Period 1：Warming up & Reading

一、教學(xué)目標(biāo)

1．語(yǔ)言知識(shí)目標(biāo)：

1)學(xué)生能夠正確讀寫(xiě)及運(yùn)用以下單詞：

airmail; fortnight; roof; muddy; textbook; concept; weekly; relevant; remote; weed; rectangle;

rectangular; adjust; platform; broom; tin; jar; sniff; participate; interpreter; grill; otherwise; privilege

2)學(xué)生掌握下列詞組的意思并能在句子中熟練運(yùn)用：

hear from; (be)dying to;the other day;dry out;dry up

2．語(yǔ)言技能目標(biāo)：

1)強(qiáng)化略讀、查讀等閱讀微技能，訓(xùn)練通過(guò)尋找關(guān)鍵詞，主題句等方式更快速并準(zhǔn)確地確定文章的段落大意，理清文章的總體框架與脈絡(luò)的技能。

2)繼續(xù)運(yùn)用已經(jīng)掌握的基本猜詞技巧猜測(cè)文章中的部分單詞。

3．語(yǔ)言能力目標(biāo)：

增強(qiáng)閱讀理解能力；發(fā)展借助圖片、表格等非語(yǔ)言信息進(jìn)行語(yǔ)言輸出的能力。

4．情感態(tài)度與文化意識(shí)目標(biāo)：

1）幫助學(xué)生理解志愿者工作的意義，培養(yǎng)學(xué)生在日常生活中幫助他人、扶貧救困的愛(ài)心。

2）在小組合作互動(dòng)中，增強(qiáng)學(xué)生的團(tuán)隊(duì)合作精神與分享意識(shí)。

二、重點(diǎn)難點(diǎn)

1、教學(xué)重點(diǎn)：a. 獲取巴布亞新幾內(nèi)亞共和國(guó)各部落生活狀況和風(fēng)俗習(xí)慣的信息；

b.閱讀能力的培養(yǎng)和閱讀技巧的訓(xùn)練，如精讀課文完成表格填空等。

2、教學(xué)難點(diǎn)：a.理解作者志愿者工作的意義，從而樹(shù)立正確的價(jià)值觀；

b.訓(xùn)練用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的能力。

三、課前準(zhǔn)備

1．學(xué)生的學(xué)習(xí)準(zhǔn)備

查找關(guān)于巴布亞新幾內(nèi)亞共和國(guó)的信息。學(xué)生可以通過(guò)上網(wǎng)等形式搜集信息，并且把搜集到的信息編成問(wèn)題或?qū)懗梢欢挝淖郑�在課堂上向其他同學(xué)匯報(bào)。這提高了學(xué)生的學(xué)習(xí)興趣，把被動(dòng)的學(xué)習(xí)變成主動(dòng)的學(xué)習(xí)。

2．教師的教學(xué)準(zhǔn)備

查找關(guān)于國(guó)內(nèi)外關(guān)于幫助他人的個(gè)人和組織。

3．教學(xué)環(huán)境的設(shè)計(jì)與布置

在教室里張貼班級(jí)學(xué)生參加社團(tuán)活動(dòng)或志愿者活動(dòng)和“獻(xiàn)愛(ài)心”捐款的照片及資料。

4．教學(xué)用具的設(shè)計(jì)和準(zhǔn)備

制作與閱讀課文相關(guān)的多媒體課件。

四、教學(xué)過(guò)程

Step 1 Warming up

1.Show the sign of United Nations Volunteer in China.

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.)

[設(shè)計(jì)說(shuō)明]通過(guò)中國(guó)青年志愿者的標(biāo)志導(dǎo)入，因?yàn)闃?biāo)志中有一個(gè)手的圖形，提醒學(xué)生：志愿者常常伸出手幫助別人。然后分組討論“什么樣的人才被稱(chēng)為志愿者？”。經(jīng)過(guò)討論，學(xué)生統(tǒng)一了認(rèn)識(shí)，知道了志愿者是指幫助與自己沒(méi)有直接關(guān)聯(lián)的人。這一點(diǎn)對(duì)于理解課文也非常重要。

Step 2 Pre-reading

1. Show the title and a map to the Ss and introduce some information about Papua New Guinea.

( T: Now, let’s read a passage about a volunteer works 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. Engligh 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.)

2. Show some pictures to the Ss and make them get some background information.

[設(shè)計(jì)說(shuō)明]由于學(xué)生對(duì)于巴布亞新幾內(nèi)亞獨(dú)立國(guó)的情況了解不多，教師有必要在閱讀課文之前介紹一些這個(gè)國(guó)家的信息，也可以布置學(xué)生在課前上網(wǎng)查找這個(gè)國(guó)家的資料，上課時(shí)由學(xué)生用英語(yǔ)匯報(bào)，或者采用“頭腦風(fēng)暴”或分組競(jìng)賽搶答的形式，使學(xué)生在較短的時(shí)間里掌握足夠的背景資料。隨后展示一些圖片，既加深學(xué)生對(duì)于這個(gè)國(guó)家落后的經(jīng)濟(jì)、教育狀況的印象，也有助于之后閱讀活動(dòng)的展開(kāi)。

Step 3 Scanning

Divide the passage into 4 parts and find out the main idea of each paragraph.

Part.1(Para 1). Opening of the letter and introduction to what will be talked about in the passage.

Part.2(Paras2-3) The school where Jo worked and Jo’s work at school.

Part.3(Paras4-8) Jo and Jenny visited Tombe’s home in the village.

Part.4(Para 9) End of the letter.

[設(shè)計(jì)說(shuō)明]快速閱讀后要求學(xué)生分段，再找出每段的大意。如果是閱讀理解能力普遍較弱的班級(jí)，教師可以把這項(xiàng)任務(wù)改為把各段與段落大意相搭配，如下所示：

Part.1(Para 1). End of the letter.

Part.2(Paras2-3) Opening of the letter and introduction to what will be talked about in the passage.

Part.3(Paras4-8) The school where Jo worked and Jo’s work at school.

Part.4(Para 9) Jo and Jenny visited Tombe’s home in the village.

Step 4 Skimming

Skim 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 have 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 slope to the village below.)

Task 2. What have you learned about the customs and lives of the people in Tombe’s village? Read Paras 4-8 carefully and complete the table below.

Type of houses Diet

Family relationships Possessions

Cooking methods Agriculture

Sleeping arrangements Beliefs

附答案：

Type of houses small,round,madeof bamboo,grass roofs;men’s huts have grass sticking out of the top of the roof,no windows; small doorway; floor covered with fresh grass Diet Sweet potato, corn, greens

Family relationships (large extended families)Everyone seems to be a relative of Tombe’s. Possessions Not many-one broom, a few tin plates and cups, a couple of pots

Cooking methods Hot stones are placed in an oil drum,then vegetables are placed in the drum,covered with banana leaves and steamed. Agriculture Tools are very basic,e.g. a digging stick(There is no machinery.)

Sleeping arrangements A new sleeping platform for the guests, Kiak usually slept in her own hut. Beliefs The 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.

[設(shè)計(jì)說(shuō)明]仔細(xì)閱讀是快速閱讀的延續(xù)。通過(guò)閱讀，查找到巴布亞新幾內(nèi)亞獨(dú)立國(guó)里各部落居民的生活狀況和風(fēng)俗習(xí)慣。這也是這篇課文的重點(diǎn)之一。如果學(xué)生感覺(jué)難度較大，可以給出句子，只留在一些關(guān)鍵詞匯的空格讓學(xué)生填寫(xiě)，如空出答案中的下劃線的單詞。

Step 5 Reading aloud

Read the passage aloud and underline the important phrases and difficult sentences.

[設(shè)計(jì)說(shuō)明]邊讀課文邊劃出重點(diǎn)詞組和難句，加深對(duì)于課文內(nèi)容的理解。而且，在程度較好的班級(jí)，時(shí)間允許的情況下，教師可以在朗讀課文結(jié)束后插入一些詞匯和句型的講解。也可以根據(jù)情況，把詞組和難句放在下一節(jié)課中專(zhuān)門(mén)講和練。

Step 6 Discussion

1. Why do you think Jo become a volunteer in PNG?

2. Would you like to work as a volunteer in a poor area? Give reasons.

[設(shè)計(jì)說(shuō)明]通過(guò)討論Jo作為志愿者的原因，可以使學(xué)生更好地了解這個(gè)單元的主題：幫助他人、分享合作。通過(guò)第二個(gè)問(wèn)題，教師可以進(jìn)一步了解學(xué)生對(duì)于志愿者工作和幫助他人的看法，有利于教師進(jìn)行德育教育，幫助學(xué)生樹(shù)立正確的價(jià)值觀。

Homework:

Write a passage about 100 words to introduce the village and life in the village according to the photos and the table of Ex.1.

[設(shè)計(jì)說(shuō)明] 根據(jù)圖片和圖表寫(xiě)一段關(guān)于村落情況和生活的介紹文字，既加深了學(xué)生對(duì)于課文重點(diǎn)段落的印象，又發(fā)展了借助圖片、表格等非語(yǔ)言信息進(jìn)行語(yǔ)言輸出的能力。如果學(xué)生英語(yǔ)程度不夠好，教師可以給出短文的開(kāi)頭幾句，例如One of my students, Tombe lives in a small village in Papua New Guinea. The visit to his home impressed me.……。時(shí)間允許的話，還可以在上一個(gè)討論問(wèn)題環(huán)節(jié)結(jié)束后，讓學(xué)生兩人一組，先輪流進(jìn)行口頭作文，再回家完成書(shū)面作文。