人教新课标选修7_Unit4_Sharing[教案]_-

The First Period Listening

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 groups and finish the survey form on Page 28.

Suggested answers:

Write “V olunteer” on the Bb.

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

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?

T: I agree with you. Only those who d on’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 wit h 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.

The Second Period Speaking

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.

Step Ⅲ Speaking task

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

The Third Period Reading

Step Ⅰ Pre-reading

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

T: Where is it located?

T: Who can say something about its history?

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

T: Who can tell me something about its economy?

T: What about its education?

T: Thank you for your wonderful information. It’s really a pleasure to s hare 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: V ery 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)

Conditions Our school The school described in the

letter

Classrooms(equipped or not) Equipped Not equipped

Students’ future Go to college or work Return to the villages Electricity and water(Y/N) Yes No

Textbook(Y/N) Yes No

Chemistry

experiments(many/few)

Many Few

Table 2 (about the life in the village)

Types of houses Made from bamboo

and the

roofs from grass

Diet Kau kau, corn and

greens

Family relationships Everyone seemed to

be a

relative of each other

Possessions A few tin plates and

cups and a couple of

pots

Cooking methods Heat stones first, and

then put them in an

empty oil drum with

kau kau, corn and

greens. Cover them

with banana leaves

and leave them to

steam

Agriculture Digging up peanuts

with primitive tools;

grow kau kau, corn

and greens

Sleeping arrangements Newly made platform

for visitors in the

father’s room; the

mother usually sleeps

in her own hut

Beliefs They believe there are

evil spirits that are

usually attracted by

leftover food

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?

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.

Language points:

1. Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof—this show s 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 clouds 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 holi day 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.

The Fourth Period Language study

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 b ook 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 person 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.

The Fifth Period Extensive reading

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?

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 reasons for their choice. They should consider Orlando’s situations while making the choice. Any choice will be accepted.