1、高中英语新教材 Unit 4 教案 一教学目标 理论依据：新课程标准（实验稿） 根据新课程标准（实验稿）关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定为： 1） 语言知识： 单词：理解、内化、运用以下生词： seismograph; iceberg; King Tut; / roar; fright; crack; / bookworm; couch potato; workaholic;/ Buddha; agent 等，扫除听读障碍，重 点掌握一些传神动词： advance; seize; sweep; swallow; drag; pul
2、l; flow; shake; strike; struggle 等。 词组： get on one s feet; tree after tree 语法：复习和运用定语从句用于描述人、物及事件。 2） 语言技能： 听：听懂一个关于不幸经历的小故事，抓住时间、地点、人物、发生的事件 说：能用得体语言描述人、物、事件，并且有一定的逻辑。 读： Scanning, skimming, careful reading, generalization; inference 等阅读微技能训练。 写： 能运用 First, Next, Then, Finally 简要且富有逻辑地描写自己的一次难忘经历。
3、3） 学习策略：学生一定程度形成自主学习，有效交际、信息处理、英语思维能力。 4） 情感态度：学生能在多种英语学习情景中分享自己的幸与不幸，体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。 二教学重点和难点： 重点： 1. 课文中出现的重要动词 ,如 :advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组 get on one s feet, pull oneself, tree after tree etc. 2. 用关系代词 who, that, whom, whose 等引导的定语从句 .
4、 3. 用副词 first, next, then, finally 来描述一场难忘的经历 . 难点 : 能用得体的英语表达自己，描述过去的难忘经历。 三 . 教学方法 根据我们几年来二语习得论、“整体语言教学”的理论和实践，以 及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学途径，我们英语课堂设计采取“ P-T-P”自主学习立体模式：（ Pre-task-Task-cycle-Post-task）。 四 . 教学安排 根据学生学习英语的特点和规律，学习阶段的侧重点以及高一学生的发展，我们把本单元划分为 6 课时：听力、口语、阅读（ 2 课时）、语言（ 0.5 课时）、写
5、作、评价（ 0.5 课时）。下面请看我们的课堂教学设计。 Period I warming up and listening 、教材内容及教学目标 本课处于本单元的第一课时 ,主要训练和提高学生听的技能 ,它的掌握有利于以下几课的说、读和写的技能训练 ,并作了一个很好的铺垫本课的听力材料由两部分组成，主要讲述 Hank Stram 在地震前所做、地震中所见、所闻和所感的令人难忘的经历。通过完成练习，学生能抓住所听语段中的关键词、理解话语之间的逻辑关系、听懂故事、理解其中主要人物和事件以及他们之间的关系等。而且学生能掌握较好的听力方法，如积极预测、注意抓关键词、善于跳跃难点、学会做笔记等等。通过
6、本课学习学生能复习定语从句以 及学会正确使用指人或物的关系代词 、教学设计 A. Warming up : Task 1 Matching competition (group work) Column A Column B 1、 Fu Jian Province a、 a cartoon maker 2、 San Francisco b、 the electric lamp 3、 Alexander Bell c、 the first telephone 4、 Thomas Edison d、 earthquake 5、 Albert Einstein e、 typhoon 6、 Walt
7、Disney f、 the Theory of Relativity Question: Why do you think so ? Task2: Looking at the following pictures, 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 u
8、nder the picture) Task 3: Let the students describe each picture with Attributive Clause. eg: Zhang Heng is the man who made the earliest seismograph in 132. B. Pre-listening Task : Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group
9、 work) 1) When did the earthquake happen? 2) Where was the man driving when it happen? 3) What was he going to do? Listening(Part 1): Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time) Task 3: Listening to the tape to put the following into the right
10、 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
11、 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 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words. Task 5 : Discussion (Group wor
12、k) What would happen to Hank Stram finally? Listening (Part 2) Task1: Listening to the second part to choose the best choices(for the first time) 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.
13、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: Listening to the tape again to write the words in the spaces. 1. I _ myself in the dark. 2. Then I remembered what_. 3. It was clear
14、 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. C. Post-listening: Task 3: Discussion What made him survive in such a terrible accident? Period 2 Speaking 、教材内容及教学目标 本课着重培养学生说的技能 , 通过复习、学生自我介绍、解说图片、自编对话等手段来巩固定语从句中指人
15、的关系代词 who or whose 的用法，达到能有条理地描述个人体验和表达个人的见解和想象、能传递信息并就熟悉的话题表达看法、能用英语进行语言实践活动。它的掌握是一个很好的过渡阶段进入读和写的技能训练 、教学设计 Pre-task: 活跃学生用英语交流的思维 , 通过复习引出本课的重点 -定语从句中指人的关系代词 who or whose 的用法 。 Activity 1. Revision Task: Talking about Hank Stram and his unforgettable experience. Ask some Ss some questions about Ha
16、nk Stram and his unforgettable experience first, then write down two sentences on the Bb: 1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Francisco. 2. Hank Stram was a lucky man who was rescued after he had been in his car for 14 hours. Purpose: 、活跃学生用英
17、语交流的思维。 、通过复习引出本课的重点 -定语从句中指人的关系代词 who or whose 的用法 。 Activity 2 Chain Games (Group work) Task: Introduction Guess As the Ss dont know each other very well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction
18、 must be a sentence, using the Attributive Clausewho or whose (Game Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the students name.) Purpose: 1、用游戏的形式能刺激学生用英语进行语言实践活动。 2、活跃课堂气氛，真正发挥学生的主体作用。 Task-cycle: 通过看图说话，学会正确使用定语从句。 Activity 1. Descr
19、ibing the pictures ( group work) Task1: Describing the pictures in the book-Pictrue1、 Picture5、 Picture6、 Picture3 ( group leaders report, using who or whose) Task 2: Describing some pictures about the natural disasters, such as Fire、 Earthquake、Typhoon and Flood. ( In task 1, after the student fini
20、sh talking about Picture 3- Bettys parents have been married for more than 25 years who live in New York, their hobby is watching TV. The teacher ask the Ss : “Do you want to know what they like to watch best?” Then present the pictures about the natural disasters. ) Purpose: 、培养学生积极用英语进行交流和沟通 ,发挥合作
21、精神。 、培养学生看图说话的能力，从而提高说的技能。 Activity 2. Creating dialogues (pair work) Task: Each pair choose two of the pictures and create their own dialogues. （ using at least one Attributive Clause） Purpose: 、培养学生善于利用各种机会用英语进行真实交际。 、增强学生的自信心，丰富想象力和独到的见解。 、了解英语国家与中国的生活方式的不同。 Activity 3. Enjoying the video This vi
22、deo is about the most terrible disaster this year-SARS, some doctors are treating patients, struggling against SARS) Task 1: To enjoy the video, finding out something that moved you deeply. Purpose: 1、能传递信息并就熟悉的话题表达看法 2、能有条理地表达个人的见解和想象 , 从而提高说的技能 . Task 2: Interviewing- group work( suppose one is th
23、e doctor, the others are going to interview him) Purpose: 1、能用英语进行语言实践活动。 2、能用恰当的方式在特定场合中表达观点，从而使说的技能的训练进一步提升。 Post-task: 评价学生课堂表现，学生表演对话 Activity : Act out dialogues Period 3 a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc. (目的：承上启下，激发写作情境 ) Activity 2. travel a
24、round our country. For me, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. Look at the pictures and guess where it is. Beijing; *The Great Wall; *Mount Huangshan *Mountain Emei; *Hainang Seaside; etc. (Or local places of interests.) （目的：为阅
25、读做准备；欣赏美丽河山，激发写作欲望；） Activity 3. 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 answer the following questions: 1. Why did they choose to go to Le
26、shan and Emei? 2. How did they get to the top of the mountains? 3. What did they do before the trip?(First, Next ) 4. What did they see and do on Leshan? 5. What did they see and do on Mount Emei? Pair work: Retell the trip to Sichuan, with the help of the following: During the first week of May I w
27、ent on a holiday to Sichuan. First.Next. The next dayLeshan The next morning Emei Finally (目的：可理解的输入为写作做语言上的准备 ) Task-cycle： M-M-C practice mechanical practice （学生活动：朗读；找词；找句型） Find the sentence with the following meaning: 1) 我找出一些成都附近名胜的照片。 2) 我接着打电话给一旅行社，我在报纸上发现它的号码。 3) 我们带了几瓶水，一些苹果和橘子，装入我的包里。 4)
28、我们先去乐山，在那里我们一直爬到山顶看佛像。 meaningful practice （学生活动：模仿性造句；仿写作文） 围绕 Unforgettable trip 主题用 which; whose; where 等造句。 communicative practice （学生活动：回答问题；连句成文；润色） 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 t
29、he sentences in order, using “First, Next, Then, Finally” 3. Then, students write the story, using linking words and relative pronouns. Post-task：作文展示、交流评价（同伴评价，课堂集体评价，教师评价） 同伴评价实际上是合作形学习的一种形式，其重要理论基础就是考卡夫（ Kafka, K）最早提出的“群体动力理论”（ group dynamics）。 四、 教学评价 通过评价，使学生在英语课程的学习过程中不断体验进步与成功、认识自我、建立自信、调整学习策
30、略，促进学生综合语言支用能力的发展。评价也能使教师获得英语教学的反馈信息，对自己的教学行为进行反思和适当调整。为此，本单元的评价包括以下几项： 、 把阅读格式卡存入学生学习档案夹： 阅读 格式卡 Date： Unit ( ) Lesson( ) General idea： Contents： Comment： 、 形成性评价 、 单元终结性评价 . Multiple choice 1. A ship makes me unforgettable after I saw a famous movie. Do you mean the ship, Titanic, _ sank after hit
31、ting 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 bi
32、g 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
33、 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
34、 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 . Cloze test What an unforgettable day! At the moment Flora was so surprise
35、d at the big _11_ of water which was advancing quickly towards her in her garden that she couldnt 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 gre
36、w against the wall. The water, _15_ was cold as ice and flowed faster than a river, was above her knees. They looked into each others 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 se
37、a. 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 th
38、e _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(松口气 ) D. excited 17
39、. 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 . Translation. Put the Chinese into English to complete the following sentences. 21. The climate _(全球的科学家们在担心的
40、) 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 _(他的研究是关于温室气体的 ) is doing an experiment. 24. We find it hard to find an interesting place_(那里天气不 会太热的 ) in Africa. 25. People _(生活在沙漠地区的 )lead a hard life. 26. Pollution, _(给人类带来重大灾难的 ),
41、 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 、 单元测试学生自我评定表 学生姓名： _ 班级： _ 单元名称 Unit _ 失分 错解题号 错解原因 仍存疑点 对策
