Unit 4 Sharing A letter home
高中英语《选修七 unit4 sharing A letter home》优质教学课件设计
love, the world w啊il~l只b要e人c人o都m献出e一点m爱 ore
世界将变成美好的人间
beautiful.
Do you know the sign for volunteers?
?
What does the sign remind you of?
A hand: help A heart: love and care A dove: peace A letter: Y stands for youth
home of one of the boys, Tombe.
8. Kiak started crying “ieee ieee” to welcome
them. 9. Mucap
10. Kiak
led us to a low bamboo hut. was going to share the platform with
happiness doubles. Share your sadness with others,
sadness halves. Share your love with others,
love spreads.
高中英语Unit 4 sharing --- a letter home新课标选修7
Unit 4 sharing -------- a letter homeTeahcing aims: help Ss to understand the main idea of the passage and think what we can share with others.Difficult points: thinking: is jo making any difference?What can we offer to share?Teaching tools: multimedia.Teaching procedures:Step I: lead-in.Self introdution: welcome to the class. I come from Fenghua High School to share what I know with you.“share” is a nice word. What can we share with others? (ask individual Ss one by one---brainstorm)--- money, time, skills, knowledge, books, classroom, dorm. Earth…Let’s look at these pictures. What are they sharing with others?We have seen different people. But they have one common name: volunteer. And this is the sign of china youth volunteers. What does this sign stand for? What can you see in this sign? ------ a loving heart, a helping hand, a peace loving pigeon.Just Like Chen Xiaolei, an Australia lady, Jo, is also sharing knowledge in a village in Papua New Guinea. Do you know anything about PNG? Have you ever heard of it? No? that’s quite natural. Before I come to this unit, what I know about PNG is also ZERO. But now, I have already found some information about PNG to share with you.PNG is an island country located in the pacific ocean, to the north of australia, with a population of about 5.7 million. Their official language is english. They make a living mainly on farming and their life is poor. About85% of students start school but most of them only reach year 5, which is similar to our primary school.Jo is a volunteer teaching in a village school in PNG.Since PNG is a long way from Australia. Jo’s family and friends are sometimes curious about what Jo is doing in PNG. So, here, Rosemary, one of Jo’s friends, has written a letter to jo and Jo is writing a reply letter to share her experience in PNG with Rosemary. Let’s share her letter.Scanning:First of all, would you plz mark the numbers of the paragraphs. All together there’re 9 paragraphs. We can divide the passage into 4 parts: the reason to write the letter; school life; village life; the end. I’m going to give you 2 mins to go through the passage quickly and find out how the passage is divided. I can tell you that para 9 is about the end.Para 1 the reason to write the letterPara 2-3 school lifePara 4-8 village lifePara 9 the endStep 2: Detailed reading:1.para 1: so, what is the reason for Jo to write this letter? And Jo is alsosending some photos to help Rosemary picture the places. Here, picture is used as a verb, meaning: imagine. And where can you find those photos?Yes, on the right. When u are reading the letter, don’t forget those photos. They can tell you much information.2.then we can come to Jo’s school life. I will give you 2 mins to go throughpara 2-3, and decide what does Jo share with her students. You can choose from the following items.Check it with the whole class.In the letter, Jo also says that she doubts something. What is J o’s doubt?Is Jo making any difference to those boys’ lives? Why?Yes. Being able to read will open a new world to theme and one or two of them may get out the village and seek their fortune in the outside world. So, sure enough, their life is changed and when they come back to their home village, they will bring further changes to the village life.So what about the village life now?3.para 4-8 will tell us about the village life. Here, Jo will tell abouther visit to a village. You will have 4 mins to read the 5 paras and think about the following items. You can also find these items on page 31. so, when reading, u can underline some key words and sentences.Check the table with individual Ss.Step 3: discussing:In one word, their living condition is poor. But do you think this poor living condition only exists in PNG? No, in afica, in asia, even in china a lot of people are still leading a very poor life. I can show you some pictures about them. I can’t help feeling sad looking at these pictures. What can we share with them? And how can we share with them to make a difference? Plz discuss in Group of 4. share your ideas with your group members. When discussing, u need one person to write down your ideas and also one person to report. Every member participate, every member contribute.Step 4: concluding:Thank you for sharing with us your group ideas. Sharing is helping, sharing is enjoying, sharing is understanding, sharing is contributing. Sharing is …I’m sure sharing will make this world a better place. In the end, thank you for sharing this class with me. Thank you.。
选修7 Unit4 sharing A letter home reading ppt课件
It has high levels of crime and violence in the country, especially gender-based violence.
The country is one of the most corrupt in the world in 2012
__A__n___in__t_r__o_d__u_c__t_i_o_n__._
The condition of the _s_c_h__o_o__l_.___________________
Part 3 Paras 4-8 A___v_i_s__it___t_o___a___l_o_c_a__l__f_a__m__i_ly.
Family relationships
Everyone seemed to be a
__re_l_a_ti_ve__of Tombe’s . (large extended family)
Cooking methods
__H_o_t_s_t_o_n_es___ are placed in an _oi_l _d_r_um__, then _ve_g_e_t_a_b_le_s_ are placed in the drum, covered with _b_a_n_a_n_a_l_ea_.v_e_s_ and __st_e_a_m_e_d__.
Family relationships
Cooking methods
Sleeping arrangement
Diet Possessions Agriculture Beliefs
.
Types of houses
Unit 4 Sharing A letter home
高中英语模块七教学设计Unit 4 SharingReading: A Letter Home教材：人教版《英语7（选修）》New Senior English for China一、教学对象分析学生来自于高二文科班。
经过一年半的高中英语学习，普遍具备较好的语言技能和语言知识基础。
学生能够积极思考问题，配合教师完成课堂任务。
在教师的引导和鼓励下能够积极参与课堂互动，课堂发言质量较高。
二、教材内容分析教学内容为人教版高中英语教材选修7第4单元A Letter Home。
本文共8个自然段702词。
从澳大利亚到巴布亚新几内亚的一个小山村做志愿者教师的Jo以书信的形式告诉了她的朋友Rosemary她在当地的生活。
她主要介绍了所在学校的条件，自己的教学情况和一次家访的经历，让我们了解了当地落后的生产生活条件和独特的文化。
本课涉及的巴布亚新几内亚对学生来说比较陌生，教师需要增加背景知识，创设课堂情境，帮助学生理解相关内容。
三、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。
四、教学过程Step1：Warm-up and lead-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 for structure1. 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。
公开课 选修7 Unit4 sharing A letter home reading PPT课件
Jo
1. What was Jo’s job in PNG? 2. What kind of students were in her class? 3. Describe the classrooms.
3.Reading for the main idea Part 1 Part 2 Part 3 Part 4 Para 1 Paras 2-3
The incidence of HIV/Aids is extremely high, and diseases such as cholera and malaria are endemic（地方性的）. It suffers from volcanic activity, earthquakes and tidal waves.
Para 9
The ending ________________
4. reading for details
Topic Information 1. Type of school: 2. Building materials: 3. The way to school Teacher: Students: 4. Teacher-students relationship: Description Bush school Bamboo, grass
REQUIREMENT • 1. Each group work as a whole to finish the letter. 1) Appoint one student as the recorder to write down all the ideas. 2) The other 3 students will be responsible for providing ideas. • 2. Select one student to read in front. When reading the letter in front, the presenter should read as aloud and clearly as possible with proper body language.
选修7 Unit4 Sharing-A Letter Home
window?
6. How long does it take the students to go to school?
7.Why does Jo wonder how relevant chemistry is to the kids?
a visit to a local village
Para.2 Something about my high school: 2.__F_
Para.3 Poor teaching conditions: 3.___B_ Para. 4 My first visit to a village.
Para. 5 Para. 6 Para. 7 Para. 8
the sctuodenndtsihtaivoe nnos
_co_n_c_e_p_tof doing experiment. Most of the students will be going back to their villages after __y_ea_r__8__.
Local Village
PNG’s national flag and national emblem (国徽) PNG’s paper currency
Houses are made of bamboo and grass.
the tribe (部落)
the villagers
巴布亚在马来语中意为“卷发人”。16世纪中叶， 葡萄牙人来到该岛时, 见当地居民和自然景观很像 非洲的几内亚, 故称之为新几内亚。
_J_o_a_n_fd_a_rJa_ew_n_any_yvisit a remote village which is the
高中英语Unit 4 sharing --- a letter home新课标选修7 教案
Unit 4 sharing -------- a letter homeTeahcing aims: help Ss to understand the main idea of the passage and think what we can share with others.Difficult points: thinking: is jo making any difference?What can we offer to share?Teaching tools: multimedia.Teaching procedures:Step I: lead-in.Self introdution: welcome to the class. I come from Fenghua High School to share what I know with you.“share” is a nice word. What can we share with others? (ask individual Ss one byone---brainstorm)--- money, time, skills, knowledge, books, classroom, dorm. Earth…Let’s look at these pictures. What are they sharing with others?We have seen different people. But they have one common name: volunteer. And this is the sign of china youth volunteers. What does this sign stand for? What can you see in this sign? ------ a loving heart, a helping hand, a peace loving pigeon.Just Like Chen Xiaolei, an Australia lady, Jo, is also sharing knowledge in a village in Papua New Guinea. Do you know anything about PNG? Have you ever heard of it? No? that’s quite natural. Before I come to this unit, what I know about PNG is also ZERO. But now, I have already found some information about PNG to share with you.PNG is an island country located in the pacific ocean, to the north of australia, with a population of about 5.7 million. Their official language is english. They make a living mainly on farming and their life is poor. About 85% of students start school but most of them only reach year 5, which is similar to our primary school.Jo is a volunteer teaching in a village school in PNG.Since PNG is a long way from Australia. Jo’s family and friends are sometimes curious about what Jo is doing in PNG. So, here, Rosemary, one of Jo’s friends, has written a letter to jo and Jo is writing a reply letter to share her experience in PNG with Rosemary. Let’s share her letter.Scanning:First of all, would you plz mark the numbers of the paragraphs. All together there’re 9 paragraphs. We can divide the passage into 4 parts: the reason to write the letter; school life; village life; the end. I’m going to give you 2 mins to go through the passage quickly and find out how the passage is divided. I can tell you that para 9 is about the end.Para 1 the reason to write the letterPara 2-3 school lifePara 4-8 village lifePara 9 the endStep 2: Detailed reading:1.para 1: so, what is the reason for Jo to write this letter? And Jo is also sending somephotos to help Rosemary picture the places. Here, picture is used as a verb, meaning: imagine. And where can you find those photos? Yes, on the right. When u arereading the letter, don’t forget those photos. They can tell you much information.2.then we can come to Jo’s school life. I will give you 2 mins to go through para 2-3,and decide what does Jo share with her students. You can choose from the following items.Check it with the whole class.In the letter, Jo also says that she doubts something. What is J o’s doubt?Is Jo making any difference to those boys’ lives? Why?Yes. Being able to read will open a new world to theme and one or two of them may get out the village and seek their fortune in the outside world. So, sure enough, their life is changed and when they come back to their home village, they will bring further changes to the village life.So what about the village life now?3.para 4-8 will tell us about the village life. Here, Jo will tell about her visit to avillage. You will have 4 mins to read the 5 paras and think about the following items.You can also find these items on page 31. so, when reading, u can underline some key words and sentences.Check the table with individual Ss.Step 3: discussing:In one word, their living condition is poor. But do you think this poor living condition only exists in PNG? No, in afica, in asia, even in china a lot of people are still leading a very poor life. I can show you some pictures about them. I can’t help feeling sad looking at these pictures. What can we share with them? And how can we share with them to make a difference? Plz discuss in Group of 4. share your ideas with your group members. When discussing, u need one person to write down your ideas and also one person to report. Every member participate, every member contribute.Step 4: concluding:Thank you for sharing with us your group ideas. Sharing is helping, sharing is enjoying, sharing is understanding, sharing is contributing. Sharing is …I’m sure sharing will make this world a better place. In the end, thank you for sharing this class with me. Thank you.。
Unit 4 sharing- A Letter Home
a can
Dear Rosemary, Task 8 Thanks for your letter. It’s wonderful to hear from dying ____you. I know you are______(die) to hear about my life here. Now I will talk about it. The school I am working in is a bush school. It takes to walk me a few minutes________(walk) there down a muddy _______(mud) track. There is ___electricity, water or no even textbooks. The most __________(challenge) challenging subject here is science because the students have never seen experiments before. Last weekend, another teacher and I visited a boy’s how home. We went into their hut, saw____they cooked beliefs and learned about their______(believe).They heated the can to dry out the leftover ______food. It was such a privilege(优待) to have spent a day with them. It is getting late and I have to prepare tomorrow’s lessons. Please write soon. Love, Jo
Unit4Sharingreading课件
Rosemary
The boys
The boys and Jo
Jo
Scanning
6. ____________ started jumping out of the windows during a chemistry experiment. 7. _______________ visited a village that was the home of one of 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 Jo didn’t understand.
Listen to the text carefully and finish the chart.
Materials of the house
It is made of 1
Looks of a man’s house
The house is a 1With
Reading: A letter home
Unit 4 Sharing
What is the meaning of the sign of United Nations Volunteer in China？
the sign of United Nations Volunteer in China
选修7 Unit 4 Sharing A LETTER HOME课文挖空
选修7 Unit 4 Sharing A LETTER HOME(课文挖空,50个空)班级姓名学号批改人Thanks for your letter, which took a to arrive. It was wonderful to you. I know you're to hear all about my life here, so I've some photos which will help you the places I talk about.You asked about my high school. Well, it's a bush school – the classrooms are made bamboo and the of grass. It takes me only a few minutes to walk to school down a track. When 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 to two hours, to get to school.There's no electricity or water and even no textbooks either! l'm still trying to to these conditions. However, one thing is for sure, I've become more in my teaching. Science is my most subject as my students have no of doing experiments. In fact there is no , and if I need water I have to carry it from my house in a bucket! The other day I was showing the boys the weekly chemistry experiment when, before I knew it,the was bubbling over everywhere! The boys who had never anything like this before started jumping out of the windows. Sometimes I wonder how chemistry is these students, most of whom will be going back to their villages after Year 8 anyway. To be honest, I doubt whether I'm to these boys' lives at all.You asked whether I'm getting to know any people. Well, that's actually quite difficult as I don't much of the local English dialect yet. But last weekend another teacher, Jenny, and I visit a village which is the home of one of the boys, Tombe. It was my first visit to a village. We walked for two and a half hours to get there - first up a mountain to a ridge we had fantastic views and then down a steep path to the valley below. When we arrived at the village, Tombe's mother, Kiak, who had been pulling weeds in her garden, started crying "ieee ieee". We shook hands with all the villagers. Everyone to be a relative of Tombe's.Tombe's father, Mukap, led us to his house, a low bamboo hut with grass of the roof - this shows it is a man's house. The huts were round, not like the school buildings.There were no windows and the doorway was just big enough to get through. The hut was dark inside so it took time for our eyes to . Fresh grass had been on the floor and there was a newly made for Jenny and me to sleep on. Usually Kiak would sleep in her own hut, but that night she was going to the platform with us. Mukap and Tombe were to sleep on small beds in another part of the hut. There was a fireplace in the centre of the hut near the doorway. The only I could see were one broom, a few tin plates and cups and a couple of jars.Outside Mukap was building a fire. Once the fire was going, he laid stones on it. When hot, he placed them in an empty oil drum with kau kau (sweet potato), corn and greens. He then covered the vegetables with banana leaves and left them to steam. I the food; it smelled delicious. We ate inside the hut sitting round the fire. I loved listening to the family softly to each other their language, even though I could not the conversation. Luckily, Tombe could be our .Later, I noticed a tin can standing on the grill over the fire. After a short time Tombe threw it out of the doorway.I was puzzled. Tombe told me that the can was heated to the leftover food. They believe that any leftovers evil spirits in the night, so the food is dried up in the can and the can is then thrown out of the hut. Otherwise they don't waste anything.We left the village the next morning after many goodbyes and firm handshakes. My muscles were aching and my knees shaking as we climbed down the mountain towards home. That evening I fell happily into bed. It was such a to have spent a day with Tombe's family.。
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高中英语模块七教学设计
Unit 4 Sharing
Reading: A Letter Home
教材：人教版《英语7（选修）》New Senior English for China
设计者：厦门外国语学校雷兰川
一、教学对象分析
学生来自于高二文科班。
经过一年半的高中英语学习，普遍具备较好的语言技能和语言知识基础。
学生能够积极思考问题，配合教师完成课堂任务。
在教师的引导和鼓励下能够积极参与课堂互动，课堂发言质量较高。
二、教材内容分析
教学内容为人教版高中英语教材选修7第4单元A Letter Home。
本文共8个自然段702词。
从澳大利亚到巴布亚新几内亚的一个小山村做志愿者教师的Jo以书信的形式告诉了她的朋友Rosemary她在当地的生活。
她主要介绍了所在学校的条件，自己的教学情况和一次家访的经历，让我们了解了当地落后的生产生活条件和独特的文化。
本课涉及的巴布亚新几内亚对学生来说比较陌生，教师需要增加背景知识，创设课堂情境，帮助学生理解相关内容。
三、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。
四、教学过程
Step1：Warm-up and lead-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 for structure
1. 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 for details （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。
[教学目的] 本环节的目的是在把握文体的基础上，让学生深入了解文章细节，通过语言了解作者的观点态度，让学生对本课有进一步理解。
课堂组织形式有个体独立完成和小组合作完成表格，小组合作的好处是可以通过讨论得到同伴支持，加快理解速度，加深理解程度，课堂气氛也比较热烈。
Step4：Language in use
1. 教师引导学生关注本文的语言特色——描写生动、细致。
2. 教师要求学生模仿课文语言造句或者补全句子，谈谈自己的学校。
1）描写学校
a. Well, it’s a bush school – the classrooms are made of bamboo and the roofs of grass.
b. Well, it’s a ____ school – ____________________________.
2）描写教学
a. The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over everywhere! The boys who had never come across anything like this before started jumping out of the windows.
b. The other day _________________________________________________ when, before I knew it, __________________________________! __________________ __________________________.
3）描写家访
a. We 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.
b. We drove for 1 and a half hours to get to Shanchong village in Changtai county –first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below.
[教学目的] 语言必须在运用中内化，本环节的目的是要提升学生正确运用新学到的语言结构表达的能力，让学生在语言操练当中对文章内容加深印象并能够运用到自己的表达当中。
本环节的语言操练形式主要是看图给关键词造句，其他的训练形式还可以包括朗读重点段落、句型转换、句子翻译等等。
Step5：Writing activity
1. 教师提出写作任务：
2. 四人小组合作完成写作任务。
其中一人为记录员，其他三人各负责一个问题。
3. 每个小组派一名代表到讲台上分享各小组的观点。
4. 教师对学生的写作给与点评。
[教学目的]本环节的目的是提供学生展示运用本课所获取的信息和语言知识来表达自己的观点并进行阐述的机会，有利于提高学生的综合语言运用能力。
Step 5 Homework
1. 小组课后修改课堂上完成的回信后上交。
2. 课后上网查阅有关徐本禹的资料，下节课分享。
[教学目的] 课堂上着重口头表达，课后着重学生落实在笔头上，二者结合，有利于学生巩固所学知识。
五、板书设计。