逍遥右脑 2013-05-03 18:50
Unit 4 Sharing
教材分析
本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。结合针对短话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。
Warming Up部分是一个调查，分成三项任务：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班级同学所做的好事；最后讨论volunteer的内涵。通过这些任务，让学生懂得什么是“帮助”，反思自己是否乐于助人，以及怎样做才是“志愿者”，由此为后面的短学习做好铺垫。
Pre－reading是Reading的热身活动。交代了阅读的体(letter)和作者(a young Australian woman，Jo)，还根据她在PNG拍的10张照片提出了5个问题，回答这些问题有助于学生加深理解“志愿者活动”的意义。
Reading是一篇Jo写给Rosemary的信。其中介绍Jo在PNG(Papua New Guinea)的一个小村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一个学生家做客的经历，使学生感受到PNG的儿童生活处境的艰难，更加珍惜自己的学习机会。
Comprehending是根据短设计的阅读理解试题。第一个练习要求学生读懂书信的内容，用表格的形式帮助学生整理书信中提到的关于巴布亚新几内亚村落生活及风俗习惯的信息，属于细节题。第二个练习要求学生对中提到的五个现象进行分析，说明原因，属于细节推理题。第三个练习要求学生通过阅读分析生活在小村中的积极面和消极面，这个练习进一步地开阔学生的思维，使学生对艰苦的生活有更深的理解。第四个练习要求学生小组活动，讨论四个问题，进一步巩固学生对于内容的理解，并且让学生联系自己的实际情况，通过比较校舍、条、生活状况等方面的问题，引发学生的深层思考，谈谈自己是否愿意参加志愿者活动。第三、四两个练习都属于深层思考的问题。
Learning about Language分词汇和语法两部分。其中，第一部分是有关此篇短中的重点单词和短语。设置了三个练习，一是根据所给解释从所学词汇中选择相应的单词；二是用恰当的词汇完成一篇短；三是根据解释组成词组，并用词组编对话。第二部分是有关限制性定语从句的复习。 首先从中找出含有限制性定语从句的句子；然后用定语从句完成句子，对定语从句加以运用；再用含有定语从句的句子回答问题；最后是两人结对活动，进一步练习使用定语从句。
Using Language是对Reading的延伸。通过阅读，参与“Give an unusual gift”的活动。这个部分由三个部分组成，综合训练学生听说读写四个方面的能力。“读与说”通过图结合的方式，介绍了一些特殊的礼品——为穷人和真正需要它们的人选购礼品。阅读之后，完成两个练习：回答问题和把礼物名称和详细介绍配对。“听与说”部分是采访默里大夫的经历，以听力训练为核心设置了四个活动。1.讲述一个人的生平，用到了时间表达法；2.通过列表把握听力中的细节；3.在涉及听力内容之前让学生先就有关听力中的话题进行讨论，有助于学生快速并准确地把握听力内容；4.展开讨论，让学生思考自己将是否愿意像默里大夫那样做个志愿服务工作者。“写作”根据“听与说”中的话题，运用时间表达方式，根据给出的6个方面对默里大夫的情况进行写作。
时划分
在对本单元的各部分材料进行分析、整合后，确定了以下六个重点时：
时一：Warming Up and Listening(听力)
从话题内容和训练目的看，Warming Up与Using Language中的Listening and speaking比较接近，所以将Warming Up与Listening and speaking的第1、2、3题和Workbook中的Listening以及Listening Task整合在一起，设计成任务型“听力”，以训练听前预测的能力和学习用时间表达方式介绍一个人的生平经历的方法。
时二：Speaking(口语)
将上一节听力剩下的部分Listening and speaking中的第4题和Workbook中与上节听力内容相关的Talking以及Speaking Task整合在一起，设计成“口语”，训练学生用英语表达自己的观点，并且说明这样做的理由。
时三：Pre－reading and Reading(阅读)
这篇是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。
时四：Grammar(语法复习)
本单元的语法重点是复习限制性定语从句(Restrictive Attributive Clause)。学生已经学过这个语法点，所以在这节中，首先对限制性定语从句的特征、关系词做一个简要回顾，然后通过多种形式的练习，如填写关系词、造句和翻译等，使学生逐步掌握限制性定语从句的用法。这些环节，如开始部分的听句子、猜同学的游戏和结束部分的翻译或写作练习，都充分体现了在语境中学习语法、在语境中运用语法的教学原则。
时五：Reading，Speaking and Writing Task(综合运用)
这节语言综合运用把本单元的第二篇和后练习中的写作练习组合到一起。一方面是由于这篇——“世界上最有用的礼物清单”，内容比较简单，不需要用一整节完成；另一方面是后练习的写作任务——给一个被自己资助的孩子写封信，既切合本单元帮助他人的主题，题目中又已经列出了书信的结构，书信的内容也是介绍自己的学习生活，能够与学生的实际结合起，学生写起有话可说。
时六：Summing Up and Learning Tip(总结复习)
复习分成四个板块，板块一是复习内容和重要的词组句型。复习内容可以通过根据关键词组复述、回答问题和学生互批作(用100词左右写一篇介绍部落生活和风俗的)等活动完成。这篇作是阅读的家庭作业，放在此处，既检查了作业，又有助于的复习。板块二是复习语言知识，主要是用翻译、填词以及句型转换复习。板块三是总结和概括语法项目。指导学生完成表格填充、知识树，使学生在脑海中对限制性定语从句形成一个完整的概念。板块四是总结。讨论分享的意义，让学生对于本单元的主题有更加清晰完整的认识，并且由生活中的分享谈到学习上的互相合作与分享，即Learning Tip的内容。
学情分析
1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，猜测词义，抓住段落要点和全大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个单元的阅读。同时，在听、说、写等方面也有了一定的基础。
2．这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，要想通过一个单元的学习，完全改变学生的价值观，难度比较大，但教师可以通过本单元安排的内容，如阅读志愿者的家书，了解一些捐助机构的工作，帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。
3．学生在这个单元的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略及高效复习策略等。
Period 1 Warming Up and Listening
教学目标
1．语言知识目标
a．认识以下单词和短语：
volunteer，clinic，challenging，over the last few years，in the future，in two weeks' time，a couple of，developing country，edecins Sans Frontieres(SF)，alawi，Sudan，The Fred Hollows Foundation，The Cancer Council，Youth in the City，go blind，belief
b．注意以下几个重要句型：
Why did ary decide to work in a developing country?
In the Sudan，why was it nearly impossible for ary to get to the clinics when the rains came?
Why were conditions in the clinics in the Sudan challenging?
2．语言技能目标
通过听一段采访，了解默里大夫作为一个志愿者为edecins Sans Frontieres(SF)工作的经历，提高学生听前预测、注意细节信息等听力方面的技能。
3．语言能力目标
提高学生注意细节信息的听力能力，同时理解听力材料中出现的一些重要的词汇和表达方式。
4．情感态度与化意识目标
借助听力材料，让学生思考自己将是否愿意像默里大夫那样做志愿服务工作。把学生的生活实际和所听到的内容结合起，能够培养学生正确的价值观。
重点难点
1．教学重点：
a．学会边听边注意听力材料中的细节信息，并做笔记。
b．在讲述个人生平时，常采用时间表达法。学会关注对话中的时间表达法以及出现的先后次序。
2．教学难点：
a．根据列表掌握听力中的细节信息。
b．学习采用时间表达法表述一个人的生平。
教学方法
听力教学与合作学习
教学过程
?Step 1 Lead－in
1．T：Have you ever helped others？What did you do to help your parents？Or other relatives？Or your friends？Or people in your community？Or people outside your community？I'm sure you have a lot to say.O，four students a group and finish the following survey form.
What do you do to help...Name：Name：Name：
1.your parents？
2.other relatives？
3.your friends？
4.people in your community？
5.people outside your community？
Suggested answers：
What do you do to help...Name：TomName：HelenName：ary
1.your parents？Clean the floor.Wash dishes.Prepare supper.
2.other relatives？Lend my books and CDs to them.Take care of my cousin while his parents are awayfort them when they are sad.
3.your friends？Repair their computers.Help them with the lessons.Do shopping with them.
4.people in your community？Be a coach of the football lovers.Sing and dance for the elders.Help my neighbours carry things home.
5.people outside your community？Plant trees.Help people with disabilities.Return the wallet to the owner.
2.ake a class list of the different things your classmates do for each of the groups on the survey form.
3．Discuss whether someone who helps the groups on the survey form can be called a “volunteer”．
T：Which one can be called a volunteer？Or what kind of things do volunteers do?
Only those who work not for rewards—especially money and materials，and are not forced to do so are volunteers.And not only the person but also the society and the environment benefit from it.For example，Dr ary urray was a volunteer working for edecins Sans Frontieres(SF)．
?Step 2 Pre－listening
Now turn to Page 35，read Exercises 1 and 2 in Listening and speaking，and predict what you will hear in the listening material.You can also discuss with your partner.
S1：Now Jennifer Wells is interviewing Dr ary urray about what has happened in ary's life.
S2：She once worked in a clinic in alawi and Sudan.
S3：alawi and Sudan are developing countries.
S4：any children died when she worked in alawi.
S5：Conditions in the clinics in the Sudan were very terrible and challenging.
S6：edecins Sans Frontieres(SF)is an organization that provides free medical care to children in poor countries.
T：You see，before listening to the interview，you can get much information，if you study the questions carefully.Now let's listen to the interviePlease pay attention to the time expressions because they use time expressions to talk about ary's life.And then number them in the order you hear them.
______ in the future ______ during the 1980s
______ for a couple of months ______over the last few years
______ for a further six months ______ in two weeks' time
?Step 3 Listening
1．(The teacher plays the tape and the students listen to it.)
T：Now let's check the answers of Exercise 1.
eys：__4__ in the future __1__ during the 1980s
__2__ for a couple of months __3__ over the last few years
__6__ for a further six months __5__ in two weeks' time
2．T：Listen again.When you are listening，you can make notes of ary's experiences in the table beloAnd share your notes with your partner and then with other groups.
TimePlaceEvent
The 1980s
1992
1997
2001
Now
Future
Suggested answers：
TimePlaceEvent
The 1980sSydneyStudied medicine.Got to know two African students.
1992AfricaVisited her two African friends and their families.Worked in their local health clinic for a couple of months.
1997alawiVolunteered with SF.Worked with children affected by HIV/AIDS.
2001the SudanConditions were very challenging because of the heat，the rains，the basic conditions in the clinics.
NowAustraliaHas returned for two weeks.
FutureWill return to the Sudan for six more months.After that，will probably return to Africa again.
3.T：With a partner answer the questions before you listen for a third time.As you listen check your answers.
(1)Why did ary decide to work in a developing country?
(2)When ary worked in a clinic in alawi，why did the children die?
(3)In the Sudan，why was it nearly impossible for ary to get to the clinics when the rains came?
(4)Why were conditions in the clinics in the Sudan challenging?
(5)Why does ary enjoy her job?
Suggested answers：(1)Because when she worked in an African health clinic，she saw children with illnesses that could be prevented.
(2)Because the clinics didn't have enough medicines.
(3)Because the roads became so muddy that they spent most of their time digging the car out.
(4)Because it could be very hot；it could be nearly impossible to get to the clinics when it rained；the clinics were very basic and the only tools she had were a stethoscope and her hands.
(5)She feels she is helping people who otherwise may not get help.
?Step 4 Listening on Page 70
T：Perhaps you may wonder what we can do to serve communities outside the school？O，do Listening in the Workbook on Page 70.
First predict what you will hear，according to the picture and Exercise 1.
1．Listen to their discussion and number the items below in the order that you first hear them.
______ The Cancer Council(委员会) ______ old people
______ the environment ______ Youth in the City
______ Plan International ______ children in hospital
______ serving soup to the homeless ______ The Fred Hollows Foundation
eys：
__3__ The Cancer Council(委员会) __6__ old people
__8__ the environment __4__ Youth in the City
__1__ Plan International __7__ children in hospital
__5__ serving soup to the homeless __2__ The Fred Hollows Foundation
2．Listen again and complete the table.
OrganizationWho suggested it？What does it do？
1.Plan InternationalJason ick Annie
2.The Fred Hollows FoundationJason ick Annie
3.The Cancer CouncilJason ick Annie
4.Youth in the CityJason ick Annie
eys：
OrganizationWho suggested it？What does it do？
1.Plan InternationalickSponors children from poor countries.
2.The Fred Hollows FoundationAnnieHelps blind people get their sight back.
3.The Cancer CouncilJasonDoes research into cancer.
4.Youth in the CityickSupports young people financially to stay on at school.
3.Listen again and list the students' suggestions for raising money.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Suggested answers：1.Run some competitions at lunchtime.
2．Have a concert or movie night.
3．Have a basketball match.
4．Have a personal challenge，like getting someone to sponsor students for walking 25 kilometres.
4．Listen again and list the ways the students could give their time.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Suggested answers：1.Serve soup to homeless people on Fridays.
2．Visit old people and children in hospital every week.
3．Do something for the environment，like tree planting or cleaning up rubbish.
?Step 5 Conclusion
T：We have listened to two materials about giving help to others.I do hope all of us will help those who need help.Remember：You can predict what you will hear before listening.While listening，you should pay attention to the time expressions in the passage which is about some person's experiences.
Homework：
1．Finish the Listening Task on Pages 75－76.Try to predict what you will hear according to the given information and also pay attention to the time expressions.
2．Look for more information about SF on the Internet and share it with your partner.