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【英语】2018届人教版必修一一轮复习：Unit4Earthquakes单元教案设计（28页）
2018届人教版必修一一轮复习：Unit 4 Earthquakes 单元教案设计 第一课时 听说课 课 型 听 说 课 教学内容 warming up, pre-reading, (workbook) listening 教学目标 １． 知识目标： （１）初步熟悉与地震有关的单词crack, cut across, canal, fall down等； （２）了解板块构造及地震的成因。 ２． 能力目标： （１）用已学过的单词描述唐山和旧金山两城市面貌； （２）初步听懂有关地球板块活动方面话题的材料； （３）口头表述地震成因及有关地震产生的传说。 ３． 情感目标： 通过开放式讨论和听力材料的学习，了解地震成因的科学常识，加强自然科学素养，激发对科学的热情。 教学重难点 １． 重点： （１）培养描述唐山和旧金山两城市图片和编有关地震传说等口头表达能力； （２）了解板块活动知识及地震形成的科学知识。 ２． 难点： （１）课前搜集与地震有关的资料； （２）口头表达地震的成因及有关传说。 教学策略和媒体 １． 资料策略：利用网络搜集有关唐山的图片资料、有关地震的成因、防震救灾知识等。 ２． 自主学习：指导学生课前自主学习有与本课时有关的内容。 ３． 合作学习：小组合作讨论地震成因及口头编故事。 教 学 过 程 步 骤 教学活动 设计意图 Step 1：preparations 课前学生在教师的指导下通过网络查找如下内容： 1． 唐山和旧金山的图片； 2． 地震先兆知识； 3． 地震的成因及世界各地的传说。 1. 资源策略：培养学生在网络上查找、筛选资料的能力； 2. 自主探究 Step 2： Speaking practice Task 1：以竞猜的方法让学生猜出本单元涉及的两个城市。教师一边通过多媒体展示图片，一边让学生说出所看到的内容，同时加以启发提示。找一些能反映两地典型城市特征的图片，逐一展示，让学生慢慢猜出。 Task 2：介绍本单元新单词 利用多媒让学生充分领略两城市的优美风光后，教师转而问学生，如果两地经历了一场地震，会是什么样呢？向学生展示震后两地图片，引导学生认识本单元的新单词。 1. 描述两个城市培养学生表达自己观点的能力，可以激活学生头脑中有关图式经验，巩固学生已有的知识点。 2. 通过多媒体展示图片，呈现新单词。为接下来的听力练习从词汇方面降低难度。 Step 3：(workbook) Task 3：完成(workbook) listening (1) 1． listening 听前预测。学生听录音前对练习一的答案进行预测，根据高中学生已有的地理知识应该能预测正确多数答案，这样降低了难度。 (1) 听第一遍，完成练习一。 (2) 仔细听录音，完成第二题。 (3) 听力练习完成后，要求学生根据所听内容，参考图片，简单介绍地震的成因。 进行听前预测可以让学生对于所要听的材料有所了解，为听力练习提供背景，激活已有图式经验。这样可以降低听力练习的难度。 1． 有了充分的输入后，进行及时的输出，是口语教学策略之一。 Step 4: Discussion Task 4：小组活动 Story-telling 通过听力材料同学们知道了地震产生的科学知识，但关于地震是怎么产生的，世界各地还有很多有趣的传说。 教师先介绍一些各地的传说。学生小组活动内容： 1. In pairs make up a story to explain how an earthquake happens. 2. Describe what happens in an interesting way as the teacher tells. 3. Share your story with your classmates. Decide which one is the most interesting. Give a reason. 听前的文化背景介绍、听前的讨论、听后回答和复述、听后模仿、听后理解和听后讨论。听说法教学中的这六个环节是一个完整的交际过程，学生始终在听—理解—说的循环过程中，作为主体参与交际，处于师生、学生之间互动状态中，保持口头交际的兴趣和积极性，逐步提高口语能力。 布置作业 1． 利用网络进一步了解唐山大地震的情况，通过小组合作，制作有关唐山地震的课件，下一课时向全班汇报。内容包括：地震发生的时间、造成损失、救援工作、重建等。 2． 非测试性评价 第二课时：阅读课（一） 课 型 阅 读 课 教学内容 Reading — A Night The Earth Didn’t Sleep 教学目标 1． 知识与能力 （１） 了解唐山大地震的先兆、地震造成的损失及救灾等情况，培养学生获取信息和处理信息的能力。 （２） 通过略读找到每段的主题句；通过查读掌握细节；通过细读，理解课文标题的含义，从而培养阅读理解微技能。 （３） 语言点：leave的复合宾语、everywhere引导从句等。 （４） 语篇重建：在正确理解课文的基础上，能根据教师提供的图表用自己的话复述课文，设计一次对唐山大震幸存者的访谈。 2． 情感目标：通过了解唐山大地震前兆，培养学生对自然灾害的应对意识和能力；通过灾后重建，使学生树立战胜自然灾害的信心。 教学重难点 1． 教学重点： （１） 通过语篇学习，掌握新闻报道的文体写作特点。 （２） 培养学生对新闻报道文体的阅读技巧。 2． 教学难点： （１） 在充分阅读的基础上，对课文进行复述和表达自己的观点。 （２） 课文中的语言难点。 教 学 过 程 步 骤 教学活动 设计意图 Step 1： 导入 Task 1： 利用多媒体播放一段地震视频。学生看过，进行讨论。教师利用视频内容，介绍新单词。 Questions: What is the film about? What can you see in the film? 利用视频导入，一方面可以激发学生的学习兴趣和探究的动机，另一方面，为学生提供话题导入新课。 Step 2： 快速阅读 Task 2: 整体理解文，归纳课文大意。 要求学生快速通读全文，按时间顺序把文章分成三部分并概括大意。 梳理清楚课文线索。为各个环节的理解和开展做铺垫。整体粗读，领略内容大意。 Step 3：仔细阅读 Task 3：细读课文，查找信息。 要求学生阅读课文后判断句子对与错，并说出理由。 ① People in Tangshan were warned of the earthquake and didn’t go to bed that night. (F) ②People in Beijing also felt the earthquake. (T) ③ More than 400,000 people were killed in the quake. (F) ④ Many rescue workers and doctors were trapped under the ruins during the aftershock. (T) ⑤ People tried to get fresh water from under the ground in Tangshan. (F) Task 4: 深层理解课文 学生小组讨论下列问题，深层理解课文。 1. Why the title is A NIGHT THE EARTH DIDNT SLEEP? 2. What does the sentence “Slowly, the city began to breathe again” mean? 要求学生带着问题快速浏览文章，从阅读材料中,迅速查找这些特定的信息和具体的事实。 细读环节的任务有两个方面，其一是通过细读，学生学会查找细节信息的能力。对这种能力的培养可以通过让学生完成相关的阅读任务而形成，教师可以设计这样的任务，如正误判断、简单回答问题，填写表格，按某一逻辑顺序排列句子，等等 通过仔细阅读课文还要求学生更深层地理解课文，即作者的心理状态、理解作者表达的言外之意。深层理解任务的设计可以结合读后活动进行，如设计回答问题，讨论等。任务四也可以放在读后活动里完成。 Step 4： 语言难点 1． 要求学生阅读课文找出难点，小组讨论解决难点，然后提出共同难点，交由全班讨论，最后老师分析总结。 2． 老师提出难点，提问学生。 （课件显示课文中由关系代词引导的定语从句）。 培养学生合作精神，解决文章难点，初步认识由关系代词引导的定语从句。帮助理解课文，为语法课做铺垫。 Step 4： 语言输出 1． 要求学生根据屏幕上的提示复述课文。提示如下： sign damage rescue ——|————|————|——→ before… during… after… 2． 在以上复述的基础上，小组合作，进行采访。 在经过阅读进行语言输入的基础上，进行口头或书面的语言输出，巩固理解，让学生明确如何表述一篇难忘的经历，这写作提供指导。 Step 6： 作业 1. 课后把口头复述写成书面复述。 2. 小组课堂评价表（课后完成）非测试性评价：小组互评，了解学生的学习情感、策略，由组长负责，组织小组反思，填写下表（以5分制计），并存入学习档案。 新课程标准认为评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要。” 第三课时 语言知识课 课 型 语 言 知 识 课 教学内容 Discovering useful structures部分首先要求学生从文中找出定语从句进行分析，其次考查了定语从句关系词的选择。 教学目标 1． 使用含有关系代词who, that, which, whose的定语从句口头描述自己熟悉的人或物。 2． 写一篇介绍自己学校或朋友的短文，尽量使用含有关系代词who, that, which, whose等的定语从句。 教学重难点 １．作定语用的关系代词whose的用法及与of which的区别。 ２．利用交际活动为学生创造利用定语从句进行口头和书面进行交际的能力。 教 学 过 程 步 骤 教学活动 设计意图 Step 1： 示范 教师利用多媒体向学生展示本校优美的校园环境和丰富的校园生活。请学生描述所看到的情景和人物，教师同时向学生用含有定语从句的句子总结学生的表述，引出定语从句。 利用学生熟悉的人或物进行定语从句的教学演示。 Step 2： 语言活动 Game 1：一个比划一个猜 游戏规则： 1． 两个人配合，一个人面对屏幕、另一个人背对屏幕，面对屏幕的用英语解释屏幕上出现的某种事物，背对屏幕的那个人则要根据同伴的解释猜出它的名称。 2． 规定所猜的单词必须是教室范围以内的。 3． 全班分几个小组，老师在屏幕上展示一张物品或人物图片，然后由面对屏幕的同学用英语来进行解释，解释对了而且同伴答对了，加一分，如果使用定语从句进行解释，就再加一分。 Game 2：竞猜游戏（判断他／她是谁或它是什么） 1． 活动形式：6～8人小组活动 2． 情境设置：教师先对教室里的人、事或物进行口头描述。学生听后作出口头反应（说出是谁或是什么）。 3． 游戏规则：游戏分初赛和复赛；初赛后每组选出优秀选手3人参加复赛。为了使任务更加有趣，组员每猜中一次可得一分；教师将学生猜中的人或物写在黑板上，以防重复猜测；最后角逐出前三名，并予以奖励。 4． 注意事项： 学生熟悉了该游戏后，教师可以加大游戏的难度。教师可以联系学生的实际，拓宽要猜测的人、事或物的范围。教师事先准备一些图画、照片或卡片（上面有文字），将学生分为两组：一组描述，另一组猜测。 根据对定语从句的功能（主要是用来描述、定义和补充说明）的理解，定语从句的教学不是为了让学生能在考试中选出某一道题的正确答案，而是让学生能运用定语从句描述或辨别他们所熟悉的人、事或物，学会定义某个名词，或通过阅读定义准确理解和掌握词义。因此，教师在学生掌握定语从句的基本规则后，应尽可能给学生提供表达的机会，使他们能够用所学语法项目进行口头或笔头的交流，以促使其对该语法项目的理解、掌握与运用。 Step 3： 归纳 用多媒体展示如下的表格，要求学生填写斜体字部分。 关系代词 主语 人 who that This is the doctor who saved the boy’s life. The woman that is playing the piano is Miss Zhang. 物 which that The river which(that) flows through the city is very long. Please pass me the book which is lying on the table. I’d like to see the films that are just on show. 宾语 人 who(m) that She is the new student whom (who, that)I want to introduce to you. 物 which that The river ( which, that) we crossed is very wide. Can you lend me the magazine about which you talked yesterday? The novel which Tom bought is very interesting. 定语 whose The river whose banks are covered with tree is very long. The professor whose daughter teaches you English is Dr. Williams of which The bike whose brake was damaged has now been repaired. =The bike the brake of which was damaged has now been repaired. The river the banks of which (of which the banks) are covered with tree is very long. 学生在进行大量的口头练习后，对定语从句有了很多的感性认识，但这时的知识还是不很系统的，因此下一步，教师应该帮助学生对语言材料进行总结，找出其中规律性的内容，这样便于学生更好地理解定语从句，从而能更好地在语言实践中应该定语从句。利用表格进行知识归纳可以使知识更直观，更有系统性。 Step 4： 检测 1: 分层次练习 练习一：连词成句 1. man ,the ,us, our English, teacher, who ,lives, is, to, next → The man who lives next to us is our English teacher. 练习二：选择填空 1. The man _______ lives next to us is our English teacher. A. whom B. which C. who D./ 练习三：把两个单句合成定语从句 1. The man is our English teacher. He lives next to us. → The man who lives next to us is our English teacher. 练习四：用定语从句进行英汉互译 1. 住在我们隔壁的那个人是我们的英语老师。 2: 根据情况，选做课本上的练习。 如左例所示，把同一个句子编制成不同的题型供不同层次的学生测试练习，学生可以根据自己情况，或从练习一做到练习四，使学生在从易到难的过程中感受到成功；或只做基础练习（一，二），或只做提高练习（三，四），充分照顾到各层次学生的需求。 Step 5： 作业 1． 学生完成课本上定语从句练习。 2． 写一篇介绍自己学校或班级的小短文，要求使用定语从句。 3． 教学评价 （以结果性评价为主，要求学生做些定语从句专项练习） 学习语法的目的是为了更好地进行口头或书面交际，因此设计作业２。 第四课时：阅读课（二） 课 型 阅 读 课 （基于网络） 教学内容 Reading task (workbook) 教学目标 1. 知识与技能： ①通过阅读掌握地震产生、地震安全等科学知识，进一步了解旧金山大地震的情况。 ②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。 2. 过程与方法： ①利用网络资源，通过自主学习和小组合作等方式，完成有关地震信息的表格，从而培养学生筛选局部和整体信息的能力和独立阅读能力和获取信息和处理信息的能力。 ②通过小组合作，交流本课时阅读成果。 3. 情感价值观：通过本节课的学习，增加学生的科学知识和培养学生的信息素养。 教学重 难点 1. 教学重点： ①对网络资源进行筛选等的阅读能力的培养。 ②通过对旧金山大地震的探究学习，了解旧金山大地震的有关情况。 2. 教学难点 ①对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。 ②“网络学习”对于学生来说都是学习的“革命”，如何让学生转变学习观念，调整自己的学习方式和策略是本课的难点。 教 学 过 程 步 骤 教学活动 设计意图 Step 1： Pre- reading Task 1: 学生观看一段旧金山地震短片。学生看过如下的问题后带着问题观看视频，然后小组讨论下列问题： 1． What did you see in the video? 2． How do you feel about the earthquake? 3． Write an adjective to describe how you feel about the earthquake. 4． Write an adjective to describe how you feel about the people of San Francisco. 利用视频导入阅读话题，首先给学生视觉上的冲击，制造信息沟。同时，学生在观看视频后表达自己的思想，进行预测。 Step 2： While- reading 阅读如下网页，完成如下的任务。 地震的产生 http://www.geo.mtu.edu/UPSeis/why.html http://www.geo.mtu.edu/UPSeis/where.html http://www.howstuffworks.com/earthquake.htm 地震安全知识 http://seagrant.uaf.edu/features/earthquake/prepare2.html http://www.consrv.ca.gov/index/Earthquakes http://seagrant.uaf.edu/features/earthquake/prepare6.html 旧金山大地震 http://www.eyewitnesstohistory.com/sfeq.htm http://www.zpub.com/sf/history/1906earth.html http://www.eas.slu.edu/Earthquake_Center/1906EQ/ http://www.npr.org/templates/story/story.php?storyId=5334411 http://www.sfmuseum.org/1906/06.html Task 2：根据所浏览网页内容，选择填空。 1. Which was the most powerful of these famous California earthquakes? A. 1865 Santa Cruz Mountains earthquake B. 1906 San Francisco earthquake C. 1989 Loma Prieta earthquake 2. Which famous opera singer, staying in the Palace Hotel at the time of the quake, later said, "The chandelier [in my room] was trying to touch the ceiling, and the chairs were all chasing each other"? A. Adelina Patti B. Enrico Caruso C. Luciano Pavarotti 3. What caused the greatest damage to the city? A. The earthquake itself B. Tsunamis triggered by the earthquake C. Fire 4. How many lives were lost in the earthquake and fire? A. 478 B. 3, 000 C. 25, 000 5. Where did most San Franciscans, whose homes were destroyed in the quake, live in the immediate aftermath? A. In “tent cities” built by relief forces. B. With relatives elsewhere in California. C. In house boats anchored in San Francisco Bay. 5. How long did it take to rebuild San Francisco after the disaster? 6. What invention helped immortalize the 1906 earthquake in the public imagination? A. Photography B. The telegraph C. The radio Task 3: 小组合作，搜集资料，完成下列表格 Earthquake safety do’s and don’ts What to do during an earthquake? If you are indoors If you are outside If you are driving If you are in a mountainous area If you are at the beach What to do after an earthquake? Check for injuries Safety check Clean up 本部分的目的在于为学生提供大量的与本单元有关的网络资源，扩大学生的阅读量，培养学生利用网络资源的能力，开扩视野。但同时也要注意到，网络资源无限，如果不加引导，学生会在茫茫的知识海洋中迷失方向。因此，在为学生提供网络资源时，需要经过教师的精心筛选，并且归类，这样便于学生有选择地浏览。同时，设置具体的任务，要求学生边浏览边完成规定的任务，这样利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。 任务一的设置是为了检验学生了解旧金山大地震的情况。培养学生在网络上搜索资料的能力，学生只要在快速大量浏览有关旧金山大地震的网页的基础上，才能找到这些题目的答案。 本部分的阅读加深了学生对旧金山大地震的了解，特别是几位地震幸存者的自述，对于下一课时listening 部分的理解提供了背景资料，从而降低了听力练习的难度。 Expect aftershock Earthquake drills, plans, and supplies what drills Practice at home? Develop earthquake plans at home and at school What to take during an earthquake? Task 4: 小组合作，搜集有关旧金山大地震的资料完成下列表格。 San Francisco’s earthquake in 1906 time Deaths Loss of buildings Other information 任务二的目的在于加强学生对地震安全知识的了解。学生在广泛浏览网络资源后，用所获取的信息完成任务二的所有内容，将进一步了解在地震发生时和地震后应该采取什么措施减少损失，并且懂得在平时应该进行怎样的防震演练和制定防震计划等等。这样做一方面实现单元多元化的教学目的，另一方面为下一课时做练习册里的listening task听力练习，以及speaking task口头表达练习进行了充分的语言输入，打下基础，从而降低听力和口语练习的难度，使学生更有话可说。 Step 2： post- reading Task 5: 小组合作，成果展示 在组内活动的基础上，小组之间展开成果交流，相互学习。 成果展示，激发积极性；读后输出。 Step 4: homework 1． 课后完成reading task部分第一、二两题。 2． Cooperative Learning学生在网上搜集旧金山地震图片，在学生自主学习的基础上，按照预先的分组，小组交流和分享资料，达成共识，建立资料卡，整理汇报思路，制作powerpoint演示文稿，准备向全班汇报旧金山地震的有关情况。 本课时没有使用课本上的内容，而把课本内容留给学生自学，体现了灵活处理教材的思想。 第五课时 听说课（听力为主） 课 型 听 说 课 教学内容 Using language 中 Listening 与 Workbook 中的 listening task, speaking task对课文的扩展，可以整合为一节课。 教学目标 1. 语言知识： 进一步掌握与地震相关的词汇如crack, cut across, fall down, lie in ruins , destroy等的用法。 2. 语言技能： ①通过听前活动，学生掌握利用预测大意等听力策略。 ②通过听中活动，学会抓住所听语段中的关键词、理解话语之间的逻辑关系。 ③善于跳跃听力中的难点、学会做笔记并掌握连读、不完全爆破等语音语调的变化。 3. 情感态度： 通过听力材料作者的经历，让学生克服对地震的恐惧心理，同时激发学生爱科学、爱自然的热情，树立远大理想；并学会如何应对突发的地震。 重点： 教学重难点 1． 通过听前活动和听中活动任务的完成，掌握预测大意等听力策略。 2． 通过听力资料，进一步了解旧金山大地震的情况。 3． 在听力输入的基础上进行口头和书面表达语言实践。 难点： 1． 指导学生掌握连读、不完全爆破等语音语调技巧以及推理、判断技能。 2． 指导学生对听力信息进行概括并根据所听内容推测作者的心情。 教 学 过 程 步 骤 教学活动 设计意图 Step 1：pre- listening Task 1: 学生在上节课的基础上，小组合作，搜集有关资料，制作powerpoint演示文稿。各小组向全班汇报。 在听材料前，教师引导学生交谈有关听力内容的话题，降低新学内容的难度，提高学生的参与意识。 Task 2: 听前预测 教师简单介绍一下旧金山大地震的情况。 听前让学生猜测练习一中的陈述哪些是正确的，哪些是错误的。 听第一遍录音完成练习一，多媒体展示表格，让学生进行自我评价。 要求学生提前浏览课后练习，为学生提供听的具体任务，让学生知道自己将做什么，为学生完成听的任务提供了听力过程中可追寻的线索，让学生更准确地进行猜测，为学生听时训练作好准备。 Step 2：While- listening Task 3：听第二遍完成练习二。教师点击幻灯片，在屏幕上显示参考答案，让学生提出并讨论各自存在的疑问。 本题练习可改编成让学生进行模拟采访，即一学生当记者，一学生当幸存者。 Task 4：听第三遍完成练习三。 要求学生正确读出三句中的连读和失去爆破等语音现象。然后，在教师的帮助下，归纳出其规则。 听时活动的目的是听主题大意和捕捉细节信息；判断真伪（冗余与有效信息）；边听边做笔记；完成任务（选择、填空、简答、连线配对、画图、判断、补全信息等）；熟悉口语的特点（连读和重音等）；讨论。本遍听力练习的目的是让学生从整体上听懂原文。 Step 3: Post- listening Task 5: 小组活动 地震发生时，口头讨论在下列情形下你会怎么做？ (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, … (5) If you are……… Task 6: Discussion小组讨论 假如地震发生时，你有时间带走五样东西，并且只能带走五样东西，小组讨论，你会带走哪五样东西？为什么？讨论最后应形成小组意见，再与其它小组交流。 用多媒体展示一些供学生讨论的东西 引导学生对听力材料潜在的意义进行理解，讨论相关问题。就与听力材料有关的日常生活经验问题进行创造性的讨论，要求学生运用学过的语言材料进行合理的表达。关于这些问题听力材料中没有现成的答案，因而答案是多样的，这个训练活动对于学生运用已学知识，培养学生发散思维、创新能力极为有益。 本课时的听力活动与听后活动任务的设计都与上课时的内容有关。学生有了上课时的输入，本课时的活动就会顺利多了。 Step 4：homework 1． 为校报写一封稿件，介绍地震发生的防震救生知识，即What are the do’s and don’ts in an earthquake。 2． 本课时学习效果评价。设计评价方式，以过程性评价为主。 在多媒体网络环境下，要求学生按照教师创设的情景或自己创设情景进行对话以达到所学知识的意义建构的最终目标。 第六课时：写作课 课 型 写 作 课 教学内容 Writing---结合单元教学话题，写一则新闻报道。 教学目标 学习新闻体裁的写作方法。 教 学 过 程 步 骤 教学活动 设计意图 Step 1： 感知新闻写作体裁 Task1: 示范阅读 课前教师准备两篇摘自网络或报纸的新闻报道，让学生自主学习，并完成如下表格。 Headline Paragraph1 Main idea Detail 1 Detail 2 Detail 3 Paragraph2 Main idea Detail 1 Detail 2 Detail 3 阅读是写作的源泉。学生对新闻报道体裁的写作方法的感性认识来自两个方面。一方面，本单元的课文是一篇新闻体裁的短文，结构清晰，是一篇好范文。另一方面，拓展阅读材料是学生进一步获取感性认识的途径，因此为学生选取两篇典型新闻报道。 Step ２： 理解新闻体裁写作 Step ３：运用所学内容进行写作 Task 2: 就上述两篇新闻报道，学生小组讨论下列问题 (1) What should you write before writing a newspaper story? (outline) (2) What should a newspaper outline have? (3) Why a headline is needed? (4) How can you finish a newspaper story? (5) Have you found out the difference between a newspaper story and a short story? Task 3: 写作新闻报道 （１）精心选题 各小组内活动，确定一个写作主题，准备向校报投稿，写一件发生在自己身边的特殊的事。如a big fire, an earthquake, a storm, a flood…, 例如，某小组选择写作主题为a heavy storm。 （２）个人思考 小组成员独立思考，采用brainstorming的方法，在三到五分钟时间内列举出自己能想到的与a heavy storm有关的词语。如：time, death, lost, money, house, road, carry, bridge, cry, 在有了充分的感性材料输入的基础上，对材料本质意思的理解很重要。但这个阶段的课堂也不是完全由教师主宰，不是灌输给学生，而是在教师的启示下，学生在已有知识的基础上，经过同伴互助，归纳总结出新的知识。 短文写作的第一步是确定要写什么话题。 tree, wind, missing, crop, （３）小组活动 小组成员集体活动，讨论每个成员呈现的有关词语中，为了写作新闻报道的需要，哪些可以保留，哪些可以去掉。如，留下如下的单词time, death, happen, lost, house, road, carry, tree, wind, missing, … （４）小组活动 小组成员讨论，为拟写的新闻报道确定一个标题。把留下的单词进行分组，每组体现一个中心（main idea）。再用一句话把每组的中心意思表达出来。 （５）自主活动 小组成员根据集体讨论修改的写作提纲，撰写小短文。 （６）小组活动，修改作文 小组内交换短文，提出意见，相互修改。 （７）自主活动 每组成员根据集体讨论意见修改各自的短文，最后定稿。 在小组活动之前，学生应有几分钟的时间来激活头脑中已有图 式或产生新的想法。 小组活动中，学生之间相互启发。教师为学生提供及时的指导 和帮助，或参与小组讨论。小组成员进一步讨论，各自发表自己的见解，确定短文 的标题和提纲。提纲确定后，各组成员根据提纲自己撰写短文。各自短文成稿后，组内交流，相互讨论、评价、反馈、倾听、激励和互为师生等。 最后，根据组内讨论意见，进行修改，定稿。整个过程体现自主学习与小组合作相结合的原则。 Step 4: 成果展示与评价 1． 教师面向全班讲评。 学生写完以后，教师请两位学生朗读自己写的短文，然后，请其它同学进行评价，教师再进行评价，评价时以鼓励为主，体现过程性评价的意义。 2． 自我评价。设计三份评价表格，从不同角度对学生的作品进行评价，尤其突出形成性评价。 （１） 学习过程的评价 （２） 学习结果的评价 （３） 教师综合评价 先让学生自行修改一遍（或写二稿），其次是小组互评，然后才由教师来评价。一方面会大大减轻教师的负担，另一方面学生从自评、互评中受益匪浅。 Teaching aims and demands: 1. Topic: Basic knowledge of earthquakes; how to protect oneself and help the others in disasters 2. Useful words and expressions: shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare; right away, (be) at an end, dig out, bring in, a (great )number of 3. Functions: Talking about past experiences: I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road. Sequence 4. Grammar: The attributive clause (I) 由that, which, who, whose引导的定语从句 The number of people who were killed or injured reached more than 400,000. It was felt in Beijing, which is more than two hundred kilometers away. Workers built shelters for survivors whose homes had been destroyed. Teaching procedures: Period 1. Step 1. Warming up Ss discuss and answer some questions: 1. Which of the following may cause people the greatest damage? A. earthquake B. typhoon C. flood D. drought 2. Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why? Step 2. Pre-reading Ss discuss and answer: 1. Do you know what would happen before an earthquake? 2. What can we do to keep ourselves safe from an earthquake? 3. Do you know anything about Tangshan Earthquake in 1976? Step 3. Reading 1. Skimming and find the answers to the following questions: a. What happened? b. When and where did it happen? 2. Ss read again and fill in the following form: Time What happened Before the earthquake Wells: Animals: Lights and sound: Water pipes: While the earthquake Houses, roads and canals: Hard hills of rock: The large city: The people: After the earthquake Hospitals, factories and buildings: The ground: Dams: Railway tracks: Animals: Wells: 1. Ss read the whole passage again and get the main ideas of each part: Part 1. The natural signs of a coming earthquake Part 2. The damage of the city after the earthquake Part 3. The help to the survivors Step 4. Comprehending Ss finish Ex 1 and 2 on page 27. Step 5. Assignment 1. Surf the Internet and get more information about the earthquake. 2. Retell the text. Period 2. Step 1. Warming up 1. Ss share more information about the earthquake. 2. Ask some Ss to retell the text by using their own words. Step 2. Language points 1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态 The village lay in ruins after the war. These machines have lain idle since the factory closed. 2. in ruins: severely damaged or destroyed 毁坏 an earthquake left the whole town in ruins. His career is in ruins. 3. number (n.): a quantity of people or things 数目；数量 The number of people applying has increased this year. We were fifteen in number. a number of: a lot of I have a number of letters to write. A large number of people have applied. 4. injure (v.): to hurt oneself/sb./ sth. physically 受伤 He fell off the bicycle and injured his arm. 5. reach (v.): to achieve or obtain sth. 达成；达到；获得 You’ll understand it when you reach my age. At last we reached a decision. 6. rescue (n.): an act of rescuing or being rescued 搭救；解救 A rescue team is trying to reach the trapped mines. Rescue (v.): to save or set free from harm, in danger, or loss 解救；救出 The rescued the man from drowning. 7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境 They were trapped in the burning hotel. 8. all …not… = not all…: some but not all 一些；但不是全部 Not all the girls left. =Only some of them left early. Not all the children are noisy. =Some of the children are not noisy. 全部否定应用: none of… None of us were allowed to go there. None of these reports is very helpful. Step 3. learning about language 1. Ss finish Ex 1,2 and 3 on page 27 and 28. 2. Teacher checks the answer and give the Ss some help if they have some difficulty. Step 4. assignment 1. Finish Wb.Ex.1 on page 63. 2. Ss try to remember the useful words and expressions by hearts. Period 3 Step 1. Warming up Ss read the passage again and try to find the sentences with attributive clauses. e.g. Workers built shelters for survivors whose homes had been destroyed. Step 2. Attributive clause 1. Give Ss more sentences and let the Ss to find the structures of the attributive clause. 2. Ss do some exercises about how to use that, which, who or whose. 3. Ss finish Ex 2 on page 28. Some materials about attributive clause: 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） Step 3. Using structures 1. Ss read the passage on page 64. 2. Ss try to complete the sentences by using who, whom, which, that or whose. 1. Check the answer and explain any questions that the Ss may ask. Step 4. Assignment 1. Ss learn by heart about how the structures of the attributive clause. 2. Ss do some exercises about the attributive clause. Period 4. (reading) Step 1. Warming up Ask the Ss: Do you know anything about the earthquake in San Francisco? Step 2. Reading 1. Ss reading the passage and finish Wb. Ex 1 on page 65. 2. Ss read the first paragraph in this passage. Then go back and read again the first paragraph of the passage on page 26. Compare the ways both writers give you details about the earthquakes and finish Ex 2 on page 65. 3. Listen to the tape and read the third paragraph with feeling. Step 3. Listening 1. Ss listen to the tape and finish the exercise 1 on page 62. 2. Ss listen to the tape again and then complete the following form: Cause of earthquakes Moving speed of the Pacific plate In 1906 the Pacific plate suddenly jumped The Pacific plate pushes on The Indian plate pushes on Ways of reducing losses from earthquakes Period 5. (listening and speaking) Step 1. pre-listening Ss have a discuss about the earthquake in San Francisco in 1906 and answer: 1. What happened to the city? 2. What’s the result? Step 2. listening 1. Ss read the statement of part 1,on page 30. 2. Ss listen to the tape and make their choice. 3. Ss listen again and answer the questions of part 2, on page 30. Step 3.talking 1. Ss read the short passage on page 62, and in pairs make up a story to explain how an earthquake happens. 2. Share the stories in class. Step 4. listening task 1. Ss listen to the tape and write down the three “things” that are mentioned in the passage on page 66. 2. Ss listen again and give more detail about each of the “things”. My earthquake plan 1st thing I must do: 2nd thing I must do: 3rd thing I must do: Any other advice you think useful: If you are outside, you: If you are in the living room, you: If you are in the house alone, you: Step 5.talking task 1. Ss in pairs, choose eight things from the list on page 67 to put into their personal earthquake bag. 2. now join with another pair and discuss your choices. Make another list of items and put them into the following list: my personal earthquake bag will contain: 1).___________ 2). ____________ 3). _______________ 4). ____________ 5)._____________ 6).____________ 7). _____________ 8). _____________ Period 6. (writing) Step 1. Pre-writing 1. Ss read the letter on page 30. 2. Ss make a list about the points that they want to write for the speech. Step 2. writing 1. Ss write some sentences about their speech. 2. Ss write a speech by using the sentences. 3. Ss read their writings by themselves and correct the mistakes. 4. Peer revising. 5. Show some good writing in class. Step 3. Practice Ss finish part 4 on page 31. Step 4. writing task 1. Four Ss in one group have a discuss. They are going to prepare a poster to be put up around schools or hospital to explain to people what they should collect in a personal earthquake bag and why. 2. Ss design how many parts they will divide the poster. 3. Ss begin to write their poster. 4. Ss in groups show their poster in class. Step 5. Assignment Ss in groups finish the project on page 68. Period 7. Teachers can use this period freely. Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 68. It is very important to improve their learning. 单元综合知识运用 I. 完形填空（共20小题；每小题1.5分，满分30分） Do you know what kind of things the young people are reading? More and more __21 and parents have noticed another kind of pollution, which came from the printed paper ___22__ on streets. These printed things ___23__ newspapers but have hardly anything to do with __24__, you can only find reading materials badly made up there—some are too strange for anyone to __25__; others are frightening stories of something __26__ However, many of the young readers are getting interested in such __27__ reading, which __28__ them what they should pay for their breakfast and brings them nightmares（噩梦）and immoral（邪恶）ideas in __29__. Homework was left __30__; daily games were lost. These sellers shout on streets selling their papers well. The writers, publishers and printers, __31__ they are, we never know, are __32__ their silent money. The sheep-skinned wolf's story seems to have been forgotten once again Why not __33__this kind of thing? Yes, both teachers and parents have asked each other for more strict control of the young readers. __34__, the more you want to forbid it, the more they want to have a look at it. __35__ you may even find out several children, driven by the curious natures, __36__ one patched paper, which has travelled from hand to hand. It really does __37__to our society. It has already formed a sort of moral pollution. The __38__ teachers and parents need more powerful support in their protection of the young generation. At the same time the young __39__ need more interesting books to help them __40__ those ugly papers. 21．A. teachers B. writers C. readers D. students 22．A. found B. sold C. printed D. put 23．A. depend on B. work out C. look like D. act as 24．A. it B. them C. children D. young people 25．A. understand B. think C. believe D. know 26．A. more important B. still worse C. even better D. very good 27．A. poisonous B. wonderful C. interesting D. useful 28．A. takes B. spends C. costs D. pays 29．A. use B. sight C. common D. return 30．A. undone B. unknown C. much D. less 31．A. who B. what C. whoever D. whatever 32．A. using B. making C. spending D. wasting 33．A. stop B. forbid C. separate D. leave 34．A. Happily B. Luckily C. Unfortunately D. Badly 35．A. Seldom B. Always C. Hardly D. Sometimes 36．A. take B. share C. get D. hold 37．A. harm B. good C. favour D. wrong 38．A. worried B. puzzled C. surprised D. disappointed 39．A. writers B. teachers C. parents D. readers 40．A. get off B. come into C. break down D. get rid of II. 语法填空(共10小题；每小题1分，满分10分) Knowledge may __41__acquired through many ways, one of__42__ is from traveling __43__another is by conversation, __44___(especial)one with a great man. A person may also become __45__(knowledge) through other ways such as listening to the radio, watching television or, the best way, through __46__. But, there exists one problem about reading because there are all __47__of books in society. Good books are beneficial to our soul while __48__ ones are __49__ (harm)to our mind. Therefore, it is of great importance for readers to read good books and reject harmful __50__ III、阅读（共两节，满分40分） 第一节 阅读理解(共15小题；每小题2分，满分30分) A Will it matter if you don't take your breakfast? Recently a test was given in the United States. Those tested included people of different ages, from 12 to 83. During the experi ment, these people were given all kinds of breakfasts, and sometimes they got no breakfast at all. Special tests were set up to see how well their bodies worked when they had eaten a certain kind of breakfast. The results show that if a person eats a proper breakfast, he or she will work with better effect than if he or she has no breakfast. This fact appears to be especially true if a person works with his brains. If a student eats fruit, eggs, bread and milk before going to school, he will learn more quickly and listen with more attention to class. Opposite to what many people believe, if you don't eat breakfast, you will not lose weight. This is because people become so hungry at noon that they eat too much for lunch, and end up gaining weight instead of losing. You will probably lose more weight if you reduce your other meals. 51. During the test, those who were tested were given ________. A. no breakfast at all B. very rich breakfast C. little food for breakfast D. different breakfast or none 52. The results of the test show that ________. A. breakfast has great effect on work and studies B. breakfast has little to do with a person s work C. a person will work better if he has a simple breakfast D. those working with brains should have much for breakfast 53. The passage mentions that many people believe that if you don't eat breakfast, you will _________. A. lose weight B. not lose weight C. be healthier D. gain a lot of weight 54. Which of the following is not true according to the passage? A. Poor breakfasts affect those who work with brains. B. Morning diet may cause one to get fatter. C. Reducing lunch and supper is of less value in weight losing. D. Eating less in lunch and supper may help to lose weight. 55. According to the passage, if a student does not eat breakfast, ___________. A. he will fall ill B. he will fail to listen to his teacher C. he will not make progress in his study D. his mind will work more slowly B A young woman carrying a three-year-old child got on a bus. The conductor hurried to give her a warm welcome and then kindly asked the other passengers to make more room for the woman and her child. On seeing this, people began to talk. "You know this conductor used to be very rude. Now suddenly he has changed his bad behavior , "said a middle-aged man. "Yes, he should be praised and we must write a letter to the company," said a second passenger. "That's right," another lady said, "I wish a newspaper reporter were here so that more people could learn from this conductor. " Just then a gentleman who looked like a teacher turned to the conductor and said , "Excuse me, but can I know your name, please? Your excellent service must be praised..." Before he could open his mouth, the three-year-old child sitting on the young woman's lap interrupted, "I know his name. I call him Dad." 56. The passengers were ________ to see the conductor's kindness to the woman and the child. A. excited B. pleased C. interested D. surprised 57. One passenger suggested writing a letter to the com pany to ______ . A. make a demand for more buses B. thank the conductor for his good service C. criticize the conductor for his rude behavior D. invite a newspaper reporter to write about the conductor 58. What was the gentleman? A. A teacher. B. A newspaper reporter. C. Not known from the story. D. The conductor's friend from his company. 59. The word "he" in the last paragraph refers to _______. A. the gentleman B. the conductor C. the middle-aged man D. the three-year-old child 60. It is clear from the story that the conductor _______. A. has changed his attitude towards his work B. has now been kind and polite to all passengers C. has not changed his rude behavior to passen gers D. has now been kind and polite to women with children C Have you ever been afraid to talk back when you were treated unfairly? Have you ever bought something just be cause the salesman talked you into it? Many people are afraid to support themselves. Dr Robert Albert, author of Stand Up, Speak Out, and Talk Back thinks it' s because their self-respect is low. "There's always a' superior' around--- parent, a teacher, a boss---ho knows better." But Albert and other scientists are doing something to help people help themselves. They offer "assertiveness training" courses A.T. for short. In the A.T. Course people learn that they have a right to be themselves. They learn to speak out and feel good about doing so. They learn to be aggressive without hurting other people. In one way, learning to speak out is to get rid of fear. A group taking an A.T. Course will help the timid person to lose his fear. But A.T. uses an even stronger motive--- he need to share. The timid person speaks out in the group because he wants to tell how he feels. Whether or not you speak up for yourself depends on your self-respect. If someone you face is more "important" than you, you may feel less of a person. You start to doubt your answers to problems. You can get to feel good about your self. And once you do you can learn to speak out. 61. The problem the writer talks about is that __________. A. some people buy things they don't want B. some people are afraid to speak out for their rights C. there are too many superiors D. some people don't think enough of themselves 62. The cause of the problem talked about in this pas sage is that _________. A. some people have a low self-respect B. there is always someone around who "knows better" C. salesmen talk people into buying things they don't want D. people don t share enough 63. The A.T. Course often _______. A. make people distrust their own answers B. make things more favorable for "superiors" C. help people know as much as their "superiors" D. help people become more important 64. One thing the A.T. Course don't do is to __________. A. share the need of people B. show they have a right to be themselves C. help people overcome fear D. help people to help themselves even if others suffer 65. A good title for this passage could be "__________". A. The Need to Share B. Talk Back When Necessary C. One Way to Build Self-Respect D. One Way to Train Speaking Ability 第二节 信息匹配(共5小题；每小题2分，满分10分) 阅读下列应用文及相关信息，并按照要求匹配信息。请在答题卡上将对应题号的相应选项字母涂黑。 首先，请阅读下面有关购车的五条建议： 5 steps to getting the best price in buying a new car. Ideally, a dealership should help you find the right vehicle at a fair price. But some dealers place more emphasis on their profit margins than on satisfying their customers. Read the following situations and match the advice with them. 66. Many dealerships prey on the unprepared. Going into a showroom “cold”--without having gathered key facts and preliminary(初步的) pricing figures--gives the salesperson too much control over the buying process. 67. The dealer invoice price is commonly available on Web sites and in pricing guides. But the invoice price isn't necessarily what the dealer paid. There are often behind-the-scenes bonuses（幕后红利）, such as dealer incentives and holdbacks, that give the dealer more profit margin. 68. Salespeople like to mix financing, leasing, and trade-in negotiations together, often asking you to negotiate around a monthly payment figure. This tactic（策略） gives the dealer more latitude to offer you a favorable figure in one area while inflating figures in another. 69. The salesperson may try to sign you up for a higher rate than you could get elsewhere. 70. Dealers often try to sell you extras such as rust proofing, fabric protection, and paint protectant, or push etching your Vehicle Identification Number on windows to deter thieves. 请结合以上情形，与下面的建议进行匹配。 When buying a car, keep your interests front and center--and avoid common pitfalls（缺陷） that can cost you extra money--by following these tips: A. Don't assume that the sticker price（标价） is the purchase price（买价）. To get the lowest price, go in with a starting price that's based not on the sticker price but on how much the dealer paid for the vehicle. A reasonable price to start negotiations is either 4 to 8 percent over what the dealer paid or the CR Wholesale Price, depending on the demand for the model. B. Do your homework. Thoroughly research your choices. Read a variety of reviews. Check the reliability, safety, fuel economy, and pricing of any models you're considering. And don't wait until the day you plan to buy to test drive the vehicles. If you have a trade-in, know its approximate worth. That will depend on the vehicle's age, condition, mileage, and equipment, as well as where you trade it in. C. Negotiate one thing at one time. Make clear that you want the lowest possible mark-up over your starting price. Add that you intend to visit other dealerships selling the same vehicle and will buy from the dealer with the best price. Only after you've settled on the price should you discuss financing, leasing, or a trade-in, as necessary. Negotiate each item individually. Remember, you're in charge and can leave at any time. Heading for the door can sometimes jump-start a slow-moving negotiation or bring a lower offer. D. Don't pay for extras you don't need. Don't accept those unnecessary services and fees. If the items are on the bill of sale, put a line through them. Vehicle bodies are already coated to protect against rust. And CR reliability surveys show that rust is not a major problem with modern cars. You can treat upholstery and apply paint protectant yourself with good off-the-shelf products. You can also do your own VIN etching with a kit that costs about $25. E. Other costs. In addition to the vehicle price, you need to consider other costs, including: Sales tax ; Registration fees ; Insurance premiums Taxes and registration fees can increase your out-of-pocket cost by as much as 10 percent or more, and driving a car that’s worth more than your current one will cost more to insure. Be sure to check with your insurance agent or get insurance quotes online so you understand what you’re getting into. F. Arrange financing in advance. Compare interest rates at several banks, credit unions, and loan organizations before checking the dealer's rates. If pre-approved for a loan, you can keep financial arrangements out of the negotiations. Automakers may offer attractive financing terms, but make sure you qualify for them. VI．书面表达（满分25分） 假如你是一名记者，请根据以下提示，用英语向China Daily写一篇有关台湾大地震的报道。 时间：1999年9月21日凌晨1时47分 震级：7.6级 人员损失：到当晚22时，已有1670人死亡，3924人受伤，2000多人被困，数百人失踪，许多人无家可归。 设施破坏：停电，房屋桥梁倒塌，交通受阻。 严重性：是台湾百年未遇的强烈地震。 注意：1．词数在100左右。 2．生词提示：magnitude 7.6 7.6级 IV．单词拼写（共10小题，满分5分） 1. We were ________（震惊）when we heard of the news that the ship had sunk in the storm. 2. He is very nervous. I noticed his hand ________（颤抖） 3. The pipes had b________and the house was under two feet of water. 4. The storm __________(毁坏) the farms. 5. The firemen r________ five people from the burning building. 6. The house was d___________ in the big fire. 7. The boy fell off the tree and i______his legs. 8. Mr. Wang couldn't _______ (判断) whether the lazy boy cheated in the exam or not. 9. The government is trying to provide ______ （掩蔽处）for the homeless people. 10. The average temperature has r______by 2 degrees this year. V. 补全句子 1. 早睡早起 Early to bed, early to ________. 2. 她说的太快了，我听不懂。 She spoke _____ ________ ________ _________ to understand. 3. 好像谁也不知道这件事。 It ________ that ________ ________ ___________ about the matter. 4. 她给他设下圈套，他就径直钻了进去。 She had ______ _______ _______ ________ him and he had walked straight into it. 5. 吸烟会损害你的健康。 Smoking will _________ ________ ___________. Unit 4 Earthquakes 单元测试试题（答题卷） Class_______________No.____________________Name_________________ I. 完形填空 21~25：___ ___ ___ ___ ___ 26~30: ___ ___ ___ ___ ___ 31~35：___ ___ ___ ___ ___ 36~40: ___ ___ ___ ___ ___ II. 语法填空 41._________ 42._________ 43._________ 44._________ 45.__________ 46._________ 47._________ 48._________ 49._________ 50.__________ III. 阅读 51~55：___ ___ ___ ___ ___ 56~60: ___ ___ ___ ___ ___ 61~65：___ ___ ___ ___ ___ 66~70: ___ ___ ___ ___ ___ （单词拼写和补全句子请在试题卷原题上作答） VI.书面表达： _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ UNIT4 Earthquakes 单元测试答案 I. 完型填空解析：（20* 1.5’= 30’） 21. 解析：通过全文了解，垃圾书籍泛滥引起家长、老师及全社会的关注。 答案：A 22. 解析：指在街头摆摊叫卖的印刷品。答案：B 23. 解析：depend on“依赖，依靠”，work out“演算出来”，look like“看起来像”，act as“充当、担任”。 答案：C 24. 解析：them指代上文提到的newspapers。 答案：B 25. 解析：指叫卖的印刷品中虚构的故事太离谱了，让人难以置信，而并非人们读不懂。 答案：C 26. 解析：still worse更糟糕的是。答案：B 27. 解析：文章一开始称这些印刷品为another kind of pollution，因而选择poisonous，其他三项均为褒义的词。答案：A 28. 解析：“cost sb. sth.”意为“使某人花费，使某人失去”。Careless driving cost him his life.粗心驾驶使他丢了性命。spend的主语应该是人。答案：C 29. 解析：考查固定搭配，in return意为“作为报答”。in use意为“在使用”，in sight意为“在视线之内”，in common“共同的”。 答案：D 30. 解析：指孩子们迷上这类书籍后，作业不做了，游戏不玩了。 答案：A 31. 解析：本句是whoever引导的状语从句，表示“无论是前面所提及的哪一类人”。 答案：C 32. 解析：make money意为“赚钱”，指上文提及的这些人在赚黑心钱。 答案：B 33. 解析：根据下文“the more you want to forbid it, the more you want to have a look at it.”forbid意为“禁止”。 答案：B 34. 解析：上文指提出建议，但建议行不通，下面具体解释行不通的理由。badly与句子结构不符。 答案：C 35. 解析：sometimes“有时候”，hardly“几乎不”。答案：D 36. 解析：several children分享/传阅，one patched paper。答案：B 37 解析：do harm to为固定搭配，意思是“对……有害”。 答案：A 38. 解析：与文章首段第二句话对应。父母老师对这种现象感到忧虑。B项puzzled意为“迷惑不解的”。 答案：A 39. 解析：文章第一段中“young people”即为“young readers”。答案：D 40 解析：get off 意为“下车、下来”；come into意为“进入……”；break down意为“抛锚；分解”；get rid of 意为“摆脱、去掉”。答案：D II. 语法填空 (10*1’=10’) 41. be 42. which 43. and 44. especially 45. knowledgeable 46. reading 47. kinds 48. bad 49. harmful 50. ones III . 阅读 (20*2’=40’) 阅读理解 51-55 DAACD 56-60DBCBC 61-65 BADDC 信息匹配 66. B 代理商prey on无准备的，给销售人员全程控制。购车前的准备工作与经销商喜欢控制那些无准备的吻合。 67. A 发票价目不一定是经销商要付的，往往有幕后的利润空间。主要讲价格问题，与发票价，与经销商红利有关。 68. C 销售人员喜欢用各种策略来忽悠购买者，如月付，折扣等，使在不同地方的开支显得不同。谈价要表现对同产品的其它店家很熟悉，买哪家的主动权在你。 69. F 销售人员可能跟你签比在别处买更高的价格。这种情况下，先对比多家银行利率。 70. D 经销商经常试图卖给你额外的项目如防锈处理等。 extras是本题的核心词。 IV. 单词拼写 (10*0.5’=5’) 1. shocked 2. shaking 3. burst 4. ruined 5. rescued 6. destroyed 7. injured 8. judge 9. shelters 10. risen V. 补全句子 ( 5*2’=10’ ) 1. rise 2. too quickly for me 3. seemed; nobody knew anything 4. set a trap 5. injure your health VI．书面表达：(25’) 参考答案： At 1：47 a. m. on September 21st 1999, a terrible earthquake of magnitude 7.6 shook Taiwan. By 22：00 p.m. the number of people who were killed in the earthquake had reached 1670. As many as 3924 people were injured. Over 2000 people were trapped in the fallen buildings and hundreds of people were still missing. A great number of people had lost their homes. The earthquake had the electricity cut off, the traffic stopped and a great many buildings and bridges were destroyed. It is the strongest earthquake that has ever hit Taiwan in a century.查看更多