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高中英语人教版 (2019)选择性必修 第四册Unit 4 Sharing教学设计
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这是一份高中英语人教版 (2019)选择性必修 第四册Unit 4 Sharing教学设计，共11页。教案主要包含了教材原句，实例品读，热点归纳，考点精练，归纳拓展等内容，欢迎下载使用。
Perid 1 Reading and Thinking教学设计
课题
Unit 4 Perid 1Reading and Thinking
单元
Unit 4
学科
English
年级
Grade 2
教材
分析
该文本由两篇博客文章组成，这种文体在前面单元出现过。这是一篇米自在巴布亚新几内亚支教的澳大利亚志愿者J的自述。作者在第一篇博客中描述了支教一个月左右后的经历和困难，以及产生的困惑与动摇，这对于初来乍到的志愿者来说也是正常的。文章第一段描写了J收到家里邮寄的包裹时的惊喜，这说明了当地交通的不便与物资的匮乏。第二段和第三段详细描写了学校简陋的设施和教学条件，但是学生的精神面貌积极向上，让人感到欣慰；然而化学实验课上的意外让作者感到措手不及，也很无奈，甚至怀疑自己支教的意义。第二篇博客讲述的是J第一次到一个偏僻村庄展开家访的经历。作者与另外一名教师一起，翻山越岭才到达日的地， 虽然看到的只是简陋的屋舍和陈设， 也无法通过语言和当地人交流， 但是有学生Tm be为他们充当翻译，而且村民和学生家人的热情也深深打动了她，当她第二天早上告别这些热情的村民，拖着疲惫的身体再次长途跋涉回到自己的住处后，J感到愉悦和满足。文章最后通过对比，烘托了志愿者心态上的积极变化。实际上，文章的明线是在讲述志愿者支教的经历和困难，暗线体现的是J积极乐观、善良坚毅的性格特点。活动设计：该板块共有五个活动。活动1的指示语首先交代了文本中主人公的背景信息，然后启发学生思考支教教师可能遇到什么样的挑战。活动2引导学生在阅读中调整阅读速度，帮助他们掌握更为高级的阅读策略。阅读速度的快慢与学生对阅读内容的熟悉程度、阅读信息关键与否、语言的难易度等都有关系。此外，阅读速度的调节服务于不同的阅读目的，比如，为了获取文本大意，阅读的速度就会快一些，而要获取细节信息，阅读的速度则会慢一些。适当关注并调节阅读的速度，有助于学生在提升阅读理解力的同时提高阅读的效率。活动3通过提问引导学生关注文木叶的细节，检查学生的阅读理解能力。活动4将J在村庄里的支教生活分成积极的和消极的两个方面，引导学生从不同角度通过分析、提炼，发现故事中的细节冲突和明暗线索，更全面地了解支教的闲难和意义。活动5是对文本主题意义的深度学习与挖掘，通过让学生联系生活实际激发他们的同理心，深入思考支教的现实意义，引导学生树立正确的价值观，增强他们的社会责任感。
学习目标与核心素养
1.T develp interest in vlunteering wrk.
2.T develp dialectical view abut the psitive aspect and negative aspect in vlunteering wrk.
3. T develp reading habits, like skimming, reading fr details and hw t analyze the passage structure (deep reading).
重点
T develp reading habits, like skimming, reading fr details and hw t analyze the passage structure (deep reading).
难点
T develp dialectical view abut the psitive aspect and negative aspect in vlunteering wrk.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Lead –in
1.In recent years , Vlunteering has been spread amng Chinese peple.
Lk at the pictures and talk what the vlunteers are ding.
Suggested answers:
1)sweep the flr t make the cmmunity clean.
2)Deliver the gds and materials t help peple islated in hme.
3)Help peple t line up and prepare with nucleic acid testing.
2. As China is becming mre and mre pwerful, it has the ability t help mre ther cuntries in mre aspects . Here is an example f China aid.Shw the picture f pen page.
Sme yung peple in Africa are enjying water at a new well which was dug by China.
3.Draws ut the tpic: In rder t build a shared future with mankind, It is everyne’s respnsibility t help the needy.
What des “the needy” mean ?
It means peple wh d nt have enugh mney，fd, educatin, and all the things that are necessary fr peple t live a happy and cmfrtable life.
Here is anther example t help the needy. A yung Australian, J, wrked fr tw years as a vlunteer teacher in Papua New Guinea.
Students lk at sme pictures and talk abut vlunteer wrk
and Chinese aid.
T aruse students interest in the tpic f helping the needy.
新课
Pre-reading
1. Hw much d yu knw abut Papua New Guinea?
It is lcated just t the nrth f Australia. It is a develping cuntry, 40% f the ppulatin is self-sustaining and have little mney r n experience f having mney, getting a salary, r buying things in shps. Many cmmunities dn’t have schl.Many schls have vlunteer grups helping them.
2.What can yu see in the phts?
A typical classrm in a Papua New Guinea village. It is pen-air. Thugh it has a grass rf, it has n walls.
A typical hme in a Papua New Guinea village. It is pen-air. they have grass rfs and crude wden walls.
3.What challenges d yu think J might have faced?
It wuld be hard t get used t living withut a Tv, cmputer, r ther mdern cnveniences. The fd and verall lifestyle might als be a challenge, as it is s different frm her cuntry. As a teacher, getting gd teaching materials and supplies wuld als be hard.
Skim
Skim the text and think
1.what is the text pssibly abut?
It is prbably abut an experience f vlunteering in the bush.
2.what is the style f the text ?
A blg with tw entries.
Read
1. Read the blg entries. As yu read, underline the part f the text yu read slwly.
Adjust reading speed
When reading a passage, adjust yur speed t get the mst ut f it. If the material is easy r familiar, yu can read thrugh it quickly. If it is difficult r cntains useful details, read it a bit slwer and try t understand mre.
Entry 1
Part 1(Para 1)
Receive a parcel frm hme.
Part 2(Para 2-3)
The cnditins abut the bush schl and the students.
Entry 2
Part 1(Para 1-4)
What the authr witnessed in Tmbe’s village.
Part 2(Para 5)
The authr’s feeling after visiting the village.
2. Reading the text carefully t explre the details
Entry 1 para 1
1.Hw did J feel when receiving the parcel frm hme?
Very excited.
2.Which expressins shws her feeling?
s nice ; always nice; been dying t
Entry 2 para 5
1.What was J’s feeling upn arriving her wn hme?
She felt happily int bed.
2. Why wuld she feel that way?
Because she thught it was a privilege t have spent a day with Tmbe’s family.
Pst-reading
Analyse J’s impressins f the schl and the village
Questins
Read the text again and answer the fllwing questins.
1.What d yu think “the bush” mean ?
It means a wilderness far away frm twn.
2.What has been J’s mst challenging subject t teach? Why?
It is science, because her students have n cncept f ding experiments and there is n equipment.
3. What did J ntice after the meal?
She nticed a can standing upside dwn n the grill ver the fire.
after a while, Tmbe threw it ut f the drway.
4. What is J’s general impressin f the place and peple there?
The authr liked the place，enjyed the fantastic view there and
the peple are friendly.
Thinking
D yu think J’s vlunteer wrk will make a difference t the students’ lives there?
Discussin
In grups, discuss the fllwing questins.
1.J felt it was a privilege t have spent a day with Tmbe’s family. If yu were J, hw d yu think yu wuld have felt? Why?
I wuld have felt privileged as well，as it was a rare chance t glimpse int anther culture that mst peple will never have.
2. What are the differences between the schl yu g t and the ne described in the passage?
We gt a schl that has all the cnveniences f mdern sciety， s there is n cmparisn at all.We have plenty f equipment and supplies，cmfrtable chairs， air-cnditining，cmputers，etc.
3. Wuld yu like t becme a vlunteer teacher like J? Why r why nt?
I think it wuld be interesting t d that fr a while.It wuld be a gd pprtunity t make a difference t smene else’s life, and als t learn abut a new culture.
Students talk abut Papua New Guinea and
Predict what challenges J might have faced?
Students lk at the title and skim the text. Then decide what style the text is?
.
Students read the text and underline the part f the text.
Students read the text carefully t explre the details .
Students analyse J’s impressins f the schl and the village
.
Students read the text again and answer the fllwing questins.
students think if J’s vlunteer wrk will make a difference t the students’ lives there?
Students discuss the fllwing questins In grups.
T intrduce the tpic f vlunteering abrad and warm up fr the reading.
T get a general idea and find ut the style f the text.
T read blg entries and practise changing the reading speed t suit the text.
T read fr details , understanding the imprtant infrmatin f the text. And t develp reading skill.
T develp dialectical view abut the psitive aspect and negative aspect in vlunteering wrk.
T check the imprtant infrmatin f the text.
T cultivate students' critical thinking skill.
T discuss the text and relate it t students’ wn experiences and lives.
Language pints
1. dusty adj.布满灰尘的
【教材原句】
It takes me nly a few minutes t walk t schl dwn a dusty track cvered in weeds.我只要几分钟就走到学校，路上尘土飞扬，杂草丛生。
【实例品读】
Histry is much mre than the study f dusty ld bjects and events lng past.
历史不仅仅是研究尘封已久的旧物件和很久以前的事件。
【热点归纳】
a dusty answer (对要求的)轻率的回绝；淡然的拒绝
nt s dusty 还好；还不坏
dust n.灰尘，尘土v.将尘土从……抹去或拂去
dust ff 将尘土拂去/重新开始，重新振作
【考点精练】
1)I guess the thing t d nw is just pick yurself up, _______________, frget it and mve n.
我想现在你该站起来，振作一下，忘记此事，向前看。
2）In spite f his age his pian playing is still _______________.
尽管他上了年纪，但他钢琴演奏得还很不错。
Answers: dust yurself ff nt s dusty
2. relevant adj.有关的；切题的
【教材原句】
Smetimes I wnder hw relevant chemistry is t these students—few will ever becme chemists—and mst will be ging back t their villages after Year 8 anyway.有时候，我真想知道，化学对这些学生究竟有多大用处，很少有人会成为化学家，并且他们中的大多数人学完八年级以后就要回到他们的村庄去了。
【实例品读】
We have passed all relevant infrmatin n t the plice.
我们已经把所有相关信息都告知了警方。
【热点归纳】
be relevant t与……有关
relevance n.关联；切题
have (n) relevance t和……(无)有关
注意：“与……有关”的其他表达形式还有：be related t；be cnnected with；be assciated with等。
【考点精练】
1)we wuld like t recruit smene wh have _____________________.
我们想要招募有相关经历的人员。
2) What he said ______________the tpic we are discussing. He has missed the pint.
他说的和我们正在讨论的话题不相关。他已经跑题了。
Answers: the relevant experience isn’t relevant t
3.shade n.阴凉处；灯罩；阴影部分 vt.给……遮挡(光线)；加灯罩；把……涂暗
【教材原句】
Anther teacher and I walked fr tw and a half hurs t get there—first，up a muntain frm where we had fantastic views，and then dwn a shaded path t the valley belw.
我和另外一个老师走了两个半小时才到了那儿——先爬到了一座山的山顶，从那儿我们欣赏到了优美的风景，然后又沿着一条阴凉的小路下到下面的山谷。
【实例品读】
Let's sit in the shade fr a while.
咱们在阴凉处坐一会儿吧。
【热点归纳】
in the shade在阴凉处
under the shade f...在……的阴凉下
put the shade使……黯然失色
shade ...给……遮挡……
shade ...用……遮挡……
【考点精练】
1)I tried hard but her wrk ___________________________.
我费了很大力气，但她的成果让我相形见绌。
2)She _________ her eyes _____________ the sun.
她遮住眼睛避免阳光直射。
3)I saw that merchant sitting _____________________a tree，reading a bk.
我看见那个商人坐在树荫下读书。
Answers: put mine in the shade shaded frm/against under the shade f
4. drag vt.拖；拉；扯vt.& vi.缓慢而费力地移动
【教材原句】My muscles were aching and my knees shaking as we dragged urselves dwn the muntain twards hme.我们下山回家往回走的时候，我的肌肉发痛，膝盖发抖。
【实例品读】
The last few weeks f the summer really dragged by.
夏天最后的几个星期过得真是慢啊。
【热点归纳】
drag sb. dwn使某人沮丧
drag ver拖过
drag f ...把……从……中拖出来
drag sb. int (ding) sth. 把某人拖入到(做)某事中
【考点精练】
1)I _________________________t the windw t enjy the beautiful view.
为了欣赏美景，我把椅子拖到了窗边。
2)I managed t_________________________.
我总算硬撑着从床上爬了起来。
3)She felt she was_______________________ a whirlpl f emtin.
她觉得自己被卷入了感情的旋涡。
Answers:dragged the chair ver drag myself ut f bed being dragged int
5. privilege n.特权；优惠待遇 v.给予特权；特别优待
【教材原句】
It was such a privilege t have spent a day with Tmbe’s family.能与汤贝一家度过一天的时间真是莫大的荣幸。
【实例品读】
It must be a privilege t knw such a great scientist.
认识这么伟大的科学家肯定很荣幸。
【热点归纳】
It is a privilege t d sth. 做某事是一种殊荣。
have the privilege t d/f ding sth. 有特权做某事
privileged adj.有特权的；受特别优待的
be privileged t d sth. 有幸做某事
【考点精练】
1)She cmes frm a ______________ backgrund.
她出身特权阶层。
2)We ___________________t welcme yu as ur speaker this evening.
我们荣幸地欢迎您今晚来演讲。
Answers: privileged are privileged
Imprtant phrases
1.be dying fr/ t d sth极想得到，渴望得到，渴望做某事
【教材原句】
I’ve been dying t have sme f my favrite sweets, and it's always nice t get mail! 我一直非常渴望吃一些我最喜欢的糖果，而且收到邮包总是令人开心不已。
【实例品读】
I'm thirsty; I'm dying t drink a cup f water.
I'm thirsty; I'm dying fr a cup f water.
我渴死了，很想喝水。
【归纳拓展】
lng / be eager / desire / aspire/ be anxius t d sth. 渴望做某事
lng / be eager / be anxius fr sth. 渴望得到某物
【考点精练】
翻译句子
1)她很想知道那个秘密。
2)她渴望得到父母的赞许。
Answers:She's dying t learn the secret.
She is dying fr her parents' apprval.
2.nt t mentin更不用说；且不说
【教材原句】 There’s n electricity r running water and nt even textbks，nt t mentin laptps，tablets，r ther mdern devices！这儿没有电，也没有自来水，甚至连课本也没有，更别提笔记本电脑、平板电脑或者别的现代化设备了！
【实例品读】
He has tw big huses in this cuntry, nt t mentin his villa in France.
他在这个国家有两座大房子，更别提他在法国的别墅了。
【归纳拓展】
mentin sb. /sth. t...向……提起某人/某物
mentin ding sth. 提到做某事
mentin that提到……
Dn’t mentin it.不客气。
as mentined abve如上所述
【考点精练】
1)---Thanks fr all yur help. ---___________________
多谢你帮忙。不用客气。
2)I ______________________ and he seemed t like it.
我向杰克说起过这个想法， 他似乎很喜欢。
Answers:Dn't mentin it mentined the idea t Jack
Exercises:
单句语法填空
The trees prvide s________ fr the animals in the summer.
2.R__________ wrk experience is required fr verseas pstings.
3.I casually __________ (提及) that I might be interested in wrking abrad.
4.Fr the cncert，he d________ sme f his hits.
5.I hpe t have the p_____________ f wrking with them again.
6.The manned tram lst cntrl and slipped dwn the hill________ the hrses with it.
Answers: shade relevant mentined dusted privilege dragging
课文填空
Tw years ag, J wrked as a teacher in Papua New Guinea.There_________(be) n electricity， running water r textbks in the schl, nt t mentin mdern equipment.Hwever, ne thing is fr sure—she has becme mre imaginative in teaching.Her students_________(have) n cncept f ding experiments, science is her mst___________
(challenge) subject.The ther days she____________(shw) the bys the weekly chemistry experiment when the______________(mix) was bubbling ver everywhere.The bys, _________
had never cme acrss anything like this, were s frightened that they jumped ut f the windws. Smetimes she dubted whether chemistry was relevant_________these students， mst f whm wuld be ging back t their villages.
The lcal peple had a hard life.Their hut was s dark that it tk time fr ne's eyes____________(adjust) .The nly pssessins that culd be seen were ne brm, a few saucers, a kettle， cups， pans， and a cuple f jars.They spke much f the lcal dialect.When sitting arund, she lved listening t them__________(sft) talking t each ther in their language. Occupied with teaching, she had n time fr scial activities.Instead, she ften jined their family party.She felt it was__________ privilege t spend a day with them.
Answers:was having challenging was shwing mixture wh t t adjust sftly a
Pay attentin t the usage f each wrd.
Let students practise imprtant phrases.
Students d the exercises by themselves.
Learn the hw t use the key wrds.
T train students’ ability t use the phrases crrectly.
T grasp the usage f imprtant wrds.
T summarize the text.
作业
Hmewrk
D the exercises n
Page 82 f Wrkbk.
Perid 1 Reading and Thinking教学设计
课题
Unit 4 Perid 1Reading and Thinking
单元
Unit 4
学科
English
年级
Grade 2
教材
分析
该文本由两篇博客文章组成，这种文体在前面单元出现过。这是一篇米自在巴布亚新几内亚支教的澳大利亚志愿者J的自述。作者在第一篇博客中描述了支教一个月左右后的经历和困难，以及产生的困惑与动摇，这对于初来乍到的志愿者来说也是正常的。文章第一段描写了J收到家里邮寄的包裹时的惊喜，这说明了当地交通的不便与物资的匮乏。第二段和第三段详细描写了学校简陋的设施和教学条件，但是学生的精神面貌积极向上，让人感到欣慰；然而化学实验课上的意外让作者感到措手不及，也很无奈，甚至怀疑自己支教的意义。第二篇博客讲述的是J第一次到一个偏僻村庄展开家访的经历。作者与另外一名教师一起，翻山越岭才到达日的地， 虽然看到的只是简陋的屋舍和陈设， 也无法通过语言和当地人交流， 但是有学生Tm be为他们充当翻译，而且村民和学生家人的热情也深深打动了她，当她第二天早上告别这些热情的村民，拖着疲惫的身体再次长途跋涉回到自己的住处后，J感到愉悦和满足。文章最后通过对比，烘托了志愿者心态上的积极变化。实际上，文章的明线是在讲述志愿者支教的经历和困难，暗线体现的是J积极乐观、善良坚毅的性格特点。活动设计：该板块共有五个活动。活动1的指示语首先交代了文本中主人公的背景信息，然后启发学生思考支教教师可能遇到什么样的挑战。活动2引导学生在阅读中调整阅读速度，帮助他们掌握更为高级的阅读策略。阅读速度的快慢与学生对阅读内容的熟悉程度、阅读信息关键与否、语言的难易度等都有关系。此外，阅读速度的调节服务于不同的阅读目的，比如，为了获取文本大意，阅读的速度就会快一些，而要获取细节信息，阅读的速度则会慢一些。适当关注并调节阅读的速度，有助于学生在提升阅读理解力的同时提高阅读的效率。活动3通过提问引导学生关注文木叶的细节，检查学生的阅读理解能力。活动4将J在村庄里的支教生活分成积极的和消极的两个方面，引导学生从不同角度通过分析、提炼，发现故事中的细节冲突和明暗线索，更全面地了解支教的闲难和意义。活动5是对文本主题意义的深度学习与挖掘，通过让学生联系生活实际激发他们的同理心，深入思考支教的现实意义，引导学生树立正确的价值观，增强他们的社会责任感。
学习目标与核心素养
1.T develp interest in vlunteering wrk.
2.T develp dialectical view abut the psitive aspect and negative aspect in vlunteering wrk.
3. T develp reading habits, like skimming, reading fr details and hw t analyze the passage structure (deep reading).
重点
T develp reading habits, like skimming, reading fr details and hw t analyze the passage structure (deep reading).
难点
T develp dialectical view abut the psitive aspect and negative aspect in vlunteering wrk.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Lead –in
1.In recent years , Vlunteering has been spread amng Chinese peple.
Lk at the pictures and talk what the vlunteers are ding.
Suggested answers:
1)sweep the flr t make the cmmunity clean.
2)Deliver the gds and materials t help peple islated in hme.
3)Help peple t line up and prepare with nucleic acid testing.
2. As China is becming mre and mre pwerful, it has the ability t help mre ther cuntries in mre aspects . Here is an example f China aid.Shw the picture f pen page.
Sme yung peple in Africa are enjying water at a new well which was dug by China.
3.Draws ut the tpic: In rder t build a shared future with mankind, It is everyne’s respnsibility t help the needy.
What des “the needy” mean ?
It means peple wh d nt have enugh mney，fd, educatin, and all the things that are necessary fr peple t live a happy and cmfrtable life.
Here is anther example t help the needy. A yung Australian, J, wrked fr tw years as a vlunteer teacher in Papua New Guinea.
Students lk at sme pictures and talk abut vlunteer wrk
and Chinese aid.
T aruse students interest in the tpic f helping the needy.
新课
Pre-reading
1. Hw much d yu knw abut Papua New Guinea?
It is lcated just t the nrth f Australia. It is a develping cuntry, 40% f the ppulatin is self-sustaining and have little mney r n experience f having mney, getting a salary, r buying things in shps. Many cmmunities dn’t have schl.Many schls have vlunteer grups helping them.
2.What can yu see in the phts?
A typical classrm in a Papua New Guinea village. It is pen-air. Thugh it has a grass rf, it has n walls.
A typical hme in a Papua New Guinea village. It is pen-air. they have grass rfs and crude wden walls.
3.What challenges d yu think J might have faced?
It wuld be hard t get used t living withut a Tv, cmputer, r ther mdern cnveniences. The fd and verall lifestyle might als be a challenge, as it is s different frm her cuntry. As a teacher, getting gd teaching materials and supplies wuld als be hard.
Skim
Skim the text and think
1.what is the text pssibly abut?
It is prbably abut an experience f vlunteering in the bush.
2.what is the style f the text ?
A blg with tw entries.
Read
1. Read the blg entries. As yu read, underline the part f the text yu read slwly.
Adjust reading speed
When reading a passage, adjust yur speed t get the mst ut f it. If the material is easy r familiar, yu can read thrugh it quickly. If it is difficult r cntains useful details, read it a bit slwer and try t understand mre.
Entry 1
Part 1(Para 1)
Receive a parcel frm hme.
Part 2(Para 2-3)
The cnditins abut the bush schl and the students.
Entry 2
Part 1(Para 1-4)
What the authr witnessed in Tmbe’s village.
Part 2(Para 5)
The authr’s feeling after visiting the village.
2. Reading the text carefully t explre the details
Entry 1 para 1
1.Hw did J feel when receiving the parcel frm hme?
Very excited.
2.Which expressins shws her feeling?
s nice ; always nice; been dying t
Entry 2 para 5
1.What was J’s feeling upn arriving her wn hme?
She felt happily int bed.
2. Why wuld she feel that way?
Because she thught it was a privilege t have spent a day with Tmbe’s family.
Pst-reading
Analyse J’s impressins f the schl and the village
Questins
Read the text again and answer the fllwing questins.
1.What d yu think “the bush” mean ?
It means a wilderness far away frm twn.
2.What has been J’s mst challenging subject t teach? Why?
It is science, because her students have n cncept f ding experiments and there is n equipment.
3. What did J ntice after the meal?
She nticed a can standing upside dwn n the grill ver the fire.
after a while, Tmbe threw it ut f the drway.
4. What is J’s general impressin f the place and peple there?
The authr liked the place，enjyed the fantastic view there and
the peple are friendly.
Thinking
D yu think J’s vlunteer wrk will make a difference t the students’ lives there?
Discussin
In grups, discuss the fllwing questins.
1.J felt it was a privilege t have spent a day with Tmbe’s family. If yu were J, hw d yu think yu wuld have felt? Why?
I wuld have felt privileged as well，as it was a rare chance t glimpse int anther culture that mst peple will never have.
2. What are the differences between the schl yu g t and the ne described in the passage?
We gt a schl that has all the cnveniences f mdern sciety， s there is n cmparisn at all.We have plenty f equipment and supplies，cmfrtable chairs， air-cnditining，cmputers，etc.
3. Wuld yu like t becme a vlunteer teacher like J? Why r why nt?
I think it wuld be interesting t d that fr a while.It wuld be a gd pprtunity t make a difference t smene else’s life, and als t learn abut a new culture.
Students talk abut Papua New Guinea and
Predict what challenges J might have faced?
Students lk at the title and skim the text. Then decide what style the text is?
.
Students read the text and underline the part f the text.
Students read the text carefully t explre the details .
Students analyse J’s impressins f the schl and the village
.
Students read the text again and answer the fllwing questins.
students think if J’s vlunteer wrk will make a difference t the students’ lives there?
Students discuss the fllwing questins In grups.
T intrduce the tpic f vlunteering abrad and warm up fr the reading.
T get a general idea and find ut the style f the text.
T read blg entries and practise changing the reading speed t suit the text.
T read fr details , understanding the imprtant infrmatin f the text. And t develp reading skill.
T develp dialectical view abut the psitive aspect and negative aspect in vlunteering wrk.
T check the imprtant infrmatin f the text.
T cultivate students' critical thinking skill.
T discuss the text and relate it t students’ wn experiences and lives.
Language pints
1. dusty adj.布满灰尘的
【教材原句】
It takes me nly a few minutes t walk t schl dwn a dusty track cvered in weeds.我只要几分钟就走到学校，路上尘土飞扬，杂草丛生。
【实例品读】
Histry is much mre than the study f dusty ld bjects and events lng past.
历史不仅仅是研究尘封已久的旧物件和很久以前的事件。
【热点归纳】
a dusty answer (对要求的)轻率的回绝；淡然的拒绝
nt s dusty 还好；还不坏
dust n.灰尘，尘土v.将尘土从……抹去或拂去
dust ff 将尘土拂去/重新开始，重新振作
【考点精练】
1)I guess the thing t d nw is just pick yurself up, _______________, frget it and mve n.
我想现在你该站起来，振作一下，忘记此事，向前看。
2）In spite f his age his pian playing is still _______________.
尽管他上了年纪，但他钢琴演奏得还很不错。
Answers: dust yurself ff nt s dusty
2. relevant adj.有关的；切题的
【教材原句】
Smetimes I wnder hw relevant chemistry is t these students—few will ever becme chemists—and mst will be ging back t their villages after Year 8 anyway.有时候，我真想知道，化学对这些学生究竟有多大用处，很少有人会成为化学家，并且他们中的大多数人学完八年级以后就要回到他们的村庄去了。
【实例品读】
We have passed all relevant infrmatin n t the plice.
我们已经把所有相关信息都告知了警方。
【热点归纳】
be relevant t与……有关
relevance n.关联；切题
have (n) relevance t和……(无)有关
注意：“与……有关”的其他表达形式还有：be related t；be cnnected with；be assciated with等。
【考点精练】
1)we wuld like t recruit smene wh have _____________________.
我们想要招募有相关经历的人员。
2) What he said ______________the tpic we are discussing. He has missed the pint.
他说的和我们正在讨论的话题不相关。他已经跑题了。
Answers: the relevant experience isn’t relevant t
3.shade n.阴凉处；灯罩；阴影部分 vt.给……遮挡(光线)；加灯罩；把……涂暗
【教材原句】
Anther teacher and I walked fr tw and a half hurs t get there—first，up a muntain frm where we had fantastic views，and then dwn a shaded path t the valley belw.
我和另外一个老师走了两个半小时才到了那儿——先爬到了一座山的山顶，从那儿我们欣赏到了优美的风景，然后又沿着一条阴凉的小路下到下面的山谷。
【实例品读】
Let's sit in the shade fr a while.
咱们在阴凉处坐一会儿吧。
【热点归纳】
in the shade在阴凉处
under the shade f...在……的阴凉下
put the shade使……黯然失色
shade ...给……遮挡……
shade ...用……遮挡……
【考点精练】
1)I tried hard but her wrk ___________________________.
我费了很大力气，但她的成果让我相形见绌。
2)She _________ her eyes _____________ the sun.
她遮住眼睛避免阳光直射。
3)I saw that merchant sitting _____________________a tree，reading a bk.
我看见那个商人坐在树荫下读书。
Answers: put mine in the shade shaded frm/against under the shade f
4. drag vt.拖；拉；扯vt.& vi.缓慢而费力地移动
【教材原句】My muscles were aching and my knees shaking as we dragged urselves dwn the muntain twards hme.我们下山回家往回走的时候，我的肌肉发痛，膝盖发抖。
【实例品读】
The last few weeks f the summer really dragged by.
夏天最后的几个星期过得真是慢啊。
【热点归纳】
drag sb. dwn使某人沮丧
drag ver拖过
drag f ...把……从……中拖出来
drag sb. int (ding) sth. 把某人拖入到(做)某事中
【考点精练】
1)I _________________________t the windw t enjy the beautiful view.
为了欣赏美景，我把椅子拖到了窗边。
2)I managed t_________________________.
我总算硬撑着从床上爬了起来。
3)She felt she was_______________________ a whirlpl f emtin.
她觉得自己被卷入了感情的旋涡。
Answers:dragged the chair ver drag myself ut f bed being dragged int
5. privilege n.特权；优惠待遇 v.给予特权；特别优待
【教材原句】
It was such a privilege t have spent a day with Tmbe’s family.能与汤贝一家度过一天的时间真是莫大的荣幸。
【实例品读】
It must be a privilege t knw such a great scientist.
认识这么伟大的科学家肯定很荣幸。
【热点归纳】
It is a privilege t d sth. 做某事是一种殊荣。
have the privilege t d/f ding sth. 有特权做某事
privileged adj.有特权的；受特别优待的
be privileged t d sth. 有幸做某事
【考点精练】
1)She cmes frm a ______________ backgrund.
她出身特权阶层。
2)We ___________________t welcme yu as ur speaker this evening.
我们荣幸地欢迎您今晚来演讲。
Answers: privileged are privileged
Imprtant phrases
1.be dying fr/ t d sth极想得到，渴望得到，渴望做某事
【教材原句】
I’ve been dying t have sme f my favrite sweets, and it's always nice t get mail! 我一直非常渴望吃一些我最喜欢的糖果，而且收到邮包总是令人开心不已。
【实例品读】
I'm thirsty; I'm dying t drink a cup f water.
I'm thirsty; I'm dying fr a cup f water.
我渴死了，很想喝水。
【归纳拓展】
lng / be eager / desire / aspire/ be anxius t d sth. 渴望做某事
lng / be eager / be anxius fr sth. 渴望得到某物
【考点精练】
翻译句子
1)她很想知道那个秘密。
2)她渴望得到父母的赞许。
Answers:She's dying t learn the secret.
She is dying fr her parents' apprval.
2.nt t mentin更不用说；且不说
【教材原句】 There’s n electricity r running water and nt even textbks，nt t mentin laptps，tablets，r ther mdern devices！这儿没有电，也没有自来水，甚至连课本也没有，更别提笔记本电脑、平板电脑或者别的现代化设备了！
【实例品读】
He has tw big huses in this cuntry, nt t mentin his villa in France.
他在这个国家有两座大房子，更别提他在法国的别墅了。
【归纳拓展】
mentin sb. /sth. t...向……提起某人/某物
mentin ding sth. 提到做某事
mentin that提到……
Dn’t mentin it.不客气。
as mentined abve如上所述
【考点精练】
1)---Thanks fr all yur help. ---___________________
多谢你帮忙。不用客气。
2)I ______________________ and he seemed t like it.
我向杰克说起过这个想法， 他似乎很喜欢。
Answers:Dn't mentin it mentined the idea t Jack
Exercises:
单句语法填空
The trees prvide s________ fr the animals in the summer.
2.R__________ wrk experience is required fr verseas pstings.
3.I casually __________ (提及) that I might be interested in wrking abrad.
4.Fr the cncert，he d________ sme f his hits.
5.I hpe t have the p_____________ f wrking with them again.
6.The manned tram lst cntrl and slipped dwn the hill________ the hrses with it.
Answers: shade relevant mentined dusted privilege dragging
课文填空
Tw years ag, J wrked as a teacher in Papua New Guinea.There_________(be) n electricity， running water r textbks in the schl, nt t mentin mdern equipment.Hwever, ne thing is fr sure—she has becme mre imaginative in teaching.Her students_________(have) n cncept f ding experiments, science is her mst___________
(challenge) subject.The ther days she____________(shw) the bys the weekly chemistry experiment when the______________(mix) was bubbling ver everywhere.The bys, _________
had never cme acrss anything like this, were s frightened that they jumped ut f the windws. Smetimes she dubted whether chemistry was relevant_________these students， mst f whm wuld be ging back t their villages.
The lcal peple had a hard life.Their hut was s dark that it tk time fr ne's eyes____________(adjust) .The nly pssessins that culd be seen were ne brm, a few saucers, a kettle， cups， pans， and a cuple f jars.They spke much f the lcal dialect.When sitting arund, she lved listening t them__________(sft) talking t each ther in their language. Occupied with teaching, she had n time fr scial activities.Instead, she ften jined their family party.She felt it was__________ privilege t spend a day with them.
Answers:was having challenging was shwing mixture wh t t adjust sftly a
Pay attentin t the usage f each wrd.
Let students practise imprtant phrases.
Students d the exercises by themselves.
Learn the hw t use the key wrds.
T train students’ ability t use the phrases crrectly.
T grasp the usage f imprtant wrds.
T summarize the text.
作业
Hmewrk
D the exercises n
Page 82 f Wrkbk.
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