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(dòng)) 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.

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科目：高中英語(yǔ) 來(lái)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.

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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

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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

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科目：高中英語(yǔ) 來(lái)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(gè)選項(xiàng)（A，B，C和D）中，選出最佳選項(xiàng)。

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”

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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(yǔ) 來(lái)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(jué)）: 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.

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       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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