高中英语 Unit 4《Earthquakes》教案16 新人教版必修1

PAGE高一英语新课标Unit 4 EarthquakesI.单元教学目标Knowbasicknowledgeofearthquakes.Knowhowtoprotectoneselfandhelpothersindisasters.Writesomepassagesaboutearthquakes.Writeanewspaperoutline.LearntousetheAttributiveClause.II目标语言1.TalkingaboutpastexperiencesIwillneverforgetthedaywhentheearthquaketookplace.Thetimewas5:15intheafternoonandIwasdrivingalongtheroad.   2. Sequence  Iaskedamanstandingnexttomewhathadhappened. Beforehecouldanswer,hundredsofbricksfellonhimandhewaskilled. Ithoughttheendoftheworldhadcome! ThenImetamanwhoknewthewaytoaboat,andweraninitsdirection. IsawmanyfrightenedcowsrushupMarketStreetanddropintoagreatcrackground.III 词汇1.     四会shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent,speech,judge,honor,prepare,Europe.2．认读crack,survivor,miner.  3. 词组rightaway,atanend,digout,giveout,thousandsofIV.  语法ＴheAttributiveClause(I)V.                重点句子1.     Farmers’wivesnoticedthatthewellwallshaddeepcracksinthem.2.     Itseemedthattheworldwasatanend!3.     Brickscoveredthegroundlikeredautumnleaves.4.     Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.5.     Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.6.     Neverbeforeinhistoryhasacitybeensocompletelydestroyed.7.     Manhimselfhadtomakeruinsofsomeofthecity’sbestbuildingssothattheywouldnotbeadangertothoseinthestreets.8.     Alistofbuildingsnotdestroyedwasnowonlyafewaddresses.9.     Amazingasitmayseem,Wednesdaynightwasaquietnight.10. NeverinallSanFrancisco’shistorywereherpeoplesokindasonthatterriblenight.VI.             分课时教案ThefirstperiodStepI. RevisionCheckthehomeworkwiththewholeclass.StepII.WarmingupAskthestudentstoreadtheinstructionsandmakesuretheyknowwhattodo,andthenhaveadiscussionaboutthetwopictures.T:Today,beforewebeginourreading,I’dliketoaskyouaquestion,“Whatisthebiggestsoundyouhaveheardinyourlife?”S1:ThesoundofwindthatblewinawinternightwhenIwasveryyoung.Itsoundedlikeaghostwhowashowling.Iwasveryfrightenedatthattime.S2:ThebiggestnoisewastheonethatIheardwhenmyneighborwasquarrellingwithhiswife.Perhaps,theybroketheirTVset.T:That’stooterrible.S3:Thenoisewhenplanestakeoff.S4:Thesoundoftrains.T:Good!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.Allthebuildingswillfalldown.S8:Manypeoplewilldie.Andperhapsmanychildrenwilllosetheirparents.T:Yeah,earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangshanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?S1:Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.S2:FromthepictureofSanFrancisco,Icanseethatitisaverybigcity. Therearemanytallbuildingsthicklystandingontheearth.Ithinkthepopulationofthecityisverylarge.T:Good!Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workinpairsanddiscussit.ThenI’llasksomeofyoutoshowyouropinion. StepIII. Pre-readingTherearetwoquestionsinthispart.Bothareveryinteresting.Thefirstonecanmoreorlessrevealthestudents’values;whilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.T:Now,let’slookatthepictures.Whatarethepredictionsofanearthquake?S1:Beforeanearthquakeanimalswillbecomenervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.T:Terrific!Wheredidyougetthisknowledge?S1:Fromgeography.Ilikeit.T:good.Sitdownplease.S2:Madam,Idon’tknowthemeaningofthepicturewithtwowomen.T:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?S3:I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.S4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfoodS5:Inthatcase,I’drathertakesomeapples,sothatbesidesdrinking,Icanalsoeat.S6:Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Shebroughtmeup.T:Whatadutifulchildyouare!I’mverygladtohearthat.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatittellsus.StepIV. ReadingInthispart,teachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.Thiscanhelpthemfinishexercise3inComprehension.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExs1-2,whichareaboutdetails.SkimmingT:AtfirstI’dliketoreadthetextquicklytogetthegeneralideaofthearticle. Whilereading,youshouldpayattentiontothesentenceofeachparagraph.T:Haveyougotthegeneralideaofthetext?Ss:Yes.T:Whatisit?S1:Thereisnoquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraph?T:Sure.S1:OK.That’seasy.Themainideaofthepassageissomesignsoftheearthquake,andwhatwouldhappenduringthequake.T:Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.(Teacherwritesthewordontheblackboard)Doyouunderstandthemeaningoftheword?Ss:No.T:Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?S3:Yes.Atfirst,thetexttellsussomethingthathappenedbeforethequake,thenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.T:Quiteright!Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph. Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakemoreexact.Teachershowsthescreenandgivesalittletimetothinkitover.1.     StrangethingswerehappeninginthecountrysideinthenortheastHebei.2.     Thedisasterhappenedandcausedalotofloss.3.      Allhopewasnotlost.CarefulreadingT:Now,it’stimeforustoreadthetextcarefully.Butbeforereading,youshouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreen,andreadthequestions.Showonthescreen1.     Whatnaturalsignsofacomingdisasterwerethere?2.     Canyouthinkofsomereasonswhythesesignsweren’tnoticed?3.     Whateventsprobablymadethedisasterworse?4.     Whatsituationsprobablymadethedisasterworse?5.     Howwerethesurvivorsheld?StepV. ExtensionShowthequestionsonthescreen.1.     Fromwhosepointofviewareeventsdescribed?Howdoyouknow?2.     Whatisthemoodofthispassage?Howisitcreated?3.     Whydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathadhappened?4.     WhyisthetitleANIGHTTHEEARTHDIDN’TSLEEP?5.     Whatdoesthesentence“Slowly,thecitybegantobreatheagain.”mean?Answers:1.     Heusesthird-persontodescribethequake.Hisdescriptionisveryobjective.Forexample,thesecondsentenceinthethirdparagraph.Thewritersays:“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.2.     Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjured,andhowmanybuildingsweredestroyed.3.     Althoughthewriterwasnotthere,hefeltsadforthepeopleofTangshan.Heknowsthatsomepersonalfeelingswillmakethereadingmoreinteresting.4.     Ithinkthereasonisthat,asusual,nightisthetimetosleep,andnightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitletoshowhowterribleandhowunusualthenightwas.5.     Herewecanseethatthewritercomparedthecitytoapersonwhosufferedalotinthedisaster.Hefeltherpain,andheworriedabouther.Sowhenhesaidthatpeoplecametohelpher,wecanfeelhisfeelingstothecity.Thecitywillnotdie,shehashopeandshecanrecoverfromthepain.StepVIComprehendingAnswerstoExx1-31.     1.C2.E 3.B 4.D 5.A2.     1.Thewallsofthevillageswellshadcracksinthem.2.Roadsgothugecracks3.Brickbuildingsweredestroyed.4.Thearmyhelpedthesurvivors.5.Shelterswereputupforthosewithnohomes.3.     1.StrangethingswerehappeninginthecountrysideinnortheastHebei..2.     Thedisasterhappenedandcausedalotofloss.3.     Allhopewasnotlost. StepVIIHomeworkThesecondperiodReadingStepIRevisionTeachercheckthestudents’homeworkbyshowingtheanswerstoexercises1-2intheLearningaboutlanguage.AnswerstoExercise1.1.     pipe2.dam3.shocked4.injured5.well6.canal7.ruins8.agreatnumberof9.atanend10.bury11.rise12.rescue13.steamAnswerstoExercise2.Agreatnumberof,dam,well,canals,steam,ruinsinjured,shocked,buryT:OK.Beforewebegintoday’sclass,pleaseguessthemeaningofthesesentences.1.     Smallincidentsforetellbigevents.2Blessingsnevercomeinpairsandmisfortunesnevercomesingly3.Wherethereislife,thereishope.S1:Thefirstsentencemeanspeopleshouldpayattentiontothesmallthings,becausethesethingsoftencauseunexpectedevents.Justlikewhatwehavelearnedinthetext.S2:Themostimportantthingintheworldislife.Withoutlife,everythingwillloseitsmeaning.S3:Itmeanseverythinghasitstwosides.Althoughthedisasteristerrible,andwecannotavoidit,itcanforceustotryourbesttoforetellitmoreexactlyandreducethelosscausedbythedisaster.StepII.Reading,writingandspeakingAthankspeechTheteacher’smaintaskistotellstudentssomeproblemsthatappearedintheirwritings.Showthesampleonthescreen,andaskthestudentstoreadit,andfindsomethingthatareuseful.SampleGoodmorning,LadiesandGentlemen.MynameisWangWei.Atfirst,I’dliketothankMr.ZhangandthecityofTangshanforthehonoroftalkingtoyou.I’dalsoliketothankeachofyoutocomeheretodayforthisspecialoccasion.Twenty-nineyearsago,weexperiencedtheterribleearthquake,whichcompletelydestroyedeverythinginthecity.Andtwenty-nineyearslater,wegettogetherinthisbeautifulpark.Thisparkmakesmebelievethatweareindeedinthe“BraveCityofChina”.HereI’dliketothankallofyou,especiallythosewhoworkedhardtosavethesurvivors.Duringthosedays,youforgotthedangeranddevotedyourselvestodiggingoutthosewhoweretrappedinruins.Buryingthedead,andbuildingsheltersandsoon.I’msurethepeopleinTangshanwillneverforgetyou!WhenIwalkinthebroadstreet,andseethenewhousesandoffices,Ican’thelpexpressingmythanksforthosewhorebuiltthecitywithin13years.Alsowecan’tforgetyou.Ibelieveourcitybecomemorebeautifulinfuture.Thespiritofitspeoplehasbeenandwillalwaysbestrongforever!Thankyou.Twominuteslater. T:Whatdoyouthinkofthespeech? S1:Thespeechisveryfluent. S2:ThewriterusesmanyAttributiveClauses.Idon’tknowhowtousethestructure. T: Itdoesn’tmatter.We’lllearnitnexttime.Nowlet’sgothroughexercise4,it’sanotherwritingtask.AlittletalkAmodelspeechhasbeengiventothestudents.ThestudentsshouldcompletethesentencesafterlookingatthedesignofthenewTangshanstamps.Thespeechesmayhavemanydifferentcontents.Letthestudentspayattentiontothispoint:theaudienceisthesamewiththeoneInthelastspeech.T:WecanseetherearefourstampsshowingnewTangshan.Canyoudescribeeachofthemwithafewwords?S1:Housingconditionsforthefirststamp.S2:StreetsceneryofnewTangshanforthesecondstamp.S3:Industryforthethirdone.S4:Oceantransportforthelastone.AnoutlineShowthequestionsonthescreen.1.     Whyisanoutlineimportant?2.     Whatshouldanoutlineinclude?3.     Whyisaheadlineimportant?4.     Whatarethestepstofinishanewspaperstory?5.     Whatisthefeatureofanewspaperstory?Answers:1.     Becauseanoutlinewillprepareyoutowriteabetterstory.2.     Agoodoutlineshouldhaveaheadline,alistofmainideaandalistofimportantdetails.3.     Aheadlinecantellthereaderwhatthetopicis,soitcanattractthereaders’attentionsincethereadermaynothaveboughtthenewspaperbeforetheyreadtheheadline.4.     First,organizethemainideas.Next,putsomedetailsintoeachparagraph.5.     Anewspaperstorygivesthemostimportantnewsfirstandtheleastimportantnewslast.Teachershowmoreexamplesofsomenewspapersonthescreenandaskthestudentstoreadthemandtrytofindtheoutlinesinthestories.AshortstoryThisintegratedlanguageactivityenablesstudentstousetheirimaginationsandtowriteinaliteraryway.Youmaywanttoencouragestudentstousealiterarydevice,suchassimile,personificationormetaphor.T:Now,pleaseturntopage62,lookattheTALKINGpart.Readitcarefully,andthentellmewhatthefeatureofthistalkingis.Givethemtwominutestothinkaboutthisquestion.S1:Thistalkingneedsustoimagine.S2:Weshouldwriteitinaliteraryway.T:Good!You’vegotthepointofthetalking.Inthistask,themostimportantthingyoushoulddoistomakefulluseofyourimaginationsandtrytousealiteraryway.Forexample,youmayusesimile,personificationormetaphor.Now,workingroupstowritedownyourownshortstories.Attention!Thestoriesareaboutthecauseofearthquakes.Afteryou’vefinished,I’llasksomeofyoutoreadoutyourwork..GroupOneInthecenteroftheearthlivesanevilghost.Heusuallysleepsformanyyears.Duringtheseyears,peopleontheearthliveahappylife.Butwhenhewakesup,heshallhowl.Andthenpeoplefeelanearthquake.GroupTwoSomepeoplebelievethatthereisamagicworldinthecenterofourearth,wherelivesakindofwiserlivingthing.TheycanmakeUFO.WhentheUFOcomesouttovisitourworld,thereisanearthquake.GroupThereTherearetoomanypeopleontheearth,andpeoplearebuildingtoomanybuildings.Besides,theydigtoomanyandtoodeepholes.Theearthcan’tstand.Sheshakes,andanearthquakehappens.StepIIIHomeworkWriteanoutlineforChinaDailyTheThirdPeriod ListeningStepIGreetingandleadinginT:Now,wewilllistentoanon-fictionarticlecommontosciencetextbooks.Thisarticleisongeology.Itprovidesmanyfactsanddescribescauseandeffectrelationships.StepIIListening(P62)T:Youwilllistentothetapethreetimes.First,listenandtrytogetsomedetailsthatExx1-2request.Second,listenandfinishtheexercises.Third,listenandcheckyouranswers.AnswerstoExercise1.Thetruesentencesare:4,5,6and7.AnswerstoExercise2Showtheanswersonthescreen CauseofearthquakesEarthplatesjumpandproduceshockwaves.MovingspeedofthePacificplateMovingat5.3cmayearIn1906thePacificplatesuddenlyjumped5-6meterstothenorth.ThePacificplatepushesonChinafromtheeasttothewest.TheIndianplatepushedonChinafromthesouthwesttothenorthwest.WaysofreducinglossesfromearthquakeNotbuildingwhereplatesmeet;buildingonrock;buildingstronghouses. StepIIIListening(P66)Thislisteningmaterialgivesthestudentsachancetolearnmoreknowledgeaboutearthquake.ThewayandstepsoflisteningarethesamewiththeonesinStepII.StepIVSpeakingtaskThispartcomesaftertheListening.Incontenttheyhavethesametopic.It’sbettertoputthemtogether.Alsothisexercisegivesstudentspracticeintakingwordsandphrasesfromthereadingpassageandputtingthemintoashortdialogue.T:Justnowwehavealistening,inwhichwelearntwhattododuringanearthquake.Nowyouwillworkinpairstochooseeightthingsfromthelistbelowtoputintoyourpersonalearthquakebag.Rememberthesemaybetheonlythingsyouhave,somakesurethatyouonlytakeessentialthingswithyou.TheymustmakeyoulastforfivedaysS1:Ourearthquakebagwillcontainthefollowingthings:1.     bottleofwater2.fruit3.torchlight4.blanket5.mobilephone6.identitycard7.scissors8.bowlandchopsticksStepV.HomeworkPreviewtheUSINGWORDSANDEXPRESSIONSonpage63,anddoExx1-2onpage28inDiscoveringusefulstructures.TheFourthperiod  GrammarStepI RevisionTeachershowsthescreenAnswerstoExercise1Asusual,shake,cracked,pipes,holesfell,disaster,trapped,hit,quakes,escape,destroyed,agreatnumberofAnswerstoExercise21.     Shewastoonervoustoeatanythingtheeveningbefore.2.     Whenthesecondquakewasfelt,peopleranoutoftheirhousesrightaway.3.     Afterthatterribledisaster,60percentofhomelesschildrenweresenttoliveinothersafecities.4.     Theyusedcandlesallthetimeinsteadofelectricity.5.     Alittlegirlwasdugoutoftheruinstothenorthofthefactory.6.     Wewereveryproudofthesoldierswhorescuedtheboysfromtherushingwater.7.     Weneedtohonourthosewhoorganizedtherescuework.StepII DiscoveringusefulstructuresT:Bynowwehavereviewedsomeusefulwordsandsentences.Today’sanotherimportanttaskistolearntheAttributiveClause.Therearetwokindsofthisclause.OneistheRestrictiveAttributiveClause,whichmodifiesthenoun;theotheristheNon-RestrictiveClause,whichgivesextrainformation,andiswrittenwithcommas.Teachershowssomesentencesonthescreenandasksstudentstotranslatethemonebyone.1.     Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wenttobedasusualthatnight.2.     ItwasheardinBeijing,whichisonehundredkilometersaway.3.     Ahugecrackthatwaseightkilometerslongandthirtymeterswidecutacrosshouses,roadsandcanals.4.     Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.5.     Thearmyorganizedteamstodigoutthosewhoweretrappedandtoburythedead.6.     Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Teachergivesmoreknowledgeabouttheclausetothestudents.定语从句1.     限制性定语从句大多数定语从句对所修饰词的意思加以限制,示“……的人(或东西)”,称为限定性定语从句.如:Themanwhorobbedhimhasbeenarrested.抢劫他的人已经被逮捕了．ThegirlwhomIsawtoldmetocomebacktoday.我见到的那个姑娘叫我今天来.That’sthebesthotel(that)Iknow.这是我所知道的最好的旅馆Thesearethebooks(which)youordered.这些是你订购的书这类从句多由关系（a）或关系(b)引导a.      Everyonewho(that)knewhimlikedhim.ThefriendwithwhomIwastravelingspokeFrench.Thecarwhich(that)Ihiredbrokedown.b.     AtthetimewhenIsawhim,hewasquietstrong.ThatisthevillagewhereIwasborn.Thesearethereasonswhywedoit.在限定性定语从句中，当关系代词在从句中作宾语时，在绝大多数情况下都可以省略，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.AnythingIcandoforyou?Allyouhavetodoistofilloutthisform.That’stheonlythingwecandonow.Youcantakeanyroomyoulike.2.     非限定性定语从句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,suggestedstoppingatthenexttown.Thishouse,forwhichhepaid$150,000,isnowworth$300,000.TheywenttotheRoyalTheatre,wheretheysawIbsen’sPeerGent.Sundayisaholiday,whenpeopledonotgotowork.　应注意的是，在这类从句中不能省略任何关系副词why和关系代词that，也不能省略任何关系副词，这类从句主要出现在书面语中．　在书面语中whose有时指某样东西．如：Hishouse,whosewindowswereallbroken,wasadepressingsight.Thecar,whosehandbrakewasn’tveryreliable,begantoslidebackward.Itwasanisland,whosenameIhaveforgotten..Exercise1Fillintheblankswithwho,whose,whichandthat.1.     Thegirl( )servedintheshopweretheowner’sdaughters.2.     Theman( )Isawtoldmetocomebacktoday.3.     Thegirl( )spokeismybestfriend.4.     Themanwith( )Iwastravelingdidn’tspeakEnglish.5.     Theman( )Isawtoldmetowait.6.     Thegirl( )Ispoketowasastudent.7.     Themanto( )Ispokewasaforeigner.8.     Themanfrom( )Iboughtittoldmetoreadtheinstructions.9.     Iknowaboy( )fatherisanacrobat.10. Hesawahouse( )windowswereallbroken.11. Alltheapples( )fallareeatenbywildboars.12. Canyouthinkofanyone( )couldlookafterhim?13. Thisisthebesthotel( )Iknow.14. Heshowedamachine( )partsaretoosmalltobeseen.15. Youcantakeanyroom( )youlike.AnswerstoExercise11.     who2.whom3.who4.whom5.whom6.whom7.whom8.whom9.whose11.that12.that13.that14.whose15.thatExercise2Discoveringusefulstructures(28)AnswerstoExercise21.who  2.that/which  3.which/that  4.whose  5.whoseStepIII UsingstructuresThisisadviceonhowtoprotectone’shomefromanearthquake.ThemainpurposeistopracticetheAttributiveClause.Thisexerciseisakindofprocreativeactivityforstudents,whichcanbedoneonlyafterthestudentsreadandunderstandthepassage. Soperhapsitisdifficultforsomestudents.T:Justnowwehadatranslationexerciseandfilledsomeblanks.That’sthebasicexercisefortheAttributiveClause.NowI’llgiveyou5minutestoreadASAFEHOME,andfinishthesentencesbelowthearticle.Fiveminuteslater,theteacherchecktheanswers.AnswerstoExercise11.     whosepipesarenottiedtothewall2.     ofthehousethatyouwanttobuy3.     whomoveintoanewhouse4.     whicharenottiedtothetablesorstucktothem5.     whobuyahouse,whichisbuiltbadly6.     whombuildinghousesistheirworkStepIV Homework TheFifthPeriod StepI. RevisionShowtheexerciseonthescreen.Fillintheblankwithacorrectword.1.     Hemadeanotherwonderfuldiscovery,_____wasmorethanwecouldexpect.A.whichIthinkis  B.whichIthinkitis C.whichIthinkit D.Ithinkwhichis2.     ____IdrovetoZhuhaifortheairshowlastweek.___