學(xué)人教版選修7Unit 4 SharingPeriod1WRMING UP AND READING教案設(shè)計(jì)(5頁word版).docx

2018學(xué)年度人教版選修7unit 4 sharingperiod1wrming up and reading教案設(shè)計(jì)i教學(xué)內(nèi)容分析本單元的中心話題是濟(jì)貧扶弱、志愿服務(wù)、合作共享。教學(xué)目的是讓學(xué)生認(rèn)識到社會(huì)上貧富、強(qiáng)弱的差異和幫助別人的意義，幫助學(xué)生樹立同情弱者、救困濟(jì)貧的思想。 warming up部分通過對同學(xué)進(jìn)行采訪的小組活動(dòng)，了解同學(xué)們平時(shí)幫助別人的方式。最后討論自愿幫助和志愿者的不同，從而引出下文的閱讀課文。pre-reading部分介紹了閱讀課文的背景知識。reading部分是一封家書。作者是一個(gè)到巴布亞新幾內(nèi)亞教書的志愿者。文中介紹了巴布亞新幾內(nèi)亞農(nóng)村的教育和生活狀況，描述了到一個(gè)學(xué)生家做客的經(jīng)歷。comprehending部分設(shè)置了三個(gè)練習(xí)，目的在于讓學(xué)生逐層加深對課文的理解。learning about language部分突出了詞匯和語法的學(xué)習(xí)與訓(xùn)練。本單元的語法是復(fù)習(xí)限制性定語從句，特別是用that不用which的情況。using language部分中包括了聽、讀、寫三個(gè)部分的內(nèi)容。閱讀部分介紹了一個(gè)出售特殊禮物、幫助發(fā)展中國家的網(wǎng)頁。聽力部分通過記者對一個(gè)志愿者的采訪，讓學(xué)生更多地了解發(fā)展中國家，培養(yǎng)學(xué)生助人為樂的精神。學(xué)習(xí)用時(shí)間表達(dá)法敘述事件是本聽力練習(xí)的重點(diǎn)。summing up部分要求學(xué)生對本單元所學(xué)的知識進(jìn)行總結(jié)和評價(jià)，以找出不足之處，從而改進(jìn)。 learning tip部分建議學(xué)生要積極參加小組活動(dòng)，以練習(xí)口語，培養(yǎng)交際能力。ii教學(xué)重點(diǎn)和難點(diǎn)1. 教學(xué)重點(diǎn)(1) 本單元的生詞和短語；(2) 系統(tǒng)掌握運(yùn)用限制性定語從句。2. 教學(xué)難點(diǎn)(1) 認(rèn)識幫助別人的重要性；(2) 學(xué)會(huì)發(fā)表評論和表達(dá)自己的看法；(3) 學(xué)會(huì)以時(shí)間為線索，敘述人物生平。iii教學(xué)計(jì)劃本單元分六課時(shí)：第一課時(shí)：warming up, pre-reading, reading & comprehending第二、三課時(shí)： learning about language第四課時(shí)：reading and discussing （using language）第五課時(shí)：listening and speaking （using language）第六課時(shí)：reading task (workbook), speaking task (workbook) & writing task (workbook)iv教學(xué)步驟：period 1 warming up, pre-reading, reading & comprehendingteaching 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 phrases 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 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 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 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. ask 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 who helps others a “volunteer”?suggested answer: 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 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 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 purpose: 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.suggested answer:in the letter, the 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.suggested answer:para.2: the school is simply built and far 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 an unusual way.para.7: i returned from the visit and felt greatly rewarded.step 5. scanning purpose: 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? 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 the 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 difficulty 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? how do you know?(7) do mukap and kiak usually sleep in the same house?(8) where did the writer and jenny sleep that night?(9) why did tombe throw away the tin can?suggested answers:(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 equipment.(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 shook 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 phrases 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. 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. 我迫切想知道發(fā)生了什么。 拓展be dying for sth：want sth very much i am dying for a glass of water. 我非常想來杯水喝。(2) picture (line 3, para 1): imagine, form a picture of sb or sth in the mindi can still picture the house i spent my happy childhood in. 我仍能回憶起那間房子，在那里我度過美好的童年。can you picture what it is like to live on a lonely island? 您能設(shè)想在孤島上的生活是什么樣嗎？(3) challenging (line 4, para.3): difficult to deal withi like to do challenging work. 我喜歡做有挑戰(zhàn)性的工作。to be a teacher is both challenging and rewarding. 教師這個(gè)職業(yè)既充滿挑戰(zhàn)也能帶來成就感。(4) the other day (line 5, para.3): a few says ago, recentlyi saw a person swimming in the river the other day. 那天我看見一個(gè)人在河里游泳。(5) make a difference to (line 10, para.3): have an effect on, be important tothe rain didnt make any difference to our football game. 那場雨沒有影響到我們的足球賽。going to college made a big difference to my whole life. 考上大學(xué)對我的整個(gè)一生影響頗大。(6) stick out (line 2, para.5): push sth further outdont stick your arm out of the car window. 不要把手伸出車窗。she stuck out her tongue at me. 她向我吐舌頭。(7) a couple of (line 10, para. 5): two; a few, a small number ofi saw a couple of them get out. 我看見他們倆出去了。we went there a couple of years ago. 我?guī)啄昵叭ミ^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. 男人都去城里掙錢了，把農(nóng)活都留給女人去做。(9) prepare sb. / sth. (the last paragraph.): get sb. / sth. readymother is busy preparing dinner in the kitchen. 媽媽正在廚房里忙于準(zhǔn)備飯菜。the teacher stayed late to prepare lessons for the next day. 老師為備課，加班到很晚。3. get ss to find the attributive clauses used in the text and translate them into chinese. and then explain for ss.(1) when i reach the school grounds, there are lots of “good m