人教版高二 UNIT 10 (2A)Frightening nature

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目录
第1篇：人教版高二 UNIT 10 (2A)Frightening nature第2篇：人教版高二Unit 10 Frightening nature第3篇：人教版高二Unit 10 Frightening nature第4篇：Unit 10 Frightening Nature第5篇：高二新教材UNIT 10 FRIGHTENING NATURE第6篇：unit 10 Frightening Nature reading第7篇：Unit 10 Frightening nature(人教版高二英语上册教案教学设计)第8篇：unit 10 Frightening Nature(人教版高二英语上册教案教学设计)第9篇：Unit 10 Frightening nature 要点综述(人教版高二英语教案教学设计)

篇1：人教版高二 UNIT 10 (2A)Frightening nature

UNIT 10 (2A) Frightening nature

Tiantai Middle School

CONTENTS

教材分析(ANALYSIS OF THE TEACHING MATERIAL) 1

地位与作用 (Status and function) 1

教学目标 (Teaching aims) 2

课时安排（TEACHING ARRANGEMENT） 2

教学计划 (TEACHING PLANS) 3

Periods 1 & 2 Warming-up & Reading 3

Period 3 Listening(Wb) Speaking & Talking 6

Period 4 Integrating skills(Sb) 8

Period 5Listening(Wb) Integrating skills & Writing (Wb) 11

Period 6 Grammar & Word Study 13

附录一背景资料 (BACKGROUND KNOWLEDGE) 16

附录二参考网站 (WEBSITES FOR REFERENCE) 17

附录三：ARE YOU READY FOR A HURRICANE? 18

制作者：汤杰礼庞高飞郑东王若尘卢安敏

教材分析(Analysis of the teaching material)

1 地位与作用 (Status and function)

本单元的中心话题是“恐怖的自然”。围绕这一话题讨论了台风、火山等自然灾害发生时的现象及带来的影响。通过各个部分的学习，学生初步了解各种自然灾害及对人类带来的危害，从而增强保护环境和自我保护意识。

“热身”(Warming up) 通过四张图片引出自然现象：火山、台风和彗星及进行科学研究的仪器。通过师生问答形式，学生能描述自然现象并对台风、火山等自然灾害有初步了解。根据图式理论，将新学知识与学生已有的知识结合起来，能激活学生已有的图式，有利于新知识的掌握。通过这个阶段的语言训练为以下各部分的学习打下基础。

“听力”(Listening) 是一则天气预报。短文中出现了对各种天气的描述及美国各部分的气温情况。首先是细节题，根据听力短文指出美国哪些地区有雨及周二各部分的最高温。学生通过该部分练习来训练捕捉信息的能力。然后通过问题加深对短文的理解，最后达到能用英语做事的目的。

“口语”(Speaking)由两部分组成。第一部分是两人之间的对话，描述台风来时的情形和心理感受，为第二部分的配对练习打下基础。第二部分以六幅图片的内容话题，通过对话的形式来表述情感、焦虑和恐惧，为以后的写作打下基础。

“读前”（Pre-reading）部分先以两幅图片来激活学生已有的图式，对火山的形成有精确的理解。再通过三个问题，学生通过略读对以下的阅读材料有个总体的了解。

“阅读”(Reading)部分描述了“我的叔叔”--Pliny的死亡经过。Pliny不顾个人安危营救朋友，并在旅途中把自己的见闻记录下来，为后人留下宝贵的研究资料。从Pliny身上学生可以学习乐于助人、勇于奉献科学研究的精神。

“读后”(Post-reading)分三部分。第一部分通过brainstorming学生对火山及发生时的情形有更全面的了解。第二部分以寻找问题答案的形式，学生能加深对Pliny个人品质的认识。第三部分针对课文理解，通过填写表格培养学生的概括能力及描述事件的能力。

“语言学习”(Language study)分词汇和语法两部分。通过词汇练习来巩固本单元的生词，并且学生能正确使用现在分词和过去分词作表语。本单元的语法是“省略句”，主要包括省略主语、谓语、不定式及多种成分省略；先通过一些例子让学生自己探究省略的几种情况；再通过控制性练习掌握如何使用省略句；最后通过理解情景对话达到运用的目的，也就是能用英语办事。

“学习技能”(Integrating skills) 部分包括读、写两部分，读为写做铺垫。首先通过阅读学生了解故事情节：“南山”号轮船在驶回福建途中遭遇台风。更猛烈的大风即将袭来，整艘船危在旦夕…结尾部分给学生留下想象空间。写作部分是阅读的延续，学生通过想象描述“南山”号是如何脱险的。通过该部分教学不仅能提高学生的读写的语言技能能力，还能培养学生的创新思维能力。

“学习建议”(Tips) 给学生提供间接了解自然灾害的方法，从而培养学生自主学习能力。

“复习要点”(Checkpoint) 总结了本单元的语法重点---省略句。再通过一个问题帮助学生概括本单元的重要词汇。

各部分在练习册中都有相应的巩固练习。其中语言技能训练是课文的延伸和扩展，培养学生的说、读、写能力。在训练三种技能时增强学生探究能力和合作意识。

2.教学目标 (Teaching aims)

根据《普通高中英语新课程标准》（实验稿）关于总目表的定位及其实现途径和目标具体描述，结合高二学生实际和教材内容，我们把本单元的教学目标定为：

1、语言知识 (Knowledge objectives)

单词：掌握、理解、运用以下生词 frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot

词组：be scared to death, get into panic, stand on end, use…for… draw one’s attention, at the foot of , no way out, call for, turn back, upon arrival, give impression of, light up, with the kitchen fire still on, more… than…, pick out, spring to life, clean up, leave out, turn round, on board, come on, knock about, all of a sudden, do, done for, all at once, hold out

语法：复习巩固省略句，并能理解情景对话中的省略句。

2、语言技能：(Ability objectives)

听：能听懂天气预报，包括对气候及温度的描述；能理解描述自然灾害的短文。

说：能得体地表达个人的感情、恐惧、焦虑之情及能有逻辑的描述自然灾害发生的原因、严重后果及灾后自救工作。

读：能理解课文内容和课文结构，在阅读中运用scanning, skimming, generalization, inference等微技能。

写：能用流畅准确的语言描述自己经历的自然灾害或从其他媒体上获得的经历。

3、学习策略 (Strategy objectives)

学生能在一定程度上形成自主学习、有效交际和信息处理英语思维能力。

4、情感策略 (Moral objectives)

学生增强保护环境和自我保护意识；体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。

课时安排（Teaching arrangement）

Periods 1&2: Warming Up & Reading

Period 3: The 2nd Listening (Listening in the Workbook) Speaking & Talking

Period 4: The 1st Integrating Skills

Period 5: The 1st Listening & The 2nd Integrating Skills

Period 6: Grammar – Ellipsis & Word Study

教学计划 (Teaching plans)

Periods 1 & 2 Warming-up & Reading

Goals:

1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

4. The students will improve the ability to solve problems.

Teaching important points:

1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

Teaching difficult points:

1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

Teaching aids: a computer, a tape recorder & a projector

Teaching procedures

Step 1 Warming up

Q1: What’s the weather like today?

It’s sunny (rainy, windy, etc).

Q2: Do you often care about the weather?

Yes. / No, sometimes.

Q3: How do you hear about it?

On TV. / Over the radio.

Q4: Have you ever heard of typhoon?

Yes, quite often.

Q5: What words can you think of to describe the typhoon weather?

heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q6: What will you feel in such kind of weather?

frightened, scared, terrible, happy (Ask the students why they feel happy? ---- Because typhoon will often release the drought. What’s more there is enough water, which can be used to make electricity.)

Q7: What about the hurricane? Have you ever heard about it?

It is something like typhoon.

Q8: What about volcano?

Q9: Look at the picture. Find out as much as you can to describe it.

eg. eruption lava

Q10: How is a volcano formed?

1). Show a video about the eruption of a volcano.

2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.

Q11: Where is the most possible place that a volcano may erupt?

Near the ocean. eg. Fujiyama mountain in Japan.

Q12: Do you know how a volcano works, if you do, describe it?

Rocks from under the earth becomes hotter and hotter and many things erupted from the

volcano, such as:

Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.

Solid: bits of rock and volcanic ash, etc.

Liquid: lava.

Step 2 Pre reading

1. Show a picture. Ask the students: What can you see in the picture? (The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.)

2. Show another picture. Ask the students to guess what happened in the town of Pompeii? (A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)

Step 3 While reading

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

The eruption of the volcano called Mount Vesuvius.

Q2: When and where did it happen?

On the 24th of August in 79 AD in southern Italy.

Q3: Who is the writer of the letter?

Pliny, the younger.

Task 2 Decide whether the following sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F

2. My uncle planned to save his friend’s wife Rectina. F

3. My uncle went to rescue Pompy after saving Rectina. T

4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F

5. They decided to try the open air instead of staying in the house. T

6. It was night when the volcano erupted. F

Task 4 Scan the text & fill in the following form.

Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.

Finally My uncle wanted to get out of the danger but failed. He was dead.

Task 5 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain.

3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead.

6. He bathed and had dinner.

7. A rain of rocks was coming down.

2-4-3-1-6-7-5

Task 6 Read the text again and explain what the words in bold refer to.

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Language points:

1. draw one’s attention to sth. 吸引某人的注意力

eg. She drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. He looked more asleep than dead.

eg. The pig looks more lovely than stupid.

eg. The boy looks more stupid than angry.

Step 4 Post reading

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

1. He wrote a report about all he observed during his trip.

2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.

3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

eg. In the summer, with the arrival of typhoon, a rain of storm and flood will come, which will damage a lot of things, including people, animals, and buildings, etc. The factory will also be closed because of it.

Ask the students to think as many examples as they can.

2. What’s the relation between human beings and nature?

We can’t go against nature. We should live in harmony with the nature.

3. What should we do to protect the environment that we live in?

5R policy.

1. Reduce: Reduce the amount of waste by every possible means.

eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

2. Reuse: Reuse the useful things before getting rid of them.

eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

3. Recycle: Recycle the waste things if possible.

eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.

4. Recover: Make use of good parts while getting rid of the bad ones.

eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

5. Repair: Repair the broken things.

eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Homework:

1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.

2. Refer to the website to know more about the volcano.

www.fsyz.com.cn/yanjiu/gta

www.cpus.gov.cn/zlg/huoshan

3. (in the second period) Finish Exercise 2 at Page 77 in SB..

Period 3 Listening(Wb) Speaking & Talking

Goals:

1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

Teaching important points:

To master the useful new words and expressions.

Teaching difficult points:

How to use what the students have learned to describe a nature disaster.

Teaching aids: a computer, a projector & a tape recorder

Step1 Revision

Questions: 1 What kinds of disasters does nature give us?

2 What kinds of disasters does man give us?

Step2 Pre-listening

Page 144,Listening. Look at the picture. Discuss Exercise1 with the students.

Step3 Listening

Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?

Step4 Lead-in

Page74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:

1 What happened in the typhoon?

2 What else do you know will happen in a typhoon?

3 What was people’s emotion?

4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?

Step5 Speaking

Give the students some pictures. Get them to make a similar dialogue. Tell their partners whether these things or situations frighten them and explain why. Also, talk about people’s emotion in these situations and how they would behave. Get them to make with the help of the useful expressions.

Model:

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible!

Step6 Pre-talking

Ask: What do you need to do when you are trapped in a typhoon?

Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.

Step7 Talking

Get the students to read the roll cards and make similar dialogues.

Step8 Homework

Make a dialogue with your partner about a disaster. It should include the following:

1) What was it like?

2) What happened?

3) What was people’s emotion and what about yours?

4) What safety measures should be taken?

Period 4 Integrating skills(Sb)

Teaching Aims:

1. Learn the text “typhoon” and master the detailed information in it.

2. Learn useful words and expressions

3. Write a passage about how the story will end.

Teaching important points:

1. To train Ss’ reading skills and writing skills

2. To master the usages of the new words and expression of this period.

Teaching difficult points:

1. To write a passage about terrible weather---- typhoon

2. To understand the difficult words, phrases and sentences

Teaching methods:

1. Fast reading and careful reading: to get the Ss to grasp the detailed information

2. Writing practice: to get the Ss to learn how to describe something terrible

3. Pair work or group work: to get the Ss to be active in class

Teaching Aids:

a computer, a projector, a tape recorder ( if the teacher wants )

Teaching procedures:

Step 1 Teaching Revision

1.Check the homework

2.Retell the story ( if the teacher likes )

3.Review the words and expression for talking about weather.

(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)

Step 2 Lead in

T: In the last few periods, we deal with a letter about volcano. It is a terrible nature disaster. This summer our hometown also experience a terrible disaster----- typhoon, one called Yunan. It caused great damage, isn’t it? Can you describe it? ( Ss: …. )

T: If it happens in USA, what do people call? (A hurricane )

In fact, a typhoon is the same thing as a hurricane except the place where they form. Before we deal with the detailed information, let’s watch a short video to experience the story wind again and here are two questions for you.

1. What does the hurricane bring in?

2. How long will it usually last?

(Ss watch the video and give the answers. If it is necessary, play it twice.)

Step 3 Pre-reading

T: We know typhoons can cause great damage or even deaths. In order to reduce the loss and protect ourselves, we have to learn more about it. Then what else do you know about the typhoon? Tell us what you know, please! First talk with your partner and then tell the whole class what you have discussed.

( pair work for two minutes and then one or two Ss report )

(This activity is to motivate the Ss to talk in English and cooperate well with each other.)

( Then the teacher introduce the background information )

T: Now, Let’s look at the diagram. We’ll know what is typhoon. Typhoon is a kind of tropical cyclone. It’s the atmospheric whirlpool formed on the warm tropical ocean and the area of low pressure. Winds are produced because the pressure of the air is different in different places. Air flows from a region of high pressure to a region of low pressure, causing a wind. The low pressure center is the eye of the storm. And tropical cyclone is the general name of tropical depression, tropical storm, severe tropical storm and typhoon or hurricane. In USA, people don’t use the name of severe tropical storm and typhoon. Instead, people use the name---- hurricane. All over the world, people name these tropical cyclones according to their strongest speed of wind. Can you guess how fast a typhoon can move? (Show the form to the Ss)

(Look at the form --- tropical cyclone naming conventions )

(Then the teacher shows the map of the world, ask Ss to tell the difference between typhoon and hurricane.)

Step 4 While reading

Fast reading: skim the passage and try to get the general idea of the text. ( Ss answer the main elements of a story: who, when, where, how)

Careful reading: Ss finish two tasks after reading.

Task1.Scan the passage and find the answer to the following questions.

1. Where did the ship meet the typhoon?

2. What was the weather at first?

3. Why did the capital say that it looked as if a typhoon was coming on?

4. Where were they when the full force of the hurricane struck the ship?

5. What should they do in such terrible weather?

6. What does the sentence “ Another one like this, and that’s the last of her” mean?

7. Why did the capital strike a match? What did he see?

Task2. Try to explain the difficult sentence in bold in English.

1. It was fine, for there was no wind and the heat was close.

2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.

3. When the hurricane struck the ship with full force, they were all on the bridge.

4. They could only move the ship over the high sea and into the very eye of the wind.

5. It was the lowest reading he had ever seen in his life

(If Ss couldn’t understand the sentences, allow them to discuss with their partner.)

Deal with language points after that.

1. on board = in or on ( a ship, an aircraft or public vehicle)

eg. 1) Have the passengers gone on board yet?

2) 一上船，我总想吐。

As soon as I’m on board I always feel sick.

2. close adj. = lacking fresh or freely moving air

eg. She noticed that the air was very close.

The atmosphere in a steam- heated building is often close

3. dirty adj. = ( of the weather ) rough and unpleasant

4.knock about = knock around ① “ 漫游, 流浪” ② “ ( 狠 )打”

eg. He has knock about all over Europe.

After he graduated from college, Joe knocked about for a year seeing the country before he went to work in his father’s business.

They say he knocks his children about.

5. all of a sudden = suddenly / unexpectedly

eg. 1)All of a sudden, the tyre burst.

2)他转过身来但是忽然跌倒了.

He turned around but fell down all of a sudden.

6. do for sb./ sth. “破坏, 使…失败.”

eg. 1) The spelling mistake in the exam did for him.

2) 若资金不能在十五天内到位，工厂就完了。

The factory will be done for it if capital can’t arrive in fifteen days.

do for “ 设法弄到” 常用于how , what 开头的疑问句中.

eg. How did you do for food when you were in the desert?

7. as though = as if

eg.1) I remember the whole thing as if it happened yesterday.

2) She felt as if the girl were a member of her own family.

8. all at once =suddenly and unexpectedly/ at the same time.

9. swear v. = promise or declare formally

Step 4 Post- reading

T: We have dealt with the language points of the text and now let's do some exercises.

Task 1. Fill in the blanks with proper words.

Task2. Ss discuss the end of the story in groups and one reported it to the class.

(The Ss can express their own opinions and communicate properly. They can improve their speaking skills and the ability to do things in English.)

Step 5 Discussion

Extended discussion:

T: We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?

( Ss discuss in pairs or in groups and then report what they discuss. )

Suggested answers :

1. Build strong houses;

2. Forecast correctly;

3. Give efficient first aid;

4.Cut up the branches of the trees;

5.Bury the lines under the ground

T : Every coin has two sides, so does the typhoon. Though the typhoon causes damage, it can have good effects. Can you think of some?

good effects:

eg 1. Bring in enough water to release drought

2. Bring in heavy wind which can be used to make electricity.

step 6 Homework

1.Oral homework:

Suppose you are a newspaper reporter and are interviewing the capitain. Make up the dialogue.

Think it over: What questions will the journalist ask?

2. Written homework

Write the end of the passage on your exercise book.

Period 5Listening(Wb) Integrating skills & Writing (Wb)

Teaching aims:

1.The Ss can understand the listening text.

2.The Ss can get the general idea of each paragraph.

3.Through reading, the Ss develop some microskills in reading, such as skimming and scanning. What’s more, they can write a composition of similar topic.

4.The Ss can develop in somewhat the ability of autonomy learning, processing information and thinking in English.

5.The Ss have the sense to protect our environment. They share the experience of learning English and have the sense of success in learning English and cooperation.

Teaching important points:

1.Learn the useful words and expressions in this period.

2.Learn to write about a natural disaster.

Teaching difficult points:

1.Know how to use the words and expressions in this period.

2.Know the structure of writing about a natural disaster.

Teaching aids: a tape- recorder a computer & a projector

Teaching procedures

Stage 1 Listening

1.Read the information about the exercises.

2.Listen to the tape and do Exercises 1,2 & 3.

3.Listen again and finish all the questions in this part.

(If necessary, play the tape again.)

Stage 2 Reading

1.Lead-in

Ask the Ss to describe a kind of weather and what people do in such weather.

Today we’ll read some book descriptions about natural disasters and stories that happened in terrible weather.

2.Pre-tasks

Read through the book descriptions and match them with the following book titles.

1. Volcano & Earthquake

2. Under the Volcano: A Novel

3. Disaster! The Great San Francisco Earthquake and Fire of 1906

4. Volcano & Earthquake

5. The Coming Storm: Extreme Weather and Our Terrifying Future

6. Hidden Big Island of Hawaii: Including the Volcanoes National Park

7. Sudden Sea: The Great Hurricane of 1938

(This activity aims to improve the Ss’ reading ability of skimming and the Ss can get the general idea of each paragraph.)

3.While-tasks

Ask the Ss to read the descriptions carefully again. Divide the whole class into two parts. Each part deals with one of the following two activities:

1. Which books on the list interest you? Give reasons why you might want to read them.

2. Choose one book from the list which you don’t want to read and explain why you think it won’t interest you.

(This activity is to help the Ss develop the ability of scanning and express their own opinions with their own words.)

4.Post-tasks

Group work.

Imagine your teacher asks you to write an essay about human experiences and how people suffer during natural disasters. Which books would you choose to help you write your essay? What information do you think you could use from them?

Stage 3 Writing

1. Brainstorming

What natural disasters do you know?

natural

disaster

2. Writing

Divide the class into six groups. Each group discuss a topic and writes a composition together. After they finish the writing, they should do peer-revision. Then the teacher will post the compositions on the wall. Each composition should contain the following parts:

1.How is the disaster formed?

2.What happens when the disaster comes?

3. What is the damage after the disaster?

4.What do people do after that?

5. What lesson have you learn?

(This step tries to develop the Ss’ cooperative ability and writing ability. The Ss look up information in many different ways.)

Stage 4 Homework

Read more passages about natural disasters. They can refer to the following websites:

www.aoml.noaa.gov/general/lib/hurricbro.html

www.aaets.org/arts/art38.htm

www.iwaynet.net/~kwroejr/violent.html

disaster.fsa.usda.gov

theepic.ruiwen.com/howto.html

Period 6 Grammar & Word Study

Goals: 1. Learn and master Grammar: Ellipsis

2. Review the usage of the present participle & past participle.

Teaching Important Points:

1.Learn about Ellipsis of different types.

2.Enable Ss to learn how to choose the present participle & the past participle.

Teaching Difficult Point: How to use Ellipsis to make a sentence brief and clear.

Teaching Aids: a computer & a projector

Procedures:

Step 1: Word Study

1. Check the answer to Exercise 1 at Page 77.

2. The Present participle & the past participle

T: Look at the 2 sentences on the blackboard.

This is a moving story.

The boy is deeply moved by the story.

Can you tell the difference between “moving” & “moved” ?

S: Yes. The present participle “moving” expresses an action that happens around the same time as the main verb with an active meaning while the past participle “moved” expresses an action that is completed with an passive meaning. Am I right?

T: Yes, quite right? Please open your books at Page 78. Look at Ex. 2. Read the sentences and fill in the blanks with the proper forms of the words.

Step 2: Grammar - Ellipsis

T: Look at the 2 sentences on the blackboard.

Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.

Then came a smell of sulphur, and then (?) flames.

Read them and decide which words were left out at each place of the question marks.

S: I think in the 1st sentence the subject “he or my uncle” was left out.

S: In the 2nd sentence I think “came” should be at the place of the question mark.

T: You are right. In modern English there is a tendency to omit or leave out some words in a sentence for the sake of conciseness. The omission is called “Ellipsis”, and a sentence containing such an elliptical sentence. A word or words in a sentence can be omitted only on condition that the omission would not cause the sentence to be understood in more than one way to be unclear meaning or wrong. We must keep in mind that we should not omit words necessary for clearness. Are you clear about that? Now I’d like to some more about “Ellipsis”.

1. 简单句中的省略

1) 省略主语祈使句中主语通常省略；其它省略主语多限于少数现成的说法。

(1) (I) Thank you for your help.

(2) (I) See you tomorrow.

(3) (It) Doesn’t matter.

(4) (I) Beg your pardon.

2) 省略主谓或主谓语的一部分

(1) (There is) No smoking .

(2) (Is there) Anything wrong ?

(3) (Will you) Have a smoke ?

(4) What/How (do you think) about a cup of tea ?

(5) Why (do you) not say hello to him ?

3) 省略作宾语的不定式短语，只保留to，但如果该宾语是动词be或完成时态，则须在之后加上be或have:

(1) –Are you going there? --Yes, I’d like to (go there).

(2) He didn’t give me the chance, though he had promised to (give me the chance).

(3) –Are you an engineer? --No, but I want to be.

(4) –He hasn’t finished the task yet. --Well, he ought to have.

4) 省略表语

(1) –Are you thirsty? --Yes, I am (thirsty).

(2) His brother isn’t lazy, nor is his sister (lazy).

5) 同时省略几个成分

(1) Let’s meet at the same place as (we met) yesterday.

(2) –-Have you finished your work ?

---(I have) Not (finished my work) yet.

2. 主从复合句中的省略

1) 主句中有一些乘法被省略

(1) ( I’m ) Sorry to hear you are ill.

(2) ( It’s a ) Pity that he missed such a good chance.

2) 主句中有一些乘法被省略

(1) –Is he coming back tonight? --I think so.

(2) –She must be busy now? --If so, she can’t go with us.

(3) –Is she feeling better today? --I’m afraid not.

(4) –Do you think he will attend the meeting? --I guess not.

这种用法常见的有：How so? Why so? Is that so? I hope so. He said so.及I suppose/believe/hope not.

3. 并列句中的省略

两个并列句中，后一个分句常省略与前一分句中相同的部分。

(1) My father is a doctor and my mother (is) a nurse.

(2) I study at college and my sister (studies) at high school.

(3) When summer comes, the day is getting longer and longer, and the night (is getting) shorter and shorter.

4.其他省略

1) 连词的that省略

(1) 宾语从句中常省略连词that，但也有不能省略的情况。

(2) 在定语从句中，that在从句中作宾语时可省略.另外，凡是进行时态和被动语态的定语从句都可省略关系代词和be 动词。

2) 在某些状语从句中，从句的主语与主句的主语一致时，可省去“主语+be”部分

(1) When (he was) still a boy of 10, he had to work day and night.

(2) She tried her best though (she was) rather poor in health.

(3) If (you are) asked you may come in.

(4) If (it is) necessary I’ll explain to you again.

3) 不定式符号to的省略

(1) 并列的不定式可省去后面的 to.

I told him to sit down and wait for a moment.

(2) help 当“帮助”讲时，后面的宾语或宾补的不定式符号to可带可不带.

I will help (to) do it for you.

I will help you (to) do it.

（3）介词but前若有动词do,后面的不定式不带 to.

The boy did nothing but play.

(4) 某些使役动词（let, make, have）及感官动词（see, watch, hear, notice, observe, feel, look at, listen to等）后面作宾语补足语的不定式一定要省去 to, 但在被动语态中须将to 复原。

I saw the boy fall from the tree.

The boy was seen to fall from the tree.

The boss made us work 12 hours a day.

We were made to work 12 hours a day.

(5) 主语从句中有动词do,后面作表语的不定式的 to可带可不带。

All we can do now is (to) wait.

(6) find 当“发现”讲时，后面作宾语补足语的不定式符号to可带可不带。

We found him (to) work very hard at the experiment.

但如果是不定式 to be，则不能省略。

She found him to be dishonest.

4) 连词if在部分虚拟条件句中可省略，但后面的语序有变化。

(1) Had they time, they would certainly come and help us.

(2) Were I you, I would do the work better.

(3) Should there be a flood, what should we do?

5) 主句和从句各有一些成分省略。

The sooner (you do it), the better (it will be).

Step 3: Homework

Finish all the exercises about “Ellipsis” in your book.

附录一背景资料 (Background knowledge)

1 ．Volcanoes

There are thousands of volcanoes allover the world. What makes volcanoes? What happens?

The inside of the earth is very hot. Because it is very，very hot，the rock has melted like ice. It has become liquid，like water. It is always boiling，like water in a kettle. If you have seen a kettle boiling，you know that the steam and boiling water try to get out. The very hot melted rock inside the earth also tries to get out. Usually it cannot because the outside of the earth is too thick and strong.

But in some places the outside of the earth is thin and weak. Sometimes a crack（a small opening）appears. The hot melted rock ．which we call“lava”，pushes up through the crack and bursts through. Steam and gas shoot up into the air and the hot melted lava pours out. Big pieces of rock may be thrown high into the air.

After a while the volcano becomes quiet again. The melted lava becomes hard. Later the same thing happens again and again. Each time more hot lava pours out on top of the cold lava and then becomes hard. In this way a kind of mountain is built up，with a hole down the middle. Perhaps the volcano will then be quiet and no more lava will burst out. Perhaps it will start again hundreds of years later.

Although there are thousands of volcanoes in the world，most of them are dead. On1y about 500 sometimes start to throw out lava again. A famous volcano which is now dead is Mount Fujiyama in Japan. It is covered with snow in winter.

Vesuvius is the name of a very famous volcano in Italy. It first came to life many，many years ago. It was quiet for hundreds of years. Then in the year 79 it suddenly burst. A great cloud of smoke shot up into the sky with great burning rocks．which fell all around. Hot lava poured down its sides. About 3 000 people were killed.

This has happened again many times since that year. Sometimes no damage was caused，or only little damage. But there was serious damage in the years 472，1631，1794，1861，1872 and 1906.You can see that a volcano can stay alive for many years. In 1906 part of the top of the mountain fell off. There was also serious damage in 1914 but there has not been any since that year.

2 ．What Is a Tornado?

What exactly is a tornado? The general picture is familiar enough. The phenomenon usually occurs on a hot sticky day with south winds and an ominous sky. From the base of a thunderhead，a funnel-shaped cloud extends a violently twisting spout toward the earth. As it sucks in matter in its path，the twister may turn black, brown, or occasionally (over snow) even white. The moving cloud shows an almost continuous display of sheet lightning. It lurches along in a meandering path, usually northeastward, at 25 to 40 miles per hour. Sometimes it picks up its finger from the earth for a short distance and then plants it down again. The funnel is very slender: its wake of violence averages about 400 yards wide. As the tornado 'approaches, it is heralded by a roar as of hundreds of jet planes or thousands of railroad cars. Its path is a path of total destruction. Buildings literally explode as they are sucked in by the tornado's low-pressure vortex(where the pressure drop is as much as 10 percent) and by its powerful whirling winds (estimated at up to 500 miles per hour). The tornado's lifetime is as brief as it is violent. Within a few tens of miles (average: about 16 miles), it spends its force and suddenly disappears.

3.Earthquakes

Earthquake is a sudden, violent shaking of the earth's surface. It's a kind of crustal movement form of expression.

Earthquake is regarded as one of the most damaging forces known to man: since records began to be written down, it has been estimated that earthquake-related fatalities have been numbered in the millions, and that earthquake-related destruction has been beyond count.

The great majority of all earthquakes occur in two specific geographic areas. One such area surrounds the Pacific Ocean and its contiguous land masses. The other extends from the East India to the Atlas Mountains, including the Himalayas, Iran, Turkey, and the Alpine regions. It is in these two great belts or zones that ninety percent of all earthquakes take place. The text refers to two of the strongest quakes in San Francisco. As to our country. a large number of earthquakes happened in North China and Northwest China. The powerful earthquake of Tangshan hap- pened in the city of Tangshan, Hebei Province on July 28th，1976，which caused more than 240 000 deaths and the whole city was destroyed.

Nowadays scientists know a little about earthquakes and they still cannot stop these disasters from happening. However，they can warn people who live in these areas by prediction, in advance to take precautions against such disasters. A worldwide earthquake warning network is already in operation at present and is expected to make earthquake prediction several years ahead of time.

附录二参考网站 (Websites for reference)

www.aoml.noaa.gov/general/lib/hurricbro.html

www.aaets.org/arts/art38.htm

www.iwaynet.net/~kwroejr/violent.html

disaster.fsa.usda.gov

the epic.ruiwen.com/howto.html

www.fsyz.com.cn/yanjiu/gta

www.cpus.gov.cn/zlg/huoshan

www.sidnfo.net.cn/zaihai/DEFAULT.HTM

disg.eq-igl.ac.cn/

www.foshan.net/topic/jns/wxzn_zrzh.html

hk.geoities.com/form2geog/

www.ndm.co.uk/

www.fema.gov/

www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/disasters2/

warrensburg.k12.mo.us/webquest/disasters/

附录三：Are you ready for a hurricane?

Having A Test

Are you Ready for a hurricane?

1. Know What Hurricane WATCH and WARNING Mean

WATCH: Hurricane conditions are possible in the specified (特定的) area of the WATCH, usually within 36 hours.

WARNING: Hurricane conditions are expected in the specified area of the WARNING, usually within 24 hours.

2. Prepare a Personal Evacuation Plan

Identify(确定) ahead of time where you could go if you are told to evacuate(撤离，疏散). Choose several places-a friend’s home in another town, a hotel, or a shelter.

Keep handy the telephone numbers of these places as well as a road map of your locality(位置). You may need to take alternative(可选择的) or unfamiliar routes if major roads are closed or blocked(阻断).

Listen to Weather Radio or local radio or TV stations for evacuation instructions. If advised to evacuate, do so immediately.

3. Prepare for a Disaster Supplies Kit Including the following Items

First aid kit(工具包) and essential medications(药物).

Ganned food and can opener.

At least three gallons of water per person.

Protective clothing, rainwear, and bedding or sleeping bags.

Battery-powered radio, flashlight, and extra batteries(电池).

Written instructions on how to turn off electricity, gas and water if authorities advise you to do so. (Remember, you’ll need a professional to turn them back on.)

4. Know What to Do When a Hurricane WATCH Is Issued(发布)

Listen to local radio or TV stations for up-to-date storm information.

Prepare to bring inside any useful things that can be picked up by the wind.

Prepare to cover all windows of your home.

Fill your car’s gas tank.

Check batteries and stock up on canned food, first aid supplies, drinking water, and medications.

5. Know What to Do When a Hurricane WARNING Issued

Listen to the advice of local officials, and leave if they tell you to do so.

Complete preparation activities.

If you are not advised to evacuate, stay indoors, away from windows. Remain indoors, in the center of your home, in a closet or bathroom without windows. Stay away from flood waters. If you come upon a flooded road, turn around and go another way.

6. Know What to Do After a Hurricane Is Over

Keep listening to local radio or TV stations for instructions.

If you evacuated, return home when local officials tell you it is safe to do so.

Inspect your home for damage.

Use flashlights in the dark; do not use candles.

篇2：人教版高二Unit 10 Frightening nature

Periods 1 Warming-up & Reading

Teaching time: Dec. 7 总第65个教案

Teaching Goals:

1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

4. The students will improve the ability to solve problems.

Teaching important points:

1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

Teaching difficult points:

1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

Teaching aids:

a computer, a tape recorder & a projector

Teaching procedures

Step 1 Warming up

Q1: What’s the weather like today?

It’s sunny (rainy, windy, etc).

Q2: Do you often care about the weather?

Yes. / No, sometimes.

Q3: How do you hear about it?

On TV. / Over the radio.

Q4: Have you ever heard of typhoon?

Yes, quite often.

Q5: What words can you think of to describe the typhoon weather?

heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q6: What will you feel in such kind of weather?

Q7: What about the hurricane? Have you ever heard about it?

It is something like typhoon.

Q8: What about volcano?

Q9: Look at the picture. Find out as much as you can to describe it.

eg. eruption lava

Q10: How is a volcano formed?

1). Show a video about the eruption of a volcano.

Q11: Where is the most possible place that a volcano may erupt?

Near the ocean. eg. Fujiyama mountain in Japan.

Q12: Do you know how a volcano works, if you do, describe it?

Rocks from under the earth becomes hotter and hotter and many things erupted from the

volcano, such as:

Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.

Solid: bits of rock and volcanic ash, etc.

Liquid: lava.

Step 2 Pre reading

Step 3 While reading

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

The eruption of the volcano called Mount Vesuvius.

Q2: When and where did it happen?

On the 24th of August in 79 AD in southern Italy.

Q3: Who is the writer of the letter?

Pliny, the younger.

Task 2 Decide whether the following sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F

2. My uncle planned to save his friend’s wife Rectina. F

3. My uncle went to rescue Pompy after saving Rectina. T

4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F

5. They decided to try the open air instead of staying in the house. T

6. It was night when the volcano erupted. F

Task 4 Scan the text & fill in the following form.

Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.

Finally My uncle wanted to get out of the danger but failed. He was dead.

Task 5 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain.

3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead.

6. He bathed and had dinner.

7. A rain of rocks was coming down.

2-4-3-1-6-7-5

Task 6 Read the text again and explain what the words in bold refer to.

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Homework:

1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.

2. Refer to the website to know more about the volcano.

Step Ⅶ Record after Teaching

The contents are not familiar to the students,so the students can’t

talk much. Maybe we should do something to make the students talk easily.

Periods 2 Language points:

Teaching Time: Dec.8 总第66个教案

Teaching Goals:

1. grasp the language points.

2. The students can use what they have learned to make sentences..

3. The students will improve the ability to solve problems.

Teaching important points:

the use of “draw one’s attention to sth.”ect..

Teaching difficult points:

1How to use the new words & expressions correctly.

Teaching aids:

a computer, a tape recorder & a projector

Teaching procedures

1. draw one’s attention to sth. 吸引某人的注意力

eg. She drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. He looked more asleep than dead.

eg. The pig looks more lovely than stupid.

eg. The boy looks more stupid than angry.

Step 4 Post reading

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

1. He wrote a report about all he observed during his trip.

2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.

3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

Ask the students to think as many examples as they can.

2. What’s the relation between human beings and nature?

We can’t go against nature. We should live in harmony with the nature.

3. What should we do to protect the environment that we live in?

5R policy.

1. Reduce: Reduce the amount of waste by every possible means.

eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

2. Reuse: Reuse the useful things before getting rid of them.

eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

3. Recycle: Recycle the waste things if possible.

eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.

4. Recover: Make use of good parts while getting rid of the bad ones.

eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

5. Repair: Repair the broken things.

eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Step Ⅶ Record after Teaching

____________________________________

Period 3 Listening(Wb) Speaking & Talking

Teaching time：Dec.9 总第67个教案Teaching Goals:

1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

Teaching important points:

To master the useful new words and expressions.

Teaching difficult points:

How to use what the students have learned to describe a nature disaster.

Teaching aids:

a computer, a projector & a tape recorder

Step1 Revision

Questions: 1 What kinds of disasters does nature give us?

2 What kinds of disasters does man give us?

Step2 Pre-listening

Page 144,Listening. Look at the picture. Discuss Exercise1 with the students.

Step3 Listening

Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?

Step4 Lead-in

Page74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:

1 What happened in the typhoon?

2 What else do you know will happen in a typhoon?

3 What was people’s emotion?

4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?

Step5 Speaking

Model:

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible!

Step6 Pre-talking

Ask: What do you need to do when you are trapped in a typhoon?

Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.

Step7 Talking

Get the students to read the roll cards and make similar dialogues.

Step8 Homework

Make a dialogue with your partner about a disaster. It should include the following:

1) What was it like?

2) What happened?

3) What was people’s emotion and what about yours?

4) What safety measures should be taken?

Step Ⅶ Record after Teaching

The listening is a little difficult. We should listen to it step by step and make it slowly. The second , we should change the exercises easier.

Period 4 Integrating skills(Sb)

Teaching time: Dec.15 总第68个教案

Teaching Aims:

1. Learn the text “typhoon” and master the detailed information in it.

2. Learn useful words and expressions

3. Write a passage about how the story will end.

Teaching important points:

1. To train Ss’ reading skills and writing skills

2. To master the usages of the new words and expression of this period.

Teaching difficult points:

1. To write a passage about terrible weather---- typhoon

2. To understand the difficult words, phrases and sentences

Teaching methods:

1. Fast reading and careful reading: to get the Ss to grasp the detailed information

2. Writing practice: to get the Ss to learn how to describe something terrible

3. Pair work or group work: to get the Ss to be active in class

Teaching Aids:

a computer, a projector, a tape recorder ( if the teacher wants )

Teaching procedures:

Step 1 Teaching Revision

1.Check the homework

2.Retell the story ( if the teacher likes )

3.Review the words and expression for talking about weather.

(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)

Step 2 Lead in

T: If it happens in USA, what do people call? (A hurricane )

1. What does the hurricane bring in?

2. How long will it usually last?

(Ss watch the video and give the answers. If it is necessary, play it twice.)

Step 3 Pre-reading

( pair work for two minutes and then one or two Ss report )

(This activity is to motivate the Ss to talk in English and cooperate well with each other.)

( Then the teacher introduce the background information )

(Look at the form --- tropical cyclone naming conventions )

(Then the teacher shows the map of the world, ask Ss to tell the difference between typhoon and hurricane.)

Step 4 While reading

Fast reading: skim the passage and try to get the general idea of the text. ( Ss answer the main elements of a story: who, when, where, how)

Careful reading: Ss finish two tasks after reading.

Task1.Scan the passage and find the answer to the following questions.

1. Where did the ship meet the typhoon?

2. What was the weather at first?

3. Why did the capital say that it looked as if a typhoon was coming on?

4. Where were they when the full force of the hurricane struck the ship?

5. What should they do in such terrible weather?

6. What does the sentence “ Another one like this, and that’s the last of her” mean?

7. Why did the capital strike a match? What did he see?

Task2. Try to explain the difficult sentence in bold in English.

1. It was fine, for there was no wind and the heat was close.

2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.

3. When the hurricane struck the ship with full force, they were all on the bridge.

4. They could only move the ship over the high sea and into the very eye of the wind.

5. It was the lowest reading he had ever seen in his life

(If Ss couldn’t understand the sentences, allow them to discuss with their partner.)

Deal with language points after that.

1. on board = in or on ( a ship, an aircraft or public vehicle)

eg. 1) Have the passengers gone on board yet?

2) 一上船，我总想吐。

As soon as I’m on board I always feel sick.

2. close adj. = lacking fresh or freely moving air

eg. She noticed that the air was very close.

The atmosphere in a steam- heated building is often close

3. dirty adj. = ( of the weather ) rough and unpleasant

4.knock about = knock around ① “ 漫游, 流浪” ② “ ( 狠 )打”

eg. He has knock about all over Europe.

After he graduated from college, Joe knocked about for a year seeing the country before he went to work in his father’s business.

They say he knocks his children about.

5. all of a sudden = suddenly / unexpectedly

eg. 1)All of a sudden, the tyre burst.

2)他转过身来但是忽然跌倒了.

He turned around but fell down all of a sudden.

6. do for sb./ sth. “破坏, 使…失败.”

eg. 1) The spelling mistake in the exam did for him.

2) 若资金不能在十五天内到位，工厂就完了。

The factory will be done for it if capital can’t arrive in fifteen days.

do for “ 设法弄到” 常用于how , what 开头的疑问句中.

eg. How did you do for food when you were in the desert?

7. as though = as if

eg.1) I remember the whole thing as if it happened yesterday.

2) She felt as if the girl were a member of her own family.

8. all at once =suddenly and unexpectedly/ at the same time.

9. swear v. = promise or declare formally

Step 4 Post- reading

T: We have dealt with the language points of the text and now let's do some exercises.

Task 1. Fill in the blanks with proper words.

Task2. Ss discuss the end of the story in groups and one reported it to the class.

(The Ss can express their own opinions and communicate properly. They can improve their speaking skills and the ability to do things in English.)

Step 5 Discussion

Extended discussion:

T: We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?

( Ss discuss in pairs or in groups and then report what they discuss. )

Suggested answers :

1. Build strong houses;

2. Forecast correctly;

3. Give efficient first aid;

4.Cut up the branches of the trees;

5.Bury the lines under the ground

T : Every coin has two sides, so does the typhoon. Though the typhoon causes damage, it can have good effects. Can you think of some?

good effects:

eg 1. Bring in enough water to release drought

2. Bring in heavy wind which can be used to make electricity.

step 6 Homework

1.Oral homework:

Suppose you are a newspaper reporter and are interviewing the capitain. Make up the dialogue.

Think it over: What questions will the journalist ask?

2. Written homework

Write the end of the passage on your exercise book.

Step Ⅶ Record after Teaching

____________________________________

Period 5Listening(Wb) Integrating skills & Writing (Wb)

Teaching time:Dec.16 总第69个教案

Teaching aims:

1.The Ss can understand the listening text.

2.The Ss can get the general idea of each paragraph.

3.Through reading, the Ss develop some microskills in reading, such as skimming and scanning. What’s more, they can write a composition of similar topic.

4.The Ss can develop in somewhat the ability of autonomy learning, processing information and thinking in English.

5.The Ss have the sense to protect our environment. They share the experience of learning English and have the sense of success in learning English and cooperation.

Teaching important points:

1.Learn the useful words and expressions in this period.

2.Learn to write about a natural disaster.

Teaching difficult points:

1.Know how to use the words and expressions in this period.

2.Know the structure of writing about a natural disaster.

Teaching aids:

a tape- recorder a computer & a projector

Teaching procedures

Stage 1 Listening

1.Read the information about the exercises.

2.Listen to the tape and do Exercises 1,2 & 3.

3.Listen again and finish all the questions in this part.

(If necessary, play the tape again.)

Stage 2 Reading

1.Lead-in

Ask the Ss to describe a kind of weather and what people do in such weather.

Today we’ll read some book descriptions about natural disasters and stories that happened in terrible weather.

2.Pre-tasks

Read through the book descriptions and match them with the following book titles.

1. Volcano & Earthquake

2. Under the Volcano: A Novel

3. Disaster! The Great San Francisco Earthquake and Fire of 1906

4. Volcano & Earthquake

5. The Coming Storm: Extreme Weather and Our Terrifying Future

6. Hidden Big Island of Hawaii: Including the Volcanoes National Park

7. Sudden Sea: The Great Hurricane of 1938

(This activity aims to improve the Ss’ reading ability of skimming and the Ss can get the general idea of each paragraph.)

3.While-tasks

Ask the Ss to read the descriptions carefully again. Divide the whole class into two parts. Each part deals with one of the following two activities:

1. Which books on the list interest you? Give reasons why you might want to read them.

2. Choose one book from the list which you don’t want to read and explain why you think it won’t interest you.

(This activity is to help the Ss develop the ability of scanning and express their own opinions with their own words.)

4.Post-tasks

Group work.

Stage 3 Writing

1. Brainstorming

What natural disasters do you know?

2. Writing

1.How is the disaster formed?

2.What happens when the disaster comes?

3. What is the damage after the disaster?

4.What do people do after that?

5. What lesson have you learn?

(This step tries to develop the Ss’ cooperative ability and writing ability. The Ss look up information in many different ways.)

Stage 4 Homework

Read more passages about natural disasters. They can refer to the following websites:

Step Ⅶ Record after Teaching

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Period 6 Grammar & Word Study

Teaching time:Dec.19 总第70个教案

Teaching Goals:

1. Learn and master Grammar: Ellipsis

2. Review the usage of the present participle & past participle.

Teaching Important Points:

1.Learn about Ellipsis of different types.

2.Enable Ss to learn how to choose the present participle & the past participle.

Teaching Difficult Point:

How to use Ellipsis to make a sentence brief and clear.

Teaching Aids:

a computer & a projector

Teaching Procedures:

Step 1: Word Study

1. Check the answer to Exercise 1 at Page 77.

2. The Present participle & the past participle

T: Look at the 2 sentences on the blackboard.

This is a moving story.

The boy is deeply moved by the story.

Can you tell the difference between “moving” & “moved” ?

T: Yes, quite right? Please open your books at Page 78. Look at Ex. 2. Read the sentences and fill in the blanks with the proper forms of the words.

Step 2: Grammar - Ellipsis

T: Look at the 2 sentences on the blackboard.

Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.

Then came a smell of sulphur, and then (?) flames.

Read them and decide which words were left out at each place of the question marks.

S: I think in the 1st sentence the subject “he or my uncle” was left out.

S: In the 2nd sentence I think “came” should be at the place of the question mark.

1. 简单句中的省略

1) 省略主语祈使句中主语通常省略；其它省略主语多限于少数现成的说法。

(1) (I) Thank you for your help.

(2) (I) See you tomorrow.

(3) (It) Doesn’t matter.

(4) (I) Beg your pardon.

2) 省略主谓或主谓语的一部分

(1) (There is) No smoking .

(2) (Is there) Anything wrong ?

(3) (Will you) Have a smoke ?

(4) What/How (do you think) about a cup of tea ?

(5) Why (do you) not say hello to him ?

3) 省略作宾语的不定式短语，只保留to，但如果该宾语是动词be或完成时态，则须在之后加上be或have:

(1) –Are you going there? --Yes, I’d like to (go there).

(2) He didn’t give me the chance, though he had promised to (give me the chance).

(3) –Are you an engineer? --No, but I want to be.

(4) –He hasn’t finished the task yet. --Well, he ought to have.

4) 省略表语

(1) –Are you thirsty? --Yes, I am (thirsty).

(2) His brother isn’t lazy, nor is his sister (lazy).

5) 同时省略几个成分

(1) Let’s meet at the same place as (we met) yesterday.

(2) –-Have you finished your work ?

---(I have) Not (finished my work) yet.

2. 主从复合句中的省略

1) 主句中有一些乘法被省略

(1) ( I’m ) Sorry to hear you are ill.

(2) ( It’s a ) Pity that he missed such a good chance.

2) 主句中有一些乘法被省略

(1) –Is he coming back tonight? --I think so.

(2) –She must be busy now? --If so, she can’t go with us.

(3) –Is she feeling better today? --I’m afraid not.

(4) –Do you think he will attend the meeting? --I guess not.

这种用法常见的有：How so? Why so? Is that so? I hope so. He said so.及I suppose/believe/hope not.

3. 并列句中的省略

两个并列句中，后一个分句常省略与前一分句中相同的部分。

(1) My father is a doctor and my mother (is) a nurse.

(2) I study at college and my sister (studies) at high school.

(3) When summer comes, the day is getting longer and longer, and the night (is getting) shorter and shorter.

4.其他省略

1) 连词的that省略

(1) 宾语从句中常省略连词that，但也有不能省略的情况。

(2) 在定语从句中，that在从句中作宾语时可省略.另外，凡是进行时态和被动语态的定语从句都可省略关系代词和be 动词。

2) 在某些状语从句中，从句的主语与主句的主语一致时，可省去“主语+be”部分

(1) When (he was) still a boy of 10, he had to work day and night.

(2) She tried her best though (she was) rather poor in health.

(3) If (you are) asked you may come in.

(4) If (it is) necessary I’ll explain to you again.

3) 不定式符号to的省略

(1) 并列的不定式可省去后面的 to.

I told him to sit down and wait for a moment.

(2) help 当“帮助”讲时，后面的宾语或宾补的不定式符号to可带可不带.

I will help (to) do it for you.

I will help you (to) do it.

（3）介词but前若有动词do,后面的不定式不带 to.

The boy did nothing but play.

I saw the boy fall from the tree.

The boy was seen to fall from the tree.

The boss made us work 12 hours a day.

We were made to work 12 hours a day.

(5) 主语从句中有动词do,后面作表语的不定式的 to可带可不带。

All we can do now is (to) wait.

(6) find 当“发现”讲时，后面作宾语补足语的不定式符号to可带可不带。

We found him (to) work very hard at the experiment.

但如果是不定式 to be，则不能省略。

She found him to be dishonest.

4) 连词if在部分虚拟条件句中可省略，但后面的语序有变化。

(1) Had they time, they would certainly come and help us.

(2) Were I you, I would do the work better.

(3) Should there be a flood, what should we do?

5) 主句和从句各有一些成分省略。

The sooner (you do it), the better (it will be).

Step 3: Homework

Finish all the exercises about “Ellipsis” in your book.

Step Ⅶ Record after Teaching

____________________________________

中学英语能力

训练与测试系列 SEFC- IIA-UNIT-T- 2005- 10

高中二年级英语单元目标测试卷（十）

Unit 10 Fightening nature

Teaching time: Dec 20

第一部分：听力 (满分30 分)。作题时，先将答案划在试卷上。录音结束后，你有两分钟的时间将答案转涂到答题卡上。

第一节 (共 5 小题；每小题 1.5 分，满分 7.5分)

听下面 5 段对话，每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。

1. At what time did Jimmy come?

A.About 2∶30. B. At 3∶30. C. At 5∶20.

2. Where does this conversation most probably take place?

A. In a hotel. B. At an airport. C. In a library.

3. What does the woman tell the man to do?

A. Wait while she looks for the book he wants.

B. Wait while she gets the information he wants.

C. Call again after she gets the information about the library hours.

4. What's the man's telephone number?

A. 210510. B. 216510. C. 210516.

5. What news did the woman get from the man?

A. Susan will leave for Beijing very soon.

B. Mary will leave Shanghai very soon.

C. Susan will leave for Shanghai very soon.

第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）

听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C 三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，各小题将给出 5 秒钟的作答时间。每段对话或独白读两遍。

听第 6 段材料，回答第 6 至 8 题。

6. On which day of February will the painting class start?

A. 16th. B. 18th. C. 20th.

7. How many times a week will a learner go to the painting class?

A. Once. B. Twice. C. Three times.

8. How much will a member of the painting club pay?

A. 140 dollars. B. 100 dollars. C. 70 dollars.

听第 7 段材料，回答第 9 至 11 题。

9. What is the woman going to do?

A. To buy a ticket. B. To board a plane. C. To meet a friend at the airport. 10. What must the woman do in order to get to the place she wants to go?

A. Walk through three yards and turn left at the end.

B. Turn left at the end and walk further to a sign.

C. Turn left at the ticket counter and walk further.

11. Why does the man draw the woman a map?

A. He is afraid of misunderstanding.

B. The man wants to please her.

C. To show off his skill in drawing.

听第 8 段材料，回答第 12、13 题。

12. What's the girl's trouble?

A. She can't decide whether to go to university or get a job.

B. She can't find a suitable job.

C. She wants to go to college but her parents don't agree.

13. What do her parents want her to do?

A. To start working at once.

B. To wait until a proper time.

C. To study economics at a university.

听第 9 段材料，回答第 14 至 16 题。

14. What's the probable relationship between the two speakers?

A. Schoolmates. B. Workmates. C. Strangers.

15. Why is Jeanie here earlier?

A. To meet her friend. B. To have a class. C. To go over her homework.

16. How is Jack feeling before the test?

A. He is calm. B. He worries about it. C. He hopes to get an A.

听第 10 段材料，回答第 17 至 20 题。

17. Why didn't Mr Black offer Room 411 to the three men at first?

A. The key had been lost.

B. It was too small for three men.

C. It was not bright enough.

18. How much did Mr Black first ask each man for the room?

A. $ 30. B. $ 10. C. $ 9.

19. Why did the assistant return only $ 6 to the men?

A. The manager had asked him to do so.

B. He couldn't divide the money for the three men.

C. He wanted to make some money for himself.

20. How were the manager and his assistant different in behaviour?

A. The manager was honest but his assistant was not.

B. The assistant was clever but the manager was not.

C. The manager did not know how to make money, but the assistant did.

Ⅰ.单元要点练习。7.5分

21.Our elder son has been the Continent for several months.

A.knocking about B.knocking down C.knocking over D.knocking off

22.When I came in the lights went out .

A.at all sudden B.on all sudden C.each of a sudden D.all of a sudden

23. I shall go for a few days to Oxford perhaps.

A.For the meanwhile B.At the meanwhile

C.In the meanwhile D.During the meanwhile

24.The news item about the fire is followed by a detailed report made .

A.on the spot B.on the sight C.on the location D.on the ground

25.John's father has a ,well-paid job.

A.level B.fixed C.steady D.even

26.He to me in class so as not by the teacher.

A.whispered;to hear B.whispering;hearing

C.whispering;to be heard D.whispered;to be heard

27.-We haven't heard from Jane for a long time.

-What do you suppose to her?

A.was happening B.to happen C.has happened D.having happened

28.-The cars give off a great deal of waste gas into streets.

-Yes.But I'm sure something will be done to air pollution.(1996 SH)

A.reduce B.remove C.collect D.warn

29.You may remember some idioms in your study,but you couldn't remember all the idioms in English.

A.probably;possiblyB.possibly;probablyC.likely;possibly D.probably;likely

30.The house which in the fire last year .

A.destroyed;was belonged to me B.destroyed;belong to I

C.was destroyed;belonged to mine D.was destroyed;belonged to me

31.I know nothing about the young lady she is from Beijing.(2000 SH)

A.except B.except for C.except that D.besides

32.-Who's the man sitting under the tree?

-I don't this man,but I've him.

A.know of;heard aboutB.know;heard aboutC.know;heard D.know of;heard

33.-My sister is a typist at a foreign firm.

-I know this sort of work skill and speed.

A.asks for B.calles for C.looks for D.waits for

34.There is nothing to the soil in place on the hill side.

A.hold B.hold up C.hold back D.hold on

35.When I saw a lot of people gathering over there,I went to see .

A.what was up B.what was happened

C.what the matter was D.what was the wrong

Ⅱ. 专题语法练习(省略、强调) 。(7.5分)

36. You are late for the meeting. on time next time.

A. Do be B. To be surely C. Must be D. Make sure

37. I don't take much exercise now, but I play football quite a bit when I was younger.

A. do B. does C. did D. would do

38. －What do you think made Mary so upset?

－_______her bicycle. (NMET 97)

A.As she lot B.Lost C.Losing D.Because of losing

39. ________,I should like to get there today.

A.If it was possibleB.if is is possibly C.If possibleD.If possibly

40. －I'll be away on a business trip. Would you mind looking after my cat?

－Not at all, . (NMET 95)

A. I have no timeB. I'd rather notC. I'd like it D. I'd be happy to

41. －Would you like to go to the Grand Theatre with me tonight?

－ . (99上海高考)

A. Yes, I'd like to go to the Grand Theatre

B. I'd like to, but I have an exam tomorrow

C. No, I won't

D. That's right

42.－You should have thanked her before you left.

－I meant , but when I was leaving I couldn't find her anywhere. (2000春季京皖卷)

A. to do B. to C. doing D. going to

43. One of the sides of the board should be painted yellow, and . (2000春)

A. the other side is white B. another white

C. the other white D. another is white

44. Rather than on a crowded bus, he always prefers a bicycle.

A. ride ; ride B. riding ; ride C. ride ; to ride D. to ride ; riding

45.－Why didn't you come yesterday?

－I ，but I had an unexpected visitor. (NMET 97)

A. A. had B. would C. was going to D. did

46.If you go to Xi'an, you will find the palaces there more magnificent than commonly . (94上海高考)

A. supposing B. supposed C. to suppose D. suppose

47. in 1636, Harvard is one of the most famous universities in the United States. (2000上海高考)

A. Being founded B. It was founded C. Founded D. Founding

48. it rain tomorrow, we would have to put off the visit to the Yangpu Bridge.(94上海高考)

A. Were B. Should C. Would D. Will

49. for the free tickets, I would not have gone to the films so often. (95 上海高考)

A. If it is not B. Were it not C. Had it not been D. If they were not

50. I insist that a doctor immediately. (MET88)

A. has been sent for B. sends for

C. will be sent for D. be sent for

Ⅲ. 完形填空。30 分

As late as 1800, women's only place was in the home. The idea 51 women in the business world was unthinkable. Men were certain that 52 woman could do a good job outside her home. This was such a widely accepted idea 53 when the well－known Bronte sisters began writing books in 1846, they had to sign their books with 54 names instead.

Teaching was the first profession (职业) 55 women soon after 1800. 56 even that was not an easy profession for women 57 , because most schools and colleges were 58 men. Oberlin College in Ohio was the first college in American to 59 women.

Hospital 60 became respectable (受尊敬的) work for women only after Nightingale came famous. 61 she was not only a nurse but also a rich and 62 educated woman, people began to believe it was 63 for women to nurse the sick and still be “ladies”. Miss Nightingale opened England's first 64 school for nurses in 1860.

The invention of the typewriter in 1867 helped to bring women 65 the home and into the business world. By 1900, several 66 women were working at real jobs in schools, hospitals and offices 67 England and America. Some women even managed 58 doctors or lawyers. The idea 69 women could work in the business world had been 70 .

51. A. that B. of C. which D. about

52. A. no B. all C. any D. every

53. A. that B. and C. as D. which

54. A. others' B. another's C. a man's D. men's

55. A. opened by B. opened to C. open to D. closed to

56. A. And B. But C. So D. Then

57. A. entering B. to enter C. to look D. getting

58. A. belonged to B. to C. for D. of

59. A. receive B. take C. refuse D. accept

60. A. nurse B. nurses C. nursing D. doctors

61. A. Seeing B. Seen C. Looking D. Looked

62. A. poorly B. well C. badly D. hardly

63. A. impossible B. certainly C. unnecessary D. possible

64. A. primary B. training C. middle D. high

65. A. out B. from C. into D. out of

66. A. thousand B. thousands C. thousands of D. thousand of

67. A. both in B. in both C. either in D. in either

68. A. to work B. working C. to become D. becoming

69. A. whether B. which C. what D. that

70. A. settled B. refused C. over D. accepted

Ⅳ. 阅读理解。40 分

Being not far from the sea, London is famous for its fog (雾). The worst of them happened on December 4, 1952. All movement in the town came to a stop. It was almost impossible to drive or ride in anything. The streets which lead to the centre were filled with buses and cars that moved two miles an hour. Soon, however, the traffic was stopped. Being left by their drivers, the buses and cars stood empty in the streets. Many who usually travelled by bus took the underground. But there were so many people there that the gates to the underground had to be closed. Being caught in the fog, people felt their way along the walls of houses with one hand, while they put out the other in front of them so as not to knock against something or somebody.

At the Opera House (歌剧院) they got through the first act of La Traviata before so much fog had spread into the building that the singers could no longer see the conductor.

It was a terrible fog, indeed, and as many as 4000 people in London lost their lives.

71. The best title for this passage would be .

A. The Heaviest Fog in London. B. An Opera with Fog

C. Drivers in the Fog D. Taking Underground in the Fog in London

72. The London underground closed its gates that day .

A. when the thick fog happened B. to stop the fog coming into it

C. in order to keep some accidents from happening

D. because the thick fog had spread into it

73. Which of the following is NOT right?

A. So many people wanted to take the underground because of the fog.

B. The buses and cars stopping in the streets were full of people.

C. On December 4, 1952 London had the thickest fog.

D. The terrible fog killed 4000 people in London.

74. The underlined word “conductor” here means .

A. 导演 B. 指挥 C. 检票员 D. 观众

When someone says, “Well, I guess I'll have to go to face the music,”it does not mean he is planning to go to a concert. It is something far less pleasant, like being called in by your boss to explain why you did this or that, and why you did not do this or that. Sour (刺耳的) music, indeed, but it has to be faced.

The phrase “to face the music” is familiar to every American, young and old. It is at least 100 years old. Where did the expression come from?

The first information comes from the American writer James Fenimore Cooper. He said－in 1851－that the expression was first used by actors while waiting in the wings (侧) to go on stage. After they got their clue (暗示) to go on, they often said, “It's time to go to face the music.”And that is exactly what they did－face the orchestra (管弦乐队) which was just below the stage.

An actor might be frightened or nervous as he moved on to the stage in front of the audience that might be friendly or perhaps unfriendly, especially if he forgot his lines. But he had to go out.

So,“to face the music”came to mean：having to go through something, no matter how unpleasant the experience might be, because you knew you had no choice.

The other explanation comes from the army. Men had to face inspection by their leader. The soldiers worried about how well they looked. Was their equipment clean－shiny enough to pass inspection? Still, the men had to go out, and face the music of the band, as well as the inspection. What else could they do?

75. According to the passage, the word“music”probably means .

A. your boss' criticism (批评) B. your leader's inspection

C. something unpleasant to be experienced D. sour pop music

76. An actor might feel frightened or nervous when going on stage. One of the reasons is that .

A. his performance might not satisfy most of the audience

B. he might not remember what he should say on stage

C. he had to face the unfriendly audience

D. the audience might be mostly his friends

77. “To face the music”is also used to mean that soldiers were not willing .

A. to be examined about their equipment B. to be found weak

C. to show themselves in public D. to be inspected by their leader

78. This passage is mainly about .

A. the meaning of the phrase“to face the music”

B. how to deal with something unpleasant

C. the origin of the phrase

D. how to go through difficulty

When Charles Stratton was five, he stopped growing. His mother took him to see the famous showman, P. T. Barnum. Mr Barnum thought a small person would be the perfect addition to his show. He hired Charles' parents along with him, and they traveled the world together.

He gave the two－foot－tall Charles a new name, General Tom Thumb. He taught Tom how to sing, dance, act and tell jokes. When he felt Tom was ready to perform on stage, he made up ads. To stir up great interest, he said Tom was eleven years old and had come from England.

During the show, Tom fought battles pretendedly with tall people. He also danced upon a wooden plate held by a person who was eight feet tall.

Tom's act was very popular and brought in a lot of money. By the time Tom was an adult, he had grown very rich. He had become a billionaire at the age of twenty five.

Fortunately for Tom, Mr Barnum added more little people to his show, and Tom became lucky in love as well. One of the little people was Lavinia Warren, a school teacher. Tom was able to win her love, and they married.

The ceremony and reception were the talk of the town. They were attended by many rich and famous people and by about two thousand guests. Crowds filled the streets of New York to have a look at their tiny wedding carriage. The couple even met with President Abraham Lincoln on the honeymoon, just before going to live in Tom's house in Connecticut.

Their wedding, which took place during the civil war, provided a welcome escape from the problems of war. Not willing to let this bit of sunshine fade, communities throughout the country sponsored (主持) “Tom Thumb” weddings. In these weddings, small boys and girls, all dressed up, went through marriage ceremony for fun.

79. “Talk of the town” means .

A. it was in the newspaper

B. people spread mean humor about it

C. it was the most popular thing happening

D. it was discussed in a city meeting

80. What does the author think about Tom Thumb's wedding?

A. People gave it too much of their attention

B. It helped people cheer up in a dark time

C. It was funny and ridiculous

D. Tom and Lavinia were stupid

81. Which of the following is the best clue to the fact that Tom was smart?

A. He became a billionaire at 25.

B. He learned how to sing, dance, and act at a very young age.

C. He met with President Lincoln during his honeymoon.

D. He married a school teacher.

82. What's the main idea of the last paragraph?

A. Weddings always make people feel fall of sunshine.

B. People are always disappointed during war time.

C. Entertainment can serve an important purpose.

D. People should be married when they are small children.

Without proper planning , tourism can cause problems . For example, too many tourists can crowd public places that are also enjoyed by the inhabitants of a country .

If tourists create too much traffic , the inhabitants become annoyed and unhappy . They begin to dislike tourists and to treat them impolitely . They forget how much tourism can help the country's economy . It is important to think about the people of a destination country and how tourism affects them . Tourism should also advance the well-being (health and happiness )of local inhabitants .

Too much tourism can be a problem . If tourism grows too quickly , people must leave other jobs to work in the tourism industry . This means that other parts of the country's economy can suffer .

On the other hand , if there is not enough tourism , people can lose jobs . Businesses can also lose money , it costs a great deal of money to build large hotels , airports , air terminals , first-class roads , and other support facilities needed by tourist attractions . For example , a major international -class tourism hotel can cost as much as 50 thousand dollars per room to build . If this room is not used most of the time , the owners of the hotel will lose money .

Building a hotel is just a beginning . There must be many support facilities as well , including roads to get to the hotels , electricity , severs(阴沟)to handle waste , and water . All of these support facilities cost money . If they are not used because there are not enough tourists , jobs and money are lost .

83.Which of the following has most probably been discussed in the paragraph that goes before this passage ?

A.It is extremely important to develop tourism .

B.Building roads and hotels is essential .

C.Support facilities are highly necessary

D.Planning is of great important to tourism .

84.Too much tourism can cause all these problems EXCEPT _______.

A.a bad effect on other industries

B.a change of tourists' customs

C.overcrowdedness of places of interest

D.pressure on traffic

85.Not enough tourism can lead to _______.

A. an increase of unemployment

B. a decrease in tourist attractions

C. the higher cost of support facilities

D. a rise in price and a fall in pay

86.It is good for local people to know well that tourism will _________.

A.use up a large amount of water B.weaken their economy

C.help establish their industry D.help improve their life

87.The word “ handle” in the last paragraph most probably means ________.

A.carry away B.pick up C.get in D. take down

Patience Wright was America's first sculptor( 雕塑家). She was born in New Jersey in 1725 . As and friends . She was married to a farmer and experimented with wax figures (腊像). Perhaps she was inspired by the popular traveling exhibits of wax images.

At 44 she lost her husband. She decided to move to New York to start a wax works museum. It was very successful; people were delighted in her wax figures of criminals and great people of history.

She then moved to London. She was successful there, too. She even made wax portraits However, she was supposed to have been a spy for Benjamin Franklin during the revolution , sending him information in the wax heads of dolls .

Again popular after the war, she died in 1786. She wanted to be returned to her “ dear motherland ”, but she was buried in England.

88. Patience Wright was probably inspired to begin her work by _________.

A.the popular traveling exhibits of wax images

B.her relatives and friends

C.her child's interest

D.her husband's work

89.Among the famous people Patience Wright knew in London were _____.

A.criminals B.great people in England

C.the king and queen D.Benjamin Franklin

90.During the Revolution Patience Wright was ________.

A.as popular in London as before

B.not so popular in London as before

C.more popular in London than before

D.put in prison as a spy for Benjamin Franklin

Ⅴ. 短文改错。10 分

Waves are beautiful to look, but they can 1. __________

damage ships at seas well as houses and buildings 2. __________

near the shore. How causes waves? Most waves 3. __________

are caused by wind blow over the surface of the 4. __________

water. The sun heats the earth, caused the air to 5. __________

rise and the winds to blow. The winds blow cross 6. __________

the sea, pushing little waves into larger and larger one. 7. __________

The size of a wave depends on how strong the wind 8. __________

is, how long it blows, and how large body of water is. 9. __________

In a small bay (海湾) big waves will ever build up. 10._________

at sea the wind can build up giant (巨大的) and powerful waves.

Ⅵ. 书面表达。25 分

假如你英语学得很好，老师要你用英语写一篇简单介绍，谈谈你怎样学好英语的点滴体会。介绍内容要点如下：

1. 简况：学习英语已有五年多，起初觉得英语难学，大多数的音发不好，不少生词拼不准，语法规则记不住；后来在老师和同学的帮助下进步很快，现在学习情况良好。

2. 体会：要把英语学好，非下功夫不可；课内外要多听多说；对读写也要足够重视。

注意：1. 要有标题；2. 不要逐条译成英语；3. 100 词左右。

(湖北省沙市一中林克智)

Unit 10 Fightening nature 录音材料

Text 1

M：It's getting dark. What's the time now?

W：It's 5:20.

M：Oh, how time flies! I've stayed here for nearly three hours.

Text 2

W：Is the flight from New York on time?

M：Yes, I think so. It should be arriving in 20 minutes at Gate 9.

Text 3

M：Hello, could you please tell me if the library will be open on Saturday evening?

W：Hold the line please. I'll find it out.

Text 4

W：Excuse me, is your telephone number 210510?

M：Not really, but just change the last zero to six.

Text 5

M：I met Mary on the street today.

W：Really? Did she say anything about Susan?

M：Yes. She ought to be leaving Shanghai very soon, because her husband has taken a job in Beijing.

Text 6

W：The Painting Club. Can I help you?

M：Yes. I'd like to ask about the painting classes.

W：OK. We have some classes starting on February 20th lasting seven weeks and meeting twice a week.

M：How much does it cost?

W：$ 140. That's $ 10 for each lesson.

M：How much does it cost if you are a member of the Painting Club?

W：It's half price. Members pay half.

M：I see.

W：And classes start in February. You can come to put down your name on February 16th or 17th if you have decided to attend the classes.

M：Thanks.

W：You are welcome.

Text 7

W：Excuse me.

M：Yes?

W：I have a ticket to Seattle. How can I board the plane?

M：I'm sorry, but I can't help you here. You have to go to the ticket counter. Follow this passage to the end, turn left and go three hundred yards. You'll see a sign that says, “Check In.”Then look for the airline you want.

W：Can you repeat that, please?

M：Sure. Go down this hall till you reach the end. Go left till you see the big sign overhead that says“Check In”. There'll be lots of counters for different airlines. You go to the one you have your ticket for.

W：Go down this hall to the end. Then go left?

M：That's right. Here. I'll draw you a map. Sometimes it's confusing.

W：Thank you.

M：My pleasure.

Text 8

W：I can't decide whether to go to university or get a job. What do you think?

M：Well, if I were you, I would go on studying.

W：But I don't even know what to study.

M：I advise you to major in economics.

W：That's what my parents want me to do.

M：You should take their advice. They know what's best for you. The more you learn, the better job you'll get.

W：But my friends will have jobs and have a lot of fun while I spend all my time doing reading and writing.

M：But if you go to university, you still have time for fun.

W：What you say makes sense. I'll think it over. Thank you for the advice.

Text 9

M：Hi, Jeanie. Why have you come to school an hour early?

W：I wanted to get a front row seat and review one more time before the test. Why are you have so early, Jack?

M：I get out of my car here this time every day. You seem to be nervous about your lessons. Have you finished your review?

W：I've only been studying night and day for the last week. If I don't get an A in this class, I won't get the support of my country. Why do you seem so calm?

M：This class is really just a review for me. I've been learning it for two years.

W：That's lucky for you.

M：Jeanie, can you guess what the test will be like? Will it be difficult?

W：I hope not. But I'm still worried about it.

M：Well, cheer up. Hope for good luck.

W：Thanks for wishing me luck.

Text 10

One Sunday night, three men came into Mr Black's hotel and asked for rooms. Mr Black told them that there were no more rooms left. The men didn't know what to do, because they had no place to stay in.

Mr Black wanted to help them. He remembered that there was an empty room at the end of the first floor－Room 411. It was a very small room and had rarely been used as a guestroom before. So he asked the three men if they would mind sharing that small room. They replied that they would be very much satisfied so long as there was a room for them to stay in for the night.

Mr Black then told them that the room would cost them $ 30 in total. On hearing this, each of the men gave Mr Black $ 10 before they left for their room.

However, Mr Black soon began to think that $ 30 was really too much for that small room. He called his assistant over and said,“Here is $ 8.Give it back to the three men in Room 411. Each of them paid me $ 10. That's too much.”

The assistant took the money. While he was on the way to the small room, he thought, “How can three men divide $ 8? I'll give each of them only $ 2 and keep the $ 2 left to myself. The men will be happy to get anything back, and I can also make some money that way. After all, Mr Black will never know anything about it.”So, the assistant returned only $ 2 to each of the three men.

Unit 10 Fightening nature

1－5 ABBCA 6－10 CBCBB 11－15 AACAC 16－20 ABBCA

21－35 ADCAC DCAAD CBBAA

36－50 ACCCD BBCCC BCBCD

51－70 BAADC BBCDC ABDBD ABCDD

71－90 ACBB CBDC CBBC 83-87 DBADA 88-90 ACB

Ⅴ.1.look at 2.as well 3.How-What 4.blowing 5.causing

6.across 7.one-ones 8.√ 9.the body 10.ever-never

书面表达

How to Learn English Well

It is over five years since I began studying English. At the beginning I found it quite difficult. I couldn't get most of the sounds right, and couldn't spell new words correctly or remember the rules of grammar. With the help of my teachers and classmates, I have made rapid progress. Now I am getting on well with it.

Five years' study has taught me that one cannot learn English well without hard work. We must do more listening and speaking exercises both in and out of class. At the same time, we must pay enough attention to reading and writing.

篇3：人教版高二Unit 10 Frightening nature

Period 3 Language points

＊ Teaching Aims:

1. Learn some useful words and expressions.

2. Learn more about art and architecture.

＊ Teaching Important Point:

Learn and master the important words and phrases in this period.

＊ Teaching Difficult Point:

How to master the important language points in the passage.

＊ Teaching Method:

Explanation to help Ss master some language points.

＊ Teaching Aids:

A projector, the blackboard

＊ Teaching Procedures:

Step 1 Greetings

Greet the whole class as usual

Step 2 Revision

Revise the passage by listening or giving a summary.

Step 3 Language points:

1. threat[Wret] n.恐吓, 威胁;迹象, (坏)兆头

a threat against sb.'s life. 对某人生命的威胁

The threat of flood has been relieved. 洪水的威胁解除了。

There was a threat of typhoon. 有刮台风的兆头。

2. observe vt.遵守, 奉行(法律、习俗、规章等);纪念; 庆祝(节日、生日等);注意到; 监视; 观察[测];说; 评述

observe a rule 遵守规则 observe a person's birthday 庆祝某人的生日

I observed him going out. 我看见他出去了。

He observed that we should probably have rain. 他说我们可能遇雨。

3. attention 注意, 关心; 注意力 [pl. ]殷勤, 款待关照; 礼貌【军】立正

【计】引起注意信号

attention span 一个人能集中注意力于某一问题的时间

pay attention to state affairs 关心国家大事

Give your whole attention to what you are doing. 把全部注意力用于你所做的事。

Never mind about me. Please pay attentions to ladies.不要管我, 请好好款待女客。

Your application will have attention. 你的申请会得到考虑。

习惯短语

attract attention引起注意 draw attention 引起注意 be all attention 十分注意, 全神贯注 bring sth. to sb.'s attention 使某人注意某事 call sb.'s attention to sth. 促使某人注意某事 draw sb.'s attention to sth. 促使某人注意某事 invite sb.'s attention to sth. 促使某人注意某事

4. beg vt. (begged; begging) 乞求, 乞讨,恳求, 请(原谅); 请(允许)(礼貌用语) (将未证实的事)视作当然 ; 回避; 躲避

beg one's bread 讨饭 beg sb. to do sth. 请求某人做某事

The statement begs the very point we are disputing.那种说法将我们正在争论不已的焦点视为当然。

5. call for 需要；要求；值得：

to call for bid 招标

The occasion calls for a cool head. 这种场合需要冷静的头脑。

6. flee [fli:] vi. (fled[fled];fled) 逃走; 逃避;消失, 消散

The enemy fled in disorder. 敌人溃逃了。

Color fled from her cheeks. 红晕从她的双颊上消失了。

7. urge vt urged, urging 驱策，赶（马等） ;催促；怂恿

He urged her to rest. 他催促她休息。

When my old friend Brian urged me to accept a cigarette, it was more than I could bear. 当我的老朋友布赖恩怂恿我接受一支香烟时,我实在熬不住了。

（常与on, upon连用）强调 He urged its importance. 他强调其重要性。

8. arrival 到达; 到来; 到港 ; 抵达;到达者(有时指新生的婴儿), 到达物;达到(某一目的或状况) ; (地震)波至

arrival at port 入港 arrival notice 抵港通知书(声明已具备装卸货条件)

arrival of goods (AOG) 货到, 到货

We waited for his arrival. 我们等候他的到来。

The new arrival is a boy. 新出生的是个男孩。

His arrival at this conclusion was the result of much thought.

他得出这一结论是深思熟虑的结果。

9. bath. baths 沐浴 ;浴水; 浴具 ; 浴室 [常用复]有温泉或矿泉的名胜地,浴场湿淋淋的状态;浸物的溶液;希伯来的液量单位(约等于10至11美国加仑);【摄】定影液;【化】浴, 浴器; 浴锅; 电镀槽;【冶】池铁桨(指反射炉中的铁);镀液; 电解液;卤水

a cold [warm, hot, steam]bath冷水[温水、热水、蒸汽]浴

a sand bath沙浴 take [have] a bath 洗澡 a wooden bath 木制澡盆 a public bath公共浴室 Sea-water baths. 海水浴场。

He went into the bath to take a shower.他进浴室去洗淋浴。

Your bath is ready.洗澡水给你准备好了。

Bath vt. 替...洗澡

You have your little girl to bath and put to bed.

你给你的小女孩洗个澡, 然后让她上床睡觉。

篇4：Unit 10 Frightening Nature

By Tian Haiyan

Teaching aims and demands

1. Goals: Talk about natural disasters, volcanoes. hurricanes and typhoons

Express emotion, anxiety and fear

Practice creative writing.

2. Vocabulary and useful expressions:

frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though

3. Function:

Express feelings

How terrible! It makes me feel uneasy when…

I think it’s very unpleasant…… It makes me feel very worried….

I get very upset…. It’s a frightening thing….

I dare not…. I’m really scary….

It takes my hair stand on end.

4. Grammar: Ellipsis

A word about your composition. Though tired, he was not disheartened.

You would do the same. Sit down , please.

We’ll do the best we can. Everybody gone?

That letter was the last.

.Teaching arrangement

Periods1 Warming Up

Period 2 Listening

Period 3 Speaking & Talking

Period 4 word study

Period 5 Reading

Period 6 Intensive reading

Period 7 Integrating Skills on Page76

Period 8 Integrating skills on Page148

Period 9 Grammar – Ellipsis

Period 10 Writing

Teaching procedure:

Period 1 Warming Up

Teaching Aims:

1. Learn the new words of this period .

2. See some short films about natural disasters to learn more about the back information..

3. Talk about natural disasters.

Teaching Important Points:

1. Learn the new words of this period .

2. How to improve the students’ listening ability through the short films .

Teaching Difficult Point:

How to use what the students have learned to describe a nature disaster.

Teaching Methods:

1. Listening to improve the students' ability to listen.

2. Discussion and free talk to get every student to speak.

3. Talking the interesting topics to raise the students' interest in science.

Teaching Aids:

1. a computer

2. a projector

3. a tape recorder

Teaching Procedures:

Step 1 Read the new words of this unit.

Step 2. Brainstorming:

Find as many words as they can to define a natural disaster

Step 3.Warming up

Q1: What’s the weather like today?

It’s sunny (rainy, windy, etc).

Q2: Do you often care about the weather?

Yes. / No, sometimes.

Q3: How do you hear about it?

On TV. / Over the radio.

Q4: Have you ever heard of typhoon?

Yes, quite often.

Q5: What words can you think of to describe the typhoon weather?

heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q6: What will you feel in such kind of weather?

frightened, scared, terrible, happy (Ask the students why they feel happy? ---- Because typhoon will often release the drought. What’s more, there is enough water, which can be used to make electricity.)

Q7: What about the hurricane? Have you ever heard about it?

It is something like typhoon.

Q8: How is a volcano formed?

Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.

Q9: Where is the most possible place that a volcano may erupt?

Near the ocean. eg. Fujiyama mountain in Japan.

Q10: Do you know how a volcano works, if you do, describe it?

Rocks from under the earth becomes hotter and hotter and many things erupted from the

volcano, such as:

Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.

Solid: bits of rock and volcanic ash, etc.

Step 4..Talk about the pictures on Page73.

They are about Geology, Meteorology, Astronomy, Biology.

Geology: The scientific study of the origin, history, and structure of the earth.

Meteorology: The science that deals with the phenomena of the atmosphere especially weather and weather condition.

Astronomy: The scientific study of matter in outer space, especially the positions, dimensions, distribution, motion, composition, energy, and evolution of celestial bodies and phenomena.

Biology: The science of life and of living organisms, including their structure, function, growth, origin, evolution, and distribution. It includes botany and zoology and all their subdivisions.

Step5.Ask Ss see some short films about natural disasters to know more about them.

Homework::

1.Remember the new words of this unit.

2.Finish the reading passage A and B(配套练习).

Period 2 Listening

Teaching Aims:

1. Listen to a passage about weather forecast,

2. Learn how to talk about natural disasters from the listening material.

Teaching Important and Difficult Points:

How to improve the students' listening ability.

Teaching Methods:

1. Listening to improve the students' ability to listen.

2. Revision method.

Teaching Aids:

1. a computer

2. a tape recorder

Teaching Procedures

Step1 Revision

Questions: 1 What kinds of disasters does nature give us?

2 What kinds of disasters does man give us?

Step 2 .listening on page 73-74.

1. Ss finish the listening task on page 73-74.

1）1. What is the listening text about?

The listening text is about the weather in the USA.

2. What do we call this type of radio message?

A weather forecast.

2) Write the information you hear on the map.

3) questions:

1. How should you prepare for the day if you go fishing in the Great Lakes region?

2. In which part of the USA should car drivers be careful?

3. What happens when a hurricane hits the coast?

4. Which letter would the name for the sixth hurricane in 2005 begin with?

2. Ss listen to the tape again and check the answers

Step3. dealing with the Ex on p 144 of Workbook.

1. Look at the picture. What safety measuresdo you think the people living in this house should take when a typhoon is going to hit?

2. Listen to the tape. Do the following tasks.

1) Tick the safety measures which Linda says you should take in case of typhoon.

( ) Fill the bath with water

( ) Move the cupboard in front of the window

( ) Open the curtains

( ) Put important things in a plastic box

( ) Put plants in m in pots in the shed

( ) Take shelter in the hall

( ) Tie garden chairs with rope

( ) Keep a torch and extra batteries ready

( ) Listen to the radio

( ) Make some extra ice

( ) Store extra food in metal containers

( ) Put your bicycle in the shed

2) What does Kate mean when she talks about “a big one”?

3 )Read about the following safety measures and explain why they should be taken.

Keep extra batteries for_______________________

Make extra ice to_____________________________

Put your bike in the shed because______________

Keep a first-aid kit ready to____________________

Take shelter in a room without windows because__________________________

Keep plastic sheets to_________________________

Store extra food in metal containers because_____

Listen to the radio to____________

4) What happened in the typhoon Linda talked about?

Step 4. Listening skills

Give the students some tips on how to improve listening while checking the Ex.

a. make notes while listening;

b. grasp the most important information

Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?.

Homework: 1. Finish the reading passage C and D(配套练习).

2 .Find some words and sentences to describe the natural disasters.

Period 3 Speaking and Talking

Teaching Aims:

1. Review the new words of this period.

2. Talk about natural disasters.

Teaching Important Points:

How to improve the students' speaking ability.

Teaching Difficult Point:

How to use what the students have learned to describe a nature disaster.

Teaching Methods:

1. Discussion and free talk to get every student to speak.

2. Talking the interesting topics to raise the students' interest in science.

Teaching Aids:

a computer

Teaching Procedures

Step1. Revision : Have a dictation about words.

Step2. Speaking Page74,.

Task1:Get the students to read the dialogue to find out the answers to the following questions:

1 What happened in the typhoon?

2 What else do you know will happen in a typhoon?

3 What was people’s emotion?

4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?

task2: Talk with your partners about the pictures on P75, and make a similar dialogue. Tell him or her whether these things or situations frighten you and explain why. Also, talk about people’s emotion in these situations and how you think they would behave. Use the useful expressions to help you.

Express feelings

How terrible! It makes me feel worried.

I dare not… I am afraid of…

He gets into a total panic when… I’m frightened to death by…

It makes my hair stand on end. I’m really frightened to…

It makes me feel uneasy when… What’s really scary is…

She’s scared to death. What terrifies me is…

t’s an unpleasant/a frightening thing. I get very upset.

Model:

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. B :Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible!

Step3. Pre-talking

Ask: What do you need to do when you are trapped in a typhoon?

Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.

Step4.Talking

Get the students to read the roll cards and make similar dialogues.

Homework

Make a dialogue with your partner about a disaster. It should include the following:

1) What was it like?

2) What happened?

3) What was people’s emotion and what about yours?

1) What safety measures should be taken?

Period 4. Word study

Teaching Aims:

1. Learn and master the important words and phrases.

Teaching Important Points:

1. Learn the useful phrases .

Teaching Difficult Points:

Master the useful phrases:

Teaching Methods:

1. Explanation and illustration.

3. Pair work or group work to get the students to be active in class.

Teaching Aids:

1. a computer

2. a projector

3. a tape recorder

Teaching Procedures:

1. frighten vt. 惊吓,使害怕

frightened a. 害怕的,惊恐的

frightening a. 可怕的,让人害怕的

①尖叫声使她受到惊吓。 The scream frightened her.

②什么使他如此惊恐? What made him so frightened?

③那是一次可怕的经历。 That was a frightening experience.

拓展

terrifying/terrified (可怕的/感到害怕的)

exciting/excited （令人激动的/激动的）

surprising/surprised（令人吃惊的/吃惊的）

moving/moved （使人感动的/感动的）

touching/touched （使人感动的/感动的）

puzzling/puzzled （使人迷惑的/迷惑的）

exercise:

1.__the big snake, the girl stood under the tree___.

A. Seeing ;frightened B. Seeing ; frightening

C. Seen; frightened D. To see; frightening

2. The movie was so___that I was___.

A. moving; moved B. moved; moved

C. moved; moving D. moving; moving

2. meanwhile adv. 与此同时

母亲购物去了，在这期间，我打扫了房间。

Mother went shopping;meanwhile I cleaned the room.

3. rise vi. 升起；上升（rose,risen)

raise vt. 升起；举起（raised,raised)

①太阳升起来了。The sun rose.

②他把温度升高到了80度。She raised the temperature to 80.

4. at hand ①在手边，在跟前；在附近

读书时，我经常把字典放在手边。While reading, I always keep a dictionary at hand.

hand in hand 手牵手,携手,共同

in hand 在手里/手边

by hand 用手工做,由专人递送

5. urge 催促，强烈要求

urge sb. to do sth.

urge sb. on/upon sth.

urge + that +(should)+ do

①他们怂恿我吃那些奇怪的食物。 They urged me to eat the strange food.

②他力劝我们忍耐是必要的。 He urged us on the necessity of patience.

③他主张我向她道歉。 He urged that I (should ) apologize to her.

6. immediately 立即，马上（at once）

When she heard the good news she came immediately.

一听到好消息，她立刻就来了。

“一……就….”表达法：

immediately/ instantly…

the moment, instant, minute, second…

hardly/scarcely (no sooner)…when (than)…

他一从美国回来就开始准备开公司

Immediately he returned from the USA, he began to prepare for a company.

8. knock about冲击；碰撞

knock down 撞倒；打倒；拆除

knock against 和……冲突；撞在

knock at/on敲（门，窗等）

knock into sb. 撞倒；打倒；拆除

knock off下班，扣掉

knock over打翻

knock up敲门叫醒

exercise:

①The car knocked the old man ______.

②The running boy knocked ______ me.

③I can’t knock ______ until 4：30？

④Tell him to knock me ______.

⑤When I received my money I found that 500 had been knocked _____ for expenses.

⑥Knock ______the door before entering please.

Suggested answers: down into off up off at/on

9. live through

The patient will not live through the night.

go through

She has gone through a lot since her beloved husband was killed.

see sb through

I planned to tell her a lie,but my mother saw it through so easily.

look through

Before the meeting I looked through the reports.

pass through

The river passes through our land.

10. swear （ swore；sworn）发誓，起誓；咒骂

①我发誓不把你的秘密告诉任何人。 I swear I won't tell anyone your secret.

②他气愤得骂了他弟弟。 He was so angry that he swore at his brother.

Homework：Finish the vocabulary exercise on P146.

Period 4. . Reading

Teaching aims:

1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

Teaching important points:

1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

Teaching difficult points:

To understand the reading materials of similar topics.

Teaching aids: a computer, a tape recorder & a projector

Teaching procedures:

Step 1 Greeting and revision.

Check the answers of Wb Ex 1 -- 4on page 146-147.

Step 2 Pre reading.

1. Show some pictures. Ask the students: What can you see in the picture? (---pictures of the relics of the town of Pompeii.)

2. Show another picture. Ask the students to guess what happened in the town of Pompeii? (A volcano erupted suddenly.)

3. Enjoy a short film about the town of Pompeii.

Step 3 While reading

Task 1 Go through the text quickly, and answer the following questions:

Q1: What is described in the following passage?

The eruption of the volcano called Mount Vesuvius.

Q2: When and where did it happen?

On the 24th of August in 79 AD in southern Italy.

Q3: Who is the writer of the letter?

Pliny, the younger.

Task 2 Decide whether the following sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F

2. My uncle planned to save his friend’s wife Rectina. F

3. My uncle went to rescue Pompy after saving Rectina. T

4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F

5. They decided to try the open air instead of staying in the house. T

6. It was night when the volcano erupted. F

Task 3 Scan the text & fill in the following form.

Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.

Finally My uncle wanted to get out of the danger but failed. He was dead.

Task 4 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain.

3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead.

6. He bathed and had dinner.

7. A rain of rocks was coming down.

2-4-3-1-6-7-5

Task 5 Read the text again and explain what the words in bold refer to.

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Step 4 Post reading

1. What’s the relation between human beings and nature?

We can’t go against nature. We should live in harmony with the nature.

2. What should we do to protect the environment that we live in?

5R policy.

1. Reduce: Reduce the amount of waste by every possible means.

eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

2. Reuse: Reuse the useful things before getting rid of them.

eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

3. Recycle: Recycle the waste things if possible.

eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.

4. Recover: Make use of good parts while getting rid of the bad ones.

eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

5. Repair: Repair the broken things.

eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Homework:

1. Refer to the website to know more about the volcano.

http: //www.fsyz.com.cn/yanjiu/gta

www.cpus.gov.cn/zlg/huoshan

2. Preview the language points in the passage

Period 5. (Intensive reading)

Teaching Aims:

1. Learn and master the important phrases and expressions of the reading passage.

2. Understand the reading better.

Teaching Important Points:

1. Learn the useful phrases and expressions:

Teaching Difficult Points:

1. Master the useful phrases and expressions:

1. Learn the expressions and sentences such as dirty weather.

Teaching Methods:

1. Explanation and illustration.

3. Pair work or group work to get the students to be active in class.

Teaching Aids:

1. a computer

2. a projector

3. a tape recorder

Teaching Procedures:

Step 1. Revision.

Ask some Ss to retell the passage that they have learnt in last period.

Step 2. language points:

1 .attract/ draw sb’s attention 引起某人的注意

attract/ draw sb’s attention to将某人的注意力吸引到…上去

pay attention to/ give one’s attention to注意…

call sb’s attention to叫某人注意…

bring sth. to sb’s attention使某人注意…

2 rise vi. rose risen

1)（太阳、月亮、星星等）升起，出现 The sun has risen

2) (水位，价格,声音等)升高, 上升, 上涨，提高，增长/强

The flood has risen two feet. 洪水上涨两英尺。

Our confidence rises.我们的信心增强。

3）起立/床 rise from table(餐毕)起立离桌

4）（河流）发源于 The river rises in the mountains.这河发源于群山之中。

raise vt. raised, raised

1）抬高；举起；使升起

raise one’s arms 抬起手臂 raise one's head抬起头 raise the flag 升旗

2）使升高/上升/上涨/增加/增长；提高

raise salaries提高工资 raise the rent提高租金 raise one’s voice提高声音

3）饲养; 养育; 栽培

raise a family供养一家人 raise chickens and corn养鸡和种植玉蜀黍

4）提出 raise a question to sb向某人提一个问题

5）筹集(款)；召集; 征集,) raise funds 筹集资金raise an army召集军队

比较下面的句子：

He raised his voice他提高了嗓音。

His voice rose in excitement.他激动得声音提高了。

They raised the prices他们提高了价格。

The prices rose 价格上涨/增长。

3. sit vi 坐下 seat vt 使…就坐/安排…坐下 seat sb. seat oneself

记住：及物动词必须有宾语，如后面无宾语肯定用过去分词表被动，不及物动词不可接宾

语也就不可用被动语态

Sitting/ Seated at the table, my father and I were talking about my job.

I found the boy seated/ sitting on his mother’s knee.

We got them to raise the prices. We got the prices raised. The prices keep rising.

＊.sight n

1) 景象，景物, 场景, 景观 a beautiful sight美丽的景象 a sad sight悲惨的场景

2) 风景，名胜（人工造的景色, 常用复数）

see the sights游览名胜see the sights of the West Lake.观赏西湖风景

3) 视觉，视力

lose one's sight 失明 have long/far sight远视 have short/near sight近视

have good/poor sight视力好/差 have one’s sight tested视力检查

4) 看，观望；观览

at first sight 一见就..., 初次看见时at the sight of一看见…就...

catch /have/ gain/ get sight of突然瞥见

5) 视野，眼界

be in sight可看得见的，在视线内out of sight看不见的，在视线之外

be/ go /get out of sight看不见了lose sight of 看不见...了

＊. scene

1）自然景色，风景

The scene is a perfect dream when you see the sun rising slowly in the east.

2）眼前的情景，景象（包括人及活动在内）

The scene after the earthquake was horrible.地震后的场景十分可怕。

There is a happy scene of children playing in the garden.

3）现场，出事地点 a crowd at the scene of the accident在出事地点的人群

4）场所，地点 What's new on the film scene? 电影院演什么新片？

5）（戏剧）场景，布景

＊.view

1）常指从某处可以看到的自然景色

It's a room with a view. You'll like it.

There is a lovely view from this window

2）scenery指某地总的自然风景或景色，尤指美丽的乡间景色。不可数。

4 .awake vt.(awoke,awaked) 唤起,叫醒；提醒,启发；激起,激发

awake sb.'s sympathy唤起某人的同情心

adj. [用作表语,补语] 醒着的;意识到

be broad /wide awake完全醒着;完全知道, 充分觉察到 (be sound asleep酣睡)

awake to 明白, 认识或意识到

5 .at hand在手边；在跟前

keep sth. at hand把某物放在手边 have sth. at hand手头上有某物

give sb. a hand with sth.在某方面帮某人 be made by hand手工制作的

6. way out（克服困难的）办法，出路

find a way out找到出路 help sb. out （of）帮助某人摆脱（…）麻烦

7 escape 指“脱离或避开即将来临或近在眼前的伤害、危险、灾祸等事物”常作借喻用 escape

death幸免一死

escape punishment/ being punished避免/逃脱惩罚

escape from the burning house从燃烧的房子里逃出来

flee含有所做的逃避动作迅速，仓促而情况紧迫之意

flee( from) the burning house从燃烧的房子里逃出来

flee/ escape to sp逃到某地

avoid 强调“有意识地躲避不愉快的或可能发生危险的事物或情况”

I cannot avoid meeting her.我怎么也避不开她。 avoid being killed避免被杀

run away着重动作快速敏捷，不强调情况紧急，较口语化，有时可用get away代替，

但get away 有时含有“挣脱”之意

She hit the boy and he ran away. She tried to catch a butterfly, but it got away from her.

8. urge doing sth. 极力主张做某事 urge against极力反对

urge sb. to do sth.= urge sb. into doing sth =urge that sb. (should) do sth. 极力劝/主张/催促/怂

恿某人做某事

9. the other way 另一个方向；相反 just the other way正相反

10. on/ upon arrival一到就

on/ upon one’s arrival at/ in sp= on/ upon arriving at/ in sp 某人一到某地就

on/ upon doing sth.在做某事时，当某事发生时，一做某事就

11. calm down平静/镇定下来 calm sb. down使某人平静/镇定下来

12. 形容词作状语表示伴随的状态 lie awake 躺着没睡着 lie/ sit/ stand still 躺/坐/站着不动

13. more…than与其说是……不如说是……

14. It is one thing to do…, another to do…. “……是一回事，……是另一回事”

15. the public 公众 in public公开地

Homework：

Finish the exercises of this unit（优化集训）.

Period 6 Integrating skills(on P79)

Teaching Aims:

1. Learn the text “typhoon” and master the detailed information in it.

2. Learn useful words and expressions

Teaching important points:

1. To train Ss’ reading skills and writing skills

2. To master the usages of the new words and expression of this period.

Teaching difficult points:

1. To write a passage about terrible weather---- typhoon

2. To understand the difficult words, phrases and sentences

Teaching methods:

1. Fast reading and careful reading: to get the Ss to grasp the detailed information

2. Writing practice: to get the Ss to learn how to describe something terrible

3. Pair work or group work: to get the Ss to be active in class

Teaching Aids:

a computer, a projector, a tape recorder ( if the teacher wants )

Teaching procedures:

Step 1 .Revision

1.Check the homework

2.Retell the story.

3.Review the words and expression for talking about weather.

(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)

Step 2 Lead in

T: In the last few periods, we deal with a letter about volcano. It is a terrible nature disaster typhoon is also a terrible disaster, It can cause great damage, isn’t it? Can you describe it? ( Ss: …. )

T: If it happens in USA, what do people call? (A hurricane )

1. What does the hurricane bring in?

2. How long will it usually last?

(Ss watch the video and give the answers. If it is necessary, play it twice.)

Step 3 .reading

Fast reading: skim the passage and try to get the general idea of the text.

( Ss answer the main elements of a story: who, when, where, how)

Careful reading: Ss finish two tasks after reading.

Task1.Scan the passage and find the answer to the following questions.

1. Where did the ship meet the typhoon?

2. What was the weather at first?

3. Why did the capital say that it looked as if a typhoon was coming on?

4. Where were they when the full force of the hurricane struck the ship?

5. What should they do in such terrible weather?

6. What does the sentence “ Another one like this, and that’s the last of her” mean?

7. Why did the capital strike a match? What did he see?

Task2. Try to explain the difficult sentence in bold in English.

1. It was fine, for there was no wind and the heat was close.

2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.

3. When the hurricane struck the ship with full force, they were all on the bridge.

4. They could only move the ship over the high sea and into the very eye of the wind.

5. It was the lowest reading he had ever seen in his life

Step 4.Deal with language points.

1. on board = in or on ( a ship, an aircraft or public vehicle)

eg. 1) Have the passengers gone on board yet?

2) 一上船，我总想吐。 As soon as I’m on board I always feel sick.

2. close adj. = lacking fresh or freely moving air

eg. She noticed that the air was very close.

The atmosphere in a steam- heated building is often close

3. dirty adj. = ( of the weather ) rough and unpleasant

4. knock about = knock around ① “ 漫游, 流浪” ② “ ( 狠 )打”

eg. He has knock about all over Europe.

After he graduated from college, Joe knocked about for a year seeing the country before he went to work in his father’s business.

They say he knocks his children about.

5. all of a sudden = suddenly / unexpectedly

eg. 1)All of a sudden, the tyre burst.

2)他转过身来但是忽然跌倒了.

He turned around but fell down all of a sudden.

6. do for sb./ sth. “破坏, 使…失败.”

eg. 1) The spelling mistake in the exam did for him.

2) 若资金不能在十五天内到位，工厂就完了。

The factory will be done for it if capital can’t arrive in fifteen days.

do for “ 设法弄到” 常用于how , what 开头的疑问句中.

eg. How did you do for food when you were in the desert?

7. as though = as if

eg.1) I remember the whole thing as if it happened yesterday.

2) She felt as if the girl were a member of her own family.

8. all at once =suddenly and unexpectedly/ at the same time.

9. swear v. = promise or declare formally

Step 5 Post- reading

Task. Ss discuss the end of the story in groups and one reported it to the class.

(The Ss can express their own opinions and communicate properly. They can improve their speaking skills and the ability to do things in English.)

Step 6. Discussion

T: We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?

( Ss discuss in pairs or in groups and then report what they discuss. )

Suggested answers :

1. Build strong houses;

2. Forecast correctly;

3. Give efficient first aid;

4.Cut up the branches of the trees;

5.Bury the lines under the ground

T : Every coin has two sides, so does the typhoon. Though the typhoon causes damage, it can have good effects. Can you think of some?

good effects:

eg 1. Bring in enough water to release drought

2. Bring in heavy wind which can be used to make electricity.

step 6 Homework

Write the end of the passage on your exercise book.

Period 7 Integrating skills(on P148).

Teaching aims:

1.The Ss can get the general idea of each paragraph.

2.Through reading, the Ss develop some kills in reading, such as skimming and scanning.

3.The Ss have the sense to protect our environment.

Teaching important points:

1.Learn the useful words and expressions in this period.

2 .Through reading, the Ss develop some kills in reading, such as skimming and scanning.

Teaching difficult points:

.Know how to use the words and expressions in this period.

Teaching aids: a tape- recorder a computer & a projector

Teaching procedures

Step1..Lead-in

Ask the Ss to describe a kind of weather and what people do in such weather.

Today we’ll read some book descriptions about natural disasters and stories that happened in terrible weather.

Step 2.Fast reading.

Read through the book descriptions and match them with the following book titles.

1. Volcano & Earthquake

2. Under the Volcano: A Novel

3. Disaster! The Great San Francisco Earthquake and Fire of 1906

4. Volcano & Earthquake

5. The Coming Storm: Extreme Weather and Our Terrifying Future

6. Hidden Big Island of Hawaii: Including the Volcanoes National Park

7. Sudden Sea: The Great Hurricane of 1938

(This activity aims to improve the Ss’ reading ability of skimming and the Ss can get the general idea of each paragraph.)

Step 3.Careful reading.

Ask the Ss to read the descriptions carefully again. Divide the whole class into two parts. Each part deals with one of the following two activities:

1. Which books on the list interest you? Give reasons why you might want to read them.

2. Choose one book from the list which you don’t want to read and explain why you think it won’t interest you.

(This activity is to help the Ss develop the ability of scanning and express their own opinions with their own words.)

Step 4. Ask Ss to study the language points by themselves.

Home work: Preview the grammar of this period.

Period 8 . Grammar

Teaching aims:

Learn and master Grammar: Ellipsis

Teaching Important Points:

.Learn about Ellipsis of different types.

Teaching Difficult Point:

How to use Ellipsis to make a sentence brief and clear.

Teaching Aids: a computer & a projector

Teaching Procedures:

Step 1.. Discovering useful structures

1. Ss look at the following sentences and translate them into Chinese.

A word about your composition.

Though tired, he was not disheartened.

You would do the same.

Sit down , please.

We’ll do the best we can.

Everybody gone?

That letter was the last.

2. Ss study more examples on p78.

Step2.简单句中的省略

1.在对话中

--How is your mother today?

--(She is ) much better.

2.在祈使句中（You) open the door,please.

3.在感叹句中 What a (good) boy (he is)! How (hard) they are working!

4.表示讲话人的意见和看法 (It) sounds fine to me. (It’s a) pity you couldn’t come.

5.提问 (Is there) anything wrong? (Have you) found the bike?

6.名词所有格修饰的名词若表示店铺,住宅,教堂或上下文已暗示或明确指出过的事物

At her mother’s (house) she passed many happy days.

7.前面出现过的动词在下文再次出现时可以单纯使用不定式符号to

I. --Will you go with me?

--Well, I’d like to (go with you).

II. –Have you ever been to the seaside?

--No,we can’t afford to (go to the seaside).

省略作宾语的不定式短语，只保留to，但如果该宾语是动词be或完成时态，则须在之后加上be或have:

(1) –Are you going there? --Yes, I’d like to (go there).

(2) He didn’t give me the chance, though he had promised to (give me the chance).

(3) –Are you an engineer? --No, but I want to be.

(4) –He hasn’t finished the task yet. --Well, he ought to have.

8、省略表语

(1) –Are you thirsty? --Yes, I am (thirsty).

(2) His brother isn’t lazy, nor is his sister (lazy).

9、同时省略几个成分

(1) Let’s meet at the same place as (we met) yesterday.

(2) –-Have you finished your work ?

---(I have) Not (finished my work) yet.

并列句中的省略

两个并列句中，后一个分句常省略与前一分句中相同的部分。

(1) My father is a doctor and my mother (is) a nurse.

(2) I study at college and my sister (studies) at high school.

(3) When summer comes, the day is getting longer and longer, and the night (is getting) shorter and shorter.

复合句中的省略

1.主句中的省略

1）主句的省略多见于句首，多用于口语中。（It’s a) pity you couldn’t come.

2)在对话中答句省去整个主句只用从句。

--Shall I go to play?

--If you like.(you can go to play).

2.宾语从句中的省略

1）由which,when,where,how和why 引导的宾语从句，可全部或部分省去,只保留引导词。

Please pass me one of these books, I don’t care which (you pass me).

2) 在I’m afraid,I think, I believe, I hope, I guess等开头的作答句中，后面跟so 与 not 分别用于肯定或否定宾语是，宾语从句可省去。

--Do you think it will rain?

--I hope not (that it will not rain).

3.状语从句中的省略

1）状语从句出现在句末时，一般都可以作句尾省略。

Coming swimming?You don’t have to (coming swimming) if you don’t want to (coming swimming) .

2) 有时条件从句可以完全省去，只剩下主句。

I would have come yesterday (if I had wanted to).

3) 以as,than 引导的比较状语从句可以全部或部分省去。

After half a hour, she become quieter (than she had been.)

其他省略

1、连词的that省略

(1) 宾语从句中常省略连词that，但也有不能省略的情况。

(2) 在定语从句中，that在从句中作宾语时可省略.另外，凡是进行时态和被动语态的定语从句都可省略关系代词和be 动词。

2、在某些状语从句中，从句的主语与主句的主语一致时，可省去“主语+be”部分

(1) When (he was) still a boy of 10, he had to work day and night.

(2) She tried her best though (she was) rather poor in health.

(3) If (you are) asked you may come in.

(4) If (it is) necessary I’ll explain to you again.

3、不定式符号to的省略

(1)并列的不定式可省去后面的 to.

I told him to sit down and wait for a moment.

(2) help 当“帮助”讲时，后面的宾语或宾补的不定式符号to可带可不带.

I will help (to) do it for you. I will help you (to) do it.

（3）介词but前若有动词do,后面的不定式不带 to.

The boy did nothing but play.

I saw the boy fall from the tree.

The boy was seen to fall from the tree.

The boss made us work 12 hours a day.

We were made to work 12 hours a day.

(5) 主语从句中有动词do,后面作表语的不定式的 to可带可不带。

All we can do now is (to) wait.

(6) find 当“发现”讲时，后面作宾语补足语的不定式符号to可带可不带。

We found him (to) work very hard at the experiment.

但如果是不定式 to be，则不能省略。

She found him to be dishonest.

4、连词if在部分虚拟条件句中可省略，但后面的语序有变化。

(1)Had they time, they would certainly come and help us.

(2) Were I you, I would do the work better.

(3）Should there be a flood, what should we do?

5、主句和从句各有一些成分省略。

The sooner (you do it), the better (it will be).

惯用的省略结构

1.无动词祈使句,无主句祝愿句,这类句子往往用感叹号.

If only I could remember his name!

2.固定句型How/What about + n/pron/-ing.

What about some more milk?

3.Why not +省去to的动词不定式。

Why not go at once?

Step3.Exercise to consolidate the Grammar.

Deal with the grammar exercise1.2.3 on P78.

Homework: Finish the grammar exercise on P102(优化集训)。

Period 9. Writing

Teaching Aims:

1. Read a passage about typhoon.

2. Write a passage about how the story will end.

(a short paragraph to tell the readers how the Nanshan passes through the hurricane).

Teaching Important Points:

Learn to write about terrible weather.

Write a short paragraph to tell the readers how the Nanshan passes through the hurricane.

Teaching Difficult Points:

1. Master the expressions and sentences such as dirty weather. She has done for…

2. Know the structure of writing about a natural disaster.

3. Improve the students' integrating skills and writing skill.

Teaching Methods:

1. Writing practice to get the students to learn how to describe something terrible.

2. Pair work or group work to get the students to be active in class.

Teaching Aids:

1. a computer

2. a projector

3. a tape recorder

Teaching Procedures:

Step 1. Pre-writing

1. Ss read the passage on p79 and get the general idea about typhoon.

2. How bad would the second storm be like?

3. How would they get through this terrible storm?

4. Explain the skills on how to organize a paragraph.

篇5：高二新教材UNIT 10 FRIGHTENING NATURE

教材分析(Analysis of the teaching material)

1 地位与作用 (Status and function)

“学习建议”(Tips) 给学生提供间接了解自然灾害的方法，从而培养学生自主学习能力。

“复习要点”(Checkpoint) 总结了本单元的语法重点---省略句。再通过一个问题帮助学生概括本单元的重要词汇。

2.教学目标 (Teaching aims)

1、语言知识 (Knowledge objectives)

单词：掌握、理解、运用以下生词 frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot

语法：复习巩固省略句，并能理解情景对话中的省略句。

2、语言技能：(Ability objectives)

听：能听懂天气预报，包括对气候及温度的描述；能理解描述自然灾害的短文。

说：能得体地表达个人的感情、恐惧、焦虑之情及能有逻辑的描述自然灾害发生的原因、严重后果及灾后自救工作。

读：能理解课文内容和课文结构，在阅读中运用scanning, skimming, generalization, inference等微技能。

写：能用流畅准确的语言描述自己经历的自然灾害或从其他媒体上获得的经历。

3、学习策略 (Strategy objectives)

学生能在一定程度上形成自主学习、有效交际和信息处理英语思维能力。

4、情感策略 (Moral objectives)

学生增强保护环境和自我保护意识；体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。

课时安排（Teaching arrangement）

Periods 1&2: Warming Up & Reading

Period 3: The 2nd Listening (Listening in the Workbook) Speaking & Talking

Period 4: The 1st Integrating Skills

Period 5: The 1st Listening & The 2nd Integrating Skills

Period 6: Grammar – Ellipsis & Word Study

教学计划 (Teaching plans)

Periods 1 & 2 Warming-up & Reading

Goals:

1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

4. The students will improve the ability to solve problems.

Teaching important points:

1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

Teaching difficult points:

1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

Teaching aids: a computer, a tape recorder & a projector

Teaching procedures

Step 1 Warming up

Q1: What’s the weather like today?

It’s sunny (rainy, windy, etc).

Q2: Do you often care about the weather?

Yes. / No, sometimes.

Q3: How do you hear about it?

On TV. / Over the radio.

Q4: Have you ever heard of typhoon?

Yes, quite often.

Q5: What words can you think of to describe the typhoon weather?

heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q6: What will you feel in such kind of weather?

Q7: What about the hurricane? Have you ever heard about it?

It is something like typhoon.

Q8: What about volcano?

Q9: Look at the picture. Find out as much as you can to describe it.

eg. eruption lava

Q10: How is a volcano formed?

1). Show a video about the eruption of a volcano.

Q11: Where is the most possible place that a volcano may erupt?

Near the ocean. eg. Fujiyama mountain in Japan.

Q12: Do you know how a volcano works, if you do, describe it?

Rocks from under the earth becomes hotter and hotter and many things erupted from the

volcano, such as:

Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.

Solid: bits of rock and volcanic ash, etc.

Liquid: lava.

Step 2 Pre reading

Step 3 While reading

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

The eruption of the volcano called Mount Vesuvius.

Q2: When and where did it happen?

On the 24th of August in 79 AD in southern Italy.

Q3: Who is the writer of the letter?

Pliny, the younger.

Task 2 Decide whether the following sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F

2. My uncle planned to save his friend’s wife Rectina. F

3. My uncle went to rescue Pompy after saving Rectina. T

4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F

5. They decided to try the open air instead of staying in the house. T

6. It was night when the volcano erupted. F

Task 4 Scan the text & fill in the following form.

Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.

Finally My uncle wanted to get out of the danger but failed. He was dead.

Task 5 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain.

3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead.

6. He bathed and had dinner.

7. A rain of rocks was coming down.

2-4-3-1-6-7-5

Task 6 Read the text again and explain what the words in bold refer to.

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Language points:

1. draw one’s attention to sth. 吸引某人的注意力

eg. She drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. He looked more asleep than dead.

eg. The pig looks more lovely than stupid.

eg. The boy looks more stupid than angry.

Step 4 Post reading

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

1. He wrote a report about all he observed during his trip.

2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.

3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

Ask the students to think as many examples as they can.

2. What’s the relation between human beings and nature?

We can’t go against nature. We should live in harmony with the nature.

3. What should we do to protect the environment that we live in?

5R policy.

1. Reduce: Reduce the amount of waste by every possible means.

eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

2. Reuse: Reuse the useful things before getting rid of them.

eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

3. Recycle: Recycle the waste things if possible.

eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.

4. Recover: Make use of good parts while getting rid of the bad ones.

eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

5. Repair: Repair the broken things.

eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Homework:

1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.

2. Refer to the website to know more about the volcano.

www.fsyz.com.cn/yanjiu/gta

www.cpus.gov.cn/zlg/huoshan

3. (in the second period) Finish Exercise 2 at Page 77 in SB..

Period 3 Listening(Wb) Speaking & Talking

Goals:

1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

Teaching important points:

To master the useful new words and expressions.

Teaching difficult points:

How to use what the students have learned to describe a nature disaster.

Teaching aids: a computer, a projector & a tape recorder

Step1 Revision

Questions: 1 What kinds of disasters does nature give us?

2 What kinds of disasters does man give us?

Step2 Pre-listening

Page 144,Listening. Look at the picture. Discuss Exercise1 with the students.

Step3 Listening

Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?

Step4 Lead-in

Page74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:

1 What happened in the typhoon?

2 What else do you know will happen in a typhoon?

3 What was people’s emotion?

4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?

Step5 Speaking

Model:

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible!

Step6 Pre-talking

Ask: What do you need to do when you are trapped in a typhoon?

Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.

Step7 Talking

Get the students to read the roll cards and make similar dialogues.

Step8 Homework

Make a dialogue with your partner about a disaster. It should include the following:

1) What was it like?

2) What happened?

3) What was people’s emotion and what about yours?

4) What safety measures should be taken?

Period 4 Integrating skills(Sb)

Teaching Aims:

1. Learn the text “typhoon” and master the detailed information in it.

2. Learn useful words and expressions

3. Write a passage about how the story will end.

Teaching important points:

1. To train Ss’ reading skills and writing skills

2. To master the usages of the new words and expression of this period.

Teaching difficult points:

1. To write a passage about terrible weather---- typhoon

2. To understand the difficult words, phrases and sentences

Teaching methods:

1. Fast reading and careful reading: to get the Ss to grasp the detailed information

2. Writing practice: to get the Ss to learn how to describe something terrible

3. Pair work or group work: to get the Ss to be active in class

Teaching Aids:

a computer, a projector, a tape recorder ( if the teacher wants )

Teaching procedures:

Step 1 Teaching Revision

1.Check the homework

2.Retell the story ( if the teacher likes )

3.Review the words and expression for talking about weather.

(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)

Step 2 Lead in

T: If it happens in USA, what do people call? (A hurricane )

1. What does the hurricane bring in?

2. How long will it usually last?

(Ss watch the video and give the answers. If it is necessary, play it twice.)

Step 3 Pre-reading

( pair work for two minutes and then one or two Ss report )

(This activity is to motivate the Ss to talk in English and cooperate well with each other.)

( Then the teacher introduce the background information )

(Look at the form --- tropical cyclone naming conventions )

(Then the teacher shows the map of the world, ask Ss to tell the difference between typhoon and hurricane.)

Step 4 While reading

Fast reading: skim the passage and try to get the general idea of the text. ( Ss answer the main elements of a story: who, when, where, how)

Careful reading: Ss finish two tasks after reading.

Task1.Scan the passage and find the answer to the following questions.

1. Where did the ship meet the typhoon?

2. What was the weather at first?

3. Why did the capital say that it looked as if a typhoon was coming on?

4. Where were they when the full force of the hurricane struck the ship?

5. What should they do in such terrible weather?

6. What does the sentence “ Another one like this, and that’s the last of her” mean?

7. Why did the capital strike a match? What did he see?

Task2. Try to explain the difficult sentence in bold in English.

1. It was fine, for there was no wind and the heat was close.

2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.

3. When the hurricane struck the ship with full force, they were all on the bridge.

4. They could only move the ship over the high sea and into the very eye of the wind.

5. It was the lowest reading he had ever seen in his life

(If Ss couldn’t understand the sentences, allow them to discuss with their partner.)

Deal with language points after that.

1. on board = in or on ( a ship, an aircraft or public vehicle)

eg. 1) Have the passengers gone on board yet?

2) 一上船，我总想吐。

As soon as I’m on board I always feel sick.

2. close adj. = lacking fresh or freely moving air

eg. She noticed that the air was very close.

The atmosphere in a steam- heated building is often close

3. dirty adj. = ( of the weather ) rough and unpleasant

4.knock about = knock around ① “ 漫游, 流浪” ② “ ( 狠 )打”

eg. He has knock about all over Europe.

After he graduated from college, Joe knocked about for a year seeing the country before he went to work in his father’s business.

They say he knocks his children about.

5. all of a sudden = suddenly / unexpectedly

eg. 1)All of a sudden, the tyre burst.

2)他转过身来但是忽然跌倒了.

He turned around but fell down all of a sudden.

6. do for sb./ sth. “破坏, 使…失败.”

eg. 1) The spelling mistake in the exam did for him.

2) 若资金不能在十五天内到位，工厂就完了。

The factory will be done for it if capital can’t arrive in fifteen days.

do for “ 设法弄到” 常用于how , what 开头的疑问句中.

eg. How did you do for food when you were in the desert?

7. as though = as if

eg.1) I remember the whole thing as if it happened yesterday.

2) She felt as if the girl were a member of her own family.

8. all at once =suddenly and unexpectedly/ at the same time.

9. swear v. = promise or declare formally

Step 4 Post- reading

T: We have dealt with the language points of the text and now let's do some exercises.

Task 1. Fill in the blanks with proper words.

Task2. Ss discuss the end of the story in groups and one reported it to the class.

(The Ss can express their own opinions and communicate properly. They can improve their speaking skills and the ability to do things in English.)

Step 5 Discussion

Extended discussion:

T: We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?

( Ss discuss in pairs or in groups and then report what they discuss. )

Suggested answers :

1. Build strong houses;

2. Forecast correctly;

3. Give efficient first aid;

4.Cut up the branches of the trees;

5.Bury the lines under the ground

T : Every coin has two sides, so does the typhoon. Though the typhoon causes damage, it can have good effects. Can you think of some?

good effects:

eg 1. Bring in enough water to release drought

2. Bring in heavy wind which can be used to make electricity.

step 6 Homework

1.Oral homework:

Suppose you are a newspaper reporter and are interviewing the capitain. Make up the dialogue.

Think it over: What quest

篇6：unit 10 Frightening Nature reading

Unit 10 Frightening nature

Reading

UNDER THE VOLCANO

Teaching aims:

1. To train students’ basic reading ability.

2. To get students to know something about a disaster and learn some related words .

3. To get students to tell the story.

Teaching procedures:

Pre-reading

Step 1:

1.How many kinds of natural disasters do you know?

2. Have you ever heard something about volcano?

3. Do you how a volcano works？

The rocks under the earth becomes hotter and hotter and erupted from the

mountain.

Step 2: Ask the students to look at some pictures of Pompeii and volcano and describe how things could happen.

While-reading

Step 1: Ask the students to read the passage fast to answer the following questions.

1.What disaster happened?

2.When and where did the disaster happen?

3.Who were mentioned in the disaster?Who was the main character in the story?

4.What was the end of the story?

Step 2: Ask the students to read the passage again and underline the verbs while reading .

Exercises 1:

1.A volcano erupted on the 24th of August in 79 BC in southern Italy.

2.My uncle planned to save his friend’s wife Rectina.

3.My uncle went to rescue Pompy after saving Rectina.

4.The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5.They decided to try the open air instead of staying in the house.

6.It was night when the volcano erupted.

Exercises 2: Ask the students to arrange the following statements according to the right order. (2, 4, 3, 1, 6, 7, 5)

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain.

3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead.

6. He bathed and had dinner.

7. A rain of rocks was coming down.

Post -reading

Step 1: Ask the students to read the passage carefully and fill in the following

form.

Date: What happened:

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.

Finally My uncle wanted to get out of the danger but failed. He was dead.

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

Go to the place from which others were running away.

Rescue Pompy, help others calm down, bathe and have dinner, sleep, etc.

Slept after baths and dinner, told others the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

Discussion

If you were the Uncle, would you go to save your friends?

What can Ss learn from Pliny’s uncle? Give facts in the letter.

2.Suppose you are Pliny the Elder, tell us your story.

Suppose you are Pliny the Elder, tell us your story.

Blackboard design:

Notes after teaching:

Experts’comments:

篇7：Unit 10 Frightening nature(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

Have you experienced a terrible nature disaster? Certainly few of us have. Do you want to know something about it? Certainly many of us do. After you have learned this unit, Unit 10. Frightening nature, you are sure to obtain some useful information about that. The unit will be taught in four periods. In the first period, we'll deal with Warming up, Listening and Speaking. At the beginning, four pictures are shown to the students. They are asked to talk about them and then write down what is observed. The pictures are about geology, meteorology, astronomy and biology, including typhoon, cobra and cells. The pictures and the questions after them can greatly stimulate the students' interest in science. Listening is about weather

forecast in the USA. The exercises of listening can test how the students grasp the detailed information in it. Speaking provides all types of topics for the students to talk about. When they finish their talking, a lot of useful expressions on how to express emotion, anxiety and fear are mastered by them. In the second period, we'll deal with Prereading, Reading and Post-reading. In the beginning, the students will see and talk about three pictures about a famous volcano vesuvius, which once erupted about two thousand years ago, and destroyed two small towns. Then the

whole text gives us a vivid picture at that time. It describes how the writer’s uncle died. His uncle, attracted by the scene of volcano eruption, wanted to observe and record more about that. So he decided to go and see it from closer. He went there and rescued his friend's wife. Then he went to see another friend of his, who lived very near to the erupting volcano. He even encouraged the scared people to calm down. But unfortunately, he died at last. He only thought about learning more about volcano and wasn't afraid at all. He valued scientific knowledge more than his life. In the third period, we deal with Word study and a grammar item--Ellipsis. Plenty of exercises are arranged for it. The students will master it through practice. Integrating skills are delt with in the fourth period. The text is about a ship, controlled by the captain and his crew, fighting against a terrible typhoon. The story without end asks the students to use their imagination and write how it will end. We are sure that when the unit is finished, the students will not only improve their ability to listen, speak, read and write, but also learn and master plenty of useful words and expressions.

II. Teaching Goals

1. Talk about natural disasters volcanoes, hurricanes and typhoons.

2. Express emotion, anxiety and fear.

3. Learn about Ellipsis.

4. Practise creative writing.

III. Teaching Time: Four periods

IV. Background Information

1. Volcanoes

There are thousands of volcanoes all over the world. What makes volcanoes?

What happens?

The inside of the earth is very hot. Because it is very, very hot, the rock has melted like ice. It has become liquid, like water, his always boiling, like water in a kettle. If you have seen a kettle boiling, you know that the steam and boiling water try to get out. The very hot melted rock inside the earth also tries to get out. Usually it cannot because the outside of the earth is too thick and strong.

But in some places the outside of the earth is thin and weak. Sometimes a crack (a small opening) appears. The hot melted rock, which we call “lava”. pushes up

through the crack and bursts through. Steam and gas shoot up into the air and the hot melted lava pours out. Big pieces of rock may be thrown high into the air.

After a while the volcano becomes quiet again. The melted lava becomes hard. Later the same thing happens again and again. Each time more hot lava pours out on top of the cold lava and then becomes hard. In this way a kind of mountain is built up, with a hole down the middle. Perhaps the volcano will then be quiet and no more lava will burst out. Perhaps it will start again hundreds of years later.

Although there are thousands of volcanoes in the world, most of them are dead. Only about 500 sometimes start to throw out lava again. A famous volcano which is now dead is Mount Fujiyama in Japan. It is covered with snow in winter.

Vesuvius is the name of a very famous volcano in Italy. It first came to life many, many years ago. It was quiet for hundreds of years. Then in the year 79 it suddenly burst. A great cloud of smoke shot up into the sky with great burning rocks, which fell all around. Hot lava poured down its sides. About 3 000 people were killed.

This has happened again many times since that year. Sometimes no damage was

caused, or only little damage. But there was serious damage in the years 472,

1631, 1794, 1861, 1872 and 1906. You can see that a volcano can stay alive for many years. In 1906 part of the top of the mountain fell off. There was also serious damage in 1914 but there has not been any since that year.

2. What Is a Tornado?

What exactly is a tornado? The general picture is familiar enough. The phenomenon usually occurs on a hot. sticky day with south winds and an ominous sky. From the base of a thunderhead, a funnel-shaped cloud extends a violently twisting spout toward the earth. As it sucks in matter in its path, the twister may turn black, brown, or occasionally (over snow) even white. The moving cloud shows an almost continuous display of sheet lightning. It lurches along in a meandering path,

usually northeastward, at 25 to 40 miles per hour. Sometimes it picks up its finger from the earth for a short distance and then plants it down again. The funnel is very slender: its wake of violence averages about 400 yards wide. As the tornado approaches, it is heralded by a roar as of hundreds of jet planes or thousands of railroad cars. Its path is a path of total destruction. Buildings literally explode as they are sucked in by the tornado's low-pressure vortex (where the pressure drop

is as much as 10 percent) and by its powerful whirling winds (estimated at up to 500 miles per hour). The tornado's lifetime is as brief as it is violent. Within a few tens of miles (average: about 16 miles), it spends its force and suddenly disappears.

3. Earthquakes

Earthquake is a sudden, violent shaking of the earth's surface. It's a kind of crustal movement form of expression.

The great majority of all earthquakes occur in two specific geographic areas. One such area surrounds the Pacific Ocean and its contiguous land masses. The other extends from the East India to the Atlas Mountains, including the Himalayas, Iran, Turkey, and the Alpine regions. It is in these two great belts or zones that ninety percent of all earthquakes take place. The text refers to two of the strongest quakes in San Francisco. As to our country, a large number of earthquakes happened in North China and Northwest China. The powerful earthquake of Tang Shan happened in the city of Tang Shan, Hebei Province on July 28th, 1976, which caused more than 240 000 deaths and the whole city was destroyed.

Nowadays scientists know a little about earthquakes and they still cannot stop these disasters from happening. However, they can warn people who live in these areas by pre diction, in advance to take precautions against such disasters. A worldwide earthquake warning network is already in operation at present and is expected to make earthquake prediction several years ahead of time.

The First Period

Teaching Aims:

1. Learn the new words of this period and master their usages.

2. Listen to a passage about weather forecast,

3. Talk about natural disasters.

Teaching Important Points:

1. How to improve the students' listening ability.

2. How to improve the students' speaking ability.

Teaching Difficult Point:

How to use what the students have learned to describe a nature disaster.

Teaching Methods:

1. Listening to improve the students' ability to listen.

2. Discussion and free talk to get every student to speak.

3. Talking the interesting topics to raise the students' interest in science.

Teaching Aids:

1. a computer

2. a projector

3. a tape recorder

Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

T: Have you finished your homework?

(Ss: Yes )Please put your exercise books on your desks. I'll check your homework.… (After teacher checks the students’ homework, teacher says the following. )

T: Open your books at Page 113. Let's learn the new words of this period first. SA, read the new words, please.

SA:…

(Teacher corrects the students' mistakes in pronunciation and gives the brief explanations of some words when necessary.)

Step II Warming up

T: Please open your books at Page 73.Look at the four pictures. What can you see in the pictures? Have a discussion with your partner and do the exercises. Some minutes later, I'll ask some of you to give the answers.

(Teacher goes among the class and join in the students' discussion. Some minutes later, teacher says the following. )

T: Have you finished?

Ss: Yes.

T: Let's do Ex. 1. Who will talk about the first picture?

S: Perhaps the first picture is a geomorphologic map.

T: Please go on !

SB: In the second picture we can see a scene in which some tall trees are blown down. Perhaps a typhoon has just happened. What a sad scene! If we want to get more information, we can see pictures taken by the satellite on the Internet.

Sc: In the third picture. I saw a comet. It has a very bright head and a long less

bright tail and is moving through the sky to the ground. If we want to see it

more clearly, we can see it through a telescope.

T: How do you know when it will happen?

SD: The TV programme will tell us in advance. It will tell us its detailed timetable and the other information about it.

SE: In the last picture we can see a cell, but it is enlarged many times. We often see cells in our biology classes. As long as you have a microscope, you can see them clearly.

T: Do you often hear about these things in newspapers or on TV?

SF: Both. In summer we often hear about typhoons on the Pacific. There are about seven typhoons in the southeast of our country. If there are fewer, drought will take place.

SG: Some years ago, we learned from the newspaper and TV that a comet would pass through the dark sky in our country. Our geography teacher organized us to watch it through a microscope.

T: Now answer the third question, please. How does nature form a danger to people in the world and how can science help reduce that threat?

SH: Typhoons are harmful to us. They can pull up the tall tree, blow down the wire poles and even destroy people's houses. Sometimes it can cause severe flood.

SI: Earthquake can bring great damage to people's life. It can cut off electricity

and water supply and destroy houses. Even it often causes deaths. In 1976 a terrible earthquake in Tang Shan killed thousands of people.

SJ: If the typhoon and earthquake can be forecast, damages will greatly be reduced. Scientists in our country can forecast typhoons exactly and some of the earthquakes have been forecast before. I’m sure they will control the natural disaster and reduce the losses to the lowest degree.

T: In which ways are the fields of science important to our everyday life?

SK: Geograph is important. If we do well in it, we can find more coal, gas and oil, as well as all kinds of metal.

SL: Meteorology is important. If we master it, we can tell our farmers much information about farming. If so, they will increase their productivity and

avoid losses.

SM: In our geograph lessons, our teacher told us that the stars and planets in

the universe have effects on the earth, especially the weather on the earth. So we should learn astronomy well and know as much about it as possible so

that we can forecast their effect.

SN: Biology is an important subject. It affects our everyday life directly. If we

develop better medicine, some diseases will be got rid of. SARS,for example,

broke out in our country last year. We needed a lot of effective medicine

then. If it had not been for the success our scientists achieved, we would have

had much more losses.

T: OK. Let's stop here. Knowledge is power. Let's work hard at our subjects and lay a solid foundation for the future. I wish all of you a bright future.

Step III Listening

T: Now let's do listening. Please turn to Page 73 and 7L Read the information about the exercises. (After a few minutes.)

T: Do you understand what we should do?

Ss: Yes.

T: OK. Let's listen to the tape. I'll play the tape three times. When I play it for

the first time, try to get as much information as possible and write it down on a piece of paper. When 1 play it for a second time, check your answers to be sure they are correct. Then check your answers with your partner and have a discussion with them. At last, I'll play it for the third time and answer all the questions you are not sure about. Are you clear about that?

Ss: Yes.

T: OK. Let's begin.

……

Step IV Speaking

T: Let's go on to do speaking. Please open your books at Page 74. Read the dialogue first and then talk about typhoon with your partner. A few minutes later, let’s act it out.

Sample dialogue

(A: Student a; B: Student b)

A: Are there any typhoons in the area where you live?

B: No, there aren't.

A: Have you heard about it?

B: Yes, I have. I saw a VCD about typhoon last year, and I learned something from it.

A: What is it like?

B: Very terrible! When it happens, trees are pulled up and some old houses are

destroyed.

A: Is that so? I wish there were no typhoons in the world.

B: That's impossible. But when it comes, there will be rain with it.

A: How about hurricane and tornado?

B: There are many words for a violent tropical circular wind. A cyclone may be very large, bringing rain and great destruction. When it happens in the western Atlantic Ocean, it is called a hurricane, and the same tiling happening in tile western Pacific or China sea is a typhoon. When shaped like a pipe and passing in a narrow path, it is a tornado if it goes over land and a waterspout if it goes over water.

A: I see. Thank you very much for telling me so much.

B: Not at all.

T: (Show the screen.) Have you met with one of such situations above? Are you

frightened? Have you heard anyone meet with that? Describe how they behaved then. Have a discussion with your partner and make up a dialogue. The useful expressions on the blackboard may be a help to you.

(Teacher writes the useful expressions on Page 75 on the blackboard.)

Sample dialogue:

(A: Students c ; B: Student d)

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn't see us. We acted just as the TV programme told us. At

last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible !

Step V Summary and Homework

T: In this period, we've talked about some topics about geology, meteorology, astronomy and biology, and listened to a passage about weather information.

Also we've had a discussion about some frightening situations. After class, go on with the discussion according to the pictures on Page 25 using the useful expressions on the blackboard. (Teacher reads the expressions.) And do the fifth part of Warming up. That's all for today. Class is over.

Step VI The Design of the Writing on the Blackboard

Unit 10 Frightening nature

The First Period

Useful expressions :

How terrible!

It makes me feel uneasy when…

I think it's very unpleasant…

It makes me feel very worried.

I get very upset.

It's a frightening thing…

I dare not …

I'm really frightened to…

What's really scary…

I'm afraid of…

I'm frightened to death by…

She's scared to death.

He gets into a total panic when…

It makes my hair stand on end.

What terrifies me…

Step VII Record after Teaching

篇8：unit 10 Frightening Nature(人教版高二英语上册教案教学设计)

Periods 1 & 2 Warming-up & Reading

Goals:

1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

4. The students will improve the ability to solve problems.

Teaching important points:

1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

Teaching difficult points:

1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

Teaching aids: a computer, a tape recorder & a projector

Teaching procedures

Step 1 Warming up

Q1: What’s the weather like today?

It’s sunny (rainy, windy, etc).

Q2: Do you often care about the weather?

Yes. / No, sometimes.

Q3: How do you hear about it?

On TV. / Over the radio.

Q4: Have you ever heard of typhoon?

Yes, quite often.

Q5: What words can you think of to describe the typhoon weather?

heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q6: What will you feel in such kind of weather?

Q7: What about the hurricane? Have you ever heard about it?

It is something like typhoon.

Q8: What about volcano?

Q9: Look at the picture. Find out as much as you can to describe it.

eg. eruption lava

Q10: How is a volcano formed?

1). Show a video about the eruption of a volcano.

Q11: Where is the most possible place that a volcano may erupt?

Near the ocean. eg. Fujiyama mountain in Japan.

Q12: Do you know how a volcano works, if you do, describe it?

Rocks from under the earth becomes hotter and hotter and many things erupted from the

volcano, such as:

Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.

Solid: bits of rock and volcanic ash, etc.

Liquid: lava.

Step 2 Pre reading

Step 3 While reading

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

The eruption of the volcano called Mount Vesuvius.

Q2: When and where did it happen?

On the 24th of August in 79 AD in southern Italy.

Q3: Who is the writer of the letter?

Pliny, the younger.

Task 2 Decide whether the following sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F

2. My uncle planned to save his friend’s wife Rectina. F

3. My uncle went to rescue Pompy after saving Rectina. T

4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F

5. They decided to try the open air instead of staying in the house. T

6. It was night when the volcano erupted. F

Task 4 Scan the text & fill in the following form.

Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.

First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.

Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.

Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.

Finally My uncle wanted to get out of the danger but failed. He was dead.

Task 5 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain.

3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead.

6. He bathed and had dinner.

7. A rain of rocks was coming down.

2-4-3-1-6-7-5

Task 6 Read the text again and explain what the words in bold refer to.

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Language points:

1. draw one’s attention to sth. 吸引某人的注意力

eg. She drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. He looked more asleep than dead.

eg. The pig looks more lovely than stupid.

eg. The boy looks more stupid than angry.

Step 4 Post reading

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

1. He wrote a report about all he observed during his trip.

2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.

3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

Ask the students to think as many examples as they can.

2. What’s the relation between human beings and nature?

We can’t go against nature. We should live in harmony with the nature.

3. What should we do to protect the environment that we live in?

5R policy.

1. Reduce: Reduce the amount of waste by every possible means.

eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

2. Reuse: Reuse the useful things before getting rid of them.

eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

3. Recycle: Recycle the waste things if possible.

eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.

4. Recover: Make use of good parts while getting rid of the bad ones.

eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

5. Repair: Repair the broken things.

eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Homework:

1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.

2. (in the second period) Finish Exercise 2 at Page 77 in SB..

Period 3 Listening(Wb) Speaking & Talking

Goals:

1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

Teaching important points:

To master the useful new words and expressions.

Teaching difficult points:

How to use what the students have learned to describe a nature disaster.

Teaching aids: a computer, a projector & a tape recorder

Step1 Revision

Questions: 1 What kinds of disasters does nature give us?

2 What kinds of disasters does man give us?

Step2 Pre-listening

Page 144,Listening. Look at the picture. Discuss Exercise1 with the students.

Step3 Listening

Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?

Step4 Lead-in

Page74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:

1 What happened in the typhoon?

2 What else do you know will happen in a typhoon?

3 What was people’s emotion?

4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?

Step5 Speaking

Model:

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible!

Step6 Pre-talking

Ask: What do you need to do when you are trapped in a typhoon?

Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.

Step7 Talking

Get the students to read the roll cards and make similar dialogues.

Step8 Homework

Make a dialogue with your partner about a disaster. It should include the following:

1) What was it like?

2) What happened?

3) What was people’s emotion and what about yours?

4) What safety measures should be taken?

Period 4 Integrating skills(Sb)

Teaching Aims:

1. Learn the text “typhoon” and master the detailed information in it.

2. Learn useful words and expressions

3. Write a passage about how the story will end.

Teaching important points:

1. To train Ss’ reading skills and writing skills

2. To master the usages of the new words and expression of this period.

Teaching difficult points:

1. To write a passage about terrible weather---- typhoon

2. To understand the difficult words, phrases and sentences

Teaching methods:

1. Fast reading and careful reading: to get the Ss to grasp the detailed information

2. Writing practice: to get the Ss to learn how to describe something terrible

3. Pair work or group work: to get the Ss to be active in class

Teaching Aids:

a computer, a projector, a tape recorder ( if the teacher wants )

Teaching procedures:

Step 1 Teaching Revision

1.Check the homework

2.Retell the story ( if the teacher likes )

3.Review the words and expression for talking about weather.

(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)

Step 2 Lead in

T: If it happens in USA, what do people call? (A hurricane )

1. What does the hurricane bring in?

2. How long will it usually last?

(Ss watch the video and give the answers. If it is necessary, play it twice.)

Step 3 Pre-reading

( pair work for two minutes and then one or two Ss report )

(This activity is to motivate the Ss to talk in English and cooperate well with each other.)

( Then the teacher introduce the background information )

(Look at the form --- tropical cyclone naming conventions )

(Then the teacher shows the map of the world, ask Ss to tell the difference between typhoon and hurricane.)

Step 4 While reading

Fast reading: skim the passage and try to get the general idea of the text. ( Ss answer the main elements of a story: who, when, where, how)

Careful reading: Ss finish two tasks after reading.

Task1.Scan the passage and find the answer to the following questions.

1. Where did the ship meet the typhoon?

2. What was the weather at first?

3. Why did the capital say that it looked as if a typhoon was coming on?

4. Where were they when the full force of the hurricane struck the ship?

5. What should they do in such terrible weather?

6. What does the sentence “ Another one like this, and that’s the last of her” mean?

7. Why did the capital strike a match? What did he see?

Task2. Try to explain the difficult sentence in bold in English.

1. It was fine, for there was no wind and the heat was close.

2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.

3. When the hurricane struck the ship with full force, they were all on the bridge.

4. They could only move the ship over the high sea and into the very eye of the wind.

5. It was the lowest reading he had ever seen in his life

(If Ss couldn’t understand the sentences, allow them to discuss with their partner.)

Deal with language points after that.

1. on board = in or on ( a ship, an aircraft or public vehicle)

eg. 1) Have the passengers gone on board yet?

2) 一上船，我总想吐。

As soon as I’m on board I always feel sick.

2. close adj. = lacking fresh or freely moving air

eg. She noticed that the air was very close.

The atmosphere in a steam- heated building is often close

3. dirty adj. = ( of the weather ) rough and unpleasant

4.knock about = knock around ① “ 漫游, 流浪” ② “ ( 狠 )打”

eg. He has knock about all over Europe.

After he graduated from college, Joe knocked about for a year seeing the country before he went to work in his father’s business.

They say he knocks his children about.

5. all of a sudden = suddenly / unexpectedly

eg. 1)All of a sudden, the tyre burst.

2)他转过身来但是忽然跌倒了.

He turned around but fell down all of a sudden.

6. do for sb./ sth. “破坏, 使…失败.”

eg. 1) The spelling mistake in the exam did for him.

2) 若资金不能在十五天内到位，工厂就完了。

The factory will be done for it if capital can’t arrive in fifteen days.

do for “ 设法弄到” 常用于how , what 开头的疑问句中.

eg. How did you do for food when you were in the desert?

7. as though = as if

eg.1) I remember the whole thing as if it happened yesterday.

2) She felt as if the girl were a member of her own family.

8. all at once =suddenly and unexpectedly/ at the same time.

9. swear v. = promise or declare formally

Step 4 Post- reading

T: We have dealt with the language points of the text and now let's do some exercises.

Task 1. Fill in the blanks with proper words.

Task2. Ss discuss the end of the story in groups and one reported it to the class.

(The Ss can express their own opinions and communicate properly. They can improve their speaking skills and the ability to do things in English.)

Step 5 Discussion

Extended discussion:

T: We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?

( Ss discuss in pairs or in groups and then report what they discuss. )

Suggested answers :

1. Build strong houses;

2. Forecast correctly;

3. Give efficient first aid;

4.Cut up the branches of the trees;

5.Bury the lines under the ground

T : Every coin has two sides, so does the typhoon. Though the typhoon causes damage, it can have good effects. Can you think of some? good effects:

eg 1. Bring in enough water to release drought

2. Bring in heavy wind which can be used to make electricity.step 6 Homework

1.Oral homework:

Suppose you are a newspaper reporter and are interviewing the capitain. Make up the dialogue.

Think it over: What questions will the journalist ask?

2. Written homework

Write the end of the passage on your exercise book.

Period 5Listening(Wb) Integrating skills & Writing (Wb)

Teaching aims:

1.The Ss can understand the listening text.

2.The Ss can get the general idea of each paragraph.

3.Through reading, the Ss develop some microskills in reading, such as skimming and scanning. What’s more, they can write a composition of similar topic.

4.The Ss can develop in somewhat the ability of autonomy learning, processing information and thinking in English.

5.The Ss have the sense to protect our environment. They share the experience of learning English and have the sense of success in learning English and cooperation.

Teaching important points:

1.Learn the useful words and expressions in this period.

2.Learn to write about a natural disaster.

Teaching difficult points:

1.Know how to use the words and expressions in this period.

2.Know the structure of writing about a natural disaster.

Teaching aids: a tape- recorder a computer & a projector

Teaching procedures

Stage 1 Listening

1.Read the information about the exercises.

2.Listen to the tape and do Exercises 1,2 & 3.

3.Listen again and finish all the questions in this part.

(If necessary, play the tape again.)

Stage 2 Reading

1.Lead-in

Ask the Ss to describe a kind of weather and what people do in such weather.

Today we’ll read some book descriptions about natural disasters and stories that happened in terrible weather.

2.Pre-tasks

Read through the book descriptions and match them with the following book titles.

1. Volcano & Earthquake

2. Under the Volcano: A Novel

3. Disaster! The Great San Francisco Earthquake and Fire of 1906

4. Volcano & Earthquake

5. The Coming Storm: Extreme Weather and Our Terrifying Future

6. Hidden Big Island of Hawaii: Including the Volcanoes National Park

7. Sudden Sea: The Great Hurricane of 1938

(This activity aims to improve the Ss’ reading ability of skimming and the Ss can get the general idea of each paragraph.)

3.While-tasks

Ask the Ss to read the descriptions carefully again. Divide the whole class into two parts. Each part deals with one of the following two activities:

1. Which books on the list interest you? Give reasons why you might want to read them.

2. Choose one book from the list which you don’t want to read and explain why you think it won’t interest you.

(This activity is to help the Ss develop the ability of scanning and express their own opinions with their own words.)

4.Post-tasks

Group work.

Stage 3 Writing

1. Brainstorming

What natural disasters do you know?

2. Writing

1.How is the disaster formed?

2.What happens when the disaster comes?

3. What is the damage after the disaster?

4.What do people do after that?

5. What lesson have you learn?

(This step tries to develop the Ss’ cooperative ability and writing ability. The Ss look up information in many different ways.)

Stage 4 Homework

Read more passages about natural disasters. They can refer to the following websites:

Period 6 Grammar & Word Study

Goals: 1. Learn and master Grammar: Ellipsis

2. Review the usage of the present participle & past participle.

Teaching Important Points:

1.Learn about Ellipsis of different types.

2.Enable Ss to learn how to choose the present participle & the past participle.

Teaching Difficult Point: How to use Ellipsis to make a sentence brief and clear.

Teaching Aids: a computer & a projector

Procedures:

Step 1: Word Study

1. Check the answer to Exercise 1 at Page 77.

2. The Present participle & the past participle

T: Look at the 2 sentences on the blackboard.

This is a moving story.

The boy is deeply moved by the story.

Can you tell the difference between “moving” & “moved” ?

T: Yes, quite right? Please open your books at Page 78. Look at Ex. 2. Read the sentences and fill in the blanks with the proper forms of the words.

Step 2: Grammar - Ellipsis

T: Look at the 2 sentences on the blackboard.

Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.

Then came a smell of sulphur, and then (?) flames.

Read them and decide which words were left out at each place of the question marks.

S: I think in the 1st sentence the subject “he or my uncle” was left out.

S: In the 2nd sentence I think “came” should be at the place of the question mark.

1. 简单句中的省略

1) 省略主语祈使句中主语通常省略；其它省略主语多限于少数现成的说法。

(1) (I) Thank you for your help.

(2) (I) See you tomorrow.

(3) (It) Doesn’t matter.

(4) (I) Beg your pardon.

2) 省略主谓或主谓语的一部分

(1) (There is) No smoking .

(2) (Is there) Anything wrong ?

(3) (Will you) Have a smoke ?

(4) What/How (do you think) about a cup of tea ?

(5) Why (do you) not say hello to him ?

3) 省略作宾语的不定式短语，只保留to，但如果该宾语是动词be或完成时态，则须在之后加上be或have:

(1) –Are you going there? --Yes, I’d like to (go there).

(2) He didn’t give me the chance, though he had promised to (give me the chance).

(3) –Are you an engineer? --No, but I want to be.

(4) –He hasn’t finished the task yet. --Well, he ought to have.

4) 省略表语

(1) –Are you thirsty? --Yes, I am (thirsty).

(2) His brother isn’t lazy, nor is his sister (lazy).

5) 同时省略几个成分

(1) Let’s meet at the same place as (we met) yesterday.

(2) –-Have you finished your work ?

---(I have) Not (finished my work) yet.

2. 主从复合句中的省略

1) 主句中有一些乘法被省略

(1) ( I’m ) Sorry to hear you are ill.

(2) ( It’s a ) Pity that he missed such a good chance.

2) 主句中有一些乘法被省略

(1) –Is he coming back tonight? --I think so.

(2) –She must be busy now? --If so, she can’t go with us.

(3) –Is she feeling better today? --I’m afraid not.

(4) –Do you think he will attend the meeting? --I guess not.

这种用法常见的有：How so? Why so? Is that so? I hope so. He said so.及I suppose/believe/hope not.

3. 并列句中的省略

两个并列句中，后一个分句常省略与前一分句中相同的部分。

(1) My father is a doctor and my mother (is) a nurse.

(2) I study at college and my sister (studies) at high school.

(3) When summer comes, the day is getting longer and longer, and the night (is getting) shorter and shorter.

4.其他省略

1) 连词的that省略

(1) 宾语从句中常省略连词that，但也有不能省略的情况。

(2) 在定语从句中，that在从句中作宾语时可省略.另外，凡是进行时态和被动语态的定语从句都可省略关系代词和be 动词。

2) 在某些状语从句中，从句的主语与主句的主语一致时，可省去“主语+be”部分

(1) When (he was) still a boy of 10, he had to work day and night.

(2) She tried her best though (she was) rather poor in health.

(3) If (you are) asked you may come in.

(4) If (it is) necessary I’ll explain to you again.

3) 不定式符号to的省略

(1) 并列的不定式可省去后面的 to.

I told him to sit down and wait for a moment.

(2) help 当“帮助”讲时，后面的宾语或宾补的不定式符号to可带可不带.

I will help (to) do it for you.

I will help you (to) do it.

（3）介词but前若有动词do,后面的不定式不带 to.

The boy did nothing but play.

I saw the boy fall from the tree.

The boy was seen to fall from the tree.

The boss made us work 12 hours a day.

We were made to work 12 hours a day.

(5) 主语从句中有动词do,后面作表语的不定式的 to可带可不带。

All we can do now is (to) wait.

(6) find 当“发现”讲时，后面作宾语补足语的不定式符号to可带可不带。

We found him (to) work very hard at the experiment.

但如果是不定式 to be，则不能省略。

She found him to be dishonest.

4) 连词if在部分虚拟条件句中可省略，但后面的语序有变化。

(1) Had they time, they would certainly come and help us.

(2) Were I you, I would do the work better.

(3) Should there be a flood, what should we do?

5) 主句和从句各有一些成分省略。

The sooner (you do it), the better (it will be).

Step 3: Homework

Finish all the exercises about “Ellipsis” in your book.

附录一背景资料 (Background knowledge)

1 ．Volcanoes

There are thousands of volcanoes allover the world. What makes volcanoes? What happens?

2 ．What Is a Tornado?

3.Earthquakes

Earthquake is a sudden, violent shaking of the earth's surface. It's a kind of crustal movement form of expression.

4.5R Policy

It’s important to learn about protecting our environment. Here is a 5R policy for us to consider:

1.Reduce:

If you want to reduce waste, you should use things wisely. Millions of trees are being cut down to make paper. If everyone uses a little paper carelessly and throws it away, before long we would not have any trees left. Other things are also being wasted, and people don’t really know what to do with the large quantities of rubbish produced in large cities, therefore, t is necessary to reduce the amount of waste by every possible means.

2.Reuse:

You should always think of reusing the usable things before getting rid of them. Give your clothes you do not use or the ones which are too small to the poor. Within a family, you may pass on such clothes to younger brothers or sisters. If you wish, you can use buttons and something else to make dolls or toys for your baby brother or sister.

3.Recycle:

Bottles, cans and paper can easily be recycled. By doing so we save lots of time and money. For example, coke coca cola cans are sent to a factory, where they are smashed flat and melted and metal sheets are made for new coke cans.

4.Recover:

When you buy a box of apples, there might be a few which are highly rotten. You have two choices: one is to throw the whole apples away, or you could cut off the rotten parts and use the good parts. In this way, you are recovering the eatable parts of food.

5.Repair

If one of the legs of your table is broken, you can have it repaired instead of throwing the table away. If you want to change for better furniture, it is better for you to sell the old things or give them to other people who can use them after doing some repair.

It is true the North America is throe away society, but the time has come to change our way of life so that we can protect our environment. Every one of us should take an active part in it.

1.Which of the following is true?

A. We’ll have no resources of nature unless we can deal with the large quantities of rubbish.

B. Recycling is the best way to save materials.

C. If we waste less, we can save more resources of nature.

D. More things are wasted in developed countries than in developing countries.

2.The “reuse” policy mainly requires us_____.

A. To make full use of our things

B. To give our things to those who want them

C To use our things again and again

D. Not to get rid of our things

3._____ can be recycled.

A. Only hard things

B. Lots of things

C. Few soft things

D. All things

4.We can infer that the writer of this passage may live in_____.

A. Europe

B. Asia

C. Australia

D. America

Keys: 1.C 2.A 3.B 4.D

附录三：Are you ready for a hurricane?

Having A Test

Are you Ready for a hurricane?

1. Know What Hurricane WATCH and WARNING Mean

WATCH: Hurricane conditions are possible in the specified (特定的) area of the WATCH, usually within 36 hours.

WARNING: Hurricane conditions are expected in the specified area of the WARNING, usually within 24 hours.

2. Prepare a Personal Evacuation Plan

Identify(确定) ahead of time where you could go if you are told to evacuate(撤离，疏散). Choose several places-a friend’s home in another town, a hotel, or a shelter.

Listen to Weather Radio or local radio or TV stations for evacuation instructions. If advised to evacuate, do so immediately.

3. Prepare for a Disaster Supplies Kit Including the following Items

First aid kit(工具包) and essential medications(药物).

Ganned food and can opener.

At least three gallons of water per person.

Protective clothing, rainwear, and bedding or sleeping bags.

Battery-powered radio, flashlight, and extra batteries(电池).

Written instructions on how to turn off electricity, gas and water if authorities advise you to do so. (Remember, you’ll need a professional to turn them back on.)

4. Know What to Do When a Hurricane WATCH Is Issued(发布)

Listen to local radio or TV stations for up-to-date storm information.

Prepare to bring inside any useful things that can be picked up by the wind.

Prepare to cover all windows of your home.

Fill your car’s gas tank.

Check batteries and stock up on canned food, first aid supplies, drinking water, and medications.

5. Know What to Do When a Hurricane WARNING Issued

Listen to the advice of local officials, and leave if they tell you to do so.

Complete preparation activities.

6. Know What to Do After a Hurricane Is Over

Keep listening to local radio or TV stations for instructions.

If you evacuated, return home when local officials tell you it is safe to do so.

Inspect your home for damage.

Use flashlights in the dark; do not use candles.

篇9：Unit 10 Frightening nature 要点综述(人教版高二英语教案教学设计)

Unit 10 Frightening nature

I. Listening & Speaking

1 scare/frighten sb. 使某人害怕 be scared/ frightened/ afraid of sb./ sth. 害怕某人/某物

a scared/ frightened face/ look/ eyes充满恐惧的脸/神色/眼神（此人感到害怕）

a scaring/ frightening face/look/ eyes吓人的脸/神色/眼神（令别人害怕） be scared/ frightened to death吓得要死

2 be a threat/ danger to 对…构成威胁/危险，对…而言是构成威胁/危险的人或事物 3 stand on end直立，竖着

4 be terrified at/ with/ by被...吓了一跳 be terrified of对...感到恐怖 terrify sb into doing 威胁某人做某事

II. Reading

1 attract/ draw sb’s attention 引起某人的注意 attract/ draw sb’s attention to将某人的注意力吸引到…上去

pay attention to/ give one’s attention to注意… call sb’s attention to叫某人注意… bring sth. to sb’s attention使某人注意…

2 rise vi. rose risen

1)（太阳、月亮、星星等）升起，出现 The sun has risen

2) (水位，价格,声音等)升高, 上升, 上涨，提高，增长/强 The flood has risen two feet.洪水上涨两英尺。

Our confidence rises.我们的信心增强。

3）起立/床 rise from table(餐毕)起立离桌

4）（河流）发源于 The river rises in the mountains.这河发源于群山之中。

raise vt. raised, raised

1）抬高；举起；使升起 raise one’s arms 抬起手臂 raise one's head抬起头 raise the flag 升旗

2）使升高/上升/上涨/增加/增长；提高 raise salaries提高工资raise the rent提高租金raise one’s voice提高声音

3）饲养; 养育; 栽培raise a family供养一家人raise chickens and corn养鸡和种植玉蜀黍

4）提出 raise a question to sb向某人提一个问题

5）筹集(款)；召集; 征集,)raise funds 筹集资金raise an army召集军队

比较下面的句子：He raised his voice他提高了嗓音。 His voice rose in excitement.他激动得声音提高了。

They raised the prices他们提高了价格。The prices rose 价格上涨/增长。

sit vi 坐下 seat vt 使…就坐/安排…坐下 seat sb. seat oneself

记住：及物动词必须有宾语，如后面无宾语肯定用过去分词表被动，不及物动词不可接宾语也就不可用被动语态

Sitting/ Seated at the table, my father and I were talking about my job. I found the boy seated/ sitting on his mother’s knee.

We got them to raise the prices. We got the prices raised. The prices keep rising.

3 sight 1)景象，景物, 场景, 景观 a beautiful sight美丽的景象 a sad sight悲惨的场景

2) 风景，名胜（人工造的景色, 常用复数） see the sights游览名胜see the sights of the West Lake.观赏西湖风景

3)视觉，视力 lose one's sight 失明 have long/far sight远视 have short/near sight近视

have good/poor sight视力好/差 have one’s sight tested视力检查

4) 看，观望；观览at first sight 一见就..., 初次看见时at the sight of一看见…就... catch /have/ gain/ get sight of突然瞥见

5) 视野，眼界 be in sight可看得见的，在视线内out of sight看不见的，在视线之外 be/ go /get out of sight看不见了lose sight of 看不见...了

scene 1）自然景色，风景The scene is a perfect dream when you see the sun rising slowly in the east.

2）眼前的情景，景象（包括人及活动在内）The scene after the earthquake was horrible.地震后的场景十分可怕。

There is a happy scene of children playing in the garden.孩子们在花园里玩耍，好一派欢乐的景象。

3）现场，出事地点a crowd at the scene of the accident在出事地点的人群

4）场所，地点What's new on the film scene?电影院演什么新片？

5）（戏剧）场景，布景

view 1）常指从某处可以看到的自然景色 It's a room with a view. You'll like it. There is a lovely view from this window

2）a point of view观点

scenery指某地总的自然风景或景色，尤指美丽的乡间景色。不可数。

4 awake vt.(awoke,awaked) 唤起,叫醒；提醒,启发；激起,激发 awake sb.'s sympathy唤起某人的同情心

adj. [用作表语,补语] 醒着的;意识到 be broad /wide awake完全醒着;完全知道, 充分觉察到 (be sound asleep酣睡)

awake to 明白, 认识或意识到

5 at hand在手边；在跟前 keep sth. at hand把某物放在手边 have sth. at hand手头上有某物

give sb. a hand with sth.在某方面帮某人 be made by hand手工制作的

6 way out（克服困难的）办法，出路 find a way out找到出路 help sb. out （of）帮助某人摆脱（…）麻烦

7 escape 指“脱离或避开即将来临或近在眼前的伤害、危险、灾祸等事物”常作借喻用 escape death幸免一死

escape punishment/ being punished避免/逃脱惩罚 escape from the burning house从燃烧的房子里逃出来

flee含有所做的逃避动作迅速，仓促而情况紧迫之意 flee( from) the burning house从燃烧的房子里逃出来

flee/ escape to sp逃到某地

avoid 强调“有意识地躲避不愉快的或可能发生危险的事物或情况”I cannot avoid meeting her.我怎么也避不开她。

avoid being killed避免被杀

run away着重动作快速敏捷，不强调情况紧急，较口语化，有时可用get away代替，但get away有时含有“挣脱”之意

She hit the boy and he ran away. She tried to catch a butterfly, but it got away from her.

8 urge doing sth. 极力主张做某事 urge against极力反对

urge sb. to do sth.= urge sb. into doing sth =urge that sb. (should) do sth. 极力劝/主张/催促/怂恿某人做某事

9 the other way 另一个方向；相反 just the other way正相反

10 on/ upon arrival一到就 on/ upon one’s arrival at/ in sp= on/ upon arriving at/ in sp 某人一到某地就

on/ upon doing sth.在做某事时，当某事发生时，一做某事就

11 calm down平静/镇定下来 calm sb. down使某人平静/镇定下来

12 形容词作状语表示伴随的状态 lie awake 躺着没睡着 lie/ sit/ stand still 躺/坐/站着不动

（也有人认为lie/ sit/ stand在此是系动词）

13 more…than与其说是……不如说是…… 14 It is one thing to do…, another to do…. “……是一回事，……是另一回事”

15 the public 公众 in public公开地

III. Integrating skills

1 get on board上（公共交通工具如火车/轮船/公交车/飞机等） board a train/ ship/ bus/ plane上火车/轮船/公交车/飞机

on board在公共交通工具上

2 knock about/ around（口语）漫游；闲逛

knock vt. 指用拳头或其他硬的东西敲打并伴有响声；相撞; 碰撞（常接头、球、墙壁等物作宾语。）

knock sb. on the head打某人的头knock one's head against the door把头撞到门上

vi. 敲, 击, 打(at, on) knock at the door敲门

n. 敲; 打击; 一击 a knock at the door敲门声 a knock on the head头上挨的一击

knock down打/撞倒; 驳倒；拆除, 拆开；[口]使降价knock into把(某种知识)灌输给... ；与...相撞；[口]偶然碰到(某人)

knock off 敲掉; 击倒；下班休息; 罢工 knock over 弄翻, 打倒

beat 1）用力连续不断的（敲）打 beat the child hard痛打孩子 be beaten to death 被打死 beat a drum敲鼓

2）打败，打赢beat/ defeat后接某人，win 后接游戏、竞赛或战争。 3）（心脏）跳动

hit 1）有力地“打击”或“敲打”，强调结果，即“打中”，“敲中” One of the stones hit the window.有一块石头打中了窗户。

hit sb on the head打中某人的头 /砸在某人的头上

2）(自然灾害，疾病)袭击 A terrible disease hit the potato crop．一场可怕的病害使地里种的土豆遭受了袭击。

An earthquake hit the district. 地区受到地震的袭击。 The great storm hit the area．那场暴雨袭击了那个地区

strike 1)突然或一次性的击打或敲击。Strike iron while it is hot．趁热打铁。（谚语）

2) 为...所触动/ 感动 /打动; 使突然充满(一种强烈的感情)感动; 给以印象, 使……着迷

be struck with(by) 为... 迷住 It strikes me that我觉得...; 我的印象是...

3) 某种想法突然闪现在脑海里 An idea suddenly struck me.我忽然想到一个主意

4) 袭击, （蛇、兽）抓，咬; ( 疾病)侵袭;

be struck dead by lightning.被雷电打死 be struck with fever发烧, The plague struck Europe.瘟疫袭击欧洲。

5) 擦出（火）strike a match擦火柴

6) （钟）敲响，敲钟报时 The clock is striking 12. 钟在敲12点。The clock strikes the hours.这钟每小时报时一次。

7) be on strike（strike在此是名词）举行罢工

3 be up发生；出事 What's up怎么了, 发生什么啦? What's up to sb.?某人怎么了, 发生什么啦?

up to （数目）到…之多 up to 100 men可达一百人 up to直到 up to now/ then知道现在/那时

be up to胜任, 适于 be up to one’s work胜任某人的工作

be up to从事于，忙于，做（坏事）What in the world are you up to?你到底在搞什么鬼？

It’s up to sb. to do sth.该由/轮到某人做某事，做某事取决于某人

4 sweep over风靡, 袭击, 将...一扫而光sweep up打扫干净, 收拾干净The plane sweeps across the sky.飞机掠过空中。

sweep away /off rubbish扫去垃圾 sweep aside放/堆到一边, 不予理会

5 all of a sudden，all at once突然 6 be done for完蛋了，不行了，累死了

7 live through the night 活过这个夜晚= survive the night

live by doing sth.， make/ earn a/ one’s living by doing sth. 靠做某事谋生/生活 live on靠吃…为生，以…为主食

8 whisper to sb. that低声对某人说 It is whispered that传言说….

speak in a whisper低声讲话 talk in a whisper低声交谈 hear a whisper that听到一个谣传说….

9 see可用物作主语，表示拟人手法“目睹，经历，遭遇”Last century saw two world wars.上世纪经历过两次世界大战。This old house has seen better days.这座老屋曾有过风光的日子。

find也可这样用。 National Day found people singing and dancing happily in a street parade.

国庆节时人们在大街上的游行队伍里高兴地唱啊跳啊。

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人教版 高二 UNIT 10 (2A)Frightening nature

篇1：人教版 高二 UNIT 10 (2A)Frightening nature

篇2：人教版高二Unit 10 Frightening nature

篇3：人教版高二Unit 10 Frightening nature

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篇6：unit 10 Frightening Nature reading

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篇8：unit 10 Frightening Nature(人教版高二英语上册教案教学设计)

篇9：Unit 10 Frightening nature 要点综述(人教版高二英语教案教学设计)

人教版 高二 UNIT 10 (2A)Frightening nature（精选9篇）

人教版高二 UNIT 10 (2A)Frightening nature

篇1：人教版高二 UNIT 10 (2A)Frightening nature

人教版高二 UNIT 10 (2A)Frightening nature（精选9篇）