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Unit Nine

The Amoco Cadiz

½ÌѧĿµÄ£¨teaching objective£©£º

Master the key words and structures, and learn what kind of disaster the text talk about. The students should not only know the disaster mentioned in this text, but also do some research on other tragic or destructive disasters in history.

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½ÌѧÖص㣨key points£©£º

½ÌѧÄѵ㣨teaching difficulties£©£º

1. Her Italian captain decided to keep the tanker ¡­
2. He tried unsuccessfully to back away from the land by putting his engines in reverse, ¡­
3. Pay attention to the pattern ¡°in place¡±, ¡°clean up¡±, ¡°wipe out¡±

½Ìѧ·½·¨£¨teaching methods£©£º

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½ÌѧÊֶΠ£¨teaching instruments£©£º

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½Ìѧ¹ý³Ì£¨teaching procedures£©£º

The first period:

1.      Lead in

Directions:

(1)     Talk about airplanes crash or a shipwreck.

(2)     Give out the opinions to prevent the accident in the future.

(3)     How about pollution control?

      Air pollution; water pollution; oil pollution; chemical pollution; soil pollution; climate pollution; resource pollution --- environmental pollution.

    Cause:

    Industrial development --- air pollution, chemical pollution, water pollution.

    Cutting trees ---- climate pollution; soil pollution.

    Mineral exploitation ---- resource pollution.

    Pollution control: ( discuss in class )

2.      Background information

Directions: The teacher introduces the background information of the text

1)      Amoco

An international petroleum and chemical company. It was set up in 1889 as the Standard Oil Company of Indiana, a subsidiary of the Standard Oil Trust funded and controlled by John D.Rockefeller.

Amoco Corporation = American Oil Company ÃÀ¹úʯÓ͹«Ë¾

* founded in 1889

* in Chicago

* Following World War 1, acquired oil-rich

* acquired interests in oil fields in Mexico and Venezuela

* in addition to oil, its products include natural gas, chemicals, and minerals.

 2) Topic-related words or phrases:

Oil Pollution: Oil in the oceans is one of the ugliest forms of marine pollution. Just thinking about oil pollution in the oceans conjures up images of massive tanker spill, oiled seabirds and shorelines covered with gooey black oil. Oil spills are actually just a small percent of the total world oil pollution problem. The definitions of the different forms of oil pollution are as follows. Offshore drilling pollution comes from operation discharges and drilling accidents during oceanic oil exploration. Large oil spills typically result from oil tanker accidents such as collisions and groundings. Natural oil pollution (seeps) comes from seepage off the ocean floor and eroding sedimentary rocks. Natural oil pollution into the marine environment has occurred for thousands if not millions of years.

3.  Study the New words and expressions

Directions:

1) listen to the tape recording or ask the students to read the new words,

2) correct the pronunciation, ask the students to read after the teacher.

3) explain some usage of words and phrases and the methods of learning new words such as word building.

The second and third periods:

1. Study the text in detail :

Directions:

1)      listen to the tape recording or ask students to read the text

2)      explain the text paragraph by paragraph.

3)      Language Points of the text

Para. 1

In 1978, the tanker Amoco Cadiz called at a port in the Persian Gulf, took on 220000 tons of oil and left for Europe. Her destination was Lyme Bay, on the south coast of England. To get there, the Amoco Cadiz had to sail round Africa and up the west coast of France. On the 16th of March, the ship was not far from the English Channel. Her Italian captain decided to keep the tanker near the coast to shorten the journey and save time.

call at: stop at one place on the way to another

e.g. This train calls at every station.

 take aboard

e.g. The driver refused to take any more passengers on.

destination: place to which someone or something is going or is being sent

      e.g. He strolled along the streets with no particular destination in mind.

leave for = go to

shorten v.

eg. shorten the period of schoolingËõ¶ÌѧÖÆ¡£

Para. 2

The weather was terrible, with storms and huge waves beating against the ship. The strong

with µÄ¸´ºÏ½á¹¹: with + sb./sth + doing

winds were from the northwest, howling across the Atlantic Ocean towards the dangerous rock off the French coast. At about 10 a.m., a sailor informed the captain that the ship¡¯s steeringgear was not working efficiently, so he could not control the ship.

   informed: give information or knowledge to; tell

   e.g.  A: I am sorry to inform you that your application has not been accepted.

        B: You should inform your bank of any change of address.

               C: I¡¯m very concerned about this, so please keep me informed.

   We were informed by mail of the change in plans. The nurse informed me that visiting hours were

over.ÎÒÃDZ»ÐŸæ¼Æ»®µÄ¸Ä±ä¡£»¤Ê¿¸æËßÎÒÃÇ̽ÊÓʱ¼äÒѾ­½áÊø

   The defendant informed against the other members of the ring.±»¸æ¼ì¾Ù·¸×ＯÍŵÄÆäËû³ÉÔ±

   These poems are informed with sincerity.ÕâЩʫƪ³äÂúÕæÖ¿µÄ¸ÐÇé¡£

steer: direct the course of ( a boat, ship, car, etc.)

e.g.  A: He steered his car skillfully through the narrow streets.

           B: He steered the boat carefully between the rocks.

Para. 3

A quick investigation revealed that a pipe in the hydraulic system which powered the steering was broken( ¶¨Óï´Ó¾ä ), and oil was pouring out from the system. Repairs soon proved impossible, and the hydraulic equipment lacked the necessary pressure.

investigation: careful and thorough inquiry

e.g. The cause of the accident is under investigation.

pour out: (cause people or things to) come or go out

e.g. The football fans were pouring out of the stadium.

lack: not have or not have enough

e.g. He failed in the job interview because he lacked confidence in himself.

pressure: force exerted on something

   e.g. These water containers will burst at high pressures.

Para. 4

The captain decided not to inform the French authorities of his problem. The ship drifted towards the French coast, and the captain radioed for a tug to help the Amoco Cadiz. Within an hour, the German-owned Pacific had arrived. It was the only powerful tug in the area at that time. A dispute between the captains prevented immediate action. The captain of the tanker would not at first accept the customary salvage contract offered by the captain or the tug. However, the Pacific eventually shot a towing line to the supertanker and tried to pull her, but without much success. The lines finally broke, and it took several hours to get a second line in place. Meanwhile, the Amoco Cadiz was being blown closer and closer to the rocks near the French shore.

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dispute: debate, argument; quarrel

e.g. The dispute was settled in an unexpected way.

µÖ¿¹£¬µÖ¿¹£ºdisputed the actions of his competitors.¶Ô¿¹ËûµÄ¾ºÕù¶ÔÊÖ

   »³ÒÉ£º¶Ô¡­µÄÕæʵ»òÓÐЧ½øÐÐÕùÂÛ£¬»³ÒÉ£ºHer friends disputed her intentions.ËýµÄÅóÓÑ»³ÒÉËýµÄÒâͼ

   The soldiers disputed every inch of ground when the enemy attacked.µÐÈ˽ø·¸, սʿÃÇ´çÍÁ±ØÕù¡£

   dispute with [against] sb. over [on, about] sth.ºÍijÈËÕùÂÛijÊÂ

contract: written agreement (between persons, groups, states, etc.)

e.g. Our shop has entered into a contract with a clothing firm to buy 100 coats a week.

Para. 5

At this point, the captain of the supertanker still had not warned the French authorities that a major disaster appeared very likely. Instead, he tried desperately to stop the ship from moving nearer to shore. He tried unsuccessfully to back away from the land by putting his engines in reverse, but that failed because he could not control the direction of the ship properly. When he tried to drop the ship¡¯s anchor(Å×ê), he found that it had not been prepared properly. There was a fault in the steam system, which powered the anchor. There was a small explosion and the anchor was lost. The Pacific was delayed when it tried to pull the tanker a second time, because the Amoco Cadiz had swung sideways in the heavy seas. By the time the tug was able to pull again, it was too late to prevent a major disaster.

Stop from doing sth. = prevent from doing = keep from doing

in reverse: from the end towards the beginning; backwards

   e.g. A: BE careful. The car is in reverse.

      B: He did well in school at the beginning of this term, but then he started moving in reverse.

delay: cause to be late; move to a later time

      e.g. A: The flight was delayed two hours due to bad weather conditions.

          B: I¡¯m afraid we¡¯ll have to delay our holiday until next month.

   v. The bus was delayed by a cloudburst. ÓÉÓÚ´ó±©Ó꣬¹«¹²Æû³µÀ´³ÙÁË¡£

   n. delay-channelÑÓ³ÙÐŵÀdelay-timeÑÓ³Ù[Öͺó]ʱ¼ä

a second time = once again

too + adj./adv. + to do sth. = so¡­that = not¡­enough

Para. 6

Soon after 9 p.m., the tanker was forced onto the rocks of Britanny on the French coast. Oil poured from the ship, and the captain radioed the French authorities, who sent helicopters to carry the crew to safety. Then one by one, the ship¡¯s tanks burst open, covering over 100 miles of the shore with thick, sticky oil. Thousands of fish, seabirds and other marine creatures£¨º£ÑóÉúÎdied. The people of Brittany suffered badly because they depended heavily on fishing and tourism. When tourists heard of the oil-covered beaches, they cancelled their bookings. Although great efforts were made to clean  up the oil, both industries were virtually wiped out for at least a year by the world¡¯s worst oil pollution disaster up to that time.

   carry sb./sth to safety:

   eg. The life boats carried the victims of a natural calamity( ÔÖÃñ ) to safety.

   cancel:

eg. I cancelled many unnecessary words in my manuscript.ÎÒ°ÑÎÒÔ­¸å Ðí¶à²»ÐèÒªµÄ×Öɾ

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   wipe out: a whole army¼ßÃðÈ«¾ü

The fourth period:

Directions: Review the text by reading and ask some questions according to the text so that the teacher can know whether the students understand the text completely.

1.       Comprehensive Questions

* What kind of ship do you think the Amoco Cadiz was?

* Where did the Amoco Cadiz stop at and where did she intend to go in March of 1978?

* By what route could she get to her destination?

* What was the weather like that day?

* What happened to the ship at 10 a.m. that day?

* What was the problem according to the investigation?

* What did they do with the problem and what was the result?

* What do you think they should do to solve the problem?

* What did the captain of the tanker do in face of likely disaster?

* Why couldn¡¯t the captain back away from the sea shore?

* What was wrong with the anchor?

* What prevented the Pacific from pulling the tanker again in time?

2. Summary of the Text

Directions: The teacher concludes the text

n 1978, the Amoco Cadiz, a supertanker, went on a journey from the Persian Gulf to Lyme Bay in England With 220000 tons of oil. When the ship came near the English Channel on March 16, it began to sail along near to the coast so as to shorten the journey and save time.

At the time, the sea was very rough, and worse still, the steering gear of the tanker had broken down and couldn¡¯t be repaired. Without realizing the danger of the ship¡¯s drifting to the French coast, the captain didn¡¯t contact the French authorities but radioed instead to a tug for help. Soon the tug arrived, but the rescue was delayed for hours because the captain of the Amoco Cadiz at first refused the customary salvage contract proposed by the tug¡¯s captain. And then where the salvage work began the lines from the tug unexpectedly broke when it was trying to pull the supertanker.

The ship was now being blown closer and closer to the rocks near the French shore, and the captain still didn¡¯t warn the French authorities against a possible disaster. He desperately tried everything possible to stop the tanker from being blown onto the rocks, but without success. The second attempt by the tug to pull proved to be too late. Eventually the supertanker hit the rocks of Britanny on the French coast and thick and sticky oil from tanks spilled all over the ocean. It proved to be both ecologically and economically disastrous in that area.

Homework

Directions: Assign the students to do all the exercises.

The fifth and sixth period:

Exercises:

Directions: Ask the students to do the exercises in class. The teacher will correct the mistakes and explain the important and difficult points.

1.      Focus on:

2.      work out:

A: Read the text and then complete statements.

B: Fill in the blanks with words and phrases from the Vocabulary Snapshot.

C: Complete the sentences with the proper forms of the words given in blanks.

D: Rearrange the words into sentences

E: Translate the Chinese into English.

F: Make sentences according to the models of sentence structure.

The seventh period:

Grammar: subjunctive usage in the condition adverbial clause.

1) If he had taken my advice, he would be a good doctor now.

2) Were I to do the job, I would do it in a different way.

3) Without your help, we couldn¡¯t have succeeded.

4) I would have bought the lovely present for your birthday, but I had not enough money that day.

5) If only he had known that the disease was curable.

The eighth and ninth period:

Reading skills:

Directions: The teacher introduce the reading skills and ask the students to read the passages, trying to use the skills to find out the concerning information.

Avoid Moving your head

Avoid moving your lips

Avoid keeping your place on the line

Try to eliminate regressions

Reading in meaning clusters

Practical more

Practical reading: Advertisement

The tenth periods:

1. Practical writing: Letters of Inquiring

Directions: 1) The teacher introduce this kind of letter;2)Make some comments on the students¡¯ work.

2. Study guide: Using the library

Directions: Ask the students to read and the teacher explains briefly

The eleventh and twelfth period: Listening and Speaking

1.      Get the Right Sound

2. Expressions learnt before:

Would you like to ¡­?

I was wondering if you would be interested in ¡­?

How would you like to ¡­?

I¡¯d like to invite you to ¡­

May I invite you ¡­?

How / What about ¡­?

Would you be interested in ¡­?

What do you say we ¡­?

Thank you. I¡¯ll be happy to come.               I¡¯m sorry; I¡¯m afraid I can¡¯t.

That¡¯s very kind of you.                                      I¡¯m sorry to say I can¡¯t.

I¡¯d love to go with you.                                       I¡¯d love to, but I can¡¯t.

That sounds wonderful.                                       Thank you for your invitation, but I don¡¯t think

Thank you for your invitation.                     I can make it.

I¡¯ll be glad to come.                                            Unfortunately, I¡¯m already busy that evening.

I accept your invitation.                  I¡¯m sorry, but I have a prior engagement for that

I¡¯m looking forward to it.                         evening.

Listen In      Section A

Notes:

1. Bible: the holy book of the Christians, consisting of the Ole Testament and the New Testament

2. open house: a place or situation where all visitors are welcome

Dialogue 1.

We were wondering if ¡­                             That sounds wonderful.

We¡¯d love to come.                                             ¡­ something special you want to bring ¡­

Dialogue 2.

What do you say ¡­                                            I¡¯m sorry ¡­ but ¡­

How would you like to come ¡­                          That sounds pretty good.

Dialogue 3.

I¡¯d like to invite you to come.                      ¡­ but I¡¯m afraid I can¡¯t

Thank you for the invitation ¡­

Dialogue 4.

Can you come?                                                    ¡­ of course

I love parties                                                       ¡­ I don¡¯t know the address

What time?

Speak Out

Notes:

1.      nightclub: a place of entertainment open late at night where people can eat, drink, dance and often see a show.

Listen More      

Section A

1.      a place to which someone or something is going (B)

2.      according to custom; usual (D)

3.      a mistake or an imperfection (C)

4.      examine the reasons for something (D)

5.      stop at a place (A)

Section B

1. Professor Brown seldom uses a blackboard during his lectures.

  A. Students are rarely bored in Professor Brown¡¯s class.

  B. Professor Brown doesn¡¯t usually write on the blackboard.

2. On the bottom of Page 8 are the questions you need to answer for homework.

  A. you must answer eight questions for homework.

  B. Your home work is on the bottom of Page 8.

3. Time is enough for us to stop for lunch.

  A. We will have time to have lunch.

  B. We won¡¯t have lunch until we finish.

4. John had the bus driver stop at the corner.

  A. The driver asked John to get off the bus.

  B. John asked the driver to let him off at the corner.

Section C

Dialogue 1

1.        C. At the front gate of their school.

2.        A. The next morning