新教材高二英语第十单元教案[上学期]
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文档简介
Unit 10 Fightening nature
Teaching aims and demands
1. Goals: Talk about natural disasters, volcanoes. Hurricanes and typhoons
Express emotion, anxiety and fear
Practice creative writing.
1. Vocabulary and useful expressions:
Frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though
1. Function:
Express feelings
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant……
It makes me feel very worried….
I get very upset….
It’s a frightening thing….
I dare not….
I’m really scary….
It takes my hair stand on end.
1. Grammar:
Ellipsis
A word about your composition.
Though tired, he was not disheartened.
You would do the same.
Sit down , please.
We’ll do the best we can.
Everybody gone
That letter was the last.
Teaching Time: Six periods.
Teaching procedure:
The First Period
Teaching Aims:
1.Learn the new words and expressions in Unit 10.
2.Grasp the usages of some words and expressions.
Teaching Important and Difficult points:
1.Learn and recite the new words and expressions in the unit.
2.Grasp the usages of some words and expressions.
3.Make sentences with some words and expressions.
Teaching Method:
1.Listen to the tape and learn after it.
2.Individual or pair work to read these words and expressions .+
3.Help the students understand and use them.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Learning the new words and expressions
1.Play the tape for the students to learn the new words and expressions.
2.Let the students read the new words and expressions some times so that they can read and recite them.
Step 3 Learning how to use some of the new words and expressions
1hurrican : n. storm with a violent wind
Eg. Last night, an terrible hurricane hit the north of the country.
2.threat: n.expression of one’s intention to punish or harm sb.
Eg. Make threats ( against sb)（对某人）恐吓，威胁
Carry out a threat (to do sth.)威胁（要做某事）
make a threat or threats against sb. 恐吓或威胁某人
threaten: v. threaten sb. (with)sth.
My attacker threatened me with a gun.
3. on end: upright
Eg. He placed the box on (its)end.
4.terrify: fill (sb) with terror, make very frightened
Eg. A terrifying experience
He terrified his children with ghost stories.
5.erupt:vi.(of a volcano) suddenly throw out lava.
Eg. It’s many years since Mount Vesuvius last erupted.
Break out suddenly and violently
Violence has erupted on the street.
6.bury: vt. Place ( a dead body) in a grave or in the sea.
Eg. He was buried with his wife.
7.rise.vi,come or go upwards, reach a high higher level.
Eg, The cost of living continues to rise.
The river has risen (by) several meters.
Get up, get out of bed
Eg. He rose (in order ) to welcome me.
Accustomed to rising early.习惯于早起
Rise (up)(against sb/sth)=rebel反叛，造反起义
Rise (up) against the foreign invaders.反抗外国侵略者
8．Spot: n. different in colour roundish mark or stain
Eg.spots of mud on your trousers
Particular place or area
Eg. Spot for a picnic野餐的好去处
A well-known beauty spot风景胜地
９．At hand: (close/near)at hand: near. close by
Eg. He lives close at hand.
10. flee:vi. Flee(from sb/sth.):run or hurry away, escape from danger, threat
Eg. Dring the civil war thousands of people fled the country.
11.urge: try persistently to persuade (sb)
Eg. He urged that we should go.
He urged (our)going/urged us to go.
12. arrival: act of arriving
Eg. On (your) arrival at the hotel, please wait for further instructions.
13.farewell: say goodbye
A farewell party
14.live through: experience sth. And survive.
Eg.He lived through both world war.
15.swear: use rude or blasphemous words in anger, surprise etc
Eg.The boss is always swearing at the workers.
Say or promise (sth) very seriously
I’ve never seen him before. I swear it.
Step 4 Consolidation
Help the students review the words and expressions in this unit.
Step 5 Summary and Homework
Today we've learned all the new words and expressions in this unit. Homework: please learn them by heart and try your best to make some sentences with some of the words and expressions. Tomorrow we'll have a dictation. Try your best to search for as much information as possible about the UK and Ireland through the Internet.
Step 6 Record after Teaching
The Second Period
Teaching Aims:
1.Do some listening and train the students' listening ability.
2.Talk about the natural disasters
Teaching Important and Difficult points:
1.Improve the students' listening ability.
2.How to improve the students’ listening ability
3.How to improve the students’ speaking ability
Teaching methods:
1.Listening to improve the students’ ability to listen
2.Discussion and free talk to get every student to speak
3.Talking the interesting topics to raise the students’ interest in science.
Teaching Procedures
Step 1 Greetings and Revision
Greet the whole class as usual.
Dictate the words and expressions in this unit to the class, then check them together.
Step 2 Free-talk
Have you experienced an earthquake When it happened ,how did you feel Where does earthquake break out often in China And why does it happen so often What can we do for it Can you name other disasters When they happen, what are things like And what do you feel
Step 3 Warming-Up
Please open your books at Page 73. Look at the four pictures. What can you see in the pictures Have a discuss with your partner and do the exercises .Some minutes later, I ‘ll ask some of you to give the answer.
Answers to Question 1:
Picture 1: A geomorphologic map.
Picture 2: typhoon.
Picture 3:a comet.
Picture 4: a cell through microscope)
More questions:1.How do you know when it will happen
2.If we want to see them clearly , what should we use
3. Where can we get more information
4. What damage can they cause
Answers to Question 2:
Answers to Questions 3:
be a threat/ danger to 对…构成威胁/危险，对…而言是构成威胁/危险的人或事物
Typhoons are harmful to us. They can pull up the tall tree, blow down the wire poles and even destroy people’s houses. Sometimes it can cause severe flood.
Earthquake can bring great damage to people’s life. It can cut off electricity and water supply and destroy houses. Even it often causes deaths. In 1976 a terrible earthquake in Tangshan killed thousands of people.
If the typhoon and earthquake can be forecast, damages will greatly be reduced. Scientists in our country can forecast typhoon exactly and some of the earthquake have been forecast before. I’m sure they will control the natural disaster and reduce the losses to the lowest degree.
Answers to Question 4 will vary widely.
Step 4 Listening
Step 1. Listening
1. Ss finish the listening task on page 73-74.
1. Ss listen to the tape again and check the answers.
Step 2. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Step 5 Speaking
Talk about disasters , expressing frightening feeling. Help the students go through the statements , discuss them in groups and make dialogues with the help of the useful expressions in the box.
1 scare/frighten sb. 使某人害怕 be scared/ frightened/ afraid of sb./ sth. 害怕某人/某物
a scared/ frightened face/ look/ eyes充满恐惧的脸/神色/眼神（此人感到害怕）
a scaring/ frightening face/look/ eyes吓人的脸/神色/眼神（令别人害怕） be scared/ frightened to death吓得要死
3 stand on end直立，竖着
4 be terrified at/ with/ by被...吓了一跳 be terrified of对...感到恐怖 terrify sb into doing 威胁某人做某事
Express feelings
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant……
It makes me feel very worried….
I get very upset….
It’s a frightening thing….
I dare not….
I’m really scary….
It takes my hair stand on end.
Step 6 Summary and Homework
We've talked about something about some topics about geology meteology, astronomy and biology, and listened to a passage about weather information. Also we’ve had a discussion about some frightening situation. After class, go on with the discussion according to the pictures on page 25 using the useful expression. above.
Step 7 Record after Teaching
The Third Period
Teaching Aims:
1.Further develop the students' reading ability and reading skills.
2.Learn the text “Under the Volcano” and master the detailed information in it.
Teaching Important and Difficult points:
1.Train the students' reading ability and develop their reading skills.
2.Enable the students to understand the text better.
Teaching Methods:
1.Fast reading to get a general idea of the text.
2.Question-and -answer activity to get the detailed information in the text.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Pre-reading
Read the information in Part 1 and have a discussion with your partner. then we’ll ask some students to talk about it.
1. What can you see in the pictures, how things could have happened
2. Do you know which country has the most volcanoes
3. Do you know what makes volcano
(As w know , the inside of the earth is very ,very hot. There, the rock has become liquid, and it is always tries to get out, like the boiling water and the steam. In some places the hard shell of the earth is weak and thin. It will burst through. Some volcanoes can be quiet for some years, even hundreds of years.)
Step 3 Reading
Let's read the text fast and find the answers to the questions on the blackboard. Then check them with the students.
( Show the questions on the blackboard.)
Answer the questions:
1.What is described in the following passage What happened
The writer describes how his uncle died when the volcano was erupting.
2.When and where did it happen
It happened near the Mount Vesuvius on the 24th of august.
3.Who is the writer of the letter
The writer of the letter is Pliny’s nephew.
Step 4 Further-reading
Read the text again and discuss the following questions.
1. For what reason did the writer write the letter
Because Tacitus was writing a history book and he needed something about his uncle’s death. So he asked the writer to tell him something about his uncle.
2.Why did the writer’s uncle go to see the sight
Because he wanted to see it from closer at hand. Later, he received a letter from his friend’s wife, asking him to rescues her, so he wanted to rescues her.
3. What did he do in order to help the other calm down
In order to make his friend calm down, he asked to be taken to the baths.
4.What did they do in order to be against the shower of rock
They tied pillows on top of their heads as protection against the shower of rock.
5. Why did they carry torches
.Because it was daylight else where in the world, there the darkness was darker and thicker than any night, so they carried torches to give light when they went out.
Step 5 Post reading
Let’s go on to do Post-reading1,2 and 4. Read the requirements carefully and have a discussion with your partner. Some minutes later, we’ll check the answers.
Suggested answers to Exercise 1:
“it”refers to” a cloud of unusual size and shape rising from a mountain”.
“the one” refers to “the wind”.
“the other” refers to my uncle’s friend Pompy.
“their” refers to “broad sheets of flame.
“they” refers to “scared people”
Suggested answers to Exercise 2:
Word web for Volcano:
Mountain, cloud, Vesuvius, ash, foot, flame, earthquakes, burning rocks, sulphur.
Words web for seeing :
See from close at hand, attention, watch, sight, observed, impression, looked, saw.
Suggested answers to Exercise 3:
The first is that during his trip to his friend’s home, which was at the foot of Vesuvius, he wrote a report about all he observed on the way.
The second is that after rescuing Rectina, he still wanted to rescue his friend Pompy. When he saw his friend Pompy, he asked to be taken to the baths in order to help his friend calm down.
The third is that after baths and dinner, he said he wanted to sleep. When broad sheets of flame were lightening up many parts of Vesuvius, people scared, but he told them that the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
Suggested answers to Exercise 4:
Date: 24 august 79 What happened: eruption of Mount Vesuvius
First Pliny’s mother draw their attention to a strange cloud rising from a mountain
Next Pliny’s uncle sailed to rescue his friend ‘s wife
Then Pliny’s uncle went to help his friend Pompy
Finally Pliny’s uncle died in the disaster.
Step 5 Summary and Homework
Today we've read a passage and learnt something about under the vocano. After class read the text again and again. and get ready to retell it.
Step 6 Record after Teaching
The Fourth Period
Teaching Aims:
1.Further develop the students' reading ability and reading skills.
2.Learn and master some words and expressions in the text.
Teaching Important and Difficult Points:
1.Enable the students to understand the text better.
2.Master the following phrases and sentence patterns:
draw one’s attention, at hand, call for, urge, upon/on arrival, calm down. In a panic, more …than
Teaching Methods:
1.Question-and-answer activity to understand the text better.
2.Explanation for students to master some language points.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
Let the students read through the text.
Ask some of the students to retell the text.
Revise some words and expressions in the text , ask the students to make a sentence with each one..
1 attract/ draw sb’s attention 引起某人的注意 attract/ draw sb’s attention to将某人的注意力吸引到…上去
pay attention to/ give one’s attention to注意… call sb’s attention to叫某人注意… bring sth. to sb’s attention使某人注意…
2 rise vi. rose risen
1)（太阳、月亮、星星等）升起，出现 The sun has risen
2) (水位，价格,声音等)升高, 上升, 上涨，提高 ， 增长/强
The flood has risen two feet.洪水上涨两英尺。
Our confidence rises.我们的信心增强。
3）起立/床 rise from table(餐毕)起立离桌
4）（河流）发源于 The river rises in the mountains.这河发源于群山之中。
raise vt. raised, raised
1）抬高；举起；使升起 raise one’s arms 抬起手臂 raise one's head抬起头 raise the flag 升旗
2）使升高/上升/上涨/增加/增长；提高 raise salaries提高工资raise the rent提高租金raise one’s voice提高声音
3）饲养; 养育; 栽培raise a family供养一家人raise chickens and corn养鸡和种植玉蜀黍
4）提出 raise a question to sb向某人提一个问题
5）筹集(款)；召集; 征集,)raise funds 筹集资金raise an army召集军队
比较下面的句子：He raised his voice他提高了嗓音。 His voice rose in excitement.他激动得声音提高了。
They raised the prices他们提高了价格。The prices rose 价格上涨/增长。
sit vi 坐下 seat vt 使…就坐/安排…坐下 seat sb. seat oneself
记住：及物动词必须有宾语，如后面无宾语肯定用过去分词表被动，不及物动词不可接宾语也就不可用被动语态
Sitting/ Seated at the table, my father and I were talking about my job. I found the boy seated/ sitting on his mother’s knee.
We got them to raise the prices. We got the prices raised. The prices keep rising.
3 sight 1)景象，景物, 场景, 景观 a beautiful sight美丽的景象 a sad sight悲惨的场景
2) 风景，名胜（人工造的景色, 常用复数） see the sights游览名胜see the sights of the West Lake.观赏西湖风景
3)视觉，视力 lose one's sight 失明 have long/far sight远视 have short/near sight近视
have good/poor sight视力好/差 have one’s sight tested视力检查
4) 看，观望；观览at first sight 一见就..., 初次看见时at the sight of一看见…就... catch /have/ gain/ get sight of突然瞥见
5) 视野，眼界 be in sight可看得见的，在视线内out of sight看不见的，在视线之外 be/ go /get out of sight看不见了lose sight of 看不见...了
scene 1）自然景色，风景The scene is a perfect dream when you see the sun rising slowly in the east.
2）眼前的情景，景象（包括人及活动在内）The scene after the earthquake was horrible.地震后的场景十分可怕。
There is a happy scene of children playing in the garden.孩子们在花园里玩耍，好一派欢乐的景象。
3）现场，出事地点a crowd at the scene of the accident在出事地点的人群
4）场所，地点What's new on the film scene 电影院演什么新片？
5）（戏剧）场景，布景
view 1）常指从某处可以看到的自然景色 It's a room with a view. You'll like it.
There is a lovely view from this window
2）a point of view观点
scenery指某地总的自然风景或景色，尤指美丽的乡间景色。不可数 。
4 awake vt.(awoke,awaked) 唤起,叫醒；提醒,启发；激起,激发 awake sb.'s sympathy唤起某人的同情心
adj. [用作表语,补语] 醒着的;意识到 be broad /wide awake完全醒着;完全知道, 充分觉察到 (be sound asleep酣睡)
awake to 明白, 认识或意识到
I awake at six in the morning.
Awake to the danger.
5 at hand在手边；在跟前 keep sth. at hand把某物放在手边 have sth. at hand手头上有某物
give sb. a hand with sth.在某方面帮某人 be made by hand手工制作的
I want you to be at hand during my interview with the applicants.
I haven’t the dictionary at hand but I will show it to you later
6 way out（克服困难的）办法，出路 find a way out找到出路 help sb. out （of）帮助某人摆脱（…）麻烦
He was trying to think of a way out, but it was impossible to find one.
7 escape 指“脱离或避开即将来临或近在眼前的伤害、危险、灾祸等事物”常作借喻用 escape death幸免一死
escape punishment/ being punished避免/逃脱惩罚 escape from the burning house从燃烧的房子里逃出来
flee含有所做的逃避动作迅速，仓促而情况紧迫之意 flee( from) the burning house从燃烧的房子里逃出来
flee/ escape to sp逃到某地
avoid 强调“有意识地躲避不愉快的或可能发生危险的事物或情况”I cannot avoid meeting her.我怎么也避不开她。
avoid being killed避免被杀
run away着重动作快速敏捷，不强调情况紧急，较口语化，有时可用get away代替，但get away有时含有“挣脱”之意
She hit the boy and he ran away.
She tried to catch a butterfly, but it got away from her.
8 urge doing sth. 极力主张做某事 urge against极力反对
urge sb. to do sth.= urge sb. into doing sth =urge that sb. (should) do sth. 极力劝/主张/催促/怂恿某人做某事
He urged me to go/go into going there, but I refused.
She urged I (should) apologize to him.
9 the other way 另一个方向 ；相反 just the other way正相反
He turned the other way when he saw the police coming.
10 on/ upon arrival一到就 on/ upon one’s arrival at/ in sp= on/ upon arriving at/ in sp 某人一到某地就
on/ upon doing sth.在做某事时，当某事发生时，一做某事就
Upon arrival, they went in search of a hotel.
She was joyful upon seeing her child take his first step.
11 calm down平静/镇定下来 calm sb. down使某人平静/镇定下来
He told Tom to calm down.
12 形容词作状语表示伴随的状态 lie awake 躺着没睡着 lie/ sit/ stand still 躺/坐/站着不动
（也有人认为lie/ sit/ stand在此是系动词 ）
The old woman lay in bed, silent, thinking of her childhood.
13 more…than与其说是……不如说是……
Don’t be too hard on him. He is more misled than stupid.
The book seems to be more a dictionary than a grammar
14 It is one thing to do…, another to do…. “……是一回事，……是另一回事”
It is one thing for you to stay here, another for me to ask you to stay.
15 the public 公众 in public公开地
16. pick out （精心）挑选
Pick out the book you’re interested in.
Pick out 还可作（从多数中）找出，分辨出，了解，领会（意义）；（以不同的颜色）衬托，使显眼。
Step 3 listening and reading aloud
Teacher plays the tape for the students to listen. Then the students read the text. While they are reading, the teacher goes among the students to correct their mistakes in pronunciation and intonation if there are any.)
Step 4 Summary and Homework
Today we've understood further the passage and learned how to use the expressions in the text. We've also learned about the Ellipsis clause. Homework: please remember the expressions explained this class and make sentences with them after the models.
Step 5 Record after Teaching
The Fifth Period
Teaching Aims:
1.Review some words learnt in this unit.
2.Learn and master grammar: Ellipsis.
Teaching Important and Difficult Points:
1. Enable students to lean how to choose the present participle or the past participle
2. Learn about Ellipsis of different types..
Teaching Methods:
1.Practise to make the students master what they’ve learned.
2.Individual or pair work to make every student work in class.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Word Study
1. In this unit, we've learnt many important words. Now read the news on page 77 and fill in the blanks with the words we’ve learned. After finishing it, you can check your answers with your partner.
A few minutes later, ask some students to say their answers and give the Chinese meaning of each sentences. Then check them together , give some explanations if necessary.
Suggested answers:
1. volcano 2. ashes 3. fled 4. buried 5. panic 6. urged
2.Two sentence on the blackboard.
This is a moving story.
The boy is deeply moved by the story.
Can you tell the difference between “moving” and “moved”
The present participle “moving” expresses an action that happens around the same time as the main verb with an active meaning while the past participle “moved” expresses an action that is completed with an passive meaning.
Do Ex.2 on page 78. read the sentences and fill in the blanks with the proper forms of the words in brackets. And then check your answer with your partner.
Suggested answers:
1. frightening; frightened 2. upsetting, upset 3. terrified 4. scaring, scared
Step 3 Grammar
Teacher write the two sentences on the blackboard.
1. Upon arrival, my uncle hugged Pompy and ( ) tried to give him courage.
2.Then came a smell of sulphur, and then ( ) flames.
Look at the two sentences on the blackboard. They are both from the text. Read them and decide which words were left out at each place of the question marks. Pair work or group work.
Suggested answers:
1. he or my uncle 2. came
T: In modern English there is a tendency to omit or leave out some words in a sentence for the sake of conciseness, This omission is called elliptical sentence. A word or words in a sentence can be omitted only on condition that the omission would not cause the sentences to be understood in more than one way or to be of unclear meaning or wrong. We must keep in mind that we should not omit words necessary for clearness.
Step 4 Practice
T: Here are ten sentences on page 78 and they are all correct. Work with your partner and decide which words have been left out.
Suggested answers to Exercise 2:
1. I haven’t seen you for ages.
2. Would you like some more tea
3. It sounds like a good idea.
4. It doesn’t matter.
5. I’m sorry to hear that.
6. It’s a pity you couldn’t come.
7. You come this way; please.
8. What terrible weather it is!
9. Do you enjoy joining us for a drink
Or: Do you feel like joining us for a drink
10. Are you going to the supermarket
Step 5 Discussion
1.T: Let’s do another exercise. Look at Ex.3. Some of the words in the sentences are unnecessary. Cross these words out.
The answers are omitted.
2.Do Ex 4.
Suggested answers
1. Turn around, please!=Would you please turn around!
2. What = What did you say
3. Turn!= Turn around, please
4. Hat off!= Take your hat off.
5. If possible=If it is possible to do so.
6. Not much.=No, the mother has not told me much.
Step 6 Summary and Homework
In this period, we've done some exercises about some important words and we’ve learned a new grammar item: Ellipsis. After class, do exercises on Page 147
Step 7 Record after Teaching
The Sixth Period
Teaching Aims:
1.Review the important words and expressions learnt in this unit.
2.Do some reading and writing to improve the students' integrating skills.
Teaching Important and Difficult Points:
1. Learn the useful words and expressions”
Steady, unbelievable, on board, knock about, all of a sudden, live through, as though, all at once
2.Train the students' writing.
3.Improve the students' integrating skills---reading skill and writing skill.
Teaching Methods:
1.Fast reading to go through the reading material.
2.Discussion method to finish the writing task.
3.Individual, pair or group work to make every student work in class.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
Fill in chart on page 77 and retell the story.
Step 3 Reading
Now we’ll learn a new passage about typhoon. . Please read the passage quickly and then answer the questions on the blackboard.
1. Where did the ship meet bad weather
When the ship Nanshan was on her way from south to Fuzhou, with Chinese workers returning to their home village, it met bad weather.
2. What should they do in such terrible weather
In such terrible weather, they could only move the ship over the high sea and into the very eye of the wind.
Step 4 furher reading
Now read the text again and have a discussion with your partner about the questions on the blackboard.
1. How was the weather in the morning
2. Why did the captain say that it looked as if a typhoon was coming on
3. Where were they when the full force of the hurricane struck the ship
4. What does the sentence “ Another one like this, and that’s the last of her.”
5. Why did the captain strike a match What did he see
Suggested answers:
1. In the morning, the weather was fine, for there was no wind.
2. Because he observed the barometer fell steadily and he knew that a terrible storm wound come soon.
3. When the hurricane struck the ship with full force, they were all on the bridge. It was a higher position on the ship.
4. It means that if another white tower of foam ( a very big wave) struck the ship, it would sink.
5. Because the captain wanted to see the barometer, but there was no light. He saw the barometer stood very low, and the figure on it was the lowest one he had ever see in his life. He knew that the worst was to come.
Words and expressions:
1 get on board上（公共交通工具如火车/轮船/公交车/飞机等 ）
board a train/ ship/ bus/ plane上火车/轮船/公交车/飞机
on board在公共交通工具上
2 knock about/ around（口语）漫游；闲逛
knock vt. 指用拳头或其他硬的东西敲打并伴有响声 ；相撞; 碰撞（常接头、球、墙壁等物作宾语。）
knock sb. on the head打某人的头knock one's head against the door把头撞到门上
vi. 敲, 击, 打(at, on) knock at the door敲门
n. 敲; 打击; 一击 a knock at the door敲门声 a knock on the head头上挨的一击
knock down打/撞倒; 驳倒； 拆除, 拆开；[口]使降价knock into把(某种知识)灌输给... ；与...相撞 ；[口]偶然碰到(某人)
knock off 敲掉; 击倒；下班休息; 罢工 knock over 弄翻, 打倒
beat 1）用力连续不断的（敲）打 beat the child hard痛打孩子 be beaten to death 被打死 beat a drum敲鼓
2）打败，打赢beat/ defeat后接某人，win 后接游戏、竞赛或战争。
3）（心脏）跳动
hit 1）有力地“打击”或“敲打”，强调结果，即“打中”，“敲中” One of the stones hit the window.有一块石头打中了窗户。
hit sb on the head打中某人的头 /砸在某人的头上
2）(自然灾害，疾病)袭击 A terrible disease hit the potato crop．一场可怕的病害使地里种的土豆遭受了袭击。
An earthquake hit the district. 地区受到地震的袭击。 The great storm hit the area．那场暴雨袭击了那个地区
strike 1)突然或一次性的击打或敲击。Strike iron while it is hot．趁热打铁。（谚语）
2) 为...所触动/ 感动 /打动; 使突然充满(一种强烈的感情)感动; 给以印象, 使……着迷
be struck with(by) 为... 迷住 It strikes me that我觉得...; 我的印象是...
3) 某种想法突然闪现在脑海里 An idea suddenly struck me.我忽然想到一个主意
4) 袭击, （蛇、兽）抓，咬; ( 疾病)侵袭;
be struck dead by lightning.被雷电打死 be struck with fever发烧, The plague struck Europe.瘟疫袭击欧洲。
5) 擦出（火）strike a match擦火柴
6) （钟）敲响，敲钟报时 The clock is striking 12. 钟在敲12点。The clock strikes the hours.这钟每小时报时一次。
7) be on strike（strike在此是名词） 举行罢工
3 be up发生；出事 What's up怎么了, 发生什么啦 What's up to sb. 某人怎么了, 发生什么啦
up to （数目）到…之多 up to 100 men可达一百人 up to直到 up to now/ then知道现在/那时
be up to胜任, 适于 be up to one’s work胜任某人的工作
be up to从事于，忙于，做（坏事）What in the world are you up to 你到底在搞什么鬼？
It’s up to sb. to do sth.该由/轮到某人做某事，做某事取决于某人
4 sweep over风靡, 袭击, 将...一扫而光sweep up打扫干净, 收拾干净The plane sweeps across the sky.飞机掠过空中。
sweep away /off rubbish扫去垃圾 sweep aside放/堆到一边, 不予理会
5 all of a sudden，all at once突然
6 be done for完蛋了， 不行了，累死了
7 live through the night 活过这个夜晚= survive the night
live by doing sth.， make/ earn a/ one’s living by doing sth. 靠做某事谋生/生活 live on靠吃…为生，以…为主食
8 whisper to sb. that低声对某人说 It is whispered that传言说….
speak in a whisper低声讲话 talk in a whisper低声交谈 hear a whisper that听到一个谣传说….
9 see可用物作主语，表示拟人手法“目睹，经历，遭遇”Last century saw two world wars.上世纪经历过两次世界大战。This old house has seen better days.这座老屋曾有过风光的日子。
find也可这样用。 National Day found people singing and dancing happily in a street parade.
国庆节时人们在大街上的游行队伍里高兴地唱啊跳啊。
Some sentences;
1. The heat was close.
“close” here means “lacking fresh or freely moving air.”
2. There’s some dirty weather knowing about.
dirty: (of the weather) rough and unpleasant.
3. What’s up”
=What’s up with you = What’ the mater with you
4. She’s done for.
done for: finished or worn out or very tired or about to die etc.
5. It was the lowest reading he had ever seen.
reading: a figure shown by a measuring instrument.
Step 4 Listening and Reading Aloud
Let the students look at their books and listen to the tape. Ask them to pay attention to their pronunciation and read the passage. Then let the students have a discussion in pairs and find out what's the main idea of each paragraph.
Step 5 Writing
T: As we know, at the end of the reading passage above. Captain Macwhirr has to sail his ship through a second storm. He expects it to be much worse than what they have just gone through. Have a discussion in groups and discuss what will happen next.
Step 6 Summary and Homework
In this period, we’ve learned a passage about typhoon. It’s terrible, isn’t it After class, write an end for the story and remember the useful expressions. . Homework:
Step 7 Record after Teaching
14
Teaching aims and demands
1. Goals: Talk about natural disasters, volcanoes. Hurricanes and typhoons
Express emotion, anxiety and fear
Practice creative writing.
1. Vocabulary and useful expressions:
Frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though
1. Function:
Express feelings
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant……
It makes me feel very worried….
I get very upset….
It’s a frightening thing….
I dare not….
I’m really scary….
It takes my hair stand on end.
1. Grammar:
Ellipsis
A word about your composition.
Though tired, he was not disheartened.
You would do the same.
Sit down , please.
We’ll do the best we can.
Everybody gone
That letter was the last.
Teaching Time: Six periods.
Teaching procedure:
The First Period
Teaching Aims:
1.Learn the new words and expressions in Unit 10.
2.Grasp the usages of some words and expressions.
Teaching Important and Difficult points:
1.Learn and recite the new words and expressions in the unit.
2.Grasp the usages of some words and expressions.
3.Make sentences with some words and expressions.
Teaching Method:
1.Listen to the tape and learn after it.
2.Individual or pair work to read these words and expressions .+
3.Help the students understand and use them.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Learning the new words and expressions
1.Play the tape for the students to learn the new words and expressions.
2.Let the students read the new words and expressions some times so that they can read and recite them.
Step 3 Learning how to use some of the new words and expressions
1hurrican : n. storm with a violent wind
Eg. Last night, an terrible hurricane hit the north of the country.
2.threat: n.expression of one’s intention to punish or harm sb.
Eg. Make threats ( against sb)（对某人）恐吓，威胁
Carry out a threat (to do sth.)威胁（要做某事）
make a threat or threats against sb. 恐吓或威胁某人
threaten: v. threaten sb. (with)sth.
My attacker threatened me with a gun.
3. on end: upright
Eg. He placed the box on (its)end.
4.terrify: fill (sb) with terror, make very frightened
Eg. A terrifying experience
He terrified his children with ghost stories.
5.erupt:vi.(of a volcano) suddenly throw out lava.
Eg. It’s many years since Mount Vesuvius last erupted.
Break out suddenly and violently
Violence has erupted on the street.
6.bury: vt. Place ( a dead body) in a grave or in the sea.
Eg. He was buried with his wife.
7.rise.vi,come or go upwards, reach a high higher level.
Eg, The cost of living continues to rise.
The river has risen (by) several meters.
Get up, get out of bed
Eg. He rose (in order ) to welcome me.
Accustomed to rising early.习惯于早起
Rise (up)(against sb/sth)=rebel反叛，造反起义
Rise (up) against the foreign invaders.反抗外国侵略者
8．Spot: n. different in colour roundish mark or stain
Eg.spots of mud on your trousers
Particular place or area
Eg. Spot for a picnic野餐的好去处
A well-known beauty spot风景胜地
９．At hand: (close/near)at hand: near. close by
Eg. He lives close at hand.
10. flee:vi. Flee(from sb/sth.):run or hurry away, escape from danger, threat
Eg. Dring the civil war thousands of people fled the country.
11.urge: try persistently to persuade (sb)
Eg. He urged that we should go.
He urged (our)going/urged us to go.
12. arrival: act of arriving
Eg. On (your) arrival at the hotel, please wait for further instructions.
13.farewell: say goodbye
A farewell party
14.live through: experience sth. And survive.
Eg.He lived through both world war.
15.swear: use rude or blasphemous words in anger, surprise etc
Eg.The boss is always swearing at the workers.
Say or promise (sth) very seriously
I’ve never seen him before. I swear it.
Step 4 Consolidation
Help the students review the words and expressions in this unit.
Step 5 Summary and Homework
Today we've learned all the new words and expressions in this unit. Homework: please learn them by heart and try your best to make some sentences with some of the words and expressions. Tomorrow we'll have a dictation. Try your best to search for as much information as possible about the UK and Ireland through the Internet.
Step 6 Record after Teaching
The Second Period
Teaching Aims:
1.Do some listening and train the students' listening ability.
2.Talk about the natural disasters
Teaching Important and Difficult points:
1.Improve the students' listening ability.
2.How to improve the students’ listening ability
3.How to improve the students’ speaking ability
Teaching methods:
1.Listening to improve the students’ ability to listen
2.Discussion and free talk to get every student to speak
3.Talking the interesting topics to raise the students’ interest in science.
Teaching Procedures
Step 1 Greetings and Revision
Greet the whole class as usual.
Dictate the words and expressions in this unit to the class, then check them together.
Step 2 Free-talk
Have you experienced an earthquake When it happened ,how did you feel Where does earthquake break out often in China And why does it happen so often What can we do for it Can you name other disasters When they happen, what are things like And what do you feel
Step 3 Warming-Up
Please open your books at Page 73. Look at the four pictures. What can you see in the pictures Have a discuss with your partner and do the exercises .Some minutes later, I ‘ll ask some of you to give the answer.
Answers to Question 1:
Picture 1: A geomorphologic map.
Picture 2: typhoon.
Picture 3:a comet.
Picture 4: a cell through microscope)
More questions:1.How do you know when it will happen
2.If we want to see them clearly , what should we use
3. Where can we get more information
4. What damage can they cause
Answers to Question 2:
Answers to Questions 3:
be a threat/ danger to 对…构成威胁/危险，对…而言是构成威胁/危险的人或事物
Typhoons are harmful to us. They can pull up the tall tree, blow down the wire poles and even destroy people’s houses. Sometimes it can cause severe flood.
Earthquake can bring great damage to people’s life. It can cut off electricity and water supply and destroy houses. Even it often causes deaths. In 1976 a terrible earthquake in Tangshan killed thousands of people.
If the typhoon and earthquake can be forecast, damages will greatly be reduced. Scientists in our country can forecast typhoon exactly and some of the earthquake have been forecast before. I’m sure they will control the natural disaster and reduce the losses to the lowest degree.
Answers to Question 4 will vary widely.
Step 4 Listening
Step 1. Listening
1. Ss finish the listening task on page 73-74.
1. Ss listen to the tape again and check the answers.
Step 2. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Step 5 Speaking
Talk about disasters , expressing frightening feeling. Help the students go through the statements , discuss them in groups and make dialogues with the help of the useful expressions in the box.
1 scare/frighten sb. 使某人害怕 be scared/ frightened/ afraid of sb./ sth. 害怕某人/某物
a scared/ frightened face/ look/ eyes充满恐惧的脸/神色/眼神（此人感到害怕）
a scaring/ frightening face/look/ eyes吓人的脸/神色/眼神（令别人害怕） be scared/ frightened to death吓得要死
3 stand on end直立，竖着
4 be terrified at/ with/ by被...吓了一跳 be terrified of对...感到恐怖 terrify sb into doing 威胁某人做某事
Express feelings
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant……
It makes me feel very worried….
I get very upset….
It’s a frightening thing….
I dare not….
I’m really scary….
It takes my hair stand on end.
Step 6 Summary and Homework
We've talked about something about some topics about geology meteology, astronomy and biology, and listened to a passage about weather information. Also we’ve had a discussion about some frightening situation. After class, go on with the discussion according to the pictures on page 25 using the useful expression. above.
Step 7 Record after Teaching
The Third Period
Teaching Aims:
1.Further develop the students' reading ability and reading skills.
2.Learn the text “Under the Volcano” and master the detailed information in it.
Teaching Important and Difficult points:
1.Train the students' reading ability and develop their reading skills.
2.Enable the students to understand the text better.
Teaching Methods:
1.Fast reading to get a general idea of the text.
2.Question-and -answer activity to get the detailed information in the text.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Pre-reading
Read the information in Part 1 and have a discussion with your partner. then we’ll ask some students to talk about it.
1. What can you see in the pictures, how things could have happened
2. Do you know which country has the most volcanoes
3. Do you know what makes volcano
(As w know , the inside of the earth is very ,very hot. There, the rock has become liquid, and it is always tries to get out, like the boiling water and the steam. In some places the hard shell of the earth is weak and thin. It will burst through. Some volcanoes can be quiet for some years, even hundreds of years.)
Step 3 Reading
Let's read the text fast and find the answers to the questions on the blackboard. Then check them with the students.
( Show the questions on the blackboard.)
Answer the questions:
1.What is described in the following passage What happened
The writer describes how his uncle died when the volcano was erupting.
2.When and where did it happen
It happened near the Mount Vesuvius on the 24th of august.
3.Who is the writer of the letter
The writer of the letter is Pliny’s nephew.
Step 4 Further-reading
Read the text again and discuss the following questions.
1. For what reason did the writer write the letter
Because Tacitus was writing a history book and he needed something about his uncle’s death. So he asked the writer to tell him something about his uncle.
2.Why did the writer’s uncle go to see the sight
Because he wanted to see it from closer at hand. Later, he received a letter from his friend’s wife, asking him to rescues her, so he wanted to rescues her.
3. What did he do in order to help the other calm down
In order to make his friend calm down, he asked to be taken to the baths.
4.What did they do in order to be against the shower of rock
They tied pillows on top of their heads as protection against the shower of rock.
5. Why did they carry torches
.Because it was daylight else where in the world, there the darkness was darker and thicker than any night, so they carried torches to give light when they went out.
Step 5 Post reading
Let’s go on to do Post-reading1,2 and 4. Read the requirements carefully and have a discussion with your partner. Some minutes later, we’ll check the answers.
Suggested answers to Exercise 1:
“it”refers to” a cloud of unusual size and shape rising from a mountain”.
“the one” refers to “the wind”.
“the other” refers to my uncle’s friend Pompy.
“their” refers to “broad sheets of flame.
“they” refers to “scared people”
Suggested answers to Exercise 2:
Word web for Volcano:
Mountain, cloud, Vesuvius, ash, foot, flame, earthquakes, burning rocks, sulphur.
Words web for seeing :
See from close at hand, attention, watch, sight, observed, impression, looked, saw.
Suggested answers to Exercise 3:
The first is that during his trip to his friend’s home, which was at the foot of Vesuvius, he wrote a report about all he observed on the way.
The second is that after rescuing Rectina, he still wanted to rescue his friend Pompy. When he saw his friend Pompy, he asked to be taken to the baths in order to help his friend calm down.
The third is that after baths and dinner, he said he wanted to sleep. When broad sheets of flame were lightening up many parts of Vesuvius, people scared, but he told them that the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
Suggested answers to Exercise 4:
Date: 24 august 79 What happened: eruption of Mount Vesuvius
First Pliny’s mother draw their attention to a strange cloud rising from a mountain
Next Pliny’s uncle sailed to rescue his friend ‘s wife
Then Pliny’s uncle went to help his friend Pompy
Finally Pliny’s uncle died in the disaster.
Step 5 Summary and Homework
Today we've read a passage and learnt something about under the vocano. After class read the text again and again. and get ready to retell it.
Step 6 Record after Teaching
The Fourth Period
Teaching Aims:
1.Further develop the students' reading ability and reading skills.
2.Learn and master some words and expressions in the text.
Teaching Important and Difficult Points:
1.Enable the students to understand the text better.
2.Master the following phrases and sentence patterns:
draw one’s attention, at hand, call for, urge, upon/on arrival, calm down. In a panic, more …than
Teaching Methods:
1.Question-and-answer activity to understand the text better.
2.Explanation for students to master some language points.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
Let the students read through the text.
Ask some of the students to retell the text.
Revise some words and expressions in the text , ask the students to make a sentence with each one..
1 attract/ draw sb’s attention 引起某人的注意 attract/ draw sb’s attention to将某人的注意力吸引到…上去
pay attention to/ give one’s attention to注意… call sb’s attention to叫某人注意… bring sth. to sb’s attention使某人注意…
2 rise vi. rose risen
1)（太阳、月亮、星星等）升起，出现 The sun has risen
2) (水位，价格,声音等)升高, 上升, 上涨，提高 ， 增长/强
The flood has risen two feet.洪水上涨两英尺。
Our confidence rises.我们的信心增强。
3）起立/床 rise from table(餐毕)起立离桌
4）（河流）发源于 The river rises in the mountains.这河发源于群山之中。
raise vt. raised, raised
1）抬高；举起；使升起 raise one’s arms 抬起手臂 raise one's head抬起头 raise the flag 升旗
2）使升高/上升/上涨/增加/增长；提高 raise salaries提高工资raise the rent提高租金raise one’s voice提高声音
3）饲养; 养育; 栽培raise a family供养一家人raise chickens and corn养鸡和种植玉蜀黍
4）提出 raise a question to sb向某人提一个问题
5）筹集(款)；召集; 征集,)raise funds 筹集资金raise an army召集军队
比较下面的句子：He raised his voice他提高了嗓音。 His voice rose in excitement.他激动得声音提高了。
They raised the prices他们提高了价格。The prices rose 价格上涨/增长。
sit vi 坐下 seat vt 使…就坐/安排…坐下 seat sb. seat oneself
记住：及物动词必须有宾语，如后面无宾语肯定用过去分词表被动，不及物动词不可接宾语也就不可用被动语态
Sitting/ Seated at the table, my father and I were talking about my job. I found the boy seated/ sitting on his mother’s knee.
We got them to raise the prices. We got the prices raised. The prices keep rising.
3 sight 1)景象，景物, 场景, 景观 a beautiful sight美丽的景象 a sad sight悲惨的场景
2) 风景，名胜（人工造的景色, 常用复数） see the sights游览名胜see the sights of the West Lake.观赏西湖风景
3)视觉，视力 lose one's sight 失明 have long/far sight远视 have short/near sight近视
have good/poor sight视力好/差 have one’s sight tested视力检查
4) 看，观望；观览at first sight 一见就..., 初次看见时at the sight of一看见…就... catch /have/ gain/ get sight of突然瞥见
5) 视野，眼界 be in sight可看得见的，在视线内out of sight看不见的，在视线之外 be/ go /get out of sight看不见了lose sight of 看不见...了
scene 1）自然景色，风景The scene is a perfect dream when you see the sun rising slowly in the east.
2）眼前的情景，景象（包括人及活动在内）The scene after the earthquake was horrible.地震后的场景十分可怕。
There is a happy scene of children playing in the garden.孩子们在花园里玩耍，好一派欢乐的景象。
3）现场，出事地点a crowd at the scene of the accident在出事地点的人群
4）场所，地点What's new on the film scene 电影院演什么新片？
5）（戏剧）场景，布景
view 1）常指从某处可以看到的自然景色 It's a room with a view. You'll like it.
There is a lovely view from this window
2）a point of view观点
scenery指某地总的自然风景或景色，尤指美丽的乡间景色。不可数 。
4 awake vt.(awoke,awaked) 唤起,叫醒；提醒,启发；激起,激发 awake sb.'s sympathy唤起某人的同情心
adj. [用作表语,补语] 醒着的;意识到 be broad /wide awake完全醒着;完全知道, 充分觉察到 (be sound asleep酣睡)
awake to 明白, 认识或意识到
I awake at six in the morning.
Awake to the danger.
5 at hand在手边；在跟前 keep sth. at hand把某物放在手边 have sth. at hand手头上有某物
give sb. a hand with sth.在某方面帮某人 be made by hand手工制作的
I want you to be at hand during my interview with the applicants.
I haven’t the dictionary at hand but I will show it to you later
6 way out（克服困难的）办法，出路 find a way out找到出路 help sb. out （of）帮助某人摆脱（…）麻烦
He was trying to think of a way out, but it was impossible to find one.
7 escape 指“脱离或避开即将来临或近在眼前的伤害、危险、灾祸等事物”常作借喻用 escape death幸免一死
escape punishment/ being punished避免/逃脱惩罚 escape from the burning house从燃烧的房子里逃出来
flee含有所做的逃避动作迅速，仓促而情况紧迫之意 flee( from) the burning house从燃烧的房子里逃出来
flee/ escape to sp逃到某地
avoid 强调“有意识地躲避不愉快的或可能发生危险的事物或情况”I cannot avoid meeting her.我怎么也避不开她。
avoid being killed避免被杀
run away着重动作快速敏捷，不强调情况紧急，较口语化，有时可用get away代替，但get away有时含有“挣脱”之意
She hit the boy and he ran away.
She tried to catch a butterfly, but it got away from her.
8 urge doing sth. 极力主张做某事 urge against极力反对
urge sb. to do sth.= urge sb. into doing sth =urge that sb. (should) do sth. 极力劝/主张/催促/怂恿某人做某事
He urged me to go/go into going there, but I refused.
She urged I (should) apologize to him.
9 the other way 另一个方向 ；相反 just the other way正相反
He turned the other way when he saw the police coming.
10 on/ upon arrival一到就 on/ upon one’s arrival at/ in sp= on/ upon arriving at/ in sp 某人一到某地就
on/ upon doing sth.在做某事时，当某事发生时，一做某事就
Upon arrival, they went in search of a hotel.
She was joyful upon seeing her child take his first step.
11 calm down平静/镇定下来 calm sb. down使某人平静/镇定下来
He told Tom to calm down.
12 形容词作状语表示伴随的状态 lie awake 躺着没睡着 lie/ sit/ stand still 躺/坐/站着不动
（也有人认为lie/ sit/ stand在此是系动词 ）
The old woman lay in bed, silent, thinking of her childhood.
13 more…than与其说是……不如说是……
Don’t be too hard on him. He is more misled than stupid.
The book seems to be more a dictionary than a grammar
14 It is one thing to do…, another to do…. “……是一回事，……是另一回事”
It is one thing for you to stay here, another for me to ask you to stay.
15 the public 公众 in public公开地
16. pick out （精心）挑选
Pick out the book you’re interested in.
Pick out 还可作（从多数中）找出，分辨出，了解，领会（意义）；（以不同的颜色）衬托，使显眼。
Step 3 listening and reading aloud
Teacher plays the tape for the students to listen. Then the students read the text. While they are reading, the teacher goes among the students to correct their mistakes in pronunciation and intonation if there are any.)
Step 4 Summary and Homework
Today we've understood further the passage and learned how to use the expressions in the text. We've also learned about the Ellipsis clause. Homework: please remember the expressions explained this class and make sentences with them after the models.
Step 5 Record after Teaching
The Fifth Period
Teaching Aims:
1.Review some words learnt in this unit.
2.Learn and master grammar: Ellipsis.
Teaching Important and Difficult Points:
1. Enable students to lean how to choose the present participle or the past participle
2. Learn about Ellipsis of different types..
Teaching Methods:
1.Practise to make the students master what they’ve learned.
2.Individual or pair work to make every student work in class.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Word Study
1. In this unit, we've learnt many important words. Now read the news on page 77 and fill in the blanks with the words we’ve learned. After finishing it, you can check your answers with your partner.
A few minutes later, ask some students to say their answers and give the Chinese meaning of each sentences. Then check them together , give some explanations if necessary.
Suggested answers:
1. volcano 2. ashes 3. fled 4. buried 5. panic 6. urged
2.Two sentence on the blackboard.
This is a moving story.
The boy is deeply moved by the story.
Can you tell the difference between “moving” and “moved”
The present participle “moving” expresses an action that happens around the same time as the main verb with an active meaning while the past participle “moved” expresses an action that is completed with an passive meaning.
Do Ex.2 on page 78. read the sentences and fill in the blanks with the proper forms of the words in brackets. And then check your answer with your partner.
Suggested answers:
1. frightening; frightened 2. upsetting, upset 3. terrified 4. scaring, scared
Step 3 Grammar
Teacher write the two sentences on the blackboard.
1. Upon arrival, my uncle hugged Pompy and ( ) tried to give him courage.
2.Then came a smell of sulphur, and then ( ) flames.
Look at the two sentences on the blackboard. They are both from the text. Read them and decide which words were left out at each place of the question marks. Pair work or group work.
Suggested answers:
1. he or my uncle 2. came
T: In modern English there is a tendency to omit or leave out some words in a sentence for the sake of conciseness, This omission is called elliptical sentence. A word or words in a sentence can be omitted only on condition that the omission would not cause the sentences to be understood in more than one way or to be of unclear meaning or wrong. We must keep in mind that we should not omit words necessary for clearness.
Step 4 Practice
T: Here are ten sentences on page 78 and they are all correct. Work with your partner and decide which words have been left out.
Suggested answers to Exercise 2:
1. I haven’t seen you for ages.
2. Would you like some more tea
3. It sounds like a good idea.
4. It doesn’t matter.
5. I’m sorry to hear that.
6. It’s a pity you couldn’t come.
7. You come this way; please.
8. What terrible weather it is!
9. Do you enjoy joining us for a drink
Or: Do you feel like joining us for a drink
10. Are you going to the supermarket
Step 5 Discussion
1.T: Let’s do another exercise. Look at Ex.3. Some of the words in the sentences are unnecessary. Cross these words out.
The answers are omitted.
2.Do Ex 4.
Suggested answers
1. Turn around, please!=Would you please turn around!
2. What = What did you say
3. Turn!= Turn around, please
4. Hat off!= Take your hat off.
5. If possible=If it is possible to do so.
6. Not much.=No, the mother has not told me much.
Step 6 Summary and Homework
In this period, we've done some exercises about some important words and we’ve learned a new grammar item: Ellipsis. After class, do exercises on Page 147
Step 7 Record after Teaching
The Sixth Period
Teaching Aims:
1.Review the important words and expressions learnt in this unit.
2.Do some reading and writing to improve the students' integrating skills.
Teaching Important and Difficult Points:
1. Learn the useful words and expressions”
Steady, unbelievable, on board, knock about, all of a sudden, live through, as though, all at once
2.Train the students' writing.
3.Improve the students' integrating skills---reading skill and writing skill.
Teaching Methods:
1.Fast reading to go through the reading material.
2.Discussion method to finish the writing task.
3.Individual, pair or group work to make every student work in class.
Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
Fill in chart on page 77 and retell the story.
Step 3 Reading
Now we’ll learn a new passage about typhoon. . Please read the passage quickly and then answer the questions on the blackboard.
1. Where did the ship meet bad weather
When the ship Nanshan was on her way from south to Fuzhou, with Chinese workers returning to their home village, it met bad weather.
2. What should they do in such terrible weather
In such terrible weather, they could only move the ship over the high sea and into the very eye of the wind.
Step 4 furher reading
Now read the text again and have a discussion with your partner about the questions on the blackboard.
1. How was the weather in the morning
2. Why did the captain say that it looked as if a typhoon was coming on
3. Where were they when the full force of the hurricane struck the ship
4. What does the sentence “ Another one like this, and that’s the last of her.”
5. Why did the captain strike a match What did he see
Suggested answers:
1. In the morning, the weather was fine, for there was no wind.
2. Because he observed the barometer fell steadily and he knew that a terrible storm wound come soon.
3. When the hurricane struck the ship with full force, they were all on the bridge. It was a higher position on the ship.
4. It means that if another white tower of foam ( a very big wave) struck the ship, it would sink.
5. Because the captain wanted to see the barometer, but there was no light. He saw the barometer stood very low, and the figure on it was the lowest one he had ever see in his life. He knew that the worst was to come.
Words and expressions:
1 get on board上（公共交通工具如火车/轮船/公交车/飞机等 ）
board a train/ ship/ bus/ plane上火车/轮船/公交车/飞机
on board在公共交通工具上
2 knock about/ around（口语）漫游；闲逛
knock vt. 指用拳头或其他硬的东西敲打并伴有响声 ；相撞; 碰撞（常接头、球、墙壁等物作宾语。）
knock sb. on the head打某人的头knock one's head against the door把头撞到门上
vi. 敲, 击, 打(at, on) knock at the door敲门
n. 敲; 打击; 一击 a knock at the door敲门声 a knock on the head头上挨的一击
knock down打/撞倒; 驳倒； 拆除, 拆开；[口]使降价knock into把(某种知识)灌输给... ；与...相撞 ；[口]偶然碰到(某人)
knock off 敲掉; 击倒；下班休息; 罢工 knock over 弄翻, 打倒
beat 1）用力连续不断的（敲）打 beat the child hard痛打孩子 be beaten to death 被打死 beat a drum敲鼓
2）打败，打赢beat/ defeat后接某人，win 后接游戏、竞赛或战争。
3）（心脏）跳动
hit 1）有力地“打击”或“敲打”，强调结果，即“打中”，“敲中” One of the stones hit the window.有一块石头打中了窗户。
hit sb on the head打中某人的头 /砸在某人的头上
2）(自然灾害，疾病)袭击 A terrible disease hit the potato crop．一场可怕的病害使地里种的土豆遭受了袭击。
An earthquake hit the district. 地区受到地震的袭击。 The great storm hit the area．那场暴雨袭击了那个地区
strike 1)突然或一次性的击打或敲击。Strike iron while it is hot．趁热打铁。（谚语）
2) 为...所触动/ 感动 /打动; 使突然充满(一种强烈的感情)感动; 给以印象, 使……着迷
be struck with(by) 为... 迷住 It strikes me that我觉得...; 我的印象是...
3) 某种想法突然闪现在脑海里 An idea suddenly struck me.我忽然想到一个主意
4) 袭击, （蛇、兽）抓，咬; ( 疾病)侵袭;
be struck dead by lightning.被雷电打死 be struck with fever发烧, The plague struck Europe.瘟疫袭击欧洲。
5) 擦出（火）strike a match擦火柴
6) （钟）敲响，敲钟报时 The clock is striking 12. 钟在敲12点。The clock strikes the hours.这钟每小时报时一次。
7) be on strike（strike在此是名词） 举行罢工
3 be up发生；出事 What's up怎么了, 发生什么啦 What's up to sb. 某人怎么了, 发生什么啦
up to （数目）到…之多 up to 100 men可达一百人 up to直到 up to now/ then知道现在/那时
be up to胜任, 适于 be up to one’s work胜任某人的工作
be up to从事于，忙于，做（坏事）What in the world are you up to 你到底在搞什么鬼？
It’s up to sb. to do sth.该由/轮到某人做某事，做某事取决于某人
4 sweep over风靡, 袭击, 将...一扫而光sweep up打扫干净, 收拾干净The plane sweeps across the sky.飞机掠过空中。
sweep away /off rubbish扫去垃圾 sweep aside放/堆到一边, 不予理会
5 all of a sudden，all at once突然
6 be done for完蛋了， 不行了，累死了
7 live through the night 活过这个夜晚= survive the night
live by doing sth.， make/ earn a/ one’s living by doing sth. 靠做某事谋生/生活 live on靠吃…为生，以…为主食
8 whisper to sb. that低声对某人说 It is whispered that传言说….
speak in a whisper低声讲话 talk in a whisper低声交谈 hear a whisper that听到一个谣传说….
9 see可用物作主语，表示拟人手法“目睹，经历，遭遇”Last century saw two world wars.上世纪经历过两次世界大战。This old house has seen better days.这座老屋曾有过风光的日子。
find也可这样用。 National Day found people singing and dancing happily in a street parade.
国庆节时人们在大街上的游行队伍里高兴地唱啊跳啊。
Some sentences;
1. The heat was close.
“close” here means “lacking fresh or freely moving air.”
2. There’s some dirty weather knowing about.
dirty: (of the weather) rough and unpleasant.
3. What’s up”
=What’s up with you = What’ the mater with you
4. She’s done for.
done for: finished or worn out or very tired or about to die etc.
5. It was the lowest reading he had ever seen.
reading: a figure shown by a measuring instrument.
Step 4 Listening and Reading Aloud
Let the students look at their books and listen to the tape. Ask them to pay attention to their pronunciation and read the passage. Then let the students have a discussion in pairs and find out what's the main idea of each paragraph.
Step 5 Writing
T: As we know, at the end of the reading passage above. Captain Macwhirr has to sail his ship through a second storm. He expects it to be much worse than what they have just gone through. Have a discussion in groups and discuss what will happen next.
Step 6 Summary and Homework
In this period, we’ve learned a passage about typhoon. It’s terrible, isn’t it After class, write an end for the story and remember the useful expressions. . Homework:
Step 7 Record after Teaching
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