高二英语选修7 Unit4教案.doc

Unit 4 Sharing 单元教学目标技能目标GoalsTalk about helping others and voluntary workPractise expressing an idea and finding reasonsRevise the Attributive Clause(restrictive) Improve communication skillsWrite a letter.目标语言功能句式Expressing an idea and finding reasonsWhy would you ?How could you do that?Because I want to share with others First, find some information through The reason is that Then Next Finally 词汇1. 四会词汇relevant, doorway, adjust, platform, soft, softly, grill, privilege, arrangement, toast, comb, astronaut, catalogue, purchase, anniversary, seed, seedling, sew, ox, trunk, Kenya, tailor, income, skill, participate, political, distribution, finance, financial, security, operate, remote, otherwise, donate, clinic2. 认读词汇Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, loan, supplement, Bangladesh, Tanzania, economic, Uganda, Sudan, Medecins Sans Frontieres (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, faith, theme, determination, nation, birth, ancestor, joy, treat, peace结构复习限定性定语从句有关用法重 点 句 子1. I know youre dying to hear all about my life here. Page 292. Ive included some photos which will help you picture the places I talk about. Page 293. When I reach the school grounds there are lots of “good mornings” for me from the boys, many of whom have walked a long way, sometimes up to two hours, to get to the school. Page 294. Im still trying to adapt to these conditions but, one thing is for sure, Ive become a lot more imaginative in my teaching. Page 295. The other day I was showing the boys a chemistry experiment - before I knew it, the mixture was bubbling over every where. Page 296. Sometimes I wonder how relevant chemistry is to the kids, most of whom will be going back to their villages after Year 8. Page 297. But last weekend another teacher, Jenny, and I did visit a village that was the home of one of the boys, Tombe. Page 298. 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 slope to the valley below. Page 299. When we arrived at the village, Tombes mother, Kiak, who had been working in her garden, started crying “ieee ieee”. Page 2910. Tombes father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof - this shows its a mans house. Page 2911. The only possessions that I could see were a few tin plates and cups and a couple of pots. Page 3012. Muap and Tombe were to sleep on small beds in another part of the hut. Page 3013. When hot, he placed them in an empty oil drum with kau kau (sweet potato), corn and greens. Page 3014. The gift you give is not something your loved one keeps but a contribution towards the lives of people who really need it. Page 3315. 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. Page 3316. The gift will train a whole village of around 40 families in India, Kenya, or Bangladesh in new agricultural methods, and provide seeds and simple agricultural equipment. Page 33III. 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. 2PRE-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. 3READING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. 4COMPREHENDING 是根据短文设计的阅读理解试题。1. 5LEARNING 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. 6USING LANGUAGE是对READING的延伸。通过阅读，参与“Give an unusual gift”的活动。 1. 7LISTENING 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”。2.2 将LISTENING AND SPEAKING的5、6项 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（一）”。2.4 可将LEARNING ABOUT LANGUAGE的词汇和语法两部分与Workbook中的USING WORDS AND EXPRESSIONS与USING STRUCTURES整合在一起上一节“语法课”。2.5 可将USING LANGUAG中Give an unusual gift, 和Workbook中READING TASK的A LETTER FROM PLAN整合起来上一节“阅读课（二）（泛读课）”。2.6 将WRITING和Workbook中WRITING TASK整合成一节“写作课”。3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）1st period 听力课2nd period 口语课3rd period 阅读课4th period 语法课5th period 泛读课6th period 写作课. 分课时教案 The First Period ListeningTeaching goals 教学目标1. Target language目标语言 a.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, Medecins Sans Frontieres(MSF), Malawi, Sudan, The Fred Hollows Foundation, The Cancer Council, Youth in the city, go blind, belief b. 重点句子: Why did Mary decide to work in the developing countries?Why were conditions in the clinic in the Sudan challenging? In the Sudan, why was it nearly impossible for Mary to get to the clinics when the rains came?2. Ability goals能力目标Improve the students listening ability by listening to Dr Mary Murrays experience as a volunteer with Medecins Sans Frontieres (MSF)3Learning ability goals学能目标Learn to predict what will be heard.Help the students understand time expressions and use them.Teaching important point 教学重点 Learn to make notes while listening to the material and number the events in the order they are heard. Teaching difficult point 教学难点Learn to use time expressions and work together with a partner to describe a persons experience.Teaching methods 教学方法Listening and cooperative learning.Teaching aid 教具准备A recorderTeaching procedures & ways 教学过程与方式Listening and cooperative learning.Step I Warming Up1. GreetingsT: Good morning /afternoon everyone!Ss: Good morning /afternoon, Sir/ Madam!T: 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, let divide into groups of three and finish the survey form. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”.Suggested answers:What do you do to helpName: TomName: HelenName: Mary1. your parents?Clean the floorWash dishesPrepare supper2. other relatives?Lend my books and CDs to themTake care of my cousin while his parents are awayComfort them when they are sad3. your friends?Repair their computersHelp them with the lessonsAccompany them to do shopping4. people in your community?Be a coach of the football loversSing and dance for the eldersHelp my neighbours carry things home5. people outside your community? Plant treesHelp people with disabilitiesReturn the wallet to the loserT: Which one can be called a volunteer? Or what kind of things do volunteers do?S: Volunteer work includes: Be a coach of the football lovers, plant trees, help people with disabilities. T: Correct. Only those who dont work not for rewards especially money and materials, and not forced to do so are volunteers. And not only the person but also the society and the environment benefit from it. For example, Dr Mary Murray was a volunteer with Medecins Sans Frontieres(MSF). Now turn to Page 35, read Exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.Sa: Now Jennifer Wells is interviewing Dr Mary Murray about what has happened in Marys life.Sb: She once worked in a clinic in Malawi and Sudan.Sc: Malawi and Sudan are developing countries.Sd: Many children died when she worked in Malawi.Se: Conditions in the clinics in the Sudan were very terrible and challenging.Sf: Medecins Sans Frontieres(MSF) is an organization that provide free medical care to children in poor countries.T: Very good. You see, even without listening to the dialogue you can get much information, if you study the questions carefully. Now lets listen to their dialogue. You will pay attention to the time expressions and number them in the order you hear them. (Show the 11 time expressions on Page 35). And also you will answer as many of the questions in Exercise 2 as you can.Step II Listening(I)(The teacher plays the tape and the students listen to it.)T: Now lets check the answers of Exercise 1 and 2. (The students will answer the questions)T: Now lets listen to the dialogue for a second time. When you are listening, you can check the answers of Exercise 2 and finish Exercises 3 and 4. Learn to make notes about Marys experiences in the table on Page 35. And share your notes with your partner and then with other groups.(The students will makes notes, and share their notes.)T: Ok, lets listen to it for a third time to check the notes.Step III Listening(II)T: Perhaps you may wonder, because we are students, what we can do to help. That is, what can we do to serve communities outside the school? Ok, let do LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the f