Unit 4 Sharing Period 1 Reading and Thinking 导学案-2026-2027学年人教版高中英语选择性必修第四册

Unit 4 Sharing Reading and Thinking 2026—2027学年高二下学期阅读课导学案 一、学情分析 高二学生对"志愿者"这个词不陌生——学校组织过扫马路、去养老院慰问，但说实话大多是走个过场，真让他们说"志愿者到底图什么"，就说不上来了。武汉这边大学生支教团挺多的，武大华科每年都有学生去云南贵州支教，但学生也就是听听，没什么真实感受。博客文体的阅读学生接触过，但梳理情感变化、猜作者深层意思这种题还是发懵，得带着一步步找。 二、学习目标 1. 语言能力：顺着Jo的经历梳理下来，能说清楚丛林学校啥条件、Tombe家长啥样，博客文体啥特点，核心词汇混个眼熟。 2. 文化意识：知道中国志愿者在海外和国内偏远地区干了啥，体会一下志愿精神不是喊口号。 3. 思维品质：能琢磨明白"志愿者到底是在施舍还是在交流"这个问题，结合武汉支教的例子说自己的看法。 4. 学习能力：会用表格、情感曲线这种工具梳理叙事类文章。 三、学习重难点 【重点1】梳理Jo在丛林学校的教学条件，还有去Tombe家做客那一路的经历。 【重点2】理清Jo从头到尾的心情变化，知道博客文章是啥结构。 【重点3】核心词汇：needy, volunteer, bush, remote, privilege, adjust, participate。 【难点1】琢磨明白作者为啥说"跟Tombe一家待一天是种特权"——这话啥意思。 【难点2】辩证看志愿者工作到底有啥意义，结合武汉本地的支教案例说清楚自己的立场。 四、课堂探究 Part Ⅰ Lead-in Activity 1 Look and match Four pictures about volunteer work in Wuhan are on the screen. Draw lines to match each picture with its description. ① Wuhan University student teaching in a mountain village ( ) A. Community volunteers helping elderly residents ② Wuhan COVID-19 volunteers delivering supplies ( ) B. College students teaching in remote schools ③ Community volunteers helping elderly people ( ) C. Volunteers sending food and medicine during lockdown ④ Wuhan Marathon volunteers guiding runners ( ) D. Event volunteers serving at a sports event Activity 2 Talk with your partner Work with your deskmate. Discuss the questions below. There are no "right" answers — just share what you think. (1) What does "the needy" mean in your own words? Who are the needy people around us? (2) Have you ever taken part in any volunteer work? What was it like? (3) The text is called "Volunteering in the Bush". What do you think "the bush" means here? What kind of life do you think the people there live? Part Ⅱ Skimming Spend 4 minutes looking through the text quickly. This is a blog with two entries. Match each part with its main idea. You don't need to read every word — just get the main idea of each paragraph. Para. 1 (Blog 1 opening) ______ A. A visit to a student's home in a remote village Paras. 2-3 (Blog 1 body) ______ B. Leaving the village: tired but happy Paras. 4-7 (Blog 2 body) ______ C. The bush school: poor conditions and the students Para. 8 (Blog 2 ending) ______ D. Jo receives a parcel from home and feels excited Part Ⅲ Intensive Reading Activity 1 The bush school — learning conditions 【对应重点1】 Read Paras. 2-3 carefully. Fill in the table about the school conditions. Aspect Details Classroom floors Roofs Track to school What students have What students lack Jo's hardest subject to teach Activity 2 A visit to Tombe's home 【对应重点1】 Read Paras. 4-7. Fill in the form about the visit. Item Details Destination Tombe's home — a ______ village Companion Distance hours' walk: first up a ______, then down a ______ path Housing Bed Possessions Way of cooking Activity 3 Jo's feelings 【对应重点2】 As the story develops, Jo's feelings change. Number the feelings in the order they appear in the text. Words: excited discouraged privileged tired but happy curious ( ) when she receives the parcel from home ( ) when she sees the poor teaching conditions ( ) when she arrives at Tombe's village ( ) after the visit, when she leaves the village ( ) when she thinks back on the day Activity 4 Read between the lines 【对应难点1】 Discuss the sentences below in groups. Don't just look at the literal meaning — dig deeper. What is the writer really saying? (1) "I've been dying to have some of my favourite sweets, and it's always nice to get mail!" (Para. 1) Why is Jo so excited about a parcel? What does this tell us about her life there? (2) "I know I could learn a lot from them too." (last paragraph) What does Jo mean? What can she learn from the students and their families? (3) "It was such a privilege to have spent a day with Tombe's family." (last paragraph) Why does Jo call it a "privilege"? What attitude does this show? Activity 5 Vocabulary in context 【对应重点3】 Look at the underlined words. Try to work out their meanings from how they are used in the sentences. No dictionary — just use the context. (1) The organization helps the needy families with food and clothing. needy = ____________ (2) The village is so remote that you can only reach it by mountain path. remote = ____________ (3) It was such a privilege to spend a day with Tombe's family. privilege = ____________ (4) It took Jo several months to adjust to the bush lifestyle. adjust = ____________ Part Ⅳ Reading from the Writer's Side Discuss these questions in your group. Think deeply. 1. What is the writer's main purpose in writing this blog? Choose the best answer and explain why. A. To complain about how poor the school in the bush is. B. To share her volunteer experience and show the value of volunteering. C. To tell readers how difficult life is in Papua New Guinea. D. To encourage more people to become volunteer teachers abroad. 2. This is a blog. What are the features of a blog compared to a formal essay? How does this affect the way we read it? 3. Jo says "I know I could learn a lot from them too." What can volunteers learn from the people they help? Do you agree? Part Ⅴ Text Structure 【对应重点2】 Activity 1 Identify the structure This text has two blog entries. Complete the frame below — write down what each part does. Blog 1 opening (Para. 1): ________________________________________ Blog 1 body (Paras. 2-3): ________________________________________ Blog 2 opening (Para. 4): ________________________________________ Blog 2 body (Paras. 5-7): ________________________________________ Blog 2 ending (Para. 8): ________________________________________ Activity 2 Draw a mind map On a piece of paper, draw a mind map. Start with "Volunteering in the Bush" in the centre. Use these words to build your map: parcel, bush school, conditions, Tombe's home, feelings, privilege. Part Ⅵ Creative Extension 【对应难点2】 Activity 1 Role-play — Interview a volunteer teacher Pair work. Student A is a reporter from a Wuhan student newspaper. Student B is a college student who just came back from teaching in a mountain village in Yunnan. Make up a dialogue of 5-6 turns. Talk about: • what the village school was like • the hardest part of the volunteer work • what you gained from the experience Reporter: _______________________________________________________________ Volunteer: _______________________________________________________________ Reporter: _______________________________________________________________ Volunteer: _______________________________________________________________ Reporter: _______________________________________________________________ Volunteer: _______________________________________________________________ Activity 2 Write for the school newspaper The school newspaper asks students to write a 100-word article titled "What Volunteering Means to Me". Your article should include: • one volunteer experience you have had (or know about) in Wuhan • what you learned from it • why you think volunteering matters Activity 3 Go further — Chinese volunteers abroad After class, look up information about Chinese volunteer teachers working in other countries. Answer: (1) Which countries have Chinese volunteer teachers been sent to? (2) What kind of work do they do there? (3) Would you like to be a volunteer teacher abroad one day? Why or why not? 参考答案 Part Ⅰ Lead-in Activity 1: ①—B ②—C ③—A ④—D Activity 2: 学生自由发言。引导：(1) needy指生活困难、缺衣少食的人；(2) 学生说学校组织的志愿活动就行；(3) "bush"指偏远落后的丛林地区。 Part Ⅱ Skimming Para.1—D Paras.2-3—C Paras.4-7—A Para.8—B Part Ⅲ Intensive Reading Activity 1: Classroom floors: bamboo/clay; Roofs: grass; Track: dusty, covered in weeds; Students have: pencils, rubbers, paper; Students lack: cotton uniforms, electricity, running water, textbooks, modern devices, experiment equipment; Hardest subject: science. Activity 2: Destination: remote village; Companion: Jenny; Distance: two and a half hours' walk, up a mountain then down a shaded path; Housing: low round bamboo hut, no windows, grass roof, dark inside; Bed: fresh grass on the floor, a platform; Possessions: one broom, a few saucers, a kettle, cups, pans, a couple of jars; Cooking: hot stones in an oil drum with sweet potato, corn, greens, covered with banana leaves to steam. Activity 3: excited (parcel) → discouraged (poor conditions) → curious (arrive at village) → tired but happy (after visit) → privileged (thinking back). Activity 4 参考要点: (1) Jo在那儿买不到喜欢的糖，通信也不方便，所以收到老家包裹特别激动。说明她生活条件很艰苦，想家想得厉害。 (2) Jo不只是在"教"学生，她也从当地人身上学到东西——比如他们的乐观、坚强、对生活的态度。 (3) Jo觉得能深入当地家庭、了解他们真实的生活是很难得的机会，所以说是"特权"。这说明她不是高高在上施舍的姿态，而是平等交流的心态，对这段经历充满感恩。 Activity 5: (1) needy = 贫困的，缺衣少食的 (2) remote = 偏远的，偏僻的 (3) privilege = 特权，荣幸 (4) adjust = 适应，调整 Part Ⅳ Reading from the Writer's Side 1. B。作者主要是分享自己当志愿者的经历，展现志愿工作的价值。A不对——不是吐槽；C不对——重点不是说PNG有多穷；D不对——不是直接号召大家去。 2. 博客特点：口语化、个人视角、情感真实、结构自由。读的时候更关注作者的个人感受和经历，不是客观事实。 3. 开放题。志愿者可以学到：当地人的生活智慧、面对困难的乐观、人与人之间的真诚。言之成理即可。 Part Ⅴ Text Structure Blog 1 opening (Para. 1): receiving a parcel from home and feeling excited | Blog 1 body (Paras. 2-3): the bush school and its poor conditions | Blog 2 opening (Para. 4): arrival at Tombe's village and first impressions | Blog 2 body (Paras. 5-7): the visit to Tombe's home — daily life and culture | Blog 2 ending (Para. 8): leaving the village — tired but happy, feeling privileged Activity 2 思维导图参考：中心 Volunteering in the Bush，五条主干——① 包裹：homesickness + comfort；② 学校：bamboo classrooms, poor conditions；③ Tombe家：remote village, simple life；④ 情感：变化曲线；⑤ 主题：sharing and learning。 Part Ⅵ Creative Extension Activity 1 对话参考（学生自由发挥，重点看有没有体现支教的真实感）： Reporter: Welcome back! What was the village school like? Volunteer: It was very basic. The classroom was just a bamboo shed, and the students had almost no textbooks. Reporter: What was the hardest part? Volunteer: The culture shock and the loneliness. You miss home and modern life so much. Reporter: What did you gain from it? Volunteer: I learned how much I have, and how much these kids want to learn. It changed my attitude to life. Activity 2 范文参考： Last year, I joined a volunteer programme in my community in Wuhan — we visited elderly people living alone and helped them with shopping and cleaning. At first, I thought it was just "doing a good deed". But after talking to them, I realised they mostly needed company, not just physical help. This experience taught me that volunteering is not about giving what we think others need — it's about listening to what they actually need. That's what makes it meaningful. Activity 3 课后探究： (1) 中国志愿者老师去过非洲、亚洲好几个国家，比如肯尼亚、缅甸、巴基斯坦。 (2) 主要教中文、数学、英语，也做文化交流。 (3) 开放题，言之成理即可。 学科网（北京）股份有限公司 $