教学目标分析
1.Knowledge goals:
(1).Enable the students to make clear the definition of volunteer.
(2).Enable the students to identify the living conditions and teaching conditions of students in PNG.
(3).Enable the students to graph the important words and phrases in this reading passage.
2. Ability goals :
(1).Ss will further improve their ability to summarize the main idea of each paragraph, and also the main idea of the passage
(2).Ss can improve the students’ reading skill and will further improve their ability to generalize the detailed information from the text to answer questions.
3. Moral goals；
(1).Ss will have the awareness of the importance to be a volunteer.
(2).Ss will get a deeper understanding of contributions to society and develop the awareness of the importance of cooperation.
4.Teaching aims:
1. To improve the ability of scanning a text for specific information.
2. To comprehend the passage thoroughly and know about the PNG.
3. To grasp the important language points including words and phrases and put them into practice.
5.Ability aims:
To develop reading skills, such as skimming and scanning
To grasp the skill of the reading passage
6. Learning methods：
Find answers to the questions in the limited time by reading silently or discussing with partners.
Put new words and phrases you learned into use by making new sentences or doing some exercises.
7. Teaching methods:
Listening; speaking; discussing
8. Teaching aids:
Multi-media (video and audio); blackboard
步骤1：Step I : Leading-in 创设情景 导入新课
Let the students enjoy some morals, and get the word “sharing”; then ask them to enjoy some pictures about “volunteer”; at last ask them to understand what is a volunteer ?
What is a volunteer?
设计意图：任务型活动：通过欣赏图片让学生明白volunteer所做的一些工作，从而让他们总结出这一词的内涵，这样既激发了学生的学习兴趣又激发了他们参与学习过程的热情。
步骤2：Step II Pre—reading
(1) Word hunting复习检测 把握学情
The students have previewed the important words and phrases in this unit. First, deal with some important word and phrases in the passage.
设计意图：让学生充分理解单词和词组的在本文的确切意思，为下一步阅读理解文章进一步扫清障碍。
(2) 交代文章的文体（letter)和作者（a young Australia woman, Jo)
Ask the students look through all the pictures on the page 29,30, and answer three questions.(or make an introduction of all the pictures )
设计意图：通过这些问题让学生加深理解了“志愿者活动”的意义，以及对PNG这个国家人民的生活条件和居住条件等等有了更进一步地了解。
步骤3：Step III While—reading
I.Fast reading 略读文章 理解大意
1. Read the text quickly to get and match the main idea of each paragraph
___Para 1 A. What Jo’s school is like
____Para 2 B. Jo’s first visit to a village
____Para 3 C. How the villagers cooked their meals
____Para 4 D. Jo said goodbye to the villagers
____Para 5 E. The way to deal with leftover food
____Para 6 F. What the hut was like outside and inside
____Para 7 G Poor school conditions
____Para 8 H.The ending of the letter
____Para 9 I.The purpose/beginning of the letter
2. Divide the text into four parts and work out the main idea for each part. （合作探究，形成概念，找出每部分的主题）
Part 1 A visit to a local village
(Para ___)
Part2 The end of the letter
(Para____)
Part 3 The beginning of the letter
(Para____)
Part 4 The introduction of the school and Jo’s
(Para ___)
设计意图：通过提示学生对段落大意进行连线降低难度，提高学生的自我成就感。同时使学生从整体上把握文章，为下一步intensive reading 做好准备。
II : Intensive reading 深入理解 细节要知
Task 1:Read the passage carefully and understand the reading passage paragraph by paragraph
Para 1:
Why did Jo send Rosemary some photos?
Para 2:
Why was the high school called a bush school?
Para 3:
1. Why was Science the most challenging subject for Jo?
2. Why did the boys start jumping out the window?
Para 4:
1. Why should it take Jo and Jenny two and a half hours to get to the village?
2. Were the boys and villagers friendly to Jo? How do you know? Paragraph 5--7
Type of houses
Men’s hut is a ______________ with_____________________. No _______, small __________. Floor was covered with ___________
Family relationships
Everyone seemed to be a ________ of Tombe’s.
Cooking methods
_________ are placed in an _______, then ___________ are placed in the drum, covered with__
Sleeping arrangements
Kiak usually slept in her _______.
A newly made ________ for Jenny and me to sleep on.
Diet
___________, _____ and ______
Possessions
I could only see a few __________ and _____ and a couple of ____.
设计意图：细读课文，对文章的整体框架结构有一个清晰明确地了解, 完成此题目,进一步加深了对文章内容的理解。
Task2:Read the passage again,and do the exercises
设计意图：变式拓展, 深化理解,竞争机制, 再度剖析.充分发挥了学生的主观能动性，把他们的表现欲充分调动起来，敢于表现自己，将课堂活动推向高潮。
Step IV. The important sentences in the reading
The student’s father led us to his house, a low bamboo hut with grass sticking out of the roof---this shows it is a man’s house.
2. The other day I was showing the boys the weekly chemistry experiment when before I knew it , the mixture was bubbling over everywhere.
设计意图：让学生重点掌握课文里面出现的重点句式结构，通过当堂检测的练习去巩固检查学生的掌握程度。
Step V: Consolidation 微视频
把这节课的重点单词和短语编成一个小故事，然后录制成微视频.
设计意图：让学生再课后可以随时观看视频，来掌握重点单词的意思及应用.
Step VI: post reading 课后巩固 能力提升
Would you like to work as a volunteer in a poor area?
设计意图：要求学生小组讨论借助于word bank,以小短文的形式完成文章，然后选出部分小组的作品用投影仪投给全体同学，大家一起批阅，改正。通过这个进一步提高学生的能力。
Step VII: Homework
教学评价设计
评价内容：1.动包括教学准备、教学组织方式、课堂环境、学习方式等。
2.学习效果认知发展目标、过程或法目标、情感、态度、价值观目标等。
评价方法：通过分析、课堂观察以及与检查等方式，对课趟情况做出整体的、综合的判断。传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该正确反映英语学习的本质和过程，满足学生发展的需要。为了达到这一目标，要重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成，帮助学生学会自主学习，学会与人合作，培养创新意识。
课件42张PPT。 Unit 4
SharingMoralShare your happiness with others, happiness doubles.
Share your sadness with others, sadness halves.
Share your love with others, love spreads.Check these words or phrases in the passage 1. (n) 两星期 __________
2. (n) 概念；观念___________
3. (adj) 遥远的，偏僻的 _________
4. (n) 做口译的人 _________
5. (conj, adv) 否则；用别的方法；在其他方面_______
6. (n) 特权；特别优待______________
7. muddy (adj) __________
8. relevant (adj) ___________
9. adjust (v) __________
10. participate (v) _________
11. arrangement (n) __________fortnightconceptremoteinterpreterotherwiseprivilege泥泞的；泥土般的有关的；切题的调整；适合参与，参加安排；排列The important phrases14. ________ from 收到....的信
15. be dying ________ 极想；渴望
16. 不久前的一天__________
17. (使进水等之物）完全变干，干透 ____________
18. (指河流，水井等）干涸 _________
19. 调整，使适合 ____________heartothe other day dry outdry upadjust to As Kofi Annan, the former Secretary General of the United Nations said “ … each contribution- no matter how small- can help make a difference.”Enjoy some picturesIf everybody offers a little love, the world will become more beautiful.Give roses to others and the lasting fragrance will remain in your hand.
What does the sign stand for?the Chinese
Young Volunteers The people fight against the flood and earthquake; they rescue the people in need. Who would be called “ volunteers”?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.
Volunteers are not paid,not because they are worthless but because they are priceless.A Letter Home --By Jo
(a volunteer works in Papua New Guinea)situated to the north of Australiaabout 5.7 million English as the official language;
Pidgin English as the language for communication a poor country with most people living in tribal villages and depending on subsistence farming to make a living About 85% of children start school but only about 60% of these reach Year 5Location:
Population:
Language:
Economy:
Education:Skimming : look at the picutes in the passage1. What kind of students were in her class? Teenage boys. They are poorly dressed.2. Describe the classroomsThe classrooms are small. They have no windows. They are made of wood and bamboo, and they have grass roofs.The village huts are small.
They are made of wood and bamboo and have grass roofs.
Meals are prepared and cooked outside.
One of the crops grown is peanuts.
The tool used for this crop is a digging stick
There is a woman carrying a naked baby on her shoulders. She is also carrying a heavy-looking bag. She has bare feet.Fast Reading: Task 1. Match each paragraph with its main idea ________ Para 1
________ Para 2
________ Para 3
________ Para 4
________ Para 5
A. What Jo’s school is like
B. Jo’s first visit to a village
C. How the villagers cooked their eals
D. Jo said goodbye to the villagers
E. The way to deal with leftover foodIAGBF_______ Para 6
_______ Para 7
_______ Para 8
_______ Para 9F. What the hut was like outside and inside
G. Poor school conditions
H. The ending of the letter
I. The purpose / beginning of the letterCEDHTask 2: Mach each part with its main ideaPart 1(Para _____)
Part 2 (Para _____ )
Part 3 (Para ______)
Part 4 (Para ______) A visit to a local village
The end of the letter
The beginning of the letter
The introduction of the school and Jo's 12--34--89 Intensive Reading Para 1:
Why did Jo send Rosemary some photos?
Para 2:
Why was the high school called a bush school?
Because Rosemary wanted to know Jo’s life in PNG very much.Because the classrooms were made of bamboo and the roofs of grass.Para 3:
1. Why was Science the most challenging subject for Jo?
2. Why did the boys start jumping out the window?
Her students have no concept of doing experiments.Because the boys never came across anything like bubbling mixture 2. Were the boys and villagers friendly to Jo? How do you know? Yes, they were. When Jo and Jean arrived at the village, Tombe's mother started crying “ieee ieee” to welcome them; Jo and Jean shook hands with all the villagers.Para 4:
1. Why should it take Jo and Jenny two and a half hours to get to the village?
They had to climb up a mountain to a ridge first and then down a steep path to the valley.
low bamboo hutgrass sticking out of the roofwindowsdoorwayfresh grassrelativeHot stonesoil drumvegetablesbanana leaves Paragraph 5--7 own hutplatformsweet potatocorngreenstin platescupsjarsleftoversevil spiritsdried upthrown outRead the passage again and do the exercises1. 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 couldn’t get any money by teaching the poor students
D. She wanted to tell Rosemary how happy she was in the small village
2. In a chemistry experiment the boys jumped out of the windows because they _____
A. were frightened by the bubbling mixture
B. couldn’t stand the terrible smell of the the mixture
C. didn’t like doing chemistry experiments
D. knew chemistry was not relevant to them3. Which of the following is Ture about Jo’s attitude?
A. She is sure that all the boys will go to college in the future.
B. She believes that chemistry is very useful to the boys.
C. She is wondering if she can make any difference to the boys’ lives.
D. She doesn’t like the simple life in the mountain village.4. Which of the following descriptions is Not right about Tombe’s house?
A. It was a low bamboo hut with grass sticking out of the roof.
B. It was dark and there was a fireplace in the centre of it.
C. It was round-shaped, with small windows and a narrow doorway.
D. There were only a few possessions in it.5. 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. Becuase the kids there hardly come across anything of chemistry.
D. Becuase she thinks chemistry useless.6. By writing “ The only possessions I could see were .....”, the author wants to tell us________
A. Tombe’s family were kind-hearted
B. Tombe’s family were guest-lovers
C. Tombe’s family only used simple things
D. Tombe’s family were too poor7. Why did Tombe throw out the tin can?
A. Becuase he believed the can attracted evil spirits.
B. Becuase he believed any leftovers attracted evil spirits.
C. Becuase he believed the can has no use at all.
D. Becuase he believed the grill attracted evil spirits.8. How did Jo feel after the visit to Tombe’s family?
A. Happy .
B. Sad.
C. Worried.
D. Upset. 1. The student’s father led us to his house, a low bamboo hut with grass sticking out of the roof---this shows it is a man’s house.
with 的复合结构
2. The other day I was showing the boys the weekly chemistry experiment when before I knew it , the mixture was bubbling over everywhere.
be doing sth ... when ...
The important patterns of the sentencesHere comes to my friend--- Sharon’s story as a volunteer in remote area.ConsolidationWould you like to work as
a volunteer in a poor area?Post Reading Word Bankvolunteer, volunteer to do sth , voluntary,
contribute to make contributions to
share...with...
make a difference to sb/sth
be dying to do sth, be dying for sth
assist sb to do sth Your show time !Surf the Internet to find more information about the volunteers working in poor areas.
Read and pick out the language points in the letter.HomeworkSelf-Evaluation
Thank you very much !with复合结构的构成 :
with+宾语+宾语补足语，构成with复合结构，宾语可以是名词或是代词，宾语补足语可以是介词短语、过去分词、现在分词、形容词、动词不定式、副词。且with后面的宾语与其后的宾语补足语有逻辑上的主谓关系。
(1). John received an invitation to dinner, and with his work _______, he gladly accepted it.（2007 安徽）
A. finished B. Finishing C. having finished D. was finished
(2). Now that we’ve discussed our problem, are people happy with the decisions ________?(2009 全国卷1)
A. taking B. Take C. taken D. to take
(3). ----Come on, please give me some ideas about the project. ----Sorry. With so much work _______ my mind, I almost break down. (2007 福建)
A. filled B. Filling C. to fill D. being filled
(4). ________ two exams to worry about, I have to work really hard this weekend.(2004 北京)
A.. As for B. Because of C. With D. Besides
(5). ______ production up by 60%, the company has had another excellent year.(2000 全国卷)
A. As B. For C. With D. Through
Be doing sth ... When ...
One Friday, we were packing to leave for a weekend away ______my daughter heard cries for help.(2011浙江卷）
A. after B. while C. since D. when
固定句式是： be doing sth.／be about to do sth. ／had done sth/ be on the point of doing sth….when…
英汉互译本节所学
与...有关系，有关联_________________
没有做某事的概念 ________________________
收到....的信 ________________
产生影响，有差别 _______________________
与某人握手 _____________________
Remote ________________________
7. Fortnight ____________________
Adapt to __________________________ 9.(使浸水等之物）完全变干；干透 __________
(指河流、井等）干涸 ___________________
