选修7unit4教案

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高中选修7 Unit 4 Sharing 第一课时说课稿

Senior 2 Book 7 Unit 4 SharingThe First Period说课稿――姓名一、说教材1、教材的地位与作用本单元以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。

2、教学目标的确定○1知识目标：Improve the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF)○2能力目标：1、Learn to predict what will be heard. 2、Help the students understand time expressions and use them○3情感目标：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。

3、教学重点、难点教学重点：Learn to make notes while listening to the material and number the events in the order they are heard.教学难点：Learn to use time expressions and work together with a partner to describe a person’s experie nce..4、对教材的处理在认真分析课本和学生听力的基础上，课堂上，首先，我和学生进行面对面的谈话交流，以问题的形式引出新课，点出本课的学习主题(sharing)。

然后播放录音给学生听，学生在听后完成相应练习题目。

最后，教师在总结归纳中再次对学生进行思想情感的教育，教育学生在生活和学习中学会与他人分享，学生帮助他人，使本节课的学习任务得到升华。

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。

人教版高中英语选修7Unit4教案1

人教版高中英语选修7Unit4教案1人教版高中英语选修7Unit4教案1Unit 4 Sharing第 1 页共 8 页第 2 页共 8 页Part 1 Teaching Design第一局部教学设计Period 1 A sle lesson plan for reading(ALETTER HOME)IntroductionObjectivesTo help students understand the text’s forms and contents and learn about sharingTo help students municate on the topic in focus with the words, expressions and structures learned in this unitFocus第 3 页共 8 页AidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by defining volunteerHello, class. Have you ever taken part in any volunteer work? No? Then wele to our school volunteer work group. But first what is a volunteer? A volunteer is:* One who enters into, or offers for, any service of his own free will.* (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; -- opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.2. Pre-reading by getting to know about a place called Papua New GuineaHave you ever heard of a place called Papua New Guinea? Now read the fact sheet and the map.第 4 页共 8 页3. Reading for forms It is unlikely that you will understand 100 percent of the vocabulary in the text, especially at a first reading. Use first the context and then your own knowledge of the subject to help you guess the meaning of unknown words.Read the text to: cut/ the sentence into thought groups, blacken the predicates, darken the4. Copying collocationsA collocation is two or more words that often go together. These binations just soundWhile going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.第 5 页共 8 页5. Writing a letter of your own.Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.第 6 页共 8 页6. Reading the text once again for the type of writing and the structure of A LETTER HOMEMost articles and their paragraphs have a three-part structure—introduction, body, and conclusion. You can see this structure in our texts whether they are narrating, describing, paring,contrasting, or analyzing information. Each partof the article or paragraph plays an important role in municating our meaning to our reader.Now read the text once again for the type of writing and the structure of A LETTER HOME7. Closing down by reading more on voluntary work第 7 页共 8 页第 8 页共 8 页。

高中选修7 Unit 4 Sharing 第一课时教案

Senior 2 Book 7 Unit 4 SharingThe First Period教案――姓名Teaching Procedures:Step I Warming Up1. GreetingsT: 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”.Step II Listening(I)(The teacher plays the tape and the students listen to it.)T: Now let’s check the answers of Exercis e 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 ta ble on Page 35. And share your notes with your partner and then with other groups.(The students will makes notes, and share their notes.)T: Ok, let’s listen to it for a third time to check the notes.Step III Listening(II)T: Perhaps you may wonder, because we are students, what we can do to help. That is, what can we do to serve communities outside the school? Ok, let do LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four questions.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.Step VI Homework1. Finish the LISTENING TASK on Page 75-76. Remember to predict what you will hear according to the given information and also pay attention to time expressions.2. Google for more information about MSF and share it between us.。

人教版高二英语选修7Unit4Sharing全单元教案

人教版高二英语选修7 Unit 4 Sharing 全单元教案Warming-up and ReadingTeaching Goal:1. Target languagevolunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement2. Ability goalEnable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher3. Learning ability goalHelp the Ss lean how to read between lines and find the positive and negative aspects of doing somethingTeaching methods:Discussion, skimming, scanning and task-based methodTeaching AidA recorder, a projector and PPT.Teaching Procedures:Step 1 Warming-upHave you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside your community? I am sure you’ve a lot to say. OK, now et into gurops and finish the survey form onP28.Step 2 Pre-readingAsk Ss to find out PNG on the map and disucuss the photos in the reading passage.Step3 Reading1. ScanningScanning the text and fill the blanks with their names.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.5._____ became a lot more imaginative when teaching.6._____ started jumping out the windows during achemistry experiment.7.________ visited a village that was the home of one 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 Jodidn’t understand2. Skimming the text and find the general idea of each paragraph.3.detailed reading Task-based (ex1 in comprehending part.Type of houseFamily relation-shipsCooking methodsSleeping arrange-mentsType of houseFamily relation-shipsCooking methodsSleeping arrange-mentsStep IV.HomeworkSuppose you've graduated from a key university and now you are a volunteer who works in the remote region to assit the basic education there. And you are to write a letter home to introduce your present situation. (you can refer to the text).Extensive ReadingTeaching goals:1. Enable the Ss to know the purpose of a website called “world gifts” and give 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 you can send your gifts to those who are in great need. Please glance quickly at the 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 and dearest 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 Rosannato 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”.WritingTeaching Goal:Enable the Ss to write about a person’s experience by using time expression_r_rEnable the Ss to write a letter to a child they would like to sponsor Teaching important and difficult pointsThe characteristics of narrationTeaching methods:Task-based methodTeaching AidA projector and PPT.Teaching Procedures:Step 1 RevisionCheck the homeworkAsk some Ss to read sentences w ith attributive clauses in “ A letter from plan”.Step 2 Pre-writingLet’s recall something about Dr Mary Murray, who worked as a volunteer with Medicines Sans Frontiers (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is gi ven the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentenceDr Mary Murray was a volunteer, who worked with Medicines Sans Frontiers (MSF).Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in AfricaStep 3 WritingVery 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 expression_r_rs listed on Page 35.Points must be included: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 experiences.6. her plans for the futureStep 4 Writing taskDeal with writing task on Page75.Imagine that you have decided to sponsor Shanshan, 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 hobbiesDescribed your familyLet her know you want to make friend with her and her from herOther things you would like to tell her.After the Ss have finished writing, ask several of them to read their letters.Sample writing:Dear Shanshan,I’m a student of Guangzhou No.1 senior High School, Guangdong province. My English name is Steve, and I like English very much. Maybe I can help you to continue with your school.I go to school everyday except on Sundays. Every morning, we have four lessons, including P.E., arts, music. I like sports very much, especially football .Whenever I’m free I would play football with my classmates.I also enjoy reading English papers, which gives me great delight, and helps improve my studies.I have a small family. There are father, mother and I. Mum often cooks delicious food for me. And Dad usually encourages me to study hard in order to serve the country and people better. I think so. So I work very hard at my lessons.I’m looking forward to hearing from you. I want to know what you need badly so that I know what I can do fro you .Don’t hesitate to ask for what you want. I will try to help youYourssincerelySteveStep 5 AssignmentAsk Ss to polish the letter they wrote in class and hand it in tomorrow.。

人教版高中英语选修7《Unit 4 Sharing Reading A letter home》教学设计

教学设计Book 7 Unit 4 Sharing ReadingLanguage Target语言目标1. To help Ss to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.2. To teach how to use the new words and phrases in the text.3. To help Ss to learn the reading ability to get the main idea and think logically.Emotional Target 情感目标Develop students’ spirit of cooperation and sharing。

1自主学习：学习活动一I.单元话题热点词汇（设计意图：此部分选自China Daily, 旨在了解当前热点，与现实接轨）Sharing :to have, use, pay, or take part in something with others among a group rather than singly. 共享单车sharing bike 共享经济sharing economy人类命运共同体 a community with shared future for humanityVolunteers:People who help others in their community or outside their community would be called volunteers.支教participate in a volunteer teaching programme学习活动二：Read the text quickly to find the key phrases1．________________收到…的信2．________________ 渴望；3．________________ 做某事花费了某人多少时间4．________________ 不久前的一天5．________________ 调整适应这些情况6．________________ 遇见；碰到7．_____________ 说实话8．________________对这些孩子的生活产生影响9．________________ 与某人握手10．________________ 参加谈话学习活动三Read the text quickly again and fill in the blanks.1.So I have included some photos ______ help you pictures the places I talk about.2.It takes me only a few minutes ______(walk) to school down a muddy track.3.The other day I was showing the boys the weekly chemistry experiment _____ the mixturewas bubbling like this before started jumping out of the windows4.Sometimes I wonder how relevant chemistry is to these students, most of ______ will begoing back to their villages after 8 years anyway.5.To be honest, I doubt _______ I am making any difference to these boy’s lives at all.6.Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass ______ (stick) outof the roof.学习活动四：1. Read Paragraphs and photos 1 to 3 , and answer the following questions.1)Why was the high school called bush school ?____________________________________________________________________2). Are the teaching facilities(设施) perfect in this school ?_____________________________________________________________________3). Why was science the most challenging subject for Job ?4). Why did the boys started jumping out of the windows ?____________________________________________________________________________3.Read Paragraphs 7-9 and choose the best answer.1. Why did Tombe throw out the tin can?A. Because he believed the can attracted evil spirits.B. Because he believed any leftovers attracted evil spirits.C. Because he believed the can has no use at all.D. Because he believed the grill attracted evil spirits.2. How did Jo feel after the visit to Tombe’s family?A. Happy.B. Sad.C. Worried.D. Upset.学习活动五：According to the details above, try to find out the main idea of the letter.The main idea:。

选修7Unit_4__Sharing_学案

Unit 4 Sharing教材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。

学案一W arming Up, Pre-reading and comprehendingTeaching Goals:1.help students understand the meaning of “volunteer activities, showing love activities and sharing”. (帮助学生理解“志愿者活动，献爱心活动，合作共享”等的意义。

)2. develop students to help others who are very poor or have some difficulties in daily life. (培养学生在日常生活中帮助他人，扶贫救困的爱心。

)3. help students develop right values.(帮助学生树立正确的价值观)Step 1. W arming Up1. Lead Ss to the content of this unit.2. Ask Ss to discuss the following question.In what ways do we help the people around?3. Divide Ss into groups and ask them to discuss the following question.Can we call the person who helps others a “volunteer”?Step 2. Pre-readingTeaching aims: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29～P302.do pre-reading exercise on P28.3. Lead Ss to the reading text.”Step 3 homework: 做双语报第31期b1版的主题阅读ReadingTeaching aims:.1. To train the students’ reading ability2.Grasp some important phrases and sentencesStep 1: skimmingSkim and try to divide it into four parts, and summarize what each part is about.Part 1 ( Paragraph 1) : ——————————————————————————————————Part 2 (Paragraph 2-3): ——————————————————————————————————Part 3(Paragraph 4-8): ——————————————————————————————————Part 4 (Paragraph 9) __________________________________________________ Step 2:scanning fill in the following blanks.1. ___ is a young Australian woman.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 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 understandTrue or force1.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. Tombe threw out the tin can because it’s very dirty.( )Step 3 Summary : According to Jo’s school conditions and the local village’s life and customs, fill in the blanks. High school-Jo’s school is a ____ school whose classrooms are made of _____ and roofs of ____. There is no _______ or ____, even no ______. Without ______, the students have no ______of doing experiment. Mostof the students will be going back to their villages after _____.Local village- Tombe comes from a _____ village where people speak special language. People live in the hut which has no _____ and the doorway was _____. The main food they eat are ______, _____ and _____. Villagers believe that _______ attract evil spirit in the night.Step 4. Homework: Read the text loudly and find some difficult sentences.学生可以选做双语报B1版的课文理解部分。

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.。

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。

人教高中英语选修七：Unit+4教案.doc

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。

高中英语选修7 Unit4教案

Reading1◆词汇拓展1._________ n.泥，淤泥____________ adj.泥泞的，模糊的2.__________________富有想象力的，创新的__________________可想象得到的___________________想象中的，虚构的3.week n.星期，周___________ adj.每周的；_________adv.每周；n.周报，周刊4.______________ adj. 有关的，切题的，中肯的_____________ n.关联，相关性________________ adj.无关的5.____________ v. 调整，适应，（使）适合_______________ adj. 可调整的_________________ n.调节，校正6._____________ vi.参与；参加→________________ n．参加，参与________________n．参与者7.________________ v.安排，筹备_____________________ n. 安排，商定，约定◆重要词组1.__________________接到……的信2. _______________________极想,渴望3.__________________直达,多达,高达4.________________________ 适应5.__________________不久前的一天6.__________________ 偶然遇到；碰见7.___________________对……有影响8.________________________老实说9.___________________与某人握手10.________________________伸出,突出11.___________________参加12.______________________完全变干,干透13._________________ (指河流、井等)干涸◆课堂导析(Warming up and reading)1.(原句)Thanks for your letter. It was wonderful to hear from you. (Page 29)【拓展】hear from sb =receive one’s letter_____________ 听到关于......的消息______________ 听说, 听到________________. 听见某人做了某事_________________ 听见某人正在做某事(1)________________________________________________我好久没得到他的音信了。

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。

人教版高中英语选修7优秀教案Unit4SharingPeriod 4新

Period 4Grammar教学目标1．语言知识目标：复习限制性定语从句的特点和关系词。

2．语言能力目标：能够造成含有限制性定语从句的句子，在书面表达中进行运用。

重点难点1．教学重点：掌握限制性定语从句的特点，关系代词和关系副词使用的场合，能够运用限制性定语从句。

2．教学难点：关系代词和关系副词使用的场合，在写作中运用限制性定语从句。

教学准备1．学生的学习准备：复习限制性定语从句的特点及关系词。

2．教师的教学准备：整理关系代词和关系副词的使用场合，并绘制表格。

3．教学用具的设计和准备：制作多媒体课件。

教学过程Step 1Presentation1．A game “Guess who he/she is.”：Listen to several sentences，and then guess who he/she is according to the description.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 boy who_is_taller_than_me.The student is a boy who_is_always_ready_to_help_others_and_popular_among_the_classmates.The student has a nickname which_is_related_to_a_lovely_animal.[设计说明] 听句子，猜猜他/她是谁的游戏，能够很快地引起学生的兴趣，活跃课堂气氛，而且，在描述中使用的一些句子带有限制性定语从句，也为限制性定语从句的呈现做好了准备。

Step 2Revision1．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。

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。

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。