Task 6 Imaging the end of the story 
E. Practice for understanding and word study 
F. Consolidation 
Task 7、Retelling the story according to the diagram: 
Post reading 
Task : Discussion. 
1、 Will the disaster change Flora and Jeff’s life? How? 
Expanded reading: The Day That Changed My Generation 
Read the material and do some exercises. 
Homework： 
寫閱讀筆記 
閱讀格式卡 

Date：
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板書設(shè)計(jì) 
Unit 4 Unforgettable experiences 
places
flood

reaction
feeling
first
in the garden
roar, advance
wave, shout run
surprised
puzzled
next
on the way to the house
sweep, swallow, flow
seize, drag ,
go down, open, 
pull ,look into, hold, struggle
frightened 
then
inside the house
strike
move up
destroy
climb, cry 
hopeful
Finally: 

F V I F S E I Z E M
OFYKHNGYOJ
HIDRAGDPTX
YFENKICUBS
TSSIEBFLOW
ASTRUGGLEA
KERRABNVQL
JZOFIHYNPL
BXYZOKCGTO
ADVANCEFIW 
F V I F S E I Z E M
OFYKHNGYOJ
HIDRAGDPTX
YFENKICUBS
TSSIEBFLOW
ASTRUGGLEA
KERRABNVQL
JZOFIHYNPL
BXYZOKCGTO
ADVANCEFIW
F V I F S E I Z E M
OFYKHNGYOJ
HIDRAGDPTX
YFENKICUBS
TSSIEBFLOW
ASTRUGGLEA
KERRABNVQL
JZOFIHYNPL
BXYZOKCGTO
ADVANCEFIW
Period 5 Language study & Grammar(half period) 
I、教學(xué)設(shè)計(jì) 
Task 1. Word puzzle 
I. Find out ten words that describe the flood and fighting against the flood in the puzzle. One of them has been found out.
Task 2. Words in different situations 
Word study about “advance” and “strike” (individual work) 
Judge the different meanings of “advance” or “strike” in the following sentences: 
1.The hunter advanced toward the bear carefully. 
2.A month has passed but the project has not advanced. 
3.He worked so well that his boss advanced him to a higher position. 
4.The date of the meeting was advanced from June 10 to June 3. 
5.The boy struck the pig with a stick. 
6.The workers were striking for higher pay. 
7.Typhoon Swan struck Hainan, killing 20 people. 
8.On New Year’s Eve, we waited for the clock to strike. 
Task 3. Finish the exercises in the text. 
Task 4. Talking about people and things, using Attributive Clause 
First, let students find out some words about things quickly like clock, homework, coat, chocolate, bag, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work) 
A clock is a machine that/which tells time. 
Second, let students find out some words about persons quickly such as teacher, 
parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)
A teacher is a person who/that teaches you how to learn. 
Third, finish Exercise 2 of Grammar orally. (individual work) 
Task 5 . Expanded reading 
1.Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work) 
2. Reading comprehension 
Task 6. Finish Exercise 1 of Grammar. (individual work) 

Homework 
Preview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and the linking words and and but. 

Period 6 Writing & assessment(1.5 periods) 
Ⅰ、教學(xué)內(nèi)容與教學(xué)目標(biāo) 
學(xué)生通過學(xué)習(xí)一篇四川之行的游記范文，能根據(jù)寫作步驟提示，用First, Next, Then, Finally組織材料寫一篇自己親身游記（unforgettable trip），并能寫出一兩個(gè)含定語從句的句子。
根據(jù)克拉申(krashen)的輸入假說：“寫是輸出的過程，是在前面多方式、多渠道的足夠可理解輸入的情況下，而達(dá)到的自然輸出。根據(jù)我們前面提出的P----T----P自主學(xué)習(xí)立體模式，我作如下設(shè)計(jì)。
Ⅱ、教學(xué)設(shè)計(jì) 
Pre-task：激發(fā)背景知識，明確寫作要求，主題目的、寫作步驟 
Activity 1. remind of the unforgettable experiences 
In our daily, many things are unforgettable. They are worth writing down. For example, (顯示畫面)a disaster; a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc. 
(目的：承上啟下，激發(fā)寫作情境) 
Activity 2. travel around our country. 
For me, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. Look at the pictures and guess where it is. 
Beijing; *The Great Wall; *Mount Huangshan *Mountain Emei; *Hainang Seaside; etc. (Or local places of interests.) 
（目的：為閱讀做準(zhǔn)備；欣賞美麗河山，激發(fā)寫作欲望；） 
Activity 3. A trip to Sichuan 
During the first week of May, the three boys went on a holiday to Sichuan. Read and find what made the writer unforgettable. (Buddha in Leshan; Monkeys on Mount Emei.) 
Read again and answer the following questions: 
1. Why did they choose to go to Leshan and Emei? 
2. How did they get to the top of the mountains? 
3. What did they do before the trip?(First, Next ) 
4. What did they see and do on Leshan? 
5. What did they see and do on Mount Emei? 
Pair work: Retell the trip to Sichuan, with the help of the following: 
During the first week of May I went on a holiday to Sichuan. First….Next…. 
The next day…Leshan 
The next morning …Emei 
Finally… 
(目的：可理解的輸入為寫作做語言上的準(zhǔn)備) 
Task-cycle： M-M-C practice ① mechanical practice 
（學(xué)生活動：朗讀；找詞；找句型） 
Find the sentence with the following meaning: 
1) 我找出一些成都附近名勝的照片。 
2) 我接著打電話給一旅行社，我在報(bào)紙上發(fā)現(xiàn)它的號碼。 

3) 我們帶了幾瓶水，一些蘋果和橘子，裝入我的包里。 
4) 我們先去樂山，在那里我們一直爬到山頂看佛像。 
② meaningful practice 
（學(xué)生活動：模仿性造句；仿寫作文） 
圍繞Unforgettable trip主題用which; whose; where等造句。 
③ communicative practice 
（學(xué)生活動：回答問題；連句成文；潤色） 
1. First, students quickly write down 20 short sentences about their trip, with the help of questions in the text.