人教版高中英语必修一学案：Unit4 课文学案

Unit 4 EarthquakesPeriod OneTeaching aims:1. Train the students’ listening ability.2. T rain the students’ listening ability.3. Train the students’ ability to use the Internet to search for some useful information. ；4. Train the students’ ability to cooperate with others.Important points:Train the students’ speaking ability by describing, talking and discussion.Difficult points: Train the students’ listening ability.Teaching procedures:Step 1. Warmingup1. Lead in by talking about the earthquake which happened in the Indian Ocean at the end of last year. Ask Ss to describe it in their words.2. Ask Ss to say about something more about earthquakes, such as the Tangshan Earthquake that happened in our country.3. Look at the two pictures on Page 25.【Step 2. Listening1. Listen to the tape to know why there are earthquakes in the world.2.Listen to the tape and check the answers.( It is about the cause of earthquakes andhow we can reduce losses from them.)3. A few minutes later, check the answers.Step 3. Homework1. Preview the reading passage on Page 26 and do exercise I in the part “Learning about language”.2. Ask Ss to look for more ways of reducing losses from earthquakes. The students can go to the library or use the Internet to search for information. After searching for the information, each group should make a poster, informing people how to reduce the losses of an earthquake.Record after teaching.、Period TwoTeaching aims:1. Learn some detailed information about an earthquake.2. I mprove the students’ reading ability.3. T rain the students’ ability to grasp key information while listening.4. T rain the students’ speaking ability."Important points:1. The new words and expressions.2. Learn some detailed information about an earthquake.3. Train the students’ ability to cooperate with others.4. Train the students’ speaking ability.Difficult points:1. Words: shake, burst, rise, destroy, shock, fresh, injure2. Phrases: right away, at an end、3. Sentence patterns:(1) It seemed/ seems that…(2) The number of sb./sth. Reached/reaches…(3)All hope was not lost.4. Improve the students’ reading ability.5. Train the students’ ability to grasp key information while listeningTeaching procedures:Step 1. Prereading】1. Ask Ss to pretend they are warned of a coming earthquake. They have time to take only one thing. Tell their partners wha t they will take and the reason.2. If an earthquake is around the corner, there must be some abnormal phenomena. Carefully look at the four pictures on Page 25 and try to describe what have been seen. Step 2. ListeningAn earthquake is very terrible. In this unit, we will learn something about the strongest earthquake in China’s history, which happened in Tangshan, Hebei, in 1976. First listen to the tape with your textbooks closed and check whether the following statements are true or false. If it is false, try to correct it.1. People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)2. People in Beijing also felt the earthquake. (T)3. More than 400 000 people were killed in the quake. (F)4. Many rescue workers and doctors were trapped under the ruins during the aftershock. (T){5. People tried to get fresh water from under the ground in Tangshan. (F)Step 3. Reading1. Finish Part 12 in Comprehending on Page 27.2. Finish Part 3 in Comprehending on Page 27.3. Read the passage again to get important information about Tangshan Earthquake and fill in the blanks.Step 4. Homework1. Read the text several times.2. Do exercise 3 on Page 28.；3. Do exercise 2 on Page 28 in the exercise book and hang it in tomorrow.4. Learn some words and phrases in this unit and make some sentences with them. ( Ss’ Book, Page 8284)Period ThreeTeaching aims:1. Train the students’ ability to read different numbers in English.2. Learn the usage of some difficult words and expressions.…3. Train the students’ ability to remove the difficulties while reading.Important points:1. Train the students’ ability to read different numbers in English.2. Train the students’ ability to cooperate with others.Difficult points:1. The explanation of some difficult words and expressions.2. Train the students’ ability to remove the difficultie s while reading.Teaching procedures:!Step 1. Revision1. Ask Ss some questions based on the Reading passage.(1) What did people in Tangshan see in the sky before the earthquake(2) What did people notice in the wells(3) Did people pay any attention to these abnormal phenomena(4) When did the earthquake begin(5) Were there any aftershocks(6) Did the survivors deny the city and go to live in other places?2. Check the homework (Ex2 on P28). Ask them to recite it after class.Step 2. Learning about NumbersTurn to Page 28 and look at Part 3. Match each word to the number that has the same meaning. Allow the students several minutes to finish the task. Check the answers. Step 3. Important pointsAsk the students to turn to Page 82. Ask some students to make some sentences with the words or phrases. Deal with some difficulties. You can add more phrases.Step 4. HomeworkIn order to master the usage of these words and expressions, please do some related exercises.1. Finish off the two parts in Using Words and Expressions on Page 63.)2. Translate the sentences on Page 63 into English. Write the English sentences in one of your exercise book and hand it in tomorrow.Period FourTeaching aims:1. Learn to choose the correct Relative Pronouns for the Attributive Clauses.2. Train the students’ ability to report what others have said.Important points:}1. Learn the Attributive Clause.2. Train the students’ ability to report what others have said.Difficult points:Learn to choose the correct Relative Pronouns for the Attributive Clauses.Teaching procedures:Step 1. RevisionCheck the homework exercises.Step 2. Grammar\W rites the sentence “Workers built shelters for survivors whose homes had beendestroyed.” On the blackboa rd before class begins. Ask Ss to think what kind of clause it isAnd then introduce The Attributive Clause to students.. The woman who lives next door is a teacher.A sentence with an attributive clause contains two shorter sentences. In the sentence a bove, the two short sentences are: “The woman is a teacher.” And “The woman lives next door.” The Attributive Clause is the answer to the question: Which woman is a teacherWould you try to divide the sample sentence on the blackboard into two short sentencesSum up the rules:“Who” is used for people. “Which” is used for things. “That” is used for things or people. “Whose” is used instead of his/her/their/somebody’s. “Whom” is quite formal, and in most cases it is all right to use who instead. But when whom has a preposition before it, it cannot be replaced by who.Step 3. Practice1. Now look at Part 2 in Discovering Useful Structures on Page 28. try to complete each sentence using that, which, who, or whose.￥Let the students do this exercise and check the answers.2. Do more exercises in Ex 3 on Page51 in《导》.Step 4. HomeworkAfter class, read the passage on Page 64. It’s about advice on how to protect your home from an earthquake. Complete the sentences below, using who, whom, which, that or whose.Period FiveTeaching aims:…1. Train the students’ speaking ability.2. Train the students’ ability to search for doing something.3. Train the students’ ability to do things step by step.Important points:1. Train the students’ speaking abilit y.2. Train the students’ ability to search for doing something.Difficult points:1. Know how to write a speech.@2. Know how to write a newspaper story.3. Learn to cooperate to each other.Teaching procedures:Step 1. RevisionCheck homework exercises and ask some students to read the sentences out.Step 2. Reading and writingRead the letter on Page 29. In the blank at the beginning of the letter, write the last number of the year it is now. Then in the blank near the end of the letter, use a number to say how many years ago the quake happened.(After several minutes, the teacher checks the answers with the class.)~T: Suppose you are the student who was invited to give the speech. What should you include in your speech(Students give their different answers.)T: Yes, while writing, don’t forget to contain the information. Now I will give you 15 minutes to write the speech. You can follow the points in part 3 on this page.(While the students are writing, the teacher gets around the classroom and helps the students to deal with any difficulties that they have.)(After 15 minutes)T: Are there any volunteers to read his or her speech( If there is nobody, the teacher asks one to read, and give some assessments.)Step 3. Speaking"T: Imagine that after your speech, Zhangsha asks you to give a short talk about the new stamps about Tangshan to honor the city. First, ask and answer the following questions in pairs.(1) What do these stamps show(2) Do you think these stamps are very important and why(3) Will you collect these stamps Why and why not(After the students ask and answer these questions in pairs.)T: Now try to fill in the lines in the little talk. You can use some of the answers to the questions.T: Next I will ask one of you to read the little talk.Step 4. Writing/T: By now you have learned writing a speech and a little talk. Now you are going towrite an article for a newspaper about a special event that happed in your hometown. First, let’s learn some skills of wr iting newspaper stories. Before you write, you should write an outline. This is very useful. Today, we will learn how to write an outline. Please turn to Page 31. Read the instructions in bold and pay attention to some questions I prepared to you.Q1: Why is an outline importantQ2: What should an outline includeQ3: Why is a headline importantQ4: What are the steps to finish a newspaper storyQ5: What is the feature of a newspaper storySuggested answers:1. Because an outline will prepare you to write a better story.·2. A good outline should have a headline, a list of main ideas and a list of important details.3. A headline can tell the readers what the topic is, so it can attract the readers’ attention since the reader may not have bought the newspaper before they read the headline.4. First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper story gives the most important news first and the least important news last.T: Now let’s read the example of a newsp aper story. Try to find the headline, main idea and details of each paragraph. You may work in groups of three.(After several minutes, the teacher asks the students the following questions :)Q1: What is the headline of the newspaper storyQ2: What is the main idea@Q3: What is the detailed informationT: Now turn to Page 32 and check your main ideals and detailed information.Step 5. HomeworkT: So now you know how to write a passage step by step. Prepare the outline for a short newspaper story for China Daily. Use the example to help you to organize your outline. You can first have a discussion with your partner and decide which event you will write about. Try to write down the title, main ideas and detailed information. Then put them into a short passage.Record after teaching:______________________________________________________________________________________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________…Period SixKnowledge:Learn a passage about the San Francisco EarthquakeAbility:1. Learn to compare two similar passages.2. Train the students’ listening ability.Emotion:。

教学设计课题Unit4Reading ---E arthquakeEarthquake课型reading时间2016年07月日课时1 主备王凤婷复备教学目标1.Let students learn more about the Tangshan earthquake. 2.Get 2.Get students students students to to to learn learn learn to to to use use use some some some reading reading reading skills skills skills (skimming (skimming (skimming and and scanning) to get useful information. 3.To improve the awareness of safety for students. 教学重点1.To improve the students’ reading ability 2.Make the students realize the importance of safety教学难点How to find the useful information quickly and well 学法指导Individual and cooperative learning 教法Task-based teaching method Discussion and explanation 教学设计1.Leading-in(6 minutes) T:Class begins! Ss:Good morning, Miss Wang! T:Good T:Good morning, morning, morning, sit sit sit down, down, down, please. please. please. L L et’s et’s go go go for for for the the the class. class. class. Here Here Here is is is a a picture,do picture,do you you you know know know what what what happened? happened? happened? Y eah, Y eah, recently, recently, recently, south south south china china china is is affected by flood seriously. Do y ou know any you know any other natural disaster? Look at these pictures and tell me what they are. 修改补充Ss:……T:Ok, as for earthquake, there are two big earthquakes in recent years, the the big big big earthquake earthquake earthquake in in in Wenchuan,Sichuan Wenchuan,Sichuan Wenchuan,Sichuan province province province in in in May, May, May, 2008 2008 2008 and and the the earthquake earthquake earthquake in in in Y Y ushu, Qinghai Qinghai province province province in in in April, April, April, 2010. 2010. 2010. Do Do Do you you know know anything anything anything about about about Tangshan Tangshan Tangshan earthquake?Ok, earthquake?Ok, earthquake?Ok, today today today we we we will will will learn learn something something about about about it. it. it. Please Please Please open open open your your your books books books and and and turn turn turn to to to page page page 26, 26, 26, a a night night the the the earth earth earth didn’t didn’t didn’t sleep. sleep. sleep. Please Please Please read read read paragraph paragraph paragraph 1 1 1 and and and answer answer answer the the following questions. 2.Reading(20 minutes)Step 1 Fast reading(4 minutes)1.1.What’s the main idea of the passage?What’s the main idea of the passage?When? where? what? So,we can summarize the main idea as Main idea: Now,read the whole passage quickly and choose the main idea for each paragraph. Please pay attention to the first and the last sentence of each paragraph. They may be the topic sentence. You will have 3 minutes to do it. 2.Choose the main idea of each paragraph. A.The earthquake destroyed the city of Tangshan. B.Before the earthquake strange things began to happen but no one paid attention to them. C.The army came to help the survivors, bringing hope for a newlife. D.The people were very shocked at the destruction. Para.1 Para.2 Para.3 Para.4 Step2 Careful reading(16 minutes)1.Choose the best answers according to thepassage. 1.The title“A night the earth didn’tsleep”means A.the earth was wide awake all night long B.B.people on the earth couldn’t fall asleep that night people on the earth couldn’t fall asleep that nightC.the earth kept on shaking like crazy that night D.animals on the earth would not sleep that night 2.2.What’s the main idea of the first paragraph?What’s the main idea of the first paragraph?A.Some animals were ill B.The water in the wells became dirty C.The signs of an earthquake D.People thought little of some strange things 3.People in the city went to bed as usual that night because A.they thought it was not strange for water pipes to crack and burst B.they thought it was easy to experience an earthquake C.they thought sleeping was the most important thing no matter what would happen D.they would never imagine there would be an earthquake 4.Which of the following is true of the Tangshan earthquake? A.The people in Beijing didn ’t feel the earthquake B.The number of people killed was over 400,000 C.Half a million hens were killed in the earthquake D.The railway tracks became useless 5.What ’s the meaning of the last sentence “Slowly, the city began to breathe again.”? A.People weren ’t sad any more. B.The life in Tangshan began to return to normal. C.The earthquake finally came to an end. D.Those who were trapped were saved. Careful reading 2. Fill in the blanks below Before the earthquake (Para 1) _______things happened before Tangshan Earthquake happened. The water in the village_____rose and fell. The well walls had deep________. A__________gas came out of them. The animals were too________to eat. The water pipes cracked and ____________. During the earthquake (Paras2-3) Everything began to___________. __________ of the nation felt it. A huge____________cut across houses. ___________burst from holes in the ground. Soon the whole city lay__________ . _______________of the people died or were injured. Water, food, and ____________were hard to get. After the earthquake(Para4) The army organized teams to__________those who were trapped and to bury the dead. Workers built__________forsurvivors. ____________water was taken to the city. Slowly,the city began to____________again. 3. Summary (5 minutes) Strange things happened________TangshanEarthquake happened.Thewell happened.Thewell walls walls walls had had had deep deep deep cracks.A________(smell)gas cracks.A________(smell)gas cracks.A________(smell)gas came came out out of of of them. them. them. The The The water water water pipes pipes pipes cracked cracked cracked and and and burst. burst. burst. At At At 3:423:42 _____the morning morning of of of July July July 28,1976,everything 28,1976,everything 28,1976,everything began began began to to to shake.___seemed shake.___seemed shake.___seemed as as as if if the world was at an end. Steam burst from holes in the ground. Hard hills of of rock rock became rivers of of dirt. dirt. dirt. Soon Soon the whole city lay lay in in ______(ruin). Many people died or were________(injure). Everything in the city___(be) destroyed. People were________(shock) at this and wondered how long the disaster would last. The army organized teams to to dig dig dig out out out those_______were those_______were those_______were trapped trapped trapped and and and to to to bury bury bury the the the dead. dead. dead. Workers Workers built built shelters for___________(survive). shelters for___________(survive). Fresh water was taken to the city. Slowly,the city began to breathe again. 4. Discussion(8 minutes) When the earthquake happens, if we are 1.at home 2.in the supermarket 3.in the classroom What should we do? 5. Homework(1 minutes) 1.Memorize the words and expressions in the reading part. 2.Kick 2.Kick out out out the the the long long long and and and difficult difficult difficult sentences sentences sentences appearing appearing appearing in in in the the the reading reading passage. 板书设计 Unit 4 Earthquake A night the earthquake didn ’t sleep 1.leading-in 2.Reading Step 1 fast reading Step 2 careful reading 3.Summary 4. Discussion 5.Homework 教学反思。

Teaching plan for unit 4Teaching aims and demands:1. Topic:Basic knowledge of earthquakes; how to protect oneself and help the others in disasters2. Useful words and expressions:earthquake, quake, right away, well (n.) , million , event , pipe, burst, as if, at an end , nation , canal, steam, dirt, ruin, in ruins , suffering, extreme, injure, destroy, brick, dam, track, useless, steel, shock, rescue, trap, electricity, disaster, dig out, bury, mine, miner, shelter, a (great ) number of , title, reporter, bar, damage, frighten, frightened, frightening, congratulation, judge, sincerely, express, outline, headline, cyclist3. Functions:Talking about past experiences:I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.Sequence4. Grammar:The attributive clause (I)由that, which, who, whose引导的定语从句The number of people who were killed or injured reached more than 400,000.It was heard in Beijing which is one hundred kilometers away.Workers built shelters for survivors whose homes had been destroyed.Teaching procedures:Period 1.Step 1. Warming upSs discuss and answer some questions:1. Which of the following may cause people the greatest damage?A. earthquakeB. typhoonC. floodD. drought2. Imagine 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?Step 2. Pre-readingSs discuss and answer:1.Do you know what would happen before an earthquake?2.What can we do to keep ourselves safe from an earthquake?3. Do you know anything about Tangshan Earthquake in 1976?Step 3. Reading1.Skimming and find the answers to the following questions:a.What happened?b.When and where did it happen?3.Ss read the whole passage again and get the main ideas of each part:Part 1. The natural signs of a coming earthquakePart 2-3. The damage of the city after the earthquakePart 4. The help to the survivorsStep 4. ComprehendingSs finish Ex 1 and 2 on page 27.Step 5. Assignment1.Surf the internet and get more information about the earthquake.2.Retell the text.Period 2.Step 1. Warming up1.Ss share more information about the earthquake.2.Ask some Ss to retell the text by using their own words.Step 2. Language points1.lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态The village lay in ruins after the war.These machines have lain idle since the factory closed.2.in ruins: severely damaged or destroyed 毁坏an earthquake left the whole town in ruins.His career is in ruins.3.number (n.): a quantity of people or things 数目；数量The number of people applying has increased this year.We were fifteen in number.a number of: a lot ofI have a number of letters to write.A large number of people have applied.4. injure (v.): to hurt oneself/sb./ sth. physically 受伤He fell off the bicycle and injured his arm.5. reach (v.): to achieve or obtain sth. 达成；达到；获得Y ou’ll understand it when you reach my age.At last we reached a decision.6. rescue (n.): an act of rescuing or being rescued 搭救；解救A rescue team is trying to reach the trapped mines.Rescue (v.): to save or set free from harm, in danger, or loss 解救；救出The rescued the man from drowning.7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境They were trapped in the burning hotel.8. all …not… = not all…: some but not all 一些；但不是全部Not all the girls left.=Only some of them left early.Not all the children are noisy.=Some of the children are not noisy.全部否定应用: none of…None of us were allowed to go there.None of these reports is very helpful.Step 3. learning about language1. Ss finish Ex 1,2 and 3 on page 27 and 28.2. Teacher checks the answer and give the Ss some help if they have some difficulty. Step 4. assignment1.Finish Wb.Ex.1 on page 63.2.Ss try to remember the useful words and expressions by hearts.Period 3Step 1. Warming upSs read the passage again and try to find the sentences with attributive clauses.e.g. Workers built shelters for survivors whose homes had been destroyed.Step 2. Attributive clause1.Give Ss more sentences and let the Ss to find the structures of the attributive clause.2.Ss do some exercises about how to use that, which, who or whose.3.Ss finish Ex 2 on page 28.Some materials about attributive clause:关系代词引导的定语从句关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。

人教版高中英语教案必修1第四单元Unit 4：EarthquakesPeriod 1: A sample lesson plan for reading(A NIGHT THE EARTH DIDN’T S) LEEPAims：To listen and talk about natural disastersTo read about earthquakesStep I. Warming up1.Warming up by asking some questions：(1) Have you ever experienced any natural disasters?(2) Can you name all the disasters?(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake, mudflow)(3) 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 and homeless; Many children will become orphans.)2. Warming up by discussingNow, 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.)(4) 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 come to Pre-reading and decide what may happen before an earthquake comes.Step II. Pre-reading1.Talking and sharingWhat are the signs of an earthquake?(e.g. 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 houses in villages will have deep cracks.There will be bright lights in the sky….)2. Imaging and sharingImagine 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?Step III. Reading1. Listening and fast readingNow, let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” andsee 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 underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.a smelly gas, come 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, cutacross, 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 o f, dig out, the dead, to the north of, coal mines, built shelters, fresh water3. Reading aloud and translatingNext, we are going to read aloud the text and translate it into Chinese.4. Reading and transforming informationRead the text again and answer the following questions.11. What natural signs of coming 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?5. Discussing writing styleAs 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 feelingsabout 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.)6. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.Step IV. PracticeDo the comprehending Exercises 1, 2 and 3 on page 27.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 HA VING 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.Period 2: A sample lesson plan for Learning about Language (The Attributive Clause: that, which, who, whose)Aims: 1).T o learn about the usage of who, which, that and whose in the Attributive Clause.2) To discover useful words and expressionsStep I. Warming upWarming up by discovering useful words and expressions. And then do the exercise on page 27.Step II. Learning about language1. Reading and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out th e attributive clauses in the reading passage and translate them into Chinese.2. Doing Exercises 2 on page 28Turn to page 28 and do Exercise 2 in pairs.Step III. Materials for Relative Pronouns: which, that, who whom whoseWhat are Relative Pronouns?Relative pronouns are special pronouns which can connect the antecedent(先行词) 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 assubject 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 math 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, thefifth +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.Step IV. QuizNow 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 donetomorrow.(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.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)whichPeriod 3: A sample lesson plan for Using Language(A letter from Zhang Sha)Aims: 1). T o read and speak about traveling. 2). T o write a letter describing feeling about traveling Step I. Warming up1. By discussingHave 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 pairs1. Who is the audience?2. How can we express ourselves clearly?2. By readingWhat 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.Step II. Reading and underliningRead 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，be pleased to do sth，win the high school speaking competition，a group of five judges，all of whom，agree，be proud of，open a new park，honor 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，honor sb. for sth，be known as，encourage sb. to do sth，be happy to do sth，collect stamps，lose one’s lifeStep III. ListeningWe’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. Listen and try to get some details that exercises 1 and 2 request.Step IV. Guided writing (SB. page 31)1. Making a introductionHave 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 c an 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, mai n idea and details of each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hitWashington 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.2. WritingNow 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. UnderliningRead 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 Writinga 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.Step IV SummaryWe have learned a lot about earthquakes. Now let’s have a s ummary 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?Earthquake Survival TipsWould you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.Escape in the SchoolIf it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.Language points1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。

必修一-----Unit 4第一课时学案一、课前预习、学案导学1. 地震: _________2. 立刻，马上: ______________3. 井:__________4. 裂缝：___________5. 发臭的: ________(v.) __________6. 农场: _________7. 管子:__________8. 爆发, 爆裂:__ ____,__ ___,__ ___（过去式，过去分词）9. 百万: __________10. 大事, 事件:_____ ___ 11. 似乎: _____________12. 结束, 终结: ______________ 13．砖: ______14. 大坝: ______ 15. 轨道:__ ____ 16. 无用的:____ __17 震惊:________ 18.营救：_____ __ 19. 使陷入困境:___ _____20.. 电: _________21.. 灾难: __________22. 挖掘: ____________23. 埋葬:_______ 24. 矿，矿山: _______矿工: ______________25. 掩盖:___________ 26. 废墟: ______ pl:___________27. 苦难: ____________28. 极度的:___________极度地: __________29. 损害:_____________30.受伤的____________II key points1.earthquake n. =__________地震2.right away: = at once. = ______________立刻，马上3.smelly adj.发臭的；有臭味的____________n./v 嗅觉；气味4.burst vi./vt. 爆裂；裂开；突然出现；爆发n. 突然破裂________–__________ (过去式，过去分词)5.event n.事件，大事6.as if =___________. 仿佛，好像III. Exercises1.The dam b_______ under the weight of water.2.It seems ______ you are the first one to come here.(似乎)3.On hearing the news that her son had won the game, she ________ laughter..A. burst outB. burst withC. burst uponD. burst into4. Eliza remembers everything exactly as if it _______ yesterday.A. was happeningB. happensC. has happenedD. happened.5. Another coal mine accident? How did that _______?A. occurB. set outC. burst outD. come6. –We need an immediate rely.--I see. I’ll send the paper to you ______A. just nowB. sooner or laterC. right awayD. for a while7. The number of foreign students attending Chinese universities ______ rising steadily since 1997.A. isB. areC. has beenD. have been8. The soldiers _______ the bridge.A. blew upB. burstC. explodedD. explored9. Don’t interrupt me. I’m, ______, working on a new dress design which , I’m sure, will be popular among ladies.A. right nowB. right awayC. right offD. at onceend.A. an; theB. the; anC. the; theD. an; an必修一-----Unit 4第二课时学案学习目标：掌握本单元的重点单词学习重点：重点词汇的基本用法学习难点：重点单词的拓展用法学习过程一、自主学习（一）边学习边完成下列问题I words and expressions1. 国家: _______ 民族的:________ 国籍: ___________2. 运河: ________3. 污垢: _______污垢的: ________4. 蒸汽: _________5. 废墟: ______ pl:___________6. 苦难: ____________7. 极度的:___________极度地: __________8. 损害:_____________受伤的____________II Key points1. nation民族;国家_______adj. 民族的;国家的_________n 国籍2 . dirt n. 污垢；泥土________adj. 污垢的3. ruin n. (U.) 毁坏，毁灭，崩溃（C.）废墟，遗迹短语：in ruins 成为废墟ruin one’s health/ fame 毁掉某人的健康/ 名誉4. suffering n. 苦难；痛苦__________v. 遭受5. extreme adj. 极度的___________adv. = in the extreme6. injure vt. 损伤；伤害_________adj. 受伤的_______n.损伤,伤害短语：do an injury to sb. 伤害某人the injured 伤员injure one’s pride/ feelings 伤害某人的自尊/ 情感Eg. He was badly__________ in the accident.She refused injuring his pride.This could seriously ______the company’s reputation(名誉). ( 伤害)The injured ______sent to hospital right away.(be)7. survivor n. 幸存者；生还者__________vt./vi. 幸存，生还8. destroy vt.摧毁_________________n. 毁坏Eg. The building was ____________by fire.比较：destroy , ruin , damage.destroy 常指彻底的，不能或很难修复的“破坏”，程度较深；也可用于损坏抽象的东西，比如名誉，计划，努力，契约等。

Unit 4 Natural DisastersPeriod 4Listening and Talking教材分析该板块的活动主题是“为灾害作准备”(Prepare for a disaster)。

活动主题与单元引言中的Raising awareness, reducing mortality相呼应。

听力文本以对话形式呈现，地震救援专家Mrs Fors带着搜救犬Lucky进入学生课堂，与学生互动，在回答学生问题的同时，讲解了减少灾害损失的准备工作，以及地震发生时能够帮助自救的基本安全准则等内容。

该板块要求学生了解、思考、讨论地震防灾知识及其应对措施，最后能够有条理地叙述应该如何为应对灾难作准备，探讨应急包的准备以及灾难发生时如何逃生等相关内容。

教学目标1. 能正确理解使用下列词汇：power, pipe, emergency, calm, aid, kit。

2. 能够运用指令性语言，介绍应对各种自然灾害的准备工作和措施。

教学重难点【教学重点】引导学生通过指令性语言清晰地表达从地震等自然灾害中逃生的措施和建议。

【教学难点】理解并正确运用指令性语言。

教学过程Step 1 Warming-up1. What happened in Wenchuan on May 12, 2008?2. Listen to a news report about it and fill in the blanks.3. Earthquake is a common natural disaster. What should people do in case of earthquake? Let’s find out.设计意图：看关于汶川地震的图片，听一段相关的地震报道，激活学生的背景知识，引导学生思考如何应对地震。

Step 2 Pre-listening1. Look at the table in Activity 1. Predict the main idea of the conversation.2. Teacher help students to understand the meanings of the new words in the table (tap, pipe, whistle).设计意图：预测将要听到的内容，扫清词汇障碍。

Section Ⅳ　Reading for Writing每/日/金/句：It is always calm before a storm.　暴风雨前总是风平浪静。

精读课文　疏通理解障碍[读文清障]①crash [kræʃ] vt. & vi.碰撞；撞击n.撞车；碰撞crash into撞倒……；冲入②sweep away消灭；彻底消除sweep[swiːp] vt. & vi.(swept, swept)打扫；清扫③wave [weɪv] n．海浪；波浪vi. & vt.挥手；招手huge waves巨浪④strike[straɪk] vi.& vt. (struck, struck/stricken)侵袭；突击；击打 n．罢工；罢课；袭击⑤off prep.离，距离⑥some adv.(＝about)大约；约莫⑦stand at达到特定水平(或数量、高度等)⑧affect vt.影响；(疾病侵袭)；深深打动⑨official n．官员 adj.官方的；正式的government officials政府官员⑩missing adj.(＝lost)失踪的⑪adj.当地的 n．当地人local⑫n．安全处所safetyexpect⑬vt.预计，预料⑭adv.更(程度副词)even常用的修饰比较级的程度副词、短语还有still, far, any, much, a lot等。

⑮vt. & vi.递送；传达 vt.发表deliver[dɪ'lɪvə(r)][原文呈现]The Daily NewsTSUNAMI HITS ASIA：OVER 6，500 DEADBy Robert Woodhouse Monday, 27 December 2004The most powerful earthquake in the past 40 years caused a tsunami that crashed①into coastlines across Asia [1] yesterday, killing more than 6, 500 people in Indonesia,India,Thailand,Malaysia,and at least four other countries[2]. Fishermen, tourists, hotels, homes, and cars were swept away②by huge waves③ caused by the strong earthquake that reached a magnitude of 9.0[3]. The undersea quake struck④ around 7：00 a．m., Sunday off⑤ the west coast of Indonesia's Sumatra Island. In that area alone, at least 1，870 people were killed.[1]此处是关系代词that引导的定语从句，修饰tsunami。

人教版高一必修一unit4学案Unit 4 EarthquakesNew words ＆ExpressionsI. Important words1、burst vi_________________(____________,_____________)n._________________eg:Water pipes__________________________________________水管在冰冷的天气里经常冻裂。

（搭配）①burst into + n. = burst out doing sth. ____________________ Burst into_____ = burst out laughing 放声大笑Burst into_____ = burst out crying 放声大哭②burst into \break into the room _____________________ （即学即练）The police____the room and caught the murder.A.burst intoB.entered intoC.looked intoD.shouted into③a burst of anger 一阵....【巩固练习】根据汉语提示完成下列句子。

After that, he________________(突然大哭起来).2) The boy _________(弄破) all the balloons with a pin(针).3) There came _____________________(一阵笑声).2、ruin n._____,______Eg: ______________________________我们看见了这座教堂的废墟。

Vt. ______（搭配）① be\lie in ruins ___________________Eg:______________________________那座建筑已成残垣断壁。

Unit 4 Natural DisastersReading and ThinkingⅠ. 必备单词: 根据提示填写单词1. a natural disaster一场自然灾害2. the rescue workers 救援人员3. buildings were damaged建筑被损坏4. 2, 400 homes destroyed 2 400座房屋被破坏5. shelters set up 避难所建立起来6. lay in ruins成为废墟7. about 75 percent of the city’s factories and buildings城市75%的工厂和建筑物8. bricks covered the ground 砖头覆盖着大地9. useless pieces of metal无用的金属碎片10. electricity was hard to get 难以获得电力11. those who were trapped那些被困的人12. to bury the dead 掩埋死去的人13. tireless efforts of the city’s people市民们不知疲惫的努力14. show the wisdom展示出智慧15. 500, 000 affected500 000人受影响→have no/an effect on 有/没有影响16. people were in shock人们大为震惊→a shocking(adj. ) news 一个令人震惊的消息→fe el shocked(adj. ) 感到震惊17. to breathe again再次呼吸→a deep breath(n. )深呼吸→a little breathless(adj. )有点喘不上气18. suffer from terrible injuries遭受严重的伤→suffering(n. )痛苦, 折磨Ⅱ. 必备短语: 英汉双译1. as if似乎; 好像; 仿佛2. in ruins严重受损; 破败不堪3. in shock震惊; 吃惊4. set up建立5. as usual像往常一样6. come to an end结束7. in times of 在……时期8. instead of 而不是……; 代替9. get back up on one’s feet东山再起; 重新开始10. go through 经历Ⅲ. 必备句式: 翻译课文原句, 并观察黑体部分1. Two thirds of the people who lived there were dead or injured.住在那里的三分之二的居民(在地震中)死亡或受伤。

高一英语必修一unit4教案教案标题：高一英语必修一Unit 4 教案教学目标：1. 通过本单元的学习，使学生能够掌握有关环境保护的词汇和表达方式。

2. 培养学生的阅读理解能力和写作能力。

3. 培养学生的团队合作和交流能力。

教学重点：1. 掌握本单元的重点词汇和短语。

2. 提高学生的阅读理解能力。

3. 培养学生的写作能力。

教学难点：1. 学生在阅读理解中的细节把握和推理能力。

2. 学生在写作中的语言表达和组织能力。

教学准备：1. 教材：高中英语必修一教材Unit 4。

2. 多媒体设备。

3. 单词卡片和图片。

教学过程：Step 1：导入（5分钟）通过展示一些有关环境保护的图片和视频，引发学生对环境保护话题的兴趣，并提出一些问题，如：“你认为环境保护对我们的生活有什么重要性？你做过哪些环境保护的事情？”Step 2：词汇和短语学习（15分钟）通过多媒体展示和讲解，教授本单元的重点词汇和短语，如“pollution, recycle, global warming, renewable energy, etc.”，并要求学生跟读和记忆。

Step 3：阅读理解（25分钟）1. 学生分组阅读教材中的阅读材料，理解文章的主旨和关键细节。

2. 学生回答一些与文章内容相关的问题，进行小组讨论。

3. 教师带领全班讨论，梳理文章的结构和语言特点，引导学生总结阅读技巧。

Step 4：写作训练（20分钟）1. 教师指导学生学习如何写一篇关于环境保护的短文。

2. 学生分组合作，讨论并撰写一篇关于如何保护环境的短文。

3. 学生互相交流和修改彼此的短文，提出改进意见。

Step 5：展示和评价（10分钟）1. 学生代表展示他们小组撰写的短文，并进行全班评价。

2. 教师给予学生积极的反馈和建议，鼓励学生继续努力。

Step 6：课堂延伸（5分钟）教师提供一些与环境保护相关的课外阅读材料，鼓励学生自主学习和进一步思考。

Step 7：作业布置（5分钟）布置关于环境保护的作业，如写一篇关于如何减少塑料污染的短文，并要求学生在下节课前完成。

Unit 4 Earthquakes 课程标准结构化预习Extensive Reading A NIGHT THE EARTH DIDN’T SLEEP学习目标：通读课文理解文章内容，准确概括中心并能根据课文回答相关问题。

问题导读：阅读理解（根据Reading内容选择答案）1.The title “A NIGHT THE EARTH DIDN”T SLEEP”means_______________.A.the earth was wide awake all night longB.people on the earth coul dn’t fall asleep that nightC.the earth kept on shaking like crazy that nightD.animals on the earth would not sleep that night2.All the following unusual things happened in the countryside before theearthquake except that __________________.A.the water in the village wells rose and fellB.the chickens and even the pigs were too nervous to eatC.tens of thousands of cows would never give milk againD.fish jumped out of their bowls and ponds3.People in the city went to bed as usual that night because __________.A.they thought it was not strange for water pipes to crack and burstB.they thought it was easy to experience an earthquakeC.they thought sleeping was the most important thing no matter whatwould happenD.they could never imagine there would be an earthquake.4.Ac cording to the author’s description , which of the following statementsabout the earthquake is NOT right?A.The whole nation felt it.B.Buildings were badly destroyed during itC. A large number of people lost their lives.D.The earthquake left many children orphans .( 孤儿)5.What can we infer from the text?A.It was the greatest earthquake of the 20th century.B.Both the countryside and the city were badly destroyed by theearthquake.C.The city of Tangshan was shaken twice on July 28, 1976.D.The whole nation united to help Tangshan.重点难点：阅读表达（根据Reading内容完成下列各题）1. We know the text is organized in time order and it can be divided into three parts. What’s the main idea of each part? (within 5 words for each part.)Part 1Part2Part32. Which sentence in the text is the closet in meaning to the following?However, all the citizens ignored the strange things and went to bed as if nothing had happened that night.3. Translate the following sentence into Chinese.The sound of plants could be heard outside the city of Tangshan even when on planes were in the sky.4. What does “them” in paragraph3 refer to?5. Why was water hard to get after the earthquake?问题发现建构单：（1）阅读填空（根据Reading内容完成下面的表格）（2）短文填词（根据Reading内容将下面的短文补充完整）Strange things happened before Tangshan Earthquake happened .The well walls had deep cracks. A smelly gas came out of them. The water pipes cracked and burst .At 3:42 on the morning of July 28, 1976, everything began to _____1__________. It seemed as if the world was _____2_________. _________3______ burst from holes in the ground .Hard hills of rock became rivers of ______4________. Soon the whole city lay in ______5_____________. Manypeople died or were injured. Everything in the city was destroyed .People were ____6_________ at this and wondered how long the disaster would last. The army organized teams to _____7_________ those who were ______8____ and to ________9________ the dead. Workers built shelters for survivors. Fresh water was taken to the city. Thanks to the army, the city began to ____10______ again.重难点突破Intensive Reading目标叙写1.读通课文，准确发音。

必修1 Unit4 A Night the Earth Didn’t Sleep 教学设计教学内容：本课是高一必修1 unit 4的阅读课，其主题是“地震”。

“阅读”（reading）部分是一篇关于1976年唐山大地震的记叙文。

文章讲述了唐山大地震爆发时的情景。

通过该文章的阅读，让学生了解地震之前会发生的预兆，地震对人民的生命财产早晨的巨大损失。

同时要对学生进行在灾难临头之际如何自救的思考以及一系列英语知识和技能的培养。

学情分析：教学对象为高一学生，智力发展趋于成熟，他们的认知能力比以前有了进一步的发展，已经有了初步用英语获取信息，处理信息和分析问题和解决问题的能力。

但是本课讲述的是1976年的唐山大地震，距离我们的学生比较遥远，且本地学生从未经历过地震，有关地震知识也相对贫乏，因此他们很难想象当年地震爆发时的悲惨景象。

此外，学生的英语基础和接受能力差异很大，对英语学习缺乏自信和兴趣的学生不在少数。

这就要求执教者思考怎样为不同层面的学生设计不同的学习目标和任务，注重对学生自主学习和合作探究学习能力的培养。

教学目标（Teaching aims）：1. 语言知识Learn about signs before earthquakes and some knowledge about how to escape from an earthquake and how to offer help to people during an earthquake.(了解地震预兆常识以及地震中自救和救他的知识)词汇：shake, crack, burst, pipe, canal, steam, destroy, ruin, injure, survivor, brick, dam, steel, shock, quake, rescue, electricity, disaster, bury, mine, shelter, fresh,短语：right away, at an end, as usual, tens of thousands of, lie in ruins, be trapped, dig out, a great number of, put up think little of句型：It seemed that the world was at an end.All hope was not lost.The number of people who were killed or injured reached 400,000.2. 语言技能能运用所学知识来描述地震前兆，危害及震后救援；能整合信息，提高学生的交际能力。

B1U4 Reading Comprehension课文逐句理解+知识点拓展The night the earth didn’t sleep第一段：Strange things were happening in the countryside of northeastern Hebei. For several days the water in the village wells rose and fell, rose and fell. There were deep cracks that appeared in the well walls.At least one well had some smelly gas coming out of it. Chickens and even pigs were too nervous to eat and dogs refused to go inside buildings. Mice ran out of the fields looking for places to hide and fish jumped out of the water. At about 3:00 a.m. on 28 July 1976, bright lights were seen in the sky outside the city of Tangshan and loud noises were heard.But the city's one million people were asleep as usual that night.课文逐句理解+知识点拓展Strange things were happening in the countryside of northeastern Hebei.在河北东北的农村地区发生了一些奇怪的事情。

Reading and Thinking—ComprehendingLearning Aims(学习目标)1．Learn some new words.2．Grasp the general idea of the passage.(重点难点)3．Learn some important sentences.(重点难点)阅读下列课文原句，写出黑体词汇的汉语意思1．Everywhere survivors looked，there was nothing but ruins.Nearly everything in the city was destroyed.About 75 percent of the city’s factories and buildings,90 percent of its homes，and all of its hospitals were gone.废墟百分之……2．Water，food，and electricity were hard to get.People began to wonder how long the disaster would last.电；电能3．...the army sent 150,000 soldiers to Tangshan to dig out those who were trapped and to bury the dead.使陷入困境埋葬；安葬4．Tangshan city has proved to China and the rest of the world that in times of disaster，people must unify and show the wisdom to stay positive and rebuild for a brighter future.灾难联合；统一智慧Task 1宏观架构整体理解Ⅰ.Read the passage quickly and then fill in the blanks.Ⅱ.The main idea of the passage is about a terrible earthquake in Tangshan.Task 2微观剖析细节把握1．All the following unusual things happened before the earthquake EXCEPT that . A．the water in the village wells rose and fellB．the chickens and even pigs were too nervous to eatC．mice ran out of the fields looking for a hiding placeD．fish swam in the water as usual〖答案〗 D2．What does the last sentence “Slowly，the city began to breathe again.” in the last but one paragraph mean?A．People who were trapped came to life.B．The trees turned green.C．The animals began to breathe.D．The city returned to normal gradually.〖答案〗 D3．The title “The Night the Earth Didn’t Sleep” means “”．A．the earth was awake all night longB．a terrible earthquake happened that nightC．people on the earth couldn’t fall asleep that nightD．animals on the earth couldn’t fall asleep that night〖答案〗 BTask 3文本理解美句欣赏1．Read the passage carefully and find out the sentence with a simile.(细读短文并找出含有明喻的句子)〖答案〗Bricks covered the ground like red autumn leaves.2．Read the passage carefully and find out the sentence modified with a metaphor.(细读短文并找出含有暗喻的句子)〖答案〗Hard hills of rock became rivers of dirt.3．Read the passage carefully and find out the sentences with a personification.(细读短文并找出含有拟人的句子)〖答案〗(1)The night the earth didn’t sleep.(2)Slowly，the city began to breathe again.Task 4读后升华思维品质Ⅰ.After reading the passage，please fill in the following blanks.Several days before July 28,1976，many strange things happened in Tangshan.They were signs for an earthquake.But people 1.who/that lived there didn’t think much of that.At 3∶42 am that day，the earth began 2.to shake(shake)，3.which destroyed almost all the city in less than one minute.People were 4.in ter that afternoon，another big earthquake 5.shook(shake) the city again.Even 6.more(many) buildings fell down.Very soon the army sent a lot of soldiers to help，and teams were organized to dig out people who 7.were trapped(trap) and to bury the dead.Many people,8.including(include) nurses and doctors，came to rescue those who were trapped under the ruins.Slowly，things improved and the city began to 9.breathe(breath) again.With the government’s support and the local people’s tireless efforts，a new Tangshan was built upon the earthquake 10.ruins(ruin)．It proves that in times of disaster，people must unify. Ⅱ.Discuss with your partner and then answer the following questions.1．What do you think played a part in the revival of Tangshan city?2．In our daily life，we may go through all kinds of natural disasters.What will you do if you are trapped in a disaster? Share your ideas with your partner.译文：在城市正下方的11千米处，一场地震爆发了，这场地震是20世纪伤亡最严重的地震之一，远在150多千米以外的北京都受到了这场地震的破坏。