Two Earthquakes in Two Months:
Comparing the Quakes in Haiti (海地) and Chile (智利)
Overview (概要) How do the earthquakes in Chile and Haiti compare? Here, students perform a gallery walk to learn more about the earthquakes from a specific point, and then do a specific research and presentation project or response activity. Finally, they seek answers to their unanswered questions.
Materials Print copies of photographs, charts, documents and other visuals to display, as described below; computer (s) with Internet access (optional), research materials, handouts.
Warm-up Choose and prepare a “gallery” of photographs, graphics, news reports and other materials to display around the room to enable students to consider the 2010 earthquake in Chile.
Depending on course program, choose materials for the gallery that provide a window on the two quakes, through one of the following specific points, or the focus of your choice:
Earthquakes through History Putting the 2010 Chilean and Haitian quakes into historical view related to other earthquakes, including the 1960 Chilean quake and the 2004 Asian earthquake and tsunami.
Rescue and Aid Considering domestic and international response to the disasters by militaries, governments and aid organizations, including rescue and recovery as well as efforts to provide food, water, health care and shelter to those affected.
Related The article Underwater Plate Cuts 400 Mile Gash compares several earthquakes:
Mr. Lin figured that the quake on Saturday was 250 to 350 times more powerful than the Haitian quake.
But Paul Caruso noted that at least on land, the effects of the Chilean tremor (震動) might not be as bad. For one thing, he said, the quality of building construction is generally better in Chile than in Haiti. And the fact that the quake occurred offshore should also help limit the destruction. In Haiti, the rupture (斷裂) occurred only a few miles from the capital, Port-au-Prince. The rupture on Saturday was centered about 60 miles from the nearest town, Chillan, and 70 miles from the country’s second-largest city, Concepción.
Read the article using the following questions.
Questions For discussion with others and reading comprehension:
How does the 2010 Chilean earthquake compare to the 1960 Chilean earthquake?
Why do scientists believe that the 2010 Chilean earthquake will not cause the same level of damage as January’s Haitian earthquake did?
How does the 2010 Chilean earthquake compare to the 2004 Indonesian earthquake?
What reasons do scientists give to explain why the Indonesian quake caused so much more damage than the recent Chilean earthquake?
64. Which of the following shows one of the reasons for slighter losses in Chile than in Haiti?
A. Position:
B. Power:
65. We can infer that the article Underwater Plate Cuts 400 Mile Gash includes ________.
A. the causes of the 2010 Chilean earthquake and the 1960 Chilean earthquake
B. the comparison between the 2010 Haitian and the 2004 Indonesian earthquakes
C. the reason for the 2010 Chilean quake being more powerful than January’s Haitian earthquake
D. the reason for less damage in the 2010 Chilean quake than in the 2004 Indonesian earthquake
66. What is the passage most likely to be?
A. A program for research. B. A guide to earthquake study.
C. An advertisement for students. D. An introduction to quakes.
科目：高中英語 來源： 題型：閱讀理解
The World Trade Organization (WTO), founded on January 1, 1995, aims to encourage international trade to flow as possible, making sure that trade agreements are respected and that any disputes can be settled.
In the five years since its founding, the WTO has become well known as one of the world’s most powerful economic organizations, taking its place alongside the World Bank and International Money Fund.
The system of global rules for international trade, however, dates back half a century to 1948 when the General Agreement on Tariffs and Trade was formed after World War II.
As time went by, it became clear that the GATT had two major drawbacks-the limited areas of trade it covered, and the lack of an effective system to settle disputes.
After seven years of trade talks ending in 1994, the so-called Uruguay Round finally give birth to the WTO, complete with an effective system to settle disputes and new rules covering trade in services and intellectual property.
Even after seven years of talks and 22, 500 pages of agreements, there were still problems, especially the difficulty to deal with areas of agriculture and services, which the member nations agreed to revise in 2000. The WTO, with its head office in Geneva, has 135 members with 30 more waiting to join.
From the passage we know that the GATT stopped working ________.
A. soon after World War II ended
B. a little more than 50 years after World War II
C. just in the year 1994
D. seven years before the Uruguay Round talk
Compared with the GATT, the WTO _______.
A. didn’t pay enough attention to services and intellectual property
B. got its members to sign the agreements more easily
C. has got to many areas of international trade to deal with to work effectively
D. can do better to settle disputes in more areas of international trade
In the new century the WTO will ________.
A. take the place of the World Bank and International Monetary Fund
B. have more members and settle more problems
C. make complete new rules in every area of international trade
D. have new rules covering trade in services and intellectual property
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科目：高中英語 來源： 題型：
When I tried to find _________that prevented so many people from taking part in the program, it seemed to me that there were two main reasons.
A. why it did B. that it did C. what it was D. why it was
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科目：高中英語 來源： 題型：
--The two pairs of shoes are __________ the same colour.
--But they are different __________ colour.
A. of; from B. of; in C. in; from D. in; in
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科目：高中英語 來源： 題型：閱讀理解
完形填空（共20小題；每小題1.5分，滿分30分）
閱讀下面短文，掌握其大意，然后從36-55各題所給的四個選項（A，B，C和D）中，選出最佳選項。
Trudy, an American girl, tried swimming across the English Channel. That was August 6, 1962. Her father had 36 her two things. One was not to pull her out of the water 37 she asked. The other was to give her a red sports 38 if she made it.
In gay spirits Trudy 39 out , swimming strongly. All the swimmers started at 7：09 in the morning. His father and the trainer were going along in a boat beside her.
At ten o’clock, rain began falling. 40 , Trudy trod （踩）water while drinking and eating a chicken leg. Then she started swimming 41 The wind was 42 and the sea became rougher.
Late 43 the wind became even worse. The trainer 44 it was useless trying to finish. He called to Trudy to 45 .
“No human being could do it in this weather, ” he said, “It’s 46 to go on.
However, her father shouted, “Don’t grab her. Let her 47 ”
At seven o’clock the tides（潮水）turned 48 her. It was more difficult to move ahead. But Trudy still swam on. She 49 victory was possible now, for the English coast was in 50 .
It was getting dark. A sound could be heard 51 the wind; hundreds of car horns （喇叭）were cheering her on. With 52 strength, she finished the last 200 yards.
At 9：35 p.m. Trudy got out of water. She had swum some 35 miles in 53 the 21 - mile - wide - Channel 54 a strong storm. But she had made it in 14 hours and 30 minutes.
“Well, Pop, ”she said to her father. “I 55 I get my car this time, don’t I”
36．A. given B. refused C. allowed D. promised
37．A. as B. unless C. even if D. when
38．A. suit B. shoe C. hat D. car
39．A. rushed B. left C. started D. worked
40．A. At midday B. In the morning C. In the evening D. In the late afternoon
41．A. faster B. better C. again D. across
42．A. stopping B. rising C. changing D. increasing
43．A. morning B afternoon C. evening D. night
44．A. thought B. considered C. decided D. felt
45．A. keep up B. slow down C. give up D. take a rest
46．A. difficult B. stupid C. impossible D. unnecessary
47．A. go B. decide C. come out D. go on
48．A. towards B. with C. at D. against
49．A. realized B. noticed C. found out D. thought
50．A. the distance B. reach C. sight D. hand
51．A. over B. in C. with D. from
52．A. fresh B. greater C. weakening D. remaining
53．A. flying B. swimming C. crossing D. passing
54．A. in spite of B. because of C. against D. during
55．A. demand B. am afraid C. hope D. guess
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科目：高中英語 來源： 題型：閱讀理解
When several different people look at the same person, it is not unusual for each of them to see different things; when you alone observe one behavior or one person at two different times, you may see different things. The following are but some of the factors that lead to these varying perceptions（感知，感覺）: k+s-5#u
Each person’s perceptions of others are formed by his or her own cultural conditioning, education, and personal experience.
Sometimes perceptions differ because of what we choose to observe and how we deal with what we’ve observed. It is not necessarily true that person’s perception is based on observations of a particular person. Your observations may be totally controlled by some. Your observations may be totally controlled by what others have told you about this person; or you may focus primarily on the situation or role relationship. Most people do not use the same yardstick（尺碼） to measure their parents, their friends, and strangers.
Sometimes we see only what we want to see what may be obverse（正面的）to others because of our own needs, desires, or temporary（臨時的） emotional states. This is a process known as selective perception. Selective perception is obviously more difficult when contradictory（相反的） information is particularly obvious, but it can be done. We can ignore the stimulus（刺激）—“He’s basically a good boy, so what I saw was not shoplifting（入店行竊）.” We can reduce the importance of the contradictory information —“All kids get into mischief（頑皮）. Taking a book from the bookstore isn’t such a big deal.” We call change the meaning of the contradictory information—“It wasn’t shoplifting because he was going to pay for it later.”...
Why might the observation of the same person by two people at the same time differ?
A．Because they are from different family.
B．Because they have different opinions.
C．Because their yardsticks are not the same.
D．Because their thoughts are different. k+s-5#u
According the passage, our perceptions are formed by ________.
A．our own cultural conditions, education and experience
B．our own thoughts, aims and knowledge
C．the society’s rules, laws and needs
D．the society’s values, standards and requires
From the passage, we know _____ causes us to think a boy’s shoplifting isn’t serious.
A．our kindness B．our experience
C．the society’s require D．selective perception
What does the passage mainly talk about?
A．It mainly talks about the results of different perceptions.
B．It mainly talks about the factors that lead to different perceptions. k+s-5#u
C．It mainly talks about the kinds of perceptions.
D．It mainly talks about the yardsticks.
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