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高中英语人教版 (2019)选择性必修 第四册Unit 4 Sharing教案
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这是一份高中英语人教版 (2019)选择性必修 第四册Unit 4 Sharing教案，共7页。
Perid 4 Listening and Talking教学设计
课题
Unit 4 Perid 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Tny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 culd...”“Wuldn't it be better if...”“It might be a gd idea t...”“Hw abut...”“I was als thinking we culd...”， 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“Vlunteering is smething we shuld all d.”。
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.T listen t a cnversatin abut student vlunteers experience and understand the general
meaning f the cnversatin.
2.T learn n imprtant listening skill: recgnize examples.
3.T learn abut the imprtance and meaning f ding vlunteer activities during schl years.
重点
1.T learn n imprtant listening skill: recgnize examples.
2.T learn abut the imprtance and meaning f ding vlunteer activities during schl years.
难点
T learn abut the imprtance and meaning f ding vlunteer activities during schl 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 vide named Teaching in a village schl with nly eight students left
Questins :
If yu have a chance t be a vlunteer t teach in a remte village, wuld yu like t take the vlunteer wrk? Discuss in pairs and share yur pinins.
Students watch a shrt vide and share pinins in pairs.
T aruse students interest in the class.
新课
Activity1
Have yu r smene yu knw ever wrked as a vlunteer? Tell yur partner abut the experience.
Vlunteer wrk
purpse
place
activities
Pair wrk:
Share yur pinins abut yur partner’s vlunteer wrk
Are yu interested in yur partner’s vlunteer wrk?
D yu think yur partner’s vlunteer wrk is meaningful?
Wuld yu like t d such vlunteer wrk?
Activity2
Listen t the cnversatin and cmplete the table belw.
Listening strategy:
recgnize examples
An example is a thing, persn, r situatin that helps explain r illustrate what ne is talking abut. An example is nearly always intrduced by wrds such as: like, such as, fr example, fr instance, t illustrate, and t demnstrate.
Listen again and nte the wrds which intrduce an example, then cmplete the sentences.
Perhaps we culd rganize dnatins f things ____________________________________________
Wuldn't it be better if we did smething different this year，___________________________________________?
3.Every year， ur whle schl raises mney t give t a different charity.______________________________________ last year， and t an educatin charity befre that.
Answers:
1.Such as pens and ntebks, r ther schl supplies fr pr students.
2.like rganizing students t vlunteer their time
3.Fr instance, we dnated t a medical charity
Catch the sentences which express “giving suggestins”and “giving respnses”.
Activity 3
Listen t the cnversatin again and then answer the fllwing questins.
1. Why des Tny want t jin the meeting fr student
vlunteers?
2. What is the bjective f the meeting tday?
3. What kind f vlunteer wrk did the students d last year?
4. What kind f vlunteer wrk des Tny's entire schl d every year?
5. Wh suggests ging t the children's hspital fr this year's vlunteer prject?
Answers:
1.He used t vlunteer at his high schl in America, s he wanted t try it in China.
2.It is t talk abut what kind f vlunteer prject they shuld d this term.
3.They rganized dnatins f schl supplies fr pr students.
4.Every year, they raise mney t give t a different charity.
5.Wang Li.
Activity 4
Think abut the fllwing questins and write dwn yur ideas.
1. D yu think students ding vlunteer wrk is f
any use? Why r why nt?
2. In yur pinin, which is better, giving peple things, time, r mney? Why d yu think s?
Answers:
1.Yes, it is f great use. While it is true that ften they may be making nly a small, temprary difference t the lives f thers, the verall effect f a sciety helping each ther can be quite great. vlunteering als makes a difference t vlunteers, making them mre aware f the needs f thers.
2.I think all three are imprtant. Peple shuld give what they have. Nt everyne has mney, but they may have time. On the ther hand, sme peple have a lt f mney t give, but are quite busy. Giving peple things may nt always be the best, as s ften mney is mre useful – with mney peple can easily buy things they need. Hwever, if the things are given with lve and the things are given with lve and the persn receiving that gift can feel that lve, then it is a gd gift.
Activity 5
In grups, talk abut ways t help thers.
1. What kinds f help d yu think peple need?
Hw d yu think vlunteers culd help?
2. What kinds f skills and qualities culd yu ffer as
a vlunteer?
3. Discuss where and hw yu can help?
Where wuld it be pssible fr yu and yur classmates t vlunteer?
What kind f vlunteer wrk culd yu and yur classmates d, based n yur grup’s skills and qualities?
Sample
A: S, what kind f vlunteer prject shuld we d this term?
B: There are many elderly peple living in my neighburhd Perhaps we culd g visit them and see hw we can help them.
C: Well, that’s true f yur neighburhd, but it isn’t true f mine.
D: It isn’t true f mine either.
C: Yu knw, there are a lt f empty plts f land in ur city that are full f rubbish. We might try cleaning them up.
D: The prblem is that there are nly a few f us. We dn’t have enugh peple t d all that wrk.
A: Well, my advice wuld be t start a public campaign t get thers invlved.
B: That’s a great idea! I vlunteer at a lcal radi statin. I culd appeal fr help.
A: And I lve t write. I culd write the text fr thse psters.
C: Wnderful! S we’re all set?
B: It lks like we are.
Prnunciatin
1. Read the cnversatin belw. Decide which type f stress the wrds in red shw: 1) strng emtin; 2)emphasis f imprtant infrmatin; 3) crrectin f a mistake; 4)cntrast r cmparisn.
Listen t the cnversatin and then practise it with a partner.
Students share experience and evaluate each ther’s vlunteer wrk.
Students listen t the cnversatin and cmplete the table
Students listen again and nte the wrds which intrduce an example, then cmplete the sentences.
Students catch the sentences which express “giving suggestins”and “giving respnses”.
Students answer the questins
Students think abut the fllwing questins and write dwn their ideas.
Students talk abut ways t help thers.
Students discuss the questins.
Students read the cnversatin
and decide which type f stress the wrds in the bx shw:
T serve as a warn -up fr the activities which fllw and intrduce key vcabulary and cncepts.
T practise listening fr gist using a true-t-life cnversatin in natural English.
T practise listening fr details
T practise listening fr details
T cnslidate what they have learnt.
T frm pinins t supprt the activity which fllws..
T review and cnfirm all that students have learnt thus far In the unit and allw them t share their wn pinins
T review and differentiate the purpse f added stress in the cnversatin.
作业
Hmewrk
D the exercises n
Page 84 f Wrkbk.
Perid 4 Listening and Talking教学设计
课题
Unit 4 Perid 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Tny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 culd...”“Wuldn't it be better if...”“It might be a gd idea t...”“Hw abut...”“I was als thinking we culd...”， 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“Vlunteering is smething we shuld all d.”。
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.T listen t a cnversatin abut student vlunteers experience and understand the general
meaning f the cnversatin.
2.T learn n imprtant listening skill: recgnize examples.
3.T learn abut the imprtance and meaning f ding vlunteer activities during schl years.
重点
1.T learn n imprtant listening skill: recgnize examples.
2.T learn abut the imprtance and meaning f ding vlunteer activities during schl years.
难点
T learn abut the imprtance and meaning f ding vlunteer activities during schl 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 vide named Teaching in a village schl with nly eight students left
Questins :
If yu have a chance t be a vlunteer t teach in a remte village, wuld yu like t take the vlunteer wrk? Discuss in pairs and share yur pinins.
Students watch a shrt vide and share pinins in pairs.
T aruse students interest in the class.
新课
Activity1
Have yu r smene yu knw ever wrked as a vlunteer? Tell yur partner abut the experience.
Vlunteer wrk
purpse
place
activities
Pair wrk:
Share yur pinins abut yur partner’s vlunteer wrk
Are yu interested in yur partner’s vlunteer wrk?
D yu think yur partner’s vlunteer wrk is meaningful?
Wuld yu like t d such vlunteer wrk?
Activity2
Listen t the cnversatin and cmplete the table belw.
Listening strategy:
recgnize examples
An example is a thing, persn, r situatin that helps explain r illustrate what ne is talking abut. An example is nearly always intrduced by wrds such as: like, such as, fr example, fr instance, t illustrate, and t demnstrate.
Listen again and nte the wrds which intrduce an example, then cmplete the sentences.
Perhaps we culd rganize dnatins f things ____________________________________________
Wuldn't it be better if we did smething different this year，___________________________________________?
3.Every year， ur whle schl raises mney t give t a different charity.______________________________________ last year， and t an educatin charity befre that.
Answers:
1.Such as pens and ntebks, r ther schl supplies fr pr students.
2.like rganizing students t vlunteer their time
3.Fr instance, we dnated t a medical charity
Catch the sentences which express “giving suggestins”and “giving respnses”.
Activity 3
Listen t the cnversatin again and then answer the fllwing questins.
1. Why des Tny want t jin the meeting fr student
vlunteers?
2. What is the bjective f the meeting tday?
3. What kind f vlunteer wrk did the students d last year?
4. What kind f vlunteer wrk des Tny's entire schl d every year?
5. Wh suggests ging t the children's hspital fr this year's vlunteer prject?
Answers:
1.He used t vlunteer at his high schl in America, s he wanted t try it in China.
2.It is t talk abut what kind f vlunteer prject they shuld d this term.
3.They rganized dnatins f schl supplies fr pr students.
4.Every year, they raise mney t give t a different charity.
5.Wang Li.
Activity 4
Think abut the fllwing questins and write dwn yur ideas.
1. D yu think students ding vlunteer wrk is f
any use? Why r why nt?
2. In yur pinin, which is better, giving peple things, time, r mney? Why d yu think s?
Answers:
1.Yes, it is f great use. While it is true that ften they may be making nly a small, temprary difference t the lives f thers, the verall effect f a sciety helping each ther can be quite great. vlunteering als makes a difference t vlunteers, making them mre aware f the needs f thers.
2.I think all three are imprtant. Peple shuld give what they have. Nt everyne has mney, but they may have time. On the ther hand, sme peple have a lt f mney t give, but are quite busy. Giving peple things may nt always be the best, as s ften mney is mre useful – with mney peple can easily buy things they need. Hwever, if the things are given with lve and the things are given with lve and the persn receiving that gift can feel that lve, then it is a gd gift.
Activity 5
In grups, talk abut ways t help thers.
1. What kinds f help d yu think peple need?
Hw d yu think vlunteers culd help?
2. What kinds f skills and qualities culd yu ffer as
a vlunteer?
3. Discuss where and hw yu can help?
Where wuld it be pssible fr yu and yur classmates t vlunteer?
What kind f vlunteer wrk culd yu and yur classmates d, based n yur grup’s skills and qualities?
Sample
A: S, what kind f vlunteer prject shuld we d this term?
B: There are many elderly peple living in my neighburhd Perhaps we culd g visit them and see hw we can help them.
C: Well, that’s true f yur neighburhd, but it isn’t true f mine.
D: It isn’t true f mine either.
C: Yu knw, there are a lt f empty plts f land in ur city that are full f rubbish. We might try cleaning them up.
D: The prblem is that there are nly a few f us. We dn’t have enugh peple t d all that wrk.
A: Well, my advice wuld be t start a public campaign t get thers invlved.
B: That’s a great idea! I vlunteer at a lcal radi statin. I culd appeal fr help.
A: And I lve t write. I culd write the text fr thse psters.
C: Wnderful! S we’re all set?
B: It lks like we are.
Prnunciatin
1. Read the cnversatin belw. Decide which type f stress the wrds in red shw: 1) strng emtin; 2)emphasis f imprtant infrmatin; 3) crrectin f a mistake; 4)cntrast r cmparisn.
Listen t the cnversatin and then practise it with a partner.
Students share experience and evaluate each ther’s vlunteer wrk.
Students listen t the cnversatin and cmplete the table
Students listen again and nte the wrds which intrduce an example, then cmplete the sentences.
Students catch the sentences which express “giving suggestins”and “giving respnses”.
Students answer the questins
Students think abut the fllwing questins and write dwn their ideas.
Students talk abut ways t help thers.
Students discuss the questins.
Students read the cnversatin
and decide which type f stress the wrds in the bx shw:
T serve as a warn -up fr the activities which fllw and intrduce key vcabulary and cncepts.
T practise listening fr gist using a true-t-life cnversatin in natural English.
T practise listening fr details
T practise listening fr details
T cnslidate what they have learnt.
T frm pinins t supprt the activity which fllws..
T review and cnfirm all that students have learnt thus far In the unit and allw them t share their wn pinins
T review and differentiate the purpse f added stress in the cnversatin.
作业
Hmewrk
D the exercises n
Page 84 f Wrkbk.
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