新版BOOK 7 Unit 4 教案
Book7U4教案课时3Reading2
Book7U4教案课时3Reading2单元：Unit 4 The first underground in the world板块：Reading 2Thoughts on the design:本节课是阅读教学的第二课时，其目的是关心学生在进一步明白得课文信息的基础上，感知、领会、操练并运用关键词及短语。
各语言点不是零散的孤立出现，而是以地铁进展过程为主线自然地出现，并贯穿于文本的研读之中。
语言点的讲解方式以出现示例及学生归纳为主，力求表达对学生自学能力的培养及教师的指导相结合的教学理念。
此外，在语言点的运用过程中，教师设置各种真实的情境，为学生搭建实践平台，强化他们的语用意识。
Teaching aims:After this class, students will be able to1.further understanding of the text.2.understand and use the words and phrases: distinction, complex, distant, choke, accelerate.3.be placed under the authority of…, link up, permit.4.help students analyze the following sentences：1）However, most trains into London only went to the outer city limits, because building railway tracks into the city would have damaged many old buildings. 2）Having seen the situation, a wealthy American businessman, Charles Yerkes, undertook improving the system by obtaining ownership of the many different lines and setting up the Underground Electric Railways of London, in 1902.5.apply the target language to practical use and in certain contexts.Teaching procedures:Step 1 A brief revision of the textTry to help students to recall the information of the London Underground in the world in the following aspects: introduction, reasons, development, unusual functions, popularity (ppt.4)Step 2 Language focusPart one the brief introduction to the undergroundDuring this process, teacher can offer relevant exercises to students and help them make a summary about usage by themselves. Students are supposed to work first individually and then in pairs or in groups.1.Please fill in the blanks in the two sentences (ppt.5)☆Welcome to the London Underground, or as it is ________ known, the Tube.☆It has the ___________of being the oldest and most _________ underground system inthe world.Answers:usually, distinction, complex2. Ask students to read the following sentences with the word “distinction”and choose the sentence which has similar meaning to that in the text. (ppt.6)☆The school makes no distinction between male and female students.☆No one today doubts Yao Ming is a basketball player of distinction.3. Ask students to answer two questions and explain the meanings of the word “complex”. (ppt.7-8)☆why do we call it the most complex underground system?☆Can you guess what the detective is saying to himself ?Answers:No one today doubts Yao Ming is a basketball player of distinction.Many different parts are closely connected.My God, the case is so complex!Part two The reasons for the building of the underground1. Help students to paraphrase the sentence (ppt.10)Most trains into London only went to the outer city limits, because building railway tracks into the city would have damaged many old buildings..If the railway tracks ____ ____ built into the city, they would have caused damage to many historic building. So trains only went to the places that are _____ away from the city.Answers: had been, far2. Help students to find another word to replace “convey”? (ppt.12)Horse-drawn buses, trams, cabs and carriages were used to convey people to and around the city centre.☆All this information can be conveyed in a simple diagram.☆Your luggage will be conveyed to the hotel by taxi.Answers: expressed, carried3. help students to fill in the blank.Unfortunately, the number of vehicles on the road caused unbelievable traffic ________, and the road became so busy that no one could travel anywhere. This traffic problem led to the development of the underground system.Answer: jamPart three The development of the underground system (ppt.14-23)Help students find detailed information about the development of the underground system. At the same time, explain some new words.Part four The unusual uses of the undergroundHelp students understand different meanings by analyzing the following two sentences (ppt.24)☆During World War II, when London was bombed, many underground stations functioned as bomb shelter.(L41)☆What other functions does the underground system have?Part five The popularity of the underground1. Help the students list the reasons for the popularity of the underground (ppt.26)☆The London underground system is working to transport millions of people as it has done formany years.☆Three million people travel on the underground every day.☆The network of the underground system includes twelve lines and now goes twenty-six miles out of central London.2. Help the students fill in the blank and explain the meaning of “permit”(ppt.26)So, why not take a trip on the oldest underground system today? Visit our ticket office and buy one of the travel cards that __________ you to travel all over the underground system.Answer: permit3. Help the students summarize the usage of “permit” by analyzing the following two sentences and list some functions of a card of Nanjing Underground by using the word “permit”.(ppt. 27)☆This club does not permit smoking.☆The security system will not permit you to enter without the correct password.Answers: + ing form of verb, + object + to infinitiveStep 3 Language in useHelp the students use the following words to say something about the underground system in Nanjing. (ppt.28)Suggested words:distinction, complex, distant, choke, accelerate, permit, link up[Explanation]1. 讲解部分中所涉及的语言点以课文内容为主线依次出现，如此能够关心学生在加深对文本明白得的过程中学习词汇，而不是孤立地经历单词。
Book7U4教案课时5Task1
Book7U4教案课时5Task1单元：Unit 4 Public transport板块：Task 1Thoughts on the design:本节课以听、读为手段的语言输入为主，为第二课时的口语表达和写作奠定基础。
通过活动激活学生有关打算安排度假的相关词汇和知识。
第一次听力练习后进一步重申两个课时中要完成的学习任务。
由于本单元任务的设定环环相扣，因此每个活动前将前一环节的活动稍加总结，对下一个环节活动起到语境提示作用，从而使活动有明确的指向。
Teaching aims:After this period of learning, students will be able to:1.Spot instructive words and learn how to make notes while listening;pare information and make a choice through group work;3.Give reasons for their choices;4.Apply what has been learnt to produce an e-mail to give information about travel toDalian.Teaching procedures:Step 1: listening to instructions1. Lead in by giving instructionsAsk the monitor to remove a pile of exercise books from the teacher’s desk to the back of the classroom using instructions.Teacher: Monitor, can you do me a favor? Please get these exercise books on the desk at the back of our classroom. You’ll need to check whether everyone’s exercise book is there after class.And then get them to my office and give me the list of people who haven’t handed in their work. Ok? Thank you.2. After the monitor does what is told, ask students:What did I do just now? (Giving instructions) (PPT 4)Have you noticed what sentence structures I have used to five instructions?(Imperative sentences and some sentence patterns like: You’ll need to do …; You should do …)3. Ask students to read more expressions. (PPT5)[Explanation] 由老师示范做出指令，给学生一个例子，引导学生注意指示性的句子结构（祈使句）、句型和短语，并适当增加一些具体的表达句式，提示学生在下一步的听力练习中注意这些词的显现，从而快速记录下要做的情况。
BOOK 7 Unit4《Sharing》优秀教案
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重点句型：It is/was+ adj./ n. +(for sb. )+to do…重点词汇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 connected with有关的; 恰当的, 贴切的, 切题的常用搭配：be relevant to1）His nationality is not relevant to whether he is a good lawyer.他的国籍与是否是个好律师无关。
2）This type of university course is no longer relevant to today’s problem.这种大学课程与目前问题不再有关联了。
【拓展】relevance 用作名词，也可以说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；调节；使适合；使适应；相关短语：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。
Book7Unit4 Reading(2) 教案
Travelling on these lines was inconvenient, though意为“然而，搭乘这些线路很不方便”，句子中的though为副词，意为“可是，不过，然而”，常被置于句中或句末。
3)考点考例：[考点] as引导原因状语从句
[考例] Jenny was very sad over the loss of the photos she had shot at Canada, _____ this was a memory she especially treasured.（广东2006）
他通过每天练习提高了他拉小提琴的技能。
He has improved his violin-playing skills by practising every day.
4. A newly built line was used as an underground aeroplane factory, a closed station was used as an anti-aircraft centre, and the station nearest the Prime Minister’s house was used by the Prime Minister as meeting rooms for the government administration.Lines 42-45)
choke back抑压住(感情)，忍住(哭泣)。choke down硬用力咽下；硬忍着(气)，抑制住(感情、眼泪等)。choke off把…闷死，绞死；使中止，使放弃(计划)。choke up使闷死；枯死；〔口语〕激动得说不出话来，紧张得发呆。choke up with阻塞，填塞，塞满。)
高中英语book7 unit 4 sharing 全单元教案新人教版选修7
Unit 4 Sharing Ｉ．单元教学目标Ⅱ.目标语言III. 教材分析与教材重组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〞，由此为后面的短文学习做好铺垫。
1. 2 PRE-READING是READING的热身活动。
其中介绍了短文主人公Jo，还根据她在PNG拍的照片提出了5个问题，使学生在阅读之前就简单了解短文内容。
1. 3 READING是一篇Jo写给Rosemary的信。
其中介绍Jo在PNG(Papua New Guinea)的所见所闻，使学生感受到PNG的儿童生活艰难，从而珍惜自己的学习机会。
.1. 4 COMPREHENDING 是根据短文设计的阅读理解试题。
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的重点单词和短语；第二部分是有关限定性定语从句的复习。
1. 6 USING LANGUAGE是对READING的延伸。
通过阅读，参与“Give an unusual gift〞的活动。
1. 7 LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历，而且针对这一话题展开Speaking。
1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。
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〞。
【教案】英语-Book 7 Unit 4 Unit 4基于“336”教学设计
这是一节阅读课，是基于学生先充分预习的基础之上进行的，主要训练学生的阅读能力：通过Skimming(略读)来训练学生快速理解课文主要意思能力，通过Scanning(扫读)来训练学生在规定的时间内找出具体信息的能力，然后让学生学会用自己的语言来学会总结；，最后，结合针对短文话题的探讨，激发学生的国际意识，升华他们日后愿意通过各种渠道力所能及地为贫困地区的孩子做出自己贡献的情操。
在“336教学模式”的指引下，在网络空间的互动课堂创造的生动形象的教学环境中，在图、文、画和音的氛围里，整节课的课堂教学明显有了新的生机和活力，学生积极思维、主动参与活动实践，“苦学”变为了“乐学”，有效地提高了课堂教学效果，很好地完成了本节课的教学任务。
正如人们所言：好的课堂教授学生知识，较好的课堂教授学生学习知识的方法，伟大的课堂激发学生的兴趣和灵感，而互动课堂正是这样的伟大的课堂；可以说，这样的课堂重塑了我们的教学新生态。
当然，本节课也存在对互动课堂的有些功能的运用还不够驾轻就熟等问题，期待通过今后的努力学习，更好地掌握信息技术的应用，更加充分实现信息技术与英语教学的深度融合，更好地实现教与学方式的变革。
高二英语 Book7 Unit4 Words教案
课后作业
[经典例句]More than 400 children participated in a cleanup of the park.(朗文P1489)
400多个孩子参加了公园的清扫活动。
(1)participate with sb.in sth.与某人分担……；同某人一起参与某事
participate in sth./doing sth.参加
我们今晚有幸与一位贵宾在一起。
②Ladies and gentlemen, I _________________________ introducing our speaker for tonight.
女士们、先生们，我很荣幸地向大家介绍今晚的发言人。
4．operate vi.工作；运转；给……动手术vt.操作
他参加了2008年吉尼斯世界纪录日活动。
3．privilege n．特权；特别优待
[教材原句]It was such a privilege to have spent a day with Tombe's family.
能与汤比一家度过一天的时间真是莫大的荣幸。
(1)a privilege to do sth./of (doing) sth.
②When shall we?
我们何时开始实施这项工程？
[一言串记]His father is operating a big company, which operates in several cities, making high profits.In return for society, he donated much money to a patient in need, who was operated on last year.
Book7U4教案课时1Welcometotheunitandwordpower
Book7U4教案课时1Welcometotheunitandwordpower 单元：Unit 4 Public transport板块：Welcome to the unit and word powerThoughts on the design:鉴于本单元的Welcome to the unit 和word power都涉及到各种公共交通工具以及不同交通方式之间的特点，内容有重复之处，因此对两部分进行整合调整，放在一个课时进行教学。
本节课以看、听、说、读为主，第一是温故知新，学生摸索有关交通的词汇，教师关心补充各种公共交通的方式及其优缺点，其次探究新知识，了解各种交通道路的名称，然后使用新知识，利用前面所学知识来阅读文章，最后是拓展知识，学习与使用交通有关联的专门词汇。
学生在小组讨论中分享观点、操练词汇，并在各种设置的情境中运用所学知识。
Teaching aims:After learning this period, the students will be able to:1.know different means of transport and their main functions;pare the advantages and disadvantages of public transport;3.understand different names of roads;4.enlarge their vocabulary related to transport.Teaching procedures:Step 1 BrainstormingHave a free talk to review the word “transport”, such as “How do you go to school every day？”“How did you go to Beijing this summer?”and then categorize the different ways that we can travel in a flow chart, referring to page54 word power Part B.( PPT4―5)Step 2 Sharing information and discussionDiscuss the seven pictures in the book(Page 49). Encourage the students to express what is included in “public transport”(PPT6). Ask students to have a group discussion and make a comparison among all the means of transport mentioned in this sectionBuses and CoachesBuses have routes. They pick up and drop off people at different places on the route. It is a popular means of transport within a city. (PPT7）Coaches are buses that carry people over long distances. (PPT8)Ships and aero planesShips were a popular way to travel from place to place in the 20th century. (PPT9)Aeroplanes are used to travel quickly over long distances. (PPT10)Underground trainsThe Underground trains have become popular in crowded cities. (PPT11)high-speed trainshigh-speed trains run much faster than normal trains. (PPT12)Your choice (PPT13)Situation 1 If you are going to Shanghai from Nanjing, what means of transport would you use? Why？(I would choose MU train bullet train动车组because it is extremely fast and comfortable.) Situation 2 If you want to go to Taiwan from Xiamen, will you go there by ship or by plane? Why?(I would choose to travel by aeroplane rather than by ship.There are two reasons. First, air travel is quicker. Businessmen who value time regularly travel by aeroplane because of its speed. Second, travelling by plane is more comfortable than by ship. With the improvement of technology, many airline companies offer excellent services at a reasonable price.)Group Discussion:types of transport can meet different customers’needs. Each type of transport has its own strengths and limitations. And under certain conditions, people may prefer to use one rather than another one. I enjoy riding my bicycle on the avenue. What about you?Step 3Word power—Vocabulary learningAsk students to read Part A on Page54 (PPT22), understanding different types of roads. Then in the form of “Question and Answer”, students are asked to speak out these words. Meanwhile, the teacher is expected to write down some words on the blackboard.Pictures of lanes or paths（PPT23）Very small roads are called lanes, paths or foot passes.Pictures of motorways freeways expressways and highways (PPT24)Roads where cars can go very fast are called motorways in Britain, freeways or expressways in the USA.Pictures of flyovers (PPT25)Roads that go over other roads are known as flyovers or overpasses.Pictures of underpasses (PPT26)Roads that go through a tunnel are called underpasses.Pictures of toll roads (PPT27)If you have to pay to use the roads, they are called toll roads.Pictures of an intersection and a junction (PPT28)The area where many roads link up is called an intersection or a junctionPicture of Spaghetti Junction (PPT29)The road that is made up of many flyovers and intersections is called Spaghetti Junction. In the UK, there is such one near Birmingham.Step 4 Word power―Vocabulary usingAsk students to read the passage in Part C and complete the introduction with the words learnt in Part A and B (PPT30)Then Check the answers with the class. Students are asked to read the whole passage.Step 5 Word power—Vocabulary extensionAsk students if they know any other vocabulary related to transport. Set a situation to introduce special expressions related to using transport (PPT31―32). Then go over Part D and fill the box (PPT33―34).Step 6 HomeworkReview what we learned today. Workbook P130 Reading A. (PPT35)[Explanation]第一步“brainstorming”让学生说出各种交通工具，教师再以“word power Part B”结构图的形式归为land、air、sea三类。
Book7Unit4Sharing教学设计、教案
The definition of Volunteer
器官捐赠--心跳篇
广告中，一个哭闹不安的婴儿，无论是阳光 的叔叔、慈祥的奶奶，还是温柔的阿姨、可爱的 姐姐，都无法让他平静下来。最后却因为一个陌 生大叔的抱抱， 停止哭泣、慢慢微笑。因为“妈 妈的心脏，数月前移植给了他”。
爱，因为传递和分享而变得无止境，无数观众 在泪崩的同时也表示深深得感受到器官捐赠者的 伟大。
2. ability aim 能力目标
用自己语言表述图片内容，训练口语表达能力
3. emotion aim 情感人文目标：
①通过图片展示，拓展视野；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。②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。③在小组合作互动中，增强学生的团队合作精 神与分享意识。
People who help others in their community or outside their community would be called volunteers. However, they would not be called volunteers if they help their parents, other relatives or friends.
（NSEC）Book7Unit4Sharing教学设计
（NSEC）Book7Unit4Sharing教学设计(NSEC) Book7 Unit4 Sharing教学设计(NSEC) Book7 Unit4 Sharing教学设计一．教学指导思想与理论依据当今，新课程改革的步伐逐步深入，各种先进的英语的教学理论也用于教学实践中。
在理论学习及教学实践中，针对英语阅读教学，我的基本教学策略是任务型教学（Task-based Language Teaching Approach）. 本课时的教学我充在活动设计中强调以人为本，以学生为中心，切实做到教师为主导，学生为主体的原则。
同时在阅读技能的教学方面，我注重培养学生的阅读策略：培养学生的语感，特别强调培养学生在阅读过程中获取和处理信息的能力。
在设计时还注重知识目标与能力目标的达成，注重学生情感态度与价值观的培养，充分体现智育渗透德育以及学科整合的理念。
二．教材分析本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。
1. Warming Up部分是一个调查。
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。
2. Pre-reading部分交代了阅读文章的文体(1etter)和作者(a young Australian woman，Jo)。
阅读中提供了十幅图片，阅览这些图片有助于学生理解这封书信的内容，因此，“读前”部分针对阅读中的图片设计了五个问题，回答这些问题有助于学生加深理解，“志愿者活动”的.意义。
3. Reading部分是一封家书。
作者志愿在巴布亚新几内亚(Papua New Guinea)的一个小山村教书。
在她写给Rosemary的信中，作者描述了该村学校的情况和去一学生家做客的经历。
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Steps 1:Warm up exercises:
1. Sing an English song 《My new pen pal》
2. Make a free talk T~S.
A：Does he/she…?
B：Yes ,he/she does.
No ,he/she doesn’t.
A：…
B：…
3. Review the dialogue last class with the video. (Purpose:通过歌曲活跃课堂气氛，通过自由对话及复习上节课所学对话即再次巩固知识又引出新知)
Step 2:Presentation:
Let’s learn：
(1)T shows teaching picture: who are they?
Ss: John and his brother.
T: What are they talking about?(师提示从John的
电脑屏幕得出答案)
Ss: they are talking about John ‘s pen pal.
T: yes, his name is John, too. Let’
doing word puzzles? Does he do word
every day? Lead to the phrases: does puzzles.
Then lead to other phrases: cooks Chinese studies Chinese, goes hinking.
Ss listen to the tape , follow the tape and try read the new words.
忆单词)
Step 3:Pratice
(1)A game: What’s missing ?
T shows the new phrases.
Ss say the new phrases quickly.
(2) listen ,match and say
A: Does Oliver do word puzzles every day?
B: Yes, he does.
…
…
(Purpose: 游戏的设计，充分调动了学生学习英
语的兴趣。
)
Extension:
(Purpose: 小组合作完成表格有利于学生活学活用知识，也利于老师及时了解学生对新知的掌握情况)
Step 3 Consolidation:
(1) Do exercises in AB about this part.
（Purpose:拓展练习帮助了解学生新知掌握情况，巩固所学知识，并有利于学生活学活用知
识）。