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第五课时Section B(1a－1e) & Vocabulary in Use
Teaching Objectives
In this class, students will：
1. get the main idea and the target information from the speech.
2. identify key features of a speech by analyzing the structure and language.
3. gain the awareness of the value of volunteer work (like Blue Sky Rescue) and learn to express
positive attitudes towards helping others.
Teaching Advice
Lead-in
Watch and Say 1. Present a video about the members from Blue Sky Rescue rescuing people in disasters. And ask students some questions.(见优翼配套教学课件) 2. Invite some students to share their answers. Provide some related pictures to elicit more information if possible. 3. Introduce some basic information about Blue Sky Rescue. If possible, the teacher can also present a short video to help them understand better.
Pre-reading
1a 1. Present the pictures in la and ask students to discuss the questions. 2.For the second question, the teacher can present some other related pictures to help students tell stories about Blue Sky Rescue. During the process, the teacher can pre-teach some information about the disasters mentioned in the passage. 3. Have students think about how the actions of Blue Sky Rescue make a difference.
While-reading
Skim Reading 1. Guide students to read the tip in the box and explain what a hook and a call to action are.(见优翼配套教学课件) 2. The teacher can present some speech clips as examples so that students can have a better understanding. 1b 1. Have students read the speech quickly and find out what kind of hook the speaker uses and which paragraph includes a call to action. 2. Invite some students to share their answers and give them positive feedback. 3. The teacher can also ask the following questions to lead students think further. Why does the speaker use a personal story as a hook Would a fact or question hook work better Why/why not 1. Have students read the speech again and grasp the main idea of each paragraph. 2. Invite five students to share their summaries of each paragraph and the teacher gives them feedback. 3. Ask students to read the summary of each paragraph and match them with the correct paragraphs. 4.Check the answers with the whole class. Careful Reading 1d 1. Ask students to read the questions in 1d to clarify what detailed information they need to grasp. 2. Have students read the speech carefully to get the detailed information. 3.For the questions 1-4, the teacher can invite some students to share their answers by asking some questions. Then present the correct answers.(见优翼配套教学课件) 4. For the last question, the teacher can ask students to discuss in pairs and then invite some pairs to share their opinions. More different answers can be encouraged. Structure & Language Analysis 1. Guide students to grasp the structure of the speech using the following questions. How does the speaker organize the speech ◆ Does it follow“story→actions→feelings→call to action” Are there any words or phrases that help connect different paragraphs
Post-reading
1e 1. Have students work in groups to talk about the sentences in le and express their opinions. 2. Invite some groups to share their answers. The teacher can summarize what students share and list them on the blackboard. 3. Encourage students to share more about what they have learned from the speech. Then highlight the morals of the lesson.
Vocabulary in Use
2a 1. Divide students into several groups to do the puzzle. Ask them to do it as quickly as possible. 2. The teacher can set a time limit of 10 minutes to prevent the activity from dragging on. 3. Select the top 3 groups who complete the puzzle the most quickly and correctly and give them some rewards. Explain the tricky parts if necessary. 2b 1. Have students read the words in brackets and tell the differences between them in the meaning,part of speech and usage. 2. Invite some students to explain these words and the teacher gives them feedback. 3. Ask students to complete the sentences using the given words and check answers in pairs. 4. Check the answers with the whole class.. 2c 1. Have students read the phrases in the box to get the meanings. 2. Ask students to skim the passage to get the main idea. Then have students complete the passage with the correct forms of the phrases in the box and check the answers in pairs. 3. Present the correct answers in class and explain the language points if needed.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points on the blackboard.
Teaching Reflection
The class generally achieved its objectives. In reading activities,most students successfully grasped the speech's main idea. The analysis of the speech's structure and language went smoothly, but some students confused“hook”examples. For vocabulary, the puzzle activity in vocabulary practice was lively but slightly prolonged. Next class, I'll simplify the puzzle and add more interactive drills for word pairs. I'll also prepare clearer examples for speech features to aid understanding.第四课时Grammar Focus (4a-4d)
Teaching Objectives
In this class, students will:
1. review the basic structure and usage of the present perfect tense.
2. master the differences between for and since in the present perfect tense.
3. understand the use of durative verbs with for/since,and learn to convert non-durative verbs
to durative ones.
Teaching Advice
Lead-in
Review Since we have learned the present perfect tense in the last unit,can you recall how it is formed and used 1. Present the following sentences to help students recall and summarize. I have already seen the film. Have you ever been to Shanghai She has just finished the task. Sam hasn't arrived here yet. What have you read recently 2. Present the formation and usage of the present perfect tense on the blackboard. Invite some students to explain the meanings of the adverbs (already,yet ,never,ever, just)..
Explore the Grammar
4a 1. Have students read the sentences and translate them into Chinese. During the process, guide students to pay attention to the differences between for and since. The teacher can use the following questions to help students summarize the differences and usage. What comes after for What comes after since What are their differences in meanings Do the verbs in the sentences with for/ since show short or long actions Why do we use the present perfect tense with for/since here 2. Invite some students to share their answers and try to give them positive feedback. Then present a grammar video so that students can have a better understanding. 3. Present some expressions for students to link with for or since and some incorrect sentences with short action verbs for students to tell and correct.
Grammar Rules
现在完成时还可以表示从过去某一时间开始,一直持续到现在的动作或状态,常与for， since 或 how long 连用。此时,谓语动词必须为延续性动词。例如: They have worked in this company for 30 years. He has been in the army since 2016. How long have you been friends for & since for 后接时间段,表示动作从过去持续到现在的“时长”。例如:for3 days(3天)、for 2 hours (2小时)、for 5 years(5年)、for a long time(很长时间)、for a while(一会儿)、for several weeks(几周)。 We have waited for two hours.我们已经等了两个小时了。 He has had this car for ten years.他拥有这辆车已经10年了。 since后接时间点,表示动作从过去某一时间点开始并持续到现在。例如:since2015(自 2015 年起),since 9 o'clock(自9点起),since he came here(自从他来到这儿)、since last summer(从去年夏天起)、since childhood(自童年起)、sincethen(从那以后)。 They have worked in this company since two years ago.他们从两年前起就在这家公司工作。 I have known her since we were in primary school.从小学起我就认识她了。 It has rained since this morning.从今天早上起就一直在下雨。 延续性动词&非延续性动词 延续性动词表示可以持续一段时间的动作或状态,动作本身有延续性。在现在完成时中， 与for或since连用的动词必须为延续性动词。常见的延续性动词有have,live, teach， learn,work,study,know等。例如: She has lived in London for 5 years.她在伦敦住了5年了。 They have studied English since2020.他们从2020年起就学习英语了。 I have had this book for a month.这本书我买了一个月了。 非延续性动词表示瞬间发生并立即结束的动作,动作无法持续,不能与表示时间段的状语 (for/since)直接搭配使用。常见词汇:come,go,leave,start,die,finish, become,join,buy等。 非延续性动词可以转换为延续性动词,才能与for/since引导的时间段状语连用。
Grammar Exercises
4b 1. Have students read the sentences to get the meanings and complete the sentences with the correct forms of the verbs and for or since. 2. Have students check answers in pairs. 3. Invite some students to read the completed sentences in class and explain the reasons. 4c 1. Let students read the passage and get the main idea. 2. Ask students to complete the passage with the correct forms of the given words and check answers in pairs. 3.Check the answers with the whole class and explain the tricky parts. 4.Explain the language points if needed. 4d 1. Guide students to read the questions with how long to get the meanings. More questions can be elicited from students. 2. Have students work in groups to interview their groupmates using the questions and take down their answers. Remind students to use for or since in their answers. 3. Invite some students to share the answers in class..
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
In this lesson, students actively participated in the lead-in, recalling basic structures using adverbs like already and yet. In the exploration phase, analysing sentences and discussing questions helped most students distinguish for and since. Exercises in 4b and 4c reinforced grammar use,but some students struggled to apply for/since flexibly.More guided practice before group work might help. Overall，students grasped key rules, but needed more real-life practice to enhance fluency.Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. learn the words and expressions about volunteer work.
2. listen for specific information from the three interviews and retell the main content.
3. talk about volunteer work in simple conversations,sharing their own experiences or ideas.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 71. Provide some words and expressions as support. Then invite some students to share their answers. 2. The teacher can ask students the following questions to make them have further thinking. How do they look Do you think they are willing to do these things or are they forced Do you think they get money from this or do it for free 3.Guide students to realize the meaning of the title. Tell them in this unit they will learn what people can do to make a difference.
Pre-listening
1a 1. Present the pictures and elicit the expressions. During the process, pre-teach the new vocabulary. For the new words and expressions, present the pronunciation if necessary. 2. Ask students to do the matching exercise and check answers with the whole class. The teacher can also ask students where these actions may happen. 3. Tell students these all belong to volunteer work and ask them to brainstorm more actions and places. Some related pictures can be offered to help. Free Talk Have you ever done any volunteer work If yes, what did you do Do you still do it now How do you feel about it If no,what volunteer work do you want to try Why
While-listening
1b 1. Read the instruction and guide students to get the target information from it, Remind students to pay more attention to the names of organizations and the numbers while listening. Play the audio and have students complete the table. For the tricky parts,the teacher can play the audio again. 3.Check the answers with the whole class. 1e 1. Ask students to read the sentences to get the meanings. Students can be encouraged to fill in the blanks from memory. 2. Play the audio again and have students complete the sentences. 3. Check the answers with the whole class. For the part that most students make mistakes in, the teacher can play the recording again to help them identify the correct answers. Retell 1. Have students retell the volunteer work of the three speakers based on the information in lb and 1c. The teacher can retell the information of the first speaker to set an example. 2. Students can also be encouraged to add their opinions to the volunteer work..
Post-listening
1d 1. Have students read the instruction and the sentence frames. 2. Ask students to work in pairs to choose to be one of the volunteers and make up a similar conversation. Remind them to use the sentence frames and add more details. 3. Invite l or 2 pairs to role-play in class and other students give them feedback.
Summary Ask students to summarize the holiday activities they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard.
Teaching Reflection
This lesson focused on volunteer work,aligning well with the unit theme “making a difference".Students actively participated in all the tasks. However, some struggled with retelling, needing more guidance on organising information. The role-play in ld was engaging, but a few students lacked confidence in using new sentence patterns. Next time, I'll add more controlled practice before free production to boost their fluency.第六课时Section B(3a－3c)
Teaching Objectives
In this class, students will：
1. identify the necessary parts of volunteer advertisements.
2. get the detailed information from the advertisement.
3. learn to write an email to sign up as a volunteer according to the advertisement.
Teaching Advice
Lead-in
Look and Say 1. Present some photos of volunteer recruitment advertisements and ask students the following questions. What are these photos all about What kind of information do they contain 2. Invite some students to share answers and summarize the necessary parts for the volunteer recruiting advertisements. Free Talk 1. Have students talk about the following questions in pairs. Which volunteer work do you want to sign up for What talents or skills do you have for it Did you do that before Why do you want to do it 2. Invite some pairs to share their answers.
Pre-writing
3a 1. Have students read the main topics and understand the meanings. 2. Ask students to read the advertisement quickly and label each part with the main topic. 3.Check the answers with the whole class. 4. Guide students to read the advertisement carefully for more details and explain the language points if necessary. 3b 1. Have students read the sections and the questions to get the meanings. 2. Ask students to discuss the questions in pairs and make notes of the answers. 3. Invite some pairs to share their answers and the teacher can give them feedback and add more if necessary.
While-writing
3c Have students write an email to the school to sign up as a volunteer. Remind students to use the notes they have taken. The teacher can provide a beginning for them.
Post-writing
1. Have students check each other's writing in pairs. Provide the following checklist: Does the email: have a clear structure and flow smoothly include all the notes in 3b use polite language and formal tone have any grammar or spelling mistakes 2. Based on the feedback from their partners, students revise their writings and then submit the final version for evaluation..
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the checklist on the blackboard.
Teaching Reflection
This writing lesson followed a clear “read-write-revise” process. Students engaged well overall. However, some struggled with “matching”their experiences with ad requirements during writing. Next class,I'll provide clearer “ language bridges”for connecting ideas. Overall,students made progress in linking ad information to personal experiences, but scaffolding for weaker writers needed strengthening.第二课时 Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. get the specific information about Rose's and Robert's volunteering experiences at the animal shelter through listening.
2. talk about the volunteer work at animal shelters using the learned language.
3. develop the awareness of caring for animals and participating in volunteer activities.
二、Teaching Advice
Lead-in
Look and Say 1. Present some pictures related to animal shelters and elicit the place from students. Explain the meaning of the new word “shelter”if necessary. 2. Have students brainstorm what people do in an animal shelter. Some pictures can be presented as prompts. 3. List the activities students have brainstormed on the blackboard and add more. The teacher can also play a video about volunteering in animal shelters to help students have a better understanding. 4. Invite some students to share their opinions about volunteering in animal shelters. The teacher can use the following questions as prompts. Why do you think people volunteer in animal shelters What skills might a volunteer need there
Pre-listening
2a 1. Have students read the activities in 2a to get the meanings. Explain some activities that are difficult for students to understand. For example, the teacher can explain people train animals in an animal shelter so that the animal can be adopted more quickly. 2. Let students tick three activities that they would like to do in an animal shelter. 3. Have students work in pairs to talk about the activities they choose and share reasons. During the process,the teacher can walk around to monitor and offer help if needed. 4. Invite some pairs to share their answers..
While-listening
2b 1. Have students read the questions in 2b and circle the question words to get the target information. 2. Play the audio and ask students to number the questions. For the tricky parts,the teacher can play the audio once again. Then check answers with the whole class. 2c 1. Ask students to read the summaries in 2c and try to fill in the blanks from memory. 2. Play the audio again and have students complete the summaries. 3. Invite some students to share their answers and then check answers with the whole class. 4. Have students listen again with the completed information.
Post-listening
Further Thinking What do you think Rose and Robert can get from their volunteering experiences What can you do for the animal shelter How can we inspire more people in our school to volunteer at places like animal shelters 2d 1. Have students read the questions in 2d and discuss them is pairs. 2. Guide students to work in pairs to make up a conversation as Robert and the interviewer. Remind students to use the questions and answers above. Invite some pairs to share answers. Present some sample answers to students.
Summary Ask students to summarize how to talk about a holiday experience. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard.
Teaching Reflection
Today's lesson on animal shelter volunteering achieved most objectives. Students not only learned key expressions but also showed increased awareness of animal care, which was satisfying. However,weaker students needed more support with sentence structures. Next time,I'll prepare more scaffolding for less confident speakers .第三课时Section A (3a-3d)
Teaching Objectives
In this class, students will:
l. get the main idea and the target information from the conversation.
2. talk about different types of volunteer work in different places using the language they have
learned.
3. develop the awareness of caring for the elderly and participating in volunteer activities..
Teaching Advice
Lead-in
Review Present some pictures to help students recall the volunteer work in different places. For the weak students,the teacher can provide some sentence frames as support. Look and Say 1. Present some pictures about a nursing home and ask students the following questions. Do you know what place it is What things do you think volunteers need to do in this place 2. Invite some students to share answers and add more activities if necessary.
Pre-reading
Predict 1.Present the picture in 3a and ask students the following questions. What are Ella and Teng Fei talking about What are Teng Fei and the old man doing How does the old man look Why does Teng Fei share the experience with Ella 2. Invite some students to share their answers. 3. Ask students to answer the questions in 3a without looking at the conversation.
While-reading
3a 1. Let students read the conversation quickly and check their predictions above. 2.Check the answers with the whole class. More questions for details How long has Teng Fei been a volunteer at the nursing home What activities does Teng Fei do with the elderly Why do you think Teng Fei chooses to volunteer at the nursing home What does Ella think of Teng Fei's volunteering experience What will Ella probably do during the summer holiday 3b 1.Have students read the conversation again and complete the table. 2. Ask them to do a pair check and then check the answers with the whole class. Further Thinking What more activities can the volunteers do for the elderly people What do you think Teng Fei and Ella can learn from their volunteer experiences Do you agree with Ella's words “We'll all be old one day too. It's important to care for the elderly.” What can you do for the elderly around you
Post-reading
3c 1. Have students listen to the conversation and remind them to pay attention to the tone, intonation and feelings of the speakers. 2. Students work in pairs to role-play the conversation. 3.Invite 1-2 pairs to role-play in class and others give them feedback. 3d 1. Have students read the questions in 3d to get the meanings. 2. Ask students to work in pairs to talk about their volunteering experiences. Remind students to use the questions in 3d. 3.Invite 1-2 pairs to role-play their conversations in class and other students give them feedback.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points on the blackboard.
Teaching Reflection
This lesson focused on volunteer work at a nursing home. Overall,students engaged well and they could grasp the main idea and key details. However, there were still some parts that could be improved. Next time, I'll integrate them into reading tasks to help students learn in context. Also, The conversation creation in 3d was challenging for some students. Providing sentence frames might improve their confidence. Overall, the lesson met the objectives, but more context-based language practice was needed.Unit 8 Making a Difference
单元总览
单元主题分析
本单元紧扣“志愿服务”这一主题,与课程标准“人与社会”主题范畴下的“志愿服务与公共服务”子主题高度契合。其核心目标在于引导学生理解帮助他人的意义，帮助学生掌握描述志愿活动的语言表达，同时树立奉献、互助的价值观,最终形成“我为人人,人人为我”的公民意识。
Section A的引导性问题是“What can we do to help ”。该部分通过多组生活化对话与采访，呈
现不同场景中具体的助人行动。学生将学习如何用英语描述志愿服务的内容与经历,感知助人行为的多样性与可行性,认识到“帮助他人”并非遥不可及,每个人都能通过日常行动贡献力量,为理解“为何助人”奠定实践认知基础。
Section B的引导性问题是“How does helping others make a difference ”。该部分通过蓝天救援
队志愿者的演讲,深入阐释助人行为带来的多维度影响。演讲从个人获救经历切入,讲述救援团队的行动,并升华出助人对个人成长的意义、对受助者的意义,以及对社会的意义。引导学生学习如何阐述助人行为的深层价值,理解“创造影响”不仅体现在改变他人命运,也体现在自我成长与社会正向发展中,进而领悟“帮助他人”是实现个人与社会共同进步的重要途径。
总而言之,本单元以“助人”为主线,巧妙融合了语言技能训练与价值观引导。通过多样化的语篇和真实的生活场景，引导学生从“知道如何助人”到“理解助人意义”,最终成为具有社会责任感、乐于奉献的个体。
单元学习目标
通过本单元的学习，学生能够：
1.掌握与志愿服务相关的词汇和表达，能运用英语描述志愿者工作内容、服务时长及个人经历。
2.了解不同场景中志愿服务的具体形式,包括体育赛事协助、博物馆讲解、环保行动、动物救助、关爱老人、应急救援等,理解助人行为在社会中的多元体现。
3.熟练掌握现在完成时(与“since/for”搭配)的用法,能区分延续性动词与非延续性动词,理解并运用其描述持续的志愿服务经历。
4.培养社会责任感和奉献精神,理解帮助他人对个人成长、受助者及社会的积极意义,树立用行动创造正向影响的意识。
5.学习撰写申请成为志愿者的邮件,掌握邮件的格式、结构及礼貌表达技巧，能结合自身优势阐述参与意愿。
6.通过听说读写等活动,提升用英语交流志愿服务相关话题的能力,能在对话中清晰表达对助人行为的看法、分享个人经历及建议,能分析演讲类语篇的结构与语言特点。
单元学习重难点
重点：
1.志愿服务相关核心词汇与表达的掌握,包括不同场景(如动物收容所、养老院、救援组织等)的工作内容描述,以及相关短语的灵活运用。
2.含有for/since的现在完成时在描述志愿者经历中的具体运用。
3.在分析演讲类语篇时,如何准确识别“hook”和“call to action”等核心特征,理解其结构逻辑与
情感表达。
难点：
l. 如何区分延续性动词和非延续性动词,以及二者之间的转换。
2.撰写申请志愿者邮件时,如何既涵盖个人能力、经历、动机等核心要点,又保持礼貌得体的语气,同时确保内容与招募广告要求相匹配。。
单元课时划分
第一课时Section A(1a－1d) 　　
第二课时Section A(2a－2d)
第三课时Section A(3a－3d)
第四课时Grammar Focus(4a－4d)
第五课时Section B(1a－1e) & Vocabulary in Use
第六课时Section B(3a－3c)

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