Unit 4 Sharing Period 4 Listening and talking 课件+教案

新人教版（2019）英语选修性必修四Unit 4 Sharing Period 4 Listening and Talking教学设计课题 Unit 4  Period 4 Listening and Talking单元Unit 4学科English年级Grade 2教材分析该文本是一段三人对话， 主要内容是美国在华留学生Tony打算在中国参与志愿服务活动，因此向所在学校的学生志愿者社团了解相关情况。对话中，学生们一边讨论、交流志愿服务的活动形式，一边互相启发、提出活动建议。听力对话中有较多句式用于提出建议， 与该板块中所提示的语言功能项目形成呼应， 例如：“May I suggest that...”“Perhaps we could...”“Wouldn't it be better if...”“It might be a good idea to...”“How about...”“I was also thinking we could...”， 等等。学生讨论结束时的一句话可谓点晴之笔， 明确表达了志愿服务的意义， 即“Volunteering is something we should all do.”。活动设计：活动1是一个听前活动，激活学生的背景知识，引导学生讲述自己或他人参与志愿服务的经历或故事。活动2和活动3聚焦听力理解，同时结合练习训练学生掌握本单元的听力策略——识别举例。活动4属于高阶思维训练，引导学生正确认识志愿服务工作的价值，并讨论志愿者提供什么样的援助更为合适。活动5是一个完整的口语输出活动，分为一个步骤：学生先用表格梳理志愿者能为社区、学校、城镇和国家做些什么，再联系个人实际，反思自己的能力和特点，最后以小组讨论的方式展现参与志愿服务的方式，并在表达中使用相关语言功能项目，有礼貌地提出建议。学习目标与核心素养1.To listen to a conversation about student volunteers experience and understand the general meaning of the conversation.2.To learn on important listening skill: recognize examples.3.To learn about the importance and meaning of doing volunteer activities during school years.  重点1.To learn on important listening skill: recognize examples.2.To learn about the importance and meaning of doing volunteer activities during school years. 难点To learn about the importance and meaning of doing volunteer activities during school years.  教学过程教学环节教师活动学生活动设计意图导入新课 Lead –in  Watch a video named Teaching in a village school with only eight students leftQuestions : If you have a chance to be a volunteer to teach in a remote village, would you like to take the volunteer work? Discuss in pairs and share your opinions.Students watch a short video and share opinions in pairs.To arouse students interest in the class.新课Activity1 Have you or someone you know ever worked as a volunteer? Tell your partner about the experience.Volunteer workpurposeplaceactivities   Pair work:Share your opinions about your partner’s volunteer workAre you interested in your partner’s volunteer work?Do you think your partner’s volunteer work is meaningful?Would you like to do such volunteer work?Activity2 Listen to the conversation and complete the table below.Listening strategy:recognize examplesAn example is a thing, person, or situation that helps explain or illustrate what one is talking about. An example is nearly always introduced by words such as: like, such as, for example, for instance, to illustrate, and to demonstrate.Listen again and note the words which introduce an example, then complete the sentences.Perhaps we could organize donations of things ____________________________________________Wouldn't it be better if we did something different this year，___________________________________________?3.Every year， our whole school raises money to give to a different charity.______________________________________ last year， and to an education charity before that.Answers:1.Such as pens and notebooks, or other school supplies for poor students.2.like organizing students to volunteer their time3.For instance, we donated to a medical charityCatch the sentences which express “giving suggestions”and “giving responses”.Activity 3 Listen to the conversation again and then answer the following questions.1. Why does Tony want to join the meeting for student  volunteers?2. What is the objective of the meeting today?3. What kind of volunteer work did the students do last year?4. What kind of volunteer work does Tony's entire school do every year?5. Who suggests going to the children's hospital for this year's volunteer project?Answers:1.He used to volunteer at his high school in America, so he wanted to try it in China.2.It is to talk about what kind of volunteer project they should do this term.3.They organized donations of school supplies for poor students.4.Every year, they raise money to give to a different charity.5.Wang Li.Activity 4Think about the following questions and write down your ideas.1. Do you think students doing volunteer work is of  any use? Why or why not?2. In your opinion, which is better, giving people things, time, or money? Why do you think so?Answers:1.Yes, it is of great use. While it is true that often they may be making only a small, temporary difference to the lives of others, the overall effect of a society helping each other can be quite great. volunteering also makes a difference to volunteers, making them more aware of the needs of others.2.I think all three are important. People should give what they have. Not everyone has money, but they may have time. On the other hand, some people have a lot of money to give, but are quite busy. Giving people things may not always be the best, as so often money is more useful – with money people can easily buy things they need. However, if the things are given with love and the things are given with love and the person receiving that gift can feel that love, then it is a good gift.Activity 5 In groups, talk about ways to help others.1. What kinds of help do you think people need?  How do you think volunteers could help?2. What kinds of skills and qualities could you offer as     a volunteer?3. Discuss where and how you can help?Where would it be possible for you and your classmates to volunteer?What kind of volunteer work could you and your classmates do, based on your group’s skills and qualities?Sample A: So, what kind of volunteer project should we do this term?B: There are many elderly people living in my neighbourhood Perhaps we could go visit them and see how we can help them. C: Well, that’s true of your neighbourhood, but it isn’t true of mine.D: It isn’t true of mine either.C: You know, there are a lot of empty plots of land in our city that are full of rubbish. We might try cleaning them  up.D: The problem is that there are only a few of us. We don’t have enough people to do all that work.A: Well, my advice would be to start a public campaign to  get others involved.B: That’s a great idea! I volunteer at a local radio station. I could appeal for help.A: And I love to write. I could write the text for those posters.C: Wonderful! So we’re all set?B: It looks like we are. Pronunciation1. Read the conversation below. Decide which type of stress the words in red show: 1) strong emotion; 2)emphasis of important information; 3) correction of a mistake; 4)contrast or comparison.Listen to the conversation and then practise it with a partner.Students share experience and evaluate each other’s volunteer work.       Students listen to the conversation and complete the table              Students listen again and note the words which introduce an example, then complete the sentences.          Students catch the sentences which express “giving suggestions”and “giving responses”.        Students answer the questions                Students think about the following questions and write down their ideas.           Students talk about ways to help others.      Students   discuss the questions.                                  Students read the conversation and decide which type of stress the words in the box show:  To serve as a warn -up for the activities which follow and  introduce key vocabulary and concepts.     To practise listening for gist using a true-to-life conversation in natural English.           To practise listening for details          To practise listening for details         To consolidate what they have learnt.              To form opinions to support the activity which follows..                 To review and confirm all that students have learnt thus far In the unit and allow them to share their own opinions                               To review and differentiate the purpose of added stress in the conversation. 作业Homework Do the exercises on Page 84 of Workbook.