人教版选修7unit4SharingP1教学设计

人教版选修7 unit 4 Sharing P1 教学设计人教版选修7unit4sharingp1教学设计第四单元分享period1asamplelessonplanforreading（阿勒特之家）introduction帮助学生理解课文的格式和内容，并学会分享multimediafacilities,tape-recorder,photos,diagramsprocedures1.热身定义志愿者*(mil.)onewhoentersintoservicevoluntarily,butwho,wheninservice,issubjecttodisc iplineandregulationslikeothersoldiers;--opposedtoconscript;specifically,avoluntarymemberoftheorganizedmilitiaofacountr yasdistinguishedfromthestandingarmy.2.pre-readingbygettingtoknowaboutaplacecalledpapuanewguinea你听说过一个叫巴布亚新几内亚的地方吗？现在请阅读图纸和地图。

factsofpapuanewguineacapital:portmoresbygovernment:constitutionalmonarchywithp arliamentarydemocracycurrency:kina(pgk)areatotal:462,840sqkmland:452,860sqkmwa ter:9,980sqkmpopulation:5,172,033(july2002est.)language:englishspokenby1%-2%,pidginenglishwidespread,motuspokeninpapuaregionnote:715indigenouslanguagesr eligion:romancatholic22%,lutheran16%,presbyterian/methodist/londonmissionaryso ciety8%,anglican5%,evangelicalalliance4%,seventh-dayadventist1%,otherprotestant10%,indigenousbeliefs34%3.readingforforms这很可能会让你理解课文中100%的词汇，尤其是一读。

教案教学过程(表格描述)教学环节主要教学活动设置意图Step 1Pre-reading Task 1: Learn from the introduction on P28 andpictures.Q1. What information can we get from the introduction?Q2. What information can we get from the pictures?通过对课文介绍的解读，拉近学生与课文内容的距离；通过理解照片内容，激发学生对所读内容的感性认识和对异域风土人情的兴趣。

Task 2: Make a prediction:What would Jo write in her letter?通过预测，形成阅读期待。

Step2While-reading Task 1: Read for the main idea.1. Read through the letter to check predictions.What main aspects are included in the letter?Task 2: Read for detailed information.Part 1: Jo’s school life1. Get the factual information about Jo’s school life.Q1. What is the school like?Q2. What are the students like?Q3. What did Jo think of her teaching?2. What attitude does Jo hold?3. What do you think of Jo’s voluntary work?4. Appreciate language.通过整体阅读，了解文章主基本信息、结构。

学生梳理出有关学校生活的三方面信息，通过细节阅读，聚焦Jo的支教经历和情感态度。

教案3 人教课标选修7 Unit 4 SharingLanguage pointTeaching material: NSEFC Book 7 —— Unit 4Teaching Aims1.To learn some new words and phrases.2.To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences.Teaching Difficult PointHow to enable the students to grasp and remember the detailed information of the rea ding material.Teaching proceduresStep1 Language points1. Thanks for your letter. It was wonderful to hear from you.hear from: v. 接到...的信How often do you hear from your sister?你多长时间接到你姐姐一次信?Have you hear from him by last week?到上星期为止你们接到过他的信吗？It was a pleasure to hear from you.很高兴收到你的信。

I hear from my cousin every two weeks.我每两星期就会收到我表哥的来信。

注意：hear from后面只能接表示人的名词或代词，不可接letter作为它的宾语。

2. I know you’re dying to hear all about my life here.be dying to do / for sth. 渴望做某事；迫切想要She is dying to go abroad.I am dying for a glass of water.I am dying to go abroad.He was dying for a little wine.“渴望”的类似说法be thirty for sth.desire to do sth.have a strong desire for sth.long to do /for sth.3. …have walked a long way, sometimes up to two hours, to get to the school.up to = as many as/ as much asHe can earn up to $50,000 a year.up to 还可以表示1)be up to sth = be busy doing sth. 忙于2)It is up to sb to do sth 由某人负责做某事3)一直She lived at home right up to / until she got married.What are these naughty boys up to?It is up to me to do this task.I am not sure if she is really up to that job.4. I’m still trying to adapt to these conditions but, one thing is …adapt (oneself) to 适应，适合The new students are very slow to adapt to the rules.新生对于那些规定适应得很慢。

Unit 4 SharingPart 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 warming up, students will first be guided to pre-read the text by 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 HOME. The class shall end by students reading more on voluntary work.ObjectivesTo help students understand the text’s forms and contents and learn about sharingTo help students communicate on the topic in focus with the words, expressions and structures learned in this unitFocusAidsMultimedia 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 school volunteer work group. But first what is a volunteer? A volunteer is:* One who enters into, or offers for, any service 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.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.: English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua region3. 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 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 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.5. Writing a letter of your own.Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.6. 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 analyzing 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 HOME7. Closing down by reading more on voluntary work。

M7U4 Reading Sharing (A letter home)Teaching goals教学目标(1) Enable the Ss to learn more information about Jo’s job and the conditions of her teaching.(2) Know more about the customs of local people.(3) Discuss how you would do if you were a volunteer working in that area.(4) Get more reading skills.4. Teaching important and difficult points 教学重难点Help the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons.5. Teaching methods 教学方法Skimming, scanning and task-based method.6. Teaching aids 教具准备A recorder, a projector and blackboard.7. Teaching procedures 教学过程Step 1. lead-in1.What is a volunteer in your opinion?(1)Do you share something with your family and friends?(2)Have you ever helped your parents, or other relatives, or your friends? Would you be called a “volunteer”?(3)Have you ever helped people in your community or people outside yourcommunity?Would you be called a “volunteer”?2. The definition of “volunteer”People who help others __in__ or ___outside__ their community would be called volunteers.3. Volunteers are not paid, not because they are worthless but because they are priceless.4. what do the signs stand for?(1) Chinese Youth V olunteer; (2) Olympic Games V olunteer; (3) United NationsV olunteers; (4) Hope Project5. What are the volunteers doing to help others?(1) donating blood; (2) fighting against the flood and rescuing the old and the sick;(3) planting trees and protecting our environment: (4) helping the disabled; (5) clean the community: (6) Teaching the kids in the mountainous areasStep 2. Pre-reading:Jo was a volunteer worked in Papua New Guinea (PNG) for two years.1. Do you know where PNG is?It is located to the north of Australia2. Let’s see some pictures of PNG on our textbooks and find out:What’s the country like?Step 3. Fast-readingListen to the tape and answer the question.1. What is the letter mainly about?A. Jo told Rosemary what she had done and seen in Papua New Guinea.B. Jo advised us to come to Papua New Guinea.C. Jo encouraged her friend to live in Papua New Guinea.2. Read the passage again and find out the text structure.Part One (Para 1) Opening of the letter and introduction of the topic — Jo’s life in PNG.Part Two (Para 2-3) Jo’s school and her teaching work.Part Three ( Para 4-8) Jo’s visit to Tombe’s home in the village.Part Four ( para 9) End of the letter.3. True or false(1) The classrooms are made from bricks and the roofs from grass.(2) It always takes the boys only a few minutes to get to the school.(3)Science is the most challenging subject for Jo.(4) When Jo and Jean arrived at the village, they shook hands with all the villagers.(5) Tombe threw out the tin can because it’s very dirty.4. Scanning(1) Jo is a young Australian woman.(2) _Rosemary_________ was dying to hear all about Jo’slife in Papua New Guinea.(3) ___The boys______ walked a long way to get to the school.(4) _______the boys and Jo__________ didn’t have any textbooks.(5) __Jo______ became a lot more imaginative when teaching.(6) ____the boys________ started jumping out of the windows during a chemistry experiment.(7) __Jenny and Jo___________ visited a village that was the home of one of the boys, Tombe.(8)__Kiak_______ started crying “ieee ieee” to welcome them.(9) __Mukap_______ led us to a low bamboo hut.(10) __Kiak_______ was going to share the platform with Jenny and Jo.(11) __Tombe’s family____________ softly talked to each other in their language Jo didn’t understand.Step 4. Careful-reading:Read paragraph 2 and answer the following questions.(1) Why does Jo call the high school a “bush school”？Because the classrooms are made of bamboo and the roofs of grass.(2) Were the boys friendly to Jo? How do you know?Yes. There are a lot of “good mornings” for Jo from the boys.(3) How long does it take the students to go to school?Sometimes up to 2 hoursRead paragraph 3 and answer the following questions.(1) Why was science the most challenging subject for Jo?The students have no concept of doing experiments. In fact there is no equipment, and if she needs water she has to carry it from her house in a bucket!(2)Why did the boys start jumping out of the windows?The boys never came across anything like the bubbling mixture.(3) Why does Jo wonder how relevant chemistry is to the kids?Because most of the boys will go back to their villages after year 8 and she thinks chemistry may make little difference to the kids’ life.Read paragraph 4 —paragraph 8 and discuss in pairs to fill in the blanks.Para. 4-5-8Para.6(1) With a better life in Australia, why do you think Jo was willing to be a volunteer in Papua New Guinea?(2) Discuss and summarize the qualities of Jo.(3) Would you like to work as a volunteer in a poor area? Give the reason/ reasons. Step 6. HomeworkWrite a short passage about the importance of volunteering.学情分析高中阶段的英语学习，对于很多学生而言是被动的，而非主动的。

人教版高中英语选修7《Unit4Sharing》教案人教版高中英语选修7《Unit 4 Sharing》教案【一】教学准备教学目标1. 学生能通过寻找每段的主题句归纳文章结构。

2. 学生能够通过在课文中寻找相关表述感知作者态度。

3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学重难点1. 学生能通过寻找每段的主题句归纳文章结构。

2. 学生能够通过在课文中寻找相关表述感知作者态度。

3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学过程教学过程Step1：Warm-up andlead-in (5 mins)1. 教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受2. 教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。

3. 指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。

[教学目的]本环节的目的是激活话题词汇和背景知识图式。

从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并;学生课堂口头报告锻炼口语表达能力，并展示相关词汇。

Step2：Reading forstructure1.教师通过课文所配的10幅图片让学生预测课文内容。

1.教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。

2.教师引导学生归纳出全文的整体结构。

[教学目的] 本环节的目的是让学生了解文章的整体结构。

不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。

Step3：Reading fordetails (10 minutes)1.教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格(划线部分是学生需要填出的部分)：2.教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。

选修7U n i t4S h a r i n g单元教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit4 sharing本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。

通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。

了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。

结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。

二．课时划分在对本单元的各部分材料进行分析、整合后，确定了以下六个阶段：Period 1 Word StudyPeriod 2 Warming- up & Pre- readingPeriod 3 Reading & ComprehendingPeriod 4 GrammarPeriod 5 Using LanguagePeriod 6 Composition三．教学目标1．语言知识目标：(1)学生能够正确读写及运用以下单词：airmail；fortnight；roof；muddy；textbook；concept；weekly；relevant；remote；weed；rectangle；rectangular；adjust；platform；broom；tin；jar；sniff；participate；interpreter；grill；otherwise；privilege(2)学生掌握下列词组的意思并能在句子中熟练运用：hear from；(be)dying to；the other day；dry out；dry up2．语言技能目标：(1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。

(2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

Unit 4 Sharing Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。

结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。

1. 1 Warming Up 提供了三项任务。

通过完成这些任务让学生懂得什么是“帮助”，并且反思自己是否乐于助人，以及怎样做才是“志愿者”，为后面的短文学习做好了铺垫。

1. 2 Pre-reading是Reading的热身活动。

其中介绍了信的作者Jo，还根据她在PNG拍摄的照片提出了5个问题，让学生在阅读之前就对信的内容有了简单的了解。

1. 3 Reading是一篇Jo写给Rosemary的信。

其中Jo介绍了自己在PNG的所见所闻。

读完这封信，学生能感受到PNG的儿童生活之艰难，从而珍惜自己的生活和学习机会。

1. 4 Comprehending是根据短文设计的阅读理解题，检验学生对阅读内容从细节到大意的理解。

1. 5 Learning about Language分词汇和语法两部分。

其中，第一部分是有关此篇短文中出现的重点单词和短语的用法练习；第二部分是对限定性定语从句的复习。

1. 6 Using Language包括三项活动：Reading and speaking以一个有关礼物的网页展开阅读和讨论，通过阅读，学生将了解到这一活动的意义以及他们能为贫困的人做些什么，讨论活动将激发学生对这一主题的深层次思考和参与热情；Listening and speaking通过Jennifer Wells的采访介绍了Mary Murray作为MSF 的一个志愿者的工作经历，而且针对这一话题要求学生能用给出的时间短语结合听力材料谈论Mary Murray；Writing要求学生根据Listening and speaking的话题并运用上面的时间短语写一篇叙述文。

人教版高中英语选修7教案Unit4Sharing人教版高中英语选修7教案Unit 4 Sharing Unit 4 Sharing一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1 iaginative/iaginable/iaginar2 dr up/dr ut3 ther ise/therefre/hever词形变化1 perate v 操作, 动手术peratr n 操作员, (电话)接线员,peratin n 运转, 操作, 实施2 dnate v 捐赠, 赠予dnatin n 捐赠品, 捐款, 贡献3 arrange v 安排, 排列, arrangeent n 排列, 安排4 adust v 调整, 调节adustable ad可调整的adustent n 调整, 调节, 调节器partiipate v 参与,分享, partiipant n 参与者, partiipatin n 分享, 参与重点单词1 adust vt≈vi调整；使适合2 partiipate vi参与；参加3 therise adv用别的方法；其他方面Adv ≈ n否则；不然4 arrangeent n安排；排列dnate vt捐赠6 purhase vt≈n买；购买7 distributin n分配；分发；分布状态8 relevant ad 有关的, 相应的9 perate v 操作, 运转, 开动, 起作用重点词组(be) ding t 极想；渴望the ther da 几天前sti ut 伸出in need 在困难中；在危急中重点句型1 hen I reah the shl grunds there are lts f “gd rning” fr e fr the bs2 u ased hether I’getting t n an lal peple3 The gift vers the st f exerise bs and textbs fr unit priar shls that perate inpr r rete villages重点语法限制性定语从句(见语法专题)II 词语辨析(旨在提供完形填空所需材料) 1) iaginative/iaginable/iaginar ad【解释】iaginative富有想象力的，创新的iaginable可想象得到的iaginar想象中的，虚构的【练习】选择iaginative/iaginable或iaginar并用其适当的形式填空1) Althugh the ain haraters in the nvel are s true t life, the are _______2) It’s _______ fr suh an _______ riter t reate _______ stries3) This is the nl slutin _________4) The faus pe as fr an ______ petes: 1) iaginar 2) iaginable; iaginative ; iaginar 3) iaginable 4) iaginative。