Unit4Sharing单元教学设计高中英语人教版选择性必修第四册.docx

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1、Unit 4 SHARINGReading and Thinking 教学设计课标要求：学习语篇知识是发展语言运用能力的基础。语篇知识在语言理解与表达过程中具有重 要作用。语篇知识有助于语言使用者有效理解听到或读到的语篇，比如，关于语篇中的立论句、段 落主题句、话语标记语的知识可以帮助读者把握文章的脉络，从而提高阅读效果。在口头和书面表达 过程中，语篇知识有助于语言使用者根据交流的需要选择恰当的语篇类型、设计合理的语篇结构、 规划语篇的组成部分、保持语篇的衔接性和连贯性。比如，在作文中恰当地运用语篇知识来组织 语篇结构，可使逻辑更加清晰，内容更有条理，整个语篇更加连贯。教材简析：本单元阅读文本

2、探讨的话题是：通过在贫困地区做志愿者，学会包容与合作、领悟爱与分 享，其目的在于引导学生了解志愿者工作，理解每个人哪怕是一些小小的举动都会对世界产生很 大的影响，从而培养学生乐于分享、互助合作的精神和社会责任感。该文本是来自一个博客。博主是一位名叫J。的澳大利亚年轻的志愿者，她在巴布亚新几内亚共 和国的一个小山村进行了为期两年的支教工作。全文由两篇博文组成，第一篇博文共三段，第一 段描写了J。收到来自家乡的包裹时兴奋激动的心情；第二段介绍了J。所在的学校和学生的情况, 根据文中的描写可知当地的教育设施极其落后，但与之形成鲜明时比的是学生的淳朴可爱。第三段 描写了J。在给学生做化学实验时所发生的

3、混乱的一幕，进一步表明了 Jo要在教育资源匮乏以及学 生科学素养空白的情况下进行教学所面临的巨大挑战，正是这种文化冲击令J。对自己志愿者工作的意 义产生了怀疑。第二篇博文共五段，以时间顺序展开，第一段交代了Jo不顾路途遥远去一个偏僻的山 村家访并受到Tombe 一家的热情欢迎。第二、三、四段分别从房屋、个人财产、烹饪、食物、信 仰等方面介绍了当地的风土人情、文化习俗和宗教信仰。第五段描写了J。在结束家访之后感受，与 第篇博文最后的困惑不同，读者可以从字里行间感受到Jo对志愿者工作充满了信心和希望，并逐 渐克服了文化冲击。学情分析：此部分是高二选择性必修第四册第四单元的reading部分，而且又

4、是一篇博客，新时代 的学生对博客的熟悉度和使用度已经很广泛，加之高中二年英语语言知识的学习和积累，学习这 篇文章的篇章结构已经不是主要任务，要通过文章的学习，挖掘其背后的中心思想，培养学生的 思维能力和应对高考的能力。教学目标：基础性目标.通过略以、扫读，梳理全文的篇章结构，掌握文章各段的主要内容，了解J。所支教的学校的条 件、设施和学生情况。speech?-What is the answer to that rhetorical question?-What action do you want people to take as a result of your speech?3. Us

5、ing what you have discussed, write a short speech.课堂小结 反馈提升1. The beginning of your speech should get the attention and interest of your audience.2. By asking a rhetorical question, the audience will answer mentally and focus on your topic.3. People are egocentric. Pay close attention to message tha

6、t affect their own values, beliefs and well-being.4. Two main functions of conclusion: to let the audience know you are ending the speech; to reinforce the audiences understanding of your speech.Write the speech after class.给学生充分 的时间去消 化吸收，并 完成自己的 作品。Homework：Write a speech about Chinas aid to other

7、 countries.板书设计:Unit 4 SharingUsing LanguageUseful expressions:volunteering spirit has spread among people offer help and servicebeneln to ihe society play an active role get actively involved in improve interpersonal skills a great contribution to the society financial rewards get a great chance br

8、oaden ones horizonan increasing number of people be willing to serve as volunteers教学反思:拓展性目标：通过解读词块、句子、标点等，由浅入深、由表及里，分析作者想要表达和传递的深层 信息, 深入理解文本内涵，培养批判性思维和逻辑思维能力。挑战性目标：通过研读文本，归纳和总结作者呈现文本内容的方式，学习写作技巧，提高创造性思维 能力。教学重难点：教学难点：能够对文本有深入的了解教学重点：培养创造性思维能力学法指导：Teaching methods: Double activities teaching method

9、;Question and answer teaching method; Free discussion method; Pair work and individual work method;Exploring.教学过程设计:教学环节教学内容学生活动设计意图Lead-in (3 min)Greeting Ask question s:llavc you ever been a volunteer?Thinking about the question and give the answer.师生互动，引出话题Activity 1 (5min)Read Paragraph 1 and an

10、swer the questions.QI : How did Jo feel when receiving the parcel from home?Q2 : Which expression shows her feeling?Q3 : Why would Jo feel that way? What can you infer from the reasons?略读文章，对文章结 构有大致了解ActivityZ (25 min)What does the school look like?Q2 : How does the students impress Jo?Q2:what do s

11、tudents have as深入细读位文本， 对文章细节有 更好的把握。提 高信息处理Read Paragraph 2 and 3 and thenanswer the questions.learning tools and what do they lack of?Q3: What s Jo * s most challenging subject to teach? Why? How did Jo prove it?能力和分析、推理 、归纳等高阶思 维品质，和用对比 、举例来说明观 点的写作技巧。Activity 3 (7min)To sum up the passageJo wrot

12、e the blog entries to tell us her (1)(teach) 1 ife in abush school as a volunteer. She described the school whose classrooms (2) (make) ofbamboo and roofs of grass. They had never come across chemistry experiments (3) _Jo came here. Jo gave a detailed (4) (describe) ofher first visit to a village. A

13、fter two and a half (5)(hour) ofwalking, she arrived at Tombe, s home(6)she could see alow bamboo hut with grass (7) (stick) out ofthe roof, which had no windows. Inside the house, she found a new 1 y made platform for Jenny and her to sleep (8)Outside the house, she saw Mukap laid stones on the fir

14、e, placed them in培养深入思考的 习惯和对知识 的探知欲。(9) empty oil drumwith kaukau, corn and greens and then(10) (cover) thevegetables with banana leaves and left them to steam. She felt happy after the visit to Tombe s fami ly.作业布l.tryl. to recite the summary.2. Find out the difficult parts in the passage.板书设计：Uni

15、t 4 SHARINGReading and thinkingMain ideaHow did Jo feel when receiving the parcel from home?Which expression shows her feeling?Why would Jo feel that way? What can you infer from the reasons? 教学反思：Unit 4 SHARINGDiscoveruseful structures 教沁县中学张仪课程标准：英语课程标准对于语法的要求：高中阶段英语语法知识的学习是义务教育阶段语法学习 的延伸和继续，应在更加丰

16、富的语境中通过各种英语学习和实践活动进一步巩固和恰当运用义务 教育阶段所学的语法知识，学会在语境中理解和运用新的语法知识，进一步发展英语语法意识。 教材简析：本套教材以话题单元展开教学活动，本单元的语法部分是对英语基本短语的个复习学情分析：主题是对英语基木短语的简单复习，对短语作进一步巩固，终极目标是学生在书面表 达中能合理正确的运用短语，更精准的表达自己的观点。教学目标：【基础性目标】1.在语境中观察和感知英语不同的短语2.通过自主学习探究，总结英语短语的基本类别和基本用法【拓展性目标】通过情境例句辨析英语短语类别【挑战性目标】能够在翻译和书面表达中灵活运用各种短语表达自己的观点。教学重难点

17、：教学难点辨析英语短语教学难点在书面表达中正确运用短语，培养学习语法的兴趣学法指导 ：Teaching methods: Double activities teaching method;Question and answer teaching method;Free discussion method;Pair work and individual work method;Exploring.教学过程设计：教学环节教学内容学生活动设计意图Lead-in(5 min)观察上面对话说出下列句中的 加黑部分的短语类型(NP, VP, AdjP, AdvP, PrepP)1. Being a f

18、ieshman at senior high school is a really big challenge .2. Il s a little confusing to choose suitable courses and extra- curricular activities.3. To choose suitable courses,I have to think very carefully and ask the school adviser for help.Use what they have learnedto accurately point out the type

19、of phrases.巩固复习 建立练习activityl (lOmin)Presentation1一、名词短语（NP） 名词短语的构成：（限定词）+ （形容词、形容词短语、描 述 性名词）+名词+（介词短语）。 在句中当作名词用，一般用作主 语、宾 语、表语或宾语补足语O【名师点津】名词短语中的限定词 在名词短语的“构成”中，限定词 包括冠词（a/an/the）、指示代词 （this、 that、 these、 those 等） 、物主代词（my、your、his、 her、our、their等）和不定代词 （some、 no、neither、both 等）*二、动词短语（VP）动词短语的构

20、成：1.动词+ 副词；2.动词+介词;3.动词+ 副词+介词；4.动词+名词+介词95.动词+名词等。在句中作谓语【即学活用】写出下列 句中加黑短语的属性 1. I* m a member of our basketball club.(NP)2. I take exercise every day to keep healthy.(VP)3. Those days at the Autumn Camp are unforgettable.(NP)4. We* 11 have a very good mood all day.(NP)通过教师展示 的短语的特征 ，学生能自己 辨析短语类别并 帮

21、助其记忆一 些重要短语Activity 2 (15min)Presentation2三、形容词短语（AdjP）形容词短语的构成：（副词）+形 容词+ （介词短语）。在句中当作 形容词用，可以修饰名词或代 词，还可以用作表语或者宾语 补足语。四、副词短语（AdvP）副词短语的构成：（副词）+副 词。在句中当作副词用可以修饰 动词、形容词或副词。五、介词短语（PreP）【即学活用】(1) Li Hua speaks English quite fluently as he has lived in England for many years.(2)The weather there is wet

22、 and warm.(3)Let , s use shared bicycles as common transports.(4) (2020 新高考全国 I 卷)Theracing route began at our介词短语的构成：介词+宾语， 能充当介词后宾语的主要有名词 、宾格代词、动词的-ing形式 等。在句中作表语、定语或状 语。school gate and ended at the foot of the South Hill.通过教师展示 的短语的特征 ，学生能自己 辨析短语类别并 帮助其记忆一 些重要短语。Activity3(10 min)根据提示翻译下列语段。上周日，你所

23、在的志愿者小 组到汽车站(PrepP)参加了一次 服务活动。一到车站，我们就受 到了热烈的欢迎(NP);有的同 学打扫候车室(VP),有的为旅 客提供信 息、搬运行李(VP)等； 虽然很累，但是我们感到很开心 (AdjP)。最为重要的是(AdvP), 我们能够为他人做些事情。Four students in a group and try to translate the passage by using various kinds of phrases.作业布置：完成课本，workbook和练习册上的相关练习板书设计：Unit 4 SHARINGDiscover useful structu

24、res1名词短语NP2动词短语VP,3形容词短语AdjP4副词短语AdvP 5.介词短 语 PrepP教学反思:选修四 Unit 4 SharingUsing Language 教沁县中学闫正苗课程标准：英语课程标准对于写作评价中要求：对学生的作文主要从内容要点，语言使用效果，结构和 连贯性，格式和语言以及目标读者的交流进行评价。教材分析：本环节通过阅读课文学习写作技巧，并要求学生自己写一篇演讲稿。学情分析：阅读写作板块，学生的主要问题在写作而不在阅读，但是只有将阅读文本分析透彻，才能为写 作提供依据。教学目标：基础性目标：To analyzes the text structure and

25、grasps the writing characteristics of a speech.拓展性目标：To learn to give a speech about Chinas aid to other countries.挑战性目扁To aware the importance of giving help to other countries.教学重难点：1 .Understanding the general meaning of the new text.2 .Train the reading ability to scan for the detailed informati

26、on.3 .Foster a sense of community of shared future for mankind.学法指导：Cooperative learning教学过程设计：教学环节教学内容学生活动设计意图明确目标 情景导入Q1: Have you ever given a speech before? Where did it happen and to whom?Q2: Do you know whatStudents share their experiences and opinions.引入文章主 题，进入主 题情境。kind of aids does China o

27、ffertoother countries? Why does China offer aids?活动一Zhan Bingbing is giving a speech on Chinas aid to other countries. Could you predict what she might include in her speech?Discuss and answer.从文章主题 展开联想， 训练写作思 维。活动二What is the structure of the speech?1. Rhetorical questionTopic of thespeech2. Answe

28、r to the questionContent of thespeech3. EndingTheme ofthe speech了解文章谋 篇布局，进 一步为自己 写作打好基 础。活动三Write a speech about Chinas aid to other countries.1. In groups, brainstorm a list of possible causes that you could talk about.2. In pairs, go over the list and discuss these points:Which, if any, of the causes do you have a personal connection with?-What personal story could you tell in relation to that cause?-How did that affect your opinions on the issue?-What rhetorical question could you use to begin your了解学生自 己写作要注 意的方面。