人教版高中英语选修7Unit 4Sharing教案3.docx

人教版高中英语选修7Unit 4Sharing教案3.docx

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人教版高中英语选修7Unit4Sharing教案3

Unit4Sharing

I．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。

WarmingUp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-reading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。

LearningaboutLanguage部分突出了词汇和语法的学习与训练。

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。

UsingLanguage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。

SummingUp部分要求学生对本单元所学的知识进行总结和评价，以找出不足之处，从而改进。

LearningTip部分建议学生要积极参加小组活动，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：

Warmingup,Pre-reading,Reading&Comprehending

第二、三课时：

LearningaboutLanguage

第四课时：

Readinganddiscussing（UsingLanguage）

第五课时：

Listeningandspeaking（UsingLanguage）

第六课时：

Readingtask（Workbook）,Speakingtask（Workbook）&Writingtask（Workbook）

IV．教学步骤：

Period1Warmingup,Pre-reading,Reading&Comprehending

TeachingGoals:

1.TohelpSstolearntheimportanceofhelpingothersandthewaystohelpothers.

2.TohelpSstolearnabouttheeducationalandlivingconditionsofsomedevelopingcountriesanddeveloptheirawarenessofhelpingthoseinneed.

3.Toteachhowtousethenewwordsandphrasesinthetext.

TeachingProcedures:

Step1.Leading-in

1.LeadSstothecontentofthisunit.Teachermaysay,“WehaveallheardaboutLeiFeng,whowasreadytohelpothersandsetusanexample.Weliveourownlives.Everybodyhashisownworktodo.Whymustwehelpothers?

”

2.GetsomeSstopresenttheiropinionsonthequestionabovebeforetheclass.

SuggestedAnswer:

Nobodycandoeverythingalone,nomatterhowpowerfulheis.Nobodynevermeetswithtrouble,nomatterhowwellheisgoing.Soeverybodyneedsothers’help.Butwecannotalwaysreceivebutnevergive.Wemustgiveinreturnforwhatwereceive.Wegivehelpbecausewehavebeenhelped.Sincewewereborn,wehavereceivedalotfromthesociety.Soweshouldreturnit.Wegivehelptoday,butwemayneedhelptomorrow.Evenifwemaynotseeapersonagain,byhelpinghim,wecanlethimknowhelpisnecessaryandimportantforthosewhoareinneed.Byhelpingeachother,peoplecanfeelthatlifeisfullofwarmthandfriendlinessandisworthliving.Inaword,tohelpothersistohelponeself.

Step2.WarmingUp

1.AskSstodiscussthefollowingquestion.

Inwhatwaysdowehelpthepeoplearound?

2.AskSstoworkingroupsoffourandoneofthemtointerviewtheotherthree.TellhimtoaskthequestionsinEx1ofWarmingUponP28.Thengetonepairtoactouttheirdialoguesbeforetheclass.

3.DivideSsintofourgroupsandaskthemtodiscussthefollowingquestion.

Canwecallthepersonwhohelpsothersa“volunteer”?

SuggestedAnswer:

Whenoneofyourparentsorfriendsneedshelp,youmaynotbeaskedtohelpbutyouvolunteertohelp,wedon’tsayyouareavolunteer.Avolunteerisapersonwhohelpsothersinoroutsidehiscommunityorinaforeigncountry.

Step3.Pre-reading

Purpose:

TogetSspreparedforthereadingtext.

1.AskSstolookatthepicturesonP29～P30andguesswhatthepassagetalksabout.

2.AskSstodescribethestudentsandtheirclassroomsinthepictures.Afterthat,letSsimaginetheirlivingconditions.

3.LeadSstothereadingtext.Teachermaysay,“TodaywearegoingtoreadaletterwrittenbyanAustralianvolunteer,Jo,whotaughtfortwoyearsinPapuaNewGuinea,acountrytothesouthofAustralia.”

Step4.Skimming

Purpose:

TohelpSsgetthegeneralideaoftheletter.

1.AskSstolistentothetapeandtrytogetthemainideaofthetext.

SuggestedAnswer:

Intheletter,thewriterwroteabouttheeducationalandlivingconditionsinPNGandherexperienceofvisitingastudent’svillage.

2.PlaythetapeparagraphbyparagraphandletSsreadafterit.Thenaskthemtosumupthemainideaofeachparagraphwithonlyonesentence.

SuggestedAnswer:

Para.2:

Theschoolissimplybuiltandfarawayfromthestudents’homes.

Para.3:

Theeducationalconditionsareverypoor.

Para.4:

Ivisitedavillageofoneofmystudent’andreceivedawarmwelcome.

Para.5:

Istayedwiththestudent’sfamilyandtheirhutswerepoorlyequipped.

Para.6:

Ihadamealwiththestudent’sfamilyandtheycookedinanunusualway.

Para.7:

Ireturnedfromthevisitandfeltgreatlyrewarded.

Step5.Scanning

Purpose:

TohelpSsgetadeeperunderstandingofthetext..

1.AskSstofindouttherelationshipofthepeoplementionedinthetext.Teachermaysay,“Therearesomepersonsmentionedinthetext.Canyounamethem?

Canyoufindoutwhotheyare?

”

SuggestedAnswers:

Jo—thewriteroftheletter.

Rosemary—thepersonwhoJoiswritingto.

Tombe—oneofthewriter’sboystudents,whosefamilyJovisited

Jenny—thewriter’sfellowworker

Kiak—Tombe’smother

Mukap—Tombe’sfather

2.AskSstoreadthetextcarefullyandaskthemthefollowingquestions.ItisbettertoreadthemouttoSsthantopresentthemontheblackboard.EncourageSstokeeptheeyesawayfromthebookswhentheyanswerthequestions.

（1）Whatistheschoollike?

（2）Isthewriterpopularwithherstudents?

Howdoyouknow?

（3）Whatisthewriter’sdifficultyinteaching?

（4）Whydidthestudentsjumpoutofthewindows?

（5）Whydoesthewriterwonderifsheismakinganydifferencetoherstudents’lives?

（6）Wasthewriterwarmlywelcomedbythevillagers?

Howdoyouknow?

（7）DoMukapandKiakusuallysleepinthesamehouse?

（8）WheredidthewriterandJennysleepthatnight?

（9）WhydidTombethrowawaythetincan?

SuggestedAnswers:

（1）Itismadeofbambooandtheroofsaremadeofgrass.ItisfromawayfromSs’homes.

（2）Yes.Whenshegetstoschool,thestudentsallsayhellotoher.

（3）Thereisnoelectricityorwaterandtheyhavenotextbooks.Thereisnoteachingequipment.

（4）Becausetheyhadneverseensuchanaccidentandwerefrightened.

（5）Becausemostofherstudentswillgobacktotheirvillagestoworkinthefieldandshethoughtwhattheyhavelearntwillbeofnouse.

（6）Yes.BecauseTmbe’smotherwelcomedherbycrying“ieeeieee”andthevillagerallshookhandswithherwarmly.

（7）No.Theysleepintheirownhuts.

（8）Theysleptonanewly-madeplatforminMukap’shut.

（9）Becausetheythinkthrowingawaythetincanisinfactthrowingawayevilspirits.

Step6.Languagepoint

1.AskSstoworkinpairsandunderlineandtranslatethefollowingphrasesinthetext.

hearfrom,bedyingtodosth.,upto,adaptto,theotherday,beforeIknewit,comeacross,makeadifferencetosb.,gettoknow,shakehandswithsb.,stickoutof,getthrough,anewlymadeplatform,acoupleof,buildafire,leave…todosth.,dryout,dryup,fallintobed

2.LeadSstodealwithsomemorelanguagepoints.

（1）bedyingtodosth（line2,para1）:

wantverymuchtodosth,haveastrongdesiretodosth.

Iamdyingtoknowwhathashappened.我迫切想知道发生了什么。

●拓展bedyingforsth：

wantsthverymuch

Iamdyingforaglassofwater.我非常想来杯水喝。

（2）picture（line3,para1）:

imagine,formapictureofsborsthinthemind

IcanstillpicturethehouseIspentmyhappychildhoodin.我仍能回忆起那间房子，在那里我度过美好的童年。

Canyoupicturewhatitisliketoliveonalonelyisland?

您能设想在孤岛上的生活是什么样吗？

（3）challenging（line4,Para.3）:

difficulttodealwith

Iliketodochallengingwork.我喜欢做有挑战性的工作。

Tobeateacherisbothchallengingandrewarding.教师这个职业既充满挑战也能带来成就感。

（4）theotherday（line5,Para.3）:

afewsaysago,recently

Isawapersonswimmingintherivertheotherday.那天我看见一个人在河里游泳。

（5）makeadifferenceto（line10,Para.3）:

haveaneffecton,beimportantto

Theraindidn’tmakeanydifferencetoourfootballgame.那场雨没有影响到我们的足球赛。

Goingtocollegemadeabigdifferencetomywholelife.考上大学对我的整个一生影响颇大。

（6）stickout（line2,Para.5）:

pushsthfurtherout

Don’tstickyourarmoutofthecarwindow.不要把手伸出车窗。

Shestuckouthertongueatme.她向我吐舌头。

（7）acoupleof（line10,Para.5）:

①two;②afew,asmallnumberof

Isawacoupleofthemgetout.我看见他们俩出去了。

Wewentthereacoupleofyearsago.我几年前去过那。

（8）leavesbtodosth（line4,Para.6）:

leavesbbehindandmakehim/herdosth

Allmenhavegonetotowntomakemoney,leavingthewomentodothefarmwork.男人都去城里挣钱了，把农活都留给女人去做。

（9）preparesb./sth.（thelastparagraph.）:

getsb./sth.ready

Motherisbusypreparingdinnerinthekitchen.妈妈正在厨房里忙于准备饭菜。

Theteacherstayedlatetopreparelessonsforthenextday.老师为备课，加班到很晚。

3.GetSstofindtheattributiveclausesusedinthetextandtranslatethemintoChinese.AndthenexplainforSs.

（1）WhenIreachtheschoolgrounds,therearelotsof“goodmornings”fromtheboys,manyofwhomhavewalkedalongway.当我到达学校时，许多男孩向我对我说“早安”。

他们中有许多人是走了很远的路来上学的。

manyofwhomhavewalkedalongway是非限制性定语从句，起补充说明作用。

试对比：

...fromtheboys.Manyofthemhavewalkedalongway.（单句属于独立的句子，地位和前一个句子相同。

）

（2）SometimesIwonderhowrelevantchemistryistothekids,mostofwhomwillbegoingbacktotheirvillagesafterYear8.有时我很想知道化学与这些孩子有什么关系，因为他们中的大多数人在8年后都会返回他们的村子。

mostofwhomwillbegoingbacktotheirvillagesafterYear8.是非限制性定语从句，处于次要地位，起补充说明作用。

（3）Wewalkedfortwoandahalfhourstogetthere—firstupamountaintoaridgefromwherewehadfantasticviews.我们走了两个半小时才到那——先翻过一座山又过了一座桥，在那里我们看到了美丽的景色。

fromwhere=fromontheridge，例如：

Hehidhimselfbehindthewall,fromwherehecouldwatchtheenemy.（where=behindthewall）他藏在墙后面，在那他可以看见敌人。

Step7.Homework

1.AskSstoreadthetextaloud.

2.AskSstofinishEx1andEx3ofComprehendingonP31.

3.AskEx1andEx2