人教新课标选修7Unit4Sharing教案Word文件下载.docx
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Thereasonisthat...Then...Next...Finally...
词汇
1．四会词汇
AirmailfortnightroofmuddytextbookconceptweeklyrelevantremoteweedrectanglerectangularadjustplatformbroomtinjarsniffparticipateinterpretergrillotherwiseprivilegepaperworkarrangementtoastcombastronautanglecataloguedonatevoluntarypurchaseanniversaryseedsewoxtrunktractorKenyaclicktailorpoliticaldistributedistributionsecurityoperateclinci
2．认读词汇
PapuaNewGuinea,bucket,bubble,Pidgin,slope,leftover,evil,vaccination,loan,supplement,Bangladesh,Tanzania,economic,Uganda,Sudan,MedecinsSansFrontieres（MSF）,Malawi
3．词组
hearfrom,bedyingto,comeacross,stickout,dryout,dryup,inneed,sewingmachine,trunklibrary
4．重点词汇
purpose,theme,determination,nation,birth,ancestor,joy,treat,peace
结
构
RevisetheAttributiveClause（restrictive）
引导定语从句的关系代词who/whom/whose/which/that等以及关系副词where/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.…I’veincludedsomephotoswhichwillhelpyoupicturetheplacesItalkabout.P29
2.WhenIreachtheschoolgroundstherearelotsof“goodmornings”formefromtheboys.Manyofthemhavewalkedalongway,sometimesuptotwohours,togettotheschool.P29
3.TheotherdayIwasshowingtheboystheweeklychemistryexperimentwhen,beforeIknewit,themixturewasbubblingovereverywhere.P29
4.SometimesIwonderhowrelevantchemistryistothesestudents,mostofwhomwillbegoingbacktotheirvillagesafterYear8anyway.P29
5.Butlastweekendanotherteacher,Jenny,andIdidvisitavillagewhichisthehomeofoneoftheboys,Tombe.P29
6.Wewalkedfortwoandahalfhourstogetthere—firstupamountaintoaridgefromwherewehadfantasticviewsandthendownasteeppathtothevalleybelow.P29
7.Tombe’sfather,Mukap,ledustohishouse,alowbamboohutwithgrassstickingoutoftheroof—thisshowsit’saman’shouse.P29
8.ToletyouknowthatIamthinkingofyou,IhavepurchasedagiftfromtheWorld’sMostUsefulGiftCatalogueforyoutogivetosomeoftheworld’spoorest.P34
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。
1.1WarmingUp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。
1.2Pre-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。
1.3Reading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。
1.4Comprehending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。
1.5LearningaboutLanguage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。
1.6UsingLanguage包括三项活动：
Readingandspeaking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；
Listeningandspeaking通过JenniferWells的采访介绍了MaryMurray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MaryMurray；
Writing要求学生根据Listeningandspeaking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，WarmingUp与Listeningandspeaking相一致；
从教材份量来说，可将WarmingUp与Listeningandspeaking的1、2、3、4项和Workbook中的LISTENING以及LISTENINGTASK整合在一起，设计成一节任务型“听力课”。
2.2将Listeningandspeaking的speaking和Workbook中的TALKING以及SPEAKINGTASK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LearningaboutLanguage的词汇和语法两部分与Workbook中的USINGWORDSANDEXPRESSIONS以及USINGSTRUCTURES整合在一起上一节“语言学习课”。
2.5可将UsingLanguage中的Readingandspeaking和Workbook中的READINGTASK整合起来上一节“泛读课”。
2.6将Writing和Workbook中的WRITINGTASK整合成一节“写作课”。
3.课型设计与课时分配
1stPeriodListening
2ndPeriodSpeaking
3rdPeriodReading
4thPeriodLanguagestudy
5thPeriodExtensivereading
6thPeriodWriting
Ⅳ.分课时教案
TheFirstPeriodListening
Teachinggoals教学目标
1.Targetlanguage目标语言
重点词汇和短语
volunteer,clinic,challenging,overthelastfewyears,inthefuture,intwoweeks’time,acoupleof,developingcountry,goblind,belief
2.Abilitygoals能力目标
Improvethestudents’listeningabilitybylisteningtoDrMaryMurray’sexperienceasavolunteerwithMedecinsSansFrontieres（MSF）.
3.Learningabilitygoals学能目标
Learntopredictwhatwillbeheardaccordingtothekeywordsinthequestionsandinthiswaytoimprovethestudents’listeningability.
Teachingimportantpoints教学重点
Learntomakenoteswhilelisteningtothematerialandnumbertheeventsintheordertheyareheard.
Teachingdifficultpoints教学难点
Learntousetimeexpressionsandworktogetherwithapartnertodescribeaperson’sexperienceasJodidinherletterorDrMaryMurraydidintheinterview.
Teachingmethods教学方法
Listeningandcooperativelearning.
Teachingaids教具准备
Arecorder.
Teachingprocedures&
ways教学过程与方式
StepIWarmingup
T:
Haveyoueverhelpedothers?
Whatdidyoudotohelpyourparents?
Orotherrelatives?
Oryourfriends?
Orpeopleinyourcommunity?
Orpeopleoutsideyourcommunity?
I’msureyouhavealottosay.OK,nowgetintogroupsandfinishthesurveyformonPage28.
Suggestedanswers:
Whatdoyoudotohelp..
Name:
Tom
Helen
Mary
1.yourparents?
Cleanthefloor
Washdishes
Preparesupper
2.otherrelatives?
Lendmybooks
andCDstothem
Takecareofmy
cousinwhilehis
parentsareaway
Comfortthem
whentheyaresad
3.yourfriends?
Repairtheir
computers
Helpthemwiththe
lessons
Accompanythem
todoshopping
4.peopleinyour
community?
Beacoachofthe
footballlovers
Singanddancefor
theold
Helpmyneighbours
carrythingshome
5.peopleoutsideyourcommunity?
Planttrees
Helppeoplewith
disabilities
Returnthewalletto
theowner
Write“Volunteer”ontheBb.
LookatthewordontheBb.Haveyoulearnedit?
Whatdoesitmean?
S:
Asanoun,itmeanssomeonewhodoesajobwillinglywithoutbeingpaid.Asaverb,itmeanstooffertodosomethingwithoutexpectinganyreward,oftensomethingthatotherpeopledonotwanttodo.
Volunteerworkincludes:
Beacoachofthefootballloverswithoutpayment,planttrees,helppeoplewithdisabilities.
Goodanswer.Lookatthesurveyformyouhavecompleted.Theningroups,discusswhethersomeonewhohelpsthegroupsonthesurveyformcanbecalleda“volunteer”.
Afterdiscussion.
Doyouthinkyourclassmatesyoujustinterviewedcanbecalledvolunteers?
What’syourgroup’sopinion?
Wethinkthatoneisnotavolunteerwhenhe/shehelpshis/herparents,relativesorfriends.Butwecancallhis/hervolunteerwhenhe/shehelpspeopleinthecommunityoroutsidethecommunity.
Iagreewithyou.Onlythosewhodon’tworkforrewards—especiallymoneyandmaterials,andarenotforcedtodosoarevolunteers.Forexample,DrMaryMurrayissuchavolunteer.SheworksforanorganizationcalledMedecinsSansFrontieres（MSF）.TurntoPage35please.
StepⅡListening（I）
NowMaryisbeinginterviewedbyJenniferWells.Gothroughexercises1and2,andpredictwhatyouwillhearinthelisteningmaterial.Youcanalsodiscusswithyourpartner.
ThenletthestudentsgothroughtheexpressionslistedinExercise1.Andplaythetape.
Nowlet’slistentotheirdialogue.Whileyouarelistening,payattentiontothetimeexpressionsandnumberthemintheorderyouhearthem.
Afterlisteningforthefirsttime,checktheanswers.ThenletthemtrytoanswerthequestionsinExercise2withtheirpartner.It’sOKiftheycan’tanswerallthequestions.Playthetapeagain,letthestudentslistenagainandchecktheiranswers.
NowlookatthetableinExercise3.Sometimeexpressionsaregiven.Let’slistentothetapeagainandfindoutwhereMarywasatthesetimesandwhatshedid.Youdon’tneedtowritedowncompletesentences.Keywordswilldo.
Afterlistening,letthestudentssharetheircompletednoteswiththeirpartners.Thencheckthenoteswiththewholeclass.Finally,getthestudentstotelleachotheraboutMary’sexperiencewiththehelpoftheinformationfromtable.TheyaresupposedtousethetimeexpressionsinExercise1.
StepⅢListening（Ⅱ）
Perhapsyoumaywonder,wearestudents,whatwecandotohelp.Thatis,whatcanwedotoservecommunitiesoutsidetheschool?
Actually,ifyouarewillingtoofferyourhelp,therearealotofthingsthatyoucando.Therehasbeensomeschoolorganizationswhichareengagedinout-schoolactivities.Now,wearegoingtolearnaboutoneofsuchorganizations.TurntoLISTENINGintheworkbookonPage70.Youarealsorequiredtopredictwhatyouwillhear,accordingtothefourexercises.
Letthestudentsgothroughtheinstructionsoftheexercisesandpredictaboutthecontentofthelisteningmaterial.
Sa:
Therearethreecharactersinthematerial:
Jason,MickandAnnie.
Sb:
Theywanttoraisemoneytohelpthecommunities.
Sc:
Perhapstheywillhelpchildreninhospital,orservesouptothehomeless,orprotecttheenvironment.
Sd:
Theywillspendsometimeworkingfortheirschool’sCommunityCareCommittee（CCC）.
Nowlet’slistentothetapeandcheckyourpredictionsandatthesametime,numbertheitemsinExercise1intheorderyoufirsthearthem.
Afterlistening,checktheanswer.ThenplaythetapeagainandletthestudentsfinishthetableinExercise2.Checktheanswers.Finally,playthetapeagainanddealwithExercises3and4.
StepⅤHomework
Boysandgirls,todaywehavelistenedtotwomaterialsaboutgivinghelptoothers.Idohopeallofusca
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