Unit4 Sharing Be a volunteer The sign of United Nations Volunteer in China ( )
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Transcript of Unit4 Sharing Be a volunteer The sign of United Nations Volunteer in China ( )
Unit4 SharingUnit4 SharingBe a volunteerBe a volunteer
The sign of United Nations Volunteer in China ( 中国青年志愿者 )
A Letter Home --By Jo
(a volunteer works in Papua New Guinea)
Independent State of Papua New Guinea
巴布亚新几内亚国旗和国徽 ( 极乐鸟 )
巴布亚在马来语中意为“卷发人”。16 世纪中叶,葡萄牙人来到该岛时,见当地居民和自然景观很像非洲的几内亚,故称之为新几内亚 .
Pre-reading Look at the photos from Jo and
answer the questions.
My Class
1. What was Jo’s job in PNG?
2. What kind of students were in her class? Boys, girls, or both?
Jo was a teacher in PNG.
Boys.
3. What were the classrooms like? Is the classroom well equipped? No. The classrooms are very poor, made from bamboo and grass.
Students putting new grass on classroom roof
Building a new science lab
View of the village from the ridge 4. What can you say about the
village? Is it rich? The village was a place full of natural beauties. There are more trees and bamboos. It’s poor.
Village hut
Skimming: find out the names1________ will receive this letter from Jo.2_____ become a lot more imaginative in
teaching.3 ___________ did visit a village that was
the home of one of the boys, Tombe.4._____ started crying “ieee ieee” to
welcome them.5 _______ led us to his house, a low
bamboo hut.6 ____ was going to share the platform
with Jenny and Jo.
RosemaryJo
Jo and Jenny
Kiak
Mukap
Kiak
Reading
Scanning and try to divide it into
four parts, and summarize what
each part is about.
Opening of
the letter and introduction to what
will be talked about in the passage.
Part 1(Paragraph 1) :
The school where Jo worked and
Jo’s work at school.
Jo and Jenny visited Tombe’s
home in the village.
End of the letter.
Part 2(Paragraph 2-3):
Part 3 (Paragraph 4-7):
Part 4 (Paragraph 8):
Read the passage carefully to
complete the tables below!
Reading carefully
Read the Para 2-3 carefully to complete the tables below
ConditionsThe school described in
the letter
Students’ future
Electricity and
water (Y/N)
Textbook (Y/N)
Chemistry
experiments
(Many/few)
Conditions The school
described in the
letter
Classrooms
(Equipped or not) Not equipped
Table 1 (about the school)
Students’ future
Electricity and
water (Y/N)
Textbook (Y/N)
Chemistry
experiments
(Many/few)
Return to the villages
No
No
Few
Read the Para 4-6 carefully to complete the tables below
Types of houses
Family relationships
Cooking methods
Sleeping arrangements
Diet
Possessions
Agriculture
Beliefs
Types of
houses
Family
relationships
Made from bamboo and
the roofs from grass
Everyone seemed to be
a relative of each other
Table 2 (about the life in the village)
Cooking
methods
Heat stones first, and then put
them in an empty oil drum
with kau kau, corn and
greens. Cover them with
banana leaves and leave them
to steam.
Sleeping
arrangements
Newly made platform for
visitors in the father’s room;
the mother usually sleep in
her own hut
Diet
Possessions
Agriculture
Kau kau, corn and greens
A few tin plates and cups and
a couple of pots
Digging up peanuts with
primitive tools; grow kau
kau, corn and greens
BeliefsThey believe there are evil spirits
that are usually attracted by
leftover food
Homework
1. Read the passage again after
class and find all the attributive
clauses in it.
2. Preparations: Learning about
Language on Page 32. Ex1&2