人教版高中英語(yǔ)選修7教案unit4sharing3

揭陽(yáng)第三中學(xué)教案表課題Unit4Sharing課型Prereading&Reading教學(xué)目標(biāo)1．語(yǔ)言知識(shí)目標(biāo)：(1)學(xué)生能夠正確讀寫及運(yùn)用以下單詞：airmail；fortnight；roof；muddy；textbook；concept；weekly；relevant；remote；weed；rectangle；rectangular；adjust；platform；broom；tin；jar；sniff；participate；interpreter；grill；otherwise；privilege(2)學(xué)生掌握下列詞組的意思并能在句子中熟練運(yùn)用：hearfrom；(be)dyingto；theotherday；dryout；dryup2．語(yǔ)言技能目標(biāo)：(1)強(qiáng)化略讀、查讀等閱讀技能，訓(xùn)練通過(guò)尋找關(guān)鍵詞、主題句等方式更快速并準(zhǔn)確地確定文章的段落大意，理清文章的總體框架與脈絡(luò)的技能。(2)繼續(xù)運(yùn)用已經(jīng)掌握的基本猜詞技巧猜測(cè)文章中的部分單詞。3．語(yǔ)言能力目標(biāo)：增強(qiáng)閱讀理解能力；發(fā)展借助圖片、表格等非語(yǔ)言信息進(jìn)行語(yǔ)言輸出的能力。重點(diǎn)難點(diǎn)1．教學(xué)重點(diǎn)：a.獲取巴布亞新幾內(nèi)亞獨(dú)立國(guó)各部落生活狀況和風(fēng)俗習(xí)慣的信息；b．閱讀能力的培養(yǎng)和閱讀技巧的訓(xùn)練，如精讀課文完成表格填空等。2．教學(xué)難點(diǎn)：a.理解作為志愿者工作的意義，從而樹立正確的價(jià)值觀；b．訓(xùn)練用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的能力。教具準(zhǔn)備Multimediaputer.課時(shí)安排2教學(xué)過(guò)程與教學(xué)內(nèi)容教學(xué)方法、教學(xué)手段與學(xué)法、學(xué)情Step1Warmingup1．ShowthesignofUnitedNationsVolunteerinChina.2．Whatdoestheword“volunteer”mean？Ingroups，discusswhocanbecalledvolunteers.(Peoplewhohelpothersintheirmunityoroutsidetheirmunitywouldbecalledvolunteers.However，theywouldnotbecalledvolunteersiftheyhelptheirparents，otherrelativesorfriends.)Step2Pre－reading1．ShowthetitleandamaptothestudentsandintroducesomeinformationaboutPapuaNewGuinea.(T：Now，let'sreadapassageaboutavolunteerworkinginPapuaNewGuinea—ALetterHome.)(Introduction：PapuaNewGuineaissituatedinthePacificOcean，tothenorthofAustralia.Itisapoorcountrywithapopulationof5.7million，around80%ofPapuaNewGuineanslivinginruralareaswithfewornofacilitiessuchasrunningwaterandelectricity.Englishistheofficiallanguage.Becauseofthepoverty，notallchildrengotoschool.Around85%ofchildrenstartschoolbutabout60%ofthesereachYear5.)2．Showsomepicturestothestudentsandmakethemgetsomebackgroundinformation.Step3ScanningDividethepassageinto4partsandfindoutthemainideaofeachparagraph.Part1(Paragraph1)Openingoftheletterandintroductiontowhatwillbetalkedaboutinthepassage.Part2(Paragraphs2－3)TheschoolwhereJoworkedandJo'sworkatschool.Part3(Paragraphs4－8)JoandJennyvisitedTombe'shomeinthevillage.Part4(Paragraph9)Endoftheletter.Step4SkimmingSkimthepassageandfinishthefollowingtasks：Task1Answerthefollowingquestions：(1)WhydidJosendRosemarysomephotos?(ItisdifficultforRosemarytoimaginehowlifewashard.)(2)WhywassciencethemostchallengingsubjectforJo?(Herstudentshadnoconceptofdoingexperimentsandtherewasnoequipment.)(3)Whydidtheboysstartjumpingoutthewindows?(Theboysnevercameacrossanythinglikethebubblingmixture.)(4)WhyshouldittakeJoandJennytwoandahalfhourstogettothevillage?(Theyhadtoclimbupamountaintoaridgefirstandthendownasteeppathtothevillagebelow.)Task2WhathaveyoulearnedaboutthecustomsandlivesofthepeopleinTombe'svillage？ReadParagraphs4－8carefullyandpletethetablebelow.TypeofhousesDietFamilyrelationshipsPossessionsCookingmethodsAgricultureSleepingarrangementsBeliefsSuggestedanswers：Typeofhousessmall，round，madeofbamboo，grassroofs；men'shutshavegrassstickingoutofthetopoftheroof，nowindows；smalldoorway；floorcoveredwithfreshgrassDietSweetpotato，corn，vegetablespeanutsFamilyrelationshipslargeextendedfamilies(EveryoneseemstobearelativeofTombe's).PossessionsNotmany—onebroom，afewtinplatesandcups，acoupleofjarCookingmethodsHotstonesareplacedinanoildrum，thenvegetablesareplacedinthedrum，coveredwithbananaleavesandsteamed.AgricultureToolsareverybasic，e.g.adiggingstick(Thereisnomachinery.)SleepingarrangementsAnewsleepingplatformfortheguests，Kiakusuallysleptinherownhut.BeliefsThevillagersbelieveinevilspirits.Theybelievethatleftoverfoodattractsevilspiritssotheydryitoutinacanoverthefire.Thenthecanisthrownoutofthehut.Step5ReadingaloudReadthepassagealoudandunderlinetheimportantphrasesanddifficultsentences.Step6SummarizingTrytosummarizethetextinabout30words.Suggestedanswer:ThetextisaletterinwhichthewriternamedJodescribedherteachingexperienceandlifeinPNGaswellashervisittothehomeofoneofthestudents.Step7DealwithLanguagePoints1.Tombe’sfather,Mukap,ledustohishouse,alowbamboohutwithgrassstickingoutoftheroof—thisshowsit’saman’shouse.“withgrassstickingoutoftheroof”是獨(dú)立主格結(jié)構(gòu)。Note:獨(dú)立主格結(jié)構(gòu)又稱為“with”結(jié)構(gòu)，在句中表狀態(tài)或說(shuō)明背景情況，常做伴隨，方式，原因，條件等狀語(yǔ)。具體結(jié)構(gòu)如下：1)with+名詞+介詞短語(yǔ)Hewasasleepwithhisheadonhisarm.Themancameinwithawhipinhishand.在書面語(yǔ)中，上句也可以說(shuō)成：Themancamein,whipinhand.2)with+名詞+形容詞（強(qiáng)調(diào)名詞的特性或狀態(tài)）Withthecloudssolow,tentooneit’llrainpresently.Heusedtosleepwiththewindowsopen.3)with+名詞+副詞WithJohnaway,we’vegotmoreroom.Thesquarelooksmorebeautifulthaneverwithallthelightson.4)with+名詞+ed分詞（強(qiáng)調(diào)名詞是ed分詞動(dòng)作的承受者或動(dòng)作已經(jīng)發(fā)生）Withthisproblemsolved,thenewmedicineisnowinregularproduction.Alltheafternoonheworkedwiththedoorlocked.5)with+名詞+ing分詞（強(qiáng)調(diào)名詞是ing分詞的動(dòng)作的發(fā)出者或某動(dòng)作，狀態(tài)正在進(jìn)行）Iwon’tbeabletogoonholidaywithmymotherbeingill.Hefeltmoreuneasywiththewholeclassstaringathim.6)with+名詞+todo（不定式動(dòng)作尚未發(fā)生）Sointheafternoon,withnothingtodo,Iwentonaroundofthebookshops.Ican’tgooutwithallthesedishestowash.2.dryout;dryupdryout:tobeepletelydryortomakesomethingpletelydry,especiallyafterithasbeenverywete.g.Insummer,watertheplantsregularlyandneverletthesoildryout.Thekitchenwasfloodedandittookagestodryitout.dryup:1)torubplates,dishesetcdrywithaclothaftertheyhavebeenwashede.g.I’lljustdryupthesemugsandwecanhaveacoffee.2)ifsomethingsuchasariverdriesup,thewaterinitdisappearse.g.AcrosscentralandwestTexas,waterholesandwellshavedriedup.Step8HomeworkWriteapassageabout100wordstointroducethevillageandlifeinthevillageaccordingtothephotosandthetableinExercise.1.TalkingaboutthepicturesScanningSkimmingReading&Summarizing板書ALetterHome1.Ahand:helpAheart:careandloveAdove:peaceAletter:Ystandsfor“youth”2.Part1(Para