高中英语 短语知识点 Unit 4 Earthquakes学案 新人教版必修1

人教版高中英语必修第一册 《Unit 4：Earthquakes》教案一、教学目标1.知识目标o学生能够掌握与地震相关的重点词汇和短语，如 “earthquake, ruin, destroy, rescue, shock” 等。

o学生能够理解并运用描述地震现象、危害和救援的句型和表达方式。

2.技能目标o学生能够听懂有关地震的简单对话和新闻报道，获取关键信息。

o学生能够阅读并理解关于地震的文章，分析文章结构和主旨。

o学生能够用英语简单讲述地震的相关知识和个人应对地震的措施。

o学生能够写一篇关于地震预防或救援的短文，表达自己的观点和建议。

3.情感目标o培养学生对自然灾害的认识和防范意识。

o激发学生的同情心和社会责任感，关注地震受灾地区和人群。

二、教学重难点1.教学重点o重点词汇和短语的记忆与运用。

o对课文中地震相关内容的理解和语言表达的学习。

o培养学生用英语描述地震和表达应对措施的能力。

2.教学难点o如何帮助学生理解地震的复杂科学原理和巨大危害，并能用英语进行准确描述。

o引导学生在写作中清晰、有条理地阐述地震预防或救援的观点和建议。

三、教学方法1.直观演示法：通过图片、视频等展示地震的场景和数据。

2.问题引导法：以问题为导向，引导学生思考和探究。

3.讨论交流法：组织学生讨论地震相关话题，促进学生之间的思想交流。

四、教学过程（一）导入（5 分钟）1.播放一段地震的视频片段，展示地震的破坏力。

2.提问学生：What do you see in the video? How do you feel about earthquakes?（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合地震的情景进行讲解。

2.通过词汇练习，如填空、选择等，巩固学生对词汇的理解和掌握。

（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章的主要内容。

2.提出一些引导性问题，如：What might the article talk about earthquakes?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主旨。

Unit 4 Earthquakes【美文阅读】地震可能会带来很大的灾难，但是如果在平时你能做好准备，你幸存下来的机会会大大增加。

那么我们需要做好哪些准备呢？Here are some tips to help you increase the chances of surviving.Make a home earthquake plan.Find a safe place in every room，such as a desk or a table，where you can find cover in an earthquake.For two-floor homes，get a proper-sized ladder to get out through a window if the stairs are damaged.Decide where your family will re-meet if you are separated.Decide on an out-of-town relative for family members to get in touch with.Attach(系，缚，连接) things such as tall furniture and water heaters to the wall so that they will not be knocked over during an earthquake.Prepare an emergency kit for your home and a car that has food，water，clothing，flashlights，a radio and a first-aid kit(工具) in it.Know what to do when the earthquake starts.Drop，cover and hold on.Only move a few steps to a safe place for cover and stay there until the shaking stops.If you are in a car，slow down and drive to somewhere away from trees and power lines.Stay in your car until the shaking stops.Practice for the real thing to help keep a clear head when a real earthquake happens.【诱思导学】1．What's the most important one when an earthquake happens?________________________________________________________________________ 2．Is it necessary to make a home earthquake plan？Why?________________________________________________________________________ 【答案】 1.Keeping a clear head. 2.Yes，it is.Because it can help you survive the earthquake.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课全面理解课文起到一个铺垫作用。

Unit 4 EarthquakesPart Two: Teaching Resources第二部分：教学资源Section1: A text structure analysis of A NIGHT THE EARTH DIDN’T SLEEPII. A text structure analysisOne possible versionStrange things happened in Tang Shan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. Bright light appeared in the sky. People heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.But all hope was not lost. The army sent 150,000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.。

Unit 4 EarthquakesStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．burst vi.爆裂；爆发；突然迸发；冲；闯n．突然破裂；爆发[教材原句] In the city, the water pipes in some buildings cracked and burst.在市内，有些建筑物里的水管出现裂缝并爆裂开来。

(1)burst in/into 闯入；突然破门而入(2) ⎭⎪⎬⎪⎫burst out crying/laughing burst into tears/laughter 突然哭起来/笑起来 burst with anger 勃然大怒单句语法填空①On hearing the news, Mary burst ________ laughter while Lucy burst out ________(cry)．②Last night the room ____________(burst) into but nothing was taken away.[答案] ①into; crying ②was burst2．ruin n ．[U ]毁灭；毁坏；崩溃；[常用复数]废墟；遗迹 vt.(使)毁坏；成为废墟[教材原句] In fifteen terrible seconds a large city lay in ruins .在可怕的15 秒内，一座大城市成了废墟。

矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。

如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。

㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。

(2 列出开发利用方案编制所依据的主要基础性资料的名称。

如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。

对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。

二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。

2、国内近、远期的需求量及主要销向预测。

㈡产品价格分析
1、国内矿产品价格现状。

2、矿产品价格稳定性及变化趋势。

三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。

2、矿区矿产资源概况。

3、该设计与矿区总体开发的关系。

㈡该设计项目的资源概况
1、矿床地质及构造特征。

2、矿床开采技术条件及水文地质条件。

高一英语新课标Unit 4 Earthquakes教案I. 单元教学目标Know basic knowledge of earthquakes.Know how to protect oneself and help others in disasters.Write some passages about earthquakes.Write a newspaper outline.Learn to use the Attributive Clause.II 目标语言1. Talking about past experiencesI 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.2. SequenceI asked a man standing next to me what had happened. Before he could answer, hundreds of bricks fell on him and he was killed. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. I saw many frightened cows rush up Market Street and drop into a great crack ground.III 词汇1. 四会shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,da m,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal ,mine,shelter,fresh,percent,speech,judge,honor,prepare,Europe.2．认读crack, survivor, miner. 3. 词组right away, at an end, dig out, give out, thousands ofIV. 语法Ｔhe Attributive Clause (I )V. 重点句子1. Farmers’ wives noticed that the well walls had deep cracks in them.2. It seemed that the world was at an end!3. Bricks covered the ground like red autumn leaves.4. The army organized teams to dig out those who were trapped and to bury the dead.5. Workers built shelters for survivors whose homes had been destroyed.6. Never before in history has a city been so completely destroyed.7. 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.8. A list of buildings not destroyed was now only a few addresses.9. Amazing as it may seem, Wednesday night was a quiet night.10. Never in all San Francisco’s history were her people so kind as on that terrible night.VI. 分课时教案The first periodStep I. RevisionCheck the homework with the whole class.Step II. Warming upAsk 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 ha ve heard in your life?”S1: The sound of wind that blew in 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.S4: The sound of trains.T: Good! I agree that all of them are big sound. But did 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 something unexpected and terrible. 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 have 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 so me of you to show your opinion.Step III.Pre-readingThere are two questions in this part. Both are very interesting. The first one c an 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 wo men.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 foodS5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.S6: I will carry my grandma. She is my most loved person in this world. She brought me up.T: What a dutiful child you are! I’m very glad to hear that. 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.ReadingIn this part, teacher should ask the students to read the passage quickly 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 exercise3 in Comprehension. 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 Exs1-2, which are about details.SkimmingT: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.T: Have you got the general idea of the text?Ss: Yes.T: What is it?S1: There is no 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 some signs of the earthquake, and what would happen during the quake.T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (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 more exact.Teacher shows the screen and gives a little time to think it over.1. Strange things were happening in the countryside in the northeast Hebei.2. The disaster happened and caused a lot of loss.3. All hope was not lost.Careful readingT: Now, it’s time for us to r ead 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 screen1. 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 held?Step V.ExtensionShow 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 had 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?Answers:1. He uses third-person 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.2. 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.3. Although the writer was not there, he felt sad for the people ofTangshan. He knows that some personal feelings will make the reading more interesting.4. I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.5. 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 ComprehendingAnswers to Exx1-31. 1. C2. E3.B4.D5.A2. 1. The walls of the villages wells had cracks in them.2 .Roads got huge cracks3. Brick buildings were destroyed.4. The army helped the survivors.5. Shelters were put up for those with no homes.3. 1. Strange things were happening in the countryside in northeast Hebei..2. The disaster happened and caused a lot of loss.3. All hope was not lost.Step VII HomeworkThe second period ReadingStep I RevisionTeacher check the students’ homework by showing the answers to exercises1-2 in the Learning about language.Answers to Exercise 1.1. pipe2. dam3. shocked4.injured5. well6. canal7. ruins8. a great number of9. at an end 10. bury 11. rise 12.rescue 13.steamAnswers to Exercise 2.A great number of, dam, well, canals, steam, ruins injured, shocked, buryT: OK. Before we begin today’s class, please guess the meaning of these sentences.1. Small incidents foretell big events.2 Blessings never come in pairs and misfortunes never come singly3. Where there is life, there is hope.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.S2: The most important thing in the world is life. Without life, everything will lose its meaning.S3: 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.Step II. Reading, writing and speakingA thank speechThe teacher’s main task is to tell students some problems that appeared in theirwritings.Show the sample on the screen, and ask the students to read it, and find something that are useful.SampleGood 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 y ou. I’d also like to thank each of you to come here today for this special occasion. Twenty-nine years ago, we experienced the terrible earthquake, which completely destroyed everything in the city. And twenty-nine 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 save the survivors. During those days, you forgot the danger and devoted 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 wh o rebuilt the city within 13 years. Also we can’t forget you. I believe our city become more beautiful in future. The spirit of its people has been and will always be strong forever! Thank you.Two minutes later.T: What do you think of the speech?S1: The speech is very fluent.S2: The writer uses many Attributive Clauses. I don’t know how to use the structure.T: It doesn’t matter. We’ll learn it next time. Now let’s go through exercise 4, it’s another writing task.A little talkA model speech has been given to the students. The students should complete the sentences after looking at the design of the new Tangshan stamps. The speeches mayhave many different contents. Let the students pay attention to this point: the audience is the same with the one In the last speech.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.An outlineShow the questions on the screen.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?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 idea and a list of important details.3. 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.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.Teacher show more examples of some newspapers on the screen and ask the students to read them and try to find the outlines in the stories.A short storyThis integrated language activity enables students to use their imaginations and to write in a literary way. You may want to encourage 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 two minutes to think about this question.S1: This talking needs us to imagine.S2: We should write it in a literary way.T: Good! You’ve got the point of the talking. In this tas k, 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, personification or metaphor. Now, work in groups to write down 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 OneIn 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 TwoSome 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 ThereThere 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.Step III HomeworkWrite an outline for China DailyThe Third Period ListeningStep I Greeting and leading inT: 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.Step II Listening (P62)T: You will listen to the tape three times. First, listen and try to get some details that Exx1-2 request. Second, listen and finish the exercises. Third, listen and check your answers.Answers to Exercise 1.The true sentences are: 4,5,6 and 7.Answers to Exercise 2Show the answers on the screenStep III Listening (P66)This listening material gives the students a chance to learn more knowledge about earthquake. The way and steps of listening are the same with the ones in Step II.Step IV Speaking taskThis part comes 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 putting them into a short dialogue. T: Just now we have 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 daysS1: Our earthquake bag will contain the following things:1. bottle of water2. fruit3. torch light4.blanket5. mobile phone6. identity card7.scissors8. bowl and chopsticksStep V. HomeworkPreview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.The Fourth period GrammarStep I RevisionTeacher shows the screenAnswers to Exercise 1As usual, shake, cracked, pipes, holes fell, disaster, trapped, hit, quakes, escape, destroyed, a great number ofAnswers to Exercise 21. She was too nervous to eat anything the evening before.2. When the second quake was felt, people ran out of their houses right away.3. After that terrible disaster, 60 percent of homeless children were sent to live in other safe cities.4. They used candles all the time instead of electricity.5. A little girl was dug out of the ruins to the north of the factory.6. We were very proud of the soldiers who rescued the boys from the rushing water.7. We need to honour those who organized the rescue work.Step II Discovering useful structuresT: 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 Clause, which gives extra information, and is written with commas.Teacher shows some sentences on the screen and asks students to translate them one by one.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 kilometers away.3. A huge crack that was eight kilometers long and thirty meters wide cutacross 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. Teacher gives more knowledge about the clause to the students.定语从句1. 限制性定语从句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.抢劫他的人已经被逮捕了．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（a）或关系(b)引导a. Everyone who (that) knew him liked him.The friend with whom I was traveling spoke French.The car which (that) I hired broke down.b. At the time when I saw him, he was quiet strong.That is the village where I was born.These are the reasons why we do it.在限定性定语从句中，当关系代词在从句中作宾语时，在绝大多数情况下都可以省略，特别是口语中，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?These are the things (that) you need.Anything I can do for you ?All you have to do is to fill out this form.That’s the only thing we can do now.You can take any room you like.2. 非限定性定语从句对所修饰的词没有限定词义的作用，而是作一些补充说明，通常都有一个逗号把它和句子的其他部分分开，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去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.This house, for which he paid $150,000, is now worth $300,000.They went to the Royal Theatre, where they saw Ibsen’s Peer Gent.Sunday is a holiday, when people do not go to work.应注意的是，在这类从句中不能省略任何关系副词why和关系代词that，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.The car, whose handbrake wasn’t very reliable, began to slide backward.It was an island, whose name I have forgotten..Exercise 1 Fill in the blanks with who, whose, which and that.1. The girl ( ) 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.Answers to Exercise 11. who2. whom3.who4. whom5. whom6. whom7. whom8.whom9.whose 11. that 12. that 13. that 14. whose 15. thatExercise 2 Discovering useful structures (28)Answers to Exercise21. who2. that/which3. which/that4. whose5.whoseStep III Using structuresThis 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 students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students.T: Just now we had a translation exercise and filled s ome 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.Five minutes later, the teacher check the answers.Answers to Exercise 11. whose pipes are not tied to the wall2. of the house that you want to buy3. who move into a new house4. which are not tied to the tables or stuck to them5. who buy a house, which is built badly6. whom building houses is their workStep IV HomeworkThe Fifth PeriodStep I. RevisionShow the exercise on the screen.Fill in the blank with a correct word.1. He made another wonderful discovery, _____ was more than we could expect.A. which I think isB. which I think it isC. which I think itD. I think which is2. ____ I drove to Zhuhai for the air show last week.____ Is that the reason _____ you had a few days off?A. whyB. whoC. whatD. where3. In the dark street, there wasn’t a single person _____ she could turn for help.A. thatB. whoC. from whomD. to whom4. All of the flowers now raised here have developed from those _____ in the forest.A. once they grewB. they grew onceC. that once grewD. once grew5. I don’t like _____ you speak t o her.A. the wayB. the way in thatC. the way whichD. the way of which6. The weather turned out to be very good, _____ was more than we expected.A. whatB. whichC. thatD. it7. He paid the boy $10 for washing ten windows; mos t of _____ hadn’t been cleaned for ten years.A. theseB. thoseC. thatD. whichAnswers to the exercise1. A2. A3. D.4.C5. A6. B7.DStep II. Pre-readingT: 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.Step III. ReadingT: 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 the questions on the screen1. Who is the man in the picture?2. What can we see from the word never in the sentence “Never before in 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 of the sentences in the first paragraph?5. What’s the main idea of the second paragraph?6. What can we learn from the first sentence and the last sentence? Answers:1. Maybe he is the writer, Jack London.2. From the word never, we can feel that the writer was very sad.3. There are six words. They are never, nothing, gone, no, useless and burst.4. All the sentences in this paragraph are short ones.5. Out at sea it was calm.6. 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.Step IV Answering questionsAnswers to Exercise 11. shockedLondon is bot h greatly surprised and frightened by what he sees, so “shocked” isa good word to describe his feelings.2. sadLondon knows that many families lost their loved ones and all their possessions. Answers to Exercise 21. BBecause he is an eyewitness. He is also writing a personal report, not a history lesson.2. The people hurt by the quake and the things it destroyed3. C4. BStep V ListeningAnswers to Exercise 1True: 3,4 False: 1,2,5,6Answers to Exercise 21. After the earthquake had happened. The last sentence gives information about the next day after the2. Yes, the man is calm because he is writing about something a long time after it happened.3. The falling buildings were his biggest danger and he didn’t know when one might fall on him. He could at least see the fires and cows coming towards him.4. He was going to the bay to get on a boat.5. Answers will vary but should demonstrate an understanding of the listening text.Step VI HomeworkThe Sixth period SummaryStep I RevisionWhat have you learned in { the listening materials?{ the reading materials?{ the writing?Step II Summing upT: What did you learn in the listening materials?S1: We learned some listening steps: before listening, we should know what we’ll listen by reading the exercises first. And while listening, we should try to get the key words and details that appear in the exercises.S2: We learned the ways to talk about past experiences and also the problem of。