江苏省赣榆县智贤中学高中英语 Unit4 Helping people

Module6 Unit4: Reading(1)
教学目标
The Reading Strategy in this unit teaches students how to understand a speaker’s attitude during a speech. Students are expected to put this skill into practice.
教学重点 Learn to share their experience of helping others in their daily life and let them know the importance of helping others.
教学难点
practice and reinforce their reading skill and in improve their overall
ability by participating in the activities.
学情分析
学生对人体的器官的英文单词缺乏了解，本课时涉及到的学习内容恰恰满足学生结合生活实际的需要
教学媒体Multy-media＆Blackboard
教学过程复备栏
1.Lead-in Start the class with the following
questions:
Have you ever thought about the future?
What do you want to be in the future?
What do you think you should do to make your dream come
true in the future?
Which do you think will h elp you fulfill your dream,
hard work, a good environment or both?
Do you know that in other parts of the world, there are
lots of children who are still struggling with
starvation or war? Do you think that they have dreams
as well? What do you think they can do to realize their
dreams?
Have you ever thought about doing something for those
children to help them realize their dreams? If you
have, what would you do?
Have students discuss and report their answers to the
class. Help students understand that not everyone in the
world has the same opportunities. It would be very hard
for some people in poor areas to realize even a simple dream
like having a warm bed to sleep in at night. Something
should be done for those who are suffering a lot.
2.Tell students that they are going to read a passage
about a helpful woman who has devoted lots of her energy
and time to making the life of poor people better.
Ask students what t hey can find by reading the title,
and ask them to predict what may be covered in the
passage that they are going to read.
Today, we are going to read a passage entitled “The
UN-bringing everyone closer together”.
What do you think of when you see the title? What do
you think will be mentioned in the passage?
3.Reading comprehension
1. Ask students to go through the passage as quickly
as possible and try to find the answers to the three
questions in Part A. Remind students only to focus on
and answer these questions.
2. Ask students to read the passage again and complete Parts C1 and C2 individually. Questions in part C1 are to check students’reading comprehension and improve their ability to find specific inf ormation. Part C2 serves as
a strengthening activity to let students decide whether the statements are true or false according to the content
of the passage. If time permits, you can ask students to either find the topic sentence of each paragraph of summarize the main idea in each paragraph while conducting Parts C1 and C2. After students finish the exercises, check the answers with the class.
4. design a table to check the students’reading comprehension about the UN.
The United Nations
When it was set up After the Second W Countries in the UN Originally 51 co
Recently 191 cou Problems it deals with Helps end some
horrible conflic
of wars and dis
rights; improves
helps with other
education, lack
disasters and di Its four main purposes To keep internat
To develop friend
nations
To cooperate in
problems and in
human rights
To be a centre for
or work of different nations
Goals it promises to achieve by 2015 Eight goals, one of which is to ensure
that fresh drinking water is available to
everyone and another is that all children
complete primary education
4.Talk to students about Tang Ning. Ask students what
they know about this UN Goodwill Ambassador and
businesswoman from the passage. You may ask the
following questions:
What occupati on does she take up in the UN?
How much money does she earn by doing this Job?
What Project or projects has she been involved in?
How does she help those people that need help?
How does she feel about taking this occupation?
Ask students to discuss what they think of Tang Ning.
5.Ask students to complete Part D and Part E
individually. Part D aims to check whether students can
understand the meanings of words from the context of
the passage and to show them how to explain the meanings
in English. Part E aims to make students more familiar
with the r eading passage and some useful words in it.
6.Ask students if they have ever read a speech before and
encourage them to find out what unique language is used
in a speech. Remind then that when reading a speech,
it is important to pay attention to the speaker’s
attitude. The positive and negative adjectives can
help then identify the positive negative opinion or
attitude of the speaker.
Ask students to read the Reading Strategy and find more
sentences that express the speaker’s attitude in the
reading passage.
Language points:
1.refer to: 提到，谈到，涉及，参考，查阅，认为
What I have to say refers to all of you.
When I said that some people were stupid I was not
referring to you.
Please refer to the last page of the book for
answers.
It is a collection of documents with reference to
the First World War.
2.be made up of
A team made up of three doctors and ten nurses was
sent to the disaster area in Fujian.
The oldest kind of computer was a huge machine made
9. rather than
I’d prefer to go in summer rather than in winter.
It ought to be me rather than you that sign the letter.
I decided to write rather than (to ) telephone.
I would stay at home rather than go shopping.
He would rather beg in the streets than get money in
such a dishonest way.
10. on behalf of
On behalf of my colleagues and myself I thank you.
Ken is not present, so I shall accept the prize on his behalf.
The legal guardian must act on behalf of the child.
On behalf of all the st aff, I would like to wish you
a happy retirement.
7. Homework
Part A on page 128 in Workbook.
课堂要更加开放，以学生为主体，多让学生上黑板展示教后
反思。