A Teaching Plan for Module 7 Unit 4 Sharing

Ⅰ 教材分析An analysis of the text
        本节课要完成的是一篇Jo写给Rosemary的信，标题是A Letter Home。信的内容主要介绍Jo作为志愿者在一个小山村教书的见闻及感受。作者在信中，描述了该校的情况和去一个学生家做客的经历。通过阅读这封信，让学生感受PNG的儿童学习、生活处境的艰难，学会更加珍惜自己的学习机会。The text is “A Letter Home”, written by Jo，to Rosemary. The letter is about Jo’s seeing and feelings in a village school as a volunteer teacher。In the letter she described the conditions of life and education in the village and her stay in a student’s home. Reading of this letter may expose the students to the sufferance of the PNG children, and teach the students to cherish their advantageous learning conditions.
Ⅱ 学情分析An analysis of learning strategies
1．学生经过高中阶段必修一至选修六的学习，在听、说、写等方面也有了一定的基础，同时，具备了一定的阅读技能，如查找细节信息，猜测词义，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这篇课文的阅读。After their study of compulsory module 1 to optional module 6 during Grade One, the students are fairly strong capable in listening, speaking, and writing. Meanwhile, the students are expected to be skilled enough in spotting required information, in decoding of new vocabulary, in summarizing a paragraph, in getting the general ideas of a whole passage. And they can read fast enough now. All this will help the students with their reading of the text in this unit.
2．这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，要想通过一篇课文的学习，完全改变学生的价值观，难度比较大，但教师可以通过本节课安排的内容，如阅读志愿者的书信，了解志愿者工作的意义，帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。The theme of this unit is sharing, helping, and cooperating. It seems unlikely for G11 students to change their own fixed values of life through the study of a single unit. Yet, teachers, by taking advantages of the contents in this text, such as reading of Jo’s letter home, help the students to learn about the importance of voluntary work, about this world, about the importance of cooperation, and about self-achievement through helping others.
3．学生在本节课的学习过程中需要运用预习策略，跳读、略读、搜集分析信息策略以及阅读过程中的归纳整理策略等。For the study of this text, the students will need strategies to preview, to scan and skim, to collect and analyze information, and to streamline the data while reading.
Ⅲ 教学目标Teaching Objectives
1、 情感态度与文化 意识目标Emotional attitude and cultural sense
1) To help Ss to learn the importance of helping others and the ways to help others.
2) To help Ss to learn about the educational and living conditions of Papua New Guinea to develop their awareness of helping those in need.
2.语言知识目标Knowledge of Language
1) 掌握下列词汇 Ss are able to use the following words and phrases:
relevant，adjust, participate, privilege.
2）以‘-f’ or ‘-fe’结尾的单数名词变为复数的规律Rules to turn single nouns ended with ‘f’ or ‘fe’ into plural ones.
3. 语言技能目标: Language skills
1）强化跳读、略读等阅读技能，提高通过寻找关键词、主题句等方式快速理清文章的总体框架与脉络的技能。 To reinforce scanning and skimming skills, to get general ideas by locating the key words, etc. and to have a clear picture of the framework and development of a passage. 
2) 归纳段落大意，探索知识结构的内在联系。Enable students to explore the inner relationship hidden in the knowledge framework. 
Ⅳ 教学重点和教学难点Important and difficult teaching points
1. Teaching important points:
1) Single nouns ended with ‘-f’or ‘-fe’ turning into plural ones；
2) relevant，adjust, participate, privilege.
2. Teaching difficult points:
1) The ability of scanning and skimming.
2) Enable the students to conclude the general idea for paragraphs.
Ⅴ 教学理念和教学方法Teaching concept & methods
鼓励和激发团队协作和竞争学习，以教师为主导，以学生为主体，使学生在互动交流与竞争中学习。Encourage team work，competition in class with task-based methods. Take a teacher as a leading factor, and students as the main body, to study in interactive ways, with teachers playing the guiding role in an interactive learning setting.
Ⅵ 教学手段Teaching aids
Multimedia computer, a projector，some slides and class checking cards. 
Ⅶ 板书设计Writing on blackboard
On the left of the blackboard are the key words and expressions. On the left a form ，daily group competition.
Ⅷ 教学流程Teaching procedures
Step 1: Leading-in
I know you have discussed the pictures in the letter, and you are well prepared for today’s class. Now let’s start this lesson with a picture. Ask Ss if they have heard of Xu Benyu. It’s good for Ss to understand what a volunteer is. It also helps to create the Ss’ interests in this period, and inspire Ss with desire to know about the Australia volunteer Jo’s experience in Papua New Guinea (PNG).
T: Do you know who the man on the ppt is ?
  Yes, he is Xu Benyu who got a prize in Moved China in 2004. 
  And do you know what he did to move all Chinese? Who knows? Please hands up.
  Very good. Who can try to introduce him to us?
Xu Benyu is a young man who has moved China. He abandoned his study chance in 2003 to teach as a volunteer in the remote areas in Guizhou. It is said that now he has gone to a poor country in Africa to teach Ss as a volunteer.
But you know in today’s class, we’re going to learn A Letter Home in Unit 4 Sharing, which is about a foreign volunteer’s experience, who works as a teacher in a remote village in Papua New Guinea.
〖板书writing on blackboard：Unit 4 Sharing A Letter Home〗
Step 2: New words and expressions.
A. Read the words and expressions aloud after the Mp3.
B. Key words and expressions
Now before we take up the text, let’s have the new words and expressions. Please turn to page 100; let’s follow the Mp3 to read the new words and expressions aloud together.
〖板书writing on blackboard：relevant，adjust，participate，privilege〗
1. relevant adj. 有关的；切题的
be relevant to= have sth. to do with 与……有关
relevance   n.  关联；相关性
have relevance to      与……有关
have no relevance to=have nothing to do with与……无关
be relevant to与……有关；而concerning 是介词，相当于about,后面不加to。
2. adjust   vt.&vi.调整；使适合
  Last night I adjusted my clock twice before I went to bed because I was anxious about today’s demonstration class.。
adjust(sth.／oneself)(to sth.)使适应；适应
It seems that the newcomers have adjusted themselves in the schoo1.新来的同学看来适应了学校生活。
He adjusted himself very quickly to the heat of the country.他使自己很快适应了这个国家炎热的气候。
adjustment n.  调整；修正
adjustable adj.  可调节的；可调整的注意：该词作不及物动词时， adjust sth. to sth.调整某物以适应某物。
3. participate  vi. 参加,参与；有关系
participate in参加,参与 
Everyone in class is expected to participate in these discussions.希望全班同学都能参与这些讨论。
participant    n.    参加者,参与的人 
4. privilege
It is a great privilege for me to have this class. 今天能够在这里上这一节课真是难得的一次机会。
I hope to have the privilege of becoming a teacher if I can succeed in today’s interview. 但愿有幸能成为一名老师。
Step 3: Pre-reading
That’s all for the new words and expressions. Now I will introduce some information about PNG to Ss and help them. Present something about the country’s location , population ,economy and education.
What do you know about Papua New Guinea? Do you know where this country is located?
Present the map of Papua New Guinea. Look at some information it on the PPT.
Location: Situated to the north of Australia
Population: About 5.7 million
Economy: A poor country with most people living in tribal villages and depending on subsistence farming to make a living.
Education: About 85% of children start school but only about 60% of these reach Grade 5.
Step 4: Scanning the text
Now we know that Papua New Guinea is a very poor country so it needs help from other countries. You are to use 4 minutes to scan the text to get a general understanding about the characters of the text by scanning the text.
There are many roles in this text. I will ask Ss to read the text quickly and find out the people mentioned in the text.
T: Let’s begin reading the text. There are many persons mentioned in the text. Can you find out who they are? Look at the PPT for reference. You are required to fill in the subjects of the sentences. Are you clear what to do next? Now read the text quickly.
【If you find out one character correctly, your group will get one score.】
T: Finish? Ok! Let’s begin!
1. Jo is a young Australian woman, who works as a volunteer in the village.
2. Rosemary was dying to hear all about Jo’s life in Papua New Guinea.
3. The boy walked a long way to get to the school.
4. The boys and Jo didn’t have any textbooks.
5. Jo became much more imaginative when teaching.
6.The boys started jumping out the windows during a chemistry experiment.
7. Jo and Jenny visited a village that was the home of one of the boys, Tombe.
8. Mukap led us to a low bamboo hut
Step 5: Skimming the text
I’d like you to read the text slightly slowly. Take a note while reading to finish Exercise 1 on page 31.
T: Look at the table on the PPT. Now let’s read the text to understand the customs and lives of the people in Tombe’s village. 
Jo’s high school 
Types of houses The village huts are small. They have no windows. They are made of wood and bamboo and have grass roofs. The floor has bamboo matting on it. The walls do not reach the roofs (except the walls of the new science lab). There is no glass in the windows.
Family relationships Everyone seemed to be relative of Tombe’s.
Cooking methods Hot stones are placed in an oil drum, then vegetables are placed in the drum, covered with ban
Sleeping arrangement Kiak usually slept in her own hut. A newly made platform for Jenny and me to sleep on.
Diet sweet potato, corn and greens, banana leaves, peanuts ana leaves and steamed.
Possessions one broom, a few tin plates and cups, a couple of pots
Beliefs They believe that any leftovers attract evil spirits in the night, so the food is dried up in the can and the can is then thrown out of the hut. Otherwise they don't waste anything.
Step 6: Reading comprehension
A. I’d like you to divide the letter into proper parts according to the general idea expressed by the author, Jo. Then I’d like you to work in groups of four to finish it.
【Stating correctly, one more score will add to the group.】Suggested answers:
Part 1 (para.1)：An introduction, opening of the letter
Part 2 (para.2-3)：The conditions of the high school
Part 3 (para.4-8)：A visit to a local village.
Part 4 (para.9)：The close of the letter
B.  Multiple-choice about reading comprehension
【Choose one correct answer, and your group will get one more score.】
1. In a chemistry experiment the boys jumped out of the windows because they _____.
A. were frightened by the bubbling mixture
B. couldn’t stand the terrible smell of the mixture
C. didn’t like doing chemistry experiments
D. knew chemistry was not relevant to them
2. Which of the following is TRUE about Jo’s attitude?
A. She’s sure all they’ll go to college in the future.
B. She is wondering if she can make any difference to the children’s life..
C. She believes chemistry is very useful to them.
D. She doesn’t like the simple life in the mountain village.
3. By writing “The only possessions that I could see were…”, the author wants to tell us ____.
A. Tombe’s family was kind-hearted
B. Tombe’s family was guest-lovers
C. Tombe’s family was too poor
D. Tombe’s family only used simple things
4. Why did Tombe throw out the tin can?
A. Because he believed the grill wouldn’t be dangerous.
B. Because he believed the can attracted evil spirits.
C. Because he believed the can has no use at all.
D. Because he believed any leftovers attracted evil spirits.
5. The purpose that the author wrote the letter is to ___.
A. tell Rosemary how happy she was in the small village
B. tell Rosemary her learning life in the high school
C. tell Rosemary she doesn’t like teaching there
D. tell Rosemary her teaching life in the high school
Keys: 1.A 2.B 3.C 4.D 5.D
Step 7: Summarizing and homework for today
A. Summarizing: In today’s class we’ve finished reading the text, A Letter Home, and reviewed the rules to change single nouns ended with ‘f’ or ‘fe’ to plural nouns and we also learned key words: relevant，adjust，participate，and privilege.
B. Homework for today
First read the text again to find out the attributive clauses from the letter and then copy them in your exercise book.
Second read the text again to get further understanding and then do Exercise 3 on page 31.
Discuss what do you think are the positive and negative aspects about living in such a village in Papua New Guinea? The first one is done for you.
Positive aspects Negatives aspects
1. Boys value education
   … 1.No running water or electricity
  …