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1、Unit 4 SharingDESIGNERS: Qi Yuping Han Guilin Wang Qingmei Yuan Lihua Liu XiaolanWang Jucun Cai Xiaoqin Han Jinyu TOPIC: SharingTEACHING PERIODS: Three TEACHING AIMS AND REQUIREMENTS1. Enable students to learn about the educational and living conditions of some developing countries and develop their
2、 awareness of helping those in need.2.Enable students to grasp the usages of important new words and expressions as well as the useful sentence patterns.3. Let students revise the grammar item: the restrictive attributive clauses4. Develop students listening, speaking, reading and writing abilities.
3、TEACHING IMPORTANT POINTS1. All the words and expressions2. All the tasks of reading, speaking and integrating skills.3. Grammar: the restrictive attributive clausesDIFFICULT POINTS1. How to improve the students speaking, listening, reading and writing skills.2.The restrictive attributive clausesTEA
4、CHING METHODS 1.Reading method2.Self-study3.Cooperation4.InteractionTHE FIRST PERIODTOPIC: Reading and Language pointsDESIGNERS: Wang Qingmei Liu Xiaolan Cai Xiaoqin THACHING PROCEDURESStep I. Leading-in 导入新课，明确目标1. Lead Ss to the content of this unit. Teacher may say, “We have all heard about Lei F
5、eng, who was ready to help others and set us an example. We live our own lives. Everybody has his own work to do. Why must we help others?”2. Get some Ss to present their opinions on the question above before the class.Step II. Warming Up （小组合作探究）1. Ask Ss to discuss the following questions.In what
6、ways do we help the people around?2. Ask Ss to work in groups of four and one of them to interview the other three. Tell him to ask the questions in Ex1 of Warming Up on P28. Then get one pair to act out their dialogues before the class.3. Divide Ss into four groups and ask them to discuss the follo
7、wing question.Can we call the person who helps others a “volunteer”?Step III. Pre-reading （读前）-individual work 个人活动 Ask Ss to look at the pictures on P29P30 and guess what the passage talks about.1. Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imagine thei
8、r living conditions.3. Lead Ss to the reading text. Teacher may say, “Today we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guinea, a country to the south of Australia.”Step IV. Skimming 跳读-individual work 个人活动1. In the letter, the writer w
9、rote about the educational and living conditions in PNG and her experience of visiting a students village.2. Let Ss read the text, then ask them to sum up the main idea of each paragraph with only one sentence.Step V. Scanning 略读-individual work 个人活动 Ask Ss to find out the relationship of the people
10、 mentioned in the text. Teacher may say, “There are some persons mentioned in the text. Can you name them? Can you find out who they are?”Step VI Careful reading 精读 - （Evaluation standard达标检测）Ask Ss to read the text carefully and ask them the following questions. It is better to read them out to Ss
11、than to present them on the blackboard. Encourage Ss to keep the eyes away from the books when they answer the questions.(1) What is the school like?(2) Is the writer popular with her students? How do you know?(3) What is the writers difficulty in teaching?(4) Why did the students jump out of the wi
12、ndows?(5) Why does the writer wonder if she is making any difference to her students lives?(6) Was the writer warmly welcomed by the villagers? How do you know?(7) Do Mukap and Kiak usually sleep in the same house?(8) Where did the writer and Jenny sleep that night?(9) Why did Tombe throw away the t
13、in can?Step IV 师导生学，排疑解难（师生互动）I. Words 词汇学习1I know youre dying to hear all about my life here, so Ive included some photos which will help you picture the places I talk about.be dying to do / for sth. 渴望做某事；迫切想要I am dying to know what has happened. 我迫切想知道发生了什么。I am dying for a glass of water. 我非常想来杯
14、水喝【联想拓展】“渴望”的类似说法1. have a strong desire for sth.2. be eager to do3. be thirsty for sth.4. desire to do sth. 5. long to do sth. / for sth.2. Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway.relevant adj. 有关的，相关的；切题的
15、What you said is not relevant to the matter in hand.你所说的事与目前考虑中的问题无关。【联想拓展】relevance n. 关系，关联，中肯relevantly adv. 有关地，切题地be relevant to 与有关的 3. I loved listening to the family softly talking to each other in their language，even though I could not participate in the conversation.participate (+in) vi. 参加，参与【联想拓展】participatevi.参与；参加participant n. 参加者，共享者participation n. 参与，分担，共享participate with sb. in sth. 与某人分担某事participate in sth. with sb. 同某人参与某事用partici
