资源简介

Unit 10 Lending a helping hand
Lesson 1 Listening & Speaking
I. Material analysis
内容解读：Listening & Speaking部分为听说活动，通过主题词汇学习和主题情境交际等活动帮助学生打开单元话题。首先，通过图文匹配认识社区志愿活动，并通过语境选出不同场景下相应的志愿活动，再通过替换练习巩固所学知识。听力练习帮助学生学习更多志愿活动的相关表达。最后利用本部分的相关知识，结合自身情况，迁移创新，谈论个人的志愿活动经历。本部分共有3个活动。
II. Teaching aims
1. 在看、听的活动中，获取志愿活动的相关表达；
2. 在创设的语境中，询问对方社区志愿服务经历；
3. 根据自身实际情况，谈论自己参加过的志愿活动，弘扬志愿服务精神。
III. Teaching procedures
课时教学内容概述
本课时为听说活动，以单元主题词汇学习为引领开展听说活动，帮助学生打开话题。Activity 1为词汇学习，分为A、B和C三个活动。活动A呈现社区志愿活动的图片，学生通过图文匹配来学习有关社区志愿活动的词汇。活动B要求学生根据具体语境选择相应的志愿活动。活动C要求学生进行替换练习，对A、B两个活动内容进行简单操练，理解和巩固如何询问他人的志愿服务经历。此活动旨在帮助学生学习理解单词、短语和句型，为学习理解类活动。Activity 2为听力训练。学生通过完成人物与志愿活动的匹配，复习所学知识并能简单介绍一家人在重阳节进行的社区志愿经历，此活动为应用实践类活动。Activity 3为自由对话。学生结对，结合自身情况，谈论个人的志愿活动经历。此活动为迁移创新类活动。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Look at the pictures on Page 57 and answer:·Where are they ·Who are they ·What kind of activities are they doing ·What do you think of these volunteer activities 观察学生回答问题的表现，评价其融入新课堂的情况。
设计意图：利用图片，创设情境，引入主题，激发学生参与的兴趣，为后续的学习做好铺垫。
Step 2Viewing&Pre-listening Match the activities (a-f) with the pictures on Page 57. Then check the answers.Introduce the volunteer activities by using the pattern “They......” in simple past tense. Read the sentences and fill in the blanks with a suitable activity above. Then check the answers.Read the sentences in B together. 根据学生对社区志愿活动的匹配情况，判断学生的读图能力。根据学生勾选信息的情况，评价其对句子的理解能力。
设计意图：引导学生观察图片并基于图片提取信息、理解和内化有关社区志愿活动的句子，帮助学生正确使用目标语言，为听力活动作铺垫。
Step 3Listening&Speaking Listen and repeat the conversation in C.Work in pairs. Practice the conversation in C.Work in pairs. Replace the parts in bold and practice with the partner.Predict the main idea according to the information given in Activity 2.Listen and match the people with the volunteer activities. Then check the answers.Introduce volunteer activities based on the information in listening, paying attention to the use of simple past tense. 观察学生朗读和模仿是否准确，以及两两对话时的表现，评价其在真实语境中信息置换的能力，把握学生对重点语句的内化情况。观察学生对志愿活动信息的获取情况，判断学生在听中提取关键信息的能力。观察学生能否在展示中正确描述社区志愿活动的细节信息，根据需要给出必要的指导。
设计意图：通过听读活动，引导学生获取语料中关于社区志愿活动的关键信息，在交流中运用所学，内化语言，为后续语言输出奠定基础。
Step 4Post-listening Work in pairs. Talk about the students’ own volunteer activities.Share the students’ own volunteer activities in class and vote for “The Most Beautiful Volunteer”. 观察学生在学习活动中的表现，评价学生在真实语境中综合运用所学知识的情况。
设计意图：引导学生联系实际生活，介绍自己的志愿活动经历，用所学语言做事情，实现迁移创新。
IV. Blackboard design
Unit 10 Leaning a helping handLesson 1 Listening & SpeakingPhrases:clean up have a community party clear the snow on the road provide medical services join in a running race take part in tree plantingKey sentence:Where did you go … -- I went to …What did you do there -- I …
Unit 10 Lending a helping hand
Lesson 2 Function and Pronunciation
I. Material analysis
内容解读：Function部分为功能部分，结合语用知识学习，通过“听”的视角切入单元“社区生活”的主题，开展听、读、说、写语言综合运用能力训练。首先，学生通过两两对话的形式，谈论日常生活中的助人活动。接着学生通过听的活动，融入“邻里互助”的情景中。听力内容为肖雅帮助邻居解决困难。听第一遍后，学生了解肖雅的助人举措。听第二遍后，学生进行判断正误，进一步梳理细节信息。之后，学生两两合作，在创设的新情境中编写邻里互助的对话，达到学以致用的目的。本部分共分为4个活动。
Pronunciation部分为语音训练，学习字母组合ear、eer、eir/ere、er、ew、igh、ing、ph、qu的读音规则和实词在句中的重读规则和技巧。首先，学生通过chant感知以上字母组合在单词中的发音，再通过听和跟读掌握以上字母组合在单词中的发音，并归纳读音规则、辨识发音，做到见词能读。通过听音跟读几组发音相似的单词，区分不同字母组合的发音差异，提高发音的准确性。最后，学生分组朗读对话，体验在英文句子需要重读实词的特点。本部分共有4个活动。
II. Teaching aims
1. 根据所给语篇，运用听力策略获取肖雅的助人举措的具体信息；
2. 在创设的新情境中编写邻里互助的对话，用得体的语言请求和提供帮助，感悟邻里互助的传统美德；
3. 根据字母组合ear、eer、eir/ere、er、ew、igh、ing、ph、qu的读音规则拼读单词，做到见词能读，听音能辨；
4. 体验在英文句子中需要重读实词的特点。
III. Teaching procedures
课时教学内容概述
本课时是功能部分和语音训练。Function部分结合语用知识学习，从“听”的视角切入单元主题。Activity 1为听前热身讨论活动。学生谈论日常生活中帮助他人的活动，复习助人举措的相关表达，为听力活动作准备。Activity 2为听中学习理解类活动。学生听后回答问题，了解肖雅的助人举措。Activity 3为听后应用实践类活动。学生再次听音频梳理细节信息，完成判断正误。Activity 4为听后迁移创新类活动。学生将音频中掌握的功能句运用到实际情况中，编写对话，为邻居提供帮助。Pronunciation部分以语音训练和歌谣的形式引入单元话题。Activity 1帮助学生感知语音现象。学生通过chant感知字母组合ear、eer、eir/ere、er、ew、igh、ing、ph、qu的发音。Activity 2帮助学生归纳语音规则。学生通过跟读单词及其发音学习字母组合ear、eer、eir/ere、er、ew、igh、ing、ph、qu的发音规则。Activity 3帮助学生内化所学知识。学生通过听音跟读几组发音相似的单词，区分不同字母组合的发音差异，提高发音的准确性，巩固所学语音知识。Activity 4帮助学生提升语音技能。学生结对朗读对话，体验在英文句子需要重读实词的特点。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Watch a video of “Lei Feng Day” and share some experiences of helping others or being helped.Work in pairs. Brainstorm more ideas of how to help others in the daily life and write them down. 观察学生回答问题的表现，了解其有关助人话题词汇的储备情况。
设计意图：导入本节课的教学情境，激活已知，为后续的语言学习做好铺垫。
Step 2Listening& Speaking Look at the picture of Xiao Ya and Mrs. Li chatting in a doorway. Predict the main idea of the conversation. Listen to the conversation and answer the question in Activity 2.What did Xiao Ya do for Mrs. Li Listen again and mark True or False. Then check the answers. Listen and repeat.Work in pairs. Role play the conversation and show it in class. 根据学生的回答，判断学生读图以及预判听力内容的能力。根据学生表现，评价学生获取关键信息的能力。观察学生在角色扮演中的表现，根据需要给出必要指导和反馈。根据评价量表评价学生的表现。
设计意图：根据文本回答问题及判断正误，培养学生提取关键信息的能力；通过角色扮演促其内化所学，为后续的迁移活动做好准备。
Step 3Pair Work Suppose your neighbor lost his cat and you want to help him. Make up a new conversation.Show the new conversation in class. 根据学生表现，评价其综合运用所学词语、句型和结构的情况，给予必要指导和反馈。
设计意图：在迁移创新的语境中，通过编写对话，帮助学生正确使用目标语言，学以致用，发展语言能力。
Step 4Pronunciation Read the chant in Activity 1 individually. Pay attention to the pronunciation of the colored letters. Listen and repeat the chant.Listen and repeat the sounds and words aloud in Activity 2. Read aloud and sum up the pronunciation rules of some groups of letters (ear、eer、eir/ere、er、ew、igh、ing、ph、qu).Read aloud the new words with the same groups of letters. Listen and repeat. Pay attention to the differences between the sounds in each pair. Listen and identify the words: Some words with similar sounds are presented. One student reads aloud the words and the others identify the words they hear.Observe the stress mark in the conversations in Activity 4 and read the conversations individually.Work in pairs. Practice the conversations with the partner. Pay attention to the word stress.Discuss the function and importance of stressing content words. 观察学生跟读、根据规则读新词以及识别相近单词的活动表现，判断其对语音规则掌握和运用的情况。观察学生在对话中是否正确使用重读，判断其对实词重读的掌握情况。
设计意图：通过听、跟读、chant、朗读单词、识别单词等一系列活动，培养拼读能力；通过对话操练，感受句子的抑扬顿挫，体验在英文句子需要重读实词的特点。
IV. Blackboard design
Unit 10 Leaning a helping handLesson 2 Function and PronunciationFunction:Could I help you May I … Let me …Would you come … Pronunciationear eer eir/ere er ew igh ing ph qu[ :] [ ] [e ] [ :] [ju:] [a ] [ ] [f] [kw]
Unit 10 Lending a helping hand
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
内容解读：Thinking Skills部分为思维技能学习，学习通过情节分析了解情节发展，理解故事的推进方式。首先，学生通过看图和阅读文本，学习利用情节图了解故事发展。其次，学生再阅读新文本，绘制情节图，呈现情节的发展。最后，迁移创新，学生绘制个人暑期见闻的情节图，并根据情节图进行分享，牢固掌握情节分析的思维技能。本部分共有3个活动。
Reading Strategies部分为阅读策略学习，学习通过标题和图片预测文本主旨大意。首先，学生通过预览标题和图片，使学生初步感知如何预测文本大意。其次，学生通过阅读文本来检测自己的预测是否正确。最后，学生通过预览新标题与图片，预测新文本的主旨大意，巩固该阅读策略。本部分共有3个活动。
II. Teaching aims
1. 运用情节分析思维技能，绘制情节图，了解故事如何发展；
2. 运用通过标题和图片预测文本主旨大意的阅读策略，快速获取文章的主要内容；
3. 根据情节图组织语言，分享学生个人暑期见闻。
III. Teaching procedures
课时教学内容概述
本课时为思维技能和阅读策略的学习。Thinking Skills部分为“情节分析”思维技能的学习。Activity 1为学习理解类活动，通过呈现图片、文本、情节图，帮助学生学习通过情节图的方式梳理文本信息，了解故事发展，初步掌握思维技能。Activity 2为应用实践类活动，学生阅读语篇内容完成情节图，巩固和内化Activity 1中所学技能。Activity 3为迁移创新类活动，学生绘制个人暑期见闻的情节图，并根据情节图进行分享，在新情境中运用所学知识。Reading Strategies部分为“通过标题和图片预测文本主旨大意”阅读策略的学习。Activity 1和Activity 2为显性教学活动，开展策略的理解学习和应用实践。首先，通过呈现标题和图片，帮助学生初步感知如何预测文本大意。其次，学生通过阅读文本检验预测。Activity 3为话题迁移创新活动，学生运用该阅读策略，获取新语篇的主旨大意，巩固该阅读策略。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Observe the pictures in Activity 1 and answer the question: What happened to Li Xiang Predict the main idea in pairs. 观察学生回答问题的表现，判断其提取图片信息的能力。
设计意图：通过引导学生观察图片，学会通过图片获取关键信息，预测情节发展，为接下来的学习做好铺垫。
Step 2Reading&Learning Read the text and check the prediction.Pay attention to the plot chart and learn how the plot develops.Read the text in Activity 2, analyze the plot and complete the plot chart. Then check the answers. Retell the text based on the drawn plot chart. 根据学生绘制情节图的情况，判断其对情节分析这一思维技能的掌握情况。
设计意图：引导学生用情节分析这一技能梳理文本内容，绘制情节图，展示故事情节发展，为进一步在现实生活情境中运用所学做好铺垫。
Step 3Drawing&Sharing Draw plot charts about the students’ own stories in the summer holidays.Work in pairs.Share their stories according to the drawn plot charts.Some students share their plot charts and stories in class. 观察学生情节图的完成情况，评价其对情节分析这一思维技能的运用情况。观察学生分析暑期见闻的表现，根据需要给出必要指导和反馈。
设计意图：引导学生利用情节分析的技能，结合自身实际情况，绘制自己的暑期见闻情节图，并整合运用相关语言表达分享暑期见闻，学以致用。
Step 4Reading strategies Read the title and look at the pictures in Activity 1 and then predict the main idea.Scan the text and check the prediction.Read the title and look at the picture in Activity 3. Make a prediction about the text and then check it. 观察学生在读标题、看图过程中预测主旨的表现，判断学生对该阅读策略的掌握情况，必要时给予指导。
设计意图：通过学习预览标题与图片进行主旨预测，帮助学生熟知预测文本大意时应关注的要点，培养学生获取关键信息的能力，提高阅读能力。
IV. Blackboard design
Unit 10 Leaning a helping handLesson 3 Thinking Skills and Reading StrategiesThinking Skills: Analyzing plotPlot: a sequence of connected events in a story. The events show what happens in the story and how the plot develops.Reading Strategies: Previewing and predictingPreviewing and predicting: before reading, preview the title and picture and make predictions about what the text is about.
V. Teaching material
Thinking Skill: Analyzing plot
How to Analyze the Plot of a Story
e.g. One sunny morning, Tom was walking in the park. Suddenly, he saw a little girl crying because she couldn't find her parents. Tom calmed her down and took her to the park keeper. With the help of the keeper, they finally found the girl’s parents. The parents thanked Tom a lot. Tom’s kindness shows that a small act of kindness can bring much happiness.
Exercise 1 Read the short essay, and draw a chart to tell me how the plot develops.
Let's Protect Our Earth
In a small town, there was a group of students. They noticed that the local park was getting dirtier and the river beside it was full of rubbish. The students decided to take action. On the weekend, they went to the park, and picked up the rubbish on the ground, and from the river, and put up posters to tell people to keep the environment clean. Thanks to their efforts, the park became clean and beautiful again.
Reading Strategies: Previewing and predicting
Exercise 2 Look at the picture and predict what will happen next.
1.(He is texting while walking.)
A. He will be OK. B. He will fall. C. He will be happy.
2. (He feels so hot.)
A He will drink milk tea.
B. He will drink hot coffee.
C. He will drink ice water
3.(She is sick.)
A. She will go to school. B. She will go to hospital. C. She will go to the park.
Exercise 2 Read the topics and predict the main contents of the articles.
1. The title of the text is "The Importance of Saving Water". What can you infer from this title
A. The text will mainly talk about different kinds of water.
B. The text will discuss how to waste water.
C. The text will focus on the reasons of saving water.
2. If the title of the text is "Protecting the Forests: Our Duty", which of the following can you infer
A. The article will tell us how to cut down more trees.
B. The article will talk about the importance of forests protection.
C. The article will only describe the beautiful pictures in the forests.
3. The title is "How to Reduce Air Pollution". What can you guess about the content
A. It will describe the reasons of air pollution only.
B. It will talk about the effects of air pollution on animals.
C. It will provide some suggestions on reducing air pollution.
4. Given the title "The Role of Recycling in Environmental Protection", what can you infer
A. The text will focus on the ways of recycling different materials.
B. The text will explain why recycling is important for protecting the environment.
C. The text will only talk about the history of recycling.
5. If the title is "Green Living: A Better Choice", what can you expect the article to be about
A. It will only introduce some green plants.
B. It will discuss the benefits of living a green life.
C. It will tell us how to keep buying new toys and throw away old ones.
答案：1. C 2. B 3. C 4. B 5. B
Unit 10 Lending a helping hand
Lesson 4 Theme Reading
I. Material analysis
内容解读：Theme Reading部分为主题阅读活动，帮助学生运用本单元所学的“情节分析”的思维技能和“预览标题和图片进行预测”的阅读策略开展主题阅读。首先，学生通过两两合作，讨论图片中邻里之间的助人举措，为语篇的学习做好准备。其次，学生阅读文本标题，并结合图片信息预测文本大意，再通过阅读文本，检验预测，巩固本单元所学阅读策略，提升策略的运用能力。然后，学生再读文本，判断信息正误，并绘制该文本的情节图，帮助学生落实思维技能。最后，学生通过完成选词填空的练习，巩固话题词汇。本部分共有5个活动。
II. Teaching aims
1. 用预览标题和图片预测文本内容的阅读策略获取语篇的主旨大意；
2. 用情节分析思维技能梳理文本，绘制情节图，获取关键信息，了解情节发展；
谈论社区成员间相互支持与合作的重要性，感悟邻里互助的意义。
III. Teaching procedures
课时教学内容概述
本课时为主题阅读，语篇为记叙文，内容为新邻居搬进新社区，邻里间相互帮助的故事。Activity 1为热身准备活动。学生通过两两合作，讨论图片中邻里之间的助人举措。Activity 2为阅读理解及策略应用活动。学生通过阅读文本标题并结合图片信息，预测文本大意。Activity 3为语篇精读及深入理解活动。学生通过阅读语篇了解细节信息，判断正误。Activity 4为思维技能实践应用活动。学生再读语篇分析情节发展，完成情节图。Activity 5为语言知识学习与应用活动。学生通过完成选词填空的练习，巩固邻里互助话题的词汇。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Free talk: Talk about how well you are getting along with your neighbors and share your story of helping them. 观察学生的回答情况，根据学生说出的内容，评价学生对邻里互助话题的知识储备情况。
设计意图：通过师生对话的形式，结合自身实际，谈论邻里关系，分享邻里互助的故事，导入教学情境，激活已有知识，为本课的学习做好准备。
Step 2Pre-reading Work in pairs. Observe the pictures and talk about how the neighbors helped the Zhao family.Read the title and predict the main idea of the text. Then check the prediction. 根据学生对问题的回答，判断其是否具有依据图片和标题获取信息、预测文本内容的能力。
设计意图：引导学生观察图片、读标题，依据人物的活动、场景、关键词等获取信息，预测文本主旨大意。
Step 3While-reading Read the text again and mark T or F. Then check the plete the plot chart according to the text. Then check the answers. 观察学生读中判断正误的情况，评价学生对文章细节的理解能力。观察学生情节图填写情况，判断其对情节图结构化知识的掌握情况。
设计意图：引导学生阅读课文，提取关键信息，通过绘制情节图，梳理文本内容, 了解情节发展，应用实践情节分析这一思维技能。
Step 4Post-reading Fill in the blanks with the correct form of the words and phrases in the box. Then check the answers.Work in groups. Retell the text based on the plot chart in Activity 4. Then show it in class.Further thinking: ·How well are the neighbors getting along with each other in this community ·How do the Zhao family feel in this new community ·Is it important to offer help to neighbors in your daily life 观察学生在选词填空中的填写情况，判断学生对邻里互助话题核心词汇的掌握情况。观察学生的复述是否全面具体，使用语言是否正确，把握学生对目标语言的内化情况。根据学生对问题的回答，判断学生对语篇隐含信息的理解情况。
设计意图：基于情节图，复述邻里互助故事，内化语言，并通过深度思考，引导学生感受新邻居在新社区的喜悦之情，认识到社区邻里互助的重要性。
IV. Blackboard design
Unit 10 Leaning a helping handLesson 4 Theme ReadingMoving to a new communityI read: ___________I predict: _____________Plot chartBeginningMiddleEnd
Unit 10 Lending a helping hand
Lesson 5 Grammar in Use
I. Material analysis
内容解读：Grammar in Use部分为语法学习与使用，包括形容词性物主代词、名词性物主代词的用法和一般过去时的形式、意义和用法两个部分。在物主代词部分，首先学生通过观察图文，感知形容词性物主代词和名词性物主代词的表达形式和基本意义，在此基础上，学生归纳总结两种物主代词的表达形式，并在新语境中选择正确的物主代词，巩固所学。在一般过去时部分，学生通过对话感知动词的一般过去时的使用规则，在此基础上观察、归纳并完成有关一般过去时疑问句及其答句的表格。最后，学生阅读chant语篇，回答问题。本部分共有6个活动。
II. Teaching aims
1. 在语境中理解两种物主代词和一般过去时的形式、意义和用法；
2. 对比、归纳形容词性物主代词和名词性物主代词在形式、意义和使用上的区别；
3. 初步具有运用形容词性物主代词、名词性物主代词和一般过去时的意识和能力；
4. 在新语境中运用所学语法知识，描述社区活动。
III. Teaching procedures
课时教学内容概述
本课时为语法学习与使用，分为两个部分，包括形容词性物主代词和一般过去时。物主代词部分：Activity 1呈现语法现象，学生通过图片和句子了解和感知形容词性物主代词和名词性物主代词的表达形式和基本意义。Activity 2归纳语法规则，学生以表格的形式总结、对比两种物主代词的表达形式。Activity 3为迁移创新应用，学生在新语境中勾选正确的物主代词，巩固所学。学生通过3个活动感知意义、归纳形式、实践应用。一般过去时部分：Activity 1呈现语法现象，学生通过对话感知动词在一般过去时疑问句、肯定句中的形式、意义和使用规则，Activity 2归纳语法规则，学生结合Activity 1对话中呈现的一般过去时的句子，观察、归纳并完成有关一般过去时问句与回答的表格。Activity 3为迁移创新应用，学生阅读chant语篇，运用一般过去时回答问题。
教学流程图
教学步骤 学习活动 效果评价
Step 1Observing Look at the pictures in Activity 1 and read the sentences. Pay attention to the possessive pronouns in bold.Read the sentences in Activity 1 and identify the position of possessive pronouns in the sentences. 观察学生的表现，根据学生的梳理情况，了解其对物主代词的认知。
设计意图：在语境中呈现形容词性物主代词和名词性物主代词的语法知识，在图文语境中指导学生观察两种物主代词的表达形式、基本意义和语用功能。
Step 2Summarizing Compare the positions of Determinative possessive pronouns and nominal possessive pronouns in the sentences in Activity 1. Complete the table in Activity 2 and pay attention to the spelling of two kinds of possessive pronouns.Check the answers. 观察学生的表现，根据学生归纳情况，了解其对形容词性物主代词和名词性物主代词的认知。
设计意图：引导学生讨论，发现、分析、对比形容词性物主代词和名词性物主代词在意义、使用和拼写上的区别。
Step 3Applying Sentence Making Practice: The teacher presents several groups of words and asks students to make complete sentences with these words.Read the text in Activity 3 and choose the correct possessive pronouns.Check the answers.Read the text in Activity 3 aloud and understand the usage of possessive pronouns in the context.Answer the question: What do the two students think of their community 观察学生在连词成句练习中的表现，判断其能否运用两种物主代词。观察学生在语篇中根据语境选择物主代词的情况，判断其是否能理解其形式和意义并在语境中正确使用。观察学生的回答，根据需要给出必要的指导和反馈。
设计意图: 通过连词成句和选词填空完成短文的练习活动，帮助学生在语境中正确使用两种物主代词。通过分析并评价文本主人公对社区的热爱，引导学生爱护社区环境，做社区的主人。
Step 4 Observing Work in pairs. Read the conversation in Activity 1. Discuss how to use verbs correctly according to the time. Pay attention to the forms of the verbs used in the simple past tense. 观察学生在讨论中的回应和反馈，给予鼓励和帮助。
设计意图：通过讨论，引起学生的兴趣，激活学生的思维。
Step 5 Summarizing 1. Complete the table in Activity 2 and learn how to use the simple past tense.2. Check the answers. 3. Summarize the rules of the simple past tense.4. Work in pairs. Use the simple past tense to ask and answer according to the pictures and the given words. 观察学生完成表格及编写对话的情况，了解其对一般过去时时态谓语动词形式、意义及使用的掌握。
设计意图：通过表格梳理一般过去时的语法规则，帮助学生理解并掌握be动词和实义动词在一般过去时的疑问句及其回答中的表达形式。
Step 6 Applying Look at the picture in Activity 3 and discuss where they were and what they did. Read the chant in Activity 3 and answer the questions. Check the answers. Match the activities at the community garden with the pictures. Write a diary about the gardening experiences by using a plot chart. Some students share their experiences in class. 观察学生讨论和回答问题的表现，根据需要给出必要的指导和反馈。观察学生在综合运用所学语法知识中的表现，从表述的完整性、时态的准确性和语篇的连贯性等方面进行评价。
设计意图：引导学生在新语境中理解和使用一般过去时，并运用一般过去时描述活动经历，发展学生英语语法意识和能力。
IV. Blackboard design
Unit 10 Leaning a helping handLesson 5 Grammar in UsePossessive pronounsThis is my book. It’s mine. That is your shirt. It’s yours.my your his her our theirmine yours his hers ours theirsThe simple past tenseHow was your school trip -- It was wonderful.Did you go to Shanghai. – No, I wasn’t. I went to Beijing.What did you do -- We visited the Great Wall.
Unit 10 Lending a helping hand
Lesson 6 Oral Communication
I. Material analysis
内容解读：Oral Communication部分为口语交际活动，采取“以听促说”的形式，引导学生拓展单元“社区志愿活动”的话题，开展口头语言交际活动。首先, 学生根据听力内容完成判断正误和听力填词两项任务，了解康康的社区志愿活动经历。其次，学生在完成听力活动后，利用所给活动素材和语言提示，进行小组讨论，谈论自身参加社区志愿活动的经历，并在班级进行汇报。本部分共分为2个活动。
II. Teaching aims
1. 运用所学听力策略获取关于社区志愿活动的重要信息；
2. 谈论社区志愿活动的类型，领会志愿服务的精神；
正确使用目标语言描述社区志愿服务经历。
III. Teaching procedures
课时教学内容概述
本课时为口语交际活动，内容围绕社区志愿活动经历展开。Activity 1为听力理解活动，分为A和B两个小活动。在活动A中，学生根据听力内容完成判断正误，在活动B中，学生再听一遍，完成听力填词活动。2个活动从连线到填空由浅入深地帮助学生梳理、掌握听力文本中的关键信息，了解康康的社区志愿活动经历和感受。Activity 2为口头表达活动。学生根据听力内容迁移创新，以问题和短语为脚手架，组织语言谈论自身参加社区志愿活动的经历，并在班级进行汇报。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Look at the pictures and talk about the voluntary activities in the pictures.Share personal voluntary experiences. 依据学生回答的内容，判断学生描述图片活动和谈论自身志愿活动经历的语言能力。
设计意图：通过展示志愿活动的图片，引导学生讨论图片，复习不同志愿活动的表达，并引导学生尝试分享个人的志愿活动经历，激活已知。
Step 2 Listening Read through the sentences in Activity 1A and guess what the conversation is about.Listen to the conversation and mark T or F.3. Check the answers.4. Listen again and fill in the blanks in 1B.5. Check the answers.6. Read the conversation in Activity 1 aloud. Pay attention to the stress. 观察学生听力活动的完成情况，评价其听力活动中获取和记录关键信息的能力。观察学生朗读和模仿对话的情况，给出必要指导和反馈。
设计意图：通过多层次的听力活动，培养学生听前确定目标、听中获取和记录关键信息的听力策略。
Step 3 Oral Communication Work in groups. Discuss questions in Activity 2. Take turns to share personal voluntary experiences.Some students share their experiences in class. 观察学生的小组活动表现，判断其是否在口语交际中使用较为准确的词语和表达，语音、语调基本正确。
设计意图: 通过组员的口语交际活动，引导学生在口头表达中使用恰当的句型、流畅的语言介绍自己的志愿活动经历，提升学生口语交际能力。
IV. Blackboard design
Unit 10 Leaning a helping handLesson 6 Oral CommunicationWhat volunteer activities did you take part in What did you do in these activities Volunteer Activity: running racecollect money felt tired community websiteGroup Work:I took part in … with … I did …. I felt …
Unit 10 Lending a helping hand
Lesson 7 Reading for Writing
I. Material analysis
内容解读：Reading for Writing部分为以读促写活动，培养学生的书面表达能力。首先通过阅读范文，获取有关“疗养院志愿活动“的相关信息和篇章结构，并借助情节图梳理范文的主要信息。其次，利用本单元的思维技能，绘制自己的社区志愿活动情节图，再根据提供的写作模板，起草作文，完成作文初稿。接着对照范文，检查初稿，修改后定稿。学生在独立完成短文写作后，根据评价量表，与同伴交换作文，互相评价。本部分共分为5个活动。
II. Teaching aims
1. 基于写作目的、文体和要求，分析范文结构，列出描述社区服务活动的内容要点；
2. 绘制思维导图，谋篇布局，拟定框架，完成写作任务；
3. 通过自评和互评，学会反思，改进文章的结构、内容和语言。
III. Teaching procedures
课时教学内容概述
本课时为以读促写活动，写作内容为“志愿行动在____________”，围绕单元主题展开，运用本单元所学内容完成作文。Activity 1为学习范文和思维导图。学生通过阅读范文及复习本单元思维技能“情节分析”，梳理作文结构及主要内容。Activity 2为绘制思维导图。学生围绕自己的社区志愿活动经历，完成情节分析图，为仿写做准备。Activity 3为撰写初稿。学生按照所给作文结构及模板，完成作文的仿写。Activity 4为修改并定稿。学生将最后完成的作文写在作文本上，并在抄写作文的同时，检查句子结构、语法及单词拼写问题。Activity 5为同伴互评。学生根据评价量表与同伴完成作文互评。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Free Talk. Ask and answer between the teacher and students: ·What kind of community service activity do you know ·Did you take part in any activities in your community What were they 依据学生回答的内容，判断学生谈论自身志愿活动经历的语言储备。
设计意图：通过师生自由交谈导入本课情境，并引导学生尝试分享个人的社区志愿活动经历，围绕写作主题，激活学生已知和相关语言，提高写作教学的针对性和有效性。
Step 2 Reading Observe the title “Volunteering at a Nursing Home”and predict the main idea of the text.Read the text and complete the plot chart in Activity 1 and identify the plot about the voluntary activities. Then check the answers.Analyze the text structure and find out the main idea of each paragraph. Then make an outline of the text. 根据学生情节分析图的完成情况，了解其对写作要点的理解情况。观察学生对语篇结构的分析和对情节的梳理，评价学生写作前谋篇布局意识。
设计意图：通过学习范文结构，梳理文章要点，为笔头输出作准备。
Step 3Writing Draw a setting chart in Activity 2 about a personal community service activity.Draft the essay in Activity 3 about the community service activity.Work in pairs. Discuss and revise the draft.Make the final draft in the exercise book. 观察学生写作任务完成情况，给出必要指导和反馈。
设计意图：通过层次递进的活动，引导学生从构思文章内容架构，起草文章要点，综合运用所学目标语言，完成写作任务，提升语言综运用能力。
Step 4 Evaluating 1. Invite the partner to rate the final draft.2. Edit the draft.3. Some students present the final draft to the whole class. 4. Do peer-evaluation. 根据学生呈现的作品,评价其综合运用所学词语、句型和结构的情况，给予必要指导和反馈。
设计意图: 引导学生通过自评和同伴互评，反思和评价自己文章的表达效果，修改完善文章，提升写作质量，实现以评促学。
IV. Blackboard design
Unit 10 Leaning a helping handLesson 7 Reading for WritingTitle: Volunteering at a Nursing HomeBeginning: When did the writer take part in the volunteering Where did he go Body: What did he do there End: How did he feel about it Plot chartBeginningMiddleEnd
Unit 10 Lending a helping hand
Lesson 8 Project and Review
I. Material analysis
内容解读：Project部分为实践项目活动，基于单元“社区生活”主题，学习与应用跨学科知识和社会文化知识，完成社区生活满意度调查。首先，完成个人对社区生活的满意度调查表，并以小组为单位在班级范围内开展调查，收集数据，绘制数据分析图。最后向全班汇报小组调查结果，完成项目实践活动，体会运用所学解决现实生活中的真实问题的乐趣，促进语言能力、文化意识、思维品质和学习能力等协同发展。本部分共分为 3 个活动。
Review部分为单元复习，通过听说活动和阅读理解回顾单元主题，并对单元的主题词汇和语法项目进行复习。首先，听对话回答问题并分享个人对志愿活动的看法，加深对单元主题知识的理解。其次，两两合作，将社区生活中的问题与解决措施进行匹配，并讨论、总结援助者为社区生活带来的益处，提高词汇运用能力。接着，复习巩固一般过去时问句的表达形式，并进行两两对话操练，提升语法知识的实践应用和迁移创新能力。最后，阅读短文，完成语篇还原，帮助学生提升综合阅读能力。本部分共分为4个活动。
II. Teaching aims
1. 通过听说读写的活动，复习巩固本单元话题词汇和语法；
2. 通过问卷调查的方式，综合所学语言分析并汇报调查结果；
3. 主动反思和评价自我表现，促进自我监督式学习；
4. 积极参与社区活动，具备主动服务他人的意识，共建和谐社区。
III. Teaching procedures
课时教学内容概述
本部分为实践项目、复习和学生自评。Project部分为开展问卷调查、绘制数据分析图并进行结果汇报。Activity 1为学习理解活动。学生通过调查问卷的形式完成个人对社区生活的满意度调查表。Activity 2为应用实践活动。学生以小组为单位在班级范围内开展问卷调查，收集数据，绘制数据分析图。Activity 3为迁移创新活动。学生根据数据和图表，向全班汇报小组调查结果。Review部分通过听说活动和阅读理解回顾单元主题，并对单元的主题词汇和语法项目进行复习。Activity 1为听说活动。学生听对话回答问题，记录玲玲的志愿活动经历及未来计划，并分享个人对志愿活动的看法。Activity 2为词汇练习。学生根据图片，将社区生活中的问题与援助者的举措进行匹配，并探讨他们的解决措施及为社区带来的益处。Activity 3为语法复习。学生根据上下文语境及所给提示补全问句，并进行对话操练，复习巩固一般过去时问句的表达形式。Activity 4为阅读理解。学生通过语篇还原的练习提升综合阅读能力。Self-assessment部分以客观评价和主观评价相结合的方式引导学生进行自评和反思。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead in Free Talk:What do you think of your community environment What about your neighborhood and community life 根据学生的回答，了解学生谈论社区环境、邻里关系和社区生活的语言储备。
设计意图：通过师生对话，导入本课，激发学生有关社区生活话题的已知。
Step 2 Making a survey 1. Observe the survey in Activity 1 and know what it is about.2. Complete the survey in Activity 1.3. Work in groups. Carry out the survey in class.4. Collect the data. 观察学生问卷调查的完成情况和调查的开展情况，给出必要指导和反馈。
设计意图：通过填写并开展问卷调查，培养学生的实践能力。
Step 3 Drawing & analyzing 1. Work in groups. Draw a chart for each question according to the example and analyze the data.2. Each member chooses one question and reports the survey results to group members. 观察学生制作数据分析图的过程，给予必要指导和反馈，根据学生对调查结果的逐题分析，判断其数据分析能力及图文信息转换能力。
设计意图：通过制作问卷调查数据分析图，培养学生的信息技术运用能力；通过小组分享，培养学生图文信息转换的能力，为后续活动做好铺垫。
Step 4 Presenting & Evaluating Some groups share the charts and report the survey results to the class.2. Evaluate each other's reports. 观察学生的汇报是否涵盖了图表信息，语言是否准确，表达是否流利，判断其语言的综合运用能力。
设计意图：通过汇报调查结果，培养学生运用本单元所学的语言及实践运用的能力，学以致用、学用一体。
Step 5 Reviewing Listen to the conversation in Activity 1 and answer the questions. Then check the answers.Share personal opinions about voluntary activities in pairs.Observe the pictures in Activity 2 and match the problems of community life with the corresponding helpers. Then discuss the helpers' actions and summarize the benefits brought by the helpers to the community life.Read the answers in Activity 3. Raise questions with the given words and phrases according to the context. Then ask and answer in pairs.Observe the pictures in Activity 4 and discuss activities in the pictures.Read the passage in Activity 4 and fill in the blanks with the sentences in the box. Then check the answers. Review the big question "What makes a community " and then discuss the essential elements of building a harmonious community in groups. 观察学生回答问题时的表现，判断其获取并记录信息的全面和准确程度。根据学生对志愿活动观点的表述，了解学生对语言和信息的内化情况。观察学生根据上下文语境提出的问题，判断其使用的语言和时态是否正确，给出必要指导和反馈。观察班级讨论时学生是否能提炼构建和谐社区的本质要素，给出必要指导和反馈。
设计意图：通过听力活动，培养学生听前预测、听中记录、听后检查的听力策略；在语境中复习本单元描社区生活及活动经历以及一般过去时的用法；通过完成语篇还原练习，帮助学生培养逻辑思维，提升综合阅读能力。
Step 6 Assessment Complete the self-assessment list.Reflect on what the students have learned in this unit. 依据学生评价量表了解学生本单元的学习情况，调整下一单元教学规划。
设计意图：通过单元评价量表，发挥学生主体作用，引导学生成为评价活动的参与者和合作者，主动反思和评价自我表现，促进自我监督式学习; 教师由此获取英语教学的反馈信息，对自身的教学行为进行反思总结，不断提高教学水平和专业能力。
IV. Blackboard design
Unit 10 Lending a helping handLesson 8 Project and ReviewProject:Community life/ Village lifeWe have …items in our survey. They are … For item one, …students think …or Item two, …
Listen and match the people with the volunteer activities
Know about volunteer activities
Pair work：
Practice the conversation
Pair work：
Talk about your own volunteer activities
Pair work:
Brainstorm more ideas of how to help others
Pair work:
Make up a new conversation of helping a neighbor
Function
First listening:
Answer questions
Second listening:
Mark True or False
Chant:
Listen and follow
Listen and repeat
Listen and
tell the differences
Pair work：
Practice the conversation
Sum up the pronunciation rules of some groups of letters and the importance of the stress of content words in sentences
Pronunciation
Read the text and learn how the plot develops
Share a story by using a plot chart
Thinking skill:
Analyzing plot
Read the text and draw a chart to show how the plot develops
Read the title and look at the pictures, and make a prediction
Reading strategy:
Previewing and predicting
Read the text to practice the reading strategy
Scan the text and check the prediction
End:
Middle:
Beginning:
Read the title and predict the main idea of the text
Read the text and mark T or F
Look at the pictures and discuss the activities of helping neighbors
Fill in the blanks with the given words and phrases
Read the text again and complete the plot chart
Group work:
Look at the plot chart and retell the text
Complete the table with correct possessive pronouns
Complete the text with correct possessive pronouns
Understand how possessive pronouns are used by studying the given sentences
Understand the usage of simple past tense by studying the conversation
Use the simple past tense to answer the questions after reading the chant
Summarize the usage of be verbs
First listening:
Listen and mark T or F
Second listening:
Listen again and fill in the blanks
Pre-listening：
Observe the picture, read the information and predict what the text is about
Group work:
Talk about personal experience as a volunteer
Read the text and study the structure of the text
Read the text again and complete the plot chart
Draw a plot chart about a community service activity
Make the final draft in the exercise book, and then check
Draft the essay
Complete evaluation of the essay
Group work:
Carry out the survey and draw a chart for each item
Complete the survey of your community life
Report the survey results to the class
Listen and answer the question. Share the opinions about volunteer activities
Raise questions according to the answers
Match the problems with the helpers. Talk about the solutions
Read and complete the text

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