Unit 4 Sharing Reading and Thinking 课件（共27张，内嵌视频）人教版(2019)选择性必修第四册
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| 名称 | Unit 4 Sharing Reading and Thinking 课件（共27张，内嵌视频）人教版(2019)选择性必修第四册 |  | |
| 格式 | pptx | ||
| 文件大小 | 50.0MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-09-30 22:20:18 | ||
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(共27张PPT)
Reading and Thinking
Help the needy
UNIT 4 SHARING
To read and understand the passage about volunteering in Papua New Guinea.
To know about the education and living conditions in less developed areas.
To increase the awareness of the importance of helping the needy.
Lead-in
Look the picture and discuss
What do you think is happening in the photo
Some young people in Africa are enjoying water at a new well which was provided by China.
Lead-in
Background information of this picture
The well, which was dug in 2016, was part of a Chinese government aid initiative to dig 1,000 wells in Ghana as part of the Belt and Road Initiative.
Ghana, with a population of 30.2 million people (2019, est.), is a country on Africa’s west coast, about the size of Guangxi Province.
Lead-in
Watch a video: China-aided water projects bring joy to communities in Africa
Lead-in
What other kind of help / aid do you know China is providing to other countries
Lead-in
Watch a video: The aiding to Africa by China
Pre-reading
Look at the two photos and answer the following questions.
A young Australian, Jo, worked for two years as a volunteer teacher in Papua New Guinea. What challenges do you think she might have faced
Pre-reading
Background information of this passage
Papua New Guinea is an island nation that takes up the eastern half of the island of New Guinea along with some smaller islands. It is located just to the north of Australia. About eight million people speaking about 820 languages live in this nation, most in small villages in remote jungles. As the interior of Papua New Guinea is one of the least explored areas on the earth, numerous uncontacted people groups there.
location
population
Pre-reading
Background information of this passage
As a developing country, 40% of the population is self-sustaining — they raise or gather their own food and everything they need for their existence, and have little or no experience of having money, getting a salary, or buying things in shops. The country’s literacy rate is about 64%. Though education is provided for free, it is not compulsory, and many communities do not have schools. Many schools have volunteer groups teaching languages, games and sports, construction, medical work or environmental conservation.
education
life
Pre-reading
Look at the two photos and answer the following questions.
A young Australian, Jo, worked for two years as a volunteer teacher in Papua New Guinea. What challenges do you think she might have faced
Suggested Answers
It would be hard to get used to living without a TV, computer, or other modern conveniences.
The food and overall lifestyle might also be a challenge, as it is so different from her country.
As a teacher, getting good teaching materials and supplies would also be hard.
While-reading
Adjust reading speed
When reading a passage, adjust your speed to get the most out of it. If the material is easy or familiar, you can read through it quickly. If it is difficult or contains useful details, read it a bit slower and try to understand more.
Reading strategy: adjust reading speed
While-reading
Read for the main idea
1. What does Jo mainly talk about in her blogs
Her experience of voluntary teaching at a bush school and a visit to a local family, the challenges she met, and the positive aspects of her voluntary work. She also shared her feelings and attitudes to her voluntary work, the people, and the life there.
While-reading
Read for the main idea
2. Where was Jo in her two blogs and what were the places like
PLACE DESCRIPTION
Blog 1
Blog 2
at the bush school
at the home of one of her students
The classrooms were made of bamboo, with clay floors and roofs of grass.
The student’s house was a low, round bamboo hut with no windows, with a door just big enough to get through, and with grass sticking out of the roof. The house was dark inside, with fresh grass laid on the floor and a platform to sleep on.
While-reading
Read for the main idea
The structure
Para. 1
Para. 2 ~ 3
Para. 4 ~ 7
Para. 8
Receive a parcel from home
The conditions about the bush school and the students
The author’s experience in Tombe’s village
The author’s feeling after visiting the village
While-reading
Read for the details
Topic: VOLUNTEERING IN THE BUSH
I just got a parcel from home! It took about two weeks to arrive, and it was a bit damaged, but it was so nice to get some sweets and jam from home; I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!
So I’ve been here in the jungle for about a month now. My secondary school is a bush school. The classrooms are made of bamboo, with clay floors and roofs of grass. It takes me only a few minutes to walk to school down a dusty track covered in weeds. When I reach the school grounds, I’m greeted by a chorus of “good morning” from the boys. Unlike students in our country, these boys do not wear cotton uniforms, and many of them also have to walk a long way, sometimes for up to two hours, just to get to school.
What do you think “the bush” means
wild country that has not been cleared, especially in Australia or Africa
Blog 1 Para 1-2
While-reading
Read for the details
Topic: VOLUNTEERING IN THE BUSH
Blog 1 Para 1-2
I just got a parcel from home! It took about two weeks to arrive, and it was a bit damaged, but it was so nice to get some sweets and jam from home; I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!
So I’ve been here in the jungle for about a month now. My secondary school is a bush school. The classrooms are made of bamboo, with clay floors and roofs of grass. It takes me only a few minutes to walk to school down a dusty track covered in weeds. When I reach the school grounds, I’m greeted by a chorus of “good morning” from the boys. Unlike students in our country, these boys do not wear cotton uniforms, and many of them also have to walk a long way, sometimes for up to two hours, just to get to school.
be dying to do sth: 非常渴望做某事
a chorus of: something that a lot of people all say at the same time
While-reading
Read for the details
There’s no electricity, running water or even textbooks, not to mention laptops, tablets, or other modern devices! All the students have are pencils, rubbers, and paper. I’m still trying to adapt to these conditions. I’ve had to become much more imaginative in my teaching. Science is my most challenging subject as my students have no concept of doing experiments. There is no equipment, and since there isn’t even a washroom, if I need water I have to carry it from my house in a basin! It’s important not to be too rigid about rules here, too. The other day I was showing the boys a chemistry experiment when, before I knew it, the mixture was bubbling out of the test tube spilling everywhere! The class became a circus as the boys, who had never come across anything like this before, started jumping out of the windows. Sometimes I wonder how relevant chemistry is to these students — few will ever become chemists — and most will be going back to their villages after Year 8 anyway. To be honest, I doubt whether I’m making any difference to these boys’ lives at all.
Blog 1 Para 3
What has been Jo’s most challenging subject to teach Why
what
why
the other day: 不久前的一天；几天前，常与过去时连用。
名词动化：
bubble：n 气泡 → v 冒泡
While-reading
Read for the details
Last weekend I made my first visit to a remote village, home to one of our students, Tombe. Another teacher and I walked for two and a half hours to get there — first, up a mountain from where we had fantastic views, and then down a shaded path to the valley below. When we arrived at the village, Tombe’s mother, Kiak, saw us coming and started crying “ieee ieee”. We shook hands with all the villagers. Everyone seemed to be related to Tombe.
Tombe’s father, Mukap, a man with a strong jaw and a wrinkled forehead, led us to his house, a low, round bamboo hut with no windows, with a door just big enough to get through, and with grass sticking out of the roof — this shows it is a man’s house. Such housing is dark inside so it took time for our eyes to adjust. Fresh grass had been laid on the floor and there was a platform for Jenny and me to sleep on. There was a fireplace in the centre of the hut. The only possessions I could see were one broom, a few saucers, a kettle, cups, pans, and a couple of jars.
Blog 2 Para 1-2
What did Jo notice about the homes in the village she visited
分词形容词：
shaded: 树荫遮蔽的
wrinkled: 满是皱纹的
While-reading
Read for the details
Mukap built a fire outside and laid stones on it to heat. He then placed the hot stones in an empty oil drum with kau kau (sweet potato), ripe corn, and greens. He then covered the vegetables with banana leaves and left them to steam. It smelled delicious. We ate inside the hut sitting round the fire. I loved listening to the family talking softly to each other in their language, even though I could not participate much in the conversation. Luckily, Tombe interpreted for us.
Later, I noticed a can standing upside down on the grill over the fire. After a while, Tombe threw it out of the doorway. Tombe told me that the can was heated to dry out the leftover food. His family believes that leftovers attract bad spirits in the night, so any leftover food is dried up in a can and the can is then thrown out of the hut.
We left the village the next morning after many goodbyes and firm handshakes. My muscles were aching and my knees shaking as we dragged ourselves down the mountain towards home. That evening I fell happily into bed. It was such a privilege to have spent a day with Tombe’s family.
Blog 2 Para 3-5
What did Jo notice after the meal
熟词生义：
greens: vegetables with large green leaves 绿叶蔬菜
合成词：
leftover: left (被剩下的) + over (剩余地) → 吃剩的
handshake: hand (手) + shake (握) → 握手
While-reading
Read for the details
Mukap built a fire outside and laid stones on it to heat. He then placed the hot stones in an empty oil drum with kau kau (sweet potato), ripe corn, and greens. He then covered the vegetables with banana leaves and left them to steam. It smelled delicious. We ate inside the hut sitting round the fire. I loved listening to the family talking softly to each other in their language, even though I could not participate much in the conversation. Luckily, Tombe interpreted for us.
Later, I noticed a can standing upside down on the grill over the fire. After a while, Tombe threw it out of the doorway. Tombe told me that the can was heated to dry out the leftover food. His family believes that leftovers attract bad spirits in the night, so any leftover food is dried up in a can and the can is then thrown out of the hut.
We left the village the next morning after many goodbyes and firm handshakes. My muscles were aching and my knees shaking as we dragged ourselves down the mountain towards home. That evening I fell happily into bed. It was such a privilege to have spent a day with Tombe’s family.
Blog 2 Para 3-5
What did Jo’s general impression of the place and people there
While-reading
Read for information
Analyse Jo’s impressions of life in the village she visited.
Positive aspect Negative aspect
The students value education No running water or electricity
Able to get mail
Take only a few minutes to walk to school
The students are friendly
Fantastic scenery
Nice people
Interesting culture
No textbooks or supplies
The students have no concept of doing experiments
No washroom
The students may not be able to use what they have learnt
Have to walk a long distance to go anywhere
No beds, few possessions
Post-reading
Fill in the blanks according to the text.
___________________________
1. I felt very happy after receiving _________ with some sweets and jam from home.
2. My secondary school is a bush school ____________.
3. There is no electricity, _______________ or even textbooks.
4. My students have no concept of ________________.
5. It took another teacher and me ___________________ to get to the village.
6. Tombe’s mother and all the villagers ___________ warmly.
7. I noticed a can standing ____________ on the grill over the fire.
8. Though I was very tired, that evening I ____________ into bed.
I got a parcel from home
The situations
about the bush
school and students
Visit Tombe’s village
My feeling
Volunteering in the Bush
in the jungle
running water
a parcel
doing experiments
two and a half hours
greeted us
upside down
felt happily
Language points
1 at home and abroad
2 help the needy
3 the blog entries
4 be dying to do sth
5 a secondary school
6 not to mention
7 be rigid about
8 a wrinkled forehead
在国内外
帮助有需要的人;帮助贫困的人
博客文章
非常渴望做某事
中学
不必提及；更不必说
对……严苛
布满皱纹的额头
Language points
9 have no concept of doing experiments
10 be relevant to (= be related to)
11 two and a half hours
12 lead sb to some place
13 upside down
14 dry out
15 dry up
没有做实验的概念
和……相关
两个半小时
带领某人去某地
颠倒地；倒置地
使……完全变干
使……干枯；干涸
Language points
Reading and Thinking
Help the needy
UNIT 4 SHARING
To read and understand the passage about volunteering in Papua New Guinea.
To know about the education and living conditions in less developed areas.
To increase the awareness of the importance of helping the needy.
Lead-in
Look the picture and discuss
What do you think is happening in the photo
Some young people in Africa are enjoying water at a new well which was provided by China.
Lead-in
Background information of this picture
The well, which was dug in 2016, was part of a Chinese government aid initiative to dig 1,000 wells in Ghana as part of the Belt and Road Initiative.
Ghana, with a population of 30.2 million people (2019, est.), is a country on Africa’s west coast, about the size of Guangxi Province.
Lead-in
Watch a video: China-aided water projects bring joy to communities in Africa
Lead-in
What other kind of help / aid do you know China is providing to other countries
Lead-in
Watch a video: The aiding to Africa by China
Pre-reading
Look at the two photos and answer the following questions.
A young Australian, Jo, worked for two years as a volunteer teacher in Papua New Guinea. What challenges do you think she might have faced
Pre-reading
Background information of this passage
Papua New Guinea is an island nation that takes up the eastern half of the island of New Guinea along with some smaller islands. It is located just to the north of Australia. About eight million people speaking about 820 languages live in this nation, most in small villages in remote jungles. As the interior of Papua New Guinea is one of the least explored areas on the earth, numerous uncontacted people groups there.
location
population
Pre-reading
Background information of this passage
As a developing country, 40% of the population is self-sustaining — they raise or gather their own food and everything they need for their existence, and have little or no experience of having money, getting a salary, or buying things in shops. The country’s literacy rate is about 64%. Though education is provided for free, it is not compulsory, and many communities do not have schools. Many schools have volunteer groups teaching languages, games and sports, construction, medical work or environmental conservation.
education
life
Pre-reading
Look at the two photos and answer the following questions.
A young Australian, Jo, worked for two years as a volunteer teacher in Papua New Guinea. What challenges do you think she might have faced
Suggested Answers
It would be hard to get used to living without a TV, computer, or other modern conveniences.
The food and overall lifestyle might also be a challenge, as it is so different from her country.
As a teacher, getting good teaching materials and supplies would also be hard.
While-reading
Adjust reading speed
When reading a passage, adjust your speed to get the most out of it. If the material is easy or familiar, you can read through it quickly. If it is difficult or contains useful details, read it a bit slower and try to understand more.
Reading strategy: adjust reading speed
While-reading
Read for the main idea
1. What does Jo mainly talk about in her blogs
Her experience of voluntary teaching at a bush school and a visit to a local family, the challenges she met, and the positive aspects of her voluntary work. She also shared her feelings and attitudes to her voluntary work, the people, and the life there.
While-reading
Read for the main idea
2. Where was Jo in her two blogs and what were the places like
PLACE DESCRIPTION
Blog 1
Blog 2
at the bush school
at the home of one of her students
The classrooms were made of bamboo, with clay floors and roofs of grass.
The student’s house was a low, round bamboo hut with no windows, with a door just big enough to get through, and with grass sticking out of the roof. The house was dark inside, with fresh grass laid on the floor and a platform to sleep on.
While-reading
Read for the main idea
The structure
Para. 1
Para. 2 ~ 3
Para. 4 ~ 7
Para. 8
Receive a parcel from home
The conditions about the bush school and the students
The author’s experience in Tombe’s village
The author’s feeling after visiting the village
While-reading
Read for the details
Topic: VOLUNTEERING IN THE BUSH
I just got a parcel from home! It took about two weeks to arrive, and it was a bit damaged, but it was so nice to get some sweets and jam from home; I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!
So I’ve been here in the jungle for about a month now. My secondary school is a bush school. The classrooms are made of bamboo, with clay floors and roofs of grass. It takes me only a few minutes to walk to school down a dusty track covered in weeds. When I reach the school grounds, I’m greeted by a chorus of “good morning” from the boys. Unlike students in our country, these boys do not wear cotton uniforms, and many of them also have to walk a long way, sometimes for up to two hours, just to get to school.
What do you think “the bush” means
wild country that has not been cleared, especially in Australia or Africa
Blog 1 Para 1-2
While-reading
Read for the details
Topic: VOLUNTEERING IN THE BUSH
Blog 1 Para 1-2
I just got a parcel from home! It took about two weeks to arrive, and it was a bit damaged, but it was so nice to get some sweets and jam from home; I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!
So I’ve been here in the jungle for about a month now. My secondary school is a bush school. The classrooms are made of bamboo, with clay floors and roofs of grass. It takes me only a few minutes to walk to school down a dusty track covered in weeds. When I reach the school grounds, I’m greeted by a chorus of “good morning” from the boys. Unlike students in our country, these boys do not wear cotton uniforms, and many of them also have to walk a long way, sometimes for up to two hours, just to get to school.
be dying to do sth: 非常渴望做某事
a chorus of: something that a lot of people all say at the same time
While-reading
Read for the details
There’s no electricity, running water or even textbooks, not to mention laptops, tablets, or other modern devices! All the students have are pencils, rubbers, and paper. I’m still trying to adapt to these conditions. I’ve had to become much more imaginative in my teaching. Science is my most challenging subject as my students have no concept of doing experiments. There is no equipment, and since there isn’t even a washroom, if I need water I have to carry it from my house in a basin! It’s important not to be too rigid about rules here, too. The other day I was showing the boys a chemistry experiment when, before I knew it, the mixture was bubbling out of the test tube spilling everywhere! The class became a circus as the boys, who had never come across anything like this before, started jumping out of the windows. Sometimes I wonder how relevant chemistry is to these students — few will ever become chemists — and most will be going back to their villages after Year 8 anyway. To be honest, I doubt whether I’m making any difference to these boys’ lives at all.
Blog 1 Para 3
What has been Jo’s most challenging subject to teach Why
what
why
the other day: 不久前的一天；几天前，常与过去时连用。
名词动化：
bubble：n 气泡 → v 冒泡
While-reading
Read for the details
Last weekend I made my first visit to a remote village, home to one of our students, Tombe. Another teacher and I walked for two and a half hours to get there — first, up a mountain from where we had fantastic views, and then down a shaded path to the valley below. When we arrived at the village, Tombe’s mother, Kiak, saw us coming and started crying “ieee ieee”. We shook hands with all the villagers. Everyone seemed to be related to Tombe.
Tombe’s father, Mukap, a man with a strong jaw and a wrinkled forehead, led us to his house, a low, round bamboo hut with no windows, with a door just big enough to get through, and with grass sticking out of the roof — this shows it is a man’s house. Such housing is dark inside so it took time for our eyes to adjust. Fresh grass had been laid on the floor and there was a platform for Jenny and me to sleep on. There was a fireplace in the centre of the hut. The only possessions I could see were one broom, a few saucers, a kettle, cups, pans, and a couple of jars.
Blog 2 Para 1-2
What did Jo notice about the homes in the village she visited
分词形容词：
shaded: 树荫遮蔽的
wrinkled: 满是皱纹的
While-reading
Read for the details
Mukap built a fire outside and laid stones on it to heat. He then placed the hot stones in an empty oil drum with kau kau (sweet potato), ripe corn, and greens. He then covered the vegetables with banana leaves and left them to steam. It smelled delicious. We ate inside the hut sitting round the fire. I loved listening to the family talking softly to each other in their language, even though I could not participate much in the conversation. Luckily, Tombe interpreted for us.
Later, I noticed a can standing upside down on the grill over the fire. After a while, Tombe threw it out of the doorway. Tombe told me that the can was heated to dry out the leftover food. His family believes that leftovers attract bad spirits in the night, so any leftover food is dried up in a can and the can is then thrown out of the hut.
We left the village the next morning after many goodbyes and firm handshakes. My muscles were aching and my knees shaking as we dragged ourselves down the mountain towards home. That evening I fell happily into bed. It was such a privilege to have spent a day with Tombe’s family.
Blog 2 Para 3-5
What did Jo notice after the meal
熟词生义：
greens: vegetables with large green leaves 绿叶蔬菜
合成词：
leftover: left (被剩下的) + over (剩余地) → 吃剩的
handshake: hand (手) + shake (握) → 握手
While-reading
Read for the details
Mukap built a fire outside and laid stones on it to heat. He then placed the hot stones in an empty oil drum with kau kau (sweet potato), ripe corn, and greens. He then covered the vegetables with banana leaves and left them to steam. It smelled delicious. We ate inside the hut sitting round the fire. I loved listening to the family talking softly to each other in their language, even though I could not participate much in the conversation. Luckily, Tombe interpreted for us.
Later, I noticed a can standing upside down on the grill over the fire. After a while, Tombe threw it out of the doorway. Tombe told me that the can was heated to dry out the leftover food. His family believes that leftovers attract bad spirits in the night, so any leftover food is dried up in a can and the can is then thrown out of the hut.
We left the village the next morning after many goodbyes and firm handshakes. My muscles were aching and my knees shaking as we dragged ourselves down the mountain towards home. That evening I fell happily into bed. It was such a privilege to have spent a day with Tombe’s family.
Blog 2 Para 3-5
What did Jo’s general impression of the place and people there
While-reading
Read for information
Analyse Jo’s impressions of life in the village she visited.
Positive aspect Negative aspect
The students value education No running water or electricity
Able to get mail
Take only a few minutes to walk to school
The students are friendly
Fantastic scenery
Nice people
Interesting culture
No textbooks or supplies
The students have no concept of doing experiments
No washroom
The students may not be able to use what they have learnt
Have to walk a long distance to go anywhere
No beds, few possessions
Post-reading
Fill in the blanks according to the text.
___________________________
1. I felt very happy after receiving _________ with some sweets and jam from home.
2. My secondary school is a bush school ____________.
3. There is no electricity, _______________ or even textbooks.
4. My students have no concept of ________________.
5. It took another teacher and me ___________________ to get to the village.
6. Tombe’s mother and all the villagers ___________ warmly.
7. I noticed a can standing ____________ on the grill over the fire.
8. Though I was very tired, that evening I ____________ into bed.
I got a parcel from home
The situations
about the bush
school and students
Visit Tombe’s village
My feeling
Volunteering in the Bush
in the jungle
running water
a parcel
doing experiments
two and a half hours
greeted us
upside down
felt happily
Language points
1 at home and abroad
2 help the needy
3 the blog entries
4 be dying to do sth
5 a secondary school
6 not to mention
7 be rigid about
8 a wrinkled forehead
在国内外
帮助有需要的人;帮助贫困的人
博客文章
非常渴望做某事
中学
不必提及；更不必说
对……严苛
布满皱纹的额头
Language points
9 have no concept of doing experiments
10 be relevant to (= be related to)
11 two and a half hours
12 lead sb to some place
13 upside down
14 dry out
15 dry up
没有做实验的概念
和……相关
两个半小时
带领某人去某地
颠倒地；倒置地
使……完全变干
使……干枯；干涸
Language points