Learning about Language第二课时教案

Unit 4

Sharing 教

学

设

计

Ｉ．

单元教学目标

单元话题

Sharing: helping others; volunteers 技能目标Goals Talk about helping others and voluntary work Practise expressing an idea and finding reasons Revise the Attributive Clause(restrictive)

Improve communication skills Write a letter Ⅱ.目标语言

功能句式Expressing an idea and finding reasons Why would you …?

How could you do that? Because I want to share with others …

First, find some information through …

The reason is that … Then … Next … Finally …

词汇1. 四会词汇

relevant, doorway, adjust, platform, soft, softly, grill, privilege, arrangement, toast, comb, astronaut, catalogue, purchase, anniversary, seed, seedling, sew, ox, trunk, Kenya, tailor, income, skill, participate, political, distribution, finance, financial, security, operate, remote, otherwise, donate, clinic 2. 认读词汇

Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, loan, supplement, Bangladesh, Tanzania, economic, Uganda, Sudan, Medecins Sans Frontieres (MSF), Malawi

3. 词组

hear from, be dying to, come across, stick out, dry out, dry up, in need, sewing machine, trunk library 4．

重点词汇

purpose, faith, theme, determination, nation, birth, ancestor, joy, treat, peace

结构复习限定性定语从句有关用法

重

1. I know you’re dying to hear all about my life here. Page 29

2. I’ve included some photos which will help you picture the places I talk about.

Page 29 3. When I reach the school grounds there are lots of “good mornings” for me from the boys, many of whom have walked a long way, sometimes up to two hours, to get to the school.

Page 29 4. I’m still trying to adapt to these conditions but, one thing is for sure, I’ve become a lot more imaginative in my teaching.

Page 29 5. The other day I was showing the boys a chemistry experiment --- before I knew it, the mixture was bubbling over every where.

Page 29 6. Sometimes I wonder how relevant chemistry is to the kids, most of whom will be going back to their villages after Year 8.

Page 29 7. But last weekend another teacher, Jenny, and I did visit a village that was the home of one of the boys, Tombe.

Page 29 8. We walked for two and a half hours to get there --- first up a mountain to a ridge from where we had fantastic views and then down a steep slope to the valley below. Page 29 9. When we arrived at the village, Tombe’s mother, Kiak, who had been working in her garden, started crying “ieee ieee”.

Page 29

10. Tombe’s father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof --- this shows it’s a man’s house. Page 29

11. The only possessions that I could see were a few tin plates and cups and a couple of pots.

Page 30 12. Muap and Tombe were to sleep on small beds in another part of the hut.

Page 30 13. When hot, he placed them in an empty oil drum with kau kau (sweet potato), corn and greens.

Page 30 14. The gift you give is not something your loved one keeps but a contribution towards the lives of people who really need it.

Page 33 15. To let you know that I am thinking of you, I have purchased a gift from the World’s Most Useful Gift Catalogue for you to give to some of the world’s poorest.

Page 33

16. The gift will train a whole village of around 40 families in India, Kenya, 点句子

The First Period

Warming-up and Reading

Teaching Goal: 1. Target language volunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement 2. Ability goal Enable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher

3. Learning ability goal Help the Ss lean how to read between lines and find the positive and negative aspects of doing something Teaching methods: Discussion, skimming, scanning and task-based method Teaching Aid A recorder, a projector and

PPT. Teaching Procedures: Step 1 Warming-up

T: Have you ever helped others? What did you do to help your parents? Or other relatives? Or your friends? Or people in your community? Or people outside your community? I’m sure you have a lot to say. Ok, let divide into groups of three and finish the survey form. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”.

Suggested answers: What do you do to help…

1. your parents? 2. other relatives? Name: Tom Clean the floor Lend my books and CDs to them Name: Helen Wash dishes Take care of my cousin while his parents are away 3. your friends? Repair their computers Help them with the lessons Name: Mary Prepare supper Comfort them when they are sad Accompany them to do

shopping 4. people in your community? Be a coach of the football lovers Sing and dance for the elders Help my neighbours carry things home 5. people outside your community?

Plant trees Help people with disabilities Return the wallet to the loser T: Which one can be called a volunteer? Or what kind of things do volunteers do? S: Volunteer work includes: Be a coach of the football lovers, plant trees, help people with disabilities.

Step 2 Pre-reading Ask Ss to find out PNG on the map and discuss the photos in the reading passage. Photos 1 to 3 1.

What was Jo’s job in PNG?

( a teacher) 2.

What kind of students were in her class? (Teenage boys. They are poorly dressed.) 3.

The classroom are made with wooden poles and have bamboo walls and grass roofs (except for the new science lab which has a metal roof). The floor has bamboo matting on it. The walls do not reach the roofs (except the walls of the science lab). There is no glass in the windows. Photos 4 to 10 1.

The village is very small. It is by a river at the bottom of a valley. It has steep slopes all around it. 2.

The village huts are small. They have no windows. They are made of wood and bamboo and have grass roofs. Meals are prepared and cooked outside. One of the crops grown is peanuts. The tool used for this crop is a digging stick. There is a woman carrying a naked baby on her shoulders. She is also carrying a heavy-looking bag. She has bare feet.

Step3 Reading 1. Scanning Scanning the text and fill the blanks with their names. 1.

__Jo______ is a young Australian woman.

2.

___Rosemary____ was dying to hear all about Jo’s life in PNG.

3.

School boys

walked a long way to get to school.

4.

Jo and her students didn’t have any textbook.

5.

Jo

became a lot more imaginative when teaching.

6.

The boys

started jumping out the windows during a chemistry experiment.

7.

Jenny and Jo visited a village that was the home of one of the boys, Tombe.

8.

Tombe’s mother, Kiak

started crying “ieee ieee” to welcome them.

9.

Tombe’s father, Mukap

led us to a low bamboo hut.

10.

Kiak

was going to share the platform with Jenny and Jo.

11.

Tombe’s family

softly talked to each other in their language Jo didn’t

understand

2. Read the text carefully and finish the chart. Type

of

house Small, round, made of bamboo, grass roofs; men’s huts have grass sticking out of the top of the roof, no windows ( men and women have separate huts); small doorway, floor covered with fresh grass Family relationships Large extended families (“ Everyone seemed to be a relative of Tombe’s.”) Cooking methods Possessions Not many---a few tin plates and cups, a couple of pots. Diet Sweet potato, corn, greens, banana leaves, peanuts

Agriculture

Tools are very basic e.g. Hot stones are placed in an oil

a digging stick. (there is drum, then vegetables are no machinery).

Sleeping arrangements placed in the drum, covered with banana leaves and steamed.

A new sleeping platform for the guests, Kiak usually slept in her own hut.

Beliefs

The village 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.

3.

detailed reading Task-based (exercises 2 and 3

in comprehending part.) Exercise 2: Facts The boys jumped out of the windows in the science lesson. Reasons Because they were frightened; they had never seen anything like this before. Jo wondered how relevant chemistry was Because most of them would live all their to the boy. Tombe’s mother cried “ieee ieee” when she saw Jo. lives as farmers. It was her way to welcome visitors to the village and she drew everyone’s attention to their arrival. There were no windows in Mukap’s hut. Perhaps it’s because that was a man’s house. The tin can was standing upside down on The tin can was used to dry out the the grill. leftover food, which might attract evil

spirits, so the tin / can was thrown out of the hut.

Exercise 3: Positive aspects 1.

Boys value education. 2.

Everyone would know each other. 3.

The village does not have to rely on outside sources for food. 4.

People can live without many possessions. Negative aspects 1.

No running water or electricity. 2.

The village might be cut off from the outside world and might not have roads to and from it. 3.

The village might not have a school so students might have to walk a long way to the closest school. 4.

There might not be any medical services close by.

Step IV. Homework Suppose you've graduated from a key university and now you are a volunteer who works in the remote region to assist the basic education there. And you are to write a letter home to introduce your present situation. (you can refer to the text).