Period 1：Warming up & Reading
一、教学目标
1．语言知识目标：
1)学生能够正确读写及运用以下单词：
airmail; fortnight; roof; muddy; textbook; concept; weekly; relevant; remote; weed; rectangle;
rectangular; adjust; platform; broom; tin; jar; sniff; participate; interpreter; grill; otherwise; privilege
2)学生掌握下列词组的意思并能在句子中熟练运用：
hear from; (be)dying to;the other day;dry out;dry up
2．语言技能目标：
1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。
2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3．语言能力目标：
增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。
4．情感态度与文化意识目标：
1）帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。
2）在小组合作互动中，增强学生的团队合作精神与分享意识。
二、重点难点
1、教学重点：a. 获取巴布亚新几内亚共和国各部落生活状况和风俗习惯的信息；
b.阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。
2、教学难点：a.理解作者志愿者工作的意义，从而树立正确的价值观；
b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。
三、课前准备
1．学生的学习准备
查找关于巴布亚新几内亚共和国的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息编成问题或写成一段文字，在课堂上向其他同学汇报。这提高了学生的学习兴趣，把被动的学习变成主动的学习。
2．教师的教学准备
查找关于国内外关于帮助他人的个人和组织。
3．教学环境的设计与布置
在教室里张贴班级学生参加社团活动或志愿者活动和“献爱心”捐款的照片及资料。
4．教学用具的设计和准备
制作与阅读课文相关的多媒体课件。
四、教学过程
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.)
[设计说明]通过中国青年志愿者的标志导入，因为标志中有一个手的图形，提醒学生：志愿者常常伸出手帮助别人。然后分组讨论“什么样的人才被称为志愿者？”。经过讨论，学生统一了认识，知道了志愿者是指帮助与自己没有直接关联的人。这一点对于理解课文也非常重要。
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.
[设计说明]由于学生对于巴布亚新几内亚独立国的情况了解不多，教师有必要在阅读课文之前介绍一些这个国家的信息，也可以布置学生在课前上网查找这个国家的资料，上课时由学生用英语汇报，或者采用“头脑风暴”或分组竞赛抢答的形式，使学生在较短的时间里掌握足够的背景资料。随后展示一些图片，既加深学生对于这个国家落后的经济、教育状况的印象，也有助于之后阅读活动的展开。
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.
[设计说明]快速阅读后要求学生分段，再找出每段的大意。如果是阅读理解能力普遍较弱的班级，教师可以把这项任务改为把各段与段落大意相搭配，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.
[设计说明]仔细阅读是快速阅读的延续。通过阅读，查找到巴布亚新几内亚独立国里各部落居民的生活状况和风俗习惯。这也是这篇课文的重点之一。如果学生感觉难度较大，可以给出句子，只留在一些关键词汇的空格让学生填写，如空出答案中的下划线的单词。
Step 5 Reading aloud
Read the passage aloud and underline the important phrases and difficult sentences.
[设计说明]边读课文边划出重点词组和难句，加深对于课文内容的理解。而且，在程度较好的班级，时间允许的情况下，教师可以在朗读课文结束后插入一些词汇和句型的讲解。也可以根据情况，把词组和难句放在下一节课中专门讲和练。
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.
[设计说明]通过讨论Jo作为志愿者的原因，可以使学生更好地了解这个单元的主题：帮助他人、分享合作。通过第二个问题，教师可以进一步了解学生对于志愿者工作和帮助他人的看法，有利于教师进行德育教育，帮助学生树立正确的价值观。
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.
[设计说明] 根据图片和图表写一段关于村落情况和生活的介绍文字，既加深了学生对于课文重点段落的印象，又发展了借助图片、表格等非语言信息进行语言输出的能力。如果学生英语程度不够好，教师可以给出短文的开头几句，例如One of my students, Tombe lives in a small village in Papua New Guinea. The visit to his home impressed me.……。时间允许的话，还可以在上一个讨论问题环节结束后，让学生两人一组，先轮流进行口头作文，再回家完成书面作文。