【英语】2018届人教版选修7一轮复习：Unit4Sharing教案设计（15页） 18页

Unit 4 Sharing教 案设 计 Ｉ． 单元教学目标 单元话题 Sharing: helping others; volunteers 技能目标Goals Talk about helping others and voluntary work Practise expressing an idea and finding reasons Revise the Attributive Clause(restrictive) ‎ Improve communication skills Write a letter Ⅱ.目标语言 功 能 句 式 Expressing an idea and finding reasons Why would you …?‎ How could you do that?‎ Because I want to share with others …‎ First, find some information through …‎ The reason is that … Then … Next … Finally … ‎ 词 汇 ‎1. 四会词汇 relevant, doorway, adjust, platform, soft, softly, grill, privilege, arrangement, toast, comb, astronaut, catalogue, purchase, anniversary, seed, seedling, sew, ox, trunk, Kenya, tailor, income, skill, participate, political, distribution, finance, financial, security, operate, remote, otherwise, donate, clinic ‎2. 认读词汇 Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, loan, supplement, Bangladesh, Tanzania, economic, Uganda, Sudan, Medecins Sans Frontieres (MSF), Malawi ‎ ‎3. 词组 hear from, be dying to, come across, stick out, dry out, dry up, in need, sewing machine, trunk library ‎4． 重点词汇 purpose, faith, theme, determination, nation, birth, ancestor, joy, treat, peace 结构 复习限定性定语从句有关用法 重 点 句 子 ‎1. I know you’re dying to hear all about my life here. Page 29‎ ‎2. I’ve included some photos which will help you picture the places I talk about. Page 29‎ ‎3. 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. Page 29‎ ‎4. I’m still trying to adapt to these conditions but, one thing is for sure, I’ve become a lot more imaginative in my teaching. Page 29‎ ‎5. The other day I was showing the boys a chemistry experiment --- before I knew it, the mixture was bubbling over every where. Page 29‎ ‎6. Sometimes I wonder how relevant chemistry is to the kids, most of whom will be going back to their villages after Year 8. Page 29‎ ‎7. But last weekend another teacher, Jenny, and I did visit a village that was the home of one of the boys, Tombe. Page 29‎ ‎8. We walked for two and a half hours to get there --- first up a mountain to a ridge from where we had fantastic views and then down a steep slope to the valley below. Page 29‎ ‎9. When we arrived at the village, Tombe’s mother, Kiak, who had been working in her garden, started crying “ieee ieee”. Page 29‎ ‎10. Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof --- this shows it’s a man’s house. Page 29‎ ‎11. The only possessions that I could see were a few tin plates and cups and a couple of pots. Page 30‎ ‎12. Muap and Tombe were to sleep on small beds in another part of the hut. Page 30‎ ‎13. When hot, he placed them in an empty oil drum with kau kau (sweet potato), corn and greens. Page 30‎ ‎14. The gift you give is not something your loved one keeps but a contribution towards the lives of people who really need it. Page 33‎ ‎15. To let you know that I am thinking of you, I have purchased a gift from the World’s Most Useful Gift Catalogue for you to give to some of the world’s poorest. Page 33‎ ‎16. The gift will train a whole village of around 40 families in India, Kenya, or Bangladesh in new agricultural methods, and provide seeds and simple agricultural equipment. Page 33‎ ‎ The First Period Warming-up and Reading Teaching Goal:‎ ‎1. Target language volunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement ‎2. Ability goal Enable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher ‎3. Learning ability goal Help the Ss lean how to read between lines and find the positive and negative aspects of doing something Teaching methods:‎ Discussion, skimming, scanning and task-based method Teaching Aid A recorder, a projector and PPT.‎ Teaching Procedures:‎ Step 1 Warming-up ‎ 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 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”.‎ 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 Comfort them when they are sad ‎3. your friends?‎ Repair their computers Help them with the lessons Accompany them to do shopping ‎4. people in your community?‎ Be a coach of the football lovers Sing and dance for the elders Help my neighbours carry things home ‎5. people outside your community? ‎ Plant trees Help people with disabilities Return the wallet to the loser T: 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 trees, help people with disabilities. ‎ ‎ ‎ Step 2 Pre-reading Ask Ss to find out PNG on the map and discuss the photos in the reading passage.‎ ‎ Photos 1 to 3‎ 1. What was Jo’s job in PNG? ( a teacher)‎ 2. What kind of students were in her class? (Teenage boys. They are poorly dressed.)‎ 3. The classroom are made with wooden poles and have bamboo walls and grass roofs (except for the new science lab which has a metal roof). The floor has bamboo matting on it. The walls do not reach the roofs (except the walls of the science lab). There is no glass in the windows.‎ Photos 4 to 10‎ 1. The village is very small. It is by a river at the bottom of a valley. It has steep slopes all around it.‎ 2. The village huts are small. They have no windows. They are made of wood and bamboo and have grass roofs. Meals are prepared and cooked outside. One of the crops grown is peanuts. The tool used for this crop is a digging stick. There is a woman carrying a naked baby on her shoulders. She is also carrying a heavy-looking bag. She has bare feet.‎ Step3 Reading ‎1. Scanning Scanning the text and fill the blanks with their names.‎ 1. ‎ __Jo______ is a young Australian woman. ‎ 2. ‎___Rosemary____ was dying to hear all about Jo’s life in PNG. ‎ 3. School boys walked a long way to get to school. ‎ 4. Jo and her students didn’t have any textbook. ‎ 5. Jo became a lot more imaginative when teaching. ‎ 6. The boys started jumping out the windows during a chemistry experiment. ‎ 7. Jenny and Jo visited a village that was the home of one of the boys, Tombe. ‎ 8. Tombe’s mother, Kiak started crying “ieee ieee” to welcome them. ‎ 9. Tombe’s father, Mukap led us to a low bamboo hut. ‎ 10. Kiak was going to share the platform with Jenny and Jo. ‎ 11. Tombe’s family softly talked to each other in their language Jo didn’t understand ‎2. Read the text carefully and finish the chart.‎ Type ‎ of ‎ house Small, round, made of bamboo, grass roofs; men’s huts have grass sticking out of the top of the roof, no windows ( men and women have separate huts); small doorway, floor covered with fresh grass Diet Sweet potato, corn, greens, banana leaves, peanuts Family relationships Large extended families (“ Everyone seemed to be a relative of Tombe’s.”)‎ Possessions Not many---a few tin plates and cups, a couple of pots.‎ Cooking methods Hot stones are placed in an oil drum, then vegetables are placed in the drum, covered with banana leaves and steamed.‎ Agriculture ‎ Tools are very basic e.g. a digging stick. (there is no machinery).‎ Sleeping arrangements A new sleeping platform for the guests, Kiak usually slept in her own hut.‎ Beliefs ‎ The village believe in evil spirits. They believe that leftover food attracts evil spirits so they dry it out in a can over the fire. Then the can is thrown out of the hut. ‎ ‎ ‎ 1. detailed reading Task-based (exercises 2 and 3 in comprehending part.)‎ Exercise 2:‎ Facts Reasons The boys jumped out of the windows in the science lesson.‎ Because they were frightened; they had never seen anything like this before.‎ Jo wondered how relevant chemistry was to the boy.‎ Because most of them would live all their lives as farmers.‎ Tombe’s mother cried “ieee ieee” when she saw Jo.‎ It was her way to welcome visitors to the village and she drew everyone’s attention to their arrival.‎ There were no windows in Mukap’s hut.‎ Perhaps it’s because that was a man’s house.‎ The tin can was standing upside down on the grill.‎ The tin can was used to dry out the leftover food, which might attract evil ‎ spirits, so the tin / can was thrown out of the hut.‎ ‎ ‎ ‎ ‎ Exercise 3:‎ Positive aspects Negative aspects 1. Boys value education.‎ 2. Everyone would know each other.‎ 3. The village does not have to rely on 1. No running water or electricity.‎ 2. The village might be cut off from the outside world and might not have roads to and from it.‎ ‎ outside sources for food.‎ 1. People can live without many possessions.‎ 1. The village might not have a school so students might have to walk a long way to the closest school.‎ 2. There might not be any medical services close by.‎ ‎ ‎ ‎ Step IV. Homework Suppose you've graduated from a key university and now you are a volunteer who works in the remote region to assist the basic education there. And you are to write a letter home to introduce your present situation. (you can refer to the text).‎ ‎ ‎ The Second Period learning about language I. Review the reading text II. Finish the three exercises on Page 32.‎ III. Finish USING WORDS AND EXPRESSIONS and USING STUCTURES in Workbook on page 71-72‎ ‎ ‎ The Third Period using language--reading ‎ Teaching 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 reading Teaching aids:‎ A recorder, a projector, a compute connected to the Internet.‎ Teaching procedures:‎ Step I. Revision Dictation 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 Reading ‎ Reading 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 Task Deal 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 Rosanna to 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. Homework 1. Ask Ss to search for information about Plan International.‎ 2. Pick out the sentences with attributive clauses in “ A letter from Plan”.‎ ‎ ‎ The Fourth Period Language points and Listening Teaching goals 教学目标 ‎1. Target language目标语言 ‎ a.词汇和短语: ‎ 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. 重点句子: ‎ 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能力目标 Improve the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF)‎ ‎3．Learning ability goals学能目标 Learn to predict what will be heard.‎ Help the students understand time expressions and use them.‎ Teaching important point 教学重点 ‎ Learn to make notes while listening to the material and number the events in the order they are heard. ‎ Teaching difficult point 教学难点 Learn to use time expressions and work together with a partner to describe a person’s experience..‎ Teaching methods 教学方法 Listening and cooperative learning.‎ Teaching aid 教具准备 A recorder Teaching procedures & ways 教学过程与方式 Listening and cooperative learning.‎ Step I Lead-in ‎1. Greetings T: Good morning /afternoon everyone!‎ Ss: Good morning /afternoon, Sir/ Madam!‎ Revision on Warming up 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 Comfort them when they are sad ‎3. your friends?‎ Repair their computers Help them with the lessons Accompany them to do shopping ‎4. people in your community?‎ Be a coach of the football lovers Sing and dance for the elders Help my neighbours carry things home ‎5. people outside your community? ‎ Plant trees Help people with disabilities Return the wallet to the loser T: 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 trees, help people with disabilities. ‎ T: Correct. Only those who don’t work not for rewards – especially money and materials, and 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 with Medecins Sans Frontieres(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 Mary’s life.‎ Sb: She once worked in a clinic in Malawi and Sudan.‎ Sc: Malawi 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 Sans Frontieres(MSF) is an organization that provide free medical care to children in poor countries.‎ T: Very good. You see, even without listening to the dialogue you can get much information, if you study the questions carefully. Now let’s listen to their dialogue. You will pay attention to the time expressions and number them in the order you hear them. (Show the 11 time expressions on Page 35). And also you will answer 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 check the answers 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, you can check the answers of Exercise 2 and finish Exercises 3 and 4. Learn to make notes about Mary’s experiences in the table 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.‎ 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 some time working for their school’s Community Care 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 Assignment T: 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. ‎ 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. Google for more information about MSF and share it between us.‎ Now class is over. Goodbye, everyone.‎ Ss: Goodbye, sir/madam.‎ ‎ ‎ The Fifth Period Writing Teaching Goal:‎ Enable the Ss to write about a person’s experience by using time expression Enable the Ss to write a letter to a child they would like to sponsor Teaching important and difficult points The characteristics of narration Teaching methods:‎ Task-based method Teaching Aid A projector and PPT.‎ Teaching Procedures:‎ Step 1 Revision Check the homework Ask some Ss to read sentences with attributive clauses in “ A letter from plan”.‎ Step 2 Pre-writing Let’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 given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentence Dr 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 Africa Step 3 Writing Very 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 expressions listed on Page 35.‎ Points must be included:‎ 1. who she is ‎ 2. reasons why she joined MSF 3. what she did in Malawi ‎ 4. what she did in the Sudan 5. the effects on her of her experiences.‎ 6. her plans for the future Step 4 Writing task Deal 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 yourself Say something about your interests and hobbies Described your family Let her know you want to make friend with her and her from her Other 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 you ‎ Yours sincerely ‎ ‎ Steve Step 5 Assignment Ask Ss to polish the letter they wrote in class and hand it in tomorrow.‎ ‎ ‎ ‎ ‎