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2019-2020年高一英語Unit4 Unforgettable experience 新課標 人教版 Teaching objectives and demands: 1.The activity is designed to encourage students to think about some unforgettable experience and to activate relevant vocabulary. 2.Ask the students to describe a famous person and give examples of situations the person or the accident happened. Use the activity as a brainstorming session done either in groups or with the whole class. 3.Language use: Manipulate listening, speaking practice Key points: 1. Everyday English for munication. 2. Words and useful expressions Teaching procedures: Step 1 Warm up 1.Game: Ask students to guess what or whom the teacher is talking about. 1)He invented the first telephone in the world. ---------- Alexander Bell 2)He is also a great inventor in America. He invented the phonograph and the electric lamp----- Thomas Edison 3) He is a Jewish, and he presented the theory of relativity. ----------- Albert Einstein 4)He is a very famous cartoon maker. He created Mickey mouse. ----------Walt Disney 5)They are American brothers. They invented the plane. ------------Laite Brother 2.Tell Ss: We can use attributive clause to describe these persons. e.g. Alexander Bell is the person who invented the first telephone in the world. Ask Ss to give other four sentences using the attributive clause. Tell Ss: All of these people are unforgettable, because what they did have developed human beings’ life. Then please turn to page 22, and look at the four pictures. Please use attributive clause to describe these persons and things. 1)Zhang heng is the man who made the earliest seismograph in 132. 2)Howard carter is the man who found the King Tut’s tomb in 1937. 3) The Titanic is the ship that/which sank after hitting an iceberg. 4)Beijing is the city that/which has got the chance to host the xx Olympic Games. 4.Ask Ss to make up dialogues about these pictures and practice. e.g. ---- Do you know the man in picture 1? ---- He is Zhang heng. ---- What made him unforgettable? / How do you know him? ----- he is the man who made the earliest seismograph. Step 2 Listening 1. Ask Ss to describe the pictures of earthquake. 2.Brief introduction: Hank Stram lives in San Francisco with his wife and daughter. On October 17th, 1989 a strong earthquake took place and killed over 100 people. He was caught in the earthquake. Here we will listen to two passages about his own experience. 3.Ask Ss to read the questions in part1, and listen to the tape twice. Then ask them to work in groups to present their answers. a) When did the earthquake happen? ---------- 5:15pm b) Where was the man driving when it happened? -----------on his way to his daughter’s school c) What was the first thing he saw? ---------- the car in front started to move from side to side. d) What had he been doing before the earthquake? ---------- he had finished his work and gone to the post office. e) What was he going to do? -------- he was going to fetch his daughter from her school. 4.Listen to the tape again to check and the teacher give necessary explanation. 5. Read these five sentences in part2, and then listen to the tape twice, then fill the blanks. a)I found myself in the dark. b)Then I remembered what had happened. c)It was clear to me now that I had been in an earthquake. d) Then I heard people climbing towards me. e) A team of people had e to see if anyone was under the broken road. 6. Listen again to check and make some explanation. 7.Ask Ss to tell the whole story (using first, next ,then, finally) Step3 Exercise in the workbook (Page 103) Ask Ss to listen to the tape twice and then plete the table. Name Chrissy Jack Dr. Brown Ms. Brown Job Student Student Doctor Teacher Address Tianjing Beijing / Tianjing Age 19 Young Old Middle-aged Looks Glasses Tall Hat Purple dress Evaluation of teaching: Period 2.Speaking and talking Teaching objectives 1.Develop the students’ prehension of explorative passages, especially their ability of speaking and talking ,analyzing the structure of such kind of articles. 2.Offer the students chances of self-culture by working in groups and seeking information about the film outside the class. 3. Infuse the students with basic knowledge about the experience 4. Learn some words and useful expressions from the text. Teaching Approach 1municative Approach should be used throughout the class. Stress should be laid on: 2.Learner-centeredness; learning-centeredness 3.Task-based learning 4.Activity-based teaching (class work; individual work; group work) Teaching type: Speaking and talking Teaching Procedure Step 1. Report in class A student is asked to report something interesting he or she picks up from newspaper or magazines. Step 2.Review and check Ss have a word dictation and check their homework in workbook Step 3. Speaking 1.Read the dialogue in P23 in pairs, and act out. 2.Give explanations of some phrases in the dialogue. Be good at: do well in For fun: not seriously 3. Ask Ss to find out the expressions about offering help, encouraging others and giving advice. --- Don’t worry! / Just try / you can do it / Well done! / That was a very good ball. 4.Introduce them some other useful expressions. When in danger: Help! When in frighten: It scares me. / I’ m afraid to… When encouraging sb: It will be ok. / e on! / Keep trying. / It’s all right. 5.Ask Ss to describe the three pictures on P23. Then the teacher introduce the three different situations. Pic1. You have just been saved from a terrible earthquake and you worry about your family. Pic2. Your neighbor will take cars of your favorite pet while you go on a holiday. Pic3. Your house is on fire but there is still a little girl sleeping in the bedroom on the second floor. Then ask Ss to make dialogues according to these situations, using these useful expressions, and choose several pairs to act out. Step 4. Talking 1. Give the Brief introduction of the situation: one discovered the tomb of a Chinese King while he was working. He went in and had a look, but didn’t touch anything. Then a scientist came 3 days later, so they began to talk about the tomb. 2. Role-play: Ask Ss to work in pairs to make up a dialogue. One acts the person who find the tomb. The other one acts the scientist from Beijing. They can read questions on P103 first, and then choose some of them to make up their dialogues. Step 5. Homework workbook Revise the key points of this Unit. Evaluation of teaching: Period 3. Reading Teaching objectives 1.Develop the students’prehension of reading explorative passages, especially their ability of analyzing the structure of such kind of articles. 2. Offer the students chances of self-culture by working in groups and seeking information about the film outside the class. 3. Infuse the students with basic knowledge about the friend and friendship 4. Learn some words and useful expressions from the text. Teaching Approach 1municative Approach should be used throughout the class. Stress should be laid on: 2.Learner-centeredness; learning-centeredness 3.Task-based learning 4.Activity-based teaching (class work; individual work; group work) Teaching type: Reading prehension Teaching Procedure Step 1. Pre-reading 1. Tell Ss: Do you remember Hank Stram’s terrible experience? He was trapped in the earthquake for about 14 hours .It is really an unforgettable experience for him. As we all know, the earthquake is a kind of natural disasters. Then can you list some other natural disasters? 2. Write down their answers on the blackboard---- Flood, Typhoon, Hurricane, Volcanic eruption, Thunder storms, Snow storm, Fire … 3. Tell Ss: Among these disasters, I think most of us have experienced the Typhoons, right? Then can you describe what it was like and how you felt? Ask some Ss to give their ideas. 4. Pose question: If you are riding a bicycle on the road, and the typhoon is ing, then what would you see / feel / do? Please use first, next, then, and finally in your description. Ask two or three Ss to give their description. 5.Pose question: Have you ever experienced such natural disasters? If yes, ask them to describe. If no, ask them to use their imagination and discuss in groups to describe what would they see / feel / do in other situations. Then choose several groups to present their ideas using first, next, then, and finally. Disaster Typhoon Flood Earthquake Fire Situation You’re riding a bicycle on the road. You’re in the classroom. You’re sleeping in your bedroom. You’re shopping in a supermarket. What would you see / feel / do? First, … Next, … Then, … Finally, … First, … Next, … Then, … Finally, … First, … Next, … Then, … Finally, … First, … Next, … Then, … Finally, … Step 2. While-reading 1. Pose a question: What is the text about? --- About how Flora and Jeff rescue themselves in the flood. 2. Listen to the tape once, and ask them to answer questions: What happened to them finally? ---- Survive How did they make it? ---- Stay in the room with a chimney Why? --------It’s the strongest part of the house. (Para 8 and Para 11) 3.Ask Ss to read the whole passage carefully, and then fill in the table below. First What did she see and feel? Next What did they do in the first and second wave? Then What happened when another wave came? Finally What happened to them? 4. According to the table, ask Ss to catch the main idea of the whole story. Choose some Ss to retell. 5. Language study Paragraph 1 1) Heard somebody shouting / saw Jeff running See / hear sb doing -------- I heard him singing next door last night. See / hear sb do ------- I heard him sing next door. pare the differences between the two. 2)The attributive clause: it’s a part of a sentence, and tells us which person or thing(or what kind of person or thing)the speaker means. 3)Look around: 4)Roar: (n) loud and deep sound of a lion ,thunder, or a person in pain (v) make loud and deep sound 5) Advance: (v) move forward or develop --- Our troops ~d two miles. ---- The water is ~ing on/upon/towards her. (n) in advance: beforehand --- if you want to e here for your holiday, please call me ~. 6)Be upon: be close to Paragraph 2 7) Seize: take hold of suddenly and violently Paragraph 3 8)Sweep : clean and clear away --- e.g. sweep the dust from the carpets sweep down: knock down by the water sweep away (Para 9)—e.g. s~ the dead leaves 9)Swallow: allow to go down the throat, here means she was taken in by the water and disappeared. 10)Drag: pull along with effort and difficulty 11) Go down :go lower; set ---- e.g. The price of egg has gone down. The sun is going down. Here means they were swallowed by the water Go through: pass --- e.g. A terrible noise went through the house. (Para 10) experience, suffer --- e.g. ~ hardships Paragraph 4 12)Against: indicating support and close --- e.g. place the ladder ~ the wall 13)Struggle: make great efforts Struggle against --- e.g. ~ against difficulties 14)Get on her feet: stand up 15)Fight for her life: try her best to rescue herself 16) Look into: stare at--- e.g. Jeff and Flora looked into each other’s face. examine, investigate --- e.g. ~ a question 17) With a look of: here look is a noun, and means appearance on one’s face 18)Fright: fear ----- e.g. give sb a ~; take ~ at sth Frighten (v) :scare ---- e.g. The great noise ~ed me. Paragraph 6 19)Flow: move along as a river does ------ e.g. Rivers ~into the sea. The tears ~ed from her eyes. Paragraph 7 20)Strike: hit, give a blow to ---- e.g. ~ while the iron is hot. The clock is ~ing 12. 21)Cracking noise: When the house was broken with lines of division, it made such sudden sharp noise. Paragraph 8 22) Fall down: crash, break down /fail --- e.g. ~ on one’s promise Paragraph 9 23) Noun + after + Noun : indicating the succession. Tree after tree; day after day; year after year 24)Must have done: He is sleepy this morning. He must have slept very late last night. Must be doing: e.g. I hears loud voices next door. They must be quarrelling. Must do: e.g. He is Tom’s best friend. He must know his E-mail. Step 3. Post-reading 1)Ask Ss to find these sentences below and then work out what the underlined words refer to? Before she could move, she heard a loud noise, which grew to a terrible roar. -------a loud noise There she saw a wall of water that was quickly advancing towards her. ------behind her She wanted to watch it. --------- a wall of water Flora, whose beautiful hair and dress were all cold and wet, started crying. ---------- flora’s For some moments both were silent. --------- Jeff and Flora 2)Do the exercises in page26 Step 8. Homework workbook Reading Revise the key points of this Unit. Period 4. Grammar Teaching aims and demands 1.The students are asked to master the Grammar : 2.Integrating Skill: reading 3.Oral practice: manipulate oral practice relevant to the reading material. Key points: grammar and reading Teaching methods: Reading —Sentence structure----explanation Teaching procedures: Step 1. Revision (1) Check the homework exercises. (2) Revise the key points of the previous lesson. Step 2. Warming up Play a game: The teacher describe sb or sth and ask Ss to guess. If a person likes reading very much, we call him a bookworm. If a person loves to play or watch sports, we call him a sports fan. If a person often works very hard, and seldom stop working, we call him a workaholic. If a person often spends a lot of time watching TV, we call him a cough potato. If a person can municate with you on the Internet, we call him an e-pal. If a machine can tell us time, it is a watch or a clock. If a machine can fly in the sky, it is a plane. Step 3. Lead in 1.Tell Ss: We can use the attributive clause to describe these persons and things. e.g. A bookworm is a person who likes reading very much. A plane is a machine that / which can fly in the sky. Ask Ss to use the attributive clause to describe the people and things that you have guessed in the warming up. A sports fan is a person who loves to play or watch sports. A workaholic is a person who works very hard. A cough potato is a person who often spends a lot of time watching TV. An e-pal is a person whom / who we can municate with on the Internet A clock is a machine which / that can tell us time. 2.Tell Ss: In the attributive clause, we will use the relative pronouns. when we talk about people, we can use who, whom, whose and that. When we talk about things, we can use which and that. 3.Give explanation and examples. 1) She looked at Jeff who was waving his arms. ----- She looked at Jeff. Jeff was waving his arms. 2) The man to whom you talked is Mr. Li. ----- The man is Mr. Li. You talked to the man. 3)The story that / which you read is “ The Rescue”. ---- The story is “The Rescue”. You read the story. 4) Do you know the boy whose parents are on holiday? ---- Do you know the boy? The boy’s parents are on holiday. 4. Then ask Ss to make up sentences, using the attributive clause to describe other people and things as we did above. 5. Do the exercises 1 in P26 and P105 ----- fill the blanks 6. Ask Ss to bine two sentences into one ,using the attributive clause. (exercise 2 in P105) Step 4 Homework Finish off the work in work book Try to write a news story in about 100 words Revise the grammar Evaluation of teaching: Period 5. Integrating skills Teaching aims and demands Integrating Skill Grammar and writing Get the students to write an email Key points: 1. Useful expressions; 2.writing 3.grammar Teaching methods: Written practice and grammar. Teaching procedures Step 1. Revision (1) Check the work exercises. (2)A test for unit 4 Step 2 Post- Integrating skill 1.Listen to the tape once, and pose questions: what is the passage about? ------ about a travel where do they travel? -------- Sichuan Province (Mount Emei, Leshan) 2.Read the whole passage again, and then fill in the table on the blackboard. Going on a trip to Leshan and Emei The reason Go on a holiday; not far away Preparation Call a travel agent; with two friends; take bottles of water, apples, oranges What to see in Leshan The Buddha-------- big, taller than the highest building in their village What to see on Emei Monkeys--- not afraid of man; naughty ---- exciting Temples and forest ---- beautiful How to get to the top Maybe on foot 3.Ask Ss to red again and then retell the whole story according to the table on the blackboard. 4. Give necessary explanations Ask Ss to find out all the attributive clause and the linking words Encourage Ss to use such clause and linking words. Step 3. Summary in Unit 4 Ask Ss to talk about their own travel or some unforgettable experience Step 4 Writing Ask the Ss to write an article on an experience to some place. Do the reading in P106 Assignment: write an essay about an unforgettable experience of the Ss’ Step 5. Homework (1) Finish off the exercises in the workbook. (2)Write an email into my email-box. (3)Summary the key points in this unit Evaluation of teaching: