Reading(1)：The UN—bringing everyone closer together教案推荐

M6 U4 Reading The UN— bringing everyone closer together

一、Teaching aims 1、The students will have a good understanding of the UN and the job of a Goodwill Ambassador. 2、The students will be hoped to develop abilities of listening and reading 3、The students will be encouraged to be kind - hearted and helpful persons to help those in need. 二、Teaching important and difficult points 1、Improve the students` listening and reading ability 2、Encourage students to help others in need 三、Teaching aids The multimedia 四、Teaching procedures

Step1 Preview Important phrases 1. 很高兴做…be _______

to do

2. 被提到be _______ to 3. 由…组成be _______ _______ _______

4. 促进世界和平_______ world peace 5. 感到荣幸feel _______ to do

6. 承担此任

_______ _______ this role 7. 被成立

be _______ _______

8. 维护世界和平_______ international _______

9. 合作

_______ _______

10.童工_______ _______

11.发展友好关系_______ friendly _______

12.平等权利_______ rights

13.解决国际政治冲突_____internationally political ____ 14. 促成对人权之尊重promote ___for human ___ 15. 如你所知_______ you _______

16. 触及…的生活_______ the lives of

17. 将…添加到_______ sth _______

18. 缺少教育_______ of education 19. 增加人们对…的了解_______ people’s______

20. 将人们的注意力吸引到_____people’s ____to

21. 获得材料_______ materials 22. 卖…获利sell sth for a _______

23. 改变人们的生活_______ people’s lives

24. 在…管理下under the _______ of 25. 向…借_______ from

26. 被…所获得be _______ to sb

设计意图：这一环节主要是安排学生课前预习重要的短语，这部分短语会贯穿整个课堂教学，有助于学生课堂上的交流和表达。

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Step2 lead-in 1.Show students some pictures and ask them using the sentences “What are they suffering from?”

(参考句型：People living in the world are suffering from...) Picture 1: famine Picture 2: poverty Picture 3: earthquake 2. Who can help those in need?

Common people

outstanding people

organizations

设计意图：通过图片形象向学生展示全世界所面对的问题和灾难，由此引发学生去思考如何帮助他们。从自身普通人做起，再想到社会杰出人物，最后引出社会组织和机构，从而导入本节课所要学的UN。本环节主要训练学生口语表达能力，通过看图用固定句型加以训练和巩固以达到此目标。

Step3 Something about the UN Present students with some pictures about the UN. Picture 1: The UN logo and flag Picture 2: The UN headquarters Picture 3: General Assembly of the United Nations Picture 4: the new Secretary-General Picture 5: The Red Cross Picture 6: World Health Organization

Picture 7: United Nations Peacekeeping Forces Picture 8: The five permanent members of the United Nations Security Council 设计意图：本环节主要向学生呈现有关联合国的一些基本信息，让学生对联合国有一定的了解并对其产生兴趣。对下面深入了解联合国做好铺垫。

Step4 Reading comprehension I

1、What is the UN? A. The UN is an organization which was controlled by a super country. B. The UN is an organization which consists of a few countries in the world. C. The UN is an international group made up of nearly all countries that want to increase peace. D. The UN is an organization which is in charge of national affairs. 2、Listen to the 2nd paragraph and fill in the table The United Nations (the UN)

(originally)

The number of Countries in the UN (today)

Make sentences using the information they heard to introduce The UN to us. _________________________________________________________________ 设计意图：本环节主要训练学生捕捉信息的能力，通过关键词的分析，把握听力的要点所在，从而达到训练学生听力能力的目标。同时，通过整体表达，把所听内容表述出来，加强输出方面的训练。

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When it was set up

3、Read the 2nd paragraph and fill in the table The United Nations (the UN)

1、_________________________________________ Its four main 2、_________________________________________ functions 3、_________________________________________

4、_________________________________________ The students repeat these four main functions by themselves. 4 、Read the 3rd and 6th paragraph and fill in the table

The United Nations (the UN)

1、Help end some of the world`s most __________ 2、___________ the victims of wars and disasters Problems it deals 3、____________________________________ with 4、___________ international laws

5、Help with other problems such as lack of _________, _________,__________, AIDS and other diseases. Goals it promises ________ development goals including to _________________ is available to everyone; Achieve by 2015 ______________________ of all children. 设计意图：本环节主要训练学生正确定位，获取信息的能力。通过联合国的四大功能，过渡到联合国通过所解决的问题和设定的目标来实现这四大功能。学生通过关键词来复述，训练其语言组织和表达能力。

Step5 Reading comprehension II 1、

Show some UN ambassadors Picture 1: Jackie Chan、Lang Lang、David Beckham

Picture 2: Food and Agriculture Organization) Goodwill Ambassador Picture 3: a UNICEF (United Nations Children's Fund) Goodwill Ambassador

Picture 4: a NUDP (United Nations Development Program) Goodwill Ambassador

Picture 5: a UN Youth Ambassador

Picture 6: a UNEP (United Nations Environment Programme) Ambassador 设计意图：通过呈现学生们熟悉的影视明星担当联合国形象大使，学生对其有一定的了解和兴趣。从而导出下文Tang Ning 作为形象大使的经历与大家分享，鼓励学生们多帮助他人。

2、

Read Para(4-5) carefully and try to answer these questions Q1 What occupation does the speaker take up in the UN? _______________________________________________ Q2 How much money does she earn by doing this job? _______________________________________________ Q3 What countries has she visited? _______________________________________________ Q4 How does she help by visiting these countries? Her visits are reported by the _________ and _________.

__________________people’s knowledge of the UN’s work

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__________________people working there

__________________ local people’s attention

设计意图：本环节通过问答形式梳理Tang Ning的经历。学生通过了解Tang Ning的工作，更好地理解联合国形象大使的作用和意义。

Step6 Risk Taking Date with Lu Yu

According to the information provided by the speech, make an interview with your partner.

A: Tang Ning (who has just returned from Africa) B: Lu Yu B: Hello, everyone. This is “Date with Lu Yu”. Today our honored guest here is Tang Ning, who has just returned from Africa as a Goodwill Ambassador for the UN. Now let’s welcome Tang Ning. A: Hello, everyone present here. Nice to meet you Lu Yu. B: Firstly, can you introduce the brief introduction of UN? A: The UN is an _________ organization _________ up of countries that want to _________world _________. It was _________ _________ just after the Second World War, in October _________ by _________countries. There are _________ countries that _________ to the UN. B:

Ok, what`s the function of UN? A: It has four main functions:to keep _________ _________; to _________ _________ relationships among nations; to work together in _________ international _________ conflicts and in _________ respect for human rights; and to be a _________ for organizing the actions or work of different nations. B: Well, as Goodwill Ambassador, can you share the experience with us? A: Of course, i am very _________ to have been _________ to be a Goodwill Ambassador. _________ a Goodwill Ambassador _________that i visit countries _________ the UN operates programmes to help people. I feel very _________ to have been able to _________ on this role. My job with the UN is not _________ but _________ , i visited countries where the UN has _________ to help people. If i visit these countries, the television and _________ will follow and record my visits, which increases people`s _________ of the work of the UN and draws local people`s _________ to the situation. Recently, i was _________ enough to travel to South Africa, where i met some women who have organized _________ into a group. 设计意图：本环节主要通过学生熟悉的电视节目—鲁豫有约，模拟节目复习所学内容。所填内容与课前预习和课堂新授能够有效地结合，促进了学生对课文知识的运用。缺词阅读的形式降低了难度，提高了学生学习英语的兴趣，同时也能体会到成就感。这样的训练能够达到提高学生口语表达能力。

Step7 Homework 1、Read the speech

2、Preview the language points

设计意图：本环节主要是通过阅读的形式巩固所学内容，培养学生的语感。预习课文语言点为下一节课做好充分准备。

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