Unit 4
一、教學目標
1） 語言知識：
單詞： 理解、內(nèi)化、運用以下生詞：seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等，掃除聽讀障礙，重點掌握一些傳神動詞：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。
詞組：get on one's feet; tree after tree; pull oneself;
語法： 復習和運用定語從句用于描述人、物及事件。
2） 語言技能：
聽：能聽懂一個關(guān)于不幸經(jīng)歷的小故事，抓住時間、地點、人物、發(fā)生的事件先后的關(guān)?系
說：學生能掌握如何在不同場合用英語進行提供幫助、安慰和鼓勵他人的表述，并能有條理地表達個人的見解和想象、能傳遞信息并就熟悉的話題表達看法。
讀：Scanning, skimming, careful reading, generalization; inference等閱讀技能訓練。
寫：能運用First, Next, Then, Finally簡要且富有邏輯地描寫自己的一次難忘經(jīng)歷。
3） 學習策略：學生一定程度形成自主學習，有效交際、信息處理、英語思維能力。
4） 情感態(tài)度：學生能在多種英語學習情景中分享豐富的情感體驗，感受用英語交流的成功與喜悅，以及培養(yǎng)合作精神、互助精神。
5）教學重點和難點：
重點：
1、課文中出現(xiàn)的重點動詞如：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle及詞組：get on one's feet; tree after tree; pull oneself etc.
2、用關(guān)系代詞who, that, which, whom, whose等引導的定語從句。
3、用副詞First, Next, Then, Finally來描述一場難忘的經(jīng)歷。
難點：能用得體的英語表達自己，描述過去的難忘經(jīng)歷。

二、教學方法
課堂設計采取"P---T---P"自主學習立體模式： （Pre-task----Task-cycle----Post-task）

三、教材處理
本單元的任務為：
學生能根據(jù)圖片提示，運用部分新學詞匯及First, Then, Next, Finally等詞和定語從句，得體而有邏輯地描述一個難忘的事件，表達情感。
三個環(huán)節(jié)如下：
Pre-task:
學生回憶往事，激活背景知識，重溫情感體驗。
Task-cycle:
學生完成圍繞Unforgettable Experiences 而展開的聽、說、讀、寫的各項任務，學會聽、說、讀、寫的各項技能，強化"描述一個難忘的事件"的表達能力，為完成任務做好鋪墊。
Post-task:
達成任務，展示成果，反饋學習情況。

四、教學程序
第一課（聽力課）
Ⅰ、教材內(nèi)容及教學目標
本課處于本單元的第一課時,主要訓練和提高學生'聽'的技能,它的掌握有利于以下幾課的'說'、'讀'和'寫'的技能訓練,并作了一個很好的鋪墊．本課的聽力材料由兩部分組成，主要講述Hank Stram在地震前所做、地震中所見、所聞和所感的令人難忘的經(jīng)歷。通過完成練習，學生能抓住所聽語段中的關(guān)鍵詞、理解話語之間的邏輯關(guān)系、聽懂故事、理解其中主要人物和事件以及他們之間的關(guān)系等。而且學生能掌握較好的聽力方法，如積極預測、注意抓關(guān)鍵詞、善于跳躍難點、學會做筆記等等。通過本課學習學生能復習定語從句以及學會正確使用指人或物的關(guān)系代詞．
Ⅱ、教學設計
A. Warming up
Task 1. Match competition (group work)
Match Column B with Column A correctly
Question: Why do you think so ?
Task 2: Look at the following pictures, and find out the answers to the questions:
1) Do you know who or what they are ?
2) What made them unforgettable?
3) Can you describe each picture using one sentence( with the help of the words under the picture)
Task 3: Let the students describe each picture with Attributive Clause.
e.g: Zhang Heng is the man who made the earliest seismograph in 132.
B. Pre-listening
Task１: Before listening, Ss guess the possible answers to the following questions according to the situation: (group work)
1) When did the earthquake happen?
2) Where was the man driving when it happened?
3) What was he going to do?
C. While-listening:
Listening (part 1)
Task 1: Listen to the tape for the first time and get the correct answers to the above questions.
Task 2: Listen to the tape again and put the following into the right order.
( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.
( ) 2. I was hungry so I started to eat one.
( ) 3. I saw the cars in front of me start to move from side to side.
( ) 4. I had finished work and then gone to the Post Office.
( ) 5. I slowed down ,then my car started to shake.
( ) 6. I stopped off at a shop in order to get some fresh fruit.
( ) 7. I drove even slower, then the road above started to fall down.
Task 3: Ss listen to the tape once again, then try to retell the story simply, using their own words.
Task 4 : Discussion (Group work)
What would happen to Hank Stram finally?
Listening (Part 2)
Task1: Listen to the second part for the first time and choose the best answer.
1. Which part of his body hurt badly?( C )
A. The bottom parts of his legs
B. The bottom parts of his hands.
C. The bottom parts of his legs and feet.
2. What could he hear below him?( B )
A. Nothing B. Shouts and noise C. The noise of cars
3. How long had he been in the car?( A)
A.14 hours B. 40 hours C.4 hours
Task 2: Listen to the tape again to write the words in the space.
1. I ________ myself in the dark.
2. Then I remembered what______.
3. It was clear to me now that I ______ in an earthquake.
4. Then I ________ people________ towards me.
5. A team of people______ to see if anyone _____ under the broken road.
D. Post-listening:
Task: Discussion
What made him survive in such a terrible accident?。

第二課（口語課）
一、 教材內(nèi)容及教學目標
本課著重培養(yǎng)學生'說'的技能, 通過對話學習、情景對話、心理咨詢等手段，學生能掌握如何在不同場合用英語進行正確表達提供幫助、安慰、鼓勵的言語，并能有條理地表達個人的見解和想象、能傳遞信息并就熟悉的話題表達看法。它的掌握是一個很好的過渡階段——進入'讀'和'寫'的技能訓練．
二、教學設計
A. Pre-dialogue
Task 1. Revision.
Questions:
1. Do you remember the person who was caught in an earthquake?
2. What happened to him in the earthquake?-----His legs were broken.
3. What difficulties does he have now in his life?
4. If you are his friend, how will you encourage him and what advice would you offer?
e.g Don't worry/ Don't be afraid/ It will be OK/ You can do it/ Come on/ Keep trying?.
Task 2 Make up a dialogue (pair work)
Make up a dialogue according to the situation
A is having some difficulty in learning English,
B is helping him.

B. While-dialogue
Task 1: Learn the dialogue
1. Read the dialogue.
2. Find out all the expressions about offering help, encouraging others and giving advice (Well done/ Just try/ That was a very good ball.)
Task 2: Mechanical Practice( pair work)
1.Read after the tape.
2.Act it out.
Task 3 Drill
The teacher presents three situations, and let some students act as Mother to encourage her child, using the above useful expressions.
Picture 1: A little child is learning to walk, his mother is ahead of him.
Picture 2: A schoolgirl is disappointed because she failed to pass the exam.
Picture 3: A young boy is very sad at his dead pet.

C. Post-dialogue
Task 1: Make dialogues according to the following situations (pair work):
Situation 1: You have just been saved from a terrible earthquake and you are worrying about your family.
Situation 2: Your neighbour will take care of your pet while your are on holiday.
Situation 3: Your house is on fire, but there is a little girl sleeping in bed on the second floor.
Task 2.Performance
Four students act as psychologists. They are good at dealing with the problems on life and study, such as having sports, making friends, getting along with parents and keeping healthy. Let students speak out freely and ask one of them to give them some advice.
Task 3. Homework:
Collect the information about natural disasters and describe them. (work in group of four)
　
 第三課（閱讀課）
Ⅰ、教材內(nèi)容
本課圍繞難忘的經(jīng)歷這一主題，描寫洪水來臨時的兇猛及Jeff與Flora在這次經(jīng)歷中的體驗。通過本課學習，學生能理解和掌握一些新詞匯，如：roar、mass、fright、crack、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike，etc. 理解文章中出現(xiàn)的定語從句，如：
1) Before she could move, she heard a great noise, which grew to a terrible roar.
2) She looked at Jeff who waved his arms.
3) There she saw big mass of water that was quickly advancing towards her.
4) Flora, whose beautiful hair and dress were all cold and wet, started crying.
通過閱讀訓練學生能在一定程度上提高閱讀微技能和用英語思維、推理、判斷的能力。最后能用First、Next、Then、Finally來口頭陳述事件。
Ⅲ、 教學設計
A. Warming up
Task 1： Report (group leaders report their research voluntarily)
Task 2. Describing unreal experiences.(pair work)
What would you do in the following situations?
Disaster
Flood
Earthquake
Typhoon
Fire
Situation
You're in the classroom
You're sleeping in your bedroom
You're riding a bicycle on the road.
You're shopping in a supermarket.
What would you do?
First,?
Next,?.
Then,?
Finally,?

B. Pre-reading
Task : Look and guess
1. What can you see in the picture?
2. What happened to them finally?
3. What words will you use to describe this disaster?
e.g : scare, mass of water, sweep, struggle, swallow, frightened, flow, etc.

C. While-reading
a. Fast reading
Question 1. What natural disaster did Flora and Jeff suffer? (Flood)
Question 2. What rescued them? (Chimney)
b. Careful reading
Task 1: Divide the whole passage according to the change of the places.
Para 1：In the garden
Para2：On the way to the house
Para3：Inside the house
Task 2: Imagination
Question 1：What was the house like? ( B )
A、a flat B、a house with two floors
Question 2：What words support your idea?
Task 3 :Read the passage for the second time and finish the following form
places
flood
reaction
feelings
Task 4 Imagine the end of the story
c. Practice for understanding and word study
1、What does the word"there"in para.1 refer to ?
2、"However, before she could think twice, the water was upon her"
Which is Not the correct explanation to this sentence?(D)
A、She has no idea that the water came upon her so soon.
B、She had no time to think more before the water was upon her.
C、The water came upon her so soon that she had no time to think more.
D、The water came upon her so soon that she didn't think it for the second time.
3、What's the Chinese for the phrase "get on her feet"?(A)
A、雙腳站立　　B、爬到腳上　　C、淹沒腳部　　D、踩到腳上
4、Which of the following statements is Not true?(D)
A、Flora was so surprised by the coming water that she couldn't do anything .
B、The garden was completely destroyed by the water.
C、Jeff and Flora were saved by holding the chimney.
D、It was Flora who first found the flood.
5、How many times did Flora fall over on her way to the house? (twice)
6. The word " after" in " Tree after tree went down, cut down by the water." has the same meaning as _________.(C)
A. We will come back after 10 o'clock.
B. He would look after my baby when I went shopping.
C. Many tourists will come to visit this temple year after year.
D. The place was named after a famous explorer Columbus.
d. Consolidation
Task 5、Retell the story according to the form

D. Post reading
Task 1: Discussion
Will the disaster change Flora and Jeff's life? How?
Task 2. Expanded reading: The Day That Changed My Generation
Comprehension:
1. How do you understand the title?
2. Before the event the writer thought ________.
A. the world was full of wars and killings.
B. some day they would suffer a terrible war.
C. they were safe enough to lead a happy and peaceful life.
D. the world was evil.
3. We can infer from the article that __________ .
A. the young generation in the USA were lucky in the event.
B. the event changed the life of this generation completely.
C. this generation in America misses the happiness in the past.
D. this event makes the young generation strong and thoughtful
Homework：
寫閱讀筆記
閱讀格式卡：Date：
Unit ( )
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General idea：
Contents：
Comment：
　
第四課（語言課）
I、教學容及教學目標
這是新教材高一上第4單元的language study 部分。該部分由Word study 和Grammar 組成，形式為選詞填空。要求學生對在聽說課和閱讀課中涉及到的重點詞匯及定語從句在筆頭上進一步落實。根據(jù)高一學生的認知水平及語言掌握由淺入深、從具體到抽象的原則，我們設計多種練習形式，使學生理解并掌握閱讀課中的重點動詞不達意在語篇中的真正含義及用法：掌握定語從句中指人、指物的關(guān)系代詞的用法。
Ⅱ、教學設計
A. Pre-learning
Task. Word puzzle
Find out ten words that describe the flood and fighting against the flood in the puzzle. One of them has been found out.
　
B. While-learning
Task 1. Understand words in different situations
Word study about "advance"and "strike" (individual work)
Judge the different meanings of "advance"or "strike" in the following sentences:
1. The hunter advanced toward the bear carefully.
2. A month has passed but the project has not advanced.
3. He worked so well that his boss advanced him to a higher position.
4. The date of the meeting was advanced form June 10 to June 3.
5. The boy struck the pig with a stick.
6. The workers were striking for higher pay.
7. Typhoon Swan struck Hainan, killing 20 people.
8. On New Year's Eve, we waited for the clock to strike.
Task 2. Finish the exercises in the text.
Task 3. Talk about people and things using Attributive Clause
First, let students find out some words about things quickly like clock, homework, coat, chocolate, bat, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)
A clock is a machine that/ which tells time.
Second, let students find out some words about persons quickly such as teacher,
parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)
A teacher is a person who/ that teachers you how to learn.
Third, finish Exercise 2 of Grammar orally. (individual work)

C. Post-learning
Task 1. Expanded reading
Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work)
The Great Fire of London that lasted four days started in the very early hours of 2nd September 1666, which destroyed over three-quarters of the old city. 100,000 people whose houses were wooden became homeless.
The fire began in the house of the King's baker in Pudding Lane. The baker, who could not put out the fire, got out through a window in the roof. A strong wind blew the fire from the baker y into a small hotel next door, which ten spread quickly into Thames Street.
The next day nearly a kilometer of the city was burning along the River Thames. Many people threw their things into the river. Many poor people whom nobody cared stayed in their houses until the last moment. The fire also destroyed many buildings which had a long history and were famous at home and abroad. The fire stopped only when the King finally ordered people to destroyed hundreds of buildings in the path of the fire.
1. Which of the following can be inferred to the main cause that made the fire spread so quickly?
A. The baker set the fire.
B. The baker's house was made of wood.
C. Wooden houses were too close to each other.
D. The wind was so strong.
2. What would the King do after the fire?
A. Kill the baker.
B. Give the homeless some money.
C. Leave London.
D. Rebuild London.
Task 2. Finish Exercise 1 of Grammar. (individual work)
Task 3. Homework
Preview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and compound sentences with and, but.

第五課（寫作課）
Ⅰ、教學內(nèi)容與教學目標
學生通過學習一篇四川之行的游記范文，能根據(jù)寫作步驟提示，用First, Next, Then, Finally組織材料寫一篇自己親身游記（unforgettable trip），并能寫出一兩個含定語從句的句子。
Ⅱ、教學設計
Pre-task
Task 1. Warming-up
In our daily, many things are unforgettable. They are worth writing down. Students may mention: a disaster; a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc(顯示畫面).
Going on a trip is really unforgettable. Have you ever been to any places of interest? Look at the pictures and guess where it is.
Beijing; *The Great Wall; *Mount Huangshan *Mountain Emei; *Hainang Seaside; etc. (Or local places of interest.)
Task 2. Read the passage: A trip to Sichuan
During the first week of May, the three boys went on a holiday to Sichuan. Read and find what made the writer unforgettable. (Buddha in Leshan; Monkeys on Mount Emei.)
Read again and complete the form:
Task-cycle： M-M-C practice
① mechanical practice
Task 1. Find out some key words in the text for the following pictures:
For example: Buddha; big; taller than; old temple; forests; beautiful; wild monkeys; exciting; not at all afraid of ; etc
② meaningful practice
Task 2. Put the key words together to make a sentence, with one or two Attributive Clause.
Students may refer to the sentences in the text or develop their own.
③ communicative practice
Task 1. Pair work: Retell the trip to Sichuan, with the help of the notes, pictures and the following:
　During the first week of May I went on a holiday to Sichuan. First….Next….
The next day…Leshan
The next morning …Emei
Finally…
Task 2. Write about their own trip, following the steps here.
1. First, students quickly write down 20 short sentences about their trip, with the help of questions in the text.
2. Next, students try to put the sentences in order, using "First, Next, Then, Finally"
3. Then, students write the story, using linking words and relative pronouns.
Post-task： Evaluate students writings
Task 1. Evaluate in pairs
Task 2. Evaluate in Class
Task 3. Evaluate by the teacher
Task 4. Exhibit some good writings
Summary
In the rest of our life, we still have many chances to travel. How can we make our trips unforgettable? Any advice?
Besides the tips in the text, any others?

Homework:
任務型活動：配圖說明。
找出記一次外出游玩的系列照片或自制圖片，配以英語說明，然后全班展示。
要求：
1、圖片不少于四幅，主題鮮明，說明一件事。
2、每幅圖片配2句以上英語說明。
3、按一定順序排列，恰當使用First, Then, Next, Finally等。
4、必須含有兩句以上由which,that,who,whose,或where引導的定語從句。
　
單元診斷練習
Ⅰ. Multiple choice
1. - A ship makes me unforgettable after I saw a famous movie.
- Do you mean the ship, Titanic, ______ sank after hitting an iceberg?
A. who B. which C. whose D. where
2. - Do you know Zhang Heng?
- Is he the man _______ made the earliest seismograph in 132?
A. who B. he C. whose D. which
3. Flora, _______ garden was swallowed by the flood, was crying.
A. who B. that C. whose D. where
4. On the top of Leshan, there is a really big Buddha, in front ________ Wei Bin took photos of us.
A. its B. on which C. from which D. of which
5. - Three young school boys were ______ by the water when swimming on a hot afternoon!
- What a bad accident!
A. swallowed B. swept C. got D. caught
6. The lamplight ______ out through the heavy fog, which gave travelers a light of hope.
A. struggled B. dragged C. turned D. found
7. On October 17th, 1989 a strong earthquake _____ San Francisco and killed over 100 people.
A. advanced B. took place C. struck D. seized
8. Look, the baby lion, which was just born two days ago, is trying to ______ its feet.
A. get on B. get onto C. get up D. get in
9. Trees ______ badly during the terrible storm.
A. pulled B. shook C. destroyed D. flowed
10. Tree after tree was ______ by the water, which must have been three metres.
A. cut up B. cut down C. cut off D. cut in
Ⅱ. Cloze test
What an unforgettable day! At the moment Flora was so surprised at the big _11_ of water which was advancing quickly towards her in her garden that she couldn't move. Jeff rushed to seize her arm and they ran together to the house. _12 they got to the house, the waves _13_ them down twice. Jeff pulled Flora up with a lot of difficulty, _14_ onto a tree that grew against the wall. The water, _15_ was cold as ice and flowed faster than a river, was above her knees. They looked into each other's faces, _16_.
The chance of being rescued was slim. They opened the door to the hall and got the chance to climb _17_ to the second floor. The water moved up like a sea. Flora started crying. The house would fall down!
They had to find the 18_ because it would stand. Jeff looked out of the window. Tree after tree _19_. The garden was completely destroyed, swept away by the wild water. A terrible noise went through the house. Before the whole house went down in the _20_, they saw the chimney.
11. A. group B. collection C. mass D. crowd
12. A. Before B. After C. Until D. Once
13. A. cut B. swept C. pulled D. went
14. A. cracking B. flowing C. holding D. catching
15. A. which B. it C. that D. where
16. A. frightened B. surprised C. relieved(松口氣) D. excited
17. A. downstairs B. upstairs C. above D. under
18. A. tree B. hall C. tower D. chimney
19. A. swept away B. swallowed C. went down D. pulled down
20. A. storm B. flood C. earthquake D. fire
Ⅲ. Translation. Put the Chinese into English to complete the following sentences.
21. The climate ___________________________(全球的科學家們在擔心的) is becoming warmer and warmer.
22. We feel as if the earth were in the greenhouse ______________________(由玻璃做成的).
23. The scientist ___________________________(他的研究是關(guān)于溫室氣體的) is doing an experiment.
24. We find it hard to find an interesting place__________________________(那里天氣不
會太熱的) in Africa.
25. People ______________________(生活在沙漠地區(qū)的)lead a hard life.
26. Pollution, _______________________(給人類帶來重大災難的), is said to be one of the main causes of global warming.
Key:
21. (that/which) scientists all over the world are worrying about
22. that/which is made of glass
23. whose research is about greenhouse gases
24. where it is not too hot
25. who live in the desert
26. which brings man terrible disasters

單元測試學生自我評定表
學生姓名：_____________ 班級：____________
單元名稱
Unit _______
失分
錯解題號
錯解原因
仍存疑點
對策

任務型活動：配圖說明。
找出記一次外出游玩的系列照片或自制圖片，配以英語說明，然后全班展示。
要求：
1、圖片不少于四幅，主題鮮明，說明一件事。
2、每幅圖片配2句以上英語說明。
3、按一定順序排列，恰當使用First, Then, Next, Finally等。
4、必須含有兩句以上由which,that,who,whose,when,或where引導的定語從句。