課 時(shí) 6-1 備課人 萬興安 授課時(shí)間 2004.12

教學(xué)目標(biāo) 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.

教學(xué)重點(diǎn) 1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

教學(xué)難點(diǎn) 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、學(xué)具 a computer, a tape recorder & a projector, some slides.

預(yù)習(xí)要求 Read new words in Unit 10.

教 師 活動(dòng) 內(nèi) 容、方 式 學(xué) 生 活 動(dòng) 內(nèi) 容、方 式 旁 注

Step 1 Warming up

Questions:

1. What’s the weather like today?

2. Do you often care about the weather?

3. How do you hear about it?

4. Have you ever heard of typhoon?

5. What words can you think of to describe the typhoon weather?

6. What will you feel in such kind of weather?

7. What about the hurricane? Have you ever heard about it?

8. What about volcano?

9. How is a volcano formed?

10. Where is the most possible place that a volcano may erupt?

11. Do you know how a volcano works, if you do, describe it?

Step 2 Pre reading

Show a 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.).

Show another.

(A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)

Step 3 While reading

Q5: 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.)

Q9: 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.

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

Q2: When and where did it happen?

Q3: Who is the writer of the letter?

Task 2 Decide whether the sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy.

2. My uncle planned to save his friend’s wife Rectina.

3. My uncle went to rescue Pompy after saving Rectina. 4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5. They decided to try the open air instead of staying in the house. 6. It was night when the volcano erupted.

Task 4 Scan the text & fill in the following form.

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.

Task 6 Read the text again and explain what the words in bold refer to: it, the one, the other, their, they

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

Ss answer:

The eruption of the volcano called Mount Vesuvius.

On the 24th of August in 79 AD in southern Italy.

Pliny, the younger.

Check answers: 3T,5T

Ss read the text again and rearrange the order：

2431675

Check answers:

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

Ss finish their homework.

課 題 SEFCB2Unit 10 課 時(shí) 6-2 備課人 萬興安 授課時(shí)間 2004.12

教學(xué)目標(biāo) 1. The students can use what they have learned to describe volcanoes.

2. The students realize that human beings can overcome any hardship.

3. The students will improve the ability to solve problems.

教學(xué)重點(diǎn) 1.Try to master the useful new words & expressions in this period.

2.Understand the text further

教學(xué)難點(diǎn) 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、學(xué)具 a tape recorder , a projector, some slides.

預(yù)習(xí)要求 Read the text of Unit 10.

教 師 活動(dòng) 內(nèi) 容、方 式 學(xué) 生 活 動(dòng) 內(nèi) 容、方 式 旁 注

Step 1 Go over the text

Get Ss to listen to the recording of the text.

Step 2 Revision

Check their homework

Step 3 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.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

2. What’s the relation between human beings and nature?

3. What should we do to protect the environment that we live in?

5R policy.

Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

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.

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. Listen to the text

Check their most enjoyable sentences in the text. Get some of them to recite some of the sentences.

Answer:

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.

1. Reduce: Reduce the amount of waste by every possible means.

2. Reuse: Reuse the useful things before getting rid of them.

3. Recycle: Recycle the waste things if possible.

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.

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.

Step 4. 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, 極力主張; 強(qiáng)烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 當(dāng)…的時(shí)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 5 Homework

Finish Exercise 2 at Page 77 in SB..

Bb design:

4. Recover: Make use of good parts while getting rid of the bad ones.

5. Repair: Repair the broken things.

Ss listen and take notes when necessary.

Finish the homework

Check answers next time.

課 題 SEFCB2Unit 10 課 時(shí) 6-3 備課人 萬興安 授課時(shí)間 2004.12

教學(xué)目標(biāo) 1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

教學(xué)重點(diǎn) To master the useful new words and expressions.

教學(xué)難點(diǎn) How to use what the students have learned to describe a nature disaster.

教、學(xué)具 a computer, a projector & a tape recorder

預(yù)習(xí)要求 Nothing but to read the new words.

教 師 活動(dòng) 內(nèi) 容、方 式 學(xué) 生 活 動(dòng) 內(nèi) 容、方 式 旁 注

Step1 Revision

Check homework.

Other 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.

Check homework

Answer the questions.

Look at the picture.

Discuss Exercise 1.

Listen for main ideas.

Read the dialogue to find out the answers.

Make a similar dialogue.

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?

Bb design:

Hand out the material for Ss to read.

Get the students to read the dialogue at Page144 and make up a new dialogue.

Read the roll cards and make similar dialogues.

Make up a new dialogue.

課 題 SEFCB2Unit 10 課 時(shí) 6-4 備課人 萬興安 授課時(shí)間 2004.12

教學(xué)目標(biāo) 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.

教學(xué)重點(diǎn) 1. To train Ss’ reading skills and writing skills

2. To master the usages of the new words and expression of this period.

教學(xué)難點(diǎn) 1. To write a passage about terrible weather---- typhoon

2. To understand the difficult words, phrases and sentences

教學(xué)具及

教學(xué)方法 Teaching Aids: a computer, a projector, a tape recorder

Fast reading and careful reading: to get the Ss to grasp the detailed information

Writing practice: to get the Ss to learn how to describe something terrible

Pair work or group work: to get the Ss to be active in class

預(yù)習(xí)要求 Read useful; words and expressions.

教 師 活動(dòng) 內(nèi) 容、方 式 學(xué) 生 活 動(dòng) 內(nèi) 容、方 式 旁 注

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.

Step 2 Lead in

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: …. )

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?

Step 3 Pre-reading

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.

Step 4 While reading

Fast reading: skim the passage and try to get the general

idea of the text.

Careful reading: Ss finish two tasks after reading.

Check homework

Retell the story

(Ss watch the video and give the answers. If it is necessary, play it twice.)

Talk with their partner 3.(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)

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 5 Deal with language points after that.

Step 5 Discussion

Extended discussion:

We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?

Step 6 Homework

1.Oral homework:

Suppose you are a newspaper reporter and are interviewing the captain. 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.

Bb design:

( Ss answer the main elements of a story: who, when, where, how)

( 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 )

Ss explain the difficult sentence in bold in English.

Ss discuss in pairs or in groups and then report what they discuss.

Finish the homework.

課 題 SEFCB2 Unit 10 Listening (Wb) Integrating skills & Writing (Wb) 課 時(shí) 6-5 備課人 萬興安 授課時(shí)間 2004.12

教學(xué)目標(biāo) 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.

教學(xué)重點(diǎn) 1.Learn the useful words and expressions in this period.

2.Learn to write about a natural disaster.

教學(xué)難點(diǎn) 1.Know how to use the words and expressions in this period.

2.Know the structure of writing about a natural disaster.

教、學(xué)具 a tape- recorder a computer & a projector

預(yù)習(xí)要求 Try to learn the new words in this unit.

教 師 活動(dòng) 內(nèi) 容、方 式 學(xué) 生 活 動(dòng) 內(nèi) 容、方 式 旁 注

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.

Volcano & Earthquake

The Coming Storm: Extreme Weather and Our Terrifying Future

Hidden Big Island of Hawaii: Including the Volcanoes National Park

Sudden Sea: The Great Hurricane of 1938

2.Pre-reading tasks

Read through the book descriptions and match them with the following book titles.

Read the information about the exercises.

Listen to the tape and do Exercises 1,2 & 3.

Describe a kind of weather and what people do in such weather.

Read through the book descriptions and match them .

Volcano & Earthquake Under the Volcano: A Novel

Disaster! The Great San Francisco Earthquake and Fire of 1906

3.While-reading 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.

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

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?

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://theepic.ruiwen.com/howto.html

This activity aims to improve the Ss’ reading ability of skimming and the Ss can get the general idea of each paragraph.

(This activity is to help the Ss develop the ability of scanning and express their own opinions with their own words.)

(This step tries to develop the Ss’ cooperative ability and writing ability. The Ss look up information in many different ways.)

Ss will be happy to do this exercise.

課 題 SEFCB2Unit 10

Grammar & word 課 時(shí) 6-6 備課人 萬興安 授課時(shí)間 2004.12

教學(xué)目標(biāo) 1. Learn and master Grammar: Ellipsis

2. Review the usage of the present participle & past participle.

教學(xué)重點(diǎn) 1.Learn about Ellipsis of different types.

2.Enable Ss to learn how to choose the present participle & the past participle.

教學(xué)難點(diǎn) How to use Ellipsis to make a sentence brief and clear.

教、學(xué)具 a computer & a projector

預(yù)習(xí)要求 Read grammar items in a Grammar book.

教 師 活動(dòng) 內(nèi) 容、方 式 學(xué) 生 活 動(dòng) 內(nèi) 容、方 式 旁 注

Step 1: Word Study

1. Check the answer to Exercise 1 at Page 77.

2. The Present participle & the past participle

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” ?

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

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.

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”.

簡(jiǎn)單句中的省略

1) 省略主語(yǔ) 祈使句中主語(yǔ)通常省略；

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.

Read the sentences and fill in the blanks with the proper forms of the words.

I think in the 1st sentence the subject “he or my uncle” was left out.

In the 2nd sentence I think “came” should be at the place of the question mark.

其它省略主語(yǔ)多限于少數(shù)現(xiàn)成的說法。

2)省略主謂或主謂語(yǔ)的一部分

3) 省略作賓語(yǔ)的不定式短語(yǔ)，只保留to，但如果該賓語(yǔ)是動(dòng)詞be或完成時(shí)態(tài)，則須在之后加上be或have:

4)省略表語(yǔ)

5) 同時(shí)省略幾個(gè)成分

主從復(fù)合句中的省略

1) 主句中有一些乘法被省略

( I’m ) Sorry to hear you are ill.

2) 主句中有一些乘法被省略

并列句中的省略

兩個(gè)并列句中，后一個(gè)分句常省略與前一分句中相同的部分。

其他省略

連詞的that省略

(1) 賓語(yǔ)從句中常省略連詞that，但也有不能省略的情況。

(2) 在定語(yǔ)從句中，that在從句中作賓語(yǔ)時(shí)可省略.另外，凡是進(jìn)行時(shí)態(tài)和被動(dòng)語(yǔ)態(tài)的定語(yǔ)從句都可省略關(guān)系代詞和be 動(dòng)詞。

2) 在某些狀語(yǔ)從句中，從句的主語(yǔ)與主句的主語(yǔ)一致時(shí)，可省去“主語(yǔ)+be”部分

不定式符號(hào)to的省略

并列的不定式可省去后面的 to.

help 當(dāng)“幫助”講時(shí)，后面的賓語(yǔ)或賓補(bǔ)的不定式符號(hào)to可帶可不帶.

3）介詞but前若有動(dòng)詞do,后面的不定式不帶 to.

(4) 某些使役動(dòng)詞（let, make, have）及感官動(dòng)詞（see, watch, hear, notice, observe, feel, look at, listen to等）后面作賓語(yǔ)補(bǔ)足語(yǔ)的不定式一定要省去 to, 但在被動(dòng)語(yǔ)態(tài)中須將to 復(fù)原。

(5) 主語(yǔ)從句中有動(dòng)詞do,后面作表語(yǔ)的不定式的 to可帶可不帶。

(6) find 當(dāng)“發(fā)現(xiàn)”講時(shí)，后面作賓語(yǔ)補(bǔ)足語(yǔ)的不定式符號(hào)to可帶可不帶。 但如果是不定式 to be，則不能省略。

7)連詞if在部分虛擬條件句中可省略，但后面的語(yǔ)序有變化。

8) 主句和從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. (I）Thank you for your help.

(There is) No smoking .

–Are you going there?

--Yes, I’d like to (go there).

–Are you thirsty?

--Yes, I am (thirsty).

–-Have you finished your work ?

---(I have) Not (finished my work) yet.

–Is he coming back tonight? --I think so.

My father is a doctor and my mother (is) a nurse.

When (he was) still a boy of 10, he had to work day and night.

I told him to sit down and wait for a moment.

I will help (to) do it for you.

The boy did nothing but play.

I saw the boy fall from the tree.

All we can do now is (to) wait.

We found him (to) work very hard at the experiment.

She found him to be dishonest.

(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?