Unit 4 Sharing A letter home

Unit 4 sharing -------- a letter homeTeahcing aims: help Ss to understand the main idea of the passage and think what we can share with others.Difficult points: thinking: is jo making any difference?What can we offer to share?Teaching tools: multimedia.Teaching procedures:Step I: lead-in.Self introdution: welcome to the class. I come from Fenghua High School to share what I know with you.“share” is a nice word. What can we share with others? (ask individual Ss one by one---brainstorm)--- money, time, skills, knowledge, books, classroom, dorm. Earth…Let’s look at these pictures. What are they sharing with others?We have seen different people. But they have one common name: volunteer. And this is the sign of china youth volunteers. What does this sign stand for? What can you see in this sign? ------ a loving heart, a helping hand, a peace loving pigeon.Just Like Chen Xiaolei, an Australia lady, Jo, is also sharing knowledge in a village in Papua New Guinea. Do you know anything about PNG? Have you ever heard of it? No? that’s quite natural. Before I come to this unit, what I know about PNG is also ZERO. But now, I have already found some information about PNG to share with you.PNG is an island country located in the pacific ocean, to the north of australia, with a population of about 5.7 million. Their official language is english. They make a living mainly on farming and their life is poor. About85% of students start school but most of them only reach year 5, which is similar to our primary school.Jo is a volunteer teaching in a village school in PNG.Since PNG is a long way from Australia. Jo’s family and friends are sometimes curious about what Jo is doing in PNG. So, here, Rosemary, one of Jo’s friends, has written a letter to jo and Jo is writing a reply letter to share her experience in PNG with Rosemary. Let’s share her letter.Scanning:First of all, would you plz mark the numbers of the paragraphs. All together there’re 9 paragraphs. We can divide the passage into 4 parts: the reason to write the letter; school life; village life; the end. I’m going to give you 2 mins to go through the passage quickly and find out how the passage is divided. I can tell you that para 9 is about the end.Para 1 the reason to write the letterPara 2-3 school lifePara 4-8 village lifePara 9 the endStep 2: Detailed reading:1.para 1: so, what is the reason for Jo to write this letter? And Jo is alsosending some photos to help Rosemary picture the places. Here, picture is used as a verb, meaning: imagine. And where can you find those photos?Yes, on the right. When u are reading the letter, don’t forget those photos. They can tell you much information.2.then we can come to Jo’s school life. I will give you 2 mins to go throughpara 2-3, and decide what does Jo share with her students. You can choose from the following items.Check it with the whole class.In the letter, Jo also says that she doubts something. What is J o’s doubt?Is Jo making any difference to those boys’ lives? Why?Yes. Being able to read will open a new world to theme and one or two of them may get out the village and seek their fortune in the outside world. So, sure enough, their life is changed and when they come back to their home village, they will bring further changes to the village life.So what about the village life now?3.para 4-8 will tell us about the village life. Here, Jo will tell abouther visit to a village. You will have 4 mins to read the 5 paras and think about the following items. You can also find these items on page 31. so, when reading, u can underline some key words and sentences.Check the table with individual Ss.Step 3: discussing:In one word, their living condition is poor. But do you think this poor living condition only exists in PNG? No, in afica, in asia, even in china a lot of people are still leading a very poor life. I can show you some pictures about them. I can’t help feeling sad looking at these pictures. What can we share with them? And how can we share with them to make a difference? Plz discuss in Group of 4. share your ideas with your group members. When discussing, u need one person to write down your ideas and also one person to report. Every member participate, every member contribute.Step 4: concluding:Thank you for sharing with us your group ideas. Sharing is helping, sharing is enjoying, sharing is understanding, sharing is contributing. Sharing is …I’m sure sharing will make this world a better place. In the end, thank you for sharing this class with me. Thank you.。

高中英语模块七教学设计Unit 4 SharingReading: A Letter Home教材：人教版《英语7（选修）》New Senior English for China一、教学对象分析学生来自于高二文科班。

经过一年半的高中英语学习，普遍具备较好的语言技能和语言知识基础。

学生能够积极思考问题，配合教师完成课堂任务。

在教师的引导和鼓励下能够积极参与课堂互动，课堂发言质量较高。

二、教材内容分析教学内容为人教版高中英语教材选修7第4单元A Letter Home。

本文共8个自然段702词。

从澳大利亚到巴布亚新几内亚的一个小山村做志愿者教师的Jo以书信的形式告诉了她的朋友Rosemary她在当地的生活。

她主要介绍了所在学校的条件，自己的教学情况和一次家访的经历，让我们了解了当地落后的生产生活条件和独特的文化。

本课涉及的巴布亚新几内亚对学生来说比较陌生，教师需要增加背景知识，创设课堂情境，帮助学生理解相关内容。

三、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。

四、教学过程Step1：Warm-up and lead-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 for structure1. 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。

Unit 4 sharing -------- a letter homeTeahcing aims: help Ss to understand the main idea of the passage and think what we can share with others.Difficult points: thinking: is jo making any difference?What can we offer to share?Teaching tools: multimedia.Teaching procedures:Step I: lead-in.Self introdution: welcome to the class. I come from Fenghua High School to share what I know with you.“share” is a nice word. What can we share with others? (ask individual Ss one byone---brainstorm)--- money, time, skills, knowledge, books, classroom, dorm. Earth…Let’s look at these pictures. What are they sharing with others?We have seen different people. But they have one common name: volunteer. And this is the sign of china youth volunteers. What does this sign stand for? What can you see in this sign? ------ a loving heart, a helping hand, a peace loving pigeon.Just Like Chen Xiaolei, an Australia lady, Jo, is also sharing knowledge in a village in Papua New Guinea. Do you know anything about PNG? Have you ever heard of it? No? that’s quite natural. Before I come to this unit, what I know about PNG is also ZERO. But now, I have already found some information about PNG to share with you.PNG is an island country located in the pacific ocean, to the north of australia, with a population of about 5.7 million. Their official language is english. They make a living mainly on farming and their life is poor. About 85% of students start school but most of them only reach year 5, which is similar to our primary school.Jo is a volunteer teaching in a village school in PNG.Since PNG is a long way from Australia. Jo’s family and friends are sometimes curious about what Jo is doing in PNG. So, here, Rosemary, one of Jo’s friends, has written a letter to jo and Jo is writing a reply letter to share her experience in PNG with Rosemary. Let’s share her letter.Scanning:First of all, would you plz mark the numbers of the paragraphs. All together there’re 9 paragraphs. We can divide the passage into 4 parts: the reason to write the letter; school life; village life; the end. I’m going to give you 2 mins to go through the passage quickly and find out how the passage is divided. I can tell you that para 9 is about the end.Para 1 the reason to write the letterPara 2-3 school lifePara 4-8 village lifePara 9 the endStep 2: Detailed reading:1.para 1: so, what is the reason for Jo to write this letter? And Jo is also sending somephotos to help Rosemary picture the places. Here, picture is used as a verb, meaning: imagine. And where can you find those photos? Yes, on the right. When u arereading the letter, don’t forget those photos. They can tell you much information.2.then we can come to Jo’s school life. I will give you 2 mins to go through para 2-3,and decide what does Jo share with her students. You can choose from the following items.Check it with the whole class.In the letter, Jo also says that she doubts something. What is J o’s doubt?Is Jo making any difference to those boys’ lives? Why?Yes. Being able to read will open a new world to theme and one or two of them may get out the village and seek their fortune in the outside world. So, sure enough, their life is changed and when they come back to their home village, they will bring further changes to the village life.So what about the village life now?3.para 4-8 will tell us about the village life. Here, Jo will tell about her visit to avillage. You will have 4 mins to read the 5 paras and think about the following items.You can also find these items on page 31. so, when reading, u can underline some key words and sentences.Check the table with individual Ss.Step 3: discussing:In one word, their living condition is poor. But do you think this poor living condition only exists in PNG? No, in afica, in asia, even in china a lot of people are still leading a very poor life. I can show you some pictures about them. I can’t help feeling sad looking at these pictures. What can we share with them? And how can we share with them to make a difference? Plz discuss in Group of 4. share your ideas with your group members. When discussing, u need one person to write down your ideas and also one person to report. Every member participate, every member contribute.Step 4: concluding:Thank you for sharing with us your group ideas. Sharing is helping, sharing is enjoying, sharing is understanding, sharing is contributing. Sharing is …I’m sure sharing will make this world a better place. In the end, thank you for sharing this class with me. Thank you.。

选修7 Unit 4 Sharing A LETTER HOME(课文挖空,50个空)班级姓名学号批改人Thanks for your letter, which took a to arrive. It was wonderful to you. I know you're to hear all about my life here, so I've some photos which will help you the places I talk about.You asked about my high school. Well, it's a bush school – the classrooms are made bamboo and the of grass. It takes me only a few minutes to walk to school down a track. When I reach the school grounds there are lots of "good mornings" for me from the boys. Many of them have walked a long way, sometimes to two hours, to get to school.There's no electricity or water and even no textbooks either! l'm still trying to to these conditions. However, one thing is for sure, I've become more in my teaching. Science is my most subject as my students have no of doing experiments. In fact there is no , and if I need water I have to carry it from my house in a bucket! The other day I was showing the boys the weekly chemistry experiment when, before I knew it,the was bubbling over everywhere! The boys who had never anything like this before started jumping out of the windows. Sometimes I wonder how chemistry is these students, most of whom will be going back to their villages after Year 8 anyway. To be honest, I doubt whether I'm to these boys' lives at all.You asked whether I'm getting to know any people. Well, that's actually quite difficult as I don't much of the local English dialect yet. But last weekend another teacher, Jenny, and I visit a village which is the home of one of the boys, Tombe. It was my first visit to a village. We walked for two and a half hours to get there - first up a mountain to a ridge we had fantastic views and then down a steep path to the valley below. When we arrived at the village, Tombe's mother, Kiak, who had been pulling weeds in her garden, started crying "ieee ieee". We shook hands with all the villagers. Everyone to be a relative of Tombe's.Tombe's father, Mukap, led us to his house, a low bamboo hut with grass of the roof - this shows it is a man's house. The huts were round, not like the school buildings.There were no windows and the doorway was just big enough to get through. The hut was dark inside so it took time for our eyes to . Fresh grass had been on the floor and there was a newly made for Jenny and me to sleep on. Usually Kiak would sleep in her own hut, but that night she was going to the platform with us. Mukap and Tombe were to sleep on small beds in another part of the hut. There was a fireplace in the centre of the hut near the doorway. The only I could see were one broom, a few tin plates and cups and a couple of jars.Outside Mukap was building a fire. Once the fire was going, he laid stones on it. When hot, he placed them in an empty oil drum with kau kau (sweet potato), corn and greens. He then covered the vegetables with banana leaves and left them to steam. I the food; it smelled delicious. We ate inside the hut sitting round the fire. I loved listening to the family softly to each other their language, even though I could not the conversation. Luckily, Tombe could be our .Later, I noticed a tin can standing on the grill over the fire. After a short time Tombe threw it out of the doorway.I was puzzled. Tombe told me that the can was heated to the leftover food. They believe that any leftovers evil spirits in the night, so the food is dried up in the can and the can is then thrown out of the hut. Otherwise they don't waste anything.We left the village the next morning after many goodbyes and firm handshakes. My muscles were aching and my knees shaking as we climbed down the mountain towards home. That evening I fell happily into bed. It was such a to have spent a day with Tombe's family.。