Learning about Language含PPT的教学设计及点评

Unit 4

Sharing 教

学

设

计

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…

1. your parents? 2. other relatives? Name: Tom Clean the floor Lend my books Name: Helen Wash dishes Take care of my Name: Mary Prepare supper Comfort them

and CDs to them cousin while his parents are away when they are sad Accompany them to do shopping 3. your friends? Repair their computers Help them with the lessons 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 small doorway, floor covered with fresh grass Family relationships Large extended families (“ Everyone seemed to be a Possessions Not many---a few tin plates and cups, a Diet Sweet potato, corn, greens, banana leaves, peanuts

relative of Tombe’s.”) Cooking couple of pots.

Agriculture

Tools are very basic e.g. Hot stones are placed in an oil

a digging stick. (there is methods drum, then vegetables are no machinery). placed in the drum, covered

with banana leaves and

steamed.

Beliefs

The village believe in Sleeping A new sleeping platform for

evil spirits. They arrangements the guests, Kiak usually slept believe that leftover in her own hut. food attracts evil spirits so they dry it out in a can over the fire. Then the can is thrown out of the hut.

3.

detailed reading Task-based (exercises 2 and 3

in comprehending part.) Exercise 2: Facts The boys jumped out of the windows in the science lesson. Reasons Because they were frightened; they had never seen anything like this before. Jo wondered how relevant chemistry was Because most of them would live all their to the boy. Tombe’s mother cried “ieee ieee” when she saw Jo. lives as farmers. 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 tin can was used to dry out the the grill. leftover food, which might attract evil

spirits, so the tin / can was thrown out of the hut.

Step IV. Homework 创新导学案warmming up习题

The Second Period

Learning about language I.

Review the reading text II.

Explain language points in he text. III.

Finish the three exercises on Page 32. IV.

Finish USING WORDS AND EXPRESSIONS and USING STUCTURES in Workbook on page 71-72

The Third Period

Using language---Reading and speaking

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

third

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 It was wonderful to hear from you.

hear from

收到…的来信

When they did not hear from her, they feared the worst.

How often do you hear from your sister? hear of

听说过，听到

I have never heard of him since he left.

hear about听到/得知关于某人或某事的消息

比

hear of知道的更详细，具体

Did you hear about the new project?

I often ____ my friends but seldom write

back to them because I’m too busy.

A. hear of

B. hear about

C. hear from

D. hear

2. be dying to do / for sth. 渴望做某事；迫切想要

She is dying to go abroad.

I'm dying for a glass of water. 表达“渴望”的类似说法有：

be thirsty for sth.

have a strong desire for sth.

desire to do sth.

long to do / for sth.

die组成的短语还有：

die away 逐渐消失

die down逐渐减弱

die off相继去世

die out完全灭绝

1). 许多旧习俗都在日渐消失。

Many old customs are gradually ____________.

2). 在如此热的天气我们都渴得要死。

In such a hot day we’re all ____________ a drink.

3. …, sometimes up to two hours, to get to school.

up to这里相当于as many as；该短语也可以和不可数名词连用，相当于as much as。如：

The hall can hold up to 1,000 people.

up to还可表示：

up until一直到

Up to yesterday, I thought he was single.

2) good enough for sth. 胜任

I don't feel up to the task. 3) 由…决定

It's up to you to decide when to leave.

4. adapt (oneself) to

适应，适合

We have had to adapt quickly to the new

system．

adapt也可表示“改编，改写”，其搭配如下：

1) adapt sth. for …

改写…作…; 改编…为适合…

It is hard to adapt this story for children (the film)．

2) be adapted from 改编自

…

This play is adapted from a novel．

adaptable

adj. 适应力强的；适用面广的

adaptation

n. 适应；

改编；

改造

根据语境猜词义。

(1) How do these insects adapt themselves to new environments?

(2) You can adapt this fabric for anything from divers' suits to gloves.

(3) Many children buy the books after they have been adapted for television.

This novel has been __________ radio ______ the Russian original.

这部小说已由俄文原著改编成无线电广播节目。

(2) Our eyes slowly __________ the dark.

我们的眼睛慢慢地适应了黑暗(的环境)。

(3) She _________ herself quickly ______ the new climate.

她很快适应了这种新的气候。

常见的含有介词to 的短语有：

be used to 习惯于

be related to 与……相关

lead to 导致，通向

devote oneself to 献身于

give rise to 引起

look forward to 盼望

pay attention to 注意

5.

imaginative

adj.

富于想象力的

an imaginative child / writer

The plan is very imaginative in conception.

imaginary

adj. 想象的, 虚构的

imagine

v. 设想

imaginable

adj. 可想象的, 可能的

image

n. 雕像,肖像

imagination

n.

想象力

a man of rich imagination 词语辨析

imaginative: showing new and exciting ideas富于想象力的；创新的

We need imaginative people to put new energy into

the team．

imaginary: existing only in one’s mind or imagination想象中的

The story is wholly imaginary．

imaginable：(与形容词最高级或与all，every连用，表示强调或概括)想象得到的；可想象的

The house has the most beautiful views imaginable．

6. come across

(偶然)遇见，碰见，发现(无被

动语态) = to meet or find by chance

I came across an old school friend this morning.

I came across children sleeping under the bridge．

She came across some old photographs in a drawer. 由come组成的短语还有：

come on

上演；快点

come along 一起走

come around 来(过访, 转变) come from

来自；

从……来

We are all going to the games. Why don't you come ____?

A. up

B. across

C. along

D. to

Sometimes l wonder how relevant chemistry

is to these students, …

relevant

adj. 有关的；有实际重要性的

(be relevant to sth.／sb.)

. You asked whether I’m getting to know any local people.

get to do 往往暗示一个较长的过程，含有“渐渐开始”之意，此时get后接的不定式通常为know, like,

hate, understand, realize等表示心理感觉的动词。如：

I really wanted to get to know America.

I shall get to like them in time.

stick out

突出；伸出

It’s rude to stick out your tongue at others.

I will stick with my friends through thick and thin. stick on

贴在……上；贴住

stick to

坚持；坚守

stick out for

坚持要求(索取) stick up

伸出来，举起，黏上

My house is the only brick one on the street. It ______ and you can't miss it.

A. sticks up

B. sticks on

C. sticks out

D. sticks out for dry out (使)变干，干透

Don't leave the bread on the table; it will dry out.

dry up (河流，湖泊等)干枯，(使)完全变干

The clothes will soon dry up in the wind.

The writer’s long separation from social dried up his imagination. All his clothes were wet after the heavy rain, so he couldn't go out until his clothes ________.

A. dried out

B. made out

C. gave out

D. picked out

[解析]dry out完全变干，符合句意。make out认清；give out耗尽，发布；pick

out挑出，认出。

The

Fourth

Period

The Restrictive Attributive Clause

1. 在复合句中修饰名词或代词的从句叫做定语从句，被修饰的名词或代词叫先行词。限定性定语从句是先行词不可缺少的部分，去掉它主句的意思往往不明确或不完整；而非限定性定语从句和主句的关系不密切，去掉定语从句，句子的意思仍然完整。

. 引导定语从句的关系代词有：which, that, who, whom和whose。其作用是：引导定语从句；代替先行词；在定语从句中充当一定成分。

3.

引导定语从句的关系副词有：where, when, why等，相当于“介词+关系代词”。

二、关系词的用法

1、作主语用who, which和that。如：

He is the man who / that lives next door.

The train which / that has just left is for Shenzhen. 2、作宾语用whom, who, which, that。

如：

The man (whom / who / that) we have just seen is a famous writer.

Where is the book (which / that) I bought last week? 注：在非正式文体中，关系代词作宾语时，用于指人的who whom, that和用于指物的which和that通常可以省略；但在介词提前时,或在非限定性定语从句中，关系代词即使作宾语也不可省略。

3、作定语用whose。如：

(a) He is the man whose car was stolen last week.

(b) It was a meeting whose importance I did not realize at that time.

注：“whose +名词”这一结构在定语从句中既能作主语（如上a句），又能作宾语（如上b句）；可以与of which 结构互换，词序是：“名词+of which”。如：

They came to a house whose back wall had broken down. (= the back wall of which)

He’s written a book the name of which I’ve completely forgotten. (= whose name) 作表语只用that，既可以指人，也可以指物。

He is no longer the man that he used to be.

This is no longer the dirty place (that) it used to be. 用that引导定语从句的情况：

1）序数词或最高级形容词修饰先行词时，要用that。

The first English novel that I read was A Tale of Two Cities by Charles Dickens. all, everything, nothing, something, anything 等不定代词作先行词时用that。

Everything that we saw in the factory greatly interested us. 先行词既指人又指物时，要用that。

We were talking about the persons and things that we remembered in our school. 先行词前有the only, the very, the right, the same等修饰时，要用that。

It is the very skirt that suits me well.5) 在疑问词who、which、what开头的句子中，要用that。

Whoever that is content with a little progress can’t make big achievements. 6) 关系代词在定语从句中作表语只用that。

He is no longer the man that he used to be.

This is no longer the dirty place (that) it used to be. （二）关系副词的用法：1、when 指时间，在从句中作时间状语，它的先行词通常有：time, day, morning, night, week, year 等。如：

I still remember the time when I first became a college student.

Do you know the date when Lincoln was born?

2、where指地点，在从句中作地点状语。它的先行词通常有：place, spot, street, house, room, city, town, country等，如：

This is the hotel where they are staying.

I forget the house where the Smiths lived.

注：where有时也可以省略。如：

This is the place (where) we met yesterday. 3、why指原因或理由，它的先行词只有reason。

That is the reason why he is leaving so soon.

注：why时常也可以省略。如：

That is the real reason he did it. 1.I’ll never forget the days ______________ we worked

together.

2.I’ll never forget the days _________ we spent together.

3.I went to the place

I worked ten years

ago.

4.I went to the place __________ I visited ten years ago.

5.This is the reason _________________ he was late.

6.This is the reason ____________ he gave.

1. These houses are sold at such a low price ________ people expected.

A. like

B. as

C. that

D. which

2. I've never heard so interesting a story ________ you told me.

A. as

B. that

C. of which

D. about which

3. I've seen the same film ________ you saw yesterday.

A. that

B. which

C. as

D. like

4. I'll buy the same coat ________ you wear.

A. that

B. which

C. as

D. like

5. He made another wonderful discovery, ________ of great importance to science.

A. which I think is

B. which I think it is

C. which I think it

D. I think is

6. ________ is known to everybody, the moon travels round the earth once every month.

A. It

B. As

C. That

D. What

7. This is the first time ________ he has been here.

A. that

B. when

C. at which

D. which

8. I don't like ________ you speak to her.

A. the way

B. they way in that

C. the way which

D. the way of which

答案与简析：

1. B。当先行词被such修饰时，定语从句用as引导，即构成结构为"such+（a/an）＋形容词＋名词＋as"引导的定语从句，意为"......像......一样的"。整个句子意为：这些房屋以人们原来估计的那样低的价格出售。

2. A。由so interesting a story = such an interesting story和上面一题的解释便可得知答案。as在定语从句中作宾语。整句意为：我从未听说过像你告诉我那样有趣的故事。

3. A

4. C。当先行词被same修饰时，定语从句由that或as引导，但意思不同。用that引导定语从句指同一物，而用as引导定语从句指同类事物。

5. A。做此题的关键是要知道I think在定语从句中作插入语，做题时将其去掉便可容易得到答案。

6. B。Ａs在此引导非限制性定语从句，代表它所修饰的整个句子内容，并且它可放在所修饰句子的前、中或后面。其常见结构如：as you know, as is said above, as is often the case（情况经常是这样）等。如选Ａ，则需将逗号改为that；如选D，则需将逗号改为is that。

7. A。当先行词为the first time, the last time等时，定语从句的引导词用that而不用when。

8. A。当先行词为way时，定语从句的引导词用that或in which, 也可省略。

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.