Period 2 A sample lesson plan for Learning about Language
(The Attributive Clause < that, which, who, whose>)
Introduction
In this period students will be helped to build their word power and structure power. The ready used materials for teaching about relative pronouns and testing may be useful to students.
Objectives
■ To help students learn about the usage of who, which, that and whose used in the attributive clause
■ To discover useful words and expressions
Procedures
1. Warming up by discovering useful words and expressions
Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.
2. Learning about language
Turn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauses in the reading passage and translate them into Chinese. Now turn to page 28 to do Exercise 2 in pairs.
3. Going over the ready used materials
About relative pronouns: which, that, who whom whose
Relative pronouns are special pronouns which can connect the antecedent and theattributive clause. Also they can be used as a part of the attributive clause. Here are some important differences:1.which/ that: referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted:The plane is a machine that/which can fly.The school (that/which) he visited last week is to the south of the city.2.that/ who/whom: referring to a person, can be used as subject or object in theattributive clause; whom can be used as an object: The girl (that/whom/who) we saw yesterday was Jim’s sister.The man that/who is talking to my father is my maths teacher.3. whose: referring to a person or a thing, can be used as an attribute in theattributive clause: This is the writer whose name is known all over the world.The room whose window faces south is mine.4.Before everything, anything, everybody, anybody, all, the best +n, the fifth +n, we use that instead of which:All (that) I need is time.This is the largest factory (that) I have ever visitedThe sixth lesson (that) we are learning is the most difficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause: I have lost the pen, which I like very much.I have two sisters, who are both teachers.
4. Closing down by doing a quiz
Now you are going to take a quiz on Relative Pronouns.
Fill in the blanks, using which, that, who, whom, whose.(1) The force _____ causes everything to fall towards the ground is called gravity.(2) A friend_____ helps you in time of need is a friend indeed.(3) Do you know the girl_____ parents are teachers in our school (4)The woman _____ I spoke to just now is my English teacher.(5) He saw a house_____ windows were all broken. (6)Everything _____ can be done today mustn’t be done tomorrow. (7)Can you think of anyone_____ could look after him (8)This is the best hotel_____ I know.(9)The man _____ I saw told me to come back today.(10)Those_____ want to go to the Great Wall write down your names here.(11) He talked a lot about the teachers and the schools_____ he had visited.(12)The ninth lesson _____ we are learning is the most difficult in Book One.(13)Mount Blanc(勃朗峰), _____ they visited last month, is the highest mountain in Europe.(14)We know all the teacher_____ work in our school. (15)The house in_____ Lu Xun once lived is a museum now.(16)The house _____ Lu Xun once lived is a museum now.(17)The house_____ Lu Xun once lived in is a museum now.(18)You can take any room_____ you like.(19) He showed a machine_____ parts are too small to be seen.(20)The sports meet was put off, _____ was exactly what we wanted.
Keys: (1) which/that (2) who/that (3) whose (4) whom/that/who (5) whose (6) that (7) that (8) that (9) that/whom/who (10) who (11) that (12) that (13) which (14) that (15) which (16) in which/where (17) which/that (18) that (19) whose (20) which
第 1 页 共 3 页Period 3 A sample lesson plan for Using Language
(A letter from Zhang Sha)
Introduction
In this period reading is stressed. For that serves as a preparation for the writing task to come. Before they are asked to write students may be introduced to the writing of a newspaper story. The Washington Post news story should be shown to the students.
Objectives
■ To helped students read for clues used in writing to be done
■ To helped students write a speech
■ To helped students listen and answer about earthquake
Procedures
1. Warming up by discussing
Have you ever written a speech What is a speech
Speech means an act of speaking formally to a group of listeners.
What do you have to consider when you are writing a speech
Please discuss it in pairs
Who is the audience
How can we express ourselves clearly
TIPS ON MAKING SPEECHES
Know your Audience; Prepare Your Remarks; Avoid Technical Language; Prepare Audio/Visual Aids; Practice, Practice, Practice; Review Questions and Answers; Arrive Early; Keep Your Remarks Brief; Briefly Summarize
2. Reading and underlining
Read the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.
Collocations from the lettercongratulations, win the high school speaking competition, open a new park, honour those who died in the terrible disaster, would like to do, as you know, invite sb. to do sth., on that special day, at the beginning of, thank sb, for doing sth., honour sb. for sth., be known as, encourage sb. to do sth., be happy to do sth., collect stamps, lose one’s life
3. Listening
Turn your books to page 31. We’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that Exercises 1 and 2 requests. Second listen again and try to finish the exercises. Third listen and check your answers.
4. Guided writing
⑴Making an introduction
Have you ever read a newspaper story Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.
1) What should you write before writing a newspaper story (outline)
2) What should a newspaper outline have (a headline; a list of main ideas; a list of important details)
3) Why a headline is needed (It can tell the readers what the topic is; it can also attract the readers’ attention)
4) How can you finish a newspaper story (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)
5) Have you found out the difference between a newspaper story and a short story
(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)
Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph.
THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.Earthquake expert said the event illustrated (说明) the growing gap between rich and poor nations in the ability to mitigate (减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation (破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.
⑵Writing for China Daily
Now prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.
⑶Underlining collocations
Read the outline and the newspaper story on page 31 and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.
Collocations from Ready to go on the road for Disaster-Hit Areasa team of cyclists, be known as, have a big meeting, raise money, in disaster-hit areas, collect 1 million yuan
5. Closing down by having a summary
We have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look at the following questions.
(1) Have you ever experienced an earthquake
(2) Can you describe an earthquake in English
(3) What do you know about the cause of an earthquake
(4) What new information about earthquakes have you learned now
(5) What words and expressions can you use to describe an earthquake Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample lesson plan for reading
(A NIGHT THE EARTH DIDN’T SLEEP)
Introduction
In this period, after the warming up, students will first be guided to share their views about earthquake. Then they will be helped to read a narration（记叙文）entitled A NIGHT THE EARTH DIDN’T SLEEP. It’s about Tangshan Earthquake which happened in 1976.
Summary of the text and analysis of the text organization is offered for teachers’ puter and overhead projector may be used to aid the teaching and learning.
Objectives
■ To help students learn to read about past experiences
■ To help students better understand “earthquake”
■ To help students use some important words and expressions
■ To help students identify examples of the attributive clause in the text
Focus
Words burst, ruin, injure, destroy, shock, rescue, trap, burry, damage, frighten, judge, express
Expressions right away, as if, at an end, in ruins, dig out, a number of
Patterns But the one million people of the city, who thought little of these events, were asleep as usual that night. It seemed as if the world was at an end! 似乎世界的末日到来了。All hope was not lost. 并非所有的希望都失去了。 Slowly, the city began to breathe again.慢慢地，这个城市又开始呼吸了。
Aids
Multimedia facilities, tape-recorder, photos, diagrams
Procedure
1. Warming up
⑴Warming up by looking and saying
Good morning class. Have you ever experienced any natural disasters Look at the pictures. Can you name all the disasters
volcano fire sandstorm
typhoon hailstone thunderstorm
flood hurricane earthquake
Have you ever experienced an earthquake Can you describe how terrible an earthquake is
(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)
⑵Warming up by discussing
Hello, class. As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes Can we foretell earthquakes Now let’s think and decide what may happen before a big earthquake.
WARNING SIGNS WHEN AN EARTHQUAKE IS ABOUT TO HITThermal precursor: A few months before the occurrence of an earthquake the average temperature of the area keeps increasing. Water precursor: There is a sudden rise or fall in water level in the wells. It could be as high as one metre. Seismo-electromagnetic precursor: This is a very reliable precursor. It occurs and is exhibited about 10 to 20 hours before the quake. Animal precursor: It is seen that 10 to 20 hours before the occurrence of an earthquake, the entire animal kingdom becomes highly disturbed and restless. Human precursor: Doctors and nurses observe that some sensitive patients in hospitals become highly disturbed. The best indicator is the number of child deliveries in any hospital.
(3) Warming up by talking about Tangshan / California Earthquake
Today we shall start Unit 4 Earthquake. But first I’d like you to learn about the two famous earthquakes: The Tangshan Earthquake and The California Earthquake.
At 3:42 a.m. on July 28, 1976, a magnitude 7.8 earthquake hit the sleeping city of Tangshan, in northeastern China. The very large earthquake, striking an area where it was totally unexpected, wiped out the city of Tangshan and killed over 240,000 people - making it the deadliest earthquake of the twentieth century.
The California earthquake of April 18, 1906 is one of the most significant earthquakes of all time. Deaths: > 3,000 Injuries: ~225,000 Property Damage: $ 400,000,000 in 1906 $$$
2. Pre-reading by talking and sharing
Before an earthquake comes various signs could be seen. What are they
＊ Cows, pigs and dogs become too nervous too eat. ]
＊ The mice will run out of the fields looking for places to hide.
＊ The water in the wells will rise and fall.
＊ Walls of the wells in village will have deep cracks.
＊ There will be bright light in the sky.
Villagers witness pre-earthquake warning signsVillagers say they saw warning signs before the earthquake hit Chifeng city last Saturday.Hours before the quake, villagers said they saw water flow over for over two meters from a river that had been dry for years.About 10 hours before the quake occurred, hand phone signals were stopped for quite some time in Linxi county seat, which is 140 kilometers from the center of the earthquake. "Days before the earthquake, two pigs appeared nervous in the pen and tried to run out. " said Li Xiaohua, a villager in Gubeikou Village.A woman village folk recalled that she happened to see crowds of sparrows and swallows bumping into walls seemed unable to find direction during flight.
3. Listening and fast reading
Now let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.
Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written (The text is written in a time order. The text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)
4. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.
Collocations from A NIGHT THE EARTH DIDN’T SLEEPa smelly gas, in the farmyards, think little of sth., as usual, it seemed that, at an end, thirty meters wide, cut across, in ruins, be injury, the number of, blow away, sth. be not safe for…, tens of thousands of, give milk, half a million, instead of, be shocked, be trapped under the ruins, fall down, all…is/was not…, dig out, the dead, to the north of, coal mines
5. Reading for the organization of the text and retell the text
Read the text for the outline of it and retell the story in your own words with the help of the outline.
Type of writing and summary of the text
Type of writing This is a piece of descriptive writing
Main idea of thepassage The article describes the cause, the course and the result of Tang Shan earthquake in 1976. It shows us the terrible image of earthquake. At the same time it hits us that we must realize that we can do something to minimize the damage caused by earthquake.
Topic sentenceof 1st paragraph Strange things were happening in the countryside in northeast Hebei.
Topic sentenceof 2nd paragraph Everything began to shake and it seemed that the world was at an end.
Topic sentenceof 3rd paragraph Everywhere they looked nearly everything was destroyed.
Topic sentenceof 4th paragraph All hope was not lost.
A retold version of the text: See II in Part 3 Teaching Assessment
6. Making a text structure analysis
Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the following chart.
Time/ order What happened Result
three days before the earthquakeat about 3:00 am saw: crackswater in the wells—rose and fell,animals—too nervous , hide fish jumped out of bowls & ponds bright light in the skywater pipes—cracked and burstheard: sound of planessmelt: smelly gas in the cracks of the wells People thought little ofthe events and went to bed as usual
at 3:42 am felt: everything shook one-third nation felt itheard in Beijing 100 kilometers awaya huge crack cut across houses, roads…saw: steam burst from holes in the groundhard hills of rock-rivers of dirtcity lay in ruins 4 400,000 people killed/injured75% factories 90% home gonebricks covered dams/bridges fell not safe railway tracks useless cows never milkpigs/chickens diedwells filled with sandrescue workers and doctors trapped under the ruinsbuildings fell downwater/food/electricity hard to get
after that hope not lostarmy sent 150,000 soldiersworkers built shelters for survivorsfresh water was taken to the city the city began to breatheagain
7. Discussing the writing style
As you have understood the general idea of the text, I still put more questions to you.
●From whose point of view are events described How do you know (A writer who didn’t see the quake uses the third person “they” when he writes.)
●Why do you think the writer chose to express her feelings about the quake rather than simply report what happened (Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)
●Why is the title “A NIGHT THE EARTH DIDN’T SLEEP” (As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)
8. Closing down by reading a prose about an earthquake
To end this period I am going to give you the following article to read.
Father and Son in An Earthquake No matter what happens, I’ll always be there for you!——In 1989 an 8.2 earthquake almost flattened America, killing over 30,000 people in less than four minutes. In the midst of utter devastation and chaos, a father left his wife safely at home and rushed to the school where his son was supposed to be, only to discover that the building was as flat as a pancake.After the unforgettably initial shock, he remembered the promise he had made to his son: “No matter what, I’ll always be there for you!” And tears began to fill his eyes. As he looked at the pile of ruins that once was the school, it looked hopeless, but he kept remembering his commitment to his son.He began to direct his attention towards where he walked his son to class at school each morning. Remembering his son s classroom would be in the back right corner of the building; he rushed there and started digging through the ruins.As he was digging, other helpless parents arrived, clutching their hearts, saying: “My son!" "My daughter!” Other well meaning parents tried to pull him off what was left of the school, saying: “It s too late! They re all dead! You can t help! Go home! Come on, face reality, there s nothing you can do!”To each parent he responded with one line: “Are you going to help me now ” And then he continued to dig for his son, stone by stone. The fire chief showed up and tried to pull him off the school s ruins saying, “Fires are breaking out, explosions are happening everywhere. You re in danger. We’ll take care of it. Go home.” To which this loving, caring American father asked, “Are you going to help me now ”The police came and said, “You re angry, anxious and it s over. You re endangering others. Go home. We’ll handle it!” To which he replied, “Are you going to help me now ” No one helped.Courageously he went on alone because he needed to know for himself: “Is my boy alive or is he dead ”He dug for eight hours...12 hours...24 hours...36 hours...then, in the 38th hour, he pulled back a large stone and heard his son s voice. He screamed his son s name, “ARMAND!” He heard back, “Dad! ! It s me, Dad! I told the other kids not to worry. I told them that if you were alive, you d save me and when you saved me, they d be saved. You promised, No matter what happens, I’ll always be there for you! You did it, Dad!” “What s going on in there How is it ” the father asked.“There are 14 of us left out of 33, Dad. We re scared, hungry, thirsty and thankful you re here. When the building collapsed, it made a triangle, and it saved us.”“Come out, boy!”“No, Dad! Let the other kids out first, because I know you’ll get me! No matter what happens, I know you’ll always be there for me!”
第 8 页 共 8 页Section 2 Notes to difficult sentences from Unit 4 Earthquake
1. But the one million people of the city, who thought little of these events, were asleep as usual that night. 但是城里的百万群众，没有理会这些事件，那天夜里还和以往一样，安然入睡了。
句中who引导的“非限制性定语从句”。
非限制性定语从句只是对主句内容，或先行词的补充、解释或附加说明。主句与先行词或从句之间一般用逗号分开，常常单独翻译。没有它，主句意思仍然完整。
引导非限制性定语从句的关系代词有as，which，who， whom，whose等，作定语从句的主语、宾语、表语及定语。
关系副词有when，where等，作定语从句的状语。
关系代词和关系副词在定语从句中一般不能省。
2. It seemed as if the world was at an end! 似乎世界的末日到来了。
句子中的as if引导的是表语从句。
表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。
可以接表语从句的连系动词有be, look, remain, seem等。
as if 引导表语从句不可省略。
另外，常用的还有the reason is that… 和It is because 等结构。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can’t get the support of the people.
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
3. All hope was not lost. 并非所有的希望都失去了。
这是典型的“部分否定”句。
在英语里有一些用来表示“全体”或“完全”意义的总括词，如all, every (及everybody, everything等)，both, always, quite, wholly, entirely, altogether, completely等，凡含有这些词的否定句并非表示全部否定。如：
1. Not all the ants go out for the food. 并非所有的蚂蚁都出外觅食。
2. Money is not everything. 金钱并非万能。
从上面例子中可以看出部分否定有下列两种形式：
一、 直接把否定词not 放在被否定词之前。如：
3. Not all birds can fly. 并不是所有的鸟都会飞。
4. Not both children are clever. 两个孩子并不都聪明。
5. He doesn’t quite understand. 他并非全部理解。
6. We are not altogether interested. 我们并不完全感兴趣。
二、 用not 来否定谓语。如：
7. I can’t catch everything in the book. 我没有完全掌握书中的内容。
8. All that glitters is not gold. 闪光的未必都是金子。
4. Slowly, the city began to breathe again.慢慢地，这个城市又开始呼吸了。
本句“breathe”是英语暗喻用法。
暗喻是根据两个事物之间的某些共同特点，把一个事物的名称用在另一个事物上。靠读者自己去意会。这种比喻是含蓄的。
在英语专著中对隐喻的较新的定义是：“将一个词从其本义转为一般不能换用但却相似的另一个词，强调其认同，即两者相似。但不是明喻。”
汉语的暗喻和英语的暗喻都不漏比喻的痕迹，把甲直接说成“是”乙或“变成”了乙。
常用的比喻词在汉语里有“是”、“变成”、“变为”、“成为”、“成了”、“当作”等，英语常用“Be”做喻词，也用 become，turn into等。
暗喻在翻译中也可采取直译。例如：
He has a heart of stone. 他有铁石心肠。
It was not long before he saw the fruit of his patient efforts. 不久他便看到了辛勤劳动所获得的成果。
The fountain of knowledge will dry up unless streams of new learning continuously replenish it. 知识之泉要连续不断注入新的学习的溪流才不会枯竭。
[词义辨析] breath，breathe这两个词都是表示“呼吸”的意思，但词性和读音不同。 breath是名词； breathe是动词。初学英语的人容易将breathe的e丢掉，以致与breath混淆不清。请看下面例句：After we had climbed to the top of the hill，we stopped to gather breath．我们爬到山顶后便停下来歇口气。Only in the countryside can we have a breath of fresh air．只有在郊野我们才能呼吸到新鲜的空气。He has run himself out of breath．他跑得上气不接下气。The old lady breathed her last this morning．老太太今天早上断气了。In an attack of asthma，she breathed hard．哮喘发作，她感到呼吸困难。It's healthy to breathe deeply in the morning. 早上作深呼吸对身体有益。
第 2 页 共 3 页Section 3 Words and expressions from Unit 4 Earthquake
right away
立刻,马上
1. Did you get dressed right away 你马上就穿衣服了吗？
2. I will set off right away. 我将立刻出发。
3. I'll have it sent right away. 我会立刻把它（拍送）出去。
4. She wanted to know why I didn't tell her right away that she had the wrong number. Before I could answer her, she hung up.
她想知道为什么我不马上告诉她她的电话号码错了。我还没来得及回答，她就挂上了电 话。
5. I want it typed right away, please. 请立刻把它打印出来。
6. If war breaks out, we shall be called up right away.
如果战争爆发, 我们将立即被征召服役。
7. The storm will blow over right away. 暴风雨很快就会平息。
8. He is ill; you should call in the doctor right away. 他病了, 你应该立即请大夫来。
rise
n. 上升,增加,小山
v. 升起,起身,上升,(日、月、星)升起
1. I am reading a book about the rise and fall of the Roman Empire.
我正在看一本关于罗马帝国兴衰的书。
2. The sun rises in the east. 太阳从东方升起。
3. The sun rises in the east and sets in the west. 太阳从东方升起，在西方落下。
4. Christians believe that Jesus rose from the dead on Easter Sunday.
基督徒相信耶稣在那个星期日（后定为复活节）里复活了。
5. She rose above her difficulties and became a tremendous success.
她战胜了重重困难，取得了巨大的成功。
6. At the top of the rise they paused for a rest. 他们在小山的顶部停下来休息。
7. The wind is rising — I think there's a storm coming. 风越刮越猛——大概要来暴风雨了。
8. The river has risen (by) several metres. 河水上涨了好几米。
[词义辨析] arise, rise, raise, arousearise 产生，出现。如：Before they went out, a mist arose. rise 上升。如：The sun rises in the east. raise 举起，升起，提出。如：A sunken ship was raised to the surface of the sea. arouse 唤醒，引起，激起。如：His behavior aroused suspicion. (注：四个词中，arise与rise为不及物动词) A completely new situation will when the examination system comes into existence. (95.6) A) arise B) rise C) raise D) arouse 译文：这种考试制度一旦出现，将会出现一个崭新的局面。答案是A。 Our hopes and fell in the same instant. (01.6) A) arose B) raised C) rose D) aroused 译文：一瞬间我们的希望升起又落下了。答案是C。
burst
n. 破裂,阵,爆发
v. 爆裂,突发
1. The square is bursting with tourists. 广场上到处都是游客。
2. I felt as if my heart would burst with joy. 我觉得自己高兴得心花怒放。
3. There was a burst of laughter in the next room. 隔壁房间里突然爆发出一阵笑声。
4. The police burst through the door. 警察破门而入。
5. I've eaten so much I'm bursting at the seams. 我吃得太多了，肚子都要撑破了。
6. May I use your lavatory I'm bursting! ie I need to urinate urgently.
我可以用用你们的厕所吗--我实在憋不住了。
7. The police burst in (through the door) and arrested the gang.
警察突然闯进（房门）逮捕了那帮人。
8. Water-pipes often burst in cold weather. 水管在寒冷的天气里经常冻裂。
at an end
结束
1. The war was at an end. 战争结束了.
2. I must warn you that my patience is almost at an end. 我必须警告你，我已忍无可忍了。
3. Our hunt for a cheaper but larger house is at last at an end.
我们想寻找一幢便宜些但要大些的房子的事终于有了结果。
ruin
n. (pl.)废墟,毁灭
v. 毁坏,破坏
vi. (使)破产,毁灭
vt. 毁坏,毁灭
1. The castle now lies in ruins. 城堡现在已成了一片废墟了。
2. The rain ruined my painting. 这场雨把我的画给毁了。
3. His rashness led ultimately to his ruin. 他的急燥卤莽最终导致了他的毁灭。
4. He ruined his prospects by carelessness. 他因疏忽大意而断送了前途。
5. Ruin was staring her in the face. 她眼看就要倾家荡产了。
6. The castle has fallen into ruin. 那城堡已破败不堪。
7. It poured with rain and my dress got/was ruined.
大雨倾盆, 我的连衣裙已淋得不成样子了。
8. Gambling was his ruin. 他堕落是因为好赌。
injure
v. 伤害,使...受冤屈
1. She was injured badly in the accident. 她在事故中受重伤。
2. He injured his left hand in a fire. 他在火灾中伤了左手。
3. He that spare the bad injure the good. 饶恕了恶人，伤害了好人。
4. Don't injure yourself with that tool. 不要让那工具伤害到你。
[词义辨析] harm，damage，injure，hurtharm 的含义侧重于“损害，伤害”，可指精神或肉体的伤害，程度较轻，如：Don't harm your eyes by reading in dim light. 不要在暗淡的灯光下看书而伤害了眼睛。injure指“损害，受伤”，着重容貌、机能的损坏，例如：She was injured badly in the accident. 事故中她受了伤。damage意为“破坏，损坏”，如：Hundreds of houses were damaged by the storm. 暴风雨毁坏了数百家房屋。hurt指“伤害；刺痛”，尤指在精神或肉体上的伤害，含有强烈的疼痛，例如：No feelings were hurt though the criticism was sharp. 批评虽然尖锐，却未伤感情。
destroy
v. 破坏,毁坏
[计算机] 撤消
1. An atom bomb would destroy a city. 一颗原子弹能摧毁一座城市。
2. The injured dog had to be destroyed. 这只受伤的狗要予以人道毁灭。
3. We want to nurture the new project, not destroy it. 我们要支持这个新工程, 不要破坏它。
4. The new law operates to destroy our advantages. 这项新法律损害我们的利益。
5. Before they fled the country, the enemy vainly attempted to destroy all the factories.
敌人在逃往国外前，妄图把所有工厂都毁掉。
6. If the tree falls that way, it will destroy the house. 树向那边倒下就会把那所房子压坏。
shock
n. 震动,冲突,震惊
v. 震动,冲突,使...受电击
1. Anyone touching that wire could get badly shocked.
任何人碰到那根电线都会遭到严重的电击。
2. His death was a great shock to us all. 他的死使我们大家都大为震惊。
3. The violence and bad language in the program shocked many of the viewers.
节目中的暴力场面和难听的粗话使许多观众感到震惊。
4. It gave me quite a shock to be told I was seriously ill. 听说我的病很严重，我吃了一惊。
5. I'm not easily shocked, but that book really is obscene.
我并不是大惊小怪的人, 但那本书淫秽之甚确实让我大吃一惊。
6. The news of his mother's death was a terrible shock to him.
他母亲去世的噩耗使他非常震惊。
7. He was shocked to hear his child swearing. 他听见他孩子骂人非常生气。
8. I was shocked at the news of her death. 我听到她去世的消息十分震惊。
rescue
n. 援救,解救,营救
v. 援救,救出,营救
1. The government has rescued the firm from bankruptcy by giving them a grant.
政府拨款给这家公司使其免于破产。
2. Had Jim not dived in to rescue him, the boy would have drowned.
如果不是吉姆跳下水去救，那小孩早就淹死了。
3. Police rescued the hostages. 警方救出了人质。
4. A wealthy sponsor came to our rescue with a generous donation.
有个富有的赞助人慷慨捐赠来解救我们。
5. The well-drilled crew managed to rescue most of the passengers.
训练有素的机组人员设法营救出了大部分乘客。
6. Rescue workers rushed to the site of the plane crash. 抢救人员冲向飞机坠毁的现场。
7. He dived from the bridge to rescue the drowning child. 他从桥上跳入水中去救溺水儿童。
8. Going to their rescue in a rowing-boat is a bit of a forlorn hope.
乘划艇去救他们, 希望不大. 。
organize
vi. 组织起来
vt. 组织
1. The meeting was badly organized. 会议组织得很糟。
2. “Don't mourn for me. Organize!”These were his last words.
“不要为我悲痛，组织起来！”这就是他最后的遗言。
3. They planned to organize a scientific expedition. 他们计划组织一次科学考察。
4. Sarah has been enlisted to organize the party. 萨拉已应邀组织这一聚会。
5. I was asked to organize the trip, but I messed it up.
大家要我组织这次旅游，可是我把事情搞糟了。
6. He needs to marry a down-to-earth person who will organize his life for him.
他需要娶个讲求实际的人做妻子好为他安排生活。
7. All her friends have been roped in to help organize the event.
她所有的朋友都已动员来协助组织这一活动。
8. To write a good essay you must first organize your ideas logically.
要写出好文章, 必须先从逻辑上理顺思绪。
dig out
vt. 挖出(挖掉,查出)
1. He was buried by an avalanche and had to be dug out. 他遇雪崩被埋住了，得把他挖出来。
2. It is not easy to dig out the past. 发掘过去的历史是不容易的。
3. He was dug out from under the avalanche. 他被人从坍崩的雪堆中挖出来。
4. Raymond: We can either dig out some earth worms in my yard or buy some shrimps in the market. 雷蒙：我们可以到我家院子里挖一些蚯蚓，或者在市场上买一些小虾。
bury
v. 埋葬
1. Both his grandparents were buried here. 他的祖父母都葬在这里。
2. He was sitting with his head buried in a book. 他坐着埋头看书。
3. He walked slowly, his hands buried in his pockets. 他走得很慢，两手插在衣袋里。
4. Her head was buried in the book she was reading. 她在埋头读书。
5. She buried her face in her hands and wept. 她双手掩面哭了起来。
6. Your letter got buried under a pile of papers. 你的信压在一堆文件下面了。
7. He's been dead and buried for years! 他已死亡并且埋葬多年了!
8. He was buried with his wife. 他和他妻子葬在一起。
a number of
许多,若干
1. I have consulted a number of law books in the British Museums.
我查阅了大英博物馆里许多法律书籍。
2. A number of burglaries have been committed in this area recently.
这一带最近发生了若干起入户盗窃案。
3. A number of soldiers were detached to guard the building.
许多士兵被派去保护这座建筑物。
4. The play contains a number of typical Stoppard set pieces.
这出戏里有若干典型的斯托帕特式的场景。
5. Quite a number of world famous paintings are on show in this exhibition.
有许多的世界名画在本次展览会上展出。
6. The Green Party hopes to put up a number of candidates in the General Election.
绿党希望提出若干候选人参加大选。
7. A number of cables are needed in this project. 这项工程需要大量电缆。
8. The bishop conducted a number of confirmations at the service.
主教在仪式上为许多人施行了坚信礼。
[词义辨析] amount，number这一对词都能用作名词和动词，又都表示“数目”、“总数”之意，故很易混淆。它们之间的区别是，amount用于不可数名词，表示“量”； number用于可数名词，表示“数”。例：He has contributed a considerable amount of money to the Chinese University of Hong Kong．（amount为名词）他捐了一笔为数可观的钱给香港中文大学。Our expenditure amounts to fifty thousand dollars a month．（amount为动词）我们每月的开支达五万元。Every year the Hong Kong Book Fair draws a large number of visitors．（number为名词）每一年香港的书展吸引了大量的观众。Today more than 30，000 students are enrolled in the polytechnic．The full-time students in our department number over 3，500．（number为动词）现在理工学院有三万多名学生；我们系里全日制的学生已超过三千五百名。Amount除作“数量”、“总额”解外，亦可表示“价值”之意。例：Your information is of little amount．（名词）你的情报没有什么价值。It is unlikely that the forthcoming talks will amount to very much．（动词）看来即将举行的会谈不会有多大意义。与amount一词搭配使用的字很多，常用的有：respectable～（相当大的数量）； trifling～（微不足道的数额）； approved～（核准的数额）； fixed～（固定的数额）； vast～（大量）；average～（平均数）；aggregate～（总额）；required～（所需数）； proper～（适量）。与number搭配的形容词亦不少，常见的有：round ～（整数）；serial～（编号）； small～（为数不多）；astonishing～（数目惊人）； even～（偶数）； odd～（奇数）； high～（大数）；low～（小数）； huge（immense）～（巨大的数量）；limited～（有限的数目）；maximum～（最大量）； minimum～
give out
分发
1. The teacher gave out the examination papers. 教师发了考卷。
2. After a month their food supplies gave out. 过了一个月, 他们的食物已消耗殆尽。
3. The radiator is giving out a lot of heat. 散热器释放出很多热量。
4. One of the plane's engines gave out in mid-Atlantic.
飞机在大西洋中部飞行时, 其中一个发动机出了故障。
5. Her patience finally gave out. 她终于失去了耐性。
6. It was given out that the President had been shot. 据称总统受到枪击。
7. The news of the President's death was given out in a radio broadcast.
总统逝世的消息已在电台上播出了。
8. He has refused to give out any information on the matter.
他已拒绝发表有关此事的任何消息。
prepare
v. 准备,预备
1. He is preparing his speech for the meeting tomorrow. 他正准备明天集会的演说。
2. Early experiments with military rockets prepared the ground for space travel.
早年对军用火箭进行的实验为发展航天技术奠定了基础。
3. She was prepared for anything to happen. 她已准备好应付一切。
4. I had no time in which to prepare. 我已来不及做准备了。
5. Prepare yourself for a nasty shock! 有件令人十分震惊的事, 你要有所准备!
6. I am prepared to lend you the money if you promise to pay it back.
我愿意把钱借给你, 你得答应还给我。
7. I knew there were problems, but I was not prepared for this!
我知道有些问题, 却未料到这一点!
8. I am not prepared to stay and listen to these outrageous insults.
我可不愿意在这儿受这种奇耻大辱。
thousands of
数千的...
1. The fair is a big gathering. Thousands of businessmen from more than150 countries and regions are here to trade with China. 本次交易会是一次盛会。来自150多个国家和地区的成千上万的商人在这里与中国进行贸易。
2. On the night of December1, 1930, a cloud of smog moved over a valley in Belgium, which caused thousands of people to become ill. 1930年12月1日晚上，一片烟雾飘过比利时的一个山谷，这使数千人病倒了。
3. The cyclone brought misery to thousands of people. 暴风给成千上万的人带来灾难。
4. Men have been making music for thousands of years. 人类创作音乐已有数千年历史。
5. The press has reported the massacre of thousands of people for their religious beliefs.
新闻界报道了那场因宗教信仰原因而对千万人的大屠杀。
6. The novel captured the imagination of thousands of readers.
这部小说引起了千万读者的想象。
7. The liberal candidate romped through with thousands of votes to spare.
自由党候选人轻易获胜，超出选票数以千计。
8. There are thousands of awnings on the sea beach. 沙滩上有许多遮阳篷。
第 1 页 共 9 页Unit 4 Earthquakes
第一部分
教学设计说明
About the topic and the structures单元话题和结构 本单元的话题是Earthquakes地震，介绍了唐山大地震、地震的预报。本单元中学生除了通过阅读，进一步提高英语阅读能力以外，还将学习使用“定语从句”，学习书写“新闻提纲”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排等因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用教案提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照教案提出的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up “热身”的目的是为阅读在一定程度上作好话题、词汇和结构的准备，激发学生相关的背景知识和学习兴趣。教师可以选择教案提供的“看图说话”、“讨论”、“讨论和分享”进行“热身”活动，还可以补充“避震要点”：震时就近躲避，震后迅速撤离到安全地方，是应急避震较好的办法。避震应选择室内结实、能掩护身体的物体下（旁）、易于形成三角空间的地方，开间小、有支撑的地方，室处开阔、安全的地方。Pre-reading 部分要求学生“谈论和分享”、“想象和分享”，挖掘和呈现自己的对地震的了解，教师利用这个时机可以补充相关的背景知识，比如：我国最著名的八大地震：1. 河北邢台地震1966.3.8 ，6.8级；2. 云南通海地震 1970.1.5， 7.7级；3. 四川炉霍地震1973.2.6，7.9级；4. 云南昭通地震 1974.5.11，7.1级；5. 辽宁海城地震1975.2.04，7.3级；6. 云南龙陵地震1976.5.29，7.3级；7. 河北唐山地震 1976.7.28，7.8级；8. 四川松潘地震 1976.8.16 ，7.2级。Reading是篇记叙文，记叙了1976年唐山大地震震中和震后的情景。教师可以依照提供的“信息转换活动”、“写作风格分析活动”等引导学生从形式和内容两方面阅读文章、理解文章、提高对地震的认识（比如“地震类别”：构造地震，火山地震，塌陷地震，诱发地震，人工地震），同时初步学习识别、使用“定语从句”。
Period 2Learning about language 知识课 Learning about language 要求学生跟读磁带、朗读课文，通过完成词法部分练习强化学生对本单元重点词汇、短语、结构和话题的掌握。教师可以使用教案提供的“关系代词”和“定语从句小测验”帮助学生掌握定语从句。
Period 3Using language运用课 Using language 导入后重点是阅读，而阅读的关键是句法分析和搭配识别。“指导性作文”部分，可以参考我们的Making an introduction 和《华盛顿邮报》，引导学生认识新闻报道的结构，尝试编写小新闻。
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1Background 背景 围绕单元话题“地震”，教案提供了几则语言规范、短小精干的背景知识。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2Explanation解析 重点针对“阅读课型”中的课文难句，我们不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3Vocabulary词汇 按照课本单元词汇表顺序，我们重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，教案提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
第 1 页 共 3 页Part 3 Teaching Assessment
第三部分 教学测评
I. Structure and vocabulary
1. —____ is the population ____ Canada
—I don’t know exactly, but I am sure that it has ___ population than China.
A. How much; in; much less B. How many; of; few
C. What; with; much less D. What; of; a much smaller
2. —Do you mind if I smoke —________ .
A. Pardon, I do B. Yes, not at all C. No, I do mind D. I’m sorry, but I do.
3. We don’t visit Tom _______.
A. as many as we used to B. as many as we were used to
C. as much as we used to D. as much as we were used to
4. Mrs. Linda has ______ that she is unable to get a job.
A. such little education B. so little education
C. a such little education D. a so small education
5. On the wall _______ two large portraits.
A. hang B. hangs C. hanged D. hanging
6. Not only ______ polluted but _______ crowded.
A. was the city; were the streets B. the city was; were the streets
C. was the city; the streets were D. the city was; the streets were
7. He ______ up early since his childhood.
A. used to get B. is used to get C. has been used to get D. has been used to getting
8. You ______ walk for miles and miles among the hills without meeting anyone.
A. must B. need C. may D. should
9. Meeting my uncle after all these years was an unforgettable moment, ______ I always treasure.
A. one B. one that C. which D. all above
10. It was not ______ she took off her dark glasses ______ I realized she was a famous film star.
A. when; that B. until; that C. until; when D. when; then
II. A cloze test
Strange things happened in Tang Shan. For three days the water in the village wells__1_ and fell. The well walls had deep_2___ and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. Bright light __3__in the sky. People heard the sound of planes even when no planes were in the sky. The water __4__in some buildings cracked and burst.
At 3:42 am everything began to_5___. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in__6__. Two-thirds of the people died or were__7___. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the __8___would last.
But all hope was not lost. The army sent 150,000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.
1. III. Translation
2. 你知道中国现有的麋鹿的数量吗？
3. 无论他走到哪儿，他的狗都跟着。
4. 炎热的天气持续了一周，弄得人人疲惫不堪。
5. 他们为什么不用大卫而选择了汤姆？
IV. A multiple-choice test (定语从句专项练习)
1. The place _______interested me most was the Children's Palace.
A. Which B. where C. what D. in which
2. Do you know the man _______
A. whom I spoke B. to who spoke C. I spoke to D. that I spoke
3. The factory ______we'll visit next week is not far from here.
A. where B. to which C. which D. in which
4. This is one of the best films _______.
A. that have been shown this year B. that have shown
C. that has been shown this year D. that you talked
5. It there anyone in your class ______family is in the country
A. who B. who's C. which D. whose
6. I'm interested in ______you have said.
A. all that B. all what C. that D. which
7. He talked a lot about things and persons ________they remembered in the school.
A. which B. that C. whom D. what
8. You're the only person ______I've ever met ______could do it.
A. who;/ B./; whom C. whom;/ D./; who
9. The way ______he looks at problems is wrong.
A. which B. whose C. what D./
10. The reason ______he didn't come was ______he was ill.
A. why; that B. that; why C. for that; that D. for which; what
11. That is not the way ______I do it.
A./ B. which C. for which D. with which
12. You can depend on whatever promise _______ he makes.
A. / B. why C. when D. whose
13. —Did you ask the guard _______ happened —Yes, he told me all _______ he knew.
A. what; that B. what; what C. which; which D. that; that
14. The number of the people who _______ cars _______ increasing.
A. owns; are B. owns; is C. own; is D. own; are
15. During the days ________, he worked as a servant at the Browns.
A. followed B. following C. to follow D. that followed
Keys: I.1-5 DDCBA 6-10 CDCDB II．1. rose 2. cracks 3. appeared 4. pipes 5. shake 6. ruins 7. injured 8. disaster III．1. Do you know the number of milu deer living in China 2. Everywhere he goes, his dog follows him. 3 The hot weather lasted for a whole week, which made everybody tried and sleepy. 4 Why did they choose Tom instead of David IV. 1. A. 2．C. 3．C. 4. A. 5. D. 6. A.. 7. B. 8. D. 9. D. 10. A. 11. A. 12. A. 13. A. 14. C. 15. D.
A selected English passage for recitation英文精选背诵短文
Earthquake poemsWhat is the little child doingamong the ruinssearching for mum and dad It is so cruel and coldthe sky is cryingeven the tears are frozenthe winds are blowingand my sister is sittingnear her kids who are dead nowtell me my dearhow can I sleep , how can I eatevery night hearingthe sounds of the kids in schoolwho are all under ruinsstreaching out their hands for helpthe life has come up to my throatand I murmur all the timeisn't there anything we could doto make people safeand then I remember you and praymay god bless you my dearswho are trying to make the worlda safer place to live. Oct. 12, 2005Mariam Mokhtari iEARN-NDYS Teheran, Iran
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