高中英语Unit 4 Sharing 教学设计人教版选修七
Unit 4 SharingPart 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading(ALETTER HOME)AimsTo help students develop their reading abilityTo help students learn about voluntary workProceduresI. Warming up by defining volunteerWhat is a volunteer?1. One who enters into, or offers for, any service of hisown free will.2. (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.II. Pre-readingPresbyterian/Methodist/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other ProtestantIII. Reading for formsRead the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Copying expressionsV. 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 letterPeriod 2: A sample lesson plan for Learning about Language (Revise the Attributive Clause <restrictive>)AimsTo help students revise the Attributive Clause <restrictive>To help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by reading the text aloud to the tapeAs a student, you know that reading aloud is important, and you probably feel frustrated if you don't read well. Now open your book to page 29 and read aloud the text A Letter Home to the tape.II. Discovering useful words and expressionsTurn to page 32 and do exercises 1 and 2.III. Revising useful structuresNow you may turn to page 32 to do exercises 1.Period 3: A sample lesson plan for Using Language (THE WORLD’S MOST USEFUL GIFT CATALOGUE)AimsTo help students read the passage THE WORLD’S MOST USEFUL GIFT CATALOGUETo help students to use the language by reading, listening, speaking and writingProceduresI. Warming up by listening and reading to the tapeNow open your book to page 33. You are going to listening and reading to the tape, paying your attention to the pauses within the sentences.II. Reading for formsRead the text THE WORLD’S MOST USEFUL GIFT CATALOGUE again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.III. Making sentences with the expressions from The World’s Most Useful Gift Catalogue Next you are going to making sentences using t he expressions from The World’s Most Useful GiftPart 2: Teaching Resources第二部分：教学资源Section 1: Discourse studies of A LETTER HOMEType of writing and summary of A LETTER HOMESection 2: Background information for Unit 4 Sharing1. The five C’s in letter writingClear: Try not to beat around the bush when letter writing. Every word should come across as something that is understood. The best way to test this is to read what you wrote out loud, in a tape recorder, and play it back to yourself.Concise: Do not ramble. Try to make your words go straight to the point.Courteous: Remember that words can come across a lot harsher on paper. It’s best to save arguing to verbal usage, so that you can clear up any misunderstandings.Correct: Double check your spelling, grammar, and punctuation. There is nothing worse thantrying to read a letter full of mistakes. It makes the clarity of the written word harder to decipher. Complete: Make sure that when you bring up a topic, you do not change topics in mid-stream. Make sure that you finish what you have to say before you go on to another topic.2. CULTURE SHOCK●Culture ShockWe can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin.●Symptoms:Sadness, loneliness, melancholyPreoccupation with healthAches, pains, and allergiesInsomnia, desire to sleep too much or too littleChanges in temperament, depression, feeling vulnerable, feeling powerlessAnger, irritability, resentment, unwillingness to interact with othersIdentifying with the old culture or idealizing the old countryLoss of identityTrying too hard to absorb everything in the new culture or countryUnable to solve simple problemsLack of confidenceFeelings of inadequacy or insecurityDeveloping stereotypes about the new cultureDeveloping obsessions such as over-cleanlinessLonging for familyFeelings of being lost, overlooked, exploited or abused。
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。
【范文】人教版高中英语选修7教案Unit 4 Sharing
人教版高中英语选修7教案Unit 4SharingUnit4Sharing一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1.imaginative/imaginable/imaginary2.dryup/dryout3.otherwise/therefore/however词形变化 1.operatev.操作,动手术operatorn.操作员,接线员,operationn.运转,操作,实施 2.donatev.捐赠,赠予donationn.捐赠品,捐款,贡献 3.arrangev.安排,排列,arrangementn.排列,安排4.adjustv.调整,调节adjustableadj.可调整的adjustmentn.调整,调节,调节器5.participatev.参与,分享,participantn.参与者,participationn.分享,参与重点单词1.adjustvt.&vi.调整；使适合.2.participatevi.参与；参加.3.otherwiseadv.用别的方法；其他方面.Adv&conj.否则；不然4.arrangementn.安排；排列.5.donatevt.捐赠.6.purchasevt.&n.买；购买.7.distributionn.分配；分发；分布状态.8.relevantadj.有关的,相应的9.operatev.操作,运转,开动,起作用重点词组dyingto.极想；渴望.theotherday几天前stickout.伸出inneed.在困难中；在危急中.重点句型1.whenIreachtheschoolgroundstherearelotsof “goodmorning”formefromtheboys.2.youaskedwhetherI’mgettingtoknowanylocalpeople.3.Thegiftcoversthecost ofexercisebooksandtextbooksforcommunityprimaryschoo lsthatoperateinpoororremotevillages.重点语法限制性定语从句II词语辨析1).imaginative/imaginable/imaginaryadj.【解释】imaginative富有想象力的，创新的imaginable可想象得到的imaginary想象中的，虚构的【练习】选择imaginative/imaginable或imaginary并用其适当的形式填空1)Althoughthemaincharactersinthenovelaresotruetolif e,theyare_______.2)It’s_______forsuchan_______writertocreate_______storie s.3)Thisistheonlysolution_________.4)Thefamouspoemwasfroman______poet.keys:1)imaginary2)imaginable;ima ginative;imaginary3)imaginable4)imaginative2).dryup /dryout【解释】dryup使完全变干；（河流，湖泊等）干涸dryout变干，干透【练习】选择dryup或dryout，并用其适当的形式填空1)Thefarmerspumpedwatertotheirfieldstostopthesoil__ ______.2)Thepool________inthelateautumn.3)Thevillag ershadtowaitforthesunto_________thedirtroad.4)Don’tleavethevegetableonthetable,oritwill________.keys: 1)dryingout2)driesup3)dryup4)dryout3)otherwise/ther efore/however【解释】otherwise否则；不然thereforeadv.因此,所以however无论如何,可是【练习】选择otherwise/therefore或however并用其适当的形式填空1)Hedidn'tworkhardatEnglish_______hewouldn'tfinditd ifficulttolearnnow．2)wedonothaveenoughmoney．_____ ____wecannotaffordtobuythenewcar．3)Thefirstpartwas easy；thesecond，________，tookhours．4)Heisnoisy，but________aniceboy．5)weweregoingtoplayfootball，butitwassohotthatwedecidedtodo_____________．keys:1 )otherwise2)Therefore3)however4)otherwise5)otherwiseIII词性变化（旨在提供语法填空所需材料）1.operatev.操作,动手术operatorn.操作员,接线员,operationn.运转,操作,实施2.donatev.捐赠,赠予donationn.捐赠品,捐款,贡献 3.arrangev.安排,排列,arrangementn.排列,安排 4.adjustv.调整,调节adjustableadj.可调整的adjustmentn.调整,调节,调节器5.participatev.参与,分享,participantn.参与者,participationn.分享,参与【练习】根据句子结构，用括号内所提供词的适当形式填空1)Theyencouragedthe_______to_______inthesingingperf ormanceafterthecontest..2)Thedoctorare________onan______ofafactorywhogotinjuredwhen_______amachine,and the________issaidtolastovertenhours.3)Theseatsinthe planeare________,andyoucan________themtoacertainang le.The______isnotdifficulttomake.4)Thedrinkswere________tothembycocacolacompanyandtheyreceived_______f romothercompaniesaswell.5)ourdepartmentwillbeinchar geof_______theconference.wouldyoupleasegiveussomesu ggestionsonthe_______forit?keys:1)participants;part icipate2)operating;operator;operating;operation3)ad justable;adjust;adjustment4)donated;donation5)arran ging;arrangementIV重点词汇（旨在提供综合运用所需材料）1.adjustvt.&vi.调整；使适合.[重点用法]adjustmentn．调整；修正adjustableadj．可调节的；可调整的adjust使适应；适应。
人教版高中英语选修7Unit 4Sharing教案4
Unit 4 SharingThe third period WritingTeaching Goal:Enable the Ss to write about a person’s experience by using time expressionEnable the Ss to write a letter to a child they would like to sponsorTeaching important and difficult pointsThe characteristics of narrationTeaching methods:Task-based methodTeaching AidA projector and PPT.Teaching Procedures:Step 1 RevisionCheck the homeworkAsk some Ss to read sentences with attributive clauses in “ A letter from plan”.Step 2 Pre-writingLet’s recall something about Dr Mary Murray, who worked as a volunteer with Medicines Sans Frontiers (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 sentenceDr Mary Murray was a volunteer, who worked with Medicines Sans Frontiers (MSF).Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in AfricaStep 3 WritingVery 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 35.Points must be included:1.who she is2.reasons why she joined MSF3.what she did in Malawi4.what she did in the Sudan5.the effects on her of her experiences.6.her plans for the futureStep 4 Writing taskDeal with writing task on Page75.Imagine that you have decided to sponsor Shanshan, a11-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 yourselfSay something about your interests and hobbies Described your familyLet her know you want to make friend with her and her from herOther things you would like to tell her.After the Ss have finished writing, ask several of them to read their letters.Sample writing:Dear Shanshan,I’m a student of Guangzhou No.1 senior High School, Guangdong province. My English name is Steve, and I like English very much. Maybe I can help you to continue with your school.I go to school everyday except on Sundays. Every morning, we have four lessons, including P.E., arts, music. I like sports very much, especially football .Whenever I’m freeI would play football with my classmates. I also enjoy reading English papers, which gives me great delight, and helps improve my studies.I have a small family. There are father, mother and I. Mum often cooks delicious food for me. And Dad usually encourages me to study hard in order to serve the country and people better. I think so. So I work very hard at my lessons.I’m looking forward to hearing from you. I want to know what you need badly so that I know what I can do fro you .Don’t hesitate to ask for what you want. I will try to help you Yours sincerelySteve Step 5 AssignmentAsk Ss to polish the letter they wrote in class and hand it in tomorrowFeedback:Feed back：教学重点突出，内容安排充分。
高中英语_英语 人教版 选修7 Unit 4 Sharing教学设计学情分析教材分析课后反思
M7U4 Reading Sharing (A letter home)Teaching goals教学目标(1) Enable the Ss to learn more information about Jo’s job and the conditions of her teaching.(2) Know more about the customs of local people.(3) Discuss how you would do if you were a volunteer working in that area.(4) Get more reading skills.4. 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.5. Teaching methods 教学方法Skimming, scanning and task-based method.6. Teaching aids 教具准备A recorder, a projector and blackboard.7. Teaching procedures 教学过程Step 1. lead-in1.What is a volunteer in your opinion?(1)Do you share something with your family and friends?(2)Have you ever helped your parents, or other relatives, or your friends? Would you be called a “volunteer”?(3)Have you ever helped people in your community or people outside yourcommunity?Would you be called a “volunteer”?2. The definition of “volunteer”People who help others __in__ or ___outside__ their community would be called volunteers.3. Volunteers are not paid, not because they are worthless but because they are priceless.4. what do the signs stand for?(1) Chinese Youth V olunteer; (2) Olympic Games V olunteer; (3) United NationsV olunteers; (4) Hope Project5. What are the volunteers doing to help others?(1) donating blood; (2) fighting against the flood and rescuing the old and the sick;(3) planting trees and protecting our environment: (4) helping the disabled; (5) clean the community: (6) Teaching the kids in the mountainous areasStep 2. Pre-reading:Jo was a volunteer worked in Papua New Guinea (PNG) for two years.1. Do you know where PNG is?It is located to the north of Australia2. Let’s see some pictures of PNG on our textbooks and find out:What’s the country like?Step 3. Fast-readingListen to the tape and answer the question.1. What is the letter mainly about?A. Jo told Rosemary what she had done and seen in Papua New Guinea.B. Jo advised us to come to Papua New Guinea.C. Jo encouraged her friend to live in Papua New Guinea.2. Read the passage again and find out the text structure.Part One (Para 1) Opening of the letter and introduction of the topic — Jo’s life in PNG.Part Two (Para 2-3) Jo’s school and her teaching work.Part Three ( Para 4-8) Jo’s visit to Tombe’s home in the village.Part Four ( para 9) End of the letter.3. True or false(1) The classrooms are made from bricks and the roofs from grass.(2) It always takes the boys only a few minutes to get to the school.(3)Science is the most challenging subject for Jo.(4) When Jo and Jean arrived at the village, they shook hands with all the villagers.(5) Tombe threw out the tin can because it’s very dirty.4. Scanning(1) Jo is a young Australian woman.(2) _Rosemary_________ was dying to hear all about Jo’slife in Papua New Guinea.(3) ___The boys______ walked a long way to get to the school.(4) _______the boys and Jo__________ didn’t have any textbooks.(5) __Jo______ became a lot more imaginative when teaching.(6) ____the boys________ started jumping out of the windows during a chemistry experiment.(7) __Jenny and Jo___________ visited a village that was the home of one of the boys, Tombe.(8)__Kiak_______ started crying “ieee ieee” to welcome them.(9) __Mukap_______ led us to a low bamboo hut.(10) __Kiak_______ was going to share the platform with Jenny and Jo.(11) __Tombe’s family____________ softly talked to each other in their language Jo didn’t understand.Step 4. Careful-reading:Read paragraph 2 and answer the following questions.(1) Why does Jo call the high school a “bush school”？Because the classrooms are made of bamboo and the roofs of grass.(2) Were the boys friendly to Jo? How do you know?Yes. There are a lot of “good mornings” for Jo from the boys.(3) How long does it take the students to go to school?Sometimes up to 2 hoursRead paragraph 3 and answer the following questions.(1) Why was science the most challenging subject for Jo?The students have no concept of doing experiments. In fact there is no equipment, and if she needs water she has to carry it from her house in a bucket!(2)Why did the boys start jumping out of the windows?The boys never came across anything like the bubbling mixture.(3) Why does Jo wonder how relevant chemistry is to the kids?Because most of the boys will go back to their villages after year 8 and she thinks chemistry may make little difference to the kids’ life.Read paragraph 4 —paragraph 8 and discuss in pairs to fill in the blanks.Para. 4-5-8Para.6(1) With a better life in Australia, why do you think Jo was willing to be a volunteer in Papua New Guinea?(2) Discuss and summarize the qualities of Jo.(3) Would you like to work as a volunteer in a poor area? Give the reason/ reasons. Step 6. HomeworkWrite a short passage about the importance of volunteering.学情分析高中阶段的英语学习，对于很多学生而言是被动的，而非主动的。
人教版高二英语选修七Unit4 Sharing教案设计
Teaching PlanNSEFC Module 7 Unit4 SharingThe Second Period ReadingTeaching goalsKnowledge goals知识目标Get the students to learn the knowledge about PNG and work in PNG as a volunteer teacher. Enable the students to learn some words and expressions in this unitAbility goals能力目标Help the students learn how to read between lines and guess the reasons for the facts according to the reading passage.Develop the students’ speaking ability to talk about PNG and work in PNG as a volunteer teacher.Develop the students’writing ability to write an article about PNG and work in PNG as a volunteer teacher.Emotion goals情感目标Get the students to know PNG and the difficulty of working in PNG as a volunteer teacher and enable them to realize the importance of working in PNG as a volunteer teacher.T eaching important and difficult pointsHelp the students learn how to read between lines and comprehend the passage completely by knowing logical reasons between facts and reasons.Teaching methodsScanning , practising , discussing ,task-based method.Teaching aids: a computer, overhead projector, a recorderTeaching procedures & waysStep I RevisionCheck the students’ homework by asking the following questions:What does PNG stand for?Where is it located?Who can tell me something about its economy?What about its education?Step II Presentation for readingAsk the students to answer some questions in Pre-reading and read the passage.Step III Reading1. ScanningA. Scan and try to divide the text into four parts, and summarize what each part is about.B. help the students to master the basic forms of a letter writing.2.Careful readingRead paragraphs 2-7 and then do the exercise.Step IV PracticeA.Find words in the passage that have the following meaning.B.Learn the following words or phrases by heart and complete the paragraph.stick out, come across, hear from, platform,(be) dying toStep V Post-readingDeveloping : I. guessingGuess the reasons for the facts according to the reading passage.Developing : II. discussionAsk the students to discuss the following question in group:Why do you think Jo became a volunteer in PNG?(Give as many possible reasons as you can.)Give the students a sample of the discussions :A: I think, first of all, Jo was a kind-hearted woman, who is 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.B: 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.C: Maybe she thinks that education is the key to solving all the problems in PNG, so she, as a teacher, goes to PNG to help.Homework1. Finish Exercise 3 on Page 31.2. Read the passage again after class and find all the attributive clauses in it.3.Recite the key sentences in the text.教学流程图:Recite the following phrases and sentences after class:1.stick out 伸出e across 偶然发现或遇到；碰见3.hear from 接到……的信4.(be) dying to 极想；渴望5.in need 在困难中6.adapt (oneself) to 适应,适合7.for sure肯定如此,毫无疑问8.make a difference有关系;起(重要)作用9.dry up(河流,湖泊)干涸;(使)枯竭10.dry out(使)变干;(把)弄干11.adjust to 适应12.in the night在夜间1). I know you’re dying to hear all about my life here.2). I’ve included some photos which will help you picture the places I talk about.3). Tombe’s father, mukap, led us to his house, a low bamboo hut grasssticking out of the roof----this shows it’s a man’s house.4). When I reach the school grounds there are lots of “good mornings”for me from the boys, many of whom have walked a long way, sometimes up to two hours, to get to the school.5). In fact , I wonder if you could post this letter for me.。
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。
高中英语Unit 4 Sharing 教学设计人教版选修七
Unit 4 SharingPart 1: Teaching Design第一部分：教学设计Period 1: A sample lesson plan for reading(ALETTER HOME)AimsTo help students develop theirreading abilityTo help students learn aboutvoluntary workProceduresI. Warming up by defining volunteerWhat is a volunteer?1. One who enters into, or offers for, any service of his own free will.2. (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.II. Pre-readingHave you ever heard of a place called Papua New Guinea?Facts of Papua New GuineaCapital: Port MoresbyGovernment: constitutional monarchy with parliamentarydemocracyCurrency: kina (PGK)Area total: 462,840 sq kmland: 452,860 sq kmwater: 9,980 sq kmPopulation: 5,172,033 (July 2002 est.)Language: English spoken by 1%-2%, pidgin Englishwidespread, Motu spoken in Papua regionnote: 715 indigenous languagesReligion: Roman Catholic 22%, Lutheran 16%, Presbyterian/Methodist/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other Protestant 10%, indigenous beliefs 34%III. Reading for formsRead the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.IV. Copying expressionsYou are asked to copy all the useful expressions into your notebook after class as homework.Expressions from A Letter Homethanks for…因……感谢, hear from…收到……的来信, be dy ing to do…急于做……, hear all about…了解所有关于……, include some photos附有几我照片, picture the places图象化这儿的地方, ask about…问讯关于……的信息, a bush school丛林学校, be made from…由……制成, walk to…步行到……, reach the school grounds走到学校操场, walk a long way走很长的路, sometimes up to two hours有时长达两小时, get to the school到达学校, adapt to…使适应……, one thing is for sure有一点是肯定的, become a lot more imaginative in…变得对……更富有想象力, a most challenging subject最富有挑战性的学科, carry…from…in a bucket用水桶把……带到……, show… a chemistry experiment向……演示……化学实验, bubble over everywhere到处冒气泡, come across…碰到……/见过……, jump out of the windows跳出窗外,V. 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.VI. Closing down by reading more on voluntary workPeriod 2: A sample lesson plan for Learning about Language (Revise the Attributive Clause <restrictive>)AimsTo help students revise the Attributive Clause <restrictive> To help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by reading the text aloud to the tapeAs a student, you know that reading aloud is important, and you probably feel frustrated if you don't read well. Now open your book to page 29 and read aloud the text A Letter Home to the tape.II. Discovering useful words and expressionsTurn to page 32 and do exercises 1 and 2.III. Revising useful structuresNow you may turn to page 32 to do exercises 1.You are to finish the sentence with your own words.Next you are going to do exercise 2 on page 32.IV. Closing down by making sentences with the Attributive ClausePeriod 3: A sample lesson plan for Using Language (THE WORLD’S MOST USEFUL GIFT CATALOGUE)AimsTo help students read the passage THE WORLD’S MOST USEFUL GIFT CATALOGUETo help students to use the language by reading, listening, speaking and writingProceduresI. Warming up by listening and reading to the tapeNow open your book to page 33. You are going to listening and reading to the tape, paying your attention to the pauses within the sentences.II. Reading for formsRead the text THE WORLD’S MOST USEFUL GIFT CATALOGUE again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.III. Making sentences with the expressions from The World’sMost Useful Gift CatalogueNext you are going to making sentences using the expressions from The World’s Mos t Useful Gift Catalogue. You may include as many attributive clauses as possible.Expressions from The World’s Most Useful Gift Cataloguegive an unusual gift一份特殊的礼物, one’s loved one某人所爱的人, keep a gift保留礼物, a contribution towards…对……的捐助, choose… from this catalogue从清单中选……, a really useful gift for some of the world’s poorest送一个确实有用的礼物给世界上最穷苦的人, bring hope for a better future to…带去对未来的美好希望给……, a community in need需要帮助的社区, purchase an item购买一项礼物, send…an attractive card给……发送一个精美的卡片, send… to… 把……送给……, use the cards for any special occasion可以用在任何一种特殊的场合的礼物, purchase…from…从……购得……, train a whole village of around 40 families in new agricultural methods对整个大约40户人口的村庄进行新的农业生产方法的培训, provide seeds and simple agricultural equipment提供种子和简单的农业机械, just 20% more produce仅仅提高了20%的产量, mean the difference between sickness and health意味着患病与健康的差异, go hungry变的饥饿, provide for…为……提供，自己自足1.I was given an unusual gift by my loved daughter.2.I will keep the gift that was given to me by that blind man.3.This money will be a contribution towards those people who live in theWest of the country.4.You have to choose your school from the catalogue which was sent toyou last week.5. A really useful gift for some of the world’s poorest will bring hope for abetter future to them.6.Help must be offered to a community in need.7.You may purchase an item at our shop.8.I will send an attractive card to you.9.This letter will be sent to your special person.10.You may use the cards for any special occasion to purchase items from our shop.11.He was sent to train a whole village of around 40 families in new agricultural methods.12.Seeds and simple agricultural equipment will be provided.13.Just 20% more produce will mean the difference between sickness and health.14.The poor will go hungry this time next year.IV. Closing down by asking about volunteer workTo know more about volunteer work you may put as many questions as possible to your teacher.What is a volunteer project?Part 2: Teaching Resources第二部分：教学资源Section 1: Discourse studies of A LETTER HOMEType of writing and summary of A LETTER HOMESection 2: Background information for Unit 4 Sharing1. The five C’s in letter writingClear: Try not to beat around the bush when letter writing. Every word should come across as something that is understood. The best way to test this is to read what you wrote out loud, in a tape recorder, and play it back to yourself. Concise: Do not ramble. Try to make your words go straight to the point.Courteous: Remember that words can come across a lot harsher on paper. It’s best to save arguing to verbal usage, so thatyou can clear up any misunderstandings.Correct: Double check your spelling, grammar, and punctuation. There is nothing worse than trying to read a letter full of mistakes. It makes the clarity of the written word harder to decipher.Complete: Make sure that when you bring up a topic, you do not change topics in mid-stream. Make sure that you finish what you have to say before you go on to another topic.2. CULTURE SHOCK●Culture ShockWe can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin.●Symptoms:Sadness, loneliness, melancholyPreoccupation with healthAches, pains, and allergiesInsomnia, desire to sleep too much or too littleChanges in temperament, depression, feeling vulnerable, feeling powerlessAnger, irritability, resentment, unwillingness to interact with othersIdentifying with the old culture or idealizing the old countryLoss of identityTrying too hard to absorb everything in the new culture or countryUnable to solve simple problemsLack of confidenceFeelings of inadequacy or insecurityDeveloping stereotypes about the new cultureDeveloping obsessions such as over-cleanlinessLonging for familyFeelings of being lost, overlooked, exploited or abused。
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]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。
人教版高中英语选修七教案：Unit+4+Sharing+writing.doc
人教版高中英语选修七教案：Unit+4+Sharing+writing.docUnit 4 Sharing ---WritingTeaching goals 教学目标1. Ability goals能力目标Enable the students to write 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Task-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 RevisionCheck 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 astraw roof and a dirt floor.Step Ⅱ Pre-writingT: Let’s reca ll 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 WritingT: 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 is2. reasons why she joined MSF3. what she did in Malawi4. what she did in the Sudan5. the effects on her of her experiences6. her plans for the futureAfter the students have finished writing, show two samples on the screen and check the mistakes if any.Step Ⅳ Writing taskDeal 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 tokeep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:Introduce yourselfSay something about your interests and hobbiesDescribe your familyLet her know you want to make friend with her and hear from herOther things you would like to tell herAfter the students have finished writing, ask several of them to read their letters.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
人教版高二英语选修七Unit4 Sharing教案设计
Unit 4 Sharing Ⅰ. 单元教学目标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。