一．教學目標 
理論依據(jù)：《新課程標準》（實驗稿）
根據(jù)《新課程標準》（實驗稿）關于總目標的定位及其實現(xiàn)途徑和目標具體描述，結合高一學生實際和教材內容，我們把本單元的教學目標 定為：
1） 語言知識：
單詞：理解、內化、運用以下生詞：seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等，掃除聽讀障礙，重點掌握一些傳神動詞：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。
詞組：get on one’s feet; tree after tree
語法：復習和運用定語從句用于描述人、物及事件。
2） 語言技能：
聽：聽懂一個關于不幸經(jīng)歷的小故事，抓住時間、地點、人物、發(fā)生的事件
說：能用得體語言描述人、物、事件，并且有一定的邏輯。
讀：Scanning, skimming, careful reading, generalization; inference等閱讀微技能訓練。
寫： 能運用First, Next, Then, Finally簡要且富有邏輯地描寫自己的一次難忘經(jīng)歷。
3） 學習策略：學生一定程度形成自主學習，有效交際、信息處理、英語思維能力。
4） 情感態(tài)度：學生能在多種英語學習情景中分享自己的幸與不幸，體驗用英語交流的成功與喜悅，以及培養(yǎng)合作精神、互助精神。
二．教學重點和難點：
重點：1. 課文中出現(xiàn)的重要動詞,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及詞組 get on one’s feet, pull oneself, tree after tree etc.
2. 用關系代詞who, that, whom, whose等引導的定語從句 .
3. 用副詞 first, next, then, finally 來描述一場難忘的經(jīng)歷.
難點: 能用得體的英語表達自己，描述過去的難忘經(jīng)歷。
三. 教學方法
根據(jù)我們幾年來二語習得論、“整體語言教學”的理論和實踐，以及當前教學改革，課程改革等先進理念，為達成上述教學目標 ，運用任務型教學途徑，我們英語課堂設計采取“P---T---P”自主學習立體模式：（Pre-task----Task-cycle----Post-task）。
四. 教學安排
根據(jù)學生學習英語的特點和規(guī)律，學習階段的側重點以及高一學生的發(fā)展，我們把本單元劃分為6課時：聽力、口語、閱讀（2課時）、語言（0.5課時）、寫作、評價（0.5課時）。下面請看我們的課堂教學設計。
Period I warming up and listening
Ⅰ、教材內容及教學目標 
本課處于本單元的第一課時,主要訓練和提高學生‘聽’的技能,它的掌握有利于以下幾課的‘說’、‘讀’和‘寫’的技能訓練,并作了一個很好的鋪墊．本課的聽力材料由兩部分組成，主要講述Hank Stram在地震前所做、地震中所見、所聞和所感的令人難忘的經(jīng)歷。通過完成練習，學生能抓住所聽語段中的關鍵詞、理解話語之間的邏輯關系、聽懂故事、理解其中主要人物和事件以及他們之間的關系等。而且學生能掌握較好的聽力方法，如積極預測、注意抓關鍵詞、善于跳躍難點、學會做筆記等等。通過本課學習學生能復習定語從句以及學會正確使用指人或物的關系代詞．
Ⅱ、教學設計
A. Warming up :
Task 1 Matching competition (group work)
Column A Column B
1、 Fu Jian Province a、a cartoon maker
2、 San Francisco b、the electric lamp
3、 Alexander Bell c、the first telephone
4、 Thomas Edison d、earthquake
5、 Albert Einstein e、typhoon
6、 Walt Disney f、the Theory of Relativity
Question: 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.
eg: Zhang Heng is the man who made the earliest seismograph in 132.
B. Pre-listening
Task１: Before listening , let the 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 happen?
3) What was he going to do?
Listening(Part 1):
Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)
Task 3: Listening to the tape to 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 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words.
Task 5 : Discussion (Group work)
What would happen to Hank Stram finally?
Listening (Part 2)
Task1: Listening to the second part to choose the best choices(for the first time)
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: 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: Discussion
What made him survive in such a terrible accident?
Period 2 Speaking
Ⅰ、教材內容及教學目標 
本課著重培養(yǎng)學生‘說’的技能, 通過復習、學生自我介紹、解說圖片、自編對話等手段來鞏固定語從句中指人的關系代詞who or whose 的用法，達到能有條理地描述個人體驗和表達個人的見解和想象、能傳遞信息并就熟悉的話題表達看法、能用英語進行語言實踐活動。它的掌握是一個很好的過渡階段―――進入‘讀’和‘寫’的技能訓練．
Ⅱ、教學設計
Pre-task: 活躍學生用英語交流的思維, 通過復習引出本課的重點---定語從句中指人的關系代詞who or whose 的用法 。
Activity 1. Revision
Task: 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、活躍學生用英語交流的思維。
２、通過復習引出本課的重點---定語從句中指人的關系代詞who or whose 的用法 。
Activity 2 Chain Games (Group work)
Task: Introduction Guess
As the Ss don’t know each other very well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction must be a sentence, using the Attributive Clause—who or whose
(Game Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the student’s name.)
Purpose: 1、用游戲的形式能刺激學生用英語進行語言實踐活動。
2、活躍課堂氣氛，真正發(fā)揮學生的主體作用。
Task-cycle: 通過看圖說話，學會正確使用定語從句。
Activity 1. Describing the pictures ( group work)
Task1: Describing the pictures in the book----Pictrue1、Picture5、 Picture6、 Picture3 ( group leaders report, using who or whose)
Task 2: Describing some pictures about the natural disasters, such as Fire、Earthquake、Typhoon and Flood.
( In task 1, after the student finish talking about Picture 3---- Betty’s parents have been married for more than 25 years who live in New York, their hobby is watching TV. The teacher ask the Ss : “Do you want to know what they like to watch best?” Then present the pictures about the natural disasters. )
Purpose: １、培養(yǎng)學生積極用英語進行交流和溝通,發(fā)揮合作精神。
２、培養(yǎng)學生看圖說話的能力，從而提高‘說’的技能。
Activity 2. Creating dialogues (pair work)
Task: Each pair choose two of the pictures and create their own dialogues.
（using at least one Attributive Clause）
Purpose: １、培養(yǎng)學生善于利用各種機會用英語進行真實交際。
２、增強學生的自信心，豐富想象力和獨到的見解。
３、了解英語國家與中國的生活方式的不同。
Activity 3. Enjoying the video
This video is about the most terrible disaster this year----SARS, some doctors are treating patients, struggling against SARS)
Task 1: To enjoy the video, finding out something that moved you deeply.
Purpose: 1、能傳遞信息并就熟悉的話題表達看法
2、能有條理地表達個人的見解和想象, 從而提高‘說’的技能.
Task 2: Interviewing--- group work( suppose one is the doctor, the others are going to interview him)
Purpose: 1、能用英語進行語言實踐活動。
2、能用恰當?shù)姆绞皆谔囟▓龊现斜磉_觀點，從而使‘說’的技能的訓練進一步提升。
Post-task: 評價學生課堂表現(xiàn)，學生表演對話
Activity : Act out dialogues
Period 3 &4 Reading
Ⅰ、教材內容
這是新教材高一上第4單元的閱讀課型。本課圍繞難忘的經(jīng)歷這一主題，描寫洪水來臨時的兇猛及Jeff與Flora在這次經(jīng)歷中的體驗。本課詞匯量大，尤其在描寫發(fā)洪水時，文章運用大量的動詞及一些原汁原味的表達。另外文章中還出現(xiàn)許多定語從句，定語從句是本單元的語法重點。根據(jù)新課程標準及高一學生的知識、語言能力水平，我們制定以下教學目標 ：
Ⅱ、教學目標 ：
1、理解和掌握一些新詞匯如：roar、mass、fright、rack、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike，etc.
2、 理解定語從句，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引導的定語從句及間隔性定語從句。
3、學生在一定程度上提高閱讀微技能和用英語思維、推理、判斷的能力。
4、能用First、Next、Then、Finally來口頭陳述事件。
Ⅲ、 教學設計
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：
寫閱讀筆記
閱讀格式卡

Date：
Unit ( )
Lesson( )
General idea：
Contents：
Comme（轉載自第一范文網(wǎng)http://www.diyifanwen.com，請保留此標記。）nt：
板書設計 
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、教學設計
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:
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、教學內容與教學目標 
學生通過學習一篇四川之行的游記范文，能根據(jù)寫作步驟提示，用First, Next, Then, Finally組織材料寫一篇自己親身游記（unforgettable trip），并能寫出一兩個含定語從句的句子。
根據(jù)克拉申(krashen)的輸入假說：“寫是輸出的過程，是在前面多方式、多渠道的足夠可理解輸入的情況下，而達到的自然輸出。根據(jù)我們前面提出的P----T----P自主學習立體模式，我作如下設計。
Ⅱ、教學設計
Pre-task：激發(fā)背景知識，明確寫作要求，主題目的、寫作步驟
Activity 1. remind of the unforgettable experiences
In our daily, many things are unforgettable. They are worth writing down. For example, (顯示畫面)a disaster; a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc.
(目的：承上啟下，激發(fā)寫作情境)
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：為閱讀做準備；欣賞美麗河山，激發(fā)寫作欲望；）
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 day…Leshan
The next morning …Emei
Finally…
(目的：可理解的輸入為寫作做語言上的準備)
Task-cycle： M-M-C practice ① mechanical practice
（學生活動：朗讀；找詞；找句型）
Find the sentence with the following meaning:
1) 我找出一些成都附近名勝的照片。
2) 我接著打電話給一旅行社，我在報紙上發(fā)現(xiàn)它的號碼。

3) 我們帶了幾瓶水，一些蘋果和橘子，裝入我的包里。
4) 我們先去樂山，在那里我們一直爬到山頂看佛像。
② meaningful practice
（學生活動：模仿性造句；仿寫作文）
圍繞Unforgettable trip主題用which; whose; where等造句。
③ communicative practice
（學生活動：回答問題；連句成文；潤色）
1. First, students quickly write down 20 short sentences about their trip, with the help of questions in the text.
2. Next, students try to put the sentences in order, using “First, Next, Then, Finally”
3. Then, students write the story, using linking words and relative pronouns.
Post-task：作文展示、交流評價（同伴評價，課堂集體評價，教師評價）
同伴評價實際上是合作形學習的一種形式，其重要理論基礎就是考卡夫（Kafka, K）最早提出的“群體動力理論”（group dynamics）。
四、 教學評價
通過評價，使學生在英語課程的學習過程中不斷體驗進步與成功、認識自我、建立自信、調整學習策略，促進學生綜合語言支用能力的發(fā)展。評價也能使教師獲得英語教學的反饋信息，對自己的教學行為進行反思和適當調整。為此，本單元的評價包括以下幾項：
１、 把閱讀格式卡存入學生學習檔案夾：
閱讀格式卡 Date：

Unit ( )
Lesson( )
General idea：
Contents：
Comment：
２、 形成性評價
３、 單元終結性評價
Ⅰ. Multiple choice
1. — A ship makes me unforgettable after I saw a famous movie.
— Do you mean the ship, Titanic, ______ sank after hitting an iceberg?
A. who B. which C. whose D. where
2. — Do you know Zhang Heng?
— Is he the man _______ made the earliest seismograph in 132?
A. who B. he C. whose D. which
3. Flora, _______ garden was swallowed by the flood, was crying.
A. who B. that C. whose D. where
4. On the top of Leshan, there is a really big Buddha, in front ________ Wei Bin took photos of us.
A. its B. on which C. from which D. of which

5. — Three young school boys were ______ by the water when swimming on a hot afternoon!
— What a bad accident!
A. swallowed B. swept C. got D. caught
6. The lamplight ______ out through the heavy fog, which gave travelers a light of hope.
A. struggled B. dragged C. turned D. found
7. On October 17th, 1989 a strong earthquake _____ San Francisco and killed over 100 people.
A. advanced B. took place C. struck D. seized
8. Look, the baby lion, which was just born two days ago, is trying to ______ its feet.
A. get on B. get onto C. get up D. get in
9. Trees ______ badly during the terrible storm.
A. pulled B. shook C. destroyed D. flowed
10. Tree after tree was ______ by the water, which must have been three metres.
A. cut up B. cut down C. cut off D. cut in
Ⅱ. Cloze test
What an unforgettable day! At the moment Flora was so surprised at the big _11_ of water which was advancing quickly towards her in her garden that she couldn’t move. Jeff rushed to seize her arm and they ran together to the house. _12 they got to the house, the waves _13_ them down twice. Jeff pulled Flora up with a lot of difficulty, _14_ onto a tree that grew against the wall. The water, _15_ was cold as ice and flowed faster than a river, was above her knees. They looked into each other’s faces, _16_.
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. crowd
12. A. Before B. After C. Until D. Once
13. A. cut B. swept C. pulled D. went
14. A. cracking B. flowing C. holding D. catching
15. A. which B. it C. that D. where
16. A. frightened B. surprised C. relieved(松口氣) D. excited
17. A. downstairs B. upstairs C. above D. under
18. A. tree B. hall C. tower D. chimney
19. A. swept away B. swallowed C. went down D. pulled down
20. A. storm B. flood C. earthquake D. fire
Ⅲ. Translation. Put the Chinese into English to complete the following sentences.
21. The climate ___________________________(全球的科學家們在擔心的) 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 ___________________________(他的研究是關于溫室氣體的) is doing an experiment.
24. We find it hard to find an interesting place__________________________(那里天氣不
會太熱的) in Africa.

25. People ______________________(生活在沙漠地區(qū)的)lead a hard life.
26. Pollution, _______________________(給人類帶來重大災難的), is said to be one of the main causes of global warming.
Key:
21. (that/which) scientists all over the world are worrying about
22. that/which is made of glass
23. whose research is about greenhouse gases
24. where it is not too hot
25. who live in the desert
26. which brings man terrible disasters
４、 單元測試學生自我評定表
單元名稱
Unit _______
失分
錯解題號
錯解原因
仍存疑點
對策
５、 任務型活動：配圖說明。找出記一次外出游玩的系列照片，制成小冊，配以英語說明，然后全班展示。