Unit4 Sharing Reading and Thinking 课件-2025-2026学年高中英语人教版选择性必修第四册

该高中英语课件围绕志愿者Jo在偏远地区的教学与文化体验展开，通过Pre-reading图片提问“the bush”含义、Skimming找主旨等学习支架，引导学生从词汇理解到整体感知，再深入细节分析，构建阅读与思维的连贯脉络。 其亮点在于融合语言能力与文化意识培养，如Detailed reading分析Jo的教学挑战与适应，锻炼文本理解与推断的思维品质；角色扮演活动（如“短期志愿旅行利弊辩论”）提升语言表达与跨文化沟通能力。小结结合情感变化与志愿服务意义，帮助学生深化跨文化认知，教师可借助结构化活动增强教学互动性与效果。

UNIT 4 SHARING Reading and thinking Help the needy 1 Type Pre-reading Blog/ diary entry Look at the pictures. What do you think “the bush” means? Choose the correct one. A. A big city B. A remote area with wild plants and few people C. A modern school ✔ What do you think is talked about in such a passage? 2 Skimming Teaching in a bush school Visiting Tombe’s home Blog entry1: A. Jo received a parcel from home. B. Teaching in a bush school is very difficult. C. Jo describes her teaching experience in a remote school. Blog entry2: A. Jo walked for two and a half hours to a village. B. Jo visited a student’s home and learned about village life. C. The villagers have interesting beliefs about leftovers. Find the main idea of each entry. Choose the correct answer . ✔ ✔ The Story Begins: Jo's Journey BACKGROUND Jo, the main character, makes a brave decision to leave her comfortable city life to teach in a remote "bush" area. Stepping out of her comfort zone, Jo is about to trade the convenience of urban living for a life full of uncertainty and adventure. This move is not just a change of scenery, but a profound leap into a completely different world, both geographically and culturally. 1.7.2013 Our story begins with Jo, who decides to become a volunteer teacher in a remote area. Imagine her feelings as she embarks on this journey. Was she excited? Scared? Let's think about what she might have expected. What challenges do you think she will face in this new, unfamiliar environment? Let's keep these questions in mind as we read. ‹#› Skim Detailed reading 1. How did Jo feel when receiving the parcel from home? She was happy / delighted / excited to receive the parcel. 2. What does the feeling reflect/imply? It reflects the inconvenience of transportation and express delivery, as well as the lack of essential supplies. Para 1 Jo received a parcel from home 5 Para.2 Q2:What was Jo’s impression of local students? How did Jo feel? Boys greeted Jo by a chorus of “good morning”. Delighted. Detailed reading Para2. The conditions about the bush school Classrooms floors and roofs of track covered in Q1:How does the school look like? are made of bamboo clay grass dusty weeds STAGE 2 Deep Dive: Jo's Journey - Challenges & Adaptation Q1: What were Jo's main teaching challenges? 1. Resource Scarcity:Lack of modern facilities, textbooks, and even basic writing materials like pencils and paper. 2. Student Backgrounds:Students had no concept of experiments and came from diverse backgrounds. 3. Cultural Differences:Her teaching methods might not have been familiar to the students. Q2: How did Jo adapt and overcome these challenges? 1. Creativity:She used the limited resources creatively, like doing a chemistry experiment with simple tools. 2. Observation & Learning:She learned about the local culture and adapted her teaching. 3. Building Connections:She walked to a student's home, showing her commitment to understanding the community. 1.7.2013 The second stage of Jo's journey is about facing challenges and adapting. She had very few resources – no electricity, no running water, and limited teaching supplies. The students had never done experiments before. But Jo didn't give up. She became creative, using what she had. She also made an effort to connect with the students and their families, showing her dedication to understanding their world. This is the heart of adaptation. ‹#› Para.3 Q1:Why did the boys jump out of the windows during the chemistry class? A. They wanted to go home early. B. They had never seen anything like that before and were scared or surprised. C. The teacher asked them to leave the classroom. D. They were trying to catch the mixture from the test tube. Q2: Jo says, “I doubt whether I’m making any difference.” What does she mean? A. She is sure that her teaching is very helpful to the boys. B. She hopes to leave the school as soon as possible. C. She is not sure if her teaching really helps the boys. D. She thinks the boys don’t like her at all. ✔ ✔ Destination Tombe’s home——in a ________ village Companion Distance ___________________’s walk: first, up a _________, then down a _______ path Reception Kiak cried “ieee ieee” _____________ with all villagers everyone seemed to be __________ Tombe remote Another teacher, Jenny two and a half hours mountain shaded shook hands related to Para 4 How Jo got to Tombe’s home Detailed reading Types of houses Sleeping arrangements Possessions Diet Cooking methods Living conditions Eating culture Beliefs Paras 5-7 What Jo has witnessed in Tombe’s village Types of houses Sleeping arrangements Possessions Diet Cooking methods Living conditions Eating culture A low round bamboo hut with grass sticking out of the roof one broom, a few saucers, a kettle, cups,pans and a couple of jars Kau kau(sweet potato), corn and greens Placing hot stones in an empty oil drum with food to steam They believe that any leftovers attract bad spirits in the night. Beliefs Fresh grass had been laid on the floor and there was a platform for us to sleep on. Para 5-7 What Jo has witnessed in Tombe’s village poor simple What did Jo feel after she left the village? 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. physically exhausted mentally satisfied Para 8 Jo’s feeling after visiting the village It is worthwhile to work as a volunteer. 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 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 Volunteering in the bush Circle the positive and negative aspects of Jo’s voluntary in the bush. Summarize the change of Jo's feelings excited happy discouraging doubtful interested enjoyable exhausted happy worthwhile receiving the parcel teaching science greeted by her students visiting Tombe's home after the visit What makes the change? Activity Role-play: The Debate Topic: Is short-term voluntourism more helpful or more harmful? Student A: The School Reporter • Interview a volunteer (Student B) who just returned from a short-term trip. • Ask probing questions to explore their experience, such as: - What did you hope to achieve, and what did you actually accomplish? - Do you think your work had a lasting positive impact on the local community? - What were the biggest challenges you faced during your trip? - Would you recommend short-term voluntourism to other young people? Student B: The Volunteer • Defend your experience and respond honestly to the reporter’s questions. • Share details about: - The positive changes you observed in the community or individuals. - The personal growth, new skills, or global perspective you gained. 1.7.2013 Let's put this into practice with a role-play. Imagine you are a school reporter interviewing a volunteer who just came back from a short-term trip. What questions would you ask? And if you were the volunteer, how would you explain your experience? This activity will help us explore the complex issues around voluntourism from different perspectives. ‹#› Presentation Role-play：Interview Task – Talk with Jo Student A: School reporter Student B: Jo (volunteer teacher) Q1: Why you chose to do the volunteer teacher in the bush school? Q2: Have you changed your mind that you doubted whether you can make any difference to the students? Q3: You saw a can heated on the fire and then thrown out. What did you think at that moment? Q4: Would you like to go back to the village again? Q5: … 17 Summary Reflecting on the Meaning of Service Conclusion: The True Value of Volunteering "Volunteering is not just about what you give, but also about what you receive and how you grow." 💡 Key Takeaways: •Cultural Understanding:It breaks down barriers and builds empathy across different backgrounds. •Personal Growth:It challenges comfort zones and helps discover hidden strengths and potential. •Social Contribution:Collective efforts create a more connected, supportive, and caring society. The Power of Intangibles Jo's journey reminds us that the most precious rewards of volunteering are often unseen, but deeply felt. A Two-Way Exchange While you enrich others' lives, you gain invaluable insights that shape your character. "The greatest rewards of volunteering are the personal growth and the deep sense of connection." 1.7.2013 As we conclude, let's reflect on the true value of volunteering. It's not just about the material things we give, like pencils or books. The real value lies in the connections we build, the understanding we gain, and the person we become. Jo's story beautifully illustrates this. The greatest rewards of volunteering are the personal growth and the deep sense of connection with others. ‹#› Thanks! Lavf57.41.100 Lavf59.27.100 Packed by Bilibili XCoder v2.0.2 $