Unit 4 Unforgettable experiences.docx
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Unit 4 Unforgettable experiences.docx
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Unit4Unforgettableexperiences
Unit4Unforgettableexperiences
I.单元教学目标
技能目标Goals
1.Talkaboutpastexperiences.
2.Describepeople,things,eventsandpeople’sfeelings.
3.ReviewtheAttributiveClauseandlearntousetherelativepronounswho,whom,whose,whichandthat.
4.OrganizeideasinatextusingFirst,Next,Then,Finally.
5.Writeaboutanunforgettableexperience.
II.目标语言
功
能
句
式
1.描述人物的感情(Describingemotions)
Help!
Don’tworry.Welldone!
I’mafraid...Don’tbeafraid.Youcandoit.
I’llbeOK/allright.
Comeon!
Itscaresme.It’sallright!
That’sbetter./Keeptrying.
2.按次序描述事件发生的过程
(Describingsequences)
First,wewenttoLeshan.
Next,weclimbedMountEmei.
Thenweplayedwithsomemonkeys.
Finally,towardseveningwewereonthewaybacktoChengdu.
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,takeplace,onfire,pullsb.up,getonone’sfeet,gothrough,onholiday,travelagency
2.认读词汇
seismograph,HowardCarter,KingTut,HankStram,Flora,roar,stair,boom,crack,Kevincouch,workaholic.
3.词组(略)
4.重点词汇(略)
结
构
定语从句(theAttributiveClause)
1.能够用英语描述人物的特征、行为等-由who/whom/that/whose引导:
ShelookedatJeff,whowaswavinghisarms.Thegirlwhoselegwasbrokenintheearthquakewastakentohospital.
2.能够用英语描述事物、事件的性质、内容等-由which/that引导:
Andthereshesawawallofwaterwhich/thatwasquicklyadvancingtowardsher.
重
点
句
子
1.Beforeshecouldmove,sheheardaloudnoise,whichgrewtoaterribleroar.
2.Thereshestopped,listeningtothestrangesounds,whilethewholehousemoved.
3.Itdidn’ttakelongbeforethewoodenbuildingwasswallowedbythefire.
4.Treeaftertreewentdown,cutdownbythewater,whichmusthavebeenthreemetresdeep.
5.The1998floodhasbeenoneofthegreatestdisastersthathitChinatheseyears.
6.However,beforeshecouldthinktwice,thewaterwasuponher.
7.Thenumberofpeoplewholosttheirhomesreachedasmanyas250,000.
8.Chinaistryingtoseize(take)everyopportunitytohelpmostpeoplelivearicherandbetterlife.
9.HetoldmethatIcouldgoonatwo-daytriptoLeshanandEmei,whichwasn’ttooexpensive.
10.Theworldisadvancing.Advancewithit.
III.学能目标
学
能
目
标
本单元以“难忘的经历”(Unforgettableexperience)为话题,旨在通过单元教学,让学生运用书中的Usefulexpressions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”(Warmingup)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Usefulexpressions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(Languagestudy)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(Integratingskills)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,Warmingup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Languagestudy与Workbook中Practicing整合,上成一节“语法课”。
2.5可将Integratingskills中的PartIReading与Workbook中的Reading整合在一起,上一节“阅读课
(二)(泛读课)”。
2.6可将Integratingskills中的Part2writing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)
1stperiod:
口语课
2ndperiod:
听力课
3rdperiod:
阅读课
4thperiod:
语法课
5thperiod:
泛读课
6thperiod:
写作课
IV.分课时教案
TheFirstPeriodSpeaking
Teachinggoals教学目标
1.Targetlanguage目标语言
a.Words&&expressions:
unforgettable,king,host,scaredisaster
b.Dailyexpressionsincommunication(P24)
Describingemotions
Help!
Don’tworry.Welldone!
I’mafraid...
Don’tbeafraid.Youcandoit.
I’llbeOK/allright.Comeon.Itscaresme!
It’sallright.That’sbetter./Keeptrying
Describingsequences
First,Ithought...
Next,Isaw...
ThenIrealized...
Finally,Idecided...
Whileworkinginthefields,wefound...
Whenwearrived,everybody...
Intheend,thescientistsandthevillageleader...
2.Abilitygoals能力目标
1)RevisetheAttributiveClause.
2)ImprovetheSs’abilitytodescribeemotions.
3)Learnhowtodescribesequences(ie.LearnhowtoorganizeideasinatextusingFirst,Next,Then,Finally).
3.Learningabilitygoals学能目标
ByaskingtheSstomakeupdialoguesaccordingtothesampledialogueonP23,
traintheirabilitytousethecreativepowerofmind—imagination.
Teachingimportantpoints教学重点
1.RevisetheAttributiveClause.
2.Learnhowtodescribeemotions.
3.LearntoorganizeideasinatextusingFirst,Next,Then,Finally.
Teachingmethods教学方法
Talking,discussing,eliciting,induction,task-based,students-centered
Learningapproach学习方法
Cooperation,explorationstudy
Teachingaids教具准备
ataperecorder,aprojector,acomputer
Teachingprocedures&&ways教学过程与方式
StepIRevision
(AsktheSstomakesentencesaboutpeople,things,andevents,usingwho,that,
whichorwhere.)
T:
WehavealreadylearntabouttheAttributiveClauseinJuniorEnglishforChina.Now,let’sfirstmakesomesentencesaboutsomepeople,thingsandevents,torefreshwhatwe’velearned.Don’tforgettousewho,whom,that,whichorwhere.
(GivetheSsthefollowingnamesandkeywordsandgivethemfiveminutestofinishthesentencesandtheninvitesomevolunteerstopresenttheiranswers.)
1.Araftisasmallboat____________________________.
2.Whitewaterraftingisdoneonriversandstreams____________________.
3.Atimemachineisamachine______________________.
4.NoahWebsterwasanAmericanwriter______________________________.
5.ChuckNolandisabusinessman____________________.
T:
Haveyoufinishedthesentences?
Anyvolunteers?
Ok,cometotheblackboardandwritedownyouranswers.
(Afterthevolunteersfinishwritingthesentences,checkthemwiththeclass.)
Suggestedanswers:
1.Araftisasmallboatthatyoucanusetopaddledownriversandstreams.
2.Whitewaterraftingisdoneonriversandstreamswherethewatermovesquickly.
3.Atimemachineisamachinethat/whichletsyoutravelintime.
4.NoahWebsterwasanAmericanwriterwhopublishedthefirstAmericandictionaryin1828.
5.ChuckNolandisabusinessmanwhoisalwayssobusythathehaslittletimeforhisfriends.
StepⅡWarming-up
(AfterashortassessingfortheSsjob,LetSsopentheirbooksandlookatthe
picturesonpage22)
T:
Youhavedoneagoodjob.Now,openyourbooksandturntopage22.Doyouknowwhoorwhattheyare?
Whatmadethemunforgettable?
WhatcanyouseeinPicture1?
Ss:
WecanseeZhangHeng.
T:
Yes.Hewasafamousscientistwhomadetheearliestseismographin132.Pleaserepeatmysentence.
Ss:
ZhangHengwasafamousscientistwhomadetheearliestseismographin132.
T:
Good.Next,haveadiscussiononthesepicturestoseeifyoucangettheanswerstothem.Thenwewillchecktheanswerstogether,don’tforgettousetheAttributiveClause.
(AllowtheSssometimetodothetask.Collecttheiranswers)
SuggestedanswersforTask1
Picture1ZhangHengwasafamousscientistwhomadetheearliestseismographin132.
Picture2HowardCarterwhowasbornin1874,isthemanthatfoundKingTut’stombin1922.
Picture3“Titanic”istheshipthat/whichsankafterhittinganiceberg.
Picture4Beijingisthecitywhichhasgotthechancetohostthe2008OlympicGames.
StepIIITalking(Workbookpage103)
(AsktheSstoturntopage103andbeginthenexttaskwiththefollowing
question.)
T:
WhowasHowardCarter?
Ss:
HowardCarter,whowasbornin1874,isthemanthatfoundKingTut’stombin1922.
T:
Youknowbesidethebodyoftheking,theyfoundmanyvaluablethings.ImagineyoufindanimportanttombinChina.Nowopenyourbooksatpage103andreadtheinstructions.Doyouunderstandwhatyouwilldo?
Ss:
Wearegoingtodosomerole-plays.
T:
Ok,nowyouprepareitwithyourpartner.Makeupyourdialogueaccordingtothehintsonthescreen.Afteryouareready,pleasecometothefrontandactitout.
(Showthefollowingonthescreenandgivethemacoupleofminutestodoit.)
Task2
StudentAplaysthemanwhodiscoveredtheking’stombwhileworking.Hecanbeafarmer,aminer,aconstructionworker,anarchitect,apoliceman,etc.
StudentBplaysascientistfromBeijing.
Yourquestions:
1.Howoldisthetomb?
2.Whoisburiedinitandwhowashe?
3.Whobuiltthetomb?
4.Isitanimportantdiscovery?
5.Hasthescientisteverseenanythinglikethisbefore?
6.Wasitwrongtogoinandhavealookaround?
Yourquestions:
1.Whoisthepersonthatdiscoveredthetomb?
2.Howwasthetombdiscovered?
3.Didthepersonwhofounditgoin?
4.Whatwerethefirstthingsthatthepersonwhofoundthetombsaw?
5.Hasanythingbeent
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