高中英语阅读课教学设计(Unit4 Sharing Reading A Letter Home)

合集下载

高中英语_unit4 Sharing教学设计学情分析教材分析课后反思

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。

高二英语选修七_Unit4_Reading名师教学设计

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

高中英语_Unit4Sharing教学设计学情分析教材分析课后反思

高中英语_Unit4Sharing教学设计学情分析教材分析课后反思教学设计Unit 4 SharingLearning about language【学习目标】1.能够在语境中感知理解定语从句的解题技巧。

2.能够通过分析句子结构和成分解答关于定语从句的练习题。

3.能够灵活运用定语从句。

【学习过程】1.Lead-in: Are you familiar with the classic novel A Tale of Two Cities?（设计意图：通过名著导入，回顾定语从句，同时发现其它从句。

）2.Explanation1) What’s the proper steps to deal with Attributive Clause?2) What are the differences between Attributive Clause andNoun Clause?（设计意图：通过分析句子成分，教会学生正确解答定语从句。

）3.Contrast1)The difference between Attributive Clause and Noun Clauseand Adverbial Clause.2)The difference between Attributive Clause and CompoundSentence.(设计意图：通过对比教会学生区分定语从句和其它句型。

)4.Prediction and discussion:What would happen after Doc. Manette found the truth?What would you do if you were Doc. Manette?(设计意图：通过预测故事的发展，引导学生树立正确的人生观，同时加强对读后续写的训练。

）5.Presentation: Try to continue the story.(设计意图：学以致用。

高中英语_Unit 4 Sharing教学设计学情分析教材分析课后反思

高二级部英语科 B ook 7 Unit 4 Sharing 学案 NO：__1__编写人编写时间使用时间审核人主任A letter homeI. Background reading1. What does the sign stand for? _____________________________2. What do the volunteers usually do to help other people?_____________________________ __________________________________________________________________ ____________________________ No matter what they do, the quality they all possess is_______________________.3. Enjoy what some famous people think about Sharing.II. Learning objectives1.Understand the meaning of “sharing”2. Learn some reading strategies: key sentences, skimming, scanning, etc.3. Use the new words and expressions to form your own opinions.III. Quiz of words and expressions. (Word puzzles on page 5 and 6)Across（横排）1. the noun form of operate3. to buy5. connected with the subjects7. a thought, idea, or principle9. to take part in11. the noun form of arrange13. if conditions were different; if not15. a small part or portion that remains after the main part no longer exists17. the adjective form of volunteer19. give or send outDown（竖排）2. to contribute4. to (change so as to) make right or suitable; to adapt6. a special right（权利）or benefit granted to a person8. far away in time; distant in relation or kinship10. someone who translate one language into the other’s native language12. another expression of two weeks14. the outside covering on the top of a building16. the date on which an event occurred in some previous year18. person whose job involves travelling and working in a spacecraft20. the noun form of secureIV. Reading for organization（Listen to the tape and finish the following exercises）1. Skimming____Para 1 A. What Jo’s school is like____Para 2 B. Jo’s first visit to a village____Para 3 C. How the villagers cooked their meals____Para 4 D. Jo said goodbye to the villagers____Para 5 E. The way to deal with leftover food____Para 6 F. What the hut was like outside and inside____Para 7 G. Poor school conditions____Para 8 H. The ending of the letter____Para 9 I. The purpose of the letter2. Main idea (Key sentences)The passage is about a volunteer teacher, Jo, who wants to tell ________ the condition of the _________ and something about the life of ___________.(Key sentences: you asked about my high school life; you asked whether I am getting to know any local people.)3. Divide the passagePart 1(Para 1): Introduction to the topic Part 2 (Para_____): School lifePart 3 (Para_____ ): Village life Part 4 (Para 8-9): Leaving the village V. Reading for information (school life)Read Part1 and Part 2 loudly, and then answer the questions.1. Describe her classrooms and the learning conditions._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Boys are friendly to Jo. How do you know?_____________________________________________________________________ 3. Why does Jo wonder how relevant chemistry is to the kids?_____________________________________________________________________ VI. Reading for information (village life)I’m glad to ___________you. I know you’re__________ hear my life here. I’m still trying to _____________the conditions here. The other day I visited a _____________village with another teacher. We walked for two and a half hours______________there. The hut was dark inside so it took time for our eyes to ______________.We also had a meal there. I could not ______________in their conversation. Luckily, Tombe could act as our____________________. We left the village the next morning. It was such a ____________________ to have spent a day with Tombe’s family. I’m thinking about the question whether I can __________________ to their lives.VIII. Appreciation: SharingShare your happiness with others, happiness doubles.Share your sadness with others, sadness halves.Share your love with others, love spreads.Roses given, fragrance in hand.赠人玫瑰,手留余香IX. Self ReflectionX. HomeworkFinish the Section 1 in Unit 4 in the exercise book.P.S.: “what if she is an angel” 是一首英文公益歌曲。

高中英语 Unit 4 Sharing reading学案新人教版选修7

高中英语 Unit 4 Sharing reading学案新人教版选修7Sharing reading学案新人教版选修7【学习目标】1、使用适当的阅读方法与技能, 把握课文内容并获取信息，处理信息。

2、帮助学生理解“志愿者”及“志愿者活动献爱心活动合作共享”的意义，培养学生的帮助他人，扶贫救困的意识，帮助学生树立正确的价值观。

【学习重点，难点】理解理解“志愿者”及“志愿者活动献爱心活动合作共享”的意义。

【课型】新授课【回顾预习】1、Have you ever helped your parents, or other relatives, or your friends? Would you be called a“ volunteer ”?_________________________________________ __________________2、Have you ever helped people in your community, or people outside your community? Would you be called a“ volunteer ” this time?Who would be called“ volunteers”?_________________________________________ _________________________________________________________ ______________________The definition of volunteer：People who help others _____ their community or _____ their community would be called volunteers、【新知识学习】Step1、Class Report:Step2、 Self-learning（自主学习)Pre-reading1、There are many volunteers working in different mountainous areas or developing countries, among which Papua New Guinea (PNG)is one、 What do you know about Papua NewGuinea?Background of Papua New GuineaCapital :莫尔兹比港Port Moresby Location: situated to the north of AustraliaPopulation: about5、7 millionLanguage: English as the official language Pidgin English as the language for communicationEconomy: a poor country with most peopleliving in tribal villages and depending on subsistence farming to make a living、Education: About85% of children start school but only about60% of these reachYear5Skimming: Match each part with its mainideaPart1(Para1)A visit to a local villagePart2(Para____)The end of the letterPart3 (Para____)The beginning of the letter and introduction to the topicPart4 (Para9)The school and Jo’s work as a teacherDetailed reading:Task I: Read paragraph2-3 and finish thefollowing exercises、1、In the passage which sentence can be replaced by “I am trying to adjust to these conditions but it is certain that I have had more imagination inteaching、”_____________________________________________ _________________________________________________________ ______________________2、Why did the boys start jumping out of the windows?（）A、 Because the boys were naughty、B、 Because the boys were not interested in chemistry experiment、C、 Because they had never come across anything like bubbling and they were frightened、3、 Why does Jo wonder how relevant chemistry is to the kids?（）A、 Because the kids there hardly came across anything of chemistry、B、 Because she thought chemistry might make little difference to the kids’ life and most of them woul d live their lives as farmers、C、 Because she thought chemistry useless for them、Task II: Read paragraph4-8 and finish the chart about the life in the village Type of housesMen’s house is a______________ with grass sticking out of the roof、 No _________, small __________、 Floor was covered with__________、Cooking methodsHeat ______ first, and then place them in an empty ________ with_______,______________、 Then cover them with_____________ and leave them to steam、beliefsThe villagers believe that any ________ attract _________ in the night so the food is ________ in the can and the canis then thrown out of the hut、Task III: Answer the fololowing questions:1、Why did Jo send Rosemary some photos?2、 Why was the high school called a bush school?3、 Were the boys and villagers friendly to Jo? How do you know?4、 Why was Science the most challenging subject for Jo?5、 Why did the boys start jumping out of the window?6、 Why should it take Jo and Jean two and a half hours to get to the village? Step3、Discussion and presentation 小组讨论自主学习中的问题，并进行展示和点评,点评过程中要注意补充和质疑。

高中英语_unit4sharing教学设计学情分析教材分析课后反思

Book 7 Unit 4 Reading A Letter HomeReading 教学设计Step 3 Read for Information 1. Read Part 2, underline the words and expressionsaccording to the same words to answer thequestions.1. （1）仔细认真阅读第二部分，了解Jo 所在学校的生活，总结Jo支教生活的见闻，进而让学生了解PNG国家孩子的学校生活，从而引发学生对自己学校生活的思考，让学生感知从自身做起也可以帮助贫困地区的孩子。

（2）仔细认真阅读第二部分，了解Jo和Rosemary参观Tombe村庄以及村民的生活的现状，以及Jo的感受。

Step4 Read for Thinking 1. 1. Discuss in pairs: How can we help thechildren in poor areas?Possible answer1. Donate pocket money \clothes \books tothem.2. Raise money and send it to them.3. Call on people to show their love.4. Call on our government to take measures tohelp them.5.Go there to work as a volunteer2.We should treasure our present life and learnto share.If everybody offers a little love, the world will1. 利用所学单词和词组发表自己对支援帮助贫困地区孩子的看法。

不仅锻炼学生用英语进行表达的能力，还重在提高学生用英语进行思维的能力，增强学生思维能力。

Unit4SharingReadingandThinking教案-高中英语人教版选择性

人教版〔2019〕高中英语选修四Unit 4 SharingReading and Thinking6.She loved being there and felt it was a privilege to have spent a day with them.重点句子分析1. All the students have are pencils, rubbers, and paper.➢the students have 是省略关系代词that的定语从句，修饰all。

➢all that... = all (that)... = what...2. The other day I was showing the boys a chemistry experiment when, before I knew it, the mixture was bubbling out of the test tube spilling everywhere!➢be doing ... when ... 正在做某事，这时...➢before 引导时间状语从句，意为“还没来得及〞➢spilling everywhere 现在分词短语作状语3.The class became a circus as the boys, who had never e across anything like this before, started jumping out of the windows.➢as引导缘由状语从句，意为“由于〞➢who引导非限制性定语从句，对the boys进行补充说明4. It was such a privilege to have spent a day with Tombe’s family.➢It 是形式主语，不定式短语是真正的主语Analyse Jo’s impressions of the school and the village.Suggested answers:Summarise the change of Jo’s feelingsIV. PostreadingIn groups, discuss these questions.1 Jo felt it was a privilege to have spent a day with Tombe’s family. If you were Jo, how do you think you would have felt? Why?2 What are the differences between the school you go to and the one described in the passage?3 Would you like to bee a volunteer teacher? Why or why not?Suggested answers:1.I would have felt privileged as well, as it was a rare chance to glimpse into another culture that most people will never have.2.I go to a school that has all the conveniences of modern society, so there is no parison at all. We have plenty of equipment and supplies, fortable chairs, air conditioning, puters, etc.3.I think it would be interesting to do that for a while. It would be a good opportunity to make a difference to someone else’s life, and also to learn about a new culture.。

新人教高中英语选择性必修四Unit4Sharing-ReadingandThinking公开课教案

2019新人教高中英语选择性必修四Unit4 SharingReading and Thinking公开课教案Teaching aims:By the end of this period, students will be able to:1.figure out the main structure of the blog entries by classifying and organising the key information.2. learn about the volunteer work at home and abroad3.talk about the story and build up confidence in our own country.4. know the measures to do volunteer work.Teaching key points:1.Learn about the difficulties and the significance of being a volunteer.2.Enhance social responsibility and form an optimistic concept of helping people in need.Teaching difficult points:1.Learn the reasons that made Jo’s feeling change.2.Voice your opinions about volunteering and sharing.Teaching procedures:StepⅠDiscuss the picturesOverview the Opening Page of the unit and answer the questions below.•What do you see from the photo?•What do you think is happening in the photo? How do the boys feel?•Where might be the photo taken?Suggested answers:•The Africans are using water.•The Africans are using water and they are happy.•It might be taken in Africa.StepⅠWhile-readingActivity 1 Predict what will be talked about in the text.Before your reading, list details in the first two columns. Fill in the last column after reading.Suggested answers:Look at the title “Help the needy” and the two pictures on Pages 38-39,answer the following questions.1.What does the “needy” mean?2.Who are the needy? What do they need?3.Why should we help them? 4.What can you see in the pictures? Activity 2 Reading for the structure.Read the blog entries and choose the main idea of each part.Suggested answers:Paragraph 1: AParagraphs 2-3: DParagraphs 4-7: BParagraph 8: CActivity3Reading for details.Read Paragraph 1 of the blog entries and answer the question.What can we infer from the sentence “I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!”?Suggested answer:She can’t buy her favourite sweets there and the communication conditions are poor.Activity4Reading for details.Read Paragraphs 2-3 of the blog entries and complete the table.Activity5Reading for details.Read Paragraphs 4-7.Write T(true) or F(false) and correct the false statement(s).1.Jo and another teacher took the bus to get Tombe’s village.2.There was a comfortable bed for Jenny and Jo to sleep on.3.The possessions in the hut were one broom, a few saucers, a kettle, cups, pans, and a couple of jars.4.Tombe’s family were talking in English during the meal.Suggested answers:1.F Jo and another teacher walked for two and a half hours to get Tombe’s village.2.F There was a platform for Jenny and Jo to sleep on.3.T4.F Tombe’s family were talking in their language during the meal.Activity6Reading for feelings and attitudes.StepⅠPost-readingpare our school with the one described in the text, and then fill in the table below.2.Ask students to discuss these questions in groups.(1)Jo felt it was a privilege to have spent a day with Tombe’s family. If you were Jo, how do you think you would have felt?(2)Why do you feel it?(3)Would you like to become a volunteer teacher? Why or why not?StepⅠ HomeworkFinish what you have learnt in the last column of KWL chart.Suggested answer:I have learnt many useful words and expressions to describe the volunteer job and I will find out more measures to do volunteer work.。

Unit4SharingReadingandThinking教学设计-高中英语人教版选择性

教学设计help?T: Can you guess what their condition is like?T: Let’s watch a video together, and have a glimpse of this mysterious country. While watching, try to memorize some impressive information, and tell me your first impression of it.【设计意图】该活动旨在通过信息扫读和观看视频，帮助学生对一个陌生的国家有一个初步的印象，了解国家风土人情，以及艰难的生活和学习条件，从而体会志愿教师去支教的必要性和挑战性。

Activity 3: Reading for structure and main idea of each part.本活动旨在落实课时目标1。

【设计意图】该活动旨在通过快速阅读文章，让学生了解文章主要内容和结构。

通过归纳每段大意，了解Jo在巴布亚新几内亚的志愿者故事及巴布亚新几内亚的一些生活方式。

Activity 4: Analyzing the feelings or attitudes behind the lines.本活动旨在落实课时目标2。

【设计意图】该活动旨在通过文本解读，关键词查找，感悟和归纳支援教师Jo在支教的过程中对巴布亚新几内亚的学校、学生、当地居民及其生活方式的感受。

从而让学生对当地学生积极好学，当地居民朴实好客的品质有一定的深入感受。

Activity 5: Exploring the writing skill used in this passage.本活动旨在落实课时目标2。

【设计意图】该活动旨在通过活动4所归纳的情感态度，总结本文在写作过程中所蕴含的较为隐形的写作手法。

在教师的引导下思考和探索，学生能够更好地体会当地客观环境的不易和人们主观心态的乐观所形成的鲜明对比。

高中英语 Unit 4 Sharing 阅读理解导学案新人教版选修7

高中英语 Unit 4 Sharing 阅读理解导学案新人教版选修7Unit4 Sharing 阅读理解导学案新人教版选修7学习目标：1、阅读课文，掌握文章大意，根据导学案内容完成相应的练习。

2、学习本节重点词汇和短语。

3、通过略读和精读，掌握阅读理解课文的技巧。

学法指导：自学：20分钟自学课本课文，独立完成导学案题目，并上交。

1)先快读课文1遍，完成自学导引。

2)再快读课文1遍，完成课内探究。

3)再精读课文1遍，完成巩固提升。

【课前预习】1、（adj、）有关的；切题的2、（vi、& vt 、）调整；（使）适合→ （n、）调整3、（n、）安排；排列→ （v、）安排4、（vi）参与；参加→ （n、）参与；参加5、（adj、）遥远的；偏僻的→ 同义词6、（n、）矩形；长方形→ （adj、）长方形的；矩形的7、（n、）做口译的人→ （v、）口译8、（conj、）否则；不然（adv、）用别的方法；其他方面9、（n、）特权；特别优待10、参与…________________1、接到……的来信；2、极想；渴望3、偶然遇到或发现；碰见；4、伸出5、（使浸水之物）完全变干；干透；6、（使河流、井等）干涸7、不久前的一天；8、参与；参加9、无／有一点／有很大／有一些差别10、考虑11、说实话12、________________ 和……有关13、________________ 在困难中；在危急中14、________________ 完成；穿过【自学导引】Task I: Skimming and Scanning、(I)、 Fill in the blanks according to the information from the text1 What was Jos job in PNG?___________________________________________________2 What kind of students were in her class?A：boys、 They are dressed、3 Describe the classrooms、The classrooms are 、 They have no 、 They are made of and and have grass roofs、4 Jo took many photos of a visit to a students village、 What can you say about the village?A：The village is 、 It is by a at the bottomof 、 It has all around it、(II)、 Fill in the blanks according to the information from the text1、_____ __ is a young Australian women、2、 _____ ____ was dying to hear all about Jo’s life in Papua New Guinea、3、 _____ ____ walked a long way to get to the school、4、______ didn’t have any textbooks、5、_______________ became a lot more imaginative when teaching、6、 ______ ____ ___ started jumping out of the windows during a chemistry experiment、7、_______________ visited a village that was the home of one of the boys, Tombe、8、 __ _______ started crying “ieee ieee” to welcome them、9、 ______________ led us to a low bamboo hut、10、 ______________ was going to share the platform with Jenny and Jo、11、_______________ softly talked to each other in their language Jo didn’t understand、(III)、 Matching workPara1A、What Jo’s school is like Para2B、Jo’s first visit to a village Para3C、 How the villagers cooked their mealsPara4D、 Jo said goodbye to the villagers Para5E、 The way to deal with leftover foodPara6F、 What the hut was like outside and inside Para7 G Poor school conditions Para8 H、The ending of the letterPara9 I、The purpose of the letter(IV)Fill in the blanks according to the information from the text Types ofhousesMen’s hut is a _____________ with _____________________、 No _____, small ________、 Floor was covered with ___________、 Family relationshipsEveryone seemed to be a ________ofTombe’s 、 (large extended family)Cookingmethods____________ are placed in an _______, then_________ are placed in the drum, covered with____________ and _________、Sleeping arrangementsKiak usually slept in her _________、 A newly made ________for Jenny and me to sleep on、 Diet_____________, _____and ________、 PossessionsI could only see a few ________ and ______ and a couple of ______、 AgricultureTools are very basic、 There is no __________、 BeliefsThevillagers believe that any ________attract __________ in the night so the food is _________in the can and the can is then ________ of the hut、【课内探究】Task I、 Discussion、Would you like to go to a school like the one described in the letter? Give reasons、_________________________________________________________ _________________________________________________________ ______________________________Task II、 Underline the sentences in the text and try to memorize them、1、The other day I was showing the boys the weekly chemistry experiment when, before I knew it,the mixture was bubbling over everywhere!本句中when引导的是一个时间状语从句，构成be doing…when…句式，意为____________________，其中又包含一个before引导的时间状语从句。

高中英语阅读课教学设计(Unit4 Sharing Reading A Letter Home)

Ⅰ.Teaching Contents 教学内容Module 7 Unit4 Sharing Reading: A Letter HomeII.Analysis of teaching material 教材分析本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。

通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。

了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。

结合针对短文话题的探讨激发学生的国际意识，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。

本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。

信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。

通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。

Ⅲ.Analysis of students学情分析1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，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课时的课文阅读。

同时，在听、说、写等方面也有了一定的基础。

2．这个单元的话题是分享、帮助与合作。

对于高二的学生而言，他们的价值观人生观已经基本形成，本课通过阅读志愿者的家书，了解一些志愿者的工作，小组讨论“如果你/你们是志愿者你/你们将做什么工作？为什么？”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。

3．学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。

Ⅳ.Design of Teaching Objectives 教学目标1.Knowledge objectives 知识目标(1)学生能够正确读写及运用本课出现的单词。

(2)学生掌握本课词组的意思并能在句子中熟练运用。

高二英语：选修7 Unit 4 Sharing - Reading(教学设计)

新修订高中英语教学教案英语教案( English Lesson Plans )学校：_______________________年级：_______________________教师：_______________________本文档文字可以自由修改高二英语：选修7 Unit 4 Sharing -Reading(教学设计)教学设计教学内容（或课题）《普通高中课程标准实验教科书英语》（人教版）高二年级选修7 unit 4 sharing ----- reading学校中山二中授课教师刘晶授课日期XX.4.19 课型阅读课授课班级高二（14）班课时1课时教材分析本单元以“分享”为话题，贴近生活，比较容易激发学生的兴趣。

reading这一部分是一封家书，讲述海外志愿者活动见闻，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。

学情分析1. 很多学生热衷于志愿服务工作，有较好的分享体验，较容易引起共鸣。

2. 通过前面单词的学习，学生对谈论的话题有了一定的词汇储备。

3. 学生具备一定阅读能力，能积极的配合完成布置的任务。

设计思路热身部分用了同学们在学校看到的一张宣传志愿者的海报作为开头引出授课主题，然后引导学生用定义法总结志愿者的特征。

然后进行fast reading ,reading comprehension, passage structure等一系列的阅读技能的训练。

最后创设情境，设计了了一个role play，对阅读材料进行拓展。

教学目标知识目标：明白志愿者的特征技能目标：快速阅读，角色扮演的口头表达能力情感目标：培养学生合作性，鼓励人与人之间的友爱互助，发扬志愿者精神。

教学重点快速阅读能力的培养以及口头表达能力的提升。

教学难点快速阅读能力的培养以及口头表达能力的提升。

教学方法讲授法，启发法，合作学习法教学准备自制学案自制课件教学步骤教师活动学生活动教学目的warming up show a picture lead students to give definition define “volunteer”复习词汇，引出话题，为阅读做准备fast reading present questions give supportindividual work 训练快速阅读reading comprehension present questions state requirement provide possible methods check answers and analyze offer help pair work read and find answers by getting evidence 训练快速查找细节信息的技能read for structure give some reminders and tips offer help divide the passage into several parts and write main idea 理解文章结构，并概括大意role play give assignment by creating situation offer help ask students to give a performance pair work writing practice 拓展阅读，训练听说交际能力comment give comments and encouragement listening thinking comment 鼓励学生，并简单的修正homework read the passage again after class and find out the useful expressions 巩固课堂所学知识，为下一节课做准备自我评价与反思亮点：1.warming up让学生用所学过的词汇定义志愿者的特征，既能学以致用，又能让学生了解志愿者的核心精神。

高中英语Unit4SharingReading学案新人教版选修7

Unit4 Shari ng Read ing Lear ning Pla nClass: ______ ._____ n ame: _____________Lear ning goals:1. To have a better understanding of the main idea of the passage.2. To grasp the reading s kills.一.Before class完成课本第28页pre-reading 的问题。

二.While class1. 略读文章，完成步步高第46页课文理解。

2. 教师讲解重难点并完成课本31页练习1,2。

三.After class1. 完成课时作业period one2. 完成课时作业period twoLear ning Pla nGrammar rev ise the Attributive ClauseClass: _______________ . ___ name: _____________________Learning goals: To revise the Attributive Clause and learn to use them .Before class完成课本第33页第2题While class一.定义：在复合句中修饰名词或代词的从句叫 ____________ 从句。

二.定语从句分为 ________ 定语从句与___________ 定语从句.三.被修饰的名词或代词叫 ____________________ 。

引导定语从句的关系代词________________________________ 等和关系副词_____________________ 等。

关系代词和关系副词在定语从句中担任句子成分。

四.关系代词和关系副词的作用：1. 由who, whom whose引导的定语从句，这类定语从句中who用作_______ , whom作_____ , whose 作_____ 。

高二下英语《Unit 4 Sharing Reading and Thinking》阅读课教学设计

四、教学策略
1.先通过观察题目和插图预测文章主题和主要内容。
2.通过略读、细读梳理文章结构脉络，理解重难点句子。
3.问题层层推进，助力学生理解段落大意和语篇结构。
4.最后让学生通过讨论辩证看待志愿者服务，树立起助人为乐的价值观。
五、教学辅助资源
PowerPoint
五、教学过程
步骤
教师活动
学生活get the main ideas by skimming.
2. To get some specific details by scanning.
3. To learn to make a mind-map with the contents.
4. To make some inferences.
教学设计
课题：人教版选择性必修Book4 Unit4
授课教师
工作单位
主题语境
人与社会
语篇类型
记叙文
课型
阅读课
指导教师
一、教学文本分析
该篇文章是关于“帮助有困难的人（help the needy）”，通过志愿者教师Jo的自述，反应个人层面的志愿者服务。学生需要仔细阅读并通过讨论和深入思考，理解支教的困难和意义，并学会辩证地看待问题，形成积极乐观的心态和扶危助困的观念。
七、板书设计
Activity 1 skimming: to get the main idea of each paragraph
Activity 2 scanning: to get some specific information
Activity 3 how tomake a mind-map
Activity 4 making some inferences

高中英语_Unit 4 Sharing教学设计学情分析教材分析课后反思

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阅读课教学设计

Unit 4 Sharing阅读课教学设计一、教本解读（Explanation about textbook）教材版本：普遍高中课程标准实验教科书（人教修订版）学科：英语年级：高二年级册别：选修7二、教学内容：（Teaching content）课题：Unit 4 Sharing (Reading: A letter home)This class is a reading class. The class’topic is “volunteers”and “sharing and helping those in need”. The reading passage is a letter which is mainly about Jo’s teaching experience and life in Papua New Guinea as a volunteer teacher.三、教学目标（Teaching aims）知识目标(aims for knowledge)1. Get students to learn some new words and expressions: relevant, doorway, adjust, platform, grill, privilege, concept, jar, tin, broom, be dying to, adapt to, the other day, come across, stick out, dry up.2. Let students learn about volunteers.能力目标(aims for ability)1. Train students’ reading skills and the ability.2 . Develop students’ creative thinking.情感目标(emotional aims)1.Stimulate students’ interest and enthusiasm in becoming a volunteer.2.Develop students’ awareness of sharing and helping those in need.3.Develop students’ sense of cooperative l earning.四、教学重点(Teaching important points)1. Let students learn about volunteers and the importance of sharing and helping those in need.2. Let students’ learn different reading skills.五、教学难点(Teaching difficult points)1.Develop students’ reading abili ty, esp. the ability of further understanding passage beyond the lines.2. Develop students’ creative thinking.六、教学方法（Teaching methods）Co-operative learning, discussion, Task-based learning七、教学手段(Teaching aids)The multimedia and other normal tools八、教学设计理念(Teaching design concept)Unit 4 Sharing (Reading: A letter home)这一阅读课倡导英语新课标理念下的合作学习。

高中英语阅读课教学设计(Unit4 Sharing Reading A Letter Home)

高中英语_unit4 Sharing教学设计学情分析教材分析课后反思

高二英语选修七_Unit4_Reading名师教学设计

高中英语_Unit4Sharing教学设计学情分析教材分析课后反思

高中英语_Unit 4 Sharing教学设计学情分析教材分析课后反思

高中英语 Unit 4 Sharing reading学案 新人教版选修7

高中英语_unit4sharing教学设计学情分析教材分析课后反思

Unit4SharingReadingandThinking教案-高中英语人教版选择性

新人教高中英语选择性必修四Unit4Sharing-ReadingandThinking公开课教案

Unit4SharingReadingandThinking教学设计-高中英语人教版选择性

高中英语 Unit 4 Sharing 阅读理解导学案 新人教版选修7

高中英语阅读课教学设计(Unit4 Sharing Reading A Letter Home)

高二英语：选修7 Unit 4 Sharing - Reading(教学设计)

高中英语Unit4SharingReading学案新人教版选修7

高二下英语《Unit 4 Sharing Reading and Thinking》阅读课教学设计

高中英语_Unit 4 Sharing教学设计学情分析教材分析课后反思

Unit+4+Sharing阅读课教学设计

高中英语 Unit 4 Sharing reading学案新人教版选修7

高中英语 Unit 4 Sharing 阅读理解导学案新人教版选修7