高三英语unforgettable experience教案

Unforgettable experiences教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如工作计划、工作总结、演讲稿、合同范本、心得体会、条据文书、应急预案、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of practical sample essays for everyone, such as work plans, work summaries, speech drafts, contract templates, personal experiences, policy documents, emergency plans, teaching materials, complete essays, and other sample essays. If you want to learn about different formats and writing methods of sample essays, please stay tuned!Unforgettable experiences教案Unforgettable eXperiences教案（精选2篇）Unforgettable eXperiences教案篇1unforgettable eXperiences教案unit 4、unforgettable eXperiences第二课时学案teaching aims and demands :some sentence patterns and difficult points of grammar 。

Unit 4 Unforgettable experiencesTeaching Aims and DemandsWords and Phrasesunforgettable disaster finally rescue advance seize swallow drag struggle fight flow fright shake strike destroy national fear opportunity touch noteThree Skills: king host scare upon tower deadline article Buddha agent temple naughty peanutSpoken English:1.Describing emotions:Help! Don’t worry. Well done!I’m afraid to … Don’t be afraid. You can do it.I’m afraid. I’ll be OK/all right. Come on!It’ scares me! It’s all right! That’s better./Keep trying.2.Describing sequences:First, we went to Leshan. Next, we climbed Mount Emei.Then we played with some monkeys.Finally, towards evening we were on the way back to Chengdu.Grammar: The Attributive Clause1.能够用英语描述人物的特征、行为等一由 who/whom/that/whose 引导:She looked at Jeff, who was waving his arms.The girl whose leg was broken n the earthquake was taken to hospital.2.能够用英语描述事物、事件的性质、内容等一由which/that引导：And there she saw a wall of water which/that was quickly advancing towards her.Use of Language:1.Master the function use of language as defined above.2.Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about The Rescue as well as the basic skills in such situation. Important points: The Attributive ClauseDescribing one’s experience.Difficult points: The use of Attributive ClauseTeaching aids: Computer, tape-recorderWay of Teaching: Discussion and way of communicationLesson1Step 1 Warming upAsk the students to look at the pictures and the words and phase below them. Tell the students have to make sentences using the words and phrases in a sentence with an Attributive Clause. Make the first one as an example.The answers:2. Howard Carter is the man who found King Tut’s 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 2008 Olympic Games. Step 2 ListeningAsk the students to listen to a man who survived the 1989 earthquake in San Francisco, in the United States.Ask the students to write down the answers for the questions.Answers to Exercise 1:1.The earthquake happened at a quarter past five in the afternoon/5:15.2.The man was on his way to his daughter’s school.3.The cars in front stared to move from side to side.4.Before the earthquake he had finished his work and gone to the post office.5.he was going to fetch his daughter from her school.Answers to Exercise 2:1. found2. had happened3. had been4. heard, climbing5. had come, wasStep 3 SpeakingAsk the students to look at the four pictures. The exercise consists of three dialogues about situations in which students must imagine experiencing some kind of difficulty or problem using the example as a guide.Step 4 HomeworkAsk the students to finish the exercise Talking in their workbooks.Lesson2Step 1 RevisionCheck the homework by asking several students to reproduce their dialogue.Step 2 Pre-readingAsk several students to describe one disaster that they have seen or heard.Step 3 Reading(1). Pre-readingBefore read the text, ask the students to answer the three questions as a warm-up.1.What natural disasters do you know about?2.Have you ever experienced a natural disaster? Can you describe what it was likeand how you felt?Students read the text again and find the answers to the questions 1-3 in the post-reading part.Explain the language points if necessary.Step 4 ConsolidationFinish exercise 2 in the students’ workbooks as the homework. The students can use the word in the brake as a guide.Lesson3Step 1 RevisionCheck the students’ homework.Step 2 Word-studyGo over the meaning of each word before asking the students to complete the exercise. Then check the answers with them.The answers are: strike destroyed advanced drag pulled to shook struggled seize flowed swallowedStep 3 GrammarFirst, Revise what is the Attributive Clause by giving several examples:1.She looked at Jeff who was waving his arms.2.Do you know the boy whose parents are on holiday?3.The story that you read is “The Rescue”.4.And there she saw a wall of water that was quickly advancing towards her.Step 4 ConsolidationAsk the students to finish the exercises 1--2 in their books.The answers are: 1.who 2.which/that 3.whose 4.which/that 5.that 6.whose 7.who 8.which/that 9.whomThe answers to exercise2 are:1.A bookworm is someone who likes reading very much.2.A couch potato is someone who spends a lot of time watching TV.3.A sports fan is someone who loves to play or watch sports.4.A workaholic is someone who often works very hard.Step 5 HomeworkAsk the students to finish the exercises 1—3 in their exercise books.Lesson4Step 1 RevisionCheck the homework.Revise the Relative Pronouns by giving some examples:I met a boy who can speak English so fluently.Anna was wearing a hat which was too big for her.A plane is a machine that can fly.This is the boy whose father is a great writer.Is that your professor whom you mentioned a lot?Step 2 ReadingThe students read the text and put a circle around the relative pronouns and the linking words as required above the text.Step 3 Grammar(1).List the sentences in the text which has Attributive Clause in it. And analysis the sentences into two or more sentences so that the students can learn more about the formation of Attributive Clauses.Example:I found some photos of interesting places which were too far away from Chengdu.→I found some photos of interesting places.They were not too far away from Chengdu.I called a travel agent whose telephone number I found in a newspaper.→I called a travel agent.I found his telephone number in a newspaper.(2).Turn to page 106 and finish the text in it.Step 4 WritingBefore as the students to write a compositions out, get them read the six questions first to help the students to formulate some short sentences.Ask the students to organize their ideas and sentences in a logical order, using First, Next, Then and Finally.Step5 HomeworkWrite out a composition about an earthquake.。

The Fourth PeriodTeaching Aims:1. Do some reading and writing practice to improve the students’ integrating skills.2. Do some exercises to consolidate the Attributive Clause.3. Learn how to write about an unforgettable experience.Teaching Important Points:1. Improve the students’ integrating skills.2. Help the students master the Attributive Clause better.Teaching Difficult Point:How to improve the students’ integrating skills.Teaching Methods:1. Reading and writing to help the students to improve their integrating skills.2. Pair work or individual work to make every student work in class.Teaching Aids:1. a tape recorder2. a projectorTeaching Procedures:Step Ⅰ.Greetings and Revision(Greet the whole class as usual.)T: In the last period, we reviewed some relative pronouns. Who can tell us what they are?S: Let me try. They are “who, whom, which, whose”and “that”.T: Yes, you’re right. Please sit down. And we know when we’re talking about people, we can use “who/whom/whose/that”.When we’re talking about things, we use “which/that”.And we also learnt the relative adverbs “when”and “where”before. Do you remember?Ss: Yes.T: Who can tell us something about them?S: Let me try.“when” is used when the Attributive Clause modifies a word about time and it is the adverbial of time in the clause.“Where” is used when the word is about a place and it is the adverbial of place in the clause.(Teacher writes the relatives on the blackboard.)Step Ⅱ.ReadingT: Very good. Please sit down. Now, please turn to Page 27 and read the passage quickly to find out what it is about. Please begin.(The Ss begin to read. Two ou three minutes, the teacher asks them to answer the question together.)T: OK. Stop! Now tell me what the passage is about.Ss: A trip to leshan and Emei in Sichuan.T: Quite right. Next, please underline what they did in the story. Begin now.(After a while, the teacher checks their work with the whole class and writesthe answers on the blackboard. Then says the following.)T: Well done. Now read it quickly again and put a circle around the relative pronouns “who, whose, which and that” and the linking words “and” and “but”. After you finish, we’ll check them together.Suggested answers:1. First, I found some photos of interesting places which were not too far away from Chengdu.2. Next, I called a travel agent whose telephone number I found in a newspaper.3. He told us that I could go on a two-day trip to Leshan and Emei, which wasn’t too expensive.4. We took a few bottles of water,some apples and oranges,which we put into my bag.5. Xiao Rong took a photo of a monkey that was sitting on my head.The linking words:1. I decided to go and see the big Buddha in Leshan andMountEmei.2. He told us that I could to on a two-day trip to Leshan and Emei, which wasn’t too expensive.3. My friends, Xiao Rong and Wei Bin, said they would e with me.4. We took a few bottles of water, some apples and oranges, which we put into my bag.5. Looking up at the large head and down at the large feet makes you feel so small.6. There are many old temples and the forest on the mountain is very beautiful.7. In a second they will e to you and touch you.8. The monkeys look sweet, but they can be very naughty.9. Wei Bin took out some peanuts and it was fun to see the monkey eat from his hand.10. We were all very tired and slept on the bus, but our trip to Sichuan was really unforgettable.T: Good. I think you understand the story well now. But you should pay attention to the use of “fun” and “in a second”. Look at the screen, please.in a second (in/after a short time)e.g. I’ll be ready in a second.The food was on the table in seconds.The plane will take off in a second.2. fun(U)e.g. It’s great fun to jump into the river and swim in the hot summer.You’re sure to have some fun at the party tonight.He is learning French for fun.People make fun of him only because he is wearing a strange jacket.funny adj.e.g. He looks very funny in his father’s jacket.(The teacher gives brief explanation to the Ss to make sure they understand how to use it correctly.)Step Ⅲ.Listening and Reading AloudT: Now, I’ll play the tape for you to listen. The first time, just listen. The second time, you can follow. And then read the passage aloud by yourselves. Are you clear about that?Ss: Yes.(Play the tape twice and then give the Ss a few minutes to read the passage.) Step Ⅳ.WritingT: We know the passage which we just read is about an unforgettable experience. Do you have any unforgettable experience? We’ll try to write about one. First, quickly write down about 20 short sentences about your experience. The questions on the screen may help you. Please work in pairs.(Show the following questions on the screen.)1. Why did you choose to go there?2. Where did you go?3. How did you get there?4. What did you see there?5. What did you do there?6. How did you feel about this holiday?(Ss prepare for a few minutes.)T: OK. Have you finished?Ss: Yes.T: Now, tell your story to your partner. You should try to put your sentences in the order in which you want to tell your story. For example, what happened first, what next, what you did then and what happened in the end. Do you understand?Ss: Yes.T: OK. You can begin.(Ss practise in pairs for a few minutes and the teacher should help the students if they have any questions.)T: OK. Now, who’d like to tell us your story?S: Let me try.…(The student tells his/her story to the rest of the class.)T: Very good. Please sit down. After class, please write your story in your exercise books. Try to use linking words like “and”“but”“or” and “because”,and relative pronouns and adverbs, such as “who, whose, which, that, where, when”or “why” to make long sentences. Are you clear about that?Ss: Yes.Suggested passage:During the last summer holidays I went to MountWutai with my family. First we called the travel agency to find out the best place to visit. They told us MountWutai would be the best since it was cooler than other places in the hot summer days. We had never been there before, so we decided to go to visit it. Next, we prepared the things which could be needed, such as, warm clothes, some medicine, a camera, some fruits and drinks. We put all these things in a big bag which was offered by the travel agency. Then we set out by train. Later we took a bus. After about fourteen hours, we arrived there. We stayed at a hotel which was in a big temple. I liked the hotelvery much, because it was clean, quiet and the food was delicious, too. Then during the next few days we visited many beautiful and famous places where there were many big and amazing buildings. I took many photos and bought lots of gifts which I gave to my friends when I came back home. There were many foreign visitors and I talked with them. I was excited all the way, but when I was on my way back. I was so tired that I slept on the bus. It was really unforgettable.T: Now, please turn to Page 28.Look at the “Tips”.There’re some tips for having and remembering unforgettable experiences. They are very helpful to you. Read them carefully and try to remember them after class. OK?Ss: OK.Step Ⅴ.CheckpointT: Now, let’s look at Checkpoint 4.The grammar item in this unit is the Attributive Clause. We have reviewed the relatives at the beginning of this class. Now, please fill in the blanks with the correct relative pronouns. After you finish, check your answers with your partner.(A moment later, ask some students to say their answers and check with the whole class.)Suggested answers:1. who/that2. whose3.which/thatT: In order to help you master the relatives better, I have some more exercises for you to do. Look at the screen, please. Finish them by yourselves and then check your answers in pairs.(Show the following on the screen.)Fill in the blanks with who/whom/which/that/whose/when/where.1. Do you know the date _____Lincoln was born?2. What’s the name of the state _____ Lincoln was born?3. What was the name of the war in the USA _______ lasted four years?4. Wheat is a plant _____ is grown in northern China.5. The letter _______ I received two days ago is from my aunt.6. The woman _______ we’re waiting for will give us a tale on puters.(A few minutes later, check the answers with the whole class.)Suggested answers:1. which/that2.which/that3. when4.where5. which6.which/that7. which/that 8.who/whom/thatStep Ⅵ.Summary and HomeworkT: Today, we’ve read a story about an unforgettable experience and we’ve practised how to write such a story. Afterclass, remember to write down your story in your exercise book. Besides, we’ve reviewed the Attributive Clause and done some exercises to consolidate it.After class, you should do more exercises to master it better. Do you remember?Ss: Yes.T: Good. And in this unit, we have learnt some useful expressions. What are they?Who knows?S: They are “take place, on fire, pull sb. up”.T: Good. After class, try to make sentences with them so that you can use them correctly. For that’s homework: Finish the exercises for integrating skills on Page 106. That’s all for today. See you tomorrow!Ss: See you tomorrow!Integrating skills:1. A2.A3.B4.CAnswers to Ex.21. 1. “It” refers to “another earthquake that shook San Francisco on October 17th .1989”.2. “One” refers to “a wide and busy road”1.3．“Ones”refers to“people”．1.4．“They”refers to“the plates”．1.5．“One”refers to“an earthquake”．2．Reasons why the earthquake in l989killed few people are because：·It happened in the evening whenpeople were trsvelling home．·It didn't happen in the centre of town, but fifty kilometres away．·Buildings that are less than fifty years old are stronger．(The studentonly need to write downtwo of these possible answers．) 3．If it is a light earthquake, you will see the lamp swinging，glasses and plates in the cupboards may shake or even fall on the floor．Next，in a heavy earthquake the earth will suddenly shakevery hard for a few seconds，and manybuildings may fan down．Then，in most cases, the electricity will go down andin many places fires start．Sometimes，the earth will shake again．even up untila few days later．In the earth，everythingbees quiet．4．Some people say that if a new earthquake hits San Francisco, which is now ten times bigger than it was in 1906，there will be a lot of damage．This could be true．because many morebuildings and roads have been built over the past one hundred years．Thecity is bigger, and buildings are tallerso there could be a lot of damage．Onthe other hand，buildings are stronger now, and many buildings ate especiallydesigned tostand earthquakes．When an earthquake hits，these buildings will move and sway．but not fall down．So itis possible that there will not be muchdamage．Answers to Ex．31．An earthquake of 2.5 on the RichterScale is an earthquake which is riot felt by people but is recorded by scientists.2．Earthquakes with a strength of 4.Oquakes which are often felt．But usually don’t cause damage．3．In April 2002 Taiwan was hit by a strength quake which destroyed many buildings in the cities．4．The earthquake, which had a strength of 6.8 on the Richter Scale，was even felt on the mainland．5． I have a friend whose father still remembers the 1976 earthquake in Tang-shan，which had a strength of morethan 7.6 on the Richter scale．6．In 1927 Xining was hit by an earthquake which had a strength of 8.3．Luckily such quakes which can cause alot of damage do not happen very often．WritingSample essay：On a hot September night in 200__thecity of×was hit by an earthquake．It hada strength of 6.3 on the Rechter Scaleand was one of the strongest earthquakesthat has happened in this part of thecountry for many years．First the lampsstarted swinging and a11 the p1ates andcups were shaking on the table and in thecupboards．You could hear a crackingnoise going through the walls and a roar under the ground as if a train passed under the house．At the time of the earthquake many people were sleeping．but because of the heat and the fact that somepeople do not have an air conditioner, some people slept outside the house andthat saved many people．Many houses andbuildings were destroyed and roads andrailways were damaged．The first rescueteam that arrived were Chinese soldiers．They saved many people from under thethe broken roads and buildings, and they tookcare of wounded people．They alsp built some new hospitals very quickly．Laterthey were helped by international rescue teams that arrived from America and Germany. Very many people were hurt. About 1 300 people died in the earthquake.Step VII The Design of the Writing on the Blackboardtravel agencyStep Ⅷ.Record after Teaching _______________________________ _______________________________ _______________________________ _______________________________。

人教版高一教案Unit 4 Unforgettable experiencesPeriod 1I. Teaching aims:1. Get some common knowledge about history;2. Promote the students’ listening ability;3. Learn about earthquakes.II. Important points:1. Grasp some pattern about describing emotions;2. Learn the Attributive Clause;3. Get the students to know how to use the structural words in writing.III. difficult points:1. Learn to use the Attributive Clause;2. Learn to talk about an unforgettable experience;3. to learn to use the following phrases: take place, pull sb. up, go through, on holidayTeaching methods:listening, speaking and discussing method.Teaching procedures:Step 1 Warming up1. ask the students to talk about the pictures using the given words and phrases.2. ask the Ss to read the example and know what to do.3. the Ss talk in pairs.4. let some Ss to talk about the other pictures after the example.5. ask the Ss to make sentences about other people, inv entions or discoveries using “who, that, which”.Step 2 Listening1. ask Ss some questions about earthquakes2. give some necessary introductions to the Ss.3. Ss listen and make some notes.4. let the Ss listen a second time and try to write down the answers to the questions.5. Check the answers with the class.6. Ss do Part 2 while listening.Step Three Consolidation1. ask Ss to use the Attributive clause to complete these sentences:A good friend is someone ____________________.Hank Chuck has a friend ______________________.A raft is a small boat _________________________.A paddle is a kind of equipment ___________________.Pandas are animals _____________________________.2. describe an unusual experience in an earthquake using the following words.take place, driving along the road, finish work, on one’s way to, move from side to side, slow down, start to shake, fall down, fall onto the cars, be luckyHomework1. finish off the writing;2. preview the new words of the text.Period 2I. Teaching Aims:1. Promote the Ss’ listening and reading abilities2. Grasp some patterns about describing people’s emotions.3. Words and expressions: a wall of, be upon, advance, swallow, drag, get on one’s feet, around the corner, completely, etc.II. Important point:Help the students to understand the passage better.III. Difficult point:How to improve the students’ reading ability.IV. Teaching methods:1. Fast reading to get the general idea.2. Discussion to exchange ideas.3. Careful reading to get details.V. Teaching Procedures:Step 1 Revision1. ask the Ss to talk about earthquakes.2. ask the Ss what they say to comfort him or her when somebody is sad or has done something wrong.Step 2 Dialogue1. ask the Ss to look at the first picture and answer:1) What kind of difficulty or problem is the girl experiencing?2) What would you say to encourage her?2. Useful expressions:1) Help!/ I’m afraid to…./ It scares me.2) Don’t worry. / It’ll be all right.3) Well done!/ You can do it / Come on.3. ask the Ss to think what kind of problem is in each picture.4. work in pairs.1) Situation 1:A: Help!, My family, where ___________?B: Don’t worry. Everything will __________A: ……………………….2) Situation 2:A: Is that dog you want us to _______________?B: Yes. It is my favourite dog. Will you _____________________?A: …………………………3) Situation 3A: Help! Help! Help!B: Please step aside. Everything will be OK.A: ………………………..Step 3 Pre-reading1. ask the Ss to think about different types of natural disasters.1) flood 2) fire 3) typhoon 4) earthquake2. ask the Ss to imagine what a natural disaster is like and how people feel.1) When a flood happens, there will be too much water in rivers and fields. ……2) When a big fire happens, ………..3. ask the Ss to discuss the following situations in groups:Disaster Flood Earthquake Typhoon FireSituation In the classroom Sleeping in your bedroom Riding a bicycle on the road Shopping in a supermarketActionStep 4 Consolidation1. ask the Ss to list some sentences to comfort people in trouble.2. ask the Ss to write a short passage about disasters using “First, Next, Then, Finally”Homework1. finish off the writing.2. Go over the words and expressions in the reading text..Period 3I. Teaching Aims:1. Promote the Ss’ ability of reading comprehension2. Know how to describe events3. Learn to use the following expressionslook around, grow to…, before she could …, pull up, get on one’s feet, look into one’s face, with a look of fright, move up and downII. Important points:1. Do some exercises to master some important verbs better.2. Review the Attributive Clause and learn to use the relative pronouns who, whom, whose, which and that.III. Difficult point:How to help the students master the Attributive Clause better.IV. Teaching methods:1. Review method to help the students remember what they have learnt in this unit.2. Individual work or pair work to make every student work in class.V. Teaching Procedures:Step 1 RevisionCheck the homework with the class.Step 2 Lead-in1. introduce what will happen in a flood and study new words:rescue, roar, advance, seize, swallow, drag, struggle, fright…2. ask the Ss to talk about the picture.1) What kind of disaster is it?(ask the Ss to list some logical sentences of possible events during a flood)2) What are the people shouting?Step 3 Reading1. read through the passage and then answer the questions:1) What were Flora’s first two feelings when she turned around and saw the water coming?2) What happened to the garden at last?3) Why was Jeff looking for the chimney?2. ask the Ss to work out what the underlined words refer to.1) which --- a loud noise2) there ---- behind her3) it --- a wall of water that was quickly advancing towards her4) whose --- Flora’s5) both --- Jeff and FloraStep 4 Language pointsPick out some difficult sentences, words or phrases and explain to the students.1. the noise grew to a terrible roar.--- Roar is the noise that lions make2. before1) the bell rang off before I could answer it.2) She heard a roar before she could move.3. V-ing1) The first wave swept her down, swallowing the garden.2) A new wave came, sweeping down trees.3) He was standing, holding on….4) She stopped, listening….4. advance1) the soldiers advanced on the enemy.2) A month has passed and the work has not advanced.3) You can’t stop the advance of old age.4) in advance = ahead of time5) advanced education5. must have been1) He must be a student.2) He must be working in the room.3) He must have come here yesterday.Step 5 Retelling1. ask the Ss to retell the story.First ---- Flora saw …… She turned around as she saw ….Next ---- the water swept …down, struggle for ….Then ---- try to get to the house, climb the stairs to …..Finally ---- A part of the house ……chimney.Step 6 Talking1. (Page 103) ask the Ss to work in pairs first.2. ask some pairs to present their dialogue.Homework1. write a short summary about the text.2. Do Part 2 of vocabulary on page 104 in their exercise books.Period 4I. Teaching aims:1. to go over the key words and expressions;2. to review the Attributive Clause and learn to use the relative pronouns “who, whom, whose, which and that”.II. Important points:1. Improve the students’ intergrating skills.2. Help the students master the Attributive Clause better.III. Difficult point:How the get the students’ intergrating skills improved.IV. Teaching methods:1. Reading and writing to help the students to improve their intergrating skills.2. Pair work or individual work to make every student work in class.V. Teaching Procedures:Step 1 Revision1. check the homework with the class.2. ask one or two Ss to describe an event they experienced using “first, next, then, finally.”3. review the following phrases:look around, advance towards, sweep down, pull up, get on one’s feet, look into, go down, cut down, move up and down Step 2 Word Study1. ask the Ss to get the meaning of the following words.2. the Ss fill in the blanks using the correct verb in its correct form.3. check the answers with the class.Step 3 Practice1. (Page 26) ask the Ss to fill in the blanks with who, whom, that, which, whose”.2. check the answers with the class.3. (P27) ask the Ss to describe certain types of people using the Attributive Clause.1) A bookworm is someone ____________________.2) A couch potato is _____________.3) A sports fan is _______________.4) A workaholic is ____________________.4. Extension: ask the Ss to describe certain types of things.1) A alarm clock is something _____________.2) A computer3) A cellphoneStep 5 Workbook1. Do Parts 1&2 on page 105.2. Do Part 3 orally.HomeworkDo Part 2, page 105 in exercise books.Period 5I. Teaching aims:1. to review the Attributive Clause;2. to learn the usage of linking words;3. to learn how to write about an experience;4. to write about an unforgettable experience.II. Teaching procedures:Step1 Revision1. ask the Ss to fill in the blanks.1) The boy with ________ I played basketball is my cousin.2) Betty, _____ has never come to China, is studying Chinese now.3) The student, _______ brother has gone to Qinghua University, is in our class.4) The electronic dictionary ______ his father bought him as a present was broken last week.5) I want to take back the book ______ he borrowed from me.Step 2 Reading1. ask the Ss to go through the passage and answer the questions:1) Where did the writer go on a holiday?2) What did the writer visit in Leshan?3) What was the nicest part of the day in Mount Emei?2. some useful expressionsgo on a holiday to …., a travel agent , go on a two-day trip, climb all the way up the mountain, in a second, etc.3. find out complex sentences:1) put a circle around the relative pronouns “who, whose, which and that”2) put a circle around the linking wor ds “and, but”.3) Ask the Ss to analyze the complex sentences into their constituent sentences.4. ask the Ss to analyze the structure of the passage.Paragraph 1 --- choose the destination and make plansParagraph 2 --- visit the Buddha in LeshanParagraph 3 --- climb Mount EmeiParagraph 4 --- return homeStep 3 Writing1. ask the Ss to read through the six questions quickly:1) Why did you choose to go there?2) Where did you go?3) How did you get there?4) What did you see there?5) What did you do there?6) How did you feel about this holiday?2. ask the Ss to talk in pairs and then write down 20 short sentences3. ask the Ss to put their sentences in the order in which they want to tell the story.Ask the Ss to organize their ideas and sentences in a logical order, using “first, next, then and finally”.4. ask the Ss to try to combine short, simple sentences into somewhat longer, complex sentences using conjunctions or relative pronouns.1) I found some photos of interesting places.They were not too far away from Chengdu.---- I found some photos of interesting places which were …….2) Xiao Rong took a photo of a monkey.The monkey was sitting on my head.---- Xiao Rong took a photo of a monkey that was sitting …….5. suggest that the Ss use the unforgettable trip to Sichuan as a sample writing.HomeworkThe students write their composition.。

铁达尼号的沉没素材新挖掘他们正在千方百计设法营救被困在井下的矿工。

(1)had jim not dived in to _________(营救)him, the boyriver.(4)我该如何拯救我的好友？(写作小练笔：主谓宾；friend)__________________________________________我大喊一声，朝她走去。

(1)he is to _________(提升)to a higher position.enemy.(3)you must pay for the book _____________(预先).(4)军队向那个城市推进。

__________________________________________考点3. destroy vt. 摧毁;毁坏那次地震摧毁了商业区的几家商店。

destroy vt. 摧毁damage vt. & n.(部分)损坏ruin vt. & n. 毁坏(3)这场大火毁了我的全部书籍。

(写作小练笔：主谓宾；fire)____________________________________________destroyeddestroyedthe big fire destroyed all my books.(4)all the roads and bridges to the front line _______ to prevent 考点4. fear n.害怕；担心 vi. & vt. 害怕；畏惧每个人听到它都惧怕。

fear sth/that 害怕某事fear vi. & vt. 担心；害怕fear for 为……而担心for fear of /that生怕；以免(3)he often ___________(担忧)for his son’s safety.(4)我担心他一定发生意外了。

Unforgettable experiences教案Unforgettableexperiences教案Unit4Unforgettableexperiences第二课时学案Teachingaimsanddemands:Somesentencepatternsanddifficultpointsofgrammar.Importantanddifficultpoints:Attributiveclauses,thepastperfectcontinuoustenseand thepresentparticiples.TeachingProcedures:Step1疑难透析.whathadhebeendoingbeforetheearthquake?过去完成进行时表示在过去一个时间点以前一直进行的动作;而现在完成进行时则表示从过去一个时间点开始一直进行的动作。

例如:Ihadbeendoingmyhomeworkbeforeyoucame.IhavebeendoingmyhomeworksinceIcamebackhome.注意完成进行时都是强调动作的延续,故其中的动词必须是延续性的。

考查方向现在与过去进行完成时的辨异。

【典型考题】XX北京高考Threemonthswentbybeforesheknewit.她还没有意识到三个月就过去了。

Nowthatsheisoutofajob,Lucy__________goingbacktoscho ol,butshehasn’tdecidedyet.A.hadconsideredB.hasbeenconsideringc.consideredD.isgoingtoconsider【解析】由shehasn’tdecidedyet可知,Lucy还在考虑这件事情,故用现在完成进行时,表示动作还在继续。

【答案】B。

2.Beforeshecouldmove,sheheardaloudnoise.Beforeshecouldthinktwice,thewaterwasuponher.本句中，before意为“还未来得及…就…”，例如：ThetelephonewashungupbeforeIcouldanswerit.我还未来得及接电话,电话就挂断了。

Unit 4 Unforgettableexperiences 说课稿学习目标和要求1．学习和掌握以下单词和习惯用语1) 单词seismograph; Howard; king; King Tut; Hank Stram; Anna; Kathy; receptionist; Hilton; disaster; finally; rescue;Flora; roar; mass; advance; upon; seize; swallow; drag; struggle; fight; flow; shake; stair; crack; tower; national;deadline; fear; opportunity; Kevin; article; publish; Buddha; agent; toothbrush; book; temple; touch; naughty;note;2) 习惯用语on fire; pull sb. up; get on one’s feet; travel agent;2.功能意念项目学会用英语谈论过去的经历（包括人、物及事件等等）。

3．语法1）复习定语从句，学会使用关系代词who, whom, whose, which and that 的用法。

2）复习形容词和副词的用法。

4．语言运用运用所学语言，围绕难忘的经历这一题材，完成教科书和练习册中所规定的听、说、写的任务；阅读课文“Unforgettable experience”, 确切理解并完成有关课文内容和练习；并练习写一篇有关难忘的经历为题材的文章。

Lesson plan presentationSEFC B1A Unit 4 Period1Good afternoon, ladies and gentlemen. I’m glad to interpret my lesson here. The lesson plan I’m going to talk about is from SEFC book1A, the 1st lesson of Unit 4, unforgettable experiences. I’ll explain in the following 5 parts: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard work.1. The theoretical basisFirst, my theoretical basis is schema theory. According to it, the process of listening is an interactive movement between the listening material and the students. For my course is a listening and speaking lesson, sometimes, students may feel hard in understanding the foreign backgrounds during the course of their listening. So at the beginning of the lesson, I give out some information of the background as well as some differences between two languages. I hope to activate their schema in their minds by doing so. For example, I introduce Howard Carter before the warming up, and I ask “where is the man driving” to give them a thought of background in listening part.2. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the key points, the difficulties and teaching objectives.The importance in the lesson is to teach Ss to express themselves in some accidents with some special verbs. Another key point is to train them to use attributive clauses with the relative pronouns like, who, that, whom, whose.The difficulties in the lesson are how to better grasp the attributive clause to express some special conditions.And now, I’d like to interpret my teaching objectives.I) Knowledge objectivesSs should fully understand the useful expressions in the text to express their difficulties or to comfort others in certain situation. Then students should master the verbs and verb phrases like, advance, seize, sweep; get on one’s feet, pull oneself.II) Ability objectivesStudents should apply the attributive clause in their dialogues according to certain situation. So I encourage and help them to use this sentence structure, so as to improve their speaking ability. Besides, listening is a difficult part. In this part, I’ll train them to predict the context of the listening material before it start.III) Moral objectivesThis unit concerns some unexpected accidents or disasters. When learning this, Ss are required to develop an optimistic emotion and readiness to help others, and to build up a relation of helping each other between classmates.3. Teaching methods and studying waysAs for teaching methods, I mainly adopt communicative approach in my class. I’ll organize them to perform various dialogues in pairs or groups. While for their learning, they will study through “listening and question answering”.I’ll use a tape recorder and slides as my teaching aids.4.teaching procedureHere is my most important part of my teaching plan, teaching procedure. It includes five steps: greeting and warming up, pre-listening, listening, speaking, and summary and homework.Step (1) greeting and warming up (5 minutes)The step will cost 5 minutes. Firstly, I’ll ask Ss some questions about Zhang Heng according to picture1, which will lead to the 4 pictures for making dialogues in part of Warming up. And then 4 dialogues will be made separately using the attributive clause.Step (2) pre-listening (3 minutes)I’ll ask Ss to read the requirements at the beginning of listening part. Then, they’ll be given 3 minutes to have a discussion on what has happened according to the pictures. This step is necessary for Ss to have a betterunderstanding of the background of the listening context. And also they can be activated by guessing what has happened and will happen.Step (3) listening (15 minutes)Then, comes the listening part. I’ll play the tape recorder for 3 times. While it is playing for the first time, Ss are required to get the general idea of the story. I’ll ask one student to give it out. Then, the second time is for them to fill out blanks in part1 in listening section. When this is finished, I’ll check them with the story played for another time. And the part 2 will be done following the way as part 1, and explain them in details. All these will cost 15 minutes.Step (4) speaking (20minutes)The 4th step is also an important part in my lesson. I’ll adopt 3p model in my speaking teaching, that is, Presentation, Practice and Production. In the text, there are 4 pictures designed for dialogues so as to attain knowledge through practices. Exactly, I will firstly take picture 1 for example. I make some sentences with the useful expressions listed after below the pictures, explaining the ways to express one’s trouble and to comfort others who are in trouble. Then, a pair of students will follow to act out the dialogue. I may remind them that it is happened after an earthquake. By doing this, I hope they will go on with the dialogue easily and not go far away from the topics. After all pairs acting out dialogues, I’ll expound further the knowledge and rules of communication within these dialogues, hoping they’ll freely apply the knowledge and rules in their daily situations.The rest 5 minutes for the part then will be given to consolidate the knowledge in the lesson. In other words, sentences with the structure of attributives clause will be made according to the pictures. At last I’ll give them the suggested sentences.Step (5) summary and homework (2 minutes)In the left 2 minutes, I’ll recall what have been learned in this period, and remind the Ss to do more exercises to consolidate them after class.And below is the homework:(1)Do the exercises in P104 and exercises 1&2 in P105(2)Preview the next lesson(3)Tell one of your past experiences in English by yourself.5. Blackboard workOn the left there are the answers to the exercises in listening part; in the middle, answers to sentence。

Unforgettableexperiences教案unit 4 unforgettable experiences•重点词汇解析•1. beat, hit, strike 和knock1) beat指用力地打，痛打，跳动，还可以表示“打败”，2）hit打击，袭击，打中，如：3）strike通常指一下一下地打或敲击，留下印记等，4）knock指敲打并伴有响声。

它还有“打倒、打翻”的意思，2. save, rescue1) save意为“救、挽救”，是普通而含义广泛的用语，指通过救援不但使受害者（或物）能脱离危险或祸患，而且使其能保存下来，继续得到安全享受幸福等，有时可与rescue通用，2）rescue常与from 连用，意为“救，营救”，它多指在直接的危险或祸患中给予迅速的救援，一般指救人。

也表示从监狱中救出的意思，而save则无此意。

3. create, invent, discover和find out1）create强调由无到有，既可创造具体的东西，也可创造抽象的东西，如：2）invent指运用想象能力，制造出新事物，3）discover指发现了原来存在，但尚未被人挖掘或认识的事物，4）find out指经过努力“把……搞清楚”,后面多接无形的东西,如: 4. catch，seize和take1)catch较普通常用，表示“抓住”或“发觉”某种难以捉摸、不易抓获的东西，常有主动追寻且用计谋诱捕之意。

2）seize指突然地、迅速地用力“抓住”，又表示夺取权、抓住时间等，3)take 最普通、常用。

可作“拿、抢”，有不可被seize替换的习惯表达，5.unforgettable 难忘的1)un-为否定前缀, 如unlike不像unimportant不重要unhappy不高兴unhealthy不健康的unfriendly不友好的unlucky运气不好的unfit不适合的unfamiliar不熟悉的unfair不公平的unexpected出乎意料的2)-able 为后缀“可…….的”, 如acceptable 可接受的/noticeable 注意得到的6. finally “最后”两个用法：一是在列举事物或论点时，用来引出最后一项内容；二是在句中动词前面，表示“等了好久才……”。

The Second PeriodTeaching Aims:1. Improve the students’ reading ability.2. Learn how to organize ideas in a text using “First”“Next”“Then”“Finally”.3. Master some important words and expressions.Teaching Important Point:Help the students to understand the passage better.Teaching Difficult Points:How to improve the students’ reading ability.Teaching Methods:1. Discussion to let the students know something about natural disasters.2. Fast reading to get the general idea.3. Careful reading to help the students understand some detailed information.4. Pair work or group work to make every student work in class.Teaching Aids:1. a tape recorder2. a projector3. a TV set and a VCD discTeaching Procedures:Step Ⅰ.GreetingsGreet the whole class as usual.Step Ⅱ.Lead-in and DiscussionT: Today, we’re going to read something terrible—the natural disasters. What natural disasters do you know? Who can name them?S: I know. Flood and earthquake.T: Good. Anything else?S: Typhoon and fire.T: Yes. Please sit down. Have you ever experienced a natural disaster?Ss: No.T: OK. Now, I’ll show you something on TV. Watch carefully and then answer my questions. OK. Let’s begin.(Teacher shows a program about a flood. After that, begin to ask questions.)T: Now, who can tell us what it was about?S: I know. It was about a flood.T: Right. Can you describe what it was like?S: Let me try. It was terrible. It swept trees down and destroyed many buildings. Many people were washed away and many became homeless.T: Very good. And how did you feel?S: I felt frightened.T: If you were in the classroom, what would you do?S: I think I would try to get out of the classroom and then I would run into a strong building or go to a higher place, such as, the roof of a building or the top of a hill or something else like that.T: Good. Thank you. Please sit down. Now, please turn to Page 24.Look at “Pre-reading”.You can choose any of the situations to discuss with your partner about the questions. Five minutes later, I’ll ask some of you to describe what would you do in any of the situations, using temporal markers such as First…Next … Then … and Finally…. Are you clear?Ss: Yes.Samples:Flood: You are in the classroom.We had been practicing our English lessons when our headmaster used the Intercom to tell all the students that the river was flooding our village. First, we all ran out of the classroom. Next, we started climbing to the roof of the school building. Then, we waited for a team of soldiers to come in boats and bring us to a safe place. Finally, I found my parents and was happy we were all saved.Earthquake: You are sleeping in your bedroom.I had been sleeping for a few hours when I heard some dogs in the yard. First, I heard a strange noise as if a train was passing under our house. Next, I got up and ran out of the house with my father, mother and my grandmother. Then everything started shaking and we saw some houses falling down. Finally, everything became very quiet and we all held each other, happy that it was over.Typhoon: You are riding a bicycle on the road.I was cycling home after school with my classmates on a hot summer day. First, we saw the tree tops moving and sticks and leaves were swept up in the air. Next, we cycled as fast as we could hear and see the black typhoon. It looked like the nose of an elephant coming towards us, sucking up cars and destroying houses, and it made the sound of a thousand roaring lions. Finally it passed over our heads as we held each other sitting under the bridge.Fire: You are shopping in a supermarket.I was in the supermarket to buy a big bottle of Sprite when the fire started. First, I smelled something, like burning paper. Next, everybody started running to get out. Then, I saw a little girl who was crying. Finally, I took her in my arms and carried her out of the building.Step Ⅲ.ReadingT: Very good. Now, let’s read a passage about a terrible flood. Read it quietly and quickly, and find out the answers to the two questions on the screen. You may check your answers with your partner after you have finished.(Show the following on the screen.)1. What were Flora’s first two feelings when she turned around and saw the water coming?2. Why was Jeff looking for the chimney?(A few minutes later, the teacher asks some students to say their answers and checks with the whole class.)Suggested answers:1. Flora’s first two feelings were “surprise” and “wonder”. The sentence “She was so surprised”explicitly states her feeling of surprise. The second sentence does not give an explicit answer as to her feeling. The sentence “she wanted to watch it” is a way of telling that the spectacle fascinates her.2. Jeff was looking for the chimney because that is the strongest part of the house.T: Good. Now, please read the passage again carefully. This time, you should pay attention to some sentences on the screen.(Show the following on the screen.)Work out what the underlined words refer to.1. Before she could move, she heard a great noise, which grew to a terrible roar.2. There she saw a big mass of water that was quickly advancing towards her.3. She wanted to watch it.4. Flora, whose beautiful hair and dress were all cold and wet, started crying.5. For some moments both were silent.(A moment later, teacher checks the answers.)Suggested answers:1. a great noise2.behind her3. a wall of water that was quickly advancing towards her4. Flora’s5. Flora and JeffStep Ⅳ.Explanation and Further Under-standingT: Well done. Now, please look at the screen. I’ll explain something to you.(Show the following on the screen.)1. a wall of fire/ water etc.(a tall mass of something such as fire or water, that stops anything from getting past)e.g. The boat was hit by a wall of water.2. advance v. (move forward or develop)e.g. The soldiers advanced on the enemy.A month has passed and the work has not advanced.n. (forward, movement or development)e.g. You can’t stop the advance of old age.There have been great advance in space travel in the last 20 years.advanced adj.e.g. advanced educationin advancee.g. The rent must ne paid in advance.Send your luggage on in advance.3.sweepe.g. Sweep the house clean.A storm swept over the country.The old man’s eyes swept the distance.4. swallow v.(to take in, causing to disappear)e.g. The fog swallowed up the whole city.5. struggle v.(move one’s body vigorously, try hard; make great efforts)e.g. He struggled to get out of the trap.The two leaders are struggling for power.6. look n. a look of pleasure/fear/relief…e.g. There was an angry look in his eyes.The man and the woman looked into each other’s faces with a look of fright.7. strike v. (struck; struck/stricken)e.g. The stone struck me on the side of the head.The tree was struck by lightning.8. must have donee.g. He must have know what he wanted.I met Jeff at the gate a moment ago.He can’t have gone to Australia.We can hear loud voices in the meeting room. They must be quarrelling.Helen is Lucy’s good friend. She must know Lucy’s e-mail.9. drag v. (pull sb./sth. along with effort and difficulty)e.g. He dragged me to the cinema.He dragged a heavy box out.10. pull v.(to move sb./ sth. towards oneself, sometimes with force.)e.g. He pulled his chair up to the table.The child pulled (at) its mother’s coat.(Teacher gives brief explanations.)Step Ⅴ.Reading AloudT: Now, I think you’ve understood the passage well enough. Please listen to the tape carefully, playing attention to the pronunciation and the intonation. Then read aloud by yourselves. Finally, fill in the table on the blackboard. Are you clear about that? (Teacher draws the table on the Bb.) Ss: Yes.(Teacher plays the tape first. Then allow the Ss a few minutes to read aloud the passage and fill in the table. Finally check the table with the whole class.)Sample answers:First First, Flora saw Jeff running andwaving his arms. She turned aroundand saw a wall of water advancingtowards her quickly.Next Next, the water swept Jeff andFlora down and they are strugglingfor their lives.Then Then they tried to get to the houseand climbed the stairs to be safefrom the water.Finally Finally, part of the house felldown but they were safe next to thechimney.Step Ⅵ Summary and HomeworkT: Today, we’ve read a passage about a terrible flood, and also learnt some useful words and expressions, such as, swallow, struggle,… (Write them on the blackboard.)Besides, we’ve learnt to describe sequences using “First…Next…Then…Finally…”After class, you should try to understand the passage better and master the words and expressions. Today’s homework: Retell the story in your own words using “First”“Next”“Then”and“Finally”，and do the exercise for Talking on Page 103. That’s all for today!Sample dialogue:B: Are you the man (woman) wo discovered this place?A: Yes, I am. While working in the fields, we found this tomb.B: Can you tell me how you discovered the tomb?A: Well, we were digging in the field where I struck something made of stone. First I thought it was a rock, but then I saw that it wasn’t just a rock, but a part of a wall.B: Why were you digging in that field?A: We are building a new… (hotel) there. I’m a …(an engineer). How old do you think this tomb could be?B: At this moment it’s difficult to say. One thousand years perhaps? Please tell me what happened next.A: Really, so old? We dug around it carefully until we found a wall and a door made of wood. We were all very excited. We pushed carefully and opened the door.B: Did anyone go in?A: Eh, as a matter of fact, yes. We did go in, but we didn’t touch anything and we didn’t take anything away. Of course, it was very dark and we couldn’t see very much. Was it wrong to go in and look around?B: Well, of course it would have been best if you had not gone into thetomb. You could have damaged something, even if you don’t see it. Anyway, what did you do next?A: Then I realized we had made a discovery that is perhaps important, so we called the police. When they came, they closed everything off and told us to go home. In the end some scientists and the village leader came, and they told us we had done a good job.B: Yes, you sure have!A: Can you tell us a little bit more about it? Is this an important discovery?B: Sure it is. We do not very often find such tombw.A: Have you ever seen anything like this beford?B: Yes, there are many tombs in Xi’an and Beijing; but I myself have never seen a discovery like this in another place.A: Do you have any idea who has built this tomb?B: Hmm. What will happen next?B: We’ll dig more and make photos. Then we’ll look into this discovery. Next, many items will be studied in Beijing. Finally, many things and materials will come back and there will perhaps be a small museum in this town.Step Ⅶ.The Design of the Writing on the BlackboardUnit 4 Unforgettable experiencesThe Second PeriodWords:advance v. sweep v. swallow n.struggle v. look v. strike v.drag v. pull v.Expressions:a wall of fire/ water etc. pull sb. up sth. After sth. get on one’s feet must have done/ can’t have doneDescribing sequencesFirstNextThenFinallyStep VII Record after Teaching。

高一英语教案：《Unforgettable experience.难忘的经历》教学设计（一）高一英语教案：《Unforgettable experience.难忘的经历》教学设计（一）Teaching 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 municative 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.--- Don ’t 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 to …When encouraging sb: It will be ok. / Come on! / Keep trying. / It ’s 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 didn ’t touch anything. Then a scientist came 3 days later, sothey 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:。