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人教版 (新课标)必修1&2必修1Unit 4 Earthquakes教案
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这是一份人教版 (新课标)必修1&2必修1Unit 4 Earthquakes教案，共11页。
1. a. 重点词汇和短语
well, pnd, burst, canals, steam, dirt, injure, brick, dam, useless, steel, shck, rescue, quake, electricity, army, shelter, fresh, rganize, bury, at an end, dig ut, cal mine, in ruins
b. 重点句子
1) Farmers nticed that the well walls had deep cracks in them. P26
2) The number f the peple wh were killed r injured reached mre than 400,000 P26
3) It seemed as if the wrld was at an end. P26
4) It was a city whse hspitals, 75% f its factries and buildings and 90% f its hmes were gne. P26
5) Then, later that afternn, anther big quake which was almst as strng as the first ne shk Tangshan. P26
6) The army rganized teams t dig ut thse wh were trapped and t bury the dead. P26
7) Wrkers built shelters fr survivrs whse hmes had been destryed. P26
2. Enable the students t describe the earthquake f Tangshan
Let the students write a summary f “A NIGHT THE EARTH DIDN”T SLEEP”.
3. Help the students learn hw t describe the earth f Tangshan.
Help the students master the target language by ding sme exercises.
Teaching imprtant pints 教学重点
a. Present a sequence f events t intrduce t the students and try t describe an earthquake. Let student pay attentin t sme useful wrds sentences and way t describe an earthquake.
b. Let the students knw what the crrect attitude twards a disaster is and what we shuld d in a disaster fr urselves and fr the ther peple.
Teaching difficult pints 教学难点
Teach the students hw t appreciate an article.
Teaching prcedures & ways 教学过程及方式
Step Ⅰ Revisin (2 minutes)
Check the hmewrk with the whle class.
Step Ⅱ Warming-up (3 minutes)
Ask the students t read the instructins and make sure they knw what t d, and then have a discussin abut the tw pictures.
T: Tday, befre we begin ur reading, I’d like t ask yu a questin, “what is the biggest sund yu have heard in yur life?”
S1: The sund f the wind that blew n a winter night when I was very yung. It sunded like a ghst wh was hwling. I was very frightened at that time.
S2: The biggest nise was the ne that I heard when my neighbr was quarrelling with his wife. Perhaps, they brke their TV set.
T: That’s t terrible.
S3: The nise when planes take ff and land.
S4: The sund f trains.
T: Gd! I agree that all f them are big sunds. But have yu nce heard the sund that the heaven falls and the earth cracks, in Chinese it is天崩地裂?
Ss: N, we have n chance t hear that.
T: If there is a sund like this, what is it?
S5: When smene hears a t sudden and t sad thing. Fr example, when ne f his lved families dies, he will feel this sund.
T: Terrific! Yu are using a literary way t express the sund.
S6: When an earthquake happens.
T: Great! I have waited fr this answer fr a lng time. Tday we’ll learn smething abut earthquakes. I think mst f us heard f earthquakes. Can yu imagine hw terrible it is?
S7: The earth is shaking. All the buildings will fall dwn.
S8: Many peple will die. And perhaps many children will lse their parents.
T: Yeah, earthquakes are disasters t everybdy. Nw lk at the tw pictures f Tangshan and San Francisc. Can yu describe what yu see in the pictures?
S1: Tangshan is a beautiful city. It has beautiful gardens, brad rads and sme tall buildings.
S2: Frm the picture f San Francisc, I can see that it is a very big city. There are many tall buildings thickly standing n the earth. I think the ppulatin f the city is very large.
T: Gd! What will happen if there has been a big earthquake in these tw cities? Wrk in pairs and discuss it. Then I’ll ask sme f yu t read ut his/her descriptin.
Tw minutes later
S3: After the terrible quake, everything is destryed. There is n wind, n sund. What we can see is fallen buildings and dead bdies. The plicemen, the sldiers and sme ther vlunteers are rescuing the peple trapped in the ruins.
T: Maybe, that’s the true thing we may see after an earthquake. But can we avid r at least reduce the lss caused by earthquakes?
S4: We may, because we can fretell it.
T: Really? Hw can we fretell an earthquake? Let’s lk at Pre-reading, and decide which situatin may happen befre an earthquake.
Step Ⅲ Pre-reading (3 minutes)
There are tw questins in this part. Bth are very interesting. The first ne can mre r less reveal the students values; while the secnd ne can enlarge their imaginatin. N matter what their answers are, as lng as they have given careful thughts t the situatins, their answers shuld be gd.
T: Nw, let’s lk at the pictures. What are the predictins f an earthquake?
S1: Befre an earthquake, animals will becme nervus. Cws, pigs, hrses and dgs will be upset. And peple can see mice running abut. If the earthquake happens during winter, peple can even see snakes.
T: Terrific! Where did yu get this knwledge?
S1: Frm Gegraphy. I like it.
T: Gd! Sit dwn please.
S2: Madam, I dn’t knw the meaning f the picture with tw wmen.
T: It desn’t matter. Yu will knw it sn after reading ur text. OK. Imagine there is an earthquake nw, and yur hme is shaking, at this mment yu have n time t take any ther things but ne, what will it be?
S3: I’ll take all my mney. Peple can’t live withut mney.
S4: I will take as much water as pssible. Because it is said that peple can keep alive fr nearly 7 days by drinking withut any fd.
S5: In that case, I’d rather take sme apples, s that I can nt nly drink, but als eat.
S6: I will carry my grandma. She is my mst lved persn in this wrld. It is she wh brught me up.
T: What a dutiful child yu are! I’m very glad t have a student like yu. Sit dwn please! It seems that all f yu knw what yu shuld d during an earthquake. OK. Let’s read ur text, and see what it tells us.
Step Ⅳ Reading (20 minutes)
In this part, the teacher shuld ask the students t read the passage quickly and silently fr the first time t get the general idea f the passage. Ask them t pay attentin t the first sentence f each paragraph. This can help them finish Exercise 3 in Cmprehending. It is abut the main idea f each paragraph. Then ask them t read the text again carefully t btain sme details. Befre reading fr the secnd time, shw sme questins n the screen, and let the students read the questins first. These questins can guide them t have a gd understanding abut the text. They can als make preparatins fr Exercises1 and 2, which are abut details.
Skimming (5 minutes)
T: At first I’d like yu t read the text quickly and silently t get the general idea f the article. While reading, yu shuld pay attentin t the first sentence f each paragraph.
Tw r three minutes later
T: Have yu fund the general idea f the text?
Ss: Yes.
T: What is it?
S1: There is nt a quick answer t this questin. Are yu suggesting us that the general idea is the mixture f the first sentences f each paragraph?
T: Sure.
S1: OK. That’s easy. The main idea f the passage is that: it tells us sme signs f the earthquake, and what happened during the quake.
T: Anything else?
S2: The text als tells us that all hpe was nt lst.
T: Yu mean the text tells us smething that happened after the earthquake?
S2: Yes.
T: Gd, sit dwn please. In fact, while we are answering the questins, we have invlved the sequence, the functinal item fr this unit. (The teacher writes the wrd n the blackbard) D yu understand the meaning f the wrd?
Ss: N.
T: Sequence means the rder f the events. It can tell us which event happens first, and which happens later. D yu knw the sequence that is used in ur text?
S3: Yes. At first, the text tells us smething that happened befre 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! Nw please lk at the screen, these are the first sentences f each paragraph. Read them and think if they are the main idea f the text. If necessary, yu may make sme changes t make them mre exact.
The teacher shws the screen and gives them a little time t think ver.
Careful reading (15 minutes)
T: Nw, it’s time fr us t read the text carefully. But befre reading yu shuld read sme questins first. These questins may help yu get sme infrmatin quickly and easily. Nw lk at the screen, and read the questins.
Shw n the screen.
Give the students 8 minutes t read the text and then t think ver r discuss the questins. The teacher shuld walk in the classrm t help thse wh need help.
T: OK. Everyne, have yu finished yur task?
Ss: Yes.
S1: I fund Questin 2 difficult t answer. I dn’t knw why they didn’t ntice the signs. The signs were s clear!
S2: I think it is easy t answer. At that time peple didn’t have knwledge f an earthquake. Am I right, Madam?
T: Maybe. S far as I knw the center gvernment made cuntry wide prpaganda after the terrible disaster. Nearly every village in China had the paintings abut earthquakes, which tld peple what the signs f a quake were and what they shuld d during and after the earthquake.
S3: Madam, I just can’t tell the differences between Questin 3 and Questin 4.
T: Yu mean yu can’t decide what an event is and what a situatin is?
S3: Yes.
T: Wh can help him?
S4: It’s difficult fr me t tell the differences between an event and a situatin. But I knw that the answer t Questin 3 is: “… later that afternn, anther big quake shk Tangshan.” And the answer t Questin 4 is: “Sme f the rescue wrkers and dctrs were trapped under the ruins. Mre buildings fell dwn. Water, fd, and electricity were hard t get. Peple began t wnder hw lng the disaster wuld last.”
T: Right! In my pinin, an event is abut what has happened; while a situatin is abut the influence caused by the event. Are yu clear?
S3: Yes, Madam. Thank yu.
Step Ⅴ Extensin (8 minutes)
T: All f yu did very well. Nw I still have sme questins t let yu think ver. Please lk at the questins n the screen:
The teacher can ask the students t have a discussin in grups f fur at first and then ask sme f them t shw their ideas.
Suggested answers:
S1: He uses a third-persn’s way t describe the quake. His descriptin is very bjective. Fr example, the secnd sentence in the third paragraph. The writer says, “Everywhere they lked nearly everything was destryed.” The writer uses they instead f we.
S2: The md is serius and a bit sad. It is created by giving details f hw many peple and animals were killed r injured, and hw many buildings were destryed.
S3: Althugh the writer was nt there, he felt sad fr the peple f Tangshan. He knws that sme persnal feelings will make the reading mre interesting.
S4: I think the reasn is that, as usual, night is the time t sleep, and usually night shuld be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title is t shw hw terrible and hw unusual the night was.
S5: Here we can see that the writer cmpared the city t a persn wh suffered a lt in the disaster. He felt her pain, and he wrried abut her. S when he said that peple came t help her, we can feel his feelings t the city. The city will nt die, she has hpe and she can recver frm the pain.
Step Ⅵ Cmprehending (5 minutes)
By nw, the students have had a further understanding abut the text. S it’s time t have a summary abut what they have learned in this class. The cmprehending part n Page 27 gives them a gd chance t d this. Exercise 1 is abut the details in the text, which is easy t finish. Exercise 2 is abut the imprtant functinal item f this unit—sequence. Exercise 3 asks the students t write a summary. At the first glance, it seems difficult, and sme students may feel that it is impssible fr them t write it. In fact, this exercise gives them the way t write a summary. In ther wrds, what they shuld d is t write dwn the main idea f each paragraph. And in the curse f skimming, the teacher has guided them t find these main ideas. S this exercise shuldn’t be a difficult ne. The teacher shuld explain this t the students. Give the students tw minutes t finish the exercises, and then check the answers with the whle class.
Step Ⅶ Translatin (2 minutes)
The purpse f this step is t let students knw the meanings f sme cmplex sentences, and let them learn the sentences by heart. If time permits, d this at nce, r leave it as hmewrk.
1. Farmers nticed that the well walls had deep cracks in them.
2. The number f the peple wh were killed r injured reached mre than 400,000
3. It seemed as if the wrld was at an end.
4. It was a city whse hspitals, 75% f its factries and buildings and 90% f its hmes were gne.
5. Then, later that afternn, anther big quake which was almst as strng as the first ne shk Tangshan.
6. The army rganized teams t dig ut thse wh were trapped and t bury the dead.
7. Wrkers built shelters fr survivrs whse hmes had been destryed.
Step Ⅷ Hmewrk (1 minute)
T: Nw, it’s time fr assignment. Tday we have tw tasks t finish after class. The first ne is Exercises 1, 2, 3 and 4 in Learning abut language n Page 28. These exercises give us a chance t practice the wrds and expressins we’ve just learned. The secnd ne is Exercises 1, 2 and 3 in the Using language n Page 30. Fr the writing, we have tw things t cnsider while we are writing: 1. Wh is the audience? 2. Hw can we express urselves clearly? OK. That’s all fr tday. See yu tmrrw!
1 Strange things were happening in the cuntryside f nrtheast Hebei.
2 The disaster happened.
3 Nearly everything was destryed.
4 All hpe was nt lst.
1. What natural signs f a cming disaster were there?
2. Can yu think f sme reasns why these signs weren’t nticed?
3. What events prbably made the disaster wrse?
4. What situatins prbably made the disaster wrse?
5. Hw were the survivrs helped?
1. Frm whse pint f view are events described? Hw d yu knw?
2. What is the md f this passage? Hw is it created?
3. Why d yu think the writer chses t express his feelings abut the quake rather than simply reprting what happened?
4. Why is the title A NIGHT THE EARTH DIDN’T SLEEP?
5. What des the sentence “Slwly, the city began t breathe again” mean?
1. a. 重点词汇和短语
well, pnd, burst, canals, steam, dirt, injure, brick, dam, useless, steel, shck, rescue, quake, electricity, army, shelter, fresh, rganize, bury, at an end, dig ut, cal mine, in ruins
b. 重点句子
1) Farmers nticed that the well walls had deep cracks in them. P26
2) The number f the peple wh were killed r injured reached mre than 400,000 P26
3) It seemed as if the wrld was at an end. P26
4) It was a city whse hspitals, 75% f its factries and buildings and 90% f its hmes were gne. P26
5) Then, later that afternn, anther big quake which was almst as strng as the first ne shk Tangshan. P26
6) The army rganized teams t dig ut thse wh were trapped and t bury the dead. P26
7) Wrkers built shelters fr survivrs whse hmes had been destryed. P26
2. Enable the students t describe the earthquake f Tangshan
Let the students write a summary f “A NIGHT THE EARTH DIDN”T SLEEP”.
3. Help the students learn hw t describe the earth f Tangshan.
Help the students master the target language by ding sme exercises.
Teaching imprtant pints 教学重点
a. Present a sequence f events t intrduce t the students and try t describe an earthquake. Let student pay attentin t sme useful wrds sentences and way t describe an earthquake.
b. Let the students knw what the crrect attitude twards a disaster is and what we shuld d in a disaster fr urselves and fr the ther peple.
Teaching difficult pints 教学难点
Teach the students hw t appreciate an article.
Teaching prcedures & ways 教学过程及方式
Step Ⅰ Revisin (2 minutes)
Check the hmewrk with the whle class.
Step Ⅱ Warming-up (3 minutes)
Ask the students t read the instructins and make sure they knw what t d, and then have a discussin abut the tw pictures.
T: Tday, befre we begin ur reading, I’d like t ask yu a questin, “what is the biggest sund yu have heard in yur life?”
S1: The sund f the wind that blew n a winter night when I was very yung. It sunded like a ghst wh was hwling. I was very frightened at that time.
S2: The biggest nise was the ne that I heard when my neighbr was quarrelling with his wife. Perhaps, they brke their TV set.
T: That’s t terrible.
S3: The nise when planes take ff and land.
S4: The sund f trains.
T: Gd! I agree that all f them are big sunds. But have yu nce heard the sund that the heaven falls and the earth cracks, in Chinese it is天崩地裂?
Ss: N, we have n chance t hear that.
T: If there is a sund like this, what is it?
S5: When smene hears a t sudden and t sad thing. Fr example, when ne f his lved families dies, he will feel this sund.
T: Terrific! Yu are using a literary way t express the sund.
S6: When an earthquake happens.
T: Great! I have waited fr this answer fr a lng time. Tday we’ll learn smething abut earthquakes. I think mst f us heard f earthquakes. Can yu imagine hw terrible it is?
S7: The earth is shaking. All the buildings will fall dwn.
S8: Many peple will die. And perhaps many children will lse their parents.
T: Yeah, earthquakes are disasters t everybdy. Nw lk at the tw pictures f Tangshan and San Francisc. Can yu describe what yu see in the pictures?
S1: Tangshan is a beautiful city. It has beautiful gardens, brad rads and sme tall buildings.
S2: Frm the picture f San Francisc, I can see that it is a very big city. There are many tall buildings thickly standing n the earth. I think the ppulatin f the city is very large.
T: Gd! What will happen if there has been a big earthquake in these tw cities? Wrk in pairs and discuss it. Then I’ll ask sme f yu t read ut his/her descriptin.
Tw minutes later
S3: After the terrible quake, everything is destryed. There is n wind, n sund. What we can see is fallen buildings and dead bdies. The plicemen, the sldiers and sme ther vlunteers are rescuing the peple trapped in the ruins.
T: Maybe, that’s the true thing we may see after an earthquake. But can we avid r at least reduce the lss caused by earthquakes?
S4: We may, because we can fretell it.
T: Really? Hw can we fretell an earthquake? Let’s lk at Pre-reading, and decide which situatin may happen befre an earthquake.
Step Ⅲ Pre-reading (3 minutes)
There are tw questins in this part. Bth are very interesting. The first ne can mre r less reveal the students values; while the secnd ne can enlarge their imaginatin. N matter what their answers are, as lng as they have given careful thughts t the situatins, their answers shuld be gd.
T: Nw, let’s lk at the pictures. What are the predictins f an earthquake?
S1: Befre an earthquake, animals will becme nervus. Cws, pigs, hrses and dgs will be upset. And peple can see mice running abut. If the earthquake happens during winter, peple can even see snakes.
T: Terrific! Where did yu get this knwledge?
S1: Frm Gegraphy. I like it.
T: Gd! Sit dwn please.
S2: Madam, I dn’t knw the meaning f the picture with tw wmen.
T: It desn’t matter. Yu will knw it sn after reading ur text. OK. Imagine there is an earthquake nw, and yur hme is shaking, at this mment yu have n time t take any ther things but ne, what will it be?
S3: I’ll take all my mney. Peple can’t live withut mney.
S4: I will take as much water as pssible. Because it is said that peple can keep alive fr nearly 7 days by drinking withut any fd.
S5: In that case, I’d rather take sme apples, s that I can nt nly drink, but als eat.
S6: I will carry my grandma. She is my mst lved persn in this wrld. It is she wh brught me up.
T: What a dutiful child yu are! I’m very glad t have a student like yu. Sit dwn please! It seems that all f yu knw what yu shuld d during an earthquake. OK. Let’s read ur text, and see what it tells us.
Step Ⅳ Reading (20 minutes)
In this part, the teacher shuld ask the students t read the passage quickly and silently fr the first time t get the general idea f the passage. Ask them t pay attentin t the first sentence f each paragraph. This can help them finish Exercise 3 in Cmprehending. It is abut the main idea f each paragraph. Then ask them t read the text again carefully t btain sme details. Befre reading fr the secnd time, shw sme questins n the screen, and let the students read the questins first. These questins can guide them t have a gd understanding abut the text. They can als make preparatins fr Exercises1 and 2, which are abut details.
Skimming (5 minutes)
T: At first I’d like yu t read the text quickly and silently t get the general idea f the article. While reading, yu shuld pay attentin t the first sentence f each paragraph.
Tw r three minutes later
T: Have yu fund the general idea f the text?
Ss: Yes.
T: What is it?
S1: There is nt a quick answer t this questin. Are yu suggesting us that the general idea is the mixture f the first sentences f each paragraph?
T: Sure.
S1: OK. That’s easy. The main idea f the passage is that: it tells us sme signs f the earthquake, and what happened during the quake.
T: Anything else?
S2: The text als tells us that all hpe was nt lst.
T: Yu mean the text tells us smething that happened after the earthquake?
S2: Yes.
T: Gd, sit dwn please. In fact, while we are answering the questins, we have invlved the sequence, the functinal item fr this unit. (The teacher writes the wrd n the blackbard) D yu understand the meaning f the wrd?
Ss: N.
T: Sequence means the rder f the events. It can tell us which event happens first, and which happens later. D yu knw the sequence that is used in ur text?
S3: Yes. At first, the text tells us smething that happened befre 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! Nw please lk at the screen, these are the first sentences f each paragraph. Read them and think if they are the main idea f the text. If necessary, yu may make sme changes t make them mre exact.
The teacher shws the screen and gives them a little time t think ver.
Careful reading (15 minutes)
T: Nw, it’s time fr us t read the text carefully. But befre reading yu shuld read sme questins first. These questins may help yu get sme infrmatin quickly and easily. Nw lk at the screen, and read the questins.
Shw n the screen.
Give the students 8 minutes t read the text and then t think ver r discuss the questins. The teacher shuld walk in the classrm t help thse wh need help.
T: OK. Everyne, have yu finished yur task?
Ss: Yes.
S1: I fund Questin 2 difficult t answer. I dn’t knw why they didn’t ntice the signs. The signs were s clear!
S2: I think it is easy t answer. At that time peple didn’t have knwledge f an earthquake. Am I right, Madam?
T: Maybe. S far as I knw the center gvernment made cuntry wide prpaganda after the terrible disaster. Nearly every village in China had the paintings abut earthquakes, which tld peple what the signs f a quake were and what they shuld d during and after the earthquake.
S3: Madam, I just can’t tell the differences between Questin 3 and Questin 4.
T: Yu mean yu can’t decide what an event is and what a situatin is?
S3: Yes.
T: Wh can help him?
S4: It’s difficult fr me t tell the differences between an event and a situatin. But I knw that the answer t Questin 3 is: “… later that afternn, anther big quake shk Tangshan.” And the answer t Questin 4 is: “Sme f the rescue wrkers and dctrs were trapped under the ruins. Mre buildings fell dwn. Water, fd, and electricity were hard t get. Peple began t wnder hw lng the disaster wuld last.”
T: Right! In my pinin, an event is abut what has happened; while a situatin is abut the influence caused by the event. Are yu clear?
S3: Yes, Madam. Thank yu.
Step Ⅴ Extensin (8 minutes)
T: All f yu did very well. Nw I still have sme questins t let yu think ver. Please lk at the questins n the screen:
The teacher can ask the students t have a discussin in grups f fur at first and then ask sme f them t shw their ideas.
Suggested answers:
S1: He uses a third-persn’s way t describe the quake. His descriptin is very bjective. Fr example, the secnd sentence in the third paragraph. The writer says, “Everywhere they lked nearly everything was destryed.” The writer uses they instead f we.
S2: The md is serius and a bit sad. It is created by giving details f hw many peple and animals were killed r injured, and hw many buildings were destryed.
S3: Althugh the writer was nt there, he felt sad fr the peple f Tangshan. He knws that sme persnal feelings will make the reading mre interesting.
S4: I think the reasn is that, as usual, night is the time t sleep, and usually night shuld be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title is t shw hw terrible and hw unusual the night was.
S5: Here we can see that the writer cmpared the city t a persn wh suffered a lt in the disaster. He felt her pain, and he wrried abut her. S when he said that peple came t help her, we can feel his feelings t the city. The city will nt die, she has hpe and she can recver frm the pain.
Step Ⅵ Cmprehending (5 minutes)
By nw, the students have had a further understanding abut the text. S it’s time t have a summary abut what they have learned in this class. The cmprehending part n Page 27 gives them a gd chance t d this. Exercise 1 is abut the details in the text, which is easy t finish. Exercise 2 is abut the imprtant functinal item f this unit—sequence. Exercise 3 asks the students t write a summary. At the first glance, it seems difficult, and sme students may feel that it is impssible fr them t write it. In fact, this exercise gives them the way t write a summary. In ther wrds, what they shuld d is t write dwn the main idea f each paragraph. And in the curse f skimming, the teacher has guided them t find these main ideas. S this exercise shuldn’t be a difficult ne. The teacher shuld explain this t the students. Give the students tw minutes t finish the exercises, and then check the answers with the whle class.
Step Ⅶ Translatin (2 minutes)
The purpse f this step is t let students knw the meanings f sme cmplex sentences, and let them learn the sentences by heart. If time permits, d this at nce, r leave it as hmewrk.
1. Farmers nticed that the well walls had deep cracks in them.
2. The number f the peple wh were killed r injured reached mre than 400,000
3. It seemed as if the wrld was at an end.
4. It was a city whse hspitals, 75% f its factries and buildings and 90% f its hmes were gne.
5. Then, later that afternn, anther big quake which was almst as strng as the first ne shk Tangshan.
6. The army rganized teams t dig ut thse wh were trapped and t bury the dead.
7. Wrkers built shelters fr survivrs whse hmes had been destryed.
Step Ⅷ Hmewrk (1 minute)
T: Nw, it’s time fr assignment. Tday we have tw tasks t finish after class. The first ne is Exercises 1, 2, 3 and 4 in Learning abut language n Page 28. These exercises give us a chance t practice the wrds and expressins we’ve just learned. The secnd ne is Exercises 1, 2 and 3 in the Using language n Page 30. Fr the writing, we have tw things t cnsider while we are writing: 1. Wh is the audience? 2. Hw can we express urselves clearly? OK. That’s all fr tday. See yu tmrrw!
1 Strange things were happening in the cuntryside f nrtheast Hebei.
2 The disaster happened.
3 Nearly everything was destryed.
4 All hpe was nt lst.
1. What natural signs f a cming disaster were there?
2. Can yu think f sme reasns why these signs weren’t nticed?
3. What events prbably made the disaster wrse?
4. What situatins prbably made the disaster wrse?
5. Hw were the survivrs helped?
1. Frm whse pint f view are events described? Hw d yu knw?
2. What is the md f this passage? Hw is it created?
3. Why d yu think the writer chses t express his feelings abut the quake rather than simply reprting what happened?
4. Why is the title A NIGHT THE EARTH DIDN’T SLEEP?
5. What des the sentence “Slwly, the city began t breathe again” mean?
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