高二英语 Unit10 Frightening nature
高二英语Frightening Nature课件
庞贝古城
庞贝古城位於拿波 里东南五十公里左右， 由Etruscan人始建于公 元前六世纪。前91年时 归属罗马人，此后一度 极盛，富庶不让罗马。 公元79年，维苏威火山 爆发，毁于一旦。在火 山灰的掩盖下它长眠了 一千七百年，直至1748 年的考古发掘。
Q: Do you know how a volcano works?
Answer these questions：
• What can you see in each picture? • What instruments are used to observe these phenomenon (现象）？
Volcano eruption
seismographs （地震仪）
Unit 10 Frightening Nature
Under the volcano
Goals
• 1. Talk about natural disasters: volcanoes, hurricanes and typhoons • 2. Practise expressing emotion, anxiety and fear • 3. Appreciate the reading text: under the volcano • 4. Retell the story
What words will you need to describe volcanoes and bad weather? Work in groups and find out as much as you can about volcanoes and the weather, especially hurricanes and typhoons.
高二英语Unit10Frightening nature
高二英语Unit10.Frightening nature高二英语Unit10.Frightening nature 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 e nough 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. F3. My uncle went to rescue Pompy after saving Rectina. T4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F5. They decided to try the open air instead of staying in the house. T6. 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 receivi ng 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 ordereda 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 attent ion 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 harmonywith 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./yanjiu/gta/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 recorderStep1 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 atPage144, 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 informat ion, 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 backgroun d 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, askSs 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。
高二英语上册第十单元知识点：Frighteningnature
高二英语上册第十单元知识点：FrighteningnatureHodoesnatureforadangertopeopleintheorldandhocanscie ncehelpreducethatthreat.大自然是怎样对全世界人民形成一种威胁的及科学能如何帮助减少这种威胁。
)danger此处用作可数名词，意为“危害，威胁”，常与介词to或of连用。
如：①Thenarrobridgeisadangertotraffic.这座狭窄的桥梁对交通造成了危险。
②Violentcriinalsliethatareadangertosociety.这种暴力罪犯对社会是一种危害。
③Abusystreetisadangertochildren.交通流量大的街道对小孩子很危险。
【链接】像danger一样，还有些抽象名词可表示具体化的事物。
如：surprise，cold，pleasure，pity，failure，success，orry，honour，experience，ust，difficulty，youth，beauty，onder，interest等;但也有些抽象名词即使没有形容词修饰也不能具体化，如：fun，advice，inforation，health，progress，ealth，nes，eather等。
如：①Theexperienthasturnedoutasuccess.实验终于成功了。
②anypeopleagreethatanoledgeofEnglishisaustininternat ionaltradetoday.许多人赞成当今国际贸易中英语知识是不可缺少的东西。
)reduce此处用作及物动词，意为“把减少;缩小;降低”，如：①Iboughtthisshirtbecauseitasreducedfro$12to$6.我买了这件衬衣，因为它的价格从12英镑减到6英镑。
②Shereducedhereightby5ilogras.她的体重减轻了5公斤。
高二英语Unit10 Frightening nature The Third Period 人教版
高二英语Unit10 Frightening nature The Third Period Teaching Aims:1. Get the students to plete a passage according to the information given.2. Get the students to review the usage of the present participle and the pastparticiple.3. Get the students to learn and masterGrammar: Ellipsis.Teaching Important Points:1. Enable students to learn how to choose the present participle or the past participle.2. Learn about Ellipsis of different types.Teaching Difficult Point:How to use Elliipsis to make a sentence brief and clear.Teaching Methods:1. Practise to make the students master what they've learned.2. Inductive method to give the students a clear picture of they should master.3. Pair work or group work to make every student be active in class.Teaching Aids:1. a puter2. a projectorTeaching Procedures:Step I Greetings and RevisionGreet the whole class as usual.(Teacher and students learn the new words of this period together. )T: Have you finished your homework?Ss: Yes.T: Who will read his word webs to us?(Teacher asks some students to read. At last teacher shows the following onthe screen. )Step II Word StudyT: (Show the screen.) Now let's do an exercise. Read the news on the screenand fill in the blanks with the words we've learned. Pair work or group work. plete the news:The active von Montserratcaused more than US $ 323 000 damageto crops and the island's water system,the government said Thursday.The island was covered withdand a_________ as deep as fourinched. Fruit trees and crops were severely damaged, but none of the peoplewere reported injured, officials said.Some wildlife habitats were damaged.The volcano on Montserrat sprangto life in 1995. More than half of the population f______ and never returneda. An eruption in 1997 killed 19people and buried the capital of Plymouth.Although there was a feeling of p_________, people told reporters that theywould not leave their island.Officials said costs for cleaning upcould reach US $188 000. The UN hasu________ other countries to help. Britainalready gave 2 million pounds last aid Tuesdays. Suggested answers :olcano, ust, sh,led, gain, anic, rgedT: Look at the two sentences on the blackboard.This is a moving story.The boy is deeply moved by thestory.Can you tell me the difference between “moving” and “moved”, LiHua?Li Hua: Yes. The present participle “moving” expresses an action that happens around the same time as the main verb with anactive meaning while the pastparticiple “moved” expresses an action that is pleted with an passivemeaning. Am I right?T: Yes, quite right! Please open your books at Page 78. Look at Ex. 2. Readthe sentences and fill in tile blanks with the proper forms of the words inbrackets. And then check your answers with your partner.Suggested answers:1. frightening; frightened2. upsetting; upset3. terrified4. scaring; searedStep III GrammarT: (Teacher writes the two sentences onthe blackboard. )1. Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.2. Then came a smell of sulphur, and then (?) flames.Look at the two sentences on the blackboard. They are both from the text. Read them and decide which words were left out at each place of the question marks. Pair work or group work.(A few seconds later.)S A:I think in the first sentence the subject “he or my uncle” was left out.S B: In the second sentence I think “came”should be at the place of the questionmark.(Teacher writes the pleted sentences on the blackboard.)T: You are right. In modern English there is a tendency to omit or leave out somewords in a sentence for the sake of conciseness. This omission is called ellipsis, and a sentence containing such an omission is called an elliptical sentence, A word or words in a sentencecan be omitted only on condition that the omission would not cause the sentence to be understood in more than one way or to be of unclear meaning or wrong. We must keep in mind that we should not omit words necessary for clearness.Are you clear about that?Ss: Yes.Step IV PracticeT: (Teacher shows the screen.)Here are ten sentences on the screen and theyare all correct. Work with your partner and decide which words have been left out.Decide which words have been left out.Example: (I) Beg your pardon.1. Haven't seen you for ages.2. Some more tea?3. Sounds like a good idea.4. Doesn't matter.5. Sorry to hear that.6. Pity you couldn't e.7. This way, please.8. Terrible weather!9. Joining us for a drink?10. Going to the supermarket?T: (After a while.) Have you finished? Who will give us the answers? Onestudent, one sentence. Volunteers?Suggested answers:1. I haven't seen you for ages.2. Would you like some more tea?3. It sounds like a good idea.4. It doesn't matter.5. I'm sorry to hear that.6. It's a pity you couldn't e.7. You e this way, please.8. What terrible weather it is!9. Do you enjoy joining us for a drink?or: Do you feel like joining us for a drink?10. Are you going to the supermarket?Step V DiscussionT: (Teacher shows the screen.)Let's do another exercise. Look at the screen.Some of the words in the sentences on the screen are unnecessary. Cross these words out.(After a while.)Sa: I think in the first sentence “hold my breath” can be omitted.Sb:The word “can” can be omitted, too.T: Who is right?Ss: Sb.Sc:In the second sentence, we can leave out the words “they should”. Am I right? Ss : Yes.Sd: In the third sentence the second and the third subject “they” can he omitted. Se:The fourth sentence can he changed like this: Don't bathe if you don't want to. T: Can the word “to” be omitted?Ss: No, it can't be omitted.St: In th e fifth sentence, the last few words “visit my parents” can be leftout, can't they?Ss: Yes.T: You've grasped the spirit of it. Now open your books on Page 78. Let's doEx. 4. Read the requirement and have a discussion with your partner.Suggested answers:M:Well, you don't look at all like a sea captain, sir.C: I'm afraid you don't like very much like a governess. You turn around, please! M:What do you mean?or: For what do you ask me to turn around?C:You turn! You take your hat off! It's the dress. You have to put on anotherone before you meet the children.M:But I don't have another one. I would have made myself a new dress, butthere wasn't time.C: Well, I'll see that you get some material today, if possible. 1 don't know how much the mother has told you.M:The mother has not told me much.C: You're the twelfth in a long line of governesses, who have e to lookafter my children since their mother died. I believe that you will do better than last one. She stayed only two hours.M:What's wrong with the children, sir?C: There was nothing wrong with the children, only the governess. …Step VI Summary and HomeworkT: In this period we've done some exercises about Word study. And we've learned a new grammar item: Ellipsis.In doing this, we must remember that…(Pointing to the sentences on the Bb.)After class, do more exercises about it. And then do Ex.5 on Page77. Next class I'll ask some students to tell the story in their own words. That's all for today. Class is over.Step VII The Design of the Writing on theBlackboardUnit 10 Frightening natureThe Third PeriodThis is a moving story.The boy is deeply moved by the story.Grammar: Ellipsis1. Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.2. Then came a smell of sulphur, and then (?) flames.*1. Upon arrival, my Uncle hugged Pompy and (he/my uncle) tried to give him courage, *2. Then came a smell of sulphur, andthen (came) flames.Step VIII Record after Teaching。
高二 unit10 Frightening Nature)
D. He leaves it for Tacitus to decide which parts are important for his history book
Practice:
Put the following statements in the correct order.
1. Uncle Pliny sailed to rescue Rectina. 2. Pliny’s mother drew uncle Pliny’s attention to a strange cloud rising from a mountain. 3. Uncle Pliny went on for saving Pompy. 4. Uncle Pliny decided to go near the volcano for careful observation. . 5. Uncle Pliny bathed and had dinner to calm the others down. 6. Uncle Pliny died in the disaster.
Thank you
Bye!
2.How does nature form a danger to people in the world and how can science help reduce that threat? 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?
Where is Vesuvius located?
高二英语Unit10 Frightening nature language points课件
Do you know the following proverbs?
• Like author, like book. Like father, like son. Like for like. Like knows like. Like teacher, like pupil.
Like tree, like fruit.
Revision
1. We watched it rising from a mountain… watch sb./sth doing 是-ing形式作宾补，表示 “看着某人/某物在……”。see，notice，watch， hear等可以用于下列结构中： see/notice/watch/hear sb. do sth. see/notice/watch/hear sb. doing sth.
Hardly had he arrived at the village when he began to operate on the wounded soldiers.
6.Helped by two slaves he stood up, and immediately fell down dead.
• 2. Her sweater is knitted _b_y__h_an_d___ . • 3. The firefighters had the big fire
_in__h_an_d__ . • 4. There was a field in my old town
where we always played __h_an_d__in__h_an_d__ .
中秋节快要到了。
The Mid-autumn Festival is close at hand.
人教版高中英语第二册Unit10 Frightening Nature
Unit 10 Frightening Nature(Designed to the periods)Teaching aims and demands1.Goals: Talk about natural disasters, volcanoes.Hurricanes and typhoonsExpress emotion, anxiety and fearPractice 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 though3.Function:Express feelingsHow 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:EllipsisA 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 procedure:Teaching procedure:Period 1.Step 1.Warming up1.Brainstorming:Activity: find as many words as they can to define a natural disaster2.Following the steps of the warming-up on page 73.Step 2. Pre-reading1.Show some pictures of disasters such as typhoon, tsunami .2.group work: how serious a loss people will suffer if thereis a typhoon/ tsunami.Step 3. While-reading1.Scanning: Ss read quickly and get a main idea.2.explain the words in bold.3.Ss read and get the main ideas of each paragraph.Step 4. After-readingFinish the exercises on p77Step 5. Assignmentsurf the internet and get more information about volcanoes.Period 2.Step 1. Warming upAsk some Ss to retell the passage that they have learnt in last period.Step 2. Learning about the languageTeacher explain some language points in the text on page 76.1.The sight of it awoke the scientist in my uncle to go andsee it from closer at hand.At handI haven’t the dictionary at hand but I will show it toyou later.AwakeI awake at sic in the morning.Awake to the danger.2.What started out as a trip for knowledge now calls forcourage.Call forThe workers are calling for better working conditions.The work calls for endurance and patience.3.He hurried to a place from which others were fleeing, andheld his course directly into danger.4.he paused for a moment wondering whether to turn back asthe captain urged him.UrgeUrge a horse onUrge the freedom of speechUrge sb. To do sth./ into doing sth.5.He looked more asleep than dead.He’s more mad than stupid.The book seems to be more a dictionary than a grammar. Step 3. PracticeSs finish Ex 1 and 2 on page 77-78 by themselves.Step 4. Assignment1.Learn the useful expressions by heart.2.Finish Wb. Ex1 –4 on page 146-147.Period 3.Step 1. RevisionCheck the answers of Wb Ex 1 -- 4on page 146-147.Step 2. Discovering useful structures1. 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 p78.3.More exercises to consolidate the Grammar..EX1—2 on p78Step 3. Talking1.Ss four in one group and have a discussion about the topicon page 1452.Ss make notes during the discussion, and try to makefull use of the role cards.Step 4. SpeakingExpress feelingsHow 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.Step 5 assignmentFinish Wb Ex 4 on P147Period 4.Step 1. Warming upAsk Ss some questions about how to protect the planet we live in:Step 2. Reading1.Ss read the passage on P148-149, and then write down thetitles2.Help Ss to understand the passage entirely.3.Finish the comprehending EX on P149Step 3. Writinga.read the passage quickly and get a main idea of naturaldisasters.b.Finish the writing task on p 150.Period 5. (Listening)Step 1. Listening1.Ss finish the listening task on page 73-74.2.Ss listen to the tape again and check the answers.Step 2. dealing with the Ex on p 144 of Workbook.Step 3. Listening skillsGive the students some tips on how to improve listening while checking the Ex.a.make notes while listening;b.grasp the most important informationPeriod 6. (Writing )Step 1. Pre-writing1.Ss read the passage on p79 and get the general idea abouttyphoon.2.Explain the skills on how to organize a paragraph.Step 2. While-writing1.Ss write a short paragraph to tell the readers how theNanshan passes through the hurricane.2.Ss exchange their writing and correct the mistakes.3.Ss rewrite the process again.Step 3. After-writingChoose 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.Step 4. assignmentPrepare a speech on natural disasters.The tips on p80 may be of good help.Period 7.Teachers can use this period freely.Suggestion: 1.Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 150. It is very important to improve their learning and let them have a sense of achieving gradually.2. Encourage the students to do the project part.。
高二英语课件示例二 Unit10 Frightening nature
(2005北京卷) 25. It’s the present situation in poor areas that __________ much higher spending on education and training. A. answers for B. provided for C. calls for D. plans for C call for = require
He urged that I (should) apologize to him.
He urged us on the necessity of patience.
Are the children still awake?
adj.
“醒着的”，表示状态
practice
1. Nothing can _____ his interest in this subject. A. wake B. awake C. make D. woke
2. He lay in bed _______, listening to the songs on the radio. A. wake B. waken C. awake D. woke
urge vt. 力劝，敦促；驱策 他督促我在结冰的路上开车要谨慎。 He urged me to drive carefully on the icy roads. 他们要求图书馆假期也开放。 They urged that the library be kept open during the vacation. urge sb to do sth urge that sb should do sth
(整理版高中英语)高二英语Unit10Frighteningnature人教
高二英语Unit 10—Frightening nature人教版【本讲教育信息】一. 教学内容：Unit 10—Frightening nature1. 单元内容介绍与分析2. 重点词汇和短语的用法3. 难点句的解释与分析二. 知识总结与归纳：〔一〕单元内容介绍与分析：1. 本单元的中心话题是“自然灾害〞，具体涉及火山爆发、飓风和台风等。
2. 听力〔Listening〕局部提供了一那么天气预报。
这个听力练习要求学生结合听力材料和所给的地图，弄清其主旨大意和性质，并且尽可能多地从听力材料中获取细节信息。
3. 阅读第一局部是一篇关于——一次灾难性经历的表达性文章。
文章作者根据本人记忆和叔叔的笔记，描述了意大利南部的维苏威火山于公元79年爆发的情景，特别记叙了作者的叔叔在本次灾难中所表现出来的勇敢和无畏精神。
通过对该文章的阅读，丰富了学生有关本单元主题的语言和信息。
4. 阅读的第二局部提供了一篇关于台风的记叙文，要求学生在阅读的根底上进行大胆、合理的想象，续写故事的结局。
目的在于丰富学生的想象力的同时，帮助学生掌握描写的写作技能。
5. 交际用语：练习表达“焦急、害怕〞等情感的交际用语。
6. 语法：掌握英语省略句的使用方法。
三. 重点词汇和短语的用法：1. 运用构词知识理解掌握以下单词：frightening；threat；terrify；erupt；courage；arrival；unbelievable；uncomfortable2. 重点单词的用法：〔1〕bury：埋藏，掩藏，埋头于，专心致志于……About two thousand years ago a volcano in southern Italy erupted and buried two small towns under meters of hot ash and mud.She was sitting with her head buried in a newspaper.注意以下几个常用的短语：bury the hatch：言归于好bury / hide one’s head in the sand：闭眼不顾事实bury oneself in：埋头于，专心致志于〔2〕attention：注意；常用短语如下：draw / attract / catch one’s attention：吸引某人的注意pay attention to：注意May I have your attention, please.常用的交际用语：各位，请注意。
人教版高二Unit 10 Frightening nature
UNIT 10 (2A)FRIGHTENING NATURE1 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。
高二英语Unit10.Frightening?nature
高二英语Unit10.Frightening nature高二英语unit10.frightening natureteaching proceduresstep 1 warming upq1: 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 lavaq10: 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 thevolcano, such as:gas: vapour, carbon dioxide, nitrogen, sulphur, etc.solid: bits of rock and volcanic ash, etc.liquid: lava.step 2 pre reading1. 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.)。
高二英语Unit10.Frightening nature
高二英语Unit10.Frightening nature 高二英语Unit10.Frightening natureTeaching proceduWarming upQ1: What’s the weather like today?It’s sunny (rainy, windy, etc).Q2: Do youare about the weather?/ NQ3: How do you hear about it?TV. / OvadQ4: Have you ever heard?quQ5: What words can youdescribweather?heavy wind (blow hard) storm (show a pictuweather.)aring thunder (also roaring: paAtlaavbetween latitudes of 40 and 50 degrees south.)Q6: What will you feel in such kind of weather?ghtened, scared, terrible, happy (Audents wl happy? ---- Becauwilllease the drought. What’ugh water, which can be used to make el)Q7: What about the hurricane? Have you ever heard about it?Ig lQ8: What about volcano?Q9: Look aure. Find out as much as you can to describg. eruption lavaQ10: How is a volcad?1). Show a video abouua volca2). Show a pictuboiling wale, which meaua volcag lboiling wale. Thavery, vand melted to gas and liquid. Andget out lam and boiling waQ11: Wble place that a volcano may erupt?Neaan. eg. Fujiyama mountain in Japan.Q12: Do you know how a volcano wu do, describe it?Rundarth bandand many things eruptedvolcano, such as:Gas: vapour, carbon dioxidgen, sulphulid: band volcanic aLiquid: lava2 Pre readingw a picture. Audents: What can youure? (The bodle, exactly, the bodlwn of Puthern Italy.----show a pictulwn of Pompeii.)2. Show aure. Audguess what happenedwn of Pompeii? (A volcano erupted suddenly and aurs all were damaged, includingle, animals, plants and the town itself.)While readingTaxt and answllowing quQ1: What is describedllowing passage?The eruvolcano called Mount Vesuvius.Q2: When and where did it happen?24th of AuguAD in southern Italy.Q3: Wwletter?PlungTask 2 Decide wllowingare true or falA volcano erupted24th of AuguBC in southern Italy. F2. My uncle planned to savd’s wife Rectina. Funcle wue Pompy after saving Rectina. TThe flames caarmers who had left in a panic wll on. FThey decidedaad of stayinguse. TIt was night wvolcano erupted. FTask 4 Scaxt fillllowingDa24th of AuguAD in southern Italy.What happened:The eruvolcano called Mount Vesuvius.First A cloud of unusual size shag from a mountain drew my uncle’s aand he wantedloser at hand.NextAving a ld’s wife Rectina, he changedd to savThenIdangurned baud Pompy and help calm dowlFinallyMy uncle wanted to get oudanger but failed. He was dead.Task 5 Arrangllowing staaccordingght ordHe decidedud P2le watched an unusual cloud rising from a mountaRectina beggedavHe ordered a boat madereadTwo slaves helped him stand up and immediately he fell down deadHe bathed and had dA rawas coming down.2-4-3-1-6-7-5Task 6 Read the text again and explain what the words in bold: a cloud of unusual size and shag from a mounta: the wind: my uncle’s friend P: flaThey: scared peopleLanguag:draw one’s a吸引某人的注意力eg. She drew my aa mistaa tch one’s a; focus one’s a; pay a; give one’s a2. Ash and bat were burnt black were fallingw, darker andlwurge 催促, 极力主张; 强烈要求eg. The U.S.A urged Iraq to give uUpon arrival: As soon as he arrived 当…的时候; 一… 就…bath n. 洗澡；浴缸bathe v. 洗澡He looked more asleep than dead. eg. The pig llovely than stupid.eg. The boy lupid than angPost readingTask 1 The unclwriter was not afraid of what was happening. How do you know? Givxamples that show he had no feaHe wrote aabout all he observed during2.Rescued Pompy, calmed down, bathed and had dllept after baths and dld the flames caarmers who had left in a panic wllTask 2 Further understandingHow does natua danglworld and how calp reduce that threat? eg. In the summer, warrivala raand flood will come, which will damage a lgs, including people, animals, and buildingThe factory will also be closed becauAudas many examples aan.2. What’lation between human beings and nature?We can’t go against nature. We should live in harmony watuWhat should we dvat we live in?5R polReduce: Reduce the amount of waste by evble meag. Show a picture of a tree; explaudents that we must reduce the amouat we cut down.2. Reuse: Reuse the useful things before getting ridg. Show a picture of a coat; explaudents that when our coauitable for us to wear, we can givur bgivProject HRecycle: Recycle the wagblg. Show a picture of a cola can; explaudents that after drinking the cola, the cans left can be collected together and melake new caRecover: Make use of good parts while getting ridbadg. Show a picture of awatermelon; explaudents that if pawatermelwe can cutit out and eat the good paRepair: Repair the bgg. Showa picture of a chair; explaudents thaleg of a chairis broken, we can repair it and use it agaHomework:(d)Find ouuas possible as you can.2. Rwebw more about thevolca:///yanjiu/gta:///zlg/huosha(d period) Finish Exercise 2 at PagBPeriod 3Listening(Wb) Speaking TalkingGoals:1)Understand the listening texworkb2)The Ss can exanxiety and feal)Know more abouTeaching importa: To mauseful new words and exTeaching difficul: How to use whaudents have learned to describe a nature disaTeaching aids: a computer, a a tadRevQuestions: 1 What kinds of disasters does nature give us?2 What kinds of disasters does man give us? Step2 Pre-listeningPage 144,Listening. Look aure. Discuss ExwudListeningPlay the tauddo Exercises2-4. Then ask: WhathappenedLinda talked about?Step4 Lead-inPage74,Speaking.Gudad the dialogud out the answllowing questions:1 What happened?2 What else do you know will haa?3 What was people’?4 What do youaa hurricane, a volcano, an earthquake, SARS and bird flu?akingGivudures. Gake a similar dialogue. Tellartners wguagand explain why. Also, talk aboutpeople’uations and how they would behave. Gake wluseful exdel:A: Have you been in a situation that frigu? B: Yes. It was last summer. Iummer vacawn, a small village in a mountainous dday, I wg wuur wawe met a cobra.A: Were you frightened when you saw it?B: Very! It made my hair stand on end. My cousin waghtened to move at thaBecause we both saw on TV thaa cobra can kill aasily.A: What happened next?B: Fortunately it did n’t see us. We acted just as the TV programme told us. At last, it went by. The distance betwbra and us was onlA: Howterrible!Pre-talkingAsk: What do you need to do when you are trapped in a?Gudad the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggaTalkingGudad the roll cards and make similar dialoguHomewake a dialogue with your partner abouta disaster. It should includllowing:1) What was it like?2) What happened?3) What was peop le’and what about yours?4)What safety measures should be taken? Period 4 Integrating skills(Sb)Teaching Aims:1.Leaxt “typhoon” and madetailed informa2. Learn useful words and exWrite a passage about howwill end.Teaching importa:1.To train Ss’ reading skills and writing skills2.To mausagw words and exd.Teaching difficul:1.To write a passage about terribleweather----2.To understand the difficult words, phrases andTeaching methods:1.Fast reading and careful reading: to ggrasp the detailed informa2.Writing practice: to glearn how to describg terriblPair work or group work: to gbe active in classTeaching Aids:a computer, aa tader (acher wants ) Teaching procedures:Teaching Revw2.Retell(acher likes )3.Review the words and exalking about wea(This activity aview the words and motivaIn this wawill be turned)2 LeadT: In the last few periods, we deal with a letter about volcano. It is a terrible nature disaster. This summer ouwn also exa terrible disaster-----alled Yunan. It caused great damage, isn’t it? Can you describe it? ( Ss: …. )T: If it haUSA, what do people call? (A hurricane ) In fact, aame thing as a hurricane exlace wBefore we deal wdetailed information, let’s watch a short video to exwind again and here are two quuWhat durricane bring in?2.How long will it usually last?(Ss wavideo and give the answers. Iary, play it twice.)Pre-readingT: We knowan cause great damage or even deaths. In ordduce the loss andurselves, we have to leaabout it. Then what else do you know abou? Tell us what you know, please! First talk with your partner andll the whole class what you have discussed.( pair wwo minutes andw)(This activvaalk in English and cooperate well with ea)( Taduce the background information )T: Now, Let’s look at the diagram. We’ll know whaTa kindal cyclone. It’s the awhirlpool formedwaal ocean and the area of low pressure. Winds are produced becauuair is ddlaces. Air flows from a reggh pressure to a region of low pressure, causinga wind. The low pressuAnd tropical cyclgeneral naal dalval storm andurricane. In USA, people don’t uaval storm andInstead, people uame---- hurricane. All over the world, people naal cyclones accordinggd of wind. Can you guess how fast aan move? (Show) (Look a--- tropical cyclone naming conv)(Taws the maworld, all the dbetwand hurricane.)While readingFast reading:assage andget the general ideaxt. ( Ss answain ela story: who, when, ww)Careful reading:wo tasks after reading.Task1.Scan the passage and find the answllowing quWhere did?2. What was the weather at first?Why did the capital say that it looked as if awas coming on?Where wwullurricane stru?What should they do in suble weathe r?What d“ Aland that’s the la” mean?Why did the capitala match? What did he see?Task2. Try to explain the difficulbold in EnglIt wawas no wind and the heat was cl2. Because he observed the ball steadily and he knew that a terriblwouldWurricane struwith fullwereallbridgThey could only movvgh sea andvwindIt was the lowest reading he had evl(If Ss couldn’t understandallowdiscuss wartner.)Deal with languagafter thaboard( a ship, an aircraft or public vehicle)eg. 1) Have the passengers gone on board yet?2) 一上船，我总想吐。
高二英语上册第十单元知识点：Frightening nature
高二英语上册第十单元知识点：Frightening nature高二英语上册第十单元知识点：Frightening nature1. How does natua danglworld and how calp reduce that threat. 大自然是怎样对全世界人民形成一种威胁的及科学能如何帮助减少这种威胁。
( p.73 Warming Up No.3) 1) danger此处用作可数名词，意为“危害，威胁”，常与介词to或of连用。
如：① The narrow bridge is a dangaffic. 这座狭窄的桥梁对交通造成了危险。
② Violals like that are a dang这种暴力罪犯对社会是一种危害。
③ A bua dangldren. 交通流量大的街道对小孩子很危险。
【链接】像danger一样，还有些抽象名词可表示具体化的事物。
如：surprise，cold，pleasure，pity，failure，success， worry，honour， ex，must，difficulty，youth，beauty，wonder，等;但也有些抽象名词即使没有形容词修饰也不能具体化，如：fun，advice，information，health，progress，wealth，news，weather等。
如：① The exas turned out a success. 实验终于成功了。
② Many people agree that a knowledge of English is a muational trade today. 许多人赞成当今国际贸易中英语知识是不可缺少的东西。
2) reduce此处用作及物动词，意为“把 (数量、力量等)减少;缩小(尺寸、程度等);降低(价格等)”，如：① I bougbecause it was reduced from $12 to $6. 我买了这件衬衣，因为它的价格从12英镑减到6英镑。
高二英语Unit 10 Frightening nature人教版知识精讲
高二英语Unit 10 Frightening nature人教版【同步教育信息】一. 本周教学内容：Unit 10 Frightening nature二. 教学目标：1. Master some phrases and sentence patterns2. Talk about natural disasters: volcanoes and typhoons3. Write a creative writing三. 教学重点与难点：Learn about Ellipsis四. 具体内容：Background informationVolcanoesThere are thousands of volcanoes all over the world. What makes volcanoes? What happens?The inside of the earth is very hot. Because it is very, very hot, the rock has melted like ice. It has become liquid, like water. It is always boiling, like water in a kettle. If you have seen a kettle boiling, you know that the steam and boiling water try to get out. The very hot melted rock inside the earth also tries to get out. Usually it cannot because the outside of the earth is too thick and strong.But in some places the outside of the earth is thin and weak. Sometimes a crack appears. The hot melted rock, which we call “lava 〞, pushes up through the crack and bursts through. Steam and gas shoot up into the air and the hot melted lava pours out. Big pieces of rock may be thrown high into the air.After a while the volcano becomes quiet again. The melted lava becomes hard. Later the same thing happens again and again. Each time more hot lava pours out on top of the cold lava and then becomes hard. In this way a kind of mountain is built up, with a hole down the middle.Perhaps the volcano will then be quiet and no more lava will burst out. Perhaps it will start again hundreds of years later.Although there are thousands of volcanoes in the world, most of them are dead. Only about 500 sometimes start to throw out lava again. A famous volcano which is now dead is MountFujiyama in Japan. It is covered with snow in winter.Vesuvius is the name of a very famous volcano in Italy. It first came to life many, many years ago. It was quiet for hundreds of years. Then in the year 79 it suddenly burst. A great cloud of smoke shot up into the sky with great burning rocks, which fell all around. Hot lava poured down its sides. About 3000 people were killed.This has happened again many times since that year. Sometimes no damage was caused, or only little damage. But there was serious damage in the years 472, 1631, 1794, 1861, 1872 and 1906. You can see that a volcano can stay alive for many years. In 1906 part of the top of the mountain fell off. There was also serious damagein 1914 but there has not been any since last year.Fire and smoke coming from the top of the mountain have always made people curious about the source of that fire and what the interior of the earth might look like. The power, heat and bright red and orange colors of melten rock are as fascinating as ever. Many accidents have happened to people who are drawn too close to observe this maginificent spectacle.People have always known volcanoes to be dangerous. Nonetheless, we find human communities and villages built at the foot of many volcanoes everywhere around the world. This is because the earth around volcanoes is very fertile, so farmers were always attracted to plant their crops near these mountains. Also, the fact that some volcanoes have long periods of time without being active, has often given people a sense of security. Some volcanoes that had been inactive for many generations and were thought to be dead, suddenly sprang back to life and killed thousands of people.TornadoThe phenomenon usually occurs on a hot, sticky day with south winds and an ominous sky. From the base of a thunderhead, a funnel-shaped cloud extends a violently twisting spout toward the earth. As it sucks in matter in its path, the twister may turn black, brown, or occasionally even white. The moving cloud shows an almost continuous display of sheet lightening. It lurches along in a meandering path, usually northeastward, at 25 to 40 miles per hour. Sometimes it picks up its finger from the earth for a short distance and then plants it down again. The funnel is very slender, its wake of violence averages about 400 yards wide. As the tornado approaches, it is heralded by a roar as of hundreds of jet planes or thousands of railroad cars. Its path is a path of total destruction. Buildings literally exploded as they are sucked in by the tornado’s low-pressure vortex and by its powerful whirling winds. The tornado’s lifetime is as brief as it is violent. Within a few tens of miles, it spends its force and suddenly appears.EarthquakesEarthquake is a sudden, violent shaking of the earth’s surface. It’s a kind of crustal movement form of expression.Earthquake is regarded as one of the most damaging forces known to man: since records began to be written down, it has been estimated that earthquake-related fatalities have been numbered in the millions, and that earthquake-related destruction has been beyond count.The great majority of all earthquakes occur in two specific geographic areas. One such area surrounds the Pacific Ocean and its contiguous land masses. The other extends from the East India to the Atlas Mountains, including the Himalayas, Iran, Turkey, and the Alpine regions. It is in these two great belts or zones that ninety percent of all earthquakes take place. As to our country, a large number of earthquakes happened in North China and Northwest China. The powerful earthquake of Tangshan happened in the city of Tangshan, HebeiProvince on July 28th, 1976, whichcaused more than 240,000 deaths and the whole city was destroyed.TyphoonsTyphoons are frequent along the southeast coast of China and on the south Chinese island Taiwan and Hainan. They can cause a lot of damage and even loss of life. Still, to people who are used to them, they are mostly a nuisance and seldom a serious threat. If you are living in an area where typhoons occur, people usually know how to prepare for them. Typhoon is a Chinese loan word that is now used I English. Similar kinds of winds are called huricanes or cyclones.Language Points1. threat n.〔1〕威胁；恐吓〔2〕凶兆carry out a threat to do sth. 扬言要做某事be a threat to sb’s liferelieve the threat of flood她威胁说要把我的秘密公开。
Unit10Frighteningnature要点综述（人教版高二英语教案教学设计）
Unit 10 Frightening nature 要点综述(人教版高二英语教案教学设计)Unit 10 Frightening natureI. Listening & Speaking1 scare/frighten sb. 使某人害怕 be scared/ frightened/ afraid of sb./ sth. 害怕某人/某物a scared/ frightened face/ look/ eyes充满恐惧的脸/神色/眼神（此人感到害怕）a scaring/ frightening face/look/ eyes吓人的脸/神色/眼神（令别人害怕） be scared/ frightened to death吓得要死2 be a threat/ danger to 对…构成威胁/危险，对…而言是构成威胁/危险的人或事物3 stand on end直立，竖着4 be terrified at/ with/ by被...吓了一跳 be terrified of对...感到恐怖 terrify sb into doing 威胁某人做某事II. Reading1 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 risen1)（太阳、月亮、星星等）升起，出现 The sun has risen2) (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。
高二英语Unit10 Frightening nature一 教案
高二英语Unit10 Frightening nature一Period 1 Warming up、Speaking and Listening＊Teaching Aims:1.Learn some useful words and expressions.2.Listen to a passage about weather forecast.3.Talk about natural disasters.＊Teaching Important Point:How to improve the students’ listening and speaking ability.＊Teaching Difficult Point:How to use what the students have learned to describe a nature disaster.＊Teaching Method: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:A projector, the blackboard＊Teaching Procedures:Step 1 Warming upLet’s talk about the pictures!geologyBranches of science biologymeteorologyastronomyothersDiscussionT: Look at the first picture. What do we call the study of the earth?S: Geology.T: What do we call the scientists who do research work in geology? S: Geologists.T: What do geologists observe and what scientific instruments do they need to carry out their research work?S: ….Geology* The study of the earth is called geology, dealing with the history of our planet, volcanoes, earth-quakes, and stones and minerals. Instruments which are used are seismographs, thermometers, microscopes, etc.Meteorology** Meteorology is the study of the climate and weather on earth as well as natural phenomena such as hurricanes, typhoons, rain and snow fall, sunshine, droughts, etc. Instruments that are usually used are thermometers, barometers, instruments to measure wind speed and rainfall.Astronomy*** The study of the universe is astronomy, which deals with the history of the universe and what is found in it (stars, planets, the sun, the moon, blank holes, etc). Instruments are telescopes, satellites and radio telescopes.Biology**** Biology is the study of nature, which deals with all living things in nature on our planet, including organisms that cause diseases both in humans and animals and crops. Instruments that are used are micro-scopes, etc.Step 2 Speaking1. Listen to the tape , then answer the questions .(1) When did typhoon happen?(2) What happened to tops of trees?(3) Where did sand and wood sweep up into?(4) Did typhoon pull the roofs off the house?2. Some set phrases and sentences:move in circles be frighteningget into a total panic be scared to deathgo up pull….. Off make one’s hair stand on end3. Useful 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 terrified me is….Step3 Listening1 What is the listening text about?It is about the weather in the USA.2 What do we call this type of radio message?A weather forecast.3 Listen to the tape again and answer the following questions.① How should you prepare for the day if you go fishing in the Great Lake region?You should have to bring warm clothes but not too warm; you may still need to take a raincoat or at least an umbrella, although you may not need them.② In which part of the USA should car drivers be careful?All along the northeastern coast from the Northeast to the South, roads may become dangerous with rain, wet snow and strong winds.③ What happens when a hurricane hits the coast?If a hurricane hits the coast it can be a real disaster.④ Which letter would the name for the sixth hurricane in 2005 begin with?The name of the sixth hurricane could begin with the letter “F” e.g. Flora or Frank.Step 4 HomeworkWrite down the dialogue on the exercise books and preview the reading text.。
高中英语第二册上Unit 10 Frightening nature
Unit 10 Frightening naturePeriod 1 Let’s listen and speak!Goals◆Talk about natural disasters: volcano, hurricane and typhoon.◆Express emotion, anxiety and fear.◆Learn to read the map of the United States.◆Practice making the weather forecast.Procedures:Step one: greeting and revision.1.Greet the class as usual.2.Check their homework for the last lesson.3.Review the main contents of the last unit.4.Review grammar learned in last unit: Inversion.Step two: Leading in (1).Hi, everyone. What is the weather like today? You can answer it is fine / cloudy/ rainy/ snowy. It is an ordinary day. The weather is usually normal. If a hurricane or typhoon came, the weather would be terrible. Who has seen a hurricane? Is it true that you have seen a hurricane? Now answer the following questions.1.What happened in the hurricane?2.How long did it last?3.What was the result?4.What did people do?5.How did you survive in the hurricane?Step two: Leading in (2): by doing “WARMING UP”.Hello, boys and girls. Look at the pictures, and answer the following questions.1.What is picture one about? Are you interested in geology? Are you going to be a geologist when you grow up? Why are you going to be a geologist?2.What happens in picture two? What causes the result?3.What do you see in picture three? Are you interested in astronomy? Who was the famous astronomer in our history?4. What is picture four about? What can you see in it? By what can people see germs? Have you ever used any microscope? Are you interested in being a biologist?Task 1: Looking and discussing ( pair /group work, approx.10 min.)Look at page 1 on the screen, there are four pictures and four quotes, and then discuss in four groups the following questions:1.What do these quotes mean?2.Do you agree with them? Why or why not?3.Do you know any other quotes about nature and universe? (Give at least one example.)4.What words and phrases do you need to describe volcanoes and bad weather?5.What words or phrases can be used to express fear and anxiety?Task 2: Listening, filling and speaking. ( lockstep work, approx. 10 min.)1.Listen to the tape twice and write the information on the map of the USA.2.Ask the students to talk about the weather in the USA.3.Ask the students to tell what the people in Florida do when hurricane is expected.Task 3: Speaking up. ( group work, approx. 10 min.)After studying the dialogue ask students to express their emotion or fear. Let students tell their partners whether these things and situations frighten them. Why do they feel frightened? How should they behave in the dangerous situation?Useful expressionsHomeworkAsk the students to write a short paragraph about a storm or a frightening thing.。
高二英语Unit10 Frightening nature一 教案
高二英语Unit10 Frightening nature一Period 1 Warming up、Speaking and Listening＊Teaching Aims:1.Learn some useful words and expressions.2.Listen to a passage about weather forecast.3.Talk about natural disasters.＊Teaching Important Point:How to improve the students’ listening and speaking ability.＊Teaching Difficult Point:How to use what the students have learned to describe a nature disaster.＊Teaching Method: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:A projector, the blackboard＊Teaching Procedures:Step1 Warming upLet’s talk about the pictures!geologyBranches of sciencebiologymeteorologyastronomyothersDiscussionT: Look at the first picture. What do we call the study of the earth?S: Geology.T: What do we call the scientists who do research work in geology?S: Geologists.T: What do geologists observe and what scientific instruments do they need to carry out their research work?S: ….Geology* The study of the earth is called geology, dealing with the history of our planet, volcanoes, earth-quakes, and stones and minerals. Instruments which are used are seismographs, thermometers, microscopes, etc.Meteorology** Meteorology is the study of the climate and weather on earth as well as natural phenomena such as hurricanes, typhoons, rain and snow fall, sunshine, droughts, etc. Instruments that are usually used are thermometers, barometers, instruments to measure wind speed and rainfall.Astronomy*** The study of the universe is astronomy, which deals with the history of the universe and what is found in it (stars, planets, the sun, the moon, blank holes, etc). Instruments are telescopes, satellites and radio telescopes.Biology**** Biology is the study of nature, which deals with all living things in nature on our planet, including organisms that cause diseases both in humans and animals and crops. Instruments that are used are micro-scopes, etc.Step 2 Speaking1. Listen to the tape , then answer the questions .(1) When did typhoon happen?(2) What happened to tops of trees?(3) Where did sand and wood sweep up into?(4) Did typhoon pull the roofs off the house?2. Some set phrases and sentences:move in circlesbe frighteningget into a total panicbe scared to deathgo uppull….. Off make one’s hair stand on end3. Useful 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 terrified me is….Step3 Listening1 What is the listening text about?It is about the weather in the USA.2 What do we call this type of radio message?A weather forecast.3 Listen to the tape again and answer the following questions.① How should you prepare for the day if you go fishing in the Great Lake region? You should have to bring warm clothes but not too warm; you may still need to take a raincoat or at least an umbrella, although you may not need them.② In which part of the USA should car drivers be careful?All along the northeastern coast from the Northeast to the South, roads may bee dangerous with rain, wet snow and strong winds.③ What happens when a hurricane hits the coast?If a hurricane hits the coast it can be a real disaster.④ Which letter would the name for the sixth hurricane in 2005 begin with?The name of the sixth hurricane could begin with the letter “F” e.g. Flora or Frank. Step 4 HomeworkWrite down the dialogue on the exercise books and preview the reading text.。
高三英语 一轮总复习 Unit 10 Frightening nature课件 大纲人教版
栏目导引
Ⅱ.重点短语扫描 1． on end 直立；竖着 2．draw one’s attention (to) 吸引某人的注意 3． at hand 近在手边；在附近 4． calm (sb.)down(使某人)镇静；(使某人)平静；(使某人)安静 5． light up点燃；(使)变得容光焕发或振奋 6． on board 上船(或火车、公共汽车、飞机等) 7． clear up 清理；消除；放晴
答案： A
栏目导引
rise vi.上升；升起；起床；上涨；起来反抗；站起来；n.(数量、价格、需要 等的)增加；增长
教材原句P76：We watched it rising from a mountain at such a distance we couldn’t tell which one，but we later learnt that it was Mount Vesuvius.
答案： with；to sink 6．在两个奴隶的帮助下他站起来，但立刻倒下，死了。 Helped by two slaves he stood up，and immediately fell down________. 答案： dead
栏目导引
bury vt.埋葬、掩埋；隐藏；使沉浸，使专心；插入，刺入 教材原句P75：About two thousand years ago a volcano in southern Italy erupted and buried two small towns under metres of hot ash and mud.
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高二英语Unit10 Frightening natureNew words:1.frightening adj.fright---n. the feeling of fear 惊吓；恐怖with fright =with fearI was shocked with fright/ fear.frighten—vt. fill with fear 使吃惊；惊吓frighten sb.sb. be frightened byatto dothatYou frightened me.The explosion frightened me.The child was frightened by the big dog.She was frightened by the height of the cliff.He was frightened at the thought of his coming examination.She was frightened to look down from the top of the tall building.The little girl was frightened that her mother wouldn’t come back.作定语：He has had a ___ (frightened, frightening) experience.He threw me a quick ___ ( frightened, frightening )glance.The ___ (frightened; frightening) horse ran away from the fire.*frighten sb. into/ into doing 吓得某人做某事/不做某事persuade sb. into doingargue sb. into (out of ) doingHe frightened the old lady into/ out of signing the paper.他吓唬老太太，让她在文件上签字/不签字。
*be frightened of= be afraid ofShe was frightened of police.2.hurricane—n.飓风typhoon –n.台风volcano –n。
火山earthquake—地震tsunami—海啸tornado –n.龙卷风3.threat—n.1）威胁；威胁的话；under threat of在。
的威胁下I obeyed, but only under thread of death. 我仅仅是在死亡威胁下屈服了。
make a threat 威胁2）possible danger 可能的危险；凶兆（常用单）The killer is a threat to everyone.The flood was a thread to our homes.3)征兆[c]There is a threat of rain.The clouds brought a threat of rain.threaten –v. 威胁；有。
的危险threaten to dosb. with 威胁着要。
She threatened to murder me.I was threatened with punishment if I don’t obey.The clouds threatened rain.云显得要下雨了。
4. on end –1)of time continuously(指时间)连续地He sat there for hours on end.He studied for days on end.2)up right直立；竖起来stand on end (使)竖起来We had to stand the table on end to get it through the door.When he heard the strange cry, his hair stood on end.The sight of the dead man made his hair stand on end.*come to an end*come to … end* in the end*make ends meet*put an end tov. end in以。
告终；结果。
The plan ended in failure.The match ended in a win for us.The battle ended in a victory(in everyone going home.end up 最后（有某种结局）；最后（成了）If you drive your car like that, you’ll end up in hospital.If you go on doing that kind of thing you’ll end up in prison.end up with =close with以。
结束We started with soup, and had fruit to end up with.We ended the dinner up with fruit and coffee.5.terrify—vt. 使害怕；使惊恐Your views terrified me.be terrified byShe was terrified by his appearance.Terrified by the sight of lion, Bill climbed a tree.be terrified of 害怕The old lady was terrified of crossing such a busy road.定语：The terrified girl ran home.That must have been a terrifying experience for you.6.bury—vt.埋葬put into the grave;掩藏hide away esp. in the groundAfter the battle they buried the dead.He buried his head ( face) in his hands.他用手捂住头（脸）。
7.at hand1)在手边；在跟前When he writes he always keeps a dictionary at hand.I haven’t my book at hand, but I’ll show it to you later.2)就要到来，不远了on the way; be upon sb.around the corner (同just连用) 即将来临，在拐角处(Unit17SI)The examinations are at hand/ on the way/ upon us..Christmas is at hand./ upon us/ on the wayBut changes were just around the corner.by hand手工（做的）；送来的（不是寄来的）My shoes were made by hand.The note was delivered by hand.from hand to hand 从一个人传到另一个人give (lend) sb. a hand 帮一下忙Could you lend me a hand with the parcel?hand in handhands uphands off不要碰；不要干预on hand 手边（有。
）；手头（有事做）I have no cash on hand to pay for the gas。
on the one hand…on the other一方面。
另一方面On the one hand I admired his gifts, but on the other I distrust his judgment.on the other hand (可是)另一方面He is clever, but on the other hand, he makes many mistakes.8.flee/ fled/ fled –vi. vt.(正式)逃跑；逃走=escape from=get away fromThe frightened people fled from the fire.Over the years, thousands of citizens fled to the neighboring countries.The enemy fled in disorder.敌人溃逃。
He fled the kidnappers and phoned the police.They all fled ( from ) the burning ship.9.urge –vt. 敦促；恳求；强烈要求beg or strongly persuadeurge sb. to do sth.that don.They urged us to go with them.My mother urged me not to tell you anything about it.He urged that they go to Europe.She urged that he write and accept the post.They urged prison reform.n.—强烈的愿望（要求）[c]an urge to doShe felt an/ the urge to hit him. 她感到一股冲动想揍他。
He a sudden urge to go to Italy.10.arrival –n.到达；到来[u]upon arrival 后跟表动态的名词或动名词，表“在。
时；当发生。
时Upon arrival, they went in search of a hotel.She was joyful upon seeing her child take his first steps.她看到孩子开始走路了，很开心。
They gave him a warm welcome on his arrival.On my arrival home, I was greeted by my parents.as soon as one arriveson arriving链接：refusal/ survival11.bath –n. an act of washing one’s whole body at one timet ake/ have a bathbathe/ bathed/ bathing vt. viHe is bathing the baby.12.immediatelyat onceright awayinstantlywithout delay We must leave without delay.in no time I’ll come back in no time.In no time will I come back.13.board –n.船舷；木板；边缘on board 上船（火车；公共汽车；飞机等）in or on (a ship or public vehicle) They got on board the train.他们上了火车。