高一英语人教课标必修1unit4reading
Unit 1 Period 4 Reading for Writing教学设计-高一英语人教版必修一
必修第一册Unit 1 Teenage Life教学设计Period 4 Reading for WritingTeaching material: Write a letter of adviceTeaching objectives: In this lesson, the students will1. get familiar with and master the text structure of a letter of advice2. grasp the expressions to make suggestions3. write a letter of advice concerning teenager problems4. learn about the physical and mental problems teenagers face in study, extra-curricular activities and growth5. develop the ability to objectively and reasonably analyze teenager problems and figure out solutionsDifficult and focal point: Help the students master the common structure of a letter of advice and its language features; Write a coherent letter of adviceTeaching aids: PowerPoint, blackboardTeaching approaches: PWP Teaching MethodTeaching procedures:Step 1 Lead in1. If you were her, what would you do?2. Can you write a letter of advice to her to offer her your advice?3. How to write a letter of advice?Step 2 Pre-writingActivity 1 Read for detailsRead the letter of advice and answer the questions below.1)What is Worried Friend’s problem?2)What suggestions does Susan Luo give to Worried Friend?3)Besides suggestions, what else does Susan Luo say in her letter?Activity 2 Read for evaluation1)Do you think Susan Luo’s advice is useful? Why?2)What other kinds of advice would you give?Activity 3 Read for structure and language features1. Glance through page 18 and figure out how many parts is the letter made up of? What are they?5 parts: Date, Greeting, Body, Close and Signature.2. What is included in Body Part?Find and mark the parts of the letter that match the following points.A. I know what the problem isB. I understand how you feel.C. This is my advice and reasons.D. I think my advice will help.What expressions does Susan Luo use to show her understanding? Circle them in the letter.Can you think of other ways to express understanding?What expressions does she use to make suggestions? Circle them in the letter.Can you think of other expressions to make suggestions?Step 3 While-writingActivity 1 BrainstormingWhat problems does Xu Ting face?What suggestions will you offer to her?How are you going to write your letter of advice? What parts will be included?How are you going to express your understanding?How are you going to offer you suggestions and reasons?How are you going to express your expectation?Activity 2 DraftingDraft your letter of advice to Xu TingStep 4 Post-writing---EvaluationWork in pairs and exchange your drafts. Use the checklist to give feedback on your partner’s draft.☐Are all the parts of a letter included and organized in a good order?☐Does the writer give reasons for the advice?☐Does the writer use proper expressions to give suggestions?☐Does the writer use commas and stops correctly?☐Is the handwriting easy to read?Step 5 PolishingGet your draft back and revise it.Sample Writing10 September 2018Dear Xu Ting,You wrote that you always feel lonely after school because your parents work in another city. I understand how you feel. It is common for teenagers to feel lonely when they live away from their parents. I think you can try joining a volunteer group that helps other people. This will give you a chance to meet and be around others. It will also help you realise that you are not alone in having problems and that many other people have problems, too. Helping other people also makes us feel better. You can also connect with your parents online. Just because your parents are far away, it doesn’t mean you can’t talk to them. I’m sure that you’ll make new friends and get a chance to speak to your parents more often. This will help drive away your loneliness.Best wishes,Susan LuoStep 6 Language points1. Find and underline the following phrases on page 18.It’s not unusual for teenagers of your generation to be attracted to computer games and the online world.But spending too much time online is unhealthy and makes it very difficult to focus on other things in life.。
高一英语必修一Unit 4 earthquake reading A night the earth didn't sleep 知识点
1) There is a clothes shop a_t__th_e__e_n_d_o_f_ the street 2) They gave up the plane_i_n_t_h_e__en__d_. 3) How many English words had you
learned _b_y__th_e__e_n_d_o_f_ last term?
as if 用虚拟语气的情况
与过去事实相反 与现在事实相反 与将来事实相反
从句谓语
had done 过去完成时 were/did 过去式
would/could/might + 动词原形
At an end 意为“结束终 止”在句中多用作表语。
1、战争结束了。 The war was at an end. 2、他继续大把的用钱直到用完 为止。 He went on spending freely until his money was at an end.
用burst或其短语的适当形式填空。 1. The plane crashed and _b_u_r_s_t _in__to_ flames.
（坠落）
2. The dam _b_u_r_s_t because of the heavy rain.
4. Everyone was quiet when John suddenly _b_u_r_s_t_o_u_t_ laughing.
It seemed as if the world was at an end! 这是一个复合句。主句是 _I_t_s_e_em__e_d_， as if 引导表语从句 【翻译】 世界似乎到了末日!
as if 在表语从句中相当于that = It seemed that the world was at an end!
人教英语必修1Unit4 Reading 课件
signs
7 bright lights ,
I kill people and destroy buildings and roads; I love shaking and traveling ; Five years ago in Wenchuan.
Earthquake is a kind of disaster.
Stage 2 Pre-reading
Signs before the earthquake:
➢Mice ran out of the fields__lo_o__k_in_g__fo_r_ places to hide.
➢Fish __ju_m__p_e_d__out of bowls and ponds.
Signs before the earthquake:
D. The earth shook crazily that night, ruining Tangshan.
Stage 3 While-reading Task 1 Skimming
Read fast to get the main idea of the passage.
News: when where what how who why
People could see _b__ri_g_h_t_lights in the sky.
Signs before the earthquake:
The __s_o_u_ndof planes could be heard even when no planes were in the sky.
• A _s_m__e_l_lygas came out of the
cracks
smell
英语人教版必修1Unit4 课文讲解
raise(vt.) 提高；提出；增加 With his head___________(抬头)， he listened attentively.
raise(vt.) 抚养；饲养 eg: 1.She raised a lot of chickens. 她养了许多鸡。
raise(vt ) 筹集， 募捐 raise/ collect money 筹钱
4. Mice ran out of the fields looking for places to hide.
1) run out of the fields 跑出田野
2）looking for… 在句子中做_______________
常考题型：
Did you hear what happened _________ David last night?
in the end 最后，终于 = at last，不能和of连用。 eg: He tried many times, and in the end he succeeded.他多次努力，最后终于成功了。
by the end of 到......末为止，到......结束时，通常和完成时连用。
eg: 1.How many words had you learned by the end of last term?
It seemed 后还常跟as if从句。如果与事实相反，则用虚拟语气；如果与事实一致，则保持正常时态。
instead 是副词，在句子单独作状语，置于句首时，意为“相反地”。
eg: 1.There is a lot of cloud. It seems as if it's going to rain.
到上学期末为止，你们已学习多少个单词了？
Unit 4 Reading for writing写作课件 高中英语人教版必修第一册
学校学生会（the Students’ Union）决定举办一次英语演讲比赛 (English Speech Contest)
这场展览给人们提供了一个了解中国电影历史的机会。 The exhibition provided us a chance to know the history of Chinese films. 体育文化节提供机会给学生展示自己，挑战自己。 The festival will provide a chance for students to show themselves and challenge themselves.
The activity can not only… but also…
拓展视野: broaden one's horizons/ view 加深对...的理解 : deepen the understanding of.../ have a better understanding of 丰富生活: enrich one's life 提供某人机会做某事：provide sb. a chance to do sth. 培养兴趣：develop one’s interest in… 有重要作用：play an important in…
3、内容 The activity includes/will include ...
学校学生会（the Students’ Union）决定举办一次英语演讲比赛 (English Speech Contest)
比赛内容 1. 演讲（三分钟） 2. 问答（两分钟） 3. 表演（三分钟）
人教版高一英语必修一 Unit 4 A NIGHT THE EARTH DIDN'T SLEEP r
bright lights Can we predict earthquakes? What strange phenomena do you fish juthminpkomutaoyfatphpeepaornbdesfore an earthquake?
was
at an end!
表语从句
as if “仿佛; 好像” 可在look, seem等 系动词后引导表语从句。 at an end 结束; 终结
1. 看来他好像不能按时到达了。 It looks as if he won’t arrive in time. 2. 他的职业生涯结束了。 His career was at an end.
deep cracks
Chickens and pigs were too nervous to eat; mice run out of the fields.
Skimming for general idea
Main idea of the passage
The passage mainly talks about _a_n__e_a_rt_h_q_u_a_k_e_t_h_a_t _h_a_p_p_en_e_d__in____ _T__an_g_s_h_a_n__in__1_9_7_6__.
immediately. D. The railway tracks became useless
pieces of steel.
高一英语必修1 unit4教案(全单元)
一．教学内容分析本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。
本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。
这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。
Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。
作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。
Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading 部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。
其次还对一些复杂的数字读法进行了检测。
第二部分则结合文章学习定语从句。
Using Language 部分分为Reading ，Writing and Speaking ；Listening 和Writing 。
Reading ，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk 。
Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。
Writing 部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。
高中英语 Unit4 The Story of an Eyewitness教学设计 新人教版必修1
教学环节
教师活动
预设学生行为
设计意图
Step1: Lead-in
Step 2 Warming up
Step 3Reading
Step 4 Activity
1.Before class, show the MV of Heal the World by Michael Jackson and make students aware of today’s topic while enjoying music.
☆学生学习活动评价设计
1. 课堂上学生讨论及发言的积极性
2. 给学生提供图片，利用本节课所学单词及短语造句，查看学生使用词汇的熟练程度。
☆教学反思
Bothadvantages and disadvantages exist in the teaching activity throughout the whole class.
☆教学目标
1.Knowledge objectives
The students should be able to get a general idea ofthe greatSan Franciscoearthquake.
2.Ability objective
The studentsshould be able to
As regard to the advantages of the teaching activity, the most important and eye-catching one is the application of multimedia in the forms of pictures and video clip, which leaves vivid and unforgettable impression on the students. For example, at the verybeginningof the class, the teacher showed a group of pictures about the natural disasters and the ruins of the great disaster of earthquake. After that, a video clip about the greatearthquakenot only brings about shocking and unbelievable feelings to the students but also let them know thebackgroundof the greatearthquake. This is an interesting and effective way to make students quickly concentrate on the lesson and activate their imagination. Besides, the method of task-based teaching is usedthroughoutthe whole class to stimulate students’initiativein learning and develop their ability in language application.Each step is always followed by some tasks for students to finish.The most innovative part of the lesson,Ithink, is language appreciation activity.Iattempt to impress students the purpose of using rhetorical device in an article.It seems difficult for a teacher to make middle school students aware of rhetorical devices in an English article.Iapply the teaching and learning method of paraphrasing,corporative-work to appreciating the language.
高一英语必修一unit 4 reading范文
博文教育一对一个性化辅导教案教导处签字： 日 期： 年 月 日 学生 石相列 学校 江南中学 年级高二 学科 英语 教师 范勇亮 日期 2013.8.23 时段10:00-12:00 次数 18课题 Unit4 Travel journal考点分析课文中的单词和理解阅读文章。
教 学步骤及教学内容教学步骤及教学内容包括的环节： 一、作业检查： 1、这个环节中评讲上次作业：熟读课文和上节课的作业。
2、了解学生的信息： 流利朗读上单元的课文和单词的记忆。
二、课前热身：1、复习上次课的内容：reading2、本次课简单知识点的引入：讲解本单元阅读。
三、内容讲解： （一）知识点一 ：本单元的重点单词和句型。
（二）知识点二 ：本单元阅读文的理解。
课堂小结。
掌握重点知识点。
看懂本课阅读。
四、作业布置。
三题有关单词的作业。
课后 一、学生对于本次课的评价 ○ 特别满意 ○ 满意 ○ 一般 ○ 差二、教师评定1、学生上次作业评价： ○ 好 ○ 较好 ○ 一般 ○ 差2、学生本次上课情况评价：○好○较好○一般○差学生自评学生签字：1.这堂课，学生知识点掌握情况：2.这堂课，学生状态及配合情况：3.一些鼓励的话语：教师留言教师签字：家长留言家长签字：日期：年月日讲义：学生：石相列学科英语教师：范勇亮日期：2013/8/23 考点分析:博文教育教学步骤及教学内容包括的环节：一、作业检查。
1、通过对作业的检查： 18题单项选择。
2、了解学生信息：对上单元知识点掌握的情况。
二、课前热身：1．抽查上节课的生词拼写2．本节课的知识引入：理解reading三、内容讲解Ⅰ.重点单词1.suffering n.苦难；痛苦→suffer vt.& vi.遭受2.extreme adj.极度的→extremely adv.极度地3.injure vt.损害；伤害→injury n.4.shock vt.& vi.(使)震惊；震动→shocking/shocked adj.5.electricity n.电；电流；电学→electric adj.电气科学的；与电有关的6.frighten vt.使惊吓；吓唬→frightened adj.受惊吓的→frightening adj.令人恐惧的7.congratulation n.祝贺；(复数)贺词→congratulate v.祝贺8.express vt.表示；表达；n.快车；速递→expression n.表达，表示；词语9.burst vi.爆裂；爆发；n.突然破裂；爆发10.event n.事件；大事11.ruin n.废墟；毁灭；vt.毁灭；使破产12.destroy vt.破坏；毁坏；消灭13.track n.轨道；足迹；痕迹14.rescue n.& vt.援救；营救15.trap vt.使陷入困境；n.陷阱；困境16.disaster n.灾难；灾祸17.bury vt.埋葬；掩埋；隐藏18.shelter n.掩蔽；掩蔽处；避身处19.harm n.& vt.损失；损害20.judge n.裁判员；法官；vt.断定；判断；判决Ⅱ.重点短语1.dig out掘出；发现2.be buried in埋头于；专心于3.judge from...从……判断4.be proud of为……而自豪；引以为荣5.break out爆发；发生6.get rid of离开，逃脱7.a (great) number of许多8.the number of……的数量/数字9.at once/right away立刻；马上第 3 页10.burst into laughter/burst out laughing突然大笑11.as if仿佛；好像12.at an end结束；终结13.be/lie in ruins严重受损；破败不堪Ⅲ.重点句型1.In the farmyards，the chickens and even the pigs were too nervous to eat.2.It seemed as if the world was at an end!3.In fifteen terrible seconds a large city lay in ruins.4.All hope was not lost.5.To the north of the city，most of the 10,000 miners were rescued from the coal mines there.四.课堂练习：Ⅳ.速读课文，回答下列问题1.What happened?2.Where did it happen?3.How long did it last?4.Who helped to rescue the trapped people?Ⅴ.精读课文，回答下列问题1.概括每一部分的大意Part 1(Para.1)：Before the earthquake，strange things began to happen but no onetook any notice of them.Part 2(Paras.2～3)：The earthquake destroyed the city of Tangshan and shocked thepeople very much.Part 3(Para.4)：The army came to help the survivors，bringing hope for a new life. 2.True or false?(1)People in Tangshan were warned of the earthquake and didn’t go to bed that night.( )(2)People in Beijing also felt the earthquake.( )(3)More than 400,000 people were killed in the earthquake.( )(4)Many rescue workers and doctors were trapped under the ruins during the aftershock.( )(5)People tried to get fresh water from under the ground in Tangshan.( )4.填入正确的数据(1) of the nation felt the earthquake.(2)A huge crack that was kilometres long and metres wide cut across houses，roads and canals.(3)In terrible seconds a large city lay in ruins.(4) of the people died or were injured during the earthquake.(5)The number of people who were killed or injured reached more than .(6)All of the city’s hospitals, of its factories and buildings and of博文教育第 5 页 its homes were gone.五、课堂小结增强英语朗读能力。
宁夏青铜峡市高级中学高中英语必修一：unit4 Reading 教学设计 精品
人教必修一Unit4 EarthquakeReading教学设计一、教材分析1.教材内容分析在此课之前的第一课时中，教师已与学生一起讨论了一些关于自然灾害的话题，如洪水、台风、海啸、飓风、火山爆发等，并已布置学生查阅地震方面的资料，学生对该话题有良好的背景知识。
这是一篇新闻报道类的记叙文，用第三人称的形式讲述了1976年唐山大地震，介绍了唐山大地震的震前预兆、地震造成的损失和震后的救灾情况。
本文以事情发生的先后顺序为线索，运用大量的细节信息，生动地再现了地震发生时的景象，表达了作者对灾区人民的同情心。
2.教学目标根据英语新课程标准关于总目标的具体描述，结合高一学生实际和教材内容，笔者将教学目标分为知识目标、能力目标、情感目标三个方面。
1)知识目标。
让学生了解唐山大地震的有关情况：地震前所发生的一些异常现象，震后所带来的毁灭性破坏以及随之而来的全国军民大援救等；学习并掌握本课的词语、表达方式、语法结构；学习有关数量的不同表达，了解反复、夸张、比喻等修辞手法的作用。
2)能力目标。
能运用所学语言知识描述地震方面的知识；进一步使用恰当的阅读方法与技能，提高略读、细读、归纳和总结内容的能力，提高学生的阅读技能和获取信息、处理信息的能力；了解新闻报道的写作特点。
3)情感目标。
感受和学习救灾人员无私无畏的精神；关注自然灾害，形成对科技在震前预测和救灾工作中的重要性的认识，并学会在地震发生时的自救和救助他人。
3.重点难点1)培养学生的阅读技巧和能力。
2)运用所学单词和短语来描述地震，理解课文中较长的句子并学会划分句子成分，体会比喻、夸张和反复等的写作手法。
二、学情分析经过高一前面三个单元的学习，学生已拥有小组讨论的经验，也已经具备一定的语言知识和语言技能以及独立思考的能力，掌握了寻读、细读等阅读策略，能较好地理解大意、获取信息。
三、教学设计思路本节课是阅读课，旨在培养学生的阅读理解能力，引导学生运用本课所学的语言知识点，让学生加深对文章主题的理解，同时对学生进行地震时如何进行自救及救助他人的教育。
人教版高一英语必修第一册 Unit 4 Reading and thinking(公开课)课件
What happened wells
animals
Strange things
Water, rose and fell, cracks
Chickens and pigs didn’t eat ; Mice ran out; Fish jumped out.
Light and sound
Could be seen and heard
Thinking Quality
Know about the elements and features of literary journalism.
Grasp the strategies of guessing the meanings of the words in the text.
Know more about the disasters that occur in the text; raise awareness of how to protect ourselves from disasters.
7
Fast-reading
Time order
Use one word to summarize each part.
Part1
Para1
Part2
Para2.3
Part3
Para4.5
before the earthquake
during the earthquake
after the earthquake
9
Reading for details
Read the text quickly and try to get some details of the text.
Details about Para. 2-3 —— the ruins during the en/not safe to cross useless
人教版高中英语选择性必修第1册 Unit 4 第五课时 Reading and writing
Read for details （para3-4）
Body language Look up and make eye contact Smile Look confused when hear sth. diffcult Lean forward and look at…
Lower his head to look at…
3. The boy is telling a joke to the girl in secret, and she is hiding her face because she is laughing.
While-writing
Writing: Describe the Body Language
Ex 5. Write a passage to describe the body language
While-writing of the person in your drawing, and explain his/her
body language.
Describe the body language and its meaning from a person that you know
In this section, what you should describe are: - what is happening from the photo; - the person’s body language; - the feeling or emotion the person may have based on his/her body language.
Read for main idea
Ex 1. Read the first and last paragraphs in the text and answer the following questions.
人教版高中英语必修一 Unit 4 Earthquakes Reading 课件(共27张PPT)
Two-thirds of the people died or 12
_w_e_r_e_in_j_u_r_e_d_. Then later that afternoon, another big quake 13 _s_h_o_o_k_ Tangshan.
People began to wonder 14
Sum up the main idea of each paragraph. (use one word to describe it)
Para1 Para 2&3
Detailesidgns readingdamages
Para 4
recovery
Para 1 Main Idea
Details
Unit 4
Earthquake
Reading
volcano
typhoon
natural disasters
flood
earthquake
earthquake
fire …
flood
drought
[tsuː'nɑːmi]
[draʊt]
tsunami
natural disasters
海啸
typhoon
Damage began .
caused by 13_______ burst from holes in earthquake the ground.
Para. 2-3 Part 2
Hard hills of the rock became rivers of 14 ____.
15 ________ covered the ground like red autumn leaves.
人教英语必修1Unit4Reading
(narration)
Pre-reading
What happened to the earth? Why didn’t the earth sleep? …
First reading
1
for
main idea
Reading skill 1:
Scanning
Read fast for specific(特定的） information.
Basic information
When _O_n__Ju_l_y2_8_, _19_7_6__________ Where _T_a_n_gs_h_a_n,_H_e_b_ei_________ Who __P_e_o_pl_e_in_T_a_n_g_sh_a_n________ What __A_b_i_g _ea_r_th_q_u_ak_e_h_a_p_p_en_e_d_. __ …
• Part 1( para 1 ) ----signs
•
(before the quake)
• Part 2 (para 2&3) ---- damage
•
(during the quake)
• Part 3 (para 4) ---- rescue work (after the quake)
time
高中英语模块一
Unit 4 Earthquake A night the earth didn’t
sleep Reading
Teaching aims
• A. Knowledge aim
•
To know the content of reading passage
• B. Ability aims:
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
3.What did the workers do?
Workers built shelters for survivors whose homes had been destroyed .
summary
The main idea of the passage
Something that happened before the earthquake, during the earthquake and after the earthquake
Part 3
Answer the following questions according to paragraph 4:
1. Who came to help the rescue workers?
Soldiers
2.What did the army do?
Part 3
The army organized teams to dig out those who were trapped and to bury the dead.
barking, and pigs and cows were too nervous to eat. 4) Fish jumped out of the pond, and mice ran out of the fields.
During the earthquake (damage)
Part 2
How many people were killed or
injured: _M_o_re_th_a_n 4_0_0,_00_0 ____
skimming
Find out the topic sentence of each paragraph and try to divide the passage into three parts.
damage (Para 3)
1.Hospitals, factories and buildings were _g_o_n_e .
2.Two dams and most of the bridges _f_el_l _.
3.The railway tracks were _u_s_el_es_s pieces of steel.
Have you found them?
Paragragh
Topic sentence
1 Strange things were happening
in the countryside of northeast Hebei.
Position in the para
beginning
2 Everything began to shake. It
seemed as if the world was at beginning an end.
3 Everywhere they looked nearly beginning
everything was destroyed.
4 All hope was not lost.
beginning
Divide th
Part 1
1
before the earthquake
(signs)
2
3 4
Signs before an earthquake:
1) Bright lights flashed in the sky. 2) The well had deep cracks in it. 3) Chickens were flying and dogs were
Part 1: para 1
Part 2: para 2&3
Part 3: para 4
damage
signs
rescue
choose one word to describe each part
Careful reading
Read the passage carefully and find more information about it.
Aims :
1. Read this passage and get the main idea of it. 2. Find out the topic sentence of each paragraph.
3. Retell this passage
Scanning
Where ：__T_an_g_s_ha_n______ When ：_A_t 3_:4_2_am__on_J_ul_y _28_,1_97_6
3.A huge crack_cu_t_a_c_ro_s_s houses,roads and canals.
4.Steam _b_u_rs_t_ from holes in the ground.
5.Hard hills of rock became rivers of __d_ir_t__.
6.Two thirds of the people died or i_n_ju_r_ed__.
Fill in the blanks according to paragraph 2 and 3:
happening (Para 2)
Part 2
1.At 3:42am everything began to _s_ha_k_e__.
2.One third of the nation __f_el_t_ it.
4.Cows would never give _m_i_lk__again.
5.Pigs and chickens were _d_ea_d__.
6.Sand__fi_ll_ed__ the wells instead of water.
After the earthquake (rescue)
May 12th 2008
natural disaster
(自然灾害)
At 14:28 pm
earthquake
frog More than 80,000 people died
Thousands of frogs went across the streets
Unit4 earthquake