一名优秀的教师在教学时都会提前最好准备，教师要准备好教案，这是老师职责的一部分。教案可以让学生能够听懂教师所讲的内容，帮助教师缓解教学的压力，提高教学质量。我们要如何写好一份值得称赞的教案呢？下面是由小编为大家整理的“Unit10SchoolEducation”，仅供参考，大家一起来看看吧。

Unit10SchoolEducation
一、单元分析（UnitAnalysis）
（一）单元地位（UnitPosition）
1．本课在对教育方式描述时，谈及了不同时代对教育的要求以及当前的时代对教育的要求。教师可围绕“当前时代对人才的要求”这一主题，设计活动让学生参与口语讨论，加强对当今学校教育情况的了解以及对自己在今后学习中的要求。
2．本单元结束时，充分利用本课“学校教育”这一主题，让学生围绕“对学校教育的调查”探讨探讨当今社会对人才的需求以及在当前教育模式下如何调整自己更加适应社会的发展。
3．本课中复习了情态动词+被动的语法。
（二）单元目标（UnitTarget）
1复习情态动词+被动结构的语法现象。
2能对教育方式发展进行简单描述。
3能对学校教育的调查作出简要的书面报告。
4能用英语写简单的感谢信。
（三）单元重点（UnitPoints）
1关键词：
语言知识类
purpose,devote…to,dominate,besupposedtodo,payattentionto;sufferfrom,initiative,stimulate,playavitalrole,tryout,takeintoaccount,meettheneedsof…
交际功能类
gainknowledge;learningskills,theMachineAge,theIndustrialRevolution,memorize,leaningprocess,theInformationAge,creativeeducation,independentandcreativelearners,abilitytolearn
2功能：
Opinionsaboutschoollife参考课本第160页UsefulLanguage
What’syourview/opinionof…
MayIbotheryouwithsomequestions?
Iwonderifyoucouldtellme…
Excuseme,doyouhappentoknow…
Well,letmesee…
Oh,letmethinkforamoment…
I’mnotsure,I’lljusthavetofindout…
That’saveryinterestingquestion,but…
I’mnotreallysure.
Ican’ttellyouatthemoment,I’mafraid.
I’mterriblysorry,butIreallydon’tknow.
I’venoidea,I’mafraid.
I’drathernotanswerthat,ifyoudon’tmind.

3语法点：
本课出现了情态动词+被动结构，应作为本课的教学重点。

二、教学设计（TeachingDesigns）
教学内容教学实施建议教学资源参考
1Reading作为“教育转变”这一主题的引入，教师可利用图片（前朝的私塾，工业时代的学校教育以及当前的创造性教育）让学生以小组为单位
对于几幅“教育模式”的图片进行简要描述，了解在不同时代对教育的不同要求。
在此基础上，阅读并讲解课文，使学生对这些行业能有更深刻、全面地了解。
[链接1]图片讨论的一些建议。

课本第151--152页——Highlights部分。
2Listening作为教材第157页的听力部分，可让学生了解如何交流个人喜好。同时建议教师可利用上海外语教育出版社出版的《英语（新世纪版）听力》，开展相关主题的听力活动作为对教材的补充。课文第158页——ListeningPractice

3Speaking以“学校生活”为主题设计口语活动。
活动一：根据给定的表格选择几项设计调查问卷。
活动二：采访调查。用自己设计的调查问卷在班级内进行调查。句型可参见“UsefulLanguage”
活动三：总结。以小组为单位进行交流，然后总结并形成调查报告，后由小组推选代表在班内进行汇报。
[链接2]问卷调查任务的一些具体教学建议。课文第158页——SpeakingPractice
4Writing对书中的感谢信的各式教师应当作出讲解然后设计一些感谢情景（比如，互相帮助大扫除，将体育课上受伤的同学送往医院等）让学生进行写作训练。课文第162页——Writing部分
5Structure情态动词+被动结构作为复习知识出现在本课的语法教学中。教师可设计一些活动进行该语法的复习。
[链接3]情态动词+被动结构操练的教学建议。课文第155——Structure部分

6AdditionalReading本部分与Unit10的口语课的调查报告内容直接相关，建议放在口语课前一课时。
本文出现的重要词汇与词组：sample,thinkof,foronereasonoranother,list,followedby,playwith,gofor,mixwith,aspect,attitude(to),manage,strict.
针对“调查报告”这一话题，可在学生中开展讨论：如何进行一个调查结果的讨论和总结？如何形成一个完整的调查报告？
[链接2]在学生做完调查问卷后作为presentation的范例要求课文第165页——AdditionalReading
[链接1]
说明：
图片展示和讨论让学生视觉上受到刺激并激发他们学习的积极性。这一环节的运用既能发挥学生的积极主动性，又能使学生在小组活动中互相交流互相学习。在该环节中既有小组讨论的方式也有独立思考的空间。
1教师准备好各种教育模式的图片，让学生观察并说出不同教育模式的特点以及在当时社会背景下的意义。
2先由学生独立思考并以最快的速度说出不同得教育模式。
3小组讨论不同模式的差别、特点以及存在的意义。

教师补充词汇：eight-partessay；exam-orientededucation;quality-orientededucation;theMachineAge;theInformationAge；curriculum,syllabus,activelearning,passivelearning,classroomstudy,after-classstudy,learningresult,learningattitude,imperialexaminationsystem
[链接2]
说明：
调查问卷是一个让学生搜集所需信息的一种与人沟通的技巧。该活动是一个能体现语言社会交际功能的活动，是贴近学生生活、真实的任务。通过设计和进行问卷调查这一环节，了解当今学生对教育的看法。在小组交流过程中，信息交流也为学生提供了一个语言学习、语言锻炼的机会。
1therequirementsofthesurvey
chooseoneortwoaspectsstudentsareinterestedinanddesignquestionsneeded
2preparingforabriefaccountofthesurvey
3exchangingtheresultofthesurveyamonggroups
4onerepresentativeofeachgroupistobeselectedtogiveapresentationintheclass
[链接3]
说明：
语法的学习除了教师的精讲之外，离不开学生的实际语言练习与运用。创设不同的活动让学生积极参与，是语法学习不再被动接受、死记硬背。
教师先复习课文中的句型以及进行机械性练习。然后在黑板上写一些情态动词，如：may,might,should,can,could,must…
让每个学生假象自己的将来或愿望如何用所给的情态动词造句，然后AB同学进行交换把对方的句子变成被动句。

精选阅读

Unit10Americanliterature

Unit10Americanliterature
Ｉ．单元教学目标
技能目标SkillGoals
▲TalkaboutAmericanliterature
▲Practisepredictinganddescribingwhatastorymightbeabout
▲Reviewalltheverbtenses
▲Writeabookreview
II．目标语言
功能句式Predictanddescribewhatanovelwithacertainthememightbeabout.
Whatwouldbeaninterestingstory?
Whatwouldbeanexcitingplot?
Whatcharacterswouldlikelyappearinit?
Whatwouldthecharactersbelike?
Whereandwhenwouldthestorytakeplace?
Wouldyouliketoreadashortstoryoranovel?
Doyouwanttoreadforpleasureorforschool?
词汇1.四会词汇
garbage,maid,prince,outcome,penny,grocery,bakery,weep,furnish,shabby,mailbox,bell,rag,rare,garment,worn,carpet,barbershop,haircut,anecdote,booklet,mutton,stove,baggage,pale,prayer,approve,anyhow,shave,comb,tortoise,flash,simplify
2.认读词汇
DudleyRandall,Della,Dillingham,backyard,cascade,Sofronie,curl,ConeyIsland,WilliamSydneyPorter,Broadway,tortoiseshell,jewel,reaction
3.词组
attendto,takepridein,doup,letdown,fixsthon/uponsb,atlength
4．重点词汇
weep,furnish,shabby,anecdote,baggage,pale,approve,anyhow,shave,flash,simplify
语法Reviewalltheverbtenses.
重点句子1.Expenseshadbeengreaterthanshehadcalculated.P84
2.Shehesitatedforaminuteandstoodstillwhileatearortwofellonthewornredcarpet.P85
3.Therewasnootherlikeitinanyofthestores,andshehadturnedalloftheminsideout.P85
4.ItwasworthyoftheWatch.P85
5.It’llgrowagain—youwon’tmind,willyou?P88
6.I’mmewithoutmyhair,aren’tI?P88
III．教材分析与教材重组
1.教材分析
本单元以Americanliterature为话题,通过诗歌欣赏，判断文学作品主题和阅读文学名著等学习方式，使学生对美国文学的特点以及发展历史和现状有一定的认识和了解，并能用已有的关于美国的历史、政治、文化等方面的知识判断和描述一部文学作品的主题、内容梗概和写作方法；能够运用所学的语言知识和技能听懂以对话形式对文学俱乐部举行的某些活动的评论，如成功和失败之处、优点和缺点所在等；并能用英语谈论美国文学作品，包括判断主题、分析写作特点、讨论作品主人公的个性、总结中心思想等，并对作品加以评论。
1.1WARMINGUP用一首小诗激发学生对美国文学进一步了解的兴趣，并使学生对美国黑人的诗歌有一个初步认识。它既呈现了本单元的中心话题—Americanliterature，又以回答问题的形式帮助学生以这首小诗为线索去探究美国文学的特点，为以后关于“Americanliterature”的进一步听、说、读、写的学习打下基础。
1.2LISTENING包括两个部分。第一部分中要求学生在“听”之前谈论一下自己在英语角或英语俱乐部所参加过的活动以及他们的感受和经历；或者听说过的、更有趣的英语活动和学习途径，为下一步的“听”作充分的准备。第二部分是一篇对话，Ben,AnnandLily正在为俱乐部组织一次英语活动。该部分设置的问题是：分析本次活动成功的原因和一次英语角活动不成功的原因，有一定难度。通过这项任务的完成，培养学生抓住听力材料中的要点信息、同时加以分析和总结的能力。
1.3SPEAKING是一项对话练习，内容是根据所给出的四幅图片，运用已有的关于美国的历史知识去判断每幅图片有可能表达的一部文学作品的主题是什么。这项设计的特点是：①让学生使用有关谈论文学作品的特点、人物以及故事发生的时间、地点等方面的语言交流自己对某些文学作品看法和观点；②丰富学生谈论文学作品的语言，包括词汇和句型等；③激发学生对美国文学的兴趣，并加深对美国文学的了解，为今后喜爱阅读更多的美国文学作品的原著打下初步的基础。
1.4PRE-READING是READING的热身活动。设计了两个任务供学生实践和完成。第一项任务是：通过略读的方法快速获取信息并推断故事情节的进一步发展。第二项任务是：用浏览的方式在课文中快速找出特定的信息用以回答问题。
1.5READING是一部短篇小说，节选自美国著名短篇小说家欧亨利的著名短篇小说《麦琪的礼物》。文章讲述了一对穷困的年轻夫妇为互赠圣诞礼物而忍痛卖掉引以自豪的长发和怀表，却换来了不再起作用的发梳和表链的故事，反映了美国下层人民生活的艰难和辛酸，赞美了主人公善良的心地和相濡以沫的爱情。文章情节生动，构思巧妙，文笔简短而精练，结局出人意料。
1.6POST-READING部分设计了三类任务，其中第一类是针对文章的理解，评价学生对文章理解的程度(Exx.1—4)；第二类是要求学生以根据课文做出的正误判断题为线索写一篇描述德拉的短文(Ex.5)；第三类任务要求学生根据已知的故事情节推断小说后半部分的故事情节将会怎样发展(Ex.6)。后两项任务具有很大的灵活性和挑战性。
1.7LANGUAGESTUDY分为词汇和语法两项。词汇部分帮助学生学习用适合的形式和意义使用词汇和短语，旨在培养学生运用英语词汇和短语的能力。语法项目是复习动词的各种时态。
1.8INTEGRATINGSKILLS包括读和写两部分。该部分是READING的续篇。在这部分中，小说的故事情节有了戏剧性的发展和出乎意料、却又在情理之中的结局。该部分的教学重点是分析文章的写作特点和表现手法并启发学生细心体会作者是如何以文学作品为载体去表达一个深刻的思想内涵的。写作部分的任务有两项：一是根据所给出的四幅图片描写本篇小说的故事情节；二是写一篇这部小说的摘要并对此加以评论以提高学生的写作能力。
2.教材重组
2.1从话题内容上分析，WARMINGUP和SPEAKING以及Workbook中的TALKING比较一致;将这三部分整合在一起，设计成一节任务型“口语课”从教材份量来说也比较适当。
2.2无论从话题内容上分析，还是从训练目的上分析，LISTENING与Workbook中的LISTENING都相一致；因此，可将两个LISTENING整合在一起，设计成一节“听力课”。
2.3将PRE-READING,READING和POST-READING三个活动整合在一起设计成一节“阅读课（一）”。
2.4根据本单元的特点（INTEGRATINGSKILLS中的READING是READING的续篇），将INTEGRATINGSKILLS中的READING和WRITING整合成“阅读课（二）”紧接第三课时。
2.5将LANGUAGESTUDY与Workbook中的PRACTISING部分整合在一起，组成一节“语法课”。
2.6将Workbook中INTEGRATINGSKILLS的READING（泛读）“以及WRITING整合成一节“泛读与写作课”。
3.课型设计与课时分配（经教材分析，根据学情，本单元可以用6课时教完。）
1stPeriodSpeaking
2ndPeriodListening
3rdPeriodReading
4thPeriodExtensivereading
5thPeriodLanguagestudy
6thPeriodExtensiveReadingWriting
Ⅳ.分课时教案
TheFirstPeriodSpeaking
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
theme,Americanliterature,nativeAmericans,slavery,theCivilWar,asaguidefor,outcome
b.交际用语
Whatwouldbeaninterestingstory?
Whatwouldbeanexcitingplot?
Whatcharacterswouldappearinit?
Whatwouldthecharactersbelike?
Wherewouldthestorytakeplace?
Whenwouldthestorytakeplace?
Wouldyouliketoreadashortstoryoranovel?
Doyouwanttoreadforpleasureorforschool?
2.Abilitygoals能力目标
EnablethestudentstotalkaboutthethemesofAmericanliterature,tellwhattypeofstoriestheyliketoreadanddiscusswhysomebookswrittenbyAmericanwritersarepopularbutsomearenotsopopular.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtopredictthethemesofnovelsaccordingtogiveninformation.
Teachingimportantpoints教学重点
LettheSslearntodescribeandpredictdifferentthemesofAmericanliteratureandwhattypeofstoriestheywouldliketoread.
Teachingdifficultpoints教学难点
HowtoexpresstheirideasaboutdifferentthemesofAmericanliteratureintheproperwaysuchasanexcitingplot,characters,whenandwherethestorytakingplaceandsoon.
Teachingmethods教学方法
1.Talkingmethod;
2.Pairworkorgroupworktohaveadiscussion.
Teachingaids教具准备
Acomputerandaprojector.
Teachingproceduresways教学过程与方式
StepIRevision
T:Goodmorning/afternoon,boysandgirls!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Doyoulikereading?
Ss:Yes.Wealllikereading!
T:Idon’tthinkso.WheneverIseeyou,youaretalkingaboutsports,music,food,clothes,pictures,starsandsoon,butseldomareyoutalkingaboutreading.
Sa:Youarepartlyright,Sir/Madam.Weseldomtalkaboutreadingjustbecausewehavedifferentinterestsindifferentkindsofliteratureworksanddifferentthemes.
Sb:Alsobecausewehavetoreadsomuchforschooleverydayandhavesolittletimetoreadwhatwelikeforpleasure.
T:Oh,I’msorryforwhatIsaidjustmow.Thatistosay,youdidyourhomeworkverywellyesterday?
Ss:Certainly!
T:AndyouhavegotasmuchknowledgeaboutAmericanliteratureasyoucan?
Ss:Yes!
T:Great!Let’shaveacompetitionbetweenboysandgirls.Thosewholiketojoininthecompetitionstandinlines,boysstandontheleft,girlsright.Ourcompetitionwillgoonlikethis:Eachofthegroupnumberswillwriteoutoneworkwithitswriter’snameontheblackboard,dothatinturnineachofyourgroupsasquicklyasyoucan.Youcanwritedifferentworksbythesamewriter,butcan’twritethesamework.OK?Anotherthing:Ifyoubothgetthesamenumberoftheworks,thegroupwithmoredifferentwriterswillbethewinner.We’llfinishitwithinthreeminutes.Areyouready?One,two,three,go!
Afewminuteslater,checktheworktogetherandcongratulateonthewinninggroup.Thenhandouttheprizespreparedforthewinnerstoencouragethem.
Possibleresult(B):blackwriter
BoyGroup
TheAdventureofTomSawyer
——MarkTwain
TheBeastintheJungle
——HenryJames
MainStreet
——SinclairLewis
NativeSon
——RichardWright(B)
TheScarletLetter
——NathanielHawthorne
TheOldManandtheSea
——ErnestHemingway
TheCalloftheWild
——JackLondon
MartinEden
——JackLondonGirlGroup
AdventuresofHuckleberryFinn
——MarkTwain
TheCantos
——EzraPound
TheGrapeofWrath
——JohnSteinbeck
InvisibleMan
——RalphEllison(B)
AFarewelltoArms
——ErnestHemingway
TheGiftoftheMagi
——O.Henry
TheLastLeaf
——O.Henry
...
Theboygroupwinsthecompetitionwithsevendifferentworksandwriters.
StepIIWarmingup
TalkaboutsomefamousAmericanwritersandtheirfamousworksappearingonthescreen.
T:Youdidagreatandexcitingjobjustnow.Well,let’slookatsomepictures.Doyouknowsomethingaboutthem?Ifyouknow,pleasetellusasmuchasyoucan.
ShowsomepicturesaboutsomefamousAmericanwriterssuchasMarkTwain,ErnestHemingway,O.Henry,NathanielHawthorne,andsoon.Atthesametime,asktheSstotrytotalkaboutthepicturesinorderthattheSscandrawasmuchinformationaboutAmericanliteratureaspossible.
ShowthepictureofNathanielHawthorneandhisfamousworkTheScarletLetteronthescreen.
T:Who’she?Andhaveyoureadthenovel?
Sa:HeisNathanielHawthorne.Iknowalittleabouthim.HawthorneisanovelistandshortstorywriterandTheScarletLetterisoneofhismostsuccessfulworks.ButIhaven’treadthenovel.
T:Good.Doyouknowsomeotherbest-knownworkswrittenbyHawthorne？
Sb:Letmetry.TheHouseoftheSevenGables,TwiceToldTalesandTheArtistoftheBeautiful.
T:Verygood!Let’sseesomethingabouthim.
Showthebriefintroductiononthescreenandasksomeonetoreaditaloud.

NathanielHawthorne
BorninSalem,Massachusetts.Novelistandshortstorywriter,acentralfigureintheAmericanRenaissance.NathanielHawthorne’sbest-knownworksincludeTheScarletLetter(1850)andTheHouseoftheSevenGables(1851).
T:WehavelearnedsomethingaboutNathanielHawthorne.Nowlookatthis!Haveyoureadthestory?Anddoyouknowsomethingaboutitswriter?
ShowthepicturesofHarrietBeecherStoweandherfamousworkUncleTom’scabinonthescreen.
Sc:Yes!Manyofushavereadthestory.Itisanantislaverynovelwrittenin1852byHarrietBeecherStowe.Thestorywasaboutafaithfulblackslavewaskilledbyacruelwhiteenslaverandmadepeopleknowhowcrueltheslaverywas.Itarousedthepeople’ssympathies.
T:Great!Now,let’slearnsomethingmoreaboutHarrietBeecherStowe.
Showthebriefintroductiononthescreenandasksomeonetoreaditaloud.
HarrietBeecherStowe
BornintheUSA.in1811.HerbookUncleTom’scabinnotonlymadeherfamousbutalsoshooktheworldandwashelpfulincausingtheAmericanCivilWar.TherewastimewheneveryEnglish-speakingpersonhadreadthenovelthatdidsomuchtostopslavery.PresidentLincolngreetedherasthe“littlewomanwhowrotethebookthatmadethisGreatWar.”
T:Haveyoureadthesepoems?
Showthepoetryanthologyonthescreen.
Ss:No.Heardaboutitbuthaven’treadit./Yes.Thepoemsintheanthologyarewonderful...
T:Yes.ThatisawonderfulpoetryanthologywrittenbyagreatpoetWaltWhitman.In1855Whitmanpublishedavolumeof12poemsathisownexpense,LeavesofGrass,whichhehadbegunworkingonprobablyasearlyas1847.Itwascriticizedbecauseofitsinnovationinverseform,thatis,theuseoffreeverseinlongrhythmicallineswithanatural,“organic”structure.
Whileintroducingthewriterandhispoems,showtheportraitofWaltWhitmanandthebookandthelogcabinwheretheworkwasbornonthescreen.

T:Nowlet’sappreciatetheversesfromoneofhispoems.
Showtheversesonthescreen.
OCaptain!myCaptain!ourfearfultripisdone;Theshiphasweather’deveryrack,theprizewesoughtiswon.
——OCaptain!MyCaptain!
WaltWhitman
T:Canyoutastethedeepmeaning?
Ss:Sorry...
T:HereWaltWhitmancomparesAmericatotheship,Lincolntothecaptain.Theship“hasweather’deveryrack”,whiletheirgreatcaptainlaydownforever.
Ss:...(TheSswillfeelverysorrywhenhearingthis.)
T:Yes.Thatiswhatgoodliteratureworksbringus.Look,Youmusthavereadthisbook.
ShowthebookTheAdventureofTomSawyeronthescreen.
Ss:Yes!Almosteveryonehasreadthebook.That’sveryinterestingandexcitingandmeaningful!
T:Whowroteit?
Ss:MarkTwain!!
ShowthepictureofMarkTwain.
T:MarkTwainishispenname.Doyouknowhisrealname?
Ss:SamuelLanghorneClemens.
T:That’sright.Canyoucountmoreofhisworks?
Sd:Certainly!BesidesTheAdventureofTomSawyer,hewrotemanyinterestingandhumorousstoriessuchasAdventuresofHuckleberryFinn,TheMysteriousStranger,LifeontheMississippi,TheGildedAgeandsonon.
Se:Alongwithessays,criticalworks,andmore.
T:Verygood!HereonthescreenaresomemoreinformationaboutMarkTwain.Pleasegothroughitbyyourselves.
AboutMarkTwain:
MarkTwain,pennameofSamuelLanghorneClemens,wasagreatliterarygiantofAmerica,whowasconsidered“thetruefatherofournationalliterature”.
ThetypicalthemeinClemens’writingwasthenarrationofastorybyayoungornativeperson.Whenhewroteaboutyouth,theyouthwasusuallywisebeyondhisyearsbutremainedanidealismwhichClementscomparedwiththeinsincerityandcrueltyoftheadultworld.
T:Tillnow,we’velearnedaboutmanyfamouswritersofAmericaandtheirworks,buthaveyoureadthiswork?PointingtothepoemonPage82.
Ss:No,wehaven’t.
T:Nowpleasereaditcarefullytwiceorthreetimes,thengothoughthequestionsgivenbelowandhaveadiscussioningroupsoffour.Afewminuteslater,I’llcheckyourjobs.
IfthereisenoughtimeorthestudentshaveenoughknowledgeabouttheAmericanliteratureandwriters,theteachercanhavetheSstalkmoreaboutthem.
Afewminuteslater.
T:Areyouready?
Ss:Yes!
T:Everyoneknowsthatthetextyou’vejustreadisapoem,yes?
Ss:Yes!That’sveryclear.
T:Canyouguesswhowrotethepoem?Imean,wasitwrittenbyawhitepoetorablackone?
Sf:Ithinkitwaswrittenbyablackpoet.
T:Butwhydoyouthinkso?
Sg:Becauseit’stalkingaboutlowestworkingpeopleallthewayandgivesthemandtheirworkhighgloryandshowstherespecttotheirancestors.
Sh:Ithinkso.Although“theblack”isn’tmentionedasingletimeinthepoem,stillIcanfeelitwaswrittenbyablackpoetthroughthesensibilitiesandthelanguages.Itdescribesthehardworkoftheirancestorsaswellastheirpoorlivingconditions.Whooncelivedamiserablelifelikepigs?Slaves!Whooncewereforcedtobeslaves?Blackpeople!
Si:Yes.Andwhomadetheblackpeople,bornfreeones,slaves?TheearlywhitesettlersinAmerica!SoIcanjudgeitmustbeAmericanliterature,andcouldn’tbewrittenbyanypoetfromanothercountry.AlsoIcanreadouttheblackpeople’saspirationforfreedomandequality.
T:Good!Wonderfuldeducing!Andwhatdeepthoughtcanwegetfromthepoem?
Sj:Ithinkthepoemisaboutaccusingofslaveryandtheunfairnessofthesociety.Itshowsusaspiritoffreedomandtellsusthatpeopleareborntobeequalandnobodyisnoblerorlower.
T:Verygoodanswers,andyouallhavedeepthinkingaboutthepurposeofthewriter.
Sk:JustnowSisaiditmustbeAmericanliterature,Iagreewithit.Fromthehistoryandthesubstanceofthepoemwecanknowthis.AmericausedtobeacolonyofEngland.SlaveryexistedinAmericaforalongtime.Slavesweretreatedcruellyasdraughtanimals.AsAmericahadnotaperiodoffeudal,Americansdidn’tbelieveinKingsandQueens.AftertheIndependentWarandtheCivilWar,Americamarchedontofreedom.Atthattime,slaveryhadbeenabolishedbutthethinkingofslaveryandracialdiscriminationstillrootedinthemindsofAmericans.Thewriterwantedtobreakthewallbetweenpeople,callforequalityandblackpeople’sself-respectandconfidence.Sohewrotethispoem.
T:Great!You’veanalyzedthehistoryoriginandmadetheanswerreasonable.Andthen,whocantellussomethingaboutthewriter,whosenamewasmarkedbelowthepoem?
Sl:Iknowsomethingabouthim.DudleyRandallwasborninWashington,D.C.in1914.HeworkedduringtheDepressioninthefoundryoftheFordMotorCompanyinDearborn,Michigan,andthenasacarrierandclerkfortheU.S.PostOfficeinDetroit.HeservedintheU.S.ArmySignalCorps,andgraduatedfromWayneStateUniversityandtheUniversityofMichigan.
Sm:Hewasalibrarianatseveraluniversities,andfoundedtheBroadsidePressin1965“soblackpeoplecouldspeaktoandfortheirpeople”.
T:Verygood.Andwhatabouthisideatotheblackpoets?
Sn:RandalltoldNegroDigest,“Precisionandaccuracyarenecessaryforbothwhiteandblackwriters...‘Ablackaesthetic’shouldnotbeanexcuseforsloppywriting.”HeurgedAfricanAmericanwriterstorejectwhatwasfalsein“white”poetry,butnottoforsakeuniversalconcernsinfavorofaracialagenda.
T:Wonderfulandclear!Whocantellsomethingabouthisachievements?
So:Letmetry.HisworksincludeOnGettingaNaturalandALitanyofFriends;NewandSelectedPoems.HeeditedTheBlackPoets,anextensiveanthologyofpoetry,fromslavesongstothepresent.
T:Excellentjobsyou’vedone!
ShowthepicturesofDudleyRandallandoneofhisworks.
T:WhenlookingbackthehistoryandlifeintheUnitedStates,whatspecialthemesandwhatsortofstorieswouldyouexpectforAmericanliterature?Iwanttoknowyourideas.
Sp:Iwanttoreportmyidea.AmericausedtobeacolonyofEnglandandslaveryexistedforalongtime.FreedomcametrueaftertheIndependentWarandtheCivilWar.Therewerealotofstoriesaboutloveandcourageinwars.SothefightsaboutAmericanespeciallyblackpeoplewhofoughtforfreedomandequalrightsmustbeveryexciting.
Sq:I’vereadthestoryAdventuresofHuckleberryFinnwrittenbyMarkTwain,whichisaboutawhiteboyandablackslaverunningawayfromtheirterribleplacestogethertohavetheiradventuretravel.Thestoryisveryinterestingandexciting.
Sr:Iexpectforthemesaboutwars.Thefuriouswarcanshowusthestrongforcetotheslaveryandbringuscourageandpower.Certainly,thisthemecanmakeusfeelexcitedandthrilling.
St:Thethemesaboutthecommonpeople’slifeofAmericawillbeattractions,fromwhichwecanknowmoreaboutthereallifeofpeopleinlowerclass.Thiskindofthemesisoftenrealisticandmovingwithkindandhard-workingcharactersinthem.Wecanlearnmorefromthemandgetedificationinheart.
T:Good!AndyouhavesomuchwonderfulthoughtthatIalmostwanttoreadallofthethemesoftheAmericanliteratureworks.HowcouldIdoandwhichoneshouldIchoose?
TheSswillhaveavarietyofideasaboutthethemesofAmericanliterature.Dealwiththesituationabouttheirdiscussionandletthemreportfreelydependingontimeandthecase.Collecttheideasabouttheirinterestingthemesbymakingaformforthestudentstofillin.
Possiblelist
ThemesWorksWriter
AntislaveryandCivilWarUncleTom’scabin
TheSlaveHarrietBeecherStoweRichardHildreth
NativeAmericanTheAdventureofTomSawyer
LifeontheMississippiMarkTwain
WesternPioneersShaneJackSchaefer
NeuterLeavesofGrassWaltWhitman
CommonlifeTheGiftoftheMagiO.Henry
………
StepIIISpeaking
T:Fromwhatyoudidjustnow,Ibelieveyou’veknownmuchabouttheAmericanliterature.Youknowthemajorthemesintheliteratureofacountryreflectimportanteventsorperiodsinthehistoryofthecountry.TherearefourpictureshereaboutAmericanliterature.LookatthemanduseyourhistoryknowledgeabouttheUSA.Workinpairsanddiscusswhatkindofstoriesyou’dliketoread,usingtheusefulexpressionsonPage84.Afewminutes1ater,I’llasksomeofyoutopresentyourideasintheformofdialoguestotheclass.OK?
Ss:Yes!
Thestudentsstarttohaveadiscussioninpairs,whiletheteachergoesamongthemtoseeiftheyhaveanyquestionsanddirectsthestudents’activities.
Afewminuteslater.
T:Areyouready?
Ss:Yes.
T:Whowantstobevolunteer?
Ss:(Thefirstpair)Letushaveatry.
PossibleDialogues
Picture1
A:DoyouknowwhowasthenativeofAmericabeforeEuropeancame?
B:Ithink,it’sIndian,AmericanIndian.Therearealotofstoriesaboutthem,andsomeareveryinteresting,especiallysomeabouttherelationshipbetweenIndiansandwhitepersons.
A:Really?Ifeeltheurgeinmyhearttoknowsomethingaboutthem.Doyouknowanyfamousnovelsaboutthem?
B:Sorry,butIhaveseenafilmnamed“Dancingwiththewolves”,it’sastoryaboutacaptain,anEnglishwhiteman,whowenttothewestpartofAmerica,whenalotofpeoplehadgonethereandIndianswerediscriminatedandkilledbywhitepersons.HemadefriendswithagroupofIndiansandhelpedthemnotbehurtbywhitepeople.It’saverysadstory.
A:Theremustbeanexcitingplot!Iwon’tmissit.
B:Ihopeyoucanenjoyit.
Picture2
A:IlikecowboyverymuchandIevendreamthatIcangotoAmericaandbeacowboyoneday.
B:Well,itisreallyawonderfuldream.ButhowmuchdoyoulearnaboutthelifeofcowboyinAmerica?
A:Verylittle,thatiswhatIwanttoknow.
B:IthinkIcantellyousomethingaboutit.Whenthepopulationofsettlersbecamelargerandlagerinthe1800s,manypeoplewenttothewestland.Theywereattractedbythelowpriceofthelandandthechancetoearnmoney.Atthattime,cowsweremorethanpeople,socowboyswereneeded.Torunafterthecows,cowboysrodehorsesandworeleatherboots.Theycreatedtheirspecialsongs,stories,lifestylesandspecialcharacters.Ifyouwanttoknowmoreaboutthem,youcanreadsomebooks,forexample,LifeontheBackofHorseandTheNotoriousJumpingFrogofCalaverasCounty.
A:Thankyouverymuch.Iwillgotothelibrary.
Picture3
A:Youhavebeentothelibrary,haven’tyou?
B:Yes,I’vejustborrowedsomeinterestingbooks.
A:Well,letmesee.Er…YouseemtolikeMarkTwain.
B:Notverymuch,butIreallylikehisnovelAdventuresofHuckleberryFinn,hiswell-knownbook.
A:Itsoundsinteresting.Whatisitabout?
B:ThestoryhappenedduringAmericanCivilWar.Acleverandkind-heartedboynamedHuckleberryFinnhelpedhisfriend,aslave,escapefromhisowner’sgarden.TheytraveledalongtheMississippi,andfinallytheygottothenorthpartofAmerica.Duringtheirincredibletrip,theybuiltafriendship.Astheslavegotfreedom,thestorygotahappyending.Thestoryshowsussomefactsofthewarandtellsusthattheslavesshouldbetreatedfair.
A:Itisreallyinteresting.IhopeIcanreadthisbookwhenyoufinishreadingit.
B:Noproblem!
Picture4
A:DoyouknowsomethingabouttheGreatDepressionat1933-1937?
B:It’saterribleeventforthewholeworld.Noonecanforgetit.Millionsofbusinesseswentbankrupt,millionsofpeoplelosttheirjobs,andmillionsofpeoplecouldnotsupporttheirchildren’sfood.ItwasalsoonereasonoftheWorldWarII.Ifyouwanttoknowit,youcanreadthebook“LiveofRoosevelt”.Itdescribesthisevent.
A:No,Idon’twanttoreadthiskindofbooks.Iwantsomestoriesatthattime,justforpleasure.Itneedsinterestingcharacters,excitingplotsandsoon,youknow?
B:Oh,wouldyouliketoreadnovels?You’vefoundtherightperson!YoucanreadsomestorieswrittenbyFrancisScottFitzgeraldsuchasTheGreatGatsby,TenderIsTheNightandTheLastTycoon.HisworkslayoutthebleakvisageinspiritinAmericanupperclassduringtheGreatDepression.IalsoadviseyoutoseesomefilmsofChaplin,hisfilmsreflectthelowest-classlifeatthattimeandtheyareveryinterestingandcangiveyoualotofadvicetofightwithterror.
T:Verygoodandwonderfuljob!Thankyouandsitdown,please!
StepIVTalking(WorkbookonPage218)
Letthestudentsworkingroupsoffour.ChooseoneofthegroupsoftheauthorsandhavethediscussionaboutwhysuchbooksarepopularornotpopularinChina.WhiletheSsdotheirgroupwork,goamongthemtoseeiftheyhaveanyquestionsanddirectthem.Afewminuteslater.
T:Wouldyouliketomaketheclassknowtheoutcomeofyourdiscussion?
Ss:Yes!
T:Who’dliketobethefirst?
Ss:(Thefirstgroup)We’lltryfirst.We’dliketotalkaboutEdgarSnow.
A:EdgarSnowwasanAmericanjournalistreportingonChina,andwasfamousforhisbookRedStarOverChina.I’vereadit.It’sveryauthenticandmoving.
B:Whatisthebookabout?Iheardaboutitbuthaven’treadit.IsitpopularinChina?
C:Yesit’sverypopular.In1936,hestartedhistravelfromBeijingandatlasthegottotheRedAreasofChina.ThereheinterviewedMaoZedongandrecordedfactuallyeverydaylifeoftherevolutionistsofChina.
D:InNovemberof1936,hewentbacktoBeijingandwrotedownwhathesawandheard.Atlast,hecollectedallhisreportsinthebookRedStarOverChina.
A:ThereisanotherreasonwhyitispopularinChina.Itisthefirstbookwrittenbyawesterner,inwhichtheRedAreasandthepeopletherearereportedfactually.
C:EdgarSnowwasanhonestperson.Healwayssoughttruefactsinbothhisbooksandlife.AndheisagoodfriendofChinesepeople.
B:Isee!Thepopularityofhisbookisbasedonhisnoblecharacter.Imustreadhisbookcarefully.
T:Verygood!Itseemsthatmostofyouhavereadthebook.It’sreallypopularinourcountry.
Ss:(Thesecondgroup)We’lltalkaboutIsraelEpstein.
A:I’mreadingthebookWomaninWorldHistory:LifeandTimesofSoongChingLingwrittenbyIsraelEpstein.
B:Oh,Ihaveheardofhim.HewasborninPolandandbecameaChinesecitizenin1957.
C:ButIheardhedied4daysago!
D:Yes.HehadbeenlivingandworkinginChinaformorethan70years.HewrotebooksaboutChinesehistory,China’srevolutionandconstruction.
C:IheardthathewasapersonalfriendofSoongChingLingandthebookyouarereadingisabiographyhewroteforher.
D:HelovedChinaandChinesepeopleverymuch,sothebookshewroteareverypopularinChina
T:Wonderfuljob!Doyouhaveanydifferentideas?
Ss:(Thethirdgroup)WehavesomeviewsaboutPearlSBuck.
A:TheGoodEarthisaboutChinesepeasants’lifeinthe1930swrittenbyPearlSBuck,whogainedNobelPrizeofliteratureforthisbook.
B:Ihavereadthisbook,itdescribesChinesepeasants’lifefactuallyanddeeply.Whenitwaspublishedin1931,itsoonbecamebestsellerinAmericaandwastranslatedintomanylanguages.
C:She’sawesternwomanwriterwithdisputation.InChina,someonelikesherworkwhilesomeonenotbecausethedescriptionaboutChinesepeasants’lifeisthethoughttohavesuspicionofsmear.
D:Yes.In1935,whenthebookwaspublished,itcausedagreatuproarintheworld.Whetherornot,ithasbeentranslatedintomanylanguagesandiswidespreadinwesterncountries.ItcontributedalottothepositiveimagethatWesternershaveaboutChinesepeople.
T:Youreallyhavedeepthoughtabouttheauthor.That’svaluable.Anyoneelse?
Ss:(Thegroupfour)WewanttosaysomethingaboutLinYutang,who’stheonlyChineseamongtheauthorsgiven.
A:DoyouknowaboutLinYutang?
B:Certainly!HewasafamouswriterandlearnerintheearlytwentiethcenturyinChina.HeoncetaughtinQinghuaUniversityandthenwenttostudyinAmericaandGermany.Inthe1920shecamebacktoteachinBeijingUniversityandhewasasupporterofthepatrioticstudentmovement.
C:LinYutangwrotealotofarticlesandbooksandcreatedmanykindsofmagazines.Hewrotemorethan30booksinEnglish,ofwhichMyCountryandMyPeoplewasthemostpopular.
A:Whatisitabout?
D:Itdescribestemperament,heart,dream,life,honesty,societyandcultureofChineseandcontraststhemwiththoseofwesterners.HewasaChinesewriterwithagreatinfluenceonwesternunderstandingoftheChinese.
A:Butwhydon’tIknowthese?PerhapsIreadlessthanyoudid?Orheseemsnottobesopopular?
T:That’sverygood!
Asksomemoregroupsofthestudentstoactouttheirdialogues.Theremaybeavarietyofpossibleideastocomeupwith.
StepVHomework
T:Youhavedoneverywellintheclass.That’sallforthisperiod.Homeworkfortoday:
FindoutsomegoodEnglishlittlepoemstoreadaloud,youcandothatwithmusic.Andifpossible,youcanmakesomeslidesonPowerPointtoshowyourpoemstotheclasswhileyouarereadingaloud.Preparefortheworkcarefullyandyou’llgetalotoffunwithit.Goodbye,everyone!
Ss:Goodbye,sir/madam.

Unit10　Americanliterature?

一名优秀的教师在每次教学前有自己的事先计划，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的吸收课堂上所讲的知识点，帮助教师提高自己的教学质量。写好一份优质的教案要怎么做呢？以下是小编为大家收集的“Unit10　Americanliterature?”希望对您的工作和生活有所帮助。

Unit10　Americanliterature?
Ⅰ.BriefStatementsBasedontheUnit?
Mostofushaveheardofsomeworld-famouswriterssuchasMarkTwain,JackLondon,ErnestHemingway.Someoftheirworksarewell-knownintheworld.ThetopicofthisunitisaboutAmericanliterature.Warmingupgetsstudentstoknowwhatapoemdescribesandwhatitmeans.Inspeaking,studentsareaskedtotalkaboutsomeAmericanwritersandtheirworksPre-readingandPost-readinggetstudentstopractisehowtopredictastoryandhowtodescribeastory.ReadingtellsusalovestorywrittenbyAmericanwriterO.Henry.Asforintegratingskills,teachershouldnotonlytrainthestudents’readingability,butalsohelpthemlearntowriteabookreview.?
IntheaspectofLanguageStudy,teachertrainsStudents’abilitytousesomekeywordsandphrases.Teacheralsohelpsstudentstoreviewalltheverbtenses.Listeninghelpsstudentslearntograspthedetailedinformationoftheclubactivitiesthatsomestudentsorganise.?
Ⅱ.TeachingGoals?
1.TalkaboutAmericanliterature.?
2.Practisepredictinganddescribingwhatastorymightbeabout.?
3.Reviewalltheverbtenses.?
4.Writeabookreview.?
Ⅲ.BackgroundInformation?
1.AlexHaley?
AlexHaleywasborninthenortheastofNewYorkin1921,buthespentmostofhisearlylifewithhismother’sfamilyinsouthernTennessee.Hisgrandmothertoldhimstoriesabouttheirfamily.Theirhistory,shesaid,beganwithToby.HewasaslavefromAfricaandhisnamewasKunta.?
AlexHaleywenttoschoolandthentocollege.In1939,hejoinedtheUScoastguard.AshewasaBlack,hisjobwastowaitontablesandwasheddishes.Inhissparetime,helearnedtowritestories.Heservedinthecoastguardfor20years.Afterheretiredheputallhistimeintowriting.?
AlexHaleyrememberedthestorieshisgrandmotherhadtoldhim.Hebegantostudyhisfamilystory:Afteralotofresearch,HaleydecidedthatTobyprobablywasKuntaKintefortheWestAfricanMandingopeople.KuntaKintewascaughtnearthevillageofJuffureontheGambiaRiver.HewassoldasaslaveinAnnapolis,Marylandin1707.ThenHaleymadeatriptoGambiaandtalkedwithahistoryexpertinJuffure.TheAfricahistorianmadehisconclusionstronger.?
AlexHaleywantedtotellexperiencesoftheBlackpeoplein18th-and-19thcenturyAmerica.Hespent10yearsresearchingandwritinghisfamilystoryforthebookRoots.Itwaspublishedin1976.Itwasaspecial“PulitzerPrize”.Afewyearslater,afilmseriesbasedonHaley’sbookwasshownonAmericantelevision.?
2.MarkTwain?
SamuelLanghorneClemens(pennameMarkTwain)wasbornonNovember30,1835inFlorida,Missouri.Twainisconsideredthegreatesthumoristofthe19thcenturyAmericanliterature.HisnovelsandstoriesabouttheMississippiRiver:TheAdventuresofTomSawyer(《汤姆索亚历险记》)（1876）andTheAdventuresofHuckleberryFinn(《哈克贝利费恩历险记》)(1894)arestillpopularwithmodernreaders.?
In1839theClemensfamilymovedtoHannibal,Missouri,ontheMississippiRiverwhereyoungSamexperiencedtheexcitementandcolorfulsightsofthewaterfront.Likemanyauthorsofhisdayhehadlittleformaleducation.Hiseducationcamefromtheprintshopsandnewspaperofficeswhereheworkedasayouth.In1853ClemensleftHannibalwithayearning(渴望)totravel.OnatriptoNewOrleanshepersuadedariverboatpilottoteachhimhisskill.Bythespringof1859Clemenswasalicensedriverboatpilot.?
AttheoutbreakoftheAmericanCivilWar(1861)ClemenschosenottogetinvolvedandmovedtoCarsonCity,Nevada.AfteranunsuccessfulattemptatgoldandsilvermininghejoinedthestaffofanewspaperinVirginiaCity,Nevada.Hefirstwroteunderthepenname“MarkTwain”(meaning“twofathoms(英寻)”inriverboat-talk)in1836.“Twain”wrotehisfirstpopularstory,TheCelebratedJumpingFrogofCalaverasCounty(《卡拉维拉县有名的跳蛙》)in1865.?
Hecontinuedtotravelasacorrespondentforvariousnewspapers,andin1869histravellettersfromEuropewerecollectedintothepopularbook,TheInnocentsAbroad（《傻子国外旅行记》）.EncouragedbyhissuccessTwainmarriedOliviaLangdonandsettleddowninHartford,Connecticuttohismostproductiveyearsasawriter.Between1873and1889hewrotesevennovelsincludinghisMississippiRiverbooksaswellasThePrinceandthePauper（《王子和贫儿》）（1882）.?
AsTwain’slifeandcareerprogressedhebecameincreasinglypessimistic(悲观的)，losingmuchofthehumorous,cocky(趾高气扬的)toneofhisearlieryears.Moreandmoreofhisworksexperssedthegloomy(忧伤的；沮丧的)viewthatallhumanmotives(动机)areultimatelyselfish.EvensoTwainisbestrememberedasahumoristwhousedhissharpwitandcomicexaggerationtoattackthefalseprideandself-importancehesawinhumanity.?
Ⅳ.TeachingTime:Fiveperiods?
TheFirstPeriod?
TeachingAims:?
1.Learnandmasterthefollowingwords:garbage,maid,prince,outcome?
2.Dosomelistening.?
3.DosomespeakingtotalkaboutAmericanliterature.?
TeachingImportantPoints:?
1.Improvethestudents’listeningability.?
2.Improvethestudents’speakingabilitybydiscussion,talksandsoon.?
TeachingDifficultPoints:?
1.Howtoimprovethestudents’listeningability.?
2.Howtofinishthetaskofspeaking.?
TeachingMethods:?
1.Listening-and-answeringactivtytohelpthestudentsgothroughwiththelisteningmaterial.?
2.Individualworkandgroupworktomakeeverystudentworkinclass.?
TeachingAids:?
1.ataperecorder?
2.acomputerformultimediause?
TeachingProcedures:?
StepⅠGreetings
Greetthewholeclassasusual.?
StepⅡWarmingupandLead-in
T:Doyoulikereadingstoriesandnovels??
Ss:Yes.?
T:Ithinkmostofyouarefondofliterature.IthinkyoumustbefamiliarwithChineseliterature.ButareyouinterestedinAmericanliterature?Perhapssomeofyouhaveahobbyofreadingnovelsorotherworkswrittenbyforeignwriters.Nowlet’sreadthetextwrittenbyRudleyRandall.(Bb:RudleyRandall)Afteryoureadit,I’llaskyoutoanswersomequestions.?
(Teachergivesstudentsafewminutestoreadthetext,thenteachershowsthequestionsonthescreen.)?
1.Whatkindoftextistheoneyouhavejustread??
2.Whatisitaboutandwhatdoesitmean??
3.Canyoutellsomethingaboutthewriter??
4.WhydoesthishavetobeAmericanliterature?Coulditbewrittenbyapoetfromanothercountry??
5.ThinkaboutthehistoryandlifeintheUnitedStates.WhatspecialthemesandsortofstorieswouldyouexpectforAmericanliterature??
T:Who’dliketoanswerthefirstquestion??
S1:Ithinkit’sapoem.?
T:Quiteright.Nowthesecondone,please.?
S2:It’saboutAmericanblacks,Ithink.Inthepoem,theauthorexpresseshisdeepfeelingsforhisancestor,thoughheisaslave.Thepoemremindsusnottoforgetwherewecomefrom.?
T:Youranswersoundsreasonable.Whoisthevolunteertoanswerthethirdquestion??
S3:I’velearntsomethingabouthim.HewasanAmericanpoet.HewasborninWashingtonD.C.in1914.HewasthefounderandchiefeditorofapublishinghouseinDetroit.HewasthemajorpublisherforthepoetryofAmericanblacks.TheBurningCitywasoneofhispoetryselections.(Bb:TheBurningCity)?
T:Verygood.Nowthefourthquestion.Who’dliketoanswerit??
S4:Thepoemtalksabout“Slavetraders”.ThathassomethingtodowithAmericanBlacks.Asweknow,AmericanblacksaremostlyslavestakenfromAfricabyslavetraders.Inthetext,theauthorisinpraiseoftheirancestors,whowereslaves.Fromthecontentofthetext,wecanguessitmustbeAmericanliteratureanditcan’tbewrittenbyapoetfromanothercountry.?
T:Youdidverywell.Nowhowaboutthelastquestion??
S5:WeallknowthatAmericaisacountrywhichcontainspeoplefromdifferentpartsoftheworld.SoAmericanliteraturehasawidevarietyofstyles.ButfromthehistoryofAmerica,wecanguesstheimportantthemesinitsliteratureareNativeAmericans,Pioneers,SlaveryandtheCivilWar,etc.?
T:Youranswersoundsreasonable.?
StepⅢListening
T:Next,let’sdosomelistening.Beforelisteningtothetape,I’dlikeyoutoanswersomequestions.Pleaselookatthescreen.?
1.AreyouamemberofanyclubortakingpartinactivitiesthathelpyoupractiseyourEnglish??
2.DidyouevergotoaSpeakingCorner?Whatwereyourexperiences??
3.WhatotherclubsoractivitiescouldyouthinkoftopractiseEnglishinawaythatmakesfun??
(Teachergivesstudentsawhiletoprepare.)?
T:WangLin,wouldyoupleaseanswerthefirstquestion??
S6:Yes.I’mamemberofEnglishCorner,whichisaclubforustopractiseEnglish.Ioftentakepartintheactivitiesinit.IthinkitisveryhelpfulformyspokenEnglish.?
T:NowonderyourspokenEnglishissogood.Now,LiXiang,didyouevergotoaSpeakingCorner?Whatwereyourexperiences??
S7:I’msorry.Iseldomgothere.IonlywentthereseveraltimeslastweekbecauseIcouldn’tunderstandotherswhentheyspeakeverythinginEnglish.?
T:IadviseyoutogotoSpeakingCornermoreoften.Thereisafamoussaying,“Practicemakesperfect.”Ifyouoftengothere,I’msureyoucanimproveyourlisteningabilityandyoucanalsospeakfluentEnglish.Doyouthinkso??
S7:Isee.I’lltrytogotheremoreoftenthisterm.?
T:Now,thethirdquestion.Anyvolunteerstoanswerit??
S8:IthinkwecanpractiseEnglishinotheractivitiessuchasEnglishSummerCamp,EnglishSpeechContest,EnglishShortPlayContest,EnglishDebateContest.?
T:Yourideassoundverygood.NowI’llplaythetapeforyou.Afterlisteningtothetape,youareaskedtoanswerthequestionsonthescreen.You’dbetterreadthemfirst.?
(Showthequestionsonthescreen.)?
1.WhatactivityareBen,AnnandLilyorganising??
2.Whyisthisactivitysuccessful,whileaSpeakingCornerwasnot?Givetworeasons.?
3.WhataretheadvantagesoftheirclubactivitiesaccordingtoAnn,BenandLily??
(Teacherplaysthetapeforthefirsttimeforstudentstogetthegeneralidea.Thenteacherplaysthetapeagainsothatstudentscangetthedetailedinformation.Forsomedetails,teachermaypauseandplaythetapemoretimesuntilstudentscanunderstandthemwell.Afterthat,teacheraskssomestudentstogivetheiranswers.Meanwhile,teachermaycorrectthemistakesifthereareany.)?
StepⅣSpeaking
T:HaveyoueverheardofafamousAmericanwriternamedMarkTwain?(ShowapictureofMarkTwainonthescreen.)Canyousaysomethingabouthim??
s9:OK.MarkTwainwasbornintheearly19thcentury.HisrealnamewasSamuelClemens.“MarkTwain”washispenname.Heiswell-knownintheworldasahumorist,afrontierandaphilosopher.HisfamousworksincludeTheAdventuresofTomSawyer,LifeontheMississippi,JumpingFrogandsoon.?
(Bb:MarkTwain,TheAdventuresofTomSawyer,LifeontheMississippi,JumpingFrog)
T:Perhapsyou’veheardaboutotherAmericanwritersandtheirworks.Nowlookatthescreenandmatchthewriterswiththeirworks.?
(Teacherwritesthefollowingontheblackboardandthenasksastudenttocometotheblackboard.)?
Writers?
1.AlexHaley?
2.ThomasJefferson?
3.HarrietBeecherStowe?
4.HenryWordsworthLongfellow?
5.ErnestHemingway?
6.JackLondon?
Works?
a.TheSlave’sDream?
b.SeaWolf?
c.UncleTom’sCabin?
d.TheDeclarationofIndependence?
e.Roots?
f:TheOldManandtheSea?
Suggestedanswers:1.e　2.d　3.c　4.a?5.f　6.b?
T:Themajorthemesintheliteratureofacountryreflectimportanteventsorperiodsinthehistoryofthatcountry.Therefore,importantthemesinAmericanliteratureareNativeAmericans,PioneersandtheCivilWar,andtherelationsbetweenAmericaandEurope.Nowchooseonethemeanddiscusswhattypeofstoryyouwouldliketoread.Youcanusethequestionsonthescreentohelpyou.?
(Teachershowsthefollowingonthescreen.)?
1.Whatwouldbeaninterestingstory??
2.Whatwouldbeanexcitingplot??
3.Whatcharacterswouldlikelyappearinit??
4.Whatwouldthecharactersbelike??
5.Wherewouldthestorytakeplace??
6.Whenwouldthestorytakeplace??
7.Wouldyouliketoreadastoryoranovel??
8.Doyouwanttoreadforpleasureorforschool??
(Teacherasksstudentstoworkinpairsandletsthemhavediscussions.Afewminuteslater,teacherasksstudentstopresenttheoutcomeoftheirdiscussiontotheclass.)?
T:Areyouready??
Ss:Yes.?
T:OK.I’llasksomestudentstopresenttheoutcomeofyourdiscussiontotheclass.WangBin,willyoupleasetry??
S10:I’mgladto.Iliketoreadbothstoriesandnovels.Ireadstoriesforschoolandnovelsforpleasure.Ithinkaninterestingstoryshouldhaveanexcitingplot.Asweknow,aplotisaplanoroutlineoftheeventsinthestoryofaplayornovel.Onlywhenastoryhasanexcitingplotcanitattractreaders.Forexample,I’vereadsomeworksofMarkTwain.“TheAdventuresofTomSawyer”isoneofthem.ItdescribesaboynamedTomSawyer,wholiveswithhisyoungerbrotheraidandAuntPollyinaremotetownonthebanksoftheMississippiRiver.Sidisa“model”boy.Heisobedient,demureandsneaky.ButTomisquitetheoppositeofhisbrother.Hedisobeyesthecruelandunjustteacher,MrDobbinsandisbusywithoutsidemattersatthelessons.OnenightTomSawyer,togetherwithhisfriendHuckFinn,hasanadventureandfinallybecomesrich.?
T:Welldone!Now,ZhangLi,you,please.?
S11:I’dliketo....?
StepⅤSummaryandHomework
T:Inthisperiodwe’vetalkedaboutsomethingaboutAmericanliterature.WehaveknownmoreaboutAmericanwritersandtheirworks.We’vealsodonesomelistening.Afterclass,rememberallthenewwordswelearntinthisclassandpreviewthenextthreeparts:Pre-readingReadingandPost-reading.OK.Somuchfortoday.Classisover.
StepⅥTheDesignoftheWritingonthe?
Blackboard
Unit10　Americanliterature?
TheFirstPeriod?
DudleyRandall　TheBurningCity?
MarkTwain?
Works?

StepⅦRecordafterTeaching
____________________________________

Unit10Theworldaroundus

俗话说，凡事预则立，不预则废。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。那么一篇好的教案要怎么才能写好呢？为满足您的需求，小编特地编辑了“Unit10Theworldaroundus”，大家不妨来参考。希望您能喜欢！

Unit10Theworldaroundus

Goals:
a.Achievelanguageskillsandrelatedknowledgeaboutthetopicofenvironmentprotection;
b.Learntoexpresscausesandeffects:
c.Vocabularyinthisunit:
thewordsandexpressionslistedontheteacher’sbook
d.Grammar:
ReviewDirectandIndirectSpeech

Lesson1
Mainpoints
1.Words
indanger;fur;cutdown;left;sometimes;discuss;makesure;findout
2.Sentencepatterns
...,tigerscannolongerhideandhunt.
3.Functionalitem
Questionsandanswers
Difficultpoints
Nolongernomore
Teachingprocedures
Step1Lead-in
Sstellthereasonswhysomeanimalshavediedout.
T:Weknowtherearefarfewerkindsofanimalsintheworldthanbefore.Theyhavediedoutfordifferentreasons.
Askseveralstudentstotellthereasons.GetSstoknowaboutthefactmanyanimalshavediedbecauseofhumanbeings.
Step2Warmingup
1.Sstalkaboutthethreepictures.
Whatkindsofanimalsarethey?
Whyaretheyindanger?
Whydopeoplehuntthem?
2.Dividetheclassintogroupsanddiscussthethreequestions.
3.Severalgroupsreporttheiranswers.
Step3Listening
Oneofthereasonswhyanimalsareindangerispollution.Nextyouwilllistentoareportaboutpollutiontoknowhowseriousitis.
1.Gothrougheachtaskandunderstandwhattodo.
2.Playthetapetwotimesasnecessary.Pauseatimportantpointsandgivethestudentshelp.
3.LettheSsdiscusstheiranswersinpairs.
4.Checktheanswers.
5.DiscussPartTwoingroupsforafewminutesandthenreporttheanswers.
Step4speaking
1.Readtheinstructions.
2.Sspractiseaskingandansweringinpairs.
3.Asktwopairstoactout.
Step5languagepoints
1.nolonger/nomore
nolonger=not...anylonger
nomore=not...anymore
Itislater.Icantwaitanymore.
Timelostwillnotreturnanymore.
2.makesure(that)
Ep:Makesurethatyouunderstandwhatyourteachersays.
Ep:Arriveearlyatthecinematomakesureof(getting)aseat
Step6Homework
Practiseaskingandansweringquestions.

Lesson2
Mainpoints
1.Words
dieout,act,measure,original,respond,keep...from...,liveabetterlife,thatis,firstofall,bydoing,pickup.
2.Sentencepatterns
...butwedon’talwaysdoaswesay...
Thegoodnewsisthatthereisalotwecandotohelp.
Difficultpoints
thepredicativeclause
Teachingprocedures
Step1.Revision
Checkthehomework
Step2.Pre-reading
1.Q:Whatdoplantsandanimalsneedtosurvive?
A:Encouragethestudentstocompareanimalsandhumans.Animalsandplantsalsohavebasicneedsandanimalsliveinsocialgroups.
2.Q:Whatdoanimalsdotosurviveinplaceswhereitisveryhotorcold,wherethereisntmuchwater?
A:Animalsadapttochangeintheirhabitatandtrytolearntosurvivewhentheconditionsoftheirhabitatchange.
Step3Reading
T:Fromlastperiodweknowmanyanimalsareindanger.Thendoyouknowwhysomeplantsareindangerandevenhumanbeings?Letstrytofindtheanswertothequestionabovefromthetextandwhatwecandotostopit.
Askstudentstoreadquicklyinsilenceandfindtheanswertothefollowingquestion.
Q:Whatcanwedotoprotecttheenvironment?
A:Weshouldcreatemorespaceforanimalsandplants.Weshouldstoppollution.
Step4Post-reading
Askstudentstoreadthetextagainandanswerthefollowingquestions.
1.Whydoanimalsandplantsbecomeendangered?
A:Animalsandplantsbecomeendangeredwhentheirhabitatisdestroyedorwhenconditionsinthehabitatchangetooquicklyortoodrastically.Thetextliststhreemainreasons:habitatchange,thearrivalofnewspeciesinthehabitat,andtheoveruseofthespeciesitselfortheresourcesinthehabitat.
2.Aspeciescanbecomeendangeredwhenitshabitatischangedordestroyed.Canyouthinkofthingshumanbeingsdothatmaydestroyorcausechangeinahabitat?
A:Variousanswersarepossible.Encouragethestudentstothinkofhumanbehaviourthatcancauseproblems:pollution,landuse,hunting,farming,etc.
Step5Languagepoints
1.asconj.
WheninRomedoastheRomansdo.
Doyouhavetofeedplantsasyoufeedchickens?
2.takeaction
Ididnttakeimmediateaction.
activeadj.
Hewasactiveinthe1798revolution.
3.measurev.n.
(1)vt.vi.
Wemeasuredtheroomandfounditwas200feetlongand15feetwide.
CanyouwaittillIhavefinishedmeasuring?
(2)n.
Aninchisameasureoflength.
Step6Listeningtothetape
Step7Homework
Reviewwordsandlanguagepointsinthetext.

Lesson3
Mainpoints
Words
devote...to...;atpresent;common;set...free;inthewilds;giveatalk;whatkindof;explainsth.tosb.;hopewish;however;oneday,somedayanotherday;stopdoingstoptodo...
Difficultpoints
hopewish
Teachingprocedures
Step1Revision
1.checkthehomework
2.Askseveralstudentstosaysomethingaboutthewildlifeendangerment.
Step2Wordstudy
Getstudentstoknowsomethingaboutwordformationandgoovertheuse.
1.hopewish
(1)hope
①for+n.
②todo...
③that...
(2)wish
①for+n.
②todo...
③sb./sth.+adj./done/todo...
④sb.sth.
⑤that...
2.stopdoingstoptodo
Hestoppedsmoking.(=Hedidntsmokeanymore.)
Hestoppedtosmoke.(=Hepausedandbegantosmoke.)
Step3Grammar
1.RevisetherulesfortheDirectSpeechandIndirectSpeech.
2.Practice
(1)ReadthenewsstoryonP68inbook.PickoutthesentencesandthenchangethemintoDirectSpeech.
(2)DoexerciseonP141inbook.GrammarEx1.
Step4Homework
1.Gooverallwordsandexpressions.
2.Preview:Newwordsandphrasesinnextpart.

Lesson4
Mainpoints
1.Words
energy;reduce;amount;harmful;material;organize;attractive;becarefulwith...;throwaway;infact;endupaswaste;share;showsth.tosb.
2.Sentencepatterns
Itisimportanttodo...
Chooseanenvironmentalproblemthatyouthinkisimportant.
Teachingprocedures
Step1Revision
1.ReviewtheDirectSpeechandIndirectSpeech.
ChangethesentencesintoIndirectSpeech.
2.Makesentenceswiththefollowingwordsandexpressions.
hopewish;stopdoingstoptodo;set...free
Step2Lead-in
Sslistsomewaystoprotecttheenvironment.
T:Therearemaystoprotecttheenvironment.Listsomeofthem.Nextwewillreadapassagetofindmorewaysofprotectingenvironment.
Step3Presentation
1.Helpthestudentsunderstandwhatthepassagetellsus.
2.Dividetheclassintogroupsanddiscusstofindtheanswers.
3.Severalgroupsreporttheiranswers.
Step4Languagepoints
1.Itisimportanttodo...
(1)Itis+adj./n.+todosth.
Itiswonderfultohaveawalkinthewoods.
(2)Itis+adj.+forsb.todosth.
Itwaseasyformetoanswerthequestion.
(3)Itis+adj.+ofsb.todosth.
Itskindofyoutothinksomuchofus.
2.showsth.tosb.=showsb.sth.
Heshowedmeaphotoofhim.
3.becarefulwith...
becarefulwith+n.
becarefulin+v-ing.
Step5Listening
Step6Homework
Reviseallthewordsandexpressionsinthisunitandrevisethenewwordsinnextunit.

unit10Frighteningnature

俗话说，凡事预则立，不预则废。教师要准备好教案，这是教师需要精心准备的。教案可以让讲的知识能够轻松被学生吸收，使教师有一个简单易懂的教学思路。那么怎么才能写出优秀的教案呢？为此，小编从网络上为大家精心整理了《unit10Frighteningnature》，仅供参考，大家一起来看看吧。

unit10Frighteningnature
教材分析(Analysisoftheteachingmaterial)
1地位与作用(Statusandfunction)
本单元的中心话题是“恐怖的自然”。围绕这一话题讨论了台风、火山等自然灾害发生时的现象及带来的影响。通过各个部分的学习，学生初步了解各种自然灾害及对人类带来的危害，从而增强保护环境和自我保护意识。
“热身”(Warmingup)通过四张图片引出自然现象：火山、台风和彗星及进行科学研究的仪器。通过师生问答形式，学生能描述自然现象并对台风、火山等自然灾害有初步了解。根据图式理论，将新学知识与学生已有的知识结合起来，能激活学生已有的图式，有利于新知识的掌握。通过这个阶段的语言训练为以下各部分的学习打下基础。
“听力”(Listening)是一则天气预报。短文中出现了对各种天气的描述及美国各部分的气温情况。首先是细节题，根据听力短文指出美国哪些地区有雨及周二各部分的最高温。学生通过该部分练习来训练捕捉信息的能力。然后通过问题加深对短文的理解，最后达到能用英语做事的目的。
“口语”(Speaking)由两部分组成。第一部分是两人之间的对话，描述台风来时的情形和心理感受，为第二部分的配对练习打下基础。第二部分以六幅图片的内容话题，通过对话的形式来表述情感、焦虑和恐惧，为以后的写作打下基础。
“读前”（Pre-reading）部分先以两幅图片来激活学生已有的图式，对火山的形成有精确的理解。再通过三个问题，学生通过略读对以下的阅读材料有个总体的了解。
“阅读”(Reading)部分描述了“我的叔叔”--Pliny的死亡经过。Pliny不顾个人安危营救朋友，并在旅途中把自己的见闻记录下来，为后人留下宝贵的研究资料。从Pliny身上学生可以学习乐于助人、勇于奉献科学研究的精神。
“读后”(Post-reading)分三部分。第一部分通过brainstorming学生对火山及发生时的情形有更全面的了解。第二部分以寻找问题答案的形式，学生能加深对Pliny个人品质的认识。第三部分针对课文理解，通过填写表格培养学生的概括能力及描述事件的能力。
“语言学习”(Languagestudy)分词汇和语法两部分。通过词汇练习来巩固本单元的生词，并且学生能正确使用现在分词和过去分词作表语。本单元的语法是“省略句”，主要包括省略主语、谓语、不定式及多种成分省略；先通过一些例子让学生自己探究省略的几种情况；再通过控制性练习掌握如何使用省略句；最后通过理解情景对话达到运用的目的，也就是能用英语办事。
“学习技能”(Integratingskills)部分包括读、写两部分，读为写做铺垫。首先通过阅读学生了解故事情节：“南山”号轮船在驶回福建途中遭遇台风。更猛烈的大风即将袭来，整艘船危在旦夕…结尾部分给学生留下想象空间。写作部分是阅读的延续，学生通过想象描述“南山”号是如何脱险的。通过该部分教学不仅能提高学生的读写的语言技能能力，还能培养学生的创新思维能力。
“学习建议”(Tips)给学生提供间接了解自然灾害的方法，从而培养学生自主学习能力。
“复习要点”(Checkpoint)总结了本单元的语法重点---省略句。再通过一个问题帮助学生概括本单元的重要词汇。
各部分在练习册中都有相应的巩固练习。其中语言技能训练是课文的延伸和扩展，培养学生的说、读、写能力。在训练三种技能时增强学生探究能力和合作意识。
2.教学目标(Teachingaims)
根据《普通高中英语新课程标准》（实验稿）关于总目表的定位及其实现途径和目标具体描述，结合高二学生实际和教材内容，我们把本单元的教学目标定为：
语言知识(Knowledgeobjectives)
单词：掌握、理解、运用以下生词frightening,hurricane,astronomy,uneasy,unpleasant,upset,terrify,erupt,ash,mud,spot
词组：bescaredtodeath,getintopanic,standonend,use…for…drawone’sattention,atthefootof,nowayout,callfor,turnback,uponarrival,giveimpressionof,lightup,withthekitchenfirestillon,more…than…,pickout,springtolife,cleanup,leaveout,turnround,onboard,comeon,knockabout,allofasudden,do,donefor,allatonce,holdout
语法：复习巩固省略句，并能理解情景对话中的省略句。
语言技能：(Abilityobjectives)
听：能听懂天气预报，包括对气候及温度的描述；能理解描述自然灾害的短文。
说：能得体地表达个人的感情、恐惧、焦虑之情及能有逻辑的描述自然灾害发生的原因、严重后果及灾后自救工作。
读：能理解课文内容和课文结构，在阅读中运用scanning,skimming,generalization,inference等微技能。
写：能用流畅准确的语言描述自己经历的自然灾害或从其他媒体上获得的经历。
学习策略(Strategyobjectives)
学生能在一定程度上形成自主学习、有效交际和信息处理英语思维能力。
情感策略(Moralobjectives)
学生增强保护环境和自我保护意识；体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。
课时安排（Teachingarrangement）
Periods12:WarmingUpReading
Period3:The2ndListening(ListeningintheWorkbook)SpeakingTalking
Period4:The1stIntegratingSkills
Period5:The1stListeningThe2ndIntegratingSkills
Period6:Grammar–EllipsisWordStudy

教学计划(Teachingplans)
Periods12Warming-upReading
Goals:
1.Learnsomethingaboutvolcanothroughreading.
2.Thestudentscanusewhattheyhavelearnedtodescribevolcanoes.
3.Thestudentsrealizethathumanbeingscanovercomeanyhardship.
4.Thestudentswillimprovetheabilitytosolveproblems.
Teachingimportantpoints:
1.Trytomastertheusefulnewwordsexpressionsinthisperiod.
2.Understandthetextwell.
Teachingdifficultpoints:
1.Howtousethenewwordsexpressionscorrectly.
2.Tounderstandthereadingmaterialsofsimilartopics.
Teachingaids:acomputer,ataperecorderaprojector
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?
Whatsafetymeasuresshouldbetaken?

Period4Integratingskills(Sb)
TeachingAims:
Learnthetext“typhoon”andmasterthedetailedinformationinit.
Learnusefulwordsandexpressions
Writeapassageabouthowthestorywillend.
Teachingimportantpoints:
TotrainSs’readingskillsandwritingskills
Tomastertheusagesofthenewwordsandexpressionofthisperiod.
Teachingdifficultpoints:
Towriteapassageaboutterribleweather----typhoon
Tounderstandthedifficultwords,phrasesandsentences
Teachingmethods:
Fastreadingandcarefulreading:togettheSstograspthedetailedinformation
Writingpractice:togettheSstolearnhowtodescribesomethingterrible
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.
Whatdoesthehurricanebringin?
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.
VolcanoEarthquake
UndertheVolcano:ANovel
Disaster!TheGreatSanFranciscoEarthquakeandFireof1906
VolcanoEarthquake
TheComingStorm:ExtremeWeatherandOurTerrifyingFuture
HiddenBigIslandofHawaii:IncludingtheVolcanoesNationalPark
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
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
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
When(hewas)stillaboyof10,hehadtoworkdayandnight.
Shetriedherbestthough(shewas)ratherpoorinhealth.
If(youare)askedyoumaycomein.
If(itis)necessaryI’llexplaintoyouagain.
3)不定式符号to的省略
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。
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.

附录一背景资料(Backgroundknowledge)
1．Volcanoes
Therearethousandsofvolcanoesallovertheworld.Whatmakesvolcanoes?Whathappens?
Theinsideoftheearthisveryhot.Becauseitisvery，veryhot，therockhasmeltedlikeice.Ithasbecomeliquid，likewater.Itisalwaysboiling，likewaterinakettle.Ifyouhaveseenakettleboiling，youknowthatthesteamandboilingwatertrytogetout.Theveryhotmeltedrockinsidetheearthalsotriestogetout.Usuallyitcannotbecausetheoutsideoftheearthistoothickandstrong.
Butinsomeplacestheoutsideoftheearthisthinandweak.Sometimesacrack（asmallopening）appears.Thehotmeltedrock．whichwecall“lava”，pushesupthroughthecrackandburststhrough.Steamandgasshootupintotheairandthehotmeltedlavapoursout.Bigpiecesofrockmaybethrownhighintotheair.
Afterawhilethevolcanobecomesquietagain.Themeltedlavabecomeshard.Laterthesamethinghappensagainandagain.Eachtimemorehotlavapoursoutontopofthecoldlavaandthenbecomeshard.Inthiswayakindofmountainisbuiltup，withaholedownthemiddle.Perhapsthevolcanowillthenbequietandnomorelavawillburstout.Perhapsitwillstartagainhundredsofyearslater.
Althoughtherearethousandsofvolcanoesintheworld，mostofthemaredead.On1yabout500sometimesstarttothrowoutlavaagain.AfamousvolcanowhichisnowdeadisMountFujiyamainJapan.Itiscoveredwithsnowinwinter.
VesuviusisthenameofaveryfamousvolcanoinItaly.Itfirstcametolifemany，manyyearsago.Itwasquietforhundredsofyears.Thenintheyear79itsuddenlyburst.Agreatcloudofsmokeshotupintotheskywithgreatburningrocks．whichfellallaround.Hotlavapoureddownitssides.About3000peoplewerekilled.
Thishashappenedagainmanytimessincethatyear.Sometimesnodamagewascaused，oronlylittledamage.Buttherewasseriousdamageintheyears472，1631，1794，1861，1872and1906.Youcanseethatavolcanocanstayaliveformanyyears.In1906partofthetopofthemountainfelloff.Therewasalsoseriousdamagein1914buttherehasnotbeenanysincethatyear.
2．WhatIsaTornado?
Whatexactlyisatornado?Thegeneralpictureisfamiliarenough.Thephenomenonusuallyoccursonahotstickydaywithsouthwindsandanominoussky.Fromthebaseofathunderhead，afunnel-shapedcloudextendsaviolentlytwistingspouttowardtheearth.Asitsucksinmatterinitspath，thetwistermayturnblack,brown,oroccasionally(oversnow)evenwhite.Themovingcloudshowsanalmostcontinuousdisplayofsheetlightning.Itlurchesalonginameanderingpath,usuallynortheastward,at25to40milesperhour.Sometimesitpicksupitsfingerfromtheearthforashortdistanceandthenplantsitdownagain.Thefunnelisveryslender:itswakeofviolenceaveragesabout400yardswide.Asthetornadoapproaches,itisheraldedbyaroarasofhundredsofjetplanesorthousandsofrailroadcars.Itspathisapathoftotaldestruction.Buildingsliterallyexplodeastheyaresuckedinbythetornadoslow-pressurevortex(wherethepressuredropisasmuchas10percent)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.ThepowerfulearthquakeofTangshanhap-penedinthecityofTangshan,HebeiProvinceonJuly28th，1976，whichcausedmorethan240000deathsandthewholecitywasdestroyed.
Nowadaysscientistsknowalittleaboutearthquakesandtheystillcannotstopthesedisastersfromhappening.However，theycanwarnpeoplewholiveintheseareasbyprediction,inadvancetotakeprecautionsagainstsuchdisasters.Aworldwideearthquakewarningnetworkisalreadyinoperationatpresentandisexpectedtomakeearthquakepredictionseveralyearsaheadoftime.
4.5RPolicy
It’simportanttolearnaboutprotectingourenvironment.Hereisa5Rpolicyforustoconsider:
1.Reduce:
Ifyouwanttoreducewaste,youshouldusethingswisely.Millionsoftreesarebeingcutdowntomakepaper.Ifeveryoneusesalittlepapercarelesslyandthrowsitaway,beforelongwewouldnothaveanytreesleft.Otherthingsarealsobeingwasted,andpeopledon’treallyknowwhattodowiththelargequantitiesofrubbishproducedinlargecities,therefore,tisnecessarytoreducetheamountofwastebyeverypossiblemeans.
2.Reuse:
Youshouldalwaysthinkofreusingtheusablethingsbeforegettingridofthem.Giveyourclothesyoudonotuseortheoneswhicharetoosmalltothepoor.Withinafamily,youmaypassonsuchclothestoyoungerbrothersorsisters.Ifyouwish,youcanusebuttonsandsomethingelsetomakedollsortoysforyourbabybrotherorsister.
3.Recycle:
Bottles,cansandpapercaneasilyberecycled.Bydoingsowesavelotsoftimeandmoney.Forexample,cokecocacolacansaresenttoafactory,wheretheyaresmashedflatandmeltedandmetalsheetsaremadefornewcokecans.
4.Recover:
Whenyoubuyaboxofapples,theremightbeafewwhicharehighlyrotten.Youhavetwochoices:oneistothrowthewholeapplesaway,oryoucouldcutofftherottenpartsandusethegoodparts.Inthisway,youarerecoveringtheeatablepartsoffood.
5.Repair
Ifoneofthelegsofyourtableisbroken,youcanhaveitrepairedinsteadofthrowingthetableaway.Ifyouwanttochangeforbetterfurniture,itisbetterforyoutoselltheoldthingsorgivethemtootherpeoplewhocanusethemafterdoingsomerepair.
ItistruetheNorthAmericaisthroeawaysociety,butthetimehascometochangeourwayoflifesothatwecanprotectourenvironment.Everyoneofusshouldtakeanactivepartinit.
1.Whichofthefollowingistrue?
A.We’llhavenoresourcesofnatureunlesswecandealwiththelargequantitiesofrubbish.
B.Recyclingisthebestwaytosavematerials.
C.Ifwewasteless,wecansavemoreresourcesofnature.
D.Morethingsarewastedindevelopedcountriesthanindevelopingcountries.
2.The“reuse”policymainlyrequiresus_____.
A.Tomakefulluseofourthings
B.Togiveourthingstothosewhowantthem
CTouseourthingsagainandagain
D.Nottogetridofourthings
3._____canberecycled.
A.Onlyhardthings
B.Lotsofthings
C.Fewsoftthings
D.Allthings
4.Wecaninferthatthewriterofthispassagemaylivein_____.
A.Europe
B.Asia
C.Australia
D.America

Keys:1.C2.A3.B4.D

附录二：Areyoureadyforahurricane?
HavingATest
AreyouReadyforahurricane?
KnowWhatHurricaneWATCHandWARNINGMean
WATCH:Hurricaneconditionsarepossibleinthespecified(特定的)areaoftheWATCH,usuallywithin36hours.
WARNING:HurricaneconditionsareexpectedinthespecifiedareaoftheWARNING,usuallywithin24hours.
2.PrepareaPersonalEvacuationPlan
Identify(确定)aheadoftimewhereyoucouldgoifyouaretoldtoevacuate(撤离，疏散).Chooseseveralplaces—afriend’shomeinanothertown,ahotel,orashelter.
Keephandythetelephonenumbersoftheseplacesaswellasaroadmapofyourlocality(位置).Youmayneedtotakealternative(可选择的)orunfamiliarroutesifmajorroadsareclosedorblocked(阻断).
ListentoWeatherRadioorlocalradioorTVstationsforevacuationinstructions.Ifadvisedtoevacuate,dosoimmediately.
PrepareforaDisasterSuppliesKitIncludingthefollowingItems
Firstaidkit(工具包)andessentialmedications(药物).
Gannedfoodandcanopener.
Atleastthreegallonsofwaterperperson.
Protectiveclothing,rainwear,andbeddingorsleepingbags.
Battery-poweredradio,flashlight,andextrabatteries(电池).
Writteninstructionsonhowtoturnoffelectricity,gasandwaterifauthoritiesadviseyoutodoso.(Remember,you’llneedaprofessionaltoturnthembackon.)
KnowWhattoDoWhenaHurricaneWATCHIsIssued(发布)
ListentolocalradioorTVstationsforup-to-datestorminformation.
Preparetobringinsideanyusefulthingsthatcanbepickedupbythewind.
Preparetocoverallwindowsofyourhome.
Fillyourcar’sgastank.
Checkbatteriesandstockuponcannedfood,firstaidsupplies,drinkingwater,andmedications.
5.KnowWhattoDoWhenaHurricaneWARNINGIssued
Listentotheadviceoflocalofficials,andleaveiftheytellyoutodoso.
Completepreparationactivities.
Ifyouarenotadvisedtoevacuate,stayindoors,awayfromwindows.Remainindoors,inthecenterofyourhome,inaclosetorbathroomwithoutwindows.Stayawayfromfloodwaters.Ifyoucomeuponafloodedroad,turnaroundandgoanotherway.
6.KnowWhattoDoAfteraHurricaneIsOver
KeeplisteningtolocalradioorTVstationsforinstructions.
Ifyouevacuated,returnhomewhenlocalofficialstellyouitissafetodoso.
Inspectyourhomefordamage.
Useflashlightsinthedark;donotusecandles.

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