高中英语 Unit 4 Sharing单元教案 新人教版选修7
Unit 4 SharingⅡ. 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。
2．教材重组2.1 从话题内容和训练目的上分析，Warming Up与Listening and speaking相一致；从教材份量来说，可将Warming Up与Listening and speaking的1、2、3、4项和Workbook 中的LISTENING以及LISTENING TASK整合在一起，设计成一节任务型“听力课”。
2.2 将Listening and speaking的speaking和Workbook中的TALKING以及SPEAKING TASK整合在一起，设计成一节“口语课”。
2.3 可将Pre-reading, Reading和Comprehending三个活动整合在一起上一节“阅读课”。
2.4 可将Learning about Language的词汇和语法两部分与Workbook中的USING WORDS AND EXPRESSIONS以及USING STRUCTURES整合在一起上一节“语言学习课”。
2.5 可将Using Language中的Reading and speaking和Workbook中的READING TASK整合起来上一节“泛读课”。
2.6 将Writing和Workbook中的WRITING TASK整合成一节“写作课”。
3. 课型设计与课时分配1st Period Listening2nd Period Speaking3rd Period Reading4th Period Language study5th Period Extensive reading6th Period WritingⅣ. 分课时教案The First Period ListeningTeaching goals 教学目标1. Target language目标语言重点词汇和短语volunteer, clinic, challenging, over the last few years, in the future, in two weeks’ time, a couple of, developing country, go blind, belief2. Ability goals能力目标Improve the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF).3. Learning ability goals学能目标Learn to predict what will be heard according to the key words in the questions and in this way to improve the students’ listening ability.Teaching important points 教学重点Learn to make notes while listening to the material and number the events in the order they are heard.Teaching difficult points 教学难点Learn to use ti me expressions and work together with a partner to describe a person’s experience as Jo did in her letter or Dr Mary Murray did in the interview. Teaching methods 教学方法Listening and cooperative learning.Teaching aids 教具准备A recorder.Teaching procedures & ways 教学过程与方式Step I Warming upT: Have you ever helped others? What did you do to help your parents? Or other relatives? Or your friends? Or people in your community? Or people outside your community? I’m sure you have a lot to say. OK, now get into group s and finish the survey form on Page 28.Write “Volunteer” on the Bb.T: Look at the word on the Bb. Have you learned it? What does it mean?S: As a noun, it means someone who does a job willingly without being paid. As a verb, it means to offer to do something without expecting any reward, often something that other people do not want to do.S: Volunteer work includes: Be a coach of the football lovers without payment, plant trees, help people with disabilities.T: Good answer. Look at the survey form you have completed. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”. After discussion.T: Do you think your classmates you just interviewed can be called volunteers? What’s your group’s opinion?S: We think that one is not a volunteer when he/she helps his/her parents, relatives or friends. But we can call his/her volunteer when he/she helps people in the community or outside the community.T: I agree with you. Only those who don’t work for rewards —especially money and materials, and are not forced to do so are volunteers. For example, Dr Mary Murray is such a volunteer. She works for an organization called Medecins Sans Frontieres (MSF). Turn to Page 35 please.Step Ⅱ Listening (I)T: Now Mary is being interviewed by Jennifer Wells. Go through exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.Then let the students go through the expressions listed in Exercise 1. And play the tape.T: Now let’s listen to their dialogue. While you are listening, pay attention to the time expressions and number them in the order you hear them.After listening for the first time, check the answers. Then let them try to answer the questions in Exercise 2 with their partner. It’s OK if they can’t answer all the questions. Play the tape again, let the students listen again and check their answers.T: Now look at the table in Exercise 3. Some time expressions are given. Let’s listen to the tape again and find out where Mary was at these times and what she did. You don’t need to write down complete sentences. Key words will do.After listening, let the students share their completed notes with their partners.Then check the notes with the whole class. Finally, get the students to tell each other about Mary’s experience with the help of the information from table. They are supposed to use the time expressions in Exercise 1.Step Ⅲ Listening (Ⅱ)T: Perhaps you may wonder, we are students, what we can do to help. That is, what can we do to serve communities outside the school? Actually, if you are willing to offer your help, there are a lot of things that you can do. There has been some school organizations which are engaged in out-school activities. Now, we are going to learn about one of such organizations. Turn to LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four exercises. Let the students go through the instructions of the exercises and predict about the content of the listening material.Sa: There are three characters in the material: Jason, Mick and Annie.Sb: They want to raise money to help the communities.Sc: Perhaps they will help children in hospital, or serve soup to the homeless, or protect the environment.Sd: They will spend some time working for their school’s Community Care Committee (CCC).T: Now let’s listen to the tape and check your predictions and at the same time, number the items in Exercise 1 in the order you first hear them.After listening, check the answer. Then play the tape again and let the students finish the table in Exercise 2. Check the answers. Finally, play the tape again and deal with Exercises 3 and 4.Step Ⅴ HomeworkT: Boys and girls, today we have listened to two materials about giving help to others.I do hope all of us can offer help to those in need. Besides, you should learn to predict what you will hear before listening and pay attention to the time expressions while listening.Homework for today:1. Finish the LISTENING TASK on Pages 75-76.2. Google for more information about MSF and share it with each other.The Second Period SpeakingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语in the future, share ... with ..., social welfare programme, afford, sponsor, donate, cover, primary school, participate inb. 功能句式Why would you ...?How could you do that?Because I want to share with others ...First, find some information through ...The reason is that ... Then ... Next ... Finally ...2. Ability goals能力目标Enable the students to express logical relations with the target language. Enable the students to tell about a person’s experiences using time ex pressions.3. Learning ability goals 学能目标Help the students learn how to express logical relations with the target language. Help the students learn how to use time expressions to tell about a person’s experiences.Teaching important and difficult points教学重难点Help the students learn to list reasons for an idea and also learn how to express and support an idea in a logical way.Teaching methods教学方法Discussing and speaking.Teaching aids教具准备A computer and a projector.Teaching procedures & ways教学过程与方法Step I RevisionT: Good morning/afternoon, boys and girls! Please let me check your LISTENING TASK on Pages 75-76 first.Show the answers on the Bb or a screen and help the students check the answers. Step Ⅱ DiscussionT: In the last period, we listened to the story about Dr Mary Murray. She worked for MSF and helped people in poor areas as a volunteer. Now I have two topics for you to discuss. First one: Do you think whether people like Dr Mary Murray and Professor Fred Hollows should help those in poorer areas? Give your reasons.Let the students work in groups and have a discussion. Then ask some of them to present their opinions and reasons.Sa: In my opinion, Dr Mary Murray and Professor Fred Hollows should help those in poorer areas. And I would like to be a volunteer if possible. The reason is that we, either poor or rich, live on the same planet. Just as John F. Kennedy said in his Inaugural Address, “If a free society cannot help the many who are poor, it cannot save the few who are rich.”Sb: Humanism or humanitarianism is a necessary quality for us human beings. We should share what we have and help those who are badly in need of help. I will become a volunteer if time permits. Actually I often help those who need help. For example, every Sunday, I take my neighbour, a disabled girl, to the park to refresh herself. And we talk a lot, and I think I help her a lot, which makes me very happy.Sc: I agree with them, but I think the most important thing is that we should try to help the poor to be independent instead of just giving them food and clothes. Sd: I have a different idea. It’s not wrong to help the poor. But according to my experience, helping the poor is not always a pleasant experience.Se: I can’t agree more. I once read an article about such kind of things. The “poor” are not always so noble, and they are the hardest to deal with. People who deal with the poor can tell a hundred stories about how they waste money and opportunities. You bring food to their home and notice a large-screen TV. You give them money and they buy groceries at the nearby convenience store (where prices are very high).You have their car fixed and find out it is a Buick Skylark. Whenever you visit them, they are watching TV.Sf: Maybe what you said is true. However, it is not right to let the poor fight alone with their many problems coming from poverty. Unless we do something about poverty, the problems will remain.T: Excellent. I do hope that everyone can help those who need help. Second topic: Would you like to work as a volunteer like Dr Mary Murray and Professor Fred Hollows in the future? Where would you like to go? Why would you like to go there? What skills would you share there? ...After the students have shared their ideas with each other, ask several of them to tell the class about their ideas without looking at the chart.Sample description of ideas:Sa: If I’m a volunteer, I’d like to go to the western part of our country. Because many people there can’t get access to clean drinking water, and quite a f ew develop strange diseases. I think I can help them. I know how to make water clean for them. And from my grandfather, I learned to treat some diseases with Chinese medicine.I would like to spend as many days or months as possible to help them if possible.I will work as a doctor to cure diseases. Of course, I will learn more traditional methods to treat different diseases.Sb: If I’m a volunteer, I’d like to go to Africa. Because many people there are too poor to get formal education. Just because of that, many suffer from AIDS or other contagious diseases. I’d like to share my skills of being a teacher and teach them. If possible, I will work there for a year and then come back to complete my education. And then I will return to the place to work again. In this way, I can help them get the latest information about the world and about science and technology. Of course, I can also get to know Africa and African people better, in order to help them help themselves. Because I know “God helps those who help themselves.”Sc: I will go to the hospital near my community. There are a lot of disabled people who have no one to help them. They are lonely and sad. I would like to talk with them, read to them, and even sing with them. In this way, I can help them get enough courage for their future life. I will go there every Sunday, and if possible, I will persuade my friends to go there with me. Then more and more people will offer help, and more and more disabled people will get help. I just want to be a volunteer, which does not need any special skills. I will learn how take care of the elder and the sick.T: I appreciate your ideas. We need love, and those who are sick and poor need love even badly. We are living a happy life, why can’t we share the happiness with o thers?I hope your ideas will be realized one day.Step Ⅲ Speaking taskT: I’m really very happy that you are all willing to help others. And I am sure you will become volunteers in the future. In order to be good volunteers, what should we do now?Ss: Study hard to learn more skills.T: Very good. But do you know that in our country there are still a lot of childrenwho can’t go to school? And there is a project which aims to help them. What is it?Ss: Project Hope.T: Yes, you are right. I think you all know about this great project. Who in our class has ever sponsored a child or is sponsoring a child from a poor area? Have your parents, relatives or friends sponsored a child through Project Hope? Perhaps some students did. If so, encourage them to talk more about how they did it and their reasons of doing so.T: Most of you didn’t do that. I know that’s because you are not able to do that for the moment. So when you grow up and get a job, would you like to participate in Project Hope by sponsoring a child from a poor area? Work in pairs and discuss it. You need to give reasons for your answer. If you decided to sponsor a child, how would you do it? The expressions below may be useful in your discussion. Show the following expressions on the screen.Why would you ...?Because I want to share with others ...The reason is that ... Then ... Next ... Finally ...How could you do that?First, find some information through ...A sample discussion:Sb: I would like to sponsor a child from a poor area through Project Hope.Sa: Why would you like to do that?Sb: Because I think school education is very important for a person, especially those in poor areas. If they fail to receive education, they will get poorer and poorer. Don’t you know the saying that “knowledge changes fate”?Sa: Sure I know that. But how could you do that?Sb: First, find some information through newspapers and Internet, and get in touch with some children. After knowing their conditions, we can do something to help. For example, if they ca n’t afford the money to go to school or don’t have books and schoolbags, we can use our pocket money to help them.Sc: But how could you know that you are sponsoring the right child who really needs help?Sd: Why don’t we get in touch with China Youth Dev elopment Foundation first, and through it we can get enough information.Se: I have a good idea. We can raise money for Project Hope. First, we can make a plan for raising money. We can design a slogan “Donate for Project Hope, help children who can’t go to school”. Then, we print some leaflets, telling people about Project Hope. Next, we go to parks on Sundays, and collect money for Project Hope. I’m sure we will collect a lot of money for Project Hope. Finally, we can mail the money to China Youth Development Foundation.Step Ⅳ Homework1. Do TALKING on Page 70. Let the students work in groups and make a plan for their CCC on the kinds of organizations they would like to raise money for, how they would raise the money, the organizations they would like to give time to and the schedule.A sample plan:As far as we know, there are many kinds of Chinese organizations that need people’s donation, for example: China Charity is the country’s largest charitable organization: The China Charity Federation (CCF); Red Cross Society; Song Ching Ling Foundation; China’s Welfare Homes for Children; Project Hope.We would post a poster on the school bulletin board, telling the students that many children are suffering from diseases because they don’t have money for me dicine and that many children can’t go to school because of poverty. We should try our best to help them, making the best of our pocket money. We would even get some pictures or videos about the poor. In this way, we can raise money for these organizations. Of course, we can also get help from local TV stations and newspapers, which can reach a wide range of audience and readers.We would like to give our time to: 1. The local Orphanage 2. Home for Senior Citizens 3. Hospitals.During the summer holidays and winter holidays, we would like to spend time talking with the lonely senior citizens and taking care of them. After the Spring Festival, we would take advantage of the chance to raise money for Project Hope or other organizations. If possible, we would like to visit the orphans when we are free. But, what a pity, we usually have lessons on weekends, even on Sundays. Nevertheless, we will try our best to help.2. Google for information about PNG.3. Preview the reading passage on Page 29.The Third Period ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语relevant, doorway, adjust, platform, soft, softly, grill, privilege, hear from, be dying to, up to, adapt to, for sure, the other day, come across, make a difference, shake hands with, get through, stick out, dry out, dry up, even thoughb. 重点句子…I’ve included some photos which will help you picture the places I talk about. P29When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof —this shows it’s a man’s house. P292. Ability goals能力目标Enable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher.3. Learning ability goals 学能目标Help the students learn how to read between lines and find the positive and negative aspects of doing something.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.Teaching methods 教学方法Skimming, scanning and task-based method.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways教学过程与方式Step Ⅰ Pre-readingT: I told you to google for information about PNG. Some questions for you. Who knows what PNG stands for?Sa: PNG stands for Papua New Guinea.T: Where is it located?Sb: It is located south of the equator, 160km north of Australia.T: Who can say something about its history?Sc: 30,000 years ago it was settled by its first settlers. Portuguese explorers came to PNG in 1510s. When World War II broke out, parts of the country were occupied by the Japanese. Papua New Guinea became independent in 1975 but retains strong ties to Australia.Sd: But I got information about it like this: The first settlers to Papua New Guinea migrated from Southeast Asia probably at least 40,000 years ago during the ice age. German New Guinea and remained there throughout the war. After Germany’s defeat, the League of Nations granted Australia a mandate to rule the German colony, which was renamed the Mandated Territory of New Guinea. Plantation agriculture expanded and the discovery of gold in the 1920s created a gold rush. The Australians extended the education system, but they were generally less concerned with native rights in the mandated territory than in Papua.T: Very good. Then how did it get its present name?Se: In 1946 the United Nations granted Australia a trusteeship over the Territory of New Guinea. Although Australia maintained separate statistics for New Guinea, it administered the territory and Papua as one. The two territories increasingly became known as Papua New Guinea, and the native people came to be called Papua New Guineans. The administration continued its efforts to further education and to develop the economy. In order to prepare the territories for eventual autonomy and independence, the Australians sought to encourage democratic institutions. In 1951 a countrywide legislative council was created; it gave way in 1964 to a House of Assembly. On December 1, 1973, Papua and New Guinea became self-governing as PapuaNew Guinea. The country became fully independent on September 6, 1975.T: Who can tell me something about its economy?Sf: Let me have a try. It’s a poor country, depending on its agriculture. A lot of children don’t have the chance to receive enough education. Though it is rich in beautiful scenery, not many visitors come here because of its high crime rate. T: What about its education?Sg: About 73 percent of children enroll in primary school, but very few complete more than a few years of formal education. Children begin attending school at age 7. At age 12 they move from local schools to provincial high schools. A few become eligible to attend national high schools to prepare for university education. T: Thank you for your wonderful information. It’s really a pleasure to share information with each other, isn’t it? Thank you again. From the information you collected, we know that PNG is very poor and few of its children complete formal education. Do you think you will volunteer to teach children in PNG if possible? … Actua lly, there are already some volunteers there. Let’s get to know one of them, Jo. First let’s look at the pictures on Pages 29-30.Ask the students to answer the questions listed in Pre-reading with the help of the pictures.T: Jo is an Australian woman. She wrote a letter from PNG to her friend along with some pictures. Can you answer the questions in Pre-reading according to the pictures? You may discuss with each other. Sample answers:1. Jo was a teacher in PNG.2. Boys who were as young as we are.3. The classrooms were very poor, made from bamboo and grass.4. The village was a place full of natural beauties. There were many trees and bamboos.5. People in the village lived a simple life.T: Very good. I think you have known something about the place where Jo worked as a volunteer teacher. Now, let’s get more information about it by reading the letter from Jo. Of course, after reading the letter, you will understand the pictures and Jo’s experience better.Step Ⅱ Reading comprehendingSkimmingT: Now read the letter and try to get the general idea of it. Try to divide it into four parts, and summarize what each part is about.The students are given three minutes to finish the task.Suggested main idea for each part:Part 1 (Para 1): Opening of the letter and introduction to what will be talked about in the passage.Part 2 (Para 2-3): The school where Jo worked and Jo’s work at the school.Part 3 (Para 4-8): Jo and Jenny visited Tombe’s home in the village.Part 4 (Para 9): Closing of the letter.Reading carefullyT: Now you’re to read the passage carefully to complete the tables below! Fiveminutes for you.After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers’ work. The information in italics is suggested answers.Then deal with Exercise 2.T: Look at the facts listed in Exercise 2. They are chosen from the letter. Can you find or guess the reasons for them according to the reading passage?Suggested reasons:1. In the science lesson the boys were frightened by what they saw—the mixture was bubbling over everywhere, thinking that something terrible had happened, so they jumped out of the windows to escape from danger.2. Because most of the boys will go back to their village after studying in the school, and their knowledge of chemistry will prove useless, so Jo wondered how relevant chemistry was to the boys.3. I think it’s a kind of greeting language. And I’m sure all the family members will be happy and excited to have visitors like Jenny and Jo.4. There were no windows in Mukap’s hut. Perhaps in this way they can prevent flies, mosquitoes and other insects from coming in. Or maybe they can’t afford to b uy glass to make windows.5. The tin can was standing upside down on the grill in order to get the leftover dry up quickly.Step Ⅳ Discussion and language pointsT: Now I have two questions for you to discuss.Show the following questions on the screen. Let the students get into groups and have a discussion.1. Why do you think Jo became a volunteer in PNG? Give as many possible reasons as you can.2. Would you like to work as a volunteer in a poor area? Give reasons.Sample discussion:Sa: I think, first of all, Jo was a kind-hearted woman, who was 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.Sb: 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.Sc: Maybe she thought that education is the key to solving all the problems in PNG, so she, as a teacher, went to PNG to help.Sd: Perhaps she likes traveling abroad, and helping the poor wherever she goes. Se: I don’t agree with you. Yo u know, she stayed there for two years. A traveler won’t do that. She was willing to help the poor children in PNG to be educated. She was doing her bit to change the poor’s state of living and education. If everyone in the rich countries would do like her, all the problems caused by poverty could be solved easily.Se: I would like to say something about the second topic. I think I will be a volunteer in a poor area. Whenever I saw the poor living state of the poor in the western areas and mountainous areas, I was eager to do something for them. All men are created equal. But they can’t get what we can enjoy. What a pity! If possible, I will try to help.T: Well done! Before we end this class, do you have any questions about the language points?Deal with some language points.Language points:1. Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof—this shows it’s a man’s house.“with grass sticking out of the roof”是独立主格结构。
人教新课标选修7-Unit4-Sharing[教(学)案]--
![人教新课标选修7-Unit4-Sharing[教(学)案]--](https://360docs-1393072327.cos.ap-beijing.myqcloud.com/c33dc4b302020740be1e9bd7.webp)
Unit 4 SharingⅡ. 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。
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。
人教选修七Unit4Sharing教案
BOOK 7 Unit4 Sharing重点词汇与短语： relevant adjust purchase participate donate voluntary otherwise dying to come across stick out in need dry out the other day 要点句型：It is/was+ adj./ n. +(for sb. )+to do要点词汇 relevant【原句回放】Sometimes I wonder how relevant chemistry is to the kids, most of whom will be going back to their villages after year 8. （Page 29）【点拨】relevant ： adj. connected with the subject or be connectedwith 有关的 ; 合适的 , 贴切的 , 贴题的常用搭配： be relevant to1）His nationality is not relevant to whether he is a good lawyer.他的国籍与是不是个好律师没关。
2）This type of university course is no longer relevant to today’s problem.这类大学课程与当前问题不再有关系了。
【拓展】 relevance 用作名词，也能够说 relevancy；其反义词是 ir relevant； adjust 【原句回放】The hut was dark inside, so it took time for our eyes to adjust（. Page 30）【点拨】adjust vt. to change slightly to make suitable for a particular job or new conditions.调整；调理；使合适；使适应；有关短语： adjust oneself to sth./ doing sth. 使自己适应于【拓展】形容词： adjustable 名词： adjustmentmake an adjustment 做出调整。
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教案Unit Four Sharing
人教版高中英语选修7教案Unit Four Sharing核心词汇: fortnight两星期; donate; concept观念, 概念; remote遥远的, 偏僻的; purchase购买; participate参与, 参加; privilege特权, 特别优待; toast烤面包, 敬酒; security安全, 保障, 保护; adjust调整, 使适合; voluntary志愿的, 无偿的; political政治的, 政党的; anniversary周年纪念日; operate工作, 运转; roof; textbook; relevant有关的; weekly; sniff嗅, 用鼻子闻; interpreter作口译的人; arrangement安排; muddy泥泞的; distribute分配, 分发; distribution; weed; tailor; platform; otherwise; rectangle矩形,长方形; rectangular长方形的; participant参与者; interprete口译; donation捐赠, 捐赠物; donator捐赠者; politics政治; security安全, 保护, 保障; secure安全的, 牢靠的, 稳妥的;dry out完全变干, 干透; up to多达, 胜任, 直到, 该由….决定; get through通过, 到达, 做完, 打通电话; participate in参加; be dying to极想, 渴望; dry up干涸; adapt to; hear from; care for; for sure肯定, 一定; the other day不久前的一天; in need在困难中, 在危急中;重点句型:1. To be honest, I doubt whether I’m making any difference to these boy’s lives at all.2. But last weekend another teacher, Jenny, and I did visit a village.3. The reason why he…….was……主要语法: 复习限定性定语从句.学情分析: 学生经过高中学段必修1到选修6的学习, 具备了一定的阅读技能, 如查找细节信息, 猜测词义, 抓住段落要点和全文大意等, 在阅读速度方面也有了较大地提高, 这有助于学生较好地完成这个单元的课文阅读.Period One Warming up and Listening 语言知识目标:重点词汇和短语: volunteer, clinic, challenging, over the last few years, in the future, in two week’s time, a couple of, developing country,Medicines Sans Frontiers (MSF), Malawi, Sudan, The Fred Hollows Foundation, The Cancer Council, Youth in the City, go blind, belief Why did Mary decide to work in a developing country?In the Sudan, why was it nearly impossible for Mary to get to the clinics when the rains came?Why were conditions in the clinics in the Sudan challenging?语言技能目标: 通过听一段采访, 了解默里夫妇作为一个志愿者为Medicines Sans Frontiers工作的经历, 提高学生听前预测, 注意细节信息等听力方面的技能.情感态度和文化意识目标: 借助听力材料, 让学生自己思考是否会像莫里夫妇那样做志愿服务工作. 把学生的实际和所听到的内容结合起来, 培养学生正确的价值观.教学重点: 1) 学会边听边注意听力材料中的细节信息, 并作笔记.2) 在讲述个人生平时, 常采用时间表达法. 学会关注对话中的时间表达法以及出现的先后次序.教学难点: 1) 根据列表掌握听力材料中的细节信息. 2)学习采用时间表达法来表述一个人的生平.Step 1 Lead-inLead in the new text by asking some questions:1. Some questions1) Have you ever helped others?2) What did you do to help your parents, your friends or your relatives?2. Make a class list of the different things our classmates do for each of the groups on the survey form.3. Discuss whether someone who helps the groups on the survey form can be called a “volunteer”?Step 2 Pre-leadingTurn to Page 35, read Exercise 1 and 2 in Listening and speaking, predict what you will hear in the listening material.Step 3 Listening2. Listen to it again and answer some questions.1) Why did Mary decide to work in a developing country?________________________________________________________.2) When Mary worked in a clinic in Malawi, why did the children die?_______________________________________________________.3) In the Sudan, why it nearly impossible for Mary to get to the clinics when the rains came?________________________________________________________.4) Why were conditions in the clinic in the Sudan challenging?________________________________________________________.5) Why does Mary enjoy her job?________________________________________________________.Step 4 Listening on Page 70Listen to the materials on Page 70 and then finish the exercises in the workbook.Step 5 Homework1. Finish off the exercises.2. Look for more information about MSF on Internet and share it with your partners.Period Two Pre-reading and Reading语言知识目标:1. 正确理解和运用下列单词: airmail; fortnight; roof; muddy; textbook; concept; weekly; relevant; remote; weed; rectangle; rectangular; adjust; platform; broom; tin; jar; sniff; participate; interpreter; grill; otherwise; privilege.2. 重点词组: hear from, be dying to; the other day; dry out; dry up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地准确确定文章的段落大意, 理清文章的总体框架与脉络; 运用已经掌握的基本猜词技巧猜测文章中的部分单词.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.重难点:1. 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; 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.2. 理解作为志愿者工作的意义, 从而树立正确的价值观; 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.Step 1 Warming up1. Show the sign of United Nations V olunteer in China.从整体上看，标志是一颗爱心的造型，同时还是英文“青年”首写字母“Y”的样貌。
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。