模块（1）Unit 4重难点解析
1. But the one million people of the city, who thought little of these events, went to bed as usual that night. 但是，唐山市的一百万居民几乎都没有把这些情况当回事，那天晚上照常上床睡觉。(Reading)
think little / poorly of意为“不重视； 认为……没什么”。其反义词是think well / highly of 意为“高度重视 / 评价”。句中who thought little of these events 引导非限制性定语从句。如：
His colleagues thought highly of him though he himself didn’t think he had done anything special.
He thinks nothing much of walking four miles to work and back every day.
2. Sand now filled the wells instead of water. 井里满是沙子而不是水。(Reading)
instead of 意为“代替；而不是”，相当于rather than，连接两个并列成分，后跟名词、动词的-ing形式、介词短语等。如：
You should go out to play instead of working indoors all day.
He insisted on finishing his homework at school instead of at home.
区别： instead adv. 意为“相反；代替”，常用于句首或句末且用逗号隔开。如：
We’ll have tea in the garden instead of the house. = We’ll not have tea in the house. Instead, we’ll have tea in the garden.
3. All hope was not lost. 不是所有的希望都破灭了。(Reading)
all... not = not all表示“并不是所有的”，当不定代词all, both, every, everyone, everything等与否定词连用时，表示部分否定。如：
Not all the birds can fly.
I agree with most of what you said, but I don’t agree with everything.
The rich men are not always happy.
若表示“两者或两者以上都不”，则用neither或none。如：
Neither of his parents have been abroad.
None of these reports is very helpful.
4. Your speech was heard by a group of five judges, all of whom agreed that it was the best one this year. 评委会的5位评委听了你的演讲，他们都认为你的那一篇是今年演讲稿中最好的一篇。（Using Language）
1) judge
① vt. 意为“判断；评判”, 也可用作n.，意为“法官；鉴赏家”。如：
Don’t judge a stranger by appearances.
A man should be judged by his deeds, not his words.
I’m no judge of music, but I know what I like.
② judging from 意为“根据……来判断”。如：
Judging from his accent, he must be from Sichuan Province.
2) all of whom 引导的非限制性定语从句，其结构是“不定代词 + of + which / whom”，先行词是a group of five judges。如：
There are 50 students in our class, most of whom come from the countryside.
They moved the stones to a new place, each of which was marked with numbers.
易混词语精练与点拨
1. common; ordinary; general; usual
1. His __________ supper consists of only bread and milk.
2. This book is intended for the __________ reader, not for the specialist.
3. Colds are __________ in winter, especially among children and old people.
4. Shall we meet at the __________ time tomorrow morning?
【答案】 1. ordinary 2. general 3. common 4. usual
【点拨】 都含“普通的；常见的；一般的”之意。 common强调“常见的；不足为奇的”，词组have a lot in common意为“有很多共同之处”；ordinary强调“平常的；平淡无奇的”；general意为“普遍的；一般的” ，词组in general意为 “大体上；一般而言”；usual 强调“通常的；平常的”，短语as usual 意为“和往常一样”。
2. injure; wound; hurt; harm
1. It wouldn’t do him any __________ to have to work harder.
2. My feelings were __________ when he didn’t invite me to the party.
3. In the battle he was __________ by machine gun fire.
4. There were two people badly __________ in the car accident.
5. My chest __________ when I make a deep breath, doctor.
【答案】 1. harm 2. hurt 3. wounded 4. injured
5. hurts
【点拨】 都含“伤害；受伤”之意。injure vt. 意为“使受伤；损害”，指意外事故中受伤，如骨折之类，也可指平时大小创伤，其名词injury意为“伤口；伤”；wound n. & vi. 指严重的外伤或伤口，多指战争中受刀伤或枪伤；hurt 用作及物动词，意为“伤害”时指身体受到伤害而疼痛，也可用于情感上的伤害，也用作不及物动词，意为“疼痛”；harm n. 侧重指对人和事物的害处，常用于短语do harm to sb.。
3. damage; destroy; ruin
1. There are many ancient temples which have fallen into __________.
2. That town was __________ in a big fire.
3. What they said and did __________ the relations between the two countries．
4. She poured water all over my painting and __________ it.
【答案】 1. ruin 2. destroyed 3. damaged 4. ruined
【点拨】 都含“破坏；毁坏”之意。 damage 作不可数名词时多指“价值、用途降低或外表损坏等, 损坏了还可以修复”，也可作可数名词（常用复数形式），意为“赔偿费”； destroy 指“彻底毁坏以致于不能或很难修复”；ruin 用作动词和名词，泛指一般的“弄坏”, 指把某物损坏到不能再使用的程度，也指“瓦解；衰败”。
4. continue; last; remain；persist
1. The heavy rain is likely to __________ in most southern areas.
2. Will you __________ gardening after dinner?
3. The hot weather __________ until the end of September.
4. If you won’t eat, you will just have to __________hungry.
【答案】 1. persist 2. continue 3. lasted 4. remain
【点拨】 都含“继续；延续”之意。continue vt. ＆ vi. 意为“持续而无终止”， 通常强调“不间断”，后跟sth. / doing sth. / to do不定式； last vi. 意为“持久；延续”；persist vi. 意为“持续存在下去”；remain 用作系动词，意为“继续；依然”，后跟形容词、名词或介词短语等。
关系代词引导的定语从句
关系代词引导的定语从句所修饰的先行词往往是表示人或物的名词或代词，关系代词要在从句中充当主语、表语、宾语、定语等句子成分。常见的关系代词有who, whom, whose, that, which等。
1. who
who在定语从句中担任主语，其先行词必须是表示人的名词或代词。who也可以代替在从句中担任宾语的whom，但是它前面不能有介词。
I have a friend who likes listening to classical music. （who在从句中作主语，代替前面的a friend）
Luckily none of the people who I know were killed in the earthquake. （who在从句中作宾语，代替前面的the people）
2. whom
whom在定语从句中作动词或介词的宾语，其先行词也通常是表示人的名词或代词。在口语中，whom通常被who或that所代替，在一般情况下可省略。
She is a girl whom people like at first sight. （whom在从句中作动词的宾语，代替前面的a girl）
Is that the man with whom you arrived yesterday? （whom在从句中作介
词的宾语，代替前面的the man）
3. which
which所代替的先行词是表示事物或动物的名词或代词，一般不用来指人。
① which在从句中作主语或宾语。
She was not on the train which arrived just now. （which在从句中作主语，代替先行词the train）
The watch (which) you gave me keeps good time. （which在从句中作宾语，代替先行词the watch，可省略）
② which引导的定语从句可表示一个概念。
which的先行词有时不是一个词，而是主句所表示的整个现象，此时，which前一定要使用逗号。
James did really well in his exams, which was a big surprise. （which相当于and that，其先行词是前面整个句子）
He has to have lessons on Sundays, which he doesn’t like at all.
③ which在从句中作定语。
which在定语从句中有时也能作定语。这种用法比较正式，经常出现在书面语中。
The Beijing Olympic Games are being held in three years, by which time I will be 21.
It might snow this weekend, in which case we won’t go hiking in the mountains.
4. whose
whose是所有格，在定语从句中作定语，后面要接名词，其含义是“（先行词）……的”。whose既可以指人也可以指物。
They rushed over to help the man whose car had broken down. （whose是the man的所有格，在从句中作定语）
It happened on a lonely island whose name escapes my memory. （whose是island的所有格，在从句中作定语）
【注意】
当先行词是物时，作定语的whose也可用of which来表示。
The building whose pointed roof you can see is a church.
= The building of which the pointed roof you can see is a church.
5. that
① 在从句中作主语或宾语。
that在限制性定语从句中可用作主语或宾语，既可指人也可指物。指人时，相当于who 或whom；指物时，相当于which。that在定语从句中作宾语时常可省略。
He is the man that was praised at the meeting. （that作主语，指人，代替先行词the man）
This is the best film (that) I have seen for years. （that作宾语，指物，代替先行词the film，可省略）
② 在从句中作表语。
He is not the man that he seems to be.
考点链接模块（1）Unit 4
1. A smelly gas came out of the cracks. 裂缝里冒出臭气。（Reading）
【要点精讲】 come out of在句中意为“从……出来；从……冒出”。
Look! Heavy smoke is coming out of the house.
【帮你归纳】 与come有关的短语：
come to苏醒；总共；谈到；说到
come about 发生
come across偶然发现；偶然遇到
come at向……扑过来；向……袭击
come from来自于
come out出来；发表；出版；结果是……
come up with 赶上；找出（答案）
【考点链接】 The dictionary is being printed and it will soon _______. （2005福建卷）
A. turn out B. come out C. start out D. go out
【思路点拨】 B。本题考查动词词组辨异。turn out 意为“产生……的结果；熄灭(煤气、电灯等)”；come out意为“出版；发表”；start out意为“出发；动身”；go out意为“外出；（火、灯等）熄灭”。
2. The number of people who were killed or injured reached more than 400,000. 死伤人数达到40多万。(Reading)
【要点精讲】 reach可用作动词或名词，意为“到达；达到；伸展”等。
He was too short to reach the ceiling.
The forest reaches as far as the river.
【帮你归纳】 与reach有关的短语：
reach out 伸出；伸展
reach sb. sth. 把某物递给某人
reach for / after 竭力想达到；竭力想得到
beyond / out of / above one’s reach 够不着；为能力所不及
as far as the eye can reach 尽眼力所能及
【考点链接】 Don’t leave matches or cigarettes on the table within _______ of little children. （2004湖北卷）
A. hand B. reach C. space D. distance
【思路点拨】 B。本题考查固定短语的用法。within reach of sb. 或within one’s reach意为“某人够得着地；力所能及地”，是一固定说法。
【考点链接】 I keep medicines on the top shelf, out of the children’s 〓〓〓〓. （2004天津卷）
A. reach B. hand C. hold D. place
【思路点拨】 A。本题考查固定短语的用法。out of one’s reach意为“某人（伸手）够不到之处”； out of hand意为“无法掌握；无法处理”；out of place意为“不在应该之处；不适当地”。
3. People began to wonder how long the disaster would last. 人们开始纳闷这场灾难还会维持多久。 （Reading）
【要点精讲】 wonder可用作动词或名词。用作动词，意为“想知道；怀疑；纳闷”等；常用以下句型：
① wonder that... 想知道……
② wonder who / whether / if / when / how / why... 想知道……
③ wonder at / about + n. / doing 对……感到惊讶
④ It’s a wonder that... 奇怪的是……；令人惊奇的是……
⑤ (It’s) no wonder that... 难怪；不足为奇
用作名词，意为“奇迹；惊讶；惊叹”等。
【考点链接】 He hasn’t slept at all for three days.
__________ he is tired out. （2005湖北卷）
A. There is no point B. There is no need
C. It is no wonder D. It is no way
【思路点拨】 C。本题考查句型“It is no wonder + 从句”的用法，意为“难怪……”。A、B、D项均与句意不符。
【考点链接】—Brad was Jane’s brother!
—__________ he reminded me so much of Jane! （2004浙江卷）
A. No doubt B. Above all
C. No wonder D. Of course
【思路点拨】 C。本题考查短语意义。意义是选择的关键。句子的意思是：“Brad 是Jane的哥哥！”“怪不得他使我记起了那么多Jane的事！” no wonder意为“怪不得；难怪”。
Unit 4 Earthquakes
Period One
Teaching aims:
1. Train the students’ listening ability.
2. Train the students’ listening ability.
3. Train the students’ ability to use the Internet to search for some useful information.
4. Train the students’ ability to cooperate with others.
Important points: Train the students’ speaking ability by describing, talking and discussion.
Difficult points: Train the students’ listening ability.
Teaching procedures:
Step 1. Warming-up
1. Lead in by talking about the earthquake which happened in the Indian Ocean at the end of last year. Ask Ss to describe it in their words.
2. Ask Ss to say about something more about earthquakes, such as the Tangshan Earthquake that happened in our country.
3. Look at the two pictures on Page 25.
Step 2. Listening
1. Listen to the tape to know why there are earthquakes in the world.
Listen to the tape and check the answers.( It is about the cause of earthquakes and how we can reduce losses from them.)
3. A few minutes later, check the answers.
Step 3. Homework
1. Preview the reading passage on Page 26 and do exercise I in the part “Learning about language”.
2. Ask Ss to look for more ways of reducing losses from earthquakes. The students can go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake.
Record after teaching.
Period Two
Teaching aims:
1. Learn some detailed information about an earthquake.
2. Improve the students’ reading ability.
3. Train the students’ ability to grasp key information while listening.
4. Train the students’ speaking ability.
Important points:
1. The new words and expressions.
2. Learn some detailed information about an earthquake.
3. Train the students’ ability to cooperate with others.
4. Train the students’ speaking ability.
Difficult points:
1. Words: shake, burst, rise, destroy, shock, fresh, injure
2. Phrases: right away, at an end
3. Sentence patterns:
(1) It seemed/ seems that…
(2) The number of sb./sth. Reached/reaches…
(3)All hope was not lost.
4. Improve the students’ reading ability.
5. Train the students’ ability to grasp key information while listening
Teaching procedures:
Step 1. Pre-reading
1. Ask Ss to pretend they are warned of a coming earthquake. They have time to take only one thing. Tell their partners what they will take and the reason.
2. If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what have been seen.
Step 2. Listening
An earthquake is very terrible. In this unit, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and 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. (F)
2. People in Beijing also felt the earthquake. (T)
3. More than 400 000 people were killed in the quake. (F)
4. Many rescue workers and doctors were trapped under the ruins during the aftershock. (T)
5. People tried to get fresh water from under the ground in Tangshan. (F)
Step 3. Reading
1. Finish Part 1-2 in Comprehending on Page 27.
2. Finish Part 3 in Comprehending on Page 27.
3. Read the passage again to get important information about Tangshan Earthquake and fill in the blanks.
Step 4. Homework
1. Read the text several times.
2. Do exercise 3 on Page 28.
3. Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.
4. Learn some words and phrases in this unit and make some sentences with them. ( Ss’ Book, Page 82-84)
Period Three
Teaching aims:
1. Train the students’ ability to read different numbers in English.
2. Learn the usage of some difficult words and expressions.
3. Train the students’ ability to remove the difficulties while reading.
Important points:
1. Train the students’ ability to read different numbers in English.
2. Train the students’ ability to cooperate with others.
Difficult points:
1. The explanation of some difficult words and expressions.
2. Train the students’ ability to remove the difficulties while reading.
Teaching procedures:
Step 1. Revision
1. Ask Ss some questions based on the Reading passage.
(1) What did people in Tangshan see in the sky before the earthquake?
(2) What did people notice in the wells?
(3) Did people pay any attention to these abnormal phenomena?
(4) When did the earthquake begin?
(5) Were there any aftershocks?
(6) Did the survivors deny the city and go to live in other places?
2. Check the homework (Ex2 on P28). Ask them to recite it after class.
Step 2. Learning about Numbers
Turn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers.
Step 3. Important points
Ask the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.
Step 4. Homework
In order to master the usage of these words and expressions, please do some related exercises.
1. Finish off the two parts in Using Words and Expressions on Page 63.
2. Translate the sentences on Page 63 into English. Write the English sentences in one of your exercise book and hand it in tomorrow.
Period Four
Teaching aims:
1. Learn to choose the correct Relative Pronouns for the Attributive Clauses.
2. Train the students’ ability to report what others have said.
Important points:
1. Learn the Attributive Clause.
2. Train the students’ ability to report what others have said.
Difficult points:
Learn to choose the correct Relative Pronouns for the Attributive Clauses.
Teaching procedures:
Step 1. Revision
Check the homework exercises.
Step 2. Grammar
Writes the sentence “Workers built shelters for survivors whose homes had been destroyed.” On the blackboard before class begins. Ask Ss to think what kind of clause it is?
And then introduce The Attributive Clause to students.
e.g. The woman who lives next door is a teacher.
A sentence with an attributive clause contains two shorter sentences. In the sentence above, the two short sentences are: “The woman is a teacher.” And “The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacher?
Would you try to divide the sample sentence on the blackboard into two short sentences?
Sum up the rules: “Who” is used for people. “Which” is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.
Step 3. Practice
1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.
Let the students do this exercise and check the answers.
2. Do more exercises in Ex 3 on Page51 in《导学》.
Step 4. Homework
After class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.
Period Five
Teaching aims:
1. Train the students’ speaking ability.
2. Train the students’ ability to search for doing something.
3. Train the students’ ability to do things step by step.
Important points:
1. Train the students’ speaking ability.
2. Train the students’ ability to search for doing something.
Difficult points:
1. Know how to write a speech.
2. Know how to write a newspaper story.
3. Learn to cooperate to each other.
Teaching procedures:
Step 1. Revision
Check homework exercises and ask some students to read the sentences out.
Step 2. Reading and writing
Read the letter on Page 29. In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.
(After several minutes, the teacher checks the answers with the class.)
T: Suppose you are the student who was invited to give the speech. What should you include in your speech?
(Students give their different answers.)
T: Yes, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page.
(While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)
(After 15 minutes)
T: Are there any volunteers to read his or her speech?
( If there is nobody, the teacher asks one to read, and give some assessments.)
Step 3. Speaking
T: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.
(1) What do these stamps show?
(2) Do you think these stamps are very important and why?
(3) Will you collect these stamps? Why and why not?
(After the students ask and answer these questions in pairs.)
T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.
T: Next I will ask one of you to read the little talk.
Step 4. Writing
T: By now you have learned writing a speech and a little talk. Now you are going to write an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of writing newspaper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.
Q1: Why is an outline important?
Q2: What should an outline include?
Q3: Why is a headline important?
Q4: What are the steps to finish a newspaper story?
Q5: What is the feature of a newspaper story?
Suggested answers:
1. Because an outline will prepare you to write a better story.
2. A good outline should have a headline, a list of main ideas and a list of important details.
3. A headline can tell the readers what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline.
4. First, organize the main ideas. Next, put some details into each paragraph.
5. A newspaper story gives the most important news first and the least important news last.
T: Now let’s read the example of a newspaper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.
(After several minutes, the teacher asks the students the following questions :)
Q1: What is the headline of the newspaper story?
Q2: What is the main idea?
Q3: What is the detailed information?
T: Now turn to Page 32 and check your main ideals and detailed information.
Step 5. Homework
T: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussion with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.
Record after teaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period Six
Knowledge:
Learn a passage about the San Francisco Earthquake
Ability:
1. Learn to compare two similar passages.
2. Train the students’ listening ability.
Emotion:
1. Learn to cooperate with others.
2. Learn from the bravery of the people of San Francisco to face the reality.
Teaching Important Points:
1. Train the students’ listening ability.
2. Learn a passage about the San Francisco Earthquake
Teaching Difficulties:
Learn to compare two similar passages.
Teaching Procedures:
Step 1. Revision
T: In the second period of this unit, you learnt some detailed information about the Tangshan Eearthquake. Can you use several sentences to summarize the passage?
S: Let me have a try. The terrible earthquake struck the city of Tangshan while people were sleeping. More than 400 000 people were killed or injured in the quake. After the quake, people found nearly everything was destroyed. But people in Tangshan didn’t lose heart. They rebuilt the city with the help of soldiers.
T: Quite good.
Step 2. Reading and Comparing
T: In the first period, we also talked about the earthquakes that happened in San Francisco. Today, we will learn a passage titled “The Story of an Eyewitness”, which is about the San Francisco Earthquake in 1906. It was written by Jake London, who was a famous American writer.
T: First read the passage carefully. While reading, please think about the following questions:
(1) How did the author feel about the earthquake?
(2) How did the author feel about the people of San Francisco?
(Ss read the passage, then the teacher asks someone to give their answers and checks the answers)
(Answers will vary.)
T: Quite good. You can keep your own answers as long as you think they are reasonable and you can find proofs from the passage.
Read the first paragraph in this passage .Then go back and read again the first paragraph of the passage on Page 26. Compare the ways both writers give you details about the earthquakes. Try to finish the 4 exercises on Page 66. You may discuss in group of three.
(Ss read the two passage and finish the exercises.)
(Then the teacher checks the answers.)
T: Next I will play the tape of this passage for you to listen. Please pay special attention to the intonation.
(After listening.)
T: Now I will give you several minutes to read the third paragraph with feelings.
Step 3. Listening
T: Just now we learned a passage written by an eyewitness about the terrible San Francisco earthquake in 1906. Now we will listen to a story told by a man who was a survivor of the earthquake. Listen to the tape the first time, and try to tell whether the statements in part 1 are true or false.
(Teacher plays the tape for the students to listen and finish the task.)
(After listening, the teacher checks the answers with the class.)
T: Now let’s listen to the tape again and try to answer the questions in Part 2.
(After listening, the teacher checks the answers)
T: While listening to the tape, you should not only pay attention to the contents, but also the pronunciation and intonation. The sentences in Part 3 show us the sequence. I will play the tape again, you should mark liaison and incomplete explosion in these sentences. Then practice reading them aloud.
Step 4. Homework
T: In this class we read and listened to two stories ,both of which are about the 1906 San Francisco earthquake. The stories are true and were written for the Museum of the City of San Francisco. The museum has many such personal accounts and photos at http://www.Sfmuseum.Org/1906/06.html. If you are interested in them, you can surf in the site I’ve given to you.
Record after teaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Period Seven
Knowledge:
1. Learn how to make an earthquake plan.
2. Learn what to contain in a personal earthquake bag.
Ability:
1. Train the students’ listening ability.
2. Train the students’ speaking ability.
3. Learn to find reasons for their choices.
4. Learn to sum up what they have learned in the unit.
Emotion:
Learn to cooperate with others.
Teaching Important Points:
1. Train the students’ listening ability.
2. Train the students’ speaking ability.
Teaching Difficulties:
Learn to find reasons for their choices.
Teaching Procedures:
Step 1. Greetings
Greet the whole class as usual.
Step 2. Listening
T: These days Earthquakes are always our central topic. We have learned many things about it. Up till now, earthquakes are difficult to predict. We can hardly avoid an earthquake. But actually we can do things to reduce the losses of an earthquake. Let’s look at the form on Page 66 and have a discussion about the earthquake plan with your partner.
( Ss give their answers)
T: What should you do if you are outside?
(Ss give their answers)
T: What should you do if you are in the living room?
(different answers)
T: What should you do if you are in the house room?
(different answers)
T: Next we are going to listen to the tape and write down the three “things” that are mentioned.
(After listening, teacher checks the answers with the students.)
T: Then let’s listen again. This time you should write down more details about each of the “things”.
(After listening, teacher checks the answers with the class. Play the tape again if necessary.)
Step 3. Speaking
T: You know every family should have an earthquake bag, in which there are enough things that you can use in case of an earthquake. Here we have a list of possible items for the personal earthquake bag. Choose only eight things, which you think are the most essential, from the list. They must last you five days. Discuss with your partner.
(After several minutes.)
T: Now join another pair and discuss your choices. Put all the things you agree on into a final list. Discuss the other items explaining your reasons and trying to agree which ones are the most suitable.
(After several minutes.)
T: Each group should choose one representative. Now be prepared to present your list to the class and give your reasons for each choice.
Step 4. Learning Tip
T: In order to learn a language well, you should do a lot of practice, including listening, speaking, reading and writing. Only when we understand what is said to us can we have a conversation with somebody. So listening to English is very important. After class, you should listen to the English news on CCTV International. You will not only get a lot of information about what is happening around the world, but also improve your listening and learn more English words and expressions. At the same, you will improve your pronunciation and intonation.
Step 5. Summing up
T: Now let’s sum up what you have learnt in this unit. Work with your partner. First write down what you have learned about earthquakes. Then write down the verbs, nouns, expressions and new grammar items that you have learned from this unit.
Step 6. Homework
1. Review Unit 4. .
2. Preview Unit 5.
Record after teaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The End
1976 Tangshan earthquake
Many buildings were flattened into rubble when the earthquake hit.
The Tangshan earthquake (Chinese: 唐山大地震; Pinyin: tángshān dà dìzhèn) of July 28, 1976 is one of the largest earthquakes to hit the modern world, in terms of the loss of life. The epicentre of the earthquake was near Tangshan in Hebei, China, an industrial city with approximately one million inhabitants. The earthquake left 242,419 people dead, according to official figures, though some sources offer estimates as high as 750,000. A further 164,581 people were recorded as being severely injured. The earthquake came in a series of events which shook China both literally and figuratively in 1976, which was later labeled a year of curse.
The earthquake hit in the early morning, at 03:42:53.8 local time (1976 July 28 19:42:53.8 UTC), and lasted for around 15 seconds. Many sources list it as 8.2 on the Richter scale, but Chinese Government's official sources state 7.8. It was followed by a major 7.1 magnitude aftershock some 15 hours later, increasing the death toll. It was the first earthquake in recent memory to score a direct hit on a major city.[1]
Earthquake
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This article is about the natural seismic phenomenon. For other uses, see Earthquake (disambiguation).
An earthquake is the result from the sudden release of stored energy in the Earth's crust that creates seismic waves. At the Earth's surface, earthquakes may manifest themselves by a shaking or displacement of the ground and sometimes cause tsunamis, which may lead to loss of life and destruction of property. An earthquake is caused by tectonic plates getting stuck and putting a strain on the ground. The strain becomes so great that rocks give way by breaking and sliding along fault planes.
Earthquakes may occur naturally or as a result of human activities. Smaller earthquakes can also be caused by volcanic activity, landslides, mine blasts, and nuclear tests. In its most generic sense, the word earthquake is used to describe any seismic event—whether a natural phenomenon or an event caused by humans—that generates seismic waves.
An earthquake's point of initial ground rupture is called its focus or hypocenter. The term epicenter means the point at ground level directly above this.
Effects/impacts of earthquakes
Man walking around in Ruins after Tsunami.
There are many effects of earthquakes including, but not limited to the following:
Shaking and ground rupture
Shaking and ground rupture are the main effects created by earthquakes, principally resulting in more or less severe damage to buildings or other rigid structures. The severity of the local effects depends on the complex combination of the earthquake magnitude, the distance from epicenter, and the local geological and geomorphological conditions, which may amplify or reduce wave propagation. The ground-shaking is measured by ground acceleration.
Specific local geological, geomorphological, and geostructural features can induce high levels of shaking on the ground surface even from low-intensity earthquakes. This effect is called site or local amplification. It is principally due to the transfer of the seismic motion from hard deep soils to soft superficial soils and to effects of seismic energy focalization owing to typical geometrical setting of the deposits.
Landslides and avalanches
Earthquakes can cause landslides and avalanches, which may cause damage in hilly and mountainous areas.
Fires
Following an earthquake, fires can be generated by break of the electrical power or gas lines.
Soil liquefaction
Soil liquefaction occurs when, because of the shaking, water-saturated granular material temporally loses their strength and transforms from a solid to a liquid. Soil liquefaction may cause rigid structures, as buildings or bridges, to tilt or sink into the liquefied deposits.
Tsunamis
See, for example, the 2004 Indian Ocean earthquake
Naturally occurring earthquakes
Fault types
Most naturally occurring earthquakes are related to the tectonic nature of the Earth. Such earthquakes are called tectonic earthquakes. The Earth's lithosphere is a patchwork of plates in slow but constant motion caused by the release to space of the heat in the Earth's mantle and core. The heat causes the rock in the Earth to become flow on geological timescales, so that the plates move, slowly but surely. Plate boundaries lock as the plates move past each other, creating frictional stress. When the frictional stress exceeds a critical value, called local strength, a sudden failure occurs. The boundary of tectonic plates along which failure occurs is called the fault plane. When the failure at the fault plane results in a violent displacement of the Earth's crust, the elastic strain energy is released and seismic waves are radiated, thus causing an earthquake. This process of strain, stress, and failure is referred to as the Elastic-rebound theory. It is estimated that only 10 percent or less of an earthquake's total energy is radiated as seismic energy. Most of the earthquake's energy is used to power the earthquake fracture growth and is converted into heat, or is released to friction. Therefore, earthquakes lower the Earth's available potential energy and raise its temperature, though these changes are negligible.[1]
The majority of tectonic earthquakes originate at depths not exceeding tens of kilometers. In subduction zones, where older and colder oceanic crust descends beneath another tectonic plate, Deep focus earthquakes may occur at much greater depths (up to seven hundred kilometers). These seismically active areas of subduction are known as Wadati-Benioff zones. These are earthquakes that occur at a depth at which the subducted lithosphere should no longer be brittle, due to the high temperature and pressure. A possible mechanism for the generation of deep focus earthquakes is faulting caused by olivine undergoing a phase transition into a spinel structure.[2]
Earthquakes may also occur in volcanic regions and are caused there both by tectonic faults and by the movement of magma in volcanoes. Such earthquakes can be an early warning of volcanic eruptions.
A recently proposed theory suggests that some earthquakes may occur in a sort of earthquake storm, where one earthquake will trigger a series of earthquakes each triggered by the previous shifts on the fault lines, similar to aftershocks, but occurring years later, and with some of the later earthquakes as damaging as the early ones. Such a pattern was observed in the sequence of about a dozen earthquakes that struck the North Anatolian Fault in Turkey in the 20th century, the half dozen large earthquakes in New Madrid in 1811-1812, and has been inferred for older anomalous clusters of large earthquakes in the Middle East and in the Mojave Desert.
Size and frequency of occurrence
Small earthquakes occur nearly constantly around the world in places like California and Alaska in the U.S., as well as in Chile, Indonesia, Iran, the Azores in Portugal, New Zealand, Greece and Japan.[3] Large earthquakes occur less frequently, the relationship being exponential; for example, roughly ten times as many earthquakes larger than magnitude 4 occur in a particular time period than earthquakes larger than magnitude 5. In the (low seismicity) United Kingdom, for example, it has been calculated that the average recurrences are:
? an earthquake of 3.7 or larger every year
? an earthquake of 4.7 or larger every 10 years
? an earthquake of 5.6 or larger every 100 years.
The number of seismic stations has increased from about 350 in 1931 to many thousands today. As a result, many more earthquakes are reported than in the past because of the vast improvement in instrumentation (not because the number of earthquakes has increased). The USGS estimates that, since 1900, there have been an average of 18 major earthquakes (magnitude 7.0-7.9) and one great earthquake (magnitude 8.0 or greater) per year, and that this average has been relatively stable.[4] In fact, in recent years, the number of major earthquakes per year has actually decreased, although this is likely a statistical fluctuation. More detailed statistics on the size and frequency of earthquakes is available from the USGS.[5]
Most of the world's earthquakes (90%, and 81% of the largest) take place in the 40,000-km-long, horseshoe-shaped zone called the circum-Pacific seismic belt, also known as the Pacific Ring of Fire, which for the most part bounds the Pacific Plate.[6][7] Massive earthquakes tend to occur along other plate boundaries, too, such as along the Himalayan Mountains
Tangshan
From Wikipedia, the free encyclopedia
Jump to: navigation, search唐山市Tángshān Shì Administration Type
Prefecture-level city
Tangshan (Chinese: 唐山市; Pinyin: Tángshān shì) is a mainly industrial prefecture-level city in Hebei province, People's Republic of China. It became known after the 1976 Tangshan earthquake, 8.2 on the Richter scale which flattened the city. The city has since been rebuilt and has become a tourist attraction.
Geography
Tangshan is located in the central section of circum-Bohai Sea Gulf region, facing the Bohai Sea in the south, depends on Yanshan mountain in the north, border Luanhe with Qinhuangdao city in the east, the west adjoin with Beijing, Tianjin. It is a throat strategic area and corridor linking two major regions of North China and Northeast China.
Tangshan is part of North China Plain, with Yanshan Mountain lying its north. The greatest river in Tangshan is Luanhe, which ranks No.2 in North China
Tangshan city has a history of over one hundred years. Its name derives from Tangshan Mountain in the urban city, where Tang Taizong's army settled during the war with now North Korea .
Tangshan suffered an earthquake of magnitude 8.2 (7.8 from official report) at 3:42 a.m. on July 28, 1976, the Tangshan earthquake, which resulted in a tragically colossal number of casualties. The official death toll was 255,000, but many experts believe that the actual number of fatalities was two to three times that number, making it the most destructive earthquake in modern history. As a result of the earthquake, most of the town had to be rebuilt.
The Great 1906 San Francisco Earthquake
The California earthquake of April 18, 1906 ranks as one of the most significant earthquakes of all time. Today, its importance comes more from the wealth of scientific knowledge derived from it than from its sheer size. Rupturing the northernmost 296 miles (477 kilometers) of the San Andreas fault from northwest of San Juan Bautista to the triple junction at Cape Mendocino, the earthquake confounded contemporary geologists with its large, horizontal displacements and great rupture length. Indeed, the significance of the fault and recognition of its large cumulative offset would not be fully appreciated until the advent of plate tectonics more than half a century later. Analysis of the 1906 displacements and strain in the surrounding crust led Reid (1910) to formulate his elastic-rebound theory of the earthquake source, which remains today the principal model of the earthquake cycle.
At almost precisely 5:12 a.m., local time, a foreshock occurred with sufficient force to be felt widely throughout the San Francisco Bay area. The great earthquake broke loose some 20 to 25 seconds later, with an epicenter near San Francisco. Violent shocks punctuated the strong shaking which lasted some 45 to 60 seconds. The earthquake was felt from southern Oregon to south of Los Angeles and inland as far as central Nevada. The highest Modified Mercalli Intensities (MMI's) of VII to IX paralleled the length of the rupture, extending as far as 80 kilometers inland from the fault trace. One important characteristic of the shaking intensity noted in Lawson's (1908) report was the clear correlation of intensity with underlying geologic conditions. Areas situated in sediment-filled valleys sustained stronger shaking than nearby bedrock sites, and the strongest shaking occurred in areas where ground reclaimed from San Francisco Bay failed in the earthquake. Modern seismic-zonation practice accounts for the differences in seismic hazard posed by varying geologic conditions.
As a basic reference about the earthquake and the damage it caused, geologic observations of the fault rupture and shaking effects, and other consequences of the earthquake, the Lawson (1908) report remains the authoritative work, as well as arguably the most important study of a single earthquake. In the public's mind, this earthquake is perhaps remembered most for the fire it spawned in San Francisco, giving it the somewhat misleading appellation of the "San Francisco earthquake". Shaking damage, however, was equally severe in many other places along the fault rupture. The frequently quoted value of 700 deaths caused by the earthquake and fire is now believed to underestimate the total loss of life by a factor of 3 or 4. Most of the fatalities occurred in San Francisco, and 189 were reported elsewhere.
SCIENCE IN THE NEWS - Plate Tectonics: Nature's Way of Stretching
The first pictures of Earth taken from space showed a solid ball covered by brown and green land masses and blue-green oceans. It appeared as if the Earth had always looked that way -- and always would. Scientists now know, however, that the surface of the Earth is not as permanent as had been thought.
Scientists explain that the surface of our planet is always in motion. Continents move about the Earth like huge ships at sea. They float on pieces of the Earth's outer skin, or crust. New crust is created as melted rock pushes up from inside the planet. Old crust is destroyed as it rolls down into the hot area and melts again.
VOICE TWO:
Only since the nineteen-sixties have scientists begun to understand that the Earth is a great, living structure. Some experts say this new understanding is one of the most important revolutions in scientific thought. The revolution is based on the work of scientists who study the movement of the continents -- a process called plate tectonics.
Earthquakes are a result of that process. Plate tectonics is the area of science that explains why the surface of the Earth changes and how those changes cause earthquakes.
Photograph showing destruction caused by the 1999 Izmit, Turkey, earthquake
VOICE ONE:
Scientists say the surface of the Earth is cracked like a giant eggshell. They call the pieces tectonic plates. As many as twenty of them cover the Earth. The plates float about slowly, sometimes crashing into each other, and sometimes moving away from each other.
When the plates move, the continents move with them. Sometimes the continents are above two plates. The continents split as the plates move.
VOICE TWO:
Tectonic plates can cause earthquakes as they move. Modern instruments show that about ninety percent of all earthquakes take place along a few lines in several places around the Earth.
These lines follow underwater mountains where hot liquid rock flows up from deep inside the planet. Sometimes, the melted rock comes out with a great burst of pressure. This forces apart pieces of the Earth's surface in a violent earthquake.
Other earthquakes take place at the edges of continents. Pressure increases as two plates move against each other. When this happens, one plate moves past the other, suddenly causing the Earth's surface to split.
VOICE ONE:
One example of this is found in California, on the West Coast of the United States. One part of California is on what is known as the Pacific plate. The other part of the state is on what is known as the North American plate.
San Francisco lies in rubble following the 1906 earthquake
Scientists say the Pacific plate is moving toward the northwest, while the North American plate is moving more to the southeast. Where these two huge plates come together is called a fault line.
The name of this line between the plates in California is the San Andreas Fault. It is along or near this line that most of California's earthquakes take place, as the two tectonic plates move in different directions.
The city of Los Angeles in Southern California is about fifty kilometers from the San Andreas Fault. Many smaller fault lines can be found throughout the area around Los Angeles. A major earthquake in nineteen ninety-four was centered along one of these smaller fault lines.
(MUSIC)
VOICE TWO:
The story of plate tectonics begins with the German scientist Alfred Wegener in the early part of the twentieth century. He first proposed that the continents had moved and were still moving.
He said the idea came to him when he observed that the coasts of South America and Africa could fit together like two pieces of a puzzle. He proposed that the two continents might have been one, then split apart.
Later, Alfred Wegener said the continents had once been part of a huge area of land he called Pangaea. He said the huge continent had split more than two hundred million years ago. He said the pieces were still floating apart.
VOICE ONE:
Wegener investigated the idea that continents move. He pointed out a line of mountains that appears from east to west in South Africa. Then he pointed out another line of mountains that looks almost exactly the same in Argentina, on the other side of the Atlantic Ocean. He found fossil remains of the same kind of an early plant in areas of Africa, South America, India, Australia and even Antarctica.
Alfred Wegener said the mountains and fossils were evidence that all the land on Earth was united at some time in the distant past.
VOICE TWO:
Wegener also noted differences between the continents and the ocean floor. He said the oceans were more than just low places that had filled with water. Even if the water was removed, he said, a person would still see differences between the continents and the ocean floor.
Also, the continents and the ocean floor are not made of the same kind of rock. The continents are made of a granite-like rock, a mixture of silicon and aluminum. The ocean floor is basalt rock, a mixture of silicon and magnesium. Mister Wegener said the lighter continental rock floated up through the heavier basalt rock of the ocean floor.
VOICE ONE:
Support for Alfred Wegener's ideas did not come until the early nineteen-fifties. American scientists Harry Hess and Robert Dietz said the continents moved as new sea floor was created under the Atlantic Ocean.
They said a thin valley in the Atlantic Ocean was a place where the ocean floor splits. They said hot melted material flows up from deep inside the Earth through the split. As the hot material reaches the ocean floor, it spreads out, cools and hardens. It becomes new ocean floor.
The two scientists proposed that the floor of the Atlantic Ocean is moving away from each side of the split. The movement is very slow -- a few centimeters a year.
In time, they said, the moving ocean floor is blocked when it comes up against the edge of a continent. Then it is forced down under the continent, deep into the Earth, where it is melted again.
Harry Hess and Robert Dietz said this spreading does not make the Earth bigger. As new ocean floor is created, an equal amount is destroyed.
VOICE TWO:
The two scientists also said Alfred Wegener was correct. The continents move as new material from the center of the Earth rises, hardens and pushes older pieces of the Earth away from each other. The continents are moving all the time, although we cannot feel it.
They called their theory "sea floor spreading." The theory explains that as the sea floor spreads, the tectonic plates are pushed and pulled in different directions.
(MUSIC)
VOICE ONE:
The idea of plate tectonics explains volcanoes as well as earthquakes. Many of the world's volcanoes are found at the edges of plates, where geologic activity is intense. The large number of volcanoes around the Pacific plate has earned the name "Ring of Fire."
Mount St. Helen's exploding, May 18, 1980.
Volcanoes also are found in the middle of plates, where there is a well of melted rock. Scientists call these wells "hot spots." A hot spot does not move. However, as the plate moves over it, a line of volcanoes is formed.
The Hawaiian Islands were created in the middle of the Pacific Ocean as the plate moved slowly over a hot spot. This process is continuing, as the plate continues to move.
VOICE TWO:
Volcanoes and earthquakes are among the most frightening events that nature can produce. The major earthquake in South Asia in October of two thousand five, for example, killed more than seventy thousand people. More than three million people were made homeless because of the earthquake. At times like these, we remember that the ground is not as solid and unchanging as people might like to think.
EXPLORATIONS - South Asia Continues to Recover After December TsunamiBy Jill Moss
Broadcast: Wednesday, July 20, 2005
In the early morning hours of December twenty-sixth, two thousand four, a huge earthquake near the Indonesian island of Sumatra tore apart the sea floor. This created a series of huge ocean waves, called a tsunami. It crashed into coasts across the Indian Ocean without warning. One hundred seventy-six thousand people were killed, most of them in Indonesia. About fifty thousand people are still missing and believed dead.
Indonesia was hit the worst. The huge waves also destroyed coastal areas in Thailand, Sri Lanka, India, Burma, the Maldives and Malaysia. Several hours later, the waves hit the East African countries of Somalia, Kenya and Tanzania. The tsunami was truly an international disaster with victims from all over the world. At least two thousand of those killed were holiday travelers from Europe and North America.
VOICE TWO:
Governments, aid groups, private individuals and the international business community acted quickly. Thousands of international aid workers arrived in South Asia and eastern Africa. They provided shelter for almost two million people left without homes. They built centers for people to identify and bury their loved ones. They gave out food, water, clothes and medical aid. And, they helped prevent the spread of diseases among survivors.
A huge amount of financial aid was also given for relief efforts. Governments, aid groups and private individuals immediately promised more than six thousand million dollars. Individuals were responsible for about one-sixth of that amount.
VOICE ONE:
Recently, the Voice of America marked the sixth month anniversary of the deadly tsunami with a series of stories. Reporters examined rebuilding efforts by affected nations. VOA also examined the humanitarian assistance and financial aid that was promised victims. Today, it remains unclear how much of that aid money will be given for long-term rebuilding or how much of it will reach those who need it most.
(MUSIC)
VOICE TWO:
The destruction caused by the tsunami created the world's largest financial and humanitarian reaction to a natural disaster. United Nations Secretary General Kofi Annan said the response set a new level of cooperation for the world community. Yet, only about half of the aid promised has been provided.
The U-N has created an Internet Web site to show where the aid is going.
Former American President Bill Clinton talks about tsunami relief efforts with Former President George H.W. Bush
American President Bill Clinton was appointed a U.N. representative for recovery efforts. Mister Clinton said it will take time for governments to provide the money they have offered. This is because governments and aid donors can provide help only after they receive a country's rebuilding plan.
World's first earthquake early alert system in Japan
The world's first earthquake early warning system has begun operating in Japan. The government-developed system takes advantage of the precious seconds between the first indication of a powerful tremor and the arrival of the second, destructive terrestrial shock. Some people have reservations about broadcasting such alerts.
If a large earthquake were to strike Japan today, some people would receive advance notice.
This kind of public address alert, recorded at a Tokyo university, will automatically be triggered at certain locations seconds before a big tremor is felt. In other cases, such as trains, the alert will be transmitted digitally, or by radio.
The secret to the system lies in the anatomy of an earthquake, which actually generates two waves. The first is a smaller, primary wave that travels at seven kilometers per second. The second wave, the one that can cause damage, moves at a slower four kilometers per second.
The new system takes advantage of the gap between the two waves to issue a warning that a quake is coming. Japan's nationwide network of some 1,000 seismographs , developed over several decades, is now linked to a computerized system that can trigger the alert. It became operational this week.
Kenji Kuwashiro of the Keihin Kyuko Railway says its commuter train network is already using the early warning system.
Kuwashiro says signals will be sent to all trains to allow engineers to stop quickly, possibly before a potentially damaging seismic jolt hits the tracks.
While proponents of the system tout its ability to save lives at constructions sites, aboard trains or in hospital operating theaters, others fear the system might pose a new hazard. They worry that people will panic if an alert is issued.
Makoto Saito, the senior coordinator for the warning system at the Japan Meteorological Agency, acknowledges this possibility.
Saito says national guidelines need to be drawn up and the public educated about the system so it will save lives rather than endanger them.
In the meantime, out of caution, Japan's television and radio stations are not yet planning to broadcast the alerts.
Japan is one of the most vulnerable nations to earthquakes in the world. Some one-fifth of all of the world's earthquakes of magnitude six or stronger originate below or in close proximity to Japan.
Vocabulary:
seismograph : 地震仪
tout : to promote or praise energetically（吹捧）
美国故事 SENEWS-2006-0107-FEATURE
Storyteller: The man walked down the trail on a cold, gray day. Pure white snow and ice covered the Earth for as far as he could see. This was his first winter in Alaska. He was wearing heavy clothes and fur boots. But he still felt cold and uncomfortable.
The man was on his way to a camp near Henderson Creek. His friends were already there. He expected to reach Henderson Creek by six o'clock that evening. It would be dark by then. His friends would have a fire and hot food ready for him.
A dog walked behind the man. It was a big gray animal, half dog and half wolf. The dog did not like the extreme cold. It knew the weather was too cold to travel.
The man continued to walk down the trail. He came to a frozen stream called Indian Creek. He began to walk on the snow-covered ice. It was a trail that would lead him straight to Henderson Creek and his friends.
As he walked, he looked carefully at the ice in front of him. Once, he stopped suddenly, and then walked around a part of the frozen stream. He saw that an underground spring flowed under the ice at that spot. It made the ice thin. If he stepped there, he might break through the ice into a pool of water. To get his boots wet in such cold weather might kill him. His feet would turn to ice quickly. He could freeze to death.
At about twelve o'clock, the man decided to stop to eat his lunch. He took off the glove on his right hand. He opened his jacket and shirt, and pulled out his bread and meat. This took less than twenty seconds. Yet, his fingers began to freeze.
He hit his hand against his leg several times until he felt a sharp pain. Then he quickly put his glove on his hand. He made a fire, beginning with small pieces of wood and adding larger ones. He sat on a snow-covered log and ate his lunch. He enjoyed the warm fire for a few minutes. Then he stood up and started walking on the frozen stream again.
A half hour later, it happened. At a place where the snow seemed very solid, the ice broke. The man's feet sank into the water. It was not deep, but his legs got wet to the knees. The man was angry. The accident would delay his arrival at the camp. He would have to build a fire now to dry his clothes and boots.
He walked over to some small trees. They were covered with snow. In their branches were pieces of dry grass and wood left by flood waters earlier in the year. He put several large pieces of wood on the snow, under one of the trees. On top of the wood, he put some grass and dry branches. He pulled off his gloves, took out his matches, and lighted the fire. He fed the young flame with more wood. As the fire grew stronger, he gave it larger pieces of wood.
He worked slowly and carefully. At sixty degrees below zero, a man with wet feet must not fail in his first attempt to build a fire. While he was walking, his blood had kept all parts of his body warm. Now that he had stopped, cold was forcing his blood to withdraw deeper into his body. His wet feet had frozen. He could not feel his fingers. His nose was frozen, too. The skin all over his body felt cold.
Now, however, his fire was beginning to burn more strongly. He was safe. He sat under the tree and thought of the old men in Fairbanks. The old men had told him that no man should travel alone in the Yukon when the temperature is sixty degrees below zero. Yet here he was. He had had an accident. He was alone. And he had saved himself. He had built a fire.
Those old men were weak, he thought. A real man could travel alone. If a man stayed calm, he would be all right. The man's boots were covered with ice. The strings on his boots were as hard as steel. He would have to cut them with his knife.
He leaned back against the tree to take out his knife. Suddenly, without warning, a heavy mass of snow dropped down. His movement had shaken the young tree only a tiny bit. But it was enough to cause the branches of the tree to drop their heavy load. The man was shocked. He sat and looked at the place where the fire had been.
The old men had been right, he thought. If he had another man with him, he would not be in any danger now. The other man could build the fire. Well, it was up to him to build the fire again. This time, he must not fail.
The man collected more wood. He reached into his pocket for the matches. But his fingers were frozen. He could not hold them. He began to hit his hands with all his force against his legs.
After a while, feeling came back to his fingers. The man reached again into his pocket for the matches. But the tremendous cold quickly drove the life out of his fingers. All the matches fell onto the snow. He tried to pick one up, but failed.
The man pulled on his glove and again beat his hand against his leg. Then he took the gloves off both hands and picked up all the matches. He gathered them together. Holding them with both hands, he scratched the matches along his leg. They immediately caught fire.
He held the blazing matches to a piece of wood. After a while, he became aware that he could smell his hands burning. Then he began to feel the pain. He opened his hands, and the blazing matches fell on to the snow. The flame went out in a puff of gray smoke.
The man looked up. The dog was still watching him. The man got an idea. He would kill the dog and bury his hands inside its warm body. When the feeling came back to his fingers, he could build another fire. He called to the dog. The dog heard danger in the man's voice. It backed away.
The man called again. This time the dog came closer. The man reached for his knife. But he had forgotten that he could not bend his fingers. He could not kill the dog, because he could not hold his knife.
The fear of death came over the man. He jumped up and began to run. The running began to make him feel better. Maybe running would make his feet warm. If he ran far enough, he would reach his friends at Henderson Creek. They would take care of him.
It felt strange to run and not feel his feet when they hit the ground. He fell several times. He decided to rest a while. As he lay in the snow, he noticed that he was not shaking. He could not feel his nose or fingers or feet. Yet, he was feeling quite warm and comfortable. He realized he was going to die.
Well, he decided, he might as well take it like a man. There were worse ways to die.
The man closed his eyes and floated into the most comfortable sleep he had ever known.
The dog sat facing him, waiting. Finally, the dog moved closer to the man and caught the smell of death. The animal threw back its head. It let out a long, soft cry to the cold stars in the black sky.
And then it tuned and ran toward Henderson Creek…where it knew there was food and a fire.
汉译英训练
根据汉语提示，完成下列句子。
1. 重载卡车经过时，房子摇晃起来。
The house __________ as the heavy truck went past.
2. 这时飞机能上升了，并在距山头400英尺的高度飞
越了山头。
The plane was then able to __________ and it cleared
the mountains by 400 feet.
3. 她在一次工伤事故中受了重伤。
She was __________ in an accident during work.
4. 他想努力做到名副其实。
He tried to be worthy of the __________ in which he
was held.
5. 我们只有了解了全部情况后，才能对他这样做的真
实意图作出判断。
We can’t __________ what he really meant by doing so
till we know all the circumstances.
6. 你也许会觉得奇怪，蜘蛛为什么是我们的朋友？因为
它们消灭了许多害虫。
Why, you may wonder, should spiders be our friends?
Because they __________ so many insects.
7. 两列火车相碰，撞坏了窗户。
The two trains crashed and the __________ broke the
windows.
8. 不久，一架直升飞机飞到了现场，来搭救这次飞机失
事的幸存者。
It was not long before a helicopter arrived on the scene
__________ the survivors of the plane crash.
9. 简组织了这个聚会。她请大家参加，并买了食品和饮
料。
Jane __________ the party. She asked people to come
and bought the food and drinks.
10. 打工为大学生将来的工作做好准备。
Working on a part-time basis can __________ them for
a future career.
11. 我们在一个谷仓里躲避暴风雨。
We took __________ from the storm in a barn.
12. 士兵们不得不把运货卡车从雪里挖出来。
The soldiers had to __________ the freight trucks out
of the snow.
1. shook 2. rise 3. badly injured 4. honor 5. judge 6. destroy 7. shock 8. to rescue
9. organized 10. prepare
11. shelter 12. dig
课件15张PPT。(Unit 4)Grammar新课标版 高一（上）Unit 4GrammarEarthquakesHe is an English teacher who likes singing songs.定语从句先行词引导词引导词关系代词 :who﹑whom﹑that﹑which﹑whose关系副词:where﹑when﹑whyAttributive Clause在复合句中，修饰某一名词或代词的从句叫做定语从句The apple is mine.The apple is mine.The apple is yours.The apple is small.The apple is big.which is redwhich is greenwhich is redwhich is green{
The woman who lives next
door is a teacher.1. The woman is a teacher.
2. The woman lives next door.The one million people of the city, who thought
little of these events, went to bed as usual that
night.1. The one million people of the city went to bed as usual that night.
2. The one million people of the city thought little of these events.把下列句子分成两层意思:It was heard in Beijing, which is one
hundred kilometres away.1. It was heard in Beijing.
2. Beijing is one hundred kilometres away.A huge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals.1. A huge crack cut across houses, roads and canals.
2. A huge crack was eight kilometres long and thirty metres wide.The number of people who were killed or
Injured reached more than 400, 000.1. The number of people reached more than
400, 000.
2. A number of people were killed or injured. The army organized teams to dig out those who were trapped and
to bury the dead.1. The army organized teams to dig out people and to bury the dead.
2. Those people were trapped. 指出关系代词（副词）在定语从句中的成份：1.The man who came to our school is Mr. Wang.2.The girl (whom) I met is Lucy.3. A child whose parents are dead is called Tom.主语宾语定语4.I like the book (which) you bought yesterday.5. His parents wouldn’t let him marry anyone whose family was poor. 6. We shall never forget the days (that) we spent together. 定语宾语宾语I am sure she has something (that) you can borrow.I’ve read all the books that are not mine. 1. 当先行词是all, everything, nothing, something, anything, little, much 等不定代词时或被all, every, no, some, any, little, much few only等修饰时。that和which在指物的情况下一般都可以互换, 但在下列情况下, 一般用that而不用which。This is the first book (that) he has read.2. 先行词被序数词或最高级修饰时。This is the very book that belongs to him.3. 先行词被the only, the very, the same, the last修饰时。4. 当并列的两个先行词分别表示人或物, 用关系代词that。We were deeply impressed by the teachers
and the schools that we had visited there.5. 先行词是who或who引导的主句。Who that broke the window will be punished.Who is the girl that drove the car?6. 主句以There be 引导时There are 200 people that didn’t know the thing.7. 当先行词在定语从句中作be表语時，关系代词用that。 She isn’t the girl that she was 10 years ago.8. 当先行词是which时，关系代词用that.Which is the book that you bought last week?The end of this part课件15张PPT。(Unit 4)Reading新课标版 高一（上）Unit 4ReadingEarthquakes Before the quake. strange things were happening in the countryside in northeast Hebei.The main idea Para 1 During the earthquake, the city was destroyed and people were killed or injured. Shortly after the quake, the disaster lasted. Para 2After the quake, the army came to help, bringing hope for a new life.Para 3What strange events
happened before the
earthquake in Tang Shan? well water, cracks ,smelly gas chickens, pigs , mice , fish bright light ,the sound of planeswater pipes nervous to eat, run out to hide, jump cracked and burst rose and fell, came out ofDetail readingWhat do all the numbers referred to in the 2nd passage? began to shakebelow the city, under groundthe greatest earthquake of …heard away from Beijing1/3 nation felt this earthquake the crack was this long the crack was this widethe earthquake only last so shortfamilies killed ,left without…people were killed or injuredThe numbers in passage 3Chickens diedThe factories and buildings were gone.The homes were gone.Dams fell. Pigs diedThe cows never give milk again.He uses third-person to describe the quake. For example, “Everywhere they looked nearly everything was destroyed.”1. From whose point of view are events described? How do you know?Although the writer was not there, he felt sad for the people of Tangshan. With some feeling, he will make the reading more interesting.2. Why do you think the writer choose to express his feelings about the quake rather than report what had happened?Night is the time to sleep, and night should be safeand quiet. But
That night everything changed. It was a terrible and unusual night.3. Why the title is A NIGHT THE EARTH DIDN”T SLEEP?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 3:42am that day,the earth began to s________, which d______the city. Filling the blacks with the first given letter:trangearthquakeuchhakeestroyedMany 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 buildings f____down. Soldiers were called in to help the rescue workers. T______were organized to dig out the trapped and b____ the dead.escuerappedelleamsuryThe end of this part课件11张PPT。(Unit 4)Warming up新课标版 高一（上）Unit 4Warming upEarthquakes1. Do you know what would happen before an earthquake?----There is often a great sound.
-----Animals too nervous to eat
----There are bright lights in the sky.
----A smelly gas may come out of the well.
----Water pipes may crack or burst.2. What do you think may happen before an earthquake?3. Imagine there has been a big earthquake,what will happen to the things around us?cracks, cut across houses, roads and canals, fall down, lie in ruins, destroy, damage, lossNatural disasters occur throughout the world, and China has a particular problem with earthquakes. Tangshan earthquake in 1976 is a case in point. So it is especially important to take steps to reduce the damage caused by quakes.the person who studies quakes.the machine to record seismic waves. the inventor of the 1st seismologySeismologist:Seismometer:Zhang Heng in Han Dynasty:the study of Quake recordingsSeismology:Talk about a big
earthquake that
happened in the
world with your
partner.HomeworkThe end of this part课件12张PPT。(Unit 4)Writing新课标版 高一（上）Unit 4WritingEarthquakesHow to read News articles1. What is a News Article? 2. What are the elements of a News Article? 3. How to read a News Article.You are going to write an article for a newspaper about a special event that happened in your hometown. Before you write a newspaper story, you should write an outline. An outline will prepare you to write a better story. It helps you to. 1. Choose a topic
2. Decide what you want to say about the topic
3. Organize your ideas and write clearly. A newspaper outline
should have:1. a headline
2. A list of main ideas
3. a list of important detailsAttention!When you write a newspaper story you want the readers to notice it. So you give the reader a headline which is an interesting title that tells the reader what your topic is. Then you organize your ideas into paragraphs. Each para has a different main idea or purpose. Next put some details into each para. These details help the reader to better understand the main idea. One other thing to remember: a newspaper story gives the most important first and the least important news last. A newspaper story needs a headline to attract the reader’s attention since the reader may not have bought the newspaper before they read the headline. Newspaper stories and short stories are organized very differently. Usually a short story begins with small details and includes details later. A newspaper does the opposite.Both kinds of stories use para with the main idea. Point of viewIn a good newspaper story it is objective. In a short story it is subjective.Now prepare the outline for a short newspaper story for China Daily, Use the example to help you organize your outline.HomeworkThe end of this part
