高二英语选修7 Unit4教案

时间：2025-03-12

Unit 4 Sharing

Ｉ．单元教学目标

Ⅱ.目标语言

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1. 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.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. hear from, be dying to, come across, stick out, dry out, dry up, in need, sewing machine, trunk library 4 purpose, faith, theme, determination, nation, birth, ancestor, joy, treat, peace结构

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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重点句子

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 from3eud 教育网 http:// 教学资源集散地。可能是最大的免费教育资源网！ the World’s Most Useful Gift Catalogue for you to give

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Page 33

16. The gift will train a whole village of around 40 families in India, Kenya,

III. 教材分析与教材重组

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”，由此为后面的短文学习做好铺垫。

1. 2 PRE-READING是READING的热身活动。其中介绍了短文主人公Jo，

还根据她在PNG拍的照片提出了5个问题，使学生在阅读之前就简单了解短文内容。

1. 3 READING是一篇Jo写给Rosemary的信。其中介绍Jo在PNG(Papua New

Guinea)的所见所闻，使学生感受到PNG的儿童生活艰难，从而珍惜自己的学习机会。.

1. 4 COMPREHENDING 是根据短文设计的阅读理解试题。

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的重点单词和短语；第二部分是有关限定性定语从句的复习。

1. 6 USING LANGUAGE是对READING的延伸。通过阅读，参与“Give an

unusual gift”的活动。

1. 7 LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历，而且针对这一话题展开Speaking。 1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。

2. 教材重组

2.1 从话题内容和训练目的上分析，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5、6项和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（一）”。

2.4 可将LEARNING ABOUT LANGUAGE的词汇和语法两部分与Workbook

中的USING WORDS AND EXPRESSIONS与USING STRUCTURES整合在一起上一节“语法课”。

2.5 可将USING LANGUAG中Give an unusual gift, 和Workbook中

READING TASK的A LETTER FROM PLAN整合起来上一节“阅读课（二）（泛读课）”。