Unit4 Sharing Period 1 Opening Page + Reading and Thinking—Reading comprehension 教学设计-2025-2026学年高中英语人教版选择性必修第四册

Teaching and Learning Design Book4 Unit4 Sharing 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：志愿服务 词汇：能正确使用下列单词和词块。 单词：parcel, jam, mail, secondary, clay, dust, weed, chorus, cotton, uniform, tablet, rubber，washroom, rigid, tube, circus, chemist, shade, jaw, wrinkle, forehead, housing, platform, saucer, kettle, pan, ripe, drag, plug, disabled, resign, deserve, input, tune, contract, circuit, disability, consultation, relay, criterion, stability, pray 词块：a chorus of, up to two hours, not to mention, adapt to, have no concept of, the other day，come across, to be honest, make a/any difference, be related to, even though, fall into bed, such a privilege, take for granted, prior to, ask for one's input, sing a different tune, a circuit of, relay to, be supportive of, by any criteria, global citizens, build a community with a shared future for mankind, a fair chance 语法：能够在语篇理解中掌握按结构分类的句子成分，更加熟悉各类短语的结构和表意功能，并在写作中运用短语增加细节描写，充实语篇内容。 语篇： 1. 阅读澳大利亚志愿者在巴布亚新几内亚支教的博客文章，了解支教的困难与收获。 2. 阅读讲述中国对外援助故事的演讲稿，树立人类命运共同体意识，书写、传播中国经验。 3. 听懂并理解学生参加志愿服务活动的对话，了解学生参与志愿服务的方式和意义。 表达： 1. 能够口头交流志愿服务的方式和意义，根据个人特点和特长提出参与志愿服务的建议。 2. 能够以演讲稿的形式写出并讲述中国援助其他国家的故事，并联系个人实际发表观点或抒发感情，尝试使用设问的方式增加演讲中与听众的互动。 学习能力 1. 能够用分类与关联的方式学习、整理词汇，构建词汇语义网络。 2. 能够掌握短语在句子和语篇表达中的作用，主动使用短语丰富语言内容。 文化意识 1. 了解对外援助工作中遇到的文化现象，理解文化差异，形成文化对比。 2. 在学习过程中联系实际，形成文化尊重的意识。 3. 了解中国对外援助的故事，增强文化自信，树立人类命运共同体意识。 思维品质 1. 能够辩证地看待志愿服务中的积极因素和消极因素，创造性地思考解决问题的方案。 2. 能够依据事实进行分析，分别从援助者和受援者两个角度客观评价志愿服务的意义与作用。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2) 课时2 Reading and Thinking—Language focus (阅读语篇2) [实际需要2课时完成] 课时3 Learning About Language—Building up your vocabulary (综合运用语篇3) 课时4 Learning About Language—Discovering Useful Structures (综合运用语篇4) 课时5 Using language (Listening and Speaking ) (听说语篇5) 课时6 Using language—Reading comprehension and language focus (阅读语篇6) 课时7 Using language—Writing (写作语篇7) 课时8 Assessing Your Progress(综合运用语篇8) + Project (综合运用语篇9) Period 1 Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Read and understand the passage about volunteering in Papua New Guinea and know about the education and living conditions in less developed areas; 2) Improve the students’ thinking quality by discussing the questions; 3) Increase the awareness of the importance of helping the needy. Teaching and learning important points: 1) Reading comprehension of the text with an appropriate reading pace; 2) Improving the students’ thinking quality by discussing the questions; 3) Increasing the awareness of the importance of helping the needy. Teaching and learning difficult points: 1) Reading comprehension of the text with an appropriate reading pace; 2) Improving the students’ thinking quality by discussing the questions; 3) Increasing the awareness of the importance of helping the needy. Teaching and learning procedure: Step 1 Leading in and introduction (Opening Page) Activity 1 Leading-in and introduction 1. Lead in the topic of this unit and talk about the importance of sharing and volunteering. 2. Talk about the picture and answer the questions. 1) What do you think is happening in the photo? How do the boys feel? Some young people in Africa are enjoying water at a new well which was provided by China. 2) Can you describe the situation of the place and what kind of China aids is presented in the photo? The photo is of children getting water from a well in Guayotse Village, Eastern Region, Ghana, on June 18, 2018. The well, which was dug in 2016, was part of a Chinese government aid initiative to dig 1,000 wells in Ghana as part of the Belt and Road Initiative. 3) Think about the things you do to help other people. Write them down and share with your partner. Open question. (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.) 4) Share your experiences as a volunteer, if you have any. Open question. (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.) 3. Learn about the quote. As you grow older, you will discover that you have two hands, one for helping yourself, the other for helping others. –Sam Levenson How do you understand the quote? Chinese meaning: 随着年龄的增长，你会发现你有两只手，一只帮助自己，另一只帮助别人。——萨姆·莱文森 The quote means that we should take care of ourselves, and that we should take care of others in an equal fashion. 4. Introduce the learning objectives of this unit and this period. Step 2 Pre-reading Activity 2 Pre-reading 1. Warm up. Read the title “Help the needy” and think about: What does “needy” mean here? Who are the needy? What do they need? Why should we help them? 2. A young Australian, Jo, worked for two years as a volunteer teacher in Papua New Guinea. Look at the two photos and answer the following questions to make predictions. 1) What can you see in the photos? What kind of life do you think the people live in the photos? Can you predict what kind of help people need there? Poor school children and shabby houses. Miserable and poor life. Financial and educational support. 2) 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. Step 3 While-reading Activity 3 Reading comprehension of the text 1. Learn about the reading strategy—adjusting 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. 2. Scan the two blog entries by Jo for main idea. As you read, underline the parts of the text you read slowly. Then compare your reading pace with a partner. Tips: There are three reasons why someone would read slowly: 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. Main idea: 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. 3. Read again and answer the following questions. 1) What do you think “the bush” mean? 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. 4. Analyse Jo’s impressions of the school and the village. Positive aspect Negative aspect The students value education Able to get mail Take only a few minutes to walk to school The students are friendly Fantastic scenery Nice people Interesting culture No running water or electricity No textbooks or supplies The students have no concept of doing experiments No washroom The students may not be able to use what they have learnt Have to walk a long distance to go anywhere No beds, few possessions 5. Complete the reading comprehension exercises in the reference book to understand the text better. Step 4 Post-reading Activity 4 Thinking and discussion Discuss the following questions and share answers. 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? Suggested answer: If I were Jo, 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? Here are some tips. Compare our school with the one described in the text, and then fill in the table. Aspect The bush school Our school Teaching building Classroom Dining hall Curriculum … 3. Would you like to become a volunteer teacher? Why or why not? Suggested answer: 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 Text reconstruction Reconstruct the text by retelling the main content of the text. Step 5 Evaluation and summary Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the text organization? (Good/Fairly good/Moderate/Just so so/Poor) Activity 7 Summary Summarize what has been learned in this period and encourage the students to do volunteering work. Homework: 1. Read the text to comprehend it better and review the new language items in the text by reading the explanations in the reference book. 2. Write your ending for the story. 学科网（北京）股份有限公司 $