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 quest