人教版选修7unit4SharingP1教学设计

1、Unit 4 Sharing第一部分教学设计说明Aboutthetopic and the structures 单元话题和 结构本单兀的重点话题是帮助弱者、志愿服务、合作共享等。通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。本单兀语言功能项目是：打电话、邀请和致谢。本单兀语言结构项目是“复习（限制性）定语从句”。本单兀还要求学生学习写作“记叙文：校园刊物投稿”。金色教案教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对金色教案教学设计重新划分课时，裁

2、剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照金色教案提供的“实际教学过程课时划分建议”进行教学。Period 1Reading阅读课Warming Up课本在此部分的设计卷-个调查。该活动分一步进仃：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班上同学所做的好事；最后讨论volunteer 一词的内涵。该部分的讨论可以和中学生参与的志愿者活动”、手拉手活动”、献爱心活动”等联系起来。教师也可以参考本书设计的“定义法”，进行热身活动。Pre-reading 通过呈现 ppt或者图片，向学生介绍 Papua New Guinea,为 课

3、文阅读作好铺垫。Reading部分是一封家书，讲述海外志愿者活动见闻。建议教师实施"整体一部分一整体"战略，参考本书提供的步骤设计，引导学生根据课文题材，从形式入手初读课文、展开思维、整体感知课文内容。阅读课基本上 用英语进行教学，尽量少用汉语。要求学生在阅读时不要使用英汉词典； 需要查词典时，也应尽可能使用英英词典。本书提供的步骤设计仅供参考。Period 2Learning aboutLearning about Language部分引导学生学习词汇和语法。词汇部分设置了两个练习，一是根据所给解释从课文中选择词汇；二是用课文中的词汇完成一篇短文。语法部分复习定语从句，也

4、设置了两个练习，一是用定语language知识课从句完成句子，二是用含定语从句的句子回答问题。教师可以利用本书提供的“复习限定性定语从句”引导学生全面落实本单兀句法教学任务。Period 3Using language 运用课Using Language部分由阅读与讨论、听与说和写三个部分组成，综合训 练听说读写的能力。朗读导入后，引导学生读懂、活用短文THE WORLD 'SMOST USEFUL GIFT CATALOGUE ,然后重点围绕“志愿者服务”进行 口语训练。实际教学过程课时划分建议Period 1将TWarming Up、 Pre-reading、Reading 和 C

5、omprehending 整合在一起上 市“阅读课”。Period 2?各 Learning about language 和 WorkbookEXPRESSIONS、USING STRUCTURES 课”。中的 USING WORDS AND整合在一起上一节“语言知识Period 3将Using language设计为一p包括听说读与单项技能或组合技能训练的 “综合技能课（一）”。Period 4将TWorkbook 的 READING AND LISTENING市“听说课”。和TALKING整合在一起上Period 5将 Workbook 的 LISTENING TASK 、READING

6、 AND WRITING TASK 和SPEAKING TASK 整合升T “综合技能课（二）”。第二部分教学资源说明Section 1Background背景围绕单兀话题"Festival around the world "，金色教案提供了几则语百 规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为 教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈 现给学生。Section 2Explanation解析重点针对“阅读课型”中的课文难句，金色教案不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结

7、，以帮助教师更好地实施“语言形式”的教学。Section 3Vocabulary按照课本单元词汇表顺序，金色教案重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。词汇第三部分教学测评说明围绕单元词法、句法项目，金色教案提供了长短不一的“单元教学测评”，并备有参考些测评题目直接源于历年高考试卷，更具有说服力和实用性。Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(ALETTER HOME)IntroductionIn this period, after the

8、 warming up, students will first be guided to pre-read the textby getting to know about a place called Papua New Guinea. Then they shall read the text for forms and copy expressions. Writing a letter of your own comes before reading the text once again for the type of writing and summary of A LETTER

9、 HOME. The class shall end by students reading more on voluntary work.ObjectivesTo help students understand the text's forms and contentsandlearn about sharingTo help students communicate on the topic in focus with the words, expressions and structureslearned in this unitFocusWordsbubble, adjust

10、, grill , toast, comb, purchase, sewCollocationshear from , come across, stick out, dry out, in needPatterns1. It was wonderful to hear from you.2. I know you 're dying to hear all about my life here.3. I'm still trying to adapt to these conditions.4. The boys had never come across anything

11、like this.5. The hut was dark inside so it took time for our eyes to adjust.6. They believe that any leftovers attract evil spirits in the night so the food is dried up in the can and the can is then thrown out of the hut.8. It was such a privilege to have spent a day with Tombe's family.AidsMul

12、timedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by defining volunteerHello, class. Have you ever taken part in any volunteer work? No? Then welcome to our schoolvolunteer work group. But first what is a volunteer? A volunteer is:* One who enters into, or offers for, any se

13、rvice of his own free will.* (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; - opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.

14、2. Pre-reading by getting to know about a place called Papua New GuineaHave you ever heard of a place called Papua New Guinea? Now read the fact sheet and the map.Facts of Papua New GuineaCapital : Port MoresbyGovernment : constitutional monarchy with parliamentarydemocracy震J a“A*Currency : kina (PG

15、K)MCFLESaiYArea total: 462,840 sq kmLand : 452,860 sq kmWater: 9,980 sq kmPopulation : 5,172,033 (July 2019 est.)Language : English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua regionNote : 715 indigenous languagesReligion : Roman Catholic 22%, Lutheran 16%, Presbyterian/Methodis

16、t/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other Protestant 10%, indigenous beliefs 34%3. Reading for formsIt is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a first reading. Use first the context and

17、then your own knowledge of the subject to help you guess the meaning of unknown words.Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying collocationsA collocation is two or more words that often

18、 go together. These combinations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.Collocations from A Letter Homethanks

19、 for 因感谢，be dying to do急于做,hear all about了解所有关于 ，include some photos附有几我照片，picture the places图象化这儿的地方 ，a bush school丛林学 校，sometimes up to two hours 有时长达两小时 ,adapt to 使适应 ,one thing is for sure 有一点是肯定的，become a lot more imaginative in变得对更富有想象力,a mostchallenging subject 最富有挑战性的学科 ,show- - a chemistry

20、experiment 向演示化学实验,bubble over everywhere 至U处冒气泡,come across碰至U /见过,make anydifference 对有所改变，speak much Pidgin English 说几句洋泾浜英语，the home of的家,have fantastic views看到奇妙的景色，down a steep slope to走下一个通向的陡坡 ,work in the garden 在花园劳作 ,shake hands with 与握手 ,a low bamboo hut with grasssticking out of the roo

21、f 一个低矮的竹屋，屋顶上伸出一簇茅草，get through进入,layon放置在上 ,a newly made platform 一个新搭架的平台 ,sharewith与共用 ,sleep on small beds 睡在小床上 ,near the doorway 靠近门房 ,the only possessions 仅有的家当,a couple of pots 两个罐子,build a fire 生火，place - in a empty oil drum 把放在个空邮筒里,cover -with 用覆盖 ,inside the hut 在竹屋里面,listen to softly ta

22、lkingto each other听他们轻声细语地交谈,stand upside down on the grill over the fire 倒放在火炉的烤架上,attract evil spirits 弓 I来牙B灵,after many goodbyes and shaking of hands 经过番握手道 别之后，fall happily into bed 很开心的倒头就睡 ，get late 变的晚了，prepare tomorrow's lessons准备明天的课5. Writing a letter of your own.Now you are to write

23、a similar letter based on the topic, the words and the structures of the letter on page 29.A Letter to my teacherDear Ms Xu Fang, Thanks for your letter. It was wonderful to hear from you. I know you 're dying to hear all about my life here in the United States. Ive included some photos that wil

24、l help you picture the life Italk about.You asked about my university. Well, it 's a nice one - the classrooms are big and clean and the computers are available to everyone. It takes me only a few minutes to drive to my university. When I reach the university campus there are lots of Nihaos &quo

25、t;for me from my schoolmates, many of whom have lived in China.There's enough electricity and water and we have lots of books to read and read. I have already adapted to the conditions here. And one thing is for sure. I've become a lot more independent in my studies. English is my most chall

26、enging subject as there is no Chinese in the classroom and if I need help I have to ask for it in English! The other day I was attending my chemistry lesson a professor with Russian accent came to me - before I knew it, asking why I got the test tubes upside down! I had never come across any strange

27、-sounding teachers like this and started getting more and more nervous. Sometimes I wonder how understandable my English is to the teachers and native classmates, most of whom speak so fast to me and to each other. In fact, I wonder whether I 'm making any progress in my English.You asked whethe

28、r I am getting to know any local people. Well, that 's actually quite difficult, as I don't speak much local English yet. But last weekend another foreign student, Halanin, and I did made friends with a native schoolmate who is the chairperson of the Helping Club. He is Rubby, by name. It wa

29、s my first friendship with a native schoolmate. We talked for two and a half hours about lives in China and America. When we departed at the supper time, Rubby, who had been learning Chinese in his spare time, started shouting Huijian ”. We shook hands with himEveryone seemed to be happy and excited

30、-6. Reading the text once again for the type of writing and the structure of A LETTER HOMEMost articles and their paragraphs have a three-part structure introduction, body, and conclusion.You can see this structure in our texts whether they are narrating, describing, comparing, contrasting, or analy

31、zing information. Each part of the article or paragraph plays an important role in communicating our meaning to our reader.Now read the text once again for the type of writing and the structure of A LETTER HOMETypeofwritingTimePlacePersonEventsResultsA personalletterNowFrom PNGJotoRosemaryTellaboutm

32、y life as a volunteer at PNGf“ am still teaching at a bush school at PNG.7. Closing down by reading more on voluntary workMy Experience as a Volunteer Teacher"Susan, I'll miss you, don't forget me," a girl wrote to me on the first page of a notebook. The notebook was a collection o

33、f the lyrics of her favorite songs. It was a present given by one of my students when I attended the 'Go-to-the-countryside' program last summer holiday. Every time I open the notebook, it brings back fond memories.Last summer vacation, for the purpose of serving society and meeting other so

34、cia communities, nine of my classmates, including me, formed a group as a service team heading for GaoTan Middle School, which is in the remote mountain area of Guangdong Province.We spent one week there, mainly teaching the students English, as planned. We had known ahead of time that their English

35、 was inferior to their counterparts' in the city. And what was worse, they didn't like learning English. So we came up with a logo and carefully chose four topics for our students. The logo was: I'm not shy, I can speak English loudly." The four topics were: my dream, my family, my hometown and what a wonderful world. We intended to inspire their interest of learning English and help them build the confidence of speaking English out loudly. We exerted ourselves to create a very active and relaxed atmosphere while teaching. In addition, the topics were suitable for us