2019-2020年高一英语Unit4 Unforgettable experiences.doc

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2019-2020年高一英语Unit4 Unforgettable experiences 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 presentation SEFC B1A Unit 4 Period1 Good 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 basis First, 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 material My 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 objectives Ss should fully understand the useful expressions in the text to express their difficulties or to fort 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 objectives Students 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 objectives This 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 ways As for teaching methods, I mainly adopt municative 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 procedure Here 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 better understanding 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, es 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 fort 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 munication 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 work On the left there are the answers to the exercises in listening part; in the middle, answers to sentence making in the speaking part; and the right, the homework. Answers to listening part: suggested answers to speaking part homework (1)5:15 p.m. (1) The girl whose leg was broken in the earthquake was taken to hospital. (Omitted) (2)To his daughter’s school (2) the little boy whose eyes are blue is holding a dog (3)The cars in front started to move from side to side (3) the old man whose house is on fire is shouting for help (4)He had been along a high road on his way to school (4)He was going to fetch his daughter from her school