一名合格的教师要充分考虑学习的趣味性，教师要准备好教案，这是教师工作中的一部分。教案可以让学生能够在教学期间跟着互动起来，帮助教师掌握上课时的教学节奏。那么，你知道教案要怎么写呢？急您所急，小编为朋友们了收集和编辑了“Frighteningnature教案”，欢迎大家与身边的朋友分享吧！

RjAb88.coMeferenceforTeaching
I.异国风情
1.TheGrandCanyon
TheGrandCanyon(大峡谷)isconsideredoneofthesevenwondersofthenatural
world.ItisoneofAmericasmostfamousnationalparks.Visitorstothecanyoncomefromallpartsoftheworld.Officialssayabout5millionpeoplevisittheGrandCanyoneachyear.
Thecanyonextends450kilometers.ButthesurroundingareadoesnotsuggesttheexistenceofsuchalargeopeningintheEarth.Visitorscomeuponthecanyonsuddenly,whentheyreachtheedge.Thentheyarelookingatalandlikenothingelseintheworld.Wallsofrockfallawaysharply.Insomeplaces，thecanyonwallsaremorethanakilometerdeep.Farbelowisthedark,turninglineoftheColoradoRiver(科罗拉多河).Ontheothersideofthecanyon,sunshinelightsuptherockwallsinred,orangeandgold.Thebrightcolorsaretheresultofmineralsintherocks.
Theirappearancechangeswiththelight,thetimeofyearsandtheweather.Atsunset,whenthesunhasmovedacrossthesky,thecanyonwallstakeonquietercolorsofblue,purple(紫色)andgreen.Hundredsofrockypointsrisefromthebottomofthecanyon.Someareverytall.Yetallarebelowthelevelofanobserverontheedge,lookingover.
ThereareseveralwaystoseetheGrandCanyon．Manyvisitorswalkalongpaths
downintothecanyon.Ittakesseveralhourstowalktothebottom,ittakestwotimesaslongtowalkbackup．Somevisitorsridemules(骡子)t0thebottomofthecanyonandback．Mulesarestronganimalsthatlooklikehorses．Theyareknownfortheirabilitytowalkslowlyandsafelyonthepaths．ManypeopleseetheGrandCanyonbyair．Theypayahelicopterorairplanepilottoflythemaboveandaroundthecanyon．OthersseeitfromtheColoradoRiver．Theyrideboatsoverthefastmovingwater．Thesetripscanlastfromoneweektothreeweeks．
AmericasNationalParkServiceisinchargeofprotectingtheGrandCanyonfrom
theeffectsofsomanyvisitors．Visitorsmustcarrya11wastematerialsoutofthearea．Allrocks．historicalobjects，plantsandwildlifemustbeleftuntouched．TheNationalParkServicetellsitsvisitors，“Takeonlyphotographs．Leaveonlyfootprints．”
2．TheBirthofAnIsland
Surtseywasbornin1963．Itwasagreateventforscientists．Theywereluckyenoughtoseethebirthofthisvolcanicisland．Itbeganat7：30a．m．on14thNovember．AfishingboatwassailingnearIceland．Theboatmovedunderthecaptainsfeet．Henoticedastrangesmell．Hesawsomeblacksmoke．Avolcanowaserupting．ThebottomofthegreyAtlanticwasopen．Red—hotrocks，flamesandsmokewererushingupfromasplitinthesea-bed．Theislandgrewquickly．Itwas10metreshighthenextdayand60metreshighon18thNovember．ScientistsflewtoReykjaviktowatch．Itwasveryexciting．Smokeandflameswerestillrushingup．Piecesofred—hotrockwereflyingintotheairandfallingintothesea．Theseawasboilingandtherewasastrangelightinthesky.Surtseygrewandgrew．ThenitstoppedinJune1967．Itwas175metreshighand2kilometreslong．AndlifewasalreadycomingtoSurtsey．
Seedscameoverthesea.Plantsgrew．Birdscame．Somescientistsbuiltahouse．Theywantto1earnaboutthisyoungisland．Anewislandislikeanewworld．
Ⅱ．知识归纳
l.urge的用法
(1)urge常作及物动词，意为：推进，极力主张，强烈要求，催促，劝，激励，怂恿，
强调。
①跟名词
e．g．WeChinesepeoplehavepersistentlyurgedtheequalityofnations。bigorsmall。
我们中国人民一贯坚决主张国无大小应一律平等。
Theyurgeddirectuseoftroopstotrytosuppressthemovement．
他们强烈要求用部队去设法平息运动。
②跟带不定式的复合结构
e．g．HeurgedWuDongtohelphim．
他恳请吴东去帮助他。
Motherurgedmenottotellyouanythingaboutit．
妈妈要求我什么也不要对你说。
③跟从句[从句用虚拟语气：(should+)动词原形]
e．g．Theyurgedthatthelibrarybekeptopenduringthevacation．
他们主张图书馆在假期开放。
Herparentsurgedherthatshe(should)setstrictdemandsonherself．
她父母亲鼓励她要严格要求自己。
④urge后一般不能跟不定式作宾语，只能跟动名词。
e．g．Weallurgedstickingtothefourfundamentalprinciples．
我们大家都主张要坚持四项基本原则。
(2)urge作名词，意为“强烈的愿望(要求)”。
e．g．Hehasanurgetojointhearmy．
他强烈要求参军。
(3)urgefor意为“要求做出”。
e．g．Theyurgedmeforastatementofmyview,．
他们强烈要求我说出我的观点。
2．asthough(=asif)的用法
asthough和asif没有什么区别。asif用得普遍些，却可引导方式状语从句和表语
从句，其从句谓语常用虚拟语气。
(1)引导方式状语从句
e．g．Heclosedhiseyesasthoughheweretootired．
他闭着眼睛，好像太累了。
Sheactedasthoughnothinghadhappened．
她装得好像什么事也没发生过似的。
当从句主语和主句主语一致，从句谓语中又含有动词tobe时，可以把主语和tobe
一起省去。
e．g．Helookedaboutasthough(hewas)insearchofsomething．
他四下张望，好像寻找什么。
Hepausedasif(hewas)expectingTomtospeak．
他停了下来好像期望Tom说些什么。
Helistenedasthoughhewasturningtostone．
这孩子一动不动地听着，仿佛变成了石头似的。
(2)引导表语从句
e．g．Itlooksasifitsgoingtorain．
看样子天要下雨了。
ItseemsasifImthefirstonehere．
看起来我是第一个到这里的。
asthough和asif从句用虚拟语气，还是用陈述语气。完全根据具体情况而定。如果
从句表示的意思与事实完全相反，或者纯粹是一种假设，通常用虚拟语气。
e．g．Whenapencilispartlyinaglassofwater．itlooksasifitwerebroken．
当铅笔一部分放进水里，看起来好像折断了似的。(虚拟)
Youlookasifyouarefriends．
你们看起来像朋友似的。
Ⅲ．词语辨析
1．earth，mud，dirt，soil
(1)earth作“泥土；土地”解(=soil)，一般不用冠词。
e．g．Dontforgettocovertherootoftheappletreewithearth．
不要忘记用土把苹果树根埋好。
Thatpileofearthcamefromtheholewedugintheground．
那堆土来自我们在地上挖的那个坑。
(2)mud泥．形容词是muddy。
e．g．Rainturnsdustintomud．
雨把尘土变成了泥。
Hewascleaningthemudfromhisbootswithabrush．
他正用刷子刷他靴子上的泥。
(3)dirt脏东西，污秽。
e．g．Hisclotheswerecoveredwithdirt．
他的衣服满是污秽。
Shewashedthedirtoutoftheclothes．
她洗掉了衣服上的脏东西。
dirt也可作“土”解。
e．g．Thisisgooddirtforgrowingvegetables．
这是好土可以用来种菜。
Thechildrenwereoutsideplayinginthedirt．
孩子们在外面的土里玩耍。
(4)soil土壤，土地。
e．g．Mostplantsgrowbestinrichsoil．
大部分庄稼在肥沃的土地上长得很好。
好的土壤是goodsoil，richsoil；贫瘠的土壤是poorsoil；沙土地是sandysoil．
2．escape，flee，fly，runaway
四个词均有逃跑之意，escape和runaway常作不及物动词，如果是表示“从……
逃去”．在其后加from；flee是及物动词。
(1)escape意为“逃跑，逃避，逃脱”，一般指为躲避不利于自己的环境或事物而离开。
常隐含着紧急，紧迫的意思，常用此词指罪人逃跑或避免惩罚。
e．g．Theprisonershaveescaped．
囚犯已经逃跑了。
Heescapedfromoutoftheburninghouse．
他从燃烧的房子里逃了出来。
escape还可以表示“避免，免除”，其后接名词或动词ing形式。
e．g．Youwereluckytoescapepunishment／beingpunished．
他避免了受罚。
Fieescapeddeath/hisfate．
他幸免一死(他逃脱了厄运)。
(2)flee意为“逃走，逃避，避开”，强调逃的行为，无论其成功与否，是指躲开危害自己或不愿意，不敢接触的事物。含有所做的动作迅速。仓促而情况紧迫的意思。
e．g．Theyallfled(from)theburning
ship．
他们都逃离了着火的船只。
Hekilledhisenemyandfledthecourtry．
他杀死了他的敌人并逃离了那个国家。
(3)runaway意为“逃跑。逃脱”，常用于实际的体力行为，并着重所做的动作是快速
敏捷的，而不强调情况或事情紧急，急迫。
e．g．Shehitthechildandheranaway．
她打那孩子．那孩子跑开了。
Thethiefranawayfromthepoliceman．
小偷从警察手中逃跑了。
“runaway"较口语化；有时可以用“getaway"表示，但"getaway"时常含有“挣脱，摆脱”的意思。
e．g．Hecantgetawaywithit．Somedayhellhavetopaytheprice．
他是逃不脱的，总有一天他会受到报应。
Marytriedtocatchabutterfly，butitgotawayfromher．
玛丽设法捉住了一只蝴蝶，但它挣脱她而飞走了。
(4)fly意为“逃离”，可以用作及物动词或不及物动词。
e．g．Hewasforcedtoflyhishomeland．
他被迫逃离祖国。
Thethiefwasflyingfromjustice．
那个贼还在逍遥法外。
Ⅳ．能力训练
句型转换：根据第一句的意思，把第二句补充完整。
1．Youaskedmetowriteyousomethingaboutthedeathofmyuncle．
Youaskedmeto_________________________________inmyletter．
答案：tellyouhowmyuncledied
2．WeafterwardslearntthatitwasMountVesuvius．
We_____learntthatitwasMountVesuvius．
答案：later
3．ChristmasDayisathand．
Itis_____________________．
答案：almostChristmasDay
4．HishouselayatthefootofVesuvius．
Hishouse________atthefootofVesuvius．
Hishouse______________atthefootofVesuvius
答案：was；waslocated
5．Therewasnowayoutexceptbyboat．
Therewasnowayout________byboat．
答案：besides
6．Successinschoolcallsformuchhardstudy．
Successinschool__________muchhardstudy．
答案：needs
7．Hepausedforamomentwonderingwhethertoturnback．
He________foramomentwonderingwhethertoturnback．
答案：stopped
8．UponarrivalmyunclehuggedPompy．
________arrivalmyunclehuggedPompy．
___________________________hearrived，myunclehuggedPompy．
答案：On；Assoonas
9．Motherwentshopping；meanwhile，Icleanedthehouse．
Motherwentshopping；，Icleanedthehouse．
Motherwentshopping；______________________，Icleanedthehouse．
Motherwentshopping；_____________________,Icleanedthehouse．
答案：meantime；inthemeantime；inthemeanwhile
lO．Theirlightscaredpeople．
Theirlight_________people．
Theirlight_________people．
答案：terrified；frightened

相关阅读

Frighteningnature（ReferenceforTeaching）

一名优秀负责的教师就要对每一位学生尽职尽责，作为教师就要在上课前做好适合自己的教案。教案可以让学生更好地进入课堂环境中来，帮助教师能够更轻松的上课教学。教案的内容要写些什么更好呢？以下是小编收集整理的“Frighteningnature（ReferenceforTeaching）”，仅供参考，希望能为您提供参考！

ReferenceforTeaching
I.异国风情
1.TheGrandCanyon
TheGrandCanyon(大峡谷)isconsideredoneofthesevenwondersofthenatural
world.ItisoneofAmericasmostfamousnationalparks.Visitorstothecanyoncomefromallpartsoftheworld.Officialssayabout5millionpeoplevisittheGrandCanyoneachyear.
Thecanyonextends450kilometers.ButthesurroundingareadoesnotsuggesttheexistenceofsuchalargeopeningintheEarth.Visitorscomeuponthecanyonsuddenly,whentheyreachtheedge.Thentheyarelookingatalandlikenothingelseintheworld.Wallsofrockfallawaysharply.Insomeplaces，thecanyonwallsaremorethanakilometerdeep.Farbelowisthedark,turninglineoftheColoradoRiver(科罗拉多河).Ontheothersideofthecanyon,sunshinelightsuptherockwallsinred,orangeandgold.Thebrightcolorsaretheresultofmineralsintherocks.
Theirappearancechangeswiththelight,thetimeofyearsandtheweather.Atsunset,whenthesunhasmovedacrossthesky,thecanyonwallstakeonquietercolorsofblue,purple(紫色)andgreen.Hundredsofrockypointsrisefromthebottomofthecanyon.Someareverytall.Yetallarebelowthelevelofanobserverontheedge,lookingover.
ThereareseveralwaystoseetheGrandCanyon．Manyvisitorswalkalongpaths
downintothecanyon.Ittakesseveralhourstowalktothebottom,ittakestwotimesaslongtowalkbackup．Somevisitorsridemules(骡子)t0thebottomofthecanyonandback．Mulesarestronganimalsthatlooklikehorses．Theyareknownfortheirabilitytowalkslowlyandsafelyonthepaths．ManypeopleseetheGrandCanyonbyair．Theypayahelicopterorairplanepilottoflythemaboveandaroundthecanyon．OthersseeitfromtheColoradoRiver．Theyrideboatsoverthefastmovingwater．Thesetripscanlastfromoneweektothreeweeks．
AmericasNationalParkServiceisinchargeofprotectingtheGrandCanyonfrom
theeffectsofsomanyvisitors．Visitorsmustcarrya11wastematerialsoutofthearea．Allrocks．historicalobjects，plantsandwildlifemustbeleftuntouched．TheNationalParkServicetellsitsvisitors，“Takeonlyphotographs．Leaveonlyfootprints．”
2．TheBirthofAnIsland
Surtseywasbornin1963．Itwasagreateventforscientists．Theywereluckyenoughtoseethebirthofthisvolcanicisland．Itbeganat7：30a．m．on14thNovember．AfishingboatwassailingnearIceland．Theboatmovedunderthecaptainsfeet．Henoticedastrangesmell．Hesawsomeblacksmoke．Avolcanowaserupting．ThebottomofthegreyAtlanticwasopen．Red—hotrocks，flamesandsmokewererushingupfromasplitinthesea-bed．Theislandgrewquickly．Itwas10metreshighthenextdayand60metreshighon18thNovember．ScientistsflewtoReykjaviktowatch．Itwasveryexciting．Smokeandflameswerestillrushingup．Piecesofred—hotrockwereflyingintotheairandfallingintothesea．Theseawasboilingandtherewasastrangelightinthesky.Surtseygrewandgrew．ThenitstoppedinJune1967．Itwas175metreshighand2kilometreslong．AndlifewasalreadycomingtoSurtsey．
Seedscameoverthesea.Plantsgrew．Birdscame．Somescientistsbuiltahouse．Theywantto1earnaboutthisyoungisland．Anewislandislikeanewworld．
Ⅱ．知识归纳
l.urge的用法
(1)urge常作及物动词，意为：推进，极力主张，强烈要求，催促，劝，激励，怂恿，
强调。
①跟名词
e．g．WeChinesepeoplehavepersistentlyurgedtheequalityofnations。bigorsmall。
我们中国人民一贯坚决主张国无大小应一律平等。
Theyurgeddirectuseoftroopstotrytosuppressthemovement．
他们强烈要求用部队去设法平息运动。
②跟带不定式的复合结构
e．g．HeurgedWuDongtohelphim．
他恳请吴东去帮助他。
Motherurgedmenottotellyouanythingaboutit．
妈妈要求我什么也不要对你说。
③跟从句[从句用虚拟语气：(should+)动词原形]
e．g．Theyurgedthatthelibrarybekeptopenduringthevacation．
他们主张图书馆在假期开放。
Herparentsurgedherthatshe(should)setstrictdemandsonherself．
她父母亲鼓励她要严格要求自己。
④urge后一般不能跟不定式作宾语，只能跟动名词。
e．g．Weallurgedstickingtothefourfundamentalprinciples．
我们大家都主张要坚持四项基本原则。
(2)urge作名词，意为“强烈的愿望(要求)”。
e．g．Hehasanurgetojointhearmy．
他强烈要求参军。
(3)urgefor意为“要求做出”。
e．g．Theyurgedmeforastatementofmyview,．
他们强烈要求我说出我的观点。
2．asthough(=asif)的用法
asthough和asif没有什么区别。asif用得普遍些，却可引导方式状语从句和表语
从句，其从句谓语常用虚拟语气。
(1)引导方式状语从句
e．g．Heclosedhiseyesasthoughheweretootired．
他闭着眼睛，好像太累了。
Sheactedasthoughnothinghadhappened．
她装得好像什么事也没发生过似的。
当从句主语和主句主语一致，从句谓语中又含有动词tobe时，可以把主语和tobe
一起省去。
e．g．Helookedaboutasthough(hewas)insearchofsomething．
他四下张望，好像寻找什么。
Hepausedasif(hewas)expectingTomtospeak．
他停了下来好像期望Tom说些什么。
Helistenedasthoughhewasturningtostone．
这孩子一动不动地听着，仿佛变成了石头似的。
(2)引导表语从句
e．g．Itlooksasifitsgoingtorain．
看样子天要下雨了。
ItseemsasifImthefirstonehere．
看起来我是第一个到这里的。
asthough和asif从句用虚拟语气，还是用陈述语气。完全根据具体情况而定。如果
从句表示的意思与事实完全相反，或者纯粹是一种假设，通常用虚拟语气。
e．g．Whenapencilispartlyinaglassofwater．itlooksasifitwerebroken．
当铅笔一部分放进水里，看起来好像折断了似的。(虚拟)
Youlookasifyouarefriends．
你们看起来像朋友似的。
Ⅲ．词语辨析
1．earth，mud，dirt，soil
(1)earth作“泥土；土地”解(=soil)，一般不用冠词。
e．g．Dontforgettocovertherootoftheappletreewithearth．
不要忘记用土把苹果树根埋好。
Thatpileofearthcamefromtheholewedugintheground．
那堆土来自我们在地上挖的那个坑。
(2)mud泥．形容词是muddy。
e．g．Rainturnsdustintomud．
雨把尘土变成了泥。
Hewascleaningthemudfromhisbootswithabrush．
他正用刷子刷他靴子上的泥。
(3)dirt脏东西，污秽。
e．g．Hisclotheswerecoveredwithdirt．
他的衣服满是污秽。
Shewashedthedirtoutoftheclothes．
她洗掉了衣服上的脏东西。
dirt也可作“土”解。
e．g．Thisisgooddirtforgrowingvegetables．
这是好土可以用来种菜。
Thechildrenwereoutsideplayinginthedirt．
孩子们在外面的土里玩耍。
(4)soil土壤，土地。
e．g．Mostplantsgrowbestinrichsoil．
大部分庄稼在肥沃的土地上长得很好。
好的土壤是goodsoil，richsoil；贫瘠的土壤是poorsoil；沙土地是sandysoil．
2．escape，flee，fly，runaway
四个词均有逃跑之意，escape和runaway常作不及物动词，如果是表示“从……
逃去”．在其后加from；flee是及物动词。
(1)escape意为“逃跑，逃避，逃脱”，一般指为躲避不利于自己的环境或事物而离开。
常隐含着紧急，紧迫的意思，常用此词指罪人逃跑或避免惩罚。
e．g．Theprisonershaveescaped．
囚犯已经逃跑了。
Heescapedfromoutoftheburninghouse．
他从燃烧的房子里逃了出来。
escape还可以表示“避免，免除”，其后接名词或动词ing形式。
e．g．Youwereluckytoescapepunishment／beingpunished．
他避免了受罚。
Fieescapeddeath/hisfate．
他幸免一死(他逃脱了厄运)。
(2)flee意为“逃走，逃避，避开”，强调逃的行为，无论其成功与否，是指躲开危害自己或不愿意，不敢接触的事物。含有所做的动作迅速。仓促而情况紧迫的意思。
e．g．Theyallfled(from)theburning
ship．
他们都逃离了着火的船只。
Hekilledhisenemyandfledthecourtry．
他杀死了他的敌人并逃离了那个国家。
(3)runaway意为“逃跑。逃脱”，常用于实际的体力行为，并着重所做的动作是快速
敏捷的，而不强调情况或事情紧急，急迫。
e．g．Shehitthechildandheranaway．
她打那孩子．那孩子跑开了。
Thethiefranawayfromthepoliceman．
小偷从警察手中逃跑了。
“runaway"较口语化；有时可以用“getaway"表示，但"getaway"时常含有“挣脱，摆脱”的意思。
e．g．Hecantgetawaywithit．Somedayhellhavetopaytheprice．
他是逃不脱的，总有一天他会受到报应。
Marytriedtocatchabutterfly，butitgotawayfromher．
玛丽设法捉住了一只蝴蝶，但它挣脱她而飞走了。
(4)fly意为“逃离”，可以用作及物动词或不及物动词。
e．g．Hewasforcedtoflyhishomeland．
他被迫逃离祖国。
Thethiefwasflyingfromjustice．
那个贼还在逍遥法外。
Ⅳ．能力训练
句型转换：根据第一句的意思，把第二句补充完整。
1．Youaskedmetowriteyousomethingaboutthedeathofmyuncle．
Youaskedmeto_________________________________inmyletter．
答案：tellyouhowmyuncledied
2．WeafterwardslearntthatitwasMountVesuvius．
We_____learntthatitwasMountVesuvius．
答案：later
3．ChristmasDayisathand．
Itis_____________________．
答案：almostChristmasDay
4．HishouselayatthefootofVesuvius．
Hishouse________atthefootofVesuvius．
Hishouse______________atthefootofVesuvius
答案：was；waslocated
5．Therewasnowayoutexceptbyboat．
Therewasnowayout________byboat．
答案：besides
6．Successinschoolcallsformuchhardstudy．
Successinschool__________muchhardstudy．
答案：needs
7．Hepausedforamomentwonderingwhethertoturnback．
He________foramomentwonderingwhethertoturnback．
答案：stopped
8．UponarrivalmyunclehuggedPompy．
________arrivalmyunclehuggedPompy．
___________________________hearrived，myunclehuggedPompy．
答案：On；Assoonas
9．Motherwentshopping；meanwhile，Icleanedthehouse．
Motherwentshopping；，Icleanedthehouse．
Motherwentshopping；______________________，Icleanedthehouse．
Motherwentshopping；_____________________,Icleanedthehouse．
答案：meantime；inthemeantime；inthemeanwhile
lO．Theirlightscaredpeople．
Theirlight_________people．
Theirlight_________people．
答案：terrified；frightened

Frighteningnature（TheFirstPeriod）

一名优秀的教师在教学方面无论做什么事都有计划和准备，作为高中教师准备好教案是必不可少的一步。教案可以让学生们能够更好的找到学习的乐趣，帮助高中教师提前熟悉所教学的内容。高中教案的内容要写些什么更好呢？急您所急，小编为朋友们了收集和编辑了“Frighteningnature（TheFirstPeriod）”，欢迎大家与身边的朋友分享吧！

Unit10Frighteningnature
I.BriefStatementsBasedontheUnit
Haveyouexperiencedaterriblenaturedisaster?Certainlyfewofushave.Doyouwanttoknowsomethingaboutit?Certainlymanyofusdo.Afteryouhavelearnedthisunit,Unit10.Frighteningnature,youaresuretoobtainsomeusefulinformationaboutthat.Theunitwillbetaughtinfourperiods.Inthefirstperiod,welldealwithWarmingup,ListeningandSpeaking.Atthebeginning,fourpicturesareshowntothestudents.Theyareaskedtotalkaboutthemandthenwritedownwhatisobserved.Thepicturesareaboutgeology,meteorology,astronomyandbiology,includingtyphoon,cobraandcells.Thepicturesandthequestionsafterthemcangreatlystimulatethestudentsinterestinscience.Listeningisaboutweather
forecastintheUSA.Theexercisesoflisteningcantesthowthestudentsgraspthedetailedinformationinit.Speakingprovidesalltypesoftopicsforthestudentstotalkabout.Whentheyfinishtheirtalking,alotofusefulexpressionsonhowtoexpressemotion,anxietyandfeararemasteredbythem.Inthesecondperiod,welldealwithPrereading,ReadingandPost-reading.Inthebeginning,thestudentswillseeandtalkaboutthreepicturesaboutafamousvolcanovesuvius,whichonceeruptedabouttwothousandyearsago,anddestroyedtwosmalltowns.Thenthe
wholetextgivesusavividpictureatthattime.Itdescribeshowthewriter’suncledied.Hisuncle,attractedbythesceneofvolcanoeruption,wantedtoobserveandrecordmoreaboutthat.Sohedecidedtogoandseeitfromcloser.Hewentthereandrescuedhisfriendswife.Thenhewenttoseeanotherfriendofhis,wholivedveryneartotheeruptingvolcano.Heevenencouragedthescaredpeopletocalmdown.Butunfortunately,hediedatlast.Heonlythoughtaboutlearningmoreaboutvolcanoandwasntafraidatall.Hevaluedscientificknowledgemorethanhislife.Inthethirdperiod,wedealwithWordstudyandagrammaritem--Ellipsis.Plentyofexercisesarearrangedforit.Thestudentswillmasteritthroughpractice.Integratingskillsaredeltwithinthefourthperiod.Thetextisaboutaship,controlledbythecaptainandhiscrew,fightingagainstaterribletyphoon.Thestorywithoutendasksthestudentstousetheirimaginationandwritehowitwillend.Wearesurethatwhentheunitisfinished,thestudentswillnotonlyimprovetheirabilitytolisten,speak,readandwrite,butalsolearnandmasterplentyofusefulwordsandexpressions.
II.TeachingGoals
1.Talkaboutnaturaldisastersvolcanoes,hurricanesandtyphoons.
2.Expressemotion,anxietyandfear.
3.LearnaboutEllipsis.
4.Practisecreativewriting.
III.TeachingTime:Fourperiods
IV.BackgroundInformation
1.Volcanoes
Therearethousandsofvolcanoesallovertheworld.Whatmakesvolcanoes?
Whathappens?
Theinsideoftheearthisveryhot.Becauseitisvery,veryhot,therockhasmeltedlikeice.Ithasbecomeliquid,likewater,hisalwaysboiling,likewaterinakettle.Ifyouhaveseenakettleboiling,youknowthatthesteamandboilingwatertrytogetout.Theveryhotinchedrockinsidetheearthalsotriestogetout.Usuallyitcannotbecausetheoutsideoftheearthistoothickandstrong.
Butinsomeplacestheoutsideoftheearthisthinandweak.Sometimesacrack(asmallopening)appears.Thehotmeltedrock,whichwecall“lava”.pushesup
throughthecrackandburststhrough.Steamandgasshootupintotheairandthehotmeltedlavapoursout.Bigpiecesofrockmaybethrownhighintotheair.
Afterawhilethevolcanobecomesquietagain.Themeltedlavabecomeshard.Laterthesamethinghappensagainandagain.Eachtimemorehotlavapoursoutontopofthecoldlavaandthenbecomeshard.Inthiswayakindofmountainisbuiltup,withaholedownthemiddle.Perhapsthevolcanowillthenbequietandnomorelavawillburstout.Perhapsitwillstartagainhundredsofyearslater.
Althoughtherearethousandsofvolcanoesintheworld,mostofthemaredead.Onlyabout500sometimesstarttothrowoutlavaagain.AfamousvolcanowhichisnowdeadisMountFujiyamainJapan.Itiscoveredwithsnowinwinter.
VesuviusisthenameofaveryfamousvolcanoinItaly.Itfirstcametolifemany,manyyearsago.Itwasquietforhundredsofyears.Thenintheyear79itsuddenlyburst.Agreatcloudofsmokeshotupintotheskywithgreatburningrocks,whichfellallaround.Hotlavapoureddownitssides.About3000peoplewerekilled.
Thishashappenedagainmanytimessincethatyear.Sometimesnodamagewas
caused,oronlylittledamage.Buttherewasseriousdamageintheyears472,
1631,1794,1861,1872and1906.Youcanseethatavolcanocanstayaliveformanyyears.In1906partofthetopofthemountainfelloff.Therewasalsoseriousdamagein1914buttherehasnotbeenanysincethatyear.
2.WhatIsaTornado?
Whatexactlyisatornado?Thegeneralpictureisfamiliarenough.Thephenomenonusuallyoccursonahot.stickydaywithsouthwindsandanominoussky.Fromthebaseofathunderhead,afunnel-shapedcloudextendsaviolentlytwistingspouttowardtheearth.Asitsucksinmatterinitspath,thetwistermayturnblack,brown,oroccasionally(oversnow)evenwhite.Themovingcloudshowsanalmostcontinuousdisplayofsheetlightning.Itlurchesalonginameanderingpath,
usuallynortheastward,at25to40milesperhour.Sometimesitpicksupitsfingerfromtheearthforashortdistanceandthenplantsitdownagain.Thefunnelisveryslender:itswakeofviolenceaveragesabout400yardswide.Asthetornadoapproaches,itisheraldedbyaroarasofhundredsofjetplanesorthousandsofrailroadcars.Itspathisapathoftotaldestruction.Buildingsliterallyexplodeastheyaresuckedinbythetornadoslow-pressurevortex(wherethepressuredrop
isasmuchas10percent)andbyitspowerfulwhirlingwinds(estimatedatupto500milesperhour).Thetornadoslifetimeisasbriefasitisviolent.Withinafewtensofmiles(average:about16miles),itspendsitsforceandsuddenlydisappears.
3.Earthquakes
Earthquakeisasudden,violentshakingoftheearthssurface.Itsakindofcrustalmovementformofexpression.
Earthquakeisregardedasoneofthemostdamagingforcesknowntoman:sincerecordsbegantobewrittendown,ithasbeenestimatedthatearthquake-relatedfatalitieshavebeennumberedinthemillions,andthatearthquake-relateddestructionhasbeenbeyondcount.
Thegreatmajorityofallearthquakesoccurintwospecificgeographicareas.OnesuchareasurroundsthePacificOceananditscontiguouslandmasses.TheotherextendsfromtheEastIndiatotheAtlasMountains,includingtheHimalayas,Iran,Turkey,andtheAlpineregions.Itisinthesetwogreatbeltsorzonesthatninetypercentofallearthquakestakeplace.ThetextreferstotwoofthestrongestquakesinSanFrancisco.Astoourcountry,alargenumberofearthquakeshappenedinNorthChinaandNorthwestChina.ThepowerfulearthquakeofTangShanhappenedinthecityofTangShan,HebeiProvinceonJuly28th,1976,whichcausedmorethan240000deathsandthewholecitywasdestroyed.
Nowadaysscientistsknowalittleaboutearthquakesandtheystillcannotstopthesedisastersfromhappening.However,theycanwarnpeoplewholiveintheseareasbyprediction,inadvancetotakeprecautionsagainstsuchdisasters.Aworldwideearthquakewarningnetworkisalreadyinoperationatpresentandisexpectedtomakeearthquakepredictionseveralyearsaheadoftime.
TheFirstPeriod
TeachingAims:
1.Learnthenewwordsofthisperiodandmastertheirusages.
2.Listentoapassageaboutweatherforecast,
3.Talkaboutnaturaldisasters.
TeachingImportantPoints:
1.Howtoimprovethestudentslisteningability.
2.Howtoimprovethestudentsspeakingability.
TeachingDifficultPoint:
Howtousewhatthestudentshavelearnedtodescribeanaturedisaster.
TeachingMethods:
1.Listeningtoimprovethestudentsabilitytolisten.
2.Discussionandfreetalktogeteverystudenttospeak.
3.Talkingtheinterestingtopicstoraisethestudentsinterestinscience.
TeachingAids:
1.acomputer
2.aprojector
3.ataperecorder
TeachingProcedures
StepIGreetingsandRevision
Greetthewholeclassasusual.
T:Haveyoufinishedyourhomework?
(Ss:Yes)Pleaseputyourexercisebooksonyourdesks.Illcheckyourhomework.…(Afterteacherchecksthestudents’homework,teachersaysthefollowing.)
T:OpenyourbooksatPage113.Letslearnthenewwordsofthisperiodfirst.SA,readthenewwords,please.
SA:…
(Teachercorrectsthestudentsmistakesinpronunciationandgivesthebriefexplanationsofsomewordswhennecessary.)
StepIIWarmingup
T:PleaseopenyourbooksatPage73.Lookatthefourpictures.Whatcanyouseeinthepictures?Haveadiscussionwithyourpartneranddotheexercises.Someminuteslater,Illasksomeofyoutogivetheanswers.
(Teachergoesamongtheclassandjoininthestudentsdiscussion.Someminuteslater,teachersaysthefollowing.)
T:Haveyoufinished?
Ss:Yes.
T:LetsdoEx.1.Whowilltalkaboutthefirstpicture?
S:Perhapsthefirstpictureisageomorphologicmap.
T:Pleasegoon!
SB:Inthesecondpicturewecanseeasceneinwhichsometalltreesareblowndown.Perhapsatyphoonhasjusthappened.Whatasadscene!Ifwewanttogetmoreinformation,wecanseepicturestakenbythesatelliteontheInternet.
Sc:Inthethirdpicture.Isawacomet.Ithasaverybrightheadandalongless
brighttailandismovingthroughtheskytotheground.Ifwewanttoseeit
moreclearly,wecanseeitthroughatelescope.
T:Howdoyouknowwhenitwillhappen?
SD:TheTVprogrammewilltellusinadvance.Itwilltellusitsdetailedtimetableandtheotherinformationaboutit.
SE:Inthelastpicturewecanseeacell,butitisenlargedmanytimes.Weoftenseecellsinourbiologyclasses.Aslongasyouhaveamicroscope,youcanseethemclearly.
T:DoyouoftenhearaboutthesethingsinnewspapersoronTV?
SF:Both.InsummerweoftenhearabouttyphoonsonthePacific.Thereareaboutseventyphoonsinthesoutheastofourcountry.Iftherearefewer,droughtwilltakeplace.
SG:Someyearsago,welearnedfromthenewspaperandTVthatacometwouldpassthroughthedarkskyinourcountry.Ourgeographyteacherorganizedustowatchitthroughamicroscope.
T:Nowanswerthethirdquestion,please.Howdoesnatureformadangertopeopleintheworldandhowcansciencehelpreducethatthreat?
SH:Typhoonsareharmfultous.Theycanpullupthetalltree,blowdownthewirepolesandevendestroypeopleshouses.Sometimesitcancausesevereflood.
SI:Earthquakecanbringgreatdamagetopeopleslife.Itcancutoffelectricity
andwatersupplyanddestroyhouses.Evenitoftencausesdeaths.In1976aterribleearthquakeinTangShankilledthousandsofpeople.
SJ:Ifthetyphoonandearthquakecanbeforecast,damageswillgreatlybereduced.Scientistsinourcountrycanforecasttyphoonsexactlyandsomeoftheearthquakeshavebeenforecastbefore.I’msuretheywillcontrolthenaturaldisasterandreducethelossestothelowestdegree.
T:Inwhichwaysarethefieldsofscienceimportanttooureverydaylife?
SK:Geographisimportant.Ifwedowellinit,wecanfindmorecoal,gasandoil,aswellasallkindsofmetal.
SL:Meteorologyisimportant.Ifwemasterit,wecantellourfarmersmuchinformationaboutfarming.Ifso,theywillincreasetheirproductivityand
avoidlosses.
SM:Inourgeographlessons,ourteachertoldusthatthestarsandplanetsin
theuniversehaveeffectsontheearth,especiallytheweatherontheearth.Soweshouldlearnastronomywellandknowasmuchaboutitaspossibleso
thatwecanforecasttheireffect.
SN:Biologyisanimportantsubject.Itaffectsoureverydaylifedirectly.Ifwe
developbettermedicine,somediseaseswillbegotridof.SARS,forexample,
brokeoutinourcountrylastyear.Weneededalotofeffectivemedicine
then.Ifithadnotbeenforthesuccessourscientistsachieved,wewouldhave
hadmuchmorelosses.
T:OK.Letsstophere.Knowledgeispower.Letsworkhardatoursubjectsandlayasolidfoundationforthefuture.Iwishallofyouabrightfuture.
StepIIIListening
T:Nowletsdolistening.PleaseturntoPage73and7LReadtheinformationabouttheexercises.(Afterafewminutes.)
T:Doyouunderstandwhatweshoulddo?
Ss:Yes.
T:OK.Letslistentothetape.Illplaythetapethreetimes.WhenIplayitfor
thefirsttime,trytogetasmuchinformationaspossibleandwriteitdownonapieceofpaper.When1playitforasecondtime,checkyouranswerstobesuretheyarecorrect.Thencheckyouranswerswithyourpartnerandhaveadiscussionwiththem.Atlast,Illplayitforthethirdtimeandanswerallthequestionsyouarenotsureabout.Areyouclearaboutthat?
Ss:Yes.
T:OK.Letsbegin.
……
StepIVSpeaking
T:Letsgoontodospeaking.PleaseopenyourbooksatPage74.Readthedialoguefirstandthentalkabouttyphoonwithyourpartner.Afewminuteslater,let’sactitout.
Sampledialogue
(A:Studenta;B:Studentb)
A:Arethereanytyphoonsintheareawhereyoulive?
B:No,therearent.
A:Haveyouheardaboutit?
B:Yes,Ihave.IsawaVCDabouttyphoonlastyear,andIlearnedsomethingfromit.
A:Whatisitlike?
B:Veryterrible!Whenithappens,treesarepulledupandsomeoldhousesare
destroyed.
A:Isthatso?Iwishtherewerenotyphoonsintheworld.
B:Thatsimpossible.Butwhenitcomes,therewillberainwithit.
A:Howabouthurricaneandtornado?
B:Therearemanywordsforaviolenttropicalcircularwind.Acyclonemaybeverylarge,bringingrainandgreatdestruction.WhenithappensinthewesternAtlanticOcean,itiscalledahurricane,andthesametilinghappeningintilewesternPacificorChinaseaisatyphoon.Whenshapedlikeapipeandpassinginanarrowpath,itisatornadoifitgoesoverlandandawaterspoutifitgoesoverwater.
A:Isee.Thankyouverymuchfortellingmesomuch.
B:Notatall.
T:(Showthescreen.)Haveyoumetwithoneofsuchsituationsabove?Areyou
frightened?Haveyouheardanyonemeetwiththat?Describehowtheybehavedthen.Haveadiscussionwithyourpartnerandmakeupadialogue.Theusefulexpressionsontheblackboardmaybeahelptoyou.
(TeacherwritestheusefulexpressionsonPage75ontheblackboard.)
Sampledialogue:
(A:Studentsc;B:Studentd)
A:Haveyoubeeninasituationthatfrightensyou?
B:Yes.Itwaslastsummer.Ispentmysummervacationinmyhometown,asmallvillageinamountainousdistrict.Oneday,Iwenthikingwithmycousin.Onourwayhome,wemetacobra.
A:Wereyoufrightenedwhenyousawit?
B:Very!Itmademyhairstandonend.Mycousinwastoofrightenedtomoveatthattime,too.BecausewebothsawonTVthatthepoisonofacobracankillapersoneasily.
A:Whathappenednext?
B:Fortunatelyitdidntseeus.WeactedjustastheTVprogrammetoldus.At
last,itwentby.Thedistancebetweenthecobraanduswasonlythreemetresorso.
A:Howterrible!
StepVSummaryandHomework
T:Inthisperiod,wevetalkedaboutsometopicsaboutgeology,meteorology,astronomyandbiology,andlistenedtoapassageaboutweatherinformation.
Alsowevehadadiscussionaboutsomefrighteningsituations.Afterclass,goonwiththediscussionaccordingtothepicturesonPage25usingtheusefulexpressionsontheblackboard.(Teacherreadstheexpressions.)AnddothefifthpartofWarmingup.Thatsallfortoday.Classisover.
StepVITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheFirstPeriod
Usefulexpressions:
Howterrible!
Itmakesmefeeluneasywhen…
Ithinkitsveryunpleasant…
Itmakesmefeelveryworried.
Igetveryupset.
Itsafrighteningthing…
Idarenot…
Imreallyfrightenedto…
Whatsreallyscary…
Imafraidof…
Imfrightenedtodeathby…
Shesscaredtodeath.
Hegetsintoatotalpanicwhen…
Itmakesmyhairstandonend.
Whatterrifiesme…
StepVIIRecordafterTeaching

Frighteningnature（TheFourthPeriod）

TheFourthPeriod
TeachingAims:
1.Learnandmasterthenewwordsandexpressionsofthisperiod.
2.Readapassageabouttyphoon.
3.Writeapassageabouthowthestorywillend.
TeachingImportantPoints:
1.Learntheusefulwordsandexpressions:
steady,unbelievable,onboard,knockabout,allofasudden,livethrough,as
though,allatonce.
2.Learntowriteaboutterribleweather.
TeachingDifficultPoints:
1.Mastertheexpressionsandsentencessuchasdirtyweather.Shehasdonefor…
2.Improvethestudentsintegratingskillsreadingskillandwritingskill.
TeachingMethods:
1.Fast-readingandreadingtogetthestudentstograspthedetailedinformation.
2.Writingpracticetogetthestudentstolearnhowtodescribesomethingterrible.
3.Pairworkorgroupworktogetthestudentstobeactiveinclass.
TeachingAids:
1.acomputer
2.aprojector
3.ataperecorder
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
(Teacherandstudentslearnthenewwordsofthisperiodtogether.)
T:Inlastperiod,youwereaskedtodoEx.5onPage77.Haveyoufinishedit?
(Ss:Yes.)OK.Putyourexercise-booksonyourdesks.Letscheckthechartfirst.
(Teachershowsthescreenandhasthestudentschecktheiranswers.)
Fillinthechartbelow:
Date:The24thofAugustin79AD,betweentwoandthreeintheafternoon.Whathappened:ThewritersunclediedbecauseoftheeruptionofthevolcanoVesuvius.
First:Hisunclesawacloudrisingfrommountainanddecidedtogoandseeitfromcloserathand.
Next:Hisunclereceivedaletterfromhisfriendswifeaskinghimforhelp.HehurriedtotheplaceatthefootofVesuviustorescueher.
Then:HavingrescuedRectina,hisuncledecidedtorescuehisfriendPompyon
theothersideofthebay.Duringhistrip,hewroteareportaboutallheobserved,Whenhesawhisfriend,hetriedtogivehimcourageandlethimcalmdown.Inthemeantime,hetriedtomakethescaredpeoplecalmdown.
Finally:Hisuncledied.Twodayslater,hisbodywasfound.Hisfacesuggestedthathewasnotafraidatall.
T:Nowwhowillretellthestory?Pleaseretellitbriefly.
SA:IIItry.Onthe24thofAugustin79AD,betweentwoandthreeintheafternoon,mymothersawacloudofunusualsizeandshape.Shecalledmyuncleandmetoseeit.Weknewitwasrisingfromamountain,butwedidntknowexactlywhereitcamefrom.Somyuncledecidedtogotoanearerplaceandseeit.Hewasabouttostartwhenhereceivedaletterfromhisfriendswife,askinghimtorescueherbecauseshelivednearthevolcanoVesuviusandtherewasnowayoutexceptbyboat.Afterrescuingher,myunclewantedtoseethevolcanoagain
becausehewantedtoknowmoreaboutit.Onhisway,hewroteallheobserved.Itwasdangerous,butmyunclewasnotafraid.HedecidedtorescuehisfriendPompy.Whenhesawhisfriend,hetriedtocalmhimandheeventookabath,haddinnerandslept.Hetriedtomakethescaredpeoplecalmdowntoo.Finally,theyrealizedthatitwastoodangeroustostaythereanddecidedtogooutside.Butitwastoolate.Myuncleimmediatelyfelldown,dead.Twodayslater,hisbodywasfound.Hisexpressionsuggestedthathewasnotafraidatallevenatthelasttime.
StepIIReading
T:(Teachershowsthescreen.)Nowwelllearnanewpassageabouttyphoon.OpenyourbooksatPage79.Readthepassagefastandanswerthequestionsonthescreen.WriteyouranswersonapieceofpaperandIllcollectthefirstfivepieces.
Answerthefollowingquestions:
1.Wheredidtheshipmeetbadweather?
2.Whatshouldtheydoinsuchterribleweather?
(Studentsreadthetext.Thenteachercollectsthefirstfivepiecesofanswers,
hasalookatthemandgivesthembacktothestudents.)
T:Whowillgiveustheanswers?
SA:IIIanswerthefirstquestion.WhentheshipNanshanwasonherwayfromsouthtoFuzhou,withChineseworkersreturningtotheirhomevillage,itmetbadweather.
SB:Thesecondquestion:Insuchterribleweather,theycouldonlymovetheshipoverthehighseaandintotheveryeyeofthewind.
T:(Teachershowsthescreen.)Verygood.Nowreadthetextagainandhaveadiscussionwithyourpartneraboutthequestionsonthescreen.Afewminuteslater,wellchecktheanswers.
Findtheanswerstothefollowingquestions:
1.Howwastheweatherinthemorning?
2.Whydidthecaptainsaythatitlookedasifatyphoonwascomingon?
3.Whereweretheywhenthefullforceofthehurricanestrucktheship?
4.Whatdoesthesentence“Anotheronelikethis,andthatsthelastofher.”
mean?
5.Whydidthecaptainstrikeamatch?
Whatdidhesee?

Suggestedanswers:
1.Inthemorning,theweatherwasfine,fortherewasnowind.
2.Becauseheobservedthebarometerfellsteadilyandheknewthataterrible
stormwouldcomesoon.
3.Whenthehurricanestrucktheshipwithfullforce,theywereallonthebridge.Itwasahigherpositionontheship.
4.Itmeansthatifanotherwhitetoweroffoam(averybigwave)strucktheship,
itwouldsink.
5.Becausethecaptainwantedtoseethebarometre,buttherewasnolight.He
sawthebarometrestoodverylow,andthefigureonitwasthelowestonehe
hadeverseeninhislife.Heknewthattheworstwastocomeyet.
StepIIIDiscussion
Sc:Somesentencesinthetextarehardtounderstandforme.Canyouhelpme,
Teacher?
T:Illbegladtodothat.Whichsentence?
Sc:Thesentence“Theheatwasclose.”
T:Whowillexplainthattohim?
SD:Mydictionarysaysthattheword“close”heremeans“lackingfreshor
freelymovingair”.
T:Arethereanysentencesthatyoudontunderstand?
(Teachercollectsthesentencesandthendiscussesthemwiththestudents.)At
last,teacherwritesexplanationstosomepartsofthesentencesontheblackboard.)
Bb:Explanationstosomepartsofthesentences:
1.Theressomedirtyweatherknowingabout.
dirty:(oftheweather)roughandunpleasant.
2.Whatsup?
Whatsup?=Whatsupwithyou?=Whatsthematterwithyou?
3.Shesdonefor.
donefor:finishedorwornoutorverytiredorabouttodieetc.
4.Itwasthelowestreadinghehadeverseen.
reading:afigureshownbyameasuringinstrument.
T:(Teachershowsthescreen.)Lookatthescreen.Therearesomeusefulwordsandexpressionsinthetext.Readthesentencesonthescreen,payingattentiontothemandlearnthembyheart.
Usefulwordsandexpressions:
1.steady:Thetableisntsteady.
Heismakingsteadyprogressinhiswork.
2.unbelievable:Hergoodluckisunbelievable.
3.onboard:Theshiphad500passengersonboard.
4.knockabout:Astormwasknockingabout.
5.allofasudden:(=suddenly)Allofasuddentheshipstruckarock.6.livethrough:Hehaslivedthroughtwowars.7.asthough(=asif):
Irememberthewholethingasifithappenedyesterday.
8.allatonce:Allatonceweheardashotandthemanfelltotheground.Youdontdotwothingsallatonce.
StepIVListeningandReadingAloud
T:NowIllplaythetape.WhenIplayit,payattentiontoyourpronunciation
andintonation,especiallyinthedialogue.Thenreadthetextaloud.Areyouclearaboutthat?
Ss:Yes.
(Teacherplaysthetapeforstudentstolisten.Whenstudentsreadthetext,
teachergoesamongthestudentsandcorrectstheirmistakesinpronunciationandintonation.)
StepVWriting
T:Asweknow,attheendofthereadingpassageabove,CaptainMacwhirrhas
tosailhisshipthroughasecondstorm.Heexpectsittobemuchworse
thanwhattheyhavejustgonethrough.Haveadiscussioningroupsanddiscusswhatwillhappennext.
(Studentsdiscusstheendofthestory.Teachergoesamongthestudentsand
joinsintheirdiscussion.Someminuteslater,teachersaysthefollowing.)
T:Youvedoneverywell.Afterclass,writeapassageabouthowthestorywillend.Youcanuseyourimaginationanddescribehowthecaptainandhismensucceedinpassingthroughthehurricane.
Samplewriting:
Beforethecaptaincouldfinishhiswords,amountainofwaverushedtotheship.
Howbigitwas!Itwasjustlikeawallofwater.Itshardtoseeitstop!Thecaptainandtheengineerweresofrightenedthattheybothclosedtheireyes.Itcamesoviolentlywithacrash.Afterthat,theywereallwet.Thecaptaincouldnotfind
hiscapandtheengineercouldntfindhisglasses.TheNanshanwasfullofwater
andbegantosink.“Pumps!Allatpumps!”Thecaptaincriedout.Allthepassengersjoinedinthem.Theyusedallthatcouldbeusedtogetridofthewater.
Someminuteslater,theresuddenlycametheengineersvoice,“Thebarometre!”
Thecaptainhurriedtothebridge.There,theysawclearlythatthebarometrerose
steadily,“MyGod!”Thecaptainhuggedtheengineer,cryingwithtearsdropping
fromtheireyes!
StepVISummaryandHomework
T:Inthisperiod,we’velearnedapassageabouttyphoon.Itsterrible,isn’tit?Inthetext,wevelearnedsomeusefulwordsandexpressions.Doyourememberthem?Theyare“steady…”
(Teacherwritesthemontheblackboard.)Afterclass,besideswritinganendforthestory,findasmanyusefulwordsandexpressionsaspossibleandmakesentenceswiththem.Thatsallfortoday.Classisover.
StepVIITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheFourthPeriod
Thereissomedirtyweatherknowingabout.
Whatsup?
Shesdonefor.
Itwasthelowestreadinghehadeverseen.
Usefulwordsandexpressions:
Steady,unbelievable,onboard,knockabout,allofasudden,livethrough,as
though,allatonce
StepVIIIRecordafterTeaching

Frighteningnature（TheSecondPeriod）

TheSecondPeriod
TeachingAims:
1.Learntheusefulwordsandexpressions:drawonesattention,athand,callfor,
urge,uponarrival,calmdown,lightup,inapanic,morethan
2.Learnthetext“UndertheVolcano”andmasterthedetailedinformationinit
TeachingImportantPoints:
1.Howtoimprovethestudentsreadingability.
2.Trytomastertheusagesofthenewwordsandexpressionsofthisperiod.
TeachingDifficultPoint:
TheusaGesofsomewordsandexpressions
TeachingMethods:
1.Fast-readingtogetthestudentstograspthemainideaofthetext.
2.Readingcarefullytogetthestudentstomasterthedetailedinformation.
3.Pairworkorgroupworktomakethestudentsbeactiveinclass.
TeachingAids:
1.acomputer
2.ataperecorder
3.aprojector
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
T:Inlastperiod,twostudentsdescribedafrighteningsituation.Doyouremember?
Ss:Yes.
T:Whatisitabout?
Ss:Itsaboutacobra.Itisfrightening.
T:Whowillgiveusanotherexample?
SAandSBWewilltry.
(A:Studenta;B:Studentb)
A:Areyouafraidoflightening?
B:Notvery.Whataboutyou?
A:Whenlighteningappears,ImnotfrightenedifImathomeoratschool.ButifIamintheopenair,itisadifferentmatter.
B:Pleasetellusyourexperience,willyou?
A:Yes.ThatwaswhenIwasseven.Welivedinthecountrysidethen,youknow.Oneafternoon,whenIwasinthefieldwithmymother,therewasanincreaseinthewinds.Wehurriedhomebutthatwastoolate.Onourwayhome,thecloudsgatheredandthewindsincreasedtoastorm.Itbecamedarkeranddarker.Suddenlytherewasthunderandlightening.
B:Whatwasitlike?
A:Firstcametheterriblelightening.Itwasverybright.EverythingaroundmeandImyselfappearedtobewhite.Thencamethethunder.Crack!Itseemedthatsomethingexploded.ThatstheterriblesoundIveeverheard.Iwasfrightenedtodeathandthrewmyselfintomymothersarms.Shegotintoatotalpanic.Carryingmeonherback,sheranasfastasshecould.Later,weheardthatthelighteningstruckatalltreeandsomeofthebranchesburnt.
B:Thatsterrible.Imfrightenedtohearthat.
StepIIPre-reading
T:PleaseopenyourbooksatPage75,Pre-reading.ReadtheinformationinPart1andhaveadiscussionwithyourpartner.Thenwellasksomestudentstotalkaboutit.
(Afterafewminutesdiscussion.)
T:Whocantellussomethingaboutthepictures?
Sc:ThisterriblestoryhappenedinItalyintheyear79AD.ThevolcanosnameisVesuvius.Itwasquietforhundredsofyearsandthenitsuddenlyerupted.ThesecondpictureisthevolcanoVesuvius.Inthepictureitwaserupting.
SD:Ithinkthefirstpictureshowsusaterriblesceneafterthevolcanoerupted.Itissaidthatthewholecitywasburiedunderthemetresofhotashandmud,and3000peoplewerekilled.Butsince1914,therehasnotbeenanydamage.
SE:Inthethirdpicture,wecanseetherelicsofthatcity.Ifwasexcavateda
longtimeagoandnowitisanaturalculturalrelics.Peoplecangotosee
therelicsofthetowns.PompeiiandHerculaneum,andevengotothetopofthevolcanotovisitit.
T:Doyouknowwhichcountryhasthemostvolcanoes?
SF:PerhapsJapan.
T:Doyouknowwhatmakesvolcano?
Whocantellussomethingaboutit?
SG:Illtry.Asweknow,theinsideoftheearthisvery,veryhot.There,therock
hasbecomeliquid,anditisalwaysboiling.Thehotmeltedrockalwaystriestogetout,liketheboilingwaterandthesteam.Insomeplacesthehardshelloftheearthisweakandthin.Itwillburstthrough.Somevolcanoescanbequietforsomeyears,evenhundredsofyears.
StepIIIReading
T:Quiteright.Someofthestudentsknowquitealot.Weshouldlearnfromthem.Nowreadthetextfastandfindtheanswerstothequestionsonthescreen.WriteyouranswersonapieceofpaperandIllcollectthefirstfivepieces.
(Teachershowsthefollowingonthescreen.)
Scanthetextandanswerthefollowingquestions.
1.Whatisdescribedinthefollowingpassage?
Whathappened?
2.Whenandwheredidithappen?
3.Whoisthewriteroftheletter
T:(Afewminuteslater.)Haveyoufinished?Thosewhohavefinished,handinyouranswerpieces,please.(Teachercollectsthefirstfivepieces.)Whowillanswerthequestions?Volunteers?
Sa:I11answerQuestion1.Inthepassage,thewriterdescribeshowhisuncledied.Whenthevolcanowaserupting.
Sb:Question2.IthappenedneartheMountVeruvinsonthe24thofAugustin79AD.
Sc:Question3.ThewriteroftheletterisPlinysnephew.
T:(Showthescreen.)Verygood.Pleasereadthetextagainanddiscussthequestionsonthescreenwithyourpartner.Afewminuteslater,Illasksomestudentstogiveustheiranswers.
Answerthefollowingquestions:
1.Forwhatreasondidthewriterwritetheletter?
2.Whydidthewritersunclegotoseethesight?
3.Whatdidhedoinordertohelptheothercalmdown?
4.Whatdidtheydoinordertobeagainsttheshowerofrock?
5.Whydidtheycarrytorches?
Suggestedanswers:
1.BecauseTacituswaswritingahistorybookandheneededsomethingabouthisunclesdeath.Soheaskedthewritertotellhimsomethingabouthisuncle.
2.Becausehewantedtoseeitfromcloserathand.Later,hereceivedaletterfrom
hisfriendswife,askinghimtorescueher,sohewantedtorescueher.
3.Inordertomakehisfriendcalmdown,heaskedtobetakentothebaths.
4.Theytiedpillowsontopoftheirheadsasprotectionagainsttheshowerof
rock.
5.Becauseitwasdaylightelsewhereintheworld,therethedarknesswasdarkerandthickerthananyright,sotheyarrivedtorchestogivelightwhenthey
wentout.
T:Nowlookatthescreen,please.(Showtilescreen.)Therearesomeusefulwordsandexpressionsinthetext.Readthemandpayattentiontotheirusages.
Usefulwordsandexpressions:
1.drawonesattention:Heisveryquietanddoesntdrawmuchattentiontohimself.
2.athand:Ihaventmybookathand,butIllshowittoyoulater.Helivescloseathand.
3.callfor:Successinschoolcallsformuchhardwork.
4.urge:Heurgedmetojointheircompany.
5.uponarrival:Hetelephonedhismotheron/uponhisarrival.
6.calmdown:HetoldTomtocalmdown.
7.in(a)panic:Thecrowdinapanicfledinalldirections.
8.more…than…Heismoremadthanstupid.
StepIVListeningandReadingAloud
T:Letslistentothetape.WhenIplayitforthefirsttime,justlistentoit.
WhenIplayitforthesecondtime,youcanfollowitinalowvoice.Thenread
thetextaloudbyyourselves.Isthatclear?
Ss:Yes.
(Teacherplaysit{ortilestudentstolisten.Thenthestudentsreadthetext.Whiletheyarereading,theteachergoesamongthestudentstocorrecttheirmistakesinpronunciationandintonationifthereareany.)
StepVPost-reading
T:letsgooiltodoPost-reading1,2and4.Readtherequirementscarefullyand
haveadiscussionwithyourpartner.Someminuteslater,wellchecktheanswers.
T:(Afterafewminutes.)Areyouready?Nowexplainwhatthewordsinboldreferto.
S1:“it”inthesecondparagraphrefersto“acloudofunusualsizeandshaperisingfromamountain”.
S2:“theone”inthefifthparagraphrefersto“thewind”.
S3:Inthefifthparagraph,“theother”referstomyunclesfriendPompy.
S4:Inthefifthparagraph“their”refersto“broadsheetsofflame”andinthe
nextline,“they”refersto“scaredpeople”.
T:Nowthefourth.Whocangiveusthreeexamplesthatshowhehadnofear?Onestudent,oneexample.
S5:Illtry.Thefirstisthatduringhistriptohisfriendshome,whichwasatthefootofVesuvius,hewroteareportaboutallheobservedontheway.
S6:ThesecondisthatafterrescuingRectina,hestillwantedtorescuehisfriendPompy.WhenhesawhisfriendPompy,heaskedtobetakentothebathsinordertohelphisfriendclamdown.
S7:Illgivethethirdexample.Afterbathsanddinner,hesaidhewantedto
sleep.WhenbroadsheetsofflamewerelightingupmanypartsofVesuvius,peoplescared,buthetoldthemthattheflamescamefromthehomesoffarmerswhohadleftinapanicwiththekitchenfiresstillon.
T:Aretheyright?
Ss:Yes.
StepVISummaryandHomework
T:Inthisclass,wevelearnedthetext“UndertheVolcano”.Youhavedone
thegoodwork.Afterclass,readthetextagain,andtrytousetheuseful
wordsandexpressionsinyourcommunication.Doyoustillrememberthem?Letsrecallthemtogether.Thefirstoneis:drawonesattention…
(Teacherwritesthemontheblackboard.)
ThendoPart2and3inPost-readingThatsallfortoday.Classisover.
StepVIITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheSecondPeriod
Usefulwordsandexpressions:
drawonesattention,athand,callfor,urge,upon/onarrival,calmdown,inapanic,more…than…
StepVIIIRecordafterTeaching

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