【課件】Unit4SharingReadingandThinking課件-2021-2022學(xué)年高中英語人教版選擇性必修第四冊(cè)

Unit4SharingPeriod1：ReadingandThinkingAsyougrowolder,youwilldiscoverthatyouhavetwohands,oneforhelpingyourself,theotherforhelpingothers.當(dāng)你長大后，你會(huì)發(fā)覺你有兩只手，一只用來幫助你自己，一只用來幫助別人。–SamLevensontogetsomebasicinformationaboutvolunteering.TounderstandthepassageaboutvolunteeringinPapuaNewGuinea.Toknowabouttheeducationandlivingconditionsinlessdevelopedareas.Toincreasetheawarenessoftheimportanceofhelpingothers.lead-inWhataretheydoing?Inrecentyears,volunteeringhasbeenspreadamongChinesepeople.lead-inSweepthestreettomakethecommunityclean.Deliverthegoodsandmaterialstohelpthepeopleisolatedathome.Helppeopletolineupandpreparewithnucleicacidtesting.lead-inAsChinaisbecomingmoreandmorepowerful,ithastheabilitytohelpmoreothercountries

inmoreaspects.HereisanexampleofChinaaid.SomeyoungpeopleinAfricaareenjoyingwateratanewwellwhichwasdugbyChina.Helptheneedy?Whyshouldwehelpthem??Whatdoes“needy”meanhere??Whoaretheneedy?Whatdotheyneed?Volunteerteacherscanmakeabigdifferencetothechildren'sfuture.Whatcanyouseeinthephotos?Whatkindoflifedoyouthinkthepeopleliveinthephotos?Whatchallengesdoyouthinkshemighthavefaced?Look&discussEatingculturalconflictLanguagecustomsdislikelonelystrangefrightenedChallenges:

PapuaNewGuinea.WhatdoyouknowaboutPapuaNewGuinea?/?p?pu?nju??g?n?/

PapuaNewGuinea(PNG)?PapuaNewGuinea

(巴布亞新幾內(nèi)亞)

is

located

justtothenorthofAustralia.?Abouteightmillionpeoplespeaking

about820languagesliveinthisnation.?Thecountry'sliteracyrateisabout64%.?Thougheducationisprovidedforfree,manycommunities

don'thaveschools.?Manyschoolshavevolunteergroupsteachinglanguages,gamesandsports,construction,medicalwork…Now,let'sreadtheblogentriesbyJoandfindoutmoreabouthervolunteerexperienceinPapuaNewGuinea.ReadingstrategyWhenreadingapassage,adjustyourspeedtogetthemostoutofit.Ifthematerialiseasyorfamiliar,youcanreadthroughitquickly.Ifitisdifficultorcontainsusefuldetails,readitabitslowerandtrytounderstandmore.adjustreadingspeedSkimSkimthetextandthinkwhatthetextispossiblyabout?Itisprobablyaboutanexperienceofvolunteeringinthebush.Skimwhatisthestyleofthetext?Ablogwithtwoentries.Para1:

CTheauthor’sfeelingaftervisitingthevillage.

BRecieveaparcelfromhome.AWhattheauthorwitnessedinTombe’svillage.DTheconditionsaboutthebushschoolandthestudents.Para2-3:

Para4-7:

Para8:Activity1:Skimandmatchthemainideawitheach

paragraph.1.Choosethebestanswer.(1)Whydidtheboysjumpoutofthewindows?A.Theywerefrightenedbythebubblingmixture.B.Theycouldn’tstandtheterriblesmellofthemixture.C.Theydidn’tlikedoingchemistryexperiments.D.Theyknewchemistrywasnotrelevanttothem.(2)WhydoesJowonderhowrelevantchemistryistothekids?A.Becauseshethinkschemistryistoodifficulttolearn.B.Becauseshethinkschemistrymaymakelittledifferencetothekids’life.C.Becausethekidstherehardlycomeacrossanythingofchemistry.D.Becauseshethinkschemistryuseless.Whilereading(3)InwhatlanguagedoyouthinkJogaveherlessons?A.PidginEnglish. B.French.C.English. D.ThelocallanguageofPapuaNewGuinea.(4)WhydidTombethrowoutthecan?A.Becausehehatedtheleftoverfood.B.Becausehebelievedanyleftoverattractedevilspirits.C.Becausehebelievedthecanhadnouseatall.D.BecausethisisawayforpeopleinPapuaNewGuineatostoreleftovers.(5)HowdidJofeelafterthevisittoTombe’sfamily?A.Happy.

B.Sad.C.Worried D.Upset.Whilereading

Jowrotetheblogentriestotellusher(1)__________(teach)lifeinabushschoolasavolunteer.Shedescribedtheschoolwhoseclassrooms(2)___________(make)ofbambooandroofsofgrass.Theyhadnevercomeacrosschemistryexperiments(3)_________Jocamehere.Jogaveadetailed(4)_____________(describe)ofherfirstvisittoavillage.Aftertwoandahalf(5)_______(hour)ofwalking,shearrivedatTombe’shome(6)________shecouldseealowbamboohutwithgrass(7)________(stick)outoftheroof,whichhadnowindows.Insidethehouse,shefoundanewlymadeplatformforJennyandhertosleep(8)_____.Outsidethehouse,Tombe’sfather,Mukaplaidstonesonthefire,andplacedthemin(9)_____emptyoildrumwithkau

kau,ripecornandgreens.Hethen(10)________(cover)thevegetableswithbananaleavesandleftthemtosteam.ShefelthappyafterthevisittoTombe’sfamily.

2.Rereadthepassageandfillintheblanks.WhilereadingteachingweremadebeforedescriptionhourswherestickingonancoveredWouldyouliketobeavolunteer?Whyorwhynot?Ifso,whatcanyoudo?1.teachkidstoreadstory-books2.helpkidswiththeirhomework3.freehaircutfortheelderly.4.cleanupthestreetsortheparks5.planttrees6.welcomenewschoolmates7.giveoutfoodtothepeopleinneedVOLUNTEERINGINTHEBUSH8MarchIjustgotaparcelfromhome!Ittookabouttwoweekstoarrive,anditwasabitdamaged,butitwassonicetogetsomesweetsandjamfromhome;I’vebeendyingtohavesomeofmyfavoritesweets,andit’salwaysnicetogetmail!SoI’vebeenhereinthejungleforaboutamonthnow.Mysecondaryschoolisabushschool.Theclassroomsaremadeofbamboo,withclayfloorsandrootsofgrass.Ittakesmeonlyafewminutestowalktoschooldownadustytrackcoveredinweeds.WhenIreachtheschoolgrounds,I’mgreetedbyachorusof“goodmorning”fromtheboys.Unlikestudentsinourcountry,theseboysdonotwearcottonuniforms,andmanyofthemalsohavetowalkalongway,sometimesforuptotwohours,justtogettoschool.ReadingmaterialThere’snoelectricity,runningwateroreventextbooks,nottomentionlaptops,tablets,orothermoderndevices!Allthestudentshavearepencils,rubbers,andpaper.I’mstilltryingtoadapttotheseconditions.I’vehadtobecomemuchmoreimaginativeinmyteaching.Scienceismymostchallengingsubjectasmystudentshavenoconceptofdoingexperiments.Thereisnoequipment,andsincethereisn’tevenawashroom,ifIneedwaterIhavetocarryitfrommyhouseinabasin!It’simportantnottobetoorigidaboutruleshere,too.TheotherdayIwasshowingtheboysachemistryexperimentwhen,beforeIknewit,themixturewasbubblingoutofthetesttubespillingeverywhere!Theclassbecameacircusastheboys,whohadnevercomeacrossanythinglikethisbefore,startedjumpingoutofthewindows.SometimesIwonderhowrelevantchemistryistothesestudents—fewwilleverbecomechemists—andmostwillbegoingbacktotheirvillagesafterYear8anyway.Tobehonest,IdoubtwhetherI’mmakinganydifferencetotheseboys’livesatall.ReadingmaterialWhilereading1.HowdidJofeelwhenreceivingtheparcelfromhome?Shewasexcitedtoreceivetheparcel.2.Whichexpressionshowsherfeeling?...itwassonicetogetsomesweetsandjamfromhome......I’vebeendyingtohavesomeofmyfavouritesweets,andit’salwaysnicetogetmail!3.WhywouldJofeelthatway?Whatcanyouinferfromthereasons?Becausesheisexpectingtheparcelandeagertoreceiveit.Itreflectstheinconvenienceoftransportationandexpressdelivery,aswellasthelackofessentialsupplies.Para1aparcelfromhome

Thepoorlearningconditionisdescribedthroughthesenseof

.Whilereading1.Whatdoestheschoollooklike?a________school____________classroom____________floors____________roofs____________trackcoveredin____________bushsightbambooclaygrassdustyweeds2.HowdoesthestudentsimpressJo?greetmewitha________of_____________donotwear________________walka________waytoschoolchoruslonggoodmorningcottonuniformsThepoorlivingconditionisshowedthroughthesenseof________.touchThefriendlinessofstudentsisshowedthroughthesenseof________.soundusesensestovisualizethefactsPara2conditionsaboutthebushschool

WhilereadingPara3challengesJohasbeenfacing

WhattheyhaveWhattheyhaven’t

runningwatertextbooksmoderndeviceswashroom

equipmentforexperimentselectricityrubberspaperpencilsbasicfacilitieslearningequipmentwritingmaterialslimitededucationresourcesstudents’eagernesstobeeducatedcontrastcontrast17AprilLastweekendImademyfirstvisittoaremotevillage,hometooneofourstudents,Tombe.AnotherteacherandIwalkedfortwoandahalfhourstogetthere—first,upamountainfromwherewehadfantasticviews,andthendownashadedpathtothevalleybelow.Whenwearrivedatthevillage,Tombe’smother,Kiak,sawuscomingandstartedcrying“ieeeieee”.Weshookhandswithallthevillagers.EveryoneseemedtoberelatedtoTombe.Tombe’sfather,Mukap,amanwithastrongjawandawrinkledforehead,ledustohishouse,alow,roundbamboohutwithnowindows,withadoorjustbigenoughtogetthrough,andwithgrassstickingoutoftheroof—thisshowsitisaman’shouse.Suchhousingisdarkinsidesoittooktimeforoureyestoadjust.FreshgrasshadbeenlaidonthefloorandtherewasaplatformforJennyandmetosleepon.Therewasafireplaceinthecentreofthehut.TheonlypossessionsIcouldseewereonebroom,afewsaucers,akettle,cups,pans,andacoupleofjars.ReadingmaterialMukapbuiltafireoutsideandlaidstonesonittoheat.Hethenplacedthehotstonesinanemptyoildrumwithkaukau(sweetpotato),ripecorn,andgreens.Hethencoveredthevegetableswithbananaleavesandleftthemtosteam.Itsmelleddelicious.Weateinsidethehutsittingroundthefire.Ilovedlisteningtothefamilytalkingsoftlytoeachotherintheirlanguage,eventhoughIcouldnotparticipatemuchintheconversation.Luckily,Tombeinterpretedforus.Later,Inoticedacanstandingupsidedownonthegrilloverthefire.Afterawhile,Tombethrewitoutofthedoorway.Tombetoldmethatthecanwasheatedtodryouttheleftoverfood.Hisfamilybelievesthatleftoversattractbadspiritsinthenight,soanyleftoverfoodisdriedupinacanandthecanisthenthrownoutofthehut.Weleftthevillagethenextmorningaftermanygoodbyesandfirmhandshakes.Mymuscleswereachingandmykneesshakingaswedraggedourselvesdownthemountaintowardshome.ThateveningIfellhappilyintobed.ItwassuchaprivilegetohavespentadaywithTombe’sfamily.Readingmaterialdestination________’shome——a________villagecompaniondistance___________________’swalk:first,upa_________,thendowna_______pathreception_____cried“_________”_____________withallvillagerseveryoneseemedtobe__________TombeTomberemoteJennytwoandahalfhoursmountainshadedKiakieeeieeeshookhandsrelatedtoWhilereadingPara4HowJogottoTombe’shomeTheyleada________life.hospitableWhilereadingPara5-7WhatJohaswitnessedinTombe’svillageTombe’slifepossessionaccommodationbeliefdietTheyleada____________________life.simple/harmonious1.WhatwasJo’sfeelingaftervisitingthevillage?ShefelthappyandsatisfiedandshethoughtitaprivilegetohavespentadaywithTombe’sfamily.2.Whywouldshefeelthatway?AfterspendingadaywithTombe’sfamily,shewasdeeplymovedbythem.Althoughthehousingandfurnishingsthereareverysimple,yettheirrelationshipsareharmoniousandthevillagersareveryenthusiastic.Para8Jo’sfeelingaftervisitingthevillageWhilereadingSummarizethechangeofJo'sfeelingsexcitedhappydiscouragingdoubtfulinterestedenjoyableexhaustedhappyworthwhilereceivingtheparcelteachingsciencegreetedbyherstudentsvisitingTombe'shomeafterthevisitWhatmakesthechange?culturalshockadjustmentSummaryVOLUNTEERINGINTHEBUSHAtthebushschoolAtTombe’shome1.Teachingenvironment2.Teachingmaterials3.Students1.Livingconditions2.Cookingmethods3.Dealingwithleftoversdisappointed,sad,worried,doubtfulhappy,satisfied,worthwhileChangeReadthetextagainandunderlinethechallengesJometwhenvolunteeringinthebush.ThencirclethepositiveandnegativeaspectsofJo’svoluntaryinthebush.CriticalreadingVolunteeringinthebushPositiveaspectNegativeaspectPositiveaspectNegativeaspectThestudentsvalueeducationAbletogetmailTakeonlyafewminutestowalktoschoolThestudentsarefriendlyFantasticsceneryNicepeopleInterestingcultureNorunningwaterorelectricityThestudentshavenoconceptofdoingexperimentsNowashroomThestudentsmaynotbeabletousewhattheyhavelearntHavetowalkalongdistancetogoanywhereNobeds,fewpossessionsVolunteeringinthebushCriticalreadingGroupDiscussion1.WhatkindofpersonisJoinyouropinion?Giveyourreasons.2.DoyouthinkJo’svolunteerworkwillmakeadifferenceinthestudents’livesthereatall?Whyorwhynot?3.Wouldyouliketobeavolunteerteacher?Whyorwhynot?4.Ifyouhadachancetobevolunteerteacher,howwouldhelpthestudentsthere?Sheis…,because…selfless/kind/hard-working/perseverant/responsible…Import