最新-高中英语 Unit 4 Sharing教案 新人教版选修7 精品
Unit 4 Sharing
1. volunteer v. 自愿〔做某事〕；自告奋勇，自愿效劳
volunteer to do sth
volunteer for
The young man volunteers to join the army.
那位年轻人自愿服兵役。
Sidcup volunteered for guard duty.
西德卡普自告奋勇去站岗。
n. 自愿者，志愿参加者
I need some volunteers to clean up the kitchen.
我需要几名志愿者来收拾一下厨房。
voluntary adj. 自愿的；志愿的；无偿的
Mr. Smith did a lot of work for a voluntary organization.
史密斯先生为一民办组织做了很多工作。
2. hear from ... 意为“收到……的信”，相当于receive a letter from ... 。
Have you heard from your brother?
你收到你哥哥的信了吗？
I hear from my mother every week.
每星期我都收到妈妈的信。
I heard from my sister in New York yesterday.
我昨天收到了在纽约的姐姐的来信。
[比较] hear from和receive都可表示“收到某人的信”。
其区别如下：
hear from不是指具体接到信件，而是指得到音信、信息；receive往往指收到具体的信件。
如：
I haven’t heard from him for a long time. 我好久没得到他的音信了。
I haven’t rece ived any letters from him for several months.
我已经好几个月没有收到他的信了。
[拓展] hear of sb. / sth. 听说或知道某人/物的情况
hear about 听到关于......的消息
hear sb. out 听到某人把话说完
hear sb. do sth. 听见某人做了某事
hear sb. doing sth. 听见某人正在做某事
3. be dying for/ to do sth. 渴望，极想做某事
I’m dying fo r a piece of cake.
I am dying to know where you are from.
“渴望”的类似说法
be thirsty for sth.
desire to do sth.
have a strong desire for sth.
long to do /for sth.
be eager for/ to do.
[拓展] die out 逐渐消失，灭绝
die away （声音，光线或风）渐渐消失，慢慢变弱
die off （一群人，动物等）相继死去 die down 减弱，平息
die of 侧重指死于内因
die from 侧重指死于外因
4. concept n. 概念；观念；想法〔+of〕
It is difficult to grasp the concept of infinite space.
掌握无限空间的概念是很难的。
He presented a new concept of the beginning of the universe.
他提出了一种宇宙起源的新概念。
5. the other day 前几天
I saw your friend the other day.
前几天我看到过你的朋友。
Helen borrowed my book the other day, saying that she would return it soon. 海伦那天借走了我的书, 说很快就还。
6. relevant adj.
be relevant to 与…有关
His nationality isn't relevant to whether he is a good lawyer.
他的国籍跟他是不是一个好律师不相关。
These facts are relevant to the case.
这些事实和此案有关。
relevance/relevancy n.相关，中肯
7. remote adj.偏远的；偏僻的；冷漠的, 不友善的；微乎其微的
She was a silent girl, cool and remote.
她是一个沉默寡言的女孩,对人冷漠而孤傲。
They lived in a remote village.
他们住在一个偏僻的山村。
There’s a remote chance that you will catch him before he leaves. 他不大可能在他离开前抓住他
8. adjust vt. & vi.调整; 调节; 适应; 整理; 调准。
如：
The body can quickly adjust itself to the changes of temperature. 身体能迅速自行调节以适应气温的变化。
She carefully adjusted her clothes and her hair before going out. 她出门之前仔细地整了整自己的衣服和头发。
Before you take photos, please adjust the focus of your camera.
在照相之前请调准照相机的焦距。
[联想] adjustable adj.
可调节的; 可调整的
These seat belts are adjustable.
这些安全带是可以调节的。
adjustment n. 调整，调节，校对、
We have had to make some adjustments to our original calculations. 我们不得不对我们最初的计算作一些调整。
9. participate vi. 参加，参与〔+in〕
Everyone in the class is expected to participate in the discussion. 希望全班同学参加讨论。
participation n. 参加，参与
We want more participation in the decision-making.
我们想更多的参与决策。
10. dry out （使）干透；（使）完全变干；戒酒
June was in danger of becoming an alcoholic and so she's gone to a special nursing home to dry out.
简正有危险成为一个嗜酒者，因此她到一家特殊的小型疗养院去戒酒。
Don't leave the bread on the table; it will dry out.
别把面包放在桌子上，它会干掉的。
dry up （指河流，井等）干涸
His imagination seems to have dried up.
他的想象力好像是已经枯竭了。
The long drought dried up all the wells in the village.
久旱使村中所有的水井都干涸了。
11. otherwise 作连词, 意为“否则; 不然”, 相当于 or或 if not。
如：
We’ll go early, otherwise we may not get a seat.
我们得早点去, 要不然就没有座位了。
I was ill that day, otherwise I would have taken part in the sports meet. 那天我病了, 否则我会去参加运动会的。
otherwise 作副词, 意为“用别的方法; 不同地; 在其他方面; 除此之外”, 相当于in another way或apart from ...。
He is rich, but otherwise an unhappy man.
他有钱, 但在其他方面是个不幸福的人。
They should have been working, but they were otherwise engaged.
他们本应该在工作, 但他们正忙别的事
12. purchase n. 购买，采购；购买的物品
He worked all summer to save money for the purchase of a piano.
他工作了一整个夏天,为的是存钱买架钢琴。
He filled the car with his purchases.
他把买的东西装满车子。
make a purchase: buy something 购买东西
vt. 购买，采购
He purchased this stamp at an auction.
他在拍卖会中购得这枚邮票。
He managed to secure a loan to purchase a house.。
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。
高中英语Unit4SharingPeriod4优秀教案新人教版选修7
Period 4 Grammar教学目标1．语言知识目标：温习限制性定语从句的特点和关系词。
2．语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用。
重点难点1．教学重点：掌握限制性定语从句的特点，关系代词和关系副词利用的场合，能够运用限制性定语从句。
2．教学难点：关系代词和关系副词利用的场合，在写作中运用限制性定语从句。
教学预备1．学生的学习预备：温习限制性定语从句的特点及关系词。
2．教师的教学预备：整理关系代词和关系副词的利用处合，并绘制表格。
3．教学用具的设计和预备：制作多媒体课件。
教学进程Step 1Presentation1．A game “Guess who he/she is.”：Listen to several sentences，and then guess who he/she is according to the description.2．Show the sentences with the restrictive attributive clauses in the game in the screen and make the students find them out.e． student is a boy who_is_taller_than_me.The student is a boy who_is_always_ready_to_help_others_and_popular_among_the_classmates.The student has a nickname which_is_related_to_a_lovely_animal.[设计说明] 听句子，猜猜他/她是谁的游戏，能够专门快地引发学生的兴趣，活跃课堂气氛，而且，在描述中利用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了预备。
Step 2Revision1．Revise the characteristics of restrictive attributive clauses.(The students can say that in Chinese.)从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。
人教版高二英语选修7Unit4Sharing全单元教案
人教版高二英语选修7 Unit 4 Sharing 全单元教案Warming-up and ReadingTeaching Goal:1. Target languagevolunteer, hear from, be dying to, come across, relevant, stick out,doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement2. Ability goalEnable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher3. Learning ability goalHelp the Ss lean how to read between lines and find the positive andnegative aspects of doing somethingTeaching methods:Discussion, skimming, scanning and task-based methodTeaching AidA recorder, a projector and PPT.Teaching Procedures:Step 1 Warming-upHave you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside your community? I am sureyou’ve a lot to say. OK, now et into gurops and finish the survey formonP28.Step 2 Pre-readingAsk Ss to find out PNG on the map and disucuss the photos in the reading passage.Step3 Reading1. ScanningScanning the text and fill the blanks with their names.1._____ is a young Australian woman.2.________ was dying to hear all about Jo’s life in PNG.3._______ walked a long way to get to school.4.___________ didn’t have any textbook.5._____ became a lot more imaginative when teaching.6._____ started jumping out the windows during achemistry experiment.7.________ v isited a village that was the home o f one the boys, Tombe.8._____ started crying “ieee ieee” to welcome them.9._____ led us to a low bamboo hut.10._____ was going to share the platform with Jenny and Jo.11.________ softly talked to each other in their language Jodidn’ｔ understand2. Skimming the text and find the general idea of each paragraph.3.detailed reading Task-based (ex1 in comprehending part.Type of houseFamily relation-shipsCooking methodsSleeping arrange-mentsType of houseFamily relation-shipsCooking methodsSleeping arrange-mentsStep IV.HomeworkSuppose you've graduated from a key university and now y ou are a volunteer who works in the remote region to assit the basic education there. Andyou are to write a letter home to introduce your present situation. (youcan refer to the text).Extensive ReadingTeaching goals:1. Enable the Ss to know the purpose of a website called“world gifts” and give their opinions on it.2. Enable the Ss to learn about the international welfare programmer called “Plan International” and a child who has been sponsored through it.Teaching important and difficult points:Get the Ss to realize that they should make the most of what they own and do something for the poor.Teaching method:Task-based method and fast readingTeaching aids:A recorder, a projector, a compute connected to the Internet.Teaching procedures:Step I.RevisionDictation eight sentences, each contain the vocabulary they ‘ve learned in this unit.Step II. Pre-reading“Have you ever tried to send a gift to the children in poorareas 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 followingquestions.1. What does the page show you?2. Where is the list of gifts?3. In what kind of order are the gifts listed? How much arecheapest and dearest gift?4. where is the gift card?5. What do the photos show you?Step III. Careful ReadingReading carefully.And the task is to finish Ex2 on page 34.Discussing What do you think of this website and its idea? Do you thinkpeople will get interested in it and buy its gifts? Do you think thosegifts listed are really helpful? Now turn to page 34. Discuss the topicsin Ex 3 in groups. Choose one of the topics to discuss.Step IV. Reading TaskDeal with reading task in the work book.We have talked about the Chinese welfare programmer Project Hope whichhelps children in poor areas go back to school. In the world, there aremany organizations or programmers that help different groups of peoplein one way or another. Today, we will get to know another organizationcalled Plan International. Turn to page 73,. This is a letter from Rosannato some students. Rosanna works as a volunteer of Plan International inan area of Ecuador. Why did she write to the Ss? What did the Ss do? Read the letter and find the answers. While reading, summarize the topic ofeach paragraph and finish Ex on page74.Step V. Homework1. Ask Ss to search for information about Plan International.2. Pick out the sentences with attributive clauses in “ A letter from Plan”．WritingTeaching Goal:Enable the Ss to write about a person’s experience by using time expression_r_rEnable 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 S s to read sentences w ith attributive clauses in “ A letter from plan”．Step 2 Pre-writingLet’s recall something about Dr Mary Murray, who worked as a volunteerwith Medicines Sans Frontiers (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is gi ven 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 expression_r_rs 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, a 11-year-old girl from Gansu province. Her family cannot afford to keep her at school. But sheloves practicing English. Write a letter to her in English. In your letter, you can:Introduce yourselfSay something about your interests and hobbiesDescribed 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 theirletters.Sample writing:Dear Shanshan,I’m a student of Guangzhou No.1 senior High School, Guangdong p rovince. My English name is Steve, and I like English very much. Maybe I can helpyou 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 free I would play football with my classmates.I also enjoy reading English papers, which gives me great delight, andhelps improve my studies.I have a small family. There are father, mother and I. Mum often cooksdelicious food for me. And Dad u sually encourages me t o study hard in order to serve the country and people better. I think so. So I work very hardat my lessons.I’m looking forward to hearing from you. I want to know what you needbadly so that I know what I can do fro you .Don’t hesitate to ask for what you want. I will try to help youYourssincerelySteveStep 5 AssignmentAsk Ss to polish the letter they wrote in class and hand it in tomorrow.。
2019-2020年高中英语 Unit 4 Sharing语法课教案 新人教版选修7
2019-2020年高中英语 Unit 4 Sharing语法课教案新人教版选修7一、教学课型:语法复习课（45分钟）二、教材分析：1. 教学内容（见文末）2. 教材处理本课教学任务是复习限制性定语从句。
笔者认为这节课的目的不是解决定语从句“是什么”，而是“怎么用”的问题，因而不适合采用传统语法课以教师为主，讲述－操练的单调做法，而应侧重语法的运用，做到“活”与“实”相结合。
但是，教材所提供地复习练习内容较少，笔者根据教学的实际需要，重新设计教学内容，主要通过展现各种情景，让学生在不同的情景下使用定语从句，查找漏洞，复习巩固已学的语法知识，，并提高知识的运用能力。
3．教学目标（1）复习限制性定语从句的基本用法。
（2）提高学生在不同地情景中运用定语从句的能力。
（3）培养学生猜测能力以及积极合作的意识和相互竞争的能力。
4．教学重点和难点（1）引导学生复习定语从句用法与功能，发现和填补知识漏洞。
（2）提高学生在不同情景中运用定语从句的能力。
三、教学设计1．总体思路笔者坚持以学生为主体，借助多媒体教学手段，以竞赛和游戏的方式组织课堂教学。
本课紧扣本单元志愿者的话题，创设情景，让学生在了解志愿者和志愿者活动的特点以及参与志愿者活动的过程中，复习与运用定语从句。
笔者在教学中首先引导学生回忆定语从句的基本结构，接着进行谜语竞猜，重现定语从句的功能作用；再利用选择填空必答题，让学生复习关系词的选用规则；然后通过开展看图组词成句和补全句子的抢答活动；最后设计志愿者活动，鼓励学生参加自己喜欢的活动，分组合作、讨论，谈谈加入的理由与看法。
整个教学过程遵循由浅入深的教学原则，重点提高学生语言运用能力，学生边玩游戏，边学英语，课堂气氛活跃，效果好。
2．教学过程Step 1: Basic structure revisionwhy √[此环节以公式和表格形式测试学生对定语从句基本结构的熟悉情况，简单明了，有利于快速激活学生已有的知识。
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。
高中英语人教版选修七教案：Unit+4单元教案
Unit 4 SharingI．教学内容分析本单元的中心话题是济贫扶弱、志愿服务、合作共享。
教学目的是让学生认识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。
Warming Up部分通过对同学进行采访的小组活动，了解同学们平时帮助别人的方式。
最后讨论自愿帮助和志愿者的不同，从而引出下文的阅读课文。
Pre-reading部分介绍了阅读课文的背景知识。
Reading部分是一封家书。
作者是一个到巴布亚新几内亚教书的志愿者。
文中介绍了巴布亚新几内亚农村的教育和生活状况，描述了到一个学生家做客的经历。
Comprehending部分设置了三个练习，目的在于让学生逐层加深对课文的理解。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是复习限制性定语从句，特别是用that不用which的情况。
Using Language部分中包括了听、读、写三个部分的内容。
阅读部分介绍了一个出售特殊礼物、帮助发展中国家的网页。
听力部分通过记者对一个志愿者的采访，让学生更多地了解发展中国家，培养学生助人为乐的精神。
学习用时间表达法叙述事件是本听力练习的重点。
Summing Up部分要求学生对本单元所学的知识进行总结和评价，以找出不足之处，从而改进。
Learning Tip部分建议学生要积极参加小组活动，以练习口语，培养交际能力。
II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 系统掌握运用限制性定语从句。
2. 教学难点(1) 认识帮助别人的重要性；(2) 学会发表评论和表达自己的看法；(3) 学会以时间为线索，叙述人物生平。
III．教学计划本单元建议分六课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二、三课时：Learning about Language第四课时：Reading and discussing （Using Language）第五课时：Listening and speaking （Using Language）第六课时：Reading task (Workbook), Speaking task (Workbook) & Writing task(Workbook)IV．教学步骤：Period 1 Warming up, Pre-reading, Reading & ComprehendingTeaching Goals:1. To help Ss to learn the importance of helping others and the ways to help others.2. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.3. To teach how to use the new words and phrases in the text.Teaching Procedures:Step 1. Leading-in1. Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei Feng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”2. Get some Ss to present their opinions on the question above before the class.Suggested Answer:Nobody can do everything alone, no matter how powerful he is. Nobody never meets with trouble, no matter how well he is going. So everybody needs others’ help. But we cannot alwaysreceive but never give. We must give in return for what we receive. We give help because we have been helped. Since we were born, we have received a lot from the society. So we should return it. We give help today, but we may need help tomorrow. Even if we may not see a person again, by helping him, we can let him know help is necessary and important for those who are in need. By helping each other, people can feel that life is full of warmth and friendliness and is worth living. In a word, to help others is to help oneself.Step 2. Warming Up1. Ask Ss to discuss the following question.In what ways do we help the people around?2. Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.3. Divide Ss into four groups and ask them to discuss the following question.Can we call the person who helps others a “volunteer”?Suggested Answer:When one of your parents or friends needs help, you may not be asked to help but you volunteer to help, we don’t say you are a volunteer. A volunteer is a person who helps others in or outside his community or in a foreign country.Step 3. Pre-readingPurpose: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29～P30 and guess what the passage talks about.2.Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imaginetheir living conditions.3. Lead Ss to the reading text. Teacher may say, “Today we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the south of Australia.”Step 4. SkimmingPurpose: To help Ss get the general idea of the letter.1.Ask Ss to listen to the tape and try to get the main idea of the text.Suggested Answer:In the letter, the writer wrote about the educational and living conditions in PNG and her experience of visiting a student’s village.2.Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sum up themain idea of each paragraph with only one sentence.Suggested Answer:Para.2: The school is simply built and far away from the students’ homes.Para.3: The educational conditions are very poor.Para.4: I visited a village of one of my student’ and received a warm welcome.Para.5: I stayed with the student’s family and their huts were poorly equipped.Para.6: I had a meal with the student’s family and they cooked in an unusual way.Para.7: I returned from the visit and felt greatly rewarded.Step 5. ScanningPurpose: To help Ss get a deeper understanding of the text..1. Ask Ss to find out the relationship of the people mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them? Can you find out who they are?” Suggested Answers:Jo — the writer of the letter.Rosemary — the person who Jo is writing to.Tombe — one of the writer’s boy students, whose family Jo visitedJenny — the writer’s fellow workerKiak — Tombe’s motherMukap — Tombe’s father2. Ask Ss to read the text carefully and ask them the following questions. It is better to read them out to Ss than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.(1)What is the school like?(2)Is the writer popular with her students? How do you know?(3)What is the writer’s difficulty in teaching?(4)Why did the students jump out of the windows?(5)Why does the writer wonder if she is making any difference to her students’ lives?(6)Was the writer warmly welcomed by the villagers? How do you know?(7)Do Mukap and Kiak usually sleep in the same house?(8)Where did the writer and Jenny sleep that night?(9)Why did Tombe throw away the tin can?Suggested Answers:(1)It is made of bamboo and the roofs are made of grass. It is from away from Ss’ homes.(2)Yes. When she gets to school, the students all say hello to her.(3)There is no electricity or water and they have no textbooks. There is no teachingequipment.(4)Because they had never seen such an accident and were frightened.(5)Because most of her students will go back to their villages to work in the field and shethought what they have learnt will be of no use.(6)Yes. Because Tmbe’s mother welcomed her by crying “ieee ieee” and the villager allshook hands with her warmly.(7)No. They sleep in their own huts.(8)They slept on a newly-made platform in Mukap’s hut.(9)Because they think throwing away the tin can is in fact throwing away evil spirits.Step 6. Language point1. Ask Ss to work in pairs and underline and translate the following phrases in the text.hear from, be dying to do sth., up to, adapt to, the other day, before I knew it, come across, make a difference to sb., get to know, shake hands with sb., stick out of, get through, a newly made platform, a couple of, build a fire, leave…to do sth., dry out, dry up, fall into bed2. Lead Ss to deal with some more language points.(1) be dying to do sth (line 2, para1): want very much to do sth, have a strong desire to do sth.I am dying to know what has happened. 我迫切想知道发生了什么。
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。