人教版选必4 Unit4语篇分析+阅读单（教师版）
选择性必修四Unit 4 Reading and Thinking语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：Volunteering in the Bush作者： 文章类型：叙述文/个人日记主题/中心思想：文章主要讲述了作者在丛林中作为志愿者在一所乡村学校教书的经历，包括学校的艰苦条件、教学中的困难，以及作者去学生 Tombe 家拜访的过程，展现了当地独特的生活方式和文化，同时也表达了作者对自己支教意义的怀疑以及对这次拜访经历的珍视。
二、文本结构与内容分析 整体结构：文章分为两个部分，以日期 8 March 和 17 April 为界限。第一部分主要描述了作者在学校的教学情况和学校的艰苦条件；第二部分讲述了作者去学生 Tombe 家拜访的经历。段落分布：引言部分通过收到家里的包裹引出自己在丛林支教一个月的经历；主体部分先描述学校的状况和教学困难，后详细叙述去 Tombe 家的过程、Tombe 家的房屋、饮食及特殊习俗；结论部分以作者对这次经历的感受结尾，表达了对这次经历的珍视。逻辑关系：并列关系：两个部分之间是并列关系，分别从学校生活和家访生活两个方面展现作者的支教经历。在每个部分内部，都是按照时间顺序和事情发展的先后顺序进行叙述的。衔接与连贯：使用了时间顺序词（如 “8 March”“17 April”“Last weekend”“The other day” 等）来连接不同的事件和时间段；通过指代（如 “these boys”“Tombe”“his family” 等）使上下文连贯；还使用了一些连接词（如 “and”“but”“since” 等）来连接句子和段落。段落功能：第一段通过收到包裹引出话题，吸引读者兴趣；描述学校状况的段落，让读者了解支教环境的艰苦；教学困难的段落，突出作者面临的挑战；家访部分的段落，详细介绍了当地的生活和文化；结尾段落则总结了作者的感受，升华了主题。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景：作者来自具有相对先进教育资源和生活设施的环境，其文化背景在语言使用和对教学的认知上与当地形成鲜明对比。例如，在描述学校设施时，作者不自觉地将当地 “没有 electricity, running water or even textbooks, not to mention laptops, tablets” 的状况与自己熟悉的教育环境相对比，这种对比性的语言体现出作者原文化背景下对教育硬件设施的固有认知。在当地文化中，学校以竹子、黏土和草搭建，学生需长途跋涉上学，这反映出当地资源匮乏但重视教育传承的文化特质。从更广泛的社会背景看，这种丛林地区的教育现状是社会经济发展不平衡的一个缩影。当地的生活方式和文化传统受地理环境和历史发展的影响，长期保持着相对原始和质朴的状态。作者的支教经历，实际上是不同文化在教育领域碰撞的体现，这种碰撞不仅影响了作者的教学方式，也为当地学生带来了新的知识和观念。背景知识的运用：对于 “leftovers attract bad spirits” 这一观念，读者若了解当地的宗教信仰或传统民俗中关于灵魂、超自然力量的相关内容，就能更好地理解这一行为背后的文化深意。在当地文化中，对自然和神灵的敬畏贯穿生活的方方面面，这种对剩饭处理方式的背后是对超自然力量的尊崇和避免灾祸的期望。这一观念在当地文化传承中具有重要意义，影响着人们日常生活的诸多细节，如食物分配、卫生习惯等。写作意图：作者除了记录支教经历外，还试图通过展现当地教育的困境，引发读者对教育公平和资源均衡分配的思考。文中详细描述学校缺乏基本教学设备，学生学习条件艰苦，而这些问题在作者原本所处的教育环境中是不存在的，这种反差旨在促使读者关注偏远地区教育资源的匮乏。同时，通过对当地文化的呈现，作者希望促进不同文化间的理解与交流，让更多人了解到丛林地区独特的生活方式和文化传统，打破文化隔阂。
四、情感态度与价值取向分析 情感态度：作者对学校的艰苦条件表现出无奈和适应的态度，如 “I'm still trying to adapt to these conditions.”；对教学中的困难感到挑战和怀疑，如 “To be honest, I doubt whether I'm making any difference to these boys' lives at all.”；对家访经历则充满了好奇和愉悦，如 “It was such a privilege to have spent a day with Tombe's family.”。价值取向：文章传达了对不同文化的尊重和理解，以及对志愿者工作意义的思考。虽然作者对自己的教学效果有所怀疑，但通过家访经历，感受到了与当地家庭相处的珍贵，体现了对人与人之间情感交流的重视。
五、论点与文章有效性分析 论点清晰度与证据支持：虽然文章没有明确的论点表述，但潜在论点可理解为 “支教经历充满挑战但也有独特收获，同时引发对教育意义和文化差异的思考”。作者通过对学校恶劣教学条件的详细描述，如 “Science is my most challenging subject as my students have no concept of doing experiments. There is no equipment”，为支教挑战提供了有力证据；通过家访中对当地家庭热情接待和独特生活方式的描绘，如 “Mukap built a fire outside and laid stones on it to heat... It smelled delicious”，体现了支教过程中的独特收获。文章有效性与局限性：有效性方面：文章在唤起读者对支教艰苦环境的共鸣上非常有效。通过生动的细节描写，如 “the classrooms are made of bamboo, with clay floors and roofs of grass”，使读者能真切感受到学校条件的简陋。在展现文化差异方面，对当地饮食制作、房屋结构和传统观念的描述，让读者对丛林文化有了直观认识。局限性方面：文章在探讨教学意义时，仅停留在作者个人的怀疑层面，缺乏深入分析。例如，可以进一步研究当地学生在知识、价值观、视野等方面的变化，以更全面地评估教学效果。此外，对于当地文化的呈现，作者仅从自身观察角度出发，缺乏与当地居民深入交流后的多元视角，可能导致对文化理解的片面性。未来改进方向可包括与当地教师、学生及家长进行更深入的访谈，获取更多关于教学效果和文化内涵的信息，丰富文章内容。文章与现实的联系：在当今社会，教育资源分配不均的问题依然突出。许多偏远地区的学校面临着与文中类似的困境，缺乏资金、设备和优秀教师。文章中作者的经历能引发社会对这些地区教育的关注，促使相关部门和社会组织思考如何改善教育条件。同时，不同文化间的交流与理解在全球化背景下愈发重要，文章所展示的文化差异，能启发人们在跨文化交流中保持尊重和包容的态度。
六、逻辑关系与推理分析 显性逻辑关系：文章中存在时间顺序的逻辑关系，如按照日期和事件发生的先后顺序进行叙述；在描述教学困难时，存在因果关系，如因为没有设备和实验室，所以科学教学变得很困难。隐性推理与假设：从作者对教学意义的怀疑可以推断出，作者可能认为自己的教学没有达到预期的效果，或者对当地学生未来的发展方向有所担忧。同时，作者对当地文化的描述也暗示了不同文化之间存在差异，需要相互理解和尊重。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点：文章语言风格较为平实、自然，使用了一些日常生活中的词汇，如 “sweets”“jam”“broom”“saucers” 等；也使用了一些描述性的词汇，如 “dusty”“shaded”“wrinkled” 等，使文章更加生动形象。句式与句型分析：文章使用了多种句式，包括简单句（如 “I just got a parcel from home!”）、复合句（如 “Science is my most challenging subject as my students have no concept of doing experiments.”）和并列句（如 “We shook hands with all the villagers. Everyone seemed to be related to Tombe.”），句式变化丰富，增强了文章的表达效果。文体特征：文章属于非正式的文体，以日记的形式记录作者的经历和感受，语言较为口语化，给人一种亲近感。修辞手法：文章使用了比喻的修辞手法，如 “The class became a circus as the boys, who had never come across anything like this before, started jumping out of the windows.”，将课堂比作马戏团，形象地描绘了课堂的混乱场景。5. 语气与态度：作者的语气客观、真实，既描述了支教生活的艰苦和困难，也表达了自己的感受和思考，没有过于主观或情感化的表达。
八、写作手法分析 写作技巧与表达方式：文章采用了细节描写的手法，如对学校设施、Tombe 家房屋内部的描述，使读者能够清晰地感受到当地的生活环境；还使用了时间顺序的叙述方式，使文章条理清晰，易于理解。
九、个人理解与批判性思维 个人理解与反思：从长远来看，作者的教学对当地学生具有多方面潜在影响。尽管短期内可能难以看到知识积累的显著成果，但作者带来的新观念和教学方法，如科学实验的概念，可能在学生心中种下好奇和探索的种子。在价值观方面，作者的坚持和奉献精神，为学生树立了榜样，有助于培养学生积极向上的人生态度。在视野拓展上，作者的分享让学生了解到外面世界的存在，激发他们对未来的向往。批判性思维与反思：避免局限性：为避免对当地文化理解的局限性，作者可进一步深入研究当地文化。例如，参与当地的传统节日、宗教仪式等活动，与不同年龄段的居民交流，了解文化背后的历史、价值观和社会结构。在教学效果评估上，采用多样化的评估方法，如学生的长期跟踪调查、学生自我评价和家长反馈等，以更全面地了解教学对学生的影响。多角度审视：从不同视角看，当地文化中虽然缺乏现代教育设备，但他们独特的生活方式和传统知识，如用热石头烹饪食物的技巧，蕴含着丰富的生存智慧和文化传承价值。在教学中，可以将这些本土知识与现代科学知识相结合，既尊重当地文化，又提升教学的实用性和趣味性。在对待作者论证时，可从教育专家、当地居民和其他支教志愿者等不同角度进行审视。教育专家可从专业教育理论出发，评估作者教学方法的合理性；当地居民能提供关于文化内涵和学生需求的一手信息，帮助更准确地理解教学效果；其他支教志愿者可分享类似经历，对比不同地区支教的异同，丰富对支教现象的认识。
课文语言表达梳理 一、描述地点与环境“in the jungle”（在丛林中）“a bush school”（一所丛林学校）“The classrooms are made of bamboo, with clay floors and roofs of grass.”（教室由竹子建成，有泥土地面和草屋顶）“down a dusty track covered in weeds”（沿着一条布满灰尘、杂草丛生的小路）“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”（一座低矮的圆形竹屋，没有窗户，门刚好能通过，屋顶上的草向外伸出）
二、表达经历与感受“I've been here... for about a month now.”（我现在已经在这里…… 大约一个月了）“It took about two weeks to arrive”（它花了大约两周才到达）“it's always nice to get mail”（收到邮件总是很高兴）“I'm still trying to adapt to these conditions.”（我仍在努力适应这些条件）“I've had to become much more imaginative in my teaching.”（我在教学中不得不变得更有想象力）“To be honest, I doubt whether I'm making any difference to these boys' lives at all.”（说实话，我怀疑我是否真的对这些男孩的生活产生了任何影响）“It was such a privilege to have spent a day with Tombe's family.”（能和汤贝一家共度一天是一种荣幸）
三、描述动作与行为“got a parcel from home”（从家里收到一个包裹）“be greeted by a chorus of good morning”（被齐声的早上好问候）“do not wear cotton uniforms”（不穿棉质校服）“walk a long way”（走很长的路）“show the boys a chemistry experiment”（给男孩们展示一个化学实验）“the mixture was bubbling out of the test tube spilling everywhere”（混合物从试管中冒泡溢出，到处都是）“started jumping out of the windows”（开始从窗户跳出去）“shook hands with all the villagers”（与所有村民握手）“led us to his house”（带我们去他的家）“built a fire outside and laid stones on it to heat”（在外面生火并在上面放石头加热）“placed the hot stones in an empty oil drum with kau kau, ripe corn, and greens”（把热石头放进一个装有甘薯、成熟玉米和蔬菜的空油桶里）“covered the vegetables with banana leaves and left them to steam”（用香蕉叶盖住蔬菜让它们蒸熟）“noticed a can standing upside down on the grill over the fire”（注意到一个罐子在火上的烤架上倒放着）“threw it out of the doorway”（把它扔出门口）“dragged ourselves down the mountain towards home”（拖着自己下山朝家走去）四、文化相关表达24.“leftovers attract bad spirits in the night”（剩饭在夜间会吸引坏神灵）
文章结构梳理 Article Analysis: Volunteering in the Bush
Main IdeaThe article, presented in a diary - style, revolves around the author's experience as a volunteer teacher in the bush. It details the harsh educational circumstances in the bush school, the challenges faced in teaching, and a significant visit to a student's remote village. Through these accounts, it not only showcases the local living conditions and cultural practices but also delves into the author's internal thoughts, including doubts about the effectiveness of teaching and a newfound appreciation for the cultural exchange, highlighting the complex and multi - faceted nature of the volunteer experience in a culturally distinct environment.
2. Part Summaries and Functions8 March Summary: The author starts by sharing the excitement of receiving a parcel from home. Then, a detailed description of the bush school follows, covering aspects such as its infrastructure (bamboo classrooms with clay floors and grass roofs), the lack of basic amenities like electricity, running water, textbooks, and modern devices, and the difficulties encountered in teaching, especially in science. The paragraph concludes with the author's self - doubt regarding the relevance of teaching certain subjects to the local students.Function: This part sets the stage for the overall narrative by introducing the setting (the bush school) and the initial challenges the author faces. It gives the reader an understanding of the tough educational environment and begins to explore the author's internal conflict about the purpose of teaching in this context, thus engaging the reader and creating a foundation for further exploration of the volunteer experience.17 April Summary: This part chronicles the author's first visit to a remote village where a student, Tombe, lives. It includes details about the arduous journey to the village, the warm welcome by the villagers, a description of Tombe's family's house (a low, round bamboo hut with simple furnishings), the unique method of cooking food using hot stones and banana leaves, and an insight into a local cultural belief about leftover food attracting bad spirits. The author concludes by expressing gratitude for the experience.Function: This part enriches the narrative by providing a deeper look into the local culture and way of life. It shows a different side of the volunteer experience, moving beyond the school environment. The cultural exploration here not only broadens the reader's understanding of the region but also helps in further developing the author's perspective, as the cultural encounter has a profound impact on the author's feelings and perception of the overall experience.
3. Key Details from Each Part8 March Received a parcel from home that took about two weeks to arrive and was a bit damaged, containing sweets and jam.The bush school has classrooms made of bamboo, with clay floors and grass roofs. It's a short walk from the author's place along a dusty, weedy track.Lack of electricity, running water, textbooks, laptops, tablets, etc. Students only have pencils, rubbers, and paper.Science teaching is challenging as students have no concept of experiments due to lack of equipment. The author has to carry water from home in a basin as there's no washroom.During a chemistry experiment, the mixture bubbled out of the test tube and spilled, causing chaos in the class. The author questions the relevance of teaching chemistry as few students will become chemists and most will return to villages after Year 8.17 AprilWalked for two and a half hours to reach the village, first up a mountain with great views and then down a shaded path to the valley.Tombe's mother, Kiak, cried "ieee ieee" when she saw them. Shook hands with all villagers who seemed related to Tombe.Tombe's father, Mukap, led them to a low, round bamboo hut with no windows, a narrow door, and grass sticking out of the roof. Inside, there was fresh grass on the floor, a platform for sleeping, and a fireplace. Basic possessions included a broom, saucers, a kettle, cups, pans, and jars.Mukap built a fire outside, heated stones, placed them in an oil drum with kau kau (sweet potato), ripe corn, and greens, and covered with banana leaves to steam.Noticed a can upside - down on the grill over the fire. Tombe explained it was to dry leftover food as leftovers are believed to attract bad spirits at night. Left the village the next day with sore muscles but feeling privileged.
Reading Comprehension Worksheet（教师版）
Selective Compulsory 4 Unit 4 Reading and Thinking: Volunteering in the Bush
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
A. Summarize the article in 1–2 sentences.
The article details the author's experience as a volunteer teacher in a bush school, including the school's poor conditions and teaching challenges, and a visit to a student's village where unique local culture was encountered.
B. The article uses a ________ order to depict the emotional changes of the writer, showing their journey from ________ and ________in teaching at the school in the morning to feeling ________ after visiting Tombe's family by the evening.
Answer: The article uses a chronological order to depict the emotional changes of the writer, showing their journey from doubt and struggle in teaching at the school in the morning to feeling privileged after visiting Tombe's family by the evening.
目的： 第 A 小问旨在考查学生对文章整体内容的概括能力，能否精准提炼关键信息，用简洁语句总结文章核心。 第 B 小问聚焦于学生对文章结构和作者情感变化线索的把握，通过梳理时间顺序下作者情感的转变，深入理解文章叙事逻辑。
阅读技能目标：
培养学生的整体阅读与概括能力，提升信息提炼与整合水平。 锻炼学生分析文章结构和情感脉络的能力，增强对文本内在逻辑的理解。
A. What are the characteristics of the bush school
Answer: The classrooms are made of bamboo, with clay floors and grass roofs. There's no electricity, running water, textbooks, or modern devices.
B. How did the author and another teacher reach Tombe's village
Answer: They walked for two and a half hours, first climbing a mountain and then descending along a shaded path.
C. According to the passage, what do the students in the bush school have
Answer: All the students have are pencils, rubbers, and paper.
D. Please summarize the teaching difficulties the author faced in the bush school.
Answer: The school had extremely poor facilities. In science teaching, students had no concept of experiments due to lack of equipment, and the author even had to carry water from home for experiments as there was no washroom. Also, unexpected situations like the chaotic chemistry experiment made it hard to apply rigid rules.
目的： 第 A、B、C 小问考查学生对文章细节信息的提取能力，能否从文本中准确找到关于学校特征、行程以及学生拥有物品的相关内容。
第 D 小问要求学生对作者教学困难相关内容进行归纳总结，检验学生对局部内容的梳理与概括能力。
阅读技能目标：
训练学生快速定位并提取关键细节信息的能力，提高阅读的精准度。
培养学生对文本局部内容的归纳概括能力，强化对信息的整理与组织能力。
3.
A. From the fact that the bush school lacks modern equipment, what can be inferred about the local economic development's impact on education investment
Answer: The local economic underdevelopment may lead to insufficient education investment, resulting in a lack of modern equipment.
B. How might Tombe's family's unique cooking method (heating stones to cook) inspire the local school's science teaching content
Answer: It can be the basis for teaching students about heat transfer principles in science classes.
C. The author doubts the significance of teaching chemistry to local students. Do you agree with this view Please explain your reasons and provide real - life educational examples.
Answer:（示例）I don't entirely agree with the author's view. Although most students may not become chemists, chemistry teaching can still have value. For example, understanding basic chemical reactions can help students in daily life, like knowing why certain substances react when cooking, which is related to the local cooking methods. In some rural areas, teaching simple chemistry knowledge about fertilizers can improve agricultural production. Also, the process of learning chemistry can cultivate students' logical thinking and problem - solving abilities, which are beneficial for their overall development.
目的： 第 A 小问考查学生依据文本信息进行推理的能力，从学校设备缺乏这一现象推测当地经济与教育投资的关系。 第 B 小问引导学生思考文本中文化现象与教学内容的关联，培养知识迁移与应用能力。 第 C 小问鼓励学生对作者观点进行批判性思考，发表自己见解并结合生活实例论证，提升批判性思维与表达能力。
阅读技能目标：
提升学生基于文本信息进行合理推理的能力，拓展思维深度。
培养学生将文化元素与学科教学相联系的能力，增强知识的综合运用能力。
锻炼学生批判性思维能力，学会对观点进行分析、判断与论证。
4.
Suppose you are the author in the passage. Please create a practical plan to improve the teaching situation in the bush school. Your plan should include adjustments to teaching content and ways to obtain resources, with about 300 words.
Answer:（示例）To improve the teaching situation in the bush school, I would first adjust the teaching content. In science classes, I would focus more on practical knowledge related to local life. For example, when teaching about plants, we could study local plants' uses in medicine and food. Regarding resources, I would try to contact local charities and non - profit organizations. I would write detailed letters introducing the school's situation, attaching pictures of the current facilities and students' learning conditions. I would also organize students to make simple handicrafts using local materials. We could sell these handicrafts at local markets and use the money to buy basic teaching supplies like textbooks and stationery. In addition, I would encourage students to share their knowledge with each other. We could set up study groups where students teach each other what they know, reducing the pressure caused by the lack of teaching resources.
Compare the bush school in the passage with your own school. What differences in facilities do you notice, and how do these differences affect your learning
Answer:（示例）In my school, we have modern classrooms with bright lights, air - conditioning, and multimedia teaching equipment such as projectors and interactive whiteboards. We also have a well - equipped laboratory for experiments. In contrast, the bush school has bamboo classrooms with clay floors and grass roofs, lacking electricity and running water. These differences significantly impact learning. In my school, the advanced facilities make learning more convenient and engaging. For example, we can watch educational videos and conduct online research easily. However, in the bush school, the lack of facilities restricts the teaching methods and the range of knowledge that can be imparted. Students may have difficulty understanding abstract concepts without visual aids, and hands - on experiments are almost impossible due to a lack of equipment.
What is the relationship between the description of the school and the village visit in the passage
Answer: The village visit is a supplement to the author's experience after facing difficulties at school, showing different aspects of the bush life and culture.
目的： 第 A 小问通过创意写作任务，考查学生的创新思维与实际问题解决能力，能否结合文章内容提出改善教学状况的可行方案。 第 B 小问要求学生对比自身学校与丛林学校，分析设施差异及对学习的影响，培养学生的对比分析能力和联系生活实际的能力。 第 C 小问考查学生对文章不同部分逻辑关系的理解，明确学校描述与村庄拜访之间的内在联系。
阅读技能目标：
激发学生创新思维，培养解决实际问题的能力，提升知识的应用与实践能力。
增强学生对比分析不同情境的能力，提高对文本与生活关联的敏感度，促进知识迁移。
深化学生对文章结构和逻辑关系的理解，提升对文本整体性的把握能力。
5.
A. Complete the sentence based on the text:
"The writer felt uneasy during the chemistry class because a __________ classmate disrupted his __________. He could have __________ to improve the situation."
Answer: The writer felt uneasy during the chemistry class because a noisy classmate disrupted his experiment. He could have asked the classmate to be quiet to improve the situation.
B. Read the following statements and decide if they are true or false:
The writer enjoyed the chemistry class and had no distractions.
The writer was distracted by a talkative classmate during the experiment.
The writer handled the situation by talking loudly to the classmate.
Answer: F;F;F
C. Paraphrase the following sentence: "He could have politely asked the classmate to stop talking to help him concentrate."
Answer: He might have asked the classmate politely to stop talking so that he could focus.
目的：
第 A 小问考查学生对文本细节的理解与应用，能否根据文章情节合理补充句子内容。
第 B 小问检验学生对文章具体情节的准确理解，判断相关陈述的正误。
第 C 小问考查学生对句子的改写与同义表达能力，加深对文本语句的理解。
阅读技能目标：
提升学生对文本细节的理解与灵活运用能力，强化对文本信息的掌握。
培养学生准确理解文章情节的能力，提高阅读的准确性与细致度。
锻炼学生对语言的转换与表达能力，增强对词汇和句式的运用能力。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
1.
A. (Table Fill-in Exercise) Analyze the writer’s mood and reasons throughout the voluntary experience.
Time Author's Emotion Reasons
When first teaching at the bush school Doubtful and frustrated “There's no electricity, running water or even textbooks... Science is my most challenging subject... There is no equipment... I doubt whether I'm making any difference to these boys' lives at all.”
When receiving a parcel from home Delighted “I just got a parcel from home... it was so nice to get some sweets and jam from home; I've been dying to have some of my favourite sweets.”
On the way to Tombe's village Curious and expectant “Another teacher and I walked for two and a half hours to get there - first, up a mountain from where we had fantastic views... ”
At Tombe's home Novel and gradually integrated “Tombe's father... led us to his house, a low, round bamboo hut... Mukap built a fire outside... We ate inside the hut sitting round the fire. I loved listening to the family talking softly to each other in their language.”
After leaving Tombe's home Privileged and inspired “It was such a privilege to have spent a day with Tombe's family.”
B. What is the author's main intention in writing this article
Answer: The author's main intention is to share the challenges of teaching in a poor - condition bush school and the significance of experiencing the local culture during the volunteering period, aiming to raise awareness about educational inequality and the value of cultural diversity.
目的： 第 A 小问通过表格填写，考查学生对作者在不同阶段情感及对应原因的梳理能力，引导学生关注文本中情感线索的变化。 第 B 小问旨在让学生提炼作者的核心写作意图，理解文章的主旨和目的。
阅读技能目标：
提升学生对文本细节的捕捉和整合能力，能够从不同段落中提取与作者情感相关的信息。
培养学生归纳总结的能力，从整体上把握作者创作文章的意图。
2.
A. From the local villagers' close family relationships and unique housing style, what impact might this cultural background have on the cultivation of students' teamwork awareness and personal independence
Answer: The close - knit family relationships may enhance students' teamwork awareness as they are used to collaborating in daily life, like farming or household chores. However, it might limit personal independence to some extent as decisions are often made collectively in a large family. The unique round bamboo huts, which are often shared by family members, foster a sense of togetherness but may reduce opportunities for individual private space and independent thinking.
B. What can be inferred about the local cultural background from the fact that the villagers believe leftovers attract bad spirits
Answer: It can be inferred that there is a strong traditional belief system in the local culture, and people respect and fear supernatural forces. This belief reflects the importance of cultural traditions and the influence of these traditions on daily life.
目的： 第 A 小问引导学生基于文本中对当地文化的描述，推测文化背景对学生性格特质培养的潜在影响，考查学生的逻辑推理能力。 第 B 小问让学生从一个具体的文化现象出发，深入挖掘背后的文化内涵，培养学生对文化现象的分析能力。
阅读技能目标：
锻炼学生依据文本信息进行合理推测和分析的能力，拓展思维深度。
培养学生从文化现象到文化内涵的解读能力，提升对文化相关文本的理解水平。
3.
A. The local bush school emphasizes practical teaching, while urban schools focus more on theoretical teaching. Analyze the cultural roots that cause this difference in educational concepts.
Answer: In the local bush area, the simple living conditions and the need to rely on practical skills for survival lead to an emphasis on practical teaching. Skills like cooking with hot stones or building bamboo huts are essential for daily life. In urban areas, economic development and technological progress require a focus on theoretical knowledge for future careers in science and technology. Also, urban cultures often value academic achievements and competition, promoting the emphasis on theoretical teaching.
B. Compare the cultural belief about leftovers in the local area with a similar cultural concept in your own culture.
Answer: In my culture, there is a belief that food should not be wasted, mainly from the perspective of thrift and respect for labor. Different from the local belief that leftovers attract bad spirits, our concept is more about moral and practical values. For example, we are taught to finish the food on our plates to avoid waste, while the local people's practice is based on their traditional religious or superstitious beliefs.
目的： 第 A 小问促使学生对比城乡教育理念，分析其背后的文化根源，考查学生对不同文化背景下教育现象的理解和分析能力。 第 B 小问引导学生进行跨文化比较，将当地文化信仰与自身文化进行对比，培养学生对文化多样性的认识和理解。
阅读技能目标：
提升学生对比分析不同文化现象及其根源的能力，增强对文化与教育关系的理解。
培养学生跨文化思考和比较的能力，拓宽文化视野。
4.
A. From the author's description of the students' long walk to school, what hidden view might the author have
Answer: The author may have the hidden view that the educational resource allocation in this area is extremely unfair. The long walk of students to school indicates a lack of accessible educational facilities, highlighting the inequality in educational resource distribution.
B. Why does the author spend a lot of words on the visit to Tombe's family
Answer: The author spends a lot of words on the visit to Tombe's family to deeply experience and share the local culture, which enriches the volunteering experience. It also helps the author find new meaning in the volunteering work, making the article more vivid and meaningful.
目的： 第 A 小问要求学生从作者对学生上学路途的描述中，推断作者潜在的观点，考查学生对作者隐含观点的挖掘能力。 第 B 小问让学生理解作者在文章中对特定内容详写的意图，分析其对文章主题和情感表达的作用。
阅读技能目标：
锻炼学生透过文本表面信息，挖掘作者隐含观点的能力，提升批判性阅读能力。
培养学生对文章结构和写作意图的理解能力，明白作者详略安排的意义。
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
Analyze the paragraph - level structure in the article. How do different paragraphs contribute to the overall theme of cultural exploration and the challenges of teaching
Answer: The opening paragraph, by sharing the arrival of a parcel from home, sets the context of the author's life in the jungle, leading to the introduction of the bush school. Paragraphs detailing the school facilities, like classrooms made of bamboo with no modern amenities, directly present the challenges of teaching, highlighting issues such as lack of resources for conducting science experiments. The paragraphs about the visit to Tombe's village, from the arduous journey to the description of the family's living conditions, unique cooking methods, and cultural beliefs, contribute richly to the theme of cultural exploration.
目的：引导学生关注文章段落之间的逻辑关系，理解各段落如何围绕核心主题组织内容，培养学生从整体结构把握文本的能力，让学生明白作者如何通过不同段落的布局谋篇来传达复杂主题。
阅读技能目标：提升学生分析文本结构的能力，使其能够拆解文章，理解段落功能与主题的关联，学会从段落层次解读文本深层含义，增强阅读时对文本整体架构的敏感度，为深入理解和欣赏各类文章奠定基础。
A. Complete the sentence:
"At the start of teaching, the writer felt _________ about the poor teaching conditions. After receiving the parcel from home, the writer felt a bit ___________. However, during the chaotic chemistry experiment, the writer felt extremely __________. After spending a day with Tombe's family, the writer felt deeply__________ and __________."
Answer: "At the start of teaching, the writer felt frustrated about the poor teaching conditions. After receiving the parcel from home, the writer felt a bit cheered up. However, during the chaotic chemistry experiment, the writer felt extremely annoyed. After spending a day with Tombe's family, the writer felt deeply inspired and fulfilled."
目的：考查学生对文章细节的关注和对作者情感变化的准确把握，促使学生仔细阅读文本，梳理作者在不同事件节点的情绪状态，强化对文本内容的理解。
阅读技能目标：锻炼学生提取关键信息的能力，通过对文本中情感线索的梳理，提升其阅读理解的细致程度，培养学生敏锐捕捉文本中人物情感变化的能力，有助于提升整体阅读感知力。
B. Write an essay discussing how the writer’s emotional journey from frustration to inspiration mirrors the process of cultural adaptation and personal growth.
Answer: The writer initially faces frustration due to the harsh teaching environment, lacking basic resources for effective teaching. This is similar to the initial discomfort one feels when entering a new cultural environment, where unfamiliarity can be overwhelming. The parcel from home offers a momentary sense of comfort, like finding familiar elements in a foreign culture. The chaotic chemistry experiment brings back negative emotions, mirroring the setbacks and misunderstandings that occur during cultural adaptation. Spending time with Tombe's family, on the other hand, exposes the writer to a rich culture, leading to inspiration and a sense of fulfillment, much like the growth and acceptance that come with truly adapting to a new culture.
目的：鼓励学生进行深度思考，将作者在文中的情感历程与文化适应及个人成长这两个抽象概念建立联系，培养学生的批判性思维和抽象思维能力，同时提升其书面表达能力，要求学生有条理地阐述复杂观点。
阅读技能目标：培养学生分析、比较和归纳的能力，使其能够从文本中提炼出关键情感线索，并与现实生活中的文化适应现象类比，提升批判性阅读能力。同时，通过写作训练，提高学生组织语言、逻辑论证的能力，促进读写结合，全面提升语文素养。
C. Discuss with your group how the writer’s emotional changes throughout the volunteering period show the complex nature of cultural immersion. Can you think of any similar experiences in your own cultural encounters
Answer: In the group discussion, students can analyze how the author's initial negative emotions related to teaching difficulties gradually transform as cultural experiences increase. The initial frustration at the school is like the initial resistance or unease in a new cultural setting. The joy from the parcel represents small positive experiences that keep one going. The chemistry experiment disaster shows the setbacks during cultural immersion. The positive experience with Tombe's family indicates a deeper level of acceptance and integration. Students can then share their own experiences, such as traveling to a new country and initially feeling out of place, having moments of connection, facing misunderstandings, and finally feeling a sense of belonging.
目的：通过小组讨论形式，促进学生合作学习，培养其交流表达能力。让学生从作者经历深入理解文化沉浸的复杂内涵，并引导学生反思自身经历，增强对文化多样性的认识和理解，提升文化敏感度。
阅读技能目标：提升学生合作学习能力，学会倾听他人观点，在交流中深化对文本的理解。培养学生联系自身生活实际解读文本的能力，增强对文化相关主题文本的感悟力，同时提高学生的文化意识，促进跨文化交流能力的发展。
A. Match the connecting word or phrase with its function:
Connecting Word/Phrase Function:
1."So I've been here in the jungle for about a month now." C. Indicates the sequence of events during the visit to Tombe's village.
2."However, during the chaotic chemistry experiment…" A. Links the previous mention of receiving the parcel to the overall situation in the jungle.
3."Later, I noticed a can standing upside down on the grill over the fire." B. Signals a contrast to the positive feeling after receiving the parcel.
Answer: A;B;C
目的：考查学生对连接词或短语在文本中具体功能的理解，让学生认识到连接词对文章逻辑连贯性的重要作用，提升学生对文本语言细节的关注和分析能力。
阅读技能目标：培养学生识别和理解文本中逻辑连接词功能的能力，使学生在阅读时能够更好地把握文章脉络，理解句子与句子、段落与段落之间的关系，从而提高阅读流畅性和对文本的整体理解能力。
B. Discuss how these connecting words and phrases help in creating a coherent narrative. Provide more examples from the article.
Answer: Connecting words and phrases are crucial for a coherent narrative. "So" in "So I've been here in the jungle for about a month now" smoothly transitions from the discussion of the parcel to the overall situation in the jungle, creating a link between two related ideas. "However" in "However, during the chaotic chemistry experiment…" contrasts the positive feeling after receiving the parcel with the chaos of the experiment, highlighting the shift in the author's experience. "Later" in "Later, I noticed a can standing upside down on the grill over the fire" clearly indicates the order of events during the visit to Tombe's village. Another example is "When" in "When we arrived at the village, Tombe's mother, Kiak, saw us coming and started crying 'ieee ieee'." This "When" sets the time for the subsequent events, helping the reader follow the narrative in a chronological order.
目的：引导学生深入分析连接词和短语在构建文章连贯叙事中的作用，让学生从语言层面理解文本如何实现流畅表达，培养学生对语言运用技巧的敏感度和鉴赏能力。
阅读技能目标：提升学生对文本语言连贯性的分析能力，使学生在阅读过程中能够从连接词角度剖析文章结构和逻辑，同时为学生自身写作提供借鉴，学会运用连接词增强文章逻辑性和可读性，促进阅读与写作技能的相互转化。
IV. Critical Thinking and Application（批判性思维与实践运用）
A. The author doubts the relevance of teaching chemistry to local students. If chemistry teaching is to continue in the bush school, please discuss with your partner what innovative teaching methods do you think can be adopted to make chemistry knowledge both interesting and practical
Answer: Utilize local resources for experiments: We can use local plants to conduct chemistry experiments. For example, students can collect different plants and extract their juices. Then, use some simple materials found locally, like certain petals or special leaves, to make makeshift pH test papers. By dropping the plant juices on these test papers, students can observe color changes and thus learn about the acidity and alkalinity of different plants. This method not only makes chemical knowledge accessible but also closely relates to the local environment, making the knowledge practical.
Relate to local life phenomena: Connect chemistry knowledge with local daily life phenomena. For instance, when explaining combustion, take the local cooking method of using hot stones as an example. Analyze the chemical reactions during combustion, such as the oxidation reaction when wood burns with oxygen and how heat transfer makes food cooked. In this way, students can understand that chemistry is all around them, enhancing the practicality of knowledge.
Role - playing and simulation: Organize students to carry out role - playing activities to simulate chemical reactions. For example, some students can play as atoms and show how atoms recombine during chemical reactions by moving and combining. For example, the process of hydrogen and oxygen reacting to form water can be vividly demonstrated. This approach makes abstract chemical knowledge interesting and easy for students to understand.
目的：鼓励学生跳出常规思维，根据丛林学校的实际情况想出创新的教学方法，旨在培养学生在面对挑战时解决问题的能力和创新思维。
阅读技能目标：这个问题帮助学生基于文本中的信息拓展思维。它促进批判性思维，使学生能够针对文章中提出的教学问题提出解决方案。同时，锻炼学生知识迁移和应用的能力，将阅读与现实生活中的问题解决联系起来。
B. Please analyze whether the author's description of the local culture is objective or not.
Answer: The author's description of the local culture has both objectivity and subjectivity.
Objectivity manifestations: When describing the material aspects of local culture, the author is relatively objective. For example, the description of Tombe's 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", precisely and in detail presents the appearance and structure of the house without adding too much personal subjective modification. In the description of cooking methods, such as steaming food with hot stones, and the treatment of leftovers in cultural beliefs, the author also records truthfully without obvious distortion or bias.
Subjectivity manifestations: However, there may be subjectivity in the understanding and interpretation of some cultural phenomena. For example, for Tombe's mother's cry "ieee ieee" when she saw them coming, due to language and cultural background differences, the author may not be able to fully and accurately understand its meaning, and may unconsciously add personal speculation and subjective feelings when describing it. Moreover, the author has limited time to contact the local culture, so the understanding of some deep - seated cultural connotations may not be comprehensive enough, resulting in a certain subjective color in the description.
目的：这个问题旨在引导学生批判性地分析作者的描述，不要盲目接受文本内容，而是学会在作者的描述中区分客观事实与主观观点，从而培养学生的独立思考和判断能力。
阅读技能目标：它旨在增强学生的批判性阅读技能。要求学生从文本中提取客观信息，识别作者的主观态度和可能存在的偏见，强化他们筛选和分析文本信息的能力，提高阅读的深度和准确性。
Suppose you are a student in the bush school. Write a diary in the form of a journal entry to record your day at school, including your studies, daily life, and thoughts about the future, with about 200 words.
Answer: Today at school, I woke up early and walked to school along the path full of weeds, accompanied by the chirping of birds. When I arrived at school, my classmates greeted me warmly. In the morning, we had a science class. Without experimental equipment, the teacher used things around us to explain chemistry knowledge. He compared stones to atoms and explained how they interact with each other. During the break, we played on the open ground, and our laughter echoed. In the afternoon, it was math class. Although the textbooks were old and worn - out, everyone listened carefully. I encountered many difficulties in my studies, but I know that only by studying hard can I change the future of our village. In the evening, when I got home, I thought that if only we could have more learning materials. I will study hard and use knowledge to make our lives better in the future. I believe that the future is full of hope, and I will strive for my dream.
目的：这个问题通过角色扮演，让学生能够与文章中的学生产生共情，深入理解文章所描述的情境，同时锻炼学生的写作能力和想象力。
阅读技能目标：它有助于学生对文本形成深刻理解和共情。通过写作练习，提高学生运用语言表达情感和想法的能力，将从阅读中获取的信息和感受转化为自己的书面输出，促进读写结合，提升综合语言能力。
V. 词块积累及应用
1. 绘制思维导图：
中心词：Volunteering in a bush school
分支 1：Feelings (e.g., doubtful, frustrated, delighted, curious, inspired, privileged)
分支 2：Actions (e.g., get a parcel, walk to school, show an experiment, visit a village, shake hands, build a fire, steam food)
分支 3：Reflections (e.g., doubt making a difference, realize cultural value, appreciate the experience)
A.地点与环境相关表达1“in the jungle”（在丛林中）2“a bush school”（一所丛林学校）3“The classrooms are made of bamboo, with clay floors and roofs of grass.”（教室由竹子建成，有泥土地面和草屋顶）4“down a dusty track covered in weeds”（沿着一条布满灰尘、杂草丛生的小路）5“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”（一座低矮的圆形竹屋，没有窗户，门刚好能通过，屋顶上的草向外伸出）
B.经历与感受相关表达6“I've been here... for about a month now.”（我现在已经在这里…… 大约一个月了）7“It took about two weeks to arrive”（它花了大约两周才到达）8“it's always nice to get mail”（收到邮件总是很高兴）9“I'm still trying to adapt to these conditions.”（我仍在努力适应这些条件）10“I've had to become much more imaginative in my teaching.”（我在教学中不得不变得更有想象力）11“To be honest, I doubt whether I'm making any difference to these boys' lives at all.”（说实话，我怀疑我是否真的对这些男孩的生活产生了任何影响）12“It was such a privilege to have spent a day with Tombe's family.”（能和汤贝一家共度一天是一种荣幸）
C.描述动作与行为13“got a parcel from home”（从家里收到一个包裹）14“be greeted by a chorus of good morning”（被齐声的早上好问候）15“do not wear cotton uniforms”（不穿棉质校服）16“walk a long way”（走很长的路）17“show the boys a chemistry experiment”（给男孩们展示一个化学实验）18“the mixture was bubbling out of the test tube spilling everywhere”（混合物从试管中冒泡溢出，到处都是）19“started jumping out of the windows”（开始从窗户跳出去）20“shook hands with all the villagers”（与所有村民握手）21“led us to his house”（带我们去他的家）22“built a fire outside and laid stones on it to heat”（在外面生火并在上面放石头加热）23“placed the hot stones in an empty oil drum with kau kau, ripe corn, and greens”（把热石头放进一个装有甘薯、成熟玉米和蔬菜的空油桶里）“covered the vegetables with banana leaves and left them to steam”（用香蕉叶盖住蔬菜让它们蒸熟）“noticed a can standing upside down on the grill over the fire”（注意到一个罐子在火上的烤架上倒放着）“threw it out of the doorway”（把它扔出门口）“dragged ourselves down the mountain towards home”（拖着自己下山朝家走去）D.文化相关表达28.“leftovers attract bad spirits in the night”（剩饭在夜间会吸引坏神灵）
目的：通过整理文章中的情感、行为和反思表达，帮助学生形成语义网络，内化语言。
2. 迁移应用：
A.请用以下词汇和表达介绍你在偏远地区支教的感受：
词汇：challenged, amazed, fulfilled, touched, overwhelmed
句型：I felt...; I was deeply...; The experience made me...; It was... that...
示例句：
I felt challenged when I first arrived at the remote area. The poor teaching facilities overwhelmed me at the beginning. However, as I got to know the local students, I was deeply touched by their enthusiasm for learning. The experience made me realize how much I could contribute. It was amazing that I gradually felt fulfilled by helping them.
目标：帮助学生运用情感相关词汇和表达描述自己的经历和感受。
B. 模拟对话：你在支教学校与当地老师交流教学经验，分享你在教学中如何利用有限资源开展有趣课程的方法。
示例：
You: Hi, I'm really glad to share my teaching experiences here. I know we have limited resources, but I've found some ways to make classes interesting. For example, when teaching science, I use local plants to do simple experiments.
Local teacher: That sounds great! How do you do it
You: Well, I ask students to collect different plants and then we test their acidity or alkalinity with some homemade test papers made from local materials. The students are really interested in it. What about you Do you have any good methods
Local teacher: We often tell stories related to our local culture during language classes. It helps students better understand the language.
目标：鼓励学生运用行为描写的表达，模拟情景对话。
C. 写一篇短文，描述自己在支教地区与当地家庭共度一天的经历，至少使用以下表达：
词汇：unique, warm - hearted, unforgettable, cultural shock
句型：The day I spent with... was...; I was impressed by...; What struck me most was...; It was a... experience.
示例：The day I spent with a local family in the rural/remote area was truly unforgettable. From the moment I entered their unique bamboo house, I was greeted with warm - hearted smiles. I was impressed by their simple yet harmonious way of life. What struck me most was their cultural belief that leftovers attract bad spirits. It was a day full of cultural shock, but also a precious experience that deepened my understanding of the local culture. I believe this experience will stay with me forever.
目的： 该任务聚焦于词汇积累和应用，帮助学生通过分支的方式表达情感、行为和反思，增强词汇在实际语境中的运用。
阅读技能目标：
扩展与情感、行为相关的词汇。
将新词汇应用于语境中以增强理解与表达能力。Reading Comprehension Worksheet（学生版）
Selective Compulsory 4 Unit 4 Reading and Thinking: Volunteering in the Bush
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1.
A. Summarize the article in 1–2 sentences.
B. The article uses a ________ order to depict the emotional changes of the writer, showing their journey from ________ and ________in teaching at the school in the morning to feeling ________ after visiting Tombe's family by the evening.
2.
A. What are the characteristics of the bush school
B. How did the author and another teacher reach Tombe's village
C. According to the passage, what do the students in the bush school have
D. Please summarize the teaching difficulties the author faced in the bush school.
3.
A. From the fact that the bush school lacks modern equipment, what can be inferred about the local economic development's impact on education investment
B. How might Tombe's family's unique cooking method (heating stones to cook) inspire the local school's science teaching content
C. The author doubts the significance of teaching chemistry to local students. Do you agree with this view Please explain your reasons and provide real - life educational examples.
4.
A. Suppose you are the author in the passage. Please create a practical plan to improve the teaching situation in the bush school. Your plan should include adjustments to teaching content and ways to obtain resources, with about 300 words.
B. Compare the bush school in the passage with your own school. What differences in facilities do you notice, and how do these differences affect your learning
C. What is the relationship between the description of the school and the village visit in the passage
5.
A. Complete the sentence based on the text:
"The writer felt uneasy during the chemistry class because a __________ classmate disrupted his __________. He could have __________ to improve the situation."
B. Read the following statements and decide if they are true or false:
The writer enjoyed the chemistry class and had no distractions.
The writer was distracted by a talkative classmate during the experiment.
The writer handled the situation by talking loudly to the classmate.
C. Paraphrase the following sentence: "He could have politely asked the classmate to stop talking to help him concentrate."
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
1.
A. (Table Fill-in Exercise) Analyze the writer’s mood and reasons throughout the voluntary experience.
Time Author's Emotion Reasons
When first teaching at the bush school
When receiving a parcel from home
On the way to Tombe's village
At Tombe's home
After leaving Tombe's home
B. What is the author's main intention in writing this article
2.
A. From the local villagers' close family relationships and unique housing style, what impact might this cultural background have on the cultivation of students' teamwork awareness and personal independence
B. What can be inferred about the local cultural background from the fact that the villagers believe leftovers attract bad spirits
3.
A. The local bush school emphasizes practical teaching, while urban schools focus more on theoretical teaching. Analyze the cultural roots that cause this difference in educational concepts.
B. Compare the cultural belief about leftovers in the local area with a similar cultural concept in your own culture.
4.
A. From the author's description of the students' long walk to school, what hidden view might the author have
B. Why does the author spend a lot of words on the visit to Tombe's family
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
1. Analyze the paragraph - level structure in the article. How do different paragraphs contribute to the overall theme of cultural exploration and the challenges of teaching
2.
A. Complete the sentence:
"At the start of teaching, the writer felt _________ about the poor teaching conditions. After receiving the parcel from home, the writer felt a bit ___________. However, during the chaotic chemistry experiment, the writer felt extremely __________. After spending a day with Tombe's family, the writer felt deeply__________ and __________."
B. Write an essay discussing how the writer’s emotional journey from frustration to inspiration mirrors the process of cultural adaptation and personal growth.
C. Discuss with your group how the writer’s emotional changes throughout the volunteering period show the complex nature of cultural immersion. Can you think of any similar experiences in your own cultural encounters
3.
A. Match the connecting word or phrase with its function:
Connecting Word/Phrase Function:
1."So I've been here in the jungle for about a month now." C. Indicates the sequence of events during the visit to Tombe's village.
2."However, during the chaotic chemistry experiment…" A. Links the previous mention of receiving the parcel to the overall situation in the jungle.
3."Later, I noticed a can standing upside down on the grill over the fire." B. Signals a contrast to the positive feeling after receiving the parcel.
B. Discuss how these connecting words and phrases help in creating a coherent narrative. Provide more examples from the article.
IV. Critical Thinking and Application（批判性思维与实践运用）
1.
A. The author doubts the relevance of teaching chemistry to local students. If chemistry teaching is to continue in the bush school, please discuss with your partner what innovative teaching methods do you think can be adopted to make chemistry knowledge both interesting and practical
B. Please analyze whether the author's description of the local culture is objective or not.
2. Suppose you are a student in the bush school. Write a diary in the form of a journal entry to record your day at school, including your studies, daily life, and thoughts about the future, with about 200 words.
V. 词块积累及应用
1. 绘制思维导图：
中心词：Volunteering in a bush school
分支 1：Feelings (e.g., doubtful, frustrated, delighted, curious, inspired, privileged)
分支 2：Actions (e.g., get a parcel, walk to school, show an experiment, visit a village, shake hands, build a fire, steam food)
分支 3：Reflections (e.g., doubt making a difference, realize cultural value, appreciate the experience)
A. 地点与环境相关表达
B. 经历与感受相关表达
C.动作与行为相关表达
D.文化相关表达
2. 迁移应用：
A.请用以下词汇和表达介绍你在偏远地区支教的感受：
词汇：challenged, amazed, fulfilled, touched, overwhelmed
句型：I felt...; I was deeply...; The experience made me...; It was... that...
B.模拟对话：你在支教学校与当地老师交流教学经验，分享你在教学中如何利用有限资源开展有趣课程的方法。
C. 写一篇短文，描述自己在支教地区与当地家庭共度一天的经历，至少使用以下表达：
词汇：unique, warm - hearted, unforgettable, cultural shock
句型：The day I spent with... was...; I was impressed by...; What struck me most was...; It was a... experience.
