Module 3 The Violence of Nature 模块精品备课

Book 3 Module 3 The Violence of Nature
第二部分： 英语知识运用 （共两节，满分45分）
第一节：语法填空（共10小题；每小题1.5 分，满分15 分）
阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或使用括号中词语的正确形式填空。
“The wind rushed into the building. In one fast, sharp move, the roof was torn apart, 21. ________ (disappear) into the storm. Pieces of wood cut off lamp-posts and trees like large power saws (动力锯) ...”
That’s the power of wind. The person quoted (引用) here watched Hurricane Luis sweep through the Caribbean island of St. Martin in 1995. But he could have been describing any of the 85 or so hurricanelike storms that form worldwide in 22. ________ average year. Hurricanes and other wind-driven storms, like tornadoes, are some of nature’s most destructive (破坏性的) events.
In October 2012, 23. ________ cutting a destructive path through the Caribbean, Hurricane Sandy made landfall on the East Coast of the U.S., causing over $60 billion in damage. At its highest level, the storm was 1,000 miles wide. More than 100 people in 10 states died. Hardest hit 24. ________ (be) coastal areas of New York and New Jersey, 25. _______ the storm destroyed all communities.21世纪教育网版权所有
Tropical storms are hurricanes-in-the-making, with winds between 39 and 73 miles per hour. If winds reach 74 mph, scientists use the Saffir-Simpson Scale 26. ________ (measure) a hurricane’s intensity (强度).2-1-c-n-j-y
Hurricanes are major storms that form in the Atlantic Ocean. Similar storms in the Pacific Ocean 27. ________ (call) typhoons, while 28. ________ in the Indian Ocean are known 29. ________ cyclones. Scientists refer to all of these events as tropical cyclones 30. ________ they form in the warm tropical waters near the equator.
第二节：完形填空（共20小题；每小题1.5分，满分30分）
阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。
★★☆☆☆
“My mum and dad were alcoholics (酗酒者), and my mum suffered from mental health problems,” says Eileen Benham, the 19-year-old. “I ?31 ?getting into trouble, dropped out of school and went to live with a family friend in London when I was 15.? 32 , he died in a car accident while I was in the car, which sent me over the edge — and I suffered from terrible depression (抑郁).”
“Yeah, it sounds a bit ?33 ?for someone of my? 34 ,” she adds. “But it’s all true!”
Back home in Hertford, Eileen struggled at ?35 ?and was told by one teacher that she’d never make any ?36 . Desperate (极需要) for help, she had a chance meeting with ?37 ?from Future Hope, a local charity. “They try to ?38 ?all the youngsters drinking on the streets,” says Eileen. “When I ?39 ?them, it was the first time anybody had listened to my story? 40 ?judging me. When you sink to the bottom like I did, I guess you can either? ?41 ?or you can start building something new. I ?42 ?it was time for me to start ?43 !” Eileen began volunteering at Future Hope, ?44 ?with young people with learning disabilities, and immediately impressed everyone with her enthusiasm.
Her street-dance classes, meanwhile, ?45 ?local girls to make better use of their time. “We had kids as young as eight or nine wandering (闲逛) the streets in the evening. They ?46 ?needed somewhere they could make friends and be safe.” She helped Future Hope? 47 ?the area’s teenage drink and drug problems. “Maybe some of them find it easier to talk to me ?48 ?I’m the same age. I’m ?49 ?to see them looking better and happier.”【出处：21教育名师】
“No matter how hard things get, I’ll ?50? to help other people,” she says. “In life, you only get something good out of doing something good.”
31. A. admitted? ???????????????? B. started ???
C. regretted ? ? ? ? ? ? ? ? ? ? ? D. avoided
32. A. Naturally? ??????????????? B. Secretly????
C. Sadly ? ? ? ? ? ? ? ? ? ? D. Angrily
33. A. mad????????????????????????? B. strange??????
C. interesting ? ? ? ? ? ? ? ?D. familiar
34. A. name ? ? ? ? ? ? ? ? ??B. size???????????
C. age??????????? ???????????????????? D. height
35. A. hospital ? ? ? ? ? ? ? ?B. factory?????? ????
C. garden ? ? ? ? ? ? ? ? ? ? ?D. school
36. A. difference??? ??????????? B. preparation???
C. decision ? ? ? ? ? ? ? ? ? ?D. choice
37. A. students ? ? ? ? ? ? ? ?B. teachers?????
C. doctors ? ? ? ? ? ? ? ? ? ? D. volunteers
38. A. look for ? ? ? ? ? ? ? ? B. talk to???? ????? 21*cnjy*com
C. take away ? ? ? ? ? ? ? ? ? ? ?D. call on
39. A. waited for ? ? ? ? ? ? ? ? B. spoke to
C. recognized? ??? ????????????? D. understood
40. A. without ?? ??????????????? B. by????????????
C. for ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?D. from
41. A. fight back ? ? ? ? ? ? ? ?B. catch up??????????? ?? 21·世纪*教育网
C. give in ? ? ? ? ? ? ? ? ? ? ? ? ? D. show off
42. A. guessed ???? ??????????? B. dreamed???? ?? ????? 21cnjy.com
C. explained???? ??????????????? D. realized
43. A. building ? ? ? ? ? ? ? ? ?B. learning???????? ???
C. laughing ? ? ? ? ? ? ? ? ? ? ? D. describing
44. A. drinking ? ? ? ? ? ? ? ? ?B. playing????? ?????? ?
C. working??????????? ?? ???????? D. dancing
45. A. warned? ?????????????????? B. helped
C. ordered????? ?? ??????????????? D. reminded
46. A. still ? ? ? ? ? ? ? ? ? ? ? B. just???????????
C. almost ? ? ? ? ? ? ? ? ? ? ? ?D. soon
47. A. solve??? ?? ??????????????? B. express??
C. record ?? ??????????????? ?????? D. discuss
48. A. when??? ?? ??????????????? B. though??????
C. because ? ? ? ? ? ? ? ? ? ? ? D. unless
49. A. sorry ? ? ? ? ? ? ? ? ? ? ? B. lucky?
C. curious ? ? ? ? ? ? ? ? ? ? ? ? D. proud
50. A. agree ? ? ? ? ? ? ? ? ? ? B. begin?
C. ask ? ? ? ? ? ? ? ? ? ? ? ? ? ? D. continue
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第三部分： 阅读理解 （共两节，满分40分）
第一节（共15小题；每小题2分，满分30分）
阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。
A
★★☆☆☆
While researching one of the books, I came across a story of an 11-year-old Dutch boy who had climbed up on top of a life raft (救生筏) after his ship was attacked in 1942. The raft drifted off (漂走) into the night and was never seen again. I was taken by the story of the event and thought about the possibility of using it in a novel later on.2·1·c·n·j·y【来源：21·世纪·教育·网】
Over the next ten years, 1957 to 1967, the boy on the raft was never far away from my mind. Finally, I decided to bring that boy back to life from the dead. I thought the key to the story might be the “rescuer” — hopefully someone who knew the Caribbean Sea, who’d sailed it for a long time.
This man came to me in the form of an old black man named Robert, who couldn’t read or write, yet he was one of the wisest men I’d ever talked to. He became “Timothy” of The Cay. He knew more about the Caribbean than anyone I’d been around.
I didn’t know any Dutch boys and refuse to write about people or places that I don’t know about. So I came up with Phillip, a boy with whom I’d played from about the age of five until I was ten. Mostly, I remembered Phillip for one thing — his deep anger and distrust of black people. 21教育网
So I thought it would be an interesting situation if I placed the prejudiced (有偏见的) Phillip on that life raft with a black man upon whom his very life would depend. Then I blinded Phillip purposely, hoping he’d be color-blind before the story was over; hoping he’d learn something about the tragedy of racial prejudice.
51. What happened to the Dutch boy?
A. He was lost at sea on a raft.
B. He was rescued by the author.
C. He was attacked by a black man.
D. He made a raft to sail the Caribbean.
52. Who was the model of Timothy in The Cay?
A. The author.???? ???????????? B. The Dutch boy.??
C. Robert.??? ??????????????????? D. Phillip.
53. We can learn from the text that Phillip _____.
A. was a blind man??
B. was a very interesting man
C. knew the Caribbean very well
D. was the author’s childhood friend
54. The text is mainly about _____.
A. a Dutch boy
B. a trip to the Caribbean
C. how the author came to write The Cay
D. why it took the author so long to write The Cay
?
B
★★★☆☆
“Hello” is a relatively new greeting. It first appeared sometime in the mid-1800s, but many people would not have dreamed of using it. “Hello” was considered a very impolite way to greet someone. Instead, people used formal expressions like “How do you do?”??
Back then, there were several words that sounded like “hello,” but they were used to get someone’s attention or to express surprise. For example, if you caught your little brother stealing your snack, you might have said, “Halloa there! Stop eating my cheese!” If you found a fly in your soup, you might have shouted, “Hullo! How did that get in there?”
Everything started to change in 1876, when Alexander Graham Bell invented the telephone. The first telephones didn’t have numbers you could dial, nor did they have bells or ringers. Instead, your telephone sent signals along telephone lines to a central office where an operator would answer by saying something like “Are you there, sir?” or “What is wanted?” The operator would then connect your phone to the phone of the person you wanted to reach. There was just one small problem: Since telephones didn’t ring, how would the person you were calling know that you were “on the line”? The answer is you would yell (大喊) into your phone and hope someone on the other end heard you. But what would you yell? And what would the person you were calling say when they were going to answer? Bell suggested “Ahoy! Ahoy!” but it didn’t catch on. Then the famous inventor Thomas Edison suggested the word hello. That caught on right away.
“Hello” became so popular that by 1878 telephone operators were required to use it. In fact, operators received the nickname (绰号) “Hello Girls.” Soon, “hello” became not just the standard way to answer the phone, but an accepted way to greet people in person.
55. Why was “hello” seldom used when it first appeared?
A. It was too informal.???
B. It was hard to pronounce.?????
C. It was considered to be rude.?
D. There were other words like “hello”.
56. “Hullo” was used to show something _____.
A. interesting ? ? ? ? ? ? ? ? ?B. exciting???
C. boring???? ??????????????????? D. unexpected
57. Paragraph 3 is mainly about _____.
A. how “hello” was used to answer the telephone
B. the friendship between Bell and Edison
C. the invention of the telephone
D. how the telephone improved
58. We can infer from the text that _____.
A. “hello” got popular as soon as the telephone was invented 【出处：21教育名师】
B. the telephone has changed the way people speak
C. people liked simple expressions like “hello”
D. Bell advised girls to use “hello”
?
C
★★★★☆
With regard to extreme sports, the general public think that people who choose to take risks are irresponsible. While extreme sports do not attract the masses, there are still a large number of people to whom these activities are an important part of their lives. It is our differences that make a society interesting, so while it may not be for everyone, high-risk activities contribute to the diversity (多样性) of our culture. As author, outdoorsman, and Idaho State University teacher, Ron Watters explains in his essay “The Wrong Side of the Thin Edge”, everyone needs a little adventure. But some people need more than the normal forms of life’s excitement and take it one step further, joining in high-risk activities, where as the great American mountaineer Willi Unsoeld once said, “It has to be real enough to kill you.”【版权所有：21教育】
Marvin Zuckerman, a psychologist at the University of Delaware notes that people who take extreme sports do take risks, but there are far more dangerous “highs” they could be seeking. Rock climbing and mountain biking offer a high that can only be achieved through self-discipline, hard work, and a healthy lifestyle.
Take for example an extreme mountain biker who is prevented from mountain biking. If he likes risk-taking behaviour, it might not be long before he is gambling (赌博) as he seeks his next “high.” Gambling addiction can quickly destroy a person, break up families and lead to health problems.【版权所有：21教育】
It is easy for the health problem to be overshadowed by the greater problems like addiction, but it should be of particular concern to the public. Consider the kids in the skateboard park. Without the park, they might choose to play video games which have proven links to obesity (过度肥胖). The long-term costs related to treating obesity are far greater than the cost of setting a few broken arms and repainting a few fences.
Instead of avoiding and discouraging extreme athletes, we should celebrate them for their differences and do what we can to support them. As the essayist T.S. Elliot once said, “Only those who will risk going too far can possibly find out how far one can go.” 21教育名师原创作品
59. Who thinks forbidding extreme sports may result in other greater dangers?
A. T.S. Elliot.?? ???????????????? B. Ron Watters.??
C. Marvin Zuckerman.?? ???? D. Willi Unsoeld.
60. The example of gambling is to show _____.
A. it leads to health problems
B. it has a bad effect on self-discipline
C. it causes great harm to one’s family
D. it carries greater risk than extreme sports
61. The underlined part “be overshadowed by” in Paragraph 4 probably means “ _____”.
A. be considered less important than
B. be more worrying than
C. be closely followed by
D. be compared to
62. What’s the author’s attitude towards extreme sports?
A. Concerned.??? ?????? ?????? B. Positive.?
C. Uncertain.??? ??????????????? D. Negative.
?
D
★★★☆☆
The morning of March 2, 2012, was a busy one for the students in Mrs. Goodknight’s class in Henryville, Indiana. There was morning meeting with poems to read, jokes to share, and tests to prepare for. “It was just an ordinary day,” says student Lyric Darling, 12. 21·cn·jy·com
At noon, while students played basketball under a sunny sky, a huge tornado was forming 50 miles away. Around 2:25 p.m., 20 minutes before school was supposed to let out, a huge tornado touched down in Fredericksburg, 20 miles away. As word spread, parents rushed to the school. Teachers rushed to get kids onto buses or into waiting cars. By 2:45, the skies were darkening.
“I was crying,” says Lyric. “All around me, kids were crying.” Two buses returned to the school with students whose parents had not been home. Teachers brought the kids to the office, where they all took cover under desks. Suddenly the power went out. And then the tornado attacked the school, filled with wood and trees and glass. The tornado was over the school for less than one minute. In that time, it almost completely destroyed the school. Teachers were about to lead the group out of the office when a second tornado was upon them. When it finally ended, the group made its way out of the building.
Over the next few hours, parents arrived, overjoyed to find their children. The next day, it was clear: All of Henryville’s people were safe.
There were so many sad and frightening stories. Some students saw the tornado with their own eyes. Some lost their homes. But many described how the community (社区) came together to help and support each other. “You learn what’s important,” Mrs. Goodknight says.
63. When did the tornado hit the school?
A. In the morning. ? ? ? ? ? ? ?B. At noon.
C. Around 2:25.?? ????????????? D. After 2:45.
64. What did the teachers do in the face of the tornado?www-2-1-cnjy-com
A. They asked all the students to take cover under desks.
B. They told parents to wait for their kids at home.
C. They sent all the students to their homes.
D. They helped the students get on buses.
65. We can learn from the text that the tornado _____.21cnjy.com
A. got many students killed
B. caused great damage to the school
C. lasted for a few minutes
D. made the community feel hopeless
第二节（共5小题；每小题2分，满分10分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。?
?????? Have you ever tried to write a poem? It’s easier than you might think. Poems are a lot like song lyrics. A good poem reveals an honest feeling about something. Follow these steps to write a poem.www.21-cn-jy.com
?????? First, pay attention to the world around you — little things, big things, people, animals, buildings, events, etc. ?66 ?You can do just about anything in a poem. That’s why poetry writing is so wild and free: there are no rules.21教育名师原创作品
?????? ?67? What would you like your poem to be about? Your poem will be more powerful if you choose a topic you feel strongly about.21*cnjy*com
?????? Now freewrite for five minutes about your topic. Then go back and read it.? 68 ?Circle these to use in your poem.
?????? Write your poem. Remember, a poem doesn’t have to rhyme (押韵). It doesn’t have to use sentences.? 69 ?And it should sound nice to you.
?????? Have a friend read your poem aloud to you. Do you like the way it sounds? ?70
?????? I believe that poetry is the most exquisite (优美的) form of writing. And anyone can write a poem if they want to.
A. Then, choose your topic.
B. Explore different types of poems.
C. Do any words or phrases stand out?
D. What do you see, hear, taste, smell, and feel?
E. But it should show your feelings about the topic.
F. If not, go back and rewrite the parts you don’t like.
G. Choose a paragraph from a favourite book and turn it into a poem.
?
第四部分： 写作 （共两节，满分35分）
第一节：短文改错（共10小题；每小题1分，满分10分）
?????? 假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。2·1·c·n·j·y
?????? 增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
?????? 删除：把多余的词用斜线（＼）划掉。
?????? 修改：在错的词下划一横线，并在该词下面写出修改后的词。
?????? 注意：1. 每处错误及其修改均仅限一词； 2. 只允许修改10处，多者（从第11处起）不计分。
?????? Last weekend, we tried fishing on school trip. As soon as we had arrived at the pond, I made preparations for it, including fishing tool and food to attract fish. Like other classmates, leaving the pond or chatting to each other from time to time, I fix my eyes on the water. After a while, I felt anything biting the end of my line, so I started to pull them out of the water. It was heavier than I had expected, but I lost my footing, fall right into the pond! That was my first fishing experience, a happier but embarrassing experience.
第二节：书面表达（满分25分）
请根据以下提示写一篇英语短文，介绍你到机场接一位朋友的经历。
1. 周日早上6点开车去机场接朋友，接机时间为上午9点；
2. 途中遭遇沙尘暴，能见度（visibility）很低，你的车和一辆卡车相撞，所幸没人受伤；
3. 给警察和保险公司打电话后，你乘坐出租车于8点40分赶到机场；
4. 朋友知道该情况后非常感动。
注意：1. 词数100左右；2. 包括以上要点，但不必逐条翻译。
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Book 3 Module 3参考答案
参考答案
21. disappearing? ??????? ?????? 22. an?
23. after ? ? ? ? ? ? ? ? ? ? ? ? 24. were?
25. where ? ? ? ? ? ? ? ? ? ? ? ? 26. to measure? 21世纪教育网版权所有
27. are called ? ? ? ? ? ? ? ? ? ? 28. those?
29. as ? ? ? ? ? ? ? ? ? ? ? ? ? ? 30. because
31-35 BCACD ? ? ? ? ? ? ? ? ? ?36-40 ADBBA??????
41-45 CDACB????????????? ?????? 46-50 BACDD?????? 21·cn·jy·comwww.21-cn-jy.com
51-55 ACDCC ? ? ? ? ? ? ? ? ? ? 56-60 DABCD????? ?? 2-1-c-n-j-y
61-65 ABDDB? ??? ????????????? 66-70 DACEF
短文改错：
71. ... on school trip. ? ? ? ? ? ? ? ? ?on后加a
72. ... we had arrived ... ? ? ? ? ? ??去掉had
73. ... fishing tool and ... ? ? ? ? ? ? tool → tools?? 　　21*cnjy*com
74. Like other classmates, ... ? ? ? Like → Unlike
75. ..., I fix my eyes ... ? ? ? ? ? ? ? ? fix → fixed
76. ... felt anything bite ... ? ? ? ? ? anything → something
77. ... pull them out ... ? ? ? ? ? ? ? ? them → it
78. ..., but I lost ... ? ? ? ? ? ? ? ? ? ? ? but → and / so
79. ..., fall right into ... ? ? ? ? ? ? ? ? fall → falling
80. ..., a happier but ... ? ? ? ? ? ? ? happier → happy
One possible version:
On Sunday I drove away from home at 6 am to go to the airport to meet my friend, whose plane was arriving at 9 am. Unfortunately, I was caught in a terrible sandstorm on the way. The visibility was poor. My car ran into a truck and broke down. Luckily, nobody was injured in the accident. I telephoned the police and the insurance company and then I could do nothing but leave the car aside and take a taxi to the airport. I arrived at 8:40 am and met my friend on time. Knowing what had happened on my way to the airport, my friend was deeply moved.
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部分解析
语法填空：
21. disappearing。roof与disappear之间是逻辑上的主谓关系，且disappear所表示的动作与谓语动作几乎同时发生，故填disappearing。
22. an。此处表示“平均在一年内”，由于average是以元音音素开头的单词，故填an。?
23. after。“飓风桑迪在美国东海岸登陆”是 在它破坏性地横扫加勒比海之后，故填after。
24. were。这是一个倒装句，主语是coastal areas，且“被袭击”的事情发生在过去，故用were。be hard hit受到……的沉重打击。【来源：21·世纪·教育·网】
25. where。空格处引导定语从句且在定语从句中作地点状语，故用where。?
26. to measure。use sth. to do sth. 使用某物做某事。?
27. are called。主语storms与动词call之间为被动关系，且结合该段对飓风一般情况的介绍，可知用一般现在时的被动语态。
28. those。前后对比的对象为太平洋一带的暴风雨和印度洋一带的暴风雨，空格处指代上文中提到的复数名词storms，用those替代。?
29. as。be known as作为……而出名。?
30. because。空格后解释原因。
?
完形填空：
话题：人际关系
?????? 本文是记叙文。文章讲述了跌入人生谷底的Eileen Benham终于找到了新的人生道路。
31. B。根据下文的dropped out of school and went to live with a family friend in London可知，Eileen Benham开始陷入困境。
32. C。亲戚朋友死于车祸是一件令人悲伤的事。
33. A。34. C。根据上文的“父母酗酒，妈妈有精神问题，去别人家借宿结果对方死于意外”可知，这些事对于Eileen Benham这个年纪的孩子来说太疯狂。
35. D。根据下文的was told by one teacher可知。
36. A。根据上文的struggled和下文的Desperate for help可知，学校有个老师告诉Eileen Benham她不会有所作为。
37. D。根据下文的a local charity和volunteering可知。
38. B。39. B。根据下文的listened to my story可知，“未来的希望”这个慈善机构的志愿者和街上酗酒的年轻人交谈，Eileen Benham也和这些志愿者交流了起来。21教育网
40. A。此处与上文Eileen Benham的老师对她的评价相对比，表达这些志愿者并没有戴有色眼镜看她。
41. C。根据本句中的either ... or和building something new可知，要么屈服要么有所建树。
42. D。根据下文的Eileen began volunteering at Future Hope可知，Eileen意识到是时候开始新生活了。
43. A。根据上文的start building something new可知。
44. C。Eileen开始教导一些有学习障碍的年轻人。
45. B。Eileen通过开展街舞课程帮助当地的女孩合理利用时间。
46. B。根据上文的wandering the streets in the evening可知，孩子们仅仅是需要有能交朋友和安全的地方。
47. A。根据下文的see them looking better and happier可知，Eileen帮助“未来的希望”慈善组织解决了青少年的不良问题。
48. C。根据上文的teenage以及Eileen是个19岁的青少年可知，问题少年和她更谈得来是因为他们年纪相仿。
49. D。看到问题少年变好，Eileen感到骄傲。
50. D。根据上文Eileen已经在“未来的希望”帮助其他年轻人以及下文的you only get something good out of doing something good可知，她会继续帮助他人。
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阅读理解：
A篇 (文学)
?????? 本文是记叙文。文章主要介绍了小说The Cay的创作背景。
51. A。细节理解题。根据第一段的Dutch boy who had climbed up on top of a life raft和The raft drifted off into the night and was never seen again可知。
52. C。细节理解题。根据第三段的Robert, ... became “Timothy” of The Cay可知，Timothy的人物原型是Robert。
53. D。细节理解题。根据第四段的Phillip, a boy with whom I’d played from about the age of five until I was ten可知。
54. C。主旨大意题。根据第一段的using it in a novel，第三段的He became “Timothy” of The Cay以及最后一段的hoping he’d be color-blind before the story was over可知，文章主要讲述了The Cay中三个人物是怎么来的，因此C项符合题意。
B篇 (语言)
?????? 本文是说明文。文章主要讲述了hello一词背后的故事。
55. C。细节理解题。根据第一段的“Hello” was considered a very impolite way to greet someone可知。【来源：21cnj*y.co*m】
56. D。细节理解题。根据第二段的they were used to ... express surprise和Hullo! How did that get in there? 可知。21·世纪*教育网
57. A。段落大意题。根据第三段的But what would you yell? 和Thomas Edison suggested the word hello可知，第三段主要讲述了hello一词用于接听电话的由来。
58. B。推理判断题。根据最后一段的“hello” became not just the standard way to answer the phone, but an accepted way to greet people in person可知，hello一词原本是电话用语，但后来人们在面对面的交流中也用这个词。由此可知，电话改变了人们说话的方式。
C篇 (体育)
本文是议论文。文章主要讨论了极限运动。
59. C。细节理解题。根据第二段的Marvin Zuckerman, ... people who take extreme sports do take risks, but there are far more dangerous “highs” they could be seeking可知。
60. D。推理判断题。第三段举的例子主要是为了说明第二段的观点there are far more dangerous “highs” they could be seeking。
61. A。词义猜测题。根据第四段的the greater problems like addiction以及转折连词but可知，be overshadowed by意为“逊色于、次于”。
62. B。推理判断题。根据第一段的It is our differences that make a society interesting, so while it may not be for everyone, high-risk activities contribute to the diversity of our culture和最后一段的we should celebrate them for their differences and do what we can to support them可以明确看出作者赞成极限运动。
D篇 (自然)
?????? 本文是记叙文。文章主要描述了一所学校遭受龙卷风袭击。
63. D。细节理解题。根据第二段的By 2:45, the skies were darkening以及下文的描述可知。www-2-1-cnjy-com
64. D。细节理解题。根据第二段的Teachers rushed to get kids onto buses or into waiting cars可知。
65. B。细节理解题。根据第三段的it almost completely destroyed the school可知。
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七选五：
话题：文学
本文是说明文。文章介绍了如何写诗。
66. D。由上一句的pay attention to the world around you和You can do just about anything in a poem可知，空格处接着说：你看到、听到、尝到、闻到和感觉到的任何事物都能写成诗歌。
67. A。由接下来的What would you like your poem to be about和choose a topic可知，本段主要说明要选择一个话题。【来源：21cnj*y.co*m】
68. C。由下一句Circle these to use in your poem可知，空格处指有没有词语脱颖而出。these指代words or phrases。
69. E。由下一句And it should sound nice to you可知，你得对所选的话题有感而发。　　21*cnjy*com
70. F。由上一句Do you like the way it sounds可知，空格处接着说：如果诗歌读出来不是你想要的感觉，那就重写一下你不喜欢的部分。
Part 1 INTRODUCTION & READING AND VOCABULARY
I. 写出下列句子中划线部分在该句话中的汉语意思。
A. pick up
1. Tom picked up a magazine that was lying on the desk.? (??????? )
2. I will pick you up near your apartment at six.?? (??????? )21cnjy.com21cnjy.com
B. end up
1. The headmaster finally ended up his speech.? (??????? )21*cnjy*com　　21*cnjy*com
2. If you drive your car like that, you’ll end up in hospital.?? (??????? )
C. take off
1. Jack took off his hat and bowed politely as he passed.?? (??????? )
2. Every now and then a new plane would take off.???? (??????? )21教育网
D. strike
1. There was a crash of thunder, then the storm struck.? (??????? )www.21-cn-jy.com
2. The clock has just struck three.? (??????? )
3. A snowball struck him on the back of the head.? (??????? )【出处：21教育名师】
E. current
1. The swimmer was swept away by the current.? (??????? )【版权所有：21教育】
2. Newspapers influence the current of public opinion.? (??????? )21*cnjy*com
II. 根据括号内所给的提示翻译下列句子。
1. 请把这本书放在原来你发现它的地方。 (leave)
__________________________________________
2. 昨晚高速公路上发生了一起车祸，造成至少10人死亡。 (动词-ing形式作状语)
__________________________________________
3. 到父亲回来的时候，我已经把作业做完了。 (by the time)
__________________________________________
III. 用本模块所学词汇、语法等知识完成下面短文。
Katrina which 1. o________ in 2005 was the costliest natural 2. ________ (灾害) of the 2005 Atlantic 3. ________ (飓风) season as well as in the history of America. It 4. ________ (导致) at least 1,836 deaths. It formed over 5. ________ (热带的) oceans. Huge 6. ________ (海浪) came along with it at the Atlantic, and terrible 7. ________ (洪水) on the land brought great losses to the United States. Most people said they 8. ________ (从来没有经历过) such a storm before. The storm weakened before striking southeast Louisiana; however, the damage in coastal areas was still great.2-1-c-n-j-y
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Part 2 GRAMMAR
I. 将下列直接引语和间接引语进行互换（每空一词）。
1. She said, “My mother took me to an exhibition yesterday.” 21·世纪*教育网
She said that ________ mother ________ ________ ________ to an exhibition ________ ________ ________.www-2-1-cnjy-com
2. My sister said to me, “I will come here next week.”
My sister ________ me that ________ ________ ________ ________ ________ ________ week.?
3. “How are you feeling now?” the doctor asked him.21教育名师原创作品
The doctor asked him ________ ________ ________ feeling ________.??
4. Mr. Smith asked Mary if she would go out with him that night.
“________ ________ ________ out with ________ ________, Mary?” asked Mr. Smith.
5. She told me that she would fly to London the next day.
She said to me, “________ ________ fly to London ________.”
6. The woman asked him why he slept in the open air.www-2-1-cnjy-com
The woman asked him, “________ ________ ________? sleep in the open air?”
II. 从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
1. John had to have his car repaired in a garage because it _____ seriously.
A. damaged ? ? ???????????????????????? B. was being damaged??? 【来源：21cnj*y.co*m】
C. had damaged ? ? ? ??????????????? D. had been damaged
2. When firefighters arrived, the big fire _____.
A. was put out? ?????????? ????????????? B. put out? ????????? 2·1·c·n·j·y
C. had been put out???????? ????? D. had put out
3. Experiments of this kind _____ in both the U.S. and Europe well before the Second World War.? (北京2011)
A. have conducted??? ??????????????? B. have been conducted? 2-1-c-n-j-y
C. had conducted??? ????????????????? D. had been conducted
4. In the last few years thousands of films _____ all over the world.? (天津2011)
A. have produced??? ?????????????????? B. have been produced? 21世纪教育网版权所有
C. are producing?? ??????? ????????????? D. are being produced21·cn·jy·com
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Part 3 LISTENING AND VOCABULARY, PRONUNCIATION, SPEAKING, FUNCTION, WRITING, EVERYDAY ENGLISH, CULTURAL CORNER & TASK
I. 用括号内所给单词的适当形式填空。
1. The most recent ________ (erupt) of the volcano happened three years ago.
2. ________ (thank), I managed to pay off all my bills before we got married.
3. We usually see a(n) ________ (warn) on each cigarette packet, telling smokers smoking is bad for health.21·cn·jy·comwww.21-cn-jy.com
4. There seems to be no ________ (possible) of asking him to help us.
5. A big fire broke out in the house, but ________ (luck), nobody was in it then.
6. By then the problem will ________ (hope) have been solved.【来源：21cnj*y.co*m】
II. 用所给的单词填空。
A. previous; past
1. Most shops have remained closed for the ________ three days.
2. Training is provided, so no ________ experience is required for the job.
B. terrified; terrifying
1. I still find it ________ to find myself surrounded by large numbers of horses.
2. The girl felt ________ when she saw a snake lying in the grass.
III. 根据括号内所给的汉语提示补全下列句子。
1. She was standing too close to the fireplace and her dress _____________ (着火了).
2. The police are trying to find out who _____________ (放火烧了这间房).
3. With the wind blowing so strongly, it became more difficult for the firemen to _____________ (扑灭火).【版权所有：21教育】21·世纪*教育网
4. The tickets we had bought numbered _____________ (共12张).
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答案
Part 1
I. A 1. 拿起 ? 2. 接……上车?
B 1. 结束 ???? 2. 最后（有某种结局）
C 1. 摘掉 ???? 2. 起飞
D 1. 袭击 ??? 2. 时钟敲响????? 3. 打中?
E 1. 水流 ???? 2. 倾向
II. 1. Leave the book where you found it, please.
2.? A car accident happened?? / took place? / occurred on the freeway last night, causing at least ten deaths.【来源：21·世纪·教育·网】【来源：21·世纪·教育·网】
3.? By the time my father came back, I had finished doing my homework.
III. 1. occurred???? 2. disaster????? 3. hurricane? 2·1·c·n·j·y21教育名师原创作品
4. caused?????? ??5. tropical????? ?6. waves?
7. floods????????? 8. had never experienced?
Part 2
I. 1. her; had taken her; the day before?
2. told; she would go there the following / next
3. how he was; then
4. Will you go; me tonight?
5. I will; tomorrow??? 6. Why do you
II. 1-4 DCDB
Part 3
I. 1. eruption????? 2. Thankfully ? ? ? ? 3. warning? 　　21*cnjy*com21世纪教育网版权所有
4. possibility?? ???? 5. luckily ? ? ? ? ? ? ?6. hopefully【出处：21教育名师】
II.? A? 1. previous / past?? ?????? ????????2. previous? 21教育网
B? 1. terrifying ?? 2. terrified
III. 1. caught fire?? 2. set fire to the house
3. put out the fire?? 4. twelve in all
课件24张PPT。Module 3Module 3 The Violence of NatureCultural CornerEarthquakes around the Pacificthe California EarthquakeRead the article and answer the questions.1. Where was the worst Chinese earthquake?It was in Hua County in Shaanxi Province.2. What was the most dangerous thing
about the California Earthquake of
1906?The fires that started.3. Is it possible that there could be
another earthquake there?Yes, there is.Find the useful words and phrases used to describe the earthquakes.terrible earthquakes
occur
affect
cover
be killed
in all
lose one’s lifethe worst earthquake
the fires
burn
destroy
be killed
be made homeless
cause … deaths1. active adj.
活跃的; (思想上)充满活力的; 积极的
e.g. Mr. Brown was active at the party
yesterday.
布朗先生在昨天的聚会上很活跃。
My brother has a very active
imagination.
我弟弟想象力十分丰富。Students should take an active part in school activities.
学生应该积极参加学校的活动。
【链接】
actively adv. 积极地; 活跃地
activity n. 活动
activist n. 积极分子2. The California Earthquake of the 18th
of April 1906 is the worst earthquake
that has ever happened in the United
States.
1906年4月18日加利福尼亚地震是有
史以来在美国发生的最严重的地震。【点拨】
本句是一个复合句。…that has ever happened in the United States为定语从句修饰先行词earthquake, 由于先行词被形容词最高级修饰, 所以关系代词用that; of the 18th of April 1906为介词短语作后置定语修饰The California Earthquake。All of you have witnessed the earthquake in Yaan. Now discuss the following questions with your partner. What should you do if there is an earthquake in your town? Read this eye-witness account of a violent natural event. 2) What happened to the trees?1) Where did this happen?Near the beach.Begin to move from side to side.In their rooms.About two days.4) How long did it last for?3) Where did the person have to stay?Write a short passage about a natural
disaster you have experienced.
Suggestions:
1) Give a description of the disaster.
2) Write down your feeling about that.变成废墟
顷刻间
结果
无家可归
更糟糕的是
丧生
采取行动Useful expressionsbe in ruins
in a flash
as a result
become homeless
what’s worse
lose one’s life
take action捐钱
筹集资金
号召某人做
与……分担痛苦与伤悲
在短时间里
为……作出贡献donate money
raise/collect money
call on sb. to do
share pains and sorrows with...
in a short time
make contributions toThey call on people to do anything in their power to help those in need.
Many people are doing their part to help poor people out.Useful sentences What we can do will make much
difference to our society.
I am firmly convinced that they will
overcome their difficulty and build a
new future with the help of us.HomeworkFinish the writing task.课件45张PPT。Module 3Module 3 The Violence of NatureThe past perfect passive
过去完成时被动语态What can you see from the following sentences?1) By the time the tornado ended, more
than 700 people had been killed.
2) Coghlan travelled back to Canada after
he had been buried in Texas.过去完成时被动语态：动作在过去某一时刻之前已经完成, 且谓语动词与发出这一动作的主语存在被动关系。句中常用by, before, until, when等词引导时间状语。1. 过去完成时被动语态的肯定结构：had
been+过去分词。
e.g. The classroom had been cleaned
before the teacher came.
老师进来前教室就已经被打扫干净
了。2. 过去完成时被动语态的否定结构：
had not been+过去词。
e.g. The classroom hadn’t been
cleaned before the teacher came.
老师进来前教室还没被打扫干净
呢。3. 过去完成时被动语态的疑问句结
构: had+主语+been+过去分词。
e.g. Had a new school been set up
by the end of last year?
去年年底是建了一所新学校
吗？Choose the correct tense and voice to complete each sentence.Example: the survivors of the earthquake were the ones who stayed (stay) in the village until the earthquake had finished (finish).1. After the hurricane, Mary ___ (see) that the roof of her house ________________ (disappear).
2. She ________ (return) home and ______ (find) all her furniture _______________ (ruin) by the flood.sawhad disappearedreturnedfoundhad been ruined3. Arthur was surprised when he ________ (arrive) home because the tornado _________ (take) the feathers off his chickens.arrivedhad taken4. We _____ (leave) the house when the thunderstorm ___________ (finish).lefthad finished5. He _____ (try) to drive back to his home before the flood ______ (pass) through the village.triedpassedComplete these sentences with the verbs from the box. Use the past perfect passive, if necessary.destroy die fall flood kill1. After the earthquake, they discovered
that several people
_______________________.had been killed / had died2. When the hurricane ended, several
buildings in the town ___________
_____________________________.
3. His village _____________________
_____________ in the heavy rain, so
he moved to his parents’ house. had been destroyed / had fallen down had been flooded / had been destroyed4. When she woke up, she found that her house ___________________ by the thunderstorm.
5. Arthur was unhappy because some of his animals _____________________ _______.had been destroyed had died / had been killed1. – The window is dirty.
– I know. It ____ for weeks.
A. hasn’t cleaned
B. didn’t clean
C. wasn’t cleaned
D. hasn’t been cleaned高考链接2. More patients ____ in hospital this year than last year.
　A. treated
B. have treated
C. had been treated
D. have been treated3. The first use of atomic weapons was in 1945, and their power ____ increased enormously ever since.
A. is
B. was
C. has been
D. had been4. – How long ____ at this job?
– Since 2009.
A. were you employed
B. have you been employed
C. had you been employed
D. will you employed直接引语:直接引用别人的话, 把它放在引号内。(direct speech)
间接引语:用自己的话转述别人的话。
(indirect speech)A. 1. He said, “I lost the bag.”
2. He said that he had lost the bag.
B. 1. “Do you want to take part in the
sports meeting?” asked the teacher.仔细观察A、B、C三组句子, 注意总结它们的变化规则。 2. The teacher asked me if / whether
I wanted to take part in the sports
meeting.
C. 1. “When will you go fishing?” Jane
asked her father.
2. Jane asked her father when he
would go fishing.【总结归纳】
上面三组句子中的第一句是直接引语, 第二句是间接引语, 它们可以相互转化, 转化后的间接引语常常是宾语从句, 引导词有如下特征：1) 直接引语为陈述句时, 变为间接引语,
要用that引导的宾语从句。如：“The storm was extremely violent,” said a local man. A local man said that the storm had been extremely violent.2) 直接引语为一般疑问句变为间接引语,
要用if/whether引导宾语从句, 并将原来
的疑问语序变为陈述语序。如：The teacher asked, “is everybody here
today?”The teacher asked if everybody was here that day.3) 直接引语为特殊疑问句, 变为间接引语,
用原来的疑问词引导从句, 并将疑句语序变为陈述语序。如：“What shall I do next?” the girl wondered. The girl wondered what she should do next. 4) 直接引语为祈使句, 变为间接引语, 一般用以下结构: order/tell/ask sb. (not) to do。如： The headmaster said, “don’t litter the floor with scraps of paper.”The headmaster told us not to litter the floor with scraps of paper.5) 直接引语变为间接引语时, 宾语从句中的人称、时态、代词、时间状语和地点状语等都要作相应变化。① 人称的变化:
遵循一主、二宾、三不变的原则。即: 直接引语中的第一人称在变成间接引语时, 要和原句中的主语保持一致;直接引语中的第二人称在变成间接引语时, 要和原句中的宾语保持一致; 直接引语中的第三人称在变成间接引语时, 保持不变。过去进行时一般过去时过去完成时过去完成时过去将来时过去完成时②时态的变化thatthosethenthat day, that nightthat week / month …③ 指示代词/时间状语/地点状语等的变化the day beforeten days … beforethe next day/year…theregotake1. 当直接引语强调的是客观事实或真
理, 变为间接引语时, 从句中的时态
不变。如：
Mr. Wang said, “The earth travels
around the sun.” →
Mr. Wang said (that) the earth
travels around the sun.【温馨提示】2. 当直接引语中有表示过去的具体的时
间状语时, 变为间接引语时, 从句中
的谓语时态可以不变。如：
She said, “I was born in 1995.” →
She said (that) she was born in 1995.
另外, 如果在当地或者当天转述, 时间
状语、地点状语、动词需不需要发生
变化, 这要看当时的语境来确定。1. Linda said, “I’m meeting David for
dinner.”
Linda said (that) she ____ ________
David for dinner.was meetingExercisesI. Fill in the blanks according the
sentences.2. Bill said, “I forgot to pay my
electricity bill.”
Bill said (that) he ______ __ to pay
his electricity bill.
3. I asked Jack, “Do you know the
caller’s name?”
I asked Jack _______ __ _____ ____
_______ ______.forgot to whether he knew the
caller’s name 4. The teacher asked him, “Why were you
late yesterday?”
The teacher asked him ____ ___ ____
____ ____ ____ _______.
5. “Don’t make so much noise, boys,” the
teacher said.
The teacher told the boys ___ __ _____
so much noise. why he was late the day beforenot to makeVolcanic eruption don’t happen very often on the island.
A scientist said that ________________
_________________________________
______________.II. Rewrite the sentences using the
reporting expressions. volcanic eruptions didn’t happen very often on the island2. No one was on the island during the volcanic eruption.
A local journalist said that __________
_________________________________
_________________________________. no one was / had been on the island during the volcanic eruptions3. The thunderstorm will put out the fires. Local people said that _______________
________________________. the thunderstorm would put out the fires4. The residents can go back to their
homes.
The governor said that ____________
_____________________________. the residents could go back to their homes5. Several eruptions have taken place in
the last twenty years.
A local radio station said that ______
_______________________________
_____________________. several eruptions had taken place in the previous twenty years6. The residents will travel back to the
island when the danger is over.
A local journalist said that _______
_______________________________
_______________________. the residents would travel back to the island when the danger was over1. Remember the rules in the lesson.
2. Finish the exercises in the workbook. 课件39张PPT。Module 3Module 3 The Violence of NatureIntroduction Can you name some disasters?
Can you describe it?the flash of light which happens during a thunderstormlightningtornadoa column of air that turns very quicklyflooda lot of water in an area which is usually drya very strong wind or stormhurricanethunderstorma lot of rain falling quickly, with loud noises and flashes of lightvolcanic eruption the sudden occurrence of a violent discharge of steam and volcanic materialMatch the words in the box with their definition.flood hurricane lightning thunderstorm tornado1. a lot of water in an area which is
usually dry _________
2. a very strong wind or storm ________floodhurricane3. a lot of rain falling quickly, with loud noises and flashes of light ___________
4. the flash of light which happens during a thunderstorm __________
5. a column of air that turns very quickly ________thunderstormlightningtornadoflood
hurricane
lightning
thunderstorm
sandstorm
tornado
earthquake
volcanic eruption洪水
飓风
闪电
雷暴
沙尘暴
龙卷风
地震
火山喷发Disasters of Nature1. Have you experienced
a thunderstorm?
a flood?
a hurricane?
a tornado?Discuss the questions with your partner:2. Do you know anyone who has
experienced one of the events?
3. Have you ever read a news story
about one of the events? Can you
describe it?
4. Do you know anything about the
events? For example, what causes
them?Reading and vocabularyCanadaAmericaPacific OceanThe Atlantic Gulf of Mexico1. What is a current?
A. A kind of electricity
B. A movement of water
C. A kind of windRead about the Gulf Stream and answer the questions.2. What kind of things flow?
A. Water B. Time C. Money
3. If two places are on the same
latitude, they are on the same line
______.
A. east/west B. north/south A tornado A hurricane An extraordinary eventRead the passages on page 23 quickly and fill in the blanks.1. A tornado is _____________________
from a thunderstorm to the ground.
The most violent have winds of more
than _____________ per hour.
2. They occur in the area from ____________________ to
_______________________.A tornado a rotating column of air400 kilometresTexas in the southeastSouth Dakota in the north3. They can _______ cars, trains and houses.
They can _______ houses, but leave the furniture inside exactly where it was.
4. The worst one occurred in 1925, affecting ______________. More than __________ had been killed and _____ had been injured.pick up destroythree US states700 people 2,7001. Hurricanes are ____________________.
2. They occur in the southern Atlantic Ocean, the Caribbean Sea and the _______________.
3. The worst one occurred on the ___________________ in Galveston, Texas. It killed ____________ and destroyed ______________. A hurricane strong tropical stormsGulf of Mexico8th September 19006,000 people 3,600 buildingsCoghlan went to live in Canada. →He
then moved to ____________ →Galveston→(his coffin) → ___________________ in Canada.New York Prince Edward IslandAn extraordinary eventTrue or False. 1. All tornadoes have winds of more than 400 kilometres per hour.
2. There are more tornadoes occurring in the US than in other parts of the world.
3. Tornadoes can’t destroy furniture because they are not violent enough.4. In the US, there are usually about
80 people killed in tornadoes every
year.
5. The worst tornado in history killed
at least 700 people.6. Every year there are six Atlantic
hurricanes.
7. Both the worst tornado and the
worst hurricane occurred in the US.8. The worst hurricane of all time
killed about one-sixth of the
population in the US.
9. Charles Coghlan didn’t become
famous until he moved to New York.10. Coghlan’s coffin was destroyed by
the 1900 Galveston hurricane.
11. It was only because of the
hurricane that Coghlan’s body
could travel back to Canada.Read the passages again and answer these questions.1. How strong are tornado winds?It stays where it was.More than 400 km/h.2. What can happen to furniture
when a house is destroyed by a
tornado?3. How many tornadoes are there in the US every year?More than 700.About 800.4. How many people died in the worst
tornado of all time?5. What happens at sea during a hurricane?8th September, 1900.It has huge waves.6. When was the worst hurricane of
all time?7. Was the actor Charles Coghlan killed in it?His coffin was dropped in the sea by a hurricane and carried to Canada by the Gulf Stream.No, he wasn’t.8. What happened to him after the
hurricane?Find the words and expressions in the passages and match them with the definitions.bury disaster feathers fur occur tropical1. you can see this on an animal ______
2. describing the hottest parts of the
earth, north and south of the equator
_______
3. a terrible event _______
4. you can see these on a bird _______
5. to place in the ground or tomb _____
6. to happen _______furtropicaldisasterfeathersburyoccura rotating column of airstrong tropical stormsover 400km/h120km/h or morein the USin the Atlantic Ocean ...Fill in the blanks.pick up…, put… down, take … off …, destroy …kill… destroy…1925 US1900 GalvestonDescribe a tornado and a hurricane in your own words.课件42张PPT。Module 3Module 3 The Violence of NatureLanguage points1. a rotating column of air 一股旋转的气柱
rotating adj. 旋转的; 循环的
rotate vi .& vt. 旋转; 自转
e.g. The earth rotates from west to east. 地球自西向东旋转。
Farmers rotate crops in their fields. 农民在耕地上轮栽农作物。2. Almost all of them occur in the US, …
几乎所有的龙卷风都发生在美国。occur vi. 发生, 出现; (某想法)出现在脑中, 被想到。
常用于sth. occurs to sb.和it occurs to sb. that ... 结构。 e.g. That’s the place where the
accident occurred.
那就是肇事地点。
A good idea occurred to me when
I came into the classroom.
当我进到教室里的时候, 我突然
想起了一个好主意。It occurred to me that today is my mother’s birthday.
我忽然想起今天是母亲的生日。【辨析】 occur, happen, take place
三者都可表示“发生”, 都属于不及物动词(短语)。
happen表示“发生”时, 主语一般为“事”; 当主语为“人”时, 意为“碰巧”; occur表示“偶然发生”时可与happen互换, 但它还可表示“按计划发生”。happen to sb. / sth. 指某事发生在某人 / 物身上, occur to sb. / sth. 指某事、想法、观念等出现在人的头脑中;take place 常表示计划、安排之内的“发生、进行”, 偶尔也可表示计划之外的“发生”, 但其后面一般不接to sb. / sth.结构。当happen与occur后接to sb. / sth.时, 含义不同:e.g. A big earthquake occurred /
happened in that area last month.
上个月那个地方发生了大地震。
I happen to know the answer to
your question.
我碰巧知道你那个问题的答案。
The meeting is to take place on
Monday.
会议将在星期一举行。It occurred to me that she didn’t know I had moved into the new house.
我突然想起她并不知道我已经搬到了新家。
Great changes have taken place in our hometown during the past ten years.
在过去十年里我们家乡发生了巨大的变化。【即学即练】
用happen, occur或take place填空。
1) The party will __________ on Friday
night．
2) When I was walking in the street, I
_________ to meet a friend of mine.
3) It ________ to him that he didn’t lock
the door.take placehappenedoccurred3. Tornados can pick up cars, trains and
even houses and put them down in the
next street – or even in the next town.
龙卷风可以卷起汽车、火车甚至是房
子并把它们卷到旁边的街道——甚至
能卷到邻近的城镇。 【语境展示】
1) I picked up a coin on my way to school.
在去学校的路上我捡到了一枚硬币。
2) I lived in Paris for half a year, during
which I picked up some French.
我在巴黎住了半年, 在这期间我学会
了一些法语。3) It was over the radio that she picked
up the good news.
她是从收音机里听到这个好消息的。
4) The bus will pause here to pick up
passengers.
公共汽车会在这儿停一下载客。5) Pick up your books and tidy your
room.
收拾一下你的书, 打扫一下你的房
间。
6) His mother is beginning to pick up
after two days in bed.
他妈妈生病卧床两天后, 身体正在
渐渐恢复。【总结归纳】
pick up 是一个多义的短语:
※ 拾起, 捡起, (无意中) 学会
※ 收听, 听到, (车辆等) 中途搭载
※ 收拾, 整理
※ 恢复(健康), 使恢复精神4. They can destroy houses, but leave the furniture inside exactly where it was.
它们可以摧毁房子，却把房内的家具留在原处。 leave vt. “让……处于某种状态”, 常接形容词、副词、分词和介词短语等作宾补。完成句子。1) I’m sorry I’ve ___________________(没锁门).
2) Don’t leave her ________________ (在雨中等).
3) His illness has ________________ (使他很虚弱).left the door unlockedleft him very weakwaiting in the rain4) You’d better ____________________________________ (把画室的门开着).
5) You mustn’t ___________________
(瞒着他).leave him in the dark leave the drawing room door open 5. By the time it ended, more than
700 people had been killed and
been injured.
等到风停时，已有700多人死亡，
2700多人受伤。
by表示 “在(某时)前; 到某时”, 谓
语动词常用完成时态。翻译句子。1) 到上学期末为止, 我们已经学完了第二册。By the end of last term, we had finished
learning Book 2.By the time he was 14, he had taught himself advanced math.2) 在他14岁时, 就已经自学了高等数学。6. ... they usually affect the east coast of the US from Texas to Maine.
……通常会影响美国东部海岸从得克萨斯州到缅因州。
affect vt. ① 影响; 对......发生作用 ② (使)感动, (使)震动 e.g. The amount of rain affects the
growth of crops.
雨量影响作物的生长。
She was deeply affected by the
film.
她深深被那部电影感动了。辨析: affect / effect两个词都是 “影响” 的意思, 词性不同。affect是及物动词(=have an effect on); effect是名词, 指的是affect的结果。 7. By the late 1890s, he had moved to Galveston, where he died in 1899, a year before the hurricane struck. (P23) 19世纪90年代后期，他搬到了加尔维斯顿，并于1899年，也就是飓风来袭的前一年去世。 本句是一个复合句。by the late 1890s是介词短语作时间状语; where引导非限制性定语从句, 修饰先行词Galveston; a year before the hurricane struck作in 1899的同位语, 进一步说明1899年的情况。1) A big earthquake struck that area in
August this year.
今年八月一次大地震袭击了那个地方。
2) He struck a match and lit the candle.
他划了一根火柴点燃了蜡烛。
3) Strike when the iron is hot.
趁热打铁。8. 观察下列句子, 体会strike的用法。4) The clock has just struck five.
时钟刚敲过五点。
5) We are all struck by the beautiful
scenery here.
这儿的美景令我们印象深刻。
6) They are striking for better working
conditions.
他们为获得更好的工作条件而罢工。 7) An idea struck me just now.
刚才我忽然想到一个主意。
8) The workers are still on strike.
工人们还在罢工。
9) They made an air strike on the
enemy’s base.
他们对敌人的基地进行了空袭。strike v. (疾病、灾难)侵袭, 爆发
擦(火柴)
打, 击
给人深刻印象
(时钟)敲响
罢工
突然想起
n. 罢工
打击, 攻击 【总结归纳】1. The audiences were all struck by the
moving film.这部感人的电影让观众们印象深刻。据报道一场飓风袭击了那个城市。英译汉。2. It is reported that a hurricane struck
that city.3. As I watched them, an idea struck me.在观察他们的时候, 我忽然想到了一个主意。end up 最后(有某种结局); 最后(到达某
处); 结束。
e.g. If you drive your car like that, you
will end up in hospital.
如果你再那样开车, 你早晚得进医
院。9. Coghlan’s coffin ended up in the sea.
科格伦的棺材最后被卷入了大海。After about an hour, he finally ended up
his speech.
大约一个小时后, 他终于结束了自己的
演讲。 【拓展】
end in 以……告终; 结果……
end off 结束; 到头
end (up) as 最后成为
end up with 以……结束1. Someone ran by the yard and my dog
started to bark v________.
2. We will buy some f_______ for our new
house this week.iolentlyurnitureExercisesⅠ 根据下列各句句意及所给单词的首字
母或汉语意思, 写出该单词的正确形
式。3. As soon as the earthquake s_____
the village, the villagers rushed out
of their houses.
4. Her head was ______ (埋) in the
book she was reading.truckburied5. As long as you lock a(n) ________ (旋
转的) handle, the system will be
automatically locked.rotatingII 根据括号内所给的提示翻译下列句子。When you go out, leave the window open.By the time he finished speaking,
everyone had lost the patience.2. 等到他讲完话时, 大家早都失去耐心
了。(by the time)1. 出门时, 让窗户开着。 (leave)3. 格林一家在二十世纪九十年代末搬家到
了北京, 从此一直住在那里。(move)The Greens moved to Beijing in the late 1990s. Then they have lived there since then. 课件29张PPT。Module 3Module 3 The Violence of NatureListening and Vocabularyvolcano eruption火山爆发What can be produced in a volcano eruption?lava n. 熔岩; 岩浆ash n. 灰Read the passage and find these words. ash: paragraph 3 line 1
erupt: erupted: paragraph 2 line 1,
eruption: paragraph 2 line 3
lava: paragraph 3 lines 2 and 3
tidal wave: paragraph 3 line 4-5 volcano: volcanoes: paragraph 1 line 3,
paragraph 2 line 1,
volcano: paragraph 2 line 2,
paragraph 3 lines 2
and 3lavaeruptvolcanotidal waveashWhen a volcano erupts, three of the outcomes are ash, lava and tidal waves.Explain the connections between the words in activity 1. Before you listen to a conversation, answer these questions.1. Ash and lava poured down the mountain, setting fire to hundreds of houses.
Does this mean that (a) a fire started or (b) a fire ended?2. Hundreds of houses caught fire when the lava reached them.
Does this mean that the fire started because of
(a) a person or (b) a natural event? 3. We managed to get half the population to another island. Does this mean it was (a) an easy thing to do or (b) a difficult thing to do?4. We put all the fires out.
Does this mean the fires
(a) are still burning or
(b) have finished?Listen and answer these questions.1. Where are they?In the centre of Plymouth, capital of Montserrat. 2. Who are the two people in the
conversation?A reporter and Frank Savage, Governor of the island.3. Is a volcanic eruption taking place
now?No, it isn’t.4. How many people have already left
the island?About 6,000.6. When will people be able to return to their homes?5. How many people were killed by the
eruption?None.They don’t know.Listen and underline the words which the speaker stresses. These key words contain the main ideas. Now read the passage aloud. Make sure you stress the key words. Pronunciation And now, more information about the volcanic eruption on the island of Montserrat in the Caribbean Sea which took place at 3 am on December 26th, one week ago. We spoke to a local journalist, and he told us that no one had been killed in the incident. According to the journalist, more than half the island’s 11,000 residents had left the island four months earlier.luckily unfortunately thankfully hopefully sadly fortunatelyEveryday EnglishAnswer the questions about these words. Which of the words indicates that the following sentence contains good news?
2. Which indicates that the sentence
contains bad news?luckily 幸运地, 幸好
e.g. Luckily, no one was hurt.
幸好没有人受伤。
unfortunately 遗憾地; 可惜地; 不幸地
e.g. Unfortunately, he won’t be here
tomorrow evening.
可惜的是他明晚不在这儿。thankfully 感谢地; 感激地
e.g. She accepted it thankfully and
smiled at him.
她接受了它，很感激地对他微笑。
hopefully 怀希望地; 抱希望地;
(多用来修饰全句) 但愿
e.g. Hopefully, we will be there by six.
但愿我们能在六点之前赶到那儿。sadly 可惜, 不幸
e.g. “I just lost my job,” she said sadly.
“我失业了,” 她悲伤地说。
fortunately 幸运地, 侥幸地
e.g. Fortunately, the fire was discovered
soon after it had started.
幸好火势刚起就立即被发现了。sadly
luckily
hopefully
thankfully
fortunately
unfortunatelybad newsgood newsChoose one of the words to complete these sentences.1. _____________________________,
we had plenty of warning.
2. __________________, there were
several villages in its path.
3. _____________________________, no
one was killed.Fortunately/ Thankfully/ LuckilyUnfortunately/ SadlyFortunately/ Thankfully/Luckily4. ________________________________
________, it won’t too long.
5. ___________________, hundreds of
houses caught fire when the lava
reached them.
6. ______________________________,
we put all the fires out quite quickly.Unfortunately/ SadlyHopefully/ Fortunately/ Thankfully/
LuckilyFortunately/ Thankfully/ LuckilyHomework回忆并写出Montserrat 岛特点的所有词语，如，a beautiful small island, …Module 3 The Violence of Nature
Ⅰ. 单元教学目标
技能目标Skill Goals
Talk about the violent natural disasters.
Learn to use the Indirect Speech and learn to use the Past Perfect Passive.
Write about a natural disaster.
Write a passage using everyday English that indicate the good or bad things to happen.
Learn to give definitions of a word with Attribute Clause.
Ⅱ. 目标语言
功能句式
词义释义（Giving definitions）
A flood is a lot of water in an area which is usually dry.
暗示下文内容的描述词
luckily, fortunately, thankfully, hopefully, unfortunately, badly.
词
汇
四会词汇
disaster, flood, hurricane, lightening, thunderstorm, tornado, column, experience, cause, current, furniture, bury, feather, fur, occur, violent, wave, strike, cemetery, rotating, coffin, previous, eruption, ruin, ash, lava, tidal, volcano, possibility, earthquake, terrifying, luckily, thankfully, hopefully, sadly, fortunately, warning, worldwide, active, damage.
2. 认读词汇
latitude, tropical, equator.
3. 词组
per hour, pick up, put…down, take off, on average, tropical storms, in a population of, tiny island, tidal wave, pour down, set fire, volcanic eruption, take place, move from side to side, be windy, be situated in, Central China, in all, lose one’s life, do the most damage, a total of, affected areas, push…out of, fall down, medical care, drinking water, flow over, manage to do, be homeless, end up.
结
构
The Past Perfect Passive
Sb had done sth.
Sth had been done.
Indirect Speech
1. Statements
“I’m still working because there is a lot to do.” he said. He said that he was still working because there was a lot to do.
2. Questions
“Does this mean that the danger is over?” he asked.
He asked if this meant that the danger was over.
“When will people be able to return home?” asked he.
He asked when people would be able to return home.
重
点
句
子
1. They can destroy houses, but leave the furniture inside exactly where it was.
2. On average, there are 800 tornadoes in the US each year, causing about 80 deaths and 1,500 injuries.
By the time it ended, more than 700 people had been killed and 2,700 had been injured.
4. The disaster killed 6,000 people in a population of 37,000 and destroyed 3,600 buildings.
5. When the lava reached the sea, there was the possibility of a huge tidal
wave which could flood half the island.
Fires caused by the California Earthquake did the most damage.
The earthquake has left tens of thousands of people homeless.
8. My family had just finished breakfast when the house started shaking and we heard a loud noise.
At night it is very cold in the region with temperatures falling below zero.
This is not the first time there are floods in Conway.
Ⅲ. 教材分析与教材重组
1．教材分析
本单元以“自然灾害”（The violence of nature）为话题， 旨在通过单元教学， 让学生运用书中的Useful expressions 编对话，描述人物，事件和人物的感情，了解人们在自然灾害中的经历、感受，提高学生的自我保护意识；培养学生对定语从句的运用能力，词汇部分训练学生在语境中理解词汇的能力，学习对词语进行解释，以及如何运用useful expressions暗示之后的语言内容。
本单元的话题是“自然灾害”，其中包括“龙卷风”、“飓风”、 “火山爆发”、 “地震”、 “洪水”等。21cnjy.com【版权所有：21教育】
1.1导入部分（Introduction）通过三幅图片引出与自然灾害相关的词语，并对其进行释义。然后通过问题讨论自然过渡到本单元话题“自然灾害”。
1.2阅读与词汇部分（Reading &Vocabulary） 包括两方面的训练。词汇部分训练学生在语境中理解词汇的能力。阅读部分是三篇有关龙卷风和飓风的文章。文章中解释了什么是龙卷风和飓风，并对其对人们带来的危害进行了描述。教材还设计了相应的问题，旨在培养学生学会通过阅读获取材料中的细节要点，同时让学生了解自然灾害的危害。
1.3语法部分（Grammar）包括两方面的训练。第一部分旨在训练学生对过去完成式的被动语态的理解，掌握和运用。在练习前列出两个句子，让学生通过回答两个问题来理解这个语法项目的结构和运用。第二部分是间接引语。与第一部分一样，让学生通过自主学习和探究，归纳语言的功能和基本结构。其后设计的练习体现了操练模式。
1.4 听力部分（Listening）是一段有关火山爆发的对话。在听对话前，设计了一段材料，以便学生了解有关火山的词汇以及其间的关系。另外，设计的听前回答问题帮助学生了解相关知识，为听力部分做准备。听力之后的回答问题的练习旨在训练学生获取听力材料中的具体细节，同时让学生们了解人们在自然灾害中的经理和感受。
1.5 口语部分(Speaking)主要描述事件和人物的经历与感受。教材设计了一个采访对话,通过一些问题启发学生组织对话内容.
1.6功能部分（Giving a definition）设计了三个例句，让学生模仿例句用定语从句进行词意释疑。
1.7写作部分（Writing）训练学生对自然灾害进行描述。教材提供了一篇范文，帮助学生如何描写自然灾害中的经历。
1.8日常用语（Everyday English）提供了一些有暗示下文内容功能的词语。练习一通过学生回答问题以训练他们的自主学习探究的学习方法。练习二进行操练以帮助学生巩固积累语言知识。
1.9文化部分（Cultural corner）是一篇有关地震的阅读材料，讲述了中国和美国的两次最严重的地震。文章之后设计了三个问题。前两个问题旨在培养学生阅读文章获取信息的能力。第三个问题旨在培养学生理解文章深层意思的能力。另外，教材设计了两个讨论问题以提高学生思考问题，解决问题的能力，同时培养学生思维条理性以及语言表达的逻辑性。
2．教材重组
2.1 从话题内容上分析，将Introduction, Function, Reading 中的Vocabulary 整合在一起，设计成一堂词汇“口语课”。
2.2把Listening 和Workbook 中的Listening整合在一起，上一节“听力课”。
2.3将27页的Speaking和课后Listening and Speaking中的activity17整合在一起放在post-listening中。
2.4 将Reading 与Cultural Corner 中的Reading 整合在一起，上一节“阅读课”。
2.5将两个语法项目整合在一起上一节“语法课”。
2.6将Everyday English 与Workbook 中的Reading 整合在一起，上一节“阅读课”。
2.7 将Writing 与Workbook 中的Writing 整合在一起，上一节“写作课”。
3．课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成）
1st period: Speaking
2nd period: Listening
3rd period: Reading
4th period: Grammar
5th period: Reading
6th period: Writing
Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1.Target language 目标语言
a. 重点词汇和短语
flood,hurricane,lightening,thunderstorm,tornado,column,current,latitude,bury,disaster,feathers,
furoccur,tropical,luckily,thankfully,hopefully,dadly,fortunately,violent,equator
b. 重点句型
sth. is ...that/which...
2. Ability goals能力目标
a. Revise the Attributive Clause.
b. Using the Attributive Clause to explain words.
3. Learning ability goals 学能目标
Improve the students' ability to give definition of words.【来源：21·世纪·教育·网】
Teaching important points 教学重点
Learn how to definite words, using the Attributive Clause.
Teaching difficulties教学难点
Using the Attributive Clause to define a word.
Teaching aids 教具准备
A projector& a computer.
Teaching procedures &ways 教学过程与方式
Step 1 Warming up
(Remind the students of the tsunami in 2004 with a picture and talk about it.)
T: As we know, at the end of last year, a massive earthquake sent tsunami smashing into Indian Ocean coastlines. Many heavily populated disasters from it.
(Ask the students to talk about the pictures in coast areas, such as Sri Lanka, Indonesia, Thailand, India, Malaysia and East Africa was destroyed by the monster waves, causing millions of deaths. We human beings saw the violence of natural disasters from it. 21教育名师原创作品
(Ask the students t6o talk about the pictures in Introduction, page 21.)
T: Now, please turn to page 21. Here are some pictures of disasters. What can you see from the pictures?21·世纪*教育网
S: From the first picture, I can see a truck trapped in the floods.
T: Good! How about picture2?
T: Now, please look at the pictures on the screen. What can you see from the pictures?
S: From the first picture, I can see many houses are trapped in the flood.
T: Good! How about picture2?
S: It looks like a strong wind blowing the trees.
T: Well done. And the last picture?
S: It’s wind.
T: Not bad. It is called tornado, which can cause damage to people and villages. Well, do you know what a flood is, what a hurricane is and what a tornado is? If not, let’s come to page 21 to find out the definitions.
Step 2 Speaking (Part 1, Page 21)
(Get the students to match the words in the box with the definitions below .Then ask individuals to show their answers.)
T: Now, you please match the words with the definition below. And tell me what they are. Make sure to give whole sentences.21cnjy.com
(Allow the students some time to do the task. Collect the answers.)
Suggested answers for Task 1:
A flood is a lot of water in an area which is usually dry.
A hurricane is a very strong wind or storm.
Lightening is the flash of light which occurs during a thunderstorm.
A thunderstorm is a lot of rain falling quickly, with loud noises and flashes of light.
A tornado is a column of air that turns very quickly.
(The underlined three sentences are shown on the screen.)
T: Now, let's pay attention to these three sentences on the screen. Please find out the common characteristics in all of them.)
S: The sentences all give a definition of something.
T: Very good. Each sentence gives a definition of a word. Any other opinions?
S: The Attributive Clause appears in each sentence.
T: Well done! That is right. When we give a definition of a word, the Attributive Clause is usually necessary and helpful. We'd better learn to use the structure “A is B that/which…”. Now let's come to Part 3 on page 22.
(Let the students match the words in the box with the sentences below and then check the sentences.)
T: Ok, we can see it is the same form as the one we did just now on page 21.You please give a definition of each word with a whole sentence, using the Attributive Clause if necessary. And you can also add some words to help you. Cooperate with your partners to work them out.
(After discussing for a while, collect the answers.)
Suggested answers for Task 2:
To bury means to place in the ground or tomb.
A disaster is a terrible event.
Feathers are something that you can see on a bird.
Fur is the thing that you see on an animal.
To occur means to happen.
Tropical is a word the hottest parts of the earth, north and south of
the equator.
(Show the sentences on the screen and ask the students to focus on the underlined two sentences.)
T: Look at these two sentences: To bury means to place in the ground or tomb. To occur means to happen.
What should you pay attention to?
Ss: To bury and to occur.
T: Good. Verbs can not be used as Subject directly. We have to use "to do" or "doing". And have a look at the last sentence. There’re three different ways to express it. From it, we can know that the functions of the three forms are the same: attribute. But difference does exist. We’ll talk about it later. Now, please read the sentences altogether.
(Allow the students some time to read.)
Step 3 Word study (Workbook Page 80)
(Ask the students to turn to page 80 and begin the task in vocabulary.)
T: Now, let’s come to the exercises on page 80. In activity 5, you should finish the short paragraph with the words given above, making sure that all the sentences have proper meanings.
(Choose one student to read out the answers and check them with the whole class. Then the students read the sentences together.)
Keys for Task 3:
Volcano, eruption, ash, lava, tidal wave, flood.
(Let the students do the task of activity6.)
T: In activity6, you’re asked to group the words according to the speeches of the words. Put them into three groups of Adjectives, Verbs and Nouns. Some words can go in two groups.【出处：21教育名师】
(Choose volunteers to present the answers orally.)
Suggested answers for Task 4:
Adjectives: tropical, violent.
Verbs: bury, destroy, flood, kill, rain, wind.
Nouns: disaster, equator, feather, flood, injury, rain, storm, tornado, wind.
(Do task in activity7.)
T: These words can help us finish the sentences in activity7. Please complete the sentences with proper words from activity6 in the correct form.
(Let volunteers to read out the answers.)
Keys for Task 5:
Violent, buried, killed, injuries, tropical.
(Do task in activity 8.)
T: Let’s take a look at activity 8. Match the two parts to make complete sentences with correct meanings.
(A few minutes for the students to do the task, and check the answers.)
Keys for Task 6:
There was a violent thunderstorm in my town last week.
I saw a flash of lightening in the sky.
The lightening struck several houses in the center of the town.
The houses caught fire immediately.
It took all night to put the fires out.
Fortunately, no one was killed or injured.
(Lead in the next content of this unit by revising what we have learnt.)
T: Ok, what have we learnt up to now?
Ss: We have learnt how to give a definition of a word and done some exercises about the words.
T: That’s good. What are these words and exercises about?
Ss: Some disasters.
T: Right. All of the words are related to natural violence/disasters.
(Talk about natural disasters.)
T: Can you list out the names of some natural disasters?
Ss: Thunderstorm, flood, hurricane, tornado, volcanic eruption, earthquake, drought.
(The teacher shows some pictures of natural disasters on the screen. Draw the students’ attention to pictures of tsunami and fault.)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
T: Here are some disasters you have put forward. Look at the last two pictures, what are they about?
S: It looks like a typhoon.
T: Not bad. Actually it’s a tsunami. And the great damage was caused by a violent earthquake. It affected so many heavily populated coastal areas. How about the other picture?
S: Drought.
T: Have you ever experienced one of the disasters on the screen?
S: Yes, I’ve been in an earthquake.
T: Can you describe it?
S: Ok. I was sleeping in my bedroom when a strange noise woke me up. It sounded like a train was passing under our house. It was too late for me to rush out of the house. Everything began to shake and some things fell down. But luckily, it only lasted a few seconds.www-2-1-cnjy-com
(The teacher asks another student.)
T: Have you ever experienced a hurricane?
S: No, I haven’t.
T: Have you ever read a news story about it?
S: Yes, I have.
T: Please describe it to the class.
S: I once read about a hurricane called Blas. It moved over cooler waters in the Pacific Ocean to the west of Mexico. Blas formed off southwest Mexico during the previous week, killing four people when their wood and cardboard home collapsed.
(Ask another student.)
T: Very good. Have you ever experienced a tornado?
S: No, I haven’t.
(Invite another student to answer the question.)
T: Have you experienced a flood?
S: No, I haven’t.
T: Do you know anyone who has experienced one?
S: Oh, yes. One of my relatives lives in the south. He suffered a lot from it.
T: Do you know anything about that flood? What caused it?
S: One summer, heavy rains caused huge floods which killed over 100 people. Actually. The scientists said, it was mainly due to deforestation and soil erosion.
T: Perfect. We know that many things that humans have been doing, such as deforestation and sending greenhouse gases into the atmosphere, have changed the climate of the earth. It will lead to more extreme weather patterns, such as floods and droughts. Although we can’t stop a disaster taking place, we can do something to avoid suffering a lot from it. So, it is high time for us to take action to live in harmony with nature. We humans should try to balance economic growth and development with environmental sustainability.
Step 5 Homework
Surf the Internet for ways to avoid much damage from disasters.
Make three sentences to define the words earthquake, volcanic eruption and plane crash, using the Attributive Clause.
Suggested answers:
An earthquake is a sudden violent movement of the earth’s surface that can cause great damage to people.
Volcanic eruption is a sudden occurrence of steam and material that come out of the volcano.
A plane crash is a violent fall or breaking that a plane come across when flying.
The Second Period Listening
Teaching goals 教学目标
1. Target language 目标语言
词汇和短语
ash, erupt, lava, tidal wave, volcano, drive away, on foot, pour down, set fire, catch fire, take place.
重点句型
The Past Perfect Passive:
sb. had done sth.
sth. had been done.
Indirect Speech:
She said that…
She asks if /what/when/…
2. Ability goals 能力目标
Train the students to focus on specific words and details from the listening material. Meanwhile, help the students learn about people’s experiences and feelings in a natural disaster.2-1-c-n-j-y
3. Learning ability 学能目标
By discussing and listening to the stories, lead students to learn about the rescue skills once a tornado happens.
Teaching important points教学重点
Do pre-listening to help the students learn about volcanic eruption.
First listening to find specific facts.
Carefully listen for details about the questions.
Teaching difficult points教学难点
Train the students to listen for specific facts and details.
Teaching approach 教学方法
Eliciting, discussing, talking, induction, task-based, student-centered.
Teaching aids 教具准备
A tape recorder, a computer.
Teaching procedures & ways 教学过程与方式
Step 1 Revision
Check the students’ homework for the definitions of the words.
Step 2 Pre-listening
(Ask the students to do the task in activity1 and activity2. Show the definitions of the words in activity1 on the screen.)
T: You have several minutes to read the passage in activity1 on page 25. And with the help of the definitions of the words in the box on the screen, do activity2 to explain the connections between the words in activity 1 with your partners.
(Allow the students some time to do the task. Then the teacher shows a sample after the students present their work.)
Suggested answers for Task 1:
Once a volcano erupts, ash and lava can come up through the volcano. And when the lava reaches the sea, it’s very likely to see a huge tidal wave which can cause a great damage.
T: We’ll listen to a tape about a volcanic eruption. Before listening, please answer the questions in activity 3.
(The teacher leads the whole class to do the task together.)
Keys for Task 2:
A fire started. A natural event. A difficult thing to do. Have finished.
Step 3 Listening
(Tell the students to read the questions for the listening.)
T: We’ll hear a conversation about an eruption of a volcano. Before you listen to the tape, read through the questions that you have to answer after listening.
(Play the tape for the students to listen and then check how well they can understand by answering the questions in activity4. Remind the students of taking notes if necessary.)
Suggested answers for Task 3:
Step 4 Workbook (Page 83, Listening)
(The teacher will move to workbook listening.)
Pre-listening:
(Let the students read through the instruction in activity13.)
T: Turn to page 83 to have a look at activity13. You’ll listen to material about tornadoes. The first time, listen for the specific information: number the speakers in the correct order.
Listening:
(After listening, check the answers with the whole class.)
Keys for Task 4:
……
(Get the students to read through activity14 to be familiar with their task.)
T: Please read through the sentences in activity14. Listen to the tape again and decide which statements are false and correct them as well while listening with the help of taking notes.
(The teacher will play the tape part by part according to different speakers. Check the answers with the whole class after listening.)
Keys for Task 5:
……
Post-listening:
(The following role-play activity will help the students practice talking about past experiences with words and useful expressions related to the natural violence.)
T: Suppose you are one of the speakers. After the tornado you talk about your experience with a journalist. Please cooperate with your group members. One is a journalist and the others are three speakers. You can make up a dialogue according to Speaking on page 27. The journalist should make a list of questions to ask first. And the speakers should talk about the event you saw. After writing, act them out.
(The rest of the time is for the students to prepare for their dialogues.)
Step 5 Homework
Finish the dialogue.
Preview the texts.
The Third Period Reading
Teaching goals 教学目标
Target language 目标语言
a. 词汇
tornado, rotate, thunderstorm, violent, feather, destroy, occur, disaster, hit, strike, bury, San Francisco, homeless.
b. 短语
pick up, put down, take off, on average, tropical storms, the Caribbean Sea, the Gulf of Mexico, in a population of, end up, be situated in, Central China, in all, lose one’s life, do a damage, a total of.
Ability goals 能力目标
Improve the students’ ability to read for specific facts.
Learn how to describe natural disasters with useful expressions and sentences.
Learning ability goals 学能目标
By discussing some natural disasters and reading the passages, lead the students to learn about the rescue skills once a disaster happens.
Teaching important points教学重点
Discussing to help the students learn about natural disasters.
Scanning to look for specific information.
Skimming to get the general idea of the reading materials.
Careful reading to help the students focus on some useful expressions and sentences.
Teaching difficult points教学难点
Learn to look for the general idea and specific information.
Teaching methods 教学方法
Talking, discussing, eliciting, induction, task-based, students-centered
Teaching aids 教具准备
A projector and a computer
Teaching procedures& ways 教学过程与方式
Step 1 Revision
(Check the students’ dialogue. Choose several groups to present their dialogues.)
Step 2 Pre-reading
(Tell the students what they’ll learn in this period.)
T: In the first period we talked about some disasters. Today we’ll learn more about tornadoes, hurricanes and earthquakes by reading passages.
Step 3 Reading (Ⅰ)
(Ask the students to turn to page 23 to search the first paragraphs of the first two passages for the definitions of a tornado and a hurricane.)21*cnjy*com
T: Turn to page 23. Here are passages about hurricanes and tornadoes. Please read the first paragraphs of the first two passages to find out the definitions.
(Allow the students some time to do the Task and let them read the sentences aloud together.)【来源：21·世纪·教育·网】
Keys for Task 1:
A tornado is a rotating column of air from a thunderstorm to the ground.
Hurricanes are strong tropical storms, and they usually occur in the southern Atlantic Ocean, the Caribbean Sea and the Gulf of Mexico.
(Second reading for the students to find out the specific information about the questions on page 22 by scanning the passages.)
T: This time, please scan the passages to answer the questions on page 22. You can discuss with your partners.
(A few minutes for the students to do the task. Then ask the volunteers to show their answers orally and check them with the whole class. At the same time, help the students to understand some difficult sentences.)
T: Are you done?
Ss: Yes.
T: The first four questions are about the first passage “What is a tornado?” Look at the first question. How strong are tornado winds?
S: The most violent have winds of more than 400 kilometres per hour.
T: Wonderful! The most violent tornado winds can reach over 400 kilometres per hour. What about the second one?
S: They can destroy houses, but leave the furniture inside exactly where it was.
T: That’s right. They can destroy houses or put them down in the next street or even in the nest town without destroying the furniture inside. And Question3?
S: There are 800 tornadoes in the US each year.
T: Ok. On average, there are 800 tornadoes in the US each year, causing about 80 deaths and 1,500 injuries.
(Analyze the structure of the sentence above.)
T: What is the fun_ction of the word “causing”?
S: The Present Participle is used as Adverbial of Result.
T: Well done.
(Let the students read out the sentence.)
T: Let’s come to the next question. How many people died in the worst tornado of all time?
S: More than 700 people died.
T: Good. By the time it ended, more than 700 people had been killed and 2,700 had been injured. The rest of four questions deal with the last two passages about “hurricane”. Question1: What happens at sea during a hurricane?
S: Huge waves, heavy rain and floods happen.
T: Right. Hurricanes often occur near the ocean. When a hurricane comes, there are violent winds of 120 kilometres per hour or more, which cause huge waves, heavy rain and floods. When was the worst hurricane of all time?
S: The worst hurricane disaster of all time occurred on the 8th September 1900 in Galveston, Texas.
T: Very good. Was the actor Charles Coghlan killed in it?
S: No, he wasn’t. He died a year before the hurricane struck.
T: Good. What happened to him after the hurricane?
S: His coffin was flown to the sea near his home.
T: Right. The cemetery where he was buried was destroyed by the hurricane and his coffin ended up in the sea (It was flown to the sea.). And it was found in the sea near his home in the east of Canada 8 years later.
(Show the suggested answers on the screen one by one when the students answer the questions.)
Suggested answers for Task 2:
The most violent have winds of more than 400 kilometres per hour.
They can destroy houses, but leave the furniture inside exactly where it was.
On average, there are 800 tornadoes in the US each year, causing about 80 deaths and 1,500 injuries.
(Analyze the structure of the sentence.)
T: What is the fun_ction of the word “causing”?
S: The Present Participle is used as attribute.
T: Well done. So we can rewrite the sentence with the Attributive Clause like this: There are 800 tornadoes in the US each year which cause about 80 deaths and 1,500 injuries.
(Let the students read it out.)
More than 700 people died. (By the time it ended, more than 700 people had been killed and 2,700 had been injured.)21教育网
When a hurricane comes, there are violent winds of 120 kilometres per hour or more, which cause /causing huge waves, heavy rain and floods.
The worst hurricane disaster of all time occurred on the 8th September 1900 in Galveston, Texas.
No, he didn’t. He died a year before the hurricane struck.
The cemetery where he was buried was destroyed by the hurricane and his coffin ended up in the sea. (It was flown to the sea.) And it was found in the sea near his home in the east of Canada 8 years later.
(The third reading to let the students focus on the verbs used when talking about disasters’ happening.)
T: Now, you please scan the passages once again to find out verbs that are used when we talk about a disaster happens.
(After a while, check the answers.)
T: Who have found out the verbs?
S: Occur, hit and strike.
T: Good. Any other word?
S: Take place.
T: You’re right. Thank you.
Step 4 Reading (Ⅱ)
(Come to the passage on page 29: Cultural Corner.)
(First reading to let the students work out which earthquakes are talked about by skimming the passage.)
T: Let’s come to page 29 “Earthquakes Around the Pacific”. Please read through the passage to find out which earthquakes are mentioned.
(After a while, check the answer.)
Suggested answer for Task 3:
The Chinese earthquake of the 1556 in Hua County in Shaanxi province.
The California Earthquake of the 18th of April 1906 in the United States.
(Second reading to deal with the questions shown on the screen and deal with language points meanwhile.)
T: This time, you read the passage aloud to answer the questions on the screen.
Questions for Task 4:
What is the situation of earthquakes in China?
What was the damage of Hua County Earthquake?
What was the most dangerous thing about the California Earthquake of 1906?
Is it possible that there could be another earthquake there?21·世纪*教育网
Suggested answers for Task 4:
China is situated in (is located in, lies) one of the most active earthquake regions in the world and there have been many terrible earthquakes.
The earthquake affected 8 provinces in Central China. It covered an area of 800 square kilometers. In some communities, 60 percent of the population were killed. In all, 830,000 people lost their lives.
The most dangerous thing about the California Earthquake of 1906 was fires caused by it, which did the most damage. The fires burned for 3 days, destroying a total of 25,000 buildings. About 500 people were killed in San Francisco and 250,000 were made homeless. In all of California, the earthquake and fires caused about 3,000 deaths.
Yes, it is. There is the San Andreas Fault there moving from time to time. One hundred years later, movements on the Fault continue to cause problems for the whole of California.
Step 5 Post-reading
(Let the students discuss the second question in activity2.)
T: Now, let’s have a discussion. If you were in Hua County in 1556 and were in the earthquake, what would you do? How would you stay safe? Please discuss it in groups of 4.)
(After a while， the students present their thoughts. And then show a passage about dealing with an earthquake on the screen for the students to read.)
Step 6 Homework
Read the passages to be familiar with the good sentences and useful expressions.21·cn·jy·com
Listen to the radio for important information and instructions. Remember that aftershocks, sometimes large enough to cause damage in their own right, generally follow large quakes. ?
If you leave home, leave a message telling friends and family your location.
The Fourth Period Grammar
Teaching goals 教学目标
Target language 目标语言
词汇和短语
ruin, bury, inhabitant, extremely, pass through, volcanic eruption, medical care, fall down, turn over【来源：21cnj*y.co*m】
语法
The Past Perfect Passive
Indirect Speech
2. Ability goals 能力目标
Enlarge the students’ vocabulary by learning some useful phrases.
Learn how to report what others said.
3. Learning ability goals 学能目标
Learn how to combine a pair of sentences, using the Past Perfect Passive.
Teaching important points教学重点
Learn how to use the Past Perfect Passive.
Learn how to change Direct Speech into Indirect Speech.【出处：21教育名师】
Teaching difficult points教学难点
Learn to use the Past Perfect Passive and Indirect Speech.
Teaching methods 教学方法
Task-based, students-centered, eliciting, induction21教育网
Teaching aids 教具准备
A computer
Teaching procedures &ways 教学过程与方式
Step 1 Revision
Check the students’ homework. Dictate the following sentences in activity1 on page 24 and activity 2 on page79 to set the students’ mind to the focus on this period: the Past Perfect Passive. One student will be invited to write on the blackboard to make the check easier and draw their attention to the grammar that is going to be learned.
T: Boys and girls, please take out a piece of paper and get ready for a dictation of some sentences.
1. By the time the tornado ended, more than 700 people had been killed.
2. He traveled back to Canada after his friend had been buried in Texas.
3. The earthquake happened after people had already left home for work or school.
4. We went to live in another town after the tornado had destroyed our house.
5. We had left our home before the hurricane hit the town.
6. I phoned my parents after I had heard about the hurricane disaster in the news.
Step 2 Grammar 1
(After the check, ask the students to read aloud to get familiar with the new structure.)
T: Ok, let’s read the sentences together.
(Students read the sentences.)
T: Now, pay attention to the first sentence. Which event happened first? The tornado ending or 700 people dying?
Ss: 700 people dying.
T: Good. How about the second sentence? Traveling back to Canada or being buried in Texas?
T: Analyzing the sentences, how can you show that one event happened before another?
Ss: We use “had done sth.”.
T: Quite good. What is the name of it?
Ss: The Past Perfect.
T: That’s right. The Past Perfect Passive is used in the first two sentences: had been done, while the Past Perfect Active is used in the rest of the sentences: had done.
(Ask the students to do some exercises about the Past Perfect.)
T: Please turn to page 24. You have 5 minutes to do the task in activity2 and activity3. Make sure you use the correct tense and voice to complete each sentence.
(After the students finish the task, choose individual students to read out the sentences. And check the answers with the whole class.)
Keys for Task 1:
2 .saw, had disappeared
returned, found, had been ruined
arrived, had taken
had left, finished
tried, had passed
3. had been killed
had fallen
had been flooded
had been destroyed
had died
(Let the students turn to page 79, Workbook.)
T: Now let’s turn to page 79, activity 1.
(Ask the volunteers to read the sentences out orally. And then check the answers.)
Step 3 Grammar 2
(The students will learn the use of Indirect Speech in this part. Get the students to read the sentences aloud together and discuss the questions below.)
T: Look at activity1 on page 26. Please read aloud the sentences in activity1.
(Students read the sentences. Ask them to discuss the questions in groups of 4. The teacher divides the class into 3 groups, each of whom deals with one question.)
T: You have some time to answer the questions in groups of 4 according to the sentences above.
(Let three groups choose 3 representatives to answer the questions.)
T: Time is up. Each group chooses one to answer the question.
Suggested answers for Task 2 (a chart):
Sentence structure
Statement
一般疑问句
特殊疑问句
Say/tell sb (that)+从句
Ask+wh-word+陈述句语序
Ask+whether/if+陈述句语序
Tenses
Present tense
Past tense
Present continuous tense
Present perfect tense
Future tense
一般过去时
过去完成时
过去进行时
过去完成时
过去将来时
pronouns
第一人称
第二人称
this
these
第三人称
第一或第三人称
that
those
Adverbials of time and place
Now
Toady
Yesterday
This week/ month
Last week/ month
Three days ago
Tomorrow
here
Then
That day
The day before
That week/ month
The week/ month before
Three days before
The next day/ the following day
there
(Present the chart on the screen to the students. And tell the students Indirect Speech is used to report what others said. After dealing with the chart with the students together, ask them to do some practice about Indirect Speech.)2·1·c·n·j·y
T: Let’s come to activity 2. Rewrite the sentences using reporting expressions, that’s, to use Indirect Speech.www-2-1-cnjy-com21·cn·jy·com
(For this activity, choose individual students to do them orally.)2-1-c-n-j-y
Keys for Task 3:
1. A scientist said that volcanic eruptions didn’t happen very often on the island.
2. A local journalist said that no one had been on the island during the volcanic eruption.　　21*cnjy*com21教育名师原创作品
3. Local people said that the thunderstorm would put out the fires.
4. The governor said that the residents could go back to their homes.
5. A local radio station said that several eruptions have taken place in the last twenty years.
6. A local journalist said that the residents would travel back to the island when the danger was over.
(Ask the individual students to rewrite the sentences in activity3 on page 80 on the blackboard. Check the answers with the whole class.)
Keys for Task 4:
1. A local man said that the storm had been extremely violent.
2. A journalist said that there had been 19 earthquakes in the last ten years.
3. A rescue worker said that there were thousands of homeless people.
4. An inhabitant said that many of the homeless were living in tents.
5. A resident said that they couldn’t go back to their homes because they weren’t safe.
6. An inhabitant said that his house had fallen down and he had nowhere to live.
7. The woman said that nobody believed that a tornado could take the feathers off a chicken.
Step 4 Homework
Finish the activity 4 on page 80.
Show the students a short passage to rewrite it with Indirect Speech.
Task 5:
(The following is from Sarah’s diary. She writes about her first day in senior high school. Underline the Indirect Speech in the text below and change those parts into Direct Speech.)
Sept1, Monday
It’s my first day in senior high school. Mother told me to get up early, Father asked me to tie up my hair. I told myself not to worry too much.
When I arrived at school, I ran into my friend Joanna. She said I looked great. I asked her where she had spent her holiday. She said that she had gone to Shanghai and it had been wonderful. She also asked me if I had enjoyed my holiday.
We went to the classroom for our first lesson. Mr Li asked if we had had a pleasant holiday. Then he said that he wanted to get to know us, and he asked us to write a short description of ourselves. I wrote it in English. When MR Li read it, he said it was well-written.
After school I went back home. I told my parents about my first day in school. They told me that they were proud of me.
The Fifth Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 词汇
shake, affect, homeless, fortunately, luckily, ceremony, thankfully,
b. 短语
Xinjiang Uygur Autonomous Region, affected area, Red Cross, take part in, push…out of, fall down, the injured, drinking water.
2. Ability goals 能力目标
a. Talk about the Qongkurqak Earthquake.
Improve the students’ ability to read for the general idea of the story.
b. Learn to use the useful expressions which can indicate that the following sentences contain good or bad news.
3. Learning ability goals 学能目标
Enable the students to talk about an earthquake, and lead them to learn about the severe damage caused by earthquakes. Help the students learn how to protect themselves.www.21-cn-jy.com
Teaching important points教学重点
Skimming to get the general idea of the passage.
Scanning to look for specific information.
Discussing how to protect oneself in an earthquake.
Teaching difficult points教学难点
Learning to use the words indicating good and bad things.
Learn to look for the general idea of the passage.
Teaching methods 教学方法
Talking, discussing, eliciting, task-based, students-centered.
Teaching aids 教具准备
A tape recorder, a projector and a computer.
Teaching procedures & ways 教学过程与方式
Step 1 Revision
Check the students’ homework. Call out some students to read their passages to the class.
Step 2 Pre-reading
(Show some pictures about earthquakes and discuss the pictures.)
(1)
(2)
(3)
(4)

T: Now, look at the pictures. What are the pictures about?
(Collect the students’ ideas, then the teacher summarizes the pictures.)
T: The first picture is about an earthquake. From the picture we can see an apartment was destroyed and it crushed a car. In the second picture is a homeless quake survivor who camped out. In the third picture, we can see water is coming out of a pipe. The earthquake damaged waterlines and caused fires. Seawater was pumped to put out the fires. The last picture is about a Red Cross shelter where coffee was served. Today, we’ll read a passage about the earthquake in China. Please turn to page 81.
Step 2 Reading
(Ask the students to read the passage quickly to do two tasks.)
Task 1: Find out which type of writing it is.
Task 2: Search for words which can indicate that the following sentences contain good or bad news.
(A few minutes later, invite them to present their answers.)
Keys for Task 1:
Report
Keys for Task 2:
Luckily, fortunately, thankfully-----good news
Badly-，hopefully----bad news
(Brainstorming for more such words. After the students present their answers, the teacher summarizes.)
T: Yes, we’ve got luckily, fortunately, thankfully, hopefully, sadly, unfortunately, generally, etc. Can you find out the characteristic of these words?
Ss: They are all adverbs.
(Draw their attention to the two words.)
T: Look at these two words: generally and surprisedly. Do they indicate good or bad news?
S: It’s hard to say. It depends on different situation.
T: Good.
(Let the students make sentences with these words. Ask volunteers to write down the sentences on the blackboard separately.)
Suggested sentences:
1. Unfortunately, we had plenty of warning.
2. Thankfully, there were several villages in its path.
3. Luckily, no one was killed.
4. Hopefully, it won’t be too long.
5. Sadly, hundreds of houses caught fire when the lava reached them.
6. Fortunately, we put all the fires out quite quickly.
7. Surprisedly, he had got everything ready.
8. Generally, it’s a good class.
(These sentences are shown on the screen.)
(The students read the passage once again for details, and check their reading by doing the task in activity 12.)
T: Please read it again. But this time careful reading is necessary. Some questions are for you to answer.
(Let the students do the task in activity 12 orally.)
Suggested answers for Task 3:
1. It was the most serious disaster in the area since 1949.
2. Many people died because they were indoors when the earthquake struck..
3. A lot of children were saved because they were taking part in a ceremony in the street.
4. One woman saved her grandchildren because she pushed them out of the door to safety.
5. Fortunately, rescue workers arrived very quickly.
6. Unfortunately, the weather was cold.
7. By Wednesday, tents, camp beds and warm quilts had arrived and all the survivors had somewhere to sleep. 2·1·c·n·j·y
句式：At night it is very cold in the region with temperatures falling below zero.
Step 3 Post-reading
(Ask the students to read the passage by themselves, and fill in the blanks. This step helps the students be more familiar with the passage and memorize good sentences and words related to disasters.)
Task 4:
A violent earthquake struck Qongkurqak which was the most serious disaster there since 1949. It caused as many as 240 deaths and over 600 injuries. As a result, tens of thousands of people became homeless. But luckily many people were saved outside. Fortunately, rescue workers arrived very quickly. At night it is cold with temperatures falling below zero. Thankfully, by Wednesday all the survivors had got necessary articles and had place to sleep. The most important thing is about safe drinking water and electricity supply. Earthquakes are frequent in the region. They created a serious economic situation with thousands of houses and businesses destroyed.
Step 4 Homework
Memorize the short passage.
Retell the passage using their own words.
Surf the Internet to find out how to protect ourselves and reduce the damage.
Suggested answers for Homework 3:
People suffer a lot when a disaster occurs, especially a severe one. They are natural and we can not stop them from coming, but with the modern technology we can take steps to reduce the risk that our home will be damaged.
The Sixth Period Writing
Teaching goals 教学目标
1. Target language 目标语言
terrifying, homeless, flow, damage,
2. Ability goals 能力目标
Learn how to organize a passage about a natural disaster (What to write.)
3. Learning ability 学能目标
Improve the students’ ability of writing about a natural disaster.【来源：21cnj*y.co*m】
Learn to express the experiences and feelings.
Teaching important points教学重点
Discuss and help the students work out what to write.【版权所有：21教育】
Learn to write about experiences, using the Attributive Clauses.
Teaching difficult points教学难点
Discuss and work out what to write.
Teaching methods 教学方法
Task-based, talking, discussing, induction, students-centered.
Teaching aids 教具准备
A projector and a computer.
Teaching procedures & ways 教学过程与方式
Step 1 Revision
（Check the students’ homework. Choose individual students to retell the previous text.）
Step 2 Reading
(Ask the students to turn to page 28.)
T: please turn to page 28. Read the short paragraph in activity1 to find out what it is about.21世纪教育网版权所有
(After a while, collect the students’ answers.)
Suggested answer for Task1:
It’s about a terrifying hurricane. (The eye-witness talks about his experience----what happened/what he saw when a hurricane started.)
(Move to the reading material on page 84. Get the students to do activity 18 in pairs.)
T: Ok, let’s come to another passage about floods. Please turn to page 84. Have a look at the picture. What is happening?21*cnjy*com
Ss: There is a flood and houses are drowned.
T: Good. How was it caused?
S: Heavy rain leads to flood.
S: The most important reason is deforestation and soil erosion. So heavy rain can’t be controlled.
T: Well done. Now, please discuss with your partner and write down five words you expect to find in the following newspaper article.
(Give the students a few minutes to do the task and let them show their work.)
T: Ok, it’s time to present your work. Any volunteers?
S: flood, drown, trap, damage, destroy
T: Excellent!
(Read the passage to answer the questions in activity19.)
T: Now, you have several minutes to read the newspaper article and find out the answers to the questions above.
(Allow the students a few minutes to do the task. And then check the answers with the whole class.)
T: Who’d like to answer Question1?
S: It’s reporting about a flood.
T: Good. When and where did it happen?
S: It happened in the town of Conway on Wednesday.
T: Right. Homes and shops in the town of Conway were hit by floods on Wednesday. And Question 3?
S: It was caused by rain which had lasted for four days.
T: Ok. What was the result?
S: The river finally flowed over its banks and flooded the town: the houses, and the streets. Hundreds of residents left their homes. Fortunately, no one died but it has caused a lot of damage and many people are now homeless. Farms were destroyed. Sadly, many farm animals died as the water rose. Five schools are badly damaged and the railway line is closed.
T: Good. The last question?
S: Yes, it has happened before.
Suggested answers for Task 2:
1. A flood.
2. Homes and shops in the town of Conway were hit by floods on Wednesday.
3. It was caused by rain which had lasted for four days.21世纪教育网版权所有
4. The river finally flowed over its banks and flooded the town: the houses and the streets. Hundreds of residents left their homes. Fortunately, no one died but it has caused a lot of damage and many people are now homeless. Farms were destroyed. Sadly, many farm animals died as the water rose. Five schools are badly damaged and the railway line is closed.
5. Yes, it has happened before.
Step 3 Writing
(It’s time for writing on page 84. Let the students write about a natural disaster according to the passage on page 84. Like the passage on the book, prepare some questions before writing.)
T: Now, write a passage about the tsunami taking place in Asia. I will show you some information and a picture about it. You write a passage according to the information.
(The information is shown to help them.)
When and where did the tsunami happen?
Dec26,2004,in the Indian Ocean
What caused the tsunami?
The Indian Ocean Earthquake
How strong was it?
The deadliest disaster in modern history
What damage was caused?
Many countries such as Indonesia, Sri Lanka, India, Thailand.
At least 155,000 people died.
There will be more deaths to happen.
(If it is a rush, just leave it as homework. If time permits, ask one student to write on the blackboard.)
Sample composition:
The 2004 Indian Ocean earthquake was an undersea earthquake that occurred at 00:58:53 on December 26, 2004. The earthquake generated tsunamis that were among the deadliest disasters in modern history.　　21*cnjy*com
The earthquake originated in the Indian Ocean, The resulting tsunamis devastated the shores of Indonesia, Sri Lanka, India, Thailand, and other countries with waves of up to 15 m high, even reaching the coast of east Africa.
At least 155,000 people are known to have died as a result of the tsunamis and the count is still taking place. The true final toll may never be known due to bodies swept out to sea, but it is likely to be higher than the current estimate. Relief agencies warn of the possibility of more deaths to come as a result of epidemics because of poor sanitation, as well as starvation. The plight of the many affected people and countries prompted a widespread humanitarian response.www.21-cn-jy.com
Step 4 Homework
Finish your composition.
附 件
课文注释与疑难解析
1. A tornado is a rotating column of air from a thunderstorm to the ground. 龙卷风是指一个从空中的雷暴延伸到地面而生成的旋转气柱。
2. Tornadoes can pick up cars, trains and even houses and put them down in the next street----or even in the next town. 龙卷风能卷起汽车，火车，甚至房子，把它们卷到旁边的街道----甚至能卷到临近的城镇。
pick up sth. 把某物拿起来
3. They can destroy houses, but leave the furniture inside exactly where it was. 它们能毁掉房子，却把房内的家具留在原处。
4. The fires burned for three days, destroying a total of 25,000 buildings.
destroying 引导的现在分词短语在句中作结果状语，它的逻辑主语是句中的主语，该短语相当于一个结果状语，且用主动语态。分词在句中作结果状语时，通常位于句末，中间有逗号。有时为了加强语气，就在分词前加thus. 如：
On average, there are 800 tornadoes in the US each year, causing about 80 deaths and 1,500 injuries. 平均来说，美国每年发生大约800次龙卷风，造成大约80人死亡，1500人受伤。Their car was caught in a traffic jam, thus causing the delay.=Their car was caught in a traffic jam, thus it caused the delay. 他们的车遇上交通阻塞，因此耽误了。
5. By the time it ended, more than 700 people had been killed and 2,700 had been injured. 等到风停时，已有700多人死亡，2700多人受伤。
by the time 到了……的时候，引导时间状语从句，相当于when。如：
By the time he was twelve years old, he had set up a chemistry lab of his own. 他12岁时，已经建立了自己的化学实验室。
6. The cemetery where Coghlan was buried was destroyed by the hurricane and Coghlan’s coffin ended up in the sea. 掩埋科格伦的公墓被飓风所摧毁，他的棺材最后被卷入了大海。
They had nowhere to stay and ended up sleeping in the railway station. 他们无处可呆，最终睡在了火车站。
7. The Gulf Stream had carried it 3,000 kilometres up the eastern US coast to Prince Edward Island. 墨西哥湾流沿着美国东海岸把它（棺材）一直带到爱德华王子岛，行程3000公里。
up a place 沿着某个地方，常常是由南向北，由下游至上游。假如方向相反，则用down。
Google Earth中的蒙特塞拉特火山岛
简介：蒙特塞拉特岛（Montserrat）位于加勒比海东北、小安的列斯群岛之中。东北、东南分别与安提瓜岛和瓜德罗普岛隔水相望。21世纪教育网版权所有
蒙特塞拉特岛（Montserrat）位于加勒比海东北、小安的列斯群岛之中。东北、东南分别与安提瓜岛和瓜德罗普岛隔水相望。属热带气候，年平均气温30℃。是有着黑色砂粒和丰富热带植物的沙滩的火山岛，岛上有三个主要的火山，昌色斯峰（Chances Peak）海拔915米，是全岛最高点。岛上的大阿普斯瀑布，原来是西印度群岛最壮观风景，现在已经被火山破坏了。Great Alps Waterfall地势崎岖。21教育网
蒙特塞拉特岛因为她美丽的热带风光而被人们称为“加勒比海的翡翠”。蒙特塞拉特岛早期的定居者是来自爱尔兰。甲壳虫乐队的Google Earth Martin曾在该岛上建立了一个音乐工作室。世界上许多著名的音乐家都来过这个天堂般的小岛录音。来自世界的游客都来享受热带风情。在1995年，一件糟糕的事情发生了。先前处于休眠状态的火山有活动迹象。经过数周后，主要居住区的人们都撤离了。最终，火山爆发摧毁了主要居住区，其中包括了位于西海岸的Plymouth和东海岸的机场。三分之二的人被迫迁离该岛。剩下的被迫迁移到先前无人居住的岛屿北部。目前，蒙特塞拉特火山还是处于活动状态并且山体比以前大了许多。岛屿的南部只有经过允许才可以进入。
台风
台风和飓风都是一种风，只是发生地点不同，叫法不同，台风是在北太平洋西部、国际日期以西，包括南中国海；而在大西洋或北太平洋东部的热带气旋则称飓风，也就是说在美国一带称飓风，在菲律宾、中国、日本一带叫台风。 台风是产生于热带洋面上的一种强烈的热带气旋。台风经过时常伴随着大风和暴雨天气。风向呈逆时针方向旋转。等压线和等温线近似为一组同心圆。中心气压最低而气温最高。 台风分级21教育网
台风按热带气旋中心附近最大风力的大小进行分级。过去中国气象部门将8级至11级风称为台风,12级和12级以上的称为强台风。1989年1月1日起,采用国际统一分级方法,近中心最大风力在8级～9级时称为热带风暴，近中心最大风力在l0级～11级时称为强热带风暴，近中心最大风力在12级或12级以上时称为台风。2006年根据中国气象局“关于实施热带气旋等级国家标准”GBT 19201-2006 的通知，热带气旋按中心附近地面最大风速划分为六个等级： 近中心最大风力在16级或以上时称为超强台风，近中心最大风力在14-15级时称为强台风，近中心最大风力在12-13级时称为台风，近中心最大风力在l0级～11级时称为强热带风暴，近中心最大风力在8级～9级时称为热带风暴，近中心最大风力在12-13级时称为热带低压。为了叙述简单,以下仍统称为台风。台风路径 21·cn·jy·com
台风路径大致可分为三类：①西进型台风自菲律宾以东一直向西移动，经过南海最后在中国海南岛或越南北部地区登陆。②登陆型：台风向西北方向移动，穿过台湾海峡，在中国广东、福建、浙江沿海登陆，并逐渐减弱为低气压。这类台风对中国的影响最大。近年来对江苏影响最大的“9015”和“9711”号两次台风，都属此类型。③抛物线型：台风先向西北方向移动，当接近中国东部沿海地区时，不登陆而转向东北，向日本附近转去，路径呈抛物线形状。台风灾害。台风是一种破坏力很强的灾害性天气系统，但有时也能起到消除干旱的有益作用。其危害性主要有三个方面：①大风。台风中心附近最大风力一般为8级以上。②暴雨。台风是最强的暴雨天气系统之一，在台风经过的地区，一般能产生150mm～300mm降雨，少数台风能产生 l000mm以上的特大暴雨。1975年第3号台风在淮河上游产生的特大暴雨，创造了中国大陆地区暴雨极值，形成了河南“75.8”大洪水。③风暴潮。一般台风能使沿岸海水产生增水，江苏省沿海最大增水可达3m。“9608”和“9711”号台风增水,使江苏省沿江沿海出现超历史的高潮位。 台风形成后，一般会移出源地并经过发展、减弱和消亡的演变过程。一个发展成熟的台风，圆形涡旋半径一般为5OOkm～1000km,高度可达15km～20km,台风由外围区、最大风速区和台风眼三部分组成。外围区的风速从外向内增加,有螺旋状云带和阵性降水；最强烈的降水产生在最大风速区，平均宽8km～19km，它与台风眼之间有环形云墙；台风眼位于台风中心区，最常见的台风眼呈圆形或椭圆形状，直径约10km～70km不等，平均约45km,台风眼的天气表现为无风、少云和干暖。 台风编号 www.21-cn-jy.com
中国把进入东经l50度以西、北纬 l0度以北、近中心员大风力大干8级的热带低压、按每年出现的先后顺序编号，这就是我们从广播、电视里听到或看到的“年第×号台风(热带风暴、强热带风暴)”。 21世纪教育网版权所有
台风的编号也就是热带气旋的编号。人们之所以要对热带气旋进行编号，一方面是因为一个热带气旋常持续一周以上，在大洋上同时可能出现几个热带气旋，有了序号，就不会混淆；另一方面是由于对热带气旋的命名、定义、分类方法以及对中心位置的测定，因不同国家、不同方法互有差异，即使同一个国家，在不同的气象台之间也不完全一样，因而，常常引起各种误会，造成了使用上的混乱。 2·1·c·n·j·y
我国从1959年起开始对每年发生或进入赤道以北、180度经线以西的太平洋和南海海域的近中心最大风力大于或等于8级的热带气旋(强度在热带风暴及以上)按其出现的先后顺序进行编号。近海的热带气旋，当其云系结构和环流清楚时，只要获得中心附近的最大平均风力为7级及以上的报告，也进行编号。编号由四位数码组成，前两位表示年份，后两位是当年风暴级以上热带气旋的序号。
台风命名
人们对台风的命名始于20世纪初，据说，首次给台风命名的是20世纪早期的一个澳大利亚预报员，他把热带气旋取名为他不喜欢的政治人物，借此，气象员就可以公开地戏称它。在西北太平洋，正式以人名为台风命名始于1945年，开始时只用女人名，以后据说因受到女权主义者的反对，从1979年开始，用一个男人名和一个女人名交替使用。直到1997年11月25日至12月1日，在香港举行的世界气象组织(简称WMO)台风委员会第30次会议决定，西北太平洋和南海的热带气旋采用具有亚洲风格的名字命名，并决定从2000年1月1日起开始使用新的命名方法。新的命名方法是事先制定的一个命名表，然后按顺序年复一年地循环重复使用。命名表共有140个名字，分别由WMO所属的亚太地区的柬埔寨、中国、朝鲜、香港、日本、老挝、澳门、马来西亚、密克罗尼西亚、菲律宾、韩国、泰国、美国以及越南等14个成员国和地区提供．每个国家或地区提供10个名字。这140个名字分成1O组，每组的14个名字．按每个成员国英文名称的字母顺序依次排列．按顺序循环使用．同时．保留原有热带气旋的编号。
浏览台风命名表．已很少用人名，大多使用了动物、植物、食品等的名字，还有一些名字是某些形容词或美丽的传说，如玉兔、悟空等。“杜鹃”这个名字是中国提供的，就是我们熟悉的杜鹃花：曾在我国登陆的“科罗旺”是柬埔寨提供的，是一种树的名字：“莫拉克”是泰国提供的，意为绿宝石：“伊布都”是菲律宾提供的名字，意为烟囱或将雨水从屋顶排至水沟的水管。
一般情况下，事先制定的命名表按顺序年复一年地循环重复使用，但遇到特殊情况，命名表也会做一些调整，如当某个台风造成了特别重大的灾害或人员伤亡而声名狼藉，成为公众知名的台风后．为了防止它与其它的台风同名，便从现行命名表中将这个名字删除，换以新名字。台风利弊21cnjy.com
台风除了给登陆地区带来暴风雨等严重灾害外,也有一定的好处。从台风结构看到，如此巨大的庞然大物，其产生必须具备特有的条件。一是要有广阔的高温、高湿的大气。热带洋面上的底层大气的温度和湿度主要决定于海面水温，台风只能形成于海温高于26℃-27℃的暖洋面上，而且在60米深度内的海水水温都要高于26℃-27℃；二是要有低层大气向中心辐合、高层向外扩散的初始扰动。而且高层辐散必须超过低层辐合，才能维持足够的上升气流，低层扰动才能不断加强；三是垂直方向风速不能相差太大，上下层空气相对运动很小，才能使初始扰动中水汽凝结所释放的潜热能集中保存在台风眼区的空气柱中，形成并加强台风暖中心结构；四是要有足够大的地转偏向力作用，地球自转作用有利于气旋性涡旋的生成。地转偏向力在赤道附近接近于零，向南北两极增大，台风发生在大约离赤道5个纬度以上的洋面上。据统计，包括我国在内的东南亚各国和美国，台风降雨量约占这些地区总降雨量的1/4以上，因此如果没有台风这些国家的农业困境不堪想象；此外台风对于调剂地球热量、维持热平衡更是功不可没，众所周知热带地区由于接收的太阳辐射热量最多，因此气候也最为炎热，而寒带地区正好相反。由于台风的活动，热带地区的热量被驱散到高纬度地区，从而使寒带地区的热量得到补偿，如果没有台风就会造成热带地区气候越来越炎热，而寒带地区越来越寒冷，自然地球上温带也就不复存在了，众多的植物和动物也会因难以适应而将出现灭绝，那将是一种非常可怕的情景。
火山
地壳之下100至150千米处，有一个“液态区”，区内存在着高温、高压下含气体挥发份的熔融状硅酸盐物质，即岩浆。它一旦从地壳薄弱的地段冲出地表，就形成了火山。　　在地球上已知的“死火山”约有2000座；已发现的“活火山”共有523座,其中陆地上有455座，海底火山有68座。 火山在地球上分布是不均匀的，它们都出现在地壳中的断裂带。就世界范围而言，火山主要集中在环太平洋一带和印度尼西亚向北经缅甸、喜马拉雅山脉、中亚细亚到地中海一带，现今地球上的活火山百分之八十分布都在这两个带上。??　　火山出现的历史很悠久。有些火山在人类有史以前就喷发过，但现在已不再活动，这样的火山称之为“死火山”；不过也有的“死火山”随着地壳的变动会突然喷发，人们称之为“休眠火山”；人类有史以来，时有喷发的火山，称为“活火山”。??　　火山活动能喷出多种物质，在喷出的固体物质中，一般有被爆破碎了的岩块、碎屑和火山灰等；在喷出的液体物质中，一般有熔岩流、水、各种水溶液以及水、碎屑物和火山灰混合的泥流等；在喷出的气体物质中，一般有水蒸汽和碳、氢、氮、氟、硫等的氧化物。除此之外，在火山活动中，还常喷射出可见或不可见的光、电、磁、声和放射性物质等，这些物质有时能致人于死地，或使电、仪表等失灵，使飞机、轮船等失事。　　火山喷发的强弱与熔岩性质有关，喷发时间也有长有短，短的几小时，长的可达上千年。按火山活动情况可将火山分为三类：活火山、死火山和休眠火山。其中休眠火山指有人类历史的记载中曾有过喷发，但后来一直未见其活动，世界上大约有500座活火山。　　火山喷发可在短期内给人类和生命财产造成巨大的损失，它是一种灾难性的自然现象。然而火山喷发后，它能提供丰富的土地、热能和许多种矿产资源，还能提供旅游资源。　　许多书籍中都对火山喷发的情形做了详细的描述。例如在《黑龙江外传》中记述了黑龙江五大连池火山群中两座火山喷发的情况。“墨尔根（今嫩江）东南，一日地中出火，石块飞腾，声振四野，越数日火熄，其地遂成池沼此康熙五十八年事。”火山类型 21世纪教育网版权所有
（一）根据火山活动情况的分类
1、活火山
指现代尚在活动或周期性发生喷发活动的火山。这类火山正处于活动的旺盛时期。如爪吐岛上的梅拉皮火山，本世纪以来，平均间隔两二年就要持续喷发一个时期、我国近期火山活动以台湾岛大屯火山群的主峰七星山最为有名。大陆上，仅95年在新疆昆仑山西段于田的卡尔达西火山群有过火山喷发记录。火山喷发形成了一个平顶火山锥，锥顶海拔4900米，锥高145米，锥体底直径642米，锥顶直径175米，火山口深56米。 2、死火山 指史前曾发生过喷发，但有史以来一直未活动过的火山。此类火山已丧失了活动能力。有的火山仍保持着完整的火山形态，有的则已遭受风化侵蚀，只剩下残缺不全的火山遗迹、我国山西大同火山群在方圆约50平方公里的范围内，分布2个孤立的火山锥，其中狼窝山火山锥高将近120米。 3、休眠火山 指有史以来曾经喷发过．但长期以来处于相对静止状态的火山。此类火山都保存有完好的火山雄形态，仍具有火山活动能力，或尚不能断定其已丧失火山活动能力。如我国白头山天池，曾于1597年和1792年两度喷发，在此之前还有多次活 动。目前虽然没有喷发活动，但从山坡上一些深不可测的喷气孔中不断喷出高温气体，可见该火山目前正处于休眠状态。 　　应该说明的是，这三种类型的火山之间没有严格的界限。休眠火山可以复苏，死火山也可以“复活”相互间并不是一成不变的。过去一直认为意大利的维苏威火山是一个死火山，在火山脚下，人们建筑起许多的城镇，在火山坡上开辟了葡萄园，但在公元79年维苏威火山突然爆发，高温的火山喷发物袭占了毫无防备的庞贝和赫拉古农姆两座古城，两座城市及居民全部毁灭和丧生。 （二） 根据火山喷发状况划分的喷发类型 　　火山作用受到岩浆性质、地下岩浆库内压力、火山通道形状、火山喷发环境（陆上或水下）等诸因素的影响，使得火山喷发具有下列类型。 　　1、裂隙式喷发 　　岩浆沿着地壳上巨大裂缝溢出地表，称为裂隙式喷发。这类喷发没有强烈的爆炸现象，喷出物多为基性熔浆，冷凝后往往形成覆盖面积广的熔岩台地。如分布于我国西南川滇黔三省交界地区的二迭纪峨眉山玄武岩和河北张家口以北的第三纪汉诺坝玄武岩都属裂隙式喷发。现代裂隙式喷发主要分布于大洋底的洋中脊处，在大陆上只有冰岛可见到此类火山喷发活动，故又称为冰岛型火山。 　　2、中心式喷发 　　地下岩浆通过管状火山通道喷出地表，称为中心式喷发。这是现代火山活动的主要形式，又可细分为三种： 　　宁静式：火山喷发时．只有大量炽热的熔岩从火山口宁静溢出，顺着山坡缓缓流动，好象煮沸了的米汤从饭锅里沸泻出来一样。溢出的以基性熔浆为主，熔浆温度较高，粘度小，易流动。含气体较少，无爆炸现象、夏威夷诸火山为其代表，又称为夏威夷型。 　　爆烈式；火山爆发时，产生猛烈的爆炸，同时喷出大量的气体和火山碎屑物质，喷出的熔浆以中酸性熔浆为主。1902年12月16日，西印度群岛的培雷火山爆发就属此类,也称培雷型。 　　中间式: 属于宁静式和爆烈式喷发之间的过渡型．此种类型以中基性熔岩喷发为主。若有爆炸时，爆炸力也不大。可以连续几个月，甚至几年，长期平稳地喷发，并以伴有歇间性的爆发为特征。以靠近意大利西海岸利帕里群岛上的斯特朗博得火山为代表．该火山大约每隔2-3分钟喷发一次，夜间在50公里以外仍可见火山喷发的光焰。故此又称斯特朗博利式。 　　3、熔透式喷发 　　岩浆熔透地壳大面积地溢出地表，称为熔透式喷发。这是一种古老的火山活动方式，现代已不存任。一些学者认为，在太古代时，地壳较薄，地下岩浆热力较大，常造成熔透式岩浆喷出活动。
环太平洋地震带
环太平洋地震带是一个围绕太平洋经常发生地震和火山爆发的地区，全长40,000公里，呈马蹄形，有一连串海沟、列岛和火山，板块移动剧烈。地球上90%的地震以及81%最强烈的地震都在该地带上发生，第二个最猛烈的地震带是从爪哇岛、苏门答腊岛伸延至喜马拉雅山脉、地中海以及大西洋的阿尔卑斯带，地球上6%的地震和17%最强烈的地震在这里发生。第三个最猛烈的地震带则是中大西洋脊。21世纪教育网版权所有
环太平洋地震带是地球上主要的地震带，它像一个巨大的环，围绕着太平洋分布，沿北美洲太平洋东岸的美国阿拉斯加向南，经加拿大本部、美国加利福尼亚和墨西哥西部地区，到达南美洲的哥伦比亚、秘鲁和智利，然后从智利转向西，穿过太平洋抵达大洋洲东边界附近，在新西兰东部海域折向北，再经裴济、印度尼西亚、菲律宾，我国台湾省、琉球群岛、日本列岛、千岛群岛、堪察加半岛、阿留申群岛，回到美国的阿拉斯加，环绕太平洋一周，也把大陆和海洋分隔开来，地球上约有80%的地震都发生在这里。前者约集中了全世界80%以上的浅源地震（0～70千米）、几乎全部的中源（70～300千米）和深源（300～700千米）地震。
飓风
飓风的等级分类
飓风（Hurricane）和台风（Typhoon）名称虽然不同，但性质却是一样，同属热带气旋。在大西洋或东太平洋发生，中心风力达到十二级或以上（即每秒三十二点七米以上）的热带气旋，称为飓风。根据飓风中心每小时推进距离，美国国家飓风中心将飓风分为五级：一级飓风119公里—153公里；二级飓风154公里—177公里；三级飓风178公里—209公里；四级飓风210公里—249公里；五级飓风249公里以上。至于在西太平洋上发生，达到同样强度的热带气旋，则称为台风。习惯上，台风亦被用来统称所有在西北太平洋发生的热带气旋。飓风的危害21教育网
在北半球，台风呈逆时针方向旋转，而在南半球则呈顺时针方向旋转。它一般伴随强风、暴雨，严重威胁人们生命财产，对于民生、农业、经济等造成极大的冲击，为一严重的天然灾害。产生原因和影响21世纪教育网版权所有
飓风产生于热带海洋的一个原因是因为温暖的海水是它的动力“燃料”。由此，一些科学家就开始研究是否变暖的地球会带来更强盛的、更具危害性的热带风暴。大多数的气象学家相信地球看起来正在变得越来越热。他们认为二氧化碳和来自大气层的所谓温室气体正在使地球变得越来越暖。研究人员警告说人们必须要认真思考几十年甚至几个世纪后，全球气候变化的问题了。需要指出的是，一个天气气候事件，比如强烈的飓风或是飓风活跃的季节，并不能说明全球气候已经变暖了。
直接引语与间接引语
【观察】观察下列几组句子，注意总结直接引语变为间接引语时的变化规律。
1. My sister said, “I want to buy the skirt in this shop.” 2-1-c-n-j-y
→ My sister said (that) she wanted to buy the skirt in that shop.
2. “The boys are playing basketball now,” the teacher said to me.
→ The teacher told me (that) the boys were playing basketball then.
3. “The earth goes round the sun,” the science teacher said to the children.
→ The science teacher told the children (that) the earth goes round the sun.
4. Jim asked, “Can you lend me these novels, Betty?” 【来源：21·世纪·教育·网】
→ Jim asked Betty if / whether she could lend him those novels.
5. She asked me, “You have ever learnt Japanese, haven’t you?”?
→ She asked me if / whether I had ever learnt Japanese.www-2-1-cnjy-com
6. I asked him, “Will you go shopping or stay at home tonight / tomorrow?”
→ I asked him if / whether he would go shopping or stay at home that night / the next (following) day.21教育网
7. “What did you do in the park yesterday?” Mother asked us. 【来源：21cnj*y.co*m】
→ Mother asked us what we had done in the park the day before.
8. “When will the manager come here?” one customer asked me.
→ One customer asked me when the manager would go there.【出处：21教育名师】
【自我归纳】 从以上句子可以看出，直接引语变为间接引语时，通常发生以下几方面的变化：
一、句型变化
★ 直接引语为陈述句，变为间接引语时，在多数情况下都构成一个由that引导的宾语从句（that在口语中常省略），引述动词通常是________, ________等，如第1、2、3组例句。　　21*cnjy*com
★ 直接引语为一般疑问句，变为间接引语时，常将它变成由________或________引导的宾语从句，主句谓语动词常用ask。没有间接宾语的，可以根据情况加上，如第4组例句。【版权所有：21教育】
★ 直接引语为反意疑问句，变为间接引语时，常将它变成由if或whether引导的宾语从句，如第5组例句。21教育名师原创作品
★ 直接引语为选择疑问句时，变为间接引语时，常将它变成由if 或whether引导的宾语从句，如第6组例句。21cnjy.com
★ 直接引语为特殊疑问句，变为间接引语时，常将它变成由原来的________引导的宾语从句，如第7、8组例句。21*cnjy*com
二、时态变化
如果主句的谓语动词是一般过去时，直接引语变为间接引语时，从句的谓语动词在时态方面要做相应的变化（如主句的谓语动词是现在时，从句的时态无须变化）。具体变化见下表：
直接引语
间接引语
例句
一般现在时
1. ________
第1、4组
一般将来时
过去将来时
第6、8组
现在进行时
2. ________
第2组
现在完成时
过去完成时
第5组
一般过去时
3. ________
第7组
注意：直接引语如果是客观真理，变为间接引语时，时态不变，如第3组例句。
三、人称变化
可以根据口诀“一随主、二随宾、第三人称不更新”来记忆。
★“一随主”就是把直接引语中第一人称变为与主句的主语相一致的人称，如第1、4组例句。
★“二随宾”就是把直接引语中第二人称变为和间接宾语（即听话人）相一致的人称，如第4-7组例句。
★“第三人称不更新”就是直接引语中第三人称变为间接宾语时，人称不变，如第2、3、8组例句。
四、指示代词、时间状语、地点状语和动词的变化
直接引语变为间接引语时，指示代词、时间状语、地点状语和某些动词通常要相应变化。例如：this变为________（第1组例句）；these变为those（第4组例句）；now变为________（第2组例句）；tonight变为________（第6组例句）；tomorrow变为the next / following day（第6组例句）；yesterday 变为the day before（第7组例句）；here变为there（第8组例句）；come变为go（第8组例句）。21世纪教育网版权所有
注意：以上这些变化要根据实际情况而定，决不能机械照搬。如果就在当天转述，yesterday, tomorrow等时间状语不必改变；如果就在当地转述，here不必变为there。21·cn·jy·com
五、语序变化
直接引语如果是疑问句，变为间接引语时，要把疑问句语序变为________语序，如第4、6、7、8组例句。2·1·c·n·j·y
【即学即练】将下列直接引语变为间接引语。
1. The shop assistant asked me, “Do you like the red or the yellow dress?”
________________________________________
2. My mother asked me, “You have finished your homework, haven’t you?”
________________________________________
3. Dick asked, “How much did you pay for the bike?”21·世纪*教育网
________________________________________
答案
【自我归纳】
一、say；tell；if；whether；疑问词
二、1. 一般过去时? ?? 2. 过去进行时??
3. 过去完成时
四、that；then；that night
五、陈述句
【即学即练】
1. The shop assistant asked me if / whether I liked the red or the yellow dress.
2. My mother asked me if / whether I had finished my homework.
3. Dick asked me how much I had paid for the bike.www.21-cn-jy.com
SENTENCE EXPLANATIONS，Book 3 Module 3
请和你的同学一起认真分析下列句子，并补全所缺内容。这种学习方式能逐步提高你理解长难句的能力。
1. 【原句】They can destroy houses, but leave the furniture inside exactly where it was.? (P23)21世纪教育网版权所有
【译文】它们能毁掉房子，却把房内的家具留在原处。
【分析】这是一个主从复合句。but在句中连接两个并列的________语destroy和leave；副词inside作后置定语修饰________。where引导地点状语从句。leave ... where it was把……留在原处。21cnjy.com
【仿写】你该把她的衣服留在原处。
________________________________________________________
2. 【原句】By the late 1890s, he had moved to Galveston, where he died in 1899, a year before the hurricane struck. (P23)21教育网
【译文】到19世纪90年代后期，他搬到了加尔维斯敦，1899年在那里去世，也就是飓风袭击的前一年。
【分析】这是一个主从复合句。主句是By the late 1890s, he had moved to Galveston；“by+过去的时间”通常与过去完成时连用。where引导了一个非限制性定语从句，修饰先行词Galveston； a year before the hurricane struck作1899的________语，进一步说明1899年的情况。21·cn·jy·com
【仿写1】我到达火车站时，火车已经开走了。
________________________________________________________
【仿写2】去年，我们搬到了太原，我祖父母住在那里。
________________________________________________________
?
答案
1. 【分析】谓；furniture
【仿写】You should leave her clothes where they were.
2. 【分析】同位
【仿写1】By the time I got to the station the train had already gone.
【仿写2】Last year we moved to Taiyuan, where my grandparents lived.

如何描写自然灾害
【写作任务】
2013年4月20日，四川省雅安市芦山县发生7.0级地震。请你根据以下提示信息，给你校英文报写一篇稿件报道此事件，并谈谈你的体会。
时间
2013年4月20日8时02分
地点
四川省雅安市芦山县
震级
7.0级（magnitude）
人员伤亡情况
196人死亡，失踪21人，11470人受伤，受灾人口152万
救援情况
全国上下齐心协力救援灾区，灾区人民顺利渡过难关
注意： 1. 词数120左右；2. 可以适当增加细节，以使行文连贯。
【写作指导】
1. 审题定调：
写一则关于四川雅安地震事件的报道，其内容应该包括：①时间；②地点；③事件；④其它情况。第一句话常常是导语，是对整个报道的高度概括。
2. 确定主体内容：
全文分四部分：
第一部分：介绍时间、地点、事件。
第二部分：介绍地震造成的损失情况。
第三部分：介绍救援情况。
第四部分：谈谈自己的体会。
3. 确定人称、时态：
人称用第三人称，时态以一般过去时为主。
4. 核定表达：
常用词汇：
◆ disaster, earthquake, hurricane, storm, sandstorm, flood, volcano, thunderstorm, lightning, fire，typhoon, tornado, panic, hurt, injury, death, transportation, a loss of / losses of, ...21世纪教育网版权所有
◆ occur, break out, happen, take place, hit, strike, crash, threat, last, affect, cause, destroy, damage, ruin, injure, kill, hurt, bury, erupt, escape, wash away, fight against, survive, live through, return to normal, collect money for, ...21教育网
◆lucky, terrible, homeless, worst, unbelievable, violent, frightening, horrible, terrified, bravely, seriously, unfortunately, as a result, however, at last, all of a sudden, all at once, ...21cnjy.com
常用句子：
◆灾害的发生：
A terrible ... took place in / struck / hit / ...
◆灾害的影响：
The disaster caused ... deaths? / injuries? / great damage to ... 21·cn·jy·com
It is the most terrible ... in history.
It caused a loss / losses of ...
【范文展示】
A 7.0-magnitude earthquake hit
Lushan County of Ya’an City
A 7.0-magnitude earthquake took place in Lushan County of Ya’an City in Sichuan Province at 8:02 am on April 20, 2013.? www.21-cn-jy.com
?????? 196 people were killed and 1. __________________2·1·c·n·j·y
(11470人受伤) in the earthquake. There were also 21 people missing. A total of 1.52 million people were affected by the earthquake. 【来源：21·世纪·教育·网】
?????? 2. __________________ (面对可怕的地震), all the Chinese people united as one and made great efforts to help the people in the disaster area. 3. __________________ (结果，那里的人们顺利渡过难关). 21·世纪*教育网
?????? We should be ready to lend a helping hand when others are in trouble. If we can work together and help one another, 4. __________________ (所有的困难都能被解决).www-2-1-cnjy-com
答案
【范文展示】
1. 11, 470 people were injured
2. In the face of the terrible earthquake
3. As a result, the people there successfully went through the difficult period
4. all difficulties can be solved
考点点拨
1. hopefully
【用法】hopefully是副词，意为“满怀希望地，有希望地”。
【考例】 If we leave right away, _____ we’ll arrive on time.? (浙江2013)
A. hopefully ? ? ? ? ? ? ?B. curiously
C. occasionally????? ?? D. gradually
【点拨】由语境可知，我们马上出发就是“希望（hopefully）”按时到达，故选A项。
2. damage
【用法】damage既可作名词也可作动词，意为“损害，损坏”。
【考例】The accident caused some _____ to my car, but it’s nothing serious.? (辽宁2013)21世纪教育网版权所有
A. harm ? ? ? ? ? ? ? ? ? ? ? B. injury
C. ruin??? ????????????? ?????? D. damage
【点拨】 harm多指损害身体或精神，引起严重的痛苦及损伤；injury可指身体、精神、权利、价值、名声等方面受到伤害；ruin强调毁灭和不可修复；damage强调部分功能缺失。由but后句意“不太严重”可知，这起事故对我的汽车造成了一些“损坏（damage）”。21教育网