BII Unit 10 Warming Up & Listening

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Period 1 (

Teaching Aims:

1. Familiar students with some knowledge about nature, natural history and natural disasters.

2. Understand the weather forecast; know some geography about the UASA.

Teaching Methods

Presentation

Group Discussion

Braimstorming

Communicative Method

Teaching Aids

Student’s sheet

Tape recorder

Teaching Procedures

I. Warming up

1. Knowledge about natural history

Definition: Natural history is the study of the earth, the weather, the stars and nature.

Branches What’s observed Instrument Importance in our daily life

Geology

the history of our planet, volcanoes, earthquakes, stones and minerals seismographs

thermometers

microscopes Help decide when and where to build houses, roads and construct canals and underground systems.

Help decide how to create the man-made environment.

Meteorology

the climate and weather on earth, both taking interested in the historical changes of the weather and predictions about the weather, as well as the study of natural phenomena such as hurricanes, typhoons, rain, snow fall, sunshine, droughts thermometers

barometers

instruments to measure wind speed and rainfall By listening to the weather forecast we can decide what clothes to wear, so that we won’t get sick.

The weather forecast can help us decide whether or not to go out on your bike, by car, by boat or aeroplane.

Astronomy

the history of universe

what is found in the universe (stars, planets, moons, black holes etc.)

the planets in our solar system, the moon, the sun telescopes,

X-ray instruments,

satellites,

radio telescopes Discover what dangers and threats to life may exist outside our planet, for example the strength of the heat of the sun or rocks from the universe that may fall on earth.

Biology

our living things in nature on our planet, including organisms tat cause diseases both in humans and in animals and crops microscopes Find out about and fighting off natural dangers that surround us. Although people are no longer in danger from wild animals, the greatest danger lies in diseases and organisms that make ourselves, our animals or our crops sick.

2. Natural disasters:

The danger nature form to people:

3. Create a word web.

bad weather

volcanoes

hurricanes

typhoons

II. Listening

1. Listen to the tape and do Ex.!.

2. Look at the map on P74 and ask students to mark different parts of the USA according to the information on student’s sheet.

3. Listen to the tape for the 2nd time and finish Ex.2.

4. Read the listening text while listening for the third time, make sure they understand it.

5. Finish Ex. 3.

III. Homework

1. Go through what have been learnt in warming up and listening.

2. Go through the new vocabulary of this unit.

Student’s Sheet Warming up Unit 10 BII

Name _____ Class ___ Number __

I. Knowledge about natural history

Definition: Natural history is the study of _________, __________, ___________and ________.

Branches What’s observed Instrument Importance in our

daily life

Geology

the history of our planet, volcanoes, earthquakes, stones and minerals seismographs

thermometers

microscopes Help decide when and where to build houses, roads and construct canals and underground systems.

Help decide how to create the man-made environment.

Meteorology

the climate & weather on earth, both taking interested in the historical changes of the weather and predictions about the weather, as well as the study of natural phenomena such as hurricanes, typhoons, rain, snow fall, sunshine, droughts thermometers

barometers

instruments to measure wind speed and rainfall By listening to the weather forecast we can decide what clothes to wear, so that we won’t get sick.

The weather forecast can help us decide whether or not to go out on your bike, by car, by boat or aeroplane.

Astronomy

the history of universe

what is found in the universe (stars, planets, moons, black holes etc.)

the planets in our solar system, the moon, the sun telescopes,

X-ray instruments,

satellites,

radio telescopes Discover what dangers and threats to life may exist outside our planet, for example the strength of the heat of the sun or rocks from the universe that may fall on earth.

Biology

II. Natural disasters: _____________________________________________

The danger nature form to people: ________________________________

III. Create a word web.

bad weather volcanoes

Period 2 (Unit 10 BII) Speaking

Teaching Aims:

1) Learn to express one’s emotions, anxiety and fear in relation to frightening situation and things from nature

2) Enable students to talk about fears and things that frighten them and try to reassure people who are in fear

3) Learn to use the following expressions

How terrible!

I dare not …

He gets into a total panic when …

It makes my hair stand on end.

It’s a frightening thing …

She’s scared to death.

It makes me feel very worried.

I’m afraid of …

I’m frightened to death by …

I’m really frightened to …

What’s really scary is …

What terrifies me is …

Teaching Methods

Brainstorming

Presentation

Discussion

Teaching Aids

Pictures

Tape recorder

Teaching Procedures

I. Presentation

1. Natural phenomena have always attracted people to study them, but many people are also afraid of them. Not everyone is afraid of the same things and some people say are not afraid of anything. Famous examples of nature that many people are afraid of are animals (snakes, spiders, mice and bats), illnesses (SARS, AIDS and flu) and strong manifestations of the earth’s powers such as earthquakes, volcanoes, thunder and lightning. No matter whether students say they aren’t afraid of any of these they should realize that we should still be able to talk about our fears and things that frighten us. Listen o fears of others and be able to reassure them.

2. 2. Read the dialogue and explain the language.

3. 3. Explain the useful expressions

1) be afraid /scared/frightened to death

2) get into a total panic

3) cars go up into the air

4) my hair stands on end

II. Pair work

Make dialogues using the pictures on P75.

III. Homework

Prepare for the Reading

Period 3 (Unit 10 BII) Reading

Teaching Aims:

1. Develop student’s reading skills

Scanning

Use the information in the first and last paragraphs to predict the character of the writer.

2. Learn to retell a story according to the time it develops.

Teaching Methods

Brainstorming

Presentation

Discussion

Communicative Method

Teaching Aids

Student’s sheet

Tape recorder

Teaching Procedures

I. Pre-reading

1. Discussion

How many kinds of volcanoes are there?

Volcanoes constantly in eruption are called “ active’; those which have been quiescent ( at times emitting small quantities of vapor) are “dormant”; those whose craters are closed are termed “extinct”.

How does a volcano work?

A volcano is a mountain on top of a spot where the earth is broken and where hot. Molten stone (lava) from within the earth can came up. All the stone the mountain is made of came from the inside of the earth and cooled down into rocks. For a long time the weight of the mountain stops the hot material from coming out but sometimes it can no longer be stopped and then it comes up and pushed through, or the mountain explodes.

2. Scanning

Scan the text and answer:

What is described in the following passage?

The passage is an eyewitness report of a volcano disaster in southern Italy more than 1900 years ago.

When and where did it happen?

At Mount Vesuvius in 79 AD.

Who is the writer of the letter?

Pliny, the Younger.

What type of the text (genre) is the reading passage?

The text is a letter.

The text starts by addressing Tacitus and end with a popular ending for ancient writers ( Farewell). The writer has also signed the letter with his name.

II. Reading

1. Introduction

Pliny the Elder was an important man in the Roman Empire around the beginning of the first Millennium. He worked for the government and he was a commander of the Roman navy in southern Italy. He was also a writer. Many of the more than 160 books he wrote were saved and he is most famous for his books on Natural History, in which he described many things he saw and observed, and his books about archaeology and culture and customs of ancient peoples.

In 76 AD he adapted his nephew Pliny the Younger, when the boy was about 14. a few years later they witnessed the eruption of Mount Vesuvius. As a naval commander Pliny the Elder ordered the Roman warships to rescue as many people as possible. With his own ship he set out to observe the eruption and rescue people. His interest to study the volcano led to his death.

As Pliny the Yonger grew up he became an important writer himself. He was known to be an honest and modest man. He wrote a play and speeches but is most famous for his letters. Some time after the disaster, he wrote two letters to his friend, the historian Tacitus about the eruption of Vesuvius and the way his uncle died.

Tacitus, who was one of the most important history writers in Roman times, had asked him because he wanted to use the information in one of his books.

2. Read the first and last paragraphs and tell what kind of person Pliny, the Younger was.

Helpful , honest and modest.

He knew that writing a letter was quite different from writing a history book.

So we should be aware that different genre and different purposes lead to different text.

3. Read the text and finish the chart and answer some questions to get more details.

Date: Aug. 24, 79 What happened: Eruption of Mount Vesuvius

First

Then

Finally Pliny, the Young’s mother noticed the usual clouds.

Pliny, the Elder sailed to rescue Rectina.

Pliny, the Elder went to help Pompy.

Pliny, the Elder died.

What was unusual of the cloud that day?

Did they know which mountain from which the cloud was rising at first? Why?

Why did Pliny, the Elder want to see the sight from closer at hand (nearby)?

Why did he go to rescue Rectina?

Was it dangerous to save her? How did he go there? Was he afraid?

Did he turn back after he rescued Rectina? What did he do?

Why did Pompy ask for help?

What did Pliny, the Elder do after his arrival?

Why did they go outside finally?

How did Pliny, the Elder die?

IV. Discussion

Many of the people of the 2 towns buried by the volcano died very fast and in position that show they had no time to hide, and suffered little pain when they died.

How did Pliny, the Elder die?

He might die from poisonous gases, or suffocation, or a heart attack…

Do you think it was wise for him to rescue Rectina and Pompy?

V. Language points and useful expressions

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. a cloud of usual size and shape

3. at a distance

4. tell : [常與can, could, be able to連用]辨別; 分辨(from)

eg. Can you tell Tom from his twin brother?你能把湯姆和他的孿生兄弟分辨開嗎?

I can't tell the twin girls apart.我分不清這兩個雙胞胎的女孩子。

He couldn't tell which house it was. 他分不出是哪一棟房子。

5. at hand : 在手邊, 在附近;即將到來, 即將發生

6. a way out: 擺脫(困難)的方法

7. start out: 起程, 出發; 開始, 著手

8. call for: 取; 接; 需求; 要求

9. hold his course directly into danger

10. urge sb. to do sth.

eg. He urged her to study physics.他極力勸她學習物理。

She urges me to take steps in the matter.她催我處理此事。

11. on: 在...時候; ...之后立即

eg. on/upon arrival 剛到

12. calm down: 鎮定下來, 平靜下來

eg. The crying child soon calmed down. 哭鬧的小孩不多一會就安靜下來。

13. bath n. bathe v. 給...洗澡; 把...浸于液體中; 洗; 浸濕; 沖洗(傷口)

eg. a cold [warm, hot, steam]bath 冷水[溫水、熱水、蒸汽]浴

take [have] a bath 洗澡

be bathed in sweat 渾身大汗

Tears bathed his cheeks.他淚流滿面。

The Mediterranean Sea bathes the shore of Italy. 地中海環抱著意大利的海岸。

The doctor advised me to bathe in the sun rays. 大夫要我多曬太陽。

14. shower: n. 陣雨, 淋浴, (一)陣, (一)大批; 似陣雨的一連串事物;同時涌現的大量東西

eg. the shower of rocks

a shower of questions連續提出的問題

a shower of blows 一陣打擊

15. pick out: 挑出, 揀 ;辨別出, 區別出 ;弄明白, 領會(文章等的意義)

16. one thing… another thing …

VI. Homework

1. Finish exercises of Word Study on P77-78.

2. Retell the story.

Period 4 (Unit 10 BII) Language Study

Teaching Aims:

1. Get students to complete a passage according to the information given

2. Get the students to review the usage of the present participle and the past participle

3. Get students to learn some word formations

4. Get students to learn and master Grammar: Ellipsis

Teaching Methods

Presentation

Discussion

Practice

Teaching Aids

Student’s sheet

Teaching Procedures

I. Word study

1. Finish the Exx on P77-78.

2. phrases

1) cause damage to sth.

2) come to life

3) the island nation

4) a feeling of panic

5) offer money in aid

II. Grammar – Ellipsis

1. 簡單句中的省略

1) 省略主語祈使句中主語通常省略；其它省略主語多限于少數現成的說法。

(I) Thank you for your help.

(I) See you tomorrow.

(It) Doesn’t matter.

(I) Beg your pardon.

2) 省略主謂或主謂語的一部分

(There is) No smoking .

(Is there) Anything wrong ?

(Will you) Have a smoke ?

What/How (do you think) about a cup of tea ?

Why (do you) not say hello to him ?

3) 省略作賓語的不定式短語，只保留to，但如果該賓語是動詞be或完成時態，則須在之后加上be或have:

–Are you going there? --Yes, I’d like to (go there).

He didn’t give me the chance, though he had promised to (give me the chance).

–Are you an engineer? --No, but I want to be.

–He hasn’t finished the task yet. --Well, he ought to have.

4) 省略表語

–Are you thirsty? --Yes, I am (thirsty).

His brother isn’t lazy, nor is his sister (lazy).

5) 同時省略幾個成分

Let’s meet at the same place as (we met) yesterday.

–-Have you finished your work ?

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

2. 主從復合句中的省略

1) 主句中有一些乘法被省略

( I’m ) Sorry to hear you are ill.

( It’s a ) Pity that he missed such a good chance.

2) 主句中有一些乘法被省略

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

–She must be busy now? --If so, she can’t go with us.

–Is she feeling better today? --I’m afraid not.

–Do you think he will attend the meeting? --I guess not.

# How so? Why so? Is that so? I hope so. He said so. I suppose/believe/hope not.

3. 并列句中的省略: 兩個并列句中，后一個分句常省略與前一分句中相同的部分。

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

I study at college and my sister (studies) at high school.

When summer comes, the day is getting longer and longer, and the night (is getting) shorter and shorter.

4. 其他省略

1) 連詞的that省略

賓語從句中常省略連詞that，但也有不能省略的情況。

在定語從句中，that在從句中作賓語時可省略.另外，凡是進行時態和被動語態的定語從句都可省略關系代詞和be 動詞。

2) 在某些狀語從句中，從句的主語與主句的主語一致時，可省去“主語+be”部分

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

She tried her best though (she was) rather poor in health.

If (you are) asked you may come in.

If (it is) necessary I’ll explain to you again.

3) 不定式符號to的省略

并列的不定式可省去后面的 to. I told him to sit down and wait for a moment.

help 當“幫助”講時，后面的賓語或賓補的不定式符號to可帶可不帶.

I will help (to) do it for you. - I will help you (to) do it.

介詞but前若有動詞do,后面的不定式不帶 to. The boy did nothing but play.

某些使役動詞（let, make, have）及感官動詞（see, watch, hear, notice, observe, feel, look at, listen to等）后面作賓語補足語的不定式一定要省去 to, 但在被動語態中須將to 復原。

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.

主語從句中有動詞do,后面作表語的不定式的 to可帶可不帶。

All we can do now is (to) wait.

find 當“發現”講時，后面作賓語補足語的不定式符號to可帶可不帶。

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

但如果是不定式 to be，則不能省略。

She found him to be dishonest.

4) 連詞if在部分虛擬條件句中可省略，但后面的語序有變化。

Had they time, they would certainly come and help us.

Were I you, I would do the work better.

Should there be a flood, what should we do?

5) 主句和從句各有一些成分省略。

The sooner (you do it), the better (it will be).

III. Practice

1. _______ time, he’ll make a first-class tennis player.(2003北京)

A. Having given B. To give C. Giving D. Given

2-Susan, go on. Your sister is cleaning the yard.(NMET20030)

--Why _____? John is sitting there doing nothing

A. him B. he C. I D. me

3. Generally speaking,_____ according to the directions, the drug has no side effect.(2003 上海)

A. when taking B. when taken C. when to take D. when to be taken

4. Unless_____ to speak, you should remain silent at the conference.(2003上海春)

A. invited B. inviting C. being invited D. having invited

5. ---The boys are not doing a good job at all, are they ?(2003北京春)

---________________.

A. I guess not so B. I don’t guess C. I don’t guess D. I guess not

6. The man we followed suddenly stopped and looked as if ____ whether he was going in the right direction.(2003春)

A. seeing B. having seen C. to have seen D. to see

7. When______, the museum will be open to the public next year.(2002上海春)

A. completed B.completing C. being completed D. to be completed

8. The director gave me a better offer than _____(1999 上海)

A. that of Dick’s B. Dick’s C. he gave Dick D. those of Dick

9. –Does your brother intend to study German?(1998上海)

-- Yes, he intends _______.

A. / B. to C. so D. that

10. –Alice, why didn’t you come yesterday? ( MET1997)

--- I ________, but I had an unexpected visitor.

A. had B. would C. was going to D. did

Answers 1-5 DDBCD 6---10 DACBC

IV. Homework

Finish the Exx on P78

Student’s Sheet Grammar -Ellipses Unit 10 BII

Name _____ Class ___ Number __

I. Knowledge about Ellipses

1. 簡單句中的省略

1) 省略主語祈使句中主語通常省略；其它省略主語多限于少數現成的說法。

(___) Thank you for your help.

(___) See you tomorrow.

(___) Doesn’t matter.

(___) Beg your pardon.

2) 省略主謂或主謂語的一部分

(___) No smoking .

(___) Anything wrong ?

Why (______) not say hello to him ?

3) 省略作賓語的不定式短語,只保留to，但如該賓語是動詞be或完成時態，則須在之后加上be或have:

–Are you going there? --Yes, I’d like to (______).

He didn’t give me the chance, though he had promised to (_________).

–Are you an engineer? --No, but I want to be.

–He hasn’t finished the task yet. --Well, he ought to have.

4) 省略表語

–Are you thirsty? --Yes, I am (______). His brother isn’t lazy, nor is his sister (______).

5) 同時省略幾個成分

A: Have you finished your work ? B: ---(______) Not (______) yet.

2. 主從復合句中的省略

1) 主句中有一些乘法被省略

(______ ) Sorry to hear you are ill. (______ ) Pity that he missed such a good chance.

2) 主句中有提到的內容被省略

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

–She must be busy now? --If so, she can’t go with us.

–Is she feeling better today? --I’m afraid not.

–Do you think he will attend the meeting? --I guess not.

# How so? Why so? Is that so? I hope so. He said so. I suppose/believe/hope not.

3. 并列句中的省略: 兩個并列句中，后一個分句常省略與前一分句中相同的部分。

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

When summer comes, the day is getting longer and longer, and the night (______) shorter and shorter.

4. 其他省略

1) 連詞的that省略: 賓語從句中常省略連詞that，但也有不能省略的情況。

在定語從句中，that在從句中作賓語時可省略.凡是進行時態和被動語態的定語從句都可省略關系代詞和be 動詞。

2) 在某些狀語從句中，從句的主語與主句的主語一致時，可省去“主語+be”部分

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

She tried her best though (______) rather poor in health.

If (______) asked you may come in. If (______) necessary I’ll explain to you again.

3) 不定式符號to的省略

并列的不定式可省去后面的 to. I told him to sit down and wait for a moment.

help 當“幫助”講時，后面的賓語或賓補的不定式符號to可帶可不帶.

I will help (to) do it for you. -

介詞but前若有動詞do,后面的不定式不帶 to. The boy did nothing but play.

某些使役動詞（let, make, have）及感官動詞（see, watch, hear, notice, observe, feel, look at, listen to等）后面作賓補的不定式一定要省去 to, 在被動語態中須將to 復原。

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.

主語從句中有動詞do,后面作表語的不定式的 to可帶可不帶。

All we can do now is (to) wait.

find 當“發現”講時，后面作賓補的不定式符號to可帶可不帶。

但如果是不定式 to be，則不能省略。

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

She found him to be dishonest.

4) 連詞if在部分虛擬條件句中可省略，但后面的語序有變化。

Had they time, they would certainly come and help us.

Were I you, I would do the work better.

Should there be a flood, what should we do?

5) 主句和從句各有一些成分省略。

The sooner (you do it), the better (it will be).

II. Practice

1. _______ time, he’ll make a first-class tennis player.(2003北京)

A. Having given B. To give C. Giving D. Given

2-Susan, go on. Your sister is cleaning the yard.(NMET20030)

--Why _____? John is sitting there doing nothing

A. him B. he C. I D. me

3. Generally speaking,_____ according to the directions, the drug has no side effect.(2003 上海)

A. when taking B. when taken C. when to take D. when to be taken

4. Unless_____ to speak, you should remain silent at the conference.(2003上海春)

A. invited B. inviting C. being invited D. having invited

5. ---The boys are not doing a good job at all, are they ? ---________________.(2003北京春)

A. I guess not so B. I don’t guess C. I don’t guess D. I guess not

6. The man we followed suddenly stopped and looked as if ____ whether he was going in the right direction.(2003春)

A. seeing B. having seen C. to have seen D. to see

7. When______, the museum will be open to the public next year.(2002上海春)

A. completed B.completing C. being completed D. to be completed

8. The director gave me a better offer than _____(1999 上海)

A. that of Dick’s B. Dick’s C. he gave Dick D. those of Dick

9. –Does your brother intend to study German?(1998上海)

-- Yes, he intends _______.

A. / B. to C. so D. that

10. –Alice, why didn’t you come yesterday? ( MET1997)

--- I ________, but I had an unexpected visitor.

A. had B. would C. was going to D. did

Period 5 (Unit 10 BII) Integrating Skills

Teaching Aims:

1. Read a passage about typhoon

2. Learn and master the new words and expressions in this passage on board, knock down, all of a sudden, swear, live through…

3. Write a passage about how the story will end

Teaching Methods

Discussion

Writing practice

Teaching Aids

Student’s sheet

Teaching Procedures

I. Reading

1. Read the passage and tell what is special about the language in the passage on comparision with Pliny’s letter and what effect this has.

Typhoon uses a lot of direct speech and present tenses so the text is very exciting, unlike Pliny’s letter, which is a description in the past tense. Another characteristic is tht the language that Pliny, a student, and the two men on the boat use, is very different. Their language is more direct, and they use many everyday expressions.

2. Language points

1) dirty weather: bad weather

2) on board = in or on ( a ship, an aircraft or public vehicle)

eg. Have the passengers gone on board yet?

As soon as I’m on board I always feel sick. 一上船，我總想吐。

3) 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

4) knock about = knock around “ 漫游, 流浪” ; “ ( 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. All of a sudden, the tyre burst.

He turned around but fell down all of a sudden. 他轉過身來但是忽然跌倒了.

6) do for sb./ sth. “破壞, 使…失敗.”

eg. The spelling mistake in the exam did for him.

若資金不能在十五天內到位，工廠就完了。

The factory will be done for it if capital can’t arrive in fifteen days.

do for “ 設法弄到” 常用于how , what 開頭的疑問句中.

eg. How did you do for food when you were in the desert?

7) as though = as if

eg. I remember the whole thing as if it happened yesterday.

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

II. Discussion

What may happen in the end of the story?

How bad will the situation be?

How will they get through this terrible storm?

III. Writing

Write a description of how the Nanshan passes through the hurricane.

Sample writing:

Before the captain could finish his words, a mountain of wave rushed to the ship. How big it was! 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!

IV. Homework

Finish the writing assignment.