| 教学目标分析 |
| 1.Knowledge goals: (1). Enable the students to make clear the definition of volunteer. (2). Enable the students to identify the living conditions and teaching conditions of students in PNG. (3). Enable the students to graph the important words and phrases in this reading passage. 2. Ability goals : (1). Students will further improve their ability to summarize the main idea of each paragraph, and also the main idea of the passage (2). Students can improve the students’ reading skill and will further improve their ability to generalize the detailed information from the text to answer questions. 3. Moral goals； (1). Students will have the awareness of the importance to be a volunteer. (2).Students will get a deeper understanding of contributions to society and develop the awareness of the importance of cooperation. 4.Teaching aims: (1). To improve the ability of scanning a text for specific information. (2). To comprehend the passage thoroughly and know about the PNG. (3). To grasp the important language points including words and phrases and put them into practice. 5.Ability aims: (1). To develop reading skills, such as skimming and scanning (2). To grasp the skill of the reading passage 6. Learning methods： (1) Find answers to the questions in the limited time by reading silently or discussing with partners. (2) Put new words and phrases you learned into use by making new sentences or doing some exercises. 7. Teaching methods: Listening; speaking; discussing 8. Teaching aids: Multi-media (video and audio); blackboard |
| 教学重点、难点分析 |
| 教学重点：1.如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读技巧形成阅读策略。 2.掌握本篇文章中所出现的重点的单词及短语，并学会巩固运用。 教学难点：1. 对全文大意作整体理解 2. 找出各段的主题并归纳出各部分的中心思想，提高运用英语的综合能力 |
Let the students enjoy some morals, and get the word “sharing”; then ask them to enjoy some pictures about “volunteer”; at last ask them to understand what is a volunteer ?
What is a volunteer?
设计意图：任务型活动：通过欣赏图片让学生明白volunteer所做的一些工作，从而让他们总结出这一词的内涵，这样既激发了学生的学习兴趣又激发了他们参与学习过程的热情。
步骤2：Step II Pre—reading
(1) Word hunting复习检测 把握学情
The students have previewed the important words and phrases in this unit. First, deal with some important word and phrases in the passage.
设计意图：让学生充分理解单词和词组的在本文的确切意思，为下一步阅读理解文章进一步扫清障碍。
(2) 交代文章的文体（letter)和作者（a young Australia woman, Jo)
Ask the students look through all the pictures on the page 29,30, and answer three questions.(or make an introduction of all the pictures )
设计意图：通过这些问题让学生加深理解了“志愿者活动”的意义，以及对PNG这个国家人民的生活条件和居住条件等等有了更进一步地了解。
步骤3：Step III While—reading
I.Fast reading 略读文章 理解大意
1. Read the text quickly to get and match the main idea of each paragraph
___Para 1 A. What Jo’s school is like
____Para 2 B. Jo’s first visit to a village
____Para 3 C. How the villagers cooked their meals
____Para 4 D. Jo said goodbye to the villagers
____Para 5 E. The way to deal with leftover food
____Para 6 F. What the hut was like outside and inside
____Para 7 G Poor school conditions
____Para 8 H.The ending of the letter
____Para 9 I.The purpose/beginning of the letter
2. Divide the text into four parts and work out the main idea for each part. （合作探究，形成概念，找出每部分的主题）
Part 1 A visit to a local village
(Para ___)
Part2 The end of the letter
(Para____)
Part 3 The beginning of the letter
(Para____)
Part 4 The introduction of the school and Jo’s
(Para ___)
设计意图：通过提示学生对段落大意进行连线降低难度，提高学生的自我成就感。同时使学生从整体上把握文章，为下一步intensive reading 做好准备。
II : Intensive reading 深入理解 细节要知
Task 1:Read the passage carefully and understand the reading passage paragraph by paragraph
Para 1:
Why did Jo send Rosemary some photos?
Para 2:
Why was the high school called a bush school?
Para 3:
1. Why was Science the most challenging subject for Jo?
2. Why did the boys start jumping out the window?
Para 4:
1. Why should it take Jo and Jenny two and a half hours to get to the village?
2. Were the boys and villagers friendly to Jo? How do you know?
Paragraph 5--7
| Type of houses | Men’s hut is a ______________ with_____________________. No _______, small __________. Floor was covered with ___________ | |
| Family relationships | Everyone seemed to be a ________ of Tombe’s. | |
| Cooking methods | _________ are placed in an _______, then ___________ are placed in the drum, covered with__ | |
| Sleeping arrangements | Kiak usually slept in her _______. A newly made ________ for Jenny and me to sleep on. | |
| Diet | ___________, _____ and ______ | |
| Possessions | I could only see a few __________ and _____ and a couple of ____. | |
Task2:Read the passage again,and do the exercises
设计意图：变式拓展, 深化理解,竞争机制, 再度剖析.充分发挥了学生的主观能动性，把他们的表现欲充分调动起来，敢于表现自己，将课堂活动推向高潮。
Step IV. The important sentences in the reading
1. The student’s father led us to his house, a low bamboo hut with grass sticking out of the roof---this shows it is a man’s house.
2. The other day I was showing the boys the weekly chemistry experiment when before I knew it , the mixture was bubbling over everywhere.
设计意图：让学生重点掌握课文里面出现的重点句式结构，通过当堂检测的练习去巩固检查学生的掌握程度。
Step V: Consolidation 微视频
把这节课的重点单词和短语编成一个小故事，然后录制成微视频.
设计意图：让学生再课后可以随时观看视频，来掌握重点单词的意思及应用.
Step VI: post reading 课后巩固 能力提升
Would you like to work as a volunteer in a poor area?
设计意图：要求学生小组讨论借助于word bank,以小短文的形式完成文章，然后选出部分小组的作品用投影仪投给全体同学，大家一起批阅，改正。通过这个进一步提高学生的能力。
| Step VII: Homework |
| 教学评价设计 |
| 评价内容：1.动包括教学准备、教学组织方式、课堂环境、学习方式等。 2.学习效果认知发展目标、过程或法目标、情感、态度、价值观目标等。 评价方法：通过分析、课堂观察以及与检查等方式，对课趟情况做出整体的、综合的判断。传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该正确反映英语学习的本质和过程，满足学生发展的需要。为了达到这一目标，要重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成，帮助学生学会自主学习，学会与人合作，培养创新意识。 |
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