高中英语选修七Unit+4第5课时+教案
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 ---WritingTeaching 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 RevisionCheck 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-writingT: 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 WritingT: 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 is2. reasons why she joined MSF3. what she did in Malawi4. what she did in the Sudan5. the effects on her of her experiences6. her plans for the futureAfter the students have finished writing, show two samples on the screen and check the mistakes if any.Step Ⅳ Writing taskDeal 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 yourselfSay something about your interests and hobbiesDescribe your familyLet her know you want to make friend with her and hear from herOther things you would like to tell herAfter the students have finished writing, ask several of them to read their letters.Unit 4 Sharing----ListeningTeaching 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, beliefb. 重点句子:Why did Mary decide to work in the developing countriesWhy were conditions in the clinic in the Sudan challengingIn the Sudan, why was it nearly impossible for Mary to get to the clinics when the rains came2. 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 recorderTeaching procedures & ways 教学过程与方式Listening and cooperative learning.Step I Warming Up1. GreetingsT: 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 doS: 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 workbookon 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 AssignmentT: 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 predictwhat 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 accordingto 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。
2019学年度高中英语人教版选修七Unit4SharingPeriod5 Using language--Reading教案设计(2页)
2019学年度人教版选修七Unit4SharingPeriod5 Using language--Reading 教案设计Teaching goals:1.Enable the Ss to know the purpose of a website called “world gifts” andgive 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 poor areas or countries? Probably not. Today, we can have access to a website, where youcan send your gifts to those who are in great need. Please glance quickly atthe Internet page on Page 33, and answer the following questions.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 are cheapest anddearest 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 think people will get interested in it and buy its gifts? Do you think those gifts listed are really helpful? Now turn to page 34. Discuss the topics in 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 which helps children in poor areas go back to school. In the world, there are many organizations or programmers that help different groups of people in one way or another. Today, we will get to know another organization called Plan International. Turn to page 73,. This is a letter from Rosanna to some students. Rosanna works as a volunteer of Plan International in an 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 of each 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”.。
高二英语选修7 Unit4教案
Unit 4 Sharing Ｉ．单元教学目标Ⅱ.目标语言III. 教材分析与教材重组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”，由此为后面的短文学习做好铺垫。
1. 2 PRE-READING是READING的热身活动。
其中介绍了短文主人公Jo，还根据她在PNG拍的照片提出了5个问题，使学生在阅读之前就简单了解短文内容。
1. 3 READING是一篇Jo写给Rosemary的信。
其中介绍Jo在PNG(Papua New Guinea)的所见所闻，使学生感受到PNG的儿童生活艰难，从而珍惜自己的学习机会。
.1. 4 COMPREHENDING 是根据短文设计的阅读理解试题。
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的重点单词和短语；第二部分是有关限定性定语从句的复习。
1. 6 USING LANGUAGE是对READING的延伸。
通过阅读，参与“Give an unusual gift”的活动。
1. 7 LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历，而且针对这一话题展开Speaking。
1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。
2. 教材重组2.1 从话题内容和训练目的上分析，WARMING UP与LISTENING AND SPEAKING相一致；从教材份量来说，可将WARMING UP与LISTENING AND SPEAKING的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起，设计成一节任务型“听力课”。
高中英语选修七Unit4 Sharing Period 5教案
Period 5Reading，Speaking and Writing Task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：donate，voluntary，purchase，anniversary，seed，sew，ox，tractor，Kenya，click，tailor，political，distribute，distribution，security，operate(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 library，choose from2．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等方式更快速并准确地确定文章的大意，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)根据提纲，快速构思完成英语习作的技能。
3．语言能力目标增强阅读理解能力和书面表达能力。
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：阅读能力、写作能力的培养和提高。
2．教学难点：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；用英语说明自己学习生活情况的能力。
教学准备1．学生的学习准备：熟读本单元的单词词组，想一想如何用英语向别人介绍自己的情况。
2．教师的教学准备：查找“希望工程”的相关信息。
3．教学用具的设计和准备：制作与课文相关的多媒体课件。
教学过程1Pre－readingSeveral questions：1.What can we do for the children in poor areas or countries?2．Have you ever tried to send a gift or something to the children in poor areas or countries？How can you send the gifts to them?Now let's read the passage“The World's Most Useful Gift Catalogue”．[设计说明] 通过几个问题直接引入要学习的内容。
人教版高中英语选修7《Unit4Sharing》教案
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。
高中英语人教版选修7【教学设计】Unit 4
practices the ability of reading and writing of students. The book includes a large number of new words, which are difficult for my students to understand. Therefore, it is important for them to preview the new words and the reading parts. The English of my students is poor. So it is difficult for them to get the main idea of the reading.【知识目标】1. 四会词汇relevant, doorway, adjust, platform, soft, softly, grill, privilege, arrangement, toast, comb, astronaut, catalogue, purchase, anniversary, seed, seedling, sew, ox, trunk, Kenya, tailor, income, skill, participate, political, distribution, finance, financial, security, operate, remote, otherwise, donate, clinic2. 认读词汇Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, loan, supplement, Bangladesh, Tanzania, economic, Uganda, Sudan, Medecins Sans Frontieres (MSF), Malawi3. 词组hear from, be dying to, come across, stick out, dry out, dry up, in need, sewing machine, trunk library4．重点词汇purpose, faith, theme, determination, nation, birth, ancestor, joy, treat, peaceTalk about helping others and voluntary workPractise expressing an idea and finding reasonsRevise the Attributive Clause(restrictive)Improve communication skillsWrite a letter【能力目标】Enable Ss to know something about volunteer and Jo’s work in PNG as a volunteer teacher.Help Ss to learn about PNG and find out more information about the country through internet.【情感目标】Make Ss know what is a volunteer and the spirit of volunteers.Get the Ss to realize that they should make the most of what they own and do something for the poorHelp them realize the importance of sharing.Multimedia【教学重点】Get the main idea of each paragraph.Summarize the main idea of the passage.Collect the useful information in limited time.Master the reading skills: scanning and skimming.Grammar.Writing skills.【教学难点】How to revise the Attributive Clause(restrictive).How to improve communication skills.How to write a letter.。
人教版高中英语选修7Unit 4Sharing教案5
Unit 4 SharingThe First Period ListeningTeaching goals1. Target languagea.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, beliefb. 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 goalsImprove the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF)3．Learning ability goalsLearn to predict what will be heard.Help the students understand time expressions and use them.Teaching important pointLearn to make notes while listening to the material and number the events in the order they are heard. Teaching difficult pointLearn to use time expressions and work together with a partner to describe a person’s experience..Teaching methodsListening and cooperative learning.Teaching aidA recorderTeaching procedures & waysListening and cooperative learning.Step I Warming Up1. GreetingsT: 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 threeand 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 w ho 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 thatprovide 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 Exercise 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 table 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, whatwe 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 school’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 AssignmentT: 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 giveninformation 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.。
高中英语语法课教案全英文
高中英语语法课教案全英文篇一：高中英语语法课的教学设计人教版高中英语选修7 Unit4语法教学设计The Revision of Attributive Clauses ( I )高州市第一中学梁智群一、教材依据人教版高二教材选修7第四单元Revising useful structures部分的内容为the revision of the restributive attributive clauses。
二、教学目标根据《新课程标准》关于总目标的具体描述，结合高二学生实际和教材内容，制定相应教学目标：（一）知识与能力1、复习、理解、巩固限制性定语从句的结构及其用法；2、在真实的语境和任务完成中复习、理解、巩固限制性定语从句的结构及其用法；3、提高学生用英语获取信息、处理信息、分析和解决问题的能力，逐步培养学生用英语进行思维和表达的能力；4、培养学生自主学习、合作学习的能力。
（二）过程与方法1、采用“任务型”语言教学。
根据不同的语法内容设计不同的任务，让学生通过完成任务，在语言运用中去学习、掌握语言形式和语言规则，使学生在做中学，在做中练，在做中巩固。
2、利用真实的环境或设计模拟的情境进行语法教学，使语法教学更趋形象化、直观化、真实化和趣味化。
情景活动中的学习降低了语法学习的难度，激发了学生学习英语的积极性，使他们学得快，记得牢，用得活。
3、把某些语法教学转化为交际活动，具体设计有：（1）英文歌式通过画出英文歌中的restributive attributive clauses，使教学内容生动形象，不仅调动学生的学习兴趣，而且营造良好的课堂氛围。
（2）游戏式根据教学内容设计“接龙”游戏及猜谜游戏。
在这样的操练活动中，学生既锻炼了思维能力与快速反应能力，又加深了对所学语法现象的理解，同时使语法教学既轻松又有效。
（3）讨论式设计一些练习，让学生与同桌或小组同学相互讨论学习，激发学生学习的兴趣，增强学生对英语语言信息的使用和接受能力。
精编教案--高二英语选修七教学设计unit4sharing
高二英语选修七教学设计Unit4 SharingW arming Up and Pre-reading ----the First PeriodT eaching goals教学目标I Language goals语言目标a. Important words and phrases 重点词汇和短语b. Important sentences 重点句子II. Ability goals 能力目标Enable students to talk about plants and animals under the sea.III. Emotional goals 情感目标1.Stimulate students’ love for livings under the sea.2.Develop students’ sense of cooperative learning.T eaching aids 教具准备the MediaT eaching steps 教学过程Step1. Warming up Step2. Pre—reading Step3 . HomeworkWarming up1Enjoy what some famous people think about Sharing2.Have you ever helped your parents, or other relatives, or your friends, or people in your community, or people outside your community?Pre—reading: Deal with the Pre-Reading part on p28Homework: 1. Search on the Internet or other sources for information about how to work as volunteers. 2. Preview the text on page 29高二英语选修七教学设计Unit4 SharingReading and Comprehending-------The Second PeriodT eaching goals教学目标I Language goals语言目标 a. Important words and phrases 重点词汇和短语b. Important sentences 重点句子1. I know you’re dying to hear all about my life….2. However, one thing is for sure , I’ve become more imaginative in teaching.II. Ability goals 能力目标1.Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about the passage.III. Emotional goals 情感目标Develop students’ sense of cooperative learningT eaching aids 教具准备the MediaT eaching steps 教学过程Step1.Fast reading Step2. Careful reading Step3.Summary prehending【Fast reading】True or False:1)The classrooms are made from bricks and the roofs from grass.2)It always takes the boys only a few minutes to get to the school.3)Science is the most challenging subject for Jo.4)When Jo and Jean arrived at the village, they shook hands with all the villagers.5)Tom be threw out the tin can because it’s very dir ty. (FFTTF)【Careful reading】l. Why does Jo call the school where he teaches a bush school?A. Because the school was built in a bush.B. Because the classrooms are made from bamboo and the roofs from grass.C. Because there is nothing but bushes around the school.D. Because students in that school use "bush" as their names.2. Which of the following statements is RIGHT?A. There is no electricity but enough water at school.B. I can become used to the school' s condition easily.C.The students there often do chemistry experiments.D.We have neither textbooks nor any experiment equipment.3. Which of the following sentences are RIGHT about Mukap' s house?a. It is a low bamboo hut with grass sticking out of the roof and this shows it' s a woman' s house.b. There were no windows and the doorway was just big enough to get through.c. The hut was dark inside so it took time for our eyes to adjust.d. Fresh grass had been laid on'the floor but there was an old platform.e. That night Kiak-aras going to share the platform with us.A. abeB. bcdC. bceD. cde4.What can you say about the village?The village was a place full of natural beauties. There are more trees and bamboos.5. What can you say about life in the village? People in the village lived a simple life.【Homework】高二英语选修七教学设计Unit4 SharingLanguage points ---The Third PeriodT eaching goals教学目标I Language goals语言目标a. Important words and phrases 重点词汇和短语b. Important sentences 重点句子1.I know you’re dying to hear all about my life….2. However, one thing is for sure , I’ve become more imaginative in teaching.3. Otherwise, they do n’t waste anything.II. Ability goals 能力目标1.Get students to use some useful new words and expressions correctly.2.Enable students to make sentences after the useful sentence patterns.III. Emotional goals 情感目标1.Stimulate students’ interest in learning English.2.Develope students’ spirit of cooperating and teamwork.T eaching aids 教具准备：the MediaT eaching steps教学过程Step1.Greetings Step2.Revision:vocabulary.Step3. Language points Step4. Exercises【词汇重现】Review words and expressions in unit4.【学习新知】见新新学案P45—P49知识点。
M7Unit4集体备课教案（译林牛津版高二英语选修七教案教学设计）
M7 Unit 4 集体备课教案(译林牛津版高二英语选修七教案教学设计)Unit 4 public transportPeriod 1 Welcome to the unitTeaching Objectives:1) To get the students to talk about different means of transport and its main function.2) Students are expected to discuss the advantages and disadvantages between all these means of transport and how important they are to our lives.Teaching procedures:1. Lead inDo you like traveling? Where have you been and how did you go there?2. BrainstormingWhat is included in public transport?3. Picture talkingshow students different pictures about public transport and discuss their different functions.4. Questions1) What is the difference between a bus and a coach?2) Why do you think people would choose to travel by aeroplane rather than by ship?3) Why do you think we need all these different types of transport?5. Group discussion1) How do people travel within a city?2). How do people travel to nearby cities?3) How did people travel to a faraway city in ancient times?Period 2 Reading(1)Teaching aims:(1) Encourage the Ss to grasp the main idea of the article.(2) Stimulate the Ss’ interest in learning English by talking about their own traveling experiences.(3) Students are expected to gain some knowledge about London Underground and reinforce their reading comprehension.(4) Develop the students’ reading ability---how to read a tourist brochure.Important points & difficult points:(1) Get students to understand the main idea of the reading passage.(2) Have students know something about the London Underground.Procedure:Step1 Daily report.Ask one student to do a daily report on one of his or her traveling experiences.Step2 Review of different means of transportationShow students a few pictures of different means of transportation and get them to tell the names of the transportation tools to consolidate what they have learnt.Step3 Lead-inAsk students to answer the following questions:1. Among all these means of transportation mentioned above, which can you take in our city?2. In recent years, Nanjing has got a new means of transportation; do you know what it is?3. Do you know something about the first underground inthe world?Step4 Skimming1. When was the first underground system opened?2. Why was the Victorian time important?3. What did Charles Holden do?Step5 Scanning1. Why was an underground system first developed in London?2. What was the London Underground like in 1863?3. What did Charles Yerkes do to improve the underground?4. What are some of the different things that the underground has functioned as?5. What happened to the London Underground after World War Ⅱ?6. What does it mean when the brochure says that the underground system is user-friendly?Step6 Structure analyzingpart paragraph Main ideaPart 1 Para 1Part 2 Para 2-4Part 3 Para 5Part 4 Para 6-7Step7 Development of the LU system before World War IIdate event185418631868188419331918-1938After 19451977Step8 Reading strategy: reading a tourist brochureKey facts of a tourist brochure1. History of a certain place or an item, including its dates and years2. Some important people concerned3. Interesting facts4. Persuasive and interesting languageStep9 Blank-fillingStep10 Role-playSuppose you are a guide. Now you are leading a tourist group to Nanjing City. Please combine the knowledge of our hometown you have already known with the language skills we learned today to give the tourist a short speech.Step11 HomeworkFinish the relative exercise on page 130 and 131.Preview the language points in the text.Period 3 Reading(2)Teaching aims:1. Encourage the Ss to raise reading ability by focusing on language points.2. Get the Ss to grasp the new language usage in the text by learning them.Important points & difficult points:Language usage: distant(distance); boundary; historic(historical); choke; link; place; function; honor; permit1. distant (Line5) adj. far awayin the distant past/future: far away in the past or future:distance n. [C or U] the amount of space between two places:He travels quite a distance (= a long way) to work every day.Does she live within walking distance of her parents?2. boundary: n. -- the edge (Line5)The mountain becomes the national ~ for both countries.The fence serves as a ~ between the two buildings.the boundaries of knowledge3. historic: adj. -- having importance in or influence on history (Line 6)11 November 1918 is a ~ day as it represents the end of World War I.Can you tell me when the ~ meeting between the two great leaders was held?historic / historical:Historic and historical are differentiated in usage, though their senses overlap.Historic refers to what is important in history:the historic first voyage to outer spaceIt is also used of what is famous or interesting because of its association with persons or events in history: a historic house Historical refers to whatever existed in the past, whether regarded as important or not:a historical characterHistorical refers also to anything concerned with history or the study of the past:The differentiation between the words is not complete. They are often used interchangeably:4. choke (Line8) n. [C] v. 窒息；堵塞；阻塞1). The child swallowed a pen and chocked to death.2). The roads to the coast were choked with traffic.3). At lunchtime the streets were choked with traffic.4). Children can choke on peanuts.引申: chock back 忍住，抑制 chock up 因激动等说不出话来5. link (Line21) v. [T] to make a connection between two or more people, things or ideas:1) The explosions are not thought to be linked in any way.link up: to form a connection, especially in order to work or operate together:2) The organization's aim is to link up people from all over the country who are suffering from the disease.3) They linked up two areas by telephone.用法拓展:be connected with 与……相接，和……有联系6. place: v. --to be in a state or situation (Line 36)1) She placed a tape recorder in front of her on the table.2) His uncooperative attitude placed us in an embarrassing situation.3) This job places great demands on the workers, which can be quite stressful.7. be responsible for: be in charge of (L39)1)The driver is responsible for the passengers’ safety.2) Philip is the project manager. He is responsible for anything concerning the project.3) Who is responsible for making the dinner reservation?8. function as: serve as (L42)1) My living room also functions as a study.2) The room functioned as a store room for keeping all our collection.3) The beautiful leaf functioned as a bookmark9. honor (L51) a quality that combines respect, pride and honesty:a man of honorWe fought for the honor of our country.n. [C] a reward, prize or title that publicly expresses admiration or respect:She received an honor for her services to the community.in honor of sb./ sth. in order to celebrate or show great respect for someone or sth.:a banquet in honor of the president10. permit (L57) v. -tt- [T] to allow sth.:The regulations do not permit much flexibility.[+do ing] The prison authorities permit visiting only once a month.[+ object + to infinitive] The security system will not permit you to enter without the correct password.Period 4 Word powerTeaching aims:(1). Learn and master the new words related to transport.(2). Enlarge the vocabulary in this section and apply them to practical use.Important points & difficult points:(1). Remember the different kinds of roads.(2). Remember different tools of transport.Procedure:Step 1 Lead-inWord game:Step 2 Read and speak1. Ask students to read the passage in Part A.2. To check students’ understanding of the passage, you may ask them the following questions3. Ask students if they know any other tools of transport besides what they have learnt. You may offer some photos andget students to speak out the correct wordsStep 3 Further study1. Ask students to focus on the flow chart in Part B. They should know that the flow chart here categorizes the different ways people travel by land, air or sea.2. Ask students to read the passage in Part C, which is an introduction to a transport project. Student should complete the introduction with the words they have learnt in Parts A and B. Then check the answers with the class.3. For Part D, you may ask students some questions to help them find out these words and phrases. For example: What must you do before you go somewhere by train?Book a seat or a ticket.Where will you go to buy the train ticket?To the ticket office.How do we know which train is available?Read a timetable first.What ticket can help a student save money?A student ticket.For the majority the good way to save money is to buy _____ ticket.What do we call the person who is traveling on a train?A passenger.What do we call the person who sells bus tickets?A conductor.If you want to travel to a foreign country, what must you have?A passport and a visa.4. Ask students to go over Part D and fill in the box. Tell them that the word ‘passenger’ should not be put in the box because passengers are not the people who make transportsmoothly.Step 4 Homework(1) Learn all the new words by heart.(2) Workbook P130 Reading APeriod 5&6 Grammar & usageTeaching aims:(1) T o help the students review and master the usage of v-ing and v-ed forms functioning as adjectives and adverbs.(2) To help the students to learn the usage of the passive, perfect and negative forms of v-ing and v-ed forms(3) To enable the students to know the differences between participles and gerunds and the infinitives.Teaching important points & difficult points:(1) Differences between verb-ing and verb-ed forms.(2) Differences between “doing” and “having done”.(3) Differences between “doing” and “to do”.Teaching procedure:Step 1 Lead-inWarming up:Step 2 Usage of v-ing and v-ed forms functioning as adjectives and adverbs.As adjectives:v-ing形式作定语v-ed形式作定语1. 单个动词-ed形式作定语一般放在被修饰的名词之前，作前置定语。
高中英语选修七教案：Unit4+Sharing+Using+language+
Unit 4 sharingPeriod 5 Using language 教案I．Teaching aims:1. Study some new words.2. Train some reading skills to get more details from reading passage.3. Learn important words and phrases.II.ProceduresStep1. word study:It is their 50th wedding anniversary.There will be a great family dinner party which lots of relatives will participate in.(take part in)What do you think I should do?Maybe I should purchase (buy) something to eat and drink?I have to make a catalogue.(a list of things...)Introduction of GrandmaShe is a tailor who makes clothes for others. That’s to say, she is good at operating a sewingmachine. After she retired, she with my grandpa has lived in a remote village that is far from the city.Though their income is limited, they never run into financial problem. Because grandma is skilled in distribution of daily expense.Step2. Pre-readingHave you ever tried to send a gift or something to the children in the poor areas or countries? (Give some pictures)Predicting & GuessingTitle:Photos:What will the page show you?Step3.Fast readingGlance quickly at the text and answer the following questions.1.What does the page show you? Where is the list of gifts?2.In what kind of order are the gifts listed? How much are cheapestand dearest gift? What do the photos show you?Suggested answer:1. What does the page show you? Where is the list of gifts?The page shows how to send gifts to those who need it.On the left side of the page below the picture with a man in it.2. In what kind of order are the gifts listed? How much are cheapest and dearest gift? What do the photos show you?The gifts are listed in order of the prices.The cheapest is A $5 and the dearest is U $1350.The picture on the left shows a woman working on a sewing machine. The one on the right shows that many children are waiting for help to come to them.prehendingRead the text carefully and do the following exercise.1. In the Internet pages, there’s a card on the right, it will be given to you when you____A. buy something in a shopB. ask for it from a poor childrenC. choose from the catalogue a really useful gift for some of the world’s poorestD. come to India2. When you want to give child vaccinations against 6 killer diseases, you must send _____A.$50B. $20C.$8D. $853. The purpose of the Internet Page is to ____A. let people give an unusual gift to the poorB.let people get an unusual cardC.let people learn something usefulD.let people make money4. How much are the cheapest and dearest gifts?A.$ 8B. $ 10C. $ 15D. $ 55. You can use the card for the following occasions except _______A.anniversariesB. birthdaysC. burialsD.weddingsStep5.Careful reading (EX.2 pp.34)On the Internet page, when you click on each gift, you get a description of that gift. In pairs, write the correct gift (A to U)from the Internet page next to each description below.1. This gift allows a woman who is a trained tailor to make some income, giving her and her family a better future. (N) A sewing machine2. This gift gives person the opportunity to acquire basic reading and writing, and life skills. Adults develop the confidence to participate in the social, economic and political lives of their communities. (G) Basic adult education3.This gift covers the cost of production and distribution of seedlings, as well as training in tree care for the local villagers who are working hard to prevent their land from turning into desert.(A) 20 tree seedlings4. This gift buys a goat. A goat gives milk and is a valuable income. Goats increase in number quickly and add much to a family’s food and financial security. They are easy and fun for children to care for.(J) A goat for a poor family5. This gift covers the cost of exercise books and textbooks for community primary schools that operate in poor or remote villages.(F) Basic health-care services6. This gift gives a child a good start in life. Community schools providegood quality education for children who would otherwise have no opportunity to attend school.(I) One year of primary schoolingnguage points1. ... bring hope for a better future to a community in need.1) need 名词, 意思是“需要、必要”。
人教版高中英语选修7教案unit4sharing5
(4)Why didn't you finish your homework？(why)
(5)What kind of person is she married to？(to whom)
从功能上看，限制性定语从句对先行词起着修饰和限制的作用，如果去掉从句，会影响到整个主句的意思。
2．Revise the relative pronouns and adverbs of restrictive attributive clauses.
the usage of the relative pronoun
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 boywho_is_taller_than_me.
Step 2Revision
1．Revise the characteristics 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。
(6)Is this the library from ______ you borrow books?
(7)I've read all the books ______ are not mine.
【优选整合】高中英语人教版选修7Unit4Sharingperiod5教案2.docx
学案2 人教选修7 Unit4重点、难点及考点复习一、重点单词1 wonderwonder wh-词 + to do 想知道 .......wonder wh- / if +从句想知道........Il's no wonder + (that)从句难怪，怪不得，不足为奇They wondered at his learning.他们对他的学识感到惊奇。
I wonder who he is.我很想知道他是谁。
I was just wondering about that myself.我就是觉得这件事莫名其妙。
No wonder people say that computers are taking over the world. 难怪有人说电子计算机正渐渐接管世界。
2.privilege: [ 4privilid5 ] n.特权，特别恩典，基本人权v.给与…特权It was a privilege to work with him.和他在一起工作是一项殊荣。
She had led a life of luxury and privilege.她过着养尊处优的生活。
3.purchase v. buy sth.购买某物常用以下结构:purchase sth. with sth;purchase sth. for sb.4.finance n.资金；财政；金融financial adj.财政的，金融的finance v.给........ 提供资金finance (for sth.)It is impossible to disguise the fact that finance is bad.财政困难这一事实是无法隐瞒的。
They also collect funds to finance the movement. 他们还为这一活动募集资金。
the Minister of Finance 财政部长London is a financial centre.伦敦是个金融中心。
选修7 unit 4 教案
选修7 unit 4 教案教案标题：选修7 Unit 4 - 传统文化与现代社会教案目标：1. 了解中国传统文化的重要性和影响力；2. 探讨传统文化与现代社会的关系；3. 培养学生的跨文化交流能力和批判思维能力；4. 提高学生的听说读写综合能力。
教学重点：1. 学习并理解中国传统文化的核心价值观；2. 探讨传统文化在现代社会中的角色和影响；3. 进行跨文化对比和交流，培养学生的跨文化交际能力；4. 提高学生的听说读写综合能力。
教学难点：1. 理解传统文化的复杂性和多样性；2. 分析传统文化与现代社会的关系；3. 进行跨文化对比和交流，培养批判思维能力。
教学准备：1. 多媒体设备和投影仪；2. 学生课本和练习册；3. 相关的传统文化资料和视频资源；4. 学生小组讨论和展示的准备材料。
教学过程：一、导入（5分钟）1. 向学生介绍本节课的主题：“传统文化与现代社会”；2. 引导学生思考并讨论：你们认为传统文化在现代社会中的作用是什么？二、知识讲解与学习（15分钟）1. 使用多媒体展示相关的传统文化资料和视频，介绍中国传统文化的核心价值观；2. 学生跟随教师一起学习并讨论传统文化的重要性和影响力；3. 学生阅读课本相关内容，完成相关练习，加深对传统文化的理解。
三、跨文化对比与交流（20分钟）1. 将学生分成小组，每组选择一个国家或地区的传统文化进行研究；2. 学生小组展示自己研究的传统文化，并与中国传统文化进行对比和交流；3. 教师引导学生讨论不同传统文化之间的共同点和差异，以及对现代社会的影响。
四、扩展活动（15分钟）1. 学生个人或小组自行选择一个传统文化元素进行深入研究，并准备一份简短的报告；2. 学生展示自己的研究成果，分享自己对传统文化的理解和认识；3. 教师和其他学生提问和评论，促进学生的批判思维和跨文化交际能力。
五、总结与反思（5分钟）1. 教师总结本节课的重点和难点，强调传统文化的重要性和多样性；2. 学生反思自己对传统文化的认识和理解，提出问题和疑惑；3. 教师回答学生的问题，鼓励学生继续深入学习和思考。
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高二年部选修七第四单元第五课时课题: Restrictive Attributive Clause 限定性定语从句复习1. 在复合句中修饰名词或代词的从句叫做定语从句。
被修饰的名词或代词叫先行词。
2. 引导定语从句的关系代词有：which, that, who, whom, whose和as。
其作用是：①引导定语从句②代替先行词③在定语从句中充当一定成分。
3. 引导定语从句的关系副词有：where, when, why。
可替换成：介词+关系代词。
二、关系词的用法：一）关系代词的用法1、作主语用who, which和that, 如：He is the man who/that lives next door.The train which/that has just left is for Shenzhen.2、作宾语用whom, who, which, that, 如：The man (whom/who/that) we have just seen is a famous writer.Where is the book (which/that) I bought last week?注：在非正式文体中，关系代词作宾语时，用于指人的who whom, that和用于指物的which和that通常可以省略；但在介词提前时,或在非限定性定语从句中，关系代词即使作宾语也不可省略。
3、作定语用whose, 如：(a) He is the man whose car was stolen last week.(b) It was a meeting whose importance I did not realize at that time.注：“whose +名词中心词”这一结构在定语从句中既能作主语（如上a句），又能作宾语（如上b句）。
whose 的先行词常用来指人，但有时也可以用来指具体事物或抽象概念，这时可以与of which结构互换，词序是：“名词+of which”，如：They came to a house whose back wall had broken down. (= the back wall of which)He’s written a book the name of which I’ve completely forgotten. (=whose name)4、作表语只用that ，它既可以指人，也可以指物，但时常省略。
He is no longer the man that he used to be.This is no longer the dirty place (that) it used to be.难点:as引导限定性定语从句，指代被the same, such, as, so 等修饰的名词Don’t talk about such things as you don’t understand.We’re facing the same problems as we did years ago.It is as pleasant a film as I have ever seen.Here is so big a stone as no one can lift.宜用that引导的定语从句1）序数词或最高级形容词修饰先行词时，要用that。
(1)The first English novel that I read was A Tale of Two Cities by CharlesDickens.2)all, everything, nothing, something, anything 等不定代词作先行词时用that。
Everything that we saw in the factory greatly interested us.3)人和物合作先行词时，要用that。
We were talking about the persons and things that we remembered in our school.4)先行词前有the only, the very, the right, the same等修饰时，要用that。
It is the very skirt that suits me well.5) 在疑问词who、which、what开头的句子中，要用thatWhoever that is content with a little progress can’t make big achievements. 6) 关系代词在定语从句中作表语只用thatHe is no longer the man that he used to be.This is no longer the dirty place (that) it used to be.(2)宜用which引导的定语从句1)当定语从句的介词提前时，要用which。
The house in which they lived last year has been rebuilt.2)引导非限制性定语从句时，要用which。
He bought a railway ticket for the woman, which helped her a lot.(3)宜用as引导的定语从句1)先行词与such, the same连用或先行词本身就是the same, such时，要用as。
Such people as you describe are rare nowadays.Would you like to buy the same pen as I have?2) 代替整个句子，在从句中作主语，而从句位于句首时，要用as。
As is well known, the earth goes around the sun.(4) 宜用who引导的定语从句。
当先行词是人称代词或是those, anyone等时，常用who。
He who does not reach the Great Wall is not a true man.Those who were either fools or unfit for their offices could not see the cloth. （二）关系副词的用法：1、when 指时间，在从句中作时间状语，它的先行词通常有：time, day, morning, night, week, year 等。
如：I still remember the time when I first became a college student.Do you know the date when Lincoln was born?注：when时常可以省略，特别是在某些句型和某些时间状语中。
例如：Each time he came, he did his best to help us.But help never stopped coming from the day she fell ill.2、where指地点，在从句中作地点状语。
它的先行词通常有：place, spot, street, house, room, city, town, country等，如：This is the hotel where they are staying.I forget the house where the Smiths lived.注：where有时也可以省略。
如：This is the place (where) we met yesterday.3、why指原因或理由，它的先行词只有reason。
That is the reason why he is leaving so soon.注：why时常也可以省略。
如：That is the real reason he did it.使用关系副词应注意下列几点：1、这三个关系副词在意义上都相当于一定的介词+which结构：when = on (in, at, during…) + which;where = in (at, on…) + which;why = for which. 如：I was in Beijing on the day when (=on which) he arrived.The office where (=in which) he works is on the third floor.This is the chief reason why (=for which) we did it.2、当先行词是表时间的time, day等和表地点的place, house等时，一定要注意分析从句的结构，如果缺少主语或宾语时，关系词应该用which或that,缺少时间状语或地点状语时，才能用when或where，试比较：I’ll never forget the day when my hometown was liberated.I’ll never forget the days which/that we spent together last summer.His father works in a factory where radio parts are made.His father works in a factory which/that makes radio parts.。