人教版高中英语选修7Unit 4Sharing教案3Word格式文档下载.docx

1、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。Summing Up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。 Learning Tip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

2、建议分六课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二、三课时： Learning about Language第四课时：Reading and discussing （Using Language）第五课时：Listening and speaking （Using Language）第六课时：Reading task （Workbook）, Speaking task （Workbook） & Writing task （Workbook）IV教学步骤：Period 1 Warming up, Pre-reading,

3、Reading &Teaching Goals:1. To help Ss to learn the importance of helping others and the ways to help others. 2. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.3. To teach how to use the new words and p

4、hrases in the text.Teaching Procedures:Step 1. Leading-in1. Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei Feng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”2. Get some Ss to

5、 present their opinions on the question above before the class.Suggested Answer: Nobody can do everything alone, no matter how powerful he is. Nobody never meets with trouble, no matter how well he is going. So everybody needs others help. But we cannot always receive but never give. We must give in

6、 return for what we receive. We give help because we have been helped. Since we were born, we have received a lot from the society. So we should return it. We give help today, but we may need help tomorrow. Even if we may not see a person again, by helping him, we can let him know help is necessary

7、and important for those who are in need. By helping each other, people can feel that life is full of warmth and friendliness and is worth living. In a word, to help others is to help oneself. Step 2. Warming Up1. Ask Ss to discuss the following question.In what ways do we help the people around?2. A

8、sk Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.3. Divide Ss into four groups and ask them to discuss the following question.Can we call the person w

9、ho helps others a “volunteer”? When one of your parents or friends needs help, you may not be asked to help but you volunteer to help, we dont say you are a volunteer. A volunteer is a person who helps others in or outside his community or in a foreign country.Step 3. Pre-reading Purpose: To get Ss

10、prepared for the reading text.1. Ask Ss to look at the pictures on P29P30 and guess what the passage talks about.2. Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imagine their living conditions.3. Lead Ss to the reading text. Teacher may say, “Today we are

11、going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the south of Australia.”Step 4. Skimming To help Ss get the general idea of the letter.1. Ask Ss to listen to the tape and try to get the main idea of the text.In the letter, the

12、 writer wrote about the educational and living conditions in PNG and her experience of visiting a students village.2. Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sum up the main idea of each paragraph with only one sentence.Para.2: The school is simply built and f

13、ar away from the students homes.Para.3: The educational conditions are very poor.Para.4: I visited a village of one of my student and received a warm welcome.Para.5: I stayed with the students family and their huts were poorly equipped.Para.6: I had a meal with the students family and they cooked in

14、 an unusual way.Para.7: I returned from the visit and felt greatly rewarded.Step 5. Scanning To help Ss get a deeper understanding of the text.1. Ask Ss to find out the relationship of the people mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them

15、? Can you find out who they are?Suggested Answers:Jo the writer of the letter.Rosemary the person who Jo is writing to.Tombe one of the writers boy students, whose family Jo visitedJenny the writers fellow workerKiak Tombes motherMukap Tombes father2. Ask Ss to read the text carefully and ask them t

16、he following questions. It is better to read them out to Ss than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.（1） What is the school like?（2） Is the writer popular with her students? How do you know?（3） What is the writers diffic

17、ulty in teaching?（4） Why did the students jump out of the windows?（5） Why does the writer wonder if she is making any difference to her students lives?（6） Was the writer warmly welcomed by the villagers?（7） Do Mukap and Kiak usually sleep in the same house?（8） Where did the writer and Jenny sleep th

18、at night?（9） Why did Tombe throw away the tin can?（1） It is made of bamboo and the roofs are made of grass. It is from away from Ss homes.（2） Yes. When she gets to school, the students all say hello to her.（3） There is no electricity or water and they have no textbooks. There is no teaching equipmen

19、t.（4） Because they had never seen such an accident and were frightened.（5） Because most of her students will go back to their villages to work in the field and she thought what they have learnt will be of no use.（6） Yes. Because Tmbes mother welcomed her by crying “ieee ieee” and the villager all sh

20、ook hands with her warmly.（7） No. They sleep in their own huts.（8） They slept on a newly-made platform in Mukaps hut.（9） Because they think throwing away the tin can is in fact throwing away evil spirits. Step 6. Language point1. Ask Ss to work in pairs and underline and translate the following phra

21、ses in the text. hear from, be dying to do sth., up to, adapt to, the other day, before I knew it, come across, make a difference to sb., get to know, shake hands with sb., stick out of, get through, a newly made platform, a couple of, build a fire, leaveto do sth., dry out, dry up, fall into bed2.

22、Lead Ss to deal with some more language points.（1） be dying to do sth （line 2, para1）: want very much to do sth, have a strong desire to do sth.I am dying to know what has happened. 我迫切想知道发生了什么。 拓展be dying for sth：want sth very much I am dying for a glass of water. 我非常想来杯水喝。（2） picture （line 3, para

23、 1）: imagine, form a picture of sb or sth in the mindI can still picture the house I spent my happy childhood in. 我仍能回忆起那间房子，在那里我度过美好的童年。Can you picture what it is like to live on a lonely island? 您能设想在孤岛上的生活是什么样吗？（3） challenging （line 4, Para.3）: difficult to deal withI like to do challenging work.

24、 我喜欢做有挑战性的工作。To be a teacher is both challenging and rewarding. 教师这个职业既充满挑战也能带来成就感。（4） the other day （line 5, Para.3）: a few says ago, recentlyI saw a person swimming in the river the other day. 那天我看见一个人在河里游泳。（5） make a difference to （line 10, Para.3）: have an effect on, be important toThe rain didn

25、t make any difference to our football game. 那场雨没有影响到我们的足球赛。Going to college made a big difference to my whole life. 考上大学对我的整个一生影响颇大。（6） stick out （line 2, Para.5）: push sth further outDont stick your arm out of the car window. 不要把手伸出车窗。She stuck out her tongue at me. 她向我吐舌头。（7） a couple of （line 10,

26、 Para. 5）: two; a few, a small number ofI saw a couple of them get out. 我看见他们俩出去了。We went there a couple of years ago. 我几年前去过那。（8） leave sb to do sth （line 4, Para.6）: leave sb behind and make him/her do sthAll men have gone to town to make money, leaving the women to do the farm work. 男人都去城里挣钱了，把农活

27、都留给女人去做。（9） prepare sb. / sth. （the last paragraph.）: get sb. / sth. readyMother is busy preparing dinner in the kitchen. 妈妈正在厨房里忙于准备饭菜。The teacher stayed late to prepare lessons for the next day. 老师为备课，加班到很晚。3. Get Ss to find the attributive clauses used in the text and translate them into Chinese.

28、 And then explain for Ss.（1） When I reach the school grounds, there are lots of “good mornings” from the boys, many of whom have walked a long way. 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。many of whom have walked a long way 是非限制性定语从句，起补充说明作用。试对比：.from the boys. Many of them have walked a long way.

29、（单句属于独立的句子，地位和前一个句子相同。）（2） Sometimes I wonder how relevant chemistry is to the kids, most of whom will be going back to their villages after Year 8. 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。most of whom will be going back to their villages after Year 8. 是非限制性定语从句，处于次要地位，起补充说明作用。（3） We walked for

30、two and a half hours to get therefirst up a mountain to a ridge from where we had fantastic views. 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。from where = from on the ridge，例如：He hid himself behind the wall, from where he could watch the enemy. （where = behind the wall） 他藏在墙后面，在那他可以看见敌人。Step 7. Homework1. Ask Ss to read the text aloud.2. Ask Ss to finish Ex1 and Ex3 of Comprehending on P31.3. Ask Ex1 and Ex2