选修7unit4教案

Unit 4 Sharing

DESIGNERS: Qi Yuping Han Guilin Wang Qingmei Yuan Lihua Liu Xiaolan Wang Jucun Cai Xiaoqin Han Jinyu

TOPIC: Sharing

TEACHING PERIODS: Three

TEACHING AIMS AND REQUIREMENTS

1. 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 clauses

4. Develop students’ listening, speaking, reading and writing abilities.

TEACHING IMPORTANT POINTS

1. All the words and expressions

2. All the tasks of reading, speaking and integrating skills.

3. Grammar: the restrictive attributive clauses

DIFFICULT POINTS

1. How to improve the students’ speaking, listening, reading and writing skills.

2.The restrictive attributive clauses

TEACHING METHODS

1.Reading method

2.Self-study

3.Cooperation

4.Interaction

THE FIRST PERIOD

TOPIC: Reading and Language points

DESIGNERS: Wang Qingmei Liu Xiaolan Cai Xiaoqin

THACHING PROCEDURES

Step I. Leading-in 导入新课，明确目标

1. L ead 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 （小组合作探究）

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 （读前）----individual work 个人活动

Ask Ss to look at the pictures on P29～P30 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 S s 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 跳读----individual work 个人活动

1. In the letter, the writer wrote about the educational and living conditions in PNG and her

experience of visiting a student’s 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 略读----individual work 个人活动

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 精读-------- （Evaluation standard达标检测）

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?

Step IV 师导生学，排疑解难（师生互动）

I. Words 词汇学习

1．I know you’re d ying to hear all about my life here, so I’ve 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. 我迫切想知道发生了什么。

I am dying for a glass of water. 我非常想来杯水喝

【联想拓展】“渴望”的类似说法

1. have a strong desire for sth.

2. be eager to do

3. 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. 有关的，相关的；切题的

What you said is not relevant to the matter in hand.你所说的事与目前考虑中的问题无关。

【联想拓展】

relevance n. 关系，关联，中肯

relevantly adv. 有关地，切题地

be relevant to 与……有关的

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. 参加，参与

【联想拓展】

participate vi.参与；参加

participant n. 参加者，共享者

participation n. 参与，分担，共享

participate with sb. in sth. 与某人分担某事

participate in sth. with sb. 同某人参与某事

用participate正确形式填空

(1)我希望这次与会的各位朋友畅所欲言。

I hope each ________ to the current forum speak out freely.

(2)你能想象一个没有外来人才的新加坡会如何发展吗？

Can you imagine how Singapore would develop without the ___________ of talented foreigners? (3)1988年以来，已有大约300个城市和农场家庭加入了这个计划。

Some 300 city and farm families _______________ in the program since 1988.

【易混辨析】participate in/ attend/ join/ take part in/ join in

①They all the plot.

②At the age of eighteen, he the party.

③The children the English Evening and had a good time.

④He didn’t school yesterday because of his illness.

⑤Zhou 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)变干; 干透

dry up (河流，湖泊等)干枯; 弄干、晒干、变干; (供应、思路) 枯竭

(1) During the drought, the river dried up.

(2) The writer’s long separation from social dried u p his imagination.

(3) The sun will soon dry up the roads.

5. Otherwise they don't waste anything.

otherwise (adv. ＆conj.) “用别的方法, 其他方面; 否则, 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 Tombe’s family.

privilege “殊荣”

It was a privilege to know you. 能认识你真是荣幸之至。

privilege 还表示“特权”、“权利”

★have the privilege to do sth有特权/权利干某事

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 公民权/平等权

①You can enjoy all the benefits and privileges of club membership.

你可以享受俱乐部成员的一切福利和优惠。

②I hope to have the privilege of working with them again.

但愿有幸与他们再度合作。

II. Phrases 短语学习(自主学习，提出问题)

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(互动交流，突破疑难)

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 达标检测

Finish the exercises in exercise book (P 56&57)

Step IV Summary & Assessment小结与学生自评

Ask several students to sum up what they have learnt in the class.

Step V Homework 作业布置

Recite the above language points.

Step VI Pre-Learning课前自学任务

Pre-learn the usage of “Attributive Clauses”.

Record after Teaching

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THE SECOND PERIOD

TOPIC: Grammar

DESIGNERS: Han Guilin Yuan Lihua Han Jinyu

TEACHING PROCEDURES

Step I预习检测(学生活动)

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 学生课堂自学内容(individual work & group work)

1．定义

在复合句中修饰名词或代词的从句叫定语从句，被修饰的名词或代词叫先行词。

As a general rule，the most successful man in life is the man who has the best information.一般说来，生活中最成功的人是获得最佳信息的人。

2．分类

根据定语从句与先行词关系是否密切，它可分为限制性定语从句和非限制性定语从句两种。限制性定语从句是句中不可缺少的组成部分，主句和从句之间不用逗号与主句分开。非限制性定语从句是对主句先行词的补充说明，没有这个从句，不影响主句意思的完整。一般用逗号与主句分开。

3．关系词

(1)关系代词的基本用法：

注意：whom，which作介词宾语时，介词一般可放在whom/which之前，也可放在从句原来的位置上；但在含有介词的动词固定词组中，介词只能放在原来的位置上。

The room in which there is a machine is the workshop.有机器的那间房是车间。

This is the person whom you are looking for.这是你要找的那个人。

（2）常见指物时用that而不用which的情况

介词﹢关系代词引导的定语从句, 关键是判断介词的选择.

方法一:根据从句中动词与先行词习惯搭配

方法二:根据从句中动词与先行词的逻辑关系

注意：关系代词在定语从句中作介词宾语时，从句常常由“介词+关系代词”引出。此时关系代词只能用which 或 whom; 不可用that 或who 代替

Is this the book (which/that) you are looking for ? (遇固定词组时，介词一般紧跟词组主体，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. 关系副词引导的定语从句

关系副词when, where, why 在定语从句中分别表示时间，地点，原因的先行词，并分别在从句中做时间，原因，地点状语。另外关系副词也可根据其在句中的搭配关系，转为“介词+关系代词”的结构。

①I know the reason why（for which）he came late. 我知道他为什么来晚了。

②This is the place where(in which) we lived for 5 years. 这就是我住过五年的地方。

③I will never forget the day when(on which) I met Mr. Li.我永远也忘不了遇到李先生的那天。

注意：先行词是时间、地点名词时，并非都用when/where。若从句的谓语动词是不及物动词，作状语，用when/where；是及物动词，作主语、宾语，则用that/which。

This is the house that/which he visited last year. 这是他去年参观过的房子。

This is the house where he lived last year. 这是他去年住过的房子。

Step III Group work and show time (小组展示)

The teacher check the students.

Step IV The difficult points ( 提出质疑，师导生学)

1. as引导定语从句的用法：

选用定语从句的关系词时，需注意两点：1.先行词2.关系词在从句中充当的成分。做主语，宾语，定语用关系代词，做状语用关系副词

where引导的定语从句先行词大多数情况下是表示地点的名词，但也有特殊情况。

1. I’ve come to the point where I can’t stand him.

2. The country is in the situation where a war will break out at any time.

situation, position ,part, condition和case等表示抽象意义的词，常用where 引导，意思是“到了某种地步，在某种境况中”

Step V Evaluation standard达标检测

Finish the exercises in the exercise books.

Ste p VI Summary and Self-assessment 总结与学生自评

1. The teacher summarizes today’s contents.

2. The students will be asked to comment what they have learned and mastered.

Ste p VII Homework 作业布置

1. Remember the important rules which learn in this class by heart.

2. Finish the exercises in exercise book

Ste p VIII Pre-learning课前自学任务

1. Review readingII.

2. Finish the grammar quiz.

Record after Teaching

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ____________________________________________________________________ __________

THE THIRD PERIOD

TOPIC:Extensive Reading

DESIGNERS: Qi Yuping Wang Jucun

TEACHING PROCEDURES

StepⅠRevision (自学检测)

Preview the reading passage on Page 34 and try to finish the exercise 1 on page 35. StepⅡReading (1) (导入新课明确目标)

Read the text quickly and finish the exercises 4 on page 63 in exercise book

1. 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，质疑解难

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 points

1. donate v

donate sth to sb 向某人捐献某物

donation n

make / give / present a donation to

汉译英：

1）她捐了一大笔钱给那个慈善机构。

2）他捐出了1000美元。

2. purchase vt

Purchase sth with sth 换得或获得某物

Make a purchase 买件东西

汉译英：

1）他们想在城里买一栋房子。

2）需要我们为您送货吗？

3. distribute vt 分配；分发；

distribute sth to /among 把某物分配、分给、、、、、

distribute …into…把、、、、、、分成、、、、

distribution n

汉译英：

1）这笔款项是在本地区的学校分配的。

2）在青海省，食物、衣服和钱被及时地分发给人们。

3）这种蝴蝶在我们国家分布很广。

4. operate vi 工作，运转，手术

Operate well/badly 运转好、坏

Operate on 给、、、、、、做手术

1）这药很有效。

2）这位医生给我做胃的手术。

3）新的移民管理办法将于明年一月生效。

Sentences patterns:

1 The gift you give is not something you loved one keeps but a voluntary contribution towards the lives of people who really need it.

这是个含有三个定语从句的多重复合句。主句是The gift is not something but a voluntary contribution towards the lives of people，其中含有not、、、but、、、连接的并列表语，you give是定语从句修饰先行词The gif；you loved one keeps是定语从句修饰先行词something ；who really need it. 是定语从句修饰先行词f people。

2 They are easy and fun for children to care for.

此句型属于sb/sth +be +adj+（for sb）+to do 结构，动词不定式作状语。

汉译英：

1）这个问题很难处理。

2）这咖啡尝起来是很苦的。

Step V Evaluation standard: 达标检测

Finish the reading comprehension on P66in exercise book

Step VI Summary & Assessment 小结与学生自评

Teacher leads the students to summarize the language points.

Step VII Homework 布置作业

1.Finsh two reading comprehensions on page67

2. Pre-learning 课前自学内容

Pre-view the reading passage in Unit5

Record after Teaching

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