高中选修7 Unit 4 Sharing 第一课时说课稿
高中英语《选修七Unit4 Sharing》优质课教案、教学设计
教学设计Module 7 unit 4 Sharing 教学设计Step 1: Leading-inWatch a video: What is the video about?Ask them understanding about volunteer..【设计说明】为了调动学生的学习积极性，激发学生的情趣，导入采用了多媒体短视频。
①首先用多媒体播放一段新闻快报，让学生了解志愿者教师的相关信息。
Step2: Let’s skimParaParaParaPara【设计说明】The opening of the letter Jo’s school and her work Jo’s visit to Tombe’s home The ending of the letter本文是一封信，信里面附带10 张照片。
首先让学生看这些照片并读照片下面的文字，试着说出信里面的内容。
然后根据说出的信的内容分析文章的结构。
目的是锻炼学生地语言表达能力和对文章的整体把握能力。
Step3: Let’s readTips: When you meet with a new word, don’ t look it up in a dictionary. Just guess its meaning!Task 1: Read Para2&3, try to find out the answers to these questions.1.How did she describe the conditions of the school?2.Why did the boys start jumping out of the window?3.What will most boys do after Year 8?【思考】1.Why don’t they go to school to get education?2.What do you think of their school?Task 2: Read Para 4-8 and find out the detailed information of the following items.The type of their housesSleeping arrangementTheir possessionsTheir dietTheir cooking methodsTheir beliefs【思考】What kind of life do they live?【设计说明】此部分让学生细读课文。
高中选修7 Unit 4 Sharing 第一课时教案
Senior 2 Book 7 Unit 4 SharingThe First Period教案――姓名Teaching Procedures:Step I Warming Up1. GreetingsT: 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, let divide into groups of three and finish the survey form. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”.Step II Listening(I)(The teacher plays the tape and the students listen to it.)T: Now let’s check the answers of Exercis e 1 and 2.(The students will answer the questions)T: Now let’s listen to the dialogue for a second time. When you are listening, you can check the answers of Exercise 2 and finish Exercises 3 and 4. Learn to make notes about Mary’s experiences in the ta ble on Page 35. And share your notes with your partner and then with other groups.(The students will makes notes, and share their notes.)T: Ok, let’s listen to it for a third time to check the notes.Step III Listening(II)T: Perhaps you may wonder, because we are students, what we can do to help. That is, what can we do to serve communities outside the school? Ok, let do LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four questions.Step V AssignmentT: Boys and girls, today we have listened to two materials about giving help to others. I do hope all of us will help those who need help. Besides, you should learn to predict what you will hear before listening and pay attention to the time expressions while listening.Step VI Homework1. Finish the LISTENING TASK on Page 75-76. Remember to predict what you will hear according to the given information and also pay attention to time expressions.2. Google for more information about MSF and share it between us.。
高二英语人教课标选修7Unit4Sharing教案.doc1
教案3 人教课标选修7 Unit 4 SharingLanguage pointTeaching material: NSEFC Book 7 —— Unit 4Teaching Aims1.To learn some new words and phrases.2.To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences.Teaching Difficult PointHow to enable the students to grasp and remember the detailed information of the rea ding material.Teaching proceduresStep1 Language points1. Thanks for your letter. It was wonderful to hear from you.hear from: v. 接到...的信How often do you hear from your sister?你多长时间接到你姐姐一次信?Have you hear from him by last week?到上星期为止你们接到过他的信吗？It was a pleasure to hear from you.很高兴收到你的信。
I hear from my cousin every two weeks.我每两星期就会收到我表哥的来信。
注意：hear from后面只能接表示人的名词或代词，不可接letter作为它的宾语。
2. I know you’re dying to hear all about my life here.be dying to do / for sth. 渴望做某事；迫切想要She is dying to go abroad.I am dying for a glass of water.I am dying to go abroad.He was dying for a little wine.“渴望”的类似说法be thirty for sth.desire to do sth.have a strong desire for sth.long to do /for sth.3. …have walked a long way, sometimes up to two hours, to get to the school.up to = as many as/ as much asHe can earn up to $50,000 a year.up to 还可以表示1)be up to sth = be busy doing sth. 忙于2)It is up to sb to do sth 由某人负责做某事3)一直She lived at home right up to / until she got married.What are these naughty boys up to?It is up to me to do this task.I am not sure if she is really up to that job.4. I’m still trying to adapt to these conditions but, one thing is …adapt (oneself) to 适应，适合The new students are very slow to adapt to the rules.新生对于那些规定适应得很慢。
人教版选修7 unit 4 Sharing P1 教学设计-学习文档
Unit 4 SharingPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(ALETTER HOME)IntroductionIn this period, after the warming up, students will first be guided to pre-read the text by getting to know about a place called Papua New Guinea. Then they shall read the text for forms and copy expressions. Writing a letter of your own comes before reading the text once again for the type of writing and summary of A LETTER HOME. The class shall end by students reading more on voluntary work.ObjectivesTo help students understand the text’s forms and contents and learn about sharingTo help students communicate on the topic in focus with the words, expressions and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by defining volunteerHello, class. Have you ever taken part in any volunteer work? No? Then welcome to our school volunteer work group. But first what is a volunteer? A volunteer is:* One who enters into, or offers for, any service of his own free will.* (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; -- opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.2. Pre-reading by getting to know about a place called Papua New GuineaHave you ever heard of a place called Papua New Guinea? Now read the fact sheet and the map.: English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua region3. Reading for formsIt is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words.Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying collocationsA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.5. Writing a letter of your own.Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.6. Reading the text once again for the type of writing and the structure of A LETTER HOMEMost articles and their paragraphs have a three-part structure—introduction, body, and conclusion. You can see this structure in our texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the article or paragraph plays an important role in communicating our meaning to our reader.Now read the text once again for the type of writing and the structure of A LETTER HOME7. Closing down by reading more on voluntary work。
选修7 unit 4 Sharing说课课件
AgricuLeabharlann tureBeliefsa letterby a The passage is written in the form of ______ young volunteer Jo, who worked at a bush school in Papua New Guinea. There’s no electricity or running took the students about two water there. It ___ to get(get) to the school. The other day, Jo hours_____ visited Tombe’s home. When they arrived at the crying village, Tombe’s mother started ______ “ieee ieee”. Tombe’s father led them to his house, a low bamboo hut with grasssticking (突出) out of the roof, what he could only see a few tin plates and cups and greens. That night Jo and Jenny slept on a newly (新近地) made platform. They left the village the next morning after ______many goodbyes and shaking of hands.
Unit 4 Sharing
reading
A Letter Home
--By Jo (a volunteer works in Papua New Guinea)
人教版高中英语选修7《Unit4Sharing》教案
人教版高中英语选修7《Unit4Sharing》教案人教版高中英语选修7《Unit 4 Sharing》教案【一】教学准备教学目标1. 学生能通过寻找每段的主题句归纳文章结构。
2. 学生能够通过在课文中寻找相关表述感知作者态度。
3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学重难点1. 学生能通过寻找每段的主题句归纳文章结构。
2. 学生能够通过在课文中寻找相关表述感知作者态度。
3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学过程教学过程Step1：Warm-up andlead-in (5 mins)1. 教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受2. 教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。
3. 指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。
[教学目的]本环节的目的是激活话题词汇和背景知识图式。
从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并;学生课堂口头报告锻炼口语表达能力，并展示相关词汇。
Step2：Reading forstructure1.教师通过课文所配的10幅图片让学生预测课文内容。
1.教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。
2.教师引导学生归纳出全文的整体结构。
[教学目的] 本环节的目的是让学生了解文章的整体结构。
不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。
Step3：Reading fordetails (10 minutes)1.教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格(划线部分是学生需要填出的部分)：2.教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。
高二英语(人教版)-选修七 Unit 4 Sharing (1)-1教案
教案教学过程(表格描述)教学环节主要教学活动设置意图Step 1Pre-reading Task 1: Learn from the introduction on P28 andpictures.Q1. What information can we get from the introduction?Q2. What information can we get from the pictures?通过对课文介绍的解读，拉近学生与课文内容的距离；通过理解照片内容，激发学生对所读内容的感性认识和对异域风土人情的兴趣。
Task 2: Make a prediction:What would Jo write in her letter?通过预测，形成阅读期待。
Step2While-reading Task 1: Read for the main idea.1. Read through the letter to check predictions.What main aspects are included in the letter?Task 2: Read for detailed information.Part 1: Jo’s school life1. Get the factual information about Jo’s school life.Q1. What is the school like?Q2. What are the students like?Q3. What did Jo think of her teaching?2. What attitude does Jo hold?3. What do you think of Jo’s voluntary work?4. Appreciate language.通过整体阅读，了解文章主基本信息、结构。
学生梳理出有关学校生活的三方面信息，通过细节阅读，聚焦Jo的支教经历和情感态度。
人教新课标选修七Unit4Sharing[公开课说课稿]
![人教新课标选修七Unit4Sharing[公开课说课稿]](https://img.taocdn.com/s3/m/c1553e688f9951e79b89680203d8ce2f00666515.png)
人教新课标选修七Unit4Sharing[公开课说课稿]Unit 4 Sharing说课稿一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。
学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
但是高二三班的学生基础非常差，词汇量非常匮乏，所以在讲这节课之前，已经进行了充分的准备工作（比如说，解释了每段中重要单词和短语，确定了每段的中心思想）二、教材分析（一）教材地位与作用高中英语选修7 第四元的内容。
本单元以阅读为主线，以一位支教老师的亲生经历，讲述了他所执教的学校的情况以及第一次去学生家做客的经历。
通过本课的学习，让学生联系自己的校舍。
教学条件，生活状况等，从而引发学生思考，树立正确的价值观和人生观基于以上教材的分析，根据新课程标准要求，我确立如下教学目标：（二）教学目标1．语言知识目标：学生能够正确读写及运用以下单词：airmail；fortnight；roof；muddy；textbook；concept；weekly；relevant；remote；weed；rectangle；rectangular；adjust；platform；broom；tin；jar；sniff；participate；interpreter；grill；otherwise；privilege2．语言技能目标：强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。
3．语言能力目标：增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。
4．情感态度与文化意识目标：(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。
(2)在小组合作互动中，增强学生的团队合作精神与分享意识。
重点难点1．教学重点：a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息；b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Senior 2 Book 7 Unit 4 Sharing
The First Period说课稿
――姓名
一、说教材
1、教材的地位与作用
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贡献。
2、教学目标的确定
○1知识目标：Improve the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF)○2能力目标：1、Learn to predict what will be heard. 2、Help the students understand time expressions and use them
○3情感目标：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。
3、教学重点、难点
教学重点：Learn to make notes while listening to the material and number the events in the order they are heard.
教学难点：Learn to use time expressions and work together with a partner to describe a person’s experie nce..
4、对教材的处理
在认真分析课本和学生听力的基础上，课堂上，首先，我和学生进行面对面的谈话交流，以问题的形式引出新课，点出本课的学习主题(sharing)。
然后播放录音给学生听，学生在听后完成相应练习题目。
最后，教师在总结归纳中再次对学生进行思想情感的教育，教育学生在生活和学习中学会与他人分享，学生帮助他人，使本节课的学习任务得到升华。
二、说教学方法
尽管世界上的大多数国家和地区非常发达，但是，还是有很多地方依然很落后，对于这些落后的地方，我们每一个人应当同情他们，与他们分享快乐和成果。
为了使学生树立这样的意识，在课堂一开始，便以师生对话的形式向学生提出一系列问题，引入新课，点出课文的核心――“分享”。
然后播放录音，要求学生去听，完成相关练习。
最后，教师在归纳小结中对学生进行思想情感，点明本节课的主题所在。
三、说学法指导
听力的锻练与提高，不能只是通过被动地去听，还应当学会根据给出的问题预测将要听的内容，然后有目的有重点地去听。
所以，我引导学生在本节课的学习中练习预测，以培养学生的听力。
四、说教学过程
Step I Warming Up
以提问的形式引入新课，容易吸引学生的注意，简单直接。
Step II Listening(I)
教师放录音，学生听，完成练习。
然后组织学生与自己的学习伙伴分享学习成果，锻炼学生的听力，培养学生的分享意识。
Step III Listening(II)
引导学生思考课本第70页的四个问题，鼓励学生预测将要听的内容。
然后教师放录音，学生听。
Step V Assignment
教师谈话，归纳小结，教师由听到的两份材料内容引导学生在生活和学习中学会帮助他人，升华本课的主题。
Homework for today
1、根据给出的信息完成第75至76页的LISTENING TASK。
2、要求学生在网络上搜集有关MSF的信息，并与他人分享，重在培训学生的分享意识。