高中选修7Unit-4-Sharing-教案设计.doc

Unit 4 Sharing The First Period Reading Teaching goals教学目标 1. Target language目标语言 a. 重点词汇和短语 relevant, doorway, adjust, platform, soft, privilege, be dying to, make a difference, shake hands with, get through, stick out, dry out, dry up, even though b. 重点句子 …I’ve included some photos which will help you picture the places I talk about. P29 2. Ability goals能力目标 Enable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher. 3. Learning ability goals 学能目标 Help the students learn how to read between lines and find the positive and negative aspects of doing something. Teaching important and difficult points 教学重难点 Help the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons. Teaching methods 教学方法 Skimming, scanning and task-based method. Teaching aids 教具准备 A recorder, a projector and some slides. Teaching procedures ways教学过程与方式 Step Ⅰ Pre-reading Ask the students to answer the questions listed in Pre-reading with the help of the pictures. Sample answers: 1. Jo was a teacher in PNG. 2. Boys who were as young as we are. 3. The classrooms were very poor, made from bamboo and grass. 4. The village was a place full of natural beauties. There were many trees and bamboos. 5. People in the village lived a simple life. Step Ⅱ Reading comprehending Now read the letter and try to get the general idea of it. Part 1 (Para 1): Opening of the letter and introduction to what will be talked about in the passage. Part 2 (Para 2-3): The school where Jo worked and Jo’s work at the school. Part 3 (Para 4-8): Jo and Jenny visited Tombe’s home in the village. Part 4 (Para 9): Closing of the letter. Step III Discussion and language points 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. “with grass sticking out of the roof”是独立主格结构。 Note: 独立主格结构又称为“with”结构，在句中表状态或说明背景情况，常做伴随，方式，原因，条件等状语。具体结构如下： 1) with +名词+介词短语