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Unit 1 Helping those in need：Reading教学设计
教学内容 First thoughts (p. 3), Reading (pp. 4–5), Reading comprehension (p. 6), Vocabulary practice (p. 7)
主要语篇 Voluntary work
教学目标 通过本课的学习，学生能够： 1. 通过阅读三位青少年写的网络帖子，深入了解志愿工作这一主题。 2. 通过阅读，在文本中检索重要信息，叙述三位青少年志愿工作的具体内容，并结合自身思考对志愿工作展开畅想。 3. 通过讨论志愿工作的内容、意义、影响等，深化对志愿工作的认识，提升参与志愿工作的意愿。
教学重点 把握主阅读篇章的内容，学习与志愿工作有关的核心单词和短语。
教学难点 以文本为依托，进行内容复述并补充符合逻辑的相关信息。
【单元课前预习】
引导学生思考First thoughts栏目中的核心问题，包括需要获得帮助的人群、帮助他人的经历与感受、志愿工作的重要性等，并在方框中写下自己的答案。
鼓励学生在课前思考以下问题，并在课前预习单上写下简单的回答，为课堂讨论做好准备。
(1) What kinds of voluntary work do you know
(2) Why is voluntary work important
要求学生用英文描述具体的志愿工作及内容，可以参考以下句式：
If I get/have the chance to volunteer at an old people’s home, I will keep the elderly company and help them with different things.
If I get/have the chance to volunteer at____________________, I will ________________________.
【教学过程】
Step 1 开展读前活动，引出单元主题。
看图讨论（Watch and tell）：展示课本第4页的图片，并提问“What is the teenager doing in the picture How is he / she helping others ”，引导学生结合图片内容及文字提示进行讨论。
如：
S1: What is the teenager doing in the picture How is he helping others
S2: He is helping a sick person get his medicine. This gives the person a chance to rest.
对话接龙（Dialogue chain）：学生结合图片描述内容，以问答形式开展对话接龙。
事例：
Student A: How can we help elderly people
Student B: We can go to visit them. There are also many disabled people around us. How can we help them
Student C: I think we can build more wheelchair ramps. Do you have any other ideas
Student D: We can also offer our seats to people in need. How can we protect our environment
Student E: We can pick up litter in our community. …
深度提问：提问“What kind of person needs our help ”，引导学生思考需要帮助的人有哪些，为课文学习做好准备。
Step 2 读前预测
图片预测（Picture prediction）
展示课文中三位青少年做志愿工作的图片，引导学生依据图片中的场景、人物动作等信息，对网帖内容进行合理推测，激发阅读兴趣。
Step 3 快速阅读（Fast reading）
目标式速读：让学生带着问题阅读3篇网帖，定位关键信息并作答。引导学生有目的地获取核心内容。可参考问题：
第一篇帖子：
（1）What did Dong Lili offer to do
（2）How did Dong Lili help Jin Ya
第二篇帖子：
（1）How did Wang Jie help the children express their feelings
（2）When will Wang Jie continue to visit Liu Yun
第三篇帖子：
（1）What happened to Su Le
（2）Why did Ding Ling teach the disabled children to sing
Step 4 精读文本，聚焦细节（Read for details）
信息梳理：引导学生精读网帖，检索有效信息，完成下面表格。
Dong Lili Wang Jie Ding Ling
The person he/she went with her __________ his ___________
The people he/she helped children at ________ children ______________ ________ children
The reason he/she helped them They suffer from ___________. They were ________. She wanted to _____ them ______. They were ________. No one can understand their______. They have difficulty ________ and _________ social activities.
The way he/she helped them organized a ______________ to raise their ________ encouraged them to ______________ from their ____________ taught them ________ because music can bring _______
The specific person he/she met and helped Jin Ya. Dong Lili helped her ____________ of the park near her home. Liu Yun. Her parents died in _____________. She is ______ and ______ and she needs __________. Su Le. He lost _______ in an accident. He was in _________because he couldn’t play ________ any more.
His / Her future volunteering plans He and his mother will continue _______ in their spare time. She will continue ___________ in the future.
对话补全与朗读：引导学生两人一组，结合网帖信息补全采访对话，并进行分角色朗读，强化对文本的理解。
参考范例如下：
Student A: interviewer Student B: interviewee
Student A: Hello! Dong Lili/Wang Jie/ Ding Ling. Nice to meet you.
Student B: Hello. Nice to meet you too.
Student A: I heard you _______________________. What did you do there
Student B: Well, I ____________________ and ____________________.
Student A: That sounds amazing! Who did you meet during the activity
Student B: I met__________________. He/She ___________________. I helped him/her ___________________.
Student A: How did you feel after the activity
Student B: I felt _______________________. I hope _______________________.
Student A: That’s very nice of you. Thank you for your time.
Step 5 读后活动
评论达人（Comment Masters）：引导学生基于三位青少年的志愿工作的帖子，模拟点赞、转发及评论场景，撰写评论内容。评论应聚焦志愿者的行为与品质、活动意义与影响力、自身感受与行动决心。参考范例仿写并鼓励自主创作。
What do you think of the posts Do you want to click “like”, share it or leave a comment
What would you like to write in your comment
可参考示例：Hello, Dong Lili, what you and your friend did is really amazing! You are such a kind and helpful person! Painting pictures is really helpful for these children. It can allow them to forget their pain for a while. You’ve had a great influence on me. I have decided to visit some of them next weekend and help them in my way!
更多思考（Think more）：通过提问进一步引发学生思考，鼓励学生结合文本延伸观点，深化对志愿工作的认识。以下问题可供参考：
Why do you think the three students wrote these posts
How do you think people feel when they help others
How does voluntary work benefit society
Are you planning to do any volunteering What kind of voluntary work will you do
Step 6 小组合作海报（Poster Presentation）
结合网帖内容，引导学生设计并制作海报并于课上展示。主题可从“招募学校志愿者” “你可以在社区做哪些志愿工作”中二选一，鼓励学生在小组合作的过程中练习口语表达，碰撞思维，同时，为Project板块的海报设计做铺垫。
【评价】
课后指导学生填写以下学习评价表：
评价内容 评分（1–5）
1. 我能读懂网帖中三位青少年志愿工作的内容。 1 2 3 4 5
2. 我能在阅读时检索文本中的有效信息回答问题。 1 2 3 4 5
3. 我能清晰地复述网帖内容，并对人物的行为做出恰当的评论。 1 2 3 4 5
4. 我能理解志愿工作对社会的积极意义，并愿意在未来积极参与其中，贡献自己的力量。 1 2 3 4 5
【课后作业】
基础作业：
1. 模仿课文录音的语音、语调，朗读课文，理解并掌握课文内容。
2. 完成课本第7页Vocabulary practice练习1与2，巩固核心词汇。
3. 从课文提及的三类需要帮助的人群中任选一类，为其撰写一份英文的志愿工作计划。
拓展作业：
以小组为单位，设计学校志愿者招募海报。宣传海报的文案需富有感染力，能够激发同学们的参与热情，并为海报设计一句简洁有力的宣传口号。
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