unit4Sharing教学设计.doc

Unit 4 Sharing The First Period Warming-up and ReadingTeaching Goals:1. Language goal Make the students be familiar with the new words: volunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement.Make the students understand the letter better.2.  Ability goalEnable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher.Help the Ss lean how to read between lines and find the positive and negative aspects of doing something3. Emotion goalLearn to help others and develop sense of community and community spiritThe important and difficult points of teaching:Make the students understand the reading passage.Teaching methods:Discussion, skimming, scanning and task-based methodTeaching AidA projector, PPT and the blackboard.Teaching Procedures:Step I RevisionReview the new words by guessing.T: Draw some pictures or point at some items.Ss: Guess the words in unit 2.roof broom textbook sniff rectangle platform grill jar bucket fortnightStep II Warming-up T: Show the pictures of TIP and talk about volunteer and sharing. Ss: Discuss and answer the questions: What does volunteer mean? If you have a chance to be a volunteer, what will you do? Step III Pre-readingAsk Ss to find out PNG on the map and look at the photos in the reading passage.Step IV ReadingA. Skimming(Read and get the main idea.)The passage is written in the form of a letter by a young_________(voluntary), Jo. It is about her experience____ a teacher and her first visit ___ a village _________ is the home of her students.B. Scanning1. The purpose that the author wrote the letter is that ___.A. she wanted to tell Rosemary her teaching life in the high schoolB. she wanted to tell Rosemary her learning life in the high school.C. she wanted to tell Rosemary that she couldn’t get any money by teaching the poor studentsD. she wanted to tell Rosemary how happy she was in the small village2. Why does Jo wonder how relevant chemistry is to the kids?A. Because she thinks chemistry is too difficult to learn.B. Because she thinks chemistry may make little difference to the kids’ life.C. Because the kids there hardly come across anything of chemistry.D. Because she thinks chemistry useless.3. By writing “The only possessions that I could see were…”, the author wants to tell us ____.A. Tombe’s family were kind-heartedB. Tombe’s family were guest-loversC. Tombe’s family only used simple thingsD. Tombe’s family were too poor4. Why did Tombe throw out the tin can?A. Because he believed the can attracted evil spirits.B. Because he believed any leftovers attracted evil spirits.C. Because he believed the can has no use at all. D. Because he believed the grill attracted evil spirits.5. How did Jo feel after the visit to Tombe’s family?A. Happy B. Sad C. Worried D. UpsetC. Careful readingFind out the following phrases and translate them into Chinese.1. hear from 2. be dying to 3. up to 4. adapt to 5. have no concept of 6. the other day 7. come across 8. to be honest 9. make any difference to 10. lead sb. to 11. stick out 12. dry up 13. in need 14. participate in 15. shake hands with 16. share with 17. a couple of 18. upside down 19. dry up 20. a privilege to Step V Post readingDiscuss the positive and negative things about living in a village in Papua New Guinea. Step VI Summary and homework1. Read the passage aloud and underline the beautiful sentences.2. Find more phrases in the passage.Step VII Feedback。