公开课UNIT_4_SHARING_READING

人教新课标高二选修7 Unit4 SharingReading: A letter home说课稿实验中学英语教研组一、学生情况分析：本单元的设计与实施是建立在学生经过高一新教材学习基础之上。

学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

但是我校学生基础非常差，词汇量非常匮乏，所以在讲这节课之前，已经进行了充分的准备工作（比如说，解释了每段中重要单词和短语）二、教材分析：（一）教材地位与作用：高中英语选修7 第四元的内容。

本单元以阅读为主线，以一位支教老师的亲生经历，讲述了他所执教的学校的情况以及第一次去学生家做客的经历。

通过本课的学习，让学生联系自己的校舍。

教学条件，生活状况等，从而引发学生思考，树立正确的价值观和人生观基于以上教材的分析，根据新课程标准要求，我确立如下教学目标：（二）教学目标：1．语言知识目标：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；privilege2．语言技能目标：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。

3．语言能力目标：增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。

4．情感态度与文化意识目标：(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。

(2)在小组合作互动中，增强学生的团队合作精神与分享意识。

（三）教学重点难点：1．教学重点：a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息；b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。

人教版〔2019〕高中英语选修四Unit 4 SharingReading and Thinking6.She loved being there and felt it was a privilege to have spent a day with them.重点句子分析1. All the students have are pencils, rubbers, and paper.➢the students have 是省略关系代词that的定语从句，修饰all。

➢all that... = all (that)... = what...2. The other day I was showing the boys a chemistry experiment when, before I knew it, the mixture was bubbling out of the test tube spilling everywhere!➢be doing ... when ... 正在做某事，这时...➢before 引导时间状语从句，意为“还没来得及〞➢spilling everywhere 现在分词短语作状语3.The class became a circus as the boys, who had never e across anything like this before, started jumping out of the windows.➢as引导缘由状语从句，意为“由于〞➢who引导非限制性定语从句，对the boys进行补充说明4. It was such a privilege to have spent a day with Tombe’s family.➢It 是形式主语，不定式短语是真正的主语Analyse Jo’s impressions of the school and the village.Suggested answers:Summarise the change of Jo’s feelingsIV. PostreadingIn groups, discuss these questions.1 Jo felt it was a privilege to have spent a day with Tombe’s family. If you were Jo, how do you think you would have felt? Why?2 What are the differences between the school you go to and the one described in the passage?3 Would you like to bee a volunteer teacher? Why or why not?Suggested answers:1.I would have felt privileged as well, as it was a rare chance to glimpse into another culture that most people will never have.2.I go to a school that has all the conveniences of modern society, so there is no parison at all. We have plenty of equipment and supplies, fortable chairs, air conditioning, puters, etc.3.I think it would be interesting to do that for a while. It would be a good opportunity to make a difference to someone else’s life, and also to learn about a new culture.。

2019新人教高中英语选择性必修四Unit4 SharingReading and Thinking公开课教案Teaching aims:By the end of this period, students will be able to:1.figure out the main structure of the blog entries by classifying and organising the key information.2. learn about the volunteer work at home and abroad3.talk about the story and build up confidence in our own country.4. know the measures to do volunteer work.Teaching key points:1.Learn about the difficulties and the significance of being a volunteer.2.Enhance social responsibility and form an optimistic concept of helping people in need.Teaching difficult points:1.Learn the reasons that made Jo’s feeling change.2.Voice your opinions about volunteering and sharing.Teaching procedures:StepⅠDiscuss the picturesOverview the Opening Page of the unit and answer the questions below.•What do you see from the photo?•What do you think is happening in the photo? How do the boys feel?•Where might be the photo taken?Suggested answers:•The Africans are using water.•The Africans are using water and they are happy.•It might be taken in Africa.StepⅠWhile-readingActivity 1 Predict what will be talked about in the text.Before your reading, list details in the first two columns. Fill in the last column after reading.Suggested answers:Look at the title “Help the needy” and the two pictures on Pages 38-39,answer the following questions.1.What does the “needy” mean?2.Who are the needy? What do they need?3.Why should we help them? 4.What can you see in the pictures? Activity 2 Reading for the structure.Read the blog entries and choose the main idea of each part.Suggested answers:Paragraph 1: AParagraphs 2-3: DParagraphs 4-7: BParagraph 8: CActivity3Reading for details.Read Paragraph 1 of the blog entries and answer the question.What can we infer from the sentence “I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!”?Suggested answer:She can’t buy her favourite sweets there and the communication conditions are poor.Activity4Reading for details.Read Paragraphs 2-3 of the blog entries and complete the table.Activity5Reading for details.Read Paragraphs 4-7.Write T(true) or F(false) and correct the false statement(s).1.Jo and another teacher took the bus to get Tombe’s village.2.There was a comfortable bed for Jenny and Jo to sleep on.3.The possessions in the hut were one broom, a few saucers, a kettle, cups, pans, and a couple of jars.4.Tombe’s family were talking in English during the meal.Suggested answers:1.F Jo and another teacher walked for two and a half hours to get Tombe’s village.2.F There was a platform for Jenny and Jo to sleep on.3.T4.F Tombe’s family were talking in their language during the meal.Activity6Reading for feelings and attitudes.StepⅠPost-readingpare our school with the one described in the text, and then fill in the table below.2.Ask students to discuss these questions in groups.(1)Jo felt it was a privilege to have spent a day with Tombe’s family. If you were Jo, how do you think you would have felt?(2)Why do you feel it?(3)Would you like to become a volunteer teacher? Why or why not?StepⅠ HomeworkFinish what you have learnt in the last column of KWL chart.Suggested answer:I have learnt many useful words and expressions to describe the volunteer job and I will find out more measures to do volunteer work.。