Unit
4
Earthquakes
Period
4:
writing
Step
1.
Pre-writing
1.
Ss
read
the
letter
on
page
30.
2.
Ss
make
a
list
about
the
points
that
they
want
to
write
for
the
speech.
Step
2.
writing
Ss
write
some
sentences
about
their
speech.
Ss
write
a
speech
by
using
the
sentences.
Ss
read
their
writings
by
themselves
and
correct
the
mistakes.
Peer
revising.
Show
some
good
writing
in
class.
Step
3.
Practice
Ss
finish
part
2
on
page
30.
Step
4.
writing
task
Four
Ss
in
one
group
have
a
discuss.
They
are
going
to
prepare
a
outline
of
an
article,
which
is
about
a
special
event
that
happened
in
their
hometown.
Ss
design
how
many
parts
they
will
divide
the
article.
Ss
begin
to
write
their
outline.
Ss
in
groups
show
their
outlines
in
class.
Step
5.
Assignment
Ss
in
groups
finish
the
project
on
page
68.
Teachers
can
use
this
period
freely.
Suggestion:
Teachers
can
use
this
period
to
let
Ss
sum
up
what
they
have
learned
and
explain
what
Ss
couldn’t
understand
very
well
in
this
unit.
Teachers
can
also
add
more
practice
in
this
period
to
consolidate
what
the
Ss
have
learned.
Finally,
ask
the
Ss
to
finish
checking
yourself
on
page
61.
It
is
very
important
to
improve
their
learning.Unit
4
Earthquakes
Period
3:
A
sample
lesson
plan
for
Using
Language
(A
letter
from
Zhang
Sha)
Aims:
To
read
and
speak
about
traveling
To
write
a
letter
describing
feeling
about
traveling
Procedures:
I.
Warming
up
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.
(1.
Who
is
the
audience?
2.
How
can
we
express
ourselves
clearly?)
Warming
up
by
reading
What
should
you
include
in
your
speech
when
you
try
to
write
one?
Read
the
letter
on
page
29
and
imagine
you
are
the
student
who
was
invited
to
give
a
speech.
Now
write
a
short
speech,
in
which
you
should
follow
the
points
in
exercise
3
on
page
29.
II.
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
letter
congratulations,
be
pleased
to
do
sth.,
win
the
high
school
speaking
petition,
a
group
of
five
judges,
all
of
whom,
agree,
be
proud
of,
open
a
new
park,
honour
those
who
died
in
the
terrible
disaster,
would
like
to
do,
have
you
do
sth.,
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
III.
Listening
Turn
on
your
books
at
page
30.
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
request.
Second
listen
again
and
try
to
finish
the
exercises.
Third
listen
and
check
your
answers.
IV.
Guided
writing
(SB.
page
31)
1.
Making
a
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.
pare
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
POST
SEATTLE-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
pared
with
the
devastation(破坏)
in
countries
like
Turkey,
India
and
El
Salvador,
where
quakes
have
buried
thousands
under
poorly
constructed
buildings.
2.
Writing
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.
3.
Underling
Read
the
outline
and
the
newspaper
story
in
Writing
and
underline
all
the
useful
expressions
or
collocations
in
them.
Copy
them
to
your
notebook
after
class
as
homework.
Collocations
from
Writing
a
list
of,
put
some
details
into
each
paragraph,
a
team
of,
raise
money,
thousands
of,
plan
to
do
sth.,
in
early
June,
hope
to
do
sth.,
be
interested
to
do
sth.
IV.
Closing
Down
Closing
down
by
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?
Closing
down
by
finding
information
Go
to
the
library
to
read
or
get
online
to
search
in
order
to
find
more
in
formation
about
natural
disasters.Unit
4
Earthquakes
Period
1:
A
sample
lesson
plan
for
reading
(A
NIGHT
THE
EARTH
DIDN’T
SLEEP)
Aims
:To
listen
and
talk
about
natural
disasters
To
read
about
earthquakes
Procedures
I.
Warming
up
Warming
up
by
looking
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
bee
orphans.)
Warming
up
by
discussing
Now,
look
at
the
pictures
of
Tangshan
and
San
Francisco
in
warming
up
and
describe
what
you
see
in
the
pictures.
(beautiful
cities;
broad
roads;
tall
building;
large
population.)
What
will
happen
if
there
has
been
a
big
earthquake
in
these
two
cities?
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
e
to
Pre-reading
and
decide
what
may
happen
before
an
earthquake
es.
II.
Pre-reading
1.Talking
and
sharing
What
are
the
signs
of
an
earthquake?
(e.g.
Cows,
pigs
and
dogs
bee
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….)
2.
Imaging
and
sharing
Imagine
there
is
an
earthquake
now,
your
home
begins
to
shake
and
you
must
leave
it
right
away.
You
have
time
to
take
only
one
thing.
What
will
you
take?
Why?
III.
Reading
1.
Listening
and
fast
reading
Now
let’s
e
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
time
order.
The
general
idea
is
the
mixture
of
the
first
sentences
of
each
paragraph,
that
is,
the
text
tells
us
something
that
happened
before
the
earthquake,
during
the
earthquake
and
after
the
earthquake.)
2.
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
SLEEP
a
smelly
gas,
e
out
of,
in
the
farmyards,
too
nervous
to
eat,
run
out
of,
look
for
place
to
hide,
water
pipes,
think
little
of
sth.,
as
usual,
it
seemed
that,
at
an
end,
one
hundred
kilometers
away,
one-third,
eight
kilometers
long,
thirty
meters
wide,
cut
across,
in
ruins,
be
injury,
the
number
of,
reach
more
than
400,
000,
everywhere,
everything
was
destroyed,
be
gone,
blow
away,
sth.
be
not
safe
for,
tens
of
thousands
of,
give
milk,
half
a
million,
instead
of,
be
shocked,
later
that
afternoon,
be
trapped
under
the
ruins,
fall
down,
all…is/was
not…,hundreds
of
thousands
of,
dig
out,
the
dead,
to
the
north
of,
coal
mines,
built
shelters,
fresh
water
3.
Reading
aloud
and
translating
Next
we
are
going
to
read
aloud
the
text
and
translate
it
into
Chinese.
4.
Reading
and
transforming
information
Read
the
text
again
and
answer
the
following
questions.
1.
What
natural
signs
of
ing
disaster
were
there?
2.
Can
you
think
of
some
reasons
why
these
signs
weren’t
noticed?
3.
Can
you
describe
the
disaster
caused
by
the
earthquake?
4.
What
events
and
situations
probably
made
the
disaster
worse?
5.
How
were
the
survivors
helped?
6.
Could
anything
more
have
been
done
to
help
the
survivors?
Why
or
why
not?
Answers:
1,
3,
4,
5
are
easy
to
answer.
2.
Maybe
at
that
time
people
didn’t
have
knowledge
of
an
earthquake.
6.
The
students
have
their
own
answers.
4.
Discussing
writing
style
As
you
have
understood
the
general
idea
of
the
text,
I
still
put
more
questions
to
you.
1.
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.)
2.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.)
3.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.)
5.
Reading
and
understanding
difficult
sentences.
If
you
have
some
difficult
sentences
to
understand,
e
to
me
for
help.
IV.
Closing
down
Closing
down
by
doing
exercises
Now
please
do
the
prehending
Exercises
1,
2
and
3
on
page
27.
Closing
down
by
discussing
By
now
you’ve
known
that
earthquakes
are
terrible
natural
disasters
and
that
China
is
unlucky
enough
to
have
a
lot
of
them.
Now
imagine
that
your
group
lives
in
the
city
that
has
a
lot
of
earthquakes,
what
should
you
do
during
an
earthquake?
Look
at
the
given
situation
and
discuss
in
pairs.
(1)
If
you
are
OUTDOORS,
…
(2)
If
you
are
in
a
HIGH
BUILDING,
…
(3)
If
you
are
DRIVING,
…
(4)
If
you
are
HAVING
CLASS,
…
(5)
If
you
are
in
a
CINEMA,
…
What
should
you
do
during
the
earthquake?
Situation:
(1)
how
to
rescue
those
still
trapped
in
the
ruins;
(2)
how
to
take
care
of
the
survivors;
(3)
how
to
repair
buildings
that
survived
the
earthquake;
(4)
what
to
do
with
the
buildings
that
survived
the
earthquake;
(5)
where
to
find
people
to
help
build
a
new
city;
(6)
how
to
teach
children
about
earthquake
safety;
(7)
where
to
put
information
for
survivors
and
their
families;
(8)
how
to
plan
for
further
disasters.Unit
4
Earthquakes
Period
2:
A
sample
lesson
plan
for
Learning
about
Language
(The
Attributive
Clause:
that,
which,
who,
whose)
Aims:
To
learn
about
the
usage
of
who,
which,
that
and
whose
in
the
Attributive
Clause
To
discover
useful
words
and
expressions
Procedures:
I.
Warming
up
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.
II.
Learning
about
language
1.
Reading
and
finding
Turn
to
page
26
and
read
the
text
A
NIGHT
THE
EARTH
DIDN’T
SLEEP.
Tick
out
the
attributive
clauses
in
the
reading
passage
and
translate
them
into
Chinese.
2.
Doing
Exercises
2
on
page
28
Turn
to
page
28
and
do
Exercise
2
in
pairs.
III.
Ready
used
materials
for
Relative
Pronouns:
which,
that,
who
whom
whose
What
are
Relative
Pronouns?
Relative
pronouns
are
special
pronouns
which
can
connect
the
antecedent
and
the
attributive
clause.
Also
they
can
be
used
as
a
part
of
the
attributive
clause.
Here
are
some
important
differences:
1.
which/
that:
referring
to
things,
can
be
used
as
a
subject
or
an
object
in
the
attributive
clause;
when
they
are
used
as
an
object,
they
can
be
omitted:
The
plane
is
a
machine
that/which
can
fly.
The
school
(that/which)
he
visited
last
week
is
to
the
south
of
the
city.
2.
that/
who/whom:
referring
to
a
person,
can
be
used
as
subject
or
object
in
the
attributive
clause;
whom
can
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
the
attributive
clause:
This
is
the
writer
whose
name
is
known
all
over
the
world.
The
room
whose
window
faces
south
is
mine.
4.Before
everything,
anything,
everybody,
anybody,
all,
the
best
+n,
the
fifth
+n,
we
use
that
instead
of
which:
All
(that)
I
need
is
time.
This
is
the
largest
factory
(that)
I
have
ever
visited
The
sixth
lesson
(that)
we
are
learning
is
the
most
difficult
in
Book
Two.
5.
We
can’t
use
that
in
a
Non-Defining
Attributive
Clause:
I
have
lost
the
pen,
which
I
like
very
much.
I
have
two
sisters,
who
are
both
teachers.
IV.
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
e
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.
Answers
to
the
exercises:
(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
