资源简介

(共37张PPT)
Unit 4 Helping in the community
Part B Read and write&C Project
（人教PEP版）四年级
上
1
Core competences
核心素养目标
3
Presentation
新知讲解
5
Summary
课堂总结
2
Lead in
导入环节
4
Practice
知识操练
6
Homework
作业设计
01
Core competences
1.掌握“现在进行时”的核心句型：What is/are...doing （询问他人正在做什么）和主语+be（am/is/are）+动词-ing（描述他人正在做的事）。
2. 能够完成“看图匹配、选词填空、语篇补全”等基础任务，实现“词汇—句型—语篇”的逐步运用。
3.积极参与小组互动和实践活动，培养学习英语的兴趣和自信心，愿意用英语表达生活中的助人场景。
02
Lead in：Ask and answer
What are you doing
I'm tidying my room.
02
Lead in：Ask and answer
What are you doing
I'm reading a book.
02
Lead in：Ask and answer
What’s he doing
flying
He’s ______ a kite.
02
Lead in：Ask and answer
What’s she doing
She’s ______ pictures.
taking
02
Lead in：Ask and answer
What are they doing
They’re _______ a bike.
riding
03
Lead in：Think and say
Do you know what volunteers do？
03
Lead in：Think and say
Today,let’s see what our friends are doing as volunteers.
03
Lead in：Think and say
What else can community helpers do to help the community
We are community helpers. We often help children and old people.
In the kindergarten, John and Class One are singing songs together. Zhang Peng is telling stories to Class Two.
In the old people’s home, Chen Jie is making the bed. Amy is drawing a picture of Ms Xu. They are all happy.
We love the people in our community.
03
Presentation：Think and say
We are community helpers. We often help children and old people.
In the kindergarten, John and Class One are singing songs together. Zhang Peng is telling stories to Class Two.
总起全文，引出话题 community helpers
在幼儿园做社区服务。
幼儿园
Read and underline the key words.
03
Presentation：Think and say
Read and underline the key words.
In the old people’s home, Chen Jie is making the bed. Amy is drawing a picture of Ms Xu. They are all happy.
We love the people in our community.
在敬老院做社区服务。
总结全文，升华主题
03
Presentation：Think and say
Where is Zhang Peng
He is in the kindergarten.
Who is Zhang Peng telling stories to？
He is telling storie to Class Two.
What are John and Class One doing？
They are singi songs together.
03
Presentation：Think and say
Where is Chen Jie
She is in the old people’s home.
What is Chen Jie doing for old people？
She is making the bed.
What is Amy drawing？
She is drawing a picture of Mrs Xu.
03
Presentation：Think and say
Why do we love the community？If you see someone in need,what will you do
I will...
I will...
03
Presentation：Write
Read and match.
Amy
Chen Jie
Zhang Peng
John and Class One
is
are
singing songs.
telling stories.
making the bed.
drawing a picture.
04
Presentation：:
Look,choose and write
bus driver cleaner cook teacher
cleaning the room singing songs telling stories
04
Presentation：:
Look,choose and write
Choose a picture and complete the sentences.
04
Presentation：:
Look,choose and write
Choose a picture and complete the sentences.
04
Presentation：:
Look,choose and write
Choose a picture and complete the sentences.
04
Practice:
Try to write
Now write about your class’s volunteering things.
We are ...
We often help … and ...
In the …,
….is/ are …
…is/ are …
In the …,
… is ... … is ... They are …
We love…
Para 1.
Para 2.
Para 3.
Para 4.
04
Practice:Listen and tick and match
The children are talking about jobs Listen, tick and match.
cleaner cook delivery worker doctor driver police officer teacher
04
Practice:Choose a friend
These four people do important jobs. Read and choose.
( ) ( ) ( ) ( )
D
A
B
C
04
Practice:Choose a friend
These four people do important jobs. Read and choose.
( ) ( ) ( ) ( )
D
A
B
C
04
Practice:Choose a friend
These four people do important jobs. Read and choose.
Who is he/ she
What’s his/ her job
What does he/ she do
What is he/ she doing
Liu Jia’s father.
He takes us to school every day.
He is driving our school bus.
A bus driver.
A. Liu Jia’s father takes us to school every day. Look! He is driving our school bus.
04
Practice:Choose a friend
These four people do important jobs. Read and choose.
B. Miss Lin often helps us. She is helping some
students cross the road.
Who is he/ she
What’s his/ her job
What does he/ she do
What is he/she doing
Miss Lin.
She is helping some students cross the road.
A police officer.
She often helps us.
04
Practice:Choose a friend
These four people do important jobs. Read and choose.
C. Mr Zhang cleans
our school. Look! He is cleaning the playground
now.
Who is he/ she
What’s his/ her job
What does he/ she do
What is he/ she doing now
Mr Zhang.
He cleans our school.
He is cleaning the playground now.
A cleaner.
04
Practice:Choose a friend
These four people do important jobs. Read and choose.
D. Ms Lu cooks nice food.She is cooking our lunch now.
Who is he/ she
What’s his/ her job
What does he/ she do
What is he/ she doing now
Ms Lu.
She cooks nice food.
She is cooking our lunch now.
A cook.
04
Practice:Make a model
Make a poster.
Mr Zhang is a cleaner. He cleans our school. Look! He is cleaning the playground now.
___ is a/an ___. He/She ______
_____________. Look! He/She is _________ now.
04
Practice:Share
Share your poster in class.
Our school needs many helpers. Mr Zhang is a cleaner. He cleans our school. He’s ...
04
Practice:Self-assessment
1. I can talk about people in my community and
their jobs.
2. I can tell how people help in a community.
3. I can share how young people can help in their
community.
4. I can read and spell words with "ph“.
05
Summary
We are community helpers. We often help children and old people.
In the kindergarten, John and Class One are singing songs together. Zhang Peng is telling stories to Class Two.
In the old people’s home, Chen Jie is making the bed. Amy is drawing a picture of Ms Xu. They are all happy.
We love the people in our community.
06
Homework
Polish your poster and talk about it with your partners.
06
板书设计
… is/are singing songs.
… is/are telling stories.
… is/are making the bed.
… is/are drawing a picture of…
Ms
Words
Sentences
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教学设计
课题 Helping in the community 单元 Unit4B Read and write&C Project 学科 English 年级 四年级
单 元 学 习 目 标 确 立 依 据 教材分析 本语篇聚焦“生活与服务”主题模块的核心教学内容，以“社区与校园助人”为情境主线，以“现在进行时”为语法载体，通过“读写巩固+项目实践”的一体化设计，构建了“情境输入—基础输出—综合运用”的完整学习链条，充分体现了小学英语“学用结合、以用促学”的编排理念。单元开篇以“社区志愿者服务”为真实场景切入，串联“幼儿园互动、敬老院助老”两个贴近学生生活的子情境，将“be动词与主语的匹配、动词-ing形式的正确变化”等语法重点，自然嵌入“唱歌、讲故事、铺床、画画”等具体行为描述中，同步拓展“volunteers、old people’s home、making the bed”等主题词汇，既避免了语法知识的孤立化、枯燥化训练，又帮助学生建立“语言形式与生活意义”的关联认知。随后，通过“职业词库+动作短语”的匹配任务，衔接“职业身份”与“即时动作”的表达，为学生搭建从“单句描述”到“语篇整合”的过渡桥梁。最终，以“校园助手海报”项目为综合运用载体，引导学生整合“职业认知、动作描述、句型运用”等知识与能力，自主完成“图标填充、内容创作、课堂展示”等任务，不仅实现了“现在进行时”从单句到语篇的运用升级，更将语言学习与“理解助人价值、树立服务意识、关爱身边他人”的情感认知深度融合，助力学生在掌握语言技能的同时，形成积极的生活态度与社会责任感。。
学情分析 语言储备：四年级学生已具备小学中年级英语基础，能够认读并运用“clean、cook、sing、read”等常见基础动词，掌握“主语+动词原形/动词第三人称单数”的一般现在时基本用法，对“be动词（am、is、are）”的基础搭配有初步认知，但尚未系统学习“现在进行时”的语法结构，在“动词-ing形式的正确变化（如去e加-ing、双写尾字母加-ing）”和“be动词与主语的精准匹配（如第三人称单数用is、复数用are）”上存在知识空白。同时，学生对“社区/校园助人”相关主题词汇（如“volunteer、cleaner、old people’s home”）接触较少，词汇储备不足以支撑完整的场景表达，需在教学中重点拓展与强化。 学习能力：四年级学生已具备基础的“听、说、读、写”能力，能够听懂简单的英语指令（如“Look and match”“Read after me”），并完成“看图说句、选词填空”等基础任务；在学习方法上，善于通过图片、动画等直观化素材理解语境，但逻辑思维和语言组织能力仍处于发展阶段，难以自主完成“单句到语篇”的整合表达，需要借助句型模板、词汇支架等辅助工具。此外，学生的学习积极性较高，乐于参与小组互动、角色扮演等实践性活动，但个体差异明显，部分基础薄弱学生在口语表达和语法运用上存在畏难情绪，需通过分层任务设计激发其学习动力。 生活经验：学生对“社区与校园助人”场景具有丰富的生活感知，日常能够接触到“清洁工打扫校园、教师辅导学习、家长帮助他人”等行为，对“公交车司机、厨师、医生”等职业的基本工作内容有初步认知，这为其理解单元主题、关联语言知识提供了良好的生活基础。但学生对“社区志愿者”“敬老院服务”等具体助人形式的了解较为有限，且缺乏用英语描述这些场景和行为的经验，需要通过教学中的情境创设、案例展示，帮助其建立“生活经验与英语表达”的关联。。
学习 目标 1. 掌握“现在进行时”的核心句型：What is/are...doing （询问他人正在做什么）和主语+be（am/is/are）+动词-ing（描述他人正在做的事）。 2. 能够完成“看图匹配、选词填空、语篇补全”等基础任务，实现“词汇—句型—语篇”的逐步运用。 3.积极参与小组互动和实践活动，培养学习英语的兴趣和自信心，愿意用英语表达生活中的助人场景。
重点 掌握“现在进行时”的核心句型（What is/are...doing 和 主语+be+动词-ing），并能在真实场景中准确运用。认读并运用“社区/校园助人”主题的词汇与短语，实现“词汇—句型”的关联表达。
难点 正确掌握“动词-ing形式”的变化规则（如“make—making”“run—running”），并能灵活运用。区分“一般现在时”与“现在进行时”的用法差异，避免出现“主语+动词原形”描述即时行为的错误。能够自主完成“单句到语篇”的整合，用连贯的英语描述“社区/校园助人”场景。
教学过程
教学环节 教师活动 学生活动 教学评价
Warm-up Lead in：Ask and answer 设计意图：巩固现在进行时“主语+be动词+动词-ing”的结构，明确不同人称（you/he/she）对应的be动词形式。 通过图片中的场景，将语法学习与实际生活（帮助他人）结合，强化语言的实用性。提升学生“观察-描述-问答”的连贯表达能力，同时渗透“关爱他人”的情感态度。 教师展示图片，用“What is he/she doing ”提问，学生结合图片内容回答； 学生结对，一人指向图片角色提问，另一人用目标句型回答。 观察学生在问答中的参与度，评价句型结构（be动词+动词-ing）的准确性；关注学生能否结合图片准确描述角色动作，避免内容与图片脱节。
Presentation 1.Think and say Do you know what volunteers do？Today,let’s see what our friends are doing as volunteers.Where is Zhang Peng Who is Zhang Peng telling stories to？ What are John and Class One doing？ Where is Chen Jie What is Chen Jie doing for old people？ What is Amy drawing？ Why do we love the community？If you see someone in need,what will you do 设计意图：帮助学生串联“幼儿园”和“敬老院”两大场景，系统巩固现在进行时及“What/Where/Who”特殊疑问句的综合运用，避免知识碎片化。引导学生从“单一场景观察”过渡到“全文整体梳理”，培养逻辑归纳与连贯表达能力，能完整描述全文核心内容（志愿者的具体行动）。通过全文视角的提问，让学生感知志愿服务的多样性（帮助儿童、关爱老人），为后续情感升华环节建立内容基础。 Write：Read and match. Look,choose and write 4.Try to write 设计意图：强化“人物-动作”的对应关系，巩固现在进行时中“主语（第三人称单数/复数）+be动词+动词-ing”的结构区分（如“Amy（单数）is drawing”与“John and Class One（复数）are singing”）。通过连线任务，培养学生“观察信息、逻辑匹配”的能力，避免语法结构与语义的脱节。融合“观察图片、选择词汇、运用语法”的综合能力，让学生在输出环节巩固现在进行时的书写规范。通过补充“职业/动作词汇”，为后续“描述他人职业与行为”的表达积累素材。 学生独立阅读/观察全文材料后，完成“全文核心信息表”（含“场景、人物、动作”），再结合表格用目标句型进行口头总结。 学生先自主阅读文本，根据人物动作完成连线，标记不确定的匹配项。学生根据图片提示，从词汇框中选择正确单词完成句子填空。在完成填空后，尝试用新词汇（如“helping others”）仿写句子（如“She is helping others now”）。学生交换练习本，检查对方的词汇选择、语法结构（如“be动词+动词-ing”）是否正确，标记错误并说明理由。 观察学生在小组讨论、情景互动中的参与度，评价其能否整合全文信息，准确、流畅地运用目标句型完成“提问-回答”，避免遗漏关键场景或人物。 关注学生选择词汇时的依据（是否匹配图片/文本），评价其语言运用的准确性。批改书写任务，重点检查“动词-ing形式拼写”“be动词与主语的一致性”，对优秀仿写句进行课堂展示。
Consolidation and extension Practice:Listen and tick and match Practice：Read and choose a Practice：Make a poster Practice:Share your poster in class. Practice:Self-assessment Summary 设计意图：将“职业名称、一般现在时（描述日常工作）、现在进行时（描述当前动作）”等语法知识与“学校助手”主题结合，实现语言知识的综合运用，避免孤立学习。融合“听（匹配职业）、读（理解文本）、写（完成海报内容）、说（分享海报）”四项语言技能，同时培养学生的动手设计与逻辑梳理能力。引导学生关注学校中的服务者（如清洁工、厨师），感知他人的付出，建立“尊重劳动者、主动互助”的意识。 完成“听-匹配职业”“读-选择文本”任务，自主梳理学校助手的职业与工作内容。独立填写海报模板（补充职业、日常工作、当前动作），并绘制/粘贴对应形象；小组内互相补充内容，完善海报细节。在班级内分享海报，用英语介绍自己设计的学校助手，小组合作讨论“年轻人能为学校做的帮助”，并补充到海报的自评环节，丰富内容维度。 匹配职业、填写海报”中的参与度，评价其对“职业词汇、时态结构”的掌握准确性；记录小组讨论与海报完善的互动情况，评价学生的协作与内容拓展能力。从“内容完整性（职业、工作描述）、语法准确性（时态、词汇）、设计合理性”三方面评分，优秀作品展示在班级墙。根据海报分享的流畅度、语言丰富度，评价学生的综合表达能力；结合自评表，了解学生对目标能力的掌握感知。
Homework Polish your poster and talk about it with your partners.
板书设计
评价与 反思 本次“制作学校助手海报”项目以“语言运用+情感体验”为核心，在教学目标达成度上有亮点，但也存在可优化空间。从教学效果看，多数学生能完成“职业匹配-文本选择-海报创作”的任务，80%的作品准确运用了一般现在时与现在进行时描述工作内容，且在分享环节能较流畅地介绍设计思路，体现了语言技能的整合提升；同时，学生在讨论“学校助手的付出”时，主动关联了自身生活，情感目标初步落地。但不足也较明显：一是分层指导缺失，基础薄弱学生在“职业词汇拼写”“时态结构区分”上出现较多错误，而能力较强学生未得到充分拓展；二是展示环节时间分配不足，部分学生的分享仅停留于内容朗读，缺乏互动与深度表达。后续改进需聚焦两点：其一，设计“基础/提升”双任务卡，为不同层次学生提供适配内容；其二，优化展示环节，增加“同伴提问”环节（如“你觉得这位助手的工作对学校有什么帮助？”），推动语言输出从“描述”向“思辨”延伸。此外，可增加“校园观察”前置任务，让学生实地了解学校助手的工作，使海报内容更具真实感与细节性。
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