高中英语阅读课教学设计(Unit4 Sharing Reading A Letter Home)
高中英语_unit4 Sharing教学设计学情分析教材分析课后反思
Unit 4 Sharing第一部分《金色教案》教学设计说明About the topic and the structures单元话题和结构本单元的重点话题是帮助弱者、志愿服务、合作共享等。
通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。
本单元语言功能项目是：打电话、邀请和致谢。
本单元语言结构项目是“复习（限制性）定语从句”。
本单元还要求学生学习写作“记叙文：校园刊物投稿”。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。
但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。
教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading阅读课 Warming Up课本在此部分的设计是一个调查。
该活动分三步进行：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班上同学所做的好事；最后讨论volunteer一词的内涵。
该部分的讨论可以和中学生参与的“志愿者活动”、“手拉手活动”、“献爱心活动”等联系起来。
教师也可以参考本书设计的“定义法”，进行热身活动。
Pre-reading 通过呈现ppt或者图片，向学生介绍Papua New Guinea，为课文阅读作好铺垫。
Reading部分是一封家书，讲述海外志愿者活动见闻。
建议教师实施"整体—部分—整体" 战略，参考本书提供的步骤设计，引导学生根据课文题材，从形式入手初读课文、展开思维、整体感知课文内容。
阅读课基本上用英语进行教学，尽量少用汉语。
要求学生在阅读时不要使用英汉词典；需要查词典时，也应尽可能使用英英词典。
本书提供的步骤设计仅供参考。
Period 2Learning about language知识课 Learning about Language部分引导学生学习词汇和语法。
高二英语选修七_Unit4_Reading名师教学设计
Unit4 Reading名师教学设计Book 7 Unit4: Sharing【教材版本与册数】人教版选修7【单元名称】Unit4 Sharing【课时】第1课时1/ 92/ 9【本课时教学设计】3/ 9DELC 2获取新知识Step2Pre-Reading（读前）(6 mins)1. Teacher asks students a moral question and guide thestudents to skim the text and discuss with students what thevalue of such a website would be.（3 mins）T: Is it right for some members of society to get extra helpbecause they have a disability?S: (Group discussion and give answers)T: “Family Village” is a website offering the disabled acommunication opportunity in the Internet. Do you think itbeneficial to the disabled people?2. Teacher asks the Ss to predict the content of the text byinferring from the title and picture.（3mins）T: Please glance at the title and picture. Can you guess whatkind of information would be included in disabled students’story?(make a list on the board of possible topics)S: Make predictions.1.关于残疾人是否应该得到更多的帮助这个话题的讨论为引入阅读文本的背景知识进行铺垫: 让学生更加了解这个网站的存在意义和价值。
高中英语_Unit4Sharing教学设计学情分析教材分析课后反思
高中英语_Unit4Sharing教学设计学情分析教材分析课后反思教学设计Unit 4 SharingLearning about language【学习目标】1.能够在语境中感知理解定语从句的解题技巧。
2.能够通过分析句子结构和成分解答关于定语从句的练习题。
3.能够灵活运用定语从句。
【学习过程】1.Lead-in: Are you familiar with the classic novel A Tale of Two Cities?（设计意图：通过名著导入，回顾定语从句，同时发现其它从句。
）2.Explanation1) What’s the proper steps to deal with Attributive Clause?2) What are the differences between Attributive Clause andNoun Clause?（设计意图：通过分析句子成分，教会学生正确解答定语从句。
）3.Contrast1)The difference between Attributive Clause and Noun Clauseand Adverbial Clause.2)The difference between Attributive Clause and CompoundSentence.(设计意图：通过对比教会学生区分定语从句和其它句型。
)4.Prediction and discussion:What would happen after Doc. Manette found the truth?What would you do if you were Doc. Manette?(设计意图：通过预测故事的发展，引导学生树立正确的人生观，同时加强对读后续写的训练。
）5.Presentation: Try to continue the story.(设计意图：学以致用。
高中英语_Unit 4 Sharing教学设计学情分析教材分析课后反思
高二级部英语科 B ook 7 Unit 4 Sharing 学案 NO：__1__编写人编写时间使用时间审核人主任A letter homeI. Background reading1. What does the sign stand for? _____________________________2. What do the volunteers usually do to help other people?_____________________________ __________________________________________________________________ ____________________________ No matter what they do, the quality they all possess is_______________________.3. Enjoy what some famous people think about Sharing.II. Learning objectives1.Understand the meaning of “sharing”2. Learn some reading strategies: key sentences, skimming, scanning, etc.3. Use the new words and expressions to form your own opinions.III. Quiz of words and expressions. (Word puzzles on page 5 and 6)Across（横排）1. the noun form of operate3. to buy5. connected with the subjects7. a thought, idea, or principle9. to take part in11. the noun form of arrange13. if conditions were different; if not15. a small part or portion that remains after the main part no longer exists17. the adjective form of volunteer19. give or send outDown（竖排）2. to contribute4. to (change so as to) make right or suitable; to adapt6. a special right（权利）or benefit granted to a person8. far away in time; distant in relation or kinship10. someone who translate one language into the other’s native language12. another expression of two weeks14. the outside covering on the top of a building16. the date on which an event occurred in some previous year18. person whose job involves travelling and working in a spacecraft20. the noun form of secureIV. Reading for organization（Listen to the tape and finish the following exercises）1. Skimming____Para 1 A. What Jo’s school is like____Para 2 B. Jo’s first visit to a village____Para 3 C. How the villagers cooked their meals____Para 4 D. Jo said goodbye to the villagers____Para 5 E. The way to deal with leftover food____Para 6 F. What the hut was like outside and inside____Para 7 G. Poor school conditions____Para 8 H. The ending of the letter____Para 9 I. The purpose of the letter2. Main idea (Key sentences)The passage is about a volunteer teacher, Jo, who wants to tell ________ the condition of the _________ and something about the life of ___________.(Key sentences: you asked about my high school life; you asked whether I am getting to know any local people.)3. Divide the passagePart 1(Para 1): Introduction to the topic Part 2 (Para_____): School lifePart 3 (Para_____ ): Village life Part 4 (Para 8-9): Leaving the village V. Reading for information (school life)Read Part1 and Part 2 loudly, and then answer the questions.1. Describe her classrooms and the learning conditions._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Boys are friendly to Jo. How do you know?_____________________________________________________________________ 3. Why does Jo wonder how relevant chemistry is to the kids?_____________________________________________________________________ VI. Reading for information (village life)I’m glad to ___________you. I know you’re__________ hear my life here. I’m still trying to _____________the conditions here. The other day I visited a _____________village with another teacher. We walked for two and a half hours______________there. The hut was dark inside so it took time for our eyes to ______________.We also had a meal there. I could not ______________in their conversation. Luckily, Tombe could act as our____________________. We left the village the next morning. It was such a ____________________ to have spent a day with Tombe’s family. I’m thinking about the question whether I can __________________ to their lives.VIII. Appreciation: SharingShare your happiness with others, happiness doubles.Share your sadness with others, sadness halves.Share your love with others, love spreads.Roses given, fragrance in hand.赠人玫瑰,手留余香IX. Self ReflectionX. HomeworkFinish the Section 1 in Unit 4 in the exercise book.P.S.: “what if she is an angel” 是一首英文公益歌曲。
高中英语 Unit 4 Sharing reading学案 新人教版选修7
高中英语 Unit 4 Sharing reading学案新人教版选修7Sharing reading学案新人教版选修7【学习目标】1、使用适当的阅读方法与技能, 把握课文内容并获取信息，处理信息。
2、帮助学生理解“志愿者”及“志愿者活动献爱心活动合作共享”的意义，培养学生的帮助他人，扶贫救困的意识，帮助学生树立正确的价值观。
【学习重点，难点】理解理解“志愿者”及“志愿者活动献爱心活动合作共享”的意义。
【课型】新授课【回顾预习】1、Have you ever helped your parents, or other relatives, or your friends? Would you be called a“ volunteer ”?_________________________________________ __________________2、Have you ever helped people in your community, or people outside your community? Would you be called a“ volunteer ” this time?Who would be called“ volunteers”?_________________________________________ _________________________________________________________ ______________________The definition of volunteer：People who help others _____ their community or _____ their community would be called volunteers、【新知识学习】Step1、Class Report:Step2、 Self-learning（自主学习)Pre-reading1、There are many volunteers working in different mountainous areas or developing countries, among which Papua New Guinea (PNG)is one、 What do you know about Papua NewGuinea?Background of Papua New GuineaCapital :莫尔兹比港Port Moresby Location: situated to the north of AustraliaPopulation: about5、7 millionLanguage: English as the official language Pidgin English as the language for communicationEconomy: a poor country with most peopleliving in tribal villages and depending on subsistence farming to make a living、Education: About85% of children start school but only about60% of these reachYear5Skimming: Match each part with its mainideaPart1(Para1)A visit to a local villagePart2(Para____)The end of the letterPart3 (Para____)The beginning of the letter and introduction to the topicPart4 (Para9)The school and Jo’s work as a teacherDetailed reading:Task I: Read paragraph2-3 and finish thefollowing exercises、1、In the passage which sentence can be replaced by “I am trying to adjust to these conditions but it is certain that I have had more imagination inteaching、”_____________________________________________ _________________________________________________________ ______________________2、Why did the boys start jumping out of the windows?（）A、 Because the boys were naughty、B、 Because the boys were not interested in chemistry experiment、C、 Because they had never come across anything like bubbling and they were frightened、3、 Why does Jo wonder how relevant chemistry is to the kids?（）A、 Because the kids there hardly came across anything of chemistry、B、 Because she thought chemistry might make little difference to the kids’ life and most of them woul d live their lives as farmers、C、 Because she thought chemistry useless for them、Task II: Read paragraph4-8 and finish the chart about the life in the village Type of housesMen’s house is a______________ with grass sticking out of the roof、 No _________, small __________、 Floor was covered with__________、Cooking methodsHeat ______ first, and then place them in an empty ________ with_______,______________、 Then cover them with_____________ and leave them to steam、beliefsThe villagers believe that any ________ attract _________ in the night so the food is ________ in the can and the canis then thrown out of the hut、Task III: Answer the fololowing questions:1、Why did Jo send Rosemary some photos?2、 Why was the high school called a bush school?3、 Were the boys and villagers friendly to Jo? How do you know?4、 Why was Science the most challenging subject for Jo?5、 Why did the boys start jumping out of the window?6、 Why should it take Jo and Jean two and a half hours to get to the village? Step3、Discussion and presentation 小组讨论自主学习中的问题，并进行展示和点评,点评过程中要注意补充和质疑。
高中英语_unit4sharing教学设计学情分析教材分析课后反思
Book 7 Unit 4 Reading A Letter HomeReading 教学设计Step 3 Read for Information 1. Read Part 2, underline the words and expressionsaccording to the same words to answer thequestions.1. （1）仔细认真阅读第二部分，了解Jo 所在学校的生活，总结Jo支教生活的见闻，进而让学生了解PNG国家孩子的学校生活，从而引发学生对自己学校生活的思考，让学生感知从自身做起也可以帮助贫困地区的孩子。
（2）仔细认真阅读第二部分，了解Jo和Rosemary参观Tombe村庄以及村民的生活的现状，以及Jo的感受。
Step4 Read for Thinking 1. 1. Discuss in pairs: How can we help thechildren in poor areas?Possible answer1. Donate pocket money \clothes \books tothem.2. Raise money and send it to them.3. Call on people to show their love.4. Call on our government to take measures tohelp them.5.Go there to work as a volunteer2.We should treasure our present life and learnto share.If everybody offers a little love, the world will1. 利用所学单词和词组发表自己对支援帮助贫困地区孩子的看法。
不仅锻炼学生用英语进行表达的能力，还重在提高学生用英语进行思维的能力，增强学生思维能力。
Unit4SharingReadingandThinking教案-高中英语人教版选择性
人教版〔2019〕高中英语选修四Unit 4 SharingReading and Thinking6.She loved being there and felt it was a privilege to have spent a day with them.重点句子分析1. All the students have are pencils, rubbers, and paper.➢the students have 是省略关系代词that的定语从句，修饰all。
➢all that... = all (that)... = what...2. The other day I was showing the boys a chemistry experiment when, before I knew it, the mixture was bubbling out of the test tube spilling everywhere!➢be doing ... when ... 正在做某事，这时...➢before 引导时间状语从句，意为“还没来得及〞➢spilling everywhere 现在分词短语作状语3.The class became a circus as the boys, who had never e across anything like this before, started jumping out of the windows.➢as引导缘由状语从句，意为“由于〞➢who引导非限制性定语从句，对the boys进行补充说明4. It was such a privilege to have spent a day with Tombe’s family.➢It 是形式主语，不定式短语是真正的主语Analyse Jo’s impressions of the school and the village.Suggested answers:Summarise the change of Jo’s feelingsIV. PostreadingIn groups, discuss these questions.1 Jo felt it was a privilege to have spent a day with Tombe’s family. If you were Jo, how do you think you would have felt? Why?2 What are the differences between the school you go to and the one described in the passage?3 Would you like to bee a volunteer teacher? Why or why not?Suggested answers:1.I would have felt privileged as well, as it was a rare chance to glimpse into another culture that most people will never have.2.I go to a school that has all the conveniences of modern society, so there is no parison at all. We have plenty of equipment and supplies, fortable chairs, air conditioning, puters, etc.3.I think it would be interesting to do that for a while. It would be a good opportunity to make a difference to someone else’s life, and also to learn about a new culture.。
新人教高中英语选择性必修四Unit4Sharing-ReadingandThinking公开课教案
2019新人教高中英语选择性必修四Unit4 SharingReading and Thinking公开课教案Teaching aims:By the end of this period, students will be able to:1.figure out the main structure of the blog entries by classifying and organising the key information.2. learn about the volunteer work at home and abroad3.talk about the story and build up confidence in our own country.4. know the measures to do volunteer work.Teaching key points:1.Learn about the difficulties and the significance of being a volunteer.2.Enhance social responsibility and form an optimistic concept of helping people in need.Teaching difficult points:1.Learn the reasons that made Jo’s feeling change.2.Voice your opinions about volunteering and sharing.Teaching procedures:StepⅠDiscuss the picturesOverview the Opening Page of the unit and answer the questions below.•What do you see from the photo?•What do you think is happening in the photo? How do the boys feel?•Where might be the photo taken?Suggested answers:•The Africans are using water.•The Africans are using water and they are happy.•It might be taken in Africa.StepⅠWhile-readingActivity 1 Predict what will be talked about in the text.Before your reading, list details in the first two columns. Fill in the last column after reading.Suggested answers:Look at the title “Help the needy” and the two pictures on Pages 38-39,answer the following questions.1.What does the “needy” mean?2.Who are the needy? What do they need?3.Why should we help them? 4.What can you see in the pictures? Activity 2 Reading for the structure.Read the blog entries and choose the main idea of each part.Suggested answers:Paragraph 1: AParagraphs 2-3: DParagraphs 4-7: BParagraph 8: CActivity3Reading for details.Read Paragraph 1 of the blog entries and answer the question.What can we infer from the sentence “I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!”?Suggested answer:She can’t buy her favourite sweets there and the communication conditions are poor.Activity4Reading for details.Read Paragraphs 2-3 of the blog entries and complete the table.Activity5Reading for details.Read Paragraphs 4-7.Write T(true) or F(false) and correct the false statement(s).1.Jo and another teacher took the bus to get Tombe’s village.2.There was a comfortable bed for Jenny and Jo to sleep on.3.The possessions in the hut were one broom, a few saucers, a kettle, cups, pans, and a couple of jars.4.Tombe’s family were talking in English during the meal.Suggested answers:1.F Jo and another teacher walked for two and a half hours to get Tombe’s village.2.F There was a platform for Jenny and Jo to sleep on.3.T4.F Tombe’s family were talking in their language during the meal.Activity6Reading for feelings and attitudes.StepⅠPost-readingpare our school with the one described in the text, and then fill in the table below.2.Ask students to discuss these questions in groups.(1)Jo felt it was a privilege to have spent a day with Tombe’s family. If you were Jo, how do you think you would have felt?(2)Why do you feel it?(3)Would you like to become a volunteer teacher? Why or why not?StepⅠ HomeworkFinish what you have learnt in the last column of KWL chart.Suggested answer:I have learnt many useful words and expressions to describe the volunteer job and I will find out more measures to do volunteer work.。
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Ⅰ.Teaching Contents 教学内容Module 7 Unit4 Sharing Reading: A Letter HomeII.Analysis of teaching material 教材分析本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。
通过听、说、读、写等各种活动学习相关的语言知识，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。
了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。
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。
本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。
信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。
通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。
Ⅲ.Analysis of students学情分析1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个课时的课文阅读。
同时，在听、说、写等方面也有了一定的基础。
2．这个单元的话题是分享、帮助与合作。
对于高二的学生而言，他们的价值观人生观已经基本形成，本课通过阅读志愿者的家书，了解一些志愿者的工作，小组讨论“如果你/你们是志愿者你/你们将做什么工作？为什么？”帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。
3．学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。
Ⅳ.Design of Teaching Objectives 教学目标1.Knowledge objectives 知识目标(1)学生能够正确读写及运用本课出现的单词。
(2)学生掌握本课词组的意思并能在句子中熟练运用。
2.Ability objective能力目标(1)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。
(2)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。
3.Affective objectives 情感价值目标(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。
Ⅴ.Teaching Important Points(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。
Ⅵ. Teaching Difficult Points(教学难点)a.理解作为志愿者工作的意义，从而树立正确的价值观；b．训练用英语获取信息、处理信息、分析问题和解决问题的能力。
Ⅶ. Teaching Methods(教学方法)1. Task-based method to make students interested in what they will learn.(任务型教学法)2. Fast reading to get the general idea of the passage.(略读法)3. Careful reading to get some detailed information.(细读法)Ⅷ. Teaching Aids:(教学手段)多媒体教学Ⅸ. Teaching procedures (教学程序)Step I Warming-up and lead in1.幻灯片1T: Class, firstly let’s enjoy a video and a song.Ss: Enjoy the song and the video.T: What can you see from the video?Ss: I can see many students are planting trees/helping the disabled/cleaning the street…………T: What can you learn from the video and the video?Ss: We should devote our youthful power to the world.2.幻灯片2T: So w e should learn to share.Ok,this is our today’s topic sharing. Our main task is reading.2.幻灯片3T: Now, class, just have a think, what do you mean by “sharing”? Let’s look at it.Ss: Read the meanings together.3.幻灯片4T: The people who are helping others in the video are called volunteers. V olunteers are not paid which means they are not given money, not because they are not worthless but because they are priceless, but because they cannot be measured by money. Are you clear?Ss: Yes.T: Here is the sign of volunteer. Do you know what the sign stands for? A Hand?Ss: Help.T:A Heart? Ss: Love. T: A Dove? Ss: Peace. T: A Letter “Y”? Ss: Youth.T: Do you want to be a volunteer?Ss: Yes.T: You are great. So you must know what a volunteer usually does.4.幻灯片5-9T: You can answer the question according to the pictures.Ss: (give their answers)T: (Sum up) Yes, there are different kinds of voluntary work volunteers can do.[设计说明] 本环节主要是课文导入和热身环节，利用多媒体播放和本课主题相关的直观、生动的图片和音乐，创设轻松和谐的课堂气氛，激发学生兴趣，自然进入本课话题，教师联系生活实际展开教学。
Step II.Pre-reading幻灯片10T: Now, class look at the title and pictures try to guess “What’s the author’s work?”Ss: She is a teacher..T: Yes, she is also a volunteer, so she is great.[设计说明] 通过看幻灯片呈现的题目和图片，让学生猜测本文作者的工作，激发学生探究问题的兴趣，有利于阅读活动的展开。
Step III. While-readingTask 1 Fast reading1.幻灯片11T: Ok, class. Do you want to know more about her?Ss: Yes.T: So you should skim and scan the text quickly. Try to get its main idea.Ss: (skim and scan the text)T: Have you finished? Ok, I want one student to come to the blackboard to fill in the blanks. Then check the answers.2.幻灯片12T：How many paragraphs in the text?Ss: Nine.T: You can divide it into 4 parts and match each part with its main idea. I’d like onestudent to do it. Then check the answers.3.幻灯片13T: Here are some information. I’d like you to read them and tell “True or False” then try to find where the information is in the text, if false correct the wrong place.[设计说明] 快速限时阅读把阅读课文作为整体来处理，掌握主旨大意，这一任务过程中为了降低难度设空完成学生比较容易接受。
在对课文表层理解的基础上，要求学生根据每段大意把文章进行划分部分，进一步理解了文章之后。
让学生做判断正误题，巩固了学生对课文内容信息的掌握。
本环节难度不高，学生都能很好地完成任务，不仅训练和提高了学生略读、查读的阅读技能。
而且，提高了学生阅读的积极性。
Task 2 Detailed reading1,幻灯片14T: You’ve done a good job. Since we know the general idea of the text. Let’s come tothe customs and lives of people in Tombe’s villiage.Listen to the text and payattention to the pronunciation, meanwhile, you can read after the listening andunderline the detailed information in the text.Ss;(listen to the text and read)2.幻灯片15，16T: Ok, class let’s look at the blackboard and fill in the blanks. Who can read for us?Ss:(Read the answers)3. Read aloudT: Do you have any questions? Now read the text aloud to find out your difficulties.Ss :( read the text aloud)[设计说明] 本环节充分发挥多媒体优势教学先让学生听录音的同时跟读来完成细节信息填空，这样不仅可以训练学生的听力而且让学生了解了巴布亚新几内亚独立国部落的生活状况和风俗习惯信息，在此基础生让学生通过朗读训练学生朗读能力提高语音语调，鼓励学生发现文章中的疑难点并解决。