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

Unit 4 Sharing Period 1 Reading and Thinking Volunteering in the Bush · 志愿精神 人教版高中英语选择性必修第四册 · 高二下学期 一、教材分析 This unit is about Sharing. The Reading and Thinking text is two blog entries written by Jo, a volunteer teacher in Papua New Guinea. The first blog describes the bush school — bamboo classrooms, grass roofs, students with almost no supplies — and her excitement at receiving a parcel from home. The second blog records her visit to a student's remote village, the simple but warm lifestyle of the local family, and her reflection that the experience was a "privilege". The text is suitable for teaching blog-style reading and emotional change analysis. 二、教学目标 ① Students can identify the features of a blog text and organise information about the bush school and Tombe's village. ② Students can trace Jo's emotional changes throughout the two blog entries and explain what causes each change. ③ Students can understand why Jo calls the day with Tombe's family a "privilege" — the spirit of equal sharing rather than giving. ④ Students can write a 100-word article about what volunteering means to them, connecting to Wuhan local volunteer experiences. 三、教学重难点 【重点1】Extract key information about the bush school conditions and the visit to Tombe's village. 【重点2】Trace Jo's emotional changes and identify the structure of a blog text. 【重点3】Master core vocabulary: needy, volunteer, bush, remote, privilege, adjust, participate. 【难点1】Understand why Jo calls the experience a "privilege" — the attitude of equal exchange rather than charity. 【难点2】Evaluate the meaning of volunteer work dialectically, using Wuhan local volunteer examples to support the argument. 四、教学过程 Step 1 Lead-in (5 min) ▶ 对应导入 Project four pictures of volunteer activities in Wuhan — university student teaching, COVID-19 volunteer work, community service, and marathon event volunteers. Walk students through the matching task. Then put up the three discussion questions and have them chat with their deskmate. Invite 1-2 pairs to share. 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 (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? 【设计说明】用武汉身边的志愿者活动切入——大学生支教、抗疫志愿者、社区服务，学生有共鸣。导入部分加武汉元素。 Step 2 Skimming (4 min) ▶ 对应重点2 Set a 3-minute skimming task. Tell students this text has two blog entries — they only need to get the main idea of each part, not read every word. After time is up, check the answers together as a whole class. 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 【设计说明】快读抓博客结构，给后面精读搭个框架。 Step 3 Intensive Reading (16 min) Activity 1 The bush school — learning conditions 【对应重点1】 Ask students to read Paragraphs 2 and 3 closely and fill in the school conditions table on their own (4 min). Walk around to help. Then have them check with their deskmate (2 min). Call on two pairs to report their answers. 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】 Have students read Paragraphs 4 to 7 and complete the visit form. Then put them into small groups to talk about: what does daily life look like in this village? Invite one group to share their ideas with the class. 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】 Ask students to put the five feeling words in the order they appear in the story. Then invite one student to come to the board and draw a simple emotion curve. Lead a class discussion: what causes each change in Jo's mood? 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】 Project the three key sentences one by one. Have students work in groups of four to figure out the writer's deeper meaning — push them to look beyond the surface. After group discussion, open the floor for class sharing. (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】 Show the four sentences on the screen with target words underlined. Tell students to guess the meanings from context — no dictionaries. Go through the answers together as a class. (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 = ____________ 【设计说明】精读主战场：活动1、2梳理情节（重点1），活动3情感曲线（重点2），活动4深层理解（难点1），活动5语境猜词（重点3）。情感变化和作者态度是硬骨头，给足时间讨论。 Step 4 Reading from the Writer's Side (4 min) ▶ 对应难点1 Assign the three discussion questions. Have students talk in pairs for 2 minutes. Then bring the class together to share — ask them to explain why the other options are not correct. 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? 【设计说明】逼学生说出"为什么不是A"——文章不是吐槽条件差，是分享志愿经历和感悟。 Step 5 Text Structure (4 min) ▶ 对应重点2 Ask students to fill in the blog structure frame on their own (2 min). Then have them sketch a simple mind map with their deskmate (2 min). Invite one or two students to present their map to the class. 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): ________________________________________ 【设计说明】博客结构按"开头—主体—结尾"梳理，别套说明文那套。 Step 6 Creative Thinking & Wuhan Connection (12 min) ▶ 对应难点2 Activity 1 Role-play — Interview a volunteer teacher (5 min) Set up a role-play task. Divide the class into pairs: one plays a reporter from a Wuhan student newspaper, the other plays a college student who just returned from volunteer teaching in Yunnan. Give them 3 minutes to prepare a 5-6 turn dialogue. Then invite one or two pairs to perform. Talk about: • what the village school was like • the hardest part of the volunteer work • what you gained from the experience Activity 2 Write for the school newspaper (7 min) Hand out the writing assignment — a 100-word article titled "What Volunteering Means to Me". Have students brainstorm ideas with their partner first (3 min). Then ask them to write the paragraph on their own (4 min). Remind them to include at least three new words learned today. Title: "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 【设计说明】读后落点回到武汉：让学生用课文里的志愿精神框架解释身边的支教、社区服务，把宏大主题变成自己能感知的生活现实。 五、家庭作业 1. Read the passage aloud fluently and retell Jo's volunteer experience in your own words (about 100 words). 2. Finish the short paragraph "What Volunteering Means to Me". Use at least three words from this class. 3. Look up one fact about Chinese volunteer teachers working abroad. Be ready to share it in the next class (one minute, in English). 六、板书设计 Unit 4 — Volunteering in the Bush Blog 1: The bush school • Conditions: bamboo classrooms, grass roofs, poor equipment • Feelings: excited (parcel) → discouraged (poor conditions) Blog 2: A visit to Tombe's home • Journey: 2.5 hours' walk, up mountain then down shaded path • Life: simple hut, few possessions, traditional cooking • Feelings: curious → tired but happy → privileged ★ Core question: Is volunteering about giving, or about sharing?（对应难点1） 参考答案 Step 1: Picture matching: ①—B ②—C ③—A ④—D (1) 学生自由回答。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。 Step 2: Para.1—D Paras.2-3—C Paras.4-7—A Para.8—B Step 3: 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 Step 4: 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。 Step 5: 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。 Step 6: 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. 学科网（北京）股份有限公司 $