高级英语第二册第一课教案

【2019统编版】人教版高中英语必修第二册Unit 1《Cultural Heritage》全单元备课教案教学设计Unit 1 Cultural HeritagePeriod 1 Listening and Speaking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people’s tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…” and so on to start theconversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, let’s work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society.For example, the Great Wall is the heritage of China.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themStep 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I knowPromote: to help sth to happen or developReason: The word is explained by the speakerStep 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their time to protecting the heritage.Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?V olunteer: We are making some signs which are designed to educate people to protect the pine trees.V olunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote people’s awareness of protecting the precious trees.Reporter: Sounds great and anything else?V olunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?V olunteer: Definitely. More and more tourists are now stopping carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer(1).Where are the speakers?On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to theEgyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless cultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1. How to deal with the construction and the protection of cultural relics?2. As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 CULTURAL HERITAGEReading for Writing【教学目的与核心素养】1. Get students to have a good understanding of some features about a news report by reading the text.2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to a summary about a news report2. Cultivate students to write a news report properly and concisely.【教学过程】Step 1 Lead inDo you think it is necessary for us to circulate our cultural heritage to the world? Why or why not?Do we need to learn more about other countries’ cultural heritage? Why or why not?Step 2 Read to discover details concerning the main body of the news report Read the news report and then solve the questions below.1. What are the researchers and scientists trying to do?(The researchers and scientists are trying to increase knowledge and appreciation of China’s ancient cultural heritage.)2. What modern technology are they using?(They are using digital photography to record a collection of images.)3. Why are so many people interested in the Mogao Caves?(People are interested in the Mogao Caves because they have long been a meeting point for different cultures and are part of the history of many countries.)4. What do you think of the researcher’s opinion in the last paragraph?(I agree with the researcher’s opinion. Understanding our own and other cultures is a great way to understand ourselves and others.)Have the Ss discuss the questions in groups and then share their answers to the class.Step 3: Study the organization and language features1. Read the news report again and find these parts.A. Lead sentenceLanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together ... China’s ancient cultural heritage.B. Direct quote“Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”C. ParaphraseThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history. Nearly 500,000 high-quality digital photographs have been produced since the international project started in 1994.D. Background informationThe Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries.E. Reporting verbsF. Words to show comparison and/or contrastToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.2. Underline the relative clauses that the writer uses to identify the following.A. thingsThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history.B. peopleAs one researcher who is working on the project explains, “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding. ”C. timeToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.Step 4 Post reading for further summary and understanding1. Why does the writer use the quote in the report?The writer uses quotes in order to make the news report more concise, authentic and persuasive.2. Explain your understanding of the sentences: “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”We should learn and understand our own cultures, which is vital for us to know ourselves and be proud of our profound and extensive cultural heritage. Meanwhile, we should understand and appreciate other cultures, trying to be open-minded. This way, we can deepen each other’s understanding and respect.Step 5 HomeworkWrite a news report about Li Hua who works to protect our cultural heritage using the following notes and you can add details to make the news report more concise and detailed.▪Name: Li HuaPlace: Xi’anProfession: a senior high school teacher▪wants to preserve cultural heritage:▪protect old houses▪takes photos of old buildings▪helps repair buildings▪looks for cultural relics▪ interviews old people▪ shows cultural relics to the public ▪ writes about the buildings …Section ⅤWriting关于文化遗产保护的新闻报道文体感知1．新闻报道是对最近发生的重大事件、重要人物进行简要而迅速地报道。

长沙学院教案2345678910Exercise VII P48Coherence in WritingCoherence is to make every paragraph, every sentence, and every phrase contribute to the meaning of the whole piece. Coherence in writing is much more difficult to sustain than coherent speech simply because writers have no nonverbal clues to inform them if their message is clear or not. Therefore, writers must make their patterns of coherence much more explicit and much more carefully planned. Coherence itself is the product of two factors —paragraph unity and sentence cohesion.1．Paragraph UnityTo achieve paragraph unity, a writer must ensure two things only. First, the paragraph must have a single generalization that serves as the focus of attention, that is, a topic sentence. Secondly, a writer must control the content of every other sentence in the paragraph's body such that (a) it contains more specific information than the topic sentence and (b) it maintains the same focus of attention as the topic sentence.This generalization about paragraph structure holds true for the essay in particular. The two major exceptions to this formula for paragraph unity are found in fiction (where paragraph boundaries serve other functions, such as indicating when a new speaker is talking in a story) and in journalism (where paragraphs are especially short to promote 'visual' ease by creating white space).2．Sentence CohesionTo achieve cohesion, the link of one sentence to the next, consider the following techniques:1.Repetition. In sentence B (the second of any two sentences), repeat aword from sentence A.2.Synonymy. If direct repetition is too obvious, use a synonym of theword you wish to repeat. This strategy is call 'elegant variation.'ing the 'opposite' word, an antonym, can also createsentence cohesion, since in language antonyms actually share more elements of meaning than you might imagine.e a pronoun, pro-verb, or another pro-form to makeexplicit reference back to a form mentioned earlier.5.Collocation. Use a commonly paired or expected or highly probableword to connect one sentence to another.e overt markers of sequence to highlight theconnection between ideas. This system has many advantages: (a) it can link ideas that are otherwise completely unconnected, (b) it looks formal and distinctive, and (c) it promotes a second method of sentence cohesion, discussed in (7) below.7.Parallelism. Repeat a sentence structure. This technique is the oldest,most overlooked, but probably the most elegant method of creating cohesion.e a conjunction or conjunctive adverb to linksentences with particular logical relationships.a.Identity. Indicates sameness.that is, that is to say, in other words, ...b.Opposition. Indicates a contrast.but, yet, however, nevertheless, still, though, although, whereas, in contrast, rather, ...c.Addition. Indicates continuation.and, too, also, furthermore, moreover, in addition, besides, in thesame way, again, another, similarly, a similar, the same, ...d.Cause and effect.therefore, so, consequently, as a consequence, thus, as a result,hence, it follows that, because, since, for, ...e.Indefinites. Indicates a logical connection of an unspecified type.in fact, indeed, now, ...f.Concession. Indicates a willingness to consider the other side.admittedly, I admit, true, I grant, of course, naturally, some believe, some people believe, it has been claimed that, once it was believed, there are those who would say, ...g.Exemplification. Indicates a shift from a more general or abstractidea to a more specific or concrete idea.for example, for instance, after all, an illustration of, even, indeed, in fact, it is true, of course, specifically, to be specific, that is, toillustrate, truly, ...1.And conversation is an activity which is found only among humanbeings.2.Conversation is not for persuading others to accept our ideas or point31of view.3.In fact a person who really enjoys and is skilled at will not argue towin or force others to accept his point of view.4.People who meet each other for a drink in the bar of a pub are notintimate friends for they are not deeply absorbed or engrossed in each other’s lives.5. The conversation could go on without anybody knowing who was right or wrong.6. These animals are called cattle when they are alive and feeding in the fields; but when sit down at the table to eat, we called their meat beef.7. The new ruling class by using French instead of English made it difficult for the English to accept or absorb the culture of the rulers.8. The English language received proper recognition and was used by the king once more.9. The phrase, the King’s English, has always been used disparagingly/disrespectfully and jokingly by the lower classes. The working people very often make fun of the proper and formal language of the educated people.10. There is still a spirit of opposition to the cultural authority of the ruling class.下层人民对文化上的专制仍是极为反感的11. There is always a great danger that we might forget that words are only symbols and take them for things they are supposed to represent. For example, the word “dog”is a symbol representing a kind of animal. We mustn’t regard the word “dog”as being the animal itself.3212. Even the most …people don’t use the standard, formal English all the time in their conversation33。

《英语》（必修·第二册）Unit 1 Lights, camera, action!Welcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. grasp the way of understanding a lecture transcript;2. know about some unfamiliar aspects of film-making;3. think critically and express their opinions on some special effects technology in film-making;4. think of and appreciate the talented people and their hard work behind the scenes.II. Key competence focus1. Analyse and summarize the structure of the text.2. Think critically and express opinions freely.III. Predicted area of difficultyUnderstand the structure and the language style of the lecture transcript.IV. Teaching proceduresStep 1 Brainstorming: stimulating reading interest1.T plays the theme music of Harry Potter films in class.2.T leads Ss to talk about films by answering the following three questions:•Could you list some film types? (action, horror, cartoon, musical, comedy, romance, documentary, science fiction, fantasy, war ...)•Look at the film posters on page 1. What type of film is shown on each poster?•What elements of a film can you think of?【设计意图：课前播放“哈利·波特”系列电影的主题音乐，营造气氛，为课堂主题做好铺垫。

课题Unit 1 Food for thought（Developing ideas）Cold Truth教材分析This passage belongs to Book 2 Unit 1 Food for Thought-developing ideas, which talks about lifestyles of four persons. With various pictures and tables to view, students will find the passage interesting and beneficial.学生分析The students have already known some food information about east and west in Understanding ideas, so they are familiar with the text. But they still have difficulty finishing all the tasks.教学目标nguage Competence1) Get familiar with the context and get the main idea.2) Guide students to connect with real life based on the article.2.Cultural Awareness1) Get students to know lifestyles of different people with different jobs.2) Enable students to be aware of the importance of keeping healthy lifestyle3. Learning AbilityEnable to identify some information by viewing pictures.4.Thinking QualityEnable students to think and answer some questions after reading the passage. Meanwhile, students will be able to judge information according to given information.教学重点1. To understand the main idea of the passage.2. To improve students’ awareness of healthy lifestyle.教学难点1. How to guide students to finish the task of speaking after discussion.2. The homework needs students to give suggestions, which is difficult.教学方法Task-based teaching method, cooperation-study method教学辅助PPT, application of pictures教学过程环节教学活动学生活动设计意图教学过程Step1. Lead inAsk ss what do you think ahealthy diet looks like?Step2.Pre-readingT asks students to work inpairs. Talk about what theyusually eat for dinner anddecide who eats morehealthily.Step3.While-reading1.Fast readingT asks ss to read quickly andfind out who the persons are2.Careful reading1)T asks Ss to read thepassage again and match thepictures of the fridges to theirowners.2)T asks students to findevidence to support theirSs look at thepictures and answerSs talk with partnersaccording to givenvocabulary.Ss read and answeraccording to thepicture.Ss need to read andmatch in limitedtime.Ss need to underlinethe sentences thatTo interest studentsLet students connect real lifeto this passage, and alsoknow some vocabularyabout healthy food.To get the main idea andintroduce a tip of viewing.Help Ss further explore thepassageImprove Ss’ critical thinkingand problem-solving ability.answers.3)Ask ss to find out who may say those sentences on textbook.Step4.Post-reading1.Ask students three questions:What do you think the saying “You are what you eat” means?/Do you know of any Chinese sayings about food and health? What is your understanding of them?/ What’s your understanding of the title?2. T asks Ss to work in groups and discuss each person’s lifestyle in the passage.T gets Ss to make comments on each person’s lifestyle and give suggestions.Step 5 SummaryT makes a brief summary of the lesson and assignpost-class tasks. support the answersSs need to read andjudge according tothe passageSs think and share. Ifnecessary, they candiscuss in groupsSs need to finish thetable and discusseach person’slifestyleSs follow T tooverview the mainidea of the passage.This is a good way toimprove critical thinking.To lead students to thinkdeep after reading thepassage.Raise students’ awareness offorming healthy eatinghabits.To get familiar of fourpeople’s lifestyle andmaking comment canpractice their expressiveability.To conclude what they havelearned.Step 6 HomeworkT asks students to make suggestions about how they can improve their lifestyles Write a short passageto make suggestionsTo consolidate and practicewriting.板书设计反思Food for ThoughtCold TruthEllie — eJenny —aTed —cMike —bMax —dVisual informationYou are what you eatAffect your:HealthMoodEnergy levelBehaviourCold Truth:。

Unit 1 Food for thoughtDeveloping ideas【教材分析】本课时学生将学习一篇记叙文，了解五个不同职业的人各自的饮食方式。

通过对这些饮食方式利弊的思考及提出建议，培养学生改善自己不良饮食习惯，健康饮食的思想。

在练习设置上，本课时的练习倾向于培养学生的思维，比如读图、释义等。

本课时的语言相对比较简单，但是还是有许多比较重要的单词、词组或句型等，深入挖掘还是可以挖出很多需要掌握的东西。

一方面要注意学生对于基础知识的掌握，采用各种方式培养学生的自主学习能力。

另一方面也可以联系前面reading部分出现的语言点进行适当的深入拓展。

【教学目标】1. 语言能力目标（1）学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。

（2）阅读能力培养：Paraphrase。

（3）能够根据提示对某种饮食方式进行口头或书面说明。

2. 思维品质目标：（1）能够进行直观图片与抽象文字之间的对应。

（2）能够按照一定的顺序组织文章：what→why→how.3. 学习能力目标（1）能够充分利用字典和小组合作学习等方式探究英语中的语言现象和语法，培养自主学习能力。

（2）能够在小组和班级中积极交流自己的观点和想法，培养自信心和合作学习能力。

4. 文化意识目标：培养改善不良饮食习惯，健康合理饮食的思想。

【教学重难点】1. 重点：本课时的重点单词和词组2. 难点（1）Paraphrase。

（2）按照一定的顺序组织文章：what→why→how.【教学过程】Step 1 Warm-up1. Look at the pictures and decide whether the food is healthy or not.2. Work in pairs. Talk about what you usually eat for dinner and decide who eats more healthily.(Before deciding who eats more healthily, students should think the question: what is a healthy diet?)Step 2. Learning to learnVisual information, such as photos and illustrations, can support reading and help you identify the theme and content of a text. Make the most of these images to look for clues to help you understand the text.1. Now read the passage and match the pictures of the fridges to their owners.(a--Jenny, b--Mike, c--Ted, d--Max, e--Ellie.)2. Try to find information from the passage to support your answer.(This step is designed to train students’ skills of finding detailed information andbuilding connection between images and words.)Ellie: My fridge is usually half empty...toast...yogurt with honey.Jenny: We don’t eat meat...We like cooking at home and make our meals from fresh, seasonal fruit and vegetables.Ted: I don’t think that anything can beat my mum’s homemade sausages.Mike: I bring home from the restaurant...buy a lot of frozen food.Max: I daren’t let my mum see this photo.Step 3. Paraphrase.1. Find out who might say the sentences below.(1--Mike, 2--Jenny, 3--Max, 4--Ellie, 5--Ted)2. Find sentences from the passage to support your answer.Ellie: My fridge is usually half empty and I’m often too tired to eat much.Jenny: We don’t eat meat, and any milk or cheese had better be dairy-free...We like cooking at home and make our meals from fresh, seasonal fruit and vegetables.Ted: I guess I’ve always been a meat eater and in this house, no family meal is complete without some form of meat.Mike: I bring home from the restaurant where I work.Max: I’m too busy studying and meeting friends. I suppose the fridge could be kind of cleaner. I daren’t let my mum see this photo.Step 4. Think and share1. What do you think the saying “You are what you eat” means?2. Do you know of any Chinese sayings about food and health? What is your understanding of them?3. Which person’s eating habits are most similar to yours?4. What can you do to improve your eating habits from now on?Discuss the questions in groups and then share your opinion with the class.. Step 5. Group workMake comments and suggestions about the lifestyle of each person in the passage.1. Discuss the lifestyle of each person. Use the table to make notes.2. Organize your ideas follow the steps below.▪ Describe the lifestyle of each person in the passage.(What is each person’s lifestyle?)▪ Explain the possible problems with their lifestyle.(Why may their lifestyles cause problems?)▪ Make suggestions about how they can improve their lifestyles.(How to solve the problems and improve their lifestyles?)3. Share your ideas with the class.Step 6 Homework课后练习。

Unit 6 AdmirableLesson 1 A Medical Pioneer教学设计本节课是高中英语第二册Unit 6 Admirable的第一课A Medical Pioneer，课型是阅读课。

本节课主要内容是介绍了中国获得诺贝尔医学奖的科学家屠呦呦的故事，并介绍了她和她的团队是如何利用中药发现了治疗疟疾的故事。

通过学习本课，使学生们了解中国获得诺贝尔奖的历史性时刻，还让学生懂得任何成功的背后都离不开不懈的努力和奋斗。

此外，学生还将学到介词加关系代词的定语从句。

1.语言技能目标（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；（2）用所学的词汇和语言的对课文进行复述；（3）能够读懂细节信息并能理解阅读中生词含义。

2.语言知识目标（1）能够正确运用一下单词和短语: admirable, infectious, vomit, vaccine, award, recognition, academy(academic), herb, recipe, limit(limited), staff, fame, influential, conduct, potential, integrate等。

（2）能掌握定语从句（Relative Clause）的使用情况;（3）能够区别和理解定语从句中关系代词、关系副词以及介词加关系代词的情况。

3.文化意识目标（1）了解伟大人物及其事迹相关话题；（2）了解人们对伟人及其事迹的看法。

4.情感态度目标正确认识、对待伟人及其事迹，并能够在生活和学习中充分利用伟人的拼搏精神。

1.重点（1）如何理解本课中出现的相关术语表达；（2）正确理解并运用定语从句；（3）能够运用所学对伟人及其事迹进行介绍。

2. 难点（1）能用得体的用英语解释本课中出现的相关名词并阐述自己的看法；（2）能正确掌握和使用定语从句；（3）能够区别定语从句中关系代词、关系副词和介词加关系代词的使用情况。

Teach ing Pla n for Unit 1I. Warmin g-up conv ersatio n1. What's the topic of your con versati on after you came back from hometo the campus yesterday(Teacher show them some phrases and expressi ons about New Year, and let them have a formal conv ersati on in sta ndard En glish.)2. What kind of conversation do you prefer, the casual free talk in thedormitory or the conv ersatio n held in class Whyof the TitlePub is usually a place for low class people to get together. They meet friends there or go there to have a drink or just to relax. And what about the Ianguage How is it related to Ianguage To King ' s Ianguage whichbel ongs to the upper class or the well-educated people. How could these two totally un related things put togetherInformation of the Text and the AuthorThis topic can be in troduced in several ways:people ' s oral English are commonly commented by foreigners orforeign teachers as “bookish ” English;telling a joke about the first Chinese delegation to visit sovietunion a fter China' s opening its door to the outside world. The sovietunion asked an old scholar as an in terpreter and his Chin ese is like theancient classic Chin ese.to raise some question like the different expressions, such assta ndard En glish, social dialect, regi onal dialect, or writersof local colorism, such as Mark Twain or Jia Pinwa in China.the topic might be in troduced by men ti oning the “ pla in En glish movemen” in academic writing.Study of the textParagraph 1-4 In troductory partThe students should pay special attention in this part to how the topicis ushered in.definition of conversation: how human is different from the animal.Conversation is human-specific. [remember that in the first paraani mal is concerned and in the last para this is echoed back.]charm of conversation: no one knows where it starts and where it ends.In this para, one sentence is special.“…as it mean ders or leaps and sparkles or just glows ”how could we draw a tree diagram to illustrate its syn tactic structureintroducing of pub talk in Britain. The characteristics of pub talk- not deeply invoIved in other people ' s lives.sparkle verb [I]1 to shine brightly with a lot of small points of light:The sno w/sea sparkled in the sun light.2 If a pers on or performa nee sparkles, they are en ergetic,interesting and exciting:Alice is shy and quiet at parties, but her sister really sparkles!a pub talk, “the king ' s English ” became a topic. That is a very n atural way toin troduce the topic.In a way, this reminds us of the ways to introduce a topic mentioned by Aristotle. Through an anecdote. And in the first two paragraphs, the topic is in troduced in a top-dow n fashi on.desultory adjective FORMAL without a clear pla n or purpose and show inglittle effort or in terest:She made a desultory attempt at conv ersati on.He wan dered around, cleari ng up in a desultory way.desultorily adverb FORMALalchemy noun [U]1 a type of chemistry, especially from about 1100 to 1500, whichdealt with trying to find a way to change ordinary metals into gold andwith trying to find a medicine which would cure any disease2 a process that is so effective that it seems like magic:She man ages, by someextraord inary alchemy, to turn the most ordi nary of in gredie nts into the most delicious of dishes.tart (BEHAVIOUR) adjective (especially of a way of speak ing) quick orsharp and un pleasa nt:a tart remark/comme nt/replyParagraph 5-8 very detailed and concrete description of the instanee of a pub conversation - the king ' s English case.It is presented in such a way to show or to illustrate the characteristics of charms of pub talk —it is free talkand aimless. The talk goes from the British pub to Australia, the n to the Saxon churls and the Norma n conq uerors.It serves as an example to illustrate the point. It is muchbetter than logically reasoning and debating. I will say that the author employs the case study method here.In this part, one patter n in ending paras is emerg ing.are ready to let it go. In para2.could still go ignoran tly on. In para 6.conv ersati on was on win gs. In para 8.are still the heirs to it. In para 115.…and it rings true. In para 12churl: a medieval peasa nt; a rude ill-bred pers on.snob n ou n [C] MAINLY DISAPPROVING a person who respects and likes only people who are of a high social class, an d/or a pers on who has extremely high standards who is not satisfied by the things that ordinary people like:He's a frightful snob - if you have n't bee n to the right school he probably won't eve n speak to you.I'm afraid I'm a bit of a wine snob/a snob where wine is concerned.sn obbish like a snob:My brother is very sn obbish about cars.sn obbery n ou n [U] (ALSO sn obbish ness) DISAPPROVING behaviour and opinions that are typical of a sn ob:She accused me of sn obbery because I sent my sons to a private school.Paragraph 9 A typical example to illustrate what is “king ' s English ” .The stude nts will be asked to tran slate this paragraph as a home assig nment.It is a real challenge to translate this para in that there are so many synonyms in English but less synonyms in Chinese. This is especially true for the colloquial expressi ons.Paragraph 10-14 the problem of bili ngualism is a manifestation of the social struggles between the dominantupper class and the exploited lower class. Then, as istypical in con versatio n, the topic moves to the bili ngualeducation situation in America today.The topic then movesto the etymology of the “ king ' s English ” itself.In other words, it is approached from a linguistic perspective.Then, the diachronic variation of the phrase. Then the sociological factors are invo Ived in the topic.tussle (FIGHT) verb [I] to fight with another person using your arms and body:The boys started to tussle in the corridor.tussle noun [C usually singular]From the state of his clothes and hair, he had bee n in a tussle.In para 11, there is a senten ce:And there in America now, 900 years later, we are still the heirs ofit.What does “ it ” refer to The French in flue nee of t hat time, or facing the same problem of hav ing two Ian guages existi ng side by side.Paragraph 15-20 the Ianguages used by the different social classes. Some of the misun dersta nding of the Ian guage usein differe nt situati on eve n for the same pers on.Para 15 the differe nee in Ian guage use betwee n the two con flict ing classes. The poking jokes of the lower class people on the so called upper class.underlings: -ling is actually a suffix indicating “smallness, young”Such as duckli ng,edict: order, decree.ultimatum noun [C] plural ultimatums or ultimataa threat in which a pers on or group of people are warned that if they donot do a particular thi ng, someth ing un pleasa nt will happe n to them. Itis usually the last and most extreme in a series of actions taken to bring about a particular result:He gave her an ultimatum - she could either stop see ing Peter and come back to himor it was divorce.OnWednesdaynight the UNissued its toughest ultimatum to date, demanding that all troops withdraw from the city.pejorative adjective FORMALdisappro ving or suggesti ng that someth ing is not good or is of noimporta nee:Makesure students realise that 'fat' is an unflattering or pejorative word.It comes as quite a shock to still hear a judge describing a child as'illegitimate', with all the pejorative overt ones of that word.facetious adjective DISAPPROVINGnot serious about a serious subject, in an attempt to be amus ing orto appear clever:facetious remarksHe's just being facetious.sin ister adjectivemaking you feel that someth ing bad or evil might happe n:The ruined house had a sini ster appeara nee.A sinister-looking man sat in the corner of the room.observe: to make a remark or comme ntPara 19: Eve n for the same great author, he may use very colloquial expressi ons in a very formal party.Paragraph 21The ending of the essay and the echo ing back to what is in troduced in the first para. It is not only an echo ing back but related to a very hot research in terest in the academic world —teachi ng the ani mals to talk:the chimpa nzees, the gorilla.The ending itself is an abrupt change of mind, a free flying of ideas, a typical in sta nee of free con versati on —pub talk.。

Teach ing Pla n for Unit 1I. Warmin g-up conv ersatio n1. What's the topic of your con versati on after you came back from hometo the campus yesterday(Teacher show them some phrases and expressi ons about New Year, and let them have a formal conv ersati on in sta ndard En glish.)2. What kind of conversation do you prefer, the casual free talk in thedormitory or the conv ersatio n held in class Whyof the TitlePub is usually a place for low class people to get together. They meet friends there or go there to have a drink or just to relax. And what about the Ianguage How is it related to Ianguage To King ' s Ianguage whichbel ongs to the upper class or the well-educated people. How could these two totally un related things put togetherInformation of the Text and the AuthorThis topic can be in troduced in several ways:people ' s oral English are commonly commented by foreigners orforeign teachers as “bookish ” English;telling a joke about the first Chinese delegation to visit sovietunion a fter China' s opening its door to the outside world. The sovietunion asked an old scholar as an in terpreter and his Chin ese is like theancient classic Chin ese.to raise some question like the different expressions, such assta ndard En glish, social dialect, regi onal dialect, or writersof local colorism, such as Mark Twain or Jia Pinwa in China.the topic might be in troduced by men ti oning the “ pla in En glish movemen” in academic writing.Study of the textParagraph 1-4 In troductory partThe students should pay special attention in this part to how the topicis ushered in.definition of conversation: how human is different from the animal.Conversation is human-specific. [remember that in the first paraani mal is concerned and in the last para this is echoed back.]charm of conversation: no one knows where it starts and where it ends.In this para, one sentence is special.“…as it mean ders or leaps and sparkles or just glows ”how could we draw a tree diagram to illustrate its syn tactic structureintroducing of pub talk in Britain. The characteristics of pub talk- not deeply invoIved in other people ' s lives.sparkle verb [I]1 to shine brightly with a lot of small points of light:The sno w/sea sparkled in the sun light.2 If a pers on or performa nee sparkles, they are en ergetic,interesting and exciting:Alice is shy and quiet at parties, but her sister really sparkles!a pub talk, “the king ' s English ” became a topic. That is a very n atural way toin troduce the topic.In a way, this reminds us of the ways to introduce a topic mentioned by Aristotle. Through an anecdote. And in the first two paragraphs, the topic is in troduced in a top-dow n fashi on.desultory adjective FORMAL without a clear pla n or purpose and show inglittle effort or in terest:She made a desultory attempt at conv ersati on.He wan dered around, cleari ng up in a desultory way.desultorily adverb FORMALalchemy noun [U]1 a type of chemistry, especially from about 1100 to 1500, whichdealt with trying to find a way to change ordinary metals into gold andwith trying to find a medicine which would cure any disease2 a process that is so effective that it seems like magic:She man ages, by someextraord inary alchemy, to turn the most ordi nary of in gredie nts into the most delicious of dishes.tart (BEHAVIOUR) adjective (especially of a way of speak ing) quick orsharp and un pleasa nt:a tart remark/comme nt/replyParagraph 5-8 very detailed and concrete description of the instanee of a pub conversation - the king ' s English case.It is presented in such a way to show or to illustrate the characteristics of charms of pub talk —it is free talkand aimless. The talk goes from the British pub to Australia, the n to the Saxon churls and the Norma n conq uerors.It serves as an example to illustrate the point. It is muchbetter than logically reasoning and debating. I will say that the author employs the case study method here.In this part, one patter n in ending paras is emerg ing.are ready to let it go. In para2.could still go ignoran tly on. In para 6.conv ersati on was on win gs. In para 8.are still the heirs to it. In para 115.…and it rings true. In para 12churl: a medieval peasa nt; a rude ill-bred pers on.snob n ou n [C] MAINLY DISAPPROVING a person who respects and likes only people who are of a high social class, an d/or a pers on who has extremely high standards who is not satisfied by the things that ordinary people like:He's a frightful snob - if you have n't bee n to the right school he probably won't eve n speak to you.I'm afraid I'm a bit of a wine snob/a snob where wine is concerned.sn obbish like a snob:My brother is very sn obbish about cars.sn obbery n ou n [U] (ALSO sn obbish ness) DISAPPROVING behaviour and opinions that are typical of a sn ob:She accused me of sn obbery because I sent my sons to a private school.Paragraph 9 A typical example to illustrate what is “king ' s English ” .The stude nts will be asked to tran slate this paragraph as a home assig nment.It is a real challenge to translate this para in that there are so many synonyms in English but less synonyms in Chinese. This is especially true for the colloquial expressi ons.Paragraph 10-14 the problem of bili ngualism is a manifestation of the social struggles between the dominantupper class and the exploited lower class. Then, as istypical in con versatio n, the topic moves to the bili ngualeducation situation in America today.The topic then movesto the etymology of the “ king ' s English ” itself.In other words, it is approached from a linguistic perspective.Then, the diachronic variation of the phrase. Then the sociological factors are invo Ived in the topic.tussle (FIGHT) verb [I] to fight with another person using your arms and body:The boys started to tussle in the corridor.tussle noun [C usually singular]From the state of his clothes and hair, he had bee n in a tussle.In para 11, there is a senten ce:And there in America now, 900 years later, we are still the heirs ofit.What does “ it ” refer to The French in flue nee of t hat time, or facing the same problem of hav ing two Ian guages existi ng side by side.Paragraph 15-20 the Ianguages used by the different social classes. Some of the misun dersta nding of the Ian guage usein differe nt situati on eve n for the same pers on.Para 15 the differe nee in Ian guage use betwee n the two con flict ing classes. The poking jokes of the lower class people on the so called upper class.underlings: -ling is actually a suffix indicating “smallness, young”Such as duckli ng,edict: order, decree.ultimatum noun [C] plural ultimatums or ultimataa threat in which a pers on or group of people are warned that if they donot do a particular thi ng, someth ing un pleasa nt will happe n to them. Itis usually the last and most extreme in a series of actions taken to bring about a particular result:He gave her an ultimatum - she could either stop see ing Peter and come back to himor it was divorce.OnWednesdaynight the UNissued its toughest ultimatum to date, demanding that all troops withdraw from the city.pejorative adjective FORMALdisappro ving or suggesti ng that someth ing is not good or is of noimporta nee:Makesure students realise that 'fat' is an unflattering or pejorative word.It comes as quite a shock to still hear a judge describing a child as'illegitimate', with all the pejorative overt ones of that word.facetious adjective DISAPPROVINGnot serious about a serious subject, in an attempt to be amus ing orto appear clever:facetious remarksHe's just being facetious.sin ister adjectivemaking you feel that someth ing bad or evil might happe n:The ruined house had a sini ster appeara nee.A sinister-looking man sat in the corner of the room.observe: to make a remark or comme ntPara 19: Eve n for the same great author, he may use very colloquial expressi ons in a very formal party.Paragraph 21The ending of the essay and the echo ing back to what is in troduced in the first para. It is not only an echo ing back but related to a very hot research in terest in the academic world —teachi ng the ani mals to talk:the chimpa nzees, the gorilla.The ending itself is an abrupt change of mind, a free flying of ideas, a typical in sta nee of free con versati on —pub talk.。

Book 2 Uni t 1 Food for thought 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化 和健康的饮食习惯。

本单元从介绍不同国家的代表性食物开始，展现了 丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认 知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮 食文化的理解和包容，并且反思和改进自己的饮食习惯。

单元目标学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏 文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语 篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用 新语言描述食物的色香味等特征，恰当使用情态动词给他人提出建议， 能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解 与挖掘；同时能够运用单元所学谈论中外饮食文化的异同，正确判断文 章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮 食和生活习惯；通过运用各种学习策略，在自主、合作与探究学习的过 程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和 调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自 身语言能力、文化意识、思维品质和学习能力的综合提升。

课型 内容分析活动 1 呈现一段与饮食主题相关的视频。

该视频介绍了一位美国人在中 国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川 火锅。

活动 2 要求学生看世界地图和各国代表性食物的图片，将这些食 物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。

教学目标1. 学生能够了解中国的代表性食物，能初步了解不同国家的代表性食物及其英文表达，激活已有的语言、背景知识，产生对话题的兴趣； 2. 学生能够基于已有的生活经验，用英文简单描述和评价不同种类及不同国家的食物。

教学重点1. 引导学生通过视频材料，了解中国的代表性食物；2. 引导学生完成食物与国家的匹配活动，了解世界各国的代表性食物。

Teaching Plan for Unit 1I. Warming-up conversation1. What's the topic of your conversation after you came back from hometo the campus yesterday?(Teacher show them some phrases and expressions about New Year, and let them have a formal conversation in standard English.)2. What kind of conversation do you prefer, the casual free talk in thedormitory or the conversation held in class? Why?3.Analysis of the TitlePub is usually a place for low class people to get together. They meet friends there or go there to have a drink or just to relax. And what about the language? How is it related to language? To King’s language which belongs to the upper class or the well-educated people. How could these two totally unrelated things put together?II.Background Information of the Text and the AuthorThis topic can be introduced in several ways:1.Chinese people’s oral English are commonly commented byforeigners or foreign teachers as “bookish” English;2.by telling a joke about the first Chinese delegation to visitsoviet union after China’s opening its door to the outside world.The soviet union asked an old scholar as an interpreter and hisChinese is like the ancient classic Chinese.3.just to raise some question like the different expressions,such as standard English, social dialect, regional dialect, orwriters of local colorism, such as Mark Twain or Jia Pinwa inChina.4.or the topic might be introduced by me ntioning the “plainEnglish movement” in academic writing.III.Detailed Study of the textParagraph 1-4 Introductory partThe students should pay special attention in this part to how the topic is ushered in.1.the definition of conversation: how human is different from theanimal. Conversation is human-specific. [remember that in thefirst para animal is concerned and in the last para this is echoedback.]2.the charm of conversation: no one knows where it starts and whereit ends. In this para, one sentence is special.“… as it meanders or leaps and sparkles or just glows”how could we draw a tree diagram to illustrate its syntacticstructure?3.the introducing of pub talk in Britain. The characteristics ofpub talk –not deeply involved in other people’s lives.sparkle verb [I]1 to shine brightly with a lot of small points of light:The snow/sea sparkled in the sunlight.2 If a person or performance sparkles, they are energetic, interesting and exciting:Alice is shy and quiet at parties, but her sister really sparkles!4.in a pub talk, “the king’s English” became a topic. That isa very natural way to introduce the topic.In a way, this reminds us of the ways to introduce a topic mentioned by Aristotle. Through an anecdote. And in the first two paragraphs, the topic is introduced in a top-down fashion.desultory adjective FORMAL without a clear plan or purpose and showing little effort or interest:She made a desultory attempt at conversation.He wandered around, clearing up in a desultory way.desultorily adverb FORMALalchemy noun [U]1 a type of chemistry, especially from about 1100 to 1500, which dealt with trying to find a way to change ordinary metals into gold and with trying to find a medicine which would cure any disease2 a process that is so effective that it seems like magic:She manages, by some extraordinary alchemy, to turn the most ordinary of ingredients into the most delicious of dishes.tart (BEHAVIOUR) adjective (especially of a way of speaking) quick or sharp and unpleasant:a tart remark/comment/replyParagraph 5-8 very detailed and concrete description of the instance of a pub conversation –the king’s English case. It is presented in such a way to show or to illustrate the characteristics of charms of pub talk – it is free talk and aimless.The talk goes from the British pub to Australia, then to the Saxon churls and the Norman conquerors.It serves as an example to illustrate the point. It is much better than logically reasoning and debating. I will say that the author employs the case study method here.In this part, one pattern in ending paras is emerging.1.They are ready to let it go. In para2.2.it could still go ignorantly on. In para 6.3.The conversation was on wings. In para 8.4.we are still the heirs to it. In para 115.… and it rings true. In para 12churl: a medieval peasant; a rude ill-bred person.snob noun [C] MAINLY DISAPPROVING a person who respects and likes only people who are of a high social class, and/or a person who has extremely high standards who is not satisfied by the things that ordinary people like:He's a frightful snob - if you haven't been to the right school he probably won't even speak to you.I'm afraid I'm a bit of a wine snob/a snob where wine is concerned.snobbish like a snob:My brother is very snobbish about cars.snobbery noun [U] (ALSO snobbishness) DISAPPROVING behaviour and opinions that are typical of a snob:She accused me of snobbery because I sent my sons to a private school.Paragraph 9 A typical example to illustrate what is “king’s English”.The students will be asked to translate this paragraph as a home assignment.It is a real challenge to translate this para in that there are so many synonyms in English but less synonyms in Chinese. This is especially true for the colloquial expressions.Paragraph 10-14 the problem of bilingualism is a manifestation of the social struggles between the dominantupper class and the exploited lower class. Then, as is typical in conversation, the topic moves to the bilingual educationsituation in America today.The topic then moves to the etymology of the “king’s English” itself. In other words, it is approached from a linguistic perspective.Then, the diachronic variation of the phrase. Then the sociological factors are involved in the topic.tussle (FIGHT) verb [I] to fight with another person using your arms and body:The boys started to tussle in the corridor.tussle noun [C usually singular]From the state of his clothes and hair, he had been in a tussle.In para 11, there is a sentence:And there in America now, 900 years later, we are still the heirs of it.What does “it” refer to? The Fre nch influence of that time, or facing the same problem of having two languages existing side by side.Paragraph 15-20 the languages used by the different social classes. Some of the misunderstanding of the language use in different situation even for the same person.Para 15 the difference in language use between the two conflicting classes. The poking jokes of the lower class people on the so called upper class.underlings:-ling is actually a suffix indicating “smallness, young”. Such as duckling,edict: order, decree.ultimatum noun [C] plural ultimatums or ultimataa threat in which a person or group of people are warned that if they do not do a particular thing, something unpleasant will happen to them. It is usually the last and most extreme in a series of actions taken to bring about a particular result:He gave her an ultimatum - she could either stop seeing Peter and come back to him or it was divorce.On Wednesday night the UN issued its toughest ultimatum to date, demanding that all troops withdraw from the city.pejorative adjective FORMALdisapproving or suggesting that something is not good or is of no importance:Make sure students realise that 'fat' is an unflattering or pejorative word.It comes as quite a shock to still hear a judge describing a child as 'illegitimate', with all the pejorative overtones of that word.facetious adjective DISAPPROVINGnot serious about a serious subject, in an attempt to be amusing or to appear clever:facetious remarksHe's just being facetious.sinister adjectivemaking you feel that something bad or evil might happen:The ruined house had a sinister appearance.A sinister-looking man sat in the corner of the room.observe: to make a remark or commentPara 19: Even for the same great author, he may use very colloquial expressions in a very formal party.Paragraph 21The ending of the essay and the echoing back to what is introduced in the first para. It is not only an echoing back but related to a very hot research interest in the academic world –teaching the animals to talk: the chimpanzees, the gorilla.The ending itself is an abrupt change of mind, a free flying of ideas, a typical instance of free conversation – pub talk.。

高级英语第二册第一课课文翻译对照(修订版)第一课迎战卡米尔号飓风1小约翰。

柯夏克已料到，卡米尔号飓风来势定然凶猛。

就在去年8月17日那个星期天，当卡米尔号飓风越过墨西哥湾向西北进袭之时，收音机和电视里整天不断地播放着飓风警报。

柯夏克一家居住的地方一—密西西比州的高尔夫港——肯定会遭到这场飓风的猛烈袭击。

路易斯安那、密西西比和亚拉巴马三州沿海一带的居民已有将近15万人逃往内陆安全地带。

但约翰就像沿海村落中其他成千上万的人一样，不愿舍弃家园，要他下决心弃家外逃，除非等到他的一家人一—妻子詹妮丝以及他们那七个年龄从三岁到十一岁的孩子一一眼看着就要灾祸临头。

2为了找出应付这场风灾的最佳对策，他与父母商量过。

两位老人是早在一个月前就从加利福尼亚迁到这里来，住进柯夏克一家所住的那幢十个房间的屋子里。

他还就此征求过从拉斯韦加斯开车来访的老朋友查理?希尔的意见。

3约翰的全部产业就在自己家里(他开办的玛格纳制造公司是设计、研制各种教育玩具和教育用品的。

公司的一切往来函件、设计图纸和工艺模具全都放在一楼)。

37岁的他对飓风的威力是深有体会的。

四年前，他原先拥有的位于高尔夫港以西几英里外的那个家就曾毁于贝翠号飓风(那场风灾前夕柯夏克已将全家搬到一家汽车旅馆过夜)。

不过，当时那幢房子所处的地势偏低，高出海平面仅几英尺。

“我们现在住的这幢房子高了23英尺，，’他对父亲说，“而且距离海边足有250码远。

这幢房子是1915年建造的。

至今还从未受到过飓风的袭击。

我们呆在这儿恐怕是再安全不过了。

”4老柯夏克67岁．是个语粗心慈的熟练机械师。

他对儿子的意见表示赞同。

“我们是可以严加防卫。

度过难关的，”他说?“一但发现危险信号，我们还可以赶在天黑之前撤出去。

”5 为了对付这场飓风，几个男子汉有条不紊地做起准备工作来。

自米水管道可能遭到破坏，他们把浴盆和提俑都盛满水。

飓风也可能造成断电，所以他们检查r手提式收音机和手电筒里的电池以及提灯里的燃料油。