Unit 4 Earthquakes
Part One: Teaching Design (第一部分：教學設計)
Period 1: A sample lesson plan for reading
(A NIGHT THE EARTH DIDN’T SLEEP)
Aims
To listen and talk about natural disasters
To read about earthquakes
Procedures
I. Warming up
Warming up by looking
Good morning class. Have you ever experienced any natural disasters? Look at the pictures, can you name all the disasters?
volcano fire sandstorm
typhoon hailstone thunderstorm
flood hurricane earthquake
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; many children will become orphans.)
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.)
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? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.
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 wells in village will have deep cracks. There will be bright light 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?
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, during 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.
Collocations from A NIGHT THE EARTH DIDN’T SLEEP
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, one-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?
Answers: 1, 3, 4, 5 are easy to answer.
2. Maybe at that time people didn’t have knowledge of an earthquake.
6. The students have their own answers.
4. 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.)
5. Reading and understanding difficult sentences.
If you have some difficult sentences to understand, come to me for help.
IV. Closing down
Closing down by doing exercises
Now please do the comprehending Exercises 1, 2 and 3 on page 27.
Closing down by discussing
By now you’ve known that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them. Now imagine that your group lives in the city that has a lot of earthquakes, 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
To learn about the usage of who, which, that and whose in the Attributive Clause
To discover useful words and expressions
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.
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 clauses 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.
III. Ready used materials for Relative Pronouns: which, that, who whom whose
What are Relative Pronouns?
Relative pronouns are special pronouns which can connect the antecedent 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 maths 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.
5. We can’t use that in a Non-Defining Attributive Clause:
I have lost the pen, which I like very much.
I have two sisters, who are both teachers.
IV. Closing down by doing a 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
To read and speak about traveling
To write a letter describing feeling about traveling
Procedures
I. Warming up
Warming up 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?)
Warming up 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. Now write a short speech, in which you should follow the points in exercise 3 on page 29.
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, honour 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.,
honour sb. for sth., be known as, encourage sb. to do sth., be happy to do sth.,
collect stamps, lose one’s life
III. Listening
Turn on your books at page 30. We’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that exercises 1 and 2 request. Second listen again and try to finish the exercises. Third listen and check your answers.
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 can 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.)
Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph.
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 dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.
Earthquake expert said the event illustrated(說明) the growing gap between rich and poor nations in the ability to mitigate(減輕) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破壞) 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. Underling
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.
IV. Closing Down
Closing down by summary
We have learned a lot about earthquakes. Now let’s have a summary 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?
Closing down by finding information
Go to the library to read or get online to search in order to find more in formation about natural disasters.
Part Two: Teaching Resources (第二部分：教學資源)
Section1: A text structure analysis of A NIGHT THE EARTH DIDN’T SLEEP
I. Type of writing and summary of the main idea
Type of writing This is a piece of descriptive writing
Main idea of the passage The article describes the cause, the course and the
result of Tang Shan earthquake in 1976. It
shows us the terrible image of earthquake. At the
same time it hits us that we must realize that
we can do something to minimize the damage
caused by earthquake.
Topic sentence of 1st paragraph Strange things were happening in the countryside in
northeast Hebei.
Topic sentence of 2nd paragraph Everything began to shake and it seemed that the
world was at an end.
Topic sentence of 3rd paragraph Everywhere they looked nearly everything was
destroyed.
Topic sentence of 4th paragraph All hope was not lost.
II. A text structure analysis
Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the following chart.
Time/ order What happened Result
three days before the earthquake
at about 3:00 am Saw: cracks
water in the wells--- rose and fell,
animals--- too nervous , hide
fish jumped out of bowls & ponds
bright light in the sky
water pipes---cracked and burst
heard: sound of planes
smelt: smelly gas in the cracks of the wells People thought little of the
events and went to bed
as usual
at 3:42 am
felt: everything shook
one-third nation felt it
heard in Beijing 100 kilometers away
a huge crack cut across houses,
roads…
saw: steam burst from holes in the ground
hard hills of rock-rivers of dirt
city lay in ruins
4 400,000 people
killed/injured
75% factories
90% home were gone
bricks covered
dams/bridges fell
not safe railway tracks
useless
cows never milk
pigs/chickens died
wells filled with sand
rescue workers and doctors trapped under the ruins
buildings fell down
water/food/electricity
hard to get
after that hope not lost
army sent 150,000 soldiers
workers built shelters for survivors
fresh water was taken to the city the city began to breathe again
III. A retold version of the text
One possible version
Strange things happened in Tang Shan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. Bright light appeared in the sky. People heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.
At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.
But all hope was not lost. The army sent 150,000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.
Section 2: Background information on EARTHQUAKES
I. Zhang Heng
Zhang Heng (張衡) (78AD-139AD) was an astronomer, mathematician, artist and literary scholar（文學學者）in the Eastern Han Dynasty of China.
Born in today’s Nangyang County, Henan, he was a good writer at age 12. At the age of 16, he left home to pursue(從事) his studying the capital city. He spent at least 10 years of his youth in literary studies and writing. He published several well-recognized literary writings. He switched to(轉向) astronomy after age 30.
In the year 123 he corrected the calendar to bring it into line with the seasons.
In 132 Zhang Heng invented the first seismograph(地震儀) for measuring earthquakes. His device was in the shape of a cylinder(圓柱體) with eight dragon heads around the top, each with a ball in its mouth. Around the bottom were eight frogs, each directly under a dragon head. When an earthquake occurred, a ball fell out of the dragon’s mouth into a frog’s mouth, making a noise. He also invented the odometer(里程表)
Zhang Heng was the first person in China to construct a rotating celestial globe.
In one of his publications he also proposed π= 730/232 (or about 3.1466) .
II. 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
If it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.
If it has an earthquake when the students are in the sports ground, they can crouch on the spot and protect their heads with hands. Be sure to keep away with high building and dangerous objects.
Don’t go back to the classroom.
Retreat in order after the earthquake.
Escape in Public Places
Listen to the command of the site workers. Don’t be scared and don’t rush towards the exits. Try to avoid crowds. Avoid to be squeezed to the wall or barriers.
At theaters and gyms: crouch down or slip under the chairs; avoid suspending lights and electric fans; protect the head with schoolbags; after the earthquake, listen to the command of the workers, retreat in an organized way.
In department stores, bookstores, museums or subway: find firm counters, commodities (low furniture etc.) or a pillar, or the corner of a wall to crouch down on the spot, protect the heads with hands or other objects; keep away from glass windows, glass counters or show counters; keep away from tall cupboards; keep away from advertisement boards and other suspending objects.
On buses or trolley buses: Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed.
Section3: Words and expressions
I. Words for reading
1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；認為（某事）可能發生或存在。賓語為名詞、代詞、動名詞、從句。賓語從句為否定意義時，要用否定轉移，與think, believe, suppose, expect用法相同，成為I/ We don’t imagine…,意為“我（們）認為……不……如：We can imagine her sadness.我們可以想象她的悲傷。I didn’t imagine (my) becoming a teacher in my childhood.在童年時代，我并未想象能成為一名教師。Can you imagine how much I was surprised to hear the news?你能想象我聽見這個消息有多驚訝嗎？I don’t imagine so. = I imagine not.我認為不是這樣。
cf. imagine, guess, suppose
imagine意為“想象，幻想”，指在腦海中形成一個清晰明確的印象，或認為某事物可能發生或存在;
guess： form an opinion, give an answer, make a statement, based on supposition, not on careful thought, calculation, or definite knowledge: “猜測，臆測”，指未知道前的猜測;
suppose: let it be though that; take it as a fact that:認定，假定； guess; think: “想象，推測”，意指“假定或假設中的情形”。
2. cf. shake, tremble
shake: move, be moved, quickly or violently up and down, forwards and backwards: 最普通用詞，可指人或物 “搖動，發抖”。指人時常用于感情激動、寒冷、懼怕引起的身體顫動。在表示 “因……而顫抖”時，多用with。在表示 “使受震撼，使（信念等）動搖”，常用于be shaken by/with/at中。
tremble: shake involuntarily ( with fear, anger, cold, physical weakness, etc.) 顫栗,震顫,發抖(因恐懼,憤怒,寒冷,體弱等)，常常與shake相互替換，但指握手，搖頭或捧腹大笑時用shake, tremble只用作不及物動詞。如：The poor boy was shaking with cold.這個孩子正凍的發抖。They were badly shaken by the news.他們對這個消息大為震驚。The host shook hands with all the guests.主人跟所有的客人握手。Her voice was trembling with anger.她氣的聲音發抖。
3. cf. 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、煙、水蒸氣、物價、溫度、河水、潮水及人的職位等：He rose from his chair and began his speech.他從椅子上站起來開始了他的演說。Her temperature is still rising.他的體溫還在上升。He has risen in rank.他已經升職了。
raise vt. 1. lift up; move from a low(er) to a high(er) level; cause to rise: 外部的力量，“舉起、提高”： The people’s living standard has greatly been raised.人民的生活水平已大大的提高了。 2．grow or produce (crops); breed (sheep, etc.); bring up a family: 飼養、種植”、養育、撫育： They can raise rice here.他們這兒能種水稻。
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.她突然哭起來了。
burst out + n.：All of them burst into laughter = All of them burst out laughing.他們全都大笑起來了。
5. cf. destroy, ruin, damage
destroy: break to pieces; make useless; put an end to: 毀滅；摧毀；毀壞；破壞。表示在肉體上、精神上或道義上徹底摧毀，使之無法復原，也可以表示對某物體進行完全的毀壞: All his hopes were destroyed.他所有的希望都毀滅了。An atom bomb would destroy a city. 一顆原子彈可以摧毀一座城市。
ruin: sth. which has decayed, been destroyed, etc.:敗壞，毀壞，崩潰的狀態。 指對物體或生命徹底的破壞，但往往是非暴力的，也往往不是一次的打擊結果，常指對美好的或希望中的事物的破壞: Smoking ruined his health.吸煙毀了他的健康。She ruined his prospects.她毀了他的前途。
damage: harm or injury that causes loss of value: 損害；損毀（使失去價值）。一般指對物體或生命的局部損壞：Their houses were damaged by the enemy’s shellfire.他們的房屋被敵人的炮火擊毀了。
6.cf. hurt, wound, injure
hurt: cause bodily injury or pain to; damage; pain ( a person, his feeling): 使受傷；使疼痛；傷害； 使傷心。一般用語，即可指肉體上的傷害，也可指精神上的傷害，還可用作不及物動詞，意為“疼痛、惹起痛苦”: What he said hurt me deeply.他說的話使我非常傷心。
wound: hurt or injury to the living tissue of the body, caused by cutting, shooting, tearing, etc., esp. as the result of attack: 指外傷，如槍傷、刀傷、劍傷，尤指在戰爭中，戰斗中受傷: He got wounded in the fighting.他在戰斗中受了傷。
injure: hurt; damage, esp. for result of an accident;一般指由于意外或事故而受傷。如：He was badly injured in the accident.他在這次事故中受了重傷。Smoking will injure your health.吸煙會毀了你的健康。
7. cf. shock, astonish, surprise
shock vt./n: to cause usually unpleasant or angry surprise to (sb.): 震驚，打擊，吃驚程度最大，后面常跟介詞at/by構成詞組be shocked at/by，表示“對……吃驚”，或接不定式表示原因，也可作名詞，意為“震動，打擊”: He was shocked by what you said.他對你說的話感到震驚。He was shocked to know his son playing all day.他知道他的兒子整天玩大為震驚。The news gave me a great shock.這個消息給了我很大的打擊。
astonish vt./n: surprise greatly. 語氣比surprise要強，含有令人難以置信: I was astonished to see him in Tibet.在西藏見到他，真感到驚異。The news astonished everyone.這個消息使每個人都很震驚。
surprise vt./n: (feeling caused by) sth. sudden or unexpected: 最普通用詞，意為“使驚訝，使吃驚”，含有“意想不到”之意。如： I was surprised to see the great changes in my hometown.看到家鄉的巨大變化他驚訝不已。His failure didn’t cause much surprise (was not a great surprise.)他的失敗未引起很大的驚奇（并非很意外的事）。
II. Words for using language
1.congratulation n 1）（with on）an expression of joy for sb.’ success, good fortune, luck, etc. : 慶賀，祝賀，常用復述形式，并與介詞on搭配，構成短語congratulations on sth. /doing …. 2）Congratulations ( on your winning the races)！恭喜（你獲得了勝利）！I offered my congratulations on his success. 我對他的成功表示了祝賀。3）congratulate v. (with on.) to speak to ( a person) with praise and admiration for a happy event or sth. successfully done: 意為“向某人表示祝賀，向某人道賀”，構成短語congratulate sb. on sth. /dong…. congratulate oneself that結構中：We congratulated him on having passed the examination.我們祝賀他通過了考試。He congratulates himself on having chosen a good woman to be his wife.他暗自慶幸自己挑選了一位賢惠的女子作妻子。
2. cf. especially, specially
especially: to an exceptional degree; in particular: 特殊地，尤其，常用于正式文體中: This is a very common word, especially in spoken English.這是一個很普通的詞，尤其在英語口語中。She likes the country, especially in spring.她喜歡這個國家，尤其是春天。
specially: for a particular purpose: 特別地，專門地，表示“為了特別的目的”：This cake was specially made for you. 這個蛋糕是專門為你做的。
3. cf. be known as, be known for, be known to sb.
be known as作為……而聞名；be known for以/因……而聞名；be known to sb.為……而熟悉。如：He was known as a excellent singer.他作為一名優秀的歌手而聞名。The city is known for its long history.這座城市以它的悠久的歷史聞名。 He is known to the police as a thief. 警察都知道他是個小偷。
III. Explanation of difficult sentences
1. It seemed that the world was at an end.似乎世界末日來臨。
seem連系動詞，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.人們無論朝哪里看，幾乎一切都被毀了。
everywhere 用作連詞，等于wherever, no matter where，引起讓步狀語從句。如：Everywhere I go, I find the same thing.無論我去哪兒，我都看到一樣的東西。You see it everywhere you look.無論你往哪兒看，你都會看到它。
3. …90% of its homes were gone.90%的家都不存在了。
是過去分詞作表語，意為“不在”“走了”“丟了”“用完了”，或指人“死了”。分數、百分數作主語，謂語動詞要根據分數、百分數代表的量是可數名詞還是不可數名詞而定。如：His job was gone.他的工作丟了。My watch was gone.我的表不見了。He’ll be gone for quite a little while.他要離開很長一段時間。50% of the students in our class are girls.我們班50%的學生是女生。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.救援人員組成小分隊，將被困的人挖出來，將死者掩埋。
those who相當于意為“凡……的人”，表示的是兩者以上的不定數量，who引導的定語從句用復數，不能用that代替。（注意：anybody who, he who中謂語動詞用單數。）
the dead意為“死難者”。形容詞或分詞前加表示同一類人或物，謂語動詞常用復數形式。如：Those who want to see the film write your names on the paper.想看電影的人把你們的名字寫在這張紙上。Anybody who breaks the law will be punished.任何人犯法都要受到懲罰。He who laughs last laughs best.誰笑在最后，誰笑的最好。The rich are not always happy.有錢人并不總是幸福的。
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，一萬礦工中的大多數從礦井中被救出。
in the north, to the north與on the north
in表示“在其中”，在境界內；to表示在境外，不接壤；on表示接壤。如：China lies in the east of Asia.中國位于亞洲東部。Japan lies to the east of China.日本位于中國的東面。（指在中國境外）China faces the Pacific on the east.中國東臨太平洋。（指東部境界與太平洋相接）