人教版高中英语教案必修1第四单元.pdf

Unit 4：Earthquakes

Period 1: A sample lesson plan for reading

(A NIGHT THE EARTH DIDN’T S) LEEP

Aims：To listen and talk about natural disasters

To read about earthquakes

Step I. Warming up

1.Warming up by asking some questions：

(1) Have you ever experienced any natural disasters?

(2) Can you name all the disasters?

(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake, mudflow)

(3) 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 and homeless; Many children

will become orphans.)

2. Warming up by discussing

Now, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)

(4) What will happen if there has been a big earthquake in these two cities?

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?

-reading and decide what may happen before an earthquake comes.

Now let’s come to Pre

Step II. Pre-reading

1.Talking and sharing

What are the signs of an earthquake?

(e.g. 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 houses in villages will have deep cracks.

There will be bright lights in the sky….)

2. Imaging and sharing

Imagine there is an earthquake now, 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 III. Reading

1. 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 time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, d uring the earthquake and after the earthquake.)

2. 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.

a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for place to hide, water pipes, think little of sth., as usual, it seemed that, at an end, one hundred kilometers away, o ne-third eight kilometers long, thirty meters wide, cut across, in ruins, be injury, the number of, reach more than 400, 000, everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a

, million, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, all…is/was not…hundreds of thousands of, dig out, the dead, to the north of, coal mines, built shelters, fresh water

3. Reading aloud and translating

Next, we are going to read aloud the text and translate it into Chinese.

4. Reading and transforming information

Read the text again and answer the following questions.

1. What natural signs of coming disaster were there?

2. Can you think of some reasons why these signs weren’t noticed?

3. Can you describe the disaster caused by the earthquake?

4. What events and situations probably made the disaster worse?

5. How were the survivors helped?

6. Could anything more have been done to help the survivors? Why or why not?

5. Discussing writing style

As you have understood the general idea of the text, I still put more questions to you.

1. From whose point of view are events described? How do you know?

(A writer who didn’t see the quake uses the third person “they” when he writes.)

2. 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.)

3. 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.)

6. Reading and understanding difficult sentences.

If you have some difficult sentences to understand, come to me for help.

Step IV. Practice

Do the comprehending Exercises 1, 2 and 3 on page 27.

What should you do during an earthquake? Look at the given situation and discuss in pairs.

(1) If you are OUTDOORS, …　

(2) If you are in a HIGH BUILDING, …

(3) If you are DRIVING, …　

(4) If you are HAVING CLASS, …　

(5) If you are in a CINEMA, …　

What should you do during the earthquake?

Situation:

(1) how to rescue those still trapped in the ruins;

(2) how to take care of the survivors;

(3) how to repair buildings that survived the earthquake;

(4) what to do with the buildings that survived the earthquake;

(5) where to find people to help build a new city;

(6) how to teach children about earthquake safety;

(7) where to put information for survivors and their families;

(8) how to plan for further disasters.

Period 2: A sample lesson plan for Learning about Language

(The Attributive Clause: that, which, who, whose)

Aims: 1).To learn about the usage of who, which, that and whose in the Attributive Clause.

2) To discover useful words and expressions

Step I. Warming up

Warming up by discovering useful words and expressions. And then do the exercise on page 27.

Step II. Learning about language

1. Reading and finding

Turn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive cla in the reading passage and translate them into Chinese.

2. Doing Exercises 2 on page 28

Turn to page 28 and do Exercise 2 in pairs.

Step III. Materials for Relative Pronouns: which, that, who whom whose

What are Relative Pronouns?

Relative pronouns are special pronouns which can connect the antecedent(先行词) 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 math 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.

-Defining Attributive Clause:

5. We can’t use that in a Non

I have lost the pen, which I like very much.

I have two sisters, who are both teachers.

Step IV. 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.

Answers to the exercises: (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)

Aims: 1). To read and speak about traveling. 2). To write a letter describing feeling about traveling Step I. Warming up

1. 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

1. Who is the audience?

2. How can we express ourselves clearly?

2. By reading

What should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. N ow write a short speech, i n which you should follow the points in exercise 3 on page 29.

Step II. 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，be pleased to do sth，win the high school speaking competition，a group of five judges，

all of whom，agree，be proud of，open a new park，honor those who died in the terrible disaster，would

like to do，have you do sth，as you know，invite sb. to do sth，on that special day，at the beginning of，thank sb, for doing sth，honor sb. for sth，be known as，encourage sb. to do sth，be happy to do sth，

life

collect stamps，lose one’ｓ

Step III. Listening

We’ll listen to a story about a person who experienced the 1906 San Francisco earthquake.

Listen and try

to get some details that exercises 1 and 2 request.

Step IV. Guided writing (SB. page 31)

1. Making a 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 c an 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.)

n idea and details of each paragraph.

Now I’ll show you a newspaper story to find out the headline, mai

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 dolla 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.

2. Writing

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.

3. Underlining

Read the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.

Collocations from Writing

a list of, put some details into each paragraph, a team of, raise money, thousands of, plan to do sth., in early June, hope to do sth., be interested to do sth.

Step IV Summary

We have learned a lot about earthquakes. Now let’s have a s

ummary 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?

Earthquake Survival Tips

Would you know what to do during a really big earthquake? Experts have looked into matter carefully.

It may be worth you while to look over the following tips they have for us.

If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.

Escape in the School

instruction, If it has an earthquake when having classes, the students should listen to the teacher’s

protect their heads and hide under the desks.

Language points

1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生

或存在。宾语为名词、代词、动名词、从句。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……如：We can imagine

her in my childhood.在童年时代，her sadness.我们可以想象她的悲伤。I didn’t imagine (my) becoming a teac

我并未想象能成为一名教师。Can you imagine how much I was surprised to hear the news?你能想象我听见

我认为不是这样。

这个消息有多惊讶吗？I don’t imagine so. = I imagine not.

cf. imagine, guess, suppose

imagine意为“想象，幻想”，指在脑海中形成一个清晰明确的印象，或认为某事物可能发生或存在; guess：form an opinion, give an answer, make a statement, based on supposition, not on careful thought, calculation, or definite knowledge: “

猜测，臆测”，指未知道前的猜测;

想象，推测”，意指“假定或假suppose: let it be though that; take it as a fact that:认定，假定；guess; think: “

设中的情形”。

2. shake, tremble

shake: move, be moved, quickly or violently up and down, forwards and backwards: 最普通用词，可指人或物“摇动，发抖”。指人时常用于感情激动、寒冷、惧怕引起的身体颤动。在表示“因……而颤抖”时，多用with。在表示“使受震撼，使（信念等）动摇”，常用于be shaken by/with/at中。

tremble: shake involuntarily ( with fear, anger, cold, physical weakness, etc.) 颤栗,震颤,发抖(因恐惧,愤怒,寒冷,体弱等)，常常与shake相互替换，但指握手，摇头或捧腹大笑时用shake, tremble只用作不及物动词。如：The poor boy was shaking with cold.这个孩子正冻的发抖。They were badly shaken by the news.他们对

这个消息大为震惊。The host shook hands with all the guests.主人跟所有的客人握手。Her voice was trembling with anger.她气的声音发抖。

3. 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：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. 1. lift up; move from a low(er) to a high(er) level; cause to rise: 外部的力量，“举起、提高”：The

人民的生活水平已大大的提高了。2．grow or produce (crops); people’s living standard has greatly been raised.

breed (sheep, etc.); bring up a family: 饲养、种植”、养育、抚育：They can raise rice here.他们这儿能种水

稻。

4. burst into / burst out : send out suddenly; break out into; suddenly begin to ……　burst into + doing: She burst into tears. = She burst out crying.她突然哭起来了。

burst out + n.：All of them burst into laughter = All of them burst out laughing.他们全都大笑起来了。

5. 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: 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: 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

他们的房屋被敌人的炮火击毁了。

损坏：Their houses were damaged by the enemy’s shellfire.

6. hurt, wound, injure

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”: 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。

7. shock, astonish, surprise

shock vt./n: to cause usually unpleasant or angry surprise to (sb.): 震惊，打击，吃惊程度最大，后面常跟介

词at/by构成词组be shocked at/by，表示“对……吃惊”，或接不定式表示原因，也可作名词，意为“震动，

他对你说的话感到震惊。He was shocked to know his son playing all

打击”: He was shocked by what you said.

day.他知道他的儿子整天玩大为震惊。The news gave me a great shock.这个消息给了我很大的打击。

astonish vt./n: surprise greatly. 语气比surprise要强，含有令人难以置信: I was astonished to see him in Tibet.

在西藏见到他，真感到惊异。The news astonished everyone.这个消息使每个人都很震惊。

surprise vt./n: (feeling caused by) sth. sudden or unexpected: 最普通用词，意为“使惊讶，使吃惊”，含有“意

想不到”之意。如：I was surprised to see the great changes in my hometown.看到家乡的巨大变化他惊讶不

已。His failure didn’t cause much surprise (was not a great surprise.)

他的失败未引起很大的惊奇（并非很意

外的事）。

8. congratulation n 1)(with on) an expression of joy for sb.’ success, good fortune, luck, etc. : 庆贺，祝

贺，常用复述形式，并与介词on搭配，构成短语congratulations on sth. /doing (2)

）Congratulations ( on your winning the races)！恭喜（你获得了胜利）！I offered my congratulations on his success. 我对他的成功

表示了祝贺。3）congratulate v. (with on.) to speak to ( a person) with praise and admiration for a happy event

or sth. successfully done: 意为“向某人表示祝贺，向某人道贺”，构成短语congratulate sb. on sth. /dong congratulate oneself that结构中：We congratulated him on having passed the examination.我们祝贺他通过了

考试。He congratulates himself on having chosen a good woman to be his wife.他暗自庆幸自己挑选了一位贤

惠的女子作妻子。

9. especially, specially

especially: to an exceptional degree; in particular: 特殊地，尤其，常用于正式文体中: This is a very common word, especially in spoken English.这是一个很普通的词，尤其在英语口语中。She likes the country, especially in spring.她喜欢这个国家，尤其是春天。

specially: for a particular purpose: 特别地，专门地，表示“为了特别的目的”：This cake was specially made

for you. 这个蛋糕是专门为你做的。

10. cf. be known as, be known for, be known to sb.

be known as作为……而闻名；be known for以/因……而闻名；be known to sb.为……而熟悉。如：He was known as a excellent singer.他作为一名优秀的歌手而闻名。The city is known for its long history.这座城市以

它的悠久的历史闻名。He is known to the police as a thief. 警察都知道他是个小偷。

II. Explanation of difficult sentences

1. It seemed that 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）seem + to do

3）seem + like + n.

4）It seems/seemed (to sb.) + that-clause如：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.

2. 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。如：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。

的家都不存在了。

3. …90% of its homes were gone.90%

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。如：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。

4. 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。

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。）

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。如：Those who want to see the film write your names on the paper.想看电影的人把你们的名字写在这张纸上。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。The rich are not always happy.有钱人并不总是幸福的。

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）

补充练习

1. Proverbs:

1). All that glitters is not gold. 闪光的并非都是金子.

2). All is well that ends well. 结局好, 一切都好.

3). He who laughs last laughs best. 谁笑到最后谁笑得最好.

4). He who doesn`t reach the Great Wall is not a man. 不到长城非好汉.

5). He who knows others is learned, and he who knows himself is wise.

知人者智, 自知者明.

6). He who loves others is constantly loved, and he respects others is constantly loved. 爱人者恒爱之, 敬人

者恒敬之.

7). Gods help those who help themselves. 自助者天助.

8). Friendship is like sound health, the value of which is seldom known until it is lost. 真正的友谊犹如健康

的身体, 失去时方知其可贵.

9). The hands that push cradles are the hands that push the world.

推动摇篮的手, 就是推动世界的手.

10). Nothing in the world is difficult for one who sets his mind to it.

世上无难事, 只怕有心人.

2. Complete the following sentences with the proper forms of the words and expressions.

Shake, honor, percent, burst, prepare, rescue, injure, destroy, shock, judge, ruin,

instead of, a number of, at an end, dig out

1). He was honored for his courage in battle.

2). Will you help me prepare for the get-together of the old classmate?

3). The fire destroyed all the books.

4). The house shook as the heavy truck went past.

5). “Sixty percent of the pupils are boys” means that of every hundred pupils, sixty are boys.

6). They burst out laughing.

7). There are two people injured in the car accident.

8). We can`t judge what he really meant by doing so till we know all the circumstances.

9). If you are busy at the very time, let me do it instead of you.

10). The Second World War was at an end in 1945.

11). After the earthquake, all the tall building were destroyed / in ruins /ruined.

12). She was shocked at the news of her mother`s death.

13). They rescued a boy from drowning.

14). They dug out the treasures hidden under the earth.

15). There are a number of people there.

3. Choose the best answers:

1). Seeing the building was falling down, the people in it ran out -------.

A. right then

B. right now

C. right away

D. right out

2). The rescue team noticed a lot of people ----- under fallen houses.

A. trapped

B. trapping

C. to trap

D. to be trapped

3). He likes to make friends so much that ----- he goes he becomes a friend of many people.

A. at the place

B. where

C. somewhere

D. everywhere

4). The factory produces ----- steel every day, burning ---- coal.

A. many; many

B. hundreds of tons; very much

C. much; hundreds of tons

D. hundreds of tons of; a large number of

5). The days when people couldn`t say what they want to say are ---- forever.

A. lost

B. missing

C. going

D. gone

6). While playing football Yang Yang had his broken and was taken to hospital -----.

A. by our car

B. by car

C. in car

D. on bike

7). Today we feel proud ------ our school.

A. of

B. with

C. for

D. in

8). The new road is ------ and ------ my hometown.

A. 35 meters wide; 500 meters away

B. wide 35 meters; away 500 meters

C. 35 meters wide; 500 meters away from

D. wide 35 meters; 500 meters away from

9). He spent the money ------ by his parents buying a large house.

A. leaving

B. left

C. remaining

D. reminded

10). The man ----- the box down and ------ down for a rest.

A. lay; lay

B. lied; laid

C. lay; laid

D. laid; lay

(the answers: CADBD BACBD)

4. Fill in the blanks using which, that, who, whom, and whose.

1). The force which / that cause everything to fall towards the ground is called gravity.

2). A friend who / that helps you in time of need is a friend indeed.

3). Do you know the girl whose parents are teachers in our school.

4). The woman whom / that I spoke to just now is my English teacher.

5). He saw a house whose windows were all broken.

6). Everything that can be done today mustn`t be done tomorrow.

7). Can you think of anyone that could look after him?

8). This is the best hotel (that) I know.

9). The man who / whom / that I saw told me to come back today.

10). Those who want to go to the Great Wall write down your names here.

11). He talked a lot about the teachers and the schools that he had visited.

12). The ninth lesson (that) we are learning is the most difficult in Book One.

13). Mount Blanc, which they visited last month, is the highest mountain in Europe.

14). We know all the teachers that work in our school.

15). The house in which Lu Xun once lived is a museum now.

16). The house which / that Lu Xun once lived in is a museum now.

17). You can take any room (that) you like.

18). He showed a machine whose parts are too small to be seen.

5. Translate the following sentences into English.

1). 抢劫他的人已经被逮捕了.

→The man who / that robbed her has been arrested.

2). 我见到的哪个姑娘叫我今天回来.

→The girl ( who / whom / that ) I saw told me to come back today.

3). 这是我所知道的最好的旅馆.

→That`s the best hotel I ( that ) I know.

4). 这些是你订购的书.

→These are the books ( which / that ) you ordered.

5). 我不认识哪个名字叫王红的人.

→I don`t know the man whose name is Wang Hong.