Unit 4 Unforgettable experiences
Warming up
Type of lesson: Warming up
Teaching aim: 1. Talk about past experiences.
2. Describe people, things,events and people’s feelings.
Teaching content: Review the Attributive Clause and learn to use the relative pronouns who,and which
Key point: Teach them how to talk about past experiences with the Attributive Clause
Teaching aids: Tape recorder, projector and some pictures.
Teaching procedures:
Step I. Discuss the pictures:
1. Ask the Ss to look at the pictures on the book and talk about them.
2. Activities:
① Organize the Ss to ask and answer the questions in pairs ,according to the given materials.
For example(Picture 1): Who is he?
What is it?
When did he make it?
(Picture 2): What is his name?
What did he find?
When did he find it?
(Picture 3): What is the name of the ship?
What happened?
When did it sink?
(Picture 4): Which city is it?
Where is it?
What will happen in 2008?
② Divide the Ss into several groups with each picture, and ask them to say something about the picture, then encourage the Ss to describe each picture with one sentence in class according to the “Example”.
③ Ask the questions and help the Ss to study further.
Do you think all of them unforgettable?
Which one is a happy experience?
Which one is a sad experience?
3. Choose one or two students to report what they have talked about in their group in class.
Step II. Summary:
1. Encourage the students to say something more about the pictures, which they are familiar to.
2. Ask them to talk about their unforgettable experiences in pairs or in groups.
3. Let them to describe the picture in one sentence.
Step IV. Homework:
1. Ask the Ss to write a short passage about an unforgettable experience.
2. Prepare for the next lesson.
Unit 4 Unforgettable experiences
Listening
Type of lesson: Listening
Teaching aim: To train the Ss' ability of listening.
Key point: Improving the Ss' skill of getting special information.
Teaching focus: Write down the information they have heard.
Teaching aids: Tape-recorder and slide projector
Teaching procedures:
Step I. Warming-up:
The teacher may introduce something about earthquake.
Earthquakes are a series of shakings in the earth. It can cause great loss of lives by destroying buildings and bridges, and it can even cause a landslide or flood. In 1976, we had a very big earthquake in Tang Shan. Tens of thousands of people were killed or injured in that earthquake.
Ask the Ss to look at the pictures and talk about what they think and feel.
Step II. Listening:
Go through the instruction to make sure that the Ss know what to do.
Play the tape for the first time. Let the Ss be familiar to the voice and speaking speed of the person.
Ask the Ss to listen to the tape again carefully, and try to find out the answers to Ex 1. (Before listening to the tape this time, 5 questions are given on the screen. After listening to the tape, ask the Ss to discuss the questions in a group of 4.)
Present their answers.
Ask the Ss to listen to the passage again and try to finish the blanks with what their hear.
Give the listening passage with the blanks. (Read the passage with the blanks --- Listen to the tape --- fill in the blanks)
Ask the Ss the check their answers in-pairs or in-groups.
Read the passage and recheck their answers.
Step III. Practice:
Get the Ss to read the passages aloud.
Do this exercise orally in pairs.
Step IV. Homework: in-pairs
Rewrite the story.
Finish off the Ex 1(Listening) in WB.
Unit 4 Unforgettable Experience
Speaking
Type of lesson: Dialogue
Teaching aim: 1. To learn how to talk about past experience .
2. Describle people, things,evens and people’s feelings.
3. To learn to use the following useful expressions.
4. To make sure that the Ss can act out the dialogue in class.
5. To encourage the Ss to make dialogues in proper situations.
Key point: Help them use the expressions correctly in proper situations.
Teaching aids: Tape recorder, projector and some pictures.
Teaching procedures:
Step I. Dialogue Presentation:
1. Get the Ss listen to the tape, and read it together.
2. Listen to the dialogue again, and read in pairs.
3. Help the Ss to understand the difficult sentences, which they find out in the dialogue.
4. Ask them to collect some useful expressions about asking for help or solving problem, dealing with conflicts.
5. Refer to the given useful expressions in the check. (Write down on the Bb)
Step II. Dialogue Practice:
1. Ask the Ss to look at the pictures with the given language situations to create a dialogue in pairs, using the expressions from the box to talk to each other.
2. Spare the Ss some time for acting out the dialogue with their partners.
3. Get some pairs to act out their dialogue in class.
Step III. Strengthen:
1. Finish off the Ex about Talking in WB.
2. Work in pairs and act out a dialogue.
Step IV: Homework:
1. Ask the Ss to use the useful expressions in the boxes to write a short passage, according to the materials in Ex of Talking in WB.
2. Prepare for Reading.
Unit 4 Unforgettable Experience
Reading Comprehension
Type of the lesson: Reading Comprehension
Teaching Aim: 1. help the Ss to understand the text completely.
2. help the Ss to know how to skim the text to find the general idea.
3. help the Ss to scan the text to find out special information quickly.
4. help the Ss to recognize the danger of the natural disasters.
Teaching Focus: Organize ideas in a text using First, Next, Then, Finally
Teaching Aids: A tape-recorder and OHP.
Teaching Procedures:
Step 1. Pre-reading
Make the Ss understand the task of this lesson. Talk about something about natural disasters. (Check their homework)
Give the Ss several minutes to discuss the questions in groups
Give them chances to answer the two questions in the text in class
Direct them to describe some kind of natural disaster with the correct structure using First, Next, Then, Finally in pairs.
Encourage one or two Ss to act out their passage.
Step II. Reading:
Warming-up:
1. Ask the Ss to look at the picture and ask them if they know what happens. If someone talk about it, he/she will be asked:
Where were they at that time?
What were they doing?
How did they feel now?
How did you describe the flood?
2 Brainstorming:
Ask the Ss to say something they know about the flood. Let them share the information in class.
(They have learned the flood in South China in 1998. )
Reading comprehension
1. Skimming: First Reading in 3 minutes, then answer the questions:
Q1. Who were caught in the flood?
(Flora and Jeff)
Q2. Where did they stay now?
(In a falling house)
Q3. What happened now?
2. Scanning: Read this text again, and underline the unknown words, phrases or sentences in the text, and discuss in pairs or in groups.
3. Ask the Ss to talk out what they don’t understand in the text and explain them in class.
4. Let the Ss read the text aloud, and then find out some sentences in the Attributive Clause and analysis them.
Step III. Post-Reading:
Ask the Ss to finish Exx1-3 in the post-reading in pairs or in groups.
Check the answers in class.
Help the Ss to tell the story in their own words using First, Next, Then, Finally
Get one or two Ss to act it out in class.
Step IV. Homework:
Ask the Ss to collect some material of natural disasters and try to write a passage.
A sample:
Earthquakes are a series of shakings in the earth. It can cause great loss of lives by destroying buildings and bridges, and it can even cause a landslide or flood. In 1976, we had a very big earthquake in Tang Shan. Tens of thousands of people were killed or injured in that earthquake.
Unit 4 Unforgettable Experience
Reading Comprehension
Put these sentnences into correct order:
( ) 1. When they heard another great roar, the wall of the house shook.
( ) 2. The garden was swept away by the wild water.
( ) 3 Jeff was looking for the chimney.
( ) 4. .Flora struggled in the water,only her head was above the water.
( ) 5. Jeff dragged Flora towards the house.
( ) 6. Flora saw a wall of water that was quickly advancing towards her.
( ) 7. Flora began to climb the stairs.
( ) 8. A part of the house had gone and the floor moved up and down under their feet.
Unit 4 Unforgettable experiences
Word Study
Type of lesson: Word study
Teaching aim: Help the Ss grasp the usage of some key words and expressions
in this unit.
Key point: Master how to use the key words and expressions in the
different language situations.
Difficult point: Make a passage with the words and expressions learnt.
Teaching aids: Projector
Teaching procedures:
Step I. Warming-up:
Check the Ss' homework given the previous day. Review the words and expressions in this unit.
Step II. Word study:
For the checking up of the useful words and expressions, do them in the following steps:
1. Let the Ss spell out each of the useful words and expressions, and present them on the Bb.
2. Ask the Ss to find out the sentence with the word in the text and then read it out.
3. Give one example, then ask them to practice.
1). 3 or 4 Ss repeat the example.
2). The fifth S say out the meaning of the word in Chinese or English.
3). The T then writes down the explanation of the word on the Bb.
4). Help the Ss to analyze the parts of speech of the word.
4. Give more examples of the different usage of the word.
1). Ss turn the examples into English or Chinese.
2). Sum up the new meaning of it.
3). Sum up the special grammatical structure of it.
4). Ss make the sentence in the given language situation.
5). Exchange some parts in the whole sentence.
6). Complete the sentence.
7). Ss make sentences by themselves.
5. After showing the usage of all the words, the Ss will do more exercise.
1). Fill in the blanks with the given words.
2). Complete the passage.
6. Check the answers with the whole class.
Step III. Strengthen:
Finish off the Ex in TB about word study.
Do the Exx 1.2 in WB about vocabulary.
Step III. Homework
Ask the Ss to make up a short passage with the words and phrases learnt in this unit.
Review the whole unit.
Unit 4 Unforgettable experiences
Word Study
1. look: link-verb. vi. &n.
1). My room looks to the south.
2). She looks young for her age.
3). I’ll look when the train leaves.
4). I looked carefully, but saw nothing.
5). Look before you leap.
6) She had a sad look on her face.
7). From the look of the sky we will have snow.
8). Don’t judge a man by his looks.
9). If ________________(你仔細(xì)看的話) you can just see the church from here.
10). 進(jìn)球時我正看著別處。(you look carefully)
I _______________________ when the goal was scored. (I was looking the other way)
11). 看，你這時往哪里走？差點兒把我撞倒了。
Can’t _____________________? You nearly knocked me over! (you look where you’re going)
12). 星期日早晨這小鎮(zhèn)總顯得冷冷清清。
_____________________deserted on Sunday mornings. (The town always looks)
13). 我好好找了一遍，但是哪兒都找不到。
________________________ but I can’t find it anywhere. (I’ve had a good look)
look around, look at, look for, look out of, look into
1).When you are having a class, you’d better not __________________ the window.
2). I ______________ but saw nobody in the street.
3). Tom ________________the cat playing with a ball.
4). We have to ________ the cause of the accident.
5). They __________________ the lost child since last month.
2. strike: v.
1. vt.= have a bad effect to
1). On Friday 16th October, 1987, a hurricane struck the southeast of England.
2) .SARS has struck the whole China and thousands of people are in hospital because of it.
3). _______________________ by ____________, but he was lucky to be alive.
2. vt. = hit, bite
1). She was stuck by a snake while walking in the grass.
2). The clock has just struck 10 o’clock.
3). The father was so angry that _______________________________.
3. vt. = impress
1). The visitors were struck by the beauty of the West Lake.
2). The first thing that strikes the foreign visitors is the great number of the bicycles in the streets.
3). _______________ by what he said.
3. destroy: v.
1. = to cause so much damage to it that it is completely ruined
1). In Germany, over 50% of the country’s trees had been destroyed by the year of 1986.
2). The chemical rain gradually destroys trees in the forest and killed the fish in the lakes.
3). The earthquake ______________________________________.
2. = to cause it not to exist any more
1). You have destroyed my life and all my hopes.
4. seize: vt.
= held 1). Hearing that, he seized a stick and struck at me.
= caught 2). The thief has been seized by the police.
= surrounded 3). The city was seized by our troops.
seize, catch, hold
1). He _________ a lot of fish in the river.
2). The old man _______ my hands, unable to say anything.
3). Peter _________ the ball that I threw to him.
5.
at first, then, finally, and, but, later, after,
Charlie Chaplin was born in 1889 in London. His mother was a dancer ______ his father was an actor. When Charlie was only five years old, he started singing and dancing for money. He lived in London for fifteen years, and ________ in 1904, he went to America with a traveling theatre company. Six years _________, someone offered him a part in a film and he went to Hollywood. ________, he was an actor ______ ________ a few years he became a film director. He made a lot of very funny films between 1914 and 1966. ________, he died in Switzerland in 1977.
Unit 4 Unforgettable experiences
The Attributive Clause
Type of lesson: Grammar
Teaching Aim: Ss will be able to review the Attributive Clause.
Teaching Focus: Ss can master how to use the Attributive Clause correctly and learn to use the relative pronouns who, whom,which and that.
Teaching Difficult: Ss will be able to do some exercises about the Attributive Clause.
Teaching Aid: Slide projector and Bb.
Teaching Procedures:
Step 1: Warming-up:
Review the Attributive Clause.
Step1. Find the sentences with the Attributive Clause in the text and observe the forms of the Attributive Clause and then translate them into Chinese.
Step 2. Finish the Ex 1. in the textbook and check the answers and sum up
the forms of the Attributive Clause .
Step 3. Do some more exercises about the Attributive Clause.
Step 2: Practice:
Ask the Ss to finish Exx 1, 2 individually in WB.
Collect the answers.
Step 3: Sum-up:
Get the Ss to sum up the use of the Attributive Clause.
Give them more information that they should pay attention to when they use it.
Step 4：Consolidation:
Finish some more college exam exercises with the same item in order to consolidate the Attributive Clause.
Step 5：Homework:
Finish off the Ex 3 in WB. .
Attributive Clause
Look at these examples:
She is the girl. She met me yesterday.
She is the girl who met me yesterday.
She is the girl. I met her yesterday.
She is the girl whom I met yesterday.
This is the book. I bought it yesterday.
This is the book which I bought yesterdy.
Join these sentences in the same way. Use who, whom or which.
1. This is the car. The mechanic repaired it yesterday.
2. He is the man. I invited him to the party.
3. These are the things. I bought them yesterday.
4. He is the man. He came here last week.
5. He is the policeman. He caught the thieves.
6. She is the nurse. She looked after me.
7. She is the woman. I met her yesterday.
8. I am the person. I wrote to you.
9. They are the people. I saw them yesterday.
10. They are the trees. We cut them down yesterday.
Analyze these Attributive Clauses.
1. I know the boy who can speak English well.
2. Mary bought a little bird which was very pretty.
3. The season which comes after spring is summer.
4. The man whom I spoke to yesterday was American.
5. I know the boy whom you are looking for.
6. The boys who are playing tennis are my friends.
7. He had a letter which was written in French.
8. She is the girl who is called Mary.
9. I know the boy who is running in the park.
10. He is a teacher who I like very much.
Multiple Choice:
1. Look at that lady _____ name is Pochi.
2. He is a teacher _____ I like very much.
3. Those picture _____ were drawn by Tom are nice.
4. Those ______ will go to the park stay here.
5. That was all the money _____ I had.
6. The girl _____ could sing well went to Europe.
7. Here is the pen _____ you lost the day before yesterday.
8. The lady _____ came to our class is from Australia.
9. We don’t know the name of the fish _______ eat people in the river in South America.
10. He is the person ____ I met in the park yesterday.
Unit 4 Unforgettable experiences
Integration Skill
Type of lesson: Reading and Writing
Teaching Aim: Ss will be able to improve the ability of reading and writing.
Teaching Focus: Ss will be able to get exact information of what to write, and organize ideas , using First, Next, Then, Finally
Teaching Difficulty: Ss will be able to learn how to write about an unforgettable experience according to the given structure.
Teaching Aid: Slide projector and Bb.
Step 1: Warming-up:
Review the passage which they wrote before, emphasize the given structure, using First, Next, Then, Finally.
Step 2: Reading:
Read the story. Underline what they did in the story and put a circle around the relative pronouns who, whose, which and that, and the linking words and and but.
Get the Ss to discuss it in groups and understand the whole text, and review the Attributive Clause.
Explain the steps of writing and analyze the tips for having and remembering unforgettable experience.
According to the steps and tips given in the TB, let the Ss discuss what they think about in pairs ,and then try to write their own unforgettable experience.
Step 3: Evaluation:
Evaluate the pieces the Ss have written according to the standard in the state test outline.
1. Peer evaluation ( correct mistakes)
2. Class correction
Step 4: Strengthen:
Finish the reading exercise in WB, according to the way of reading: skimming, scanning
Check the answer in pairs and in groups.
Solve the problem in the passage and recheck the answers in class.
Step 5: Homework:
Task: Write about an earthquake they know.
Collect earthquake tips during an earthquake.
東高地一中
朱利娟
EARTHQUAKE TIPS
DURING AN EARTHQUAKE
(additional materials for reading)
When you feel an earthquake, duck under a desk or sturdy table. Stay away from windows, bookcases, file cabinets, heavy mirrors, hanging plants, and other heavy objects that could fall. Watch out for falling plaster and ceiling tiles. Stay undercover until the shaking stops, and hold onto your cover. If it moves, move with it. Below are some additional tips for specific locations:
If you are in a HIGH-RISE BUILDING, and not near a desk or table, move against an interior wall and protect your head with your arms. Do not use the elevators. Stay indoors. Glass windows can dislodge during the quake and sail for hundreds of feet.
If you're OUTDOORS, stay away from trees, signs, buildings, electrical wires, and poles.
If you're on a SIDEWALK NEAR BUILDINGS, duck into a doorway to protect yourself from falling bricks, glass, plaster, and other debris.
If you're DRIVING, pull over to the side of the road and stop. Avoid overpasses, power lines, and other hazards. Stay inside the vehicle until the shaking is over.
If you're in a CROWDED STORE OR OTHER PUBLIC PLACE, do not rush for exits. Move away from display shelves containing objects that could fall.
If you're in the KITCHEN, move away from the refrigerator, stove, and overhead cupboards. If you're in a STADIUM OR THEATER, stay in your seat and protect your head with your arms. Do not try to leave until the shaking is over, then leave in a calm, orderly manner. Avoid rushing toward exits.