Unit 4 Sharing 教案-reading（新人教选修7)

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Unit 4 Sharing ---Reading
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
relevant, doorway, adjust, platform, soft, softly, grill, privilege, hear from, be dying to, up to, adapt to, for sure, the other day, come across, make a difference, shake hands with, get through, stick out, dry out, dry up, even though
b. 重点句子
…I’ve included some photos which will help you picture the places I talk about. P29
When I reach the school grounds there are lots of “good mornings” for me from the boys. Many of them have walked a long way, sometimes up to two hours, to get to the school. P29
The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29
Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29
But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29
We walked for two and a half hours to get there — first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29
Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof — this shows it’s a man’s house. P29
2. Ability goals能力目标
Enable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher.
3. Learning ability goals 学能目标
Help the students learn how to read between lines and find the positive and negative aspects of doing something.
Teaching important and difficult points 教学重难点
Help the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons.
Teaching methods 教学方法
Skimming, scanning and task-based method.
Teaching aids 教具准备
A recorder, a projector and some slides.
Teaching procedures & ways教学过程与方式
Step Ⅰ Pre-reading
T: I told you to google for information about PNG. Some questions for you. Who knows what PNG stands for
Sa: PNG stands for Papua New Guinea.
T: Where is it located
Sb: It is located south of the equator, 160km north of Australia.
T: Who can say something about its history
Sc: 30,000 years ago it was settled by its first settlers. Portuguese explorers came to PNG in 1510s. When World War II broke out, parts of the country were occupied by the Japanese. Papua New Guinea became independent in 1975 but retains strong ties to Australia.
Sd: But I got information about it like this: The first settlers to Papua New Guinea migrated from Southeast Asia probably at least 40,000 years ago during the ice age. At the beginning of World War I (1914-1918) an Australian military force occupied German New Guinea and remained there throughout the war. After Germany’s defeat, the League of Nations granted Australia a mandate to rule the German colony, which was renamed the Mandated Territory of New Guinea. Plantation agriculture expanded and the discovery of gold in the 1920s created a gold rush. The Australians extended the education system, but they were generally less concerned with native rights in the mandated territory than in Papua.
T: Very good. Then how did it get its present name
Se: In 1946 the United Nations granted Australia a trusteeship over the Territory of New Guinea. Although Australia maintained separate statistics for New Guinea, it administered the territory and Papua as one. The two territories increasingly became known as Papua New Guinea, and the native people came to be called Papua New Guineans. The administration continued its efforts to further education and to develop the economy. In order to prepare the territories for eventual autonomy and independence, the Australians sought to encourage democratic institutions. In 1951 a countrywide legislative council was created; it gave way in 1964 to a House of Assembly. On December 1, 1973, Papua and New Guinea became self-governing as Papua New Guinea. The country became fully independent on September 6, 1975.
T: Who can tell me something about its economy
Sf: Let me have a try. It’s a poor country, depending on its agriculture. A lot of children don’t have the chance to receive enough education. Though it is rich in beautiful scenery, not many visitors come here because of its high crime rate.
T: What about its education
Sg: About 73 percent of children enroll in primary school, but very few complete more than a few years of formal education. Children begin attending school at age 7. At age 12 they move from local schools to provincial high schools. A few become eligible to attend national high schools to prepare for university education.
T: Thank you for your wonderful information. It’s really a pleasure to share information with each other, isn’t it Thank you again. From the information you collected, we know that PNG is very poor and few of its children complete formal education. Do you think you will volunteer to teach children in PNG if possible … Actually, there are already some volunteers there. Let’s get to know one of them, Jo. First let’s look at the pictures on Pages 29-30.
Ask the students to answer the questions listed in Pre-reading with the help of the pictures.
T: Jo is an Australian woman. She wrote a letter from PNG to her friend along with some pictures. Can you answer the questions in Pre-reading according to the pictures You may discuss with each other. Sample answers:
1. Jo was a teacher in PNG.
2. Boys who were as young as we are.
3. The classrooms were very poor, made from bamboo and grass.
4. The village was a place full of natural beauties. There were many trees and bamboos.
5. People in the village lived a simple life.
T: Very good. I think you have known something about the place where Jo worked as a volunteer teacher. Now, let’s get more information about it by reading the letter from Jo. Of course, after reading the letter, you will understand the pictures and Jo’s experience better.
Step Ⅱ Reading comprehending
Skimming
T: Now read the letter and try to get the general idea of it. Try to divide it into four parts, and summarize what each part is about.
The students are given three minutes to finish the task.
Suggested main idea for each part:
Part 1 (Para 1): Opening of the letter and introduction to what will be talked about in the passage.
Part 2 (Para 2-3): The school where Jo worked and Jo’s work at the school.
Part 3 (Para 4-8): Jo and Jenny visited Tombe’s home in the village.
Part 4 (Para 9): Closing of the letter.
Reading carefully
T: Now you’re to read the passage carefully to complete the tables below! Five minutes for you.
Table 1 (about the school)
Conditions Our school The school described in the letter
Classrooms(equipped or not) Equipped Not equipped
Students’ future Go to college or work Return to the villages
Electricity and water(Y/N) Yes No
Textbook(Y/N) Yes No
Chemistry experiments(many/few) Many Few
Table 2 (about the life in the village)
Types ofhouses Made from bamboo and theroofs from grass Diet Kau kau, corn and greens
Familyrelationships Everyone seemed to be arelative of each other Possessions A few tin plates and cups and a couple of pots
Cookingmethods Heat stones first, and then put them in an empty oil drum with kau kau, corn and greens. Cover them with banana leaves and leave them to steam Agriculture Digging up peanuts with primitive tools; grow kau kau, corn and greens
Sleepingarrangements Newly made platform for visitors in the father’s room; the mother usually sleeps in her own hut Beliefs They believe there are evil spirits that are usually attracted by leftover food
After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers’ work. The information in italics is suggested answers.
Then deal with Exercise 2.
T: Look at the facts listed in Exercise 2. They are chosen from the letter. Can you find or guess the reasons for them according to the reading passage
Suggested reasons:
1. In the science lesson the boys were frightened by what they saw—the mixture was bubbling over everywhere, thinking that something terrible had happened, so they jumped out of the windows to escape from danger.
2. Because most of the boys will go back to their village after studying in the school, and their knowledge of chemistry will prove useless, so Jo wondered how relevant chemistry was to the boys.
3. I think it’s a kind of greeting language. And I’m sure all the family members will be happy and excited to have visitors like Jenny and Jo.
4. There were no windows in Mukap’s hut. Perhaps in this way they can prevent flies, mosquitoes and other insects from coming in. Or maybe they can’t afford to buy glass to make windows.
5. The tin can was standing upside down on the grill in order to get the leftover dry up quickly.
Step Ⅳ Discussion and language points
T: Now I have two questions for you to discuss.
Show the following questions on the screen. Let the students get into groups and have a discussion.
1. Why do you think Jo became a volunteer in PNG Give as many possible reasons as you can.
2. Would you like to work as a volunteer in a poor area Give reasons.
Sample discussion:
Sa: I think, first of all, Jo was a kind-hearted woman, who was willing to help others. Second, she knew enough about the poor conditions in PNG and thought that she could help teach in the schools. If I am given the chance, I will do whatever I can to help.
Sb: In my opinion, Jo must have worked as a teacher in Australia, and she applied to become a volunteer abroad, and then she was sent to PNG as a volunteer.
Sc: Maybe she thought that education is the key to solving all the problems in PNG, so she, as a teacher, went to PNG to help.
Sd: Perhaps she likes traveling abroad, and helping the poor wherever she goes.
Se: I don’t agree with you. You know, she stayed there for two years. A traveler won’t do that. She was willing to help the poor children in PNG to be educated. She was doing her bit to change the poor’s state of living and education. If everyone in the rich countries would do like her, all the problems caused by poverty could be solved easily.
Se: I would like to say something about the second topic. I think I will be a volunteer in a poor area. Whenever I saw the poor living state of the poor in the western areas and mountainous areas, I was eager to do something for them. All men are created equal. But they can’t get what we can enjoy. What a pity! If possible, I will try to help.
T: Well done! Before we end this class, do you have any questions about the language points
Deal with some language points.
Language points:
1. Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof—this shows it’s a man’s house.
“with grass sticking out of the roof”是独立主格结构。
Note: 独立主格结构又称为“with”结构，在句中表状态或说明背景情况，常做伴随，方式，原因，条件等状语。具体结构如下：
1) with +名词+介词短语
He was asleep with his head on his arm.
The man came in with a whip in his hand.
在书面语中，上句也可以说成：The man came in, whip in hand.
2) with +名词+形容词（强调名词的特性或状态）
With the clouds so low, ten to one it’ll rain presently.
He used to sleep with the windows open.
3) with +名词+副词
With John away, we’ve got more room.
The square looks more beautiful than ever with all the lights on.
4) with +名词+-ed分词 （强调名词是-ed分词动作的承受者或动作已经发生）
With this problem solved, the new medicine is now in regular production.
All the afternoon he worked with the door locked.
5) with+名词+-ing分词（强调名词是-ing分词的动作的发出者或某动作，状态正在进行）
I won’t be able to go on holiday with my mother being ill.
He felt more uneasy with the whole class staring at him.
6) with+名词+to do （不定式动作尚未发生）
So in the afternoon, with nothing to do, I went on a round of the bookshops.
I can’t go out with all these dishes to wash.
2. dry out; dry up
dry out:
to become completely dry or to make something completely dry, especially after it has been very wet
e.g. In summer, water the plants regularly and never let the soil dry out.
The kitchen was flooded and it took ages to dry it out.
dry up:
1) to rub plates, dishes etc dry with a cloth after they have been washed
e.g. I’ll just dry up these mugs and we can have a coffee.
2) if something such as a river dries up, the water in it disappears
e.g. Across central and west Texas, waterholes and wells have dried up.
Step Ⅴ Homework
1. Finish Exercise 3 on Page 31.
2. Read the passage again after class and find all the attributive clauses in it.
3. Remember the key sentences in the text.
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