仁爱科普版（2024）七年级下册Unit 10 Lending a Helping hand 第2课时 公开课一等奖创新教案＋(共25张)

仁爱科普版（2024）七年级下册Unit10LendingaHelpinghand第2课时公开课一等奖创新教案＋(共25张)

LendingaHelpinghand

Unit10

Function&Pronunciation

英语仁爱版（2024）七年级下册

通过本课时学习，学生能够：

1.根据所给语篇，运用听力策略获取XiaoYa的助人举措的具体信息；

2.在创设的新情境中编写邻里互助的对话，用得体的语言请求和提

供帮助，感悟邻里互助的传统美德；

3.根据字母组合ear、eer、eir/ere、er、ew、igh、ing、ph、qu的读

音规则拼读单词，做到见词能读，听音能辨；

4.体验在英文句子中需要重读实词的特点。

重点

重点

Learningobjectives

Watchandanswer

Watchthevideoandanswerthequestions.

1.Whatcantheydotohelptheneighbors

2.Whatdoyouthinkofthepeopleinthevideo

3.Canyousharesomeexperiencesofhelpingothersorbeinghelped

Watertheplants,buygroceries,taketheparcelandwalkthedog.

Discussandshare

Howcanyouhelpothersinyourdailylife

dovoluntarywork

tellstoriestochildren

shareyourexperience

waterflowers

______________

__________

cleanupthecommunity/...

planttrees/...

Makeadialogue

Workinpairsandmakeadialogue.Askyourpartnerabouthowhe/shehelpedothers.

Haveyoueverhelpedothersorbeenhelped

Yes,Ihelpedanoldladyyesterday.

Whatdidyoudo

...

Listenandanswer

Listentotheconversationandanswerthequestion.

WhatdidXiaoYadoforMrs.Li

ShelentherphonetoMrs.Li.

Listenandmark

ListenandmarkT(True)orF(False).

1.Mrs.Lilostherkeysandherphone.

2.XiaoYacalledMrs.Li’sdaughter.

3.Mrs.Li’sdaughterwascomingback.

4.XiaoYaaskedMrs.Litowaitatherhome.

5.Mrs.LiaskedXiaoYatohelpherdosomeshopping.

()

()

()

()

()

F

F

T

T

F

leftherkeysandherphoneathome.

Mrs.Licalledherdaughter.

Mrs.Liwentshoppingbyherself.

Listenandfill

Listenagainandfillintheblanks.

(XiaoYa’sneighbor,Mrs.Li,knocksatthedoor,andXiaoYaopensthedoor.)

Mrs.Li:Hi,XiaoYa.Couldyouhelpme

XiaoYa:Sure,Mrs.Li.What’s1._________

Mrs.Li:I2._________mykeysandmyphoneathome.NowIcan’topenthedoor.

MayIuseyourphonetocallmydaughter

XiaoYa:3._________aminute,please.Letmegetmyphoneforyou.

(Twominuteslater)

Mrs.Li:Thankyousomuch.4._________isyourphone.

XiaoYa:You’rewelcome.Isyourdaughtercoming

Mrs.Li:Yes.Sheisonherway5._________now.

XiaoYa:Great!Wouldyoucomeinand6._________forheratmyhome

Mrs.Li:Oh,that’svery7._________ofyou,butIneedtodosome8._________.

Thankyouverymuchforyourhelp.

XiaoYa:That’sallright.

up

left

Just

Here

wait

back

kind

shopping

Listenandrepeat

Listenandrepeattheconversation.

(XiaoYa’sneighbor,Mrs.Li,knocksatthedoor,andXiaoYaopensthedoor.)

Mrs.Li:Hi,XiaoYa.Couldyouhelpme

XiaoYa:Sure,Mrs.Li.What’sup

Mrs.Li:Ileftmykeysandmyphoneathome.NowIcan’topenthedoor.

MayIuseyourphonetocallmydaughter

XiaoYa:Justaminute,please.Letmegetmyphoneforyou.

(Twominuteslater)

Mrs.Li:Thankyousomuch.Hereisyourphone.

XiaoYa:You’rewelcome.Isyourdaughtercoming

Mrs.Li:Yes.Sheisonherwaybacknow.

XiaoYa:Great!Wouldyoucomeinandwaitforheratmyhome

Mrs.Li:Oh,that’sverykindofyou,butIneedtodosomeshopping.

Thankyouverymuchforyourhelp.

XiaoYa:That’sallright.

Readandlearn

(XiaoYa’sneighbor,Mrs.Li,knocksatthedoor,andXiaoYaopensthedoor.)

Mrs.Li:Hi,XiaoYa.Couldyouhelpme

XiaoYa:Sure,Mrs.Li.What’sup

Mrs.Li:Ileftmykeysandmyphoneathome.NowIcan’topenthedoor.

MayIuseyourphonetocallmydaughter

XiaoYa:Justaminute,please.Letmegetmyphoneforyou.

(Twominuteslater)

Mrs.Li:Thankyousomuch.Hereisyourphone.

XiaoYa:You’rewelcome.Isyourdaughtercoming

Mrs.Li:Yes.Sheisonherwaybacknow.

XiaoYa:Great!Wouldyoucomeinandwaitforheratmyhome

Mrs.Li:Oh,that’sverykindofyou,butIneedtodosomeshopping.

Thankyouverymuchforyourhelp.

XiaoYa:That’sallright.

“Couldyouhelpme"是日常寻求他人帮助时常用的礼貌表达，could为can的过去式，在这里用于表示更委婉的语气。

Readandlearn

(XiaoYa’sneighbor,Mrs.Li,knocksatthedoor,andXiaoYaopensthedoor.)

Mrs.Li:Hi,XiaoYa.Couldyouhelpme

XiaoYa:Sure,Mrs.Li.What’sup

Mrs.Li:Ileftmykeysandmyphoneathome.NowIcan’topenthedoor.

MayIuseyourphonetocallmydaughter

XiaoYa:Justaminute,please.Letmegetmyphoneforyou.

(Twominuteslater)

Mrs.Li:Thankyousomuch.Hereisyourphone.

XiaoYa:You’rewelcome.Isyourdaughtercoming

Mrs.Li:Yes.Sheisonherwaybacknow.

XiaoYa:Great!Wouldyoucomeinandwaitforheratmyhome

Mrs.Li:Oh,that’sverykindofyou,butIneedtodosomeshopping.

Thankyouverymuchforyourhelp.

XiaoYa:That’sallright.

“What’sup”用于询问对方出了什么事或有什么问题，是一种比较口语化的表达。

Readandlearn

(XiaoYa’sneighbor,Mrs.Li,knocksatthedoor,andXiaoYaopensthedoor.)

Mrs.Li:Hi,XiaoYa.Couldyouhelpme

XiaoYa:Sure,Mrs.Li.What’sup

Mrs.Li:Ileftmykeysandmyphoneathome.NowIcan’topenthedoor.

MayIuseyourphonetocallmydaughter

XiaoYa:Justaminute,please.Letmegetmyphoneforyou.

(Twominuteslater)

Mrs.Li:Thankyousomuch.Hereisyourphone.

XiaoYa:You’rewelcome.Isyourdaughtercoming

Mrs.Li:Yes.Sheisonherwaybacknow.

XiaoYa:Great!Wouldyoucomeinandwaitforheratmyhome

Mrs.Li:Oh,that’sverykindofyou,butIneedtodosomeshopping.

Thankyouverymuchforyourhelp.

XiaoYa:That’sallright.

“leavesth.+地点"表示把某物留在/遗留在某地，left是leave的过去式。

Readandlearn

(XiaoYa’sneighbor,Mrs.Li,knocksatthedoor,andXiaoYaopensthedoor.)

Mrs.Li:Hi,XiaoYa.Couldyouhelpme

XiaoYa:Sure,Mrs.Li.What’sup

Mrs.Li:Ileftmykeysandmyphoneathome.NowIcan’topenthedoor.

MayIuseyourphonetocallmydaughter

XiaoYa:Justaminute,please.Letmegetmyphoneforyou.

(Twominuteslater)

Mrs.Li:Thankyousomuch.Hereisyourphone.

XiaoYa:You’rewelcome.Isyourdaughtercoming

Mrs.Li:Yes.Sheisonherwaybacknow.

XiaoYa:Great!Wouldyoucomeinandwaitforheratmyhome

Mrs.Li:Oh,that’sverykindofyou,butIneedtodosomeshopping.

Thankyouverymuchforyourhelp.

XiaoYa:That’sallright.

“MayI...”用于礼貌地请求对方允许自己做某事，是一种常见的请求许可的表达方式。

Readandlearn

(XiaoYa’sneighbor,Mrs.Li,knocksatthedoor,andXiaoYaopensthedoor.)

Mrs.Li:Hi,XiaoYa.Couldyouhelpme

XiaoYa:Sure,Mrs.Li.What’sup

Mrs.Li:Ileftmykeysandmyphoneathome.NowIcan’topenthedoor.

MayIuseyourphonetocallmydaughter

XiaoYa:Justaminute,please.Letmegetmyphoneforyou.

(Twominuteslater)

Mrs.Li:Thankyousomuch.Hereisyourphone.

XiaoYa:You’rewelcome.Isyourdaughtercoming

Mrs.Li:Yes.Sheisonherwaybacknow.

XiaoYa:Great!Wouldyoucomeinandwaitforheratmyhome

Mrs.Li:Oh,that’sverykindofyou,butIneedtodosomeshopping.

Thankyouverymuchforyourhelp.

XiaoYa:That’sallright.

“Wouldyoucomeinandwaitforheratmyhome"中“wouldyou...”用于礼貌地邀请他人做某事，比“willyou..."语气更委婉。

Roleplay

Roleplaytheconversationandshowitinclass.

Makeanewconversation

Supposeyourneighborlosthiscatandyouwanttohelphim.Makeupanewconversation.

Hi,Mr.Smith.Youlookworried.What’sup

Mycatismissing.Ican’tfindheranywhere.

I’msosorrytohearthat.Whatdoesyourcatlooklike

She’sawhitecatwithsomeblackspots.

...

Lookandanswer

Lookatthepictureandanswerthequestions.

1.Whatarethetwogirlsinthepicture

2.Whataretheydoingnow

3.Howdotheyfeel

Theyarevolunteers.

Theyarecleaningtheground.

Theyfeelhappy.

Listenandcomplete

Listenandcompletethechant.

XiaoYagotuptogotowork1.________.

Shejoineda2.________activity.

Shemether3.________friendinthecommunity.

Theretheycleanedthegroundwiththeirhands

4.________.

XiaoYasaid,“Let’s5.________asongquietly.

Atlasttheytooksome6.________happily.

early

volunteer

new

quickly

sing

photos

Listenandreadthechant.Payattentiontothepronunciationofthecoloredletters.

Listenandread

HuangguoshuWaterfall

YangtzeRiver

WestLake

XiaoYagotuptogotoworkearly.

Shejoinedavolunteeractivity.

Shemethernewfriendinthecommunity.

Theretheycleanedthegroundwiththeirhandsquickly.

XiaoYasaid,“Let’ssingasongquietly.

Atlasttheytooksomephotoshappily.

Listenandreadthesoundsandwordsaloud.

Listenandread

HuangguoshuWaterfall

YangtzeRiver

WestLake

Workinpairsandreadthenewchant.

Let’sread

HuangguoshuWaterfall

YangtzeRiver

WestLake

Ear(//)inearly,likeairinthesky,

Eer(/(r)/)inpeer,loudandclear!

Eir(/e/)intheir,ere(/e/)inwhere,

Let’ssingthesesounds,don’tyoudare!

Er(//)inher,term,andper,

Ew(/ju/)innew,chewandfew!

Igh(/a/)insigh,ing(//)insing,

Ph(/f/)inphone,let’sdoourthing!

Qu(/kw/)inquick,quack,andqueen,

Theselettergroupsaresokeen!

Listenandrepeat.Payattentiontothedifferencesbetweenthesoundsineachpair.

Listenandrepeat

HuangguoshuWaterfall

YangtzeRiver

WestLake

Readthetext.Then,askandanswerthequestionswithyourpartner.Payattentiontothestresses.

Let’sread

1.—'Howdoyou'feel

—Iam'happyto'helpthese'animals.

2.—'Whatdidyou'do'there

—We'learnedand'played.

3.—Did'Tom'helpto'cleanupthe'park'last'week

—No,'hedidn’t.But'Idid.

Summary

knowthepronunciationrulesofthelettercombinationsear,eer,eir/ere,er,ew,igh,ing,phandqu.

2

Afterlearningthislesson,Ican

useappropriatelanguagetoaskforandofferhelp.

1

stresscontentwordsinsentences.

3

1.A:Let'sgoandseethemonkeys.They'remyfavouriteanimals.B:Whydoyoulikethem

A:Becausethey'recleverandfunny.

2.A:Oh,look!Ababywolfanditsmother!DoyoulikewolvesB:No,Idon't.They'reverydang

Homework

1.Writedownthenewconversationabouthelpingyourneighborfindthelostcat.

2.PreviewThinkingSkills&ReadingStrategies.Unit10LendingaHelpingHand

Function&Pronunciation

一、教学内容分析

本课时是功能部分和语音训练。Function部分为功能部分，结合语用知识学习，通过“听”的视角切入单元“社区生活"的主题，开展听、读、说、写语言综合运用能力训练。首先，学生通过两两对话的形式，谈论日常生活中的助人活动。接着学生通过听的活动，融入“邻里互助”的情景中。听力内容为XiaoYa帮助邻居解决困难。听第一遍后，学生了解XiaoYa的助人举措。听第二遍后，学生进行判断正误，进一步梳理细节信息。之后，学生两两合作，在创设的新情境中编写邻里互助的对话，达到学以致用的目的。Pronunciation部分为语音训练，学习字母组合ear、eer、eir/ere、er、ew、igh、ing、ph、qu的读音规则和实词在句中的重读规则和技巧。首先，学生通过chant感知以上字母组合在单词中的发音，再通过听和跟读掌握以上字母组合在单词中的发音，并归纳读音规则、辨识发音，做到见词能读。通过听音跟读几组发音相似的单词，区分不同字母组合的发音差异，提高发音的准确性。最后，学生分组朗读对话，体验在英文句子需要重读实词的特点。

二、语篇分析

【What】本课时的核心语篇为XiaoYa与邻居Mrs.Li的日常对话。Mrs.Li因忘带钥匙和手机无法进门，向XiaoYa求助使用电话联系女儿，XiaoYa热情提供帮助，并邀请Mrs.Li到自己家等待，Mrs.Li表示感谢并说明自己要去购物。【Why】Function部分的对话围绕生活常见的求助与帮助场景展开，能引导学生深入理解对话内涵，锻炼听力理解能力，同时，为学生后续进行口语表达与对话创编提供清晰的思路与模板，通过模仿与创新，提升学生在实际情境中运用英语交流的能力，真正做到学以致用。此外，语篇传递的乐于助人主题，有助于培养学生积极向上的情感态度与良好品德，实现语言教学与育人的有机融合。【How】语篇构建邻里之间求助与帮助的常见生活场景，极易引发学生的情感共鸣与生活联想。文本以邻里间的日常对话形式呈现，语言自然、口语化，符合生活实际交流场景，易于学生理解和模仿。对话内容简洁明了，围绕求助与帮助展开，包含日常交流常用的表达和句式，如“Couldyouhelpme"What’sup”“MayI...”等。

三、学情分析

学生在日常生活中对帮助他人的行为有一定认知，具备一定的语言基础，但在运用英语表达相关内容时可能存在困难。在语音方面，学生对部分字母组合的发音和句子重音等规则尚未熟练掌握，需要系统的练习和指导。这就要求教师在教学过程中，借助多样化、趣味性教学方法与活动，引导学生逐步克服困难，实现语言综合运用能力的提升。

四、教学目标

通过本课时的学习，学生能够：1.根据所给语篇，运用听力策略获取XiaoYa的助人举措的具体信息；2.在创设的新情境中编写邻里互助的对话，用得体的语言请求和提供帮助，感悟邻里互助的传统美德；3.根据字母组合ear、eer、eir/ere、er、ew、igh、ing、ph、qu的读音规则拼读单词，做到见词能读，听音能辨；4.体验在英文句子中需要重读实词的特点。

五、教学重难点

【重点】1.根据所给语篇，运用听力策略获取XiaoYa的助人举措的具体信息；2.根据字母组合ear、eer、eir/ere、er、ew、igh、ing、ph、qu的读音规则拼读单词，做到见词能读，听音能辨。【难点】创编对话，在实际情境中运用所学，用得体的语言请求和提供帮助。

六、教学活动设计

环节一：话题导入，激发兴趣。（3mins）学生观看视频，回答问题。

教学活动活动层次效果评价

Studentswatchthevideoandanswersomequestions.学习理解之感知与注意观察学生的作答表现，了解其对视频的把握程度。

环节设计意图：导入本课主题，激发学生学习的兴趣。

环节二：话题讨论，展开对话练习。（7mins）学生就相关话题进行讨论，并展开对话练习。

教学活动活动层次效果评价

Studentsdiscussthequestionandsharetheirideas.应用实践之描述与阐释应用实践之内化与运用观察学生回答问题的表现，了解其有关助人话题词汇的储备情况。

Studentsworkinpairsandmakeadialogue.

环节设计意图:激活已知，为后续的语言学习做好铺垫。

环节三：听对话，完成听力任务。（15mins）学生完成一系列的听力活动，提取对话中的关键信息，学习语言点并进行角色扮演。

教学活动活动层次效果评价

Studentslistentotheconversationandanswerthequestion.StudentslistentotheconversationandmarkT(True)orF(False).Studentslistenandfillintheblanks.学习理解之感知与注意、获取与梳理观察学生的作答表现，评价其通过听力活动提取关键信息的能力。

Studentslistenandrepeatth