Unit Sharing 教案.docx

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1、Unit Sharing 教案Unit 4 Sharing . 单元教学目标 技能目标Skill Goals Talk about helping others and voluntary work Practise expressing time sequence and logical relations Revise the Attributive Clause (restrictive) Write a narration . 目标语言 功 能 句 式 Express logical relations Why would you.? How could you do that? Be

2、cause I want to share with others . First, find some information through . The reason is that . Then . Next . Finally . 1 四会词汇 Airmail fortnight roof muddy textbook concept weekly relevant remote weed rectangle rectangular adjust platform 词 broom tin jar sniff participate interpreter grill otherwise

3、 汇 privilege paperwork arrangement toast comb astronaut angle catalogue donate voluntary purchase anniversary seed sew ox trunk tractor Kenya click tailor political distribute distribution security operate clinci 2 认读词汇 Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, lo

4、an, 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, theme, determination, nation, birth, ancestor, joy, treat, peace Revise t

5、he Attributive Clause (restrictive) 结 引导定语从句的关系代词 who/whom/whose/which/that等以及关系副词构 重 点 句 子 where/when/why等在定语从句中担任句子成分和表达意义的小结 1. Ive included some photos which will help you picture the places I talk about. P29 2. When I reach the school grounds there are lots of “good mornings” for me from the bo

6、ys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29 3. The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29 4. Sometimes I wonder how relevant chemistry is to these studen

7、ts, most of whom will be going back to their villages after Year 8 anyway. P29 5. But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29 6. We walked for two and a half hours to get there first up a mountain to a ridge from where we had fa

8、ntastic views and then down a steep path to the valley below. P29 7. Tombes father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof this shows its a mans house. P29 8. To let you know that I am thinking of you, I have purchased a gift from the Worlds Most Useful Gift

9、 Catalogue for you to give to some of the worlds poorest. P34 . 教材分析和教材重组 1. 教材分析 本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。 1. 1 Warming Up 提供了三项任务。通过完成这些任务让学生懂得什么是“帮助”，并且反思自己是否乐于助人，以及怎样做才是“志愿者”，为后面的短文学习做好了铺垫。 1. 2 Pre-reading是Reading的热身活动

10、。其中介绍了信的作者Jo，还根据她在PNG拍摄的照片提出了5个问题，让学生在阅读之前就对信的内容有了简单的了解。 1. 3 Reading是一篇Jo写给Rosemary的信。其中Jo介绍了自己在PNG的所见所闻。读完这封信，学生能感受到PNG的儿童生活之艰难，从而珍惜自己的生活和学习机会。 1. 4 Comprehending是根据短文设计的阅读理解题，检验学生对阅读内容从细节到大意的理解。 1. 5 Learning about Language分词汇和语法两部分。其中，第一部分是有关此篇短文中出现的重点单词和短语的用法练习；第二部分是对限定性定语从句的复习。 1. 6 Using Lang

11、uage包括三项活动：Reading and speaking以一个有关礼物的网页展开阅读和讨论，通过阅读，学生将了解到这一活动的意义以及他们能为贫困的人做些什么，讨论活动将激发学生对这一主题的深层次思考和参与热情；Listening and speaking通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个志愿者的工作经历，而且针对这一话题要求学生能用给出的时间短语结合听力材料谈论Mary Murray；Writing要求学生根据Listening and speaking的话题并运用上面的时间短语写一篇叙述文。 2 教材重组 2.1 从话题内容和训练目的上分

12、析，Warming Up与Listening and speaking相一致；从教材份量来说，可将Warming Up与Listening and speaking的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起，设计成一节任务型“听力课”。 2.2 将Listening and speaking的speaking和Workbook中的TALKING以及SPEAKING TASK整合在一起，设计成一节“口语课”。 2.3 可将Pre-reading, Reading和Comprehending三个活动整合在一起上一节“阅读课”。 2.4 可将

13、Learning about Language的词汇和语法两部分与Workbook中的USING WORDS AND EXPRESSIONS以及USING STRUCTURES整合在一起上一节“语言学习课”。 2.5 可将Using Language中的Reading and speaking和Workbook中的READING TASK整合起来上一节“泛读课”。 2.6 将Writing和Workbook中的WRITING TASK整合成一节“写作课”。 3. 课型设计与课时分配 1st Period Listening Speaking Reading Language study Ext

14、ensive reading Writing 2nd Period 3rd Period 4th Period 5th Period 6th Period . 分课时教案 The First Period Listening Teaching goals 教学目标 1. Target language目标语言 重点词汇和短语 volunteer, clinic, challenging, over the last few years, in the future, in two weeks time, a couple of, developing country, go blind, be

15、lief 2. Ability goals能力目标 Improve the students listening ability by listening to Dr Mary Murrays experience as a volunteer with Medecins Sans Frontieres (MSF). 3. Learning ability goals学能目标 Learn to predict what will be heard according to the key words in the questions and in this way to improve the

16、 students listening ability. Teaching important points 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 points 教学难点 Learn to use time expressions and work together with a partner to describe a persons experience as Jo did

17、in her letter or Dr Mary Murray did in the interview. Teaching methods 教学方法 Listening and cooperative learning. Teaching aids 教具准备 A recorder. Teaching procedures & ways 教学过程与方式 Step I Warming up T: Have you ever helped others? What did you do to help your parents? Or other relatives? Or your friend

18、s? Or people in your community? Or people outside your community? Im sure you have a lot to say. OK, now get into groups and finish the survey form on Page 28. Suggested answers: What do you do to Name: Tom help. 1. your parents? 2. other relatives? Clean the floor Lend my books and CDs to them Wash

19、 dishes Take care of my cousin while his parents are away 3. your friends? Repair their computers 4. people in your community? Be a coach of the football lovers Help them with the Accompany them lessons Sing and dance for the old to do shopping Help my neighbours carry things home 5. people outside

20、Plant trees your community? Write “Volunteer” on the Bb. T: Look at the word on the Bb. Have you learned it? What does it mean? Help people with disabilities Return the wallet to the owner Prepare supper Comfort them when they are sad Name: Helen Name: Mary S: As a noun, it means someone who does a

21、job willingly without being paid. As a verb, it means to offer to do something without expecting any reward, often something that other people do not want to do. S: Volunteer work includes: Be a coach of the football lovers without payment, plant trees, help people with disabilities. T: Good answer.

22、 Look at the survey form you have completed. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”. After discussion T: Do you think your classmates you just interviewed can be called volunteers? Whats your groups opinion? S: We think that one is

23、 not a volunteer when he/she helps his/her parents, relatives or friends. But we can call his/her volunteer when he/she helps people in the community or outside the community. T: I agree with you. Only those who dont work for rewards especially money and materials, and are not forced to do so are vo

24、lunteers. For example, Dr Mary Murray is such a volunteer. She works for an organization called Medecins Sans Frontieres (MSF). Turn to Page 35 please. Step Listening (I) T: Now Mary is being interviewed by Jennifer Wells. Go through exercises 1 and 2, and predict what you will hear in the listening

25、 material. You can also discuss with your partner. Then let the students go through the expressions listed in Exercise 1. And play the tape. T: Now lets listen to their dialogue. While you are listening, pay attention to the time expressions and number them in the order you hear them. After listenin

26、g for the first time, check the answers. Then let them try to answer the questions in Exercise 2 with their partner. Its OK if they cant answer all the questions. Play the tape again, let the students listen again and check their answers. T: Now look at the table in Exercise 3. Some time expressions

27、 are given. Lets listen to the tape again and find out where Mary was at these times and what she did. You dont need to write down complete sentences. Key words will do. After listening, let the students share their completed notes with their partners. Then check the notes with the whole class. Fina

28、lly, get the students to tell each other about Marys experience with the help of the information from table. They are supposed to use the time expressions in Exercise 1. Step Listening () T: Perhaps you may wonder, we are students, what we can do to help. That is, what can we do to serve communities

29、 outside the school? Actually, if you are willing to offer your help, there are a lot of things that you can do. There has been some school organizations which are engaged in out-school activities. Now, we are going to learn about one of such organizations. Turn to LISTENING in the workbook on Page

30、70. You are also required to predict what you will hear, according to the four exercises. Let the students go through the instructions of the exercises and predict about the content of the listening material. Sa: There are three characters in the material: Jason, Mick and Annie. Sb: They want to rai

31、se money to help the communities. 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 schools Community Care Committee (CCC). T: Now lets listen to the tape and check your predictions and at the s

32、ame time, number the items in Exercise 1 in the order you first hear them. After listening, check the answer. Then play the tape again and let the students finish the table in Exercise 2. Check the answers. Finally, play the tape again and deal with Exercises 3 and 4. Step Homework T: Boys and girls

33、, today we have listened to two materials about giving help to others. I do hope all of us can offer help to those in need. 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

34、TASK on Pages 75-76. 2. Google for more information about MSF and share it with each other. The Second Period Speaking Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语 in the future, share . with ., social welfare programme, afford, sponsor, donate, cover, primary school, participate in b. 功能句式

35、 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. 2. Ability goals能力目标 Enable the students to express logical relations with the target language. Enable the students to tell about a persons

36、experiences using time expressions. 3. Learning ability goals 学能目标 Help the students learn how to express logical relations with the target language. Help the students learn how to use time expressions to tell about a persons experiences. Teaching important and difficult points教学重难点 Help the student

37、s learn to list reasons for an idea and also learn how to express and support an idea in a logical way. Teaching methods教学方法 Discussing and speaking. Teaching aids教具准备 A computer and a projector. Teaching procedures & ways教学过程与方法 Step I Revision T: Good morning/afternoon, boys and girls! Please let

38、me check your LISTENING TASK on Pages 75-76 first. Show the answers on the Bb or a screen and help the students check the answers. Step Discussion T: In the last period, we listened to the story about Dr Mary Murray. She worked for MSF and helped people in poor areas as a volunteer. Now I have two t

39、opics for you to discuss. First one: Do you think whether people like Dr Mary Murray and Professor Fred Hollows should help those in poorer areas? Give your reasons. Let the students work in groups and have a discussion. Then ask some of them to present their opinions and reasons. Sa: In my opinion,

40、 Dr Mary Murray and Professor Fred Hollows should help those in poorer areas. And I would like to be a volunteer if possible. The reason is that we, either poor or rich, live on the same planet. Just as John F. Kennedy said in his Inaugural Address, “If a free society cannot help the many who are po

41、or, it cannot save the few who are rich.” Sb: Humanism or humanitarianism is a necessary quality for us human beings. We should share what we have and help those who are badly in need of help. I will become a volunteer if time permits. Actually I often help those who need help. For example, every Su

42、nday, I take my neighbour, a disabled girl, to the park to refresh herself. And we talk a lot, and I think I help her a lot, which makes me very happy. Sc: I agree with them, but I think the most important thing is that we should try to help the poor to be independent instead of just giving them foo

43、d and clothes. Sd: I have a different idea. Its not wrong to help the poor. But according to my experience, helping the poor is not always a pleasant experience. Se: I cant agree more. I once read an article about such kind of things. The “poor” are not always so noble, and they are the hardest to d

44、eal with. People who deal with the poor can tell a hundred stories about how they waste money and opportunities. You bring food to their home and notice a large-screen TV. You give them money and they buy groceries at the nearby convenience store (where prices are very high). You have their car fixe

45、d and find out it is a Buick Skylark. Whenever you visit them, they are watching TV. Sf: Maybe what you said is true. However, it is not right to let the poor fight alone with their many problems coming from poverty. Unless we do something about poverty, the problems will remain. T: Excellent. I do

46、hope that everyone can help those who need help. Second topic: Would you like to work as a volunteer like Dr Mary Murray and Professor Fred Hollows in the future? Where would you like to go? Why would you like to go there? What skills would you share there? . After the students have shared their ide

47、as with each other, ask several of them to tell the class about their ideas without looking at the chart. Sample description of ideas: Sa: If Im a volunteer, Id like to go to the western part of our country. Because many people there cant get access to clean drinking water, and quite a few develop s

48、trange diseases. I think I can help them. I know how to make water clean for them. And from my grandfather, I learned to treat some diseases with Chinese medicine. I would like to spend as many days or months as possible to help them if possible. I will work as a doctor to cure diseases. Of course, I will learn more traditional methods to treat different diseases. Sb: If Im a volunteer, Id like to