高中英语 Unit 4 Sharing单元教案 新人教版选修7Word下载.docx

1、The reason is that . Then . Next . Finally . 词 汇1 四会词汇Airmail fortnight roof muddy textbook concept weekly relevant remote weed rectangle rectangular adjust platform broom tin jar sniff participate interpreter grill otherwise privilege paperwork arrangement toast comb astronaut angle catalogue donat

2、e voluntary purchase anniversary seed sew ox trunk tractor Kenya click tailor political distribute distribution security operate clinci 2 认读词汇Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, loan, supplement, Bangladesh, Tanzania, economic, Uganda, Sudan, Medecins Sans F

3、rontieres （MSF）, Malawi 3 词组hear from, be dying to, come across, stick out, dry out, dry up, in need, sewing machine, trunk library4 重点词汇purpose, theme, determination, nation, birth, ancestor, joy, treat, peace结 构Revise the Attributive Clause （restrictive）引导定语从句的关系代词who/whom/whose/which/that等以及关系副词w

4、here/when/why等在定语从句中担任句子成分和表达意义的小结重点句子1. Ive included some photos which will help you picture the places I talk about. P292. 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 up to two hours, to get to the school. P

5、293. The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P294. Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P295. But last wee

6、kend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P296. 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. P297. Tombes father, Mukap, led u

7、s to his house, a low bamboo hut with grass sticking out of the roof this shows its a mans house. P298. To let you know that I am thinking of you, I have purchased a gift from the Worlds Most Useful Gift Catalogue for you to give to some of the worlds poorest. P34. 教材分析和教材重组 1. 教材分析 本单元以Sharing为话题，旨

8、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PN

9、G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

10、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Workboo

11、k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

12、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 Listening 2nd Period Speaking 3rd Period Reading 4th Period Language study 5th Period Extensive reading 6th Period Writing . 分课时教案The First Peri

13、od 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, belief 2. Ability goals能力目标Improve the students listening ability by listening to Dr Mary Murrays experien

14、ce 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 mater

15、ial and number the events in the order they are heard. Teaching difficult points 教学难点Learn to use time expressions and work together with a partner to describe a persons 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.

16、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? Im sure you have a lot to say. OK, now get into gr

17、oups and finish the survey form on Page 28.Suggested answers:What do you do to help.Name: Tom Helen Mary1. your parents?Clean the floorWash dishesPrepare supper2. other relatives?Lend my booksand CDs to themTake care of mycousin while hisparents are awayComfort themwhen they are sad3. your friends?R

18、epair theircomputersHelp them with thelessonsAccompany themto do shopping4. people in your community?Be a coach of thefootball loversSing and dance forthe oldHelp my neighbourscarry things home5. people outside your community?Plant treesHelp people withdisabilitiesReturn the wallet tothe ownerWrite

19、“Volunteer” on the Bb. 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. Volunt

20、eer work includes: Be a coach of the football lovers without payment, plant trees, help people with disabilities. 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. Do

21、you think your classmates you just interviewed can be called volunteers? Whats your groups opinion? 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. I ag

22、ree with you. Only those who dont 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 Listening （I） Now Mary is

23、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. Now lets listen to their dialogue. While you a

24、re 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. Its OK if they cant answer all the questions. Play the tape again, let th

25、e students listen again and check their answers. Now look at the table in Exercise 3. Some time expressions are given. Lets listen to the tape again and find out where Mary was at these times and what she did. You dont need to write down complete sentences. Key words will do. After listening, let th

26、e 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 Marys experience with the help of the information from table. They are supposed to use the time expressions in Exercise 1. Step Listening （） Perha

27、ps 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

28、. 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 listenin

29、g 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 schools Co

30、mmunity Care Committee （CCC）. Now lets 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 Homework Boys and girls, today we have listened to two materials about giving help to others. I do hope a