人教PEP版（2024）英語(yǔ)四年級(jí)上冊(cè)Unit4

Helpinginthecommunity單元教學(xué)設(shè)計(jì)

PartALet'stalk

Subjec

EnglishGrade4TeacherMs.LiPeriod1

t（年皴）（教師）（課時(shí)）

（科目）

Unit4Helpinginthecommunity

TopicTypeNewLesson

（課題）PartALet'stalk（課型）

What:Thislessonfocusesonthe"Let'sTalk"sectionofPartA,centeringon

conversationsaboutcommunityhelpersandtheirjobs.Keysentencesinclude"What

doesyourneighbourdo?"andresponseslike"He'safirefighter.Hehelpspeople."It

introducesvocabularysuchasfirefighter,busdriver,andpoliceofficer.

TextHow:Studentslearnthroughlisteningtodialoguesaboutcommunityworkers,

analysis

;語(yǔ)篇而讀）analyzinghowtheirjobshelpothers,andpracticinginpairs.Visualaidslikepictures

ofworkersinactionandrole-playactivitieshelpthemunderstandandusethetarget

languageincontext.

Why:Itaimstoenablestudentstotalkaboutcommunityhelpersandtheirrolesin

English,enhancetheirawarenessofpeoplewhocontributetothecommunity,andlay

afoundationfordiscussinghowtohelpinthecommunity.

1.Understandandusekeysentences"Whatdoes...do?'*and"He/Sheisa...He/She

helpspeople."totalkaboutcommunityhelpers.

Learning

objectives2.Masterjobvocabulary:firefighter,busdriver,policeofficer.

（學(xué)習(xí)目標(biāo)）

3.Communicatesimplyaboutcommunityhelpersandtheirworkwithpeersin

English.

Keypoint：Learntousethesentencepattern"Whatdoes...do?"andjobvocabulary

Keyand

difficulttotalkaboutcommunityhelpers.

pointsDifficultpoint：Correctlyusingthird-personsingularverbs（e.g.,"Hehelps'*not

,教學(xué)里難點(diǎn)）

"Hehelp"）.

1.Picturesofcommunityhelpers（afirefighterputtingoutafire,abusdriverdriving,

Teaching

aidsapoliceofficerdirectingtraffic）

:教學(xué)準(zhǔn)備）

2.Audiorecordingofthe"Let'sTalk"dialogue.

TeachingTeachingproceduresRevised

steps（教學(xué)過(guò)程）lessonplanning

第I頁(yè)共19頁(yè)

（教學(xué)環(huán)節(jié)）（二次備課）

Greetstudentsandsay,"Inourcommunity,manypeoplehelpusevery

Leadinday一likethosewhodrivebusesorkeepussafe.Today,let'slearnto

(導(dǎo)入)talkabouttheminEnglish!"Showacollageofcommunityhelpers,

ask"Doyouknowthesepeople?Whatdotheydo?”Letstudentsshare

simpleideas,thenadd,"Let'sfindouthowtodescribetheirjobs

properly."

Playthe"Let'sTalk"dialogueaudiotwice:first,letstudentsgetthe

mainideaabouttalkingaboutcommunityhelpers;second,askthemto

focusonhowjobsaredescribed.Writekeysentencesontheboard:

"Whatdoeshedo?*'and"He'safirefighter.Hehelpspeople."Pointto

Presentationeachwordandexplaintheirmeanings.Showpicturesonebyone:hold

(呈現(xiàn))upthefirefighterpictureandsay"Thisisafirefighter.Heputsout

firesandhelpspeople."Dorhesamefor"busdriver"(drivesbusesto

takepeopleplaces)and"policeofficer"(keepspeoplesafeanddirects

traffic).Playtheaudioagain,pausingtoletstudentsrepeatthe

sentences,payingattentiontopronunciation(e.g.,"fire-fight-er"

brokenintosyllables)andthethird-personsingularverb"helps".

Pairwork:Studentstaketurnsholdingupapictureofacommunity

Practicehelperandasking"Whatdoeshe/shedo?"Theotheranswers"He/She

(操練)isa...He/Shehelpspeople."Encouragethemtomimicthehelper's

actionwhilespeaking.

Organizea"CommunityHelperGuess"activity:Inviteastudenttothe

front,givethemapicturecard,andaskthemtoactoutthehelper'sjob

Consolidation(e.g.,mimingdrivingabus).Theclassguesses"Isheabusdriver?"If

(鞏固)correct,thegucsscrgetstoactnext.Afterthegame,askafewstudents

toshare.

Level1(Basic)

HomeworkListentothe"LetsTalk"dialogueandrepeatit3times.

(作業(yè))Level2(Intermediate)

Drawacommunityhelperandwritehis/herjobinEnglish(eg,"busdriver").

Level3(Advanced)

Write2sentencesaboutacommunityhelper,e.g.,"Sheisapoliceofficer.Shehelps

people."

第2頁(yè)共19頁(yè)

Unit4Helpinginthecommunity

PartALet'stalk

Look!!Ourneighbourisahe,savery1

Firefighters!1firefighter.Heoften工niceman.

hip，people.

Blackboard

design

:板書(shū)設(shè)計(jì)）

、UuJia'sfatneris^lso_very_nlce^^^^_^wny?^^

一盾aschoolbus

三driver.Hetakesusto

M■Hbevery——>!

That'sanimportantjobtoo?

Studentsshowedgreatinterestintalkingaboutcommunityhelpers,asthetopic

iscloselyrelatedtotheirdailylife.Mostcouldusethekeysentencesandjob

vocabularycorrectly,butsomestruggledwiththethird-personsingularverb"helps"

一saying"Hehelppeople*'insteadof"Hehelpspeople".Afewalsomixedupsimilar

Reflectionjobnames,likeconfusing"firefighter"with"policeofficer".The"CommunityHelper

:教后反思）Guess"gameeffectivelyreinforcedlearning,butsomestudentsneededmoretimeto

thinkofactions.Inthenextlesson,I'lladdmoreverbdrillsforthird-personsingular

anduse對(duì)比picturestoclarifydifferentjobs.Overall,studentsactivelyparticipated

andmadegoodprogressintalkingaboutcommunityhelpers.

第3頁(yè)共19頁(yè)

Unit4Helpinginthecommunity

PartALet'slearn

Subjec

EnglishGrade4TeacherMs.LiPeriod2

t（年級(jí)）（教師）（課時(shí)）

（科目）

Unit4Helpinginthecommunity

TopicTypeNewLesson

（課題）PartALefslearn（課型）

What:Thislessonfocusesonthe"Let'sLearn"sectionofPartA,introducingmore

vocabularyforcommunityhelpersandtheirjobs,suchascleaner,deliveryworker,

andcook.Itteachesusingthesewordsinsentenceslike"Myneighbourisacleaner.

Hecleansthecommunity."

How:Throughpicturecardsofworkersperformingtheirduties,audiorecordings,

Textandinteractivegames,studentslearnthenewvocabularybyconnectingwordsto

analysis

■:諳篇加讀）actions.Theypracticepronunciationthroughrepetition,thenapplythewordsinpair

discussionsandsentence-makingactivities,linkingeachjobtoitsspecificroleinthe

community.

Why:Itaimstoexpandstudents'vocabularyforcommunityhelpers,enablingthem

todescribeawiderrangeofjobsthatsupportthecommunity.Thisenhancestheir

abilitytotalkaboutpeoplewhocontributetodailylifeanddeepenstheir

understandingofcommunitycooperation.

1.Masterjobvocabulary:cleaner,deliveryworker,cook.

2.Usethevocabularytomakesentencesdescribingcommunityhelpers,e.g.,"The

Learning

objectivescookmakesnicefoodforpeople.1'

:學(xué)習(xí)目標(biāo)）

3.Participateactivelyinvocabularygamesanddiscussionsaboutwhatcommunity

helpersdo.

Keypoint：Learnandusethenewjobvocabularytodescribecommunityhelpers

Keyand

difficultandtheirwork.

pointsDifficultpoint：Distinguishingbetweensimilarjobroles（e.g.,cleanervs.delivery

,教學(xué)殂難點(diǎn)）

worker）andusingcorrectverbsforeachjob（eg,"cooks"foracook）.

1.Picturecardsofhelpersatwork（acleanersweepingthestreet,adeliveryworker

Teaching

aidscarryingpackages,acookmakingfood）

:教學(xué)準(zhǔn)備）

2.Audiorecordingsofthevocabularywordsandexamplesentences

TeachingTeachingproceduresRevised

steps（教學(xué)過(guò)程）lesson

第4頁(yè)共19頁(yè)

（教學(xué)環(huán)節(jié)）planning

（二次備課）

Greetstudentsandsay,''Lastclass,wetalkedaboutfirefightersandbus

Leadindrivers.Today,we'llmeetmorepeoplewhohelpinourcommunity

(導(dǎo)入)likethosewhocleanourstreetsorbringuspackages!'*Showapicture

ofacookpreparingmeals,ask"Whatdocsthispersondo?"Let

studentsguess,thenintroduce:"We'lllearnthesejobsandwhattheydo

everyday.”

Showthe"cleaner"picturecard:apersonsweepingleavesinapark.

Saythewordslowly,explain"Acleanerkeepsourcommunityclean一

sweepingstreets,takingouttrash,"andmimicsweeping.Dothesame

forotherwords:"deliveryworker'1(bringspackagesandlettersto

PresentaHonpeople'shomes,mimiccarryingabox);"cook"(makesfoodin

(呈現(xiàn))restaurantsorschools,mimicstirringapot).Play(heaudioofeach

word,pausingforstudentstorepeat,focusingonstress(e.g.,nDE-LIV-

e-ry"withemphasisonthefirstsyllable).Then,writeexample

sentencesontheboard:"Thecleanercleansthepark.Thecookcooks

food.1'Readthemaloud,pointingouthowtheverbformmatchesthe

job(eg,"cleaner"一"cleans'*).Invitestudentstorepeat,thenshow

thedeliveryworkerpictureandask"Whatdoeshedo?"toguidethem

tosay"He'sadeliveryworker.Hedeliverspackages."

Pairwork:Studentstaketurnspickingapicturecardandasking"What

Practicedoeshe/shedo?11Theotheranswerswiththejobnameandaverb

(操練)phrase,e.g.,"She'sacook.Shecooksyummyfood."Encouragethem

toadddetails,like"intheschool"or"everymorning".

Organizea"JobCharades"game:Dividetheclassintoteams.One

studentfromateampicksapicturecardandactsoutthejob(e.g.,

Consolidationmimickingstirringapotforacook)withoutspeaking.Theteam

(鞏固)guessesthejobnameinEnglish.Ifcorrect,theygetapoint.After

rounds,askeachteamtoshareonesentence:"Adeliveryworker

deliverspackagestoourhomes."Thisreinforcesvocabularyand

connectsjobstoactions.

Level1(Basic)

HomeworkReadthenewjobwordsaloud5timesandcopythemtwice,withoneverbforeach

第5頁(yè)共19頁(yè)

（作業(yè)）(e.g.,cleaner-*cleans).

Level2(Intermediate)

Walkaroundyourcommunity,findonehelperfromtoday*slesson,andsayin

Englishwhatthey'redoing(e.g.,"Thecookiscookinglunch").

Level3(Advanced)

Write3sentencesaboutacommunityhelper,e.g.,"Mr.Wangisacleaner.Hecleans

ourstreet.Heworkshardeveryday."

Unit4Helpinginthecommunity

PartALet'slearn

Blackboard

design

:板書(shū)設(shè)計(jì))

Studentswereengagedwiththepicturecardsandcharadesgame,whichhelped

themlinkwordstoactions.Mostcouldpronouncethenewwordscorrectlyanduse

simpleverbstodescribethework.However,someconfused"deliveryworker"with

"cook"andstruggledwiththelengthof"delivery".Afewalsoforgottousethird-

Reflectionn1

:教后反思）personsingularverbs(e.g.,"cookcookinsteadof"cookcooks').Inthenextlesson,

I'lladdamatchinggame(jobstoactions)andpreparewordbankswithverbsto

reinforcecorrectusage.Overall,studentsexpandedtheirvocabularyandgaineda

betterunderstandingofcommunityhelpers*roles.

第6頁(yè)共19頁(yè)

Unit4Helpinginthecommunity

PartALet'sspell

Subjec

EnglishGrade4TeacherMs.LiPeriod3

t（年級(jí)）（教師）（課時(shí)）

（科目）

TopicUnit4HelpinginthecommunityTypeNew

（課題）PartALet'sspell（課型）Lesson

What:Thislessonfocusesonthe"Let'sSpell"sectionofPartA.centering

onthepronunciationruleofthelettercombination"ph"inwordsrelatedto

communityhelpersandactivities,suchas"photo","phone'1,"Philip",and

"elephant".Ilhelpsstudentsrecognize,pronounce,andspellwordswith

"ph"thatmakethe用sound.

How:Throughaudioclipsofwordpronunciations,lettercards,and

Text

analysisinteractivespellinggames,studentsfirstlistentodistinguishthe/f/sound

,:語(yǔ)篇而讀）

in"ph"words,thenpracticeblendingletterstoformwords,andfinally

applytheruleindictationandsentence-makingtasks.Chantingandword-

buildingactivitiesreinforcethelearning.

Why:Masteringthe"ph"pronunciationruleenhancesstudents*phonics

skills,enablingthemtoreadandspellrelatedwordsindependently.This

laysasolidfoundationforexpandingvocabularyaboutcommunitylifeand

improvingreadingfluency.

1.Recognizethe"ph"lettercombinationandits/f/soundinwordslike

"photo"and"phone',.

Learning

objectives2.Spellwordswith"ph"correctlybyapplyingthepronunciationrule.

:學(xué)習(xí)目標(biāo)）

3.Participateactivelyinphonicsgamesandchantingtopracticethetarget

sounds.

Keypoint：Masterthe"ph"pronunciationruleandspellrelatedwords

Keyand

difficultaccurately.

poinlbDifHcultpoint：Distinguishing"ph"fromtheletteruf"（bothmake/f/

,教學(xué)重難點(diǎn)）

soundbuthavedifferentspellings）.

1.Lettercardsfor"p",''h"andwordcardswith"ph"（photo,phone,Philip,

Teaching

aidselephant）

,:教學(xué)準(zhǔn)備）

2.Audiorecordingsofwordpronunciationsandaphonicschant

TeachingTeachingproceduresRevised

第7頁(yè)共19頁(yè)

steps（教學(xué)過(guò)程）lesson

（教學(xué)環(huán)節(jié)）planning

(二次備

課)

Greetstudentsandsay,"We'velearnedaboutcommunity

Leadinhelpers.Today,let'sfindaspecialletterpairinsomenew

(導(dǎo)入)wordslikethoseweusetotakepicturesorcallfriends.*'Write

"photo"and"phone"ontheboard,underline"ph",andask,

"What'sthesamehere?"Guidethemtonoticetheletter

combination,thenadd,"We'lllearnhow'ph'soundsandhowto

spellsuchwords."

Playtheaudioof"photo","phone","Philip",and"elephant"

threetimes:first,letstudentslistentothe/f7sound;second,ask

themtorepealihewords;third,focusonthe"ph"pari.Holdup

"p"and"h"cards,combinethemtoform"ph",andexplain:

Presentation"Whenp'and'h'standtogether,theymakethe/f/sound-just

(呈現(xiàn))liketheletter'f!"Writethewordsontheboard,underline"ph",

andpracticeblending:"p-h-o-t-o,photo;p-h-o-n-e,phone".

Playthephonicschant,whichrepeats"ph"wordstoarhythm

(c.g.,*'Photo,phone,phsays/f7!Philip'selephant,phsays

/f/!"),andletstudentschantalong,clappingtheirhandstothe

beat.Then,showapictureofaphone,ask"Whatisthis?"and

guidethemtospell"phone*'bysoundingouteachletter,

emphasizingthe"ph"atthebeginning.

Pairwork:Onestudentpicksawordcardwith"ph"(e.g.,

Practice"elephant"),saysthewordaloud,andtheotherstudentspellsit

《操練）bywritingthelettersintheair,thenunderlines"ph"witha

finger.Thenswitchroles.Usewordcardsashintsifstudents

getstuck.Walkaroundtocheck,correctingspellingmistakes

(e.g.,"phone1'not"fone")andremindingthemtostressthe/f7

soundin"ph".

第8頁(yè)共19頁(yè)

Organizea"SpellandMatch"game:Dividetheclassinto

teams.Preparepictures(aphone,aphotoofanelephant)and

Consolidationwordcardswithmissingletters(e.g.,"pho_","Jephant").

(鞏固)Teamsracetofillinthemissingletters(including"ph")and

matchthewordstopictures.Thefirstteamtofinishcorrectly

getsapoint.Afterward,askteamstomakesimplesentences

withthewords,eg,"Ihaveaphone.Ittakesphotos.'*This

connectsthespellingruletodailylifevocabulary.

Level1(Basic)

HomeworkReadthe"ph"words5timesandcopythem3times,underlining'ph".

(作業(yè))Level2(Intermediate)

Listentothephonicschantandchantalong,recordingthemselves.

Level3(Advanced)

Write3sentencesusingnpli"words,c.g.,“Philiphasaplionc.Helakes

photos/'

Unit4Helpinginthecommunity

PartALet'sspell

■—MB—41^^--/工.?

----—.—■——..

Blackboard

design

,:板書(shū)設(shè)計(jì))

Ph<f時(shí)屋

Philiphasaphone.■

Hetakesphotoswithhisphone.

Thisisaphotoofsomeelephants.

It'saphotofromhisphone!

Studentswereexcitedaboutthephonicschantandinteractivegames,

whichmadethelessonengaging.Mostcouldrecognizethe/f7soundin

"ph"wordsandspellsimpleoneslike"phone"and"photo".However,

someconfusedMph"with'T'(e.g.,writing"fotograph"insteadof

Reflection

?:教后反思)"photograph")andstruggledwithlongerwordslike"elephant".The

blendingpracticehelped,butafewneededmoretimetobreakdown

multisyllabicwords.Inthenextlesson,I'11compare"ph"and"fwith

第9頁(yè)共19頁(yè)

moreexamples（e.g.,"phone"vs."fan"）andadda"wordhunt"activity

wherestudentsfind"ph"wordsincommunity-thcmcdstories.Overall,the

studentsmadegoodprogressinmasteringthe"ph"rule.

Unit4Helpinginthecommunity

PartBLet'stalk&Let'slearn

Subjec

EnglishGrade4TeacherMs.LiPeriod4

t（年級(jí)）（教師）（課時(shí)）

（科目）

Unit4Helpinginthecommunity

TopicTypeNewLesson

（課題）PartBLefstalk&Lefslearn（課型）

What:ThislessonintegratesPartB*s"Let'sTalk"and"Let'sLearn**,focusingon

verbsandphrasesfbrcommunityhelpactivities,suchas"makingthebed","singing

oldsongs","tellingfunnystories*',and"cleaningtheroom”.Itleachesusingthesein

sentencestodescribewhatyoungpeopledotohelp,like''Theyarecleaningthe

roominanoldpeople'shome.'1

Text

analysisHow:Thelessonusesdialoguelistening,actiondemonstrations,role-plays,andpair

【語(yǔ)篇而讀）

work.Studentsfirstlearntheactivityphrasesthroughvisualsandactions,then

masterthestructureofdescribingongoingactions,andfinallycombinebothin

conversationsabouthelpinginthecommunity.

Why:Itaimstoexpandstudents1abilitytotalkaboutpracticalwaystohelpothersin

thecommunity,fosteringasenseofresponsibilityandenablingthemtodescribe

volunteeractivitiesinEnglish.

1.Masteractivityphrases:makingthebed,singingoldsongs,tellingfunnystories,

cleaningtheroom.

Learning2.Use"Whataretheydoing?'1and"Theyare..."todiscusshelpingactivitiesinthe

objectives

:學(xué)習(xí)目標(biāo)）community.

3.Combinethephrasesandsentencepatternstotalkabouthowyoungpeoplehelp

others.

KeyandKeypoint：Learntheactivityphrasesandusethemtodescribeongoinghelping

difficult

actions.

points

,敕學(xué)重難點(diǎn)）Difficultpoint：CoiTectlyusingthepresentcontinuoustense（eg,"ismaking"not

第10頁(yè)共19頁(yè)

"make"forongoingactions).

1.Picturecardsofhelpingactivities(studentsmakingbeds,singingtotheelderly,

Teaching

aidsetc.)

:教學(xué)準(zhǔn)備)

2.Audioofthe"LetsTalk"dialogueandactivityphrasepronunciations

TeachingTeachingproceduresRevised

steps(教學(xué)過(guò)程)lessonplanning

(教學(xué)環(huán)節(jié))(二次備課)

Greetstudentsandsay,"We'velearnedaboutcommunityhelpers,

Leadinjobs.Today,let'stalkaboutwhatwecandotohelp-likecleaning

(導(dǎo)入)roomsfortheelderlyortellingstoriestokids!1'Showapictureof

studentscleaningaroominanoldpeople'shome,ask"Whatarethey

doing?Howarctheyhelping?"Letstudentsshareideas,then

introduce:"We'lllearntheseactionsandtalkabouthowyoungpeople

helpinthecommunity."

First,introduceactivityphraseswithactionsandpictures:Mime

"makingthebed"(straighteningablanket)andsay,"Makingthe

bed—wedothistohelptidyuprooms."Dothesamefor''singingold

songs"(pretendingtosingsoftly),"tellingfunnystories"(gesturing

Presentationlikestorytelling),and"cleaningtheroom”(mimingwipingatable).

(呈現(xiàn))Playtheaudioofeachphrase,pausingforstudentstorepeat,focusing

onstress(e.g.,"MA-kingthebed"withemphasisonthefirst

syllable).Thenplaythe"Lei'sTalk"dialogue,whichuses"Whatare

theydoing?Theyaresingingoldsongs."Ask,"Whatarethestudents

doingtohelp?1'Writethesentencepatternontheboard:"Whatare

theydoing?Theyare..."andlinktoplaces(eg,"inanoldpeople's

home'1).

Pairwork:Studentstaketurnspickingapicturecardandasking

Practice"Whataretheydoing?"Theotheranswers"Theyare...”usingthe

(操練)activityphrases,addingwhereithappens(e.g.,"Theyaremakingthe

bedintheoldpeople'shome").Encouragethemtomimictheactions

whilespeaking.Walkaroundtoassist,correctingtenseerrors(e.g.,

"Theyclean1'-*"Theyarecleaning")andhelpingwithphrase

pronunciation.

第11頁(yè)共19頁(yè)

Organizea"HelpActionCharades*'game:Dividetheclassintoteams.

Onestudentfromateamactsoutanactivity(e.g.,mimickingcleaning

Consolidationaroom)withoutspeaking.TheteamguessesthephraseinEnglish,

(鞏固)e.g.,"cleaningtheroom'*.Thefirstteamtoguesscorrectlygetsa

point.Afterthegame,askeachteamtomakeasentenceabouttheir

favoriteactivity:"Weliketellingfunnystoriestomaketheelderly

happy.”

Level1(Basic)

HomeworkReadtheactivityphrases4timesandcopythemtwice,withasimpledrawingfor

(作業(yè))each.

Level2(Intermediate)

Talkwithafamilymemberaboutonethingyoucandotohelpathome,usingan

activityphrase.

Level3(Advanced)

Write3sentencesaboutstudentshelpinginthecommunity.

Unit4Helpinginthecommunity

PartBLet'stalkandLet'slearn

Blackboard

designSHeismakingt>?d.IeissEgicgoldMongs.

,:板書(shū)設(shè)計(jì))

IeIstelllrtgaFuir?r?ystory.Theyare>vlooclcgtheroom.

(We.reioanoLdpeople、Kome.

rmmakingtHebed.

Studentswereactiveinmimickingthehelpingactions,whichmadelearningthe

phrasesengaging.Mostcouldusethepresentcontinuoustensecorrectly,butsome

struggledwith"are"(e.g.,"Theyisclcaning,^insteadof"Theyarccleaning").Afew

mixedupsimilarphraseslike"makingthebed*'and"cleaningtheroom".The

Reflection

?:教后反思)charadesgameeffectivelyreinforcedphraserecognition,butsometeamsneeded

hintsforlongerphrases.Inthenextlesson,I'11add