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視頻課題：人教版選修七unit4 sharing Using Language I The World’s Most Useful Gift Catalogue甘肅省優課
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人教版選修七unit4 sharing Using Language I The World’s Most Useful Gift Catalogue甘肅省優課
Book 7 Unit 4 Sharing 教學設計
教學內容： Using Language I : The World’s Most Useful Gift
Catalogue
教學重點: Learn the Internet page and finish the exercises 1 and 2 on Page 34. in order to train the students’ reading skills of skimming and scanning.
教學難點: How to develop the students’ reading skills and analyze the long and difficult sentences in Exercise 2. 教學目標：By the end of the class, we will be able to:
1. read the Internet page and train our reading skills of skimming and scanning.
2.write a letter of offering help.
3.develop our awareness of helping those in need.
知識目標:
1).Review the important useful expressions in this Unit by deeply understanding the meaning of the topic of the unit “Sharing”. 2).Let students read the Internet page and train our reading skills of skimming and scanning and write a letter of offering help. 3).To get the students to learn the following useful expressions: a sewing machine; a voluntary contribution; a description of; a trained tailor; make some income; develop the confidence; participate in; social, economic and political lives; cover the cost of;
prevent...from doing; turn into; give milk; a valuable income; increase in number; financial security; community primary schools; remote villages; give sb. a good start in life; provide sth. for sb.; bring hope for; provide for oneself
能力目標:
1).According to different identity, we should develop students’ writing ability by learning the Internet page.
2).Students can read and understand the long and difficult sentences in Exercise 2.
3).Students can learn the structure about how to write an English letter of offering help.
情感目標:
1).Develop students’ sympathy, love and care for the poor.
2).Train students’ ability to care about others, offer help, understand others and develop our awareness of helping those in need.
教材分析:
Using Language I(語言運用)這一部分綜合訓練聽說讀寫的能力。“讀與說”（Reading and speaking）部分呈現給學生一個網頁，通過圖文結合的方式，介紹了一些特殊的禮物-為窮人和真正需要它的人選購禮物。有人一旦選了禮物，“世界上最有用的禮物清單”機構將會寄給他或她一張特殊的紀念卡，此卡可用于任何特殊的場合-結婚、出生、圣誕節、周年紀念等。閱讀網頁內容之后，要求學生完成兩個練習。一是回答問題；二是把禮物名稱和詳細介紹配對。“聽、說、寫”（Listening, speaking and writing）我以介紹課本圖片為切入口，讓學生的認知從談論圖片，發揮想象，訓練口語，從圖1一位女性在做縫紉活到圖2一群外國孩子談起，從句子訓練開始，不限數量可多可少，學生可以展開思維，從口語訓練起步，同時也訓練了其他同學的聽力。教師主動從圖2引向寫作訓練，導出the frost flower boy，激發起學生對困難學生、留守兒童、貧困地區孩
子的關注與同情，使我們的學生自覺主動地愿意幫助弱者，讓學生給“霜花男孩”寫信主動幫助。要求學生熟悉英文書信文體的文章結構，組詞成句，組句成段，組段成篇的特點，以及學習應用文如何向別人提供幫助的信相關的寫作技巧。在教學中注重運用任務型寫作教學模式，最大限度地調動學生的主觀能動性，培養他們運用語言和固定句式，克服困難，完成任務，進行課堂寫作訓練和指導。
學情分析:
閱讀理解是對語言應用的考察，閱讀材料取材具有真實性和實用性，非常貼近我們的生活。本篇閱讀是一篇網頁，很適合我們，而且學生很感興趣。教學對象為高中二年級學生,這個班學生人數多,英語基礎不是很好,有一定基礎的學生人數不到一半。而且對于他們，英語中的閱讀訓練也是他們學習中的弱點。所以在上課之前,我把學生分成了多個小組,這樣在課堂教學中才可以互相彌補，互相幫助，不管是對復習內容還是閱讀部分、練習、還是對寫作準備都會相互促進相互提高，這樣基礎好的學生帶動較弱的學生,以互相促進,同時加強了學生的學習自主性,提高了學生的學習興趣,這樣的團隊合作，優化組合為課后的寫作教訓練做好了鋪墊。
教學過程：
教學活動：
活動1【導入】Revision—Reading前的熱身和準備。
話題討論, (1)本單元主題“Sharing”含義理解，從問題“What is sharing?”入手，強化對Reading的深層理解和對分享和幫助的進一步認識，使學生從心靈上對弱者、殘疾等給予同情和幫助，達到心靈上的共鳴。
口頭訓練過程中鞏固本單元語篇，重要詞匯、短語、詞組、固定句型都等，所涉及到重點短語詞組有devotion; share...with; help others; care for等.
【設計意圖】通過單元主題sharing的深層理解和本節課的教學目標從而自然導入本課話題，對于貧困地區的孩子，我們應給予關心和幫助，那么如何根據自身身份和實際實施切實可行、真實有效的幫助。
活動2【合作】 Step 2. Exercise 1 （Page 35）
I. Pre-reading
First showing the picture about the woman who is working on a sewing machine (Page 34), ask the students to talk about the contents on the page. Teacher shows the five questions, and asks them to prepare to answer for only about 1 minute. Answer the questions.
1.What does the page show you? 2.Where is the list of gifts?
3.In what kind of order are the gifts listed? 4.How much are the cheapest and dearest gifts? 5.What do the photos show you? The keys to the above questions
1.The World’s Most Useful Gift Catalogue, a list of gifts, an E-mail and two pictures.
2.It’s in the bottom-left corner. / It’s in the light green part. 3.They are listed in price from the cheapest to the dearest. 4.The cheapest is 5 dollars. The dearest is 1350 dollars.
5.Picture 1: In the picture I can see a woman, she is making clothes. / A woman is working on a sewing machine. / I can see a woman and a sewing machine.
Picture 2: In the picture, I can see a lot of poor children, they are boys and girls. I think they are about 7 or 8 years old, they are a group of children.They are not with their parents and they have no bags. Maybe because of wars or poverty and so on, they can’t afford to go to school. From their eyes, they are eager to go to school. (3 sentences are OK) (2) Discussion(work in groups): Divide the whole class into groups of four to make a list of the tips to offer help to the Frost Flower boy. (3) Present the students some useful ideas related to the topic and ask
them to speak their opinions loudly and confidently. The teacher walks around the classroom to offer the students some necessary help. If you are a student, how can you help the Frost Flower boy? Students answers may be:
1.Give my used story books, science books so and so to him 2.Send my brother's extra clothes to him 3.Give him some school things 4.Encourage him to stay at school
5.Use my pocket money to buy him some necessary school things 6.Buy him some useful books
7.Persuade my parents to support him to stay at school 8.Buy him some useful books, clothes and some food 9.Appeal to people around me to offer him some help
【設計意圖】 首先要求學生快速瀏覽34頁內容，本篇文段是一個網頁內容，學生抓住問題迅速捕捉相應的答案，從而激發他們的參與熱情和快速瀏覽的能力。其次再次, 鼓勵學生認知聆聽，訓練學生英語聽力水平，鼓勵學生積極思維，展開討論,引導學生發散思維,為寫作拓展思路做好儲備,為完成課后寫作任務奠定基礎。重點是在此過程中學生學會了如何用自己的語言快速組織思維。 給學生提供建議的相關詞組和句型,為之后的寫作埋下伏筆。,通過小組合作培養了學生的合作精神。
I. 活動3【活動】Step3. While-reading
Exercise 2: On the Internet page, when you click on each gift, you get a description of that gift. In pairs, write the correct gift (A to U) from the Internet page next to each description below.
1.This gift allows a woman who is a trained tailor to make some income,
give her and her family a better future. (India, Tanzania, Kenya) 2.This gift gives a person the opportunity to acquire basic reading and writing, and life skills. Adults develop the confidence to participate in the social, economic and political lives of their communities. (Nepal, India, Bangladesh, Uganda)
3.This gift covers the cost of production and distribution of seedlings, as well as training in tree care for the local villagers who are working hard to prevent their land from turning into desert. (Kenya, Tanzania, India) 4.This gift buys a goat. A goat gives milk and is a valuable income. Goats increase in number quickly and add much to a family’s food and financial security. They are easy and fun for children to care for. (Nepal, India, Uganda)
5.This gift covers the cost of exercise books and textbooks for community primary schools that operate in poor or remote villages. (Southern Sudan)
6.This gift gives a child a good start in life. Community schools provide good quality education for children who would otherwise have no opportunity to attend school (上學). (Bangladesh, Kenya, Uganda) The following phrases are the language points in the descriptions: 1. a trained tailor (受過培訓的裁縫) 2. make some income (賺得收入，掙到錢) 3. acquire (獲得)
4. develop the confidence (培養信心) 5. participate in (參與；參加) 6. covers the cost of (包括......的費用) 7. prevent...from (防止......做) 8. give milk (產奶)
9. increase in number (數量的增加) 10. financial security (經濟保障) 11. operate (運行，開設) 12. remote villages (偏遠的村子) 13. provide...for (為......提供) 14. attend school (上學)
The keys to Exercise 2:
1. N A sewing machine 2. G Basic adult education 2. A 20 tree seedlings 4. J A goat for a poor family 5. F School books 6. S A community primary school Free Talk
You want to be known by the frost flower boy. So, you have to talk about yourself refer to the following points. 1.introduce yourself
2.say something about yourself and the things you like 3.describe your family
4.let the frost flower boy know you would like to hear from him
活動4【活動】step 4
Post-writing
1.Introduce yourself Aspects: 1) name 2) identity
3) where are you from 4) writing purpose Useful expressions: 1) My name is…/ I am… 2) I’m a…
3) I am from…/I come from… 4) I am writing to you because… 5) I have learned that… so…
2.Say something about yourself and the things you like Aspects: 1) hobbies 2) favorite subject
3) working place or school life Useful expressions:
1) I like…/ I am fond of…/ I enjoy… 2) My favorite subject is… 3) I work in…/I go to… 3.Describe your family
Aspects:
1) the number of people in your family 2) the location of your family Useful expressions: 1) There are …in my family 2) I live with… 3) I live in…
4) My mother always … / My father usually…
4.Let the frost flower boy know you would like to help him and hear from him Aspects:
1) You are looking for his reply 2) Let her know you can help him 3) You wants know something about him Useful expressions:
1) looking forward to hearing from you 2) let me hear from you soon 3) look forward to your reply 4) I’d love to get a letter from you Detailed steps of Post-writing
(1).List and present the students some sentence structures about how to write the letter of offering help.
(2).Present the students some useful expressions about a letter of offering
help
(3).Ask students to make sentences using these given sentence structures、
information and useful expressions. (4).What will you write in your letter?
How many paragraphs will you put them into?
【設計意圖】歸納總結向別人提供幫助信件的常用英語表達,并要求學生掌握,為書信寫作表達積累句型。鼓勵學生積極討論,引導學生發散思維,拓展寫作內容,為完成寫作任務奠定基礎。針對課后寫作內容和文章結構進行提問,引導學生審題。
(1)擬定寫作提綱,即文章開始部分(beginning paragraph),正文部分(body paragraph)及結尾部分(ending paragraph)的寫作內容。
Dear the frost flower boy,
My name
is . (Paragraph 1: introduce yourself)
In my spare time, I am fond of ______ _____________________________________.
(Paragraph 2:say something about yourself and the things you like)
There are three people in my family (Paragraph 3: describe your family) Looking
forward
to
hearing
from
you. .
(Paragraph 4: let the frost flower boy know you would like to hear from
him)
I'm looking forward to________ (表達愿望). Best wishes signature（簽名）
【設計意圖】 使學生了解英文信的結構,合理布局。既做到全文重點突出,段落之間有機地聯系,又內容完整連貫，從而達到對英文書信的掌握。
(1)復習英文書信的結構 (Structures of English letter of offering help): 【設計意圖】 正確使用English letter of offering help,了解每一段的主要內容，使文章有整體性、連貫性、完整性。
(2)根據自身實際按每一段內容要求完成寫作內容并進行展示。
【設計意圖】 訓練學生速寫、思維及整合能力,培養寫作能力，提高英語寫作水平。同時讓學生獲得滿足感，提升他們的自信心。
活動5【活動】Step 5 Post-reading
Individual show. In every paragraph, the teacher ask one student to do an oral practice finishing the writing task. After the oral practice, the teacher points out and corrects the mistakes in the oral practice and marks the oral writing in three aspects: fluency, language and organization. Finally the teacher gives a general mark to it and ask the other students to give him or her a big hand to encourage the student.
1. Ask students to do oral practice.
2. Ask volunteers to present their oral compositions.
3. Ask a student to read the sample aloud before the whole class. (4)教師和學生共同評價所展示的口頭文章
【設計意圖】教師和學生共同評價所展示的口頭寫作。課堂上邊講邊寫邊改培養了學生的分析問題和解決問題的能力,讓他們在口頭作文訓練和評改中受到啟迪、思維得到鍛煉,由被動接受知識變為主動積極探究,從而提高英語課堂從泛讀教學過渡到作文教學的效率。
活動6【活動】Step 6. Summary 教師總結
In this period, first we learned about an Internet page, from the passage
we knew some useful gifts and in exercise 2, from the gift descriptions we came across some useful expressions. On the Internet page, there are two pictures, from Picture 2 we talked about it and related it to the Chinese Internet celebrity boy Wang Fuman(王福滿), knowing his family’s background, and we would like to offer him help and hear from him. We know that in this letter, we should arrange four paragraphs. At last, we should advise our students to sign their names. 活動7【作業】Step 6 Homework
1. Read the Internet page and gather all the useful expressions in it and copy them in the exercise-books.
2. Write a letter of offering help to the frost flower boy, and make your writing more beautiful, and then revise your letter.
【設計意圖】教師設置這樣的書面作業，一方面是為了讓學生及時積累本節課的語言要點，養成良好的做課堂筆記的習慣，提高書寫的規范性，同時也為學生今后更廣的寫作訓練積累素材，另一方面，剛剛講解完英文書信的結構和提供幫助的書信的寫作技巧，基本句式，貴在訓練和及時掌握應用。語言學習的其中特點不但是聽說方面的應用，也是寫作和實戰方面的應用，服務我們的生活是最好的學習。
板書設計
一、左面黑板上內容：
Unit 4
The World’s Most Useful Gift Catalogue
1. a parent-absent child 2. Thin, fat
二、右面黑板上內容：
A letter of offering help Dear the frost flower boy, a. introduction b.hobbies and likes
c. family and family members
d.offer help and look forward to the letter Yours sincerely, Li Hua
教學反思:
本節課主要采用過程教學法訓練學生的泛讀和寫作即學提供幫助的英文書信。包括英語閱讀中關于scanning and skimming能力訓練，寫作階段前后的準備和結構掌握。由于學生既要快速瀏覽網頁完成課后練習1和練習2，訓練學生捕捉信息的能力，還要通過細節信息來理解內容，掌握長難句，發現實用的詞組、短語進行禮物與文字描述的匹配。學生在完成了閱讀后還要進行口語和聽力訓練，談論圖片，描述細節，快速組織自己的語言思維，幾乎可以稱的上是Brainstorm.在完成課后寫作前教師已經進行大量的語言輸入和有效的寫作指導，學生熟悉了必要的語言和表達句式及英文書信結構。我在writing部分還給寫作模板和寫作重點，目的就是為新的語言環境的寫作提供框架。這樣就減少了學生在寫作的過程中的困難，緩解了學生寫英語作文的焦慮和畏懼心情，激發了他們的創作欲望。此外，我所選的寫作內容貼近生活實際，所以難度較小。在課堂訓練中促進學生寫作能力的發展是我此課堂的初衷。通過小組討論，進行口頭寫作及學生單獨口頭展示的形式，讓學生互相借鑒，取長補短；同時培養了學生的獨立思考意識和創新精神，最重要的是不僅調動了學生的積極性，激發了學生的寫作興趣，而且學生學有所得，學有收獲。總之，這堂課已達到了預期效果。 本堂課的不足之處在于師生互動方面，學生顯得有些拘謹，可能是感覺到有攝像機器之類的因素，不敢大聲回答，暢所欲言。此外 ，課堂上我提了幾個不太難的問題，絕大多數同學都有能力回答，但實際回答時不敢大膽發言。本設計另一個不足之處應該是時間分配上不足，由于擔心學生掌握不了提供幫助的書信的寫作技巧，所以我在Pre-reading 部分用時過多，留給學生寫作的時間明顯有點不夠，而且最后應該有更多學生進行寫作成果展示，這樣才能檢測課堂是否有效。
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