小學(xué)語(yǔ)文微課教案

unit10Frighteningnature。

俗話說(shuō)，凡事預(yù)則立，不預(yù)則廢。教師要準(zhǔn)備好教案，這是教師需要精心準(zhǔn)備的。教案可以讓講的知識(shí)能夠輕松被學(xué)生吸收，使教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。那么怎么才能寫(xiě)出優(yōu)秀的教案呢？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《unit10Frighteningnature》，僅供參考，大家一起來(lái)看看吧。

unit10Frighteningnature
教材分析(Analysisoftheteachingmaterial)
1地位與作用(Statusandfunction)
本單元的中心話題是“恐怖的自然”。圍繞這一話題討論了臺(tái)風(fēng)、火山等自然災(zāi)害發(fā)生時(shí)的現(xiàn)象及帶來(lái)的影響。通過(guò)各個(gè)部分的學(xué)習(xí)，學(xué)生初步了解各種自然災(zāi)害及對(duì)人類(lèi)帶來(lái)的危害，從而增強(qiáng)保護(hù)環(huán)境和自我保護(hù)意識(shí)。
“熱身”(Warmingup)通過(guò)四張圖片引出自然現(xiàn)象：火山、臺(tái)風(fēng)和彗星及進(jìn)行科學(xué)研究的儀器。通過(guò)師生問(wèn)答形式，學(xué)生能描述自然現(xiàn)象并對(duì)臺(tái)風(fēng)、火山等自然災(zāi)害有初步了解。根據(jù)圖式理論，將新學(xué)知識(shí)與學(xué)生已有的知識(shí)結(jié)合起來(lái)，能激活學(xué)生已有的圖式，有利于新知識(shí)的掌握。通過(guò)這個(gè)階段的語(yǔ)言訓(xùn)練為以下各部分的學(xué)習(xí)打下基礎(chǔ)。
“聽(tīng)力”(Listening)是一則天氣預(yù)報(bào)。短文中出現(xiàn)了對(duì)各種天氣的描述及美國(guó)各部分的氣溫情況。首先是細(xì)節(jié)題，根據(jù)聽(tīng)力短文指出美國(guó)哪些地區(qū)有雨及周二各部分的最高溫。學(xué)生通過(guò)該部分練習(xí)來(lái)訓(xùn)練捕捉信息的能力。然后通過(guò)問(wèn)題加深對(duì)短文的理解，最后達(dá)到能用英語(yǔ)做事的目的。
“口語(yǔ)”(Speaking)由兩部分組成。第一部分是兩人之間的對(duì)話，描述臺(tái)風(fēng)來(lái)時(shí)的情形和心理感受，為第二部分的配對(duì)練習(xí)打下基礎(chǔ)。第二部分以六幅圖片的內(nèi)容話題，通過(guò)對(duì)話的形式來(lái)表述情感、焦慮和恐懼，為以后的寫(xiě)作打下基礎(chǔ)。
“讀前”（Pre-reading）部分先以?xún)煞鶊D片來(lái)激活學(xué)生已有的圖式，對(duì)火山的形成有精確的理解。再通過(guò)三個(gè)問(wèn)題，學(xué)生通過(guò)略讀對(duì)以下的閱讀材料有個(gè)總體的了解。
“閱讀”(Reading)部分描述了“我的叔叔”--Pliny的死亡經(jīng)過(guò)。Pliny不顧個(gè)人安危營(yíng)救朋友，并在旅途中把自己的見(jiàn)聞?dòng)涗浵聛?lái)，為后人留下寶貴的研究資料。從Pliny身上學(xué)生可以學(xué)習(xí)樂(lè)于助人、勇于奉獻(xiàn)科學(xué)研究的精神。
“讀后”(Post-reading)分三部分。第一部分通過(guò)brainstorming學(xué)生對(duì)火山及發(fā)生時(shí)的情形有更全面的了解。第二部分以尋找問(wèn)題答案的形式，學(xué)生能加深對(duì)Pliny個(gè)人品質(zhì)的認(rèn)識(shí)。第三部分針對(duì)課文理解，通過(guò)填寫(xiě)表格培養(yǎng)學(xué)生的概括能力及描述事件的能力。
“語(yǔ)言學(xué)習(xí)”(Languagestudy)分詞匯和語(yǔ)法兩部分。通過(guò)詞匯練習(xí)來(lái)鞏固本單元的生詞，并且學(xué)生能正確使用現(xiàn)在分詞和過(guò)去分詞作表語(yǔ)。本單元的語(yǔ)法是“省略句”，主要包括省略主語(yǔ)、謂語(yǔ)、不定式及多種成分省略；先通過(guò)一些例子讓學(xué)生自己探究省略的幾種情況；再通過(guò)控制性練習(xí)掌握如何使用省略句；最后通過(guò)理解情景對(duì)話達(dá)到運(yùn)用的目的，也就是能用英語(yǔ)辦事。
“學(xué)習(xí)技能”(Integratingskills)部分包括讀、寫(xiě)兩部分，讀為寫(xiě)做鋪墊。首先通過(guò)閱讀學(xué)生了解故事情節(jié)：“南山”號(hào)輪船在駛回福建途中遭遇臺(tái)風(fēng)。更猛烈的大風(fēng)即將襲來(lái)，整艘船危在旦夕…結(jié)尾部分給學(xué)生留下想象空間。寫(xiě)作部分是閱讀的延續(xù)，學(xué)生通過(guò)想象描述“南山”號(hào)是如何脫險(xiǎn)的。通過(guò)該部分教學(xué)不僅能提高學(xué)生的讀寫(xiě)的語(yǔ)言技能能力，還能培養(yǎng)學(xué)生的創(chuàng)新思維能力。
“學(xué)習(xí)建議”(Tips)給學(xué)生提供間接了解自然災(zāi)害的方法，從而培養(yǎng)學(xué)生自主學(xué)習(xí)能力。
“復(fù)習(xí)要點(diǎn)”(Checkpoint)總結(jié)了本單元的語(yǔ)法重點(diǎn)---省略句。再通過(guò)一個(gè)問(wèn)題幫助學(xué)生概括本單元的重要詞匯。
各部分在練習(xí)冊(cè)中都有相應(yīng)的鞏固練習(xí)。其中語(yǔ)言技能訓(xùn)練是課文的延伸和擴(kuò)展，培養(yǎng)學(xué)生的說(shuō)、讀、寫(xiě)能力。在訓(xùn)練三種技能時(shí)增強(qiáng)學(xué)生探究能力和合作意識(shí)。
2.教學(xué)目標(biāo)(Teachingaims)
根據(jù)《普通高中英語(yǔ)新課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）關(guān)于總目表的定位及其實(shí)現(xiàn)途徑和目標(biāo)具體描述，結(jié)合高二學(xué)生實(shí)際和教材內(nèi)容，我們把本單元的教學(xué)目標(biāo)定為：
語(yǔ)言知識(shí)(Knowledgeobjectives)
單詞：掌握、理解、運(yùn)用以下生詞frightening,hurricane,astronomy,uneasy,unpleasant,upset,terrify,erupt,ash,mud,spot
詞組：bescaredtodeath,getintopanic,standonend,use…for…drawone’sattention,atthefootof,nowayout,callfor,turnback,uponarrival,giveimpressionof,lightup,withthekitchenfirestillon,more…than…,pickout,springtolife,cleanup,leaveout,turnround,onboard,comeon,knockabout,allofasudden,do,donefor,allatonce,holdout
語(yǔ)法：復(fù)習(xí)鞏固省略句，并能理解情景對(duì)話中的省略句。
語(yǔ)言技能：(Abilityobjectives)
聽(tīng)：能聽(tīng)懂天氣預(yù)報(bào)，包括對(duì)氣候及溫度的描述；能理解描述自然災(zāi)害的短文。
說(shuō)：能得體地表達(dá)個(gè)人的感情、恐懼、焦慮之情及能有邏輯的描述自然災(zāi)害發(fā)生的原因、嚴(yán)重后果及災(zāi)后自救工作。
讀：能理解課文內(nèi)容和課文結(jié)構(gòu)，在閱讀中運(yùn)用scanning,skimming,generalization,inference等微技能。
寫(xiě)：能用流暢準(zhǔn)確的語(yǔ)言描述自己經(jīng)歷的自然災(zāi)害或從其他媒體上獲得的經(jīng)歷。
學(xué)習(xí)策略(Strategyobjectives)
學(xué)生能在一定程度上形成自主學(xué)習(xí)、有效交際和信息處理英語(yǔ)思維能力。
情感策略(Moralobjectives)
學(xué)生增強(qiáng)保護(hù)環(huán)境和自我保護(hù)意識(shí)；體驗(yàn)用英語(yǔ)交流的成功與喜悅，以及培養(yǎng)合作精神、互助精神。
課時(shí)安排（Teachingarrangement）
Periods12:WarmingUpReading
Period3:The2ndListening(ListeningintheWorkbook)SpeakingTalking
Period4:The1stIntegratingSkills
Period5:The1stListeningThe2ndIntegratingSkills
Period6:Grammar–EllipsisWordStudy

教學(xué)計(jì)劃(Teachingplans)
Periods12Warming-upReading
Goals:
1.Learnsomethingaboutvolcanothroughreading.
2.Thestudentscanusewhattheyhavelearnedtodescribevolcanoes.
3.Thestudentsrealizethathumanbeingscanovercomeanyhardship.
4.Thestudentswillimprovetheabilitytosolveproblems.
Teachingimportantpoints:
1.Trytomastertheusefulnewwordsexpressionsinthisperiod.
2.Understandthetextwell.
Teachingdifficultpoints:
1.Howtousethenewwordsexpressionscorrectly.
2.Tounderstandthereadingmaterialsofsimilartopics.
Teachingaids:acomputer,ataperecorderaprojector
Teachingprocedures
Step1Warmingup
Q1:What’stheweatherliketoday?
It’ssunny(rainy,windy,etc).
Q2:Doyouoftencareabouttheweather?
Yes./No,sometimes.
Q3:Howdoyouhearaboutit?
OnTV./Overtheradio.
Q4:Haveyoueverheardoftyphoon?
Yes,quiteoften.
Q5:Whatwordscanyouthinkoftodescribethetyphoonweather?
heavywind(blowhard)storm(showapictureofstormyweather.)
roaringthunder(alsoroaringforties:partoftheAtlanticOcean,oftenverystormy,betweenlatitudesof40and50degreessouth.)
Q6:Whatwillyoufeelinsuchkindofweather?
frightened,scared,terrible,happy(Askthestudentswhytheyfeelhappy?----Becausetyphoonwilloftenreleasethedrought.What’smorethereisenoughwater,whichcanbeusedtomakeelectricity.)
Q7:Whataboutthehurricane?Haveyoueverheardaboutit?
Itissomethingliketyphoon.
Q8:Whataboutvolcano?
Q9:Lookatthepicture.Findoutasmuchasyoucantodescribeit.
eg.eruptionlava
Q10:Howisavolcanoformed?
1).Showavideoabouttheeruptionofavolcano.
2).Showapictureoftheboilingwaterkettle,whichmeanstheeruptionofavolcanoissomethingliketheboilingwaterfromthekettle.Thatis,therocksisvery,veryhotandmeltedtogasandliquid.Andtheytrytogetoutlikethesteamandboilingwater.
Q11:Whereisthemostpossibleplacethatavolcanomayerupt?
Neartheocean.eg.FujiyamamountaininJapan.
Q12:Doyouknowhowavolcanoworks,ifyoudo,describeit?
Rocksfromundertheearthbecomeshotterandhotterandmanythingseruptedfromthe
volcano,suchas:
Gas:vapour,carbondioxide,nitrogen,sulphur,etc.
Solid:bitsofrockandvolcanicash,etc.
Liquid:lava.
Step2Prereading
1.Showapicture.Askthestudents:Whatcanyouseeinthepicture?(Thebodyofthepeople,exactly,thebodyofthepeopleinthetownofPompeiiinthesouthernItaly.----showapictureoftherelicsofthetownofPompeii.)
2.Showanotherpicture.AskthestudentstoguesswhathappenedinthetownofPompeii?(Avolcanoeruptedsuddenlyandafter18hoursallweredamaged,includingthepeople,animals,plantsandthetownitself.)
Step3Whilereading
Task1Skimthetextandanswerthefollowingquestions.
Q1:Whatisdescribedinthefollowingpassage?
TheeruptionofthevolcanocalledMountVesuvius.
Q2:Whenandwheredidithappen?
Onthe24thofAugustin79ADinsouthernItaly.
Q3:Whoisthewriteroftheletter?
Pliny,theyounger.
Task2Decidewhetherthefollowingsentencesaretrueorfalse.
1.Avolcanoeruptedonthe24thofAugustin79BCinsouthernItaly.F
2.Myuncleplannedtosavehisfriend’swifeRectina.F
3.MyunclewenttorescuePompyaftersavingRectina.T
4.Theflamescamefromthehomesoffarmerswhohadleftinapanicwiththekitchenfiresstillon.F
5.Theydecidedtotrytheopenairinsteadofstayinginthehouse.T
6.Itwasnightwhenthevolcanoerupted.F
Task4Scanthetextfillinthefollowingform.
DateOnthe24thofAugustin79ADinsouthernItaly.Whathappened:TheeruptionofthevolcanocalledMountVesuvius.
FirstAcloudofunusualsizeshaperisingfromamountaindrewmyuncle’sattentionandhewantedtoseeitfromcloserathand.
NextAfterreceivingaletterfromhisfriend’swifeRectina,hechangedhismindtosaveher.
ThenInspiteofthedanger,heturnedbacktorescuehisfriendPompyandhelpcalmdowntheotherpeople.
FinallyMyunclewantedtogetoutofthedangerbutfailed.Hewasdead.
Task5Arrangethefollowingstatementsaccordingtotherightorder.
1.HedecidedtorescuehisfriendPompy.
2.Somepeoplewatchedanunusualcloudrisingfromamountain.
3.Rectinabeggedhimtosaveher.
4.Heorderedaboatmadeready.
5.Twoslaveshelpedhimstandupandimmediatelyhefelldowndead.
6.Hebathedandhaddinner.
7.Arainofrockswascomingdown.
2-4-3-1-6-7-5
Task6Readthetextagainandexplainwhatthewordsinboldreferto.
it:acloudofunusualsizeandshaperisingfromamountain
theone:thewind
theother:myuncle’sfriendPompy
their:flames
They:scaredpeople
Languagepoints:
1.drawone’sattentiontosth.吸引某人的注意力
eg.Shedrewmyattentiontoamistakeinthereport.
catchone’sattention;focusone’sattentionon;payattentionto;giveone’sattentionto
2.Ashandbitsofrockthatwereburntblackwerefallingontotheshipnow,darkerandmore,theclosertheywent.
3.urge催促,極力主張;強(qiáng)烈要求
eg.TheU.S.AurgedIraqtogiveup.
4.Uponarrival:Assoonashearrived當(dāng)…的時(shí)候;一…就…
5.bathn.洗澡；浴缸
bathev.洗澡
6.Helookedmoreasleepthandead.
eg.Thepiglooksmorelovelythanstupid.
eg.Theboylooksmorestupidthanangry.
Step4Postreading
Task1Theuncleofthewriterwasnotafraidofwhatwashappening.Howdoyouknow?Givethreeexamplesthatshowhehadnofear.
1.Hewroteareportaboutallheobservedduringhistrip.
2.RescuedPompy,calmeddown,bathedandhaddinner,sleep,etc.
3.Sleptafterbathsanddinner,toldtheflamescamefromthehomesoffarmerswhohadleftinapanicwiththekitchenfiresstillon.
Task2Furtherunderstanding
1.Howdoesnatureformadangertopeopleintheworldandhowcansciencehelpreducethatthreat?
eg.Inthesummer,withthearrivaloftyphoon,arainofstormandfloodwillcome,whichwilldamagealotofthings,includingpeople,animals,andbuildings,etc.Thefactorywillalsobeclosedbecauseofit.
Askthestudentstothinkasmanyexamplesastheycan.
2.What’stherelationbetweenhumanbeingsandnature?
Wecan’tgoagainstnature.Weshouldliveinharmonywiththenature.
3.Whatshouldwedotoprotecttheenvironmentthatwelivein?
5Rpolicy.
1.Reduce:Reducetheamountofwastebyeverypossiblemeans.
eg.Showapictureofatree;explaintothestudentsthatwemustreducetheamountoftreesthatwecutdown.
2.Reuse:Reusetheusefulthingsbeforegettingridofthem.
eg.Showapictureofacoat;explaintothestudentsthatwhenourcoatisnotsuitableforustowear,wecangiveittoourbrothers,sistersorgiveittotheProjectHope.
3.Recycle:Recyclethewastethingsifpossible.
eg.Showapictureofacolacan;explaintothestudentsthatafterdrinkingthecola,thecansleftcanbecollectedtogetherandmeltthemtomakenewcans.
4.Recover:Makeuseofgoodpartswhilegettingridofthebadones.
eg.Showapictureofawatermelon;explaintothestudentsthatifpartofthewatermelonisrotten,wecancutitoutandeatthegoodparts.
5.Repair:Repairthebrokenthings.
eg.Showapictureofachair;explaintothestudentsthatifonelegofachairisbroken,wecanrepairitanduseitagain.
Homework:
1.(inthefirstperiod)Findoutsomesentencesyouenjoymost,trytorecitethemaspossibleasyoucan.
2.Refertothewebsitetoknowmoreaboutthevolcano.
//.cn/yanjiu/gta
//puter,aprojectorataperecorder

Step1Revision
Questions:1Whatkindsofdisastersdoesnaturegiveus?
2Whatkindsofdisastersdoesmangiveus?

Step2Pre-listening
Page144,Listening.Lookatthepicture.DiscussExercise1withthestudents.

Step3Listening
PlaythetapeforthestudentstodoExercises2-4.Thenask:WhathappenedinthetyphoonLindatalkedabout?

Step4Lead-in
Page74,Speaking.Getthestudentstoreadthedialoguetofindouttheanswerstothefollowingquestions:
1Whathappenedinthetyphoon?
2Whatelsedoyouknowwillhappeninatyphoon?
3Whatwaspeople’semotion?
4Whatdoyouthinkhappensinahurricane,avolcano,anearthquake,SARSandbirdflu?

Step5Speaking
Givethestudentssomepictures.Getthemtomakeasimilardialogue.Telltheirpartnerswhetherthesethingsorsituationsfrightenthemandexplainwhy.Also,talkaboutpeople’semotioninthesesituationsandhowtheywouldbehave.Getthemtomakewiththehelpoftheusefulexpressions.
Model:
A:Haveyoubeeninasituationthatfrightensyou?
B:Yes.Itwaslastsummer.Ispentmysummervacationinmyhometown,asmallvillageinamountainousdistrict.Oneday,Iwenthikingwithmycousin.Onourwayhome,wemetacobra.
A:Wereyoufrightenedwhenyousawit?
B:Very!Itmademyhairstandonend.Mycousinwastoofrightenedtomoveatthattime,too.BecausewebothsawonTVthatthepoisonofacobracankillapersoneasily.
A:Whathappenednext?
B:Fortunatelyitdidn’tseeus.WeactedjustastheTVprogrammetoldus.Atlast,itwentby.Thedistancebetweenthecobraanduswasonlythreemetresorso.
A:Howterrible!

Step6Pre-talking
Ask:Whatdoyouneedtodowhenyouaretrappedinatyphoon?
GetthestudentstoreadthedialogueatPage144,TalkingbetweenXiaosongandDavidtofindoutwhatXiaosongsuggestsincaseoftyphoon.

Step7Talking
Getthestudentstoreadtherollcardsandmakesimilardialogues.

Step8Homework
Makeadialoguewithyourpartneraboutadisaster.Itshouldincludethefollowing:
1)Whatwasitlike?
2)Whathappened?
3)Whatwaspeople’semotionandwhataboutyours?
Whatsafetymeasuresshouldbetaken?

Period4Integratingskills(Sb)
TeachingAims:
Learnthetext“typhoon”andmasterthedetailedinformationinit.
Learnusefulwordsandexpressions
Writeapassageabouthowthestorywillend.
Teachingimportantpoints:
TotrainSs’readingskillsandwritingskills
Tomastertheusagesofthenewwordsandexpressionofthisperiod.
Teachingdifficultpoints:
Towriteapassageaboutterribleweather----typhoon
Tounderstandthedifficultwords,phrasesandsentences
Teachingmethods:
Fastreadingandcarefulreading:togettheSstograspthedetailedinformation
Writingpractice:togettheSstolearnhowtodescribesomethingterrible
Pairworkorgroupwork:togettheSstobeactiveinclass
TeachingAids:
acomputer,aprojector,ataperecorder(iftheteacherwants)

Teachingprocedures:
Step1TeachingRevision
1.Checkthehomework
2.Retellthestory(iftheteacherlikes)
3.Reviewthewordsandexpressionfortalkingaboutweather.
(ThisactivityaimstoreviewthewordsandmotivatetheSs.Inthisway,thetopicwillbeturnedtotyphoon.)
Step2Leadin
T:Inthelastfewperiods,wedealwithaletteraboutvolcano.Itisaterriblenaturedisaster.Thissummerourhometownalsoexperienceaterribledisaster-----typhoon,onecalledYunan.Itcausedgreatdamage,isn’tit?Canyoudescribeit?(Ss:….)
T:IfithappensinUSA,whatdopeoplecall?(Ahurricane)
Infact,atyphoonisthesamethingasahurricaneexcepttheplacewheretheyform.Beforewedealwiththedetailedinformation,let’swatchashortvideotoexperiencethestorywindagainandherearetwoquestionsforyou.
Whatdoesthehurricanebringin?
Howlongwillitusuallylast?
(Sswatchthevideoandgivetheanswers.Ifitisnecessary,playittwice.)
Step3Pre-reading
T:Weknowtyphoonscancausegreatdamageorevendeaths.Inordertoreducethelossandprotectourselves,wehavetolearnmoreaboutit.Thenwhatelsedoyouknowaboutthetyphoon?Telluswhatyouknow,please!Firsttalkwithyourpartnerandthentellthewholeclasswhatyouhavediscussed.
(pairworkfortwominutesandthenoneortwoSsreport)
(ThisactivityistomotivatetheSstotalkinEnglishandcooperatewellwitheachother.)
(Thentheteacherintroducethebackgroundinformation)
T:Now,Let’slookatthediagram.We’llknowwhatistyphoon.Typhoonisakindoftropicalcyclone.It’stheatmosphericwhirlpoolformedonthewarmtropicaloceanandtheareaoflowpressure.Windsareproducedbecausethepressureoftheairisdifferentindifferentplaces.Airflowsfromaregionofhighpressuretoaregionoflowpressure,causingawind.Thelowpressurecenteristheeyeofthestorm.Andtropicalcycloneisthegeneralnameoftropicaldepression,tropicalstorm,severetropicalstormandtyphoonorhurricane.InUSA,peopledon’tusethenameofseveretropicalstormandtyphoon.Instead,peopleusethename----hurricane.Allovertheworld,peoplenamethesetropicalcyclonesaccordingtotheirstrongestspeedofwind.Canyouguesshowfastatyphooncanmove?(ShowtheformtotheSs)
(Lookattheform---tropicalcyclonenamingconventions)
(Thentheteachershowsthemapoftheworld,askSstotellthedifferencebetweentyphoonandhurricane.)
Step4Whilereading
Fastreading:skimthepassageandtrytogetthegeneralideaofthetext.(Ssanswerthemainelementsofastory:who,when,where,how)
Carefulreading:Ssfinishtwotasksafterreading.
Task1.Scanthepassageandfindtheanswertothefollowingquestions.
1.Wheredidtheshipmeetthetyphoon?
2.Whatwastheweatheratfirst?
3.Whydidthecapitalsaythatitlookedasifatyphoonwascomingon?
4.Whereweretheywhenthefullforceofthehurricanestrucktheship?
5.Whatshouldtheydoinsuchterribleweather?
6.Whatdoesthesentence“Anotheronelikethis,andthat’sthelastofher”mean?
7.Whydidthecapitalstrikeamatch?Whatdidhesee?
Task2.TrytoexplainthedifficultsentenceinboldinEnglish.
1.Itwasfine,fortherewasnowindandtheheatwasclose.
2.Becauseheobservedthebarometerfellsteadilyandheknewthataterriblestormwouldcomesoon.
3.Whenthehurricanestrucktheshipwithfullforce,theywereallonthebridge.
4.Theycouldonlymovetheshipoverthehighseaandintotheveryeyeofthewind.
5.Itwasthelowestreadinghehadeverseeninhislife
(IfSscouldn’tunderstandthesentences,allowthemtodiscusswiththeirpartner.)
Dealwithlanguagepointsafterthat.
1.onboard=inoron(aship,anaircraftorpublicvehicle)
eg.1)Havethepassengersgoneonboardyet?
2)一上船，我總想吐。
AssoonasI’monboardIalwaysfeelsick.
2.closeadj.=lackingfreshorfreelymovingair
eg.Shenoticedthattheairwasveryclose.
Theatmosphereinasteam-heatedbuildingisoftenclose
3.dirtyadj.=(oftheweather)roughandunpleasant
4.knockabout=knockaround①“漫游,流浪”②“(狠)打”
eg.HehasknockaboutalloverEurope.
Afterhegraduatedfromcollege,Joeknockedaboutforayearseeingthecountrybeforehewenttoworkinhisfather’sbusiness.
Theysayheknockshischildrenabout.
5.allofasudden=suddenly/unexpectedly
eg.1)Allofasudden,thetyreburst.
2)他轉(zhuǎn)過(guò)身來(lái)但是忽然跌倒了.
Heturnedaroundbutfelldownallofasudden.
6.doforsb./sth.“破壞,使…失敗.”
eg.1)Thespellingmistakeintheexamdidforhim.
2)若資金不能在十五天內(nèi)到位，工廠就完了。
Thefactorywillbedoneforitifcapitalcan’tarriveinfifteendays.
dofor“設(shè)法弄到”常用于how,what開(kāi)頭的疑問(wèn)句中.
eg.Howdidyoudoforfoodwhenyouwereinthedesert?
7.asthough=asif
eg.1)Irememberthewholethingasifithappenedyesterday.
2)Shefeltasifthegirlwereamemberofherownfamily.
8.allatonce=suddenlyandunexpectedly/atthesametime.
9.swearv.=promiseordeclareformally
Step4Post-reading
T:Wehavedealtwiththelanguagepointsofthetextandnowletsdosomeexercises.
Task1.Fillintheblankswithproperwords.
Task2.Ssdiscusstheendofthestoryingroupsandonereportedittotheclass.
(TheSscanexpresstheirownopinionsandcommunicateproperly.TheycanimprovetheirspeakingskillsandtheabilitytodothingsinEnglish.)
Step5Discussion
Extendeddiscussion:
T:Weknowtyphooncancausegreatdamagetoourlife.Howcanwereducetheloss?Howcanweprotectourselves?
(Ssdiscussinpairsoringroupsandthenreportwhattheydiscuss.)
Suggestedanswers:
1.Buildstronghouses;
2.Forecastcorrectly;
3.Giveefficientfirstaid;
4.Cutupthebranchesofthetrees;
5.Burythelinesundertheground
T
:Everycoinhastwosides,sodoesthetyphoon.Thoughthetyphooncausesdamage,itcanhavegoodeffects.Canyouthinkofsome?
goodeffects:
eg1.Bringinenoughwatertoreleasedrought
2.Bringinheavywindwhichcanbeusedtomakeelectricity.

step6Homework
1.Oralhomework:
Supposeyouareanewspaperreporterandareinterviewingthecapitain.Makeupthedialogue.
Thinkitover:Whatquestionswillthejournalistask?
2.Writtenhomework
Writetheendofthepassageonyourexercisebook.

Period5Listening(Wb)IntegratingskillsWriting(Wb)
Teachingaims:
1.TheSscanunderstandthelisteningtext.
2.TheSscangetthegeneralideaofeachparagraph.
3.Throughreading,theSsdevelopsomemicroskillsinreading,suchasskimmingandscanning.What’smore,theycanwriteacompositionofsimilartopic.
4.TheSscandevelopinsomewhattheabilityofautonomylearning,processinginformationandthinkinginEnglish.
5.TheSshavethesensetoprotectourenvironment.TheysharetheexperienceoflearningEnglishandhavethesenseofsuccessinlearningEnglishandcooperation.
Teachingimportantpoints:
1.Learntheusefulwordsandexpressionsinthisperiod.
2.Learntowriteaboutanaturaldisaster.
Teachingdifficultpoints:
1.Knowhowtousethewordsandexpressionsinthisperiod.
2.Knowthestructureofwritingaboutanaturaldisaster.
Teachingaids:atape-recorderacomputeraprojector

Teachingprocedures
Stage1Listening
1.Readtheinformationabouttheexercises.
2.ListentothetapeanddoExercises1,23.
3.Listenagainandfinishallthequestionsinthispart.
(Ifnecessary,playthetapeagain.)
Stage2Reading
1.Lead-in
AsktheSstodescribeakindofweatherandwhatpeopledoinsuchweather.
Todaywe’llreadsomebookdescriptionsaboutnaturaldisastersandstoriesthathappenedinterribleweather.
2.Pre-tasks
Readthroughthebookdescriptionsandmatchthemwiththefollowingbooktitles.
VolcanoEarthquake
UndertheVolcano:ANovel
Disaster!TheGreatSanFranciscoEarthquakeandFireof1906
VolcanoEarthquake
TheComingStorm:ExtremeWeatherandOurTerrifyingFuture
HiddenBigIslandofHawaii:IncludingtheVolcanoesNationalPark
SuddenSea:TheGreatHurricaneof1938
(ThisactivityaimstoimprovetheSs’readingabilityofskimmingandtheSscangetthegeneralideaofeachparagraph.)
3.While-tasks
AsktheSstoreadthedescriptionscarefullyagain.Dividethewholeclassintotwoparts.Eachpartdealswithoneofthefollowingtwoactivities:
1.Whichbooksonthelistinterestyou?Givereasonswhyyoumightwanttoreadthem.
2.Chooseonebookfromthelistwhichyoudon’twanttoreadandexplainwhyyouthinkitwon’tinterestyou.
(ThisactivityistohelptheSsdeveloptheabilityofscanningandexpresstheirownopinionswiththeirownwords.)
4.Post-tasks
Groupwork.
Imagineyourteacherasksyoutowriteanessayabouthumanexperiencesandhowpeoplesufferduringnaturaldisasters.Whichbookswouldyouchoosetohelpyouwriteyouressay?Whatinformationdoyouthinkyoucouldusefromthem?

Stage3Writing
Brainstorming
Whatnaturaldisastersdoyouknow?

2.Writing
Dividetheclassintosixgroups.Eachgroupdiscussatopicandwritesacompositiontogether.Aftertheyfinishthewriting,theyshoulddopeer-revision.Thentheteacherwillpostthecompositionsonthewall.Eachcompositionshouldcontainthefollowingparts:
1.Howisthedisasterformed?
2.Whathappenswhenthedisastercomes?
3.Whatisthedamageafterthedisaster?
4.Whatdopeopledoafterthat?
5.Whatlessonhaveyoulearn?
(ThissteptriestodeveloptheSs’cooperativeabilityandwritingability.TheSslookupinformationinmanydifferentways.)jAB88.cOm

Stage4Homework
Readmorepassagesaboutnaturaldisasters.Theycanrefertothefollowingwebsites:
///howto.html

Period6GrammarWordStudy
Goals:1.LearnandmasterGrammar:Ellipsis
2.Reviewtheusageofthepresentparticiplepastparticiple.
TeachingImportantPoints:
1.LearnaboutEllipsisofdifferenttypes.
2.EnableSstolearnhowtochoosethepresentparticiplethepastparticiple.
TeachingDifficultPoint:HowtouseEllipsistomakeasentencebriefandclear.
TeachingAids:acomputeraprojector
Procedures:
Step1:WordStudy
1.ChecktheanswertoExercise1atPage77.
2.ThePresentparticiplethepastparticiple
T:Lookatthe2sentencesontheblackboard.
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Canyoutellthedifferencebetween“moving”“moved”?
S:Yes.Thepresentparticiple“moving”expressesanactionthathappensaroundthesametimeasthemainverbwithanactivemeaningwhilethepastparticiple“moved”expressesanactionthatiscompletedwithanpassivemeaning.AmIright?
T:Yes,quiteright?PleaseopenyourbooksatPage78.LookatEx.2.Readthesentencesandfillintheblankswiththeproperformsofthewords.
Step2:Grammar-Ellipsis
T:Lookatthe2sentencesontheblackboard.
Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
Thencameasmellofsulphur,andthen(?)flames.
Readthemanddecidewhichwordswereleftoutateachplaceofthequestionmarks.
S:Ithinkinthe1stsentencethesubject“heormyuncle”wasleftout.
S:Inthe2ndsentenceIthink“came”shouldbeattheplaceofthequestionmark.
T:Youareright.InmodernEnglishthereisatendencytoomitorleaveoutsomewordsinasentenceforthesakeofconciseness.Theomissioniscalled“Ellipsis”,andasentencecontainingsuchanellipticalsentence.Awordorwordsinasentencecanbeomittedonlyonconditionthattheomissionwouldnotcausethesentencetobeunderstoodinmorethanonewaytobeunclearmeaningorwrong.Wemustkeepinmindthatweshouldnotomitwordsnecessaryforclearness.Areyouclearaboutthat?NowI’dliketosomemoreabout“Ellipsis”.
1.簡(jiǎn)單句中的省略
1)省略主語(yǔ)祈使句中主語(yǔ)通常省略；其它省略主語(yǔ)多限于少數(shù)現(xiàn)成的說(shuō)法。
(1)(I)Thankyouforyourhelp.
(2)(I)Seeyoutomorrow.
(3)(It)Doesn’tmatter.
(4)(I)Begyourpardon.
2)省略主謂或主謂語(yǔ)的一部分
(1)(Thereis)Nosmoking.
(2)(Isthere)Anythingwrong?
(3)(Willyou)Haveasmoke?
(4)What/How(doyouthink)aboutacupoftea?
(5)Why(doyou)notsayhellotohim?
3)省略作賓語(yǔ)的不定式短語(yǔ)，只保留to，但如果該賓語(yǔ)是動(dòng)詞be或完成時(shí)態(tài)，則須在之后加上be或have:
(1)–Areyougoingthere?--Yes,I’dliketo(gothere).
(2)Hedidn’tgivemethechance,thoughhehadpromisedto(givemethechance).
(3)–Areyouanengineer?--No,butIwanttobe.
(4)–Hehasn’tfinishedthetaskyet.--Well,heoughttohave.
4)省略表語(yǔ)
(1)–Areyouthirsty?--Yes,Iam(thirsty).
(2)Hisbrotherisn’tlazy,norishissister(lazy).
5)同時(shí)省略幾個(gè)成分
(1)Let’smeetatthesameplaceas(wemet)yesterday.
(2)–-Haveyoufinishedyourwork?
---(Ihave)Not(finishedmywork)yet.
2.主從復(fù)合句中的省略
1)主句中有一些乘法被省略
(1)(I’m)Sorrytohearyouareill.
(2)(It’sa)Pitythathemissedsuchagoodchance.
2)主句中有一些乘法被省略
(1)–Ishecomingbacktonight?--Ithinkso.
(2)–Shemustbebusynow?--Ifso,shecan’tgowithus.
(3)–Isshefeelingbettertoday?--I’mafraidnot.
(4)–Doyouthinkhewillattendthemeeting?--Iguessnot.
這種用法常見(jiàn)的有：Howso?Whyso?Isthatso?Ihopeso.Hesaidso.及Isuppose/believe/hopenot.
3.并列句中的省略
兩個(gè)并列句中，后一個(gè)分句常省略與前一分句中相同的部分。
(1)Myfatherisadoctorandmymother(is)anurse.
(2)Istudyatcollegeandmysister(studies)athighschool.
(3)Whensummercomes,thedayisgettinglongerandlonger,andthenight(isgetting)shorterandshorter.
4.其他省略
1)連詞的that省略
賓語(yǔ)從句中常省略連詞that，但也有不能省略的情況。
(2)在定語(yǔ)從句中，that在從句中作賓語(yǔ)時(shí)可省略.另外，凡是進(jìn)行時(shí)態(tài)和被動(dòng)語(yǔ)態(tài)的定語(yǔ)從句都可省略關(guān)系代詞和be動(dòng)詞。
2)在某些狀語(yǔ)從句中，從句的主語(yǔ)與主句的主語(yǔ)一致時(shí)，可省去“主語(yǔ)+be”部分
When(hewas)stillaboyof10,hehadtoworkdayandnight.
Shetriedherbestthough(shewas)ratherpoorinhealth.
If(youare)askedyoumaycomein.
If(itis)necessaryI’llexplaintoyouagain.
3)不定式符號(hào)to的省略
并列的不定式可省去后面的to.
Itoldhimtositdownandwaitforamoment.
(2)help當(dāng)“幫助”講時(shí)，后面的賓語(yǔ)或賓補(bǔ)的不定式符號(hào)to可帶可不帶.
Iwillhelp(to)doitforyou.
Iwillhelpyou(to)doit.
（3）介詞but前若有動(dòng)詞do,后面的不定式不帶to.
Theboydidnothingbutplay.
(4)某些使役動(dòng)詞（let,make,have）及感官動(dòng)詞（see,watch,hear,notice,observe,feel,lookat,listento等）后面作賓語(yǔ)補(bǔ)足語(yǔ)的不定式一定要省去to,但在被動(dòng)語(yǔ)態(tài)中須將to復(fù)原。
Isawtheboyfallfromthetree.
Theboywasseentofallfromthetree.
Thebossmadeuswork12hoursaday.
Weweremadetowork12hoursaday.
(5)主語(yǔ)從句中有動(dòng)詞do,后面作表語(yǔ)的不定式的to可帶可不帶。
Allwecandonowis(to)wait.
(6)find當(dāng)“發(fā)現(xiàn)”講時(shí)，后面作賓語(yǔ)補(bǔ)足語(yǔ)的不定式符號(hào)to可帶可不帶。
Wefoundhim(to)workveryhardattheexperiment.
但如果是不定式tobe，則不能省略。
Shefoundhimtobedishonest.
4)連詞if在部分虛擬條件句中可省略，但后面的語(yǔ)序有變化。
Hadtheytime,theywouldcertainlycomeandhelpus.
(2)WereIyou,Iwoulddotheworkbetter.
(3)Shouldtherebeaflood,whatshouldwedo?
5)主句和從句各有一些成分省略。
Thesooner(youdoit),thebetter(itwillbe).
Step3:Homework
Finishalltheexercisesabout“Ellipsis”inyourbook.

附錄一背景資料(Backgroundknowledge)
1．Volcanoes
Therearethousandsofvolcanoesallovertheworld.Whatmakesvolcanoes?Whathappens?
Theinsideoftheearthisveryhot.Becauseitisvery，veryhot，therockhasmeltedlikeice.Ithasbecomeliquid，likewater.Itisalwaysboiling，likewaterinakettle.Ifyouhaveseenakettleboiling，youknowthatthesteamandboilingwatertrytogetout.Theveryhotmeltedrockinsidetheearthalsotriestogetout.Usuallyitcannotbecausetheoutsideoftheearthistoothickandstrong.
Butinsomeplacestheoutsideoftheearthisthinandweak.Sometimesacrack（asmallopening）appears.Thehotmeltedrock．whichwecall“l(fā)ava”，pushesupthroughthecrackandburststhrough.Steamandgasshootupintotheairandthehotmeltedlavapoursout.Bigpiecesofrockmaybethrownhighintotheair.
Afterawhilethevolcanobecomesquietagain.Themeltedlavabecomeshard.Laterthesamethinghappensagainandagain.Eachtimemorehotlavapoursoutontopofthecoldlavaandthenbecomeshard.Inthiswayakindofmountainisbuiltup，withaholedownthemiddle.Perhapsthevolcanowillthenbequietandnomorelavawillburstout.Perhapsitwillstartagainhundredsofyearslater.
Althoughtherearethousandsofvolcanoesintheworld，mostofthemaredead.On1yabout500sometimesstarttothrowoutlavaagain.AfamousvolcanowhichisnowdeadisMountFujiyamainJapan.Itiscoveredwithsnowinwinter.
VesuviusisthenameofaveryfamousvolcanoinItaly.Itfirstcametolifemany，manyyearsago.Itwasquietforhundredsofyears.Thenintheyear79itsuddenlyburst.Agreatcloudofsmokeshotupintotheskywithgreatburningrocks．whichfellallaround.Hotlavapoureddownitssides.About3000peoplewerekilled.
Thishashappenedagainmanytimessincethatyear.Sometimesnodamagewascaused，oronlylittledamage.Buttherewasseriousdamageintheyears472，1631，1794，1861，1872and1906.Youcanseethatavolcanocanstayaliveformanyyears.In1906partofthetopofthemountainfelloff.Therewasalsoseriousdamagein1914buttherehasnotbeenanysincethatyear.
2．WhatIsaTornado?
Whatexactlyisatornado?Thegeneralpictureisfamiliarenough.Thephenomenonusuallyoccursonahotstickydaywithsouthwindsandanominoussky.Fromthebaseofathunderhead，afunnel-shapedcloudextendsaviolentlytwistingspouttowardtheearth.Asitsucksinmatterinitspath，thetwistermayturnblack,brown,oroccasionally(oversnow)evenwhite.Themovingcloudshowsanalmostcontinuousdisplayofsheetlightning.Itlurchesalonginameanderingpath,usuallynortheastward,at25to40milesperhour.Sometimesitpicksupitsfingerfromtheearthforashortdistanceandthenplantsitdownagain.Thefunnelisveryslender:itswakeofviolenceaveragesabout400yardswide.Asthetornadoapproaches,itisheraldedbyaroarasofhundredsofjetplanesorthousandsofrailroadcars.Itspathisapathoftotaldestruction.Buildingsliterallyexplodeastheyaresuckedinbythetornadoslow-pressurevortex(wherethepressuredropisasmuchas10percent)andbyitspowerfulwhirlingwinds(estimatedatupto500milesperhour).Thetornadoslifetimeisasbriefasitisviolent.Withinafewtensofmiles(average:about16miles),itspendsitsforceandsuddenlydisappears.
3.Earthquakes
Earthquakeisasudden,violentshakingoftheearthssurface.Itsakindofcrustalmovementformofexpression.
Earthquakeisregardedasoneofthemostdamagingforcesknowntoman:sincerecordsbegantobewrittendown,ithasbeenestimatedthatearthquake-relatedfatalitieshavebeennumberedinthemillions,andthatearthquake-relateddestructionhasbeenbeyondcount.
Thegreatmajorityofallearthquakesoccurintwospecificgeographicareas.OnesuchareasurroundsthePacificOceananditscontiguouslandmasses.TheotherextendsfromtheEastIndiatotheAtlasMountains,includingtheHimalayas,Iran,Turkey,andtheAlpineregions.Itisinthesetwogreatbeltsorzonesthatninetypercentofallearthquakestakeplace.ThetextreferstotwoofthestrongestquakesinSanFrancisco.Astoourcountry.alargenumberofearthquakeshappenedinNorthChinaandNorthwestChina.ThepowerfulearthquakeofTangshanhap-penedinthecityofTangshan,HebeiProvinceonJuly28th，1976，whichcausedmorethan240000deathsandthewholecitywasdestroyed.
Nowadaysscientistsknowalittleaboutearthquakesandtheystillcannotstopthesedisastersfromhappening.However，theycanwarnpeoplewholiveintheseareasbyprediction,inadvancetotakeprecautionsagainstsuchdisasters.Aworldwideearthquakewarningnetworkisalreadyinoperationatpresentandisexpectedtomakeearthquakepredictionseveralyearsaheadoftime.
4.5RPolicy
It’simportanttolearnaboutprotectingourenvironment.Hereisa5Rpolicyforustoconsider:
1.Reduce:
Ifyouwanttoreducewaste,youshouldusethingswisely.Millionsoftreesarebeingcutdowntomakepaper.Ifeveryoneusesalittlepapercarelesslyandthrowsitaway,beforelongwewouldnothaveanytreesleft.Otherthingsarealsobeingwasted,andpeopledon’treallyknowwhattodowiththelargequantitiesofrubbishproducedinlargecities,therefore,tisnecessarytoreducetheamountofwastebyeverypossiblemeans.
2.Reuse:
Youshouldalwaysthinkofreusingtheusablethingsbeforegettingridofthem.Giveyourclothesyoudonotuseortheoneswhicharetoosmalltothepoor.Withinafamily,youmaypassonsuchclothestoyoungerbrothersorsisters.Ifyouwish,youcanusebuttonsandsomethingelsetomakedollsortoysforyourbabybrotherorsister.
3.Recycle:
Bottles,cansandpapercaneasilyberecycled.Bydoingsowesavelotsoftimeandmoney.Forexample,cokecocacolacansaresenttoafactory,wheretheyaresmashedflatandmeltedandmetalsheetsaremadefornewcokecans.
4.Recover:
Whenyoubuyaboxofapples,theremightbeafewwhicharehighlyrotten.Youhavetwochoices:oneistothrowthewholeapplesaway,oryoucouldcutofftherottenpartsandusethegoodparts.Inthisway,youarerecoveringtheeatablepartsoffood.
5.Repair
Ifoneofthelegsofyourtableisbroken,youcanhaveitrepairedinsteadofthrowingthetableaway.Ifyouwanttochangeforbetterfurniture,itisbetterforyoutoselltheoldthingsorgivethemtootherpeoplewhocanusethemafterdoingsomerepair.
ItistruetheNorthAmericaisthroeawaysociety,butthetimehascometochangeourwayoflifesothatwecanprotectourenvironment.Everyoneofusshouldtakeanactivepartinit.
1.Whichofthefollowingistrue?
A.We’llhavenoresourcesofnatureunlesswecandealwiththelargequantitiesofrubbish.
B.Recyclingisthebestwaytosavematerials.
C.Ifwewasteless,wecansavemoreresourcesofnature.
D.Morethingsarewastedindevelopedcountriesthanindevelopingcountries.
2.The“reuse”policymainlyrequiresus_____.
A.Tomakefulluseofourthings
B.Togiveourthingstothosewhowantthem
CTouseourthingsagainandagain
D.Nottogetridofourthings
3._____canberecycled.
A.Onlyhardthings
B.Lotsofthings
C.Fewsoftthings
D.Allthings
4.Wecaninferthatthewriterofthispassagemaylivein_____.
A.Europe
B.Asia
C.Australia
D.America

Keys:1.C2.A3.B4.D

附錄二：Areyoureadyforahurricane?
HavingATest
AreyouReadyforahurricane?
KnowWhatHurricaneWATCHandWARNINGMean
WATCH:Hurricaneconditionsarepossibleinthespecified(特定的)areaoftheWATCH,usuallywithin36hours.
WARNING:HurricaneconditionsareexpectedinthespecifiedareaoftheWARNING,usuallywithin24hours.
2.PrepareaPersonalEvacuationPlan
Identify(確定)aheadoftimewhereyoucouldgoifyouaretoldtoevacuate(撤離，疏散).Chooseseveralplaces—afriend’shomeinanothertown,ahotel,orashelter.
Keephandythetelephonenumbersoftheseplacesaswellasaroadmapofyourlocality(位置).Youmayneedtotakealternative(可選擇的)orunfamiliarroutesifmajorroadsareclosedorblocked(阻斷).
ListentoWeatherRadioorlocalradioorTVstationsforevacuationinstructions.Ifadvisedtoevacuate,dosoimmediately.
PrepareforaDisasterSuppliesKitIncludingthefollowingItems
Firstaidkit(工具包)andessentialmedications(藥物).
Gannedfoodandcanopener.
Atleastthreegallonsofwaterperperson.
Protectiveclothing,rainwear,andbeddingorsleepingbags.
Battery-poweredradio,flashlight,andextrabatteries(電池).
Writteninstructionsonhowtoturnoffelectricity,gasandwaterifauthoritiesadviseyoutodoso.(Remember,you’llneedaprofessionaltoturnthembackon.)
KnowWhattoDoWhenaHurricaneWATCHIsIssued(發(fā)布)
ListentolocalradioorTVstationsforup-to-datestorminformation.
Preparetobringinsideanyusefulthingsthatcanbepickedupbythewind.
Preparetocoverallwindowsofyourhome.
Fillyourcar’sgastank.
Checkbatteriesandstockuponcannedfood,firstaidsupplies,drinkingwater,andmedications.
5.KnowWhattoDoWhenaHurricaneWARNINGIssued
Listentotheadviceoflocalofficials,andleaveiftheytellyoutodoso.
Completepreparationactivities.
Ifyouarenotadvisedtoevacuate,stayindoors,awayfromwindows.Remainindoors,inthecenterofyourhome,inaclosetorbathroomwithoutwindows.Stayawayfromfloodwaters.Ifyoucomeuponafloodedroad,turnaroundandgoanotherway.
6.KnowWhattoDoAfteraHurricaneIsOver
KeeplisteningtolocalradioorTVstationsforinstructions.
Ifyouevacuated,returnhomewhenlocalofficialstellyouitissafetodoso.
Inspectyourhomefordamage.
Useflashlightsinthedark;donotusecandles.

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高考英語(yǔ)備考單元知識(shí)搜索與探究歸納Unit10Frighteningnature

高二英語(yǔ)Unit10.Frighteningnature

高二英語(yǔ)Unit10.Frighteningnature
Teachingprocedures
Step1Warmingup
Q1:What’stheweatherliketoday?
It’ssunny(rainy,windy,etc).
Q2:Doyouoftencareabouttheweather?
Yes./No,sometimes.
Q3:Howdoyouhearaboutit?
OnTV./Overtheradio.
Q4:Haveyoueverheardoftyphoon?
Yes,quiteoften.
Q5:Whatwordscanyouthinkoftodescribethetyphoonweather?
heavywind(blowhard)storm(showapictureofstormyweather.)
roaringthunder(alsoroaringforties:partoftheAtlanticOcean,oftenverystormy,betweenlatitudesof40and50degreessouth.)
Q6:Whatwillyoufeelinsuchkindofweather?
frightened,scared,terrible,happy(Askthestudentswhytheyfeelhappy?----Becausetyphoonwilloftenreleasethedrought.What’smorethereisenoughwater,whichcanbeusedtomakeelectricity.)
Q7:Whataboutthehurricane?Haveyoueverheardaboutit?
Itissomethingliketyphoon.
Q8:Whataboutvolcano?
Q9:Lookatthepicture.Findoutasmuchasyoucantodescribeit.
eg.eruptionlava
Q10:Howisavolcanoformed?
1).Showavideoabouttheeruptionofavolcano.
2).Showapictureoftheboilingwaterkettle,whichmeanstheeruptionofavolcanoissomethingliketheboilingwaterfromthekettle.Thatis,therocksisvery,veryhotandmeltedtogasandliquid.Andtheytrytogetoutlikethesteamandboilingwater.
Q11:Whereisthemostpossibleplacethatavolcanomayerupt?
Neartheocean.eg.FujiyamamountaininJapan.
Q12:Doyouknowhowavolcanoworks,ifyoudo,describeit?
Rocksfromundertheearthbecomeshotterandhotterandmanythingseruptedfromthe
volcano,suchas:
Gas:vapour,carbondioxide,nitrogen,sulphur,etc.
Solid:bitsofrockandvolcanicash,etc.
Liquid:lava.
Step2Prereading
1.Showapicture.Askthestudents:Whatcanyouseeinthepicture?(Thebodyofthepeople,exactly,thebodyofthepeopleinthetownofPompeiiinthesouthernItaly.----showapictureoftherelicsofthetownofPompeii.)
2.Showanotherpicture.AskthestudentstoguesswhathappenedinthetownofPompeii?(Avolcanoeruptedsuddenlyandafter18hoursallweredamaged,includingthepeople,animals,plantsandthetownitself.)
Step3Whilereading
Task1Skimthetextandanswerthefollowingquestions.
Q1:Whatisdescribedinthefollowingpassage?
TheeruptionofthevolcanocalledMountVesuvius.
Q2:Whenandwheredidithappen?
Onthe24thofAugustin79ADinsouthernItaly.
Q3:Whoisthewriteroftheletter?
Pliny,theyounger.
Task2Decidewhetherthefollowingsentencesaretrueorfalse.
1.Avolcanoeruptedonthe24thofAugustin79BCinsouthernItaly.F
2.Myuncleplannedtosavehisfriend’swifeRectina.F
3.MyunclewenttorescuePompyaftersavingRectina.T
4.Theflamescamefromthehomesoffarmerswhohadleftinapanicwiththekitchenfiresstillon.F
5.Theydecidedtotrytheopenairinsteadofstayinginthehouse.T
6.Itwasnightwhenthevolcanoerupted.F
Task4Scanthetextfillinthefollowingform.
DateOnthe24thofAugustin79ADinsouthernItaly.Whathappened:TheeruptionofthevolcanocalledMountVesuvius.
FirstAcloudofunusualsizeshaperisingfromamountaindrewmyuncle’sattentionandhewantedtoseeitfromcloserathand.
NextAfterreceivingaletterfromhisfriend’swifeRectina,hechangedhismindtosaveher.
ThenInspiteofthedanger,heturnedbacktorescuehisfriendPompyandhelpcalmdowntheotherpeople.
FinallyMyunclewantedtogetoutofthedangerbutfailed.Hewasdead.
Task5Arrangethefollowingstatementsaccordingtotherightorder.
1.HedecidedtorescuehisfriendPompy.
2.Somepeoplewatchedanunusualcloudrisingfromamountain.
3.Rectinabeggedhimtosaveher.
4.Heorderedaboatmadeready.
5.Twoslaveshelpedhimstandupandimmediatelyhefelldowndead.
6.Hebathedandhaddinner.
7.Arainofrockswascomingdown.
2-4-3-1-6-7-5
Task6Readthetextagainandexplainwhatthewordsinboldreferto.
it:acloudofunusualsizeandshaperisingfromamountain
theone:thewind
theother:myuncle’sfriendPompy
their:flames
They:scaredpeople
Languagepoints:
1.drawone’sattentiontosth.吸引某人的注意力
eg.Shedrewmyattentiontoamistakeinthereport.
catchone’sattention;focusone’sattentionon;payattentionto;giveone’sattentionto
2.Ashandbitsofrockthatwereburntblackwerefallingontotheshipnow,darkerandmore,theclosertheywent.
3.urge催促,極力主張;強(qiáng)烈要求
eg.TheU.S.AurgedIraqtogiveup.
4.Uponarrival:Assoonashearrived當(dāng)…的時(shí)候;一…就…
5.bathn.洗澡；浴缸
bathev.洗澡
6.Helookedmoreasleepthandead.
eg.Thepiglooksmorelovelythanstupid.
eg.Theboylooksmorestupidthanangry.
Step4Postreading
Task1Theuncleofthewriterwasnotafraidofwhatwashappening.Howdoyouknow?Givethreeexamplesthatshowhehadnofear.
1.Hewroteareportaboutallheobservedduringhistrip.
2.RescuedPompy,calmeddown,bathedandhaddinner,sleep,etc.
3.Sleptafterbathsanddinner,toldtheflamescamefromthehomesoffarmerswhohadleftinapanicwiththekitchenfiresstillon.
Task2Furtherunderstanding
1.Howdoesnatureformadangertopeopleintheworldandhowcansciencehelpreducethatthreat?
eg.Inthesummer,withthearrivaloftyphoon,arainofstormandfloodwillcome,whichwilldamagealotofthings,includingpeople,animals,andbuildings,etc.Thefactorywillalsobeclosedbecauseofit.
Askthestudentstothinkasmanyexamplesastheycan.
2.What’stherelationbetweenhumanbeingsandnature?
Wecan’tgoagainstnature.Weshouldliveinharmonywiththenature.
3.Whatshouldwedotoprotecttheenvironmentthatwelivein?
5Rpolicy.
1.Reduce:Reducetheamountofwastebyeverypossiblemeans.
eg.Showapictureofatree;explaintothestudentsthatwemustreducetheamountoftreesthatwecutdown.
2.Reuse:Reusetheusefulthingsbeforegettingridofthem.
eg.Showapictureofacoat;explaintothestudentsthatwhenourcoatisnotsuitableforustowear,wecangiveittoourbrothers,sistersorgiveittotheProjectHope.
3.Recycle:Recyclethewastethingsifpossible.
eg.Showapictureofacolacan;explaintothestudentsthatafterdrinkingthecola,thecansleftcanbecollectedtogetherandmeltthemtomakenewcans.
4.Recover:Makeuseofgoodpartswhilegettingridofthebadones.
eg.Showapictureofawatermelon;explaintothestudentsthatifpartofthewatermelonisrotten,wecancutitoutandeatthegoodparts.
5.Repair:Repairthebrokenthings.
eg.Showapictureofachair;explaintothestudentsthatifonelegofachairisbroken,wecanrepairitanduseitagain.
Homework:
1.(inthefirstperiod)Findoutsomesentencesyouenjoymost,trytorecitethemaspossibleasyoucan.
2.Refertothewebsitetoknowmoreaboutthevolcano.
//.cn/yanjiu/gta
//puter,aprojectorataperecorder

Step1Revision
Questions:1Whatkindsofdisastersdoesnaturegiveus?
2Whatkindsofdisastersdoesmangiveus?

Step2Pre-listening
Page144,Listening.Lookatthepicture.DiscussExercise1withthestudents.

Step3Listening
PlaythetapeforthestudentstodoExercises2-4.Thenask:WhathappenedinthetyphoonLindatalkedabout?

Step4Lead-in
Page74,Speaking.Getthestudentstoreadthedialoguetofindouttheanswerstothefollowingquestions:
1Whathappenedinthetyphoon?
2Whatelsedoyouknowwillhappeninatyphoon?
3Whatwaspeople’semotion?
4Whatdoyouthinkhappensinahurricane,avolcano,anearthquake,SARSandbirdflu?

Step5Speaking
Givethestudentssomepictures.Getthemtomakeasimilardialogue.Telltheirpartnerswhetherthesethingsorsituationsfrightenthemandexplainwhy.Also,talkaboutpeople’semotioninthesesituationsandhowtheywouldbehave.Getthemtomakewiththehelpoftheusefulexpressions.
Model:
A:Haveyoubeeninasituationthatfrightensyou?
B:Yes.Itwaslastsummer.Ispentmysummervacationinmyhometown,asmallvillageinamountainousdistrict.Oneday,Iwenthikingwithmycousin.Onourwayhome,wemetacobra.
A:Wereyoufrightenedwhenyousawit?
B:Very!Itmademyhairstandonend.Mycousinwastoofrightenedtomoveatthattime,too.BecausewebothsawonTVthatthepoisonofacobracankillapersoneasily.
A:Whathappenednext?
B:Fortunatelyitdidn’tseeus.WeactedjustastheTVprogrammetoldus.Atlast,itwentby.Thedistancebetweenthecobraanduswasonlythreemetresorso.
A:Howterrible!

Step6Pre-talking
Ask:Whatdoyouneedtodowhenyouaretrappedinatyphoon?
GetthestudentstoreadthedialogueatPage144,TalkingbetweenXiaosongandDavidtofindoutwhatXiaosongsuggestsincaseoftyphoon.

Step7Talking
Getthestudentstoreadtherollcardsandmakesimilardialogues.

Step8Homework
Makeadialoguewithyourpartneraboutadisaster.Itshouldincludethefollowing:
1)Whatwasitlike?
2)Whathappened?
3)Whatwaspeople’semotionandwhataboutyours?
4)Whatsafetymeasuresshouldbetaken?

Period4Integratingskills(Sb)
TeachingAims:
1.Learnthetext“typhoon”andmasterthedetailedinformationinit.
2.Learnusefulwordsandexpressions
3.Writeapassageabouthowthestorywillend.
Teachingimportantpoints:
1.TotrainSs’readingskillsandwritingskills
2.Tomastertheusagesofthenewwordsandexpressionofthisperiod.
Teachingdifficultpoints:
1.Towriteapassageaboutterribleweather----typhoon
2.Tounderstandthedifficultwords,phrasesandsentences
Teachingmethods:
1.Fastreadingandcarefulreading:togettheSstograspthedetailedinformation
2.Writingpractice:togettheSstolearnhowtodescribesomethingterrible
3.Pairworkorgroupwork:togettheSstobeactiveinclass
TeachingAids:
acomputer,aprojector,ataperecorder(iftheteacherwants)

Teachingprocedures:
Step1TeachingRevision
1.Checkthehomework
2.Retellthestory(iftheteacherlikes)
3.Reviewthewordsandexpressionfortalkingaboutweather.
(ThisactivityaimstoreviewthewordsandmotivatetheSs.Inthisway,thetopicwillbeturnedtotyphoon.)
Step2Leadin
T:Inthelastfewperiods,wedealwithaletteraboutvolcano.Itisaterriblenaturedisaster.Thissummerourhometownalsoexperienceaterribledisaster-----typhoon,onecalledYunan.Itcausedgreatdamage,isn’tit?Canyoudescribeit?(Ss:….)
T:IfithappensinUSA,whatdopeoplecall?(Ahurricane)
Infact,atyphoonisthesamethingasahurricaneexcepttheplacewheretheyform.Beforewedealwiththedetailedinformation,let’swatchashortvideotoexperiencethestorywindagainandherearetwoquestionsforyou.
1.Whatdoesthehurricanebringin?
2.Howlongwillitusuallylast?
(Sswatchthevideoandgivetheanswers.Ifitisnecessary,playittwice.)
Step3Pre-reading
T:Weknowtyphoonscancausegreatdamageorevendeaths.Inordertoreducethelossandprotectourselves,wehavetolearnmoreaboutit.Thenwhatelsedoyouknowaboutthetyphoon?Telluswhatyouknow,please!Firsttalkwithyourpartnerandthentellthewholeclasswhatyouhavediscussed.
(pairworkfortwominutesandthenoneortwoSsreport)
(ThisactivityistomotivatetheSstotalkinEnglishandcooperatewellwitheachother.)
(Thentheteacherintroducethebackgroundinformation)
T:Now,Let’slookatthediagram.We’llknowwhatistyphoon.Typhoonisakindoftropicalcyclone.It’stheatmosphericwhirlpoolformedonthewarmtropicaloceanandtheareaoflowpressure.Windsareproducedbecausethepressureoftheairisdifferentindifferentplaces.Airflowsfromaregionofhighpressuretoaregionoflowpressure,causingawind.Thelowpressurecenteristheeyeofthestorm.Andtropicalcycloneisthegeneralnameoftropicaldepression,tropicalstorm,severetropicalstormandtyphoonorhurricane.InUSA,peopledon’tusethenameofseveretropicalstormandtyphoon.Instead,peopleusethename----hurricane.Allovertheworld,peoplenamethesetropicalcyclonesaccordingtotheirstrongestspeedofwind.Canyouguesshowfastatyphooncanmove?(ShowtheformtotheSs)
(Lookattheform---tropicalcyclonenamingconventions)
(Thentheteachershowsthemapoftheworld,askSstotellthedifferencebetweentyphoonandhurricane.)
Step4Whilereading
Fastreading:skimthepassageandtrytogetthegeneralideaofthetext.(Ssanswerthemainelementsofastory:who,when,where,how)
Carefulreading:Ssfinishtwotasksafterreading.
Task1.Scanthepassageandfindtheanswertothefollowingquestions.
1.Wheredidtheshipmeetthetyphoon?
2.Whatwastheweatheratfirst?
3.Whydidthecapitalsaythatitlookedasifatyphoonwascomingon?
4.Whereweretheywhenthefullforceofthehurricanestrucktheship?
5.Whatshouldtheydoinsuchterribleweather?
6.Whatdoesthesentence“Anotheronelikethis,andthat’sthelastofher”mean?
7.Whydidthecapitalstrikeamatch?Whatdidhesee?
Task2.TrytoexplainthedifficultsentenceinboldinEnglish.
1.Itwasfine,fortherewasnowindandtheheatwasclose.
2.Becauseheobservedthebarometerfellsteadilyandheknewthataterriblestormwouldcomesoon.
3.Whenthehurricanestrucktheshipwithfullforce,theywereallonthebridge.
4.Theycouldonlymovetheshipoverthehighseaandintotheveryeyeofthewind.
5.Itwasthelowestreadinghehadeverseeninhislife
(IfSscouldn’tunderstandthesentences,allowthemtodiscusswiththeirpartner.)
Dealwithlanguagepointsafterthat.
1.onboard=inoron(aship,anaircraftorpublicvehicle)
eg.1)Havethepassengersgoneonboardyet?
2)一上船，我總想吐。
AssoonasI’monboardIalwaysfeelsick.
2.closeadj.=lackingfreshorfreelymovingair
eg.Shenoticedthattheairwasveryclose.
Theatmosphereinasteam-heatedbuildingisoftenclose
3.dirtyadj.=(oftheweather)roughandunpleasant
4.knockabout=knockaround①“漫游,流浪”②“(狠)打”
eg.HehasknockaboutalloverEurope.
Afterhegraduatedfromcollege,Joeknockedaboutforayearseeingthecountrybeforehewenttoworkinhisfather’sbusiness.
Theysayheknockshischildrenabout.
5.allofasudden=suddenly/unexpectedly
eg.1)Allofasudden,thetyreburst.
2)他轉(zhuǎn)過(guò)身來(lái)但是忽然跌倒了.
Heturnedaroundbutfelldownallofasudden.
6.doforsb./sth.“破壞,使…失敗.”
eg.1)Thespellingmistakeintheexamdidforhim.
2)若資金不能在十五天內(nèi)到位，工廠就完了。
Thefactorywillbedoneforitifcapitalcan’tarriveinfifteendays.
dofor“設(shè)法弄到”常用于how,what開(kāi)頭的疑問(wèn)句中.
eg.Howdidyoudoforfoodwhenyouwereinthedesert?
7.asthough=asif
eg.1)Irememberthewholethingasifithappenedyesterday.
2)Shefeltasifthegirlwereamemberofherownfamily.
8.allatonce=suddenlyandunexpectedly/atthesametime.
9.swearv.=promiseordeclareformally
Step4Post-reading
T:Wehavedealtwiththelanguagepointsofthetextandnowletsdosomeexercises.
Task1.Fillintheblankswithproperwords.
Task2.Ssdiscusstheendofthestoryingroupsandonereportedittotheclass.
(TheSscanexpresstheirownopinionsandcommunicateproperly.TheycanimprovetheirspeakingskillsandtheabilitytodothingsinEnglish.)
Step5Discussion
Extendeddiscussion:
T:Weknowtyphooncancausegreatdamagetoourlife.Howcanwereducetheloss?Howcanweprotectourselves?
(Ssdiscussinpairsoringroupsandthenreportwhattheydiscuss.)
Suggestedanswers:
1.Buildstronghouses;
2.Forecastcorrectly;
3.Giveefficientfirstaid;
4.Cutupthebranchesofthetrees;
5.Burythelinesundertheground
T:Everycoinhastwosides,sodoesthetyphoon.Thoughthetyphooncausesdamage,itcanhavegoodeffects.Canyouthinkofsome?
goodeffects:
eg1.Bringinenoughwatertoreleasedrought
2.Bringinheavywindwhichcanbeusedtomakeelectricity.
step6Homework
1.Oralhomework:
Supposeyouareanewspaperreporterandareinterviewingthecapitain.Makeupthedialogue.
Thinkitover:Whatquestionswillthejournalistask?
2.Writtenhomework
Writetheendofthepassageonyourexercisebook.

Period5Listening(Wb)IntegratingskillsWriting(Wb)
Teachingaims:
1.TheSscanunderstandthelisteningtext.
2.TheSscangetthegeneralideaofeachparagraph.
3.Throughreading,theSsdevelopsomemicroskillsinreading,suchasskimmingandscanning.What’smore,theycanwriteacompositionofsimilartopic.
4.TheSscandevelopinsomewhattheabilityofautonomylearning,processinginformationandthinkinginEnglish.
5.TheSshavethesensetoprotectourenvironment.TheysharetheexperienceoflearningEnglishandhavethesenseofsuccessinlearningEnglishandcooperation.
Teachingimportantpoints:
1.Learntheusefulwordsandexpressionsinthisperiod.
2.Learntowriteaboutanaturaldisaster.
Teachingdifficultpoints:
1.Knowhowtousethewordsandexpressionsinthisperiod.
2.Knowthestructureofwritingaboutanaturaldisaster.
Teachingaids:atape-recorderacomputeraprojector

Teachingprocedures
Stage1Listening
1.Readtheinformationabouttheexercises.
2.ListentothetapeanddoExercises1,23.
3.Listenagainandfinishallthequestionsinthispart.
(Ifnecessary,playthetapeagain.)
Stage2Reading
1.Lead-in
AsktheSstodescribeakindofweatherandwhatpeopledoinsuchweather.
Todaywe’llreadsomebookdescriptionsaboutnaturaldisastersandstoriesthathappenedinterribleweather.
2.Pre-tasks
Readthroughthebookdescriptionsandmatchthemwiththefollowingbooktitles.
1.VolcanoEarthquake
2.UndertheVolcano:ANovel
3.Disaster!TheGreatSanFranciscoEarthquakeandFireof1906
4.VolcanoEarthquake
5.TheComingStorm:ExtremeWeatherandOurTerrifyingFuture
6.HiddenBigIslandofHawaii:IncludingtheVolcanoesNationalPark
7.SuddenSea:TheGreatHurricaneof1938
(ThisactivityaimstoimprovetheSs’readingabilityofskimmingandtheSscangetthegeneralideaofeachparagraph.)
3.While-tasks
AsktheSstoreadthedescriptionscarefullyagain.Dividethewholeclassintotwoparts.Eachpartdealswithoneofthefollowingtwoactivities:
1.Whichbooksonthelistinterestyou?Givereasonswhyyoumightwanttoreadthem.
2.Chooseonebookfromthelistwhichyoudon’twanttoreadandexplainwhyyouthinkitwon’tinterestyou.
(ThisactivityistohelptheSsdeveloptheabilityofscanningandexpresstheirownopinionswiththeirownwords.)
4.Post-tasks
Groupwork.
Imagineyourteacherasksyoutowriteanessayabouthumanexperiencesandhowpeoplesufferduringnaturaldisasters.Whichbookswouldyouchoosetohelpyouwriteyouressay?Whatinformationdoyouthinkyoucouldusefromthem?

Stage3Writing
1.Brainstorming
Whatnaturaldisastersdoyouknow?

2.Writing
Dividetheclassintosixgroups.Eachgroupdiscussatopicandwritesacompositiontogether.Aftertheyfinishthewriting,theyshoulddopeer-revision.Thentheteacherwillpostthecompositionsonthewall.Eachcompositionshouldcontainthefollowingparts:
1.Howisthedisasterformed?
2.Whathappenswhenthedisastercomes?
3.Whatisthedamageafterthedisaster?
4.Whatdopeopledoafterthat?
5.Whatlessonhaveyoulearn?
(ThissteptriestodeveloptheSs’cooperativeabilityandwritingability.TheSslookupinformationinmanydifferentways.)

Stage4Homework
Readmorepassagesaboutnaturaldisasters.Theycanrefertothefollowingwebsites:
///howto.html

Period6GrammarWordStudy
Goals:1.LearnandmasterGrammar:Ellipsis
2.Reviewtheusageofthepresentparticiplepastparticiple.
TeachingImportantPoints:
1.LearnaboutEllipsisofdifferenttypes.
2.EnableSstolearnhowtochoosethepresentparticiplethepastparticiple.
TeachingDifficultPoint:HowtouseEllipsistomakeasentencebriefandclear.
TeachingAids:acomputeraprojector
Procedures:
Step1:WordStudy
1.ChecktheanswertoExercise1atPage77.
2.ThePresentparticiplethepastparticiple
T:Lookatthe2sentencesontheblackboard.
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Canyoutellthedifferencebetween“moving”“moved”?
S:Yes.Thepresentparticiple“moving”expressesanactionthathappensaroundthesametimeasthemainverbwithanactivemeaningwhilethepastparticiple“moved”expressesanactionthatiscompletedwithanpassivemeaning.AmIright?
T:Yes,quiteright?PleaseopenyourbooksatPage78.LookatEx.2.Readthesentencesandfillintheblankswiththeproperformsofthewords.
Step2:Grammar-Ellipsis
T:Lookatthe2sentencesontheblackboard.
Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
Thencameasmellofsulphur,andthen(?)flames.
Readthemanddecidewhichwordswereleftoutateachplaceofthequestionmarks.
S:Ithinkinthe1stsentencethesubject“heormyuncle”wasleftout.
S:Inthe2ndsentenceIthink“came”shouldbeattheplaceofthequestionmark.
T:Youareright.InmodernEnglishthereisatendencytoomitorleaveoutsomewordsinasentenceforthesakeofconciseness.Theomissioniscalled“Ellipsis”,andasentencecontainingsuchanellipticalsentence.Awordorwordsinasentencecanbeomittedonlyonconditionthattheomissionwouldnotcausethesentencetobeunderstoodinmorethanonewaytobeunclearmeaningorwrong.Wemustkeepinmindthatweshouldnotomitwordsnecessaryforclearness.Areyouclearaboutthat?NowI’dliketosomemoreabout“Ellipsis”.
1.簡(jiǎn)單句中的省略
1)省略主語(yǔ)祈使句中主語(yǔ)通常省略；其它省略主語(yǔ)多限于少數(shù)現(xiàn)成的說(shuō)法。
(1)(I)Thankyouforyourhelp.
(2)(I)Seeyoutomorrow.
(3)(It)Doesn’tmatter.
(4)(I)Begyourpardon.
2)省略主謂或主謂語(yǔ)的一部分
(1)(Thereis)Nosmoking.
(2)(Isthere)Anythingwrong?
(3)(Willyou)Haveasmoke?
(4)What/How(doyouthink)aboutacupoftea?
(5)Why(doyou)notsayhellotohim?
3)省略作賓語(yǔ)的不定式短語(yǔ)，只保留to，但如果該賓語(yǔ)是動(dòng)詞be或完成時(shí)態(tài)，則須在之后加上be或have:
(1)–Areyougoingthere?--Yes,I’dliketo(gothere).
(2)Hedidn’tgivemethechance,thoughhehadpromisedto(givemethechance).
(3)–Areyouanengineer?--No,butIwanttobe.
(4)–Hehasn’tfinishedthetaskyet.--Well,heoughttohave.
4)省略表語(yǔ)
(1)–Areyouthirsty?--Yes,Iam(thirsty).
(2)Hisbrotherisn’tlazy,norishissister(lazy).
5)同時(shí)省略幾個(gè)成分
(1)Let’smeetatthesameplaceas(wemet)yesterday.
(2)–-Haveyoufinishedyourwork?
---(Ihave)Not(finishedmywork)yet.
2.主從復(fù)合句中的省略
1)主句中有一些乘法被省略
(1)(I’m)Sorrytohearyouareill.
(2)(It’sa)Pitythathemissedsuchagoodchance.
2)主句中有一些乘法被省略
(1)–Ishecomingbacktonight?--Ithinkso.
(2)–Shemustbebusynow?--Ifso,shecan’tgowithus.
(3)–Isshefeelingbettertoday?--I’mafraidnot.
(4)–Doyouthinkhewillattendthemeeting?--Iguessnot.
這種用法常見(jiàn)的有：Howso?Whyso?Isthatso?Ihopeso.Hesaidso.及Isuppose/believe/hopenot.
3.并列句中的省略
兩個(gè)并列句中，后一個(gè)分句常省略與前一分句中相同的部分。
(1)Myfatherisadoctorandmymother(is)anurse.
(2)Istudyatcollegeandmysister(studies)athighschool.
(3)Whensummercomes,thedayisgettinglongerandlonger,andthenight(isgetting)shorterandshorter.
4.其他省略
1)連詞的that省略
(1)賓語(yǔ)從句中常省略連詞that，但也有不能省略的情況。
(2)在定語(yǔ)從句中，that在從句中作賓語(yǔ)時(shí)可省略.另外，凡是進(jìn)行時(shí)態(tài)和被動(dòng)語(yǔ)態(tài)的定語(yǔ)從句都可省略關(guān)系代詞和be動(dòng)詞。
2)在某些狀語(yǔ)從句中，從句的主語(yǔ)與主句的主語(yǔ)一致時(shí)，可省去“主語(yǔ)+be”部分
(1)When(hewas)stillaboyof10,hehadtoworkdayandnight.
(2)Shetriedherbestthough(shewas)ratherpoorinhealth.
(3)If(youare)askedyoumaycomein.
(4)If(itis)necessaryI’llexplaintoyouagain.
3)不定式符號(hào)to的省略
(1)并列的不定式可省去后面的to.
Itoldhimtositdownandwaitforamoment.
(2)help當(dāng)“幫助”講時(shí)，后面的賓語(yǔ)或賓補(bǔ)的不定式符號(hào)to可帶可不帶.
Iwillhelp(to)doitforyou.
Iwillhelpyou(to)doit.
（3）介詞but前若有動(dòng)詞do,后面的不定式不帶to.
Theboydidnothingbutplay.
(4)某些使役動(dòng)詞（let,make,have）及感官動(dòng)詞（see,watch,hear,notice,observe,feel,lookat,listento等）后面作賓語(yǔ)補(bǔ)足語(yǔ)的不定式一定要省去to,但在被動(dòng)語(yǔ)態(tài)中須將to復(fù)原。
Isawtheboyfallfromthetree.
Theboywasseentofallfromthetree.
Thebossmadeuswork12hoursaday.
Weweremadetowork12hoursaday.
(5)主語(yǔ)從句中有動(dòng)詞do,后面作表語(yǔ)的不定式的to可帶可不帶。
Allwecandonowis(to)wait.
(6)find當(dāng)“發(fā)現(xiàn)”講時(shí)，后面作賓語(yǔ)補(bǔ)足語(yǔ)的不定式符號(hào)to可帶可不帶。
Wefoundhim(to)workveryhardattheexperiment.
但如果是不定式tobe，則不能省略。
Shefoundhimtobedishonest.
4)連詞if在部分虛擬條件句中可省略，但后面的語(yǔ)序有變化。
(1)Hadtheytime,theywouldcertainlycomeandhelpus.
(2)WereIyou,Iwoulddotheworkbetter.
(3)Shouldtherebeaflood,whatshouldwedo?
5)主句和從句各有一些成分省略。
Thesooner(youdoit),thebetter(itwillbe).
Step3:Homework
Finishalltheexercisesabout“Ellipsis”inyourbook.

Frighteningnature教案

Frighteningnature（TheThirdPeriod）

古人云，工欲善其事，必先利其器。高中教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更好的消化課堂內(nèi)容，幫助高中教師提高自己的教學(xué)質(zhì)量。那么如何寫(xiě)好我們的高中教案呢？下面是小編幫大家編輯的《Frighteningnature（TheThirdPeriod）》，僅供您在工作和學(xué)習(xí)中參考。

TheThirdPeriod
TeachingAims:
1.Getthestudentstocompleteapassageaccordingtotheinformationgiven.
2.Getthestudentstoreviewtheusageofthepresentparticipleandthepastparticiple.
3.Getthestudentstolearnandmaster
Grammar:Ellipsis.
TeachingImportantPoints:
1.Enablestudentstolearnhowtochoosethepresentparticipleorthepastparticiple.
2.LearnaboutEllipsisofdifferenttypes.
TeachingDifficultPoint:
HowtouseElliipsistomakeasentencebriefandclear.
TeachingMethods:
1.Practisetomakethestudentsmasterwhattheyvelearned.
2.Inductivemethodtogivethestudentsaclearpictureoftheyshouldmaster.
3.Pairworkorgroupworktomakeeverystudentbeactiveinclass.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
(Teacherandstudentslearnthenewwordsofthisperiodtogether.)
T:Haveyoufinishedyourhomework?
Ss:Yes.
T:Whowillreadhiswordwebstous?
(Teacheraskssomestudentstoread.Atlastteachershowsthefollowingon
thescreen.)

StepIIWordStudy
T:(Showthescreen.)Nowletsdoanexercise.Readthenewsonthescreen
andfillintheblankswiththewordswevelearned.Pairworkorgroupwork.
Completethenews:
TheactivevonMontserratcausedmorethanUS3000damagetocropsandtheislandswatersystem,thegovernmentsaidThursday.
Theislandwascoveredwithdanda_________asdeepasfourinched.Fruittreesandcropswereseverelydamaged,butnoneofthepeoplewerereportedinjured,officialssaid.Somewildlifehabitatsweredamaged.
ThevolcanoonMontserratsprangtolifein1995.Morethanhalfofthe
populationf______andneverreturneda.Aneruptionin1997killed19
peopleandburiedthecapitalofPlymouth.
Althoughtherewasafeelingofp_________,peopletoldreportersthattheywouldnotleavetheirisland.
OfficialssaidcostsforcleaningupcouldreachUS8000.TheUNhasu________othercountriestohelp.Britainalreadygave2millionpoundslastaidTuesdays.
Suggestedanswers:
olcano,ust,sh,led,gain,anic,rged
T:Lookatthetwosentencesontheblackboard.
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Canyoutellmethedifferencebetween“moving”and“moved”,LiHua?
LiHua:Yes.Thepresentparticiple“moving”expressesanactionthathappensaroundthesametimeasthemainverbwithanactivemeaningwhilethepast
participle“moved”expressesanactionthatiscompletedwithanpassivemeaning.AmIright?
T:Yes,quiteright!PleaseopenyourbooksatPage78.LookatEx.2.Read
thesentencesandfillintileblankswiththeproperformsofthewordsin
brackets.Andthencheckyouranswerswithyourpartner.
Suggestedanswers:
1.frightening;frightened
2.upsetting;upset
3.terrified
4.scaring;seared
StepIIIGrammar
T:(Teacherwritesthetwosentencesontheblackboard.)
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
Lookatthetwosentencesontheblackboard.Theyarebothfromthetext.Readthemanddecidewhichwordswereleftoutateachplaceofthequestionmarks.Pairworkorgroupwork.
(Afewsecondslater.)
SA:Ithinkinthefirstsentencethesubject“heormyuncle”wasleftout.
SB:InthesecondsentenceIthink“came”shouldbeattheplaceofthequestion
mark.
(Teacherwritesthecompletedsentencesontheblackboard.)
T:Youareright.InmodernEnglishthereisatendencytoomitorleaveoutsome
wordsinasentenceforthesakeofconciseness.Thisomissioniscalledellipsis,andasentencecontainingsuchanomissioniscalledanellipticalsentence,Awordorwordsinasentencecanbeomittedonlyonconditionthattheomissionwouldnotcausethesentencetobeunderstoodinmorethanonewayortobeofunclearmeaningorwrong.Wemustkeepinmindthatweshouldnotomitwordsnecessaryforclearness.Areyouclearaboutthat?
Ss:Yes.
StepIVPractice
T:(Teachershowsthescreen.)Herearetensentencesonthescreenandthey
areallcorrect.Workwithyourpartneranddecidewhichwordshavebeenleft
out.
Decidewhichwordshavebeenleftout.
Example:(I)Begyourpardon.
1.Haventseenyouforages.
2.Somemoretea?
3.Soundslikeagoodidea.
4.Doesntmatter.
5.Sorrytohearthat.
6.Pityyoucouldntcome.
7.Thisway,please.
8.Terribleweather!
9.Joiningusforadrink?
10.Goingtothesupermarket?
T:(Afterawhile.)Haveyoufinished?Whowillgiveustheanswers?Onestudent,onesentence.Volunteers?
Suggestedanswers:
1.Ihaventseenyouforages.
2.Wouldyoulikesomemoretea?
3.Itsoundslikeagoodidea.
4.Itdoesntmatter.
5.Imsorrytohearthat.
6.Itsapityyoucouldntcome.
7.Youcomethisway,please.
8.Whatterribleweatheritis!
9.Doyouenjoyjoiningusforadrink?
or:Doyoufeellikejoiningusforadrink?
10.Areyougoingtothesupermarket?
StepVDiscussion
T:(Teachershowsthescreen.)Letsdoanotherexercise.Lookatthescreen.
Someofthewordsinthesentencesonthescreenareunnecessary.Crossthese
wordsout.
Dothefollowingaftertheexample:
Example:Itdidnttakemyunclelongtodecidewhethertogotosavehisfriends
ornottogotosavehisfriends.
1.ShecanholdherbreathlongerthanIcanholdnaybreath.
2.Theydiscussedwhethertheyshouldstayinthehouseortheyshouldtrytheopenair.
3.Theyhadameal,theywentoutforawalkandtheycamebacktosleep.
4.Dontbatheifyoudontwanttobathe.
5.IdontvisitmyparentsasmuchasIoughttovisitmyparents
(Afterawhile.)
Sa:Ithinkinthefirstsentence“holdmybreath”canbeomitted.
Sb:Theword“can”canbeomitted,too.
T:Whoisright?
Ss:Sb.
Sc:Inthesecondsentence,wecanleaveoutthewords“theyshould”.AmIright?
Ss:Yes.
Sd:Inthethirdsentencethesecondandthethirdsubject“they”canheomitted.
Se:Thefourthsentencecanhechangedlikethis:Dontbatheifyoudontwantto.
T:Cantheword“to”beomitted?
Ss:No,itcantbeomitted.
St:Inthefifthsentence,thelastfewwords“visitmyparents”canbeleft
out,cantthey?
Ss:Yes.
T:Youvegraspedthespiritofit.NowopenyourbooksonPage78.Letsdo
Ex.4.Readtherequirementandhaveadiscussionwithyourpartner.
Suggestedanswers:
M:Well,youdontlookatalllikeaseacaptain,sir.
C:Imafraidyoudontlikeverymuchlikeagoverness.Youturnaround,please!
M:Whatdoyoumean?
or:Forwhatdoyouaskmetoturnaround?
C:Youturn!Youtakeyourhatoff!Itsthedress.Youhavetoputonanother
onebeforeyoumeetthechildren.
M:ButIdonthaveanotherone.Iwouldhavemademyselfanewdress,but
therewasnttime.
C:Well,Illseethatyougetsomematerialtoday,ifpossible.1dontknowhow
muchthemotherhastoldyou.
M:Themotherhasnottoldmemuch.
C:Yourethetwelfthinalonglineofgovernesses,whohavecometolookaftermychildrensincetheirmotherdied.Ibelievethatyouwilldobetterthanlastone.Shestayedonlytwohours.
M:Whatswrongwiththechildren,sir?
C:Therewasnothingwrongwiththechildren,onlythegoverness.…
StepVISummaryandHomework
T:InthisperiodwevedonesomeexercisesaboutWordstudy.Andwevelearnedanewgrammaritem:Ellipsis.Indoingthis,wemustrememberthat…(PointingtothesentencesontheBb.)Afterclass,domoreexercisesaboutit.AndthendoEx.5onPage77.NextclassIllasksomestudentstotellthestoryintheirownwords.Thatsallfortoday.Classisover.
StepVIITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheThirdPeriod
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Grammar:Ellipsis
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
*1.Uponarrival,myUnclehuggedPompyand(he/myuncle)triedtogivehimcourage,*2.Thencameasmellofsulphur,andthen(came)flames.
StepVIIIRecordafterTeaching