【英语】2018届人教版必修1一轮复习：Unit4Earthquakes单元教案设计（18页）

【英语】2018届人教版必修1一轮复习：Unit4Earthquakes单元教案设计（18页）

‎2018届人教版必修1一轮复习：Unit4Earthquakes 单元教案设计 Period 1 A sample lesson plan for reading ‎(A NIGHT THE EARTH DIDN’T SLEEP)‎ Introduction In this period, after the warming up, students will first be guided to share their views about earthquake. Then they will be helped to read a narration（记叙文）entitled A NIGHT THE EARTH DIDN’T SLEEP. It’s about Tangshan Earthquake which happened in 1976. ‎ Summary of the text and analysis of the text organization is offered for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. ‎ Objectives ■ To help students learn to read about past experiences ‎ ■ To help students better understand “earthquake”‎ ■ To help students use some important words and expressions ■ To help students identify examples of the attributive clause in the text Focus Words burst, ruin, injure, destroy, shock, rescue, trap, burry, damage, frighten, judge, express Expressions ‎ right away, as if, at an end, in ruins, dig out, a number of Patterns ‎ But the one million people of the city, who thought little of these events, were asleep as usual that night. ‎ It seemed as if the world was at an end! 似乎世界的末日到来了。‎ All hope was not lost. 并非所有的希望都失去了。 ‎ Slowly, the city began to breathe again.慢慢地，这个城市又开始呼吸了。‎ Aids Multimedia facilities, tape-recorder, photos, diagrams ‎ Procedure ‎1. Warming up ‎ ‎⑴Warming up by looking and saying 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 people will die; many children will become orphans.)‎ ‎⑵Warming up by discussing Hello, class. As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s think and decide what may happen before a big earthquake.‎ WARNING SIGNS WHEN AN EARTHQUAKE IS ABOUT TO HIT ● Thermal precursor: A few months before the occurrence of an earthquake the ‎ average temperature of the area keeps increasing. ‎ ● Water precursor: There is a sudden rise or fall in water level in the wells. It could be as high as one metre. ‎ ● Seismo-electromagnetic precursor: This is a very reliable precursor. It occurs and is exhibited about 10 to 20 hours before the quake. ‎ ● Animal precursor: It is seen that 10 to 20 hours before the occurrence of an earthquake, the entire animal kingdom becomes highly disturbed and restless. ‎ ● Human precursor: Doctors and nurses observe that some sensitive patients in hospitals become highly disturbed. ‎ ● The best indicator is the number of child deliveries in any hospital. ‎ ‎(3) Warming up by talking about Tangshan / California Earthquake Today we shall start Unit 4 Earthquake. But first I’d like you to learn about the two famous earthquakes: The Tangshan Earthquake and The California Earthquake. ‎ At 3:42 a.m. on July 28, 1976, a magnitude 7.8 earthquake hit the sleeping city of Tangshan, in northeastern China. The very large earthquake, striking an area where it was totally unexpected, wiped out the city of Tangshan and killed over 240,000 people - making it the deadliest earthquake of the twentieth century. ‎ The California earthquake of April 18, 1906 is one of the most significant earthquakes of all time. ‎ Deaths: > 3,000 ‎ Injuries: ~225,000 ‎ Property Damage: $ 400,000,000 in 1906 $$$‎ ‎2. Pre-reading by talking and sharing Before an earthquake comes various signs could be seen. What are they? ‎ ＊ Cows, pigs and dogs become too nervous too eat. ]‎ ＊ The mice will run out of the fields looking for places to hide. ‎ ＊ The water in the wells will rise and fall. ‎ ＊ Walls of the wells in village will have deep cracks. ‎ ＊ There will be bright light in the sky.‎ Villagers witness pre-earthquake warning signs Villagers say they saw warning signs before the earthquake hit Chifeng city last Saturday.‎ Hours before the quake, villagers said they saw water flow over for over two meters from a river that had been dry for years.‎ About 10 hours before the quake occurred, hand phone signals were stopped for quite some time in Linxi county seat, which is 140 kilometers from the center of the earthquake. "Days before the earthquake, two pigs appeared nervous in the pen and tried to run out. " said Li Xiaohua, a villager in Gubeikou Village.‎ A woman village folk recalled that she happened to see crowds of sparrows ‎ and swallows bumping into walls seemed unable to find direction during flight.‎ ‎3. Listening and fast reading Now let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.‎ Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written? (The text is written in a time order. The text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)‎ ‎4. Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.‎ Collocations from A NIGHT THE EARTH DIDN’T SLEEP a smelly gas, in the farmyards, think little of sth., as usual, it seemed that, at an end, ‎ thirty meters wide, cut across, in ruins, be injury, the number of, blow away, sth. be not safe ‎ for…, tens of thousands of, give milk, half a million, instead of, be shocked, be trapped under ‎ the ruins, fall down, all…is/was not…, dig out, the dead, to the north of, coal mines ‎5. Reading for the organization of the text and retell the text Read the text for the outline of it and retell the story in your own words with the help ‎ of the outline.‎ Type of writing and summary of the text Type of writing This is a piece of descriptive writing Main idea of the passage The article describes the cause, the course and the result of Tang Shan earthquake in 1976. It shows us the terrible image of earthquake. At the same time it hits us that we must realize that we can do something to minimize the damage caused by earthquake.‎ Topic sentence of 1st paragraph Strange things were happening in the countryside in northeast ‎ Hebei.‎ Topic sentence of 2nd paragraph Everything began to shake and it seemed that the world was at ‎ an end.‎ Topic sentence of 3rd paragraph Everywhere they looked nearly everything was destroyed.‎ Topic sentence of 4th paragraph All hope was not lost.‎ A retold version of the text: See II in Part 3 Teaching Assessment ‎6. Making a text structure analysis Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the following chart.‎ Time/ order ‎ What happened Result ‎ three days before the earthquake at about 3:00 am saw: cracks water in the wells—rose and fell,‎ animals—too nervous , hide ‎ fish jumped out of bowls & ponds ‎ bright light in the sky water pipes—cracked and burst heard: sound of planes smelt: smelly gas in the cracks of the wells People thought little of the events and went to ‎ bed as usual at 3:42 am felt: everything shook ‎ one-third nation felt it heard in Beijing 100 kilometers away a huge crack cut across houses, ‎ roads…‎ saw: steam burst from holes in the ground hard hills of rock-rivers of dirt city lay in ruins ‎ ‎ ‎4 400,000 people ‎ killed/injured ‎75% factories ‎ ‎90% home gone bricks covered ‎ dams/bridges fell ‎ not safe railway tracks ‎ useless ‎ cows never milk pigs/chickens died wells filled with sand rescue workers and doctors trapped under the ruins buildings fell down water/food/electricity ‎ hard to get after that ‎ hope not lost army sent 150,000 soldiers workers built shelters for survivors fresh water was taken to the city the city began to breathe again ‎7. Discussing the writing style As you have understood the general idea of the text, I still put more questions to you. ‎ ‎●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.)‎ ‎●Why 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.)‎ ‎●Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”? (As usual, night is the ‎ time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)‎ ‎8. Closing down by reading a prose about an earthquake ‎ To end this period I am going to give you the following article to read. ‎ Father and Son in An Earthquake ‎ No matter what happens, I’ll always be there for you!——‎ In 1989 an 8.2 earthquake almost flattened America, killing over 30,000 people in less than four minutes. In the midst of utter devastation and chaos, a father left his wife safely at home and rushed to the school where his son was supposed to be, only to discover that the building was as flat as a pancake.‎ After the unforgettably initial shock, he remembered the promise he had made to his son: “No matter what, I’ll always be there for you!” And tears began to fill his eyes. As he looked at the pile of ruins that once was the school, it looked hopeless, but he kept remembering his commitment to his son.‎ He began to direct his attention towards where he walked his son to class at school each morning. Remembering his son s classroom would be in the back right corner of the building; he rushed there and started digging through the ruins.‎ As he was digging, other helpless parents arrived, clutching their hearts, saying: “My son!" "My daughter!” Other well meaning parents tried to pull him off what was left of the school, saying: “It s too late! They re all dead! You can t help! Go home! Come on, face reality, there s nothing you can do!”‎ To each parent he responded with one line: “Are you going to help me now?” And then he continued to dig for his son, stone by stone. The fire chief showed up and tried to pull him off the school s ruins saying, “Fires are breaking out, explosions are happening everywhere. You re in danger. We’ll take care of it. Go home.” To which this loving, caring American father asked, “Are you going to help me now?”‎ The police came and said, “You re angry, anxious and it s over. You re endangering others. Go home. We’ll handle it!” To which he replied, “Are you going to help me now?” No one helped.‎ Courageously he went on alone because he needed to know for himself: “Is my boy alive or is he dead?”He dug for eight hours...12 hours...24 hours...36 hours...then, in the 38th hour, he pulled back a large stone and heard his son s voice. He screamed his son s name, “ARMAND!” He heard back, “Dad!?! It s me, Dad! I told the other kids not to worry. I told them that if you were alive, you d save me and when you saved me, they d be saved. You promised, No matter what happens, I’ll always be there for you! You did it, Dad!” “What s going on in there? How is it?” the father asked.‎ ‎“There are 14 of us left out of 33, Dad. We re scared, hungry, thirsty and thankful you re here. When the building collapsed, it made a triangle, and it saved us.”‎ ‎“Come out, boy!”‎ ‎“No, Dad! Let the other kids out first, because I know you’ll get me! No matter what happens, I know you’ll always be there for me!”‎ Period 2 A sample lesson plan for Learning about Language ‎(The Attributive Clause < that, which, who, whose>)‎ Introduction In this period students will be helped to build their word power and structure power. The ready used materials for teaching about relative pronouns and testing may be useful to students.‎ Objectives ■ To help students learn about the usage of who, which, that and whose used in the attributive clause ■ To discover useful words and expressions Procedures ‎ ‎1. 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.‎ ‎2. Learning about language 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. Now turn to page 28 to do Exercise 2 in pairs.‎ ‎3. Going over the ready used materials ‎ About relative pronouns: which, that, who whom whose 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:‎ ‎1.which/ that: referring to things, can be used as a subject or an object in the ‎ attributive clause; when they are used as an object, they can be omitted:‎ The plane is a machine that/which can fly.‎ The school (that/which) he visited last week is to the south of the city.‎ ‎2.that/ who/whom: referring to a person, can be used as subject or object in the attributive clause; whom can be used as an object: ‎ The girl (that/whom/who) we saw yesterday was Jim’s sister.‎ The man that/who is talking to my father is my 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.‎ ‎4.Before 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 Non-Defining Attributive Clause: ‎ I have lost the pen, which I like very much.‎ I have two sisters, who are both teachers.‎ ‎4. 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 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.‎ Keys: (1) which/that (2) who/that (3) whose (4) whom/that/who (5) whose (6) that (7) that (8) that (9) that/whom/who (10) who (11) that (12) that (13) which (14) that (15) which (16) in which/where (17) which/that (18) that (19) whose ‎ (20) which Period 3 A sample lesson plan for Using Language ‎(A letter from Zhang Sha)‎ Introduction In this period reading is stressed. For that serves as a preparation for the writing task to come. Before they are asked to write students may be introduced to the writing of a newspaper story. The Washington Post news story should be shown to the students. ‎ Objectives ■ To helped students read for clues used in writing to be done ■ To helped students write a speech ■ To helped students listen and answer about earthquake Procedures ‎ ‎1. Warming up by discussing Have you ever written a speech? What is a speech? ‎ Speech means an act of speaking formally to a group of listeners. ‎ What do you have to consider when you are writing a speech? ‎ Please discuss it in pairs Who is the audience? ‎ How can we express ourselves clearly?‎ TIPS ON MAKING SPEECHES Know your Audience; Prepare Your Remarks; Avoid Technical Language; Prepare Audio/Visual Aids; Practice, Practice, Practice; Review Questions and Answers; Arrive Early; Keep Your Remarks Brief; Briefly Summarize ‎2. Reading and underlining ‎ Read the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.‎ Collocations from the letter congratulations, win the high school speaking competition, open a new park, honour those who ‎ died in the terrible disaster, would like to do, as you know, invite sb. to do sth., on that special day, ‎ at the beginning of, thank sb, for doing sth., honour sb. for sth., be known as, encourage sb. to ‎ do sth., be happy to do sth., collect stamps, lose one’s life ‎3. Listening ‎ Turn your books to page 31. We’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that Exercises 1 and 2 requests. Second listen again and try to finish the exercises. Third listen and check your answers. ‎ ‎4. Guided writing ‎ ‎⑴Making an introduction Have you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.‎ ‎1) What should you write before writing a newspaper story? (outline)‎ ‎2) What should a newspaper outline have? (a headline; a list of main ideas; a list of important details) ‎ ‎3) Why a headline is needed? (It can tell the readers what the topic is; it can also attract the readers’ attention)‎ ‎4) How can you finish a newspaper story? (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)‎ ‎5) Have you found out the difference between a newspaper story and a short story? ‎ ‎(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with ‎ main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)‎ Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph. ‎ THE WASHINGTON POST SEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.‎ Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.‎ Earthquake expert said the event illustrated (说明) the growing gap between rich and poor nations in the ability to mitigate (减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation (破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings. ‎ ‎⑵Writing for China Daily Now prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline. ‎ ‎⑶Underlining collocations Read the outline and the newspaper story on page 31 and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.‎ Collocations from Ready to go on the road for Disaster-Hit Areas a team of cyclists, be known as, have a big meeting, raise money, in disaster-hit areas, collect 1 million yuan ‎5. Closing down by having a summary We have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look at the following questions.‎ ‎(1) Have you ever experienced an earthquake?‎ ‎(2) Can you describe an earthquake in English?‎ ‎(3) What do you know about the cause of an earthquake?‎ ‎(4) What new information about earthquakes have you learned now?‎ ‎(5) What words and expressions can you use to describe an earthquake?‎ Part 3 Teaching Assessment 第三部分 教学测评 I. Structure and vocabulary ‎1. —____ is the population ____ Canada?‎ ‎—I don’t know exactly, but I am sure that it has ___ population than China.‎ A. How much; in; much less B. How many; of; few ‎ C. What; with; much less D. What; of; a much smaller ‎2. —Do you mind if I smoke? —________ .‎ A. Pardon, I do B. Yes, not at all C. No, I do mind D. I’m sorry, but I do.‎ ‎3. We don’t visit Tom _______. ‎ A. as many as we used to B. as many as we were used to ‎ C. as much as we used to D. as much as we were used to ‎4. Mrs. Linda has ______ that she is unable to get a job.‎ A. such little education B. so little education C. a such little education D. a so small education ‎5. On the wall _______ two large portraits.‎ A. hang B. hangs C. hanged D. hanging ‎6. Not only ______ polluted but _______ crowded.‎ A. was the city; were the streets B. the city was; were the streets C. was the city; the streets were D. the city was; the streets were ‎7. He ______ up early since his childhood.‎ A. used to get B. is used to get C. has been used to get D. has been used to ‎ getting ‎8. You ______ walk for miles and miles among the hills without meeting anyone.‎ A. must B. need C. may D. should ‎9. Meeting my uncle after all these years was an unforgettable moment, ______ I always treasure.‎ A. one B. one that C. which D. all above ‎10. It was not ______ she took off her dark glasses ______ I realized she was a famous film star.‎ A. when; that B. until; that C. until; when D. when; then II. A cloze test Strange things happened in Tang Shan. For three days the water in the village wells__1_ and fell. The well walls had deep_2___ 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 __3__in the sky. People heard the sound of planes even when no planes were in the sky. The water __4__in some buildings cracked and burst.‎ At 3:42 am everything began to_5___. 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__6__. Two-thirds of the people died or were__7___. 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 __8___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.‎ III. Translation 1. 你知道中国现有的麋鹿的数量吗？‎ 2. 无论他走到哪儿，他的狗都跟着。‎ 3. 炎热的天气持续了一周，弄得人人疲惫不堪。‎ 4. 他们为什么不用大卫而选择了汤姆？‎ IV. A multiple-choice test (定语从句专项练习)‎ ‎1. The place _______interested me most was the Children's Palace.‎ A. Which B. where C. what D. in which ‎2. Do you know the man _______?‎ A. whom I spoke B. to who spoke C. I spoke to D. that I spoke ‎3. The factory ______we'll visit next week is not far from here.‎ A. where B. to which C. which D. in which ‎4. This is one of the best films _______.‎ A. that have been shown this year B. that have shown C. that has been shown this year D. that you talked ‎5. It there anyone in your class ______family is in the country?‎ A. who B. who's C. which D. whose ‎6. I'm interested in ______you have said.‎ A. all that B. all what C. that D. which ‎7. He talked a lot about things and persons ________they remembered in the school.‎ A. which B. that C. whom D. what ‎8. You're the only person ______I've ever met ______could do it.‎ A. who;/ B./; whom C. whom;/ D./; who ‎9. The way ______he looks at problems is wrong.‎ A. which B. whose C. what D./‎ ‎10. The reason ______he didn't come was ______he was ill.‎ A. why; that B. that; why C. for that; that D. for which; what ‎11. That is not the way ______I do it.‎ A./ B. which C. for which D. with which ‎12. You can depend on whatever promise _______ he makes.‎ A. / B. why C. when D. whose ‎ ‎13. —Did you ask the guard _______ happened? —Yes, he told me all _______ he knew.‎ A. what; that B. what; what C. which; which D. that; that ‎ ‎14. The number of the people who _______ cars _______ increasing.‎ A. owns; are B. owns; is C. own; is D. own; are ‎ ‎15. During the days ________, he worked as a servant at the Browns.‎ A. followed B. following C. to follow D. that followed ‎ Keys: ‎ I.1-5 DDCBA 6-10 CDCDB ‎ II．1. rose 2. cracks 3. appeared 4. pipes 5. shake 6. ruins 7. injured 8. disaster ‎ III．1. Do you know the number of milu deer living in China? 2. Everywhere he goes, his dog follows him. 3 The hot weather lasted for a whole week, which made everybody tried and sleepy. 4 Why did they choose Tom instead of David? ‎ IV. 1. A. 2．C. 3．C. 4. A. 5. D. 6. A.. 7. B. 8. D. 9. D. 10. A. 11. A. 12. A. 13. A. 14. C. 15. D. ‎ A selected English passage for recitation英文精选背诵短文 Earthquake poems What is the little child doing among the ruins searching for mum and dad?‎ It is so cruel and cold the sky is crying even the tears are frozen the winds are blowing and my sister is sitting near her kids who are dead now tell me my dear how can I sleep , how can I eat every night hearing the sounds of the kids in school who are all under ruins streaching out their hands for help the life has come up to my throat and I murmur all the time isn't there anything we could do to make people safe and then I remember you and pray may god bless you my dears who are trying to make the world a safer place to live.‎ ‎ Oct. 12, 2005‎ Mariam Mokhtari ‎ ‎ iEARN-NDYS ‎ Teheran, Iran