M7U4ReadingSharing(Aletterhome)Teachinggoals教學目標1.Targetlanguage目標語言a.重點詞匯和短語relevant,doorway,adjust,platform,soft,softly,grill,privilege,hearfrom,bedyingto,upto,adaptto,forsure,theotherday,comeacross,makeadifference,shakehandswith,getthrough,stickout,dryout,dryup,eventhoughb.重點句子…I’veincludedsomephotoswhichwillhelpyoupicturetheplacesItalkabout.P29WhenIreachtheschoolgroundstherearelotsof“goodmornings”formefromtheboys.Manyofthemhavewalkedalongway,sometimesuptotwohours,togettotheschool.P29TheotherdayIwasshowingtheboystheweeklychemistryexperimentwhen,beforeIknewit,themixturewasbubblingovereverywhere.P29SometimesIwonderhowrelevantchemistryistothesestudents,mostofwhomwillbegoingbacktotheirvillagesafterYear8anyway.P29Butlastweekendanotherteacher,Jenny,andIdidvisitavillagewhichisthehomeofoneoftheboys,Tombe.P29Wewalkedfortwoandahalfhourstogetthere—firstupamountaintoaridgefromwherewehadfantasticviewsandthendownasteeppathtothevalleybelow.P29Tombe’sfather,Mukap,ledustohishouse,alowbamboohutwithgrassstickingoutoftheroof—thisshowsit’saman’shouse.P292.Abilitygoals能力目標EnablethestudentstolearnaboutPNGandJo’sworkinPNGasavolunteerteacher.3.Learningabilitygoals學能目標Helpthestudentslearnhowtoreadbetweenlinesandfindthepositiveandnegativeaspectsofdoingsomething.Teachingimportantanddifficultpoints教學重難點Helpthestudentsreadbetweenlinesandcomprehendthepassagecompletelybyknowinglogicalrelationsbetweenfactsandreasons.Teachingmethods教學方法Skimming,scanningandtask-basedmethod.Teachingaids教具準備Arecorder,aprojectorandsomeslides.Teachingprocedures&ways教學過程與方式StepⅠPre-readingT:ItoldyoutogoogleforinformationaboutPNG.Somequestionsforyou.WhoknowswhatPNGstandsfor?Sa:PNGstandsforPapuaNewGuinea.T:Whereisitlocated?Sb:Itislocatedsouthoftheequator,160kmnorthofAustralia.T:Whocansaysomethingaboutitshistory?Sc:30,000yearsagoitwassettledbyitsfirstsettlers.PortugueseexplorerscametoPNGin1510s.WhenWorldWarIIbrokeout,partsofthecountrywereoccupiedbytheJapanese.PapuaNewGuineabecameindependentin1975butretainsstrongtiestoAustralia.Sd:ButIgotinformationaboutitlikethis:ThefirstsettlerstoPapuaNewGuineamigratedfromSoutheastAsiaprobablyatleast40,000yearsagoduringtheiceage.AtthebeginningofWorldWarI(1914-1918)anAustralianmilitaryforceoccupiedGermanNewGuineaandremainedtherethroughoutthewar.AfterGermany’sdefeat,theLeagueofNationsgrantedAustraliaamandatetoruletheGermancolony,whichwasrenamedtheMandatedTerritoryofNewGuinea.Plantationagricultureexpandedandthediscoveryofgoldinthe1920screatedagoldrush.TheAustraliansextendedtheeducationsystem,buttheyweregenerallylessconcernedwithnativerightsinthemandatedterritorythaninPapua.T:Verygood.Thenhowdiditgetitspresentname?Se:In1946theUnitedNationsgrantedAustraliaatrusteeshipovertheTerritoryofNewGuinea.AlthoughAustraliamaintainedseparatestatisticsforNewGuinea,itadministeredtheterritoryandPapuaasone.ThetwoterritoriesincreasinglybecameknownasPapuaNewGuinea,andthenativepeoplecametobecalledPapuaNewGuineans.Theadministrationcontinueditseffortstofurthereducationandtodeveloptheeconomy.Inordertopreparetheterritoriesforeventualautonomyandindependence,theAustralianssoughttoencouragedemocraticinstitutions.In1951acountrywidelegislativecouncilwascreated;itgavewayin1964toaHouseofAssembly.OnDecember1,1973,PapuaandNewGuineabecameself-governingasPapuaNewGuinea.ThecountrybecamefullyindependentonSeptember6,1975.T:Whocantellmesomethingaboutitseconomy?Sf:Letmehaveatry.It’sapoorcountry,dependingonitsagriculture.Alotofchildrendon’thavethechancetoreceiveenougheducation.Thoughitisrichinbeautifulscenery,notmanyvisitorscomeherebecauseofitshighcrimerate.T:Whataboutitseducation?Sg:About73percentofchildrenenrollinprimaryschool,butveryfewcompletemorethanafewyearsofformaleducation.Childrenbeginattendingschoolatage7.Atage12theymovefromlocalschoolstoprovincialhighschools.Afewbecomeeligibletoattendnationalhighschoolstoprepareforuniversityeducation.T:Thankyouforyourwonderfulinformation.It’sreallyapleasuretoshareinformationwitheachother,isn’tit?Thankyouagain.Fromtheinformationyoucollected,weknowthatPNGisverypoorandfewofitschildrencompleteformaleducation.DoyouthinkyouwillvolunteertoteachchildreninPNGifpossible?…Actually,therearealreadysomevolunteersthere.Let’sgettoknowoneofthem,Jo.Firstlet’slookatthepicturesonPages29-30.AskthestudentstoanswerthequestionslistedinPre-readingwiththehelpofthepictures.T:JoisanAustralianwoman.ShewrotealetterfromPNGtoherfriendalongwithsomepictures.CanyouanswerthequestionsinPre-readingaccordingtothepictures?Youmaydiscusswitheachother.Sampleanswers:1.JowasateacherinPNG.2.Boyswhowereasyoungasweare.3.Theclassroomswereverypoor,madefrombambooandgrass.4.Thevillagewasaplacefullofnaturalbeauties.Thereweremanytreesandbamboos.5.Peopleinthevillagelivedasimplelife.T:Verygood.IthinkyouhaveknownsomethingabouttheplacewhereJoworkedasavolunteerteacher.Now,let’sgetmoreinformationaboutitbyreadingtheletterfromJo.Ofcourse,afterreadingtheletter,youwillunderstandthepicturesandJo’sexperiencebetter.StepⅡReadingcomprehendingSkimmingT:Nowreadtheletterandtrytogetthegeneralideaofit.Trytodivideitintofourparts,andsummarizewhateachpartisabout.Thestudentsaregiventhreeminutestofinishthetask.Suggestedmainideaforeachpart:Part1(Para1):Openingoftheletterandintroductiontowhatwillbetalkedaboutinthepassage.Part2(Para2-3):TheschoolwhereJoworkedandJo’sworkattheschool.Part3(Para4-8):JoandJennyvisitedTombe’shomeinthevillage.Part4(Para9):Closingoftheletter.ReadingcarefullyT:Nowyou’retoreadthepassagecarefullytocompletethetablesbelow!Fiveminutesforyou.Table1(abouttheschool)Conditions Ourschool TheschooldescribedintheletterClassrooms(equippedornot) Equipped NotequippedStudents’future Gotocollegeorwork ReturntothevillagesElectricityandwater(Y/N) Yes NoTextbook(Y/N) Yes NoChemistryexperiments(many/few)Many FewTable2(aboutthelifeinthevillage)TypesofhousesMadefrombambooandtheroofsfromgrassDietKaukau,cornandgreensFamilyrelationshipsEveryoneseemedtobearelativeofeachotherPossessionsAfewtinplatesandcupsandacoupleofpotsCookingmethodsHeatstonesfirst,andthenputtheminanemptyoildrumwithkaukau,cornandgreens.CoverthemwithbananaleavesandleavethemtosteamAgricultureDigginguppeanutswithprimitivetools;growkaukau,cornandgreensSleepingarrangementsNewlymadeplatformforvisitorsinthefather’sroom;themotherusuallysleepsinherownhutBeliefsTheybelievethereareevilspiritsthatareusuallyattractedbyleftoverfoodAfterthestudentshavefinished,checktheanswers.ThisactivitywillhelpthestudentstolearnmoreaboutthelifepeopleareleadinginPNG,thereforeunderstandtheimportanceofvolunteers’work.Theinformationinitalicsissuggestedanswers.ThendealwithExercise2.T:LookatthefactslistedinExercise2.Theyarechosenfromtheletter.Canyoufindorguessthereasonsforthemaccordingtothereadingpassage?Suggestedreasons:1.Inthesciencelessontheboyswerefrightenedbywhattheysaw—themixturewasbubblingovereverywhere,thinkingthatsomethingterriblehadhappened,sotheyjumpedoutofthewindowstoescapefromdanger.2.Becausemostoftheboyswillgobacktotheirvillageafterstudyingintheschool,andtheirknowledgeofchemistrywillproveuseless,soJowonderedhowrelevantchemistrywastotheboys.3.Ithinkit’sakindofgreetinglanguage.AndI’msureallthefamilymemberswillbehappyandexcitedtohavevisitorslikeJennyandJo.4.TherewerenowindowsinMukap’shut.Perhapsinthiswaytheycanpreventflies,mosquitoesandotherinsectsfromcomingin.Ormaybetheycan’taffordtobuyglasstomakewindows.5.Thetincanwasstandingupsidedownonthegrillinordertogettheleftoverdryupquickly.StepIIIDiscussionandlanguagepointsT:NowIhavetwoquestionsforyoutodiscuss.Showthefollowingquestionsonthescreen.Letthestudentsgetintogroupsandhaveadiscussion.1.WhydoyouthinkJobecameavolunteerinPNG?Giveasmanypossiblereasonsasyoucan.2.Wouldyouliketoworkasavolunteerinapoorarea?Givereasons.Samplediscussion:Sa:Ithink,firstofall,Jowasakind-heartedwoman,whowaswillingtohelpothers.Second,sheknewenoughaboutthepoorconditionsinPNGandthoughtthatshecouldhelpteachintheschools.IfIamgiventhechance,IwilldowhateverIcantohelp.Sb:Inmyopinion,JomusthaveworkedasateacherinAustralia,andsheappliedtobecomeavolunteerabroad,andthenshewassenttoPNGasavolunteer.Sc:MaybeshethoughtthateducationisthekeytosolvingalltheproblemsinPNG,soshe,asateacher,wenttoPNGtohelp.Sd:Perhapsshelikestravelingabroad,andhelpingthepoorwherevershegoes.Se:Idon’tagreewithyou.Youknow,shestayedtherefortwoyears.Atravelerwon’tdothat.ShewaswillingtohelpthepoorchildreninPNGtobeeducated.Shewasdoingherbittochangethepoor’sstateoflivingandeducation.Ifeveryoneintherichcountrieswoulddolikeher,alltheproblemscausedbypovertycouldbesolvedeasily.Se:Iwouldliketosaysomethingaboutthesecondtopic.IthinkIwillbeavolunteerinapoorarea.WheneverIsawthepoorlivingstateofthepoorinthewesternareasandmountainousareas,Iwaseagertodosomethingforthem.Allmenarecreatedequal.Buttheycan’tgetwhatwecanenjoy.Whatapity!Ifpossible,Iwilltrytohelp.T:Welldone!Beforeweendthisclass,doyouhaveanyquestionsaboutthelanguagepoints?Dealwithsomelanguagepoints.Languagepoints:1.Tombe’sfather,Mukap,ledustohishouse,alowbamboohutwithgrassstickingoutoftheroof—thisshowsit’saman’shouse.“withgrassstickingoutoftheroof”是獨立主格結構。Note:獨立主格結構又稱為“with”結構，在句中表狀態或說明背景情況，常做伴隨，方式，原因，條件等狀語。具體結構如下：1)with+名詞+介詞短語Hewasasleepwithhisheadonhisarm.Themancameinwithawhipinhishand.在書面語中，上句也可以說成：Themancamein,whipinhand.2)with+名詞+形容詞（強調名詞的特性或狀態）Withthecloudssolow,tentooneit’llrainpresently.Heusedtosleepwiththewindowsopen.3)with+名詞+副詞WithJohnaway,we’vegotmoreroom.T