Unit 4 Sharing
教材分析
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。通過聽、說、讀、寫等各種活動學(xué)習(xí)相關(guān)的語言知識，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責任感。結(jié)合針對短話題的探討激發(fā)學(xué)生的國際意識，通過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。
Warming Up部分是一個調(diào)查，分成三項任務(wù)：首先回顧自己曾經(jīng)做過的助人為樂的好事，并采訪三位同學(xué)；然后，根據(jù)調(diào)查內(nèi)容列舉班級同學(xué)所做的好事；最后討論volunteer的內(nèi)涵。通過這些任務(wù)，讓學(xué)生懂得什么是“幫助”，反思自己是否樂于助人，以及怎樣做才是“志愿者”，由此為后面的短學(xué)習(xí)做好鋪墊。
Pre－reading是Reading的熱身活動。交代了閱讀的體(letter)和作者(a young Australian woman，Jo)，還根據(jù)她在PNG拍的10張照片提出了5個問題，回答這些問題有助于學(xué)生加深理解“志愿者活動”的意義。
Reading是一篇Jo寫給Rosemary的信。其中介紹Jo在PNG(Papua New Guinea)的一個小村教書。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)機會。
Comprehending是根據(jù)短設(shè)計的閱讀理解試題。第一個練習(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)亞村落生活及風俗習(xí)慣的信息，屬于細節(jié)題。第二個練習(xí)要求學(xué)生對中提到的五個現(xiàn)象進行分析，說明原因，屬于細節(jié)推理題。第三個練習(xí)要求學(xué)生通過閱讀分析生活在小村中的積極面和消極面，這個練習(xí)進一步地開闊學(xué)生的思維，使學(xué)生對艱苦的生活有更深的理解。第四個練習(xí)要求學(xué)生小組活動，討論四個問題，進一步鞏固學(xué)生對于內(nèi)容的理解，并且讓學(xué)生聯(lián)系自己的實際情況，通過比較校舍、條、生活狀況等方面的問題，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�。第三、四兩個練習(xí)都屬于深層思考的問題。
Learning about Language分詞匯和語法兩部分。其中，第一部分是有關(guān)此篇短中的重點單詞和短語。設(shè)置了三個練習(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?shù)脑~匯完成一篇短；三是根據(jù)解釋組成詞組，并用詞組編對話。第二部分是有關(guān)限制性定語從句的復(fù)習(xí)。 首先從中找出含有限制性定語從句的句子；然后用定語從句完成句子，對定語從句加以運用；再用含有定語從句的句子回答問題；最后是兩人結(jié)對活動，進一步練習(xí)使用定語從句。
Using Language是對Reading的延伸。通過閱讀，參與“Give an unusual gift”的活動。這個部分由三個部分組成，綜合訓(xùn)練學(xué)生聽說讀寫四個方面的能力�！白x與說”通過圖結(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禮品。閱讀之后，完成兩個練習(xí)：回答問題和把禮物名稱和詳細介紹配對�！奥犈c說”部分是采訪默里大夫的經(jīng)歷，以聽力訓(xùn)練為核心設(shè)置了四個活動。1.講述一個人的生平，用到了時間表達法；2.通過列表把握聽力中的細節(jié)；3.在涉及聽力內(nèi)容之前讓學(xué)生先就有關(guān)聽力中的話題進行討論，有助于學(xué)生快速并準確地把握聽力內(nèi)容；4.展開討論，讓學(xué)生思考自己將是否愿意像默里大夫那樣做個志愿服務(wù)工作者�！皩懽鳌备鶕�(jù)“聽與說”中的話題，運用時間表達方式，根據(jù)給出的6個方面對默里大夫的情況進行寫作。
時劃分
在對本單元的各部分材料進行分析、整合后，確定了以下六個重點時：
時一：Warming Up and Listening(聽力)
從話題內(nèi)容和訓(xùn)練目的看，Warming Up與Using Language中的Listening and speaking比較接近，所以將Warming Up與Listening and speaking的第1、2、3題和Workbook中的Listening以及Listening Task整合在一起，設(shè)計成任務(wù)型“聽力”，以訓(xùn)練聽前預(yù)測的能力和學(xué)習(xí)用時間表達方式介紹一個人的生平經(jīng)歷的方法。
時二：Speaking(口語)
將上一節(jié)聽力剩下的部分Listening and speaking中的第4題和Workbook中與上節(jié)聽力內(nèi)容相關(guān)的Talking以及Speaking Task整合在一起，設(shè)計成“口語”，訓(xùn)練學(xué)生用英語表達自己的觀點，并且說明這樣做的理由。
時三：Pre－reading and Reading(閱讀)
這篇是一個志愿者的一封家書，她在巴布亞新幾內(nèi)亞共和國的一個小村教書。信中詳細地描述了她所在學(xué)校的情況和她去一個學(xué)生家做客的經(jīng)歷。通過這封信，學(xué)生可以了解巴布亞新幾內(nèi)亞共和國各部落的生活狀況和風俗習(xí)慣，同時能夠更好地理解志愿者的工作。
時四：Grammar(語法復(fù)習(xí))
本單元的語法重點是復(fù)習(xí)限制性定語從句(Restrictive Attributive Clause)。學(xué)生已經(jīng)學(xué)過這個語法點，所以在這節(jié)中，首先對限制性定語從句的特征、關(guān)系詞做一個簡要回顧，然后通過多種形式的練習(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從句的用法。這些環(huán)節(jié)，如開始部分的聽句子、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)了在語境中學(xué)習(xí)語法、在語境中運用語法的教學(xué)原則。
時五：Reading，Speaking and Writing Task(綜合運用)
這節(jié)語言綜合運用把本單元的第二篇和后練習(xí)中的寫作練習(xí)組合到一起。一方面是由于這篇——“世界上最有用的禮物清單”，內(nèi)容比較簡單，不需要用一整節(jié)完成；另一方面是后練習(xí)的寫作任務(wù)——給一個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)生的實際結(jié)合起，學(xué)生寫起有話可說。
時六：Summing Up and Learning Tip(總結(jié)復(fù)習(xí))
復(fù)習(xí)分成四個板塊，板塊一是復(fù)習(xí)內(nèi)容和重要的詞組句型。復(fù)習(xí)內(nèi)容可以通過根據(jù)關(guān)鍵詞組復(fù)述、回答問題和學(xué)生互批作(用100詞左右寫一篇介紹部落生活和風俗的)等活動完成。這篇作是閱讀的家庭作業(yè)，放在此處，既檢查了作業(yè)，又有助于的復(fù)習(xí)。板塊二是復(fù)習(xí)語言知識，主要是用翻譯、填詞以及句型轉(zhuǎn)換復(fù)習(xí)。板塊三是總結(jié)和概括語法項目。指導(dǎo)學(xué)生完成表格填充、知識樹，使學(xué)生在腦海中對限制性定語從句形成一個完整的概念。板塊四是總結(jié)。討論分享的意義，讓學(xué)生對于本單元的主題有更加清晰完整的認識，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Learning Tip的內(nèi)容。
學(xué)情分析
1．學(xué)生經(jīng)過高中階段必修1～選修6的學(xué)習(xí)，具備了一定的閱讀技能，如查找細節(jié)信息，猜測詞義，抓住段落要點和全大意等，在閱讀速度方面也有了較大的提高，這有助于學(xué)生較好地完成這個單元的閱讀。同時，在聽、說、寫等方面也有了一定的基礎(chǔ)。
2．這個單元的話題是分享、幫助與合作。對于高二的學(xué)生而言，他們的價值觀人生觀已經(jīng)基本形成，要想通過一個單元的學(xué)習(xí)，完全改變學(xué)生的價值觀，難度比較大，但教師可以通過本單元安排的內(nèi)容，如閱讀志愿者的家書，了解一些捐助機構(gòu)的工作，幫助學(xué)生認識這個世界，理解互助合作的意義，即在幫助他人的過程中實現(xiàn)自己的人生價值。
3．學(xué)生在這個單元的學(xué)習(xí)過程中需要用到預(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。
Period 1 Warming Up and Listening
教學(xué)目標
1．語言知識目標
a．認識以下單詞和短語：
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．注意以下幾個重要句型：
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．語言技能目標
通過聽一段采訪，了解默里大夫作為一個志愿者為edecins Sans Frontieres(SF)工作的經(jīng)歷，提高學(xué)生聽前預(yù)測、注意細節(jié)信息等聽力方面的技能。
3．語言能力目標
提高學(xué)生注意細節(jié)信息的聽力能力，同時理解聽力材料中出現(xiàn)的一些重要的詞匯和表達方式。
4．情感態(tài)度與化意識目標
借助聽力材料，讓學(xué)生思考自己將是否愿意像默里大夫那樣做志愿服務(wù)工作。把學(xué)生的生活實際和所聽到的內(nèi)容結(jié)合起，能夠培養(yǎng)學(xué)生正確的價值觀。
重點難點
1．教學(xué)重點：
a．學(xué)會邊聽邊注意聽力材料中的細節(jié)信息，并做筆記。
b．在講述個人生平時，常采用時間表達法。學(xué)會關(guān)注對話中的時間表達法以及出現(xiàn)的先后次序。
2．教學(xué)難點：
a．根據(jù)列表掌握聽力中的細節(jié)信息。
b．學(xué)習(xí)采用時間表達法表述一個人的生平。
教學(xué)方法
聽力教學(xué)與合作學(xué)習(xí)
教學(xué)過程
?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(委員會) ______ 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(委員會) __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.
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