1、高一英语新教材备课资料汇总 Unit 4 Unit 4 Unforgettable Experiences1.listening and speaking1Describe people,things,events and people s feelings.event用法n.1. 事件,大事C 2. ( 比赛)项目C举例Winning the scholarship was a great event in the boy s life.赢得这项奖学金是这个男孩一生中的一件大事。Which events have you entered for?你参加了哪些比赛项目?2get the cha
2、nce to host the 2008 Olympic Gameshost解析n.C 主人 ,东道主; 旅馆老板;(广播,电视的 )节目主持人vt.1. 作.主人(或东道主),主办,主持 2. 以主人身份招待举例Yesterday we were hosts to a few friends.昨天我们接待了几位朋友。It remains unknown which country will host the international tennis tournament.现在仍不知道哪个国家主办国际网球锦标赛。We attended a dinner party hosted by the
3、president of the company.我们出席了公司总裁举办的宴会。.3A strong earthquake took place.Hank was caught in the earthquake.take place用法 发生; 举行举例When will the basketball game take place?篮球赛何时举行?be caught in用法被困住; 被卡住;遭遇举例淋雨 be caught in the rain4Look at the pictures and create a dialogue.create用法vt.1. 创造 ;创作; 设计 2.
4、引起,产生举例An artist should create beautiful things.一个艺术家应该创造美丽的东西。Tourism creates jobs.旅游业为人们提供就业机会。That would create a wrong impression.那将造成一种错误的印象。2.reading1Flora heard somebody shouting.She saw Jeff running.解释这两句中都含有现在分词做宾语补语 ,和宾语之间有逻辑上的主谓关系.而且,谓语动词皆为感官动词.现在分词的出现将越来越多,是高中重点和难点之一,应注意积累和体会.2Before she
5、 could move,she heard a noise,which grew to a terrible roar.before用法在.之前; 还没来得及数.试题Someone called me in the miidle of the night,but he hung up_I could answer the phone.A.as B.until C.before() D.sincewhich grew to a terrible roar解释前面有逗号隔开的定语从句为非限制性从句 ,which 可以指某个词或前面整个句子,并起补充说明作用.that 不能做非限制性定语从句关系词.
6、尚有其他情况,请留意观察.3Before she could think twice,the water was upon her.think twice用法重新考虑; 三思举例You need to think twice of the matter.这事你要三思。4The next moment the first wave swept her down,swallowing the garden.sweep用法( 风等)刮起;(浪等)冲走;席卷(+off/along/away/down)举例The wind swept the leaves away.风把树叶刮走。5Jeff pulle
7、d her up.He was standing,holding onto a tree.pull up用法1. 向上拉; 拔 2. (使)停下来举例Don t try to pull up the plant!别拔那棵植物!The driver pulled up at the gate.司机在大门前停下车子。6She struggled,but could not get on her feet.struggle用法vi.1. 奋斗 ;斗争(+for/against/with)(+to-v) 2. 努力;使劲;挣扎(+for)(+to-v) 3. 竞争;对抗举例They struggled
8、 for peace.他们为和平而战。The old man has been struggling with illness.这位老人一直在与病魔斗争。She struggled to keep back the tears.她努力忍住泪水。The baby struggled in its mother s arms.婴儿在母亲怀抱中挣扎。The human being struggles with his environment.人类和环境竞争。get on one s feet用法 起立发言; 站起来;病后身体复原7Jeff and Flora looked into each oth
9、er s face with a look of fright.look into用法朝.里面看; 在.里查资料;调查8Another wave struck the house,and a strange cracking noise began.strike用法vt. 打 , 撞击, 冲击, 罢工, 打动, 划燃, 敲钟点, 侵袭 vi. 打 , 打击, 罢工, 抓, 敲, 搏动, 打动, 穿透 crack用法vt.1. 使爆裂 ,使破裂 2. 砸开,砰地一声打开;强行进入vi.1. 发出爆裂声 2. 裂开,爆裂; 断裂n.C1. 裂缝,裂痕 2. 爆裂声9Trees were cut d
10、own by the water,which must have been three metres deep.must have been用法must 加完成式表示对过去发生事情的比较肯定的推测.否定式为 can t have done试题1.I didn t hear the phone.I_asleep.A.must be B.must have been() C.should be D.should have been2.Jack_yet,otherwise he would have telephoned me.A.could have arrived B.shouldn t hav
11、e arrivedC.can t have arrived() D.need not have arrived10Can you work out what the underlined words refer to?work out用法1. 想出; 制订出; 产生出 2. 解决; 确定举例work out a program制订计划Can you work out on the map where we are now?你能在地图上找到我们现在所在的位置吗?refer to用法提到;查阅 ;涉及举例Don t refer to this matter again, please.请别再提这件
12、事。3.integrating skills1During the first week of May I went on a holiday to Sichuan.go on用法举行;为 .而去举例go on strike 举行罢工;go on a picnic 去野餐; go on a trip 去旅行2Try to put your sentence in the order in which you want to tell your story.in which you want to tell your story解释本定语从句是由介词加关系词构成的 .有时候,关系词不能在从句中做
13、主语或宾语,又不能直接做状语,那么可以加上适当的介词,使结构成立,介词的来源可能是和从句动词的某种搭配,也可能是和先行词构成的某种搭配.介词后的关系词一般为 which 或 whom.4workbook1Many people were killed in their cars,but a few lucky ones were not hurt.one用法代替上文中的单数名词(带不定冠词)举例I need a pen. Can you lend me one?我需要笔。你能借我一支吗?比较the one 代替上文中的单数名词(带定冠词)试题 Do you like the book Sidn
14、ey gave you? Very much.It s exactly_I wanted. A.one which B.the one() C.one what D.the what2As a result of the movement of these plates,west America has always been a bad place for earthquakes.as a result of用法由于举例He was late as a result of the snow.由于大雪他迟到了。3The population in and around San Francisc
15、o is ten times larger than it was in 1906.population用法人口举例The population of this country rose by 10 percent.这个国家的人口增长了百分之十.Eight percent of the population of the country are farmers.4How many people were injured?injure用法vt. 伤害 ;损害; 毁坏举例I hope I didn t injure her feelings.我希望我没有伤害她的感情。His back was in
16、jured.他背部受伤了。联想injury n.1. (对人,动物的)伤害;(对健康的)损害 2. (精神上的)伤害;损人的事举例He escaped from the train wreck without injury.他在这次火车事故中没有受伤。Most people protect themselves from injury to their self-esteem.大多数人保护自己使自尊心不受伤害。一、 教材分析 1教材概述 本套教材在保留 SEFC 基础上，根据当前教改精神而进行重新编写，它较好地衔接了已实施三年的初中义务教育教材，体现了“中小学英语教学一条龙”的设想。本册教材还
17、是以一个话题为中心，每课都围绕这话题进行设计，话题依附在一些语言载体里(听力、对话或阅读)，揭示语言（篇）教学的四个层次：语言知识、语言技能、情感态度和文化意识。本单元的话题是 unforgettable experiences，它兼顾高一新生的知识面，已有词汇、生活经历和心理体验等，体现了教材编写的“以学生为中心” ，及“听说领先，读写跟上”的教学理念。2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：seismogra
18、ph; 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 ones feet; tree after tree; pull oneself;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： 能听懂一个关于不幸经历的小故事，抓
19、住时间、地点、人物、发生的事件先后的关键词。说： 学生能掌握如何在不同场合用英语进行提供帮助、安慰和鼓励他人的表述，并能有条理地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。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丰富的情感体验，感受用英语交流的成功
20、与喜悦，以及培养合作精神、互助精神。3教学重点和难点： 重点：1、课文中出现的重点动词如：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle 及词组：get on ones feet; tree after tree; pull oneself etc.2、用关系代词 who, that, which, 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、教学方法根
21、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）三、教材处理综上所述，我们把本单元的任务确定为：学生能根据图片提示，运用部分新学词汇及 First, Then, Next, Finally 等词和定语从句，得体而有逻辑地描述一个难忘的事件，表达情感。其三个环节如下：Pre-task: 学生回忆往事，激活背景知识，重温情感体验。Task-cycle: 学生完成围绕 Unforgettable Ex
22、periences 而展开的听、说、读、写的各项任务，学会听、说、读、写的各项技能，强化“描述一个难忘的事件”的表达能力，为完成任务做好铺垫。Post-task: 达成任务，展示成果，反馈学习情况。四、教学程序第一课（听力课） 、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
23、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、教学设计 A. Warming up Task 1. Match competition (group work)Match Column B with Column A correctlyQuestion: Why do you think so ?Task 2: Look at the following pictures, and find out the answers to the questions: 1) Do you
24、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.e.g: Zhang Heng is the man who made the earliest seismograph in 132.B. P
25、re-listeningTask: Before listening, 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 happened?3) What was he going to do?C. While-listening:Listening (part 1)Task 1: Listen to the t
26、ape for the first time and get the correct answers to the above questions.Task 2: Listen to the tape again and 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 th
27、e 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
28、.Task 3: Ss listen to the tape once again, then try to retell the story simply, using their own words.Task 4 : Discussion (Group work)What would happen to Hank Stram finally?Listening (Part 2)Task1: Listen to the second part for the first time and choose the best answer. 1. Which part of his body hu
29、rt badly?( C )A. The bottom parts of his legsB. 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 cars3. How long had he been in the car?( A)A.14 hours B. 40 hours C.4 hoursTask 2: Listen to the
30、tape again to write the words in the space.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. D. Post-listening: Task: DiscussionWhat made him survive i
31、n such a terrible accident?。第二课（口语课） 一、 教材内容及教学目标 本课着重培养学生说的技能, 通过对话学习、情景对话、心理咨询等手段，学生能掌握如何在不同场合用英语进行正确表达提供帮助、安慰、鼓励的言语，并能有条理地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。它的掌握是一个很好的过渡阶段进入读和写的技能训练二、教学设计 A. Pre-dialogueTask 1. Revision.Questions: 1. Do you remember the person who was caught in an earthquake?2. What hap
32、pened to him in the earthquake?-His legs were broken.3. What difficulties does he have now in his life?4. If you are his friend, how will you encourage him and what advice would you offer?e.g Dont worry/ Dont be afraid/ It will be OK/ You can do it/ Come on/ Keep trying. Task 2 Make up a dialogue (p
33、air work) Make up a dialogue according to the situationA is having some difficulty in learning English, B is helping him.B. While-dialogueTask 1: Learn the dialogue1. Read the dialogue.2. Find out all the expressions about offering help, encouraging others and giving advice (Well done/ Just try/ Tha
34、t was a very good ball.)Task 2: Mechanical Practice( pair work) 1.Read after the tape.2.Act it out.Task 3 DrillThe teacher presents three situations, and let some students act as Mother to encourage her child, using the above useful expressions.Picture 1: A little child is learning to walk, his moth
35、er is ahead of him.Picture 2: A schoolgirl is disappointed because she failed to pass the exam.Picture 3: A young boy is very sad at his dead pet.C. Post-dialogueTask 1: Make dialogues according to the following situations (pair work): Situation 1: You have just been saved from a terrible earthquake
36、 and you are worrying about your family.Situation 2: Your neighbour will take care of your pet while your are on holiday.Situation 3: Your house is on fire, but there is a little girl sleeping in bed on the second floor.Task 2.Performance Four students act as psychologists. They are good at dealing
37、with the problems on life and study, such as having sports, making friends, getting along with parents and keeping healthy. Let students speak out freely and ask one of them to give them some advice.Task 3. Homework:Collect the information about natural disasters and describe them. (work in group of
38、 four)第三课（阅读课）、教材内容 本课围绕难忘的经历这一主题，描写洪水来临时的凶猛及 Jeff 与 Flora 在这次经历中的体验。通过本课学习，学生能理解和掌握一些新词汇，如：roar、mass、fright 、crack 、boom、advance、seize、destroy、sweep、swallow、drag、struggle、flow、strike，etc. 理解文章中出现的定语从句，如：1) Before she could move, she heard a great noise, which grew to a terrible roar.2) She looked a
39、t 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.通过阅读训练学生能在一定程度上提高阅读微技能和用英语思维、推理、判断的能力。最后能用 First、Next 、Then、Finally 来口头陈述事件。、 教学设计 A. Warming up Task 1： Report (group le
40、aders report their research voluntarily) Task 2. Describing unreal experiences.(pair work)What would you do in the following situations?DisasterFloodEarthquakeTyphoonFireSituationYoure in the classroomYoure sleeping in your bedroomYoure riding a bicycle on the road.Youre shopping in a supermarket.Wh
41、at would you do?First,Next,.Then,Finally,First,Next,.Then,Finally,First,Next,.Then,Finally,First,Next,.Then,Finally,B. Pre-reading Task : Look and guess1. What can you see in the picture?2. What happened to them finally?3. What words will you use to describe this disaster? e.g : scare, mass of water
42、, sweep, struggle, swallow, frightened, flow, etc.C. While-readinga. Fast reading Question 1. What natural disaster did Flora and Jeff suffer? (Flood)Question 2. What rescued them? (Chimney)b. Careful readingTask 1: Divide the whole passage according to the change of the places.Para 1： In the garden
43、Para2： On the way to the housePara3： Inside the houseTask 2: ImaginationQuestion 1：What was the house like? ( B )A、a flat B、a house with two floorsQuestion 2：What words support your idea?Task 3 :Read the passage for the second time and finish the following formplacesfloodreactionfeelingsTask 4 Imagi
44、ne the end of the storyc. Practice for understanding and word study1、What does the word “there”in para.1 refer to ?2、 “However, before she could think twice, the water was upon her”Which is Not the correct explanation to this sentence?(D)A、She has no idea that the water came upon her so soon.B、She h
45、ad no time to think more before the water was upon her.C、The water came upon her so soon that she had no time to think more.D、The water came upon her so soon that she didnt think it for the second time.3、Whats the Chinese for the phrase “get on her feet”?(A)A、双脚站立 B、爬到脚上 C、淹没脚部 D、踩到脚上4、Which of the
46、following statements is Not true?(D)A、Flora was so surprised by the coming water that she couldnt do anything .B、The garden was completely destroyed by the water.C、Jeff and Flora were saved by holding the chimney.D、It was Flora who first found the flood.5、How many times did Flora fall over on her wa
47、y to the house? (twice)6. The word “ after” in “ Tree after tree went down, cut down by the water.” has the same meaning as _.(C)A. We will come back after 10 oclock.B. He would look after my baby when I went shopping.C. Many tourists will come to visit this temple year after year.D. The place was n
48、amed after a famous explorer Columbus.d. ConsolidationTask 5、Retell the story according to the formD. Post readingTask 1: DiscussionWill the disaster change Flora and Jeffs life? How?Task 2. Expanded reading: The Day That Changed My Generation Comprehension:1. How do you understand the title? 2. Bef
49、ore the event the writer thought _.A. the world was full of wars and killings.B. some day they would suffer a terrible war.C. they were safe enough to lead a happy and peaceful life.D. the world was evil.3. We can infer from the article that _ .A. the young generation in the USA were lucky in the event.B. the event changed t
