| 人教版 高一Unit 4 Unforgettable experiences |
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Unit 4 Unforgettable experiences Teaching Aims and Demands Words and Phrases unforgettable disaster finally rescue advance seize swallow drag struggle fight flow fright shake strike destroy national fear opportunity touch note Three Skills: king host scare upon tower deadline article Buddha agent temple naughty peanut Spoken English: 1.Describing emotions: Help! Don’t worry. Well done! I’m afraid to … Don’t be afraid. You can do it. I’m afraid. I’ll be OK/all right. Come on! It’ scares me! It’s all right! That’s better./Keep trying. 2.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. Grammar: The Attributive Clause 1.能够用英语描述人物的特征、行为等一由 who/whom/that/whose 引导: She looked at Jeff, who was waving his arms. The girl whose leg was broken n the earthquake was taken to hospital. 2.能够用英语描述事物、事件的性质、内容等一由which/that引导： And there she saw a wall of water which/that was quickly advancing towards her. Use of Language: 1.Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about The Rescue as well as the basic skills in such situation. Important points: The Attributive Clause Describing one’s experience. Difficult points: The use of Attributive Clause Teaching aids: Computer, tape-recorder Way of Teaching: Discussion and way of communication Lesson1 Step 1 Warming up Ask the students to look at the pictures and the words and phase below them. Tell the students have to make sentences using the words and phrases in a sentence with an Attributive Clause. Make the first one as an example. The answers: 2. Howard Carter is the man who found 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 2008 Olympic Games. Step 2 Listening Ask the students to listen to a man who survived the 1989 earthquake in San Francisco, in the United States. Ask the students to write down the answers for the questions. Answers to Exercise 1: 1.The earthquake happened at a quarter past five in the afternoon/5:15. 3.The cars in front stared to move from side to side. 4.Before the earthquake he had finished his work and gone to the post office. 5.he was going to fetch his daughter from her school. Answers to Exercise 2: 1. found 2. had happened 3. had been 4. heard, climbing 5. had come, was Step 3 Speaking Ask the students to look at the four pictures. The exercise consists of three dialogues about situations in which students must imagine experiencing some kind of difficulty or problem using the example as a guide. Step 4 Homework Ask the students to finish the exercise Talking in their workbooks. Lesson2 Step 1 Revision Check the homework by asking several students to reproduce their dialogue. Step 2 Pre-reading Ask several students to describe one disaster that they have seen or heard. Step 3 Reading (1). Pre-reading Before read the text, ask the students to answer the three questions as a warm-up. 1.What natural disasters do you know about? 2.Have you ever experienced a natural disaster? Can you describe what it was like and how you felt? 3.What would you do in the following situations? Disaster Flood Earthquake Typhoon Fire Situation You are in the classroom. You are sleeping in your bedroom. You’re riding a bicycle on the road You are shopping in a supermarket. First,… Next,… Then,… Finally,… First,… Next,… Then,… Finally,… First,… Next,… Then,… Finally,… First,… Next,… Then,… Finally,… First,… Next,… Then,… Finally,… (2). Text Students read the text again and find the answers to the questions 1-3 in the post-reading part. Explain the language points if necessary. Step 4 Consolidation Ask the students to retell the text, using the table as a guide. First Next Then Finally Step 5 Workbook Finish exercise 2 in the students’ workbooks as the homework. The students can use the word in the brake as a guide. Lesson3 Step 1 Revision Check the students’ homework. Step 2 Word-study Go over the meaning of each word before asking the students to complete the exercise. Then check the answers with them. The answers are: strike destroyed advanced drag pulled to shook struggled seize flowed swallowed Step 3 Grammar First, Revise what is the Attributive Clause by giving several examples: 1.She looked at Jeff who was waving his arms. 2.Do you know the boy whose parents are on holiday? 3.The story that you read is “The Rescue”. 4.And there she saw a wall of water that was quickly advancing towards her. Step 4 Consolidation Ask the students to finish the exercises 1--2 in their books. The answers are: 1.who 2.which/that 3.whose 4.which/that 5.that 6.whose 7.who 8.which/that 9.whom The answers to exercise2 are: 1.A bookworm is someone who likes reading very much. 2.A couch potato is someone who spends a lot of time watching TV. 3.A sports fan is someone who loves to play or watch sports. 4.A workaholic is someone who often works very hard. Step 5 Homework Ask the students to finish the exercises 1—3 in their exercise books. Lesson4 Step 1 Revision Check the homework. Revise the Relative Pronouns by giving some examples: I met a boy who can speak English so fluently. Anna was wearing a hat which was too big for her. A plane is a machine that can fly. This is the boy whose father is a great writer. Is that your professor whom you mentioned a lot? Step 2 Reading The students read the text and put a circle around the relative pronouns and the linking words as required above the text. Step 3 Grammar (1).List the sentences in the text which has Attributive Clause in it. And analysis the sentences into two or more sentences so that the students can learn more about the formation of Attributive Clauses. I found some photos of interesting places which were too far away from Chengdu.→ I found some photos of interesting places. They were not too far away from Chengdu. I called a travel agent whose telephone number I found in a newspaper.→ I called a travel agent. I found his telephone number in a newspaper. (2).Turn to page 106 and finish the text in it. Step 4 Writing Before as the students to write a compositions out, get them read the six questions first to help the students to formulate some short sentences. Ask the students to organize their ideas and sentences in a logical order, using First, Next, Then and Finally. Step5 Homework Write out a composition about an earthquake. |
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