资源简介

(共25张PPT)
Lending a Helping hand
Unit 10
Function & Pronunciation
英语仁爱版（2024）七年级下册
通过本课时学习，学生能够：
1. 根据所给语篇，运用听力策略获取Xiao Ya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。
重点
重点
Learning objectives
Watch and answer
Watch the video and answer the questions.
1. What can they do to help the neighbors
2. What do you think of the people in the video
3. Can you share some experiences of helping others or being helped
Water the plants, buy groceries, take the parcel and walk the dog.
Discuss and share
How can you help others in your daily life
do voluntary work
tell stories to children
share your experience
water flowers
_______________________
___________________
clean up the community/...
plant trees/...
Make a dialogue
Work in pairs and make a dialogue. Ask your partner about how he/she helped others.
Have you ever helped others or been helped
Yes, I helped an old lady yesterday.
What did you do
...
Listen and answer
Listen to the conversation and answer the question.
What did Xiao Ya do for Mrs. Li
She lent her phone to Mrs. Li.
Listen and mark
Listen and mark T (True) or F (False).
1. Mrs. Li lost her keys and her phone.
2. Xiao Ya called Mrs. Li’s daughter.
3. Mrs. Li’s daughter was coming back.
4. Xiao Ya asked Mrs. Li to wait at her home.
5. Mrs. Li asked Xiao Ya to help her do some shopping.
( )
( )
( )
( )
( )
F
F
T
T
F
left her keys and her phone at home.
Mrs. Li called her daughter.
Mrs. Li went shopping by herself.
Listen and fill
Listen again and fill in the blanks.
(Xiao Ya’s neighbor, Mrs. Li, knocks at the door, and Xiao Ya opens the door.)
Mrs. Li: Hi, Xiao Ya. Could you help me
Xiao Ya: Sure, Mrs. Li. What’s 1. _________
Mrs. Li: I 2. _________ my keys and my phone at home. Now I can’t open the door.
May I use your phone to call my daughter
Xiao Ya: 3. _________ a minute, please. Let me get my phone for you.
(Two minutes later)
Mrs. Li: Thank you so much. 4. _________ is your phone.
Xiao Ya: You’re welcome. Is your daughter coming
Mrs. Li: Yes. She is on her way 5. _________ now.
Xiao Ya: Great! Would you come in and 6. _________ for her at my home
Mrs. Li: Oh, that’s very 7. _________ of you, but I need to do some 8. _________.
Thank you very much for your help.
Xiao Ya: That’s all right.
up
left
Just
Here
wait
back
kind
shopping
Listen and repeat
Listen and repeat the conversation.
(Xiao Ya’s neighbor, Mrs. Li, knocks at the door, and Xiao Ya opens the door.)
Mrs. Li: Hi, Xiao Ya. Could you help me
Xiao Ya: Sure, Mrs. Li. What’s up
Mrs. Li: I left my keys and my phone at home. Now I can’t open the door.
May I use your phone to call my daughter
Xiao Ya: Just a minute, please. Let me get my phone for you.
(Two minutes later)
Mrs. Li: Thank you so much. Here is your phone.
Xiao Ya: You’re welcome. Is your daughter coming
Mrs. Li: Yes. She is on her way back now.
Xiao Ya: Great! Would you come in and wait for her at my home
Mrs. Li: Oh, that’s very kind of you, but I need to do some shopping.
Thank you very much for your help.
Xiao Ya: That’s all right.
Read and learn
(Xiao Ya’s neighbor, Mrs. Li, knocks at the door, and Xiao Ya opens the door.)
Mrs. Li: Hi, Xiao Ya. Could you help me
Xiao Ya: Sure, Mrs. Li. What’s up
Mrs. Li: I left my keys and my phone at home. Now I can’t open the door.
May I use your phone to call my daughter
Xiao Ya: Just a minute, please. Let me get my phone for you.
(Two minutes later)
Mrs. Li: Thank you so much. Here is your phone.
Xiao Ya: You’re welcome. Is your daughter coming
Mrs. Li: Yes. She is on her way back now.
Xiao Ya: Great! Would you come in and wait for her at my home
Mrs. Li: Oh, that’s very kind of you, but I need to do some shopping.
Thank you very much for your help.
Xiao Ya: That’s all right.
“Could you help me ”是日常寻求他人帮助时常用的礼貌表达，could 为 can 的过去式，在这里用于表示更委婉的语气。
Read and learn
(Xiao Ya’s neighbor, Mrs. Li, knocks at the door, and Xiao Ya opens the door.)
Mrs. Li: Hi, Xiao Ya. Could you help me
Xiao Ya: Sure, Mrs. Li. What’s up
Mrs. Li: I left my keys and my phone at home. Now I can’t open the door.
May I use your phone to call my daughter
Xiao Ya: Just a minute, please. Let me get my phone for you.
(Two minutes later)
Mrs. Li: Thank you so much. Here is your phone.
Xiao Ya: You’re welcome. Is your daughter coming
Mrs. Li: Yes. She is on her way back now.
Xiao Ya: Great! Would you come in and wait for her at my home
Mrs. Li: Oh, that’s very kind of you, but I need to do some shopping.
Thank you very much for your help.
Xiao Ya: That’s all right.
“What’s up ”用于询问对方出了什么事或有什么问题，是一种比较口语化的表达。
Read and learn
(Xiao Ya’s neighbor, Mrs. Li, knocks at the door, and Xiao Ya opens the door.)
Mrs. Li: Hi, Xiao Ya. Could you help me
Xiao Ya: Sure, Mrs. Li. What’s up
Mrs. Li: I left my keys and my phone at home. Now I can’t open the door.
May I use your phone to call my daughter
Xiao Ya: Just a minute, please. Let me get my phone for you.
(Two minutes later)
Mrs. Li: Thank you so much. Here is your phone.
Xiao Ya: You’re welcome. Is your daughter coming
Mrs. Li: Yes. She is on her way back now.
Xiao Ya: Great! Would you come in and wait for her at my home
Mrs. Li: Oh, that’s very kind of you, but I need to do some shopping.
Thank you very much for your help.
Xiao Ya: That’s all right.
“leave sth. + 地点”表示把某物留在/遗留在某地，left是leave的过去式。
Read and learn
(Xiao Ya’s neighbor, Mrs. Li, knocks at the door, and Xiao Ya opens the door.)
Mrs. Li: Hi, Xiao Ya. Could you help me
Xiao Ya: Sure, Mrs. Li. What’s up
Mrs. Li: I left my keys and my phone at home. Now I can’t open the door.
May I use your phone to call my daughter
Xiao Ya: Just a minute, please. Let me get my phone for you.
(Two minutes later)
Mrs. Li: Thank you so much. Here is your phone.
Xiao Ya: You’re welcome. Is your daughter coming
Mrs. Li: Yes. She is on her way back now.
Xiao Ya: Great! Would you come in and wait for her at my home
Mrs. Li: Oh, that’s very kind of you, but I need to do some shopping.
Thank you very much for your help.
Xiao Ya: That’s all right.
“May I ...”用于礼貌地请求对方允许自己做某事，是一种常见的请求许可的表达方式。
Read and learn
(Xiao Ya’s neighbor, Mrs. Li, knocks at the door, and Xiao Ya opens the door.)
Mrs. Li: Hi, Xiao Ya. Could you help me
Xiao Ya: Sure, Mrs. Li. What’s up
Mrs. Li: I left my keys and my phone at home. Now I can’t open the door.
May I use your phone to call my daughter
Xiao Ya: Just a minute, please. Let me get my phone for you.
(Two minutes later)
Mrs. Li: Thank you so much. Here is your phone.
Xiao Ya: You’re welcome. Is your daughter coming
Mrs. Li: Yes. She is on her way back now.
Xiao Ya: Great! Would you come in and wait for her at my home
Mrs. Li: Oh, that’s very kind of you, but I need to do some shopping.
Thank you very much for your help.
Xiao Ya: That’s all right.
“Would you come in and wait for her at my home ” 中“would you...”用于礼貌地邀请他人做某事，比“will you ...”语气更委婉。
Role play
Role play the conversation and show it in class.
Make a new conversation
Suppose your neighbor lost his cat and you want to help him. Make up a new conversation.
Hi, Mr. Smith. You look worried. What’s up
My cat is missing. I can’t find her anywhere.
I’m so sorry to hear that. What does your cat look like
She’s a white cat with some black spots.
...
Look and answer
Look at the picture and answer the questions.
1. What are the two girls in the picture
2. What are they doing now
3. How do they feel
They are volunteers.
They are cleaning the ground.
They feel happy.
Listen and complete
Listen and complete the chant.
Xiao Ya got up to go to work 1. ________.
She joined a 2. ________ activity.
She met her 3. ________ friend in the community.
There they cleaned the ground with their hands
4. ________.
Xiao Ya said, “Let’s 5. ________ a song quietly.
At last they took some 6. ________ happily.
early
volunteer
new
quickly
sing
photos
Listen and read the chant. Pay attention to the pronunciation of the colored letters.
Listen and read
Huangguoshu Waterfall
Yangtze River
West Lake
Xiao Ya got up to go to work early.
She joined a volunteer activity.
She met her new friend in the community.
There they cleaned the ground with their hands quickly.
Xiao Ya said, “Let’s sing a song quietly.
At last they took some photos happily.
Listen and read the sounds and words aloud.
Listen and read
Huangguoshu Waterfall
Yangtze River
West Lake
Work in pairs and read the new chant.
Let’s read
Huangguoshu Waterfall
Yangtze River
West Lake
Ear (/ /) in early, like air in the sky,
Eer (/ (r)/) in peer, loud and clear!
Eir (/e /) in their, ere (/e /) in where,
Let’s sing these sounds, don’t you dare!
Er (/ /) in her, term, and per,
Ew (/ju /) in new, chew and few!
Igh (/a /) in sigh, ing (/ /) in sing,
Ph (/f/) in phone, let’s do our thing!
Qu (/kw/) in quick, quack, and queen,
These letter groups are so keen!
Listen and repeat. Pay attention to the differences between the sounds in each pair.
Listen and repeat
Huangguoshu Waterfall
Yangtze River
West Lake
Read the text. Then, ask and answer the questions with your partner. Pay attention to the stresses.
Let’s read
1. —'How do you 'feel
—I am 'happy to 'help these 'animals.
2. — 'What did you 'do 'there
— We 'learned and 'played.
3. —Did 'Tom 'help to 'clean up the 'park 'last 'week
—No, 'he didn’t. But 'I did.
Summary
know the pronunciation rules of the letter combinations ear, eer, eir/ere, er, ew, igh, ing, ph and qu.
2
After learning this lesson, I can
use appropriate language to ask for and offer help.
1
stress content words in sentences.
3
1. A: Let's go and see the monkeys. They' re my favourite animals. B: Why do you like them
A: Because they' re clever and funny.
2. A: Oh, look! A baby wolf and its mother! Do you like wolves B: No, I don't. They' re very dang
Homework
1. Write down the new conversation about helping your neighbor find the lost cat.
2. Preview Thinking Skills & Reading Strategies.Unit 10 Lending a Helping Hand
Function & Pronunciation
一、教学内容分析
本课时是功能部分和语音训练。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Xiao Ya帮助邻居解决困难。听第一遍后，学生了解Xiao Ya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。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。
二、语篇分析
【What】 本课时的核心语篇为Xiao Ya与邻居Mrs. Li的日常对话。Mrs. Li因忘带钥匙和手机无法进门，向Xiao Ya求助使用电话联系女儿，Xiao Ya热情提供帮助，并邀请Mrs. Li到自己家等待，Mrs. Li表示感谢并说明自己要去购物。 【Why】 Function部分的对话围绕生活常见的求助与帮助场景展开，能引导学生深入理解对话内涵，锻炼听力理解能力，同时，为学生后续进行口语表达与对话创编提供清晰的思路与模板，通过模仿与创新，提升学生在实际情境中运用英语交流的能力，真正做到学以致用。此外，语篇传递的乐于助人主题，有助于培养学生积极向上的情感态度与良好品德，实现语言教学与育人的有机融合。 【How】 语篇构建邻里之间求助与帮助的常见生活场景，极易引发学生的情感共鸣与生活联想。文本以邻里间的日常对话形式呈现，语言自然、口语化，符合生活实际交流场景，易于学生理解和模仿。对话内容简洁明了，围绕求助与帮助展开，包含日常交流常用的表达和句式，如“Could you help me ”“What’s up ”“May I... ”等。
三、学情分析
学生在日常生活中对帮助他人的行为有一定认知，具备一定的语言基础，但在运用英语表达相关内容时可能存在困难。在语音方面，学生对部分字母组合的发音和句子重音等规则尚未熟练掌握，需要系统的练习和指导。这就要求教师在教学过程中，借助多样化、趣味性教学方法与活动，引导学生逐步克服困难，实现语言综合运用能力的提升。
四、教学目标
通过本课时的学习，学生能够： 1. 根据所给语篇，运用听力策略获取Xiao Ya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。
五、教学重难点
【重点】 1. 根据所给语篇，运用听力策略获取Xiao Ya的助人举措的具体信息； 2. 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。 【难点】 创编对话，在实际情境中运用所学，用得体的语言请求和提供帮助。
六、教学活动设计
环节一：话题导入，激发兴趣。（3 mins） 学生观看视频，回答问题。
教学活动 活动层次 效果评价
Students watch the video and answer some questions. 学习理解之感知与注意 观察学生的作答表现，了解其对视频的把握程度。
环节设计意图：导入本课主题，激发学生学习的兴趣。
环节二：话题讨论，展开对话练习。（7 mins） 学生就相关话题进行讨论，并展开对话练习。
教学活动 活动层次 效果评价
Students discuss the question and share their ideas. 应用实践之描述与阐释 应用实践之内化与运用 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。
Students work in pairs and make a dialogue.
环节设计意图: 激活已知，为后续的语言学习做好铺垫。
环节三：听对话，完成听力任务。（15 mins） 学生完成一系列的听力活动，提取对话中的关键信息，学习语言点并进行角色扮演。
教学活动 活动层次 效果评价
Students listen to the conversation and answer the question. Students listen to the conversation and mark T (True) or F (False). Students listen and fill in the blanks. 学习理解之感知与注意、获取与梳理 观察学生的作答表现，评价其通过听力活动提取关键信息的能力。
Students listen and repeat the conversation. Students learn some language points. 应用实践之内化与运用 观察学生的朗读情况和语言知识学习情况，根据需要给出必要指导和反馈。
Students role play the conversation and show it to the class. 应用实践之内化与运用 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。
环节设计意图: 通过一系列的活动，培养学生在听力中提取关键信息的能力，通过角色扮演促其内化所学知识，为后续的迁移活动做好准备。
环节四：创编新对话。（10 mins） 学生两两合作，创编新对话。
教学活动 活动层次 效果评价
Students work in pairs and make up a new conversation. 迁移创新之想象与创造 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。
环节设计意图: 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。
环节五：学习字母组合的发音规则以及实词重读的特点。（10 mins） 通过听读感知字母组合ear、eer、eir/ere、er、ew、igh、ing、ph和qu的读音规则和实词重读的特点。
教学活动 活动层次 效果评价
Students look at the picture and answer some questions. Students listen to the recording and complete the chant. Students listen and read the chant. They should pay attention to the pronunciation of the colored letters. Students listen and read the sounds and words aloud. Students work in pairs and read the new chant. Students listen and repeat. They should pay attention to the differences between the sounds in each pair. 学习理解之获取与梳理、概括与整合 应用实践之内化与运用 观察学生跟读、朗读及总结读音规则的表现，判断其能否了解读音规则并依据规则正确朗读字母组合的读音。
Students read the text. Then, they ask and answer the questions with their partners. They should pay attention to the stresses. 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。
环节设计意图: 通过听、跟读、朗读等一系列活动，培养拼读能力；通过对话操练，感受句子的抑扬顿挫，体验在英文句子中需要重读实词的特点。
作业与拓展 1. Write down the new conversation about helping your neighbor find the lost cat. 2. Preview Thinking Skills & Reading Strategies.
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