小學(xué)語(yǔ)文微課教案

SharingPeriod5　Reading，SpeakingandWritingTask。

相關(guān)閱讀

SharingPeriod4　Grammar

Period4　Grammar

教學(xué)目標(biāo)　

1．語(yǔ)言知識(shí)目標(biāo)：復(fù)習(xí)限制性定語(yǔ)從句的特點(diǎn)和關(guān)系詞。

2．語(yǔ)言能力目標(biāo)：能夠造成含有限制性定語(yǔ)從句的句子，在書面表達(dá)中進(jìn)行運(yùn)用。

重點(diǎn)難點(diǎn)　

1．教學(xué)重點(diǎn)：掌握限制性定語(yǔ)從句的特點(diǎn)，關(guān)系代詞和關(guān)系副詞使用的場(chǎng)合，能夠運(yùn)用限制性定語(yǔ)從句。

2．教學(xué)難點(diǎn)：關(guān)系代詞和關(guān)系副詞使用的場(chǎng)合，在寫作中運(yùn)用限制性定語(yǔ)從句。

教學(xué)準(zhǔn)備　

1．學(xué)生的學(xué)習(xí)準(zhǔn)備：復(fù)習(xí)限制性定語(yǔ)從句的特點(diǎn)及關(guān)系詞。

2．教師的教學(xué)準(zhǔn)備：整理關(guān)系代詞和關(guān)系副詞的使用場(chǎng)合，并繪制表格。

3．教學(xué)用具的設(shè)計(jì)和準(zhǔn)備：制作多媒體課件。

教學(xué)過(guò)程　

?Step1　Presentation

1．Agame“Guesswhohe/sheis.”：Listentoseveralsentences，andthenguesswhohe/sheisaccordingtothedescription.

2．Showthesentenceswiththerestrictiveattributiveclausesinthegameinthescreenandmakethestudentsfindthemout.

e．g.Thestudentisaboywho_is_taller_than_me.

Thestudentisaboywho_is_always_ready_to_help_others_and_popular_among_the_

classmates.

Thestudenthasanicknamewhich_is_related_to_a_lovely_animal.

[設(shè)計(jì)說(shuō)明]聽(tīng)句子，猜猜他/她是誰(shuí)的游戲，能夠很快地引起學(xué)生的興趣，活躍課堂氣氛，而且，在描述中使用的一些句子帶有限制性定語(yǔ)從句，也為限制性定語(yǔ)從句的呈現(xiàn)做好了準(zhǔn)備。

?Step2　Revision

1．Revisethecharacteristicsofrestrictiveattributiveclauses.(ThestudentscansaythatinChinese.)

從形式上看，限制性定語(yǔ)從句與先行詞(被定語(yǔ)從句修飾的名詞或代詞)之間沒(méi)有逗號(hào)。

從功能上看，限制性定語(yǔ)從句對(duì)先行詞起著修飾和限制的作用，如果去掉從句，會(huì)影響到整個(gè)主句的意思。

2．Revisetherelativepronounsandadverbsofrestrictiveattributiveclauses.

theusageoftherelativepronoun

關(guān)系代詞

指代

在定語(yǔ)從句中所充當(dāng)?shù)某煞?p>person

thing

Subject

主語(yǔ)

Object

賓語(yǔ)

Attributive

定語(yǔ)

who

whom

which

that

whose

theusageoftherelativeadverb

關(guān)系副詞

指代

在定語(yǔ)從句中所充當(dāng)?shù)木渥映煞?p>when

time

adverbial

where

place

adverbial

why

reason

adverbial

關(guān)系副詞＝介詞＋which

3．Revisetheusageof“that”．

that和which在指物的情況下一般可以互換，但在下列情況下，一般用that而不用which。

(1)先行詞為all，everything，nothing，something，anything，little，much等不定代詞時(shí)。

(2)先行詞被all，every，no，some，any，little，much，theonly，thevery，thesame，thelast，序數(shù)詞或形容詞最高級(jí)等修飾時(shí)。

(3)先行詞是who或who引導(dǎo)的主句。

(4)主句是therebe句型時(shí)。

(5)先行詞中既有人又有物時(shí)。

注意：介詞后面只能用which而不能用that。

[設(shè)計(jì)說(shuō)明]借助第一環(huán)節(jié)中的句子，先讓學(xué)生找出限制性定語(yǔ)從句，再?gòu)?fù)習(xí)限制性定語(yǔ)從句的特征和關(guān)系詞的用法，尤其是關(guān)系代詞that的用法，為下面的環(huán)節(jié)——關(guān)系詞的運(yùn)用打下基礎(chǔ)。

?Step3　Practising

1．Fillintheblankswiththeproperrelativepronoun/adverb.

(1)Thereason______hedidntcometoschoolyesterdayisthathewasill.

(2)Thebaby______trousersisredisJack.

(3)Thewoman______canspeakRussiangotthejob.

(4)Thewoman______wesawonthestreetgotthejob.

(5)Canyoulendmethebookabout______youtalkedlastnight?

(6)Isthisthelibraryfrom______youborrowbooks?

(7)Ivereadallthebooks______arenotmine.

(8)Iamsureshehassomething______youcanborrow.

(9)Thereason______theaccidenthappenedisstillunknown.

(10)Hewillhavetoputoffhisconcertuntilnextmonth，______hefinisheshistravelaroundtheworld.

Keys：(1)why　(2)whose　(3)who　(4)whom　(5)which　(6)which　(7)that　(8)that　(9)why　(10)when

2．Completethesentenceswithyourownwords.

(1)Paintingisanactivitythat____________.

(2)Theinterpretertowhomyou____________isonholiday.

(3)Themanwho____________isadoctor.

(4)Thewomanwhosedaughter____________isoverthere.

(5)Theschoolwhereyou____________hasbeenimproved.

(6)Anneisdoingsomeresearchonthetimewhen____________.

(7)Thereasonwhyhe____________wasthathewaswatchinganinterviewofthefirstChineseastronautonTV.

3．Answerthefollowingquestionsusingattributiveclauseswiththepronouns/adverbsinthebrackets.

Example：Whatkindoffriendwouldyouliketohave？(whom)

IdliketohaveafriendwhomIcantrust.

(1)Whatkindofplacewouldyouliketogotoforaholiday？(where)

(2)Whatstorydoyouenjoymost？(which/that)

(3)Whichmusicalinstrumentwouldyouliketolearntoplay？(which/that)

(4)Whydidntyoufinishyourhomework？(why)

(5)Whatkindofpersonisshemarriedto？(towhom)

(6)Whatsportdoyouparticipateinmostoften？(which/that)

(7)Whichdaywontyoueverforget？(when)

4．Writeapassageaboutyourclass/familyusingrestricitiveattributiveclausesasmanyaspossible.

[設(shè)計(jì)說(shuō)明]語(yǔ)法運(yùn)用在這個(gè)部分是層層遞進(jìn)的，練習(xí)1要求學(xué)生填寫關(guān)系代詞或關(guān)系副詞，練習(xí)2要求學(xué)生造句，完成定語(yǔ)從句，練習(xí)3則要求學(xué)生根據(jù)給出的關(guān)系詞寫出一個(gè)含有定語(yǔ)從句的完整的句子，練習(xí)4要求寫一篇含有多個(gè)定語(yǔ)從句的文章，體現(xiàn)了“詞—句—篇”的教學(xué)原則。如果學(xué)生的水平較弱，難以按照教師的要求完成寫作練習(xí)，教師也可以要求學(xué)生翻譯一段含有多個(gè)定語(yǔ)從句的文章以達(dá)到在語(yǔ)篇輸出中運(yùn)用限制性定語(yǔ)從句的目的。(下劃線的句子要求用上限制性定語(yǔ)從句)

瞧！這是一張我們班級(jí)的照片。我們班是一個(gè)由27個(gè)男生和26個(gè)女生組成的大家庭。那個(gè)留著短發(fā)的女老師是我們的班主任周老師。班長(zhǎng)是一個(gè)喜歡體育的男孩。你能找出他嗎？站在第三排中間最高的那個(gè)就是我們的班長(zhǎng)——李明。笑得最開(kāi)心的是我那可愛(ài)的同桌。我永遠(yuǎn)不會(huì)忘記那些我們一起學(xué)習(xí)和生活的難忘的日子。

Awritingsample：

Look！Thisisaphotoofourclass.Ourclassisabigfamilywhichismadeupof27boysand26girls.Thewomanteacherwhowearsshorthairisourheadteacher，MissZhou.Ourmonitorisaboywholikessports.Canyoufindhimout？ThetallestboywhoisstandinginthemiddleofLine3isourmonitor—LiMing.Thegirlwhosesmileisthebiggestismylovelydeskmate.Iwillneverforgettheunforgettabledayswhenwestudiedandlivedtogether.

SharingPeriod1　WarmingUpandListening

古人云，工欲善其事，必先利其器。準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以保證學(xué)生們?cè)谏险n時(shí)能夠更好的聽(tīng)課，讓高中教師能夠快速的解決各種教學(xué)問(wèn)題。怎么才能讓高中教案寫的更加全面呢？小編特地為大家精心收集和整理了“SharingPeriod1　WarmingUpandListening”，歡迎大家閱讀，希望對(duì)大家有所幫助。

本單元的話題是Sharing，主要涉及幫助弱者、志愿服務(wù)、合作分享等。通過(guò)聽(tīng)、說(shuō)、讀、寫等各種活動(dòng)學(xué)習(xí)相關(guān)的語(yǔ)言知識(shí)，使學(xué)生了解世界上很多地方依然很落后，從而懂得同情，學(xué)會(huì)分享。了解一些志愿者工作的信息，培養(yǎng)學(xué)生互助合作的精神和社會(huì)責(zé)任感。結(jié)合針對(duì)短文話題的探討激發(fā)學(xué)生的國(guó)際意識(shí)，通過(guò)各種渠道力所能及地為貧困地區(qū)的孩子作出自己的貢獻(xiàn)。

WarmingUp部分是一個(gè)調(diào)查，分成三項(xiàng)任務(wù)：首先回顧自己曾經(jīng)做過(guò)的助人為樂(lè)的好事，并采訪三位同學(xué)；然后，根據(jù)調(diào)查內(nèi)容列舉班級(jí)同學(xué)所做的好事；最后討論volunteer的內(nèi)涵。通過(guò)這些任務(wù)，讓學(xué)生懂得什么是“幫助”，反思自己是否樂(lè)于助人，以及怎樣做才是“志愿者”，由此為后面的短文學(xué)習(xí)做好鋪墊。

Pre－reading是Reading的熱身活動(dòng)。交代了閱讀文章的文體(letter)和作者(ayoungAustralianwoman，Jo)，還根據(jù)她在PNG拍的10張照片提出了5個(gè)問(wèn)題，回答這些問(wèn)題有助于學(xué)生加深理解“志愿者活動(dòng)”的意義。

Reading是一篇Jo寫給Rosemary的信。其中介紹Jo在PNG(PapuaNewGuinea)的一個(gè)小山村教書。在她寫給Rosemary的信中，作者描述了該村學(xué)校的情況和去一個(gè)學(xué)生家做客的經(jīng)歷，使學(xué)生感受到PNG的兒童生活處境的艱難，更加珍惜自己的學(xué)習(xí)機(jī)會(huì)。

Comprehending是根據(jù)短文設(shè)計(jì)的閱讀理解試題。第一個(gè)練習(xí)要求學(xué)生讀懂書信的內(nèi)容，用表格的形式幫助學(xué)生整理書信中提到的關(guān)于巴布亞新幾內(nèi)亞村落生活及風(fēng)俗習(xí)慣的信息，屬于細(xì)節(jié)題。第二個(gè)練習(xí)要求學(xué)生對(duì)文中提到的五個(gè)現(xiàn)象進(jìn)行分析，說(shuō)明原因，屬于細(xì)節(jié)推理題。第三個(gè)練習(xí)要求學(xué)生通過(guò)閱讀分析生活在小山村中的積極面和消極面，這個(gè)練習(xí)進(jìn)一步地開(kāi)闊學(xué)生的思維，使學(xué)生對(duì)艱苦的生活有更深的理解。第四個(gè)練習(xí)要求學(xué)生小組活動(dòng)，討論四個(gè)問(wèn)題，進(jìn)一步鞏固學(xué)生對(duì)于課文內(nèi)容的理解，并且讓學(xué)生聯(lián)系自己的實(shí)際情況，通過(guò)比較校舍、教學(xué)條件、生活狀況等方面的問(wèn)題，引發(fā)學(xué)生的深層思考，談?wù)勛约菏欠裨敢鈪⒓又驹刚呋顒?dòng)。第三、四兩個(gè)練習(xí)都屬于深層思考的問(wèn)題。

LearningaboutLanguage分詞匯和語(yǔ)法兩部分。其中，第一部分是有關(guān)此篇短文中的重點(diǎn)單詞和短語(yǔ)。設(shè)置了三個(gè)練習(xí)，一是根據(jù)所給解釋從所學(xué)詞匯中選擇相應(yīng)的單詞；二是用恰當(dāng)?shù)脑~匯完成一篇短文；三是根據(jù)解釋組成詞組，并用詞組編對(duì)話。第二部分是有關(guān)限制性定語(yǔ)從句的復(fù)習(xí)。首先從課文中找出含有限制性定語(yǔ)從句的句子；然后用定語(yǔ)從句完成句子，對(duì)定語(yǔ)從句加以運(yùn)用；再用含有定語(yǔ)從句的句子回答問(wèn)題；最后是兩人結(jié)對(duì)活動(dòng)，進(jìn)一步練習(xí)使用定語(yǔ)從句。

UsingLanguage是對(duì)Reading的延伸。通過(guò)閱讀，參與“Giveanunusualgift”的活動(dòng)。這個(gè)部分由三個(gè)部分組成，綜合訓(xùn)練學(xué)生聽(tīng)說(shuō)讀寫四個(gè)方面的能力?！白x與說(shuō)”通過(guò)圖文結(jié)合的方式，介紹了一些特殊的禮品——為窮人和真正需要它們的人選購(gòu)禮品。閱讀之后，完成兩個(gè)練習(xí)：回答問(wèn)題和把禮物名稱和詳細(xì)介紹配對(duì)?！奥?tīng)與說(shuō)”部分是采訪默里大夫的經(jīng)歷，以聽(tīng)力訓(xùn)練為核心設(shè)置了四個(gè)活動(dòng)。1.講述一個(gè)人的生平，用到了時(shí)間表達(dá)法；2.通過(guò)列表把握聽(tīng)力中的細(xì)節(jié)；3.在涉及聽(tīng)力內(nèi)容之前讓學(xué)生先就有關(guān)聽(tīng)力中的話題進(jìn)行討論，有助于學(xué)生快速并準(zhǔn)確地把握聽(tīng)力內(nèi)容；4.展開(kāi)討論，讓學(xué)生思考自己將來(lái)是否愿意像默里大夫那樣做個(gè)志愿服務(wù)工作者?！皩懽鳌备鶕?jù)“聽(tīng)與說(shuō)”中的話題，運(yùn)用時(shí)間表達(dá)方式，根據(jù)給出的6個(gè)方面對(duì)默里大夫的情況進(jìn)行寫作。

課時(shí)劃分　

在對(duì)本單元的各部分材料進(jìn)行分析、整合后，確定了以下六個(gè)重點(diǎn)課時(shí)：

課時(shí)一：WarmingUpandListening(聽(tīng)力課)

從話題內(nèi)容和訓(xùn)練目的來(lái)看，WarmingUp與UsingLanguage中的Listeningandspeaking比較接近，所以將WarmingUp與Listeningandspeaking的第1、2、3題和Workbook中的Listening以及ListeningTask整合在一起，設(shè)計(jì)成任務(wù)型“聽(tīng)力課”，以訓(xùn)練聽(tīng)前預(yù)測(cè)的能力和學(xué)習(xí)用時(shí)間表達(dá)方式來(lái)介紹一個(gè)人的生平經(jīng)歷的方法。

課時(shí)二：Speaking(口語(yǔ)課)

將上一節(jié)聽(tīng)力課剩下的部分Listeningandspeaking中的第4題和Workbook中與上節(jié)課聽(tīng)力內(nèi)容相關(guān)的Talking以及SpeakingTask整合在一起，設(shè)計(jì)成“口語(yǔ)課”，訓(xùn)練學(xué)生用英語(yǔ)表達(dá)自己的觀點(diǎn)，并且說(shuō)明這樣做的理由。

課時(shí)三：Pre－readingandReading(閱讀課)

這篇課文是一個(gè)志愿者的一封家書，她在巴布亞新幾內(nèi)亞共和國(guó)的一個(gè)小山村教書。信中詳細(xì)地描述了她所在學(xué)校的情況和她去一個(gè)學(xué)生家做客的經(jīng)歷。通過(guò)這封信，學(xué)生可以了解巴布亞新幾內(nèi)亞共和國(guó)各部落的生活狀況和風(fēng)俗習(xí)慣，同時(shí)能夠更好地理解志愿者的工作。

課時(shí)四：Grammar(語(yǔ)法復(fù)習(xí)課)

本單元的語(yǔ)法重點(diǎn)是復(fù)習(xí)限制性定語(yǔ)從句(RestrictiveAttributiveClause)。學(xué)生已經(jīng)學(xué)過(guò)這個(gè)語(yǔ)法點(diǎn)，所以在這節(jié)課中，首先對(duì)限制性定語(yǔ)從句的特征、關(guān)系詞做一個(gè)簡(jiǎn)要回顧，然后通過(guò)多種形式的練習(xí)，如填寫關(guān)系詞、造句和翻譯等，使學(xué)生逐步掌握限制性定語(yǔ)從句的用法。這些教學(xué)環(huán)節(jié)，如開(kāi)始部分的聽(tīng)句子、猜同學(xué)的游戲和結(jié)束部分的翻譯或?qū)懽骶毩?xí)，都充分體現(xiàn)了在語(yǔ)境中學(xué)習(xí)語(yǔ)法、在語(yǔ)境中運(yùn)用語(yǔ)法的教學(xué)原則。

課時(shí)五：Reading，SpeakingandWritingTask(綜合運(yùn)用課)

這節(jié)語(yǔ)言綜合運(yùn)用課把本單元的第二篇文章和課后練習(xí)中的寫作練習(xí)組合到一起。一方面是由于這篇文章——“世界上最有用的禮物清單”，內(nèi)容比較簡(jiǎn)單，不需要用一整節(jié)課來(lái)完成；另一方面是課后練習(xí)的寫作任務(wù)——給一個(gè)被自己資助的孩子寫封信，既切合本單元幫助他人的主題，題目中又已經(jīng)列出了書信的結(jié)構(gòu)，書信的內(nèi)容也是介紹自己的學(xué)習(xí)生活，能夠與學(xué)生的實(shí)際結(jié)合起來(lái)，學(xué)生寫起來(lái)有話可說(shuō)。

課時(shí)六：SummingUpandLearningTip(總結(jié)復(fù)習(xí)課)

復(fù)習(xí)課分成四個(gè)板塊，板塊一是復(fù)習(xí)課文內(nèi)容和重要的詞組句型。復(fù)習(xí)課文內(nèi)容可以通過(guò)根據(jù)關(guān)鍵詞組復(fù)述課文、回答問(wèn)題和學(xué)生互批作文(用100詞左右寫一篇介紹部落生活和風(fēng)俗的文章)等活動(dòng)來(lái)完成。這篇作文是閱讀課的家庭作業(yè)，放在此處，既檢查了作業(yè)，又有助于課文的復(fù)習(xí)。板塊二是復(fù)習(xí)語(yǔ)言知識(shí)，主要是用翻譯、填詞以及句型轉(zhuǎn)換來(lái)復(fù)習(xí)。板塊三是總結(jié)和概括語(yǔ)法項(xiàng)目。指導(dǎo)學(xué)生完成表格填充、知識(shí)樹(shù)，使學(xué)生在腦海中對(duì)限制性定語(yǔ)從句形成一個(gè)完整的概念。板塊四是總結(jié)。討論分享的意義，讓學(xué)生對(duì)于本單元的主題有更加清晰完整的認(rèn)識(shí)，并且由生活中的分享談到學(xué)習(xí)上的互相合作與分享，即LearningTip的內(nèi)容。學(xué)情分析　

1．學(xué)生經(jīng)過(guò)高中階段必修1～選修6的學(xué)習(xí)，具備了一定的閱讀技能，如查找細(xì)節(jié)信息，猜測(cè)詞義，抓住段落要點(diǎn)和全文大意等，在閱讀速度方面也有了較大的提高，這有助于學(xué)生較好地完成這個(gè)單元的課文閱讀。同時(shí)，在聽(tīng)、說(shuō)、寫等方面也有了一定的基礎(chǔ)。

2．這個(gè)單元的話題是分享、幫助與合作。對(duì)于高二的學(xué)生而言，他們的價(jià)值觀人生觀已經(jīng)基本形成，要想通過(guò)一個(gè)單元的學(xué)習(xí)，完全改變學(xué)生的價(jià)值觀，難度比較大，但教師可以通過(guò)本單元安排的內(nèi)容，如閱讀志愿者的家書，了解一些捐助機(jī)構(gòu)的工作，幫助學(xué)生認(rèn)識(shí)這個(gè)世界，理解互助合作的意義，即在幫助他人的過(guò)程中實(shí)現(xiàn)自己的人生價(jià)值。

3．學(xué)生在這個(gè)單元的學(xué)習(xí)過(guò)程中需要用到預(yù)習(xí)策略、搜集分析信息策略、歸納整理策略及高效復(fù)習(xí)策略等。

Period1　WarmingUpandListening

教學(xué)目標(biāo)　

1．語(yǔ)言知識(shí)目標(biāo)

a．認(rèn)識(shí)以下單詞和短語(yǔ)：

volunteer，clinic，challenging，overthelastfewyears，inthefuture，intwoweekstime，acoupleof，developingcountry，MedecinsSansFrontieres(MSF)，Malawi，Sudan，TheFredHollowsFoundation，TheCancerCouncil，YouthintheCity，goblind，belief

b．注意以下幾個(gè)重要句型：

WhydidMarydecidetoworkinadevelopingcountry?

IntheSudan，whywasitnearlyimpossibleforMarytogettotheclinicswhentherainscame?

WhywereconditionsintheclinicsintheSudanchallenging?

2．語(yǔ)言技能目標(biāo)

通過(guò)聽(tīng)一段采訪，了解默里大夫作為一個(gè)志愿者為MedecinsSansFrontieres(MSF)工作的經(jīng)歷，提高學(xué)生聽(tīng)前預(yù)測(cè)、注意細(xì)節(jié)信息等聽(tīng)力方面的技能。

3．語(yǔ)言能力目標(biāo)

提高學(xué)生注意細(xì)節(jié)信息的聽(tīng)力能力，同時(shí)理解聽(tīng)力材料中出現(xiàn)的一些重要的詞匯和表達(dá)方式。

4．情感態(tài)度與文化意識(shí)目標(biāo)

借助聽(tīng)力材料，讓學(xué)生思考自己將來(lái)是否愿意像默里大夫那樣做志愿服務(wù)工作。把學(xué)生的生活實(shí)際和所聽(tīng)到的內(nèi)容結(jié)合起來(lái)，能夠培養(yǎng)學(xué)生正確的價(jià)值觀。

重點(diǎn)難點(diǎn)　

1．教學(xué)重點(diǎn)：

a．學(xué)會(huì)邊聽(tīng)邊注意聽(tīng)力材料中的細(xì)節(jié)信息，并做筆記。

b．在講述個(gè)人生平時(shí)，常采用時(shí)間表達(dá)法。學(xué)會(huì)關(guān)注對(duì)話中的時(shí)間表達(dá)法以及出現(xiàn)的先后次序。

2．教學(xué)難點(diǎn)：

a．根據(jù)列表掌握聽(tīng)力中的細(xì)節(jié)信息。

b．學(xué)習(xí)采用時(shí)間表達(dá)法來(lái)表述一個(gè)人的生平。

教學(xué)方法　

聽(tīng)力教學(xué)與合作學(xué)習(xí)

教學(xué)過(guò)程　

?Step1　Lead－in

1．T：Haveyoueverhelpedothers？Whatdidyoudotohelpyourparents？Orotherrelatives？Oryourfriends？Orpeopleinyourcommunity？Orpeopleoutsideyourcommunity？Imsureyouhavealottosay.OK，fourstudentsagroupandfinishthefollowingsurveyform.

Whatdoyoudotohelp...

Name：

Name：

Name：

1.yourparents？

2.otherrelatives？

3.yourfriends？

4.peopleinyourcommunity？

5.peopleoutsideyourcommunity？Suggestedanswers：

Whatdoyoudotohelp...

Name：Tom

Name：Helen

Name：Mary

1.yourparents？

Cleanthefloor.

Washdishes.

Preparesupper.

2.otherrelatives？

LendmybooksandCDstothem.

Takecareofmycousinwhilehisparentsareaway.

Comfortthemwhentheyaresad.

3.yourfriends？

Repairtheircomputers.

Helpthemwiththelessons.

Doshoppingwiththem.

4.peopleinyourcommunity？

Beacoachofthefootballlovers.

Singanddancefortheelders.

Helpmyneighbourscarrythingshome.

5.peopleoutsideyourcommunity？

Planttrees.

Helppeoplewithdisabilities.

Returnthewallettotheowner.2.Makeaclasslistofthedifferentthingsyourclassmatesdoforeachofthegroupsonthesurveyform.

3．Discusswhethersomeonewhohelpsthegroupsonthesurveyformcanbecalleda“volunteer”．

T：Whichonecanbecalledavolunteer？Orwhatkindofthingsdovolunteersdo?

Onlythosewhoworknotforrewards—especiallymoneyandmaterials，andarenotforcedtodosoarevolunteers.Andnotonlythepersonbutalsothesocietyandtheenvironmentbenefitfromit.Forexample，DrMaryMurraywasavolunteerworkingforMedecinsSansFrontieres(MSF)．

?Step2　Pre－listening

NowturntoPage35，readExercises1and2inListeningandspeaking，andpredictwhatyouwillhearinthelisteningmaterial.Youcanalsodiscusswithyourpartner.

S1：NowJenniferWellsisinterviewingDrMaryMurrayaboutwhathashappenedinMaryslife.

S2：SheonceworkedinaclinicinMalawiandSudan.

S3：MalawiandSudanaredevelopingcountries.

S4：ManychildrendiedwhensheworkedinMalawi.

S5：ConditionsintheclinicsintheSudanwereveryterribleandchallenging.

S6：MedecinsSansFrontieres(MSF)isanorganizationthatprovidesfreemedicalcaretochildreninpoorcountries.

T：Yousee，beforelisteningtotheinterview，youcangetmuchinformation，ifyoustudythequestionscarefully.Nowletslistentotheinterview.PleasepayattentiontothetimeexpressionsbecausetheyusetimeexpressionstotalkaboutMaryslife.Andthennumberthemintheorderyouhearthem.

______inthefuture______duringthe1980s

______foracoupleofmonths______overthelastfewyears

______forafurthersixmonths______intwoweekstime

?Step3　Listening

1．(Theteacherplaysthetapeandthestudentslistentoit.)

T：NowletschecktheanswersofExercise1.

Keys：__4__inthefuture__1__duringthe1980s

__2__foracoupleofmonths__3__overthelastfewyears

__6__forafurthersixmonths__5__intwoweekstime

2．T：Listenagain.Whenyouarelistening，youcanmakenotesofMarysexperiencesinthetablebelow.Andshareyournoteswithyourpartnerandthenwithothergroups.

Time

Place

Event

The1980s

1992

1997

2001

Now

FutureSuggestedanswers：

Time

Place

Event

The1980s

Sydney

Studiedmedicine.GottoknowtwoAfricanstudents.

1992

Africa

VisitedhertwoAfricanfriendsandtheirfamilies.Workedintheirlocalhealthclinicforacoupleofmonths.

1997

Malawi

VolunteeredwithMSF.WorkedwithchildrenaffectedbyHIV/AIDS.

2001

theSudan

Conditionswereverychallengingbecauseoftheheat，therains，thebasicconditionsintheclinics.

Now

Australia

Hasreturnedfortwoweeks.

FutureWillreturntotheSudanforsixmoremonths.Afterthat，willprobablyreturntoAfricaagain.3.T：Withapartneranswerthequestionsbeforeyoulistenforathirdtime.Asyoulistencheckyouranswers.

(1)WhydidMarydecidetoworkinadevelopingcountry?

(2)WhenMaryworkedinaclinicinMalawi，whydidthechildrendie?

(3)IntheSudan，whywasitnearlyimpossibleforMarytogettotheclinicswhentherainscame?

(4)WhywereconditionsintheclinicsintheSudanchallenging?

(5)WhydoesMaryenjoyherjob?

Suggestedanswers：(1)BecausewhensheworkedinanAfricanhealthclinic，shesawchildrenwithillnessesthatcouldbeprevented.

(2)Becausetheclinicsdidnthaveenoughmedicines.

(3)Becausetheroadsbecamesomuddythattheyspentmostoftheirtimediggingthecarout.

(4)Becauseitcouldbeveryhot；itcouldbenearlyimpossibletogettotheclinicswhenitrained；theclinicswereverybasicandtheonlytoolsshehadwereastethoscopeandherhands.

(5)Shefeelssheishelpingpeoplewhootherwisemaynotgethelp.

?Step4　ListeningonPage70

T：Perhapsyoumaywonderwhatwecandotoservecommunitiesoutsidetheschool？OK，doListeningintheWorkbookonPage70.

Firstpredictwhatyouwillhear，accordingtothepictureandExercise1.

1．Listentotheirdiscussionandnumbertheitemsbelowintheorderthatyoufirsthearthem.

______TheCancerCouncil(委員會(huì))______oldpeople

______theenvironment______YouthintheCity

______PlanInternational______childreninhospital

______servingsouptothehomeless______TheFredHollowsFoundation

Keys：

__3__TheCancerCouncil(委員會(huì))__6__oldpeople

__8__theenvironment__4__YouthintheCity

__1__PlanInternational__7__childreninhospital

__5__servingsouptothehomeless__2__TheFredHollowsFoundation

2．Listenagainandcompletethetable.

Organization

Whosuggestedit？

Whatdoesitdo？

1.PlanInternational

Jason　Mick　Annie2.TheFredHollowsFoundation

Jason　Mick　Annie3.TheCancerCouncil

Jason　Mick　Annie4.YouthintheCity

Jason　Mick　Annie

Organization

Whosuggestedit？

Whatdoesitdo？

1.PlanInternational

Mick

Sponorschildrenfrompoorcountries.

2.TheFredHollowsFoundation

Annie

Helpsblindpeoplegettheirsightback.

3.TheCancerCouncil

Jason

Doesresearchintocancer.

4.YouthintheCity

Mick

Supportsyoungpeoplefinanciallytostayonatschool.3.Listenagainandlistthestudentssuggestionsforraisingmoney.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Suggestedanswers：1.Runsomecompetitionsatlunchtime.

2．Haveaconcertormovienight.

3．Haveabasketballmatch.

4．Haveapersonalchallenge，likegettingsomeonetosponsorstudentsforwalking25kilometres.

4．Listenagainandlistthewaysthestudentscouldgivetheirtime.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Suggestedanswers：1.ServesouptohomelesspeopleonFridays.

2．Visitoldpeopleandchildreninhospitaleveryweek.

3．Dosomethingfortheenvironment，liketreeplantingorcleaninguprubbish.

?Step5　Conclusion

T：Wehavelistenedtotwomaterialsaboutgivinghelptoothers.Idohopeallofuswillhelpthosewhoneedhelp.Remember：Youcanpredictwhatyouwillhearbeforelistening.Whilelistening，youshouldpayattentiontothetimeexpressionsinthepassagewhichisaboutsomepersonsexperiences.

Homework：

1．FinishtheListeningTaskonPages75－76.Trytopredictwhatyouwillhearaccordingtothegiveninformationandalsopayattentiontothetimeexpressions.

2．LookformoreinformationaboutMSFontheInternetandshareitwithyourpartner.

Unit5VirtualReality-reading學(xué)案

Unit5VirtualReality-reading學(xué)案

Whatisvirtualreality？

Listenandreadthetext,andthenanswerthequestions

Whatarethethreeusesforvirtualrealitymentionedinthedialogue?

.

Fastreading

1.howhavecomputerschangedoverthelast50years?

2.whatmustyoudotoenteraVRworld?

3.whichpartoftheequipmentforVRdoesnotseemtobeessential?

4.inwhichtwowaysmightchildrenuseVR?

5.inwhatwaysmightVRbeusefulforbusiness?

6.howmightVRbedangerous?

7.whydoyouthinkpeoplemightpreferVRtoreality?

Trueorfalse

1.computerstodayarelighterthantheywere50yearsago.

2.VRisacomputersystemwithaspecialheadset.

3.inmanysystems,youwillwearaspecialdataglove,withwhichyoucanreachoutandtouchthingsintheartificialworld.

4.inthispassage,theauthormentions2mainusesofVR.

5.theauthor’sattitudetowardstheusesofVRisnegative.

Talking

WhataretheadvantagesanddisadvantagesofVR?

WhatfieldscanVRbeusedin?

Homework:1.writeapassageaboutyourattitudeonvirtualreality

2.Masterthelanguagepoints

Enjoyapoem

Dreams

byLangstonHughes

Holdfasttodreams
Forifdreamsdie
Lifeisabrokenwingedbird
Thatcannotfly.
Holdfasttodreams
Forwhendreamsgo
Lifeisabarrenfield
Frozenwithsnow.

fast緊緊地
winged有翅膀的
barren貧瘠的
frozen凍結(jié)的，冰冷的

夢(mèng)想(朗斯頓·休斯)
緊緊抓住夢(mèng)想，
夢(mèng)想若是消亡，
生命就像鳥兒折了翅膀，
再也不能飛翔。
緊緊抓住夢(mèng)想，
夢(mèng)想若是消喪，
生命就像貧瘠的荒野，
雪覆冰封，萬(wàn)物不再生長(zhǎng)。

UndertheseaPeriod5　UsingLanguage：Reading，Discussinga

一名合格的教師要充分考慮學(xué)習(xí)的趣味性，高中教師要準(zhǔn)備好教案，這是高中教師需要精心準(zhǔn)備的。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂(lè)趣，幫助高中教師有計(jì)劃有步驟有質(zhì)量的完成教學(xué)任務(wù)。寫好一份優(yōu)質(zhì)的高中教案要怎么做呢？小編收集并整理了“UndertheseaPeriod5　UsingLanguage：Reading，Discussinga”，希望能對(duì)您有所幫助，請(qǐng)收藏。

Teachingaims　

1．Learntopronouncethenamesofseacreaturesmentionedinthetextcorrectly.

2．Learntodescribethecreaturesmentionedinthetextproperlyaccordingtothepictureswiththeexpressionslike：...＋looking，...＋shaped，...＋spotted，...＋like，...＋striped.

3．Learntousetheadjectivesinthecorrectordertodescribethepicturespreparedbytheteacher.

4．Learntouseproperexpressionstoconveytheirexactfeelingsintheirpastexperiences.

Teachingprocedures　

?Step1　Warmingupandlead－in

First，showstudentsthepictureaboveandaskthemsomequestionsasarevision：

Wherearethey？Whataretheydoing？Whydotheygosnorkelling?

Next，drawaconclusionandleadintothetext：

Astheseaisaworldfullofmagic，manytouristsheadtothesea，andtheauthorofthistextisoneofthem.

Look！Theotherday，thewriterwentsnorkellingwithherfriendsandexperiencedalot.Letstakeabrieflookatseacreaturesthroughherdiary.

Then，takeacloserlookatthephotosshetakenanddescribethemwithwhatyoucanfindinyourtextbook.

PicturesinthetextinUsingLanguagegivethefollowinginformation：

coralswithvividcolorsandshapes，elegantfishes，littleorangeandwhitefish，smallcleanerfish，theyellowandgreenparrotfishwithhardbird－likemouth，yellow－spottedredsea－slugandbluesea－starsandwise－lookingturtles，eelswithstrongsharpteeth，giantclamwiththickgreenlips，greyreefsharksaboutoneandahalfmeterslong，theedgeofthereefwithasharpdroptothesandyoceanfloor

?Step2　Fastreading

Readthepassageandputthefollowingtopicsintothecorrectorderaccordingtothetext.

Topics

Paragraph

colorsandshapes

2

dangers

4

reflecting

1

thereefsedge

5

afinalthought

6

someseacreatures

3?Step3　Carefulreading

Task1：Readandchoosethebestanswers.

1．Judgingfromthetext，whattheauthormainlywantstotellusinthediaryis______.

A．thattheseaisfantasticwithvividcolors

B．thatthewaterwhereshewassnorkellingisnotdeepbutshallow

C．whatshesawandhowshefeltinthesea

D．thatalltheplantsintheseaarepoisonous

2．Whatwashangingupsidedownintheseaaccordingtothetext?

A．Theorangeandwhitefish.　B．Theyellow－spottedredsea－slug.

C．Theyellowandgreenparrotfish.D．Thebluesea－stars.

3．Theauthorwasafraidofgettingtooclosetotheeelbecause______.

A．ithasstrongsharpteethB．ithasthickgreenlips

C．ithasafrighteningshapeD．itgivesoutpoisonousliquids

4．Whichofthefollowingsentencesshowthattheauthorcouldnthelpfeelingexcitedinthesea？______

A．Myheartwasbeatingwildly.

B．Thatdidntstopmefromfeelingscaredtodeath.

C．Everycellinmybodywokeup.

D．Ifeltveryexposedinsuchdeepclearwater.

5．Wecaninferfromthetextthattheauthorfeltthat______.

A．comparedwiththewholeworld，manistiny

B．comparedwiththewholeworld，theoceanistiny

C．thereweremoredelightsthandangerswhensnorkelling

D．thereweremoredangersthandelightswhensnorkelling

Keys：CCACA

Task2：DoExercise3onPage25.

Keys：1.warmnight　2.thewavinglongthin　3.hardbird－like　4.ayellow－spottedred

5．a(chǎn)largewise－looking　6.strongsharp　7.thickgreen　8.twogrey

Notetheuseofadjectives：

number—opinion—shape/size—age—color—place—material—noun

e．g.acutelittlebrownpuppy　twothickgreenspottedsea－stars

Task3：Practice

1．Several______sharks.(a.largegrey　b．greylarge)

2．Some______whales.(a.giantblue　b．bluegiant)

3．Scoresof______turtles.(a.white－stripedandgrey　b．greyandwhite－striped)

4．Manya______seal.(a.black－spottedandlightgreyb．lightgreyandblack－spotted)

5．Many______anemonefish.(a.littleorangeandwhite　b．orangeandwhitelittle)

6．Plentyof______angelfish.(a.orangeandblue－striped　b．blue－stripedandorange)

7．Anumberof______corals.(a.hugecolorful　b．colorfulhuge)

Keys：aabbaaa

?Step4　Discussingandspeaking

Supposeanaquariumisbeingdesignedinourcity.Asthetwomaindirectorsoftheaquarium，youandyourpartneraretalkingaboutwhatseacreaturesshouldbebroughtin.

Expressingideas

Responses

Isuggestbringingin...as...

Iadviseputtingin...

Imconsideringbuying...

What/Howabout...?

Imimagining...

Ienjoy/feellike/dislike...

Doyoumind...?

...

Thatsagood/greatidea.

Soundsgood!

Cantagreemore!

Itsgood...

Itdepends.

Itsnogood...

Imafraidnot.

...Example：

A：Sincetheaquariumwillbeopenedsoon，thevarietiesofseacreaturesrequirediscussingnow.Whataboutputtinganumberofhugecolorfulcoralsinit?

B：Cantagreemore！Imconsideringbringinginseverallargegreyreefsharksaspeoplearealllookingforwardtoseeingthem.

A：Itsgreat！Doyoumindourbuyingscoresofgreyandwhite－stripedturtles?

B：Notatall！Imalsothinkingofgettingsomelittleseacreatures.

A：Youareright.Itsgoodhavingsomeorangeandblue－stripedangelfishastheyarethatlovely.

B：Allinall，wemaybringinasmanyseacreaturesaspossiblebecausepeoplecantstandbeingcheatedastheyspendmuchmoneybuyingthetickets.

?Step5　Learningphrasesandsentences

Usefulphrases：

reflectontheday回憶當(dāng)天的事情

adayofpuremagic神奇的一天

gosnorkelling潛泳

extraordinarybeauty奇妙的美景

allkindsofsmall，neatandelegantfish種類繁多、小巧整齊、姿態(tài)優(yōu)雅的魚

exploresmallcaves探索小石洞

narrowpassages狹窄的通道

hangupsidedown倒掛著

ayellow－spottedredsea－slug帶著黃斑點(diǎn)的紅色海蛞蝓

alargewise－lookingturtle一只長(zhǎng)相聰慧的大烏龜

lookstraightatme直直地盯著我

sharpteeth利齒

atastyfish一條美味的魚

thegiantclamhalfburiedinsomecoral一個(gè)巨大的蛤蚌半掩在珊瑚礁中

thickgreenlips寬厚的綠嘴唇

twogreyreefsharks兩條灰色的珊瑚鯊

appearfrombehindsomecoral從珊瑚后面出來(lái)

feelscaredtodeath嚇得要命

swimovertheedgeofthereef游過(guò)珊瑚礁的邊沿

lookdownintothedepthsoftheocean往下看海底

Beautifulsentences：

Imsittinginthewarmnightairwithacolddrinkinmyhandandreflectingontheday—adayofpuremagic!

...itwasthemostfantasticthingIhaveeverdone.

Itwaslikediscoveringawholenewdimensionoflife.

...everycellinmybodywokeup.

ThefirstthingIbecameawareofwasallthevividcolourssurroundingme...

...theywereshapedlikefans...

...Icouldhavetouchedit.

Myheartwasbeatingwildly—Ifeltveryexposedinsuchdeepclearwater.

Whatawonderful，limitlessworlditwasdownthere!

AndwhatatinyspotIwasinthisenormousworld!

?Step6　Homework

Giveawrittenintroductiontotheaquariumtobeopened.Theintroductionshouldincludethefollowingaspects.

1．Location.

2．Admissionprice.

3．Opentime.

4．Seacreaturesyoucansee.

5．Delightsyoumayhavewhilewatchingperformancesgivenbydolphins，sealions，etc.

6．SomeDosandDontsinit.

Requests：

1．Beasimaginativeasyoulike.

2．Useasmany－ingformsinthecompositionasyoucan.

3．Makesuretheaquariumisaccessibletothedisabled.