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

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 ones 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. Im glad to interpret my lesson here. The lesson plan Im going to talk about is from SEFC book1A, the 1st lesson of Unit 4, unforgettable experiences. Ill 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 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, Id like to interpret my teaching objectives.I) Knowledge objectivesSs 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 ones 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, Ill 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 ways As for teaching methods, I mainly adopt municative approach in my class. Ill organize them to perform various dialogues in pairs or groups. While for their learning, they will study through “listening and question answering”. Ill 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, Ill 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)Ill ask Ss to read the requirements at the beginning of listening part. Then, theyll 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. Ill 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. Ill 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, Ill check them with the story played for another time. And the part 2 will be done following the way as part 1, and explai