Unit 7Unit 7

Teaching ObjectivesTeaching Objectives

Students will be able toStudents will be able to understand the main idea and understand the main idea and

structurestructure appreciate the advantages of appreciate the advantages of

specific words over general wordsspecific words over general words grasp the key language points grasp the key language points

and grammatical structuresand grammatical structures conduct related activitiesconduct related activities

Lead-in ActivitiesLead-in Activities

Group DiscussionGroup Discussion

– Have you ever encountered any Have you ever encountered any

emergency in your life?emergency in your life?

– Would you risk your life for Would you risk your life for

somebody else?somebody else?

Lead-in ActivitiesLead-in Activities

Group-Class SharingGroup-Class Sharing– Ss share the pre-collected stories, Ss share the pre-collected stories,

pictures of courageous deeds.pictures of courageous deeds.

– Ss discuss what qualities enable one Ss discuss what qualities enable one

to handle emergencies successfullyto handle emergencies successfully

– Mix groups to further share what Mix groups to further share what

they have got.they have got.

– Share in class.Share in class.

““Kids on the Track!”Kids on the Track!”

Jack MurphyJack Murphy

ContentsContents

Cultural NotesCultural Notes Text OrganizationText Organization Language PointsLanguage Points Text AnalysisText Analysis

1. Cultural Notes1. Cultural Notes

Emergency servicesEmergency services ：：

Public organizations to take quick action Public organizations to take quick action

to deal with emergencies when they occto deal with emergencies when they occ

ur, especially the fire brigade, the police,ur, especially the fire brigade, the police,

and the ambulance service. and the ambulance service.

Fire BrigadeFire Brigade

PolicePolice

Ambulance ServiceAmbulance Service

2. Text Organization2. Text Organization

PartPartss

Para. Para. Main IdeaMain Idea

II 1-131-13 While Kate was putting the While Kate was putting the groceries away and her two sons groceries away and her two sons were heading for the railroad, a were heading for the railroad, a train was approaching.train was approaching.

IIII 14-14-3333

Anthony prevented a horrible Anthony prevented a horrible railroad accident and saved the railroad accident and saved the lives of the Pritchard children at the lives of the Pritchard children at the risk of his own.risk of his own.

IIIIII 34-34-3535

Anthony and the Pritchards became grAnthony and the Pritchards became great friends.eat friends.

3. Language Points3. Language Points

struggle withstruggle with– have difficulty handling or coping withhave difficulty handling or coping with– eg. eg.

She struggled with the math problem but eShe struggled with the math problem but eventually worked it out.ventually worked it out.

We found the Smiths struggling with their cWe found the Smiths struggling with their care stuck in the mud.are stuck in the mud.

3. Language Points3. Language Points

a thumbs-up a thumbs-up

gesturegesture

– A sign you make to A sign you make to

show that you agree show that you agree

with someone, that with someone, that

you are happy with you are happy with

an idea or situation, an idea or situation,

or that everything is or that everything is

all right.all right.

3. Language Points3. Language Points

out of the wayout of the way– at a distance from the usual route; in a sat a distance from the usual route; in a s

tate or condition so as not to hinder (ustate or condition so as not to hinder (used after a verb)ed after a verb)

– eg. eg. Step out of the way and let me handle the sStep out of the way and let me handle the s

tone.tone. The house is well out of the way on the bacThe house is well out of the way on the bac

k road.k road.

3. Language3. Language PointsPoints

resumeresume– begin again after a pausebegin again after a pause– eg. eg.

We’ll stop and resume (working) at two We’ll stop and resume (working) at two o’clocko’clock

– a summary of one‘s education, profesa summary of one‘s education, professional history, and job qualifications, as sional history, and job qualifications, as for a prospective employer.<for a prospective employer.< 美美 > > 履历履历 curriculum vitaecurriculum vitae

3.3. LanguageLanguage PointsPoints

mess around/aboutmess around/about– (infml)(infml) spend time playing or doing thin spend time playing or doing thin

gs with no particular purposegs with no particular purpose

– eg. eg. The kids spent all day Sunday just messing The kids spent all day Sunday just messing

around.around.

3. Language Points3. Language Points

... you’d better cool down... you’d better cool down– ... you’d better stop spending so much ... you’d better stop spending so much

time messing around.time messing around.– cool downcool down

(cause to) become calmer(cause to) become calmer eg. eg.

– She is so angry now. Just leave her to cool down She is so angry now. Just leave her to cool down and then talk to her.and then talk to her.

3. Language Points3. Language Points

spotspot– see or recognizesee or recognize– eg.eg.

Thank you for pointing out the error; I hadThank you for pointing out the error; I hadn’t spotted it.n’t spotted it.

He left the house seconds before smoke waHe left the house seconds before smoke was spotted coming up the stairs.s spotted coming up the stairs.

3. Language Points3. Language Points

Scott looked up and frozeScott looked up and froze

– Scott looked up and became Scott looked up and became

completely still with fearcompletely still with fear

3. Language Points3. Language Points

They were gone!They were gone!

– They had disappeared!They had disappeared!

3. Language Points3. Language Points

clear ofclear of– free from, not in contact withfree from, not in contact with– eg.eg.

The plane climbed until it was clear of the clThe plane climbed until it was clear of the clouds.ouds.

The man kept clear of his friend after the arThe man kept clear of his friend after the argument.gument.

3. Language3. Language PointsPoints

punchpunch– hit hardhit hard

– eg.eg. Jack and John quarreled with each other. JJack and John quarreled with each other. J

ack punched John on the nose.ack punched John on the nose. He punched me hard in the stomach.He punched me hard in the stomach.

3. Language Points3. Language Points

up and downup and down

– higher and lowerhigher and lower

– eg.eg. My little daughter was jumping up and dowMy little daughter was jumping up and dow

n on the sofa when I returned home from wn on the sofa when I returned home from w

ork.ork.

3. Language Points3. Language Points

viavia– by means of; by way ofby means of; by way of– eg.eg.

It’s easy and quick to communicate with frIt’s easy and quick to communicate with friends via email.iends via email.

Mr. Blake will return home via Britain and FrMr. Blake will return home via Britain and France.ance.

4. Text Analysis4. Text Analysis

PredictionsPredictions– Read the title and the first Read the title and the first

paragraph, then answer the paragraph, then answer the

following questionsfollowing questions Who might have uttered the Who might have uttered the

exclamation “Kids on the Track”? exclamation “Kids on the Track”?

Why does the author describe how Kate Why does the author describe how Kate

carried the groceries from her car to the carried the groceries from her car to the

house?house?

4. Text Analysis4. Text Analysis

PredictionsPredictions– Read the title and the first paragraph, thRead the title and the first paragraph, th

en answer the following questionsen answer the following questions Why does the author mention a train horn, Why does the author mention a train horn,

Conrail, and the lack of a fence between the Conrail, and the lack of a fence between the Prichards’ yard and the railway?Prichards’ yard and the railway?

Why does the author include in the story thWhy does the author include in the story the ages of Todd and Scott?e ages of Todd and Scott?

4. Text Analysis4. Text Analysis

Comment the importance of Comment the importance of

including the above-mentioned hints.including the above-mentioned hints.

Read the last sentence of the story, Read the last sentence of the story,

and discuss the importance of and discuss the importance of

coherence.coherence.

4.4. TextText AnalysisAnalysis

Re-read the first sentence of the Re-read the first sentence of the text, Paragraphs 9-13, Paragraph text, Paragraphs 9-13, Paragraph 28, and answer the following 28, and answer the following questions:questions:– Does the description of the weather Does the description of the weather

have anything to do with the story?have anything to do with the story?

– Why is the small talk between Rich and Why is the small talk between Rich and Anthony relevant to the story?Anthony relevant to the story?

– How do Scott and Kate’s reactions to How do Scott and Kate’s reactions to the accident compare with Anthony’s?the accident compare with Anthony’s?

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