(共13张PPT)
Helping Those in Need
八下 Unit 1 Reading
How do people help those in need
Treating people with serious illnesses
Doctors
Volunteers
Raising money
Doing voluntary work
Businessmen
bad health
work without payment
Brainstorming
Old people’s home
03
Have you ever done any voluntary work
Orphanage
Health recovery center for the disabled
The old
People who have difficulty moving, seeing, hearing, etc.
Children without parents
What kind of people can we help in these places
Where can we do voluntary work
trouble
Skimming
Read the introduction and the first sentence of each report. Then answer the questions.
They offered to do some voluntary work.
1. What did three teenagers offer to do during the school holidays
2. What did Betty, Mark and Annie do
Betty went to a children’s hospital.
Mark visited children without parents.
Annie helped disabled children.
willing to do or give sth
Reading for details
1. ( ) Betty visited unhealthy children.
2. ( ) Betty organized a painting competition for the children.
3. ( ) Betty drew a picture for Cindy.
True or False:
T
T
F
took some photos of the park.
arrange for sth to happen
Reading for details
Multiple Choice:
1. Telling stories can help the children .
feel happy
do better in study
express their feelings
2. Without her parents, Vivien feels ___.
lonely and sad
happy and free
disappointed and angry
to show
unhappy, with no one to talk to
Reading for details
Answer the Questions:
1. Why did Annie teach the children to sing
2. After what happened to Tim, does he lose hope Why
3. How should Annie help children like Tim
Because music can bring them joy and peace.
No, because he has lots of courage.
Raise their spirits.
not worried or excited
not afraid
feeling
move it higher
Retelling
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Names Who they helped How they helped Reasons to do so
Betty 1. 2.
Mark 1. 2.
Annie 1. 2.
children with serious illnesses
children without parents
disabled children
organized …
took photos
taught…
made friends
taught…
raised…
to express…
to bring…
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More practice
5W1H
Who
Where
When
What
Why
How
Tell Cindy’ story in first person.
My name is Cindy.
I am in a children’s hospital because I am suffering from a serious illness.
During the school holiday, I met a volunteer named Betty.
She organized a painting competition for us. I wanted to paint a picture of the park near my home.
She took some photos of it to help me.
Who
Where
Why
When
What
How
How do you tell a good story
Further thinking
Can you think of other ways to help children like them
Make friends with them
Try to understand their needs
Keep in touch
Find common hobbies
Invite them to your birthday parties…
Homework
Read the passage aloud 3 times.
Finish the exercises on page 4 and 5.
Tell Mark’s or Annie’s story in first person with the help of the “5W1H” mind map.
Warming-up & Pre-reading
While-reading
Post-reading
Summary & Homework
Look at the pictures
Brainstorm and free talk
Prediction
Skimming
Scanning
Retelling
More practice(5W1H)
Thank you for listening!教学设计
Teaching contents Reading: Voluntary Work
Time 40 min
Teacher
Students Grade 2, Junior High
Analysis of the teaching material
The article Voluntary Work is the reading session of the topic Helping Those in Nee talked about in Unit 1, Module 1, Book 8. This material presents three teenagers’ voluntary experiences through a form of diary. It describes three destinations for voluntary work, including orphanage, the recovery center for the disabled and the children’s hospital. Doing voluntary work has always been an appealing topic for students in junior schools, for students can easily think of their personal experiences. Therefore, it can arouse students’ interest in reading and satisfy their desire to tell their own stories. Equally important, this article is well structured, which can be employed to train students’ reading ability and strategies. Besides, it can arouse students’ awareness to help others and act as a good example for students to follow.
Analysis of the students
As voluntary work is a common topic among students in junior high, they will have great interest in exploring this topic. In terms of reading ability and strategies, they have received certain of related training, but there is still room for enhancement, especially in how to get the main idea and locate the key information quickly as well as properly understanding some difficult expressions according to the context.
Teaching Objectives
Knowledge objective Enable students to know something about voluntary work. Enable students to master some useful expressions related to the description of voluntary experiences. Ability objective Improve students’ reading ability and help them to foster proper reading strategies. Enable students to know how to tell a complete story. Emotional objective Inspire students to devote more love and patience to people who need help, foster a strong sense of responsibility and arouse their awareness to contribute to the society.
Teaching key points and difficult points
Key points： Students know something about voluntary work. Students improve their reading ability and foster proper reading strategies Students learn to elicit some useful expressions and sentence patterns from the material Difficult points： Students know how to tell their personal experience in a complete and organized way.
Teaching methods
Elicitation Task-based Teaching Cooperative learning
Teaching procedures
Teaching steps Teacher’s activities Students’ activities Aims
Step 1 Warming-up & Pre-reading (5min) 1. Associating with Shenzhen, a loving city, show students some pictures of doctors, philanthropists and volunteers. 1. Look at the pictures and describe their deeds respectively. 1. To get the students warmed up and introduce todays’ topic “voluntary work”.
2. Ask students to brainstorm a series of questions related to the topic of the article. Qs: 1). Have you ever done any voluntary work 2).Where can you do voluntary work 3).What kind of people can we help in these places 2. Talk freely about the questions raised by the teacher. 2. To elicit students’ prior knowledge related to the topic.
3. Guide students to predict what will be talked about in the article according to the title. 3. Predict what will be talked about according to the title of the article. 3. To get students fully prepared for the reading part.
Step 2 While-reading --Skimming (7 min) 1. Ask students to go through the introduction and the first sentence of each paragraph quickly. 1. Skim the passage and the first sentence of each paragraph. 1. To enhance students’ ability to locate key information through skimming.
2. Lead students to answer the general questions according to the previous task. 2. Answer the questions and grasp the gist of the passage. 2. To improve students’ reading ability through the Qs and As activity.
Step 3 While-reading --Scanning (15 min) 1. Guide students to read Betty’s story, underline the key sentences and in the meantime finish the true or false exercise. Explain target vocabularies when inviting students to share their answers. 1. Read Betty’s story, underline the key sentences and in the meantime finish the true or false exercise. Enable students to locate key information during detailed reading and grasp the attitude of the writer and properly understand some difficult expressions according to the context.
2. Guide students to read Mark’s story, underline the key sentences and in the meantime finish the multiple choice. Explain target vocabularies when inviting students to share their answers. 2. Read Mark’s story, underline the key sentences and in the meantime finish the multiple choice.
3. Guide students to read Annie’s story, underline the key sentences and in the meantime answer the designed questions. Explain target vocabularies when inviting students to share their answers. 3. Read Annie’s story, underline the key sentences and in the meantime answer the designed questions.
Step 4 Post-reading --Retelling (5 min) Help students to recall key information of each part and fill in the chart. Ask them to try to retell the passage. Fill in the chart and try to retell the passage. Enable students to reorganize and output the text and master the usage of target expressions and sentence patterns from the text.
Step 5 Post-reading --more practice (7 min) Introduce the 5W1H model to students to facilitate them tell a better story. Understand the 5W1H model. To enable students to learn some speaking skills.
2. Encourage students to tell Cindy’s story from another perspective employing the 5W1H model. 2. Tell Cindy’s story from another perspective with the help of the 5W1H model. 2. Enable students to practice the useful model and organize a new story.
Step 6 Further thinking (5 min) Inspire students to think of more ways of helping people in need and encourage them to give various descriptions of how to help others. Think of as many ways to help others as they can. Guide students to establish a sense of responsibility and arouse their awareness of contributing to the society.
Homework
Read the passage aloud 3 times. Finish the exercises on page 4 and 5. Tell Mark’s or Annie’s story in first person with the help of the “5W1H” mind map.
Blackboard Design
Helping Those in Need Reading volunteers voluntary work Reading: Skimming: the first or the last sentence Scanning: key words Deep reading: read between the lines Retelling: 5W1H When Where Who What Why How
Flow Chart
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