Unit-Seven--Book-One.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,Manual de Estilo APA,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Contents,Word Study,1,Key Expressions in Use,2,Text Analysis,3,Classroom Activities,4,Tasks after Class,5,Objectives,By the end of this unit,students will be better able,to,1)to recall and describe the impressive emergency or courageous deeds we experienced or heard of;,2)to understand how the story is narrated,and the skill of describing the critical moments;,3)to appreciate the writing skills such as selecting details,coherence,comparison and contrast,etc.;,4)to appreciate the advantages of specific words over general words;,5)use the new words and phrases and expressions in brief conversations,translation and preliminary writing tasks.,Word Study,Synonymous words or phrases,a.signal;sign,b.cool;cold;chilly,c.moment;instant;minute,d.calculate;compute,e.,horror;fear;dread;panic,f.,incident;accident;event,Words,1),nearby,:,a)adv.,near;close by,(在附近),e.g.,live nearby,b)adj.,not far away,(附近的),e.g.,a nearby shop,2),signal,:,a)n.,a sound or action understood to give a message,(信号),e.g.,send smoke,signals,b)v.,give a signal;express(sh.)in this way,(发信号传达),signal sb.to do.sth.,3),crash,:,a)v.,fall or strike suddenly,violently,and noisily;have a violent and noisy accident,(突然重重倒下；坠毁),e.g.,crash against the rocks,crash to the floor,b)n.,a violent vehicle accident;a sudden loud noise as made by a violent fall,break,(坠毁，撞击),e.g.,a car crash,(汽车撞车的事故),an air crash,(飞机坠毁事故),4),horror,:,n.,great fear or shock,(恐惧，震惊),e.g.,have a horror of(极讨厌),horror at(对的震惊),in horror(震惊地；恐怖地),to ones horror(令人惊恐的是),a horror movie/story(恐怖电影/故事),5),visible,:,adj.,that can be seen,(看得见的，可见的),e.g.be,visible to/from,invisible,(看不见的),6),shelter,:,a)vt.,protect;cover,(保护；遮蔽),e.g.,shelter sb/sth from,b)n.,protection,especially from the weather,(隐蔽处；躲避处),e.g.,give/offer/provide shelter(提供庇护所；给予庇护),seek shelter from(寻求的庇护),take shelter from(得到的庇护),an air-raid shelter(防空洞),Drill One:Fill in the blanks with the proper words,1)He worked in a _school.,2)The policeman _ to the driver to move away.,3)The car _ on the tree,killing its driver.,4)She was filled with _ when she heard a knock at the door at midnight.,5)These cells are not _ to the human,eye.,6)The trees can _ us from the sun.,nearby(他在附近的一所学校工作。),signaled(警察示意司机走开。),crashed(那辆车撞在树上，导致司机死亡。),horror(她半夜听到敲门声时充满了恐惧。),visible(人眼看不见这些细胞。),shelter(这些树能为我们遮挡阳光。),Key Expressions in Use,Key Expressions in Use:,1),struggle with,:,have difficulty handling or coping with,(费力地对付),2),draw ones attention to,:,make sb.aware of and concerned about sth.,(引起某人注意),attract ones attention,(引起某人注意),bring sth.to ones attention,(使某事引起某人的注意),catch ones attention,(引起某人的注意),devote ones attention to,(专心于),escape ones attention,(没有引起某人的注意；逃避,某人的注意),hold ones attention,(吸引住某人的注意),pay attention to,(注意),3),mess around,:,spend time playing or doing things with no particular purpose,(随意做事；闲荡),4),cool down,:,(cause to)become calmer,(使冷静下来),5),with all ones strength,:,with all ones power,(使劲，用全力),6),reach out,:,stretch ones arm,usually in order to get or touch sth.,(伸手抓),reach sb sth,(把某物递给某人),reach for,(伸手取),reach into,(把手伸进),reach to,(延伸到),Drill Two:Translate the following sentences into English,1)红军费力地与敌人抗争。,2)这篇文章意在引起公众对环境保护的注意。,3)这个男孩整个夏天都在闲荡。,4)争论之后她花了很长时间才平静下来。,5)他用全力把钢琴搬到了隔壁。,6)男孩伸手抓桌上的糖果。,struggle with,_,The Red Army struggled with the enemies.,Drill Two:Translate the following sentences into English,1)红军费力地与敌人抗争。,2)这篇文章意在引起公众对环境保护的注意。,3)这个男孩整个夏天都在闲荡。,4)争论之后她花了很长时间才平静下来。,5)他用全力把钢琴搬到了隔壁。,6)男孩伸手抓桌上的糖果。,draw ones attention to,_,The article was intended to draw the publics attention to environmental protection.,_,Drill Two:Translate the following sentences into English,1)红军费力地与敌人抗争。,2)这篇文章意在引起公众对环境保护的注意。,3)这个男孩整个夏天都在闲荡。,4)争论之后她花了很长时间才平静下来。,5)他用全力把钢琴搬到了隔壁。,6)男孩伸手抓桌上的糖果。,mess around,_,The boy spent the whole summer just messing around.,Drill Two:Translate the following sentences into English,1)红军费力地与敌人抗争。,2)这篇文章意在引起公众对环境保护的注意。,3)这个男孩整个夏天都在闲荡。,4)争论之后她花了很长时间才平静下来。,5)他用全力把钢琴搬到了隔壁。,6)男孩伸手抓桌上的糖果。,cool down,_,It took her a long time to cool down after the argument.,Drill Two:Translate the following sentences into English,1)红军费力地与敌人抗争。,2)这篇文章意在引起公众对环境保护的注意。,3)这个男孩整个夏天都在闲荡。,4)争论之后她花了很长时间才平静下来。,5)他用全力把钢琴搬到了隔壁。,6)男孩伸手抓桌上的糖果。,with all ones strength,_,With all his strength he removed the piano to the next room.,Drill Two:Translate the following sentences into English,1)红军费力地与敌人抗争。,2)这篇文章意在引起公众对环境保护的注意。,3)这个男孩整个夏天都在闲荡。,4)争论之后她花了很长时间才平静下来。,5)他用全力把钢琴搬到了隔壁。,6)男孩伸手抓桌上的糖果。,reach out,_,The boy reached out his hand for the candy on the table.,Division of the Text,Division of the Text,Part One(Paras 1-13),:,While Kate was putting the groceries away and her two sons were heading for the railroad,a train was approaching.,Part Two(Paras 14-33),:,Anthony prevented a horrible railroad accident and saved the lives of the Pritchard children at the risk of his own.,Part Three(Paras 34-35),:,Anthony and the Pritchards became great friends.,Text Analysis,Text Analysis:,Background Information,Comprehensive Questions,Difficult sentences,Part One(Para.1-13),Background Information,Emergency Services:,The emergency services are,the public organizations whose job is to take quick action to deal with emergencies,when they occur,especially,the fire brigade,the police,and the ambulance service,.The telephone number used in Britain for calling the police,fire or ambulance services in an emergency is,999,and,911,in the US.And,in China,119 for fire,120 for ambulance and 110 for other emergencies.,Emergency Services:,Rail Corporations in the US,Consolidated Rail Corporation(or ConRail),:,federally aided company,formed in 1975 by merger of seven mid-western and northeastern US railroads.,National Railroad Passenger Corporation(known as Amtrak):,with the formation of it in 1971,intercity railroad passenger services in the United States began to receive government support.By most standards,Amtrak succeeded in reviving passenger train services.,New Jersey(N.J.):,New Jersey is one of the,Middle Atlantic states,.Its,nothern neighbor,is New York.,To the west,it is sperated from Pennsylvanian and Delaware by the Delaware River and Bay.,To the south,is Delaware Bay and,to the east,the Atlantic Ocean.New Jerseys,greatest natural resource,is its location,which has made the state a crossroads of commerce and an ideal area for manufacturing.Other,commercial advantages,include its extensive transportation system,which puts one quanter of all the US consumers with overnight delivery range.,Lake and seaside resorts,have contributed to New Jerseys rank of 5th among the states in revenues from tourism.,New Jersey(N.J.):,Nickname:Garden State,Tree:Red Oak,Flower:Purple Violet,Capital:Trenton(since 1790),Comprehensive questions:,1)Does the description of the weather have,anything to do with the story?,2)Why does the author describe how Kate,carried the groceries from her car to the,house?,3)Why does the author mention a train horn,Conrail,and the lack of a fence between the,Prichards yard and the railway?,4)Why does the author include the age of Todd,and Scott in the story?,Difficult Sentences:,*,giving a thumbs-up gesture hed seen his father make.(Line10),a thumbs-up gesture,:,This is a sign that you make by making a fist and raising your thumb to show that you agree with someone,that you are happy with an idea or situation,or that everything is all right.,*,“Hey,youd better cool down,Anthony-youre getting to be a real party animal!”(Lines31-32),Meaning:,Youd better stop spending so much time messing around otherwise you will become a real sociable person.,Part Two(Para.14-33),Comprehensive Questions:,1)Why did Rich throw on the emergency brake and pull on the air-horn handle with all his strength?,2)What were the kids doing when the train raced towards them?,3)How did Anthony try to protect Scott when the boy was hit by the train?,4)How did Scott and Kate react to the accident and what about Anthony?,5)Why did Anthony insist that Mrs.Pritchard call an ambulance?,Difficult Sentences:,*,Finally,as the sound became thunderous,Scott looked up and froze.(Lines52-53),freeze,:,became completely still with fear,e.g.,He,froze,with terror.,*,As his body crashed downward,Anthony covered Todd while reaching out with one arm to grab Scott and pull him clear of the track.(Lines65-66),Meaning:,When he threw his body downward from the train,Anthony covered Todd with his body and stretched his arm to grab Scott away from the track.,*,Kate tore back to the house,made the calls,then reached her husband,Gary,via his beeper.(Lines87-88),Meaning:,Kate went back to her house quickly,called the police and ambulance and informed her husband through his beeper.,Part Three(Para.34-35),Comprehensive Questions:,1)Why does the author makes a special mention of the fact that there is now a fence separating the neighborhood from the railroad track?,2)How do the Pritchards now feel towards Anthony?,Post Questions:,1),Who might have uttered the exclamation“Kids on the Track”?,(possible answer:Kate Prichard,a railway worker,a train engineer,a neighbour,a passer-by who saw the kids on the track,etc.),2),Why is the small talk between Rich and Anthony relevant to the story?,(to form a contrast between the relaxed mood they were in and the tense scenes to come),Classroom Activities,Extending Questions:,1)What qualities are necessary for a person to handle emergencies successfully?Why?,(pair work;group discussion),2)Can you give examples to show the valuable qualities Anthony possessed?,(group discussion),Brain Storming/Idea Sharing:,Work in groups and take turns to tell the courageous deeds which you saw or heard of.Each group is required to decide on a speaker and give a report.,e.g.,I saw a courageous deed on my way to the,supermarket last Sunday,I read the,Shaoxing Evening,last night and,learnt that,Language Using:,1),Develop a 100-word paragraph in,time sequence,describing,An Exceptional Experience,.,2),Compare the deeds of Anthony in the text with that of Fan Paopao(范跑跑)in the Wenchuan earthquake and give your own comment.,3),Write a summary about how Anthony saved the two kids with the key words and phrases from this unit,.,Sentence Dictation,Sentence 1,Sentence 2,Sentence 3,Sentence 4,Sentence 5,Sentence Dictation,The sounds of the train apparently drew the boys attention to the track.,Sentence 1,Sentence 2,Sentence 3,Sentence 4,Sentence 5,Sentence Dictation,They were still laughing as the train began gathering speed,moving at 21 miles per hour.,Sentence 1,Sentence 2,Sentence 3,Sentence 4,Sentence 5,Sentence Dictation,Climbing quickly down a steel ladder,he paused at the bottom,two feet above the roadbed flashing by.,Sentence 1,Sentence 2,Sentence 3,Sentence 4,Sentence 5,Sentence Dictation,He mentally calculated the trains deceleration rate and groaned.,Sentence 1,Sentence 2,Sentence 3,Sentence 4,Sentence 5,Sentence Dictation,He pushed downward on the two boys with all his strength as the train passed inches above them.,Sentence 1,Sentence 2,Sentence 3,Sentence 4,Sentence 5,Tasks after Class,Tasks after Class:,1)Work in g