Learning about Language优秀完整教案

Unit 4 Pygmilion Ⅰ. 课时教学目标

技能目标Skill Goals ▲Memorise words using imagination ▲Memorise words using pictures ▲Remember some important prefixes and surfixes

Ⅱ. 目标语言

功

能

句

式

Express logical relations 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 ...

Properly，

handful, amazement,

-ing,

-ed,

fortune,

-ate,

-ly,

un-

mis-,

status,

superior,

dispproval, dis-,

-al,

rob,

-er,

-ery,

musical,

-al,

-ian,

stocking,

believer,

-able,

cook,

词

teaport,

cream,

nail,

referee,

-ee,

overlook,

over- 汇

3. 课型设计与课时分配

1st Period

Listening

Speaking Reading Language study Extensive reading

Writing

2nd Period

3rd Period

4th Period

5th Period

6th Period

Ⅳ. 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, belief

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 according to the key words in the questions and in this way to improve the 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 person’s experience as Jo did 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 friends? Or people in your community? Or people outside your community? I’m 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 Name: Helen Name: Mary

help.. 1. your parents? 2. other relatives? Clean the floor Lend my books and CDs to them Wash 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 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?

S: As a noun, it means someone who does a 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. 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? What’s your group’s opinion? S: We think that one is 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 don’t work for rewards — especially money and Help people with disabilities Return the wallet to the owner Prepare supper Comfort them when they are sad

materials, and are not forced to do so are volunteers. 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 Ⅱ 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 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 let’s listen to their dialogue. While you are listening, pay attention to the time expressions and number them in the order you hear them.

After listening for the first time, check the answers. Then let them try to answer the questions in Exercise 2 with their partner. It’s OK if they can’t 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 are given. Let’s listen to the tape again and find out where Mary was at these times and what she did. You don’t 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. Finally, get the students to tell each other about Mary’s experience with the help of the information from table. They are supposed to use the time expressions in Exercise 1.

Step Ⅲ Listening (Ⅱ) T: Perhaps you may wonder, we are students, what we can do to help. That is, what can we do to serve communities 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 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 raise 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 school’s Community Care Committee (CCC). T: Now let’s listen to the tape and check your predictions and at the same 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 Ⅴ Homework T: Boys and girls, 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 TASK on Pages 75-76.

2. Google for more information about MSF and share it with each other.