Unit 4 Sharing Reading and Thinking 课件(共24张PPT，内镶嵌2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24张PPT，内镶嵌2视频)-人教版(2019)选择性必修第四册 |  | |
| 格式 | pptx | ||
| 文件大小 | 68.9MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-03 23:21:45 | ||
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(共24张PPT)
Reading and Thinking
UNIT4 SHARING
As you grow older, you will discover that you have two hands, one for helping yourself, the other for helping others.
—— Sam Levenson
当你再成熟有担当一点后，你会发现你有两只手，一只用来助己，另一只用来助人。
导
Watch a video titled The Most Dangerous Ways To School and try to tell your impression of Papua New Guinea.
What is your impression of Papua New
Guinea after watching the video
Most people live in ______ villages in jungles.
It is an___________area far from civilization.
There is_________________________ ,so kids
have to travel dangerous ways to go to school.
Why do the kids take up the challenge
to go to school
For a better life / a change of destiny/
anti-poverty/poverty relief.
remote
unexplored
no modern transportation
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
1.living without a TV, a computer, or other modern
devices.
2.The food and overall lifestyle might be a challenge.
3. no electricity , no running water ,no washrooms
4. no good teaching materials and supplies
Now, let's read about her volunteer experience in Papua New Guinea.
A blog with two entries.
Understanding of the title and text type
what is the type of the text
What do you think “the
bush” means in the title
“Volunteering in the bush”
A remote and unexpored area
Read the passage and match the main idea
Para 1:
Para 2-3:
Para 4-7:
Para 8:
A What did Jo witness in Tombe’s village.
B Receive a parcel from home.
C Jo’s feeling after visiting the village.
D The conditions about the bush school and
the students.
Para 1. A Parcel from Home
Which expressions show her feeling
So nice
Always nice
Been dying to
How did Jo feel
Which expressions show her feeling
How did Jo feel
greeted me with a __________ of “good morning”
do not wear ___________ uniform
walk a ___________ way to school
Para 2. School and Students
_____________ classroom
_____________ floors
_____________ roofs
_____________ tracks covered in weeds
bamboo
clay
grass
dusty
chorus
cotton
long
1.What does the school look like
2. How does the students impress Jo
What do students have as learning tools and what do they lack of
What they have What they haven't
pencils electricity
equipment for
writing material
basic facilities
learning equipment
rubber
paper
running water
text books
modern devices
washroom
experiments
Para 3. Facilities and Challenges
contrast
limited education resources
students' eagerness to be educated
Before reaching
Upon reaching
We walked for two and a
half hours to get there.
First_______________
then____________________
__________
up a mountain
down a shaded path to
the valley below
Tombe's mother
All the villagers
Crying “ieee ieee”
Shaking hands with us;
Everyone seemed to be
related to Tombe.
Para 4. A visit to Tombe’s village
Tombe's mother
Crying “ieee ieee”
Types of houses
Sleeping arrangements
Possessions
Diet
Cooking methods
Living conditions
Eating culture
A low round bamboo hut with grass sticking out of the roof
one broom, a few saucers,a kettle,cups,pans and a couple of jars
Kau kau(sweet potato),
corn and greens
Placing hot stones in an
empty oil drum with food to steam
They believe that any leftovers attract bad spirits in the night.
Beliefs
Para 5-7: Staying in the remote village
Fresh grass had been laid on the floor and there was a platform for us to sleep on.
What did Jo feel after she left the village
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.
physically exhausted
mentally satisfied
Para 8: After leaving the village
Discuss in groups:
1. Would you like to become a volunteer teacher like Jo Why or why not
2. What would you like to share when volunteering
（list at least three points）
议
Summary
VOLUNTEERING IN THE BUSH
At the bush school
At Tombe’s home
1. Teaching environment
2.Teaching materials
3.Students
1. Living conditions
2.Cooking methods
3. Dealing with leftovers
disappointed, sad, worried, doubtful
happy, satisfied, worthwhile
Change
The change of Jo’s feelings
Post-reading: draw a mind map of the text
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.
VOLUNTEERING IN THE BUSH丛林里的志愿行动
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.
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 am 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 am making any difference to these boys lives at all.
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.
Tombes 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.
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 Tombes family.
Reading and Thinking
UNIT4 SHARING
As you grow older, you will discover that you have two hands, one for helping yourself, the other for helping others.
—— Sam Levenson
当你再成熟有担当一点后，你会发现你有两只手，一只用来助己，另一只用来助人。
导
Watch a video titled The Most Dangerous Ways To School and try to tell your impression of Papua New Guinea.
What is your impression of Papua New
Guinea after watching the video
Most people live in ______ villages in jungles.
It is an___________area far from civilization.
There is_________________________ ,so kids
have to travel dangerous ways to go to school.
Why do the kids take up the challenge
to go to school
For a better life / a change of destiny/
anti-poverty/poverty relief.
remote
unexplored
no modern transportation
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
1.living without a TV, a computer, or other modern
devices.
2.The food and overall lifestyle might be a challenge.
3. no electricity , no running water ,no washrooms
4. no good teaching materials and supplies
Now, let's read about her volunteer experience in Papua New Guinea.
A blog with two entries.
Understanding of the title and text type
what is the type of the text
What do you think “the
bush” means in the title
“Volunteering in the bush”
A remote and unexpored area
Read the passage and match the main idea
Para 1:
Para 2-3:
Para 4-7:
Para 8:
A What did Jo witness in Tombe’s village.
B Receive a parcel from home.
C Jo’s feeling after visiting the village.
D The conditions about the bush school and
the students.
Para 1. A Parcel from Home
Which expressions show her feeling
So nice
Always nice
Been dying to
How did Jo feel
Which expressions show her feeling
How did Jo feel
greeted me with a __________ of “good morning”
do not wear ___________ uniform
walk a ___________ way to school
Para 2. School and Students
_____________ classroom
_____________ floors
_____________ roofs
_____________ tracks covered in weeds
bamboo
clay
grass
dusty
chorus
cotton
long
1.What does the school look like
2. How does the students impress Jo
What do students have as learning tools and what do they lack of
What they have What they haven't
pencils electricity
equipment for
writing material
basic facilities
learning equipment
rubber
paper
running water
text books
modern devices
washroom
experiments
Para 3. Facilities and Challenges
contrast
limited education resources
students' eagerness to be educated
Before reaching
Upon reaching
We walked for two and a
half hours to get there.
First_______________
then____________________
__________
up a mountain
down a shaded path to
the valley below
Tombe's mother
All the villagers
Crying “ieee ieee”
Shaking hands with us;
Everyone seemed to be
related to Tombe.
Para 4. A visit to Tombe’s village
Tombe's mother
Crying “ieee ieee”
Types of houses
Sleeping arrangements
Possessions
Diet
Cooking methods
Living conditions
Eating culture
A low round bamboo hut with grass sticking out of the roof
one broom, a few saucers,a kettle,cups,pans and a couple of jars
Kau kau(sweet potato),
corn and greens
Placing hot stones in an
empty oil drum with food to steam
They believe that any leftovers attract bad spirits in the night.
Beliefs
Para 5-7: Staying in the remote village
Fresh grass had been laid on the floor and there was a platform for us to sleep on.
What did Jo feel after she left the village
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.
physically exhausted
mentally satisfied
Para 8: After leaving the village
Discuss in groups:
1. Would you like to become a volunteer teacher like Jo Why or why not
2. What would you like to share when volunteering
（list at least three points）
议
Summary
VOLUNTEERING IN THE BUSH
At the bush school
At Tombe’s home
1. Teaching environment
2.Teaching materials
3.Students
1. Living conditions
2.Cooking methods
3. Dealing with leftovers
disappointed, sad, worried, doubtful
happy, satisfied, worthwhile
Change
The change of Jo’s feelings
Post-reading: draw a mind map of the text
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.
VOLUNTEERING IN THE BUSH丛林里的志愿行动
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.
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 am 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 am making any difference to these boys lives at all.
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.
Tombes 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.
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 Tombes family.