Unit7 Helping others 教学内容与目标
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit7
【教学内容】
一、功能
请求与提供帮助；描述：(1) 询问他人遇到什么麻烦，需要怎样的帮助。
(2) 描述可以为他人提供的帮助。
二、语言知识
1. 句型复习和日常用语 ：(1) I can’t find my dog.
(2) I saw her half an hour ago.
(3) I’m going to ask the gatekeeper.
(4) Of course.
(5) Please go ahead.
2. 词汇：praise ... for
3. 语音：单词的音节。
三、语言技能
1. 听：听懂有关找寻失物的对话。
2. 说：(1) 综合使用不同时态描述一个事件。
(2) 能用合适的句型询问他人遇到什么麻烦，并说说自己能够提供哪些 帮助。
3. 读：(1) 读懂有关找寻失物的对话。
(2) 读懂故事《蜜蜂和蚂蚁》，理解其寓意。
4. 写：能结合语境写出正确的句子，并描述如何帮助他人。
【教学目标】
1. 能在语境中正确运用本单元的核心词组，复习已学相关核心词汇。
2. 能用合适的句型询问他人遇到什么麻烦，并描述自己能够提供哪些帮助。
3. 初步了解英语单词中音节的构成。
4. 乐于助人，并能体会帮助他人也是让自己快乐的途径。
教学重点：
1. 词汇学习：praise … for
2. 句型复习：I can’t find my dog.
I saw her half an hour ago.
I’m going to ask the gatekeeper.
3. 语音学习：了解英语单词中音节的构成。
教学难点：
不同时态在特定语境中的综合运用。
Unit7 Helping others 教学内容与目标
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit7
【教学内容】
一、功能
请求与提供帮助；描述：(1) 询问他人遇到什么麻烦，需要怎样的帮助。
(2) 描述可以为他人提供的帮助。
二、语言知识
1. 句型复习和日常用语 ：(1) I can’t find my dog.
(2) I saw her half an hour ago.
(3) I’m going to ask the gatekeeper.
(4) Of course.
(5) Please go ahead.
2. 词汇：praise ... for
3. 语音：单词的音节。
三、语言技能
1. 听：听懂有关找寻失物的对话。
2. 说：(1) 综合使用不同时态描述一个事件。
(2) 能用合适的句型询问他人遇到什么麻烦，并说说自己能够提供哪些 帮助。
3. 读：(1) 读懂有关找寻失物的对话。
(2) 读懂故事《蜜蜂和蚂蚁》，理解其寓意。
4. 写：能结合语境写出正确的句子，并描述如何帮助他人。
【教学目标】
1. 能在语境中正确运用本单元的核心词组，复习已学相关核心词汇。
2. 能用合适的句型询问他人遇到什么麻烦，并描述自己能够提供哪些帮助。
3. 初步了解英语单词中音节的构成。
4. 乐于助人，并能体会帮助他人也是让自己快乐的途径。
教学重点：
1. 词汇学习：praise … for
2. 句型复习：I can’t find my dog.
I saw her half an hour ago.
I’m going to ask the gatekeeper.
3. 语音学习：了解英语单词中音节的构成。
教学难点：
不同时态在特定语境中的综合运用。
Unit7 Helping others 第1课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit7
【主 题】Listen and say, Look and learn
【课 时】第1课时
一、教学目标(Teaching aims)
1. 通过Look and learn的教学活动，认读新单词，复习前面所学同类词汇。
2. 通过Listen and say的情景对话，理解不同时态的表意功能，综合运用不同的
时态，谈论如何帮助他人。
二、教学重难点(Teaching points and difficulties)
句型复习：I can’t find my dog.
I saw her half an hour ago.
I’m going to ask the gatekeeper.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 播放歌曲If you are happy（可上网搜索相关音频），学生跟唱、欣赏。然后与学生就“快乐”这一话题自由问答。21cnjy.com
T: If you’re happy, what do you want to do?
S1: I want to ...
然后同桌间互相问答，看看学生对快乐是怎样理解的。
2. 播放课本Listen and enjoy的诗歌，让学生欣赏并了解大意。
T: So if you want happiness for a lifetime, help somebody. Do you like helping others?21·cn·jy·com
S1: Yes, I do.
T: Today we’ll learn a story about helping others.www.21-cn-jy.com
While-task procedures
1. 播放Listen and say的录音，学生听录音。
然后教师提问，学生尝试回答问题，初步了解对话大意。
1) How many people are there in the dialogue? (Five.)2·1·c·n·j·y
2) Who are they? (Peter, Sally, a boy, a man and a woman.)21·世纪*教育网
3) Where are they? (They are in a park.)
4) What’s the matter with the boy? (He can’t find his dog.)21教育网
5) What colour is the boy’s dog? (It is white.)
学生打开课本，独立阅读课文，核对问题答案。
2. 出示Look and learn的图片，学生根据图片快速说出单词bell和neck。出示neck配图时，可帮助学生复习ear, eye, mouth, nose, leg, foot, body, tail等词。可通过快速反应的活动形式复习这些词，教师通过多媒体快速闪过图片及指示部位的箭头，学生快速说出单词。www-2-1-cnjy-com
3. 学生分组，分角色朗读课文，然后完成下面的概要填空。
Today is Sunday. Sally and Peter are in the park. A boy is crying. He can’t find his dog. The dog is small and white. She has a pink bell around her neck. A man saw the dog near the gate half an hour ago. A woman saw the dog two minutes ago. She was near the lake. Peter and Sally want to help the boy. Peter is going to the lake. Sally is going to ask the gatekeeper.2-1-c-n-j-y
学生完成后，教师帮助学生核对答案，拼读所填词汇。然后完成Listen and say的后续练习。
4. 教师出示以下句子，问问学生这些句子所表示的时间是什么。
A boy is crying. (此时此刻)
I saw her half an hour ago. She was near the gate. (过去)21*cnjy*com
I’m going to ask the gatekeeper. (将来)
Post-task activities
1. 学生分成五人小组，分角色表演故事。鼓励程度较好的学生续编对话。如Sally和 gatekeeper的对话，Peter和游人的对话。21世纪教育网版权所有
1) Sally: Hello. Did you see a small white dog near here?【来源：21cnj*y.co*m】
Gatekeeper: I saw it about forty minutes ago. Then it ran away.
2) Peter: Did you see a small white dog near here?【来源：21·世纪·教育·网】
Man: Yes. Look! It’s over there!
Peter: Thank you!
2. 鼓励学生设想新的场景，创编对话并进行表演。如：放学路上看见一个小女孩在哭， 她找不到妈妈了。
S1: Hello. What’s the matter?
S2: I can’t find my mum.
…
【板书设计】
Unit7 Helping others
I can’t find my dog.
I saw her half an hour ago.
I’m going to ask the gatekeeper.
Unit7 Helping others 第1课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit7
【主 题】Listen and say, Look and learn
【课 时】第1课时
一、教学目标(Teaching aims)
1. 通过Look and learn的教学活动，认读新单词，复习前面所学同类词汇。
2. 通过Listen and say的情景对话，理解不同时态的表意功能，综合运用不同的
时态，谈论如何帮助他人。
二、教学重难点(Teaching points and difficulties)
句型复习：I can’t find my dog.
I saw her half an hour ago.
I’m going to ask the gatekeeper.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 播放歌曲If you are happy（可上网搜索相关音频），学生跟唱、欣赏。然后与学生就“快乐”这一话题自由问答。21cnjy.com
T: If you’re happy, what do you want to do?
S1: I want to ...
然后同桌间互相问答，看看学生对快乐是怎样理解的。
2. 播放课本Listen and enjoy的诗歌，让学生欣赏并了解大意。
T: So if you want happiness for a lifetime, help somebody. Do you like helping others?21·cn·jy·com
S1: Yes, I do.
T: Today we’ll learn a story about helping others.www.21-cn-jy.com
While-task procedures
1. 播放Listen and say的录音，学生听录音。
然后教师提问，学生尝试回答问题，初步了解对话大意。
1) How many people are there in the dialogue? (Five.)2·1·c·n·j·y
2) Who are they? (Peter, Sally, a boy, a man and a woman.)21·世纪*教育网
3) Where are they? (They are in a park.)
4) What’s the matter with the boy? (He can’t find his dog.)21教育网
5) What colour is the boy’s dog? (It is white.)
学生打开课本，独立阅读课文，核对问题答案。
2. 出示Look and learn的图片，学生根据图片快速说出单词bell和neck。出示neck配图时，可帮助学生复习ear, eye, mouth, nose, leg, foot, body, tail等词。可通过快速反应的活动形式复习这些词，教师通过多媒体快速闪过图片及指示部位的箭头，学生快速说出单词。www-2-1-cnjy-com
3. 学生分组，分角色朗读课文，然后完成下面的概要填空。
Today is Sunday. Sally and Peter are in the park. A boy is crying. He can’t find his dog. The dog is small and white. She has a pink bell around her neck. A man saw the dog near the gate half an hour ago. A woman saw the dog two minutes ago. She was near the lake. Peter and Sally want to help the boy. Peter is going to the lake. Sally is going to ask the gatekeeper.2-1-c-n-j-y
学生完成后，教师帮助学生核对答案，拼读所填词汇。然后完成Listen and say的后续练习。
4. 教师出示以下句子，问问学生这些句子所表示的时间是什么。
A boy is crying. (此时此刻)
I saw her half an hour ago. She was near the gate. (过去)21*cnjy*com
I’m going to ask the gatekeeper. (将来)
Post-task activities
1. 学生分成五人小组，分角色表演故事。鼓励程度较好的学生续编对话。如Sally和 gatekeeper的对话，Peter和游人的对话。21世纪教育网版权所有
1) Sally: Hello. Did you see a small white dog near here?【来源：21cnj*y.co*m】
Gatekeeper: I saw it about forty minutes ago. Then it ran away.
2) Peter: Did you see a small white dog near here?【来源：21·世纪·教育·网】
Man: Yes. Look! It’s over there!
Peter: Thank you!
2. 鼓励学生设想新的场景，创编对话并进行表演。如：放学路上看见一个小女孩在哭， 她找不到妈妈了。
S1: Hello. What’s the matter?
S2: I can’t find my mum.
…
【板书设计】
Unit7 Helping others
I can’t find my dog.
I saw her half an hour ago.
I’m going to ask the gatekeeper.
Unit7 Helping others 第2课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit7
【主 题】Listen and enjoy. Ask and answer, Learn the sounds
【课 时】第2课时
一、教学目标(Teaching aims)
1. 通过Listen and enjoy的儿歌，引导学生认识到帮助他人也是自己幸福的源泉。
2. 通过Ask and answer的活动，帮助学生操练不同时态。
3. 通过Learn the sounds，帮助学生初步了解单词的音节。
二、教学重难点(Teaching points and difficulties)
1. 句型复习：How can you help others? I can...
2. 语音学习：单词的音节。
三、教学准备(Teaching preparation)
课件、音频
Pre-task preparations
1. 播放课本Listen and enjoy的诗歌，让学生跟着录音有感情地朗读。
2. 和学生就是否愿意帮助他人进行问答。
T: Do you like to help others?
S1: Yes, I do.
T: Why?
S1: Because it makes me happy.
While-task procedures
1. 呈现Ask and answer的图片，和学生问答，让学生看图描述一下图片。
1) What is Peter doing in Picture 1? (He is cleaning the table.)21·cn·jy·com
2) What is Joe doing in Picture 2? (He is picking up rubbish.)www.21-cn-jy.com
3) What is Kitty doing in Picture 3? (She is helping a blind man cross the street.)
4) What is Kitty doing in Picture 4? (She is reading the newspaper to an old man.)
5) What is Kitty doing in Picture 5? (She is giving her seat to other people on the bus.)2·1·c·n·j·y
6) What is the boy doing in Picture 6? (He is helping a man find his way to a restaurant.)【来源：21·世纪·教育·网】
2. 接着上一环节让学生说说他们可以怎样帮助他人。学生可先分组讨论，然后请小组代表汇报。
S1: How can you help others?
S2: I can help my neighbours take care of their dog.21世纪教育网版权所有
S3: I can help my parents clean the house.
然后教师鼓励学生用过去时说说自己曾经怎样帮助过别人，用将来时说说打算怎样帮助别人。
S1: I helped my mum clean our house last Saturday. I’m going to visit the Old People’s Home this weekend.21·世纪*教育网
S2: I gave my seat to an old woman last week. I’m going to help my neighbours take care of their flowers next week.www-2-1-cnjy-com
3. 让学生离开座位作调查。把调查结果填在在表格中。
Name
Things (did)
Things (will do)
Lucy
Helped an old lady find her grandson
Give her seat to people in need
S1: Hello, Lucy. How did you help others?
Lucy: I helped an old lady find her grandson.
S1: How will you help others?
Lucy: I will give my seat to people in need.
4. 出示Learn the sounds的单词，和学生简单解释音节的概念（见“参考资料”，课本上的一个拍手标识表示一个音节)。然后播放录音，让学生边拍手边跟着录音朗读单词及短句，感受单词的音节。2-1-c-n-j-y
T: kid, dog, sad, chess, (clap once)
Ss: kid，dog, sad, chess, (clap once)
T: kitchen, apple, summer, welcome, (clap twice)
Ss: kitchen, apple, summer, welcome, (clap twice)
…
最后让学生试着一边拍手一边读一读后面 Listen and say中的单词。然后播放录音，跟着录音朗读单词。21教育网
Post-task activities
1. 就Listen and enjoy中的诗歌内容与学生展开讨论。
T: What can you do to make yourself happy?
S1: I can see a film.
…
然后鼓励学生创编新儿歌。
If you want happiness for an hour, see a film.
If you want happiness for a day, have a picnic.
If you want happiness for a week, read a book.
If you want happiness for a lifetime, be helpful.
2. 让学生仿照下面的结构写一写自己愿意怎样帮助他人。
I’m ___________________ (name).
I’m ___________________ (age).
I can __________________________________________________________
I like helping others.
【板书设计】
Unit7 Helping others
How can you help others?
I can...
【参考资料】
音节：音节是读音的基本单位。如water 由两个音节构成（wa-ter)。一般而言， 一个音节含有一个元音。英语单词有一个音节、两个音节、多个音节的，只有一个音节的词叫单音节词，有两个音节的单词叫双音节词，有三个或三个以上音节的词叫多音节词。如take是单音节词，table是双音节词，potato是多音节词。教会学生辨认音节可以帮助他们提升朗读时的准确性和韵律性，也可以提升其拼写能力(spelling)。21cnjy.com
A syllable is a unit of spoken language consisting of a single uninterrupted sound. A syllable is made up of either a single vowel sound (as in the pronunciation of oh) or a combination of a vowel and one or more consonants (as in no and not).
Unit7 Helping others 第2课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit7
【主 题】Listen and enjoy. Ask and answer, Learn the sounds
【课 时】第2课时
一、教学目标(Teaching aims)
1. 通过Listen and enjoy的儿歌，引导学生认识到帮助他人也是自己幸福的源泉。
2. 通过Ask and answer的活动，帮助学生操练不同时态。
3. 通过Learn the sounds，帮助学生初步了解单词的音节。
二、教学重难点(Teaching points and difficulties)
1. 句型复习：How can you help others? I can...
2. 语音学习：单词的音节。
三、教学准备(Teaching preparation)
课件、音频
Pre-task preparations
1. 播放课本Listen and enjoy的诗歌，让学生跟着录音有感情地朗读。
2. 和学生就是否愿意帮助他人进行问答。
T: Do you like to help others?
S1: Yes, I do.
T: Why?
S1: Because it makes me happy.
While-task procedures
1. 呈现Ask and answer的图片，和学生问答，让学生看图描述一下图片。
1) What is Peter doing in Picture 1? (He is cleaning the table.)21·cn·jy·com
2) What is Joe doing in Picture 2? (He is picking up rubbish.)www.21-cn-jy.com
3) What is Kitty doing in Picture 3? (She is helping a blind man cross the street.)
4) What is Kitty doing in Picture 4? (She is reading the newspaper to an old man.)
5) What is Kitty doing in Picture 5? (She is giving her seat to other people on the bus.)2·1·c·n·j·y
6) What is the boy doing in Picture 6? (He is helping a man find his way to a restaurant.)【来源：21·世纪·教育·网】
2. 接着上一环节让学生说说他们可以怎样帮助他人。学生可先分组讨论，然后请小组代表汇报。
S1: How can you help others?
S2: I can help my neighbours take care of their dog.21世纪教育网版权所有
S3: I can help my parents clean the house.
然后教师鼓励学生用过去时说说自己曾经怎样帮助过别人，用将来时说说打算怎样帮助别人。
S1: I helped my mum clean our house last Saturday. I’m going to visit the Old People’s Home this weekend.21·世纪*教育网
S2: I gave my seat to an old woman last week. I’m going to help my neighbours take care of their flowers next week.www-2-1-cnjy-com
3. 让学生离开座位作调查。把调查结果填在在表格中。
Name
Things (did)
Things (will do)
Lucy
Helped an old lady find her grandson
Give her seat to people in need
S1: Hello, Lucy. How did you help others?
Lucy: I helped an old lady find her grandson.
S1: How will you help others?
Lucy: I will give my seat to people in need.
4. 出示Learn the sounds的单词，和学生简单解释音节的概念（见“参考资料”，课本上的一个拍手标识表示一个音节)。然后播放录音，让学生边拍手边跟着录音朗读单词及短句，感受单词的音节。2-1-c-n-j-y
T: kid, dog, sad, chess, (clap once)
Ss: kid，dog, sad, chess, (clap once)
T: kitchen, apple, summer, welcome, (clap twice)
Ss: kitchen, apple, summer, welcome, (clap twice)
…
最后让学生试着一边拍手一边读一读后面 Listen and say中的单词。然后播放录音，跟着录音朗读单词。21教育网
Post-task activities
1. 就Listen and enjoy中的诗歌内容与学生展开讨论。
T: What can you do to make yourself happy?
S1: I can see a film.
…
然后鼓励学生创编新儿歌。
If you want happiness for an hour, see a film.
If you want happiness for a day, have a picnic.
If you want happiness for a week, read a book.
If you want happiness for a lifetime, be helpful.
2. 让学生仿照下面的结构写一写自己愿意怎样帮助他人。
I’m ___________________ (name).
I’m ___________________ (age).
I can __________________________________________________________
I like helping others.
【板书设计】
Unit7 Helping others
How can you help others?
I can...
【参考资料】
音节：音节是读音的基本单位。如water 由两个音节构成（wa-ter)。一般而言， 一个音节含有一个元音。英语单词有一个音节、两个音节、多个音节的，只有一个音节的词叫单音节词，有两个音节的单词叫双音节词，有三个或三个以上音节的词叫多音节词。如take是单音节词，table是双音节词，potato是多音节词。教会学生辨认音节可以帮助他们提升朗读时的准确性和韵律性，也可以提升其拼写能力(spelling)。21cnjy.com
A syllable is a unit of spoken language consisting of a single uninterrupted sound. A syllable is made up of either a single vowel sound (as in the pronunciation of oh) or a combination of a vowel and one or more consonants (as in no and not).
Unit7 Helping others 第3课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit7
【主 题】Read a story
【课 时】第3课时
一、教学目标(Teaching aims)
1. 通过阅读故事《蜜蜂和蚂蚁》，帮助学生学习相关的日常用语，理解故事中蕴含的道理。
2. 通过阅读教学活动及后续练习，引导学生学习提炼文中信息。
3. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识和技能，描述如何帮助家人做些力所能及的事。21教育网
二、教学重难点(Teaching points and difficulties)
1. 词汇学习：praise ... for
2. 日常用语：Of course. Please go ahead
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 请学生有感情地齐声朗读Listen and enjoy 的诗歌。
2. 就bee和ant与学生问答，看看学生对这两种昆虫的了解有多少，导入故事内容。
T: Bees are insects. What do you know about them?
S1: Bees like flowers. They make honey.
T: Ants are insects. What do you know about them?
S2: Ants live in holes. They work together to find food.21cnjy.com
…
While-task procedures
1. 出示Read a story的教学图片，播放课文录音，然后让学生回答问题，以了解课文大意。
1) What is the story about? (It is about the bee and the ant.)21·cn·jy·com
2) Who did people like, the bee or the ant? (They liked the bee.)www.21-cn-jy.com
3) Was the ant happy about this? (No, he was not)
2. 让学生阅读课文，然后回答后续练习中的问题。
T: What did people think of the bee?
S1: They all liked the bee.
…
然后让学生试着用一两句话描述每幅图的内容，帮助学生学习提炼文中信息。
1) Many people praised the bee for her hard
2) The ant was not happy, because people never praised him.2·1·c·n·j·y
3) The bee told the ant, “People like me because my work also helps flowers and people.”【来源：21·世纪·教育·网】
3. 学生分成三人小组，分角色朗读课文。选出读得最好的一组。然后出示一些句子，说说是描写蚂蚁还是蜜蜂。21·世纪*教育网
1) People all praised it for its hard work, (the bee)21世纪教育网版权所有
2) It worked very hard, but people never praised it. (the ant)www-2-1-cnjy-com
3) It was not happy, (the ant)
4) It worked for its queen, (the ant and the bee)
5) Its work also helped flowers and people, (the bee)【来源：21cnj*y.co*m】
4. 让学生填空完成故事概要。
The bee and the ant both worked very hard, but people liked the bee. They all praised the bee for her hard work. The ant was not happy about this. One day, he asked the bee, “Why do people like you, not me?” The bee answered. “You work for yourself and your queen only, but my work also helps flowers and people.”
Post-task activities
1. 与学生讨论故事的寓意。然后学生分组演出课本剧。鼓励学生发散思维，为故事增添细节或改编结尾。
T: What did you learn from the story?
S: We should not only help ourselves and our family, but also help others.
2. 把学生分为四人小组，互相调查完成《练习册》Task中的Do a survey。注意帮助学生学会用关键词组记录调查信息，如果对信息不确定，可以请求同学重述，注意使用礼貌用语。2-1-c-n-j-y
S1: How did you help your parents at home last week?21*cnjy*com
S2: I helped my father clean his car.
S1: Sorry. What did you do for your father?
S2: I helped him clean the car.
课后让学生根据调查中获得的信息完成写作任务Think and write。在布置写作作业时，可引导学生展开讨论，使其注意到调查时用的是过去时，写作时可以使用现在时态，并注意先写出主题句，如We can help our parents do a lot of things at home. 或We can be great helpers at home.等。根据学生情况，这个任务可以拓展为小组合作完成一幅宣传帮助父母做家务的海报，然后在班级展示。
【板书设计】
Unit7 Helping others
praise ... for
Of course.
Please go ahead
Unit7 Helping others 第3课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module3 Unit7
【主 题】Read a story
【课 时】第3课时
一、教学目标(Teaching aims)
1. 通过阅读故事《蜜蜂和蚂蚁》，帮助学生学习相关的日常用语，理解故事中蕴含的道理。
2. 通过阅读教学活动及后续练习，引导学生学习提炼文中信息。
3. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识和技能，描述如何帮助家人做些力所能及的事。21教育网
二、教学重难点(Teaching points and difficulties)
1. 词汇学习：praise ... for
2. 日常用语：Of course. Please go ahead
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 请学生有感情地齐声朗读Listen and enjoy 的诗歌。
2. 就bee和ant与学生问答，看看学生对这两种昆虫的了解有多少，导入故事内容。
T: Bees are insects. What do you know about them?
S1: Bees like flowers. They make honey.
T: Ants are insects. What do you know about them?
S2: Ants live in holes. They work together to find food.21cnjy.com
…
While-task procedures
1. 出示Read a story的教学图片，播放课文录音，然后让学生回答问题，以了解课文大意。
1) What is the story about? (It is about the bee and the ant.)21·cn·jy·com
2) Who did people like, the bee or the ant? (They liked the bee.)www.21-cn-jy.com
3) Was the ant happy about this? (No, he was not)
2. 让学生阅读课文，然后回答后续练习中的问题。
T: What did people think of the bee?
S1: They all liked the bee.
…
然后让学生试着用一两句话描述每幅图的内容，帮助学生学习提炼文中信息。
1) Many people praised the bee for her hard
2) The ant was not happy, because people never praised him.2·1·c·n·j·y
3) The bee told the ant, “People like me because my work also helps flowers and people.”【来源：21·世纪·教育·网】
3. 学生分成三人小组，分角色朗读课文。选出读得最好的一组。然后出示一些句子，说说是描写蚂蚁还是蜜蜂。21·世纪*教育网
1) People all praised it for its hard work, (the bee)21世纪教育网版权所有
2) It worked very hard, but people never praised it. (the ant)www-2-1-cnjy-com
3) It was not happy, (the ant)
4) It worked for its queen, (the ant and the bee)
5) Its work also helped flowers and people, (the bee)【来源：21cnj*y.co*m】
4. 让学生填空完成故事概要。
The bee and the ant both worked very hard, but people liked the bee. They all praised the bee for her hard work. The ant was not happy about this. One day, he asked the bee, “Why do people like you, not me?” The bee answered. “You work for yourself and your queen only, but my work also helps flowers and people.”
Post-task activities
1. 与学生讨论故事的寓意。然后学生分组演出课本剧。鼓励学生发散思维，为故事增添细节或改编结尾。
T: What did you learn from the story?
S: We should not only help ourselves and our family, but also help others.
2. 把学生分为四人小组，互相调查完成《练习册》Task中的Do a survey。注意帮助学生学会用关键词组记录调查信息，如果对信息不确定，可以请求同学重述，注意使用礼貌用语。2-1-c-n-j-y
S1: How did you help your parents at home last week?21*cnjy*com
S2: I helped my father clean his car.
S1: Sorry. What did you do for your father?
S2: I helped him clean the car.
课后让学生根据调查中获得的信息完成写作任务Think and write。在布置写作作业时，可引导学生展开讨论，使其注意到调查时用的是过去时，写作时可以使用现在时态，并注意先写出主题句，如We can help our parents do a lot of things at home. 或We can be great helpers at home.等。根据学生情况，这个任务可以拓展为小组合作完成一幅宣传帮助父母做家务的海报，然后在班级展示。
【板书设计】
Unit7 Helping others
praise ... for
Of course.
Please go ahead
