一．教學(xué)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(guān)于總目標的定位及其實現(xiàn)途徑和目標具體描述，結(jié)合高一學(xué)生實際和教材內(nèi)容，我們把本單元的教學(xué)目標定為： 
1） 語言知識： 
單詞：理解、內(nèi)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(fù)習(xí)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(guān)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(xùn)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(xué)習(xí)策略：學(xué)生一定程度形成自主學(xué)習(xí)，有效交際、信息處理、英語思維能力。 
4） 情感態(tài)度：學(xué)生能在多種英語學(xué)習(xí)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(xué)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(guān)系代詞who, that, whom, whose等引導(dǎo)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(xué)方法 
根據(jù)我們幾年來二語習(xí)得論、“整體語言教學(xué)”的理論和實踐，以及當(dāng)前教學(xué)改革，課程改革等先進理念，為達成上述教學(xué)目標，運用任務(wù)型教學(xué)途徑，我們英語課堂設(shè)計采取“P---T---P”自主學(xué)習(xí)立體模式：（Pre-task----Task-cycle----Post-task）。 
四. 教學(xué)安排 
根據(jù)學(xué)生學(xué)習(xí)英語的特點和規(guī)律，學(xué)習(xí)階段的側(cè)重點以及高一學(xué)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(xué)設(shè)計。 
Period I warming up and listening 
Ⅰ、教材內(nèi)容及教學(xué)目標 
本課處于本單元的第一課時,主要訓(xùn)練和提高學(xué)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(xùn)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(xí)，學(xué)生能抓住所聽語段中的關(guān)鍵詞、理解話語之間的邏輯關(guān)系、聽懂故事、理解其中主要人物和事件以及他們之間的關(guān)系等。而且學(xué)生能掌握較好的聽力方法，如積極預(yù)測、注意抓關(guān)鍵詞、善于跳躍難點、學(xué)會做筆記等等。通過本課學(xué)習(xí)學(xué)生能復(fù)習(xí)定語從句以及學(xué)會正確使用指人或物的關(guān)系代詞． 
Ⅱ、教學(xué)設(shè)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(nèi)容及教學(xué)目標 
本課著重培養(yǎng)學(xué)生‘說’的技能, 通過復(fù)習(xí)、學(xué)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(guān)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(xùn)練．
Ⅱ、教學(xué)設(shè)計 
Pre-task: 活躍學(xué)生用英語交流的思維, 通過復(fù)習(xí)引出本課的重點---定語從句中指人的關(guān)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(xué)生用英語交流的思維。 
　　　　２、通過復(fù)習(xí)引出本課的重點---定語從句中指人的關(guān)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(xué)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(xué)生的主體作用。 
Task-cycle: 通過看圖說話，學(xué)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(xué)生積極用英語進行交流和溝通,發(fā)揮合作精神。 
　　　　�。病⑴囵B(yǎng)學(xué)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(xué)生善于利用各種機會用英語進行真實交際。 
　　　　�。病⒃鰪妼W(xué)生的自信心，豐富想象力和獨到的見解。 
　　　　�。�、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(dāng)?shù)姆绞皆谔囟▓龊现斜磉_觀點，從而使‘說’的技能的訓(xùn)練進一步提升。
Post-task: 評價學(xué)生課堂表現(xiàn)，學(xué)生表演對話 
Activity : Act out dialogues 
Period 3 &4 Reading 
Ⅰ、教材內(nèi)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(xué)生的知識、語言能力水平，我們制定以下教學(xué)目標： 
Ⅱ、教學(xué)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(dǎo)的定語從句及間隔性定語從句。 
3、學(xué)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(xué)設(shè)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