英语精品教案：大纲版第二册上Unit10 Frightening nature(第一课时)

Reference for TeachingI。

异国风情1。

The Grand CanyonThe Grand Canyon (大峡谷）is considered one of the seven wonders of the naturalworld。

It is one of America's most famous national parks. Visitors to the canyon come from all parts of the world. Officials say about 5 million people visit the Grand Canyon each year。

The canyon extends 450 kilometers。

But the surrounding area does not suggest the existence of such a large opening in the Earth. Visitors come upon the canyon suddenly, when they reach the edge. Then they are looking at a land like nothing else in the world. Walls of rock fall away sharply. In some places，the canyon walls are more than a kilometer deep. Far below is the dark, turning line of the Colorado River(科罗拉多河）. On the other side of the canyon，sunshine lights up the rock walls in red，orange and gold. The bright colors are the result of minerals in the rocks.Their appearance changes with the light，the time of years and the weather. At sunset, when the sun has moved across the sky，the canyon walls take on quieter colors of blue, purple（紫色) and green。

2023年unit 10 Frightening Nature(人教版高二英语上册教案教学设计)整理Periods 1 2 Warming-up ReadingGoals:1. Learn something about volcano through reading.2. The students can use what they have learned to describe volcanoes.3. The students realize that human beings can overcome any hardship.4. The students will improve the ability to solve problems.Teaching important points:1.Try to master the useful new words expressions in this period.2.Understand the text well.Teaching difficult points:1.How to use the new words expressions correctly.2.To understand the reading materials of similar topics.Teaching aids: a computer, a tape recorder a projectorTeaching proceduresStep 1 Warming upQ1: What’s the weather like today?It’s sunny (rainy, windy, etc).Q2: Do you often care about the weather?Yes. / No, sometimes.Q3: How do you hear about it?On TV. / Over the radio.Q4: Have you ever heard of typhoon?Yes, quite often.Q5: What words can you think of to describe the typhoon weather?heavy wind (blow hard) storm (show a picture of stormy weather.)roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)Q6: What will you feel in such kind of weather?frightened, scared, terrible, happy (Ask the students why they feel happy? ---- Because typhoon will often release the drought. What’s morethere is enough water, which can be used to make electricity.)Q7: What about the hurricane? Have you ever heard about it?It is something like typhoon.Q8: What about volcano?Q9: Look at the picture. Find out as much as you can to describe it.eg. eruption lavaQ10: How is a volcano formed?1). Show a video about the eruption of a volcano.2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.Q11: Where is the most possible place that a volcano may erupt?Near the ocean. eg. Fujiyama mountain in Japan.Q12: Do you know how a volcano works, if you do, describe it?Rocks from under the earth becomes hotter and hotter and many things erupted from thevolcano, such as:Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.Solid: bits of rock and volcanic ash, etc.Liquid: lava.Step 2 Pre reading1. Show a picture. Ask the students: What can you see in the picture? (The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.)2. Show another picture. Ask the students to guess what happened in the town of Pompeii? (A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)Step 3 While readingTask 1 Skim the text and answer the following questions.Q1: What is described in the following passage?The eruption of the volcano called Mount Vesuvius.Q2: When and where did it happen?On the 24th of August in 79 AD in southern Italy.Q3: Who is the writer of the letter?Pliny, the younger.Task 2 Decide whether the following sentences are true or false.1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F2. My uncle planned to save his friend’s wife Rectina. F3. My uncle went to rescue Pompy after saving Rectina. T4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F5. They decided to try the open air instead of staying in the house. T6. It was night when the volcano erupted. FTask 4 Scan the text fill in the following form.Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.First A cloud of unusual size shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.Next After receiving a letter from his friend’s wife Rectina, he changed his mind to save her.Then In spite of the danger, he turned back to rescue his friendPompy and help calm down the other people.Finally My uncle wanted to get out of the danger but failed. He was dead.Task 5 Arrange the following statements according to the right order.1. He decided to rescue his friend Pompy.2. Some people watched an unusual cloud rising from a mountain.3. Rectina begged him to save her.4. He ordered a boat made ready.5. Two slaves helped him stand up and immediately he fell down dead.6. He bathed and had dinner.7. A rain of rocks was coming down.2-4-3-1-6-7-5Task 6 Read the text again and explain what the words in bold refer to.it: a cloud of unusual size and shape rising from a mountainthe one: the windthe other: my uncle’s friend Pompytheir: flamesThey: scared peopleLanguage points:1. draw one’s attention to sth. 吸引某人的留意力eg. She drew my attention to a mistake in the report.catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.3. urge 督促, 极力主见; 剧烈要求eg. The U.S.A urged Iraq to give up.4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…5. bath n. 洗澡；浴缸bathe v. 洗澡6. He looked more asleep than dead.eg. The pig looks more lovely than stupid.eg. The boy looks more stupid than angry.Step 4 Post readingTask 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.1. He wrote a report about all he observed during his trip.2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.Task 2 Further understanding1. How does nature form a danger to people in the world and how can science help reduce that threat?eg. In the summer, with the arrival of typhoon, a rain of storm and flood will come, which will damage a lot of things, including people, animals, and buildings, etc. The factory will also be closed because of it.Ask the students to think as many examples as they can.2. What’s the relation between human beings and nature?We can’t go against nature. We should live in harmony with the nature.3. What should we do to protect the environment that we live in?5R policy.1. Reduce: Reduce the amount of waste by every possible means.eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.2. Reuse: Reuse the useful things before getting rid of them.eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.3. Recycle: Recycle the waste things if possible.eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.4. Recover: Make use of good parts while getting rid of the bad ones.eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.5. Repair: Repair the broken things.eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.Homework:1. (in the first period)Find out some sentences you enjoy most, try to recite them as possible as you can.2. (in the second period) Finish Exercise 2 at Page 77 in SB..Period 3 Listening(Wb) Speaking TalkingGoals:1) Understand the listening text in the workbook.2) The Ss can express emotion, anxiety and fear properly.3) Know more about typhoon.Teaching important points:To master the useful new words and expressions.Teaching difficult points:How to use what the students have learned to describe a nature disaster.Teaching aids: a computer, a projector a tape recorderStep1 RevisionQuestions: 1 What kinds of disasters does nature give us?2 What kinds of disasters does man give us?Step2 Pre-listeningPage 144,Listening. Look at the picture. Discuss Exercise1 with the students.Step3 ListeningPlay the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?Step4 Lead-inPage74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:1 What happened in the typhoon?2 What else do you know will happen in a typhoon?3 What was people’s emotion?4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?Step5 SpeakingGive the students some pictures. Get them to make a similar dialogue. Tell their partners whether these things or situations frightenthem and explain why. Also, talk about people’s emotion in these situations and how they would behave. Get them to make with the help of the useful expressions.Model:A: Have you been in a situation that frightens you?B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.A: Were you frightened when you saw it?B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.A: What happened next?B: Fortunately it didn’t see us. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.A: How terrible!Step6 Pre-talkingAsk: What do you need to do when you are trapped in a typhoon?Get the students to read the dialogue at Page144, Talking betweenXiaosong and David to find out what Xiaosong suggests in case of typhoon.Step7 TalkingGet the students to read the roll cards and make similar dialogues.Step8 HomeworkMake a dialogue with your partner about a disaster. It should include the following:1) What was it like?2) What happened?3) What was people’s emotion and what about yours?4) What safety measures should be taken?Period 4 Integrating skills(Sb)Teaching Aims:1. Learn the text “typhoon” and master the detailed information in it.2. Learn useful words and expressions3. Write a passage about how the story will end.Teaching important points:1. To train Ss’ reading skills and writing skills2. To master the usages of the new words and expression of this period.Teaching difficult points:1. To write a passage about terrible weather---- typhoon2. To understand the difficult words, phrases and sentencesTeaching methods:1. Fast reading and careful reading: to get the Ss to grasp the detailed information2. Writing practice: to get the Ss to learn how to describe something terrible3. Pair work or group work: to get the Ss to be active in classTeaching Aids:a computer, a projector, a tape recorder ( if the teacher wants )Teaching procedures:Step 1 Teaching Revision1.Check the homework2.Retell the story ( if the teacher likes )3.Review the words and expression for talking about weather.(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)Step 2 Lead inT: In the last few periods, we deal with a letter about volcano. It is a terrible nature disaster. This summer our hometown also experience a terrible disaster----- typhoon, one called Yunan. It caused great damage, isn’t it? Can you describe it? ( Ss: …. )T: If it happens in USA, what do people call? (A hurricane )In fact, a typhoon is the same thing as a hurricane except the place where they form. Before we deal with the detailed information, let’s watch a short video to experience the story wind again and here are two questions for you.1. What does the hurricane bring in?2. How long will it usually last?(Ss watch the video and give the answers. If it is necessary, play it twice.)Step 3 Pre-readingT: We know typhoons can cause great damage or even deaths. In order to reduce the loss and protect ourselves, we have to learn more about it. Then what else do you know about the typhoon? Tell us what you know, please! First talk with your partner and then tell the whole class what you have discussed.( pair work for two minutes and then one or two Ss report )(This activity is to motivate the Ss to talk in English and cooperate well with each other.)( Then the teacher introduce the background information )T: Now, Let’s look at the diagram. We’ll know what is typhoon. Typhoon is a kind of tropical cyclone. It’s the atmospheric whirlpool formed on the warm tropical ocean and the area of low pressure. Winds are produced because the pressure of the air is different in different places. Air flows from a region of high pressure to a region of low pressure, causing a wind. The low pressure center is the eye of the storm. And tropical cyclone is the general name of tropical depression, tropical storm, severe tropical storm and typhoon or hurricane. In USA, people don’t use the name of severe tropical storm and typhoon. Instead, people use the name---- hurricane. All over the world, people name these tropical cyclones according to their strongest speed of wind. Can you guess how fast a typhoon can move? (Show the form to the Ss)(Look at the form --- tropical cyclone naming conventions )(Then the teacher shows the map of the world, ask Ss to tell the difference between typhoon and hurricane.)Step 4 While readingFast reading: skim the passage and try to get the general idea of the text. ( Ss answer the main elements of a story: who, when, where, how)Careful reading: Ss finish two tasks after reading.Task1.Scan the passage and find the answer to the following questions.1. Where did the ship meet the typhoon?2. What was the weather at first?3. Why did the capital say that it looked as if a typhoon was coming on?4. Where were they when the full force of the hurricane struck the ship?5. What should they do in such terrible weather?6. What does the sentence “ Another one like this, and that’s the last of her” mean?7. Why did the capital strike a match? What did he see?Task2. Try to explain the difficult sentence in bold in English.1. It was fine, for there was no wind and the heat was close.2. Because he observed the barometer fell steadily and he knew thata terrible storm would come soon.3. When the hurricane struck the ship with full force, they were all on the bridge.4. They could only move the ship over the high sea and into the very eye of the wind.5. It was the lowest reading he had ever seen in his life(If Ss couldn’t understand the sentences, allow them to discuss with their partner.)Deal with language points after that.1. on board = in or on ( a ship, an aircraft or public vehicle)eg. 1) Have the passengers gone on board yet?2) 一上船，我总想吐。

Typhoon approaches coastal provincesE a s t C h i n a's c o as t al p r ovi n c es f a c e t he t h r e at o f c at a s t rop hi cs t o rm t i d es t o d a y a s T yp h o o n M a t s a ap p ro a c he s, t h e N at i o n alM e t e o ro l o gi c al C ent r e w a rn e d ye s t e r day.(A rescue helicopter lifts crew members from a cargoship stranded in a typhoon near a port in southernTaiwan's Kaohsiung county, July 19, 2005. )H a vi n g s t ar t e d o ut a s a t r op i c a l st o rm, M at s a i s fo r e c as t t oa d v an c e a c r os s t h e s ou t h e as t er n E as t C hi na S e a,b e f or e sl am m i n g i nt o co a st al ar e a s of E ast C hi n a's Zh ej i a n g P ro vi nc e.R el a t e d st ro n g ga l es a r e pr e di ct e d fo r T a i w a n, p a rt s o f F uj i a n, Zh e j i a n g, S h an gh a i a nd J i an gsu wi t h ac p a n yi n g r a i ns t o rm s."C o as t al a ut h o ri t i es s ho ul d b e w e l l p re p a r ed fo r t h e t yp h o o n as i t c o ul d bi n e wi t h a l o c a l s p ri n g t i d e t o c a u s e i n c re a s ed d ev a st at i o n," t h e c en t re w ar n ed.F o l l ow i n g t h e do wn p ou rs e ar l i e r t hi s w e e k, t o rr e nt i a l r ai n s wi l lc o nt i nu e t o l a sh ei gh t p r ovi n c es a c r oss No rt h e ast, C e nt r al and E as t C hi na, i n cl ud i n g pa r t s o f Li a on i n g, S h a nd on g,An hui, J i a n gs u,J i an gx i, H un a n a n d Zh e j i an g."In t h e n ex t t h re e da ys,d a m a ge i s l i kel y t o b e c a us e d b y w e a t h e r i n cl u di n g l i gh t ni n g, t hu nd e r, ha i l s t o rm s a nd gal e s,"a s po k es m a ns a i d.H o w ev e r, t h e r ai n fa l l wi l l be n e fi t s om e ar e a s pl a gu ed by t h ep e r s i s t ent h e at wa ve i n t h e S o ut h a nd p r ol o n ge d d ro u ght i n t h eN o rt h.A f t e r hot an d st u f fy w e a t h e r a c r os s C e n t r a l C hi n a an d p ar t s ofE a st C hi na, d o wn po u rs s i n c e W ed n es da y h a v e p us h ed t h e m e r cu r y t o b e l o w 35 C i n m a ny c i t i es i n c l u di n g B e i j i n g.。

The Second PeriodTeaching Aims:1. Learn the useful words and expressions: draw one's attention, at hand, call for, urge, upon arrival, calm down, light up, in a panic, more than2. Learn the text “Under the Volcano〞 andmaster the detailed information in it Teaching Important Points:1. How to improve the students' reading ability.2. Try to master the usages of the new words and expressions of this period. Teaching Difficult Point:The usaGes of some words and expressionsTeaching Methods:1. Fast-reading to get the students to grasp the main idea of the text.2. Reading carefully to get the students to master the detailed information.3. Pair work or group work to make the students be active in class.Teaching Aids:1. a puter2. a tape recorder3. a projectorTeaching Procedures:Step I Greetings and RevisionGreet the whole class as usual.T: In last period, two students described a frightening situation. Do you remember? S s: Yes.T:What is it about?S s: It's about a cobra. It is frightening.T:Who will give us another example?S A and S B We will try.(A: Student a; B: Student b)A: Are you afraid of lightening?B:Not very. What about you?A: When lightening appears, I'm not frightened if I'm at home orat school. But ifI am in the open air, it is a different matter.B: Please tell us your experience, will you?A:Yes. That was when I was seven. Welived in the countryside then, you know. One afternoon, when I was in the field with my mother, there was an increase in the winds. We hurried home but that was too late. On our way home, the clouds gathered and the winds increased to a storm. It became darker and darker. Suddenly there was thunder and lightening.B:What was it like?A: First came the terrible lightening. It was very bright. Everything around me andI myself appeared to be white. Then came the thunder. Crack! It seemedthatsomething exploded. That's the terrible sound I've ever heard. I was frightened to death andthrew myself into my mother's arms. She got into a totalpanic. Carrying meon her back, she ran as fast as she could. Later, we heard that the lightening struck a tall tree and some of the branches burnt.B: That's terrible. I'm frightened to hear that.Step II Pre-readingT: Please open your books at Page 75,Pre-reading. Read the information in Part 1 and have a discussion with your partner. Then we'll ask some studentsto talk about it.(Aftera few minutes' discussion.)T:Who can tell us something about the pictures?S c: This terrible story happened in Italy in the year 79 AD. The volcano's name is Vesuvius. It was quiet for hundreds of years and then it suddenly erupted. The second picture is the volcano Vesuvius. In the picture it was erupting.S D: I think the first picture shows us a terrible scene after the volcano erupted.It is said that the whole city was buried under the metres of hot ash and mud, and 3000 people were killed. But since 1914, there has not been any damage. S E: In the third picture, we can see the relics of that city. If was excavated a long time ago and now it is a natural cultural relics. People can go to see the relics of the towns. Pompeii and Herculaneum, and even go to the top of the volcano to visit it.T: Do you know which country has the most volcanoes?S F: Perhaps Japan.T: Do you know what makes volcano?Who can tell us something about it?S G: I'll try. As we know, the inside of the earth is very, very hot. There, the rock has bee liquid, and it is always boiling. The hot melted rock alwaystries to get out, like the boiling water and the steam. In some places the hard shell of the earth is weak and thin. It will burst through. Some volcanoes can be quiet for some years, even hundreds of years.Step IIIReadingT:Quite right. Some of the students know quite a lot. We should learn from them.Now read the text fast and find the answers to the questions on the screen. Write your answers on a piece of paper and I'll collect the first five pieces.(Teacher shows the following on the screen.)Scan the text and answer the followingquestions.1. What is described in the following passage?What happened?2. When and where did it happen?3. Who is the writer of the letterT:(A few minutes later.)Have you finished? Those who have finished, hand in your answer pieces, please. (Teacher collects the first five pieces.)Who will answer the questions? Volunteers?S a:I'11 answer Question 1. In the passage, the writer describes how his uncle died.When the volcano was erupting.S b: Question 2. It happened near the MountVeruvins on the 24th of August in 79 AD.S c: Question 3. The writer of the letter is Pliny's nephew.T: (Show the screen.)Very good. Please read the text again and discuss the questions on the screen with your partner. A few minutes later, I'll ask some students togive us their answers.Answer the following questions:1. For what reason did the writer write the letter?2. Why did the writer's uncle go to see the sight?3. What did he do in order to help the other calm down?4. What did they do in order to be against the shower of rock?5. Why did they carry torches?Suggested answers:1. Because Tacitus was writing a history book and he needed something about hisuncle's death. So he asked the writer to tell him something about his uncle.2. Because he wanted to see it from closer at hand. Later, he received a letter fromhis friend's wife, asking him to rescueher, so he wanted to rescue her.3. In order to make his friend calm down, he asked to be taken to the baths.4. They tied pillows on top of their headsas protection against the shower ofrock.5. Because it was daylight else where in the world, there the darkness was darkerand thicker than any right, so theyarrived torches to give light when theywent out.T: Now look at the screen, please. (Show tile screen.)There are some useful words and expressions in the text. Read them and pay attention to their usages.Useful words and expressions:1. draw one's attention: He is very quiet and doesn't draw much attention to himself.2. at hand: I haven't my book at hand, but I'll show it to you later. He lives closeat hand.3. call for: Success in school calls for much hard work.4. urge: He urged me to join their pany.5. upon arrival: He telephoned his mother on/upon his arrival.6. calm down: He told Tom to calm down.7. in (a) panic: The crowd in a panic fled in all directions.8. more…than…He is more mad than stupid.Step IV Listening and Reading AloudT: Let's listen to the tape. When I play it for the first time, just listen to it.When I play it for the second time, you can follow it in a low voice. Then readthe text aloud by yourselves. Is that clear?Ss: Yes.(Teacher plays it {or tile students to listen. Then the students read thetext.While they are reading, the teacher goes among the students to correct theirmistakes in pronunciation and intonation if there are any. )Step V Post-readingT: let's go oil to do Post-reading 1,2 and 4. Read the requirements carefully andhave a discussion with your partner. Some minutes later, we'll check the answers.T: (After a few minutes.)Are you ready? Now explain what the words in bold refer to.S1:“it〞in the second paragraph refers to“a cloud of unusual size and shape rising from a mountain〞.S2: “the one〞in the fifth paragraph refers to “the wind〞.S3: In the fifth paragraph, “the other〞 refers to my uncle's friend Pompy.S4: In the fifth paragraph “their〞refers to “broad sheets of flame〞 and in the next line, “they〞refers to “scared people〞.T: Now the fourth. Who can give us three examples that show he had no fear? One student, one example.S5: I'll try. The first is that during his trip to his friend's home, which was at the foot of Vesuvius, he wrote a report about all he observed on the way.S6:The second is that after rescuing Rectina, he still wanted to rescue his friend Pompy. When he saw his friend Pompy, he asked to be taken to the baths in order to help his friend clam down.S7: I'll give the third example. After baths and dinner, he said he wanted tosleep. When broad sheets of flame were lighting up many parts of Vesuvius, people scared, but he told them that the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.T: Are they right?Ss: Yes.Step VI Summary and HomeworkT: In this class, we've learned the text“Under the Volcano〞. You have donethe good work. After class, read thetext again, and try to use the usefulwords and expressions in your munication. Do you still remember them? Let's recall them together. Thefirst one is: draw one's attention…(Teacher writes them on the black board.)Then do Part 2 and 3 in Post-reading That's all for today. Class is over. Step VII The Design of the Writing on the BlackboardUnit 10 Frightening natureThe Second PeriodUseful words and expressions:draw one's attention, at hand, call for,urge, upon/on arrival, calm down, in apanic, more… than…Step VIII Record after Teaching。

Unit 10 Frightening natureI. Brief Statements Based on the UnitHave you experienced a terrible nature disaster? Certainly few of us have. Do you want to know something about it? Certainly many of us do. After you have learned this unit, Unit 10. Frightening nature, you are sure to obtain some useful information about that. The unit will be taught in four periods. In the first period, we'll deal with Warming up, Listening and Speaking. At the beginning, four pictures are shown to the students. They are asked to talk about them and then write down what is observed. The pictures are about geology, meteorology, astronomy and biology, including typhoon, cobra and cells. The pictures and the questions after them can greatly stimulate the students' interest inscience. Listening is about weatherforecast in the USA. The exercises of listening can test how thestudents grasp the detailed information in it. Speaking provides all types of topics for the students to talk about. When they finish their talking, a lot of useful expressions on how to express emotion, anxiety and fear are mastered by them. In the second period, we'll deal with Prereading, Reading and Post-reading. In t he beginning, the studentswill see and talk about three pictures about a famous volcano vesuvius, which once erupted about two thousand years ago, and destroyed two small towns. Then the[来源:学_科_网Z_X_X_K]whole text gives us a vivid picture at that time. It describes how the writer’s uncle died. His uncle, attracted by the scene of volcano eruption, wanted to observe and record more about that. So he decided to go and see it from closer. He went there and rescued his friend's wife. Then he went to see another friend of his, who lived very near to the erupting volcano. He even encouraged the scared people to calm down. But unfortunately, he died at last. He only thought about learning moreabout volcano and wasn't afraid at all. He valued scientific knowledge more than his life. In the third period, we deal with Word study and a grammar item--Ellipsis. Plenty of exercises are arranged for it. The students will master it through practice. Integrating skills are delt with in the fourth period. The text is about a ship, controlled by the captain and his crew, fighting against a terrible typhoon. The story without end asks the students to use their imagination and write how it will end. We are sure that when the unit is finished, the students willnot only improve their ability to listen, speak, read and write, but also learn and master plenty of useful words and expressions.II. Teaching Goals[来源:学科网]1. Talk about natural disasters volcanoes, hurricanes and typhoons.2. Express emotion, anxiety and fear.3. Learn about Ellipsis.4. Practise creative writing.III. Teaching Time: Four periodsIV. Background Information1. VolcanoesThere are thousands of volcanoes all over the world. What makes volcanoes?What happens?The inside of the earth is very hot. Because it is very, very hot, the rock has melted like ice. It has become liquid, like water, his always boiling, like water in a kettle. If you have seen a kettle boiling, you know that the steam and boiling water try to get out. The very hot inched rock inside the earth also tries to get out. Usually it cannot because the outside of the earth is too thick and strong.But in some places the outside of the earth is thin and weak. Sometimes a crack (a small opening appears. The hot melted rock, which we call “lava”. pushes upthrough the crack and bursts through. Steam and gas shoot up into theair and the hot melted lava pours out. Big pieces of rock may be thrown high into the air.After a while the volcano becomes quiet again. The melted lava becomes hard. Later the same thing happens again and again. Each time more hot lava pours out on top of the cold lava and then becomes hard. In this way a kind of mountain is built up, with a hole down the middle. Perhapsthe volcano will then be quiet and no more lava will burst out. Perhaps it will start again hundreds of years later.Although there are thousands of volcanoes in the world, most of them are dead. Only about 500 sometimes start to throw out lava again. A famous volcano which is now dead is Mount Fujiyama in Japan. It is covered with snow in winter.Vesuvius is the name of a very famous volcano in Italy. It first came to life many, many years ago. It was quiet for hundreds of years. Then in the year 79 it suddenly burst. A great cloud of smoke shot up into the sky with great burning rocks, which fell all around. Hot lava poured down its sides. About 3 000 people were killed.This has happened again many times since that year. Sometimes no damage wascaused, or only little damage. But there was serious damage in the years 472,1631, 1794, 1861, 1872 and 1906. You can see that a volcano can stay alive for many years. In 1906 part of the top of the mountain fell off. There was also serious damage in 1914 but there has not been any since that year.[来源:学+科+网]2. What Is a Tornado?What exactly is a tornado? The general picture is famili ar enough. The phenomenon usually occurs on a hot. sticky day with south winds and an ominous sky. From the base of a thunderhead, a funnel-shaped cloud extends a violently twisting spout toward the earth. As it sucks in matter in its path, the twister may turn black, brown, or occasionally (over snow even white. The moving cloud shows an almost continuous display of sheet lightning. It lurches along in a meandering path,usually northeastward, at 25 to 40 miles per hour. Sometimes it picks up its finger from the earth for a short distance and then plants it down again. The funnel is very slender: its wake of violence averages about 400 yards wide. As the tornado app roaches, it is heralded by a roar as of hundreds of jet planes or thousands of railroad cars. Its path is a path of total destruction. Buildings literally explode as they are sucked in by the tornado's low-pressure vortex (where the pressure dropis as much as 10 percent and by its powerful whirling winds (estimated at up to 500 miles per hour. The tornado's lifetime is as brief as it is violent. Within a few tens of miles (average: about 16 miles, it spends its force and suddenly disappears.3. EarthquakesEarthquake is a sudden, violent shaking of the earth's surface. It's a kind of crustal movement form of expression.Earthquake is regarded as one of the most damaging forces known to man: since records began to be written down, it has been estimated that earthquake-related fatalities have been numbered in the millions, and that earthquake-related destruction has been beyond count.The great majority of all earthquakes occur in two specific geographic areas. One such area surrounds the Pacific Ocean and its contiguous land masses. The other extends from the East India to the Atlas Mountains, including the Himalayas, Iran, Turkey, and the Alpine regions. It is in these two great bel ts or zones that ninety percent of all earthquakes take place. The text refers to two of the strongest quakes in San Francisco. As to our country, a large number of earthquakes happened in North China and Northwest China. The powerful earthquake of Tang Shan happened in the city of Tang Shan, Hebei Province on July 28th, 1976, which caused more than 240 000 deaths and the whole city was destroyed.Nowadays scientists know a little about earthquakes and they still cannot stop these disasters from happening. However, they can warn people who live in these areas by pre diction, in advance to take precautions against such disasters. A worldwide earthquake warning network is already in operation at present and is expected to make earthquake prediction several years ahead of time.The First PeriodTeaching Aims:1. Learn the new words of this period and master their usages.2. Listen to a passage about weather forecast,3. Talk about natural disasters.Teaching Important Points:1. How to improve the students' listening ability.2. How to improve the students' speaking ability.Teaching Difficult Point:How to use what the students have learned to describe a nature disaster.Teaching Methods:1. Listening to improve the students' ability to listen.2. Discussion and free talk to get every student to speak.3. Talking the interesting topics to raise the students' interest in science.Teaching Aids:1. a computer2. a projector3. a tape recorderTeaching ProceduresStep I Greetings and RevisionGreet the whole class as usual.T: Have you finished your homework?(Ss: Yes Please put your exercise books on your desks. I'll check your homework.… (After teacher checks the students’ homework, teacher says the following.T: Open your books at Page 113. Let's learn the new words of this period first. SA, read the new words, please.SA:…(Teacher corrects the students' mistakes in pronunciation and gives the brief explanations of some words when necessary.Step II Warming upT: Please open your books at Page 73.Look at the four pictures. What can you see in the pictures? Have a discussion with your partner and do the exercises. Some minutes later, I'll ask some of you to give the answers.[来源:学科网](Teacher goes among the class and join in the students' discussion. Some minutes later, teacher says the following.T: Have you finished?Ss: Yes.T: Let's do Ex. 1. Who will talk about the first picture?S: Perhaps the first picture is a geomorphologic map.[来源:学§科§网]T: Please go on !SB: In the second picture we can see a scene in which some tall treesare blown down. Perhaps a typhoon has just happened. What a sad scene!If we want to get more information, we can see pictures taken by the satellite on the Internet.Sc: In the third picture. I saw a comet. It has a very bright head and a long lessbright tail and is moving through the sky to the ground. If we want to see itmore clearly, we can see it through a telescope.T: How do you know when it will happen?SD: The TV programme will tell us in advance. It will tell us itsdetailed timetable and the other information about it.SE: In the last picture we can see a cell, but it is enlarged many times. We often see cells in our biology classes. As long as you have a microscope, you can see them clearly.T: Do you often hear about these things in newspapers or on TV?SF: Both. In summer we often hear about typhoons on the Pacific. There are about seven typhoons in the southeast of our country. If there are fewer, drought will take place.SG: Some years ago, we learned from the newspaper and TV that a comet would pass through the dark sky in our country. Our geography teacher organized us to watch it through a microscope.[来源:学科网]T: Now answer the third question, please. How does nature form a danger to people in the world and how can science help reduce that threat?SH: Typhoons are harmful to us. They can pull up the tall tree, blow down the wire poles and even destroy people's houses. Sometimes it can cause severe flood.SI: Earthquake can bring great damage to people's life. It can cut off electricityand water supply and destroy houses. Even it often causes deaths. In 1976 a terrible earthquake in Tang Shan killed thousands of people.SJ: If the typhoon and earthquake can be forecast, damages will greatly be reduced. Scientists in our country can forecast typhoons exactly and some of the earthquakes have been forecast before. I’m sure they will control the natural disaster and reduce the losses to the lowest degree.T: In which ways are the fields of science important to our everyday life?SK: Geograph is important. If we do well in it, we can find more coal, gas and oil, as well as all kinds of metal.SL: Meteorology is important. If we master it, we can tell our farmers much information about farming. If so, they will increase their productivity andavoid losses.SM: In our geograph lessons, our teacher told us that the stars and planets inthe universe have effects on the earth, especially the weather on the earth. So we should learn astronomy well and know as much about it as possible sothat we can forecast their effect.SN: Biology is an important subject. It affects our everyday life directly. If wedevelop better medicine, some diseases will be got rid of. SARS,for example,broke out in our country last year. We needed a lot of effective medicinethen. If it had not been for the success our scientists achieved, we would havehad much more losses.T: OK. Let's stop here. Knowledge is power. Let's work hard at our subjects and lay a solid foundation for the future. I wish all of you a bright future.Step III ListeningT: Now let's do listening. Please turn to Page 73 and 7L Read the information about the exercises. (After a few minutes.T: Do you understand what we should do?Ss: Yes.T: OK. Let's listen to the tape. I'll play the tape three times. When I play it forthe first time, try to get as much information as possible and write it down on a piece of paper. When 1 play it for a second time, check your answers to be sure they are correct. Then check your answers with your partner and have a discussion with them. At last, I'll play it for the third time and answer all the questions you are not sure about. Are you clear about that?Ss: Yes.T: OK. Let's begin.……Step IV SpeakingT: Let's go on to do speaking. Please open your books at Page 74. Read the dialogue first and then talk about typhoon with your partner. A few minutes later, let’s act it out.Sample dialogue(A: Student a; B: Student bA: Are there any typhoons in the area where you live?B: No, there aren't.A: Have you heard about it?B: Yes, I have. I saw a VCD about typhoon last year, and I learned something from it.A: What is it like?B: Very terrible! When it happens, trees are pulled up and some old houses are[来源:学§科§网]destroyed.[来源:Z,xx,]A: Is that so? I wish there were no typhoons in the world.B: That's impossible. But when it comes, there will be rain with it.A: How about hurricane and tornado?B: There are many words for a violent tropical circular wind. A cyclone may be very large, bringing rain and great destruction. When it happens in the western Atlantic Ocean, it is called a hurricane, and the same tiling happening in tile western Pacific or China sea is a typhoon. When shaped like a pipe and passing in a narrow path, it is a tornado if it goes over land and a waterspout if it goes over water.A: I see. Thank you very much for telling me so much.[来源:]B: Not at all.T: (Show the screen. Have you met with one of such situations above? Are youfrightened? Have you heard anyone meet with that? Describe how they behaved then. Have a discussion with your partner and make up a dialogue. The useful expressions on the blackboard may be a help to you.(Teacher writes the useful expressions on Page 75 on the blackboard.Sample dialogue:(A: Students c ; B: Student dA: Have you been in a situation that frightens you?B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking withmy cousin. On our way home, we met a cobra.A: Were you frightened when you saw it?B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of acobra can kill a person easily.A: What happened next?B: Fortunately it didn't see us. We acted just as the TV programme told us. Atlast, it went by. The distance between the cobra and us was only three metres or so.A: How terrible !Step V Summary and HomeworkT: In this period, we've talked about some topics about geology, meteorology, astronomy and biology, and listened to a passage about weather information.Also we've had a discussion about some frightening situations. After class, go on with the discussion according to the pictures on Page 25 using the useful expressions on the blackboard. (Teacher reads the expressions. And do the fifth part of Warming up. That's all for today. Class is over.Step VI The Design of the Writing on the BlackboardUnit 10 Frightening natureThe First Period Useful expressions :How terrible![来源:学科网]It makes me feel uneasy when…I think it's very unpleasan t…It makes me feel very worried.I get very upset.It's a frightening thing…I dare not …I'm really frightened to…What's really scary…I'm afraid of…I'm frightened to death by…She's scared to death.He gets into a total panic when…It makes my hair stand on end.What terrifies me…Step VII Record after Teaching。

2019-2020年高中英语（人教大纲）第二册上：Unit10 Frighteningnature(备课资料)I. 异国风情1. The Grand CanyonThe Grand Canyon (大峡谷) is considered one of the seven wonders of the natural world. It is one of America's most famous national parks. Visitors to the canyon e from all parts of the world. Officials say about 5 million people visit the Grand Canyon each year.The canyon extends 450 kilometers. But the surrounding area does not suggest the existence of such a large opening in the Earth. Visitors e upon the canyon suddenly, when they reach the edge. Then they are looking at a land like nothing else in the world. Walls of rock fall away sharply. In some places，the canyon walls are more than a kilometer deep. Far below is the dark, turning line of the Colorado River(科罗拉多河). On the other side of the canyon, sunshine lights up the rock walls in red, orange and gold. The bright colors are the result of minerals in the rocks. Their appearance changes with the light, the time of years and the weather. At sunset, when the sun has moved across the sky, the canyon walls take on quieter colors of blue, purple(紫色) and green. Hundreds of rocky points rise from the bottom of the canyon. Some are very tall. Yet all are below the level of an observer on the edge, looking over.There are several ways to see the Grand Canyon．Many visitors walk along paths down into t he canyon. It takes several hours to walk to the bottom, it takes two times as long to walk back up．Some visitors ride mules(骡子)t0 the bottom of the canyon and back．Mules are strong animals that look like horses．They are known for their ability to walk slowly and safely on the paths．Many people see the Grand Canyon by air．They pay a helicopter or airplane pilot to fly them above and around the canyon．Others see it from the Colorado River．They ride boats over the fast moving water．These trips can last from one week to three weeks．America's National Park Service is in charge of protecting the Grand Canyon from the effects of so many visitors．Visitors must carry a11 waste materials out of the area．All rocks．historical objects，plants and wildlife must be left untouched．The National Park Service tells its visitors，“Take only photographs．Leave only footprints．”2．The Birth of An IslandSurtsey was born in 1963．It was a great event for scientists．They were lucky enough to see the birth of this volcanic island．It began at 7：30 a．m．on 14th November．A fishing boat was sailing near Iceland．The boat moved under the captain's feet．He noticed a strange smell．He saw some black smoke．A volcano was erupting．The bottom of the grey Atlantic was open．Red—hot rocks，flames and smoke were rushing up from a split in the sea-bed．The island grew quickly．It was 10 metres high the next day and 60 metres high on 18th November．Scientists flew to Reykjavik to watch．It was very exciting．Smoke and flames were still rushing up．Pieces of red—hot rockwere flying into the air and falling into the sea．The sea was boiling and there was a strange light in the sky. Surtsey grew and grew．Then it stopped in June 1967．It was 175 metres high and 2 kilometres long．And life was already ing to Surtsey．Seeds came over the sea. Plants grew．Birds came．Some scientists built a house．They want to 1earn about this young island．A new island is like a new world．Ⅱ．知识归纳l. urge的用法(1)urge常作及物动词，意为：推进，极力主张，强烈要求，催促，劝，激励，怂恿，强调。

Unit 10 Frightening Nature一、教材分析本课是人教社全日制普通高级中学教科书（必修）高中英语第二册上第十单元的第一课时的教学设计。

这一课时里要完成三个小模块的任务：warming up，listening及speaking。

本单元主题为Frightening nature。

作为该单元第一课时，主要是激活学生关于自然灾害的思维，引起学生对自然与人类日常生活关系的思考，并能就自然问题，表达感情、焦虑和畏惧。

二、学生分析自然灾害与人类日常生活关系密切，很容易调动学生的积极性，投入到课堂中来。

但在完成任务时，学生仍有一定难度，尤其是听力部分涉及到美国地图及天气情况介绍。

对美国地理知识了解不多的学生会在完成听力训练任务时有一定难度。

因此在处理教材时，会根据情况有所调整以便降低学生完成任务的难度。

三、设计思路本堂课主要采用任务型教学途径，这种途径强调以应用为动力，以应用为目的，以应用为核心，即为用而学、用中学、学了用的教学途径。

学生带着任务学习，在完成任务的过程中逐渐生成知识，形成技能。

本课将通过任务型教学，努力达到课堂活动目的。

四、教学步骤Teaching content：Unit 10 Frightening Nature： warming up, listening & speaking.Teaching aims：To talk about natural disasters: volcano hurricane and typhoon.To motivate students to get more information about nature.To strengt hen students’ ability of listening and speaking.To inspire students to express emotion, such as anxiety and fear.Teaching important and difficult points：Make sure students get aware of what our topic is in this unit and know what to say about this topic.Enable students to know something about geography and weather in America.Practice expressing their feelings.Teaching methods：task-based; students-centered; equipment-aided; dialogue. Teaching procedures：Step Ⅰ．Greetings and lead-inBy asking questions like “What is the weather like today?” the teacher can guide the Ss to talk about weather. They can answer it’s fine/ cloudy/ rainy/ snowy. It’s an ordinary day. The weather is usually normal. I’ll show them pictures.In this way, students can brainstorm as many words as they can by describing the pictures. The useful words and phrases to describe weather are as follows:cool and dry air; warm and moist air; showers; thunderstorms; snow; strong winds; storms; hurricane; typhoon; sunny; cloudy; rainy; fine/ nice ……The words may help Ss have a better understanding of the following listening text.Step Ⅱ．Listening一、Listen to the first paragraph of the listening text and answer the following questions: 1． What do we call this type of radio message?2．What are the place and the time that this radio message is for ?Then show them a map of the USA and motivate the Ss to talk about what the weather may be like in different parts of the USA and which areas hurricanes are most likely to hit.二、Listen to the text again and fill in the blanks with information from the text.三、Listen to the text once again and discuss the following questions.1．How should you prepare for the day if you go fishing in the Great Lakes region?2．In which part of the USA should car drivers be careful?3．Which letter would the name for the sixth hurricane in 2005 begin with?4．What happens when a hurricane hits the coast?By answering these questions, Ss may get aware that nature has much to do with our daily life; on the other hand, the fourth question can guide us to talk about bad weather and how we feel about it.Step Ⅲ．SpeakingJust now, we talk about hurricanes and what happens when a hurricane hits the coast. Now, let’s look at some pictures about hurricanes and just think how you’ll feel and behave in such a situation. Student can brainstorm many words and expressions by talking about the hurricane: How terrible! I dare not go out.I think it is very frightening.It’s a frightening thing. I’ll stay outside.I’m frightened/ scared to death when…I get very upset! I think it’s very unpleasant.I’m afraid of…It makes me feel very worried.What’s really scary…He gets into a total panic when…It makes my hair stand on end.What terrifies me…Then listen to a dialogue and practice talking about things like lightning, volcanoes, earthquake snakes, drought, sandstorms and something else. The expressions they brainstorm will be of great help.Ask Ss to work in pair and to act out their dialogues in front of the other Ss. Prepare some models and pictures showing natural disasters or frightening scenes to create an atmosphere. Step Ⅳ．HomeworkWrite a short passage describing something frightening you once experienced.分析：1．利用多媒体制作课件，加快了课堂的节奏，调动了学生的积极性,使课堂呈现更具直观性。

Unit 10 Frightening naturePeriod 1 Let’s listen and speak!Goals◆Talk about natural disasters: volcano, hurricane and typhoon.◆Express emotion, anxiety and fear.◆Learn to read the map of the United States.◆Practice making the weather forecast.Procedures:Step one: greeting and revision.1.Greet the class as usual.2.Check their homework for the last lesson.3.Review the main contents of the last unit.4.Review grammar learned in last unit: Inversion.Step two: Leading in (1).Hi, everyone. What is the weather like today? You can answer it is fine / cloudy/ rainy/ snowy. It is an ordinary day. The weather is usually normal. If a hurricane or typhoon came, the weather would be terrible. Who has seen a hurricane? Is it true that you have seen a hurricane? Now answer the following questions.1.What happened in the hurricane?2.How long did it last?3.What was the result?4.What did people do?5.How did you survive in the hurricane?Step two: Leading in (2): by doing “WARMING UP”.Hello, boys and girls. Look at the pictures, and answer the following questions.1.What is picture one about? Are you interested in geology? Are you going to be a geologist when you grow up? Why are you going to be a geologist?2.What happens in picture two? What causes the result?3.What do you see in picture three? Are you interested in astronomy? Who was the famous astronomer in our history?4. What is picture four about? What can you see in it? By what can people see germs? Have you ever used any microscope? Are you interested in being a biologist?Task 1: Looking and discussing ( pair /group work, approx. 10 min.)Look at page 1 on the screen, there are four pictures and four quotes, and then discuss in four groups the following questions:1.What do these quotes mean?2.Do you agree with them? Why or why not?3.Do you know any other quotes about nature and universe? (Give at least one example.)4.What words and phrases do you need to describe volcanoes and bad weather?5.What words or phrases can be used to express fear and anxiety?Task 2: Listening, filling and speaking. ( lockstep work, approx. 10 min.)1.Listen to the tape twice and write the information on the map of the USA.2.Ask the students to talk about the weather in the USA.3.Ask the students to tell what the people in Florida do when hurricane is expected.Task 3: Speaking up. ( group work, approx. 10 min.)After studying the dialogue ask students to express their emotion or fear. Let students tell their partners whether these things and situations frighten them. Why do they feel frightened? How should they behave in the dangerous situation?Useful expressionsHomeworkAsk the students to write a short paragraph about a storm or a frightening thing.。

Frightening Nature 教案课时：1 课时年级：八年级教学目标：1. 学生能够掌握单词：frightening, nature, monster, scare, eerie, spooky, hr-rsing, chilling, ghostly, mysterious, creepy, shiver, thrilled, terrified, eerie, spine-tingling。

2. 学生能够理解并运用句型：How frightening! 和What a frightening experience! 表达自己的感受。

3. 学生能够听懂、会说、会读、会写关于恐怖自然现象的短文。

教学重点：1. 单词：frightening, nature, monster, scare, eerie, spooky, hr-rsing, chilling, ghostly, mysterious, creepy, shiver, thrilled, terrified, eerie, spine-tingling。

2. 句型：How frightening! 和What a frightening experience! 教学难点：1. 单词的用法和搭配。

2. 句型的运用。

教学过程：Step 1: 导入（5分钟）1. 老师向学生展示一些恐怖的自然现象的图片，如地震、海啸、台风等，引导学生谈论对这些现象的感受。

2. 学生分享自己的经历或观察到的恐怖自然现象。

Step 2: 新课内容（15分钟）1. 老师讲解单词：frightening, nature, monster, scare, eerie, spooky, hr-rsing, chilling, ghostly, mysterious, creepy, shiver, thrilled, terrified, eerie, spine-tingling。

Frightening Nature 教案章节一：引入与主题讨论目标：让学生了解和熟悉与“恐怖”和“自然”相关的基本概念。

教学内容：向学生介绍本课的主题：恐怖的自然。

讨论学生对恐怖的理解，以及他们认为哪些自然现象或生物可能被认为是恐怖的。

展示一些恐怖的自然现象的图片或视频，例如龙卷风、鳄鱼、蛇等，让学生表达他们的感受和想法。

活动：分组讨论：让学生在小组内分享他们对恐怖的理解，并讨论他们认为哪些自然现象或生物是恐怖的，以及为什么。

章节二：恐怖的自然现象目标：让学生了解和认识一些常见的恐怖自然现象。

教学内容：向学生介绍一些常见的恐怖自然现象，例如龙卷风、海啸、地震等。

解释这些现象的原因和它们对人类和环境的影响。

活动：观看龙卷风、海啸、地震等自然现象的视频，让学生了解这些现象的恐怖之处。

分组讨论：让学生在小组内研究和分享一种恐怖自然现象，包括其原因、影响以及人们如何应对。

章节三：恐怖的生物目标：让学生了解和认识一些常见的恐怖生物。

教学内容：向学生介绍一些常见的恐怖生物，例如蜘蛛、蛇、鳄鱼等。

解释这些生物的特点和它们为何被认为是恐怖的。

活动：展示一些恐怖生物的图片或视频，让学生表达他们的感受和想法。

分组讨论：让学生在小组内研究和分享一种恐怖生物，包括其特点、为何被认为是恐怖的以及人们对它们的看法。

章节四：恐怖故事创作目标：培养学生的创造力和想象力，让他们通过创作恐怖故事来表达对恐怖的理解。

教学内容：向学生介绍恐怖故事的基本元素，例如恐怖场景、恐怖生物、紧张氛围等。

指导学生如何创作一个简单的恐怖故事。

活动：让学生分组，每组创作一个恐怖故事。

每组轮流朗读他们创作的恐怖故事，其他学生欣赏并给予反馈。

教学内容：与学生一起回顾本课学到的内容，包括恐怖的自然现象和生物。

讨论学生对恐怖的理解是否有所改变，以及他们对恐怖的感受是否有所增强或减弱。

活动：章节六：恐怖电影分析目标：让学生了解和分析恐怖电影中的元素和技巧。

教学内容：向学生介绍恐怖电影的基本元素，例如恐怖氛围、音效、视觉效果等。