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2019-2020年高中英語 Unit 4 Sharing Period 1優(yōu)秀教案 新人教版選修7 教材分析　　　 本單元的話題是Sharing，主要涉及幫助弱者、志愿服務(wù)、合作分享等。通過聽、說、讀、寫等各種活動學(xué)習(xí)相關(guān)的語言知識，使學(xué)生了解世界上很多地方依然很落后，從而懂得同情，學(xué)會分享。了解一些志愿者工作的信息，培養(yǎng)學(xué)生互助合作的精神和社會責(zé)任感。結(jié)合針對短文話題的探討激發(fā)學(xué)生的國際意識，通過各種渠道力所能及地為貧困地區(qū)的孩子作出自己的貢獻(xiàn)。 Warming Up部分是一個(gè)調(diào)查，分成三項(xiàng)任務(wù)：首先回顧自己曾經(jīng)做過的助人為樂的好事，并采訪三位同學(xué)；然后，根據(jù)調(diào)查內(nèi)容列舉班級同學(xué)所做的好事；最后討論volunteer的內(nèi)涵。通過這些任務(wù)，讓學(xué)生懂得什么是“幫助”，反思自己是否樂于助人，以及怎樣做才是“志愿者”，由此為后面的短文學(xué)習(xí)做好鋪墊。 Pre－reading是Reading的熱身活動。交代了閱讀文章的文體(letter)和作者(a young Australian woman，Jo)，還根據(jù)她在PNG拍的10張照片提出了5個(gè)問題，回答這些問題有助于學(xué)生加深理解“志愿者活動”的意義。 Reading是一篇Jo寫給Rosemary的信。其中介紹Jo在PNG(Papua New Guinea)的一個(gè)小山村教書。在她寫給Rosemary的信中，作者描述了該村學(xué)校的情況和去一個(gè)學(xué)生家做客的經(jīng)歷，使學(xué)生感受到PNG的兒童生活處境的艱難，更加珍惜自己的學(xué)習(xí)機(jī)會。 prehending是根據(jù)短文設(shè)計(jì)的閱讀理解試題。第一個(gè)練習(xí)要求學(xué)生讀懂書信的內(nèi)容，用表格的形式幫助學(xué)生整理書信中提到的關(guān)于巴布亞新幾內(nèi)亞村落生活及風(fēng)俗習(xí)慣的信息，屬于細(xì)節(jié)題。第二個(gè)練習(xí)要求學(xué)生對文中提到的五個(gè)現(xiàn)象進(jìn)行分析，說明原因，屬于細(xì)節(jié)推理題。第三個(gè)練習(xí)要求學(xué)生通過閱讀分析生活在小山村中的積極面和消極面，這個(gè)練習(xí)進(jìn)一步地開闊學(xué)生的思維，使學(xué)生對艱苦的生活有更深的理解。第四個(gè)練習(xí)要求學(xué)生小組活動，討論四個(gè)問題，進(jìn)一步鞏固學(xué)生對于課文內(nèi)容的理解，并且讓學(xué)生聯(lián)系自己的實(shí)際情況，通過比較校舍、教學(xué)條件、生活狀況等方面的問題，引發(fā)學(xué)生的深層思考，談?wù)勛约菏欠裨敢鈪⒓又驹刚呋顒印５谌?、四兩個(gè)練習(xí)都屬于深層思考的問題。 Learning about Language分詞匯和語法兩部分。其中，第一部分是有關(guān)此篇短文中的重點(diǎn)單詞和短語。設(shè)置了三個(gè)練習(xí)，一是根據(jù)所給解釋從所學(xué)詞匯中選擇相應(yīng)的單詞；二是用恰當(dāng)?shù)脑~匯完成一篇短文；三是根據(jù)解釋組成詞組，并用詞組編對話。第二部分是有關(guān)限制性定語從句的復(fù)習(xí)。 首先從課文中找出含有限制性定語從句的句子；然后用定語從句完成句子，對定語從句加以運(yùn)用；再用含有定語從句的句子回答問題；最后是兩人結(jié)對活動，進(jìn)一步練習(xí)使用定語從句。 Using Language是對Reading的延伸。通過閱讀，參與“Give an unusual gift”的活動。這個(gè)部分由三個(gè)部分組成，綜合訓(xùn)練學(xué)生聽說讀寫四個(gè)方面的能力?！白x與說”通過圖文結(jié)合的方式，介紹了一些特殊的禮品——為窮人和真正需要它們的人選購禮品。閱讀之后，完成兩個(gè)練習(xí)：回答問題和把禮物名稱和詳細(xì)介紹配對?！奥犈c說”部分是采訪默里大夫的經(jīng)歷，以聽力訓(xùn)練為核心設(shè)置了四個(gè)活動。1.講述一個(gè)人的生平，用到了時(shí)間表達(dá)法；2.通過列表把握聽力中的細(xì)節(jié)；3.在涉及聽力內(nèi)容之前讓學(xué)生先就有關(guān)聽力中的話題進(jìn)行討論，有助于學(xué)生快速并準(zhǔn)確地把握聽力內(nèi)容；4.展開討論，讓學(xué)生思考自己將來是否愿意像默里大夫那樣做個(gè)志愿服務(wù)工作者。“寫作”根據(jù)“聽與說”中的話題，運(yùn)用時(shí)間表達(dá)方式，根據(jù)給出的6個(gè)方面對默里大夫的情況進(jìn)行寫作。 課時(shí)劃分　　　 在對本單元的各部分材料進(jìn)行分析、整合后，確定了以下六個(gè)重點(diǎn)課時(shí)： 課時(shí)一：Warming Up and Listening(聽力課) 從話題內(nèi)容和訓(xùn)練目的來看，Warming Up與Using Language中的Listening and speaking比較接近，所以將Warming Up與Listening and speaking的第1、2、3題和Workbook中的Listening以及Listening Task整合在一起，設(shè)計(jì)成任務(wù)型“聽力課”，以訓(xùn)練聽前預(yù)測的能力和學(xué)習(xí)用時(shí)間表達(dá)方式來介紹一個(gè)人的生平經(jīng)歷的方法。 課時(shí)二：Speaking(口語課) 將上一節(jié)聽力課剩下的部分Listening and speaking中的第4題和Workbook中與上節(jié)課聽力內(nèi)容相關(guān)的Talking以及Speaking Task整合在一起，設(shè)計(jì)成“口語課”，訓(xùn)練學(xué)生用英語表達(dá)自己的觀點(diǎn)，并且說明這樣做的理由。 課時(shí)三：Pre－reading and Reading(閱讀課) 這篇課文是一個(gè)志愿者的一封家書，她在巴布亞新幾內(nèi)亞共和國的一個(gè)小山村教書。信中詳細(xì)地描述了她所在學(xué)校的情況和她去一個(gè)學(xué)生家做客的經(jīng)歷。通過這封信，學(xué)生可以了解巴布亞新幾內(nèi)亞共和國各部落的生活狀況和風(fēng)俗習(xí)慣，同時(shí)能夠更好地理解志愿者的工作。 課時(shí)四：Grammar(語法復(fù)習(xí)課) 本單元的語法重點(diǎn)是復(fù)習(xí)限制性定語從句(Restrictive Attributive Clause)。學(xué)生已經(jīng)學(xué)過這個(gè)語法點(diǎn)，所以在這節(jié)課中，首先對限制性定語從句的特征、關(guān)系詞做一個(gè)簡要回顧，然后通過多種形式的練習(xí)，如填寫關(guān)系詞、造句和翻譯等，使學(xué)生逐步掌握限制性定語從句的用法。這些教學(xué)環(huán)節(jié)，如開始部分的聽句子、猜同學(xué)的游戲和結(jié)束部分的翻譯或?qū)懽骶毩?xí)，都充分體現(xiàn)了在語境中學(xué)習(xí)語法、在語境中運(yùn)用語法的教學(xué)原則。 課時(shí)五：Reading，Speaking and Writing Task(綜合運(yùn)用課) 這節(jié)語言綜合運(yùn)用課把本單元的第二篇文章和課后練習(xí)中的寫作練習(xí)組合到一起。一方面是由于這篇文章——“世界上最有用的禮物清單”，內(nèi)容比較簡單，不需要用一整節(jié)課來完成；另一方面是課后練習(xí)的寫作任務(wù)——給一個(gè)被自己資助的孩子寫封信，既切合本單元幫助他人的主題，題目中又已經(jīng)列出了書信的結(jié)構(gòu)，書信的內(nèi)容也是介紹自己的學(xué)習(xí)生活，能夠與學(xué)生的實(shí)際結(jié)合起來，學(xué)生寫起來有話可說。 課時(shí)六：Summing Up and Learning Tip(總結(jié)復(fù)習(xí)課) 復(fù)習(xí)課分成四個(gè)板塊，板塊一是復(fù)習(xí)課文內(nèi)容和重要的詞組句型。復(fù)習(xí)課文內(nèi)容可以通過根據(jù)關(guān)鍵詞組復(fù)述課文、回答問題和學(xué)生互批作文(用100詞左右寫一篇介紹部落生活和風(fēng)俗的文章)等活動來完成。這篇作文是閱讀課的家庭作業(yè)，放在此處，既檢查了作業(yè)，又有助于課文的復(fù)習(xí)。板塊二是復(fù)習(xí)語言知識，主要是用翻譯、填詞以及句型轉(zhuǎn)換來復(fù)習(xí)。板塊三是總結(jié)和概括語法項(xiàng)目。指導(dǎo)學(xué)生完成表格填充、知識樹，使學(xué)生在腦海中對限制性定語從句形成一個(gè)完整的概念。板塊四是總結(jié)。討論分享的意義，讓學(xué)生對于本單元的主題有更加清晰完整的認(rèn)識，并且由生活中的分享談到學(xué)習(xí)上的互相合作與分享，即Learning Tip的內(nèi)容。 學(xué)情分析　　　 1．學(xué)生經(jīng)過高中階段必修1～選修6的學(xué)習(xí)，具備了一定的閱讀技能，如查找細(xì)節(jié)信息，猜測詞義，抓住段落要點(diǎn)和全文大意等，在閱讀速度方面也有了較大的提高，這有助于學(xué)生較好地完成這個(gè)單元的課文閱讀。同時(shí)，在聽、說、寫等方面也有了一定的基礎(chǔ)。 2．這個(gè)單元的話題是分享、幫助與合作。對于高二的學(xué)生而言，他們的價(jià)值觀人生觀已經(jīng)基本形成，要想通過一個(gè)單元的學(xué)習(xí)，完全改變學(xué)生的價(jià)值觀，難度比較大，但教師可以通過本單元安排的內(nèi)容，如閱讀志愿者的家書，了解一些捐助機(jī)構(gòu)的工作，幫助學(xué)生認(rèn)識這個(gè)世界，理解互助合作的意義，即在幫助他人的過程中實(shí)現(xiàn)自己的人生價(jià)值。 3．學(xué)生在這個(gè)單元的學(xué)習(xí)過程中需要用到預(yù)習(xí)策略、搜集分析信息策略、歸納整理策略及高效復(fù)習(xí)策略等。 Period 1　Warming Up and Listening 教學(xué)目標(biāo)　　　 1．語言知識目標(biāo) a．認(rèn)識以下單詞和短語： volunteer，clinic，challenging，over the last few years，in the future，in two weeks time，a couple of，developing country，Medecins Sans Frontieres(MSF)，Malawi，Sudan，The Fred Hollows Foundation，The Cancer Council，Youth in the City，go blind，belief b．注意以下幾個(gè)重要句型： Why did Mary decide to work in a developing country? In the Sudan，why was it nearly impossible for Mary to get to the clinics when the rains came? Why were conditions in the clinics in the Sudan challenging? 2．語言技能目標(biāo) 通過聽一段采訪，了解默里大夫作為一個(gè)志愿者為Medecins Sans Frontieres(MSF)工作的經(jīng)歷，提高學(xué)生聽前預(yù)測、注意細(xì)節(jié)信息等聽力方面的技能。 3．語言能力目標(biāo) 提高學(xué)生注意細(xì)節(jié)信息的聽力能力，同時(shí)理解聽力材料中出現(xiàn)的一些重要的詞匯和表達(dá)方式。 4．情感態(tài)度與文化意識目標(biāo) 借助聽力材料，讓學(xué)生思考自己將來是否愿意像默里大夫那樣做志愿服務(wù)工作。把學(xué)生的生活實(shí)際和所聽到的內(nèi)容結(jié)合起來，能夠培養(yǎng)學(xué)生正確的價(jià)值觀。 重點(diǎn)難點(diǎn)　　　 1．教學(xué)重點(diǎn)： a．學(xué)會邊聽邊注意聽力材料中的細(xì)節(jié)信息，并做筆記。 b．在講述個(gè)人生平時(shí)，常采用時(shí)間表達(dá)法。學(xué)會關(guān)注對話中的時(shí)間表達(dá)法以及出現(xiàn)的先后次序。 2．教學(xué)難點(diǎn)： a．根據(jù)列表掌握聽力中的細(xì)節(jié)信息。 b．學(xué)習(xí)采用時(shí)間表達(dá)法來表述一個(gè)人的生平。 教學(xué)方法　　　 聽力教學(xué)與合作學(xué)習(xí) 教學(xué)過程　　　 Step 1　Lead－in 1．T：Have you ever helped others？What did you do to help your parents？Or other relatives？Or your friends？Or people in your munity？Or people outside your munity？Im sure you have a lot to say.OK，four students a group and finish the following survey form. What do you do to help... Name： Name： Name： 1.your parents？ 2.other relatives？ 3.your friends？ 4.people in your munity？ 5.people outside your munity？ Suggested answers： What do you do to help... Name：Tom Name：Helen Name：Mary 1.your parents？ Clean the floor. Wash dishes. Prepare supper. 2.other relatives？ Lend my books and CDs to them. Take care of my cousin while his parents are away. fort them when they are sad. 3.your friends？ Repair their puters. Help them with the lessons. Do shopping with them. 4.people in your munity？ Be a coach of the football lovers. Sing and dance for the elders. Help my neighbours carry things home. 5.people outside your munity？ Plant trees. Help people with disabilities. Return the wallet to the owner. 2.Make a class list of the different things your classmates do for each of the groups on the survey form. 3．Discuss whether someone who helps the groups on the survey form can be called a “volunteer”． T：Which one can be called a volunteer？Or what kind of things do volunteers do? Only those who work not for rewards—especially money and materials，and are not forced to do so are volunteers.And not only the person but also the society and the environment benefit from it.For example，Dr Mary Murray was a volunteer working for Medecins Sans Frontieres(MSF)． Step 2　Pre－listening Now turn to Page 35，read Exercises 1 and 2 in Listening and speaking，and predict what you will hear in the listening material.You can also discuss with your partner. S1：Now Jennifer Wells is interviewing Dr Mary Murray about what has happened in Marys life. S2：She once worked in a clinic in Malawi and Sudan. S3：Malawi and Sudan are developing countries. S4：Many children died when she worked in Malawi. S5：Conditions in the clinics in the Sudan were very terrible and challenging. S6：Medecins Sans Frontieres(MSF)is an organization that provides free medical care to children in poor countries. T：You see，before listening to the interview，you can get much information，if you study the questions carefully.Now lets listen to the interview.Please pay attention to the time expressions because they use time expressions to talk about Marys life.And then number them in the order you hear them. ______ in the future ______ during the 1980s ______ for a couple of months ______over the last few years ______ for a further six months ______ in two weeks time Step 3　Listening 1．(The teacher plays the tape and the students listen to it.) T：Now lets check the answers of Exercise 1. Keys：__4__ in the future __1__ during the 1980s __2__ for a couple of months __3__ over the last few years __6__ for a further six months __5__ in two weeks time 2．T：Listen again.When you are listening，you can make notes of Marys experiences in the table below.And share your notes with your partner and then with other groups. Time Place Event The 1980s 1992 1997 xx Now Future Suggested answers： Time Place Event The 1980s Sydney Studied medicine.Got to know two African students. 1992 Africa Visited her two African friends and their families.Worked in their local health clinic for a couple of months. 1997 Malawi Volunteered with MSF.Worked with children affected by HIV/AIDS. xx the Sudan Conditions were very challenging because of the heat，the rains，the basic conditions in the clinics. Now Australia Has returned for two weeks. Future Will return to the Sudan for six more months.After that，will probably return to Africa again. 3.T：With a partner answer the questions before you listen for a third time.As you listen check your answers. (1)Why did Mary decide to work in a developing country? (2)When Mary worked in a clinic in Malawi，why did the children die? (3)In the Sudan，why was it nearly impossible for Mary to get to the clinics when the rains came? (4)Why were conditions in the clinics in the Sudan challenging? (5)Why does Mary enjoy her job? Suggested answers：(1)Because when she worked in an African health clinic，she saw children with illnesses that could be prevented. (2)Because the clinics didnt have enough medicines. (3)Because the roads became so muddy that they spent most of their time digging the car out. (4)Because it could be very hot；it could be nearly impossible to get to the clinics when it rained；the clinics were very basic and the only tools she had were a stethoscope and her hands. (5)She feels she is helping people who otherwise may not get help. Step 4　Listening on Page 70 T：Perhaps you may wonder what we can do to serve munities outside the school？OK，do Listening in the Workbook on Page 70. First predict what you will hear，according to the picture and Exercise 1. 1．Listen to their discussion and number the items below in the order that you first hear them. ______ The Cancer Council(委員會)　　______ old people ______ the environment ______ Youth in the City ______ Plan International ______ children in hospital ______ serving soup to the homeless ______ The Fred Hollows Foundation Keys： __3__ The Cancer Council(委員會) __6__ old people __8__ the environment __4__ Youth in the City __1__ Plan International __7__ children in hospital __5__ serving soup to the homeless __2__ The Fred Hollows Foundation 2．Listen again and plete the table. Organization Who suggested it？ What does it do？ 1.Plan International Jason　Mick　Annie 2.The Fred Hollows Foundation Jason　Mick　Annie 3.The Cancer Council Jason　Mick　Annie 4.Youth in the City Jason　Mick　Annie Keys： Organization Who suggested it？ What does it do？ 1.Plan International Mick Sponors children from poor countries. 2.The Fred Hollows Foundation Annie Helps blind people get their sight back. 3.The Cancer Council Jason Does research into cancer. 4.Youth in the City Mick Supports young people financially to stay on at school. 3.Listen again and list the students suggestions for raising money. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Suggested answers：1.Run some petitions at lunchtime. 2．Have a concert or movie night. 3．Have a basketball match. 4．Have a personal challenge，like getting someone to sponsor students for walking 25 kilometres. 4．Listen again and list the ways the students could give their time. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Suggested answers：1.Serve soup to homeless people on Fridays. 2．Visit old people and children in hospital every week. 3．Do something for the environment，like tree planting or cleaning up rubbish. Step 5　Conclusion T：We have listened to two materials about giving help to others.I do hope all of us will help those who need help.Remember：You can predict what you will hear before listening.While listening，you should pay attention to the time expressions in the passage which is about some persons experiences. Homework： 1．Finish the Listening Task on Pages 75－76.Try to predict what you will hear according to the given information and also pay attention to the time expressions. 2．Look for more information about MSF on the Internet and share it with your partner.