2024年bo7 unit 4 sharing 全单元教案

Unit4SharingＩ．單元教學目的技能目的GoalsTalkabouthelpingothersandvoluntaryworkPractiseexpressinganideaandfindingreasonsRevisetheAttributiveClause(restrictive)ImprovecommunicationskillsWritealetterⅡ.目的語言功 能 句 式ExpressinganideaandfindingreasonsWhywouldyou…?Howcouldyoudothat?BecauseIwanttosharewithothers…First,findsomeinformationthrough…Thereasonisthat…Then…Next…Finally…詞 汇1.四會詞汇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.认讀詞汇PapuaNewGuinea,bucket,bubble,Pidgin,slope,leftover,evil,vaccination,loan,supplement,Bangladesh,Tanzania,economic,Uganda,Sudan,MedecinsSansFrontieres(MSF),Malawi3.詞组hearfrom,bedyingto,comeacross,stickout,dryout,dryup,inneed,sewingmachine,trunklibrary4．重點詞汇purpose,faith,theme,determination,nation,birth,ancestor,joy,treat,peace构造复习限定性定語從句有关使用方法重點句子1.Iknowyou’redyingtohearallaboutmylifehere.Page292.I’veincludedsomephotoswhichwillhelpyoupicturetheplacesItalkabout.Page293.WhenIreachtheschoolgroundstherearelotsof“goodmornings”formefromtheboys,manyofwhomhavewalkedalongway,sometimesuptotwohours,togettotheschool.Page294.I’mstilltryingtoadapttotheseconditionsbut,onethingisforsure,I’vebecomealotmoreimaginativeinmyteaching.Page295.TheotherdayIwasshowingtheboysachemistryexperimentbeforeIknewit,themixturewasbubblingovereverywhere.Page296.SometimesIwonderhowrelevantchemistryistothekids,mostofwhomwillbegoingbacktotheirvillagesafterYear8.Page297.Butlastweekendanotherteacher,Jenny,andIdidvisitavillagethatwasthehomeofoneoftheboys,Tombe.Page298.Wewalkedfortwoandahalfhourstogettherefirstupamountaintoaridgefromwherewehadfantasticviewsandthendownasteepslopetothevalleybelow.Page299.Whenwearrivedatthevillage,Tombe’smother,Kiak,whohadbeenworkinginhergarden,startedcrying“ieeeieee”.Page2910.Tombe’sfather,Mukap,ledustohishouse,alowbamboohutwithgrassstickingoutoftheroofthisshowsit’saman’shouse.Page2911.TheonlypossessionsthatIcouldseewereafewtinplatesandcupsandacoupleofpots.Page3012.MuapandTombeweretosleeponsmallbedsinanotherpartofthehut.Page3013.Whenhot,heplacedtheminanemptyoildrumwithkaukau(sweetpotato),cornandgreens.Page3014.Thegiftyougiveisnotsomethingyourlovedonekeepsbutacontributiontowardsthelivesofpeoplewhoreallyneedit.Page3315.ToletyouknowthatIamthinkingofyou,IhavepurchasedagiftfromtheWorld’sMostUsefulGiftCatalogueforyoutogivetosomeoftheworld’spoorest.Page3316.Thegiftwilltrainawholevillageofaround40familiesinIndia,Kenya,orBangladeshinnewagriculturalmethods,andprovideseedsandsimpleagriculturalequipment.Page33III.教材分析与教材重组 1.教材分析本單元以Sharing為话題，意在通過單元教學，使學生理解世界上诸多地方仍然很落後，從而懂得同情，學會分享。結合针對短文话題的探讨激发學生的国际意识，通過多种渠道力所能及地為贫困地区的孩子做出自已奉献。 1.1WARMINGUP提供了三项任务。通過完毕這些任务让學生懂得什么是“协助”，并且反思自已与否乐于助人，以及怎样做才是“志愿者”，由此為背面的短文學习做好铺垫。 1.2 PRE-READING是READING的热身活動。其中简介了短文主人公Jo，還根据她在PNG拍的照片提出了5個問題，使學生在阅讀之前就简朴理解短文内容。 1.3 READING是一篇Jo写給Rosemary的信。其中简介Jo在PNG(PapuaNewGuinea)的所見所闻，使學生感受到PNG的小朋友生活艰难，從而愛惜自已的學习机會。. 1.4 COMPREHENDING是根据短文设计的阅讀理解试題。 1.5 LEARNINGABOUTLANGUAGE分詞汇和語法两部分。其中，第一部分是有关此篇短文中的重點單詞和短語；第二部分是有关限定性定語從句的复习。 1.6 USINGLANGUAGE是對READING的延伸。通過阅讀，参与“Giveanunusualgift”的活動。 1.7 LISTENINGANDSPEAKING通過JenniferWells的采访简介了MaryMurray作為MSF的一种volunteer的工作經历，并且针對這一话題展開Speaking。1.8WRITING根据LISTENINGANDSPEAKING话題运用時间体現方式進行写作。 2.教材重组 2.1從话題内容和训练目的上分析，WARMINGUP与LISTENINGANDSPEAKING相一致；從教材份量来說，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“听力課”。 2.2将LISTENINGANDSPEAKING的5、6项和Workbook中的TALKING以及SPEAKINGTASK整合在一起，设计成一节"口語課"。 2.3可将PRE-READING,READING和COMPREHENDING三個活動整合在一起上一节“阅讀課（一）”。 2.4可将LEARNINGABOUTLANGUAGE的詞汇和語法两部分与Workbook中的USINGWORDSANDEXPRESSIONS与USINGSTRUCTURES整合在一起上一节“語法課”。 2.5可将USINGLANGUAG中Giveanunusualgift,和Workbook中READINGTASK的ALETTERFROMPLAN整合起来上一节“阅讀課（二）（泛讀課）”。 2.6将WRITING和Workbook中WRITINGTASK整合成一节“写作課”。 3.課型设计与課時分派（經教材分析，根据學情，本單元可以用六課時教完） 1stperiod听力課 2ndperiod口語課 3rdperiod阅讀課 4thperiod語法課 5thperiod泛讀課 6thperiod写作課Ⅳ.分課時教案TheFirstPeriodListeningTeachinggoals教學目的1.Targetlanguage目的語言a.詞汇和短語:volunteer,clinic,challenging,overthelastfewyears,inthefuture,intwoweeks’time,acoupleof,developingcountry,MedecinsSansFrontieres(MSF),Malawi,Sudan,TheFredHollowsFoundation,TheCancerCouncil,Youthinthecity,goblind,beliefb.重點句子:WhydidMarydecidetoworkinthedevelopingcountries?WhywereconditionsintheclinicintheSudanchallenging?IntheSudan,whywasitnearlyimpossibleforMarytogettotheclinicswhentherainscame?2.Abilitygoals能力目的Improvethestudents’listeningabilitybylisteningtoDrMaryMurray’sexperienceasavolunteerwithMedecinsSansFrontieres(MSF)3．Learningabilitygoals學能目的Learntopredictwhatwillbeheard.Helpthestudentsunderstandtimeexpressionsandusethem.Teachingimportantpoint教學重點Learntomakenoteswhilelisteningtothematerialandnumbertheeventsintheordertheyareheard.Teachingdifficultpoint教學难點Learntousetimeexpressionsandworktogetherwithapartnertodescribeaperson’sexperience..Teachingmethods教學措施Listeningandcooperativelearning.Teachingaid教具准备ArecorderTeachingprocedures&ways教學過程与方式Listeningandcooperativelearning.StepIWarmingUp1.GreetingsT:Goodmorning/afternooneveryone!Ss:Goodmorning/afternoon,Sir/Madam!T:Haveyoueverhelpedothers?Whatdidyoudotohelpyourparents?Orotherrelatives?Oryourfriends?Orpeopleinyourcommunity?Orpeopleoutsideyourcommunity?I’msureyouhavealottosay.Ok,letdivideintogroupsofthreeandfinishthesurveyform.Theningroups,discusswhethersomeonewhohelpsthegroupsonthesurveyformcanbecalleda“volunteer”.Suggestedanswers:Whatdoyoudotohelp…Name:TomName:HelenName:Mary1.yourparents?CleanthefloorWashdishesPreparesupper2.otherrelatives?LendmybooksandCDstothemTakecareofmycousinwhilehisparentsareawayComfortthemwhentheyaresad3.yourfriends?RepairtheircomputersHelpthemwiththelessonsAccompanythemtodoshopping4.peopleinyourcommunity?BeacoachofthefootballloversSinganddancefortheeldersHelpmyneighbourscarrythingshome5.peopleoutsideyourcommunity?PlanttreesHelppeoplewithdisabilitiesReturnthewallettotheloserT:Whichonecanbecalledavolunteer?Orwhatkindofthingsdovolunteersdo?S:Volunteerworkincludes:Beacoachofthefootballlovers,planttrees,helppeoplewithdisabilities.T:Correct.Onlythosewhodon’tworknotforrewards–especiallymoneyandmaterials,andnotforcedtodosoarevolunteers.Andnotonlythepersonbutalsothesocietyandtheenvironmentbenefitfromit.Forexample,DrMaryMurraywasavolunteerwithMedecinsSansFrontieres(MSF).NowturntoPage35,readExercises1and2,andpredictwhatyouwillhearinthelisteningmaterial.Youcanalsodiscusswithyourpartner.Sa:NowJenniferWellsisinterviewingDrMaryMurrayaboutwhathashappenedinMary’slife.Sb:SheonceworkedinaclinicinMalawiandSudan.Sc:MalawiandSudanaredevelopingcountries.Sd:ManychildrendiedwhensheworkedinMalawi.Se:ConditionsintheclinicsintheSudanwereveryterribleandchallenging.Sf:MedecinsSansFrontieres(MSF)isanorganizationthatprovidefreemedicalcaretochildreninpoorcountries.T:Verygood.Yousee,evenwithoutlisteningtothedialogueyoucangetmuchinformation,ifyoustudythequestionscarefully.Nowlet’slistentotheirdialogue.Youwillpayattentiontothetimeexpressionsandnumberthemintheorderyouhearthem.(Showthe11timeexpressionsonPage35).AndalsoyouwillanswerasmanyofthequestionsinExercise2asyoucan.StepIIListening(I)(Theteacherplaysthetapeandthestudentslistentoit.)T:Nowlet’schecktheanswersofExercise1and2.(Thestudentswillanswerthequestions)T:Nowlet’slistentothedialogueforasecondtime.Whenyouarelistening,youcanchecktheanswersofExercise2andfinishExercises3and4.LearntomakenotesaboutMary’sexperiencesinthetableonPage35.Andshareyournoteswithyourpartnerandthenwithothergroups.(Thestudentswillmakesnotes,andsharetheirnotes.)T:Ok,let’slistentoitforathirdtimetocheckthenotes.StepIIIListening(II)T:Perhapsyoumaywonder,becausewearestudents,whatwecandotohelp.Thatis,whatcanwedotoservecommunitiesoutsidetheschool?Ok,letdoLISTENINGintheworkbookonPage70.Youarealsorequiredtopredictwhatyouwillhear,accordingtothefourquestions.Sa:Therearethreecharactersinthematerial:Jason,MickandAnnie.Sb:Theywanttoraisemoneytohelp.Sc:Perhapstheywillhelpchildreninhospital,orservesouptothehomeless,orprotecttheenvironment.Sd:Theywillspendsometimeworkingfortheirschool’sCommunityCareCommittee(CCC).T:Itcouldn’tbebetter.Nowwe’lllistenandcheckourpredictionandalsofinishtheexercisesonPage70.StepVAssignmentT:Boysandgirls,todaywehavelistenedtotwomaterialsaboutgivinghelptoothers.Idohopeallofuswillhelpthosewhoneedhelp.Besides,youshouldlearntopredictwhatyouwillhearbeforelisteningandpayattentiontothetimeexpressionswhilelistening.Homeworkfortoday.1.FinishtheLISTENINGTASKon76.Remembertopredictwhatyouwillhearaccordingtothegiveninformationandalsopayattentiontotimeexpressions.2.GoogleformoreinformationaboutMSFandshareitbetweenus.Nowclassisover.Goodbye,everyone.Ss:Goodbye,sir/madam.ThesecondPeriodListeningTeachinggoalstargetlanguagekeywordsandexpressionsopportunity,range,annual,migration,Antarctic,whalewatchingtour,witness,awesome,leapoutofkeysentencesSharkpopulationsgrowataveryslowrate.Somespeciesneedtobeprotected.Thechancesofbeingbittenbyasharkareactuallyverysmall.Upto200millionsharksarekilledeachyear.AbilitygoalsEnabletheSstolistentothreedialoguesaboutatourtheyhavereadintheadvertisementandaninterviewofasharkexperttoanswerthequestiongiven.LearningabilitygoalsLearnhowtogetrightinformationfromwhattheyhearonthetapetheanswerthequestionsgivenaccordingtothelisteningmaterial.TeachingimportantanddifficultpointsListentodialoguestopickouttheexpressionsaboutblameandcomplaintandfillinthemissingwordsintheshortpassagesgiven.Answersomequestionsgivenaboutsharksinordertosmooththewayoflistening.TeachingmethodsListening,speakingandcooperativelearning.TeachingaidsArecorderTeachingproceduresandwaysStep1RevisionCheckthehomework.ReadthesentencestheSshavemadewiththepassivevoiceof–ingform.Step2Listening1P25.Youwillfindanadvertisementaboutwhalewatchingtours.Haveyoueverbeenonsuchatour?Whatcanyouexperienceonthistour?Nowreaditcarefullyandtrytoanswerthequestionsaboveit.Youcandiscusswithyourpartners.Listentosomedialoguesbetweentouristsandatourguide.Theyhavefinishedthewhalewatchingtour.LookattheaspectinEx.2.Gothroughtheaspectsgivenanddecidewhichonesthetouristsmightthinkweregoodandwhichtheymightcomplainabout.Afterthat,we’lllistentothetapeandchecktheanswers.Playthetape.Forthefirsttime,theyarerequiredtochecktheanswerstheyhavechosen.Forthesecondtime,theyshouldnumbertheaspectsintheordertheyhearaboutthem.Thenchecktheanswerswiththewholeclass.PlaythetapeagainahelptheSstofinishthesetasksandatlast,checktheanswerswiththeclass.StepIIIListening2P62Firstlookatthethreephotos.Whatdoyouseeinthem?Haveyouseenanysharkswithyourowneyes?Howdoyoufeelwhenyoulookatthephotosofthem?ThenlettheSsdiscussthequestionsabovethephotosingroupsandmakeshortdialogues.Theywillshareinformationwitheachotherandlearnmoreaboutsharks.StepIVListening3NextwearegoingtolistentoaninterviewwiththesharkexpertDonJames.Beforeyoulisten,gothroughthestatementsinEx.1onP65andpredictwhatyouwillhearintheinterview.Thenlistenandnumberthesestatementsintheorderyouhearthem.StepVHomeworkPreviewthereadingpassageonP23.ThethirdPeriodExtensivereadingTeachinggoalstargetlanguagekeywordsandexpressionsreflecting,puremagic,beauty,cell,becameawareof,vivid,poisonous,cave,narrow,upsidedown,sharp,tasty,scaredtodeath,shallowkeysentencesI’msittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday–adayofpuremagic!ThefirstthingIbecameawareofwasallthevividcolorssurroundingme…Whatawonderful,limitlessworlditwasdownthere!abilitygoalsEnablethestudenttoknowmoreaboutthelivingthingsundertheseaandexperiencethebeautifulandharmoniousnaturebyreadingadiarydescribingtheanimalsandsceneryundertheseaandlearntowriteasimilaroneaccordingtotheexpressionsgiven.Teachingimportantpoints.EnableSstoreadforspecificinformationandguidetheSstowritetheirowndiray.TeachingproceduresStep1,RevisionT:Goodmorning.Ss;Goodmorning.T:YesterdayIaskedyoutopreviewthereadingpassageonPage23….Step2,ReadinganddiscussingP23Playthetapeforsstolistenandthenletthesstowritedownthenamesoftheseaanimalsmentionedinthediary.Afterthat,checkthejobbyaskingsomeonetotellthenamesoftheseaanimals.…Pare1…Para2..Para3..Para4..Step3,HomeworkDiscussingandwritingonp24.Unit4Sharing.語法在复合句中修饰名詞或代詞的從句叫定語從句。被修饰的名詞或代詞叫先行詞。引导定語從句的关系代詞有who，whom，whose，which，that等和关系副詞where，when，why等。关系代詞和关系副詞在定語從句中充當一定的句子成分。1.由who，whom，whose引导的定語從句此类定語從句中who用作主語，whom作宾語，whose作定語指人。例如：①Thisisthemanwhohelpedme.這位是幫過我的那個人。②TheDoctorwhomyouarelookingforisintheroom.你找的那位大夫在屋裏。③DoyouknowthemanwhosenameisThompson?你认识那個叫汤普森的人吗？2.which引导的定語從句此类從句只能指物，which在從句中作主語或谓語動詞或介詞的宾語。例如：①Thisisthebookwhichyouwant.這就是你要的那本書。②Thebuildingwhichstandsneartheriverisourschool.河边的那栋楼是我們學校。③Theroominwhichthereisamachineisaworkshop.有机器的房间是車间。1）whom，whose，which作介詞宾語時，介詞一般可放在它們之前，也可放在從句本来的位置上，在具有介詞的動詞固定詞组中，介詞只能放在本来的位置上。例如：Thisisthepersonwhomyouarelookingfor.這位就是你在找的那個人。2）引导非限定性定語從句時，关系代詞往往用which，不用that。例如：Ihavelostmybook,whichIlikeverymuch.我的書丢了，我非常喜欢那本書。3.由that引导的定語從句that在定語從句中可以指人或物，在從句中作主語或谓語動詞的宾語。但不能放在介詞背面作介詞宾語。例如：TheletterthatIreceivedwasfrommyfather.我收到的那封信是我父亲写給我的。在下面几种状况下必须用“that”引导定語從句：1）先行詞是不定代詞：all，few，little，much，something，nothing，anything等。例如：Allthatwehavetodoistopracticeeveryday.我們要做的就是每天练习。2）先行詞是序数詞或被序数詞修饰，只用that，不用which。例如：ThefirstlessonthatIlearnedwillneverbeforgotten.我永遠也忘不了所學的第一課。ThetrainisthelastthatwillgotoSuzhou.這是開往苏州的最终一趟車。3）先行詞是形容詞最高级或被被形容詞最高级修饰，只用that，不用which。Thisisthebestthathasbeenusedagainstpollution.這是用来防止污染的最佳措施。ThisisthemostinterestingfilmthatI’veeverseen.這是我看過的最有趣的電影。4）先行詞被all,any,every,each,few,little,no,some等修饰。例如：Ihavereadallthebooks(that)yougaveme.你給我的書我全讀完了。5）先行詞被theonly，thevery，thelast修饰時。HeistheonlypersonthatIwanttotalkto.他是惟一的我想跟說话的人。TheonlypossessionsthatIcouldseewereafewtinplatesandcupsandacoupleofpots.我能看到的他們仅有的财产就是几种锡盘子、杯子和三两個罐子。6）先行詞既有人又有物時。例如：Theytalkedofthingsandpersonsthattheyrememberedintheschool.他們談论著他們能记起的那些在學校的人和事。7)當先行詞前面有who,which等疑問代詞時。Whoistheboythatwonthegoldmedal?8)當有两個定語從句時，其中一种关系代詞已經用了which,另一种宜用that.Thaysecretlybuiltupasmallfavtory,whichproducedthingsthatcouldcausepollution.9)當先行詞在主句中作表語，而关系代詞在從句中作表語。Shanghaiisnolongerthecitythatitusedtobe..4.由when/where/why引导的定語從句①Iknowthereasonwhyhecamelate.我懂得他為何来晚了。②Thisistheplacewherewelivedfor5years.這就是我住過五年的地方。③IwillneverforgetthedaywhenImetMr.Li.我永遠也忘不了碰到李先生的那天。先行詞表达地點時，有時用where，有時用that（which）引导定語從句。這時要看從句的谓語動詞是及物動詞還是不及物動詞。假如是及物動詞就用that（which），否则用where。例如：①Thisisthehousewherehelivedlastyear.這就是他去年住過的房子。②Thisisthehousethat(which)hevisitedlastyear.這就是他去年去過的房子。Unit4SharingWritingTeachinggoals教學目的1.Abilitygoals能力目的Enablethestudentstowriteaboutaperson’sexperiencebyusingtimeexpressions.Enablethestudentstowritealettertoachildtheywouldliketosponsor.2.Learningabilitygoals學能目的Helpthestudentslearnhowtowriteaboutaperson’sexperiencebyusingtimeexpressions.Helpthestudentslearnhowtowritealettertoachildtheywouldliketosponsor.Teachingimportantanddifficultpoints教學重难點Thecharacteristicsofnarration.Teachingmethods教學措施Task-basedmethodandwriting.Teachingaids教具准备Aprojectorandacomputer.Teachingprocedures&ways教學過程与方式StepIRevisionCheckthehomework.Asksomestudentstoreadthesentenceswith