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视频课题：人教版选修七unit4 sharing Using Language I The World’s Most Useful Gift Catalogue甘肃省优课
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人教版选修七unit4 sharing Using Language I The World’s Most Useful Gift Catalogue甘肃省优课
Book 7 Unit 4 Sharing 教学设计
教学内容： Using Language I : The World’s Most Useful Gift
Catalogue
教学重点: 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.
教学难点: How to develop the students’ reading skills and analyze the long and difficult sentences in Exercise 2. 教学目标：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.
知识目标:
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
能力目标:
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.
情感目标:
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(语言运用)这一部分综合训练听说读写的能力。“读与说”（Reading and speaking）部分呈现给学生一个网页，通过图文结合的方式，介绍了一些特殊的礼物-为穷人和真正需要它的人选购礼物。有人一旦选了礼物，“世界上最有用的礼物清单”机构将会寄给他或她一张特殊的纪念卡，此卡可用于任何特殊的场合-结婚、出生、圣诞节、周年纪念等。阅读网页内容之后，要求学生完成两个练习。一是回答问题；二是把礼物名称和详细介绍配对。“听、说、写”（Listening, speaking and writing）我以介绍课本图片为切入口，让学生的认知从谈论图片，发挥想象，训练口语，从图1一位女性在做缝纫活到图2一群外国孩子谈起，从句子训练开始，不限数量可多可少，学生可以展开思维，从口语训练起步，同时也训练了其他同学的听力。教师主动从图2引向写作训练，导出the frost flower boy，激发起学生对困难学生、留守儿童、贫困地区孩
子的关注与同情，使我们的学生自觉主动地愿意帮助弱者，让学生给“霜花男孩”写信主动帮助。要求学生熟悉英文书信文体的文章结构，组词成句，组句成段，组段成篇的特点，以及学习应用文如何向别人提供帮助的信相关的写作技巧。在教学中注重运用任务型写作教学模式，最大限度地调动学生的主观能动性，培养他们运用语言和固定句式，克服困难，完成任务，进行课堂写作训练和指导。
学情分析:
阅读理解是对语言应用的考察，阅读材料取材具有真实性和实用性，非常贴近我们的生活。本篇阅读是一篇网页，很适合我们，而且学生很感兴趣。教学对象为高中二年级学生,这个班学生人数多,英语基础不是很好,有一定基础的学生人数不到一半。而且对于他们，英语中的阅读训练也是他们学习中的弱点。所以在上课之前,我把学生分成了多个小组,这样在课堂教学中才可以互相弥补，互相帮助，不管是对复习内容还是阅读部分、练习、还是对写作准备都会相互促进相互提高，这样基础好的学生带动较弱的学生,以互相促进,同时加强了学生的学习自主性,提高了学生的学习兴趣,这样的团队合作，优化组合为课后的写作教训练做好了铺垫。
教学过程：
教学活动：
活动1【导入】Revision—Reading前的热身和准备。
话题讨论, (1)本单元主题“Sharing”含义理解，从问题“What is sharing?”入手，强化对Reading的深层理解和对分享和帮助的进一步认识，使学生从心灵上对弱者、残疾等给予同情和帮助，达到心灵上的共鸣。
口头训练过程中巩固本单元语篇，重要词汇、短语、词组、固定句型都等，所涉及到重点短语词组有devotion; share...with; help others; care for等.
【设计意图】通过单元主题sharing的深层理解和本节课的教学目标从而自然导入本课话题，对于贫困地区的孩子，我们应给予关心和帮助，那么如何根据自身身份和实际实施切实可行、真实有效的帮助。
活动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
【设计意图】 首先要求学生快速浏览34页内容，本篇文段是一个网页内容，学生抓住问题迅速捕捉相应的答案，从而激发他们的参与热情和快速浏览的能力。其次再次, 鼓励学生认知聆听，训练学生英语听力水平，鼓励学生积极思维，展开讨论,引导学生发散思维,为写作拓展思路做好储备,为完成课后写作任务奠定基础。重点是在此过程中学生学会了如何用自己的语言快速组织思维。 给学生提供建议的相关词组和句型,为之后的写作埋下伏笔。,通过小组合作培养了学生的合作精神。
I. 活动3【活动】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 (上学). (Bangladesh, Kenya, Uganda) The following phrases are the language points in the descriptions: 1. a trained tailor (受过培训的裁缝) 2. make some income (赚得收入，挣到钱) 3. acquire (获得)
4. develop the confidence (培养信心) 5. participate in (参与；参加) 6. covers the cost of (包括......的费用) 7. prevent...from (防止......做) 8. give milk (产奶)
9. increase in number (数量的增加) 10. financial security (经济保障) 11. operate (运行，开设) 12. remote villages (偏远的村子) 13. provide...for (为......提供) 14. attend school (上学)
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
活动4【活动】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?
【设计意图】归纳总结向别人提供帮助信件的常用英语表达,并要求学生掌握,为书信写作表达积累句型。鼓励学生积极讨论,引导学生发散思维,拓展写作内容,为完成写作任务奠定基础。针对课后写作内容和文章结构进行提问,引导学生审题。
(1)拟定写作提纲,即文章开始部分(beginning paragraph),正文部分(body paragraph)及结尾部分(ending paragraph)的写作内容。
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________ (表达愿望). Best wishes signature（签名）
【设计意图】 使学生了解英文信的结构,合理布局。既做到全文重点突出,段落之间有机地联系,又内容完整连贯，从而达到对英文书信的掌握。
(1)复习英文书信的结构 (Structures of English letter of offering help): 【设计意图】 正确使用English letter of offering help,了解每一段的主要内容，使文章有整体性、连贯性、完整性。
(2)根据自身实际按每一段内容要求完成写作内容并进行展示。
【设计意图】 训练学生速写、思维及整合能力,培养写作能力，提高英语写作水平。同时让学生获得满足感，提升他们的自信心。
活动5【活动】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)教师和学生共同评价所展示的口头文章
【设计意图】教师和学生共同评价所展示的口头写作。课堂上边讲边写边改培养了学生的分析问题和解决问题的能力,让他们在口头作文训练和评改中受到启迪、思维得到锻炼,由被动接受知识变为主动积极探究,从而提高英语课堂从泛读教学过渡到作文教学的效率。
活动6【活动】Step 6. Summary 教师总结
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(王福满), 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. 活动7【作业】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.
【设计意图】教师设置这样的书面作业，一方面是为了让学生及时积累本节课的语言要点，养成良好的做课堂笔记的习惯，提高书写的规范性，同时也为学生今后更广的写作训练积累素材，另一方面，刚刚讲解完英文书信的结构和提供帮助的书信的写作技巧，基本句式，贵在训练和及时掌握应用。语言学习的其中特点不但是听说方面的应用，也是写作和实战方面的应用，服务我们的生活是最好的学习。
板书设计
一、左面黑板上内容：
Unit 4
The World’s Most Useful Gift Catalogue
1. a parent-absent child 2. Thin, fat
二、右面黑板上内容：
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
教学反思:
本节课主要采用过程教学法训练学生的泛读和写作即学提供帮助的英文书信。包括英语阅读中关于scanning and skimming能力训练，写作阶段前后的准备和结构掌握。由于学生既要快速浏览网页完成课后练习1和练习2，训练学生捕捉信息的能力，还要通过细节信息来理解内容，掌握长难句，发现实用的词组、短语进行礼物与文字描述的匹配。学生在完成了阅读后还要进行口语和听力训练，谈论图片，描述细节，快速组织自己的语言思维，几乎可以称的上是Brainstorm.在完成课后写作前教师已经进行大量的语言输入和有效的写作指导，学生熟悉了必要的语言和表达句式及英文书信结构。我在writing部分还给写作模板和写作重点，目的就是为新的语言环境的写作提供框架。这样就减少了学生在写作的过程中的困难，缓解了学生写英语作文的焦虑和畏惧心情，激发了他们的创作欲望。此外，我所选的写作内容贴近生活实际，所以难度较小。在课堂训练中促进学生写作能力的发展是我此课堂的初衷。通过小组讨论，进行口头写作及学生单独口头展示的形式，让学生互相借鉴，取长补短；同时培养了学生的独立思考意识和创新精神，最重要的是不仅调动了学生的积极性，激发了学生的写作兴趣，而且学生学有所得，学有收获。总之，这堂课已达到了预期效果。 本堂课的不足之处在于师生互动方面，学生显得有些拘谨，可能是感觉到有摄像机器之类的因素，不敢大声回答，畅所欲言。此外 ，课堂上我提了几个不太难的问题，绝大多数同学都有能力回答，但实际回答时不敢大胆发言。本设计另一个不足之处应该是时间分配上不足，由于担心学生掌握不了提供帮助的书信的写作技巧，所以我在Pre-reading 部分用时过多，留给学生写作的时间明显有点不够，而且最后应该有更多学生进行写作成果展示，这样才能检测课堂是否有效。
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