1） When and where did the fire take place？
2） How many people were trapped above the fire？
Key： 1） The fire took place at Sao Paulo’s Capital Building on February 4th， 1974.
2） More than 300 people were trapped above the fire.
Step III Reading
教师给学生5-10分钟的时间阅读此课，然后教师提供10道题来给学生。
Read the text again， then answer the questions.
1） Two hundred and twenty were killed in the Sao Paulo fire.
2） The building was not finished when the fire broke out.
3）All the offices were completely destroyed except those below the 11th floor.
4） Only the firemen knew how the fire had started.
5）At first， it was possible for the office workers to put out the fire.
6）Below the 11th floor people were able to escape into the street.
7）The people above the 11th floor were trapped because there were no fire escapes.
8）It was difficult for the firefighters to get close to the building because the smoke from the fire was too thick.
9）The ladders the firefighters had taken with them were not long enough.
10） Four hours after the fire started， the firemen still couldn’t control it.
Key： 1） False 2） False 3） False 4） False 5） False 6） True 7） True 8） False 9） True 10） FalseStep IV Language focus教师把本课的重点词汇讲给学生，如下：
belonged： If you own something， it belongs to you.
in the building： in the Capital Buildingbroke out ： started
on the floors above： on the higher floorsescape： to get out of the buildingfire escapes： special staircases for use in case of fireclose enough： close enough to rescuer the peoplelost their lives： diedrescue： If a person is in danger， you rescue them by taking them to a safe place.
firefighter： a person who puts out fires and rescues people from fires and other dangerous situationsStep V Discussion.
教师把本课的内容用图表形式让学生讨论，学生把讨论的结果填入空白处，如下：Say something about the Sao Paulo fire：The time and the place of the fire When did the fire take place？
Where did it happen？
The cause of the fireThe weak point of the design of the buildingThe rescue work
What problem did the helicopters have？
How many people were saved by the helicopters？
What was wrong with their ladders？
How long did it take them to control the fire？
The damage and casualtyThe damage to the buildingThe number of people who were killed[1]Nature
Nature
【教学建议】
课文分析
结构：可分为四段：
Part 1 （ Paragraph I ） The number of milu deer in nature parks in China is increasing every year.
Part 2 （Paragraphs 2-3） The history of milu deer in China and in England.
（Paragraph 2） The milu deer disappeared during the Ming and the Qing periods.
（Paragraph 3） The only milu deer alive belonged to the Duke of Bedford in England.
Part 3 （Paragraphs 4-5） The milu deer centers in China.
（Paragraph 4） The life of milu is being studied in the Naniaizi Milu Park.
（Paragraph 5） The number of milu deer has greatly increased in Dafeng.
Part 4 （ Paragraph 6） It’s hoped that there will be milu deer living in the wild in China.
语言点：本课文有两个要点，值得注意：
1．It’s hoped…that （人们希望）是个常用句型，其中的it是形式主语，that引导的是个主语从句。类似的有It is said /reported/believed/ that…等2．There are so many deer that some are being sent to nature reserves by environmentalists who would like to return them to the wild.其实，现在这种麋鹿已经相当多了，有一些正在被送往那些愿意把麋鹿送回野外去的地方。
1）该句是一个较为复杂的复合句，主句为…there are so many deer， that引导的是结果状语从句。
在这个so…that结构中，中心词是名词deer，本应该用such…that结构，但因名词前有many修饰而用了so…that结构，此特殊用法需注意。
are being sent是现在进行时的被动语态形式，表示“正在被送往”。
对话建议
1．建议在未讲课前，教师为了导入新课，可对学生进行以下的提问：T： Is there anyone collect money？ S： Yes.
T： What did you do？ Did you collect money for Hope Project or other things？等等。
2．在讲本文对话时，教师给学生放课文录音，然后问学生们What’s the dialogue mainly about？
3．建议教师让学生们扮演角色，通过互相表演的形式，促进学生的兴趣，及练习表达能力。
4．教师总结本课的语言点知识。
课文建议
1．建议教师把有关本课文有关the milu deer的背景知识介绍给学生，使学生先有一些了解和认识。
2．在未讲课之前，让学生大声的对这篇课文进行朗读，教师可把课文的一些问题写在黑板上，达到一边朗读一边思考问题。
3．教师结合课文的内容，可有图表或者数据形式，对the milu deer 用过去，现在及将来三种形式分析给学生，这样加深对课文的理解和生动。
4．教师最后总结课文的知识点，了解学生的掌握情况。
语法建议
1．建议教师把在讲现在进行时的被动语态前，先复习现在进行时。
2．教师可采取逐步诱导的形式，从定义，构成，及应注意的用法，用图片或投影仪形式，教给学生。
2．建议教师列举例题及练习试题，让学生一边做一边练，达到掌握熟练的结果。
词汇辨析
common， general， ordinary和usual可作“普通的”“平常的”但有所差异。
common侧重“普通”，表示“时时发生，人所共有”，并含有“并不高贵，地位低下”之意味，其反义词为rare。
general侧重“普遍”之意，表示在大多数我或事物中流行并受到关注，不含有“地位低下”之意，其反义词为specific。
ordinary与common基本同义，侧重“平凡的，普通的”，表示“随时可以碰到，不值得惊奇”，其反义词是superior。
usual用来指事物，意为“通常的，惯常的”，含有“随集体风俗或个人习惯而常常发生”之意，其反义词为unusual。举例如下：a common saying（俗话），a common wish（一个共同的愿望）。
the general opinion一般舆论an ordinary（or a common）event（一件极平常的事），an ordinary（or a common）person（一个普通人）。
It’s a usual thing with him. （这对他来说是平常事）。
The number of 和A number ofA number of意为“许多”、“一些”，后接复数的可数名词。有a large/great/small number of等词组。a number of ＋ n.（复）作主语时，谓语动词要用复数。这两个词组后都接可数名词复数，但a number of的中心是后面的复数名词，作主语时，谓语用复数形式。
the number of意为“……的数目”，它的中心是the number，后也接复数的可数名词，作主语时，谓语动词要用单数。举例如下：①I can think of a number of ways to carry out this plan. 我可以想出不止一个办法来实现这个方案。
②A large number of people were present at the meeting. 有许多人出席了会议。
③A number of students are staying outside the office. 许多学生站在办公室的外面。
④The number of the students standing outside is about twenty. 站在外面的学生数量大约是二十人。
⑤The number of the books in our library is about 45，000.我们图书馆藏书量大约为4万5千册。
year by year 与year after yearyear by year即“逐年，每一年”，强调“年年在变”。
The boy grows taller year by year这个孩子长得一年比一年高。
year after year指时间的重复性，即“每年固定发生，年年如此”。
He went to Beijing on business year after year.他每年到北京当差。
例The number of computers is increasing， which has brought the price down.
A. year by year B. year after year C. years after years D. years by years解析：句意为：电脑数量逐年增长，使得价格下降。本题考查year by year 与year after year的区别。year by year 意为“年年在变”；year after year意为“年年如此”。由句意可知答案为A。
research与search
相同点：两词均有研究、探索之意。
research指审慎的或精密的探究，有科学的研究或批判的研究之意。一般指学问、宗教、物理、心理、天文等方面调查或研究，常用复数。
search则有搜索、探索之意、侧重对某事持续的调查或研究，用于搜索或寻找失窃物品或探究知识、真理、自由、珍禽、奇术等方面。举例如下：They are researching on the effects of cigarette smoking. 他们正在研究吸烟的后果。
