Period 1：Warming up & Reading

一、教學目標

1．語言知識目標：

1)學生能夠正確讀寫及運用以下單詞：

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

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

2)學生掌握下列詞組的意思并能在句子中熟練運用：

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

2．語言技能目標：

1)強化略讀、查讀等閱讀微技能，訓練通過尋找關鍵詞，主題句等方式更快速并準確地確定文章的段落大意，理清文章的總體框架與脈絡的技能。

2)繼續運用已經掌握的基本猜詞技巧猜測文章中的部分單詞。

3．語言能力目標：

增強閱讀理解能力；發展借助圖片、表格等非語言信息進行語言輸出的能力。

4．情感態度與文化意識目標：

1）幫助學生理解志愿者工作的意義，培養學生在日常生活中幫助他人、扶貧救困的愛心。

2）在小組合作互動中，增強學生的團隊合作精神與分享意識。

二、重點難點

1、教學重點：a. 獲取巴布亞新幾內亞共和國各部落生活狀況和風俗習慣的信息；

b.閱讀能力的培養和閱讀技巧的訓練，如精讀課文完成表格填空等。

2、教學難點：a.理解作者志愿者工作的意義，從而樹立正確的價值觀；

b.訓練用英語獲取信息、處理信息、分析問題和解決問題的能力。

三、課前準備

1．學生的學習準備

查找關于巴布亞新幾內亞共和國的信息。學生可以通過上網等形式搜集信息，并且把搜集到的信息編成問題或寫成一段文字，在課堂上向其他同學匯報。這提高了學生的學習興趣，把被動的學習變成主動的學習。

2．教師的教學準備

查找關于國內外關于幫助他人的個人和組織。

3．教學環境的設計與布置

在教室里張貼班級學生參加社團活動或志愿者活動和“獻愛心”捐款的照片及資料。

4．教學用具的設計和準備

制作與閱讀課文相關的多媒體課件。

四、教學過程

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.)

[設計說明]通過中國青年志愿者的標志導入，因為標志中有一個手的圖形，提醒學生：志愿者常常伸出手幫助別人。然后分組討論“什么樣的人才被稱為志愿者？”。經過討論，學生統一了認識，知道了志愿者是指幫助與自己沒有直接關聯的人。這一點對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.

[設計說明]由于學生對于巴布亞新幾內亞獨立國的情況了解不多，教師有必要在閱讀課文之前介紹一些這個國家的信息，也可以布置學生在課前上網查找這個國家的資料，上課時由學生用英語匯報，或者采用“頭腦風暴”或分組競賽搶答的形式，使學生在較短的時間里掌握足夠的背景資料。隨后展示一些圖片，既加深學生對于這個國家落后的經濟、教育狀況的印象，也有助于之后閱讀活動的展開。

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.

[設計說明]快速閱讀后要求學生分段，再找出每段的大意。如果是閱讀理解能力普遍較弱的班級，教師可以把這項任務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.

[設計說明]仔細閱讀是快速閱讀的延續。通過閱讀，查找到巴布亞新幾內亞獨立國里各部落居民的生活狀況和風俗習慣。這也是這篇課文的重點之一。如果學生感覺難度較大，可以給出句子，只留在一些關鍵詞匯的空格讓學生填寫，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.

[設計說明]邊讀課文邊劃出重點詞組和難句，加深對于課文內容的理解。而且，在程度較好的班級，時間允許的情況下，教師可以在朗讀課文結束后插入一些詞匯和句型的講解。也可以根據情況，把詞組和難句放在下一節課中專門講和練。

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.

[設計說明]通過討論Jo作為志愿者的原因，可以使學生更好地了解這個單元的主題：幫助他人、分享合作。通過第二個問題，教師可以進一步了解學生對于志愿者工作和幫助他人的看法，有利于教師進行德育教育，幫助學生樹立正確的價值觀。

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.

[設計說明] 根據圖片和圖表寫一段關于村落情況和生活的介紹文字，既加深了學生對于課文重點段落的印象，又發展了借助圖片、表格等非語言信息進行語言輸出的能力。如果學生英語程度不夠好，教師可以給出短文的開頭幾句，例如One of my students, Tombe lives in a small village in Papua New Guinea. The visit to his home impressed me.……。時間允許的話，還可以在上一個討論問題環節結束后，讓學生兩人一組，先輪流進行口頭作文，再回家完成書面作文。