高一英语必修1 Unit 4 Unforgettable experience

高一英语必修1 Unit 4 Unforgettable experiencePeriod 1. ListeningTeaching 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 practiceKey points:1. Everyday English for communication.2. Words and useful expressionsTeaching procedures:Step 1 Warm up1.Game: Ask students to guess what or whom the teacher is talking about.1)He invented the first telephone in the world. - Alexander Bell2)He is also a great inventor in America. He invented the phonograph and the electric lamp- ThomasEdison3) He is a Jewish, and he presented the theory of relativity. - Albert Einstein4)He is a very famous cartoon maker. He created Mickey mouse. -Walt Disney5)They are American brothers. They invented the plane. -Laite Brother2.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 Tuts 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 2020 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 Listening1. 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 groupsto present their answers.a) When did the earthquake happen? - 5:15pmb) Where was the man driving when it happened? -on his way to his daughters schoolc) 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 come 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 complete 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 talkingTeaching objectives1.Develop the students comprehension of explorative passages, especially their ability of speakingand 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 thefilm outside the class.3. Infuse the students with basic knowledge about the experience4. Learn some words and useful expressions from the text.Teaching Approach1.Communicative Approach should be used throughout the class. Stress should be laid on:2.Learner-centeredness; learning-centeredness3.Task-based learning4.Activity-based teaching (class work; individual work; group work)Teaching type: Speaking and talkingTeaching ProcedureStep 1. Report in class A student is asked to report something interesting he or she picks up fromnewspaper or magazines.Step 2.Review and check Ss have a word dictation and check their homework in workbookStep 3. Speaking1.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 seriously3. Ask Ss to find out the expressions about offering help, encouraging others and giving advice.- Dont 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 toWhen encouraging sb: It will be ok. / Come on! / Keep trying. / Its 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. Talking1. 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 didnt 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. HomeworkworkbookRevise the key points of this Unit.Evaluation of teaching:Period 3. ReadingTeaching objectives1. Develop the studentscomprehension of reading explorative passages, especially theirability 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 friendship4. Learn some words and useful expressions from the text.Teaching Approach1.Communicative Approach should be used throughout the class. Stress should be laid on:2.Learner-centeredness; learning-centeredness3.Task-based learning4.Activity-based teaching (class work; individual work; group work)Teaching type: Reading comprehensionTeaching ProcedureStep 1. Pre-reading1. Tell Ss: Do you remember Hank Strams terrible experience? He was trapped in the earthquake forabout 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 coming, 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 Youre riding a bicycle on the road. Youre in the classroom. Youre sleeping in your bedroom. Youre 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-reading1. 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? - SurviveHow did they make it? - Stay in the room with a chimneyWhy? -Its 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. FirstWhat did she see and feel? NextWhat did they do in the first and second wave? ThenWhat happened when another wave came? FinallyWhat 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 studyParagraph 11) Heard somebody shouting / saw Jeff runningSee / hear sb doing - I heard him singing next door last night.See / hear sb do - I heard him sing next door.Compare the differences between the two.2)The attributive clause: its 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 sound5) 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 come here for your holiday, please call me .6)Be upon: be close toParagraph 27) Seize: take hold of suddenly and violentlyParagraph 38)Sweep : clean and clear away - e.g. sweep the dust from the carpetssweep down: knock down by the watersweep away (Para 9)e.g. s the dead leaves9)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 difficulty11) 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 waterGo through: pass - e.g. A terrible noise went through the house. (Para 10)experience, suffer - e.g. hardshipsParagraph 412)Against: indicating support and close - e.g. place the ladder the wall13)Struggle: make great effortsStruggle against - e.g. against difficulties14)Get on her feet: stand up15)Fight for her life: try her best to rescue herself16) Look into: stare at- e.g. Jeff and Flora looked into each others face.examine, investigate - e.g. a question17) With a look of: here look is a noun, and means appearance on ones face18)Fright: fear - e.g. give sb a ; take at sthFrighten (v) :scare - e.g. The great noise ed me.Paragraph 619)Flow: move along as a river does - e.g. Rivers into the sea.The tears ed from her eyes.Paragraph 720)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 822) Fall down: crash, break down /fail - e.g. on ones promiseParagraph 923) Noun + after + Noun : indicating the succession. Tree after tree; day after day; year after year24)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 Toms best friend. He must know his E-mail.Step 3. Post-reading1)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 noiseThere she saw a wall of water that was quickly advancing towards her. -behind her She wanted to watch it. - a wall of waterFlora, whose beautiful hair and dress were all cold and wet, started crying. - floras For some moments both were silent. - Jeff and Flora2)Do the exercises in page26Step 8. Homeworkworkbook ReadingRevise the key points of this Unit.Period 4. GrammarTeaching aims and demands1. The students are asked to master the Grammar :2. Integrating Skill: reading3. Oral practice: manipulate oral practice relevant to the reading material.Key points: grammar and readingTeaching methods: Reading Sentence structure-explanationTeaching procedures:Step 1. Revision(1) Check the homework exercises.(2) Revise the key points of the previous lesson.Step 2. Warming upPlay 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 communicate 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 in1.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 communicate with on the InternetA 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 boys 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 blanks6. Ask Ss to combine two sentences into one ,using the attributive clause. (exercise 2 in P105)Step 4 HomeworkFinish off the work in work bookTry to write a news story in about 100 wordsRevise the grammarEv