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1、精选学习资料 - - - - - - - - - DESIGNERS: Module VIIUnit 4 Sharing Liu Xiaolan Unit 4 Sharing Qi Yuping Han Guilin Wang Qingmei Yuan Lihua Wang Jucun Cai Xiaoqin Han Jinyu TOPIC: Sharing TEACHING PERIODS: Three TEACHING AIMS AND REQUIREMENTS 1. Enable students to learn about the educational and living con
2、ditions of some developing countries and develop their 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 clauses 4. Develop st
3、udents listening, speaking, reading and writing abilities.TEACHING IMPORTANT POINTS 1. All the words and expressions 2. All the tasks of reading, speaking and integrating skills. 3. Grammar: the restrictive attributive clauses DIFFICULT POINTS 1. How to improve the students speaking, listening, read
4、ing and writing skills.restrictive attributive clauses TEACHING METHODS 1.Reading method 1 名师归纳总结 - - - - - - -第 1 页,共 9 页精选学习资料 - - - - - - - - - Module VII Unit 4 Sharing THE FIRST PERIOD TOPIC: Reading and Language points DESIGNERS: Wang Qingmei Liu Xiaolan Cai Xiaoqin THACHING PROCEDURES Step I.
5、 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 Feng, 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 ques
6、tion above before the class. Step II. Warming Up 小组合作探究1. Ask Ss to discuss the following questions. In what 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 pa
7、ir to act out their dialogues before the class. 3. Divide Ss into four groups and ask them to discuss the following 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 talk
8、s about. 1. Ask Ss to describe the students and their classrooms in the pictures. After that, let Ss imagine their living conditions. 3. Lead Ss to the reading text. Teacher may say, day we are going to read a letter written by an Australian volunteer, Jo, who taught for two years in Papua New Guine
9、a, a country to the south of Australia.”Step IV. Skimming 跳读-individual work 个人活动 1. In the letter, the writer wrote 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 w
10、ith only one sentence. Step V. Scanning 略读-individual work 个人活动 Ask Ss to find out the relationship of the people 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 standar
11、d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 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 stude
12、nts. How do you know. 3 What is the writers difficulty in teaching.4 Why did the students jump out of the windows. 2 名师归纳总结 - - - - - - -第 2 页,共 9 页精选学习资料 - - - - - - - - - Module VIIUnit 4 Sharing liv5 Why does the writer wonder if she is making any difference to her students6 Was the writer warmly
13、 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 tin 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 tohear all about my life here, so I e included some phot
14、os which will help you picture the places I talk about.be dying to do / for sth. 期望做某事；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. 我特别想来杯水喝【联想拓展】“ 期望” 的类似说法1. have a strong desire for sth. 2. be eager to do 3. be thirsty for sth. 4. desire to do sth. 5. lo
15、ng 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.
16、 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. 参与,参与【联想拓展】participate vi. 参与；参与participant n. 参与者,共享者 participation n. 参与,分担,共享participate with sb. in sth. 与某
17、人分担某事participate in sth. with sb. 同某人参与某事 用 participate 正确形式填空1我期望这次与会的各位伴侣畅所欲言；I hope each _ to the current forum speak out freely. 2你能想象一个没有外来人才的新加坡会如何进展吗？Can you imagine how Singapore would develop without the _ of talented foreigners. 31988 年以来,已有大约 300 个城市和农场家庭加入了这个方案；Some 300 city and farm fam
18、ilies _ in the program since 1988. 【易混辨析】 participate in/ attend/ join/ take part in/ join in They all the plot. At the age of eighteen, he the party. The children the English Evening and had a good time. He didn t school yesterday because of his illness. Zhou Enlai the student movements actively wh
19、en he was at school. 4. Tombe told me that the can was heated to dry out the leftover food. They believe that any 3 名师归纳总结 - - - - - - -第 3 页,共 9 页精选学习资料 - - - - - - - - - Module VII Unit 4 Sharing leftovers attract evil spirits in the night, so the food is dried up in the can and the can is then th
20、rown out of the hut. dry out 使变干 ; 干透dry up 河流,湖泊等 枯槁; 弄干、晒干、变干 ; 供应、思路 枯竭1 During the drought, the river dried up. 2 The writers long separation from social dried up his imagination.3 The sun will soon dry up the roads. 5. Otherwise they dont waste anything. otherwise adv. conj. “ 用别的方法 , 其他方面 ; 否就
21、 , 不然 or ”He is slow, but otherwise he is a good worker. Seize the chance, otherwise or you will regret it. 6. It was such a privilege to have spent a day with Tombes family. privilege “殊荣”It was a privilege to know you. 能熟悉你真是荣幸之至；privilege 仍表示“ 特权” 、“ 权益” have the privilege to do sth有特权 /权益干某事have
22、 the privilege of doing sth./to do sth有幸做某事Only members have the privilege to use the ground. the privilege of citizenship/ equality 公民权 /公平权 You can enjoy all the benefits and privileges of club membership. 你可以享受俱乐部成员的一切福利和优惠； I hope to have the privilege of working with them again. 但愿有幸与他们再度合作；II.
23、 Phrases 短语学习 自主学习,提出问题 Ask students to learn the usage of three phrases: hear from, the other day, come across , stick outetc in exercise book on P56, and remember the useful expressions. III. Sentence Structures 句式剖析 互动沟通,突破疑难 Understand and discuss the sentences on P55 & 56 in exercise book , esp
24、ecially point1 and 3, teacher can help students know about them further. Step III Evaluation standard 达标检测Finish the exercises in exercise book P 56&57 Step IV Summary & Assessment 小结与同学自评Ask several students to sum up what they have learnt in the class. Step V Homework 作业布置Recite the above language
25、 points. Step VI Pre-Learning 课前自学任务Pre-learn the usage of “Attributive Clauses”. Record after Teaching _ _ _ _ 4 名师归纳总结 - - - - - - -第 4 页,共 9 页精选学习资料 - - - - - - - - - Module VII Unit 4 Sharing THE SECOND PERIOD TOPIC: Grammar DESIGNERS: Han Guilin Yuan Lihua Han Jinyu TEACHING PROCEDURES Step I 预
26、习检测 同学活动 Ask the students to recite some words and expressions of this unit.Ask the students to answer some questions about the grammar. 先行词 ；Step II Grammar 同学课堂自学内容 individual work & group work 1定义 在复合句中修饰名词或代词的从句叫定语从句,被修饰的名词或代词叫As a general rule,the most successful man in life is the man who has
27、the best information. 一般说来,生活中最胜利的人是获得最正确信息的人；2分类 依据定语从句与先行词关系是否亲密,它可分为限制性定语从句 和非限制性定语从句 两种；限制性定语从句是句中不行缺少的组成部分,主句和从句之间不用逗号与主句分开；非限制性定语从句是对主句先行词的补充说明,没有这个从句,不影响主句意思的完整；一般用逗号与主句分开；3关系词1关系代词的基本用法：关系代词 先行词 在从句中充当的成分who 人 主,宾,表whom 人 宾which 物 主,宾,表that 人或物 主,宾,表as 人或物 主,宾,表Whose=of 人或物 定whom/which留意： wh
28、om ,which 作介词宾语时,介词一般可放在 whom/which 之前,也可放在从句原先的位置上；但在含有介词的动词固定词组中,介词只能放在原先的位置上；The room in which there is a machine is the workshop.有机器的那间房是车间；This is the person whom you are looking for. 这是你要找的那个人；2常见指物时用 that 而不用 which 的情形1先行词是不定代词：all,few ,little ,much,something,nothing,anything 等；例如：All that we
29、 have to do is to practice every day. 2先行词是序数词或被序数词修饰,只用我们要做的就是每天练习；that,不用 which；例如：The first lesson that I learned will never be forgotten. 我永久也忘不了所学的第一课；The train is the last that will go to Suzhou. 这是开往苏州的最终一趟车；3先行词是形容词最高级或被被形容词最高级修饰,只用 that,不用 which ；5 名师归纳总结 - - - - - - -第 5 页,共 9 页精选学习资料 - -
30、- - - - - - - Module VII Unit 4 Sharing This is the best that has been used against pollution. 这是用来预防污染的最正确方法；This is the most interesting film that I ve ever seen. 这是我看过的最好玩的电影；4先行词被 all, any, every, each, few, little, no, some 等修饰；例如：I have read all the books that you gave me. 你给我的书我全读完了；5先行词被 the
31、 only ,the very,the last 修饰时；He is the only person that I want to talk to. 他是惟一的我想跟说话的人；The only possessions that I could see were a few tin plates and cups and a couple of pots. 我能看到的他们仅有的财产就是几个锡盘子、杯子和三两个罐子；6先行词既有人又有物时；例如：They talked of things and persons that they remembered in the school. 他们谈论着他们
32、能记起的那些在学校的人和事；7当先行词前面有 who, which 等疑问代词时；Who is the boy that won the gold medal. 8 当有两个定语从句时,其中一个关系代词已经用了which, 另一个宜用that. Thay secretly built up a small favtory, which produced things that could cause pollution. 9 当先行词在主句中作表语,而关系代词在从句中作表语；Shanghai is no longer the city that it used to be. 4. “ 介词 +
33、关系代词” 引导的定语从句 介词 关系代词引导的定语从句 , 关键是判定介词的挑选 . 方法一 : 依据从句中动词与先行词习惯搭配 方法二 : 依据从句中动词与先行词的规律关系留意：关系代词在定语从句中作介词宾语时,从句经常由“ 介词 +关系代词 ” 引出；此时关系代词只能用which 或 whom; 不行用 that 或 who 代替Is this the book which/that you are looking for . 遇固定词组时,介词一般紧跟词组主体,不作前置 The man with whom you shook hands just now is our headmast
34、er. The room in which my family live used to be a garage. 5. 关系副词引导的定语从句 关系副词 when, where, why 在定语从句中分别表示时间,地点,缘由的先行词,并分别 在从句中做时间,缘由,地点状语；另外关系副词也可依据其在句中的搭配关系,转为“ 介词+关系代词” 的结构； I know the reason why for which he came late. 我知道他为什么来晚了； This is the place wherein which we lived for 5 years. 这就是我住过五年的地方；
35、 I will never forget the day whenon which 李先生的那天；留意： 先行词是时间、地点名词时,并非都用when/where；假设从句的谓语动词是不及物动词,作状语,用when/where ；是及物动词,作主语、宾语,就用that/which ；This is the house that/which he visited last year. 这是他去年参观过的房子；This is the house where he lived last year. 这是他去年住过的房子；Step III Group work and show time 小组展现 Th
36、e teacher check the students. Step IV The difficult points 提出质疑,师导生学 1. as引导定语从句的用法：as 与 which 的区分：a as有“ 正如,好像 ”之意, which 没有；6 名师归纳总结 - - - - - - -第 6 页,共 9 页精选学习资料 - - - - - - - - - Module VII Unit 4 Sharing bas通常放在主句之前,而which 通常放在主句之后；As is known to all ,he is the best student in our class. 众所周知,
37、他是我们班最好的同学；He passed the final exam,which made us happy. 他通过了考试,这让我们很兴奋；c as可在定语从句中作主语、宾语、表语和状语,构成 the same.as,such.as等结构；I want to have such a dictionary as he has. 我想要一本像他那样的字典；das的常用插入语式的句式有： as is said above综上所述； as is already mentioned above 正 如已经阐述到的； as was expected正如预料的那样； as we all know 众所周
38、知； as is reported in the newspaper 正如报纸所报道的；2. 如何判定用关系副词仍是关系代词 . 选用定语从句的关系词时,需留意两点：1. 先行词 2. 关系词在从句中充当的成分；做主语,宾语,定语用关系代词,做状语用关系副词I will never forget the day when I first went to school. I will never forget the day which/ that we spent in Beijing. The house which/ that we visited is being repaired no
39、w. The house where Luxun once lived is being repaired now. 3. 一些特别词之后的 where where 引导的定语从句先行词大多数情形下是表示地点的名词,但也有特别情形；1. Ive come to the point where I can t stand him.2. The country is in the situation where a war will break out at any time. situation, position ,part, condition 和 case等表示抽象意义的词,常用 wher
40、e 引导,意思是“ 到了某种地步,在某种境况中” Step V Evaluation standard 达标检测Finish the exercises in the exercise books. Step VI Summary and Self-assessment 总结与同学自评1. The teacher summarizes todays contents. 2. The students will be asked to comment what they have learned and mastered. Step VII Homework 作业布置1. Remember th
41、e important rules which learn in this class by heart. 2. Finish the exercises in exercise bookStep VIII Pre-learning 课前自学任务1. Review readingII. 2. Finish the grammar quiz. Record after Teaching _ _ 7 名师归纳总结 - - - - - - -第 7 页,共 9 页精选学习资料 - - - - - - - - - Module VII Unit 4 Sharing THE THIRD PERIOD T
42、OPIC: Extensive Reading DESIGNERS: Qi Yuping Wang Jucun TEACHING PROCEDURES StepRevision 自学检测 Preview the reading passage on Page 34 and try to finish the exercise 1 on page 35.StepReading 1 导入新课明确目标 Read the text quickly and finish the exercises 4 on page 63 in exercise book 1. What does the page s
43、how you. 2. In what kind of order are the gifts listed. 3. Where is the gift card. 自主探究,质疑解难StepIII Further thinking 1. What does the page show you.How to send gifts to those who need it. 2. In what kind of order are the gifts listed. from the cheapest to the dearest. 2. Where is the gift card. On t
44、he right side of the page over the picture with a lot of children in it. Read the text again in 8 minutes and finish the exercises 2 on page 35. Step IV Language points 1. donate v donate sth to sb 向某人捐献某物 donation n make / give / present a donation to 汉译英：1 她捐了一大笔钱给那个慈善机构；2 他捐出了 1000 美元；2. purchase vt Purchase sth with sth 换得或获得某物 Make a purchase 买件东西 汉译英：1他们想在城里买一栋房子；2需要我们为您送货吗？3. distribute vt 安排；分发；distribute sth to /among 把某物安排、分给、 、distribute into 把、