[技能大赛案例]Sharing(高中英语)
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。
高考英语复习Unit4SharingPPT市赛课公开课一等奖省名师优质课获奖PPT课件
a remote village to participate in Otherwise
a privilege
not a burden but
71/72
谢谢观看！
72/72
not something your loved one what if he didn't
12/72
13/72
14/72
15/72
living adjustment
16/72
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in
19/72
join join in
指加入某团体、组织，成为其中一员
加入某一小型活动，如talk，discussion， game等
5/72
privilege purchase
adjust adjustable
participate participation
donate donation
donator
adjustment participant
6/72
distribute distribution
operate operation arrangement arrange voluntary
Unit 4 Sharing
1/72
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两星期 烤(面包等)；敬酒 烤面包(片)；吐司面包；干杯
作口译人 嗅；闻；用鼻子吸
财务；金融；财政
3/72
门诊部；小诊所 周年纪念(日)
宇航员；太空人 安全；保护；保障
4/72
roof concept relevant remote otherwise
volunteer
7/72
sew sewed
高中英语_Sharing教学设计学情分析教材分析课后反思
Book 7 Unit 4 Sharing ---- A letter home教学设计Book 7 Unit 4 Sharing---- A letter home 教学设计一教学材料分析教学内容是选修七第四单元。
本单元的重点话题是帮助弱者、志愿服务、合作共享等。
本节课的内容是本单元的阅读部分-----来自于澳大利亚的一位年轻女志愿者的家书。
她在巴布亚新几内亚的一个小山村教书。
在她写给朋友的信中，作者描述了该村学校的情况和第一次去一学生家做客的经历。
二学生情况分析本节课所教授的对象是高二的学生。
他们已经有了一定的处理信息的能力和自己的阅读策略，但还需要进一步加强和完善。
就他们的背景知识而言，志愿者工作是他们很熟悉的一个话题，但就本篇阅读课文的内容，他们应该是知之甚少的。
三教学目标※知识目标：1. 掌握课文中重点单词和短语2. 了解巴布亚新几内亚的一所高中落后的教育教学现状和一座偏僻小村庄的风俗、文化和生活方式。
3. 理解志愿者活动、献爱心活动、合作共享的意义※能力目标：1. 培养学生的阅读能力，如：速读把握文章结构、细读寻找文章细节和词义猜测的能力2. 培养学生整合总结信息的能力和深层思考分析问题的能力2. 培养学生小组合作的意识和能力※情感目标：培养学生做志愿者活动传递正能量的意识和在日常生活中帮助他人、扶贫就困的爱心。
※教学重点和难点※重点：1. 掌握文中的重点词汇和短语2. 帮助学生进一步提高自己的阅读技能3. 帮助学生树立志愿服务帮助弱者的意识※难点：培养学生分析解决问题的能力四．教学方法※教法：1. 任务型教学法 2. 交际法 3.情境教学法※学法：1. 独立思考 2. 同桌讨论 3. 小组讨论※教具：多媒体五．教学过程Step I. Leading in (导入)T: Do you know the beautiful lady in the video?S/T: Jiang YiyanT: What is she doing and where is she in the video?S: She is teaching in a remote village.T: Today we will meet another volunteer teacher, Jo, teaching in PNG.用一段贴近学生生活的义工视频作为导入，能够让学生立刻有种熟悉感，唤醒他们的背景知识，激发他们的兴趣。
高三英语Sharing课件 公开课一等奖课件 高中英语
• 2．relevant adj.有关的；切题的 • be relevant to 与…… • a relevant suggestion/question/point • 相关的提议/问题/ • relevance/relevancy n. 关联;贴切；
• relevantly adv. • irrelevant adj .无关的；不切题的
• 23.____________[snIf] vt. & vi.嗅；闻； 用鼻子吸
• 24．____________[pɑː'tIsIpeIt] vi.参与； 参加
• 25.____________[In'tɜːprItə] n．作口译 的人
• 26．____________['peIpəwɜːk] n．文书 工作
• 5．我知道你渴望知道我这儿的一切生活 状况。(用be dying to do)
• ________________________________ ________________________________ ______________
• 答案：I know you're dying to know all about my life here.
• 1.接到……的信 __________________
• 2.(使浸水等之物)完全变干；干透 ________________
• 3．在困难中；在危急中 ________________
• 4.对……有任何关系(影 响)________________
• 5．通过________________ 6.高达，多 到________________
• 5.____________['æstrənɔːt] n．宇航员； 太空人
高中英语sharing说课稿
高中英语sharing说课稿尊敬的各位老师、同学们，大家好！今天，我非常荣幸地站在这里与大家分享一节高中英语课的教学设计。
这节课的主题是“Sharing”，我们将通过一系列的活动和讨论，来探讨分享的重要性以及它在我们日常生活中的应用。
接下来，我将详细介绍这节课的教学目标、教学内容、教学方法和评价方式。
首先，让我们明确这节课的教学目标。
通过本节课的学习，学生将能够：1. 掌握与分享相关的基本词汇和表达方式。
2. 理解分享的意义及其对个人和社会的积极影响。
3. 分析和讨论分享行为在不同情境下的应用。
4. 提高学生的口语表达能力和合作交流技巧。
接下来，我将介绍教学内容。
本节课将围绕以下几个部分展开：1. 词汇和表达学习：通过图片、视频和真实物品等多种方式，引入与分享相关的词汇，如“share”, “contribution”, “generosity”等，并让学生通过填空、连线等练习形式巩固记忆。
2. 阅读与讨论：选取一篇关于分享的故事或文章，让学生阅读并引导他们讨论分享的好处和在故事中的具体体现。
3. 情境模拟：设计不同的情境，如学校、家庭、社区等，让学生分组进行角色扮演，模拟分享的场景，并鼓励他们用英语进行交流。
4. 观点表达：邀请学生就“分享的重要性”发表个人看法，并进行小组内的分享和班级的汇报。
在教学方法上，我将采用以下策略：1. 互动式教学：通过提问、小组讨论和游戏等活动，激发学生的参与热情，提高他们的英语实际应用能力。
2. 合作学习：鼓励学生分工合作，共同完成任务，培养他们的团队协作精神和沟通能力。
3. 任务型教学：设置具体的学习任务，让学生在完成任务的过程中自然地学习和使用英语。
4. 反馈与评价：及时给予学生表现的反馈，并采用同伴评价、自我评价等方式，帮助学生认识自己的优势和需要改进的地方。
为了检验学生的学习效果，我将采取以下几种评价方式：1. 过程性评价：观察学生在课堂上的参与度、合作态度和交流能力，给予及时的反馈和指导。
高考英语复习Unit4Sharing全国公开课一等奖百校联赛示范课赛课特等奖PPT课件
n.
政治的；政党的 分配；分发 分配；分发；分布状态 安全；保护；保障 工作；运转 操作 (使)发出咔嗒声m 30． (be) dying to 31．the other day 32． dry out 33．dry up 34． in need
live with your family. 5．My English teacher asked us to choose a topic, make a
_w__ee_k_l_y_ (每周的) plan and tell the class about it.
第19页
6．Our class are going to visit poor children in a _r_e_m_o_t_e_ (遥 远的) mountainous area this weekend.
阅读单词
两星期 泥泞的；泥土般的 矩形；长方形 长方形的；矩形的 扫帚 嗅；闻；用鼻子吸
第15页
7．interpreter n. 8．toast vt.
n. 9．astronaut n． 10．financial adj. 11．catalogue n. 12．trunk n.
作口译的人 烤(面包等)；敬酒 烤面包(片)；吐司面包；干杯 宇航员；太空人 财务的；金融的；财政的 目录 树干；躯干；大衣箱
第17页
7． otherwise conj. adv.
8． purchase vt.& n. 9． privilege n. 10． weekly adj.& adv. 11． remote adj. 12． weed n.
vt.& vi. 13．economic adj. 14． anniversary n.
高考英语 Unit4《Sharing》知识与要点课件 新人教选修7
She participated with her friend in her sufferings. 她分担朋友的痛苦。 I participate in your suffering and joy.我跟你同甘共苦。 All the participants in the debate will have an opportunity to speak.所有参加辩论的人都有机会发言。 We want more participation in the decisionmaking. 我们想更多地参与决策。
These desks can be adjusted to the height of any child. 这些桌子可以按儿童的身高调整。 She soon adjusted herself to his way of life. 她很快使自己适应了他的生活方式。 She went through a period of emotional adjustment after her marriage broke up. 婚姻破裂后，她熬过了一段感情调整期。
【链接训练】 If we all save a little money every day to ________ to the Project Hope，then many dropouts can return to school again. A．gifted B．donate C．present D．give 【解析】 句意为：如果我们每天都节约一点钱，把它捐赠给希望工程，那么很多失学者就可以重返校园了。donate“捐赠”，符合题意。present sth. to sb.“赠送给某人某物”；give后可直接跟双宾语，give sb. sth.“送给某人某物”，均与题意不符。 【答案】 B
Unit4Sharing课例.doc
Unit4 Sharing课例年级：高二学科：英语教材：人教版英语选修7教师：深圳菁华中英文实验中学邓凌婷老师学习要点(目标)：To prepare Ss’for the new unit;To develop Ss’ability of speaking;Enable the Ss to know how to write a shortpassage about whether to be a volunteer.重,难点分析：How to develop Ss’ability of speaking;How to enable the Ss to use the words and phrasesto translate the 5 sentences.学习思路：Warming up1.A volunteer is a person who …2.The definition of “volunteer”The important factors：1>. Not for rewards –esp. money and materials;2>. Volunteer –not forced to do so;3> Not only the person but also the society and the environmentbenefit from it.3.The sign of United Nations Volunteer in China (中国青年志愿者)1>.Give roses to others and the lasting fragrance will remain in your hand.2>.If everybody offers a little love, the world will become morebeautiful.A Letter Home--By Jo (a volunteer works in Papua New Guinea)4. Papua New GuineaLocation: Situated to the north of AustraliaPopulation: About 5.7 millionLanguage: English as the official language. Pidgin English as the language for communication.Economy: A poor country with most people living in tribal villages and depending on subsistence farming to make a living. Education: About 85% of children start school but only about 60% of these reach Year 5.学法指导：Discussion: Would you like to work as a volunteer in a poor area?同步练习：Translation:1. 如今，越来越多的年轻人志愿到西部当老师。
2020-2021年精品说课省级一等奖：高中英语选修七人教版：Unit 4 Sharing 听说课
Never knowing what a couple more bucks (dollars)
In his pocket might__m__e_a_n___
What if he’s an angel sent here from Heaven And he's __m__a_k_in_g_____ certain that you're
Can you __l_o_o_k_____ her in the eye
A little girl on daddy’s lap __H_id__in_g____ her disease with a baseball
cap You can __tu__rn______the channel
Unit 4
Sharing Listen and speak
Warming up
Let’s listen to a song
歌曲：What If She’s An Angel
There’s a man __s_ta_n_d_i_n_g____ on the corner With a sign __s_a_y_in_g_____ “will work for food“
Exercise 1:number the items
3 The Cancer Council 6old people 8 the environment 4 Youth in the City 1 Plan international 7 children in hospital 5 serving soup to the homeless 2The Fred Hollows Foundation
高中英语真题-学高中英语Unit4Sharing写教案新人教版选修7
高中英语真题:学高中英语Unit4Sharing写教案新人教版选修7Teaching goals 教学目标1. Ability goals能力目标Enable the students to write about a person’s experience by usi ng 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 experienc e by using time expressions.Help the students learn how to write a letter to a child they woul d 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 procedures & ways教学过程与方式Step I RevisionCheck the homework.Ask some students to read the sentences with attributive clause s 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 w ith daily jobs, which can take up a lot of time.3. O rlando’s family lives in a small metal house that has a straw roof and a dirt floor.Step Ⅱ Pre-writingT: Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans Frontieres (MSF). Who’d like t o 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 Murr ay. OK, begin. Of course, you can have an attributive clause in your sentence.Step Ⅲ WritingT: Very good. Now you are asked to write about Dr Murray for t he school magazine. Write a paragraph on each topic below in t he order shown. Remember to use time expressions listed on P age 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 t he 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 to keep h er at school. But she loves practicing English. Write a letter to h er 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 h erOther things you would like to tell herAfter the students have finished writing, ask several of them to r ead their letters.学高中英语Unit4Sharing写教案新人教版选修7Teaching 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 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 Orla ndo 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 upa lot of time.3. Orlando’s family lives in a small metal house that has a straw roof and a dirt floor.Step Ⅱ Pre-writingT: Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medecins San s 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 ca n have an attributive clause in your sentence.Step Ⅲ WritingT: Very good. Now you are asked to write about Dr Murray for the school magazine. Write a par agraph on each topic below in the order shown. Remember to use time expressions listed on P age 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 mistak es 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 to keep her at school. But she loves pract icing 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.。
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课堂教学设计表
1 了解视频
图片
图片、视频B、E G
吸引学生注意，激发
起学习课文的兴趣。
了解全文大意。
5分钟
网络
下载
2 领会文本、
音频
课本、录音、
朗读
D、G C 学会单词及短语5分钟自制
3 识别文本课本A、H G
能识别一些英语
地理名称
2分钟自制
4 理解图片
文本
课本、ppt演示文稿
表格
C、G D
分段、
概括每段及全文大意
加深对课文的理解，
培养语言综合能力
20分
钟
自制
5 应用文本课本、演示文稿J、H F 课文的重点句10分
钟
自制
6 应用文本演示文稿K H 培养学生的合作精
神。
2分钟自制
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正
确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.自定义。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—
提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H. 边播放、边议论；I.学习者自己操作媒体进行学习；J.自定义。
板书设计
Unit 4 Sharing
New words and expressions Important sentences Pictures
airmail hear from
fortnight (be)dying to
roof the other day
muddy dry out
textbook dry up
concept in need
weekly sewing machine
relevant trunk library
remote the Go West Project
weed fight against the flood
broom rescue the old and the sick
weed help the disabled
……
关于教学策略选择的阐述。