高中英语选修七第四单元教案正式版

高中英语选修七第四单元教案
Unit 4 Sharing ---Writing
Teaching goals 教学目标
1. Ability goals能力目标
Enable the students to write about a person’s experience by using time expressions. Enable the students to write a letter to a child they would like to sponsor.
2. Learning ability goals学能目标
Help the students learn how to write about a person’s experience by using time expressions. Help the students learn how to write a letter to a child they would like to sponsor. Teaching important and difficult points教学重难点
The characteristics of narration.
Teaching methods教学方法
Task-based method and writing.
Teaching aids教具准备
A projector and a computer.
Teaching procedures & ways教学过程与方式
Step I Revision
Check the homework.
Ask some students to read the sentences with attributive clauses i n “A LETTER FROM PLAN”.
1. My name is Rosanna and I work as a community volunteer in an area of Ecuador where Orlando and his family have lived for as long as they can remember.
2. Although they still have time to play, they also have to help with daily jobs, which can take up a lot of time.
3. Orlando’s family lives in a small metal house that has a straw roof and a dirt floor. Step Ⅱ Pre-writing
T: Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans Frontieres (MSF). Who’d like to say something about her Let’s try it this way. Each of you is given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentence.
Sa: Dr Mary Murray was a volunteer, who worked with Medecins Sans Frontieres (MSF). Sb: Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in Africa.
…
Step Ⅲ Writing
T: Very 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 expressions listed on Page 36.
1. who she is
2. reasons why she joined MSF
3. what she did in Malawi
4. what she did in the Sudan
5. the effects on her of her experiences
6. her plans for the future
After the students have finished writing, show two samples on the screen and check the mistakes if any.
Step Ⅳ Writing task
Deal with WRITING TASK on Page 75.
T: Imagine that you have decided to sponsor Shan-shan, a 11-year-old girl from Gansu Province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:
Introduce yourself
Say something about your interests and hobbies
Describe your family
Let her know you want to make friend with her and hear from her
Other things you would like to tell her
After the students have finished writing, ask several of them to read their letters.
Unit 4 Sharing----Listening
Teaching goals 教学目标
1. Target language目标语言
a.词汇和短语:
volunteer, clinic, challenging, over the last few years, in the future, in two weeks’ time, a couple of, developing country, Medecins Sans Frontieres(MSF), Malawi, Sudan, The Fred Hollows Foundation, The Cancer Council, Youth in the city, go blind, belief
b. 重点句子:
Why did Mary decide to work in the developing countries
Why were conditions in the clinic in the Sudan challenging
In the Sudan, why was it nearly impossible for Mary to get to the clinics when the rains came
2. Ability goals能力目标
Improve the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF)
3．Learning ability goals学能目标
Learn to predict what will be heard.
Help the students understand time expressions and use them.
Teaching important point 教学重点
Learn to make notes while listening to the material and number the events in the order they are heard.
Teaching difficult point 教学难点
Learn to use time expressions and work together with a partner to describe a pe rson’s experience..
Teaching methods 教学方法
Listening and cooperative learning.
Teaching aid 教具准备
A recorder
Teaching procedures & ways 教学过程与方式
Listening and cooperative learning.
Step I Warming Up
1. Greetings
T: Good morning /afternoon everyone!
Ss: Good morning /afternoon, Sir/ Madam!
T: Have you ever helped others What did you do to help your parents Or other relatives Or your friends Or people in your community Or people outside your community I’m sure you have a lot to say. Ok, let divide into groups of three and finish the survey form. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”.
Suggested answers:
T: Which one can be called a volunteer Or what kind of things do volunteers do
S: Volunteer work includes: Be a coach of the football lovers, plant trees, help people with disabilities.
T: Correct. Only those who don’t work not for rewards – especially money and materials,
and not forced to do so are volunteers. And not only the person but also the society and the environment benefit from it. For example, Dr Mary Murray was a volunteer with Medecins Sans Frontieres(MSF). Now turn to Page 35, read Exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.
Sa: Now Jennifer Wells is interviewing Dr Mary Murray about what has happened in Mary’s life.
Sb: She once worked in a clinic in Malawi and Sudan.
Sc: Malawi and Sudan are developing countries.
Sd: Many children died when she worked in Malawi.
Se: Conditions in the clinics in the Sudan were very terrible and challenging.
Sf: Medecins Sans Frontieres(MSF) is an organization that provide free medical care to children in poor countries.
T: Very good. You see, even without listening to the dialogue you can get much information, if you study the questions carefully. Now let’s listen to their dialogue. You will pay attention to the time expressions and number them in the order you hear them. (Show the 11 time expressions on Page 35). And also you will answer as many of the questions in Exercise 2 as you can.
Step II Listening(I)
(The teacher plays the tape and the students listen to it.)
T: Now let’s check the answers of Exerci se 1 and 2.
(The students will answer the questions)
T: Now let’s listen to the dialogue for a second time. When you are listening, you can check the answers of Exercise 2 and finish Exercises 3 and 4. Learn to make notes about Mary’s experiences in the t able on Page 35. And share your notes with your partner and then with other groups.
(The students will makes notes, and share their notes.)
T: Ok, let’s listen to it for a third time to check the notes.
Step III Listening(II)
T: Perhaps you may wonder, because we are students, what we can do to help. That is, what can we do to serve communities outside the school Ok, let do LISTENING in the workbook
on Page 70. You are also required to predict what you will hear, according to the four questions.
Sa: There are three characters in the material: Jason, Mick and Annie.
Sb: They want to raise money to help.
Sc: Perhaps they will help children in hospital, or serve soup to the homeless, or protect the environment.
Sd: They will spend some time working for their s chool’s Community Care Committee (CCC). T: It couldn’t be better. Now we’ll listen and check our prediction and also finish the exercises on Page 70.
Step V Assignment
T: Boys and girls, today we have listened to two materials about giving help to others.
I do hope all of us will help those who need help. Besides, you should learn to predict
what you will hear before listening and pay attention to the time expressions while listening.
Homework for today.
1. Finish the LISTENING TASK on Page 75-76. Remember to predict what you will hear according
to the given information and also pay attention to time expressions.
2. Google for more information about MSF and share it between us.
Now class is over. Goodbye, everyone.
Ss: Goodbye, sir/madam.
Unit 4 Sharing.语法
在复合句中修饰名词或代词的从句叫定语从句。

被修饰的名词或代词叫先行词。

引导定语从句的关系代词有who，whom，whose，which，that等和关系副词where，when，why等。

关系代词和关系副词在定语从句中充当一定的句子成分。

1. 由who，whom，whose引导的定语从句这类定语从句中who用作主语，whom作宾语，whose作定语指人。

例如：
① This is the man who helped me.
这位是帮过我的那个人。

② The Doctor whom y ou are looking for is in the room. 你找的那位大夫在屋里。

③ Do you know the man whose name is Thompson
你认识那个叫汤普森的人吗
2. which引导的定语从句
这类从句只能指物，which在从句中作主语或谓语动词或介词的宾语。

例如：
① This is the book which you want.
这就是你要的那本书。

② The building which stands near the river i s our school.
河边的那栋楼是我们学校。

③ The room in which there is a machine is a workshop. 有机器的房间是车间。

1）whom，whose，which作介词宾语时，介词一般可放在它们之前，也可放在从句原来的位置上，在含有介词的动词固定词组中，介词只能放在原来的位置上。

例如：
This is the person whom you are looking for. 这位就是你在找的那个人。

2）引导非限定性定语从句时，关系代词往往用which，不用that。

例如：
I have lost my book, which I like very much. 我的书丢了，我非常喜欢那本书。

3. 由that引导的定语从句
that在定语从句中可以指人或物，在从句中作主语或谓语动词的宾语。

但不能放在介词后面作介词宾语。

例如：
The letter that I received was from my father.
我收到的那封信是我父亲写给我的。

在下面几种情况下必须用“that”引导定语从句：
1）先行词是不定代词：all，few，little，much，something，nothing，anything等。

例如：
All that we have to do is to practice every day. 我们要做的就是每天练习。

2）先行词是序数词或被序数词修饰，只用that，不用which。

例如：
The first lesson that I learned will never be forgotten. 我永远也忘不了所学的第一课。

The train is the last that will go to Suzhou.这是开往苏州的最后一趟车。

3）先行词是形容词最高级或被被形容词最高级修饰，只用that，不用which。

This is the best that has been used against pollution. 这是用来预防污染的最佳办法。

This is the most interesting film that I’ve ever seen. 这是我看过的最有趣的电影。

4）先行词被all, any, every, each, few, little, no, some等修饰。

例如：
I have read all the books (that) you gave me.
你给我的书我全读完了。

5）先行词被the only，the very，the last修饰时。

He is the only person that I want to talk to.
他是惟一的我想跟说话的人。

The only possessions that I could see were a few tin plates and cups and a couple of pots. 我能看到的他们仅有的财产就是几个锡盘子、杯子和三两个罐子。

6）先行词既有人又有物时。

例如：
They talked of things and persons that they remembered in the school.
他们谈论着他们能记起的那些在学校的人和事。

7)当先行词前面有who, which 等疑问代词时。

Who is the boy that won the gold medal
8) 当有两个定语从句时，其中一个关系代词已经用了which, 另一个宜用that.
Thay secretly built up a small favtory, which produced things that could cause pollution.
9) 当先行词在主句中作表语，而关系代词在从句中作表语。

Shanghai is no longer the city that it used to be..
4. 由when / where / why引导的定语从句
① I know the reason why he came late.
我知道他为什么来晚了。

② This is the place where we lived for 5 years.
这就是我住过五年的地方。

③ I will never forget the day when I met Mr. Li.
我永远也忘不了遇到李先生的那天。

先行词表示地点时，有时用where，有时用that（which）引导定语从句。

这时要看从句的谓语动词是及物动词还是不及物动词。

如果是及物动词就用that（which），否则用where。

例如：
① This is the house where he lived last year.
这就是他去年住过的房子。

② This is the house that (which) he visited last year.
这就是他去年去过的房子。

Unit 4 Sharing ---Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
relevant, doorway, adjust, platform, soft, softly, grill, privilege, hear from, be dying to, up to, adapt to, for sure, the other day, come across, make a difference, shake hands with, get through, stick out, dry out, dry up, even though
b. 重点句子
…I’ve included some photos which will help you picture the places I talk about. P29 When I rea ch the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29 The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29
Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29
But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29
We walked for two and a half hours to get there —first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29
Tombe’s father, Mukap, led us to his h ouse, a low bamboo hut with grass sticking out of the roof —this shows it’s a man’s house. P29
2. Ability goals能力目标
Enable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher. 3. Learning ability goals 学能目标
Help the students learn how to read between lines and find the positive and negative aspects of doing something.
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.
Teaching methods 教学方法
Skimming, scanning and task-based method.
Teaching aids 教具准备
A recorder, a projector and some slides.
Teaching procedures & ways教学过程与方式
Step Ⅰ Pre-reading
T: I told you to google for information about PNG. Some questions for you. Who knows what PNG stands for
Sa: PNG stands for Papua New Guinea.
T: Where is it located
Sb: It is located south of the equator, 160km north of Australia.
T: Who can say something about its history
Sc: 30,000 years ago it was settled by its first settlers. Portuguese explorers came to PNG in 1510s. When World War II broke out, parts of the country were occupied by the Japanese. Papua New Guinea became independent in 1975 but retains strong ties to Australia.
Sd: But I got information about it like this: The first settlers to Papua New Guinea migrated from Southeast Asia probably at least 40,000 years ago during the ice age. At the beginning of World War I (1914-1918) an Australian military force occupied German New Guinea and remained there througho ut the war. After Germany’s defeat, the League of Nations granted Australia a mandate to rule the German colony, which was renamed the Mandated Territory of New Guinea. Plantation agriculture expanded and the discovery of gold in the 1920s created a gold rush. The Australians extended the education system, but they were generally less concerned with native rights in the mandated territory than in Papua.
T: Very good. Then how did it get its present name
Se: In 1946 the United Nations granted Australia a trusteeship over the Territory of New Guinea. Although Australia maintained separate statistics for New Guinea, it administered the territory and Papua as one. The two territories increasingly became known as Papua New Guinea, and the native people came to be called Papua New Guineans. The administration continued its efforts to further education and to develop the economy. In order to prepare the territories for eventual autonomy and independence, the Australians sought to encourage
democratic institutions. In 1951 a countrywide legislative council was created; it gave way in 1964 to a House of Assembly. On December 1, 1973, Papua and New Guinea became self-governing as Papua New Guinea. The country became fully independent on September 6, 1975.
T: Who can tell me something about its economy
Sf: Let me have a try. It’s a poor country, depending on its agriculture. A lot of children don’t have the chance to receive enough education. Though it is rich in beautiful scenery, not many visitors come here because of its high crime rate.
T: What about its education
Sg: About 73 percent of children enroll in primary school, but very few complete more than a few years of formal education. Children begin attending school at age 7. At age 12 they move from local schools to provincial high schools. A few become eligible to attend national high schools to prepare for university education.
T: Thank you for your wonderful information. It’s really a pleasure to share information with each other, isn’t it Thank you again. From th e information you collected, we know that PNG is very poor and few of its children complete formal education. Do you think you will volunteer to teach children in PNG if possible … Actually, there are already some volunteers there. Let’s get to know one of them, Jo. First let’s look at the pictures on Pages 29-30.
Ask the students to answer the questions listed in Pre-reading with the help of the pictures. T: Jo is an Australian woman. She wrote a letter from PNG to her friend along with some pictures. Can you answer the questions in Pre-reading according to the pictures You may discuss with each other. Sample answers:
1. Jo was a teacher in PNG.
2. Boys who were as young as we are.
3. The classrooms were very poor, made from bamboo and grass.
4. The village was a place full of natural beauties. There were many trees and bamboos.
5. People in the village lived a simple life.
T: Very good. I think you have known something about the place where Jo worked as a volunteer teacher. Now, let’s get more informat ion about it by reading the letter from Jo. Of course,
after reading the letter, you will understand the pictures and Jo’s experience better.
Step Ⅱ Reading comprehending
Skimming
T: 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 carefully
T: Now you’re to read the passage carefully to comple te 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 informa tion 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 other insects 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 Discussion and language points
T: Now I have two questions for you to discuss.
Show the following questions on the screen. 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.
Sample discussion:
Sa: I think, first of all, Jo was a kind-hearted woman, who was willing to help others. Second, she knew enough about the poor conditions in PNG and thought that she could help teach in the schools. If I am given the chance, I will do whatever I can to help.
Sb: In my opinion, Jo must have worked as a teacher in Australia, and she applied to become a volunteer abroad, and then she was sent to PNG as a volunteer.
Sc: Maybe she thought that education is the key to solving all the problems in PNG, so she, as a teacher, went to PNG to help.
Sd: Perhaps she likes traveling abroad, and helping the poor wherever she goes.
Se: I don’t agree with you. You know, she stayed there for two years. A traveler won’t do that. She was willing to help the poor children in PNG to be educated. She was doing
her bit to change the poor’s state of living and education. If everyone in the rich countries would do like her, all the problems caused by poverty could be solved easily.
Se: I would like to say something about the second topic. I think I will be a volunteer in a poor area. Whenever I saw the poor living state of the poor in the western areas and mountainous areas, I was eager to do something for them. All men are created equal. But they can’t get what we can enjoy. What a pity! If possible, I will try to help.
T: Well done! Before we end this class, do you have any questions about the language points Deal with some language points.
Language points:
1. Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof—this shows it’s a man’s house.
“with grass sticking out of the roof”是独立主格结构。

Note: 独立主格结构又称为“with”结构，在句中表状态或说明背景情况，常做伴随，方式，原因，条件等状语。

具体结构如下：
1) with +名词+介词短语
He was asleep with his head on his arm.
The man came in with a whip in his hand.
在书面语中，上句也可以说成：The man came in, whip in hand.
2) with +名词+形容词（强调名词的特性或状态）
With the clouds so low, ten to one it’ll rain presently.
He used to sleep with the windows open.
3) with +名词+副词
With John away, we’ve got more room.
The square looks more beautiful than ever with all the lights on.
4) with +名词+-ed分词（强调名词是-ed分词动作的承受者或动作已经发生）
With this problem solved, the new medicine is now in regular production.
All the afternoon he worked with the door locked.
5) with+名词+-ing分词（强调名词是-ing分词的动作的发出者或某动作，状态正在进行）
I won’t be able to go on holiday with my mother being ill.
He felt more uneasy with the whole class staring at him.
6) with+名词+to do （不定式动作尚未发生）
So in the afternoon, with nothing to do, I went on a round of the bookshops.
I can’t go out with all these dishes to wash.
2. dry out; dry up
dry out:
to become completely dry or to make something completely dry, especially after it has been very wet
. In summer, water the plants regularly and never let the soil dry out.
The kitchen was flooded and it took ages to dry it out.
dry up:
1) to rub plates, dishes etc dry with a cloth after they have been washed
. I’ll just dry up these mugs and we can have a coffee.
2) if something such as a river dries up, the water in it disappears
. Across central and west Texas, waterholes and wells have dried up.
Step Ⅴ Homework
1. Finish Exercise 3 on Page 31.
2. Read the passage again after class and find all the attributive clauses in it.
3. Remember the key sentences in the text.。