, it becomes much more difficult, though it is possible. Helen Keller was born in 1880. She became very ill at the age of nineteen months. Medical knowledge was not as great then as it is now. She did not die but lost her sight and hearing. As a result, she became dumb as well. Her parents did their best to teach her, but she couldn’t speak by the age of six.
Then, in 1887, a teacher, Miss Sullivan, came to live with her. Miss Sullivan herself had been blind. She had been partly cured. Though she could not see very well, she was not blind. Helen was a difficult pupil at first, but in a month Helen had learned how to understand signs and how to make them herself. At last in spite of her great difficulties, Helen learned to read, write and speak, even though she was deaf and blind. She even went to college and had full education. She wrote many books, and though other people have written books about her, her own books are the ones that best explain how it feels to be deaf, dumb and blind. Her best book is Ｔｈｅ Ｓｔｏｒｙ ｏｆ Ｍｙ Ｌｉｆｅ. Perhaps you have read it. Though it was written in 1902, it is still a very interesting book. Even if you have not read it, you may have heard of Helen Keller.
72. A person who is deaf at birth is also dumb because ___.
A. there’s something wrong with his mouth and tongue
B. he cannot hear other people and he has nothing to imitate
C. he doesn’t like to speak
D. he cannot hear his own voice
73. Deaf and dumb children can be taught to speak nowadays because ________.
A. we have modern methods and equipment
B. these children are eager to learn to speak
C. they can hear something
D. they have grown up
74. When Helen was nineteen months old, _______.
A. she died of illness
B. she was healthy
C. she was very ill
D. she began to learn to speak
75. How long did it take Keller to understand signs?
A. A few days. B. Several years.
C. A moment. D. A month.
第四部分 写作（共两节，满分３５分）
第一节 短文改错（共10小题；每小题1分，满分10分）
I often dream of a teacher. I dream of standing on the 76. ______
platform in the classroom and give lessons to lovely boys
77. ______
and girls. I teach them, play with them, but watch them
78. ______
growing up. I am always young when I was staying
79. ______
with them. I know there is not easy to be a teacher. You
80. ______
have to learn in order to teach. With enough knowledge,
81. ______
you can never learn well. What is more, you have to
82. ______
be friends with your pupils and take good care of him.
83. ______
Only in this way can you be a good teacher and win
84. ______
respect from them. Though I am a student now,
I will work as very hard to make my dream come true. 85. ______
第二节 书面表达（满分25分）
请根据以下信息写一篇英语短文，简单描述一下1923年发生在日本的地震。
1. 地震于1923年发生在日本横滨市(Yokohama)；
2. 当时人们正在睡觉，并不知道地震发生；
3. 大量的房屋、建筑物倒塌，水电供应中断；
4. 有140,000多人丧生，还有很多受伤者和无家可归者；
5. 是历史上最严重的地震之一。
要求：
1. 短文必须包括要点中的所有内容；
2. 可以适当增加细节，以使内容连贯；
3. 词数：100左右。
必修1 Unit 4 Earthquakes 单元测试题参考答案及重点解析
21-25 ABCAB 26-30 CDACD 31-35 ACBDC
36-40 BADAB 41-45 DDBAA 46-50 CBDCB
51-55 CAACB 56-60 DABCD 61-65 CCACA
66-70 DBCCA 71-75 BBACD
76-85(One possible version)
76. a前加being 77. give → giving 78. but → and 79. was → am 80. there → it 81. With → Without 82. learn → teach 83. him → them 84.√85. 去掉as
书面表达(One possible version)
In 1923, a big earthquake hit the city of Yokohama, a city in Japan. It happened at night when most people were sleeping. When the earthquake happened, it seemed that the world was at an end. Houses and tall buildings fell down. Water and electricity were cut off. There were fires and smoke everywhere. In a few seconds the whole city was almost destroyed and lay in ruins. The number of people who were killed reached more than 140,000. Besides, a large number of people were injured and lost their homes. It was one of the biggest earthquakes in history.
重点解析
２２． Ｂ。分析句子结构可知，空格之后为定语从句，修饰先行词the factory，关系代词在从句中作visited的宾语，故只有which正确。２５． Ｂ。give away赠予，泄露；give off放出 (液体、气体、雾、烟等)；give out发出(声、光、电、热、信号等），发表，用完，筋疲力尽；give up放弃。本句句意为“跑了这么长的距离之后他的力气用尽了”。根据句意，give out为正确答案。５７． Ａ。细节理解题。由最后一段“... Jane asked her why she never ate with them in the hotel restaurant. Ann told her about her money problems.”中的“money problems”可知，Ann钱不多了。５８． Ｂ。推理判断题。从第四段最后一句“After all, a piece of fruit for lunch, and bread and cheese for supper isn’t very much ...”可以看出，Ann买那些东西是当作午饭和晚饭吃的。６１． Ｃ。推断题。根据第二段“... well-marked roads where good services can be found easily.”可以判断 C 为最佳答案。６５． Ａ。细节理解题。由第二段首句“Paper, like many other things that we use today, was first made in China.”可知，最早的纸是在中国造出来的。６９． Ｃ。推断题。从第五段“... for moving slowly to get rid of the virus when it first appeared in chickens and ducks ...”可以推断，病毒首次在鸡鸭中出现时政府在消灭病毒方面行动迟缓，所以遭到批评。７２． Ｂ。细节理解题。由第一段第三句“This is because he cannot hear people, so he has nothing to imitate.”可知，B为正确答案。
I. 介、副词填空
1. They are planning to tear _______ these old houses ________new buildings.
2. He' s new in the office but he' 11 soon shake ________.
3. I'll get in touch _________them right__________.
4. Leaders hope that serious differences on the issue among their fellows are now ________an end.
5. The houses across the street are ________ ruins.
6. Some people died ________ falling furniture and bricks in the earthquake.
7. You should tie the horse _________ the pole.
8. My home is far ________the train station.
9. I' ll remember what happened ________ that terrible night forever.
10. _______ the future, people can travel from Bei jing _______ Shanghai _______a few hours.
II．用所给的词的适当形式填空
11. The river rose ten _____________by then. (foot)
12. Look! Some people are_________ up and down the street. (run)
13. The earthquake was caused by the ______ of plates. (move)
14. People try to predicate the _________disaster. (nature)
15. Human ________have the power to stop earthquake. (be)
16. The whole city was _________destroyed in the earthquake. (complete)
17. I'm sorry to keep you ________ so long, (wait)
18. They carried the children to_________ . (safe)
19. The pipes for _______ water under the street burst. (carry)
20. _________ as it may seem, it was a quiet night. (amaze)
III. 翻译短语
21. right away_________
22 at an end _________
23. dig out _________
24. give out _________
25. thousands of _________
26. 破旧的窗户 _________
27. 使……成废墟 _________
28. 最重要的方式方法 _________
29. 在黑暗的天空 _________
30. 疯狂的事情 _________
参考答案
down, for
down
with, away
at
in
from
to
from
on
In
feet
running
movement
natural
beings
completely
waiting
safely
carrying
Amazing
立刻
结束
发现
分发
成千上万
old broken windows
make ruin of
the most important way
in the dark sky
crazy things
Unit 4听力材料及参考答案
参考答案:
1-5 ABCBC 6-10 ABBCC 11-15 BCABC
16-20 ACCAB 21-25 CACBD 26-30 BCBDA
31-35 CDCDD 36-40 BDACD 41-45 BADAB
46-50 DCABD 51-55 CABAD
56-60 DAACD 61-65 DBCBC 66-70 BADDC
71. have→had 72. 去掉them 73. late→later
74. √ 75. policeman前加a 76.minute→minutes
77. How→What 78. surprising→surprised
79. you 前加do 80. speak→say
作文参考答案
Dear Bob,
It’s very kind of you to write to me and let me know about your beautiful city. Now I’d like to tell you something about my hometown Hui Zhou.
The city stands on the bank of the Xi Zhi River. It is a beautiful place for people to live in. Its economy has been developing rapidly in the past ten years. New factories, houses and roads have been built. More schools and hospitals are available for its people. However, there are still some problems, such as water and air pollution and heavy traffic in rush hours. In my opinion, Hui Zhou should develop its economy scientifically. I would also think that the growth of its population should be brought under control so that we’ll have a better hometown in future.
Yours,
Xiao Hua
听力材料:
（Text 1）
W： How do you get here？
M： I come here by bus. There’s something wrong with my car.
（Text 2）
M： Helen isn’t here yet. Did you forget to invite her？
W： She was going to come， but then changed her mind.
（Text 3）
M： Do you have a temperature？
W： I don’t know. I haven’t taken it. Can you take my temperature now，sir？
（Text 4）
M： May I help you？
W： The collar on this jacket is too small. Can you make it larger？
M： Let me look at it. I can do it for twenty dollars.
（Text 5）
W： Will you go to the cinema this Saturday， Bob？
M： I’m afraid I can’t. I’ll have my music lessons then.
W： I didn’t mean in the morning or afternoon. I meant in the evening.
M： Oh， that’s quite a different thing.
（Text 6）
M： When shall I go on holiday？
W： When do you want to go？ You can go in spring, summer, autumn or winter.
M： Winter？
W： Yes. You can go to Switzerland or Austria or...
South America in December or January.
M： No, I’d like to go away in spring, in May, to Italy.
W： How long will you be away？
M： For three weeks.
W： Look！ Here’s a good holiday in Italy. From the 10th of May to the lst of June.
M： All right. I’d like to go on that trip.
（Text7）
W： I hope we’ll have a good flight.
M： So do I. I don’t like flying.
W： Are you going on holiday？
M： No， I am traveling on business. I’m a salesman working for a computer company.
W： How interesting！
M： And you？
W： I am a physicist. I am going to give some lectures.
M： Really？ In English？
W： Yes，of course. Scientists all over the world speak English.
M： Would you like to have a drink？
W： No，thank you.
（Text 8）
M： Paulanar Restaurant. Head waiter. Good morning.
W： I’d like to book a table for two.
M： And is that for today， madam？
W： Of course.
M： At what time， madam？
W： Oh，about three o’clock,I suppose.
M： I’m afraid we only serve lunch till 3 pm， madam.
W： Oh， well， two o’clock then， and it must be by a window.
M： Very good， and what name， please？
W： White Mrs. Linda White.
M： Very good， Mrs. White. A table for two at 2 pm. Today.
（Text 9）
M： Hello， Carol. What seems to be the trouble？
W： So kind of you to come to see me. I don’t know what’s wrong. Three days ago， while planting roses in the garden，it rained and I got completely wet，and I’ve had a cough since that night. Now I ache all over.
M： Well，let me take a look at you. Are you still coughing very much？
W： Yes, and my stomach has been upset. In addition，I always feel sick.
M： Hmmm. You’re running a high fever， I’m afraid.
W： Oh， no wonder I’ve got a hot face.
M： Well， Carol， I think you’ve got the flu. These days there has been a lot of flu going around. I want you to stay in bed for at least two days，drink plenty of water， and take the medicine three times a day. I’ll look in on you tomorrow morning.
W： Very good. Thank you so much.
（Text 10）
How does television affect our lives？ It can be helpful to those who carefully choose the programs that they watch and harmful to those who watch it too much.
In China， many people worry that children and young people are watching too much television. A survey of 300 youngsters in Shanghai last year showed that， on average，they spent half of their free time，that is two and a half hours watching television. And two-thirds of an hour reading stories. Another survey of school-age children in Wuhan found that half of them said they read very little.
During the Barcelona Olympic Games， tens of millions of Chinese viewers stayed up late to watch the opening ceremonies and other programs. And television is quickly taking the place of printed material as the major source of news for most Chinese. A recent survey in Beijing found that 63% of those surveyed got their news from television through CCTV and TV stations.
