高中英语 Unit 4 Sharing单元教案 新人教版选修7

Unit 4 Sharing

Ⅱ. 目标语言

Ⅲ. 教材分析和教材重组

1. 教材分析

本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。

1. 1 Warming Up 提供了三项任务。通过完成这些任务让学生懂得什么是“帮助”，并且反思自己是否乐于助人，以及怎样做才是“志愿者”，为后面的短文学习做好了铺垫。

1. 2 Pre-reading是Reading的热身活动。其中介绍了信的作者Jo，还根据她在PNG拍摄的照片提出了5个问题，让学生在阅读之前就对信的内容有了简单的了解。

1. 3 Reading是一篇Jo写给Rosemary的信。其中Jo介绍了自己在PNG的所见所闻。读完这封信，学生能感受到PNG的儿童生活之艰难，从而珍惜自己的生活和学习机会。

1. 4 Comprehending是根据短文设计的阅读理解题，检验学生对阅读内容从细节到大意的理解。

1. 5 Learning about Language分词汇和语法两部分。其中，第一部分是有关此篇短文中出现的重点单词和短语的用法练习；第二部分是对限定性定语从句的复习。

1. 6 Using Language包括三项活动：Reading and speaking以一个有关礼物的网页展开阅读和讨论，通过阅读，学生将了解到这一活动的意义以及他们能为贫困的人做些什么，讨论活动将激发学生对这一主题的深层次思考和参与热情；Listening and speaking 通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个志愿者的工作经历，而且针对这一话题要求学生能用给出的时间短语结合听力材料谈论Mary Murray；Writing要求学生根据Listening and speaking的话题并运用上面的时间短语写一篇叙述文。

2．教材重组

2.1 从话题内容和训练目的上分析，Warming Up与Listening and speaking相一致；从教材份量来说，可将Warming Up与Listening and speaking的1、2、3、4项和Workbook 中的LISTENING以及LISTENING TASK整合在一起，设计成一节任务型“听力课”。

2.2 将Listening and speaking的speaking和Workbook中的TALKING以及SPEAKING TASK整合在一起，设计成一节“口语课”。

2.3 可将Pre-reading, Reading和Comprehending三个活动整合在一起上一节“阅读课”。

2.4 可将Learning about Language的词汇和语法两部分与Workbook中的USING WORDS AND EXPRESSIONS以及USING STRUCTURES整合在一起上一节“语言学习课”。

2.5 可将Using Language中的Reading and speaking和Workbook中的READING TASK 整合起来上一节“泛读课”。

2.6 将Writing和Workbook中的WRITING TASK整合成一节“写作课”。

3. 课型设计与课时分配

1st Period Listening

2nd Period Speaking

3rd Period Reading

4th Period Language study

5th Period Extensive reading

6th Period Writing

Ⅳ. 分课时教案

The First Period Listening

Teaching goals 教学目标

1. Target language目标语言

重点词汇和短语

volunteer, clinic, challenging, over the last few years, in the future, in two weeks’ time, a couple of, developing country, go blind, bel ief

2. Ability goals能力目标

Improve the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF).

3. Learning ability goals学能目标

Learn to predict what will be heard according to the key words in the questions and in this way to improve the students’ listening ability.

Teaching important points 教学重点

Learn to make notes while listening to the material and number the events in the order they are heard.

Teaching difficult points 教学难点

Learn to use time expressions and work together with a partner to describe a person’s experience as Jo did in her letter or Dr Mary Murray did in the interview. Teaching methods 教学方法

Listening and cooperative learning.

Teaching aids 教具准备

A recorder.

Teaching procedures & ways 教学过程与方式

Step I Warming up

T: Have you ever helped others? What did you do to help your parents? Or other relatives? Or your friends? Or people in your community? Or people outside your community? I’m sure you have a lot to say. OK, now get into g roups and finish the survey form on Page 28.

Suggested answers:

Write “Volunteer” on the Bb.

T: Look at the word on the Bb. Have you learned it? What does it mean?

S: As a noun, it means someone who does a job willingly without being paid. As a verb, it means to offer to do something without expecting any reward, often something that other people do not want to do.

S: Volunteer work includes: Be a coach of the football lovers without payment, plant trees, help people with disabilities.

T: Good answer. Look at the survey form you have completed. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”. After discussion.

T: Do you think your classmates you just interviewed can be called volunteers? What’s your group’s opinion?

S: We think that one is not a volunteer when he/she helps his/her parents, relatives or friends. But we can call his/her volunteer when he/she helps people in the community or outside the community.

T: I agree with you. Only those who don’t work for rewards —especially money and materials, and are not forced to do so are volunteers. For example, Dr Mary Murray is such a volunteer. She works for an organization called Medecins Sans Frontieres (MSF). Turn to Page 35 please.

Step Ⅱ Listening (I)

T: Now Mary is being interviewed by Jennifer Wells. Go through exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.

Then let the students go through the expressions listed in Exercise 1. And play the tape.

T: Now let’s listen to their dialogue. While you are listening, pay attention to the time expressions and number them in the order you hear them.

After listening for the first time, check the answers. Then let them try to answer the questions in Exercise 2 with their partner. It’s OK if they can’t answer all the questions. Play the tape again, let the students listen again and check their

answers.

T: Now look at the table in Exercise 3. Some time expressions are given. Let’s listen to the tape again and find out where Mary was at these times and what she did. You don’t need to write down complete sentences. Key words will do.

After listening, let the students share their completed notes with their partners. Then check the notes with the whole class. Finally, get the students to tell each other about Mary’s experience with the help of the information from table. They are supposed to use the time expressions in Exercise 1.

Step Ⅲ Listening (Ⅱ)

T: Perhaps you may wonder, we are students, what we can do to help. That is, what can we do to serve communities outside the school? Actually, if you are willing to offer your help, there are a lot of things that you can do. There has been some school organizations which are engaged in out-school activities. Now, we are going to learn about one of such organizations. Turn to LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four exercises. Let the students go through the instructions of the exercises and predict about the content of the listening material.

Sa: There are three characters in the material: Jason, Mick and Annie.

Sb: They want to raise money to help the communities.

Sc: Perhaps they will help children in hospital, or serve soup to the homeless, or protect the environment.

Sd: They will spend some time working for their school’s Community Care Committee (CCC).

T: Now let’s listen to the tape and check your predictions and at the same time, number the items in Exercise 1 in the order you first hear them.

After listening, check the answer. Then play the tape again and let the students finish the table in Exercise 2. Check the answers. Finally, play the tape again and deal with Exercises 3 and 4.

Step Ⅴ Homework

T: Boys and girls, today we have listened to two materials about giving help to others.

I do hope all of us can offer help to those in need. Besides, you should learn to predict what you will hear before listening and pay attention to the time expressions while listening.

Homework for today:

1. Finish the LISTENING TASK on Pages 75-76.

2. Google for more information about MSF and share it with each other.

The Second Period Speaking

Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

in the future, share ... with ..., social welfare programme, afford, sponsor, donate,

cover, primary school, participate in

b. 功能句式

Why would you ...?

How could you do that?

Because I want to share with others ...

First, find some information through ...

The reason is that ... Then ... Next ... Finally ...

2. Ability goals能力目标

Enable the students to express logical relations with the target language. Enable the students to tell about a person’s experiences using time expressions.

3. Learning ability goals 学能目标

Help the students learn how to express logical relations with the target language. Help the students learn how to use time expressions to tell about a person’s experiences.

Teaching important and dif ficult points教学重难点

Help the students learn to list reasons for an idea and also learn how to express and support an idea in a logical way.

Teaching methods教学方法

Discussing and speaking.

Teaching aids教具准备

A computer and a projector.

Teaching procedures & ways教学过程与方法

Step I Revision

T: Good morning/afternoon, boys and girls! Please let me check your LISTENING TASK on Pages 75-76 first.

Show the answers on the Bb or a screen and help the students check the answers.

Step Ⅱ Discussion

T: In the last period, we listened to the story about Dr Mary Murray. She worked for MSF and helped people in poor areas as a volunteer. Now I have two topics for you to discuss. First one: Do you think whether people like Dr Mary Murray and Professor Fred Hollows should help those in poorer areas? Give your reasons.

Let the students work in groups and have a discussion. Then ask some of them to present their opinions and reasons.

Sa: In my opinion, Dr Mary Murray and Professor Fred Hollows should help those in poorer areas. And I would like to be a volunteer if possible. The reason is that we, either poor or rich, live on the same planet. Just as John F. Kennedy said in his Inaugural Address, “If a free society cannot help the many who are poor, it cannot save the few who a re rich.”

Sb: Humanism or humanitarianism is a necessary quality for us human beings. We should share what we have and help those who are badly in need of help. I will become a volunteer if time permits. Actually I often help those who need help. For example, every Sunday, I take my neighbour, a disabled girl, to the park to refresh herself.

And we talk a lot, and I think I help her a lot, which makes me very happy.

Sc: I agree with them, but I think the most important thing is that we should try to help the poor to be independent instead of just giving them food and clothes. Sd: I have a different idea. It’s not wrong to help the poor. But according to my experience, helping the poor is not always a pleasant experience.

Se: I can’t agree more. I once read an article about such kind of things. The “poor” are not always so noble, and they are the hardest to deal with. People who deal with the poor can tell a hundred stories about how they waste money and opportunities. You bring food to their home and notice a large-screen TV. You give them money and they buy groceries at the nearby convenience store (where prices are very high). You have their car fixed and find out it is a Buick Skylark. Whenever you visit them, they are watching TV.

Sf: Maybe what you said is true. However, it is not right to let the poor fight alone with their many problems coming from poverty. Unless we do something about poverty, the problems will remain.

T: Excellent. I do hope that everyone can help those who need help. Second topic: Would you like to work as a volunteer like Dr Mary Murray and Professor Fred Hollows in the future? Where would you like to go? Why would you like to go there? What skills would you share there? ...

After the students have shared their ideas with each other, ask several of them to tell the class about their ideas without looking at the chart.

Sample description of ideas:

Sa: If I’m a volunteer, I’d like to go to the western part of our country. Because many people there can’t get access to clean drinking water, and qui te a few develop strange diseases. I think I can help them. I know how to make water clean for them. And from my grandfather, I learned to treat some diseases with Chinese medicine.

I would like to spend as many days or months as possible to help them if possible.

I will work as a doctor to cure diseases. Of course, I will learn more traditional methods to treat different diseases.

Sb: If I’m a volunteer, I’d like to go to Africa. Because many people there are too poor to get formal education. Just because of that, many suffer from AIDS or other contagious diseases. I’d like to share my skills of being a teacher and teach them. If possible, I will work there for a year and then come back to complete my education. And then I will return to the place to work again. In this way, I can help them get the latest information about the world and about science and technology. Of course, I can also get to know Africa and African people better, in order to help them help themselves. Because I know “God helps those who help themselves.”Sc: I will go to the hospital near my community. There are a lot of disabled people who have no one to help them. They are lonely and sad. I would like to talk with them, read to them, and even sing with them. In this way, I can help them get enough courage for their future life. I will go there every Sunday, and if possible, I will persuade my friends to go there with me. Then more and more people will offer help, and more and more di sabled people will get help. I just want to be a volunteer, which does not need any special skills. I will learn how take care of the elder and

the sick.

T: I appreciate your ideas. We need love, and those who are sick and poor need love even badly. We are living a happy life, why can’t we share the happiness with others?

I hope your ideas will be realized one day.

Step Ⅲ Speaking task

T: I’m really very happy that you are all willing to help others. And I am sure you will become volunteers in the future. In order to be good volunteers, what should we do now?

Ss: Study hard to learn more skills.

T: Very good. But do you know that in our country there are still a lot of children who can’t go to school? And there is a project which aims to help them. What is it?

Ss: Project Hope.

T: Yes, you are right. I think you all know about this great project. Who in our class has ever sponsored a child or is sponsoring a child from a poor area? Have your parents, relatives or friends sponsored a child through Project Hope? Perhaps some students did. If so, encourage them to talk more about how they did it and their reasons of doing so.

T: Most of you didn’t do that. I know that’s because you are not able to do that for the moment. So when you grow up and get a job, would you like to participate in Project Hope by sponsoring a child from a poor area? Work in pairs and discuss it. You need to give reasons for your answer. If you decided to sponsor a child, how would you do it? The expressions below may be useful in your discussion. Show the following expressions on the screen.

Why would you ...?

Because I want to share with others ...

The reason is that ... Then ... Next ... Finally ...

How could you do that?

First, find some information through ...

A sample discussion:

Sb: I would like to sponsor a child from a poor area through Project Hope.

Sa: Why would you like to do that?

Sb: Because I think school education is very important for a person, especially those in poor areas. If they fail to receive education, they will get poorer and poorer. Don’t you know the saying that “knowledge changes fate”?

Sa: Sure I know that. But how could you do that?

Sb: First, find some information through newspapers and Internet, and get in touch with some children. After knowing their conditions, we can do something to help. For example, i f they can’t afford the money to go to school or don’t have books and schoolbags, we can use our pocket money to help them.

Sc: But how could you know that you are sponsoring the right child who really needs help?

Sd: Why don’t we get in touch with China Youth Development Foundation first, and

through it we can get enough information.

Se: I have a good idea. We can raise money for Project Hope. First, we can make a plan for raising money. We can design a slogan “Donate for Project Hope, help children who c an’t go to school”. Then, we print some leaflets, telling people about Project Hope. Next, we go to parks on Sundays, and collect money for Project Hope. I’m sure we will collect a lot of money for Project Hope. Finally, we can mail the money to China Youth Development Foundation.

Step Ⅳ Homework

1. Do TALKING on Page 70. Let the students work in groups and make a plan for their CCC on the kinds of organizations they would like to raise money for, how they would raise the money, the organizations they would like to give time to and the schedule.

A sample plan:

As far as we know, there are many kinds of Chinese organizations that need people’s donation, for example: China Charity is the country’s largest charitable organization: The China Charity Federation (CCF); Red Cross Society; Song Ching Ling Foundation; China’s Welfare Homes for Children; Project Hope.

We would post a poster on the school bulletin board, telling the students that many children are suffering from diseases because they don’t have mo ney for medicine and that many children can’t go to school because of poverty. We should try our best to help them, making the best of our pocket money. We would even get some pictures or videos about the poor. In this way, we can raise money for these organizations. Of course, we can also get help from local TV stations and newspapers, which can reach a wide range of audience and readers.

We would like to give our time to: 1. The local Orphanage 2. Home for Senior Citizens 3. Hospitals.

During the summer holidays and winter holidays, we would like to spend time talking with the lonely senior citizens and taking care of them. After the Spring Festival, we would take advantage of the chance to raise money for Project Hope or other organizations. If possible, we would like to visit the orphans when we are free. But, what a pity, we usually have lessons on weekends, even on Sundays. Nevertheless, we will try our best to help.

2. Google for information about PNG.

3. Prev iew the reading passage on Page 29.

The Third Period Reading

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

relevant, doorway, adjust, platform, soft, softly, grill, privilege, hear from, be dying to, up to, adapt to, for sure, the other day, come across, make a difference, shake hands with, get through, stick out, dry out, dry up, even though

b. 重点句子

…I’ve included some photos which will help you picture the places I talk about.

P29

When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29

The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29

Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29

But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29

We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29

Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof —this shows it’s a man’s house. P29

2. Ability goals能力目标

Enable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher.

3. Learning ability goals 学能目标

Help the students learn how to read between lines and find the positive and negative aspects of doing something.

Teaching important and difficult points 教学重难点

Help the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons.

Teaching methods 教学方法

Skimming, scanning and task-based method.

Teaching aids 教具准备

A recorder, a projector and some slides.

Teaching procedures & ways教学过程与方式

Step Ⅰ Pre-reading

T: I told you to google for information about PNG. Some questions for you. Who knows what PNG stands for?

Sa: PNG stands for Papua New Guinea.

T: Where is it located?

Sb: It is located south of the equator, 160km north of Australia.

T: Who can say something about its history?

Sc: 30,000 years ago it was settled by its first settlers. Portuguese explorers came to PNG in 1510s. When World War II broke out, parts of the country were occu pied by the Japanese. Papua New Guin ea became independent in 1975 but retains strong ties to Australia.

Sd: But I got information about it like this: The first settlers to Papua New Guinea migrated from Southeast Asia probably at least 40,000 years ago during the ice age. At the beginning of World War I (1914-1918) an Australian military force occupied

German New Gui nea and remained there throughout the war. After Germany’s defeat, the League of Nations granted Australia a mandate to rule the German colony, which was renamed the Mandated Territory of New Guinea. Plantation agriculture expanded and the discovery of gold in the 1920s created a gold rush. The Australians extended the education system, but they were generally less concerned with native rights in the mandated territory than in Papua.

T: Very good. Then how did it get its present name?

Se: In 1946 the United Nations granted Australia a trusteeship over the Territory of New Guinea. Although Australia maintained separate statistics for New Guinea, it administered the territory and Papua as one. The two territories increasingly became known as Papua New Guinea, and the native people came to be called Papua New Guineans. The administration continued its efforts to further education and to develop the economy. In order to prepare the territories for eventual autonomy and independence, the Australians sought to encourage democratic institutions. In 1951 a countrywide legislative council was created; it gave way in 1964 to a House of Assembly. On December 1, 1973, Papua and New Guinea became self-governing as Papua New Guinea. The country became fully independent on September 6, 1975.

T: Who can tell me something about its economy?

Sf: Let me have a try. It’s a poor country, depending on its agricul ture. A lot of children don’t have the chance to receive enough education. Though it is rich in beautiful scenery, not many visitors come here because of its high crime rate. T: What about its education?

Sg: About 73 percent of children enroll in primary school, but very few complete more than a few years of formal education. Children begin attending school at age 7. At age 12 they move from local schools to provincial high schools. A few become eligible to attend national high schools to prepare for university education. T: Thank you for your wonderful information. It’s really a pleasure to share information with each other, isn’t it? Thank you again. From the information you collected, we know that PNG is very poor and few of its children complete formal education. Do you think you will volunteer to teach children in PNG if possible? … Actually, there are already some volunteers there. Let’s get to know one of them, Jo. First let’s look at the pictures on Pages 29-30.

Ask the students to answer the questions listed in Pre-reading with the help of the pictures.

T: Jo is an Australian woman. She wrote a letter from PNG to her friend along with some pictures. Can you answer the questions in Pre-reading according to the pictures? You may discuss with each other. Sample answers:

1. Jo was a teacher in PNG.

2. Boys who were as young as we are.

3. The classrooms were very poor, made from bamboo and grass.

4. The village was a place full of natural beauties. There were many trees and bamboos.

5. People in the village lived a simple life.

T: Very good. I think you have known something about the place where Jo worked as

a volunteer teacher. Now, let’s get more information about it by reading the letter from Jo. Of course, after reading the letter, you will understand the pictures and Jo’s experience better.

Step Ⅱ Reading comprehending

Skimming

T: Now read the letter and try to get the general idea of it. Try to divide it into four parts, and summarize what each part is about.

The students are given three minutes to finish the task.

Suggested main idea for each part:

Part 1 (Para 1): Opening of the letter and introduction to what will be talked about in the passage.

Part 2 (Para 2-3): The school where Jo worked and Jo’s work at the school.

Part 3 (Para 4-8): Jo and Jenny visited Tombe’s home in the village.

Part 4 (Para 9): Closing of the letter.

Reading carefully

T: Now you’re to read the passage carefully to complete the tables below! Five minutes for you.

Table 1 (about the school)

After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers’ work. The information in italics is suggested answers.

Then deal with Exercise 2.

T: Look at the facts listed in Exercise 2. They are chosen from the letter. Can you find or guess the reasons for them according to the reading passage?

Suggested reasons:

1. In the science lesson the boys were frightened by what they saw—the mixture was bubbling over everywhere, thinking that something terrible had happened, so they jumped out of the windows to escape from danger.

2. Because most of the boys will go back to their village after studying in the school, and their knowledge of chemistry will prove useless, so Jo wondered how relevant chemistry was to the boys.

3. I think i t’s a kind of greeting language. And I’m sure all the family members will be happy and excited to have visitors like Jenny and Jo.

4. There were no windows in Mukap’s hut. Perhaps in this way they can prevent flies, mosquitoes and other insects from comin g in. Or maybe they can’t afford to buy glass to make windows.

5. The tin can was standing upside down on the grill in order to get the leftover dry up quickly.

Step Ⅳ Discussion and language points

T: Now I have two questions for you to discuss.

Show the following questions on the screen. Let the students get into groups and have a discussion.

1. Why do you think Jo became a volunteer in PNG? Give as many possible reasons as you can.

2. Would you like to work as a volunteer in a poor area? Give reasons.

Sample discussion:

Sa: I think, first of all, Jo was a kind-hearted woman, who was willing to help others. Second, she knew enough about the poor conditions in PNG and thought that she could help teach in the schools. If I am given the chance, I will do whatever I can to help.

Sb: In my opinion, Jo must have worked as a teacher in Australia, and she applied

to become a volunteer abroad, and then she was sent to PNG as a volunteer.

Sc: Maybe she thought that education is the key to solving all the problems in PNG, so she, as a teacher, went to PNG to help.

Sd: Perhaps she likes traveling abroad, and helping the poor wherever she goes. Se: I don’t agree with you. You know, she stayed there for two years. A traveler won’t do that. She was willing to help the poor children in PNG to be educated. She was doing her bit to change the poor’s state of living and education. If everyone in the rich countries would do like her, all the problems caused by poverty could be solved easily.

Se: I would like to say something about the second topic. I think I will be a volunteer in a poor area. Whenever I saw the poor living state of the poor in the western areas and mountainous areas, I was eager to do something for them. All men are created equal. But they can’t get what we can enjoy. What a pity! If possible, I will try to help.

T: Well done! Before we end this class, do you have any questions about the language points?

Deal with some language points.

Language points:

1. Tombe’s father, Mukap, led us to his house, a low ba mboo hut with grass sticking out of the roof—this shows it’s a man’s house.

“with grass sticking out of the roof”是独立主格结构。

Note: 独立主格结构又称为“with”结构，在句中表状态或说明背景情况，常做伴随，方式，原因，条件等状语。具体结构如下：

1) with +名词+介词短语

He was asleep with his head on his arm.

The man came in with a whip in his hand.

在书面语中，上句也可以说成：The man came in, whip in hand.

2) with +名词+形容词（强调名词的特性或状态）

With the clo uds so low, ten to one it’ll rain presently.

He used to sleep with the windows open.

3) with +名词+副词

With John away, we’ve got more room.

The square looks more beautiful than ever with all the lights on.

4) with +名词+-ed分词（强调名词是-ed分词动作的承受者或动作已经发生）

With this problem solved, the new medicine is now in regular production.

All the afternoon he worked with the door locked.

5) with+名词+-ing分词（强调名词是-ing分词的动作的发出者或某动作，状态正在进行）

I won’t be able to go on holiday with my mother being ill.

He felt more uneasy with the whole class staring at him.

6) with+名词+to do （不定式动作尚未发生）

So in the afternoon, with nothing to do, I went on a round of the bookshops.

I can’t go out with all these dishes to wash.

2. dry out; dry up

dry out:

to become completely dry or to make something completely dry, especially after it has been very wet

e.g. In summer, water the plants regularly and never let the soil dry out.

The kitchen was flooded and it took ages to dry it out.

dry up:

1) to rub plates, dishes etc dry with a cloth after they have been washed

e.g. I’ll just dry up these mugs and we can have a coffee.

2) if something such as a river dries up, the water in it disappears

e.g. Across central and west Texas, waterholes and wells have dried up.

Step Ⅴ Homework

1. Finish Exercise 3 on Page 31.

2. Read the passage again after class and find all the attributive clauses in it.

3. Remember the key sentences in the text.

The Fourth Period Language study

Teaching goals 教学目标

1. Target language目标语言

重点词汇和短语

adjust, grill, relevant, doorway, privilege, arrangement, stick out, come across, hear from, platform, dying to

2. Ability goals能力目标

Learn about the useful words and expressions.

Revise the restrictive attributive clause.

3. Learning ability goals学能目标

Help the students learn how to use the useful words and expressions.

Help the students learn how the restrictive attributive clauses are used in the passage.

Teaching important and difficult points教学重难点

Revise the restrictive attributive clause.

Teaching methods 教学方法

Explaining and practicing.

Teaching aids 教具准备

A projector and a blackboard.

Teaching procedures & ways过程与方式

Step ⅠGrammar review

T: We have learned enough about the restrictive attributive clauses before. Let’s have a summary. Attributive clause is the clause that modifies a noun. That is, a sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions: Relative pronouns who / whom / which / whose / that. The most important part of attributive clauses is the connectors, namely the conjunctions that connect the two sentences, and they function in the clauses differently. Here are 11 sentences. Please underline the connectors and tell

their functions in the clauses.

Show the following sentences on the screen.

1. The man who is now talking to our English teacher comes from America. (subject)

2. Mary is the girl whom / who I just talked with. (object)

3. This is the book which I like very much. (object)

4. I want to buy a house which faces south. (subject)

5. How I wish I could have the same car as you have. (object)

6. Do you know the person that is wearing a red hat? (subject)

7. I can’t read the book that you bought, because it is too difficult. (object)

8. Yesterday I met Tom, whose father is a doctor. (attributive)

9. Can you see the book whose cover is red?

(attributive)

10. Do you still remember the time when we lived in the countryside? (adverbial of time)

11. They visited the house where comrade Zhou Enlai once lived and worked. (adverbial of place)

Then let the students pay attention to some difficult points as follows.

The use of “that”: sometimes “that” can’t be used, for example,

a. They are boys with whom I went to school. (object, after preposition, “that”is not used)

b. The case to which you are referring to is now closed. (object, after preposition, “that” is not used)

c. I told the story to John, who later did it to his brother. (subject, non-restrictive attributive clause, “that” is not used)

d. His speech, which bored everyone, went on and on. (subject, non-restrictive attributive clause, “that” is not used)

But sometimes it must be used, for example,

a. This is all that I want to say. (after: all, few, little, much, something, nothing, anything, everything, any, every, no, some, “that” must be used, if it is not the subject, “that” can be omitted.)

b. I agree every point that he referred to just now. (“that” can be omitted)

c. This is the most beautiful place that I have ever seen. (after superlatives or ordinal numerals, “that”can be omitted)

d. This is the very book that I want to borrow. (after: the very, the only, the same, object, “that” can be omitted)

e. They talked of things and persons that they remembered in the school. (after both p erson and thing, object, “that” can be omitted)

The last important point is: where, when, that, etc. for example,

a. This is the museum which / (that) we visited last week. (object)

b. This is the museum where (in which) my father once worked. (adverbial)

c. Do you still remember the days which / (that) we spent in the countryside? (object)

d. Do you still remember the days when (during which) we worked in the countryside? (adverbial)

e. The reason which / (that) he provided was not what we expected. (object)

Then let the students finish Exercises 1-2 in Revising useful structures. Check the answers.

Step II Practising

Let the students finish the exercises in USING WORDS AND EXPRESSIONS and USING STRUCTURES. If time is limited, they can finish them after class.

Step Ⅴ Homework

Remember the new words and expressions in this unit and make sentences with the following ones: adjust, relevant, arrangement, privilege, donate, otherwise, anniversary, stick out, hear from, dry out, dry up

The Fifth Period Extensive reading

Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

catalogue, purchase, anniversary, seed, seedling, sew, ox, trunk, Kenya, tailor, income, skill, participate, political, distribution, finance, financial, security, operate, remote, otherwise, donate, in need, sewing machine, trunk library, on behalf of, as long as, take up, be eager to, suffer from, meet one’s basic needs, look forward to

b. 重点句子

The gift you give is not something your loved one keeps but a voluntary contribution towards the lives of people who really need it.

To let you know that I am thinking of you, I have purchased a gift from the World’s Most Useful Gift Catalogue for you to give to some of the world’s poorest. The gift will train a whole village of around 40 families in India, Kenya, or Bangladesh in new agricultural methods, and provide seeds and simple agricultural equipment.

2. Ability goals能力目标

Enable the students to know the purpose of a website called “worldgifts” and give their opinions on it.

Enable the students to learn about the international welfare programme “Plan International” and a child who has been sponsored through it.

3. Learning ability goals学能目标

Help the students learn what they can do to people in poor areas through some organizations and websites.

Teaching important and difficult points 教学重难点

Get the students to realize that they should make the most of what they own and do something for the poor.

Teaching methods 教学方法

Task-based method and fast reading.

Teaching aids 教具准备

A recorder, a projector, a computer connected to the Internet.

Teaching procedures & ways 教学过程与方式

StepⅠRevision

Check the homework. Ask the students to read the sentences they have made with the new words and expressions. Make sure they know how to use these words and expressions in sentences.

Step Ⅱ Pre-reading

T: Have you ever tried to send a gift to the children in poor areas or countries? Probably not. Today, we can have access to a website, where you can send your gifts to those who are in great need. Please glance quickly at the Internet page on Page 33, and answer the following questions.

1. What does the page show you? Where is the list of gifts?

2. In what kind of order are the gifts listed? How much are cheapest and dearest gift?

3. What do the photos show you?

Suggested answers:

1. The page shows a gift catalogue. The list of gifts is on the bottom left side of the page.

2. They are ordered from the cheapest to the dearest. The cheapest gift (A: 20 tree seedlings) costs 5 AUD. The dearest (U: a well and water pump) costs 1,350 AUD. The photos show you how particular gifts will be used (that is, a sewing machine to make clothes and the children who will receive help).

Step Ⅲ Reading and speaking

Reading carefully

T: Turn to Page 35. Look at Exercise 2. Here are six descriptions of the gifts listed. Go through the list and write the correct gift from the Internet page next to each description.

After the students have finished, check the answers with the class. Teacher can ask the students to describe the other 15 gifts as the descriptions given. That is to say, tell how they can help those in need. Any description will be OK. Discussing

T: What do you think of the website and its idea?

Do you think people will get interested in it and buy its gifts? Do you think those gifts listed are really helpful?

Step Ⅳ Reading task

Deal with READING TASK in the workbook.

T: We have talked the Chinese welfare programme Project Hope which helps children in poor areas go back to school. In the world, there are many organizations or programmes that help different groups of people in one way or another. Today, we will get to know another organization called Plan International (More information

about Plan is supplied in the appendix). Turn to Page 73. This is a letter from Rosanna to some students. Rosanna works as a volunteer of Plan International in an area of Ecuador. Why did she write to the students? What did the students do? Read the letter and find the answers. While reading, summarize the topic of each paragraph and finish Exercise 1 on Page 74.

After the students have finished reading.

T: Why did Rosanna write the letter to the students?

S: Because the students sponsored a child in Ecuador recently. She wrote the letter on behalf of the child Orlando to tell the students something about Orlando and his family.

Check their answers to Exercise 1. They will have a clear idea of the letter after doing this exercise.

Then let the students do scanning and finish Exercise 2. Check the answers.

T: Plan likes sponsors to occasionally send small gifts to sponsored children. And the gifts should be only a few dollars, under 150 grams and not larger than an A4 envelope. Look at the gifts listed in Exercise 3, which do you think are suitable to send to Orlando? Work in groups and have a discussion.

Ask the students to give rea sons for their choice. They should consider Orlando’s situations while making the choice. Any choice will be accepted.

Step Ⅴ Homework

1. Ask the students to search for information about Plan International.

2. Pick out the sentences with attributive clauses in “A LETTER FROM PLAN”.

The Sixth Period Writing

Teaching goals 教学目标

1. Ability goals能力目标

Enable the students to writ e about a person’s experience by using time expressions. Enable the students to write a letter to a child they would like to sponsor.

2. Learning ability goals学能目标

Help the students learn how to write about a person’s experience by using time expressions.

Help the students learn how to write a letter to a child they would like to sponsor. Teaching important and difficult points教学重难点

The characteristics of narration.

Teaching methods教学方法

T ask-based method and writing.

Teaching aids教具准备

A projector and a computer.

Teaching procedures & ways教学过程与方式

Step I Revision

C heck the homework.

Ask some students to read the sentences with attributive clauses in “A LETTER FROM

PLAN”.

1. My name is Rosanna and I work as a community volunteer in an area of Ecuador where Orlando and his family have lived for as long as they can remember.

2. Although they still have time to play, they also have to help with daily jobs, which can take up a lot of time.

3. Orlando’s family lives in a small metal house that has a straw roo f and a dirt floor.

Step Ⅱ Pre-writing

T: Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans Frontieres (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentence. Sa: Dr Mary Murray was a volunteer, who worked with Medecins Sans Frontieres (MSF). Sb: Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in Africa.

…

Step Ⅲ Writing

T: Very good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expressions listed on Page 36.

1. who she is

2. reasons why she joined MSF

3. what she did in Malawi

4. what she did in the Sudan

5. the effects on her of her experiences

6. her plans for the future

After the students have finished writing, show two samples on the screen and check the mistakes if any.

Step Ⅳ Writing task

Deal with WRITING TASK on Page 75.

T: Imagine that you have decided to sponsor Shan-shan, a 11-year-old girl from Gansu Province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:

Introduce yourself

Say something about your interests and hobbies

Describe your family

Let her know you want to make friend with her and hear from her

Other things you would like to tell her

After the students have finished writing, ask several of them to read their letters.

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