Ⅰ,教材内容

这是新教材高一上第4单元的阅读课型.本课围绕难忘的经历这一主题,描写洪水来临时的凶猛及Jeff与Flora在这次经历中的体验.本课词汇量大,尤其在描写发洪水时,文章运用大量的动词及一些原汁原味的表达.另外文章中还出现许多定语从句,定语从句是本单元的语法重点.根据新课程标准及高一学生的知识,语言能力水平,我们制定以下教学目标:

Ⅱ,教学目标:

1,理解和掌握一些新词汇如:roar,mass,fright,rack,boom,advance,seize,destroy,sweep,swallow,drag,struggle,flow,strike,etc.

2, 理解定语从句,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.

尤其是whose引导的定语从句及间隔性定语从句.

3,学生在一定程度上提高阅读微技能和用英语思维,推理,判断的能力.

4,能用First,Next,Then,Finally来口头陈述事件.

Ⅲ, 教学设计

A. Warming up:

Task 1:Talking about natural disasters

1. What natural disasters did you talk about yesterday Do you know some others

2. Have you ever experienced one of these disasters Can you describe what it was like and how you felt

B. Pre-reading

Task 2: Looking and guessing:

1. What can you see in the picture

2. What happened to them finally

3. What words will you use to describe this disaster

C. Fast reading

Questions:1.What natural disaster did Flora and Jeff suffered (Flood)

2. What rescued them (Chimney)

D. Careful reading

Task 3: Dividing 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 4: 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 5 :Reading for the second time and finish the following diagram

places

flood

reaction

feelings

Task 6 Imaging the end of the story

E. Practice for understanding and word study

F. Consolidation

Task 7,Retelling the story according to the diagram:

Post reading

Task : Discussion.

1, Will the disaster change Flora and Jeff's life How

Expanded reading: The Day That Changed My Generation

Read the material and do some exercises.

Homework:

写阅读笔记

阅读格式卡

Date:

Unit ( )

Lesson( )

General idea:

Contents:

Comment:

板书设计

Unit 4 Unforgettable experiences

places

flood

reaction

feeling

first

in the garden

roar, advance

wave, shout run

surprised

puzzled

next

on the way to the house

sweep, swallow, flow

seize, drag ,

go down, open,

pull ,look into, hold, struggle

frightened

then

inside the house

strike

move up

destroy

climb, cry

hopeful

Finally:

F V I F S E I Z E M

OFYKHNGYOJ

HIDRAGDPTX

YFENKICUBS

TSSIEBFLOW

ASTRUGGLEA

KERRABNVQL

JZOFIHYNPL

BXYZOKCGTO

ADVANCEFIW

F V I F S E I Z E M

OFYKHNGYOJ

HIDRAGDPTX

YFENKICUBS

TSSIEBFLOW

ASTRUGGLEA

KERRABNVQL

JZOFIHYNPL

BXYZOKCGTO

ADVANCEFIW

F V I F S E I Z E M

OFYKHNGYOJ

HIDRAGDPTX

YFENKICUBS

TSSIEBFLOW

ASTRUGGLEA

KERRABNVQL

JZOFIHYNPL

BXYZOKCGTO

ADVANCEFIW

Period 5 Language study & Grammar(half period)

I,教学设计

Task 1. Word puzzle

I. Find out ten words that describe the flood and fighting against the flood in the puzzle. One of them has been found out.

Task 2. Words in different situations

Word study about "advance" and "strike" (individual work)

Judge the different meanings of "advance" or "strike" in the following sentences:WWw.dAkAo8.com

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 from 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 3. Finish the exercises in the text.

Task 4. Talking about people and things, using Attributive Clause

First, let students find out some words about things quickly like clock, homework, coat, chocolate, bag, 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 teaches you how to learn.

Third, finish Exercise 2 of Grammar orally. (individual work)

Task 5 . Expanded reading

1.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)

2. Reading comprehension

Task 6. Finish Exercise 1 of Grammar. (individual work)

Homework

Preview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and the linking words and and but.

Period 6 Writing & assessment(1.5 periods)

Ⅰ,教学内容与教学目标

学生通过学习一篇四川之行的游记范文,能根据写作步骤提示,用First, Next, Then, Finally组织材料写一篇自己亲身游记(unforgettable trip),并能写出一两个含定语从句的句子.

根据克拉申(krashen)的输入假说:"写是输出的过程,是在前面多方式,多渠道的足够可理解输入的情况下,而达到的自然输出.根据我们前面提出的P----T----P自主学习立体模式,我作如下设计.

Ⅱ,教学设计

Pre-task:激发背景知识,明确写作要求,主题目的,写作步骤

Activity 1. remind of the unforgettable experiences

In our daily, many things are unforgettable. They are worth writing down. For example, (显示画面)a disaster; 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 around 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 Leshan 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 went 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)