高中英語(yǔ)必修二教案

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?（筆墨評(píng)語(yǔ)網(wǎng) WWw.BMRBh.coM）

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.

擴(kuò)展閱讀

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，為以后的寫作打下基礎(chǔ)。
“讀前”（Pre-reading）部分先以兩幅圖片來(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、寫兩部分，讀為寫做鋪墊。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：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.)

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.

高二英語(yǔ)上冊(cè)第十單元知識(shí)點(diǎn)：Frighteningnature

高二英語(yǔ)上冊(cè)第十單元知識(shí)點(diǎn)：Frighteningnature

1.Howdoesnatureformadangertopeopleintheworldandhowcansciencehelpreducethatthreat.大自然是怎樣對(duì)全世界人民形成一種威脅的及科學(xué)能如何幫助減少這種威脅。(p.73WarmingUpNo.3)

1)danger此處用作可數(shù)名詞，意為“危害，威脅”，常與介詞to或of連用。如：①Thenarrowbridgeisadangertotraffic.這座狹窄的橋梁對(duì)交通造成了危險(xiǎn)。②Violentcriminalslikethatareadangertosociety.這種暴力罪犯對(duì)社會(huì)是一種危害。③Abusystreetisadangertochildren.交通流量大的街道對(duì)小孩子很危險(xiǎn)。

像danger一樣，還有些抽象名詞可表示具體化的事物。如：surprise，cold，pleasure，pity，failure，success，worry，honour，experience，must，difficulty，youth，beauty，wonder，interest等;但也有些抽象名詞即使沒(méi)有形容詞修飾也不能具體化，如：fun，advice，information，health，progress，wealth，news，weather等。如：①Theexperimenthasturnedoutasuccess.實(shí)驗(yàn)終于成功了。②ManypeopleagreethataknowledgeofEnglishisamustininternationaltradetoday.許多人贊成當(dāng)今國(guó)際貿(mào)易中英語(yǔ)知識(shí)是不可缺少的東西。

2)reduce此處用作及物動(dòng)詞，意為“把(數(shù)量、力量等)減少;縮小(尺寸、程度等);降低(價(jià)格等)”，如：①Iboughtthisshirtbecauseitwasreducedfromto.我買了這件襯衣，因?yàn)樗膬r(jià)格從12英鎊減到6英鎊。②Shereducedherweightby5kilograms.她的體重減輕了5公斤。③Reducethesaucebyboilingitfortenminutes.煮十分鐘把調(diào)味汁熬掉些。④Thenewworkingmethodfurtherreducedproductioncosts.新的操作方法進(jìn)一步降低了生產(chǎn)成本。

reduce還可意為“使成為(多用于被動(dòng)語(yǔ)態(tài)且與to連用);使處于某種狀態(tài)(須與to連用)”。如：①Thebombreducedthecitytoruins.炸彈爆炸使得該城鎮(zhèn)化為廢墟。②Thehousewasreducedtoashes.房子被燒成了灰燼。③Hemanagedtoreducedthegroupofchildrentosilence.他設(shè)法使這些孩子靜了下來(lái)。④Intheoldsocietyhewasreducedtobegging.在舊社會(huì)他被逼得討飯。

2.Myfriendsaidhewasscaredtodeath.我的朋友說(shuō)他嚇得要死。(p.74Speaking倒數(shù)第7行)

1)scared意為“感到害怕(恐懼)的，受驚嚇的”，其后常與介詞of/at，動(dòng)詞不定式或that從句連用。如：①Areyouscaredofsnakes?你怕蛇嗎?②Whywontyoucomeonthetrip?Areyouscared?你為什么不參加旅行?你害怕嗎?③Shewasscaredtorideonthehorse.她怕

騎馬。④Imscaredtoflyinaplane/scaredthatitmightcrash.我很怕坐飛機(jī)旅行/很怕飛機(jī)墜毀。

scared;frightened;terrified三者意義相同，只是程度不同：scared語(yǔ)氣最弱，terrified語(yǔ)氣最強(qiáng)。

①Ifeltabitscaredwhentheplanetookoff.飛機(jī)起飛時(shí)，我有點(diǎn)害怕。②Thechildwasfrightenedbythebigdog.那孩子被狗嚇壞了。③Iwasterrifiedwhenthetigerrantowardsme.那只老虎向我撲來(lái)時(shí)，我嚇壞了。

2)本句中的介詞to表示某一過(guò)程達(dá)到的結(jié)果，變?yōu)椤俺闪恕?，以至變?yōu)椤?。如：①Hisdebtsamountedto5,000dollars.他的負(fù)債額達(dá)到了5000美元。②Thecupwasbrokentopieces.那杯子破成了碎片。③Thesnowsoonturnedtowaterundertheraysofthesun.在陽(yáng)光照射下雪很快變成了水。④ThecakewasburnttoacinderbythetimeMarygotback.瑪麗回來(lái)時(shí)，點(diǎn)心已烤成焦炭。⑤Hedrankhimselftodeath.他飲酒致死。⑥Toourgreatsurprise，hedidntturnup.使我們很奇怪的是他竟然沒(méi)有露面。

3.Somepeoplegotintoatotalpanic,whenthetyphoonpulledtheroofsofftheirhousesandcarswentupintheair.當(dāng)臺(tái)風(fēng)掀掉屋頂、汽車刮上天時(shí)，有些人驚慌起來(lái)。(p.74Speaking倒數(shù)第4行)

1)getintoapanic意為“進(jìn)入恐怖狀態(tài)”，其后與about連用引出原因。如：①Theaudiencegotintoapanicaboutthefireinthetheatre.觀眾因劇院起火而變得慌亂起來(lái)。②Shegotintoapanicwhenshethoughtshedforgottenthetickets.她想起忘了帶入場(chǎng)券時(shí)，頓時(shí)驚慌起來(lái)。

panic尤其指沒(méi)有明確的理由而傳開(kāi)于群眾間的恐慌，通常用單數(shù)形式或當(dāng)作不可數(shù)名詞。如：①Wewerethrownintoapanicwhenthelightssuddenlywentoff.當(dāng)燈突然熄滅時(shí)，我們陷入一片慌亂。②Thecrowdwasinapanic.群眾陷入恐慌狀態(tài)。

2)句中off意為“從原位置或接觸連接處移開(kāi)，分離或脫落”，即從整體中去掉某一部分。如：①Oneofthebuttonshascomeoffmycoat.我的衣服掉了一個(gè)紐扣。②Thebushitatruckandranofftheroad.那輛公共汽車撞上了一輛卡車，沖出了公路。③Shetooksomemeatofftheplate.她從盤子里拿走了一些肉。④Youaregoingoffthesubject,arentyou?你的話離題了，不是嗎?

3)goup的幾種常見(jiàn)意思：a.上漲，提高;b.響起;c.爆炸,被炸，/燒毀;d.拔地而起。如：①Everythingseemstobegoingupthesedays.近來(lái)什么東西好像都要漲價(jià)。②Whenthefirststreamofclearwaterflowedintothecanal，agreatcheerwentup.當(dāng)?shù)谝还汕迦魅胨r(shí)，頓時(shí)一片歡騰。③Thetallbuildingwentupinflames.這座大樓在熊熊烈火中燒毀了。④Newuniversitieswentupatafantasticrateinthe1980s.在80年代，新的大學(xué)以極快的速度建造起來(lái)。

4.Yeah,man.Nowthatkindofthingwouldreallyfrightenme.嗯，老兄。那種事情確實(shí)使我害怕。(p.74Speaking倒數(shù)第4行)

man此處用作不可數(shù)名詞，用于稱呼男性，意為“老兄”。如：①Thispartyisreallygreat,man!老兄，這個(gè)聚會(huì)真是棒極了!②Wakeup,man，youcantsleepallday!老兄，醒醒，你不能整天睡覺(jué)!

有關(guān)man的幾種特殊用法：(1)在男人與女人相提并論時(shí)，man前不用冠詞，單獨(dú)用。如：Manisstrongerthanwoman.男人比女人強(qiáng)壯。(2)用作不可數(shù)名詞，表示“人類”時(shí)，不和冠詞連用。如：Manmustfightforhisownexistence.人類必須為自己的生存而奮斗。(3)menandwoman是固定短語(yǔ)，詞序不能顛倒，表示“男女”。如：ThisTVplayissointerestingthatmenandwomen，boysandgirlsliketowatchit.這部電視劇非常有趣，男女老少都愛(ài)看。(4)含man的幾條諺語(yǔ)：①Somanymen，somanyminds.人各有志。②Likemaster，likeman.有其主必有其仆。③Deadmantellnotales.死人不會(huì)泄露。④Amancandiebutonce.人無(wú)二死。⑤Amancandon0morethanhecan.凡事應(yīng)量力而行。⑥Amancannotspinandreelatthesametime.一心不能二用。⑦Amanhaschoicetobeginlove,butnottoendit.談愛(ài)容易擺脫難。⑧Menmaymeetbutmountainsnever.人生何處不相逢。⑨Amanofwordsandnotofdeedsislikeagardenfullofweeds.光說(shuō)不做的人有如光生長(zhǎng)野草的花園。⑩Nomanisbornwiseorlearned.人非生而知之者。#9322;Nomaniswiseatalltimes.智者千慮必有一失。

5.Itmakesmyhairstandonend.這令我毛骨悚然。(p.75Usefulexpressions)

onend意義有二：a.直立;b.連續(xù)的，繼續(xù)地(也可以說(shuō)right/straightonend)。如：Wehadtostandthetableonendtogetinthroughthedoor.我們只能把桌子豎起才能把它抬進(jìn)這門。Theterriblesightmadeherhairstandonend.那可怕的景象使她毛骨悚然。Hesatthereforhoursonend.她連續(xù)幾個(gè)小時(shí)坐在那兒。Ithasbeensnowingonendforaweek.雪連續(xù)下了一周。

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)教案：《Unit 10 At the shop》教學(xué)設(shè)計(jì)（二）

高二英語(yǔ)教案：《Unit 10 At the shop》教學(xué)設(shè)計(jì)（二）

Teaching Aims

1. Learn lesson 38 to get brief idea of the story.

2. The students are required to answer some questions.

Step I Revision

1）Check the homework exercises.

2）Ask the students to retell the dialogue.

StepⅡWarm---up

Questions and answers:

1. Show a Mark Twain’s picture and talk about him.

2. In our middle school text books. What articles were written by Mark Twain?

“Run for a Governor.” “A Million Pound Note”

Step Ⅲ Watching and Listening

Watch the video or Listen to the tape and then answer these questions.

1. Why did the shop assistant show the customer the cheapest clothes?

2. What made the manager very excited?

Key: 1. He thought the customer was very poor and could not afford to buy expensive clothes.

2. He thought the customer was a millionaire

Step ⅣReading

Read the dialogue quickly and try to answer the questions. Ask them to read the passage carefully.

1. What did the customer want?

2. How did the customer Tod?

3. What did the shop assistant show the customer?

4. How did the customer want to pay?

5. What made the manager fed excited?

6. What can we learn from the story?

Keys:

1. The customer wanted to buy a suit.

2. He looked poor. And his clothes were old.

3. He showed the customer the cheapest clothes

4. He wanted to pay with a large note.

5. The million pound note made the manager feel excited.

6. We should never judge a person by his clothes.

Step ⅤLanguage points

1. no matter wh ---引導(dǎo)讓步狀語(yǔ)從句

2. Is anything the matter? 怎么回事？the matter = wrong

3. do sth. a favour = do a favour for do 幫某人一個(gè)忙；答應(yīng)某人的要求

4. drop in on 人/ drop in at 地點(diǎn)

Step VI Speaking and Talking

Please look at two pictures on the book.. Let the students to work in pairs. Check their answers with the whole class.

Picture 1: A customer came into a tailor's shop. The shop assistant looked at him up and down. From the clothes, the assistant thought he was a poor man.

Picture 2: After the tailor knew the man had one million pound note, he was very surprised. The manager measured him by himself. They changed their attitude to the man completely.

Step VII Oral practice

Divide the Ss into a few groups to practice a play according to the text.

Step VIII Exercise

Do Exercise 3 on Page 119

Keys: suit; note; down; chose; choice; showed; surprised; up; exceed; favor, off; put; measured; material; to; order; change; all; put; in; when

Step IX Homework

1. Retell the story in your own words.

2.Prepare Lesson 39.

教案點(diǎn)評(píng)：

本教案以閱讀及口語(yǔ)練習(xí)為主的教學(xué)方式，教師由圖片導(dǎo)入本課提出課文相關(guān)問(wèn)題，通過(guò)聽(tīng)與讀,提高學(xué)生的閱讀能力及課文理解，教師以本課的口語(yǔ)練習(xí)與討論，以調(diào)動(dòng)學(xué)生在學(xué)習(xí)中充分地進(jìn)行參與，增加課堂的趣味性與生動(dòng)性。