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Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Book 7 Unit4 Sharing,1. 教材分析,本单元以Sharing为话题，在通过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与地为贫困地区的孩子做出自己的贡献。,Warming Up 提供了三项任务。目的是通过任务让学生懂得,什么是“帮助,”，并且反思自己是否乐于助人， 以与,怎样做才是“志愿者”，了解“志愿者”的定义,，为课文的学习做好铺垫。, Pre-reading 是 Reading 的热身活动。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。, 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，包括当地的教育现状和家访详情。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,。 除此之外，通过课文学习和阅读问题的设置，检验学生对阅读内容从细节到大意的理解。, LearningaboutLanguage 包括词汇和语法两部分。第一部分是有关课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。, Using Language 包括三项活动: 首先，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,活动的意义以与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。,器官捐赠,-,心跳篇,广告中，一个哭闹不安的婴儿，无论是阳光的叔叔、慈祥的奶奶，还是温柔的阿姨、可爱的姐姐，都无法让他平静下来。最后却因为一个陌生大叔的抱抱， 停止哭泣、慢慢微笑。因为“妈妈的心脏，数月前移植给了他”。,爱，因为传递和分享而变得无止境，无数观众在泪崩的同时也表示深深得感受到器官捐赠者的伟大。,Peroid 1: Warming-up and Pre-reading,Teaching,Aim,s,:,教学目标,1. language,aim,目标语言,-,New words learning,;,volunteer;developing,country,;,work as,; hear from; be dying to,；,2. ability aim,能力目标,用自己语言表述图片内容，训练口语表达能力,3. emotion aim,情感人文目标：,通过图片展示，拓展视野；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与地为贫困地区的孩子做出自己的贡献。帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。在小组合作互动中，增强学生的团队合作精神与分享意识。,Teaching important points 教学重点,展示图片，扩充有关,“sharing”,的知识，如,:,了解,“,志愿者,”,的概念,，志愿者的工作内容，并,锻炼口语。,Period 1 Warming-up and Pre-reading,活动一：导入,Enjoy what some famous people think about,Sharing,设计目的：吸引学生的学习兴趣；使内容更具说服力。,As Kofi Annan, Secretary General of the United Nations said “ ,each contribution- no matter how small- can help,make a difference.”,Enjoy,If everybody offers a little love, the world will become more beautiful.,Give roses to others,and the lasting fragrance,will remain in your hand.,赠人玫瑰，手有余香。,Have you ever helped your parents, or other relatives, or your friends, or people in your community, or people outside your community?,Who would be called “ volunteers”?,Would you be called a “ volunteer ”?,活动二：讨论,活动目的,:,通过中国青年志愿者的标志导入，因为标志中有一个手的图形，提醒学生：志愿者常常伸出手帮助别人。然后分组讨论“什么样的人才被称为志愿者”。经过讨论，学生统一了认识，知道了志愿者是指帮助与自己没有直接关联的人。这一点对理解课文也非常重要。,The definition of “volunteer”,活动三：,What do the signs stand for?,The sign of United Nations Volunteer in China (中国青年志愿者,),北京2008年奥运会志愿者标志,Have a think,What does the sign remind you of?,A hand: _,A heart:_,A dove: _,A letter:_,help,love and care,peace,Y stands for youth,Do you know the sign for volunteers?,Volunteer,The definition of Volunteer,People who help others in their community or outside their community would be called volunteers. However, they would not be called volunteers if they help their parents, other relatives or friends.,活动四：讨论：,What do the volunteers usually do to help other people?,A possible version: The volunteers make their greatest efforts to help others. For example, they collect money for the Hope Project to help poor children afford their schooling; they go to serve old people in the community; they join “1 help 1” project to visit elderly people who live alone and help with shopping, do jobs in the house, etc.,活动目的：让学生了解志愿者的工作内容，同时也可以锻炼学生的合作能力，口语表达能力。,What does a volunteer usually do?,fight against the flood and rescue the old and the sick,plant trees and protect our environment,help the disabled,clean the community,Teach the kids in the mountainous areas,There are many volunteers working in different mountainous areas or developing countries, among which,Papua New Guinea (PNG),is one.,问题展示,:What do you know about Papua New Guinea? Have a discussion.,展示，分享。,Pre-reading,活动目的,:,拓展学生视野，了解,PNG,。,Independent State of Papua New Guinea,巴布亚新几内亚独立国,Do you know where PNG is?,Pre-reading,a volunteer,working in Papua New Guinea (PNG) for two years,巴布亚在马来语中意为“卷发人”。16世纪中叶，葡萄牙人来到该岛时，见当地居民和自然景观很像非洲的几内亚，故称之为新几内亚。,红色象征剽悍、勇敢；极乐鸟亦称天堂鸟，是巴布亚新几内亚特有的鸟，象征国家、民族独立和自由与幸福；黑色代表国家领土处于“黑人群岛”之中；五颗星的排列位置象征南十字星座（南天小星座之一，星座虽小，但明亮的星很多），表明该国地处南半球。,National Flag,巴布亚在马来语中意为“卷发人”。16世纪中叶，葡萄牙人来到该岛时，见当地居民和自然景观很像非洲的几内亚，故称之为新几内亚。,图案为一只极乐鸟停歇在两只皮鼓和一支长矛上。极乐鸟为国鸟，寓意同国旗；皮鼓和长矛象征该国的传统文化。下方的文字为“巴布亚新几内亚”。,National Emblem,首 都 :莫尔兹比港,Port Moresby,面 积 :46.2万平方公里,人 口: 430万人 语 言 :英语,民 族 :美拉尼西亚族,宗 教 :基督教新教、拜物教,货 币 :基那 国庆节: 9月16日,时 差 :比北京时间早2小时,气 候 :热带雨林气候,PNGs paper currency,Housing Condition,Hut,Poor Children,the villagers,PNG,is,a poor country with most people living in tribal(,部落的,) villages.,Its educational and living conditions are especially poor.,This reading passage is an airmail from Jo,a volunteer teacher in PNG.,A letter home,下一页,Homework:,Preview the passage.,Period 2 Fast-reading and Careful reading,A,Letter,Home,英语专家黄源深说：“大量阅读对英语学习至关重要，如今的学生一个通病是阅读量太小，拘泥于课文的,精耕细作,，产生不了语感。”可见阅读不应只是为了语法、词汇，更重要的是通过阅读，获取新的知识，提高认知水平、增强分析和解决问题的能力。当然通过阅读，学习者也可得到必要的语言输入，从而扩大出口词汇量，增强语感，提高语言水平。阅读是英语学习中相当重要的一部分。因此，多阅读是增加接触外语语言材料、接受信息、活跃思维、增长智力的一种途径，同时也是培养我们思维能力、提高理解力、增强语感的好方法。,Teaching Aims:,1.,通过图片展示，初步预测和了解文章大意。,2.,通过速读和精读，使学生了解,PNG,的教育现状和人们生活状况。,3.,通过阅读活动和阅读任务，,强化略读、查读等阅读技能,训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。,使学生更深层次地理解课文,；,培养学生归纳能力和信息筛选和加工能力。,4.,通过课文学习，培养学生的,发扬爱的精神和奉献精神。,Teaching important points 教学重,、难,点,1.,教学重点,：,a.,获取阅读理解,PNG,教育现状、生活状况和风俗习惯等信息；,b,阅读能力的培养和阅读技巧,的训练，如精读课文完成阅读任务等。,：a.理解作为志愿者工作的意义，从而树立,正确的价值观,，学习,Jo,的奉献精神,； b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。,设计目的：由于学生对,PNG,的情况了解不多，教师有必要在阅读课文之前介绍一些这个国家的信息，也可以布置学生在课前上网查找。随后展示一些图片，既,加深学生对作者,Jo,支教的这个国家落后的经济、教育状况的印象，也有助于之后阅读活动的展开,。,Step I,：,Lead-in,活动,1,：单词快速检测,活动,2,：,Enjoy some pictures and discuss what each picture is about.,Jo,was a volunteer who worked in PNG for two years.,The following photos were taken by Jo in PNG. Look at the photos and answer the questions.,1 My class,2 Students putting new,grass on classroom roofs,3 Building a new,science lab,Photos 1 to 3,1 What was Jos job in PNG?,A teacher.,2 What kind of students were in her class?,Teenage boys. They are poorly dressed.,3 Describe the classrooms.,The classrooms are small. They have no windows. They are made of wood and bamboo and have grass roofs.,4 View of the village from the ridge,5 Some of Tombes family with Mukap on the left,6 Kiak preparing vegetables,7 Tombes family and Jenny waiting for the meal to cook,8 A woman and baby we saw on the way home,9 Tombe with his grandfather whos digging up peanuts,View of the village from the ridge山脊,Village hut,stick out,doorway,10 Village huts,A Letter Home,_Para 1,_Para 2,_Para 3,_Para 4,_Para 5,_Para 6,_Para 7,_Para 8,_Para 9,I.The purpose of the letter,A. What Jos school is like,G Poor school conditions,B. Jos first visit to a village,F. What the hut was like outside and inside,C. How the villagers cooked their meals,D. Jo said goodbye to the villagers,E. The way to deal with leftover food,H.The ending of the letter,Step II,：,Fast-reading,I,A,G,B,F,C,E,D,H,活动一：,Match the paragraph numbers with the main idea.,Part 1(Para 1),Part2(Para_),Part 3 (Para_),Part 4 (Para 9),The beginning of the letter,The introduction of the,school and Jos work as a teacher,A visit to a local village,The end of the letter,2-3,4-8,活动二：,What is the main idea of each part?,Whats the main idea of the text?,The passage is written in the form of a letter by a young volunteer, Jo. It is about her experience as a teacher and her first visit to a village which is the home of her students.,设计说明：快速阅读后要求学生分段，再找出每段的大意。活动,1,2,3,的设置具有,层次性和可选择性,。如果是阅读理解能力普遍较弱的班级，教师可以采取活动,1,的方式；能力较强的班级可以采取活动,3,的方式来直接归纳主旨大意。其目的都在于培养学生的课文理解、归纳能力和语言表述能力，体现分层教学。,链接高考：文章体裁、编排方式与主旨大意的关系。,1. _ is a young Australian woman.,2. _,was dying to,hear all about Jos life in Papua New Guinea.,3. _ walked a long way to get to the school.,4. _ didnt have any textbooks.,5. _ became a lot more,imaginative,when teaching.,6. _started jumping out of the windows during a chemistry experiment.,Jo,Rosemary,The boys,The boys and Jo,Jo,The boys,Step III,：,Carefuul-reading,活动一：,Fill in the blanks.,7. _ visited a village that was the home of one of the boys, Tombe.,8. _ started crying “ieee ieee” to welcome them.,9. _ led us to,a low bamboo hut,.,10. _ was going to share the platform with Jenny and Jo.,11. _ softly talked to each other in their language Jo didnt understand.,Jenny and Jo,Kiak,Mukap,Kiak,Tombes family,设计说明：,仔细阅读是快速阅读的延续。通过阅读，查找到,PNG,各部落居民的生活状况和风俗习惯,如教育，住房，饮食，信仰。这也是这篇课文的重点之一。,如果学生感觉难度较大，可以给出句子，只留一些关键词汇的空格让学生填写,。,活动二：Answer questions,.,1.Why did Jo send Rosemary some photos?,2. Why the high school was called a bush school?,3. Were the boys and villagers friendly to Jo? How do you know?,4. Why was Science the most challenging subject for Jo?,5. Why did the boys start jumping out of the window?,6.,How long does it take the students to go to school?,7.Why does Jo wonder how relevant chemistry is to the kids?,设计目的：,通过回答问题，培养学生认真阅读，,获取信息和筛选信息的能力；从而更透彻地细致地理解文章,，提高阅读能力。,1.Why did Jo send Rosemary some photos?,2. Why the high school was called a bush school?,3. Were the boys and villagers friendly to Jo? How do you know?,It was difficult for Rosemary to imagine how life was hard / different in Jos school and village.,The classrooms were made of bamboo and the roofs of grass.,Lots of “good mornings” ; cry “ ieee ieee” ; shake hands with all the villagers; many goodbyes; firm handshakes,4. Why was Science the most challenging subject for Jo?,5. Why did the boys start jumping out of the window?,6. How long does it take the students to go to school?,7,.Why does Jo wonder how relevant chemistry is to the kids?,Her students had no concept of doing experiments. And there was no equipment.,The boys never came across something like bubbling mixture.,Sometimes up to 2 hours,Because most of the boys will go back to their villages after year 8 and she thinks chemistry may make little difference to the kids life.,Types of,houses,Family,relationships,Cooking,methods,Mens hut is a _ with _. No _, small _. Floor was covered with _.,low bamboo hut,grass sticking out of the roof,windows,doorway,fresh grass,Everyone seemed to be a _of Tombes . (large extended family),relative,_ are placed in an _, then _ are placed in the drum, covered with _ and _.,Hot stones,oil drum,vegetables,banana leaves,steamed,活动三：,Read Paragraph 4-7 and finish the chart,Diet,Possessions,_, _ and _.,sweet potato,corns,greens,I could only see a few _ and _ and a couple of _.,tin plates,cups,pots,Sleeping,arrangements,Kiak usually slept in her_. A newly made _ for,Jenny and me to sleep on.,own hut,platform,Jos high school,Its a(n) 1_ school the classrooms are made of 2_and the roofs of grass.,Theres no 3_ and we don t have any textbooks.,Jos first visit to a village,Time to get there,Two and a half hours of walking,Description of the house,A low bamboo hut with grass 4_ of the roof,No windows,Narrow doorway,electricity or water,bush,bamboo,sticking out,下一页,Jos first visit to a village,5_ the house,A newly made 6_ for Jenny and me to sleep on,A(n) 7_ in the centre of the hut near the doorway,A few tin plates and cups and 8_ jars,Inside,platform,fireplace,a couple of,Jos first visit to a village,Outside the house,Mukap 9_ stones in the fire, and he placed them in an empty oil drum with,kau kau, corn and greens.,He then 10_ the vegetables with banana leaves and left them to steam.,laid,covered,检测、反馈、复查、再读！,根据对文章的阅读和理解，选择最佳答案。,设计目的：,考查学生的文章理解能力，检测学生是否真正明白文意，发现理解中的不足，以便查漏补缺。,Step IV,：当堂巩固,1. The purpose that the author wrote the letter is that _.,A. she wanted to tell Rosemary her teaching life in the high school.,B. she wanted to tell Rosemary her learning life in the high school.,C. she wanted to tell Rosemary that she couldnt get any money by teaching the poor students,D. she wanted to tell Rosemary how happy she was in the small village.,2,. By writing “The only possessions that I could see were”, the author wants to tell us _.,A. Tombes family were kind-hearted,B. Tombes family were guest-lovers,C. Tombes family only used simple things,D. Tombes family were too poor,3,. 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.,4,. How did Jo feel after the visit to,Tombes family?,A. Happy.,B. Sad.,C. Worried.,D. Upset.,Facts,Reason,5. The tin can was standing upside down on the grill.,The tin can was used to _the _ food, which might_ , so the tin can was _the hut.,dry out,leftover,attract evil spirits,thrown out of,The passage is written in the form of a letter by a young volunteer Jo, she worked at a bush school,1 _,classroom were made from bamboo and grass.,Theres no electricity or water there. It,2,the students about two hours,3,(get) to the school. Jo hoped to make some _ (different) to the Childrens lives by teaching them. The other day, Jo visited Tombes home.,Step 5. Concluding and Reciting,whose,took,to get,difference,When they arrived,4,the village, Tombes mother who,_ 5 _,(work) in the garden , started crying “ieee ieee”. Tombes father led them to his house,6,low bamboo hut with grass,7,(,突出,) out of the roof,8,he could only see a few tin plates and cups and greens. That night Jo and Jenny slept on a,9,(,新近地,) made platform. They left the village the next morning,10,many goodbyes and shaking of hands.,at,had been working,a,sticking,what,newly,after,Homework,Read the passage aloud after class and underline the important phrases and difficult sentences.,设计说明:,边读课文边画出重点词组和难句，加深对于课文内容的理解。而且，在程度较好的班级，在时间允许的情况下，教师可以在朗读课文结束后插入一些词汇和句型的讲解。也可以根据情况，把词组和难句放在下一节课中专门讲和练,。,So much for today. Thats all.,Thank you.,
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