人教版高一英语必修一Unit 4 Earthquakes单元教案

Unit
4
Earthquakes
单元教学目标
Describe
an
earthquake.
Know
how
to
protect
oneself
and
help
others
in
disasters.
Learn
how
to
express
thanks
to
someone
with
some
useful
expressions
given.
Write
a
newspaper
outline.
Review
the
Attributive
Clause
and
learn
to
use
the
relative
pronouns
that,
which,
who
and
whose.
Ⅱ.目标语言
功能句式
Expressing
thanks
to
someoneI
would
like
to
express
my
thanks
to
…
who….
P30
Here,
I
wish
to
express
my
thanks
for
the
great
efforts….
P30I’d
also
like
to
thank….
P30No
words
are
strong
enough
to
express
our….
P30It
was
terrible
when….
P30
It
seemed
as
if….
P30
I
remember….
P30
I
felt….
P30Not
long
after
that….
P30
Luckily…P30
Describing
sequence
词汇
1．四会词汇
earthquake,
well,
pipe,
burst,
million,
event,
nation,
canal,
steam,
dirt,
ruin,
suffering,
extreme,
destroy,
brick,
dam,
track,
useless,
shock,
rescue,
trap,
electricity,
disaster,
bury,
mine,
miner,
shelter,
title,
reporter,
bar,
damage,
frighten,
frightened,
frightening,
congratulation,
judge,
sincerely,
express,
outline,
headline,
cyclist2．认读词汇
crack,
smelly,
farmyard3．词组
right
away，
as
if,
at
an
end，in
ruins,
dig
out，
a
number
of
语法
The
Attributive
Clause1．能够用英语描述人物的特征，行为等。由who,
whose,
that
引导。2．能够用英语描述事物，事件的性质，内容等，由which,
that
引导。
重点句子
1.
Farmers
noticed
that
the
well
walls
had
deep
cracks
in
them.
P262.
The
number
of
the
people
who
were
killed
or
injured
reached
more
than
400,000.
P263.
It
seemed
as
if
the
world
was
at
an
end.
P264．It
was
a
city
whose
hospitals,
75%
of
its
factories
and
buildings
and
90%
of
its
homes
were
gone.
P265.
Then,
later
that
afternoon,
another
big
quake
which
was
almost
as
strong
as
the
first
one
shook
Tangshan.
P266.
The
army
organized
teams
to
dig
out
those
who
were
trapped
and
to
bury
the
dead.
P267.
Workers
built
shelters
for
survivors
whose
homes
had
been
destroyed.
P26
8.
Never
before
in
history
has
a
city
been
so
completely
destroyed.
P659.
9.
Man
himself
had
to
make
ruins
of
some
of
the
city’s
best
buildings
so
that
they
would
not
be
a
danger
to
those
in
the
streets.
P6510.
A
list
of
buildings
not
destroyed
was
now
only
a
few
addresses.
P6511.
Amazing
as
it
may
seem,
Wednesday
night
was
a
quiet
night.
P6512.
Never
in
all
San
Francisco’s
history
were
her
people
so
kind
as
on
that
terrible
night.
P65
Ⅲ.
教材分析与教材重组
1．
教材分析
本单元以地震为中心话题
，介绍了地震这一自然现象，使大家对地震的起因、前兆、危害及如何在震中自救等有了较全面的了解。各项语言活动主要围绕这个中心内容对人，事，物进行了描述。这些练习内容让学生思考如何去避免地震或至少是避免太多的损失。即对于灾难要有正确的认识，要用积极的态度来对待它。
1.1
Warming-up
用唐山和旧金山的两幅图片导入本单元，旨在让学生运用有关知识去描述所见图片，并发挥想象力来描述震后这两个城市的情景。带着疑问去学新知识，来完善自己对地震的认识。另一方面，它也为学生提供了功能项目、短语词汇、和语法知识方面的练习。
1.2
Pre-reading是Warming-up的延续。它由对图片的想象转入到经历地震的想象中。由两个问题组成。第一个问题其目的是提高学生在危急关头的应变能力，第二个问题旨在培养学生对周围事物的观察能力，并结合图片培养学生运用语言的能力，也对课文内容作了伏笔。
1.3
Reading
从内容来看，它包含了地震的方方面面；从功能项目来看，它包含了本单元大部分的词汇和语法内容，为下一步的语言运用做好了准备。这是一篇新闻报道，记述了唐山地震的前兆，经过，危害及救援工作。整篇文章语言生动，扣人心弦，能让人感到地震的可怕性，也能感到政府对灾区人民的关怀。体现出了人类在自然灾害面前的脆弱和战胜困难时体现出来的集体主义精神。同时也让学生对灾难临头时如何自救等知识有所了解。
1.4
Comprehending
是对目标语言的全面练习，也指导了学生的学习方法和步骤。它要求学生从字、词、句、语段总体上去把握课文内容。
1.5
Learning
about
language是继Comprehending之后又一指导性练习。它着重从词的意义、用法和表达法方面对学生学习英语词汇给予了指导。尤其是对as
if
句型和
定语从句进行了专练。加强了学生对定语从句的理解，掌握和运用。3个练习分别给出了定语从句的功能，基本结构及各种关系代词的用法，便于学生自学。
1.6
Using
Language的安排体现了学以致用的目的。从Reading,
Writing,
Speaking
和
Listening各个方面对学生进行训练，是对本单元主题内容的补充和拓展。
1.7
Summing
up与Learning
Tip告诉学生学习英语除了要用功之余还得讲求技巧，并时常总结。
1.8
Workbook围绕中心内容从听说读写四个方面对其做了进一步的深化和补充。
2.教材重组
2.1
Reading这部分由Warming-up,
Pre-reading,
Reading和Comprehending组成。Comprehending的设计从句子理解，事物发展的时序，到文章段落大意都体现了对阅读效果的考察，故这一部分与阅读不可分割。
2.2
Listening
and
Speaking
Speaking这一技能在P30的Using
Language和P62的Talking中都有所体现，因此可以把它们放在一起来上一节口语课。尤其是P62的Talking为学生提供了发挥想象的空间，也为下一课Listening在内容上做了铺垫。Listening
包括P62，P31和P66。从内容上看，分别涉及到了地震的起因，对1906年旧金山地震的叙述以及人们在地震中应做些什么进行了较为全面的介绍。P67
Speaking
Task从内容上与P66一致，故将其放入进来。如时间不允许，可将其放入语法课的开始，作为对Listening的一种复习。
2.3
Grammar
以P29的Discovering
Useful
Structures为引子，引出了本单元的语法内容
—
定语从句。P64中也有有关练习，故放在了一起。
2.4
Reading
(II
)
以Reading
Task为主，从文章的行文风格上进行了分析。教师可将P31中Listening
放入进来，组成听读课。因为这两个材料都是关于1906年旧金山大地震的。
2.5
Writing
将P32中的Writing
an
outline,
P67中的Writing
a
poster
和
P68
中的Project整合成一堂写作课。
3.
课时设计与课时分配
1st
period
Reading
(I)
2nd
period
Speaking
and
listening
3rd
period
Grammar
4th
period
Reading
(II)
5th
period
Writing
Ⅳ.
分课时教案
The
First
Period
Reading(Ⅰ)
Teaching
goals
教学目标
1.
a.
重点词汇和短语
well,
pond,
burst,
canals,
steam,
dirt,
injure,
brick,
dam,
useless,
steel,
shock,
rescue,
quake,
electricity,
army,
shelter,
fresh,
organize,
bury,
at
an
end,
dig
out,
coal
mine,
in
ruins
b.
重点句子
1)
Farmers
noticed
that
the
well
walls
had
deep
cracks
in
them.
P26
2)
The
number
of
the
people
who
were
killed
or
injured
reached
more
than
400,000
P26
3)
It
seemed
as
if
the
world
was
at
an
end.
P26
4)
It
was
a
city
whose
hospitals,
75%
of
its
factories
and
buildings
and
90%
of
its
homes
were
gone.
P26
5)
Then,
later
that
afternoon,
another
big
quake
which
was
almost
as
strong
as
the
first
one
shook
Tangshan.
P26
6)
The
army
organized
teams
to
dig
out
those
who
were
trapped
and
to
bury
the
dead.
P26
7)
Workers
built
shelters
for
survivors
whose
homes
had
been
destroyed.
P26
2.
Enable
the
students
to
describe
the
earthquake
of
Tangshan
Let
the
students
write
a
summary
of
“A
NIGHT
THE
EARTH
DIDN”T
SLEEP”.
3.
Help
the
students
learn
how
to
describe
the
earth
of
Tangshan.
Help
the
students
master
the
target
language
by
doing
some
exercises.
Teaching
important
points
教学重点
a.
Present
a
sequence
of
events
to
introduce
to
the
students
and
try
to
describe
an
earthquake.
Let
student
pay
attention
to
some
useful
words
sentences
and
way
to
describe
an
earthquake.
b.
Let
the
students
know
what
the
correct
attitude
towards
a
disaster
is
and
what
we
should
do
in
a
disaster
for
ourselves
and
for
the
other
people.
Teaching
difficult
points
教学难点
Teach
the
students
how
to
appreciate
an
article.
Teaching
procedures
&
ways
教学过程及方式
Step
Ⅰ
Revision
(2
minutes)
Check
the
homework
with
the
whole
class.
Step
Ⅱ
Warming-up
(3
minutes)
Ask
the
students
to
read
the
instructions
and
make
sure
they
know
what
to
do,
and
then
have
a
discussion
about
the
two
pictures.
T:
Today,
before
we
begin
our
reading,
I’d
like
to
ask
you
a
question,
“what
is
the
biggest
sound
you
have
heard
in
your
life ”
S1:
The
sound
of
the
wind
that
blew
on
a
winter
night
when
I
was
very
young.
It
sounded
like
a
ghost
who
was
howling.
I
was
very
frightened
at
that
time.
S2:
The
biggest
noise
was
the
one
that
I
heard
when
my
neighbor
was
quarrelling
with
his
wife.
Perhaps,
they
broke
their
TV
set.
T:
That’s
too
terrible.
S3:
The
noise
when
planes
take
off
and
land.
S4:
The
sound
of
trains.
T:
Good!
I
agree
that
all
of
them
are
big
sounds.
But
have
you
once
heard
the
sound
that
the
heaven
falls
and
the
earth
cracks,
in
Chinese
it
is天崩地裂
Ss:
No,
we
have
no
chance
to
hear
that.
T:
If
there
is
a
sound
like
this,
what
is
it
S5:
When
someone
hears
a
too
sudden
and
too
sad
thing.
For
example,
when
one
of
his
loved
families
dies,
he
will
feel
this
sound.
T:
Terrific!
You
are
using
a
literary
way
to
express
the
sound.
S6:
When
an
earthquake
happens.
T:
Great!
I
have
waited
for
this
answer
for
a
long
time.
Today
we’ll
learn
something
about
earthquakes.
I
think
most
of
us
heard
of
earthquakes.
Can
you
imagine
how
terrible
it
is
S7:
The
earth
is
shaking.
All
the
buildings
will
fall
down.
S8:
Many
people
will
die.
And
perhaps
many
children
will
lose
their
parents.
T:
Yeah,
earthquakes
are
disasters
to
everybody.
Now
look
at
the
two
pictures
of
Tangshan
and
San
Francisco.
Can
you
describe
what
you
see
in
the
pictures
S1:
Tangshan
is
a
beautiful
city.
It
has
beautiful
gardens,
broad
roads
and
some
tall
buildings.
S2:
From
the
picture
of
San
Francisco,
I
can
see
that
it
is
a
very
big
city.
There
are
many
tall
buildings
thickly
standing
on
the
earth.
I
think
the
population
of
the
city
is
very
large.
T:
Good!
What
will
happen
if
there
has
been
a
big
earthquake
in
these
two
cities
Work
in
pairs
and
discuss
it.
Then
I’ll
ask
some
of
you
to
read
out
his/her
description.
Two
minutes
later
S3:
After
the
terrible
quake,
everything
is
destroyed.
There
is
no
wind,
no
sound.
What
we
can
see
is
fallen
buildings
and
dead
bodies.
The
policemen,
the
soldiers
and
some
other
volunteers
are
rescuing
the
people
trapped
in
the
ruins.
T:
Maybe,
that’s
the
true
thing
we
may
see
after
an
earthquake.
But
can
we
avoid
or
at
least
reduce
the
loss
caused
by
earthquakes
S4:
We
may,
because
we
can
foretell
it.
T:
Really
How
can
we
foretell
an
earthquake
Let’s
look
at
Pre-reading,
and
decide
which
situation
may
happen
before
an
earthquake.
Step
Ⅲ
Pre-reading
(3
minutes)
There
are
two
questions
in
this
part.
Both
are
very
interesting.
The
first
one
can
more
or
less
reveal
the
students
values;
while
the
second
one
can
enlarge
their
imagination.
No
matter
what
their
answers
are,
as
long
as
they
have
given
careful
thoughts
to
the
situations,
their
answers
should
be
good.
T:
Now,
let’s
look
at
the
pictures.
What
are
the
predictions
of
an
earthquake
S1:
Before
an
earthquake,
animals
will
become
nervous.
Cows,
pigs,
horses
and
dogs
will
be
upset.
And
people
can
see
mice
running
about.
If
the
earthquake
happens
during
winter,
people
can
even
see
snakes.
T:
Terrific!
Where
did
you
get
this
knowledge
S1:
From
Geography.
I
like
it.
T:
Good!
Sit
down
please.
S2:
Madam,
I
don’t
know
the
meaning
of
the
picture
with
two
women.
T:
It
doesn’t
matter.
You
will
know
it
soon
after
reading
our
text.
OK.
Imagine
there
is
an
earthquake
now,
and
your
home
is
shaking,
at
this
moment
you
have
no
time
to
take
any
other
things
but
one,
what
will
it
be
S3:
I’ll
take
all
my
money.
People
can’t
live
without
money.
S4:
I
will
take
as
much
water
as
possible.
Because
it
is
said
that
people
can
keep
alive
for
nearly
7
days
by
drinking
without
any
food.
S5:
In
that
case,
I’d
rather
take
some
apples,
so
that
I
can
not
only
drink,
but
also
eat.
S6:
I
will
carry
my
grandma.
She
is
my
most
loved
person
in
this
world.
It
is
she
who
brought
me
up.
T:
What
a
dutiful
child
you
are!
I’m
very
glad
to
have
a
student
like
you.
Sit
down
please!
It
seems
that
all
of
you
know
what
you
should
do
during
an
earthquake.
OK.
Let’s
read
our
text,
and
see
what
it
tells
us.
Step
Ⅳ
Reading
(20
minutes)
In
this
part,
the
teacher
should
ask
the
students
to
read
the
passage
quickly
and
silently
for
the
first
time
to
get
the
general
idea
of
the
passage.
Ask
them
to
pay
attention
to
the
first
sentence
of
each
paragraph.
This
can
help
them
finish
Exercise
3
in
Comprehending.
It
is
about
the
main
idea
of
each
paragraph.
Then
ask
them
to
read
the
text
again
carefully
to
obtain
some
details.
Before
reading
for
the
second
time,
show
some
questions
on
the
screen,
and
let
the
students
read
the
questions
first.
These
questions
can
guide
them
to
have
a
good
understanding
about
the
text.
They
can
also
make
preparations
for
Exercises1
and
2,
which
are
about
details.
Skimming
(5
minutes)
T:
At
first
I’d
like
you
to
read
the
text
quickly
and
silently
to
get
the
general
idea
of
the
article.
While
reading,
you
should
pay
attention
to
the
first
sentence
of
each
paragraph.
Two
or
three
minutes
later
T:
Have
you
found
the
general
idea
of
the
text
Ss:
Yes.
T:
What
is
it
S1:
There
is
not
a
quick
answer
to
this
question.
Are
you
suggesting
us
that
the
general
idea
is
the
mixture
of
the
first
sentences
of
each
paragraph
T:
Sure.
S1:
OK.
That’s
easy.
The
main
idea
of
the
passage
is
that:
it
tells
us
some
signs
of
the
earthquake,
and
what
happened
during
the
quake.
T:
Anything
else
S2:
The
text
also
tells
us
that
all
hope
was
not
lost.
T:
You
mean
the
text
tells
us
something
that
happened
after
the
earthquake
S2:
Yes.
T:
Good,
sit
down
please.
In
fact,
while
we
are
answering
the
questions,
we
have
involved
the
sequence,
the
functional
item
for
this
unit.
(The
teacher
writes
the
word
on
the
blackboard)
Do
you
understand
the
meaning
of
the
word
Ss:
No.
T:
Sequence
means
the
order
of
the
events.
It
can
tell
us
which
event
happens
first,
and
which
happens
later.
Do
you
know
the
sequence
that
is
used
in
our
text
S3:
Yes.
At
first,
the
text
tells
us
something
that
happened
before
the
quake,
then
it
tells
us
the
things
that
happened
during
the
quake
and
at
last
it
tells
us
the
things
that
happened
after
the
earthquake.
T:
Quite
right!
Now
please
look
at
the
screen,
these
are
the
first
sentences
of
each
paragraph.
Read
them
and
think
if
they
are
the
main
idea
of
the
text.
If
necessary,
you
may
make
some
changes
to
make
them
more
exact.
The
teacher
shows
the
screen
and
gives
them
a
little
time
to
think
over.
1
Strange
things
were
happening
in
the
countryside
of
northeast
Hebei.
2
The
disaster
happened.3
Nearly
everything
was
destroyed.
4
All
hope
was
not
lost.
Careful
reading
(15
minutes)
T:
Now,
it’s
time
for
us
to
read
the
text
carefully.
But
before
reading
you
should
read
some
questions
first.
These
questions
may
help
you
get
some
information
quickly
and
easily.
Now
look
at
the
screen,
and
read
the
questions.
Show
on
the
screen.
1.
What
natural
signs
of
a
coming
disaster
were
there 2.
Can
you
think
of
some
reasons
why
these
signs
weren’t
noticed 3.
What
events
probably
made
the
disaster
worse 4.
What
situations
probably
made
the
disaster
worse
5.
How
were
the
survivors
helped
Give
the
students
8
minutes
to
read
the
text
and
then
to
think
over
or
discuss
the
questions.
The
teacher
should
walk
in
the
classroom
to
help
those
who
need
help.
T:
OK.
Everyone,
have
you
finished
your
task
Ss:
Yes.
S1:
I
found
Question
2
difficult
to
answer.
I
don’t
know
why
they
didn’t
notice
the
signs.
The
signs
were
so
clear!
S2:
I
think
it
is
easy
to
answer.
At
that
time
people
didn’t
have
knowledge
of
an
earthquake.
Am
I
right,
Madam
T:
Maybe.
So
far
as
I
know
the
center
government
made
country
wide
propaganda
after
the
terrible
disaster.
Nearly
every
village
in
China
had
the
paintings
about
earthquakes,
which
told
people
what
the
signs
of
a
quake
were
and
what
they
should
do
during
and
after
the
earthquake.
S3:
Madam,
I
just
can’t
tell
the
differences
between
Question
3
and
Question
4.
T:
You
mean
you
can’t
decide
what
an
event
is
and
what
a
situation
is
S3:
Yes.
T:
Who
can
help
him
S4:
It’s
difficult
for
me
to
tell
the
differences
between
an
event
and
a
situation.
But
I
know
that
the
answer
to
Question
3
is:
“…
later
that
afternoon,
another
big
quake
shook
Tangshan.”
And
the
answer
to
Question
4
is:
“Some
of
the
rescue
workers
and
doctors
were
trapped
under
the
ruins.
More
buildings
fell
down.
Water,
food,
and
electricity
were
hard
to
get.
People
began
to
wonder
how
long
the
disaster
would
last.”
T:
Right!
In
my
opinion,
an
event
is
about
what
has
happened;
while
a
situation
is
about
the
influence
caused
by
the
event.
Are
you
clear
S3:
Yes,
Madam.
Thank
you.
Step
Ⅴ
Extension
(8
minutes)
T:
All
of
you
did
very
well.
Now
I
still
have
some
questions
to
let
you
think
over.
Please
look
at
the
questions
on
the
screen:
1.
From
whose
point
of
view
are
events
described
How
do
you
know 2.
What
is
the
mood
of
this
passage
How
is
it
created 3.
Why
do
you
think
the
writer
chooses
to
express
his
feelings
about
the
quake
rather
than
simply
reporting
what
happened 4.
Why
is
the
title
A
NIGHT
THE
EARTH
DIDN’T
SLEEP 5.
What
does
the
sentence
“Slowly,
the
city
began
to
breathe
again”
mean
The
teacher
can
ask
the
students
to
have
a
discussion
in
groups
of
four
at
first
and
then
ask
some
of
them
to
show
their
ideas.
Suggested
answers:
S1:
He
uses
a
third-person’s
way
to
describe
the
quake.
His
description
is
very
objective.
For
example,
the
second
sentence
in
the
third
paragraph.
The
writer
says,
“Everywhere
they
looked
nearly
everything
was
destroyed.”
The
writer
uses
they
instead
of
we.
S2:
The
mood
is
serious
and
a
bit
sad.
It
is
created
by
giving
details
of
how
many
people
and
animals
were
killed
or
injured,
and
how
many
buildings
were
destroyed.
S3:
Although
the
writer
was
not
there,
he
felt
sad
for
the
people
of
Tangshan.
He
knows
that
some
personal
feelings
will
make
the
reading
more
interesting.
S4:
I
think
the
reason
is
that,
as
usual,
night
is
the
time
to
sleep,
and
usually
night
should
be
safe
and
quiet.
But
that
night
everything
changed.
The
writer
uses
A
NIGHT
THE
EARTH
DIDN’T
SLEEP
as
a
title
is
to
show
how
terrible
and
how
unusual
the
night
was.
S5:
Here
we
can
see
that
the
writer
compared
the
city
to
a
person
who
suffered
a
lot
in
the
disaster.
He
felt
her
pain,
and
he
worried
about
her.
So
when
he
said
that
people
came
to
help
her,
we
can
feel
his
feelings
to
the
city.
The
city
will
not
die,
she
has
hope
and
she
can
recover
from
the
pain.
Step
Ⅵ
Comprehending
(5
minutes)
By
now,
the
students
have
had
a
further
understanding
about
the
text.
So
it’s
time
to
have
a
summary
about
what
they
have
learned
in
this
class.
The
comprehending
part
on
Page
27
gives
them
a
good
chance
to
do
this.
Exercise
1
is
about
the
details
in
the
text,
which
is
easy
to
finish.
Exercise
2
is
about
the
important
functional
item
of
this
unit—sequence.
Exercise
3
asks
the
students
to
write
a
summary.
At
the
first
glance,
it
seems
difficult,
and
some
students
may
feel
that
it
is
impossible
for
them
to
write
it.
In
fact,
this
exercise
gives
them
the
way
to
write
a
summary.
In
other
words,
what
they
should
do
is
to
write
down
the
main
idea
of
each
paragraph.
And
in
the
course
of
skimming,
the
teacher
has
guided
them
to
find
these
main
ideas.
So
this
exercise
shouldn’t
be
a
difficult
one.
The
teacher
should
explain
this
to
the
students.
Give
the
students
two
minutes
to
finish
the
exercises,
and
then
check
the
answers
with
the
whole
class.
Step
Ⅶ
Translation
(2
minutes)
The
purpose
of
this
step
is
to
let
students
know
the
meanings
of
some
complex
sentences,
and
let
them
learn
the
sentences
by
heart.
If
time
permits,
do
this
at
once,
or
leave
it
as
homework.
1.
Farmers
noticed
that
the
well
walls
had
deep
cracks
in
them.
2.
The
number
of
the
people
who
were
killed
or
injured
reached
more
than
400,000
3.
It
seemed
as
if
the
world
was
at
an
end.
4.
It
was
a
city
whose
hospitals,
75%
of
its
factories
and
buildings
and
90%
of
its
homes
were
gone.
5.
Then,
later
that
afternoon,
another
big
quake
which
was
almost
as
strong
as
the
first
one
shook
Tangshan.
6.
The
army
organized
teams
to
dig
out
those
who
were
trapped
and
to
bury
the
dead.
7.
Workers
built
shelters
for
survivors
whose
homes
had
been
destroyed.
Step
Ⅷ
Homework
(1
minute)
T:
Now,
it’s
time
for
assignment.
Today
we
have
two
tasks
to
finish
after
class.
The
first
one
is
Exercises
1,
2,
3
and
4
in
Learning
about
language
on
Page
28.
These
exercises
give
us
a
chance
to
practice
the
words
and
expressions
we’ve
just
learned.
The
second
one
is
Exercises
1,
2
and
3
in
the
Using
language
on
Page
30.
For
the
writing,
we
have
two
things
to
consider
while
we
are
writing:
1.
Who
is
the
audience
2.
How
can
we
express
ourselves
clearly
OK.
That’s
all
for
today.
See
you
tomorrow!
附：
Ⅰ.
Text
retelling
Notes:
1.
The
main
idea
of
each
paragraph.
2.
The
main
details
of
each
paragraph.
3.
The
feelings
of
the
writer.
4.
Some
new
words
and
expressions.
Strange
things
happened
in
Tangshan.
For
a
few
days,
water
in
the
wells
rose
and
fell.
From
the
cracks
of
wells
smelly
gas
came
out.
Mice,
chicken,
pigs
and
even
fish
became
nervous.
At
3
am,
everything
began
to
shake.
It
seemed
that
the
world
was
at
an
end.
One-third
of
the
nation
felt
it.
A
huge
crack
cut
across
the
city.
The
city
lay
in
ruins.
Two-thirds
of
the
people
died
or
were
injured.
Then
later
that
afternoon,
another
big
quake
shook
Tangshan.
People
began
to
wonder
how
long
the
disaster
would
last.
But
all
hope
was
not
lost.
Soldiers
came
to
help
those
survivors.
Slowly
the
city
began
to
breathe
again.
Ⅱ.
Moral
education
Small
events
foretell
big
events
It’s
better
to
be
safe
than
sorry
People
can
find
hope
for
a
brighter
future
even
after
a
bad
earthquake.
Ⅲ.
Writing
style
and
Writing
characteristics
这是一篇记叙文，用第三人称的形式讲述了1976年唐山大地震。分前兆、经过、结果三个段落来叙述。在行文中体现了作者对地震这一灾害所造成的危害的震惊和对唐山人民的同情。
本篇以事情发生的先后顺序为线索来写作，运用了大量的细节来描述地震带来的可怕后果。如：One-third
of
the
nation
felt
it.
A
huge
crack
…cut
across….
Steam…burst….
Hard
hills…
生动而清晰地反映了地震这一自然灾害,
表达了对灾区人民的同情心。同时作者还运用比喻、拟人等手法。如:
Bricks
covered
the
ground
like
red
autumn
leaves.
(比喻)
P26
A
night
the
earth
didn’t
sleep.
Slowly,
the
city
began
to
breathe
again.
(拟人)
P26
这些修辞手法的运用使得文章生动而富有感染力。
This
reading
passage
recounts
the
terrible
earthquake
that
nearly
destroyed
the
city
of
Tangshan.
A
sequence
of
events
is
presented
to
introduce
students
to
this
functional
item
in
the
whole
article.
The
use
of
literary
devices
(exaggerated,
simile
and
personification)
adds
to
the
drama
of
the
event.
Small
events
and
details
in
the
first
paragraph
are
intended
to
build
suspense.
And
in
the
last
paragraph
the
writer
uses
personification
to
form
a
vivid
image
in
the
reader’s
mind.
Ⅳ.
Main
idea
通过对地震的预兆、过程、结果和对救灾过程的描述，告诉我们地震的可怕性，并提醒人们注意震前预兆，鼓励人们要正确面对灾难，迎接光明未来。
Natural
disasters
occur
throughout
the
world,
and
China
has
a
particular
problem
with
earthquakes.
So
the
article
describes
the
cause,
the
course
and
the
result
of
Tangshan
earthquake
in
1976.
It
shows
us
the
terrible
image
of
earthquakes.
At
the
same
time
it
hints
us
that
we
must
realize
that
we
can
do
some
things
to
minimize
the
damage
caused
by
quakes.
The
Second
Period
Listening
and
Speaking
Teaching
goals:
教学目标
1.
重点词组和短语
well,
smelly,
pond,
burst,
canals,
steam,
dirt,
injure,
destroy,
brick,
dam,
useless,
steel,
shock,
rescue,
quake,
electricity,
army,
organize,
bury,
shelter,
fresh,
at
an
end,
dig
out,
coal
mine
重点句子
The
sentences
that
describe
the
things
in
an
earthquake:
It
is
believed
that
on
the
surface
of
the
earth
are
a
number
of
plates.
P62
If
the
plates
stop
moving,
there
is
an
earthquake.
P62
If
the
plates
move,
there
is
an
earthquake.
P62
Wherever
you
live,
you
are
in
an
earthquake
area.
P62
China
has
two
plates
pushing
on
her
and
they
make
mountains
and
earthquakes.
P62
The
plates
are
always
moving.
P62
If
you
are
outside,
you
should….
P66
If
you
are
in
the
living
room,
you
should….
P66
If
you
are
in
the
house
alone,
you
should….
P66
2.
Master
the
way
to
gain
the
details
by
listening.
And
learn
to
express
one’s
thanks
to
somebody,
have
a
little
talk
about
the
stamps
and
tell
a
folktale
3.
Practice
the
way
of
listening
to
obtain
some
useful
information,
learn
to
describe
an
earthquake,
and
know
some
other
things
that
happened
in
an
earthquake.Help
the
students
to
improve
their
speaking
ability
by
using
some
tips
and
useful
expressions.
Teaching
important
points
教学重点
a.
Help
the
students
to
improve
their
speaking
skills.
b.
Tell
the
students
how
to
make
use
of
the
given
information
to
express
their
thanks.
c.
Tell
the
students
how
to
tell
short
stories
in
a
literary
way.
Teaching
difficult
points
教学难点
a.
Teach
the
students
the
ways
to
express
themselves.
b.
Help
the
students
how
to
tell
a
folktale
in
a
literary
way.
c.
Conclude
some
ways
on
how
to
improve
the
students’
listening
ability
effectively.
Teaching
procedures
＆
ways
教学过程及方式
Step
Ⅰ
Revision
(5
minutes)
The
teacher
can
ask
some
of
the
students
to
read
out
their
answers
to
the
exercises.
This
is
a
good
and
effective
way
to
check
the
homework.
After
that,
the
teacher
can
begin
today’s
task.
(The
process
is
omitted)
T:
OK.
Before
we
begin
today’s
class,
please
guess
the
meaning
of
these
sentences:
1.
Small
incidents
foretell
big
events.
2.
Where
there
is
life,
there
is
hope.
3.
Blessings
never
come
in
pairs
and
misfortunes
never
come
singly.
S1:
The
first
sentence
means
people
should
pay
attention
to
the
small
things,
because
these
things
often
cause
unexpected
events.
Just
like
what
we
have
learned
in
the
text.
T:
Good.
How
about
the
second
one
S2:
The
most
important
thing
in
the
world
is
life.
Without
life,
everything
will
lose
its
meaning.
S3:
I
agree
with
S2.
This
is
especially
obvious
in
a
disaster.
After
a
disaster,
every
government
in
the
world
will
try
their
best
to
rescue
those
trapped
in
the
ruins.
And
after
the
disaster,
the
survivors
will
rebuild
their
hometown
and
make
it
more
beautiful.
T:
Good!
Your
statement
is
reasonable.
How
about
the
third
sentence
S4:
It
means
everything
has
its
two
sides.
Although
the
disaster
is
terrible,
and
we
cannot
avoid
it,
it
can
force
us
to
try
our
best
to
foretell
it
more
exactly
and
reduce
the
loss
caused
by
the
disaster.
S5:
Yes.
During
the
disaster
we
can
realize
what
on
earth
we
should
do,
and
what
we
shouldn’t.
It’s
a
time
to
show
human’s
glorious
nature
and
its
evil
side.
Some
people
are
trying
to
help
others;
while
some
are
trying
to
steal
or
rob
other
people’s
possessions.
We
should
sing
high
praise
of
those
who
rescue
others
and
punish
those
who
rob
other
people.
T:
Good!
I
think
that
the
disaster
is
terrible,
but
the
lower
quality
of
some
people
is
more
terrible.
Sometimes
the
disaster
can
give
us
a
valuable
moral
lesson.
Don’t
you
think
so
Ss:
Yes.
T:
Now,
let’s
turn
to
Page
30,
and
make
up
the
thanks
speech.
Step
Ⅱ
Reading
and
speaking
(35
minutes)
1.
A
thanks
speech
(7minutes)
T:
Boys
and
girls,
if
somebody
gave
you
some
help,
I
think
you
would
express
your
thanks
to
him
or
her.
Have
you
ever
done
so
Ss:
Yes.
T:
But
how
to
thank
others
for
doing
something.
On
P30,
there
are
some
useful
expressions
for
you
to
learn.
First
let’s
read
them
together.
(After
the
reading)
T:
Well,
in
pairs
to
prepare
a
short
speech
to
thank
those
who
worked
hard
to
rescure
survisors
and
those
who
worked
hard
to
build
a
new
city
and
the
visitors
for
listening
to
yuur
speech.
More
details
are
in
Exercise
2.
Please
try
to
use
the
useful
expressions
given
in
your
speech.
Five
minutes
later
T:
Are
you
ready
Now
I’ll
let
2
of
you
read
out
your
speeches.
Would
you
please
S1:
OK.
I’d
like
to
read
my
speech.
Ladies
and
gentlemen,
It's
my
honour
to
be
here
to
celebrate
the
opening
of
the
new
park
to
honour
those
wo
died
in
the
terrible
disaster.
First,
I'd
like
to
express
my
thanks
who
worked
hard
to
rescue
surviors.
Without
your
help,
we
don't
know
how
many
children
would
lose
their
parents,
and
how
many
parents
would
lose
their
children.
An
old
saying
said
that
a
friend
in
need
is
a
friend
in
deed.
No
words
are
strong
enough
to
express
our
thanks
to
you,
because
it's
you
who
gave
our
grandparents
and
parents’
life
again
and
also
brought
hope
to
this
city.
Second,
I
wish
to
express
my
thanks
for
the
great
efforts
of
those
who
worked
hard
to
build
a
new
city.
You
built
new
homes
and
offices
within
only
seven
years.
You
were
so
quick
that
the
UN
honoured
you
for
your
quick
work.
It
seemed
as
if
the
disaster
was
just
a
nightmare.
You
speeded
up
the
completment
of
the
nightmare!
And
I'd
also
like
to
thank
the
visitors
for
listening
to
my
speech.
It's
a
good
time
for
all
of
us
to
look
back
at
the
past
and
to
look
forward
to
the
future.
As
a
middle
school
student,
I'd
like
to
say
that
“Our
destiny
offers
not
the
cup
of
despair,
but
the
chalice
of
opportunity”.
(Richard
Nixon,
American
President
)
命运给予我们的不是失望之酒，而是机会之杯。(美国总统
尼克松
.
R.)
We
will
work
hard
to
make
our
future
more
beautiful!Thank
you!
S2:
Here
I
want
to
share
my
speech
with
all
of
you.
Good
morning,
Ladies
and
Gentlemen.
My
name
is
Wang
Wei.
At
first,
I’d
like
to
thank
Mr.
Zhang
and
the
city
of
Tangshan
for
the
honor
of
talking
to
you.
I’d
also
like
to
thank
each
of
you
to
come
here
today
for
this
special
occasion.
Thirty-one
years
ago,
we
experienced
the
terrible
earthquake,
which
completely
destroyed
everything
in
the
city.
And
thirty-one
years
later,
we
get
together
in
this
beautiful
park.
This
park
makes
me
believe
that
we
are
indeed
in
the
“brave
City
of
China”.
Here
I’d
like
to
thank
all
of
you,
especially
those
who
worked
hard
to
rescue
the
survivors.
During
those
days,
you
forgot
the
danger
and
devote
yourselves
to
digging
out
those
who
were
trapped
in
ruins,
burying
the
dead,
and
building
shelters
and
so
on.
I’m
sure
the
people
in
Tangshan
will
never
forget
you!
When
I
walk
in
the
broad
street,
and
see
the
new
houses
and
offices,
I
can’t
help
expressing
my
thanks
for
those
who
rebuilt
the
city
within
7
years
.You
are
so
effective
that
the
UN
honored
you
for
your
quick
work.
Have
you
heard
the
happy
laughter
from
children
Have
you
seen
the
happy
faces
of
the
old
Have
you
noticed
the
high
spirit
from
the
young
Without
your
hard
work,
how
can
we
have
today’s
happy
life
I
believe
our
city
will
become
more
beautiful
in
future.
The
spirit
of
its
people
has
been
and
will
always
be
strong
forever!
Thank
you.
T:
Very
good.
The
two
students
first
paid
attention
to
the
sequence.
For
example,
they
used
first,
second
and
third
and
so
on.
Second,
they
used
some
effective
conjuctions
to
make
their
speehes
very
fluent.
And
third,
they
tried
to
use
the
useful
expressions
given.
I
believe
that
the
other
students
have
done
as
well
as
them.
2.
A
little
talk
(5
minutes)
It’s
time
for
the
students
to
discuss
the
stamps
of
new
Tangshan.
T:
We
can
see
there
are
four
stamps
showing
new
Tangshan.
Can
you
describe
each
of
them
with
a
few
words
S1:
Housing
conditions
for
the
first
stamp.
S2:
Street
scenery
of
new
Tangshan
for
the
second
stamp.
S3:
Industry
for
the
third
one.
S4:
Ocean
transport
for
the
last
one.
T:
Good
descriptions!
3.
A
short
story
(10
minutes)
This
integrated
language
activity
enables
students
to
use
their
imaginations
to
tell
short
stories
in
a
literary
way.
You
may
want
to
encourage
your
students
to
use
a
literary
device,
such
as
simile,
personification
or
metaphor.
T:
Now,
please
turn
to
Page
62,
look
at
the
TALKING
part.
Read
it
carefully,
and
then
tell
me
what
the
feature
of
this
talking
is.
Give
them
2
minutes
to
think
about
this
question.
S1:
This
talking
needs
us
to
imagine.
S2:
We
should
tell
it
in
a
literary
way.
T:
Good!
You’ve
got
the
point
of
the
talking.
In
this
task,
the
most
important
thing
you
should
do
is
to
make
full
use
of
your
imaginations
and
try
to
use
a
literary
way.
For
example,
you
may
use
simile
(明喻),
personification
(拟人)
or
metaphor
(暗喻)
.
Now,
work
in
groups
to
make
up
your
own
short
stories.
Attention!
The
stories
are
about
the
cause
of
earthquakes.
After
you’ve
finished,
I’ll
ask
some
of
you
to
read
out
your
work.
Group
one:
In
the
center
of
the
earth
lives
an
evil
ghost.
He
usually
sleeps
for
many
years.
During
these
years,
people
on
the
earth
live
a
happy
life.
But
when
he
wakes
up,
he
shall
howl.
And
then
people
feel
an
earthquake.
Group
two:
Some
people
believe
that
there
is
a
magic
world
in
the
center
of
our
earth,
where
lives
a
kind
of
wiser
living
thing.
They
can
make
UFO.
When
the
UFO
comes
out
to
visit
our
world,
there
is
an
earthquake.
Group
three:
There
are
too
many
people
on
the
earth,
and
people
are
building
too
many
buildings.
Besides,
they
dig
too
many
and
too
deep
holes.
The
earth
can’t
stand.
She
shakes,
and
an
earthquake
happens.
T:
I
can’t
believe
my
ears!
You
can
make
up
so
good
stories!
Which
one
is
the
most
interesting
Ss:
The
second
one,
because
it
can
give
us
more
imagination.
S2:
I
think
the
third
one
is
the
most
interesting
one.
Because
it
connects
the
imagination
with
some
present
problems
in
today's
human
society.
T:
Your
remarks
are
reasonable.
Now
I’d
like
to
show
you
some
interesting
folktales
from
East
Africa
and
Japan:
A
giant
fish
carries
a
stone
on
his
back.
A
cow
stands
on
the
stone
and
balances
the
earth
on
one
of
her
horns.
From
time
to
time,
her
neck
begins
to
feel
pain,
so
she
throws
the
earth
from
one
horn
to
the
other.
(From
East
Africa)The
earth
was
a
giant
catfish,
which
fought
with
a
god.
The
god
won
and
stood
in
victory
on
the
catfish’s
head.
But
every
now
and
then
the
catfish
tries
to
escape
by
moving
his
huge
tail,
which
shakes
the
ground.
(From
Japan)
Step
Ⅲ
Listening
on
Page
62
(10
minutes)
T:
We
have
enjoyed
some
folktales
about
the
cause
of
earthquakes.
The
stories
are
full
of
imaginations.
Now,
we
will
listen
to
a
non-fiction
article
common
to
science
textbooks.
This
article
is
on
geology.
It
provides
many
facts
and
describes
cause
and
effect
relationships.
At
first
please
pay
attention
to
the
sentences
in
Exercise
1.
These
sentences
are
very
good
sentences,
I’ll
give
you
some
short
explanation
about
them.
(If
possible,
or
necessary,
teacher
can
treat
these
sentences
as
language
points,
then
ask
the
students
to
read
the
sentences
loudly
and
quickly,
and
try
to
remember
and
recite
then
as
quickly
as
possible.)
T:
You
will
listen
to
the
tape
three
times.
First,
listen
and
try
to
get
some
details
that
Exercises
1
and
2
requests.
Second,
listen
and
finish
the
Exercises.
Third,
listen
and
check
your
answers.
Are
you
ready
Now,
listen!
For
Exercise
3,
the
teacher
can
give
the
students
some
time
to
discuss
their
answers
and
then
ask
some
of
them
to
read
out
the
answers
and
have
a
check
with
the
whole
class.
Step
Ⅳ
Listening
on
Page
66
(10
minutes)
This
listening
material
gives
the
students
a
chance
to
learn
more
knowledge
about
earthquakes.
The
way
and
steps
of
listening
are
the
same
with
the
ones
in
step
2.
But
the
three
pictures
can
help
the
students
to
guess
what
will
happen
in
the
listening.
So
teacher
can
ask
the
students
to
look
at
the
pictures
and
discuss
what
they
might
have
learned.
Step
Ⅴ
Speaking
task
(15
minutes)
This
part
is
coming
after
the
Listening.
In
content
they
have
the
same
topic.
It’s
better
to
put
them
together.
Also
this
exercise
gives
students
practice
in
taking
words
and
phrases
from
the
reading
passage
and
put
them
into
a
short
dialogue.
Students
have
the
option
of
acting
out
a
short
dialogue
rather
than
simply
reading
it.
T:
Just
now
we
had
a
listening,
in
which
we
learnt
what
to
do
during
an
earthquake.
Now
you
will
work
in
pairs
to
choose
eight
things
from
the
list
below
to
put
into
your
personal
earthquake
bag.
Remember
these
may
be
the
only
things
you
have,
so
make
sure
that
you
only
take
essential
things
with
you.
They
must
make
you
last
for
five
days.
Give
them
2
minutes
to
do
this
job.
T:
Well,
I
think
most
of
you
have
finished
this
task.
What
is
your
list,
Group
1
S1:
Our
earthquake
bag
will
contain:
1
bottle
of
water
2
fruit
3
torch
light
4
blanket
5
mobile
phone
6
identity
card
7
scissors
8
bowls
and
chopsticks
The
teacher
can
ask
more
groups
to
read
out
their
lists,
if
time
permits.
T:
Now,
please
read
the
instructions
below
the
chart
on
Page
67.
And
do
as
it
tells
you.
Give
the
students
some
time
to
do
the
task.
While
they
are
doing,
the
teacher
should
walk
in
the
classroom,
in
case
there
are
some
questions
to
answer.
The
most
important
thing
for
the
students
is
to
learn
to
corporate
with
other
people
to
finish
the
task.
(After
several
minutes)
T:
OK.
Which
group
would
like
to
read
out
your
choice
and
tell
us
the
reason
S2:
We
decide
to
take
bottles
of
water
and
some
fruit
to
keep
alive;
we
will
take
a
torch
light,
a
mobile
phone
and
a
radio
to
get
in
touch
with
the
outside
world,
if
we
are
buried
in
the
ruins;
we
will
take
some
clothes
and
a
blanket
to
keep
warm;
and
we
will
take
our
identity
cards
with
us,
in
case
we
are
killed.
If
that
happens,
people
can
at
least
know
who
we
are.
The
answers
may
vary,
so
the
teacher
should
give
as
many
chances
to
as
many
groups
as
possible
to
present
their
choices
and
state
their
reasons.
Most
students
would
like
to
perform
at
this
time.
Step
Ⅵ
Homework
T:
I’m
very
interested
in
what
you
did
just
now.
It’s
a
pity
that
time
is
up.
Well,
today’s
homework
is
to
preview
the
USING
WORDS
AND
EXPRESSIONS
on
Page
63,
and
do
Exercises
1
and
2
on
Page
29
in
discovering
useful
structures.
Next
time
we
will
learn
the
Attributive
Clause.
That’s
all
for
today,
bye
everyone!
The
Third
Period
Grammar
Teaching
goals
教学目标
1.
Words
and
expressions
that
appear
in
this
unit
2.
a.
Enable
the
students
to
master
the
structure
of
the
Attributive
Clause,
and
can
speak
out
these
sentences
loudly,
clearly
and
correctly.
b.
Enable
the
students
to
master
the
usage
of
who,
which,
that
and
whose
in
the
Attributive
Clause.
3.
By
practicing
the
usage
of
the
words
and
structures,
the
students
can
master
the
Attributive
clause.
Teaching
important
points
教学重点
The
Attributive
Clause:
the
structure
and
the
usage
of
who,
whose,
that,
and
which.
Teaching
difficult
points
教学难点
The
usage
of
the
words
that,
which,
who
and
whose
Teaching
procedures
＆
ways
教学过程及方式
StepⅠ
Revision
(10
minutes)
T:
Morning,
everyone!
Just
as
usual,
I’ll
check
your
homework
at
first.
Please
turn
to
Page
63.
Let’s
look
at
Exercise
1.
I’ll
give
you
one
minute
to
check
your
answers.
Please
pay
attention
to
the
forms
and
tenses
while
you
are
checking.
(After
a
little
while)
Have
you
finished
Who
would
like
to
read
out
the
finished
passage
for
us
How
about
you
A
student
stands
up
and
reads
out
the
passage.
At
the
same
time,
the
teacher
should
pay
attention
to
the
forms
and
tenses
of
the
words.
After
that,
ask
the
class
to
discuss
if
they
have
some
different
answers.
If
so,
make
some
necessary
changes.
T:
In
fact,
what
we
did
just
now
is
to
review
the
vocabulary
we
learned
in
this
unit.
Now,
I’d
like
some
of
you
to
come
to
the
blackboard
to
write
down
your
translations
of
the
sentences
in
Exercise
2.
Let
nine
of
them
come
to
the
blackboard
to
write
down
the
English
sentences.
Maybe
there
are
many
mistakes
in
these
sentences.
The
teacher
should
ask
the
class
to
have
a
discussion
to
find
out
the
mistakes
and
correct
them.
For
Exercise
3,
the
teacher
can
ask
some
students
to
read
out
their
sentences,
and
check
them
with
the
whole
class.
Step
Ⅱ
Discovering
useful
structures
(20
minutes)
T:
By
now
we
have
reviewed
some
useful
words
and
sentences.
Today’s
another
important
task
is
to
learn
the
Attributive
Clause.
There
are
two
kinds
of
this
clause.
One
is
the
Restrictive
Attributive
Clause,
which
modifies
the
noun;
the
other
is
the
Non-
Restrictive
Attributive
Clause,
which
gives
extra
information,
and
is
written
with
commas.
T:
Now
I’ll
show
some
sentences
on
the
screen.
And
then
I’ll
ask
some
of
you
to
read
them
out
and
translate
them
one
by
one.
Show
on
the
screen.
1.
But
the
one
million
people
of
the
city,
who
thought
little
of
these
events,
went
to
bed
as
usual
that
night.2.
It
was
heard
in
Beijing,
which
is
one
hundred
kilometer
away.3.
A
huge
crack
that
was
eight
kilometer
long
and
thirty
meter
wide
cut
across
houses,
roads
and
canals.4.
The
number
of
people
who
were
killed
or
injured
reached
more
than
400,000.5.
The
army
organized
teams
to
dig
out
those
who
were
trapped
and
to
bury
the
dead.6.
Workers
built
shelters
for
survivors
whose
homes
had
been
destroyed.
While
the
students
are
translating
the
sentences,
the
teacher
should
notice
the
difference
in
translating
the
Restrictive
Attributive
Clause
and
the
Non-restrictive
Attributive
Clause.
If
the
students
have
any
errors,
correct
them.
T:
Good!
Can
you
tell
me
what
relative
pronouns
the
Attributive
Clauses
use
S1:
From
the
sentences
on
the
screen,
I
know
that
there
are
four
words,
they
are
who,
whose,
that
and
which.
T:
Right!
Now
I’ll
give
you
more
knowledge
about
this
clause.
There
are
some
explanations
about
the
clause
on
the
paper.
I’ll
give
them
out
to
you
to
read.
If
you
can
set
the
bold
sentences
aside,
we
will
learn
them
later.
After
you
have
finished
reading
the
material，do
the
following
exercise
to
see
if
you
have
masteedr
the
usage
of
who，whose，which
and
that.
The
Teacher
had
better
give
the
paper
out
before
class,
so
that
the
students
can
have
time
to
preview
the
grammar.
I．定语从句
1.
限定性定语从句（Restrictive
Attributive
Clauses）
大多数定语从句对所修饰词的意思加以限制，表示“……的人（或东西）”，称为限定性定语从句。如：
The
man
who
robbed
him
has
been
arrested.　
抢劫他的人被逮捕了。
The
girl
whom
I
saw
told
me
to
come
back
today.　
我见到的那个姑娘叫我今天再来。
That’s
the
best
hotel
(
that
)
I
know.　
这是我所知道的最好的旅馆。
These
are
the
books
(which)
you
ordered.
这些是你订购的书。
这类从句多由关系代词（a）或关系副词（b）引导。
a.
Everyone
who
(that)
knew
him
liked
him.
认识他的人都喜欢他。
The
friend
with
whom
I
was
traveling
spoke
French.
和我一道旅行的那位朋友能讲法语。
The
car
which
(that)
I
hired
broke
down.
我租的汽车坏了。
b.
At
the
time
when
I
saw
him,
he
was
quite
strong.
以前我看到他的时候，他身体壮实。.
This
is
the
village
where
I
was
born.
这是我出生的村子。
These
are
the
reasons
why
we
do
it.
这些就是我们这样做的理由。
在限定性定语从句中，当关系代词在从句中做宾语时，在绝大多数情况下都可以省略，特别是在口语中，在被修饰的词为all,
everything
等词时尤其如此。
Have
you
got
the
postcard
(which)
I
sent
you
我寄
给你的明信片收到了吗？
These
are
the
things
(that)
you
need.
这些就是你要的东西。
Anything
I
can
do
for
you
我能帮你做什么吗？
All
you
have
to
do
is
to
fill
out
this
form.
你只需要填这张表就行了。
That’s
the
only
thing
we
can
do
now.
这是我们现在唯一能做的事。
You
can
take
any
room
you
like.
你随便哪间房都行。
2.
非限定性定语从句
（Non-
Restrictive
Attributive
Clauses）对所修饰的词没有限定词义的作用，而只是补充一些说明，通常都有一个逗号把它和句子的其它部分分开，在译成中文时，
这个从句多译成一个并列句。限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句拿掉以后对剩下部分没有太大的影响。如：
Peter,
who
had
been
driving
all
day,
suggested
stopping
at
the
next
town.
彼得开了一天的车，提议在下一座城市停下来。
This
house,
for
which
he
paid
$
150,000,
is
now
worth
$
300,000.
这所房子他买时花了十五万美元，现在值三十万美元了。
They
went
to
the
Royal
Theatre,
where
they
saw
Ibsen’s
Peer
Gent.
他们去了皇家剧院，在那里他们看了易卜生的《彼尔 英特》
Sunday
is
a
holiday,
when
people
do
not
go
to
work.
星期天是假日，这一天人们不上班。
应注意的是，在这类从句中不能使用关系代词that
和关系副词why,
也不能省略任何关系副词，这类从句主要出现在书面语中。
在书面语中whose有时指某样东西。如：
His
house,
whose
windows
were
all
broken,
was
a
depressing
sight.
他的房子，窗户都破了，让人看了感到沮丧。
The
car,
whose
handbrake
wasn’t
very
reliable,
began
to
slide
backward.
这辆轿车刹车不太牢靠，开始向后滑动。
It
was
an
island,
whose
name
I
have
forgotten.
它是一座岛屿，名字我忘了。
Exercise
1
Fill
in
the
blanks
with
who,
whose,
which
and
that.
1.
The
girls（
）served
in
the
shop
were
the
owner’s
daughters.
2.
The
man
（
）I
saw
told
me
to
come
back
today.
3.
The
girl
（
）spoke
is
my
best
friend.
4.
The
man
with
（
）I
was
traveling
didn’t
speak
English.
5.
The
man
（
）I
saw
told
me
to
wait.
6.
The
girl
（
）
I
spoke
to
was
a
student.
7.
The
man
to
（
）
I
spoke
was
a
foreigner.
8.
The
man
from
（
）
I
bought
it
told
me
to
read
the
instructions.
9.
I
know
a
boy
（
）
father
is
an
acrobat.
10.
He
saw
a
house
（
）
windows
were
all
broken.
11.
All
the
apples
（
）
fall
are
eaten
by
wild
boars.
12.
Can
you
think
of
anyone
（
）
could
look
after
him？　
13.
This
is
the
best
hotel
（
）I
know.
14.
He
showed
a
machine
（
）
parts
are
too
small
to
be
seen.
15.
You
can
take
any
room
（
）you
like.
While
the
students
are
reading
the
material
and
doing
the
exercise，the
teacher
can
walk
in
the
classroom，to
help
those
who
need
help.
After
that
the
teacher
checks
the
answers
with
the
students.
If
they
have
any
questions,
explain
them
to
the
students.
Answers
to
the
Exercise
1
1
who
2
Whom
3
Who
4
whom
5
who
6
who/whom
7
whom
8
whom
9
whose
10
whose
11
that
12
that
13
that
14
whose
15
that
Exercise
2
in
Discovery
useful
structures
T:
Just
now,
we
studied
the
Attributive
Clause,
and
do
some
exercises
about
the
usage
of
the
relative
pronouns.
Now
let’s
turn
to
Page
29
to
finish
Exercise
2
as
quickly
as
possible.
And
then
check
yours
with
your
partner.
Give
the
students
some
time
to
read
the
sentences
quickly
and
loudly,
and
try
to
remember
them.
A
few
minutes
later,
ask
some
of
them
to
recite
the
sentences.
For
Exercise
3,
the
teacher
can
give
the
students
some
time
to
prepare
the
sentences
and
play
the
game
quickly.
This
is
a
good
way
to
make
the
class
lively.
Step
Ⅲ
Using
structures
(15
minutes)
This
is
advice
on
how
to
protect
one’s
home
from
an
earthquake.
The
main
purpose
is
to
practice
the
Attributive
Clause.
This
exercise
is
a
kind
of
procreative
activity
for
the
students,
which
can
be
done
only
after
the
students
read
and
understand
the
passage.
So
perhaps
it
is
difficult
for
some
students.
The
teacher
should
be
patient
to
them
and
give
them
enough
help.
T:
Just
now
we
had
a
translation
exercise
and
filled
some
blanks.
That’s
the
basic
exercise
for
the
Attributive
Clause.
Now
I’ll
give
you
5
minutes
to
read
A
SAFE
HOME,
and
finish
the
sentences
below
the
article.
You
may
work
in
pairs
to
have
a
discussion
when
you
are
filling
the
blanks.
Five
minutes
later
T:
Now
let’s
check
the
answers.
First,
answer
me
a
question:
what
sentences
are
we
using
to
complete
the
blanks
Ss:
The
Attributive
Clause.
T:
Or
rather,
the
Restrictive
Attributive
Clause.
We
use
this
kind
of
clause
to
modify
a
noun
to
let
other
people
understand
what
on
earth
we
are
talking.
Do
you
understand
me
Ss:
Yes!
T:
Now
some
of
you
should
read
out
to
the
clauses
you’ve
written.
How
about
you
6
boys
Each
person
just
read
one
sentence.
Ready
Please
begin.
(The
answers
to
the
exercise
are
omitted)
For
Exercise
2,
the
teacher
can
read
out
the
instruction
for
the
students,
and
make
sure
they
know
what
to
do.
If
some
student
find
it
difficult
to
finish,
the
teacher
can
give
them
a
hand
by
offering
some
words
from
the
text
A
SAFE
HOME.
For
example,
the
word
I
have
chosen
is
computer/
the
word
I
have
chosen
is
the
kitchen/the
word
I
have
chosen
is
the
place…and
so
on.
And
must
make
the
students
know
the
purpose
of
the
exercise
is
to
get
familiar
with
the
Attributive
Clause.
Step
Ⅳ
Homework
T:
Well,
all
of
you
did
very
well.
Now,
time
is
up.
Today’s
homework
is
to
finish
the
Summing
up
and
Learning
Tip
on
Page
32.
And
make
good
preparation
to
the
Reading
Task
on
page
65.
Make
sure
you
know
the
meaning
of
the
text
clearly.
Class
is
over.
See
you
next
time!
The
Fourth
Period
Reading
(II)
Teaching
goals
教学目标
1.
a.
The
negative
words
and
expressions
that
appear
in
the
reading
material,
such
as:
never,
nothing,
gone,
no,
useless
and
burst.
b.
The
declarative
sentences,
such
as
“Never
before
in
history
has
a
city
been
so
completely
destroyed”.
P65
c.
Parallelism
sentences
(排比句)
：A
list
of
buildings
undestroyed
was
now
only
a
few
addresses.
A
list
of
the
brave
men
and
women
would
fill
a
library.
A
list
of
all
those
killed
will
never
be
made.
P65
2.
Help
the
students
learn
to
enjoy
an
article
from
the
factual
and
literary
style.
3.
Learn
to
analyze
an
article
from
its
words
and
organizations
of
its
paragraph.
Teaching
important
points
教学重点
Teach
the
students
how
to
enjoy
and
analyze
an
article,
from
its
words,
sentences
and
the
structure
of
the
text.
Teaching
difficult
points
教学难点
Teach
the
students
how
to
enjoy
and
analyze
an
article.
Teaching
procedures
＆
ways
教学过程及方式
Step
Ⅰ
Revision
(6
minutes)
T:
Morning,
everyone!
Yesterday,
we
learned
the
Attributive
Clause.
Now
let’s
have
a
revision
by
practicing.
Show
the
exercise
on
the
screen.
Fill
in
the
blank
with
a
correct
word.
He
made
another
wonderful
discovery,
______was
more
than
we
could
expect.
A.
which
I
think
is
B.
which
I
think
it
is
C.
which
I
think
it
D.
I
think
which
is
—
I
drove
to
Zhuhai
for
the
air
show
last
week.
—
Is
that
the
reason
____
you
had
a
few
days
off
A.
why
B.
when
C.
what
D.
where
In
the
dark
street,
there
wasn’t
a
single
person
_____
she
could
turn
for
help.
A.
that
B.
who
C.
from
whom
D.
to
whom
All
of
the
flowers
now
raised
here
have
developed
from
those
_____
in
the
forest.
A.
once
they
grew
B.
they
grew
once
C.
that
once
grew
D.
once
grew
I
don’t
like
_____
you
speak
to
her.
A.
the
way
B.
the
way
in
that
C.
the
way
which
D.
the
way
of
which
The
weather
turned
out
to
be
very
good,
_____
was
more
than
we
expected.
A.
what
B.
which
C.
that
D.
it
He
paid
the
boy
$
10
for
washing
ten
windows,
most
of
_____
hadn’t
been
cleaned
for
ten
years.
A.
these
B.
those
C.
that
D.
which
Give
the
students
some
time
to
finish
the
exercise,
and
then
check
the
answers
with
them.
Then
give
them
explanations.
Answers
to
the
exercise:
1.
A
2.
A
3.
D
4.
C
5.
A
6.
B
7.
D
Step
Ⅱ
Pre-reading
(2
minutes)
T:
At
the
first
period,
we
learned
the
earthquake
happened
in
Tangshan.
In
that
article
the
writer
mainly
described
what
happened
during
the
quake.
And
the
descriptions
are
objective.
Now,
we
will
read
a
story
written
by
America’s
most
popular
writer,
Jack
London.
In
the
article
he
expressed
his
own
feeling
about
the
San
Francisco
quake.
His
account
of
the
disaster
is
both
factual
and
literary.
You
may
feel
it
when
you
are
reading
the
article.
At
first
I’d
like
to
show
you
some
background
of
this
article.
Please
look
at
the
screen
and
read
the
passage.
As
luck
would
have
it,
at
the
time
of
the
quake
America’s
most
famous
writer,
Jack
London
just
happened
to
be
living
near
San
Francisco.
His
account(叙述)of
the
disaster
is
both
factual
and
literary,
that
is,
he
tried
to
write
not
only
for
readers
of
that
time
but
readers
yet
to
come.
London,
like
most
great
writers
and
former
journalists,
knew
a
good
story
when
he
saw
it.
He
and
his
wife
rode
on
horseback
at
a
fast
gallop(飞驰
)
from
their
ranch
to
the
hills
overlooking
the
“
city
by
the
bay.”
What
they
saw
both
horrid（使害怕）and
fascinated
(吸引)
them.
Step
Ⅲ
Reading
(20
minutes)
T:
Now
that
we
have
known
the
background
of
the
article,
and
something
about
the
writer.
Let’s
read
the
article
carefully,
with
these
questions
on
the
screen.
Then
you
can
have
a
discussion.
After
that
we’ll
check
them
together.
Show
on
the
screen.
1.
Who
is
the
man
in
the
picture 2
.What
can
we
see
from
the
word
never
in
the
sentence
Never
before
in
the
history
has
a
city
been
so
completely
destroyed 3.
How
many
negative
words
are
used
in
the
first
paragraph,
and
what
can
we
know
from
these
words 4.
What’s
the
feature
(特点)
of
the
sentences
in
the
first
and
second
paragraph 5.
What’s
the
main
idea
of
the
second
paragraph 6.
What
can
we
learn
from
the
first
sentence
and
the
last
sentence
Ask
the
students
to
discuss
the
questions
in
groups.
After
that
the
teacher
checks
the
answers
with
the
whole
class.
T:
Who
is
the
man
in
the
picture
S1:
Maybe
he
is
the
writer,
Jack
London.
T:
Great!
You
are
clever.
How
about
Question
2:
what
can
we
see
from
the
word
never
in
the
sentence
Never
before
in
the
history
has
a
city
been
so
completely
destroyed
S2:
From
the
word
never,
we
can
feel
that
the
writer
was
very
sad.
T:
Right.
Never
is
a
powerful
word
and
London
does
not
use
it
carelessly
here.
It
is
soon
followed
by
nothing,
another
powerful
word.
How
many
negative
words
are
used
in
the
first
paragraph,
and
what
can
we
know
from
these
words
S3:
There
are
six
words.
They
are
never,
nothing,
gone,
no,
useless
and
burst.
T:
Great!
Your
answer
is
quite
right.
S3:
We
can
have
an
impression
of
utter
hopelessness
from
these
words.
T:
Terrific!
Sit
down
please.
You
did
a
good
job!
London
wanted
to
make
it
very
clear
that
the
earthquake
had
caused
almost
total
devastation
of
this
once
beautiful
young
city.
Now
who
would
like
to
answer
Question
4:What’s
the
feature
(特点)
of
the
sentences
in
the
first
and
second
paragraph
S4:
I
see
all
the
sentences
in
these
paragraphs
are
short
ones.
T:
Can
you
tell
us
why
the
writer
uses
this
kind
of
sentences
S4:
I
don’t
know.
But
when
I
read
these
words,
I
felt
a
little
bit
out
of
breath.
T:
Yeah,
that’s
the
effect
of
the
magic
words.
Anything
else
S5:
It
also
used
the
Parallelism
sentences,
such
as
A
list
of
buildings
undestroyed
was
now
only
a
few
addresses.
A
list
of
the
brave
men
and
women
would
fill
a
library.
A
list
of
all
those
killed
will
never
be
made.
T:
OK.
Let’s
look
at
Question
5.
What’s
the
main
idea
of
the
second
paragraph
S5:
The
main
idea
is
the
first
sentence:
Out
at
sea
it
was
calm.
T:
Right.
Do
you
know
why
the
writer
put
it
here
S5:
Let
me
try.
The
first
paragraph
gives
us
an
impression
that
it
is
very
noisy;
while
the
second
one
is
very
calm.
The
situation
is
quite
opposite.
T:
Good!
Here
London
uses
Contrast
(
对比
)
to
good
effect.
Sit
down,
please.
Now
let’s
look
at
the
next
question:
what
can
we
see
from
the
first
sentence
and
the
last
sentence
S6:
The
two
sentences
give
us
a
contrast.
Although
the
city
was
destroyed,
the
people
were
not
nervous
or
upset.
They
just
did
what
they
should
do.
I
can
feel
that
London
was
full
of
proud
of
the
people.
T:
Your
answer
is
excellent!
I
think
that’s
the
right
attitude
towards
a
disaster.
And
also
that
is
the
very
thing
we
should
learn.
Don’t
you
think
so
Ss:
Yeah!
Step
Ⅳ
Answering
questions
(5
minutes)
T:
I
believe
you
have
learnt
many
things,
from
the
literary
style
to
the
fact
of
the
earthquake
and
to
the
right
attitude
that
we
should
face
a
disaster.
Now,
let’s
finish
the
two
exercises
below
the
article.
After
you’ve
done,
let’s
check
the
answers
together.
Give
the
students
some
time
to
finish
the
exercises
and
then
check
the
answers
with
the
whole
class.
Suggested
answers
to
Exercise
1
1.
shocked
London
is
both
greatly
surprised
and
frightened
by
what
he
sees,
so
“shocked”
is
a
good
word
to
describe
his
feelings.
2.
sad
London
knows
that
many
families
lost
their
loved
ones
and
all
their
possessions.
Suggested
answers
to
Exercise
2
1.
The
writer
of
the
San
Francisco
in
1906
shows
more
feeling
about
the
earthquake.
Because
he
is
an
eyewitness.
He
is
also
writing
a
personal
report,
not
a
histoty
lesson.
2.
Both
writers
give
similar
details
about
the
people
hurt
by
the
quake
and
the
things
it
destroyed.
3.
Neither
writer
gives
details
of
big
events
before
little
events.
Suggested
answers
to
Exercise
3
I
believe
the
writer’s
description
because
the
writer
is
an
eyewitness
and
he
is
also
writing
a
personal
report,
not
a
history
lesson.
Step
Ⅴ
Listening
on
Page
31
(10
minutes)
This
is
a
first-person
narrative
story.
A
man
is
giving
his
account
of
what
happened
during
the
second
big
earthquake
that
hit
San
Francisco
in
1906.
In
this
listening
material
the
teacher
should
also
remind
the
students
to
pay
attention
to
the
sequence.
Exercise
3
is
designed
for
this
purpose.
It
is
necessary
to
let
the
students
practice
reading
the
sentences
aloud.
T:
We’ll
listen
to
the
tape
about
the
story
of
a
person,
who
experienced
the
1906
earthquake
in
San
Francisco.
It
is
a
story
that
describes
what
happens.
This
story
happens
to
be
true
and
was
written
for
the
Museum
of
the
city
of
San
Francisco.
We
have
three
chances
to
listen.
First,
listen
and
try
to
get
some
details
that
Exercises
1
and
2
request;
second,
listen
to
finish
the
Exercises;
Third,
listen
and
check
your
answers.
Are
you
ready
Now,
listen!
It’s
better
to
have
the
students
listen
twice
to
the
material,
after
that,
check
the
answers
to
the
questions.
For
Exercise
3,
teacher
can
ask
one
student
to
tell
the
class
his/her
answers,
and
also
can
ask
the
students
to
retell
the
listening.
This
is
a
good
way
to
see
if
they
can
describe
an
earthquake.
For
Exercise
4,
the
students
can
read
after
the
teacher,
and
pay
attention
to
liaison
and
incomplete
explosion.
Step
Ⅵ
Homework（2
minutes）
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.
The
other
is
to
go
on
with
the
listening
and
check
the
answers
to
the
exercises.
The
Fifth
Period
Writing
Teaching
goals
教学目标
1.
Words
and
expressions
from
the
reading
passage
and
the
newspaper
story
2.
a.
Learn
to
write
an
outline
of
a
newspaper.
b.
Learn
to
write
a
poster
3.
Help
the
students
to
develop
their
writing
ability
by
using
some
tips
and
useful
expressions
Teaching
important
points
教学重点
a.
Teach
the
students
how
to
write
an
outline
of
a
newspaper.
b.
Teach
the
students
how
to
write
a
poster.
Teaching
difficult
points
教学难点
a.
Teach
the
students
the
ways
to
express
themselves,
and
form
their
own
writing
methods.
b.
Tell
the
studnts
the
difference
of
the
outlines
between
a
short
story
and
a
newspaper
story.
Teaching
procedures
＆
ways
教学过程及方式
T:
Have
you
surfed
in
the
site
I
have
given
to
you
Ss:
Yes.
T:
Good!
You
can
get
more
information
by
surfing
the
internet
often.
So
far,
we
have
read,
listened
to
and
talked
about
something
about
earthquakes.
Today
we
will
learn
to
write
an
outline
of
a
newspaper.
StepⅠWriting
an
outline
(10
minutes)
This
part
is
to
write
an
outline
of
a
newspaper
story.
The
teacher
should
guide
the
students
to
finish
this
task.
Ask
them
to
read
the
instructions.
And
then
answer
the
questions
on
the
screen.
Give
them
2
minutes
to
read
and
think
about
the
questions.
1.
Why
is
an
outline
important 2.
What
should
an
outline
include 3.
Why
is
a
headline
important 4.
What
are
the
steps
to
finish
a
newspaper
story 5.
What
is
the
feature
of
a
newspaper
story
T:
We
should
write
down
outlines
to
help
us
organize
the
writing.
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
for
you.
T:
OK.
Time
is
up.
Have
you
finished
these
questions
Ss:
Yes.
T:
Now
I’ll
ask
some
of
you
to
answer
these
questions.
Can
you
5
students
answer
those
questions
one
by
one
S1:
Because
an
outline
will
prepare
you
to
write
a
better
story.
S2:
A
good
outline
should
have
a
headline,
a
list
of
main
idea
and
a
list
of
important
details.
S3:
A
headline
can
tell
the
reader
what
the
topic
is,
so
it
can
attract
the
readers’
attention
since
the
reader
may
not
have
bought
the
newspaper
before
they
read
the
headline.
S4:
First,
organize
the
main
ideas.
Next,
put
some
details
into
each
paragraph.
S5:
A
newspaper
story
gives
the
most
important
news
first
and
the
least
important
news
last.
T:
OK.
It
seems
that
you
have
known
how
to
write
an
article
for
a
newspaper
about
a
special
event
that
happened
around
us.
Now
please
read
the
example
of
a
newspaper
story
in
Exercise
1
and
then
finish
what
you're
asked
to
do.
I’ll
give
you
2
minutes
to
do
this.
Two
minutes
later
T:
Now
we
can
see
the
title
of
this
story
is…
Ss:
Cyclists
Ready
to
go
on
the
Road
for
Disaster-Hit
Areas
T:
Good!
How
many
parts
is
the
story
divided
into
Ss:
Two
parts.
The
first
one
is
from
the
beginning
to
“in
China.”
The
second
part
is
from
"the
cyclists
come
from
China"
to
the
end.
T:
Good!
What’s
the
main
idea
of
each
paragraph
S1:
It
seems
that
the
first
sentence
is
the
main
sentence.
S2:
I
don’t
think
so.
Because
the
main
idea
should
show
the
purpose
of
doing
something.
So
I
think
the
last
sentence
is
the
main
idea.
T:
Good!
Your
analysis
is
right.
In
brief,
the
main
idea
is
that
the
cyclists
plan
to
get
money
for
Disaster-Hit
Areas.
But
what
is
the
main
idea
of
the
second
part
S3:
Madam,
we
can’t
find
a
main
sentence
in
this
paragraph.
T:
Really
Oh
Yeah,
a
good
doubt.
Sometimes,
we
needn’t
write
out
the
main
sentence
according
to
the
situation.
The
readers
can
conclude
it
from
the
details.
That’s
the
reason
why
we
can’t
find
a
main
sentence.
Are
you
clear
S2:
Yes,
I
understand
it.
T:
Now,
you
can
check
your
answers
with
the
answer
part
on
Page
32.
Give
them
a
few
seconds
to
check.
T:
Now,
I’d
like
to
show
you
more
examples
of
some
newspapers.
Please
look
at
the
screen.
Read
them
and
try
to
find
the
outlines
in
the
stories.
China
leads
world
in
traffic
deaths
EXPERTS
say
that
road
traffic
accidents
are
on
the
rise
and
China
ranks
first
in
the
world
in
traffic
death
tolls.
Worldwide
statistics
show
that
the
global
traffic
accident
death
toll
amounted
to
500,000
in
2003,
with
the
largest
share,
104,000
reported
in
China,
followed
by
India
with
86,000,
the
US
with
40,000,
and
Russia
with
26,000,
said
Duan
Liren,
former
deputy
director
of
the
Beijing
Traffic
Management
Bureau.
Road
accidents
are
the
seventh
leading
killer
in
China.
Seven
killed
in
cargo
plane
crash
AN
AZERBAIJIANI
II-76
cargo
plane
crashed
in
Xinjiang,
northwest
China,
Tuesday,
killing
all
seven
crew
members.
No
passengers
were
found
aboard,
said
rescuers.
The
crash
occurred
at
around
11:00
am
on
Tuesday
near
Urumqi
Internation
Airport.
About
80
per
cent
of
the
cargo
has
burnt.
The
plane
was
a
charactered
flight
from
Taiyuan,
Shanxi
Province,
to
Baku,
in
Azerbaijan
via
Urumqi,
capital
of
Xinjiang.
The
search
for
the
black
box
is
still
being
conducted.
The
teacher
can
read
out
the
examples
for
the
students
one
by
one
and
asks
them
“What’s
the
headline
What’s
the
main
idea
And
what
are
the
details ”
By
doing
this,
the
students
can
master
the
structure
of
newspaper
stories
and
are
not
worried
about
writing
an
outline
for
China
Daily.
After
doing
this,
the
teacher
can
explain
to
students
that
newspaper
stories
and
short
stories
are
organized
very
differently.
Usually
a
short
story
begins
with
small
details
and
includes
big
details
later.
A
newspaper
story
just
does
the
opposite.
Both
kinds
of
stories
use
paragraphs
with
main
ideas.
The
point-of-view
in
a
good
newspaper
story
is
objective
(i.e.
it
has
no
point-of-view)
while
a
short
story
is
subjective,
(i.e.
has
a
point-of-view).
A
newspaper
story
has
no
conclusion;
a
short
story
generally
does.
Give
the
students
5
minutes
to
prepare
the
task,
and
then
have
a
summary
by
asking
and
answering.
Step
Ⅱ
Writing
a
poster
(12
minutes)
SB
Writing
Task,
Page
67
In
fact
this
part
is
the
continuous
one
of
the
Speaking
Task.
That
is,
Speaking
is
the
base
of
the
Writing.
The
instructions
have
told
the
students
how
to
write
a
poster
and
what
should
be
written
down.
Ask
the
students
to
read
the
instructions
carefully,
and
make
sure
they
know
what
they
are
going
to
do.
Give
them
5
minutes
to
write.
Possible
sample:
Poster
Earthquakes
are
terrible
natural
disasters.
Although
we
cannot
avoid
it,
we
can
survive
by
making
preparations.
Here
are
the
essential
things
you
should
always
take
during
an
earthquake.
You
should
take
a
bottle
of
water.
It
can
keep
you
alive
for
a
long
time,
if
you
are
trapped
under
the
ruins.
Take
some
fruit,
in
case
you
are
hungry.
And
also
take
a
torch
light
and
a
mobile.
These
can
help
you
keep
in
touch
with
the
outside
world,
and
it
is
easy
for
rescue
workers
to
find
you
quickly.
Don’t
put
fresh
fruit
in
the
bag
as
they
will
go
bad
quickly
and
cause
problems.Don’t
take
money,
especially
don’t
go
back
to
take
money
when
the
house
is
shaking.You
may
be
caught
in
the
ruins.
Step
Ⅲ
Project
(10
minutes)
This
project
begins
by
asking
students
to
review
what
they
have
learned
about
earthquakes
and
how
people
have
coped
with
these
sudden
natural
disasters.
It
then
asks
them
to
apply
that
knowledge
by
making
a
checklist
of
things
that
should
be
done
before,
during
and
after
a
quake
hits.
The
functional
item
of
the
unit
is
reviewed
as
students
are
discussing
and
deciding
the
order
of
their
checklists.
It
is
not
necessary
or
likely
that
students
will
number
their
checklists
the
same.
What
is
important
is
whether
the
sequence
is
logical
and
each
group
can
justify,
or
explain
it.
Finally,
the
students
must
choose
one
action
from
the
checklist
to
discuss
in
more
detail.
Suggested
answer
key
to
the
project:
(Maybe
the
sequence
vary.)
1.
How
to
plan
for
future
disaster;
2.
How
to
make
new
buildings
safer;
3.
How
to
teach
children
about
earthquake
safety;
4.
How
to
rescue
those
still
trapped
in
the
ruins;
5.
How
to
take
care
of
the
survivors;
6.
How
to
organize
shelters
for
survivors;
7.
Where
to
put
information
for
survivors
and
their
families;
8.
What
to
do
with
the
ruins;
9.
What
to
do
with
the
buildings
that
survived
the
quake;
10.
How
to
repair
buildings
that
survived
the
quake;
11.
Where
to
get
money
to
build
again;
12.
Where
to
find
people
to
help
rebuild;
13.
How
to
honor
those
killed
in
the
quake;
14.
How
to
honor
the
rescue
workers;
Step
Ⅳ
Homework
(2
minutes)
T:
In
this
class
we
learned
how
to
write
an
outline
of
a
newspaper
story
and
how
to
write
a
poster.
We
have
known
the
difference
of
the
outline
between
the
newspaper
and
a
foletale.
I
hope
it
can
help
you
a
lot
in
your
writing.
Today’s
homework
is
to
finish
the
Summing
Up
and
Check
Yourself
to
consolidate
what
you
have
learned.
OK,
that
i