Teaching & Learning Objectives/ Aims:
I Language knowledge:
Topics: basic knowledge about earthquakes, how to protect oneself and help others in disasters
Vocabulary: earthquake, quake, well, pipe, burst, nation, canal, stream, dirt, ruin, suffering, extreme, injure, destroy, brick, dam, track, useless, shock, rescue, trap, electricity, disaster, bury, mine, miner, shelter, title, reporter, bar, frighten, frightening, frightened, congratulation, judge, express, outline, headline, cyclist, right away, as if, at an end, in ruins, dig out, a great number of.
Functions: Talking about past experiences & expressing thanks.
Grammar: The Attributive Clause (1) (that, which, who, whose--clauses)
II Language Skills
Listening: Practise listening to an interview of an earthquake and do the listening exercises. By the way, imitate & practice liaison and incomplete explosion.
Speaking: Talk about the past experiences by having a interview between a reporter and a survivor form the Tangshan earthquake. Practise giving a short speech to express one’s thanks with the useful expressions.
Reading: Read the text to know the earthquake happened in Tangshan Heibei Province in 1976. Get the Ss to read and understand the text according to the time order and list the timeline, find out the topic sentence and summarise the main idea of each paragraph. Meanwhile, learn the new word, phrases and sentence structures in the text to improve the Ss’ language ability.
Writing: Get the Ss to read the news report and imitate the report to write a news report by giving headline, main ideas and details. 
Integrating skills: Get the Ss to develop the four skills comprehensively by completing the teaching materials and by using the language. Get the Ss to learn and use what/ which/ who/ whose-Attributive Clauses by analysing the sample sentences and making sentences to have a clear ideas of the sentence structure.
III Emotion & Attitudes: Have the Ss to know the experiences of disasters, learn to help others and help oneselves and have the idea to value life.
IV Learning Strategies: Have the sense of sentence structures and learn to read and understand text in time order.
V  Cultural consciousness: Get to know the great lose caused by natural disasters such as earthquake and how human beings help each other.
Main Points: language points and language skills listed above, basic knowledge about earthquake, the grammar items.
Difficult points: new language points, the reading comprehension of the text and the language item. 
Teaching Mode: Task-based Teaching
Time: Period (45min×7 )
Teaching Aids: Multi-media teaching system

Period 1
Teaching & learning contents: Warming up, Pre-reading, & Extensive reading of the text.
Teaching & learning goals:
1. Introduce and talk about basic knowledge about the earthquake.
2. Read the text and find out the timeline and events to have a clear idea of what happened in Tangshan Earthquake.
Main points: The reading comprehension of the text.
Difficult points: Reading and reading comprehension of the text.
Class type: Warming up and Fast Reading
Teaching & learning procedures:
Step 1 Lead-in
Play a video or show the pictures about earth quakes to lead in the topic and arise the Ss’ interests.
Step 2 Warming up
Task 1: Work in pairs or in groups to describe what might happen to the objects in the photo.
Task 2: Give a report.
(Words and phrases may be used: cracks, cut across houses, roads and canals, fall down, lie in ruins, destroy, injured, cause deaths, cause great loss, etc.)
Notes:
Imagine your home begins to shake and you must leave it right away.
1) imagine: form a mental picture
imagine + n. /pron     imagine sb. to be  imagine sb’s doing sth
宾语从句为否定意义时，要用否定转移，与think, believe, suppose, expect用法相同，成为I/ We don’t imagine…,意为“我（们）认为……不……  
eg. We can imagine her sadness.我们可以想象她的悲伤。
I didn’t imagine (my) becoming a teacher in my childhood.
在童年时代，我并未想象能成为一名教师。
Can you imagine how much I was surprised to hear the news 
I don’t imagine so. = I imagine not.我认为不是这样。
2) shake : cause to move to and fro
3) right away 立刻；马上(= without out hesitation or delay; at once; in no time ; immediately)
right now  立即 (= immediately; at this very moment)
Step 3 Pre-reading
Task 1 Ss work in pairs to talk about what they will take if their homes begin to shake and you must leave right away and give the reason. (Remind the Ss that they can only choose one thing/ object. Possible answers: money, food, clothes, ID, medical records, etc.)
Task 2 Look at the pictures and describe what happens in each picture before an earthquake.
Answers: Picture 1 Bright lights flash in the sky.
Picture 2 Animals are too nervous, such as cows, pigs, horses, and snakes, etc;
Picture 3 Mice run out to look for places to hide; Fish jump out of the ponds.
Picture 4 The well walls have deep cracks with smelly gas. The water in the well rises and falls.
Step 3 Fast Reading
Task 1 Supposing you are asked to describe an earthquake, what order would you follow  (time order, what happened before the earthquake, during the earthquake and after the earthquake.)
Task 2 Go through some of the new words so that the Ss could understand the text better while reading.
Task 3 Go through the first sentence of each paragraph to see if the text is organized in time order. And try to use as few words as possible to summarise the main idea of each paragraph and have a clear idea of the text structure.
Paragraph 1: Signs./ Strange things were happening 
Paragraph 2: At 3:43 am everything began to shake.
Paragraph 3: Everywhere they looked nearly everything was destroyed.
(Para 2 & Para 3: damage/ The earthquake destroyed the city of Tangshan and shocked the people very much.)
Paragraph 4: All hope was not lost. /The army came to help the survivors, bringing hope for a new life. / Recovery.
Task 4 Read the text for detailed information to support the main idea, for example, what strange things were happening  and do the reading comprehending Exercises 1 and Exercise 2, to make a time line. Find out the words or phrases about time first.
Answers to Exercise 1: 1 C  2 E  3 B  4 D  5 A
Answers to Exercises 2:

Step 4 Listening & Retelling
Task1 Listen to the tape of the text to get a better understanding of the text.
Task 2 Try to retell the text according the form above.
Homework:
1. Listen to the tape and read the text.
2. Learn and remember the new words and go through the notes in Appendices.
3. Surf the internet for more information about earthquake.
4. Exercises in comprehending. 

Periods 2--3
Teaching & learning contents: Intensive reading language focus & Comprehending
Teaching & learning goals:
1. Learn the new language items in the text and their usages to get a better understanding of the text.
2. Get to know more information about the earthquakes and try to experience Tangshan Earthquake by understanding the text completely.
3. Complete the task in Comprehending.
Main points: New language points and language items.
Difficult points: New language points and language items
Class type: Reading & Language Focus
Teaching & learning procedures:
Step 1 Revision
Task 1 Revise and spell some words about earthquake.
Task 2 Revise the contents of the text.
Step 2 Language focus
Notice: In this step, teacher encourages and guides the Ss to discover the usages of some new words, new phrases and new sentence structures in the contest by discussion. If the Ss have difficulties, teacher gives a complete and clear explanation of the text, including the word formation, word usages, phrases, sentence structure, the meaning of some difficult sentences, the background information, the organisation of the paragraph and so on. It is a good chance for the Ss to improve their language abilities in all aspects and enlarge their vocabulary. To each language item, perhaps only one or two aspects are focused on. Teacher can use different ways, such as answering questions, making sentences, comparing and contrasting, summing up, etc. to make the students active in language learning. Teacher can choose some of the items according to the Ss’ language level. In all, this teaching step is a comprehensive teaching and it is very important in each unit. While teacher is giving explanation, the Ss should be active and cooperate with the teacher as well as take notes.
Task 1 Learn the language points and try to understand them & use them.
Main language points:
1. For three days the water in the village wells rose and fell, rose and fell.
1) well n. 井 adj.健康的, 良好的, 适当的vi. 涌出
adv.好, 满意地, 充分地, 彻底地, 有理地, 适当地, 夸奖地
eg. All is well. 一切都尽如人意
It would be well not to ask. 最好不要问
2) rise  raise
rise vi. ( of the sun, moon, stars, river, price, temperature, etc.) appear above the horizon:指自然“上升”，常用于日、月、云、霞、烟、水蒸气、物价、温度、河水、潮水及人的职位等：
eg. He rose from his chair and began his speech.他从椅子上站起来开始了他的演说。
Her temperature is still rising.他的体温还在上升。
He has risen in rank.他已经升职了。
raise vt. lift up; move from a low(er) to a high(er) level; cause to rise: 外部的力量，“举起、提高”。grow or produce (crops); breed (sheep, etc.); bring up a family: 饲养、种植”、养育、抚育。
eg. The people’s living standard has greatly been raised.人民的生活水平已大大的提高了。 They can raise rice here.他们这儿能种水稻。
2. A smelly gas came out of the cracks.
smell n.& v.  smelly adj.
come out of 由...产生；从...出来 ran out of  jump out of  
come out　出来, 长出, 传出, 褪去, 被展出, 被解出, 露出, 罢工；出现,真相大白
3. In the city, the water pipes in some buildings cracked and burst.
burst : to come open or fly apart suddenly vi. 爆裂；爆发　n. 突然破裂；爆发
burst into突然出现；闯入 　burst into + n.
burst out 闯出来, 大声喊, 突发burst out + doing
burst into songs/tears/laughter=burst out laughing /crying / singing
突然唱起歌来、哭起来、笑
eg. The balloon suddenly burst.
Some robbers burst into that house.
He burst into laughter. = He burst out laughing
He burst into tears. = He burst out crying.
4. think little of…: 轻视,不在意
eg. He thinks little of what his parents said.
think 的常见短语:
think highly/much of…:对…评价高
think badly/ill/little/lightly of…对…评价不高/差
think nothing of…:对…无所谓
think of…(A)as…(B):把A看作B,认为A是B
think about:考虑 think of:想到 think over:仔细考虑
5. It seemed as if the world was at an end. 似乎世界末日来临。
seem连系动词，似乎，好象
1）seem + (to be ) + adj./n.
2）A seem(s) + to do = it seemed that A
3）seem + like + n.
4）It seems/seemed (to sb.) + that/ as if -clause
eg. Our English teacher seems to be a kind man.
He seems to know everything = It seems that he knows everything.
It seems like years since we last met.
It seems that I have seen her before. = I seem to have seen her before.
as if  似乎，好像 = as though 
eg. It seemed as if the meeting would never end.
as if  在表语从句中相当于that；本文中as if 的用法就是第二种。
It seemed as if the world was at an end!= It seemed that the world was at an end!
Compare: at an end 结束；终结 be at an end= be finished, be over
at the end of  用于表示具体事物或场所的场合; 在……末段/末端
by the end of 到……结束的时候，用语过去完成时态
in the end　　意思“最后、终于”
6. One-third of the nation felt it.
one-third 分数表达法
eg. If an apple is cut into six equal slices, each slice is called on-sixth. If you eat two slices, you eat two-sixths or one-third.
nation n.民族；国家；国民　state country
7. In fifteen terrible seconds a large city lay in ruins.
1) lie (lay, lain) : to be, remain or be kept in a certain state表示处于某种状态。
eg. The village lay in ruins after the war. 战争过后，这个村庄成了废墟。
These machines have lain idle since the factory closed.
2) in ruins: severely damaged or destroyed 毁坏lie/ be in ruins 毁灭，沦为废墟
eg. An earthquake left the whole town in ruins.
His career is in ruins.
原形   中文           过去式     过去分词  现在分词      说明
lay    放置;产卵     laid        laid        laying        及物动词
lie    位于; 躺;       lay         lain        lying          不及物动词
lie    说谎              lied        lied        lying          不及物动词
8. The suffering of the people was extreme.
人们遭受的灾难极为沉重。
9. Two-thirds of the people died or were injured during the earthquake
injure: to hurt oneself/ sb. / sth. physically
hurt, wound, injure, harm
hurt: cause bodily injury or pain to; damage; pain ( a person, his feeling): 使受伤；使疼痛；伤害； 使伤心。一般用语，即可指肉体上的伤害，也可指精神上的伤害，还可用作不及物动词，意为“疼痛、惹起痛苦”。
eg. What he said hurt me deeply.他说的话使我非常伤心。
wound: hurt or injury to the living tissue of the body, caused by cutting, shooting, tearing, etc., esp. as the result of attack: 指外伤，如枪伤、刀伤、剑伤，尤指在战争中，战斗中受伤:
He got wounded in the fighting.他在战斗中受了伤。
injure: hurt; damage, esp. for result of an accident;一般指由于意外或事故而受伤。如：
He was badly injured in the accident.他在这次事故中受了重伤。
Smoking will injure your health.吸烟会毁了你的健康。
harm 表示引起对身体物质精神上的严重损害。
Exercises:
He was seriously injured in the accident.
The soldier received two wounds in the battle.
The storm did great harm to the crops.
He hurt his leg when he fell.
It hurts me to think that I could never see him again.
10. Thousands of families were killed and many children were left without parents.
fifty thousand students 五万学生
tens of thousands of students数以万计的学生
leave + O + OC
eg. The book has been left at home.
Leave him alone, or he will get angry.
11. The number of people who were killed or injured reached more than 400,000.
the number of 数字；数量  a (great/ large/ small) number of 很多；好些 = a lot of
in number 数量；大批量等意思
eg. The number of people applying has increased this year.
A large number of people have applied.
I have a number of letters to write.
The number of the deaths has risen to fifty.
A great number of people have written to express their support.
Pupils in the school have doubled in number in the recent years.
reach v.: to achieve or obtain sth. 达成；达到；获得
eg. You’ll understand it when you reach my age.
At last we reached a decision.
12. Everywhere they looked nearly everything was destroyed.
人们无论朝哪里看，几乎一切都被毁了。
everywhere 用作连词，等于wherever, no matter where，引起让步状语从句。
eg. Everywhere I go, I find the same thing.无论我去哪儿，我都看到一样的东西。
You see it everywhere you look.无论你往哪儿看，你都会看到它。
destroy, ruin, damage
destroy: break to pieces; make useless; put an end to: 毁灭；摧毁；毁坏；破坏。表示在肉体上、精神上或道义上彻底摧毁，使之无法复原，也可以表示对某物体进行完全的毁坏:
eg. All his hopes were destroyed.他所有的希望都毁灭了。
An atom bomb would destroy a city. 一颗原子弹可以摧毁一座城市。
ruin: sth. which has decayed, been destroyed, etc.:败坏，毁坏，崩溃的状态。 指对物体或生命彻底的破坏，但往往是非暴力的，也往往不是一次的打击结果，常指对美好的或希望中的事物的破坏:
eg. Smoking ruined his health.吸烟毁了他的健康。
She ruined his prospects.她毁了他的前途。
damage: harm or injury that causes loss of value: 损害；损毁（使失去价值）。一般指对物体或生命的局部损坏
eg. Their houses were damaged by the enemy’s shellfire.他们的房屋被敌人的炮火击毁了。
13. …90% of its homes were gone.90%的家都不存在了。
gone 是过去分词作表语，意为“不在”“走了”“丢了”“用完了”，或指人“死了”。分数、百分数作主语，谓语动词要根据分数、百分数代表的量是可数名词还是不可数名词而定。
eg. His job was gone.他的工作丢了。
My watch was gone.我的表不见了。
He’ll be gone for quite a little while.他要离开很长一段时间。
50% of the students in our class are girls.我们班50%的学生是女生。
Two-thirds of the earth surface is covered with water.地球表面的三分之二是水。
14. No wind, however, could blow them away.
however  adv. 无论如何, 可是, 仍然, 究竟conj.不管用何种方法, 然而, 可是
eg. He often goes swimming, however(=no matter how) cold it is.
I’d like to go with you; however,(=but) my hands are full.
15. People were shocked.
shock vt. 使震动, 震惊得 vi. 震动, 吓人n. 打击, 震动,
eg. The news of the accident shocked the family deeply.
We were shocked to see smoke pouring out of the roof.
It was a shock to see her looking so ill.
16. Some of the rescue workers and doctors were trapped under the ruins.
有些医生和救援人员被困在废墟下面。
1) rescue (n.): an act of rescuing or being rescued 搭救；解救
rescue (v.): to save or set free from harm, in danger, or loss 解救；救出
eg. A rescue team is trying to reach the trapped mines.
The rescued the man from drowning.
2) trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境
eg. They were trapped in the burning hotel.
3) ruin v. & n  in ruins   破烂不堪，呈一片废墟  go (come) to ruins   毁灭
eg. The old empire now lies in ruins.
Their plan came to ruins. 他们的计划落空了。
Smoking ruins his health.
15. People began to wonder how long the disaster would last.
1) wonder  to have a feeling of surprise, to be filled with curiosity or doubt
vt.对...感到惊讶, 惊奇, 想知道 vi.惊讶, 怀疑
wonder n. one that arouses astonishment, surprise ; admiration奇迹, 惊奇, 惊愕
It is no wonder (that)= No wonder (that)
2) last adj.最后的, 临终的, 末尾的, vi. 持续, 支持, 维持vt. 使维持,adv.最后, 后来
eg. The hot weather lasted for a whole week.
They were very close friends for a while, but their friendship didn’t last long.
16. Not all hope has lost. 并不是所以的希望都破灭了。
All… not = not all…: some but not all 一些，但不是全部，部分否定。
eg. Not all the girls left.
Not all the children are noisy.
若要对两者以上全部否定应用  none of…
eg. None of the girls has/have left.
None of the children is/are noisy.
Both, each, every 与not  连用也都表示部分否定：
eg. Not every student passed the exam. 不是每个学生都通过了考试。
Both the answers are not right. 不是两个答案都对。
None of the students passed the exam. (全部否定)
Neither of the answers is right. (全部否定)
17. The army organized teams to dig out those who were trapped and to bury the dead.
救援人员组成小分队，将被困的人挖出来，将死者掩埋。
1) those who相当于意为“凡……的人”，表示的是两者以上的不定数量，who引导的定语从句用复数，不能用that代替。（注意：anybody who, he who中谓语动词用单数。
eg. Those who want to see the film write your names on the paper.
Anybody who breaks the law will be punished.任何人犯法都要受到惩罚。
He who laughs last laughs best.谁笑在最后，谁笑的最好。
2) the dead意为“死难者”。形容词或分词前加表示同一类人或物，谓语动词常用复数形式。
eg. the living 活着的人the young/old 年轻人/老人the injured 受伤的人 the blind 盲人
The rich are not always happy.有钱人并不总是幸福的。
4) dig out   挖掘；发现
5) bury  to place in the ground;  to occupy (oneself) with deep
eg. The dog buried the bone in the ground.
I buried myself in my studies.
5. To the north of the city, most of the 10,000 miners were rescued from the coal mines. 在城市的北部，一万矿工中的大多数从矿井中被救出。
in the north, to the north与on the north
in表示“在其中”，在境界内；to表示在境外，不接壤；on表示接壤。如：China lies in the east of Asia.中国位于亚洲东部。Japan lies to the east of China.日本位于中国的东面。（指在中国境外）China faces the Pacific on the east.中国东临太平洋。（指东部境界与太平洋相接）
Step 3 Question time
Task Ss come up with their own difficulties that the teacher has explained or has not yet covered. Teacher gives further explanation.
Step 4 Comprehending
Task 1 Talk about Exercise4 in comprehending.
Answers to Exercise 4:
1) “ A Night the Earth Didn’t Sleep” is a poetic way of saying that an earthquake happened.
2) A another title might be “Tangshan’s great challenge” or “ How Tangshan’s Citizens overcame the city’s greatest disaster.”
Task 2 Have an interview in pairs to experience what happened in the earthquake.
Homework:
1. Remember the language points in the text and arrange notes after class. Choose some beautiful sentences from the text.
3. Do the vocabulary exercise both in TB & WB.

Period 4
Teaching & learning contents: Listening & talking in WB, Discovering useful words & expressions in Learning about language in TB and vocabulary exercise in WB.
Teaching & learning goals:
1. Practise listening and do the listening exercises, and talk about earth quake.
2. Practice using the words, expressions and structures in the text by doing the exercises. 
3. Do the vocabulary exercises in WB.
Main points: listening, the usages of the words and phrases
Difficult points: listening, the usages of the words and phrases
Class type: Vocabulary exercise
Teaching & learning procedures:
Step 1 Revision
Task  Recall some of the language points in the text.
Step 2 Listening
  Introduction: This listening text is on the study of the earth which related to the topic of this unit. Such articles are frequently found in national and international English exams. This particular article provides many facts and describes cause and effect relationships.
Task 1 Read through the statements and questions.
Task 2 Listen to the Part 1 twice or three times, do the exercises and check answers.
Task 3 Listen to the Part 2 twice and complete the sentences.
Answers:
Exercise 1: 1 T  2 T  3 F  4 F  5 F  6 T
Exercise 2:
Part 1: 1. Earthquakes happen when two moving plates jump and push against each other.
2. California, Japan and China have a lot of earthquakes because they are placed in areas where different plates meet.
Part 2: 1. Do not build houses along a line where two plates meet.
2. Make sure you build houses on rock rather than on sand.
3. You must make the houses as strong as possible. Weak buildings will fall down and strong ones may stay up.
Suggest answers to Exercises 3: Some earthquakes are stronger. Some houses are not built strongly enough to withstand earthquakes. More people died if they do not know what to do when there is an earthquake.
Step 3 Talking
Introduction: Read some stories about the earthquakes to arise the Ss’ interests in TB P112. And tell them that the stories are not based on science and therefore not true.
Task 1 Ss make up their stories in pairs to explain how an earthquake happens.
Task 2 Tell their stories.
Step 4 Discovering useful words and expressions
Task 1 Write down the words or expressions according to the giving explanations and then check the answers. (New word: bar n.)
Answers: 1. useless  2. nation  3. a great number of  4. dirt  5. at an end  6. extreme
7. right away  8. steam  9. shock  10. track  11. rescue  12. ruin
Task 2 Get the Ss to try to find as many words in the reading passage as possible to describe any earthquake in pairs, and then collect answers according to the following categories.

Task 3 Complete the short passage with the words from the text in Exercise 3 and then check the answer and read the short paragraph.
Answers: burst, destroyed, ruins, trapped, well, injured, shocked
New words: frighten vt.使惊吓vi.惊恐  frightened, frightening adj.
eg. Sorry, I don’t mean to frighten you.
Frighten/scare sb. to death.
The children were frightened to death by the violent thunderstorm.
Frightened children were calling for their parents.
He looked very frightened as he spoke.
I still remember the frightening situation.
Task 4 Tell the Ss that “as if” is often used to express similes. Ask the Ss to analyse the examples and then try to make their sentences with “as if” and read them to the class to find some good sentences.
Step 4 Using words and expressions in WB
Task  Ask the Ss to do the vocabulary exercises and then check the answer and give necessary explanations. (If time is enough.)
Homework:
1. Preview the Grammar part. 
2. Finish off the vocabulary exercises on P63 in WB. 

Period 5
Teaching & learning contents: Discovering useful structure in Learning about language & grammar exercises in WB. 
Teaching & learning goals:
1. Get the Ss to learn and conclude the grammar item—The Attributive Clause (1) that, which, who, whose by analysing the clause and combing two sentences into an Attributive clause or divide an Attributive clause into two. Learn to functions of the relative pronouns that, which, who, whose.
2. Use and consolidate the grammar items by doing the grammar exercises. 
Main points: grammar items and grammar exercises
Difficult Points: grammar items and grammar exercises
Class type: Grammar learning and exercises
Teaching & learning procedures:
Step 1 Revision
  Task 1 Consolidate some of the words and expressions in this unit.
Task 2 Check the answers to the vocabulary exercises in WB.  
Step 2 Discovering useful structures
Task 1 Ask Ss to analyse the given example in Exercise 1 and find out the structure of the Attributive clause.
Main clause, subordinate clause and relative pronoun/ adverb.
Function: to modify or restrict a noun, pronoun, phrase or sentence
Task 2 Find the sentences with attributive clauses from the reading passage. (5 sentences)
Task 3 Ss read the grammar explanations and examples on Page 90-91 to get a general idea of the grammar items and find out the points that they couldn’t understand. Teacher gives them detailed explanation.
Task 4 Learn more materials about attributive clause to have a clear idea of this grammar item. Teacher explains the grammar rules as well as offers more examples with the help of grammar PPT.
Grammar explanation: 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。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1. who, whom, that
这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
Is he the man who/that wants to see you  他就是你想见的人吗？
（who/that在从句中作主语）
He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。
（whom/that在从句中作宾语）
2. whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：
They rushed over to help the man whose car had broken down.　
那人车坏了，大家都跑过去帮忙。
Please pass me the book whose （of which） cover is green.　请递给我那本绿皮的书。
3. which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
A prosperity which / that had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which / that在句中作宾语）
The package （which / that）you are carrying is about to come unwrapped.
你拿的包快散了。（which / that在句中作宾语）
4. that和which在指物的情况下一般都可以互换, 但在下列情况下, 一般用that而不用which。
1) 先行词为all, everything, nothing, something, anything, little, much 等不定代词时。
I am sure she has something (that) you can borrow.
2) 先行词被all, every, no, some, any, little, much等修饰时。
I’ve read all the books that are not mine.
3) 先行词被序数词或最高级修饰时。
This is the first book (that) he has read.
4) 先行词被the only, the very, the same, the last修饰时。
This is the very book that belongs to him.
5) 当先行词既包含有人又有物时，用that.
Here are the actors and equipment that you need very much.
Task 4 Question time. Give Ss sometime for them to ask any questions about the grammar item.
Task 5 Do the grammar exercises in TB to check the Ss’ understanding and consolidate the grammar.
Answers to Exercise 2: 
1 whose  2 who  3 that/_  4 which/that   5 whose  6 whose  7 who  8 whose
For Exercise 3, Ss can practise making up Attributive Clauses following the examples.
Step 3 Additional Grammar Exercises
Fill in the blanks, using which, that, who, whom, whose.
(1) The force (  ) causes everything to fall towards the ground is called gravity.
(2) A friend (  ) helps you in time of need is a friend indeed.
(3) Do you know the girl (  ) parents are teachers in our school 
(4)The woman (  ) I spoke to just now is my English teacher.
(5) He saw a house (  ) windows were all broken.
(6)Everything (  ) can be done today mustn’t be done tomorrow.
(7)Can you think of anyone (  ) could look after him 
(8)This is the best hotel (  ) I know.
(9)The man (  ) I saw told me to 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.

Step 4 Grammar exercise in WB
Task  Do the Grammar exercises in WB if time permits.
Homework:
1. Read more about the grammar items to consolidate the grammar.
2. Do the grammar exercise in WB.
3. Do the grammar exercises in the newspaper.

Period 6
Teaching & learning contents: Using Language—Listening, Reading & Speaking
Teaching & learning goals:
1. Practise listening and finish off the listening exercises. 
2. Read and understand the letter of invitation.
3. Try to prepare a speech with the give expressions to show thanks according to the invitation letter.
Main points: Listening and speech preparation.
Difficult Points: Listening, communication items and speech preparation.
Class type: Listening & Speaking.
Teaching & learning procedures:
Step 1 Revision
 Revise the grammar items briefly and check the answers to the grammar exercises in WB.
Step 2 Listening
  Introduce the listening material briefly: The listening material is an example of a first-person narrative of a doctor. It was recorded a long time after the 1906 earthquake for the City Museum of San Francisco. In the listening text you will here “next to”. It means “near”.
Task 1 Work in pairs to make a list of useful adjectives to express one’s feelings if his/her home was suddenly destroyed without warning.
Possible answers: very shocked, frightened, very upset, sad, unable to understand what happened, confused, angry, disappointed, hopeless, helpless, etc.
Task 2 Go through the exercises before listening, then listen to the tape and try to complete Exercise 1 and listen to the tape once again or a third time to get the answers to the Exercise 2.
Answers to Exercise 2:  1 F  2 T  3 T  4 F  5 F
Answers to Exercise 3: (to TB P109)
Task 3 Read the sentences to practise liaison and incomplete explosion by imitating.
Step 3 Reading & Speaking
Task 1 Read through the invitation letter and pay attention to the form and style of the letter.
Teacher guide the Ss to go through the letter and give some explanation:
Some phrases and new words:
1) congratulations n. congratulate vt. congratulate sb on sth
2) be pleased to
3) high school speaking competition
4) be proud of
5) judge n.裁判员；法官 vt.断定；判断；判决
6) sincerely adv. 真诚地；真挚地
7) express v. 表示； 表达 n. 快车；速递 expression n.
Step 4 Speaking
Task 1 Talk about the contents of the short speech mentioned in the textbook and the expressions may be used and how to use them.
Basic structure of the speech:
Beginning: It’s my honour to be here…(give the reason or self introduction)
Body: thank those who worked hard to offer help and their deeds
thanks those who worked hard to build a new city
Ending: thank the visitors for listening to you
Useful expressions about giving thanks:
I would like to express my thanks to…who…
Here, I wish to express my thanks for the great efforts…
I’d also like to thank…
No words are strong enough to express our…
It was terrible when…  
It seems as if…
I remember…
I felt…
Not long after that…
Luckily, …
Task 2 Try to organize their own speech with the expressions in their mind before reading and studying the sample speech, and then reorganize their speech and write down a simple outline.
Sample speech:
Good afternoon, everyone. My name is WanWei. First of all I would like to express my thanks to Mr Zhang Sha and the city of Tangshan that let me talk to you. I would also like to thank you all for coming on this special occasion. Here I wish to express my thanks to the workers who helped during that terrible disaster. Many thousands worked hard to save others and to make them feel more comfortable. I’d also like to thank the soldiers who worked day after day without rest to help those who needed it.
Now we see around us a new city. No words are strong enough to express my pride at this. How lucky I feel to live in such a place and to see this beautiful new park which honours the survivors of the quake and those who saved them. We are indeed the “Brave City of China.” Thank you.
Task 3 Ask the Ss with quick minds to give a speech.
Task 4 Talk about the stamps in pairs.
Homework:
1. Complete the reading task in WB.
2. Listening and speaking tasks in WB.
3. Prepare a speech in written forms.
Period 7
Teaching & learning contents: Using Language—Reading and Writing, and the rest contents in this unit.
Teaching & learning goals:
1. Read the sample report, analyse and study the structure of newspaper report/story.   
2. Learn to write an outline and then develop it into a newspaper report/ an article.
Main points: reading and writing practice
Difficult Points: organizing and writing a newspaper report/story
Class type: Writing 
Teaching & learning procedures:
Step 1 Revision
Task 1 Check the answers to the listening exercises in WB.
Task 2 Ask few students to give speeches.
Step 2 Reading and Writing
Task 1 Have the Ss read the brief description and the newspaper story and then talk about the following questions:
1) Why an outline is important 
Because an outline will prepare you to write a better story.
2) What should an outline conclude 
A good outline should have a headline, a list of main idea and a list of important details.
3) Why a headline is important 
A headline can tell the reader what the topic is, so it can attract the reader’s attention since the reader may not have bought the newspaper before they read the headline.
4) What are the steps to finish a newspaper story 
First, organize the main ideas. Next, put some details into each paragraph.
5) What is the feature of the newspaper story 
A newspaper story gives the most important news first and the least important news last.
New words: outline, headline, cyclist,
Task 2 Have the Ss compare a newspaper story with a short story after they read the brief description about how to write a newspaper story.

  Tell the Ss that a newspaper needs: a headline which is like the main idea of the article; the details of the story in time order; a conclusion which tells the situation now.
Task 3 Study and analyse the newspaper story according to the structure on P32.
Task 4 Ask the Ss to think of some idea for their article. They should identify: a special event; why it was special; what happened; the situation now.
Task 5 Write down the outline and think of the details and try to write an article after class, swap with a partner and revise the article before they hand in.
Show the Ss sample writing if necessary.
China leads world in traffic death
Experts say that road traffic accidents are on the rise and China ranks first in the world in traffic death tolls. Worldwide Statistics show that the global traffic accident death toll amounted to 500,000 in 2003, with the largest share,104,000 reported in China, followed by India with 86,000, the U.S. with 40,000, and Russia with 26,000, said Duan Liren, former deputy director of the Beijing Traffic Management Bureau. Road accidents are the seventh leading killer in China.
Step 3 Learning Tips & Reading for Fun
Step 4 Speaking Task & Writing Task in WB
Task 1 Get the Ss to list the things they choose and give reasons (Speaking Task in WB.).
Task 2 Make a poster according to the instructions following the sample.
Sample:

PREPARE FOR AN EARTHQUAKE BAG

An earthquake may happen at any time so it’s best to prepare your personal earthquake bag.

Collect these items and keep them somewhere near you.
1 a bottle of water  You can’t survive without water for a long time.
2 money   You need money to buy living things after been saved.
3 personal washing things…  4 food and sweets  5 a torch  6 mobile phone  7 a blanket…
Remember:
Do not put fresh fruit in the bag as it will go bad quickly and cause problems.

IT IS BETTER TO BE PREPARED THAN SORRY!

Step 5 Reading Task in WB
   Ss read the passage and do the reading comprehension exercises and check the answers.
Homework:
1. Revise and summary the language items learned in this unit.
2. Make a poster and write a short newspaper report.
3. Revise this unit and do the related exercises.