Unit 4 Sharing-Reading and Thinking 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 4 Sharing-Reading and Thinking 内容导航 This section mainly presents a volunteer’s diary about her experience in the bush, recording the harsh living and teaching conditions, interactions with local villagers, and her inner doubts and growth, reflecting the significance of sharing and volunteering across cultures. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and sentence patterns related to volunteering and cross-cultural communication, and improve reading comprehension and expression skills. Cultural Awareness: Understand the cultural differences and similarities between different regions, cultivate respect for diverse cultures and a sense of global citizenship. Thinking Quality: Develop critical thinking by analyzing the volunteer’s inner changes and the value of volunteering. Learning Ability: Master reading strategies such as skimming and scanning, and enhance autonomous learning and cooperative inquiry abilities. 2. 教学重难点 Key Points: Grasp the main content and structure of the diary, master the usage of core vocabulary (e.g., adapt, relevant, rigid) and sentence patterns (e.g., doubt whether..., wonder how...). Difficult Points: Understand the deep meaning of the volunteer’s inner contradictions and growth, comprehend the cultural connotation behind sharing and volunteering, and apply reading strategies to analyze and interpret the text in depth. 教学过程 Step 1: Lead-in (Warm-up and Activation) Activity 1: Brainstorming and Discussion. The teacher asks the students two questions: “Have you ever participated in any volunteer activities? What did you do and feel?” Then, invite 3-4 students to share their experiences in English. After that, the teacher shows some pictures of volunteers working in remote areas (e.g., teaching in mountainous areas, helping local villagers), and asks: “What do you think of these volunteers? What difficulties may they encounter?” Design Intention: This activity aims to activate the students’ prior knowledge and life experience related to volunteering. By sharing personal experiences, students can quickly enter the theme of the unit, arouse their interest in the topic of “volunteering and sharing”, and lay a emotional and cognitive foundation for the subsequent reading. Meanwhile, it provides an opportunity for students to practice oral expression, improving their ability to talk about volunteer activities in English. The pictures shown can help students intuitively understand the working environment of volunteers in remote areas, enabling them to better empathize with the protagonist’s experience in the text. Activity 2: Introduction to Background Information. The teacher briefly introduces the background of the text: “Today we will read a diary written by a volunteer who went to work in the bush. The bush here refers to the remote rural areas in Papua New Guinea, where the living and teaching conditions are very harsh. The volunteer recorded her daily work, interactions with local villagers and her inner feelings in the diary. Let’s find out what happened to her.” Design Intention: Providing appropriate background information helps students understand the context of the text, reduce reading difficulties, and enable them to better grasp the protagonist’s living environment and the challenges she faces. It also helps students establish a connection between the text and the real world, realizing that volunteering is a common social phenomenon across the world, which is conducive to cultivating their sense of global citizenship. Step 2: Pre-reading (Vocabulary and Prediction) Activity 1: Vocabulary Preview. The teacher presents the core vocabulary of the text on the blackboard or multimedia courseware, including nouns (e.g., washroom, hut, platform, fireplace, saucer), adjectives (e.g., dusty, rigid, ripe), verbs (e.g., adapt, spill, drag), and phrases (e.g., adapt to, be relevant to, make a difference, to be honest). For each word or phrase, the teacher provides simple definitions and example sentences related to the text, and invites students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, “adapt to” is explained as “to change one’s behavior or way of life so that one can live or work in a new situation”, and the example sentence is “The volunteer is trying to adapt to the harsh conditions in the bush.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid being blocked by new words during reading, improve reading fluency, and focus more on understanding the main content of the text. The example sentences closely related to the text can help students associate vocabulary with the context of the text, laying a foundation for the subsequent in-depth understanding of the text. At the same time, it helps students accumulate vocabulary related to volunteering and cross-cultural communication, enriching their language reserve. Activity 2: Text Prediction. The teacher shows the title of the text “Volunteering in the Bush” and the two dates (8 March and 17 April) in the diary, and asks students to predict: “What do you think the volunteer will write about in her diary? What difficulties may she encounter? Will she have any changes in her feelings?” Students can discuss in groups of 4 for 2 minutes, then each group sends a representative to share their predictions. Design Intention: Predicting the content of the text before reading can stimulate students’ reading motivation and curiosity, making them read with questions and purposes. Group discussion can promote students’ cooperative learning, enable them to exchange ideas with each other, and improve their ability to think and express in English. At the same time, the prediction activity can help students establish a preliminary framework of the text, which is conducive to improving their reading efficiency and comprehension ability. Step 3: While-reading (Comprehension and Analysis) Activity 1: Skimming for Main Idea. Ask students to read the text quickly (skimming) and answer the following questions: 1. What is the main content of the text? 2. How many parts can the text be divided into? What is the main content of each part? After students finish reading, invite them to answer the questions, and the teacher summarizes and supplements: The text is a volunteer’s diary, which is divided into two parts according to the dates. The first part (8 March) mainly describes the harsh living and teaching conditions in the bush and the volunteer’s inner doubts; the second part (17 April) mainly records the volunteer’s visit to Tombe’s home and her interactions with local villagers. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the main content and structure of the text, training their ability to extract key information. By dividing the text into parts and summarizing the main content of each part, students can form a clear framework of the text, which is conducive to the subsequent in-depth analysis of the text. At the same time, it helps students understand the overall context of the diary and lay a foundation for understanding the protagonist’s emotional changes. Activity 2: Scanning for Specific Information. Ask students to read the text again carefully (scanning) and complete the following tasks: Task 1: Fill in the blanks about the living conditions in the bush: There is no electricity, no running water, no textbooks, not even a _______. The students only have pencils, rubbers and paper. Task 2: Fill in the blanks about the teaching conditions: The most challenging subject for the volunteer is _______, because the students have no concept of doing experiments and there is no equipment. Task 3: Find out the details about Tombe’s home: The house is a low, round bamboo hut with no _______, a small door and grass on the roof. There is a _______ in the centre of the hut, and the floor is covered with fresh grass. Task 4: List the volunteer’s inner doubts mentioned in the text. After students finish the tasks, the teacher checks the answers with the whole class, and explains the key points and difficult points in the tasks. For example, when checking the answer to Task 4, the teacher guides students to find the sentence “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.” and analyzes the volunteer’s inner doubts: she doubts the significance of teaching chemistry to the students and whether she can really change the students’ lives. Design Intention: Scanning is a reading strategy that focuses on extracting specific information. Through this activity, students can further understand the details of the text, such as the living and teaching conditions in the bush and the details of Tombe’s home, which helps them better understand the protagonist’s living environment and the challenges she faces. At the same time, finding the volunteer’s inner doubts lays a foundation for the subsequent analysis of her emotional changes. The teacher’s explanation of key points and difficult points can help students solve reading obstacles in time and deepen their understanding of the text. Activity 3: Close Reading for Emotional Changes. Ask students to read the text carefully again, focus on the volunteer’s emotional changes, and discuss the following questions in groups: 1. What is the volunteer’s feeling on 8 March? What details can prove it? 2. What is her feeling on 17 April? What details can prove it? 3. Why do you think her feelings change? After group discussion, each group sends a representative to share their opinions, and the teacher summarizes: On 8 March, the volunteer feels confused and doubtful. The details include her difficulty in adapting to the harsh conditions, her doubt about the relevance of chemistry teaching, and her doubt about whether she can make a difference to the students’ lives. On 17 April, she feels warm and moved. The details include the warm reception from Tombe’s family and the villagers, the delicious food made by Mukap, and the simple and sincere friendship between the villagers. Her feelings change because she experiences the simplicity and kindness of the local villagers, realizes the value of sharing and communication, and begins to understand the significance of her volunteer work. Design Intention: Close reading is the key to in-depth understanding of the text. By analyzing the volunteer’s emotional changes, students can not only understand the protagonist’s inner world more deeply, but also grasp the theme of the text—sharing and the value of volunteering. Group discussion can promote students to exchange ideas, learn from each other, and improve their ability to analyze and interpret the text. The teacher’s summary helps students sort out their ideas and form a clear understanding of the protagonist’s emotional changes and the reasons behind them, which is conducive to cultivating their thinking quality. Activity 4: Language Points Analysis. On the basis of close reading, the teacher focuses on analyzing the key vocabulary and sentence patterns in the text, combining with the context to help students master their usage. 1. Core vocabulary: (1) adapt: The volunteer is still trying to adapt to the challenging conditions. (explain the usage of “adapt to”, and ask students to make sentences with it) (2) relevant: Sometimes I wonder how relevant chemistry is to these students. (explain the meaning of “relevant” and the phrase “be relevant to”, and ask students to translate a sentence: “This book is relevant to our study.”) (3) rigid: It’s important not to be too rigid about rules here. (explain the meaning of “rigid” and its antonym “flexible”) 2. Key sentence patterns: (1) I doubt whether I’m making any difference to these boys’ lives at all. (explain the usage of “doubt whether...”, and ask students to make sentences with it) (2) When we arrived at the village, Tombe’s mother, Kiak, saw us coming and started crying “ieee ieee”. (analyze the adverbial clause of time “when...” and the present participle phrase “coming” as the object complement) (3) Such housing is dark inside so it took time for our eyes to adjust. (explain the structure “it takes time for sb. to do sth.”, and ask students to make sentences with it) Design Intention: Language points are the key content of English teaching. Combining the context to analyze key vocabulary and sentence patterns can help students understand their usage more deeply, avoid mechanical memory, and improve their ability to use language flexibly. Asking students to make sentences and translate can consolidate their mastery of language points, and lay a foundation for their subsequent oral and written expression. At the same time, it helps students better understand the text by analyzing the language features of the text. Step 4: Post-reading (Application and Extension) Activity 1: Text Retelling. Ask students to retell the text according to the following clues: Time (8 March and 17 April) — Events (living and teaching conditions, visiting Tombe’s home) — Feelings (doubtful → warm and moved). Students can retell the text individually or in pairs. After that, invite 2-3 students to retell the text in front of the class, and the teacher comments on their performance, pointing out their advantages and areas for improvement. Design Intention: Text retelling is an effective way to check students’ understanding of the text. It can help students consolidate the main content and structure of the text, improve their oral expression ability and logical thinking ability. Retelling in pairs can promote cooperative learning, and the teacher’s comments can help students find their own problems and improve their retelling ability. At the same time, it helps students deepen their understanding of the protagonist’s experience and emotional changes. Activity 2: Group Discussion. Divide students into groups of 4, and ask them to discuss the following questions: 1. What do you think of the volunteer’s experience? Do you admire her? Why or why not? 2. What is the significance of volunteering? What can we learn from the volunteer? 3. If you have a chance to be a volunteer, where would you like to go? What would you like to do? Each group discusses for 5 minutes, then sends a representative to share their opinions. The teacher summarizes the students’ opinions, emphasizing the significance of volunteering: volunteering is a kind of sharing, which can help others, enrich one’s own experience, and promote cross-cultural communication and understanding. We should learn from the volunteer’s spirit of courage, dedication and kindness. Design Intention: Group discussion can stimulate students’ thinking, enable them to express their own views and opinions, and improve their ability to think critically and communicate cooperatively. The questions designed are closely related to the theme of the text and students’ real life, which can help students connect the text with their own life experience, understand the significance of volunteering more deeply, and cultivate their sense of social responsibility and dedication. The teacher’s summary helps students sort out their ideas, deepen their understanding of the theme, and guide them to establish correct values. Activity 3: Writing Practice. Ask students to write a short passage (80-100 words) about “My Understanding of Volunteering” or “If I Were a Volunteer”. The teacher provides some key words and sentence patterns for reference: volunteer, share, help others, dedication, make a difference, adapt to, challenge, warm, meaningful. After students finish writing, invite 2-3 students to read their passages in front of the class, and the teacher comments on their writing, focusing on the content, language and structure. Design Intention: Writing practice is an important link to apply the knowledge learned. It can help students consolidate the vocabulary and sentence patterns learned in the text, improve their written expression ability. The topic of writing is closely related to the theme of the text, which can help students deepen their understanding of the theme and express their own views and feelings. The teacher’s comments can help students find their own problems in writing and improve their writing level. At the same time, it helps students transfer the knowledge and emotion learned in the text to their own written expression, realizing the integration of input and output. Activity 4: Cultural Extension. The teacher introduces some volunteer activities around the world, such as the Peace Corps, volunteer teaching in rural areas in China, and volunteer activities in disaster-stricken areas. Then, ask students to talk about the cultural differences in volunteer activities between different countries and regions, and guide them to understand that although there are cultural differences, the spirit of volunteering (sharing, dedication, kindness) is common to all mankind. We should respect cultural differences and promote cross-cultural communication through volunteering. Design Intention: Cultural extension can broaden students’ horizons, help them understand the diversity of volunteer activities in the world, and cultivate their sense of global citizenship. By discussing cultural differences in volunteer activities, students can improve their cross-cultural communication ability and cultural awareness, realizing the goal of cultural literacy training. At the same time, it helps students understand the universal value of volunteering, and guides them to actively participate in volunteer activities and practice the spirit of sharing. Step 5: Summary and Reflection Activity 1: Class Summary. The teacher leads students to review the main content of the class: 1. The main content and structure of the text (a volunteer’s diary about her experience in the bush). 2. The volunteer’s emotional changes (doubtful → warm and moved) and the reasons behind them. 3. Core vocabulary and sentence patterns related to volunteering and cross-cultural communication. 4. The significance of volunteering and the spirit we should learn. Design Intention: Class summary helps students sort out the knowledge learned in the class, form a systematic understanding, and consolidate the learning content. It also helps students review the key points and difficult points of the class, and deepen their understanding of the theme of the text. Activity 2: Student Reflection. Ask students to reflect on their own learning in this class: 1. What have I learned in this class? 2. What difficulties have I encountered? 3. What can I do to improve my learning? Students can write down their reflections in their notebooks, and some students can share their reflections with the class. Design Intention: Student reflection is an important part of learning ability training. It can help students understand their own learning situation, find their own problems and shortcomings, and put forward improvement measures. It also helps students cultivate the habit of autonomous learning and reflection, improving their learning ability. Sharing reflections with the class can promote students to learn from each other and make progress together. Activity 3: Homework Arrangement. 1. Review the core vocabulary and sentence patterns learned in this class, and make 5 sentences with the key vocabulary. 2. Finish the writing practice (My Understanding of Volunteering or If I Were a Volunteer) and polish it. 3. Search for one volunteer story online and share it in the next class. 4. Think about how to practice the spirit of sharing in daily life. Design Intention: Homework arrangement is an extension of classroom teaching. It can help students consolidate the knowledge learned in the class, improve their language application ability. Searching for volunteer stories can broaden students’ horizons and deepen their understanding of volunteering. Thinking about how to practice the spirit of sharing in daily life can guide students to apply the emotion and value learned in the class to real life, realizing the integration of teaching and life. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $