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(共30张PPT)
人教版选择性必修（四）
Unit 4 Sharing
Reading and Thinking
Learning objectives
In this section, you are going to:
get some basic information about volunteering
understand the passage about volunteering in Papua New Guinea
know about the education and living conditions in less developed areas
increase the awareness of the importance of helping others
1. What do you think is happening in the photo
2. Think about the things you do to help other people. Write them down and share with your partner.
3. Share your experiences as a volunteer, if you have any.
Look and discuss
1. What do you think is happening in the photo
Some young people in Africa are enjoying water at a new well which was provided by China.
2. Think about the things you do to help other people. Write them down and share with your partner.
I help at school by cleaning the classroom and picking up rubbish on the school ground. I help others farther away by donating some pocket money to the Red Cross Society of China regularly.
3. Share your experiences as a volunteer, if you have any.
I spent a summer volunteering to help feed homeless people. It was a wonderful but busy time. Though the work was quite hard, I felt good about my contribution to society and my role in helping others.
Look and discuss
Look and discuss
As you grow older, you will discover that you have two hands, one for helping yourself, the other for helping others.
—— Sam Levenson
萨姆 利文森 —— 美国喜剧演员、作家、教师、电视主持人和记者
该引言揭示了自我成长与帮助他人二者间相互促进的关系：帮助的前提是自强，帮助他人是成长的标志与担当。
Time Tested Beauty Tips
For attractive lips, speak words of kindness.
For lovely eyes, seek out the good in people.
For a slim figure, share your food with the hungry.
For beautiful hair, let a child run his or her fingers through it once a day.
For poise, walk with the knowledge you’ll never walk alone.
People, even more than things, have to be restored, renewed,
revived, reclaimed, and redeemed; never throw out anybody.
Remember, if you ever need a helping hand,
you will find one at the end of your arm.
As you grow older, you will discover that you have two hands,
one for helping yourself, the other for helping others.
Look and discuss
Lead-in
What is volunteer
Volunteers are not paid, not because they are worthless, but because they are priceless.
There are many volunteers working in different mountainous areas or developing countries.
Papua New Guinea is an island nation that takes up the eastern half of the island of New Guinea along with some smaller islands. It is located just to the north of Australia. About eight million people speaking about 820 languages live in this nation, most in small villages in remote jungles.
As the interior of Papua New Guinea is one of the least explored areas on the earth, it is thought that there are numerous uncontacted people groups there. As a developing country, 40% of the population is self-sustaining—they raise or gather their own food and everything they need for their existence, and have little or no experience of having money, getting a salary, or buying things in shops.
The country’s literacy rate is about 64%. Though education is provided for free, it is not compulsory, and many communities do not have schools. Many schools have volunteer groups teaching languages, games and sports, construction, medical work or environmental conservation.
Lead-in
Activity 1
A young Australian, Jo, worked for two years as a volunteer teacher in Papua New Guinea. What challenges do you think she might have faced
It would be hard to get used to living without a TV, computer, or other modern conveniences. The food and overall lifestyle might also be a challenge, as it is so different from her country. As a teacher, getting good teaching materials and supplies would also be hard.
Read the blog entries by Jo. As you read, underline the parts of the text you read slowly. Then compare your reading pace with a partner.
Adjust reading speed
When reading a passage, adjust your speed to get the most out of it. If the material is easy or familiar, you can read through it quickly. If it is difficult or contains useful details, read it a bit slower and try to understand more.
Activity 2
Reasons why someone would read some parts of a passage more slowly than others:
It contains words and concepts that are more difficult to understand.
It is packed full of detailed information.
The language is beautiful or enriching and the reader may want to savour the enjoyment of reading it.
Fast reading
1. What does Jo mainly talk about in her blogs
Her experience of voluntary teaching at a bush school and a visit to a local family, the challenges she met, and the positive aspects of her voluntary work. She also shared her feelings and attitudes to her voluntary work, the people, and the life there.
2. Where was Jo in her two blogs and what were the places like
At the bush school and the home of one of her students. The classrooms were made of bamboo, with clay floors and roofs of grass. The student’s house was a low, round bamboo hut without windows, with a door just big enough to get through, and with grass sticking out of the roof. The house was dark inside, with fresh grass laid on the floor and a platform to sleep on.
While reading
Divide the two blogs into several parts and work out the main ideas.
Paragraph Main idea
Part 1 1 Jo received a parcel from home.
Part 2 2-3 The conditions about the bush school and the challenges Jo has been facing.
Part 3 4 How Jo got to Tombe’s home.
Part 4 5-7 What Jo has witnessed in Tombe’s village.
Part 4 8 Jo’s feeling after visiting the village.
VOLUNTEERING IN THE BUSH
8 March
I just got a parcel from home! It took about two weeks to arrive, and it was a bit damaged, but it was so nice to get some sweets and jam from home; I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!
So I’ve been here in the jungle for about a month now. My secondary school is a bush school. The classrooms are made of bamboo, with clay floors and roots of grass. It takes me only a few minutes to walk to school down a dusty track covered in weeds. When I reach the school grounds, I’m greeted by a chorus of “good morning” from the boys. Unlike students in our country, these boys do not wear cotton uniforms, and many of them also have to walk a long way, sometimes for up to two hours, just to get to school.
Reading material
There’s no electricity, running water or even textbooks, not to mention laptops, tablets, or other modern devices! All the students have are pencils, rubbers, and paper. I’m still trying to adapt to these conditions. I’ve had to become much more imaginative in my teaching. Science is my most challenging subject as my students have no concept of doing experiments. There is no equipment, and since there isn’t even a washroom, if I need water I have to carry it from my house in a basin! It’s important not to be too rigid about rules here, too. The other day I was showing the boys a chemistry experiment when, before I knew it, the mixture was bubbling out of the test tube spilling everywhere! The class became a circus as the boys, who had never come across anything like this before, started jumping out of the windows. Sometimes I wonder how relevant chemistry is to these students—few will ever become chemists—and most will be going back to their villages after Year 8 anyway. To be honest, I doubt whether I’m making any difference to these boys’ lives at all.
Reading material
While reading
1. How did Jo feel when receiving the parcel from home
She was excited to receive the parcel.
2. Which expression shows her feeling
... it was so nice to get some sweets and jam from home ...
... I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!
3. Why would Jo feel that way What can you infer from the reasons
Because she is expecting the parcel and eager to receive it. It reflects the inconvenience of transportation and express delivery, as well as the lack of essential supplies.
Para 1
a parcel from home
The poor learning condition is described through the sense of .
While reading
1. What does the school look like
a ________ school ____________ classroom
____________ floors
____________ roofs
____________ track covered in ____________
bush
sight
bamboo
clay
grass
dusty
weeds
2. How does the students impress Jo
greet me with a ________ of _____________
do not wear ________________
walk a ________ way to school
chorus
long
good morning
cotton uniforms
The poor living condition is showed through the sense of ________.
touch
The friendliness of students is showed through the sense of ________.
sound
use senses to visualize the facts
Para 2
conditions about the bush school
While reading
Para 3
challenges Jo has been facing
What they have What they haven’t
running water
text books
modern devices
washroom
equipment for experiments
electricity
rubbers
paper
pencils
basic
facilities
learning
equipment
writing
materials
limited education resources
students’ eagerness to be educated
contrast
contrast
17 April
Last weekend I made my first visit to a remote village, home to one of our students, Tombe. Another teacher and I walked for two and a half hours to get there—first, up a mountain from where we had fantastic views, and then down a shaded path to the valley below. When we arrived at the village, Tombe’s mother, Kiak, saw us coming and started crying “ieee ieee”. We shook hands with all the villagers. Everyone seemed to be related to Tombe.
Tombe’s father, Mukap, a man with a strong jaw and a wrinkled forehead, led us to his house, a low, round bamboo hut with no windows, with a door just big enough
to get through, and with grass sticking out of the roof—this shows it is
a man’s house. Such housing is dark inside so it took time for our eyes
to adjust. Fresh grass had been laid on the floor and there was a platform
for Jenny and me to sleep on. There was a fireplace in the centre of the
hut. The only possessions I could see were one broom, a few saucers, a
kettle, cups, pans, and a couple of jars.
Reading material
Mukap built a fire outside and laid stones on it to heat. He then placed the hot stones in an empty oil drum with kau kau (sweet potato), ripe corn, and greens. He then covered the vegetables with banana leaves and left them to steam. It smelled delicious. We ate inside the hut sitting round the fire. I loved listening to the family talking softly to each other in their language, even though I could not participate much in the conversation. Luckily, Tombe interpreted for us.
Later, I noticed a can standing upside down on the grill over the fire. After a while, Tombe threw it out of the doorway. Tombe told me that the can was heated to dry out the leftover food. His family believes that leftovers attract bad spirits in the night, so any leftover food is dried up in a can and the can is then thrown out of the hut.
We left the village the next morning after many goodbyes and firm handshakes. My muscles were aching and my knees shaking as we dragged ourselves down the mountain towards home. That evening I fell happily into bed. It was such a privilege to have spent a day with Tombe’s family.
Reading material
destination ________’s home——a ________ village
companion
distance ___________________’s walk: first, up a _________, then down a _______ path
reception _____ cried “ _________ ”
_____________ with all villagers
everyone seemed to be __________ Tombe
Tombe
remote
Jenny
two and a half hours
mountain
shaded
Kiak
ieee ieee
shook hands
related to
While reading
Para 4
How Jo got to Tombe’s home
They are hospitable.
While reading
Para 5-7
What Jo has witnessed in Tombe’s village
Tombe’s life
possession
accommodation
belief
diet
They lead a ____________________ life.
simple/harmonious
1. What was Jo’s feeling after visiting the village
She felt happy and satisfied and she thought it a privilege to have spent a day with Tombe’s family.
2. Why would she feel that way
After spending a day with Tombe’s family, she was deeply moved by them. Although the housing and furnishings there are very simple, yet their relationships are harmonious and the villagers are very enthusiastic.
Para 8
Jo’s feeling after visiting the village
While reading
The change of Jo’s feelings
What makes the change
adjustment
excited
happy
discouraging, doubtful
interested, enjoyable
exhausted, happy, satisfied
receiving the parcel
teaching science
greeted by her students
visiting Tombe’s home
after the visit
cultural shock
While reading
Answer the following questions.
1. What do you think “the bush” means
A wilderness area.
2. What has been Jo’s most challenging subject to teach Why
It’s science, because her students have no concept of doing experiments and there is no equipment.
3. What did Jo notice about the homes in the village she visited
They were low, round bamboo huts with no windows, with a door just big enough to get through, and with grass sticking out of the roof.
4. What did Jo notice after the meal
A can standing upside down on the grill over the fire.
5. What is Jo’s general impression of the place and people there
She loved being there and felt it was a privilege to have spent a day with them.
Activity 3
Analyse Jo’s impressions of life in the village she visited.
Activity 4
Positive aspect Negative aspect
The students value education No running water or electricity
Able to get mail No textbooks or supplies
Take only a few minutes to walk to school The students have no concept of doing experiments
The students are friendly No washroom
Fantastic scenery The students may not be able to use what they have learnt
Nice people Have to walk a long distance to go anywhere
Interesting culture No beds, few possessions
Positive aspect Negative aspect
The students value education No running water or electricity
In groups, discuss these questions.
1. Jo felt it was a privilege to have spent a day with Tombe’s family. If you were Jo, how do you think you would have felt Why
I would have felt privileged as well, as it was a rare chance to glimpse into another culture that most people will never have.
2. What are the differences between the school you go to and the one described in the passage
I go to a school that has all the conveniences of modern society, so there is no comparison at all. We have plenty of equipment and supplies, comfortable chairs, air conditioning, computers, etc.
3. Would you like to become a volunteer teacher Why or why not
I think it would be interesting to do that for a while. It would be a good opportunity to make a difference to someone else’s life, and also to learn about a new culture.
Activity 5
Vocabulary
1. n. 包裹
vt. 裹好；打包
2. n. 果酱；堵塞
3. n. 邮件；信件；邮政
vt. 邮寄；发电邮给
4. adj. 中学的；次要的
5. n. 黏土；陶土
6. n. 杂草；野草
vt. & vi. 除杂草
7. n. 合唱曲；合唱团
vt. 合唱；齐声说
parcel
jam
mail
clay
weed
chorus
secondary
Vocabulary
8. n. 棉布；棉花
9. n. 校服；制服
adj. 一致的；统一的
10. n. 平板电脑；便笺本；药片
11. n. 橡皮；黑板擦；橡胶
12. n. 洗手间；厕所
13. adj. 死板的；固执的
14. n. 管子；管状物
15. n. 马戏团
cotton
uniform
tablet
rubber
washroom
rigid
tube
circus
Vocabulary
16. vt. 给……遮挡（光线）；加灯罩；把……涂暗
n. 阴凉处；灯罩；阴影部分
17. n. 颌；下巴
18. vt. & vi. （使脸上）起皱纹；皱起
n. 皱纹
19. n. 额；前额
20. n. 住房；住宅
21. n. 平台；站台；舞台
22. n. 茶碟；杯托
shade
jaw
wrinkle
forehead
housing
platform
saucer
Vocabulary
23. n. （烧水用的）壶；水壶
24. n. 平底锅；烤盘
25. adj. 成熟的；时机成熟的
26. vt. 拖；拽
vt. & vi. 缓慢而费力地移动
27. n. 优惠待遇；特权
28. n. 沙土；灰尘
vi. & vt. 擦灰
→ adj. 布满灰尘的
kettle
pan
ripe
drag
privilege
dust
dusty

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