资源简介

Unit 4 Helping out
单元教学目标
【Language Abilities】 Use words and expressions in the unit to talk about helping others. Use must, may and can to express the willingness to help. Describe the value of helping others.
【Culture Awareness】 Understand kindness as a universal value. Recognize needs in our community and the importance of passing on help.
【Quality of Thinking】 Analyze problems and plan solutions for help. Reflect on the meaning of giving and receiving help.
【Learning Abilities】 Gather and organize information from stories about help. Collaborate in groups to plan and present a helping project. Self-assess understanding of the unit’s theme.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元属于“人与社会”主题范畴下的“社会服务与人际沟通”主题群，对应“志愿服务与公共服务”子主题。单元通过个人故事、新闻报道、项目计划等多种语篇，引导学生理解帮助他人的意义与价值，探讨如何在实际生活中识别需求、提供帮助并传递善意，培养社会责任感和实践能力。
第一课时：Starting out & Reading
本部分通过雷锋、马丁·路德·金等名言语录激活学生对“帮助他人”的初步认知，并通过阅读 Leah 为医院筹集蜡笔的故事，引导学生理解帮助可以始于身边小事，并学习描述帮助行为与动机的基本表达。
第二课时：Grammar
本课时聚焦情态动词 must, may, can 在“帮助”语境中的用法，学习如何用其表达必要性、可能性和能力，例如在提供建议、评估情况或表达意愿时使用，为准确、得体地商讨帮助方式提供语言支持。
第三课时：Listening and Speaking
本课时拓展帮助的对象至动物。通过听力了解动物医院的困境及公众帮助方式，并围绕“如何帮助身边的人”进行结对口语练习，整合情态动词的使用，提升学生在真实情境中识别需求、提出建议的听说能力。
第四课时：Reading
本课时精读汶川地震亲历者成长为护士并传递帮助的故事，深入理解“善意的循环”这一核心概念。学生将分析个人经历如何转化为帮助他人的动力，并巩固一般过去时在叙事中的运用。
第五课时：Writing
本课时为读写结合课。学生运用第四课时所学的叙事结构和语言，撰写一篇关于“传递帮助”的个人故事，实践如何有逻辑、有情感地讲述从“受助者”到“帮助者”的转变过程。
第六课时：Presenting ideas & Reflection
本课时是单元项目展示与总结阶段。小组合作，运用“对象-活动-挑战-结果”框架策划一个“一日帮助”项目并进行展示。最后，通过个人反思和自我评估，系统梳理对“帮助”的理解与单元所学，实现主题内化与能力整合。
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1. Understand Leah’s story by reading the passage and identifying her problems, solutions, and the impact of her actions.
2. Practice reading comprehension skills using vocabulary and expressions from the text.
3. Reflect on the theme of helping others by analyzing Leah’s qualities and the meaning behind details like "brighter pictures".
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show students the theme picture on page 50&51, then answer the questions:
What can you see in the picture
What does the picture tell you
Starting out
P 51, 1
Ask students to look at the picture and discuss the questions.
Invite some students to share their stories.
P 51，2
Ask students to read the quotes and discuss the questions:
What are the quotes about
What do the quotes mean
Which quote do you most agree with Why
Invite some students to share their ideas.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
P 52, 1
Ask students to look at the pictures in exercise 1and describe what they see.
Let them use the given words to talk about what they can do to help.
Have them read the title of the passage and predict what they will learn.
★Step 3 While-task【过程任务】
P 52, 2
Have students first read the passage and answer the question in exercise 2.
Check the answers with the students.
P 54, 3
Have students choose another title for the passage.
Check the answer and let them explain why.
P 54, 4
Ask students to read the notes and add tags to the writer’s notes and complete the notes with the words and expressions from the passage.
Check the answers with the students.
★Step 4　Post-task【后续任务】
Think and Share
Ask students to discuss in pairs or small groups. Before answering the first question, the teacher can ask students to read the section “Learning to think”. Give example to help students understand if necessary.
Invite some pairs or groups to share their answers.
Make a brief summary of these two questions.
★Step 5　Language points　【语言要点】
1. "I'm afraid you'll have to draw a grey butterfly." “恐怕你得画一只灰色的蝴蝶了。”
I'm afraid意为“恐怕，很遗憾”，常用于口语表达。例如:"Is she very ill " “I'm afraid so."“她病得很厉害吗 ”“恐怕是的。”
2. Well, crayons may carry viruses and spread diseases. 这是因为，蜡笔可能携带病毒和传播疾病。
spread在原文中作为动词出现了两次，前者表示“传播疾病”后者表示“(消息)传播，流传”，第二句中的word指的是“一则消息(信息)”。例如:
This disease may spread in the village.
这一疾病有可能在村子里传播。
The news spread like wildfire.
消息如野火般迅速传开。
3. Word spread fast, and Leah's story went public. 消息传得很快，Leah的故事很快为大家所知。
go public意为“公开，公之于众”。例如:
The government's plan to improve the city environment will go public in the coming weeks.
政府改善城市环境的计划将在未来几周内公之于众。
4. It just couldn't afford new crayons for every child. 要为每个孩子购买新的蜡笔，医院实在负担不起。
afford意为“买得起，承担得起”。例如:
We can't afford to go on holiday this year.
今年我们没钱去度假。
5. "But colouring has helped her get through it." “但是涂色帮助她熬过了这段痛苦的时期。”
get (sb) through sth意为“(帮助某人)渡过(难关)，(使某人)熬过(困难时期)”。例如:
I am sure we will get through challenges.
我确信我们能够克服挑战。
6. Leah planned to buy 500 boxes of crayons for the hospital. Leah计划为医院购买五百盒蜡笔。
plan to do sth意为“计划做某事”。
例如: When do you plan to go to the supermarket
你打算什么时候去超市
7. Because of her illness, she couldn't do chores for money, either. 由于生病，她也不能通过做家务来赚钱。
because of sb / sth意为“因为某人/某物。
例如: He had to retire because of his illness.
他因为疾病不得不退休。
8. It might sound impossible, but Leah didn't give up. 这也许听起来不太可能，但是Leah并没有放弃。
give up (doing) sth意为“放弃(做)某事(尤指经常做的事)”。例如:
Michael has decided to give up football at the end of this season.
Michael已经决定本赛季结束后就不再踢球了。
So far, she has collected 2,675 boxes. 到目前为止，她已经收集了两千六百七十五盒蜡笔。
so far意为“到目前为止，迄今为止”,相当于until now。例如:So far she has been very busy.到目前为止，她一直很忙。
★Step 6　Homework【家庭作业】
Ask students to write 5-7 sentences about a person they know (or have heard of) who helps others. They should describe: Who is the person What do they do Why is it helpful
Teaching reflection　【教学反思】
The lesson successfully introduced the unit's theme through relatable examples. Students engaged well with Leah's story and grasped the concept that small actions can have a positive impact. The prediction activity was effective, but some students needed more support in connecting the symbolic “brighter pictures” to the theme of hope and happiness. In future lessons, I will provide simpler, more direct examples when discussing symbolism to ensure all students can participate meaningfully in the discussion.
第二课时　Grammar
Teaching Objects　【教学目标】
1. Understand the meaning and summarize the grammar rules of the modal verbs may/might, can/could and must.
2. Practice using "may, can, must" correctly to complete sentences and dialogues in daily contexts.
3. Apply the modal verbs to communicate appropriately in different situations.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
P 55, 5
Have students read the sentences from the reading passage and summarise the grammar rules.
Ask students the meaning and usage of can, may and must in these sentences.
Understanding ideas（5—8）
★Step 2　Grammar focus learning【语法学习】
情态动词（2）
may / might
当我们想表达可能发生某事以及某人可能做某事时，可以用may / might表示。例如:
Bring a map because you may want to travel around.
带张地图，因为你可能想四处转转。
There may be a few showers, so bring an umbrella with you.
可能会有阵雨，所以随身带把伞吧。
might与may没有太大的区别，形式上might是may的过去式，但在表示现在或将来的可能情况时，might表示的可能性比may表示的可能性要小一些。例如:
Take your swimming clothes because you might want to go
swimming in the sea.
带上游泳衣吧，说不定你想到海里游泳呢。
can / could
情态动词can和could除了表示“能够，可以”等意义之外，还可以表示对现在或将来的推测，意为“会，可能”。
但can表示推测时，往往用于否定句和疑问句。用于疑问句时，can比could表示的可能性要大; 用于否定句时，cannot (can't)表示“不可能”。例如:
You can't be serious!
你不是认真的吧!
could则可用于肯定句、否定句和疑问句。在以下例句中，can和could均表示可能:
He could be in pain. 他可能很疼。
That could be harmful! 那可能有害!
Can / Could this be true 这有可能是真的吗
must
情态动词must也可以表示猜测，意为“一定，肯定”，通常只用于肯定句。例如:
Betty, you must know! Betty，你肯定知道!
请仔细对比下面一组句子:
— Who sent the present Can it be your brother
是谁送来的礼物啊 会是你哥哥吗 (询问可能性)
— It must be your brother. I saw him in your room just now.
肯定是你哥哥，我刚才看见他在你的房间里。(语气强烈，表示非常肯定)
— It can't be my brother. He is still in France.
不可能是我哥哥，他还在法国呢。(表示不可能)
★Step 3　While-task【过程任务】
P 55, 6
Ask students to complete the sentences with must, may or can.
Check the answers with the students.
P 55, 7
Have students look at the pictures and complete the dialogues with the correct form of the modal verbs.
Check the answers by asking some pairs of students to read the dialogues.
★Step 4　Post-task【后续任务】
Ask students to work in pairs. Discuss things to do to help people around them. Remind them to use the words and expressions from the reading passage and Useful expressions for help.
Give students 5 minutes to complete the notes.
Invite some students to share their opinions based on the notes.
★Step 5　Homework【家庭作业】
Write 5 sentences about how you or people around you can help others in daily life. Use must, may or can in each sentence.
Example: We can help an old person cross the street. You must be kind to animals.
Teaching reflection　【教学反思】
This grammar lesson effectively integrated modal verbs into the theme of helping others. Controlled exercises were completed well, but some students struggled to choose between may and might for possibility. Next time, I will include a quick, clear rule reminder and a short situational drill to solidify the distinction before independent practice.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1. listen to news and a conversation to get key information, then complete related tasks.
2. learn and practice the pronunciation rule "loss of plosion" in spoken English.
3. discuss ways to help animals using proper communication expressions in pair work.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show the picture on P57 to students and ask the questions:
What animal can you see in the picture
What do you think the picture is about
Ask the class: "Do you or your family have pets How do you care for them " Let 1-2 students share briefly.
★Step 2　Pre-task【准备任务】
Direct students to the top of page 57. Read the question together: "What animals need our help " and the "Did you know " fact box.
Briefly discuss: "Why might animals, even ones around us, need our help " (e.g., they can be homeless, sick, or lonely.)
Introduce the listening task: "We are going to listen to some news about helping animals."
★Step 3　While-task【过程任务】
P 57,1
Ask students to read the four possible news headlines.
Play the recording for the first time. Students listen and choose the correct headline.
Check the answer with the class.
P 58,2
Show the outline on page 58 to students. Read the bullet points together.
Play the recording a second time. Ask students to listen and complete the notes.
Check answers with the class.
P 59,3
Have students read the poster. Ask them to listen to the conversation and complete the information.
Check answers with the class.
Let students listen again, then talk about the speaker’s way of checking background knowledge.
Have students read “Learning to learn” section.
P 59, 4
Have students work in pairs and discuss things to do to help animals.
Give students 5-7minutes to discuss. Then invite 2-3 pairs to share their best ideas with the class.
★Step 4　Post-task【后续任务】
Phonetics in use
Focus on the pronunciation tip of “loss of plosion”.
Model the examples yourself. Have students repeat.
Ask students to do more practice on P99.
★Step 5　Homework【家庭作业】
Ask students to write down 3 simple ideas for helping animals in their community or at home.
Teaching reflection　【教学反思】
This listening lesson successfully connected the unit theme to the specific topic of helping animals. The main listening tasks were completed well, showing good comprehension. The pair-work discussion was active, but some students relied heavily on the textbook prompts. Next time, I will first brainstorm a wider list of helping actions as a class to provide more ideas and language before the pair activity, encouraging more spontaneous conversation.
第四课时　Reading
Teaching Objects　【教学目标】
1. Predict and understand the passage "The circle of goodwill" by analyzing its title, pictures and key details, then complete related tasks.
2. Learn and use expressions from the passage to describe helping behaviors.
3. Explore the theme of "kindness and goodwill" by answering questions about the writer’s experiences and making inferences about her character.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Show the pictures on P60&P61 to students, then ask:
What is happening in the pictures
★Step 2　Pre-task【准备任务】
P 60, 1
Have students look at the title of the passage and the pictures. Predict what the passage is about. Tell them to use the expressions for help.
Invite some students to share their ideas.
★Step 3　While-task【过程任务】
Have students read the passage quickly and check if their predictions are right.
Let them read the passage again and answer more questions:
Who reached out to the writer and saved her during the Wenchuan earthquake
What did the writer do when she heard another hospital needed support
What surprising connection did the writer discover while helping at the other hospital
What does "a circle of goodwill" mean in the passage
P 62, 3
Ask students to complete the chart with the correct form of words and expressions from the passage.
Check answers with the class.
P 62, 4
Ask students to discuss the questions in pairs or small groups.
Invite some students to share their answers.
The teacher makes a brief summary in the end.
★Step 4　Post-task【后续任务】
Think and share
Ask students to discuss the questions in pairs or small groups. Before answering the first question, ask them to read the content in “Learning to think”. Give examples to help them understand if necessary.
Invite some pairs or groups to share their answers.
★Step 5　Language points　【语言要点】
1. I was shocked to find all the other buildings were reduced to pieces. 我震惊地发现其他所有建筑都变成了废墟。
reduce sth to pieces为固定说法，表示“把某物(尤指建筑物)夷为废墟”, 例如:
A massive earthquake reduced the city to pieces.
一场大地震把这座城市夷为废墟。
2. I was deeply touched by their courage and hard work. So I made up my mind to become one of them. 他们的勇气和努力深深地感动了我。所以，我下定决心成为他们中的一员。
(1)此处的touch作动词，意为“感动，触动，打动”, 例如:
Her kindness has touched the hearts of people aroundthe world.她的善良打动了全世界人民的心。
She could sense his concern and it touched her.
她能感受到他的关心，这让她很感动。
(2) make up one's mind是一个常见词组，有多种含义:
I wish he'd hurry up and make up his mind.
我希望他能快点拿定主意。(表示“做出决定，拿定主意”)
He had clearly made up his mind to finish the game.
他下定决心要结束这场比赛。(表示“下定决心，决意”同本文中含义)
You're old enough to make up your own mind about this matter. 你也不小了，应该对这件事有自己的想法了。(表示“确定对某事或某人的看法”)
3. It was time for me to offer mine. 到我伸出援手的时候了。
(1) 需注意本句中的mine指代上文中的helping hands(意为“援手，援助”)。offer sb sth / offer sth to sb意为“提出，提供，自愿给某人某物”。例如:
Your doctor should be able to offer you some advice on your diet. 你的医生应该能够在饮食方面给你提供一些建议。
(2) 在这个句子中,“It + be + time + for sb + to do sth.”是一个常见的句式，表示“对某人来说，是时候做某事了”。例如: It is time for me to perform on stage.
现在到我上台表演的时间了。
It's time for her to make a decision about her career.
现在到了她对自己的职业生涯做出决定的时候了。
4. The work was by no means easy. 这项工作绝非易事。
by no means / not by any means意为“绝不，一点儿也不。例如:
It is by no means certain that the game will take place.
比赛是否会举行完全不能确定。
★Step 6　Homework【家庭作业】
Write a short paragraph (5-7 sentences) about someone you know (or have heard of) who has helped others. Describe: 1) Who they are. 2) What they did. 3) Why you think their help is important.
Teaching reflection　【教学反思】
This reading lesson effectively used a moving narrative to illustrate the “circle of goodwill.” Students grasped the story’s emotional impact and the cause-effect structure well. However, discussing the abstract concept of “passing on kindness” required more concrete examples. Next time, I will start with a brief brainstorm of everyday helpful acts to ground the theme before reading, making the abstract idea more accessible.
第五课时　Writing
Teaching Objects　【教学目标】
1. Organize the elements of a "passing on help" story by completing the planning chart.
2. Write a coherent story about passing on help, using relevant expressions from the reading passage and including all planned details.
3. Reflect on the meaning of helping others and share your story to express ideas about goodwill and kindness.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Briefly review the story “The circle of goodwill” from pages 60-62. Ask: “What is the ‘circle of goodwill’
Show the chart on page 63 to students. Explain: “Today, you will write your own story about ‘passing on help’, using this chart to plan.”
★Step 2　Pre-task【准备任务】
Guide students to look at the left side of the chart (The helped). Ask them to think quietly for 2 minutes: Can you think of a time when you or someone you know was helped by others (e.g., a friend helped you with homework; a stranger helped your family.)
In pairs, have students briefly share their idea and answer the first few questions orally: When Where Who helped What did they do
★Step 3　While-task【过程任务】
Ask students to individually complete the chart on page 63 (Step 1) with notes for their story. Remind them it can be a real or imagined story.
Once the chart is filled, students begin writing their story (Step 2). Remind them to: Use their chart as a guide.
Walk around to provide individual help with vocabulary and structure.
★Step 4　Post-task【后续任务】
Have students exchange their stories with a partner.
Ask them to read their partner’s story and check (Step 3).
Give students 5 minutes to make one or two improvements based on the check.
Invite 2-3 volunteers to read their stories to the class.
★Step 5　Homework【家庭作业】
Ask students to write a final, neat version of their story.
Teaching reflection　【教学反思】
This writing lesson successfully built upon the previous reading, with the chart providing effective scaffolding for students to organize their narratives. Most students understood the “passing on” structure. However, the main difficulty was moving from filling out the chart to writing fluid, detailed paragraphs. Many stories became a simple list of chart answers. Next time, I will model how to expand one section of the chart into a descriptive paragraph together as a class before independent writing.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1. Work in groups to identify people in need, discuss ways to help them, and decide on a "day of help" plan by voting.
2. Organize your help plan using the given outline and use unit-related expressions to describe it.
3. Practise and present your help plan to the class, then reflect on what you've learned in this unit about helping others.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Introduce the project to students and ask them to think about: How can we help others for one day
★Step 2　Pre-task【准备任务】
Divide students into small groups.
Ask groups to discuss and decide: Who do you want to help
Give groups 5 minutes to brainstorm and list 2-3 possible ideas. Remind them to think about: time and place, people, activities, challenges and possible results.
★Step 3　While-task【过程任务】
Ask groups to use the outline on P64 (Step 2) to organize their plan.
Groups prepare a short presentation (3-4 minutes) to share their "Day of Help" plan. They can make a simple poster or just speak.
Give groups 10-15 minutes to prepare.
★Step 4　Post-task【后续任务】
Each group presents their "Day of Help" plan to the class.
After all presentations, conduct a vote as on P32
Ask students to review what they have learned in this unit and lead a quick reflection.
★Step 5　Homework【家庭作业】
Ask students to write a short diary entry answering: "If you could really do one ‘Day of Help’ this month, what would it be and why "
Teaching reflection　【教学反思】
This lesson worked well as students actively discussed and planned their "Day of Help" in groups. The outline from the book was helpful for organizing their ideas.
The main challenge was time. Some groups struggled to turn their ideas into a clear, complete plan. Also, during the self-reflection, some students wrote general goals like "I need to improve my English" instead of focusing on the theme of helping others. Next time, I will give clearer examples for the reflection questions and leave more time for planning practice.

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