教案人教版必修

Unit4I.单元教学目KnowbasicknowledgeofKnowhowtoprotectoneselfandhelpothersindisasters.Writesomepassagesaboutearthquakes.WriteanewspaperLearntousetheAttributive目标语TalkingaboutpastIwillneverforgetthedaywhentheearthquaketookplace.Thetimewas5:15intheafternoonandIwasdrivingalongtheroad.Iaskedamanstandingnexttomewhathadhappened.Beforehecouldanswer,hundredsofbricksfellonhimandhewaskilled.Ithoughtoftheworldhadcome!ThenImetamanwhoknewthewaytoaboat,andweraninitsdirection.IsawmanyfrightenedcowsrushupMarketStreetanddropintoagreatcrackground.词四shake,well,rise,smelly,pond,pipe,burst,c,,ruin,injure,destroy,brick,dam,usele认crack,survivor, 词rightaway,atanend,digout,giveout,thousands 语ＴheAttributiveClause(I重点句Farmers’wivesnoticedthatthewellwallshaddeepcracksinItseemedthattheworldwasatanBrickscoveredthegroundlikeredautumnThearmyorganizedteamstodigoutthosewhoweretrappedandtoburytheWorkersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Neverbeforeinhistoryhasacitybeensocompleydestroyed.Manhimselfhadtomakeruinsofsomeofthecity’sbestbuildingssothattheywouldnotbeadangertothoseinthestreets.Alistofbuildingsnotdestroyedwasnowonlyafewaddresses.Amazingasitmayseem,Wednesdaynightwasaquietnight.NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterrible分教ThefirstStep CheckthewiththewholeStepII.WarmingAskthestudentstoreadtheinstructionsandmakesuretheyknowwhattodo,andthenhaveadiscussionaboutthetwopictures.T:Today,beforewebeginourreading,I’dliketoaskyouaquestion,“Whatisthebiggestsoundyouhaveheardinyourlife?”S1:ThesoundofwindthatblewinawinternightwhenIwasveryyoung.Itsoundedlikeaghostwhowashowling.Iwasveryfrightenedatthattime.S2:ThebiggestnoisewastheonethatIheardwhenmyneighborwasquarrellingwithhiswife.Perhaps,theybroketheirTVset.T:That’stooS3:Thenoisewhenplanestakeoff.S4:Thesoundoftrains.TGood!Iagreethatallofthemarebigsound.Butdidyouonceheardthesoundthattheheavenfallsandtheearthcracks,inChineseitis天崩地裂?Ss:No,wehavenochancetohearthat.T:Ifthereisasoundlikethis,whatisit?S5:Whensomeonehearssomethingunexpectedandterrible.Forexample,whenoneofhislovedfamiliesdies,hewillfeelthissound.T:Terrific!Youareusingaliterarywaytoexpressthesound.S6:Whenanearthquakehappens.T:Great!Ihavewaitedforthisanswerforalongtime.Todaywe’lllearnsomethingaboutearthquakes.Ithinkmostofushaveheardofearthquakes.Canyouimaginehowterribleitis?S7:Theearthisshaking.AllthebuildingswillfallS8:Manypeoplewilldie.AndperhapsmanychildrenwilllosetheirT:Yeah,earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangshanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?S1:Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallS2:FromthepictureofSanFrancisco,Icanseethatitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Ithinkthepopulationofthecityisverylarge.T:Good!Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workinpairsanddiscussit.ThenI’llasksomeofyoutoshowyouropinion.StepIII.Pre-Therearetwoquestionsinthispart.Bothareveryinteresting.Thefirstoneanmoreorlessrevealthestudents’values;whilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.T:Now,let’slookatthepictures.WhatarethepredictionsofanS1:Beforeanearthquakeanimalswill enervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakeduringwinter,peoplecanevenseeT:Terrific!Wheredidyougetthisknowledge?S1:Fromgeography.Ilikeit.T:good.SitdownS2:Madam,Idon’tknowthemeaningofthepicturewithtwoT:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?S3:I’lltakeallmymoney.Peoplecan’tlivewithoutS4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfoodS5:Inthatcase,I’drathertakesomeapples,sothatbesidesdrinking,Icsoeat.S6:Iwillcarrymygrandma.Sheismymostloved inthisworld.Shebroughtmeup.T:Whatadutifulchildyouare!I’mverygladtohearthat.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatitlsus.StepIV.Inthispart,teachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.Thiscanhelpthemfinishexercise3inComprehension.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExs1-2,whichareaboutdetails.T:AtfirstI’dliketoreadthetextquicklytogetthegeneralideaofthearticle.reading,youshouldpayattentiontothesentenceofeachparagraph.T:Haveyougotthegeneralideaofthetext?Ss:T:WhatisS1:Thereisnoquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstencesofeachparagraph?T:S1:OK.That’seasy.Themainideaofthepassageissomesignsoftheearthquake,andwhatwouldhappenduringthequake.T:Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.(Teacherwritesthewordontheblackboard)Doyouunderstandthemeaningoftheword?Ss:T:Sequencemeanstheorderoftheevents.Itcanluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?S3:Yes.Atfirst,thetextlsussomethingthathappenedbeforethequake,thenitlsusthethingsthathappenedduringthequakeandatlastitlsusthethingsthathappenedaftertheearthquake.T:Quiteright!Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakemoreexact.TeachershowsthescreenandgivesalittletimetothinkitStrangethingswerehappeninginthecountrysideinthenortheastThedisasterhappenedandcausedalotofAllhopewasnotCarefulT:Now,it’stimeforustoreadthetextcarefully.Butbeforereading,youshouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyeasily.Nowlookatthescreen,andreadtheShowontheWhatnaturalsignsofacomingdisasterwereCanyouthinkofsomereasonswhythesesignsweren’tWhateventsprobablymadethedisasterWhatsituationsprobablymadethedisasterHowwerethesurvivorsStep ShowthequestionsontheFromwhosepointofviewareeventsdescribed?HowdoyouWhatisthemoodofthispassage?HowisitWhydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathadhappened?WhyisthetitleANIGHTTHEEARTHDIDN’TWhatdoesthesentence“Slowly,thecitybegantobreatheagain.”mean?Heusesthird- todescribethequake.Hisdescriptionisveryobjective.Forexample,thesecondsentenceinthethirdparagraph.Thewritersays:“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjured,andhowmanybuildingswereAlthoughthewriterwasnotthere,hefeltsadforthepeopleofTangshan.Heknowsthatsome alfeelingswillmakethereadingmoreinteresting.Ithinkthereasonisthat,asusual,nightisthetimetosleep,andnightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitletoshowhowterribleandhowunusualthenightHerewecanseethatthewritercomparedthecitytoa whosufferedalotinthedisaster.Hefeltherpain,andheworriedabouther.Sowhenhesaidthatpeoplecametohelpher,wecanfeelhisfeelingstothecity.Thecitywillnotdie,shehashopeandshecanrecoverfromthepain.StepVIAnswerstoExx1-1.C2. 1.Thewallsofthevillageswellshadcracksinthem.2.RoadsgothugecracksBrickbuildingswereThearmyhelpedtheShelterswereputupforthosewithno1.StrangethingswerehappeninginthecountrysideinnortheastThedisasterhappenedandcausedalotofAllhopewasnotStepVIIThesecondperiodStepI by exercises1-2intheLearningaboutlanguage.AnswerstoExercise1.pipe2.dam3.shocked4.injured5.well6.c7.ruins8.agreatnumberof9.anend10.bury11.rise12.rescueAnswerstoExerciseAgreatnumberof,dam,well,c ,ruinsinjured,shocked,T:OK.Beforewebegintoday’sclass,pleaseguessthemeaningofthese1.Smallincidentsforelbig2Blessingsnevercomeinpairsandmisfortunesnevercome3.Wherethereislife,thereisS1:Thefirstencemeanspeopleshouldpayattentiontothesmallthings,becausethesethingsoftencauseunexpectedevents.Justlikewhatwehavelearnedinthetext.S2:Themostimportantthingintheworldislife.Withoutlife,everythingwillloseitsS3:Itmeanseverythinghasitstwosides.Althoughthedisasteristerrible,andwecannotavoidit,itcanforceustotryourbesttoforelitmoreexactlyandreducethelosscausedbythedisaster.StepII.Reading,writingandAthankTheteacher’smaintaskistolstudentssomeproblemsthatappearedintheirShowthesampleonthescreen,andaskthestudentstoreadit,andfindsomethingthatareuseful.Goodmorning,LadiesandGentlemen.MynameisWangWei.Atfirst,I’dliketothankMr.ZhangandthecityofTangshanforthehonoroftalkingtoyou.I’dalsoliketothankeachofyoutocomeheretodayforthisspecialTwenty-nineyearsago,weexperiencedtheterribleearthquake,whichcompleydestroyedeverythinginthecity.Andtwenty-nineyearslater,wegettogetherinthisbeautifulpark.Thisparkmakesmebelievethatweareindeedinthe“BraveCityofChina”.HereI’dliketothankallofyou,especiallythosewhohardtosavethesurvivors.Duringthosedays,youforgotthedangerandyourselvestodiggingoutthosewhoweretrappedinruins.Buryingthedead,andbuildingsheltersandsoon.I’msurethepeopleinTangshanwillneverforgetyou!WhenIwalkinthebroadstreet,andseethenewhousesandoffices,Ican’thelpexpressingmythanksforthosewhorebuiltthecitywithin13years.Alsowecan’tforgetyou.Ibelieveourcity emorebeautifulinfuture.Thespiritofitspeoplehasbeenandwillalwaysbestrongforever!Thankyou.TwominutesT:Whatdoyouthinkofthespeech?S1:Thespeechisveryfluent.S2:ThewriterusesmanyAttributiveClauses.Idon’tknowhowtousethestructure.T:Itdoesn’tmatter.We’lllearnitnexttime.Nowlet’sgothroughexercise4,it’sanotherwritingtask.AlittleAmodelspeechhasbeengiventothestudents.ThestudentsshouldcompletethesentencesafterlookingatthedesignofthenewTangshanstamps.Thespeechesmayhavemanydifferentcontents.Letthestudentspayattentiontothispoint:theaudienceisthesamewiththeoneInthelastspeech.T:WecanseetherearefourstampsshowingnewTangshan.Canyoudescribeeachofthemwithafewwords?S1:HousingconditionsforthefirstS2:StreetsceneryofnewTangshanforthesecondstamp.S3:Industryforthethirdone.S4:OceantransportforthelastAnShowthequestionsontheWhyisanoutlineWhatshouldanoutlineWhyisaheadlineWhatarethestepstofinishanewspaperWhatisthefeatureofanewspaperstory?BecauseanoutlinewillprepareyoutowriteabetterAgoodoutlineshouldhaveaheadline,alistofmainideaandalistofimportantAheadlinecanlthereaderwhatthetopicis,soitcanattractthereaders’attentionsincethereadermaynothaveboughtthenewspaperbeforetheyreadtheFirst,organizethemainideas.Next,putsomedetailsintoeachAnewspaperstorygivesthemostimportantnewsfirstandtheleastimportantnewslast.Teachershowmoreexamplesofsomenewspa thescreenandaskthestudentstoreadthemandtrytofindtheoutlinesinthestories.AshortThisintegratedlanguageactivityenablesstudentstousetheirimaginationsandtowriteinaliteraryway.Youmaywanttoencouragestudentstousealiterarydevice,suchassi, ificationormetaphor.T:Now,pleaseturntopage62,lookattheTALKINGpart.Readitcarefully,andthenlmewhatthefeatureofthistalkingis.Givethemtwominutestothinkaboutthisquestion.S1:Thistalkingneedsustoimagine.S2:WeshouldwriteitinaliteraryT:Good!You’vegotthepointofthetalking.Inthistask,themostimportantthingyoushouldstomakefulluseofyourimaginationsandtrytousealiteraryway.Forexample,youmayusesi, ificationormetaphor.Now,workingroupstowritedownyourownshortstories.Attention!Thestoriesareaboutthecauseofearthquakes.Afteryou’vefinished,I’llasksomeofyoutoreadoutyourwork..GroupInthecenteroftheearthlivesanevilghost.Heusuallysleepsformanyyears.Duringtheseyears,peopleontheearthliveahappylife.Butwhenhewakesup,heshallhowl.Andthenpeoplefeelanearthquake.GroupSomepeoplebelievethatthereisamagicworldinthecenterofourearth,wherelivesakindofwiserlivingthing.TheycanmakeUFO.WhentheUFOcomesouttovisitourworld,thereisanearthquake.GroupTherearetoomanypeopleontheearth,andpeoplearebuildingtoomanybuildings.Besides,theydigtoomanyandtoodeepholes.Theearthcan’tstand.Sheshakes,andanearthquakehappens.StepIIIWriteanoutlineforChinaTheThird StepIGreetingandleadingT:Now,wewilllistentoanon-fictionarticlecommontosciencetextbooks.Thisarticleisongeology.ItprovidesmanyfactsanddescribescauseandeffectStepIIListeningT:Youwilllistentothetapethreetimes.First,listenandtrytogetsomedetailsthatExx1-2request.Second,listenandfinishtheexercises.Third,listenandcheckyourAnswerstoExerciseThetruesentencesare:4,5,6andAnswerstoExerciseShowtheanswersontheCause produceshockMovingspeedofPacificMovingat5.3cmaIn1906thePacific 5-6meterstothe pushesChinafromtheeastto pushedChinafromthetotheWaysofreducing Notbuildingwhereplates StepIIIListeningThislisteningmaterialgivesthestudentsachancetolearnmoreknowledgeaboutearthquake.ThewayandstepsoflisteningarethesamewiththeonesinStepII.StepIVSpeakingThispartcomesaftertheListening.Incontenttheyhavethesametopic.It’sbettertoputthemtogether.Alsothisexercisegivesstudentspracticeintakingwordsandphrasesfromthereadingpassageandputtingthemintoashortdialogue.T:Justnowwehavealistening,inwhichwelearntwhattododuringanearthquake.Nowyouwillworkinpairstochooseeightthingsfromthelistbelowtoputintoalearthquakebag.Rememberthesemaybetheonlythingsyouhave,somakesurethatyouonlytakeessentialthingswithyou.TheymustmakeyoulastforfiveS1:Ourearthquakebagwillcontainthefollowing1.bottleofwater2.fruit3.torchlight4.blanket5.mobilephone6.identity7.scissors8.bowlandStepPreviewtheUSINGWORDSANDEXPRESSIONSonpage63,anddoExx1-2onpage28inDiscoveringusefulstructures.TheFourth Step TeachershowsthescreenAnswerstoExercise1Asusual,shake,cracked,pipes,holesfell,disaster,trapped,hit,quakes,escape,destroyed,agreatnumberofAnswerstoExerciseShewastoonervoustoeatanythingtheeveningWhenthesecondquakewasfelt,peopleranoutoftheirhousesrightAfterthatterribledisaster,60percentofhomelesschildrenweresenttoliveinothersafecities.TheyusedcandlesallthetimeinsteadofAlittlegirlwasdugoutoftheruinstothenorthoftheWewereveryproudofthesoldierswhorescuedtheboysfromtherushingWeneedtohonourthosewhoorganizedtherescueStep DiscoveringusefulT:Bynowwehavereviewedsomeusefulwordsandsentences.Today’simportanttaskistolearntheAttributiveTherearetwokindsofthisclause.OneistheRestrictiveAttributiveClause,whichmodifiesthenoun;theotheristheNon-RestrictiveClause,whichgivesextrainformation,andiswrittenwithcommas.Teachershowssomesentencesonthescreenandasksstudentstotranslatethemonebyone.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.ItwasheardinBeijing,whichisonehundredkilometersAhugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcs.ThenumberofpeoplewhowerekilledorinjuredreachedmorethanThearmyorganizedteamstodigoutthosewhoweretrappedandtoburytheWorkersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Teachergivesmoreknowledgeabouttheclausetothestudents.大多数定语从句对所修饰词的意思加以限制,“……的人(或东西)”,称为限定ThemanwhorobbedhimhasbeenThegirlwhomIsawtoldmetocomebackThat’sthebestho (that)Iknow.Thesearethebooks(which)you这类从句多由关系（a）或关系(b)Everyonewho(that)knewhimlikedThefriendwithwhomIwastravelingspokeFrench.Thecarwhich(that)Ihiredbrokedown.AtthetimewhenIsawhim,hewasquietstrong.ThatisthevillagewhereIwasborn.Thesearethereasonswhywe省略，特别是口语中，在被修饰的词为all,everything等词时尤其如此．Haveyougotthepostcard(which)Isentyou?Thesearethethings(that)youneed.AnythingIcandoforyouAllyouhavetostofilloutthisform.That’stheonlythingwecandonow.Youcantakeanyroomyou对所修饰的词没有限定词义的作用，而是作一些补充说明，通常都有一个逗号把它和句子的其他部分分开，在译成中文时，这个从句多译成一个并列句．限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句去掉以后对剩下部分没有太大的影响．如：Peter,whohadbeendrivingallday,suggestedstopatthenexttown.Thishouse,forwhichhepaid$150,000,isnowworth$300,000.TheywenttotheRoyalTheatre,wheretheysawIbsen’sPeerGent.Sundayisaholiday,whenpeopledonotgotowork.whythat，也不能省略任何关系副词，这类从句主要出现在语中．在语中whose有时指某样东西．如Hishouse,whosewindowswereallbroken,wasadepressingThecar,whosehandbrakewasn’tveryreliable,begantoslidebackward.Itwasanisland,whosenameIhaveforgotten..Exercise1Fillintheblankswithwho,whose,whichandThegirl()servedintheshopweretheowner’sTheman )IsawtoldmetocomebackThegirl )spokeismybestThemanwith )Iwastravelingdidn’tspeakTheman )IsawtoldmetoThegirl )IspoketowasaThemanto )IspokewasaThemanfrom )IboughtittoldmetoreadtheIknowaboy )fatherisanHesawahouse )windowswereallAlltheapples )fallareeatenbywildCanyouthinkofanyone )couldlookafterThisisthebestho )IHeshowedamachine )partsaretoosmalltobeYoucantakeanyroom( )youlike.AnswerstoExercise1who2.whom3.who4.whom5.whom6.whom7.whom8.whom9.whosethat12.that13.that14.whose15.Exercise2DiscoveringusefulstructuresAnswersto1. 2. 3. 4. StepIIIUsingThisisadviceonhowtoprotectone’shomefromanearthquake.ThemainpurposeistopracticetheAttributiveClause.Thisexerciseisakindofprocreativeactivityforstudents,whichcanbedoneonlyafterthestudentsreadandunderstandthepassage.Soperhapsitisdifficultforsomestudents.T:Justnowwehadatranslationexerciseandfilledsomeblanks.That’sthebasicexercisefortheAttributiveClause.NowI’llgiveyou5minutestoreadAHOME,andfinishthesentencesbelowthearticle.Fiveminuteslater,theteacherchecktheanswers.AnswerstoExercisewhosepipesarenottiedtotheofthehousethatyouwanttowhomoveintoanewwhicharenottiedtothetablesorstucktowhobuyahouse,whichisbuiltwhombuildinghousesistheirStepTheFifthStep Showtheexerciseonthescreen.Fillintheblankwithacorrectword.Hemadeanotherwonderfuldiscovery, wasmorethanwecouldA.whichIthinkis B.whichIthinkitis C.whichIthinkit D.Ithinkwhichis IdrovetoZhuhaifortheairshowlast Isthatthereason youhadafewdaysA. B. C. D.Inthedarkstreet,therewasn’ta shecouldturnforA. B. C.from D.toAlloftheflowersnowraisedherehavedevelopedfromthose intheA.oncethey B.theygrew C.thatonce D.onceIdon’tlike youspeaktoA.the B.thewayin C.theway D.thewayofTheweatherturnedouttobeverygood, wasmorethanweA. B. C. D.Hepaidtheboy$10forwashingtenwindows;mostof hadn’tbeencleanedfortenyears.A. B. C. D.AnswerstotheA2.A3.D.4.C5.A6.BStepII.Pre-Asluckwouldhaveit,atthetimeofthequake,America’smostfamouswriter,JackLondonjusthappenedtobelivingnearSanFrancisco.Hisaccountofthedisasterisbothfactualandliterary,thatishetriedtowritenotonlyforreadersofthatAsluckwouldhaveit,atthetimeofthequake,America’smostfamouswriter,JackLondonjusthappenedtobelivingnearSanFrancisco.Hisaccountofthedisasterisbothfactualandliterary,thatishetriedtowritenotonlyforreadersofthattimebutreadersyettocome.London,likemostgreatwritersandformerjournalists,knewagoodstorywhenhesawit.Heandhiswiferodeonhorsebackatafastgallopfromtheirranchtothehillsoverlookingthe“citybythebay.”Whattheysawbothhorrifiedandfascinatedthem.StepIII.T:Nowthatwehaveknownthebackgroundofthearticle,andsomethingaboutthewriter.Let’sreadthearticlecarefully,withthesequestionsonthescreen.Thenyoucanhaveadiscussion.Afterthatwe’llcheckthemtogether.ShowthequestionsontheWhoisthemanintheWhatcanweseefromthewordneverinthesentence“Neverbeforeinhistoryhasacitybeensocompleydestroyed”?Howmanynegativewordsareusedinthefirstparagraph,andwhatcanweknowfromthesewords?What’sthefeatureofthesentencesinthefirstWhat’sthemainideaofthesecondWhatcanwelearnfromthe tenceandthe Maybeheisthewriter,JackFromthewordnever,wecanfeelthatthewriterwasveryTherearesixwords.Theyarenever,nothing,gone,no,uselessandAllthesentencesinthisparagraphareshortOutatseaitwasThetwosentencesgiveusacontrast.Althoughthecitywasdestroyed,thepeoplewerenotnervousorupset.Theyjustdidwhattheyshoulddo.StepIVAnsweringquestionsAnswerstoExercise1Londonisbothgreatlysurprisedandfrightenedbywhathesees,so“shocked”isagoodwordtodescribehisfeelings.Londonknowsthatmanyfamilieslosttheirlovedonesandalltheirpossessions.AnswerstoExercise2BBecauseheisaneyewitness.Heisalsowriting alreport,notahistoryThepeoplehurtbythequakeandthethingsitCBStepV AnswerstoExercise1True:3,4 False:1,2,5,6AnswerstoExerciseAftertheearthquakehadhappened.Thelas tencegivesinformationaboutthenextdayaftertheYes,themaniscalmbecauseheiswritingaboutsomethingalongtimeafteritThefallingbuildingswerehisbiggestdangerandhedidn’tknowwhenonemightfallonhim.Hecouldatleastseethefiresandcowscomingtowardshim.HewasgoingtothebaytogetonaAnswerswillvarybutshoulddemonstrateanunderstandingofthelisteningStepVITheSixthperiodStepIWhathaveyoulearnedin{thelistening{thereading{theStepIISummingT:Whatdidyoulearninthelis