2017_2018学年高中英语Unit4Sharing单元小结教学案新人教版选修7
2017_2018学年高中英语Unit4Sharing单元小结课件新人教版选修7
很快，那位宇航员就向村庄做了慷慨的自愿捐赠。捐赠品中 有给学生的课本，给裁缝的缝纫机，还有给农民的拖拉机。捐赠 金的分配目录中还包括一间诊所和一个箱式图书馆的运作，并有 传授像怎么使种子干透，或者怎么养牛这种有关农业知识的每周 课程。他自己不仅亲自帮助做一些文书工作，还给男孩子们购买 了烤马铃薯的烤架、给渴望得到梳子的女孩子们买了梳子。前几 天，他又收到了村民们邀请他参加捐赠周年会的来信。出于政治 和安全原因，他无法调整外出安排，否则他就会去了。不过他的 事迹被永远记得。
Soon, the astronaut made a generous voluntary donation to the village. There were textbooks for students, sewing machines for tailors and tractors for farmers. His distribution catalogue also included operating a clinic and a trunk library, as well as giving weekly lessons to teach relevant farming knowledge like how to dry out seeds or raise oxen. He himself not only helped do some paperwork but also purchased grills for boys to toast potatoes and combs for girls who were dying to get one. The other day, he heard from the villagers again inviting him to participate in the donation anniversary party. For political and security reasons, he couldn't adjust his outgoing arrangement — otherwise he would go. But his deeds were remembered forever.
高中英语_unit4 Sharing教学设计学情分析教材分析课后反思
Unit 4 Sharing第一部分《金色教案》教学设计说明About the topic and the structures单元话题和结构本单元的重点话题是帮助弱者、志愿服务、合作共享等。
通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。
本单元语言功能项目是：打电话、邀请和致谢。
本单元语言结构项目是“复习（限制性）定语从句”。
本单元还要求学生学习写作“记叙文：校园刊物投稿”。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。
但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。
教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1Reading阅读课 Warming Up课本在此部分的设计是一个调查。
该活动分三步进行：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班上同学所做的好事；最后讨论volunteer一词的内涵。
该部分的讨论可以和中学生参与的“志愿者活动”、“手拉手活动”、“献爱心活动”等联系起来。
教师也可以参考本书设计的“定义法”，进行热身活动。
Pre-reading 通过呈现ppt或者图片，向学生介绍Papua New Guinea，为课文阅读作好铺垫。
Reading部分是一封家书，讲述海外志愿者活动见闻。
建议教师实施"整体—部分—整体" 战略，参考本书提供的步骤设计，引导学生根据课文题材，从形式入手初读课文、展开思维、整体感知课文内容。
阅读课基本上用英语进行教学，尽量少用汉语。
要求学生在阅读时不要使用英汉词典；需要查词典时，也应尽可能使用英英词典。
本书提供的步骤设计仅供参考。
Period 2Learning about language知识课 Learning about Language部分引导学生学习词汇和语法。
(新)高中英语Unit4Sharing语法教案新人教版选修7
云南省陇川县第一中学高中英语《Unit 4 Sharing 》语法教案新人教版选修7Teaching goals 教学目标1. Target language目标语言重点词汇和短语adjust, grill, relevant, doorway, privilege, arrangement, stick out, come across, hear from, platform, dying to2. Ability goals能力目标Learn about the useful words and expressions.Revise the restrictive attributive clause.3. Learning ability goals学能目标Help the students learn how to use the useful words and expressions.Help the students learn how the restrictive attributive clauses are used in the passage.Teaching important and difficult points教学重难点Revise the restrictive attributive clause.Teaching methods 教学方法Explaining and practicing.Teaching procedures & ways过程与方式Step ⅠGrammar reviewT: We have learned enough about the restrictive attributive clause s before. Let’s have a summary. Attributive clause is the clause that modifies a noun. That is, a sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions: Relative pronouns who / whom / which / whose / that. The most important part of attributive clauses is the connectors, namely the conjunctions that connect the two sentences, and they function in the clauses differently. Here are 11 sentences. Please underline the connectors and tell their functions in the clauses.Show the following sentences on the screen.1. The man who is now talking to our English teacher comes from America. (subject)2. Mary is the girl whom / who I just talked with. (object)3. This is the book which I like very much. (object)4. I want to buy a house which faces south. (subject)5. How I wish I could have the same car as you have. (object)6. Do you know the person that is wearing a red hat? (subject)7. I can’t read the book that you bought, because it is too difficult. (object)8. Yesterday I met Tom, whose father is a doctor. (attributive)9. Can you see the book whose cover is red?(attributive)10. Do you still remember the time when we lived in the countryside? (adverbial of time)11. They visited the house where comrade Zhou Enlai once lived and worked. (adverbial of place)Then let the students pay attention to some difficult points as follows.The use of “that”: sometimes “that” can’t be used, for example,a. They are boys with whom I wen t to school. (object, after preposition, “that” is not used)b. The case to which you are referring to is now closed. (object, after preposition, “that” is not used)c. I told the story to John, who later did it to his brother. (subject, non-restrictive attributive clause, “that” is not used)d. His speech, which bored everyone, went on and on. (subject, non-restrictive attributive clause, “that” is not used)But sometimes it must be used, for example,a. This is all that I want to say. (after: all, few, little, much, something, nothing, anything, everything, any, every, no, some, “that” must be used, if it is not the subject, “that” can be omitted.)b. I agree every point that he referred to just now. (“that” can be omitted)c. This is the most beautiful place that I have ever seen. (after superlatives or ordinal numerals, “that”can be omitted)d. This is the very book that I want to borrow. (after: the very, the only, the same, object, “that” can be omitted)e. They talked of things and persons that they remembered in the school. (after both person and thing, object, “that” can be omitted)The last important point is: where, when, that, etc. for example,a. This is the museum which / (that) we visited last week. (object)b. This is the museum where (in which) my father once worked. (adverbial)c. Do you still remember the days which / (that) we spent in the countryside? (object)d. Do you still remember the days when (during which) we worked in the countryside? (adverbial)e. The reason which / (that) he provided was not what we expected. (object) Then let the students finish Exercises 1-2 in Revising useful structures. Check the answers.Step II PractisingLet the students finish the exercises in USING WORDS AND EXPRESSIONS and USING STRUCTURES. If time is limited, they can finish them after class.Step Ⅴ HomeworkRemember the new words and expressions in this unit and make sentences with the following ones: adjust, relevant, arrangement, privilege, donate, otherwise, anniversary, stick out, hear from, dry out, dry up。
unit4《sharing》教案3(人教版选修7).doc
Unit 4 Sharingi. 教学内容分析本单元的中心话题是济贫扶弱、志愿服务、合作共享。
教学目的是让学生认识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。
Warminq Up部分通过对同学进行采访的小组活动,了解同学们平时帮助别人的方式。
最后讨论自愿帮助和志愿者的不同，从而引出下文的阅读课文。
Pre-readinq部分介绍了阅读课文的背景知识。
Reading部分是一封家书。
作者是一个到巴布亚新几内亚教书的志愿者。
文中介绍了巴布亚新几内亚农村的教育和生活状况，描述了到一个学生家做客的经历。
Comprehending部分设置了三个练习,目的在于让学生逐层加深对课文的理解。
Learning about Language部分突出了词汇和语法的学习与ij11练。
本单元的语法是复习限制性定语从句，特别是用that不用which的情况。
Using Language部分中包括了听、读、写三个部分的内容。
阅读部分介绍了一个出售特殊礼物、帮助发展中国家的网页。
听力部分通过记者对一个志愿者的采访，让学生更多地了解发展中国家，培养学生助人为乐的精神。
学习用时间表达法叙述事件是本听力练习的重点。
Summinq Up部分要求学生对本单元所学的知识进行总结和评价z以找出不足之处，从而改进。
Learninq Tip部分建议学生要积极参加小组活幼,以练习口语，培养交际能力。
II .教学重点和难点1.教学重点(1)本单元的生词和短语；(2)系统掌握运用限制性定语从句。
2.教学难点(1)认识帮助别人的重要性；(2)学会发表评论和表达自己的看法；(3)学会以时间为线索，叙述人物生平。
III .教学计划本单元建议分六课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二、三课时：Learning about Language第四课时：Reading and discussing ( Using Language )第五课时：Listening and speaking ( Using Language )第六课时：Reading task (Workbook), Speaking task (Workbook) & Writing task(Workbook)IV.教学步骤：Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1.To help Ss to learn the importance of helping others and the ways to help others.2.To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.3.To teach how to use the new words and phrases in the text.Teaching Procedures:Step 1. Leading-in1.Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei Feng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”2.Get some Ss to present their opinions on the question above before the class. Suggested Answer:Nobody can do everything alone, no matter how powerful he is. Nobody never meets with trouble, no matter how well he is going. So everybody needs others’ help. But we cannot always receive but never give. We must give in return for what we receive. We give help because we have been helped. Since we were born, we have received a lot from the society. So we should return it. We give help today, but we may need help tomorrow. Even if we may not see a person again, by helping him, we can let him know help is necessary and importantfor those who are in need. By helping each other, people can feel that life is full of warmth and friendliness and is worth living. In a word, to help others is to help oneself.Step 2. Warming Up1.Ask Ss to discuss the following question.In what ways do we help the people around?2.Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.3.Divide Ss into four groups and ask them to discuss the following question.Can we call the person who helps others a “volunteer”？Suggested Answer:When one of your parents or friends needs help, you may not be asked to help but you volunteer to help, we don’t say you are a volunteer. A volunteer is a person who helps others in or outside his community or in a foreign country.Step 3. Pre-readingPurpose: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29 ~ P30 and guess what the passage talks about.2.Ask Ss to describe the students and their classrooms in the pictures. After that, let Ssimagine their living conditions.3.Lead Ss to the reading text. Teacher may say, “Today we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the sout h of Australia.”Step 4. SkimmingPurpose: To help Ss get the general idea of the letter.1.Ask Ss to listen to the tape and try to get the main idea of the text. Suggested Answer:In the letter, the writer wrote about the educational and living conditions in PNG and her experience of visiting a student’s village.2.Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sumup the main idea of each paragraph with only one sentence.Suggested Answer:Para.2: The school is simply built an d far away from the students’ homes.Para.3: The educational conditions are very poor.Para.4: I visited a village of one of my student’ and received a warm welcome.Para.5: I stayed with the student’s family and their huts were poorly equipped.Para.6: I had a meal with the student’s family and they cooked in an unusual way.Para.7: I returned from the visit and felt greatly rewarded.Step 5. ScanningPurpose: To help Ss get a deeper understanding of the text..1.Ask Ss to find out the relationship of the people mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them? Can you find out who they are?”Suggested Answers:Jo — the writer of the letter.Rosemary — the person who Jo is writing to.Tombe — one of the writer’s boy students, whose family Jo visited Jenny — thewriter’s fellow worker Kiak —Tombe’s mother Mukap —Tombe’s father2.Ask Ss to read the text carefully and ask them the following questions. It is better to read them out to Ss than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.(1)What is the school like?(2)Is the writer popular with her students? How do you know?(3)What is the writer’s difficulty in teaching?(4)Why did the students jump out of the windows?(5)Why does the writer wonder if she is making any difference to her students’ lives?(6)Was the writer warmly welcomed by the villagers? How do you know?(7)Do Mukap and Kiak usually sleep in the same house?(8)Where did the writer and Jenny sleep that night?(9)Why did Tombe throw away the tin can?Suggested Answers:(1)It is made of bamboo and the roofs are made of grass. It is from away from Ss’homes.(2)Yes. When she gets to school, the students all say hello to her.(3)There is no electricity or water and they have no textbooks. There is no teachingequipment.(4)Because they had never seen such an accident and were frightened.(5)Because most of her students will go back to their villages to work in the field andshe thought what they have learnt will be of no use.(6)Yes. Because Tmbe’s mother welcomed her by crying “ieee ieee” and the villager allshook hands with her warmly.(7)No. They sleep in their own huts.(8)They slept on a newly-made platform in Mukap’s hut.(9)Because they think throwing away the tin can is in fact throwing away evil spirits. Step 6. Language point1.Ask Ss to work in pairs and underline and translate the following phrases in the text.hear from, be dying to do sth., up to, adapt to, the other day, before I knew it, come across, make a difference to sb., get to know, shake hands with sb., stick out of, get through, a newly made platform, a couple of, build a fire, leave...to do sth., dry out, dry up, fall into bed2.Lead Ss to deal with some more language points.(1)be dying to do sth (line 2, paral): want very much to do sth, have a strong desire to dosth.I am dying to know what has happened.我迫切想知道发生了什么。
人教版高二英语选修7_Unit_4_Sharing_全单元教案
Enable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher
3. Learning ability goal
Help the Ss lean how to read between lines and find the positive and negative aspects of doing something
8._____ started crying “ieee ieee” to welcome them.
9._____ led us to alow 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
5._____ becamea lot more imaginative when teaching.
6._____ started jumping out the windows during a chemistry experiment.
7.________ visited a village that was the home of one the boys, Tombe.
Task-based method and fast reading
Teaching aids:
A recorder, a projector, a compute connected to the Internet.
高中英语 Unit 4 Sharing Period 3优秀教案 新人教版选修7
Period 3 Pre－reading and Reading教学目标1．语言知识目标：(1)学生能够正确读写及运用以下单词：airmail；fortnight；roof；muddy；textbook；concept；weekly；relevant；remot e；weed；rectangle；rectangular；adjust；platform；broom；tin；jar；sniff；participate；interpreter；grill；otherwise；privilege(2)学生掌握下列词组的意思并能在句子中熟练运用：hear from；(be)dying to；the other day；dry out；dry up2．语言技能目标：(1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。
(2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3．语言能力目标：增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。
4．情感态度与文化意识目标：(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。
(2)在小组合作互动中，增强学生的团队合作精神与分享意识。
重点难点1．教学重点：a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息；b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。
2．教学难点：a.理解作为志愿者工作的意义，从而树立正确的价值观；b．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。
课前准备1．学生的学习准备查找关于巴布亚新几内亚独立国的信息。
学生可以通过上网等形式搜集信息，并且把搜集到的信息编成问题或写成一段文字，在课堂上向其他同学汇报。
这提高了学生的学习兴趣，把被动的学习变成主动的学习。
2．教师的教学准备查找关于国内外关于帮助他人的个人和组织。
高中英语《Unit4 Sharing Period 3》教案 新人教版选修7
Period 3 Gr ammar教学目标1．语言知识目标：复习限制性定语从句的特点和关系词。
2．语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用。
重点难点1．教学重点：掌握限制性定语从句的特点，关系代词和关系副词使用的场合，能够运用限制性定语从句。
2．教学难点：关系代词和关系副词使用的场合，在写作中运用限制性定语从句。
教学准备1．学生的学习准备：复习限制性定语从句的特点及关系词。
2．教师的教学准备：整理关系代词和关系副词的使用场合，并绘制表格。
3．教学用具的设计和准备：制作多媒体课件。
教学过程Step 1Presentation1．A game “Guess who he/she is.”：Listen to several sentences，and then guess who he/she is according to the description.2．Show the sentences with the restrictive attributive clauses in the game in the screen and make the students find them out.e．g.The student is a boy who_is_taller_than_me.The student is a boy who_is_always_ready_to_help_others_and_popular_among_the_classmates.The student has a nickname which_is_related_to_a_lovely_animal.[设计说明] 听句子，猜猜他/她是谁的游戏，能够很快地引起学生的兴趣，活跃课堂气氛，而且，在描述中使用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了准备。
Step 2Revision1．Revise the character istics of restrictive attributive clauses.(The students can say that in Chinese.)从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。
人教版高中英语选修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。
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Unit 4 Sharing
Help the Remote Village
A year ago, the famous
astronaut received an invitation by
airmail from a remote village. Intending to sniff some fresh air, he and his
interpreter paid a fortnight visit there. It was a privilege for them to be there, but they were shocked by what they saw. The tracks were muddy. The river was dryingup. Most villagers only possessed one broom, a few tins and several jars and their rectangular grass huts with round angles were surrounded by weeds. Besides, their school had no roof and platform, and the students had no concept of clicking a computer at all. They were badly in need.
Soon, the astronaut made a generous voluntary donation to the village. There were textbooks for students, sewing machines for tailors and tractors for farmers. His distribution catalogue also included operating a clinic and a trunk library, as well as giving weekly lessons to teach relevant farming knowledge like how to dryout seeds or raise oxen. He himself not only helped do some paperwork but also purchased grills for boys to toast potatoes and combs for girls who were dying to get one. The other day, he heard from the villagers again inviting him to participate in the donation anniversary party. For political and security reasons, he couldn't adjust his outgoing arrangement—otherwise he would go. But his deeds were remembered forever.
援助偏远山村
一年前，那位著名的宇航员收到一份由一个偏远村庄通过航空邮件寄来的邀请函。
因为想要呼吸一下新鲜空气，他和口译工作者到那儿做了一次两周的旅行。
对于当地之行他们倍感荣幸，但却震惊于所见到的。
泥泞的道路、干枯的河流，大部分的村民拥有的财产只不过是一把扫帚、几个瓶瓶罐罐而已，圆角的矩形草屋四周长满了杂草。
此外学校也没有屋顶和讲台，学生们更对点击操作电脑毫无概念。
他们的生活确实相当困难。
很快，那位宇航员就向村庄做了慷慨的自愿捐赠。
捐赠品中有给学生的课本，给裁缝的缝纫机，还有给农民的拖拉机。
捐赠金的分配目录中还包括一间诊所和一个箱式图书馆的运作，并有传授像怎么使种子干透，或者怎么养牛这种有关农业知识的每周课程。
他自己不仅亲自帮助做一些文书工作，还给男孩子们购买了烤马铃薯的烤架、给渴望得到梳子的女孩子
们买了梳子。
前几天，他又收到了村民们邀请他参加捐赠周年会的来信。
出于政治和安全原因，他无法调整外出安排，否则他就会去了。
不过他的事迹被永远记得。