2011高考英语备考单元知识搜索与探究归纳Unit10Frighteningnature
自助式复习板块
知识搜索
A.单词?
1.引起恐惧的;可怕的(?adj.?)_________________
2.新的;刚经历的;新鲜的(?adj.?)_________________
3.不可信的(?adj.?)_________________
4.不舒服的(?adj.?)_________________
5.飓风(?n.?)_________________
6.到达;抵达(?n.?)_________________
7.枕头(?n.?)_________________
8.破裂(声);崩溃(?n.?)_________________
9.(仪器上的)读数;阅读;读物(?n.?)_________________
10.使恐惧;恐吓(?v.?)_________________
11.埋葬;掩埋(?v.?)_________________
12.发誓;起誓(?v.?)_________________
13.立刻;马上;直接地(?adv.?)_________________
答案:1.frightening 2.fresh 3.unbelievable 4.uncomfortable 5.hurricane ?6.arrival? 7.pillow 8.crash 9.reading?10.terrify 11.bury 12.swear ?13.immediately?
B.短语?
14.使(某人)镇静_______(sb.)________?
15.上船(火车、汽车、飞机等)_______________
16.突然地;冷不防;意外_____________a_______/_______at_______?
17.同时______the_______
18.接连几个小时______hours______________
19.完蛋了;不行了_____________________
20.另一个方向;相反_____________________
21.被吓得要死_____________________________
22.挑选______________
23.出路,克服困难的办法_____________
答案:14.calmdown 15.onboard 16.allof,sudden/all,once 17.in,meanwhile 18.for,onend 19.bedonefor 20.theotherway 21.bescaredtodeath 22.pickout 23.wayout?
C.句型?
24.Topromiseiseasy,whiletokeepapromiseisnotsoeasy.?
→Topromiseis_________,tokeepapromiseis______.
25.Anothermistake,________youwillhavetorewriteit.
答案:24.onething;another 25.and
D.语法?
26.—Doyouworkinthelabeveryafternoon?
—No,butIwishI______________.(我希望有时间去。)
27.Myparentswantedmetobeadoctor.ButI_________________.(没能做成)
28.—ShallIstayathomeorgowithyou?
—____________________.(随你喜欢)
29.—Didyouattendthelecturebythefamousprofessor?
—IwishI________,butIwasinNewYorkatthattime.(我希望有出席)
答案:26.hadtimeto 27.failedtobe ?28.As?youlike 29.had?
重难聚焦
重点单词
要点1 urge
She______hewritealetterexplainingwhyhedidn’tturnupatherbirthdayparty.?
A.hopedB.urged?
C.expectedD.supposed?
解析:根据从句中谓语动词write,可知从句中用了虚拟语气,write前省略了should,只有urge符合这一用法。?
答案:B
归纳与迁移?
?v.?敦促,力劝,强烈的要求?
urgesb.todosth.?
urgethatsb.(should)dosth.?
Weurgedhertoreconsidertheoffer,butsherefused.?
我们竭力地怂恿她再一次地考虑这个提议,但她拒绝了。?
WhenmyoldfriendBrianurgedmetoacceptacigarette,itwasmorethanIcouldbear.?
当我的老朋友布赖恩怂恿我接受一支香烟时,我实在熬不住了。?
Iurgedthatsheshouldapologizetomeatonce.?
我要求她立即向我道歉。
?要点2 calm
Stay______,andyouwillhandlethesituationsuccessfully.?
A.stillB.comfort?
C.quietD.calm?
解析:句意为“如果你保持冷静,你就能成功地应对形势”。calm“冷静”。?
答案:D
归纳与迁移?
(1)平稳的,平静的?
thecalmsurfaceofthelake平静的湖面?
(2)镇静的,沉着的?
ThePresidentwascalmthroughouttheglobalcrisis.?
在这全球危机整个过程中,总统一直保持平静。?
HewascalmwhenItoldhimthebadnews.?
当我告诉他这个坏消息时,他很平静。?
Keepcalm!安静!保持镇静!?
(3)?v.?平静,安静?
calmdown使平息,使平静?
Thecryingchildsooncalmeddown.?
哭闹的小孩不多一会就安静下来。?
Itwasdifficulttocalmdownthefootballfans.?
要使足球迷们平静下来是很困难的。?
Awarmbathwillcalmyou.?
洗个热水澡,会使你平静下来的。?
Afterthestorm,theaircalmed.?
暴风雨之后,空气变得安静了。
?重点短语
要点1 athand
Heusedtohaveadictionaryclose______whenhereadnewspapersormagazines.?
A.byhandB.withhand?
C.athandD.inhand?
解析:句意为“以前当他读报纸杂志的时候,手边常备一本字典”。athand“在手边”;byhand“用手制作的”;inhand“在手中;在控制下”。?
答案:C
归纳与迁移?
(1)(close/near)athand在手边,在附近,就要到来?
Thegreatdayisathand.?
重大节日就要到来了。?
Isthereanyshopathand?
附近有没有商店??
Helivescloseathand.?
他就住附近。?
(2)inhand在手中,在控制下?
TheAmericanshadthoughttheycouldhavethesituationwellinhand.?
美国人原以为可以将局面控制得很好。?
(3)byhand手工制作的?
Hersweaterisknittedbyhand.?
她的毛衣是手工编织的。?
(4)handdown传给后代(=handon,passdown)?
Thispairofbraceletswerehandeddownfrommygreatgrandmother.?
这副手镯是我曾祖母传下来的。?
(5)ontheotherhand另一方面?
Iwanttogototheparty,butontheotherhandIoughttobestudying.?
我想去参加聚会,但从另一方面来说,我应该留下来学习。
要点2 knockabout
Aftergraduationfromthecollege,Joe______forayearseeingthecountrybeforehewenttoworkinhisfather’sbusiness.?
A.knockedabout?
B.knockedover?
C.knockeddown?
D.knockedoff?
解析:句意为“乔大学毕业后,在国内无所事事一年才去他爸爸的公司上班”。knockabout“漫游;流浪;放松,无所事事”。?
答案:A
?归纳与迁移?
knowabout=knockaround?
(1)漫游;流浪;放松,无所事事?
Hespentafewyearsknockingabout(in)Europe.?
他在欧洲各地游历了几年。?
Wespenttheweekendjustknockingaroundthehouse.?
我们这个周末就在房子里无所事事地度过的。?
That’sbeenknockingaboutthehouseforyears.?
那东西在房子里已经闲置几年了。?
(2)接连打击,碰撞或粗暴对待?
Shegetsknockedaboutbyherhusband.?
她经常受丈夫的虐待。?
Thecarhasbeenknockedaboutabit,butitstillgoes.?
汽车虽然受到多次碰撞,但仍能开。
必背句型
要点1 onething...another(thing)...句型
ItisonethingthatIhaven’tmuchmoney,_______Ihavemoneytodonate.?
A.itisanotherthat?
B.itistheother?
C.itisforanotherthingthat?
D.itisfortheother?
解析:Itisonething...,itisanother...……是一回事,……是另一回事。?
答案:A
归纳与迁移?
……是一回事,……是另一回事?
Itisonethingtowritealetter,(itis)anothertowriteastory.?
写信是一回事,写故事是另一回事。?
Topromiseisonething,tokeepapromiseisanother.=Itisonethingtopromise,itisanothertokeepapromise.?
许下诺言是一回事,履行诺言又是一回事。
要点2 名词短语/祈使句+and+陈述句
Anotheropportunity,______Icandefeathim.?
A.thusB.then?
C.soD.and?
解析:名词短语+and+陈述句,前面的名词短语或祈使句就相当于if条件句,本题相当于IfIamgivenanother?opportunity,Icandefeathim.?
答案:D
?归纳与迁移?
“名词短语/祈使句+and+陈述句”的句型中,前面的名词短语或祈使句就相当于if条件句,“and+陈述句”表示结果。?
Morepractice,andyouwillmakegreatprogress.?
再接着训练你会取得更大的进步。?
Workhardandyouwillmakeyourmark.?
如果你努力学习,你会成功。
高二英语Unit10.Frighteningnature
Teachingprocedures
Step1Warmingup
Q1:What’stheweatherliketoday?
It’ssunny(rainy,windy,etc).
Q2:Doyouoftencareabouttheweather?
Yes./No,sometimes.
Q3:Howdoyouhearaboutit?
OnTV./Overtheradio.
Q4:Haveyoueverheardoftyphoon?
Yes,quiteoften.
Q5:Whatwordscanyouthinkoftodescribethetyphoonweather?
heavywind(blowhard)storm(showapictureofstormyweather.)
roaringthunder(alsoroaringforties:partoftheAtlanticOcean,oftenverystormy,betweenlatitudesof40and50degreessouth.)
Q6:Whatwillyoufeelinsuchkindofweather?
frightened,scared,terrible,happy(Askthestudentswhytheyfeelhappy?----Becausetyphoonwilloftenreleasethedrought.What’smorethereisenoughwater,whichcanbeusedtomakeelectricity.)
Q7:Whataboutthehurricane?Haveyoueverheardaboutit?
Itissomethingliketyphoon.
Q8:Whataboutvolcano?
Q9:Lookatthepicture.Findoutasmuchasyoucantodescribeit.
eg.eruptionlava
Q10:Howisavolcanoformed?
1).Showavideoabouttheeruptionofavolcano.
2).Showapictureoftheboilingwaterkettle,whichmeanstheeruptionofavolcanoissomethingliketheboilingwaterfromthekettle.Thatis,therocksisvery,veryhotandmeltedtogasandliquid.Andtheytrytogetoutlikethesteamandboilingwater.
Q11:Whereisthemostpossibleplacethatavolcanomayerupt?
Neartheocean.eg.FujiyamamountaininJapan.
Q12:Doyouknowhowavolcanoworks,ifyoudo,describeit?
Rocksfromundertheearthbecomeshotterandhotterandmanythingseruptedfromthe
volcano,suchas:
Gas:vapour,carbondioxide,nitrogen,sulphur,etc.
Solid:bitsofrockandvolcanicash,etc.
Liquid:lava.
Step2Prereading
1.Showapicture.Askthestudents:Whatcanyouseeinthepicture?(Thebodyofthepeople,exactly,thebodyofthepeopleinthetownofPompeiiinthesouthernItaly.----showapictureoftherelicsofthetownofPompeii.)
2.Showanotherpicture.AskthestudentstoguesswhathappenedinthetownofPompeii?(Avolcanoeruptedsuddenlyandafter18hoursallweredamaged,includingthepeople,animals,plantsandthetownitself.)
Step3Whilereading
Task1Skimthetextandanswerthefollowingquestions.
Q1:Whatisdescribedinthefollowingpassage?
TheeruptionofthevolcanocalledMountVesuvius.
Q2:Whenandwheredidithappen?
Onthe24thofAugustin79ADinsouthernItaly.
Q3:Whoisthewriteroftheletter?
Pliny,theyounger.
Task2Decidewhetherthefollowingsentencesaretrueorfalse.
1.Avolcanoeruptedonthe24thofAugustin79BCinsouthernItaly.F
2.Myuncleplannedtosavehisfriend’swifeRectina.F
3.MyunclewenttorescuePompyaftersavingRectina.T
4.Theflamescamefromthehomesoffarmerswhohadleftinapanicwiththekitchenfiresstillon.F
5.Theydecidedtotrytheopenairinsteadofstayinginthehouse.T
6.Itwasnightwhenthevolcanoerupted.F
Task4Scanthetextfillinthefollowingform.
DateOnthe24thofAugustin79ADinsouthernItaly.Whathappened:TheeruptionofthevolcanocalledMountVesuvius.
FirstAcloudofunusualsizeshaperisingfromamountaindrewmyuncle’sattentionandhewantedtoseeitfromcloserathand.
NextAfterreceivingaletterfromhisfriend’swifeRectina,hechangedhismindtosaveher.
ThenInspiteofthedanger,heturnedbacktorescuehisfriendPompyandhelpcalmdowntheotherpeople.
FinallyMyunclewantedtogetoutofthedangerbutfailed.Hewasdead.
Task5Arrangethefollowingstatementsaccordingtotherightorder.
1.HedecidedtorescuehisfriendPompy.
2.Somepeoplewatchedanunusualcloudrisingfromamountain.
3.Rectinabeggedhimtosaveher.
4.Heorderedaboatmadeready.
5.Twoslaveshelpedhimstandupandimmediatelyhefelldowndead.
6.Hebathedandhaddinner.
7.Arainofrockswascomingdown.
2-4-3-1-6-7-5
Task6Readthetextagainandexplainwhatthewordsinboldreferto.
it:acloudofunusualsizeandshaperisingfromamountain
theone:thewind
theother:myuncle’sfriendPompy
their:flames
They:scaredpeople
Languagepoints:
1.drawone’sattentiontosth.吸引某人的注意力
eg.Shedrewmyattentiontoamistakeinthereport.
catchone’sattention;focusone’sattentionon;payattentionto;giveone’sattentionto
2.Ashandbitsofrockthatwereburntblackwerefallingontotheshipnow,darkerandmore,theclosertheywent.
3.urge催促,极力主张;强烈要求
eg.TheU.S.AurgedIraqtogiveup.
4.Uponarrival:Assoonashearrived当…的时候;一…就…
5.bathn.洗澡;浴缸
bathev.洗澡
6.Helookedmoreasleepthandead.
eg.Thepiglooksmorelovelythanstupid.
eg.Theboylooksmorestupidthanangry.
Step4Postreading
Task1Theuncleofthewriterwasnotafraidofwhatwashappening.Howdoyouknow?Givethreeexamplesthatshowhehadnofear.
1.Hewroteareportaboutallheobservedduringhistrip.
2.RescuedPompy,calmeddown,bathedandhaddinner,sleep,etc.
3.Sleptafterbathsanddinner,toldtheflamescamefromthehomesoffarmerswhohadleftinapanicwiththekitchenfiresstillon.
Task2Furtherunderstanding
1.Howdoesnatureformadangertopeopleintheworldandhowcansciencehelpreducethatthreat?
eg.Inthesummer,withthearrivaloftyphoon,arainofstormandfloodwillcome,whichwilldamagealotofthings,includingpeople,animals,andbuildings,etc.Thefactorywillalsobeclosedbecauseofit.
Askthestudentstothinkasmanyexamplesastheycan.
2.What’stherelationbetweenhumanbeingsandnature?
Wecan’tgoagainstnature.Weshouldliveinharmonywiththenature.
3.Whatshouldwedotoprotecttheenvironmentthatwelivein?
5Rpolicy.
1.Reduce:Reducetheamountofwastebyeverypossiblemeans.
eg.Showapictureofatree;explaintothestudentsthatwemustreducetheamountoftreesthatwecutdown.
2.Reuse:Reusetheusefulthingsbeforegettingridofthem.
eg.Showapictureofacoat;explaintothestudentsthatwhenourcoatisnotsuitableforustowear,wecangiveittoourbrothers,sistersorgiveittotheProjectHope.
3.Recycle:Recyclethewastethingsifpossible.
eg.Showapictureofacolacan;explaintothestudentsthatafterdrinkingthecola,thecansleftcanbecollectedtogetherandmeltthemtomakenewcans.
4.Recover:Makeuseofgoodpartswhilegettingridofthebadones.
eg.Showapictureofawatermelon;explaintothestudentsthatifpartofthewatermelonisrotten,wecancutitoutandeatthegoodparts.
5.Repair:Repairthebrokenthings.
eg.Showapictureofachair;explaintothestudentsthatifonelegofachairisbroken,wecanrepairitanduseitagain.
Homework:
1.(inthefirstperiod)Findoutsomesentencesyouenjoymost,trytorecitethemaspossibleasyoucan.
2.Refertothewebsitetoknowmoreaboutthevolcano.
http://.cn/yanjiu/gta
http://puter,aprojectorataperecorder
Step1Revision
Questions:1Whatkindsofdisastersdoesnaturegiveus?
2Whatkindsofdisastersdoesmangiveus?
Step2Pre-listening
Page144,Listening.Lookatthepicture.DiscussExercise1withthestudents.
Step3Listening
PlaythetapeforthestudentstodoExercises2-4.Thenask:WhathappenedinthetyphoonLindatalkedabout?
Step4Lead-in
Page74,Speaking.Getthestudentstoreadthedialoguetofindouttheanswerstothefollowingquestions:
1Whathappenedinthetyphoon?
2Whatelsedoyouknowwillhappeninatyphoon?
3Whatwaspeople’semotion?
4Whatdoyouthinkhappensinahurricane,avolcano,anearthquake,SARSandbirdflu?
Step5Speaking
Givethestudentssomepictures.Getthemtomakeasimilardialogue.Telltheirpartnerswhetherthesethingsorsituationsfrightenthemandexplainwhy.Also,talkaboutpeople’semotioninthesesituationsandhowtheywouldbehave.Getthemtomakewiththehelpoftheusefulexpressions.
Model:
A:Haveyoubeeninasituationthatfrightensyou?
B:Yes.Itwaslastsummer.Ispentmysummervacationinmyhometown,asmallvillageinamountainousdistrict.Oneday,Iwenthikingwithmycousin.Onourwayhome,wemetacobra.
A:Wereyoufrightenedwhenyousawit?
B:Very!Itmademyhairstandonend.Mycousinwastoofrightenedtomoveatthattime,too.BecausewebothsawonTVthatthepoisonofacobracankillapersoneasily.
A:Whathappenednext?
B:Fortunatelyitdidn’tseeus.WeactedjustastheTVprogrammetoldus.Atlast,itwentby.Thedistancebetweenthecobraanduswasonlythreemetresorso.
A:Howterrible!
Step6Pre-talking
Ask:Whatdoyouneedtodowhenyouaretrappedinatyphoon?
GetthestudentstoreadthedialogueatPage144,TalkingbetweenXiaosongandDavidtofindoutwhatXiaosongsuggestsincaseoftyphoon.
Step7Talking
Getthestudentstoreadtherollcardsandmakesimilardialogues.
Step8Homework
Makeadialoguewithyourpartneraboutadisaster.Itshouldincludethefollowing:
1)Whatwasitlike?
2)Whathappened?
3)Whatwaspeople’semotionandwhataboutyours?
4)Whatsafetymeasuresshouldbetaken?
Period4Integratingskills(Sb)
TeachingAims:
1.Learnthetext“typhoon”andmasterthedetailedinformationinit.
2.Learnusefulwordsandexpressions
3.Writeapassageabouthowthestorywillend.
Teachingimportantpoints:
1.TotrainSs’readingskillsandwritingskills
2.Tomastertheusagesofthenewwordsandexpressionofthisperiod.
Teachingdifficultpoints:
1.Towriteapassageaboutterribleweather----typhoon
2.Tounderstandthedifficultwords,phrasesandsentences
Teachingmethods:
1.Fastreadingandcarefulreading:togettheSstograspthedetailedinformation
2.Writingpractice:togettheSstolearnhowtodescribesomethingterrible
3.Pairworkorgroupwork:togettheSstobeactiveinclass
TeachingAids:
acomputer,aprojector,ataperecorder(iftheteacherwants)
Teachingprocedures:
Step1TeachingRevision
1.Checkthehomework
2.Retellthestory(iftheteacherlikes)
3.Reviewthewordsandexpressionfortalkingaboutweather.
(ThisactivityaimstoreviewthewordsandmotivatetheSs.Inthisway,thetopicwillbeturnedtotyphoon.)
Step2Leadin
T:Inthelastfewperiods,wedealwithaletteraboutvolcano.Itisaterriblenaturedisaster.Thissummerourhometownalsoexperienceaterribledisaster-----typhoon,onecalledYunan.Itcausedgreatdamage,isn’tit?Canyoudescribeit?(Ss:….)
T:IfithappensinUSA,whatdopeoplecall?(Ahurricane)
Infact,atyphoonisthesamethingasahurricaneexcepttheplacewheretheyform.Beforewedealwiththedetailedinformation,let’swatchashortvideotoexperiencethestorywindagainandherearetwoquestionsforyou.
1.Whatdoesthehurricanebringin?
2.Howlongwillitusuallylast?
(Sswatchthevideoandgivetheanswers.Ifitisnecessary,playittwice.)
Step3Pre-reading
T:Weknowtyphoonscancausegreatdamageorevendeaths.Inordertoreducethelossandprotectourselves,wehavetolearnmoreaboutit.Thenwhatelsedoyouknowaboutthetyphoon?Telluswhatyouknow,please!Firsttalkwithyourpartnerandthentellthewholeclasswhatyouhavediscussed.
(pairworkfortwominutesandthenoneortwoSsreport)
(ThisactivityistomotivatetheSstotalkinEnglishandcooperatewellwitheachother.)
(Thentheteacherintroducethebackgroundinformation)
T:Now,Let’slookatthediagram.We’llknowwhatistyphoon.Typhoonisakindoftropicalcyclone.It’stheatmosphericwhirlpoolformedonthewarmtropicaloceanandtheareaoflowpressure.Windsareproducedbecausethepressureoftheairisdifferentindifferentplaces.Airflowsfromaregionofhighpressuretoaregionoflowpressure,causingawind.Thelowpressurecenteristheeyeofthestorm.Andtropicalcycloneisthegeneralnameoftropicaldepression,tropicalstorm,severetropicalstormandtyphoonorhurricane.InUSA,peopledon’tusethenameofseveretropicalstormandtyphoon.Instead,peopleusethename----hurricane.Allovertheworld,peoplenamethesetropicalcyclonesaccordingtotheirstrongestspeedofwind.Canyouguesshowfastatyphooncanmove?(ShowtheformtotheSs)
(Lookattheform---tropicalcyclonenamingconventions)
(Thentheteachershowsthemapoftheworld,askSstotellthedifferencebetweentyphoonandhurricane.)
Step4Whilereading
Fastreading:skimthepassageandtrytogetthegeneralideaofthetext.(Ssanswerthemainelementsofastory:who,when,where,how)
Carefulreading:Ssfinishtwotasksafterreading.
Task1.Scanthepassageandfindtheanswertothefollowingquestions.
1.Wheredidtheshipmeetthetyphoon?
2.Whatwastheweatheratfirst?
3.Whydidthecapitalsaythatitlookedasifatyphoonwascomingon?
4.Whereweretheywhenthefullforceofthehurricanestrucktheship?
5.Whatshouldtheydoinsuchterribleweather?
6.Whatdoesthesentence“Anotheronelikethis,andthat’sthelastofher”mean?
7.Whydidthecapitalstrikeamatch?Whatdidhesee?
Task2.TrytoexplainthedifficultsentenceinboldinEnglish.
1.Itwasfine,fortherewasnowindandtheheatwasclose.
2.Becauseheobservedthebarometerfellsteadilyandheknewthataterriblestormwouldcomesoon.
3.Whenthehurricanestrucktheshipwithfullforce,theywereallonthebridge.
4.Theycouldonlymovetheshipoverthehighseaandintotheveryeyeofthewind.
5.Itwasthelowestreadinghehadeverseeninhislife
(IfSscouldn’tunderstandthesentences,allowthemtodiscusswiththeirpartner.)
Dealwithlanguagepointsafterthat.
1.onboard=inoron(aship,anaircraftorpublicvehicle)
eg.1)Havethepassengersgoneonboardyet?
2)一上船,我总想吐。
AssoonasI’monboardIalwaysfeelsick.
2.closeadj.=lackingfreshorfreelymovingair
eg.Shenoticedthattheairwasveryclose.
Theatmosphereinasteam-heatedbuildingisoftenclose
3.dirtyadj.=(oftheweather)roughandunpleasant
4.knockabout=knockaround①“漫游,流浪”②“(狠)打”
eg.HehasknockaboutalloverEurope.
Afterhegraduatedfromcollege,Joeknockedaboutforayearseeingthecountrybeforehewenttoworkinhisfather’sbusiness.
Theysayheknockshischildrenabout.
5.allofasudden=suddenly/unexpectedly
eg.1)Allofasudden,thetyreburst.
2)他转过身来但是忽然跌倒了.
Heturnedaroundbutfelldownallofasudden.
6.doforsb./sth.“破坏,使…失败.”
eg.1)Thespellingmistakeintheexamdidforhim.
2)若资金不能在十五天内到位,工厂就完了。
Thefactorywillbedoneforitifcapitalcan’tarriveinfifteendays.
dofor“设法弄到”常用于how,what开头的疑问句中.
eg.Howdidyoudoforfoodwhenyouwereinthedesert?
7.asthough=asif
eg.1)Irememberthewholethingasifithappenedyesterday.
2)Shefeltasifthegirlwereamemberofherownfamily.
8.allatonce=suddenlyandunexpectedly/atthesametime.
9.swearv.=promiseordeclareformally
Step4Post-reading
T:Wehavedealtwiththelanguagepointsofthetextandnowletsdosomeexercises.
Task1.Fillintheblankswithproperwords.
Task2.Ssdiscusstheendofthestoryingroupsandonereportedittotheclass.
(TheSscanexpresstheirownopinionsandcommunicateproperly.TheycanimprovetheirspeakingskillsandtheabilitytodothingsinEnglish.)
Step5Discussion
Extendeddiscussion:
T:Weknowtyphooncancausegreatdamagetoourlife.Howcanwereducetheloss?Howcanweprotectourselves?
(Ssdiscussinpairsoringroupsandthenreportwhattheydiscuss.)
Suggestedanswers:
1.Buildstronghouses;
2.Forecastcorrectly;
3.Giveefficientfirstaid;
4.Cutupthebranchesofthetrees;
5.Burythelinesundertheground
T:Everycoinhastwosides,sodoesthetyphoon.Thoughthetyphooncausesdamage,itcanhavegoodeffects.Canyouthinkofsome?
goodeffects:
eg1.Bringinenoughwatertoreleasedrought
2.Bringinheavywindwhichcanbeusedtomakeelectricity.
step6Homework
1.Oralhomework:
Supposeyouareanewspaperreporterandareinterviewingthecapitain.Makeupthedialogue.
Thinkitover:Whatquestionswillthejournalistask?
2.Writtenhomework
Writetheendofthepassageonyourexercisebook.
Period5Listening(Wb)IntegratingskillsWriting(Wb)
Teachingaims:
1.TheSscanunderstandthelisteningtext.
2.TheSscangetthegeneralideaofeachparagraph.
3.Throughreading,theSsdevelopsomemicroskillsinreading,suchasskimmingandscanning.What’smore,theycanwriteacompositionofsimilartopic.
4.TheSscandevelopinsomewhattheabilityofautonomylearning,processinginformationandthinkinginEnglish.
5.TheSshavethesensetoprotectourenvironment.TheysharetheexperienceoflearningEnglishandhavethesenseofsuccessinlearningEnglishandcooperation.
Teachingimportantpoints:
1.Learntheusefulwordsandexpressionsinthisperiod.
2.Learntowriteaboutanaturaldisaster.
Teachingdifficultpoints:
1.Knowhowtousethewordsandexpressionsinthisperiod.
2.Knowthestructureofwritingaboutanaturaldisaster.
Teachingaids:atape-recorderacomputeraprojector
Teachingprocedures
Stage1Listening
1.Readtheinformationabouttheexercises.
2.ListentothetapeanddoExercises1,23.
3.Listenagainandfinishallthequestionsinthispart.
(Ifnecessary,playthetapeagain.)
Stage2Reading
1.Lead-in
AsktheSstodescribeakindofweatherandwhatpeopledoinsuchweather.
Todaywe’llreadsomebookdescriptionsaboutnaturaldisastersandstoriesthathappenedinterribleweather.
2.Pre-tasks
Readthroughthebookdescriptionsandmatchthemwiththefollowingbooktitles.
1.VolcanoEarthquake
2.UndertheVolcano:ANovel
3.Disaster!TheGreatSanFranciscoEarthquakeandFireof1906
4.VolcanoEarthquake
5.TheComingStorm:ExtremeWeatherandOurTerrifyingFuture
6.HiddenBigIslandofHawaii:IncludingtheVolcanoesNationalPark
7.SuddenSea:TheGreatHurricaneof1938
(ThisactivityaimstoimprovetheSs’readingabilityofskimmingandtheSscangetthegeneralideaofeachparagraph.)
3.While-tasks
AsktheSstoreadthedescriptionscarefullyagain.Dividethewholeclassintotwoparts.Eachpartdealswithoneofthefollowingtwoactivities:
1.Whichbooksonthelistinterestyou?Givereasonswhyyoumightwanttoreadthem.
2.Chooseonebookfromthelistwhichyoudon’twanttoreadandexplainwhyyouthinkitwon’tinterestyou.
(ThisactivityistohelptheSsdeveloptheabilityofscanningandexpresstheirownopinionswiththeirownwords.)
4.Post-tasks
Groupwork.
Imagineyourteacherasksyoutowriteanessayabouthumanexperiencesandhowpeoplesufferduringnaturaldisasters.Whichbookswouldyouchoosetohelpyouwriteyouressay?Whatinformationdoyouthinkyoucouldusefromthem?
Stage3Writing
1.Brainstorming
Whatnaturaldisastersdoyouknow?
2.Writing
Dividetheclassintosixgroups.Eachgroupdiscussatopicandwritesacompositiontogether.Aftertheyfinishthewriting,theyshoulddopeer-revision.Thentheteacherwillpostthecompositionsonthewall.Eachcompositionshouldcontainthefollowingparts:
1.Howisthedisasterformed?
2.Whathappenswhenthedisastercomes?
3.Whatisthedamageafterthedisaster?
4.Whatdopeopledoafterthat?
5.Whatlessonhaveyoulearn?
(ThissteptriestodeveloptheSs’cooperativeabilityandwritingability.TheSslookupinformationinmanydifferentways.)
Stage4Homework
Readmorepassagesaboutnaturaldisasters.Theycanrefertothefollowingwebsites:
http:///howto.html
Period6GrammarWordStudy
Goals:1.LearnandmasterGrammar:Ellipsis
2.Reviewtheusageofthepresentparticiplepastparticiple.
TeachingImportantPoints:
1.LearnaboutEllipsisofdifferenttypes.
2.EnableSstolearnhowtochoosethepresentparticiplethepastparticiple.
TeachingDifficultPoint:HowtouseEllipsistomakeasentencebriefandclear.
TeachingAids:acomputeraprojector
Procedures:
Step1:WordStudy
1.ChecktheanswertoExercise1atPage77.
2.ThePresentparticiplethepastparticiple
T:Lookatthe2sentencesontheblackboard.
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Canyoutellthedifferencebetween“moving”“moved”?
S:Yes.Thepresentparticiple“moving”expressesanactionthathappensaroundthesametimeasthemainverbwithanactivemeaningwhilethepastparticiple“moved”expressesanactionthatiscompletedwithanpassivemeaning.AmIright?
T:Yes,quiteright?PleaseopenyourbooksatPage78.LookatEx.2.Readthesentencesandfillintheblankswiththeproperformsofthewords.
Step2:Grammar-Ellipsis
T:Lookatthe2sentencesontheblackboard.
Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
Thencameasmellofsulphur,andthen(?)flames.
Readthemanddecidewhichwordswereleftoutateachplaceofthequestionmarks.
S:Ithinkinthe1stsentencethesubject“heormyuncle”wasleftout.
S:Inthe2ndsentenceIthink“came”shouldbeattheplaceofthequestionmark.
T:Youareright.InmodernEnglishthereisatendencytoomitorleaveoutsomewordsinasentenceforthesakeofconciseness.Theomissioniscalled“Ellipsis”,andasentencecontainingsuchanellipticalsentence.Awordorwordsinasentencecanbeomittedonlyonconditionthattheomissionwouldnotcausethesentencetobeunderstoodinmorethanonewaytobeunclearmeaningorwrong.Wemustkeepinmindthatweshouldnotomitwordsnecessaryforclearness.Areyouclearaboutthat?NowI’dliketosomemoreabout“Ellipsis”.
1.简单句中的省略
1)省略主语祈使句中主语通常省略;其它省略主语多限于少数现成的说法。
(1)(I)Thankyouforyourhelp.
(2)(I)Seeyoutomorrow.
(3)(It)Doesn’tmatter.
(4)(I)Begyourpardon.
2)省略主谓或主谓语的一部分
(1)(Thereis)Nosmoking.
(2)(Isthere)Anythingwrong?
(3)(Willyou)Haveasmoke?
(4)What/How(doyouthink)aboutacupoftea?
(5)Why(doyou)notsayhellotohim?
3)省略作宾语的不定式短语,只保留to,但如果该宾语是动词be或完成时态,则须在之后加上be或have:
(1)–Areyougoingthere?--Yes,I’dliketo(gothere).
(2)Hedidn’tgivemethechance,thoughhehadpromisedto(givemethechance).
(3)–Areyouanengineer?--No,butIwanttobe.
(4)–Hehasn’tfinishedthetaskyet.--Well,heoughttohave.
4)省略表语
(1)–Areyouthirsty?--Yes,Iam(thirsty).
(2)Hisbrotherisn’tlazy,norishissister(lazy).
5)同时省略几个成分
(1)Let’smeetatthesameplaceas(wemet)yesterday.
(2)–-Haveyoufinishedyourwork?
---(Ihave)Not(finishedmywork)yet.
2.主从复合句中的省略
1)主句中有一些乘法被省略
(1)(I’m)Sorrytohearyouareill.
(2)(It’sa)Pitythathemissedsuchagoodchance.
2)主句中有一些乘法被省略
(1)–Ishecomingbacktonight?--Ithinkso.
(2)–Shemustbebusynow?--Ifso,shecan’tgowithus.
(3)–Isshefeelingbettertoday?--I’mafraidnot.
(4)–Doyouthinkhewillattendthemeeting?--Iguessnot.
这种用法常见的有:Howso?Whyso?Isthatso?Ihopeso.Hesaidso.及Isuppose/believe/hopenot.
3.并列句中的省略
两个并列句中,后一个分句常省略与前一分句中相同的部分。
(1)Myfatherisadoctorandmymother(is)anurse.
(2)Istudyatcollegeandmysister(studies)athighschool.
(3)Whensummercomes,thedayisgettinglongerandlonger,andthenight(isgetting)shorterandshorter.
4.其他省略
1)连词的that省略
(1)宾语从句中常省略连词that,但也有不能省略的情况。
(2)在定语从句中,that在从句中作宾语时可省略.另外,凡是进行时态和被动语态的定语从句都可省略关系代词和be动词。
2)在某些状语从句中,从句的主语与主句的主语一致时,可省去“主语+be”部分
(1)When(hewas)stillaboyof10,hehadtoworkdayandnight.
(2)Shetriedherbestthough(shewas)ratherpoorinhealth.
(3)If(youare)askedyoumaycomein.
(4)If(itis)necessaryI’llexplaintoyouagain.
3)不定式符号to的省略
(1)并列的不定式可省去后面的to.
Itoldhimtositdownandwaitforamoment.
(2)help当“帮助”讲时,后面的宾语或宾补的不定式符号to可带可不带.
Iwillhelp(to)doitforyou.
Iwillhelpyou(to)doit.
(3)介词but前若有动词do,后面的不定式不带to.
Theboydidnothingbutplay.
(4)某些使役动词(let,make,have)及感官动词(see,watch,hear,notice,observe,feel,lookat,listento等)后面作宾语补足语的不定式一定要省去to,但在被动语态中须将to复原。
Isawtheboyfallfromthetree.
Theboywasseentofallfromthetree.
Thebossmadeuswork12hoursaday.
Weweremadetowork12hoursaday.
(5)主语从句中有动词do,后面作表语的不定式的to可带可不带。
Allwecandonowis(to)wait.
(6)find当“发现”讲时,后面作宾语补足语的不定式符号to可带可不带。
Wefoundhim(to)workveryhardattheexperiment.
但如果是不定式tobe,则不能省略。
Shefoundhimtobedishonest.
4)连词if在部分虚拟条件句中可省略,但后面的语序有变化。
(1)Hadtheytime,theywouldcertainlycomeandhelpus.
(2)WereIyou,Iwoulddotheworkbetter.
(3)Shouldtherebeaflood,whatshouldwedo?
5)主句和从句各有一些成分省略。
Thesooner(youdoit),thebetter(itwillbe).
Step3:Homework
Finishalltheexercisesabout“Ellipsis”inyourbook.
古人云,工欲善其事,必先利其器。高中教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容,帮助高中教师提高自己的教学质量。那么如何写好我们的高中教案呢?下面是小编帮大家编辑的《Frighteningnature(TheThirdPeriod)》,仅供您在工作和学习中参考。
TheThirdPeriod
TeachingAims:
1.Getthestudentstocompleteapassageaccordingtotheinformationgiven.
2.Getthestudentstoreviewtheusageofthepresentparticipleandthepastparticiple.
3.Getthestudentstolearnandmaster
Grammar:Ellipsis.
TeachingImportantPoints:
1.Enablestudentstolearnhowtochoosethepresentparticipleorthepastparticiple.
2.LearnaboutEllipsisofdifferenttypes.
TeachingDifficultPoint:
HowtouseElliipsistomakeasentencebriefandclear.
TeachingMethods:
1.Practisetomakethestudentsmasterwhattheyvelearned.
2.Inductivemethodtogivethestudentsaclearpictureoftheyshouldmaster.
3.Pairworkorgroupworktomakeeverystudentbeactiveinclass.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
StepIGreetingsandRevision
Greetthewholeclassasusual.
(Teacherandstudentslearnthenewwordsofthisperiodtogether.)
T:Haveyoufinishedyourhomework?
Ss:Yes.
T:Whowillreadhiswordwebstous?
(Teacheraskssomestudentstoread.Atlastteachershowsthefollowingon
thescreen.)
StepIIWordStudy
T:(Showthescreen.)Nowletsdoanexercise.Readthenewsonthescreen
andfillintheblankswiththewordswevelearned.Pairworkorgroupwork.
Completethenews:
TheactivevonMontserratcausedmorethanUS$323000damagetocropsandtheislandswatersystem,thegovernmentsaidThursday.
Theislandwascoveredwithdanda_________asdeepasfourinched.Fruittreesandcropswereseverelydamaged,butnoneofthepeoplewerereportedinjured,officialssaid.Somewildlifehabitatsweredamaged.
ThevolcanoonMontserratsprangtolifein1995.Morethanhalfofthe
populationf______andneverreturneda.Aneruptionin1997killed19
peopleandburiedthecapitalofPlymouth.
Althoughtherewasafeelingofp_________,peopletoldreportersthattheywouldnotleavetheirisland.
OfficialssaidcostsforcleaningupcouldreachUS$188000.TheUNhasu________othercountriestohelp.Britainalreadygave2millionpoundslastaidTuesdays.
Suggestedanswers:
olcano,ust,sh,led,gain,anic,rged
T:Lookatthetwosentencesontheblackboard.
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Canyoutellmethedifferencebetween“moving”and“moved”,LiHua?
LiHua:Yes.Thepresentparticiple“moving”expressesanactionthathappensaroundthesametimeasthemainverbwithanactivemeaningwhilethepast
participle“moved”expressesanactionthatiscompletedwithanpassivemeaning.AmIright?
T:Yes,quiteright!PleaseopenyourbooksatPage78.LookatEx.2.Read
thesentencesandfillintileblankswiththeproperformsofthewordsin
brackets.Andthencheckyouranswerswithyourpartner.
Suggestedanswers:
1.frightening;frightened
2.upsetting;upset
3.terrified
4.scaring;seared
StepIIIGrammar
T:(Teacherwritesthetwosentencesontheblackboard.)
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
Lookatthetwosentencesontheblackboard.Theyarebothfromthetext.Readthemanddecidewhichwordswereleftoutateachplaceofthequestionmarks.Pairworkorgroupwork.
(Afewsecondslater.)
SA:Ithinkinthefirstsentencethesubject“heormyuncle”wasleftout.
SB:InthesecondsentenceIthink“came”shouldbeattheplaceofthequestion
mark.
(Teacherwritesthecompletedsentencesontheblackboard.)
T:Youareright.InmodernEnglishthereisatendencytoomitorleaveoutsome
wordsinasentenceforthesakeofconciseness.Thisomissioniscalledellipsis,andasentencecontainingsuchanomissioniscalledanellipticalsentence,Awordorwordsinasentencecanbeomittedonlyonconditionthattheomissionwouldnotcausethesentencetobeunderstoodinmorethanonewayortobeofunclearmeaningorwrong.Wemustkeepinmindthatweshouldnotomitwordsnecessaryforclearness.Areyouclearaboutthat?
Ss:Yes.
StepIVPractice
T:(Teachershowsthescreen.)Herearetensentencesonthescreenandthey
areallcorrect.Workwithyourpartneranddecidewhichwordshavebeenleft
out.
Decidewhichwordshavebeenleftout.
Example:(I)Begyourpardon.
1.Haventseenyouforages.
2.Somemoretea?
3.Soundslikeagoodidea.
4.Doesntmatter.
5.Sorrytohearthat.
6.Pityyoucouldntcome.
7.Thisway,please.
8.Terribleweather!
9.Joiningusforadrink?
10.Goingtothesupermarket?
T:(Afterawhile.)Haveyoufinished?Whowillgiveustheanswers?Onestudent,onesentence.Volunteers?
Suggestedanswers:
1.Ihaventseenyouforages.
2.Wouldyoulikesomemoretea?
3.Itsoundslikeagoodidea.
4.Itdoesntmatter.
5.Imsorrytohearthat.
6.Itsapityyoucouldntcome.
7.Youcomethisway,please.
8.Whatterribleweatheritis!
9.Doyouenjoyjoiningusforadrink?
or:Doyoufeellikejoiningusforadrink?
10.Areyougoingtothesupermarket?
StepVDiscussion
T:(Teachershowsthescreen.)Letsdoanotherexercise.Lookatthescreen.
Someofthewordsinthesentencesonthescreenareunnecessary.Crossthese
wordsout.
Dothefollowingaftertheexample:
Example:Itdidnttakemyunclelongtodecidewhethertogotosavehisfriends
ornottogotosavehisfriends.
1.ShecanholdherbreathlongerthanIcanholdnaybreath.
2.Theydiscussedwhethertheyshouldstayinthehouseortheyshouldtrytheopenair.
3.Theyhadameal,theywentoutforawalkandtheycamebacktosleep.
4.Dontbatheifyoudontwanttobathe.
5.IdontvisitmyparentsasmuchasIoughttovisitmyparents
(Afterawhile.)
Sa:Ithinkinthefirstsentence“holdmybreath”canbeomitted.
Sb:Theword“can”canbeomitted,too.
T:Whoisright?
Ss:Sb.
Sc:Inthesecondsentence,wecanleaveoutthewords“theyshould”.AmIright?
Ss:Yes.
Sd:Inthethirdsentencethesecondandthethirdsubject“they”canheomitted.
Se:Thefourthsentencecanhechangedlikethis:Dontbatheifyoudontwantto.
T:Cantheword“to”beomitted?
Ss:No,itcantbeomitted.
St:Inthefifthsentence,thelastfewwords“visitmyparents”canbeleft
out,cantthey?
Ss:Yes.
T:Youvegraspedthespiritofit.NowopenyourbooksonPage78.Letsdo
Ex.4.Readtherequirementandhaveadiscussionwithyourpartner.
Suggestedanswers:
M:Well,youdontlookatalllikeaseacaptain,sir.
C:Imafraidyoudontlikeverymuchlikeagoverness.Youturnaround,please!
M:Whatdoyoumean?
or:Forwhatdoyouaskmetoturnaround?
C:Youturn!Youtakeyourhatoff!Itsthedress.Youhavetoputonanother
onebeforeyoumeetthechildren.
M:ButIdonthaveanotherone.Iwouldhavemademyselfanewdress,but
therewasnttime.
C:Well,Illseethatyougetsomematerialtoday,ifpossible.1dontknowhow
muchthemotherhastoldyou.
M:Themotherhasnottoldmemuch.
C:Yourethetwelfthinalonglineofgovernesses,whohavecometolookaftermychildrensincetheirmotherdied.Ibelievethatyouwilldobetterthanlastone.Shestayedonlytwohours.
M:Whatswrongwiththechildren,sir?
C:Therewasnothingwrongwiththechildren,onlythegoverness.…
StepVISummaryandHomework
T:InthisperiodwevedonesomeexercisesaboutWordstudy.Andwevelearnedanewgrammaritem:Ellipsis.Indoingthis,wemustrememberthat…(PointingtothesentencesontheBb.)Afterclass,domoreexercisesaboutit.AndthendoEx.5onPage77.NextclassIllasksomestudentstotellthestoryintheirownwords.Thatsallfortoday.Classisover.
StepVIITheDesignoftheWritingontheBlackboard
Unit10Frighteningnature
TheThirdPeriod
Thisisamovingstory.
Theboyisdeeplymovedbythestory.
Grammar:Ellipsis
1.Uponarrival,myunclehuggedPompyand(?)triedtogivehimcourage.
2.Thencameasmellofsulphur,andthen(?)flames.
*1.Uponarrival,myUnclehuggedPompyand(he/myuncle)triedtogivehimcourage,*2.Thencameasmellofsulphur,andthen(came)flames.
StepVIIIRecordafterTeaching
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