Unit4SharingⅠ.单元教学目标技能目标SkillGoals▲Talkabouthelpingothersandvoluntarywork▲Practiseexpressingtimesequenceandlogicalrelations▲RevisetheAttributiveClause(restrictive)▲WriteanarrationⅡ.目标语言功能句式ExpresslogicalrelationsWhywouldyou...?Howcouldyoudothat?BecauseIwanttosharewithothers...First,findsomeinformationthrough...Thereasonisthat...Then...Next...Finally...词汇1．四会词汇AirmailfortnightroofmuddytextbookconceptweeklyrelevantremoteweedrectanglerectangularadjustplatformbroomtinjarsniffparticipateinterpretergrillotherwiseprivilegepaperworkarrangementtoastcombastronautanglecataloguedonatevoluntarypurchaseanniversaryseedsewoxtrunktractorKenyaclicktailorpoliticaldistributedistributionsecurityoperateclinci2．认读词汇PapuaNewGuinea,bucket,bubble,Pidgin,slope,leftover,evil,vaccination,loan,supplement,Bangladesh,Tanzania,economic,Uganda,Sudan,MedecinsSansFrontieres(MSF),Malawi3．词组hearfrom,bedyingto,comeacross,stickout,dryout,dryup,inneed,sewingmachine,trunklibrary4．重点词汇purpose,theme,determination,nation,birth,ancestor,joy,treat,peace结构RevisetheAttributiveClause(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’veincludedsomephotoswhichwillhelpyoupicturetheplacesItalkabout.P292.WhenIreachtheschoolgroundstherearelotsof“goodmornings”formefromtheboys.Manyofthemhavewalkedalongway,sometimesuptotwohours,togettotheschool.P293.TheotherdayIwasshowingtheboystheweeklychemistryexperimentwhen,beforeIknewit,themixturewasbubblingovereverywhere.P294.SometimesIwonderhowrelevantchemistryistothesestudents,mostofwhomwillbegoingbacktotheirvillagesafterYear8anyway.P295.Butlastweekendanotherteacher,Jenny,andIdidvisitavillagewhichisthehomeofoneoftheboys,Tombe.P296.Wewalkedfortwoandahalfhourstogetthere—firstupamountaintoaridgefromwherewehadfantasticviewsandthendownasteeppathtothevalleybelow.P297.Tombe’sfather,Mukap,ledustohishouse,alowbamboohutwithgrassstickingoutoftheroof—thisshowsit’saman’shouse.P298.ToletyouknowthatIamthinkingofyou,IhavepurchasedagiftfromtheWorld’sMostUsefulGiftCatalogueforyoutogivetosomeoftheworld’spoorest.P34Ⅲ.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。1.1WarmingUp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。1.2Pre-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。1.3Reading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。1.4Comprehending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。1.5LearningaboutLanguage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。1.6UsingLanguage包括三项活动：Readingandspeaking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；Listeningandspeaking通过JenniferWells的采访介绍了MaryMurray作为MSF的一个志愿者的工...
