Using LanguageⅡ教学实录

Unit 4 Sharing Ⅰ. 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

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 ...

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

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, 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, theme, determination, nation, birth, ancestor, joy, treat, peace

Revise the 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. …I’ve 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 boys. 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 students, 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 fantastic views and then down a steep path to the valley below. P29 7. 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. P29

8. 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.

P34

Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇和短语

catalogue, purchase, anniversary, seed, seedling, sew, ox, trunk, Kenya, tailor, income, skill, participate, political, distribution, finance, financial, security, operate, remote,

otherwise, donate, in need, sewing machine, trunk library, on behalf of, as long as, take up, be eager to, suffer from, meet one’s basic needs, look forward to

b. 重点句子

The gift you give is not something your loved one keeps but a voluntary contribution towards the lives of people who really need it. 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.

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.

2. Ability goals能力目标

Enable the students to know the purpose of a website called “worldgifts” and give their opinions on it. Enable the students to learn about the international welfare programme “Plan International” and a child who has been sponsored through it.

3. Learning ability goals学能目标

Help the students learn what they can do to people in poor areas through some organizations and websites.

Teaching important and difficult points 教学重难点

Get the students to realize that they should make the most of what they own and do something for the poor. Teaching methods 教学方法

Task-based method and fast reading. Teaching aids 教具准备

A recorder, a projector, a computer connected to the Internet. Teaching procedures & ways 教学过程与方式

StepⅠRevision

Check the homework. Ask the students to read the sentences they have made with the new words and expressions. Make sure they know how to use these words and expressions in sentences.

Step Ⅱ Pre-reading T: 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? Where is the list of gifts? 2. In what kind of order are the gifts listed? How much are cheapest and dearest gift? 3. What do the photos show you? Suggested answers: 1. The page shows a gift catalogue. The list of gifts is on the bottom left side of the page. 2. They are ordered from the cheapest to the dearest. The cheapest gift (A: 20 tree seedlings) costs 5 AUD. The dearest (U: a well and water pump) costs 1,350 AUD. The photos show you how particular gifts will be used (that is, a sewing machine to make clothes and the children who will receive help). Step Ⅲ Reading and speaking Reading carefully T: Turn to Page 35. Look at Exercise 2. Here are six descriptions of the gifts listed. Go through the list and write the correct gift from the Internet page next to each description.

After the students have finished, check the answers with the class. Teacher can ask the students to describe the other 15 gifts as the descriptions given. That is to say, tell how they can help those in need. Any description will be OK.

Discussing T: What do you think of the 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?

Step Ⅳ Reading task

Deal with READING TASK in the workbook.

T: We have talked the Chinese welfare programme Project Hope which helps children

in poor areas go back to school. In the world, there are many organizations or programmes that help different groups of people in one way or another. Today, we will get to know another organization called Plan International (More information about Plan is supplied in the appendix). 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 students? What did the students do? Read the letter and find the answers. While reading, summarize the topic of each paragraph and finish Exercise 1 on Page 74.

After the students have finished reading. T: Why did Rosanna write the letter to the students? S: Because the students sponsored a child in Ecuador recently. She wrote the letter on behalf of the child Orlando to tell the students something about Orlando and his family.

Check their answers to Exercise 1. They will have a clear idea of the letter after doing this exercise.

Then let the students do scanning and finish Exercise 2. Check the answers.

T: Plan likes sponsors to occasionally send small gifts to sponsored children. And the gifts should be only a few dollars, under 150 grams and not larger than an A4 envelope. Look at the gifts listed in Exercise 3, which do you think are suitable to send to Orlando? Work in groups and have a discussion.

Ask the students to give reasons for their choice. They should consider Orlando’s situations while making the choice. Any choice will be accepted.

Step Ⅴ Homework

1. Ask the students to search for information about Plan International.

2. Pick out the sentences with attributive clauses in “A LETTER FROM PLAN”.