河北省张家口一中高中英语 Unit 4 Sharing 学案 选修7

高中英语 Unit 4 Sharing 语法导学案新人教版选修7Unit4 Sharing 语法导学案新人教版选修7教学目标：1、复习定语从句(The attributive clause)2、正确使用关系代词和关系副词课前练习1、Fill in the blanks using that / which / whose1、This is the ship _________ name is also Titanic 、2、Titanic is the ship _______________ sank after hitting an iceberg in1894、3、Titanic is the ship ______________ a terrible disaster happened to、4、Titanic is the ship to___________ a terrible disaster happened、2、 Combine each pair of sentences using when / where、I was born in Shanghai、 Shanghai is a beautiful city、Shanghai,______/________ I was born, is a beautiful city、I still remember the day、 I first came to the school on the day、I still remember the day _______/__________I first came to the school、自主学习定语从句一般都紧跟在它所修饰的词后面。

被定语从句所修饰的名词或代词叫做“先行词”。

引导定语从句的词叫“关系词”。

关系词有两个作用：1、引导定语从句。

2、代替先行词在其引导的定语从句中充当一定的句子成分。

人教版高中英语选修7教案Unit 4SharingUnit4Sharing一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1.imaginative/imaginable/imaginary2.dryup/dryout3.otherwise/therefore/however词形变化 1.operatev.操作,动手术operatorn.操作员,接线员,operationn.运转,操作,实施 2.donatev.捐赠,赠予donationn.捐赠品,捐款,贡献 3.arrangev.安排,排列,arrangementn.排列,安排4.adjustv.调整,调节adjustableadj.可调整的adjustmentn.调整,调节,调节器5.participatev.参与,分享,participantn.参与者,participationn.分享,参与重点单词1.adjustvt.&vi.调整；使适合.2.participatevi.参与；参加.3.otherwiseadv.用别的方法；其他方面.Adv&conj.否则；不然4.arrangementn.安排；排列.5.donatevt.捐赠.6.purchasevt.&n.买；购买.7.distributionn.分配；分发；分布状态.8.relevantadj.有关的,相应的9.operatev.操作,运转,开动,起作用重点词组dyingto.极想；渴望.theotherday几天前stickout.伸出inneed.在困难中；在危急中.重点句型1.whenIreachtheschoolgroundstherearelotsof “goodmorning”formefromtheboys.2.youaskedwhetherI’mgettingtoknowanylocalpeople.3.Thegiftcoversthecost ofexercisebooksandtextbooksforcommunityprimaryschoo lsthatoperateinpoororremotevillages.重点语法限制性定语从句II词语辨析1).imaginative/imaginable/imaginaryadj.【解释】imaginative富有想象力的，创新的imaginable可想象得到的imaginary想象中的，虚构的【练习】选择imaginative/imaginable或imaginary并用其适当的形式填空1)Althoughthemaincharactersinthenovelaresotruetolif e,theyare_______.2)It’s_______forsuchan_______writertocreate_______storie s.3)Thisistheonlysolution_________.4)Thefamouspoemwasfroman______poet.keys:1)imaginary2)imaginable;ima ginative;imaginary3)imaginable4)imaginative2).dryup /dryout【解释】dryup使完全变干；（河流，湖泊等）干涸dryout变干，干透【练习】选择dryup或dryout，并用其适当的形式填空1)Thefarmerspumpedwatertotheirfieldstostopthesoil__ ______.2)Thepool________inthelateautumn.3)Thevillag ershadtowaitforthesunto_________thedirtroad.4)Don’tleavethevegetableonthetable,oritwill________.keys: 1)dryingout2)driesup3)dryup4)dryout3)otherwise/ther efore/however【解释】otherwise否则；不然thereforeadv.因此,所以however无论如何,可是【练习】选择otherwise/therefore或however并用其适当的形式填空1)Hedidn'tworkhardatEnglish_______hewouldn'tfinditd ifficulttolearnnow．2)wedonothaveenoughmoney．_____ ____wecannotaffordtobuythenewcar．3)Thefirstpartwas easy；thesecond，________，tookhours．4)Heisnoisy，but________aniceboy．5)weweregoingtoplayfootball，butitwassohotthatwedecidedtodo_____________．keys:1 )otherwise2)Therefore3)however4)otherwise5)otherwiseIII词性变化（旨在提供语法填空所需材料）1.operatev.操作,动手术operatorn.操作员,接线员,operationn.运转,操作,实施2.donatev.捐赠,赠予donationn.捐赠品,捐款,贡献 3.arrangev.安排,排列,arrangementn.排列,安排 4.adjustv.调整,调节adjustableadj.可调整的adjustmentn.调整,调节,调节器5.participatev.参与,分享,participantn.参与者,participationn.分享,参与【练习】根据句子结构，用括号内所提供词的适当形式填空1)Theyencouragedthe_______to_______inthesingingperf ormanceafterthecontest..2)Thedoctorare________onan______ofafactorywhogotinjuredwhen_______amachine,and the________issaidtolastovertenhours.3)Theseatsinthe planeare________,andyoucan________themtoacertainang le.The______isnotdifficulttomake.4)Thedrinkswere________tothembycocacolacompanyandtheyreceived_______f romothercompaniesaswell.5)ourdepartmentwillbeinchar geof_______theconference.wouldyoupleasegiveussomesu ggestionsonthe_______forit?keys:1)participants;part icipate2)operating;operator;operating;operation3)ad justable;adjust;adjustment4)donated;donation5)arran ging;arrangementIV重点词汇（旨在提供综合运用所需材料）1.adjustvt.&vi.调整；使适合.[重点用法]adjustmentn．调整；修正adjustableadj．可调节的；可调整的adjust使适应；适应。

Unit 4 Sharing教材分析本单元的中心话题是济贫扶弱、志愿服务、合作共享。

教学目的是让学生认识到社会上贫富、强弱的差异和帮助别人的意义，帮助学生树立同情弱者、救困济贫的思想。

学案一W arming Up, Pre-reading and comprehendingTeaching Goals:1.help students understand the meaning of “volunteer activities, showing love activities and sharing”. (帮助学生理解“志愿者活动，献爱心活动，合作共享”等的意义。

)2. develop students to help others who are very poor or have some difficulties in daily life. (培养学生在日常生活中帮助他人，扶贫救困的爱心。

)3. help students develop right values.(帮助学生树立正确的价值观)Step 1. W arming Up1. Lead Ss to the content of this unit.2. Ask Ss to discuss the following question.In what ways do we help the people around?3. Divide Ss into groups and ask them to discuss the following question.Can we call the person who helps others a “volunteer”?Step 2. Pre-readingTeaching aims: To get Ss prepared for the reading text.1.Ask Ss to look at the pictures on P29～P302.do pre-reading exercise on P28.3. Lead Ss to the reading text.”Step 3 homework: 做双语报第31期b1版的主题阅读ReadingTeaching aims:.1. To train the students’ reading ability2.Grasp some important phrases and sentencesStep 1: skimmingSkim and try to divide it into four parts, and summarize what each part is about.Part 1 ( Paragraph 1) : ——————————————————————————————————Part 2 (Paragraph 2-3): ——————————————————————————————————Part 3(Paragraph 4-8): ——————————————————————————————————Part 4 (Paragraph 9) __________________________________________________ Step 2:scanning fill in the following blanks.1. ___ is a young Australian woman.2. ________ was dying to hear all about Jo’s life in Papua New Guinea.3. _______ walked a long way to get to the school.4._______________ didn’t have any textbooks.5. _____became a lot more imaginative when teaching.6. _________ started jumping out the windows during a chemistry experiment.7. _________ visited a village that was the home of one of the boys, Tombe.8. ________ started crying “ieee ieee” to welcome them.9. _________ led us to a low bamboo hut.10.________ was going to share the platform with Jenny and Jo.11. _________ softly talked to each other in their language Jo didn’t understandTrue or force1.The classrooms are made from bricks and the roofs from grass.( )2. It always takes the boys only a few minutes to get to the school.( )3. Science is the most challenging subject for Jo.( )4. When Jo and Jean arrived at the village, they shook hands with all the villagers.( )5. Tombe threw out the tin can because it’s very dirty.( )Step 3 Summary : According to Jo’s school conditions and the local village’s life and customs, fill in the blanks. High school-Jo’s school is a ____ school whose classrooms are made of _____ and roofs of ____. There is no _______ or ____, even no ______. Without ______, the students have no ______of doing experiment. Mostof the students will be going back to their villages after _____.Local village- Tombe comes from a _____ village where people speak special language. People live in the hut which has no _____ and the doorway was _____. The main food they eat are ______, _____ and _____. Villagers believe that _______ attract evil spirit in the night.Step 4. Homework: Read the text loudly and find some difficult sentences.学生可以选做双语报B1版的课文理解部分。

Unit 4 Sharing语言知识案导学案一学习目标1 掌握课文中的重点短语和重点句型2 学会正确使用重点短语和句型二学习内容Language points in the reading passage三学法指导词组和句型的掌握是学习英语的精华和重点，只有掌握了这些，才能在使用中言之有物，提高英语的口语和写作水平，然后达到整体的提高。

应达到每节课的重点词汇和词组都会背，而且做到用之即来的程度语言学习1. Thanks for your letter. It was wonderful to hear from you.hear from sb.收到某人的信eg. 我期待收到你的来信I look forward to hearing from you.I look forward to hearing from your letter. (wrong)【联想拓展】与hear 相关的短语:hear about 听到关于......的消息hear from 收到……的来信hear of 听说，听到hear sb. do sth. 听见某人做了某事hear sb. doing sth. 听见某人正在做某事2．I know you’re dying to hear all about my life here, so I’ve included some photos which will help you picture the places I talk about.be dying to do / for sth. 渴望做某事；迫切想要I am dying to know what has happened. 我迫切想知道发生了什么。

I am dying for a glass of water. 我非常想来杯水喝(1) 我极想出国___________________________________________________________(2) 他很渴望喝点酒_______________________________________________________【联想拓展】“渴望”的类似说法(1) have a strong desire for sth.(2) be eager to do(3) be thirsty for sth.(4) desire to do sth.(5) long to do sth. / for sth.单项选择：Smallpox(天花), a kind of disease, has now died______.A. outB. awayC. offD. down3. Sometimes I wonder how relevant chemistry is to these students，most of whom will be going back to their villages after Year 8 anyway.relevant adj. 有关的，相关的；切题的What you said is not relevant to the matter in hand.你所说的事与目前考虑中的问题无关。

人教版高中英语选修7《Unit4Sharing》教案人教版高中英语选修7《Unit 4 Sharing》教案【一】教学准备教学目标1. 学生能通过寻找每段的主题句归纳文章结构。

2. 学生能够通过在课文中寻找相关表述感知作者态度。

3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学重难点1. 学生能通过寻找每段的主题句归纳文章结构。

2. 学生能够通过在课文中寻找相关表述感知作者态度。

3. 学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学过程教学过程Step1：Warm-up andlead-in (5 mins)1. 教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受2. 教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。

3. 指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。

[教学目的]本环节的目的是激活话题词汇和背景知识图式。

从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并;学生课堂口头报告锻炼口语表达能力，并展示相关词汇。

Step2：Reading forstructure1.教师通过课文所配的10幅图片让学生预测课文内容。

1.教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。

2.教师引导学生归纳出全文的整体结构。

[教学目的] 本环节的目的是让学生了解文章的整体结构。

不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。

Step3：Reading fordetails (10 minutes)1.教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格(划线部分是学生需要填出的部分)：2.教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。

人教版高二英语选修7Unit4Sharing全单元教案人教版高二英语选修7 Unit 4 Sharing 全单元教案Warming-up and ReadingTeaching Goal:1. Target languagevolunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement2. Ability goalEnable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher3. Learning ability goalHelp the Ss lean how to read between lines and find the positive and negative aspects of doing somethingTeaching methods:Discussion, skimming, scanning and task-based methodTeaching AidA recorder, a projector and PPT.Teaching Procedures:Step 1 Warming-upHave you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside your community? I am sure you’ve a lot to say. OK, now et into gurops and finish the survey form onP28.Step 2 Pre-readingAsk Ss to find out PNG on the map and disucuss the photos in the reading passage.Step3 Reading1. ScanningScanning the text and fill the blanks with their names.1._____ is a young Australian woman.2.________ was dying to hear all about Jo’s life in PNG.3._______ walked a long way to get to school.4.___________ didn’t have any textbook.5._____ became a lot more imaginative when teaching.6._____ started jumping out the windows during achemistry experiment.7.________ visited a village that was the home of one the boys, Tombe.8._____ started crying “ieee ieee” to welcome them.9._____ led us to a low bamboo hut.10._____ was going to share the platform with Jenny and Jo.11.________ softly talked to each other in their language Jodidn’t understand2. Skimming the text and find the general idea of each paragraph.3.detailed reading Task-based (ex1 in comprehending part.Type of houseFamily relation-shipsCooking methodsSleeping arrange-mentsType of houseFamily relation-shipsCooking methodsSleeping arrange-mentsStep IV.HomeworkSuppose you've graduated from a key university and now you are a volunteer who works in the remote region to assit thebasic education there. And you are to write a letter home to introduce your present situation. (you can refer to the text).Extensive ReadingTeaching goals:1. Enable the Ss to know the purpose of a website called “world gifts” and give their opinions on it.2. Enable the Ss to learn about the international welfare programmer called “Plan International” and a child who has been sponsored through it.Teaching important and difficult points:Get the Ss to realize that they should make the most of what they own and do something for the poor.Teaching method:Task-based method and fast readingTeaching aids:A recorder, a projector, a compute connected to the Internet.Teaching procedures:Step I.RevisionDictation eight sentences, each contain the vocabulary they ‘ve learned in this unit.Step II. Pre-reading“Have you ever tried to send a gift to the children in poor areas or countries? Probably not. Today, we can have access to a website, where you can send your gifts to those who are in great need. Please glance quickly at the Internet page on Page 33, and answer the following questions.1. What does the page show you?2. Where is the list of gifts?3. In what kind of order are the gifts listed? How much are cheapest and dearest gift?4. where is the gift card?5. What do the photos show you?Step III. Careful ReadingReading carefully.And the task is to finish Ex2 on page 34.Discussing What do you think of this website and its idea? Do you think people will get interested in it and buy its gifts? Do you think those gifts listed are really helpful? Now turn to page 34. Discuss the topics in Ex 3 in groups. Choose one of the topics to discuss.Step IV. Reading TaskDeal with reading task in the work book.We have talked about the Chinese welfare programmer Project Hope which helps children in poor areas go back to school. In the world, there are many organizations or programmers that help different groups of people in one way or another. Today, we will get to know another organization called Plan International. Turn to page 73,. This is a letter from Rosanna to some students. Rosanna works as a volunteer of Plan International in an area of Ecuador. Why did she write to the Ss? What did the Ss do? Read the letter and find the answers. While reading, summarize the topic of each paragraph and finish Ex on page74.Step V. Homework1. Ask Ss to search for information about Plan International.2. Pick out the sentences with attributive clauses in “ A letter from Plan”.WritingTeaching Goal:Enable the Ss to write about a person’s experience by usingtime expression_r_rEnable the Ss to write a letter to a child they would like to sponsor Teaching important and difficult pointsThe characteristics of narrationTeaching methods:Task-based methodTeaching AidA projector and PPT.Teaching Procedures:Step 1 RevisionCheck the homeworkAsk some Ss to read sentences w ith attributive clauses in “ A letter from plan”.Step 2 Pre-writingLet’s recall something about Dr Mary Murray, who worked as a volunteer with Medicines Sans Frontiers (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is gi ven the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentenceDr Mary Murray was a volunteer, who worked with Medicines Sans Frontiers (MSF).Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in AfricaStep 3 WritingVery good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expression_r_rs listed on Page 35.Points must be included:1. who she is2. reasons why she joined MSF3. what she did in Malawi4. what she did in the Sudan5. the effects on her of her experiences.6. her plans for the futureStep 4 Writing taskDeal with writing task on Page75.Imagine that you have decided to sponsor Shanshan, a 11-year-old girl from Gansu province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:Introduce yourselfSay something about your interests and hobbiesDescribed your familyLet her know you want to make friend with her and her from herOther things you would like to tell her.After the Ss have finished writing, ask several of them to read their letters.Sample writing:Dear Shanshan,I’m a student of Guangzhou No.1 senior High School, Guangdong province. My English name is Steve, and I like English very much. Maybe I can help you to continue with your school.I go to school everyday except on Sundays. Every morning, we have four lessons, including P.E., arts, music. I like sports very much, especially football .Whenever I’m free I would play football with my classmates.I also enjoy reading English papers, which gives me greatdelight, and helps improve my studies.I have a small family. There are father, mother and I. Mum often cooks delicious food for me. And Dad usually encourages me to study hard in order to serve the country and people better.I think so. So I work very hard at my lessons.I’m looking forward to hearing from you. I want to know what you need badly so that I know what I can do fro you .Don’t hesitate to ask for what you want. I will try to help you YourssincerelySteveStep 5 AssignmentAsk Ss to polish the letter they wrote in class and hand it in tomorrow.。

高中英语 Unit 4 Sharing 语言知识导学案新人教版选修7Unit4 Sharing 语言知识导学案新人教版选修7一学习目标：1 掌握课文中的重点短语和重点句型2 学会正确使用重点短语和句型二学习内容：language points in the reading passage三学法指导：词组和句型的掌握是学习英语的精华和重点，只有掌握了这些，才能在使用中言之有物，提高英语的口语和写作水平，然后达到整体的提高。

应达到每节课的重点词汇和词组都会背，而且做到用之即来的程度语言学习1、Thanks for your letter、 It was wonderful to hear from you、 hear from sb、收到某人的信eg、我期待收到你的来信I look forward to hearing from you、I look forward to hearing from your letter、（wrong）【联想拓展】与hear 相关的短语:hear about 听到关于、、、、、、的消息 hear from 收到……的来信hear of 听说, 听到 hear sb、do sth、听见某人做了某事hear sb、 doing sth、听见某人正在做某事2、I know you’re dying to hear all about my life here, so I’ve included some photos which will help you picture the places I talk about、be dying to do / for sth、渴望做某事；迫切想要I am dying to know what has happened、我迫切想知道发生了什么。

I am dying for a glass of water、我非常想来杯水喝(1)我极想出国_________________________________________________________ __(2)他很渴望喝点酒_______________________________________________________ 【联想拓展】“渴望”的类似说法（1） have a strong desire for sth、（2） be eager to do（3） be thirsty for sth、（4） desire to do sth、（5） long to do sth、 / for sth、单项选择：Smallpox(天花), a kind of disease, has now died______、、A、 outB、 awayC、 offD、 down3、 Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year8 anyway、relevant adj、有关的，相关的；切题的What you said is not relevant to the matter in hand、你所说的事与目前考虑中的问题无关。

一、语言要点词汇部分词语辨析1. imaginative/imaginable/imaginary2. dry up/dry out3. other wise/therefore/however词形变化1. operate v. 操作, 动手术operator n. 操作员,(电话)接线员,operation n. 运转, 操作, 实施2. donate v. 捐赠, 赠予donation n. 捐赠品, 捐款, 贡献3. arrange v. 安排, 排列, arrangement n. 排列, 安排4. adjust v. 调整, 调节adjustable adj.可调整的adjustment n. 调整, 调节, 调节器5.participate v. 参与,分享, participant n. 参与者, participation n. 分享, 参与重点单词1.adjust vt.&vi.调整；使适合.2.participate vi.参与；参加.3.otherwise adv.用别的方法；其他方面. Adv & conj.否则；不然4.arrangement n.安排；排列.5.donate vt.捐赠.6.purchase vt.&n.买；购买.7.distribution n.分配；分发；分布状态.8.relevant adj. 有关的, 相应的9.operate v. 操作, 运转, 开动, 起作用重点词组(be) dying to. 极想；渴望. the other day 几天前stick out. 伸出in need. 在困难中；在危急中.重点句型1. When I reach the school grounds there are lots of “good morning” for me from theboys.2. You asked whether I’m getting to know any local people.3. The gift covers the cost of exercise books and textbooks for community primaryschools that operate in poor or remote villages.重点语法限制性定语从句(见语法专题)1). imaginative/imaginable/imaginary adj.【解释】imaginative富有想象力的，创新的imaginable可想象得到的imaginary想象中的，虚构的【练习】选择imaginative/imaginable或imaginary并用其适当的形式填空1) Although the main characters in the novel are so true to life, they are _______.2) It’s _______ for such an _______ writer to create _______ stories.3) This is the only solution _________.4) The famous poem was from an ______ poet.Keys: 1) imaginary 2) imaginable; imaginative ; imaginary 3) imaginable 4) imaginative 2). dry up/dry out1. adjust vt.&vi.调整；使适合.adjustment n．调整；修正adjustable adj．可调节的；可调整的adjust(sth．／oneself)(to sth．)使适应；适应。

Unit4Sharing1. volunteer v. 自发〔做某事〕；自告勇，自发效volunteertodosthvolunteerforTheyoungmanvolunteerstojointhearmy.那位年人自发服兵役。

Sidcupvolunteeredforguardduty.西德卡普自告勇去站。

自发者，志愿参加者Ineedsomevolunteerstocleanupthekitchen.我需要几名志愿者来整理一下厨房。

voluntaryadj. 自发的；志愿的；无的Mr.Smithdidalotofworkforavoluntaryorganization.史密斯先生一民做了好多工作。

2.hearfrom... 意“收到⋯⋯的信〞，相当于receivealetterfrom...。

Haveyouheardfromyourbrother?你收到你哥哥的信了？Ihearfrommymothereveryweek.每礼拜我都收到的信。

IheardfrommysisterinNewYorkyesterday.我昨天收到了在的姐姐的来信。

[比]hearfrom和receive都可表示“收到某人的信〞。

其区以下：hearfrom不是指详细接到信函，而是指获得音信、信息；receive常常指收到详细的信函。

如：Ihaven’theardfromhim foralongtime.我许久没获得他的音信了。

Ihaven’treceivedanylettersfromhimforseveralmonths.我已好几个月没有收到他的信了。

[拓展] hearofsb./sth.听或知道某人/物的状况hearabout听到对于......的信息hearsb.out听到某人把完hearsb.dosth.听某人做了某事hearsb.doingsth. 听某人正在做某事3. bedyingfor/todosth. 盼望，极想做某事I’mdyingfo rapieceofcake.Iamdyingtoknowwhereyouarefrom.“盼望〞的似法[bethirstyforsth.desiretodosth.haveastrongdesireforsth.longtodo/forsth.beeagerfor/todo.拓展] dieout 逐消逝，dieaway 〔声音，光或〕消逝，慢慢弱dieoff〔一群人，物等〕相逝世diedown减弱，停息dieof重指死于内因diefrom 重指死于外因4. concept n. 观点；念；想法〔+of〕Itisdifficulttograsptheconceptofinfinitespace.掌握无穷空的观点是很的。

人教新课标选修7 Unit 4《Sharing》教学案单元要点预览教材分析本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。

通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。

了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。

结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。

WarmingUp部分是一个调查，分成三项任务：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班级同学所做的好事；最后讨论volunteer的内涵。

通过这些任务，让学生懂得什么是“帮助”，反思自己是否乐于助人，以及怎样做才是“志愿者”，由此为后面的短文学习做好铺垫。

Pre－reading是Reading的热身活动。

交代了阅读文章的文体(letter)和作者(a young Australian woman，Jo)，还根据她在PNG拍的10张照片提出了5个问题，回答这些问题有助于学生加深理解“志愿者活动”的意义。

Reading是一篇Jo写给Rosemary的信。

其中介绍Jo在PNG(PapuaNewGuinea)的一个小山村教书。

在她写给Rosemary的信中，作者描述了该村学校的情况和去一个学生家做客的经历，使学生感受到PNG的儿童生活处境的艰难，更加珍惜自己的学习机会。

Comprehending是根据短文设计的阅读理解试题。

第一个练习要求学生读懂书信的内容，用表格的形式帮助学生整理书信中提到的关于巴布亚新几内亚村落生活及风俗习惯的信息，属于细节题。

第二个练习要求学生对文中提到的五个现象进行分析，说明原因，属于细节推理题。

第三个练习要求学生通过阅读分析生活在小山村中的积极面和消极面，这个练习进一步地开阔学生的思维，使学生对艰苦的生活有更深的理解。

第四个练习要求学生小组活动，讨论四个问题，进一步巩固学生对于课文内容的理解，并且让学生联系自己的实际情况，通过比较校舍、教学条件、生活状况等方面的问题，引发学生的深层思考，谈谈自己是否愿意参加志愿者活动。