人教版高一英语教案第四单元

Unit 4 Unforgettable experiences

Ｉ．单元教学目标

技能目标Goals

1. Talk about past experiences.

2. Describe people, things, events and people’s feelings.

3. Review the Attributive Clause and learn to use the relative pronouns who,

whom, whose, which and that.

4. Organize ideas in a text using First, Next, Then, Finally.

5. Write about an unforgettable experience.

ＩＩ．目标语言

功能句式1. 描述人物的感情(Describing emotions)

Help! Don’t worry. Well done!

I’m afraid ... Don’t be afraid. You can do it.

I’ll be OK/all ri g ht.

Come on! It scares me. It’s all right!

That’s better./Keep trying.

2. 按次序描述事件发生的过程

(Describing sequences)

First, we went to Leshan.

Next, we climbed Mount Emei.

Then we played with some monkeys.

Finally, towards evening we were on the way back to Chengdu.

词汇1. 四会词汇

unforgettable, king, host, scare, disaster, finally, rescue, advance,

upon, size, swallow, drag, struggle, fight, flow, fright, shake, strike,

destroy, tower, national, deadline, fear, opportunity, article, Buddha,

agent, temple, touch, naughty, peanut, note, take place, on fire,

pull sb. up, get on one’s feet, go through, on holiday, travel agency 2. 认读词汇

seismograph, Howard Carter, King Tut, Hank Stram, Flora,

roar, stair, boom, crack, Kevin couch, workaholic.

3. 词组(略)

4. 重点词汇(略)

结构定语从句(the Attributive Clause)

1. 能够用英语描述人物的特征、行为等-由who/whom/that/whose 引导:She looked at Jeff, who was waving his arms.The girl whose leg was broken in the earthquake was taken to hospital.

2. 能够用英语描述事物、事件的性质、内容等-由which/that引导:And there she saw a wall of water which/that was quickly advancing towards her.

重点句子1. Before she could move, she heard a loud noise , which grew to a

terrible roar.

2. There she stopped, listening to the strange sounds, while the whole

house moved.

3. It didn’t take long before the wooden building was swallowed by the

fire.

4. Tree after tree went down, cut down by the water, which must have

been three metres deep.

5. The 1998 flood has been one of the greatest disasters that hit China

these years.

6. However, before she could think twice, the water was upon her.

7. The number of people who lost their homes reached as many as

250,000.

8. China is trying to seize (take ) every opportunity to help most people

live a richer and better life.

9. He told me that I could go on a two-day trip to Leshan and Emei,

which wasn’t too expensive.

10. The world is advancing. Advance with it.

III. 学能目标

学能目标本单元以“难忘的经历”(Unforgettable experience)为话题,旨在通过单元教学，让学生运用书中的Useful expressions编对话，描述人物,事件和人物的感情，了解人们在自然灾害中的经历，感受, 提高学生在危机关头的应变能力；培养学生对定语从句的理解掌握和运用能力，词汇部分训练学生在语境中理解词汇的能力，帮助学生加强动词变化形式的意识，

通过提供四个表示顺序的副词，培养学生思维条理性以及语言表达的逻

辑性。

Ⅳ. 教材分析与教材重组

1. 教材分析

本单元的话题是“难忘的经历”,其中包括“难忘的事件”, “地震”，“营救”等。

1.1 “热身”(Warming up)部分通过四幅图片引出“难忘的人物”这一话题, 同时让学生在语言实践中,复习定语从句, 学习描述任务和事件。

1.2 听力部分(Listening)是一段有关地震灾难的独白,设计了两个相应练习,wh-问题和填空题,旨在培养学生学会获取听力材料中的具体用词和细节要点,同时让学生了解人们在自然灾害中的经历和感受。

1.3 口语部分(Speaking)主要描述事件和人物的感情。教材设计了四幅图画。

每一幅图都配有文字说明，要求学生两人一组根据情景，发挥想象力，开展对话。教材提供了有关女孩打网球的对话示例,以启发学生运用书中的Useful expressions编对话,描述人物,事件和人物的感情。

1.4 读前部分(Pre-reading)提供三个问题,从学生对自然灾害的认识或经历引

出话题。其中第三个是开放性问题,其目的是提高学生在危急关头的应变能力,同时培养学生思维条理性以及语言表达的逻辑性。

1.5 阅读(Reading)材料是一篇记叙文。故事讲述的是Jeff和Flora遇到一场突如其来的洪水, 在危急关头,他们感到恐惧, 但表现得更加冷静，顽强。他们积

极自救,逃过了一次又一次扑面而来的浪头,最后看到了获救的希望。整篇文章语

言生动活泼,扣人心弦,能够让学生感受洪水的凶猛,情形的险恶以及主人翁的感

情变化,也可以引起学生对在灾难临头之际如何自救的思考。

1.6 读后(Post-reading)部分针对阅读材料的特点设计了四种练习。英语记叙

文中往往使用许多词或替代词,明确这些词所指代的对象是理解这类文章的关键

之一。练习一就是训练学生在语境中把握这类词的能力。练习二旨在培养学生

理解文章深层意思的能力。第三个问题培养学生思考问题,解决困难的能力。最

后一个活动是复述课文,教材中提供了四个表示次序的副词, 目的是帮助学生提

高表述的条理性。

1.7 语言学习(Language study)部分包含两方面的训练。词汇部分继续训练学

生在语境中理解词汇的能力,帮助学生加强动词变化形式的意识。语法部分旨在

训练学生对定语从句的理解、掌握和运用。在练习前列出了定语从句的功能和

基本结构,便于学生自主学习和探究,归纳语言的结构和作用。其后所设计的两种

练习体现了操练模式。练习一帮助学生巩固语言的结构, 练习二先让学生体验定

语从句的功能,在此基础上训练学生用定语从句描述自己。

1.8 综合技能(Integrating skills) 主要包括阅读和写作两部分。阅读材料是一

篇游记, 叙述了一次难忘的经历, 文中作者用了许多定语从句和并列连词, 起到了语精意明的作用。这样设计为学生下一步协作训练提供了范文。写作部分的

设计体现了具体的指导过程。

2. 教材重组

2.1 从话题内容上分析，Warming up与Speaking以及Workbook 中的Talking 整合在一起，设计成一堂口语课。

2.2 把Listening和Workbook 中的Listening整合在一起，上一节“听力课”。

2.3 将Pre-reading ,Reading，Post-reading整合在一起，上一节“阅读课（一）”。

2.4 将Language study 与Workbook 中Practicing整合,上成一节“语法课”。

2.5 可将Integrating skills中的Part I Reading与Workbook 中的Reading整合在一起，上一节“阅读课（二）（泛读课）”。

2.6可将Integrating skills中的Part 2 writing与Workbook 中的writing 整合在一起，上一节“写作课”。

3．课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）1st period ：口语课

2nd period：听力课

3rd period：阅读课

4th period：语法课

5th period：泛读课

6th period：写作课

IV. 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target language 目标语言

a. Words &&expressions:

unforgettable, king, host, scare disaster

b. Daily expressions in communication(P24)

Describing emotions

Help! Don’t worry. Well done! I’m afraid ...

Don’t be afraid. You can do it.

I’ll be OK/all right. Come on. It scares me!

It’s all right. That’s better./Keep trying

Describing sequences

First, I thought...

Next, I saw...

Then I realized...

Finally, I decided...

While working in the fields, we found...

When we arrived, everybody...

In the end, the scientists and the village leader...

2. Ability goals 能力目标

1) Revise the Attributive Clause.

2) Improve the Ss’ ability to describe emotions.

3) Learn how to describe sequences (ie. Learn how to organize ideas in a text using

First, Next, Then, Finally).

3. Learning ability goals 学能目标

By asking the Ss to make up dialogues according to the sample dialogue on P23, train their ability to use the creative power of mind—imagination.

Teaching important points 教学重点

1. Revise the Attributive Clause.

2. Learn how to describe emotions.

3. Learn to organize ideas in a text using First, Next, Then, Finally.

Teaching methods 教学方法

Talking, discussing, eliciting, induction, task-based , students -centered

Learning approach 学习方法

Cooperation, exploration study

Teaching aids 教具准备

a tape recorder, a projector, a computer

Teaching procedures && ways 教学过程与方式

Step I Revision

(Ask the Ss to make sentences about people, things, and events, using who, that, which or where.)

T: We have already learnt about the Attributive Clause in Junior English for China.

Now , let’s first make some sentences about some people, things and events, to

refresh what we’ve l earned. Don’t f orget to use who, whom, that, which or

where.

(Give the Ss the following names and key words and give them five minutes to finish the sentences and then invite some volunteers to present their answers.)

1. A raft is a small boat____________________________.

2. Whitewater rafting is done on rivers and streams____________________.

3. A time machine is a machine______________________.

4. Noah Webster was an American writer______________________________.

5. Chuck Noland is a businessman____________________.

T: Have you finished the sentences? Any volunteers? Ok, come to the blackboard

and write down your answers.

(After the volunteers finish writing the sentences, check them with the class.)

Suggested answers:

1. A raft is a small boat that you can use to paddle down rivers and streams.

2.Whitewater rafting is done on rivers and streams where the water moves

quickly.

3. A time machine is a machine that/which lets you travel in time.

4. Noah Webster was an American writer who published the first American

dictionary in 1828.

5. Chuck Noland is a businessman who is always so busy that he has little time for

his friends.

Step ⅡWarming-up

(After a short assessing for the Ss job, Let Ss open their books and look at the

pictures on page22)

T: You have done a good job. Now, open your books and turn to page 22. Do you

know who or what they are? What made them unforgettable ? What can you see

in Picture 1?

Ss: We can see Zhang Heng.

T: Yes. He was a famous scientist who made the earliest seismograph in 132. Please repeat my sentence.

Ss: Zhang Heng was a famous scientist who made the earliest seismograph in 132.

T: Good. Next, have a discussion on these pictures to see if you can get the answers to them. Then we will check the answers together, don’t forget to use the

Attributive Clause.

(Allow the Ss some time to do the task. Collect their answers)

Suggested answers for Task 1

Picture 1 Zhang Heng was a famous scientist who made the earliest seismograph

in 132.

Picture 2 Howard Carter who was born in1874, is the man that found King Tut’s tomb in 1922.

Picture 3 “Titanic” is the ship that /which sank after hitting an iceberg.

Picture 4 Beijing is the city which has got the chance to host the 2008 Olympic

Games.

Step III Talking (Workbook page 103)

(Ask the Ss to turn to page 103 and begin the next task with the following

question. )

T: Who was Howard Carter?

Ss: Howard Carter, who was bor n in1874, is the man that found King Tut’s tomb in 1922.

T: You know beside the body of the king, they found many valuable things.

Imagine you find an important tomb in China. Now open your books at page

103 and read the instructions. Do you understand what you will do ?

Ss: We are going to do some role-plays.

T: Ok, now you prepare it with your partner. Make up your dialogue according to the hints on the screen. After you are ready, please come to the front and act it

out.

(Show the following on the screen and give them a couple of minutes to do it.)

Task 2

Student A plays the man who discovered

the king’s tomb while working. He can be

a farmer, a miner, a construction worker,

an architect, a policeman, etc.

Student B plays a scientist from Beijing.

Your questions:

1. How old is the tomb?

2. Who is buried in it and who was he?

3. Who built the tomb?

4. Is it an important discovery?

5. Has the scientist ever seen anything

like this before?

6. Was it wrong to go in and have a look

around? Your questions:

1. Who is the person that discovered the

tomb?

2. How was the tomb discovered ?

3. Did the person who found it go in?

4.What were the first things that the

person who found the tomb saw?

5. Has anything been touched or taken

away?

(Pair work Ss discuss the answers with their partner. After they are done, call out

some students to act it out.)

Sample dialogue:

B: Are you the man (woman) who discovered this place?

A: Yes, I am. While working in the fields, we found this tomb.

B: Can you tell me how you discovered the tomb?

A: Well, we were digging in the field when I struck something made of stone. First I

thought it was a rock. But then I saw that it wasn’t just a rock, but a part of wall. B: Why were you digging in that field?

A: We are building a new hotel there, and I am a construction worker. How old do you think this tomb could be?

B: At this moment it’s difficult to say. One thousand years perhaps? Please tell me, what happened next?

A: Really? So old? We dug around it carefully, until we found a wall and a door made of wood. We pushed carefully and opened the door.

B: Did anyone go in?

A: Eh, as a matter of fact, yes. We did go in, but we didn’t touch anything and we didn’t take anything away. Of course, it was very dark, we couldn’t see very mu Was it wrong to go in and look around?

B: Well. Of course it would have been best if you had not gone into the tomb. You

could have damaged something even if you don’t see it. Anyway, what did you do

next?

A: Then I realized we had made a discovery that is perhaps important, so we called

the police. When they came, they closed everything off and told us to go home. In

the end, some scientists and the village leader came, and they told us we had done a

good job.

B: Yes, you sure have.

A: Can you tell us a little bit more about it? Is this an important discovery?

B: Sure it is. We don’t very often find such tombs.

A: Have you ever seen anything like this before?

I myself have never seen a

B: Yes, there are many tombs in Xi’an and Beijing; but

discovery like this in another place.

A: Do you have any idea who has built the tomb?

B: No, I can’t say at this moment. Do you have any other questions?

A: Hmm, what will happen next?

B: We’ll dig more and make photos. Then we’ll look into this discovery. Next, many items will be studied in Beijing. Finally, many things and materials will come back

and there will perhaps be a small museum in this town.

(Time permitting, more pairs will be invited to present their work. At the end of this

procedure, the teacher will say something to encourage the Ss and then begin the next

task.)

change the dialogue into a short story,

T: Well, you’ve done a good job. Now, let’s

using “First, next, then and finally.”

(Allow the Ss a few minutes to do the task. In order to save the time, T may show the

following on the screen ,asking the Ss to fill in the blanks, which will be much easier

for them. )

Task 3

I was digging in the fields when I stuck something. ___ I thought it was a rock,

. ____ we dug around it very

____ I saw that it wasn’t just a rock, but a part of a wall

carefully, until we found a wall and a door made of wood. We were all excited. We

went in. _____ I realized we had made an important discovery. ____ we decided to

leave them as they were and called the police. ____, some scientists and the village

leader came, and they told us we had done a good job.

(After a short time, T checks the answers with the whole class.)

I was digging in the fields when I stuck something. First I thought it was a rock,

but then I saw that it wasn’t jus

t a rock, but a part of a wall. Next we dug around it

very carefully, until we found a wall and a door made of wood. We were all excited.

We went in. Then I realized we had made an important discovery. Finally we decided

to leave them as they were and called the police. In the end, some scientists and the village leader came, and they told us we had done a good job.

Step IV Speaking

(Deal with the speaking part on page 23. First read some sentences for the Ss to listen

and match with the pictures. The sentences are as follows.)

T: Listen carefully, now I will read some sentences which have something to do with

the pictures on Page 23. Please match the sentences with the pictures.

Task 4

1. The girl whose leg was broken in the earthquake was taken to hospital.

2. Anna who is playing tennis used to take swimming lessons with my sister.

3. The old man whose house is on fire is shouting for help.

4. The little boy whose eyes are blue is holding a dog.

Suggested answers:

1-pic1 2-pic4 3-pic3 4-pic2

(Ask the Ss to read the sample dialogue on page 23 to help them create a dialogue.)

T: Well done! Now look at example 1, and read it together.

(Ss read it together. Then ask them the following question.)

T: What phrases are used to describe the emotions?

Ss: Don’t worry, well done…

T: Right, to describe emotions, we can also use the following:

(show the following on the screen)

Help! Don’t worry. I’m afraid.

I’m afraid to... Don’t be afraid.

You can do it. I’ll be OK/all right. Come on!

It scares me! It’s all right. Well done!

That’s better. / Keep trying.

T: Now, let’s talk about the pictures on page23. I will split you into three groups. Each group will talk about one picture. Try to make a similar dialogue as the model. Be

sure to use the expressions on the screen. You can refer to the situation suggested on page 24. Do you understand? That’s good.

Group 1: picture 1

Group 2: Picture 2

Group 3: picture 3

(Allow them enough time to get ready and then comes the time for them to report.)

T: Time is up. Now report your answers.

(Ss report their answers.)

Sample dialogues:

Picture 1

A: Doctor, let me get out of the bed. I will not go.

B: Why is that?

A: Help! My family, where is my family?

B: Don’t worry. Everything will be all right.

A: My parents. Where are they? Have they been saved?

B: Please be calm. It’ll be OK.

A: What’s the name of the hospital that you are taking me to?

B: Number 44. Don’t worry. It’s all right.

Picture 2

A: Is this the dog that you want us to take care of?

B: Yes. Xinxing is my favorite dog. Will you take good care of him?

A: Of course. Don’t worry.

B: Is there anything that we should remember?

A: Don’ t give him any milk. He really likes a walk in the park twi ce a day.

B: We’ll take good care. Don’t worry. Everything will be all right.

Picture 3

A: Help! Help! Help!

B: Please step aside (Please keep away from the fire.) Everything will be OK.

inside.

A: You don’t understand. (No, I cannot.) There’s still a little girl

B: What? (Jesus!) Where is she?

A: In her bedroom. Oh, I’m so worried.

B: Which room is that?

A: It’s the room on the second floor.

B: Don’t worry. We’ll find her. Don’t be afraid.

Step V Homework

1. Practice the phrases on page 24.

2. Write at least four sentences which consist of the Attributive Clause.

3. Suppose you are the man who discovered the tomb. Keep a diary using the phrases

on page104.

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