NewsmediaＩ．单元教学目标技能目标Goals1.Talkaboutpastexperiences.2.Describepeople,things,eventsandpeople’sfeelings.3.ReviewtheAttributiveClauseandlearntousetherelativepronounswho,whom,whose,whichandthat.4.OrganizeideasinatextusingFirst,Next,Then,Finally.5.Writeaboutanunforgettableexperience.ＩＩ．目标语言功能句式1.描述人物的感情(Describingemotions)Help!Don’tworry.Welldone!I’mafraid...Don’tbeafraid.Youcandoit.I’llbeOK/allright.Comeon!Itscaresme.It’sallright!That’sbetter./Keeptrying.2.按次序描述事件发生的过程(Describingsequences)First,wewenttoLeshan.Next,weclimbedMountEmei.Thenweplayedwithsomemonkeys.Finally,towardseveningwewereonthewaybacktoChengdu.词汇1.四会词汇unforgettable,king,host,scare,disaster,finally,rescue,advance,upon,size,swallow,drag,struggle,fight,flow,fright,shake,strike,destroy,tower,national,deadline,fear,opportunity,article,Buddha,agent,temple,touch,naughty,peanut,note,takeplace,onfire,pullsb.up,getonone’sfeet,gothrough,onholiday,travelagency2.认读词汇seismograph,HowardCarter,KingTut,HankStram,Flora,roar,stair,boom,crack,Kevincouch,workaholic.3.词组(略)4.重点词汇(略)结构定语从句(theAttributiveClause)1.能够用英语描述人物的特征、行为等-由who/whom/that/whose引导:ShelookedatJeff,whowaswavinghisarms.Thegirlwhoselegwasbrokenintheearthquakewastakentohospital.2.能够用英语描述事物、事件的性质、内容等-由which/that引导:Andthereshesawawallofwaterwhich/thatwasquicklyadvancingtowardsher.重点句子1.Beforeshecouldmove,sheheardaloudnoise,whichgrewtoaterribleroar.用心爱心专心115号编辑2.Thereshestopped,listeningtothestrangesounds,whilethewholehousemoved.3.Itdidn’ttakelongbeforethewoodenbuildingwasswallowedbythefire.4.Treeaftertreewentdown,cutdownbythewater,whichmusthavebeenthreemetresdeep.5.The1998floodhasbeenoneofthegreatestdisastersthathitChinatheseyears.6.However,beforeshecouldthinktwice,thewaterwasuponher.7.Thenumberofpeoplewholosttheirhomesreachedasmanyas250,000.8.Chinaistryingtoseize(take)everyopportunitytohelpmostpeoplelivearicherandbetterlife.9.HetoldmethatIcouldgoonatwo-daytriptoLeshanandEmei,whichwasn’ttooexpensive.10.Theworldisadvancing.Advancewithit.III.学能目标学能目标本单元以“难忘的经历”(Unforgettableexperience)为话题,旨在通过单元教学，让学生运用书中的Usefulexpressions编对话，描述人物,事件和人物的感情，了解人们在自然灾害中的经历，感受,提高学生在危机关头的应变能力；培养学生对定语从句的理解掌握和运用能力，词汇部分训练学生在语境中理解词汇的能力，帮助学生加强动词变化形式的意识，通过提供四个表示顺序的副词，培养学生思维条理性以及语言表达的逻辑性。Ⅳ.教材分析与教材重组1.教材分析本单元的话题是“难忘的经历”,其中包括“难忘的事件”,“地震”，“营救”等。1.1“热身”(Warmingup)部分通过四幅图片引出“难忘的人物”这一话题,同时让学生在语言实践中,复习定语从句,学习描述任务和事件。1.2听力部分(Listening)是一段有关地震灾难的独白,设计了两个相应练习,wh-问题和填空题,旨在培养学生学会获取听力材料中的具体用词和细节要点,同时让学生了解人们在自然灾害中的经历和感受。1.3口语部分(Speaking)主要描述事件和人物的感情。教材设计了四幅图画。每一幅图都配有文字说明，要求学生两人一组根据情景，发挥想象力，开展对话。教材提供了有关女孩打网球的对话示例,以启发学生运用书中的Usefulexpressions编对话,描述人物,事件和人物的感情。1.4读前部分(Pre-reading)提供三个问题,从学生对自然灾害的认识或经历引出话题。其中第三个是开放性问题,其目的是提高学生在危急关头的应变能力,同时培养学生思维条理性以及语言表达的逻辑...
