Teaching objectives and demands:
1. Words and useful expressions: catch fire, look out, on fire, collect, stair, completely, belong to, ceiling, put out, control, fire fighter, get close to, lose one 's life, tea room, bedclothes, stone, wood, light, in that case, operator, trap, fire escape, wonder, cloth, chimney, fire alarm, Sao Paulo, helicopter, rescue, senior
2. Everyday English for communication
Why are you making this journey?
We are trying to collect money for a wild life project.
We want to … so that…
That sounds a great idea.
What's the purpose of your new project?
Good luck with your trip!
3. Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication;
2. Words and useful expressions
Time arrangement:
This unit is arrangement to be finished in 5~6 teaching periods, including a unit test.
Teaching procedures:
Lesson 61
Step 1. Revision
(1) Check the homework exercises of the previous unit.
(2) Revise the expressions of good wishes to one’s journey:
Look out! Be careful! Take care! Don't (take)...
Never (try)…. If you….,you'll….
Step 2. Presentation and listening
SB1b, Page 5, Part 1. Play the tape of Lesson 61 for the students to follow and ask them the questions in Ex.1 in the workbook on P54.
The students are required to yell out the answers to the class so that we will save time in checking the answers again.
Step 3. Reading
Get the students to read the dialogue to extract the daily expressions for communication.
Look out! Be careful! Take care! Don't (take)...
Never (try)…. If you….,you'll….
Step 4. Reading
Lead the students in by asking “What will you do if you find the building you are living in is on fire?” Collect answers from the students and then ask them to read Part 2 of this lesson and compare your answers with that in the notice.
After that, have the students tell what they should do and what should not do.
Step 5. Explanations to the dialogue
1. Look out!/Be careful!/Take care!
這三個句子都是表示警告的交際用語，都有“當心!”、“ 小心! ”、“留神!”的意思，但“Look out!”的語氣最強， 往往用于某種緊急的情況或可能出現(xiàn)危險的場合，以喚起對方的注意，提高警惕；“Take care!”語氣不像“ Look out!”那樣強，多用于在可能出現(xiàn)不測的情況下做出提醒或警告；“ Be careful 是一般的警告和勸告用語，使用的場合較廣。例如：
Look out! The oil is burning! 心! 油燒起來了。
Look out! There's a car coming! 當心!汽車來了。
Take care! The pan is hot. Don't touch it! 小心!鍋是燙的，別碰它!
If you don't take care, you'll hurt youself. 要是你不注意，你會傷著自己的。
“I'm sorry I'm late.”--“Be careful next time.”
“對不起，我遲到了。”--“下次注意點。”
Be careful! Don't break it. It's made of glass.
當心，別把它打破了，這是玻璃做的。
表示警告和禁止的交際用語，本課中出現(xiàn)的還有：
“Don't+原形動詞” 不要……。
“Never+原形動詞” 絕不……。
“If you…，you'll…” 如果你……，你就會……。例如：
Don't go out alone at night. It's dangerous. 晚上不要單獨外出，這很危險。
Never tell lies. It's a bad habit. 絕對不要說謊，這是壞習(xí)慣。
If you get up late, you'll miss the early bus.
如果你起床晚了，你就會趕不上早班車。
2. The pan is on fire. 油鍋著火了。
(be) on fire 著火，失火。例如：
Look! The house is on fire. 瞧! 房子著火了。
The shop on fire belongs to Mr Smith.
失火的那家商店是史密斯先生的。注意，本課中名詞fire 同動詞和介詞的搭配還有：
be trapped by/above the fire被火圍困(在上面)
be killed/burnt in the fire 被火燒死
escape from the fire 逃離火境
set…on fire 使…燃燒(著火)
名詞fire與動詞的搭配有：
catch fire 著火
control fire 控制火勢
discover a fire 發(fā)現(xiàn)火情
light a fire 點火
start a fire 生火
make a fire 生火
put out a fire 滅火
watch the fire 觀火
名詞fire同另一名詞搭配構(gòu)成的復(fù)合名詞有：
fire alarm 火警警報
fire escape (火警時用的)太平梯/安全梯
fire exit (火警時用的)出口/太平門
firefighter 消防隊員(合成或分寫都可，但一般合寫)
3. Quick! Turn the gas off. 趕快! 把煤氣關(guān)上。
(1) “Quick!”是“Be quick!”的省略，常用在口語中， 表示催促的意思。例如：Quick! Close the door. 快! 把門關(guān)起來。
Be quick! The bus is coming. 快點，汽車來了。
(2) turn off 關(guān)上(開關(guān)、閥門等)。例如：
It's very late now. Turn off the TV, please.
很晚了，請把電視機關(guān)掉吧。
Turn off all the lights when you leave the lab.
離開實驗室時，要把燈都滅掉。
Don't forget to turn off the tap when you've washed your hands.
洗完手別忘了關(guān)水龍頭。
和turn off相對應(yīng)的短語動詞是turn on，意思“打開( 開關(guān)、閥門等)”。例如： Turn on the gas when you cook; Turn off the gas when you've finished cooking. 做飯時就打開煤氣，做完飯就關(guān)煤氣。
4. Never mind. 沒有關(guān)系。
當對方表示焦慮時，你可以說聲“never mind.”，以示寬慰， 意思是“沒關(guān)系”、“不要緊”。例如：
“There is too much noise outside. ”--“ Never mind. Just shut the window.” “外邊太嘈雜了。”--“沒關(guān)系，把窗戶關(guān)上就行了。”
“Too bad. I've left my dictionary at home. ”--“Never mind. You can use mine.” “糟了。我把字典留在家里了。”--“不要緊，用我的吧。”
此外，“never mind.”還可以用作對方表示歉意時的應(yīng)答，意思是“沒有關(guān)系。”、“不用介意”。例如：
“Sorry I'm late.”--“Never mind.” “對不起，我來晚了。”--“沒關(guān)系。”
“I forgot to phone them. ”--“ Never mind. I've phoned them.”
“我忘了給他們打電話了。”--“沒有關(guān)系， 我給他們打過了。”
5. You might get burnt and you might drop the pan of burning oil. 你可能被燙著， 也可能把滾燙的油鍋摔下來。
(1) 句中的might是may的過去式， 但并不表示“過去可能”的意思。這兩個詞都表示“可能”， might所談的仍然是現(xiàn)在的情況，但在語氣上might比may較多委婉，不像may那么肯定，有“也許可能”的意思。例如：
Don't return to your room or you might be trapped by fire.
不要回房間去了，要不也許可能被火圍困的。
If you don't put on more chothes, you might catch cold.
如果你不多穿點衣服，你可能會著涼的。
The paper says it might rain. You'd better take a raincoat with you.
報紙上說可能有雨，你最好隨身帶著雨衣。
(2) get burnt是“被燒傷”、“被燙著”的意思。這里的 get作“變得”(become)解，后跟過去分詞作表語，構(gòu)成“get+ 過去分詞”結(jié)構(gòu)，含有被動的意思， 常用于不期而遇或偶然發(fā)生的事情。例如：
The glass got broken and the fire alarm sounded.
玻璃(被)打破了，火警器響了起來。
They got trapped in the fire and were killed. 他們被圍困在火中燒死了。
He got hurt in the leg when he fell down from the tree.
他從樹上掉了下來，摔傷了腿。
6. First turn the gas off and cover the pan. Then wait until the fire is out. 首先把煤氣關(guān)上，蓋上鍋蓋，然后一直等到火熄滅。
注意“First… Then…”結(jié)構(gòu)，它的意思是“首先如何如何，然后又如何如何”，表示動作發(fā)生的先后順序。例如：
If a fire breaks out, first break the glass to sound the fire alarm, then dial 119 and report where the fire is. 如果發(fā)生火災(zāi)，首先打破玻璃，弄響報警器，然后撥119， 報告火災(zāi)發(fā)生的地點。
First read the letter from the pop star, then write a reply to her.
首先讀這位歌星寫來的信，然后給她寫一封回信。
7. In that case, you wouldn't have a pan on fire.
You'd have a house on fire! 要是那樣的話，你不是把鍋燒著了，而是使房子著火了。
(1) “in that case”是“在那種情況下”、 “如果是那樣”的意思，它承接上文而來，意指“If you drop the pan of burning oil……”(如果你把一鍋滾燙的油潑了的話……) 。又如：
It may snow tomorrow. In that case, you'll have to stay here.
明天可能下雪。如果是那樣，你就只好呆在這兒了。
There may be no fire alarm in the hotel. In that case, telephone the operator.
飯店里可能沒有報警器。如果是那樣的話， 你就給接線員打電話。
(2) 句中的have是使役動詞，作“使”、“令”解， 同介詞短語連用，構(gòu)成“have sth.+介詞短語/副詞”結(jié)構(gòu)，意思是“使某物處于某位置”， 可以有不同譯法。例如：
You'd letter have the wet clothes out in the sun.
你最好把濕衣服晾在外邊太陽底下。
Where are the children? Have them in my room.
孩子們哪兒去了，叫他們到我房里來。
8. Break the glass to sound the fire alarm. 把玻璃打破，使火災(zāi)報警器發(fā)出警報。句中的sound是及物動詞，作“使……發(fā)聲”、“發(fā)……的音”解。例如：
It's not good manners to sound plates and glasses at meals.
吃飯時使盤子杯子發(fā)出聲響，這是不禮貌的。
The letter “h” in the word “hour” is not sounded.
在“hour”這個詞中的字母“h”是不發(fā)音的。
sound還可以作不及物動詞和連系動詞，作“發(fā)聲”、和“聽起來”解。此外，sound還可以作名詞，作“聲音”解。例如：
The fire alarm sounded and all the people in the building rushed out.
火災(zāi)報警器響了，樓里所有的人都跑了出來。(不及物動詞)
Though she is old, her voice sounds beautiful.
雖然她年老了，但是她的聲音聽起來還是很美的。(連系動詞)
Do you hear the sound of the bell in the next room?
你聽到隔壁房里的鈴聲嗎?(名詞)
9. Don't go to your room to collect your things or you may be trapped by the fire. 別回房去收拾你的東西了，否則你會被大火圍困的。
“ Don't …，or…”也是表示警告和禁止的交際用語，意思是“不要干某事，否則就會……”。例如：
Don't eat too much, or you'll get sick. 不要吃得太多了，否則你會生病的。
The oil is burning. Don't come near or you might get burnt.
油燒起來了。別走近，否則你會被燒著的。
Don't spend too much time alone, or you'll feel sad.
別一個人呆得太久了，否則你會感到憂傷的。
10. Don't take the lift. 不要乘電梯。
句中take作“搭/乘(車、船等)”解。例如：
I suggest you take No.1 bus to the Capital Building.
我建議你乘一路公共汽車去首都大廈。
They took a boat to get across the river. 他們乘船過江了。
The office is on the tenth floor. You'd better take the lift.
辦公室在十樓，你最好乘電梯去。
句中的lift是名詞，作“電梯”解， 這是英國英語； 美國英語是 elevator。
Step 6. Workbook
SB1b, Page 54, Part 2 and 3. Tell the students to read the sentences and fill in the blacks with appropriate responses. The students are supposed to do it in pairs and then check the answers with the class.
Step 7. Homework
(1) Finish off the exercises of Lesson 61 in the workbook.
(2) Revise the key points of this lesson.
(3) Find out the famous big Fire in history.
Lesson 62 Sao Paulo Fire
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points in Lesson 61.
Step 2. Lead-in
Check the extracurricular homework of big Fires in history. Get the students to report to the class. Tell them that today we are going to learn a text which is also about a famous fire.
Step 3. Skimming
Now tell the students to read the text and answer the question: Why are so many people killed in the fire?
Step 4. Scanning
Now get the students to read the text of Lesson 62 and answer the questions in Ex.1 in the workbook on Page 55. Answer the questions with the whole class.
Step 5. Language points
1. All 25 floors of the office building were completely destroyed. 辦公大樓所有25層樓全都被徹底燒毀了。
句中的 floor不作“(房間的)地面/地板”解，而作“( 樓房的 ) 層面 /樓層”解(=storey)。例如：This lift stops at every floor. 這部電梯每層樓都停。
Her room is on the third floor, facing the street.她的房間在三樓，臨街的那間。
注意，在表示“第幾樓(層) ”時， 英國英語和美國英語的表達是不同的。 在英國， the ground floor指一層樓，the first floor 指二層樓， the second floor 指三層樓，余此類推；在美國一層樓稱為the first floor， 二層樓稱 the second floor，余此類推。我國的表達法同美國英語的表達是一致的。
2. The fire also destroyed cars which belonged to people who worked in the building. 大火還燒毀了屬于大樓工作人員的汽車。
(1) 本句是一個主從復(fù)合句。 主句是“ The fire also destroyed cars…”，后跟定語從句“which belonged to people”，修飾先行詞cars；最后還有一個定語從句“ who worked in the building”，修飾先行詞people。
(2) belong to是短語動詞，作“屬于”解，后跟名詞或代詞。
例如：This bicycle belongs to our teacher, Mr Zhang.
這輛自行車是我們的老師張先生的。
Jack has collected lots of Chinese stamps. Perhaps these stamps belong to him.
杰克收集了大量的中國郵票。也許這些郵票是他的。
3. Over 500 people were working in the building when the fire broke out on the 11th floor. (= … when the fire started on the 11th floor.) 當十一樓發(fā)生大火時，大樓里有500多人正在工作。
短語動詞break out作“(火災(zāi)、戰(zhàn)爭等)爆發(fā)/ 突然發(fā)生”解。例如：
The Anti-Japanese War broke out on July 7,1937. 抗日戰(zhàn)爭爆發(fā)于1937年7月7日。
A bad fire broke out in the market near our school.
在我們學(xué)校附近的市場里發(fā)生了一場大火。
A terrible disease broke out in London that summer, and hundreds of people died.
那年夏天倫敦發(fā)生了一場可怕的疾病，成百上千的人死亡了。
4. Soon the whole floor was on fire and it was impossible for people on the floors above to escape. (=…and people on the higher floors couldn't get out of the building.)很快地，整個樓層都著了火，上面樓層的人就逃不出來了。
(1) 注意形式主語it引導(dǎo)的句型：
It is/was+adj.+(for sb.)+to do sth.
形式主語it所代替的是最后的不定式短語(to do sth.)，而sb.則是這個不定式短語的邏輯主語。例如：
At first, it was impossible for the firefighters to control the fire. ( = The firefighters couldn't control the fire at first.) 起初，消防隊員控制不了火勢。
It was impossible for the helicopters to get close to the roof. (=The helicopters couldn't get close to the roof.) 直升飛機不能接近屋頂。
It is necessary for you to take the lift to get to the top floor. (=You have to take the lift to get to the top floor.) 要到頂層去就非乘電梯不可。
(2) 句中的escape是不及物動詞，作“逃跑”(run away)、 “逃脫”(keep safe from)解。例如：The thief tried to escape but was caught by the police at last.
小偷試圖逃跑，但終于被警察抓住了。
It was impossible for the villagers to escape from the flood. All of them died.
村民們沒能逃脫洪水的襲擊，全都死了。
escape還可以作名詞，作“逃跑”或“逃走的路”解。 在本課中構(gòu)成復(fù)合名詞fire escape，是出現(xiàn)火警時用的太平梯。例如：
People can get out of the building from the fire escapes when a fire breaks out.
發(fā)生火災(zāi)時，人們可以從太平梯逃到樓外去。
5. The smoke from the fire was too thick for them to be able to land on the roof. (=As the smoke was too thick, the helicopters couldn't land on the roof.) 大火冒出的煙太濃了，直升飛機沒有辦法在屋頂上降落。
(1) 注意句中的“too+adj./adv.+(for sb.)+to do sth. ”結(jié)構(gòu)，它的意思是“太……以致不……”，其中的“for sb. ”是不定式“to do sth.”的邏輯主語。例如：
The horse is too old to do farm work. 這匹馬太老了，不能干農(nóng)活了。
The boy is too young to join the army. 這孩子太小了，不能參軍。
The ladder was too short for the firefighters to get to the 3rd floor.
這梯子太短了，消防隊員上不了三樓。
John ran too fast for me to catch up with him.
約翰跑得太快了，我趕不上他。
(2) land vi.(飛機、船只等)著陸、登陸。例如：
The plane landed safely at the new airport. 飛機在新機場安全著陸了。
The ship got to Wuhan and all the passengers landed. 船到達武漢，所有乘客都登陸了。
6. There were so many people in the street watching the fire that firefighters could not get close to the building. 街上圍觀大火的人太多了，消防隊員不能靠近大樓。
(1) 注意句中的“so…that”結(jié)構(gòu)， 它的意思是“如此……以致……”，引導(dǎo)表示結(jié)果的狀語從句，在so后跟形容詞或副詞。例如：
The smoke was so thick that the helicopters couldn't land on the roof.
煙太濃了，直升飛機無法在屋頂上著陸。
The helicopter flew so slowly that it was shot down soon after.
直升飛機飛得太慢了，不久就被擊落。
(2) 注意句中的下列句型：
“There is/are+主語+ing形式”。
其中的-ing形式用作定語，修飾前面的主語。例如：
There is a car waiting at the gate. 大門口等著一輛小汽車。
There were lots of people in the building putting out the fire.
大樓里有許多人在滅火。
(3) close to (=near to)作“靠近”解，后跟名詞或代詞。例如：
Don't get close to the burning building, or you'll get hurt.
不要靠近起火的大樓，否則你會受傷的。
I was coming close to the office when the fire alarm sounded.
我正走近辦公室，這時火警報警器響了。
7. The fire lasted about four hours before the firefighters could control it. 大火持續(xù)了大約四個小時之后，消防隊員才把火勢控制住。
(1) 注意本句中的 before 不譯作“在……之前”， 而要譯作“……(之后)才”。例如：
It was a long time before I met Jim again. 過了很久(之后)我才再次見到吉姆。
Read the whole passage before you answer the following questions.
讀完全篇短文之后再回答下面的問題。
A few months had passed before they found out the cause of the fire.
過了幾個月(之后)才查明火災(zāi)的原因。
(2) last vi. 持續(xù)(多少時間)。例如：
The conference will last 4 days. 大會將歷時四天。
The Anti-Japanese War lasted as long as 8 years. 抗日戰(zhàn)爭持續(xù)了八年之久。
8. The whole building was destroyed and over 200 people lost their lives in the fire. ( =…and over 200 people died in the fire.) 整個大樓被焚毀，200人在大火中喪生。
lose one's life 喪生，失去生命。例如：
All the people in the building were saved, but a firefighter lost his life.
大樓里的全部人員都獲救，而一名消防隊員喪生。
A few workers lost their lives in the traffic accident.
有幾位工人在那次交通事故中喪生。
Step 6. Summary
Now get the students to summarize the story by retelling it using your own words.
Step 7. Consolidation
Tell the students to do Ex. 2 in the workbook to consolidate the story. And also this passage is a précis of the text.
Step 8. Workbook
Get the students to do Ex.3 and 4 in the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 62 in the workbook.
(2) Revise the key points of this lesson.
Lesson 63
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the contents of Lesson 62.
Step 2. Lead-in
First of all tell the students something about the grammar.
一般過去時與過去進行時 ( The Past Indefinite and Continuous Tenses)
本課CHECKPOINT 16中的語法項目(Grammar) 是“一般過去時和過去進行時”(The Past Indefinite and Continuous Tenses)，這兩個時態(tài)的差別在于：前者表示一個過去已完成的動作， 后者表示過去正在進行的動作；前者強調(diào)動作的完成， 后者強調(diào)動作的延續(xù)。試比較：
We built a bridge last winter. 去年冬天我們修建了一座橋梁。(已經(jīng)建成了。)
We were building a bridge last winter.
去年冬天我們在修建一座橋梁。(可能沒建成。)
I wrote a letter to my parents last night.
昨晚我給父母親寫了一封信。(已經(jīng)寫完了。)
I was writing a letter to my parents last night, when the fire broke out.
昨天晚上我正在給父母親寫信，這時發(fā)生了火災(zāi)。(可能沒寫完。)
過去進行時和一般過去時經(jīng)常在同一個句子中使用。 過去進行時表示過去正在進行的情況或動作， 一般過去時則表示過去的比較短暫的動作或事件。如在CHECKPOINT中就有這樣的例句：
Over 500 people were working in the building when the fire broke out.
大火發(fā)生時，500多人正在大樓里工作。
又如：
What were you doing when the fire started? 大火開始時你在干什么?
We were having supper when the phone rang. 我們正在吃晚飯，這時電話鈴響了。
While the firefighters were trying to control the fire, helicopters flew to the burning building. 當消防隊員正力圖控制火勢的時候， 直升飛機飛臨到著火的大樓上空。
Smoking was coming out of the ceiling， so I went to sound the fire alarm.
煙從天花板里朝外冒，于是我就去拉響報警器。
Step 3. Practice
Now tell the students to do Part 1, filling the blanks with proper tenses. Tell the students to do the exercises individually and then check the answers with the class.
Step 4. Game
SB Lesson 63, Part 2, organize the students to play the game to practice the past continuous tense.
Step 5. Practice
SB Lesson 63, Part 3, the students are told to work in pairs to interview a person who just escaped from the fire. They are expected to use as more past continuous tense as possible.
Step 6. Workbook
Get the students to do the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson the workbook.
(2) Revise the past continuous tense.
Lesson 64
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the content of Lesson 62.
(3) Revise the key points of the two lessons.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 122 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 16 with the students. Get the students to make sentences of their own using the useful expressions.
Step 4. Writing
SB P8, Part 2. Fill in the blanks with proper tenses with the words given. The students are told to do the exercise individually and then check the answers with the class by pick out some students to read aloud their answers to the class.
Step 5. Writing
SB P4, Part 3. Read the instructions and tell the students to put the sentences into correct consequences and develop them into a paragraph.
Step 6. Workbook
Workbook Lesson 64. Ex.1~3 and the exercises in Unit 16 Revision. Get the students to do the exercises and then check the answers with the students.
Homework
(1) Finish off the exercises of Lesson 64 in the workbook.
(2) Revise the key points of this unit.
Evaluation of teaching: