【正文】 e reasons why these signs weren’t noticed? 3. Can you describe the disaster caused by the earthquake? 4. What events and situations probably made the disaster worse? 5. How were the survivors helped? 6. Could anything more have been done to help the survivors? Why or why not? Answers: 1, 3, 4, 5 are easy to answer. 2. Maybe at that time people didn’t have knowledge of an earthquake. 6. The students have their own answers. 4. Discussing writing style As you have understood the general idea of the text, I still put more questions to you. 1. From whose point of view are events described? How do you know? (A writer who didn’t see the quake uses the third person “they” when he writes.) do you think the writer chose to express her feelings about the quake rather than simply report what happened? (Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.) is the title “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.) 5. Reading and understanding difficult sentences. If you have some difficult sentences to understand, e to me for help. IV. Closing down Closing down by doing exercises Now please do the prehending Exercises 1, 2 and 3 on page 27. Closing down by discussing 3 By now you’ve known that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them. Now imagine that your group lives in the city that has a lot of earthquakes, what should you do during an earthquake? Look at the given situation and discuss in pairs. (1) If you are OUTDOORS, … (2) If you are in a HIGH BUILDING, … (3) If you are DRIVING, … (4) If you are HAVING CLASS, … (5) If you are in a CINEMA, … What should you do during the earthquake? Situation: (1) how to rescue those still trapped in the ruins。 broad roads。 many people will die。 中小學(xué)教育資源站（ 中小學(xué)教育資源站 Unit 4 Part One: Teaching Design (第一部分：教學(xué)設(shè)計 ) Period 1: A sample lesson plan for reading (A NIGHT THE EARTH DIDN’T SLEEP) Aims To listen and talk about natural disasters To read about earthquakes Procedures I. Warming up Warming up by looking Good morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters? volcano fire sandstorm typhoon hailstone thunderstorm flood hurricane earthquake Have you ever experienced an earthquake? Can you describe how terrible an earthquake is? (The earth is shaking。 all the buildings will fall down。 many children will bee orphans.) Warming up by discussing Now, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities。 tall building。 (2) how to take care of the survivors。 (4) what to do with the buildings that survived the earthquake。 (6) how to teach children about earthquake safety。 (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 To learn about the usage of who, which, that and whose in the Attributive Clause To discover useful words and expressions Procedures I. Warming up Warming up by discovering useful words and expressions Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class. II. Learning about language 1. Reading and finding Turn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauses in the reading passage and translate them into Chinese. 2. Doing Exercises 2 on page 28 Turn to page 28 and do Exercise 2 in pairs. III. Ready used materials for Relative Pronouns: which, that, who whom whose What are Relative Pronouns? Relative pronouns are special pronouns which can connect the antecedent and the attributive clause. Also they can be used as a part of the attributive clause. Here are some important differences: 4 1． which/ that: referring to things, can be used as a subject or an object in the attributive clause。 whom can be used as an object: The girl (that/whom/who) we saw yesterday was Jim’s sister. The man that/who is talking to my father is my maths teacher. 3. whose: referring to a person or a thing, can be used as an attribute in the attributive clause: This is the writer whose name is known all over the world. The room whose window faces south is mine. everything, anything, everybody, anybody, all, the best +n, the fifth +n, we use that instead of which: All (that) I need is time. This is the largest factory (that) I have ever visited The sixth lesson (that) we are learning is the most difficult in Book Two. 5. We can’t use that in a NonDefining Attributive Clause: I have lost the pen, which I like very much. I have two sisters, who are both teachers. IV. Closing down by doing a quiz Now you are going to take a quiz on Relative Pronouns. Fill in the blanks, using which, that, who, whom, whose. (1) The force ( ) causes everything to fall towards the ground is called gravity. (2) A friend ( ) helps you in time of need is a friend