高中英語(yǔ)選修七第四單元教案正式版

1、精品教育高中英語(yǔ)選修七第四單元教案Unit 4 Sharing -WritingTeaching goals 教學(xué)目標(biāo)1. Ability goals 能力目標(biāo)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 學(xué)能目標(biāo)Help the students learn how to

2、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 教學(xué)重難點(diǎn)The characteristics of narration.Teaching methods 教學(xué)方法Task-based method and writing.Teaching aids教具準(zhǔn)備A projecto

3、r and a computer.Teaching procedures & ways 教學(xué)過(guò)程與方式Step I RevisionCheck the homework.Ask some students to read the sentences with attributive clausesni “ 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 a

4、s 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 a straw roof and a dirt floor.Step n PwritingT: Let s recall something about Dr Mary Murray, who wor

5、ked 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 sayonly 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 volunt

6、eer, 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 m 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

7、 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

8、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 to keep her at school. But she loves practicing English. Write a letter to her in English. In yo

9、ur 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.Unit 4 Shar

10、ingListeningTeaching goals 教學(xué)目標(biāo)1. Target language 目標(biāo)語(yǔ)言a.詞匯和短語(yǔ)：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,

11、go blind, beliefb. 重點(diǎn)句子:Why did Mary decide to work in the developing countries?Why were conditions in the clinic in the Sudan challenging?In the Sudan, why was it nearly impossible for Mary to get to the clinics when the rains came?2. Ability goals 能力目標(biāo)Improve the students listening ability by list

12、ening to Dr Mary Murray s experience asMedecins Sans Frontieres (MSF)3. Learning ability goals 學(xué)能目標(biāo)Learn to predict what will be heard.Help the students understand time expressions and use them.Teaching important point 教學(xué)重點(diǎn)Learn to make notes while listening to the material and number the events in

13、the order they are heard.Teaching difficult point 教學(xué)難點(diǎn)Learn to use time expressions and work together with a partner to describe a person s experience.Teaching methods 教學(xué)方法Listening and cooperative learning.Teaching aid 教具準(zhǔn)備A recorderTeaching procedures & ways 教學(xué)過(guò)程與方式Listening and cooperative learni

14、ng.Step I Warming Up1. GreetingsT: Good morning /afternoon everyone!Ss: Good morning /afternoon, Sir/ Madam!T: 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

15、 to say. Odivide into groups of three and finish the survey form. Then in groups, discuss whether someone who helps- 可編輯 -精品教育the groups on the survey form can be called a“ volunteerSuggested answers:What do you do to help-Name: TomName: HelenName: Mary1. your parents?Clean the floorWash dishesPrepa

16、re supper2. other relatives?Lend my books andCDs to themTake care of my cousin while his parents are awayComfortthemwhen they are sad3. your friends?RepairtheircomputersHelp them with thelessonsAccompany them to do shopping4. people in your community?Be a coach of thefootball loversSing and dance fo

17、r the eldersHelpmyneighbours carry things home5. people outside your community?Plant treesHelp people withdisabilitiesReturn the walletto the loserT: Which one can be called a volunteer? Or what kind of things do volunteers do?S: Volunteer work includes: Be a coach of the football lovers, plant tree

18、s, help people with disabilities.T: Correct. Only those who don t work not for rewardsally money a nd materials, and not forced todo 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 with Medecins Sans Fro

19、ntieres(MSF). Now turn to Page 35, read Exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.Sa: Now Jennifer Wells is interviewing Dr Mary Murray about what has happened in MarySb: She once worked in a clinic in Malawi and Sudan.Sc: Mal

20、awi and Sudan are developing countries.Sd: Many children died when she worked in Malawi.Se: Conditions in the clinics in the Sudan were very terrible and challenging.Sf: Medecins SansFrontieres(MSF)is an organization that provide free medical care to children in poor countries.T: Very good. You see,

21、 even without listening to the dialogue you can get much information, if you study the questions carefully. Now let lsisten to their dialogue. You will pay attention to the time expressionsand number them in the order you hear them. (Show the 11 time expressions on Page 35). And also you will answer

22、 as many of the questions in Exercise 2 as you can.Step II Listening(I)(The teacher plays the tape and the students listen to it.)T: Now let s chtehcekanswers of Exercise 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, yo

23、u can check the answers ofExercise 2 and finish Exercises 3 and 4. Learn to make notes about Mary s experiences in the table onPage 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

24、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

25、 four questions.Sa: There are three characters in the material: Jason, Mick and Annie.Sb: They want to raise money to help.Sc: Perhaps they will help children in hospital, or serve soup to the homeless, or protect the environment.Sd: They will spend someimte working for their school s Community Care

26、 Committee (CCC).T: It couldn t be better. Now we ll listen and check our prediction and also finish the exercises on Page 70.Step V AssignmentT: Boys and girls, today we have listened to two materials about giving help to others. I do hope all of us willhelp those who need help. Besides, you should

27、 learn to predict what you will hear before listening and pay attention to the time expressions while listening.Homework for today.1. 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. Googl

28、e for more information about MSF and share it between us.Now class is over. Goodbye, everyone.Ss: Goodbye, sir/madam.Unit 4 Sharing. 語(yǔ)法在復(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。引導(dǎo)定語(yǔ)從句的關(guān)系代詞有 who, whom, whose, which, that等和關(guān)系副詞 where, when, why等。關(guān)系代詞和關(guān)系副詞在定語(yǔ)從句中充當(dāng)一定的句子成分。1. 由who, whom , whose引導(dǎo)的定語(yǔ)從句這類(lèi)定語(yǔ)從句中who

29、用作主語(yǔ)，whom作賓語(yǔ)，whose作定語(yǔ)指人。例如： This is the man who helped me.這位是幫過(guò)我的那個(gè)人。 The Doctor whom you are looking for is in the room. 你找的那位大夫在屋里。 Do you know the man whose name is Thompson?你認(rèn)識(shí)那個(gè)叫湯普森的人嗎？2. which 引導(dǎo)的定語(yǔ)從句這類(lèi)從句只能指物，which 在從句中作主語(yǔ)或謂語(yǔ)動(dòng)詞或介詞的賓語(yǔ)。例如： This is the book which you want.這就是你要的那本書(shū)。 The building

30、which stands near the river is our school.河邊的那棟樓是我們學(xué)校。 The room in which there is a machine is a workshop. 有機(jī)器的房間是車(chē)間。1) whom， whose， which 作介詞賓語(yǔ)時(shí)，介詞一般可放在它們之前，也可放在從句原來(lái)的位置上，在含有介詞的動(dòng)詞固定詞組中，介詞只能放在原來(lái)的位置上。例如：This is the person whom you are looking for. 這位就是你在找的那個(gè)人。2)引導(dǎo)非限定性定語(yǔ)從句時(shí)，關(guān)系代詞往往用 which ,不用that。例如：I h

31、ave lost my book, which I like very much. 我的書(shū)丟了，我非常喜歡那本書(shū)。3. 由 that 引導(dǎo)的定語(yǔ)從句that 在定語(yǔ)從句中可以指人或物，在從句中作主語(yǔ)或謂語(yǔ)動(dòng)詞的賓語(yǔ)。但不能放在介詞后面作介詞賓語(yǔ)。例如：The letter that I received was from my father.我收到的那封信是我父親寫(xiě)給我的。在下面幾種情況下必須用“that ”引導(dǎo)定語(yǔ)從句：1）先行詞是不定代詞：all， few， little， much， something， nothing， anything 等。例如：All that we have t

32、o 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(kāi)往蘇州的最后一趟車(chē)。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 pollutio

33、n.這是用來(lái)預(yù)防污染的最佳辦法。This is the most interesting film that I ve ever seen. 這是我看過(guò)的最有趣的電影。4）先行詞被 all, any, every, each, few, little, no, som靜修飾。例如：I have read all the books （that） you gave me.你給我的書(shū)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(shuō)話的人。The on

34、ly 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(pán)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(wèn)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

35、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. 由 when / where / why 引導(dǎo)的定語(yǔ)從句 I know the reason why he came late.我知道他為什么來(lái)晚了。 This is the place where we

36、lived for 5 years.這就是我住過(guò)五年的地方。 I will never forget the day when I met Mr. Li.我永遠(yuǎn)也忘不了遇到李先生的那天。先行詞表示地點(diǎn)時(shí)，有時(shí)用 where,有時(shí)用that (which)引導(dǎo)定語(yǔ)從句。這時(shí)要看從句的謂語(yǔ)動(dòng)詞是及物動(dòng)詞還是不及物動(dòng)詞。如果是及物動(dòng)詞就用that (which),否則用where。例如： This is the housewhere he lived last year.這就是他去年住過(guò)的房子。 This is the house that (which) he visited last year.

37、這就是他去年去過(guò)的房子。Unit 4 Sharing -ReadingTeaching goals 教學(xué)目標(biāo)1. Target language 目標(biāo)語(yǔ)言a. 重點(diǎn)詞匯和短語(yǔ)relevant, doorway, adjust, platform, soft, softly, grill, privilege, hear from, be dying to, up to, adapt to, for sure, the other day, come across, make a difference, shake hands with, get through, stick out, dry

38、out, dry up, even thoughb. 重點(diǎn)句子I ve included some photos which will help you picture the places talk about. P29When I reach the school grounds there are lots of“ good mornings ” for me from the boys. Many ohave walked a long way, sometimes up to two hours, to get to the school. P29The other day I wa

39、s showing the boys the weekly chemistry experiment when, before I knew it, the mixturewas bubbling over every where. P29Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to theirvillages after Year 8 anyway. P29But last weekend another teacher, Jenny, an

40、d I did visit a village which is the home of one of the boys, Tombe. P29We walked for two and a half hours to get there first up a mountain to a ridge from where we had fantasticviews and then down a steep path to the valley below. P29Tombe s father, Mukap, led us to his house, a low bamboo hut with

41、 grass sticking out of the roof this shows it s a man s house. P292. Ability goals 能力目標(biāo)Enable the students to learn about PNG and Jo s work in PNG as a volunteer teacher.3. Learning ability goals 學(xué)能目標(biāo)Help the students learn how to read between lines and find the positive and negative aspects of doin

42、g something.Teaching important and difficult points 教學(xué)重難點(diǎn)Help the students read between lines and comprehend the passagecompletely by knowing logical relations between facts and reasons.Teaching methods 教學(xué)方法Skimming, scanning and task-based method.Teaching aids 教具準(zhǔn)備A recorder, a projector and some s

43、lides.Teaching procedures & ways 教學(xué)過(guò)程與方式Step I PreadingT: I told you to google for information about PNG. Some questions for you. Who knows what PNG stands for?Sa: PNG stands for Papua New Guinea.T: Where is it located?Sb: It is located south of the equator, 160km north of Australia.T: Who can say s

44、omething about its history?Sc: 30,000 years ago it was settled by its first settlers. Portuguese explorers came to PNG in 1510s. When World War II broke out, parts of the country were occupied by the Japanese.Papua New Guinea became independent in 1975 but retains strong ties to Australia.Sd: But I

45、got information about it like this: The first settlers to Papua New Guinea migrated from SoutheastAsia probably at least 40,000 years ago during the ice age. At the beginning of World War I (1914-1918) anAustralian military force occupied German New Guinea and remained there throughout the war. Afte

46、r Germany s defeat, the League of Nations granted Australia a mandate to rule the German colony, which was renamed the Mandated Territory of New Guinea. Plantation agriculture expanded and the discovery of gold in the 1920s created a gold rush. The Australians extended the education system, but they

47、 were generally less concerned with native rights in the mandated territory than in Papua.T: Very good. Then how did it get its present name?Se: In 1946 the United Nations granted Australia a trusteeship over the Territory of New Guinea. AlthoughAustralia maintained separate statistics for New Guine

48、a, it administered the territory and Papua as one. Thetwo territories increasingly became known as Papua New Guinea, and the native people came to be called Papua New Guineans. The administration continued its efforts to further education and to develop the economy. In order to prepare the territori

49、es for eventual autonomy and independence, the Australians soughtto encourage democratic institutions. In 1951 a countrywide legislative council was created; it gave way in 1964to a House of Assembly. On December 1, 1973, Papua and New Guinea became self-governing as Papua New Guinea. The country be

50、came fully independent on September 6, 1975.T: Who can tell me something about its economy?Sf: Let me have a try. It s a poor country, depending on its agriculture. A lot of children donchance to receive enough education. Though it is rich in beautiful scenery, not many visitors come here because of

51、 its high crime rate.T: What about its education?Sg: About 73 percent of children enroll in primary school, but very few complete more than a few years offormal education. Children begin attending school at age 7. At age 12 they move from local schools to provincial high schools. A few become eligib

52、le to attend national high schools to prepare for university education.T: Thank you for your wonderful information. It s really a pleasure to share information with each other,isn t it? Thank you again. From the information you collected, we know that PNG is very poor and few of its children complet

53、e formal education. Do you think you will volunteer to teach children in PNG if possible?Actually, there are already some volunteers there. Let s get to know one of them, Jo. First let s lopictures on Pages 29-30.Ask the students to answer the questions listed in Pre-reading with the help of the pic

54、tures.T: Jo is an Australian woman. She wrote a letter from PNG to her friend along with some pictures. Can you answer the questions in Pre-reading according to the pictures? You may discuss with each other. Sample answers:- 可編輯 -精品教育1. Jo was a teacher in PNG.2. Boys who were as young as we are.3.

55、The classrooms were very poor, made from bamboo and grass.4. The village was a place full of natural beauties. There were many trees and bamboos.5. People in the village lived a simple life.6. Very good. I think you have known something about the place where Jo worked as a volunteer teacher.Now, let

56、 s get more information about it by reading the letter from Jo. Of course, after reading the letter, you will understand the pictures and Jo s experience better.Step n Reading comprehendingSkimming7. Now read the letter and try to get the general idea of it. Try to divide it into four parts, and sum

57、marize what each part is about.The students are given three minutes to finish the task.Suggested main idea for each part:Part 1 (Para 1): Opening of the letter and introduction to what will be talked about in the passage.Part 2 (Para 23): The school where Jo worked and Jo s work at the school.Part 3 (Para 4-8): Jo and Jenny visited Tombe s home in the village.Part 4 (Para 9): Closing of the letter.Reading carefullyT: Now you re toad the passage