選修7unit4教案.doc

ModuleVII Unit 4 SharingUnit 4 SharingDESIGNERS: Qi Yuping Han Guilin Wang Qingmei Yuan Lihua Liu XiaolanWang Jucun Cai Xiaoqin Han Jinyu TOPIC: SharingTEACHING PERIODS: Three TEACHING AIMS AND REQUIREMENTS1. Enable students to learn about the educational and living conditions of some developing countries and develop their awareness of helping those in need.2.Enable students to grasp the usages of important new words and expressions as well as the useful sentence patterns.3. Let students revise the grammar item: the restrictive attributive clauses4. Develop students listening, speaking, reading and writing abilities.TEACHING IMPORTANT POINTS1. All the words and expressions2. All the tasks of reading, speaking and integrating skills.3. Grammar: the restrictive attributive clausesDIFFICULT POINTS1. How to improve the students speaking, listening, reading and writing skills.2.The restrictive attributive clausesTEACHING METHODS 1.Reading method2.Self-study3.Cooperation4.InteractionTHE FIRST PERIODTOPIC: Reading and Language pointsDESIGNERS: Wang Qingmei Liu Xiaolan Cai Xiaoqin THACHING PROCEDURESStep I. Leading-in 導(dǎo)入新課，明確目標(biāo)1. 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.Step II. Warming Up （小組合作探究）1. Ask Ss to discuss the following questions.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”?Step III. Pre-reading （讀前）-individual work 個(gè)人活動(dòng) Ask Ss to look at the pictures on P29P30 and guess what the passage talks about.1. Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imagine their 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 IV. Skimming 跳讀-individual work 個(gè)人活動(dòng)1. In the letter, the writer wrote about the educational and living conditions in PNG and her experience of visiting a students village.2. Let Ss read the text, then ask them to sum up the main idea of each paragraph with only one sentence.Step V. Scanning 略讀-individual work 個(gè)人活動(dòng) 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?”Step VI Careful reading 精讀 - （Evaluation standard達(dá)標(biāo)檢測(cè)）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 writers 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?Step IV 師導(dǎo)生學(xué)，排疑解難（師生互動(dòng)）I. Words 詞匯學(xué)習(xí)1I know youre dying to hear all about my life here, so Ive included some photos which will help you picture the places I talk about.be dying to do / for sth. 渴望做某事；迫切想要I am dying to know what has happened. 我迫切想知道發(fā)生了什么。I am dying for a glass of water. 我非常想來杯水喝【聯(lián)想拓展】“渴望”的類似說法1. have a strong desire for sth.2. be eager to do3. be thirsty for sth.4. desire to do sth. 5. long to do sth. / for sth.2. Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway.relevant adj. 有關(guān)的，相關(guān)的；切題的What you said is not relevant to the matter in hand.你所說的事與目前考慮中的問題無(wú)關(guān)?！韭?lián)想拓展】relevance n. 關(guān)系，關(guān)聯(lián)，中肯relevantly adv. 有關(guān)地，切題地be relevant to 與有關(guān)的 3. I loved listening to the family softly talking to each other in their language，even though I could not participate in the conversation.participate (+in) vi. 參加，參與【聯(lián)想拓展】participatevi.參與；參加participant n. 參加者，共享者participation n. 參與，分擔(dān)，共享participate with sb. in sth. 與某人分擔(dān)某事participate in sth. with sb. 同某人參與某事用participate正確形式填空(1)我希望這次與會(huì)的各位朋友暢所欲言。I hope each _ to the current forum speak out freely.(2)你能想象一個(gè)沒有外來人才的新加坡會(huì)如何發(fā)展嗎？Can you imagine how Singapore would develop without the _ of talented foreigners?(3)1988年以來，已有大約300個(gè)城市和農(nóng)場(chǎng)家庭加入了這個(gè)計(jì)劃。Some 300 city and farm families _ in the program since 1988.【易混辨析】participate in/ attend/ join/ take part in/ join inThey all the plot.At the age of eighteen, he the party.The children the English Evening and had a good time.He didnt school yesterday because of his illness.Zhou Enlai the student movements actively when he was at school.4. Tombe told me that the can was heated to dry out the leftover food. They believe that any leftovers attract evil spirits in the night, so the food is dried up in the can and the can is then thrown out of the hut. dry out (使)變干; 干透dry up (河流，湖泊等)干枯; 弄干、曬干、變干; (供應(yīng)、思路) 枯竭(1) During the drought, the river dried up.(2) The writers long separation from social dried up his imagination.(3) The sun will soon dry up the roads.5. Otherwise they dont waste anything.otherwise (adv. conj.) “用別的方法, 其他方面; 否則, 不然 (or)”He is slow, but otherwise he is a good worker.Seize the chance, otherwise (or) you will regret it.6. It was such a privilege to have spent a day with Tombes family.privilege “ 殊榮”It was a privilege to know you. 能認(rèn)識(shí)你真是榮幸之至。privilege 還表示“特權(quán)”、“權(quán)利” have the privilege to do sth有特權(quán)/權(quán)利干某事have the privilege of doing sth./to do sth有幸做某事Only members have the privilege to use the ground.the privilege of citizenship/ equality 公民權(quán)/平等權(quán) You can enjoy all the benefits and privileges of club membership.你可以享受俱樂部成員的一切福利和優(yōu)惠。 I hope to have the privilege of working with them again.但愿有幸與他們?cè)俣群献?。II. Phrases 短語(yǔ)學(xué)習(xí) (自主學(xué)習(xí)，提出問題)Ask students to learn the usage of three phrases: hear from, the other day, come across , stick out etc in exercise book on P56, and remember the useful expressions.III. Sentence Structures句式剖析 (互動(dòng)交流，突破疑難)Understand and discuss the sentences on P55 & 56 in exercise book , especially point1 and 3, teacher can help students know about them further.Step III Evaluation standard 達(dá)標(biāo)檢測(cè)Finish the exercises in exercise book (P 56&57)Step IV Summary & Assessment 小結(jié)與學(xué)生自評(píng)Ask several students to sum up what they have learnt in the class.Step V Homework 作業(yè)布置Recite the above language points.Step VI Pre-Learning 課前自學(xué)任務(wù)Pre-learn the usage of “Attributive Clauses”. Record after Teaching _ _ _ _ THE SECOND PERIODTOPIC: GrammarDESIGNERS: Han Guilin Yuan Lihua Han JinyuTEACHING PROCEDURESStep I預(yù)習(xí)檢測(cè)(學(xué)生活動(dòng))Ask the students to recite some words and expressions of this unit. Ask the students to answer some questions about the grammar.Step II Grammar 學(xué)生課堂自學(xué)內(nèi)容(individual work & group work)1定義在復(fù)合句中修飾名詞或代詞的從句叫定語(yǔ)從句，被修飾的名詞或代詞叫先行詞。As a general rule，the most successful man in life is the man who has the best information.一般說來，生活中最成功的人是獲得最佳信息的人。2分類根據(jù)定語(yǔ)從句與先行詞關(guān)系是否密切，它可分為限制性定語(yǔ)從句和非限制性定語(yǔ)從句兩種。限制性定語(yǔ)從句是句中不可缺少的組成部分，主句和從句之間不用逗號(hào)與主句分開。非限制性定語(yǔ)從句是對(duì)主句先行詞的補(bǔ)充說明，沒有這個(gè)從句，不影響主句意思的完整。一般用逗號(hào)與主句分開。3關(guān)系詞(1)關(guān)系代詞的基本用法：關(guān)系代詞先行詞在從句中充當(dāng)?shù)某煞謜ho人主，賓，表whom人賓which物主，賓，表that人或物主，賓，表as人或物主，賓，表Whose=（of whom/which）人或物定注意：whom，which作介詞賓語(yǔ)時(shí)，介詞一般可放在whom/which之前，也可放在從句原來的位置上；但在含有介詞的動(dòng)詞固定詞組中，介詞只能放在原來的位置上。The room in which there is a machine is the workshop.有機(jī)器的那間房是車間。This is the person whom you are looking for.這是你要找的那個(gè)人。（2）常見指物時(shí)用that而不用which的情況1）先行詞是不定代詞：all，few，little，much，something，nothing，anything等。例如：All that we have to do is to practice every day. 我們要做的就是每天練習(xí)。2）先行詞是序數(shù)詞或被序數(shù)詞修飾，只用that，不用which。例如：The first lesson that I learned will never be forgotten. 我永遠(yuǎn)也忘不了所學(xué)的第一課。The train is the last that will go to Suzhou.這是開往蘇州的最后一趟車。3）先行詞是形容詞最高級(jí)或被被形容詞最高級(jí)修飾，只用that，不用which。This is the best that has been used against pollution. 這是用來預(yù)防污染的最佳辦法。This is the most interesting film that Ive ever seen. 這是我看過的最有趣的電影。4）先行詞被all, any, every, each, few, little, no, some等修飾。例如：I have read all the books (that) you gave me. 你給我的書我全讀完了。5）先行詞被the only，the very，the last修飾時(shí)。He is the only person that I want to talk to. 他是惟一的我想跟說話的人。The only possessions that I could see were a few tin plates and cups and a couple of pots. 我能看到的他們僅有的財(cái)產(chǎn)就是幾個(gè)錫盤子、杯子和三兩個(gè)罐子。6）先行詞既有人又有物時(shí)。例如：They talked of things and persons that they remembered in the school. 他們談?wù)撝麄兡苡浧鸬哪切┰趯W(xué)校的人和事。7)當(dāng)先行詞前面有who, which 等疑問代詞時(shí)。Who is the boy that won the gold medal?8) 當(dāng)有兩個(gè)定語(yǔ)從句時(shí)，其中一個(gè)關(guān)系代詞已經(jīng)用了which, 另一個(gè)宜用that.Thay secretly built up a small favtory, which produced things that could cause pollution.9) 當(dāng)先行詞在主句中作表語(yǔ)，而關(guān)系代詞在從句中作表語(yǔ)。Shanghai is no longer the city that it used to be.4. “介詞+關(guān)系代詞”引導(dǎo)的定語(yǔ)從句介詞關(guān)系代詞引導(dǎo)的定語(yǔ)從句, 關(guān)鍵是判斷介詞的選擇.方法一:根據(jù)從句中動(dòng)詞與先行詞習(xí)慣搭配方法二:根據(jù)從句中動(dòng)詞與先行詞的邏輯關(guān)系注意：關(guān)系代詞在定語(yǔ)從句中作介詞賓語(yǔ)時(shí)，從句常常由“介詞+關(guān)系代詞”引出。此時(shí)關(guān)系代詞只能用which 或 whom; 不可用that 或who 代替Is this the book (which/that) you are looking for ? (遇固定詞組時(shí)，介詞一般緊跟詞組主體，不作前置) The man with whom you shook hands just now is our headmaster.The room in which my family live used to be a garage.5. 關(guān)系副詞引導(dǎo)的定語(yǔ)從句關(guān)系副詞when, where, why 在定語(yǔ)從句中分別表示時(shí)間，地點(diǎn)，原因的先行詞，并分別在從句中做時(shí)間，原因，地點(diǎn)狀語(yǔ)。另外關(guān)系副詞也可根據(jù)其在句中的搭配關(guān)系，轉(zhuǎn)為“介詞+關(guān)系代詞”的結(jié)構(gòu)。 I know the reason why（for which） he came late. 我知道他為什么來晚了。 This is the place where(in which) we lived for 5 years. 這就是我住過五年的地方。 I will never forget the day when(on which) I met Mr. Li.我永遠(yuǎn)也忘不了遇到李先生的那天。注意：先行詞是時(shí)間、地點(diǎn)名詞時(shí)，并非都用when/where。若從句的謂語(yǔ)動(dòng)詞是不及物動(dòng)詞，作狀語(yǔ)，用when/where；是及物動(dòng)詞，作主語(yǔ)、賓語(yǔ)，則用that/which。This is the house that/which he visited last year. 這是他去年參觀過的房子。This is the house where he lived last year. 這是他去年住過的房子。Step III Group work and show time (小組展示)The teacher check the students.Step IV The difficult points ( 提出質(zhì)疑，師導(dǎo)生學(xué))1. as引導(dǎo)定語(yǔ)從句的用法：as與which的區(qū)別：aas有“正如，好像”之意，which沒有。bas通常放在主句之前，而which通常放在主句之后。As is known to all，he is the best student in our class. 眾所周知，他是我們班最好的學(xué)生。He passed the final exam，which made us happy.他通過了考試，這讓我們很高興。cas可在定語(yǔ)從句中作主語(yǔ)、賓語(yǔ)、表語(yǔ)和狀語(yǔ)，構(gòu)成the same.as，such.as等結(jié)構(gòu)。I want to have such a dictionary as he has. 我想要一本像他那樣的字典。das的常用插入語(yǔ)式的句式有：as is said above綜上所述；as is already mentioned above正如已經(jīng)闡述到的；as was expected正如預(yù)料的那樣；as we all know眾所周知；as is reported in the newspaper正如報(bào)紙所報(bào)道的。2. 如何判斷用關(guān)系副詞還是關(guān)系代詞?選用定語(yǔ)從句的關(guān)系詞時(shí)，需注意兩點(diǎn)：1.先行詞2.關(guān)系詞在從句中充當(dāng)?shù)某煞?。做主語(yǔ)，賓語(yǔ)，定語(yǔ)用關(guān)系代詞，做狀語(yǔ)用關(guān)系副詞I will never forget the day when I first went to school. I will never forget the day which/ that we spent in Beijing. The house which/ that we visited is being repaired now. The house where Luxun once lived is being repaired now.3. 一些特殊詞之后的wherewhere引導(dǎo)的定語(yǔ)從句先行詞大多數(shù)情況下是表示地點(diǎn)的名詞，但也有特殊情況。1. Ive come to the point where I cant stand him.2. The country is in the situation where a war will break out at any time.situation, position ,part, condition和case等表示抽象意義的詞，常用where 引導(dǎo)，意思是“到了某種地步，在某種境況中” Step V Evaluation standard達(dá)標(biāo)檢測(cè)Finish the exercises in the exercise books.Step VI Summary and Self-assessment 總結(jié)與學(xué)生自評(píng)1. The teacher summarizes todays contents.2. The students will be asked to comment what they have learned and mastered.Step VII Homework 作業(yè)布置1. Remember the important rules which learn in this class by heart.2. Finish the exercises in exercise bookStep VIII Pre-learning課前自學(xué)任務(wù)1. Review readingII.2. Finish the grammar quiz. Record after Teaching _ _THE THIRD PERIODTOPIC: Extensive ReadingDESIGNERS: Qi Yuping Wang JucunTEACHING PROCEDURESStepRevision (自學(xué)檢測(cè)) Preview the reading passage on Page 34 and try to finish the exercise 1 on page 35. StepReading (1) (導(dǎo)入新課 明確目標(biāo))Read the text quickly and finish the exercises 4 on page 63 in exercise book1. What does the page show you? 2. In what kind of order are the gifts listed? 3. Where is the gift card? StepIII Further thinking 自主探究，質(zhì)疑解難1. What does the page show you? How to send gifts to those who need it. 2. In what kind of order are the gifts listed? from the cheapest to the dearest.2. Where is the gift card? On the right side of the page over the picture with a lot of children in it. Read the text again in 8 minutes and finish the exercises 2 on page 35.Step IV Language points1. donate v donate sth to sb 向某人捐獻(xiàn)