2017_2018学年高中英语Unit4Sharing单元小结教学案新人教版选修7

Unit 4 Sharing第一部分《金色教案》教学设计说明About the topic and the structures单元话题和结构本单元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。

本单元语言功能项目是：打电话、邀请和致谢。

本单元语言结构项目是“复习（限制性）定语从句”。

本单元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是一个调查。

该活动分三步进行：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—部分—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 about language知识课 Learning about Language部分引导学生学习词汇和语法。

云南省陇川县第一中学高中英语《Unit 4 Sharing 》语法教案新人教版选修7Teaching goals 教学目标1. Target language目标语言重点词汇和短语adjust, grill, relevant, doorway, privilege, arrangement, stick out, come across, hear from, platform, dying to2. Ability goals能力目标Learn about the useful words and expressions.Revise the restrictive attributive clause.3. Learning ability goals学能目标Help the students learn how to use the useful words and expressions.Help the students learn how the restrictive attributive clauses are used in the passage.Teaching important and difficult points教学重难点Revise the restrictive attributive clause.Teaching methods 教学方法Explaining and practicing.Teaching procedures & ways过程与方式Step ⅠGrammar reviewT: We have learned enough about the restrictive attributive clause s before. Let’s have a summary. Attributive clause is the clause that modifies a noun. That is, a sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions: Relative pronouns who / whom / which / whose / that. The most important part of attributive clauses is the connectors, namely the conjunctions that connect the two sentences, and they function in the clauses differently. Here are 11 sentences. Please underline the connectors and tell their functions in the clauses.Show the following sentences on the screen.1. The man who is now talking to our English teacher comes from America. (subject)2. Mary is the girl whom / who I just talked with. (object)3. This is the book which I like very much. (object)4. I want to buy a house which faces south. (subject)5. How I wish I could have the same car as you have. (object)6. Do you know the person that is wearing a red hat? (subject)7. I can’t read the book that you bought, because it is too difficult. (object)8. Yesterday I met Tom, whose father is a doctor. (attributive)9. Can you see the book whose cover is red?(attributive)10. Do you still remember the time when we lived in the countryside? (adverbial of time)11. They visited the house where comrade Zhou Enlai once lived and worked. (adverbial of place)Then let the students pay attention to some difficult points as follows.The use of “that”: sometimes “that” can’t be used, for example,a. They are boys with whom I wen t to school. (object, after preposition, “that” is not used)b. The case to which you are referring to is now closed. (object, after preposition, “that” is not used)c. I told the story to John, who later did it to his brother. (subject, non-restrictive attributive clause, “that” is not used)d. His speech, which bored everyone, went on and on. (subject, non-restrictive attributive clause, “that” is not used)But sometimes it must be used, for example,a. This is all that I want to say. (after: all, few, little, much, something, nothing, anything, everything, any, every, no, some, “that” must be used, if it is not the subject, “that” can be omitted.)b. I agree every point that he referred to just now. (“that” can be omitted)c. This is the most beautiful place that I have ever seen. (after superlatives or ordinal numerals, “that”can be omitted)d. This is the very book that I want to borrow. (after: the very, the only, the same, object, “that” can be omitted)e. They talked of things and persons that they remembered in the school. (after both person and thing, object, “that” can be omitted)The last important point is: where, when, that, etc. for example,a. This is the museum which / (that) we visited last week. (object)b. This is the museum where (in which) my father once worked. (adverbial)c. Do you still remember the days which / (that) we spent in the countryside? (object)d. Do you still remember the days when (during which) we worked in the countryside? (adverbial)e. The reason which / (that) he provided was not what we expected. (object) Then let the students finish Exercises 1-2 in Revising useful structures. Check the answers.Step II PractisingLet the students finish the exercises in USING WORDS AND EXPRESSIONS and USING STRUCTURES. If time is limited, they can finish them after class.Step Ⅴ HomeworkRemember the new words and expressions in this unit and make sentences with the following ones: adjust, relevant, arrangement, privilege, donate, otherwise, anniversary, stick out, hear from, dry out, dry up。

Unit 4 Sharingi. 教学内容分析本单元的中心话题是济贫扶弱、志愿服务、合作共享。

教学目的是让学生认识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。

Warminq Up部分通过对同学进行采访的小组活动,了解同学们平时帮助别人的方式。

最后讨论自愿帮助和志愿者的不同，从而引出下文的阅读课文。

Pre-readinq部分介绍了阅读课文的背景知识。

Reading部分是一封家书。

作者是一个到巴布亚新几内亚教书的志愿者。

文中介绍了巴布亚新几内亚农村的教育和生活状况，描述了到一个学生家做客的经历。

Comprehending部分设置了三个练习,目的在于让学生逐层加深对课文的理解。

Learning about Language部分突出了词汇和语法的学习与ij11练。

本单元的语法是复习限制性定语从句，特别是用that不用which的情况。

Using Language部分中包括了听、读、写三个部分的内容。

阅读部分介绍了一个出售特殊礼物、帮助发展中国家的网页。

听力部分通过记者对一个志愿者的采访，让学生更多地了解发展中国家，培养学生助人为乐的精神。

学习用时间表达法叙述事件是本听力练习的重点。

Summinq Up部分要求学生对本单元所学的知识进行总结和评价z以找出不足之处，从而改进。

Learninq Tip部分建议学生要积极参加小组活幼,以练习口语，培养交际能力。

II .教学重点和难点1.教学重点(1)本单元的生词和短语；(2)系统掌握运用限制性定语从句。

2.教学难点(1)认识帮助别人的重要性；(2)学会发表评论和表达自己的看法；(3)学会以时间为线索，叙述人物生平。

III .教学计划本单元建议分六课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二、三课时：Learning about Language第四课时：Reading and discussing ( Using Language )第五课时：Listening and speaking ( Using Language )第六课时：Reading task (Workbook), Speaking task (Workbook) & Writing task(Workbook)IV.教学步骤：Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching 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 importantfor 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 don’t 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-readingPurpose: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29 ~ P30 and guess what the passage talks about.2.Ask Ss to describe the students and their classrooms in the pictures. After that, let Ssimagine 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 sout h of Australia.”Step 4. SkimmingPurpose: 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 student’s village.2.Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sumup the main idea of each paragraph with only one sentence.Suggested Answer:Para.2: The school is simply built an d 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 student’s family and their huts were poorly equipped.Para.6: I had a meal with the student’s family and they cooked in an unusual way.Para.7: I returned from the visit and felt greatly rewarded.Step 5. ScanningPurpose: 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 writer’s boy students, whose family Jo visited Jenny — thewriter’s fellow worker Kiak —Tombe’s mother Mukap —Tombe’s 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 writer’s 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 teachingequipment.(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 andshe thought what they have learnt will be of no use.(6)Yes. Because Tmbe’s mother welcomed her by crying “ieee ieee” and the villager allshook hands with her warmly.(7)No. They sleep in their own huts.(8)They slept on a newly-made platform in Mukap’s 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, leave...to 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, paral): want very much to do sth, have a strong desire to dosth.I am dying to know what has happened.我迫切想知道发生了什么。

Period 3 Pre－reading and Reading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；remot e；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。

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。

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。

2．教学难点：a.理解作为志愿者工作的意义，从而树立正确的价值观；b．训练用英语获取信息、处理信息、分析问题和解决问题的能力。

课前准备1．学生的学习准备查找关于巴布亚新几内亚独立国的信息。

学生可以通过上网等形式搜集信息，并且把搜集到的信息编成问题或写成一段文字，在课堂上向其他同学汇报。

这提高了学生的学习兴趣，把被动的学习变成主动的学习。

2．教师的教学准备查找关于国内外关于帮助他人的个人和组织。

Period 3 Gr ammar教学目标1．语言知识目标：复习限制性定语从句的特点和关系词。

2．语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用。

重点难点1．教学重点：掌握限制性定语从句的特点，关系代词和关系副词使用的场合，能够运用限制性定语从句。

2．教学难点：关系代词和关系副词使用的场合，在写作中运用限制性定语从句。

教学准备1．学生的学习准备：复习限制性定语从句的特点及关系词。

2．教师的教学准备：整理关系代词和关系副词的使用场合，并绘制表格。

3．教学用具的设计和准备：制作多媒体课件。

教学过程Step 1Presentation1．A game “Guess who he/she is.”：Listen to several sentences，and then guess who he/she is according to the description.2．Show the sentences with the restrictive attributive clauses in the game in the screen and make the students find them out.e．g.The student is a boy who_is_taller_than_me.The student is a boy who_is_always_ready_to_help_others_and_popular_among_the_classmates.The student has a nickname which_is_related_to_a_lovely_animal.[设计说明] 听句子，猜猜他/她是谁的游戏，能够很快地引起学生的兴趣，活跃课堂气氛，而且，在描述中使用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了准备。

Step 2Revision1．Revise the character istics of restrictive attributive clauses.(The students can say that in Chinese.)从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。

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。

Unit 4 sharingReading：A letter HomeTeaching goals1. Target languageImportant words and phasesrelevant, doorway, adjust, platform, soft, grill, privilege, be dying to, adapt to, for sure, come across, make a difference, shake hands with, get through, stick out, dry out, dry up.2. Ability goalEnable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher.3. Learning ability goalHelp the students learn how to read between lines and find the positive and negative aspects of doing something.4.Emotional goalDevelop the students’ sense of responsibility.Teaching important and difficult pointHelp the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons.Teaching methodsSkimming, scanning and task-based method.Teaching aidA tape recorder.Teaching procedures.Step Ⅰ Pre-readingTalk about sharing and volunteers.Talk about some information about PNG.Introduce Jo and let the students answer the questions in Pre-reading according to the pictures.They may discuss with each other.Photo 1 to 31. What kind of student was in Jo’s class?2. Describe the classrooms.Suggested answers：1. Teenage boys. They are poorly dressed.2. The classroom are made with wooden poles and have bamboo walls and grass roofs(except for the new science lab which has a metal roof). The floor has bamboo matting on it. The walls do not reach the roofs. There is no glass in the windows.Photo 4 to 101. Jo took many photos of a visit to a student’s village. What can you say about the village?2. What can you say about life in the village?Suggested answers：1. The village is very small. It is by a river at the bottom of a valley. It has steep slopes all around it.2. The village huts are small. They have on windows. They are made of wood and bamboo and have grass roofs. Meals are prepared and looked outside. One of the crops grown is peanuts. The tool used for this crop is digging stick. There is a woman carrying a naked baby on her shoulders. She is also carrying a heaving-looking bag. She has bare feet.Step Ⅱ Reading comprehendingSkimmingT：Now read the letter and try to get the general idea of it. Try to divide it into four parts, and summarize what each part is about.The students are given three minutes to finish the task.Suggested main idea for each part：Part 1 (Para 1)：Opening of the letter and introduction to what will be talked about in the passage.Part 2 (Para 2-3)：The school where Jo worked and Jo’s work at the school.Part 3 (Para 4-8)：Jo and Jenny visited Tombe’s home in the village.Part 4 (Para 9)：Closing of the letter.Reading carefullyT：Now you’re to read the passage carefully to complete the tables below! Five minutes for you.Table 1 (about the school)Table 2 (about the life in the village)After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers’ work. The information in italics is suggested answers.Then deal with Exercise 2.T：Look at the facts listed in Exercise 2. They are chosen from the letter. Can you find or guess the reasons for them according to the reading passage?Suggested reasons：1. In the science lesson the boys were frightened by what they saw—the mixture was bubbling over everywhere, thinking that something terrible had happened, so they jumped out of the windows to escape from danger.2. Because most of the boys will go back to their village after studying in the school, and their knowledge of chemistry will prove useless, so Jo wondered how relevant chemistry was to the boys.3. I think it’s a kind of greeting language. And I’m sure all the family members will be happy and excited to have visitors like Jenny and Jo.4. There were no windows in Mukap’s hut. Perhaps in this way they can prevent flies, mosquitoes and otherinsects from coming in. Or maybe they can’t afford to buy glass to make windows.5. The tin can was standing upside down on the grill in order to get the leftover dry up quickly.Step Ⅳ DiscussionT：Now I have two questions for you to discuss.Look at the following questions on the paper. Let the students get into groups and have a discussion.1. Why do you think Jo became a volunteer in PNG? Give as many possible reasons as you can.2. Would you like to work as a volunteer in a poor area? Give reasons.Step Ⅴ HomeworkWrite a passage about 100 words to introduce the village and life in the village according to the photos and table in Exercise.。

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。

Unit4Sharing1. volunteer v. 自发〔做某事〕；自告勇，自发效volunteertodosthvolunteerforTheyoungmanvolunteerstojointhearmy.那位年人自发服兵役。

Sidcupvolunteeredforguardduty.西德卡普自告勇去站。

自发者，志愿参加者Ineedsomevolunteerstocleanupthekitchen.我需要几名志愿者来整理一下厨房。

voluntaryadj. 自发的；志愿的；无的Mr.Smithdidalotofworkforavoluntaryorganization.史密斯先生一民做了好多工作。

2.hearfrom... 意“收到⋯⋯的信〞，相当于receivealetterfrom...。

Haveyouheardfromyourbrother?你收到你哥哥的信了？Ihearfrommymothereveryweek.每礼拜我都收到的信。

IheardfrommysisterinNewYorkyesterday.我昨天收到了在的姐姐的来信。

[比]hearfrom和receive都可表示“收到某人的信〞。

其区以下：hearfrom不是指详细接到信函，而是指获得音信、信息；receive常常指收到详细的信函。

如：Ihaven’theardfromhim foralongtime.我许久没获得他的音信了。

Ihaven’treceivedanylettersfromhimforseveralmonths.我已好几个月没有收到他的信了。

[拓展] hearofsb./sth.听或知道某人/物的状况hearabout听到对于......的信息hearsb.out听到某人把完hearsb.dosth.听某人做了某事hearsb.doingsth. 听某人正在做某事3. bedyingfor/todosth. 盼望，极想做某事I’mdyingfo rapieceofcake.Iamdyingtoknowwhereyouarefrom.“盼望〞的似法[bethirstyforsth.desiretodosth.haveastrongdesireforsth.longtodo/forsth.beeagerfor/todo.拓展] dieout 逐消逝，dieaway 〔声音，光或〕消逝，慢慢弱dieoff〔一群人，物等〕相逝世diedown减弱，停息dieof重指死于内因diefrom 重指死于外因4. concept n. 观点；念；想法〔+of〕Itisdifficulttograsptheconceptofinfinitespace.掌握无穷空的观点是很的。

2018届人教版选修7Unit4Sharing单元学案设计一重点词汇回顾1 relevant adj. 有关的；切题的这篇文章毫不切题。

The article isn’t relevant to the topic at all.你可以给我提供更多的相关信息吗？Could you provide me with more relevant information？2 adjust v. 调整；(使)适合他无法适应这个新环境。

He couldn’t adjust himself to the new environment.我过了一段时间才适应这里的生活。

It took me a while to adjust to living here.3 participate vi. 参与；参加你参加了去年的校运会吗？Did you participate in the school sports meet last year?4 otherwise conj. 否则；不然;adv. 用别的方法；其他方面抓住这个机会, 否则你会后悔的。

Seize the chance, otherwise you’ll regret it.你的文章有点长, 但除此之外还是篇挺不错的文章。

Your writing passage is a little long, but otherwise a nice passage.5 donate vt. 捐赠他们每年都向红十字会捐大笔的钱。

They donate a large sum of money to the Red Cross every year.6 Voluntary adj. 自愿的；志愿的史密斯先生为一民办组织做了很多工作。

Mr. Smith did a lot of work for a voluntary organization.7 purchase vt. & n. 买；购买票必须提前两周买。

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。

人教版高中英语选修7教案Unit 4SharingUnit4Sharing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.imaginative/imaginable/imaginary2.dryup/dryout3.otherwise/therefore/however词形变化 1.operatev.操作,动手术operatorn.操作员,接线员,operationn.运转,操作,实施 2.donatev.捐赠,赠予donationn.捐赠品,捐款,贡献 3.arrangev.安排,排列,arrangementn.排列,安排4.adjustv.调整,调节adjustableadj.可调整的adjustmentn.调整,调节,调节器5.participatev.参与,分享,participantn.参与者,participationn.分享,参与重点单词1.adjustvt.&vi.调整；使适合.2.participatevi.参与；参加.3.otherwiseadv.用别的方法；其他方面.Adv&conj.否则；不然4.arrangementn.安排；排列.5.donatevt.捐赠.6.purchasevt.&n.买；购买.7.distributionn.分配；分发；分布状态.8.relevantadj.有关的,相应的9.operatev.操作,运转,开动,起作用重点词组dyingto.极想；渴望.theotherday几天前stickout.伸出inneed.在困难中；在危急中.重点句型1.whenIreachtheschoolgroundstherearelotsof “goodmorning”formefromtheboys.2.youaskedwhetherI’mgettingtoknowanylocalpeople.3.Thegiftcoversthecost ofexercisebooksandtextbooksforcommunityprimaryschoo lsthatoperateinpoororremotevillages.重点语法限制性定语从句II词语辨析1).imaginative/imaginable/imaginaryadj.【解释】imaginative富有想象力的，创新的imaginable可想象得到的imaginary想象中的，虚构的【练习】选择imaginative/imaginable或imaginary并用其适当的形式填空1)Althoughthemaincharactersinthenovelaresotruetolif e,theyare_______.2)It’s_______forsuchan_______writertocreate_______storie s.3)Thisistheonlysolution_________.4)Thefamouspoemwasfroman______poet.keys:1)imaginary2)imaginable;ima ginative;imaginary3)imaginable4)imaginative2).dryup /dryout【解释】dryup使完全变干；（河流，湖泊等）干涸dryout变干，干透【练习】选择dryup或dryout，并用其适当的形式填空1)Thefarmerspumpedwatertotheirfieldstostopthesoil__ ______.2)Thepool________inthelateautumn.3)Thevillag ershadtowaitforthesunto_________thedirtroad.4)Don’tleavethevegetableonthetable,oritwill________.keys: 1)dryingout2)driesup3)dryup4)dryout3)otherwise/ther efore/however【解释】otherwise否则；不然thereforeadv.因此,所以however无论如何,可是【练习】选择otherwise/therefore或however并用其适当的形式填空1)Hedidn'tworkhardatEnglish_______hewouldn'tfinditd ifficulttolearnnow．2)wedonothaveenoughmoney．_____ ____wecannotaffordtobuythenewcar．3)Thefirstpartwas easy；thesecond，________，tookhours．4)Heisnoisy，but________aniceboy．5)weweregoingtoplayfootball，butitwassohotthatwedecidedtodo_____________．keys:1 )otherwise2)Therefore3)however4)otherwise5)otherwiseIII词性变化（旨在提供语法填空所需材料）1.operatev.操作,动手术operatorn.操作员,接线员,operationn.运转,操作,实施2.donatev.捐赠,赠予donationn.捐赠品,捐款,贡献 3.arrangev.安排,排列,arrangementn.排列,安排 4.adjustv.调整,调节adjustableadj.可调整的adjustmentn.调整,调节,调节器5.participatev.参与,分享,participantn.参与者,participationn.分享,参与【练习】根据句子结构，用括号内所提供词的适当形式填空1)Theyencouragedthe_______to_______inthesingingperf ormanceafterthecontest..2)Thedoctorare________onan______ofafactorywhogotinjuredwhen_______amachine,and the________issaidtolastovertenhours.3)Theseatsinthe planeare________,andyoucan________themtoacertainang le.The______isnotdifficulttomake.4)Thedrinkswere________tothembycocacolacompanyandtheyreceived_______f romothercompaniesaswell.5)ourdepartmentwillbeinchar geof_______theconference.wouldyoupleasegiveussomesu ggestionsonthe_______forit?keys:1)participants;part icipate2)operating;operator;operating;operation3)ad justable;adjust;adjustment4)donated;donation5)arran ging;arrangementIV重点词汇（旨在提供综合运用所需材料）1.adjustvt.&vi.调整；使适合.[重点用法]adjustmentn．调整；修正adjustableadj．可调节的；可调整的adjust使适应；适应。

课标分析高中英语课程的总目标是发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。

综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。

语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证，情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的前提条件。

这五个方面共同促进综合语言运用能力的形成。

新课标要求学生听说读写能力达到七级水平，本节课Reading—A letter home的环节设计中，各层次的要求如下：听的技能———能听懂有关sharing话题的谈话并抓住要点，明确教学各环节中教师的任务要求；说的技能———能根据sharing这一话题要求，与老师进行交流，并与同学讨论、合作，共同完成相关任务;读的技能———1.运用Scanning, skimming等阅读策略从文章中获取和处理主要信息;2.能理解文章主旨、作者意图;3.能通过上下文克服生词困难，理解语篇意义;4.能够通过文章中的线索，进行推理;5.能根据需要从网络等资源中获取信息;写，能用文字及图表提供信息并进行简单描述;写作技能———能就课堂讨论的话题，展开论述，独立思考，表达自己的观点，并养成规范的写作习惯。

学情分析本班学生经过一年半的高中学习已经具备了一定的阅读技能，如查找细节信息，猜测词义，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个单元的课文阅读。

同时，在听、说、写等方面也有了一定的基础。

高中学生对事物较为敏感，有自己的观点和看法，学习热情高涨，能够积极主动参与课堂活动，同时他们不满足于教科书上的知识，想获得更多的信息。

这个单元的话题是分享、帮助与合作，教师可以通过本节阅读课，帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。

同时，本班学生大多来自农村中学，学生的英语基础参差不齐，部分同学由于词汇量缺乏，阅读习惯不好，导致阅读速度慢、阅读理解能力差，英语表达能力的欠缺，对课堂的互动缺少积极性，不善于语言交际，学习不够主动。

Unit 4 Sharing核心单词1. relevantadj.有关的；切题的常用结构：be relevant to= have sth. to do with 与……有关The meeting is relevant to the matter in hand.这次会议与正在进行的事情有密切关系。

In the exams, make sure that everything you write is relevant to the questions you have been asked.在考试时一定要注意，你写的所有内容都要切合题意。

联想拓展relevance n.关联；相关性have relevance to 与……有关have no relevance to=have nothing to do with与……无关What you say has no relevance to the subject.你所说的与主题无关。

高手过招单项填空Topics for compositions should be to the experiences and interests of the students.A. ConcernedB. dependentC. concerningD. Relevant解析：选D。

句意为：作文的题目应与学生的经历和兴趣有关。

be relevant to与……有关；而concerning 是介词，相当于about,后面不加to。

2. adjustvt.&vi.调整；使适合I usually adjust my watch before I go to work in the morning.我通常早上上班前校准我的表。

常用结构：adjust(sth.／oneself)(to sth.)使适应；适应It seems that the newcomers have adjusted themselves in the schoo1.新来的同学看来适应了学校生活。

英语高二年级人教版新课标选修7Unit 4 Sharing的教案科目英语教授对象高二（6）授课者池爱彬教材与课题人教版新课标选修7Unit 4 Sharingusing language教学目的旨在通过本节课的学习，培养学生在日常生活中帮助他人，扶贫救助的爱心，树立社会责任感的情感价值观；培养学生自主预习的能力，获取新知识从而搜集与处理信息的能力，分析和解决问题的能力，以及交流与合作的能力。

课型新授课课时第四课时教材分析本课是新课标高中英语选修7第四单元using language的部分，本单元的中心话题是帮助弱者，志愿服务，合作共享。

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。

学情分析本节课的教学对象是高二学生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。

但是高二六班的学生英语口头交际能力较弱，所以在讲这节课之前，让学生先预习相关词汇，有条件的学生上网搜集资料。

教学目标三维目标：1.知识目标(1)学生能够正确读写及运用以下单词：donate，voluntary，purchase，anniversary，seed，sew，ox，tractor，Kenya，tailor，political，distribute，distribution(2)学生掌握下列词组的意思并能在句子中熟练运用：in need，sewing machine，trunk library2．能力目标★D evelope students’ some reading strategies such as guessing, skimming and scanning.★ Acquire information ,analyse and deal with them.★Develope students’ communicative skills.3.情感态度目标★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。