1. 了解飓风、救世军、红十字会等背景知识；

2. 掌握重要词语和句型的用法、personification、transferred epithet等修辞方法；

3. 理解课文内容，熟悉文章主题思想和语篇结构；

4. 掌握记叙文的写作方法，并能使用文体分析方法对描写性记叙文进行赏析。

1. 课前收集有关飓风及飓风卡米尔等方面的资料，通过查阅工具书和参考书，理解课文中的语词和并熟悉课文主旨内容；通过教师课上讲解和操练，理解课文的结构、句型、词语，掌握文章写作技巧和修辞方法，熟悉课文语篇结构；完成教师指定的课后练习和知识拓展练习。

2. 单元重点

掌握metaphor; personification; transferred epithet; Onomatopoeia等修辞方法

掌握narrative writing 的写作特点

3. 单元难点

描写性记叙文体的写作方法

1. Background Information

Hurricane: a tropical storm in which winds attain speeds greater than 75 miles (121 kilometers) per hour. The term is often restricted to those storms occurring over the North Atlantic Ocean. Incipient hurricanes usually form over the tropical N Atlantic Ocean and mature as they drift westward. Hurricanes also occasionally form off the west coast of Mexico and move northeastward from that area. An average of 3. 5 tropical storms per year eventually mature into hurricanes along the east coast of North America, usually over the Caribbean Sea or Gulf of Mexico.

Hurricanes are given girls’ names. The National Weather Service of the United States has used girls’ names to identify hurricanes in the Atlantic, Caribbean, and Gulf of Mexico since 1953 and the names were given in alphabetical order. A semi-permanent list of 10 sets of names in alphabetical order was established in 1971. This practice of giving girls’ names to hurricanes changed recently. In 1980 a hurricane was given a man’s name and was called Hurricane David. Hurricane season begins June 1 and ends Nov. 30.

The Salvation Army: is a Protestant Christian church known for its extensive philanthropy and charity work. It is an international movement that currently works in over a hundred countries.

It was founded in 1865 in the United Kingdom by William Booth and his wife Catherine as the East London Christian Mission with a quasi-military structure. The theology of the Salvation Army is “mainstream Protestant”.

The ICRC, established in 1863, works worldwide to provide humanitarian help for people affected by conflict and armed violence and to promote the laws that protect victims of war.

2. Text Analysis

The text is a piece of narration. Simply defined, narration is the telling of a story. The text describes the heroic struggle of the Koshaks and their friends against the forces of a devastating hurricane. The story focuses mainly on action but the writer also clearly and sympathetically delineates the characters in the story. The story is mainly developed in the actual time sequence, that is, the writer tells the readers what happens first, what next.

3. Structure of the Text

The text is divided into three parts:

Part1 (paragraph1 to 6): Introduction: Setting of the Story;

Part 2 (paragraph 7 to 27): Development & Climax: Struggle against Hurricane;

Part 3 (paragraph 28 to 39): Conclusion: Scene and Relief Work after the Storm

4. Key Words and Expressions

face to face, lash, pummel, coastal community, reason out, correspondence, art work

first floor, motel, a good, batten, batten, ride … out, methodically, check out, generator, prepared a connection, scud in, whip, stay away, concerned about, mount, blow in, disintegrated, explosive, douse, taste, kill, scramble, more or less, take responsibility for, gruff, lap, crushing, mess, marooned group, swath, mooring, beach, spectacular, vantage point, bar, trail away, sanctuary, sanctuary, lean-to, a sliding bookcase, festoon, blown-down, rake one’s way, mountain slides, break up over, pitch, salvaged,

5. Analysis of Rhetorical Devices

Metaphor; personification; transferred epithet; Onomatopoeia

6. Writing Techniques

1) lexically: the effective use of verbs and the words with sound effects;

2) syntactically: the use of many elliptical and short simple sentences;

3) discoursally: successful achievement of chronological development achieved by connectors and transitional phrases;

4) rhetorically: effective figures of speech to enhance the vividness of language

Explain the meaning of the italicized words:

1. sit out the storm with the Koshaks

2. another neighbor came by on his way inland

3. the French doors in an upstairs room blew in

4. the electrical systems had been killed by water

5. make it a lean-to against the wind

Key:

1. stay until the end of

2. (American English) pay a visit

3. burst open by the storm

4. (American English) to cause (an engine, etc.) to stop

5. a shed or other small outbuilding with a sloping roof, the upper end of which rests against the wall of another building

教学模拟：自然灾害

要求：选择典型的自然灾害案例，使用PPT辅助陈述，时间不少于8分钟；就陈述内容设定2~3个问题，陈述结束后随机选择班级中的同学予以回答。

Written work:

Write a short narration relating to your experience of an earthquake, a flood, a typhoon or a hailstorm.

Key:

Gale Kills People

Four people got killed when a gale swept across several parts of South England and Wales yesterday. A school boy of ten was struck by flying debris and lost his life when the roof of a prefabricated classroom was blown off and the walls caved in. The boy was one of seventy children being led to safety. When the teacher saw the roof beginning to lift, he asked his pupils to follow him to a safe place. Unfortunately, the boy was killed. Another two children were taken to hospital with slight injury.

A woman, aged 81, was killed when a chimney, dislodged by a strong wind, fell through the roof of her home. Another woman, a resident on the first floor of a building, was also killed outright by the falling masonry.

Some residents were taken to hospital and the rest evacuated. A driver met his death near a filling station when his car ran into a tree that had fallen across the road.

Analyze the writing features and theme of the following text.

In the year when William Shakespeare was baptized, another great dramatist, Christopher Marlowe, was born to a Canterbury Shoemaker. It is certain that he had a regular education and attended Cambridge University. However, we become less certain when we come to the exact period when he started writing plays, probably on leaving Cambridge. He associated himself with a theatrical company of a nobleman, and, in the meantime, became acquainted with the leading men of letters. He has been greatly commended upon for his great contribution to enriching the blank verse. Some of the scenes of his plays are still among the most dramatic in English literature. It has in fact been suggested that he had a share in the writing of Shakespeare’s plays. Unlike Shakespeare, whose life remains a mystery, Marlowe is known to have led a stormy life. He was arrested in 1593 for spreading atheistic opinions. He was also suspected of being a government agent. Though these seemed to be nothing doubtful about his life history, there have been puzzles about him — was he indeed a government agent? Was his death purely the result of a mere quarrel? Maybe we’ll uncover more facts about the man who was reputed to have exerted the most important influence upon William Shakespeare, or had he?

Key:

This passage is organized in chronological order. The author gave quite some details of the life of Christopher Marlowe, such as his father being a shoemaker, his Cambridge education, his being associated with a theatrical company of a nobleman, his becoming acquainted with the leading men of letters, his great contributions to enriching the blank verse, etc. what is most interesting is that Marlowe might have a share in the writing of Shakespeare’s plays. Though there remain quite a lot of mysteries about Christopher Marlowe, people cannot help but become curious about him and want to read his works.

1. What opposing forces make up the conflict?

2. How does the writer build up and sustain the suspense in the story?

Key:

1. Man and hurricanes make up the conflict.

2. The writer builds up and sustains the suspense in the story by describing in detail and vividly the incidents showing how the Koshaks and their friends struggled against each onslaught of the hurricane.