Unit 4 Sharing教学设计

Unit 4 Sharing

Ⅰ. 单元教学目标

技能目标Skill Goals

▲Talk about helping others and voluntary work

▲Practise expressing time sequence and logical relations

▲Revise the Attributive Clause (restrictive)

▲Write a narration

Ⅱ. 目标语言功能句式

Express logical relations

Why would you...?

How could you do that?

Because I want to share with others ...

First, find some information through ...

The reason is that ... Then ... Next ... Finally ...

词汇

1．四会词汇

Airmail fortnight roof muddy textbook concept weekly relevant remote weed rectangle rectangular adjust platform broom tin jar sniff participate interpreter grill otherwise privilege paperwork arrangement toast comb astronaut angle catalogue donate voluntary purchase anniversary seed sew ox trunk tractor Kenya click tailor political distribute distribution security operate clinci

2．认读词汇

Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, loan, supplement, Bangladesh, Tanzania, economic, Uganda, Sudan, Medecins Sans Frontieres (MSF), Malawi

3．词组

hear from, be dying to, come across, stick out, dry out, dry up, in need, sewing machine, trunk library

4．重点词汇

purpose, theme, determination, nation, birth, ancestor, joy, treat, peace

结构

Revise the Attributive Clause (restrictive)

引导定语从句的关系代词who/whom/whose/which/that等以及关系副词where/when/why等在定语从句中担任句子成分和表达意义的小结

重点句子

1. …I?ve included some photos which will help you picture the places I talk about. P29

2. When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29

3. The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29

4. Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29

5. But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29

6. We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29

7. Tombe?s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof —this shows it?s a man?s house. P29

8. To let you know that I am thinking o f you, I have purchased a gift from the World?s Most Useful Gift Catalogue for you to give to some of the world?s poorest. P34

Ⅲ. 教材分析和教材重组

1. 教材分析

本单元以Sharing为话题，旨在通过单元教学，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。结合针对短文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做出自己的贡献。

1. 1 Warming Up 提供了三项任务。通过完成这些任务让学生懂得什么是“帮助”，并且反思自己是否乐于助人，以及怎样做才是“志愿者”，为后面的短文学习做好了铺垫。

1. 2 Pre-reading是Reading的热身活动。其中介绍了信的作者Jo，还根据她在PNG拍摄的照片提出了5个问题，让学生在阅读之前就对信的内容有了简单的了解。

1. 3 Reading是一篇Jo写给Rosemary的信。其中Jo介绍了自己在PNG的所见所闻。读完这封信，学生能感受到PNG的儿童生活之艰难，从而珍惜自己的生活和学习机会。

1. 4 Comprehending是根据短文设计的阅读理解题，检验学生对阅读内容从细节到大意的理解。

1. 5 Learning about Language分词汇和语法两部分。其中，第一部分是有关此篇短文中出现的重点单词和短语的用法练习；第二部分是对限定性定语从句的复习。

1. 6 Using Language包括三项活动：Reading and speaking以一个有关礼物的网页展开阅读和讨论，通过阅读，学生将了解到这一活动的意义以及他们能为贫困的人做些什么，讨论活动将激发学生对这一主题的深层次思考和参与热情；Listening and speaking通过Jennifer Wells的采访介绍了Mary Murray作为MSF 的一个志愿者的工作经历，而且针对这一话题要求学生能用给出的时间短语结合听力材料谈论Mary Murray；Writing要求学生根据Listening and speaking的话题并运用上面的时间短语写一篇叙述文。

2．教材重组

2.1 从话题内容和训练目的上分析，Warming Up与Listening and speaking相一致；从教材份量来说，可将Warming Up与Listening and speaking的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起，设计成一节任务型“听力课”。

2.2 将Listening and speaking的speaking和Workbook中的TALKING以及SPEAKING TASK整合在一起，设计成一节“口语课”。

2.3 可将Pre-reading, Reading和Comprehending三个活动整合在一起上一节“阅读课”。

2.4 可将Learning about Language的词汇和语法两部分与Workbook中的USING WORDS AND EXPRESSIONS以及USING STRUCTURES整合在一起上一节“语言学习课”。

2.5 可将Using Language中的Reading and speaking和Workbook中的READING TASK整合起来上一节“泛读课”。

2.6 将Writing和Workbook中的WRITING TASK整合成一节“写作课”。

3. 课型设计与课时分配

1st Period Listening

2nd Period Speaking

3rd Period Reading

4th Period Language study

5th Period Extensive reading

6th Period Writing

Ⅳ. 分课时教案

The First Period Listening

Teaching goals 教学目标

1. Target language目标语言

重点词汇和短语

volunteer, clinic, challenging, over the last few years, in the future, in two weeks? time,

a couple of, developing country, go blind, belief

2. Ability goals能力目标

Improve the students? listening ability by listening to Dr Mary Murray?s experience as

a volunteer with Medecins Sans Frontieres (MSF).

3. Learning ability goals学能目标

Learn to predict what will be heard according to the key words in the questions and in this way to improve the students? listening ability.

Teaching important points 教学重点

Learn to make notes while listening to the material and number the events in the order they are heard.

Teaching difficult points 教学难点

Learn to use ti me expressions and work together with a partner to describe a person?s experience as Jo did in her letter or Dr Mary Murray did in the interview.

Teaching methods 教学方法

Listening and cooperative learning.

Teaching aids 教具准备

A recorder.

Teaching procedures & ways 教学过程与方式

Step I Warming up

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. OK, now get into group s and finish the survey form on Page 28.

Suggested answers:

What do you do to help.. Name: Tom Name: Helen Name: Mary

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 away Comfort them

when they are sad

3. your friends? Repair their

computers Help them with the

lessons Accompany them

to do shopping

4. people in your community? Be a coach of the

football lovers Sing and dance for

the old Help my neighbours

carry things home

5. people outside your community? Plant trees Help people with

disabilities Return the wallet to

the owner

Write “V olunteer” on the Bb.

T: Look at the word on the Bb. Have you learned it? What does it mean?

S: As a noun, it means someone who does a job willingly without being paid. As a verb, it means to offer to do something without expecting any reward, often something that other people do not want to do.

S: V olunteer work includes: Be a coach of the football lovers without payment, plant trees, help people with disabilities.

T: Good answer. Look at the survey form you have completed. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”.

After discussion

T: Do you think your classmates you just interviewed can be called volunteers? What?s your group?s opinion?

S: We think that one is not a volunteer when he/she helps his/her parents, relatives or friends. But we can call his/her volunteer when he/she helps people in the community or outside the community.

T: I agree with you. Only those who don?t work for rewards — especially money and materials, and are not forced to do so are volunteers. For example, Dr Mary Murray is such a volunteer. She works for an organization called Medecins Sans Frontieres (MSF). Turn to Page 35 please.

Step Ⅱ Listening (I)

T: Now Mary is being interviewed by Jennifer Wells. Go through exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.

Then let the students go through the expressions listed in Exercise 1. And play the

tape.

T: Now let?s listen to their dialogue. While you are listening, pay attention to the time expressions and number them in the order you hear them.

After listening for the first time, check the answers. Then let them try to answer the questions in Exercise 2 with their partner. It?s OK if they can?t answer all the questions. Play the tape again, let the students listen again and check their answers.

T: Now look at the table in Exercise 3. Some time expressions are given. Let?s listen to the tape again and find out where Mary was at these times and what she did. You don?t need to write down complete sentences. Key words will do.

After listening, let the students share their completed notes with their partners. Then check the notes with the whole class. Finally, get the students to tell each other about Mary?s experience with the help of the information from table. They are supposed to use the time expressions in Exercise 1.

Step Ⅲ Listening (Ⅱ)

T: Perhaps you may wonder, we are students, what we can do to help. That is, what can we do to serve communities outside the school? Actually, if you are willing to offer your help, there are a lot of things that you can do. There has been some school organizations which are engaged in out-school activities. Now, we are going to learn about one of such organizations. Turn to LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four exercises. Let the students go through the instructions of the exercises and predict about the content of the listening material.

Sa: There are three characters in the material: Jason, Mick and Annie.

Sb: They want to raise money to help the communities.

Sc: Perhaps they will help children in hospital, or serve soup to the homeless, or protect the environment.

Sd: They will spend some time working for their school?s Community Care Committee (CCC).

T: Now let?s listen to the tape and check your predictions and at the same time,

number the items in Exercise 1 in the order you first hear them.

After listening, check the answer. Then play the tape again and let the students finish the table in Exercise 2. Check the answers. Finally, play the tape again and deal with Exercises 3 and 4.

Step Ⅴ Homework

T: Boys and girls, today we have listened to two materials about giving help to others.

I do hope all of us can offer help to those in need. Besides, you should learn to predict what you will hear before listening and pay attention to the time expressions while listening.

Homework for today:

1. Finish the LISTENING TASK on Pages 75-76.

2. Google for more information about MSF and share it with each other.

The Second Period Speaking

Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

in the future, share ... with ..., social welfare programme, afford, sponsor, donate, cover, primary school, participate in

b. 功能句式

Why would you...?

How could you do that?

Because I want to share with others ...

First, find some information through...

The reason is that ... Then ... Next ... Finally...

2. Ability goals能力目标

Enable the students to express logical relations with the target language.

Enable the students to tell about a person?s experiences using time expre ssions.

3. Learning ability goals 学能目标

Help the students learn how to express logical relations with the target language. Help the students learn how to use time expressions to tell about a person?s

experiences.

Teaching important and difficult points教学重难点

Help the students learn to list reasons for an idea and also learn how to express and support an idea in a logical way.

Teaching methods教学方法

Discussing and speaking.

Teaching aids教具准备

A computer and a projector.

Teaching procedures & ways教学过程与方法

Step I Revision

T: Good morning/afternoon, boys and girls! Please let me check your LISTENING TASK on Pages 75-76 first.

Show the answers on the Bb or a screen and help the students check the answers. Step Ⅱ Discussion

T: In the last period, we listened to the story about Dr Mary Murray. She worked for MSF and helped people in poor areas as a volunteer. Now I have two topics for you to discuss. First one: Do you think whether people like Dr Mary Murray and Professor Fred Hollows should help those in poorer areas? Give your reasons.

Let the students work in groups and have a discussion. Then ask some of them to present their opinions and reasons.

Sa: In my opinion, Dr Mary Murray and Professor Fred Hollows should help those in poorer areas. And I would like to be a volunteer if possible. The reason is that we, either poor or rich, live on the same planet. Just as John F. Kennedy said in his Inaugural Address, “If a free society cannot help the many who are poor, it cannot save the few who are rich.”

Sb: Humanism or humanitarianism is a necessary quality for us human beings. We should share what we have and help those who are badly in need of help. I will become a volunteer if time permits. Actually I often help those who need help. For example, every Sunday, I take my neighbour, a disabled girl, to the park to refresh herself. And we talk a lot, and I think I help her a lot, which makes me very happy.

Sc: I agree with them, but I think the most important thing is that we should try to help the poor to be independent instead of just giving them food and clothes.

Sd: I have a different idea. It?s not wrong to help the poor. But according to my experience, helping the poor is not always a pleasant experience.

Se: I can?t agree more. I once read an article about such kind of things. The “poor” are not always so noble, and they are the hardest to deal with. People who deal with the poor can tell a hundred stories about how they waste money and opportunities. You bring food to their home and notice a large-screen TV. You give them money and they buy groceries at the nearby convenience store (where prices are very high). You have their car fixed and find out it is a Buick Skylark. Whenever you visit them, they are watching TV.

Sf: Maybe what you said is true. However, it is not right to let the poor fight alone with their many problems coming from poverty. Unless we do something about poverty, the problems will remain.

T: Excellent. I do hope that everyone can help those who need help. Second topic: Would you like to work as a volunteer like Dr Mary Murray and Professor Fred Hollows in the future? Where would you like to go? Why would you like to go there? What skills would you share there? ...

After the students have shared their ideas with each other, ask several of them to tell the class about their ideas without looking at the chart.

Sample description of ideas:

Sa: If I?m a volunteer, I?d like to go to the western part of our country. Because many people there can?t get access to clean drinking water, and quite a few develop strange diseases. I think I can help them. I know how to make water clean for them. And from my grandfather, I learned to treat some diseases with Chinese medicine. I would like to spend as many days or months as possible to help them if possible. I will work as a doctor to cure diseases. Of course, I will learn more traditional methods to treat different diseases.

Sb: If I?m a volunteer, I?d like to go to Africa. Because many people there are too poor to get formal education. Just because of that, many suffer from AIDS or other

contagious diseases. I?d like to share my skills of being a teacher and teach them. If possible, I will work there for a year and then come back to complete my education. And then I will return to the place to work again. In this way, I can help them get the latest information about the world and about science and technology. Of course, I can also get to know Africa and African people better, in order to help them help themselves. Because I know “God helps those who help themselves.”

Sc: I will go to the hospital near my community. There are a lot of disabled people who have no one to help them. They are lonely and sad. I would like to talk with them, read to them, and even sing with them. In this way, I can help them get enough courage for their future life. I will go there every Sunday, and if possible, I will persuade my friends to go there with me. Then more and more people will offer help, and more and more disabled people will get help. I just want to be a volunteer, which does not need any special skills. I will learn how take care of the elder and the sick. T: I appreciate your ideas. We need love, and those who are sick and poor need love even badly. We are living a happy life, why can?t we share the happiness with othe rs?

I hope your ideas will be realized one day.

Step Ⅲ Speaking task

T: I?m really very happy that you are all willing to help others. And I am sure you will become volunteers in the future. In order to be good volunteers, what should we do now?

Ss: Study hard to learn more skills.

T: Very good. But do you know that in our country there are still a lot of children who can?t go to school? And there is a project which aims to help them. What is it?

Ss: Project Hope.

T: Yes, you are right. I think you all know about this great project. Who in our class has ever sponsored a child or is sponsoring a child from a poor area? Have your parents, relatives or friends sponsored a child through Project Hope?

Perhaps some students did. If so, encourage them to talk more about how they did it and their reasons of doing so.

T: Most of you didn?t do that. I know that?s because you are not able to do that for the

moment. So when you grow up and get a job, would you like to participate in Project Hope by sponsoring a child from a poor area? Work in pairs and discuss it. You need to give reasons for your answer. If you decided to sponsor a child, how would you do it? The expressions below may be useful in your discussion.

Show the following expressions on the screen.

Why would you...?

Because I want to share with others ...

The reason is that ... Then ... Next ... Finally...

How could you do that?

First, find some information through...

A sample discussion:

Sb: I would like to sponsor a child from a poor area through Project Hope.

Sa: Why would you like to do that?

Sb: Because I think school education is very important for a person, especially those in poor areas. If they fail to receive education, they will get poorer and poorer. Don?t you know the saying that “knowledge changes fate”?

Sa: Sure I know that. But how could you do that?

Sb: First, find some information through newspapers and Internet, and get in touch with some children. After knowing their conditions, we can do something to help. For example, if they can?t afford the money to go to school or don?t have books and schoolbags, we can use our pocket money to help them.

Sc: But how could you know that you are sponsoring the right child who really needs help?

Sd: Why don?t we get in touch with China Youth Developme nt Foundation first, and through it we can get enough information.

Se: I have a good idea. We can raise money for Project Hope. First, we can make a plan for raising money. We can design a slogan “Donate for Project Hope, help children who can?t go to school”. Then, we print some leaflets, telling people about Project Hope. Next, we go to parks on Sundays, and collect money for Project Hope. I?m sure we will collect a lot of money for Project Hope. Finally, we can mail the

money to China Youth Development Foundation.

Step Ⅳ Homework

1. Do TALKING on Page 70. Let the students work in groups and make a plan for their CCC on the kinds of organizations they would like to raise money for, how they would raise the money, the organizations they would like to give time to and the schedule.

A sample plan:

As far as we know, there are many kinds of Chinese organizations that need people?s donation, for example: China Charity is the country?s largest charitable organization: The China Charity Federation (CCF); Red Cross Society; Song Ching Ling Foundation; China?s Welfare Homes for Children; Project Hope.

We would post a poster on the school bulletin board, telling the students that many children are suffering from diseases because they don?t have money for medicine and that many children can?t go to school because of poverty. We should try our best to help them, making the best of our pocket money. We would even get some pictures or videos about the poor. In this way, we can raise money for these organizations. Of course, we can also get help from local TV stations and newspapers, which can reach a wide range of audience and readers.

We would like to give our time to: 1. The local Orphanage 2. Home for Senior Citizens 3. Hospitals.

During the summer holidays and winter holidays, we would like to spend time talking with the lonely senior citizens and taking care of them. After the Spring Festival, we would take advantage of the chance to raise money for Project Hope or other organizations. If possible, we would like to visit the orphans when we are free. But, what a pity, we usually have lessons on weekends, even on Sundays. Nevertheless, we will try our best to help.

2. Google for information about PNG.

3. Preview the reading passage on Page 29.

The Third Period Reading

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

relevant, doorway, adjust, platform, soft, softly, grill, privilege, hear from, be dying to, up to, adapt to, for sure, the other day, come across, make a difference, shake hands with, get through, stick out, dry out, dry up, even though

b. 重点句子

…I?ve included some photos which will help you picture the places I talk about. P29 When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29

The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29

Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29

But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29

We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29 Tombe?s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof —this shows it?s a man?s house. P29

2. Ability goals能力目标

Enable the students to learn about PNG and Jo?s work in PNG as a volunteer teacher.

3. Learning ability goals 学能目标

Help the students learn how to read between lines and find the positive and negative aspects of doing something.

Teaching important and difficult points 教学重难点

Help the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons.

Teaching methods 教学方法

Skimming, scanning and task-based method.

Teaching aids 教具准备

A recorder, a projector and some slides.

Teaching procedures & ways教学过程与方式

Step Ⅰ Pre-reading

T: I told you to google for information about PNG. Some questions for you. Who knows what PNG stands for?

Sa: PNG stands for Papua New Guinea.

T: Where is it located?

Sb: It is located south of the equator, 160km north of Australia.

T: Who can say something about its history?

Sc: 30,000 years ago it was settled by its first settlers. Portuguese explorers came to PNG in 1510s. When World War II broke out, parts of the country were occupied by the Japanese. Papua New Guinea became independent in 1975 but retains strong ties to Australia.

Sd: But I got information about it like this: The first settlers to Papua New Guinea migrated from Southeast Asia probably at least 40,000 years ago during the ice age. At the beginning of World War I (1914-1918) an Australian military force occupied German New Guinea and remained there throughout the war. After Germany?s defeat, the League of Nations granted Australia a mandate to rule the German colony, which was renamed the Mandated Territory of New Guinea. Plantation agriculture expanded and the discovery of gold in the 1920s created a gold rush. The Australians extended the education system, but they were generally less concerned with native rights in the mandated territory than in Papua.

T: Very good. Then how did it get its present name?

Se: In 1946 the United Nations granted Australia a trusteeship over the Territory of New Guinea. Although Australia maintained separate statistics for New Guinea, it administered the territory and Papua as one. The two territories increasingly became known as Papua New Guinea, and the native people came to be called Papua New

Guineans. The administration continued its efforts to further education and to develop the economy. In order to prepare the territories for eventual autonomy and independence, the Australians sought to encourage democratic institutions. In 1951 a countrywide legislative council was created; it gave way in 1964 to a House of Assembly. On December 1, 1973, Papua and New Guinea became self-governing as Papua New Guinea. The country became fully independent on September 6, 1975. T: Who can tell me something about its economy?

Sf: Let me have a try. It?s a poor country, depending on its agriculture. A lot of children don?t have the chance to receive enough education. Though it is rich in beautiful scenery, not many visitors come here because of its high crime rate.

T: What about its education?

Sg: About 73 percent of children enroll in primary school, but very few complete more than a few years of formal education. Children begin attending school at age 7. At age 12 they move from local schools to provincial high schools. A few become eligible to attend national high schools to prepare for university education.

T: Thank you for your wonderful information. It?s really a pleasure to share information with each other, isn?t it? Thank you again. From the information you collected, we know that PNG is very poor and few of its children complete formal educa tion. Do you think you will volunteer to teach children in PNG if possible? … Actually, there are already some volunteers there. Let?s get to know one of them, Jo. First let?s look at the pictures on Pages 29-30.

Ask the students to answer the questions listed in Pre-reading with the help of the pictures.

T: Jo is an Australian woman. She wrote a letter from PNG to her friend along with some pictures. Can you answer the questions in Pre-reading according to the pictures? You may discuss with each other. Sample answers:

1. Jo was a teacher in PNG.

2. Boys who were as young as we are.

3. The classrooms were very poor, made from bamboo and grass.

4. The village was a place full of natural beauties. There were many trees and

bamboos.

5. People in the village lived a simple life.

T: Very good. I think you have known something about the place where Jo worked as a volunteer teacher. Now, let?s get more information about it by reading the letter from Jo. Of course, after reading the letter, you will understand t he pictures and Jo?s experience better.

Step Ⅱ Reading comprehending

Skimming

T: Now read the letter and try to get the general idea of it. Try to divide it into four parts, and summarize what each part is about.

The students are given three minutes to finish the task.

Suggested main idea for each part:

Part 1 (Para 1): Opening of the letter and introduction to what will be talked about in the passage.

Part 2 (Para 2-3): The school where Jo worked and Jo?s work at the school.

Part 3 (Para 4-8): Jo and Jenny visited Tombe?s home in the village.

Part 4 (Para 9): Closing of the letter.

Reading carefully

T: Now you?re to read the passage carefully to complete the tables below! Five minutes for you.

Table 1 (about the school)

Conditions Our school The school described in the letter Classrooms(equipped or not) Equipped Not equipped

Students? future Go to college or work Return to the villages Electricity and water(Y/N) Yes No

Textbook(Y/N) Yes No

Chemistry experiments(many/few) Many Few

Table 2 (about the life in the village)

Types of

houses Made from bamboo and the roofs from grass Diet K au kau, corn and

greens

Family

relationships Everyone seemed to be a relative of each other Possessions A few tin plates and cups and a couple of pots

Cooking

methods Heat stones first, and then put them in an empty oil drum with kau kau, corn and greens. Cover them with banana leaves and leave them to steam Agriculture Digging up peanuts with primitive tools; grow kau kau, corn and greens Sleeping

arrangements Newly made platform for visitors in the father?s room; the mother usually sleeps in her own hut Beliefs They believe there are evil spirits that are usually attracted by leftover food

After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers? work. The information in italics is suggested answers. Then deal with Exercise 2.

T: Look at the facts listed in Exercise 2. They are chosen from the letter. Can you find or guess the reasons for them according to the reading passage?

Suggested reasons:

1. In the science lesson the boys were frightened by what they saw—the mixture was bubbling over everywhere, thinking that something terrible had happened, so they jumped out of the windows to escape from danger.

2. Because most of the boys will go back to their village after studying in the school, and their knowledge of chemistry will prove useless, so Jo wondered how relevant chemistry was to the boys.

3. I think it?s a kind of greeting language. And I?m sure all the family members will be happy and excited to have visitors like Jenny and Jo.

4. There were no windows in Mukap?s hut. Perhaps in this way they can prevent flies, mosquitoes and other insects from coming in. Or ma ybe they can?t afford to buy glass to make windows.

5. The tin can was standing upside down on the grill in order to get the leftover dry up quickly.

Step Ⅳ Discussion and language points

T: Now I have two questions for you to discuss.

Show the following questions on the screen. Let the students get into groups and have

a discussion.

1. Why do you think Jo became a volunteer in PNG? Give as many possible reasons as you can.

2. Would you like to work as a volunteer in a poor area? Give reasons.

Sample discussion:

Sa: I think, first of all, Jo was a kind-hearted woman, who was willing to help others. Second, she knew enough about the poor conditions in PNG and thought that she could help teach in the schools. If I am given the chance, I will do whatever I can to help.

Sb: In my opinion, Jo must have worked as a teacher in Australia, and she applied to become a volunteer abroad, and then she was sent to PNG as a volunteer.

Sc: Maybe she thought that education is the key to solving all the problems in PNG, so she, as a teacher, went to PNG to help.

Sd: Perhaps she likes traveling abroad, and helping the poor wherever she goes.

Se: I don?t agree with you. You know, she stayed there for two years. A traveler won?t do that. She was willing to help the poor children in PNG to be educated. She was doing her bit to change the poor?s state of living and education. If everyone in the rich countries would do like her, all the problems caused by poverty could be solved easily.

Se: I would like to say something about the second topic. I think I will be a volunteer in a poor area. Whenever I saw the poor living state of the poor in the western areas and mountainous areas, I was eager to do something for them. All men are created equal. But they can?t get what we can enjoy. What a pity! If possible, I will try to help.

T: Well done! Before we end this class, do you have any questions about the language

points?

Deal with some language points.

Language points:

1. Tombe?s father, Mukap, led us to his house, a low bamboo hut wit h grass sticking out of the roof—this shows it?s a man?s house.

“with grass sticking out of the roof”是独立主格结构。

Note: 独立主格结构又称为“with”结构，在句中表状态或说明背景情况，常做伴随，方式，原因，条件等状语。具体结构如下：

1) with +名词+介词短语

He was asleep with his head on his arm.

The man came in with a whip in his hand.

在书面语中，上句也可以说成：The man came in, whip in hand.

2) with + 名词+ 形容词（强调名词的特性或状态）

With the clouds so low, ten to one it?ll rain presently.

He used to sleep with the windows open.

3) with + 名词+ 副词

With John away, we?ve got more room.

The square looks more beautiful than ever with all the lights on.

4) with + 名词+ -ed分词（强调名词是-ed分词动作的承受者或动作已经发生）With this problem solved, the new medicine is now in regular production.

All the afternoon he worked with the door locked.

5) with+名词+ -ing分词（强调名词是-ing分词的动作的发出者或某动作，状态正在进行）

I won?t be able to go on holiday with my mother being ill.

He felt more uneasy with the whole class staring at him.

6) with + 名词+ to do （不定式动作尚未发生）

So in the afternoon, with nothing to do, I went on a round of the bookshops.

I can?t go out with all these dishes to wash.

2. dry out; dry up

dry out:

2021幼儿乐高教学设计教案

幼儿乐高教学设计教案 乐高教育以为：儿童是主动的学习者，他们的身上有着自然的爱好和本能，而发挥其本能的学习就是让学生置身于布满趣味性、刺激性、挑战性的活动中，主动往探究知识的奥秘。以下是 ___精心的幼儿乐高教学设计教案的相关资料，希望对你有帮助! 大班乐高活动：灵活的小车 执教者朱翔 活动目标： 1、掌握方向盘、操纵杆的概念，拼搭能灵活转弯的小车，激发探索科学的兴趣。 2、通过设计、改造小车，发展动手操作能力、想象力及创造力。 活动准备： 乐高一盒，搭建好的小车，马路路线图一张，视频 活动过程：

一、听音乐入场 (放音乐《小汽车》)(幼儿在教师带领下，开小汽车形式入场，开到指定位置)“到站啦!我们找个位置站站好” “刚刚我们玩了开小车的游戏，正好前两天，我们也用乐高玩具也搭建了一辆小汽车呢，看，我们面前有一条宽宽的马路。让我们拿起小车，来玩一玩吧” (放音乐《小汽车》)(事先交代不同方向的小朋友往哪个方向开)(玩的过程中会发生碰撞) “把小车放在这里，请回到你们的位置上去吧”(幼儿在垫子上做好) 刚在我们玩得真开心，不过我发现了一些问题，也遇到了一些问题，你们有没有遇到问题啊?---撞车了，太挤了 很多小朋友的车挤在了一起，你们有办法解决这个问题吗?---@#￥% “当我们发现两车要相撞的时候，我们该怎么办”---@#￥%

“某某小朋友你来试一试”(请小朋友来试一试，能不能避让开，提出要求，车轮不能离开地面。) “小车只能往前走，不能拐弯”“你们能想办法让我们的小车拐弯吗?” 二、出示小车，引入方向盘和操纵杆的概念 “我这有一辆车，你们觉得有什么不一样?”---可以转动 “在这个小车里面藏着一个小小的秘密哦，想不想知道?”---想 “我们来看一看”(视频) “看明白没有?你们说说看”----方向盘转动，带动操纵杆车轮转动 “方向盘和车轮之间是什么连接的”---轴“这根轴就是操纵杆。” “这就是小车能够拐弯的秘密，老师的小车就是有了方向盘、操纵杆。当我转动方向盘的时候，车轮就跟着。。。” 三、展示PPT分解图

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我们的学生绝大多数来自农村，学习英语的条件有限，大部分是上了初中才开始学习英语，所以英语意识淡薄，知识薄弱。面对这样一群孩子，吸引他们对英语的兴趣是关键，因此我在这节课中使用了大量的图片，一方面吸引他们的注意力，引起兴趣，另一方面很大限度地帮助了学生们对这篇课文的理解。 四、三维目标（Teaching Aims) （1）知识目标(Knowledge Aims) 让学生了解“身势语”的概念，掌握身势语的不同文化涵义并正确地加以运用。通过阅读熟悉本课的相关单词、短语及重点句型，如spoken, unspoken, likely, be likely to, in general, at ease, etc. （2）能力目标(Ability Aims) 提高学生的阅读能力，训练学生skimming和scanning的阅读技巧，提高学生归纳总结、善于提取有用信息的能力; 在教学总过程中锻炼学生听、说、读、写各方面的技能，培养学生独立思考和合作学习的能力; 快速获取信息和处理信息的能力。 （3）情感态度与价值观(Emotional Attitude and Point of Value) 通过学生参与英语教学活动，增强其学习英语的主动性和积极性；通过对世界各国身势语及其情感表达方式的介绍，开拓学生的视野；通过自主学习和合作学习，使学生们能够了解世界各地的人们表达各种各样的情感、愿望和态度的方式，并对以后的工作生活产生一定的影响。 五、教学重难点（Teaching Key and Difficult Points） Teaching Key Points：

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2、出示操作材料。 3、老师提出操作要求，让幼儿按操作要求进行活动，孩子自由选择积木搭建，老师观察指导。 三、反思 1、请幼儿介绍自己搭建的是什么起建筑。 师：现在请小朋友跟同伴交流一下，你搭建的是什么起建筑？ 师：有谁愿意来介绍一下自己搭建的建筑？请个别搭建比较特别的幼儿出来示范讲解） 2、你搭的建筑物有什么特别之处，用来干什么的？ 四、延续 1、分组合作，给小动物建一个动物园。 提问：我们搭建了这么多的建筑，把他们放在哪里好呢？幼儿回答。现在你们分成两组每组6人，每组搭建一个小区，把你们的建筑物放进小区里。 2、展示作品。 师：好了，现在你们的小区都搭建好了，可以把你们搭好的建筑物搬进去啦。

unit4教学设计

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Unit 4 Body language ⅠAims:T alk about body language: cultural differences and intercultural communication Practise talking about prohibition & warning as well as obligation Learn to use the -ing form as the Attribute &Adverbial Learn to write a diary that showing the observation of how body language helps in communication ⅡStructures:Talk about body language What is the purpose of language? What do you think “body language” means? How can you tell if someone is sad or happy even if they do not speak? How can you communicate a feeling to someone who does not speak your language? Why do we need to study body language? Talk about cultural differences & intercultural communication What do British people often do when they meet strangers? What do French people often do when they meet people they know? Why should we be careful about our own body language? Why is it important to watch others as well as listen to them? ⅢKey new words:represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad ⅣKey expressions:represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action Ⅴ.Grammmar:The -ing form as the attribute && adverbial Finding out in the reading text sentences with present participle(s) used as the attribute or adverb Period 1-2 warming up Step I Lead-in The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005. Ss: Yes, Thousands of Hands Kwan-yin.T: But do you know who she is? Yes, she was the leading dancer of

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板书 设计 教学 反思 用爱的音符启迪孩子的心灵 查阅 √

一、热身(Warm-up) 1. Go over the phrases of Unit 3: ate fresh food，went swimming，took pictures，bought gifts，rode a horse，rode a bike，went camping，hurt my foot，went fishing. 教师说短语的第一个单词，学生说出短语，并造一个句子。如T: took. Ss: Took pictures, I took pictures last weekend. ( 边做动作边说) 2. Free talk. 二、呈现新课 (Presentation) 1.教学单词dining hall，grass，gym，ago. 2. Show the picture of grass. T: What’s this? Ss: It’s grass. 板书grass并教读。Chant: Grass, grass. Play football on the grass. 以同样的方法教学dining hall, gym. Chant: Dining hall, dining hall. Have lunch in the dinning hall. Gym, gym. Play basketball in the gym. 3. 教学单词ago及词组…years ago，…months ago. 教师先说几个句子让学生感受。T: I went fishing three days ago. I went to Beijing two years ago. 板书并教读ago。让学生说出… years ago，…months ago的意思并造句。 4. 出示两张新旧学校图片介绍并板书：There was no gym in my school twenty years ago. Now there’s a new one in our school. 教读。学生学说句子，描述学校以前和现在的样子.如：There was no computer room ten years ago. Now there’s a new one in our school. 5. Play the tape of Let’s learn.学生仿读。 6. 教师引导学生，看Find the mistakes中的图片，读英语介绍，然后找出图片中的错误。 7. 师生共同核对答案。 三、操练(Practice) 活动一：请五名学生手持本节课单词卡片站在讲台前，教师说一个单词或词组，手持相应卡片的学生要快速举起卡片，其他学生大声朗读上面的单词。 活动二：请学生上台来做动作，其他学生猜活动名称。 四、课堂作业 1. 听录音，跟读本部分内容。 2. 将本节课学习的新单词在四线三格内抄写5遍。 板书 设计 教学 反思 用爱的音符启迪孩子的心灵

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Unit 4 Body language Ｉ．单元教学目标 II．目标语言

Ⅲ．教材分析和教材重组 1．教材分析 本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。 1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP 的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演

“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。 1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。 1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。 1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。 1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。 1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

人教版高中英语必修四 Unit 4 Reading 教学设计

Lesson Plan Basic information Teaching Content Unit 4 Body Language Reading: Communication: No problem? Learner Profile This is the second teaching period of this unit, students will have a general knowledge about “ body language”. Although some of them know different body languages in different countries, they may not know what culture mistakes will be made when people don’t understand different cultures. The reading material is about some misunderstandings among different countries people. And students will be also interested about that. Main Focus Students will learn some background information about body language. Students will learn different cultures which are behind different greeting gestures. Sttudents will learn “ When in Rome, do as the Romans do.” Anticipated Learner Difficulty Understand some culture mistakes among different countries. Understand different cultures in different countries. Teaching Aims

七年级英语邹学敏Unit4教学设计及反思.doc

4、德育目标: 促使学生了解和关心自己和他人的家居环境，热 新目标英语七年级(上)Unit 4 Whereas my backpack? 教学设计与反思 邹学敏 Period One 一、教学目标：(知识目标、能力目标、情感目标、徳育目标) 1、语言知识和语言技能目标： (1)学习和掌握有关询问物品位置的句型： Where? s my backpack? It' s on / in / under / behind / next to … Are my books on the chair? Yes, they are. No, they aren' t? Is it on / in / under ........... ?Yes, it is. No, it isn? t? (2)学习有关家具名词:table, bed, dresser, bookcase, sofa, chair, drawer, plant ,bag (3)学会三个方位介词的用法：on,in, under 2、能力目标：培养学生用英语思维的判辨能力、综合运用语言的能力和自主学习的能力。培养学生的语言交际能力和创新能力。 3、情感目标：提高学生学习英语的兴趣和自信心，培养学生善于 与他人合作的精神，使他们积极主动参与课堂活动和相关的课外活动，并从屮体验学习的乐趣，从而培养学生乐于探索和勤于动手的学习态度。 爱自己的家，养成良好的生活习惯。从完成任务的过程屮，学会互相合作，互相帮助，互相提高的社会交际意识。 5、确立各目标的依据：根据英语新课标规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。 二、教学重、难点及教学突破 1、教学重点 学习运用重点句型u Where questions v疑问句的用法；语法焦点在于学会运用方位介词“o n / in / under表达物品的位置。 2、教学突破

北师大版高中英语必修四 Unit 12 Culture shock Lesson 4 The New Australians 教学设计

Lesson 4 The New Australians Teaching aims: To identify facts and opinions in a reading text To practise using words with negative and positive connotations Teaching difficulties: To practise using words with negative and positive connotations Teaching Aids:computer and cassette Teaching procedures: I. Warming up T: What do you know about Australia? Australia lies on the southern hemisphere. Australia is the sixth biggest country in the wo rld and the only country covering the whole continent. Australia is also one of the oldest continent. It has special animals. Can you name their names? But today we talk the topi c “The New Australia”. Can you guess what does the text talk about? Let’s read the text and see if your prediction is right. II. Reading 1) Before reading the text can you write two questions about things you’d like to know a bout life in Australia? Then ask students to hand in their notes to the teacher. After reading the article teacher can ask these questions students write. 2) Read the article again||，do the exercise 3 and make if the statements are true||，fals e or no information is given. When checking students’ answers||，have them read out the section of the text which giv es the answer and have them correct the false statements. 3) Listen to the cassette and do the exercise 4 4) Do the first two with the whole class. Then students work in pairs||，reading the sent ences and discussing who said them III. Further understanding Now||，go into the text for detail information. What can we do at night in Sydney ? ? a wide choice of opera ?classical concert ?Shakespearean drama ?Aboriginal culture ?rock concert ?Broadway musicals ?comedy ?cabaret

Unit4Whatcanyoudo(1)

Unit4 What can you do? 》第二课时教学设计 一、教学目标与要求 1、知识目标：能听懂、会说Are you helpful at home?What can you do?l can ??等.句型, 并能在实情际景中进行运用。 2、能力目标：培养学生的综合语言运用能力，锻炼学生的基本 听说及表达能力。 3、情感目标：培养学生的互助合作意识，让他们多体谅父母工 作的不易，在家里能帮父母多做些力所能及的事情。 二、教学重、难点分析 重点：学习、掌握What can you do?lcan 句型。 难点：句型Are you helpful at home?以及在实际情景中正确运用 所学的对话。 三、课前准备 多媒体课件。 四、教学过程 一）热身。 1. Hello！What's your name?M y name is Nice to meet you ! Nice to meet you, too. What day is it today?lt's 2.Let's do（. 通过互动，在欢快的气氛中活跃课堂的气氛，同时也对在四年级下册中，所接触的相关的动词短语进行了回顾，为新课引入做 好铺垫）

二）新授 Step1 1.Let ' s try T:You are very good.Mike is good,too. s listen and tick. What can he do at home?Now,let Check the answer T:Have you fini shed?Look at the blackboard.What can Mike do?（学生回 答，并核对答案，对重点句型再一次进行巩固） 接Let's try T:Mike is helpful at home.Are you helpful at home?（出示Are you helpful at home?） S:Yes./Sure. Read:Are you helpful at home?Sure.在校对答案中复习本课的教学难 点） Play a chain game::Are you hel pful at home?Sure 进行连锁操练的游戏不但句型训练的范围广，而且能引起学生的注意，调节课堂教学的节奏和气氛） Step2 1\T:Good.You are helpful.And look at the blackboard .what can they do? 2\T:Oh,what is Wu Yifan do?（出示相应的图片，复习在第一课时 中所学的短语） S:He can cook the meals. 用同样的方法依次出示sweep the floor、clean the bedroom、empty the trash、water the flowers 的图片，在复习短语回顾第一课时的同时，对本节课的新授内容作铺垫。）

教科版高中英语必修四 教案Unit 4

教科版高中英语必修四全册教案 UNIT 4 THINK GLOBALLY, ACTLOCALLY 【教学目标】 1．知识目标 （1）重点单词： resource, settlement, management, seasonally, arid, occasionally, floodplain, dam, diversion, extraction, deprive, salinity, runoff, destruction, impact, significant, ecology, reservoir, integrated, sustainable. （2）重点短语： use of, as well as （3）能理解、应用句型： a. She said that the Earth goes around the sun. b. The tourist suggested that they leave the luggage at the station. 2．语言技能目标 （1）理解并掌握新词的含义及应用。 （2）理解材料内容：通过上下文克服生词困难，掌握听力技巧，提高英语听力能力。 3．情感态度、文化意识、学习策略 在“学生为主体”的思想指导下，让学生成为课堂的主人，形成有效的“生生互动”，“和谐对话”，同时借助多媒体的优势使学生主动融入课堂教学情境之中，以调动学生积极性，激发学生参与课堂的潜能，建立良好的课堂氛围，真正发挥情感教学的优势。

【教学重点】 1．学习并掌握重点单词： resource, settlement, management, seasonally, arid, occasionally, floodplain, dam, diversion, extraction, deprive, salinity, runoff, destruction, impact, significant, ecology, reservoir, integrated, sustainable 2．学习并掌握重点短语： use of, as well as 3．能理解、应用句型： a. She said that the Earth goes around the sun. b. The tourist suggested that they leave the luggage at the station. 【教学难点】 1．学生对本课内容主旨大意的准确理解。 2．材料的理解及听力技巧的掌握。 【教学准备】 1．教师准备：多媒体课件、音响。 2．学生准备：课本及其他学习用品。 【教学过程】 Step 1 Warming up and greeting Daytime greeting to every student. Step 2 Preparation for task 1. Show different kinds of pollution in PPT, and ask students to read about the "Water, Water, Water!" in book. 2. Ask students to discuss with the partner what they know about environmental pollution.

Unit4MyHome教学设计

一、教学内容分析 这节课学习的主要词汇有study, bathroom, bedroom, living room, kitchen以及句型This i s my home. You can see a bedroom…其中This is my room…句型在第一册中出现了，学生比较容易接受。Let’s do部分体现了不同房间的功能性，让学生在有节奏的旋律中掌握词组。学生运用学过的词汇以及句型来描述自己的家。 二、教学目标 知识目标： 1. 能听懂、会说三会单词：study, living room, bathroom, bedroom, kitchen 2. 能听懂、会说Let’s do的指令语，并做出相应的动作。 3. 能用This is my home. You can see a…来描述家和房间。 能力目标 1. 学生能运用所学的单词和句型描述自己的家。 2.学生能理解并不同房间的功用性。 情感目标 1. 培养学生[此文转于斐斐课件园https://www.wendangku.net/doc/7e10424397.html,]对自己的家的热爱之情。 2. 鼓励学生大胆设计自己未来的家。 三、教学重点与难点 1. 教学重点：三会单词study, living room, bathroom, bedroom, kitchen 及句型This is my home. You can see a study… 2. 教学难点：bathroom, bedroom, living room的发音较难，涉及到连续发音与爆破音。 四、课前准备 1. 多媒体课件 2. 六个三会单词的单词卡片以及自制的词组卡片 3. 四幅不同布置的房间图片 4、十份单词条（学生完成组内任务需要） 五、教学步骤 （1）Lead-in 1. T: Good morning, boys and girls. Ss: Good morning, Miss Xu.

乐高教学设计案例

中小学乐高教育教学设计（小学案例） 基本信息 姓名林志仁 电子邮件 所教学科综合实践活动 学校名称泉州师范学院附属小学 学校地址福建省泉州市鲤城区东街二郎巷６８号 邮政编码362000 联系电话 是否同意本教案用于乐高教育教学是√否 活动 设计概览 教学主题EV3小车的初步控制 涉及学科（领域）科学、数学、信息技术授课年级小学四年级 前需技能（学生在开本节课要求学生在课前对EV3编程软件中的移动槽和移动转 始此单元前必须掌握的向模块有所了解，有基本的电脑操作能力。 知识或技能） 课程概述（概括地描知识目标：认识LEGO MINDSTORMS Education EV3软件；编程 述使用乐高教具开展课堂教学活动的架构，约500字） 关键词控制EV3 机器人； 技能目标：自主搭建EV3机器人 情感目标：学会团队沟通与合作 在前一节课，学生们学习了EV3套装，并会让小车实现行走功能，这节课是在前一节课的基础上，通过移动槽和移动转向模块，实现小车按预定路线精确行驶，来体验移动槽和移动转向模块的具体运用。 课堂将通过“EV3小车的初步控制”这一主题活动，以分组合作的形式，让学生利用乐高教育器材EV3套装中的主控和大型马达搭建小车，通过编写程序让电动机的转速随着行走路线的需要来改变，体验电动机的运用。 通过本节课的学习，让学生体验移动槽和移动转向模块的实际运用，能根据实际需要编写相应程序。并在做中学的过程中，激发学生们的创造性思维；能够大胆地想象，大胆地尝试，不断地探究；能够以严谨的科学态度不断进行试验。科学EV3小车编程移动槽移动转向小组合作 教学或学习过程 乐高EV345544 Connect联系（联系学科内容和现实世界引入活动任务） 活动时 长 教师活动学生活动工具与资源通过视频和PPT展示工作任 务的由来和要求。学生的任务是 搭建好小车模型，然后编写程序观看视频 8分钟教学PPT 解决问题，并能根据实际需要，接受任务 灵活运用移动槽和移动转向模 块。 Construct建构（指导学生进行搭建作品、程序设计） 活动时教师活动学生活动工具与资源

人教新课标高中英语必修四Unit 4 Body language教案

Book4 Unit4 Body Language Reading教学设计 教材分析： 本单元的中心话题是“身势语”，阅读部分讲述了一个机场迎接客人的故事。来自几个不同国家的商人由于文化背景的差异，在初次见面时互相问候的方式迥然不同且发生了一些小误会，反映出身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。 教学设计思想： READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。在教学过程中实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中学习语言知识以提高语言应用能力。在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来.把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。让学生在实践中掌握阅读技巧和方法，提高阅读能力。教学中以学生体验为主，在语境中体会词义，培养学生爱思考的好习惯。英语学习不仅是对语言的学习，更是对文化的学习。 教学目标： 1. 让学生通过阅读文章去了解不同的文化、不同的身势语。同时，在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。 2. 身势语是传递交际信息的非语言手段。帮助学生了解由于文化差异所带来的身势语的变化，减少在跨文化交际中产生的误解。 教学重点和难点： 1. 了解不同文化中的身势语的不同含义。掌握略读、查读、猜生词及推理判断等阅读方法和技巧。 2.对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。 教学过程： Step 1 Leading-in T: Let's enjoy a video about " The Gold Rush" again. T: How do you think the character express his feelings? S: T: Yes, sometimes gestures and body language can help us to express ourself, too. Are all the gestures similar around the world? S: Look at the title and picture of the passage. Predict what you think he topic will be.Then skim the passage and check to see if your prediction was right. 【设计说明】这项任务旨在通过回顾上一单元的视频材料来展现和导入本单元的主题——Body language，不仅能提高学生对所学内容的兴趣，充分起到了热身的作用，而且能使学生通过对旧知识的回顾从而自然过渡到对新知识的学习上来。 Step2 Fast-reading