人教新课标选修7《Unit_4_Sharing_Reading》教学设计 4

Unit4 Reading名师教学设计Book 7 Unit4: Sharing【教材版本与册数】人教版选修7【单元名称】Unit4 Sharing【课时】第1课时1/ 92/ 9【本课时教学设计】3/ 9DELC 2获取新知识Step2Pre-Reading（读前）(6 mins)1. Teacher asks students a moral question and guide thestudents to skim the text and discuss with students what thevalue of such a website would be.（3 mins）T: Is it right for some members of society to get extra helpbecause they have a disability?S: (Group discussion and give answers)T: “Family Village” is a website offering the disabled acommunication opportunity in the Internet. Do you think itbeneficial to the disabled people?2. Teacher asks the Ss to predict the content of the text byinferring from the title and picture.（3mins）T: Please glance at the title and picture. Can you guess whatkind of information would be included in disabled students’story?(make a list on the board of possible topics)S: Make predictions.1.关于残疾人是否应该得到更多的帮助这个话题的讨论为引入阅读文本的背景知识进行铺垫: 让学生更加了解这个网站的存在意义和价值。

人教新课标选修7《Unit 4 Sharing Reading》教学设计本单元的话题是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家意识，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。

Reading是一篇Jo写给Rosemary的信。

其中介绍了Jo在PNG(Papua New Guinea)的一个小山村教书。

在信中，作者以该村学校的情况和去一个学生家做客的经历，使学生感受到了PNG 的儿童生活处境的艰难，从而更加珍惜自己的学习机会。

二、教学目标1、语言知识目标：学生能正确读写及运用下列单词和词组：airmail；fortnight；roof；muddy；textbook；concept；weekly；relevant；remote；weed；rectangle；rectangular；adjust；platform；broom；tin；jar；sniff；participate；interpreter；grill；otherwise；privilege；hear from；be dying to；the other day；dry out；dry up.2、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。

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，增强学生的团体合作精神与分享意识。

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。

教学设计Book 7 Unit 4 Sharing ReadingLanguage Target语言目标1. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.2. To teach how to use the new words and phrases in the text.3. To help Ss to learn the reading ability to get the main idea and think logically.Emotional Target 情感目标Develop students’ spirit of cooperation and sharing。

1自主学习：学习活动一I.单元话题热点词汇（设计意图：此部分选自China Daily, 旨在了解当前热点，与现实接轨）Sharing :to have, use, pay, or take part in something with others among a group rather than singly. 共享单车sharing bike 共享经济sharing economy人类命运共同体 a community with shared future for humanityVolunteers:People who help others in their community or outside their community would be called volunteers.支教participate in a volunteer teaching programme学习活动二：Read the text quickly to find the key phrases1．________________收到…的信2．________________ 渴望；3．________________ 做某事花费了某人多少时间4．________________ 不久前的一天5．________________ 调整适应这些情况6．________________ 遇见；碰到7．_____________ 说实话8．________________对这些孩子的生活产生影响9．________________ 与某人握手10．________________ 参加谈话学习活动三Read the text quickly again and fill in the blanks.1.So I have included some photos ______ help you pictures the places I talk about.2.It takes me only a few minutes ______(walk) to school down a muddy track.3.The other day I was showing the boys the weekly chemistry experiment _____ the mixturewas bubbling like this before started jumping out of the windows4.Sometimes I wonder how relevant chemistry is to these students, most of ______ will begoing back to their villages after 8 years anyway.5.To be honest, I doubt _______ I am making any difference to these boy’s lives at all.6.Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass ______ (stick) outof the roof.学习活动四：1. Read Paragraphs and photos 1 to 3 , and answer the following questions.1)Why was the high school called bush school ?____________________________________________________________________2). Are the teaching facilities(设施) perfect in this school ?_____________________________________________________________________3). Why was science the most challenging subject for Job ?4). Why did the boys started jumping out of the windows ?____________________________________________________________________________3.Read Paragraphs 7-9 and choose the best answer.1. Why did Tombe throw out the tin can?A. Because he believed the can attracted evil spirits.B. Because he believed any leftovers attracted evil spirits.C. Because he believed the can has no use at all.D. Because he believed the grill attracted evil spirits.2. How did Jo feel after the visit to Tombe’s family?A. Happy.B. Sad.C. Worried.D. Upset.学习活动五：According to the details above, try to find out the main idea of the letter.The main idea:。

人教版高二英语选修7 Unit 4 Sharing 全单元教案Warming-up and ReadingTeaching Goal:1. Target languagevolunteer, hear from, be dying to, come across, relevant, stick out,doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement2. Ability goalEnable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher3. Learning ability goalHelp the Ss lean how to read between lines and find the positive andnegative aspects of doing somethingTeaching methods:Discussion, skimming, scanning and task-based methodTeaching AidA recorder, a projector and PPT.Teaching Procedures:Step 1 Warming-upHave you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside your community? I am sureyou’ve a lot to say. OK, now et into gurops and finish the survey formonP28.Step 2 Pre-readingAsk Ss to find out PNG on the map and disucuss the photos in the reading passage.Step3 Reading1. ScanningScanning the text and fill the blanks with their names.1._____ is a young Australian woman.2.________ was dying to hear all about Jo’s life in PNG.3._______ walked a long way to get to school.4.___________ didn’t have any textbook.5._____ became a lot more imaginative when teaching.6._____ started jumping out the windows during achemistry experiment.7.________ v isited a village that was the home o f one the boys, Tombe.8._____ started crying “ieee ieee” to welcome them.9._____ led us to a low bamboo hut.10._____ was going to share the platform with Jenny and Jo.11.________ softly talked to each other in their language Jodidn’ｔ understand2. Skimming the text and find the general idea of each paragraph.3.detailed reading Task-based (ex1 in comprehending part.Type of houseFamily relation-shipsCooking methodsSleeping arrange-mentsType of houseFamily relation-shipsCooking methodsSleeping arrange-mentsStep IV.HomeworkSuppose you've graduated from a key university and now y ou are a volunteer who works in the remote region to assit the basic education there. Andyou are to write a letter home to introduce your present situation. (youcan refer to the text).Extensive ReadingTeaching goals:1. Enable the Ss to know the purpose of a website called“world gifts” and give their opinions on it.2. Enable the Ss to learn about the international welfare programmer called “Plan International” and a child who has been sponsored through it.Teaching important and difficult points:Get the Ss to realize that they should make the most of what they own and do something for the poor.Teaching method:Task-based method and fast readingTeaching aids:A recorder, a projector, a compute connected to the Internet.Teaching procedures:Step I.RevisionDictation eight sentences, each contain the vocabulary they ‘ve learned in this unit.Step II. Pre-reading“Have you ever tried to send a gift to the children in poorareas or countries? Probably not. Today, we can have access to a website, where you can send your gifts to those who are in great need. Please glance quickly at the Internet page on Page 33, and answer the followingquestions.1. What does the page show you?2. Where is the list of gifts?3. In what kind of order are the gifts listed? How much arecheapest and dearest gift?4. where is the gift card?5. What do the photos show you?Step III. Careful ReadingReading carefully.And the task is to finish Ex2 on page 34.Discussing What do you think of this website and its idea? Do you thinkpeople will get interested in it and buy its gifts? Do you think thosegifts listed are really helpful? Now turn to page 34. Discuss the topicsin Ex 3 in groups. Choose one of the topics to discuss.Step IV. Reading TaskDeal with reading task in the work book.We have talked about the Chinese welfare programmer Project Hope whichhelps children in poor areas go back to school. In the world, there aremany organizations or programmers that help different groups of peoplein one way or another. Today, we will get to know another organizationcalled Plan International. Turn to page 73,. This is a letter from Rosannato some students. Rosanna works as a volunteer of Plan International inan area of Ecuador. Why did she write to the Ss? What did the Ss do? Read the letter and find the answers. While reading, summarize the topic ofeach paragraph and finish Ex on page74.Step V. Homework1. Ask Ss to search for information about Plan International.2. Pick out the sentences with attributive clauses in “ A letter from Plan”．WritingTeaching Goal:Enable the Ss to write about a person’s experience by using time expression_r_rEnable the Ss to write a letter to a child they would like to sponsorTeaching important and difficult pointsThe characteristics of narrationTeaching methods:Task-based methodTeaching AidA projector and PPT.Teaching Procedures:Step 1 RevisionCheck the homeworkAsk some S s to read sentences w ith attributive clauses in “　A letter from plan”．Step 2 Pre-writingLet’s recall something about Dr Mary Murray, who worked as a volunteerwith Medicines Sans Frontiers (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is gi ven the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentenceDr Mary Murray was a volunteer, who worked with Medicines Sans Frontiers (MSF).Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in AfricaStep 3 WritingVery good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown.Remember to use time expression_r_rs listed on Page 35.Points must be included:1. who she is2. reasons why she joined MSF3. what she did in Malawi4. what she did in the Sudan5. the effects on her of her experiences.6. her plans for the futureStep 4 Writing taskDeal with writing task on Page75.Imagine that you have decided to sponsor Shanshan, a 11-year-old girl from Gansu province. Her family cannot afford to keep her at school. But sheloves practicing English. Write a letter to her in English. In your letter, you can:Introduce yourselfSay something about your interests and hobbiesDescribed your familyLet her know you want to make friend with her and her from herOther things you would like to tell her.After the Ss have finished writing, ask several of them to read theirletters.Sample writing:Dear Shanshan,I’m a student of Guangzhou No.1 senior High School, Guangdong p rovince. My English name is Steve, and I like English very much. Maybe I can helpyou to continue with your school.I go to school everyday except on Sundays. Every morning, we have four lessons, including P.E., arts, music. I like sports very much, especially football .Whenever I’m free I would play football with my classmates.I also enjoy reading English papers, which gives me great delight, andhelps improve my studies.I have a small family. There are father, mother and I. Mum often cooksdelicious food for me. And Dad u sually encourages me t o study hard in order to serve the country and people better. I think so. So I work very hardat my lessons.I’m looking forward to hearing from you. I want to know what you needbadly so that I know what I can do fro you .Don’t hesitate to ask for what you want. I will try to help youYourssincerelySteveStep 5 AssignmentAsk Ss to polish the letter they wrote in class and hand it in tomorrow.。

Unit4 SharingPeriod Two Reading教案I. Teaching aims:1. Enable the S s 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.II. Teaching procedure:Step 1: pre-reading:Give two questions:What was Jo’s job in PNG?What kind of students were in her class?Step2: Fast reading1. Jo is a young Australian women.2.Rosemary was dying to he ar all about Jo’s life 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 the windows during achemistry 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 them9. Mucap led us to a low bamboo hut.10. Kiak was going to share the platform with Jenny and Jo.11. Tombe’s famil y softly talked to each other in their language Jo didn’t understand.Step3. Do the judgement. (True or false according to the text) 1. The classrooms are made of bricks and the roofs of grass.(F)2. It always takes the boys only a few minutes to get to the school.(F)3. Science is the most challenging subject for Jo.(T)4. When Jo and Jenny arrived at the village,they shook hands with all the villagers.(T)5. Tombe threw out the tin can because it’s very dirty.(F) Step4. Skimming and then answer the following questions: 1.Why did Jo send Rosemary some photos?It’s difficult for Rosemary to imagine how life was hard / different in Jo’s ---2. Why was the high school called a bush school?The classroom were madeof bamboo and the roofs were made of grass.3. Were the boys and villagers friendly to Jo? How do you know?Lots of “good mornings” ; cry “ ieee ieee” ; shake hands4. Why was Science the most challenging subject for Jo? There was no equipment.5. Why did the boys start jumping out the window?The boy never came across something like bubbling mixture 6. Why should it take Jo and Jenny two and a half hours to get to the village?They had to climb up a mountain to a ridge first and then down a steep path to the valley.Step5. Scanning and then anylize the structure of the text.Try to give the right order according to the contents of the text. 2A .The condition of the school.1B An introduction.4C. The ending3D. A visit to a local family.A. We had a meal and I saw a strange custom.B. The experiment frightened the boys.C. I am glad to receive Rosemary’s letter and I’ve included some photos.D. I left and I felt privileged.E. I saw the poor condition of the room.F. It’s a bush school and the students live far away.Step6. Detailed readingRead paragraph 1-3 and finish the questions1.Why does Jo call the high school a “bush school”2.Were the boys friendly to Jo? How do you know?3.How long does it take the students to go to school?4.Why was science the most challenging subject for Jo?5.Why did the boys start jumping out of the windows?6.Why does Jo wonder how relevant chemistry is to the kids? Read paragraph 1-3 and finish the questions1.Why does Jo call the high school a “bush school”Because the classrooms are made from bamboo and the roofs from grass.2.Were the boys friendly to Jo? How do you know?There are a lot of “good mornings” for Jo from the boy s.3.How long does it take the students to go to school? Sometimes up to 2 hours4.Why was science the most challenging subject for Jo? There was no equipment.5.Why did the boys start jumping out of the windows?The boys never came across anything like the bubbling mixture.6.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.Step7. ComprehendingWhat have you learned about the customs and lives of the people in Tombe’s village? Read Jo’s letter and look at herphotos. Then complete the table below:。

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。

揭阳第三中学教案表2. Packages forArt Music Sports ￥100 ￥1000 ￥1000精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。