Unit 7
Teaching Objectives
Students will be able to
 understand the main idea and
structure
 appreciate the advantages of specific
words over general words
 grasp the key language points and
grammatical structures
 conduct related activities
Lead-in Activities

Group Discussion
– Have you ever encountered any
emergency in your life?
– Would you risk your life for somebody
else?
Lead-in Activities

Group-Class Sharing
– Ss share the pre-collected stories,
pictures of courageous deeds.
– Ss discuss what qualities enable one to
handle emergencies successfully
– Mix groups to further share what they
have got.
– Share in class.
“Kids on the Track!”
Jack Murphy
Contents




Cultural Notes
Text Organization
Language Points
Text Analysis
1. Cultural Notes

Emergency services：
Public organizations to take quick action to
deal with emergencies when they occur,
especially the fire brigade, the police, and
the ambulance service.
Fire Brigade
Police
Ambulance Service
2. Text Organization
Parts Para. Main Idea
I
II
III
1-13
While Kate was putting the groceries
away and her two sons were heading for
the railroad, a train was approaching.
14-33 Anthony prevented a horrible railroad
accident and saved the lives of the
Pritchard children at the risk of his own.
34-35 Anthony and the Pritchards became
great friends.
3. Language Points

struggle with
– have difficulty handling or coping with
– eg.

She struggled with the math problem but
eventually worked it out.

We found the Smiths struggling with their
care stuck in the mud.
3. Language Points

a thumbs-up gesture
– A sign you make to
show that you agree
with someone, that
you are happy with an
idea or situation, or
that everything is all
right.
3. Language Points

out of the way
– at a distance from the usual route; in a
state or condition so as not to hinder
(used after a verb)
– eg.


Step out of the way and let me handle the
stone.
The house is well out of the way on the back
road.
3. Language Points

resume
– begin again after a pause
– eg.

We’ll stop and resume (working) at two
o’clock
– a summary of one‘s education,
professional history, and job qualifications,
as for a prospective employer.<美> 履历

curriculum vitae
3. Language Points

mess around/about
– (infml) spend time playing or doing things
with no particular purpose
– eg.

The kids spent all day Sunday just messing
around.
3. Language Points

... you’d better cool down
– ... you’d better stop spending so much
time messing around.
– cool down

(cause to) become calmer

eg.
– She is so angry now. Just leave her to cool down
and then talk to her.
3. Language Points

spot
– see or recognize
– eg.


Thank you for pointing out the error; I hadn’t
spotted it.
He left the house seconds before smoke was
spotted coming up the stairs.
3. Language Points

Scott looked up and froze
– Scott looked up and became completely
still with fear
3. Language Points

They were gone!
– They had disappeared!
3. Language Points

clear of
– free from, not in contact with
– eg.

The plane climbed until it was clear of the
clouds.

The man kept clear of his friend after the
argument.
3. Language Points

punch
– hit hard
– eg.

Jack and John quarreled with each other. Jack
punched John on the nose.

He punched me hard in the stomach.
3. Language Points

up and down
– higher and lower
– eg.

My little daughter was jumping up and down
on the sofa when I returned home from work.
3. Language Points

via
– by means of; by way of
– eg.


It’s easy and quick to communicate with
friends via email.
Mr. Blake will return home via Britain and
France.
4. Text Analysis

Predictions
– Read the title and the first paragraph,
then answer the following questions


Who might have uttered the exclamation
“Kids on the Track”?
Why does the author describe how Kate
carried the groceries from her car to the
house?
4. Text Analysis

Predictions
– Read the title and the first paragraph,
then answer the following questions


Why does the author mention a train horn,
Conrail, and the lack of a fence between the
Prichards’ yard and the railway?
Why does the author include in the story the
ages of Todd and Scott?
4. Text Analysis

Comment the importance of including
the above-mentioned hints.

Read the last sentence of the story,
and discuss the importance of
coherence.
4. Text Analysis

Re-read the first sentence of the text,
Paragraphs 9-13, Paragraph 28, and
answer the following questions:
– Does the description of the weather have
anything to do with the story?
– Why is the small talk between Rich and
Anthony relevant to the story?
– How do Scott and Kate’s reactions to the
accident compare with Anthony’s?
END