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Section ⅤWriting新闻报道文体感知新闻报道是记叙文的一种，其特点是以事实为依据，对人的经历或事实给予明确的、实事求是的报道。
写作过程中要保持事件的真实性、准确性、及时性。
语言要准确、简练、通俗易懂。
增分佳句1．In order to encourage the students to get close to nature, our school organized a mountainclimbing activity．为了鼓励学生们亲近大自然，我们学校组织了一次登山活动。
2．They said it was such a beautiful day that they would remember it forever．他们说这是多么美好的一天，他们会永远铭记。
3．What they did has brought joy to others and enriched their own lives．他们所做的给他们带来快乐，而且丰富了他们自己的生活。
4．Apart from knowledge, we also learned to cooperate with each other and came to realize the importance of teamwork．除了知识，我们也学会了和他人合作，也逐渐意识到合作的重要性。
5．The activity benefited us a lot．/The activity was of great benefit to us．/The activity was very beneficial to us．活动对我们很有好处。
写作模板(导语)In order to encourage the students to ________(目的), our school organized a __________(活动) on ________(时间) at ________(地点), which ________．(正文)It was a ________ day(介绍天气)．First(ly)/First of all, ________．Then, ________(介绍活动的过程)．Finally, ________．(评价)________ benefited us a lot/was of benefit to us．Not only did it ________，it also __________．What a(n) ________ activity!写作要求星光中学(Xingguang High School)近期举行了一次登山活动。
新教材高一英语Unit 4说课教案一.教学目标A. advanced B. took place C. struck D. seized The chance of being rescued was slim. They opened the door to the hall and got the chance to climb _17_ to the second floor. The water moved up like a sea. Flora started crying. The house would fall down!They had to find the 18_ because it would stand. Jeff looked out of the window. Tree after tree _19_. The garden was completely destroyed, swept away by the wild water. A terrible noise went through the house. Before the whole house went down in the _20_, they saw the chimney.11. A. group B. collection C. mass D. crowd12. A. Before B. After C. Until D. Once13. A. cut B. swept C. pulled D. went14. A. cracking B. flowing C. holding D. catching15. A. which B. it C. that D. where16. A. frightened B. surprised C. relieved(松口气) D. excited17. A. downstairs B. upstairs C. above D. under18. A. tree B. hall C. tower D. chimney19. A. swept away B. swallowed C. went down D. pulled down20. A. storm B. flood C. earthquake D. fireⅢ. Translation. Put the Chinese into English to complete the following sentences.21. The climate ___________________________(全球的科学家们在担忧的) is becoming warmer and warmer.22. We feel as if the earth were in the greenhouse ______________________(由玻璃做成的).23. The scientist ___________________________(他的讨论是关于温室气体的) is doing an experiment.24. We find it hard to find an interesting place__________________________(那里天气不会太热的) in Africa. 25. People ______________________(生活在沙漠地区的)lead a hard life. 26. Pollution, _______________________(给人类带来重大灾难的), is said to be one of the main causes of global warming.Key:21. (that/which) scientists all over the world are worrying about22. that/which is made of glass23. whose research is about greenhouse gases24. where it is not too hot25. who live in the desert26. which brings man terrible disasters4、单元测试同学自我评定表单元名称Unit _______失分错解题号错解缘由仍存疑点对策5、任务型活动：配图说明。
Unit4听说课教案"Reporting Natural Disasters"Teaching Objectives:1. Students will be able to understand and report on natural disasters in English.2. Students will be able to use appropriate vocabulary and expressions related to natural disasters.3. Students will be able to express their opinions and suggestions on how to deal with natural disasters.Student Situation Analysis:The students are at a high school level, with basic English language skills. They have some knowledge of natural disasters but may not be familiar with the vocabulary or expressions used to report them. The students are interested in learning about natural disasters and how to protect themselves and others.Teaching Key Points and Difficulties:1. Using appropriate vocabulary and expressions related to natural disasters.2. Expressing opinions and suggestions on how to deal with natural disasters in English.Teaching Process:1. Warm-up (5 minutes): Start the class by asking students if they have ever experienced a natural disaster or heard about one. This can help to create a friendly atmosphere and engage the students in the lesson.2. Presentation (10 minutes): Show a short video about a natural disaster (e.g., an earthquake, a hurricane, or a flood). After the video, ask students to describe what they saw and heard. Then, introduce some words and phrases related to natural disasters such as "earthquake," "hurricane," "flood," "disaster relief," etc.3. Practice (15 minutes): Divide the students into small groups and give each group a list of natural disasters. Ask them to report on each disaster using the new vocabulary and expressions they learned in the previous step. The teacher should act as a reporter and ask questions about each disaster.4. Production (10 minutes): Ask the students to imagine they are reporters reporting on a real-life natural disaster (e.g., a recent earthquake or hurricane). They should write a script for a news report about this disaster using the new vocabulary and expressions they learned in the lesson. The teacher can guide them in writing the script and correcting their mistakes.5. Consolidation (5 minutes): Review the key points of the lesson and ask the studentsto summarize what they have learned. Encourage them to share their thoughts and opinions on how to deal with natural disasters.6. Homework (5 minutes): Assign homework for the students to write a letter to their local newspaper expressing their opinions on how to prevent or cope with natural disasters. The letter should include at least three new words or phrases from the lesson.After-class Summary:In this lesson, students learned how to report on natural disasters in English by using appropriate vocabulary and expressions. They also had the opportunity to express their opinions and suggestions on how to deal with these events. By practicing reporting skills, students can improve their English communication abilities and gain a better understanding of how to protect themselves and others during natural disasters.。
Section ⅠListening and speaking & Listening and TalkingStep One: SpeakingSpeakingAs is well known to us, there are some signs before an earthquake happens. Discuss with your partners about what happens before an earthquake.Signs before the earthquakeThe water in the wells rose and fell. And some deep cracks could be seen in the well walls. A smelly gas came out of the cracks.The chickens, the dogs and even the pigs were too nervous to eat.Mice ran out of the fields looking_for places to hide.Fish jumped out of their bowls and ponds. People could see bright lights in the sky.Step Two: ListeningⅠ.Listen to the following news reports and choose the correct answers. (课文P48)Ⅰ.Listen to the news reports and tick the disasters that you hear.(√) earthquake(√) tornado() wildfire() drought(√) landslide ( ) tsunami (√) flood( ) volcanic eruption听力材料：NEWS REPORT 1A＝Anchor AA：Good morning, it's 17 April. A strong earthquake hit Ecuador yesterday. The 7.8magnitude earthquake damaged many buildings, and early reports said that about 230 people were killed and more than 1,500 were injured. Volunteers and rescue workers are helping the survivors.NEWS REPORT 2B＝Anchor BB：Good evening. Today is 27 March. More news about the floods in central China. The government is helping more than 12,000 people in Hunan and Jiangxi get away from the rising water. Homes and land have been destroyed, but no one has been killed. Rescue workers and soldiers are working day and night to make sure that people are safe. They are also bringing food and water to those whose homes were lost in the disaster.NEWS REPORT 3C＝Anchor CC：Breaking news, Saturday 12 August. A tornado was just seen in southern Memphis, the USA. Eyewitnesses said that at 9：25 am, the tornado destroyed four homes. A police officer tells us that at least one person has died. More tornados are possible, and the police advise avoiding the area.NEWS REPORT 4D＝Anchor DD：And is Seoul, a landslide damaged a library and a supermarket in a southern neighbourhood. The landslide was caused by the heavy rain that has fallen is Seoul over the past week. According to the police, no one was injured in the landslide but several cars were damaged. Those are the top news for today, Wednesday 21 July.Ⅱ. Listen to the following conversations. Circle the key words in the questionsbelow and write the kind of information they refer to. Then listen again and answer the questions.1．What was the magnitude of the earthquake in Ecuador?答案：7.8_magnitude_earthquake2．How many people were killed or injured in Ecuador?答案：230_people__were_killed_and_more_than_1500_people_were_injured.3．Where was the floods?答案：In_central_China4．What are the rescue workers and soldiers doing in the floodhit area?答案：They_not_only_make_sure_people_are_safe_but_also_bring_food_and_water_to_those_w hose_homes_were_lost_in_the_disaster.5．When did people see the tornado in Memphis?答案：Saturday_12_August6．Which buildings were damaged in Seoul?答案：A_library_and_a_supermarket.7．What caused in landslide in Seoul?答案：The_landslide_was_caused_by_the_heavy_rain.Listening Tips1．注意细节Think about what you are listening for before you listen: numbers, dates, times, addresses, activities, people or places, reasons, etc.2．巧辨连读听力中有很多连读，如果不知道很容易听不清或者听错，所谓连读，指的是词与词之间交界的两个音会经常连在一起，发音时好像连成了一个较长的单词。
新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”，并学会掌握相关词汇和知识；2.学习阅读文学作品的技巧和方法；3.提高听力和口语能力，能够听懂和表述有关电影和小说的内容；4.培养学生的批判性思维能力。
教学内容本单元的教学内容主要包括以下四部分：1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下，讨论并了解本单元的主题和学习目标；2.学生们分组阅读一篇有关文学和电影的文章，并在小组内讨论文章的主要观点和结论；3.整个班级讨论文章的内容，并展示各个小组的不同观点。
Listening & Speaking1.给学生播放一段电影片段，并让他们在听完后就内容进行讨论和总结；2.给学生发放一份包括电影和小说内容的练习，并让学生用口语和同桌一起完成练习。
Speaking & Writing:1.学生被分成小组，每组产生一个代表，代表需要先介绍自己喜欢的电影，并谈论电影中的某些特点和值得推荐的原因；2.所有代表回到教室，并通过细节和观点进行辩论；3.接下来，学生们需要写一篇有关一部电影、小说或者文化作品的作文，并将这篇作文与同桌进行分享和讨论。
Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。
学生需要通过阅读和翻译文本，以及完成会话练习和语言表达作业来掌握这一难点。
教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见；2.通过听力和口语练习来检查学生的听力和口语能力；3.通过作文和语法作业来检测学生对知识点的掌握情况。
高中英语第一册第四单元阅读课说课教案一、学生基本情况：我所教授的是一个尖子班和一个普通班,在平时的英语测试和考试中中等班最多有3-5人及格,普通班最高分80分左右。
部分学生不能认读48个音素,单词拼读和课文朗读困难。
考试当中完型填空和阅读理解题得分率相当低。
对于文章的理解分析能力更需要提高。
二、教材内容及分析：我今天带给大家的是新人教版高中英语教材第四单元,新人教版高中英语教材每个单元都以一个话题为中心,通过语言功能和结构的板块,将语言素材串成一体,有Goals, Warming up, Listening, Speaking, Pre-reading, Reading, Post-reading, Language, study, Integrating skills, Tips and Checkpoint等12个板块,每一板块任务明确,一目了然。
教学时可适当扩展或删减。
我今天的说课版块就是其中的reading这一版块。
因为从我所教授的班级的学生情况来看,学生对于英语文章的阅读分析能力较差,在日常教学过程当中,我特别注重对reading精读这一个版块的分析讲解。
精读文章结合了整个单元的主要词汇,短语,句型,语法等,每一个单元的精读文章都可以作为训练学生听说读写的一个最重要的素材。
我说课单元的中心话题是unforgettable experiences。
其中就包括一篇精读文章the rescue。
这是一篇记叙文,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,逃过了一次又一次的扑面而来的浪头,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。
三、重难点分析：1、本课时重点及考点词汇：upon, destroy, fear, opportunity, fight, strike, pull up, go through。
说课稿各位老师：大家好！今天，很荣幸借此平台与大家一起学习交流，希望各位老师指导我的说课，使我能够有效地提高说课水平。
谢谢！我说课的内容是人教版高一英语上册Unit4的grammar部分。
主要从教材内容、教学目标及重点难点、教学策略、教学程序以及教学评价方面作具体的阐述。
下面我来说一下教材分析：第一板块——说教材本单元的话题是unforgettable experience，本单元主要的谈论的是过去的经历，这个话题是学生很熟悉的话题，本单元要求学生掌握如何描述人、事物、事情及感受。
语法部分，复习定语从句的知识，并学习熟练使用关系代词who，whom，whose，which，that。
在表达观点时，注意使用逻辑顺序词first，next，then，finally。
写作上要求学生能写自己难忘的经历。
第二板块——说教学目标1. 提高听力能力和技巧，尤其是对人名、地点和时间的技巧掌握。
2. 通过活动、游戏使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。
勇于描述和介绍事物，并发表自己的见解。
3.让学生了解有关文化历史知识，以及中外文化差异，使学生在学习过程中有文化意识。
4.通过复习，掌握定语从句这个语法点，并熟练运用。
5.使学生描述自己难忘的经历，提高学生的写作水平。
在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课重点是：掌握如何表达描述人物、事件，及事物，并与人分享感受。
以及定语从句的相关知识。
难点是定语从句的掌握。
第三个板块——说教学策略本课主要复习定语从句，充分发挥教师的主导作用和学生的主体作用，努力培养学生的分析能力，在传授知识的同时授以科学的思维方法。
不仅要使学生学会，更要使学生会学，因此，在课堂教学中巧妙运用教学艺术，适当安排猜谜游戏、填空练习、翻译句子、小组讨论等活动，鼓励学生开口就说，提高运用语言的能力，使学生在更轻松更愉快的环境下实现更多的信息交流，学以致用。
第四个板块——说教学程序导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。
Unit4口语课教案Prepare for a Disaster - English Oral Class Teaching PlanI. Teaching Objectives1. Students will be able to understand the concept of disaster preparedness and its importance in their daily lives.2. Students will be able to identify potential disasters and the appropriate measures to take in case of an emergency.3. Students will be able to communicate their disaster preparedness plans effectively with others.II. Teaching Key Points1. The definition and types of disasters.2. The role of individuals and communities in disaster preparedness.3. The steps to take before, during, and after a disaster.4. The importance of having an emergency kit and knowing how to use it.III. Teaching Difficulties1. Engaging students who may find the topic uninteresting or irrelevant.2. Addressing different levels of language proficiency among students.3. Incorporating real-life examples that are relevant and relatable to students.IV. Student AnalysisThis lesson is targeted towards high school students who are at an age where they start to become more independent and responsible for their own safety. They should have some basic knowledge of emergency procedures and be able to think critically about potential risks in their daily lives.V. Teaching Process1. Introduction (5 minutes)- Briefly introduce the topic of disaster preparedness and its relevance to students' lives.- Ask students if they have ever experienced a natural disaster or an emergency situation.2. Discussion (15 minutes)- Divide students into small groups and discuss potential disasters that could occur in their local area (e.g. earthquake, hurricane, flood).- Ask each group to share their ideas on how to prepare for these disasters andwhat actions they would take if they were faced with one.-Facilitate a class discussion on the importance of community involvement in disaster preparedness and the role of individuals in ensuring their own safety and the safety of others.3. Presentation (10 minutes)-Introduce key points related to disaster preparedness, including the types of disasters, steps to take before, during, and after a disaster, and the importance of having an emergency kit and knowing how to use it.-Use visual aids such as slides or videos to enhance understanding and engagement.4. Practice (10 minutes)-Divide students into pairs or small groups and assign them roles (e.g. leader, assistant).- Have each group create a disaster preparedness plan based on the information presented in the lesson, including steps to take before, during, and after a disaster, as well as necessary items to include in an emergency kit.-Encourage students to practice communicating their plans using simple sentences and phrases.5. Conclusion (5 minutes)- Review the key points covered in the lesson and emphasize the importance of disaster preparedness in everyday life.-Ask students if there is anything else they would like to add or clarify about disaster preparedness.-Assign homework: Have students create a poster or presentation on disaster preparedness for their classmates to review and discuss next week.VI. Homework1. Create a poster or presentation on disaster preparedness for their classmates to review and discuss next week.2. Review the emergency kit contents with their families and discuss ways to improve their personal emergency kits based on what they learned in the lesson.。
英语说课稿高一Unit4TheEarthquake英语说课稿高一Unit4TheEarthquake一、教材分析;1、教材简析：高一英语第四单元的话题是"unforgettablee*periences'，整个单元的设计围绕这一话题开展听、说、读、写多种教学活动，内容涉及"谈论过去的经受'、"描述任人物、事项以及人的感觉'、"学会在一篇文章中用First,Ne*t,Then,Finally来组织内容'等，让同学初步了解定语从句，学会运用关系代词who,whom,whose,which,that的用法。
我上的这节课是本单元的课后阅读训练，它是继前面几个课时内容的延伸，单元教学内容中阅读部分安排了一篇描述洪水的文章，而这篇课文是描述地震的文章，结合目前时事，我想以此为载体让同学在完成阅读任务的基础上对地震的知识有更多的了解，所以设计了这一课时。
2、教学目标：(知识目标、技能目标、德育目标)知识目标：学习描述地震灾难的常用语，能简约的描述地震的发生缘由。
技能目标：(1)进展同学听、说、读、写的基本技能，提高阅读技巧，培育综合语言运用的技能;(2)能利用上下文理解单词的含义，;(3)能依据所读材料运用适当语言进行复述。
德育目标：通过本文的阅读让同学对地震有更多认识，加强自我爱护。
确立教学目标的依据：依据新课标要求，通过听、说、读、写四项基本语言技能的训练，使同学形成综合语言运用技能，激发同学的学习爱好，为真实语言交际打基础。
此外，每一门课程都应当尽可能结合学科特点，把培育同学的情感溶化到日常教育教学中。
3、重点与难点：(1)重点：1.利用不同的任务训练skimming,scanning,carefulreading等阅读微技能;2.对地震知识的更多了解。
(2)难点：1。
阅读技能的训练;。
4.教学帮助工具：(1)收录机;(2)多媒体二、教学流程：1、新课导入由前面的阅读文章的内容说起，那一场洪灾对于课文的主人公来说是一次难忘的经受，而我们可能会遇到各式各样的自然灾难，询问同学知道的灾难，展示图片让同学对此有所了解，然后展示一幅完满的城市图和灾后城市图进行比较，猜想发生改变的缘由，从而引出课题，这样通过师生互动，激活主题，激发了同学的学习爱好，对后面进行本文的阅读做了铺垫和预备。
教案设计：高一英语上册Unit 4一、教学目标1. 知识目标：（1）能够正确拼读和理解Unit 4中的生词和短语。
（2）能够理解和运用Unit 4中的重点语法知识。
（3）能够听懂、说准、读懂并在适当的情境中运用本单元的主要句型和交际用语。
2. 能力目标：（1）培养学生的阅读能力和思维能力。
（2）提高学生的听说能力和口语表达能力。
（3）培养学生的写作能力和创新思维能力。
3. 情感目标：（1）激发学生对英语学习的兴趣和积极性。
（2）培养学生的团队合作意识和交流能力。
二、教学内容1. 教学重点：（1）Unit 4中的生词和短语。
（2）Unit 4中的重点语法知识。
（3）Unit 4中的主要句型和交际用语。
2. 教学难点：（1）Unit 4中的重点语法知识的运用。
（2）Unit 4中的主要句型和交际用语的运用。
1. 情境教学法：通过设定各种真实的情境，让学生在实际的语言环境中学习和运用英语。
2. 任务型教学法：通过设计各种实际的任务，让学生在完成任务的过程中学习和运用英语。
3. 交际法：通过模拟真实的交际情境，让学生在交流中学习和运用英语。
四、教学步骤1. 导入：通过与学生生活相关的图片或话题，引导学生进入学习状态，激发学生的学习兴趣。
2. 新课呈现：通过图片、实物、多媒体等辅段，呈现本节课的主要内容，让学生初步感知和理解。
3. 讲解和示范：对生词、短语、语法等进行详细的讲解和示范，让学生充分理解和掌握。
4. 实践和练习：通过各种练习活动，让学生在实际的语言环境中运用所学知识，巩固和提高。
5. 反馈和评价：对学生的学习情况进行及时的反馈和评价，鼓励学生的进步，帮助学生找出问题并加以改进。
五、课后作业1. 复习本节课所学的生词和短语。
2. 完成本节课所给的练习题。
3. 准备下一节课的预习内容。
1. 课堂参与度：观察学生在课堂活动中的参与情况，包括发言、讨论、表演等，以评估学生的学习兴趣和积极性。
2. 练习完成情况：检查学生完成练习的情况，包括正确率、速度和书写规范等，以评估学生的学习效果和掌握程度。
2019-2020年高一英语上册第四单元说课教案新人教版一．教学目标理论依据：《新课程标准》（实验稿）根据《新课程标准》（实验稿）关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定为：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：听懂一个关于不幸经历的小故事，抓住时间、地点、人物、发生的事件说：能用得体语言描述人、物、事件，并且有一定的逻辑。
读：Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。
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自己的幸与不幸，体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。
二．教学重点和难点：重点：1. 课文中出现的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组 get on one’s feet, pull oneself, tree after tree etc.2. 用关系代词who, that, 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．根据我们几年来二语习得论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学途径，我们英语课堂设计采取“P---T---P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。
四. 教学安排根据学生学习英语的特点和规律，学习阶段的侧重点以及高一学生的发展，我们把本单元划分为6课时：听力、口语、阅读（2课时）、语言（0.5课时）、写作、评价（0.5课时）。
下面请看我们的课堂教学设计。
Period I warming up and listeningⅠ、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 Matching competition (group work)Column A Column B1、 Fu Jian Province a、a cartoon maker2、 San Francisco b、the electric lamp3、 Alexander Bell c、the first telephone4、 Thomas Edison d、earthquake5、 Albert Einstein e、typhoon6、 Walt Disney f、the Theory of RelativityQuestion: Why do you think so ?Task2: Looking at the following pictures, 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 wordsunder the picture)Task 3: Let the students describe each picture with Attributive Clause.根据我们几年来二语习得论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学途径，我们英语课堂设计采取“P---T---P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。
四. 教学安排根据学生学习英语的特点和规律，学习阶段的侧重点以及高一学生的发展，我们把本单元划分为6课时：听力、口语、阅读（2课时）、语言（0.5课时）、写作、评价（0.5课时）。
下面请看我们的课堂教学设计。
Period I warming up and listeningⅠ、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 Matching competition (group work)Column A Column B1、 Fu Jian Province a、a cartoon maker2、 San Francisco b、the electric lamp3、 Alexander Bell c、the first telephone4、 Thomas Edison d、earthquake5、 Albert Einstein e、typhoon6、 Walt Disney f、the Theory of RelativityQuestion: Why do you think so ?Task2: Looking at the following pictures, 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.The bottom parts of his legs and feet.2. What could he hear below him?( B )A. NothingB. Shouts and noiseC. The noise of cars3. How long had he been in the car?( A)A.14 hoursB. 40 hoursC.4 hoursTask 2: Listening to the tape again to write the words in the spaces.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.C. Post-listening:Task 3: DiscussionWhat made him survive in such a terrible accident?Period 2 SpeakingⅠ、教材内容及教学目标本课着重培养学生‘说’的技能, 通过复习、学生自我介绍、解说图片、自编对话等手段来巩固定语从句中指人的关系代词who or whose 的用法，达到能有条理地描述个人体验和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、能用英语进行语言实践活动。
它的掌握是一个很好的过渡阶段―――进入‘读’和‘写’的技能训练．Ⅱ、教学设计Pre-task: 活跃学生用英语交流的思维, 通过复习引出本课的重点---定语从句中指人的关系代词who or whose 的用法。
Activity 1. RevisionTask: Talking about Hank Stram and his unforgettable experience.Ask some Ss some questions about Hank Stram and his unforgettable experience first, then write down two sentences on the Bb:1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Francisco.2. Hank Stram was a lucky man who was rescued after he had been in his car for 14 hours.Purpose: １、活跃学生用英语交流的思维。
