Unit Four

Unit 4
一、教学目标
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; pull; flow; shake; strike; struggle等。
词组：get on one's feet; tree after tree; pull oneself;
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：能听懂一个关于不幸经历的小故事，抓住时间、地点、人物、发生的事件先后的关?系
说：学生能掌握如何在不同场合用英语进行提供帮助、安慰和鼓励他人的表述，并能有条理地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。
读：Scanning, skimming, careful reading, generalization; inference等阅读技能训练。
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） 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丰富的情感体验，感受用英语交流的成功与喜悦，以及培养合作精神、互助精神。
5）教学重点和难点：
重点：
1、课文中出现的重点动词如：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle及词组：get on one's feet; tree after tree; pull oneself etc.
2、用关系代词who, that, which, whom, whose等引导的定语从句。
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。

二、教学方法
课堂设计采取"P---T---P"自主学习立体模式： （Pre-task----Task-cycle----Post-task）

三、教材处理
本单元的任务为：
学生能根据图片提示，运用部分新学词汇及First, Then, Next, Finally等词和定语从句，得体而有逻辑地描述一个难忘的事件，表达情感。
三个环节如下：
Pre-task:
学生回忆往事，激活背景知识，重温情感体验。
Task-cycle:
学生完成围绕Unforgettable Experiences 而展开的听、说、读、写的各项任务，学会听、说、读、写的各项技能，强化"描述一个难忘的事件"的表达能力，为完成任务做好铺垫。
Post-task:
达成任务，展示成果，反馈学习情况。

四、教学程序
第一课（听力课）
Ⅰ、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．
Ⅱ、教学设计
A. Warming up
Task 1. Match competition (group work)
Match Column B with Column A correctly
Question: Why do you think so ?
Task 2: Look at the following pictures, and 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 under the picture)
Task 3: Let the students describe each picture with Attributive Clause.
e.g: Zhang Heng is the man who made the earliest seismograph in 132.
B. Pre-listening
Task１: Before listening, Ss guess the possible answers to the following questions according to the situation: (group work)
1) When did the earthquake happen?
2) Where was the man driving when it happened?
3) What was he going to do?
C. While-listening:
Listening (part 1)
Task 1: Listen to the tape for the first time and get the correct answers to the above questions.
Task 2: Listen to the tape again and put the following into the right 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 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 3: Ss listen to the tape once again, then try to retell the story simply, using their own words.
Task 4 : Discussion (Group work)
What would happen to Hank Stram finally?
Listening (Part 2)
Task1: Listen to the second part for the first time and choose the best answer.
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. 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: Listen to the tape again to write the words in the space.
1. I ________ myself in the dark.
2. Then I remembered what______.
3. It was clear 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.
D. Post-listening:
Task: Discussion
What made him survive in such a terrible accident?。

第二课（口语课）
一、 教材内容及教学目标
本课着重培养学生'说'的技能, 通过对话学习、情景对话、心理咨询等手段，学生能掌握如何在不同场合用英语进行正确表达提供帮助、安慰、鼓励的言语，并能有条理地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。它的掌握是一个很好的过渡阶段——进入'读'和'写'的技能训练．
二、教学设计
A. Pre-dialogue
Task 1. Revision.
Questions:
1. Do you remember the person who was caught in an earthquake?
2. What happened to him in the earthquake?-----His legs were broken.
3. What difficulties does he have now in his life?
4. If you are his friend, how will you encourage him and what advice would you offer?
e.g Don't worry/ Don't be afraid/ It will be OK/ You can do it/ Come on/ Keep trying?.
Task 2 Make up a