2.what does the word “volunteer” mean?in groups,discuss who can be called volunteers.(people who help others in their community or outside their community would be called volunteers.however,they would not be called volunteers if they help their parents,other relatives or friends.)[设计说明]通过中国青年志愿者的标志导入,因为标志中有一个手的图形,提醒学生:志愿者常常伸出手帮助别人。然后分组讨论“什么样的人才被称为志愿者”。经过讨论,学生统一了认识,知道了志愿者是指帮助与自己没有直接关联的人。这一点对于理解课文也非常重要。step 2 pre-reading1.show the title and a map to the students and introduce some information about papua new guinea.(t:now,let's read a passage about a volunteer working in papua new guinea—a letter home.)
(introduction:papua new guinea is situated in the pacific ocean,to the north of australia.it is a poor country with a population of 5.7 million,around 80% of papua new guineans living in rural areas with few or no facilities such as running water and electricity.english is the official language.because of the poverty,not all children go to school.around 85% of children start school but about 60% of these reach year 5.)共3页,当前第1页1232.show some pictures to the students and make them get some background information.
[设计说明]由于学生对于巴布亚新几内亚独立国的情况了解不多,教师有必要在阅读课文之前介绍一些这个国家的信息,也可以布置学生在课前上网查找这个国家的资料,上课时由学生用英语汇报,或者采用“头脑风暴”或分组竞赛抢答的形式,使学生在较短的时间里掌握足够的背景资料。随后展示一些图片,既加深学生对于这个国家落后的经济、教育状况的印象,也有助于之后阅读活动的展开。step 3 scanningdivide the passage into 4 parts and find out the main idea of each paragraph.part 1(paragraph 1) opening of the letter and introduction to what will be talked about in the passage.part 2(paragraphs 2-3) the school where jo worked and jo's work at school.part 3(paragraphs 4-8) jo and jenny visited tombe's home in the village.part 4(paragraph 9) end of the letter.[设计说明]快速阅读后要求学生分段,再找出每段的大意。如果是阅读理解能力普遍较弱的班级,教师可以把这项任务改为把各段与段落大意相搭配,如下所示:part 1(paragraph 1) end of the letter.part 2(paragraphs 2-3) opening of the letter and introduction to what will be talked about in the passage.part 3(paragraphs 4-8) the school where jo worked and jo's work at school.part 4(paragraph 9) jo and jenny visited tombe's home in the village. step 4 skimmingskim the passage and finish the following tasks:task 1 answer the following questions:(1)why did jo send rosemary some photos?(it is difficult for rosemary to imagine how life was hard.)(2)why was science the most challenging subject for jo?(her students had no concept of doing experiments and there was no equipment.)(3)why did the boys start jumping out the windows?(the boys never came across anything like the bubbling mixture.)(4)why should it take jo and jenny two and a half hours to get to the village?(they had to climb up a mountain to a ridge first and then down a steep path to the village below.)task 2 what have you learned about the customs and lives of the people in tombe's village?read paragraphs 4-8 carefully and complete the table below.
type of houses
diet
family relationships
possessions
cooking methods
agriculture
sleeping arrangements
beliefssuggested answers:type of housessmall,round,made of bamboo,grass roofs;men's huts have grass sticking out of the top of the roof,no windows;small doorway;floor covered with fresh grassdietsweet potato,corn,vegetables peanutsfamily relationshipslarge extended families (everyone seems to be a relative of tombe's).possessionsnot many—one broom,a few tin plates and cups,a couple of jarcooking methodshot stones are placed in an oil drum,then vegetables are placed in the drum,covered with banana leaves and steamed.agriculturetools are very basic,e.g.a digging stick(there is no machinery.)sleeping arrangementsa new sleeping platform for the guests,kiak usually slept in her own hut.beliefsthe villagers believe in evil spirits.they believe that leftover food attracts evil spirits so they dry it out in a can over the fire.then the can is thrown out of the hut.[设计说明]仔细阅读是快速阅读的延续。通过阅读,查找到巴布亚新几内亚独立国里各部落居民的生活状况和风俗习惯。这也是这篇课文的重点之一。如果学生感觉难度较大,可以给出句子,只留一些关键词汇的空格让学生填写,如空出答案中的画线的单词。step 5 reading aloudread the passage aloud and underline the important phrases and difficult sentences.[设计说明]边读课文边画出重点词组和难句,加深对于课文内容的理解。而且,在程度较好的班级,在时间允许的情况下,教师可以在朗读课文结束后插入一些词汇和句型的讲解。也可以根据情况,把词组和难句放在下一节课中专门讲和练。step 6 discussion1.why do you think jo became a volunteer in png?2.would you like to work as a volunteer in a poor area?give reasons.[设计说明]通过讨论jo作为志愿者的原因,可以使学生更好地了解这个单元的主题:帮助他人、分享合作。通过第二个问题,教师可以进一步了解学生对于志愿者工作和帮助他人的看法,有利于教师进行德育教育,帮助学生树立正确的价值观。step 7 homeworkwrite a passage about 100 words to introduce the village and life in the village according to the photos and the table in exercise.1.[设计说明] 根据图片和图表写一段关于村落情况和生活的介绍文字,既加深了学生对于课文重点段落的印象,又发展了借助图片、表格等非语言信息进行语言输出的能力。如果学生英语程度不够好,教师可以给出短文的开头几句,例如one of my students,tombe lives in a small village in papua new guinea.the visit to his home impressed me...。时间允许的话,还可以在上一个讨论问题环节结束后,让学生两人一组,先轮流进行口头作文,再回家完成书面作文。共3页,当前第3页123