Unit 10 Frightening Nature
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By Tian Haiyan
Teaching aims and demands
1. Goals: Talk about natural disasters, volcanoes. hurricanes and typhoons
Express emotion, anxiety and fear
Practice creative writing.
2. Vocabulary and useful expressions:
frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though
3. Function:
Express feelings
How terrible! It makes me feel uneasy when…
I think it’s very unpleasant…… It makes me feel very worried….
I get very upset…. It’s a frightening thing….
I dare not…. I’m really scary….
It takes my hair stand on end.
4. Grammar: Ellipsis
A word about your composition. Though tired, he was not disheartened.
You would do the same. Sit down , please.
We’ll do the best we can. Everybody gone?
That letter was the last.
.Teaching arrangement
Periods1 Warming Up
Period 2 Listening
Period 3 Speaking & Talking
Period 4 word study
Period 5 Reading
Period 6 Intensive reading
Period 7 Integrating Skills on Page76
Period 8 Integrating skills on Page148
Period 9 Grammar – Ellipsis
Period 10 Writing
Teaching procedure:
Period 1 Warming Up
Teaching Aims:
1. Learn the new words of this period .
2. See some short films about natural disasters to learn more about the back information..
3. Talk about natural disasters.
Teaching Important Points:
1. Learn the new words of this period .
2. How to improve the students’ listening ability through the short films .
Teaching Difficult Point:
How to use what the students have learned to describe a nature disaster.
Teaching Methods:
1. Listening to improve the students' ability to listen.
2. Discussion and free talk to get every student to speak.
3. Talking the interesting topics to raise the students\' interest in science.
Teaching Aids:
1. a computer
2. a projector
3. a tape recorder
Teaching Procedures:
Step 1 Read the new words of this unit.
Step 2. Brainstorming:
Find as many words as they can to define a natural disaster
Step 3.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: How is a volcano formed?
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.
Q9: Where is the most possible place that a volcano may erupt?
Near the ocean. eg. Fujiyama mountain in Japan.
Q10: 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.
Step 4..Talk about the pictures on Page73.
They are about Geology, Meteorology, Astronomy, Biology.
Geology: The scientific study of the origin, history, and structure of the earth.
Meteorology: The science that deals with the phenomena of the atmosphere especially weather and weather condition.
Astronomy: The scientific study of matter in outer space, especially the positions, dimensions, distribution, motion, composition, energy, and evolution of celestial bodies and phenomena.
Biology: The science of life and of living organisms, including their structure, function, growth, origin, evolution, and distribution. It includes botany and zoology and all their subdivisions.
Step5.Ask Ss see some short films about natural disasters to know more about them.
Homework::
1.Remember the new words of this unit.
2.Finish the reading passage A and B(配套练习).
Period 2 Listening
Teaching Aims:
1. Listen to a passage about weather forecast,
2. Learn how to talk about natural disasters from the listening material.
Teaching Important and Difficult Points:
How to improve the students' listening ability.
Teaching Methods:
1. Listening to improve the students' ability to listen.
2. Revision method.
Teaching Aids:
1. a computer
2. a tape recorder
Teaching Procedures
Step1 Revision
Questions: 1 What kinds of disasters does nature give us?
2 What kinds of disasters does man give us?
Step 2 .listening on page 73-74.
1. Ss finish the listening task on page 73-74.
1）1. What is the listening text about?
The listening text is about the weather in the USA.
2. What do we call this type of radio message?
A weather forecast.
2) Write the information you hear on the map.
3) questions:
1. How should you prepare for the day if you go fishing in the Great Lakes region?
2. In which part of the USA should car drivers be careful?
3. What happens when a hurricane hits the coast?
4. Which letter would the name for the sixth hurricane in 2005 begin with?
2. Ss listen to the tape again and check the answers
Step3. dealing with the Ex on p 144 of Workbook.
1. Look at the picture. What safety measuresdo you think the people living in this house should take when a typhoon is going to hit?
2. Listen to the tape. Do the following tasks.
1) Tick the safety measures which Linda says you should take in case of typhoon.
( ) Fill the bath with water
( ) Move the cupboard in front of the window
( ) Open the curtains
( ) Put important things in a plastic box
( ) Put plants in m in pots in the shed
( ) Take shelter in the hall
( ) Tie garden chairs with rope
( ) Keep a torch and extra batteries ready
( ) Listen to the radio
( ) Make some extra ice
( ) Store extra food in metal containers
( ) Put your bicycle in the shed
2) What does Kate mean when she talks about “a big one”?
3 )Read about the following safety measures and explain why they should be taken.
Keep extra batteries for_______________________
Make extra ice to_____________________________
Put your bike in the shed because______________
Keep a first-aid kit ready to____________________
Take shelter in a room without windows because__________________________
Keep plastic sheets to_________________________
Store extra food in metal containers because_____
Listen to the radio to____________
4) What happened in the typhoon Linda talked about?
Step 4. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Play the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?.
Homework: 1. Finish the reading passage C and D(配套练习).
2 .Find some words and sentences to describe the natural disasters.
Period 3 Speaking and Talking
Teaching Aims:
1. Review the new words of this period.
2. Talk about natural disasters.
Teaching Important Points:
How to improve the students' speaking ability.
Teaching Difficult Point:
How to use what the students have learned to describe a nature disaster.
Teaching Methods:
1. Discussion and free talk to get every student to speak.
2. Talking the interesting topics to raise the students' interest in science.
Teaching Aids:
a computer
Teaching Procedures
Step1. Revision : Have a dictation about words.
Step2. Speaking Page74,.
Task1: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?
task2: Talk with your partners about the pictures on P75, and make a similar dialogue. Tell him or her whether these things or situations frighten you and explain why. Also, talk about people’s emotion in these situations and how you think they would behave. Use the useful expressions to help you.
Express feelings
How terrible! It makes me feel worried.
I dare not… I am afraid of…
He gets into a total panic when… I’m frightened to death by…
It makes my hair stand on end. I’m really frightened to…
It makes me feel uneasy when… What’s really scary is…
She’s scared to death. What terrifies me is…
t’s an unpleasant/a frightening thing. I get very upset.
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. B :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!
Step3. 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.
Step4.Talking
Get the students to read the roll cards and make similar dialogues.
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?
1) What safety measures should be taken?
Period 4. Word study
Teaching Aims:
1. Learn and master the important words and phrases.
Teaching Important Points:
1. Learn the useful phrases .
Teaching Difficult Points:
Master the useful phrases:
Teaching Methods:
1. Explanation and illustration.
3. Pair work or group work to get the students to be active in class.
Teaching Aids:
1. a computer
2. a projector
3. a tape recorder
Teaching Procedures:
1. frighten vt. 惊吓,使害怕
frightened a. 害怕的,惊恐的
frightening a. 可怕的,让人害怕的
①尖叫声使她受到惊吓。 The scream frightened her.
②什么使他如此惊恐? What made him so frightened?
③那是一次可怕的经历。 That was a frightening experience.
拓展
terrifying/terrified (可怕的/感到害怕的)
exciting/excited （令人激动的/激动的）
surprising/surprised（令人吃惊的/吃惊的）
moving/moved （使人感动的/感动的）
touching/touched （使人感动的/感动的）
puzzling/puzzled （使人迷惑的/迷惑的）
exercise:
1.__the big snake, the girl stood under the tree___.
A. Seeing ;frightened B. Seeing ; frightening
C. Seen; frightened D. To see; frightening
2. The movie was so___that I was___.
A. moving; moved B. moved; moved
C. moved; moving D. moving; moving
2. meanwhile adv. 与此同时
母亲购物去了，在这期间，我打扫了房间。
Mother went shopping;meanwhile I cleaned the room.
3. rise vi. 升起；上升（rose,risen)
raise vt. 升起；举起（raised,raised)
①太阳升起来了。The sun rose.
②他把温度升高到了80度。She raised the temperature to 80.
4. at hand ①在手边，在跟前；在附近
读书时，我经常把字典放在手边。While reading, I always keep a dictionary at hand.
hand in hand 手牵手,携手,共同
in hand 在手里/手边
by hand 用手工做,由专人递送
5. urge 催促，强烈要求
urge sb. to do sth.
urge sb. on/upon sth.
urge + that +(should)+ do
①他们怂恿我吃那些奇怪的食物。 They urged me to eat the strange food.
②他力劝我们忍耐是必要的。 He urged us on the necessity of patience.
③他主张我向她道歉。 He urged that I (should ) apologize to her.
6. immediately 立即，马上（at once）
When she heard the good news she came immediately.
一听到好消息，她立刻就来了。
“一……就….”表达法：
immediately/ instantly…
the moment, instant, minute, second…
hardly/scarcely (no sooner)…when (than)…
他一从美国回来就开始准备开公司
Immediately he returned from the USA, he began to prepare for a company.
8. knock about冲击；碰撞
knock down 撞倒；打倒；拆除
knock against 和……冲突；撞在
knock at/on敲（门，窗等）
knock into sb. 撞倒；打倒；拆除
knock off下班，扣掉
knock over打翻
knock up敲门叫醒
exercise:
①The car knocked the old man ______.
②The running boy knocked ______ me.
③I can’t knock ______ until 4：30？
④Tell him to knock me ______.
⑤When I received my money I found that 500 had been knocked _____ for expenses.
⑥Knock ______the door before entering please.
Suggested answers: down into off up off at/on
9. live through
The patient will not live through the night.
go through
She has gone through a lot since her beloved husband was killed.
see sb through
I planned to tell her a lie,but my mother saw it through so easily.
look through
Before the meeting I looked through the reports.
pass through
The river passes through our land.
10. swear （ swore；sworn）发誓，起誓；咒骂
①我发誓不把你的秘密告诉任何人。 I swear I won't tell anyone your secret.
②他气愤得骂了他弟弟。 He was so angry that he swore at his brother.
Homework：Finish the vocabulary exercise on P146.
Period 4. . Reading
Teaching aims:
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.
Teaching important points:
1.Try to master the useful new words & expressions in this period.
2.Understand the text well.
Teaching difficult points:
To understand the reading materials of similar topics.
Teaching aids: a computer, a tape recorder & a projector
Teaching procedures:
Step 1 Greeting and revision.
Check the answers of Wb Ex 1 -- 4on page 146-147.
Step 2 Pre reading.
1. Show some pictures. Ask the students: What can you see in the picture? (---pictures 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.)

3. Enjoy a short film about the town of Pompeii.
Step 3 While reading
Task 1 Go through the text quickly, 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 3 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 4 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 5 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
Step 4 Post reading
1. What’s the relation between human beings and nature?
We can’t go against nature. We should live in harmony with the nature.
2. 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. Refer to the website to know more about the volcano.
http: //www.fsyz.com.cn/yanjiu/gta
http://www.cpus.gov.cn/zlg/huoshan
2. Preview the language points in the passage

Period 5. (Intensive reading)
Teaching Aims:
1. Learn and master the important phrases and expressions of the reading passage.
2. Understand the reading better.
Teaching Important Points:
1. Learn the useful phrases and expressions:
Teaching Difficult Points:
1. Master the useful phrases and expressions:
1. Learn the expressions and sentences such as dirty weather.
Teaching Methods:
1. Explanation and illustration.
3. Pair work or group work to get the students to be active in class.
Teaching Aids:
1. a computer
2. a projector
3. a tape recorder
Teaching Procedures:
Step 1. Revision.
Ask some Ss to retell the passage that they have learnt in last period.
Step 2. language points:
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。
3. 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.
＊.sight n
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.
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）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
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
Homework：
Finish the exercises of this unit（优化集训）.
Period 6 Integrating skills(on P79)
Teaching Aims:
1. Learn the text “typhoon” and master the detailed information in it.
2. Learn useful words and expressions
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 .Revision
1.Check the homework
2.Retell the story.
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 typhoon is also a terrible disaster, It can cause 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 .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
Step 4.Deal with language points.
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 5 Post- reading
Task. 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 6. 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
Write the end of the passage on your exercise book.
Period 7 Integrating skills(on P148).
Teaching aims:
1.The Ss can get the general idea of each paragraph.
2.Through reading, the Ss develop some kills in reading, such as skimming and scanning.
3.The Ss have the sense to protect our environment.
Teaching important points:
1.Learn the useful words and expressions in this period.
2 .Through reading, the Ss develop some kills in reading, such as skimming and scanning.
Teaching difficult points:
.Know how to use the words and expressions in this period.
Teaching aids: a tape- recorder a computer & a projector
Teaching procedures
Step1..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.
Step 2.Fast reading.
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.)
Step 3.Careful reading.
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.)
Step 4. Ask Ss to study the language points by themselves.
Home work: Preview the grammar of this period.
Period 8 . Grammar
Teaching aims:
Learn and master Grammar: Ellipsis
Teaching Important Points:
.Learn about Ellipsis of different types.
Teaching Difficult Point:
How to use Ellipsis to make a sentence brief and clear.
Teaching Aids: a computer & a projector
Teaching Procedures:
Step 1.. Discovering useful structures
1. Ss look at the following sentences and translate them into Chinese.
A word about your composition.
Though tired, he was not disheartened.
You would do the same.
Sit down , please.
We’ll do the best we can.
Everybody gone?
That letter was the last.
2. Ss study more examples on p78.
Step2.简单句中的省略
1.在对话中
--How is your mother today?
--(She is ) much better.
2.在祈使句中 （You) open the door,please.
3.在感叹句中 What a (good) boy (he is)! How (hard) they are working!
4.表示讲话人的意见和看法 (It) sounds fine to me. (It’s a) pity you couldn’t come.
5.提问 (Is there) anything wrong? (Have you) found the bike?
6.名词所有格修饰的名词若表示店铺,住宅,教堂或上下文已暗示或明确指出过的事物
At her mother’s (house) she passed many happy days.
7.前面出现过的动词在下文再次出现时可以单纯使用不定式符号to
I. --Will you go with me?
--Well, I’d like to (go with you).
II. –Have you ever been to the seaside?
--No,we can’t afford to (go to the seaside).
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.
8、省略表语
(1) –Are you thirsty? --Yes, I am (thirsty).
(2) His brother isn’t lazy, nor is his sister (lazy).
9、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.
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.
复合句中的省略
1.主句中的省略
1）主句的省略多见于句首，多用于口语中。 （It’s a) pity you couldn’t come.
2)在对话中答句省去整个主句只用从句。
--Shall I go to play?
--If you like.(you can go to play).
2.宾语从句中的省略
1）由which,when,where,how和why 引导的宾语从句，可全部或部分省去,只保留引导词。
Please pass me one of these books, I don’t care which (you pass me).
2) 在I’m afraid,I think, I believe, I hope, I guess等开头的作答句中，后面跟so 与 not 分别用于肯定或否定宾语是，宾语从句可省去。
--Do you think it will rain?
--I hope not (that it will not rain).
3.状语从句中的省略
1）状语从句出现在句末时，一般都可以作句尾省略。
Coming swimming?You don’t have to (coming swimming) if you don’t want to (coming swimming) .
2) 有时条件从句可以完全省去，只剩下主句。
I would have come yesterday (if I had wanted to).
3) 以as,than 引导的比较状语从句可以全部或部分省去。
After half a hour, she become quieter (than she had been.)
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).
惯用的省略结构
1.无动词祈使句,无主句祝愿句,这类句子往往用感叹号.
If only I could remember his name!
2.固定句型How/What about + n/pron/-ing.
What about some more milk?
3.Why not +省去to的动词不定式。
Why not go at once?
Step3.Exercise to consolidate the Grammar.
Deal with the grammar exercise1.2.3 on P78.
Homework: Finish the grammar exercise on P102(优化集训)。
Period 9. Writing
Teaching Aims:
1. Read a passage about typhoon.
2. Write a passage about how the story will end.
(a short paragraph to tell the readers how the Nanshan passes through the hurricane).
Teaching Important Points:
Learn to write about terrible weather.
Write a short paragraph to tell the readers how the Nanshan passes through the hurricane.
Teaching Difficult Points:
1. Master the expressions and sentences such as dirty weather. She has done for…
2. Know the structure of writing about a natural disaster.
3. Improve the students' integrating skills and writing skill.
Teaching Methods:
1. Writing practice to get the students to learn how to describe something terrible.
2. Pair work or group work to get the students to be active in class.
Teaching Aids:
1. a computer
2. a projector
3. a tape recorder
Teaching Procedures:
Step 1. Pre-writing
1. Ss read the passage on p79 and get the general idea about typhoon.
2. How bad would the second storm be like?
3. How would they get through this terrible storm?
4. Explain the skills on how to organize a paragraph.
suggested answers( 2,3)
2. How bad would the second storm be like?
The winds were blowing at its greatest speed, and nothing but the roaring sounds of water, thunder was heard. Tons of water hit the deck again and again. It seemed that the Nanshan was sure to be broken to pieces or sink
3. How would they get through this terrible storm?
Captain MacWhirr used his skills and knowledge to control the ship and got through the storm.
Step 2. While-writing
1. Ss write a short paragraph to tell the readers how the Nanshan passes through the hurricane.
2. Ss exchange their writing and correct the mistakes.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of narrative.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Sample writing1:
All of sudden, the winds were blowing at its greatest speed, and nothing but the roaring sounds of water, thunder was heard. Tons of water hit the deck again and again. It seemed that the Nanshan was sure to be broken to pieces or sink. Jukes began to think of his wife and children. What would they do if he failed to return? His mind was full of disasters and heroic deaths. “Stop your daydreaming and get down to pump water!” Captain MacWhirr shouted to him. Oh! While he was wondering at the terrible scene, all the others were trying their best to help. Captain MacWhirr used his skills and knowledge to get the ship out of the worst storm and got through it.
All the Chinese workers were safely shipped home and all of them were thankful for captain MacWhirr.
Sample writing2:
Before the captain could finish his words, a mountain of wave rushed to the ship.
How big it was! It was just like a wall of water. It\'s hard to see its top! The captain and the engineer were so frightened that they both closed their eyes. It came so violently with a crash. After that, they were all wet. The captain could not find
his cap and the engineer couldn\'t find his glasses. The Nanshan was full of water
and began to sink. “Pumps! All at pumps!” The captain cried out. All the passengers joined in them. They used all that could be used to get rid of the water.
Some minutes later, there suddenly came the engineer\'s voice, “The barometre!”
The captain hurried to the bridge. There, they saw clearly that the barometre rose
steadily, “My God !” The captain hugged the engineer, crying with tears dropping
from their eyes!
Stage 4 Writing about natural disasters
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.)
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

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