人教版高二英语选修7Unit4Sharing全单元教案

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人教新课标选修7-Unit4-Sharing[教(学)案]--

Unit 4 SharingⅡ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。

结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。

1. 1 Warming Up 提供了三项任务。

通过完成这些任务让学生懂得什么是“帮助”，并且反思自己是否乐于助人，以及怎样做才是“志愿者”，为后面的短文学习做好了铺垫。

1. 2 Pre-reading是Reading的热身活动。

其中介绍了信的作者Jo，还根据她在PNG拍摄的照片提出了5个问题，让学生在阅读之前就对信的容有了简单的了解。

1. 3 Reading是一篇Jo写给Rosemary的信。

其中Jo介绍了自己在PNG的所见所闻。

读完这封信，学生能感受到PNG的儿童生活之艰难，从而珍惜自己的生活和学习机会。

1. 4 Comprehending是根据短文设计的阅读理解题，检验学生对阅读容从细节到大意的理解。

1. 5 Learning about Language分词汇和语法两部分。

其中，第一部分是有关此篇短文中出现的重点单词和短语的用法练习；第二部分是对限定性定语从句的复习。

1. 6 Using Language包括三项活动：Reading and speaking以一个有关礼物的网页展开阅读和讨论，通过阅读，学生将了解到这一活动的意义以及他们能为贫困的人做些什么，讨论活动将激发学生对这一主题的深层次思考和参与热情；Listening and speaking 通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个志愿者的工作经历，而且针对这一话题要求学生能用给出的时间短语结合听力材料谈论Mary Murray；Writing要求学生根据Listening and speaking的话题并运用上面的时间短语写一篇叙述文。

高二英语人教课标选修7Unit4Sharing教案.doc1

教案3 人教课标选修7 Unit 4 SharingLanguage pointTeaching material: NSEFC Book 7 —— Unit 4Teaching Aims1.To learn some new words and phrases.2.To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences.Teaching Difficult PointHow to enable the students to grasp and remember the detailed information of the rea ding material.Teaching proceduresStep1 Language points1. Thanks for your letter. It was wonderful to hear from you.hear from: v. 接到...的信How often do you hear from your sister?你多长时间接到你姐姐一次信?Have you hear from him by last week?到上星期为止你们接到过他的信吗？It was a pleasure to hear from you.很高兴收到你的信。

I hear from my cousin every two weeks.我每两星期就会收到我表哥的来信。

注意：hear from后面只能接表示人的名词或代词，不可接letter作为它的宾语。

2. I know you’re dying to hear all about my life here.be dying to do / for sth. 渴望做某事；迫切想要She is dying to go abroad.I am dying for a glass of water.I am dying to go abroad.He was dying for a little wine.“渴望”的类似说法be thirty for sth.desire to do sth.have a strong desire for sth.long to do /for sth.3. …have walked a long way, sometimes up to two hours, to get to the school.up to = as many as/ as much asHe can earn up to $50,000 a year.up to 还可以表示1)be up to sth = be busy doing sth. 忙于2)It is up to sb to do sth 由某人负责做某事3)一直She lived at home right up to / until she got married.What are these naughty boys up to?It is up to me to do this task.I am not sure if she is really up to that job.4. I’m still trying to adapt to these conditions but, one thing is …adapt (oneself) to 适应，适合The new students are very slow to adapt to the rules.新生对于那些规定适应得很慢。

【范文】人教版高中英语选修7教案Unit 4 Sharing

人教版高中英语选修7教案Unit 4SharingUnit4Sharing一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1.imaginative/imaginable/imaginary2.dryup/dryout3.otherwise/therefore/however词形变化 1.operatev.操作,动手术operatorn.操作员,接线员,operationn.运转,操作,实施 2.donatev.捐赠,赠予donationn.捐赠品,捐款,贡献 3.arrangev.安排,排列,arrangementn.排列,安排4.adjustv.调整,调节adjustableadj.可调整的adjustmentn.调整,调节,调节器5.participatev.参与,分享,participantn.参与者,participationn.分享,参与重点单词1.adjustvt.&vi.调整；使适合.2.participatevi.参与；参加.3.otherwiseadv.用别的方法；其他方面.Adv&conj.否则；不然4.arrangementn.安排；排列.5.donatevt.捐赠.6.purchasevt.&n.买；购买.7.distributionn.分配；分发；分布状态.8.relevantadj.有关的,相应的9.operatev.操作,运转,开动,起作用重点词组dyingto.极想；渴望.theotherday几天前stickout.伸出inneed.在困难中；在危急中.重点句型1.whenIreachtheschoolgroundstherearelotsof “goodmorning”formefromtheboys.2.youaskedwhetherI’mgettingtoknowanylocalpeople.3.Thegiftcoversthecost ofexercisebooksandtextbooksforcommunityprimaryschoo lsthatoperateinpoororremotevillages.重点语法限制性定语从句II词语辨析1).imaginative/imaginable/imaginaryadj.【解释】imaginative富有想象力的，创新的imaginable可想象得到的imaginary想象中的，虚构的【练习】选择imaginative/imaginable或imaginary并用其适当的形式填空1)Althoughthemaincharactersinthenovelaresotruetolif e,theyare_______.2)It’s_______forsuchan_______writertocreate_______storie s.3)Thisistheonlysolution_________.4)Thefamouspoemwasfroman______poet.keys:1)imaginary2)imaginable;ima ginative;imaginary3)imaginable4)imaginative2).dryup /dryout【解释】dryup使完全变干；（河流，湖泊等）干涸dryout变干，干透【练习】选择dryup或dryout，并用其适当的形式填空1)Thefarmerspumpedwatertotheirfieldstostopthesoil__ ______.2)Thepool________inthelateautumn.3)Thevillag ershadtowaitforthesunto_________thedirtroad.4)Don’tleavethevegetableonthetable,oritwill________.keys: 1)dryingout2)driesup3)dryup4)dryout3)otherwise/ther efore/however【解释】otherwise否则；不然thereforeadv.因此,所以however无论如何,可是【练习】选择otherwise/therefore或however并用其适当的形式填空1)Hedidn'tworkhardatEnglish_______hewouldn'tfinditd ifficulttolearnnow．2)wedonothaveenoughmoney．_____ ____wecannotaffordtobuythenewcar．3)Thefirstpartwas easy；thesecond，________，tookhours．4)Heisnoisy，but________aniceboy．5)weweregoingtoplayfootball，butitwassohotthatwedecidedtodo_____________．keys:1 )otherwise2)Therefore3)however4)otherwise5)otherwiseIII词性变化（旨在提供语法填空所需材料）1.operatev.操作,动手术operatorn.操作员,接线员,operationn.运转,操作,实施2.donatev.捐赠,赠予donationn.捐赠品,捐款,贡献 3.arrangev.安排,排列,arrangementn.排列,安排 4.adjustv.调整,调节adjustableadj.可调整的adjustmentn.调整,调节,调节器5.participatev.参与,分享,participantn.参与者,participationn.分享,参与【练习】根据句子结构，用括号内所提供词的适当形式填空1)Theyencouragedthe_______to_______inthesingingperf ormanceafterthecontest..2)Thedoctorare________onan______ofafactorywhogotinjuredwhen_______amachine,and the________issaidtolastovertenhours.3)Theseatsinthe planeare________,andyoucan________themtoacertainang le.The______isnotdifficulttomake.4)Thedrinkswere________tothembycocacolacompanyandtheyreceived_______f romothercompaniesaswell.5)ourdepartmentwillbeinchar geof_______theconference.wouldyoupleasegiveussomesu ggestionsonthe_______forit?keys:1)participants;part icipate2)operating;operator;operating;operation3)ad justable;adjust;adjustment4)donated;donation5)arran ging;arrangementIV重点词汇（旨在提供综合运用所需材料）1.adjustvt.&vi.调整；使适合.[重点用法]adjustmentn．调整；修正adjustableadj．可调节的；可调整的adjust使适应；适应。

人教选修七Unit4Sharing教案

BOOK 7 Unit4 Sharing重点词汇与短语： relevant adjust purchase participate donate voluntary otherwise dying to come across stick out in need dry out the other day 要点句型：It is/was+ adj./ n. +(for sb. )+to do要点词汇 relevant【原句回放】Sometimes I wonder how relevant chemistry is to the kids, most of whom will be going back to their villages after year 8. （Page 29）【点拨】relevant ： adj. connected with the subject or be connectedwith 有关的 ; 合适的 , 贴切的 , 贴题的常用搭配： be relevant to1）His nationality is not relevant to whether he is a good lawyer.他的国籍与是不是个好律师没关。

2）This type of university course is no longer relevant to today’s problem.这类大学课程与当前问题不再有关系了。

【拓展】 relevance 用作名词，也能够说 relevancy；其反义词是 ir relevant； adjust 【原句回放】The hut was dark inside, so it took time for our eyes to adjust（. Page 30）【点拨】adjust vt. to change slightly to make suitable for a particular job or new conditions.调整；调理；使合适；使适应；有关短语： adjust oneself to sth./ doing sth. 使自己适应于【拓展】形容词： adjustable 名词： adjustmentmake an adjustment 做出调整。

人教新课标高二英语选修七教案：Unit4+Sharing+Using+language.doc

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”。

高二年级人教版选修7 unit4 Sharing 教案

Get some general infor. of the passage through photos.
StepⅣ Reading 1 Skimming
Look at the Practise ss’ 1) It was wonderful for ________ to hear from photos and and reading ability discuss of skimming. Rosemary. 2) ___________ is dying to hear about Jo’s life the questions. there. 3) ___________ started jumping out of the window because they had never come across anything like it. 4) _____ started crying “ieee ieee” to welcome them. 5) _______ led us to his house, a low bamboo hut with grass sticking out of the roof. 6) I felt it a privilege to have spent a day with his Skim 备课活页纸第 2 页，共 3 页
Inspire ss’ interest and get the definition of “volunteer”.
StepⅢ Pre-reading
Act out.
1. Introduce Papua New Guinea (PNG) 2. Look at the photos from Jo and answer the Answer following questions: 1) What was Jo’s job in PNG? the questions. 2) What kind of students ware in her class? Boys, girls, or both? 3) What were the classrooms like? Is the classroom well equipped? Speak 4) What can you say about the village? Out.

人教版高二英语选修7_Unit_4_Sharing_全单元教案

1._____ is a young Australian woman.
2.________ was dying to hear all about Jo’s life in PNG.
3._______ walked a long way to get to school.
4.___________ didn’t have any textbook.
Teaching methods:
Discussion, skimming, scanning and task-based method
Teaching Aid
A recorder, a projector and PPT.
Teaching Procedures:
Step 1 Warming-up
Have you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside yourcommunity? I am sure you’ve a lot to say. OK, now et into gurops and finish the survey form on P28.
5._____ becamea lot more imaginative when teaching.
6._____ started jumping out the windows during a chemistry experiment.
7.________ visited a village that was the home of one the boys, Tombe.

人教版高二英语选修七Unit4 Sharing教案设计

Teaching PlanNSEFC Module 7 Unit4 SharingThe Second Period ReadingTeaching goalsKnowledge goals知识目标Get the students to learn the knowledge about PNG and work in PNG as a volunteer teacher. Enable the students to learn some words and expressions in this unitAbility goals能力目标Help the students learn how to read between lines and guess the reasons for the facts according to the reading passage.Develop the students’ speaking ability to talk about PNG and work in PNG as a volunteer teacher.Develop the students’writing ability to write an article about PNG and work in PNG as a volunteer teacher.Emotion goals情感目标Get the students to know PNG and the difficulty of working in PNG as a volunteer teacher and enable them to realize the importance of working in PNG as a volunteer teacher.T eaching important and difficult pointsHelp the students learn how to read between lines and comprehend the passage completely by knowing logical reasons between facts and reasons.Teaching methodsScanning , practising , discussing ,task-based method.Teaching aids: a computer, overhead projector, a recorderTeaching procedures & waysStep I RevisionCheck the students’ homework by asking the following questions:What does PNG stand for?Where is it located?Who can tell me something about its economy?What about its education?Step II Presentation for readingAsk the students to answer some questions in Pre-reading and read the passage.Step III Reading1. ScanningA. Scan and try to divide the text into four parts, and summarize what each part is about.B. help the students to master the basic forms of a letter writing.2.Careful readingRead paragraphs 2-7 and then do the exercise.Step IV PracticeA.Find words in the passage that have the following meaning.B.Learn the following words or phrases by heart and complete the paragraph.stick out, come across, hear from, platform,(be) dying toStep V Post-readingDeveloping : I. guessingGuess the reasons for the facts according to the reading passage.Developing : II. discussionAsk the students to discuss the following question in group:Why do you think Jo became a volunteer in PNG?(Give as many possible reasons as you can.)Give the students a sample of the discussions :A: I think, first of all, Jo was a kind-hearted woman, who is 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.B: 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.C: Maybe she thinks that education is the key to solving all the problems in PNG, so she, as a teacher, goes to PNG to help.Homework1. Finish Exercise 3 on Page 31.2. Read the passage again after class and find all the attributive clauses in it.3.Recite the key sentences in the text.教学流程图:Recite the following phrases and sentences after class:1.stick out 伸出e across 偶然发现或遇到；碰见3.hear from 接到……的信4.(be) dying to 极想；渴望5.in need 在困难中6.adapt (oneself) to 适应,适合7.for sure肯定如此,毫无疑问8.make a difference有关系;起(重要)作用9.dry up(河流,湖泊)干涸;(使)枯竭10.dry out(使)变干;(把)弄干11.adjust to 适应12.in the night在夜间1). I know you’re dying to hear all about my life here.2). I’ve included some photos which will help you picture the places I talk about.3). Tombe’s father, mukap, led us to his house, a low bamboo hut grasssticking out of the roof----this shows it’s a man’s house.4). When I reach the school grounds there are lots of “good mornings”for me from the boys, many of whom have walked a long way, sometimes up to two hours, to get to the school.5). In fact , I wonder if you could post this letter for me.。

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七教案：Unit+4单元教案

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

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

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

最后讨论自愿帮助和志愿者的不同，从而引出下文的阅读课文。

Pre-reading部分介绍了阅读课文的背景知识。

Reading部分是一封家书。

作者是一个到巴布亚新几内亚教书的志愿者。

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

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

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

本单元的语法是复习限制性定语从句，特别是用that不用which的情况。

Using Language部分中包括了听、读、写三个部分的内容。

阅读部分介绍了一个出售特殊礼物、帮助发展中国家的网页。

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

学习用时间表达法叙述事件是本听力练习的重点。

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

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

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

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

III．教学计划本单元建议分六课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二、三课时：Learning about Language第四课时：Reading and discussing （Using Language）第五课时：Listening and speaking （Using Language）第六课时：Reading task (Workbook), Speaking task (Workbook) & Writing task(Workbook)IV．教学步骤：Period 1 Warming up, Pre-reading, Reading & ComprehendingTeaching Goals:1. To help Ss to learn the importance of helping others and the ways to help others.2. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.3. To teach how to use the new words and phrases in the text.Teaching Procedures:Step 1. Leading-in1. Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei Feng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”2. Get some Ss to present their opinions on the question above before the class.Suggested Answer:Nobody can do everything alone, no matter how powerful he is. Nobody never meets with trouble, no matter how well he is going. So everybody needs others’ help. But we cannot alwaysreceive but never give. We must give in return for what we receive. We give help because we have been helped. Since we were born, we have received a lot from the society. So we should return it. We give help today, but we may need help tomorrow. Even if we may not see a person again, by helping him, we can let him know help is necessary and important for those who are in need. By helping each other, people can feel that life is full of warmth and friendliness and is worth living. In a word, to help others is to help oneself.Step 2. Warming Up1. Ask Ss to discuss the following question.In what ways do we help the people around?2. Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.3. Divide Ss into four groups and ask them to discuss the following question.Can we call the person who helps others a “volunteer”?Suggested Answer:When one of your parents or friends needs help, you may not be asked to help but you volunteer to help, we don’t say you are a volunteer. A volunteer is a person who helps others in or outside his community or in a foreign country.Step 3. Pre-readingPurpose: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29～P30 and guess what the passage talks about.2.Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imaginetheir living conditions.3. Lead Ss to the reading text. Teacher may say, “Today we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the south of Australia.”Step 4. SkimmingPurpose: To help Ss get the general idea of the letter.1.Ask Ss to listen to the tape and try to get the main idea of the text.Suggested Answer:In the letter, the writer wrote about the educational and living conditions in PNG and her experience of visiting a student’s village.2.Play the tape paragraph by paragraph and let Ss read after it. Then ask them to sum up themain idea of each paragraph with only one sentence.Suggested Answer:Para.2: The school is simply built and far away from the students’ homes.Para.3: The educational conditions are very poor.Para.4: I visited a village of one of my student’ and received a warm welcome.Para.5: I stayed with the student’s family and their huts were poorly equipped.Para.6: I had a meal with the student’s family and they cooked in an unusual way.Para.7: I returned from the visit and felt greatly rewarded.Step 5. ScanningPurpose: To help Ss get a deeper understanding of the text..1. Ask Ss to find out the relationship of the people mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them? Can you find out who they are?” Suggested Answers:Jo — the writer of the letter.Rosemary — the person who Jo is writing to.Tombe — one of the writer’s boy students, whose family Jo visitedJenny — the writer’s fellow workerKiak — Tombe’s motherMukap — Tombe’s father2. Ask Ss to read the text carefully and ask them the following questions. It is better to read them out to Ss than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.(1)What is the school like?(2)Is the writer popular with her students? How do you know?(3)What is the writer’s difficulty in teaching?(4)Why did the students jump out of the windows?(5)Why does the writer wonder if she is making any difference to her students’ lives?(6)Was the writer warmly welcomed by the villagers? How do you know?(7)Do Mukap and Kiak usually sleep in the same house?(8)Where did the writer and Jenny sleep that night?(9)Why did Tombe throw away the tin can?Suggested Answers:(1)It is made of bamboo and the roofs are made of grass. It is from away from Ss’ homes.(2)Yes. When she gets to school, the students all say hello to her.(3)There is no electricity or water and they have no textbooks. There is no teachingequipment.(4)Because they had never seen such an accident and were frightened.(5)Because most of her students will go back to their villages to work in the field and shethought what they have learnt will be of no use.(6)Yes. Because Tmbe’s mother welcomed her by crying “ieee ieee” and the villager allshook hands with her warmly.(7)No. They sleep in their own huts.(8)They slept on a newly-made platform in Mukap’s hut.(9)Because they think throwing away the tin can is in fact throwing away evil spirits.Step 6. Language point1. Ask Ss to work in pairs and underline and translate the following phrases in the text.hear from, be dying to do sth., up to, adapt to, the other day, before I knew it, come across, make a difference to sb., get to know, shake hands with sb., stick out of, get through, a newly made platform, a couple of, build a fire, leave…to do sth., dry out, dry up, fall into bed2. Lead Ss to deal with some more language points.(1) be dying to do sth (line 2, para1): want very much to do sth, have a strong desire to do sth.I am dying to know what has happened. 我迫切想知道发生了什么。

人教版高中英语选修七教案：Unit+4+Sharing+writing.doc

人教版高中英语选修七教案：Unit+4+Sharing+writing.docUnit 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 in “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 astraw roof and a dirt floor.Step Ⅱ Pre-writingT: Let’s reca ll 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 tokeep 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.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

人教版高二英语选修七Unit4 Sharing教案设计

Unit 4 Sharing Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析和教材重组1. 教材分析本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。

结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。

1. 1 Warming Up 提供了三项任务。

通过完成这些任务让学生懂得什么是“帮助”，并且反思自己是否乐于助人，以及怎样做才是“志愿者”，为后面的短文学习做好了铺垫。

1. 2 Pre-reading是Reading的热身活动。

其中介绍了信的作者Jo，还根据她在PNG拍摄的照片提出了5个问题，让学生在阅读之前就对信的内容有了简单的了解。

1. 3 Reading是一篇Jo写给Rosemary的信。

其中Jo介绍了自己在PNG的所见所闻。

读完这封信，学生能感受到PNG的儿童生活之艰难，从而珍惜自己的生活和学习机会。

1. 4 Comprehending是根据短文设计的阅读理解题，检验学生对阅读内容从细节到大意的理解。

1. 5 Learning about Language分词汇和语法两部分。

其中，第一部分是有关此篇短文中出现的重点单词和短语的用法练习；第二部分是对限定性定语从句的复习。

1. 6 Using Language包括三项活动：Reading and speaking以一个有关礼物的网页展开阅读和讨论，通过阅读，学生将了解到这一活动的意义以及他们能为贫困的人做些什么，讨论活动将激发学生对这一主题的深层次思考和参与热情；Listening and speaking通过Jennifer Wells的采访介绍了Mary Murray作为MSF 的一个志愿者的工作经历，而且针对这一话题要求学生能用给出的时间短语结合听力材料谈论Mary Murray；Writing要求学生根据Listening and speaking的话题并运用上面的时间短语写一篇叙述文。

人教版高二英语选修七Unit4 Sharing教案设计

英语高二年级人教版新课标选修7Unit4Sharing教案

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

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

以一个有关礼物的网页展开阅读和讨论，通过阅读，学生将了解到这一活动的意义以及他们能为贫困的人做些什么，讨论活动将激发学生对这一主题的深层次思考和参与热情。

学情分析本节课的教学对象是高二学生本单元的设计与实施是建立在学生经过高一新教材学习基础之上。

学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

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

教学目标三维目标：1.知识目标(1)学生能够正确读写及运用以下单词：donate，voluntary，purchase，anniversary，seed，sew，ox，tractor，Kenya，tailor，political，distribute，distribution(2)学生掌握下列词组的意思并能在句子中熟练运用：in need，sewing machine，trunk library2．能力目标★D evelope students’ some reading strategies such as guessing, skimming and scanning.★ Acquire information ,analyse and deal with them.★Develope students’ communicative skills.3.情感态度目标★帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。