Unit10LendingaHelpingHandWrappinguptheTopicProjectThisunit,"LendingaHelpingHand,"belongstothe"PeopleandSociety"categoryinthetextbook.Itfocusesonthethemeofmutualassistanceinthemunity,aimingtoguidestudentstounderstandthesignificanceofhelpingothersandactivelyparticipateinmunityactivities.Theprojectinthisunitrequiresstudentstoprehensivelyutilizetheknowledgetheyhavelearned,suchasvocabularyrelatedtomunityactivities,sentencepatternsforexpressinghelp,andthesimplepasttense.Theyneedtocreateapresentationaboutamunityactivitytheyhaveparticipatedinorimagined,includingdetailsliketheprocess,theirfeelings,andtheimpactoftheactivity.教學(xué)目標(biāo)Studentswillbeabletomasterkeyvocabularyandphrasesrelatedtomunityactivities,suchas"volunteerwork","munityparty","planttrees","cleanupthepark",etc.me...?ancorrectlyusesentencepatternsforaskingforandofferinghelp,like"Couldyouhelpme...?"and"Sure,I'dloveto."Studentswillfullyunderstandandbeabletoapplythesimplepasttensetodescribepastmunityactivities.教學(xué)重難點(diǎn)A.KeyPointsKeyvocabularyandphrasesrelatedtomunityactivitiesandhelpingbehaviors.Sentencepatternsforseekingandprovidinghelp,aswellastheirpracticalapplicationsinreallifesituations.Theformationandusageofthesimplepasttense,especiallywhendescribingpasteventsinmunityactivities.B.DifficultPointsHowtoguidestudentstousethelearnedknowledgeflexiblyandaccuratelyinreallifemunicationtoexpresstheirideasaboutmunityassistance.Helpingstudentsunderstandthelogicalrelationshipbetweendifferenteventsinamunityactivityanddescribetheminanorganizedwayusingthesimplepasttense.Cultivatingstudents'creativityandindependentthinkingabilityintheproject,enablingthemtocreateauniqueandvividpresentationaboutmunityactivities.A.KeyVocabularymunityactivities:volunteerwork,munityparty,runningrace,treeplanting,cleanupthepark,clearthesnow,medicalservices,weleparty,gardencleaning,litterpickingActionsofhelping:carryboxes,offerhelp,chatwith,showtheway,holdaparty,plantvegetables,waterflowers,sweepthestreet,cleanwindows,digholesEmotionsandstates:feelhappy,havefun,feeltired,bewele,becareful,beproudof,enjoyworking,feelgood,worktogether,helpeachothera.m.from...to...:atfirst,intheend,lastweekend,onweekends,duringtheholiday,at9:00a.m.,for3weeks,from...to...,inthemorning,intheafternoonB.KeySentencePatternsDescribingmunityactivitiesWhatmakesamunity?Wetookpartinavolunteeractivitytoplanttrees.Manyfamiliesjoinedinthemunityrunningrace.LastSunday,weheldawelepartyfortheZhaos.ExpressinghelpingbehaviorsCouldyouhelpme?MissGaoshowedMrs.Zhaothewaytotheschool.Dr.LihelpedMr.Zhaocleanupthegarden.Wechattedandplayedcardswiththeelders.ExperiencesandfeelingsIfeltgoodabouthelpingothers.Wehadfunworkingtogether.Themunityisaplaceofloveandcare.Everythingwasnewtothem,buteveryoneofferedhelp.SuggestionsandopinionsWeshouldhelpeachotherinthemunity.It’simportanttoofferhelptonewneighbors.Volunteeringcanmaketheworldabetterplace.Whatvolunteeractivitiesshouldwedo?C.GrammarSimplePastTenseFormationForbeverbs:was(usedforthefirstandthirdpersonsingularinthepast),were(usedforthesecondpersonsingularandallpluralsinthepast).Forexample,Iwasatthemunitycenteryesterday.Theywerebusywithvolunteerworklastweek.Foractionverbs:regularverbsadd“ed”tothebaseform.Forexample,helphelped,playplayed.Irregularverbshavespecialforms,suchasgowent,havehad,dodid.UsageTodescribeactionsorstatesthathappenedinthepast.Forexample,TheZhaofamilymovedtothemunitylastweek.IvolunteeredatanursinghomeonMarch5th.Todescribepasthabitsorrepeatedactions.Forexample,Lastsummer,Ioftenhelpedwatertheflowers.教學(xué)過(guò)程A.Warmingup(5minutes)GreetthestudentsasusualandthenshowthemsomepicturesofdifferentmunityactivitiesonthePPT,suchaspeoplecleaningthepark,plantingtrees,andhavingamunityparty.Askstudents:“Lookatthesepictures.Whatarethesepeopledoing?Haveyoueverseensuchactivitiesinyourmunity?”Encourageseveralstudentstoanswer.Thisstepaimstoquicklyarousestudents'interestinthetopicandleadthemintothecontextofmunityactivities.B.KnowledgeReview(10minutes)VocabularyreviewRandomlypointtooneofthepicturesshownbeforeandaskstudentstosayouttherelatedvocabulary.Forexample,whenpointingtothepictureofpeoplecleaningthepark,ask“Whatisthisactivitycalled?”Guidestudentstoanswer“cleanupthepark”.Conductawordspellingpetition.Dividetheclassintoseveralgroups.Theteachersaysavocabularywordrelatedtomunityactivities,andthefirststudentineachgroupwritesthewordontheblackboard.Thegroupthatspellsthewordcorrectlyandquicklygetsonepoint.Thishelpsstudentsconsolidatetheirmemoryofvocabulary.SentencepatternreviewCreateashortdialoguesituation.Theteacherplaystheroleofsomeoneinneedandsaystoastudent,“Ican'tfindmywaytothemunitylibrary.Couldyouhelpme?”Guidethestudenttoanswerwiththelearnedsentencepatterns,like“Sure,Icanshowyoutheway.”Thenaskotherstudentstomakesimilardialoguesinpairs,usingdifferenthelpingrelatedsentencepatterns.Invitesomepairstoetothefrontoftheclassandactouttheirdialogues.Aftereachpairfinishes,asktherestoftheclasstoevaluatewhethertheyusedthesentencepatternscorrectlyandfluently.Thisstepreviewssentencepatternsandimprovesstudents'speakingabilityinreallifesituations.Grammarreview(SimplePastTense)ShowsomesentencesonthePPTinthesimplepasttense,suchas“Ihelpedmyneighborcarryboxesyesterday.”and“Weplantedtreesintheparklastweekend.”Askstudentstoanalyzethestructureofthesesentences,focusingontheformoftheverbs.Givestudentssomesentencesinthepresenttenseandaskthemtochangethemintothesimplepasttense.Forexample,“Heplaysbasketballeveryday.”shouldbechangedto“Heplayedbasketballyesterday.”Walkaroundtheclassroomtocheckstudents'answersandprovideguidance.Thisreviewhelpsstudentsstrengthentheirunderstandingandapplicationofthesimplepasttense.C.ProjectIntroduction(5minutes)Presenttheprojecttasktothestudents:“Today,youaregoingtoworkingroupstocreateapresentationaboutamunityactivity.Youcanchooseanactivityyouhaveactuallyparticipatedinorimagineanewone.Yourpresentationshouldincludewhattheactivitywas,whoparticipated,whatyoudidduringtheactivity,andhowyoufeltaboutit.”ShowsomeexamplesofgoodpresentationsonthePPT,includingpictures,simpletexts,andaclearstructure.Explaintostudentshowtoorganizetheirideasandusethelearnedknowledgeinthepresentation.Forexample,whendescribingwhattheydid,theyshouldusethesimplepasttensecorrectly.Thisstepmakesstudentsclearlyunderstandtheprojectrequirementsandgivesthemsomeinspiration.D.GroupWork(15minutes)Dividethestudentsintogroupsof45.Ineachgroup,studentsfirstdiscussanddecideonthemunityactivitytheywanttopresent.Theycanrecalltheirownexperiencesorbrainstormnewideas.Afterdecidingontheactivity,groupmembersstarttocollectrelevantinformation.Theycanusethevocabulary,sentencepatterns,andgrammarknowledgetheyhavelearned.Forexample,iftheychoosetheactivityofcleaningupthepark,theycandescribe“WewenttotheparklastSaturday.Wecarriedgarbagebagsandpickeduplitter.Wealsoswepttheground.Wefeltverytiredbuthappybecausewemadetheparkcleaner.”Eachgroupmemberisassignedaspecifictask,suchasbeinginchargeofwritingthescript,findingpictures,ormakingthePPT.Theyworktogether,municatewitheachother,andhelpeachotherduringtheprocess.Theteacherwalksaroundtheclassroom,joinsinsomegroups'discussions,andoffersguidanceandsuggestionswhennecessary.Thisgroupworkprocesscancultivatestudents'cooperationability,municationability,andcreativity.E.PresentationandEvaluation(10minutes)Eachgrouptakesturnstopresenttheirworkinfrontoftheclass.ThepresenterscanusethePPTtheymade,andclearlyintroducethemunityactivitytheychose,followingtherequirementsoftheproject.Aftereachgroupfinishesthepresentation,therestoftheclassgivestheirevaluations.Theycanmentonaspectssuchaswhetherthecontentisrichandaccurate,whetherthelanguageusageiscorrect,andwhetherthepresentationiswellorganized.Theteacheralsogivesprehensiveevaluations,emphasizingthegoodpointsofeachgroupandalsopointingoutareasforimprovement.Forexample,“Group3,youdidagreatjobinusingalotofvividvocabularytodescribethemunityparty.However,therewereafewmistakesintheuseofthesimplepasttense.Remembertochecktheverbformscarefully.”Thisevaluationprocesscanhelpstudentslearnfromeachotherandfurtherimprovetheirknowledgeandskills.F.Summary(5minutes)Summarizethekeypointsofthisclass,includingtheimportantvocabulary,sentencepatterns,andgrammarknowledgerelatedtomunityactivities.Emphasizethesignificanceofhelpingothersinthemunityandencouragestudentstoactivelyparticipateinmunityactivitiesinthefuture.Assignafterclasshomework:Askstudentstowriteashortpassageaboutthemunityactivitytheypresentedinclass,basedonthementsandsuggestionstheyreceived.Thishomeworkcanfurtherstrengthenstudents'writingskillsandtheirunderst