高二新教材UNIT 10 FRIGHTENING NATURE
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教材分析(Analysis of the teaching material)
1 地位与作用 (Status and function)
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”(Warming up) 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”(Language study)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”(Integrating skills) 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 (Teaching aims)
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：
1、 语言知识 (Knowledge objectives)
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：be scared to death, get into panic, stand on end, use…for… draw one’s attention, at the foot of , no way out, call for, turn back, upon arrival, give impression of, light up, with the kitchen fire still on, more… than…, pick out, spring to life, clean up, leave out, turn round, on board, come on, knock about, all of a sudden, do, done for, all at once, hold out
语法：复习巩固省略句，并能理解情景对话中的省略句。
2、 语言技能：(Ability objectives)
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。
3、 学习策略 (Strategy objectives)
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。
4、 情感策略 (Moral objectives)
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（Teaching arrangement）
Periods 1&2: Warming Up & Reading
Period 3: The 2nd Listening (Listening in the Workbook) Speaking & Talking
Period 4: The 1st Integrating Skills
Period 5: The 1st Listening & The 2nd Integrating Skills
Period 6: Grammar – Ellipsis & Word Study
教学计划 (Teaching plans)
Periods 1 & 2 Warming-up & Reading
Goals:
1. Learn something about volcano through reading.
2. The students can use what they have learned to describe volcanoes.
3. The students realize that human beings can overcome any hardship.
4. The students will improve the ability to solve problems.
Teaching important points:
1.Try to master the useful new words & expressions in this period.
2.Understand the text well.
Teaching difficult points:
1.How to use the new words & expressions correctly.
2.To understand the reading materials of similar topics.
Teaching aids: a computer, a tape recorder & a projector

Teaching procedures
Step 1 Warming up
Q1: What’s the weather like today?
It’s sunny (rainy, windy, etc).
Q2: Do you often care about the weather?
Yes. / No, sometimes.
Q3: How do you hear about it?
On TV. / Over the radio.
Q4: Have you ever heard of typhoon?
Yes, quite often.
Q5: What words can you think of to describe the typhoon weather?
heavy wind (blow hard) storm (show a picture of stormy weather.)
roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)
Q6: What will you feel in such kind of weather?
frightened, scared, terrible, happy (Ask the students why they feel happy? ---- Because typhoon will often release the drought. What’s more there is enough water, which can be used to make electricity.)
Q7: What about the hurricane? Have you ever heard about it?
It is something like typhoon.
Q8: What about volcano?
Q9: Look at the picture. Find out as much as you can to describe it.
eg. eruption lava
Q10: How is a volcano formed?
1). Show a video about the eruption of a volcano.
2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.
Q11: Where is the most possible place that a volcano may erupt?
Near the ocean. eg. Fujiyama mountain in Japan.
Q12: Do you know how a volcano works, if you do, describe it?
Rocks from under the earth becomes hotter and hotter and many things erupted from the
volcano, such as:
Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.
Solid: bits of rock and volcanic ash, etc.
Liquid: lava.
Step 2 Pre reading
1. Show a picture. Ask the students: What can you see in the picture? (The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.)
2. Show another picture. Ask the students to guess what happened in the town of Pompeii? (A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)
Step 3 While reading
Task 1 Skim the text and answer the following questions.
Q1: What is described in the following passage?
The eruption of the volcano called Mount Vesuvius.
Q2: When and where did it happen?
On the 24th of August in 79 AD in southern Italy.
Q3: Who is the writer of the letter?
Pliny, the younger.
Task 2 Decide whether the following sentences are true or false.
1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F
2. My uncle planned to save his friend’s wife Rectina. F
3. My uncle went to rescue Pompy after saving Rectina. T
4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F
5. They decided to try the open air instead of staying in the house. T
6. It was night when the volcano erupted. F
Task 4 Scan the text & fill in the following form.
Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.
First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.
Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.
Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.
Finally My uncle wanted to get out of the danger but failed. He was dead.
Task 5 Arrange the following statements according to the right order.
1. He decided to rescue his friend Pompy.
2. Some people watched an unusual cloud rising from a mountain.
3. Rectina begged him to save her.
4. He ordered a boat made ready.
5. Two slaves helped him stand up and immediately he fell down dead.
6. He bathed and had dinner.
7. A rain of rocks was coming down.
2-4-3-1-6-7-5
Task 6 Read the text again and explain what the words in bold refer to.
it: a cloud of unusual size and shape rising from a mountain
the one: the wind
the other: my uncle’s friend Pompy
their: flames
They: scared people
Language points:
1. draw one’s attention to sth. 吸引某人的注意力
eg. She drew my attention to a mistake in the report.
catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to
2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.
3. urge 催促, 极力主张; 强烈要求
eg. The U.S.A urged Iraq to give up.
4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…
5. bath n. 洗澡；浴缸
bathe v. 洗澡
6. He looked more asleep than dead.
eg. The pig looks more lovely than stupid.
eg. The boy looks more stupid than angry.
Step 4 Post reading
Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.
1. He wrote a report about all he observed during his trip.
2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.
3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.
Task 2 Further understanding
1. How does nature form a danger to people in the world and how can science help reduce that threat?
eg. In the summer, with the arrival of typhoon, a rain of storm and flood will come, which will damage a lot of things, including people, animals, and buildings, etc. The factory will also be closed because of it.
Ask the students to think as many examples as they can.
2. What’s the relation between human beings and nature?
We can’t go against nature. We should live in harmony with the nature.
3. What should we do to protect the environment that we live in?
5R policy.
1. Reduce: Reduce the amount of waste by every possible means.
eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.
2. Reuse: Reuse the useful things before getting rid of them.
eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.
3. Recycle: Recycle the waste things if possible.
eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.
4. Recover: Make use of good parts while getting rid of the bad ones.
eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.
5. Repair: Repair the broken things.
eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.
Homework:
1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.
2. Refer to the website to know more about the volcano.
http://www.fsyz.com.cn/yanjiu/gta
http://www.cpus.gov.cn/zlg/huoshan
3. (in the second period) Finish Exercise 2 at Page 77 in SB..
Period 3 Listening(Wb) Speaking & Talking
Goals:
1) Understand the listening text in the workbook.
2) The Ss can express emotion, anxiety and fear properly.
3) Know more about typhoon.
Teaching important points:
To master the useful new words and expressions.
Teaching difficult points:
How to use what the students have learned to describe a nature disaster.
Teaching aids: a computer, a projector & a tape recorder
Step1 Revision
Questions: 1 What kinds of disasters does nature give us?
2 What kinds of disasters does man give us?
Step2 Pre-listening
Page 144,Listening. Look at the picture. Discuss Exercise1 with the students.
Step3 Listening
Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?
Step4 Lead-in
Page74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:
1 What happened in the typhoon?
2 What else do you know will happen in a typhoon?
3 What was people’s emotion?
4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?
Step5 Speaking
Give the students some pictures. Get them to make a similar dialogue. Tell their partners whether these things or situations frighten them and explain why. Also, talk about people’s emotion in these situations and how they would behave. Get them to make with the help of the useful expressions.
Model:
A: Have you been in a situation that frightens you?
B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.
A: Were you frightened when you saw it?
B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.
A: What happened next?
B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.
A: How terrible!
Step6 Pre-talking
Ask: What do you need to do when you are trapped in a typhoon?
Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.
Step7 Talking
Get the students to read the roll cards and make similar dialogues.
Step8 Homework
Make a dialogue with your partner about a disaster. It should include the following:
1) What was it like?
2) What happened?
3) What was people’s emotion and what about yours?
4) What safety measures should be taken?
Period 4 Integrating skills(Sb)
Teaching Aims:
1. Learn the text “typhoon” and master the detailed information in it.
2. Learn useful words and expressions
3. Write a passage about how the story will end.
Teaching important points:
1. To train Ss’ reading skills and writing skills
2. To master the usages of the new words and expression of this period.
Teaching difficult points:
1. To write a passage about terrible weather---- typhoon
2. To understand the difficult words, phrases and sentences
Teaching methods:
1. Fast reading and careful reading: to get the Ss to grasp the detailed information
2. Writing practice: to get the Ss to learn how to describe something terrible
3. Pair work or group work: to get the Ss to be active in class
Teaching Aids:
a computer, a projector, a tape recorder ( if the teacher wants )
Teaching procedures:
Step 1 Teaching Revision
1.Check the homework
2.Retell the story ( if the teacher likes )
3.Review the words and expression for talking about weather.
(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)
Step 2 Lead in
T: In the last few periods, we deal with a letter about volcano. It is a terrible nature disaster. This summer our hometown also experience a terrible disaster----- typhoon, one called Yunan. It caused great damage, isn’t it? Can you describe it? ( Ss: …. )
T: If it happens in USA, what do people call? (A hurricane )
In fact, a typhoon is the same thing as a hurricane except the place where they form. Before we deal with the detailed information, let’s watch a short video to experience the story wind again and here are two questions for you.
1. What does the hurricane bring in?
2. How long will it usually last?
(Ss watch the video and give the answers. If it is necessary, play it twice.)
Step 3 Pre-reading
T: We know typhoons can cause great damage or even deaths. In order to reduce the loss and protect ourselves, we have to learn more about it. Then what else do you know about the typhoon? Tell us what you know, please! First talk with your partner and then tell the whole class what you have discussed.
( pair work for two minutes and then one or two Ss report )
(This activity is to motivate the Ss to talk in English and cooperate well with each other.)
( Then the teacher introduce the background information )
T: Now, Let’s look at the diagram. We’ll know what is typhoon. Typhoon is a kind of tropical cyclone. It’s the atmospheric whirlpool formed on the warm tropical ocean and the area of low pressure. Winds are produced because the pressure of the air is different in different places. Air flows from a region of high pressure to a region of low pressure, causing a wind. The low pressure center is the eye of the storm. And tropical cyclone is the general name of tropical depression, tropical storm, severe tropical storm and typhoon or hurricane. In USA, people don’t use the name of severe tropical storm and typhoon. Instead, people use the name---- hurricane. All over the world, people name these tropical cyclones according to their strongest speed of wind. Can you guess how fast a typhoon can move? (Show the form to the Ss)
(Look at the form --- tropical cyclone naming conventions )
(Then the teacher shows the map of the world, ask Ss to tell the difference between typhoon and hurricane.)
Step 4 While reading
Fast reading: skim the passage and try to get the general idea of the text. ( Ss answer the main elements of a story: who, when, where, how)
Careful reading: Ss finish two tasks after reading.
Task1.Scan the passage and find the answer to the following questions.
1. Where did the ship meet the typhoon?
2. What was the weather at first?
3. Why did the capital say that it looked as if a typhoon was coming on?
4. Where were they when the full force of the hurricane struck the ship?
5. What should they do in such terrible weather?
6. What does the sentence “ Another one like this, and that’s the last of her” mean?
7. Why did the capital strike a match? What did he see?
Task2. Try to explain the difficult sentence in bold in English.
1. It was fine, for there was no wind and the heat was close.
2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.
3. When the hurricane struck the ship with full force, they were all on the bridge.
4. They could only move the ship over the high sea and into the very eye of the wind.
5. It was the lowest reading he had ever seen in his life
(If Ss couldn’t understand the sentences, allow them to discuss with their partner.)
Deal with language points after that.
1. on board = in or on ( a ship, an aircraft or public vehicle)
eg. 1) Have the passengers gone on board yet?
2) 一上船， 我总想吐。
As soon as I’m on board I always feel sick.
2. close adj. = lacking fresh or freely moving air
eg. She noticed that the air was very close.
The atmosphere in a steam- heated building is often close
3. dirty adj. = ( of the weather ) rough and unpleasant
4.knock about = knock around ① “ 漫游, 流浪” ② “ ( 狠 )打”
eg. He has knock about all over Europe.
After he graduated from college, Joe knocked about for a year seeing the country before he went to work in his father’s business.
They say he knocks his children about.
5. all of a sudden = suddenly / unexpectedly
eg. 1)All of a sudden, the tyre burst.
2)他转过身来但是忽然跌倒了.
He turned around but fell down all of a sudden.
6. do for sb./ sth. “破坏, 使…失败.”
eg. 1) The spelling mistake in the exam did for him.
2) 若资金不能在十五天内到位，工厂就完了。
The factory will be done for it if capital can’t arrive in fifteen days.
do for “ 设法弄到” 常用于how , what 开头的疑问句中.
eg. How did you do for food when you were in the desert?
7. as though = as if
eg.1) I remember the whole thing as if it happened yesterday.
2) She felt as if the girl were a member of her own family.
8. all at once =suddenly and unexpectedly/ at the same time.
9. swear v. = promise or declare formally
Step 4 Post- reading
T: We have dealt with the language points of the text and now let's do some exercises.
Task 1. Fill in the blanks with proper words.
Task2. Ss discuss the end of the story in groups and one reported it to the class.
(The Ss can express their own opinions and communicate properly. They can improve their speaking skills and the ability to do things in English.)
Step 5 Discussion
Extended discussion:
T: We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?
( Ss discuss in pairs or in groups and then report what they discuss. )
Suggested answers :
1. Build strong houses;
2. Forecast correctly;
3. Give efficient first aid;
4.Cut up the branches of the trees;
5.Bury the lines under the ground
T : Every coin has two sides, so does the typhoon. Though the typhoon causes damage, it can have good effects. Can you think of some?
good effects:
eg 1. Bring in enough water to release drought
2. Bring in heavy wind which can be used to make electricity.
step 6 Homework
1.Oral homework:
Suppose you are a newspaper reporter and are interviewing the capitain. Make up the dialogue.
Think it over: What questions will the journalist ask?
2. Written homework
Write the end of the passage on your exercise book.
Period 5Listening(Wb) Integrating skills & Writing (Wb)
Teaching aims:
1.The Ss can understand the listening text.
2.The Ss can get the general idea of each paragraph.
3.Through reading, the Ss develop some microskills in reading, such as skimming and scanning. What’s more, they can write a composition of similar topic.
4.The Ss can develop in somewhat the ability of autonomy learning, processing information and thinking in English.
5.The Ss have the sense to protect our environment. They share the experience of learning English and have the sense of success in learning English and cooperation.
Teaching important points:
1.Learn the useful words and expressions in this period.
2.Learn to write about a natural disaster.
Teaching difficult points:
1.Know how to use the words and expressions in this period.
2.Know the structure of writing about a natural disaster.
Teaching aids: a tape- recorder a computer & a projector
Teaching procedures
Stage 1 Listening
1.Read the information about the exercises.
2.Listen to the tape and do Exercises 1,2 & 3.
3.Listen again and finish all the questions in this part.
(If necessary, play the tape again.)
Stage 2 Reading
1.Lead-in
Ask the Ss to describe a kind of weather and what people do in such weather.
Today we’ll read some book descriptions about natural disasters and stories that happened in terrible weather.
2.Pre-tasks
Read through the book descriptions and match them with the following book titles.
1. Volcano & Earthquake
2. Under the Volcano: A Novel
3. Disaster! The Great San Francisco Earthquake and Fire of 1906
4. Volcano & Earthquake
5. The Coming Storm: Extreme Weather and Our Terrifying Future
6. Hidden Big Island of Hawaii: Including the Volcanoes National Park
7. Sudden Sea: The Great Hurricane of 1938
(This activity aims to improve the Ss’ reading ability of skimming and the Ss can get the general idea of each paragraph.)
3.While-tasks
Ask the Ss to read the descriptions carefully again. Divide the whole class into two parts. Each part deals with one of the following two activities:
1. Which books on the list interest you? Give reasons why you might want to read them.
2. Choose one book from the list which you don’t want to read and explain why you think it won’t interest you.
(This activity is to help the Ss develop the ability of scanning and express their own opinions with their own words.)
4.Post-tasks
Group work.
Imagine your teacher asks you to write an essay about human experiences and how people suffer during natural disasters. Which books would you choose to help you write your essay? What information do you think you could use from them?
Stage 3 Writing
1. Brainstorming
What natural disasters do you know?

2. Writing
Divide the class into six groups. Each group discuss a topic and writes a composition together. After they finish the writing, they should do peer-revision. Then the teacher will post the compositions on the wall. Each composition should contain the following parts:
1.How is the disaster formed?
2.What happens when the disaster comes?
3. What is the damage after the disaster?
4.What do people do after that?
5. What lesson have you learn?
(This step tries to develop the Ss’ cooperative ability and writing ability. The Ss look up information in many different ways.)
Stage 4 Homework
Read more passages about natural disasters. They can refer to the following websites:
http://www.aoml.noaa.gov/general/lib/hurricbro.html
http://www.aaets.org/arts/art38.htm
http://www.iwaynet.net/~kwroejr/violent.html
http://disaster.fsa.usda.gov
http://theepicenter.com/howto.html
Period 6 Grammar & Word Study
Goals: 1. Learn and master Grammar: Ellipsis
2. Review the usage of the present participle & past participle.
Teaching Important Points:
1.Learn about Ellipsis of different types.
2.Enable Ss to learn how to choose the present participle & the past participle.
Teaching Difficult Point: How to use Ellipsis to make a sentence brief and clear.
Teaching Aids: a computer & a projector
Procedures:
Step 1: Word Study
1. Check the answer to Exercise 1 at Page 77.
2. The Present participle & the past participle
T: Look at the 2 sentences on the blackboard.
This is a moving story.
The boy is deeply moved by the story.
Can you tell the difference between “moving” & “moved” ?
S: Yes. The present participle “moving” expresses an action that happens around the same time as the main verb with an active meaning while the past participle “moved” expresses an action that is completed with an passive meaning. Am I right?
T: Yes, quite right? Please open your books at Page 78. Look at Ex. 2. Read the sentences and fill in the blanks with the proper forms of the words.
Step 2: Grammar - Ellipsis
T: Look at the 2 sentences on the blackboard.
Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.
Then came a smell of sulphur, and then (?) flames.
Read them and decide which words were left out at each place of the question marks.
S: I think in the 1st sentence the subject “he or my uncle” was left out.
S: In the 2nd sentence I think “came” should be at the place of the question mark.
T: You are right. In modern English there is a tendency to omit or leave out some words in a sentence for the sake of conciseness. The omission is called “Ellipsis”, and a sentence containing such an elliptical sentence. A word or words in a sentence can be omitted only on condition that the omission would not cause the sentence to be understood in more than one way to be unclear meaning or wrong. We must keep in mind that we should not omit words necessary for clearness. Are you clear about that? Now I’d like to some more about “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) Thank you for your help.
(2) (I) See you tomorrow.
(3) (It) Doesn’t matter.
(4) (I) Beg your pardon.
2) 省略主谓或主谓语的一部分
(1) (There is) No smoking .
(2) (Is there) Anything wrong ?
(3) (Will you) Have a smoke ?
(4) What/How (do you think) about a cup of tea ?
(5) Why (do you) not say hello to him ?
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) –Are you going there? --Yes, I’d like to (go there).
(2) He didn’t give me the chance, though he had promised to (give me the chance).
(3) –Are you an engineer? --No, but I want to be.
(4) –He hasn’t finished the task yet. --Well, he ought to have.
4) 省略表语
(1) –Are you thirsty? --Yes, I am (thirsty).
(2) His brother isn’t lazy, nor is his sister (lazy).
5) 同时省略几个成分
(1) Let’s meet at the same place as (we met) yesterday.
(2) –-Have you finished your work ?
---(I have) Not (finished my work) 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 ) Sorry to hear you are ill.
(2) ( It’s a ) Pity that he missed such a good chance.
2) 主句中有一些乘法被省略
(1) –Is he coming back tonight? --I think so.
(2) –She must be busy now? --If so, she can’t go with us.
(3) –Is she feeling better today? --I’m afraid not.
(4) –Do you think he will attend the meeting? --I guess not.
这种用法常见的有：How so? Why so? Is that so? I hope so. He said so.及I suppose/believe/hope not.
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) My father is a doctor and my mother (is) a nurse.
(2) I study at college and my sister (studies) at high school.
(3) When summer comes, the day is getting longer and longer, and the night (is getting) shorter and shorter.
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 (he was) still a boy of 10, he had to work day and night.
(2) She tried her best though (she was) rather poor in health.
(3) If (you are) asked you may come in.
(4) If (it is) necessary I’ll explain to you again.
3) 不定式符号to的省略
(1) 并列的不定式可省去后面的 to.
I told him to sit down and wait for a moment.
(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.
I will help (to) do it for you.
I will help you (to) do it.
（3）介词but前若有动词do,后面的不定式不带 to.
The boy did nothing but play.
(4) 某些使役动词（let, make, have）及感官动词（see, watch, hear, notice, observe, feel, look at, listen to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。
I saw the boy fall from the tree.
The boy was seen to fall from the tree.
The boss made us work 12 hours a day.
We were made to work 12 hours a day.
(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。
All we can do now is (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。
We found him (to) work very hard at the experiment.
但如果是不定式 to be，则不能省略。
She found him to be dishonest.
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) Had they time, they would certainly come and help us.
(2) Were I you, I would do the work better.
(3) Should there be a flood, what should we do?
5) 主句和从句各有一些成分省略。
The sooner (you do it), the better (it will be).
Step 3: Homework
Finish all the exercises about “Ellipsis” in your book.
[高二]Unit 10 Frightening nature 要点综述
Unit 10 Frightening nature
I. Listening & Speaking
1 scare/frighten sb. 使某人害怕 be scared/ frightened/ afraid of sb./ sth. 害怕某人/某物
a scared/ frightened face/ look/ eyes充满恐惧的脸/神色/眼神（此人感到害怕）
a scaring/ frightening face/look/ eyes吓人的脸/神色/眼神（令别人害怕） be scared/ frightened to death吓得要死
2 be a threat/ danger to 对…构成威胁/危险，对…而言是构成威胁/危险的人或事物 3 stand on end直立，竖着
4 be terrified at/ with/ by被...吓了一跳 be terrified of对...感到恐怖 terrify sb into doing 威胁某人做某事
II. Reading
1 attract/ draw sb’s attention 引起某人的注意 attract/ draw sb’s attention to将某人的注意力吸引到…上去
pay attention to/ give one’s attention to注意… call sb’s attention to叫某人注意… bring sth. to sb’s attention使某人注意…
2 rise vi. rose risen
1)（太阳、月亮、星星等）升起，出现 The sun has risen
2) (水位，价格,声音等)升高, 上升, 上涨，提高 ， 增长/强 The flood has risen two feet.洪水上涨两英尺。
Our confidence rises.我们的信心增强。
3）起立/床 rise from table(餐毕)起立离桌
4）（河流）发源于 The river rises in the mountains.这河发源于群山之中。
raise vt. raised, raised
1）抬高；举起；使升起 raise one’s arms 抬起手臂 raise one's head抬起头 raise the flag 升旗
2）使升高/上升/上涨/增加/增长；提高 raise salaries提高工资raise the rent提高租金raise one’s voice提高声音
3）饲养; 养育; 栽培raise a family供养一家人raise chickens and corn养鸡和种植玉蜀黍
4）提出 raise a question to sb向某人提一个问题
5）筹集(款)；召集; 征集,)raise funds 筹集资金raise an army召集军队
比较下面的句子：He raised his voice他提高了嗓音。 His voice rose in excitement.他激动得声音提高了。
They raised the prices他们提高了价格。The prices rose 价格上涨/增长。
sit vi 坐下 seat vt 使…就坐/安排…坐下 seat sb. seat oneself
记住：及物动词必须有宾语，如后面无宾语肯定用过去分词表被动，不及物动词不可接宾语也就不可用被动语态
Sitting/ Seated at the table, my father and I were talking about my job. I found the boy seated/ sitting on his mother’s knee.
We got them to raise the prices. We got the prices raised. The prices keep rising.
3 sight 1)景象，景物, 场景, 景观 a beautiful sight美丽的景象 a sad sight悲惨的场景
2) 风景，名胜（人工造的景色, 常用复数） see the sights游览名胜see the sights of the West Lake.观赏西湖风景
3)视觉，视力 lose one's sight 失明 have long/far sight远视 have short/near sight近视
have good/poor sight视力好/差 have one’s sight tested视力检查
4) 看，观望；观览at first sight 一见就..., 初次看见时at the sight of一看见…就... catch /have/ gain/ get sight of突然瞥见
5) 视野，眼界 be in sight可看得见的，在视线内out of sight看不见的，在视线之外 be/ go /get out of sight看不见了lose sight of 看不见...了
scene 1）自然景色，风景The scene is a perfect dream when you see the sun rising slowly in the east.
2）眼前的情景，景象（包括人及活动在内）The scene after the earthquake was horrible.地震后的场景十分可怕。
There is a happy scene of children playing in the garden.孩子们在花园里玩耍，好一派欢乐的景象。
3）现场，出事地点a crowd at the scene of the accident在出事地点的人群
4）场所，地点What's new on the film scene?电影院演什么新片？
5）（戏剧）场景，布景
view 1）常指从某处可以看到的自然景色 It's a room with a view. You'll like it. There is a lovely view from this window
2）a point of view观点
scenery指某地总的自然风景或景色，尤指美丽的乡间景色。不可数 。
4 awake vt.(awoke,awaked) 唤起,叫醒；提醒,启发；激起,激发 awake sb.'s sympathy唤起某人的同情心
adj. [用作表语,补语] 醒着的;意识到 be broad /wide awake完全醒着;完全知道, 充分觉察到 (be sound asleep酣睡)
awake to 明白, 认识或意识到
5 at hand在手边；在跟前 keep sth. at hand把某物放在手边 have sth. at hand手头上有某物
give sb. a hand with sth.在某方面帮某人 be made by hand手工制作的
6 way out（克服困难的）办法，出路 find a way out找到出路 help sb. out （of）帮助某人摆脱（…）麻烦
7 escape 指“脱离或避开即将来临或近在眼前的伤害、危险、灾祸等事物”常作借喻用 escape death幸免一死
escape punishment/ being punished避免/逃脱惩罚 escape from the burning house从燃烧的房子里逃出来
flee含有所做的逃避动作迅速，仓促而情况紧迫之意 flee( from) the burning house从燃烧的房子里逃出来
flee/ escape to sp逃到某地
avoid 强调“有意识地躲避不愉快的或可能发生危险的事物或情况”I cannot avoid meeting her.我怎么也避不开她。
avoid being killed避免被杀
run away着重动作快速敏捷，不强调情况紧急，较口语化，有时可用get away代替，但get away有时含有“挣脱”之意
She hit the boy and he ran away. She tried to catch a butterfly, but it got away from her.
8 urge doing sth. 极力主张做某事 urge against极力反对
urge sb. to do sth.= urge sb. into doing sth =urge that sb. (should) do sth. 极力劝/主张/催促/怂恿某人做某事
9 the other way 另一个方向 ；相反 just the other way正相反
10 on/ upon arrival一到就 on/ upon one’s arrival at/ in sp= on/ upon arriving at/ in sp 某人一到某地就
on/ upon doing sth.在做某事时，当某事发生时，一做某事就
11 calm down平静/镇定下来 calm sb. down使某人平静/镇定下来
12 形容词作状语表示伴随的状态 lie awake 躺着没睡着 lie/ sit/ stand still 躺/坐/站着不动
（也有人认为lie/ sit/ stand在此是系动词 ）
13 more…than与其说是……不如说是…… 14 It is one thing to do…, another to do…. “……是一回事，……是另一回事”
15 the public 公众 in public公开地
III. Integrating skills
1 get on board上（公共交通工具如火车/轮船/公交车/飞机等 ） board a train/ ship/ bus/ plane上火车/轮船/公交车/飞机
on board在公共交通工具上
2 knock about/ around（口语）漫游；闲逛
knock vt. 指用拳头或其他硬的东西敲打并伴有响声 ；相撞; 碰撞（常接头、球、墙壁等物作宾语。）
knock sb. on the head打某人的头knock one's head against the door把头撞到门上
vi. 敲, 击, 打(at, on) knock at the door敲门
n. 敲; 打击; 一击 a knock at the door敲门声 a knock on the head头上挨的一击
knock down打/撞倒; 驳倒； 拆除, 拆开；[口]使降价knock into把(某种知识)灌输给... ；与...相撞 ；[口]偶然碰到(某人)
knock off 敲掉; 击倒；下班休息; 罢工 knock over 弄翻, 打倒
beat 1）用力连续不断的（敲）打 beat the child hard痛打孩子 be beaten to death 被打死 beat a drum敲鼓
2）打败，打赢beat/ defeat后接某人，win 后接游戏、竞赛或战争。 3）（心脏）跳动
hit 1）有力地“打击”或“敲打”，强调结果，即“打中”，“敲中” One of the stones hit the window.有一块石头打中了窗户。
hit sb on the head打中某人的头 /砸在某人的头上
2）(自然灾害，疾病)袭击　　A terrible disease hit the potato crop．一场可怕的病害使地里种的土豆遭受了袭击。
An earthquake hit the district. 地区受到地震的袭击。 The great storm hit the area．那场暴雨袭击了那个地区
strike 1)突然或一次性的击打或敲击。Strike iron while it is hot．趁热打铁。（谚语）
2) 为...所触动/ 感动 /打动; 使突然充满(一种强烈的感情)感动; 给以印象, 使……着迷
be struck with(by) 为... 迷住 It strikes me that我觉得...; 我的印象是...
3) 某种想法突然闪现在脑海里 An idea suddenly struck me.我忽然想到一个主意
4) 袭击, （蛇、兽）抓，咬; ( 疾病)侵袭;
be struck dead by lightning.被雷电打死 be struck with fever发烧, The plague struck Europe.瘟疫袭击欧洲。
5) 擦出（火）strike a match擦火柴
6) （钟）敲响，敲钟报时 The clock is striking 12. 钟在敲12点。The clock strikes the hours.这钟每小时报时一次。
7) be on strike（strike在此是名词） 举行罢工
3 be up发生；出事 What's up怎么了, 发生什么啦? What's up to sb.?某人怎么了, 发生什么啦?
up to （数目）到…之多 up to 100 men可达一百人 up to直到 up to now/ then知道现在/那时
be up to胜任, 适于 be up to one’s work胜任某人的工作
be up to从事于，忙于，做（坏事）What in the world are you up to?你到底在搞什么鬼？
It’s up to sb. to do sth.该由/轮到某人做某事，做某事取决于某人
4 sweep over风靡, 袭击, 将...一扫而光sweep up打扫干净, 收拾干净The plane sweeps across the sky.飞机掠过空中。
sweep away /off rubbish扫去垃圾 sweep aside放/堆到一边, 不予理会
5 all of a sudden，all at once突然 6 be done for完蛋了， 不行了，累死了
7 live through the night 活过这个夜晚= survive the night
live by doing sth.， make/ earn a/ one’s living by doing sth. 靠做某事谋生/生活 live on靠吃…为生，以…为主食
8 whisper to sb. that低声对某人说 It is whispered that传言说….
speak in a whisper低声讲话 talk in a whisper低声交谈 hear a whisper that听到一个谣传说….
9 see可用物作主语，表示拟人手法“目睹，经历，遭遇”Last century saw two world wars.上世纪经历过两次世界大战。This old house has seen better days.这座老屋曾有过风光的日子。
find也可这样用。 National Day found people singing and dancing happily in a street parade.
国庆节时人们在大街上的游行队伍里高兴地唱啊跳啊。

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